‫اﻟﺴﻨﺔ اراﺳﻴﺔ ‪2020 / 2019 :‬‬ ‫ﻣﻮﺳﻄﺔ داود ٔﲪﺪ ﳌﺰدور‬

‫اﳌﺴﺘﻮى ‪ 4 :‬م‬ ‫اﳌﺮاﻗ‪$‬ﺔ اﳌﺴﳣﺮة ﻠﻔﺼﻞ ا ٔول‬

‫اﳌﺪة ‪ 1 :‬ﺳﺎ‬ ‫ﻣﺎدة اﻟﻌﻠﻮم اﻟﻔﲒ‪3‬ﺋﻴﺔ واﻟﺘﻜ‪,‬ﻮﻟﻮﺟ*ﺎ‬
‫اﳉﺰء ا ٔول‪ 12) :‬ﻧﻘﻄﺔ(‬
‫اﻟﻮﺿﻌﻴﺔ ا ٔوﱃ‪ 06 ) :‬ﻧﻘﺎط (‬ ‫اﻟﻮ‬
‫ﰲ ﺣﺣﺼﺔ ٔﻋﲈل ﳐﱪﻳﺔ ﻓﻮج ا ٔﺳﺘﺎذ اﳌﺘﻌﻠﻤﲔ اﱃ ﻓﻮ‪M‬ﲔ وﻗﺪم ﳍﲈ اﻟﻮﺳﺎﺋﻞ اﳌﻨﺎﺳﺒﺔ ﳌﺸﺎﻫﺪات ﲡﺮﻳ‪*C‬ﺔ‬

‫‪s‬‬
‫ﻟﻈﻮاﻫﺮ اﻟﺘﺘﻜﻬ‬
‫ﺘﻜﻬﺮب ‪.‬‬

‫‪m‬‬
‫ﻮج ا ٔول ‪ :‬ﻗﺎم ﺑﺪ^ ﻗﻀ\ﺐ إﻳﺒﻮﻧ\ﺖ ﺑﻘﻄﻌﺔ ﺻﻮف وﳌﺲ ﺑﻪ اﻟﲀﺷﻒ اﻟﻜﻬﺮﰄ ‪ -‬اﻟﻮﺛﻴﻘﺔ ‪. 01‬‬ ‫اﻟﻔﻮج‬

‫‪xa‬‬
‫ﻗﻀ\ﺐ ز‪M‬ﺎ‪ n‬ﺑﻘﻄﻌﺔ ﻓﺮو و ﻗﺮﺑﻪ ﻣﻦ اﻟﲀﺷﻒ اﻟﻜﻬﺮﰄ دون ٔن ﳌﺴﻪ ‪ -‬اﻟﻮﺛﻴﻘﺔ ‪. 02‬‬ ‫ﺜﺎﱐ‪ :‬ﻗﺎم ﺑﺪ^ ﻗﻀ‬
‫اﻟﻔﻮجج ا ﺜاﻟﺜﺎﱐ‬
‫ﻟﺜﺎﱐ‬

‫‪/e‬‬
‫ﻗﺿﻳﺏ ﺯﺟﺎﺟﻲ‬ ‫ﻳﺏ ﺍﻳﺑﻭﻧﻳﺕ‬
‫ﻗﺿﻳﺏ‬

‫‪m‬‬
‫ﻭﺭﻗﺗﻳﻥ ﻣﻌﺩﻧﻳﺗﻳﻥ‬ ‫ﻭﺭﻗﺗﻳﻥ ﻣﻌﺩﻧﻳﺗﻳﻥ‬
‫ﻌﺩﻧﻳﺗﻳﻥ‬

‫اﻟﻮﺛﻴﻘﺔ ‪-02-‬‬
‫‪co‬‬ ‫‪-01‬‬
‫اﻟﻮﺛﻴﻘﺔ ‪0 -‬‬
‫*ﺬ ؟‬
‫‪ – 1‬ﰲ ﰻ ﲡﺮﺑﺔ ﻣﺎذا ﻳﻼﺣﻆ اﻟﺘﻼﻣ*ﺬ‬
‫‪n.‬‬
‫‪ٔ – 2‬ذ‪y‬ﺮ ﻃﺮق اﻟﺘﻜﻬﺮب ﰲ ﰻ ﲡﺮﺑﺔ ‪.‬‬
‫‪io‬‬

