P H Y S I C S

. 1390 :
 ‫ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‬
‫ﻣﻌﻴﻨﻴﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻲ‪ ،‬ﺗﺮﺑﻴﺔ‬
‫ﻣﻌﻠﻢ ﻭ ﻣﺮﻛﺰ ﺳﺎﻳﻨﺲ‬
‫ﺭﻳﺎﺳﺖ ﻋﻤﻮﻣﻲ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‬
‫ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﻓﺰﻳـــــﻚ‬
‫‪p h y s i c s‬‬
‫ﺻﻨﻒ ﻫﺸﺘﻢ‬
‫ﺳﺎﻝ ﭼﺎپ‪ 1390 :‬ﻫ ‪.‬ﺵ‪.‬‬
‫ﺍﻟﻒ‬
 ‫ﻣﻮﻟﻔﺎﻥ‪:‬‬
‫ﻣﻌﺎﻭﻥ ﺳﺮﻣﻮﻟﻒ ﺭﺍﺑﻌﻪ »ﻣﻨﺼﻮﺭ« ﻋﻀﻮ ﻋﻠﻤﻰ ﻭ ﻣﺴﻠﻜﻰ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﻣﻮﻟﻒ ﺻﺎﺩﻕ ﺣﺴﻴﻦ »ﻣﻮﺣﺪﻯ« ﻋﻀﻮ ﻋﻠﻤﻰ ﻭ ﻣﺴﻠﻜﻰ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﻣﺤﻤﺪﺭﺿﺎ »ﺍﺑﺮﺍﻫﻴﻤﻰ« ﻋﻀﻮﺗﻴﻢ ﭘﺮﻭژﺓ ﺗﺎﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‪.‬‬
‫ﻣﻌﺎﻭﻥ ﻣﻮﻟﻒ ﻣﺎﻫﺮﻩ ﻧﺎﺻﺮﻯ ﻋﻀﻮ ﻋﻠﻤﻰ ﻭ ﻣﺴﻠﻜﻰ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﺍﺩﻳﺘﻮﺭﻋﻠﻤﻰ‪:‬‬
‫ﺳﺮﻣﺆﻟﻒ ﮔﻞ ﺍﺣﻤﺪ ﺳﺎﻏﺮﻯ ﻋﻀﻮ ﻋﻠﻤﻰ ﻭ ﻣﺴﻠﻜﻰ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﺍﺩﻳﺘﻮﺭ ﺯﺑﺎﻥ‪:‬‬
‫ﺍﺣﻤﺪ ﻳﺎﺳﻴﻦ ﻓﺮﺧﺎﺭﻯ ﻋﻀﻮ ﺗﻴﻢ ﭘﺮﻭژﺓ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‪.‬‬
‫ﻛﻤﻴﺘﺔ ﺩﻳﻨﻰ‪ ،‬ﺳﻴﺎﺳﻰ ﻭ ﻓﺮﻫﻨﮕﻰ‪:‬‬
‫‪ -‬ﻣﻮﻟﻮﻯ ﻋﺒﺪﺍﻟﺼﺒﻮﺭ ﻋﺮﺑﻰ‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﻣﺤﻤﺪ ﻳﻮﺳﻒ ﻧﻴﺎﺯﻯ‬
‫‪ -‬ﺣﺒﻴﺐ ﺍﷲ ﺭﺍﺣﻞ ﻣﺸﺎﻭﺭ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﺩﺭ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬
‫ﻛﻤﻴﺘﺔ ﻧﻈﺎﺭﺕ‪:‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﺍﺳﺪﺍﷲ ﻣﺤﻘﻖ ﻣﻌﻴﻦ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪ ،‬ﺗﺮﺑﻴﻪ ﻣﻌﻠﻢ ﻭ ﻣﺮﻛﺰ ﺳﺎﻳﻨﺲ‪.‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﺷﻴﺮ ﻋﻠﻰ ﻇﺮﻳﻔﻰ ﻣﺴﺆﻭﻝ ﭘﺮﻭژﻩ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬
‫‪ -‬ﻣﻌﺎﻭﻥ ﺳﺮﻣﺆﻟﻒ ﻋﺒﺪﺍﻟﻈﺎﻫﺮ ﮔﻠﺴﺘﺎﻧﻰ ﺭﺋﻴﺲ ﻋﻤﻮﻣﻰ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﻃﺮﺡ ﻭ ﺩﻳﺰﺍﻳﻦ‪:‬‬
‫ﺧﺎﻟﺪﻫﻮﺗﻚ‬
‫ﺏ‬
‫ﺝ‬
 ‫ﺳﺮود ﻣﻠﯽ‬
‫دا ﻋﺰت د ﻫـــﺮ اﻓـــﻐﺎن دى‬
‫ﻫﺮ ﺑﭽﯽ ﻳ‪ ３‬ﻗﻬﺮﻣـــــﺎن دى‬
‫د ﺑـــــــﻠﻮ＇ــــﻮ د ازﺑﮑـــــﻮ‬
‫د ﺗــــــﺮﮐﻤﻨــــﻮ د ﺗﺎﺟﮑــــﻮ‬
‫ﭘـــﺎﻣﻴــﺮﻳﺎن‪ ،‬ﻧﻮرﺳﺘﺎﻧﻴــــﺎن‬
‫ﻫـــﻢ اﻳﻤـــﺎق‪ ،‬ﻫﻢ ﭘﺸـﻪ ‪４‬ﺎن‬
‫ﻟـــﮑــﻪ ﻟﻤــﺮ ﭘﺮ ﺷﻨﻪ آﺳﻤـﺎن‬
‫ﻟـــﮑـــﻪ زړه وي ﺟــﺎوﻳﺪان‬
‫واﻳﻮ اﷲ اﮐﺒﺮ واﻳﻮ اﷲ اﮐﺒﺮ‬
‫دا وﻃﻦ اﻓﻐﺎﻧﺴﺘـــﺎن دى‬
‫ﮐﻮر د ﺳﻮﻟ‪ ３‬ﮐﻮر د ﺗﻮرې‬
‫دا وﻃﻦ د ！ﻮﻟﻮ ﮐـﻮر دى‬
‫د ﭘ‪＋‬ﺘــــﻮن او ﻫﺰاره وو‬
‫ورﺳﺮه ﻋﺮب‪－ ،‬ﻮﺟــﺮ دي‬
‫ﺑﺮاﻫﻮي دي‪ ،‬ﻗﺰﻟﺒﺎش دي‬
‫دا ﻫﻴـــﻮاد ﺑﻪ ﺗﻞ ‪＄‬ﻠﻴ‪８‬ي‬
‫ﭘﻪ ﺳﻴﻨــﻪ ﮐ‪ ３‬د آﺳﻴـــﺎ ﺑﻪ‬
‫ﻧﻮم د ﺣﻖ ﻣﻮ دى رﻫﺒـــﺮ‬
‫ﺩ‬
 ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﭘﻴﺎﻡ ﻭﺯﻳﺮ ﻣﻌﺎﺭﻑ‬
‫ﻣﻌﻠﻤﺎﻥ ﻭ ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ‪،‬‬
‫ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﺍﺳﺎﺱ ﺍﻧﻜﺸﺎﻑ ﻭ ﺗﻮﺳﻌﺔ ﻫﺮ ﻛﺸﻮﺭ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ ،‬ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻳﻜﻰ ﺍﺯ ﻋﻨﺎﺻﺮ ﻣﻬﻢ‬
‫ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ ﻣﻄﺎﺑﻖ ﺍﻧﻜﺸﺎﻓﺎﺕ ﻋﻠﻤﻰ ﻣﻌﺎﺻﺮ ﻭ ﻧﻴﺎﺯﻣﻨﺪﻯﻫﺎﻯ ﺟﺎﻣﻌﻪ ﻭﺿﻊ ﻣﻰﮔﺮﺩﺩ‪ ،‬ﻭﺍﺿﺢ‬
‫ﺍﺳﺖ ﻛﻪ ﺍﻧﻜﺸﺎﻓﺎﺕ ﻋﻠﻤﻰ ﻭ ﻧﻴﺎﺯﻣﻨﺪﻯﻫﺎﻯ ﺟﺎﻣﻌﻪ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺣﺎﻝ ﺗ ََﻄ ﱡﻮﺭ ﻣﻰﺑﺎﺷﺪ؛ ﺑﻨﺎ ًء ﻻﺯﻡ ﺍﺳﺖ ﻧﺼﺎﺏ‬
‫ﺗﻌﻠﻴﻤﻰ ﻧﻴﺰ ﺑﻪ ﺻﻮﺭﺕ ﻋﻠﻤﻰ ﻭ ﺩﻗﻴﻖ ﺍﻧﻜﺸﺎﻑ ﻧﻤﺎﻳﺪ‪ .‬ﺍﻟﺒﺘﻪ ﻧﺒﺎﻳﺪ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﺗﺎﺑﻊ ﺗﻐﻴﻴﺮﺍﺕ ﺳﻴﺎﺳﻰ‪،‬‬
‫ﻧﻈﺮﻳﺎﺕ ﻭ ﺗﻤﺎﻳﻼﺕ ﺍﺷﺨﺎﺹ ﮔﺮﺩﺩ‪.‬‬
‫ﻛﺘﺎﺑﻰ ﻛﻪ ﺍﻣﺮﻭﺯ ﺩﺭ ﺩﺳﺘﺮﺱ ﺷﻤﺎ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﺑﻨﺎﺑﺮ ﻫﻤﻴﻦ ﻣﺸﺨﺼﺎﺕ ﺗﻬﻴﻪ ﻭ ﺗﺮﺗﻴﺐ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﻋﻠﻤﻰ ﻣﻔﻴﺪ ﺩﺭ ﺁﻥ ﺍﺿﺎﻓﻪ ﺷﺪﻩ‪ ،‬ﻓﻌﺎﻝ ﻧﮕﻪ ﺩﺍﺷﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﺟﺰء ﭘﻼﻥ ﺗﺪﺭﻳﺲ ﮔﺮﺩﻳﺪﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺍﻣﻴﺪﻭﺍﺭﻡ ﺗﺪﺭﻳﺲ ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺵﻫﺎﻯ ﺁﻣﻮﺯﺵ ﻓﻌﺎﻝ ﻣﻄﺎﺑﻖ ﺭﻫﻨﻤﻮﺩ ﻫﺎ ﻭ ﭘﻼﻥ ﺗﻌﻠﻴﻤﻰ ﺗﻌﻴﻴﻦ‬
‫ﺷﺪﻩ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ ،‬ﻭ ﺍﻭﻟﻴﺎﻯ ﺷﺎﮔﺮﺩﺍﻥ ﻧﻴﺰ ﺩﺭ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺔ ﺑﺎ ﻛﻴﻔﻴﺖ ﺩﺧﺘﺮﺍﻥ ﻭ ﭘﺴﺮﺍﻥ ﺧﻮﺩ ﻫﻤﻜﺎﺭﻯ‬
‫ﻣﺘﺪﺍﻭﻡ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺗﺎ ﺍﻫﺪﺍﻑ ﻭ ﺁﺭﺯﻭﻫﺎﻯ ﻧﻈﺎﻡ ﻣﻌﺎﺭﻑ ﺑﺮﺁﻭﺭﺩﻩ ﮔﺮﺩﻳﺪﻩ‪ ،‬ﻧﺘﺎﻳﺞ ﻭ ﺩﺳﺖ ﺁﻭﺭﺩﻫﺎﻯ ﺧﻮﺑﻰ ﺑﺮﺍﻯ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﻭ ﻛﺸﻮﺭ ﻣﺎ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺎﻭﺭ ﺩﺍﺭﻡ ﻛﻪ ﻣﻌﻠﻤﺎﻥ ﮔﺮﺍﻧﻘﺪﺭ ﻣﺎ ﺩﺭ ﺗﻄﺒﻴﻖ ﻣﺆﺛﺮ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻣﺴﺆﻭﻟﻴﺖ ﺧﻮﺩ ﺭﺍ ﺻﺎﺩﻗﺎﻧﻪ ﺍﺩﺍ ﻣﻰﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﻫﻤﻮﺍﺭﻩ ﺗﻼﺵ ﻣﻰ ﻧﻤﺎﻳﺪ ﺗﺎ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻣﻌﺎﺭﻑ ﻣﻄﺎﺑﻖ ﺍﺳﺎﺳﺎﺕ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ‪ ،‬ﺣﺲ‬
‫ﻭﻃﻦ ﺩﻭﺳﺘﻰ ﻭ ﻣﻌﻴﺎﺭ ﻫﺎﻯ ﻋﻠﻤﻰ ﺑﺎ ﺩﺭ ﻧﻈﺮﺩﺍﺷﺖ ﻧﻴﺎﺯﻣﻨﺪﻯ ﻫﺎﻯ ﻣُﺒﺮﻡ ﺟﺎﻣﻌﺔ ﻣﺎ ﺍﻧﻜﺸﺎﻑ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻋﺮﺻﻪ ﺍﺯ ﺗﻤﺎﻡ ﺷﺨﺼﻴﺖﻫﺎﻯ ﻋﻠﻤﻰ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺔ ﻛﺸﻮﺭ ﻭ ﺍﻭﻟﻴﺎﻯ ﻣﺤﺘﺮﻡ ﺷﺎﮔﺮﺩﺍﻥ‬
‫ﺗﻤﻨﺎ ﺩﺍﺭﻡ‪ ،‬ﺗﺎ ﺑﺎ ﺍﺭﺍﺋﺔ ﻧﻈﺮﻳﺎﺕ ﻭ ﭘﻴﺸﻨﻬﺎﺩﺍﺕ ﺳﺎﻟﻢ ﻭ ﻣﻔﻴﺪ ﺧﻮﻳﺶ ﻣﺆﻟﻔﺎﻥ ﻣﺎ ﺭﺍ ﺩﺭ ﺑﻬﺒﻮﺩ ﺑﻴﺸﺘﺮ ﺗﺄﻟﻴﻒ ﻛﺘﺐ‬
‫ﺩﺭﺳﻰ ﻳﺎﺭﻯ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺍﺯ ﻫﻤﺔ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﻰ ﻛﻪ ﺩﺭ ﺗﻬﻴﻪ ﻭ ﺗﺮﺗﻴﺐ ﺍﻳﻦ ﻛﺘﺎﺏ ﺳﻬﻢ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﻣﺆﺳﺴﺎﺕ ﻣﺤﺘﺮﻡ ﻣﻠﻰ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻰ‬
‫ﻭ ﺳﺎﻳﺮ ﻛﺸﻮﺭ ﻫﺎﻯ ﺩﻭﺳﺖ ﻛﻪ ﺩﺭ ﺗﻬﻴﻪ ﻭ ﺗﺪﻭﻳﻦ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﺟﺪﻳﺪ ﻭ ﻃﺒﻊ ﻭ ﺗﻮﺯﻳﻊ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﻫﻤﻜﺎﺭﻯ ﻧﻤﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﺻﻤﻴﻤﺎﻧﻪ ﺍﻇﻬﺎﺭ ﺍﻣﺘﻨﺎﻥ ﻭ ﻗﺪﺭﺩﺍﻧﻰ ﻣﻰﻧﻤﺎﻳﻢ‪.‬‬
‫ﻭ ﻣﻦ ﺍﷲ ﺍﻟﺘﻮﻓﻴﻖ‬
‫ﻓﺎﺭﻭﻕ ﻭﺭﺩگ‬
‫ﻭﺯﻳﺮ ﻣﻌﺎﺭﻑ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﻫـ‬
 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬
‫ﺍﻧﺴﺎﻧﻬﺎ ﺍﺯ ﺯﻣﺎﻥ ﭘﻴﺪﺍﻳﺶ ﺷﺎﻥ ﺗﺎﻛﻨﻮﻥ ﺑﺎ ﺳﺎﻳﻨﺲ ﻭ ﻃﺒﻴﻌﺖ ﺳﺮﻭﻛﺎﺭ ﺩﺍﺷﺘﻪ ﺍﻧﺪ‪ .‬ﺑﺎ ﮔﺬﺷﺖ ﺯﻣﺎﻥ ﺩﺭ‬
‫ﺍﺛﺮ ﺗﻼﺵ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ‪ ،‬ﻭﺳﺎﻳﻞ ﻭ ﻣﺎﻳﺸﻨﻬﺎﻯ ﭘﻴﺸﺮﻓﺘﻪ ﺍﺯ ﻗﺒﻴﻞ ﻣﻮﺗﺮ‪ ،‬ﻃﻴﺎﺭﻩ‪ ،‬ﻛﺸﺘﻰ‪ ،‬ﺭﺍﺩﻳﻮ‪ ،‬ﺗﻴﻠﻔﻮﻥ‪،‬‬
‫ﻣﻮﺑﺎﻳﻞ‪ ،‬ﺍﻧﺘﺮﻧﻴﺖ ﻭﻏﻴﺮﻩ ﺟﻬﺖ ﺭﻓﺎﻩ ﻭ ﺁﺳﻮﺩﻩ ﮔﻰ ﺍﻧﺴﺎﻧﻬﺎ ﺑﻮﺟﻮﺩ ﺁﻣﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺣﻘﻴﻘﺖ ﻋﻠﻢ‬
‫ﻋﺒﺎﺭﺕ ﺍﺯ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻠﻪ ﺍﺯ ﻣﻄﺎﻟﻌﺔ ﻃﺒﻴﻌﺖ ﻭ ﺭﻭﺷﻰ ﺑﺮﺍﻯ ﺟﺴﺘﺠﻮﻯ ﭘﺎﺳﺦ ﺑﻪ ﭘﺮﺳﺸﻬﺎ ﺍﺳﺖ‪،‬‬
‫ﻛﻪ ﻫﻤﻪ ﺷﺎﺧﻪ ﻫﺎﻯ ﻋﻠﻮﻡ ﺍﻳﻦ ﺭﻭﺵ ﺭﺍ ﺑﺮﺍﻯ ﺩﺭﻙ ﺫﺭﻩ ﺍﻯ ﺍﺯ ﺍﺳﺮﺍﺭ ﻧﺎ ﻣﺤﺪﻭﺩ ﻃﺒﻴﻌﺖ ﺩﺭ ﻋﺎﻟﻢ‬
‫ﻻﻳﺘﻨﺎﻫﻰ ﻫﺴﺘﻰ ﺑﻜﺎﺭ ﻣﻰ ﺑﺮﻧﺪ‪.‬‬
‫ﺍﺑﻮﺭﻳﺤﺎﻥ ﺍﻟﺒﻴﺮﻭﻧﻰ‪ ،‬ﺍﺑﻮﻋﻠﻰ ﺳﻴﻨﺎ‪ ،‬ﺍﺑﻦ ﻫﻴﺜﻢ‪ ،‬ﺧﻮﺍﺯﺭﻣﻰ ﻭ ﺩﻳﮕﺮﺍﻥ ﺍﺯ ﺟﻤﻠﺔ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻛﺸﻮﺭﻫﺎﻯ‬
‫ﺍﺳﻼﻣﻰ ﺍﻧﺪ ﻛﻪ ﭘﺲ ﺍﺯ ﻇﻬﻮﺭ ﻭ ﮔﺴﺘﺮﺵ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻯ ﻧﺠﻮﻡ‪ ،‬ﺭﻳﺎﺿﻰ‪ ،‬ﺍﭘﺘﻴﻚ‬
‫ﻭ ﺑﺨﺸﻬﺎﻯ ﺩﻳﮕﺮ ﺳﺎﻳﻨﺲ‪ ،‬ﻋﻠﻢ ﺭﺍ ﮔﺴﺘﺮﺵ ﺩﺍﺩﻧﺪ ﻭ ﻫﻤﭽﻨﺎﻥ ﮔﺎﻟﻴﻠﻪ‪ ،‬ﺍﻳﺴﺎﻙ ﻧﻴﻮﺗﻦ‪ ،‬ﺟﻤﻴﺰ ﺟﻮﻝ‪،‬‬
‫ﻭﻳﻠﻴﺎﻡ ﺗﺎﻣﺴﻦ‪ ،‬ﻣﺎﻳﻜﻞ ﻓﺎﺭﺍﺩﻯ‪ ،‬ﺟﻤﻴﺰ ﻛﻠﺮﻙ‪ ،‬ﻣﺎﻛﺴﻮﻳﻞ‪ ،‬ﻟﻮﺩﻭﻳﻚ ﺑﻮﻟﺘﺰﻣﻦ ﻭ ﺍﻟﺒﺮﺕ ﺍﻧﺸﺘﺎﻳﻦ ﺍﺯ‬
‫ﻓﺰﻳﻜﺪﺍﻧﺎﻥ ﺑﺰﺭگ ﺟﻬﺎﻥ ﺍﻧﺪ ﻛﻪ ﺑﺎ ﻛﻮﺷﺸﻬﺎ ﻭ ﺯﺣﻤﺎﺕ ﺷﺎﻥ ﭘﺮﺩﻩ ﺍﺯ ﺭﻭﻯ ﻫﺰﺍﺭﺍﻥ ﺍﺳﺮﺍﺭ ﻃﺒﻴﻌﺖ‬
‫ﺑﺮﺩﺍﺷﺘﻨﺪ ﻭ ﺭﺍﻩ ﺭﺍ ﺑﺮﺍﻯ ﺍﻧﻜﺸﺎﻑ ﻋﻠﻮﻡ ﺑﻪ ﺭﻭﻯ ﺩﻳﮕﺮﺍﻥ ﮔﺸﻮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺻﻨﻒ ﻫﻔﺘﻢ ﺩﺭﺑﺎﺭﺓ ﻣﻔﺎﻫﻴﻤﻰ ﻣﺎﻧﻨﺪ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ‪ ،‬ﻗﻮﻩ‪ ،‬ﻛﺎﺭ‪ ،‬ﺍﻧﺮژﻯ‪ ،‬ﻓﺸﺎﺭ‪ ،‬ﺧﻮﺍﺹ ﻧﻮﺭ‪،‬‬
‫ﺍﻧﻌﻜﺎﺱ ﻧﻮﺭ ﻭ ﺍﻧﻜﺴﺎﺭ ﻧﻮﺭ ﻣﻌﻠﻮﻣﺎﺕ ﺣﺎﺻﻞ ﻧﻤﻮﺩﻳﺪ‪ .‬ﺍﻣﺴﺎﻝ ﻣﻔﺎﻫﻴﻢ ﺩﻳﮕﺮﻯ ﺍﺯ ﻗﺒﻴﻞ ﺣﺮﺍﺭﺕ ﻭ‬
‫ﺍﺛﺮﺍﺕ ﺁﻥ ﺑﺮ ﺭﻭﻯ ﻣﻮﺍﺩ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ‪ ،‬ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ‪ ،‬ﺑﺮﻕ ﺳﺎﻛﻦ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﺑﻴﺸﺘﺮ ﺩﺭﺑﺎﺭﺓ‬
‫ﻗﻮﻩ ﻭ ﻣﺎﺷﻴﻨﻬﺎﻯ ﺳﺎﺩﻩ ﺭﺍ ﻛﻪ ﺍﺯ ﻣﺒﺎﺣﺚ ﺍﺳﺎﺳﻰ ﻭ ﻋﻤﺪﺓ ﺩﻳﮕﺮﻯ ﻓﺰﻳﻚ ﺍﻧﺪ ﺩﺭ ﺩﺍﺧﻞ ﺷﺶ ﻓﺼﻞ‬
‫ﺑﺎ ﻫﻤﺎﻥ ﺭﻭﺵ ﺻﻨﻒ ﻫﻔﺘﻢ ﻣﻄﺎﻟﻌﻪ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ‪ ،‬ﻛﻪ ﺍﻣﻴﺪﻭﺍﺭﻳﻢ ﺷﻤﺎ ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺍﺯ ﻣﻔﺎﻫﻴﻢ‬
‫ﻓﻮﻕ ﺑﺎ ﺟﺰﺋﻴﺎﺕ ﺁﻥ ﺁﮔﺎﻫﻰ ﻻﺯﻡ ﺣﺎﺻﻞ ﻧﻤﺎﺋﻴﺪ‪.‬‬
‫ﺩﻳﭙﺎﺭﺗﻤﻨﺖ ﻓﺰﻳﻚ‬
‫ﻭ‬
 ‫ﻓﻬـــﺮﺳﺖ‬
‫‪1‬‬ ‫ﻓﺼﻞ ﺍﻭﻝ‪ :‬ﺣﺮﺍﺭﺕ ﻭ ﺍﺛﺮﺍﺕ ﺁﻥ ﺭﻭﻱ ﻣﻮﺍﺩ ‪.....................................‬‬
‫‪9‬‬ ‫ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ‪................................................................‬‬
‫‪13‬‬ ‫ﻓﺎﺯﻫﺎﻯ ﻣﻮﺍﺩ ‪.........................................................................‬‬
‫‪21‬‬ ‫ﺍﺛﺮﺍﺕ ﻧﺎ ﺧﺎﻟﺼﻰ ‪...................................................................‬‬
‫‪25‬‬ ‫ﺧﻼﺻﻪ ﻭ ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ‪..............................................‬‬
‫‪27‬‬ ‫ﻓﺼﻞ ﺩﻭﻡ‪ :‬ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ‪.................................................................‬‬
‫‪33‬‬ ‫ﻛﺎﺭﺑﺮﺩﻫﺎﻯ ﺣﺮﺍﺭﺕ ‪..............................................................‬‬
‫‪35‬‬ ‫ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ ‪........................................................................‬‬
‫‪37‬‬ ‫ﺍﻧﺠﻦ ﻫﺎﻯ ﺍﺣﺘﺮﺍﻓﻰ )ﺍﻧﺠﻦ ﻣﻮﺗﺮ( ‪................................................‬‬
‫‪39‬‬ ‫ﺧﻼﺻﻪ ﻭ ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ‪......................................................‬‬
‫‪41‬‬ ‫ﻓﺼﻞ ﺳﻮﻡ‪ :‬ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ ‪..................................................................‬‬
‫‪46‬‬ ‫ﺁﻫﻨﺮﺑﺎﻯ ﺑﺮﻗﻰ ‪...............................................................................‬‬
‫‪47‬‬ ‫ﺧﻼﺻﻪ ﻭ ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ‪.........................................................‬‬
‫‪49‬‬ ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ‪ :‬ﺑﺮﻕ ﺳﺎﻛﻦ ‪.........................................................................‬‬
‫‪56‬‬ ‫ﺁﺯﻣﺎﻳﺶ ﭼﺎﺭﺝ ‪..............................................................................‬‬
‫‪57‬‬ ‫ﺳﺎﺣﺔ ﺑﺮﻗﻰ ‪...................................................................................‬‬
‫‪58‬‬ ‫ﺍﻟﻘﺎﻯ ﺑﺮﻗﻰ ‪.....................................................................................‬‬
‫‪61‬‬ ‫ﺧﻼﺻﻪ ﻭ ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ‪........................................................‬‬
‫‪63‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ‪ :‬ﻗﻮﻩ ‪................................................................................‬‬
‫‪65‬‬ ‫ﭼﮕﻮﻧﻪ ﻗﻮﻩ ﻫﺎ ﺭﺍ ﺑﺎ ﻫﻢ ﺟﻤﻊ ﻛﺮﺩﻩ ﻣﻰ ﺗﻮﺍﻧﻴﻢ؟‪...................‬‬
‫‪68‬‬ ‫ﻣﻮﻣﻨﺖ ﻗﻮﻩ ‪............................................................................‬‬
‫‪70‬‬ ‫ﻗﻮﺓ ﻋﻤﻞ ﻭ ﻋﻜﺲ ﺍﻟﻌﻤﻞ ‪.......................................................‬‬
‫‪71‬‬ ‫ﻗﻮﺓ ﺟﺎﺫﺑﻪ ‪.............................................................................‬‬
‫‪75‬‬ ‫ﺧﻼﺻﻪ ﻭ ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ‪..............................................‬‬
‫‪77‬‬ ‫ﻓﺼﻞ ﺷﺸﻢ‪ :‬ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ‪.......................................................‬‬
‫‪78‬‬ ‫ﺍﻧﻮﺍﻉ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ ‪.......................................................‬‬
‫‪83‬‬ ‫ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﻣﺎﺷﻴﻦ ﻫﺎ ‪...................................................‬‬
‫‪89‬‬ ‫ﺧﻼﺻﻪ ﻭ ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ‪...................................................‬‬
‫ﺯ‬
 ‫ﻓﺼﻞ ﺍﻭﻝ‬
‫ﺣﺮﺍﺭﺕ ﻭ ﺍﺛﺮﺍﺕ ﺁﻥ ﺑﻪ ﺭﻭﻯ ﻣﻮﺍﺩ‬
‫ﻼ ﺩﺭﺑﺎﺭﺓ ﺣﺮﺍﺭﺕ ﻭ ﺗﻐﻴﻴﺮﺍﺗﻰ ﻛﻪ ﺑﻪ ﺭﻭﻯ ﻣﻮﺍﺩ ﺍﻳﺠﺎﺩ ﻣﻰﻛﻨﺪ ﻣﻄﺎﻟﺒﻰ‬ ‫ﻗﺒ ً‬
‫ﺁﻣﻮﺧﺘﻴــﺪ ﻭ ﻳــﺎﺩ ﮔﺮﻓﺘﻴﺪ ﻛﻪ ﭼﮕﻮﻧــﻪ ﺍﺯ ﺗﺮﻣﺎﻣﺘﺮ ﺑــﺮﺍﻯ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻯ‬
‫ﻣﻴﺰﺍﻥ ﮔﺮﻣﻰ ﻭ ﺳــﺮﺩﻯ ﺍﺟﺴﺎﻡ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻴﺪ ﻭ ﭼﮕﻮﻧﻪ ﺩﺭﺟﺎﺕ ﺁﻥ ﺭﺍ‬
‫ﺑﺨﻮﺍﻧﻴﺪ‪.‬‬
‫ﺣــﺮﺍﺭﺕ ﻭ ﭘﺪﻳﺪﻩ ﻫــﺎﻯ ﻣﺮﺗﺒﻂ ﺑﺎ ﺁﻥ ﻧﻘﺶ ﻋﻤﺪﻩ ﻳــﻰ ﺩﺭ ﻃﺒﻴﻌﺖ ﻭ‬
‫ﺯﻧﺪﻩﮔــﻰ ﻣﺎ ﺩﺍﺭﻧﺪ؛ ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ‪ :‬ﻣﻮﺟــﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﺮﺍﻯ ﺍﺩﺍﻣﺔ ﺣﻴﺎﺕ‬
‫ﺑﻪ ﻣﺤﻴﻄﻰ ﻛﻪ ﺩﺍﺭﺍﻯ ﮔﺮﻣﻰ ﻣﻨﺎﺳــﺒﻰ ﺑﺎﺷﺪ‪ ،‬ﺿﺮﻭﺭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺁﻣﺪﻥ ﻓﺼﻞ ﻫﺎﻯ ﺳﺎﻝ ﺩﺭ ﻳﻚ ﻣﻨﻄﻘﻪ ﺑﻪ ﻣﻴﺰﺍﻥ ﺣﺮﺍﺭﺗﻰ ﻛﻪ ﻣﺤﻴﻂ ﺍﺯ‬
‫ﺁﻓﺘﺎﺏ ﻣﻰ ﮔﻴﺮﺩ‪ ،‬ﺑﺴﺘﮕﻰ ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﻛﺎﺭﺧﺎﻧﻪ ﻫﺎ ﻭ ﻣﺤﻴﻂ ﻫﺎﻯ‬
‫ﺻﻨﻌﺘﻰ ﺑﺮﺍﻯ ﺗﻐﻴﻴﺮ ﺷﻜﻞ ﻭ ﻧﻮﻉ ﻣﻮﺍﺩ ﺍﺯ ﺣﺮﺍﺭﺕ ﺍﺳﺘﻔﺎﺩﻩ ﻫﺎﻯ ﻓﺮﺍﻭﺍﻧﻰ‬
‫ﺻﻮﺭﺕ ﻣﻰﮔﻴﺮﺩ‪.‬‬
‫ﺣﺘﻤﺎً ﻫﻨﻮﺯ ﺳﺆﺍﻻﺕ ﻣﺨﺘﻠﻔﻰ ﺭﺍﺟﻊ ﺑﻪ ﺣﺮﺍﺭﺕ ﻭ ﻛﺎﺭﺑﺮﺩ ﻫﺎﻯ ﮔﻮﻧﺎﮔﻮﻥ‬
‫ﺁﻥ ﺩﺭ ﺫﻫﻦ ﺷﻤﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ؛ ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ‪:‬‬
‫‪ -‬ﺁﻳــﺎ ﻣﻘﺪﺍﺭ ﺣﺮﺍﺭﺕ ﺭﺍ ﻣﻰﺗــﻮﺍﻥ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻛﺮﺩ؟ ﭼﻪ ﻭﺍﺣﺪﻯ ﺑﺮﺍﻯ‬
‫ﺳﻨﺠﺶ ﺁﻥ ﺑﻪ ﻛﺎﺭ ﻣﻰﺭﻭﺩ؟‬
‫‪ -‬ﻭﻗﺘــﻰ ﻣﻰﮔﻮﻳﻴــﻢ ﺩﺭﺟــﺔ ﺣﺮﺍﺭﺕ‪ ،‬ﺍﻣــﺮﻭﺯ ﺑﻪ ‪ 37‬ﺩﺭﺟــﺔ ﺣﺮﺍﺭﺕ‬
‫ﺳﻠﺴﻴﻮﺱ ﻣﻰ ﺭﺳﺪ‪ ،‬ﻛﻠﻤﺔ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﭼﻪ ﻣﻌﻨﻰ ﻣﻰﺩﻫﺪ؟‬
‫‪ -‬ﭼﺮﺍ ﻭﻗﺘﻰ ﺗﺮﻣﺎﻣﺘﺮ ﺭﺍ ﺩﺭ ﺁﺏ ﺳﺮﺩ ﻗﺮﺍﺭ ﻣﻰﺩﻫﻴﺪ‪ ،‬ﺍﺭﺗﻔﺎﻉ ﻣﺎﻳﻊ ﺩﺍﺧﻞ‬
‫ﺁﻥ ﭘﺎﻳﻴﻦ ﻣﻰ ﺁﻳﺪ ﻭ ﺩﺭ ﺁﺏ ﮔﺮﻡ ﺑﺎﻻ ﻣﻰﺭﻭﺩ؟‬
‫‪ -‬ﺷﻤﺎ ﻣﻰﺩﺍﻧﻴﺪ ﻛﻪ ﻣﺎﺩﻩ ﺑﻪ ﺣﺎﻟﺖ ﻫﺎﻯ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‬
‫ﻛــﻪ ﺁﻥ ﺭﺍ ﻓﺎﺯﻫﺎﻯ ﻣﺎﺩﻩ ﻣﻰﮔﻮﻳﻨﺪ‪ ،‬ﻭﻟﻰ ﺁﻳﺎ ﻣﻰﺩﺍﻧﻴﺪ ﻛﻪ ﺣﺮﺍﺭﺕ ﭼﻪ‬
‫ﻧﻘﺸﻰ ﺩﺭ ﺗﻐﻴﻴﺮ ﻓﺎﺯﻫﺎﻯ ﻣﺎﺩﻩ ﺩﺍﺭﺩ؟‬
‫ﺍﻳﻨﻬﺎ ﻧﻤﻮﻧﻪ ﻫﺎﻳﻰ ﺍﺯ ﺳــﺆﺍﻻﺗﻰ ﻫﺴــﺘﻨﺪ ﻛﻪ ﺳﻌﻰ ﻣﻰ ﻛﻨﻴﻢ ﭘﺎﺳﺦ ﻫﺎﻯ‬
‫ﻣﻨﺎﺳﺒﻰ ﺑﺮﺍﻯ ﺁﻧﻬﺎ ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﭘﻴﺪﺍ ﻛﻨﻴﻢ‪.‬‬
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 ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‬
‫ﻣــﺎ ﻫﺮ ﺭﻭﺯ ﭼﻨﺪﻳﻦ ﺑﺎﺭ ﻛﻠﻤﺔ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺭﺍ ﺩﺭ ﻣﻮﻗﻌﻴﺖ ﻫﺎﻯ ﮔﻮﻧﺎﮔﻮﻥ ﻣﻰﺷــﻨﻮﻳﻢ‪ .‬ﻣﺜ ً‬
‫ﻼ‬
‫ﺍﺯ ﻃﺮﻳﻖ ﺭﺍﺩﻳﻮ‪ ،‬ﺗﻠﻮﻳﺰﻳﻮﻥ‪ ،‬ﺭﻭﺯﻧﺎﻣﻪ ﻭ ‪ ....‬ﺍﻣﺎ ﺁﻳﺎ ﺗﺎ ﺣﺎﻝ ﺑﻪ ﻣﻌﻨﻰ ﺩﻗﻴﻖ ﻛﻠﻤﺔ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‬
‫ﻓﻜﺮ ﻛﺮﺩﻩ ﺍﻳﺪ؟ ﺁﻳﺎ ﻣﻰﺩﺍﻧﻴﺪ ﻛﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﭼﮕﻮﻧﻪ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻣﻰﺷﻮﺩ؟‬
‫ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﻛﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﺩﻫﻴﻢ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫‪ -1‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷــﻜﻞ )‪ (1-1‬ﺑﻪ ﻧﻈﺮ ﺷــﻤﺎ ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﻣﻮﺍﺩ ﺩﺍﻍ ﺗﺮ ﻭ ﻛﺪﺍﻡ ﺳــﺮﺩﺗﺮ ﺍﺳﺖ؟ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﺗﺮﺗﻴﺐ ﺍﺯ ﺳﺮﺩ‬
‫ﺑﻪ ﮔﺮﻡ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-1‬ﺍﺟﺴﺎﻣﻰ ﻛﻪ ﮔﺮﻣﻰ ﻣﺘﻔﺎﻭﺕ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺁﺏ ﻭﻫﻮﺍ‬
‫‪ -2‬ﺑــﺮﺍﻯ ﺍﻳﻦ ﻛﻪ ﺑﺪﺍﻧﻴــﻢ ﺁﺏ ﺟﻮﺵ ﭼﻘﺪﺭ ﺍﺯ ﻳﺦ ﮔﺮﻡ ﺗﺮ‬
‫ﮔﺰﺍﺭﺵ ﻫﺎ ﺣﺎﻛﻰ ﺍﺯ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﻳﻚ ﺟﺒﻬﻪ‬ ‫ﺍﺳﺖ ﺑﻪ ﭼﻪ ﭼﻴﺰﻯ ﻧﻴﺎﺯ ﺩﺍﺭﻳﻢ؟‬
‫ﻫﻮﺍﻯ ﺳﺮﺩ ﺍﺯ ﻃﺮﻑ ﻏﺮﺏ ﺑﻪ ﺳﻤﺖ ﻛﺸﻮﺭ ﻣﺎ ﺩﺭ‬ ‫‪ -3‬ﺷــﻜﻞ )‪ (1-2‬ﻗﺴــﻤﺘﻰ ﺍﺯ ﻳــﻚ ﺧﺒﺮ ﺍﺳــﺖ ﻛﻪ ﺩﺭ‬
‫ﺣﺮﻛﺖ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺟﺒﻬﻪ ﻓﺮﺩﺍ ﻗﺴﻤﺖ ﻫﺎﻯ ﻏﺮﺑﻰ‬ ‫ﺭﻭﺯﻧﺎﻣﻪ ﺑﻪ ﭼﺎپ ﺭﺳــﻴﺪﻩ ﺍﺳﺖ‪ .‬ﺁﻥ ﺭﺍ ﺑﻪ ﺩﻗﺖ ﺑﺨﻮﺍﻧﻴﺪ ﻭ‬
‫ﻛﺸﻮﺭ ﺭﺍ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﺮﺍﺭ ﺧﻮﺍﻫﺪ ﺩﺍﺩ ﻭ ﺑﺎﻋﺚ‬ ‫ﺑﮕﻮﻳﻴــﺪ ﻛﻪ ﺭﺍﺟﻊ ﺑﻪ ﭼﻪ ﭼﻴﺰﻯ ﺻﺤﺒﺖ ﻣﻰﻛﻨﺪ‪ ،‬ﺑﻪ ﻧﻈﺮ‬
‫ﺧﻮﺍﻫﺪ ﺷﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺩﺭ ﺑﻌﻀﻰ ﻧﻘﺎﻁ ﺑﻪ‬ ‫ﺷﻤﺎ ﻛﻠﻤﺔ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺧﺒﺮ ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ‬
‫ﺷﺪﺕ ﻛﺎﻫﺶ ﻳﺎﺑﺪ ﻭ ﻳﺨﺒﻨﺪﺍﻥ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪.‬‬ ‫ﭼﻪ ﻣﻌﻨﻰ ﻣﻰﺩﻫﺪ؟‬
‫ﺷﻜﻞ )‪ (1-2‬ﻗﺴﻤﺘﻰ ﺍﺯ ﮔﺰﺍﺭﺵ ﺍﻭﺿﺎﻉ ﺟﻮﻯ‬
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‫ﻼ ﻳﺎﺩ ﮔﺮﻓﺘﻴﻢ ﻛﻪ ﺑﺮﺍﻯ ﺗﻌﻴﻴﻦ ﻣﻴﺰﺍﻥ ﺳﺮﺩﻯ ﻭ ﮔﺮﻣﻰ ﻳﻚ ﺟﺴﻢ‬ ‫ﻣﺎ ﻗﺒ ً‬
‫ﺍﺯ ﺗﺮﻣﺎﻣﺘﺮ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻴﻢ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﻣﺨﺰﻥ ﺗﺮﻣﺎﻣﺘﺮ ﺭﺍ ﺩﺭ ﺗﻤﺎﺱ ﺑﺎ‬
‫ﺟﺴﻢ ﻳﺎ ﺩﺭ ﻣﺤﻴﻂ ﻣﻮﺭﺩ ﻧﻈﺮ ﻗﺮﺍﺭ ﻣﻰﺩﺍﺩﻳﻢ ﻭ ﺑﻌﺪ ﺍﺯ ﺍﻳﻦ ﻛﻪ ﺍﻃﻤﻴﻨﺎﻥ‬
‫ﭘﻴﺪﺍ ﻣﻰﻛﺮﺩﻳﻢ ﻛﻪ ﻣﺎﻳﻊ ﺩﺍﺧﻞ ﺗﺮﻣﺎﻣﺘﺮ ﺩﻳﮕﺮ ﺣﺮﻛﺖ ﻧﻤﻰ ﻛﻨﺪ‪ ،‬ﺩﺭﺟﺔ‬
‫ﺁﻥ ﺭﺍ ﻣﻰﺧﻮﺍﻧﺪﻳﻢ‪ .‬ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﻣﻰﺩﺍﻧﻴﻢ ﻛﻪ ﻭﻗﺘﻰ ﻳﻚ ﺟﺴﻢ ﺳﺮﺩ‬
‫ﺩﺭ ﺗﻤﺎﺱ ﺑﺎ ﻳﻚ ﺟﺴﻢ ﮔﺮﻡ ﻗﺮﺍﺭ ﻣﻰﮔﻴﺮﺩ‪ ،‬ﻛﻢ ﻛﻢ ﺟﺴﻢ ﺳﺮﺩ ﮔﺮﻣﺘﺮ‬
‫ﻭ ﺟﺴﻢ ﮔﺮﻡ ﺳﺮﺩﺗﺮ ﻣﻰﺷــﻮﺩ‪ .‬ﺍﻳﻦ ﻋﻤﻞ ﺗﺎ ﺟﺎﻳﻰ ﺍﺩﺍﻣﻪ ﭘﻴﺪﺍ ﻣﻰﻛﻨﺪ‬
‫ﻛﻪ ﻣﻴﺰﺍﻥ ﺳــﺮﺩﻯ ﻭ ﮔﺮﻣﻰ ﻫﺮﺩﻭ ﺟﺴﻢ ﻳﻜﺴﺎﻥ ﮔﺮﺩﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ‬
‫ﮔﻔﺘﻪ ﻣﻰﺷــﻮﺩ ﻛﻪ ﺍﻳﻦ ﺩﻭ ﺟﺴﻢ ﺩﺭ ﺗﻌﺎﺩﻝ ﺣﺮﺍﺭﺗﻰ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺗﻌﺎﺩﻝ‬
‫ﺣﺮﺍﺭﺗﻰ ﺍﺳﺎﺱ ﻛﺎﺭ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻯ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻰﺑﺎﺷﺪ‪ .‬ﻭﻗﺘﻰ ﻛﻪ ﺩﻭ‬
‫ﺟﺴــﻢ ﺩﺭ ﺗﻌﺎﺩﻝ ﺣﺮﺍﺭﺗﻰ ﺑﺎﺷﻨﺪ‪ ،‬ﻣﻰ ﮔﻮﻳﻴﻢ ﻛﻪ ﻫﺮ ﺩﻭ ﺟﺴﻢ ﺩﺍﺭﺍﻯ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﺴــﺎﻭﻯ ﻣﻰﺑﺎﺷــﻨﺪ؛ ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ‪ :‬ﻭﻗﺘﻰ ﺗﺮﻣﺎﻣﺘﺮ ﺭﺍ‬
‫ﺩﺭ ﺗﻤﺎﺱ ﺑﺎ ﻳﻚ ﺟﺴــﻢ ﮔﺮﻡ ﻗﺮﺍﺭ ﻣﻰﺩﻫﻴﻢ‪ ،‬ﺗﺮﻣﺎﻣﺘﺮ ﮔﺮﻣﺘﺮ ﻣﻰﺷﻮﺩ‬
‫ﻭ ﻣﺎﻳــﻊ ﺩﺍﺧﻞ ﺁﻥ ﺑﺎﻻ ﻣﻰﺭﻭﺩ‪ ،‬ﺍﻳﻦ ﻋﻤﻞ ﺗــﺎ ﺯﻣﺎﻧﻰ ﺍﺩﺍﻣﻪ ﻣﻰﻳﺎﺑﺪ ﻛﻪ‬
‫ﺗﺮﻣﺎﻣﺘﺮ ﺑﺎ ﺟﺴــﻢ ﮔــﺮﻡ ﺩﺭ ﺗﻌﺎﺩﻝ ﺣﺮﺍﺭﺗﻰ ﻗﺮﺍﺭﮔﻴــﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺗﺮﻣﺎﻣﺘﺮ ﻭ ﺟﺴﻢ ﻳﻜﺴﺎﻥ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺗﻐﻴﻴﺮ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻮﺍﺩ ﺑﺎﻋــﺚ ﺗﻐﻴﻴﺮ ﺑﻌﻀﻰ ﺍﺯ ﺧﻮﺍﺹ ﻓﺰﻳﻜﻰ ﺁﻧﻬﺎ‬
‫ﻣﻰﺷﻮﺩ؛ ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ‪ :‬ﺣﺠﻢ ﻣﺎﻳﻊ ﺩﺍﺧﻞ ﻧﻞ ﺷﻴﺸﻪ ﻳﻰ ﺗﺮﻣﺎﻣﺘﺮ ﻭﻗﺘﻰ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﻥ ﺑﺎﻻ ﻣﻰﺭﻭﺩ‪ ،‬ﺍﻓﺰﺍﻳﺶ ﻣﻰﻳﺎﺑﺪ ﻭ ﺑﺎ ﻛﻢ ﺷــﺪﻥ ﺩﺭﺟﺔ‬
‫ﺣــﺮﺍﺭﺕ‪ ،‬ﻛﺎﻫﺶ ﭘﻴﺪﺍ ﻣﻰﻛﻨﺪ‪ .‬ﺍﺯ ﻫﻤﻴــﻦ ﺧﺎﺻﻴﺖ ﺑﺮﺍﻯ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻯ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰﻛﻨﻴﻢ ﻭ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺍﺟﺴﺎﻡ ﮔﻮﻧﺎﮔﻮﻥ ﺭﺍ‬
‫ﺑﺎ ﺁﻥ ﻣﻰﺳﻨﺠﻴﻢ‪.‬‬
‫ﺑﺮﺍﻯ ﺍﻳﻦ ﻛﺎﺭ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺑﺘﻮﺍﻧﻴﻢ ﺗﺮﻣﺎﻣﺘﺮ ﺭﺍ ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﻛﻨﻴﻢ‪ .‬ﺩﺭ ﺩﻧﻴﺎ‬
‫ﭼﻨﺪﻳﻦ ﻧﻮﻉ ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﺑﺮﺍﻯ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻣﺎﻧﻨﺪ‪ :‬ﺩﺭﺟﻪ‬
‫ﺑﻨﺪﻯ ﺳﻠﺴﻴﻮﺱ‪ ،‬ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﻓﺎﺭﻧﻬﺎﻳﺖ ﻭ ﺩﺭﺟﻪﺑﻨﺪﻯ ﻛﻠﻮﻳﻦ‪.‬‬
‫ﻣﻌﻤﻮﻝ ﺗﺮﻳﻦ ﻧﻮﻉ ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﺩﺭ ﻛﺸــﻮﺭ ﻣﺎ‪ ،‬ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﺳﻠﺴﻴﻮﺱ‬
‫ﺍﺳﺖ‪ ،‬ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﺍﺳﺘﻨﺪﺭﺩ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺩﺭ ﺳﻴﺴﺘﻢ ‪ SI‬ﺩﺭﺟﻪ ﺑﻨﺪﻯ‬
‫ﻛﻠﻮﻳﻦ ﺍﺳــﺖ‪ .‬ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﺭﺍ ﺑﺮﺍﻯ ﻧﺨﺴــﺘﻴﻦ ﺑﺎﺭ ﺩﺍﻧﺸﻤﻨﺪ ﺳﻮﻳﺪﻧﻰ‬
‫ﺁﻧﺪﺭﺱ ﺳﻠﺴــﻴﻮﺱ ﺑﻪ ﻛﺎﺭ ﺑﺮﺩ ﻭ ﺑﻪ ﺍﻓﺘﺨــﺎﺭ ﺍﻭ ﺑﻪ ﺍﻳﻦ ﻧﺎﻡ‪ ،‬ﻧﺎﻣﮕﺬﺍﺭﻯ‬
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 ‫ﺷــﺪﻩ ﺍﺳــﺖ‪ .‬ﻭ ﺗﺮﻣﺎﻣﺘﺮ ﺳﻴﻤﺎﺑﻰ ﺭﺍ ﻧﺨﺴــﺖ ﺩﺭ ﻣﺨﻠﻮﻃﻰ ﺍﺯ ﺁﺏ ﻭ ﻳﺦ ﺧﺎﻟﺺ ﺩﺭ ﺣﺎﻝ‬
‫ﺫﻭﺏ ﺷﺪﻥ ﻗﺮﺍﺭ ﺩﺍﺩ ﻭ ﺟﺎﻳﻰ ﺭﺍ ﻛﻪ ﻣﺎﻳﻊ ﺗﺮﻣﺎﻣﺘﺮ ﺩﺭ ﺁﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ ،‬ﻧﺸﺎﻧﻰ ﻛﺮﺩﻩ ﻭ ﺁﻥ‬
‫ﺭﺍ ﻧﻘﻄﺔ ﺻﻔﺮ ﺳــﻨﺠﺶ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻧﺎﻡ ﻧﻬﺎﺩ‪ .‬ﺳــﭙﺲ ﺗﺮﻣﺎﻣﺘﺮ ﺭﺍ ﺩﺭ ﺑﺨﺎﺭﺁﺏ ﺧﺎﻟﺺ‬
‫ﺩﺭ ﺣﺎﻝ ﺟﻮﺷــﻴﺪﻥ ﻗﺮﺍﺭ ﺩﺍﺩﻩ‪ ،‬ﻧﻘﻄﻪﻳﻰ ﺭﺍ ﻛــﻪ ﻣﺎﻳﻊ ﺩﺍﺧﻞ ﺗﺮﻣﺎﻣﺘﺮ ﺩﺭ ﺁﻥ ﺗﻮﻗﻒ ﻛﺮﺩ‪،‬‬
‫ﺑﺎ ﻋﻼﻣﺘﻰ ﻣﺸــﺨﺺ ﻛﺮﺩﻩ‪ ،‬ﺑﻪ ﺁﻥ ﻋﺪﺩ ﺻﺪ ﻧﺴــﺒﺖ ﺩﺍﺩ‪ .‬ﻓﺎﺻﻠﺔ ﺍﻳﻦ ﺩﻭ ﻧﻘﻄﻪ ﺭﺍ ﺑﻪ ﺻﺪ‬
‫ﻗﺴــﻤﺖ ﻣﺴﺎﻭﻯ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩﻩ ﻭ ﻫﺮ ﻗﺴﻤﺖ ﺭﺍ ﻳﻚ ﺩﺭﺟﻪ ﻧﺎﻣﻴﺪ‪ .‬ﻻﺯﻡ ﺍﺳﺖ ﺫﻛﺮ ﺷﻮﺩ‬
‫ﻛﻪ ﻓﺸﺎﺭ ﻫﻮﺍ ﺩﺭ ﺍﻳﻦ ﺗﺠﺮﺑﻪ ﺑﺎﻳﺪ ﻳﻚ ﺍﺗﻤﻮﺳﻔﻴﺮ ﻳﻌﻨﻰ ﻓﺸﺎﺭ ﺳﻄﺢ ﺑﺤﺮ ﺑﺎﺷﺪ‪.‬‬
‫ﻼ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ‪20‬‬ ‫ﻋﻼﻣﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺳﻠﺴﻴﻮﺱ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ‪ oC‬ﻧﻮﺷﺘﻪ ﻣﻰﻛﻨﻴﻢ‪ .‬ﻣﺜ ً‬
‫ﺩﺭﺟﺔ ﺳﻠﺴﻴﻮﺱ ﺭﺍ ﻧﺸﺎﻥ ﺑﺪﻫﻴﻢ‪ ،‬ﺁﻥ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ‪ 20oC‬ﻣﻰﻧﻮﻳﺴﻴﻢ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺟﻮﺵ ﺁﻣﺪﻥ ﺁﺏ ﻭ ﻳﺦ ﺯﺩﻥ ﺁﻥ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﺩﺭﺳﺖ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭ ﺗﺠﺮﺑﺔ ﺯﻳﺮ ﻳﻚ ﺗﺮﻣﺎﻣﺘﺮ ﺑﺴﺎﺯﻳﺪ‪.‬‬
‫ﺳـﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻳﻚ ﻋﺪﺩ ﻧﻴﭽﺔ ﺧﺎﻟﻰ ﺷــﺪﺓ ﻗﻠﻢ ﺧﻮﺩﻛﺎﺭ‪ ،‬ﻳﻚ ﻋﺪﺩ ﺑﻮﺗﻞ‬
‫ﺧﺎﻟﻰ ﺁﻣﭙﻮﻝ ﭘﻨﻰ ﺳــﻴﻠﻴﻦ ﻛﻪ ﺳﺮﭘﻮﺵ ﭘﻼﺳﺘﻴﻜﻰ ﺩﺍﺷــﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻣﻘﺪﺍﺭﻯ ﭼﺎﻯ‪ ،‬ﻳﻚ ﻋﺪﺩ‬
‫ﻣﻴﺦ ﻛﻮﭼﻚ‪ ،‬ﻳﻚ ﻗﻄﻌﻪ ﻛﺎﻏﺬ ﻣﻘﻮﺍ‪ ،‬ﺧﻂ ﻛﺶ ﻭ ﻗﻠﻢ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ :‬ﻧﺨﺴــﺖ ﺩﺭ‪ ،‬ﺳــﺮﭘﻮﺵ ﺭﺍﺑﺮﻯ ﺑﻮﺗﻞ ﭘﻨﻰ ﺳﻴﻠﻴﻦ ﺗﻮﺳﻂ ﻳﻚ ﻣﻴﺦ ﻳﻚ ﺳﻮﺭﺍﺥ‬
‫ﺍﻳﺠﺎﺩ ﻛﻨﻴﺪ ﻭ ﻧﻴﭽﻪ ﻗﻠﻢ ﺧﻮﺩﻛﺎﺭ ﺭﺍ ﺍﺯ ﺁﻥ ﻋﺒﻮﺭ ﺩﻫﻴﺪ‪ .‬ﺳــﭙﺲ ﺑﻮﺗﻞ ﭘﻨﻰ ﺳــﻴﻠﻴﻦ ﺭﺍ ﺍﺯ ﭼﺎﻯ‬
‫ﭘﺮ ﻛﻨﻴﺪ ﻭ ﺳــﺮﭘﻮﺵ ﺭﺍﺑﺮﻯ ﻭ ﻧﻴﭽﻪ ﺭﺍ ﺩﺭ ﺟﺎﻯ ﺧﻮﺩ ﻣﺤﻜﻢ ﻛﻨﻴﺪ‪ .‬ﺣﺎﻻ ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﺑﻮﺗﻞ‬
‫ﻭ ﻧﻴﭽﻪ ﺭﺍ ﺭﻭﻯ ﻛﺎﻏﺬ ﻛﺎﺭﺗﻦ ﭼﺴﭙﺎﻧﺪﻩ ﻭ ﺁﻥ ﺭﺍ ﺩﺭﺟﻪ ﺑﻨﺪﻯ ﻛﻨﻴﺪ‪.‬‬
‫ﺗﺮﻣﺎﻣﺘﺮ ﺗﺎﻥ ﺭﺍ ﺩﺍﺧﻞ ﻳﻚ ﻇﺮﻑ ﺁﺏ ﺩﺍﻍ ﻛﻨﻴﺪ ﻭ ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﭼﻪ ﺍﺗﻔﺎﻕ ﻣﻰ ﺍﻓﺘﺪ‪.‬‬
‫ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﺑﺎ ﺁﺏ ﺳﺮﺩ ﺗﻜﺮﺍﺭ ﻛﻨﻴﺪ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺑــﻪ ﺟﺎﻯ ﭼﺎﻯ ﺗﺮﻣﺎﻣﺘﺮ ﺗﺎﻥ ﺭﺍ ﺑﺎ ﺍﻟﻜﻮﻝ ﭘﺮ ﻛﻨﻴﺪ ﻭ ﺗﺠﺮﺑﻪ ﺭﺍ ﺗﻜﺮﺍﺭ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺩﺭ ﻛﺪﺍﻡ ﺣﺎﻟﺖ‬
‫ﺷﻜﻞ )‪ (1-3‬ﺳﺎﺧﺘﻦ ﻳﻚ ﺗﺮﻣﺎﻣﺘﺮ ﺳﺎﺩﻩ‬ ‫ﺗﺮﻣﺎﻣﺘﺮ ﺑﻬﺘﺮ ﻛﺎﺭ ﻣﻰﻛﻨﺪ؟‬
‫‪4‬‬
 ‫ﺣﺮﺍﺭﺕ‬
‫ﺍﻧﺴﺎﻥ ﻫﺎ ﺍﺯ ﻗﺪﻳﻢ ﺣﺲ ﻣﻰ ﻛﺮﺩﻧﺪ ﻛﻪ ﻳﻚ ﺟﺴﻢ ﺳﺮﺩ ﻭﻗﺘﻰ ﺩﺭ ﺗﻤﺎﺱ‬
‫ﺑﺎ ﻳﻚ ﺟﺴــﻢ ﮔﺮﻡ ﻗﺮﺍﺭ ﻣﻰﮔﻴﺮﺩ‪ ،‬ﺑﻪ ﻣﺮﻭﺭ ﺯﻣﺎﻥ ﮔﺮﻡ ﻣﻰﺷــﻮﺩ‪ ،‬ﻓﻜﺮ‬
‫ﻣﻰﻛﺮﺩﻧﺪ ﻛﻪ ﺣﺮﺍﺭﺕ ﻳﻚ ﻧﻮﻉ ﻣﺎﺩﻩ ﺍﺳــﺖ ﻛﻪ ﺍﺯ ﺟﺴﻢ ﮔﺮﻡ ﺑﻪ ﺩﺍﺧﻞ‬
‫ﺟﺴﻢ ﺳﺮﺩ ﻣﻰﺭﻭﺩ ﻭ ﺟﺴﻢ ﺳﺮﺩ ﺭﺍ ﮔﺮﻡ ﻣﻰﻛﻨﺪ‪.‬‬
‫ﺍﻣﺮﻭﺯﻩ ﺩﺍﻧﺸــﻤﻨﺪﺍﻥ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﻧﺪ ﻛﻪ ﺣﺮﺍﺭﺕ ﺷﻜﻠﻰ ﺍﺯ ﺍﻧﺮژﻯ ﺍﺳﺖ ﻭ‬
‫ﻣﻰﺗﻮﺍﻧﺪ ﺑﻪ ﺍﺷﻜﺎﻝ ﺩﻳﮕﺮ ﺍﻧﺮژﻯ ﺗﺒﺪﻳﻞ ﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ )‪ (1-4‬ﻛﺸﻒ ﺁﺗﺶ ﺗﺤﻮﻝ‬
‫ﻣﻬﻤﻰ ﺩﺭ ﺯﻧﺪﻩﮔﻰ ﺑﺸﺮ ﺍﻳﺠﺎﺩ‬
‫ﻛﺮﺩ‪.‬‬
‫ﻫﺮ ﺟﺴــﻤﻰ ﺩﺭ ﺧﻮﺩ ﻣﻘــﺪﺍﺭﻯ ﺍﻧﺮژﻯ ﺩﺍﺭﺩ ﻛــﻪ ﺁﻥ ﺭﺍ ﺍﻧﺮژﻯ ﺩﺍﺧﻠﻰ‬
‫ﺟﺴﻢ ﻣﻰ ﮔﻮﻳﻨﺪ‪ .‬ﺍﻧﺮژﻯ ﺩﺍﺧﻠﻰ ﻳﻚ ﺟﺴﻢ ﺩﺭ ﻭﺍﻗﻊ ﻣﺠﻤﻮﻉ ﺍﻧﺮژﻯ ﺗﻚ‬
‫ﺗﻚ ﺫﺭﺍﺕ ﺁﻥ ﺍﺳــﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻰ ﻛﻪ ﻫﺮ ﺫﺭﻩ ﺩﺭ ﺩﺍﺧﻞ ﺟﺴﻢ ﻣﻮﺭﺩ‬
‫‪5‬‬
 ‫ﻧﻈﺮ ﺑﻪ ﺣﺮﻛﺖ ﻭ ﻣﻮﻗﻌﻴﺖ ﺧﻮﺩ ﺩﺍﺭﺍﻯ ﻣﻘﺪﺍﺭﻯ ﺍﻧﺮژﻯ ﻣﻰﺑﺎﺷﺪ‪ .‬ﻫﺮﻗﺪﺭ‬
‫ﻛﻪ ﺍﻧﺮژﻯ ﻫﺮ ﺫﺭﻩ ﺯﻳﺎﺩ ﺑﺎﺷﺪ ﻭ ﻫﺮﻗﺪﺭ ﻛﻪ ﺗﻌﺪﺍﺩ ﺫﺭﺍﺕ ﻳﻚ ﺟﺴﻢ ﺯﻳﺎﺩ‬
‫ﺑﺎﺷﻨﺪ ﺑﻪ ﻫﻤﺎﻥ ﻣﻴﺰﺍﻥ‪ ،‬ﺍﻧﺮژﻯ ﺩﺍﺧﻠﻰ ﺁﻥ ﺟﺴﻢ ﺯﻳﺎﺩﺗﺮ ﻣﻰﺑﺎﺷﺪ‪.‬‬
‫ﻭﻗﺘﻰ ﻳﻚ ﺟﺴﻢ ﺳﺮﺩ ﻭ ﻳﻚ ﺟﺴﻢ ﮔﺮﻡ ﻳﻌﻨﻰ ﺟﺴﻤﻰ ﺑﺎ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‬
‫ﭘﺎﻳﻴﻦ ﻭ ﺟﺴــﻤﻰ ﺑﺎ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺑــﺎﻻ ﺩﺭ ﺗﻤﺎﺱ ﻫﻢ ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﻧﺪ‪،‬‬
‫ﻣﻘﺪﺍﺭﻯ ﺍﺯ ﺍﻧﺮژﻯ ﺍﺯ ﺟﺴﻤﻰ ﻛﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺑﺎﻻ ﺩﺍﺭﺩ ﺑﻪ ﺟﺴﻤﻰ ﻛﻪ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﭘﺎﻳﻴﻦ ﺩﺍﺭﺩ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﻣﻰﻳﺎﺑﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺍﻧﺮژﻯ ﺩﺍﺧﻠﻰ‬
