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Manuel activité éducation technologique 9 base

livre d'éducation technologique 9 base - ministère de l'éducation tunisienne

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‫© ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ ﻟﻠﻤﺮﻛﺰ ﺍﻟﻮﻃﲏ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬
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‫א‬ ‫א‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫ر ا‬ ‫ر ا رس‬ ‫ان ا رس‬ ‫ا رس‬ ‫ة‬ ‫ر‬ ‫ؤ ت‬ ‫ادح‬ ‫أ اء ا رس‬ ‫إ‬ ‫طا‬ ‫ا‬ ‫ز ا رس‬ ‫ا‬ ‫رج ا‬ ‫ا‬ ‫م‬ ‫طا‬ ‫ا‬ ‫:‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫.‬ ‫دة‬ ‫ات ا‬ ‫ل ا دوات وا‬ ‫- ا ز ا رب‬ ‫ب‬ ‫لا‬ ‫- ا ز ر‬ ‫و‬ ‫تا‬ ‫ا‬ ‫ىا‬ ‫-ا ز ر‬ ‫إ آ ا‬ ‫أ‬ ‫أن‬ ‫ءآ‬ ‫ه اا‬ ‫ا‬ ‫ت أو أ‬ ‫ت أو‬ ‫ا‬ ‫ذ‬ ‫ا‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 10‬ ‫‪ª‬‬ ‫א‬ ‫و‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ؟‬ ‫5‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 10‬ ‫ﻭﻇﺎﺋﻒ ﺍﳋﺪﻣﺎﺕ‬ ‫1 - ﺍﻝ ﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺒﻌﺩ ﺼﻴﺎﻏﺔ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ‬ ‫ﻗﺎﻡ ﺃﺼﺩﻗﺎﺅﻙ ﺒﺘﺭﺘﻴﺒﻬﺎ ﻜﺎﻵﺘﻲ :‬ ‫ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ‬ ‫ﺘﺭﺘﻴﺏ ﻤﺠﻤﻭﻋﺔ ﻋﻠﻲ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﺜﻨﻲ ﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻙ.‬‫ﻜ‬ ‫ﻭﺭ1‬ ‫ﺘﺸﺘﻐل ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝ ﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﻁ‬ ‫ﻭﺕ1‬ ‫ﻻ ﺘﺘﺄﺜﺭ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝ ﹼﺒﻴﻌﻴﺔ .‬ ‫ﻁ‬ ‫ﻭﺕ2‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫ﺘﻭﻀﻊ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﻓﻭﻕ ﺍﻝﻁﺎﻭﻝﺔ.‬ ‫ﻭﺕ3‬ ‫ﺘ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺘﺸﺘﻐل ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝ ﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﻁ‬ ‫ﻭﺕ1‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﺜﻨﻲ ﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻙ.‬‫ﻜ‬ ‫ﻭﺭ1‬ ‫ﻻ ﺘﺘﺄﺜﺭ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝ ﹼﺒﻴﻌﻴﺔ .‬ ‫ﻁ‬ ‫ﻭﺕ2‬ ‫ﺘﻭﻀﻊ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﻓﻭﻕ ﺍﻝﻁﺎﻭﻝﺔ.‬ ‫ﻭﺕ3‬ ‫1- ﺍﺴﺘﻌﻥ ﺒﺄﺼﺩﻗﺎﺌﻙ ﻭﺭﺘﺏ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺘﻌﻤﻴﺭ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ:‬ ‫.....................................................................................‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫.………………………….………………………………………………………………………………………………‬ ‫ﻭ........‬ ‫.………………………….………………………………………………………………………………………………‬ ‫........‬ ‫ﻭ‬ ‫.………………………….………………………………………………………………………………………………‬ ‫........‬ ‫ﻭ‬ ‫.………………………….………………………………………………………………………………………………‬ ‫........‬ ‫ﻭ‬ ‫2- ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ؟‬ ‫..............................................................................................................................................................................................................................‬ ‫6‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2 – ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺠﻬﺎﺯ ﺇﻨﺫﺍﺭ ﺇﻝﻜﺘﺭﻭﻨﻲ‬ ‫ط א ول ‪W‬‬ ‫א‬ ‫ﺍﻝﻤﺸﺭﻭﻉ :‬ ‫ﺃﺘﻤﻡ ﺠﺩﻭل ﺍﻝﻔﺭﺯ ﺍﻝﻤﺘﻘﺎﻁﻊ ﻝﺠﻬﺎﺯ ﺇﻨﺫﺍﺭ ﺇﻝﻜﺘﺭﻭﻨﻲ‬ ‫ﺒﺎﺤﺘﺴﺎﺏ ﻤﺠﻤﻭﻉ ﺍﻝﻨﻘﺎﻁ ﻭﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺎﺌﻭﻴﺔ ﻝﻜل ﻭﻅﻴﻔﺔ.