‫ﻟﴩح ‪.‬‬
‫ﴩح‬
‫‪ – 3‬ﺻﻒ ﻣﺎ ذا ﳛﺪث ﻠﻮرﻗﲔ ﰲ ﰻ ﲡﺮﺑﺔ ﻣﻊ ا ﴩ‬
‫اﻟﴩح‬
‫اﻟﻮﺿﻌﻴﺔ اﻟﺜﺎﻧﻴﺔ ‪ 06 ) :‬ﻧﻘﺎط (‬
‫‪at‬‬

‫ﺑﻐﺮض ﻣﻌﺎﻳﻨﺔ اﻟﺘﻮ€ﺮ اﻟﻜﻬﺮﰄ ﳌﻨﻮﺑﺔ اﺳﺘﻌﻤﻠﻨﺎ راﰟ „ﻫﱱاز اﳌﻬﺒﻬﺒﻄﻲ‬

‫ﺒﻄﻲ ﻛﲈ ﻫﻮ ﻣ‪$‬ﲔ ﰲ اﻟﻮﺛﻴﻘﺔ ‪: 03‬‬
‫‪uc‬‬
‫‪-‬‬ ‫‪ed‬‬

‫ﺍﻟﻭﺛﻳﻘﺔ ‪3‬‬
‫‪03‬‬
‫‪cy‬‬
‫‪en‬‬

‫‪ - 1‬ﻣﺎﻃﺒﻴﻌﺔ اﻟﺘﻮ€ﺮ اﻟﻜﻬﺮﰄ اﳌﺴŠﻞ؟‰ﺮر ٕا‪M‬ﺎﺑﺘﻚ ‪.‬‬

‫‪ – ٔ – 2‬اﻋŒدا Žﲆ اﻟﺒﻴﺎن ‪ :‬اﺣﺴﺐ ﰻ ﻣﻦ ‪ :‬اﻟﺘﻮ€ﺮ ا ٔﻋﻈﻤﻲ – اور – اﻟﺘﻮا€ﺮ ‪.‬‬
‫ب – ﻣﺎﱔ اﻻ‘ اﳌﻨﺎﺳﺒﺔ ﻠﻤﺼﺒﺎح ا–ي ﳝﻜﻦ “ﺸﻐﻴ’ ﺑﺼﻔﺔ Žﺎدﻳﺔ ‪.‬‬
‫‪ – 3‬ﻣﺎ ﻫﻮ ﻣ‪$‬ﺪ ٔ ﲻﻞ اﳌﻨﻮب ؟‬

‫اﻟﺼﻔ˜ﺔ ‪ 01‬ﻣﻦ ‪02‬‬

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 ‫اﳉﺰء اﻟﺜﺎﱐ‪ 08 ) :‬ﻧﻘﺎط (‬

‫اﻟﻮﺿﻌﻴﺔ اﻻٕدﻣﺎﺟ*ﺔ‪:‬‬
‫ﺜﲤﺜﻞ اﻟﻮﺛﻴﻘﺔ ‪ 04‬ﳐﻄﻂ ﻬﺮﰄ ﳌﲋل " ﻓ*ﺼﻞ " ‪.‬‬

‫‪s‬‬
‫‪am‬‬
‫‪n.‬‬
‫ﺛﻴﻘﺔ – ‪- 04‬‬ ‫اﻟﻮﺛ‬
‫اﻟﻮﻴﻴﻘﺔ‬
‫اﻟﻮ‬
‫درﺳﺖ ‪:‬‬
‫إﻋŒدا Žﲆ اﻟﻮﺛﻴﻘﺔ – ‪ - 04‬وﺣﺴﺐ ﻣﺎ ﺖ‬
‫‪tio‬‬