‫ﺟﺴــﻢ ﮔﺮﻡ ﻛﺎﻫﺶ ﻭ ﺍﻧﺮژﻯ ﺩﺍﺧﻠﻰ ﺟﺴﻢ ﺳﺮﺩ ﺍﻓﺰﺍﻳﺶ ﻣﻰﻳﺎﺑﺪ‪ .‬ﺍﻳﻦ‬
‫ﻫﻤﺎﻥ ﺍﻧﺮژﻯ ﺍﺳــﺖ ﻛﻪ ﻣﺎ ﺁﻥ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺣــﺮﺍﺭﺕ ﻳﺎﺩ ﻣﻰﻛﻨﻴﻢ‪ .‬ﺍﻧﺮژﻯ‬
‫ﺣﺮﺍﺭﺗﻰ ﺍﻧﺮژﻳﻰ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺩﻟﻴﻞ‬
‫ﺍﺧﺘـﻼﻑ ﺩﺭﺟﺔ ﺣـﺮﺍﺭﺕ ﺑﻴﻦ ﺩﻭ‬
‫ﺟﺴـﻢ ﺍﻧﺘﻘـﺎﻝ ﻣﻰﻳﺎﺑـﺪ‪ .‬ﺍﻧــﺮژﻯ‬
‫ﺣﺮﺍﺭﺗــﻰ ﺩﺭ ﺑﺴــﻴﺎﺭﻯ ﺍﺯ ﺗﺒﺪﻳــﻼﺕ‬
‫ﺍﻧﺮژﻯ ﻇﺎﻫﺮ ﻣﻰﺷﻮﺩ ﻭ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ‬
‫ﺍﻧﺮژﻯ ﻭﺍﺳﻄﻪﻳﻰ ﻋﻤﻞ ﻣﻰﻛﻨﺪ‪.‬‬
‫ﺑﻪ ﻃــﻮﺭ ﻣﺜﺎﻝ ﻭﻗﺘﻰ ﻛﻪ ﭘﻜﺔ ﺑﺮﻗﻰ ﺭﺍ‬
‫ﺭﻭﺷــﻦ ﻣﻰﻛﻨﻴﺪ ﺗﺎ ﺍﻧﺮژﻯ ﺑﺮﻗﻰ ﺭﺍ ﺑﻪ‬
‫ﺍﻧﺮژﻯ ﺣﺮﻛﻰ ﺗﺒﺪﻳﻞ ﻛﻨﺪ‪ ،‬ﻣﻰﺑﻴﻨﻴﺪ‬
‫ﻛﻪ ﺩﺭ ﺿﻤﻦ ﻛﺎﺭﻛﺮﺩﻥ ﮔﺮﻡ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ )‪ (1-5‬ﺩﺭ ﺑﺴﻴﺎﺭﻯ ﺍﺯ‬
‫ﺗﺒﺪﻳﻼﺕ ﺍﻧﺮژﻯ‪ ،‬ﺣﺮﺍﺭﺕ ﺑﻪ‬
‫ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪﻛﻪ ﻣﻘﺪﺍﺭﻯ‬
‫ﻭﺟﻮﺩ ﻣﻰﺁﻳﺪ‪.‬‬ ‫ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺑﻪ ﺻﻮﺭﺕ ﻧﺎﺧﻮﺍﺳﺘﻪ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭﺑﺎﺭﺓ ﻛﺎﺭ ﻭﺳﺎﻳﻞ ﻣﺨﺘﻠﻔﻰ ﻛﻪ ﺩﺭ ﺟﺪﻭﻝ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﺒﺎﺣﺜﻪ ﻛﻨﻴﺪ ﻭ ﺟﺪﻭﻝ )‪ (1-1‬ﺭﺍ ﻛﺎﻣﻞ ﻛﻨﻴﺪ‪.‬‬
‫ﺟﺪﻭﻝ )‪(1-1‬‬
‫ﺁﻳﺎ ﺍﻧﺮژﻯ ﺑﻪ ﺷﻜﻞ ﺣﺮﺍﺭﺕ ﺿﺎﻳﻊ‬ ‫ﻧﻮﻉ ﺍﻧﺮژﻯ ﺗﺒﺪﻳﻞ ﺷﺪﻩ‬ ‫ﻧﻮﻉ ﺍﻧﺮژﻯ‬ ‫ﻭﺳﻴﻠﻪ‬
‫ﺷﺪﻩ ﺍﺳﺖ؟‬ ‫ﺩﺭﻳﺎﻓﺘﻰ‬
‫ﮔﺮﻭپ ﺑﺮﻗﻰ‬
‫ﺗﻠﻮﻳﺰﻳﻮﻥ‬
‫ﻣﻮﺗﺮ‬
‫ﺟﻨﺮﺍﺗﻮﺭ ﺗﻮﻟﻴﺪ ﺑﺮﻕ‬
‫ﻣﺎﺷﻴﻦ ﺁﺏ ﻣﻴﻮﻩ‬
‫ﻭﺍﺣﺪ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻯ ﻣﻘﺪﺍﺭ ﺣﺮﺍﺭﺕ ﻣﺎﻧﻨﺪ ﺍﻧﻮﺍﻉ ﺩﻳﮕﺮ ﺍﻧﺮژﻯ ژﻭﻝ ﺍﺳــﺖ‪.‬‬
‫ﻭﻟــﻰ ﺩﺭ ﺑﺴــﻴﺎﺭﻯ ﺍﺯ ﻣﻮﺍﺭﺩ ﺍﺯ ﻭﺍﺣﺪ ﺩﻳﮕﺮﻯ ﺑﻪ ﻧﺎﻡ ﻛﺎﻟﻮﺭﻯ ﺍﺳــﺘﻔﺎﺩﻩ‬
‫ﻣﻰﺷــﻮﺩ‪ .‬ﻛﺎﻟﻮﺭﻯ ﻣﻘﺪﺍﺭ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺍﺳﺖ ﻛﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻳﻚ‬
‫ﮔﺮﺍﻡ ﺁﺏ ﺭﺍ ﻳﻚ ﺩﺭﺟﺔ ﺳﻠﺴــﻴﻮﺱ ﺑﺎﻻ ﻣﻰﺑﺮﺩ‪ .‬ﻳﻚ ﻛﺎﻟﻮﺭﻯ ﺑﺮﺍﺑﺮ ‪4.2‬‬
‫ژﻭﻝ ﻣﻰﺑﺎﺷﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺩﺭ ﺟﺪﻭﻝ )‪ (1-2‬ﻣﻘﺪﺍﺭ ﺍﻧﺮژﻯ ﻣﻮﺟﻮﺩ ﺩﺭ ﻳﻚ ﮔﺮﺍﻡ ﺍﺯ ﻣﻮﺍﺩ ﻣﺨﺘﻠﻒ ﺩﺍﺩﻩ ﺷــﺪﻩ ﺍﺳــﺖ‪ .‬ﻣﻮﺍﺩ ﻣﺨﺘﻠﻒ ﺭﺍ ﺑﺎ ﻫﻢ ﻣﻘﺎﻳﺴــﻪ‬
‫ﺟﺪﻭﻝ)‪(1-2‬‬ ‫ﻛﻨﻴﺪ‪.‬‬
‫ﻣﻘﺪﺍﺭ ﺍﻧﺮژﻯ ﺩﺭ‬ ‫ﻣﻮﺍﺩ ﺳﻮﺧﺖ‬ ‫ﻣﻘﺪﺍﺭ ﺍﻧﺮژﻯ ﺩﺭ ﻳﻚ‬ ‫ﻏﺬﺍ ﻫﺎﻯ ﻣﻌﻤﻮﻟﻰ‬
‫ﻳﻚ ﮔﺮﺍﻡ ﺑﻪ ژﻭﻝ‬ ‫ﻓﺴﻴﻠﻰ‬ ‫ﮔﺮﺍﻡ ﺑﺮ ﺍﺳﺎﺱ ژﻭﻝ‬
‫‪54600‬‬ ‫ﮔﺎﺯ ﻃﺒﻴﻌﻰ‬ ‫‪1800‬‬ ‫ﺯﺭﺩﻙ‬
‫‪47900‬‬ ‫ﻧﻔﺖ‬ ‫‪2400‬‬ ‫ﺳﻴﺐ‬
‫‪33600‬‬ ‫ﺯﻏﺎﻝ ﺳﻨﮓ‬ ‫‪2700‬‬ ‫ﺷﻴﺮ‬
‫‪16800‬‬ ‫ﭼﻮﺏ‬ ‫‪10000‬‬ ‫ﭼﭙﺲ‬
‫‪22200‬‬ ‫ﭼﺎﻛﻠﻴﺖ‬
‫‪32000‬‬ ‫ﺭﻭﻏﻦ ﻧﺒﺎﺗﻰ‬
‫ﺩﺭ ﺗﻤﺎﻡ ﺩﻧﻴﺎ ﻭ ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﻛﺸــﻮﺭ ﻣﺎ‪ ،‬ﻓﺮﺍﻫﻢ ﺳﺎﺧﺘﻦ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ‬
‫ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﻳﻜﻰ ﺍﺯ ﻣﺴﺎﻳﻞ ﻣﻬﻢ ﻣﻰﺑﺎﺷﺪ‪ .‬ﻣﻘﺪﺍﺭ ﻣﺼـﺮﻑ ﺍﻧﺮژﻯ ﻫـــﺮ‬
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 ‫ﺟﺎﻣﻌﻪ ﺑﺎ ﭘﻴﺸــﺮﻓﺖ ﻭ ﺍﻧﻜﺸــﺎﻑ ﺻﻨﻌﺘﻰ ﺁﻥ ﺟﺎﻣﻌﻪ ﺍﻓﺰﺍﻳﺶ ﻣﻰﻳﺎﺑــﺪ‪ .‬ﻣﻨﺎﺑﻌﻰ ﺭﺍ ﻛﻪ ﺍﻧﺮژﻯ‬
‫ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﻣﺎ ﺭﺍ ﺗﺄﻣﻴﻦ ﻣﻰﻛﻨﺪ‪ ،‬ﺑﻪ ﺩﻭ ﺩﺳﺘﺔ ﺍﺻﻠﻰ ﻣﻰﺗﻮﺍﻥ ﺗﻘﺴﻴﻢ ﻛﺮﺩ‪ .‬ﺩﺳﺘﺔ ﺍﻭﻝ ﻣﻨﺎﺑﻌﻰ‬
‫ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺭ ﻃﻮﻝ ﻣﻠﻴﻮﻥ ﻫﺎ ﺳﺎﻝ ﺩﺭ ﻃﺒﻴﻌﺖ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﺍﻧﺪ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺮﺍﻯ ﺗﺸﻜﻴﻞ‬
‫ﻣﺠﺪﺩ ﺁﻧﻬﺎ ﻧﻴﺰ ﺯﻣﺎﻥ ﺑﺴﻴﺎﺭ ﻃﻮﻻﻧﻰ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﮔﻮﻧﻪ ﻣﻨﺎﺑﻊ ﺭﺍ ﻣﻨﺎﺑﻊ ﺗﺠﺪﻳﺪ ﻧﺎﭘﺬﻳﺮ‬
‫ﻣﻰ ﮔﻮﻳﻴﻢ‪ .‬ﺳــﻮﺧﺖ ﻫﺎﻯ ُﻓﺴﻴﻠﻰ ﻣﺎﻧﻨﺪ‪ :‬ﻧﻔﺖ ﻭ ﺯﻏﺎﻝ ﺳﻨﮓ ﻭ ﮔﺎﺯ ﻃﺒﻴﻌﻰ ﺍﺯ ﺍﻳﻦ ﻧﻮﻉ ﻣﻨﺎﺑﻊ‬
‫ﺍﻧﺮژﻯ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺩﺳــﺘﺔ ﺩﻭﻡ ﻣﻨﺎﺑﻊ ﺗﺠﺪﻳﺪ ﭘﺬﻳﺮ ﻧﺎﻣﻴﺪﻩ ﻣﻰﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﻫﺎ ﻣﻨﺎﺑﻌﻰ ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﻭﺭﺓ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺁﻣــﺪﻥ ﺁﻧﻬﺎ ﻛﻮﺗﺎﻩ ﺍﺳــﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺁﺑﻰ ﺭﺍ ﻛﻪ ﺩﺭ ﭘﺸــﺖ ﻳﻚ ﺑﻨــﺪ ﺁﺏ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ ،‬ﺩﺭ‬
‫ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﻫﺮ ﺳــﺎﻝ ﺑﺎ ﺑﺎﺭﻳﺪﻥ ﺑﺎﺭﺍﻥ ﻣﻘﺪﺍﺭ ﺁﺏ‪ ،‬ﺯﻳﺎﺩ ﻣﻰﺷــﻮﺩ ﻭ ﺩﺭ ﻃﻮﻝ ﺳﺎﻝ ﺑﺎ ﻣﺼﺮﻑ‬
‫ﺁﻥ ﺳــﻄﺢ ﺁﺏ ﺩﺭ ﺑﻨﺪ ﭘﺎﻳﻴﻦ ﻣﻰﺁﻳﺪ‪ .‬ﭘﺲ ﻣﻘﺪﺍﺭ ﺁﺏ ﺩﺭ ﻫﺮﺳــﺎﻝ ﻣﺼﺮﻑ ﻭ ﺩﻭﺑﺎﺭﻩ ﺗﺠﺪﻳﺪ‬
‫ﻣﻰﺷــﻮﺩ‪ .‬ﺍﻧﺮژﻯ ﺑﺎﺩ‪ ،‬ﺣﺮﺍﺭﺕ ﺟﻮﻑ ﺯﻣﻴﻦ‪ ،‬ﺍﻧﺮژﻯ ﺟﺰﺭ ﻭ ﻣﺪ‪ ،‬ﺍﻧﺮژﻯ ﺍﻣﻮﺍﺝ ﺁﺏ ﻭ ‪ ....‬ﻫﻤﻪ ﺍﺯ‬
‫ﻧﻮﻉ ﻣﻨﺎﺑﻊ ﺗﺠﺪﻳﺪ ﭘﺬﻳﺮ ﺍﻧﺮژﻯ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻣﻨﺒﻊ ﺍﺻﻠﻰ ﺑﻴﺸــﺘﺮ ﺍﻧﺮژﻯ ﻫﺎﻳﻰ ﻛﻪ ﻣﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰﻛﻨﻴﻢ‪ ،‬ﺁﻓﺘﺎﺏ ﺍﺳﺖ‪ .‬ﺍﻧﺮژﻯ ﺁﻓﺘﺎﺏ ﻭﻗﺘﻰ‬
‫ﺑﻪ ﺯﻣﻴﻦ ﻣﻰﺭﺳﺪ ﺑﻪ ﺍﺷــﻜﺎﻝ ﻣﺨﺘﻠﻒ ﺍﻧﺮژﻯ ﺗﺒﺪﻳﻞ ﻣﻰ ﺷﻮﺩ‪ .‬ﺑﺮﺍﻯ ﺩﺭﻙ ﺑﻬﺘﺮ ﺍﻳﻦ ﻣﻮﺿﻮﻉ‬
‫ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫‪ -‬ﺑﻪ ﺷﻜﻞ ﻣﻘﺎﺑﻞ ﺩﻗﺖ ﻛﻨﻴﺪ ﻭ ﭼﮕﻮﻧﻪ ﮔﻰ ﺗﺒﺪﻻﺕ‬
‫ﺍﻧﺮژﻯ ﺁﻓﺘﺎﺏ ﺭﺍ ﺑﻴﺎﻥ ﻛﻨﻴﺪ‪.‬‬
‫‪ -‬ﺩﺭ ﻫﺮ ﻗﺴﻤﺖ ﺍﺯ ﺷﻜﻞ‪ ،‬ﻣﺸﺨﺺ ﻛﻨﻴﺪ ﻛﻪ ﺁﻳﺎ‬
‫ﺍﻧﺮژﻯ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺗﺠﺪﻳﺪﭘﺬﻳﺮ ﺍﺳﺖ ﻳﺎ ﻏﻴﺮ‬
‫ﺗﺠﺪﻳﺪ ﭘﺬﻳﺮ؟‬
‫ﺷﻜﻞ )‪ (1-6‬ﺁﻓﺘﺎﺏ ﻣﻨﺒﻊ ﺍﺻﻠﻰ ﺗﺄﻣﻴﻦ ﺍﻧﺮژﻯ ﻣﺎ ﺍﺳﺖ‪.‬‬
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 ‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻲ‬
‫ﺟﺎﻟﺐ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﺍﻧﺮژﻳﻰ ﻛﻪ ﺩﺭ ‪ 10‬ﺭﻭﺯ ﺁﻓﺘﺎﺑﻰ ﺯﻣﻴﻦ ﺍﺯ ﺁﻓﺘﺎﺏ ﻣﻴﮕﻴﺮﺩ‪ ،‬ﺑﻴﺸﺘﺮ ﺍﺯ‬
‫ﺍﻧﺮژﻯ ﺗﻤﺎﻡ ﺳﻮﺧﺖ ﻫﺎﻯ ُﻓﺴﻴﻠﻰ ﺷﻨﺎﺧﺘﻪ ﺷﺪﺓ ﺭﻭﻯ ﻛﺮﺓ ﺯﻣﻴﻦ ﺍﺳﺖ‪.‬‬
‫ﻣﻨﺎﺑﻊ ﺗﺠﺪﻳﺪﻧﺎﭘﺬﻳﺮ ﺍﻧﺮژﻯ ﻣﺤﺪﻭﺩ ﺍﺳﺖ ﻭ ﻣﺼﺮﻑ ﺍﻧﺮژﻯ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺩﺭ ﺣﺎﻝ ﺍﻓﺰﺍﻳﺶ ﻣﻰﺑﺎﺷﺪ‪.‬‬
‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺩﺭ ﺗﻤﺎﻡ ﺩﻧﻴﺎ ﺳــﻌﻰ ﻣﻰﺷــﻮﺩ ﻛﻪ ﺑﻴﺸــﺘﺮ ﺍﺯ ﺍﻧﺮژﻯ ﻫﺎﻯ ﻗﺎﺑﻞ ﺗﺠﺪﻳﺪ ﺍﺳﺘﻔﺎﺩﻩ ﮔﺮﺩﺩ‪.‬‬
‫ﺧﻮﺷــﺒﺨﺘﺎﻧﻪ ﻛﺸــﻮﺭ ﻣﺎ ﻳﻜﻰ ﺍﺯ ﻛﺸﻮﺭﻫﺎﻳﻰ ﺍﺳﺖ ﻛﻪ ﻇﺮﻓﻴﺖ ﺑﺴــﻴﺎﺭ ﺑﺎﻻﻳﻰ ﺑﺮﺍﻯ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ‬
‫ﺍﻧــﺮژﻯ ﻫﺎﻯ ﻗﺎﺑﻞ ﺗﺠﺪﻳﺪ ﺩﺍﺭﺩ‪ .‬ﻣﺎ ﺑﺎﻳﺪ ﺳــﻌﻰ ﻛﻨﻴﻢ ﻛﻪ ﺩﺭ ﻣﻨﺎﻃــﻖ ﻣﺨﺘﻠﻒ ﺍﻳﻦ ﻣﻨﺎﺑﻊ ﻗﺎﺑﻞ‬
‫ﺗﺠﺪﻳﺪ ﺭﺍ ﺷﻨﺎﺳﺎﻳﻰ ﻛﻨﻴﻢ ﻭ ﺭﺍﻩ ﻫﺎﻯ ﻣﻨﺎﺳﺒﻰ ﺑﺮﺍﻯ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ ﭘﻴﺪﺍ ﻛﻨﻴﻢ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺗﺤﻘﻴﻖ ﻛﻨﻴﺪﻛﻪ ﺩﺭ ﻣﻨﻄﻘﺔ ﺷﻤﺎ ﻛﺪﺍﻡ ﻧﻮﻉ ﺍﺯ ﻣﻨﺎﺑﻊ ﻗﺎﺑﻞ ﺗﺠﺪﻳﺪ ﺍﻧﺮژﻯ ﺑﻴﺸﺘﺮ ﺩﺭ ﺩﺳﺘﺮﺱ ﺍﺳﺖ؟ ﺁﻳﺎ ﺍﺯ ﺁﻥ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰﺷﻮﺩ؟ ﭼﻪ ﺭﺍﻩ ﻫﺎﻳﻰ ﺑﺮﺍﻯ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ ﭘﻴﺸﻨﻬﺎﺩ ﻣﻰ ﻛﻨﻴﺪ؟‬
‫ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ‬
‫ﺣﺘﻤــﺎً ﺩﻳﺪﻩ ﺍﻳﺪ ﻛــﻪ ﺑﻌﻀﻰ ﺍﻭﻗﺎﺕ ﻭﻗﺘﻰ ﭼــﺎﻯ ﺩﺍﻍ ﺭﺍ ﺩﺭ ﭘﻴﺎﻟﺔ ﺷﻴﺸــﻪﻳﻰ ﻣﻰﺭﻳﺰﻳﻢ‪ ،‬ﭘﻴﺎﻟﻪ‬
‫ﻣﻰﺷﻜﻨﺪ‪ .‬ﺁﻳﺎ ﻋﻠﺖ ﺁﻥ ﺭﺍ ﻣﻰﺩﺍﻧﻴﺪ؟‬
‫ﺻﺪﺍﻯ ﺗﺮﻛﻴﺪﻥ ﻭ ﺷﻜﺴــﺘﻦ ﻧﺒﺎﺕ ﻳﺎ ﺷﻴﺮﻳﻨﻰ ﺭﺍ ﻭﻗﺘﻰ ﺩﺍﺧﻞ ﭼﺎﻯ ﺩﺍﻍ ﻣﻰﻛﻨﻴﻢ‪ ،‬ﺷﺎﻳﺪ ﺑﺎﺭﻫﺎ‬
‫ﻭ ﺑﺎﺭﻫﺎ ﺷﻨﻴﺪﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﺁﻳﺎ ﻣﻰﺗﻮﺍﻧﻴﺪ ﺩﺭﺑﺎﺭﺓ ﻋﻠﺖ ﺁﻥ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ؟‬
‫ﺑﺮﺍﻯ ﻳﺎﻓﺘﻦ ﭘﺎﺳﺦ ﺍﻳﻦ ﺳﺆﺍﻻﺕ ﺑﻴﺎﻳﻴﺪ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻴﻢ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫‪ -1‬ﻣﻄﺎﺑﻖ ﺷﻜﻞﻫﺎﻯ )‪ (1-6‬ﻳﻚ ﭘﻮﻗﺎﻧﻪ ﺭﺍ ﺑﻪ ﺩﻫﻦ ﻳﻚ ﺑﻮﺗﻞ ﻣﺤﻜﻢ ﻛﻨﻴﺪ ﻭ ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺑﻮﺗﻞ ﺭﺍ ﺩﺍﺧﻞ ﻳﻚ ﻇﺮﻑ‬
‫ﻣﺤﺘﻮﻯ ﺁﺏ ﺩﺍﻍ ﻗﺮﺍﺭ ﺩﻫﻴﺪ‪ .‬ﭼﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﻛﻨﻴﺪ؟‬
‫ﭘﻮﻗﺎﻧﻪ ﺭﺍ ﺑﻪ ﺩﻫﻦ ﻳﻚ ﺑﻮﺗﻞ ﻣﺤﻜﻢ‬
‫ﻛﻨﻴﺪ ﻭ ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺑﻮﺗﻞ ﺭﺍ ﺩﺍﺧﻞ ﻳﻚ‬
‫ﻇﺮﻑ ﻣﺤﺘﻮﻯ ﺁﺏ ﺩﺍﻍ ﻗﺮﺍﺭ ﺩﻫﻴﺪ‪ .‬ﭼﻪ‬
‫ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﻛﻨﻴﺪ؟‬
‫ﭼﺮﺍ ﭘﻮﻗﺎﻧﻪ ﺑﻪ ﺻﻮﺭﺕ ﺑﺎﺩ ﻛﺮﺩﻩ ﺩﺭ‬
‫ﻣﻰﺁﻳﺪ؟‬
‫‪ -2‬ﺩﺭ ﺍﻳﻦ ﺗﺠﺮﺑﻪ ﻣﻄﺎﺑﻖ ﺷﻜﻞ )‪(1-7‬‬
‫ﺍﻭﻝ ﮔﻠﻮﻟﻪ ﺭﺍ ﺍﺯ ﺣﻠﻘﻪ ﻋﺒﻮﺭ ﺩﻫﻴﺪ‪.‬‬
‫ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﻛﻪ ﮔﻠﻮﻟﻪ ﺑﻪ ﺭﺍﺣﺘﻰ ﺍﺯ ﺣﻠﻘﻪ‬
‫ﺷﻜﻞ )‪ -1-6‬ﺏ( ﭘﻮﻗﺎﻧﻪ ﻭ ﺑﻮﺗﻞ ﺩﺭ ﺩﺍﺧﻞ ﺁﺏ ﺩﺍﻍ ﺷﻜﻞ )‪ -1-6‬ﺍﻟﻒ( ﭘﻮﻗﺎﻧﻪ ﻭ ﺑﻮﺗﻞ‬ ‫ﻋﺒﻮﺭ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﺑﻌﺪﺍ ً ﮔﻠﻮﻟﻪ ﺭﺍ ﺗﻮﺳﻂ ﭼﺮﺍﻍ ﺍﻟﻜﻮﻟﻰ ﮔﺮﻡ‬
‫ﻛﻨﻴﺪ‪ .‬ﺁﻳﺎ ﺩﺭ ﺍﻳﻦ ﺣﺎﻝ ﺑﺎﺯ ﻫﻢ ﮔﻠﻮﻟﻪ ﺍﺯ‬
‫ﺣﻠﻘﻪ ﻋﺒﻮﺭ ﺧﻮﺍﻫﺪ ﻛﺮﺩ؟‬
‫‪ -3‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺁﻳﺎ ﮔﺮﻡ ﻛﺮﺩﻥ ﺗﺄﺛﻴﺮﻯ‬
‫ﺑﺮ ﺭﻭﻯ ﺣﺠﻢ ﮔﻠﻮﻟﻪ ﻭ ﻫﻮﺍﻯ ﺩﺍﺧﻞ ﺑﻮﺗﻞ‬
‫ﺩﺍﺷﺘﻪ ﺍﺳﺖ؟‬
‫‪ -4‬ﺍﻛﻨﻮﻥ ﺑﮕﺬﺍﺭﻳﺪ ﻛﻪ ﮔﻠﻮﻟﻪ ﺳﺮﺩ ﺷﻮﺩ‪،‬‬
‫ﺍﻣﺘﺤﺎﻥ ﻛﻨﻴﺪﻛﻪ ﺁﻳﺎ ﺑﺎﺯ ﻫﻢ ﺍﺯ ﺣﻠﻘﻪ ﻋﺒﻮﺭ‬
‫ﻣﻰ ﻛﻨﺪ؟‬
‫‪ -5‬ﺍﮔﺮ ﺑﻮﺗﻠﻰ ﺭﺍ ﻛﻪ ﭘﻮﻗﺎﻧﻪ ﺭﺍ ﺑﻪ ﺁﻥ‬
‫ﺷﻜﻞ )‪ (1-7‬ﻋﺒﻮﺭ ﮔﻠﻮﻟﻪ ﻫﺎ ﺍﺯ ﺣﻠﻘﻪ ﺩﺭ ﺣﺎﻟﺖ ﻫﺎﻯ ﮔﺮﻡ ﻭ ﺳﺮﺩ‬
‫ﺑﺴﺘﻪ ﺑﻮﺩﻳﺪ ﺑﮕﺬﺍﺭﻳﺪ ﻛﻪ ﺳﺮﺩ ﺷﻮﺩ‪ ،‬ﭼﻪ‬
‫ﭼﻴﺰﻯ ﻣﻤﻜﻦ ﺍﺳﺖ ﺍﺗﻔﺎﻕ ﺑﻴﻔﺘﺪ؟‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﺘﺎﻳﺞ ﻣﺸﺎﻫﺪﺍﺕ ﺗﺎﻥ ﺟﻤﻠﺔ ﺯﻳﺮ ﺭﺍ ﻛﺎﻣﻞ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﮔﺮ ﺑﻪ ﺟﺴﻤﻰ ﺣﺮﺍﺭﺕ ﺑﺪﻫﻴﻢ ﻭ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﻥ ﺭﺍ ﺑﺎﻻ ﺑﺒﺮﻳﻢ ﺣﺠﻢ ﺁﻥ ‪ ........................‬ﻣﻰ ﻳﺎﺑﺪ ﻭ ﺍﮔﺮ ﺟﺴﻤﻰ ﺭﺍ ﺳﺮﺩ‬
‫ﻛﺮﺩﻩ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﻧﺮﺍ ﭘﺎﻳﻴﻦ ﺑﻴﺎﻭﺭﻳﻢ ﺣﺠﻢ ﺁﻥ ‪ .................‬ﻣﻰ ﻳﺎﺑﺪ‪.‬‬
‫ﺟﻤﻠﻪﺍﻯ ﻛﻪ ﺷــﻤﺎ ﺑﻪ ﻋﻨﻮﺍﻥ ﻧﺘﻴﺠﺔ ﻣﺸﺎﻫﺪﺍﺕ ﻭ ﺗﺠﺎﺭﺏ ﺧﻮﺩ ﻧﻮﺷﺘﻴﺪ‪ ،‬ﻳﻜﻰ ﺍﺯ‬
‫ﺍﺛﺮﺍﺕ ﺣﺮﺍﺭﺕ ﺑﺎﻻﻯ ﺍﺟﺴﺎﻡ ﺍﺳﺖ ﻭ ﭘﺪﻳﺪﺓ ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ﺭﺍ ﺑﻴﺎﻥ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﺍﻧﺒﺴــﺎﻁ ﺑﻪ ﻣﻌﻨﻰ ﺍﻓﺰﺍﻳﺶ ﺣﺠﻢ ﻳﻚ ﺟﺴﻢ ﻭ ﺍﻧﻘﺒﺎﺽ ﺑﻪ ﻣﻌﻨﻰ ﻛﺎﻫﺶ ﺣﺠﻢ‬
‫ﻳﻚ ﺟﺴﻢ ﻣﻰﺑﺎﺷﺪ‪.‬‬
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‫ﺑﺎ ﺑﻠﻨﺪ ﺭﻓﺘﻦ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺟﺴــﻢ‪ ،‬ﺣﺠﻢ ﺁﻥ ﺯﻳﺎﺩ ﻣﻰﺷــﻮﺩ ﻭ ﺑﺎ ﭘﺎﻳﻴﻦ ﺁﻣﺪﻥ ﺩﺭﺟﺔ‬
‫ﺣﺮﺍﺭﺕ ﺣﺠﻢ ﺁﻥ ﻛﺎﻫﺶ ﻣﻰﻳﺎﺑﺪ‪.‬‬
‫ﺍﻏﻠﺐ ﻣﻮﺍﺩ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﺑﺎ ﮔﺮﻓﺘﻦ ﺣﺮﺍﺭﺕ ﻣﻨﺒﺴــﻂ ﻣﻰﺷــﻮﻧﺪ ﻭ ﺑﺎ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ‬
‫ﺣﺮﺍﺭﺕ ﻣﻨﻘﺒﺾ ﻣﻰﮔﺮﺩﻧﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺷﻤﺎ ﺩﻳﺪﻳﺪﻛﻪ ﻫﻮﺍﻯ ﺩﺍﺧﻞ ﺑﻮﺗﻞ ﻭ ﮔﻠﻮﻟﻪ ﻫﺮ‬
‫ﺩﻭ ﺩﺭ ﺍﺛﺮ ﮔﺮﻓﺘﻦ ﺣﺮﺍﺭﺕ ﻣﻨﺒﺴﻂ ﺷﺪﻧﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺁﻳﺎ ﺍﻛﻨﻮﻥ ﻣﻰﺗﻮﺍﻧﻴﺪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ ﻛﻪ ﭼﺮﺍ ﻣﺎﻳﻊ ﺩﺭ ﺩﺍﺧﻞ ﻧﻞ ﺗﺮﻣﺎﻣﺘﺮ ﺑﺎﻻ ﻳﺎ ﭘﺎﻳﻴﻦ ﻣﻰﺭﻭﺩ؟‬
‫ﺩﺭ ﻣﺎﻳﻌﺎﺕ‪،‬ﮔﺎﺯﻫﺎ ﻭ ﺍﺟﺴﺎﻡ ﺟﺎﻣﺪﻯ ﻛﻪ ﻃﻮﻝ‪ ،‬ﻋﺮﺽ ﻭ ﺿﺨﺎﻣﺖ ﺁﻧﻬﺎ ﺍﺯ ﺣﻴﺚ ﺍﻧﺪﺍﺯﻩ ﺑﺎ ﻫﻢ‬
‫ﻧﺰﺩﻳﻚ ﺑﺎﺷﻨﺪ‪ ،‬ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ﻧﺴﺒﺖ ﺑﻪ ﻗﻄﺮ ﺁﻧﻬﺎ ﺑﻪ ﺻﻮﺭﺕ ﺗﻐﻴﻴﺮ ﺩﺭ ﺣﺠﻢ ﺍﺟﺴﺎﻡ ﺑﻪ‬
‫ﭼﺸﻢ ﻣﻰﺧﻮﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ‪ ،‬ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ﺣﺠﻤﻰ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﻭﻟﻰ ﺩﺭ ﺍﺟﺴــﺎﻣﻰ ﻣﺎﻧﻨﺪ ﻣﻴﻠﻪ ﻫﺎﻯ ﺑﺎﺭﻳﻚ ﻛﻪ ﻃﻮﻝ ﺷﺎﻥ ﻧﺴﺒﺖ ﺑﻪ ﻋﺮﺽ ﻳﺎ ﺿﺨﺎﻣﺖ ﺁﻧﻬﺎ‬
‫ﺯﻳﺎﺩﺗﺮ ﻣﻰﺑﺎﺷــﺪ‪ ،‬ﺍﻧﺒﺴــﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ﺩﺭ ﻃﻮﻝ ﺁﻧﻬﺎ ﺑﻴﺸﺘﺮ ﻗﺎﺑﻞ ﻣﻼﺣﻈﻪ ﻣﻰﺑﺎﺷﺪ‪ .‬ﺑﻪ ﺍﻳﻦ‬
‫ﻧﻮﻉ ﺍﻧﺒﺴــﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ‪ ،‬ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ﻃﻮﻟﻰ ﻣﻰﮔﻮﻳﻨﺪ‪ .‬ﺯﻳﺮﺍ ﺗﻐﻴﻴﺮ ﻃﻮﻝ ﺁﻧﻬﺎ ﻧﺴﺒﺖ‬
‫ﺑﻪ ﺗﻐﻴﻴﺮ ﺍﺑﻌﺎﺩ ﺩﻳﮕﺮﺷﺎﻥ ﺑﺴﻴﺎﺭ ﺯﻳﺎﺩ ﻣﻰﺑﺎﺷﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺗﺠﺮﺑﻪ ﺍﻯ ﻛﻪ ﺩﺭ ﺯﻳﺮ ﻧﺸﺎﻥ ﺩﺍﺩﻩ‬
‫ﻋﻘﺮﺑﻪ‬ ‫ﺷﺪﻩ ﺍﺳﺖ ﺑﺮﺍﻯ ﻣﺸﺎﻫﺪﺓ ﺍﻧﺒﺴﺎﻁ‬
‫ﻣﻴﻠﻪ‬ ‫ﻃﻮﻟﻰ ﻳﻚ ﻣﻴﻠﻪ ﻃﺮﺡ ﺭﻳﺰﻯ ﺷﺪﻩ‬
‫ﺍﺳﺖ‪ .‬ﺑﻪ ﻛﻤﻚ ﺷﻜﻞ ﻭ ﻣﺒﺎﺣﺜﻪ‬
‫ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺩﺭ ﮔﺮﻭپ ﻫﺎﻳﺘﺎﻥ‬
‫ﺑﻨﻮﻳﺴﻴﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﺍﻳﻦ ﺗﺠﺮﺑﻪ‬
‫ﺍﻧﺠﺎﻡ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ )‪ (1-8‬ﺗﺠﺮﺑﻪﺍﻯ ﻛﻪ ﺍﻧﺒﺴﺎﻁ ﻃﻮﻟﻰ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ‪.‬‬
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 ‫ﺗﻮﺿﻴﺢ ﺍﻧﺒﺴﺎﻁ ﻭﺍﻧﻘﺒﺎﺽ‬
‫ﺑــﺮﺍﻯ ﺍﻳﻦ ﻛﻪ ﺑﺪﺍﻧﻴﻢ ﭼﺮﺍ ﻣﻮﺍﺩ ﺩﺭ ﺍﺛﺮ ﮔﺮﻓﺘﻦ ﺣﺮﺍﺭﺕ ﺍﻧﺒﺴــﺎﻁ ﻭ ﺩﺭ ﺍﺛﺮ ﺍﺯ ﺩﺳــﺖ ﺩﺍﺩﻥ‬
‫ﺣﺮﺍﺭﺕ ﺍﻧﻘﺒﺎﺽ ﻣﻰﻛﻨﻨﺪ‪ ،‬ﻧﺨﺴﺖ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺷﺶ ﻧﻔﺮ ﺍﺯ ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﻳﻚ ﺧﻂ ﭘﻬﻠﻮﻯ ﻫﻤﺪﻳﮕﺮ ﻭ ﻧﺰﺩﻳﻚ ﺑﻪ ﻫﻢ‪ ،‬ﺩﺭ ﺟﻠﻮ ﺻﻨﻒ ﺍﻳﺴﺘﺎﺩﻩ ﺷﻮﻧﺪ‪.‬‬
‫‪ -1‬ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎﻳﺪ ﺑﺎ ﺁﻫﺴﺘﻪ ﮔﻰ ﺩﺭ ﺟﺎﻯ ﺷﺎﻥ ﺣﺮﻛﺖ ﺩﻭﻳﺪﻥ ﺟﺎﺑﺠﺎ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ‪.‬‬
‫‪ -2‬ﺑﺎﺭ ﺩﻳﮕﺮ ﺷﺎﮔﺮﺩﺍﻥ ﺳﻌﻰ ﻛﻨﻨﺪ ﺩﺭ ﻫﻤﺎﻥ ﺟﺎﻯ ﻗﺒﻠﻰ‪ ،‬ﺑﺎ ﺳﺮﻋﺖ ﺯﻳﺎﺩ ﺣﺮﻛﺖ ﭘﺮﻭﺍﻧﻪ ﻳﻰ ﺍﺟﺮﺍ ﻛﻨﻨﺪ‪.‬‬
‫ﺩﺭﻛﺪﺍﻡ ﺣﺎﻟﺖ ﺍﻳﻦ ﮔﺮﻭپ ﺍﺯ ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﺯﻣﺎﻥ ﺣﺮﻛﺖ ﺟﺎﻯ ﺑﻴﺸﺘﺮﻯ ﺭﺍ ﮔﺮﻓﺘﻪﺍﻧﺪ؟ ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﻋﻠﺖ ﺁﻥ ﭼﻴﺴﺖ؟‬
‫ﻢ ﺮﻡ‬
‫ﮔﺮﻡ‪.‬‬ ‫ﺟﺴﻢ‬
‫ﺍﮔــﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺍﻧﺒﺴــﺎﻁ ﻳﻚ ﺟﺴــﻢ ﺭﺍ ﺗﻮﺿﻴــﺢ ﺩﻫﻴﻢ ﺑﺎﻳﺪ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﻣﻮﺍﺩ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪.‬‬
‫ﻣﻰﺩﺍﻧﻴﺪ ﻛﻪ ﻣﻮﺍﺩ ﺍﺯ ﺫﺭﺍﺕ ﺑﺴﻴﺎﺭ ﻛﻮﭼﻚ ﺑﻪ ﻧﺎﻡ ﺍﺗﻮﻡ ﺳﺎﺧﺘﻪ‬
‫ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻭﻗﺘﻰ ﻛﻪ ﺩﻭ ﻳﺎ ﭼﻨﺪ ﺍﺗﻮﻡ ﺑﺎ ﻫﻢ ﺗﺮﻛﻴﺐ‬
‫ﺷــﻮﻧﺪ‪ ،‬ﻣﺎﻟﻴﻜﻮﻝ ﺭﺍ ﻣﻰﺳــﺎﺯﻧﺪ‪ .‬ﺍﺗﻮﻣﻬﺎ ﻭ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﻳﻚ‬
‫ﺟﺴــﻢ ﻫﻤﻴﺸــﻪ ﺩﺭ ﺣﺎﻝ ﺟﻨﺒﺶ ﻫﺴــﺘﻨﺪ ﻭ ﺩﺭ ﺑﻴﻦ ﺷــﺎﻥ‬
‫ﻓﻀﺎﻯ ﺧﺎﻟﻰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﻓﺰﺍﻳﺶ ﺣﺮﺍﺭﺕ ﺑﺎﻋﺚ ﻣﻰ ﺷﻮﺩ ﻛﻪ‬
‫ﺍﻧــﺮژﻯ ﺍﺗﻮﻡ ﻫﺎ ﻭ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺍﻓﺰﺍﻳﺶ ﻳﺎﺑﺪ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﺟﻨﺒﺶ‬
‫ﻭ ﺍﻫﺘﺰﺍﺯ ﺁﻧﻬﺎ ﺯﻳﺎﺩﺗﺮ ﻣﻰﺷﻮﺩ‪ .‬ﺍﻓﺰﺍﻳﺶ ﺗﺤﺮﻙ ﺑﺎﻋﺚ ﻣﻰﺷﻮﺩ‬
‫ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺯﻳﺎﺩﺗﺮ ﺷﺪﻩ ﻓﻀﺎﻯ ﺧﺎﻟﻰ ﺑﻴﺸﺘﺮﻯ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﺁﻳﺪ‪ .‬ﺍﻳﻦ ﺍﻓﺰﺍﻳﺶ ﻓﻀﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﻣﺎ ﺑﻪ ﺷــﻜﻞ ﺍﻧﺒﺴﺎﻁ‬
‫ﻣﻰﺑﻴﻨﻢ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺟﺴﻢ ﺳﺮﺩ‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻮﺿﻴﺤﺎﺕ ﺑﺎﻻ ﺍﻧﻘﺒﺎﺽ ﺭﺍ ﭼﮕﻮﻧﻪ ﻣﻰﺗﻮﺍﻧﻴﺪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ؟‬
‫ﺷﻜﻞ )‪ (1-9‬ﺣﺮﻛﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺭﺍ ﺩﺭ ﺟﺴﻢ ﺳﺮﺩ‬
‫ﻭ ﮔﺮﻡ ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ‪.‬‬
‫‪12‬‬
 ‫ﻓﺎﺯ ﻫﺎﻯ ﻣﻮﺍﺩ‬
‫ﺷــﻤﺎ ﺩﺭ ﺳــﺎﻝ ﻫﺎﻯ ﻗﺒﻞ ﺑﺎ ﻣﻔﺎﻫﻴﻤﻰ ﻣﺜﻞ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﺁﺷــﻨﺎ‬
‫ﺷﺪﻩ ﺍﻳﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺳﻪ ﺣﺎﻟﺖ‪ ،‬ﻓﺎﺯﻫﺎﻯ ﻣﺎﺩﻩ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﺑﺮﺍﻯ ﺍﻳﻦ ﻛﻪ ﺍﻳﻦ ﻣﻔﺎﻫﻴﻢ ﺭﺍ ﺑﻬﺘﺮ ﺑﻪ ﻳﺎﺩ ﺑﻴﺎﻭﺭﻳﺪ‪ ،‬ﻧﺨﺴــﺖ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ‬
‫ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﻛﻨﻮﻥ ﺩﺭ ﮔﺮﻭپ ﻫﺎﻯ ﺗﺎﻥ ﮔﻔﺘﮕﻮ ﻧﻤﻮﺩﻩ‪:‬‬
‫‪ -‬ﻧﺎﻡ ﭼﻨﺪ ﻣﺎﺩﻩ ﺍﻯ ﺭﺍ ﻛﻪ ﺟﺎﻣﺪ ﺍﺳﺖ ﻭ ﭼﻨﺪ ﻣﺎﺩﺓ ﻣﺎﻳﻊ ﻭ ﭼﻨﺪ ﻣﺎﺩﺓ ﮔﺎﺯ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -‬ﺳﻌﻰ ﻛﻨﻴﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺧﻮﺍﺹ ﻣﺸﺘﺮﻙ ﻣﻮﺍﺩ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﺑﺮﺍﻯ ﻫﺮﻳﻚ ﺍﺯ ﺁﻧﻬﺎ ﺗﻌﺮﻳﻔﻰ ﺑﻨﻮﻳﺴﻴﺪ ﻭ ﺟﻤﻼﺕ‬
‫ﭘﺎﻳﻴﻦ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﻣﻨﺎﺳﺒﻰ ﺗﻜﻤﻴﻞ ﻛﻨﻴﺪ‪.‬‬
‫ﺟﺎﻣﺪﺍﺕ ﻣﻮﺍﺩﻯ ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺍﺭﺍﻯ ‪ ...............‬ﻭ ‪.....................‬ﻣﻌﻴﻨﻰ ﻫﺴﺘﻨﺪ‪.‬‬
‫‪ ............‬ﻣﻮﺍﺩﻯ ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺍﺭﺍﻯ ﺣﺠﻢ ﺧﺎﺻﻰ ﺑﻮﺩﻩ ﻭﻟﻰ ‪.............‬ﻣﻌﻴﻨﻰ ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫‪ .............‬ﻣﻮﺍﺩﻯ ﻫﺴﺘﻨﺪ ﻛﻪ ﻧﻪ ﺩﺍﺭﺍﻯ ‪.................‬ﺑﻮﺩﻩ ﻭ ﻧﻪ ‪................‬ﻣﻌﻴﻨﻰ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺩﺍﺩﻥ ﺣــﺮﺍﺭﺕ ﻳﺎ ﮔﺮﻓﺘﻦ ﺁﻥ ﺍﺯ ﻣﻮﺍﺩ ﻣﻰﺗﻮﺍﻧــﺪ ﺑﺎﻋﺚ ﺗﻐﻴﻴﺮ ﻓﺎﺯ )ﺣﺎﻟﺖ(‬
‫ﻣﺎﺩﻩ ﺷــﻮﺩ‪ ،‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻰ ﻛﻪ ﺗﻮﺳــﻂ ﺩﺍﺩﻥ ﻳﺎ ﮔﺮﻓﺘﻦ ﺣﺮﺍﺭﺕ ﻣﻰﺗﻮﺍﻥ‬
‫ﺟﺎﻣﺪ ﺭﺍ ﺑﻪ ﻣﺎﻳﻊ‪ ،‬ﻣﺎﻳﻊ ﺭﺍ ﺑﻪ ﮔﺎﺯ ﻭ ﮔﺎﺯ ﺭﺍ ﺑﻪ ﻣﺎﻳﻊ ﻳﺎ ﺟﺎﻣﺪ ﺗﺒﺪﻳﻞ ﻛﺮﺩ‪.‬‬
‫ﺫﻭﺑﺎﻥ ﻭ ﺍﻧﺠﻤﺎﺩ‬
‫ﺁﻳﺎ ﻣﻰﺩﺍﻧﻴﺪ ﻛﻪ ﭼﺮﺍ ﺷﻜﻞ ﻳﻚ ﺟﺴﻢ ﺟﺎﻣﺪ ﺗﻐﻴﻴﺮ ﻧﻤﻰﻛﻨﺪ؟‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﻳﻚ ﺟﺴــﻢ ﺟﺎﻣﺪ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺷــﺪﻳﺪﻯ ﺑﺮ ﻳﻜﺪﻳﮕﺮ ﻭﺍﺭﺩ‬
‫ﻣﻰﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻗﺴﻤﻰ ﻛﻪ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ ﺩﺭ ﺟﺎﻯ ﺧﻮﺩﺵ ﺩﺭ ﺣﺎﻝ ﺍﺭﺗﻌﺎﺵ‬
‫ﺍﺳــﺖ ﻭ ﻧﻤﻰ ﺗﻮﺍﻧﺪ ﺍﺗﺼﺎﻝ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﻫﻤﺴﺎﻳﻪ ﺧﻮﺩ ﻗﻄﻊ‬
‫ﻛﻨﺪ ﻭ ﺁﺯﺍﺩﺍﻧﻪ ﺣﺮﻛﺖ ﻧﻤﺎﻳﺪ‪ .‬ﺍﻟﺒﺘﻪ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ ﺩﺭ ﺟﺎﻯ ﺧﻮﺩ ﺟﻨﺒﺶ‬
‫ﺩﺍﺭﺩ ﻭ ﺑﻰ ﺣﺮﻛﺖ ﻧﻴﺴﺖ‪ .‬ﻭﻗﺘﻰ ﻣﺎ ﺑﻪ ﺟﺴﻢ ﺟﺎﻣﺪ ﺣﺮﺍﺭﺕ ﻣﻰﺩﻫﻴﻢ‪،‬‬
‫ﺍﻳﻦ ﺍﻧﺮژﻯ ﺭﺍ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺩﺭﻳﺎﻓﺖ ﻣﻰﻛﻨﻨﺪ‪ ،‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻘﺪﺍﺭ ﺟﻨﺒﺶ ﺁﻧﻬﺎ‬
‫ﺯﻳﺎﺩ ﺷــﺪﻩ‪ ،‬ﻓﺎﺻﻠﺔ ﻣﺘﻮﺳﻂ ﺁﻧﻬﺎ ﺍﺯ ﻫﻤﺪﻳﮕﺮ ﺍﻓﺰﺍﻳﺶ ﻣﻰﻳﺎﺑﺪ )ﻣﻨﺒﺴﻂ‬
‫ﻣﻰﺷﻮﺩ(‪.‬‬
‫ﺍﮔــﺮ ﺩﺍﺩﻥ ﺣﺮﺍﺭﺕ ﺍﺩﺍﻣﻪ ﭘﻴﺪﺍ ﻛﻨﺪ‪ ،‬ﺟﻨﺒﺶ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺯﻳﺎﺩ ﻭ ﺯﻳﺎﺩﺗﺮ‬
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 ‫ﻣﻰﺷــﻮﺩ ﺗﺎ ﺟﺎﻳﻰ ﻛﻪ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ ﻣﻰﺗﻮﺍﻧﺪ ﺍﺯ ﺟﺎﻯ ﺧﻮﺩ ﺣﺮﻛﺖ ﻛﻨﺪ ﻭ‬
‫ﺟﺎﻯ ﻳﻚ ﻣﺎﻟﻴﻜﻮﻝ ﺩﻳﮕــﺮ ﺭﺍ ﺑﮕﻴﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ ﻣﻰ ﺗﻮﺍﻧﺪ‬
‫ﺟﺎﻯ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺩﺍﺧﻞ ﺟﺴــﻢ ﺗﻐﻴﻴﺮ ﺩﻫــﺪ ﻭ ﺩﺭ ﺣﻘﻴﻘﺖ ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ‬
‫ﺟﺎﻣﺪ ﺑﻪ ﻣﺎﻳﻊ ﺗﺒﺪﻳﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻋﻤﻞ ﺭﺍ ﺫﻭﺑﺎﻥ ﻣﻰﮔﻮﻳﻨﺪ‪.‬‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻰ ﻛﻪ ﺩﺭ ﺁﻥ ﺟﺎﻣﺪ ﺷﺮﻭﻉ ﺑﻪ ﺫﻭﺏ ﺷﺪﻥ ﻣﻰﻛﻨﺪ ﺭﺍ ﻧﻘﻄﺔ‬
‫ﺫﻭﺑﺎﻥ ﻣﻰﮔﻮﻳﻨﺪ‪.‬‬
‫ﺟﺪﻭﻝ )‪ (1-6‬ﻧﻘﻄﺔ ﺫﻭﺑﺎﻥ ﻣﻮﺍﺩ ﻣﺨﺘﻠﻒ‬
‫ﻧﻘﻄﻪ ﺫﻭﺑﺎﻥ)‪( C‬‬ ‫ﻣﺎﺩﻩ‬
‫‪o‬‬
‫‪1535‬‬ ‫ﺁﻫﻦ‬
‫‪1083‬‬ ‫ﻣﺲ‬
‫‪3410‬‬ ‫ﺗﻨﮕﺴﺘﻦ‬
‫ﺳﻴﻤﺎﺏ‬
‫‪-39‬‬
‫ﺍﻟﻜﻮﻝ‬
‫‪-117‬‬
‫ﻣﻮﺍﺩ ﻣﺨﺘﻠﻒ‪ ،‬ﻧﻘﻄﺔ ﺫﻭﺑﺎﻥ ﻣﺘﻔﺎﻭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺟﺪﻭﻝ )‪ (1-6‬ﻧﻘﻄﺔ ﺫﻭﺑﺎﻥ‬
‫ﭼﻨﺪ ﻣﺎﺩﻩ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﮔﺮ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺍﺯ ﻣﺎﻳﻌﻰ ﮔﺮﻓﺘﻪ ﺷــﻮﺩ )ﺁﻥ ﺭﺍ ﺳﺮﺩ ﻛﻨﻴﻢ( ﻭ ﺩﺭﺟﺔ‬
‫ﺣــﺮﺍﺭﺕ ﺁﻥ ﭘﺎﻳﻴﻦ ﺑﻴﺎﻳﺪ‪ ،‬ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﺁﻥ‪ ،‬ﺍﻧﺮژﻯ ﺍﺯ ﺩﺳــﺖ ﺩﺍﺩﻩ‪ ،‬ﺍﺯ‬
‫ﻣﻴﺰﺍﻥ ﺳﺮﻋﺖ ﺣﺮﻛﺖ ﻭ ﺟﻨﺒﺶ ﺁﻧﻬﺎ ﻛﺎﺳﺘﻪ ﻣﻰﺷﻮﺩ‪ .‬ﺍﮔﺮ ﺳﺮﺩ ﻛﺮﺩﻥ ﺭﺍ‬
‫ﺍﺩﺍﻣﻪ ﺩﻫﻴﻢ ﺑﻪ ﺣﺎﻟﺘﻰ ﻣﻰﺭﺳﻴﻢ ﻛﻪ ﺩﺭ ﺁﻥ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﻪ ﺟﺎﻯ ﻟﻐﺰﻳﺪﻥ‬
‫ﺭﻭﻯ ﻫﻤﺪﻳﮕﺮ ﻭ ﺗﻐﻴﻴﺮ ﻣﻜﺎﻥ ﺩﺭ ﺟﺴــﻢ‪ ،‬ﻓﻘﻂ ﺩﺭ ﺟﺎﻫﺎﻯ ﺧﻮﺩ ﺟﻨﺒﺶ‬
‫ﺩﺍﺭﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺟﺴــﻢ ﻣﺬﻛﻮﺭ ﺩﻳﮕﺮ ﻣﻰﺗﻮﺍﻧﺪ ﺷﻜﻞ ﺧﻮﺩ ﺭﺍ ﺣﻔﻆ ﻛﻨﺪ‪،‬‬
‫ﭘﺲ ﻣﺎﻳﻊ ﻗﺒﻠﻰ ﺩﺭ ﺣﻘﻴﻘﺖ ﺑﻪ ﺟﺎﻣﺪ ﺗﺒﺪﻳﻞ ﺷــﺪﻩ ﺍﺳﺖ‪ .‬ﺗﺒﺪﻳﻞ ﺷﺪﻥ‬
‫ﻣﺎﻳﻊ ﺑﻪ ﺟﺎﻣﺪ ﺭﺍ ﺍﻧﺠﻤﺎﺩ ﻣﻰﮔﻮﻳﻨﺪ ﻭ ﺑﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻰ ﻛﻪ ﺩﺭ ﺁﻥ ﻣﺎﻳﻊ‬
‫ﺑﻪ ﺟﺎﻣﺪ ﺗﺒﺪﻳﻞ ﻣﻰﺷﻮﺩ‪ ،‬ﻧﻘﻄﺔ ﺍﻧﺠﻤﺎﺩﮔﻔﺘﻪ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﻼ ﻳﺦ ﺩﺭ ﺻﻔﺮ‬ ‫ﻧﻘﻄــﺔ ﺫﻭﺑﺎﻥ ﻭ ﻧﻘﻄــﺔ ﺍﻧﺠﻤﺎﺩ ﻣﻮﺍﺩ ﻳﻜﻰ ﻣﻰﺑﺎﺷــﺪ‪ .‬ﻣﺜ ً‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺫﻭﺏ ﻣﻰﺷﻮﺩ ﻭ ﺁﺏ ﻧﻴﺰ ﺩﺭ ﻫﻤﻴﻦ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻨﺠﻤﺪ‬
‫ﻣﻰﺷــﻮﺩ‪ .‬ﭘﺲ ﺩﺭ ﻧﻘﻄﺔ ﺫﻭﺑﺎﻥ ﻭ ﺍﻧﺠﻤــﺎﺩ ﻣﺎ ﻣﻰﺗﻮﺍﻧﻴﻢ ﻳﻚ ﻣﺎﺩﻩ ﺭﺍ ﺩﺭ‬
‫ﺩﻭﺣﺎﻟﺖ ﺟﺎﻣﺪ ﻭ ﻣﺎﻳﻊ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺫﻭﺑﺎﻥ ﺁﺏ‪:‬‬
‫ﺩﺭ ﻣﻴﺎﻥ ﻳﻚ ﮔﻴﻼﺱ ﺗﻮﺗﻪ ﻫﺎﻯ ﻳﺦ ﺧﺎﻟﺺ ﺭﺍ ﺑﻴﺎﻧﺪﺍﺯﻳﺪ‪ ،‬ﻳﻚ ﺗﺮﻣﺎﻣﺘﺮ ﺭﺍ ﺩﺭ ﻣﻴﺎﻥ ﺁﻥ ﻗﺮﺍﺭ ﺩﻫﻴﺪ ﻭ ﺩﺭ ﻫﻨﮕﺎﻣﻰ ﻛﻪ‬
‫ﺗﻮﺗﻪ ﻫﺎﻯ ﻳﺦ ﺷﺮﻭﻉ ﺑﻪ ﺫﻭﺏ ﺷﺪﻥ ﻣﻰ ﻛﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺭﺍ ﺑﺨﻮﺍﻧﻴﺪ‪.‬‬
‫ﻧﺘﺎﻳﺞ ﺗﺎﻥ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ‪ .‬ﺁﻳﺎ ﻫﻤﺔ ﮔﺮﻭپ ﻫﺎ ﻧﺘﺎﻳﺞ ﻳﻜﺴﺎﻧﻰ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻩ ﺍﻧﺪ؟ ﺍﮔﺮ ﺟﻮﺍﺏ ﺗﺎﻥ ﻣﻨﻔﻰ ﺍﺳﺖ‪ ،‬ﭼﻪ‬
‫ﺩﻟﻴﻠﻰ ﺑﺮﺍﻯ ﺁﻥ ﻣﻰﺗﻮﺍﻧﻴﺪ ﺍﺭﺍﺋﻪ ﻛﻨﻴﺪ؟‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺁﻳﺎ ﻣﻰﺗﻮﺍﻥ ﻣﻘﺪﺍﺭﻯ ﺁﻫﻦ ﺭﺍ ﺩﺭﻳﻚ ﻇﺮﻑ ﻣﺴﻰ ﺫﻭﺏ ﻛﺮﺩ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪) .‬ﺑﺮﺍﻯ ﭘﺎﺳﺦ ﺩﺍﺩﻥ ﺍﺯ ﺟﺪﻭﻝ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻴﺪ‪(.‬‬
‫ﺗﺒﺨﻴﺮ ﻭ َﻣ َﻴﻌﺎﻥ‬
‫ﺑﻪ ﻧﻈﺮ ﺷــﻤﺎ ﭼﺮﺍ ﻭﻗﺘﻰ ﻳﻚ ﻧﺎﻥ ﺗﺎﺯﻩ ﻣﺪﺗﻰ ﺩﺭ ﻫﻮﺍﻯ ﺁﺯﺍﺩ ﻣﻰﻣﺎﻧﺪ‪،‬‬
‫ﺧﺸﻚ )ﻗﺎﻕ( ﻣﻰﺷﻮﺩ؟‬
‫ﻣﺎﻳﻌﻰ ﺭﺍ ﻛﻪ ﺩﺭ ﻇﺮﻓﻰ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﺑﻪ ﺷﻜﻞ )‪ (1-10‬ﺩﻗﺖ‬
‫ﻛﻨﻴﺪ‪ .‬ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻳﻰ ﻛﻪ ﺩﺭ ﺳﻄﺢ ﺁﺏ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ ﺗﻮﺳﻂ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ‬
‫ﺍﻃﺮﺍﻑ ﺧﻮﺩ ﺟﺬﺏ ﻣﻰﺷــﻮﻧﺪ ﻭ ﺍﻳﻦ ﻋﻤﻠﻴﺔ ﺟﺬﺏ ﺑﺎﻋﺚ ﻣﻰﺷــﻮﺩ ﻛﻪ‬ ‫ﺷﻜﻞ )‪ (1-10‬ﺑﺮ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ‬
‫ﺍﺯ ﻃﺮﻑ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﺩﻳﮕﺮ ﻗﻮﻩ‬
‫ﺁﻧﻬﺎ ﻧﺘﻮﺍﻧﻨﺪ ﺍﺯ ﺳﻄﺢ ﺁﺏ ﻭﺍﺭﺩ ﻫﻮﺍ ﺷﻮﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺩﺭ ﺳﻄﺢ ﺁﺏ ﺑﺎﻗﻰ‬ ‫ﻭﺍﺭﺩ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﻣﻰﻣﺎﻧﻨﺪ‪ .‬ﺍﻣﺎ ﭼــﻮﻥ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺩﺭ ﺩﺍﺧﻞ ﻣﺎﻳﻊ ﭘﻴﻮﺳــﺘﻪ ﺩﺭ ﺣﺮﻛﺖ‬
‫ﻭ ﺟﻨﺒﺶ ﻫﺴــﺘﻨﺪ‪ ،‬ﺩﺍﻳﻤﺎً ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺑﺮﺧــﻮﺭﺩ ﻣﻰﻛﻨﻨﺪ‪ ،‬ﺗﻌﺪﺍﺩﻯ ﺍﺯ‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﺳــﻄﺢ ﻣﺎﻳﻊ ﺩﺭ ﺍﺛﺮ ﺍﻳﻦ ﺑﺮﺧﻮﺭﺩﻫــﺎ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﻳﻰ ﺍﻧﺮژﻯ‬
‫ﺑﻪ ﺩﺳــﺖ ﻣﻰﺁﻭﺭﻧﺪ ﻛﻪ ﺑﺮﺍﻯ ﻏﻠﺒﻪ ﺑﺮ ﻗﻮﺓ ﺟﺬﺏ ﻛﺎﻓﻰ ﻣﻰﺑﺎﺷــﺪ‪ ،‬ﺍﻳﻦ‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﻣﻰﺗﻮﺍﻧﻨﺪ ﺍﺯ ﺳــﻄﺢ ﻣﺎﻳﻊ ﻓﺮﺍﺭ ﻛﻨﻨﺪ‪ .‬ﻭﻗﺘﻰ ﻛﻪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ‬
‫ﺍﺯ ﺳﻄﺢ ﻣﺎﻳﻊ ﺟﺪﺍ ﻣﻰ ﺷﻮﻧﺪ ﺑﻪ ﺷﻜﻞ ﮔﺎﺯ ﺩﺭ ﻣﻰﺁﻳﻨﺪ‪ ،‬ﺗﺒﺨﻴﺮ ﺻﻮﺭﺕ‬
‫ﻣﻰﮔﻴــﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ ﺗﺒﺨﻴﺮ ﭼﻮﻥ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺍﺯ ﺳــﻄﺢ ﻣﺎﻳﻊ ﺟﺪﺍ‬
‫ﻣﻰﺷــﻮﻧﺪ‪ ،‬ﺁﻥ ﺭﺍ ﺗﺒﺨﻴﺮ ﺳــﻄﺤﻰ ﻣﻰﮔﻮﻳﻨﺪ‪ .‬ﻣﺎﻳﻌــﺎﺕ ﺩﺭ ﻫﺮ ﺩﺭﺟﻪ‬
‫ﺣﺮﺍﺭﺗﻰ ﺗﺒﺨﻴﺮ ﻣﻰﺷﻮﻧﺪ ﻭﻟﻰ ﻣﻴﺰﺍﻥ ﺳﺮﻋﺖ ﺗﺒﺨﻴﺮ ﻳﻚ ﻣﺎﻳﻊ ﺑﻪ ﺩﺭﺟﺔ‬
‫ﺷﻜﻞ )‪ (1-11‬ﻣﺎﻟﻴﻜﻮﻝﻫﺎﻯ ﺁﺏ‬
‫ﺣﺮﺍﺭﺕ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﺩ‪ .‬ﻫﺮﻗﺪﺭ ﻛﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻳﻚ ﻣﺎﻳﻊ ﺍﻓﺰﺍﻳﺶ ﻳﺎﺑﺪ‬ ‫ﺍﺯ ﻇﺮﻑ ﺁﺏ ﻭ ﻟﺒﺎﺱ ﺗﺮ ﻭﺍﺭﺩ ﻫﻮﺍ‬
‫ﺷﺪﻩ ﺗﺒﺨﻴﺮ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺳﺮﻋﺖ ﺗﺒﺨﻴﺮ ﺁﻥ ﻧﻴﺰ ﺑﻴﺸﺘﺮ ﻣﻰﮔﺮﺩﺩ‪.‬‬
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 ‫ﻋﺎﻣﻞ ﺩﻳﮕﺮﻯ ﻛﻪ ﺩﺭ ﺍﻓﺰﺍﻳﺶ ﺳــﺮﻋﺖ ﺗﺒﺨﻴﺮ ﻧﻘﺶ ﺩﺍﺭﺩ‪ ،‬ﻛﺎﻫﺶ ﻓﺸــﺎﺭ ﺍﺳﺖ‪ .‬ﻫﺮﭼﻪ ﻓﺸﺎﺭ‬
‫ﻭﺍﺭﺩ ﺑﺮ ﺳﻄﺢ ﻣﺎﻳﻊ ﻛﻢ ﺷﻮﺩ )ﻣﺜ ً‬
‫ﻼ ﻓﺸﺎﺭ ﻫﻮﺍ ﻛﻢ ﺷﻮﺩ(‪ ،‬ﺳﺮﻋﺖ ﺗﺒﺨﻴﺮ ﺍﻓﺰﺍﻳﺶ ﻣﻰﻳﺎﺑﺪ‪.‬‬
‫ﻫﺮ ﻋﺎﻣﻞ ﺩﻳﮕﺮﻯ ﻧﻴﺰ ﻛﻪ ﺑﺎﻋﺚ ﺍﻓﺰﺍﻳﺶ ﺳﺮﻋﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺷﻮﺩ‪ ،‬ﻳﺎ ﺳﻄﺤﻰ ﻛﻪ ﺍﻣﻜﺎﻥ ﻓﺮﺍﺭ‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺍﺯ ﺁﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﺩﻫﺪ‪ ،‬ﺳﺮﻋﺖ ﺗﺒﺨﻴﺮ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻰﺩﻫﺪ‪.‬‬
‫ﭘﺮﻭژﺓ ﺗﺤﻘﻴﻘﻰ‬
‫ﺳﺆﺍﻝ ﺍﺻﻠﻰ ﭘﺮﻭژﻩ‪ :‬ﺗﺒﺨﻴﺮ ﺍﺯ ﺳﻄﺢ ﻳﻚ ﻣﺎﻳﻊ ﺑﻪ ﭼﻪ ﻋﻮﺍﻣﻠﻰ ﺑﺴﺘﻪﮔﻰ ﺩﺍﺭﺩ؟‬
‫‪ -1‬ﻋﻮﺍﻣﻠﻰ ﺭﺍ ﻛﻪ ﻓﻜﺮ ﻣﻰﻛﻨﻴﺪ ﺩﺭ ﺗﺒﺨﻴﺮ ﻧﻘﺶ ﺩﺍﺭﺩ‪ ،‬ﻣﺸﺨﺺ ﻛﻨﻴﺪ‪.‬‬
‫‪ -2‬ﺑﺮﺍﻯ ﻣﺸﺨﺺ ﻛﺮﺩﻥ ﻧﻘﺶ ﻫﺮ ﻋﺎﻣﻞ ﺗﺠﺮﺑﻪ ﻳﻰ ﺭﺍ ﻃﺮﺡ ﻛﻨﻴﺪ‪).‬ﺣﺪﺍﻗﻞ ﺳﻪ ﻋﺎﻣﻞ(‬
‫‪ -3‬ﻫﺮ ﺗﺠﺮﺑﻪ ﺭﺍ ﺣﺪﺍﻗﻞ ﭘﻨﺞ ﺑﺎﺭ ﺗﻜﺮﺍﺭ ﻛﻨﻴﺪ ﻭ ﺍﻭﺳﻂ ﻧﺘﺎﻳﺞ ﺗﺎﻥ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -4‬ﺍﻋﺪﺍﺩ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﻫﺮ ﺗﺠﺮﺑﻪ ﺭﺍ ﺩﺭ ﺟﺪﻭﻟﻰ ﻣﺮﺗﺐ ﻛﻨﻴﺪ‪.‬‬
‫‪ -5‬ﺟﺪﻭﻝ ﻫﺎ ﺭﺍ ﺗﻔﺴﻴﺮ ﻛﻨﻴﺪ‪.‬‬
‫‪ -6‬ﻧﺘﺎﻳﺞ ﻛﻠﻰ ﺭﺍ ﺩﺭ ﻳﻚ ﭘﺎﺭﺍﮔﺮﺍﻑ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﺗﻮﺟﻪ‪ :‬ﺩﺭ ﻫﺮ ﺗﺠﺮﺑﻪ ﻓﻘﻂ ﻳﻚ ﻋﺎﻣﻞ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﻫﻴﺪ ﻭ ﻋﻮﺍﻣﻞ ﺩﻳﮕﺮ ﺭﺍ ﺛﺎﺑﺖ ﻧﮕﻬﺪﺍﺭﻳﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺩﺭ ﻫﻮﺍﻯ ﺧﻨﻚ ﺻﺒﺤﮕﺎﻫﻰ‪ ،‬ﺷﺎﻳﺪ ﺑﺎﺭﻫﺎ ﺍﺯ ﺩﻳﺪﻥ ﻗﻄﺮﺓ ﺷﺒﻨﻤﻰ ﻛﻪ ﺑﺮ ﺭﻭﻯ ﮔﻠﺒﺮﮔﻰ ﻧﺸﺴﺘﻪ ﺍﺳﺖ‪ ،‬ﻟﺬﺕ ﺑﺮﺩﻩ ﺑﺎﺷﻴﺪ‪ .‬ﻭﻟﻰ‬
‫ﺁﻳﺎ ﻓﻜﺮ ﻛﺮﺩﻩ ﺍﻳﺪ ﻛﻪ ﻗﻄﺮﺓ ﺷﺒﻨﻢ ﭼﮕﻮﻧﻪ ﺭﻭﻯ ﮔﻠﺒﺮگ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﺳﺖ؟‬