‬ ‫%‬ ‫ﻭﺭ2 ﻭﺕ1 ﻭﺕ2 ﻭﺕ3 ﻭﺕ4 ﺍﻝﻤﺠﻤﻭﻉ‬ ‫زا‬ ‫ا‬ ‫................‬ ‫................‬ ‫ﻭﺭ1 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫ت‬ ‫ا‬ ‫1‬ ‫3‬ ‫3‬ ‫3‬ ‫1‬ ‫ت‬ ‫ا‬ ‫ا ز‬ ‫................‬ ‫................‬ ‫ﻭﺭ2 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1‬ ‫د‬ ‫ا‬ ‫ا‬ ‫2‬ ‫1‬ ‫3‬ ‫3‬ ‫ﻭﺕ1 ﻭﺕ1 ﻭﺕ1 ﻭﺕ4‬ ‫ز‬ ‫ا‬ ‫ن‬ ‫................‬ ‫................‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫2‬ ‫1‬ ‫2‬ ‫ﺘ‬ ‫ﻭﺕ2 ﻭﺕ3 ﻭﺕ4‬ ‫زا ا‬ ‫ا‬ ‫................‬ ‫................‬ ‫2‬ ‫2‬ ‫ﻭﺕ3 ﻭﺕ4‬ ‫ز‬ ‫ن وزن ا‬ ‫................‬ ‫................‬ ‫1‬ ‫ن‬ ‫ا‬ ‫ز‬ ‫ا‬ ‫................‬ ‫................‬ ‫ﻭﺕ4‬ ‫ا‬ ‫..............‬ ‫..............‬ ‫ع‬ ‫ا‬ ‫‪W‬‬ ‫طא‬ ‫א‬ ‫ﺍﻝﻤﺸﺭﻭﻉ :‬ ‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ 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 ‫ﻭﺭ1 ﻭﺭ1‬ ‫82‬ ‫41‬ ‫ور1‬ ‫ﺇﻝﻰ ﻭﺠﻭﺩ ﺍﻝﺩﺭﺍﺝ‬ ‫3‬ ‫2‬ ‫2‬ ‫3‬ ‫1‬ ‫2‬ ‫1‬ ‫ﻴﺸﺘﻐل ﺒﺎﻝﻠﻴل ﺃﻭ ﻋﻨﺩ ﻏﻴﺎﺏ‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫42‬ ‫21‬ ‫ﻭﺭ2‬ ‫ﺍﻝﺭﺅﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﺩﺭﺍﺝ‬ ‫3‬ ‫2‬ ‫1‬ ‫3‬ ‫1‬ ‫2‬ ‫ﻭﺕ1‬ ‫ﻭﺕ1‬ ‫ﻭﺕ1‬ ‫ﻭﺕ1‬ ‫ﻭﺕ2‬ ‫ﻴﻘﺎﻭﻡ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ‬ ‫61‬ ‫80‬ ‫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 ‫40‬ ‫20‬ ‫0‬ ‫ﻭﺕ3‬ ‫ﺒﺴﻬﻭﻝﺔ‬ ‫1‬ ‫1‬ ‫ﻭﺕ4‬ ‫ﻭﺕ4‬ ‫ﻴﺸﻐل ﺒﺴﻬﻭﻝﺔ ﻤﻥ ﻗﺒل ﺍﻝﺩﺭﺍﺝ‬ ‫40‬ ‫20‬ ‫ﻭﺕ4‬ ‫1‬ ‫1‬ ‫ﻭﺕ6‬ ‫ﺘﻜﻭﻥ ﻜﻠﻔﺔ ﺍﻝﺠﻬﺎﺯ ﻤﻘﺒﻭﻝﺔ‬ ‫0‬ ‫0‬ ‫ﻭﺕ5‬ ‫1‬ ‫ﻴﻜﻭﻥ ﺍﻝﻤﻅﻬﺭ ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﺠﻬﺎﺯ‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫20‬ ‫10‬ ‫ﻭﺕ6‬ ‫ﺠﻤﻴﻼ‬ ‫ﺘ‬ ‫001‬ ‫05‬ ‫ﺍﻝﺠﻤﻠﺔ‬ ‫ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻌﻤﻭﺩﻱ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻤﻭﺍﻝﻴﺔ ﺃﺘﻤﻡ ﺭﺴﻡ ﻨﺴﺒﺔ ﻜل ﻭﻅﻴﻔﺔ.‬ ‫ﻫل ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻔﺎﻀﻠﻴﺎ ؟‬ ‫...............................................................................................................................................................................................................‬ ‫8‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫‪W‬‬ ‫طא‬ ‫א‬ ‫ﺍﻝﻤﺸﺭﻭﻉ :‬ ‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ ﻝﺩﺭﺍﺠﺔ‬ ‫ﺃﻋﺩ ﺭﺴﻡ ﻫﺫﻩ ﺍﻝﻭﻅﺎﺌﻑ ﻤﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻌﻤﻭﺩﻱ ﺍﻝﺘﺎﻝﻲ :‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫‪W‬‬ ‫طא א‬ ‫א‬ ‫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 1‪ A‬ﺇﻝﻰ 9‪ A‬ﻭﻤﻥ 1‪ B‬ﺇﻝﻰ 9‪ B‬ﺜﻡ ﺍﻨﻘﺭ‬ ‫ﻋﻠﻰ ‪ Insertion‬ﻭ ‪.Graphique‬‬ ‫ﺍﺨﺘﺭ ‪ Histogramme‬ﻭﺍﻨﻘﺭ ﻋﻠﻰ ‪Suivant‬‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫ﺘ‬ ‫ﺘﺎﺒﻊ ﺍﻝﻨﻘﺭ ﻋﻠﻰ ‪ Suivant‬ﺤﺘﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﺘﺎﻝﻲ:‬ ‫ا‬ ‫ا‬ ‫03‬ ‫02‬ ‫01‬ ‫0‬ ‫ﻭﺕ6 ﻭﺕ5 ﻭﺕ4 ﻭﺕ3 ﻭﺕ2 ﻭﺕ1 ﻭﺭ2 ﻭﺭ1‬ ‫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:‬ ‫03‬ ‫52‬ ‫02‬ ‫51‬ ‫01‬ ‫5‬ ‫0‬ ‫ﻭﺕ5 ﻭﺕ6 ﻭﺕ4 ﻭﺕ3 ﻭﺕ1 ﻭﺕ2 ﻭﺭ2 ﻭﺭ1‬ ‫01‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫11‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫21‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫ﺘ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 20‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫وط א‬ ‫אس א‬ ‫ﻜﻴﻑ ﺃﺘﻤﻡ ﺠﺯﺀﺍ ﻤﻥ ﻜ ‪‬ﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔ ‪‬؟