‫ﻟﻜﻬﺮ‬
‫ﺒﻜﺔ ا ﻬ‬
‫اﻟﻜﻬﺮﺋﻴﺔ ﰲ ﻣﲋل "ﻓ*ﺼﻞ" ﻣﻊ اﻟﺘﱪ‪¤‬ﺮ؟‬ ‫‪ – 1‬ﻣﺎ ﱔ ا ٔﺧﻄﺎر اﻟﻜﻬﺮﺋﻴﺔ اﻟﱵ ﺗ¡ﺞ ﻋﻦ ﺳﻮء ٕاﺳﺘﻐﻼل‬
‫ﻼل اﻟﺸﺒﺒﻜﺔ‬
‫ﺘﻐﻼل‬
‫‪ca‬‬

‫‪y – 2‬ﻴﻒ ﳝﻜﻦ ﻟـ "ﻓ*ﺼﻞ" ﲡﻨﺐ ﻫﺬﻩ ا ٔﺧﻄﺎر ؟‬

‫‪du‬‬
‫‪-e‬‬
‫‪cy‬‬
‫‪en‬‬

‫اﻟﺼﻔ˜ﺔ ‪ 022‬ﻣﻦ ‪02‬‬

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 ‫اﻟﺴﻨﺔ اراﺳﻴﺔ ‪2020 / 2019 :‬‬ ‫ﻣﻮﺳﻄﺔ داود ٔﲪﺪ ﳌﺰدور‬
‫اﳌﺴﺘﻮى ‪ 4 :‬م‬ ‫اﳌﺮاﻗ‪$‬ﺔ اﳌﺴﳣﺮة ﻠﻔﺼﻞ ا ٔول‬
‫ﺗﺼﺤﻴﺢ ‪ :‬ﻣﺎدة اﻟﻌﻠﻮم اﻟﻔﲒ‪3‬ﺋﻴﺔ واﻟﺘﻜ‪,‬ﻮﻟﻮﺟ*ﺎ‬
‫ﺍﻻﺟﺎﺑﺔ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﻭﺳﻠﻢ ﺍﻟﺘﻨﻘﻴﻂ‬

‫ﻣﺞ‬ ‫ﻣﺠﺰﺃﺓ‬ ‫ﺍﻻﺟﺎﺑﺔ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ‬ ‫ﺱ‬ ‫ﺕ‬ ‫ﺟﺰء‬

‫ﺟﺰ‬
‫‪01‬‬ ‫‪ -‬اﳌﻼﺣﻈﺔ ‪ :‬ﺗﻨﺎﻓﺮ اﻟﻮرﻗﲔ اﳌﻌﺪﻧﻴ©ﲔ‪.‬‬ ‫ﺱ‪1‬‬

‫‪s‬‬
‫‪01‬‬
‫– ﻃﺮق اﻟﺘﻜﻬﺮب ﰲ ﰻ ﲡﺮﺑﺔ ‪:‬‬ ‫ﺱ‪2‬‬

‫‪m‬‬
‫اﻟﻮرﻗﲔ‬ ‫ﻗﻀ\ﺐ „ﻳﺒﻮﻧ\ﺖ‬ ‫اﻟﻮﺛﻴﻘﺔ‪01‬‬

‫‪xa‬‬
‫ﻠﻤﺲ‬ ‫^‬
‫‪02‬‬ ‫‪4*0.5‬‬
‫اﻟﻮرﻗﲔ‬ ‫اﻟﻘﻀ\ﺐ اﻟﺰ‪M‬ﺎ‪n‬‬ ‫ﻴﻘﺔ‪02‬‬ ‫ااﻟﻮﺛ‬
‫اﻟﻮﻴﺛﻴﻘﺔ‬