‫ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ ﺗﺎ ﺟﻮﺍﺏ ﺳﻮﺍﻝ ﺑﺎﻻ ﺭﺍ ﺑﺘﻮﺍﻧﻴﺪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺁﺏ‪ ،‬ﻇﺮﻑ ﺑﺮﺍﻯ ﺣﺮﺍﺭﺕ ﺩﺍﺩﻥ ﺁﺏ‬
‫ﻭ ﻳﻚ ﺑﺸﻘﺎﺏ ﻓﻠﺰﻯ ﻳﺎ ﺷﻴﺸﻪ ﻳﻰ‪ ،‬ﻣﻨﺒﻊ ﺣﺮﺍﺭﺕ )ﭼﺮﺍﻍ ﺍﻟﻜﻮﻟﻰ(‪ ،‬ﺳﻪ‬
‫ﭘﺎﻳﻪ ﻭ ﺟﺎﻟﻰ ﻧﺎﺳﻮﺯ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ :‬ﺁﺏ ﺭﺍ ﺣﺮﺍﺭﺕ ﺩﻫﻴﺪ ﻭ ﺑﺸﻘﺎﺏ ﺭﺍ ﺑﺎﻻﻯ ﻇﺮﻑ ﺁﺏ ﻣﻄﺎﺑﻖ‬
‫ﺷﻜﻞ ﺑﮕﻴﺮﻳﺪ‪.‬‬
‫ﻧﺘﻴﺠﺔ ﻣﺸﺎﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ ﻭ ﺑﮕﻮﻳﻴﺪ ﻛﻪ ﻗﻄﺮﺍﺕ ﺁﺏ ﺩﺭ‬
‫ﺯﻳﺮ ﺑﺸﻘﺎﺏ ﺍﺯ ﻛﺠﺎ ﺁﻣﺪﻩ ﺍﺳﺖ؟‬
‫ﺷﻜﻞ )‪(1-12‬‬
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‫ﺁﻣﻮﺧﺘﻴــﻢ ﻛﻪ ﻭﻗﺘﻰ ﻳﻚ ﻣﺎﻳــﻊ ﺭﺍ ﺣﺮﺍﺭﺕ ﺩﻫﻴﻢ ﺗﺒﺨﻴﺮ ﻣﻰﺷــﻮﺩ ﻭ‬
‫ﺣﺎﻟﺖﮔﺎﺯ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﻣﻰﮔﻴﺮﺩ‪ .‬ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﺑﺎﻻ ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ ﻛﻪ ﻭﻗﺘﻰ‬
‫ﺁﺏ ﺭﺍ ﺣــﺮﺍﺭﺕ ﺩﻫﻴﻢ‪ ،‬ﺗﺒﺨﻴﺮ ﻣﻰﺷــﻮﺩ ﻭ ﻫﻨﮕﺎﻣﻰ ﻛــﻪ ﺑﺨﺎﺭﺍﺕ ﺁﺏ ﺑﻪ‬
‫ﻳﻚ ﺟﺴﻢ ﺳــﺮﺩ ﺑﺮﺧﻮﺭﺩ ﻛﻨﺪ‪ ،‬ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻗﻄﺮﺍﺕ ﺁﺏ ﻳﻌﻨﻰ ﺣﺎﻟﺖ ﻣﺎﻳﻊ‬
‫ﺗﺒﺪﻳﻞ ﻣﻰﺷــﻮﺩ ‪ .‬ﭘﺲ ﻫﻤﺎﻧﻄﻮﺭ ﻛﻪ ﻳﻚ ﻣﺎﻳــﻊ ﻣﻰﺗﻮﺍﻧﺪ ﺑﻪ ﮔﺎﺯ ﺗﺒﺪﻳﻞ‬
‫ﺷــﻮﺩ )ﺗﺒﺨﻴﺮ ﮔﺮﺩﺩ(‪ ،‬ﻳﻚ ﮔﺎﺯ ﻧﻴﺰ ﻣﻰﺗﻮﺍﻧﺪ ﺑﻪ ﻣﺎﻳﻊ ﺗﺒﺪﻳﻞ ﺷــﻮﺩ‪ .‬ﺍﻳﻦ‬
‫ﻋﻤﻞ ﻳﻌﻨﻰ ﺗﺒﺪﻳﻞ ﮔﺎﺯ ﺑﻪ ﻣﺎﻳﻊ ﺭﺍ َﻣ َﻴﻌﺎﻥ ﻣﻰﮔﻮﻳﻨﺪ‪.‬‬
‫ﻭﻗﺘــﻰ ﻣﺎﺩﻩ ﺍﻯ ﺩﺭ ﺣﺎﻟﺖ ﮔﺎﺯ ﻗــﺮﺍﺭ ﺩﺍﺭﺩ ﻣﺎﻟﻴﻜﻮﻝﻫﺎﻯ ﺁﻥ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﺁﺯﺍﺩﺍﻧــﻪ ﺣﺮﻛﺖ ﻣﻰﻛﻨﻨﺪ ﻭ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ ﺑــﻪ ﺍﻧﺪﺍﺯﻩ ﺍﻯ ﺍﻧﺮژﻯ ﺩﺍﺭﺩ ﻛﻪ‬
‫ﺗﺤــﺖ ﺗﺄﺛﻴﺮ ﻗﻮﻩ ﻫﺎﻯ ﺟﺎﺫﺑﺔ ﻣﺎﻟﻴﻜﻮﻟﻰ ﺳــﺎﻳﺮ ﻣﺎﻟﻴﻜﻮﻝﻫﺎ ﻗﺮﺍﺭ ﻧﮕﻴﺮﺩ‪.‬‬
‫ﺍﮔﺮ ﻫﻤﻴﻦ ﮔﺎﺯ ﺭﺍ ﺳــﺮﺩ ﻛﻨﻴﻢ ﻳﻌﻨﻰ ﺍﻧﺮژﻯ ﺭﺍ ﺑﻪ ﺷﻜﻞ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ‬
‫ﺍﺯ ﺁﻥ ﺧﺎﺭﺝ ﻛﻨﻴﻢ‪ ،‬ﺳــﺮﻋﺖ ﻣﺎﻟﻴﻜﻮﻝﻫﺎ ﻛﻢ ﻣﻰﺷــﻮﺩ‪ .‬ﺩﺭ ﺻﻮﺭﺗﻰ ﻛﻪ‬
‫ﺳــﺮﺩ ﻛﺮﺩﻥ ﺭﺍ ﺍﺩﺍﻣﻪ ﺩﻫﻴﻢ‪ ،‬ﺳﺮﻋﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﻛﻤﺘﺮ ﻭ ﻛﻤﺘﺮ ﺧﻮﺍﻫﺪ‬
‫ﺷﺪ ﺗﺎ ﺟﺎﻳﻰ ﻛﻪ ﻣﺎﻟﻴﻜﻮﻝﻫﺎ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﻣﺎﻟﻴﻜﻮﻟﻰ ﻳﻜﺪﻳﮕﺮ‬
‫ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﻓﺎﺻﻠﺔ ﻣﺘﻮﺳــﻂ ﻣﺎﻟﻴﻜﻮﻝﻫﺎ ﻧﺴــﺒﺖ ﺑﻪ‬
‫ﺣﺎﻟﺖ ﮔﺎﺯ ﺑﺴــﻴﺎﺭ ﻛﻢ ﺷــﺪﻩ‪ ،‬ﮔﺎﺯ ﺗﺒﺪﻳﻞ ﺑﻪ ﻣﺎﻳﻊ ﻣﻰﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺣﺎﻟﺖ‬
‫ﺩﺭ ﺗﺠﺮﺑﻪ ﺍﻯ ﻛﻪ ﺷــﻤﺎ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻳﺪ‪ ،‬ﺍﺗﻔﺎﻕ ﻣﻰﺍﻓﺘﺪ‪ .‬ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﺑﺨﺎﺭ‬
‫ﺁﺏ ﻭﻗﺘﻰ ﺑﺎ ﻳﻚ ﺳــﻄﺢ ﺳﺮﺩ ﻣﺜﻞ ﺑﺸﻘﺎﺏ ﻓﻠﺰﻯ ﻳﺎ ﺷﻴﺸﻪ ﻳﻰ ﺑﺮﺧﻮﺭﺩ‬
‫ﻣﻰﻛﻨﻨﺪ‪ ،‬ﺑﻪ ﺻﻮﺭﺕ ﻧﺎﮔﻬﺎﻧﻰ ﺳــﺮﺩ ﺷــﺪﻩ‪ ،‬ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺧﻮﺩ ﺭﺍ ﺍﺯ‬
‫ﺩﺳﺖ ﻣﻰﺩﻫﻨﺪ ﻭ ﺑﻪ ﻣﺎﻳﻊ ﺗﺒﺪﻳﻞ ﻣﻰﺷﻮﻧﺪ‪.‬‬
‫ﺑــﺮﺍﻯ ﺗﺒﺪﻳﻞ ﻛﺮﺩﻥ ﻳﻚ ﮔﺎﺯ ﺑﻪ ﻣﺎﻳﻊ ﺍﺯ ﺭﻭﺵ ﻓﺸــﺮﺩﻩ ﻛﺮﺩﻥ ﮔﺎﺯ ﻧﻴﺰ‬
‫ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰﺷﻮﺩ‪ .‬ﻣﺎﻧﻨﺪ ﺷﻜﻞ )‪ (1-13‬ﺣﺠﻢ ﻣﻌﻴﻨﻰ ﺍﺯ ﮔﺎﺯ ﺭﺍ ﺗﻮﺳﻂ‬
‫ﺍﻋﻤﺎﻝ ﻓﺸﺎﺭ ﻛﻢ ﻣﻰﻛﻨﻨﺪ‪ .‬ﺑﺎ ﻛﻢ ﺷﺪﻥ ﺣﺠﻢ ﮔﺎﺯ‪ ،‬ﺑﺮﺧﻮﺭﺩ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ‬
‫ﺑﻪ ﻫﻤﺪﻳﮕﺮ ﺯﻳﺎﺩ ﺷــﺪﻩ ﻭ ﺩﺭ ﺍﺛﺮ ﺍﻳﻦ ﺑﺮﺧﻮﺭﺩ ﻫﺎ ﺍﻧﺮژﻯ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﻪ‬
‫ﺻﻮﺭﺕ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺑﻪ ﻇﺮﻑ ﺍﻧﺘﻘﺎﻝ ﻣﻰﻳﺎﺑﺪ ﻭ ﻇﺮﻑ ﮔﺮﻡ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ )‪ (1-13‬ﺑﺎ ﻓﺸﺮﺩﻩ ﺷﺪﻥ ﮔﺎﺯ‬
‫ﺍﮔﺮ ﻓﺸــﺎﺭ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﻛﺎﻓﻰ ﺍﻓﺰﺍﻳﺶ ﻳﺎﺑﺪ ﺩﻳﺪﻩ ﻣﻰﺷﻮﺩ ﻛﻪ ﮔﺎﺯ ﺑﻪ ﻣﺎﻳﻊ‬ ‫ﻓﺎﺻﻠﺔ ﻣﺘﻮﺳﻂ ﻣﺎﻟﻴﻜﻮﻝﻫﺎﻯ ﺁﻥ ﻛﻢ‬
‫ﺗﺮ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺗﺒﺪﻳﻞ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
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 ‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺳــﺆﺍﻝ‪ :‬ﺍﮔﺮ ﺑﺎﻟﻮﻥ ﻛﻮﭼﻚ ﮔﺎﺯ ﺭﺍ ﺗﻜﺎﻥ ﺩﻫﻴﺪ‪ ،‬ﺍﺣﺴــﺎﺱ ﻣﻰﻛﻨﻴﺪ ﻛﻪ ﻣﺎﻳﻌﻰ ﺩﺭ ﺩﺍﺧﻞ ﺁﻥ ﺗﻜﺎﻥ ﻣﻰﺧﻮﺭﺩ‪ .‬ﻭﻟﻰ ﻭﻗﺘﻰ ﻛﻪ‬
‫ﺷﻴﺮ ﺩﻫﻦ ﺁﻥ ﺭﺍ ﺑﺎﺯ ﻣﻰﻛﻨﻴﺪ ﮔﺎﺯ ﺍﺯ ﺁﻥ ﺧﺎﺭﺝ ﻣﻰﺷﻮﺩ‪ .‬ﭼﮕﻮﻧﻪ ﺍﻳﻦ ﻣﻄﻠﺐ ﺭﺍ ﻣﻰﺗﻮﺍﻧﻴﺪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ؟‬
‫ﻏﻠﻴﺎﻥ‬
‫ﻣﻌﻤﻮﻻً ﺗﺒﺨﻴﺮ ﺍﺯ ﺳــﻄﺢ ﻣﺎﻳﻊ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﻭ ﻫﺮ ﭼﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺯﻳﺎﺩ ﺷــﻮﺩ ﺳﺮﻋﺖ‬
‫ﺗﺒﺨﻴﺮ ﺍﻓﺰﺍﻳﺶ ﻣﻰ ﻳﺎﺑﺪ‪ .‬ﺍﻣﺎ ﺍﮔﺮ ﺩﺭﺟﻪ ﺣﺮﺍﺭﺕ ﺑﻪ ﺣﺪ ﻣﻌﻴﻨﻰ ﺑﺮﺳــﺪ ﻛﻪ ﺩﻳﮕﺮ ﺗﻐﻴﻴﺮ ﻧﻜﻨﺪ‪،‬‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﻣﺎﻳﻊ ﻧﻴﺰ ﺗﺒﺨﻴﺮ ﻣﻰﺷــﻮﻧﺪ ﻭ ﺣﺒﺎﺏ ﻫﺎﻯ ﮔﺎﺯ ﺭﺍ ﺩﺭ ﺩﺭﻭﻥ ﻣﺎﻳﻊ ﺗﺸﻜﻴﻞ ﺩﺍﺩﻩ‪،‬‬
‫ﺑﻪ ﺳﻄﺢ ﺁﻥ ﺁﻣﺪﻩ ﻭﺍﺭﺩ ﻫﻮﺍ ﻣﻰﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﻫﻤﺎﻥ ﺣﺎﻟﺘﻰ ﺍﺳﺖ ﻛﻪ ﻣﻰﮔﻮﻳﻴﻢ ﻣﺎﻳﻊ ﺑﻪ ﺟﻮﺵ‬
‫ﺁﻣﺪﻩ ﺍﺳﺖ‪ .‬ﺟﻮﺵ ﺧﻮﺭﺩﻥ ﻣﺎﻳﻊ ﺭﺍ ﺩﺭ ﺍﺻﻄﻼﺡ ﻋﻠﻤﻰ ﻏﻠﻴﺎﻥ ﻣﻰﮔﻮﻳﻨﺪ‪ .‬ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻰ ﺭﺍ‬
‫ﻛﻪ ﻣﺎﻳﻊ ﺩﺭ ﺁﻥ ﻣﻰﺟﻮﺷﺪ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ ﻣﻰﻧﺎﻣﻨﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ ﺁﺏ ﻭ ﻣﺸﺎﻫﺪﺓ ﺗﻐﻴﻴﺮﺍﺕ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻇﺮﻑ ﺑﺮﺍﻯ ﺣﺮﺍﺭﺕ ﺩﺍﺩﻥ ﺁﺏ‪ ،‬ﺗﺮﻣﺎﻣﺘﺮ‪،‬‬
‫ﻳﻚ ﻭﺳﻴﻠﺔ ﮔﺮﻡ ﻛﻨﻨﺪﻩ )ﭼﺮﺍﻍ ﺍﻟﻜﻮﻟﻰ(‪ ،‬ﺳﻪ ﭘﺎﻳﻪ‪ ،‬ﺟﺎﻟﻰ ﻧﺎﺳﻮﺯ ﻭ ﺁﺏ ﺑﻘﺪﺭ‬
‫ﺿﺮﻭﺭﺕ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ :‬ﺁﺏ ﺭﺍ ﺩﺍﺧﻞ ﻇﺮﻑ ﺍﻧﺪﺍﺧﺘﻪ ﺑﺎﻻﻯ ﻭﺳﻴﻠﺔ ﮔﺮﻡ ﻛﻨﻨﺪﻩ‬
‫ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﺩﺭ ﺧﺘﻢ ﻫﺮ ﺩﻗﻴﻘﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ‪ .‬ﻭﻗﺘﻰ‬
‫ﻛﻪ ﺁﺏ ﺑﻪ ﺟﻮﺵ ﺁﻣﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ ﻭ ﺑﮕﺬﺍﺭﻳﺪ ﺁﺏ‬
‫ﺑﺠﻮﺷﺪ‪ ،‬ﺗﺎ ﭼﻨﺪ ﺩﻗﻴﻘﻪ ﺑﻌﺪ ﺍﺯ ﺟﻮﺷﻴﺪﻥ ﺁﺏ ﻧﻴﺰ‪ ،‬ﻫﺮ ﺩﻗﻴﻘﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‬
‫ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻭ ﻧﺘﻴﺠﺔ ﻣﺸﺎﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺻﻨﻒ ﺑﺤﺚ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-14‬ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻏﻠﻴﺎﻥ ﺁﺏ‬
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‫ﻫﻤﺎﻧﻄــﻮﺭﻯ ﻛﻪ ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﻣﺸــﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ ﻭﻗﺘﻰ ﻛــﻪ ﺁﺏ ﺭﺍ ﺣﺮﺍﺭﺕ ﺩﻫﻴﻢ ﺩﺭﺟﺔ‬
‫ﺣﺮﺍﺭﺕ ﺁﻥ ﺑﻪ ﻃﻮﺭ ﻣﺮﺗﺐ ﺍﻓﺰﺍﻳﺶ ﻣﻰ ﻳﺎﺑﺪ‪ ،‬ﺍﻓﺰﺍﻳﺶ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺗﺎ ﺭﺳﻴﺪﻥ ﺑﻪ ﻧﻘﻄﺔ‬
‫ﻏﻠﻴﺎﻥ ﺍﺩﺍﻣﻪ ﭘﻴﺪﺍ ﻣﻰ ﻛﻨﺪ ﻭﻟﻰ ﻣﺸــﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ ﻛﻪ ﺩﺭ ﻣﻮﻗﻊ ﺟﻮﺷﻴﺪﻥ ﻣﺎﻳﻊ ﺩﺭﺟﺔ‬
‫ﺣﺮﺍﺭﺕ ﺁﻥ ﺛﺎﺑﺖ ﻣﻰ ﻣﺎﻧﺪ‪ .‬ﺣﺮﺍﺭﺗﻰ ﻛﻪ ﺑﻪ ﻣﺎﻳﻊ ﺩﺍﺩﻩ ﻣﻴﺸﻮﺩ ﻓﻘﻂ ﺑﺎﻋﺚ ﺗﺒﺨﻴﺮ ﻣﺎﻳﻊ‬
‫ﺷــﺪﻩ ﻭ ﺳﺮﻋﺖ ﺗﺒﺨﻴﺮ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻰﺩﻫﺪ‪ .‬ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ )ﺩﺭﺟﻪ ﺣﺮﺍﺭﺗﻰ ﻛﻪ ﻣﺎﻳﻊ ﺩﺭ‬
‫ﺁﻥ ﻣﻰ ﺟﻮﺷﺪ( ﻫﺮ ﻣﺎﻳﻊ ﻧﺴﺒﺖ ﺑﻪ ﻣﺎﻳﻊ ﺩﻳﮕﺮ ﻓﺮﻕ ﻣﻰﻛﻨﺪ‪.‬‬
‫ﺳﺆﺍﻝ ‪:‬‬
‫‪o‬‬
‫ﺁﻳﺎ ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺁﺏ ﻫﻤﻴﺸﻪ ﺩﺭ‪ 100 C‬ﺑﻪ ﺟﻮﺵ ﻣﻰ ﺁﻳﺪ؟‬
‫ﻋﺎﻣﻞ ﺩﻳﮕﺮﻯ ﻛﻪ ﻧﻘﺶ ﻋﻤﺪﻩ ﺍﻯ ﺩﺭ ﺗﻌﻴﻴﻦ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ ﻳﻚ ﻣﺎﻳﻊ ﺩﺍﺭﺩ ﻓﺸﺎﺭﻯ ﺍﺳﺖ ﻛﻪ‬
‫ﺑﺮ ﺳــﻄﺢ ﻣﺎﻳﻊ ﻭﺍﺭﺩ ﻣﻰ ﺷﻮﺩ )ﻣﺜﻞ ﻓﺸــﺎﺭ ﻫﻮﺍ ﺩﺭ ﻳﻚ ﻇﺮﻑ ﺳﺮﺑﺎﺯ(‪ .‬ﻫﺮ ﻗﺪﺭ ﻛﻪ ﻓﺸﺎﺭ ﺑﺮ‬
‫ﺳــﻄﺢ ﻣﺎﻳﻊ ﺍﻓﺰﺍﻳﺶ ﻳﺎﺑﺪ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ ﺑﺎﻻ ﻣﻰ ﺭﻭﺩ ﻭ ﻫﺮﭼﻪ ﻓﺸــﺎﺭ ﺑﺮ ﺳﻄﺢ ﻣﺎﻳﻊ ﻛﺎﻫﺶ‬
‫ﻳﺎﺑﺪ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ ﻧﻴﺰ ﭘﺎﻳﻴﻦ ﻣﻰﺁﻳﺪ‪.‬‬
‫ﺗﺼﻌﻴﺪ )‪(Sublimation‬‬
‫ﺑﻪ ﻧﻈﺮ ﺷــﻤﺎ ﻫﺮ ﺟﺴﻢ ﺟﺎﻣﺪﻯ ﺭﺍ ﻛﻪ ﺣﺮﺍﺭﺕ ﺩﻫﻴﻢ ﺍﻭﻝ ﺑﻪ ﻣﺎﻳﻊ ﻭ ﺳﭙﺲ ﺑﻪ ﮔﺎﺯ ﺗﺒﺪﻳﻞ‬
‫ﺧﻮﺍﻫﺪ ﺷﺪ؟‬
‫ﺩﺭ ﺷــﻜﻞ )‪ (1-15‬ﺷــﻤﺎ ﻳﻚ ﺗﻮﺗﻪ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ ﺭﺍ ﻣﻰ ﺑﻴﻨﻴﺪ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ‬
‫ﺟﺎﻣﺪ ﺭﺍ ﻳﺦ ﺧﺸﻚ ﻧﻴﺰ ﻣﻰﻧﺎﻣﻨﺪ ﻭ ﺍﺯ ﺍﻳﻦ ﻣﺎﺩﻩ ﺩﺭ ﺑﻌﻀﻰ ﺍﺯ ﺗﺠﺮﺑﻪ ﻫﺎﻯ ﺳﺎﻳﻨﺲ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺍﻳﻦ ﻣﺎﺩﻩ ﺧﺎﺻﻴﺖ ﺟﺎﻟﺒﻰ ﺩﺍﺭﺩ‪ .‬ﻭﻗﺘﻰ ﺷــﻤﺎ ﺩﺭ ﺩﺭﺟﻪ ﺣﺮﺍﺭﺕ ﻣﻌﻤﻮﻟﻰ ﻳﻚ ﺗﻜﻪ ﺍﺯ ﺁﻥ ﺭﺍ‬
‫ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻣﺸﺎﻫﺪﻩ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ ﻛﻪ ﻫﺮ ﻟﺤﻈﻪ ﻣﻘﺪﺍﺭﻯ ﺍﺯ ﺁﻥ ﺗﺒﺨﻴﺮ ﻣﻰﺷﻮﺩ‬
‫ﻭ ﺍﻳﻦ ﺗﺒﺨﻴﺮ ﺷــﺪﻥ ﺑﻪ ﻗﺴــﻤﻰ ﺍﺳــﺖ ﻛﻪ ﺑﺮ ﺧﻼﻑ ﻳﻚ ﻗﻄﻌﻪ ﻳﺦ ﻣﻌﻤﻮﻟﻰ ﭼﻴﺰﻯ ﺭﺍ ﺗﺮ‬
‫ﻧﻤﻰﻛﻨﺪ‪.‬‬
‫ﻳﻌﻨﻰ ﺍﻳﻨﻜﻪ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ ﺑﺮ ﺧﻼﻑ ﺍﻛﺜﺮ ﻣﻮﺍﺩ ﻛﻪ ﻧﺨﺴــﺖ ﺍﺯ ﺣﺎﻟﺖ ﺟﺎﻣﺪ ﺑﻪ ﻣﺎﻳﻊ‬
‫ﺗﺒﺪﻳﻞ ﺷــﺪﻩ ﻭ ﺳﭙﺲ ﺑﻪ ﮔﺎﺯ ﺗﺒﺪﻳﻞ ﻣﻰﺷﻮﻧﺪ‪ ،‬ﻣﺴــﺘﻘﻴﻤﺎً ﺍﺯ ﺣﺎﻟﺖ ﺟﺎﻣﺪ ﺑﻪ ﮔﺎﺯ ﺗﺒﺪﻳﻞ‬
‫ﻣﻰﺷــﻮﺩ‪ .‬ﺍﻳﻦ ﺣﺎﻟﺖ ﺭﺍ ﻛﻪ ﺩﺭ ﺁﻥ ﺟﺎﻣﺪ ﻣﺴــﺘﻘﻴﻤﺎً ﺗﺒﺨﻴﺮ ﻣﻰﺷﻮﺩ )ﻳﻌﻨﻰ ﺑﻪ ﮔﺎﺯ ﺗﺒﺪﻳﻞ‬
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 ‫ﺷﻜﻞ )‪ (1-15‬ﻛﺎﺭﺑﻦ ﺩﺍﻯ‬
‫ﺍﻛﺴﺎﻳﺪ ﺟﺎﻣﺪ ﻳﺎ ﻳﺦ ﺧﺸﻚ‬ ‫ﻣﻰﺷــﻮﺩ( ﺗﺼﻌﻴﺪ ﻳﺎ ﺳﺒﻠﻴﻤﻴﺸﻦ ﻣﻰ ﮔﻮﻳﻨﺪ‪ .‬ﺗﺼﻌﻴﺪ ﺩﺭ ﻣﻮﺍﺩﻯ ﻣﺎﻧﻨﺪ‬
‫ﺁﻳﻮﺩﻳﻦ ﻧﻴﺰ ﺍﺗﻔﺎﻕ ﻣﻰﺍﻓﺘﺪ‪ .‬ﺩﺭ ﺷﺮﺍﻳﻂ ﺧﺎﺻﻰ‪ ،‬ﺗﺼﻌﻴﺪ ﻣﻰﺗﻮﺍﻧﺪ ﺩﺭ ﻳﺦ‬
‫ﻼ ﻭﻗﺘﻰ ﺩﺭ ﻳﻚ ﺭﻭﺯ ﺑﺴﻴﺎﺭ ﺳﺮﺩ ﺯﻣﺴﺘﺎﻥ‬ ‫ﻣﻌﻤﻮﻟﻰ ﻧﻴﺰ ﺍﺗﻔﺎﻕ ﺑﻴﺎﻓﺘﺪ‪ .‬ﻣﺜ ً‬
‫ﻟﺒﺎﺱ ﻫﺎﻯ ﺷﺴــﺘﻪ ﺷــﺪﻩ ﺭﺍ ﺭﻭﻯ ﻃﻨﺎﺏ ﺁﻭﻳﺰﺍﻥ ﻛﻨﻴــﻢ‪ ،‬ﺩﺭ ﺍﺑﺘﺪﺍ ﺁﺏ‬
‫ﻟﺒﺎﺱ ﻫﺎ ﻳﺦ ﻣﻰ ﺯﻧﺪ ﻭ ﺑﻌﺪ ﺑﻪ ﺁﺭﺍﻣﻰ ﺑﺪﻭﻥ ﺫﻭﺏ ﺷــﺪﻥ ﺑﻪ ﺑﺨﺎﺭ ﺗﺒﺪﻳﻞ‬
‫ﻣﻰﺷــﻮﺩ‪) .‬ﺗﺼﻌﻴﺪ ﻣﻰ ﮔﺮﺩﺩ( ﺍﮔﺮ ﺑﻌﺪ ﺍﺯ ﭼﻨﺪ ﺳــﺎﻋﺖ ﻟﺒﺎﺱ ﻫﺎ ﺭﺍ ﺩﺭ‬
‫ﺩﺭﻭﻥ ﺧﺎﻧﻪ ﺑﻴﺎﻭﺭﻳﻢ ﻣﻰﺑﻴﻨﻴﻢ ﻛﻪ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩﻯ ﺧﺸــﻚ ﺷــﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﻌﻀﻰ ﺍﻭﻗﺎﺕ ﮔﺎﺯ ﻧﻴﺰ ﻣﻰﺗﻮﺍﻧﺪ ﺑﻪ ﻃﻮﺭ ﻣﺴﺘﻘﻴﻢ ﺑﻪ ﺟﺎﻣﺪ ﺗﺒﺪﻳﻞ ﺷﻮﺩ‪.‬‬
‫ﻣﺎﻧﻨﺪ‪ :‬ﺑﺮﻓﻚ ﻫﺎﻳﻰ ﻛﻪ ﺩﺭ ﻳﺨﺪﺍﻥ ﺗﺸــﻜﻴﻞ ﻣﻰﺷﻮﺩ ﻳﺎ ﺑﺮﻓﻚﻫﺎﻳﻰ ﻛﻪ‬
‫ﺩﺭ ﺷﺐﻫﺎﻯ ﺳﺮﺩ ﺯﻣﺴﺘﺎﻥ ﺑﺮ ﺭﻭﻯ ﺷﻴﺸﺔ ﻛﻠﻜﻴﻦ ﻫﺎ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰﺁﻳﺪ‪.‬‬
‫ﺑﻪ ﺍﻳﻦ ﭘﺪﻳﺪﻩ ﻛﻪ ﻋﻜﺲ ﻋﻤﻞ ﺗﺼﻌﻴﺪ ﻣﻰﺑﺎﺷﺪ‪ ،‬ﺗﻜﺎﺛﻒ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﺷــﻜﻞ )‪ (1-16‬ﻗﺮﺹ ﻫﺎﻯ ﻧﻔﺘﺎﻟﻴﻦ ﻛﻪ‬
‫ﺑﺮﺍﻯ ﺟﻠﻮﮔﻴــﺮﻯ ﺍﺯ ﻛﻮﻳــﻪ ﺧﻮﺭﺩﻩﮔﻰ‬
‫ﻟﺒﺎﺱﻫﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰﺷﻮﺩ‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‪:‬‬
‫ﻗﺮﺹﻫﺎﻯ ﻧﻔﺘﺎﻟﻴﻦ ﺭﺍ ﻛﻪ ﺩﺭ ﺷﻜﻞ )‪ (1-16‬ﻣﺸﺎﻫﺪﻩ ﻣﻰﻛﻨﻴﺪ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﺩﻭﻳﺔ ﺿﺪ ﻛﻮﻳﻪ ﺑﻪ‬
‫ﻛﺎﺭ ﻣﻰﺭﻭﺩ ﻭ ﺁﻥ ﺭﺍ ﺩﺭ ﺑﻴﻦ ﻟﺒﺎﺱﻫﺎ ﻣﻰ ﮔﺬﺍﺭﻧﺪ ﺗﺎ ﺍﺯ ﻛﻮﻳﻪ ﺧﻮﺭﺩﻩﮔﻰ ﺟﻠﻮﮔﻴﺮﻯ ﺷﻮﺩ‪.‬‬
‫ﺍﮔﺮ ﭼﻨﺪ ﻗﺮﺹ ﻧﻔﺘﺎﻟﻴﻦ ﺭﺍ ﺩﺭ ﺑﻴﻦ ﻟﺒﺎﺱ ﻫﺎ ﺑﮕﺬﺍﺭﻳﺪ‪ ،‬ﻣﺸــﺎﻫﺪﻩ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ ﻛﻪ ﺁﻧﻬﺎ ﺭﻭﺯ‬
‫ﺑﻪ ﺭﻭﺯ ﻛﻮﭼﻜﺘﺮ ﻣﻰﺷﻮﻧﺪ‪ .‬ﺁﻳﺎ ﺍﻳﻦ ﭘﺪﻳﺪﻩ ﺭﺍ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ؟‬
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 ‫ﺍﺛﺮﺍﺕ ﻧﺎﺧﺎﻟﺼﻰ‬
‫ﺩﺭ ﺯﻣﺴﺘﺎﻥ ﻭﻗﺘﻰ ﻛﻪ ﺭﻭﻱ ﺳﺮﻙ ﻫﺎ ﺑﺮﻑ ﺑﺎﺭﻳﺪﻩ ﺍﺳﺖ‪ ،‬ﺑﺮﺍﻱ ﺟﻠﻮﮔﻴﺮﻱ‬
‫ﺍﺯ ﻳﺦ ﺯﺩﻥ ﺳــﺮﻙ ﻫﺎ‪ ،‬ﻧﻤﻚ ﺑﺮﺭﻭﻱ ﺁﻥ ﻣﻰﭘﺎﺷــﻨﺪ‪ ،‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﻧﻤﻚ‬
‫ﭼﮕﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﻳﺦ ﺑﺴﺘﻦ ﺳﺮﻙ ﻫﺎ ﺟﻠﻮﮔﻴﺮﻱ ﻛﻨﺪ؟‬
‫ﺑﺮﺍﻱ ﭘﺎﺳﺦ ﺩﺍﺩﻥ ﺑﻪ ﺳﻮﺍﻝ ﺑﺎﻻ ﺷﻤﺎ ﺑﺎﻳﺪ ﺍﺛﺮ ﻣﻮﺍﺩ ﻧﺎﺧﺎﻟﺼﻰ ﺭﺍ ﺑﺮ ﻧﻘﻄﺔ‬
‫ﺫﻭﺏ‪ ،‬ﺍﻧﺠﻤــﺎﺩ ﻭ ﻏﻠﻴﺎﻥ ﻣﻮﺍﺩ ﺑﺪﺍﻧﻴﺪ‪ .‬ﺑﺎ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺍﻳﻦ ﺍﺛﺮﺍﺕ ﺭﺍ‬
‫ﺧﻮﺍﻫﻴﺪ ﻓﻬﻤﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻘﺪﺍﺭﻱ ﺁﺏ ﺧﺎﻟﺺ ﺭﺍ ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﺣﺮﺍﺭﺕ ﺩﻫﻴﺪ‪ ،‬ﺗﺎ ﺑﻪ ﺟﻮﺵ ﺁﻳﺪ‪ .‬ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺭﺍ ﺗﻮﺳﻂ ﺗﺮﻣﺎﻣﺘﺮ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ‬
‫ﻛﺮﺩﻩ‪ ،‬ﻳﺎﺩﺩﺍﺷــﺖ ﻛﻨﻴﺪ‪ .‬ﺣﺎﻻ ﻣﻘﺪﺍﺭﻱ ﻧﻤﻚ ﺑﻪ ﺁﺏ ﺍﺿﺎﻓــﻪ ﻛﻨﻴﺪ ﻭ ﺑﮕﺬﺍﺭﻳﺪ ﺗﺎ ﺑﻪ ﺟﻮﺵ ﺁﻳﺪ‪ .‬ﺩﻭﺑﺎﺭﻩ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‬
‫ﻏﻠﻴﺎﻥ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ‪.‬‬
‫ﭼﻪ ﺗﻐﻴﻴــﺮﻱ ﺩﺭ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﺸــﺎﻫﺪﻩ‬
‫ﻣﻲﻛﻨﻴﺪ؟‬
‫ﺍﮔﺮ ﺑﻪ ﺟﺎﻱ ﻧﻤﻚ ﺍﺯ ﺑﻮﺭﻩ ﺍﺳــﺘﻔﺎﺩﻩ ﻛﻨﻴﻢ‪،‬‬
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‫ﭼﻪ ﻧﺘﻴﺠﻪﻳــﻲ ﺧﻮﺍﻫﻴﻢ ﮔﺮﻓﺖ؟ ﺍﻳﻦ ﺗﺠﺮﺑﻪ‬
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‫ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﻧﺘﺎﻳﺞ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-17‬ﻣﺸﺎﻫﺪﺓ ﺩﺭﺟﺔ‬
‫ﺣﺮﺍﺭﺕ ﻏﻠﻴﺎﻥ ﺁﺏ ﺧﺎﻟﺺ ﻭ‬
‫ﺁﺏ ﺩﺍﺭﺍﻯ ﻧﻤﻚ‬
‫ﻣﺎﺩﻩ ﺍﻱ ﻣﺎﻧﻨﺪ ﻧﻤﻚ ﻛﻪ ﺑﻪ ﻳﻚ ﻣﺎﺩﺓ ﺧﺎﻟﺺ ﻣﺎﻧﻨﺪ ﺁﺏ ﺍﺿﺎﻓﻪ ﻣﻰ ﺷﻮﺩ‪،‬‬
‫ﻧﺎﺧﺎﻟﺼــﻰ ﻣﻰﻧﺎﻣﻨــﺪ‪ .‬ﺍﺿﺎﻓﻪ ﻛــﺮﺩﻥ ﻧﺎﺧﺎﻟﺼﻰ ﺑﻪ ﻳﻚ ﻣــﺎﺩﺓ ﺧﺎﻟﺺ‬
‫ﺑﻌﻀﻲ ﺍﺯ ﺧﻮﺍﺹ ﻓﺰﻳﻜــﻲ ﺁﻥ ﺭﺍ ﺗﻐﻴﻴﺮ ﻣﻲ ﺩﻫﺪ‪ .‬ﻧﻘﻄﺔ ﺫﻭﺏ ﻭ ﺍﻧﺠﻤﺎﺩ‬
‫ﻭ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ ﺍﺯ ﺟﻤﻠﺔ ﺧﻮﺍﺻﻰ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﺎ ﺍﻓﺰﻭﺩﻥ ﻧﺎﺧﺎﻟﺼﻰ ﺗﻐﻴﻴﺮ‬
‫ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
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 ‫ﺿﻤﻦ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺖ ﺣﺘﻤﺎً ﻣﺘﻮﺟﻪ ﺷﺪﻩ ﺍﻳﺪ ﻛﻪ ﺍﮔﺮ ﺁﺏ ﺧﺎﻟﺺ ﺩﺭ ﺩﺭﺟﺔ‬
‫ﺣــﺮﺍﺭﺕ ﺧﺎﺻﻰ ﺑﻪ ﺟﻮﺵ ﺁﻳﺪ‪ ،‬ﺑﻌــﺪ ﺍﺯ ﺍﺿﺎﻓﻪ ﻛﺮﺩﻥ ﻧﺎﺧﺎﻟﺼﻰ )ﻧﻤﻚ(‬
‫ﺩﺭﺟﺔ ﺣــﺮﺍﺭﺕ ﺟﻮﺷــﻴﺪﻥ ﺁﺏ ﺍﻓﺰﺍﻳﺶ ﻣﻰﻳﺎﺑﺪ‪ .‬ﻳﻌﻨــﻲ ﻧﻘﻄﺔ ﻏﻠﻴﺎﻥ‬
‫ﺁﺏ ﺑــﺎﻻ ﻣﻲ ﺭﻭﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺻﻮﺭﺕ ﻧﺎﺧﺎﻟﺼــﻰ ﺑﺮﻧﻘﻄﺔ ﺫﻭﺏ ﻭ ﺍﻧﺠﻤﺎﺩ‬
‫ﻳــﻚ ﻣﺎﺩﺓ ﺧﺎﻟﺺ ﻧﻴﺰ ﺍﺛﺮ ﻣﻲ ﻛﻨــﺪ‪ .‬ﻧﻘﻄﺔ ﺫﻭﺏ ﻭ ﺍﻧﺠﻤﺎﺩ ﺩﺭ ﺍﺛﺮ ﻭﺟﻮﺩ‬
‫ﻧﺎﺧﺎﻟﺼــﻰ ﭘﺎﻳﻴﻦ ﺗﺮ ﻣﻲ ﺁﻳﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻲ ﻛﻪ ﺍﮔﺮ ﺁﺏ ﺧﺎﻟﺺ ﺩﺭ ﺻﻔﺮ‬
‫ﺩﺭﺟﺔ ﺳــﻴﻠﻴﻮﺱ ﻣﻨﺠﻤﺪ ﺷــﻮﺩ‪ ،‬ﺁﺑﻲ ﻛﻪ ﻧﻤﻚ ﺩﺭ ﺁﻥ ﺣﻞ ﺷﺪﻩ ﺍﺳﺖ‬
‫ﺩﺭ ﺻﻔﺮ ﺩﺭﺟﻪ ﻣﻨﺠﻤﺪ ﻧﻤﻲ ﺷــﻮﺩ‪ ،‬ﺑﻠﻜﻪ ﺗﺎ ﭼﻨﺪﻳﻦ ﺩﺭﺟﺔ ﺯﻳﺮ ﺻﻔﺮ ﻧﻴﺰ‬
‫ﻣﻤﻜﻦ ﺍﺳﺖ‪ ،‬ﻳﺦ ﻧﺰﻧﺪ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺷــﻤﺎ ﺣﺘﻤﺎً ﻗﺎﺩﺭ ﺧﻮﺍﻫﻴﺪ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﺳﺆﺍﻟﻰ ﻛﻪ ﺩﺭ ﺍﺑﺘﺪﺍ ﻣﻄﺮﺡ‬
‫ﺷﺪ‪ ،‬ﭘﺎﺳﺦ ﺩﻫﻴﺪ‪.‬‬
‫ﻣﻘﺪﺍﺭ ﺗﻐﻴﻴﺮ ﻧﻘﻄﺔ ﺫﻭﺑــﺎﻥ ﻭ ﺍﻧﺠﻤﺎﺩ ﻭ ﻧﻘﻄﺔ‬
‫ﻏﻠﻴــﺎﻥ ﺑﺴــﺘﻪﮔﻲ ﺑــﻪ ﻣﻘــﺪﺍﺭ ﻭ ﻧــﻮﻉ ﻣﺎﺩﺓ‬
‫ﻧﺎﺧﺎﻟﺼﻰ ﺩﺍﺭﺩ‪.‬‬
‫ﺍﻳﻦ ﺧﺎﺻﻴــﺖ ﻣــﻮﺍﺭﺩ ﺍﺳــﺘﻔﺎﺩﺓ ﺟﺎﻟﺒﻲ ﺩﺭ‬
‫ﺯﻧﺪﻩﮔــﻲ ﺭﻭﺯﻣــﺮﻩ ﺩﺍﺭﺩ‪ .‬ﺷــﻤﺎ ﺣﺘﻤــﺎً ﻣﻲ‬
‫ﺩﺍﻧﻴﺪ ﻛﻪ ﻣﺎﻳﻌﻲ ﺑﻪ ﻧــﺎﻡ ﺍﻧﺘﻲ ﻓﺮﻳﺰ )ﺿﺪﻳﺦ(‬
‫ﺭﺍ ﺩﺭ ﺯﻣﺴــﺘﺎﻥ ﻫﺎ ﺩﺭ ﺩﺍﺧﻞ ﺭﺍﺩﻳﺎﺗﻮﺭ ﻣﻮﺗﺮﻫﺎ‬
‫ﻣﻲﺭﻳﺰﻧﺪ‪ .‬ﺍﻧﺘﻲ ﻓﺮﻳﺰ ﻳﻚ ﻧﻮﻉ ﻧﺎﺧﺎﻟﺼﻰ ﺍﺳﺖ‬
‫ﻛﻪ ﺑــﻪ ﺁﺏ ﺭﺍﺩﻳﺎﺗﻮﺭ ﻣﻮﺗﺮ ﺍﺿﺎﻓﻪ ﻣﻲ ﺷــﻮﺩ ﻭ‬
‫ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻧﻘﻄﺔ ﺍﻧﺠﻤﺎﺩ ﺁﺏ ﺭﺍﺩﻳﺎﺗﻮﺭ‬
‫ﺑﺴــﻴﺎﺭ ﭘﺎﻳﻴــﻦ ﺑﻴﺎﻳﺪ ﻭ ﺣﺘــﻲ ﺩﺭ ‪ -20oC‬ﻭ‬
‫‪ -30oC‬ﻳــﺦ ﻧﺰﻧﺪ‪ .‬ﺍﻣﺮﻭﺯﻩ ﺩﺭ ﺿﺪﻳﺦ ﻫﺎ ﻋﻼﻭﻩ‬
‫ﺑــﺮ ﺧﺎﺻﻴﺖ ﺿﺪﺍﻧﺠﻤــﺎﺩ‪ ،‬ﺧﻮﺍﺹ ﺿﺪﺟﻮﺵ‬
‫ﻭ ﺿﺪﺯﻧﮓ ﻭ ﺿﺪﻓﺮﺳــﻮﺩﻩﮔﻲ ﺭﺍ ﻧﻴﺰ ﺩﺭ ﻧﻈﺮ‬
‫ﻣﻲﮔﻴﺮﻧﺪ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﻋﻠﺖ ﺑﻬﺘﺮ ﺍﺳﺖ ﻛﻪ ﺍﻧﺘﻲ‬
‫ﻓﺮﻳﺰ ﺩﺭ ﻃﻮﻝ ﺳﺎﻝ ﺩﺭ ﺭﺍﺩﻳﺎﺗﻮﺭ ﻣﻮﺗﺮ ﺑﺎﺷﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-18‬ﺍﻧﺘﻰ ﻓﺮﻳﺰ ﻳﺎ ﺿﺪ ﻳﺦ ﺍﺯ ﻳﺦ ﺯﺩﻥ ﺁﺏ‬
‫ﺭﺍﺩﻳﺎﺗﻮﺭ ﻣﻮﺗﺮﻫﺎ ﺟﻠﻮﮔﻴﺮﻯ ﻣﻰﻛﻨﺪ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺷﻴﺮ ﻳﺦ ﻣﻰﺳﺎﺯﻧﺪ‪ ،‬ﺩﺭ ﻫﻨﮕﺎﻡ ﺳﺎﺧﺘﻦ ﺷﻴﺮﻳﺦ‪ ،‬ﻧﻤﻚ ﺭﺍ ﺑﺎ ﻳﺦ ﻣﺨﻠﻮﻁ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺍﮔﺮ ﺩﺭ ﻣﺤﻞ ﺷﻤﺎ‬
‫ﺷﻴﺮﻳﺦ ﺳﺎﺯﻯ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺍﺯ ﻳﻜﻲ ﺍﺯ ﺩﻛﺎﻧﻬﺎﻱ ﺷﻴﺮﻳﺦ ﺳﺎﺯﻱ ﺑﺎﺯﺩﻳﺪ ﻛﺮﺩﻩ‪ ،‬ﮔﺰﺍﺭﺷﻰ ﺗﻬﻴﻪ ﻛﻨﻴﺪ ﻛﻪ ﺩﺭ ﺁﻥ ﻣﺮﺍﺣﻞ‬
‫ﺳﺎﺧﺖ ﺷﻴﺮﻳﺦ ﻭ ﺩﻟﻴﻞ ﺑﻪ ﻛﺎﺭ ﺑﺮﺩﻥ ﻧﻤﻚ ﻣﺸﺨﺺ ﺷﺪﻩ ﺑﺎﺷﺪ ﻭ ﺳﭙﺲ ﮔﺰﺍﺭﺵ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﺍﺭﺍﺋﻪ ﻛﻨﻴﺪ‪.‬‬
‫ﻣﻘﺎﻳﺴﺔ ﻭﺿﻌﻴﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺷــﻜﻞ ﺯﻳــﺮ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﻳﻚ ﻣﺎﺩﻩ ﺭﺍ ﺩﺭ ﺣﺎﻟﺖ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﻧﺸــﺎﻥ ﻣﻲ ﺩﻫــﺪ‪ .‬ﺩﺭ ﮔﺮﻭپ ﻫﺎﻱ ﺗﺎﻥ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ‬
‫ﮔﻔﺘﮕﻮ ﻛﻨﻴﺪ ﻛﻪ‪:‬‬
‫ﭼﻪ ﺗﻔﺎﻭﺗﻬﺎ ﻳﻰ ﺩﺭ ﻭﺿﻌﻴﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﭘﻴﺪﺍ ﻛﻨﻴﺪ؟‬
‫ﺗﺼﻮﺭ ﻛﻨﻴﺪ ﻛﻪ ﻳﻚ ﺟﺴــﻢ ﺟﺎﻣﺪ ﺭﺍ ﺣﺮﺍﺭﺕ ﺩﻫﻴﻢ ﺗﺎ ﺑﻪ ﮔﺎﺯ ﺗﺒﺪﻳﻞ ﺷــﻮﺩ‪ ،‬ﺑﻪ ﻧﻈﺮ ﺷــﻤﺎ ﭼﻪ ﺗﻐﻴﻴﺮﺍﺗﻲ ﺩﺭ ﻣﻮﻗﻌﻴﺖ‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫــﺎ ﻭ ﺳــﺮﻋﺖ ﻫــﺎﻱ ﺷــﺎﻥ ﺩﺭ ﻣﺮﺣﻠﻪ ﻫﺎﻱ ﺗﺒﺪﻳﻞ ﺷــﺪﻥ ﺍﺯ ﺟﺎﻣــﺪ ﺑﻪ ﻣﺎﻳــﻊ ﻭ ﺍﺯ ﻣﺎﻳﻊ ﺑــﻪ ﮔﺎﺯ‪ ،‬ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺧﻮﺍﻫﺪﺁﻣﺪ؟‬
‫ﺷﻜﻞ )‪ (1-19‬ﺣﺮﻛﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺭﺍ ﻣﻰﺗﻮﺍﻥ ﺑﻪ ﺣﺮﻛﺖ‬
‫ﺍﻳﻦ ﮔﻠﻮﻟﻪ ﻫﺎ ﺗﺸﺒﻴﻪ ﻛﺮﺩ‪.‬‬
‫ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﻗﺒﻞ ﺩﺍﻧﺴﺘﻴﺪ ﻛﻪ ﺩﺭ ﻳﻚ ﺟﺴﻢ ﺟﺎﻣﺪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﺎ ﻫﻢ ﭘﻴﻮﺳﺘﻪ ﮔﻲ ﻣﺤﻜﻤﻲ ﺩﺍﺭﻧﺪ‬
‫ﻭ ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ ﺑﺎ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﻫﻤﺴﺎﻳﺔ ﺧﻮﺩ ﭘﻴﻮﻧﺪ ﻣﺤﻜﻢ ﺩﺍﺭﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ‬
‫ﻣﻮﻗﻌﻴﺖ ﺧﻮﺩ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﻫﻨﺪ ﻭ ﺩﺭ ﺩﺍﺧﻞ ﺟﺴﻢ ﺍﺯ ﻳﻚ ﻣﺤﻞ ﺑﻪ ﺟﺎﻱ ﺩﻳﮕﺮﻱ ﺑﺮﻭﻧﺪ‪.‬‬
‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺣﺮﻛﺖ ﺁﻧﻬﺎ ﻓﻘﻂ ﺑﻪ ﺻﻮﺭﺕ ﺣﺮﻛﺖ ﺍﺭﺗﻌﺎﺷﻲ ﻭ ﺟﻨﺒﺸﻰ ﺩﺭ ﻣﺤﻞ ﻣﺨﺼﻮﺹ ﺧﻮﺩﺷﺎﻥ‬
‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﻳﻚ ﺟﺴﻢ ﺟﺎﻣﺪ ﺷﻜﻞ ﺧﺎﺹ ﻭ ﻣﻌﻴﻨﻲ ﺩﺍﺭﺩ ﻭ ﺍﮔﺮ ﺁﻥ ﺭﺍ ﺩﺭ ﺩﺍﺧﻞ‬
‫ﻳﻚ ﻇﺮﻑ ﺑﻴﺎﻧﺪﺍﺯﻳﻢ‪ ،‬ﺷﻜﻞ ﻇﺮﻑ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﻧﻤﻲ ﮔﻴﺮﺩ‪.‬‬
‫ﺩﺭ ﻣﺎﻳﻌــﺎﺕ ﺑــﺮ ﺧﻼﻑ ﻣﻮﺍﺩ ﺟﺎﻣﺪ‪ ،‬ﭘﻴﻮﻧﺪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺿﻌﻴﻒ ﺗﺮ ﺍﺳــﺖ‪ .‬ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ‬
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 ‫ﻣﻰﺗﻮﺍﻧــﺪ ﺟﺎﻯ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺩﺍﺧﻞ ﻳﻚ ﻇﺮﻑ ﺗﻐﻴﻴﺮ ﺩﻫﺪ‪ ،‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻭﻗﺘﻰ ﻛﻪ ﻣﺎﻳﻊ ﺭﺍ‬
‫ﺩﺭ ﺩﺍﺧــﻞ ﻳﻚ ﻇﺮﻑ ﺑﺮﻳﺰﻳﺪ‪ ،‬ﻣﺎﻟﻴﻜﻮﻝ ﺩﺭ ﺩﺍﺧــﻞ ﻣﺎﻳﻊ ﺗﻐﻴﻴﺮ ﻣﻜﺎﻥ ﻧﻤﻮﺩﻩ ﻭ ﻣﺎﻳﻊ‬
‫ﺷﻜﻞ ﻇﺮﻑ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﻭﻟﻲ ﺑﺎﺯ ﻫﻢ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﺮ ﻫﻤﺪﻳﮕﺮ ﺗﺄﺛﻴﺮﺍﺗﻲ ﺩﺍﺭﻧﺪ‬
‫ﺑــﻪ ﺻﻮﺭﺗﻲ ﻛﻪ ﻓﺎﺻﻠﺔ ﻣﺎﻟﻴﻜﻮﻝ ﺍﺯ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﺩﻳﮕﺮ ﺍﺯ ﺣﺪ ﺧﺎﺻﻰ ﻧﻤﻲﺗﻮﺍﻧﺪ ﺯﻳﺎﺩ‬
‫ﻭ ﻳﺎ ﻛﻢ ﮔﺮﺩﺩ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﺣﺠﻢ ﻳﻚ ﻣﺎﻳﻊ ﺛﺎﺑﺖ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﮔﺎﺯﻫﺎ ﭘﻴﻮﻧﺪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺑﺴــﻴﺎﺭ ﺿﻌﻴﻒ ﺍﺳﺖ ﻭ ﺗﻘﺮﻳﺒﺎً ﻫﺮ ﻣﺎﻟﻴﻜﻮﻝ‬
‫ﺁﺯﺍﺩﻧﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﻓﻀﺎ ﺣﺮﻛﺖ ﻛﻨﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﮔﺎﺯﻫﺎ ﺷــﻜﻞ ﺧﺎﺻﻲ ﻧﺪﺍﺷﺘﻪ‬
‫ﻭ ﺣﺠــﻢ ﻣﺸــﺨﺼﻲ ﻧﻴــﺰ ﻧﺪﺍﺭﻧﺪ ﻭ ﺩﺭ ﺩﺍﺧﻞ ﻫــﺮ ﻇﺮﻓﻲ ﺭﻳﺨﺘﻪ ﺷــﻮﻧﺪ‪ ،‬ﺁﻥ ﺭﺍ ﭘُﺮ‬
‫ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺑﺎﻳﺪ ﺑﻪ ﺍﻳﻦ ﺳــﺆﺍﻝ ﭘﺎﺳﺦ ﺩﺍﺩ ﻛﻪ ﺣﺮﺍﺭﺕ ﭼﮕﻮﻧﻪ ﺑﺎﻋﺚ ﺗﻐﻴﻴﺮ ﻳﻚ ﺟﺴﻢ ﺍﺯ‬
‫ﺟﺎﻣﺪ ﺑﻪ ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ ﻣﻲ ﺷﻮﺩ؟‬
‫ﻭﻗﺘﻲ ﻳﻚ ﺟﺴــﻢ ﺟﺎﻣﺪ ﺭﺍ ﺣﺮﺍﺭﺕ ﻣﻲ ﺩﻫﻴﻢ‪ ،‬ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﺟﺴﻢ ﺍﻧﺮژﻱ ﺩﺭﻳﺎﻓﺖ‬
‫ﻣﻲﻛﻨﻨﺪ ﻭ ﺳــﺮﻋﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﺁﻥ ﻟﺤﻈــﻪ ﺑﻪ ﻟﺤﻈﻪ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺩﺭﺣﺎﻟﺖ‬
‫ﺧﺎﺻــﻲ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺑﻪ ﺍﻧــﺪﺍﺯﻩ ﺍﻱ ﺍﻧﺮژﻱ ﺩﺭﻳﺎﻓﺖ ﻛﺮﺩﻩ ﺍﻧﺪ‪ ،‬ﻛــﻪ ﻣﻰﺗﻮﺍﻧﻨﺪ ﺍﺯ ﻗﻴﺪ‬
‫ﭘﻴﻮﻧﺪﻫﺎﻱ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻱ ﻣﺠﺎﻭﺭ ﺁﺯﺍﺩ ﺷﻮﻧﺪ ﻭ ﺁﺯﺍﺩﺍﻧﻪ ﺩﺭ ﺩﺍﺧﻞ ﺟﺴﻢ ﺗﻐﻴﻴﺮ ﻣﻮﻗﻌﻴﺖ‬
‫ﺩﻫﻨﺪ‪.‬‬
‫ﺩﺭﻳﻦ ﺣﺎﻟﺖ ﺟﺴــﻢ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺷﻜﻞ ﺧﻮﺩ ﺭﺍ ﺣﻔﻆ ﻛﻨﺪ ﻭ ﻣﺎ ﺍﺻﻄﻼﺣﺎً ﻣﻲ ﮔﻮﻳﻴﻢ‪،‬‬
‫ﺫﻭﺏ ﺷــﺪﻩ ﺍﺳــﺖ ﻭ ﺩﺭ ﺣﺎﻟﺖ ﻣﺎﻳﻊ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﮔﺮ ﭼﻪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎ ﺩﺭ ﺩﺭﻭﻥ ﻣﺎﻳﻊ‬
‫ﻣﻰﺗﻮﺍﻧﻨــﺪ ﺁﺯﺍﺩﺍﻧﻪ ﺣﺮﻛﺖ ﻧﻤﺎﻳﻨﺪ ﻭ ﺑﻪ ﺍﻳﻦ ﻃــﺮﻑ ﻭ ﺁﻥ ﻃﺮﻑ ﺑﺮﻭﻧﺪ‪ ،‬ﻭﻟﻰ ﺑﺎﺯ ﻫﻢ‬
‫ﻼ ﺁﺯﺍﺩﺍﻧﻪ ﺑﻪ ﻫﺮ ﻃﺮﻑ ﺩﺭ ﻓﻀﺎ‬ ‫ﺗﺤــﺖ ﺗﺄﺛﻴﺮ ﻫﻤﺪﻳﮕﺮ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ ﻭ ﻧﻤﻰﺗﻮﺍﻧﻨﺪ ﻛﺎﻣــ ً‬
‫ﺣﺮﻛﺖ ﻛﻨﻨﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‪:‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻮﺿﻴﺤﺎﺕ ﺑﺎﻻ‪ ،‬ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﻧﻘﺶ ﺣﺮﺍﺭﺕ ﺭﺍ ﺩﺭ ﺗﺒﺪﻳﻞ ﻣﺎﻳﻊ ﺑﻪ ﮔﺎﺯ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ؟‬
‫‪24‬‬
 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺍﻭﻝ‬
‫
ﺍﻧــﺮژﻱ ﺣﺮﺍﺭﺗــﻲ‪ ،‬ﺍﻧﺮژﻳﻲ ﺍﺳــﺖ ﻛﻪ ﺍﺯ ﺟﺴــﻢ ﮔﺮﻡ ﺑﻪ ﺟﺴــﻢ ﺳــﺮﺩ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷــﻮﺩ‪.‬‬ ‫‪t‬‬
‫
ﺳﻠﺴــﻴﻮﺱ ﻭﺍﺣــﺪ ﺍﻧﺪﺍﺯﻩ ﮔﻴــﺮﻱ ﺩﺭﺟــﺔ ﺣــﺮﺍﺭﺕ ﺍﺳــﺖ ﻛــﻪ ﺑــﻪ ﺍﻓﺘﺨــﺎﺭ‬ ‫‪t‬‬
‫ﺩﺍﻧﺸــﻤﻨﺪ ﺳــﻮﻳﺪﻧﻲ ﺍﻧــﺪﺭﺱ ﺳﻠﺴــﻴﻮﺱ ﺑــﻪ ﺍﻳــﻦ ﻧــﺎﻡ ﺧﻮﺍﻧــﺪﻩ ﺷــﺪﻩ ﺍﺳــﺖ‪.‬‬
‫
ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻳﻚ ﺟﺴﻢ ﻣﻌﺮﻑ ﮔﺮﻣﻰ ﻭ ﺳﺮﺩﻯ ﻳﻚ ﺟﺴﻢ ﺍﺳﺖ ﻭ ﺑﺎ ‪ oC‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻣﻰﺷﻮﺩ‪.‬‬ ‫‪t‬‬
‫
ﺍﻧﺒﺴــﺎﻁ ﻋﺒﺎﺭﺕ ﺍﺳــﺖ ﺍﺯ ﺍﻓﺰﺍﻳﺶ ﺣﺠﻢ ﻳﻚ ﺟﺴــﻢ ﺩﺭ ﺍﺛﺮ ﺑﺎﻻ ﺭﻓﺘﻦ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﻥ‪.‬‬ ‫‪t‬‬
‫
ﺍﻧﻘﺒﺎﺽ ﻋﺒﺎﺭﺕ ﺍﺳــﺖ ﺍﺯ ﻛﺎﻫﺶ ﺣﺠﻢ ﻳﻚ ﺟﺴــﻢ ﺩﺭ ﺍﺛﺮ ﭘﺎﻳﻴﻦ ﺁﻣﺪﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﻥ‪.‬‬ ‫‪t‬‬
‫ﺩﺭ ﺩﻳﺎﮔﺮﺍﻡ ﺯﻳﺮ‪ ،‬ﺗﻐﻴﻴﺮ ﻓﺎﺯﻫﺎﻯ ﻣﻮﺍﺩ ﻭ ﺍﺭﺗﺒﺎﻁ ﺁﻥ ﺑﺎ ﮔﺮﻓﺘﻦ ﻳﺎ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﻧﺸﺎﻥ‬ ‫‪t‬‬
‫ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺷﻤﺎ ﻣﻰﺗﻮﺍﻧﻴﺪ ﻧﺎﻡ ﻫﺮ ﺗﻐﻴﻴﺮ ﻓﺎﺯ )ﺣﺎﻟﺖ(ﺭﺍ ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﻣﺸﺎﻫﺪﻩ ﻛﻨﻴﺪ‪.‬‬
‫ﮔﺎﺯ‬
‫ﻣﻴﻌﺎﻥ‬

‫ﺗﺒﺨﻴﺮ‬
‫ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ‬

‫ﮔﺮﻓﺘﻦ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ‬

‫ﻣﺎﻳﻊ‬

‫ﺗﺼﻌﻴﺪ‬
‫ﺗﻜﺎﺛﻒ‬
‫ﺍﻧﺠﻤﺎﺩ‬

‫ﺫﻭﺑﺎﻥ‬
‫ﺟﺎﻣﺪ‬
‫‪25‬‬
 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺍﻭﻝ‬
‫‪ -1‬ﺩﺭ ﻫﺮﻳﻚ ﺍﺯ ﺟﻔﺖ ﻫﺎﻯ ﺯﻳﺮ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻛﺪﺍﻡ ﻳﻚ ﺑﺎﻻ ﺗﺮ ﺍﺳﺖ؟‬
‫ﺍﻟﻒ(ﺁﺏ ﺩﺭ ﺣﺎﻝ ﺟﻮﺷﻴﺪﻥ ‪ -‬ﻳﺦ ﺩﺭ ﺣﺎﻝ ﺫﻭﺏ ﺷﺪﻥ‬
‫ﺏ(ﺁﻫﻦ ﻣﺬﺍﺏ ‪ -‬ﺭﻭﻏﻦ ﺩﺭ ﺣﺎﻝ ﺟﻮﺷﻴﺪﻥ‬
‫ﺝ( ﻳﻚ ﺭﻭﺯ ﺯﻣﺴﺘﺎﻧﻰ ‪ -‬ﻳﻚ ﺭﻭﺯ ﺗﺎﺑﺴﺘﺎﻧﻰ‬
‫‪ -2‬ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻫﺎﻯ ﺯﻳﺮ ﺭﺍ ﺑﺎ ﻋﻼﻣﺖ ‪oC‬ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ 100‬ﺩﺭﺟﺔ ﺳﻠﺴﻴﻮﺱ‪ 12.5 ،‬ﺩﺭﺟﺔ ﺳﻠﺴﻴﻮﺱ‪ 25 ،‬ﺩﺭﺟﺔ ﺳﻠﺴﻴﻮﺱ‪،‬‬
‫‪ 72‬ﺩﺭﺟﺔ ﺳﻠﺴﻴﻮﺱ‪ 150 ،‬ﺩﺭﺟﺔ ﺳﻠﺴﻴﻮﺱ‬
‫‪ -3‬ﺍﻧﺮژﻯ ﺩﺍﺧﻠﻰ ﺭﺍ ﺑﻪ ﺯﺑﺎﻥ ﺳﺎﺩﻩ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -4‬ﺍﻧﺒﺴﺎﻁ ﺣﺮﺍﺭﺗﻰ ﭼﻴﺴﺖ؟ ﺑﺎ ﺍﺭﺍﺋﻪ ﭼﻨﺪ ﻣﺜﺎﻝ ﻣﻨﻈﻮﺭﺗﺎﻥ ﺭﺍ ﻭﺍﺿﺢ ﺳﺎﺯﻳﺪ‪.‬‬
‫‪ -5‬ﺍﻧﻘﺒﺎﺽ ﺣﺮﺍﺭﺗﻰ ﺭﺍ ﺑﺎ ﭼﻨﺪ ﻣﺜﺎﻝ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -6‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺳﺎﺧﺘﻤﺎﻥ ﻣﺎﻟﻴﻜﻮﻟﻰ ﻣﻮﺍﺩ‪ ،‬ﭘﺪﻳﺪﺓ ﺍﻧﺒﺴﺎﻁ ﻭ ﺍﻧﻘﺒﺎﺽ ﺭﺍ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -7‬ﺍﮔﺮ ﻧﻘﻄﺔ ﺫﻭﺑﺎﻥ ﻣﺎﺩﺓ ﺍﻟﻒ ﺍﺯ ﻣﺎﺩﺓ ﺏ ﺑﻴﺸﺘﺮ ﺑﺎﺷﺪ‪ ،‬ﻛﺪﺍﻡ ﺟﻤﻠﺔ ﺯﻳﺮ ﺻﺤﻴﺢ ﻧﻴﺴﺖ؟‬
‫‪ -‬ﻣﺎﺩﺓ ﺍﻟﻒ ﺩﺭ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺑﺎﻻﺗﺮ ﺍﺯ ﻣﺎﺩﺓ ﺏ ﺫﻭﺏ ﻣﻰﺷﻮﺩ‪.‬‬
‫‪ -‬ﻣﺎﺩﺓ ﺍﻟﻒ ﺭﺍ ﻣﻰﺗﻮﺍﻥ ﺩﺭ ﻇﺮﻓﻰ ﻛﻪ ﺍﺯ ﻣﺎﺩﺓ ﺏ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺑﺎﺷﺪ‪ ،‬ﺫﻭﺏ ﻛﺮﺩ‪.‬‬
‫‪ -‬ﺍﮔﺮ ﻣﺨﻠﻮﻃﻰ ﺍﺯ ﺩﻭ ﻣﺎﺩﺓ ﺍﻟﻒ ﻭ ﺏ ﺩﺭ ﺣﺎﻟﺖ ﮔﺎﺯﻯ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﻴﻢ ﻭ ﺁﻥ ﺭﺍ ﺳﺮﺩ ﻛﻨﻴﻢ ﭘﺲ ﺍﺯ‬
‫ﻣﺎﻳﻊ ﺷﺪﻥ‪ ،‬ﺍﻭﻝ ﻣﺎﺩﺓ ﺍﻟﻒ ﺟﺎﻣﺪ ﻣﻰﺷﻮﺩ ﻭ ﺳﭙﺲ ﻣﺎﺩﺓ ﺏ‪.‬‬
‫‪ -8‬ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻳﻚ ﻗﻄﻌﻪ ﻳﺦ ‪ -5oC‬ﺍﺳــﺖ‪ .‬ﺍﮔﺮ ﺁﻥ ﺭﺍ ﺣﺮﺍﺭﺕ ﺩﻫﻴﻢ ﺗﺎ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﻥ ﺑﻪ‬
‫‪ 105oC‬ﺑﺮﺳﺪ‪ ،‬ﭼﻪ ﺗﻐﻴﻴﺮﺍﺗﻰ ﺩﺭ ﻓﺎﺯ ﺁﻥ ﺑﻪ ﻭﺟﻮﺩ ﺧﻮﺍﻫﺪ ﺁﻣﺪ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -9‬ﻣﻰ ﺧﻮﺍﻫﻴﻢ ﻳﻚ ﭘﻴﺮﺍﻫﻦ ﺗﺮ ﺭﺍ ﻛﻪ ﺗﺎﺯﻩ ﺷﺴﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺑﻪ ﺻﻮﺭﺕ ﺳﺮﻳﻊ ﺧﺸﻚ ﻛﻨﻴﻢ‪ ،‬ﭼﻪ‬
‫ﺭﺍﻩ ﺣﻞ ﻫﺎﻳﻰ ﺑﺮﺍﻯ ﺁﻥ ﭘﻴﺸﻨﻬﺎﺩ ﻣﻰ ﻛﻨﻴﺪ؟ ﺩﻟﻴﻞ ﺍﻧﺘﺨﺎﺏ ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -10‬ﻣﻘﺪﺍﺭﻯ ﺁﺏ ﺭﺍ ﺭﻭﻯ ﺳﻄﺢ ﻣﻴﺰ ﭘﺨﺶ ﻛﻨﻴﺪ ﻭ ﺑﺮﺭﻭﻯ ﺁﻥ ﭘﻒ ﻛﻨﻴﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﭼﻨﺪ ﻟﺤﻈﻪ ﺁﺏ‬
‫ﻧﺎﭘﺪﻳﺪ ﻣﻰﺷﻮﺩ‪ .‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺁﺏ ﻛﺠﺎ ﺭﻓﺘﻪ ﺍﺳﺖ؟‬
‫‪ -11‬ﭼﺮﺍ ﻭﻗﺘﻰ ﻣﻘﺪﺍﺭ ﭘﺘﺮﻭﻝ ﺑﻪ ﺭﻭﻯ ﺩﺳﺖ ﺗﺎﻥ ﺑﺮﻳﺰﺩ ﺍﺣﺴﺎﺱ ﻣﻰﻛﻨﻴﺪ ﺩﺳﺘﺘﺎﻥ ﺳﺮﺩ ﺷﺪﻩ ﺍﺳﺖ؟‬
‫‪ -12‬ﻧﻘﺸﺔ ﻣﻔﻬﻮﻣﻰ ﺯﻳﺮ ﺭﺍ ﻛﺎﻣﻞ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﻧﺮژﻯ‬
‫ﺍﻧﺮژﻯ ﺗﺠﺪﻳﺪﻧﺎﭘﺬﻳﺮ‬
‫ﺷﻌﺎﻉ‬
‫ﺯﻏﺎﻝ‬
‫ﺣﺮﺍﺭﺗﻰ‬
‫ﺳﻨﮓ‬ ‫ﺁﻓﺘﺎﺏ‬
‫‪26‬‬
 ‫ﻓﺼﻞ ﺩﻭﻡ‬
