٨

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬

٨
q
øeÉãdG ∞°üdG

ÊÉãdG Aõ÷G

ᣰSƒàŸG
q á∏MôŸG ¤hC’G á©Ñ£dG
 ‫ّ‬
‫اﻟﺘﻌﻠﻤﻴﺔ ا�وﻟﻰ‬ ‫اﻟﻮﺣﺪة‬

‫ﻗﻮاﻧﻴﻦ اﻟﺤﺮﻛﺔ‬
‫‪Laws of motion‬‬
‫‪Motion‬‬ ‫اﻟﺤﺮﻛﺔ‬
‫‪Newton's first law‬‬ ‫اﻷول ﻟﻨﻴﻮﺗﻦ‬
‫اﻟﻘﺎﻧﻮن ّ‬
‫‪Newton's second law‬‬ ‫اﻟﻘﺎﻧﻮن اﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ‬
‫‪Newton's third law‬‬ ‫اﻟﻘﺎﻧﻮن اﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ‬
‫‪Mass and force‬‬ ‫واﻟﻘﻮة‬
‫ّ‬ ‫اﻟﻜﺘﻠﺔ‬
‫‪Friction‬‬ ‫اﻻﺣﺘﻜﺎك‬
‫‪Motion on surfaces‬‬ ‫اﻟﺤﺮﻛﺔ ﻋﻠﻰ اﻷﺳﻄﺢ‬
 ‫اﻟﻤﺎدة واﻟﻄﺎﻗﺔ ‪Matter and Energy‬‬
‫ّ‬

‫‪Laws of motion‬‬ ‫ﻗﻮاﻧﻴﻦ اﻟﺤﺮﻛﺔ‬

‫ﺗﻔﺴﺮ ﺍﻟﻌﻮﺍﻣﻞ‬ ‫ﹺ‬

‫ﻣﺘﺤﺮﻛﺔ‪ .‬ﻭﺿﻊ ﺍﻟﻌﺎﻟﻢ ﺇﺳﺤﻖ ﻧﻴﻮﺗﻦ ﻗﻮﺍﻧﻴﻦ ﻓﻴﺰﻳﺎﺋﻴﺔ ﹼ‬
‫ﹼ‬ ‫ﺍﻷﺷـﻴﺎﺀ ﻣﻦ ﺣﻮﻟﻨﺎ ﺇ ﹼﻣﺎ ﺳـﺎﻛﻨﺔ ﺃﻭ‬
‫ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻰ ﺣﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ‪.‬‬

‫ﺷﻜﻞ )‪(1‬‬

‫‪14‬‬
 ‫‪Motion‬‬ ‫‪ácôëdG‬‬

‫ﺩﺍﺋﻤﺎ ﺃﻧﹼﻨﺎ ﺑﺎﻟﻘﺮﺏ‬

‫ﻋﻨﺪﻣﺎ ﻧﺼﻒ ﻣﻮﻗﻌﻨﺎ ﻟﺸـﺨﺺ ﺁﺧﺮ‪ ،‬ﻧﺤﺪﹼ ﺩ ﹰ‬
‫ﺃﻫﻤﻴﺔ‬
‫ﻣﻦ ﻧﻘﻄﺔ ﺃﻭ ﻣﻮﻗﻊ ﻣﺎ ﻣﺜﻞ ﻣﻨﺰﻝ ﺃﻭ ﻣﺪﺭﺳﺔ ﺃﻭ ﻣﺴﺠﺪ‪ .‬ﻣﺎ ﹼ‬
‫ﺫﻛـﺮ ﻫﺬﻩ ﺍﻷﺟﺴـﺎﻡ ﻋﻨﺪ ﺗﺤﺪﻳـﺪ ﻣﻮﻗﻌﻨﺎ؟ ﻫـﻞ ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ‬
‫ﻣﺘﺤﺮﻛﺔ؟ ﻋﻨﺪﻣﺎ ﻧﻨﻈﺮ ﺇﻟﻰ ﻣﺨﺘﻠﻒ‬ ‫ﹼ‬ ‫ﻣﻮﻗﻌﻨﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺃﺟﺴﺎﻡ‬
‫ﺃﻥ ﺍﻟﺒﻌﺾ ﻣﻨﻬﺎ ﺳـﺎﻛﻦ ﻭﺍﻟﺒﻌﺾ‬ ‫ﺍﻷﺷـﻴﺎﺀ ﻣﻦ ﺣﻮﻟﻨﺎ‪ ،‬ﻧﻼﺣﻆ ﹼ‬
‫ﻣﺘﺤﺮﻙ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺍﻟﻤﻨﺎﺯﻝ ﻭﺇﺷﺎﺭﺍﺕ ﺍﻟﻤﺮﻭﺭ‬ ‫ﹼ‬ ‫ﺍﻵﺧﺮ‬
‫ﻭﺍﻟﺪﺭﺍﺟﺎﺕ‬
‫ﹼ‬ ‫ﻭﺃﻋﻤﺪﺓ ﺍﻹﻧﺎﺭﺓ ﺃﺟﺴـﺎﻡ ﺳﺎﻛﻨﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺴـ ﹼﻴﺎﺭﺍﺕ‬
‫ﻣﺘﺤﺮﻛﺔ‪ .‬ﻛﻴﻒ ﻧﺤﻜﻢ ﻋﻠﻰ‬ ‫ﺃﺛﻨﺎﺀ ﺳـﻴﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻖ ﺃﺟﺴـﺎﻡ ﹼ‬
‫ﺷﻜﻞ )‪(2‬‬ ‫ﻣﺘﺤﺮﻛﺔ؟‬
‫ﹼ‬ ‫ﺍﻷﺟﺴﺎﻡ ﺇﻥ ﻛﺎﻧﺖ ﺳﺎﻛﻨﺔ ﺃﻭ‬

‫‪ácôëdG Ωƒ¡Øe ±É°ûμà°SGp‬‬

‫ﺑﻌﺪ ﻣﺮﻭﺭ )‪ (7‬ﹴ‬

‫ﺛﻮﺍﻥ‬

‫‪ .1‬ﻣﺎ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﺬﻱ ﺣﺪﺙ ﻟﻠﺴ ﹼﻴﺎﺭﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ؟‬

‫‪ .2‬ﱢ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬

‫‪15‬‬
 ‫ﺗﻢ ﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﺰﻣﻦ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ؟‬
‫ﻣﺎﺫﺍ ﻟﻮ ﹼ‬

‫ﺑﻌﺪ ﻣﺮﻭﺭ )‪ (3‬ﹴ‬

‫ﺛﻮﺍﻥ‬

‫‪ .3‬ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺸﻜﻠﻴﻦ ﺃﻋﻼﻩ ﻭﺍﻟﺸﻜﻠﻴﻦ ﺍﻟﺴﺎﺑﻘﻴﻦ؟‬

‫‪ .4‬ﻟﻮ ﺗﻐ ﹼﻴﺮ ﺍﻟﺰﻣﻦ ﺇﻟﻰ )‪ (15‬ﺛﺎﻧﻴﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻣﺎ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﺬﻱ ﺳﻴﺤﺪﺙ ﻟﻠﺴ ﹼﻴﺎﺭﺓ؟‬

‫‪ .5‬ﻣﺎ ﺗﻔﺴﻴﺮﻙ ﻟﺬﻟﻚ؟‬

‫ﺗﻌﺎﻭ ﹾﻥ ﻣﻊ ﺯﻣﻴﻠﻚ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﻧﺸﺎﻁ ﻋﻤﻠﻲ ﻳﺜﺒﺖ ﺗﻔﺴﻴﺮﻙ ﺍﻟﺴﺎﺑﻖ‪ .‬ﺍﹺﺷﺮﺡ ﻓﻜﺮﺗﻚ‪.‬‬
‫‪ .6‬ﹶ‬

‫ﻓﻜﺮﺓ ﺍﻟﻨﺸﺎﻁ‬

‫ﺍﻟﺸﺮﺡ‬

‫ﻋ ﱢﺒﺮ ﻋﻦ ﻣﻔﻬﻮﻡ ﺍﻟﺤﺮﻛﺔ‪.‬‬

‫‪16‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﺍﻟﺤﺮﻛﺔ ‪ Motion‬ﻫﻲ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺠﺴـﻢ ﻣﻦ ﻣﻮﺿﻊ ﺇﻟﻰ ﺁﺧﺮ ﺑﻤﺮﻭﺭ ﺍﻟﺰﻣﻦ‪ .‬ﻭﻟﻤﻌﺮﻓﺔ ﺇﻥ ﻛﺎﻥ‬
‫ﻣﺘﺤﺮﻛﹰﺎ ﻻ ﺑﺪﹼ ﻣﻦ ﺍﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻷﺷـﻴﺎﺀ ﺍﻟﻤﺤﻴﻄﺔ ﺑﻪ ﻣﺜﻞ ﺍﻟﻤﺒﺎﻧﻲ ﻭﺇﺷـﺎﺭﺍﺕ ﺍﻟﻤﺮﻭﺭ‬ ‫ﹼ‬ ‫ﺍﻟﺠﺴـﻢ‬
‫ﻭﺃﻋﻤﺪﺓ ﺍﻹﻧﺎﺭﺓ‪ .‬ﻋﻠﻰ ﺳـﺒﻴﻞ ﺍﻟﻤﺜـﺎﻝ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﻣﻦ ﻧﺎﻓﺬﺓ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ ﺃﺛﻨﺎﺀ ﺣﺮﻛﺘﻬﺎ ﺗﻼﺣﻆ‬
‫ﺃﻥ ﺍﻟﻤﺴـﺎﻓﺔ ﺑﻴﻨـﻚ ﻭﺑﻴﻦ ﺃﻋﻤﺪﺓ ﺍﻹﻧﺎﺭﺓ ﺗﺘﻐ ﹼﻴـﺮ‪ .‬ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‪ ،‬ﺗﹸﻌﺘ ﹶﺒﺮ ﺃﻋﻤـﺪﺓ ﺍﻹﻧﺎﺭﺓ ﻧﻘﺎ ﹰﻃﺎ‬
‫ﹼ‬
‫ﻣﺘﺤﺮﻙ‪.‬‬
‫ﹼ‬ ‫ﻳﺘﻢ ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﹼ‬
‫ﺃﻥ ﺍﻟﺴ ﹼﻴﺎﺭﺓ ﺟﺴﻢ‬ ‫ﻣﺮﺟﻌﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻚ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﹼ‬
‫ﻓﻤﺜﻼ ﻋﻨﺪﻣـﺎ ﺗﺠﻠﺲ ﺩﺍﺧﻞ ﺳـ ﹼﻴﺎﺭﺓ ﺗﻘﻒ‬ ‫ﻣﺘﺤـﺮﻛﹰﺎ‪ .‬ﹰ‬
‫ﹼ‬ ‫ﺟﺴـﻤﺎ‬
‫ﹰ‬ ‫ﻭﻗـﺪ ﺗﻜـﻮﻥ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ‬
‫ﺑﺎﻟﺘﺤﺮﻙ ﺇﻟﻰ ﺍﻷﻣﺎﻡ‪ ،‬ﻓﺈﻧﹼﻚ ﺗﻈ ﹼﻦ ﹼ‬
‫ﺃﻥ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ‬ ‫ﹼ‬ ‫ﺑﺠﻮﺍﺭ ﺳـ ﹼﻴﺎﺭﺓ ﺃﺧﺮ￯ ﻭﺗﺒﺪﺃ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ ﺍﻷﺧﺮ￯‬
‫ﺗﺤﺮﻙ‪.‬‬
‫ﺗﺘﺤﺮﻙ ﺇﻟﻰ ﺍﻟﺨﻠﻒ‪ ،‬ﻭﻟﻜ ﹼﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻤﺮﺟﻌﻲ ﻫﻮ ﺍﻟﺬﻱ ﹼ‬ ‫ﺍﻟﺘﻲ ﺗﺠﻠﺲ ﻓﻴﻬﺎ ﹼ‬
‫ﻛﻴﻒ ﻳﻤﻜﻦ ﻭﺻﻒ ﺍﻟﺤﺮﻛﺔ؟‬
‫‪N‬‬

‫‪W‬‬ ‫‪E‬‬

‫ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ﺍﻟﺒﻴﺖ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳﺔ = ‪ 600‬ﻣﺘﺮ‬ ‫‪S‬‬