‫‪/e‬‬
‫ﻟﺘ«ٔﺛﲑ‬ ‫^‬

‫ﺍﻟﺘﻤﺮﻳﻦ ﺍﻻﻭﻝ‬
‫وﺻﻒ ﻣﺎ ذا ﳛﺪث ﻠﻮرﻗﲔ ﰲ ﰻ ﲡﺮﺑﺔ ﻣﻊ اﻟﴩح‪.‬‬ ‫– وﺻﻒ‬

‫‪om‬‬
‫ﺍﻟﺘﺠﺮﺑﺔ ‪02‬‬ ‫ﺍﻟﺘﺠﺮﺑﺔ ‪01‬‬ ‫ﺱ‪3‬‬
‫ﺍﻟﻘﻀﻴﺐ ﺍﻟﺰﺟﺎﺟﻲ ﻳﺤﻤﻞ ﺷﺤﻨﺔ ﻣﻮﺟﺒﺔ‬ ‫ﻻﻳﺒﻮﻧﻴﺖ ﻳﺤﻤﻞ ﺷﺤﻨﺔ ﺳﺎﻟﺒﺔ )‪-‬‬
‫ﺖ‬
‫ﻗﻀﻴﺐ ﺍﻻﻳﺒﻮﻧﻴﺖ‬
‫)‪(+‬‬ ‫((‪.‬‬
‫ﺍﻟﻜﺎﺷﻒ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﺘﻌﺎﺩﻝ ﻛﻬﺮﺑﺎﺋﻴﺎ ‪.‬‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﺘﻌﺎﺩﻝ ﻛﻛﻬﺮﺑﺎﺋﻴﺎ‬
‫ﺑﺎﺋﻲ‬ ‫ﺍﻟﻜﺎﺷﻒ‬
‫ﺩﻭﻥ ﻟﻤﺲ ‪ :‬ﺍﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺸﺤﻨﺔ‬ ‫ﺕ ﺍﻟﺴﺎﻟﺒﺔ )‬‫ﻋﻨﺪ ﺍﻟﻠﻤﺲ ‪ :‬ﺗﻨﺘﻘﻞ ﺍﻟﺸﺤﻨﺎﺕ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪.‬‬ ‫ﻧﻴﺖ ﻧﺤﻮ‬
‫ﺍﻟﻘﻀﻴﺐ ﺍﻻﻳﺒﻮﻧﻴﺖ‬
‫ﺐ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﺎﺕ( ﻣﻦ‬
‫‪on‬‬

‫ﺍﻟﺸﺤﻨﺔ ﺍﺍﻟﺴﺎﻟﺒﺔ ﻧﺤﻮ ﺍﻻﻋﻠﻰ ﻭﺍﻟﺸﺤﻨﺔ‬ ‫ﻧﻴﺔ ﺷﻒ‬

‫ﻟﻠﻜﺎﺷﻒ‬ ‫ﺍﻟﻮﺭﻗﺘﻴﻦ ﻋﺒﺮ ﺍﻟﺴﺎﻕ ﺍﻟﻤﻌﺪﻧﻴﺔ‬
‫ﺍﻟﻤﻮﺟﺒﺔ ﻧﺤﻮ ﺍﻻﺳﻔﻞ ‪.‬‬
‫ﺍﻟﻤﻮﺟ‬
‫ﺍﻟﻤﻮ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪.‬‬

‫ﺍﻟﺠﺰء ﺍﻷﻭﻝ‬
‫‪03‬‬ ‫‪6*0.5‬‬ ‫ﺍﻟﻮﺭﻗﺘﻴﻦ ﻧﻔﺲ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺸﺤﻨﺔ‬
‫ﺗﺤﻤﻞ ﺍﻟﻮﺭﻗﺘﻴ‬ ‫ﺗﺤﻤﻞ ﺍﻟﻮﺭﻗﺘﻴﻦ ﻧﻔﺲ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺸﺤﻨﺔ‬
‫ﺸﺤﻨﺔ‬
‫ﺤﺪﺙ ﺍﻟﺘﻨﺎﻓﺮ‪.‬‬
‫)‪(+‬ﻳﻳﻳﺤﺪﺙ‬ ‫)‪ (-‬ﻳﺤﺪﺙ ﺍﻟﺘﻨﺎﻓﺮ‬
‫‪ca‬‬