‫ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ‬
‫ﻫﺮﮔﺎﻩ ﺩﻭ ﺟﺴــﻢ ﮔﺮﻡ ﻭ ﺳــﺮﺩ ﺩﺭ ﺗﻤﺎﺱ ﻫﻢ ﻗﺮﺍﺭ ﺑﮕﻴﺮﺩ‪ ،‬ﺣﺮﺍﺭﺕ ﺍﺯ‬
‫ﺟﺴﻢ ﮔﺮﻡ ﺑﻪ ﺟﺴﻢ ﺳﺮﺩ ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﺍﻧﺘﻘﺎﻝ ﺣــﺮﺍﺭﺕ ﺍﺯ ﺁﻓﺘﺎﺏ ﺑﻪ ﺯﻣﻴﻦ ﭼﮕﻮﻧﻪ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﺩﺭ ﺣﺎﻟﻰ‬
‫ﻛﻪ ﺑﻴﻦ ﺯﻣﻴﻦ ﻭ ﺁﻓﺘﺎﺏ ﻗﺴﻤﺖ ﻋﻤﺪﺓ ﺍﺯ ﻓﻀﺎ ﺧﻼء ﻣﻰ ﺑﺎﺷﺪ؟‬
‫ﻭﻗﺘﻰ ﺑﺎ ﻳﻚ ﻗﺎﺷﻖ ﻭ ﻳﺎ ﻣﻼﻗﺔ ﻓﻠﺰﻯ‪ ،‬ﻏﺬﺍﻯ ﺩﺍﻍ ﺩﺍﺧﻞ ﺩﻳﮓ ﺭﺍ ﺑﻪ ﻫﻢ‬
‫ﻣﻰ ﺯﻧﻴﻢ‪ ،‬ﺑﻌﺪ ﺍﺯ ﻟﺤﻈﺎﺗﻰ ﺩﺳــﺖ ﻣﺎ ﻣﻰ ﺳﻮﺯﺩ‪ .‬ﻋﻠﺖ ﭼﻴﺴﺖ؟ ﺣﺮﺍﺭﺕ‬
‫ﭼﮕﻮﻧﻪ ﺑﻪ ﺩﺳﺖ ﻣﺎ ﺭﺳﻴﺪﻩ ﺍﺳﺖ؟‬
‫ﻭﻗﺘﻰ ﺩﺭ ﻳﻚ ﮔﻮﺷــﺔ ﺍﺗﺎﻕ ﺑﺨﺎﺭﻯ ﺭﻭﺷﻦ ﻣﻰ ﻛﻨﻴﻢ‪ ،‬ﺑﻌﺪ ﺍﺯ ﻣﺪﺗﻰ ﺩﺭ‬
‫ﻓﺎﺻﻠﻪ ﻫــﺎﻯ ﺩﻭﺭ‪ ،‬ﺩﺍﺧﻞ ﺍﺗﺎﻕ ﻧﻴﺰ ﻫﻮﺍ ﮔﺮﻡ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﻋﻠﺖ ﺭﺍ ﺗﻮﺿﻴﺢ‬
‫ﺩﻫﻴﺪ‪.‬‬
‫ﺩﺭﺑــﺎﺭﺓ ﺣﺮﺍﺭﺕ ﻭ ﻣﻨﺎﺑﻊ ﺣﺮﺍﺭﺗﻰ ﺩﺭ ﺩﺭﺱﻫﺎﻯ ﻗﺒﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺣﺎﺻﻞ‬
‫ﻧﻤﻮﺩﻳﺪ‪.‬‬
‫ﺁﻳﺎ ﺷــﻤﺎ ﺩﺭﺑﺎﺭﺓ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺑﻪ ﻃﺮﻳﻘﻪ ﻫﺎﻯ ﻫﺪﺍﻳﺖ )ﻛﺎﻧﺪﻛﺸــﻦ(‪،‬‬
‫ﺟﺮﻳﺎﻥ )ﻛﺎﻧﻮﻳﻜﺸﻦ( ﻭ ﺗﺸﻌﺸﻊ )ﺭﻳﺪﻳﺸﻦ( ﻣﻌﻠﻮﻣﺎﺕ ﺩﺍﺭﻳﺪ؟‬
‫ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺩﺭﺑﺎﺭﺓ ﺍﻳﻦ ﺳــﻪ ﻃﺮﻳﻘﺔ ﺍﻧﺘﻘــﺎﻝ ﺣﺮﺍﺭﺕ ﻭ ﻛﺎﺭﺑﺮﺩ ﻫﺎﻯ‬
‫ﺁﻥ ﻫــﺎ ﻣﻌﻠﻮﻣــﺎﺕ ﺩﺍﺩﻩ ﺧﻮﺍﻫﺪ ﺷــﺪ ﻭ ﺟﻮﺍﺏ ﺳــﺆﺍﻝ ﻫﺎﻳﻰ ﻫﻤﭽﻮﻥ‬
‫ﺳﺆﺍﻝ ﻫﺎﻯ ﺑﺎﻻ ﺭﺍ ﺧﻮﺍﻫﻴﺪ ﻳﺎﻓﺖ‪.‬‬
‫‪27‬‬
 ‫ﻫﺪﺍﻳﺖ )ﻛﺎﻧﺪﻛﺸﻦ(‪Conduction‬‬
‫ﻣﻰﺩﺍﻧﻴــﺪ ﻛﻪ ﺫﺭﺍﺕ ﺗﺸــﻜﻴﻞ ﺩﻫﻨﺪﺓ ﻫﺮ ﻣﺎﺩﻩ‪ ،‬ﺑــﻪ ﻃﻮﺭ ﺩﺍﻳﻢ ﺩﺭ ﺣﺎﻝ‬
‫ﺟﻨﺒﺶ ﻭ ﻧﻮﺳﺎﻥ ﻣﻰﺑﺎﺷــﻨﺪ‪ .‬ﻫﺮﮔﺎﻩ ﺟﺴﻤﻰ ﺑﻪ ﻳﻚ ﻣﻨﺒﻊ ﺣﺮﺍﺭﺕ ﺩﺭ‬
‫ﺗﻤﺎﺱ ﺑﺎﺷﺪ‪ ،‬ﻧﻮﺳﺎﻥ ﺫﺭﺍﺕ ﻧﺰﺩﻳﻚ ﺑﻪ ﻣﻨﺒﻊ ﺣﺮﺍﺭﺕ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘﻪ ﻭ ﺩﺭ‬
‫ﺍﺛﺮ ﺑﺮﺧﻮﺭﺩ ﺍﻳﻦ ﺫﺭﺍﺕ ﺑﺎ ﺫﺭﺍﺕ ﺑﻌﺪﻯ‪ ،‬ﺣﺮﺍﺭﺕ ﺍﻧﺘﻘﺎﻝ ﻣﻰﻧﻤﺎﻳﺪ ﻛﻪ ﺍﻳﻦ‬
‫ﻃﺮﻳﻘﺔ ﺍﻧﺘﻘﺎﻝ ﺭﺍ ﻫﺪﺍﻳﺖ ﺣﺮﺍﺭﺕ ﻣﻰﻧﺎﻣﻨﺪ‪.‬‬
‫ﺁﻳﺎ ﺗﻤﺎﻡ ﺍﺟﺴﺎﻡ ﺟﺎﻣﺪ ﺑﻪ ﻃﻮﺭ ﻳﻜﺴﺎﻥ ﺣﺮﺍﺭﺕ ﺭﺍ ﻫﺪﺍﻳﺖ ﻣﻰ ﻧﻤﺎﻳﻨﺪ؟‬
‫ﺷــﻜﻞ)‪ (2-1‬ﺍﻧﺘﻘﺎﻝ ﺣــﺮﺍﺭﺕ ﺑﻪ‬ ‫ﺟﻬﺖ ﺩﺭﻙ ﺑﻬﺘﺮ ﻫﺪﺍﻳﺖ ﺣﺮﺍﺭﺗﻰ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰﺩﻫﻴﻢ‪.‬‬
‫ﻃﺮﻳﻘﺔ ﻫﺪﺍﻳﺖ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳـﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻳﻚ ﻣﻴﻠــﺔ ﻓﻠﺰﻯ‪ ،‬ﻳﻚ ﻣﻴﻠﺔ‬
‫ﺷﻴﺸﻪ ﻳﻰ‪ ،‬ﺩﻭ ﻋﺪﺩ ﺳﻨﺠﺎﻕ‪ ،‬ﻣﻘﺪﺍﺭﻯ ﻣﻮﻡ ﻭ ﺷﻤﻊ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ :‬ﻫﺮ ﺳﻨﺠﺎﻕ ﺭﺍ ﺑﻪ ﻛﻤﻚ ﻣﻮﻡ ﺑﻪ ﻳﻚ ﺍﻧﺠﺎﻡ ﻣﻴﻠﻪ ﻫﺎﻯ‬
‫ﺷﻴﺸــﻪ ﻳﻰ ﻭ ﻓﻠﺰﻯ ﺑﭽﺴﭙﺎﻧﻴﺪ‪ .‬ﺍﻛﻨﻮﻥ ﺳــﺮ ﺩﻳﮕﺮ ﻣﻴﻠﻪ ﻫﺎ ﺭﺍ ﺑﻪ‬
‫ﻛﻤﻚ ﮔﻴﺮﺍﻯ ﭼﻮﺑﻰ ﺑﻪ ﺷــﻤﻊ ﻳﺎ ﭼﺮﺍﻍ ﺍﻟﻜﻮﻟﻰ ﺑﻪ ﻃﻮﺭ ﻫﻤﺰﻣﺎﻥ‬
‫ﻧﺰﺩﻳﻚ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺁﻧﭽﻪ ﺭﺍ ﻣﺸــﺎﻫﺪﻩ ﻣﻰﻧﻤﺎﻳﻴﺪ ﺩﺭ ﺻﻨﻒ ﮔﺰﺍﺭﺵ‬
‫ﺩﻫﻴﺪ‪.‬‬
‫ﺷﻜﻞ)‪(2-2‬‬
‫ﺍﺯ ﻓﻌﺎﻟﻴــﺖ ﻓﻮﻕ ﻣﻰﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﻛــﻪ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺩﺭ ﻣﻴﻠﻪﻫﺎﻯ‬
‫ﻼ ﺩﺭ ﺁﺯﻣﺎﻳﺶ ﺑﺎﻻ ﻣﻴﻠﺔ ﻓﻠﺰﻯ ﻛﻪ ﻣﺎﻧﻨﺪ ﻓﻠﺰﺍﺕ‬ ‫ﻣﺨﺘﻠﻒ‪ ،‬ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﻣﺜ ً‬
‫ﺩﻳﮕﺮ ﻫﺎﺩﻯ ﺧﻮﺏ ﺣﺮﺍﺭﺕ ﺍﺳﺖ‪ ،‬ﺑﺎ ﺳﺮﻋﺖ ﺑﻴﺸﺘﺮﻯ ﺣﺮﺍﺭﺕ ﺭﺍ ﻧﺴﺒﺖ ﺑﻪ‬
‫ﻣﻴﻠﺔ ﺷﻴﺸﻪﻳﻰ ﻣﻨﺘﻘﻞ ﻣﻰﻛﻨﺪ‪ .‬ﺍﮔﺮ ﻣﻴﻠﻪﻫﺎﻯ ﻓﻠﺰﻯ ﻣﺘﻔﺎﻭﺕ ﺭﺍ ﭘﻴﺪﺍ ﻧﻤﺎﻳﻴﻢ‬
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 ‫ﻭ ﺗﺠﺮﺑﺔ ﻓﻮﻕ ﺭﺍ ﺑﺎﻻﻯ ﺁﻧﻬﺎ ﺍﻧﺠﺎﻡ ﺑﺪﻫﻴﻢ‪ ،‬ﺩﻳﺪﻩ ﺧﻮﺍﻫﺪ ﺷﺪﻛﻪ ﭼﻮﻥ ﻓﻠﺰﺍﺕ‬
‫ﺩﺭ ﺳﺎﺧﺘﻤﺎﻥ ﻣﺎﻟﻴﻜﻮﻟﻰ ﺷﺎﻥ ﺍﺯ ﻫﻢ ﻓﺮﻕ ﺩﺍﺭﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮﺁﻥ ﺩﺭ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ‬
‫ﻼ‪ :‬ﻣﺲ ﻭ ﻧﻘﺮﻩ‪ ،‬ﻫﺎﺩﻯﻫﺎﻯ‬ ‫ﻧﻈــﺮ ﺑﻪ ﻫﻤﺪﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﻋﻤﻞ ﻣﻰﻧﻤﺎﻳﻨﺪ‪ .‬ﻣﺜ ً‬
‫ﺣﺮﺍﺭﺗﻰ ﺧﻮﺑﻰ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺟﺮﻳﺎﻥ )ﻛﺎﻧﻮﻳﻜﺸﻦ( ‪Convection‬‬
‫ﺟﺮﻳﺎﻥ ﻳﺎ ﻛﺎﻧﻮﻳﻜﺸــﻦ ﻳﻜﻰ ﺍﺯ ﻃﺮﻳﻘﻪ ﻫﺎﻯ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﻣﻰﺑﺎﺷــﺪ‪.‬‬
‫ﺟﻬﺖ ﺁﺷﻨﺎﻳﻰ ﺑﻴﺸﺘﺮ ﺑﺎ ﺍﻳﻦ ﻃﺮﻳﻘﻪ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺍﺩ ﻣـﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻗﻄﺮﻩ ﭼﻜﺎﻥ‪ ،‬ﻧﻴﭽﺔ ﻗﻠﻢ‪ ،‬ﺭﻧﮓ ﻗﻠﻢ‪،‬‬
‫ﺑﻴﻜﺮ‪ ،‬ﺷﻤﻊ ﻭ ﻳﺎ ﭼﺮﺍﻍ ﺍﻟﻜﻮﻟﻰ‪ ،‬ﺳﻪ ﭘﺎﻳﻪ ﻭ ﺟﺎﻟﻰ ﻧﺎﺳﻮﺯ‪.‬‬
‫ﻃـﺮﺯ ﺍﻟﻌﻤﻞ‪ :‬ﻇﺮﻑ ﺭﺍ ﺗﺎ ﻧﻴﻤﻪ ﭘﺮ ﺍﺯ ﺁﺏ ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﻛﻤﻚ‬
‫ﻗﻄﺮﻩ ﭼﻜﺎﻥ ﺭﻧﮓ ﺭﺍ ﺁﻫﺴﺘﻪ ﺩﺭ ﻳﻚ ﮔﻮﺷﻪ ﺩﺭ ﺩﺍﺧﻞ ﻇﺮﻑ‬
‫ﺑﭽﻜﺎﻧﻴﺪ ﻭ ﭼﺮﺍﻍ ﺍﻟﻜﻮﻟﻰ ﺭﺍ ﺩﺭ ﺯﻳﺮﮔﻮﺷﺔ ﺩﻳﮕﺮ ﺁﻥ ﺑﮕﺬﺍﺭﻳﺪ‪.‬‬
‫ﭼﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰﻧﻤﺎﻳﻴﺪ؟ ﺁﻳﺎ ﻣﻰﺗﻮﺍﻧﻴﺪ ﻣﺴﻴﺮ ﺣﺮﻛﺖ ﺫﺭﺍﺕ‬
‫ﺭﻧﮕﻰ ﺩﺭﻭﻥ ﻇﺮﻑ ﺭﺍ ﺭﺳﻢ ﻧﻤﺎﻳﻴﺪ؟‬
‫ﺷﻜﻞ )‪(2-3‬‬
‫ﻣﻼﺣﻈﻪ ﺧﻮﺍﻫﻴﺪ ﻧﻤﻮﺩ ﻛﻪ ﺩﺭ ﺍﻧﺘﻘﺎﻝ ﺑﻪ ﻃﺮﻳﻘﺔ ﻛﺎﻧﻮﻳﻜﺸﻦ )ﺗﻐﻴﻴﺮ ﻣﻜﺎﻥ‬
‫ﻳﺎ ﺗﻐﻴﻴﺮ ﻣﻮﻗﻌﻴﺖ ﺫﺭﺍﺕ ﺟﺴﻢ( ﻗﺴﻤﺘﻰ ﺍﺯ ﻣﺎﻳﻌﻰ ﻛﻪ ﮔﺮﻡ ﺷﺪﻩ ﺑﻪ ﻃﺮﻑ‬
‫ﺑﺎﻻ ﺣﺮﻛﺖ ﻣﻰ ﻛﻨﺪ ﻭ ﺟﺎﻯ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻗﺴﻤﺖ ﺩﻳﮕﺮ ﻣﺎﻳﻊ ﻛﻪ ﺳﺮﺩ ﺍﺳﺖ‪،‬‬
‫ﻣﻰﺩﻫــﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺍﺯ ﻳﻚ ﺟﺎ ﺑﻪ ﺟﺎﻯ ﺩﻳﮕﺮ ﺍﻧﺘﻘﺎﻝ‬
‫ﻣﻰﻛﻨﺪ‪ ،‬ﺍﻳﻦ ﻋﻤﻠﻴﻪ ﺍﺩﺍﻣﻪ ﻳﺎﻓﺘﻪ ﻭ ﺑﺎﻻﺧﺮﻩ ﺗﻤﺎﻡ ﺁﺏ ﮔﺮﻡ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﭼــﻪ ﻓﻜﺮ ﻣﻰﻛﻨﻴﺪ ﻛﺪﺍﻡ ﻋﻠﺖ ﺑﺎﻋﺚ ﮔﺮﻡ ﺷــﺪﻥ ﻣﺎﻳﻊ ﺑﻪ ﺍﻳﻦ ﻃﺮﻳﻘﻪ‬
‫ﻣﻰﺷﻮﺩ؟‬
‫ﻼ ﺍﻧﺒﺴــﺎﻁ ﺭﺍ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩﻳﺪ‪ .‬ﻫﻤﻴﻦ ﻛﻪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﻣﺎﻳﻊ‬ ‫ﺷﻤﺎ ﻗﺒ ً‬
‫ﺣﺮﺍﺭﺕ ﻣﻰﮔﻴﺮﺩ‪ ،‬ﺍﻧﺒﺴــﺎﻁ ﻣﻰﻧﻤﺎﻳﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﺔ ﺍﻧﺒﺴــﺎﻁ‪ ،‬ﺣﺠﻢ ﺁﻥ‬
‫ﺯﻳﺎﺩ ﺷﺪﻩ ﻭ ﻛﺜﺎﻓﺖ ﺁﻥ ﻛﻢ ﻣﻰﺷﻮﺩ‪ .‬ﺁﻥ ﻗﺴﻤﺘﻰ ﺍﺯ ﺁﺏ ﻛﻪ ﻛﺜﺎﻓﺖ ﺁﻥ‬
‫ﻛﻤﺘﺮ ﺑﺎﺷﺪ ﺑﻪ ﺳﻄﺢ ﻣﺎﻳﻊ ﻣﻰ ﺭﻭﺩ ﻭﺟﺎﻯ ﺁﻥ ﺭﺍ ﻣﺎﻳﻊ ﺳﺮﺩ ﻣﻰ ﮔﻴﺮﺩ‪.‬‬
‫ﺍﻳﻦ ﻋﻤﻞ ﺗﺎ ﻭﻗﺘﻰ ﺍﺩﺍﻣﻪ ﻣﻰ ﻳﺎﺑﺪ ﺗﺎ ﻣﺎﻳﻊ ﮔﺮﻡ ﺷــﻮﺩ‪ .‬ﺍﮔﺮ ﺍﻳﻦ ﺗﺠﺮﺑﻪ ﺭﺍ‬
‫ﺑﺎ ﮔﺎﺯﻫﺎﻯ ﻣﺨﺘﻠﻒ ﻃﺮﺍﺣﻰ ﻧﻤﺎﻳﻴﺪ‪ ،‬ﺩﺭﺧﻮﺍﻫﻴﺪ ﻳﺎﻓﺖ ﻛﻪ ﮔﺎﺯﻫﺎ ﻧﺴﺒﺖ‬
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 ‫ﺑﻪ ﻣﺎﻳﻌﺎﺕ ﺑﻪ ﺻﻮﺭﺕ ﺁﺳــﺎﻥ ﺗﺮ ﺑــﻪ ﻫﻤﻴﻦ ﻃﺮﻳﻘﻪ ﺣــﺮﺍﺭﺕ ﺭﺍ ﺍﻧﺘﻘﺎﻝ‬
‫ﻣﻰﺩﻫﻨﺪ‪.‬ﮔﺮﻡ ﺳﺎﺧﺘﻦ ﻫﻮﺍﻯ ﺧﺎﻧﻪ ﺗﻮﺳﻂ ﺑﺨﺎﺭﻯ ﻣﺜﺎﻝ ﺧﻮﺏ ﺍﻳﻦ ﻧﻮﻉ‬
‫ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺷــﻜﻞ)‪ (2-4‬ﺟﺮﻳﺎﻥ ﻫﻮﺍﻯ ﮔﺮﻡ ﻭ‬
‫ﺳﺮﺩ ﺩﺭ ﺍﺗﺎﻕ‬
‫ﺳﺆﺍﻝ‬
‫‪ -1‬ﺩﺭ ﺑﺎﺭﺓ ﺷــﻜﻞ ﻓﻜﺮ ﻧﻤﻮﺩﻩ ﻭ ﺑﮕﻮﻳﻴﺪ ﻛﺪﺍﻡ ﺟﺴﻢ‬
‫ﺑــﻪ ﻛﺪﺍﻡ ﻃﺮﻳﻘــﻪ ﻣﻰﺗﻮﺍﻧﺪ ﺑﻬﺘﺮ ﺣــﺮﺍﺭﺕ ﺭﺍ ﺍﻧﺘﻘﺎﻝ‬
‫ﺑﺪﻫﺪ؟ ﭼﺮﺍ؟‬
‫ﺷــﻜﻞ )‪ (2-5‬ﻭﺿﻌﻴﺖ ﺫﺭﺍﺕ ﻣﺎﺩﻩ‬
‫ﺩﺭ ﺳﻪ ﺣﺎﻟﺖ ﺟﺎﻣﺪ‪ ،‬ﻣﺎﻳﻊ ﻭ ﮔﺎﺯ‬
‫‪ -2‬ﻣﻄﺎﺑﻖ ﺷﻜﻞ)‪ (2-6‬ﺩﻭ ﺗﻴﻮﺏ ﭘﺮ ﺍﺯ ﺁﺏ ﺭﺍ ﺣﺮﺍﺭﺕ‬
‫ﺑﺪﻫﻴﺪ‪ .‬ﺑﮕﻮﻳﻴﺪﻛﻪ ﭼﺮﺍ ﺁﺏ ﺗﻴﻮﺑﻰ ﻛﻪ ﺍﺯ ﭘﺎﻳﻴﻦ ﺗﻴﻮﺏ‬
‫ﺷــﻜﻞ )‪ (2-6‬ﺣﺮﺍﺭﺕ ﺩﺍﺩﻥ ﺩﻭ‬
‫ﺣﺮﺍﺭﺕ ﺩﺍﺩﻩ ﻣﻰﺷﻮﺩ‪ ،‬ﺯﻭﺩﺗﺮﮔﺮﻡ ﻣﻰﺷﻮﺩ؟‬
‫ﺗﻴﻮﺏ ﭘﺮ ﺍﺯ ﺁﺏ ﺍﺯ ﻗﺴــﻤﺖ ﻫﺎﻯ‬
‫ﻣﺨﺘﻠﻒ‬
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 ‫ﺗﺸﻌﺸﻊ )ﺭﻳﺪﻳﺸﻦ( ‪Radiation‬‬
‫ﺗﺸﻌﺸــﻊ ﺳﻮﻣﻴﻦ ﻃﺮﻳﻘﺔ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺍﺳــﺖ‪ .‬ﺁﻓﺘﺎﺏ ﻛﻪ ﺑﺰﺭﮔﺘﺮﻳﻦ‬
‫ﻣﻨﺒﻊ ﺣﺮﺍﺭﺕ ﺍﺳــﺖ‪ ،‬ﺍﻧﺮژﻯ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺷﻜﻞ ﺗﺸﻌﺸﻊ ﺑﻪ ﺯﻣﻴﻦ ﺍﻧﺘﻘﺎﻝ‬
‫ﻣﻰ ﺩﻫﺪ‪.‬‬
‫ﺷــﻜﻞ )‪ (2-7‬ﺍﻧﺘﻘــﺎﻝ ﺣﺮﺍﺭﺕ ﺁﻓﺘــﺎﺏ ﺑﻪ ﺍﺛﺮ‬
‫ﺗﺸﻌﺸﻊ‬
‫ﺁﻳﺎ ﺗﻨﻬﺎ ﺁﻓﺘﺎﺏ ﺍﻧﺮژﻯ ﺗﺸﻌﺸﻌﻰ ﺩﺍﺭﺩ؟‬
‫ﺑﺮﺍﻯ ﺩﺭﻙ ﺍﻳﻦ ﻣﻄﻠﺐ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻳﻚ ﺍﺗﻮ ﺭﺍ ﺑﻪ ﺑﺮﻕ ﻭﺻﻞ ﻛﺮﺩﻩ ﻭ ﭘﺲ ﺍﺯ ﻣﺪﺗﻰ ﻛﻪ ﮔﺮﻡ ﺷــﺪ ﺁﻥ ﺭﺍ ﺍﺯ‬
‫ﺑﺮﻕ ﺑﻜﺸــﻴﺪ‪ .‬ﺳﭙﺲ ﺁﻥ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻋﻤﻮﺩﻯ ﻗﺮﺍﺭﺩﺍﺩﻩ ﻭ ﺩﺳﺖ ﺧﻮﺩ‬
‫ﺭﺍ ﺩﺭ ﻧﺰﺩﻳﻜﻰ ﺁﻥ ﻫﻤﺎﻧﻨﺪ ﺷﻜﻞ ﻗﺮﺍﺭ ﺩﻫﻴﺪ ‪.‬‬
‫ﺑــﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻧﺘﻘﺎﻝ ﺑــﻪ ﻃﺮﻳﻘﺔ ﺟﺮﻳﺎﻥ‪ ،‬ﺣﺮﺍﺭﺕ ﺑــﻪ ﻃﺮﻑ ﺑﺎﻻﺣﺮﻛﺖ‬
‫ﻣﻰ ﻛﻨﺪ ﻧﻪ ﭘﺎﻳﻴﻦ‪ ،‬ﺁﻳﺎ ﺩﺳﺖ ﺷﻤﺎ ﮔﺮﻡ ﻣﻰ ﺷﻮﺩ؟ ﭼﺮﺍ؟‬
‫ﺁﻳﺎ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﻧﺘﻴﺠﻪ ﺑﮕﻴﺮﻳﺪ ﻛﻪ ﺍﺗﻮ ﻧﻴﺰ ﻣﺎﻧﻨﺪ ﺁﻓﺘﺎﺏ ﺍﺯ ﻃﺮﻳﻖ ﺗﺸﻌﺸﻊ‬
‫ﺩﺳﺖ ﺷﻤﺎ ﺭﺍ ﮔﺮﻡ ﻣﻰ ﻛﻨﺪ؟‬
‫ﺷﻜﻞ )‪(2-8‬‬
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‫ﺍﺯ ﻓﻌﺎﻟﻴــﺖ ﺑــﺎﻻ ﻧﺘﻴﺠﻪ ﻣﻰ ﮔﻴﺮﻳﻢ ﻛﻪ ﺍﺟﺴــﺎﻡ ﮔﺮﻡ ﻧﻴــﺰ ﺍﺯ ﺧﻮﺩ ﺍﻧﺮژﻯ ﺗﺸﻌﺸــﻊ ﻣﻰ ﻛﻨﻨﺪ ﻛﻪ‬
‫ﺍﻳﻦ ﺍﻧﺮژﻯ ﺑﻪ ﺍﺛﺮ ﺣﺮﺍﺭﺕ ﺑﻠﻨﺪ ﺁﻥ ﺑﻴﺸﺘﺮ ﻗﺎﺑﻞ ﺍﺣﺴﺎﺱ ﺍﺳﺖ‪.‬‬
‫ﻣﻘﺪﺍﺭﺍﻧﺮژﻯ ﺗﺸﻌﺸﻌﻰ ﻳﻚ ﺟﺴﻢ ﮔﺮﻡ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ‪ ،‬ﺑﻪ ﻋﻮﺍﻣﻞ ﺩﻳﮕﺮﻯ ﻧﻴﺰ ﺑﺴﺘﻪ ﮔﻰ‬
‫ﺩﺍﺭﺩ‪ .‬ﺟﻬﺖ ﺩﺭﻙ ﺑﻬﺘﺮ ﻣﻮﺿﻮﻉ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻇﺮﻑ ﻣﻜﻌﺒﻰ ﭘﺮ ﺍﺯ ﺁﺏ ﺟﻮﺵ ﻭ ﭼﻬﺎﺭ ﻋﺪﺩ ﺗﺮﻣﺎﻣﺘﺮ‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ :‬ﺗﺮﻣﺎﻣﺘﺮﻫﺎ ﺭﺍ ﺩﺭ ﭼﻬﺎﺭ ﻃﺮﻑ ﻇﺮﻑ ﻛﻪ ﻫﺮ ﺳﻤﺖ ﺁﻥ ﺩﺍﺭﺍﻯ ﺭﻧﮓ ﺳﻴﺎﻩ‪ ،‬ﺳﻔﻴﺪ‪ ،‬ﺳﺮﺥ ﻭ ﺳﺒﺰ ﻣﻰﺑﺎﺷﺪ‪ .‬ﺑﻪ‬
‫ﻓﺎﺻﻠﻪ ﻫﺎﻯ ﻣﺴــﺎﻭﻯ ﺍﺯ ﻇﺮﻑ ﻗﺮﺍﺭ ﺩﻫﻴﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﻣﺪﺗﻰ ﺩﺭﺟﻪ ﻫﺎﻯ ﺗﺮﻣﺎﻣﺘﺮﻫﺎ ﺭﺍ ﻫﻤﺰﻣﺎﻥ ﻳﺎﺩﺩﺍﺷــﺖ ﻧﻤﺎﻳﻴﺪ‪ .‬ﻣﺸﺎﻫﺪﻩ‬
‫ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ ﻛﻪ ﺩﺭﺟﻪ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ‪ .‬ﭼﺮﺍ؟‬
‫ﺷﻜﻞ )‪(2-9‬‬
‫ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﺷﻮﺩ ﻛﻪ ﺗﺮﻣﺎﻣﺘﺮﻯ ﻛﻪ ﺩﺭ ﺳﻤﺖ ﺳﻄﺢ ﺳﻔﻴﺪ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﺣﺮﺍﺭﺕ ﻛﻤﺘﺮﻯ ﺭﺍ ﻧﺴﺒﺖ‬
‫ﺑﻪ ﺗﺮﻣﺎﻣﺘﺮﻯ ﻛﻪ ﺩﺭ ﺳﻤﺖ ﺳﻴﺎﻩ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﻋــﻼﻭﻩ ﺑــﺮ ﺁﻧﭽﻪ ﺩﺭ ﻣﺒﺤﺚ ﻓﻮﻕ ﺁﻣﻮﺧﺘﻴﺪ‪ ،‬ﺑﺎﻳﺪ ﺗﺬﻛﺮ ﺩﺍﺩ ﻛﻪ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﻣﻰ ﺗﻮﺍﻧﺪ ﺩﺭ ﻫﻤﻪ‬
‫ﺍﺟﺴﺎﻡ ﺑﻪ ﻫﺮ ﺳﻪ ﻃﺮﻳﻘﻪ ﻫﻤﺰﻣﺎﻥ ﻭﻟﻰ ﺑﺎ ﺗﻔﺎﻭﺕ ﻫﺎﻯ ﻣﻌﻴﻦ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﭘﻮﺷﻴﺪﻥ ﭼﻪ ﺭﻧﮓ ﻟﺒﺎﺳﻰ ﺩﺭ ﺯﻣﺴﺘﺎﻥ ﺑﻬﺘﺮ ﺍﺳﺖ ﻛﻪ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﮔﺮﻡ ﺑﻤﺎﻧﺪ؟‬
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 ‫ﻛﺎﺭﺑﺮﺩﻫﺎﻯ ﺣﺮﺍﺭﺕ‬
‫ﺩﺭ ﺯﻧﺪﻩﮔﻰ ﺑﺮﺍﻯ ﺍﺩﺍﻣﺔ ﺣﻴﺎﺕ ﺭﺍﺣﺖ ﻭ ﻧﮕﻬﺪﺍﺭﻯ ﺑﻌﻀﻰ ﻣﻮﺍﺩ ﻣﺜﻞ‪ :‬ﮔﻮﺷﺖ‪ ،‬ﻣﻴﻮﻩ‪ ،‬ﺩﻭﺍ‬
‫ﻭ ﺳﺒﺰﻯ ﺿﺮﻭﺭﺕ ﺑﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻨﺎﺳﺐ ﺩﺍﺭﻳﻢ‪ .‬ﺑﺮﺍﻯ ﺍﻳﺠﺎﺩ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻨﺎﺳﺐ‬
‫ﺩﺭ ﻳﻚ ﻣﺤﻴﻂ ﺍﺯ ﺧﻮﺍﺹ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺍﺟﺴــﺎﻡ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰﺷﻮﺩ‪ ،‬ﺗﺎ ﺩﺭ ﻳﻚ ﻣﺤﻴﻂ‬
‫ﺣﺮﺍﺭﺕ ﺍﻧﺘﻘﺎﻝ ﮔﺮﺩﺩ ﻭ ﻳﺎ ﻳﻚ ﻣﺤﻴﻂ ﻋﺎﻳﻖ ﺳﺎﺧﺘﻪ ﺷﻮﺩ‪ .‬ﺑﻪ ﺷﻜﻞ )‪ (2-10‬ﻧﮕﺎﻩ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺑﻌﻀﻰ ﺍﻭﻗﺎﺕ ﺑﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺑﻴﺸــﺘﺮ ﻭ ﮔﺎﻫﻰ ﻫــﻢ ﺑﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻛﻤﺘﺮ ﺿﺮﻭﺭﺕ‬
‫ﻣﻰﺑﺎﺷﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺿﺮﻭﺭﺕ ﺍﺳﺖ ﺗﺎ ﻣﻮﺿﻮﻋﺎﺗﻰ ﺍﺯ ﻗﺒﻴﻞ ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ‪ ،‬ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ‪،‬‬
‫ﺗﺮﻣﻮﺯ‪،‬ﻛﺎﺭ ﻭ ﺣﺮﺍﺭﺕ ﺭﺍ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﺩﻫﻴﻢ‪.‬‬
‫ﺷﻜﻞ)‪ (2-10‬ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﺿﺮﻭﺭﺕ‬
‫ﺑﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﺨﺘﻠﻒ ﺩﺍﺭﺩ‪.‬‬
‫ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ‬
‫ﺟﻬﺖ ﺩﺭﻙ ﺑﻬﺘﺮ ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰﺩﻫﻴﻢ‪.‬‬
‫ﺗﺤﻘﻴﻖ ﻛﻨﻴﺪ‬
‫ﺍﺯ ﺑﺰﺭﮔﺎﻥ ﻓﺎﻣﻴﻞ ﻭ ﺍﻓﺮﺍﺩ ﻣﺤﻞ ﺗﺎﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺟﻤﻊ ﺁﻭﺭﻯ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﺍﻳﺸــﺎﻥ ﻭ ﭘﺪﺭﺍﻥ ﺍﻳﺸــﺎﻥ ﺍﺯ ﺻﺪﻫﺎ ﺳــﺎﻝ ﻗﺒﻞ ﺗﺎ‬
‫ﻛﻨﻮﻥ ﺩﺭ ﮔﺮﻡ ﺳــﺎﺧﺘﻦ ﻭ ﺳــﺮﺩ ﺳــﺎﺧﺘﻦ ﻣﻨﺎﺯﻝ ﺍﺯ ﭼﻪ ﺭﻭﺵ ﻫﺎﻳﻰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻧﻤﻮﺩﻧﺪ ﻭ ﺍﻛﻨﻮﻥ ﻧﻴﺰ ﭼﻄﻮﺭ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻧﺘﻴﺠﻪ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺩﻫﻴﺪ‪.‬‬
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 ‫ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ ﻋﺒﺎﺭﺕ ﺍﺯ ﺗﻐﻴﻴﺮ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻳﻚ ﻣﺤﻴﻂ ﺑﺮ ﺍﺛﺮ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﻣﻰ ﺑﺎﺷــﺪ‪.‬‬
‫ﺑﺮﺍﻯ ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ ﺩﺭ ﻳﻚ ﻣﺤﻴﻂ ﺿﺮﻭﺭﺕ ﺑﻪ ﻣﻨﺒﻊ ﺣﺮﺍﺭﺗﻰ ﻭ ﻃﺮﻳﻘﺔ ﻣﻨﺎﺳﺐ ﺑﺮﺍﻯ ﺍﻧﺘﻘﺎﻝ‬
‫ﻼ‪ :‬ﺑﺮﺍﻯ ﮔﺮﻡ ﺳــﺎﺧﺘﻦ ﻣﻨﺰﻝ ﺗﻮﺳــﻂ ﺑﺨﺎﺭﻯ ﻭ ﻣﺮﻛﺰ ﮔﺮﻣﻰ ﻭ ﺑﺮﺍﻯ‬‫ﺣﺮﺍﺭﺕ ﻣﻰﺑﺎﺷــﺪ‪ .‬ﻣﺜ ً‬
‫ﭘﺨﺘﻦ ﻏﺬﺍ‪ .‬ﻃﺮﻳﻘﻪ ﻫﺎﻯ ﻣﻨﺎﺳﺐ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ )ﺍﺯ ﻣﺮﻛﺰ ﮔﺮﻣﻰ ﺑﻪ ﺧﺎﻧﻪ‪ ،‬ﻃﺮﻳﻘﺔ ﻛﺎﻧﻮﻳﻜﺸﻦ‬
‫ﺗﻮﺳﻂ ﺁﺏ‪ ،‬ﻭ ﺩﺭ ﭘﺨﺘﻦ ﻏﺬﺍ ﻃﺮﻳﻘﺔ ﻫﺪﺍﻳﺖ ﺗﻮﺳﻂ ﻓﻠﺰ(ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺷﻜﻞ ﻫﺎﻯ ﺍﻟﻒ‪ ،‬ﺏ‪،‬‬
‫ﺝ ﻭ ﺩ ﺗﻮﺟﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺏ‪ -‬ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺗﻮﺳﻂ ﻫﻮﺍ ﺑﻪ ﻃﺮﻳﻘﻪ ﺟﺮﻳﺎﻥ ﺩﺭ ﻳﺨﭽﺎﻝ‬ ‫ﺍﻟﻒ ‪ -‬ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺗﻮﺳﻂ ﺁﺏ ﺑﻪ ﻃﺮﻳﻘﻪ‬
‫ﺟﺮﻳﺎﻥ ﺩﺭ ﻣﺮﻛﺰ ﮔﺮﻣﻰ‬
‫ﺝ‪ -‬ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺑﻪ ﻃﺮﻳﻘﻪ ﻫﺪﺍﻳﺖ ﺩﺭ ﺗﺨﻢ ﭘﺰﻯ‬
‫ﺩ‪ -‬ﻛﻮﻟﺮ ﺟﻬﺖ ﺳﺮﺩ ﺳﺎﺧﺘﻦ‬
‫ﺷﻜﻞ )‪ (2-11‬ﺍﺷﻜﺎﻝ ﺍﻧﺘﻘﺎﻝ‬
‫ﺣﺮﺍﺭﺕ ﺗﻮﺳﻂ ﺍﺟﺴﺎﻡ‬
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 ‫ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ‬
‫ﺟﻬﺖ ﺩﺭﻙ ﻣﻔﻬﻮﻡ ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﺑﺪﻫﻴﺪ‪.‬‬
‫‪ %25‬ﺍﺯ ﻃﺮﻳﻖ ﺳﻘﻒ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺁﻳﺎ ﻣﻰﺗﻮﺍﻧﻴﺪ ﻣﺜﻞ ﺷﻜﻞ ﻣﻘﺎﺑﻞ‪ ،‬ﻧﻘﺸﺔ ﺧﺎﻧﺔﺗﺎﻥ ﺭﺍ ﺗﺮﺳﻴﻢ‬
‫ﻛﻨﻴﺪ؟‬
‫‪%10‬‬ ‫ﺩﻳﻮﺍﺭ ﺩﻭ ﺟﺪﺍﺭﻩ‬ ‫ﺍﮔﺮ ﺗﺮﺳﻴﻢ ﻛﺮﺩﻩ ﻧﺘﻮﺍﻧﺴﺘﻴﺪ ﺑﻪ ﺷﻜﻞ ﻣﻘﺎﺑﻞ ﻧﮕﺎﻩ ﻧﻤﺎﻳﻴﺪ ﻭ‬
‫ﺍﺯ ﻃﺮﻳﻖ ﭘﻨﺠﺮﻩ‬
‫ﺑﮕﻮﻳﻴــﺪ ﻛﻪ ﺍﺯ ﻛﺪﺍﻡ ﻧﻘﺎﻁ ﺧﺎﻧﻪ ﺣﺮﺍﺭﺕ ﺑﻴﺸــﺘﺮﻯ ﺿﺎﻳﻊ‬
‫ﻣﻰﺷﻮﺩ؟ ﭼﺮﺍ؟‬
‫ﺑﻌﺪ ﺍﺯ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮ ﺑﺎ ﻫﻢ ﭼﻪ ﺭﺍﻫﻰ ﺑﺮﺍﻯ ﺟﻠﻮﮔﻴﺮﻯ ﺍﺯ‬
‫ﺿﺎﻳﻊ ﺷﺪﻥ ﺣﺮﺍﺭﺕ ﺁﻥ ﺧﺎﻧﻪ ﭘﻴﺸﻨﻬﺎﺩ ﻣﻰ ﻛﻨﻴﺪ؟‬
‫‪ %15‬ﺍﺯ ﻃﺮﻳﻖ ﺩﺭﺯﻫﺎ ﻭ ﺷﻜﺎﻑ ﻫﺎ‬ ‫‪ %15‬ﺍﺯ ﻃﺮﻳﻖ ﻛﻒ‬
‫ﺷﻜﻞ)‪ (2-12‬ﻧﻘﺎﻁ ﺗﺒﺎﺩ ﻝ ﺣﺮﺍﺭﺗﻰ ﺩﺭ ﻳﻚ ﻣﻨﺰﻝ‬
‫ﻫﻤﺎﻥ ﻃــﻮﺭ ﻛﻪ ﻣﻰﺩﺍﻧﻴﺪ ﻣﻨﺎﺑﻊ ﺍﻧﺮژﻯ ﮔﻮﻧﺎﮔﻮﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﺑﻌﻀﻰ ﺍﺯ ﺁﻥ ﻫﺎ ﺗﺎ‬
‫ﻣﺪﺕ ﻫــﺎﻯ ﻧﺎﻣﻌﻠﻮﻡ ﺑﺎﻗﻰ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﻣﺜﻞ ﺍﻧــﺮژﻯ ﺁﻓﺘﺎﺏ‪ ،‬ﺑﺎﺩ‪ ،‬ﺁﺏ ﻫﺎﻯ ﺟﺎﺭﻯ ﻭ‬
‫ﻏﻴﺮﻩ‪.‬‬
‫ﻭ ﺑﻌﻀــﻰ ﺩﻳﮕﺮ ﺍﻧﺮژﻯ ﻫﺎ ﺑﻌﺪ ﺍﺯ ﭼﻨﺪ ﻣﺪﺕ ﺑﺎﻻﺧﺮﻩ ﺧﻼﺹ ﺧﻮﺍﻫﻨﺪ ﺷــﺪ‪ .‬ﻣﺎﻧﻨﺪ‪:‬‬
‫ﺗﻴﻞ‪ ،‬ﺯﻏﺎﻝ ﺳﻨﮓ‪ ،‬ﮔﺎﺯ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﻛﻤﺒﻮﺩ ﺍﻧﺮژﻯ ﻳﻜﻰ ﺍﺯ ﻣﺸــﻜﻼﺗﻰ ﺍﺳــﺖ ﻛﻪ ﺑﺸــﺮ ﺩﺭﺑﺎﺭﺓ ﺁﻥ ﻣﻰﺍﻧﺪﻳﺸﺪ‪ .‬ﻳﻜﻰ ﺍﺯ‬
‫ﺭﺍﻩ ﻫﺎﻯ ﺟﻠﻮﮔﻴﺮﻯ ﺍﺯ ﺧﺘﻢ ﺷــﺪﻥ ﺳــﺮﻳﻊ ﻣﻨﺎﺑﻊ ﺣﺮﺍﺭﺗﻰ ﺻﺮﻓﻪ ﺟﻮﻳﻰ ﺩﺭ ﻣﺼﺮﻑ‬
‫ﺍﻧﺮژﻯ ﻣﻰﺑﺎﺷﺪ‪ ،‬ﻛﻪ ﺗﺤﻔﻆ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺕ ﻳﻜﻰ ﺍﺯ ﺭﺍﻩ ﻫﺎﻯ ﺻﺮﻓﻪ ﺟﻮﻳﻰ ﺩﺭﻣﺼﺮﻑ‬
‫ﺍﻧﺮژﻯ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ ﻳﻌﻨﻰ ﻣﺤﺎﻓﻈﺖ ﺍﺯ ﺿﺎﻳﻊ ﺷﺪﻥ ﺣﺮﺍﺭﺕ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﻣﺤﻴﻂ‪ ،‬ﻛﻪ‬
‫ﺍﺭﺗﺒﺎﻁ ﺑﻪ ﻋﺎﻳﻖ ﺳــﺎﺧﺘﻦ ﺩﺭﺳﺖ ﺁﻥ ﻣﺤﻴﻂ ﺩﺍﺭﺩ‪ ،‬ﺷﻜﻞ )‪ (2-12‬ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ‬
‫ﻛﻪ ﻛﺪﺍﻡ ﺍﺟﺴــﺎﻡ ﻣﻰﺗﻮﺍﻧﻨــﺪ ﻋﺎﻳﻖ ﺧﻮﺏ ﺣﺮﺍﺭﺕ ﺑﺎﺷــﻨﺪ ﻭ ﭼﻄﻮﺭ ﻣﻰ ﺗﻮﺍﻥ ﻳﻚ‬
‫ﻣﺤﻴﻂ ﺭﺍ ﻋﺎﻳﻖ ﺳﺎﺧﺖ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‪:‬‬
‫‪ -1‬ﭼﺮﺍ ﻋﺪﻩ ﻳﻰ ﺩﻳﻮﺍﺭﻫﺎﻯ ﺧﺎﻧﻪ ﻫﺎﻯ ﺧﻮﺩ ﺭﺍ ﺿﺨﻴﻢ ﻣﻰﺳﺎﺯﻧﺪ؟‬
‫‪ -2‬ﺩﺭ ﻓﺼﻞ ﻫﺎﻯ ﺯﻣﺴﺘﺎﻥ ﻭ ﺗﺎﺑﺴﺘﺎﻥ ﺁﻭﻳﺨﺘﻦ ﭘﺮﺩﻩ ﺩﺭ ﺭﻭﻯ ﻛﻠﻜﻴﻦ ﭼﻪ ﻓﺎﻳﺪﻩ ﻳﻰ ﺩﺍﺭﺩ؟‬
‫‪ -3‬ﺍﮔــﺮ ﺩﻳﻮﺍﺭ ﻫﺎﻯ ﺷــﻤﺎ ﺿﺨﻴﻢ ﻭ ﻛﻠﻜﻴﻦ ﻫﺎﻯ ﺧﺎﻧﻪ ﻫﺎﻯ ﺷــﻤﺎ ﺑﺰﺭگ‪ ،‬ﺭﻭ ﺑﻪ ﺁﻓﺘﺎﺏ ﺑﺎﺷــﺪ‪ ،‬ﻫﻴــﺰﻡ ﻭ ﻳﺎ ﺩﻳﮕﺮ ﻣﻮﺍﺩ‬
‫ﺳﻮﺧﺘﻰ ﺯﻳﺎﺩ ﻣﺼﺮﻑ ﺧﻮﺍﻫﻴﺪﻛﺮﺩ ﻭ ﻳﺎ ﻛﻢ؟‬
‫‪ -4‬ﺍﮔﺮ ﺧﺎﻧﻪﻫﺎﻯ ﺷﻤﺎ ﺧﻮﺏ ﻋﺎﻳﻖ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺑﺎﺷﺪ ﺩﺭ ﻓﺼﻞ ﺯﻣﺴﺘﺎﻥ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺷﻤﺎ ﻛﻤﻚ ﻛﺮﺩﻩ ﻣﻰﺗﻮﺍﻧﺪ؟ ﭼﺮﺍ؟‬
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 ‫ﺗﺮﻣﻮﺯ‬
‫ﺩﺭﺑﺎﺭﺓ ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ ﺩﺭ ﺩﺭﺱ ﮔﺬﺷــﺘﻪ ﻣﻌﻠﻮﻣــﺎﺕ ﺣﺎﺻﻞ ﻧﻤﻮﺩﻳﺪ‪ .‬ﺗﺮﻣﻮﺯ ﻇﺮﻓﻰ‬
‫ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳﺎﺧﺘﻤﺎﻥ ﺁﻥ ﺍﺯ ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ ﺑﻪ ﻫﺮ ﺳﻪ ﻃﺮﻳﻘﻪ ﺟﻠﻮﮔﻴﺮﻯ ﺑﻪ ﻋﻤﻞ‬
‫ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺗﺮﻣﻮﺯ ﻇﺮﻑ ﺍﺳــﺘﻮﺍﻧﻪ ﻳﻰ ﺷﻜﻞ ﻣﻰﺑﺎﺷــﺪ ﻛﻪ ﺩﺍﺭﺍﻯ ﺩﻭ ﻻﻳﺔ ﺑﻴﺮﻭﻧﻰ ﻭ ﺩﺭﻭﻧﻰ ﺑﻮﺩﻩ‬
‫ﻭ ﺩﺭ ﻓﻀﺎﻯ ﺑﻴﻦ ﺍﻳﻦ ﺩﻭ ﻻﻳﻪ‪ ،‬ﻓﻀﺎﻯ ﺧﺎﻟﻰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺩﻫﻦ ﺍﻳﻦ ﻇﺮﻑ ﺗﻮﺳــﻂ‬
‫ﺳﺮﭘﻮﺵ ﺑﺴــﺘﻪ ﻣﻰ ﺷﻮﺩ‪ .‬ﺗﺮﻣﻮﺯ ﻣﻰﺗﻮﺍﻧﺪﻛﺎﻫﺶ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺩﺍﺧﻞ‬
‫ﺧــﻮﺩﺵ ﺭﺍ ﺑﻪ ﻣﺪﺕ ﭼﻨﺪﻳﻦ ﺳــﺎﻋﺖ ُﻛﻨﺪ ﻛﺮﺩﻩ ﻭ ﻋﻤﻮﻣﺎً ﺑﺮﺍﻯ ﮔﺮﻡ ﻧﮕﻪ ﺩﺍﺷــﺘﻦ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺁﺏ ﺟﻮﺵ ﻭ ﮔﺎﻫﻰ ﻫﻢ ﺑﺮﺍﻯ ﺳﺮﺩ ﻧﮕﻬﺪﺍﺷﺘﻦ ﻣﺎﻳﻌﺎﺕ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﻰﺷﻮﺩ‪.‬‬
‫ﻋﻠﺖ ﺛﺎﺑﺖ ﺑﺎﻗﻰ ﻣﺎﻧﺪﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺩﺍﺧﻞ ﺗﺮﻣﻮﺯ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‪:‬‬
‫‪ -1‬ﻭﺟــﻮﺩ ﺧﻼء ﺑﻴــﻦ ﺩﻭ ﻻﻳﺔ ﺗﺮﻣﻮﺯ ﻛﻪ ﻣﺎﻧﻊ ﺿﺎﻳﻊ ﺷــﺪﻥ ﺣــﺮﺍﺭﺕ ﺑﻪ ﻃﺮﻳﻘﺔ‬
‫ﻛﺎﻧﻮﻳﻜﺸﻦ ﻣﻰ ﮔﺮﺩﺩ‪.‬‬
‫‪ -2‬ﺑﺴــﺘﻪ ﺷــﺪﻥ ﺩﻫﻦ ﺗﺮﻣﻮﺯ ﺗﻮﺳﻂ ﺳــﺮﭘﻮﺵ ﻛﻪ ﻣﺎﻧﻊ ﺿﻴﺎﻉ ﺣﺮﺍﺭﺕ ﺑﻪ ﻃﺮﻳﻘﺔ‬
‫ﻫﺪﺍﻳﺖ ﻣﻰ ﮔﺮﺩﺩ‪.‬‬
‫‪ -3‬ﻻﻳﺔ ﺑﺮﺍﻕ ﺩﺍﺧﻞ ﺗﺮﻣﻮﺯ ﻛﻪ ﻣﺎﻧﻊ ﺍﺯ ﺿﻴﺎﻉ ﺣﺮﺍﺭﺕ ﺑﻪ ﻃﺮﻳﻘﺔ ﺗﺸﻌﺸــﻊ ﻣﻰﮔﺮﺩﺩ‬
‫ﻭ ﺣﺮﺍﺭﺕ ﺭﺍ ﺑﻪ ﺳﻮﻯ ﺩﺍﺧﻞ ﺩﻭﺑﺎﺭﻩ ﻣﻨﻌﻜﺲ ﻣﻰﺳﺎﺯﺩ‪.‬‬
‫ﺳﺮﭘﻮﺵ‬
‫ﻻﻳﻪ ﻫﺎﻯ ﺑﺮﺍﻕ ﻧﻘﺮﻩ ﺍﻧﺪﻭﺩ‬
‫ﺧﻼء‬
‫ﭘﻮﺵ ﺧﺎﺭﺟﻰ‬
‫ﺷﻜﻞ )‪ (2-13‬ﺳﺎﺧﺘﻤﺎﻥ ﺗﺮﻣﻮﺯ‬
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 ‫ﺍﻧﺠﻦ ﻫﺎﻯ ﺍﺣﺘﺮﺍﻗﻰ )ﺍﻧﺠﻦ ﻣﻮﺗﺮ(‬
‫ﺑﺸــﺮ ﺍﻣﺮﻭﺯ ﺗﻮﺍﻧﺴــﺘﻪ ﺍﺯ ﺣﺮﺍﺭﺕ ﺩﺭ ﺻﻨﻌﺖ ﺑــﺮﺍﻯ ﺑﻪ ﺣﺮﻛﺖ ﺁﻭﺭﺩﻥ‬
‫ﺍﻧﻮﺍﻉ ﻣﺎﺷــﻴﻦ ﻫﺎ ﺍﺳــﺘﻔﺎﺩﻩ ﻧﻤﺎﻳﺪ‪ .‬ﮔﺮﺩﺵ ﺩﺭ ﺭﻭﻯ ﺯﻣﻴﻦ ﺗﻮﺳﻂ ﻣﻮﺗﺮ‬
‫ﺳــﺎﻳﻜﻞ ﻭ ﻣﻮﺗﺮ‪ ،‬ﭘﺮﻭﺍﺯ ﺩﺭ ﻫﻮﺍ ﻭ ﻓﻀﺎ ﺗﻮﺳــﻂ ﻃﻴﺎﺭﻩ ﻭ ﺭﺍﻛﺖ‪ ،‬ﻫﻤﻪ ﻭ‬
‫ﻫﻤﻪ ﺍﺯ ﺑﺮﻛﺖ ﺣﺮﺍﺭﺕ ﺍﺳﺖ ﻛﻪ ﺑﺸﺮ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰﺩﻫﺪ‪ .‬ﺍﻳﻦ‬
‫ﺍﻧﺠﻦ ﻫــﺎ‪ ،‬ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺭﺍ ﺑﻪ ﺍﻧﺮژﻯ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺗﺒﺪﻳﻞ ﻣﻰ ﻛﻨﻨﺪ ﻭ ﺑﻪ‬
‫ﻧﺎﻡ ﺍﻧﺠﻦ ﻫﺎﻯ ﺣﺮﺍﺭﺗﻰ ﻳﺎﺩ ﻣﻰﺷﻮﻧﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (2-14‬ﺍﻧﺠﻦ ﺭﺍﻛﺖ ﻛﻪ‬
‫ﺗﻮﺳﻂ ﻛﻪ ﺣﺮﺍﺭﺕ ﻛﺎﺭ ﻣﻰ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﻭﺭﻭﺩ ﺳﻮﺧﺖ‬
‫ﻣﺤﻔﻈﺔ ﺍﺣﺘﺮﺍﻕ‬
‫ﺗﻮﺭﺑﻴﻦ‬
‫ﺩﻣﻨﺪﻩ‬
‫ﺧﺮﻭﺝ ﻫﻮﺍﻯ ﺩﺍﻍ‬
‫ﻭﺭﻭﺩ ﻫﻮﺍ‬
‫ﺷﻜﻞ )‪ (2-15‬ﺍﻧﺠﻦ ﺟﺖ ﻛﻪ‬ ‫ﻣﻮﺗﻮﺭ ﺟﺖ‬
‫ﺗﻮﺳﻂ ﺣﺮﺍﺭﺕ ﻛﺎﺭ ﻣﻰﻧﻤﺎﻳﺪ‪.‬‬
‫ﺍﻧﺠﻦ ﻣﻮﺗﺮ ﺳــﺎﻳﻜﻞ ﻳﻚ ﺍﻧﺠﻦ ﭘﺘﺮﻭﻟﻰ ﻣﻰﺑﺎﺷــﺪ ﻛﻪ ﻳﻜﻰ ﺍﺯ ﺍﻧﻮﺍﻉ‬
‫ﺍﻧﺠﻦ ﻫﺎﻯ ﺍﺣﺘﺮﺍﻗﻰ ﺍﺳــﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺍﻧﺠﻦ ﺍﺑﺘﺪﺍ ﭘﺘﺮﻭﻝ ﺩﺍﺧﻞ ﺳﻠﻨﺪﺭ‬
‫ﻣﻜﻴﺪﻩ ﻣﻰ ﺷﻮﺩ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﻣﺮﺣﻠﺔ ﻣﻜﺶ ﻧﻴﺰ ﻣﺸﻬﻮﺭ ﺍﺳﺖ‪.‬‬
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 ‫ﺳــﭙﺲ ﺑﺎ ﺑﺎﻻ ﺁﻣﺪﻥ ﭘﺴﺘﻮﻥ‪ ،‬ﭘﺘﺮﻭﻝ ﺩﺍﺧﻞ ﺳﻠﻨﺪﺭ ﻓﺸﺮﺩﻩ ﺷﺪﻩ‪ ،‬ﺩﺭﺟﺔ‬
‫ﺣﺮﺍﺭﺕ ﻣﻮﺍﺩ ﺳﻮﺧﺘﻰ ﺑﺎﻻ ﻣﻰﺭﻭﺩ‪ ،‬ﻛﻪ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﺑﻪ ﻧﺎﻡ ﻣﺮﺣﻠﺔ ﺗﺮﺍﻛﻢ‬
‫ﻧﺎﻣﻴﺪﻩ ﻣﻰﺷــﻮﺩ‪ .‬ﺑﺎ ﺭﺳــﻴﺪﻥ ﭘﺴــﺘﻮﻥ ﺑﻪ ﺁﺧﺮﻳﻦ ﻧﻘﻄﻪ ﺑﺎﻻﻯ ﺳﻠﻨﺪﺭ‪،‬‬
‫ﺟﺮﻗﺔ ﺑﺮﻗﻰ ﺗﻮﺳﻂ ﭘﻠﻚ ﺯﺩﻩ ﺷﺪﻩ ﻭ ﺑﻪ ﺍﺛﺮ ﺁﻥ ﺍﻧﻔﺠﺎﺭ ﺻﻮﺭﺕ ﻣﻰﮔﻴﺮﺩ‪،‬‬
‫ﻛﻪ ﺑﻪ ﺍﺛﺮ ﺍﻧﻔﺠﺎﺭ‪ ،‬ﭘﺴﺘﻮﻥ ﺑﻪ ﻃﺮﻑ ﭘﺎﻳﻴﻦ ﺳﻠﻨﺪﺭ ﺭﺍﻧﺪﻩ ﻣﻰﺷﻮﺩ‪ .‬ﻫﻨﮕﺎﻡ‬
‫ﺭﺳــﻴﺪﻥ ﭘﺴﺘﻮﻥ ﺑﻪ ﭘﺎﻳﻴﻦ ﺗﺮﻳﻦ ﻧﻘﻄﺔ ﺳﻠﻨﺪﺭ‪ ،‬ﺩﺭﻳﭽﺔ ﺧﺮﻭﺟﻰ ﺳﻠﻨﺪﺭ‬
‫ﺑﺎﺯ ﺷــﺪﻩ ﻭ ﭘﺴــﺘﻮﻥ ﺑﻪ ﻃﺮﻑ ﺑﺎﻻ ﺣﺮﻛﺖ ﻣﻰﻧﻤﺎﻳﺪ ﻭ ﺗﻤﺎﻡ ﺩﻭﺩ ﻭ ﮔﺎﺯ‬
‫ﺳﻮﺧﺘﻪ ﺍﺯ ﺳﻠﻨﺪﺭ ﺧﺎﺭﺝ ﻣﻰﺷﻮﺩ‪ .‬ﭼﻮﻥ ﻣﻴﺨﺎﻧﻴﻜﻴﺖ ﻛﺎﺭ ﺍﻳﻦ ﻣﺎﺷﻴﻦ ﻫﺎ‬
‫ﺩﺭ ﭼﻬﺎﺭ ﻣﺮﺣﻠﺔ ﺯﻣﺎﻧﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ ،‬ﺑﻨﺎ ﺑﺮﺍﻳﻦ‪ ،‬ﺍﻳﻦ ﻧﻮﻉ ﻣﺎﺷﻴﻦ ﻫﺎ‬
‫ﺭﺍ ﺑﻪ ﻧﺎﻡ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﭼﻬﺎﺭ ﺯﻣﺎﻧﻪ ﻳﺎﺩ ﻣﻰﻧﻤﺎﻳﻨﺪ‪.‬‬
‫‪ -2‬ﻣﺮﺣﻠﺔ ﻓﺸﺮﺩﻩ ﺷﺪﻥ‬ ‫‪ -1‬ﻣﺮﺣﻠﺔ ﻣﻜﺶ‬
‫‪ -4‬ﻣﺮﺣﻠﺔ ﺧﺮﻭﺝ ﺩﻭﺩ‬ ‫‪ -3‬ﻣﺮﺣﻠﺔ ﺁﺗﺶ ﮔﺮﻓﺘﻦ‬
‫ﺷﻜﻞ )‪ (2-16‬ﻣﺮﺍﺣﻞ ﺍﻧﺠﻦ ﻫﺎﻯ ﭼﻬﺎﺭ ﺯﻣﺎﻧﻪ‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺩﻭﻡ‬
‫
ﺩﺭ ﺍﺛــﺮ ﺍﻓﺰﺍﻳــﺶ ﻧﻮﺳــﺎﻧﺎﺕ ﻭ ﺑﺮﺧﻮﺭﺩ ﻳﻚ ﺫﺭﻩ ﺑــﻪ ﺫﺭﺓ ﺑﻌﺪﻯ‪ ،‬ﺣﺮﺍﺭﺕ ﺩﺭ ﺟﺴــﻢ ﻫﺪﺍﻳﺖ‬ ‫‪t‬‬
‫ﻣﻰ ﺷﻮﺩ‪.‬‬
‫
ﺗﻐﻴﻴﺮ ﻣﻮﻗﻌﻴﺖ ﺫﺭﺍﺕ ﮔﺮﻡ ﺑﺎ ﺫﺭﺍﺕ ﺳﺮﺩ ﺩﺭ ﻣﺎﻳﻊ ﻫﺎ ﻭ ﮔﺎﺯﻫﺎ ﺑﻪ ﺍﺛﺮﺣﺮﺍﺭﺕ ﺭﺍ ﻃﺮﻳﻘﺔ ﺟﺮﻳﺎﻥ‬ ‫‪t‬‬
‫)ﻛﺎﻧﻮﻳﻜﺸﻦ( ﻣﻰ ﻧﺎﻣﻨﺪ‪.‬‬
‫
ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺍﺯ ﻳﻚ ﻣﻨﺒﻊ ﺣﺮﺍﺭﺕ ﺑﻪ ﻳﻚ ﺟﺴــﻢ ﺑﺮ ﺍﺛﺮ ﺗﺎﺑﺶ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﻃﺮﻳﻘﺔ ﺗﺸﻌﺸــﻊ‬ ‫‪t‬‬
‫ﻣﻰ ﻧﺎﻣﻨﺪ‪ .‬ﺣﺮﺍﺭﺕ ﺑﻪ ﻃﺮﻳﻘﺔ ﺗﺸﻌﺸﻊ ﺍﺯ ﺧﻼء ﻧﻴﺰ ﻣﻰ ﺗﻮﺍﻧﺪ ﻋﺒﻮﺭ ﻧﻤﺎﻳﺪ‪.‬‬
‫
ﺍﺯ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺑﺮﺍﻯ ﺍﻳﺠﺎﺩ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻨﺎﺳﺐ ﻭ ﺣﻔﻆ ﺣﺮﺍﺭﺕ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ ﺩﺭ‬ ‫‪t‬‬
‫ﻳﻚ ﻣﺤﻴﻂ ﺍﺳﺘﻔﺎﺩﻩ ﺑﻪ ﻋﻤﻞ ﻣﻰ ﺁﻳﺪ‪.‬‬
‫
ﺍﻧﺘﻘــﺎﻝ ﺣﺮﺍﺭﺕ ﺍﺯ ﻳﻚ ﻣﻨﺒﻊ ﺣﺮﺍﺭﺕ ﺑﻪ ﻣﺤﻴﻂ ﻳﺎ ﺟﺴــﻢ ﺩﻳﮕﺮ‪ ،‬ﺑــﻪ ﻧﺎﻡ ﺗﺒﺎﺩﻝ ﺣﺮﺍﺭﺕ ﻳﺎﺩ‬ ‫‪t‬‬
‫ﻣﻰ ﺷﻮﺩ‪.‬‬
‫
ﺣﻔﻆ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻳﻚ ﻣﺤﻴﻂ ﺑﻪ ﺍﺛﺮ ﻋﺎﻳﻖ ﺳﺎﺧﺘﻦ ﺩﺭﺳﺖ ﻣﺤﻴﻂ‪ ،‬ﺑﻪ ﻧﺎﻡ ﺗﺤﻔﻆ ﺣﺮﺍﺭﺕ‬ ‫‪t‬‬
‫ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫
ﻇﺮﻓﻰ ﻛﻪ ﺩﺭ ﺁﻥ ﺍﺯ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺑﻪ ﻫﺮ ﺳــﻪ ﻃﺮﻳﻘﻪ ﺟﻠﻮﮔﻴﺮﻯ ﻛﺮﺩﻩ ﺑﺘﻮﺍﻧﺪ‪ ،‬ﺑﻪ ﻧﺎﻡ ﺗﺮﻣﻮﺯ‬ ‫‪t‬‬
‫ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫
ﻫﺮ ﻭﺳﻴﻠﻪ ﺍﻯ ﻛﻪ ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺭﺍ ﺑﻪ ﺍﻧﺮژﻯ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺗﺒﺪﻳﻞ ﻧﻤﺎﻳﺪ‪ ،‬ﺑﻪ ﻧﺎﻡ ﺍﻧﺠﻦ ﺣﺮﺍﺭﺗﻰ‬ ‫‪t‬‬
‫ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺩﻭﻡ‬
‫‪ -1‬ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﻣﺎﺩﻩ ﺑﻪ ﺳــﻪ ﺣﺎﻟﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺍﺟﺴــﺎﻡ ﺩﺭ ﻛﺪﺍﻡ ﺣﺎﻟﺖ ﻫﺎ ﺣﺮﺍﺭﺕ ﺭﺍ ﺑﻬﺘﺮ ﺑﻪ‬
‫ﻃﺮﻳﻘﺔ ﻫﺪﺍﻳﺖ ﺍﻧﺘﻘﺎﻝ ﺩﺍﺩﻩ ﻣﻰ ﺗﻮﺍﻧﻨﺪ؟ ﭼﺮﺍ؟‬
‫‪-2‬ﻛﺪﺍﻡ ﻣﻮﺍﺩ ﺣﺮﺍﺭﺕ ﺭﺍ ﺑﻪ ﻃﺮﻳﻘﺔ ﺟﺮﻳﺎﻥ )ﻛﺎﻧﻮﻳﻜﺸﻦ( ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﺩﻫﻨﺪ؟‬
‫‪ -3‬ﺁﻳﺎ ﺍﻧﺘﻘﺎﻝ ﺣﺮﺍﺭﺕ ﺑﻪ ﺷﻜﻞ ﺗﺸﻌﺸﻊ ﺍﺯ ﺧﻼء ﻋﺒﻮﺭﻛﺮﺩﻩ ﻣﻰ ﺗﻮﺍﻧﺪ؟ ﻣﺜﺎﻝ ﺑﻴﺎﻭﺭﻳﺪ‪.‬‬
‫‪ -4‬ﭼﻨﺪ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺣﺮﺍﺭﺕ ﺭﺍ ﻧﺎﻡ ﺑﮕﻴﺮﻳﺪ‪.‬‬
‫‪ -5‬ﺑﺮﺍﻯ ﺟﻠﻮﮔﻴﺮﻯ ﺍﺯ ﺗﻠﻒ ﺷﺪﻥ ﮔﺮﻣﻰ ﺧﺎﻧﺔ ﺗﺎﻥ ﺍﺯ ﺭﺍﻩ ﻛﻠﻜﻴﻦ ﺩﺭ ﺯﻣﺴﺘﺎﻥ ﭼﻪ ﺑﺎﻳﺪ ﺑﻜﻨﻴﺪ؟‬
‫‪ -6‬ﭼﺮﺍ ﭼﺎﻳﻨﻚ ﭘﺮ ﺍﺯ ﺁﺏ ﺟﻮﺵ ﺭﺍ ﺑﺎ ﭘﺎﺭﭼﻪ ﻣﻰ ﭘﻴﭽﺎﻧﻨﺪ؟‬
‫ﺑﻪ ﺩﻭﺭ ﺟﻮﺍﺏ ﺻﺤﻴﺢ ﺩﺍﻳﺮﻩ ﺑﻜﺸﻴﺪ‪.‬‬
‫‪ -7‬ﻛﺪﺍﻡ ﺍﺟﺴﺎﻡ ﺑﻪ ﻃﺮﻳﻘﺔ ﻫﺪﺍﻳﺖ ﻫﺎﺩﻯ ﺧﻮﺏ ﺣﺮﺍﺭﺕ ﻣﻰ ﺑﺎﺷﻨﺪ؟‬
‫ﺏ( ﻣﺎﻳﻌﺎﺕ‬ ‫ﺍﻟﻒ( ﻓﻠﺰﺍﺕ‬
‫ﺩ( ﺩﺭ ﻫﻤﻪ ﻣﻮﺍﺭﺩ‬ ‫ﺝ( ﮔﺎﺯﺍﺕ‬
‫‪ -8‬ﺍﻧﺮژﻯ ﺣﺮﺍﺭﺗﻰ ﺁﻓﺘﺎﺏ ﺑﻪ ﻛﺪﺍﻡ ﻃﺮﻳﻘﻪ ﺑﻪ ﺯﻣﻴﻦ ﻣﻰ ﺭﺳﺪ؟‬
‫ﺏ( ﺑﻪ ﻃﺮﻳﻘﺔ ﺟﺮﻳﺎﻥ‬ ‫ﺍﻟﻒ( ﺑﻪ ﻃﺮﻳﻘﺔ ﻫﺪﺍﻳﺖ‬
‫ﺩ( ﺑﻪ ﻫﺮ ﺳﻪ ﻃﺮﻳﻘﻪ‬ ‫ﺝ( ﺑﻪ ﻃﺮﻳﻘﺔ ﺗﺸﻌﺸﻊ‬
‫ﺧﺎﻧﻪ ﻫﺎﻯ ﺧﺎﻟﻰ ﺳﺆﺍﻻﺕ ﺭﺍ ﭘﺮ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -9‬ﻓﻠﺰﺍﺕ ﭼﻮﻥ ﺫﺭﺍﺕ ﺁﻥ ‪ ...........................‬ﺍﺳﺖ‪ ،‬ﻣﻰ ﺗﻮﺍﻧﻨﺪ ﺑﻪ ﺻﻮﺭﺕ ﺑﻬﺘﺮ ‪ ........................‬ﺭﺍ ﺑﻪ‬
‫‪ ............................‬ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪ‪.‬‬
‫‪ -10‬ﺗﺮﻣﻮﺯ ‪ ...............................‬ﺍﺳﺖ ﻛﻪ ﺍﺯ ‪ ..........................‬ﺣﺮﺍﺭﺕ ﺟﻠﻮﮔﻴﺮﻯ ﻣﻰ ﻧﻤﺎﻳﺪ‪.‬‬
‫‪ -11‬ﻫﺮ ﻭﺳــﻴﻠﻪ ﺍﻯ ﻛﻪ ﺍﻧﺮژﻯ )‪ (...............‬ﺭﺍ ﺑﻪ ﺍﻧــﺮژﻯ )‪ (.............‬ﺗﺒﺪﻳﻞ ﻧﻤﺎﻳﺪ‪ ،‬ﺍﻧﺠﻦ ﺣﺮﺍﺭﺗﻰ‬
‫ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷﻮﺩ‪.‬‬
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 ‫ﻓﺼﻞ ﺳﻮﻡ‬
‫ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺲ‬
‫ﺳﺎﺣ‬
‫ﺻﻨــﻒ ﭘﻨﺠــﻢ ﺷــﻤﺎ ﻣﻘﻨﺎﻃﻴﺲ)ﺁﻫﻨﺮﺑــﺎ(‪ ،‬ﺧــﻮﺍﺹ‬ ‫ﺩﺭ ﺻﻨـ‬
‫ﻣﻘﻨﺎﻃﻴﺲ‪ ،‬ﺍﻧﻮﺍﻉ ﻣﻘﻨﺎﻃﻴﺲ ﻭ ﺍﺳــﺘﻌﻤﺎﻝ ﻣﻘﻨﺎﻃﻴﺲ ﺭﺍ ﺑﻪ‬
‫ﻣﻘﻨﺎﻃﻴ‬
‫ﺻﻮﺭﺕ ﻣﺨﺘﺼﺮ ﺁﻣﻮﺧﺘﻴﺪ‪ .‬ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪ ﺍﻫﻤﻴﺖ ﻣﻘﻨﺎﻃﻴﺲ‬ ‫ﺻﻮﻮﺭﺕ‬
‫ﻮ‬
‫ﻭ ﻣﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ ﺩﺭ ﺳﺎﺣﻪ ﻫﺎﻱ ﺗﺨﻨﻴﻜﻲ ﻭ ﺻﻨﻌﺘﻲ‬ ‫ﺟﺮﻳﺎﻥ ﻭﺻﻞ ﺍﺳﺖ‬
‫ﺑﻪ ﭼﻪ ﺣﺪﻱ ﺧﻮﺍﻫﺪ ﺑﻮﺩ؟‬
‫ﺑﻪ ﺷــﻜﻞ )‪ (3-1‬ﺗﻮﺟﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺁﻳﺎ ﺩﺭ ﺷﻜﻞ ﻳﻜﻲ ﺍﺯ ﻣﻮﺍﺭﺩ‬
‫ﺍﺳﺘﻔﺎﺩﺓ ﺁﻫﻨﺮﺑﺎﻱ ﺑﺮﻗﻲ ﺭﺍ ﺩﻳﺪﻩ ﻣﻲﺗﻮﺍﻧﻴﺪ؟‬
‫ﺍﺳﺘ‬
‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﺳــﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴــﻲ ﭼﻴﺴﺖ ﻭ ﺧﻄﻮﻁ ﺁﻥ‬ ‫ﺟﺮﻳﺎﻥ ﻗﻄﻊ ﺍﺳﺖ‬
‫ﭼﮕﻮﻧﻪ ﺭﺳﻢ ﻣﻲﺷﻮﺩ؟‬
‫ﺁﻫﻨﺮﺑــﺎﻱ ﺑﺮﻗﻲ ﺭ ﺍﭼﮕﻮﻧﻪ ﻣﻲﺳــﺎﺯﻧﺪ ﻭ ﺑﺎ ﭼﻪ ﺭﻭﺵﻫﺎﻳﻰ‬
‫ﺁﻥ ﺭﺍ ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﻨﺪ؟ ﺷــﻤﺎ ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺑﻪ‬
‫ﺳــﺆﺍﻟﻬﺎﻱ ﺑﺎﻻ ﺟــﻮﺍﺏ ﺑﺪﻫﻴﺪ ﻭ ﺑﺎ ﻣﻄﺎﻟــﺐ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ‬
‫ﺁﺷﻨﺎ ﺷﻮﻳﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (3-1‬ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻫﻨﺮﺑﺎﻯ ﺑﺮﻗﻰ‬
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 ‫ﺳﺎﺣﺔﻣﻘﻨﺎﻃﻴﺴﻲ‬
‫ﺷﻤﺎ ﺩﺭ ﺻﻨﻒ ﭘﻨﺠﻢ ﻣﻄﺎﻟﻌﻪ‬
‫ﻧﻤﻮﺩﻳــﺪ؛ ﻣﻘﻨﺎﻃﻴﺲ ﺩﺍﺭﺍﻱ‬
‫ﻗﻄﺐ ﻫﺎﻯ ﺷــﻤﺎﻝ ﻭ ﺟﻨﻮﺏ‬
‫ﻣﻲﺑﺎﺷــﺪ ﻭ ﺑﺎﻳــﺪ ﺑﺪﺍﻧﻴﻢ ﻛﻪ‬
‫ﻣﻮﻗﻌﻴــﺖ ﺍﻳــﻦ ﻗﻄﺐﻫﺎ ﺩﺭ‬
‫ﺁﻫﻨﺮﺑﺎﻫــﺎ ﻣﺮﺑﻮﻁ ﺑﻪ ﺷــﻜﻞ‬
