‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﻮﻧﺴﻴﺔ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﻭ ﺍﻟﺘ‪‬ﻜﻮﻳﻦ‬

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‫ﺍﳌﺮﻛﺰ ﺍﻟﻮﻃﲏ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬

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 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‬

‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪01‬‬

‫و
 א
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‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ؟‬

‫‪5‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪01‬‬ ‫ﻭﻇﺎﺋﻒ ﺍﳋﺪﻣﺎﺕ‬
‫ﻲ‪:‬‬
‫‪ - 1‬ﺍﻝﻨﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﺒﻌﺩ ﺼﻴﺎﻏﺔ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ‬
‫ﻗﺎﻡ ﺃﺼﺩﻗﺎﺅﻙ ﺒﺘﺭﺘﻴﺒﻬﺎ ﻜﺎﻵﺘﻲ ‪:‬‬
‫ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ‬

‫ﺘﺭﺘﻴﺏ ﻤﺠﻤﻭﻋﺔ ﻋﻠﻲ‬

‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺭ‪‬ﻤﺯ‬
‫ﺘﻤﻜﹼﻥ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﺜﻨﻲ ﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻙ‪.‬‬ ‫ﻭﺭ‪1‬‬
‫ﺘﺸﺘﻐل ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻁﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ‪.‬‬ ‫ﻭﺕ‪1‬‬
‫ﻻ ﺘﺘﺄﺜﺭ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝﻁﹼﺒﻴﻌﻴﺔ ‪.‬‬ ‫ﻭﺕ‪2‬‬

‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬
‫ﺘﻭﻀﻊ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﻓﻭﻕ ﺍﻝﻁﺎﻭﻝﺔ‪.‬‬ ‫ﻭﺕ‪3‬‬

‫  
‬
‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺭ‪‬ﻤﺯ‬
‫ﺘﺸﺘﻐل ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻁﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ‪.‬‬ ‫ﻭﺕ‪1‬‬
‫ﺘﻤﻜﹼﻥ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﺜﻨﻲ ﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻙ‪.‬‬ ‫ﻭﺭ‪1‬‬
‫ﻻ ﺘﺘﺄﺜﺭ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝﻁﹼﺒﻴﻌﻴﺔ ‪.‬‬ ‫ﻭﺕ‪2‬‬
‫ﺘﻭﻀﻊ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﻓﻭﻕ ﺍﻝﻁﺎﻭﻝﺔ‪.‬‬ ‫ﻭﺕ‪3‬‬
‫‪ -1‬ﺍﺴﺘﻌﻥ ﺒﺄﺼﺩﻗﺎﺌﻙ ﻭﺭﺘﺏ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺘﻌﻤﻴﺭ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫  
‪.....................................................................................‬‬

‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺭ‪‬ﻤﺯ‬
‫‪……………………………………………………………………………………………….………………………….‬‬ ‫ﻭ‪........‬‬

‫‪……………………………………………………………………………………………….………………………….‬‬ ‫‪........‬‬ ‫ﻭ‬

‫‪……………………………………………………………………………………………….………………………….‬‬ ‫‪........‬‬ ‫ﻭ‬
‫‪……………………………………………………………………………………………….………………………….‬‬ ‫‪........‬‬ ‫ﻭ‬

‫‪ -2‬ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ؟‬

‫‪..............................................................................................................................................................................................................................‬‬

‫‪6‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ – 2‬ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪:‬‬
‫ﺠﻬﺎﺯ ﺇﻨﺫﺍﺭ ﺇﻝﻜﺘﺭﻭﻨﻲ‬ ‫אط
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‫ﺍﻝﻤﺸﺭﻭﻉ ‪:‬‬
‫ﺃﺘﻤﻡ ﺠﺩﻭل ﺍﻝﻔﺭﺯ ﺍﻝﻤﺘﻘﺎﻁﻊ ﻝﺠﻬﺎﺯ ﺇﻨﺫﺍﺭ ﺇﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺒﺎﺤﺘﺴﺎﺏ ﻤﺠﻤﻭﻉ ﺍﻝﻨﻘﺎﻁ ﻭﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺎﺌﻭﻴﺔ ﻝﻜل ﻭﻅﻴﻔﺔ‪.‬‬

‫‪%‬‬ ‫ﻭﺭ‪ 2‬ﻭﺕ‪ 1‬ﻭﺕ‪ 2‬ﻭﺕ‪ 3‬ﻭﺕ‪ 4‬ﺍﻝﻤﺠﻤﻭﻉ‬

‫ از ا  
‬ ‫‪................‬‬ ‫‪................‬‬
‫ﻭﺭ‪ 1‬ﻭﺭ‪ 1‬ﻭﺭ‪ 1‬ﻭﺭ‪ 1‬ﻭﺭ‪1‬‬ ‫ﻭﺭ‪1‬‬
‫ا ت‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪1‬‬
‫  از  ا ت‬ ‫‪................‬‬ ‫‪................‬‬
‫ﻭﺭ‪ 2‬ﻭﺭ‪ 1‬ﻭﺭ‪ 1‬ﻭﺭ‪ 1‬ﻭﺭ‪1‬‬
‫‪ %‬ا"‪ $‬ا  "‪"#‬د ‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪3‬‬
‫ﻭﺕ‪ 1‬ﻭﺕ‪ 1‬ﻭﺕ‪ 1‬ﻭﺕ‪4‬‬
‫"ن * از )('‬ ‫‪................‬‬ ‫‪................‬‬
‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬

‫ﻭﺕ‪ 2‬ﻭﺕ‪ 3‬ﻭﺕ‪4‬‬
‫‪ +‬از اا'‬ ‫‪................‬‬ ‫‪................‬‬

‫‪2‬‬ ‫‪2‬‬
‫ﻭﺕ‪ 3‬ﻭﺕ‪4‬‬
‫"ن وزن از ‪,-,.‬‬ ‫‪................‬‬ ‫‪................‬‬

‫‪1‬‬
‫"‪ 01‬از ‪ %‬ان‬ ‫‪................‬‬ ‫‪................‬‬ ‫ﻭﺕ‪4‬‬
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‫ﺍﻝﻤﺸﺭﻭﻉ ‪:‬‬
‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔ ‪‬ﻴﺔ ﻝﺩﺭﺍﺠﺔ‬
‫ﺒﻌﺩ ﻤﻘﺎﺭﻨﺔ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻭﺍﺤﺩﺓ ﺒﻭﺍﺤﺩﺓ ﺘﺤﺼﻠﻨﺎ‬
‫ﻋﻠﻰ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫‪7‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪%‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻭﺕ‪6‬‬ ‫ﻭﺕ‪5‬‬ ‫ﻭﺕ‪4‬‬ ‫ﻭﺕ‪3‬‬ ‫ﻭﺕ‪2‬‬ ‫ﻭﺕ‪1‬‬ ‫ﻭﺭ‪2‬‬
‫ﻴﻨﺒﻪ ﺍﻝﺠﻬﺎﺯ ﻤﺴﺘﻌﻤﻠﻲ ﺍﻝﻁﺭﻴﻕ‬ ‫ﻭﺭ‪1‬‬ ‫ﻭﺭ‪1‬‬ ‫ﻭﺭ‪1‬‬ ‫ﻭﺭ‪1‬‬ ‫ﻭﺭ‪1‬‬ ‫ﻭﺭ‪ 1‬ﻭﺭ‪1‬‬
‫‪28‬‬ ‫‪14‬‬ ‫ور‪1‬‬
‫ﺇﻝﻰ ﻭﺠﻭﺩ ﺍﻝﺩﺭﺍﺝ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻴﺸﺘﻐل ﺒﺎﻝﻠﻴل ﺃﻭ ﻋﻨﺩ ﻏﻴﺎﺏ‬ ‫ﻭﺭ‪2‬‬ ‫ﻭﺭ‪2‬‬ ‫ﻭﺭ‪2‬‬ ‫ﻭﺭ‪2‬‬ ‫ﻭﺭ‪2‬‬ ‫ﻭﺭ‪2‬‬
‫‪24‬‬ ‫‪12‬‬ ‫ﻭﺭ‪2‬‬
‫ﺍﻝﺭﺅﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﺩﺭﺍﺝ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬
‫ﻭﺕ‪1‬‬ ‫ﻭﺕ‪1‬‬ ‫ﻭﺕ‪1‬‬ ‫ﻭﺕ‪1‬‬ ‫ﻭﺕ‪2‬‬
‫ﻴﻘﺎﻭﻡ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ‬ ‫‪16‬‬ ‫‪08‬‬ ‫ﻭﺕ‪1‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﻤﻁﺎﺒﻕ ﻝﻤﻭﺍﺼﻔﺎﺕ ﻗﺎﻨﻭﻥ‬ ‫ﻭﺕ‪2‬‬ ‫ﻭﺕ‪2‬‬ ‫ﻭﺕ‪2‬‬ ‫ﻭﺕ‪2‬‬
‫‪22‬‬ ‫‪11‬‬ ‫ﻭﺕ‪2‬‬
‫ﺍﻝﻁﺭﻗﺎﺕ‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫ﻴﺜﺒﺕ ﻋﻠﻰ ﻫﻴﻜل ﺍﻝﺩﺭﺍﺠﺔ‬ ‫ﻭﺕ‪3‬‬ ‫ﻭﺕ‪3‬‬
‫‪04‬‬ ‫‪02‬‬ ‫‪0‬‬ ‫ﻭﺕ‪3‬‬
‫ﺒﺴﻬﻭﻝﺔ‬ ‫‪1‬‬ ‫‪1‬‬
‫ﻭﺕ‪4‬‬ ‫ﻭﺕ‪4‬‬
‫ﻴﺸﻐل ﺒﺴﻬﻭﻝﺔ ﻤﻥ ﻗﺒل ﺍﻝﺩﺭﺍﺝ‬ ‫‪04‬‬ ‫‪02‬‬ ‫ﻭﺕ‪4‬‬
‫‪1‬‬ ‫‪1‬‬
‫ﻭﺕ‪6‬‬
‫ﺘﻜﻭﻥ ﻜﻠﻔﺔ ﺍﻝﺠﻬﺎﺯ ﻤﻘﺒﻭﻝﺔ‬ ‫‪0‬‬ ‫‪0‬‬ ‫ﻭﺕ‪5‬‬
‫‪1‬‬
‫ﻴﻜﻭﻥ ﺍﻝﻤﻅﻬﺭ ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﺠﻬﺎﺯ‬

‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬
‫‪02‬‬ ‫‪01‬‬ ‫ﻭﺕ‪6‬‬
‫ﺠﻤﻴﻼ‬
‫‪100‬‬ ‫‪50‬‬ ‫ﺍﻝﺠﻤﻠﺔ‬

‫ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻌﻤﻭﺩﻱ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻤﻭﺍﻝﻴﺔ ﺃﺘﻤﻡ ﺭﺴﻡ ﻨﺴﺒﺔ ﻜل ﻭﻅﻴﻔﺔ‪.‬‬

‫ﻫل ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻔﺎﻀﻠﻴﺎ ؟‬

‫‪...............................................................................................................................................................................................................‬‬

‫‪8‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫אط
א
‪
W‬‬
‫ﺍﻝﻤﺸﺭﻭﻉ ‪:‬‬
‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ ﻝﺩﺭﺍﺠﺔ‬
‫ﺃﻋﺩ ﺭﺴﻡ ﻫﺫﻩ ﺍﻝﻭﻅﺎﺌﻑ ﻤﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻌﻤﻭﺩﻱ ﺍﻝﺘﺎﻝﻲ ‪:‬‬
‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫אط
אא
‪


W‬‬
‫ﺍﻝﻤﺸﺭﻭﻉ ‪:‬‬
‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ ﻝﺩﺭﺍﺠﺔ‬
‫ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠﻴﺔ "‪ "EXCEL‬ﺃﻨﺠﺯ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻝﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ‬
‫ﻝﺩﺭﺍﺠﺔ‪.‬‬
‫ﻝﺘﺤﺼل ﻋﻠﻰ ﻭﺍﺠﻬﺔ ﺒﺭﻤﺠﻴﺔ "‪."EXCEL‬‬ ‫
ﺍﻨﻘﺭ ﻋﻠﻰ ﺴﻁﺢ ﺍﻝﻤﻜﺘﺏ ﻋﻠﻰ‬

‫
ﺍﻜﺘﺏ ﺍﻝﺨﺎﺼﻴﺎﺕ ﻜﻤﺎ ﻫﻭ ﻤﺒﻴﻥ ﺒﺎﻝﺼﻭﺭﺓ ﺃﺴﻔﻠﻪ‪.‬‬

‫‪9‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫
ﻗﻡ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺔ "‪ "Cellules‬ﻤﻥ "‪ "A1‬ﺇﻝﻰ "‪ "A9‬ﻭﻤﻥ "‪ "B1‬ﺇﻝﻰ "‪ "B9‬ﺜﻡ ﺍﻨﻘﺭ‬
‫ﻋﻠﻰ " ‪ "Insertion‬ﻭ "‪."Graphique‬‬
‫
ﺍﺨﺘﺭ "‪ "Histogramme‬ﻭﺍﻨﻘﺭ ﻋﻠﻰ "‪"Suivant‬‬

‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬
‫
ﺘﺎﺒﻊ ﺍﻝﻨﻘﺭ ﻋﻠﻰ "‪ "Suivant‬ﺤﺘﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ا 
ا 
‬
‫‪30‬‬
‫‪20‬‬
‫‪10‬‬
‫‪0‬‬
‫ﻭﺕ‪ 6‬ﻭﺕ‪ 5‬ﻭﺕ‪ 4‬ﻭﺕ‪ 3‬ﻭﺕ‪ 2‬ﻭﺕ‪ 1‬ﻭﺭ‪ 2‬ﻭﺭ‪1‬‬

‫
ﻻ ﺘﻨﺴﻰ ﺤﻔﻅ ﻤﻠﻔﻙ ﺒﺎﻝﻨﻘﺭ ﻋﻠﻰ " ‪ "Enregistrer sous‬ﻭﺍﺨﺘﻴﺎﺭ ﺍﺴﻡ ﻝﻤﻠﻔﻙ‪.‬‬
‫
ﻴﻤﻜﻥ ﻓﻲ ﻤﺭﺤﻠﺔ ﺜﺎﻨﻴﺔ ﺇﻋﺎﺩﺓ ﻨﻔﺱ ﺍﻝﻌﻤل ﻝﻜﻥ ﺒﺘﺭﺘﻴﺏ ﺘﻔﺎﻀﻠﻲ ﻝﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ‬
‫ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫‪30‬‬
‫‪25‬‬
‫‪20‬‬
‫‪15‬‬
‫‪10‬‬
‫‪5‬‬
‫‪0‬‬
‫ﻭﺕ‪ 5‬ﻭﺕ‪ 6‬ﻭﺕ‪ 4‬ﻭﺕ‪ 3‬ﻭﺕ‪ 1‬ﻭﺕ‪ 2‬ﻭﺭ‪ 2‬ﻭﺭ‪1‬‬

‫‪10‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬
‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫‪11‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪12‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‬

‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪02‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫אسאوطא
‬

‫ﻜﻴﻑ ﺃﺘﻤﻡ ﺠﺯﺀﺍ ﻤﻥ ﻜﺭ‪‬ﺍﺱ ﺍﻝﺸﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ‪‬؟‬

‫‪13‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪02‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﻛﺮ‪‬ﺍﺱ ﺍﻟﺸ‪‬ﺮﻭﻁ ﺍﻟﻮﻇﻴﻔﻲ‪‬‬
‫ﺹ ﻋﺸﺏ ﻜﻬﺭﺒﺎﺌﻲ‬
‫ﻤﻘ ‪‬‬ ‫ﻲ‪::‬‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫‪ - 1‬ﺍﻝﺍﻝﻨﻨﹼﺸــﺎﻁ‬
‫ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻨﺘﺞ‬
‫ﺘﻘﺩﻴﻡ ﻋﺎﻡ ﻝﻠﻤﻨﺘﺞ ‪ :‬ﻴﻨﺩﺭﺝ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺇﻁﺎﺭ‬
‫ﺼﻴﺎﻨﺔ ﺤﺩﺍﺌﻕ ﻋﻤﻭﻤ‪‬ﻴﺔ ﺃﻭ ﻤﻨﺯﻝﻴ‪‬ﺔ‪.‬‬
‫ﺍﻝﻌﺭﺽ ‪ :‬ﺒﺎﻝﺒﺤﺙ ﻋﻥ ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﻻﺤﻅﻨﺎ ﺃﻥ ﺍﻷﺠﻬﺯﺓ‬
‫ﺍﻝﻤﺘﻭﻓﺭﺓ ﺒﺎﻝﺴ‪‬ﻭﻕ ﻤﺘﻭﺴﻁﺔ ﺍﻝﺠﻭﺩﺓ ﻭﺒﺎﻫﻀﺔ ﺍﻝﺜﹼﻤﻥ‪.‬‬
‫ﺇﻁﺎﺭ ﺍﻝﺼﻨﻊ ‪ :‬ﻴﺼﻨﻊ ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺍﻝﻤﺼﻨﻊ‪.‬‬
‫ﺍﻝﺘﹼﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ‪ :‬ﻭﺠﺩ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ ﻝﺘﻠﺒﻴﺔ ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻗﺹ ﺍﻷﻋﺸﺎﺏ‪.‬‬
‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔــﻲ ﻭﺘﺤﺩﻴﺩ ﺨﺎﺼ‪‬ﻴﺎﺕ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ‪:‬‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺭ‪‬ﻤﺯ‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬
‫ﺍﻝﻠﹼﻴﻭﻨﺔ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬
‫ﺍﺭﺘﻔﺎﻉ‬ ‫ﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫ﻴ‪‬ﻤﻜﹼﻥ ﻤﻘ ‪‬‬
‫‪ ± 2‬ﺼﻡ‬ ‫‪ 5‬ﺼﻡ‬ ‫ﻭﺭ‪1‬‬
‫ﺍﻝﻌﺸﺏ‬ ‫ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﻗﺹ ﺍﻷﻋﺸﺎﺏ‪.‬‬
‫‪±2 V‬‬ ‫‪ 12 V‬ﻤﺴﺘﻤﺭ‬ ‫ﺍﻝﺠ‪‬ﻬﺩ‬ ‫ﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫ﻴﺸﺘﻐل ﻤﻘ ‪‬‬
‫ﻭﺕ‪1‬‬
‫‪± 0,5 A‬‬ ‫‪A5‬‬ ‫ﺍﻝﺸﺩ‪‬ﺓ‬ ‫ﺒﺎﻝﻁﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ‪.‬‬
‫‪40°‬‬ ‫ﺍﻝﺤﺭﺍﺭﺓ‬ ‫ﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬
‫ﻻ ﻴﺘﺄﺜﺭ ﻤﻘ ‪‬‬
‫‪±°5‬‬ ‫ﻭﺕ‪2‬‬
‫ﺍﻝﺭ‪‬ﻁﻭﺒﺔ‬ ‫ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝﻁﹼﺒﻴﻌﻴﺔ ‪.‬‬
‫‪ ±1‬ﻜﻎ‬ ‫‪ 20‬ﻜﻎ‬ ‫ﺍﻝﻭﺯﻥ‬ ‫ﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬
‫ﻴﻜﻭﻥ ﻤﻘ ‪‬‬
‫ﻭﺕ‪3‬‬
‫ﺃﺤﻤﺭ‬ ‫ﺍﻝﻠﹼﻭﻥ‬ ‫ﺠﺫﺍﺒﺎ‪.‬‬

‫
ﺃﺠﺏ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﹼﺎﻝﻴﺔ ﺒﺎﻝﺭ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻨﺘﺞ‪.‬‬

‫‪ -1 -1‬ﺃﺠﻴﺏ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ‪ ( X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫* ﻤﺎ ﻫﻭ ﺍﻝﻬﺩﻑ ﻤﻥ ﺘﺤﺭﻴﺭ ﻭﺜﻴﻘﺔ ﺘﻌﺎﻗﺩﻴﺔ‪:‬‬
‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﻁﺎﻝﺏ ﺍﻝﺨﺩﻤﺔ ﻭﺍﻝﻤﺅﺴ‪‬ﺴﺔ ﺍﻝﻤﻨﺘﺠﺔ ‪....‬‬
‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﺍﻝﻌﺎﻤل ﻭﺍﻝﻤﺼﻨﻊ‪.....................‬‬
‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﺍﻝﺤﺭﻴﻑ ﻭﺍﻝﺘﹼﺎﺠﺭ‪.....................‬‬
‫‪ -2 -1‬ﺒﺎﻝﺭ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺘﻌﺎﻗﺩﻴﺔ ﻝﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻝﹼﺘﺎﻝﻴﺔ ‪:‬‬

‫‪14‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫* ﻷﻱ ﻏﺭﺽ ﺼ‪‬ﻨﻊ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ؟‬
‫ﺃﺠﻴﺏ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ‪ ( X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫ﻝﻘﺹ ﺍﻷﻋﺸـﺎﺏ‪..................................‬‬
‫ﻝﻤﺩﺍﻭﺍﺓ ﺍﻷﻋﺸﺎﺏ‪....................................‬‬
‫ﻝﺯﺭﻉ ﺍﻷﻋﺸـﺎﺏ‪.................................‬‬

‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪::‬‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫‪ – 2‬ﺍﻷﻨﺸﻁﺔ‬
‫אط
אول
‪W‬‬
‫ﺃ‪ .‬ﺍﻝﻤﻨﺘﺞ‪:‬‬
‫ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‪.‬‬
‫ﺏ‪ .‬ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫ﺇﻨﺠﺎﺯ ﻜﺭﺍﺱ ﺍﻝﺸﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‬
‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫
ﺃﻨﺠﺯ ﺃﺩﺍﺓ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‬

‫‪15‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﻲ ﻵﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‬
‫
ﺃﺘﻤﻡ ﺃﺩﺍﺓ ﺍﻝﺘﹼﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔ ‪‬‬

‫
ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ ﺃﺘﻤﻡ ﺼﻴﺎﻏﺔ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﺘﹼﺎﻝﻴﺔ‪:‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬
‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺭ‪‬ﻤﺯ‬
‫‪......................................‬‬ ‫ﻤﻥ ﺇﻨﺠﺎﺯ ﺜﻘﺏ‬ ‫‪.................................‬‬ ‫ﻭﺭ‪ 1‬ﺘ ‪‬ﻤﻜﹼﻥ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‬
‫‪..................................................................................................................................................‬‬ ‫ﻭﺕ‪1‬‬
‫ﻭﺕ‪ 2‬ﺘﺘﻭﻓﹼﺭ ﻓﻲ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ ﻜﺎﻤل ﺸﺭﻭﻁ ﺍﻝﺤﻤﺎﻴﺔ‬

‫
ﺃﺘﻤﻡ ﺘﺤﺩﻴﺩ ﺨﺎﺼ‪‬ﻴﺎﺕ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻵﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‪:‬‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺭ‪‬ﻤﺯ‬
‫ﺍﻝﻠﹼﻴﻭﻨﺔ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬
‫ﺍﻝﻘﻁﺭ‬ ‫ﻤﻜﹼﻥ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ ‪..........................‬‬ ‫ﺘ‪‬‬
‫‪…….…..‬‬ ‫‪Ø13‬‬ ‫ﻭﺭ ‪1‬‬
‫ﺍﻷﻗﺼﻰ‬ ‫ﻤﻥ ﺜﻘﺏ ‪.................................... ............‬‬

‫‪± 10 V‬‬ ‫‪220 V‬‬ ‫‪................‬‬

‫‪....................................................................‬‬
‫ﻭﺕ‪1‬‬
‫‪±‬‬ ‫‪0.2 A‬‬ ‫‪0,5 A‬‬ ‫‪................‬‬ ‫‪....................................................................‬‬

‫ﺴﻼﻤﺔ‬ ‫ﺘﺘﻭﻓﹼﺭ ﻓﻲ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ ﻜﺎﻤل‬

‫‪-‬‬ ‫‪-‬‬ ‫ﻭﺕ‪2‬‬
‫ﺍﻝﻤﺴﺘﻌﻤل‬ ‫ﺸﺭﻭﻁ ﺍﻝﺤﻤﺎﻴﺔ‬

‫‪16‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫
ﺍﺴﺘﻌﻥ ﺒﺠﺩﻭل ﺍﻝﻔﺭﺯ ﺍﻝﻤﺘﻘﺎﻁﻊ ﺍﻝﺘﹼﺎﻝﻲ ﻝﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‪:‬‬

‫‪%‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻭﺕ‪2‬‬ ‫ﻭﺕ‪1‬‬

‫ﻭﺭ‪1‬‬ ‫ﻭﺭ‪1‬‬
‫‪80‬‬ ‫‪04‬‬ ‫ﻭﺭ‪1‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﻭﺕ‪1‬‬
‫‪20‬‬ ‫‪01‬‬ ‫ﻭﺕ‪1‬‬
‫‪1‬‬
‫‪00‬‬ ‫‪00‬‬ ‫ﻭﺕ‪2‬‬

‫‪100‬‬ ‫‪05‬‬
‫
ﺃﺘﻤﻡ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫ﻲ ﻵﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ ﻤﺴﺘﻌﻴﻨﺎ ﺒﻤﺎ ﺴﺒﻕ‬