‫‪01‬‬ ‫‪2* 0.5‬‬ ‫ﺱ‪ 1‬ﻁﺒﻴﻌﺔ ﺍﻟﺘﻮﺗﺮ ‪ :‬ﺗﻮﺗﺮ ﻣﺘﻨﺎﻭﺏ‬

‫ﺳﺎﻟﺒﺔ (‬
‫ﻭﻧﻮﺑﺔ ﺒﺔ‬
‫ﺔ‬ ‫ﺍﻟﺘﺒﺮﻳﺮ ‪ :‬ﻣﻨﺤﻨﻰ ﻣﺘﻤﻮﺝ ) ﻧﻮﺑﺔ ﻣﻮﺟﺒﺔ‬
‫ﺱ‪2‬‬
‫ﺍﻟﺤﺴﺎﺏ ‪:‬‬
‫࢞ࢇ࢓࢛‬ ‫اﻟﺘﻮ€ﺮ ا ٔﻋﻈﻤﻲ‪ ૞ ൌ ૚૛Ǥ ૞ࢂ :‬כ ‪ ࡿ࢜ ൌ ૛Ǥ ૞‬כ ࢔ ‪ൌ‬‬
‫‪1*3‬‬
‫‪04‬‬ ‫– اور ‪ ૛૞ ൌ ૚૙૙࢓࢙ ൌ ૙Ǥ ૚࢙ :‬כ ‪ ࢙ࢎ ൌ ૝‬כ ࢔ ‪ࢀ ൌ‬‬
‫ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺜﺎﻧﻲ‬

‫‪૚‬‬ ‫‪૚‬‬
‫‪y‬‬

‫‪ࢌൌ‬‬ ‫‪ൌ‬‬ ‫‪ൌ ૚૙ࢎࢠ .‬‬ ‫– اﻟﺘﻮا€ﺮ‬

‫ࢀ‬ ‫‪૙Ǥ૚‬‬
‫‪c‬‬

‫اﻻ‘ اﳌﻨﺎﺳﺒﺔ ﻠﻤﺼﺒﺎح ‪ :‬ﱔ ﻗﳰﺔ اﻟﺘﻮ€ﺮ اﻟﻔﻌﺎل‬

‫‪en‬‬

‫࢞ࢇ࢓࢛‬ ‫‪૚૛Ǥ૞‬‬
‫‪1‬‬ ‫‪. ࢛ࢋࢌࢌ ൌ‬‬ ‫‪ൌ‬‬ ‫ࢂ‪ൌ ૡǤ ૡ૟‬‬
‫‪ξ૛‬‬ ‫‪૚Ǥ૝૚‬‬
‫ﻣ‪$‬ﺪٔ ﲻﻞ اﳌﻨﻮب ‪:‬‬ ‫ﺱ‪3‬‬

‫‪01‬‬ ‫‪1‬‬
‫اﻟﺘﺤﺮﻳﺾ اﻟﻜﻬﺮوﻛﻐﻨﺎﻃ\ﴘ )ﺣﺮﻛﺔ ﻣﻐﻨﺎﻃ\ﺲ اﻣﺎم وﺷﻴﻌﺔ او اﻟﻌﻜﺲ( ‪.‬‬

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 ‫ﺍﻷﺧﻄﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺘﺞ ﻋﻦ ﺳﻮء ﺍﺳﺘﻐﻼﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪:‬‬
‫ﺱ‪ 1‬ﺍﻻﺧﻄﺎﺭ ﻭﺍﻟﺘﺒﺮﻳﺮ‪:‬‬
‫‪ -‬ﺻﺪﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‪:‬‬
‫‪05‬‬ ‫‪3*0.5‬‬
‫‪ o‬ﻋﻨﺪ ﻟﻤﺲ ﺍﻟﻔﺮﻥ ‪ :‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﺄﺧﺬ ﺃﺭﺿﻲ ‪.‬‬
‫‪ o‬ﻋﻨﺪ ﻟﻤﺲ ﺍﻟﻤﻜﻴﻒ ‪ :‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺳﻠﻚ ﺍﺭﺿﻲ‬
‫‪ o‬ﻋﻨﺪ ﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﻤﺼﺒﺎﺡ ‪ :‬ﺍﻟﻘﺎﻁﻌﺔ ﻓﻲ ﺳﻠﻚ ﺍﻟﺤﻴﺎﺩﻱ‬
‫‪0.5‬‬ ‫‪ -‬ﺗﻠﻒ ﺟﻬﺎﺯ ﺍﻟﻤﻜﻴﻒ ‪ :‬ﺍﻟﻤﻨﺼﻬﺮﺓ ﻓﻲ ﺳﻠﻚ ﺍﻟﺤﻴﺎﺩﻱ‬
‫‪ -‬ﺗﻠﻒ ﺍﻟﻤﻨﺼﻬﺮﺓ ﻓﻲ ﺍﻟﺪﺍﺭﺓ ‪ :. 4‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻛﺒﺮ ﻣﻦ ﺩﻻﻟﺔ ﺍﻟﻤﻨﺼﻬﺮﺓ ﺍﻭ ‪2*0.5‬‬