‫ﺁﻫﻨﺮﺑــﺎ ﻣﻲﺑﺎﺷــﺪ‪ .‬ﺷــﻜﻞ‬
‫)‪(3-2‬‬
‫ﺷﻜﻞ )‪ (3-2‬ﺍﻧﻮﺍﻉ ﺁﻫﻨﺮﺑﺎ ﻫﺎ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺩﻭ ﺁﻫﻨﺮﺑﺎﻱ ﻣﻴﻠﻪ ﺍﻱ‬
‫‪ -‬ﻗﻄﺐﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ ﺩﻭ ﺁﻫﻨﺮﺑﺎ ﺭﺍ ﺑﺎ ﻫﻢ ﻧﺰﺩﻳﻚ ﺑﺴﺎﺯﻳﺪ‪ .‬ﭼﻪ ﺍﺗﻔﺎﻗﻲ ﻣﻲﺍﻓﺘﺪ؟‬
‫‪ -‬ﻗﻄﺐﻫﺎﻱ ﻫﻤﻨﻮﻉ ﺭﺍ ﺑﺎ ﻫﻢ ﻧﺰﺩﻳﻚ ﻛﻨﻴﺪ‪ ،‬ﺑﺒﻴﻨﻴﺪ ﭼﻪ ﻭﺍﻗﻊ ﻣﻲﺷﻮﺩ؟‬
‫‪ -‬ﻧﺘﻴﺠﺔ ﻣﺸﺎﻫﺪﺍﺕ ﮔﺮﻭﭘﻲ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻫﻢ ﺻﻨﻔﻲﻫﺎﻳﻲﺗﺎﻥ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺍﮔﺮ ﺗﺠﺮﺑﻪ ﺭﺍ ﺩﺭﺳﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ‪ .‬ﻣﺸﺎﻫﺪﻩ‬
‫ﺧﻮﺍﻫﻴﺪ ﻧﻤﻮﺩ ﻛﻪ ﻗﻄﺐﻫﺎﻱ ﻫﻢ ﻧﻮﻉ ﺩﻭ ﺁﻫﻨﺮﺑﺎ‪،‬‬
‫ﻫﻤﺪﻳﮕــﺮ ﺭﺍ ﺩﻓﻊ ﻭ ﻗﻄﺐﻫــﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ‬
‫ﻤﺎﻝ ﺯﻣﻴﻦ‬
‫ﺷ‬ ‫ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺟﺬﺏ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ‬
‫ﺧﺎﺻﻴﺖ ﺩﺭ ﻣﻌﻠﻮﻡ ﻧﻤﻮﺩﻥ ﻗﻄﺐﻫﺎﻱ ﺁﻫﻨﺮﺑﺎ ﺍﺯ‬
‫ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻨﺪ‪.‬‬
‫ﺍﺯ ﺳــﻮﻱ ﺩﻳﮕﺮ‪ ،‬ﻫﺮﮔﺎﻩ ﻳﻚ ﻣﻴﻠﺔ ﻣﻘﻨﺎﻃﻴﺴــﻲ‬
‫‪N‬‬
‫‪S‬‬ ‫ﺑﻪ ﻃﻮﺭ ﺁﺯﺍﺩ ﺁﻭﻳﺰﺍﻥ ﺷــﻮﺩ‪ ،‬ﻗﻄﺐ ﺷﻤﺎﻝ ﺁﻫﻨﺮﺑﺎ‬
‫ﻫﻤﻴﺸــﻪ ﺑﻄﺮﻑ ﺷــﻤﺎﻝ ﺯﻣﻴﻦ ﻗــﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪.‬‬
‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺩﺭ ﻋﻤﻞ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﺯﻣﻴﻦ ﻣﺎﻧﻨﺪ‬
‫ﺷﻜﻞ )‪ (3-3‬ﻗﺮﺍﺭ ﮔﺮﻓﺘﻦ ﻗﻄﺐ ﺷﻤﺎﻝ ﺁﻫﻨﺮﺑﺎ ﺑﻪ ﻃﺮﻑ ﺷﻤﺎﻝ ﺯﻣﻴﻦ‬ ‫ﻳﻚ ﺁﻫﻨﺮﺑﺎ ﻋﻤﻞ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬ﺷﻜﻞ )‪.(3-3‬‬
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‫ﺍﻛﻨﻮﻥ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﻚ ﺁﻫﻨﺮﺑﺎ ﻭ ﻳﻚ ﻗﻄﺐ ﻧﻤﺎ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ‬
‫ﻣﻲﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺁﻫﻨﺮﺑﺎ ﺭﺍ ﺑﻪ ﻗﻄﺐ ﻧﻤﺎ ﻧﺰﺩﻳﻚ ﻣﻲﺳﺎﺯﻳﻢ‪.‬‬
‫ﻣﺸــﺎﻫﺪﻩ ﻣﻲﻛﻨﻴﻢ ﻛﻪ ﻫﻨﮕﺎﻡ ﻧﺰﺩﻳﻚ ﺷﺪﻥ‪ ،‬ﻋﻘﺮﺑﺔ ﻗﻄﺐ‬
‫ﻋﻘﺮﺑﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ‬
‫ﻧﻤﺎ ﻣﻨﺤﺮﻑ ﻣﻲﺷــﻮﺩ‪ .‬ﺍﮔﺮ ﺁﻫﻨﺮﺑﺎ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﺩﻭﺭ ﺑﺴــﺎﺯﻳﻢ؛‬
‫ﻋﻘﺮﺑــﻪ ﺩﻭﺑﺎﺭﻩ ﺑﺠﺎﻱ ﺍﺻﻠﻲ ﺧﻮﺩ ﺑــﺮ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺍﻳﻦ ﺗﺠﺮﺑﻪ‬
‫ﺭﺍ ﭼﻨﺪ ﺑﺎﺭ ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ‪ ،‬ﻭ ﺑﺎﻫﻢ ﺭﻭﻯ ﻣﺸــﺎﻫﺪﺍﺕ ﺗﺎﻥ ﺑﺤﺚ‬
‫ﻛﻨﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (3-4‬ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ ﺩﺭﺍﻃﺮﺍﻑ ﺁﻫﻨﺮﺑﺎ‬
‫ﻨﺮﺑﺎ‬
‫ﺍﺯ ﺗﺠﺮﺑﻪ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺘﻪ ﻣﻲﺷــﻮﺩ ﻛﻪ ﺍﮔﺮ ﺩﺭ ﺍﻃﺮﺍﻑ ﺁﻫﻨﺮﺑﺎ ﻗﻄﺐ ﻧﻤﺎ‬
‫ﻳﺎ ﺁﻫﻨﺮﺑﺎﻱ ﺩﻳﮕﺮ ﻗﺮﺍﺭ ﮔﻴﺮﺩ؛ ﺩﺭ ﺁﻥ ﺳــﺎﺣﻪ ﺑــﺎﻻﻱ ﺁﻫﻨﺮﺑﺎ ﻗﻮﻩ ﻭﺍﺭﺩ‬
‫ﻣﻲﺷــﻮﺩ‪ .‬ﺍﮔﺮ ﺑﺠﺎﻱ ﻗﻄﺐ ﻧﻤﺎ ﺩﺭ ﺍﻃــﺮﺍﻑ ﺁﻫﻨﺮﺑﺎ ﺑﺮﺍﺩﻩﻫﺎﻱ ﺁﻫﻦ ﺭﺍ‬
‫ﺑﺮﻳﺰﻳﻢ؛ ﺑﺮﺍﺩﻩﻫﺎﻱ ﺁﻫﻦ ﺣﺎﻟﺖ ﺧﻮﺩ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﺍﺳﺘﻘﺎﻣﺖﻫﺎﻱ‬
‫ﻣﻌﻴﻦ ﺗﻨﻈﻴﻢ ﻣﻲﺷﻮﻧﺪ‪ .‬ﻣﺸﺎﻫﺪﻩ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ ﻛﻪ ﺑﺮﺍﺩﻩﻫﺎ ﺩﺭ ﺳﺎﺣﺎﺕ‬
‫ﺩﻭ ﻗﻄﺐ ﻣﻘﻨﺎﻃﻴﺲ ﺑﻴﺸﺘﺮ ﺟﺬﺏ ﻣﻲﺷﻮﺩ‪ .‬ﻫﺮ ﭼﻪ ﻓﺎﺻﻠﺔ ﺑﺮﺍﺩﻩﻫﺎﻱ‬
‫ﺁﻫﻦ ﺍﺯ ﺁﻫﻨﺮﺑﺎ ﺩﻭﺭﺗﺮ ﺷــﻮﺩ‪ ،‬ﺣﺎﻟﺖ ﺷــﺎﻥ ﻛﻤﺘــﺮ ﺗﻐﻴﻴﺮ ﻣﻲﻧﻤﺎﻳﺪ ﻭ‬
‫ﺳﺎﺣﻪ ﻫﺎ ﻣﻐﺸﻮﺵ ﻭ ﭘﺮﺍﻛﻨﺪﻩ ﺗﺮ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺳﺎﺣﻪ ﻣﻘﻨﺎﻃﻴﺴــﻰ ﺁﻥ ﻓﻀﺎﻯ ﺍﻃﺮﺍﻑ ﺁﻫﻨﺮﺑﺎ ﺍﺳــﺖ ﻛﻪ ﺩﺭﺁﻥ‪ ،‬ﻗﻮﻩ‬
‫ﻣﻘﻨﺎﻃﺴﻰ ﻋﻤﻞ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﺁﻳﺎ ﻣﻲﺗﻮﺍﻥ ﺍﺯ ﻳﻚ ﺗﻮﺗﺔ ﺁﻫﻨﺮﺑﺎﻱ ﻣﻴﻠﻪﻳﻰ ﺑﻪ ﺣﻴﺚ ﻳﻚ ﻗﻄﺐ ﻧﻤﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ؟‬
‫ﺍﮔﺮ ﻣﻲﺗﻮﺍﻧﻴﻢ ﭼﻄﻮﺭ؟‬
‫‪ -2‬ﺍﮔﺮ ﺩﻭ ﺁﻫﻨﺮﺑﺎ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ‪ ،‬ﭼﻄﻮﺭ ﻣﻴﺘﻮﺍﻧﻴﺪ ﻗﻄﺐﻫﺎﻱ ﻫﻢ ﻧﻮﻉ ﻭ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ ﺭﺍ ﺩﺭ ﺁﻥﻫﺎ ﻣﺸﺨﺺ ﻛﻨﻴﺪ؟‬
‫‪ -3‬ﭼﮕﻮﻧﻪ ﺑﺎ ﺩﺍﻧﺴﺘﻦ ﺟﻬﺖ ﺷﻤﺎﻝ ﺯﻣﻴﻦ‪ ،‬ﻗﻄﺐﻫﺎﻱ ﻳﻚ ﺁﻫﻨﺮﺑﺎﻱ ﻣﻴﻠﻪﻳﻰ ﺭﺍ ﻣﺸﺨﺺ ﻣﻲﻛﻨﻴﺪ‪.‬‬
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 ‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻲ‬
‫ﺯﺑﺎﻟﻪﻫﺎ‪،‬‬
‫ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﻛﻪ ﺍﺯﺁﻫﻨﺮﺑﺎﻫﺎ ﺟﻬﺖ ﺟﺪﺍ ﺳﺎﺯﻱ ﻓﻠﺰﺍﺕ ﺍﺯ ﺯﺑﺎﻟﻪﻫﺎ‪،‬‬
‫ﻮﺭﻫﺎﻱ ﺑﺮﻗﻲ ﻭ ﻭﺳﺎﻳﻞ‬
‫ﺳــﺎﺧﺘﻦ ﺟﺮﺛﻘﻴﻞ ﺁﻫﻨﺮﺑﺎﻳﻲ‪ ،‬ﺩﺭ ﻣﻮﺗﻮﺭﻫﺎﻱ‬
‫ـﻴﻊ ﺍﺳــﺘﻔﺎﺩﻩ ﺻﻮﺭﺕ‬ ‫ﺩﻳﮕــﺮ ﻭ ﺩﺭ ﺗﺨﻨﻴﻚ ﺑﻪ ﭘﻴﻤﺎﻧﺔ ﻭﺳــﻴﻊ‬
‫ﺗﻮﻟﻴﺪﺪ‬
‫ﻴﺪ‬‫ﺘﻔﺎﺩﺓ ﺁﻫﻨﺮﺑﺎ ﺩﺭ ﺗﻮﻟﻴ‬
‫ﻣﻲ ﮔﻴﺮﺩ‪ ،‬ﺷــﻜﻞ )‪ (3-5‬ﻣﻮﺭﺩ ﺍﺳــﺘﻔﺎﺩﺓ‬
‫ﻳﺎﻥ‬
‫ﺍﺑــﺰﺍﺭ ﺟﻨﺮﺍﺗﻮﺭ ﺟﺮ ﺎ‬
‫ﺟﺮﻳﺎﻥ‬ ‫ﺑﺮﻕ ﺭﺍ ﻧﺸــﺎﻥ ﻣﻰ ﺩﻫﺪ‪ ،‬ﻛﻪ ﺑﻪ ﺍﻳﻦ ﺑــﺰﺍﺭ‬
‫ﻣﺴــﺘﻘﻴﻢ)ﺩﺍﻳﻨﻤﻮ( ﻧﻴــﺰ ﻣﻰ ﮔﻮﻳﻨــﺪ‪..‬‬
‫ﻣﻼﺣﻈﻪ ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﺍﮔﺮ ﺣﻠﻘﺔ‬
‫ﻓﻠﺰﻯ ﺩﺭ ﺳــﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴــﻰ‬
‫ﺣﺮﻛــﺖ ﻛﻨﺪ‪ ،‬ﺟﺮﻳــﺎﻥ ﺑﺮﻕ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻰ ﺁﻳــﺪ )ﺑﺮﻕ ﻣﺘﻨﺎﻭﺏ(‪.‬‬
‫ﺑﻪ ﺷــﻜﻞ )‪ (3-5‬ﻧﮕﺎﻩ ﻛﻨﻴﺪ ﻛﻪ‬
‫ﺍﻫﻤﻴــﺖ ﺁﻫﻨﺮﺑﺎ ﺩﺭ ﺗﻮﻟﻴﺪ ﺑﺮﻕ ﺭﺍ‬
‫ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (3-5‬ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﺓ ﺁﻫﻨﺮﺑﺎ ﺩﺭ ﺗﻮﻟﻴﺪ ﺑﺮﻕ‬
‫ﺧﻄﻮﻁ ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳـﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿـﺮﻭﺭﺕ‪ :‬ﺁﻫﻨﺮﺑﺎﻱ ﻣﻴﻠﻪﻳﻰ‪ ،‬ﺑــﺮﺍﺩﺓ ﺁﻫﻦ‪ ،‬ﻳﻚ‬
‫ﺻﻔﺤﺔ ﺷﻴﺸﻪﻳﻲ ﻳﺎ ﻛﺎﻏﺬ ﻛﺎﺭﺗﻦ ﻭ ﻳﻚ ﻧﻤﻚ ﭘﺎﺵ‪.‬‬
‫‪ -1‬ﺩﺭ ﻫــﺮ ﮔﺮﻭپ ﺁﻫﻨﺮﺑﺎ ﺭﺍ ﺩﺭ ﺟﺎﻱ ﻫﻤﻮﺍﺭ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻭ ﺭﻭﻱ ﺁﻥ ﺻﻔﺤﺔ‬
‫ﺷﻴﺸﻪﺍﻱ ﻭ ﻳﺎ ﻛﺎﻏﺬ ﻛﺎﺭﺗﻦ ﺭﺍ ﺑﮕﺬﺍﺭﻳﺪ‪.‬‬
‫‪ -2‬ﺗﻮﺳﻂ ﻧﻤﻚ ﭘﺎﺵ ﺑﺮﺍﺩﻩﻫﺎﻱ ﺁﻫﻦ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﺑﺴﻴﺎﺭ ﻧﺎﺯﻙ ﺭﻭﻱ ﻛﺎﻏﺬ‬
‫ﻭ ﻳﺎ ﺻﻔﺤﺔ ﺷﻴﺸﻪﻳﻰ ﺑﭙﺎﺷﻴﺪ‪.‬‬
‫‪ -3‬ﭼﻨﺪ ﺿﺮﺑﻪ ﺁﻫﺴــﺘﻪ ﺑﻪ ﺻﻔﺤﺔ ﺷﻴﺸﻪﻳﻰ ﻭ ﻳﺎ ﻛﺎﻏﺬ ﺑﺰﻧﻴﺪ ﻭ ﻣﺸﺎﻫﺪﻩ‬
‫ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﭼﻪ ﺗﻐﻴﻴﺮﻱ ﺩﺭ ﺑﺮﺍﺩﻩﻫﺎ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲﺁﻳﺪ‪ .‬ﻫﺮ ﮔﺮﻭپ ﻣﺸﺎﻫﺪﺍﺕ‬
‫ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﺪ‪.‬‬
‫ﺷﻜﻞ )‪(3-6‬‬
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‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺑﻪ ﻃﻮﺭ ﻣﻨﻈﻢ ﺍﺟﺮﺍء ﺷــﺪﻩ ﺑﺎﺷﺪ‪ ،‬ﻣﺘﻮﺟﻪ ﺧﻮﺍﻫﻴﺪ ﺷﺪ ﻛﻪ‬
‫ﺑﻪ ﺍﺛﺮ ﺗﺄﺛﻴﺮ ﺁﻫﻨﺮﺑﺎ‪ ،‬ﺑﺮﺍﺩﻩﻫﺎﻱ ﺁﻫﻦ ﺑﻪ ﺷﻜﻞ ﺧﻄﻮﻁ ﻣﻨﻈﻢ ﻣﻲ ﮔﺮﺩﺩ‪،‬‬
‫ﺍﻳﻦ ﺧﻄﻮﻁ‪ ،‬ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺧﻄﻮﻁ ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻲ ﻣﻲﻧﺎﻣﻨﺪ‪ .‬ﺗﺮﺍﻛﻢ ﺍﻳﻦ‬
‫ﺧﻄﻮﻁ ﻧﺸﺎﻥ ﺩﻫﻨﺪﺓ ﺷﺪﺕ ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻲ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﻧﺰﺩﻳﻜﻲ‬
‫ﻗﻄﺐ ﻫﺎﻱ ﻣﻘﻨﺎﻃﻴﺴــﻲ‪ ،‬ﺍﻳﻦ ﺧﻄﻮﻁ ﻣﺘﺮﺍﻛﻢ ﺗﺮ ﺑﻮﺩﻩ ﻭ ﺷﺪﺕ ﺳﺎﺣﺔ‬
‫ﻣﻘﻨﺎﻃﻴﺴﻲ‪ ،‬ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪.‬‬
‫ﺷﻜﻞ )‪(3-7‬‬
‫ﺧﻄﻮﻁ ﺳﺎﺣﺔ‬
‫ﻣﻘﻨﺎﻃﻴﺴﻰ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺁﻫﻨﺮﺑﺎﻱ ﻣﺼﻨﻮﻋﻲ ﺑﺴﺎﺯﻳﺪ؟‬
‫ﻣـﻮﺍﺩ ﻣـﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻣﻴﺦ ﻓــﻮﻻﺩﻱ ﻭ ﻳﺎ ﺁﻫﻨــﻲ ﻭ ﻳﻚ ﺁﻫﻨﺮﺑﺎﻱ‬
‫ﻣﻴﻠﻪﻳﻰ‪.‬‬
‫ﻣﻄﺎﺑﻖ ﺷﻜﻞ‪ ،‬ﺁﻫﻨﺮﺑﺎ ﺭﺍ ﭼﻨﺪ ﺑﺎﺭ ﺭﻭﻱ ﻣﻴﺦ ﻓﻮﻻﺩﻱ ﻃﻮﺭﻱ ﺑﻜﺸﻴﺪﻛﻪ‬
‫ﺍﺯ ﺭﺍﺳﺖ ﺑﻪ ﭼﭗ ﺑﻮﺩﻩ ﻭ ﺳﻤﺖ ﻛﺸﻴﺪﻥ ﻭ ﻳﺎ ﺣﺮﻛﺖ ﺁﻫﻨﺮﺑﺎ ﺭﻭﻱ ﻣﻴﺦ‬
‫ﻳﻜﺴــﺎﻥ ﺑﺎﺷﺪ‪ .‬ﺑﻌﺪﺍ ً ﺑﺮﺭﺳﻲ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﻣﻴﺦ ﻓﻮﻻﺩﻱ ﺩﺍﺭﺍﻱ ﺧﺎﺻﻴﺖ‬
‫ﻜﻞ )‪(3-8‬‬
‫ﺷﻜﻞ‬
‫ﺷﻜﻞ‬ ‫ﺁﻫﻨﺮﺑﺎﻳﻲ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﻳﺎ ﻧﻪ؟‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺁﻳﺎ ﻧﻮﻉ ﺩﻳﮕﺮ ﺁﻫﻨﺮﺑﺎﻱ ﻣﺼﻨﻮﻋﻲ ﺭﺍ ﻣﻲﺷﻨﺎﺳﻴﺪ؟‬
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 ‫ﺁﻫﻨﺮﺑﺎﻱ ﺑﺮﻗﻲ‬
‫ﺩﺭ ﺻﻨــﻒ ﭘﻨﺠﻢ ﺍﻧــﻮﺍﻉ ﺁﻫﻨﺮﺑﺎ )ﻃﺒﻴﻌــﻲ ﻭ ﻣﺼﻨﻮﻋﻲ( ﺭﺍ ﺩﺍﻧﺴــﺘﻴﺪ‪،‬‬
‫ﺁﻫﻨﺮﺑﺎﻱ ﺑﺮﻗﻲ ﺍﺯ ﺟﻤﻠﺔ ﺁﻫﻨﺮﺑﺎﻱ ﻣﺼﻨﻮﻋﻲ ﻣﻲ ﺑﺎﺷــﺪ‪ .‬ﺷــﻜﻞ ﻣﻘﺎﺑﻞ‬
‫ﺷﻜﻞ )‪ (3-9‬ﺁﻫﻦ ﺭﺑﺎﻯ ﺑﺮﻗﻰ‬ ‫ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻫﻨﺮﺑﺎﻱ ﺑﺮﻗﻲ ﺭﺍ ﻧﺸﺎﻥ ﻣﻴﺪﻫﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﻴﻢ ﺩﺍﺭﺍﻱ ﭘﻮﺵ ﻻﻛﻲ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ 20 :‬ﺗﺎ ‪ 30‬ﺳﺎﻧﺘﻲ ﻣﺘﺮ‬
‫ﺳﻴﻢ ﻣﺴﻲ ﭘﻮﺵ ﺩﺍﺭ ﻭ ﻳﺎ ﻻﻙ ﺩﺍﺭ‪ ،‬ﻳﻚ ﻣﻴﺦ ﺁﻫﻨﻲ ﻭ ﻳﺎ‬
‫ﻓﻮﻻﺩﻱ ﻭ ﻳﻚ ﺑﻄﺮﻱ ﺭﺍﺩﻳﻮ‪.‬‬
‫ﺳــﻴﻢ ﺭﺍ ﺑﻪ ﺩﻭﺭ ﻣﻴﺦ ﻓﻮﻻﺩﻱ ﺑــﻪ ﻃﻮﺭ ﻣﻨﻈﻢ ﭘﻴﭽﺎﻧﻴﺪﻩ‬
‫ﻭ ﺩﻭ ﺳــﺮ ﺳﻴﻢ ﺭﺍ ﺑﻪ ﺩﻭ ﻃﺮﻑ ﺑﻄﺮﻱ ﻭﺻﻞ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﻪ‬
‫ﺍﻳﻦ ﺳﺆﺍﻻﺕ ﺟﻮﺍﺏ ﺑﮕﻮﻳﻴﺪ‪:‬‬
‫‪ -1‬ﺁﻳﺎ ﻣﻴﺦ ﻓﻮﻻﺩﻱ ﺩﺍﺭﺍﻱ ﺧﺎﺻﻴﺖ ﻣﻘﻨﺎﻃﻴﺴــﻲ ﺷﺪﻩ‬
‫ﺍﺳﺖ؟‬
‫‪-2‬ﺍﮔﺮ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻗﻄﻊ ﺷﻮﺩ ﺑﺎﺯﻫﻢ ﻣﻴﺦ ﺩﺍﺭﺍﻱ ﺧﺎﺻﻴﺖ‬
‫ﺁﻫﻨﺮﺑﺎﻳﻲ ﺍﺳﺖ؟‬
‫ﺷﻜﻞ )‪(3-10‬‬
‫ﻧﺘﻴﺠﺔ ﻣﺸﺎﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺭﺍ ﺩﺭﺳــﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﺣﺘﻤﺎً ﻣﺸــﺎﻫﺪﻩ ﻧﻤﻮﺩﻩ ﺍﻳﺪ ﻛﻪ ﻣﻴﺦ ﻓﻮﻻﺩﻱ ﺑﺤﻴﺚ‬
‫ﻫﺴــﺘﻪ ﺩﺭ ﺩﺍﺧﻞ ﻛﻮﺍﻳﻞ‪ ،‬ﺧﺎﺻﻴﺖ ﺁﻫﻨﺮﺑﺎﻳﻲ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﮔﺮﻓﺘﻪ ﺍﺳــﺖ‪ ،‬ﭘﺲ ﻣﻲﺗﻮﺍﻥ ﺍﺩﻋﺎ ﻧﻤﻮﺩ‬
‫ﻛﻪ‪ :‬ﻫﺮﮔﺎﻩ ﺍﺯ ﺑﻴﻦ ﻳﻚ ﻛﻮﺍﻳﻞ ﻛﻪ ﺩﺍﺭﺍﻱ ﻫﺴــﺘﻪ ﺍﺳــﺖ‪ ،‬ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻋﺒﻮﺭ ﻧﻤﺎﻳﺪ‪ ،‬ﺁﻥ ﻛﻮﺍﻳﻞ ﺑﺎ‬
‫ﻫﺴﺘﻪ ﺑﻪ ﺁﻫﻨﺮﺑﺎ ﺗﺒﺪﻳﻞ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﻳﻚ ﺁﻫﻨﺮﺑﺎﻱ ﺧﻮﺏ ﺍﺯ ﻧﮕﺎﻩ ﻗﺪﺭﺕ‪ ،‬ﺍﺭﺗﺒﺎﻁ ﻣﺴﺘﻘﻴﻢ ﺑﻪ ﻋﻮﺍﻣﻞ ﺫﻳﻞ ﺩﺍﺭﺩ‪:‬‬
‫‪ -1‬ﺷﺪﺕ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺩﺭ ﻳﻚ ﺳﻴﻢ ﭘﻴﭻ‪.‬‬
‫‪ -2‬ﺑﻴﺸﺘﺮ ﺷﺪﻥ ﺗﻌﺪﺍﺩ ﺣﻠﻘﻪﻫﺎ‪.‬‬
‫‪ -3‬ﻧﻮﻋﻴﺖ ﻫﺴﺘﻪ‪.‬‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺳﻮﻡ‬
‫‪
t‬ﺳــﺎﺣﻪ ﻣﻘﻨﺎﻃﻴﺴــﻰ ﺁﻥ ﻓﻀﺎﻯ ﺍﻃﺮﺍﻑ ﺁﻫﻨﺮﺑﺎ ﺍﺳــﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﻗﻮﻩ ﻣﻘﻨﺎﻃﺴــﻰ ﻋﻤﻞ ﻣﻰ‬
‫ﻛﻨﺪ‪.‬‬
‫‪
t‬ﻫﺮﮔﺎﻩ ﺩﺭ ﺍﻃﺮﺍﻑ ﺁﻫﻨﺮﺑﺎ ﺑﺮﺍﺩﻩ ﻫﺎﻯ ﺁﻫﻦ ﺭﺍ ﺑﺮﻳﺰﻳﻢ ﺑﻪ ﺷﻜﻞ ﺧﻄﻮﻁ‪ ،‬ﻣﻨﻈﻢ ﻣﻰ ﺷﻮﺩ ﻛﻪ ﺍﻳﻦ‬
‫ﺧﻄﻮﻁ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺧﻄﻮﻁ ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ ﻣﻴﻨﺎﻣﻨﺪ‪.‬‬
‫‪
t‬ﻫﺮﮔﺎﻩ ﺍﺯ ﺑﻴﻦ ﻳﻚ ﻛﻮﺍﻳﻞ ﻛﻪ ﺩﺍﺭﺍﻯ ﻫﺴــﺘﺔ ﺁﻫﻨﻰ ﺍﺳﺖ‪ ،‬ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻋﺒﻮﺭ ﻧﻤﺎﻳﺪ ﺁﻥ ﻛﻮﺍﻳﻞ‬
‫ﻫﺴﺘﻪ ﺩﺍﺭ ﺑﻪ ﺁﻫﻨﺮﺑﺎ ﺗﺒﺪﻳﻞ ﻣﻰ ﺷﻮﺩ‪.‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺳﻮﻡ‬
‫‪ -1‬ﭼﻨﺪ ﻣﻮﺭﺩ ﺭﺍ ﺫﻛﺮ ﻛﻨﻴﺪ ﻛﻪ ﺍﺯ ﺁﻫﻨﺮﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ -2‬ﺁﻳﺎ ﺁﻫﻨﺮﺑﺎ ﺗﻤﺎﻡ ﻓﻠﺰﺍﺕ ﺭﺍ ﺟﺬﺏ ﻣﻰ ﻧﻤﺎﻳﺪ ؟ ﭼﺮﺍ؟ ﺩﻻﻳﻞ ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -3‬ﺗﺮﺍﻛﻢ ﺧﻄﻮﻁ ﻣﻘﻨﺎﻃﻴﺴﻰ ﺩﺭ ﺍﻃﺮﺍﻑ ﻣﻘﻨﺎﻃﻴﺲ ﭼﻪ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ؟‬
‫‪ -4‬ﺁﻳﺎ ﻗﺪﺭﺕ ﺁﻫﻨﺮﺑﺎﻯ ﺑﺮﻗﻰ ﺑﺴﺘﻪ ﮔﻰ ﺑﻪ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺩﺍﺭﺩ؟‬
‫‪ -5‬ﺍﮔــﺮ ﺩﺭ ﺍﻃــﺮﺍﻑ ‪ ...................‬ﻗﻄﺐ ﻧﻤﺎﻳﻰ ﻗــﺮﺍﺭ ﮔﻴﺮﺩ ﺑﺎﻻﻯ ﻗﻄﺐ ﻧﻤــﺎ ‪ ........................‬ﻭﺍﺭﺩ‬
‫ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺑﻪ ﺩﻭﺭ ﺟﻮﺍﺏ ﺻﺤﻴﺢ ﺩﺍﻳﺮﻩ ﺑﻜﺸﻴﺪ‬
‫‪ -6‬ﺷﺪﺕ ﺳﺎﺣﻪ ﺩﺭ ﻛﺪﺍﻡ ﺣﺼﺔ ﻣﻴﻠﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ ﻛﻢ ﺍﺳﺖ‪.‬‬
‫ﺍﻟﻒ‪ :‬ﻗﻄﺐ ﺷﻤﺎﻝ ﻣﻴﻠﻪ‬
‫ﺏ‪ :‬ﻗﻄﺐ ﺟﻨﻮﺏ ﻣﻴﻠﻪ‬
‫ﺝ‪ :‬ﻭﺳﻂ ﻣﻴﻠﻪ‬
‫ﺩ‪ :‬ﻗﻄﺐ ﻫﺎﻯ ﺷﻤﺎﻝ ﻭ ﺟﻨﻮﺏ ﻣﻴﻠﻪ‬
‫‪ -7‬ﻫﺮ ﮔﺎﻩ ﺍﺯ ﺑﻴﻦ ﻳﻚ ﻛﻮﺍﻳﻞ ﻛﻪ ﺩﺍﺭﻯ ﻫﺴﺘﻪ ﺍﺳﺖ‪ ،‬ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻋﺒﻮﺭ ﻧﻤﺎﻳﺪ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﺗﻨﻬﺎ ﻛﻮﺍﻳﻞ ﺑﻪ ﺁﻫﻨﺮﺑﺎ ﺗﺒﺪﻳﻞ ﻣﻴﺸﻮﺩ‪.‬‬
‫ﺏ‪ :‬ﻓﻘﻂ ﻫﺴﺘﻪ ﺩﺍﺭﺍﻯ ﺧﺎﺻﻴﺖ ﻣﻘﻨﺎﻃﻴﺴﻰ ﻣﻴﺸﻮﺩ‪.‬‬
‫ﺝ‪ :‬ﻣﻴﺦ ﻳﺎ ﻫﺴﺘﺔ ﻓﻮﻻﺩﻯ ﺑﻪ ﺁﻫﻨﺮﺑﺎﻯ ﺩﺍﻳﻤﻰ ﺗﺒﺪﻳﻞ ﻣﻴﺸﻮﺩ‪.‬‬
‫ﺩ‪ :‬ﻛﻮﺍﻳﻞ ﺑﺎ ﻫﺴﺘﻪ ﺑﻪ ﺁﻫﻨﺮﺑﺎ ﺗﺒﺪﻳﻞ ﻣﻴﺸﻮﺩ‪.‬‬
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 ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬
‫ﺑﺮﻕ ﺳﺎﻛﻦ‬
‫ﺑﻴﺎﺩ ﺑﻴﺎﻭﺭﻳﺪ ﻛﻪ ﺷــﻤﺎ ﺩﺭ ﺻﻨﻒ ﭘﻨﺠﻢ ﻣﻌﻠﻮﻣﺎﺗﻰ ﺩﺭﺑﺎﺭﺓ ﺑﺮﻕ ﺳــﺎﻛﻦ‬
‫ﺑﻪ ﺩﺳــﺖ ﺁﻭﺭﺩﻩ ﺑﻮﺩﻳﺪ‪ .‬ﺣﺎﻻ ﺑﻪ ﺍﻳﻦ ﺳــﺆﺍﻝ ﺟﻮﺍﺏ ﺑﺪﻫﻴﺪ ﻛﻪ ﮔﺎﻫﻲ‬
‫ﻣﺘﻮﺟﻪ ﺻﺪﺍﻱ ﺗﺮﻕ ﻭ ﺗﺮﻕ ﻭ ﺟﺮﻗﻪﻫﺎ ﻳﻲ ﺩﺭ ﻟﺒﺎﺱﻫﺎﻱ ﭘﺸﻤﻲ ﻫﻨﮕﺎﻡ‬
‫ﭘﻮﺷﻴﺪﻥ ﻳﺎ ﺷﺎﻧﻪ ﻛﺮﺩﻥ ﻣﻮﻫﺎﻱ ﺗﺎﻥ ﺷﺪﻩﺍﻳﺪ؟‬
‫ﭼﻪ ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪ ﻋﺎﻣﻞ ﺍﻳﻦ ﺣﺎﺩﺛﻪ ﭼﻪ ﺍﺳﺖ؟‬
‫ﺁﻳﺎ ﻣﻮﺿﻮﻋﺎﺗﻲ ﻫﻤﭽﻮﻥ ﭼﺎﺭﺝ ﺑﺮﻗﻲ‪ ،‬ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ‪ ،‬ﺳــﺎﺣﺔ ﺑﺮﻗﻲ‪،‬‬
‫ﻧﻘﺶ ﺍﻟﻜﺘﺮﻭﻧﻬﺎ ﺩﺭ ﺑﺮﻗﻰ ﺳــﺎﺧﺘﻦ ﺍﺟﺴــﺎﻡ ﻭ ﺭﻋــﺪ ﻭ ﺑﺮﻕ ﺩﺭ ﺟﻮ ﺭﺍ‬
‫ﻣﻲﺩﺍﻧﻴﺪ؟‬
‫ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺑﺎ ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺁﺷــﻨﺎ ﻣﻲﺷــﻮﻳﺪ ﻭ ﺑﻪ ﺳــﺆﺍﻻﺕ ﻓﻮﻕ‬
‫ﺟﻮﺍﺏ ﺩﺍﺩﻩ ﺧﻮﺍﻫﺪﺷﺪ‪.‬‬
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 ‫ﭼﺎﺭﺝ ﺑﺮﻗﻲ‬
‫ﺩﺭ ﺻﻨﻒ ﭘﻨﺠﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺨﺘﺼﺮ ﺩﺭﺑﺎﺭﺓ ﺑﺮﻕ ﺳﺎﻛﻦ ﻭ ﺳﺎﺧﺘﻤﺎﻥ ﺍﺗﻮﻡ ﻭ‬
‫ﺩﺭ ﻛﻴﻤﻴﺎﻯ ﺻﻨﻒ ﻫﻔﺘﻢ ﻫﻢ ﺩﺭﺑﺎﺭﺓ ﺍﺗﻮﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻻﺯﻡ ﺣﺎﺻﻞ ﻧﻤﻮﺩﻳﺪ‪.‬‬
‫ﭼــﻪ ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪ؟ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﭼﻘﺪﺭ ﻣﻲ ﺩﺍﻧﻴﺪ؟ ﭼﺎﺭﺟﻬﺎﻱ ﺑﺮﻗﻲ ﭼﻪ‬
‫ﻣﻲﺑﺎﺷﻨﺪ؟ ﺑﺮﺍﻱ ﺩﺭﻙ ﺑﻬﺘﺮ ﺑﻴﺎﻳﻴﺪ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻴﻢ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻳﻚ ﺷــﺎﻧﺔ ﻣﻮﻱ ‪ ،‬ﺗﻜﻪﻫﺎﻱ ﻛﻮﭼﻚ ﻛﺎﻏﺬ ﻭ‬
‫ﭘﺎﺭﭼﺔ ﭘﺸﻤﻲ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ -1 :‬ﺍﺑﺘﺪﺍ ﺷﺎﻧﻪ ﺭﺍ ﺑﻪ ﭘﺎﺭﭼﺔﻫﺎﻱ ﻛﺎﻏﺬ ﻧﺰﺩﻳﻚ ﻧﻤﻮﺩﻩ ﻭ‬
‫ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﭼﻪ ﺗﺄﺛﻴﺮﻱ ﺑﺎﻻﻱ ﺁﻥﻫﺎ ﻭﺍﺭﺩ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬
‫‪ -2‬ﺍﻳﻦ ﺑﺎﺭ ﺷــﺎﻧﻪ ﺭﺍ ﺑﺎ ﺗﻜﺔ ﭘﺸــﻤﻲ ﺧﻮﺏ ﻣﺎﻟﺶ ﺑﺪﻫﻴﺪ ﻭ ﺳــﭙﺲ‬
‫ﺁﻥ ﺭﺍ ﺑﻪ ﭘﺎﺭﭼﺔﻫﺎﻱ ﻛﺎﻏﺬ ﻧﺰﺩﻳﻚ ﻧﻤﺎﻳﻴﺪ‪ .‬ﭼﻪ ﭼﻴﺰﻯ ﺭﺍ ﻣﺸــﺎﻫﺪﻩ‬
‫ﻣﻰﻛﻨﻴﺪ؟ ﭼﺮﺍ ﭼﻨﻴﻦ ﺍﺗﻔﺎﻕ ﻣﻰ ﺍﻓﺘﺪ؟‬
‫ﺷﻜﻞ )‪(4-1‬‬
‫ﻣﺸــﺎﻫﺪﻩ ﻧﻤﻮﺩﻳﺪ ﻛﻪ ﺷﺎﻧﻪ ﺑﻌﺪ ﺍﺯ ﻣﺎﻟﺶ ﺑﺎ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻲ‪ ،‬ﭘﺎﺭﭼﻪﻫﺎﻱ‬
‫ﻛﺎﻏﺬ ﺭﺍ ﺟﺬﺏ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬ﺷﻤﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﻛﻪ ﺍﺟﺴﺎﻡ ﺍﺯ ﺍﺗﻮﻡﻫﺎ )‪(Atom‬‬
‫ﺗﺸــﻜﻴﻞ ﮔﺮﺩﻳﺪﻩ ﻭ ﻫﺮ ﺍﺗﻮﻡ ﺍﺯ ﻫﺴــﺘﻪ ﻛﻪ ﺩﺭ ﻣﺮﻛــﺰ ﺍﺗﻮﻡ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ‬
‫ﺍﻟﻜﺘﺮﻭﻧﻬﺎ ﻛﻪ ﺩﺭﻣﺪﺍﺭﻫﺎ ﻳﻲ ﺑﺪﻭﺭ ﻫﺴﺘﻪ ﻣﻲﭼﺮﺧﻨﺪ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﻫﺴﺘﺔ ﺍﺗﻮﻡ ﺫﺭﺍﺗﻲ ﺑﻪ ﻧﺎﻡ ﭘﺮﻭﺗﻮﻥ )‪ (P‬ﻛﻪ ﺩﺍﺭﺍﻱ ﭼﺎﺭﺝ ﻣﺜﺒﺖ ﺍﺳﺖ‬
‫ﻭ ﺩﺭ ﻣﺪﺍﺭ ﺍﺗﻮﻡ ﺫﺭﺍﺗﻲ ﺑﻪ ﻧﺎﻡ ﺍﻟﻜﺘﺮﻭﻥ)‪ (e‬ﻛﻪ ﺩﺍﺭﺍﻱ ﭼﺎﺭﺝ ﻣﻨﻔﻲ ﺍﺳﺖ‬
‫ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺩﺭ ﺣﺎﻟــﺖ ﻋﺎﺩﻱ ﺗﻌﺪﺍﺩ ﭘﺮﻭﺗﻮﻥﻫﺎ ﻭ ﺍﻟﻜﺘﺮﻭﻥﻫﺎﻱ ﺍﺗﻮﻡ ﺑﺎ ﻫﻢ ﻣﺴــﺎﻭﻱ‬
‫ﻣﻲﺑﺎﺷــﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺍﺗﻮﻡﻫﺎ ﺧﻨﺜﻲ ﺑــﻮﺩﻩ ﻭ ﺩﺍﺭﺍﻱ ﭼﺎﺭﺝ ﺑﺮﻗﻲ‬
‫ﻧﻤﻲﺑﺎﺷــﻨﺪ‪ .‬ﻫﺮﮔﺎﻩ ﺑــﻪ ﺍﺛﺮ ﺗﻤﺎﺱ ﻳﺎ ﻣﺎﻟﺶ‪ ،‬ﻳﻚ ﺍﻟﻜﺘــﺮﻭﻥ ﺍﺯ ﺍﺗﻮﻡ ﺩﺭ‬
‫ﺍﺟﺴــﺎﻡ ﻛﻢ ﻭ ﻳﺎ ﺯﻳﺎﺩ ﺷﻮﺩ‪ ،‬ﺩﺭﺁﻥ ﺟﺴــﻢ ﻣﻘﺪﺍﺭﻱ ﺑﺮﻕ ﺳﺎﻛﻦ ﺑﻮﺟﻮﺩ‬
‫ﻣﻲﺁﻳــﺪ‪ .‬ﻳﻌﻨﻲ ﺍﮔﺮ ﻣﻮﺍﺯﻧﻪ ﺑﻴﻦ ﺗﻌﺪﺍﺩ ﭘﺮﻭﺗﻮﻥﻫــﺎ ﻭ ﺍﻟﻜﺘﺮﻭﻥﻫﺎﻱ ﺍﺗﻮﻡ‬
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 ‫ﺑﺮ ﻫﻢ ﺑﺨﻮﺭﺩ‪ ،‬ﺍﺗﻮﻡﻫﺎﻱ ﺍﺟﺴــﺎﻡ ﺩﺍﺭﺍﻱ ﭼﺎﺭﺝ ﺑﺮﻗﻲ ﻣﻲﺷﻮﻧﺪ ﻭ ﮔﻔﺘﻪ‬
‫ﻣﻲﺷﻮﺩ ﻛﻪ ﺟﺴﻢ ﭼﺎﺭﺟﺪﺍﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺟﺴــﺎﻣﻰ ﻛﻪ ﭼﺎﺭﺟﺪﺍﺭ ﻣﻲ ﮔﺮﺩﻧﺪ‪ ،‬ﺑﺮﺧﻲ ﺫﺭﺍﺕ ﻛﻮﭼﻚ ﻭ ﺳﺒﻚ ﺭﺍ‬
‫ﺟﺬﺏ ﻣﻲﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﭼﺎﺭﺝ ﻛﺮﺩﻥ ﻳﻚ ﺟﺴﻢ‪ :‬ﺑﺮﺍﻱ ﺩﺭﻙ ﺑﻬﺘﺮ ﻣﻔﻬﻮﻡ ﭼﺎﺭﺝ ﻛﺮﺩﻥ ﻳﻚ‬
‫ﺟﺴﻢ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻴﺪﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻲ ﻭ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ‪ ،‬ﻳﺎ ﻣﻴﻠﺔ ﻣﺼﺎﻟﻪ ﻳﻰ ﻳﺎ ﭘﻼﺳﺘﻴﻜﻰ ﻭ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻲ ﻭ ﺗﻮﺗﻪﻫﺎﻱ‬
‫ﻛﺎﻏﺬ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ :‬ﻣﻴﻠﺔ ﺷﻴﺸﻪﻳﻲ ﻭ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ ﺭﺍ ﺑﺎ ﻫﻢ ﻣﺎﻟﺶ ﺑﺪﻫﻴﺪ‪ .‬ﺍﮔﺮ ﻣﻴﻠﺔ ﺷﻴﺸﻪﻳﻲ ﻭ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ ﻧﺒﺎﺷﺪ‪،‬‬
‫ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﻭ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻲ ﺭﺍ ﺑﺎ ﻫﻢ ﻣﺎﻟﺶ ﺑﺪﻫﻴﺪ ﻭ ﺑﻪ ﺫﺭﺍﺕ ﻛﺎﻏﺬ ﻧﺰﺩﻳﻚ ﻧﻤﺎﻳﻴﺪ ﻭ ﻣﺸﺎﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺻﻨﻒ‬
‫ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﺍﺟﺮﺍﻱ ﻓﻌﺎﻟﻴﺖ ﻣﺘﻮﺟﻪ ﺧﻮﺍﻫﻴﺪ ﺷﺪ ﻛﻪ ﻣﻴﻠﺔ ﺷﻴﺸﻪﻳﻰ ﻭ ﭘﺎﺭﭼﺔ‬
‫ﺍﺑﺮﻳﺸــﻤﻲ ﻫﺮ ﺩﻭ ﭼﺎﺭﺝ ﺩﺍﺭ ﺷــﺪﻩ ﻭ ﺫﺭﺍﺕ ﻛﺎﻏﺬ ﺭﺍ ﺟﺬﺏ ﻣﻲﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻧﺘﻴﺠﻪ ﮔﺮﻓﺘﻪ ﻣﻲﺷــﻮﺩ ﻛﻪ ﻫﺮﮔﺎﻩ ﺩﻭ ﺟﺴــﻢ ﺑﺎ ﻫﻢ ﻣﺎﻟﺶ ﺩﺍﺩﻩ ﺷﻮﺩ‪،‬‬
‫ﻳــﻚ ﺗﻌﺪﺍﺩ ﺍﻟﻜﺘﺮﻭﻥ ﺍﺯ ﻳﻚ ﺟﺴــﻢ ﺑﻪ ﺟﺴــﻢ ﺩﻳﮕﺮ ﺍﻧﺘﻘــﺎﻝ ﻧﻤﻮﺩﻩ ﻭ‬
‫ﺍﺟﺴﺎﻡ ﭼﺎﺭﺟﺪﺍﺭ ﻣﻲﺷﻮﻧﺪ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳـﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻣﻴﻠﺔ ﺷﻴﺸــﻪ ﻳﻲ‪ ،‬ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ ﻭ ﺍﻟﻜﺘﺮﻭﻣﺘﺮ )ﺁﻟﻪﺍﻱ ﻛﻪ ﻭﺟﻮﺩ ﭼﺎﺭﺝ ﺭﺍ ﻧﺸﺎﻥ‬
‫ﻣﻰ ﺩﻫﺪ( ﻭﻳﺎ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ :‬ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻲ ﺭﺍ ﺑﻪ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ ﻣﺎﻟﺶ ﺩﺍﺩﻩ ﻭ ﺑﻌﺪﺍ ً ﺑﻪ ﺍﻟﻜﺘﺮﻭﻣﺘﺮ ﻧﺰﺩﻳﻚ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺩﻓﻌــﺔ ﺩﻳﮕﺮ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸــﻤﻲ ﺭﺍﺁﻫﺴــﺘﻪ ﺑﻪ ﺍﻟﻜﺘﺮﻭﻣﺘﺮ ﻧﺰﺩﻳــﻚ ﻛﻨﻴﺪ ﻭ ﺩﺭ ﻫﺮ ﺩﻓﻌﻪ ﻣﺘﻮﺟــﻪ ﻋﻜﺲ ﺍﻟﻌﻤﻞ ﻋﻘﺮﺑﺔ‬
‫ﺍﻟﻜﺘﺮﻭﻣﺘﺮ ﺑﻮﺩﻩ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺩﺭ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (4-2‬ﺍﻟﻜﺘﺮﻭﻣﺘﺮ‬
‫ﻣﺘﻮﺟــﻪ ﺧﻮﺍﻫﻴﺪ ﺷــﺪ ﻛﻪ ﺑﺎ ﻧﺰﺩﻳﻚ ﻛﺮﺩﻥ ﻣﻴﻠﺔ ﺷﻴﺸــﻪ ﻳﻲ ﻭ ﭘﺎﺭﭼﺔ‬
‫ﺍﺑﺮﻳﺸــﻤﻲ ﺑﻪ ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﻣﺘﺮ‪ ،‬ﺍﻟﻜﺘﺮﻭﻣﺘﺮ ﺩﺭ ﻣﻘﺎﺑﻞ ﻫﺮ ﻳﻚ ﻋﻜﺲ‬
‫ﺍﻟﻌﻤﻞ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‪ .‬ﺑﻨﺎ ﺑﺮ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ﻛﻪ ﻫﺮﮔﺎﻩ ﺩﻭ ﺟﺴﻢ‬
‫ﺑﺎ ﻫﻢ ﻣﺎﻟﺶ ﺩﺍﺩﻩ ﺷﻮﺩ ‪ ،‬ﻫﺮ ﺩﻭ ﺟﺴﻢ ‪ ،‬ﭼﺎﺭﺟﺪﺍﺭ ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻲ ﻭ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ ﺑﻪ ﺍﺛﺮ ﻛﺪﺍﻡ ﻋﺎﻣﻞ ﭼﺎﺭﺝ ﺩﺍﺭ ﮔﺮﺩﻳﺪ؟‬
‫‪ -2‬ﺍﮔﺮ ﺑﻪ ﺟﺎﻱ ﻣﻴﻠﺔ ﺷﻴﺸــﻪﻳﻲ ﻭ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸــﻤﻲ ﺍﺯ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﻭ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﺎﻳﻴﺪ؛ ﻧﺘﻴﺠﻪ‬
‫ﭼﻪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ؟‬
‫ﺩﻭ ﻧﻮﻉ ﭼﺎﺭﺝ‪ :‬ﺩﺭ ﺩﺭﺱ ﻗﺒﻠﻲ ﻣﻄﺎﻟﻌﻪ ﻛﺮﺩﻳﺪ ﻛﻪ ﻫﺮﮔﺎﻩ ﺩﻭ ﺟﺴﻢ ﺑﻪ‬
‫ﻫﻤﺪﻳﮕﺮ ﻣﺎﻟﺶ ﺩﺍﺩﻩ ﺷــﻮﻧﺪ‪ ،‬ﻫﺮ ﺩﻭ ﭼﺎﺭﺟﺪﺍﺭ ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﻨﺪ‬
‫ﺍﺷﻴﺎﻱ ﺩﻳﮕﺮ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﺟﺬﺏ ﻧﻤﺎﻳﻨﺪ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳـﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺩﻭ ﻣﻴﻠﺔ ﭘﻼﺳــﺘﻴﻜﻰ‪ ،‬ﻳﻚ ﻣﻴﻠﺔ ﺷﻴﺸــﻪﻳﻲ‪ ،‬ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ‪ ،‬ﭘﺎﺭﭼﺔ ﭘﺸﻤﻲ‪ ،‬ﺗﺎﺭ ﻭ‬
‫ﭘﺎﻳﻪ ﺑﺎ ﻗﺎﻋﺪﻩ‪.‬‬
‫ﺍﻭﻝ ﻫﺮﺩﻭﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺭﺍ ﺑﺎ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ ﻣﺎﻟﺶ ﺑﺪﻫﻴﺪ ﺗﺎ ﭼﺎﺭﺟﺪﺍﺭ ﮔﺮﺩﻧﺪ ﻭ ﺑﻌﺪ ﻳﻜﻲ ﺍﺯ ﻣﻴﻠﻪﻫﺎ ﺭﺍ ﺁﻭﻳﺰﺍﻥ ﻭ ﻣﻴﻠﺔ‬
‫ﺩﻳﮕﺮ ﺁﻥ ﺭﺍ ﺑﻪ ﺍﻭﻟﻲ ﻣﻄﺎﺑﻖ ﺷــﻜﻞ )ﺍﻟﻒ( ﻧﺰﺩﻳﻚ ﺳــﺎﺧﺘﻪ ﻭﻧﺘﻴﺠﻪ ﺭﺍ ﻳﺎﺩﺩﺍﺷــﺖ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺍﻛﻨﻮﻥ ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﺭﺍ ﺑﺎ‬
‫ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻲ ﻣﺎﻟﺶ ﺩﻫﻴﺪ ﺗﺎ ﭼﺎﺭﺟﺪﺍﺭ ﮔﺮﺩﺩ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﻣﻄﺎﺑﻖ ﺷﻜﻞ )ﺏ( ﻧﺰﺩﻳﻚ ﺳﺎﺯﻳﺪ ﻭ ﺁﻧﭽﻪ‬
‫ﻭﺍﻗﻊ ﻣﻲﺷﻮﺩ ﻳﺎﺩﺩﺍﺷﺖ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ‬ ‫ﻣﻴﻠﻪ ﻫﺎﻯ ﭘﻼﺳﺘﻴﻜﻰ‬
‫ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﭼﺎﺭﺟﺪﺍﺭ‬ ‫ﭼﺎﺭﺝ ﺷﺪﻩ‬
‫)ﺍﻟﻒ(‬
‫)ﺏ( ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﻭ‬
‫ﭘﻼﺳﺘﻴﻜﻰ ﭼﺎﺭﺝ ﺷﺪﻩ‬ ‫ﺷﻜﻞ )‪ (4-3‬ﺁﺯﻣﺎﻳﺶ ﺩﻭﻧﻮﻉ ﭼﺎﺭﺝ ﺑﺎ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﻭ ﺷﻴﺸﻪ ﺋﻰ‬
‫ﻣﺘﻮﺟﻪ ﺧﻮﺍﻫﻴﺪ ﺷﺪ ﻛﻪ ﺩﻭ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺑﺨﺎﻃﺮ ﺩﺍﺷﺘﻦ ﭼﺎﺭﺝﻫﺎﻱ‬
‫ﻫﻤﻨﻮﻉ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺩﻓﻊ ﻣﻲﻧﻤﺎﻳﻨﺪ ﻭ ﻣﻴﻠﻪﻫﺎﻱ ﭘﻼﺳﺘﻴﻜﻰ ﻭ ﺷﻴﺸﻪ ﻳﻰ‬
‫ﺑﻪ ﺳﺒﺐ ﺩﺍﺷﺘﻦ ﭼﺎﺭﺝﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺟﺬﺏ ﻣﻲﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﺩﻓﻊ ﻭ ﺟﺬﺏ ﺑﺴﺘﻪ ﮔﻰ ﺑﻪ ﻧﻮﻉ ﭼﺎﺭﺝ ﺟﺴﻢ ﻭﺫﺭﻩ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺻﻮﺭﺗﻰ‬
‫ﻛــﻪ ﻣﻘﺪﺍﺭ ﭼﺎﺭﺟﻬــﺎ ﺗﻐﻴﻴﺮ ﻧﻪ ﻛﻨﺪ‪ ،‬ﻫﺮ ﻗﺪﺭ ﻓﺎﺻﻠﻪ ﻛﻢ ﺗﺮ ﺑﺎﺷــﺪ‪ ،‬ﻗﻮﺓ‬
‫ﺑﺮﻗﻰ ﺯﻳﺎﺩ ﺑﻮﺩﻩ ﻭﻫﺮ ﻗﺪﺭ ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﺟﺴــﻢ ﻭ ﺫﺭﻩ ﺯﻳﺎﺩ ﺑﺎﺷﺪ‪،‬ﻗﻮﺓﺑﺮﻗﻰ‬
‫ﻛﻢ ﻣﻰ ﺑﺎﺷﺪ‬
‫ﺍﺟﺴــﺎﻣﻲ ﻛﻪ ﺑــﻪ ﺍﺛﺮ ﻋﻮﺍﻣﻠــﻰ‪ ،‬ﺍﻟﻜﺘﺮﻭﻥ ﺍﺯ ﺩﺳــﺖ ﻣﻲﺩﻫﻨــﺪ ﺗﻌﺪﺍﺩ‬
‫ﭘﺮﻭﺗﻮﻥﻫﺎﻱ ﺁﻥﻫــﺎ ﺯﻳﺎﺩ ﺗﺮ ﺍﺯ ﺍﻟﻜﺘﺮﻭﻥ ﮔﺮﺩﻳﺪﻩ ﻭ ﺩﺍﺭﺍﻱ ﭼﺎﺭﺝ ﻣﺜﺒﺖ‬
‫ﻣﻲ ﮔﺮﺩﻧﺪ‪ .‬ﺁﻥ ﺍﺟﺴــﺎﻣﻲ ﻛﻪ ﺍﻟﻜﺘﺮﻭﻥ ﻣﻲﮔﻴﺮﻧــﺪ‪ ،‬ﺗﻌﺪﺍﺩ ﺍﻟﻜﺘﺮﻭﻥ ﻫﺎ‬
‫ﻧﺴﺒﺖ ﺑﻪ ﭘﺮﻭﺗﻮﻥ ﻫﺎ ﺯﻳﺎﺩ ﮔﺮﺩﻳﺪﻩ ﻭ ﺩﺍﺭﺍﻱ ﭼﺎﺭﺝ ﻣﻨﻔﻲ ﻣﻲﮔﺮﺩﻧﺪ‪.‬‬
‫ﭼﺎﺭﺝ ﺍﺯ ﻃﺮﻳﻖ ﺗﻤﺎﺱ‬
‫ﺩﺭ ﺩﺭﺱ ﻗﺒﻠﻲ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩﻳﻢ ﻛﻪ ﺩﻭ ﺟﺴــﻢ ﺑﻪ ﺍﺛﺮ ﻣﺎﻟﺶ ﺑﺎ ﻫﻤﺪﻳﮕﺮ‬
‫ﭼﺎﺭﺟﺪﺍﺭ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫ﺁﻳﺎ ﻣﻴﺘﻮﺍﻥ ﺑﻪ ﺍﺛﺮ ﺗﻤﺎﺱ‪ ،‬ﺩﻭ ﺟﺴﻢ ﻓﻠﺰﻱ ﺭﺍ ﭼﺎﺭﺟﺪﺍﺭ ﻧﻤﻮﺩ؟‬
‫ﺑﺮﺍﻱ ﺩﺭﻳﺎﻓﺖ ﭘﺎﺳﺦ ﺑﻪ ﺍﻳﻦ ﺳﺆﺍﻝ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻴﻢ‪:‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ‪ ،‬ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ ‪،‬ﻳﻚ ﻛﺮﺓ ﻓﻠﺰﻯ ﻛﻮﭼﻚ ﺑﺎ ﭘﺎﻳﺔ ﻋﺎﻳﻖ ﻭﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ -1 :‬ﻛﺮﺓ ﻓﻠﺰﻯ ﻛﻮﭼﻚ ﺭﺍ ﺑﺎ ﺩﺳــﺖ ﻟﻤﺲ ﻛﺮﺩﻩ ﻭﺑﻪ‬
‫ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ‬
‫ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﻧﺰﺩﻳﻚ ﻛﻨﻴﺪ ‪،‬ﻣﺸﺎﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ‬
‫ﻛﺮﺓ ﻓﻠﺰﻯ‬ ‫ﻛﻨﻴﺪ ‪.‬‬
‫‪ -2‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺭﺍ ﺑﺎ ﭘﺎﺭﭼﻪ ﻣﺎﻟﺶ ﺩﻫﻴﺪ ﺗﺎ ﭼﺎﺭﺝ ﺩﺍﺭ ﺷﻮﺩ‪.‬‬
‫‪ -3‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺭﺍ ﺑﺮ ﺭﻭﻯ ﻛﺮﺓ ﻓﻠﺰﻯ ﺑﻜﺸﻴﺪ ‪.‬‬
‫‪ -4‬ﻛﺮﺓﻓﻠــﺰﻯ ﺭﺍ ﺑــﻪ ﻛﻼﻫــﻚ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﻧﺰﺩﻳــﻚ ﻛــﺮﺩﻩ‬
‫ﻭﻋﻜــﺲ ﺍﻟﻌﻤــﻞ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﺭﺍ ﻣﺸــﺎﻫﺪﻩ ﻛﻨﻴــﺪ‪ .‬ﺁﻳــﺎ‬
‫ﺷﻜﻞ )‪ (4-4‬ﭼﺎﺭﺝ ﺩﺍﺭ ﺷﺪﻥ ﻳﻚ ﺟﺴﻢ ﺑﻪ ﻃﺮﻳﻘﺔ ﺗﻤﺎﺱ‬
‫ﻭﺭﻗﻪ ﻫﺎﻯ ﻓﻠﺰﻯ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺗﻐﻴﻴﺮ ﻣﻴﻜﻨﺪ؟ ﭼﺮﺍ ؟‬
‫ﺩﺭ ﻋﻤﻞ ﻣﺸﺎﻫﺪﻩ ﻧﻤﻮﺩﻳﺪ ﻛﻪ ﺩﻭ ﺟﺴﻢ ﻓﻠﺰﻱ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﻪ ﺍﺛﺮ ﺗﻤﺎﺱ‬
‫ﭼﺎﺭﺟــﺪﺍﺭ ﮔﺮﺩﻧــﺪ‪ ،‬ﺩﺭ ﺻﻮﺭﺗﻲ ﻛﻪ ﺗﻌﺪﺍﺩ ﭼﺎﺭﺟﻬﺎ ﺑﻴﻦ ﺍﻳﻦ ﺩﻭ ﺟﺴــﻢ‬
‫ﻣﺘﻔﺎﻭﺕ ﺑﺎﺷﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﭼﺮﺍ ﺯﻳﺮ ﺗﺎﻧﻜﺮﻫﺎﻱ ﻣﺨﺼﻮﺹ ﺣﻤﻞ ﻣﻮﺍﺩ ﺳﻮﺧﺖ ﺯﻧﺠﻴﺮ ﺁﻭﻳﺰﺍﻥ ﻣﻲﻛﻨﻨﺪ؟‬
‫‪ -2‬ﺑﺮﻗﺪﺍﺭ ﺷﺪﻥ ﺍﺟﺴﺎﻡ ﻓﻠﺰﻱ ﺭﺍ ﺑﻪ ﺍﺛﺮ ﺗﻤﺎﺱ ﺑﻴﺎﻥ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﻛﻼﻫﻚ‬ ‫ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‬
‫ﻣﻴﻠﺔ ﺑﺮﻧﺠﻰ‬
‫ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺁﻟﺔ ﺣﺴﺎﺳﻰ ﺍﺳﺖ ﻛﻪ ﺗﻮﺳﻂ‬
‫ﺁﻥ ﻣﻮﺟﻮﺩﻳﺖ ﻣﻘﺪﺍﺭ ﻛﻢ ﺑﺮﻕ ﺳــﺎ ﻛﻦ ﺭﺍ ﺩﺭ‬
‫ﻳﻚ ﺟﺴﻢ ﻣﻌﻠﻮﻡ ﻛﺮﺩﻩ ﻣﻴﺘﻮﺍﻧﻴﻢ ‪.‬‬
‫ﻭﺭﻗﻪ ﻫﺎﻯ ﻓﻠﺰﻯ‬
‫ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‪ :‬ﺳــﺎﺩﻩ ﺗﺮﻳﻦ‬
‫ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﺩﺭ ﺷــﻜﻞ)‪ (4-5‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ‬
‫ﭘﻨﺠﺮﺓ ﺷﻴﺸﻪ ﻳﻰ‬
‫ﺷــﺪﻩ ﺍﺳﺖ ﻛﻪ ﺍﺯﻳﻚ ﻣﻴﻠﺔ ﺑﺮﻧﺠﻰ ﻛﻪ ﺩﺍﺭﺍ‬
‫ﻯ ﻛﻼ ﻫﻚ ﻣﻰ ﺑﺎﺷﺪ ﻭ ﺍﺯﺩﻭ ﻭﺭﻕ ﻓﻠﺰﻯ ﻛﻪ‬
‫ﺷﻜﻞ )‪ ) (4-5‬ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ(‬ ‫ﺩﺭ ﺳﺮ ﺩﻳﮕﺮﻣﻴﻠﻪ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﺗﺸﻜﻴﻞ ﮔﺮﺩﻳﺪﻩ‬
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 ‫ﻭ ﺍﻳــﻦ ﻣﻴﻠﻪ ﺑﺎ ﺩﻭ ﻭﺭﻕ ﻓﻠﺰﻯ ﺩﺭ ﺑﻴﻦ ﻳﻚ ﭼــﻮﻛﺎﺕ ﻓﻠﺰﻯ ﻛﻪ ﭘﻨﺠﺮﺓ‬
‫ﺷﻴﺸﻪ ﻳﻰ ﺩﺍﺭﺩ‪ ،‬ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺑﺪﻧﺔ ﭼﻮﻛﺎﺕ ﺑﺎ ﺯﻣﻴﻦ ﻭﺻﻞ ﺍﺳﺖ‪.‬‬
‫ﺁﻳﺎ ﻃﺮﻳﻖ ﻛﺎﺭ ﻛﺮﺩﻥ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺭﺍ ﻣﻴﺪﺍﻧﻴﺪ؟‬
‫ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺗﻮﺟﻪ ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ‪ ،‬ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ‪،‬ﺳﻴﻢ ﻣﺴﻰ ‪،‬ﺗﺴﻤﺔ ﺭﺍﺑﺮﻯ ﻭﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‪.‬‬