‬ ‫ﻲ‬ ‫ﺸ‬ ‫ﺭ‬ ‫31‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫20‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﻛ ‪‬ﺍﺱ ﺍﻟ ‪‬ﺮﻭﻁ ﺍﻟﻮﻇﻴﻔ ‪‬‬ ‫ﻲ‬ ‫ﺮ ﺸ‬ ‫ﻤﻘﺹ ﻋﺸﺏ ﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫1 - ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪:‬‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻨﺘﺞ‬ ‫ﺘﻘﺩﻴﻡ ﻋﺎﻡ ﻝﻠﻤﻨﺘﺞ : ﻴﻨﺩﺭﺝ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺇﻁﺎﺭ‬ ‫ﺼﻴﺎﻨﺔ ﺤﺩﺍﺌﻕ ﻋﻤﻭﻤﻴﺔ ﺃﻭ ﻤﻨﺯﻝ‪‬ﺔ.‬ ‫ﻴ‬ ‫‪‬‬ ‫ﺍﻝﻌﺭﺽ : ﺒﺎﻝﺒﺤﺙ ﻋﻥ ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﻻﺤﻅﻨﺎ ﺃﻥ ﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻝﻤﺘﻭﻓﺭﺓ ﺒﺎﻝ ‪‬ﻭﻕ ﻤﺘﻭﺴﻁﺔ ﺍﻝﺠﻭﺩﺓ ﻭﺒﺎﻫﻀﺔ ﺍﻝﹼﻤﻥ.‬ ‫ﺜ‬ ‫ﺴ‬ ‫ﺇﻁﺎﺭ ﺍﻝﺼﻨﻊ : ﻴﺼﻨﻊ ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺍﻝﻤﺼﻨﻊ.‬ ‫ﺍﻝ ﹼﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ : ﻭﺠﺩ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ ﻝﺘﻠﺒﻴﺔ ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻗﺹ ﺍﻷﻋﺸﺎﺏ.‬ ‫ﺘ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔــﻲ ﻭﺘﺤﺩﻴﺩ ﺨﺎ ‪‬ﻴﺎﺕ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ:‬ ‫ﺼ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺍﻝﹼﻴﻭﻨﺔ‬ ‫ﻠ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺘ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫‪‬ﻤ ﹼﻥ ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻴﻜ‬ ‫2 ± ﺼﻡ‬ ‫5 ﺼﻡ‬ ‫ﻭﺭ1‬ ‫ﺍﻝﻌﺸﺏ‬ ‫ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﻗﺹ ﺍﻷﻋﺸﺎﺏ.‬ ‫‪±2 V‬‬ ‫‪ 12 V‬ﻤﺴﺘﻤﺭ‬ ‫ﺍﻝ ‪‬ﻬﺩ‬ ‫ﺠ‬ ‫ﻴﺸﺘﻐل ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻭﺕ1‬ ‫‪± 0,5 A‬‬ ‫5‪A‬‬ ‫ﺍﻝﺸ ‪‬ﺓ‬ ‫ﺩ‬ ‫ﺒﺎﻝ ﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ .‬ ‫ﻴ‬ ‫ﻁ‬ ‫°04‬ ‫ﺍﻝﺤﺭﺍﺭﺓ‬ ‫ﻻ ﻴﺘﺄﺜﺭ ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫5°±‬ ‫ﻭﺕ2‬ ‫ﺍﻝ ‪‬ﻁﻭﺒﺔ‬ ‫ﺭ‬ ‫ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝ ﹼﺒﻴﻌﻴﺔ .‬ ‫ﻁ‬ ‫1± ﻜﻎ‬ ‫02 ﻜﻎ‬ ‫ﺍﻝﻭﺯﻥ‬ ‫ﻴﻜﻭﻥ ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻭﺕ3‬ ‫ﺃﺤﻤﺭ‬ ‫ﺍﻝﹼﻭﻥ‬ ‫ﻠ‬ ‫ﺠﺫﺍﺒﺎ.‬ ‫ﺃﺠﺏ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﹼﺎﻝﻴﺔ ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻨﺘﺞ.‬ ‫ﺭ‬ ‫ﺘ‬ ‫1- 1- ﺃﺠﻴﺏ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ‪ ( X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫* ﻤﺎ ﻫﻭ ﺍﻝﻬﺩﻑ ﻤﻥ ﺘﺤﺭﻴﺭ ﻭﺜﻴﻘﺔ ﺘﻌﺎﻗﺩﻴﺔ:‬ ‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﻁﺎﻝﺏ ﺍﻝﺨﺩﻤﺔ ﻭﺍﻝﻤﺅ ‪‬ﺴﺔ ﺍﻝﻤﻨﺘﺠﺔ ....‬ ‫ﺴ‬ ‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﺍﻝﻌﺎﻤل ﻭﺍﻝﻤﺼﻨﻊ.....................‬ ‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﺍﻝﺤﺭﻴﻑ ﻭﺍﻝﹼﺎﺠﺭ.....................‬ ‫ﺘ‬ ‫1- 2- ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺘﻌﺎﻗﺩﻴﺔ ﻝﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺭ‬ ‫ﺭ‬ ‫ﺍﻝﺘﺎﻝﻴﺔ :‬ ‫ﹼ‬ ‫41‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫* ﻷﻱ ﻏﺭﺽ ‪‬ﻨﻊ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ؟‬ ‫ﺼ‬ ‫ﺃﺠﻴﺏ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ‪ ( X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫ﻝﻘﺹ ﺍﻷﻋﺸـﺎﺏ..................................‬ ‫ﻝﻤﺩﺍﻭﺍﺓ ﺍﻷﻋﺸﺎﺏ....................................‬ ‫ﻝﺯﺭﻉ ﺍﻷﻋﺸـﺎﺏ.................................‬ ‫2 – ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ط א ول ‪W‬‬ ‫א‬ ‫ﺃ. ﺍﻝﻤﻨﺘﺞ:‬ ‫ﺁﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺏ. ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺇﻨﺠﺎﺯ ﻜﺭﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺸ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﺃﻨﺠﺯ ﺃﺩﺍﺓ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺁﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫51‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺘﻤﻡ ﺃﺩﺍﺓ ﺍﻝﹼﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬‬ ‫ﺘ‬ ‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ ﺃﺘﻤﻡ ﺼﻴﺎﻏﺔ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺘ‬ ‫......................................‬ ‫ﻤﻥ ﺇﻨﺠﺎﺯ ﺜﻘﺏ‬ ‫.................................‬ ‫ﻭﺭ1 ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬ﻜ‬ ‫..................................................................................................................................................‬ ‫ﻭﺕ1‬ ‫ﻭﺕ2 ﺘﺘﻭ ﹼﺭ ﻓﻲ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ ﻜﺎﻤل ﺸﺭﻭﻁ ﺍﻝﺤﻤﺎﻴﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﻓ‬ ‫ﺃﺘﻤﻡ ﺘﺤﺩﻴﺩ ﺨﺎ ‪‬ﻴﺎﺕ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻵﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺼ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺍﻝﹼﻴﻭﻨﺔ‬ ‫ﻠ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻘﻁﺭ‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ ..........................‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬ﻜ‬ ‫..….……‬ ‫31‪Ø‬‬ ‫ﻭﺭ 1‬ ‫ﺍﻷﻗﺼﻰ‬ ‫ﻤﻥ ﺜﻘﺏ ............ ....................................‬ ‫‪± 10 V‬‬ ‫‪220 V‬‬ ‫................‬ ‫....................................................................‬ ‫ﻭﺕ1‬ ‫±‬ ‫‪0.2 A‬‬ ‫‪0,5 A‬‬ ‫................‬ ‫....................................................................‬ ‫ﺴﻼﻤﺔ‬ ‫ﺘﺘﻭ ﹼﺭ ﻓﻲ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ ﻜﺎﻤل‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﻓ‬ ‫-‬ ‫-‬ ‫ﻭﺕ2‬ ‫ﺍﻝﻤﺴﺘﻌﻤل‬ ‫ﺸﺭﻭﻁ ﺍﻝﺤﻤﺎﻴﺔ‬ ‫61‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﺴﺘﻌﻥ ﺒﺠﺩﻭل ﺍﻝﻔﺭﺯ ﺍﻝﻤﺘﻘﺎﻁﻊ ﺍﻝﹼﺎﻝﻲ ﻝﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺘ‬ ‫%‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻭﺕ2‬ ‫ﻭﺕ1‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫08‬ ‫40‬ ‫ﻭﺭ1‬ ‫2‬ ‫2‬ ‫ﻭﺕ1‬ ‫02‬ ‫10‬ ‫ﻭﺕ1‬ ‫1‬ ‫00‬ ‫00‬ ‫ﻭﺕ2‬ ‫001‬ ‫50‬ ‫ﺃﺘﻤﻡ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﺘﺎﻝﻲ:‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﺃﺘﻤﻡ ﻜﺭﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ ﻤﺴﺘﻌﻴﻨﺎ ﺒﻤﺎ ﺴﺒﻕ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬‬ ‫ﺸ‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫ﺸ‬ ‫ﺭ‬ ‫...................... ......................‬ ‫ﺍﻝﻤﻨﺘﺞ :‬ ‫1 – ﺘﻘﺩﻴﻡ ﻋﺎﻡ ﻝﻠﻤﻨﺘﺞ :‬ ‫ﺍﻝ ﹼﻠﺏ: ﻴﻨﺩﺭﺝ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺇﻁﺎﺭ ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ﺇﻝﻰ‬ ‫ﻁ‬ ‫ﺇﻨﺠﺎﺯ...........................................................................ﻓﻲ ﻗﻁﻌﺔ.‬ ‫ﺍﻝﻌﺭﺽ: ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻋﺩﻡ ﺭﻀﺎ ﺍﻝﻤﺴﺘﻌﻤل ﺍﺘﻀﺢ ﺃﻥ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﺘﻭ ﹼﺭﺓ ﻻ ﺘﻠ‪‬ﻲ‬ ‫ﺒ‬ ‫ﻓ‬ ‫ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ) ﺒﺎﻫﻅﺔ ﺍﻝﺜﻤﻥ، ﻏﻴﺭ ﻤﺘﻴﻨﺔ...(.‬ ‫2 – ﺇﻁﺎﺭ ﺍﻝ ‪‬ﻨﻊ:‬ ‫ﺼ‬ ‫ﺘﺼﻨﻊ ................................................................. ﻭ ﺘﺭ ﹼﺏ‬ ‫ﻜ‬ ‫ﻓﻲ ﻤﺼﻨﻊ ﻝﻶﻻﺕ ﺍﻝﺼﻨﺎﻋﻴﺔ‬ ‫3 – ﺍﻝ ﹼﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ :‬ ‫ﺘ‬ ‫71‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺍﻝﹼﻴﻭﻨﺔ‬ ‫ﻠ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ............... ﺍﻝﻘﻁﺭ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬ﻜ‬ ‫-‬ ‫31‪Ø‬‬ ‫ﻭﺭ 1‬ ‫10‬ ‫ﻤﻥ ﺇﻨﺠﺎﺯ ﺜﻘﺏ ﻓﻲ ................. ﺍﻷﻗﺼﻰ‬ ‫...................................