‫‪s‬‬
‫ﺍﺳﺘﻄﺎﻋﺔ ﺍﻟﺜﻼﺟﺔ ﻛﺒﻴﺮﺓ‬

‫‪m‬‬ ‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻻﺩ‬

‫‪0.5‬‬ ‫‪௉‬‬ ‫‪ଵହ଴଴‬‬
‫‪ ൌ ൌ‬ܫ ﻭ ‪6 A>5 A‬‬ ‫‪ P=U*I‬ﻭﻣﻨﻪ ‪ :‬ܣ‪ൌ ͸Ǥͺ‬‬

‫ﺍﻟﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ‬
‫‪௎‬‬ ‫‪ଶଶ଴‬‬

‫‪xa‬‬
‫‪ -‬ﺍﻧﻘﻄﺎﻉ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻦ ﺍﻟﻤﻨﺰﻝ‬

‫ﺍﻻﺩﻣﺎﺟﻴﺔ‬
‫ﺍﻻﺩﻣﺎﺟﻴ‬
‫‪2*0.5‬‬ ‫‪ -‬ﺗﺠﺎﻭﺯ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﻓﻲ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺸﺪﺓ ﺍﻟﺘﻲ ﻳﺴﻤﺢ ﺑﻪ ﺍﻟﻘﺎﻁﻊ ﺍﻻﻟﻲ‬
‫‪ 10A+0.5A+11A+6.8A=28.3A‬ﻭ ‪28A > 20A‬‬ ‫‪A‬‬

‫‪/e‬‬
‫‪0.5‬‬
‫ﻳﻤﻜﻦ ﻟﻟـ "ﻓﻴﺼﻞ" ﺗﺠﻨﺐ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺭ ‪:‬‬ ‫‪ – 2‬ﻛﻴﻒ ﻳﻤﻜ‬
‫ﺱ‪2‬‬
‫‪02‬‬ ‫‪ -‬ﺍﺿﺎﻓﺔ ﻣﻣﺎﺧﺬ ﺍﺍﺭﺿﻲ ﻭ ﺳﻠﻚ ﺍﺭﺿﻲ‬

‫‪om‬‬
‫‪4*0.5‬‬ ‫ﺍﻟﻘﺎﻁﻌﺔ ﻭﻭﺍﻟﻤﻨﺼﻬﺮﺓ ﻓﻲ ﺳﻠﻚ ﺍﻟﺤﻴﺎﺩﻱ‬
‫‪ -‬ﺗﺮﻛﻴﺐ ﺍﻟﻘﺎﻁﻌ‬
‫ﻣﻨﺼﻬﺮﺓ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﻛﺒﺮ ﻣﻦ ‪6.8A‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﻨﺼﻬ‬
‫ﻌﻤﺎﻝ‬ ‫‪-‬‬
‫ﺍﺟﻬﺰﺓ ﻓﻓﻲ ﺍﻥ ﻭﺍﺣﺪ‬ ‫ﻋﺪﻡ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺘﻌﻤﺎﻝ ﻋﺪﺓ ﺍﺟ‬ ‫ﻡ‬ ‫‪-‬‬
‫‪.c‬‬
‫ﺍﻛﺒﺮ ﺍﻭ ﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﻘﺎﻁﻊ ﺍﻻﻟﻲ ﺑﺎﺧﺮ ﻳﺴﻤﺢ‬ ‫ﺍﻟﻘﺎﻁﻊ ﺍﻻﻟﻲ ﻋ‬
‫ﻋﻠﻰ ﺷﺪﺓ ﺍﻛﺒ‬ ‫ﺍﻭ ﺿﺒﻂ ﺎﻁﻊ‬
‫ﺍﻛﺒﺮ‪.‬‬
‫ﺑﻤﺮﻭﺭ ﺷﺪﺓ ﺮ‬
‫‪n‬‬
‫‪tio‬‬