‫
ﺃﺘﻤﻡ ﻜﺭﺍﺱ ﺍﻝﺸﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔ ‪‬‬
‫ﻜﺭ‪‬ﺍﺱ ﺍﻝﺸﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ‬
‫‪...................... ......................‬‬ ‫ﺍﻝﻤﻨﺘﺞ ‪:‬‬

‫‪ – 1‬ﺘﻘﺩﻴﻡ ﻋﺎﻡ ﻝﻠﻤﻨﺘﺞ ‪:‬‬

‫ ﺍﻝﻁﹼﻠﺏ‪ :‬ﻴﻨﺩﺭﺝ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺇﻁﺎﺭ ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ﺇﻝﻰ‬
‫ﺇﻨﺠﺎﺯ‪...........................................................................‬ﻓﻲ ﻗﻁﻌﺔ‪.‬‬
‫ ﺍﻝﻌﺭﺽ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻋﺩﻡ ﺭﻀﺎ ﺍﻝﻤﺴﺘﻌﻤل ﺍﺘﻀﺢ ﺃﻥ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﺘﻭﻓﹼﺭﺓ ﻻ ﺘﻠﺒ‪‬ﻲ‬
‫ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ) ﺒﺎﻫﻅﺔ ﺍﻝﺜﻤﻥ‪ ،‬ﻏﻴﺭ ﻤﺘﻴﻨﺔ‪.(...‬‬
‫‪ – 2‬ﺇﻁﺎﺭ ﺍﻝﺼ‪‬ﻨﻊ‪:‬‬
‫ﺘﺼﻨﻊ ‪ .................................................................‬ﻭ ﺘﺭﻜﹼﺏ‬
‫ﻓﻲ ﻤﺼﻨﻊ ﻝﻶﻻﺕ ﺍﻝﺼﻨﺎﻋﻴﺔ‬
‫‪ – 3‬ﺍﻝﺘﹼﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ‪:‬‬

‫‪17‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﺭ‪‬ﻤﺯ‬
‫ﺍﻝﻠﹼﻴﻭﻨﺔ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬

‫ﺘ ‪‬ﻤﻜﹼﻥ ﺁﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‪ ...............‬ﺍﻝﻘﻁﺭ‬

‫‪-‬‬ ‫‪Ø13‬‬ ‫ﻭﺭ ‪1‬‬ ‫‪01‬‬
‫ﻤﻥ ﺇﻨﺠﺎﺯ ﺜﻘﺏ ﻓﻲ ‪ .................‬ﺍﻷﻗﺼﻰ‬

‫‪...................................‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪........‬‬ ‫‪....‬‬ ‫‪02‬‬
‫‪...................................‬‬

‫‪±‬‬ ‫‪10 V‬‬ ‫‪220 V‬‬ ‫‪........‬‬

‫‪....................................‬‬
‫‪.....‬‬ ‫‪03‬‬
‫‪±‬‬ ‫‪0.2 A‬‬ ‫‪0,5 A‬‬ ‫‪....... ....................................‬‬

‫אط
א

‪

W‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬
‫ﻲ ﻵﻝﺔ ﺍﻝﺜﹼﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠﻴ‪‬ﺔ» ‪« Word‬‬
‫
ﺤﺭﺭ ﻜﺭﺍﺱ ﺍﻝﺸﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔ ‪‬‬
‫ﻭﻓﻘﺎ ﻝﻠﺘﻤﺸﻲ ﺍﻝﺘﺎﻝﻲ ‪:‬‬
‫ﻝﺘﺤﺼل ﻋﻠﻰ ﻭﺍﺠﻬﺔ ﺒﺭﻤﺠﻴﺔ "‪."WORD‬‬ ‫
ﺍﻨﻘﺭ ﻋﻠﻰ ﺴﻁﺢ ﺍﻝﻤﻜﺘﺏ ﻋﻠﻰ‬
‫
ﻻ ﺘﻨﺴﻰ ﺤﻔﻅ ﻤﻠﻔﻙ ﺒﺎﻝﻨﻘﺭ ﻋﻠﻰ " ‪ " Fichier‬ﺜﻡ " ‪ "Enregistrer sous‬ﻭﺍﺨﺘﺭ ﺍﺴﻡ‬
‫ﻝﻤﻠﻔﻙ‪.‬‬
‫
ﺃﻋﺩ ﻜﺘﺎﺒﺔ ﻤﺎ ﺠﺎﺀ ﺒﻜﺭﺍﺱ ﺍﻝﺸﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝﺜﻘﺏ ﺍﻝﻴﺩﻭﻴ‪‬ﺔ‪.‬‬

‫‪18‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬
‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬

‫‪19‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪20‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻲ‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪03‬‬

‫א
 א
ز‬

‫ﻜﻴﻑ ﺃﺘﻌﺭﻑ ﺇﻝﻰ ﻭﻅﻴﻔﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ ؟‬

‫‪21‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪03‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬
‫ﺍﻟﺘﺤﻜﹼﻢ ﰲ ﺍﻟﺘﻮﻗﻴﺖ ﳉﻬﺎﺯ ﺗﻘﲏ‬
‫‪2‬‬ ‫ﻲ‪::‬‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫ﹼﺸــﺎﻁ‬
‫‪ - 1‬ﺍﻝﺍﻝﻨﻨﹼﺸــ‬
‫ﺃﺘﺄﻤل ﺍﻝﻤﻨﺘﺠﺎﺕ ﺍﻝﻤﺩﺭﺠﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻭﺃﻀﻊ ﻋﻼﻤﺔ )‪ (x‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ‪:‬‬
‫ﻴﺘﻡ ﺍﻝﺘﺤ ﹼﻜﻡ ﻓﻲ ﺘﻭﻗﻴﺕ ﺍﻝﺘﺸﻐﻴل‬
‫ﺍﻝﻤﻨﺘﺞ‬
‫ﺒﺩﻭﻥ ﺘﺩﺨل ﻤﻥ ﺍﻝﻤﺴﺘﻌﻤل‬ ‫ﺒﺘﺩﺨل ﻤﻥ ﺍﻝﻤﺴﺘﻌﻤل‬
‫ﻜﺎﻭﻱ ﺍﻝﺜﻴﺎﺏ‬
‫‪…………….‬‬ ‫‪…………….‬‬

‫ﺠﺭﺍﺭ‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫‪……………….‬‬ ‫‪……………….‬‬

‫ﻤﺭﻭﺤﺔ ﻜﻬﺭﺒﺎﺌﻴﺔ‬

‫‪……………….‬‬ ‫‪……………….‬‬

‫ﺘﻠﻔﺎﺯ‬
‫‪……………….‬‬ ‫‪……………….‬‬

‫ﺁﻝﺔ ﺭﺍﻓﻌﺔ‬

‫‪……………….‬‬ ‫‪………………….‬‬

‫ﺁﻝﺔ ﻁﻬﻲ ﺍﻝﻘﻬﻭﺓ‬

‫‪……………….‬‬ ‫‪……………….‬‬

‫أ ‪................................................................................................. :‬‬

‫‪22‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪::‬‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫‪ – 2‬ﺍﻷﻨﺸﻁﺔ‬
‫א
طאول‪ W‬‬
‫ﺘﻤﺜل ﺍﻝﺼﻭﺭ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻨﺘﺠﺎﺕ ﻭ ﺃﺠﻬﺯﺓ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ‪.‬‬ ‫ﺍﻝﻭﻀﻌﻴﺔ‪:‬‬
‫ﺃﺒﺤﺙ ﻭ ﺃﺼل ﺒﺴﻬﻡ ﺯﺭ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻭﻗﺕ ﺒﻭﻅﻴﻔﺘﻪ‪:‬‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:‬‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ‬ ‫
 ا
 ا
اري‬
‫ﺍﻝﺘﻭﻗﻴﺕ‬
‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬

‫א
طא
 ‪ W‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:‬‬
‫ﻋﻨﺩ ﺍﻝﺼﻌﻭﺩ ﺇﻝﻰ ﺍﻝﻁﺎﺒﻕ ﺍﻝﻌﻠﻭﻱ ﻝﻠﻤﻨﺯل ﻨﻼﺤﻅ ﺃﻥ ﻤﺼﺒﺎﺡ ﺍﻝﻤﺩﺭﺝ ﻴﻀﻲﺀ ﻝﺒﻌﺽ ﺍﻝﻭﻗﺕ‬
‫ﺜﻡ ﻴﻨﻁﻔﺊ‪.‬‬
‫ﻁﺭﺡ ﺃﺴﺘﺎﺫ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺍﻝﻭﻀﻌﻴﺔ ﻋﻠﻰ ﺘﻼﻤﻴﺫ ﺍﻝﺴﻨﺔ ﺍﻝﺘﺎﺴﻌﺔ ﺃﺴﺎﺴﻲ ﻭ ﻁﻠﺏ ﻤﻨﻬﻡ‬
‫ﺍﻝﺤل ﺍﻝﻤﺴﺘﻌﻤل ‪ ،‬ﻭﺒﻌﺩ ﻨﻘﺎﺵ ﻭ ﺘﺤﺎﻭﺭ ﻓﻲ ﻤﺠﻤﻭﻋﺎﺕ ﺍﺴﺘﻘﺭ ﺍﻝﺭﺃﻱ ﻋﻠﻰ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺩﺍﺭﺓ‬
‫ﺍﻝﻤﺩﻤﺠﺔ ‪ 555‬ﻝﻠﺘﺤﻜﻡ ﻓﻲ ﺘﻭﻗﻴﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ‪.‬‬
‫‪23‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫‪ -1‬ﺃﺘﺄﻤل ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺅﻗﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ ﻭ ﺃﻜﻤل ﺍﻝﻤﺩﻭﻨﺔ ‪.‬‬
‫ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﺩﻤﺠﺔ‬
‫‪ 555‬ﻫﻲ ﻤﺅﻗﺕ‬
‫ﺇﻝﻜﺘﺭﻭﻨﻲ ﻴﻤﻜﻥ ﻤﻥ‬
‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬
‫ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫ﺍﻝﻤﺩﻭﻨﺔ‪:‬‬
‫‪6V- 1A‬‬ ‫‪1‬‬ ‫‪...............................................................‬‬ ‫‪H‬‬
‫‪220V- 2A‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪S‬‬
‫‪5V‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪E‬‬
‫‪10KΩ‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪R1‬‬
‫‪300KΩ‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪R‬‬
‫‪10 µF‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪C1‬‬
‫‪10 ηF‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪C‬‬
‫‪NE 555‬‬ ‫‪1‬‬ ‫‪................................................................‬‬ ‫‪NE 555‬‬
‫ﺼﻴ‪‬ﺎﺕ‬
‫ﺍﻝﺨﺎ ‪‬‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﺴﻡ ﺍﻝﻤﻜﻭ‪‬ﻥ‬ ‫ﺭﻤﺯ ﺍﻝﻤﻜﻭﻥ‬

‫‪ -2‬ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺅﻗﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ ﻋﻠﻰ ﻝﻭﺤﺔ ﺘﺠﺎﺭﺏ ﻭ ﺍﻀﻐﻁ ﻋﻠﻰ ﺍﻝﺯﺭ‪b‬‬
‫‪................................................................................................................................‬‬ ‫* ﺃﻻﺤﻅ‬
‫‪..........................................................................................................................‬‬ ‫* ﺃﺴﺘﻨﺘﺞ‪:‬‬
‫‪ -3‬أ ( اارة ا'&‪ "#$ %‬إ رة ارج ل  " ‪" Crocodile clips‬‬

‫‪24‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ -1-3‬آ أ  " ‪" Crocodile clips‬‬
‫* ا"!ر‬
‫ا
‪#‬ارة ا
‪:#‬‬
‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫*ا"!ر ا
(!وم‪:‬‬

‫* ا"!ر ا
)  ‪:‬‬

‫‪25‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫• ا"!ر ا
‪.‬ر ا
‪: +,!-‬‬

‫*ا"!ر ا
‪!01‬ح ‪:‬‬

‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫* ا"!ر ‪#1‬ر ا
‪: 234‬‬

‫‪..................................................................................‬‬ ‫‪ -4‬ﻤﺎ ﻨﻭﻉ ﺍﻹﺸﺎﺭﺓ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‪:‬‬

‫‪................................................................................................................................................................................‬‬

‫‪................................................................................................................................................................................‬‬

‫‪26‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬

‫‪27‬‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫‪28‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻝﺙ‬
‫ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬
‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪04‬‬

‫א
 
א

و
‬

‫ﻜﻴﻑ ﺃﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭ ﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ ؟‬

‫‪29‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪04‬‬ ‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﶈﻴﻂ‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓـﻲ‪::‬‬ ‫‪ ––11‬ﺍﻝﻨﺸـﺎﻁ‬
‫ﺍﻝﻨﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓـﻲ‬
‫א
‪ W‬ﻤﺸﺎﻫﺩ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﻤﺤﻴﻁ‪.‬‬
‫‪03‬‬ ‫‪02‬‬ ‫‪01‬‬

‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫‪06‬‬ ‫‪05‬‬ ‫‪04‬‬

‫‪08‬‬ ‫‪07‬‬

‫‪10‬‬ ‫‪09‬‬

‫‪30‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫א 
‪W‬‬
‫ﺃﺘﺄﻤل ﺍﻝﻤﺸﺎﻫﺩ ﺍﻝﺴ‪‬ﺎﺒﻘﺔ ﺜﻡ ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﺘﹼﺎﻝﻲ ﺒﻭﻀﻊ ﻋﻼﻤﺔ )( ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪:‬‬

‫ﺍﻹﺼﻼﺡ‬ ‫ﻋﻤل ﺍﻝﺘﹼﻠﻤﻴﺫ‬

‫ﺘﻠﻭ‪‬ﺙ‬ ‫ﺘﻠﻭ‪‬ﺙ‬ ‫ﺘﻠﻭ‪‬ﺙ‬ ‫ﺘﻠﻭ‪‬ﺙ‬ ‫ﺭﻗﻡ ﺍﻝﻤﺸﻬﺩ‬
‫ﺘﻠﻭ‪‬ﺙ ﻤﺎﺌﻲ‬ ‫ﺘﻠﻭ‪‬ﺙ ﻤﺎﺌﻲ‬
‫ﺘﺭﺍﺒﻲ‬ ‫ﻫﻭﺍﺌﻲ‬ ‫ﺘﺭﺍﺒﻲ‬ ‫ﻫﻭﺍﺌﻲ‬
‫‪01‬‬
‫‪02‬‬
‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫‪03‬‬
‫‪04‬‬
‫‪05‬‬
‫‪06‬‬
‫‪07‬‬
‫‪08‬‬

‫ــ‪:‬‬
‫‪..............................................................................................................................................................................‬‬

‫‪..............................................................................................................................................................................‬‬

‫‪..............................................................................................................................................................................‬‬

‫‪31‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ‪::‬‬ ‫‪ ––22‬ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫א ط‪
W1‬ــّد    )(  اد  ! ز اّاد ا‪:‬‬

‫‪2‬‬

‫‪1‬‬

‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫‪3‬‬

‫‪4‬‬
‫‪5‬‬

‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺃﺴﻼﻙ ﺍﻝﺭ‪‬ﺒﻁ‬ ‫‪5‬‬

‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫‪4‬‬
‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﻤﻀﺨﻡ ‪...‬‬ ‫‪3‬‬
‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﻑ‬
‫ﻋﻤﻭﺩ ﺠﺎ ﹼ‬ ‫‪2‬‬
‫ﺒﻼﺴﺘﻴﻙ‬ ‫ﻏـﻁﺎﺀ‬ ‫‪1‬‬
‫ﺼﻨﻑ‪3‬‬ ‫ﺼﻨﻑ‪2‬‬ ‫ﺼﻨﻑ‪ 2‬ﺼﻨﻑ‪ 3‬ﺼﻨﻑ‪1‬‬ ‫ﺼﻨﻑ‪1‬‬ ‫ﺍﻝﻤﺎﺩ‪‬ﺓ‬ ‫ﺍﻝﺘﹼﺴﻤﻴ‪‬ﺔ‬ ‫ﺍﻝﺭﻗﻡ‬

‫ﺇﺼﻼﺡ ﺍﻝﺘﹼﺼﻨﻴﻑ‬ ‫ﺘﺼﻨﻴﻑ ﻤﻭﺍﺩ ﺃﺠﺯﺍﺀ ﺍﻝﺭ‪‬ﺍﺩﻴﻭ‬ ‫ﺠﻬﺎﺯ ﺭﺍﺩﻴﻭ‬

‫‪32‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫א ط‪ W2‬‬
‫
ــّد    )  ( ا‪ $‬ا‪ *+ ,-.‬ف ـاد أ!'اء ااد ا‪.$%‬‬
‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺃﺴﻼﻙ ﺍﻝﺭ‪‬ﺒﻁ‬ ‫‪5‬‬
‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫‪4‬‬
‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﻤﻀﺨﻡ‪...‬‬ ‫‪3‬‬
‫ﻋﺩ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﻑ‬
‫ﻋﻤﻭﺩ ﺠﺎ ﹼ‬ ‫‪2‬‬
‫ﺒﻼﺴﺘﻴﻙ‬ ‫ﻏــﻁﺎﺀ‬ ‫‪1‬‬
‫ﺍﻝﺨﺯﻥ‬ ‫ﺍﻝﺘﺩﻤﻴﺭ‬ ‫ﺍﻝﺭﺴﻜﻠﺔ‬ ‫ﺍﻝﺨﺯﻥ‬ ‫ﺍﻝﺭﺴﻜﻠﺔ ﺍﻝﺘﺩﻤﻴﺭ‬ ‫ﺍﻝﻤـﺎﺩ‪‬ﺓ‬ ‫ﺍﻝﺘﹼﺴﻤﻴ‪‬ﺔ‬ ‫ﺍﻝﺭﻗﻡ‬
‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫ﺍﻹﺼــﻼﺡ‬ ‫ﻜﻴﻔﻴ‪‬ﺔ ﺇﺘﻼﻑ ﺃﺠﺯﺍﺀ ﺍﻝﺭ‪‬ﺍﺩﻴﻭ‬ ‫ﺠﻬـﺎﺯ ﺭﺍﺩﻴﻭ‬

‫א ط‪ W3‬ﺃﺭﺒﻁ ﺒﺴﻬﻡ ﻝﺘﺤﺩﻴﺩ ﻤﺴﺎﻫﻤﺔ ﻜ ّ‬

‫ل ﻤﻥ ﺍﻝﻤﺴﺘﻬﻠﻙ ﻭﺍﻝﻤﺼﻨﹼﻊ ﻓﻲ ﺍﻝﺤ ‪‬ﺩ ﻤﻥ ﺍﻝﺘﻠﻭ‪‬ﺙ‪.‬‬

‫ﺍﺴﺘﻌﻤﺎل ﺍﻝﻤﺼﻨﻭﻋﺎﺕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻝﻠﺤﺩ‬

‫ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻷﻜﻴﺎﺱ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ‬
‫ﺍﻝﻤﻠﻭ‪‬ﺜﺔ ﻝﻠﺘﺭﺒﺔ‬
‫ﺒﺎﺨﺘﻴﺎﺭ ﻤﻭﺍﺩ ﻏﻴﺭ ﻤﻠﻭﺜﺔ ﻝﻠﻤﺤﻴﻁ‬
‫ﻤ‪‬ﺴﺎﻫﻤـﺔ ﺍﻝﻤﺴﺘﻬﻠﻙ‬
‫ﺨﻼل ﺘﺼ ‪‬ﻭﺭ ﺍﻝﻤﻨﺘﺠﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ‬ ‫ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠﻭﺙ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﻓﻲ ﺍﻝﻁﺎﻗﺔ ﺒﺘﺸﻐﻴل ﺍﻷﺠﻬﺯﺓ‬
‫ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻋﻨﺩ ﺍﻝﺤﺎﺠﺔ ﻓﻘﻁ ﻝﻠﺤ ‪‬ﺩ ﻤﻥ‬
‫ﺍﻝﺘﻠﻭﺙ ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺍﺴﺘﻬﻼﻙ ﺍﻝﻭﻗﻭﺩ‬
‫ﻓﻲ ﻤﺤﻁﺎﺕ ﺘﻭﻝﻴﺩ ﺍﻝﻁﺎﻗﺔ‬
‫ﺘﺤﺩﻴﺩ ﻜﻴﻔﻴﺔ ﺇﺘﻼﻑ ﺃﺠﺯﺍﺀ ﺍﻝﻤﻨﺘﺞ‬
‫ﺨﻼل ﺘﺼﻭ‪‬ﺭﻩ‬
‫ﻤ‪‬ﺴﺎﻫﻤﺔ ﺍﻝﻤ‪‬ﺼﻨﹼﻊ‬
‫ﺍﻝﺤﺩ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺴﻴﺎﺭﺍﺕ ﺍﻝﺨﺎﺼﺔ‬ ‫ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠﻭﺙ‬
‫ﻓﻲ ﺍﻝﻤﺩﻥ ﻝﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻝﺤ ‪‬ﺩ ﻤﻥ‬
‫ﺘﻠﻭ‪‬ﺙ ﺍﻝﻬﻭﺍﺀ‬

‫‪33‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫א ط‪ W4‬‬
‫ﻤﺎ ﻫﻭ ﺍﻝﺘﻠﻭ‪‬ﺙ ﺍﻝﺫﻱ ﻴ‪‬ﻤﺜﹼﻠﻪ ﺍﻝﻤﺸﻬﺩ ﺍﻝﺘﺎﻝﻲ؟ ﻋﻠل ﺠﻭﺍﺒﻙ‪.‬‬

‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫‪...........................................................................................................‬‬

‫اّــ‪................................................................................................:‬‬

‫اــح‪............................................................................................. :‬‬

‫اّــ‪................................................................................................:‬‬

‫اــح‪............................................................................................. :‬‬

‫א ط‪ W5‬‬

‫ﺍﺴﺘﺨﺩﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻹﻨﺠﺎﺯ ﺒﺤﺙ ﺤﻭل ‪:‬‬

‫• ﻜﻴﻔﻴ‪‬ﺔ ﺍﻝﺘﹼﺨﻠﹼﺹ ﻤﻥ ﺍﻝﺒﻁﺎﺭﻴﺎﺕ ﻭﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎﻓﹼﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ‪.‬‬

‫• ﻜﻴﻔﻴﺔ ﺍﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ ﺍﻝﻤﻨﺯﻝﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ‪.‬‬

‫‪34‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬

‫‪35‬‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫‪36‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬

‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪05‬‬

‫אא

‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﻤﺎ ﻫﻭ ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ؟‬

‫‪37‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪05‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬
‫ﺍﻟﺮﺳﻢ ﺍﻟﺘﻌﺮﻳﻔﻲ ﻟﻠﻘﻄﻌﺔ‬
‫ﺍﻝﺘﺸﺨﻴﺼﻴﺔ ‪::‬‬
‫ﹼﺸﻁﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ‬
‫ﺍﻷﻨﻨﹼﺸﻁﺔ‬
‫‪ - 1‬ﺍﻷ‬
‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ ‪1‬‬
‫‪ 1-1‬ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺍﺴﻲ‪ ،‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ‪ ،‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪ ،‬ﺍﻝﻤﺴﻘﻁ‬
‫ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺴﻔﻠﻲ‪.‬‬
‫ﺍﻝ ‪‬ﻤﺴﻘﻁ ‪D‬‬

‫ﺍﻝ ‪‬ﻤﺴﻘﻁ ‪C‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬
‫ﺍﻝ ‪‬ﻤﺴﻘﻁ ‪E‬‬

‫ﺍﻝ ‪‬ﻤﺴﻘﻁ ‪A‬‬

‫ﺍﻝ ‪‬ﻤﺴﻘﻁ ‪B‬‬

‫‪ 2-1‬ﺍﻝﻤﻁﻠﻭﺏ ‪:‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪ :1‬ﺃﻜﻤل ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻤﺒﻴﻨﺎ ﺍﺴﻡ ﻜل ﻤﺴﻘﻁ ﻤﺤﺩﺩﺍ ﻤﻭﻗﻌﻪ ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻰ ﺍﻝﻤﺴﻘﻁ‬
‫ﺍﻷﻤﺎﻤﻲ ﻭ ﻤﻜﺎﻥ ﺍﻝﻨﺎﻅﺭ‪.‬‬
‫ﻤﻭﻗﻊ ﺍﻝﻤﺴﻘﻁ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻷﻤﺎﻤﻲ‬ ‫ﻤﻜﺎﻥ ﺍﻝﻨﺎﻅﺭ‬ ‫ﺘﺴﻤﻴﺔ ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻤﺴﻘﻁ‬
‫‪A‬‬ ‫ﻤﻥ ﺍﻷﻤﺎﻡ‬ ‫ﻤﺴﻘﻁ ﺃﻤﺎﻤﻲ‬
‫‪B‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬

‫‪C‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬

‫‪E‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬

‫‪F‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﻋﻠﻰ ﻤﺎﺫﺍ ﺍﻋﺘﻤﺩﺕ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺠﺯﺌﻴﺎﺕ ﻓﻲ ﻜل ﺍﻝﻤﺴﺎﻗﻁ ؟‬
‫ﺍﻋﺘﻤﺩﺕ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ‪……………………………………………………………………………………………...‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:3‬‬
‫ﺍﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﻀﻊ ﺍﻝﻌﻼﻤﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻷﺯﺭﺍﺭ ﻋﻠﻰ ﻜل‬
‫ﺍﻝﻤﺴﺎﻗﻁ ‪.‬‬
‫‪38‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ ‪1‬‬
‫‪ 3-1‬ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺍﺴﻲ‪ ،‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ‪ ،‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪ ،‬ﺍﻝﻤﺴﻘﻁ‬
‫ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺴﻔﻠﻲ‪.‬‬
‫ﺍﻝﻤ‪‬ﺴﻘﻁ ‪D‬‬
‫ﺍﻝﻤ‪‬ﺴﻘﻁ ‪C‬‬

‫ﺍﻝﻤ‪‬ﺴﻘﻁ ‪E‬‬

‫ﺍﻝﻤ‪‬ﺴﻘﻁ ‪A‬‬
‫ﺍﻝﻤ‪‬ﺴﻘﻁ ‪B‬‬

‫‪ 4-1‬ﺍﻝﻤﻁﻠﻭﺏ ‪:‬‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺃﻜﻤل ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻤﺒﻴﻨﺎ ﺍﺴﻡ ﻜل ﻤﺴﻘﻁ ﻤﺤﺩﺩﺍ ﻤﻭﻗﻌﻪ ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻷﻤﺎﻤﻲ ﻭ ﻤﻜﺎﻥ‬
‫ﺍﻝﻨﺎﻅﺭ‪.‬‬
‫ﻤﻭﻗﻊ ﺍﻝﻤﺴﻘﻁ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻷﻤﺎﻤﻲ‬ ‫ﻤﻜﺎﻥ ﺍﻝﻨﺎﻅﺭ‬ ‫ﺘﺴﻤﻴﺔ ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻤﺴﻘﻁ‬
‫ﻤﻥ ﺍﻷﻤﺎﻡ‬ ‫ﻤﺴﻘﻁ ﺃﻤﺎﻤﻲ‬ ‫‪A‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬
‫‪B‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬
‫‪C‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬
‫‪E‬‬
‫‪...................................................................................................‬‬ ‫‪....................................‬‬ ‫‪....................................‬‬
‫‪F‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬

‫ﻋﻠﻰ ﻤﺎﺫﺍ ﺍﻋﺘﻤﺩﺕ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺠﺯﺌﻴﺎﺕ ﻓﻲ ﻜل ﺍﻝﻤﺴﺎﻗﻁ ؟‬

‫ﺍﻋﺘﻤﺩﺕ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ‪……………………………………………………………………………………………...‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:3‬‬

‫ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﻀﻊ ﺍﻝﻌﻼﻤﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻷﺯﺭﺍﺭ ﻋﻠﻰ ﻜل‬
‫ﺍﻝﻤﺴﺎﻗﻁ ‪.‬‬

‫‪39‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ ‪: 2‬‬

‫ﺍﻝﺴﻨــﺩ‪:‬‬
‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻠﻭﻥ ﻝﻘﻁﻌﺔ ﺍﺴﻁﻭﺍﻨﻴﺔ ﺍﻝﺸﻜل‬
‫ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﻤﻼﺤــﻅﺔ‬ ‫ﺍﻝﻤـــﺎﺩﺓ‬ ‫ﺘﺴﻤـﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬

‫‪40‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻘﻁﻌﺔ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل‪ ,‬ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ‬
‫ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪ :1‬ﻝﻭﻥ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ‪:‬‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﺒﺎﻷﺨﻀﺭ‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻷﺤﻤﺭ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪ :2‬ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ )ﺍﻝﺭﺃﺴﻲ‪ ،‬ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻴﺴﺎﺭﻱ(‬
‫ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﻤﻼﺤــــﻅﺔ‬ ‫ﺍﻝﻤـــــﺎﺩﺓ‬ ‫ﺘﺴﻤـــﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬

‫‪41‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ ‪2‬‬

‫ﺍﻝﺴﻨــﺩ‪:‬‬
‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻠﻭﻥ ﻝﻘﻁﻌﺔ ﺍﺴﻁﻭﺍﻨﻴﺔ ﺍﻝﺸﻜل‬
‫ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﻤﻼﺤــﻅﺔ‬ ‫ﺍﻝﻤـــﺎﺩﺓ‬ ‫ﺘﺴﻤـﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬

‫‪42‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻘﻁﻌﺔ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل‪ ,‬ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ‬
‫ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪ :1‬ﻝﻭﻥ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ‪:‬‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﺒﺎﻷﺨﻀﺭ‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻷﺤﻤﺭ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪ :2‬ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ )ﺍﻝﺭﺃﺴﻲ‪ ،‬ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻴﺴﺎﺭﻱ(‬
‫ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﻤﻼﺤــــﻅﺔ‬ ‫ﺍﻝﻤـــــﺎﺩﺓ‬ ‫ﺘﺴﻤـــﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬

‫‪43‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪::‬‬
‫ﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫ﺍﻷﻨﻨﹼﺸﻁﺔ‬
‫‪ - 2‬ﺍﻷ‬
‫ﺍﻝﻨﹼﺸﺎﻁ ﻋﺩﺩ ‪1‬‬
‫‪ -‬ﺍﻝﺴﻨﺩ‪:‬‬
‫ﻤﻨﺘﺞ ﻴﻤﺜل ﺜﺎﻗﺒﺔ ﺃﻭﺭﺍﻕ ﻤﻘﺩﻡ ﺒﺭﺴﻤﻪ ﺍﻝﺸﺎﻤل ﻤﻊ ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ ﻤﻔﻜﻜﺔ ﻭ ﻤﻠﻭﻨﺔ‪.‬‬
‫‪ -‬ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪ :1‬ﺤﺩﺩ ﻫﺫﻩ ﺍﻝﻘﻁﻊ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﺎﻋﺘﻤﺎﺩ ﺍﻷﻝﻭﺍﻥ ﺍﻝﻤﻘﺘﺭﺤﺔ‪.‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬
‫ﻓﻭﻻﺫ‬ ‫‪ 1‬ﻨﺎﺒﺽ‬ ‫‪7‬‬
‫ﻓﻭﻻﺫ‬ ‫‪ 1‬ﻤﺸﺒﻙ‬ ‫‪6‬‬
‫ﻓﻭﻻﺫ‬ ‫‪ 1‬ﺤﻠﻘﺔ ﺍﺭﺘﻜﺎﺯ‬ ‫‪5‬‬
‫ﻓﻭﻻﺫ‬ ‫‪ 1‬ﻤﺨﺭﺯ‬ ‫‪4‬‬
‫ﺨﻼﺌﻁ ﺍﻝﻨﺤﺎﺱ‬ ‫‪ 1‬ﺤﻠﻘﺔ ﻜﺒﺢ‬ ‫‪3‬‬
‫ﻓﻭﻻﺫ‬ ‫‪ 1‬ﻫﻴﻜل‬ ‫‪2‬‬
‫ﻓﻭﻻﺫ‬ ‫‪ 1‬ﺴﻨﺩ‬ ‫‪1‬‬
‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴـﺔ‬ ‫ﺍﻝﺭﻗﻡ ﺍﻝﻌﺩﺩ‬
‫‪44‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪.‬‬
‫ﺭﻗـﻡ ﺍﻝﻘـﻁﻌﺔ‬
‫‪...........................................................................................................................................................................‬‬ ‫ﺍﻝﻘﻁﻊ ﺍﻝﻤﻭﺸﻭﺭﻴﺔ‬
‫‪............................................................................................................................................................................‬‬ ‫ﺍﻝﻘﻁﻊ ﺍﻻﺴﻁﻭﺍﻨﻴﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:3‬‬
‫ﺃﺘﺄﻤل ﻭ ﺃﺠﻴﺏ‪).‬ﻴﻤﻜﻥ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﻤﻨﺘﺞ ﺍﻝﺤﻘﻴﻘﻲ(‪.‬‬
‫ﻤﺎ ﻫﻲ ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻝﻤﻨﺘﺞ ﻋﻠﻰ ﺍﻻﺭﺘﻜﺎﺯ ﻓﻭﻕ ﺍﻝﻤﺴﻁﺢ؟‬
‫‪.................................................................................................................................................................................‬‬

‫ﻋﻠﻰ ﺃﻱ ﺍﻝﻘﻁﻊ ﺃﻀﻊ ﺍﻝﻭﺭﻗﺔ؟‬

‫‪.................................................................................................................................................................................‬‬

‫ﻋﻠﻰ ﺃﻱ ﺍﻝﻘﻁﻊ ﻴﻀﻐﻁ ﺍﻝﻤﺴﺘﻌﻤل ﻝﺜﻘﺏ ﺍﻝﻭﺭﻗﺔ؟‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫‪.................................................................................................................................................................................‬‬

‫ﻤﺎ ﻫﻭ ﺭﻗﻡ ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﺜﻘﺏ ﺍﻝﻭﺭﻗﺔ؟‬

‫‪.................................................................................................................................................................................‬‬

‫ﻤﺎ ﻫﻭ ﺩﻭﺭ ﺍﻝﻨﺎﺒﺽ ﺭﻗﻡ )‪(8‬؟‬

‫‪.................................................................................................................................................................................‬‬

‫ﻤﺎ ﻫﻭ ﺩﻭﺭ ﺍﻝﻘﻁﻌﺔ ﺭﻗﻡ )‪(7‬؟ ﻀﻊ ﻋﻼﻤﺔ ‪ x‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬

‫ﺘﺜﺒﻴﺕ ﺍﻝﻨﺎﺒﺽ‬
‫ﻤﻨﻊ ﺍﻝﻘﻁﻌﺔ )‪ (4‬ﻤﻥ ﺍﻝﺩﻭﺭﺍﻥ‬
‫ﻤﻨﻊ ﺍﻝﻘﻁﻌﺔ )‪ (4‬ﻤﻥ ﺍﻻﻨﺯﻻﻕ ﺇﻝﻰ ﺍﻷﻋﻠﻰ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:3‬‬
‫ﺃﺭﺍﺩﺕ ﺇﺤﺩﻯ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺼﻨﺎﻋﻴﺔ ﺘﺒﻨﻲ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ ﻝﺼﻨﺎﻋﺘﻪ ﺒﻜﻤﻴﺎﺕ ﺘﻠﺒﻲ ﺤﺎﺠﺔ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭ ﺍﻝﻤﺴﺘﻌﻤﻠﻴﻥ ﺍﻝﺨﻭﺍﺹ‪ .‬ﻝﻤﺴﺎﻋﺩﺘﻬﺎ ﻋﻠﻰ ﺫﻝﻙ ﺴﻨﻘﻭﻡ ﺒﺎﻝﺭﺴﻭﻡ ﺍﻝﺘﻌﺭﻴﻔﻴﺔ‬
‫ﺍﻝﻤﻘﻨﻨﺔ ﻝﻜل ﻗﻁﻌﺔ ﻋﻠﻰ ﺤﺩﻩ‪.‬ﻤﻥ ﺃﺠل ﺫﻝﻙ ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﺭﺴﻭﻡ ﺜﻼﺜﻴﺔ‬
‫ﺍﻷﺒﻌﺎﺩ ﻤﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝــ‪:‬‬
‫‪ -‬ﺍﻝﻘﻁﻊ ﺍﺴﻁﻭﺍﻨﻴﺔ ﺍﻝﺸﻜل ‪ (4) ،(3) :‬ﻭ )‪.(6‬‬
‫‪ -‬ﺍﻝﻘﻁﻊ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل ‪ (1) :‬ﻭ )‪.(2‬‬
‫ﺍﻝﻤﻌﻴﻨﺎﺕ ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻝﻬﻨﺩﺴﺔ‬

‫‪45‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )‪:(1‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﺍﻝﻤﻼﺤﻅﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬

‫ﺍﻷﺴﻡ‪............................................... :‬‬ ‫ﺍﻝﺴﻠﻡ‪:‬‬
‫‪..........................................................‬‬
‫‪..........................................................‬‬

‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ‪...........................................................:‬‬

‫‪46‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )‪:(3‬‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﺍﻝﻤﻼﺤﻅﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬

‫ﺍﻝﺴﻠﻡ‪:‬‬
‫ﺍﻷﺴﻡ‪:‬‬

‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ‪:‬‬

‫‪47‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )‪:(4‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﺍﻷﺴﻡ‪:‬‬ ‫ﺍﻝﺴﻠﻡ‪:‬‬

‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ‪:‬‬

‫‪48‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )‪:(2‬‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﺍﻷﺴﻡ‪:‬‬ ‫ﺍﻝﺴﻠﻡ‪:‬‬

‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ‪:‬‬

‫‪49‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )‪:(1‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫ﺍﻷﺴﻡ‪................................................................... :‬‬ ‫ﺍﻝﺴﻠﻡ‪:‬‬

‫‪..............................................................................‬‬

‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ‪................................................................:‬‬

‫‪50‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬

‫‪51‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪52‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬

‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪06‬‬

‫אعא
‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫ﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺤﺎﺕ‬
‫ﺍﻝﻤﻘﻁﻭﻋﺔ‪ :‬ﺨﻁﻭﻁ ﺭﻗﻴﻘﺔ‬
‫ﺒﺯﺍﻭﻴﺔ ﻤﻴل ﻗﺩﺭﻫﺎ ‪°45‬‬

‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﺃﻋﺒ‪‬ﺭ ﺒﺭﺴﻡ ﻤﻘﻨﻥ ﻋﻥ ﻗﻁﻌﺔ ﻤﻥ ﻤﻨﺘﺞ ﺒﺎﻋﺘﻤﺎﺩ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺒﺴﻴﻁ ؟‬

‫‪53‬‬ ‫آ اس ا
‬
‫‪06‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬
‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺒﺴﻴﻂ‬
‫ﻋﺩﺩ ‪::11‬‬
‫ﻲ ﻋﺩﺩ‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸﺎﻁ‬
‫ﺍﻝﺴﻨــﺩ‪::‬‬
‫ﺍﻝﺴﻨــﺩ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻔﻜﻙ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻨﺘﺞ "ﻗﻔل ﺍﻝﺒﺎﺏ"‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﻘﺩﻤﺔ ﺃﺤﺴﺏ ﻋﺩﺩ ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻤﻨﺘﺞ‪.‬‬
‫ﻋﺩﺩ ﺍﻝﻘﻁﻊ ﻫﻭ ‪ ......... :‬ﻗﻁﻊ‪.‬‬
‫ﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﻫل ﻴﺒﺭﺯ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻤﻨﺘﺞ؟‬
‫‪.‬‬ ‫ﻻ‬ ‫ﻨﻌﻡ‬
‫ﺃﺘﺄﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻝﻠﻤﻨﺘﺞ ﻓﻲ ﻋﺩﺓ ﻤﺴﺎﻗﻁ‪:‬‬

‫‪.‬‬ ‫‬ ‫‬ ‫ه ت آ ا ؟‬

‫اــج ‪ :‬أ   ‪ %& X‬ا‪ "$‬ا‪.!"#‬‬
‫ا ا‪ّ0 "1‬ة ‪)*  # +,"-‬آ ا ا‪.' (#‬‬
‫ا ا‪ّ0 "1‬ة ‪ )* # +,"-‬آ اـ ا‪.' (#‬‬

‫‪54‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﻋﺩﺩ‪::22‬‬
‫ﻲ ﻋﺩﺩ‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸــﺎﻁ‬
‫ﺭﺴﻡ ﺸﺎﻤل ﻝـ "ﻗﻔل ﺍﻝﺒﺎﺏ" ﺒﺎﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪.‬‬ ‫ﺍﻝﺴﻨــﺩ‪:‬‬

‫ﺃﻻﺤﻅ ﺤﺴﺏ ﻤﺎ ﺘﻘﺩﻡ ﺃﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻻ ﻴ‪‬ﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭ‪‬ﻨﺔ ﻝﻠﻤﻨﺘﺞ ﻓﻭﻗﻊ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ‬
‫ﺇﻨﺠﺎﺯ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻁﺎﻉ ﻭﻫﻭ ﻤﺎ ﻴﻅﻬﺭﻩ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪ :‬ﺃﺘﺄﻤل ﻫﺫﺍ ﺍﻝﺭﺴﻡ ﻭ ﺃﺤﺩﺩ ‪ 6‬ﻓﺭﻭﻕ ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺫﻱ ﺴﺒﻘﻪ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪X‬‬
‫ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪.‬‬
‫‪A‬‬
‫‪A-A‬‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫‪A‬‬
‫ﻭﻗﻌﺕ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺤﺭﻑ‬
‫ﺍﻝﻤﺴﻘﻁﺎﻥ ﻴﻅﻬﺭﺍﻥ ﻨﺼﻑ ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ‬
‫ﻻﺘﻴﻨﻲ ‪ B‬ﻜﺘﺒﺕ ﻋﻨﺩ ﻨﻬﺎﻴﺘﻲ ﺨﻁ ﻤﺴﺘﻭﻯ‬
‫ﻝﻠﻤﻨﺘﺞ‬
‫ﺍﻝﻘﻁﻊ‪.‬‬
‫ﻭﻗﻌﺕ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﻤﺴﺘﻭﻱ ﺒﺤﺭﻑ ﻻﺘﻴﻨﻲ‬ ‫ﺍﻝﻤﺴﻘﻁﺎﻥ ﻴﻅﻬﺭﺍﻥ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ‬
‫‪ A‬ﻜﺘﺒﺕ ﻋﻨﺩ ﻨﻬﺎﻴﺘﻲ ﺨﻁ ﻤﺴﺘﻭﻯ ﺍﻝﻘﻁﻊ‪.‬‬ ‫ﻝﻠﻤﻨﺘﺞ‬
‫ﺃﻋﻴﺩﺕ ﻜﺘﺎﺒﺔ ﻨﻔﺱ ﺍﻝﺤﺭﻭﻑ ﺍﻝﻼﺘﻴﻨﻴﺔ ‪A-‬‬ ‫ﻻ ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻓﻲ‬
‫‪ A‬ﺃﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪.‬‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ‬
‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻤﻥ ﺍﻝﻴﺴﺎﺭ‬
‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪.‬‬ ‫ﺇﻝﻰ ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ‬
‫ﻭﻗﻊ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺨﻁ ﺭﻗﻴﻕ‬
‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬
‫ﻤﺨﺘﻠﻁ ﻭﺴﻤﻴﻙ ﻤﻥ ﺃﻁﺭﺍﻓﻪ ﻓﻲ ﺍﻝﻤﺴﻘﻁ‬
‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ‪.‬‬
‫ﺍﻝﺭﺃﺴﻲ‬
‫‪55‬‬ ‫آ اس ا
‬
 ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠ ﹼﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ‪1‬‬
‫ﺍﻝﺴﻨﺩ‪ ::‬‬
‫ﺴ ‪‬ﻡ ﺍﻝﻤﻔﻜﻙ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻨﺘﺞ "ﻗﻔل ﺍﻝﺒﺎﺏ"‬ ‫ﺍﻝﺴﻨﺩ‬

‫ا
‪:1‬‬
‫ا‪"#‬دا ‪ 94‬ام ا‪ 0#‬أ‪0 6-7‬د ا ا‪.#4 (#‬‬
‫‪0‬د ا ه ‪., ......... :‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬
‫
‪:2‬‬
‫ه *!ز ا ا‪)#‬ري آ ا ا‪#4 (#‬؟‬
‫‪.‬‬ ‫‬ ‫‬
‫أ>= ا ا‪0 %& #4 "1‬ة ‪:+,"-‬‬

‫‪.‬‬ ‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫ﻫل ﻅﻬﺭﺕ ﻜل ﺍﻝﻘﻁﻊ ؟‬

‫ﺍﺴﺘﻨﺘــﺎﺝ ‪:‬‬
‫ﺃﺴﺘﻨﺘﺞ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪ X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﻌﺩ‪‬ﺓ ﻤﺴﺎﻗﻁ ﻝﻤﻨﺘﺞ ﻻ ﻴﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ‪.‬‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﻌﺩ‪‬ﺓ ﻤﺴﺎﻗﻁ ﻝﻤﻨﺘﺞ ﻴﻅﻬﺭ ﻜل ﺍﻝﻘﻁـﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ‪.‬‬

‫‪56‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠ ﹼﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ‪2‬‬
‫ﺍﻝﺴﻨﺩ‪ :‬ﺭﺴﻡ ﺸﺎﻤل ﻝــ "ﻗﻔل ﺍﻝﺒﺎﺏ" ﺒﺎﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪.‬‬

‫ﺃﻻﺤﻅ ﺤﺴﺏ ﻤﺎ ﺘﻘﺩﻡ ﺃﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻻ ﻴ‪‬ﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭ‪‬ﻨﺔ ﻝﻠﻤﻨﺘﺞ ﻓﻭﻗﻊ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ‬
‫ﺇﻨﺠﺎﺯ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻁﺎﻉ ﻭﻫﻭ ﻤﺎ ﻴﻅﻬﺭﻩ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪ :‬ﺃﺘﺄﻤل ﻫﺫﺍ ﺍﻝﺭﺴﻡ ﻭ ﺃﺤﺩﺩ ‪ 6‬ﻓﺭﻭﻕ ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺫﻱ ﺴﺒﻘﻪ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪X‬‬
‫ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪.‬‬
‫‪A‬‬
‫‪1‬‬
‫‪7‬‬
‫‪A-A‬‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫‪3‬‬

‫‪6‬‬

‫‪5‬‬
‫‪4‬‬
‫‪A‬‬
‫ﻭﻗﻌﺕ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺤﺭﻑ‬
‫ﺍﻝﻤﺴﻘﻁﺎﻥ ﻴﻅﻬﺭﺍﻥ ﻨﺼﻑ ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ‬
‫ﻻﺘﻴﻨﻲ ‪ B‬ﻜﺘﺒﺕ ﻋﻨﺩ ﻨﻬﺎﻴﺘﻲ ﺨﻁ ﻤﺴﺘﻭﻯ‬
‫ﻝﻠﻤﻨﺘﺞ‬
‫ﺍﻝﻘﻁﻊ‪.‬‬
‫ﻭﻗﻌﺕ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﻤﺴﺘﻭﻱ ﺒﺤﺭﻑ ﻻﺘﻴﻨﻲ‬ ‫ﺍﻝﻤﺴﻘﻁﺎﻥ ﻴﻅﻬﺭﺍﻥ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ‬
‫‪ A‬ﻜﺘﺒﺕ ﻋﻨﺩ ﻨﻬﺎﻴﺘﻲ ﺨﻁ ﻤﺴﺘﻭﻯ ﺍﻝﻘﻁﻊ‪.‬‬ ‫ﻝﻠﻤﻨﺘﺞ‬
‫ﺃﻋﻴﺩﺕ ﻜﺘﺎﺒﺔ ﻨﻔﺱ ﺍﻝﺤﺭﻭﻑ ﺍﻝﻼﺘﻴﻨﻴﺔ ‪A-‬‬ ‫ﻻ ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻓﻲ‬
‫‪ A‬ﺃﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪.‬‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ‬
‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻤﻥ ﺍﻝﻴﺴﺎﺭ‬
‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ‪.‬‬ ‫ﺇﻝﻰ ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ‬
‫ﻭﻗﻊ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺨﻁ ﺭﻗﻴﻕ‬
‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬
‫ﻤﺨﺘﻠﻁ ﻭﺴﻤﻴﻙ ﻤﻥ ﺃﻁﺭﺍﻓﻪ ﻓﻲ ﺍﻝﻤﺴﻘﻁ‬
‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ‪.‬‬
‫ﺍﻝﺭﺃﺴﻲ‬
‫‪57‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪::‬‬
‫ﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫ﺍﻷﻨﻨﹼﺸﻁﺔ‬
‫ﺍﻷ‬
‫ﻋﺩﺩ ‪::11‬‬
‫ﺒﻴﻘﻲ ﻋﺩﺩ‬
‫ﺍﻝﺘﻁﺒﻴﻘﻲ‬
‫ﹼﺸﺎﻁ ﺍﻝﺘﻁ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸﺎﻁ‬

‫ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻔل ﺍﻝﺒﺎﺏ‬
‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻠﻘﻁﻌﺔ ﻋﺩﺩ ‪) 3‬ﺍﻝﺠﺭﺍﺭﺓ(‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﺠﺭﺍﺭﺓ ‪ 3‬ﺒــ‪:‬‬
‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ‪.‬‬
‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻘﻁﺎﻉ ‪.B-B‬‬
‫ﺇﺘﻤﺎﻡ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ‪.‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬

‫ا@ذ‬ ‫‪A‬ارة‬ ‫‪1‬‬ ‫‪3‬‬

‫ا)('ــت‬ ‫اــدة‬ ‫ا‪
$‬‬ ‫ا‪#‬د‬ ‫ا !‬

‫ﻗﻔل ﺍﻝﺒﺎﺏ‬

‫‪58‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﻋﺩﺩ ‪::22‬‬
‫ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ‬
‫ﹼﺸــﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸــﺎﻁ‬

‫ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻔل ﺍﻝﺒﺎﺏ‪ ،‬ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻠﻘﻁﻌﺔ ﻋﺩﺩ )‪.(7‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ ‪ 7‬ﺒــ‪:‬‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪.E-E‬‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪.F-F‬‬
‫‪ -‬ﺇﺘﻤﺎﻡ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ‪.‬‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫ا@ذ‬ ‫‪,‬ص ا‪ّ(C‬‬ ‫‪1‬‬ ‫‪7‬‬