‫ﻃﺮﺯ ﺍﻟﻌﻤﻞ‪ -1 :‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺭﺍ ﺑﺎ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ ﻣﺎﻟﺶ ﺑﺪﻫﻴﺪ ﺗﺎ ﭼﺎﺭﺟﺪﺍﺭ ﺷﻮﺩ‪.‬‬
‫‪ -2‬ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺭﺍ ﺑﺎ ﺩﺳﺖ ﺯﺩﻥ ﺑﻪ ﻛﻼﻫﻚ ﺁ ﻥ ﺑﻰ ﭼﺎﺭﺝ ﺳﺎﺯﻳﺪ ‪.‬‬
‫‪ -3‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺭﺍ ﺑﻪ ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺗﻤﺎﺱ ﺩﻫﻴﺪﻭ ﻣﺸﺎ ﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﭼﻪ ﻭﺍﻗﻊ ﻣﻰ ﺷﻮﺩ؟‬
‫‪ -4‬ﺑﺎ ﺗﺴــﻤﺔ ﺭﺍﺑﺮﻯ‪ ،‬ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﺭﺍ ﺑﺎ ﺯﻣﻴﻦ )ﻧﻞ ﺁﺏ ‪،‬ﻛﻠﻜﻴﻦ ﻓﻠﺰﻯ( ﻭﺻﻞ ﻧﻤﺎﻳﻴﺪ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﻳﺎﺩﺩﺍﺷــﺖ‬
‫ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -5‬ﺑﻌﺪﺍ ً ﺑﺎ ﺳﻴﻢ ﻣﺴﻰ ﻛﻼﻫﻚ ﺭﺍ ﺑﺎ ﺯﻣﻴﻦ ﻭﺻﻞ ﻧﻤﺎﻳﻴﺪ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ‪.‬‬
‫‪ -6‬ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ ﺭﺍﺑﺎ ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﻧﺰﺩﻳﻚ ﺳﺎﺧﺘﻪ ﻭﺍﻳﻦ ﺑﺎﺭ ﻧﻴﺰ ﻧﺘﻴﺠﻪ ﺭﺍﻳﺎﺩﺩﺍﺷﺖ ﻧﻤﺎﻳﻴﺪ ﻭ ﺩﺭ ﺍﺧﻴﺮ‪،‬ﻫﺮﮔﺮﻭپ‬
‫ﻣﻼﺣﻈﺎﺕ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻧﺸــﺎﻥ ﻣﻰ ﺩﻫﺪ ﻛﻪ ﺑﻪ ﺍﺛﺮ ﻧﺰﺩﻳﻚ ﺷﺪﻥ ﻫﺮﻧﻮﻉ ﭼﺎﺭﺝ ﺑﻪ‬
‫ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﻭﺭﻗﻪ ﻫﺎ ﻯ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺍﺯ ﻫﻤﺪﻳﮕﺮ ﺩﻭﺭ ﻣﻰ ﺷﻮﺩ ‪،‬ﺯﻳﺮﺍ‬
‫ﻫﺮﺩﻭ ﻭﺭﻕ ﺩﺍﺭﺍﻯ ﻳﻚ ﻧﻮﻉ ﭼﺎﺭﺝ ﻣﻰ ﮔﺮﺩﺩ‪ ،‬ﺩﻭﺭﺷﺪﻥ ﻭﺭﻕ ﻫﺎ ﻣﺤﺾ ﻧﺸﺎﻥ‬
‫ﻣﻰ ﺩﻫﺪ ﻛﻪ ﺟﺴﻢ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺻﺮﻑ‬
‫ﺑﺎ ﻭﺻﻞ ﻛﺮﺩﻥ ﻛﻼﻫﻚ ﺑﻪ ﺯﻣﻴﻦ ﺗﻮﺳﻂ ﺳﻴﻢ ﻣﺴﻰ ﻭ ﻳﺎ ﺩﺳﺖ ﺯﺩﻥ ﺑﻪ‬
‫ﻛﻼﻫﻚ ﺁﻥ ﺑﺪﻭﻥ ﭼﺎﺭﺝ ﻣﻰ ﮔﺮﺩﺩ ﻭﻟﻰ ﺗﻮﺳﻂ ﺗﺴﻤﺔ ﺭﺍﺑﺮﻯ ﺑﺪﻭﻥ ﭼﺎﺭﺝ‬
‫ﻧﻤﻰ ﮔﺮﺩﺩ‪ .‬ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﻣﻰ ﺗﻮﺍﻥ ﺑﻪ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪ ﻛﻪ ﺑﻌﻀﻰ‬
‫ﺍﺟﺴــﺎﻡ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺭﺍ ﺍﺯ ﺧﻮﺩ ﻋﺒﻮﺭ ﻣﻰ ﺩﻫﻨﺪ ﻭ ﺑﻌﻀﻰ ﺍﺟﺴﺎﻡ ﺩﻳﮕﺮ‬
‫ﺟﺮﻳــﺎﻥ ﺑﺮﻕ ﺭﺍ ﻋﺒﻮﺭ ﻧﻤﻰ ﺩﻫﺪ‪.‬ﺁﻥ ﺍﺟﺴــﺎﻣﻰ ﻛﻪ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺭﺍ ﻋﺒﻮﺭ‬
‫ﻼ ﻓﻠﺰﺍﺕ‪،‬‬‫ﻣــﻰ ﺩﻫﻨﺪ؛ ﺑﻪ ﻧﺎﻡ ﺍﺟﺴــﺎﻡ ﻫــﺎﺩﻯ ﺑﺮﻕ ﻳﺎﺩ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﻣﺜ ً‬
‫ﻣﺤﻠــﻮﻝ ﺧﺎﻙ ﻧﻤﻜــﺪﺍﺭ ‪ ،‬ﺗﻴﺰﺍﺏ ﺩﺭ ﺁﺏ ﻭ ﺑﺪﻥ ﺍﻧﺴــﺎﻥ‪ ،‬ﻫﺎﺩﻯ ﻫﺎﻯ‬
‫ﺧﻮﺑﻰ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺁﻥ ﺍﺟﺴﺎﻣﻰ ﻛﻪ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺭﺍ ﺍﺯ ﺧﻮﺩ ﻋﺒﻮﺭ ﻧﻤﻰ ﺩﻫﻨﺪ ﺑﻪ ﻧﺎﻡ ﺍﺟﺴﺎﻡ‬
‫ﻋﺎﻳﻖ ﺑﺮﻕ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷــﻮﻧﺪ ‪،‬ﻣﺎﻧﻨﺪ ﺷﻴﺸﻪ‪ ،‬ﻛﻬﺮﺑﺎ‪ ،‬ﺭﺍﺑﺮ‪ ،‬ﺍﺑﺮﻳﺸﻢ‪ ،‬ﺗﻴﻞ‪،‬‬
‫ﭘﻼﺳﺘﻴﻚ ﻭ ﺍﻣﺜﺎﻝ ﺁﻥ‪.‬‬
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 ‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﺑﻪ ﺟﺎﻯ ﺩﻭ ﻭﺭﻕ ﻫﻤﺠﻨﺲ ﻓﻠﺰﻯ ﺩﺭ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮﺏ‪ ،‬ﺍﮔﺮﺩﻭ ﻭﺭﻕ ﻓﻠﺰﻯ ﻧﺎ ﻫﻤﺠﻨﺲ ﮔﺬﺍﺷــﺘﻪ ﺷــﻮﺩ‪ ،‬ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ‬
‫ﻓﻌﺎﻟﻴﺖ ﺧﻮﺍﻫﺪ ﻛﺮﺩ ﻳﺎﺧﻴﺮ؟ ﭼﺮﺍ؟‬
‫‪-2‬ﺩﺭ ﻣﺮﺣﻠﺔ ﭼﻬﺎﺭﻡ ﻓﻌﺎﻟﻴﺖ ﺍﻳﻦ ﺩﺭﺱ ﺯﻣﺎﻧﻰ ﻛﻪ ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﺳﻜﻮﺏ ﺭﺍ ﺑﺎ ﺗﺴﻤﺔ ﺭﺍﺑﺮﻯ ﺑﻪ ﺯﻣﻴﻦ ﻭﺻﻞ ﻧﻤﻮﺩﻳﺪ‪ ،‬ﭼﺮﺍ‬
‫ﺑﻰ ﭼﺎﺭﺝ ﻧﮕﺮﺩﻳﺪ؟‬
‫‪ -3‬ﭼﺮﺍ ﻭﺭﻗﻪ ﻫﺎﻯ ﻓﻠﺰﻯ ﺍﻟﻜﺘﺮﻭﺳﻜﻮﺏ ﻫﻨﮕﺎﻡ ﭼﺎﺭﺝ ﺩﺍﺭ ﺷﺪﻥ ﺍﺯﻫﻢ ﺩﻭﺭ ﻣﻰ ﮔﺮﺩﻧﺪ؟‬
‫‪ -4‬ﻋﺎﻳﻖ ﻭ ﻫﺎﺩﻯ ﺑﺮﻕ ﺑﻪ ﻛﺪﺍﻡ ﻣﻮﺍﺩ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ؟ ﺑﺎ ﻣﺜﺎﻝ ﻭﺍﺿﺢ ﺳﺎﺯﻳﺪ‪.‬‬
‫ﺁﺯﻣﺎﻳﺶ ﭼﺎﺭﺝ‬
‫ﺩﺭ ﺩﺭﺱ ﻗﺒﻠﻰ ﺳﺎﺧﺘﻤﺎﻥ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺭﺍ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﺩﺍﺩﻳﻢ ﻭ ﺩﺍﻧﺴﺘﻴﻢ ﻛﻪ ﺩﺭﺣﺎﻟﺖ‬
‫ﻋــﺎﺩﻯ ﻭﺭﻗﻪ ﻫﺎﻯ ﻓﻠﺰﻯ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﺑﻪ ﻫﻢ ﻧﺰﺩﻳﻚ ﺑﻮﺩﻩ‪ ،‬ﻫﺮﮔﺎﻩ ﺟﺴــﻢ ﭼﺎﺭﺟﺪﺍﺭ ﺭﺍ ﺑﻪ‬
‫ﻛﻼﻫﻚ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﻧﺰﺩﻳﻚ ﺑﺴــﺎﺯﻳﻢ‪ ،‬ﺑﺎﻋﺚ ﺩﻭﺭﺷــﺪﻥ ﻭﺭﻗﻪ ﻫﺎﻯ ﻓﻠﺰﻯ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‬
‫ﻣﻰ ﮔﺮﺩﺩ‪ ،‬ﻓﺮﻗﻰ ﻧﺪﺍﺭﺩ ﻛﻪ ﺟﺴﻢ ﺩﺍﺭﺍﻯ ﭼﻪ ﻧﻮﻉ ﭼﺎﺭﺟﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺳــﺆﺍﻟﻰ ﻛﻪ ﺑﻪ ﻧﻈﺮ ﻣﻰ ﺁﻳﺪ‪ ،‬ﺍﻳﻦ ﺍﺳــﺖ ﻛﻪ ﺁﻳﺎ ﺗﻮﺳﻂ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﻧﻮﻋﻴﺖ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻳﻚ‬
‫ﺟﺴﻢ ﺭﺍ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﻣﺸﺨﺺ ﻧﻤﺎﻳﻴﻢ ﻳﺎﻧﻪ؟‬
‫ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺗﻮﺟﻪ ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ‪ ،‬ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻰ‪ ،‬ﻣﻴﻠﺔ ﭘﻼ ﺳﺘﻴﻜﻰ‪ ،‬ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ ﻭ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ‪.‬‬
‫ﻃـﺮﺯ ﺍﻟﻌﻤـﻞ‪ -1 :‬ﻣﻴﻠــﺔ ﺷﻴﺸــﻪ ﻳــﻰ ﺭﺍ ﺑﻪ ﭘــﺎ ﺭﭼﺔ ﺍﺑﺮﻳﺸــﻤﻰ ﻣﺎﻟــﺶ ﺩﺍﺩﻩ ﺑﻌﺪ ﺍﺯ ﻣﺎﻟــﺶ ﺩﺍﺩﻥ ‪ ،‬ﻳﻜــﻰ ﺍﺯ ﺁﻥﻫﺎ‬
‫ﺭﺍ ﺑــﻪ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﺗﻤﺎﺱ ﺑﺪﻫﻴــﺪ ‪ .‬ﺩﺭﺍﻳﻦ ﻭﻗﺖ ﺩﻳﺪﻩ ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﻭﺭﻗﻪ ﻫــﺎﻯ ﻓﻠﺰﻯ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﺍﺯ ﻫﻢ ﺩﻭﺭ‬
‫ﻣﻰﮔﺮﺩﻧﺪ‪ ،‬ﮔﻔﺘﻪ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﻛﻪ ﻭﺭﻗﻪ ﻫﺎﻯ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻫﻢ ﻧﻮﻉ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪+ +‬‬ ‫‪+ +‬‬ ‫‪- -‬‬ ‫‪ -2‬ﺑــﺎﺭ ﺩﻳﮕﺮ ﻣﻴﻠﺔ ﺷﻴﺸــﻪ ﻳﻰ ﺭﺍ ﭼﺎﺭﺝ‬
‫ﺩﺍﺭ ﺳﺎﺧﺘﻪ ﺁﻫﺴــﺘﻪ ﺑﻪ ﻛﻼﻫﻚ ﻧﺰﺩﻳﻚ‬
‫ﺑﺴــﺎ ﺯﻳﺪ ﻭ ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﭼﻪ ﻭﺍﻗﻊ‬
‫ﻣﻰ ﺷﻮﺩ؟‬
‫‪ -3‬ﺑﻌﺪ ﺍﺯ ﺁﻥ ﻣﻴﻠﺔ ﭘﻼﺳــﺘﻴﻜﻰ ﺭﺍ ﺍﺑﺘﺪﺍ‬
‫ﺗﻮﺳﻂ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ ﻣﺎﻟﺶ ﺩﺍﺩﻩ‪ ،‬ﺑﺴﻴﺎﺭ‬
‫ﺁﻫﺴــﺘﻪ ﺑﻪ ﻛﻼﻫﻚ ﻧﺰﺩﻳﻚ ﺑﺴــﺎﺯﻳﺪ ﻭ‬
‫)ﺍﻟﻒ(‬ ‫)ﺏ(‬ ‫)ﺝ(‬
‫ﻣﺘﻮﺟﻪ ﻭﺭﻗﻪ ﻫﺎ ﺑﺎﺷﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (4-6‬ﻃﺮﻳﻘﺔ ﺁﺯﻣﺎﻳﺶ ﭼﺎﺭﺝ‬ ‫ﺩﻗﺖ ﻛﻨﻴﺪﻛﻪ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺑﻪ ﻛﻼﻫﻚ‬
‫ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺗﻤﺎﺱ ﻧﻨﻤﺎﻳﺪ‪،‬ﻣﺸﺎ ﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ ﻛﻨﻴﺪ‪.‬‬
‫‪ – 4‬ﺑﻌﺪ ﺍﺯ ﺍﻧﺠﺎﻡ ﺍﻳﻦ ﺗﺠﺮﺑﻪ ﺑﮕﻮﻳﻴﺪ ﻛﻪ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺩﺍﺭﺍﻯ ﻛﺪﺍﻡ ﻧﻮﻉ ﭼﺎﺭﺝ ﻣﻰ ﺑﺎﺷﺪ؟‬
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‫ﺍﮔﺮ ﺗﺠﺮﺑﻪ ﺭﺍ ﺩﺭﺳــﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ؛ ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﺩﻭﻣﻰ ﺭﺍ ﻧﺰﺩﻳﻚ‬
‫ﺑﻪ ﻛﻼﻫﻚ ﻧﻤﻮﺩﻳﺪ‪ ،‬ﺑﺎﻋﺚ ﺍﻧﺤﺮﺍﻑ ﺑﻴﺸــﺘﺮ ﻭﺭﻗﻪ ﻫﺎﻯ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﮔﺮﺩﻳﺪ‪ ،‬ﻧﺸﺎﻥ ﻣﻰ‬
‫ﺩﻫﺪ ﻛﻪ ﺟﺴــﻢ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻫﻢ ﻧﻮﻉ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﻣﻰ ﺑﺎﺷــﺪ ﻭ ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﻣﻴﻠﺔ‬
‫ﭘﻼﺳــﺘﻴﻜﻰ ﺭﺍ ﺁﻫﺴــﺘﻪ ﺑﻪ ﻛﻼﻫﻚ ﻧﺰﺩﻳــﻚ ﻧﻤﻮﺩﻳﺪ‪ ،‬ﺑﺎﻋﺚ ﻧﺰﺩﻳﻚ ﺷــﺪﻥ ﻭﺭﻗﻪ ﻫﺎﻯ‬
‫ﻓﻠﺰﻯ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﮔﺮﺩﻳﺪ‪ ،‬ﻛﻪ ﻧﺸــﺎﻥ ﻣﻰ ﺩﻫﺪ ﺟﺴــﻢ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ‬
‫ﺑﺎ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺍﺳــﺎﺱ ﺍﺯ ﺭﻭﻯ ﻧﻮﻉ ﭼﺎﺭﺝ ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﻣﻰ ﺗﻮﺍﻧﻴﻢ‬
‫ﻧﻮﻋﻴﺖ ﭼﺎﺭﺝ ﻫﺎﻯ ﺍﺟﺴﺎﻡ ﺭﺍ ﺑﺪﺍﻧﻴﻢ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺍﮔﺮ ﭼﺎﺭﺝ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮﺏ ﻣﺜﺒﺖ ﺑﺎﺷــﺪ‪ ،‬ﻫﺮ ﮔﺎﻩ ﺑﻪ ﺍﻟﻜﺘﺮﻭﺳــﻜﻮپ‪ ،‬ﺟﺴــﻤﻰ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻣﺜﺒﺖ ﻧﺰﺩﻳﻚ ﺳــﺎﺧﺘﻪ ﺷﻮﺩ‪،‬‬
‫ﻭﺭﻗﻪ ﻫﺎﻯ ﻓﻠﺰﻯ ﭼﻪ ﻋﻜﺲ ﺍﻟﻌﻤﻠﻰ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﻨﺪ؟‬
‫ﺳﺎﺣﺔ ﺑﺮﻗﻰ‬
‫ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﻣﺒﺤﺚ ﻣﻘﻨﺎ ﻃﻴﺲ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩﻳﺪ ؛ ﺩﺭﺟﺎﻳﻰ ﻛﻪ ﺁﻫﻨﺮﺑﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺳﺎﺣﺔ ﺍﻃﺮﺍﻑ‬
‫ﺁﻥ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺳﺎﺣﺔ ﻣﻘﻨﺎﻃﻴﺴﻰ ﻳﺎﺩ ﻣﻰﻛﻨﻨﺪ‪.‬‬
‫ﻫﻤﻴﻦ ﻃﻮﺭ ﺩﺭ ﺍﻃﺮﺍﻑ ﺟﺴﻢ ﭼﺎﺭﺟﺪﺍﺭ ﻧﻴﺰ ﺳﺎﺣﺔ ﺑﺮﻗﻰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﻣﻔﻬﻮﻡ ﺳﺎﺣﺔ ﺑﺮﻗﻰ‪ :‬ﺁﻳﺎ ﻣﻔﻬﻮﻡ ﺳﺎﺣﺔ ﺑﺮﻗﻰ ﺭﺍ ﻣﻰ ﺩﺍﻧﻴﺪ ؟‬
‫ﺟﻬﺖ ﺩﺭﻙ ﺑﻬﺘﺮ ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﭘﻮﻗﺎﻧﻪ‪ ،‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ‪ ،‬ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ‪ ،‬ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ‪ ،‬ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻢ ﻭﺗﺎﺭ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ -1 :‬ﭘﻮﻗﺎﻧﺔ ﺑﺎﺩ ﺷﺪﻩ ﺭﺍ ﺍﺯ ﻳﻚ ﺗﺎﺭ ﺑﻪ ﺻﻮﺭﺕ ﺁﺯﺍﺩ ﺩﺭ ﻳﻚ ﺟﺎ ﺁﻭﻳﺰﺍﻥ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -2‬ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺭﺍ ﺑﺎ ﭘﺎﺭﭼﺔ ﭘﺸﻤﻰ‬
‫ﻣﺎﻟــﺶ ﺩﺍﺩﻩ ﻭ ﺑﻌــﺪﺍ ً ﺑــﻪ ﭘﻮﻗﺎﻧﻪ ﻧﺰﺩﻳﻚ‬
‫ﺑﺴﺎﺯﻳﺪﻭﻧﺘﻴﺠﻪ ﺭﺍﻳﺎﺩﺩﺍﺷﺖ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ‬ ‫ﻳﻰ‬ ‫ﺷﻴﺸﻪ‬ ‫ﻣﻴﻠﺔ‬ ‫‪ -3‬ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﺭﺍ ﺑﺎ ﭘﺎﺭﭼﺔ ﺍﺑﺮﻳﺸﻤﻰ‬
‫ﻣﺎﻟﺶ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﭘﻮﻗﺎﻧﻪ ﻧﺰﺩﻳﻚ ﺑﺴــﺎﺯﻳﺪ‬
‫ﻭﻋﻜﺲ ﺍﻟﻌﻤﻞ ﭘﻮﻗﺎﻧﻪ ﺭﺍ ﻳﺎﺩ ﺩﺍﺷﺖ ﻧﻤﺎﻳﻴﺪ‬
‫ﺷﻜﻞ )‪ (4-7‬ﺗﺄﺛﻴﺮ ﻗﻮﻩ ﻫﺎﻯ ﺍﺟﺴﺎﻡ ﭼﺎﺭﺟﺪﺍﺭ ﺑﺎﻻﻯ ﻫﻤﺪﻳﮕﺮ‪.‬‬ ‫ﻭﻧﺘﻴﺠﻪ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ ‪.‬‬
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 ‫→‬
‫‪F‬‬
‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺭﺍ ﺩﺭﺳﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﻣﺘﻮﺟﻪ ﺧﻮﺍﻫﻴﺪ ﺷﺪ ﻛﻪ ﺑﻪ ﺍﺛﺮ‬
‫ﻧﺰﺩﻳﻚ ﺷﺪﻥ ﻣﻴﻠﺔ ﭘﻼﺳــﺘﻴﻜﻰ‪ ،‬ﭘﻮﻗﺎﻧﻪ ﺩﻭﺭ ﮔﺮﺩﻳﺪﻩ ﻭﺑﺎ ﻧﺰﺩﻳﻚ ﺷﺪﻥ‬
‫ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﺑﻪ ﭘﻮﻗﺎﻧﻪ‪ ،‬ﻫﺮﺩﻭ ﺑﺎﻫﻢ ﺩﻳﮕﺮ ﻧﺰﺩﻳﻚ ﻣﻰ ﺷﻮﻧﺪ ‪.‬‬
‫→‬
‫‪F‬‬
‫ﻧﺘﻴﺠﻪ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ ﻛﻪ ﺍﮔﺮ ﻳﻚ ﺫﺭﺓ ﺑﺎ ﭼﺎﺭﺝ ﻣﺜﺒﺖ ﺭﺍ ﺑﻪ ﻳﻚ ﺟﺴﻢ‬
‫ﭼﺎﺭﺟﺪﺍﺭ ﻧﺰﺩﻳﻚ ﻧﻤﺎﻳﻴﻢ‪ ،‬ﺍﻳﻦ ﺫﺭﻩ ﺑﻪ ﺍﺛﺮ ﻗﻮﺓ ﺟﺴــﻢ ﭼﺎﺭﺟﺪﺍﺭ‪ ،‬ﺩﻭﺭ ﻳﺎ‬
‫ﻧﺰﺩﻳﻚ ﻣﻰ ﺷــﻮﺩ ‪ .‬ﺍﻳﻦ ﻗﻮﻩ ﺍﻯ ﻛﻪ ﺑﺎ ﻻﻯ ﺫﺭﻩ ﻭﺍﺭﺩ ﻣﻰ ﮔﺮﺩﺩ ‪ ،‬ﺑﻪ ﻧﺎﻡ‬
‫ﻗﻮﺓ ﺑﺮﻗﻰ ﻭ ﺳــﺎﺣﻪ ﺍﻯ ﻛﻪ ﺩﺭ ﺁﻥ ﺍﻳﻦ ﻗﻮﻩ ﺍﺛﺮ ﻣﻰ ﮔﺬﺍﺭﺩ‪ ،‬ﺑﻪ ﻧﺎﻡ ﺳــﺎﺣﺔ‬
‫ﺑﺮﻗﻰ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺁﻥ ﺳــﺎﺣﻪ ﺍﻯ ﻛﻪ ﻳﻚ ﺟﺴــﻢ ﭼﺎﺭﺝ ﺩﺍﺭ ﺑﺎﻻ ﻯ ﺫﺭﺓ ﭼﺎﺭﺝ ﺩﺍﺭ ﻣﺜﺒﺖ‬
‫ﺷﻜﻞ )‪ (4-8‬ﺗﺄﺛﻴﺮ ﻳﻚ ﺟﺴﻢ ﭼﺎﺭﺝ‬ ‫ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻰ ﻛﻨﺪ‪ ،‬ﺑﻨﺎﻡ ﺳﺎﺣﺔﺑﺮﻗﻰ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ ‪.‬ﺷﻜﻞ )‪(4-8‬‬
‫ﺩﺍﺭ ﺑﺎﻻﻯ ﻳﻚ ﺫﺭﺓ ﭼﺎﺭﺟﺪﺍﺭ ﺍﻣﺘﺤﺎﻧﻰ‬
‫ﺩﺭ ﺳﺎﺣﺔ ﺑﺮﻗﻰ‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﻫﻨﮕﺎﻡ ﺍﺟﺮﺍﻯ ﻓﻌﺎﻟﻴﺖ‪ ،‬ﭼﺮﺍ ﺑﺎ ﻧﺰﺩﻳﻚ ﺷﺪﻥ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ‪ ،‬ﭘﻮﻗﺎﻧﻪ ﺩﻭﺭ ﮔﺮﺩﻳﺪ؟‬
‫‪ -2‬ﭼﺮﺍ ﭘﻮﻗﺎﻧﻪ ﺑﻪ ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﻧﺰﺩﻳﻚ ﮔﺮﺩﻳﺪ؟‬
‫‪ -3‬ﭼﮕﻮﻧﻪ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﺳﺎﺣﺔ ﺑﺮﻗﻰ ﺭﺍ ﺩﺭ ﺍﻃﺮﺍﻑ ﻳﻚ ﺟﺴﻢ ﭼﺎﺭﺟﺪﺍﺭ ﺁﺷﻜﺎﺭ ﻛﻨﻴﺪ؟‬
‫ﺍﻟﻘﺎﻯ ﺑﺮﻗﻰ‬
‫ﻗﺒ ً‬
‫ﻼ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩﻳﻢ ﻛﻪ ﺑﻪ ﺍﺛﺮ ﻣﺎﻟﺶ ﺩﻭ ﺟﺴﻢ ﺑﺎ ﻫﻢ ﺩﻳﮕﺮ‪ ،‬ﺑﺮﻕ ﺳﺎﻛﻦ‬
‫ﺍﻳﺠﺎﺩ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﺁﻳﺎ ﺑﺎ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻦ ﻳﻚ ﺟﺴﻢ ﺑﻰ ﭼﺎﺭﺝ ﻧﺰﺩﻳﻚ ﺟﺴﻢ‬
‫ﭼﺎﺭﺟﺪﺍﺭ‪ ،‬ﺟﺴﻢ ﻣﻰ ﺗﻮﺍﻧﺪ ﭼﺎﺭﺟﺪﺍﺭ ﺷﻮﺩ ؟‬
‫ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺗﻮﺟﻪ ﻧﻤﻮﺩﻩ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﺩﻗﺖ ﺍﻧﺠﺎ ﻡ ﺑﺪﻫﻴﺪ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺩﻭ ﻛﺮﺓ ﻓﻠﺰﻯ ﻣﺤﻜﻢ ﺷﺪﻩ ﺩﺭ ﭘﺎﻳﻪ ﻫﺎﻯ ﻋﺎﻳﻖ ﻭ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﭼﺎﺭﺝ ﺷﺪﻩ ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ -1 :‬ﺩﻭ ﻛﺮﺓ ﻓﻠﺰﻯ ﺭﺍ ﺑﺎﻫﻢ ﺩﺭ ﺗﻤﺎﺱ ﻗﺮﺍﺭ ﺑﺪﻫﻴﺪ‪.‬‬
‫‪ – 2‬ﺑﻌﺪ ﺍﺯ ﺁﻥ ﻣﻴﻠﺔ ﭘﻼﺳــﺘﻴﻜﻰ ﭼﺎﺭﺟﺪﺍﺭ ﺭﺍ ﻣﻄﺎﺑﻖ ﺷــﻜﻞ ﺑﻪ ﻳﻜﻰ ﺍﺯ ﻛﺮﻩ ﻫﺎ ﻧﺰﺩﻳﻚ ﺑﺴﺎﺯﻳﺪ ﻭ ﺩﻗﺖ ﻛﻨﻴﺪ ﻛﻪ ﺑﺎﻫﻢ‬
‫ﺗﻤﺎﺱ ﭘﻴﺪﺍ ﻧﻜﻨﻨﺪ‪.‬‬
‫‪ – 3‬ﻛﺮﻩ ﻫﺎ ﺭﺍ ﺍﺯ ﻫﻢ ﺩﻳﮕﺮ ﺟﺪﺍ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -4‬ﺑﻪ ﻛﺮﻩ ﻫﺎ ﺩﺳــﺖ ﻧﺰﻧﻴﺪ ﻭ ﺗﻮﺳﻂ ﺍﻟﻜﺘﺮﻭﺳﻜﻮﺏ ﻣﻌﻠﻮﻡ‬
‫ﻧﻤﺎﻳﻴﺪﻛﻪ ﻫﺮﺩﻭ ﻛﺮﻩ ﭼﺎﺭﺟﺪﺍﺭ ﺷﺪﻩ ﺍﺳﺖ ﻳﺎ ﻧﻪ؟ ﻣﺸﺎﻫﺪﺍﺕ‬
‫ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (4-9‬ﭼﺎﺭﺝ ﺍﻟﻘﺎﺋﻰ‬
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 ‫ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﻧﺸﺎﻥ ﺧﻮﺍﻫﺪ ﺩﺍﺩ ﻛﻪ ﻫﺮ ﺩﻭ ﺟﺴﻢ ﭼﺎﺭﺟﺪﺍﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻧﺘﻴﺠﻪ ﺍﻳﻦ ﻛﻪ‪ ،‬ﻫﺮﮔﺎﻩ ﺟﺴــﻢ ﻫﺎﺩﻯ ﭼﺎﺭﺟﺪﺍﺭ ﺭﺍ ﺑﻪ ﺟﺴــﻢ ﻫﺎﺩﻯ ﺑﺪﻭﻥ ﭼﺎﺭﺝ ﻧﺰﺩﻳﻚ‬
‫ﺑﺴــﺎﺯﻳﻢ‪ ،‬ﻗﻮﺓ ﺩﺍﻓﻌﺔ ﺟﺴﻢ ﭼﺎﺭﺟﺪﺍﺭ‪ ،‬ﺑﺎﻋﺚ ﺩﻭﺭ ﺳﺎﺧﺘﻦ ﭼﺎﺭﺝ ﻫﺎﻯ ﻫﻢ ﻧﻮﻉ ﺩﺭ ﻫﺎﺩﻯ‬
‫)ﺍﺯﻣﺤﻞ ﻧﺰﺩﻳﻚ ﺑﺨﻮﺩﺵ( ﻣﻰ ﮔﺮﺩﺩ‪ .‬ﺍﮔﺮﺑﺘﻮﺍﻧﻴﻢ ﺍﻳﻦ ﺟﺴــﻢ ﺭﺍ ﻧﻈﺮ ﺑﻪ ﭼﺎﺭﺝ ﺁﻥ ﺑﻪ ﺩﻭ‬
‫ﻗﺴــﻤﺖ ﺟﺪﺍ ﻧﻤﺎﻳﻴﻢ ﺩﺭﻧﺘﻴﺠﻪ ﺩﻭ ﺟﺴﻢ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ ﻛﻪ‬
‫ﺍﻳﻦ ﻃﺮﻳﻘﺔ ﭼﺎﺭﺟﺪﺍﺭ ﺷﺪﻥ ﺭﺍ ﺑﻨﺎﻡ ﺍﻟﻘﺎﻯ ﺑﺮﻗﻰ ﻣﻰ ﻧﺎﻣﻨﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺍﮔﺮ ﺑﺠﺎﻯ ﻣﻴﻠﺔ ﭘﻼﺳﺘﻴﻜﻰ ﺍﺯ ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﺍﺳﺘﻔﺎﺩﻩ ﺷﻮﺩ ﻛﻪ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻣﺜﺒﺖ ﺑﺎﺷﺪ ﭼﻪ ﻭﺍﻗﻊ ﺧﻮﺍﻫﺪﺷﺪ؟‬
‫ﻧﻘﺶ ﺍﻟﻜﺘﺮﻭﻥ ﻫﺎ ﺩﺭ ﺑﺮﻗﻰ ﺳﺎﺧﺘﻦ ﺍﺟﺴﺎﻡ‬
‫ﭼﮕﻮﻧﻪ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﻋﻠﺖ ﺑﺮﻗﻰ ﺷــﺪﻥ ﻳﻚ ﺟﺴﻢ ﺭﺍ ﺑﻪ ﻭﺳﻴﻠﺔ ﻣﺎﻟﺶ ﻳﺎ‬
‫ﺩﺭ ﺍﺛﺮ ﺍﻟﻘﺎ ﺗﻮﺿﻴﺢ ﻛﻨﻴﻢ؟‬
‫ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺗﻮﺟﻪ ﻧﻤﻮﺩﻩ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﺩﻗﺖ ﺍﻧﺠﺎﻡ ﺑﺪﻫﻴﺪ‪:‬‬
‫ﺁﺯﻣﺎﻳﺶ ﻛﻨﻴﺪ‬
‫‪
t‬ﺁﻳﺎ ﺗﺎ ﺍﻛﻨﻮﻥ ﻭﻗﺘﻰ ﺧﻮﺍﺳﺘﻪ ﺍﻳﺪ ﻟﺒﺎﺱ ﺗﺎﻥ ﺭﺍ ﺍﺯ ﺗﻦ ﺑﻴﺮﻭﻥ ﺁﻭﺭﻳﺪ‪ ،‬ﺻﺪﺍﻯ ﺟﺮﻗﻪ ﺭﺍ ﺩﺭ ﺁﻥ ﻟﺤﻈﻪ ﺍﺯ ﻟﺒﺎﺱ ﺗﺎﻥ ﺷﻨﻴﺪﻩ ﺍﻳﺪ؟‬
‫‪
t‬ﺁﻳﺎ ﺩﺭ ﺗﺎﺭﻳﻜﻰ ﺷﺐ ﻧﻴﺰ ﭼﻨﻴﻦ ﺟﺮﻗﻪ ﻫﺎﻯ ﺭﻭﺷﻦ ﺭﺍ ﻫﻨﮕﺎﻡ ﻛﺸﻴﺪﻥ ﻟﺒﺎﺱ ﺗﺎﻥ ﺩﻳﺪﻩ ﺍﻳﺪ؟ ﭼﻪ ﭼﻴﺰ ﺳﺒﺐ ﺗﻮﻟﻴﺪ ﺻﺪﺍﻯ‬
‫ﺟﺮﻗﻪ ﻣﻴﺸــﻮﺩ؟ ﺍﻳﻦ ﺻﺪﺍ ﻧﺎﺷــﻰ ﺍﺯ ﺟﻬﻴﺪﻥ ﭼﺎﺭﺝ ﻫﺎﻯ ﺍﻟﻜﺘﺮﻳﻜﻰ ﺑﻪ ﻫﻮﺍ ﺑﻮﺩﻩ ﻭ ﺍﻳﻦ ﭼﺎﺭﺝ ﻫﺎ ﺑﻴﻦ ﻟﺒﺎﺱ ﻭ ﺳﺮﺗﺎﻥ ﺩﺭ‬
‫ﻫﻮﺍ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪ .‬ﺩﺭ ﻟﺤﻈﻪ ﻛﺸﻴﺪﻥ ﻟﺒﺎﺳﻬﺎ ﺍﺯ ﺑﺎﻻﻯ ﺳﺮ‪ ،‬ﺷﺎﻳﺪ ﻣﻮﻫﺎﻯ ﺳﺮﺗﺎﻥ ﻧﻴﺰ ﺭﺍﺳﺖ ﺑﺎﻳﺴﺘﺪ‪ .‬ﻣﻰ ﺩﺍﻧﻴﺪ ﭼﺮﺍ؟‬
‫ﭼﻮﻥ ﻫﺮ ﻳﻚ ﺍﺯ ﻣﻮﻫﺎﻱ ﺳﺮ ﺷﻤﺎ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻫﻢ ﻧﻮﻉ ﺩﺍﺭﻧﺪ ﻭ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺩﻓﻊ ﻣﻴﻜﻨﻨﺪ‪.‬‬
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t‬ﻋﻤﻠﻴــﻪ ﻫﺎ ﺭﺍ ﺑﻪ ﺗﻨﻬﺎﻳﻰ ﺩﺭ ﺧﺎﻧﻪ ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ ﻭ ﻧﺘﺎﻳﺞ ﻣﺸــﺎﻫﺪﺍﺕ ﺧــﻮﺩ ﺭﺍ ﻭﺭﺯ ﺁﻳﻨﺪﻩ ﺑﺎ ﻫﻤﺼﻨﻔﻰ ﻫﺎﻯ ﺗﺎﻥ ﻣﺒﺎﺣﺜﻪ‬
‫ﻛﻨﻴﺪ‪.‬‬
‫ﺍﺯ ﻧﺘﻴﺠﺔ ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﻋﻠﺖ ﺑﺮﻗﻰ ﺷــﺪﻥ ﻳﻚ ﺟﺴــﻢ ﺭﺍ ﺑﻪ‬
‫ﻭﺳﻴﻠﺔ ﻣﺎﻟﺶ ﻳﺎ ﺩﺭ ﺍﺛﺮ ﺍﻟﻘﺎ ﺗﻮﺿﻴﺢ ﻧﻤﺎﻳﻴﺪ ‪.‬‬
‫ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﻣﺎﻟﺶ ﺑﻴﻦ ﺩﻭ ﺟﺴﻢ ﺑﻪ ﺣﻴﺚ ﻳﻚ ﻋﺎﻣﻞ‪ ،‬ﺑﺎﻋﺚ ﭼﺎﺭﺟﺪﺍﺭ‬
‫ﺷــﺪﻥ ﺁﻥ ﺩﻭﺟﺴــﻢ ﻣﻰ ﮔﺮﺩﺩ‪ ،‬ﻛﻪ ﺩﺭ ﻧﺘﻴﺠﻪ ﺟﺴــﻤﻰ ﻛﻪ ﺍﻟﻜﺘﺮﻭﻥ‬
‫ﻣﻴﺪﻫﺪ‪ ،‬ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﻣﺜﺒــﺖ ﻭ ﺩﻳﮕﺮﻯ ﻛﻪ ﺍﻟﻜﺘﺮﻭﻥ ﻣﻰ ﮔﻴﺮﺩ ﺩﺍﺭﺍﻯ‬
‫ﭼﺎﺭﺝ ﻣﻨﻔﻰ ﻣﻰ ﮔﺮﺩﺩ‪.‬‬
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 ‫ﭼﻨﺎﻧﭽــﻪ ﺁﻣﻮﺧﺘﻴﻢ‪ ،‬ﭼﺎﺭﺝ ﻫــﺎﻯ ﻫﻢ ﻧﻮﻉ ‪ ،‬ﻫﻢ ﺩﻳﮕﺮﺭﺍ ﺩﻓﻊ ﻭﭼــﺎﺭﺝ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ‬
‫ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺟﺬﺏ ﻣﻰ ﻧﻤﺎ ﻳﻨﺪ‪ .‬ﺑﻪ ﺍﺳﺎﺱ ﺍﻳﻦ ﻓﺮﺿﻴﻪ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﭼﮕﻮﻧﻪ ﮔﻰ ﭼﺎﺭﺟﺪﺍﺭﺷﺪﻥ‬
‫ﻳﻚ ﺟﺴــﻢ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﺍﻟﻘﺎﻳﻰ ﺗﺸــﺮﻳﺢ ﻧﻤﺎﻳﻴﻢ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﻛﺮﻩ ﻫﺎ ﺗﺠﺮﺑﻪ ﻧﻤﻮﺩﻳﻢ‪ ،‬ﻧﺰﺩﻳﻚ‬
‫ﺷــﺪﻥ ﻳﻚ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﺩﺭ ﻳﻚ ﺳــﺎﺣﻪ‪ ،‬ﺑﺎﻋﺚ ﺩﻓﻊ ﭼﺎﺭﺟﻬﺎﻯ ﻫﻢ ﻧﻮﻉ ﮔﺮﺩﻳﺪﻩ ﻭ ﺑﺎ ﺟﺪﺍ‬
‫ﻛﺮﺩﻥ ﻛﺮﻩ ﻫﺎ‪ ،‬ﺩﻭﻧﻮﻉ ﭼﺎﺭﺝ ﺍﻟﻘﺎﻳﻰ ﺑﻪ ﺩﻭ ﻛﺮﻩ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﺑﺮ ﺍﺳﺎﺱ ﻛﺪﺍﻡ ﺩﻟﻴﻞ ﺍﺟﺴﺎﻡ ﺩﺭ ﺍﺛﺮ ﺍﻟﻘﺎ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻣﻰ ﺷﻮﻧﺪ ؟‬
‫‪ -2‬ﭼﺮﺍ ﺩﺭﺣﺎﻟﺖ ﻋﺎﺩﻯ ﺍﺟﺴﺎﻡ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻧﻤﻰ ﺑﺎﺷﻨﺪ ؟‬
‫‪ -3‬ﻫﺮﮔﺎﻩ ﺩﺭ ﻳﻚ ﺍﺗﻮﻡ ﺗﻌﺪﺍﺩ ﭘﺮﻭﺗﻮﻥ ﻫﺎ ﻧﺴﺒﺖ ﺑﻪ ﺍﻟﻜﺘﺮﻭﻥ ﻫﺎ ﺯﻳﺎﺩﺗﺮ ﺷﻮﺩ ﺁﻥ ﺍﺗﻮﻡ ﺩﺍﺭﺍﻯ ﻛﺪﺍﻡ ﻧﻮﻉ ﭼﺎﺭﺝ ﻣﻰ ﺷﻮﺩ؟‬
‫ﺑﺮﻕ ﺩﺭ ﺟﻮ ) ﺭﻋﺪ ﻭ ﺑﺮﻕ ﺩﺭ ﻫﻮﺍ (‬
‫ﺁﻳــﺎ ﻣــﻰ ﺩﺍﻧﻴــﺪ ﺭﻋــﺪ ﻭ ﺑﺮﻕ ﭼﻄــﻮﺭ ﺑﻮﺟــﻮﺩ ﻣــﻰ ﺁﻳﺪ؟ ﺁﻳــﺎ ﻓﻜﺮ‬
‫ﻣﻰ ﻛﻨﻴﺪ ﻛﻪ ﺭﻋﺪ ﻭ ﺑﺮﻕ ﺧﻄﺮﻧﺎﻙ ﺍﺳﺖ؟‬
‫ﺩﺭ ﺯﻣﺎﻧــﻪ ﻫــﺎﻯ ﻗﺪﻳﻢ ﺭﻋﺪ ﻭ ﺑﺮﻕ ﺩﺭ ﻫﻮﺍ ﺑﺎﻋــﺚ ﺍﻳﺠﺎﺩ ﺗﺮﺱ ﻭ ﻫﺮﺍﺱ‬
‫ﺑﻌﺪﺍ ﻋﺎﻟﻤﻰ ﺑﻪ ﻧﺎﻡ ﻓﺮﺍﻧﻜﻠﻦ‪ ،‬ﺛﺎﺑﺖ ﺳــﺎﺧﺖ ﻛﻪ ﺭﻋﺪ ﻭ‬
‫ﻣﺮﺩﻡ ﻣﻰﮔﺮﺩﻳﺪ‪ً ،‬‬
‫ﺑﺮﻕ ﻣﺤﺼﻮﻝ ﺑﺮﻕ ﺳﺎﻛﻦ ﺍﺳﺖ ﻛﻪ ﺩﺭﻫﻮﺍ ﺍﻳﺠﺎﺩ ﻣﻰ ﺷﻮﺩ ﻭ ﺑﻪ ﺍﺛﺮ ﺣﺮﻛﺖ‬
‫ﻛﺘﻠﻪ ﻫﺎﻯ ﻋﻈﻴﻢ ﺍﺑﺮ ﺩﺭ ﺁﺳﻤﺎﻥ‪ ،‬ﺍﺑﺮ ﭼﺎﺭﺟﺪﺍﺭ ﮔﺮﺩﻳﺪﻩ ﻭ ﺩﺭﻧﺘﻴﺠﺔ ﺗﺨﻠﻴﺔ‬
‫ﭼﺎﺭﺝ ﻫﺎ ﺑﻴﻦ ﺍﺑﺮ ﻭ ﺯﻣﻴﻦ ﻭ ﻳﺎ ﺍﺑﺮ ﻭ ﺍﺑﺮ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﻛﻪ ﺍﻳﻦ ﺗﺨﻠﻴﻪ‬
‫ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺭﻋﺪ ﻭ ﺑﺮﻕ )ﺍﻟﻤﺎﺳﻚ( ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺷﻜﻞ )‪(4-10‬‬
‫ﺍﻳــﻦ ﺍﻟﻤﺎﺳــﻚ ﻫﻨﮕﺎﻡ ﺗﺨﻠﻴــﻪ ﻣﻰ ﺗﻮﺍﻧﺪ ﺧﻄﺮﻧﺎﻙ ﺑﺎﺷــﺪ ﻫــﺮﮔﺎﻩ ﺑﺎ‬
‫ﺷﻜﻞ )‪ (4-10‬ﺗﺨﻠﻴﺔ ﺑﺮﻕ ﺳﺎﻛﻦ‬
‫ﺍﺑﺮ ﺑﺎ ﺍﺑﺮ ﻭ ﺍﺑﺮ ﺑﺎ ﺯﻣﻴﻦ ﺑﻪ ﺻﻮﺭﺕ‬ ‫ﻣﻨﺎﺑــﻊ ﻣﻮﺍﺩ ﺳــﻮﺧﺘﻰ ﻭ ﻳﺎ ﺗﻌﻤﻴــﺮ ﻫﺎ ﺑﺮ ﺧﻮﺭﺩ ﻧﻤﺎﻳﺪ‪ ،‬ﺁﺗﺶ ﺳــﻮﺯﻯ‬
‫ﺭﻋﺪﻭﺑﺮﻕ‬ ‫ﺑﻪ ﺑــﺎﺭ ﻣــﻰ ﺁﻭﺭﺩ‪ .‬ﺟﻬﺖ ﻣﺤﺎﻓﻈــﺖ ﺗﻌﻤﻴﺮﻫﺎ ﺍﺯ ﺧﻄﺮﺍﺕ ﺍﻟﻤﺎﺳــﻚ‪،‬‬
‫ﻣﻴﻠــﺔ ﺑﻠﻨــﺪ ﻓﻠﺰﻯ‪ ،‬ﺑﻠﻨﺪﺗــﺮ ﺍﺯ ﺗﻌﻤﻴﺮﺩﺭ ﻗﺴــﻤﺖ ﺑــﺎﻻﻯ ﺗﻌﻤﻴﺮﻧﺼﺐ‬
‫ﻣﻰ ﺷــﻮﺩ ﻭ ﺍﻳﻦ ﻣﻴﻠﻪ ﺑﻪ ﻧﺤﻮﻯ ﺑﺎ ﺯﻣﻴﻦ ﺍﺗﺼﺎﻝ ﺩﺍﺭﺩﻛﻪ ﺍﻟﻤﺎﺳﻚ ﺭﺍ ﺑﻪ‬
‫ﺯﻣﻴﻦ ﻫﺪﺍﻳﺖ ﻣﻰ ﻧﻤﺎﻳﺪ‪ .‬ﺷﻜﻞ )‪(4-11‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫‪ -1‬ﭼﻨﺪ ﻧﻮﻉ ﺭﻋﺪ ﻭﺑﺮﻕ ﺭﺍ ﺩﺭ ﺟﻮ ﻣﻰ ﺷﻨﺎﺳﻴﺪ‪.‬‬
‫‪ -2‬ﺁﻳﺎ ﻋﻠﺖ ﺭﻋﺪ ﻭﺑﺮﻕ ﺩﺭ ﺟﻮ ﺭﺍ ﻣﻰ ﺩﺍﻧﻴﺪ ؟‬
‫ﺷﻜﻞ)‪ (4-11‬ﻣﻴﻠﺔ ﻓﻠﺰﻯ ﻣﺤﺎﻓﻆ‬
‫ﺍﺯ ﺍﻟﻤﺎﺳﻚ‬ ‫‪ -3‬ﭼﻄﻮﺭﺧﺎﻧﻪ ﻫﺎﻯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺧﻄﺮﺍﺕ ﺍﻟﻤﺎﺳﻚ ﻧﺠﺎﺕ ﺑﺪﻫﻴﻢ؟‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬
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ﻛﻢ ﻭﺯﻳﺎﺩ ﺑﻮﺩﻥ ﺍﻟﻜﺘﺮﻭﻥ ﻧﺴــﺒﺖ ﺑﻪ ﭘﺮﻭﺗﻮﻥ‪ ،‬ﺩﺭ ﺍﺗﻮﻡ ﻫﺎ ﻯ ﻳﻚ ﺟﺴــﻢ ﺳﺒﺐ ﻣﻰ ﺷﻮﺩ ﻛﻪ‬ ‫‪t‬‬
‫ﺟﺴﻢ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﺷﻮﺩ‪.‬‬
‫
ﺯﻣﺎﻧﻰ ﻛﻪ ﺩﻭ ﺟﺴــﻢ‪ ،‬ﺑﺎ ﻫﻢ ﺩﻳﮕﺮ ﻣﺎﻟﺶ ﺩﺍﺩﻩ ﺷــﻮﻧﺪ‪ ،‬ﺗﻮﺍﺯﻥ ﺗﻌﺪﺍﺩ ﺍﻟﻜﺘﺮﻭﻥ ﻭ ﭘﺮﻭﺗﻮﻥ ﺩﺭ‬ ‫‪t‬‬
‫ﺍﺗﻮﻡ ﻫﺎﻯ ﺟﺴﻢ ﺑﺮ ﻫﻢ ﺧﻮﺭﺩﻩ ﻭ ﺟﺴﻢ ﭼﺎﺭﺝ ﺩﺍﺭ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫
ﺍﺟﺴــﺎﻡ ﺑﻪ ﺍﺛﺮ ﻣﺎﻟﺶ ﻭ ﻳﺎ ﻋﻮﺍﻣﻠﻰ ﺩﻳﮕــﺮ ﺩﺍﺭﺍﻯ ﺩﻭﻧﻮﻉ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻣﺨﺘﻠﻒ ﻣﺜﺒﺖ ﻭﻣﻨﻔﻰ‬ ‫‪t‬‬
‫ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫
ﺍﻟﻜﺘﺮﻭﺳﻜﻮپ ﺁﻟﺔ ﺣﺴﺎﺳﻰ ﺍﺳﺖ ﻛﻪ ﻣﻮﺟﻮﺩﻳﺖ ﻣﻘﺪﺍﺭ ﻛﻢ ﺑﺮﻕ ﺳﺎﻛﻦ ﺭﺍ ﺩﺭ ﺍﺟﺴﺎﻡ ﻣﻌﻠﻮﻡ‬ ‫‪t‬‬
‫ﻛﺮﺩﻩ ﻣﻴﺘﻮﺍﻧﺪ‪.‬‬
‫
ﻣﻌﻠــﻮﻡ ﻧﻤﻮﺩﻥ ﻫﻢ ﻧﻮﻉ ﻭﻳﺎ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﻉ ﺑﻮﺩﻥ ﭼﺎﺭﺝ ﻫﺎﻯ ﺍﺟﺴــﺎﻡ ﺭﺍ ﺑﻨﺎﻡ ﺁﺯﻣﺎﻳﺶ ﭼﺎﺭﺝ‬ ‫‪t‬‬
‫ﻳﺎﺩ ﻣﻰ ﻧﻤﺎﻳﻨﺪ ‪.‬‬
‫
ﭼﺎﺭﺝ ﺩﺍﺭ ﺷﺪﻥ ﻳﻚ ﺟﺴﻢ ﻫﺎﺩﻯ ﺑﺪﻭﻥ ﭼﺎﺭﺝ‪ ،‬ﻫﻨﮕﺎﻡ ﻧﺰﺩﻳﻚ ﺷﺪﻥ ﺑﻪ ﻳﻚ ﺟﺴﻢ ﭼﺎﺭﺟﺪﺍﺭ‬ ‫‪t‬‬
‫ﺭﺍ ﺑﻨﺎﻡ ﺍﻟﻘﺎﻯ ﺑﺮﻗﻰ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫
ﺍﺟﺴــﺎﻡ ﺩﺭ ﺍﺛﺮ ﻣﺎﻟﺶ ﻭ ﻳﺎ ﺍﻟﻘﺎ ﺑﻪ ﺳــﺒﺐ ﺩﺍﺩﻥ ﻭ ﻳﺎ ﮔﺮﻓﺘﻦ ﺍﻟﻜﺘﺮﻭﻥ ﻫﺎ ﻭ ﺧﺎﺻﻴﺖ ﺩﺍﻓﻌﻮﻯ‬ ‫‪t‬‬
‫ﭼﺎﺭﺝ ﻫﺎ ﺑﺮﻗﺪﺍﺭ ﻣﻴﮕﺮﺩﻧﺪ‪.‬‬
‫
ﺗﺨﻠﻴﺔ ﺑﺮﻕ ﺳﺎﻛﻦ ﺩﺭ ﺍﺑﺮﻫﺎ )ﺑﻪ ﺻﻮﺭﺕ ﺍﺑﺮ ﺑﺎ ﺍﺑﺮ ﻭ ﻳﺎ ﺍﺑﺮ ﺑﺎ ﺯﻣﻴﻦ( ﺭﺍ ﺭﻋﺪ ﻭﺑﺮﻕ ﻣﻰ ﻧﺎﻣﻨﺪ‪.‬‬ ‫‪t‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬
‫‪ -1‬ﺁﻳﺎ ﺍﺟﺴﺎ ﻡ ﺩﺭ ﺣﺎﻟﺖ ﻋﺎﺩﻯ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ ﺑﺮﻗﻰ ﻣﻰ ﺑﺎﺷﻨﺪ ؟‬
‫‪ -2‬ﭼﻪ ﻭﻗﺖ ﻳﻚ ﺟﺴﻢ‪ ،‬ﭼﺎﺭﺝ ﺩﺍﺭ ﻣﻰ ﺷﻮﺩ؟ ﻣﻌﻠﻮﻣﺎﺕ ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -3‬ﭼﺎﺭﺝ ﻫﺎﻯ ﺑﺮﻗﻰ ﺑﻪ ‪ ............‬ﻧﻮﻉ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ -4‬ﺍﺟﺴﺎﻣﻰ ﻛﻪ ﺍﻟﻜﺘﺮﻭﻥ ﻣﻰ ﺩﻫﻨﺪ ﺩﺍﺭﺍﻯ ﭼﺎﺭﺝ‪:‬‬
‫ﺍﻟﻒ( ﻣﺜﺒﺖ ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺏ( ﻣﻨﻔﻰ ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺝ( ﺧﻨﺜﻰ ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺩ( ﻫﻴﭻ ﻛﺪﺍﻡ‬
‫‪ -5‬ﺟﺴﻢ ﭼﺎﺭﺝ ﺩﺍﺭ ﺩﺭﻳﻚ ‪ .................‬ﺑﺮﻗﻰ‪ ،‬ﺑﺎﻻﻯ ﺫﺭﺓﭼﺎﺭﺝ ﺩﺍﺭ ‪ .................‬ﻭﺍﺭﺩ ﻣﻰ ﻧﻤﺎﻳﺪ‪.‬‬
‫‪ -6‬ﺩﺭﻧﺘﻴﺠﺔ ﺗﺨﻠﻴﺔ ﭼﺎﺭﺝ ﻫﺎ ﺑﻴﻦ ‪ ...................‬ﻭ ﻳﺎ ‪ ،................‬ﺍﻟﻤﺎﺳﻚ ﻭ ﻳﺎ ‪ ...................‬ﺑﻪ ﻭﺟﻮﺩ‬
‫ﻣﻰ ﺁﻳﺪ ‪.‬‬
‫‪ -7‬ﭼﺎﺭﺝ ﺩﺍﺭﺷﺪﻥ ﺟﺴﻢ ﺑﻪ ﻃﺮﻳﻘﺔ ﺍﻟﻘﺎ ﺭﺍ ﺗﺸﺮﻳﺢ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -8‬ﺩﺭ ﺑﺎﺭﺓ ﺣﺎﺩﺛﺔ ﺭﻋﺪ ﻭﺑﺮﻕ ﻣﻌﻠﻮﻣﺎﺕ ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
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 ‫ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫ﻗﻮﻩ‬
‫ﻣﺎ ﺍﺯ ﻗﺒﻞ ﺑﺎ ﻛﻠﻤﺔ ﻗﻮﻩ ﺁﺷــﻨﺎ ﻫﺴــﺘﻴﻢ ﻭ ﺩﺭﺑﺎﺭﺓ ﻗﻮﻩ ﻣﻄﺎﻟﺐ ﻣﺨﺘﻠﻔﻰ‬
‫ﺭﺍ ﻣﺎﻧﻨﺪ‪ :‬ﺍﺛﺮ ﻫﺎﻯ ﮔﻮﻧﺎﮔﻮﻥ ﻗﻮﻩ‪ ،‬ﻭﺍﺣﺪ ﻗﻮﻩ ﻭ ﭼﮕﻮﻧﻪ ﮔﻰ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ‬
‫ﻗﻮﻩ ﺁﻣﻮﺧﺘﻴﻢ‪.‬‬
‫ﺑﺎ ﻭﺳﻴﻠﺔ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻗﻮﻩ ﻛﻪ ﺑﻪ ﺁﻥ ﻧﻴﻮﺗﻦ ﺳﻨﺞ ﻳﺎ ﻗﻮﻩ ﺳﻨﺞ ﻣﻴﮕﻮﻳﻨﺪ‪،‬‬
‫ﺁﺷﻨﺎ ﺷﺪﻳﻢ ﻭ ﻧﻴﺰ ﻓﻬﻤﻴﺪﻳﻢ ﻛﻪ ﻗﻮﻩ ﻳﻚ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻯ ﺍﺳﺖ ﻛﻪ ﺩﺭ‬
‫ﺁﻥ ﻣﻘﺪﺍﺭ ﻭ ﺟﻬﺖ ﻫﺮ ﺩﻭ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻣﻰ ﺩﺍﻧﻴﻢ ﻛﻪ ﻳﻚ ﻛﻴﻠﻮﮔﺮﺍﻡ ﺑﻮﺭﻩ ﺭﺍ ﻫﺮ ﻭﻗﺖ ﺑﺎ ﻳﻚ ﻛﻴﻠﻮﮔﺮﺍﻡ ﺑﻮﺭﺓ ﺩﻳﮕﺮ‬
‫ﺟﻤﻊ ﻛﻨﻴﻢ ﺩﻭ ﻛﻴﻠﻮﮔﺮﺍﻡ ﺑﻮﺭﻩ ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﻭﻟﻰ ﺍﮔﺮ ﻳﻚ ﻧﻴﻮﺗﻦ ﻗﻮﻩ ﺭﺍ ﺑﺎ‬
‫ﻳﻚ ﻧﻴﻮﺗﻦ ﻗﻮﺓ ﺩﻳﮕﺮ ﺟﻤﻊ ﻛﻨﻴﻢ‪ ،‬ﺣﺎﺻﻞ ﺁﻥ ﭼﻨﺪ ﺧﻮﺍﻫﺪ ﺷﺪ؟‬
‫ﺑﺮﺍﻯ ﭘﺎﺳــﺦ ﺩﺍﺩﻥ ﺑﻪ ﺳــﺆﺍﻝ ﺑﺎﻻ ﻋﺠﻠﻪ ﻧﻜﻨﻴﺪ‪ .‬ﺯﻳﺮﺍ ﺟﻮﺍﺏ ﻓﻌﻠﻰ ﺷﻤﺎ‬
‫ﺑﻌﺪ ﺍﺯ ﺁﻣﻮﺧﺘﻦ ﺍﻳﻦ ﻓﺼﻞ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻪ ﻧﻈﺮ ﺗﺎﻥ ﺧﻨﺪﻩ ﺩﺍﺭ ﺑﺮﺳﺪ!‬
‫ﭘﺮﺳــﺶ ﻫﺎﻯ ﺩﻳﮕﺮﻯ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﻣﺎ ﻣﻰ ﺧﻮﺍﻫﻴﻢ ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ‬
‫ﺑﻪ ﺁﻥ ﭘﺎﺳﺦ ﺩﻫﻴﻢ؛ ﻣﺎﻧﻨﺪ‪:‬‬
‫‪ -‬ﭼــﺮﺍ ﻭﻗﺘﻰ ﺑﺎ ﭘــﺎﻯ ﺗﺎﻥ ﺑﻪ ﺩﻳــﻮﺍﺭ ﺿﺮﺑﻪ ﻣﻰ ﺯﻧﻴﺪ‪ ،‬ﺍﺣﺴــﺎﺱ ﺩﺭﺩ‬
‫ﻣﻴﻜﻨﻴﺪ؟‬
‫‪ -‬ﻭﻗﺘﻰ ﻛﺘﻠﺔ ﺟﺴــﻤﻰ ﺭﺍ ﺑﺎ ﺗﺮﺍﺯﻭ ﺍﻧﺪﺍﺯﻩ ﮔﻴــﺮﻯ ﻣﻰ ﻛﻨﻴﺪ‪ ،‬ﻣﻰ ﮔﻮﻳﻴﺪ‬
‫ﻳﻚ ﻛﻴﻠﻮﮔﺮﺍﻡ ﺍﺳــﺖ ﻭ ﻭﻗﺘــﻰ ﻭﺯﻥ ﺁﻥ ﺭﺍ ﺑﺎ ﻗﻮﻩ ﺳــﻨﺞ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ‬
‫ﻣﻰ ﻛﻨﻴﻢ ﻣﻰ ﮔﻮﻳﻴﻢ ﺩﻩ ﻧﻴﻮﺗﻦ ﺍﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﻪ ﻓﺮﻗﻰ ﺑﻴﻦ ﻛﺘﻠﻪ‬
‫ﻭ ﻭﺯﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ؟‬
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 ‫ﻗﻮﻩ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻯ ﺍﺳﺖ‬
‫ﺑﺮﺍﻯ ﻳﺎﺩﺁﻭﺭﻯ ﻣﻄﺎﻟﺒﻰ ﻛﻪ ﺩﺭﺑﺎﺭﺓ ﻗﻮﻩ ﺁﻣﻮﺧﺘﻴﺪ؛ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ‬
‫ﺩﻫﻴﺪ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﻟﻒ‪ -‬ﺩﺭ ﮔﺮﻭپ ﻫﺎﻳﺘﺎﻥ ﻣﺸﻮﺭﻩ ﻧﻤﻮﺩﻩ‪ ،‬ﺟﻤﻼﺕ ﺯﻳﺮ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﻣﻨﺎﺳﺐ ﺗﻜﻤﻴﻞ ﻛﻨﻴﺪ‪.‬‬
‫ﻗﻮﻩ ﻳﻚ ﻛﻤﻴﺖ ‪ ...................‬ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﻳﻚ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻯ ‪ ..................‬ﻭ ‪ ................‬ﻫﺮ ﺩﻭ‪ ،‬ﻣﻬﻢ ﺍﺳﺖ‪.‬‬
‫ﻗﻮﻩ ﺭﺍ ﺑﺎ ﻳﻚ ‪ .................‬ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﻴﻢ ﻛﻪ ‪ ..................‬ﺁﻥ ﻧﺸﺎﻥ ﺩﻫﻨﺪﺓ ﻣﻘﺪﺍﺭ ﻗﻮﻩ ﻭ ‪ .................‬ﺁﻥ ﻧﺸﺎﻥ ﺩﻫﻨﺪﺓ‬
‫ﺟﻬﺖ ﻗﻮﻩ ﺍﺳﺖ‪.‬‬
‫ﺏ‪ -‬ﻗﻮﻩ ﻫﺎﻯ ﺯﻳﺮ ﺭﺍ ﺗﻮﺳﻂ ﺭﺳﻢ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻳﺘﺎﻥ ﻧﺸﺎﻥ ﺩﻫﻴﺪ‪.‬‬
‫ﻗﻮﺓ ‪ 10N‬ﺩﺭ ﺟﻬﺖ ﺷﻤﺎﻝ‬
‫ﻗﻮﺓ ‪ 14N‬ﺩﺭ ﺟﻬﺖ ﺟﻨﻮﺏ ﻏﺮﺑﻰ‬
‫ﻗﻮﺓ ‪ 20N‬ﺩﺭ ﺟﻬﺖ ﺷﺮﻕ‬
‫ﻓﻬﻤﻴﺪﻳﻢ ﻛﻪ ﻗﻮﻩ ﻳﻚ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻯ ﺍﺳﺖ‪ .‬ﻫﺮ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻯ ﺩﺍﺭﺍﻯ‬
‫ﺍﻧﺪﺍﺯﻩ ﻭ ﺟﻬﺖ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺍﻣﺎ ﺁﻳﺎ ﻓﻜــﺮ ﻣﻰ ﻛﻨﻴﺪ ﻛﻪ ﺩﺭ ﺍﺛﺮﺍﺕ ﻗﻮﻩ ﻓﻘﻂ‬
‫ﻣﻘﺪﺍﺭ ﻭ ﺟﻬﺖ ﻗﻮﻩ ﺩﺧﺎﻟﺖ ﺩﺍﺭﺩ؟‬
‫ﻓﻌﺎﻟﻴــﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻴﺪ ﺗﺎ ﺩﺭﻙ ﺑﻬﺘﺮﻯ ﺍﺯ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺑﻪ ﺩﺳــﺖ‬
‫ﺁﻭﺭﻳﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻛﺘﺎﺑﺘﺎﻥ ﺭﺍ ﻣﻄﺎﺑﻖ ﺷــﻜﻞ ﺑﺎﻻﻯ ﻣﻴﺰ ﮔﺬﺍﺷــﺘﻪ ﻭ ﺑﺎ ﺍﻧﮕﺸــﺖ ﺗﺎﻥ ﺑﻪ ﻧﻘﺎﻁ ﻣﺨﺘﻠﻒ ﺁﻥ ﻗﻮﻩ ﻭﺍﺭﺩ ﻛﻨﻴﺪ‪ .‬ﺳﻌﻰ ﻛﻨﻴﺪ ﻛﻪ‬
‫ﻗﻮﻩ ﻫﺎ ﻫﻤﻪ ﺑﻪ ﻳﻚ ﺍﻧﺪﺍﺯﻩ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﺍﻓﻘﻰ ﻭ ﺑﻪ ﺳﻤﺖ ﺭﺍﺳﺖ ﺑﺎﺷﺪ‪.‬‬