‬ ‫-‬ ‫-‬ ‫........‬ ‫....‬ ‫20‬ ‫...................................‬ ‫±‬ ‫‪10 V‬‬ ‫‪220 V‬‬ ‫........‬ ‫....................................‬ ‫.....‬ ‫30‬ ‫±‬ ‫‪0.2 A‬‬ ‫‪0,5 A‬‬ ‫.................................... .......‬ ‫‪W‬‬ ‫ط א‬ ‫א‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﺤﺭﺭ ﻜﺭﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠ ‪‬ﺔ» ‪« Word‬‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬‬ ‫ﺸ‬ ‫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 ﺍﻝﻴﺩﻭ‪‬ﺔ.‬ ‫ﻴ‬ ‫81‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫91‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫02‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 30‬ ‫ز‬ ‫א‬ ‫א‬ ‫ﻜﻴﻑ ﺃﺘﻌﺭﻑ ﺇﻝﻰ ﻭﻅﻴﻔﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ ؟‬ ‫12‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫30‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺘﺤ ﹼﻢ ﰲ ﺍﻟﺘﻮﻗﻴﺖ ﳉﻬﺎﺯ ﺗﻘﲏ‬ ‫ﻜ‬ ‫2‬ ‫1 - ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪:‬‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺃﺘﺄﻤل ﺍﻝﻤﻨﺘﺠﺎﺕ ﺍﻝﻤﺩﺭﺠﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻭﺃﻀﻊ ﻋﻼﻤﺔ )‪ (x‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ :‬ ‫ﻴﺘﻡ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺘﻭﻗﻴﺕ ﺍﻝﺘﺸﻐﻴل‬ ‫ﹼ‬ ‫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
‫2 – ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ط א ول‪W‬‬ ‫א‬ ‫ﺘﻤﺜل ﺍﻝﺼﻭﺭ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻨﺘﺠﺎﺕ ﻭ ﺃﺠﻬﺯﺓ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ.‬ ‫ﺍﻝﻭﻀﻌﻴﺔ:‬ ‫ﺃﺒﺤﺙ ﻭ ﺃﺼل ﺒﺴﻬﻡ ﺯﺭ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻭﻗﺕ ﺒﻭﻅﻴﻔﺘﻪ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ:‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ‬ ‫اري‬ ‫ا‬ ‫ا‬ ‫ﺍﻝﺘﻭﻗﻴﺕ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬ ‫‪W‬‬ ‫طא‬ ‫א‬ ‫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 555 ﻝﻠﺘﺤﻜﻡ ﻓﻲ ﺘﻭﻗﻴﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ.‬ ‫32‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫1- ﺃﺘﺄﻤل ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺅﻗﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ ﻭ ﺃﻜﻤل ﺍﻝﻤﺩﻭﻨﺔ .‬ ‫ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﺩﻤﺠﺔ‬ ‫555 ﻫﻲ 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 ‫‪10K‬‬ ‫1‬ ‫................................................................‬ ‫1‪R‬‬ ‫‪300K‬‬ ‫1‬ ‫................................................................‬ ‫‪R‬‬ ‫‪10 µF‬‬ ‫1‬ ‫................................................................‬ ‫1‪C‬‬ ‫‪10 ηF‬‬ ‫1‬ ‫................................................................‬ ‫‪C‬‬ ‫555 ‪NE‬‬ ‫1‬ ‫................................................................‬ ‫555 ‪NE‬‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫‪‬ﻴ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﺴﻡ ﺍﻝﻤﻜ ‪‬ﻥ‬ ‫ﻭ‬ ‫ﺭﻤﺯ ﺍﻝﻤﻜﻭﻥ‬ ‫2- ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺅﻗﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ ﻋﻠﻰ ﻝﻭﺤﺔ ﺘﺠﺎﺭﺏ ﻭ ﺍﻀﻐﻁ ﻋﻠﻰ ﺍﻝﺯﺭ‪b‬‬ ‫................................................................................................................................