‫ا)('ــــت‬ ‫اـــدة‬ ‫ا‪
$‬‬ ‫ا‪#‬د‬ ‫ا !‬

‫ﻗﻔل ﺍﻝﺒﺎﺏ‬

‫‪59‬‬ ‫آ اس ا
‬
 ‫ا‪ N*> K #‬ا‪6L"M‬‬ ‫ﻋﺩﺩ ‪::33‬‬
‫ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ‬
‫ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸﺎﻁ‬

‫ﺍﻝﺴﻨﺩ‪:1‬‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻘﻭ‪‬ﺱ ﺍﻷﻨﺎﺒﻴﺏ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﹼﺎﻤل‪ :‬ﻤﺴﻘﻁ ﺭﺃﺴﻲ‬
‫ﻗﻁﺎﻉ ‪A-A‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:1‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬
‫ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺃﻝﻭ‪‬ﻥ ﺍﻝﺒﻜﺭﺘﻴﻥ)‪(6‬‬
‫ﻓﻲ ﺍﻝﻤﺴﻘﻁﻴﻥ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻝﻠﻭﻥ‬
‫ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ‬

‫&ذ‬ ‫‪I!1‬‬ ‫‪1‬‬ ‫‪7‬‬

‫&ذ‬ ‫(ة ار>("ز‬ ‫‪2‬‬ ‫‪6‬‬
‫‪"C‬س‬ ‫أ!ب‬ ‫‪1‬‬ ‫‪5‬‬
‫&ذ‬ ‫"‪+F‬‬ ‫‪1‬‬ ‫‪4‬‬
‫&ذ‬ ‫‪#G‬‬ ‫‪1‬‬ ‫‪3‬‬
‫&ذ‬ ‫‪%F‬‬ ‫‪1‬‬ ‫‪2‬‬
‫&ذ‬ ‫ذراع ا‪ّ(C‬‬ ‫‪1‬‬ ‫‪1‬‬
‫اـــــــــدة‬ ‫ا‪$‬ـــ
‬ ‫ا‪#‬د‬ ‫ا !‬

‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬

‫‪60‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:2‬‬
‫‪ -‬ﺃﻜﻤل ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ ﻝﻠﺒﻜﺭﺓ )‪ (6‬ﻤﻌﺘﺒﺭﺍ ﺍﻝﻘﻁﺎﻉ‪.A-A‬‬
‫‪ -‬ﺃ ﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ‪.‬‬

‫ﻗﻁﺎﻉ ‪A-A‬‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫‪,-.‬ذ‬ ‫‪ 02‬ة ا‪,‬ر‪0‬ز‬ ‫‪2‬‬ ‫‪6‬‬

‫ا)('
‬ ‫ادة‬ ‫‪
$‬‬ ‫ا‪#‬د‬ ‫ر!‬
‫ا‪: $‬‬
‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫ا‪: ,‬‬

‫ا‪#‬ر
ا‪#4,‬اد‪:
3‬‬

‫‪61‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:3‬‬
‫‪ -‬ﺃﺘﻤ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ ﻝﻠﺒﻜﺭﺓ )‪(6‬‬
‫‪ -‬ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ‬

‫ﻗﻁﺎﻉ ‪B-B‬‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬

‫&ذ‬ ‫(ة ار>("ز‬ ‫‪2‬‬ ‫‪6‬‬

‫ا)('
‬ ‫ادة‬ ‫ا‪
$‬‬ ‫ا‪#‬د‬ ‫ا !‬
‫ا‪: $‬‬
‫ا ‪:‬‬
‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬
‫ا‪#‬ر
ا‪#4,‬اد‪:
3‬‬
‫‪62‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﺴﻨــﺩ‪:2‬‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻠﻤﺸﺒﻙ )‪ (7‬ﻭﻤﻭﻗﻊ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ )ﻴﻤﺭ ﻤﻥ ﺍﻝﺸﻘ ﹼﺔ(‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:1‬‬
‫‪ -‬ﺃﺨﺘﺎﺭ ﺤﺭﻓﺎ ﻻﺘﻴﻨﻴﺎ ﻝﺘﻌﺭﻴﻑ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﻭ ﺃﻀﻌﻪ ﻓﻲ ﻤﻜﺎﻨﻪ ﺍﻝﻤﻨﺎﺴﺏ‪.‬‬
‫‪ -‬ﺃﺘﻤ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ‪.‬‬
‫‪ -‬ﺃﻗﻭﻡ ﺒﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝﻼﹼﺯﻤﺔ‪.‬‬
‫‪ -‬ﺃﺘﻤ‪‬ﻡ ﺒﻤﺎ ﺍﺨﺘﺭﺘﻪ ﻤﻥ ﺤﺭﻑ ﻻﺘﻴﻨﻲ ﺍﺴﻡ ﺍﻝﻘﻁﺎﻉ‪.‬‬

‫‪A-A‬‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺃﺤﺩﺩ ﻤﺴﺘﻭﻱ‬
‫ﺍﻝﻘﻁﺎﻉ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺨﻁ ﺍﻝﻤﻁﺎﺒﻕ ﻝﻪ‪.‬‬
‫&ذ‬ ‫‪I!1‬‬ ‫‪2‬‬ ‫‪7‬‬
‫ا)('
‬ ‫ادة‬ ‫ا‪
$‬‬ ‫ا‪#‬د‬ ‫ا !‬
‫ا‪5:1 : $‬‬
‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫ا ‪:‬‬

‫ا‪#‬ر
ا‪#4,‬اد‪:
3‬‬

‫‪63‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﺴﻨﺩ‪:3‬ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻠﻤﺸﺒﻙ )‪ (7‬ﻭﻤﻭﻀﻊ ﺠﺩﻴﺩ ﻝﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ)ﻻ ﻴﻤﺭ ﻤﻥ ﺍﻝﺸ ﹼ‬
‫ﻕ(‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:1‬‬
‫‪ -‬ﺃﺨﺘﺎﺭ ﺤﺭﻓﺎ ﻻﺘﻴﻨﻴﺎ ﻝﺘﻌﺭﻴﻑ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﻭ ﺃﻜﺘﺒﻪ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫‪ -‬ﺃﺘﻤ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ‪.‬‬
‫‪ -‬ﺃﻗﻭﻡ ﺒﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺎﺤﺎﺕ ﺍﻝﻼﹼﺯﻤﺔ‪.‬‬
‫‪ -‬ﺃﺴﻤ‪‬ﻲ ﺍﻝﻘﻁﺎﻉ ﺒﻨﻔﺱ ﺍﻝﺤﺭﻑ ﺍﻝﻼﹼﺘﻴﻨﻲ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻠﻤﺴﺘﻭﻱ‪.‬‬

‫ا‪5‬ـ
‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺃﺤﺩﺩ‬
‫ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺨﻁ‬
‫ﺍﻝﻤﻁﺎﺒﻕ ﻝﻪ‪.‬‬

‫&ذ‬ ‫‪I!1‬‬ ‫‪2‬‬ ‫‪7‬‬

‫ا)('
‬ ‫ادة‬ ‫ا‪
$‬‬ ‫ا‪#‬د‬ ‫ا !‬
‫ا‪5:1 : $‬‬
‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫ا ‪:‬‬

‫ا‪#‬ر
ا‪#4,‬اد‪:
3‬‬
‫‪64‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﻋﺩﺩ ‪:: 44‬‬
‫ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ‬
‫ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸﺎﻁ‬
‫ﻀﺎﻏﻁ ﺍﻝﻬﻭﺍﺀ‬

‫‪74‬ن‬
‫أه ّ ‪ :;92‬ا‪8$9.
7‬‬

‫‪3‬‬ ‫‪5‬‬
‫ﺍﻝﺴﻨــﺩ‪:‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫‪7‬‬
‫‪ -‬ﺼﻭﺭﺓ ﻝﻀﺎﻏﻁ ﺍﻝﻬﻭﺍﺀ‪.‬‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫‪4‬‬
‫‪ -‬ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ )ﻤﻜﺒ‪‬ﺭ( ﻝﺤﺎﻤل ﺍﻝﻌﺠﻠﺔ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﺃﺒﻴﻥ ﻨﻭﻉ ﺍﻝﺤﺭﻜﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ‬
‫ﺍﻝﻤﺤﻭﺭ ﺤﺎﻤل ﺍﻝﻌﺠﻠﺔ‪.‬‬
‫ﺩﻭﺭﺍﻥ‪.‬‬
‫ﺍﻨﺯﻻﻕ‪.‬‬
‫ﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﻤﺎ ﻫﻭ ﻝﻭﻥ ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺸﺩ ﺍﻝﻌﺠﻠﺔ ﺤﺘﻰ ﻻ ﺘﻨﻔﻠﺕ ﺇﻝﻰ ﺍﻝﺨﺎﺭﺝ؟‬
‫‪.............................................................................................................................................‬‬

‫ﺘﻌﻠﻴﻤﺔ ‪:3‬‬
‫ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﺍﻝﻤﻔﻜﻙ‪ ،‬ﺭﺘﺏ ﻤﺭﺍﺤل ﺘﺭﻜﻴﺏ ﻫﺫﺍ ﺍﻝﺠﺯﺀ ﻤﻥ ﺍﻝﻤﻨﺘﺞ‪.‬‬
‫ﺘﺭﻜﻴﺏ ﺍﻝﻤﺤﻭﺭ‬ ‫ﺘﺭﻜﻴﺏ ﺍﻝﻌﺠﻠﺔ‬
‫ﺸﺩ ﺍﻝﻌﺠﻠﺔ )‪(2‬‬
‫ﺒﺎﻝﺼﻤﻭﻝﺔ )‪(1‬‬
‫)‪ (7‬ﺩﺍﺨل‬
‫ﺍﻝﻘﻁﻌﺘﻴﻥ )‪(4‬‬
‫)‪ (2‬ﻋﻠﻰ ﺍﻝﻤﺤﻭﺭ‬
‫)‪( 7‬‬
‫ﺘﺭﻜﻴﺏ ﺍﻝﻘﻁﻌﺘﻴﻥ )‪(4‬‬
‫ﺩﺍﺨل ﺍﻝﻘﻁﻌﺔ )‪(5‬‬ ‫‪1‬‬
‫ﺸﺩ ﺍﻝﻘﻁﻌﺔ )‪ (5‬ﻋﻠﻰ‬
‫ﺍﻝﻘﻁﻌﺔ )‪ 3‬ﺒﺎﻝﺒﺭﺍﻏﻲ(‬
‫)‪( 6‬‬

‫‪65‬‬ ‫آ اس ا
‬
 ‫ﻋﺩﺩ ‪::55‬‬
‫ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ‬
‫ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸﺎﻁ‬
‫ﺍﻝﺴﻨﺩ‪:‬‬
‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻁﻌﺘﻴﻥ‪ :‬ﺍﻝﺠﻠﺒﺔ )‪ (4‬ﻭﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ )‪(5‬‬
‫ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪ A-A‬ﻤﻥ ﺍﻝﻤﻨﺘﺞ ﺍﻝﺴﺎﺒﻕ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫ﻫل ﺍﻝﻘﻁﺎﻉ ﺍﻝﺒﺴﻴﻁ ﻴﻤﻜﻨﻨﺎ ﻤﻥ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻘﻁﻌﺔ؟‬
‫ﻨﻌﻡ‪.‬‬
‫ﻻ‪.‬‬
‫ﻫل ﺨﻁﻭﻁ ﺍﻝﺘﺨﺩﻴﺵ ﻝﻠﺠﻠﺒﺔ )‪ (4‬ﻭﻝﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ )‪(5‬‬
‫ﻤﺘﺸﺎﺒﻬﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ؟‬
‫ﻨﻌﻡ‪.‬‬
‫ﻻ‪.‬‬
‫ﺃﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﺠﻠﺒﺔ )ﺍﻝﻤﻠﻭﻨﺔ ﺒﺎﻷﺼﻔﺭ(‪.‬‬
‫)ﺃﻀﻊ ﻋﻼﻤﺔ ‪ X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ(‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬
‫ﻓﻭﻻﺫ‪.‬‬
‫ﺯﻫﺭ‪.‬‬
‫ﺒﺭﻨﺯ‪.‬‬
‫ﺒﻼﺴﺘﻴﻙ‪.‬‬

‫‪66‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ ﺃﺘﻤ‪‬ﻡ ‪:‬‬
‫‪ -‬ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ ‪A-A‬‬
‫‪ -‬ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ‬
‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫&ــذ‬ ‫د‪ L‬ذراع >‪TL1‬‬ ‫‪1‬‬ ‫‪5‬‬

‫ا)('ت‬ ‫اـــدة‬ ‫ا‪
$‬‬ ‫ا‪#‬د‬ ‫ا !‬

‫‪1:2‬‬

‫‪67‬‬ ‫آ اس ا
‬
 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺍﻝﺘﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬

‫‪68‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝ ﹼﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬

‫‪69‬‬
‫آ اس ا
‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬

‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪07‬‬

‫ 
אא
‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫ﻜﻴﻑ ﺃﺭﺴﻡ ﺍﻝﻠﻭﺍﻝﺏ ؟‬

‫‪70‬‬ ‫آ اس ا
‬
 ‫‪07‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬
‫ﺭﺳﻢ ﺍﻟﻠﻮﺍﻟﺐ‬
‫ﻋﺩﺩ‪::11‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ‬
‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‬
‫ﺍﻝﻨﺸﺎﻁ‬

‫ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‬ ‫ﺍﻝﺴ‪‬ﻨﺩ‪:‬‬

‫‪ -‬ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‪.‬‬
‫‪ -‬ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻘﻁﻭﻉ‪.‬‬
‫‪ -‬ﺭﺴﻡ ﺸﺎﻤل ﻤﻘﻁﻭﻉ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:1‬‬
‫ﺃﻝﻭ‪‬ﻥ ﺒﺎﻷﺯﺭﻕ ﺍﻝﺠﺴﻡ )‪ (1‬ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‬
‫ﻗﻁـﺎﻉ ﻨﺼﻔﻲ‬
‫‪4‬‬ ‫‪1‬‬ ‫ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺸﹼﺎﻤل‬
‫‪9‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫‪2‬‬

‫‪5‬‬ ‫‪6‬‬
‫‪10‬‬ ‫‪8‬‬
‫‪3‬‬
‫‪7‬‬ ‫‪11‬‬

‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫‪1‬‬ ‫‪11‬‬

‫ﻓﻭﻻﺫ‬ ‫ﺍﻝﺸﻔﺭﺓ ﺍﻝﻘﺎﻁﻌﺔ‬ ‫‪1‬‬ ‫‪10‬‬
‫ﺯﻫﺭ‬ ‫ﻝﻭﻝﺏ‬ ‫‪1‬‬ ‫‪09‬‬
‫ﻓﻭﻻﺫ‬ ‫ﻤﺤﻭﺭ‬ ‫‪1‬‬ ‫‪08‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ ﻀﻐﻁ‬ ‫‪1‬‬ ‫‪07‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺫﺭﺍﻉ‬ ‫‪1‬‬ ‫‪06‬‬
‫ﻓﻭﻻﺫ‬ ‫ﻤﺼﻔﺎﺓ‬ ‫‪1‬‬ ‫‪05‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺼﻤﻭﻝﺔ‬ ‫‪1‬‬ ‫‪04‬‬
‫ﺨﺸﺏ‬ ‫ﻤﻘﺒﺽ‬ ‫‪1‬‬ ‫‪03‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫‪1‬‬ ‫‪02‬‬
‫ﺯﻫﺭ‬ ‫ﺠﺴﻡ‬ ‫‪1‬‬ ‫‪01‬‬
‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻗﻡ‬

‫ـ
 م ا‬

‫‪71‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﺃﺭﺘﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ )‪ (1‬ﺇﻝﻰ )‪ (7‬ﺘﺭﺘﻴﺒﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ‪.‬‬
‫ﺃﻀﻊ ﺍﻝﻠﺤﻡ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻪ‪.‬‬
‫ﺃﺸﺩ ﺍﻵﻝﺔ ﻋﻠﻰ ﻁﺎﻭﻝﺔ ﺍﻝﻤﻁﺒﺦ ﺒﻭﺍﺴﻁﺔ ﺒﺭﻏﻲ ﺍﻝﻀﻐﻁ )‪.(7‬‬
‫ﺼﻭﺭﺓ ﻋﺩﺩ‪1‬‬ ‫ﺃﻓﻜﹼﻙ ﺍﻵﻝﺔ ﻭﺃﻨﻅﻔﻬﺎ‪.‬‬
‫ﺃﺭﻜﹼﺏ ﺍﻵﻝﺔ‪.‬‬
‫ﺃﻤﺴﻙ ﺒﺎﻝﻤﻘﺒﺽ )‪.(3‬‬
‫ﺃﺩﻴﺭﺍﻝﺫﺭﺍﻉ )‪ (6‬ﺒﻭﺍﺴﻁﺔ ﺍﻝﻤﻘﺒﺽ )‪.(3‬‬
‫ﺃﺤﺼل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:3‬‬
‫ﺃﺘﻤﻌﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ‪.1‬‬
‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ‬
‫ﻴﺘﺒﻊ ﺍﻝﻠﺤﻡ ﻗﺒل ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻵﻝﺔ ﻤﻔﺭﻭﻤﺎ‪:‬‬
‫‪ -‬ﻤﺴﺎﺭﺍ ﺩﺍﺌﺭﻴﺎ‪.‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪ -‬ﻤﺴﺎﺭﺍ ﻝﻭﻝﺒﻴﺎ‪.‬‬
‫‪ -‬ﻤﺴﺎﺭﺍ ﻤﺴﺘﻘﻴﻤﺎ‪.‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:4‬‬
‫ﺃﺘﺄﻤ‪‬ل ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ ‪ 2‬ﻭﺃﺠﻴﺏ‪.‬‬
‫ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻠﻭﻝﺏ )‪ (9‬ﻫﻲ‪:‬‬
‫‪.............................................................................‬‬

‫ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﺃﻨﺠﺯ ﻋﻠﻰ ﺍﻝﻘﻁﻌﺘﻴﻥ )‪ (6‬ﻭ )‪ (9‬ﻫﻭ ﺸﻜل ‪ ..................................................‬ﻝﻀﻤﺎﻥ‬

‫ﺩﻭﺭﺍﻥ )‪ (9‬ﻋﻨﺩ ﺇﺩﺍﺭﺓ )‪.(6‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:5‬‬
‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ ﻭ ﺃﻋﻠل ﺠﻭﺍﺒﻲ‪:‬‬
‫‪ -‬ﻴﻤﻜﻨﻨﻲ ﺘﻌﻭﻴﺽ ﺸﻜل ﺍﻝﻤﺭﺒﻊ ‪ :‬ﺒﺸﻜل ﺩﺍﺌﺭﻱ ﺃﻭ ﺒﺸﻜل ﻤﺜﻠﺙ‬
‫‪.............................................................................................................................................................................‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:6‬‬
‫‪.......................................................................................................................‬‬ ‫ﻤﺎ ﻫﻭ ﺩﻭﺭ ﺍﻝﻘﻁﻌﺔ )‪(2‬‬
‫‪....................................................................................................................‬‬‫ﻤﺎ ﺍﻝﺫﻱ ﺴﺎﻋﺩﻫﺎ ﻋﻠﻰ ﺫﻝﻙ‬
‫ﻭ ﺍﻝﻘﻁﻌﺔ )‪ (9‬ﻴﺠﺏ ﺃﻥ‬ ‫‪................................‬‬ ‫ﺍﻝﻘﻁﻌﺔ )‪ (2‬ﺒﻬﺎ ﻝﻭﻝﺏ ﺨﺎﺭﺠﻲ ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬
‫‪...........................‬‬ ‫ﻝﺘﺘﻡ ﻋﻤﻠﻴﺔ‬ ‫‪.............................‬‬ ‫ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫‪................................‬‬ ‫ﻴﻜﻭﻥ ﺒﻬﺎ ﻝﻭﻝﺏ‬

‫‪72‬‬ ‫آ اس ا
‬
 ‫ﺘﻌﻠﻴﻤﺔ ‪ :7‬ﺃﺘﻤﻡ ﺒﻤﺎ ﻴﻨﺎﺴﺏ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ ‪): 3‬ﻝﻭﻝﺏ ﺩﺍﺨﻠﻲ ‪ :‬ﺼﻤﻭﻝﺔ(‪) -‬ﻝﻭﻝﺏ‬
‫ﺼﻭﺭﺓ ﻋﺩﺩ ‪3‬‬
‫ﺨﺎﺭﺠﻲ‪ :‬ﺒﺭﻏﻲ(‬
‫ف ا راع 
 ‪...............................‬‬

‫ف ا 
ر 
 ‪.............................‬‬

‫ﺃﻨﻅﺭ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭ ﺃﺠﻴﺏ‪:‬‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:8‬‬

‫ﻫل ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺤﺎﻁﺔ ﺒﺩﻭﺍﺌﺭ ﺤﻤﺭﺍﺀ ﻝﻠﻭﺍﻝﺏ ﻤﻘﻨﻨﺔ؟ ‪.......................................................................‬‬

‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ ‪:1‬‬

‫ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‬ ‫ﺍﻝﺴ‪‬ﻨﺩ‪:‬‬

‫‪ -‬ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‪.‬‬
‫‪ -‬ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻘﻁﻭﻉ‪.‬‬
‫‪ -‬ﺭﺴﻡ ﺸﺎﻤل ﻤﻘﻁﻭﻉ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:1‬‬
‫ﺃﻝﻭ‪‬ﻥ ﺒﺎﻷﺯﺭﻕ ﺍﻝﺠﺴﻡ )‪ (1‬ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‬
‫ﻗﻁـﺎﻉ ﻨﺼﻔﻲ‬
‫‪4‬‬ ‫‪1‬‬ ‫ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺸﹼﺎﻤل‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫‪9‬‬

‫‪2‬‬

‫‪5‬‬ ‫‪6‬‬
‫‪10‬‬ ‫‪8‬‬
‫‪3‬‬
‫‪7‬‬ ‫‪11‬‬

‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫‪1‬‬ ‫‪11‬‬

‫ﻓﻭﻻﺫ‬ ‫ﺍﻝﺸﻔﺭﺓ ﺍﻝﻘﺎﻁﻌﺔ‬ ‫‪1‬‬ ‫‪10‬‬
‫ﺯﻫﺭ‬ ‫ﻝﻭﻝﺏ‬ ‫‪1‬‬ ‫‪09‬‬
‫ﻓﻭﻻﺫ‬ ‫ﻤﺤﻭﺭ‬ ‫‪1‬‬ ‫‪08‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ ﻀﻐﻁ‬ ‫‪1‬‬ ‫‪07‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺫﺭﺍﻉ‬ ‫‪1‬‬ ‫‪06‬‬
‫ﻓﻭﻻﺫ‬ ‫ﻤﺼﻔﺎﺓ‬ ‫‪1‬‬ ‫‪05‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺼﻤﻭﻝﺔ‬ ‫‪1‬‬ ‫‪04‬‬
‫ﺨﺸﺏ‬ ‫ﻤﻘﺒﺽ‬ ‫‪1‬‬ ‫‪03‬‬
‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫‪1‬‬ ‫‪02‬‬
‫ﺯﻫﺭ‬ ‫ﺠﺴﻡ‬ ‫‪1‬‬ ‫‪01‬‬
‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻗﻡ‬

‫ـ
 م ا‬

‫‪73‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫ﺃﺭﺘﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ )‪ (1‬ﺇﻝﻰ )‪ (7‬ﺘﺭﺘﻴﺒﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ‪.‬‬
‫ﺃﻀﻊ ﺍﻝﻠﺤﻡ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻪ‪.‬‬
‫ﺃﺸﺩ ﺍﻵﻝﺔ ﻋﻠﻰ ﻁﺎﻭﻝﺔ ﺍﻝﻤﻁﺒﺦ ﺒﻭﺍﺴﻁﺔ ﺒﺭﻏﻲ ﺍﻝﻀﻐﻁ )‪.(7‬‬
‫ﺼﻭﺭﺓ ﻋﺩﺩ‪1‬‬ ‫ﺃﻓﻜﹼﻙ ﺍﻵﻝﺔ ﻭﺃﻨﻅﻔﻬﺎ‪.‬‬
‫ﺃﺭﻜﹼﺏ ﺍﻵﻝﺔ‪.‬‬
‫ﺃﻤﺴﻙ ﺒﺎﻝﻤﻘﺒﺽ )‪.(3‬‬
‫ﺃﺩﻴﺭﺍﻝﺫﺭﺍﻉ )‪ (6‬ﺒﻭﺍﺴﻁﺔ ﺍﻝﻤﻘﺒﺽ )‪.(3‬‬
‫ﺃﺤﺼل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:3‬‬
‫ﺃﺘﻤﻌﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ‪.1‬‬
‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ‬
‫ﻴﺘﺒﻊ ﺍﻝﻠﺤﻡ ﻗﺒل ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻵﻝﺔ ﻤﻔﺭﻭﻤﺎ‪:‬‬
‫‪ -‬ﻤﺴﺎﺭﺍ ﺩﺍﺌﺭﻴﺎ‪.‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪ -‬ﻤﺴﺎﺭﺍ ﻝﻭﻝﺒﻴﺎ‪.‬‬
‫‪ -‬ﻤﺴﺎﺭﺍ ﻤﺴﺘﻘﻴﻤﺎ‪.‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:4‬‬
‫ﺃﺘﺄﻤ‪‬ل ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ ‪ 2‬ﻭﺃﺠﻴﺏ‪.‬‬
‫ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻠﻭﻝﺏ )‪ (9‬ﻫﻲ‪:‬‬
‫‪.............................................................................‬‬