‫ﺷﻜﻞ )‪(3‬‬

‫ﻳﺘﺤﺮﻙ ﻋﺒﺪﺍﻟ ﹼﻠﻪ ﻣﻦ ﻣﻨﺰﻟﻪ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳـﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸـﻜﻞ )‪ (3‬ﺑﺤﻴﺚ ﻳﺼﻞ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳـﺔ‬
‫ﹼ‬
‫ﺧﻼﻝ )‪ (2‬ﺩﻗﻴﻘﺔ ﺃﻭ )‪ (120‬ﺛﺎﻧﻴﺔ‪.‬‬
‫ﻟﻮﺻﻒ ﺣﺮﻛﺔ ﻋﺒﺪﺍﻟ ﹼﻠﻪ ﻻ ﺑﺪﹼ ﻣﻦ ﻗﻴﺎﺱ ﺍﻟﺴﺮﻋﺔ )‪ Speed (v‬ﻭﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ )‪Distance (d‬‬
‫ﺃﻥ ﻟﺤﺴﺎﺏ ﺳﺮﻋﺔ ﺍﻷﺟﺴﺎﻡ‪ ،‬ﻻ ﺑﺪﹼ ﻣﻦ‬ ‫ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺍﻟﺠﺴـﻢ ﺧﻼﻝ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﺤﺪﹼ ﺩﺓ‪ .‬ﺃﻱ ﹼ‬
‫ﻣﻌﺮﻓﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ ﺍﻟﺘﻲ ﺗﹸﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﻤﺘﺮ )‪ (m‬ﻭﺍﻟﺰﻣﻦ )‪ Time (t‬ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ‬
‫ﻫﺬﺍ ﺍﻟﺠﺴﻢ ﻭﺍﻟﺬﻱ ﹸﻳﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪.Second (s‬‬

‫‪17‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﻭﻧﺴﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪d‬‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬
‫=‪v‬‬ ‫ﺃﻭ‬ ‫ﺍﻟﺴﺮﻋﺔ =‬
‫‪t‬‬ ‫ﺍﻟﺰﻣﻦ‬

‫ﻭﺑﺎﻟﺘﺎﻟﻲ ﺗﻜﻮﻥ ﺳﺮﻋﺔ ﻋﺒﺪﺍﻟ ﹼﻠﻪ‪600 = 5 m/s :‬‬

‫=‪v‬‬
‫‪120‬‬
‫ﺍﻟﺪﺭﺍﺟﺔ ﻓﻲ ﺍﻟﺸـﻜﻞ )‪ (3‬ﺳـﺮﻋﺘﻬﺎ‬
‫ﺇﻥ ﹼ‬ ‫ﻓﻤﺜﻼ ﻧﻘﻮﻝ ﹼ‬
‫ﺃﻳﻀﺎ ﻣﻌﺮﻓﺔ ﺍﺗﹼﺠﺎﻩ ﺍﻟﺤﺮﻛﺔ‪ .‬ﹰ‬
‫ﺍﻟﻤﻬﻢ ﹰ‬
‫ﹼ‬ ‫ﻭﻣﻦ‬
‫‪ (5) m/s‬ﻏﺮ ﹰﺑﺎ‪ ،‬ﻓﻤﻘﺪﺍﺭ ﺍﻟﺴﺮﻋﺔ ﻭﺍﺗﹼﺠﺎﻫﻬﺎ ﹸﻳ ﹶ‬
‫ﻌﺮﻓﺎﻥ ﺑﺎﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﹼﺠﻬﺔ‪.‬‬
‫ﻭﻗﺪ ﻳﺴـﻴﺮ ﺍﻟﺠﺴـﻢ ﺑﺴـﺮﻋﺔ ﺛﺎﺑﺘﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ )‪ ،(4‬ﺃﻱ ﺃﻧﹼﻪ ﻳﻘﻄﻊ ﻣﺴـﺎﻓﺎﺕ ﻣﺘﺴﺎﻭﻳﺔ ﻓﻲ‬
‫ﺃﺯﻣﻨﺔ ﻣﺘﺴـﺎﻭﻳﺔ‪ ،‬ﺃﻭ ﺗﻜﻮﻥ ﺳـﺮﻋﺘﻪ ﻣﺘﻐ ﹼﻴﺮﺓ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸـﻜﻞ )‪ ،(5‬ﻭﻫﻨﺎ ﻳﺠﺐ ﻣﻌﺮﻓﺔ ﺳـﺮﻋﺘﻪ‬
‫ﺍﻟﻤﺘﻮﺳﻄﺔ ﻣﻦ ﺧﻼﻝ ﺣﺴﺎﺏ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻜ ﹼﻠﻴﺔ ﻋﻠﻰ ﺍﻟﺰﻣﻦ ﺍﻟﻜ ﹼﻠﻲ‪.‬‬ ‫ﹼ‬
‫‪50‬‬ ‫‪100‬‬
‫‪90‬‬
‫‪40‬‬ ‫‪80‬‬
‫‪70‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ )‪(km‬‬

‫ﺍﻟﻤﺴﺎﻓﺔ )‪(m‬‬

‫‪30‬‬ ‫‪60‬‬
‫‪50‬‬
‫‪20‬‬ ‫‪40‬‬
‫‪30‬‬
‫‪10‬‬ ‫‪20‬‬
‫‪10‬‬
‫‪0‬‬ ‫‪0.5 1.0‬‬ ‫‪1.5 2.0‬‬ ‫‪2.5 3.0‬‬ ‫‪0 1 2 3 4 5 6 7 8 9 10‬‬
‫ﺍﻟﺰﻣﻦ )‪(h‬‬ ‫ﺍﻟﺰﻣﻦ )‪(s‬‬
‫ﺷﻜﻞ )‪(5‬‬ ‫ﺷﻜﻞ )‪(4‬‬

‫ﻣـﺎ ﺍﻟﻌﻮﺍﻣـﻞ ﺍﻟﺘـﻲ ﺗﺆ ﹼﺛﺮ ﻓـﻲ ﺣﺮﻛﺔ ﺍﻷﺟﺴـﺎﻡ؟ ﻭﻫﻞ ﻫﻨـﺎﻙ ﻗﻮﺍﻧﻴﻦ ﻓﻴﺰﻳﺎﺋﻴﺔ ﹼ‬
‫ﺗﻔﺴـﺮ ﺍﻟﻌﻼﻗـﺔ ﺑﻴﻦ ﻫﺬﻩ‬
‫ﺍﻟﻌﻮﺍﻣﻞ؟ ﻓﻜﱢﺮ‪.‬‬

‫‪18‬‬
 ‫‪Newton's first law‬‬ ‫‪øJƒ«æd ∫hq C’G ¿ƒfÉ≤dG‬‬

‫ﻣﺘﺤﺮﻛـﺔ‪ .‬ﻛﻴﻒ ﻳﻤﻜﻦ‬

‫ﹼ‬ ‫ﻗـﺪ ﺗﻜﻮﻥ ﺍﻷﺟﺴـﺎﻡ ﻣﻦ ﺣﻮﻟﻨﺎ ﺳـﺎﻛﻨﺔ ﺃﻭ‬
‫ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ ﺍﻷﺟﺴـﺎﻡ ﻟﺘﻐﻴﻴﺮ ﺣﺎﻟﺘﻬﺎ ﻣﻦ ﺍﻟﺴـﻜﻮﻥ ﺇﻟﻰ ﺍﻟﺤﺮﻛﺔ ﺃﻭ‬
‫ﺍﻟﻌﻜﺲ؟ ﻭﻛﻴﻒ ﻳﻤﻜﻦ ﺗﻐﻴﻴﺮ ﺳﺮﻋﺘﻬﺎ؟ ﹸﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜﻞ )‪.(6‬‬
‫ﻧﺴـﻤﻲ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﻱ‬
‫ﺍﻟﺼﺒـﻲ ﻟﺘﺤﺮﻳـﻚ ﺍﻟﻜﺮﺓ؟ ﻣـﺎﺫﺍ ﹼ‬
‫ﹼ‬ ‫ﻣـﺎﺫﺍ ﻳﻔﻌـﻞ‬
‫ﺷﻜﻞ )‪(6‬‬ ‫ﻳﺤﺮﻛﻬﺎ؟‬
‫ﹼ‬
‫ﻟﻴﺴـﺠﻞ ﻫﺪ ﹰﻓﺎ‬
‫ﹼ‬ ‫ﺍﻟﻼﻋﺐ‬‫ﺍﻟﻜـﺮﺓ ﻓﻲ ﺍﻟﺸـﻜﻞ )‪ (7‬ﺛﺎﺑﺘـﺔ ﻣﺎﺫﺍ ﻳﻔﻌـﻞ ﹼ‬
‫ﻟﻔﺮﻳﻘﻪ ﻭﻛﻴﻒ ﻳﻤﻜﻨﻪ ﻣﻨﻊ ﺍﻟﻜﺮﺓ ﻣﻦ ﺩﺧﻮﻝ ﺍﻟﻤﺮﻣﻰ؟‬
‫ﺍﻟﻘﻮﺓ ‪ Force‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺆ ﹼﺛﺮ ﺧﺎﺭﺟﻲ ﻛﺪﻓﻊ ﺃﻭ ﺷـﺪﹼ ﻳﻐﻴﺮ ﻣﻮﺿﻊ‬ ‫ﹼ‬
‫ﺍﻟﺠﺴﻢ ﺃﻭ ﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻪ‪.‬‬
‫ﺷﻜﻞ )‪(7‬‬
‫‪?ácôëdGh Iƒq ≤dG ø«H ábÓ©dG Ée‬‬

‫ﹶﺿ ﹾﻊ ﺍﻟﺒﻄﺎﻗﺔ ﻓﻲ ﺍﻟﻤﻨﺘﺼﻒ ﺑﻴﻦ ﺍﻟﻌﻤﻼﺕ ﺍﻟﻤﻌﺪﻧﻴﺔ ﺑﻌﺪ ﺻ ﹼﻔﻬﺎ ﺭﺃﺳ �ﻴﺎ‪.‬‬
‫ﻫﻞ ﻳﻤﻜﻨﻚ ﺇﺧﺮﺍﺝ ﻭﺭﻗﺔ ﺍﻟﻠﻌﺐ ﺑﺪﻭﻥ‬
‫ﻣﻼﻣﺴﺔ ﺍﻟﻌﻤﻼﺕ ﺍﻟﻤﻌﺪﻧﻴﺔ؟ ﻛﻴﻒ؟‬