‫ﺁﻳﺎ ﻫﻤﺔ ﺍﻳﻦ ﻗﻮﻩ ﻫﺎ ﺗﺄﺛﻴﺮ ﻳﻜﺴﺎﻧﻰ ﺑﺮ ﺭﻭﻯ ﻛﺘﺎﺏ ﻣﻰ ﮔﺬﺍﺭﻧﺪ؟‬
‫ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﻪ ﻋﺎﻣﻞ ﺩﻳﮕﺮﻯ ﺩﺭ ﺗﺄﺛﻴﺮ ﻗﻮﻩ ﺑﺮ ﺭﻭﻯ ﻛﺘﺎﺏ ﻧﻘﺶ ﺩﺍﺭﺩ؟‬
‫ﺷــﻜﻞ )‪ (5-1‬ﺍﺛــﺮ ﻗﻮﻩ ﺑﻪ‬
‫ﻧﻘﻄﻪ ﺍﻯ ﻛﻪ ﻗﻮﻩ ﺩﺭ ﺁﻥ ﻭﺍﺭﺩ‬
‫ﻣﻰﺷﻮﺩ‪ ،‬ﺑﺴﺘﻪﮔﻰ ﺩﺍﺭﺩ‪.‬‬
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‫ﻋﺎﻣﻞ ﺩﻳﮕﺮﻯ ﻛﻪ ﻧﻘﺶ ﺑﺴــﻴﺎﺭ ﻣﻬﻤﻰ ﺩﺭ ﭼﮕﻮﻧﻪﮔﻰ ﺍﺛﺮ ﻗﻮﻩ ﺑﻪ ﺭﻭﻯ ﺍﺟﺴﺎﻡ ﺩﺍﺭﺩ‪ ،‬ﻧﻘﻄﻪ ﺍﻯ‬
‫ﺍﺳــﺖ ﻛﻪ ﻗﻮﻩ ﺑﻪ ﺁﻥ ﻭﺍﺭﺩ ﻣﻰﺷــﻮﺩ‪ .‬ﭼﻨﺎﻧﭽﻪ ﺷــﻤﺎ ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﻗﺒﻞ ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ؛ ﺣﺮﻛﺖ‬
‫ﻛﺘﺎﺏ‪ ،‬ﺑﻪ ﺟﺎﻳﻰ ﻛﻪ ﻗﻮﻩ ﺑﻪ ﺁﻥ ﻭﺍﺭﺩ ﻣﻰﺷــﻮﺩ؛ ﺑﺴــﺘﻪﮔﻰ ﺩﺍﺭﺩ‪ .‬ﺍﮔﺮ ﻗﻮﻩ ﺑﻪ ﮔﻮﺷــﻪ ﻫﺎﻯ ﻛﺘﺎﺏ‬
‫ﻭﺍﺭﺩ ﺷــﻮﺩ؛ ﻛﺘﺎﺏ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﭽﺮﺧﺪ ﻭ ﺍﮔﺮ ﺑﻪ ﻣﺮﻛﺰ ﻛﺘﺎﺏ ﻭﺍﺭﺩ ﺷﻮﺩ؛ ﻛﺘﺎﺏ ﺑﺪﻭﻥ ﭼﺮﺧﺶ‬
‫ﺑﻪ ﺣﺮﻛﺖ ﺧﻮﺍﻫﺪ ﺁﻣﺪ‪.‬‬
‫ﭼﮕﻮﻧﻪ ﻗﻮﻩ ﻫﺎ ﺭﺍ ﺑﺎ ﻫﻢ ﺟﻤﻊ ﻛﺮﺩﻩ ﻣﻰﺗﻮﺍﻧﻴﻢ؟‬
‫ﺑﺮﺍﻯ ﺩﺭﻙ ﺑﻬﺘﺮ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺍﺑﺘﺪﺍ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰﺩﻫﻴﻢ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺣﺴﻦ ﻭ ﺯﻫﺮﻩ ﺑﻪ ﻳﻚ ﺟﻌﺒﻪ‪ ،‬ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﻫﺎﻯ ﺯﻳﺮ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻰﻛﻨﻨﺪ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻫﺮ ﺷﻜﻞ ﺑﮕﻮﻳﻴﺪ‪:‬‬
‫ﺍﮔﺮ ﺗﻨﻬﺎ ﻗﻮﺓ ﺣﺴﻦ ﻋﻤﻞ ﻛﻨﺪ ﭼﻪ ﺍﺛﺮﻯ ﺧﻮﺍﻫﺪ ﮔﺬﺍﺷﺖ؟‬
‫ﺍﮔﺮ ﺗﻨﻬﺎ ﻗﻮﺓ ﺯﻫﺮﻩ ﻋﻤﻞ ﻛﻨﺪ ﭼﻪ ﺍﺛﺮﻯ ﺧﻮﺍﻫﺪ ﮔﺬﺍﺷﺖ؟‬
‫ﺍﺛﺮ ﻗﻮﻩ ﻫﺎﻯ ﺣﺴﻦ ﻭ ﺯﻫﺮﻩ ﺑﺎ ﻫﻢ ﭼﻪ ﻣﻰ ﺑﺎﺷﺪ؟‬
‫ﺁﻳﺎ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﺩﺭ ﻫﺮ ﺷﻜﻞ‪ ،‬ﻗﻮﻩ ﻳﻰ ﺭﺍ ﭘﻴﺪﺍ ﻛﻨﻴﺪ ﻛﻪ ﺑﻪ ﺗﻨﻬﺎﻳﻰ ﻣﺎﻧﻨﺪ ﻫﺮ ﺩﻭ ﻗﻮﺓ ﺣﺴﻦ ﻭ ﺯﻫﺮﻩ ﺍﺛﺮ ﻛﻨﺪ؟‬
‫)ﺍﻟﻒ(‬
‫)ﺏ(‬ ‫ﺷﻜﻞ )‪ (5-2‬ﺩﻭ ﻗﻮﺓ‬
‫ﻭﺍﺭﺩ ﺑﺮ ﻳﻚ ﺟﺴﻢ ﺑﻪ‬
‫ﺻﻮﺭﺕ ﻭﻛﺘﻮﺭﻯ ﺑﺎﻫﻢ‬
‫ﺟﻤﻊ ﻣﻰﺷﻮﻧﺪ‪.‬‬
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 ‫ﻗﻮﻩ ﻫﺎ ﻧﻴﺰ ﻣﺎﻧﻨﺪ ﺩﻳﮕﺮ ﻛﻤﻴﺖ ﻫﺎ ﻣﻰﺗﻮﺍﻧﻨﺪ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺟﻤﻊ ﺷﻮﻧﺪ‪ .‬ﻭﻟﻰ‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﻜﻪ ﻗﻮﻩ ﻳﻚ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻯ ﺍﺳﺖ؛ ﻣﺎﻧﻨﺪ ﺩﻳﮕﺮ ﻛﻤﻴﺖ ﻫﺎ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﺳﺎﺩﻩ ﺑﺎ ﻫﻢ ﺟﻤﻊ ﻧﻤﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﺑــﻪ ﻧﺘﺎﻳﺞ ﻓﻌﺎﻟﻴﺖ ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪ .‬ﺩﺭ ﺷــﻜﻞ )ﺍﻟﻒ( ﺩﻭ ﻗﻮﻩ ﺩﺭ ﻳﻚ ﺟﻬﺖ‬
‫ﻭﺍﺭﺩ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﺷﻤﺎ ﻓﻬﻤﻴﺪﻳﺪ‪ ،‬ﺍﻳﻦ ﺩﻭ ﻗﻮﻩ ﺑﻪ ﻫﻤﺪﻳﮕﺮ‬
‫ﻛﻤﻚ ﻣﻰ ﻛﻨﻨﺪ ﻭ ﺑﺎﻋﺚ ﻣﻰ ﺷــﻮﻧﺪ ﻛﻪ ﺻﻨﺪﻭﻕ ﺑﻪ ﺭﺍﺣﺘﻰ ﻛﺶ ﺷﻮﺩ‪.‬‬
‫ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺍﮔﺮ ﻗﻮﺓ ﺣﺴﻦ ﺑﺮﺍﺑﺮ ﺑﺎ ‪ 100‬ﻭ ﻗﻮﺓ ﺯﻫﺮﻩ ﺑﺮﺍﺑﺮ ﺑﺎ ‪50‬‬
‫ﺑﺎﺷــﺪ‪ ،‬ﻫﺮ ﺩﻭﻯ ﺁﻧﻬﺎ ﺑﺎ ﻫﻢ ﻣﺎﻧﻨﺪ ﻳﻚ ﻗﻮﺓ ‪ 150‬ﻋﻤﻞ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺩﺭ‬
‫ﺷــﻜﻞ )ﺏ( ﺩﻭ ﻗــﻮﻩ ﺩﺭ ﺟﻬﺖ ﻫﺎﻱ ﻣﺨﺎﻟﻒ ﻫﻤﺪﻳﮕﺮ ﻭﺍﺭﺩ ﻣﻰﺷــﻮﻧﺪ‪،‬‬
‫ﺍﮔﺮ ﻗﻮﻩ ﻫﺎ ﻣﺴــﺎﻭﻯ ﺑﺎﺷــﻨﺪ ﺍﺛﺮ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺧﻨﺜﻰ ﻣﻰ ﻛﻨﻨﺪ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ‬
‫ﺻﻨــﺪﻭﻕ ﺑﻪ ﻫﻴﭻ ﻃﺮﻓﻰ ﺣﺮﻛــﺖ ﻧﺨﻮﺍﻫﺪ ﻛﺮﺩ‪ .‬ﻭﻟﻰ ﺍﮔﺮ ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ‬
‫→‬ ‫→‬
‫ﺑﺎﺷﺪ؛ ‪50‬‬ ‫ﻣﺎﻧﻨﺪ ﺑﺎﻻ ﻗﻮﺓ ﺣﺴﻦ ‪ 100‬ﻭ ﻗﻮﺓ ﺯﻫﺮﻩ ‪50‬‬
‫→‬
‫→ ﺑﺮﺍﻯ ﺧﻨﺜﻰ ﻛﺮﺩﻥ ﻗﻮﺓ ‪ b‬ﺑﻪ ﻣﺼﺮﻑ ﻣﻰﺭﺳــﺪ ﻭ ﻓﻘﻂ ‪50‬‬ ‫ﺍﺯ ﻗﻮﺓ ‪a‬‬
‫ﺁﻥ ﺑﺮﺍﻯ ﻛﺶ ﻛﺮﺩﻥ ﺻﻨﺪﻭﻕ ﺑﻪ ﻛﺎﺭ ﻣﻰﺭﻭﺩ‪.‬‬
‫→‬
‫→ ﻭ ‪ b‬ﺭﺍ ﺩﺭ ﺷﻜﻞ )ﺍﻟﻒ( ﺑﺎ ﻳﻚ ﻗﻮﺓ ‪ 150‬ﻧﻴﻮﺗﻨﻰ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﮔﺮ ﺩﻭ ﻗﻮﺓ ‪a‬‬
‫ﺩﺭ ﻫﻤﺎﻥ ﺟﻬﺖ ﺗﻌﻮﻳﺾ ﻛﻨﻴﻢ؛ ﺍﻳﻦ ﻗﻮﻩ ﻫﻤﺎﻥ ﺗﺄﺛﻴﺮ ﺭﺍ ﺧﻮﺍﻫﺪ ﺩﺍﺷــﺖ‪.‬‬
‫→‬
‫→ﻭ ‪ b‬ﺭﺍ ﺑﺮﺩﺍﺷﺘﻪ ﻭ ﺩﺭ‬‫ﺑﻪ ﻫﻤﻴﻦ ﺗﺮﺗﻴﺐ ﺍﮔﺮ ﺩﺭ ﺷــﻜﻞ )ﺏ(‪ ،‬ﻗﻮﻩ ﻫﺎﻯ ‪a‬‬
‫→ ﻗﺮﺍﺭ ﺩﻫﻴﻢ ﺑﺎﺯ ﺗﺄﺛﻴﺮﻯ‬
‫ﻋــﻮﺽ‪ ،‬ﻳﻚ ﻗﻮﺓ ‪ 50‬ﻧﻴﻮﺗﻨﻰ ﺭﺍ ﺩﺭ ﺟﻬﺖ ﻗﻮﺓ ‪a‬‬
‫ﻣﺎﻧﻨﺪ ﻫﻤﺎﻥ ﺩﻭ ﻗﻮﻩ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﻗﻮﻩ ﻛﻪ ﺍﺛﺮﻯ ﻫﻤﺎﻧﻨﺪ ﺩﻭ ﻗﻮﺓ‬
‫ﻗﺒﻠﻰ ﺩﺍﺭﺩ‪ ،‬ﺣﺎﺻﻞ ﺟﻤﻊ ﺁﻥ ﺩﻭ ﻗﻮﻩ ﻳﺎ ﻣﺤﺼﻠﺔ ﺁﻥ ﺩﻭ ﻗﻮﻩ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﺩﺭ ﺻﻮﺭﺗــﻰ ﻛﻪ ﺩﻭ ﻗﻮﻩ ﻫﻤﺠﻬﺖ ﺑﺎﺷــﺪ‪ ،‬ﺍﻧﺪﺍﺯﺓ ﻣﺤﺼﻠــﺔ ﺁﻧﻬﺎ ﺑﺎ ﺟﻤﻊ‬
‫ﻣﻌﻤﻮﻟﻰ ﺁﻧﻬﺎ ﺑﺮﺍﺑﺮ ﺍﺳﺖ ﻭ ﺟﻬﺖ ﻗﻮﺓ ﻣﺤﺼﻠﻪ ﻧﻴﺰ ﻫﻢ ﺟﻬﺖ ﺑﺎ ﺁﻧﻬﺎ ﺍﺳﺖ‪.‬‬
‫ﺍﮔﺮ ﺟﻬﺖ ﺩﻭ ﻗﻮﻩ ﻣﺨﺎﻟﻒ ﺑﺎﺷــﺪ‪ ،‬ﺑﺮﺍﻯ ﺑﻪ ﺩﺳــﺖ ﺁﻭﺭﺩﻥ ﻗﻮﺓ ﻣﺤﺼﻠﻪ‪،‬‬
‫ﻣﻘــﺪﺍﺭ ﻗﻮﺓ ﻛﻮﭼﻜﺘﺮ ﺭﺍ ﺍﺯ ﻗﻮﺓ ﺑﺰﺭﮔﺘﺮ ﻛﻢ ﻣﻰ ﻛﻨﻴﻢ‪ .‬ﺟﻬﺖ ﻗﻮﺓ ﻣﺤﺼﻠﻪ‬
‫ﻧﻴﺰ ﻫﻤﺎﻥ ﺟﻬﺖ ﻗﻮﺓ ﺑﺰﺭﮔﺘﺮ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺩﺭ ﻣﻮﺍﻗﻌــﻰ ﻛﻪ ﻗﻮﻩ ﻫﺎ ﻣﺎﻧﻨﺪ ﺷــﻜﻞ )ﺝ(‪ ،‬ﺑــﺎ ﻫﻤﺪﻳﮕﺮ ﺯﺍﻭﻳﺔ ﺧﺎﺻﻰ ﺭﺍ‬
‫ﺑﺴﺎﺯﻧﺪ‪ ،‬ﺭﻭﺵ ﺯﻳﺮ ﺭﺍ ﺑﺮﺍﻯ ﻳﺎﻓﺘﻦ ﻣﺤﺼﻠﻪ ﺑﻪ ﻛﺎﺭ ﻣﻰﺑﺮﻳﻢ‪:‬‬
‫‪ -‬ﻧﺨﺴــﺖ ﺑﺮﺍﻯ ﻧﻤﺎﻳﺶ ﻫﺮﻳﻚ ﺍﺯ ﻗﻮﻩ ﻫﺎ ﻳﻚ ﻭﻛﺘﻮﺭ ﺭﺳــﻢ ﻣﻰﻛﻨﻴﻢ‪.‬‬
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‫ﺍﻳﻦ ﻭﻛﺘﻮﺭﻫﺎ ﺑﺎﻳﺪ ﭼﻨﺎﻥ ﺭﺳــﻢ ﺷﻮﻧﺪ ﻛﻪ ﻧﻘﻄﺔ ﺷﺮﻭﻉ ﻣﺸﺘﺮﻙ ﺩﺍﺷﺘﻪ‬
‫ﺑﺎﺷــﻨﺪ ﻭ ﻃﻮﻝ ﻭﻛﺘﻮﺭﻫﺎ ﻣﺘﻨﺎﺳﺐ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﻗﻮﻩ ﻫﺎ ﺑﺎﺷﺪ؛ ﻣﺎﻧﻨﺪ ﺷﻜﻞ‬
‫)ﺍﻟﻒ(‪.‬‬
‫ﺍﻟﻒ‬
‫‪ -‬ﺳــﭙﺲ ﺍﺯ ﻗﺴﻤﺖ ﺁﺧﺮ ﻫﺮ ﻭﻛﺘﻮﺭﻳﻚ ﻗﻄﻌﻪ ﺧﻂ ﻣﻮﺍﺯﻯ ﻭ ﻣﺴﺎﻭﻯ ﺑﺎ‬
‫ﻭﻛﺘﻮﺭ ﺩﻳﮕﺮ ﺭﺳﻢ ﻣﻰﻛﻨﻴﻢ؛ ﻣﺎﻧﻨﺪ ﺷﻜﻞ )ﺏ(‪.‬‬
‫‪ -‬ﺍﺯ ﻣﺤﻞ ﺷــﺮﻭﻉ ﻣﺸــﺘﺮﻙ ﺩﻭ ﻭﻛﺘﻮﺭ ﺍﻭﻟﻰ‪ ،‬ﻗﻄﺮ ﻣﺘﻮﺍﺯﻯ ﺍﻻﺿﻼﻉ ﺭﺍ‬
‫ﺭﺳﻢ ﻛﺮﺩﻩ ﺟﻬﺖ ﺁﻥ ﺭﺍ ﺑﻪ ﻃﺮﻑ ﻣﺤﻞ ﺗﻘﺎﻃﻊ ﺧﻄﻮﻁ ﻧﻘﻄﻪ ﭼﻴﻦ ﻗﺮﺍﺭ‬
‫ﻣﻰﺩﻫﻴﻢ؛ ﻣﺎﻧﻨﺪ ﺷﻜﻞ )ﺝ(‪.‬‬
‫ﺏ‬
‫ﺍﻳﻦ ﻭﻛﺘﻮﺭﻯ ﻛﻪ ﺩﺭ ﺁﺧﺮ ﺭﺳــﻢ ﺷﺪ؛ ﻭﻛﺘﻮﺭ ﻣﺤﺼﻠﺔ ﺩﻭ ﻭﻛﺘﻮﺭ ‪ a‬ﻭ ‪b‬‬
‫ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺍﮔﺮ ﻭﻛﺘﻮﺭﻫﺎ ﺭﺍ ﺩﺭ ﺍﻧﺪﺍﺯﻩ ﻫﺎﻯ ﻣﻨﺎﺳﺒﻰ ﺭﺳﻢ ﻛﺮﺩﻩ ﺑﺎﺷﻴﺪ؛‬
‫ﻣﻘﺪﺍﺭ ﻭﻛﺘﻮﺭ ﻣﺤﺼﻠﻪ ﺭﺍ ﻧﻴﺰ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﺗﻮﺳﻂ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﺑﺎ ﺧﻂ ﻛﺶ‬
‫ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﻳﺪ‪.‬‬
‫ﺝ‬
‫ﺗﻤﺮﻳﻦ‪ :‬ﻗﻮﺓ ‪ a‬ﺑﻪ ﺍﻧﺪﺍﺯﺓ ‪ 15‬ﺑﻪ ﺳــﻤﺖ ﺷــﺮﻕ ﻭ ﻗــﻮﺓ ‪ b‬ﺑﻪ ﺍﻧﺪﺍﺯﺓ‬
‫‪ 20N‬ﺑﻪ ﺳــﻤﺖ ﺷــﻤﺎﻝ ﻋﻤﻞ ﻣﻰ ﻛﻨﺪ‪ .‬ﻫﺮ ‪ 5‬ﻗﻮﻩ ﺭﺍ ﺗﻮﺳﻂ ﻃﻮﻝ‬ ‫ﺷﻜﻞ )‪ (5-3‬ﻧﻤﺎﻳﺶ ﻣﺤﺼﻠﺔ‬
‫ﺩﻭ ﻗﻮﻩ‬
‫ﻳﻚ ﺳــﺎﻧﺘﻰ ﻣﺘﺮ ﻧﺸــﺎﻥ ﺩﺍﺩﻩ‪ ،‬ﻣﺤﺼﻠﺔ ﺍﻳﻦ ﺩﻭ ﻭﻛﺘﻮﺭ ﺭﺍ ﺭﺳﻢ ﻛﻨﻴﺪ ﻭ‬
‫ﺍﻧﺪﺍﺯﺓ ﻭﻛﺘﻮﺭ ﻣﺤﺼﻠﻪ ﺭﺍ ﺑﻪ ﻛﻤﻚ ﺧﻂ ﻛﺶ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﻳﺪ‪.‬‬
‫ﺗﺠﺰﻳﺔ ﻗﻮﻩ‬
‫ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﺩﺭ ﺑﺎﺭﺓ ﺟﻤﻊ ﻭﻛﺘﻮﺭﻱ ﻳﺎ ﻣﺤﺼﻠﺔ ﺩﻭ ﻗﻮﻩ ﺻﺤﺒﺖ ﺑﻪ ﻋﻤﻞ‬
‫ﺁﻣﺪ‪ .‬ﺍﻣﺎ ﻻﺯﻡ ﺍﺳــﺖ ﺑﺪﺍﻧﻴﻢ ﻛﻪ ﻳﻚ ﻗﻮﻩ‪ ،‬ﻫــﻢ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻗﻮﻩ ﻫﺎ ﻭ ﻳﺎ‬
‫ﻭﻛﺘﻮﺭﻫﺎﻱ ﻣﺘﻌﺪﺩ ﺗﺠﺰﻳﻪ ﺷﻮﺩ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺷﺨﺼﻰ ﻳﻚ ﺟﺴﻢ ﺭﺍ ﺭﻭﻯ ﺗﺮﺍﺯﻭﻯ ﻣﺴﻄﺢ ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﻗﺮﺍﺭ ﺩﺍﺩﻩ‪ ،‬ﻋﺪﺩ ﺗﺮﺍﺯﻭ ﺭﺍ ﻣﻰﺧﻮﺍﻧﺪ‪ .‬ﺑﻌﺪ ﺑﻪ ﻛﻤﻚ ﻳﻚ ﺗﺎﺭ‬
‫ﺟﺴﻢ ﺭﺍ ﺭﻭﻯ ﺗﺮﺍﺯﻭ ﻛﺶ ﻣﻰ ﻛﻨﺪ ﻭ ﺑﻪ ﻋﻘﺮﺑﻪ ﻧﮕﺎﻩ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺁﻳﺎ ﺗﺮﺍﺯﻭ ﻭﺯﻥ ﺟﺴﻢ ﺭﺍ ﻛﻤﺘﺮ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ؟‬
‫ﺁﻳﺎ ﻗﻮﻩ ﺍﻯ ﻛﻪ ﺷﻤﺎ ﺍﺯ ﻃﺮﻳﻖ ﺗﺎﺭ ﻭﺍﺭﺩ ﻛﺮﺩﻩ ﺍﻳﺪ‪ ،‬ﺩﺭ ﻋﺪﺩﻯ ﻛﻪ ﺗﺮﺍﺯﻭ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ؛ ﺗﺄﺛﻴﺮﻯ ﺩﺍﺷﺘﻪ ﺍﺳﺖ؟‬
‫‪F‬‬ ‫‪F1‬‬
‫‪F2‬‬
‫ﺷﻜﻞ )‪ (5-4‬ﻧﻤﺎﻳﺶ ﺗﺠﺰﻳﻪ ﻗﻮﻩ‬
‫ﻫﻤﺎﻥ ﻃﻮﺭﻯ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻣﺘﻮﺟﻪ ﺷﺪﻳﺪ؛ ﺑﺨﺸﻰ ﺍﺯ ﻗﻮﺓ ﻭﺍﺭﺩﺓ‪ F‬ﺑﻪ ﺗﺎﺭ‪ ،‬ﻳﻌﻨﻰ ‪ F1‬ﺑﺎﻋﺚ‬
‫ﻛﺎﻫﺶ ﻭﺯﻥ ﺟﺴﻢ ﻭ ﺑﺨﺶ ﺩﻳﮕﺮﻯ ﺍﺯ ﺍﻳﻦ ﻗﻮﺓ ﻭﺍﺭﺩ ﻳﻌﻨﻰ ‪ ، F2‬ﺳﺒﺐ ﺣﺮﻛﺖ ﺟﺴﻢ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﻳﻦ ﻣﻄﻠﺐ ﺭﺍ ﻣﻰ ﺗﻮﺍﻥ ﺗﻮﺳﻂ ﺷﻜﻞ ﺑﺎﻻ ﺗﻮﺿﻴﺢ ﺩﺍﺩ‪.‬‬
‫ﻣﻮﻣﻨﺖ ﻗﻮﻩ‬
‫ﺑﻌﻀﻲ ﺍﻭﻗﺎﺕ‪ ،‬ﺑﺮﺍﻱ ﭼﺮﺧﺎﻧﺪﻥ ﺍﺟﺴــﺎﻡ‪ ،‬ﻗﻮﻩ ﺭﺍ ﺑﻪ ﻛﺎﺭ ﻣﻲ ﺑﺮﻳﻢ‪ .‬ﺩﺭ ﺍﺛﺮ ﺍﻳﻦ ﻗﻮﻩ ﻣﻤﻜﻦ ﺍﺳــﺖ‬
‫ﺍﺟﺴــﺎﻡ ﺑﭽﺮﺧﻨﺪ ﻭ ﻳﺎ ﺩﻭﺭﺍﻥ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺍﺛﺮ ﭼﺮﺧﺸــﻲ ﻳﻚ ﻗﻮﻩ ﺑﻪ ﻧﺎﻡ ﻣﻮﻣﻨﺖ ﻗﻮﻩ ﻳﺎﺩ ﻣﻲ ﺷــﻮﺩ‪.‬‬
‫ﻣﻮﻣﻨﺖ ﻗﻮﻩ ﺑﻪ ﺑﺰﺭﮔﻲ ﻗﻮﻩ‪ ،‬ﺟﻬﺖ ﻗﻮﻩ ﻭ ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻭﺍﺭﺩﻩ ﺑﺮ ﺟﺴﻢ ﺑﺴﺘﻪ ﮔﻲ ﺩﺍﺭﺩ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭﻭﺍﺯﺓ ﺻﻨﻔﺘﺎﻥ ﺭﺍ ﺑﺎﺯ ﻛﻨﻴﺪ‪ ،‬ﺑﺎ ﻗﺮﺍﺭ ﺩﺍﺩﻥ ﺍﻧﮕﺸﺖ ﺩﺳﺘﺘﺎﻥ ﺑﻪ ﻧﻘﺎﻁ ﻣﺨﺘﻠﻒ ﺩﺭﻭﺍﺯﻩ )ﺍﻟﻒ‪ ،‬ﺏ ﻭ ﺝ( ﻛﻮﺷﺶ ﻛﻨﻴﺪ‬
‫ﺩﺭﻭﺍﺯﻩ ﺭﺍ ﺑﺎﺯﺗﺮ ﻛﻨﻴﺪ‪ .‬ﺗﻮﺟﻪ ﻛﻨﻴﺪ ﺍﻧﮕﺸﺖ ﺷﻤﺎ ﺩﺭ ﻛﺠﺎ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ ﻛﻪ ﺩﺭﻭﺍﺯﻩ ﺭﺍﺣﺖ ﺗﺮ ﺑﺎﺯ ﻣﻲ ﺷﻮﺩ‪ ،‬ﭼﺮﺍ؟‬
‫ﭼﺮﺍ ﺑﺮﺍﻱ ﺑﺎﺯﻛﺮﺩﻥ ﭘﻴﭻ ﻫﺎﻱ ﻛﻪ ﺑﺎ ﺩﺳﺖ ﺑﺎﺯ ﻧﻤﻲ ﺷﻮﺩ ﺍﺯ ﺭﻧﭽﻰ ﻛﻪ ﺩﺳﺘﺔ ﺁﻥ ﺩﺭﺍﺯ ﺍﺳﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻴﺸﻮﺩ؟‬
‫ﺷﻜﻞ )‪ (5-5‬ﻧﻘﻄﻪﺍﻯ ﻛﻪ ﻗﻮﻩ‬
‫ﺷﻜﻞ )‪ (5-6‬ﺩﻭ ﺭﻧﭻ ﺑﺎ‬ ‫ﺑﻪ ﺁﻥ ﻭﺍﺭﺩ ﻣﻰﺷﻮﺩ ﻧﻘﺶ‬
‫ﺩﻫﺎﻧﻪ ﻫﺎﻯ ﻳﻜﺴﺎﻥ ﻭ‬ ‫ﻣﻬﻤﻰ ﺩﺭ ﺍﻧﺪﺍﺯﺓ ﻣﻮﻣﻨﺖ ﻗﻮﻩ‬
‫ﺩﺳﺘﻪﻫﺎﻯ ﻣﺨﺘﻠﻒ‬ ‫ﺩﺍﺭﺩ‪.‬‬
‫ﻃﻮﺭﻱ ﻛﻪ ﺩﻳﺪﻩ ﺷﺪ ﻫﺮ ﻗﺪﺭ ﻓﺎﺻﻠﻪ ﺩﻭﺭﺗﺮ ﺍﻧﺘﺨﺎﺏ ﺷﻮﺩ‪ ،‬ﺗﻄﺒﻴﻖ ﻣﻘﺪﺍﺭ ﻗﻮﺓ‬
‫ﻛﻢ ﺍﺛﺮ ﺑﻴﺸﺘﺮ ﻭﺍﺭﺩ ﻣﻰﻛﻨﺪ ﻳﻌﻨﻲ ﺑﻪ ﺭﺍﺣﺘﻲ ﺩﺭﻭﺍﺯﻩ ﺑﺎﺯ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﻳﻚ ﭘﻴﭻ ﺑﻪ ﻭﺍﺳــﻄﺔ ﺍﻧﮕﺸﺘﺎﻥ ﺩﺳﺖ ﺑﺎﺯ ﻧﻤﻲﺷــﻮﺩ‪ .‬ﺑﺮﺍﻱ ﺑﺎﺯ ﻛﺮﺩﻥ ﺁﻥ‬
‫ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﺍﺯ ﺭﻧﭽﻰ ﻛﻪ ﺩﺳﺘﺔ ﺁﻥ ﺩﺭﺍﺯ ﺍﺳﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﻫﺮﮔﺎﻩ‬
‫ﻗﻮﻩﺍﻯ ﻛﻪ ﺑﻪ ﺭﻧﭻ ﻭﺍﺭﺩ ﻣﻲﺷﻮﺩ‪ ،‬ﺑﺰﺭﮔﺘﺮ ﺷﻮﺩ ﻭ ﻣﺤﻞ ﺍﺛﺮ ﻗﻮﻩ ﺍﺯ ﭘﻴﭻ ﺩﻭﺭﺗﺮ‬
‫ﺍﻧﺘﺨﺎﺏ ﺷﻮﺩ‪ ،‬ﭘﻴﭻ ﺑﻪ ﺁﺳﺎﻧﻲ ﻭ ﺯﻭﺩﺗﺮ ﺑﺎﺯ ﻣﻲﺷﻮﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺓ ﺩﻳﮕﺮ ﻫﺮ ﭼﻪ‬
‫ﻗﻮﻩ ﺑﺰﺭﮔﺘﺮ ﻭ ﻧﻘﻄﺔ ﺍﺛﺮ ﺁﻥ ﺩﻭﺭﺗﺮ ﺑﺎﺷﺪ ﺍﺛﺮ ﭼﺮﺧﺶ ﻗﻮﻩ ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪.‬‬
‫ﺑﺰﺭﮔﻲ ﻣﻮﻣﻨﺖ ﻗﻮﻩ ﺑﻪ ﺩﻭ ﭼﻴﺰ ﺑﺴﺘﻪ ﮔﻲ ﺩﺍﺭﺩ‪:‬‬
‫‪ -1‬ﺑﺰﺭﮔﻲ ﻗﻮﻩ‪ ،‬ﻳﻌﻨﻲ ﻗﻮﺓ ﺑﺰﺭﮔﺘﺮ ﻣﻮﻣﻨﺖ ﺑﺰﺭﮔﺘﺮ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲﺁﻭﺭﺩ‪.‬‬
‫‪ -2‬ﻓﺎﺻﻠــﺔ ﻧﻘﻄــﻪ ﺍﻯ ﻛﻪ ﻗﻮﻩ ﺑــﻪ ﺁﻥ ﻭﺍﺭﺩ ﻣﻲ ﺷــﻮﺩ ﺗﺎ ﻧﻘﻄــﺔ ﺍﺗﻜﺎ‪.‬‬
‫ﺟﻬﺖ ﭼﺮﺧﺶ ﺑﻪ ﺟﻬﺖ ﻗﻮﻩ ﺑﺴﺘﻪ ﮔﻲ ﺩﺍﺭﺩ‪ .‬ﻧﻘﻄﻪ ﺍﻯ ﻛﻪ ﺟﺴﻢ ﺣﻮﻝ‬
‫ﺁﻥ ﻣﻲ ﭼﺮﺧﺪ‪ .‬ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﻣﻮﻣﻨﺖ ﻗــﻮﻩ‪ ،‬ﻣﻌﻴﺎﺭﻱ ﺑﺮﺍﻱ ﺍﺛﺮ ﭼﺮﺧﺶ ﻳﻚ ﻗــﻮﻩ ﺑﻪ ﺩﻭﺭ ﻳﻚ ﻧﻘﻄﺔ‬
‫ﻣﻌﻴﻦ ﺍﺳﺖ‪.‬‬
‫ﻓﺎﺻﻠﺔ ﻋﻤﻮﺩﻯ ﻗﻮﻩ ﺑﺎ ﻧﻘﻄﺔ ﺍﺗﻜﺎ × ﻗﻮﻩ = ﻣﻮﻣﻨﺖ ﻗﻮﻩ‬
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 ‫ﺳﺆﺍﻝ‪:‬‬
‫ﻋﻮﺍﻣﻞ ﻣﺆﺛﺮ ﺩﺭ ﻣﻮﻣﻨﺖ ﻗﻮﻩ ﺭﺍ ﻧﺎﻡ ﺑﮕﻴﺮﻳﺪ‪.‬‬
‫ﻗﻮﻩ ﻫﺎﻯ ﻋﻤﻞ ﻭ ﻋﻜﺲ ﺍﻟﻌﻤﻞ‬
‫ﺩﺭ ﺯﻧﺪﻩﮔﻲ ﺭﻭﺯﻣﺮﻩ ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺑﻪ ﺯﻣﻴﻦ ﺍﻓﺘﺎﺩﻩ ﺑﺎﺷــﻴﺪ ﻭ ﻳﺎ ﺩﺳﺘﺘﺎﻥ‬
‫ﻣﺤﻜﻢ ﺑﻪ ﺩﻳﻮﺍﺭ ﺑﺮﺧﻮﺭﺩ ﻛﺮﺩﻩ ﺑﺎﺷــﺪ‪ ،‬ﺩﺳــﺖ ﺗــﺎﻥ ﺿﺮﺑﻪ ﺩﻳﺪﻩ ﻭ ﺩﺭﺩ‬
‫ﻣﻲ ﮔﻴﺮﺩ‪.‬‬
‫ﻋﻠﺖ ﺁﻥ ﺍﻳﻨﺴــﺖ ﻛﻪ ﻭﻗﺘﻲ ﺷﻤﺎ ﺑﻪ ﺩﻳﻮﺍﺭ ﻭﻳﺎ ﺯﻣﻴﻦ ﺑﺮﺧﻮﺭﺩ ﻣﻲ ﻛﻨﻴﺪ‪،‬‬
‫ﺑﺮﻋﻜﺲ ﺩﻳﻮﺍﺭ ﻭ ﻳﺎ ﺳﻄﺢ ﺯﻣﻴﻦ ﻧﻴﺰ ﺑﻪ ﺷﻤﺎ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻗﻮﻩ ﻭﻗﺘﻲ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻳﺪ ﻛﻪ ﺩﻭ ﺟﺴﻢ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﺍﺛﺮ ﻣﺘﻘﺎﺑﻞ ﻛﻨﻨﺪ‪.‬‬
‫ﭘﺲ ﻭﻗﺘﻲ ﺩﻭ ﺟﺴﻢ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺩﻭ ﻗﻮﻩ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﮔﺮ ﻳﻚ ﺟﺴﻢ‬
‫ﺑﻪ ﺗﻨﻬﺎﻳﻰ ﻭﺟﻮﺩ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﺪ‪ ،‬ﻧﻪ ﻣﻴﺘﻮﺍﻧﺪ ﻗﻮﻩ ﻭﺍﺭﺩ ﻛﻨﺪ ﻭ ﻧﻪ ﻗﻮﻩ ﺑﺮ‬
‫ﺁﻥ ﻭﺍﺭﺩ ﺷﻮﺩ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺁﻳﺎ ﺩﻳﻮﺍﺭ ﺳﺎﻛﻦ ﺻﻨﻒ ﺷﻤﺎ ﻣﻲ ﺗﻮﺍﻧﺪ ﺷﻤﺎ ﺭﺍ ﻛﺶ ﻳﺎ ﺗﻴﻠﻪ ﻛﻨﺪ؟‬
‫ﻳﻚ ﺭﻳﺴــﻤﺎﻥ ﺭﺍ ﺑﻪ ﻳﻚ ﺩﻳﻮﺍﺭﻯ ﻛﻪ ﻳﻚ ﻣﻴﺦ ﻣﺤﻜﻢ ﺑﻪ ﺁﻥ ﺯﺩﻩ ﺷــﺪﻩ ﺍﺳﺖ‪ ،‬ﺑﺴﺘﻪ ﻭ ﺁﻥ ﺭﺍ‬
‫ﻛﺶ ﻛﻨﻴﺪ‪.‬‬
‫ﺭﻳﺴﻤﺎﻥ‬
‫ﻛﻨﻴﺪ‪ ،‬ﭼﺮﺍ ﺭ ﺴ‬
‫ﻳﺴﻤﺎﻥ‬ ‫ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻲ ﻛﻨﻴﺪ‬
‫ﻴﺪ‪،‬‬ ‫ﺣﺎﻝ ﺑﮕﻮﻳﻴﺪ ﺑﺎ ﻭﺟﻮﺩﻯ ﻛﻪ ﺷﻤﺎ ﻮﻩ‬
‫ﻛﻨﻴﺪ‪.‬‬
‫ﺑﻴﺎﻥ ﻛﻨﻴﺪ‬
‫ﻴﺪ‪.‬‬ ‫ﺣﺮﻛﺖ ﻧﻤﻲ ﻛﻨﺪ‪ .‬ﻧﺘﻴﺠﻪ ﺭﺍ ﺑﻪ ﻫﻢ ﺻﻨﻔﺎﻧﺘﺎﻥ ﺑﻴﺎﺎﻥ‬
‫ﺷﻜﻞ )‪(5-7‬‬
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‫ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﺩﻳﺪﻳﺪ ﻛﻪ ﻭﻗﺘﻲ ﺷﻤﺎ ﺑﻪ ﺭﻳﺴﻤﺎﻥ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻲ ﻛﻨﻴﺪ )ﻛﺶ ﻣﻲ ﻛﻨﻴﺪ(‪ ،‬ﺭﻳﺴﻤﺎﻥ ﻧﻴﺰ‬
‫ﺑﺎ ﻋﻴﻦ ﺍﻧﺪﺍﺯﻩ ﺩﺭ ﺟﻬﺖ ﻣﺨﺎﻟﻒ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻲ ﻛﻨﺪ ﻭ ﺷــﻤﺎ ﺭﺍ ﺑﻪ ﻃﺮﻑ ﺧﻮﺩ ﻛﺶ ﻣﻲ ﻛﻨﺪ‪ .‬ﺍﻳﻦ‬
‫ﻗﻮﻩ ﺳﺒﺐ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﺭﻳﺴﻤﺎﻥ ﺣﺮﻛﺖ ﻧﻜﻨﺪ‪ ،‬ﻗﻮﻩ ﻫﺎ ﻫﻤﻴﺸﻪ ﺩﺭ ﺩﻭ ﺟﻬﺖ ﻣﺨﺎﻟﻒ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‬
‫ﻛﻪ ﻫﺮ ﻳﻚ ﺍﺯ ﻗﻮﻩ ﻫﺎ ﺑﺎﻻﻱ ﻫﻤﺪﻳﮕﺮ ﻋﻤﻞ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﻗﻮﻩ ﺍﻱ ﻛﻪ ﺷﻤﺎ ﺑﻪ ﻛﺴﻲ ﻭ ﻳﺎ ﭼﻴﺰﻱ ﻭﺍﺭﺩ‬
‫ﻣﻲ ﻛﻨﻴﺪ )ﻗﻮﺓ ﻋﻤﻞ( ﻭ ﻗﻮﻩ ﺍﻯ ﻛﻪ ﻛﺴــﻲ ﻳﺎ ﭼﻴﺰﻱ ﺑﻪ ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ ﺩﺭ ﺟﻬﺖ ﻣﺨﺎﻟﻒ ﺑﻪ ﺷــﻤﺎ‬
‫ﻭﺍﺭﺩ ﻣﻲ ﻛﻨﺪ‪ ،‬ﻗﻮﺓ ﻋﻜﺲ ﺍﻟﻌﻤﻞ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﺍﻳﻦ ﻗﻮﻩ ﻫﺎ ﺗﻮﺳﻂ ﻧﻴﻮﺗﻦ ﻛﺸﻒ ﻭ ﭼﻨﻴﻦ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ‪:‬‬
‫ﺑﺮﺍﻱ ﻫﺮ ﻋﻤﻞ ﻳﻚ ﻋﻜﺲ ﺍﻟﻌﻤﻞ ﻣﺴﺎﻭﻱ ﻭ ﻣﺨﺎﻟﻒ ﺍﻟﺠﻬﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﻗﻮﺓ ﺟﺎﺫﺑﻪ‬
‫ﻭﻗﺘﻲ ﺷﻤﺎ ﻳﻚ ﺟﺴﻤﻲ ﺭﺍ ﺍﺯ ﺩﺳﺘﺘﺎﻥ ﺭﻫﺎ ﻛﻨﻴﺪ‪ ،‬ﺑﻪ ﻛﺪﺍﻡ ﻃﺮﻑ ﻣﻲ ﺍﻓﺘﺪ؟‬
‫ﺩﺭ ﻛﺘﺎﺏ ﺳﺎﻳﻨﺲ ﺻﻨﻒ ﺷﺸﻢ ﺑﺎ ﻗﻮﻩ ﺍﻯ ﻛﻪ ﺍﺟﺴﺎﻡ ﺭﺍ ﺑﻪ ﺳﻤﺖ ﭘﺎﻳﻴﻦ ﻣﻲﻛﺸﺎﻧﺪ ﺁﺷﻨﺎ ﺷﺪﻳﺪ‪.‬‬
‫ﺁﻳﺎ ﻧﺎﻡ ﺍﻳﻦ ﻗﻮﻩ ﺭﺍ ﺑﻪ ﻳﺎﺩ ﺩﺍﺭﻳﺪ؟‬
‫ﻗﻮﻩ ﺍﻯ ﻛﻪ ﺍﺟﺴــﺎﻡ ﺭﺍ ﺑﻪ ﻃﺮﻑ ﺧﻮﺩ ﻣﻲﻛﺸــﺎﻧﺪ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺯﻣﻴﻦ ﮔﻔﺘﻪ ﻣﻲ ﺷــﻮﺩ‪ .‬ﺍﻳﻦ ﻗﻮﻩ ﺑﻪ‬
‫ﻫﻤﻪ ﺍﺟﺴــﺎﻣﻲ ﻛﻪ ﺩﺭ ﺍﻃﺮﺍﻑ ﺯﻣﻴﻦ ﻫﺴــﺘﻨﺪ ﻭﺍﺭﺩ ﻣﻲ ﺷــﻮﺩ ﻭ ﺁﻥ ﻫﺎ ﺭﺍ ﺑﻪ ﺳﻤﺖ ﻣﺮﻛﺰ ﺯﻣﻴﻦ‬
‫ﻣﻲﻛﺸﺎﻧﺪ‪.‬‬
‫ﺍﻟﻒ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﻣﻘﺎﺑﻞ ﺍﮔﺮ ﺳﻴﺐ ﻫﺎ ﺍﺯ ﻧﻘﺎﻁ ﺍﻟﻒ‪ ،‬ﺏ ﻭ ﺝ ﺭﻫﺎ ﺷﻮﻧﺪ‪.‬‬
‫ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺑﻪ ﻛﺪﺍﻡ ﻃﺮﻑ ﺣﺮﻛﺖ ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ؟ ﺁﻳﺎ ﺩﺭ ﺷﻜﻞ ﺳﻤﺖ ﻫﺎﻯ‬
‫ﺏ‬
‫ﺣﺮﻛﺖ ﺻﺤﻴﺢ ﺗﺮﺳﻴﻢ ﺷﺪﻩ ﺁﻧﺪ؟‬
‫ﺝ‬ ‫ﺩﺭ ﮔﺮﻭپ ﻫﺎﻳﺘﺎﻥ ﺑﺎ ﻫﻢ ﮔﻔﺘﮕﻮ ﻛﻨﻴﺪ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺩﻫﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (5-8‬ﺳﻴﺐ ﺩﺭ ﺍﻃﺮﺍﻑ ﺯﻣﻴﻦ‬
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‫ﻃﻮﺭﻱ ﻛﻪ ﺷــﻤﺎ ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﻣﺘﻮﺟﻪ ﺷــﺪﻳﺪ ﻫﺮﮔﺎﻩ ﺷﻤﺎ ﻧﺴﺒﺖ ﺑﻪ ﺯﻣﻴﻦ ﺩﺭ ﻣﻮﻗﻌﻴﺖﺍﻟﻒ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻪ‬
‫ﺑﺎﺷــﻴﺪ ﻭ ﺳــﻴﺐ ﺭﺍ ﺭﻫﺎ ﻛﻨﻴﺪ‪ ،‬ﺑﻪ ﻃﺮﻑ ﺯﻣﻴﻦ ﺳﻘﻮﻁ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺗﺮﺗﻴﺐ ﺍﮔﺮ ﺩﺭ ﻧﻘﺎﻁ ﺏ ﻭ‬
‫ﺝ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ‪ ،‬ﻭﻗﺘﻲ ﺳﻴﺐ ﺭﺍ ﺭﻫﺎ ﻛﻨﻴﺪ ﺑﺎﺯ ﻫﻢ ﺑﻪ ﻃﺮﻑ ﺯﻣﻴﻦ ﺣﺮﻛﺖ ﻣﻲ ﻛﻨﺪ ﻭﻟﻰ ﺩﺭ‬
‫ﻫﺮ ﺣﺎﻟﺖ ﺟﻬﺖ ﻗﻮﻩ ﺑﻪ ﻃﺮﻑ ﻣﺮﻛﺰ ﺯﻣﻴﻦ ﺍﺳﺖ‪ ،‬ﺍﻳﻦ ﻗﻮﻩ ﻋﺒﺎﺭﺕ ﺍﺯ ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﺯﻣﻴﻦ ﺍﺳﺖ ﻛﻪ‬
‫ﺑﺮ ﺑﺪﻥ ﻣﺎ ﻭ ﻫﺮ ﺷــﻲ ﻛﻪ ﺩﺭ ﺍﻃﺮﺍﻑ ﺯﻣﻴﻦ ﺑﺎﺷــﺪ ﺍﺛﺮ ﻣﻲ ﻛﻨﺪ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﻃﺮﻑ ﺧﻮﺩ ﻣﻲ ﻛﺸﺎﻧﺪ‪.‬‬
‫ﺟﻬﺖ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺯﻣﻴﻦ ﻫﻤﻴﺸﻪ ﺑﻪ ﻃﺮﻑ ﻣﺮﻛﺰ ﺯﻣﻴﻦ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﻗــﻮﺓ ﺟﺎﺫﺑﻪ‪ ،‬ﺍﺟﺴــﺎﻡ ﺭﺍ ﺭﻭﻱ ﺯﻣﻴﻦ ﻧﮕﻪ ﻣﻲ ﺩﺍﺭﺩ‪ ،‬ﭼﻨﺎﻧﭽﻪ ﺍﺷــﻴﺎﻳﻲ ﺭﺍ ﻛﻪ ﺑﺎﻻ ﭘﺮﺗﺎﺏ ﻣﻲ ﻛﻨﻴﻢ‬
‫ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺯﻣﻴﻦ ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﺍﻧﺪ‪.‬‬
‫ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﻧﻪ ﺗﻨﻬﺎ ﺑﻴﻦ ﺯﻣﻴﻦ ﻭ ﺍﺟﺴــﺎﻡ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺑﻠﻜﻪ ﻗﻮﺓ ﺟﺎﺫﺑﻪ‪ ،‬ﻣﻬﺘﺎﺏ ﺭﺍ ﺩﺭ ﻣﺪﺍﺭﺵ ﺑﻪ‬
‫ﺩﻭﺭ ﺯﻣﻴﻦ ﻧﮕﻪ ﻣﻰﺩﺍﺭﺩ ﻭ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺁﻓﺘﺎﺏ‪ ،‬ﺳﻴﺎﺭﺍﺕ ﺭﺍ ﺩﺭ ﻣﺪﺍﺭﺷﺎﻥ ﻧﮕﻪ ﻣﻲ ﺩﺍﺭﺩ‪.‬‬
‫ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﺑﻪ ﻣﻘﺪﺍﺭﻛﺘﻠﺔ ﺍﺟﺴﺎﻡ ﻭ ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﺁﻧﻬﺎ ﺑﺴﺘﻪ ﮔﻲ ﺩﺍﺭﺩ‪ ،‬ﻳﻌﻨﻲ ﻫﺮ ﻗﺪﺭ ﻛﺘﻠﺔ ﺍﺟﺴﺎﻡ‬
‫ﺑﺰﺭﮔﺘﺮ ﺑﺎﺷــﺪ‪ ،‬ﺍﺛﺮ ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﺑﻴﺸﺘﺮ ﺍﺳــﺖ ﻭ ﺑﺮﻋﻜﺲ ﻫﺮﻗﺪﺭ ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﺍﺟﺴﺎﻡ ﺑﻴﺸﺘﺮ ﺑﺎﺷﺪ‪،‬‬
‫ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﺑﻴﻦ ﺁﻧﻬﺎ ﻛﻤﺘﺮ ﺍﺳﺖ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﻗﻮﻩ ﺟﺎﺫﺑﻪ ﭼﻴﺴﺖ؟ ﻭ ﭼﻪ ﻣﻲ ﻛﻨﺪ؟ ﺗﺸﺮﻳﺢ ﻛﻨﻴﺪ‪.‬‬
‫ﻭﺯﻥ ﻭ ﻛﺘﻠﻪ‬
‫ﻫﻤــﺔ ﻣﺎ ﺍﻳﻦ ﺗﺠﺮﺑــﻪ ﺭﺍ ﺩﺍﺭﻳﻢ ﻛﻪ ﻫﻨﮕﺎﻡ ﺧﺮﻳﺪﻥ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿــﺮﻭﺭﺕ ﻣﺎﻧﻨﺪ ﺑﻮﺭﻩ‪ ،‬ﺑﺮﻧﺞ‪ ،‬ﻣﻴﻮﻩ‬
‫ﻼ ﻭﻗﺘﻲ ﺳــﻴﺐ ﻣﻲ ﺧﺮﻳﻢ ﺑﺎﻳﺪ ﺍﻧﺪﺍﺯﻩ ﻳﺎ ﻣﻘﺪﺍﺭ ﺁﻥ ﺭﺍ‬ ‫ﻭﻏﻴﺮﻩ‪ ،‬ﺑﺎﻳﺪ ﻣﻘﺪﺍﺭ ﺁﻥ ﺭﺍ ﺗﻌﻴﻴﻦ ﻛﻨﻴﻢ‪ ،‬ﻣﺜ ً‬
‫ﻣﺸﺨﺺ ﺑﺴﺎﺯﻳﻢ ﻛﻪ ﺑﻪ ﭼﻲ ﻣﻘﺪﺍﺭ ﺧﺮﻳﺪﺍﺭﻱ ﻛﻨﻴﻢ ﻛﻪ ﻣﻌﻤﻮﻻً ﻣﻘﺪﺍﺭ ﺁﻧﺮﺍ ﺑﺎ ﺗﺮﺍﺯﻭﻫﺎﻱ ﺩﻭﭘﻠﻪﻳﻲ‬
‫ﻭﻳﺎ ﺗ ﺮﺍﺯﻭﻳﻰ ﻛﻪ ﺩﺭ ﺷــﻜﻞ )‪ (5-9‬ﻣﺸــﺎﻫﺪﻩ ﻣﻰ ﻛﻨﻴﺪ‪ ،‬ﺍﻧﺪﺍﺯﻩ ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬
‫‪72‬‬ ‫ﺷﻜﻞ )‪ (5-9‬ﺗﺮﺍﺯﻭﻫﺎﻯ ﻛﻪ ﺗﻮﺳﻂ ﺁﻧﻬﺎ ﻣﻘﺪﺍﺭ ﻣﻮﺍﺩ ﺭﺍ ﺍﻧﺪﺍﺯﻩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭ ﺷﻜﻞ ﺯﻳﺮ ﺗﺮﺍﺯﻭ ﺑﺎ ﻭﺯﻧﻪ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺭﺍ ﻣﻲ ﺑﻴﻨﻴﺪ‪.‬‬
‫ﺩﺭ ﻫﺮ ﮔﺮﻭپ ﻳﻚ ﻃﺮﺯ ﺍﻟﻌﻤﻞ ﺗﻬﻴﻪ ﻛﻨﻴﺪ ﻛﻪ ﺩﺭ ﺁﻥ ﻃﺮﺯ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﺮﺍﺯﻭ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﺎﺷﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (5-10‬ﺗﺮﺍﺯﻭ ﺑﺎ ﻭﺯﻧﻪ ﻫﺎﻯ‬
‫ﻣﺨﺘﻠﻒ‬
‫ﻣﻘﺪﺍﺭ ﻣﻮﺍﺩﻯ ﻛﻪ ﺷــﻤﺎ ﺁﻥ ﺭﺍ ﺗﻮﺳــﻂ ﺗــﺮﺍﺯﻭﻯ ﺩﻭ ﭘﻠﻪ ﻳﻰ ﺍﻧﺪﺍﺯﻩ ﻣﻲﮔﻴﺮﻳــﺪ‪ ،‬ﺩﺭ ﺣﻘﻴﻘﺖ ﻛﺘﻠﺔ‬
‫ﻫﻤﺎﻥ ﺟﺴــﻢ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻛﺘﻠﺔ ﻳﻚ ﺟﺴﻢ )ﺳــﻴﺐ( ﺑﻪ ﺗﻌﺪﺍﺩ ﺫﺭﻩ ﻫﺎﻯ ﺳﺎﺯﻧﺪﺓ ﺁﻥ ﺟﺴﻢ ﻭ‬
‫ﺍﻧﺪﺍﺯﺓ ﺑﺰﺭﮔﻰ ﻫﺮ ﺫﺭﻩ ﺑﺴﺘﻪ ﮔﻰ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺍﻱ ﺗﻌﻴﻴﻦ ﻣﻘﺪﺍﺭ ﻣﻮﺍﺩ ﻳﺎ ﻛﺘﻠﺔ ﻳﻚ ﺟﺴﻢ ﺍﺯ ﻭﺍﺣﺪﻫﺎﻯ‬
‫ﻛﻴﻠﻮﮔﺮﺍﻡ ﻭ ﮔﺮﺍﻡ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻴﻢ‪ ،‬ﻳﻌﻨﻲ ﻭﺍﺣﺪ ﻛﺘﻠﻪ ‪ kg‬ﻭ ‪ gr‬ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻛﺜﺮ ﺍﻭﻗﺎﺕ ﻣﺮﺩﻡ ﺑﻪ‬
‫ﻃﻮﺭ ﻏﻠﻂ ﺍﺯ ﻛﻴﻠﻮﮔﺮﺍﻡ ﻭ ﮔﺮﺍﻡ ﺑﻪ ﻋﻨﻮﺍﻥ ﻭﺍﺣﺪﻫﺎﻯ ﻭﺯﻥ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻨﺪ ﻣﺜ ً‬
‫ﻼ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‬
‫ﻛﻪ ﻭﺯﻥ ﻳﻚ ﺗﺮﺑﻮﺯ ‪ 5kg‬ﺍﺳــﺖ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺍﻳﻦ ﻋﺪﺩ ﻣﻘﺪﺍﺭ ﻛﺘﻠﺔ ﺁﻥ ﺭﺍ ﻧﺸــﺎﻥ ﻣﻴﺪﻫﺪ ﻭ ﻭﺯﻥ‬
‫ﺁﻥ ﻫﻤﺎﻥ ﺗﺄﺛﻴﺮ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺯﻣﻴﻦ ﺑﺎﻻﻯ ﺁﻥ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﻭﺯﻥ ﺑﺎ ﻭﺍﺣﺪ ﻧﻴﻮﺗﻦ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻣﻲ ﺷــﻮﺩ ﻭ ﻋﺒﺎﺭﺕ ﺍﺯ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺯﻣﻴﻦ ﺑﺎﻻﻯ ﺍﺟﺴــﺎﻡ‬
‫ﺍﺳــﺖ‪ .‬ﻣﺜ ً‬
‫ﻼ‪ :‬ﺍﮔﺮ ﻛﺘﻠﺔ ﺟﺴــﻤﻰ ‪ 1kg‬ﺑﺎﺷﺪ‪ ،‬ﺯﻣﻴﻦ ﺑﺮ ﺁﻥ ﻗﻮﻩﺍﻯ ﺑﺮﺍﺑﺮﺑﺎ ‪ 9 8N‬ﻭﺍﺭﺩ ﻣﻰﻛﻨﺪ ﻛﻪ‬
‫ﻣﺴــﺎﻭﻯ ﺑﺎ ﻭﺯﻥ ﺟﺴﻢ ﺍﺳﺖ‪ .‬ﺑﻬﺘﺮ ﺍﺳــﺖ ﺑﺪﺍﻧﻴﻢ ﻛﻪ ﻗﻮﻩﺍﻯ ﺭﺍ ﻛﻪ ﺯﻣﻴﻦ ﺑﺎﻻﻯ ﻛﺘﻠﺔ ‪ 1kg‬ﻭﺍﺭﺩ‬
‫ﻣﻰ ﻛﻨﺪ‪ ،‬ﻳﻌﻨﻰ ﻫﻤﺎﻥ ‪ 9 8N‬ﺭﺍ ﻳﻚ ﻛﻴﻠﻮﮔﺮﺍﻡ ﻗﻮﻩ ﻧﻴﺰ ﻣﻰﮔﻮﻳﻨﺪ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ‪ 1kgf‬ﻧﺸــﺎﻥ ﻣﻰ‬
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 ‫ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﻭﻗﺘﻰ ﺩﺭ ﮔﻔﺘﮕﻮﻫﺎﻯ ﺭﻭﺯ ﻣﺮﻩ ﻣﺮﺩﻡ ﻣﻰﮔﻮﻳﻨﺪ‪،‬‬
‫ﻭﺯﻥ ﻳﻚ ﺟﺴﻢ ﭘﺎﻧﺰﺩﻩ ﻛﻴﻠﻮﮔﺮﺍﻡ ﺍﺳﺖ‪ ،‬ﺩﺭ ﺣﻘﻴﻘﺖ ﻣﻨﻈﻮﺭﺷﺎﻥ ﭘﺎﻧﺰﺩﻩ‬
‫ﻛﻴﻠﻮﮔﺮﺍﻡ ﻗﻮﻩ ﺍﺳﺖ ﻛﻪ ﺗﻘﺮﻳﺒﺎً ﺑﺮﺍﺑﺮ ﺑﺎ ‪ 150N‬ﺍﺳﺖ‪.‬‬
‫ﺑﺮﺍﻱ ﺁﺳــﺎﻧﻲ ﻛﺎﺭ ﺩﺭ ﻣﺤﺎﺳﺒﻪ‪ ،‬ﻭﺯﻥ ﻳﻚ ﺟﺴﻢ ﺑﻪ ﻛﺘﻠﺔ ‪ 1kg‬ﺭﺍ ‪10N‬‬
‫ﻗﺒﻮﻝ ﻣﻰﻛﻨﻴﻢ‪ .‬ﻃﻮﺭ ﻣﺜﺎﻝ ﺍﮔﺮ ﻛﺘﻠﺔ ﺷــﻤﺎ ‪ 45kg‬ﺑﺎﺷﺪ‪ ،‬ﻭﺯﻥ ﺷﻤﺎ ﺩﺭ‬
‫ﺳﻄﺢ ﺯﻣﻴﻦ ﺗﻘﺮﻳﺒﺎً ‪ 450N‬ﺍﺳﺖ‪ .‬ﻳﻌﻨﻰ‪:‬‬
‫‪45 × 10 = 450 N‬‬
‫ﻭﺯﻥ ﻭ ﻛﺘﻠﻪ ﺑﺎ ﻫﻢ ﺍﺭﺗﺒﺎﻁ ﻣﺴﺘﻘﻴﻢ ﺫﻳﻞ ﺭﺍ ﺩﺍﺭﻧﺪ‪.‬‬
‫‪× 10‬ﻛﺘﻠﺔ ﺟﺴﻢ= ﻭﺯﻥ ﺟﺴﻢ‬
‫‪3Kg‬‬ ‫‪w=m.g‬‬
‫ﺁﻳﺎ ﮔﻔﺘــﻪ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﻛﻪ ﻭﺯﻥ‬
‫ﻳﻚ ﺟﺴﻢ ﭼﻄﻮﺭ ﺗﻐﻴﻴﺮ ﻣﻲﻛﻨﺪ؟‬
‫ﻭﺯﻥ ﺟﺴﻢ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﻓﺎﺻﻠﺔ ﺁﻥ ﺟﺴﻢ ﺍﺯ ﻣﺮﻛﺰ‬
‫ﺯﻣﻴﻦ ﺑﺴﺘﻪ ﮔﻲ ﺩﺍﺭﺩ‪ ،‬ﻫﺮ ﻗﺪﺭ ﺍﺯ ﻣﺮﻛﺰ ﺯﻣﻴﻦ‬
‫ﺩﻭﺭ ﺷﺪﻩ ﺑﺮﻭﺩ‪ ،‬ﻭﺯﻥ ﺁﻥ ﻛﻤﺘﺮ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﻃﻮﺭ ﻣﺜﺎﻝ‪ :‬ﺍﮔﺮ ﻳﻚ ﻓﻀﺎﻧﻮﺭﺩ ﺑﻪ ﻓﻀﺎﻱ‬
‫ﺩﻭﺭ ﺍﺯ ﺳﻄﺢ ﺯﻣﻴﻦ ﺳﻔﺮ ﻛﻨﺪ‪ ،‬ﻣﻤﻜﻦ‬
‫ﺍﺳﺖ ﺑﻪ ﺟﺎﻳﻲ ﺑﺮﺳﺪ ﻛﻪ ﺩﻳﮕﺮ ﺑﻪ ﺁﻥ‬
‫ﺷﻜﻞ)‪ (5-11‬ﻳﻚ ﺟﺴﻢ ‪ 3‬ﻛﻴﻠﻮ‬
‫ﻗــﻮﺓ ﺟﺎﺫﺑﻪ ﺍﺛــﺮ ﻧﻜﻨﺪ ﻳﻌﻨﻲ ﺩﺭ ﺣﺎﻟــﺖ ﺑﻲ ﻭﺯﻧﻲ ﻗﺮﺍﺭ‬
‫ﮔﺮﺍﻣﻰ‪ 30 ،‬ﻧﻴﻮﺗﻦ ﻭﺯﻥ ﺩﺍﺭﺩ‪.‬‬
‫ﺑﮕﻴﺮﺩ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﺣﺎﻟﺘﻲ ﻓﻀﺎﻧﻮﺭﺩ ﻛﺘﻠﺔ ﺍﻭﻟﻲ ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﺩ ﻭ ﺫﺭﺍﺕ ﺳﺎﺯﻧﺪﺓ ﻭﺟﻮﺩ‬
‫ﺁﻥ ﭘﺎ ﺑﺮ ﺟﺎﺳــﺖ‪ ،‬ﻳﻌﻨﻰ ﻛﺘﻠﺔ ﺁﻥ ﻧﻪ ﻛﻢ ﺷــﺪﻩ ﻭ ﻧﻪ ﺯﻳﺎﺩ‪ ،‬ﺑﻠﻜﻪ ﺛﺎﺑﺖ ﻣﻲ ﺑﺎﺷﺪ‪،‬‬
‫ﺍﻣﺎ ﻭﻗﺘﻲ ﻛﻪ ﺟﺴﻢ ﺍﺯ ﺯﻣﻴﻦ ﺩﻭﺭ ﻣﻲ ﺷﻮﺩ ﻭﺯﻥ ﻛﻢ ﻭﻛﻤﺘﺮ ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺗﺎ ﺟﺎﻳﻲ‬
‫ﻣﻰ ﺭﺳــﺪ ﻛﻪ ﺩﺭ ﻓﻀﺎﻱ ﺩﻭﺭ ﺩﺭ ﺣﺎﻟﺖ ﺑﻲ ﻭﺯﻧﻲ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪ ،‬ﭘﺲ ﻭﺯﻥ ﺍﺟﺴﺎﻡ‬
‫ﺑﺴــﺘﻪ ﮔﻲ ﺑﻪ ﻓﺎﺻﻠﺔ ﺁﻥ ﻫﺎ ﺍﺯ ﺯﻣﻴﻦ ﺩﺍﺭﺩ ﻳﻌﻨﻲ ﺑﻪ ﻫﺮ ﺍﻧﺪﺍﺯﻩ ﺍﻯ ﻛﻪ ﺍﺟﺴــﺎﻡ ﺍﺯ‬
‫ﺳﻄﺢ ﺯﻣﻴﻦ ﺩﻭﺭ ﺷﺪﻩ ﺑﺮﻭﻧﺪ‪ ،‬ﻭﺯﻥ ﺁﻥ ﻫﺎ ﻛﻢ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﻭﺯﻥ ﻭ ﻛﺘﻠﻪ ﺍﺯ ﻫﻢ ﭼﻪ ﻓﺮﻕ ﺩﺍﺭﻧﺪ؟ ﺩﺭﺍﻳﻦ ﻣﻮﺭﺩ ﺁﻧﭽﻪ ﺁﻣﻮﺧﺘﻴﺪ ﺑﻪ ﺯﺑﺎﻥ ﺧﻮﺩﺗﺎﻥ ﺗﺸﺮﻳﺢ ﻛﻨﻴﺪ‪.‬‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫
ﻗﻮﻩ ﺑﻪ ﺍﺷﻜﺎﻝ ﻣﺨﺘﻠﻒ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫‪t‬‬
‫
ﻫﺮﮔﺎﻩ ﺑﻪ ﻳﻚ ﺟﺴﻢ ﻗﻮﻩ ﻭﺍﺭﺩ ﺷﻮﺩ ﺑﺎﻋﺚ ﺣﺮﻛﺖ‪ ،‬ﺗﻐﻴﻴﺮ ﻣﺴﻴﺮ ﺣﺮﻛﺖ ﻭﻳﺎ ﺑﺎﻋﺚ ﺗﻐﻴﻴﺮ ﺷﻜﻞ‬ ‫‪t‬‬
‫ﺁﻥ ﺟﺴﻢ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫
ﻗﻮﻩ ﻳﻚ ﻛﻤﻴﺖ ﻭﻛﺘﻮﺭﻱ ﺍﺳﺖ ﻛﻪ ﻫﻢ ﻣﻘﺪﺍﺭ ﻭ ﻫﻢ ﺟﻬﺖ ﺩﺍﺭﺩ‪ .‬ﺩﻭ ﻗﻮﻩ ﺑﻪ ﺻﻮﺭﺕ ﻭﻛﺘﻮﺭﻯ‬ ‫‪t‬‬
‫ﺑﺎ ﻫﻢ ﺟﻤﻊ ﻣﻰﺷﻮﻧﺪ ﻭﺣﺎﺻﻞ ﺟﻤﻊ ﺁﻧﻬﺎ ﻗﻮﺓ ﺳﻮﻣﻰ ﺍﺳﺖ ﻛﻪ ﻣﺤﺼﻠﺔ ﺁﻧﻬﺎ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫
ﻳﻚ ﻗﻮﻩ ﻣﻰ ﺗﻮﺍﻧﺪ ﺑﻪ ﺩﻭ ﻗﻮﻩ ﺗﺠﺰﻳﻪ ﺷﻮﺩ ﻭ ﻣﺎﻧﻨﺪ ﺩﻭ ﻗﻮﺓ ﻣﺠﺰﺍ ﻋﻤﻞ ﻧﻤﺎﻳﺪ‪.‬‬ ‫‪t‬‬
‫
ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺯﻣﻴﻦ‪ ،‬ﻗﻮﻩ ﺍﻱ ﺍﺳﺖ ﻛﻪ‪:‬‬ ‫‪t‬‬
‫ﺍﻟﻒ ‪ -‬ﺍﺷﻴﺎ ﺭﺍ ﺭﻭﻱ ﺯﻣﻴﻦ ﻧﮕﻪ ﻣﻲ ﺩﺍﺭﺩ‪.‬‬
‫ﺏ ‪ -‬ﺍﺷﻴﺎ ﺭﺍ ﻛﻪ ﺑﻪ ﻃﺮﻑ ﺑﺎﻻ ﭘﺮﺗﺎﺏ ﻣﻲﻛﻨﻴﻢ ﺑﻪ ﺯﻣﻴﻦ ﺑﺎﺯ ﻣﻲﮔﺮﺩﺍﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﻬﺘﺎﺏ ﺭﺍ ﺩﺭ ﻣﺪﺍﺭﺵ ﺑﻪ ﺩﻭﺭ ﺯﻣﻴﻦ ﺣﺮﻛﺖ ﻣﻲ ﺩﻫﺪ‪.‬‬
‫
ﻭﺯﻥ‪ :‬ﺍﺛﺮ ﻗﻮﺓ ﺟﺎﺫﺑﺔ ﺯﻣﻴﻦ ﺑﺎﻻﻯ ﺍﺷﻴﺎ‪ ،‬ﻭﺯﻥ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷﻮﺩ‪ .‬ﭼﻮﻥ ﻭﺯﻥ ﻳﻚ ﻧﻮﻉ ﻗﻮﻩ ﺍﺳﺖ‪،‬‬ ‫‪t‬‬
‫ﭘﺲ ﺑﺎ ﻧﻴﻮﺗﻦ ﺍﻧﺪﺍﺯﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫
ﻭﺯﻥ ﺍﺟﺴﺎﻡ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﻓﺎﺻﻠﺔ ﺁﻧﻬﺎ ﺍﺯ ﻣﺮﻛﺰ ﺯﻣﻴﻦ ﺑﺴﺘﻪﮔﻲ ﺩﺍﺭﺩ‪.‬‬ ‫‪t‬‬
‫
ﻭﻗﺘﻲ ﺑﻪ ﻳﻚ ﺟﺴــﻢ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺟﺴــﻢ ﻧﻴﺰ ﺑﺎﻻﻱ ﺁﻥ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻲ ﻛﻨﺪﻛﻪ ﻗﻮﻩ ﻫﺎﻱ‬ ‫‪t‬‬
‫ﻋﻤﻞ ﻭ ﻋﻜﺲ ﺍﻟﻌﻤﻞ ﮔﻔﺘﻪ ﻣﻲ ﺷــﻮﻧﺪ‪ ،‬ﺍﻳﻦ ﻗﻮﻩ ﻫﺎ ﻫﻤﻴﺸــﻪ ﺑﺎ ﻫﻢ ﻣﺴﺎﻭﻱ ﻭﻟﻲ ﺟﻬﺖ ﻫﺎﻯ‬
‫ﺷﺎﻥ ﻣﺨﺎﻟﻒ ﺍﺳﺖ‪.‬‬
‫
ﺍﺛﺮ ﭼﺮﺧﺶ ﻳﺎ ﺩﻭﺭﺍﻥ ﻳﻚ ﻗﻮﻩ ﺑﻪ ﻧﺎﻡ ﻣﻮﻣﻨﺖ ﻗﻮﻩ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪t‬‬
‫
ﻫﺮ ﻗﺪﺭ ﻗﻮﻩ ﺑﺰﺭﮔﺘﺮ ﺷﻮﺩ ﻣﻮﻣﻨﺖ ﻗﻮﺓ ﺑﺰﺭﮔﺘﺮ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫‪t‬‬
‫
ﺟﻬﺖ ﺩﻭﺭﺍﻥ ﻳﻚ ﻗﻮﻩ ﺑﻪ ﺟﻬﺖ ﻗﻮﺓ ﻭﺍﺭﺩﻩ ﺑﺴﺘﻪﮔﻲ ﺩﺍﺭﺩ‪.‬‬ ‫‪t‬‬
‫
ﻧﻘﻄﻪ ﺍﻯ ﻛﻪ ﻗﻮﻩ ﺑﻪ ﺣﻮﻝ ﺁﻥ ﺩﻭﺭﺍﻥ ﻣﻲ ﻛﻨﺪ ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪t‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫‪ -1‬ﭼﻨﺪ ﻣﻮﺭﺩﻱ ﺍﺯ ﻛﺎﺭﺑﺮﺩ ﻗﻮﻩ ﺭﺍ ﺩﺭ ﻭﺭﺯﺵ ﻫﺎﻱ ﺭﻭﺯﺍﻧﺔ ﺗﺎﻥ ﭘﻴﺪﺍ ﻛﻨﻴﺪ ﻭ ﭼﮕﻮﻧﻪ ﮔﻲ ﺍﻋﻤﺎﻝ ﻗﻮﻩ‬
‫ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -2‬ﻓﻜﺮ ﻛﻨﻴﺪ ﻛﻪ ﺩﺭ ﺩﻧﻴﺎ ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ ،‬ﺯﻧﺪﻩﮔﻲ ﺭﺍ ﺩﺭ ﺩﻧﻴﺎﻱ ﺑﺪﻭﻥ ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﺷــﺮﺡ‬
‫ﺩﻫﻴﺪ‪.‬‬
‫‪ -3‬ﻗﻮﺓ ﺟﺎﺫﺑﻪ ﺑﺴــﺘﻪﮔﻲ ﺑﻪ ‪ ....................‬ﻭ ‪ ..........................‬ﺩﺍﺭﺩ ‪ ..............................‬ﺍﺛﺮ ﻗﻮﺓ ﺟﺎﺫﺑﻪ‬
‫ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪.‬‬
‫‪ -4‬ﺑﺮﺍﻱ ﺑﺎﺯﻛﺮﺩﻥ ﭘﻴﭽﻰ ﻛﻪ ﺑﺴــﻴﺎﺭ ﻣﺤﻜﻢ ﺷﺪﻩ ﺍﺳــﺖ‪ ،‬ﺍﺯ ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﺭﻧﭻ ﻫﺎﻳﻰ ﻛﻪ ﺩﺭ ﺷﻜﻞ‬
‫ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻴﺪ؟ )ﺭﻧﭻ ﻫﺎ ﺩﻫﺎﻧﻪ ﻫﺎﻯ ﻣﺴﺎﻭﻯ ﺩﺍﺭﻧﺪ( ﻋﻠﺖ ﺍﻧﺘﺨﺎﺏ ﺗﺎﻥ‬
‫ﺭﺍ ﺗﻮﺿﻴﺢ ﺑﺪﻫﻴﺪ‪.‬‬
‫‪ -5‬ﻭﺯﻥ ﻳﻚ ﺟﺴﻢ ﺑﻪ ﻛﺘﻠﺔ ‪ 10‬ﻛﻴﻠﻮﮔﺮﺍﻡ )ﺩﺭ ﺭﻭﻱ ﺯﻣﻴﻦ( ﭼﻘﺪﺭ ﺍﺳﺖ؟‬
‫‪ -6‬ﺍﺛﺮ ﭼﺮﺧﺸﻲ ﻳﺎ ﻣﻮﻣﻨﺖ ﻳﻚ ﻗﻮﻩ ﺑﻪ ﻛﺪﺍﻡ ﻋﻮﺍﻣﻞ ﺑﺴﺘﻪﮔﻲ ﺩﺍﺭﺩ؟‬
‫‪ -7‬ﻫﺮﮔﺎﻩ ﻳﻚ ﺟﺴﻢ ﺑﻪ ﺟﺴﻤﻰ ﺩﻳﮕﺮ ﻗﻮﻩ ﻭﺍﺭﺩ ﻛﻨﺪ‪ ،‬ﺁﻳﺎ ﺟﺴﻢ ﺩﻭﻡ ﺑﻪ ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ ﻭ ﺩﺭ ﻫﻤﺎﻥ‬
‫ﺟﻬﺖ ﺑﻪ ﺟﺴﻢ ﺍﻭﻟﻰ ﻗﻮﻩ ﻭﺍﺭﺩ ﻣﻰ ﻛﻨﺪ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -8‬ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﻛﻤﻴﺖ ﻫﺎﻱ ﺯﻳﺮ ﻭﻛﺘﻮﺭﻱ ﺍﺳﺖ؟‬
‫ﺩ( ﻗﻮﻩ‬ ‫ﺝ( ﻛﺘﻠﻪ‬ ‫ﺏ( ﺣﺮﺍﺭﺕ‬ ‫ﺍﻟﻒ( ﺍﻧﺮژﻱ‬
‫‪ -9‬ﺩﺭ ﺷــﻜﻞ ﻫﺎﻯ ﺯﻳــﺮ ﺣﺎﺻﻞ ﺟﻤﻊ ﺩﻭ ﻗﻮﻩ ﺭﺍ ﺭﺳــﻢ ﻛﺮﺩﻩ ﻭ ﻃﻮﻝ ﺁﻥ ﺭﺍ ﺑــﺎ ﺧﻂ ﻛﺶ ﺍﻧﺪﺍﺯﻩ‬
‫ﺑﮕﻴﺮﻳﺪ‪.‬‬