‬ ‫* ﺃﻻﺤﻅ‬ ‫..........................................................................................................................‬ ‫* ﺃﺴﺘﻨﺘﺞ:‬ ‫ ‪ Crocodile clips‬‬ ‫ل‬ ‫إ رة ا رج‬ ‫ا ارة ا‬ ‫3- أ‬ ‫42‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ ‪ Crocodile clips‬‬ ‫أ‬ ‫3-1- آ‬ ‫ر‬ ‫*ا‬ ‫:‬ ‫ا ارة ا‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫وم:‬ ‫را‬ ‫*ا‬ ‫:‬ ‫را‬ ‫*ا‬ ‫52‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫:‬ ‫را را‬ ‫•ا‬ ‫ح:‬ ‫را‬ ‫*ا‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫:‬ ‫را‬ ‫ر‬ ‫*ا‬ ‫..................................................................................‬ ‫4- ﻤﺎ ﻨﻭﻉ ﺍﻹﺸﺎﺭﺓ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ:‬ ‫................................................................................................................................................................................‬ ‫................................................................................................................................................................................‬ ‫62‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫72‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫82‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻝﺙ‬ ‫ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 40‬ ‫و‬ ‫א‬ ‫א‪Ò‬‬ ‫ﻜﻴﻑ ﺃﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭ ﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ ؟‬ ‫92‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 40‬ ‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﶈﻴﻂ‬ ‫1– ﺍﻝﻨﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓـﻲ:‬ ‫1– ﺍﻝﻨﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓـﻲ:‬ ‫‪ W‬ﻤﺸﺎﻫﺩ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﻤﺤﻴﻁ.‬ ‫א‬ ‫30‬ ‫20‬ ‫10‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫60‬ ‫50‬ ‫40‬ ‫80‬ ‫70‬ ‫01‬ ‫90‬ ‫03‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫‪W‬‬ ‫א‬ ‫ﺃﺘﺄﻤل ﺍﻝﻤﺸﺎﻫﺩ ﺍﻝ ‪‬ﺎﺒﻘﺔ ﺜﻡ ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﹼﺎﻝﻲ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ( ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ:‬ ‫ﺘ‬ ‫ﺴ‬ ‫ﺍﻹﺼﻼﺡ‬ ‫ﻋﻤل ﺍﻝ ﹼﻠﻤﻴﺫ‬ ‫ﺘ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺭﻗﻡ ﺍﻝﻤﺸﻬﺩ‬ ‫ﺘﻠ ‪‬ﺙ ﻤﺎﺌﻲ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ ﻤﺎﺌﻲ‬ ‫ﻭ‬ ‫ﺘﺭﺍﺒﻲ‬ ‫ﻫﻭﺍﺌﻲ‬ ‫ﺘﺭﺍﺒﻲ‬ ‫ﻫﻭﺍﺌﻲ‬ ‫10‬ ‫20‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫30‬ ‫40‬ ‫50‬ ‫60‬ ‫70‬ ‫80‬ ‫ــ :‬ ‫..............................................................................................................................................................................‬ ‫..............................................................................................................................................................................‬ ‫..............................................................................................................................................................................