‫ﺍﻟﺘﻔﺴﻴﺮ‬

‫ﺍﺳﺘﻨﺘﺎﺟﻲ‬

‫‪19‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﹸﻌﺮﻑ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬
‫ﻣﺘﺤﺮﻛﺔ ﺃﻭ ﺳﺎﻛﻨﺔ ﻟﻠﺒﻘﺎﺀ ﻋﻠﻰ ﺣﺎﻟﻬﺎ‪ .‬ﻭﺗ ﹶ‬
‫ﹼ‬ ‫ﺗﻤﻴﻞ ﺟﻤﻴﻊ ﺍﻷﺟﺴﺎﻡ ﺳﻮﺍﺀ ﻛﺎﻧﺖ‬
‫ﺑﺎﻟﻘﺼﻮﺭ ﺍﻟﺬﺍﺗﻲ ﺃﻭ ﺍﻟﻌﻄﺎﻟﺔ‪ ،‬ﻭﻫﻲ ﻣﻴﻞ ﺍﻟﺠﺴـﻢ ﻟﻤﻘﺎﻭﻣـﺔ ﺃﻱ ﺗﻐﻴﻴﺮ ﻟﺤﺎﻟﺘﻪ‪ .‬ﻭﻟﻠﺘﻐ ﹼﻠﺐ ﻋﻠﻰ‬
‫ﺑﻘﻮﺓ ﻣﻨﺎﺳﺒﺔ ﻟﺘﺤﺮﻳﻚ ﺍﻟﺠﺴﻢ ﺍﻟﺴﺎﻛﻦ ﺃﻭ‬ ‫ﻷﻱ ﺟﺴﻢ‪ ،‬ﻻ ﺑﺪﹼ ﻣﻦ ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻴﻪ ﹼ‬
‫ﺍﻟﻘﺼﻮﺭ ﺍﻟﺬﺍﺗﻲ ﹼ‬
‫ﺍﻟﻤﺘﺤﺮﻙ ﺃﻭ ﺍﺗﹼﺠﺎﻫﻪ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﻤﺘﺤﺮﻙ‪ ،‬ﻭﻟﺘﻐﻴﻴﺮ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ‬
‫ﹼ‬ ‫ﺇﻳﻘﺎﻑ ﺍﻟﺠﺴﻢ‬
‫ﺍﻷﻭﻝ ﻟﻨﻴﻮﺗﻦ‪» :‬ﻳﺒﻘﻰ ﺍﻟﺠﺴـﻢ ﺍﻟﺴـﺎﻛﻦ ﺳـﺎﻛﻨﹰﺎ‪ ،‬ﻭﻳﺒﻘﻰ ﺍﻟﺠﺴﻢ‬ ‫ﻳﻨﺺ ﻋﻠﻴﻪ ﺍﻟﻘﺎﻧﻮﻥ ﹼ‬‫ﻭﻫﺬﺍ ﻣﺎ ﹼ‬
‫ﻗﻮﺓ ﺗﻐ ﹼﻴﺮ‬ ‫ﻣﺘﺤﺮﻛﹰﺎ ﺑﺴـﺮﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻣﺎ ﻟـﻢ ﺗﺆ ﹼﺛﺮ ﻋﻠﻰ ﹼ‬
‫ﺃﻱ ﻣﻨﻬﻤـﺎ ﹼ‬ ‫ﹼ‬ ‫ﺍﻟﻤﺘﺤـﺮﻙ ﻓـﻲ ﹼ‬
‫ﺧﻂ ﻣﺴـﺘﻘﻴﻢ‬ ‫ﹼ‬
‫ﺴـﻤﻰ ﻫﺬﺍ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻴﻪ‪ .‬ﹸﻳ ﹼ‬
‫ﻣـﻦ ﺣﺎﻟﺘﻬﻤﺎ«‪ ،‬ﻭﻳﻜﻮﻥ ﺍﺗﹼﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﺠﺴـﻢ ﺑﻨﻔﺲ ﺍﺗﹼﺠﺎﻩ ﹼ‬
‫ﺃﻳﻀﺎ ﻗﺎﻧﻮﻥ ﺍﻟﻘﺼﻮﺭ ﺍﻟﺬﺍﺗﻲ‪.‬‬
‫ﺍﻟﻘﺎﻧﻮﻥ ﹰ‬
‫ﺍﻷﻭﻝ ﻟﻨﻴﻮﺗﻦ ﻛﺜﻴﺮﺓ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻋﻠـﻰ ﺍﻟﻘﺎﻧـﻮﻥ ﹼ‬
‫ﻭﺗﹸﺴـﺘﺨﺪﹶ ﻡ ﻓﻲ ﺣﻴﺎﺗﻨﺎ ﺑﺸـﻜﻞ ﻳﻮﻣﻲ‪ .‬ﹰ‬
‫ﻣﺜﻼ‪ ،‬ﺇﺫﺍ‬
‫ﻛﻨﺖ ﻓﻲ ﺳـ ﹼﻴﺎﺭﺓ ﺗﺴﻴﺮ ﺑﺴـﺮﻋﺔ ﻭﺗﻮ ﹼﻗﻔﺖ ﻓﺠﺄﺓ‪،‬‬
‫ﺗﺴﺘﻤﺮ ﻓﻲ ﺍﻟﺤﺮﻛﺔ‬
‫ﹼ‬ ‫ﻓﺈﻥ ﺍﻟﻘﺼﻮﺭ ﺍﻟﺬﺍﺗﻲ ﻳﺠﻌﻠﻚ‬‫ﹼ‬
‫ﻟﻸﻣـﺎﻡ ﻛﻤﺎ ﻓـﻲ ﺍﻟﺸـﻜﻞ )‪ .(8‬ﻭﻟﻠﺘﻐ ﹼﻠﺐ ﻋﻠﻰ‬
‫ﺫﻟـﻚ ﻧﺴـﺘﺨﺪﻡ ﺣـﺰﺍﻡ ﺍﻷﻣـﺎﻥ‪ ،‬ﻛﺬﻟـﻚ ﺗﹸﺮ ﹶﺑﻂ‬
‫ﺷﻜﻞ )‪(8‬‬ ‫ﻳﺘﻢ ﻧﻘﻠﻬﺎ ﻓﻲ ﺍﻟﺸﺎﺣﻨﺎﺕ‪.‬‬
‫ﺍﻟﺒﻀﺎﺋﻊ ﺍﻟﺘﻲ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻌﻀﻠﻴﺔ‪ ،‬ﻓﺎﻟﻄﺒﻴﻌﺔ ﺗﺆ ﹼﺛﺮ ﹼ‬
‫ﺑﻘﻮﺗﻬﺎ ﻟﺘﺤﺮﻳﻚ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻰ ﺍﻷﺟﺴﺎﻡ ﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﹼ‬ ‫ﹼ‬
‫ﹸﺤﺮﻙ ﺍﻟﺮﻳﺎﺡ ﺃﻭﺭﺍﻕ ﺍﻷﺷﺠﺎﺭ‬
‫ﺍﻷﺷﻴﺎﺀ ﺃﻭ ﺇﻳﻘﺎﻑ ﺃﻭ ﺗﻐﻴﻴﺮ ﺍﺗﹼﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺗ ﹼ‬
‫ﺍﻟﻤﺘﺴﺎﻗﻄﺔ‪ ،‬ﻛﺬﻟﻚ ﻳﻮﻗﻒ ﺍﻟﻬﻮﺍﺀ ﺍﻟﻜﺮﺓ ﺍﻟﺘﻲ ﺳﺪﹼ ﺩﻫﺎ ﺍﻟﻼﻋﺐ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺣﺘﻜﺎﻙ‪ ،‬ﺃﻭ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﺍﺣﺘﻜﺎﻙ ﺍﻟﻜﺮﺓ ﺑﺴﻄﺢ ﺍﻷﺭﺽ‪.‬‬

‫ﻣﺎ ﺃﻫﻤ ﹼﻴﺔ ﺍﻟﻮﺳﺎﺩﺓ ﺍﻟﻬﻮﺍﺋﻴﺔ )‪ (Airbag‬ﻓﻲ ﺍﻟﺴ ﹼﻴﺎﺭﺓ؟‬

‫‪.á«fó©ªdG äÓª©dG á°ùeÓe ó©H ∂jój π°ùZGp‬‬

‫‪20‬‬
 ‫‪Newton's second law‬‬ ‫‪øJƒ«æd »fÉãdG ¿ƒfÉ≤dG‬‬

‫ﻛﺜﻴـﺮ ﻣـﻦ ﺍﻷﺷـﻴﺎﺀ ﺣﻮﻟﻨﺎ ﺗﺒـﺪﺃ ﺣﺮﻛﺘﻬـﺎ ﻣﻦ ﺍﻟﺴـﻜﻮﻥ‪،‬‬

‫ﺗﻘـﻞ ﺳـﺮﻋﺘﻬﺎ ﺑﻤـﺮﻭﺭ ﺍﻟﻮﻗﺖ‪ .‬ﹸﺍﻧﻈـﺮ ﺇﻟﻰ‬ ‫ﺛـﻢ ﺗـﺰﺩﺍﺩ ﺃﻭ ﹼ‬
‫ﹼ‬
‫ﺃﻥ ﺳـﺮﻋﺔ ﺍﻟﺸـﺨﺺ ﺳﻮﻑ ﺗﺘﻐ ﹼﻴﺮ‬ ‫ﹺ‬
‫ﻭﻻﺣﻆ ﹼ‬ ‫ﺍﻟﺸـﻜﻞ )‪(9‬‬
‫)ﺃ(‬
‫)ﺏ(‬ ‫ﻣﺮﺓ ﺃﺧﺮ￯ ﻋﻨﺪ ﺍﻟﺘﺰ ﹼﻟﺞ‬
‫ﻋﻨﺪ ﺍﻟﺘﺰ ﹼﻟﺞ ﺇﻟﻰ ﺍﻷﺳـﻔﻞ ﻭﺗﺘﻐ ﹼﻴﺮ ﹼ‬
‫ﺷﻜﻞ )‪(9‬‬ ‫ﺴـﻤﻰ ﺍﻟﻌﺠﻠﺔ‬‫ﺇﻟـﻰ ﺍﻷﻋﻠـﻰ‪ .‬ﻫـﺬﺍ ﺍﻟﺘﻐﻴﻴﺮ ﻓﻲ ﺍﻟﺴـﺮﻋﺔ ﹸﻳ ﹼ‬
‫)ﺍﻟﺘﺴﺎﺭﻉ( ‪.Acceleration‬‬
‫ﻣﺘﻰ ﺗﺰﻳﺪ ﺳﺮﻋﺔ ﺍﻟﻤﺘﺰ ﹼﻟﺞ؟ ﻭﻣﺘﻰ ﹼ‬
‫ﺗﻘﻞ ﺳﺮﻋﺘﻪ؟‬

‫ﻗـﻮﺓ ﻟﺘﺤﺮﻳﻜﻬﺎ‪.‬‬
‫ﺍﻷﺟﺴـﺎﻡ ﻟﻬﺎ ﻛﺘﻞ ﻣﺨﺘﻠﻔﺔ ﻭﺗﺤﺘﺎﺝ ﺇﻟﻰ ﹼ‬
‫ﺃﻥ ﺍﻟﻜﺘﻠﺔ ‪ Mass‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻘﺪﺍﺭ ﻣﺎ ﻳﺤﺘﻮﻳﻪ ﺍﻟﺠﺴﻢ‬ ‫ﻭﺑﻤﺎ ﹼ‬
‫ﺃﻱ ﺍﻟﺸـﺨﺼﻴﻦ ﻓـﻲ ﺍﻟﺸـﻜﻞ )‪ (10‬ﺗﺘﻮ ﹼﻗﻊ ﺃﻥ‬‫ﻣـﻦ ﻣـﺎ ﹼﺩﺓ‪ ،‬ﹼ‬
‫ﺷﻜﻞ )‪(10‬‬ ‫ﺑﺎﻟﻘﻮﺓ ﻧﻔﺴﻬﺎ؟‬
‫ﻳﻜﺘﺴﺐ ﻋﺠﻠﺔ )ﺗﺴﺎﺭﻉ( ﺃﻛﺒﺮ ﻋﻨﺪ ﺩﻓﻌﻬﻤﺎ ﹼ‬

‫ﺷﻜﻞ )‪(12‬‬ ‫ﺷﻜﻞ )‪(11‬‬

‫ﺃﻱ ﺍﻟﻌﺮﺑﺘﻴﻦ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﺴﺎﺭﻉ )ﺍﻟﻌﺠﻠﺔ( ﺑﺸﻜﻞ ﺃﻛﺒﺮ؟ ﻟﻤﺎﺫﺍ؟‬ ‫ﹺ‬

‫ﻻﺣﻆ ﺍﻟﺸﻜﻠﻴﻦ )‪ (11‬ﻭ)‪ .(12‬ﹼ‬

‫‪21‬‬
 ‫‪?á∏àμdGh á∏é©dGh Iƒq ≤dG ø«H ábÓ©dG Ée‬‬

‫)ﺃ(‬

‫ﻭﺳﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﹺ‬

‫ﺳﺘﺨﺪﻡ ﺍﻷﺩﻭﺍﺕ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‬‫‪ .1‬ﺍ ﹺ‬
‫ﱢ‬
‫ﻋﺪﺩ ﺍﻷﺛﻘﺎﻝ ﻋﻨﺪ‬
‫ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ‬
‫ﹼ‬
‫ﺍﻟﻨﻘﻄﺔ )ﺃ(‬
‫)‪(1‬‬
‫)‪(2‬‬ ‫ﻣﻼﺣﻈﺎﺗﻲ‬

‫)‪(3‬‬
‫ﺍﺳﺘﻨﺘﺎﺟﻲ‬
‫)ﺏ(‬

‫ﻭﺳﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﹺ‬

‫ﺳﺘﺨﺪﻡ ﺍﻷﺩﻭﺍﺕ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‬‫‪ .2‬ﺍ ﹺ‬
‫ﱢ‬
‫ﻋﺪﺩ ﺍﻟﻜﺘﻞ ﻋﻨﺪ‬
‫ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‬ ‫ﻛﺘﻠﺔ ﺍﻟﺴ ﹼﻴﺎﺭﺓ‬
‫ﺍﻟﻨﻘﻄﺔ )ﺏ(‬
‫)‪(1‬‬
‫)‪(2‬‬ ‫ﻣﻼﺣﻈﺎﺗﻲ‬
‫)‪(3‬‬
‫ﺍﺳﺘﻨﺘﺎﺟﻲ‬

‫‪22‬‬
 ‫ﻭﺍﻟﻘﻮﺓ ﻋﻨﺪ ﺛﺒﺎﺕ ﺍﻟﻜﺘﻠﺔ ﻟﻔﻈ �ﻴﺎ ﻭﺑﻴﺎﻧ �ﻴﺎ‪.‬‬
‫ﹼ‬ ‫‪ .3‬ﻋ ﱢﺒﺮ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‬

‫‪ .4‬ﻋ ﱢﺒﺮ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ( ﻭﺍﻟﻜﺘﻠﺔ ﻋﻨﺪ ﺛﺒﺎﺕ ﹼ‬

‫ﺍﻟﻘﻮﺓ ﻟﻔﻈ �ﻴﺎ ﻭﺑﻴﺎﻧ �ﻴﺎ‪.‬‬

‫ﹺ‬
‫‪ .5‬ﺍﺳﺘﻨﺘﺞ ﹼ‬
‫ﻧﺺ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ ﻣﻦ ﺍﻟﺨﻄﻮﺗﻴﻦ )‪ (3‬ﻭ)‪.(4‬‬