‫ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﺃﻨﺠﺯ ﻋﻠﻰ ﺍﻝﻘﻁﻌﺘﻴﻥ )‪ (6‬ﻭ )‪ (9‬ﻫﻭ ﺸﻜل ‪ ..................................................‬ﻝﻀﻤﺎﻥ‬

‫ﺩﻭﺭﺍﻥ )‪ (9‬ﻋﻨﺩ ﺇﺩﺍﺭﺓ )‪.(6‬‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:5‬‬
‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ ﻭ ﺃﻋﻠل ﺠﻭﺍﺒﻲ‪:‬‬
‫‪ -‬ﻴﻤﻜﻨﻨﻲ ﺘﻌﻭﻴﺽ ﺸﻜل ﺍﻝﻤﺭﺒﻊ ‪ :‬ﺒﺸﻜل ﺩﺍﺌﺭﻱ ﺃﻭ ﺒﺸﻜل ﻤﺜﻠﺙ‬
‫‪.............................................................................................................................................................................‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:6‬‬
‫‪.......................................................................................................................‬‬ ‫ﻤﺎ ﻫﻭ ﺩﻭﺭ ﺍﻝﻘﻁﻌﺔ )‪(2‬‬
‫‪....................................................................................................................‬‬‫ﻤﺎ ﺍﻝﺫﻱ ﺴﺎﻋﺩﻫﺎ ﻋﻠﻰ ﺫﻝﻙ‬
‫ﻭ ﺍﻝﻘﻁﻌﺔ )‪ (9‬ﻴﺠﺏ ﺃﻥ‬ ‫‪................................‬‬ ‫ﺍﻝﻘﻁﻌﺔ )‪ (2‬ﺒﻬﺎ ﻝﻭﻝﺏ ﺨﺎﺭﺠﻲ ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬
‫‪...........................‬‬ ‫ﻝﺘﺘﻡ ﻋﻤﻠﻴﺔ‬ ‫‪.............................‬‬ ‫ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫‪................................‬‬ ‫ﻴﻜﻭﻥ ﺒﻬﺎ ﻝﻭﻝﺏ‬

‫‪74‬‬ ‫آ اس ا
‬
 ‫ﺘﻌﻠﻴﻤﺔ ‪ :7‬ﺃﺘﻤﻡ ﺒﻤﺎ ﻴﻨﺎﺴﺏ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ ‪): 3‬ﻝﻭﻝﺏ ﺩﺍﺨﻠﻲ ‪ :‬ﺼﻤﻭﻝﺔ(‪) -‬ﻝﻭﻝﺏ‬
‫ﺼﻭﺭﺓ ﻋﺩﺩ ‪3‬‬
‫ﺨﺎﺭﺠﻲ‪ :‬ﺒﺭﻏﻲ(‬
‫ف ا راع 
 ‪...............................‬‬

‫ف ا 
ر 
 ‪.............................‬‬

‫ﺃﻨﻅﺭ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭ ﺃﺠﻴﺏ‪:‬‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:8‬‬

‫ﻫل ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺤﺎﻁﺔ ﺒﺩﻭﺍﺌﺭ ﺤﻤﺭﺍﺀ ﻝﻠﻭﺍﻝﺏ ﻤﻘﻨﻨﺔ؟ ‪.......................................................................‬‬

‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ :‬אط
‪

1‬‬

‫ﺍﻝﺴﻨﺩ‪ :‬ﺃﺜﻨﺎﺀ ﺍﻝﻘﻴﺎﻡ ﺒﺒﻌﺽ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ‪،‬ﺘﻌﻁل ﺍﻝﻤﻭﻗﺩ ﺍﻝﻐﺎﺯﻱ ﻭﻋﻨﺩ‬
‫ﺍﻝﺘﺜﺒﺕ ﻓﻲ ﺍﻷﻤﺭ ﺍﺘﻀﺢ ﻝﻨﺎ ﺃﻥ ﺍﻝﺨﻠل ﻨﺎﺘﺞ ﻋﻥ ﺸﺭﺥ ﻓﻲ ﺍﻝﺠﺴﻡ ) ﺍﻝﻤﻠﻭﻥ ﺒﺎﻷﺯﺭﻕ(‪.‬‬
‫ﻭﻝﻜﻥ ﻋﻨﺩﻤﺎ ﺃﺭﺩﻨﺎ ﺍﺴﺘﺒﺩﺍﻝﻬﺎ‪ ،‬ﻝﻡ ﺘﻜﻥ ﻤﺘﻭﻓﺭﺓ ﺒﺎﻝﺴﻭﻕ‪ .‬ﻓﻘﺭﺭﻨﺎ ﺘﺼﻨﻴﻌﻬﺎ‪.‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫و
‬
‫‪!"#$‬رة‬
‫‪%&'()
*+‬‬
‫‪#-.‬خ‬
‫‪/0‬‬
‫‪'1#2‬ة‬
‫ا‪#3+45‬ت‬ ‫ا‪#5‬دة‬ ‫)‪
85/‬‬ ‫ا('د‬ ‫ر‪2‬‬
‫ا‪:/‬‬
‫‪$‬ـ!‪#< '2‬زي‬ ‫ا"‪:‬‬

‫‪75‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:1‬‬
‫‪ -‬ﺃﻜﻤ‪‬ل ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﻝﻘﺎﻋﺩﺓ ﺍﻝﻤﻭﻗﺩ‪.‬‬
‫‪ -‬ﺃﻀﻊ ﺨﺩﻭﺵ ﺍﻝﻘﻁﺎﻉ ‪B-B‬‬
‫‪ -‬ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻤﺔ ﺍﻝﻼﺯﻤﺔ‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫أ!‪!8=$‬م‬ ‫‪2‬ــــــ‪'1#‬ة‬ ‫‪1‬‬ ‫‪1‬‬

‫ا‪#3+45‬ت‬ ‫ا‪#5‬دة‬ ‫ا?‪
85/‬‬ ‫ا('د‬ ‫ا ‪2‬‬
‫ا"‪:‬‬ ‫ا‪:/‬‬
‫ﻤـﻭﻗﺩ ﻏﺎﺯﻱ‬

‫ا‪'5‬ر"
ا@‪'1‬اد&
‪:‬‬

‫‪76‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:2‬‬
‫‪ -‬ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻘﻁﺎﻉ‬

‫‪A‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫‪A‬‬

‫!@ذ‬ ‫‪/0‬‬ ‫‪1‬‬ ‫‪2‬‬

‫ا‪
3+45‬‬ ‫ا‪#5‬دة‬ ‫)‪
85/‬‬ ‫ا('د‬ ‫ر‪2‬‬
‫ا‪:/‬‬
‫ﻤـﻭﻗﺩ ﻏﺎﺯﻱ‬ ‫ا"‪:‬‬

‫ا‪'5‬ر"
ا@‪'1‬اد&
‪:‬‬

‫‪77‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫אط
‪

2‬‬

‫ﺍﻝﺴﻨﺩ‪:‬‬
‫ﻝﻤﺭﺍﻗﺒﺔ ﺍﻝﺯ‪‬ﻭﺍﻴﺎ ﻓﻲ ﻭﻗﺕ ﻭﺠﻴﺯ‪ ،‬ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎل‬
‫ﺍﻝﻤﻨﻘﻠﺔ ﺍﻝﻤﻌﺩﻨﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺭﺴﻤﻴﻥ‬
‫ﺍﻝﻤﺠﻤ‪‬ﻊ ﻭﺍﻝﻤﻔﻜﹼﻙ‪.‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫!@ذ‬ ‫‪
!5‬‬ ‫‪1‬‬ ‫‪4‬‬
‫!@ذ‬ ‫‪
*+‬‬ ‫‪1‬‬ ‫‪3‬‬
‫!@ذ‬ ‫‪ /$‬ة‬ ‫‪1‬‬ ‫‪2‬‬
‫!@ذ‬ ‫‪
*=$‬‬ ‫‪1‬‬ ‫‪1‬‬
‫ا‪3+45‬ــ‪#‬ت‬ ‫ا‪5‬ــ‪#‬دة‬ ‫ا?‪
85/‬‬ ‫ا('د‬ ‫ا ‪2‬‬

‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬

‫‪78‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:1‬‬
‫‪ -‬ﺃﻨﻘل ﺍﻷﺭﻗﺎﻡ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻤﻥ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﻤﻔﻜﹼﻙ ﺇﻝﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‪.‬‬
‫‪ -‬ﺃﻝﻭ‪‬ﻥ ﺍﻝﺼﻤﻭﻝﺔ)‪ (4‬ﺒﻨﻔﺱ ﺍﻝﻠﻭﻥ ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻝﻤﺴﻘﻁﻴﻥ ﺍﻝﺭ‪‬ﺃﺴﻲ ﻭﺍﻝﺴ‪‬ﻔﻠﻲ‪.‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫!@ذ‬ ‫‪
!5‬‬ ‫‪1‬‬ ‫‪4‬‬

‫!@ذ‬ ‫‪
*+‬‬ ‫‪1‬‬ ‫‪3‬‬
‫!@ذ‬ ‫‪ /$‬ة‬ ‫‪1‬‬ ‫‪2‬‬
‫!@ذ‬ ‫‪
*=$‬‬ ‫‪1‬‬ ‫‪1‬‬
‫ا‪3+45‬ــ‪#‬ت‬ ‫ا‪5‬ــ‪#‬دة‬ ‫ا?‪
85/‬‬ ‫ا('د‬ ‫ا ‪2‬‬

‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬

‫‪79‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺘﻤ‪‬ﻡ ﺭﺴﻡ‪:‬‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:2‬‬
‫‪ -‬ﺍﻝﻤ‪‬ﺴﻘﻁ ﺍﻝﺭ‪‬ﺃﺴﻲ ﻗﻁﺎﻉ ‪A-A‬‬
‫‪ -‬ﺍﻝﻤ‪‬ﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ‬
‫‪ -‬ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ ﻝﻠﺼ‪‬ﻤﻭﻝﺔ )‪.(4‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫!@ذ‬ ‫‪
!5‬‬ ‫‪1‬‬ ‫‪4‬‬

‫ا‪3+45‬ــ‪#‬ت‬ ‫ا‪5‬ــ‪#‬دة‬ ‫ا?‪
85/‬‬ ‫ا('د‬ ‫ا ‪2‬‬

‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬

‫‪80‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﻨﺸﺎﻁ ‪: 3‬‬
‫ﺃﺸﻐﹼل ﺒﺭﻤﺠﻴﺔ ) ‪( SolidWorks‬‬
‫ﻭﺃﺴﺘﻌﻴﻥ ﺒﺎﻝﻤﺭﺍﺤل ﺍﻝﺘﺎﻝﻴﺔ ﻹﻨﺠﺎﺯ ﺍﻝﻘﻁﻌﺔ‪.‬‬

‫أ* ‪ C1‬أداة ا ‪B1#.‬‬

‫وأر" ‪48?/$‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫أ* ‪ C1‬أداة ا? ‪82‬‬

‫أآ?‪
582 D‬ا*‪#8‬س‬

‫ا‪ ّ G '&'H‬أوا‪
E‬‬

‫‪81‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫أ‪#"#82
8*. JKL‬ت ا!‪ I0‬ا‪B$#$‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫أ* ‪ %8M) C1‬ا‪H‬‬

‫)‪ K‬ز ‪N#‬ة )‪ %8M‬ا‪. H‬‬

‫أ‪ّ'+‬د ا‪ P5/‬ا‪ّ G H !ّ 0 5‬‬
‫أوا‪
E‬‬

‫أ‪ّ'+‬د ا!‪ I0‬ا(!ي‬

‫‪82‬‬ ‫آ اس ا
‬
 ‫أ* ‪ C1‬ز ّر ا?ّ!‪I80‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫‪ -‬أ* ‪ C1‬أداة ا*‪.‬‬

‫‪ -‬أر" ا!‪ I0‬ا‪H BRKH‬‬
‫ا‪N‬ي "‪.IN+S‬‬
‫‪ -‬أ‪ JKL‬ا*‪#"#8‬ت ا‪ّ!0 5‬ة‪.‬‬
‫‪ -‬أوا‪.
E‬‬

‫أ* ‪ C1‬زر ‪N+‬ف ا‪H‬‬

‫‪83‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ -‬أ‪ E51 JKL‬ا‪($30)%M‬‬
‫‪ -‬أوا‪.
E‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪ -‬أ‪#?Y‬ر أداة ا‪ G X‬أ‪JKL‬‬
‫‪#"#82‬ت ا‪ X‬ا‪!ّ 0 5‬‬
‫‪ -‬أ‪ّ'+‬د ا!اف ار‪.#1#K) Z.‬‬
‫‪ -‬أوا‪.
E‬‬

‫أ‪ C1 %W+‬ا‪H‬‬

‫‪84‬‬ ‫آ اس ا
‬
 ‫أ‪#?Y‬ر ‪
8#Y‬ا[*‪D‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫أ‪'+‬د ‪
*=$‬ا[*‪D‬‬

‫‪ -‬أ‪ّ'+‬د ‪#M$‬ن ا[*‪D‬‬

‫‪ -‬أ‪ّ'+‬د ‪I)#8#Y‬‬
‫‪ -‬أوا‪
E‬‬

‫‪85‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫أ‪ C1 %W+‬ه‪N‬ا ا‪H‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪ -‬أو‪ Iّ0‬ا*(
‪.‬‬
‫‪ -‬أ‪#?Y‬ر ‪
8#Y‬ا!‪.D‬‬

‫‪ -‬أ‪#M$ JKL‬ن ا!‪ D‬ا ّول ‪.‬‬

‫‪ -‬أوا‪.
E‬‬

‫‪86‬‬ ‫آ اس ا
‬
 ‫‪ -‬أو‪ Iّ0‬ا*(
‪.
8#G‬‬
‫‪ -‬أ‪#?Y‬ر ‪
8#Y‬ا!‪ D‬ا[‪. B#‬‬
‫‪ -‬أوا‪.
E‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫أ‪ C1 %W+‬ا " ا[‪ BG4‬ا=‪Ba#R‬‬

‫أ* ‪ C1‬أداة إ"*‪#‬ط ا‪H‬‬

‫‪87‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫أ‪ C1 %W+‬ا‪ J2#/5‬ا‪!0 5‬ة *(
‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫‪88‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﻨﺸﺎﻁ ﻋﺩﺩ ‪: 4‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ‪:‬‬
‫‪ -‬ﺃﺘﻤ‪‬ﻡ ﺭﺴﻡ ﺍﻝﻤﺴﻘﻁﻴﻥ‪:‬ﺍﻝﺭﺃﺴﻲ ﻭﺍﻝﻌﻠﻭﻱ‪.‬‬
‫‪ -‬ﺃُﻨﺠﺯ ﺍﻝﻘﻁﺎﻉ ‪A-A‬‬
‫‪ -‬ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﻭﻝﺏ‪.‬‬

‫‪A‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫‪1:3‬‬
‫ﻙ ﺍﻝﺴﻼﺴل‬
‫ﺃﺩﺍﺓ ﻓ ‪‬‬

‫‪89‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫‪90‬‬ ‫آ اس ا
‬
 ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬

‫‪91‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬

‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪08‬‬

‫א
وאא
 ‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﻨﺭﺴﻡ ﺭﺒﻁﺎ ﻤﻴﻜﺎﻨﻴﻜﻴﺎ؟‬

‫‪92‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪08‬‬ ‫ارس د‬
‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻴﻜﺎﻧﻴﻜﻴ‪‬ﺔ‬
‫ﻲ ‪::‬‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫‪ --11‬ﺍﻝﺍﻝﻨﻨﹼﺸــﺎﻁ‬
‫أ اول اّ
  × 
ان ا‬
‫'&ّك ا‪ 3 1 "#$‬و‪2‬د !ي ‪&/‬آ ‪,-‬‬
‫ا! ‬
‫ *) ‪ 2 "#$‬ا‪ 1 "#$‬وا‪2 "#$‬‬

‫‬

‫‪1‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪2‬‬ ‫ 
‬

‫ ر آ‬

‫ ر‬

‫ ‬

‫‪93‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪‬ﺔ‪::‬‬
‫ﹼﻁﺒﻴﻘﻴﻴ‪‬ﺔ‬ ‫‪ --22‬ﺍﻷﻨـﺸﻁﺔ‬
‫ﺍﻷﻨـﺸﻁﺔ ﺍﻝﺍﻝﺘﺘﹼﻁﺒﻴﻘ‬
‫אط
‪

W
1‬‬
‫

‬
‫

‬
‫

‬
‫

‬
‫

‬
‫

‬
‫

‬
‫

‬
‫

‬
‫

‬
‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺴ‪‬ﺎﺒﻕ ﻝﻤﺸﺩ ﺍﻝﻭﺼﻠﺔ‪ ،‬ﺘﻌﺭ‪‬ﻑ‬
‫ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻊ ﺍﻝﺘﹼﺎﻝﻴﺔ‪:‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫………‬ ‫‪Rx‬‬ ‫………‬

‫‪2/1 ... ... ...‬‬ ‫‪‬‬ ‫
‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫‪2/1‬‬

‫‪‬‬
‫………‬ ‫………‬

‫‪Tz‬‬ ‫………‬ ‫‪Rz‬‬ ‫………‬

‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫………‬ ‫‪Rx‬‬ ‫………‬

‫‪2/3 ... ... ...‬‬ ‫
‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫‪2/3‬‬

‫‪‬‬
‫………‬ ‫………‬

‫‪Tz‬‬ ‫………‬ ‫‪Rz‬‬ ‫………‬

‫אط
‪

W
2‬‬
‫ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﻨﻭﻉ ﺍﻝﺭ‪‬ﺒﻁ ﺍﻹﻨﺩﻤﺎﺠﻲ ﺒﻴﻥ ﺃﺠﺯﺍ ﺍﻝﻘﻁﻊ ﺍﻝﺘﹼﺎﻝﻴﺔ ﻤﻊ ﺫﻜﺭ ﻨﻭﻉ ﺍﻝﺘﹼﻘﻨﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ‬

‫‪....................................................................................‬‬

‫‪....................................................................................‬‬

‫‪....................................................................................‬‬

‫‪....................................................................................‬‬

‫‪94‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪....................................................................................‬‬

‫‪....................................................................................‬‬

‫אط
‪

W
3‬‬
‫

‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺴ‪‬ﺎﺒﻕ ﻗﺎﻁﻊ ﺍﻷﺴﻼﻙ‪،‬‬
‫ﺘﻌﺭ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺫﺭﺍﻉ ﺍﻝﻘﺎﻁﻊ )‪ (1‬ﻭﺍﻝﻤﺤﻭﺭ )‪:(2‬‬
‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫…………‬ ‫‪Rx‬‬ ‫…………‬

‫‪2/1 ... ... ...‬‬ ‫
‬

‫‪Ty‬‬ ‫‪Ry‬‬ ‫‪2/1‬‬
‫‪‬‬ ‫…………‬ ‫…………‬

‫‪Tz‬‬ ‫…………‬ ‫‪Rz‬‬ ‫…………‬

‫אط
‪W
4‬‬
‫‪ -1‬ﻴﺤﺘﻭﻱ ﻗﺎﻁﻊ ﺍﻷﻨﺎﺒﻴﺏ ﻋﻠﻰ ﺭﺍﺒﻁﻴﻥ ﺇﺭﺘﻜﺎﺯﻴ‪‬ﻴﻥ ﺘﻌﺭ‪‬ﻑ ﻋﻠﻴﻬﻤﺎ ﺒﻭﻀﻌﻬﻤﺎ ﻓﻲ ﺩﺍﺌﺭﺓ ﻋﻠﻰ‬
‫ﺍﻝﺼ‪‬ﻭﺭﺓ ﺍﻝﺘﹼﺎﻝﻴﺔ‪:‬‬

‫‪ -2‬ﺒﺎﻝﺭ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺸﹼﺎﻤل ﻝﻘﺎﻁﻊ ﺍﻷﻨﺎﺒﻴﺏ ﺤﺩﺩ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻝﺭ‪‬ﺒﻁ‬
‫ﺍﻹﺭﺘﻜﺎﺯﻱ ﺜﻡ ﻗﻡ ﺒﺘﻠﻭﻴﻨﻬﺎ ‪:‬‬
‫‪95‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫‪ -3‬ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﻝﻠﻘﻁﻌﺔ )‪ (6‬ﺒﺎﻝﻨﹼﺴﺒﺔ ﻝﻠﻘﻁﻌﺔ )‪: (5‬‬

‫‪.. .. ..‬‬ ‫‪T‬‬ ‫‪R‬‬
‫‪‬‬
‫‪.. .. .. 5/6‬‬ ‫
‬
‫‪Tx = ….. Rx = …..‬‬
‫‪Ty = ….. Ry = …..‬‬
‫‪Tz = ….. Rz = …..‬‬
‫

‬
‫‪96‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫אط
‪

W
5‬‬
‫ﺘﺄﻤل ﺼﻭﺭﺓ ﺍﻝﻤﻨﻭﺭ ﺍﻝﻌﺎﻜﺱ ﺍﻝﺘﹼﺎﻝﻴﺔ‪:‬‬ ‫‪.1‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪ .2‬ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺴ‪‬ﺎﺒﻕ ﻝﻠﻤﻨﻭﺭ‬
‫ﺍﻝﻌﺎﻜﺱ‪ ،‬ﺘﻌﺭ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (1‬ﻭﺍﻝﻘﻁﻌﺔ )‪:(2‬‬

‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫‪……….‬‬ ‫‪Rx‬‬ ‫‪……….‬‬
‫‪‬‬ ‫
‬
‫‪... ... ... 2/1‬‬ ‫‪Ty‬‬ ‫‪……….‬‬ ‫‪Ry‬‬ ‫‪……….‬‬ ‫‪2/1‬‬
‫‪Tz‬‬ ‫‪……….‬‬ ‫‪Rz‬‬ ‫‪……….‬‬

‫‪..............................................................................‬‬ ‫ﻴﺴﻤ‪‬ﻰ ﺍﻝﺭ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (1‬ﻭﺍﻝﻘﻁﻌﺔ )‪ (2‬ﺒـ‬

‫'‪z‬‬ ‫'‪x‬‬ ‫
אط
‪

W
6‬‬

‫‪3‬‬
‫

‬
‫

‬
‫'‪O‬‬
‫

‬
‫'‪y‬‬ ‫

‬
‫‪z‬‬ ‫

‬
‫‪1‬‬ ‫‪2‬‬
‫‪x‬‬ ‫

‬
‫‪O‬‬ ‫

‬
‫‪y‬‬
‫‪97‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫‪ .1‬ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺴ‪‬ﺎﺒﻕ ﻝﻠﺫﹼﺭﺍﻉ ﺍﻝﺯ‪‬ﺍﻝﻕ‪،‬‬
‫ﺘﻌﺭ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (1‬ﻭﺍﻝﻘﻁﻌﺔ )‪:(2‬‬
‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫‪………….‬‬ ‫‪Rx ………….‬‬
‫‪‬‬ ‫‪
Ty …………. Ry …………. 1/2‬‬
‫‪... ... ... 1/2‬‬
‫‪Tz‬‬ ‫‪………….‬‬ ‫‪Rz ………….‬‬
‫ﻴﺴﻤ‪‬ﻰ ﺍﻝﺭ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (1‬ﻭﺍﻝﻘﻁﻌﺔ )‪ (2‬ﺒـ ‪..............................................................‬‬

‫‪ .2‬ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ '‪ Oy' ،Ox‬ﻭ '‪ Oz‬ﺍﻝﻤﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴـﻡ ﺍﻝـﺴ‪‬ﺎﺒﻕ ﻝﻠـﺫﹼﺭﺍﻉ‬
‫ﺍﻝﺯ‪‬ﺍﻝﻕ‪ ،‬ﺘﻌﺭ‪‬ﻑ ﺇﻝﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (2‬ﻭﺍﻝﻘﻁﻌﺔ )‪:(3‬‬
‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫‪………….‬‬ ‫‪Rx‬‬ ‫‪………….‬‬
‫‪‬‬ ‫
‬
‫‪... ... ... 2/3‬‬ ‫‪Ty‬‬ ‫‪………….‬‬ ‫‪Ry‬‬ ‫‪………….‬‬ ‫‪2/3‬‬
‫‪Tz‬‬ ‫‪………….‬‬ ‫‪Rz‬‬ ‫‪………….‬‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫‪................................................................‬‬ ‫ﻴﺴﻤ‪‬ﻰ ﺍﻝﺭ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (3‬ﻭﺍﻝﻘﻁﻌﺔ )‪ (2‬ﺒـ‬