‫‪ -10‬ﻭﻛﺘﻮﺭ ‪ F‬ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺩﻭ ﻭﻛﺘﻮﺭ ﻋﻤﻮﺩ ﺑﺮﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺑﻪ ﻗﺴﻤﻲ ﺭﺳﻢ ﻛﻨﻴﺪ ﻛﻪ ﺍﻳﻦ ﻗﻮﺓ‬
‫‪ F‬ﻣﺤﺼﻠﺔ ﺁﻥ ﻫﺎ ﺑﺎﺷﺪ‪.‬‬
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 ‫ﻓﺼﻞ ﺷﺸﻢ‬
‫ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ‬
‫ﺁﻳﺎ ﺗﺎ ﺑﻪ ﺣﺎﻝ ﺑﻪ ﻧﻘﺶ ﻭﺳﺎﻳﻞ ﻣﺨﺘﻠﻔﻰ ﻛﻪ ﺩﺭ ﺍﺟﺮﺍﻯ ﻛﺎﺭﻫﺎﻯ‬
‫ﺭﻭﺯﻣﺮﻩ ﺍﺯ ﺁﻥ ﻫﺎ ﺍﺳﺘﻔﺎ ﺩﻩ ﻣﻰ ﻛﻨﻴﻢ‪ ،‬ﻓﻜﺮ ﻛﺮﺩﻩ ﺍﻳﺪ؟‬
‫ﺑﺮﺍﻯ ﺁﺳــﺎﻥ ﻛﺮﺩﻥ ﺍﺟﺮﺍﻯ ﻛﺎﺭﻫﺎﻯ ﺯﻳﺮ ﺍﺯ ﭼﻪ ﻭﺳﺎﻳﻞ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﻰ ﻧﻤﺎﻳﻴﺪ؟‪ :‬ﺗﺒﺪﻳﻞ ﺗﺎﻳﺮ ﻣﻮﺗﺮ‪ ،‬ﺑﺎﺯﻭﺑﺴــﺘﻪ ﻧﻤﻮﺩﻥ ﭘﻴﭻ‪ ،‬ﺑﺮﻳﺪﻥ‬
‫ﻛﻨﺪﺓ ﺩﺭﺧﺖ‪ ،‬ﭘﻴﻤﻮﺩﻥ ﻳﻚ ﻓﺎﺻﻠﻪ ﺩﺭ ﻭﻗﺖ ﻛﻢ‪.‬‬
‫ﻫﺮ ﻭﺳــﻴﻠﻪ ﺍﻯ ﻛﻪ ﺍﻧﺠﺎﻡ ﻛﺎﺭﻫﺎ ﺭﺍ ﺑﺮﺍﻯ ﻣﺎ ﺁﺳــﺎﻥ ﻧﻤﺎﻳﺪ ﺑﻪ ﻧﺎﻡ‬
‫ﻣﺎﺷــﻴﻦ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪ .‬ﻣﺎﺷــﻴﻦ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﻣﻰ ﺑﺎﺷــﺪ‪ :‬ﺳﺎﺩﻩ ﻭ‬
‫ﻣﺮﻛﺐ‪ .‬ﺑﺎﻳﺴــﻜﻞ ﻳﻚ ﻣﺎﺷﻴﻦ ﻣﺮﻛﺐ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﭼﻨﺪﻳﻦ ﭘﺮﺯﻩ‬
‫)ﻣﺎﺷــﻴﻦ ﺳﺎﺩﻩ( ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺷﻜﻞ )‪ (6-1‬ﻣﺎﺷﻴﻦ ﻫﺎ ﺑﻪ‬
‫ﺻﻮﺭﺕ ﻫﺎﻯ ﮔﻮﻧﺎﮔــﻮﻥ ﺩﺭ ﺍﻧﺠﺎﻡ ﻛﺎﺭﻫﺎ ﺑــﻪ ﻣﺎ ﻛﻤﻚ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﻼ ‪ :‬ﺩﺭ ﺗﻐﻴﻴــﺮ ﺟﻬﺖ ﻗــﻮﻩ‪ ،‬ﺍﻓﺰﺍﻳﺶ ﻣﻘﺪﺍﺭ ﻗــﻮﻩ ﻭ ﺍﻓﺰﺍﻳﺶ‬ ‫ﻣﺜــ ً‬
‫ﺳﺮﻋﺖ ﺍﻧﺠﺎﻡ ﻛﺎﺭ‪.‬‬
‫ﻣﺎﺷﻴﻦ ﺳــﺎﺩﻩ ﭼﻴﺴﺖ؟ ﺁﻳﺎ ﺍﻧﻮﺍﻉ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ ﻣﺜﻞ ﺭﺍﻓﻌﻪ‪،‬‬
‫ﭼﺮﺥ‪ ،‬ﺳﻄﺢ ﻣﺎﻳﻞ ﺭﺍ ﻣﻰ ﺩﺍﻧﻴﺪ؟ ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺭﺍ‬
‫ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﻣﻰ ﺩﻫﻴﻢ‪.‬‬
‫ﺷﻜﻞ)‪ (6-1‬ﺑﺎﻳﺴﻜﻞ ﻳﻚ ﻣﺎﺷﻴﻦ‬
‫ﺍﺳﺖ‪.‬‬
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 ‫ﻣﺎﺷﻴﻦ ﺳﺎﺩﻩ ﭼﻴﺴﺖ؟‬
‫ﺑﻪ ﺷــﻜﻞ )‪ (6-2‬ﻧﮕﺎﻩ ﻛﻨﻴﺪ ﻛﻪ ﻫﺮ ﻗﺴﻤﺖ ﺷﻜﻞ ﻧﺸﺎﻥ ﺩﻫﻨﺪﺓ ﺣﺼﺔ‬
‫ﻳﻚ ﻣﺎﺷــﻴﻦ ﺍﺳﺖ‪ .‬ﻫﺮ ﺣﺼﻪ ﺍﺯ ﺍﺷــﻜﺎﻝ ﻣﺨﺘﻠﻒ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ‬
‫ﻣﺎﻧﻨﺪ ﺭﺍﻓﻌﻪ‪ ،‬ﭼﺮﺥ ﻭﻳﺎ ﺍﻛﺴﻞ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﺎﺷــﻴﻦ ﻣﺮﻛﺐ‪ ،‬ﺗﺮﻛﻴﺒﻰ ﺍﺯ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳــﺎﺩﻩ ﺍﺳﺖ‪ .‬ﭘﺲ ﻣﻰ ﺗﻮﺍﻥ‬
‫ﮔﻔﺖ‪ :‬ﮔﺮﻭﭘﻰ ﺍﺯ ﻣﺎﺷــﻴﻦ ﻫﺎ ﻛﻪ ﺍﺳﺎﺱ ﺳــﺎﺧﺖ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺩﻳﮕﺮ ﺭﺍ‬
‫ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﻨﺪ‪ ،‬ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (6-2‬ﺣﺼﻪ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﭼﻨﺪﻳﻦ ﻣﺎﺷﻴﻦ‬
‫ﺍﻧﻮﺍﻉ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ‬
‫ﺩﺭ ﺩﺭﺱ ﮔﺬﺷــﺘﻪ ﺩﺍﻧﺴﺘﻴﺪ ﻛﻪ ﻣﺎﺷــﻴﻦ ﻫﺎ ﺟﻬﺖ ﺁﺳﺎﻥ ﺳﺎﺧﺘﻦ ﻛﺎﺭ‪،‬‬
‫ﻣﻮﺭﺩ ﺍﺳــﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺩﺭ ﺷﻜﻞ )‪ (6-3‬ﺍﻧﻮﺍﻉ ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ‬
‫ﺭﺍ ﻣﺸــﺎﻫﺪﻩ ﻣﻰ ﻧﻤﺎ ﻳﻴﺪﻛﻪ ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ‪ :‬ﺭﺍﻓﻌﻪ‪ ،‬ﭼﺮﺥ ﻭ ﺍﻛﺴﻞ‪ ،‬ﭼﺮﺥ ﻭ‬
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 ‫ﺳﻄﺢ ﻣﺎﻳﻞ‪ .‬ﺑﺎ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﺩﺭ ﺍﺷﻜﺎﻝ‪ ،‬ﻫﻤﺔ ﺁﻥ ﻫﺎ ﺩﺍﺭﺍﻯ ﻧﻘﺎﻁ ﻗﻮﺓ‬
‫ﻋﺎﻣــﻞ‪ ،‬ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻭ ﻧﻘﻄﺔ ﺍﺗــﻜﺎ ﻭ ﻫﻤﭽﻨﻴﻦ ﺑﺎﺯﻭﻫﺎﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ‬
‫ﻣﻘﺎﻭﻡ ﻣﻰ ﺑﺎﺷﻨﺪ ﻛﻪ ﻫﺮ ﻳﻚ ﺭﺍ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﻣﻰ ﺩﻫﻴﻢ‪.‬‬
‫ﺭﺍﻓﻌﻪ‬ ‫ﺳﻄﺢ ﻣﺎﻳﻞ‬
‫ﺍﺗﻜﺎ‬
‫ﭼﺮﺥ‬
‫ﺍﻛﺴﻞ‬
‫ﻓﺎﻧﻪ‬
‫ﭘﻴﭻ‬
‫ﭼﺮﺧﻬﺎ‬
‫ﻫﺎﻯ‬
‫ﺷــﻜﻞ )‪ (6-3‬ﺍﻧﻮﺍﻉ ﻣﺎﺷــﻴﻦ ﻫﺎ‬
‫ﺳﺎﺩﻩ‬
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 ‫ﺭﺍﻓﻌﻪ‬
‫ﺭﺍﻓﻌﻪ ﻣﻴﻠﺔ ﺳــﺨﺘﻰ ﺍﺳــﺖ ﻛﻪ ﺁﺯﺍﺩﺍﻧﻪ ﺑﻪ ﺩﻭﺭ ﻧﻘﻄﺔ ﺛﺎﺑﺘﻰ ﺑﻪ ﻧﺎﻡ ﻧﻘﻄﺔ‬
‫ﺍﺗﻜﺎ ﻭ ﻳﺎ ﻣﺤﻮﺭ ﻣﻰ ﭼﺮﺧﺪ‪.‬‬
‫ﺑﻪ ﺷــﻜﻞ)‪ (6-4‬ﻧﮕﺎﻩ ﻛﻨﻴﺪ‪ .‬ﺍﻳﻦ ﺷــﻜﻞ‪ ،‬ﻳﻚ ﺭﺍﻓﻌﻪ ﺍﺳﺖ ﻛﻪ ﻧﻘﺎﻁ ﻗﻮﺓ‬
‫ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻭ ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﻭ ﺑﺎﺯﻭﻫﺎﻯ ﻗﻮﻩ ﻫﺎﻯ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ‬
‫ﺩﺭ ﺁﻥ ﻣﺸــﺨﺺ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ R .‬ﻗﻮﺓ ﻣﻘﺎﻭﻡ‪ ′ .‬ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻣﻘﺎﻭﻡ‪L .‬‬
‫ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻋﺎﻣﻞ‪ F .‬ﻗﻮﺓ ﻋﺎﻣﻞ‪ B .‬ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻣﻘﺎﻭﻡ‪ C .‬ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﻭ‬
‫‪ A‬ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻋﺎﻣﻞ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫‪R‬‬ ‫‪F‬‬
‫ﻧﻘﻄﺔ ﺍﺗﻜﺎ‬
‫‪′‬‬ ‫‪L‬‬
‫‪B‬‬ ‫‪C‬‬ ‫‪A‬‬
‫ﺷﻜﻞ)‪ (6-4‬ﻧﻘﺎﻁ ﺍﺗﻜﺎ‪،‬‬
‫ﺑﺎﺯﻭﻫﺎ ﻭ ﻗﻮﻩ ﻫﺎ ﺩﺭ ﺭﺍﻓﻌﻪ‬
‫ﺟﻬﺖ ﺩﺭﻙ ﺑﻬﺘﺮ ﺭﺍﻓﻌﻪ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺮ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳــﻨﮓ ﺑﺰﺭﮔﻰ ﺭﺍ ﺗﻮﺳــﻂ ﻣﻴﻠﺔ ﻓﻠﺰﻯ ﺍﺯ ﺟﺎﻳﺶ ﺑﻠﻨﺪ ﻧﻤﻮﺩﻩ ﻭ ﺑﻌﺪ ﺍﺯ ﺑﻠﻨﺪ ﻛﺮﺩﻥ ﺩﺭﺑﺎﺭﺓ ﻃﺮﻳﻘﺔ ﺑﻠﻨﺪﻛﺮﺩﻥ ﻭ ﻫﻤﭽﻨﻴﻦ‬
‫ﺩﺭﺑﺎﺭﺓ ﻣﺤﻞ ﻧﻘﺎﻁ ﺍﺗﻜﺎ‪ ،‬ﺑﺎﺯﻭ ﻫﺎ ﻭ ﻗﻮﻩ ﻫﺎ ﺩﺭ ﻣﻴﻠﻪ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮ ﻧﻤﺎﻳﻴﺪ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
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‫ﺟﻬــﺖ ﺩﺭﻙ ﺑﻬﺘــﺮ ﺗــﻮﺍﺯﻥ ﻗﻮﻩ ﻫﺎ ﺩﺭ ﺭﺍﻓﻌــﻪ ﻓﻌﺎﻟﻴﺖ ﺫﻳــﻞ ﺭﺍ ﺍﻧﺠﺎﻡ‬
‫ﻣﻰ ﺩﻫﻴﻢ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺩﻭ ﻭﺯﻧﺔ ‪ 20‬ﮔﺮﺍﻣﻪ‪ ،‬ﺩﻭ ﻭﺯﻧﺔ ‪ 40‬ﮔﺮﺍﻣﻪ‪ ،‬ﻳﻚ ﻣﻴﻠﻪ‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪:‬‬
‫‪ –1‬ﻣﻴﻠﻪ ﺭﺍ ﺩﺭ ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﻣﻄﺎﺑﻖ ﺷﻜﻞ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻭ ﻭﺯﻧﻪ ﻫﺎﻯ‬
‫)‪ 20‬ﻭ‪40‬ﮔﺮﺍﻣﻪ( ﺭﺍ ﺩﺭ ﺩﻭ ﺍﻧﺠﺎﻡ ﻣﻴﻠﻪ ﺑﮕﺬﺍﺭﻳﺪ‪.‬‬
‫‪ -2‬ﻣﻴﻠﻪ ﺭﺍ ﻃﻮﺭﻯ ﺟﺎ ﺑﻪ ﺟﺎ ﻧﻤﺎﻳﻴﺪ ﻛﻪ ﺩﺭ ﺣﺎﻟﺖ ﺗﻮﺍﺯﻥ ﻗﺮﺍﺭ ﺑﮕﻴﺮﺩ‪.‬‬
‫‪ -3‬ﻓﺎﺻﻠﻪ ﻫﺎﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﺭﺍ ﺗﻮﺳﻂ ﺧﻂ ﻛﺶ ﭘﻴﺪﺍ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (6-5‬ﺭﺍﻓﻌﻪ‬
‫‪ – 4‬ﻧﺘﻴﺠﺔ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻫﺎ ﺭﺍ ﺩﺭ ﺧﺎﻧﻪ ﻫﺎﻯ ﺟﺪﻭﻝ ﺫﻳﻞ ﺑﺮﺳﺎﻧﻴﺪ‪.‬‬
‫‪ – 5‬ﺑﻌﺪ ﺍﺯ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﻭﺯﻧﻪ ﻫﺎﻯ )‪ 40‬ﮔﺮﺍﻣﻪ( ﺭﺍ ﻣﻄﺎﺑﻖ ﻣﺮﺣﻠﺔ ﻗﺒﻠﻰ ﺗﺠﺮﺑﻪ ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﺟﺪﻭﻝ ﺑﺮﺳﺎﻧﻴﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﻣﺸﺎﻭﺭﻩ‬
‫ﺑﺎ ﻫﻢ ﻧﺘﻴﺠﻪ ﺭﺍ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ‪R‬‬ ‫ﺑﺎﺯﻭﻯ ﻗﻮﺓ ‪′‬‬
‫ﻣﻘﺎﻭﻡ‬ ‫ﻗﻮﺓ ﻋﺎﻣﻞ ‪F‬‬ ‫ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ‪L‬‬ ‫‪F.L‬‬ ‫‪′R‬‬ ‫‪′‬‬
‫‪F‬‬
‫‪ 40‬ﮔﺮﺍﻡ‬ ‫‪ 20‬ﮔﺮﺍﻡ‬
‫‪40‬ﮔﺮﺍﻡ‬ ‫‪ 40‬ﮔﺮﺍﻡ‬
‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺭﺍ ﺩﺭﺳﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﺻﺮﻑ ﻧﻈﺮ ﺍﺯ ﻭﺯﻥ ﻣﻴﻠﻪ ﻧﺘﺎﻳﺞ‬
‫ﺫﻳﻞ ﺭﺍ ﺧﻮﺍﻫﻴﺪﮔﺮﻓﺖ‪:‬‬
‫‪ –1‬ﻫﻨــﮕﺎﻡ ﺗﻮﺍﺯﻥ ﻗﻮﻩ ﻫﺎ ﺩﺭ ﺭﺍﻓﻌﻪ ﺍﮔﺮ ﻳﻜﻰ ﺍﺯ ﻗﻮﻩ ﻫﺎ ﻛﻢ ﺗﺮﺑﺎﺷــﺪ‪ ،‬ﺑﻪ‬
‫ﻫﻤﺎﻥ ﺗﻨﺎﺳﺐ ﺑﺎﻳﺪ ﺑﺎﺯﻭﻯ ﺁﻥ ﻗﻮﻩ ﺩﺭﺍﺯﺗﺮ ﺑﺎﺷﺪ‪.‬‬
‫‪ -2‬ﻧﺴــﺒﺖ ﺑﺎﺯﻭﻫﺎﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻣﺴــﺎﻭﻯ ﺑﻪ ﻧﺴــﺒﺖ ﻗﻮﺓ‬
‫ﻣﻘﺎﻭﻡ ﻭ ﻗﻮﺓ ﻋﺎﻣﻞ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪R‬‬ ‫‪L‬‬
‫ــــــــ = ـــــ‬ ‫ﻳﻌﻨﻰ‪:‬‬
‫‪F‬‬ ‫‪′‬‬
‫‪ -3‬ﻫﺮﮔﺎﻩ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻫﺮ ﻳﻚ ﺑﻪ ﺑﺎﺯﻭﻫﺎﻯ‬
‫ﺧﻮﺩﺷــﺎﻥ ﺿﺮﺏ ﺷــﻮﺩ‪ ،‬ﺣﺎﺻﻞ ﺿﺮﺏ ﺷــﺎﻥ ﺑﺎ ﻫﻢ‬
‫ﻣﺴﺎﻭﻯ ﺍﺳﺖ ﺷﻜﻞ )‪ .( 6-5‬ﻳﻌﻨﻰ‪F.L=R. ′ :‬‬
‫ﺷﻜﻞ )‪(6-6‬ﺭﺍﻓﻌﻪ ﺩﺭ ﺣﺎﻟﺖ ﺗﻮﺍﺯﻥ‬
‫‪81‬‬
‫‪ -4‬ﺗﻐﻴﻴﺮ ﻣﻜﺎﻥ ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﺩﺭ ﺭﺍﻓﻌﻪ‪ ،‬ﺑﺴﺘﻪ ﮔﻰ ﺑﻪ ﺑﺎﺯﻭﻫﺎﻯ ﻗﻮﻩ ﻫﺎ‬
‫ﺩﺍﺭﺩ‪.‬‬
‫ﺭﺍﻓﻌﻪ ﺍﺯ ﻧﮕﺎﻩ ﻧﻘﺎﻁ ﺗﺄﺛﻴﺮ ﻗﻮﻩ ﻫﺎﻯ ﻋﺎﻣﻞ ﻭ ﻣﻘﺎﻭﻡ ﻭ ﻣﻮﻗﻌﻴﺖ ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﺑﻪ ﺳﻪ ﺩﺳﺘﺔ ﺫﻳﻞ ﺗﻘﺴﻴﻢ‬
‫ﺷﺪﻩ ﺍﺳﺖ‪:‬‬
‫‪ -‬ﺩﺳﺘﻪ ﺍﻯ ﻛﻪ ﺩﺭ ﺁﻥ ﻫﺎ ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﺩﺭ ﺑﻴﻦ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻣﺜﻞ‪ :‬ﺍﻧﺪﺭ ﭼﻮ‪ ،‬ﭘﻼﺱ‬
‫ﻭ ﻏﻴﺮﻩ‪ .‬ﺷﻜﻞ )‪ -6-7‬ﺍﻟﻒ(‬
‫‪ -‬ﺩﺳــﺘﻪ ﺍﻯ ﻛــﻪ ﺩﺭ ﺁﻧﻬﺎ ﻗــﻮﺓ ﻣﻘﺎﻭﻡ ﺩﺭﺑﻴﻦ ﻗــﻮﺓ ﻋﺎﻣﻞ ﻭ ﻧﻘﻄــﺔ ﺍﺗﻜﺎ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻣﺜﻞ‪ :‬ﺧﺴــﺘﻪ‬
‫ﺷﻜﻦ‪،‬ﻛﺮﺍﭼﻰ ﻭ ﻏﻴﺮﻩ‪ .‬ﺷﻜﻞ )‪ -6-7‬ﺏ(‬
‫‪ -‬ﺩﺳــﺘﻪ ﺍﻯ ﻛﻪ ﺩﺭ ﺁﻥ ﻫﺎ ﻗﻮﺓ ﻋﺎﻣﻞ ﺩﺭ ﺑﻴﻦ ﻧﻘﻄﺔ ﺍﺗﻜﺎ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻣﺜﻞ‪ :‬ﺁﺗﺶ ﮔﻴﺮ‪ ،‬ﻭ‬
‫ﻏﻴﺮﻩ‪ .‬ﺷﻜﻞ)‪ -6-7‬ﺝ(‬
‫‪′‬‬
‫‪L‬‬
‫)ﺝ(‬ ‫)ﺏ(‬ ‫)ﺍﻟﻒ(‬
‫ﺷﻜﻞ )‪ (6-7‬ﺍﻧﻮﺍﻉ ﺭﺍﻓﻌﻪ ﻫﺎ‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫‪ – 1‬ﺷﻜﻞ )‪ (6-8‬ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﺳﺆﺍﻻﺕ ﺟﻮﺍﺏ ﺑﮕﻮﻳﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (6-8‬ﺭﺍﻓﻌﻪ‬
‫ﺍﻟﻒ– ﺷﻜﻞ ﻛﺪﺍﻡ ﻧﻮﻉ ﺭﺍﻓﻌﻪ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ؟‬
‫ﺏ‪ -‬ﺍﺯ ﻣﻌﻠﻮﻣﺎﺕ ﺩﺍﺩﻩ ﺷﺪﻩ‪ ،‬ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ﺭﺍ ﭘﻴﺪﺍ ﻧﻤﻮﺩﻩ‪ ،‬ﺑﻪ ﺟﺪﻭﻝ ﺑﺮﺳﺎﻧﻴﺪ‪.‬‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ‪R‬‬ ‫ﺑﺎﺯﻭﻯ ﻗﻮﺓﻣﻘﺎﻭﻡ ‪′‬‬ ‫ﻗﻮﺓ ﻋﺎﻣﻞ ‪F‬‬ ‫ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ‪L‬‬ ‫‪R/F‬‬ ‫‪L/ ′‬‬
‫‪ 50‬ﮔﺮﺍﻡ‬ ‫‪ 20‬ﺳﺎﻧﺘﻰ ﻣﺘﺮ‬ ‫‪ 25‬ﮔﺮﺍﻡ‬ ‫؟‬ ‫؟‬ ‫؟‬
‫ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﻣﺎﺷﻴﻦ ﻫﺎ‬
‫ﺁﻳﺎ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﻣﺎﺷﻴﻨﻰ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﻳﺪ ﻛﻪ ﺑﻪ ﺷﻤﺎ ﻫﺮ ﺭﻭﺯ ﻛﻤﻚ ﻣﻰ ﻧﻤﺎﻳﺪ ؟‬
‫ﺑﻪ ﭼﻪ ﻃﺮﻳﻘﻪ ﻳﻰ ﻣﺎﺷــﻴﻦ ﻫﺎ ﻣﻰ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺑﺮﺍﺑﺮ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻣﻘﺪﺍﺭ ﻗﻮﺓ‬
‫ﻭﺍﺭﺩﻩ ﺭﺍ ﻛﻢ ﻭ ﻳﺎ ﺯﻳﺎﺩ ﺳﺎﺯﻧﺪ؟‬
‫ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﺭﺍﻓﻌﻪ ﻣﺘﻮﺟﻪ ﺷــﺪﻩ ﺑﺎﺷﻴﺪ ﻛﻪ ﻳﻚ ﺟﺴﻢ ﺭﺍ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ‬
‫ﺟﺒﻞ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﺁﺳــﺎﻥ ﺗﺮ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﺩﻟﺨﻮﺍﻩ ﺑﻴﺠﺎ ﻧﻤﺎﻳﻴﻢ‪ ،‬ﻳﻌﻨﻰ ﺍﮔﺮ ﺁﻥ‬
‫ﺭﺍ ﺑﻪ ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ ﺑﺨﻮﺍﻫﻴﻢ ﺑﺎ ﺩﺳــﺖ ﺑﻴﺠــﺎ ﻧﻤﺎﻳﻴﻢ‪ ،‬ﻗﻮﺓ ﺯﻳﺎﺩ ﻣﺼﺮﻑ‬
‫ﻣﻰ ﮔﺮﺩﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺟﺎ ﻧﺘﻴﺠﻪ ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﻣﺎﺷــﻴﻦ ﻛﺎﺭ ﺭﺍ ﻧﻪ ﻛﻢ ﻭ ﻧﻪ‬
‫ﺯﻳﺎﺩ ﻣﻰ ﺳﺎﺯﺩ‪ ،‬ﺑﻠﻜﻪ ﺍﻧﺠﺎﻡ ﻛﺎﺭ ﺭﺍ ﺁﺳﺎﻧﺘﺮ ﻣﻰ ﺳﺎﺯﺩ‪ .‬ﻫﻤﻴﻦ ﺁﺳﺎﻧﺘﺮ ﺷﺪﻥ‬
‫ﺍﻧﺠﺎﻡ ﻛﺎﺭﻫﺎ ﺗﻮﺳﻂ ﻳﻚ ﻣﺎﺷﻴﻦ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﻣﺎﺷﻴﻦ ﻳﺎﺩ‬
‫ﻣﻰ ﻛﻨﻨﺪ ﻛــﻪ ﺁﻥ ﺭﺍ ﺑﻪ ‪ M.A‬ﻧﻤﺎﻳﺶ ﻣﻰ ﺩﻫﻨﺪ‪ .‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺩﺭ‬
‫ﺭﺍﻓﻌﻪ ﺍﺯ ﺭﺍﺑﻄﺔ ﺫﻳﻞ ﺣﺴﺎﺏ ﻣﻰ ﺷﻮﺩ‪:‬‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ‪R‬‬ ‫ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ‪L‬‬
‫ــــــــــــــــــــ = ــــــــــــــــــــ = ‪ = MA‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺭﺍﻓﻌﻪ‬
‫ﻗﻮﺓ ﻋﺎﻣﻞ ‪F‬‬ ‫ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻣﻘﺎﻭﻡ‪′‬‬
‫‪83‬‬
 ‫ﺗﻮﺟﻪ ‪ :‬ﺍﻳﻦ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺑﻪ ﻧﺎﻡ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺁﻳﺪﻳﺎﻝ ﻳﺎ ﺧﻴﺎﻟﻰ‬
‫ﻳﺎﺩ ﻣﻰ ﺷــﻮﺩ ﺯﻳــﺮﺍ ﻭﺯﻥ ﻣﻴﻠﻪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻧﺸــﺪﻩ ﺍﺳــﺖ‪ .‬ﺩﺭ ﺗﻤﺎﻡ‬
‫ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺁﻳﺪﻳﺎﻝ ﻣﺪ ﻧﻈﺮ ﺍﺳﺖ‪.‬‬
‫ﭼﺮﺥ ﻣﺘﺤﺮﻙ‬
‫ﭼﺮﺥ‬
‫ﻳﻜﻰ ﺍﺯ ﺍﻧﻮﺍﻉ ﻣﺎﺷــﻴﻦ ﻫﺎﻯ ﺳــﺎﺩﻩ ﭼﺮﺥ ﻣﻰ ﺑﺎﺷﺪ‪،‬ﭼﺮﺥ ﻋﺒﺎﺭﺕ ﺍﺯ ﻳﻚ‬
‫ﻗﺮﺹ ﻣﺪﻭﺭ ﻓﻠﺰﻯ ﻭ ﻳﺎ ﭼﻮﺑﻰ ﺍﺳــﺖ ﻛﻪ ﺑﺪﻭﺭ ﻳﻚ ﻣﺤﻮﺭ ﺛﺎﺑﺖ ﺁﺯﺍﺩﺍﻧﻪ‬
‫ﺣﺮﻛﺖ ﻣﻴﻜﻨﺪ‪.‬‬
‫ﺁﻳﺎ ﻣﺘﻮﺟﻪ ﺷﺪﻩ ﺍﻳﺪﻛﻪ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﭘﺮﺯﻩ ﺟﺎﺕ ﻣﺎﺷﻴﻦ ﻫﺎ ﺑﻪ ﺷﻜﻞ ﭼﺮﺥ‬
‫ﺍﺳــﺖ؟ ﭼﺮﺥ ﭼﻪ ﻭﻇﺎﻳﻔــﻰ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﺪ؟ ﭼﻄﻮﺭ ﻛﺎﺭﻫﺎ ﺭﺍ ﺁﺳــﺎﻥ‬
‫ﻣﻰ ﺳﺎﺯﺩ؟ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎ ﻧﻴﻜﻰ ﭼﺮﺥ ﭼﻨﺪ ﺍﺳﺖ؟ ﭼﺮﺥ ﭼﻨﺪ ﻧﻮﻉ ﻣﻰ ﺑﺎﺷﺪ؟‬
‫ﺍﻳﻦ ﻫﺎ ﺳﺆﺍﻻﺗﻰ ﺍﻧﺪ ﻛﻪ ﺟﻮﺍﺏ ﻫﺎ ﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ‪.‬‬
‫ﺷﻜﻞ)‪ (6-9‬ﭼﺮﺥ ﺁﺯﺍﺩ‬ ‫ﺟﻬﺖ ﺷﻨﺎﺧﺖ ﺑﻬﺘﺮ ﭼﺮﺥ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺳـﺎﻣﺎﻥ ﻭ ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ ‪ :‬ﺩﻭ ﻭﺯﻧﺔ ‪ 25‬ﮔﺮﺍﻣﻪ ﻳﻚ ﻭﺯﻧﺔ ‪50‬‬
‫ﮔﺮﺍﻣﻪ‪ ،‬ﻳﻚ ﭼﺮﺥ‪ ،‬ﻳﻚ ﺭﻳﺴﻤﺎﻥ ﻭ ﻗﻮﻩ ﺳﻨﺞ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪:‬‬
‫‪25 g‬‬
‫ﻭﺯﻧﺔ ‪25‬‬ ‫‪ -1‬ﻣﻄﺎﺑﻖ ﺷــﻜﻞ ﭼﺮﺥ ﺭﺍ ﺑﻪ ﺟﺎﻯ ﺛﺎﺑﺖ ﺑﺴــﺘﻪ ﻧﻤﻮﺩﻩ ﻭ‬
‫ﮔﺮﺍﻣــﻪ ﺩﺭ ﻳﻚ ﻃــﺮﻑ ﻃﻨﺎﺏ ﻭ‪ 50‬ﮔﺮﺍﻣــﻪ ﺭﺍ ﺩﺭ ﻃﺮﻑ ﺩﻳﮕﺮﻃﻨﺎﺏ‬
‫ﺁﻭﻳــﺰﺍﻥ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺑﻌﺪﺍ ً ﺗﺠﺮﺑﻪ ﺭﺍ ﺑﺎ ﺩﻭ ﻭﺯﻧﺔ ‪ 25‬ﮔﺮﺍﻣﻪ ﺩﺭ ﻳﻚ ﻃﺮﻑ‬
‫‪ 50 g‬‬ ‫ﻭ‪ 50‬ﮔﺮﺍﻣﻪ ﺩﺭ ﻃﺮﻑ ﺩﻳﮕﺮ ﺗﻜﺮﺍﺭ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ – 2‬ﻗﻄﺮ ﻭ ﺷﻌﺎﻉ ﭼﺮﺥ ﺭﺍ ﺍﻧﺪﺍﺯﻩ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺁﻧﭽﻪ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﻧﻤﺎﻳﻴﺪ‬
‫ﺷﻜﻞ)‪ (6-10‬ﭼﺮﺥ ﺛﺎﺑﺖ‬ ‫ﺩﺭ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺭﺍ ﺩﺭﺳــﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ ﻧﺘﻴﺠﻪ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺑﻪ ﺩﺳﺖ‬
‫ﻣﻰ ﺁﻭﺭﻳﺪ‪:‬‬
‫‪ –1‬ﭼــﻮﻥ ﺍﻳﻦ ﭼﺮﺥ ﺑﻪ ﻳﻚ ﺟﺎﻯ ﺛﺎﺑﺖ ﻗــﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﺍﺯ ﺟﺎﻳﺶ ﺗﻐﻴﻴﺮ‬
‫ﻣﻮﻗﻌﻴﺖ ﻧﻤﻰ ﺩﻫﺪ ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﻪ ﻧﺎﻡ ﭼﺮﺥ ﺛﺎﺑﺖ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ -2‬ﭼــﻮﻥ ﻗﻮﺓ ﻋﺎﻣﻞ ﺑﺮﺧﻼﻑ ﻗــﻮﺓ ﻣﻘﺎﻭﻡ ﻋﻤﻞ ﻣﻰ ﻛﻨﺪ ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺍﻳﻦ‬
‫‪84‬‬
 ‫ﭼﺮﺥ ﺑﺮﺍﻯ ﺗﻐﻴﻴﺮ ﺟﻬﺖ ﻗﻮﻩ ﺑﻪ ﻛﺎﺭ ﺑﺮﺩﻩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ – 3‬ﭼﺮﺥ ﺯﻣﺎﻧﻰ ﺩﺭ ﺣﺎﻟﺖ ﺗﻮﺍﺯﻥ ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﺩ ﻛﻪ ﻗﻮﻩ ﻫﺎﻯ ﻋﺎﻣﻞ ﻭ‬
‫ﻣﻘﺎﻭﻡ ﺑﺎ ﻫﻢ ﻣﺴﺎﻭﻯ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ - 4‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﭼﺮﺥ ﺛﺎﺑﺖ ﻣﺴﺎﻭﻯ ﺑﻪ ﻳﻚ ﻣﻰ ﺑﺎﺷﺪ‪ ،‬ﺯﻳﺮﺍ ﺑﺎﺯﻭﻫﺎﻯ‬
‫ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ )ﺷﻌﺎﻉ ﭼﺮﺥ( ﺑﺎ ﻫﻢ ﻣﺴﺎﻭﻯ ﺍﻧﺪ‪ .‬ﻳﻌﻨﻰ‪:‬‬
‫‪L‬‬
‫ــــــــــ‬ ‫ﻭ ﻳﺎ ‪= 1‬‬ ‫→‬ ‫‪L= ′‬‬
‫‪′‬‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ‪R‬‬ ‫‪L‬‬ ‫‪R‬‬
‫ﻭ ﭼﻮﻥ ــــــ = ــــــ ﺍﺳﺖ ﭘﺲ‪ = 1 :‬ــــــــــــــ = ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﭼﺮﺥ ﺛﺎﺑﺖ‬
‫ﻗﻮﺓ ﻋﺎﻣﻞ ‪F‬‬ ‫‪′‬‬ ‫‪F‬‬
‫‪F‬‬
‫ﺷﻜﻞ)‪ (6-11‬ﭼﺮﺥ ﻫﺎﻯ ﺛﺎﺑﺖ‬
‫‪ – 5‬ﺩﺭ ﭼﺮﺥ ﺛﺎﺑﺖ‪ ،‬ﺗﻐﻴﻴﺮ ﻣﻜﺎﻥ ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻋﺎﻣﻞ ﻣﺴﺎﻭﻯ ﺑﻪ ﺗﻐﻴﻴﺮ‬
‫ﻣﻜﺎﻥ ﻧﻘﻄﺔ ﺍﺛﺮ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻣﻰ ﺑﺎﺷــﺪ‪ ،‬ﻳﻌﻨﻰ ﻃﻮﻝ ﺭﻳﺴــﻤﺎﻥ ﺩﺭ ﺳﻤﺖ‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻫﻤﺎﻥ ﻗﺪﺭﻛﻢ ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﻫﻨﮕﺎﻡ ﺣﺮﻛﺖ ﺩﺭ ﺳــﻤﺖ ﻗﻮﺓ‬
‫ﻋﺎﻣﻞ ﺍﻓﺰﺍﻳﺶ ﻣﻰ ﻳﺎﺑﺪ‪ .‬ﺷﻜﻞ )‪(6-11‬‬
‫ﺁﻳﺎ ﻧﻮﻉ ﺩﻳﮕﺮﻯ ﺍﺯ ﭼﺮﺥ ﺭﺍ ﻣﻰ ﺷﻨﺎﺳﻴﺪ؟‬
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 ‫ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪:‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺳﻪ ﻭﺯﻧﺔ ‪ 50‬ﮔﺮﺍﻣﻪ‪ ،‬ﺩﻭ ﭼﺮﺥ‪ ،‬ﺭﻳﺴﻤﺎﻥ‪ ،‬ﭘﺎﻳﻪ ﻭ ﻣﻴﻠﻪ‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ :‬ﻣﻄﺎﺑﻖ ﺷﻜﻞ‪ ،‬ﺭﻳﺴﻤﺎﻥ ﺭﺍ ﺍﺯ ﭼﺮﺧﻬﺎ ﻋﺒﻮﺭ ﺩﻫﻴﺪ‪ .‬ﺑﻌﺪ‬
‫ﺍﺯ ﺁﻥ ﺩﺭ ﻧﻘﺎﻁ ‪ A‬ﻭ ‪ B‬ﺩﻭ ﻭﺯﻧﺔ ‪ 50‬ﮔﺮﺍﻣﻪ ﺭﺍ ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﻣﺸــﺎﻫﺪﻩ‬
‫ﻧﻤﺎﻳﻴــﺪ ﻛﻪ ﺩﺭ ﺣﺎﻟﺖ ﺗﻌﺎﺩﻝ ﻗــﺮﺍﺭ ﻣﻰ ﮔﻴﺮﺩ ﻳﺎ ﻧﻪ؟ ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺩﺭ‬
‫ﻧﻘﻄﻪ ﺍﻯ ﻛﻪ ﺳــﺒﻚ ﺍﺳــﺖ ﻭﺯﻧﺔ‪ 50‬ﮔﺮﺍﻣﺔ ﺩﻳﮕﺮ ﺭﺍ ﻗﺮﺍﺭ ﺩﻫﻴﺪ ﻭ‬
‫ﺑﺒﻴﻨﻴﺪﻛﻪ ﻗﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﺑﺎ ﻫﻢ ﻣﺴــﺎﻭﻯ ﺍﻧﺪ ﻳﺎ ﻧﻪ؟ ﻧﺘﻴﺠﻪ‬
‫ﺭﺍ ﺑﻪ ﺻﻨﻒ ﮔﺰﺍﺭﺵ ﺑﺪﻫﻴﺪ‪.‬‬
‫ﺷﻜﻞ)‪ (6-13‬ﭼﺮﺥ ﺁﺯﺍﺩ‬
‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺭﺍ ﺩﺭﺳﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷﻴﺪ ﻧﺘﻴﺠﻪ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺑﻪ ﺩﺳﺖ‬
‫ﺁﻭﺭﺩﻩ ﺍﻳﺪ‪:‬‬
‫‪–1‬ﭼﺮﺥ ﺑﺎ ﻭﺯﻧﻪ ﻳﻜﺠﺎ ﺁﺯﺍﺩﺍﻧﻪ ﺑﺎﻻﻯ ﺭﻳﺴﻤﺎﻥ ﺣﺮﻛﺖ ﻣﻰ ﻧﻤﺎﻳﺪ‪ ،‬ﺍﺯ ﺍﻳﻦ‬
‫ﺭﻭ ﺑﻪ ﻧﺎﻡ ﭼﺮﺥ ﺁﺯﺍﺩ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪ .‬ﺷﻜﻞ )‪(6-12‬‬
‫‪ -2‬ﻫــﺮ ﭼــﺮﺥ ﺁﺯﺍﺩ ﺑﺮﺍﻯ ﺗﻐﻴﻴــﺮ ﺟﻬﺖ ﻗﻮﻩ ﺑﻪ ﻛﺎﺭ ﺭﻓﺘــﻪ ﻭ ﻛﺎﺭ ﺭﺍ ﺩﻭ‬
‫ﭼﻨﺪ ﺁﺳﺎﻥ ﻣﻰ ﺳﺎﺯﺩ‪.‬‬
‫‪ - 3‬ﺍﮔﺮ ﻭﺯﻥ ﭼﺮﺥ ﻭ ﺭﻳﺴــﻤﺎﻥ‪ ،‬ﺑﺴــﻴﺎﺭﻛﻢ ﺑﺎﺷــﺪ ﻭ ﺍﺻﻄﻜﺎﻙ ﻣﺤﻮﺭ‬
‫ﺑﺎ ﭼﺮﺥ ﻧﺎﭼﻴﺰ ﺷــﻮﺩ‪ ،‬ﻗــﻮﺓ ﻋﺎﻣﻞ ﻭ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﺯﻣﺎﻧــﻰ ﺩﺭ ﺗﻮﺍﺯﻥ ﻗﺮﺍﺭ‬
‫ﻣﻰ ﮔﻴﺮﻧﺪ‪ ،‬ﻛﻪ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﺩﻭﭼﻨﺪ ﻗﻮﺓ ﻋﺎﻣﻞ ﺑﺎﺷﺪ‪.‬‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ‪R‬‬
‫‪ = 2‬ـــــــــــــــ = ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﭼﺮﺥ ﺁﺯﺍﺩ )ﻣﺘﺤﺮﻙ(‬
‫ﻗﻮﺓ ﻋﺎﻣﻞ ‪F‬‬
‫ﮔﺎﻫﻰ ﻣﻰ ﺗﻮﺍﻥ ﺍﺯ ﭼﻨﺪ ﭼﺮﺥ ﺛﺎﺑﺖ ﻭ ﻣﺘﺤﺮﻙ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻩ ﻭ ﻳﻚ ﭼﺮﺥ ﻣﺮﻛﺐ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺁﻭﺭﺩﻛﻪ ﺑﻪ ﻧﺎﻡ ﺳﻴﺴﺘﻢ ﭼﺮﺥ ﻫﺎ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
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 ‫ﭼﺮﺥ ﻫﺎ ﺑﻪ ﺍﺷﻜﺎﻝ ﻣﺨﺘﻠﻒ ﺗﺮﻛﻴﺐ ﺷﺪﻩ ﻣﻰ ﺗﻮﺍﻧﻨﺪ‪ .‬ﺷﻜﻞ )‪(6-14‬‬
‫‪ = 2n‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻴﺴﺘﻢ ﭼﺮﺥ ﻫﺎ ﻳﺎ ﭼﺮﺧﻬﺎﻱ ﻣﺮﻛﺐ‬
‫‪ ،n‬ﺗﻌﺪﺍﺩﭼﺮﺥ ﻫﺎﻯ ﺁﺯﺍﺩ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺳــﺆﺍﻝ‪ :‬ﺍﮔﺮ ﺩﺭ ﻳﻚ ﺳﻴﺴﺘﻢ ﭼﺮﺥ ﻫﺎ‪ ،‬ﺗﻌﺪﺍﺩ ﭼﺮﺥ ﻫﺎﻯ ﺁﺯﺍﺩ‪ ،‬ﺳﻪ ﻋﺪﺩ‬
‫ﺷﻜﻞ )‪ (6-14‬ﺳﻴﺴﺘﻢ ﭼﺮﺥ ﻫﺎ )ﺩﻭ ﭼﺮﺥ ﺁﺯﺍﺩ(‬

‫ﺑﺎﺷﺪ‪ ،‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺭﺍ ﺣﺴﺎﺏ ﻛﻨﻴﺪ؟‬

‫ﺳﻄﺢ ﻣﺎﻳﻞ‬
‫ﺁﻳﺎ ﺳــﻄﺢ ﻣﺎﻳﻞ ﻣﻰ ﺗﻮﺍﻧﺪ ﻛﺎﺭ ﺭﺍ ﺁﺳــﺎﻥ ﻛﻨﺪ؟ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻄﺢ‬
‫ﻣﺎﻳﻞ ﭼﻨﺪ ﺍﺳﺖ؟ ﺑﻪ ﺷﻜﻞ )‪ (6-15‬ﺗﻮﺟﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (6-15‬ﺳﻄﺢ ﻣﺎﻳﻞ‬
‫ﺟﻬﺖ ﺩﺭﻙ ﺑﻬﺘﺮ ﺳﻄﺢ ﻣﺎﻳﻞ ﻓﻌﺎﻟﻴﺖ ﺫﻳﻞ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻴﻢ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ ‪ :‬ﻳﻚ ﻗﻮﻩ ﺳﻨﺞ‪ ،‬ﻳﻚ ﻣﻮﺗﺮﻙ‪ ،‬ﻳﻚ ﻭﺯﻧﻪ ﻭ ﻳﻚ ﺗﺨﺘﺔ ﻳﻚ ﻣﺘﺮﻯ ﺑﻪ ﺣﻴﺚ ﺳﻄﺢ ﻣﺎﻳﻞ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪:‬‬
‫‪ – 1‬ﻭﺯﻧﻪ ﻭ ﻣﻮﺗﺮﻙ ﺭﺍ ﻭﺯﻥ ﻧﻤﺎﻳﻴﺪ‪) .‬ﻗﻮﺓ ﻣﻘﺎﻭﻡ(‬
‫‪ – 2‬ﻭﺯﻧﻪ ﻭ ﻣﻮﺗﺮﻙ ﺭﺍ ﻳﻜﺠﺎ ﺭﻭﻯ ﺳﻄﺢ ﻣﺎﻳﻞ ﻗﺮﺍﺭ ﺩﻫﻴﺪ ﻭ ﺑﺎ ﻗﻮﻩ ﺳﻨﺞ ﻣﻮﺗﺮﻙ ﺭﺍ ﻣﻄﺎ ﺑﻖ ﺷﻜﻞ )‪ (6-16‬ﺑﻪ ﻃﺮﻑ‬
‫ﺷﻜﻞ )‪(6-16‬‬
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 ‫ﺑﺎﻻ ﺑﻜﺸﻴﺪ‪ .‬ﺩﻗﺖ ﻛﻨﻴﺪ‪ ،‬ﻫﻨﮕﺎﻡ ﻛﺸﻴﺪﻥ‪ ،‬ﻗﻮﻩ ﺳﻨﺞ ﻣﻮﺍﺯﻯ ﺑﺎ ﺳﻄﺢ ﻣﺎﻳﻞ ﺑﺎﺷﺪ‪ .‬ﺗﺠﺮﺑﻪ ﺭﺍ ﭼﻨﺪﻳﻦ ﺑﺎﺭ ﺑﺎ ﻧﺸﻴﺐ ﻫﺎﻯ‬
‫ﻣﺨﺘﻠﻒ ﺳﻄﺢ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﻭ ﺩﺭ ﻫﺮ ﺑﺎﺭ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻄﺢ ﺭﺍ ﻣﺤﺎﺳﺒﻪ ﻧﻤﻮﺩﻩ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﺩﺭﺟﺪﻭﻝ ﺑﺮﺳﺎﻧﻴﺪ‪.‬‬
‫‪ – 3‬ﻃﻮﻝ ‪ d‬ﻭ ﺍﺭﺗﻔﺎﻉ ‪ h‬ﺳﻄﺢ ﻣﺎﻳﻞ ﺭﺍ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻯ ﻧﻤﻮﺩﻩ ﻭ ﻫﺮ ﺑﺎﺭ ﺩﺭ ﺟﺪﻭﻝ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﺍﺭﺗﻔﺎﻉ ﺳﻄﺢ‬ ‫ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻄﺢ‬ ‫ﻋﺪﺩ ﻗﻮﻩ ﺳﻨﺞ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻭﺯﻥ ﺑﺎﺭ ﻭ ﻣﻮﺗﺮﻙ‬
‫ﻃﻮﻝ ﺳﻄﺢ ﻣﺎﻳﻞ )‪(d‬‬ ‫‪d/h‬‬
‫ﻣﺎﻳﻞ)‪(h‬‬ ‫‪R/F‬‬ ‫‪F‬‬ ‫‪R‬‬
‫‪ 1‬ﻣﺘﺮ‬ ‫‪ 20‬ﺳﺎﻧﺘﯽ ﻣﺘﺮ‬
‫‪ 1‬ﻣﺘﺮ‬ ‫‪ 30‬ﺳﺎﻧﺘﻰ ﻣﺘﺮ‬
‫‪ 1‬ﻣﺘﺮ‬ ‫‪ 40‬ﺳﺎﻧﺘﻰ ﻣﺘﺮ‬
‫ﺑﻌﺪ ﺍﺯ ﺍﺟﺮﺍﻯ ﻓﻌﺎﻟﻴﺖ ﺑﻪ ﺳﺆﺍﻻﺕ ﺯﻳﺮ ﺟﻮﺍﺏ ﺑﺪﻫﻴﺪ‪.‬‬
‫‪ – 1‬ﺍﮔﺮ ﻧﺸﻴﺐ )ﻣﻴﻞ( ﺳﻄﺢ ﻣﺎﻳﻞ ﺯﻳﺎﺩ ﺑﺎﺷﺪ‪ ،‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻄﺢ ﻛﻢ ﻣﻰ ﺷﻮﺩ ﻳﺎ ﺯﻳﺎﺩ؟‬
‫‪ – 2‬ﺑﺎ ﺍﻓﺰﺍﻳﺶ ﺍﺭﺗﻔﺎﻉ ﺳﻄﺢ ﻣﺎﻳﻞ ﺍﺯ ﺳﻄﺢ ﻣﻴﺰ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﻛﻢ ﻣﻰ ﺷﻮﺩ ﻳﺎ ﺯﻳﺎﺩ؟‬
‫‪ – 3‬ﻗﻴﻤﺖ ﻫﺎﻯ ﻋﺪﺩﻯ ﻧﺴﺒﺖ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﺑﺮ ﻗﻮﺓ ﻋﺎﻣﻞ‪ ،‬ﻋﺪﺩ ﺛﺎﺑﺖ ﻗﻮﻩ ﺳﻨﺞ ﻭ ﻧﺴﺒﺖ ﻃﻮﻝ ﺳﻄﺢ ﺑﺮ ﺍﺭﺗﻔﺎﻉ ﺁﻥ ﺭﺍ ﺩﺭ‬
‫ﺟﺪﻭﻝ ﺑﺎ ﻫﻢ ﻣﻘﺎﻳﺴﻪ ﻛﻨﻴﺪ‪ .‬ﺑﻪ ﭼﻪ ﻧﺘﻴﺠﻪ ﺍﻯ ﻣﻰ ﺭﺳﻴﺪ؟‬
‫ﺍﮔﺮ ﻓﻌﺎﻟﻴﺖ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﺩﺭﺳــﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺑﺎﺷــﻴﺪ‪ ،‬ﻧﺘﺎﻳﺞ ﺫﻳﻞ ﺭﺍ ﺑﺮﺍﻯ‬
‫ﺟﻮﺍﺏ ﺑﻪ ﺳﺆﺍﻻﺕ ﻓﻮﻕ ﺑﻪ ﺩﺳﺖ ﺧﻮﺍﻫﻴﺪ ﺁﻭﺭﺩ‪:‬‬
‫‪ –1‬ﻫﺮﮔﺎﻩ ﻧﺸــﻴﺐ ﺳــﻄﺢ ﻣﺎﻳــﻞ ﺯﻳﺎﺩ ﺷــﻮﺩ ﻓﺎﻳــﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﻛﻢ‬
‫ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ –2‬ﻫﺮﮔﺎﻩ ﻃﻮﻝ ﺳــﻄﺢ ﻣﺎﻳﻞ ﺛﺎﺑﺖ ﺑﺎﺷﺪ‪ ،‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺁﻥ ﺳﻄﺢ‬
‫ﻣﺎ ﻳﻞ ﻛﻪ ﺩﺍﺭﺍﻯ ﺍﺭﺗﻔﺎﻉ ﺑﻴﺸﺘﺮ ﻣﻰ ﺑﺎﺷﺪ ﻛﻤﺘﺮ ﺍﺳﺖ‪.‬‬
‫‪ –3‬ﺍﮔﺮ ﺍﺻﻄﻜﺎﻙ ﺳــﻄﺢ ﺑﺎ ﻣﻮﺗﺮﻙ ﺑﺴــﻴﺎﺭ ﻛﻢ ﺑﺎﺷﺪ ﺣﺎﺻﻞ ﺗﻘﺴﻴﻢ‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ ‪ R‬ﺑﺮ ﻋﺪﺩﻯ ﻛﻪ ﻗﻮﻩ ﺳﻨﺞ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ )ﻗﻮﺓ ﻋﺎﻣﻞ‪ (F‬ﺩﺭ‬
‫ﻫﺮ ﺑﺎﺭ ﻣﺴــﺎﻭﻯ ﺍﺳﺖ ﺑﻪ ﺣﺎﺻﻞ ﺗﻘﺴﻴﻢ ﻃﻮﻝ ﺳــﻄﺢ ﻣﺎﻳﻞ ﺑﺮ ﺍﺭﺗﻔﺎﻉ‬
‫ﺳــﻄﺢ ﻣﺎﻳﻞ‪ .‬ﻛﻪ ﺍﻳﻦ ﻧﺴﺒﺖ ﻫﺎ ﻋﺒﺎﺭﺕ ﺍﺯ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻄﺢ ﻣﺎﻳﻞ‬
‫ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻳﻌﻨﻰ‪:‬‬
‫ﻭﺯﻥ ﺑﺎﺭ ﻭ ﻣﻮﺗﺮﻙ )ﻗﻮﺓ ﻣﻘﺎﻭﻡ(‬ ‫ﻃﻮﻝ ﺳﻄﺢ ﻣﺎﻳﻞ ﺩﺭ ﻫﺮ ﺩﻓﻌﻪ‬
‫ــــــــــــــــــــــــــــــ = ـــــــــــــــــــــــــــــــ = ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳﻄﺢ ﻣﺎﻳﻞ‬
‫ﻋﺪﺩ ﻗﻮﻩ ﺳﻨﺞ )ﻗﻮﺓ ﻋﺎﻣﻞ(‬ ‫ﺍﺭﺗﻔﺎﻉ ﺳﻄﺢ ﻣﺎﻳﻞ ﺩﺭ ﻫﺮ ﺩﻓﻌﻪ‬
‫⋅‬ ‫=‬ ‫=‬ ‫ﻭﻳﺎ‬
‫‪F‬‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺷﺸﻢ‬
‫‪
t‬ﻫﺮ ﻭﺳﻴﻠﻪ ﺍﻯ ﻛﻪ ﻛﺎﺭ ﺭﺍ ﺁﺳﺎﻥ ﺳﺎﺯﺩ ﻣﺎﺷﻴﻦ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ ‪.‬‬
‫‪
t‬ﻣﻘﺪﺍﺭ ﺁﺳــﺎﻥ ﺷــﺪﻥ ﻛﺎﺭ ﺗﻮﺳــﻂ ﻣﺎﺷــﻴﻦ ﺭﺍ ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﻣﻰ ﻧﺎﻣﻨــﺪ ﻭ ﺁﻥ ﺭﺍ ﭼﻨﻴﻦ‬
‫ﻣﻰ ﻧﻮﻳﺴﻨﺪ‪:‬‬
‫ﻗﻮﺓ ﻣﻘﺎﻭﻡ‬ ‫‪R‬‬
‫ـــــــــــــ = ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ‬ ‫ـــــــ = ‪ M. A‬ﻭﻳﺎ‬
‫ﻗﻮﺓ ﻋﺎﻣﻞ‬ ‫‪F‬‬
‫
ﻣﺎﺷﻴﻦ ﻫﺎﻯ ﺳﺎﺩﻩ ﻋﺒﺎﺭﺕ ﺍﺯ ﭼﺮﺥ‪ ،‬ﺭﺍﻓﻌﻪ ﻭ ﺳﻄﺢ ﻣﺎﻳﻞ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬ ‫‪t‬‬
‫
ﻣﻴﻠﺔ ﺳــﺨﺖ ﭼﻮﺑﻰ ﻭ ﻳﺎ ﻓﻠﺰﻯ ﻛﻪ ﺑﻪ ﺩﻭﺭ ﻳﻚ ﻣﺤﻮﺭ ﺑﭽﺮﺧﺪ‪ ،‬ﺑﻪ ﻧﺎﻡ ﺭﺍﻓﻌﻪ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪ .‬ﺩﺭ‬ ‫‪t‬‬
‫ﻫﺮ ﺭﺍﻓﻌﻪ ﺭﺍﺑﻄﺔ‪ F. L=R. ′‬ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ‪.‬‬
‫
ﻫﺮ ﺳــﻄﺤﻰ ﻛﻪ ﺑﺎ ﺳــﻄﺢ ﺍﻓﻖ ﺯﺍﻭﻳﻪ ﺭﺍ ﺑﺴﺎﺯﺩ ﺑﻪ ﻧﺎﻡ ﺳﻄﺢ ﻣﺎﻳﻞ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ ﻭ ﺳﻄﺢ ﻣﺎﻳﻞ‬ ‫‪t‬‬
‫ﻧﻮﻋﻰ ﺍﺯ ﻣﺎﺷﻴﻦ ﺳﺎﺩﻩ ﺍﺳﺖ‪.‬‬
‫
ﭼﺮﺥ ﻋﺒﺎﺭﺕ ﺍﺯ ﻳﻚ ﻗﺮﺹ ﻣﺪﻭﺭ ﻓﻠﺰﻯ ﻭ ﻳﺎ ﭼﻮﺑﻰ ﺍﺳــﺖ ﻛﻪ ﺑﺪﻭﺭ ﻳﻚ ﻣﺤﻮﺭ ﺛﺎﺑﺖ ﺁﺯﺍﺩﺍﻧﻪ‬ ‫‪t‬‬
‫ﺣﺮﻛﺖ ﻣﻴﻜﻨﺪ‪.‬‬
‫
ﭼﺮﺥ ﻫﺎ ﺑﻪ ﺩﻭ ﺭﻭﺵ ﺑﺴﺘﻪ ﻣﻰ ﺷﻮﻧﺪ ﺛﺎﺑﺖ ﻭ ﻣﺘﺤﺮﻙ‪.‬‬ ‫‪t‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺷﺸﻢ‬
‫‪ –1‬ﻣﺎﺷﻴﻦ ﭼﻴﺴﺖ ﭼﻨﺪ ﻣﺜﺎﻝ ﺑﻴﺎﻭﺭﻳﺪ؟‬
‫‪ -2‬ﺩﺭ ﺷﻜﻞ ﻣﻘﺎﺑﻞ‪ M.A ،‬ﻭ ‪ F‬ﺭﺍ ﻣﺤﺎﺳﺒﻪ ﻛﻨﻴﺪ‪ .‬ﺩﺭ ﺻﻮﺭﺗﻰ ﻛﻪ‬
‫‪ ′ = 20‬ﻭ ‪ = 20‬ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ –3‬ﭼﻨﺪ ﻧﻮﻉ ﻣﺎﺷﻴﻦ ﺳﺎﺩﻩ ﺭﺍ ﻣﻰ ﺷﻨﺎﺳﻴﺪ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ –4‬ﻳﻚ ﺭﺍﻓﻌﻪ ﺭﺍ ﺗﺮﺳﻴﻢ ﻧﻤﻮﺩﻩ‪ ،‬ﻧﻘﺎﻁ ﻗﻮﺓ ﻋﺎﻣﻞ‪ ،‬ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻭ ﻧﻘﻄﺔ ﺍﺗﻜﺎ‪ ،‬ﺑﺎﺯﻭﻫﺎ ﻭ ﻗﻮﻩ ﻫﺎﻯ ﻋﺎﻣﻞ‬
‫ﻭ ﻣﻘﺎﻭﻡ ﺭﺍ ﺩﺭ ﺁﻥ ﻧﺸﺎﻥ ﺑﺪﻫﻴﺪ‪.‬‬
‫‪ –5‬ﭼﻨﺪ ﻧﻮﻉ ﭼﺮﺥ ﺭﺍ ﻣﻰ ﺷﻨﺎﺳﻴﺪ‪ ،‬ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ –6‬ﺩﺭ ﺷــﻜﻞ ﻣﻘﺎﺑﻞ ﺑﺎﺯﻭﻯ ﻗﻮﺓ ﻋﺎﻣﻞ ﺭﺍﻓﻌﻪ ﺭﺍ ﭘﻴﺪﺍ ﻧﻤﺎﻳﻴﺪ‪ ،‬ﺩﺭ ﺻﻮﺭﺗﻰ ﻛﻪ ﻗﻮﺓ ﻋﺎﻣﻞ ﻣﺴــﺎﻭﻯ‬
‫‪30‬ﻛﻴﻠﻮﮔــﺮﺍﻡ‪ ،‬ﻗــﻮﺓ ﻣﻘــﺎﻭﻡ ﻣﺴــﺎﻭﻯ ﺑﻪ‪20‬ﻛﻴﻠﻮﮔﺮﺍﻡ ﺑﺎﺷــﺪ ﻭ ﺑــﺎﺯﻭﻯ ﻗﻮﺓ ﻣﻘﺎﻭﻡ ﻣﺴــﺎﻭﻯ ﺑﻪ‬
‫‪ 25‬ﺳﺎﻧﺘﻰ ﻣﺘﺮ ﺑﺎﺷﺪ‪.‬‬
‫‪ –7‬ﻫﺮ ﺳﻄﺤﻰ ﻛﻪ ﺑﺎ ﺍﻓﻖ ﻳﻚ ﺯﺍﻭﻳﻪ ﺑﺴﺎﺯﺩ ﺑﻪ ﻧﺎﻡ ‪ .....................‬ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ –8‬ﻣﻴﻠﺔ ﺳﺨﺘﻰ ﻛﻪ ﺑﻪ ﺩﻭﺭ‪ .....................‬ﺑﭽﺮﺧﺪ ﺭﺍﻓﻌﻪ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ –9‬ﻓﺎﻳﺪﺓ ﻣﻴﺨﺎﻧﻴﻜﻰ ﺳــﻄﺢ ﻣﺎﻳﻞ ﺭﺍ ﻣﺤﺎﺳــﺒﻪ ﻧﻤﺎﻳﻴﺪ ﺩﺭ ﺣﺎﻟﻰ ﻛﻪ ﻃﻮﻝ ﺳــﻄﺢ ﻣﺎﻳﻞ ‪ 3‬ﻣﺘﺮ ﻭ‬
‫ﺍﺭﺗﻔﺎﻉ ﺁﻥ ﻳﻚ ﻣﺘﺮ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫‪ –10‬ﺟﺴــﻤﻰ ﻛﻪ ‪ 800‬ﻭﺯﻥ ﺩﺍﺭﺩ ﺗﻮﺳــﻂ ‪ 4‬ﭼﺮﺥ ﺁﺯﺍﺩ ﺑﻠﻨﺪ ﻣﻰ ﮔﺮﺩﺩ‪ .‬ﻗﻮﻩ ﺍﻯ ﺭﺍ ﻛﻪ ﺑﺮﺍﻯ‬
‫ﺑﻠﻨﺪ ﻛﺮﺩﻥ ﺟﺴﻢ ﻣﺬﻛﻮﺭ ﻻﺯﻡ ﺍﺳﺖ ﺣﺴﺎﺏ ﻛﻨﻴﺪ‪.‬‬
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