‫‪23‬‬
 ‫ﻳﺘﻮ ﹼﻗـﻒ ﺍﻟﻘﺎﻧـﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ ﻋﻠﻰ ﺛﻼﺛـﺔ ﻣﺘﻐ ﹼﻴﺮﺍﺕ ﻭﻫﻲ‪ :‬ﹼ‬
‫ﺍﻟﻘﻮﺓ ﻭ ﹸﻳﺮ ﹶﻣﺰ ﺇﻟﻴﻬـﺎ ﺑﺎﻟﺤﺮﻑ )‪ (F‬ﻭﺗﹸﻘﺎﺱ‬
‫ﺑﻮﺣـﺪﺓ ﺍﻟﻨﻴﻮﺗـﻦ )‪ ،(N‬ﻭﺍﻟﻜﺘﻠﺔ )‪ (m‬ﺗﹸﻘـﺎﺱ ﺑﻮﺣﺪﺓ ﻛﻴﻠﻮﺟـﺮﺍﻡ )‪ ،(Kg‬ﻭﺍﻟﻌﺠﻠـﺔ )‪ (a‬ﺗﹸﻘﺎﺱ ﺑﻮﺣﺪﺓ‬
‫ﻣﺘﺮ‪/‬ﺙ‪ 2‬ﺃﻭ ‪.m/s2‬‬
‫ﻭﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻨﻪ ﺭﻳﺎﺿ �ﻴﺎ ﻋﻠﻰ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫‪F = m.a‬‬ ‫ﺍﻟﻘﻮﺓ = ﺍﻟﻜﺘﻠﺔ × ﺍﻟﻌﺠﻠﺔ‬

‫ﹼ‬

‫‪?ΩÉ°ùLC’G ´QÉ°ùàH ºqμëàf ∞«c‬‬

‫ﺗﺘﺤﺮﻙ ﺑﻬﺎ ﺍﻟﻌﺮﺑﺔ‪.‬‬ ‫ﹸﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪ ،‬ﹼ‬

‫ﺛﻢ ﺍﺣﺴﺐ ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ( ﺍﻟﺘﻲ ﹼ‬

‫‪0N‬‬
‫‪10‬‬
‫‪50 kg‬‬

‫‪ .1‬ﺣﺴﺎﺏ ﻋﺠﻠﺔ )ﺗﺴﺎﺭﻉ( ﺍﻟﻌﺮﺑﺔ‪.‬‬

‫‪ .2‬ﻛﻴﻒ ﻳﻤﻜﻦ ﺯﻳﺎﺩﺓ ﻋﺠﻠﺔ )ﺗﺴﺎﺭﻉ( ﺍﻟﻌﺮﺑﺔ؟ ﹸﺍﺫﻛﺮ ﻃﺮﻳﻘﺘﻴﻦ ﻣﻊ ﺍﻹﺛﺒﺎﺕ ﺣﺴﺎﺑ �ﻴﺎ‪.‬‬

‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﻟﻰ‬
‫ﺍﻹﺛﺒﺎﺕ ﺣﺴﺎﺑ �ﻴﺎ‬

‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﺍﻹﺛﺒﺎﺕ ﺣﺴﺎﺑ �ﻴﺎ‬

‫‪24‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﻳﺘﺤﺮﻙ ﺑﻬﺎ ﺟﺴـﻢ ﻣﺎ ﺗﺘﻨﺎﺳـﺐ ﻃﺮﺩ �ﻳﺎ ﻣﻊ‬
‫ﺃﻥ »ﺍﻟﻌﺠﻠﺔ ﺍﻟﺘﻲ ﹼ‬‫ﻳﻨﺺ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ ﻋﻠﻰ ﹼ‬‫ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻰ ﺍﻟﺠﺴﻢ ﻭﻋﻜﺴ �ﻴﺎ ﻣﻊ ﻛﺘﻠﺘﻪ«‪.‬‬
‫ﹼ‬
‫ﺍﻟﻘﻮﺓ‪ ،‬ﻭﻃﺒ ﹰﻘﺎ ﹼ‬
‫ﻟﻨﺺ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ‬ ‫ﺇﺣﺪ￯ ﻃﺮﻕ ﺯﻳﺎﺩﺓ ﺍﻟﻌﺠﻠﺔ ﺃﻭ ﺍﻟﺘﺴﺎﺭﻉ ﻫﻲ ﺑﺘﻐﻴﻴﺮ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺗﺴـ ﹼﺒﺐ‬
‫ﻭﺍﻟﻘـﻮﺓ ﺗﺘﻐ ﹼﻴﺮﺍﻥ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ ﻋﻨﺪ ﺛﺒﺎﺕ ﺍﻟﻜﺘﻠﺔ‪ ،‬ﻓﺎﻟﺰﻳﺎﺩﺓ ﻓﻲ ﹼ‬
‫ﹼ‬ ‫ﹼ‬
‫ﻓـﺈﻥ ﺍﻟﻌﺠﻠﺔ‬
‫ﺯﻳﺎﺩﺓ ﻓﻲ ﺍﻟﻌﺠﻠﺔ‪.‬‬
‫ﻭﺍﻟﻄﺮﻳﻘـﺔ ﺍﻷﺧـﺮ￯ ﻟﺰﻳﺎﺩﺓ ﺍﻟﻌﺠﻠﺔ ﻫـﻲ ﺑﺘﻐﻴﻴﺮ ﺍﻟﻜﺘﻠﺔ‪ ،‬ﺣﻴـﺚ ﹼ‬
‫ﺃﻥ ﺍﻟﻌﺠﻠﺔ ﻭﺍﻟﻜﺘﻠـﺔ ﺗﺘﻐ ﹼﻴﺮﺍﻥ‬
‫ﺍﻟﻘﻮﺓ‪ ،‬ﻭﻟﺬﻟﻚ ﹼ‬
‫ﻓﺈﻥ ﺍﻟﻨﻘﺺ ﻓﻲ ﺍﻟﻜﺘﻠﺔ ﻳﺴ ﹼﺒﺐ ﺯﻳﺎﺩﺓ ﻓﻲ ﺍﻟﻌﺠﻠﺔ‪.‬‬ ‫ﺑﻄﺮﻳﻘﺔ ﻋﻜﺴﻴﺔ ﻋﻨﺪ ﺛﺒﺎﺕ ﹼ‬

‫‪.QòM ¿hóH É¡©e πeÉ©àdG óæY iPCG ÖÑq °ùJ ób ∫É≤KC’G‬‬

‫‪25‬‬
 ‫‪Newton's third law‬‬ ‫‪øJƒ«æd ådÉãdG ¿ƒfÉ≤dG‬‬
‫ﹺ‬
‫ﻭﻻﺣﻆ ﺍﻟﺒﺎﻟﻮﻥ‪ .‬ﻣﺎﺫﺍ ﺣﺪﺙ ﺑﻌﺪ ﺗﺮﻙ ﺍﻟﻬﻮﺍﺀ‬ ‫ﹸﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸـﻜﻞ )‪(13‬‬
‫ﻳﺨﺮﺝ ﻣﻨﻪ؟ ﻟﻤﺎﺫﺍ؟‬
‫ﺷﻜﻞ )‪(13‬‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸـﻜﻞ )‪(14‬؟ ﻛﻴﻒ‬ ‫ﻫﻞ ﻣﺎﺭﺳـﺖ ﻟﻌﺒـﺔ ﺍﻟﻘﻔﺰ ﻛﻤﺎ ﻫـﻮ ﹼ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺮﺗﻔﻊ ﺃﻛﺜﺮ؟‬
‫ﻣﺎ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﺑﻴﻦ ﺍﻟﺸﻜﻠﻴﻦ )‪ (13‬ﻭ)‪(14‬؟ ﻓﻜﱢﺮ‪.‬‬

‫ﺷﻜﻞ )‪(14‬‬
‫‪?ΩÉ°ùLC’G ≈∏Y Iƒq ≤dG ôKCG Ée‬‬

‫ﺛﻢ ﹶﺿ ﹺﻊ ﺍﻟﻤﻤﺤﺎﺓ ﻋﻠﻰ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻟﻠﻤﺴﻄﺮﺓ‪ .‬ﺍﹺﺩﻓﻊ‬

‫‪ .1‬ﺛ ﱢﺒﺖ ﻃﺮﻑ ﺍﻟﻤﺴﻄﺮﺓ ﻋﻠﻰ ﺣﺎ ﹼﻓﺔ ﺍﻟﻄﺎﻭﻟﺔ‪ ،‬ﹼ‬
‫ﻗﻠﻴﻼ ﺛﻢ ﹺ‬
‫ﺃﺑﻌﺪ ﺍﺻﺒﻌﻚ ﻋﻨﻬﺎ‪.‬‬ ‫ﺍﻟﻤﺴﻄﺮﺓ ﻟﻸﺳﻔﻞ ﹰ ﹼ‬

‫ﻣﻼﺣﻈﺎﺗﻲ‬

‫ﺑﻘﻮﺓ ﺃﻛﺒﺮ‪.‬‬ ‫ﹺ‬

‫‪ .2‬ﺍﺩﻓﻊ ﺍﻟﻤﺴﻄﺮﺓ ﻟﻸﺳﻔﻞ ﹼ‬

‫ﻣﻼﺣﻈﺎﺗﻲ‬

‫ﻗﻮﺓ ﺩﻓﻊ ﺍﻟﻤﺴﻄﺮﺓ ﻟﻸﺳﻔﻞ؟‬

‫ﹸﺴﻤﻰ ﹼ‬
‫‪ .3‬ﻣﺎﺫﺍ ﺗ ﹼ‬
‫ﻗﻮﺓ ﺩﻓﻊ ﺍﻟﻤﻤﺤﺎﺓ ﻟﻸﻋﻠﻰ؟‬
‫ﹸﺴﻤﻰ ﹼ‬
‫‪ .4‬ﻣﺎﺫﺍ ﺗ ﹼ‬
‫ﺍﻟﻘﻮﺗﻴﻦ؟‬
‫‪ .5‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﹼ‬
‫ﺍﺳﺘﻨﺘﺎﺟﻲ‬

‫‪26‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﻓﺈﻥ ﺍﻟﺠﺴﻢ‬
‫ﺑﻘﻮﺓ ﻓﻲ ﺟﺴﻢ ﺁﺧﺮ‪ ،‬ﹼ‬ ‫ﻳﻨﺺ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ ﻋﻠﻰ ﺃﻧﹼﻪ »ﻋﻨﺪﻣﺎ ﻳﺆ ﹼﺛﺮ ﺟﺴﻢ ﻣﺎ ﹼ‬
‫ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻓﻲ ﺍﻟﺠﺴـﻢ ﹼ‬
‫ﺍﻷﻭﻝ«‪.‬‬ ‫ﺑﻘﻮﺓ ﺗﺴـﺎﻭﻱ ﻭﺗﻌﺎﻛـﺲ ﹼ‬ ‫ﺍﻵﺧﺮ ﻳﺆ ﹼﺛﺮ ﻓﻲ ﺍﻟﺠﺴـﻢ ﹼ‬
‫ﺍﻷﻭﻝ ﹼ‬
‫ﹴ‬
‫ﻣﺴﺎﻭ ﻟﻪ ﻓﻲ ﺍﻟﻤﻘﺪﺍﺭ ﻭﻣﻀﺎ ﹼﺩ ﻟﻪ ﻓﻲ ﺍﻻﺗﹼﺠﺎﻩ«‪.‬‬ ‫ﹼ‬
‫»ﻟﻜﻞ ﻓﻌﻞ ﺭ ﹼﺩ ﻓﻌﻞ‬ ‫ﻭﺑﻤﻌﻨﻰ ﺁﺧﺮ‬
‫ﻭﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻲ ﺍﺳﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﻣﻨﻬﺎ ﺣﺮﻛﺔ ﺍﻟﺼﺎﺭﻭﺥ‬
‫ﻛﻘﻮﺓ ﺭ ﹼﺩ ﺍﻟﻔﻌﻞ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻧﺪﻓﺎﻉ ﺍﻟﻐﺎﺯﺍﺕ ﺇﻟﻰ ﺃﺳـﻔﻞ ﻭﺍﻟﺘﻲ ﺗﻤ ﹼﺜﻞ ﹼ‬
‫ﻗﻮﺓ ﺍﻟﻔﻌﻞ ﻛﻤﺎ‬ ‫ﻟﻸﻋﻠﻰ ﹼ‬
‫ﺑﻘﻮﺓ ﺗﻤ ﹼﺜﻞ ﹼ‬
‫ﻗﻮﺓ ﺍﻟﻔﻌﻞ‪،‬‬ ‫ﻓﻲ ﺍﻟﺸـﻜﻞ )‪ .(15‬ﻛﺬﻟﻚ ﻋﻨﺪ ﺍﻟﺘﺠﺪﻳﻒ‪ ،‬ﻧﺪﻓﻊ ﺍﻟﻤـﺎﺀ ﺇﻟﻰ ﺍﻟﺨﻠﻒ ﹼ‬
‫ﺑﻘﻮﺓ ﺭ ﹼﺩ ﺍﻟﻔﻌﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ )‪.(16‬‬
‫ﻓﻴﺘﺤﺮﻙ ﺍﻟﻘﺎﺭﺏ ﺇﻟﻰ ﺍﻷﻣﺎﻡ ﹼ‬‫ﹼ‬