‫אط
‪

W
7‬‬
‫‪z‬‬
‫

‬
‫‪2‬‬ ‫‪ .1‬ﻴﺤﺘﻭﻱ ﻤﺸﺩ ﺍﻝﻭﺼﻠﺔ ﺍﻝﻤﺒﻴﻥ ﻓﻲ‬
‫‪y‬‬ ‫‪O‬‬ ‫‪x‬‬
‫ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺴ‪‬ﺎﺒﻕ ﻋﻠﻰ ﺭﺒﻁ ﺍﻨﺯﻻﻗﻲ‬
‫ﺘﻌﺭ‪‬ﻑ ﻋﻠﻴﻪ ﺒﻭﻀﻌﻪ ﻓﻲ ﺩﺍﺌﺭﺓ‪.‬‬
‫‪3‬‬
‫‪ .2‬ﺍﺫﻜﺭ ﺃﺭﻗﺎﻡ ﺍﻝﻘﻁﻊ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ‬
‫‪1‬‬
‫ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝﺭ‪‬ﺒﻁ ‪:‬‬
‫‪.......................................................................‬‬
‫‪.........................................................................‬‬
‫‪.....................‬‬

‫‪ .3‬ﺘﻌﺭ‪‬ﻑ ﺇﻝـﻰ ﺩﺭﺠـﺎﺕ ﺍﻝﺤﺭﻜـﺔ‬

‫ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (1‬ﻭﺍﻝﻘﻁﻌﺔ)‪(2‬‬
‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫‪………….‬‬ ‫‪Rx ………….‬‬
‫‪‬‬ ‫
‬
‫‪... ... ... 2/1‬‬ ‫‪Ty‬‬ ‫‪………….‬‬ ‫‪Ry …………. 2/1‬‬
‫‪Tz‬‬ ‫‪………….‬‬ ‫‪Rz ………….‬‬
‫‪ .4‬ﻤﺎ ﻁﺒﻴﻌﺔ ﺍﻝﺭ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)‪ (1‬ﻭﺍﻝﻘﻁﻌﺔ)‪:(2‬‬
‫‪................................................................................................................................................................................................................‬‬
‫

‬
‫‪98‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫אط
‪

W
8‬‬
‫‪ .1‬ﻴﺤﺘﻭﻱ ﺍﻝﻘﺩﻡ ﺍﻝﺯ‪‬ﺍﻝﻕ ﻋﻠﻰ ﺭﺒﻁ ﺍﻨﺯﻻﻗﻲ ﺒﺎﻝﺭ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺸﹼﺎﻤل ﺘﻌﺭ‪‬ﻑ ﺇﻝﻰ‬
‫ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝﺭ‪‬ﺒﻁ ﺒﺫﻜﺭ ﺍﺴﻤﻬﺎ ﻭﺭﻗﻤﻬﺎ ؟‬
‫‪...............................................................................................................................................................................................‬‬

‫‪ .2‬ﻗﻡ ﺒﺘﻠﻭﻴﻥ ﻫﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺒﺄﻝﻭﺍﻥ ﻤﺨﺘﻠﻔﺔ‪.‬‬

‫‪ .3‬ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﹼﺎﻤل ﻝﻠﻘﺩﻡ ﺍﻝﺯ‪‬ﺍﻝـﻕ‬
‫ﺍﻝﺯ‪‬ﺍﻝﻕ‪ ،‬ﺘﻌﺭ‪‬ﻑ ﺇﻝﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓـﻲ ﺇﻨﺠـﺎﺯ‬
‫ﺍﻝﺭﺒﻁ ﺍﻹﻨﺯﻻﻗﻲ‪:‬‬
‫‪T‬‬ ‫‪R‬‬
‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫‪………….‬‬ ‫‪Rx‬‬ ‫‪………….‬‬

‫‪‬‬ ‫
‬
‫…‪... ... ... ... /‬‬ ‫‪Ty‬‬ ‫‪………….‬‬ ‫‪Ry‬‬ ‫‪………….‬‬ ‫‪.. / ..‬‬
‫‪Tz‬‬ ‫‪………….‬‬ ‫‪Rz‬‬ ‫‪………….‬‬

‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫‪z‬‬

‫‪x‬‬
‫‪y‬‬ ‫‪O‬‬

‫ﺒﺭﻏﻲ ﺍﻝﺠﺭ‬ ‫‪01‬‬ ‫‪06‬‬

‫ﺒﺭﻏﻲ ﺍﻝﻀ‪‬ﻐﻁ‬ ‫‪01‬‬ ‫‪05‬‬
‫ﺒﺭﻏﻲ ﺍﻝﺘﹼﺜﺒﻴﺕ‬ ‫‪01‬‬ ‫‪04‬‬
‫ﺇﺴﻨﺎﺩ ﺍﻝﻀ‪‬ﺒﻁ‬ ‫‪01‬‬ ‫‪03‬‬
‫ﻤﺯﻻﻕ‬ ‫‪01‬‬ ‫‪02‬‬
‫ﻤﺴﻁﺭﺓ ﻤﺩﺭ‪‬ﺠﺔ‬ ‫‪01‬‬ ‫‪01‬‬
‫ ‪,-.‬ت‬ ‫ دّة‬ ‫('&‪%‬‬ ‫د‬ ‫ر
‪$‬‬
‫ﺍﻝﻘﺩﻡ ﺍﻝﺯ‪‬ﺍﻝﻕ ‪1/50‬‬ ‫‪1:1‬‬ ‫ﺍﻝﺴ‪‬ﻠﻡ‪:‬‬

‫‪99‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬

‫‪100‬‬ ‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪101‬‬
‫ﻜﺭ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺨﺎﻤﺱ‬

‫ﺍﻝﺘﻭﺍﺼل‬
‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪09‬‬
‫א א 
‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫ﻲ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ؟‬
‫ﻤﺎ ﻫ ‪‬‬
‫ﻲ ﺃﻨﻭﺍﻉ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ؟‬
‫ﻤﺎ ﻫ ‪‬‬

‫‪102‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪09‬‬ ‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ‪‬ﺔ‬
‫ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‪::‬‬
‫ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‬
‫‪ – 1‬ﺍﻹﺸﺎﺭﺓ‬
‫‪ -1-1‬ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪:‬‬
‫ﺃ( ﻜﻴﻑ ﻴﺘﻭﺍﺼل ﺍﻷﺴﺘﺎﺫ ﻤﻊ ﺘﻼﻤﻴﺫﻩ‪.‬‬
‫ﻴﺘﻭﺍﺼل ﺍﻷﺴﺘﺎﺫ ﻤﻊ ﺘﻼﻤﻴﺫﻩ ﺒـ‪:‬‬
‫‪...................................................‬‬ ‫ـ‬
‫‪...................................................‬‬ ‫ـ‬
‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫ﺱ ﻤﻊ ﺍﻵﺨﺭﻴﻥ؟‬
‫ﺏ( ﻜﻴﻑ ﻴﺘﻭﺍﺼل ﺍﻝﺸﺨﺹ ﺍﻷﺨﺭ ‪‬‬
‫‪.............................................................................................................................................................................‬‬

‫ﺝ( ﻋﻨﺩ ﺴﻴﺭﻩ ﻓﻲ ﺍﻝﻁﺭﻴﻕ ﺍﻝﻌﺎﻡ ﻴ‪‬ﻌﻠﻡ ﺴﺎﺌﻕ ﺴﻴ‪‬ﺎﺭﺓ ﺍﻹﺴﻌﺎﻑ ﺍﻝﻤﺎﺭﺓ ﻭﻤﺴﺘﻌﻤﻠﻲ ﺍﻝﺴﻴﺎﺭﺍﺕ‬
‫ﺍﻷﺨﺭﻯ ﺒﺎﺘﺠﺎﻩ ﺴﻴﺭﻩ ﻜﻤﺎ ﻴ‪‬ﻨﺒ‪‬ﻬﻬﻡ ﺃﺤﻴﺎﻨﺎ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺇﻓﺴﺎﺡ ﺍﻝﻁﺭﻴﻕ ﻝﻪ‪.‬‬
‫ﻲ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﺍﻝﺘﻲ ﻴﺴﺘﻌﻤﻠﻬﺎ ﻝﻠﺘﻭﺍﺼل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ؟‬
‫ﻤﺎ ﻫ ‪‬‬

‫‪ -‬ﻴﺘﻭﺍﺼل ﺴﺎﺌﻕ ﺴﻴ‪‬ﺎﺭﺓ ﺍﻹﺴﻌﺎﻑ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺒـ ؟‬

‫‪...........................................................................................‬‬

‫‪.............................................................................................‬‬

‫‪.............................................................................................‬‬

‫‪ -‬ﺍﺴﺘﻨﺘﺞ ﺍﺴﻡ ﺍﻝﻭﻅﻴﻔﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ ﺘﻠﻙ ﺍﻝﻌﻨﺎﺼﺭ ؟‬

‫‪........................................................................................................................................................................‬‬

‫‪ -‬ﻋﺭ‪‬ﻑ ﺒﺎﺨﺘﺼﺎﺭ ﻫﺫﻩ ﺍﻝﻭﻅﻴﻔﺔ‪.‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪103‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ -2‬ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﻁﺒﻴﻘﻴ‪‬ـﺔ‪:‬‬
‫אط
‪


W1‬‬
‫ﺍﻝﺠـﺭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌـﻲ‪:‬‬
‫‪ 1‬ﺘﻘﺩﻴـﻡ ﺍﻝﺠـﺭﺱ‪:‬‬
‫ﻲ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ ﻤﺜﺎل ﻝﺠﺭﺱ ﻜﻬﺭﺒﺎﺌ ‪‬‬
‫ﻴﺘﻜﻭﻥ ﻤﻥ ‪:‬‬
‫ـ ﺍﻝﻭﺸﻴﻌﺘﺎﻥ ﺘﻜﻭﻨﺎﻥ ﻤﻊ ﺍﻝﻘﻠﺒﻴﻥ‬
‫ﻭﺍﻝﻨﺎﺒﺽ‬
‫ﻤﻐﻨﺎﻁﻴﺴﺎ ﻜﻬﺭﺒﺎﺌﻴ‪‬ﺎ‪.‬‬
‫ـ ﺍﻝﻨﺎﺒﺽ ﻤﺭﺒﻭﻁ ﺒﺤﺎﻓﻅـﺔ‬
‫ﺍﻝﻤﻐﻨﻁﻴﺱ‬
‫ﻭﻴﻨﺘﻬﻲ ﺒﻤﻁﺭﻗﺔ‪.‬‬
‫ـ ﺍﻝﺠﺭﺱ ﻗﻁﻌﺔ ﻤﻌﺩﻨﻴ‪‬ﺔ ﺠﻭﻓﺎﺀ‬
‫‪ 2‬ﻭﻅﻴﻔـﺔ ﺍﻝﺠـﺭﺱ‪:‬‬
‫• ﺃﻨﺠﺯ ﺒﺎﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﻭﺍﻷﺴﻼﻙ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺘﺎﻝﻴ‪‬ﺔ‪:‬‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬
‫
ﺃﻻﺤﻅ‪:‬‬
‫‪.......................................................................................................‬‬ ‫* ﻋﻨﺩ ﺍﻝﻀﻐﻁ ﻋﻠﻰ ﺍﻝـﺯ‪‬ﺭ ‪S‬‬
‫* ﻋﻨﺩ ﺇﻝﻐﺎﺀ ﺍﻝﻀﻐﻁ ﻴﺘﻭﻗﻑ ﺍﻝﺭﻨﻴـﻥ‪.‬‬
‫
ﺃُﺤـﻠل‪:‬‬
‫ﻴﻨﺒﻪ ﻫﺫﺍ ﺍﻝﺭﻨﻴﻥ ﺍﻝﺴ‪‬ﺎﻤﻊ ﻓﻨﻁﻠﻕ‬
‫ﻋﻠﻴﻪ ﺍﺴﻡ » ‪« ...................................................‬‬

‫ﺃﺴﺘﻨﺘــﺞ‬

‫ﺍﻝﺠﺭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﻤﻜﻭ‪‬ﻥ ﻜﻬﺭﺒﺎﺌﻲ ﻴﺴﺘﻌﻤل ﻓﻲ ﺍﻝﺩﹼﺍﺭﺍﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﻝﻠﻘﻴﺎﻡ ﺒﻭﻅﻴﻔﺔ‬

‫ﺇﺭﺴـﺎل ﺇﺸـﺎﺭﺓ ﺼﻭﺘﻴ‪‬ـﺔ‪.‬‬

‫‪104‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ ‪ :2‬ﺃﻨﺠﺯ ﻤﺤﺎﻜﺎﺓ ﺘﺠﺭﺒﺔ ﺍﻝﻤﻨﺒ‪‬ﻪ ﻭﺴﺠ‪‬ل ﻤﻼﺤﻅﺎﺘﻙ‪.‬‬

‫ﺍﻝﻤﻼﺤـﻅﺎﺕ‪:‬‬
‫‪ (1‬ﻗﺒل ﻨﻘﺭ ﺍﻝﺯ‪‬ﺭ‪:‬‬
‫‪.............................................‬‬

‫‪ (2‬ﺃﺜﻨﺎﺀ ﺍﻝﻨﻘﺭ ﻋﻠﻰ ﺍﻝﺯ ‪‬ﺭ‪:‬‬

‫‪...........................................‬‬

‫‪ (3‬ﻋﻨﺩ ﺇﻨﻬﺎﺀ ﺍﻝﻨﻘﺭ‪:‬‬

‫‪...........................................‬‬

‫ ‪ :3‬ﺃﻨﺠﺯ ﻤﺤﺎﻜﺎﺓ ﺘﺠﺭﺒﺘﻲ ﺍﻝﺼﻤ‪‬ﺎﻡ ﺍﻝﻤﺸﻊ ﻭﺴﺠ‪‬ل ﻤﻼﺤﻅﺎﺘﻙ‪.‬‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫ﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻷﻭﻝﻰ‪:‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫ﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺜﺎﻨﻴ‪‬ﺔ‪:‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫‪............................................‬‬

‫‪105‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ ‪ :4‬ﻓﻴﻤﺎ ﻴﻠﻲ ﺨﺎﺼﻴ‪‬ﺎﺕ ﺍﻝﺼﻤﺎﻤﺎﺕ ﺍﻝﻤﺸﻌ‪‬ﺔ‪.‬‬
‫ﺃﺯﺭﻕ‬ ‫ﺃﺨﻀﺭ‬ ‫ﺃﺼﻔﺭ‬ ‫ﺍﺤﻤﺭ‬ ‫ﺃﺯﺭﻕ‬ ‫ﺃﺨﻀﺭ‬ ‫ﺃﺼﻔﺭ‬ ‫ﺃﺤﻤﺭ‬ ‫ﻝﻭﻥ ﺍﻝﺼﻤﺎﻡ‬
‫‪ 3‬‬ ‫‪ 5‬ﻤﻡ‬ ‫ﻗﻁﺭ ﺍﻝﺼﻤﺎﻡ‬
‫‪4.5 V‬‬ ‫‪2.1 V‬‬ ‫‪2.1 V‬‬ ‫‪1.6 V‬‬ ‫ﺍﻝﺠﻬﺩ ﺍﻷﻗﺼﻰ‬
‫‪30 mA‬‬ ‫‪20 mA‬‬ ‫‪20 mA‬‬ ‫‪10 mA‬‬ ‫ﺍﻝﺘﻴﺎﺭ ﺍﻷﻗﺼﻰ‬
‫ﻭﺘﺜﺒ‪‬ﺕ ﻤﻥ‬ ‫‪CROCO. TECHNO.‬‬ ‫ﺃﻨﺠﺯ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﺎﻝﻴ‪‬ﺔ ﺒﺒﺭﻤﺠﻴ‪‬ﺔ ‪ CROCODILE CLIPS‬ﺃﻭ‬
‫ﺨﺎﺼ‪‬ﻴﺎﺕ ﺍﻝﺼﻤﺎﻤﺎﺕ ﺍﻝﻤﺸﻌﺔ ﺍﻝﻤﺘﻭﻓﺭﺓ )ﺍﻷﺨﻀﺭ ﺜﻡ ﺍﻷﺼﻔﺭ ﺜ ‪‬ﻡ ﻷﺤﻤﺭ(‪.‬‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬
‫ﺸﺩﺓ ﺍﻝﺘﻴ‪‬ﺎﺭ‬ ‫ﺍﻝﺠﻬﺩ‬ ‫ﻝﻭﻥ ﺍﻝﺼﻤﺎﻡ‬
‫‪....................‬‬ ‫‪....................‬‬ ‫ﺍﻷﺨﻀﺭ‬
‫‪....................‬‬ ‫‪....................‬‬ ‫ﺍﻷﺼﻔﺭ‬
‫‪....................‬‬ ‫‪....................‬‬ ‫ﺍﻷﺤﻤﺭ‬
‫‪....................‬‬ ‫‪....................‬‬ ‫ﺍﻷﺯﺭﻕ‬
‫ ‪ :5‬ﺤـﺩ‪‬ﺩ ﺃﻝﻭﺍﻥ ﺍﻝﻤﻘﺎﻭﻤﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺤﻤﺎﻴﺔ ﺼﻤ‪‬ﺎﻤﺎﺕ ﺍﻝﻨﺸﺎﻁ )‪.(4‬‬
‫ﺃﻝﻭﺍﻥ ﺍﻷﺤﺯﻤﺔ‬
‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺜﺎﻝﺙ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻷﻭل‬
‫‪...................‬‬ ‫‪...................‬‬ ‫‪...................‬‬ ‫‪...................‬‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺨﻀﺭ‬
‫‪...................‬‬ ‫‪...................‬‬ ‫‪...................‬‬ ‫‪...................‬‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺼﻔﺭ‬
‫‪...................‬‬ ‫‪...................‬‬ ‫‪...................‬‬ ‫‪...................‬‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺤﻤﺭ‬
‫ ‪ :6‬ﺤﺩ‪‬ﺩ ﻗﻴﻤﺔ ﻤﻘﺎﻭﻤﺔ ﺍﻝﻤﻘﺎﻭﻡ ﺍﻝﻤﺴﺘﻌﻤل ﻓﻲ ﺤﻤﺎﻴﺔ ﺼﻤ‪‬ﺎﻡ ﺍﻝﻨﺸﺎﻁ ‪.3‬‬

‫ﻗﻴﻤﺔ ﺍﻝﻤﻘﺎﻭﻤﺔ ‪:R‬‬ ‫ﺃﺭﻗﺎﻡ ﺍﻷﺤﺯﻤﺔ‬

‫‪R = ….. × …. Ω ± ….. %.‬‬
‫‪R = ……….. Ω ± ….. %.‬‬

‫‪106‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ ‪ :7‬ـ ﺃﻨﺠﺯ ﺒﺒﺭﻤﺠﻴﺔ ‪ CROCO.‬ﺩﺍﺭﺓ ﻭﻤ‪‬ﺎﺽ ﺍﻝﺩﺭﺍﺠﺔ ﺍﻝﻨﺎﺭﻴ‪‬ﺔ ﺍﻝﺘﺎﻝﻴ‪‬ﺔ‬
‫ل ﻤﻨﻬﺎ ﻓﻲ ﺇﻁﺎﺭ‪.‬‬‫ـ ﺤﺩ‪‬ﺩ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ ﺒﻭﻀﻊ ﻜ ّ‬
‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫ ‪ (1 :8‬ﺃﻨﺠﺯ ﺒﺒﺭﻤﺠﻴ‪‬ﺔ ‪ CROCO‬ﺩﺍﺭﺓ ﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل‪:‬ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ل ﻤﻨﻬﺎ ﻓﻲ ﺇﻁﺎﺭ‪.‬‬
‫‪ (2‬ﺤﺩ‪‬ﺩ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﺒﻭﻀﻊ ﻜ ّ‬

‫‪107‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫‪108‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫‪109‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺨﺎﻤﺱ‬

‫ﺍﻝﺘﻭﺍﺼل‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪10‬‬

‫א
‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫ﻜﻴﻑ ﺃﺘﻭﺍﺼل ﺒﺎﻹﺸﻬـﺎﺭ؟‬

‫ﻜﻴﻑ ﺃﻋﺭ‪‬ﻑ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل؟‬

‫‪110‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪10‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻹﺷﻬــﺎﺭ‬
‫‪ -1‬ﺍﻝﻨﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪:‬‬
‫ﺃﺘﺄﻤل ﻫﺫﻩ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺘﻲ ﺘﻤﺜل ﻤﺸﻬﺩﺍ ﻝﻤﺩﺨل ﺇﺤﺩﻯ ﺍﻝﻤﺩﻥ ‪:‬‬

‫‪BUVEZ‬‬
‫ﻻﻓﺘــﺔ‬
‫‪.‬‬ ‫‪FRAICHE‬‬

‫‪FRAICHE‬‬
‫‪FRAICHE‬‬
‫‪MARQUE DEPOSEE‬‬
‫ﺍﻝﺘـﻭﺍﺼــــل‬

‫‪ (1‬ﻻﺤﻅﺕ ﺤﺘﻤﺎ ﻓﻲ ﺸﻭﺍﺭﻉ ﻤﺩﻨﻨﺎ ﻻﻓﺘﺎﺕ ﻤﻤﺎﺜﻠﺔ ﻝﻬﺫﻩ ﺍﻝﻼﻓﺘﺔ‪.‬ﻋﺭﻓﻬﺎ ﺒﺈﺘﻤﺎﻡ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪......................................................................................................‬‬ ‫‪:‬‬ ‫ﻨﻁﻠﻕ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻼﻓﺘﺔ ﺍﺴﻡ‬
‫‪.............................................................................................................‬‬‫ﺘﻘﻭﻡ ﻤﺜل ﻫﺫﻩ ﺍﻝﻼﻓﺘﺎﺕ ﺒـ‬
‫«‪.‬‬ ‫‪..................................‬‬ ‫ﺘﻤﺜل ﺍﻝﻼﻓﺘﺎﺕ ﺇﺤﺩﻯ ﻭﺴﺎﺌل ﺇﺸﻬﺎﺭﻴﺔ ﺘﺴﻤ‪‬ﻰ » ﻋﻤﻠﻴ‪‬ـﺔ‬
‫‪ (2‬ﺃﺫﻜﺭ ﻭﺴﺎﺌل ﺃﺨﺭﻯ ﻝﻬﺫﻩ ﺍﻝﻌﻤﻠﻴ‪‬ﺔ‪.‬‬
‫‪.................................................................................................................................................................‬‬

‫‪ (3‬ﻋﺭ‪‬ﻑ ﺒﺎﺨﺘﺼﺎﺭ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴ‪‬ﺔ ؟‬

‫‪..................................................................................................................‬‬
‫‪..................................................................................................................‬‬

‫‪111‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ -2‬ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ـﺔ‪:‬‬
‫
 ‪ :1‬ﺃﻨﺠﺯ ﺭﺴﺎﻝﺔ ﺇﺸﻬﺎﺭ‪‬ﻴﺔ ﺘﻌﺭ‪‬ﻑ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل‪ :‬ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫‪ (1‬ﺤـﺩ‪‬ﺩ ﻭﺴﻴﻠﺔ ﺍﻹﺸﻬﺎﺭ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻬﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻭﻨﻭﻋﻬﺎ‪.‬‬
‫ﺍﻝﻘﻨـﻭﺍﺕ‬ ‫ﺍﻝﻘﻨـﻭﺍﺕ‬ ‫ﻁﺭﻴﻘﺔ ﺍﻹﺸﻬﺎﺭ‬ ‫
‬
‫ﺍﻝﻤﻌﻠﻘـﺎﺕ‬ ‫ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‬
‫ﺍﻹﺫﺍﻋﻴ‪‬ـﺔ‬ ‫ﺍﻝﺘﻠﻔﺯﻴ‪‬ـﺔ‬ ‫ﻨﻭﻉ ﻭﺴﻴﻠﺔ ﺍﻹﻋﻼﻡ‬
‫ﺍﻝﺠﺭﺍﺌـــﺩ‪.‬‬
‫ﺍﻝﻤﺠــﻼﺕ‪.‬‬

‫ﻗﻨـﺎﺓ ﺘﻭﻨـﺱ‪7‬‬
‫ﻗﻨـﺎﺓ ‪.21‬‬

‫ﺍﻹﺫﺍﻋﺔ ﺍﻝﺠﻬﻭﻴﺔ ﺒـ‪...‬‬

‫ﺍﻹﺫﺍﻋﺔ ﺍﻝﻭﻁﻨﻴ‪‬ﺔ‬

‫ﻤﻌﻠﻘﺎﺕ ﺩﺍﺨل ﺍﻝﻤﺩﺭﺴﺔ‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬
‫ﻤﻌﻠﻘﺎﺕ ﺨﺎﺭﺝ ﺍﻝﻤﺩﺭﺴﺔ‬

‫‪ (2‬ﻤﺎ ﻫ ‪‬‬
‫ﻲ ﻁﺭﻴﻘﺔ ﺍﻹﺸﻬﺎﺭ ﺍﻝﺘﻲ ﺍﺨﺘﺭﺘﻬﺎ ؟ ﻋﻠل ﺠﻭﺍﺒﻙ‪.‬‬
‫ﺇﺸﻬﺎﺭ ﻏﻴﺭ ﻤﺒﺎﺸﺭ‬ ‫ﺇﺸﻬﺎﺭ ﻤﺒﺎﺸﺭ‬
‫ﺍﻝﺘﻌﻠﻴل‪.................................................................................................................................................... :‬‬