‫ﺟ*ﺔ*ﺔ ‪:‬‬
‫„دﻣﺎﺟ*ﺔ‬ ‫ﺷﺒﻜﺔ ﺗﻘﻮﱘ ﻴﺔ‬
‫اﻟﻮﺿﻌﻴﺔ „دﻣﺎﺟ*‬
‫‪ca‬‬

‫ﻣﺠﻤﻮﻉ‬ ‫ﻣﺠﺰﺍﺓ‬ ‫ﺍﻟﻤﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬

‫‪du‬‬

‫‪3*0.25‬‬ ‫ﺍﻟﻤﻜﻴﻒ ﻭﺍﻻﻧﻘﻄﺎﻉ‬

‫ﻳﺬﻛﺮ ﺍﻟﺼﺪﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺗﻠﻒ ﻜﻴﻒ‬ ‫‪-‬‬ ‫ﺍﻟﻮﺟﺎﻫﺔ‬
‫‪2.5 3*0.25‬‬ ‫ﻳﺒﺮﺭ ﻛﻞ ﺧﻄﺮ‬ ‫‪-‬‬
‫‪2*0.5‬‬ ‫ﻳﻘﺘﺮﺡ ﺣﻠﻴﻦ‬ ‫‪-‬‬
‫‪-e‬‬

‫‪4.5‬‬ ‫‪2*0.5‬‬‫‪.5‬‬ ‫ﻳﺤﺪﺩ ﺍﻟﺼﺪﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺪﻗﺔ ﻭﺍﺳﺒﺎﺑﻬﺎ ‪.‬‬ ‫‪-‬‬ ‫ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺴﻠﻴﻢ‬
‫‪3*0.5‬‬ ‫ﻳﺬﻛﺮ ﺗﻠﻒ ﺍﻟﻤﻨﺼﻬﺮﺓ ﻭﻳﺒﺮﺭﻫﺎ ﺑﺎﻟﺤﺴﺎﺏ‬ ‫‪-‬‬ ‫ﻷﺩﻭﺍﺕ ﺍﻟﻤﺎﺩﺓ‬
‫‪cy‬‬

‫‪0.5+0.5‬‬ ‫ﻳﺬﻛﺮ ﺳﺒﺐ ﺍﻻﻧﻘﻄﺎﻉ ﻭﻳﺒﺮﺭﻫﺎ ﺑﺎﻟﺤﺴﺎﺏ‬ ‫‪-‬‬

‫‪2*0.5‬‬
‫‪0‬‬ ‫ﻳﺬﻛﺮ ﺣﻠﻮﻝ ﺍﺧﺮﻯ‬ ‫‪-‬‬
‫‪en‬‬

‫اﻟﺘﻌﺒﲑ ﺑﻠﻐﺔ Žﻠﻤﻴﺔ ﺳﻠﳰﺔ‬ ‫‪-‬‬ ‫ﺍﻻﻧﺴﺠﺎﻡ‬

‫‪2*0.25‬‬
‫اﻟ©ﺴﻠﺴﻞ اﳌﻨﻄﻘﻲ ﻟ ٔ‪°‬ﻓﲀر واﻗﺔ‬ ‫‪-‬‬
‫‪01‬‬
‫وﺿﻮح اﳋﻂ واﻟﺮﺳﻮﻣﺎت‬ ‫‪-‬‬ ‫ﺍﻻﺗﻘﺎﻥ‬
‫‪2*0.25‬‬
‫ﺗﻨﻈﲓ اﻟﻮرﻗﺔ‬ ‫‪-‬‬

‫‪.‬‬

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