‫ﺷﻜﻞ )‪(16‬‬ ‫ﺷﻜﻞ )‪(15‬‬

‫‪.¬LƒdG hCG ø«©∏d iPCG ÖÑq °ùj ób IÉ몪dG ´ÉaófGp‬‬

‫ﺛﻢ ﺣﺪﱢ ﺩ ﻗﺎﻧﻮﻥ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻠﻪ ﻣﻊ ﺗﻔﺴﻴﺮ ﺳﺒﺐ ﺍﺧﺘﻴﺎﺭﻙ‪.‬‬

‫ﹸﺍﺩﺭﺱ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﹼ‬
‫ﺍﻟﺘﻔﺴﻴﺮ‬ ‫ﻗﺎﻧﻮﻥ ﺍﻟﺤﺮﻛﺔ‬ ‫ﺍﻟﺸﻜﻞ‬
‫‪m‬‬ ‫‪F‬‬
‫‪a‬‬
‫‪m‬‬ ‫‪F‬‬
‫‪a‬‬

‫‪27‬‬
 ‫‪Mass and force‬‬ ‫‪Iƒq ≤dGh á∏àμdG‬‬

‫ﻣﺤﻼﺕ ﺍﻟﺬﻫﺐ‪ ،‬ﺗﻼﺣﻆ‬ ‫ﻣﺤﻼﺕ ﺍﻟﻔﻮﺍﻛﻪ ﺃﻭ ﹼ‬ ‫ﻋﻨﺪ ﺫﻫﺎﺑﻚ ﺇﻟﻰ ﹼ‬

‫ﹼ‬
‫ﺃﻥ ﺍﻟﺒﺎﺋﻊ ﻳﺴﺘﺨﺪﻡ ﻣﻮﺍﺯﻳﻦ ﻣﻌ ﹼﻴﻨﺔ‪ .‬ﻣﺎﺫﺍ ﺗﻘﻴﺲ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺯﻳﻦ؟‬
‫ﹼ‬
‫ﻣﺤـﻼﺕ ﺍﻟﻔﻮﺍﻛﻪ‬ ‫ﻣـﺎ ﺍﻟﻔﺮﻕ ﺑﻴـﻦ ﺍﻟﻤﻮﺍﺯﻳﻦ ﺍﻟﻤﺴـﺘﺨﺪﹶ ﻣﺔ ﻓﻲ‬
‫ﻭﺍﻟﻤﻴـﺰﺍﻥ ﺍﻟﻤﺴـﺘﺨﺪﹶ ﻡ ﻟﻠﺤﻘﺎﺋـﺐ ﻓـﻲ ﺍﻟﻤﻄـﺎﺭﺍﺕ ﻛﻤـﺎ ﻓﻲ‬
‫ﻳﺘﻢ ﺳﺤﺐ ﺍﻟﺤﻘﺎﺋﺐ ﺇﻟﻰ ﺍﻷﻋﻠﻰ؟ ﻫﻞ‬ ‫ﺍﻟﺸﻜﻞ )‪(17‬؟ ﻟﻤﺎﺫﺍ ﹼ‬
‫ﻟﻠﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﺩﻭﺭ ﻓﻲ ﺫﻟﻚ؟‬
‫ﺷﻜﻞ )‪(17‬‬
‫‪?á∏àμdGh (Iƒq ≤dG) ¿RƒdG ø«H ábÓ©dG Ée‬‬

‫ﻭﺳـﺠﻞ ﺍﻟﻘـﺮﺍﺀﺍﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‬

‫ﱢ‬ ‫ﻋ ﱢﻠـﻖ ﻣﺠﻤﻮﻋـﺔ ﻣﻦ ﺍﻷﺛﻘﺎﻝ ﺑﻌـﺪ ﺗﻌﻴﻴﻦ ﻛﺘﻠﺘﻬﺎ ﺑﺎﻟﻤﻴﺰﺍﻥ ﺍﻟﺰﻧﺒﺮﻛﻲ‪،‬‬
‫ﺍﻟﺘﺎﻟﻲ‪.‬‬

‫ﹸﺍﺭﺳﻢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﹼ‬

‫ﺍﻟﻘﻮﺓ ﻭﺍﻟﻜﺘﻠﺔ ﱢ‬
‫ﻣﻮﺿ ﹰﺤﺎ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻤﻴﺰﺍﻥ ﺍﻟﺰﻧﺒﺮﻛﻲ‬ ‫ﺍﻟﻜﺘﻠﺔ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﹼ‬
‫ﺑﺨﻂ ﻣﺴﺘﻘﻴﻢ ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‪.‬‬
‫)‪(1‬‬
‫)‪(2‬‬
‫)‪(3‬‬
‫ﻣﻼﺣﻈﺎﺗﻲ‪:‬‬

‫ﺍﺳﺘﻨﺘﺎﺟﻲ‪:‬‬

‫‪28‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﺟﻤﻴﻊ ﺍﻟﻤﻮﺍ ﹼﺩ ﻟﻬﺎ ﻛﺘﻠﺔ ﺗﻌ ﹼﺒﺮ ﻋﻦ ﻣﻘﺪﺍﺭ ﻣﺎ ﻳﺤﺘﻮﻳﻪ ﺍﻟﺠﺴﻢ ﻣﻦ ﻣﺎ ﹼﺩﺓ ﻭﺗﹸﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﻜﻴﻠﻮﺟﺮﺍﻡ‪.‬‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﺑﻬﺎ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻋﻠﻰ ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﻭﺗﹸﻘﺎﺱ‬‫ﺃ ﹼﻣﺎ ﺍﻟﻮﺯﻥ ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻘﺪﺍﺭ ﹼ‬
‫ﺃﻥ ﻛﺘﻞ ﺍﻷﺟﺴﺎﻡ ﺛﺎﺑﺘﺔ‪ ،‬ﺃ ﹼﻣﺎ ﺍﻟﻮﺯﻥ ﻓﻴﺘﻐ ﹼﻴﺮ ﺑﺘﻐ ﹼﻴﺮ ﹸﺑﻌﺪﻩ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬‫ﺑﻮﺣﺪﺓ ﻧﻴﻮﺗﻦ‪ .‬ﻟﺬﺍ ﻧﺠﺪ ﹼ‬
‫ﺑﺴﺒﺐ ﺗﺄﺛﻴﺮ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿ ﹼﻴﺔ‪.‬‬
‫ﺗﺘﺄ ﹼﺛﺮ ﺟﻤﻴﻊ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﺑﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺽ‪ ،‬ﺑﺤﻴﺚ ﺗﻨﺠﺬﺏ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﺇﻟﻰ ﺍﻷﺭﺽ‬
‫ﺑﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ ﻣﻘﺪﺍﺭﻩ )‪ (9.8‬ﻡ‪/‬ﺙ‪.2‬‬
‫ﺗﻜـﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻮﺯﻥ ﻭﺍﻟﻜﺘﻠﺔ ﻋﻼﻗﺔ ﻃﺮﺩﻳـﺔ ﻋﻨﺪ ﺛﺒﺎﺕ ﺍﻟﻌﺠﻠﺔ )ﻋﺠﻠﺔ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ(‬
‫ﺗﻢ ﺩﺭﺍﺳﺘﻪ ﺳﺎﺑ ﹰﻘﺎ ﻓﻲ ﻗﺎﻧﻮﻥ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﻭﺯﻥ ﺍﻟﺠﺴﻢ ﻫﻮ ﻣﺎ ﻳﻤ ﹼﺜﻞ ﹼ‬
‫ﺍﻟﻘﻮﺓ‪.‬‬ ‫ﻭﻗﺪ ﹼ‬
‫ﹸﻳﺴـﺘﺨﺪﹶ ﻡ ﺍﻟﻤﻴﺰﺍﻥ ﺍﻟﺰﻧﺒﺮﻛﻲ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺯﻥ )ﺍﻟﺸـﻜﻞ ‪ ،(18‬ﺑﻴﻨﻤﺎ ﹸﻳﺴـﺘﺨﺪﹶ ﻡ ﺍﻟﻤﻴﺰﺍﻥ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻜﺘﻠﺔ )ﺍﻟﺸﻜﻞ ‪.(19‬‬

‫ﺷﻜﻞ )‪(19‬‬ ‫ﺷﻜﻞ )‪(18‬‬

‫‪29‬‬
 ‫‪.»∏μ«¡dG RÉ¡édG …PDƒj ób á∏«≤ãdG AÉ«°TC’G Öë°S hCG ™aO‬‬

‫ﺧﺎﻟـﺪ ﻭﻳﻮﺳـﻒ ﻭﻣﺤﻤـﺪ ﻟﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠـﻰ ﺭﻓـﻊ ﺍﻟﺼﻨﺎﺩﻳﻖ‪ .‬ﺍﹺﻗـﺮﺃ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺛـﻢ ﹺ‬
‫ﺃﺟﺐ ﻋﻦ‬ ‫ﹼ‬
‫ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬

‫‪20 kg‬‬ ‫‪5 kg‬‬ ‫‪15 kg‬‬ ‫‪2 kg‬‬

‫)ﺩ(‬ ‫)ﺝ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬

‫ﻣﺤﻤﺪ‬ ‫ﻳﻮﺳﻒ‬ ‫ﺧﺎﻟﺪ‬

‫‪ -‬ﺧﺎﻟﺪ ﻳﺴﺘﻄﻴﻊ ﺭﻓﻊ ﺍﻟﺼﻨﺪﻭﻗﻴﻦ )ﺃ( ﻭ)ﺩ(‪.‬‬

‫‪ -‬ﻳﻮﺳﻒ ﻳﺴﺘﻄﻴﻊ ﺭﻓﻊ ﺍﻟﺼﻨﺪﻭﻗﻴﻦ )ﺏ( ﻭ)ﺝ(‪.‬‬
‫‪ -‬ﻣﺤﻤﺪ ﻳﺴﺘﻄﻴﻊ ﺭﻓﻊ ﺍﻟﺼﻨﺎﺩﻳﻖ )ﺃ( ﻭ)ﺝ( ﻭ)ﺩ(‪.‬‬
‫ﻗﻮﺗﻬﻢ ﺗﺼﺎﻋﺪ �ﻳﺎ‪.‬‬
‫ﺭﺗﱢﺐ ﺍﻷﺷﺨﺎﺹ ﺑﺤﺴﺐ ﹼ‬

‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﱢ‬

‫‪30‬‬
 ‫ﹸﺍﺫﻛﺮ ﻣﺪﻟﻮﻝ ﻋﻼﻣﺔ ﺍﻟﻤﺮﻭﺭ‪ ،‬ﱢ‬
‫ﻭﻭﺿﺢ ﺳﺒﺐ ﺿﺮﻭﺭﺓ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺘﻄﺒﻴﻘﻬﺎ‪.‬‬

‫ﹸﺍﺩﺭﺱ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪ ،‬ﺛﻢ ﹺ‬

‫ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪.‬‬ ‫ﹼ‬

‫‪20‬‬
‫‪N‬‬
‫‪60 N‬‬ ‫‪6 kg‬‬ ‫‪4 kg‬‬

‫)ﺏ(‬ ‫)ﺃ(‬

‫ﺃﻱ ﺍﻟﺸﺨﺼﻴﻦ ﻳﺴﺘﻄﻴﻊ ﺗﺤﺮﻳﻚ ﺍﻟﺜﻘﻞ ﺑﺘﺴﺎﺭﻉ ﺃﻛﺒﺮ؟‬ ‫ﹼ‬

‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ ﺭﻳﺎﺿ �ﻴﺎ‪.‬‬‫ﱢ‬

‫‪31‬‬
 ‫‪Friction‬‬ ‫‪∑ÉμàM’G‬‬

‫ﺍﻟﺠﻮﻱ ﻟﻸﺭﺽ‪ ،‬ﻭﺍﻟﻨﻴﺎﺯﻙ ﺍﻟﻤﺴـﺆﻭﻟﺔ ﻋﻦ ﺗﻜﻮﻳﻦ ﺍﻟﺸـﻬﺐ‬

‫ﺗﺨﺘـﺮﻕ ﻣﻼﻳﻴﻦ ﺍﻟﺸـﻬﺐ ﻳﻮﻣ �ﻴﺎ ﺍﻟﻐﻼﻑ ﹼ‬
‫ﺍﻟﺠﻮﻱ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸـﻜﻞ‬
‫ﺑﻤﺠـﺮﺩ ﺩﺧﻮﻟﻬﺎ ﺍﻟﻐـﻼﻑ ﹼ‬
‫ﹼ‬ ‫ﻋﺒـﺎﺭﺓ ﻋـﻦ ﺑﻘﺎﻳـﺎ ﻛﻮﻳﻜﺒﺎﺕ ﺃﻭ ﻣﺬﻧﹼﺒﺎﺕ ﺗﺸـﺘﻌﻞ‬
‫)‪ ،(20‬ﻟﻤﺎﺫﺍ ﺑﺮﺃﻳﻚ؟‬