‫‪ (3‬ﺤﺭ‪‬ﺭ ﺍﻝﺠﻤﻠﺔ ‪ /‬ﺍﻝﺠﻤل ﺍﻝﺘﻲ ﺴﺘﻜﻭ‪‬ﻥ ﻫﺫﻩ ﺍﻝﺭﺴﺎﻝﺔ ﺍﻹﺸﻬﺎﺭﻴ‪‬ﺔ‪.‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪ (4‬ﺃﺫﻜﺭ ﺍﻝﺼ‪‬ﻭﺭﺓ ‪ /‬ﺍﻝﺼ‪‬ﻭﺭ ﺍﻝﺘﻲ ﺴﺘﺩﺭﺠﻬﺎ؟ ﻭﻋﻥ ﻤﺎﺫﺍ ﺘﻌﺒ‪‬ﺭ؟‬

‫‪.........................................................................................................................................................................‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪ (5‬ﺤﺩ‪‬ﺩ ﺃﺒﻌﺎﺩ ﺍﻝﻠﻭﺤﺔ ﺍﻹﺸﻬﺎﺭﻴﺔ ‪:‬‬

‫ﻤﻡ‪.‬‬ ‫‪.................................‬‬ ‫ﻤﻡ ﺍﻝﻌﺭﺽ =‬ ‫‪...................................‬‬ ‫ﺍﻝﻁﻭل =‬
‫‪ (6‬ﺤﺩ‪‬ﺩ ﺍﻷﻝﻭﺍﻥ ﺍﻝﺘﻲ ﺴﺘﺴﺘﺨﺩﻤﻬﺎ ؟ ﻝﻤﺎﺫﺍ ؟‬
‫‪.........................................................................................................................................................................‬‬

‫‪.........................................................................................................................................................................‬‬

‫‪112‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ (7‬أ'‪ )* + ,‬إ'&‪ # $ %‬ا"!رّ اّ  وع ا ا و
‪.‬‬

‫
 ‪:2‬‬
‫ﺩ ﻋﻠﺒﺔ ﺘﻌﻠﻴﺏ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻝﺤﺎﺴﻭﺏ ﻭﺒﺭﻤﺠﻴ‪‬ﺔ ‪.WORD‬‬ ‫ﺃﻋ ‪‬‬
‫‪ (1‬ﺍﺴﺘﺨﺩﻡ ﺍﻷﺸﻜﺎل ﺍﻝﺠﺎﻫﺯﺓ ﻝﺭﺴﻡ ﻋﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ ﻤﻨﺸﻭﺭﺓ ﻭﺒﺎﻝﺨﺎﺼﻴ‪‬ﺎﺕ ﺍﻝﺘﺎﻝﻴ‪‬ﺔ‪:‬‬
‫ﻲ )‪ (paysage‬ـ ﺴﻠﹼﻡ ﺤﻘﻴﻘﻲ ـ ﺍﻝﺨﻁ ‪.0.5‬‬‫ـ ﻤﻘﺎﺱ ‪ A4‬ﺃﻓﻘ ‪‬‬
‫ﺍﻝﺘـﻭﺍﺼــــل‬

‫ﺭﺴﻡ‪ :1‬ﻤﺜﺎل ﻝﻌﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ‬

‫ﺴﻠﹼﻡ ‪1:2‬‬

‫‪113‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ (2‬ﺃﻀﻑ ﺇﻝﻰ ﺃﻭﺠﻪ ﺍﻝﻌﻠﺒﺔ ﺍﻝﺴﺘﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺼ‪‬ﻭﺭ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬ﻤﺜـل‪:‬‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬
‫ﺭﺴـﻡ‪ : 2‬ﻤﺜﺎل ﻝﻌﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ ﺒﻌﺩ ﺇﻀﺎﻓﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺼﻭ‪‬ﺭ ـ ﺴﻠﹼﻡ ‪.1:2‬‬

‫‪ (3‬ﺃﻁﺒﻊ ﺼﻭﺭ ﺍﻝﻌﻠﺒﺔ ﻋﻠﻰ ﻭﺭﻕ ﻤ‪‬ﻘﻭ‪‬ﻯ ﻤﻘﺎﺱ ‪ A4‬ﺒﻁﺎﺒﻌﺔ ﺍﻝﺤﺎﺴﻭﺏ‪.‬‬

‫‪ (4‬ﺃﻗ ‪‬‬
‫ﺹ ﺍﻝﺸﻜل ﻭﺃﺜﻨﻲ ﺃﻭﺠﻪ ﺍﻝﻌﻠﺒﺔ ﺒﻌﻨﺎﻴﺔ‪.‬‬
‫‪ (5‬ﺍﻝﺼﻕ ﺴﻁﺤﻲ ﺍﻝﻭﺠﻪ ﺍﻝﺴﻔﻠﻲ )ﺃ( ﻭ)ﺏ( ﺜﻡ ﺍﻝﻭﺠﻪ ﺍﻝﻴﻤﻴﻨﻲ ﺒﺎﻝﻴﺴﺎﺭﻱ )ﺍﻝﺴﻁﺢ ﺝ(‪.‬‬
‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻌﻠﺒﺔ ﺒﺸﻜل ﺍﻝﺭﺴﻡ‪.3‬‬

‫‪114‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫
 ‪ :3‬ﺤـﺩ‪‬ﺩ ﻤﻥ ﺍﻝﺭﺴﻤﻴﻥ ‪ 2‬ﻭ‪ 3‬ﻋﻨﺎﺼﺭ ﻫﺫﺍ ﺍﻝﺘﹼﻌﻠﻴﺏ‪.‬‬
‫ﺍﻝﺘـﻭﺍﺼــــل‬

‫
 ‪ :4‬ﻝﺘﻘﺩﻴﻡ ﺍﻝﻤﻨﺘﺞ ﻝﻠﺤﺭﻴﻑ ﻴﻤﻜﻥ ﺘﻨﻅﻴﻡ ﻤﺴﺎﺒﻘﺔ ﺒﺈﺤﺩﻯ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﺎﻝﻴ‪‬ﺔ‪:‬‬
‫‪ (1‬ﺃﺭﺒـﻁ ﺒﺴﻬﻡ ﺍﻝﺘﻘﻨ‪‬ﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻹﺸﻬﺎﺭ ﺍﻝﻤﺒﺎﺸﺭ ﺒﺎﻝﻤﺜﺎل ﺍﻝﻤﻨﺎﺴﺏ ﻝﻬﺎ‪.‬‬
‫ﺴﻴﺩﺘﻲ‪ :‬ﻫل ﺘﻌﺭﻓﻴﻥ ﻫﺫﺍ ﺍﻝﻌﻁﺭ ﺍﻝﺠﺩﻴﺩ؟‬
‫ﺘﻨﻅﻴﻡ ﺩﻭﺭﺓ ﺃﻝﻌﺎﺏ‪.‬‬
‫ﺤﺴﻨﺎ! ﺨﹸﺫﻱ ﻋﻴ‪‬ﻨﺔ ﻤﺠﺎﻨﺎ ﻝﺘﺘﻌﺭﻓﻲ ﻋﻠﻴﻪ‪.‬‬
‫ﻨﻤﻨﺤﻙ ﻋﻥ ﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻫﺫﺍ ﺍﻝـ ‪CD‬‬
‫ﺘﻘﺩﻴﻡ ﻋﻴ‪‬ﻨﺎﺕ ﻤﻥ ﺍﻝﻤﻨﺘﺞ‪.‬‬
‫ﺍﻝﻤﻤﺘﺎﺯ ﻗﺭﺼﻴﻥ ﺇﻀﺎﻓﻴﻴﻥ ﻤﺠﺎﻨﺎ‪.‬‬
‫ﺍﺸﺘـﺭﻱ ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﻜﺎﻤﻠﺔ ﻤﻥ ﻫـﺫﺍ ﺍﻝﻜﺘﺎﺏ ﺍﻝﻘﻴ‪‬ـﻡ‬
‫ﺘﻘﺩﻴﻡ ﻤﻨﺘﺞ ﺇﻀﺎﻓﻲ‪.‬‬
‫ﻭﺘﻤﺘﹼﻊ ﺒﺘﺨﻔﻴﺽ ﻫﺎﻡ‪.‬‬
‫ﻤﻤﺘـﺎﺯ! ﺇﺠﺎﺒﺘﻙ ﺼﺤﻴﺤﺔ‪ ،‬ﻝﻘﺩ ﺭﺒﺤﺕ‬
‫ﺘﺨﻔﻴﺽ ﺜﻤﻥ ﺍﻝﻤﻨﺘﺞ‪.‬‬
‫ﻗﺎﺭﻭﺭﺓ ﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﺏ ﺍﻝﻠﺫﻴﺫ‪.‬‬
‫ﻲ ﺍﻝﺘﻘﻨﻴ‪‬ﺔ ﺍﻝﺘﻲ ﺘﻨﺎﺴﺒﻨﺎ ﻝﻠﺘﻌﺭﻴﻑ ﺒﻤﺸﺭﻭﻋﻨﺎ ؟ ﻋﻠل ﺍﺨﺘﻴﺎﺭﻙ‪.‬‬
‫ﺏ ـ ﻤﺎ ﻫ ‪‬‬
‫‪............................................................................................................................................‬‬
‫ا‪2$3‬ـ‪............................................................................................................................ :0‬‬

‫‪115‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺍﻝﺘـﻭﺍﺼـــل‬

‫‪116‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫ﺍﻝﺘـﻭﺍﺼــــل‬

‫‪117‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬

‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪11‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
‫א
وא‬

‫ﻜﻴﻑ ﺃﺜﻘﺏ ﻭﺃﺜﻨﻲ ﻗﻁﻌﺔ ﻤﺎ ؟‬

‫‪118‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪11‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬
‫ﺍﻟﺜﻘـﺐ ﻭﺍﻟﺜﻨـﻲ‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪::‬‬
‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‬
‫‪ -- 11‬ﺍﻝﻨﺸﺎﻁ‬
‫ﺃﻻﺤﻅ‪::‬‬
‫ﺃﻻﺤﻅ‬

‫ﻝﻡ ﺃﺠﺩ ﻁﺭﻴﻘﺔ‬

‫ﻝﺘﺜﺒﻴﺕ ﻫﺫﻩ‬
‫ﺍﻝﺼ‪‬ﻭﺭﺓ‬
‫أ
أ ‬
‫ إ ‬
‫ا‬

‫آ ذ؟‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬

‫ﺃﺴﺘﻨﺘﺞ‬
‫ﺃﺴﺘﻨﺘﺞ‬
‫ﻹﻨﺠﺎﺯ ﺜﻘﺏ ﻓﻲ ﺍﻝﺤﺎﺌﻁ ﺃﻭ ﻓﻲ ﻗﻁﻌﺔ ﻻ ﺒﺩ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺁﻝﺔ ﺜﻘﺏ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺇﺯﺍﻝﺔ‬
‫ﺍﻝﻤﺎﺩ‪‬ﺓ ﻓﻲ ﺸﻜل ﺍﺴﻁﻭﺍﻨﻲ‪.‬‬
‫‪‬ـﺔ‪::‬‬
‫ﹼﻁﺒﻴﻘﻴﻴ‪‬ـﺔ‬ ‫‪ --22‬ﺍﻷﻨﺸﻁـﺔ‬
‫ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺍﻝﺘﺘﹼﻁﺒﻴﻘ‬
‫אط
‪

W
1‬‬
‫• ﺘﺄﻤ‪‬ل ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ‬
‫ﻝﻠﻘﻁﻌﺔ ﺍﻝﺘﹼﺎﻝﻴﺔ ‪:‬‬

‫‪119‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫• ﻗﻡ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺜﹼﻘﻭﺏ ﺍﻝﻨﹼﺎﻓﺫﺓ ﺒﺎﻝﻠﹼﻭﻥ ﺍﻷﺤﻤﺭ ﻭﺍﻝﻐﻴﺭ ﻨﺎﻓﺫﺓ ﺒﺎﻝﻠﹼﻭﻥ ﺍﻷﺯﺭﻕ ﻓﻲ ﻤﺨﺘﻠﻑ‬
‫ﺍﻝﻤﺴﺎﻗﻁ‬
‫אط
‪

W
2‬‬
‫ﺍﻝﺴ‪‬ﻨﺩ ‪ :‬ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺘﹼﻌﺭﻴﻔﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
‫ا‪*+,-‬‬ ‫ا)(‬ ‫‪01‬‬ ‫‪01‬‬
‫ ــــ
‬ ‫ا‪#‬ـــــدة‬ ‫‪#$%‬ـــ‬ ‫ا! د‬ ‫ر‬

‫ﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ‬

‫‪120‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﹼﻌﻠﻴﻤﺔ‪:‬‬
‫‪ .1‬ﻤﺎ ﻫﻲ ﺍﻝﺘﹼﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻹﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻝﻘﻁﻌﺔ ‪:‬‬
‫‪.......................................................................................................................................‬‬ ‫
‬
‫‪.......................................................................................................................................‬‬ ‫
‬
‫‪......................................................................................................................................‬‬ ‫
‬

‫‪ .2‬ﻤﺎ ﻫﻲ ﺍﻝﻤﺎﺩ‪‬ﺓ ﺍﻝﻤﻜﻭ‪‬ﻨﺔ ﻝﺤﺎﻤل‬

‫‪...................................................................................................................................‬‬ ‫ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ‪:‬‬
‫‪ .3‬ﻨﺤﺘﺎﺝ ﻹﻨﺠﺎﺯ ﺜﻘﻭﺏ ﺤﺎﻤل ﺍﻝﻤﻜﻭﻨﺎﺕ ﺇﻝﻰ ﻤﺜﻘﺎﺒﻴﻥ ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﺨﺎﺼ‪‬ﻴﺎﺘﻬﻤﺎ ﺒﺈﺘﻤﺎﻡ‬
‫ﺍﻝﺠﺩﻭل ﺍﻝﹼﺘﺎﻝﻲ‪:‬‬
‫ﻨﻭﻋﻪ‬
‫ﻗﻁﺭﻩ‬ ‫ﺍﻝﻤﺜﻘﺎﺏ‬
‫ﺨﺭﺴﺎﻨﺔ‬ ‫ﺨﺸﺏ‬ ‫ﻤﻌﺎﺩﻥ‬
‫‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬

‫‬
‫‪ .4‬ﺒﺎﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﺭ‪‬ﺴﻡ ﺍﻝﺘﹼﻌﺭﻴﻔﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺃﻜﻤل ﺘﺭﻗﻴﻡ ﺃﻤﺎﻜﻥ ﺍﻝﺜﹼﻘﺏ ﻋﻠﻰ ﺍﻝﺭ‪‬ﺴﻡ‬
‫ﺍﻝﺘﹼﺎﻝﻲ ‪:‬‬

‫ﺃﻨﺠﺯ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻝﺜﻘﺏ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝﺜﻘﺏ ﻤﻊ ﺍﻝﺤﺭﺹ ﻋﻠﻰ ﺍﺤﺘﺭﺍﻡ‬ ‫‪.5‬‬
‫ﻗﻭﺍﻋﺩ ﺍﻝﺤﻤﺎﻴﺔ ﻭﺇﺘﺒﺎﻉ ﺘﻌﻠﻴﻤﺎﺕ ﺍﻷﺴﺘﺎﺫ‬
‫‪........................................................................‬‬ ‫ﻜﻡ ﻴﺒﻠﻎ ﺴﻤﻙ ﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ‪:‬‬ ‫‪.6‬‬
‫‪...................................................................‬‬ ‫ﺤﺩﺩ ﺍﻝﻤﺩ‪‬ﺓ ﺍﻝﻼﺯﻤﺔ ﻝﺘﹼﺴﺨﻴﻥ ﻭﺭﻗﺔ ﺍﻝﺒﻼﺴﺘﻴﻙ ‪:‬‬ ‫‪.7‬‬
‫‪121‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺃﻜﻤل ﺘﺭﻗﻴﻡ ﺃﻤﺎﻜﻥ ﺨﻁﻭﻁ ﺍﻝﺜﹼﻨﻲ ﻋﻠﻰ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺘﹼﺎﻝﻲ‪:‬‬ ‫‪.8‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
‫‪ .9‬ﺃﻨﺠﺯ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻝﺜﻨﻲ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺜﻨﻲ ﺍﻝﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻜﻲ ﻤﻊ ﺍﻝﺤﺭﺹ‬
‫ﻋﻠﻰ ﺍﺤﺘﺭﺍﻡ ﻗﻭﺍﻋﺩ ﺍﻝﺤﻤﺎﻴﺔ ﻭﺇﺘﺒﺎﻉ ﺘﻌﻠﻴﻤﺎﺕ ﺍﻷﺴﺘﺎﺫ‬

‫‪122‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬

‫‪123‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫‪124‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬

‫ﺘﻘﻨﻴﺎﺕ ﺍﻻﻨﺠﺎﺯ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪12‬‬

‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫א م א
‬

‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﻨﺜﺒ‪‬ﺕ ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﻠﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ ؟‬

‫‪125‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪12‬‬
‫ﺍﻟﻠﹼﺤﺎﻡ ﺍﻟﻘﺼﺪﻳﺮﻱ‬
‫ﻲ‪::‬‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫ﺍﻝﺍﻝﻨﻨﹼﺸﺎﻁ‬ ‫‪--11‬‬

‫ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﺍﻝﻤﻌﺩ‪‬ﺍﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻝﻠﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ ﺒﻭﻀﻊ ﻋﻼﻤﺔ )×( ﻓﻲ ﺍﻝﻤﻜﺎﻥ‬
‫ﺍﻝﻤﻨﺎﺴﺏ ‪:‬‬
‫ﺍﻹﺼﻼﺡ‬ ‫ﻋﻤل ﺍﻝﺘﹼﻠﻤﻴﺫ‬
‫ﻻ‬ ‫ﻻ‬ ‫ﺍﻝﻤﻌﺩ‪‬ﺍﺕ‬
‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬
‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬

‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪126‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪127‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫‪‬ﺔ‪::‬‬
‫ﹼﻁﺒﻴﻘﻴﻴ‪‬ﺔ‬
‫ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺍﻝﺘﺘﹼﻁﺒﻴﻘ‬
‫ﺍﻷﻨﺸﻁـﺔ‬ ‫‪--22‬‬
‫אط
‪

W
1‬‬
‫‪ -1‬ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﻤﻜﻭ‪‬ﻨﺎﺕ ﻜﺎﻭﻱ ﺍﻝﻠﹼﺤﺎﻡ‬
‫…‪…………………….‬‬

‫‪…………………….….‬‬

‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬
‫‪…………………….….‬‬

‫…‪…………………….‬‬
‫‪……………….…….‬‬

‫‪-2‬ﺃﺫﻜﺭ ﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻠﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ‪:‬‬

‫‪........................................................................... ..................................................................................................................................................‬‬

‫‪................................................................................................................................................................................. .........................................‬‬

‫אط
‪

W
2‬‬
‫‪ -1‬ﺘﺄﻤ‪‬ل ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺘﹼﺎﻝﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﺜﻡ ﺃﺠﺏ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ‪:‬‬
‫
ﻤﺎﻫﻲ ﺍﻝﺘﹼﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻹﻨﺠﺎﺯ ﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ؟‬
‫‪...........................................................................‬‬ ‫‬
‫‪...........................................................................‬‬ ‫‬
‫ ا
‬
‫‪...........................................................................‬‬ ‫‬
‫‪...........................................................................‬‬ ‫‬

‫‪128‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫
ﻤﺎﻫﻴ‪‬ﺔ ﺍﻝﺘﹼﻘﻨﻴﺔ ﺍﻝﺘﹼﻲ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺭﺒﻁ ﻁﺭﻓﻲ ﺍﻝﻤﻘﺎﻭﻡ ﺒـﻨﻘﻁﺘﻲ ﺍﻝﺭﺒﻁ ؟‬
‫‪........................................................................... .........................................‬‬

‫
ﺭﺘﹼﺏ ﻤﺭﺍﺤل ﻝﺤﻡ ﺍﻝﻤﻘﺎﻭﻡ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﻋﻠﻰ ﺍﻝﺤﺎﻤل‬

‫ﻨﺴﺨﻥ ﻤﻜﺎﻥ ﺍﻝﺘﹼﺜﺒﻴﺕ ﺒﻭﻀﻊ ﺤ ‪‬ﺩ ﻜﺎﻭﻱ ﺍﻝﻠﹼﺤﺎﻡ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻋﻠﻰ ﻁﺭﻑ ﺍﻝﻤﻜﻭﻥ ﻭﻨﺤﺎﺱ‬ ‫‪...............‬‬

‫ﺍﻝﻠﹼﻭﺡ‬

‫ﻨﺸﻐﹼل ﺍﻝﻜﺎﻭﻱ ﺒﻭﺼﻠﻪ ﺒﺎﻝﺘﹼﻴﺎﺭ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‪.‬‬ ‫‪...............‬‬

‫‪..................................................................................................................................................‬‬ ‫‪3‬‬

‫ﻨﻀﻊ ﺍﻝﻜﺎﻭﻱ ﻓﻲ ﺍﻝﺴ‪‬ﻨﺎﺩ ‪.‬‬ ‫‪...............‬‬

‫ﻨﻤﺴﻙ ﺒﺎﻝﻜﺎﻭﻱ ﻤﻥ ﺍﻝﻤﻘﺒﺽ ﻜﻤﺎ ﻨﻤﺴﻙ ﺒﺎﻝﻘﻠﻡ ﻋﻨﺩ ﺍﻝﻜﺘﺎﺒﺔ‪.‬‬ ‫‪...............‬‬

‫‪..................................................................................................................................................‬‬ ‫‪9‬‬
‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫ﻨﺫﻴﺏ ﺍﻝﻠﹼﺤﺎﻡ ﻋﻠﻰ ﺍﻝﻁﹼﺭﻓﻴﻥ ﺍﻝﻤﺭﺍﺩ ﺘﺠﻤﻴﻌﻬﻤﺎ ﺜﻡ ﻨﺒﻌﺩ ﺴﻠﻙ ﺍﻝﻘﺼﺩﻴﺭ‪.‬‬ ‫‪...............‬‬

‫‪..................................................................................................................................................‬‬ ‫‪8‬‬

‫ﺇﺩﺨﺎل ﻁﺭﻑ ﺍﻝﻤﻜﻭ‪‬ﻥ ﻓﻲ ﺜﻘﺏ ﺍﻝﻠﹼﻭﺡ‬ ‫‪...............‬‬

‫‪ -2‬ﺒﺈﺘﹼﺒﺎﻉ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺴ‪‬ﺎﺒﻘﺔ ﻗﻡ ﺒﻠﺤﻡ ﺍﻝﻤﻘﺎﻭﻡ ﻋﻠﻰ ﺤﺎﻤل ﺍﻝﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ‬

‫אط
‪

W3‬‬

‫ﺃﻨﺠﺯ ﺤﺎﻤل ﻤﻜﻭ‪‬ﻨﺎﺕ ﻜﻬﺭﺒﺎﺌﻴ‪‬ﺔ ﻝﻠﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﺘﹼﺎﻝﻴﺔ ‪:‬‬

‫ ﺼﻬﻴﺭﺓ‬
‫ ﺼﻤﺎﻡ ﻤﺸﻊ‬
‫ ﻗﺎﻁﻌﺔ‬
‫ ﻤﺼﺒﺎﺡ‬

‫‪129‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪130‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪131‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬

‫ﺘﻘﻨﻴﺎﺕ ﺍﻻﻨﺠﺎﺯ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪13‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬
‫א
א
א ‬

‫ﻜﻴﻑ ﺃﻨﺠﺯ ﺍﻝﻌﻤﻠﻴ‪‬ﺎﺕ ﺍﻝﺘﹼﻘﻨﻴ‪‬ﺔ ﺍﻝﻤﺘﻌﻠﹼﻘﺔ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل ؟‬

‫‪132‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪13‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺪ‪‬ﺍﺭﺓ ﺍﳌﻄﺒﻮﻋﺔ‬
‫ﻲ‪::‬‬
‫ﻲ‪‬‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓ ‪‬‬
‫ﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓ‬
‫‪ - 1‬ﺍﻝﺍﻝﻨﻨﹼﺸـﺎﻁ‬

‫ط‪W1‬‬
‫ـّف    اّارة ا  و ّ
 ر‪:‬‬

‫‪.......................................‬‬
‫‪........................................‬‬

‫‪..........................................‬‬

‫‪..........................................‬‬

‫ﺃﺘﺫﻜﹼﺭ‪:‬‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪...........................................................................................................................‬‬ ‫ﻲ‪:‬‬
‫* ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻫ ‪‬‬
‫‪..............................................................................................................................................................................‬‬

‫ط‪W2‬‬
‫ﺘﺄ ‪‬ﻤـل ﺍﻝﺼﻭ‪‬ﺭ ﺍﻝﺘﺎﻝﻴ‪‬ﺔ ﺍﻝﻤﺠﺴ‪‬ﻤﺔ ﻝﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝـﺩ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻭﻋﺭ‪‬ﻓﻬـﺎ‪:‬‬

‫‪…………….…….‬‬ ‫‪……………………….‬‬ ‫‪…………………………….‬‬ ‫‪……………………….‬‬

‫‪.............................‬‬ ‫‪..............................‬‬ ‫‪.................................‬‬

‫‪.....................................‬‬
‫ﺃﺘﺫﻜﹼﺭ‪ :‬ﻤﻥ ﺒﻴﻥ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝﺩ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻨﺫﻜﺭ‪:‬‬
‫‪- ............ - .......... - ......... - ................. - ................-‬‬
‫‪............ - ............ - ..........‬‬
‫‪133‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪::‬‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫‪ – 2‬ﺍﻷﻨﺸﻁﺔ‬