‫ﺷﻜﻞ )‪(20‬‬

‫ﺑـﺮﻭﺩﺓ ﺍﻟﻴﺪﻳﻦ ﻣﻦ ﺃﻛﺜﺮ ﻣﺸـﻜﻼﺕ ﺍﻟﺸـﺘﺎﺀ ﺍﻟﺘﻲ ﻧﻌﺎﻧﻲ ﻣﻨﻬـﺎ‪ ،‬ﻭﻋﺎﺩ ﹰﺓ ﻧﻠﺠﺄ ﺇﻟﻰ ﻓـﺮﻙ ﺍﻟﻴﺪﻳﻦ ﺑﺒﻌﻀﻬﻤﺎ‬
‫ﺍﻟﺒﻌﺾ‪ ،‬ﻟﻤﺎﺫﺍ؟‬

‫‪?ΩÉ°ùLC’G ácôM ≈∏Y IôKq DƒªdG á«ØîdG Iƒq ≤dG Ée‬‬

‫‪ .1‬ﹶﺿ ﹾﻊ ﻛﺮﺓ ﺍﻟﺘﻨﺲ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‪ ،‬ﹼ‬

‫ﺛﻢ ﺍﺩﻓﻌﻬﺎ ﺑﺮﻓﻖ‪.‬‬

‫ﻣﻼﺣﻈﺎﺗﻲ‬
‫ﻓﺴﺮ ﻣﺎ ﺣﺪﺙ ﻭﻓ ﹰﻘﺎ ﻟﻠﻘﺎﻧﻮﻥ ﹼ‬
‫ﺍﻷﻭﻝ ﻟﻨﻴﻮﺗﻦ‪.‬‬ ‫‪ .2‬ﱢ‬

‫ﻟﻠﺪﺭﺍﺟـﺔ ﻋﻨـﺪ ﺗﻮ ﹼﻗـﻒ‬

‫‪ .3‬ﻣـﺎﺫﺍ ﻳﺤـﺪﺙ ﹼ‬
‫ﺍﻟﺪﻭﺍﺳـﺎﺕ؟‬
‫ﺍﻟﺮﺍﻛﺐ ﻋﻦ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﹼ‬
‫ﻟﻤﺎﺫﺍ؟‬

‫‪32‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﻗﻮﺓ ﺗﻨﺸـﺄ ﻋﻨﺪ ﺗﻼﻣﺲ ﺳـﻄﺤﻴﻦ ﻣﻊ ﺑﻌﻀﻬﻤﺎ ﺍﻟﺒﻌﺾ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﻋﺎﻗﺔ‬ ‫ﺍﻻﺣﺘﻜﺎﻙ ﻋﺒﺎﺭﺓ ﻋﻦ ﹼ‬
‫ﺩﺍﺋﻤـﺎ ﻓﻲ ﻋﻜـﺲ ﺍﺗﹼﺠﺎﻩ ﺍﻟﺤﺮﻛـﺔ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸـﻜﻞ )‪ .(21‬ﻛﺬﻟﻚ‪،‬‬ ‫ﺍﻟﺤﺮﻛـﺔ‪ ،‬ﺃﻱ ﹼ‬
‫ﺃﻥ ﺍﺗﹼﺠﺎﻫﻬـﺎ ﹰ‬
‫ﺍﻟﺠﻮﻱ‪ ،‬ﻭﻫﺬﺍ‬‫ﻟﻘﻮﺓ ﺍﺣﺘﻜﺎﻙ ﺍﻟﻬﻮﺍﺀ ﹼ‬
‫ﺗﺘﻌﺮﺽ ﹼ‬‫ﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﻣﻦ ﺍﻷﻋﻠﻰ ﻧﺤﻮ ﺳﻄﺢ ﺍﻷﺭﺽ ﹼ‬
‫ﺍﻟﻤﻈﻼﺕ ﺑﺮﻓـﻖ ﻭﻣﻦ ﺩﻭﻥ ﺃﺫ￯‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣـﻦ ﺃﻧﹼﻨﺎ ﻧﻌﺘﺒﺮ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫ﻳﻔﺴـﺮ ﺳـﺒﺐ ﻫﺒﻮﻁ ﺭﺟﺎﻝ‬‫ﹼ‬
‫ﻣﻬﻤﺎ ﻓﻲ ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴﺔ‪،‬‬ ‫ﺩﺍﺋﻤﺎ ﺗﻘﻠﻴﻞ ﺗﺄﺛﻴﺮﻩ‪ ،‬ﹼﺇﻻ ﺃﻧﹼﻪ ﻳﻠﻌﺐ ﹰ‬
‫ﺩﻭﺭﺍ �‬ ‫ﻣﻌﻴ ﹰﻘﺎ ﻟﺤﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ ﻭﻧﺤﺎﻭﻝ ﹰ‬
‫ﻣﺮﺓ ﺗﻨﺰﻟﻖ ﺃﻗﺪﺍﻣﻨﺎ ﻋﻠﻰ ﺳﻄﺢ ﺯﻟﻖ‪ ،‬ﺃﻭ ﻋﻨﺪ ﺍﻧﺰﻻﻕ ﺍﻟﺴ ﹼﻴﺎﺭﺓ‬‫ﻛﻞ ﹼ‬‫ﺃﻫﻤﻴﺔ ﺍﻻﺣﺘﻜﺎﻙ ﻓﻲ ﹼ‬
‫ﻓﻨﺤﻦ ﻧﺬﻛﺮ ﹼ‬
‫ﻋﻠﻰ ﺍﻟﻄﺮﻳﻖ ﻓﻲ ﻳﻮﻡ ﻣﻤﻄﺮ‪ .‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻟﻮﻻ ﻭﺟﻮﺩ ﺍﻻﺣﺘﻜﺎﻙ ﻟﻤﺎ ﺍﺳـﺘﻄﺎﻉ ﺍﻹﻧﺴـﺎﻥ ﺍﻟﻤﺸـﻲ‬
‫ﻋﻠﻰ ﺍﻷﺭﺽ‪.‬‬

‫ﻛﺘﺎﺏ‬
‫ﺍﺣﺘﻜﺎﻙ‬
‫ﺩﻓﻊ‬

‫ﻃﺎﻭﻟﺔ‬

‫ﺷﻜﻞ )‪(21‬‬

‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻣﺘﺴﺎﻭﻳﺔ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻷﺳﻄﺢ؟ ﻓﻜﱢﺮ‪.‬‬

‫ﻫﻞ ﹼ‬

‫‪33‬‬
 ‫ﻋﺪﱢ ﺩ ﺍﻟﺘﺪﺍﺑﻴﺮ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺍﻟﻮﺍﺟﺐ ﺍﺗﹼﺨﺎﺫﻫﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺴﻼﻣﺔ ﻋﻨﺪ ﺗﻨﻔﻴﺬ ﺗﺠﺎﺭﺏ ﺍﻟﺤﺮﻛﺔ‪.‬‬

‫ﺣﺼﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ‪ ،‬ﻭﺑ ﱢﻴﻦ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺤﺮﻛﺔ‬

‫ﻃ ﱢﺒﻖ ﺇﺣﺪ￯ ﺍﻷﻟﻌﺎﺏ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺘﻲ ﺗﻤﺎﺭﺳﻬﺎ ﻓﻲ ﹼ‬
‫ﻓﺴﺮ ﺳﺒﺐ ﺍﺧﺘﻴﺎﺭﻙ‪.‬‬‫ﻟﻨﻴﻮﺗﻦ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻬﺎ‪ .‬ﱢ‬

‫‪34‬‬
 ‫‪Motion on surfaces‬‬ ‫‪í£°SC’G ≈∏Y ácôëdG‬‬

‫ﻗﻮﺓ ﺗﻨﺸﺄ ﻋﻨﺪ ﺗﻼﻣﺲ ﺳﻄﺤﻴﻦ ﻣﻊ ﺑﻌﻀﻬﻤﺎ ﺍﻟﺒﻌﺾ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﻋﺎﻗﺔ ﺍﻟﺤﺮﻛﺔ‪،‬‬ ‫ﺍﻻﺣﺘﻜﺎﻙ ﻋﺒﺎﺭﺓ ﻋﻦ ﹼ‬
‫ﺩﺍﺋﻤﺎ ﻓﻲ ﻋﻜﺲ ﺍﺗﹼﺠﺎﻩ ﺍﻟﺤﺮﻛﺔ‪.‬‬ ‫ﺃﻱ ﹼ‬
‫ﺃﻥ ﺍﺗﹼﺠﺎﻫﻬﺎ ﹰ‬
‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﻨﺪ ﺍﻟﺤﺮﻛﺔ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻷﺳﻄﺢ ﻛﻤﺎ ﺩﺭﺳﺖ ﺳﺎﺑ ﹰﻘﺎ‪.‬‬ ‫ﺗﻨﺸﺄ ﹼ‬
‫ﺃﻱ ﺍﻟﺸﺨﺼﻴﻦ ﺳﻴﺼﻞ ﹼﺃﻭ ﹰﻻ ﻓﻲ ﺍﻟﺸﻜﻞ )‪(22‬؟ ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﹼ‬
‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻭﻧﻮﻉ ﺍﻟﺴﻄﺢ؟ ﻓﻜﱢﺮ‪.‬‬ ‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﹼ‬

‫ﺷﻜﻞ )‪(22‬‬

‫‪π¡°SCG »àcôM‬‬
‫ﹺ‬
‫ﻭﻻﺣﻆ ﺣﺮﻛﺘﻬﺎ‪.‬‬ ‫ﺣﺮﻙ ﺳ ﹼﻴﺎﺭﺓ ﺗﻌﻤﻞ ﺑﺠﻬﺎﺯ ﺍﻟﺘﺤﻜﹼﻢ ﻋﻦ ﹸﺑﻌﺪ ﻋﻠﻰ ﺳﻄﺤﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ‬
‫ﱢ‬

‫ﻣﻼﺣﻈﺎﺗﻲ‬ ‫ﻧﻮﻉ ﺍﻟﺴﻄﺢ‬ ‫ﺍﻟﺴﻄﺢ‬

‫)‪(1‬‬
‫)‪(2‬‬
‫ﺍﺳﺘﻨﺘﺎﺟﻲ‪:‬‬

‫‪35‬‬
 ‫‪∑ÉμàM’G QGô°VCGh óFGƒa‬‬

‫ﺳﺠﻞ ﻣﺎ ﻳﺤﺪﺙ ﻋﻨﺪ ﻋﺪﻡ ﺍﺗﹼﺒﺎﻋﻬﺎ‪.‬‬

‫ﺛﻢ ﱢ‬
‫ﺗﻢ ﺍﺗﹼﺨﺎﺫﻫﺎ ﻓﻲ ﺍﻟﺼﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﹼ‬
‫ﻓﺴﺮ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻲ ﹼ‬
‫ﱢ‬
‫ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻋﻨﺪ ﻋﺪﻡ ﺍﺗﹼﺒﺎﻉ ﻫﺬﺍ‬
‫ﺍﻟﺘﻔﺴﻴﺮ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻹﺟﺮﺍﺀ؟‬

‫ﻭﺿﻊ ﻋﺠﻼﺕ ﻟﻠﺤﻘﺎﺋﺐ‪.‬‬

‫ﻭﺿﻊ ﺳﻼﺳﻞ ﺣﺪﻳﺪﻳﺔ ﻋﻠﻰ ﻋﺠﻼﺕ‬

‫ﺍﻟﺴ ﹼﻴﺎﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺜﻠﺠﻴﺔ‪.‬‬

‫ﻟﻤﺤﺮﻛﺎﺕ ﺍﻟﺴ ﹼﻴﺎﺭﺍﺕ‪.‬‬

‫ﹼ‬ ‫ﻭﺿﻊ ﺯﻳﺖ‬

‫ﻭﺿﻊ ﺷﺮﻳﻂ ﻣ ﹼﻄﺎﻃﻲ ﻋﻠﻰ ﺩﺭﺟﺎﺕ‬

‫ﺍﻟﺴﻼﻟﻢ‪.‬‬

‫ﺍﺳﺘﻨﺘﺎﺟﻲ‪:‬‬

‫‪36‬‬
 ‫‪∂ª¡a øe r≥s≤ëJ‬‬
‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻷﺟﺴﺎﻡ‪ ،‬ﻭﻟﻜﻦ ﻳﺨﺘﻠﻒ ﺗﺄﺛﻴﺮﻫﺎ ﺑﺎﺧﺘﻼﻑ ﻧﻮﻉ ﺍﻟﺴﻄﺢ‪ .‬ﺗﻜﻮﻥ‬ ‫ﺗﺆ ﹼﺛﺮ ﹼ‬
‫ﻳﻔﺴﺮ ﺻﻌﻮﺑﺔ ﺣﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ‬ ‫ﻳﺘﺤﺮﻙ ﺍﻟﺠﺴﻢ ﻋﻠﻰ ﺳﻄﺢ ﺧﺸﻦ‪ ،‬ﻣﺎ ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺃﻛﺒﺮ ﻋﻨﺪﻣﺎ ﹼ‬ ‫ﹼ‬
‫ﻳﻔﺴـﺮ ﺳﺒﺐ ﺳﻬﻮﻟﺔ‬ ‫ﻋﻠﻰ ﻫﺬﻩ ﺍﻷﺳـﻄﺢ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻜﻮﻥ ﺗﺄﺛﻴﺮﻫﺎ ﹼ‬
‫ﺃﻗﻞ ﻋﻠﻰ ﺍﻷﺳـﻄﺢ ﺍﻟﻤﻠﺴـﺎﺀ‪ ،‬ﻣﺎ ﹼ‬
‫ﺍﻟﺤﺮﻛﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻓﻴﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺳﻄﺢ ﺧﺸﻦ ﻟﻠﺸﻮﺍﺭﻉ‬ ‫ﻳﺨﺘﻠﻒ ﻧﻮﻉ ﺍﻟﺴﻄﺢ ﺍﻟﻤﺴﺘﺨﺪﹶ ﻡ ﺑﺤﺴﺐ ﻣﻜﺎﻥ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ ،‬ﹼ‬
‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺑﻴﻨﻬﺎ ﻭﺑﻴﻦ ﺇﻃﺎﺭﺍﺕ ﺍﻟﺴ ﹼﻴﺎﺭﺍﺕ ﻋﻨﺪ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻔﺮﺍﻣﻞ‪ .‬ﻛﻤﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﺰﻳﺎﺩﺓ ﹼ‬
‫ﺑﺘﻮﺧﻲ ﺍﻟﺤﺬﺭ ﻭﺍﻟﻘﻴﺎﺩﺓ ﺑﺴﺮﻋﺔ ﹺ‬
‫ﻣﻨﺎﺳﺒﺔ ﻋﻨﺪ ﻫﻄﻮﻝ ﺍﻷﻣﻄﺎﺭ ﻷﻧﹼﻬﺎ ﺗﻘ ﹼﻠﻞ ﻣﻦ‬ ‫ﺗﺘﻢ ﺗﻮﺻﻴﺔ ﺍﻟﺴﺎﺋﻘﻴﻦ ﹼ‬ ‫ﹼ‬
‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬ ‫ﺧﺸﻮﻧﺔ ﺍﻟﺴﻄﺢ‪ ،‬ﻣﺎ ﻳﺆ ﹼﺩﻱ ﺇﻟﻰ ﺗﻘﻠﻴﻞ ﹼ‬
‫ﺑﻘﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﻦ ﻃﺮﻳﻖ ﺯﻳﺎﺩﺗﻪ ﺃﻭ ﻧﻘﺼﺎﻧﻪ ﺑﺤﺴﺐ ﺣﺎﺟﺎﺗﻨﺎ‪.‬‬ ‫ﻳﻤﻜﻦ ﺍﻟﺘﺤﻜﹼﻢ ﹼ‬

‫‪.Iô«ãc çOGƒM ÖÑq °ùJ ób á≤dõdG ¥ô£dG‬‬

‫ﻣﻤﺎ ﻳﻠﻲ‪.‬‬ ‫ﻓﺴﺮ ﺍﺳﺘﺨﺪﺍﻡ ﹼ‬

‫ﻛﻞ ﹼ‬ ‫ﱢ‬
‫ﺍﻟﺘﻔﺴﻴﺮ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬

‫)‪(1‬‬

‫)‪(2‬‬

‫‪37‬‬
‫ﻭﺿﺢ ﺍﻹﺟﺮﺍﺀ ﺍﻟﻮﺍﺟﺐ ﺍﺗﹼﺨﺎﺫﻩ‪.‬‬
‫ﺛﻢ ﱢ‬
‫ﻋ ﱢﺒﺮ ﻋﻦ ﻣﻀﻤﻮﻥ ﺍﻟﻌﻼﻣﺘﻴﻦ ﺍﻹﺭﺷﺎﺩﻳﺘﻴﻦ‪ ،‬ﹼ‬

‫ﹸﺍﺭﺳﻢ ﻋﻠﻢ ﺍﻟﻜﻮﻳﺖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﻴﻦ‪ ،‬ﺃﺣﺪﻫﻤﺎ ﺧﺸﻦ ﻭﺍﻵﺧﺮ‬

‫ﺛﻢ ﹺ‬
‫ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺮﺳﻤﻴﻦ ﻣﻦ ﺣﻴﺚ ﺳﻬﻮﻟﺔ ﺍﻟﺮﺳﻢ ﻭﺟﻮﺩﺗﻪ‪.‬‬ ‫ﺃﻣﻠﺲ‪ ،‬ﹼ‬

‫‪38‬‬
 ‫اﺳﺘﺨﻼص اﻟﻨﺘﺎﺋﺞ‬
‫‪Draw conclusions‬‬

‫ﻣﺘﺤﺮﻛﹰﺎ‪.‬‬
‫ﹼ‬ ‫ﺟﺴﻤﺎ‬
‫ﹰ‬ ‫ﺟﺴﻤﺎ ﺳﺎﻛﻨﹰﺎ ﺃﻭ‬
‫ﹰ‬ ‫‪ 1‬ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻗﺪ ﺗﻜﻮﻥ‬

‫‪ 2‬ﻟﻮﺻﻒ ﺣﺮﻛﺔ ﺟﺴﻢ ﻣﺎ ﻻ ﺑﺪﹼ ﻣﻦ ﺗﺤﺪﻳﺪ ﺳﺮﻋﺘﻪ ﻭﺍﺗﹼﺠﺎﻩ ﺣﺮﻛﺘﻪ‪.‬‬

‫‪ 3‬ﺍﺗﹼﺠﺎﻩ ﻭﻣﻘﺪﺍﺭ ﺍﻟﺴﺮﻋﺔ ﻣ ﹰﻌﺎ ﹸﻳﻄ ﹶﻠﻖ ﻋﻠﻴﻬﻤﺎ ﺍﺳﻢ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﹼﺠﻬﺔ‪.‬‬

‫‪ 4‬ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﻗﺪ ﺗﻜﻮﻥ ﺛﺎﺑﺘﺔ ﺃﻭ ﻣﺘﻐ ﹼﻴﺮﺓ‪.‬‬

‫ﺍﻟﻤﺘﺤﺮﻛﺔ ﺗﺤﺘﺎﺝ‬
‫ﹼ‬ ‫ﻗﻮﺓ ﻟﺘﺤﺮﻳﻜﻬﺎ‪ ،‬ﻭﺟﻤﻴﻊ ﺍﻷﺟﺴـﺎﻡ‬
‫‪ 5‬ﺟﻤﻴﻊ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺴـﺎﻛﻨﺔ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﹼ‬
‫ﻗﻮﺓ ﻹﻳﻘﺎﻓﻬﺎ‪.‬‬
‫ﺇﻟﻰ ﹼ‬

‫ﺍﻟﻘﻮﺓ ﻭﺍﻟﻜﺘﻠﺔ ﻭﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‪.‬‬

‫ﻳﻔﺴﺮ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﹼ‬
‫ﹼ‬ ‫‪6‬‬

‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻴﻪ‪.‬‬

‫‪ 7‬ﺗﺘﻨﺎﺳﺐ ﻋﺠﻠﺔ ﺍﻟﺠﺴﻢ ﻃﺮﺩ �ﻳﺎ ﻣﻊ ﹼ‬

‫‪ 8‬ﺗﺘﻨﺎﺳﺐ ﻋﺠﻠﺔ ﺍﻟﺠﺴﻢ ﻋﻜﺴ �ﻴﺎ ﻣﻊ ﻛﺘﻠﺘﻪ‪.‬‬

‫ﻗﻮﺓ ﺭ ﹼﺩ ﺍﻟﻔﻌﻞ ﺑﺎﻟﻤﻘﺪﺍﺭ‪ ،‬ﻭﺗﻌﺎﻛﺴﻬﺎ ﺑﺎﻻﺗﹼﺠﺎﻩ‪.‬‬

‫ﻗﻮﺓ ﺍﻟﻔﻌﻞ ﺗﺴﺎﻭﻱ ﹼ‬
‫‪ 9‬ﹼ‬

‫ﺩﺍﺋﻤﺎ ﺑﻌﻜﺲ ﺍﺗﹼﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﺠﺴﻢ‪.‬‬

‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﹰ‬
‫‪ 10‬ﺗﻌﻤﻞ ﹼ‬

‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻰ ﺟﺴﻢ ﻃﺮﺩ �ﻳﺎ ﻣﻊ ﻛﺘﻠﺘﻪ ﻋﻨﺪ ﺛﺒﺎﺕ ﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‪.‬‬
‫‪ 11‬ﺗﺘﻨﺎﺳﺐ ﹼ‬

‫‪ 12‬ﺗﺨﺘﻠﻒ ﺣﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ ﻋﻠﻰ ﺍﻷﺳﻄﺢ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﻠﻰ ﺍﻷﺳﻄﺢ ﺍﻟﻤﻠﺴﺎﺀ‬

‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺑﺤﺴﺐ ﻧﻮﻉ ﺍﻟﺴﻄﺢ‪ ،‬ﻓﺘﻜﻮﻥ ﹼ‬
‫‪ 13‬ﺗﺨﺘﻠﻒ ﹼ‬
‫ﹼ‬
‫ﺃﻗﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍﻷﺳﻄﺢ ﺍﻟﺨﺸﻨﺔ‪.‬‬

‫‪39‬‬
 ‫اﻟﺘﻘﻮﻳﻢ ‪Evaluation‬‬
‫ﺍﻷﻭﻝ‪:‬‬
‫ﺍﻟﺴﺆﺍﻝ ﹼ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣـﻊ ﹼ‬
‫ﻛﻞ ﻗﺎﻧﻮﻥ‬ ‫ﺗﻨﺎﺳـﺐ ﹼ‬
‫ﺗﺘﻮﺍﻓـﻖ ﺍﻟﻌﺒـﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴـﺔ ﻣﻊ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺤﺮﻛـﺔ ﻟﻨﻴﻮﺗﻦ‪ .‬ﺣﺪﱢ ﺩ ﻣﺪ￯ ﹸ‬
‫ﺑﺘﺼﻨﻴﻔﻬﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪.‬‬
‫ﺗﺘﻨﺎﺳﺐ ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﻋﻜﺴ �ﻴﺎ ﻣﻊ ﻋﺠﻠﺘﻪ‪.‬‬ ‫ﻗﻮﺓ ﻟﺘﺤﺮﻳﻜﻬﺎ‪.‬‬
‫ﺗﺤﺘﺎﺝ ﺍﻷﺟﺴﺎﻡ ﺇﻟﻰ ﹼ‬

‫ﺴﻤﻰ ﻗﺎﻧﻮﻥ ﺍﻟﻘﺼﻮﺭ ﺍﻟﺬﺍﺗﻲ‪.‬‬

‫ﹸﻳ ﹼ‬ ‫ﻗﻮﺓ ﺍﻟﻔﻌﻞ ﻭﺗﻌﺎﻛﺴﻬﺎ‪.‬‬
‫ﻗﻮﺓ ﺭ ﹼﺩ ﺍﻟﻔﻌﻞ ﺗﺴﺎﻭﻱ ﹼ‬
‫ﹼ‬

‫ﻛ ﹼﻠﻤﺎ ﺯﺍﺩﺕ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻋﻠﻰ ﺍﻟﺠﺴﻢ ﺯﺍﺩﺕ ﻋﺠﻠﺘﻪ‪.‬‬ ‫ﻗﻮﺓ ﺭ ﹼﺩ ﻓﻌﻞ‪.‬‬
‫ﻗﻮﺓ ﻓﻌﻞ ﹼ‬ ‫ﹼ‬
‫ﻟﻜﻞ ﹼ‬

‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ‬ ‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ‬ ‫ﺍﻷﻭﻝ ﻟﻨﻴﻮﺗﻦ‬

‫ﺍﻟﻘﺎﻧﻮﻥ ﹼ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‪:‬‬
‫( ﻓﻲ ﺍﻟﺼﻮﺭﺓ‬ ‫( ﻭﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻬﺎ ﺑﻌﻼﻣﺔ )‬ ‫ﺍﻟﻤﺘﺤﺮﻛﺔ ﺑﻌﻼﻣﺔ )‬
‫ﹼ‬ ‫ﺣﻮﻁ )‪ (4‬ﻣﻦ ﺍﻷﺟﺴﺎﻡ‬ ‫ﹼ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻭﻣ ﱢﻴﺰ ﹼ‬
‫ﻛﻞ ﺣﺎﻟﺔ ﺑﻠﻮﻥ ﻣﺤﺪﱠ ﺩ‪.‬‬

‫‪40‬‬
 ‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‪:‬‬
‫ﻭﺿﺢ ﺃﺳﺒﺎﺏ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﱢ‬
‫ﺟﺰ ﺍﻟﻌﺸﺐ ﻓﻲ ﺃﺭﺿﻴﺎﺕ ﻣﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪.‬‬ ‫‪ .1‬ﹼ‬