‫א
ط‪ W1‬ﺃﺘﺩﺭ‪‬ﺏ ﻋﻠﻰ ﺭﺴﻡ ﺍﻝﺩ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺒﺎﻝﺤﺎﺴﻭﺏ ﻭﺒﺭﻤﺠﻴ‪‬ﺔ ‪.FeCL3‬‬
‫
ﺍﻝﻤ‪‬ﻌﻁﻴ‪‬ﺎﺕ‪ :‬ـ ﺍﻝﻤﻨﺘﺞ‪ :‬ﻤﺨﺘﺒﺭ ﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎﻓﹼﺔ‪.‬‬
‫ـ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻤﻘﻨﹼﻥ ﻭﻗﺎﺌﻤﺔ ﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﺠﻬﺎﺯ‪.‬‬

‫‪E11A‬‬ ‫ﻤﺅﺸـﺭ‬ ‫‪1‬‬ ‫‪Vu‬‬ ‫‪22Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪2‬‬ ‫‪R3‬‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬
‫‪1N4004‬‬ ‫ﺼﻤ‪‬ـﺎﻡ‬ ‫‪2‬‬ ‫‪D1-D2‬‬ ‫‪22Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪1‬‬ ‫‪R2‬‬
‫‪1.2Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‪.‬‬ ‫‪2‬‬ ‫‪R4‬‬ ‫‪15Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪2‬‬ ‫‪R1‬‬
‫ﺍﻝﺨﺎﺼﻴ‪‬ﺎﺕ‬ ‫ﺍﻝﺘﹼﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻤﺯ‬ ‫ﺍﻝﺨﺎﺼﻴ‪‬ﺎﺕ‬ ‫ﺍﻝﺘﺴﻤﻴ‪‬ﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻤﺯ‬
‫…………‪……………………….‬‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻹﻋﺩﺍﺩﻴ‪‬ﺔ ﺒـ‬

‫ﻤﺨﺘﺒﺭ ﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎﻓﺔ‬

‫‪134‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ‪ :‬ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻬﺫﺍ ﺍﻝﺠﻬﺎﺯ ﺒﺒﺭﻤﺠﻴ‪‬ﺔ ‪.FeCL3‬‬
‫ﻜﻴﻑ ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺒﺒﺭﻤﺠﻴ‪‬ﺔ ‪ FeCL3‬؟‬
‫‪ 1‬ـ ﺃﻓﺘﺢ ﻤﻥ ﻤﻜﺘﺏ ﺍﻝﺤﺎﺴﻭﺏ ﺒﺭﻤﺠﻴ‪‬ﺔ ‪ .FeCL3‬ﺒﺎﻝﻨﻘﺭ ﻋﻠﻰ ﺃﻴﻘﻭﻨﺘﻪ‪.‬‬
‫‪ 2‬ـ ﺃﻓﺘﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺃﻀﺒﻁ ﺃﺒﻌﺎﺩ ﺍﻝﻠﻭﺤﺔ‪.‬‬

‫ﻝﻔﺘﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ‪.‬‬ ‫‪OK‬‬ ‫ﺃ‪-‬ﺃﻨﻘﺭ ﻋﻠﻰ‬

‫ﺃ‪-‬ﺇﺨﺘﺭ ﻤﻘﺎﺴﺎﺕ ﺍﻝﻠﻭﺡ‪.‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪ 3‬ـ ﺃﺴﺘﻌﻤل ﻝﻭﺤﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺃﺤﺩ‪‬ﺩ ﻤﻭﺍﻗﻊ ﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺸﺭﻭﻉ‪:‬‬

‫ﺃ ـ ﺃﻨﻘﺭ ﺍﻝﻤﻜﻭ‪‬ﻥ‬
‫ﺍﻝﻤﻨﺎﺴﺏ ﻭﺃﺴﺤﺒﻪ‬ ‫ﻤﺴﻁﺭﺓ ﻝﻀﺒﻁ‬
‫ﺇﻝﻰ ﻤﺴﺎﺤﺔ ﺍﻝﺭﺴﻡ‬ ‫ﻤﻭﻗﻊ ﺍﻝﻤﻜﻭ‪‬ﻥ‬
‫ﺃﻓﻘﻴ‪‬ﺎ‬
‫ﺝ ـ ﺃﺤﺩ‪‬ﺩ ﺍﻝﺯ‪‬ﺍﻭﻴ‪‬ﺔ‬
‫ﻤﺴﺎﺤﺔ ﺭﺴﻡ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﻜﻭ‪‬ﻥ )‪90°-0°‬‬
‫ﺍﻝﺩﺍﺭﺓ ﺠﻬـﺔ‬
‫‪ 180°‬ﺃﻭ ‪(.270°‬‬ ‫ﺍﻝﻨﹼﺤـﺎﺱ‪.‬‬

‫ﺏ ـ ﺃﺤـﺩ‪‬ﺩ ﺍﻝﺤﺠﻡ‬ ‫ﻤﺴﺎﺤﺔ ﺭﺴﻡ‬

‫ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﻤﻜﻭﻥ ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻝﺩﺍﺭﺓ ﺠﻬـﺔ‬
‫ﺒﻌﺩ ﺍﻝﻨﹼﻘﺭ ﻋﻠﻴﻪ‬ ‫ﺍﻝﻤﻜﻭ‪‬ﻨـﺎﺕ‪.‬‬
‫)‪(...×1.5 /×1‬‬

‫ﻤﺴﻁﺭﺓ ﻝﻀﺒﻁ ﻤﻭﻗﻊ‬

‫ﺍﻝﻤﻜﻭﻥ ﻋﻤﻭﺩﻴ‪‬ﺎ‬
‫‪135‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫‪ 4‬ـ ﺃﻀﻴﻑ ﺇﻝﻰ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻷﻗﺭﺍﺹ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻬﺎ‪:‬‬

‫ﺃ ـ ﺃﻨﻘﺭ ﺯﺭ‬ ‫ـ ﺃﻀﻐﻁ ﺒﺎﻝﺯﺭ ﺍﻷﻴﻤﻥ‬

‫‪PASTILLAGE‬‬ ‫ﻝﻠﻔـﺄﺭﺓ ﻷﺨﺘﺎﺭ ﻭﺃﻨﻘـﺭ‬
‫ﻗﺎﺌﻤﺔ ﺍﻷﻗﺭﺍﺹ ﻭﺍﻝﻤﺴﺎﻝﻙ‬

‫ﺏ‪ .‬ﺒﺄﻗﺭﺍﺹ‬
‫ﻝﻭﺤﺔ ﺍﻝﻨﺤﺎﺱ‪.‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬
‫‪ 5‬ـ ﺃﺭﺒـﻁ ﺍﻷﻗـﺭﺍﺹ ﺒﺎﻝﻤﺴـﺎﻝﻙ‪.‬‬

‫ﺃ ـ ﺃﻨﻘــﺭ‬
‫ﺯ ‪‬ﺭ ﺍﻝﻤﺴﺎﻝﻙ‬
‫ﻤﺭ‪‬ﺓ ﻭﺍﺤﺩﺓ‪.‬‬

‫ﺏ ـ ﺃﺭﺒـﻁ ﺍﻝﻤﻜﻭﻨﺎﺕ‬
‫ﻭﻓﻕ ﺍﻝﺭ‪‬ﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ‪.‬‬

‫‪136‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ 6‬ـ ﺃﻋـﺭ‪‬ﻑ ﺍﻝﻤﻜﻭﻨـﺎﺕ ﻋﻠـﻰ ﺠﻬـﺔ ﺍﻝﻨﹼﺤـﺎﺱ‪.‬‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪ 7‬ـ ﺃﻨﺸﺭ ﻭﺃﻁﺒﻊ ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ‪.‬‬

‫‬
‫‪Documents‬‬ ‫ﺃ ـ ﺃﻨﻘﺭ ﻋﻠﻰ‬
‫ﻭﺃﺨﺘﺎﺭ ‪ TYPON‬ﻭﺍﻨﻘﺭﻩ ﻝﻠﺤﺼﻭل‬
‫ﻋﻠﻰ ﺭﺴﻭﻡ ﻝﻠﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺠﻬﺔ‬
‫ﺍﻝﻨﹼﺤﺎﺱ )ﺩﻭﻥ ﻤﻜﻭﻨﺎﺕ(‬
‫ﺏ ـ ﺃﻁﺒﻊ ﻋﻠﻰ ﻭﺭﻕ ﺸﻔﺎﻑ ﺒﻁﺎﺒﻌﺔ‬
‫ﺍﻝﺤﺎﺴﻭﺏ‪.‬‬

‫ ‬

‫‪137‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫א
ط‪ W2‬‬
‫ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ـ ﺍﻝﻤﻌﻁﻴﺎﺕ‪ :‬ـ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻤﻘﻨﹼﻥ ﻝﺩﺍﺭﺓ ﺍﻝﻤﺅﻗﺕ – ﺭﺴﻡ ‪.1‬‬
‫ـ ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺠﻬﺘﻲ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺍﻝﻨﺤﺎﺱ‪.‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬
‫ﺩﺍﺭﺓ ﻤﺩﻤﺠﺔ ‪NE 555‬‬ ‫‪1‬‬ ‫‪CI‬‬ ‫‪250V 1A‬‬ ‫ﻗﺎﻁﻊ‬ ‫‪1‬‬ ‫‪K‬‬
‫ﻗﺎﻁـﻊ‬ ‫‪4‬‬ ‫‪S‬‬ ‫ﺃﺤﻤﺭ ‪Ø5‬‬ ‫ﺼﻤﺎﻡ‬ ‫‪1‬‬ ‫ﻤﻘـﺎﻭﻡ ‪Ω¼W‬‬
‫‪LED 806KΩ‬‬ ‫‪1‬‬ ‫‪R4‬‬
‫‪9V 6F22‬‬ ‫ﺒﻁﺎﺭﻴ‪‬ﺔ‬ ‫‪1‬‬ ‫‪G‬‬ ‫‪Ω‬‬
‫‪100KΩ‬‬ ‫ﻡ‪ .‬ﻤﺘﻐﻴ‪‬ﺭ‬ ‫‪1‬‬ ‫‪P‬‬ ‫‪Ω¼ W‬‬
‫‪402KΩ‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪1‬‬ ‫‪R3‬‬
‫ﺘﺭﻨﺯﻴﺴﺘﻭﺭ ‪2N2907‬‬ ‫‪1‬‬ ‫‪Tr‬‬ ‫‪Ω¼ W‬‬
‫‪330Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪1‬‬ ‫‪R6‬‬ ‫‪Ω¼ W‬‬
‫‪200KΩ‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪1‬‬ ‫‪R2‬‬
‫ﻤﻨﺒـﻪ‬ ‫‪1‬‬ ‫‪Ω¼ W‬‬
‫‪BZ 1.8MΩ‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪1‬‬ ‫‪R5‬‬ ‫‪Ω¼ W‬‬
‫‪100KΩ‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫‪1‬‬ ‫‪R1‬‬
‫ﺍﻝﺨﺎﺼﻴ‪‬ﺎﺕ‬ ‫ﺍﻝﺘﺴﻤﻴ‪‬ﺔ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺨﺎﺼﻴ‪‬ﺎﺕ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ ﺍﻝﺘﹼﺴﻤﻴﺔ‬ ‫ﺍﻝﺨﺎﺼﻴ‪‬ﺎﺕ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ ﺍﻝﺘﹼﺴﻤﻴﺔ‬
‫‪...............................................................‬‬ ‫ﺍﻝﻤﺩﺭﺴـﺔ ﺍﻹﻋﺩﺍﺩﻴـﺔ ﺒـ‬

‫ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫‪138‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫‪ -1‬ﺃﻜﻤل ﻋﻠﻰ ﺍﻝﺭﺴﻡ‪ 2‬ﻤﺴﺎﻝﻙ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ) ﺒﺎﻷﺩﻭﺍﺕ ﺍﻝﻬﻨﺩﺴﻴ‪‬ﺔ (‪.‬‬

‫ﺭﺴﻡ‪ :1‬ﺍﻝﻠﻭﺤﺔ ﺠﻬﺔ ﺍﻝﻨﺤﺎﺱ‬ ‫‬ ‫ﺭﺴﻡ‪ :2‬ﺍﻝﻠﻭﺤﺔ ﺠﻬﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ‬ ‫‬

‫‪ -2‬ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪139‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪140‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬

‫‪141‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬

‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬

‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪14‬‬

‫א وאא 
א 
‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫ﻜﻴﻑ ﺃﺭﺍﻗﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺃﻨﺠﺯﺘﻬﺎ ؟‬

‫‪142‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪14‬‬ ‫ا
رس د‬

‫ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪::‬‬
‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‬
‫‪ -- 11‬ﺍﻝﻨﺸﺎﻁ‬
‫ﺴﺠل ﺍﻝﺨﺎﺼﻴﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺨﺘﻠﻑ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺒﻤﺨﺒﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‬

‫ا
ت ا

 ز‬ ‫ا
ز‬
‫ﺍﻝﻤﻨﻭﺭ ﺍﻝﻌﺎﻜﺱ‬

‫ﺁﻝﺔ ﺍﻝﺘﺸﻜﻴل ﺍﻝﺤﺭﺍﺭﻱ‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫ﻤﺼﺩﺭ ﺍﻝﺘﻐﺫﻴﺔ‬

‫ﻜﺎﻭﻱ ﺍﻝﻠﺤﺎﻡ‬

‫ﺁﻝﺔ ﺜﻘﺏ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‬

‫‪143‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ‪::‬‬ ‫‪ --22‬ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫ﺍﻝﻨﺸﺎﻁ ‪: 1‬‬
‫‪ -1‬ﺃﺘﻤﻡ ﺭﺒﻁ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﺩﺍﺭﺓ ﺍﻹﻨﺎﺭﺓ ﺍﻝﺒﺴﻴﻁﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬

‫‪ -2‬ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ‪:‬‬

‫ا ا
ن‬ ‫ا
ن‬
‫‪K‬‬
‫‪H‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
‫‪R‬‬
‫‪E‬‬
‫‪F‬‬
‫‪ -2‬ﻤﺎ ﻫﻭ ﺠﻬﺎﺯ ﺍﻝﻘﻴﺱ ﺍﻝﺫﻱ ﻴﺤﺩﺩ ﻓﺎﺭﻕ ﺍﻝﺠﻬﺩ ﺒﻴﻥ ﻗﻁﺒﻲ ﺍﻝﻔﺎﻨﻭﺱ ‪:‬‬
‫‪……………………………………………………………………………………………………………….‬‬

‫‪ -3‬ﻜﻴﻑ ﻴﺘﻡ ﻭﺼﻠﻪ ﺒﺎﻝﻔﺎﻨﻭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‪ ،‬ﺃﺘﻤﻡ ﺭﺴﻤﻪ ﺒﺎﻝﺩﺍﺭﺓ‬

‫ﺍﻝﻨﺸﺎﻁ ‪: 2‬‬
‫ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠﻴﺔ ‪:Crocodile Clips‬‬

‫‪144‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫‪ -1‬ﻤﺎ ﺍﺴﻡ ﺠﻬﺎﺯ ﺍﻝﻘﻴﺱ ﺍﻝﻤﺴﺘﻌﻤل ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ‪.‬‬
‫‪………………………………………………………………………………………………………………………………….………………….‬‬

‫‪ -2‬ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‪.‬‬

‫‪………………………………………………………………………………………………………………………………….………………….‬‬

‫‪ -3‬ﺤﻭﻝﻬﺎ ﺇﻝﻰ ‪.A‬‬

‫………………‪……………………………………………………………………………………………………………………………………..‬‬

‫‪ -4‬ﻤﺎ ﻫﻭ ﺍﻝﺠﻬﺎﺯ ﺍﻵﺨﺭ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﻤﻥ ﻗﻴﺱ ﻫﺫﻩ ﺍﻝﺨﺎﺼﻴﺔ‪.‬‬

‫‪……………………………………………………………………………………………………………..…………………..………………….‬‬

‫‪ -5‬ﻤﺎﺫﺍ ﺘﻼﺤﻅ ﻋﻨﺩﻤﺎ ﺘﻐﻴﺭ ﻗﻴﻤﺔ ﺍﻝﻤﻘﺎﻭﻤﺔ‪.‬‬

‫‪……………………………………………………………………………………………………………………………………………….…….‬‬

‫ﺍﻝﻨﺸﺎﻁ ‪: 3‬‬
‫ﻋﻨﺩ ﺇﻨﺠﺎﺯ ﺍﻝﺘﻼﻤﻴﺫ ﻝﻠﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل‪ ،‬ﺘﻔﺤﺼﻬﺎ ﺍﻷﺴﺘﺎﺫ ﻓﻼﺤﻅ ﻷﺤﺩﻫﻡ‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫ﺃﻥ ﻫﻨﺎﻙ ﻋﺩﻡ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻝﻤﺴﻠﻙ ﻤﻥ ﻤﺴﺎﻝﻙ ﺩﺍﺭﺘﻪ ﻓﻁﻠﺏ ﻤﻨﻪ ﺍﻝﺘﺜﺒﺕ ﻤﻥ ﺫﻝﻙ‪.‬‬
‫‪ -1‬ﻤﺎ ﻫﻭ ﺍﻝﺠﻬﺎﺯ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺍﻝﺘﻠﻤﻴﺫ ﻤﻥ ﻤﺭﺍﻗﺒﺔ ﺍﻝﺩﺍﺭﺓ‪.‬‬
‫‪……………………………………………………………………………………………………………………………………………….…….‬‬

‫‪ -2‬ﻓﻲ ﺃﻱ ﻭﻀﻊ ﻴﺠﺏ ﺃﻥ ﻴﻭﻗﻑ ﺍﻝﻤﺒﺩل‪.‬‬

‫‪……………………………………………………………………………………………………………………………………………….…….‬‬

‫‪ -3‬ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺤﺎﻝﺔ ﺃﻥ ﻫﻨﺎﻙ ﻋﺩﻡ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‬
‫ﻓﻲ ﺍﻝﻤﺴﻠﻙ‪.‬‬
‫‪……………………………………………………………………………………………………………………………………………….…….‬‬

‫‪ -4‬ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺤﺎﻝﺔ ﺃﻥ ﻫﻨﺎﻙ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻓﻲ‬
‫ﺍﻝﻤﺴﻠﻙ‪.‬‬
‫‪……………………………………………………………………………………………………………………………………………….…….‬‬

‫‪145‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺃﺿﻴﻒ ﺇﱃ ﻛﺮ‪‬ﺍﺳﻲ‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫‪146‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫‪147‬‬
‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
 ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬

‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬
‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ ‪15‬‬
‫א

وאא
א


‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠﺎﺯ‬

‫ﻜﻴﻑ ﺃﺭﺍﻗﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺃﻨﺠﺯﺘﻬﺎ ؟‬

‫‪148‬‬ ‫آ اس ا
‬
 ‫‪15‬‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ‪::‬‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬
‫‪ -- 11‬ﺍﻷﻨﺸﻁﺔ‬
‫א ط
د
‪11‬‬
‫א ط
د
‬
‫ﻫﺫﻩ ﺒﻌﺽ ﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﻤﻜﻥ ﺍﺴﺘﻌﻤﺎﻝﻬﺎ ﻝﻌﻤﻠﻴﺔ ﺍﻝﻤﺭﺍﻗﺒﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:‬‬
‫ﺃﺤﺩﺩ ﺍﻝﺘﺩﺭﻴﺠﺎﺕ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻠﻴﻭﻨﺔ ﻝﻬﺫﻩ ﺍﻷﺩﻭﺍﺕ‪:‬‬
‫ﺍﻝﺘﺩﺭﻴﺠﺎﺕ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻠﻴﻭﻨﺔ‬ ‫ﺍﻝﺠﻬﺎﺯ‬
‫ﺍﻝﻘﺩﻡ ﺍﻝﺯﺍﻝﻕ‬

‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫…………………‪…………………………………….‬‬

‫ﺍﻝﻤﺴﻁﺭﺓ ﺍﻝﻤﺩﺭﺠﺔ‬
‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬

‫ﻤﻨﻘﻠﺔ ﺍﻝﺯﻭﺍﻴﺎ‬

‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬

‫ﻗﺩﻡ ﺯﺍﻝﻕ ﺭﻗﻤﻲ‬

‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬

‫…………………‪…………………………………….‬‬

‫‪149‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫א ط
د
‪22‬‬
‫א ط
د
‬
‫ﺒﻌﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺜﻘﺏ ﻭﺍﻝﺜﻨﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴـﺔ ﺍﺴـﺘﻌﻤل ﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﻨﺎﺴـﺒﺔ‬
‫ﻝﻤﺭﺍﻗﺒﺔ ﻗﻴﺎﺴﺎﺕ ﺍﻝﻬﻴﻜل ‪.‬‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:‬‬

‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠﺎﺯ‬
‫ﺃﺭﺴﻡ ﺍﻝﻬﻴﻜل ﺭﺴﻤﺎ ﺒﻴﺎﻨﻴﺎ ﻤﻘﻨﻨﺎ ﺒﻤﺴﻘﻁﻴﻥ ﻋﻠﻰ ﺍﻷﻗل ﺜﻡ ﺃﻗﻭﻡ ﺒﻘﻴﺱ ﺃﺒﻌﺎﺩﻩ ﻭﺘﺩﻭﻴﻨﻬﺎ‬
‫ﻋﻠﻰ ﺍﻝﺭﺴﻡ ‪:‬‬

‫‪150‬‬ ‫آ اس ا
‬
 ‫א ط
د
‪W
W
22‬‬
‫א ط
د
‬
‫ﺒﺎﻝﺭﺠﻭﻉ ﺇﻝﻰ ﺍﻝﺼﻔﺤﺔ ‪ 99‬ﻤﻥ ﻜﺘﺎﺏ ﺍﻝﺩﺭﻭﺱ ﻭﻋﻨﺩ ﻗﻁﻊ ﺍﻝﻠﻭﺡ ﻻﻨﺠﺎﺯ ﻝﻭﺡ ﺍﻝﺩﺍﺭﺓ‬
‫ﺍﻝﻤﻁﺒﻭﻋﺔ‪ ،‬ﻗﻤﻨﺎ ﺒﻘﻁﻊ ﺍﻝﺠﺯﺀ ﺤﺴﺏ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ‪:‬‬

‫ـ ﺃﻗﻁﻊ ﺠﺯﺀ ﺒﻤﻘﺎﺱ ﺍﻝﺭﺴﻡ ‪ 33 × 49 ) 2‬ﻤﻡ (‬

‫ﺁﻝﺔ ﻗﻁﻊ ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬

‫ﺍﻝﺘﻌﻠﻴﻤﺔ ‪:‬‬
‫ﺃﻗﻭﻡ ﺒﻤﺭﺍﻗﺒﺔ ﻗﻴﺱ ﺍﻷﺒﻌﺎﺩ ﻭﺃﺩﻭﻨﻬﺎ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ ‪:‬‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬

‫‪151‬‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬

 ‫ﺍﻝﻔﻬــﺭﺱ‬
‫  ‬ ‫
وאنאد
س ‬ ‫אو
 ‬
‫ﺍﳌﻘﺪﻣﺔ‬
‫‬
‫ﻛﻴﻒ ﺃﺳﺘﻌﻤﻞ ﻛﺘﺎﰊ‬
‫‪05‬‬ ‫ﺗﺮﺗﻴﺐ ﻭﻇﺎﺋﻒ ﺍﳋﺪﻣﺎﺕ‬
‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫‪01‬‬
‫‪13‬‬ ‫ﺇﲤﺎﻡ ﺟﺰﺀ ﻣﻦ ﻛﺮﺍﺱ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪21‬‬ ‫ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻟﺘﻮﻗﻴﺖ ﳉﻬﺎﺯ ﺗﻘﲏ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬ ‫‪02‬‬
‫‪29‬‬ ‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﻭﺳﻼﻣﺔ ﺍﶈﻴﻂ‬ ‫ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫‪03‬‬
‫‪37‬‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺘﻌﺮﻳﻔﻲ ﻟﻠﻘﻄﻌﺔ‬
‫‪53‬‬ ‫ﺍﳌﻘﻄﻊ ﺍﻟﺒﺴﻴﻂ‬
‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫‪04‬‬
‫‪70‬‬ ‫ﺭﺳﻢ ﺍﻟﻠﻮﺍﻟﺐ‬
‫‪92‬‬ ‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫‪102‬‬ ‫ﺍﻹﺷﺎﺭﺓ )ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ (‬
‫ﺍﻝﺘﻭﺍﺼل‬ ‫‪05‬‬
‫‪110‬‬ ‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻹﺷﻬﺎﺭ‬
‫‪118‬‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ‪ :‬ﺍﻟﺜﻘﺐ ‪ +‬ﺍﻟﺜﲏ‬
‫‪125‬‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ‪ :‬ﺍﻟﻠﺤﺎﻡ ﺍﻟﻘﺼﺪﻳﺮﻱ‬
‫‪132‬‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ‪ :‬ﺍﻟﺪﺍﺭﺓ ﺍﳌﻄﺒﻮﻋﺔ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫‪06‬‬
‫‪142‬‬ ‫ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪148‬‬ ‫ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫‪152‬‬ ‫ﺍﻝﻔﻬﺭﺱ‬

‫‪152‬‬ ‫آاس ا
‬