‫‪ .2‬ﺻﻨﺎﻋﺔ ﻗﺎﻋﺪﺓ ﺍﻷﺣﺬﻳﺔ ﻣﻦ ﻣﺎ ﹼﺩﺓ ﺍﻟﻤ ﹼﻄﺎﻁ ﺍﻟﺨﺸﻨﺔ‪.‬‬

‫ﺭﺵ ﺍﻟﻤﻠﺢ ﺃﻭ ﺍﻟﺮﻣﻞ ﻋﻠﻰ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﻐ ﹼﻄﺎﺓ ﺑﺎﻟﺜﻠﻮﺝ‪.‬‬

‫‪ .3‬ﹼ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‪:‬‬
‫ﹸﺍﺩﺭﺱ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪ ،‬ﺛﻢ ﹺ‬
‫ﺃﺟﺐ ﻋﻦ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬ ‫ﹼ‬

‫)ﺏ(‬ ‫)ﺃ(‬

‫ﻓﺴﺮ‪.‬‬
‫ﺑﺎﻟﻘﻮﺓ ﻧﻔﺴﻬﺎ‪ ،‬ﺃ ﹼﻳﻬﻤﺎ ﻳﻜﺘﺴﺐ ﻋﺠﻠﺔ ﺃﻛﺒﺮ؟ ﱢ‬
‫ﻋﻨﺪ ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ )ﺃ( ﻭ)ﺏ( ﹼ‬

‫‪41‬‬
 ‫ﺩﺭﺍﺟﺔ ﺻﺎﻟﺢ ﺍﻟﻬﻮﺍﺋﻴﺔ؟‬
‫ﺃﻱ ﻣﻦ ﺍﻟﺘﺎﻟﻲ ﺻﺤﻴﺢ ﺑﺸﺄﻥ ﺍﻟﺠﺮﺱ ﻋﻠﻰ ﹼ‬
‫ﹼ‬
‫ﻳﺘﺤﺮﻙ ﺍﻟﺠﺮﺱ ﺑﺎﻟﻨﺴﺒﺔ ﹼ‬
‫ﻟﻜﻞ ﻣﻦ ﺳﻨﺎﺀ ﻭﺻﺎﻟﺢ‪.‬‬ ‫ﹼ‬ ‫)ﺃ(‬
‫ﻳﺘﺤﺮﻙ ﺍﻟﺠﺮﺱ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺴﻨﺎﺀ ﻭﺻﺎﻟﺢ‪.‬‬
‫)ﺏ( ﻻ ﹼ‬
‫ﻳﺘﺤﺮﻙ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺴﻨﺎﺀ‪.‬‬
‫)ﺟـ(ﻳﺘﺤﺮﻙ ﺍﻟﺠﺮﺱ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺼﺎﻟﺢ‪ ،‬ﻭﻟﻜﻨﹼﻪ ﻻ ﹼ‬
‫ﹼ‬
‫ﻳﺘﺤﺮﻙ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺴﻨﺎﺀ‪.‬‬
‫ﻳﺘﺤﺮﻙ ﺍﻟﺠﺮﺱ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺼﺎﻟﺢ‪ ،‬ﻟﻜﻨﹼﻪ ﹼ‬
‫)ﺩ( ﻻ ﹼ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﻌﺎﺷﺮ‪:‬‬
‫ﻳﺮﻣﻲ ﺟﺎﺳﻢ ﺑﺎﻟﻜﺮﺓ ﻓﻲ ﺍﻟﻬﻮﺍﺀ‪ ،‬ﻛﻤﺎ ﻳﻈﻬﺮ ﻓﻲ ﺍﻟﺮﺳﻢ‪ ،‬ﺗﺼﻞ ﺍﻟﻜﺮﺓ ﺇﻟﻰ ﺃﻋﻠﻰ ﻣﺴﺘﻮ￯ ﻟﻬﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬
‫ﺛﻢ ﺗﺮﺗﺪﹼ ﺍﻟﻜﺮﺓ ﻋﻤﻮﺩ ﹰﻳﺎ ﻣﻦ ﺟﺪﻳﺪ‪.‬‬
‫ﺛﻢ ﺗﺴﻘﻂ ﻋﻤﻮﺩ �ﻳﺎ ﻋﻠﻰ ﺍﻷﺭﺽ ﺣﺘﹼﻰ ﺍﻟﻨﻘﻄﺔ )ﻱ(‪ ،‬ﹼ‬‫)ﻭ(‪ ،‬ﹼ‬
‫ﻭ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺳ ﹼﺒﺒﺖ ﺳﻘﻮﻁ ﺍﻟﻜﺮﺓ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )ﻭ( ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ )ﻱ(؟‬
‫ﺃ‪ .‬ﻣﺎ ﻫﻲ ﹼ‬

‫ﺏ‪ .‬ﻋﻨﺪ ﺍﺭﺗﺪﺍﺩ ﺍﻟﻜﺮﺓ ﻣﻦ ﺟﺪﻳﺪ‪ ،‬ﻓﻬﻞ ﺳﺘﺮﺗﺪﹼ ﻓﻲ ﻣﺴﺘﻮ￯ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻨﻘﻄﺔ‬
‫)ﻭ(‪ ،‬ﺃﻭ ﺃﺩﻧﻰ ﻣﻨﻬﺎ ﺃﻭ ﻓﻲ ﻧﻔﺲ ﺍﻟﻤﺴﺘﻮ￯؟‬

‫ﹶﺿ ﹾﻊ ﻋﻼﻣﺔ )✓( ﻓﻲ ﻣﺮ ﹼﺑﻊ ﻭﺍﺣﺪ‪:‬‬

‫ﻱ‬
‫ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )ﻭ(‬
‫ﺃﺩﻧﻰ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )ﻭ(‬
‫ﺇﻟﻰ ﻣﺴﺘﻮ￯ ﺍﻟﻨﻘﻄﺔ )ﻭ(‬
‫ﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﹺ‬
‫ﺍ ﹾ‬

‫‪45‬‬
 ‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺮ‪:‬‬
‫ﻧﻮﺍﻝ ﻭﻣﺮﻭﺍﻥ ﺟﺎﻟﺴﺎﻥ ﻓﻮﻕ ﺟﺪﺍﺭ‪.‬‬
‫ﻗﻮﺓ؟‬ ‫ﻫﻞ ﺗﺆ ﹼﺛﺮ ﻋﻠﻴﻬﻤﺎ ﺃ ﹼﻳﺔ ﹼ‬
‫ﹶﺿ ﹾﻊ ﻋﻼﻣﺔ )✓( ﻓﻲ ﻣﺮ ﹼﺑﻊ ﻭﺍﺣﺪ‪:‬‬
‫ﻧﻌﻢ‬
‫ﻻ‬
‫ﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﹺ‬
‫ﺍ ﹾ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ‪:‬‬

‫ﺗﻢ ﻭﺿﻊ ﺳﺎﻗﻴﻦ ﻣﻌﺪﻧ ﹼﻴﻴﻦ )ﺃ( ﻭ )ﺏ( ﺩﺍﺧﻞ ﺣﻮﺽ ﻓﻴﻪ ﻣﺎﺀ‪ .‬ﻳﻈﻬﺮ ﺍﻟﺴﻬﻤﺎﻥ ﺍﻻﺗﹼﺠﺎﻩ ﺍﻟﺬﻱ ﺗﻨﺘﻘﻞ ﻓﻴﻪ‬‫ﹼ‬
‫ﺍﻟﺤﺮﺍﺭﺓ‪.‬‬
‫)ﺏ(‬ ‫)ﺃ(‬

‫ﺃﻱ ﻣﻦ ﺍﻟﺨﻴﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻳﺒ ﹼﻴﻦ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﻨﺎﺯﻟﻲ ﺍﻟﺼﺤﻴﺢ ﻟﺤﺮﺍﺭﺓ ﺍﻷﺟﺴﺎﻡ ﻭﺍﻟﻤﺎﺀ‪ ،‬ﺑﺪ ﹰﺀﺍ ﻣﻦ ﺍﻷﻋﻠﻰ‬
‫ﹼ‬
‫ﺣﺘﹼﻰ ﺍﻷﺩﻧﻰ ؟‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻷﺩﻧﻰ‬ ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻷﻋﻠﻰ‬
‫ﺍﻟﺴﺎﻕ )ﺃ(‬ ‫ﺍﻟﺴﺎﻕ )ﺏ(‬ ‫ﻣﺎﺀ‬ ‫)ﺃ(‬
‫ﻣﺎﺀ‬ ‫ﺍﻟﺴﺎﻕ )ﺃ(‬ ‫ﺍﻟﺴﺎﻕ )ﺏ(‬ ‫)ﺏ(‬
‫ﺍﻟﺴﺎﻕ )ﺏ(‬ ‫ﻣﺎﺀ‬ ‫ﺍﻟﺴﺎﻕ )ﺃ(‬ ‫)ﺟـ(‬
‫ﺍﻟﺴﺎﻕ )ﺃ(‬ ‫ﻣﺎﺀ‬ ‫ﺍﻟﺴﺎﻕ )ﺏ(‬ ‫)ﺩ(‬

‫‪46‬‬
 ‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ﻋﺸﺮ‪:‬‬
‫ﺧﺎﺻﻴﺔ ﻷﻛﺜﺮ ﺍﻟﻤﻮﺍ ﹼﺩ ﻏﻴﺮ ﺍﻟﻤﻌﺪﻧﻴﺔ؟‬
‫ﺃﻱ ﻣﻦ ﺍﻟﺘﺎﻟﻲ ﹸﻳﻌﺘ ﹶﺒﺮ ﹼ‬
‫ﹼ‬
‫ﻣﻮﺻﻞ ﺭﺩﻱﺀ ﻟﻠﻜﻬﺮﺑﺎﺀ‪.‬‬
‫ﹼ‬ ‫)ﺃ(‬
‫)ﺏ( ﻣﺎ ﹼﺩﺓ ﺻﻠﺒﺔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ‪.‬‬
‫)ﺟـ(ﻧﻘﻄﺔ ﺍﻟﻐﻠﻴﺎﻥ ﻋﺎﻟﻴﺔ‪.‬‬
‫)ﺩ( ﻗﺎﺑﻠﺔ ﻟﻠﺘﺸﻜﻴﻞ ﻋﻠﻰ ﻫﻴﺌﺔ ﺳﻠﻚ‪.‬‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ﻋﺸﺮ‪:‬‬

‫ﺃﺭﺍﺩﺕ ﺃﻣﺎﻧـﻲ ﺍﻟﻤﺤﺎﻓﻈـﺔ ﻋﻠﻰ ﻣﻜ ﹼﻌﺒﺎﺕ ﻣﻦ ﺍﻟﺜﻠﺞ ﻣـﻦ ﺍﻻﻧﺼﻬﺎﺭ ﺃﻃﻮﻝ ﻭﻗﺖ ﻣﻤﻜـﻦ‪ .‬ﻭﻛﺎﻥ ﻟﺪﻳﻬﺎ‬
‫ﺍﻷﻭﻝ ﻣﺼﻨـﻮﻉ ﻣﻦ ﺍﻟﺨﺸـﺐ‪ ،‬ﻭﺍﻵﺧﺮ ﻣﻦ ﺍﻟﻤﻌـﺪﻥ‪ .‬ﻗﺎﻟﺖ ﺩﻻﻝ ﻷﻣﺎﻧـﻲ ﺇﻧﹼﻪ ﻣﻦ ﺍﻷﻓﻀﻞ‬ ‫ﻭﻋـﺎﺀﺍﻥ‪ :‬ﹼ‬
‫ﺍﻟﺨﺸﺒﻲ‪ .‬ﻟﻤﺎﺫﺍ ﻗﺎﻟﺖ ﺩﻻﻝ ﺫﻟﻚ ﺑﺎﻋﺘﻘﺎﺩﻙ؟‬
‫ﹼ‬ ‫ﻭﺿﻊ ﻣﻜ ﹼﻌﺒﺎﺕ ﺍﻟﺜﻠﺞ ﻓﻲ ﺍﻟﻮﻋﺎﺀ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺨﺎﻣﺲ ﻋﺸﺮ‪:‬‬

‫ﻣﻤﺎ ﻳﻠﻲ ﻫﻮ ﺃﻓﻀﻞ ﻣﻮﺻﻞ ﻟﻠﺤﺮﺍﺭﺓ ﻭﺍﻟﻜﻬﺮﺑﺎﺀ؟‬
‫ﺃﻱ ﹼ‬
‫ﹼ‬
‫)ﺃ( ﺍﻟﺨﺸﺐ‪.‬‬
‫)ﺏ( ﺍﻟﺒﻼﺳﺘﻴﻚ‪.‬‬
‫)ﺟـ(ﺍﻟﻨﺤﺎﺱ‪.‬‬
‫)ﺩ( ﺍﻟﺰﺟﺎﺝ‪.‬‬

‫‪47‬‬