‬ ‫13‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2– ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫2– ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫:‬ ‫ز ا ّاد ا‬ ‫اد‬ ‫) (‬ ‫ــ ّد‬ ‫ط 1‪W‬‬ ‫א‬ ‫2‬ ‫1‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫3‬ ‫4‬ ‫5‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﺃﺴﻼﻙ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﺭ‬ ‫5‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫4‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻤﻀﺨﻡ ...‬ ‫3‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻋﻤﻭﺩ ﺠﺎﻑ‬ ‫ﹼ‬ ‫2‬ ‫ﺒﻼﺴﺘﻴﻙ‬ ‫ﻏـﻁﺎﺀ‬ ‫1‬ ‫ﺼﻨﻑ3‬ ‫ﺼﻨﻑ2‬ ‫ﺼﻨﻑ2 ﺼﻨﻑ3 ﺼﻨﻑ1‬ ‫ﺼﻨﻑ1‬ ‫ﺍﻝﻤﺎ ‪‬ﺓ‬ ‫ﺩ‬ ‫ﺍﻝ ﹼﺴﻤ ‪‬ﺔ‬ ‫ﺘ ﻴ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ﺇﺼﻼﺡ ﺍﻝ ﹼﺼﻨﻴﻑ‬ ‫ﺘ‬ ‫ﺘﺼﻨﻴﻑ ﻤﻭﺍﺩ ﺃﺠﺯﺍﺀ ﺍﻝ ‪‬ﺍﺩﻴﻭ‬ ‫ﺭ‬ ‫ﺠﻬﺎﺯ ﺭﺍﺩﻴﻭ‬ ‫23‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ط 2‪W‬‬ ‫א‬ ‫.‬ ‫اء ا اد ا‬ ‫ف ـ اد أ‬ ‫ا‬ ‫(ا‬ ‫)‬ ‫ــ ّد‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﺃﺴﻼﻙ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﺭ‬ ‫5‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫4‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻤﻀﺨﻡ...‬ ‫3‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻋﻤﻭﺩ ﺠﺎﻑ‬ ‫ﹼ‬ ‫2‬ ‫ﺒﻼﺴﺘﻴﻙ‬ ‫ﻏــﻁﺎﺀ‬ ‫1‬ ‫ﺍﻝﺨﺯﻥ‬ ‫ﺍﻝﺘﺩﻤﻴﺭ‬ ‫ﺍﻝﺭﺴﻜﻠﺔ‬ ‫ﺍﻝﺨﺯﻥ‬ ‫ﺍﻝﺭﺴﻜﻠﺔ ﺍﻝﺘﺩﻤﻴﺭ‬ ‫ﺍﻝﻤـﺎ ‪‬ﺓ‬ ‫ﺩ‬ ‫ﺍﻝ ﹼﺴﻤ ‪‬ﺔ‬ ‫ﺘ ﻴ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫ﺍﻹﺼــﻼﺡ‬ ‫ﻜﻴﻔ ‪‬ﺔ ﺇﺘﻼﻑ ﺃﺠﺯﺍﺀ ﺍﻝ ‪‬ﺍﺩﻴﻭ‬ ‫ﺭ‬ ‫ﻴ‬ ‫ﺠﻬـﺎﺯ ﺭﺍﺩﻴﻭ‬ ‫ط 3‪ W‬ﺃﺭﺒﻁ ﺒﺴﻬﻡ ﻝﺘﺤﺩﻴﺩ ﻤﺴﺎﻫﻤﺔ ﻜل ﻤﻥ ﺍﻝﻤﺴﺘﻬﻠﻙ ﻭﺍﻝﻤﺼﹼﻊ ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠ ‪‬ﺙ.‬ ‫ﻭ‬ ‫‪‬‬ ‫ﻨ‬ ‫ّ‬ ‫א‬ ‫ﺍﺴﺘﻌﻤﺎل ﺍﻝﻤﺼﻨﻭﻋﺎﺕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻝﻠﺤﺩ‬ ‫ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻷﻜﻴﺎﺱ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ‬ ‫ﺍﻝﻤﻠ ‪‬ﺜﺔ ﻝﻠﺘﺭﺒﺔ‬ ‫ﻭ‬ ‫ﺒﺎﺨﺘﻴﺎﺭ ﻤﻭﺍﺩ ﻏﻴﺭ ﻤﻠﻭﺜﺔ ﻝﻠﻤﺤﻴﻁ‬ ‫‪‬ﺴﺎﻫﻤـﺔ ﺍﻝﻤﺴﺘﻬﻠﻙ‬‫ﻤ‬ ‫ﺨﻼل ﺘﺼﻭﺭ ﺍﻝﻤﻨﺘﺠﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ‬ ‫‪‬‬ ‫ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠﻭﺙ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ ﻓﻲ ﺍﻝﻁﺎﻗﺔ ﺒﺘﺸﻐﻴل ﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻋﻨﺩ ﺍﻝﺤﺎﺠﺔ ﻓﻘﻁ ﻝﻠﺤﺩ ﻤﻥ‬ ‫‪‬‬ ‫ﺍﻝﺘﻠﻭﺙ ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺍﺴﺘﻬﻼﻙ ﺍﻝﻭﻗﻭﺩ‬ ‫ﻓﻲ ﻤﺤﻁﺎﺕ ﺘﻭﻝﻴﺩ ﺍﻝﻁﺎﻗﺔ‬ ‫ﺘﺤﺩﻴﺩ ﻜﻴﻔﻴﺔ ﺇﺘﻼﻑ ﺃﺠﺯﺍﺀ ﺍﻝﻤﻨﺘﺞ‬ ‫ﺨﻼل ﺘﺼ ‪‬ﺭﻩ‬ ‫ﻭ‬ ‫‪‬ﺴﺎﻫﻤﺔ ﺍﻝ ‪‬ﺼ ﹼﻊ‬ ‫ﻤ ﻨ‬ ‫ﻤ‬ ‫ﺍﻝﺤﺩ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺴﻴﺎﺭﺍﺕ ﺍﻝﺨﺎﺼﺔ‬ ‫ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠﻭﺙ‬ ‫ﻓﻲ ﺍﻝﻤﺩﻥ ﻝﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ‬ ‫‪‬‬ ‫ﺘﻠ ‪‬ﺙ ﺍﻝﻬﻭﺍﺀ‬ ‫ﻭ‬ ‫33‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ط 4‪W‬‬ ‫א‬ ‫ﻤﺎ ﻫﻭ ﺍﻝﺘﻠ ‪‬ﺙ ﺍﻝﺫﻱ ‪‬ﻤﹼﻠﻪ ﺍﻝﻤﺸﻬﺩ ﺍﻝﺘﺎﻝﻲ؟ ﻋﻠل ﺠﻭﺍﺒﻙ.‬ ‫ﻴﺜ‬ ‫ﻭ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫...........................................................................................................‬ ‫ا ّ ــ :................................................................................................‬ ‫ــ ح: .............................................................................................‬ ‫ا‬ ‫ا ّ ــ :................................................................................................‬ ‫ــ ح: .............................................................................................‬ ‫ا‬ ‫ط 5‪W‬‬ ‫א‬ ‫ﺍﺴﺘﺨﺩﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻹﻨﺠﺎﺯ ﺒﺤﺙ ﺤﻭل :‬ ‫• ﻜﻴﻔ‪‬ﺔ ﺍﻝﹼﺨﹼﺹ ﻤﻥ ﺍﻝﺒﻁﺎﺭﻴﺎﺕ ﻭﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎ ﹼﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ.‬ ‫ﻓ‬ ‫ﻴ ﺘ ﻠ‬ ‫• ﻜﻴﻔﻴﺔ ﺍﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ ﺍﻝﻤﻨﺯﻝﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ.‬ ‫43‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫53‬ ‫ﺮ‬ ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫63‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 50‬ ‫א‬ ‫א‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﺎ ﻫﻭ ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ؟‬ ‫73‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫50‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺘﻌﺮﻳﻔﻲ ﻟﻠﻘﻄﻌﺔ‬ ‫1 - ﺍﻷﻨﹼﺸﻁﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ :‬ ‫ﻨ‬ ‫ﺍﻷ ﹼﺸﻁﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ :‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ 1‬ ‫ﻨ‬ ‫1-1 ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺍﺴﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ، ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺴﻔﻠﻲ.‬ ‫ﺍﻝﻤﺴﻘﻁ ‪D‬‬‫‪‬‬ ‫ﺍﻝﻤﺴﻘﻁ ‪C‬‬ ‫‪‬‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺍﻝﻤﺴﻘﻁ ‪E‬‬ ‫‪‬‬ ‫ﺘ‬ ‫ﺍﻝﻤﺴﻘﻁ ‪A‬‬ ‫‪‬‬ ‫ﺍﻝﻤﺴﻘﻁ ‪B‬‬ ‫‪‬‬ ‫1-2 ﺍﻝﻤﻁﻠﻭﺏ :‬ ‫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 ‫‪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 .‬ ‫83‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ 1‬ ‫1-3 ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺍﺴﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ، ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺴﻔﻠﻲ.‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪D‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪C‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪E‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪A‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪B‬‬ ‫ﻤ‬ ‫1-4 ﺍﻝﻤﻁﻠﻭﺏ :‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫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 .‬ ‫93‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ 2 :‬ ‫ﻨ‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻠﻭﻥ ﻝﻘﻁﻌﺔ ﺍﺴﻁﻭﺍﻨﻴﺔ ﺍﻝﺸﻜل‬ ‫ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ .‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــﻅﺔ‬ ‫ﺍﻝﻤـــﺎﺩﺓ‬ ‫ﺘﺴﻤـﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫04‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻘﻁﻌﺔ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل, ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ‬ ‫ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1: ﻝﻭﻥ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ :‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﺒﺎﻷﺨﻀﺭ‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻷﺤﻤﺭ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2: ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ )ﺍﻝﺭﺃﺴﻲ، ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻴﺴﺎﺭﻱ(‬ ‫ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــــﻅﺔ‬ ‫ﺍﻝﻤـــــﺎﺩﺓ‬ ‫ﺘﺴﻤـــﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫14‬ ‫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 ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــﻅﺔ‬ ‫ﺍﻝﻤـــﺎﺩﺓ‬ ‫ﺘﺴﻤـﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫24‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻘﻁﻌﺔ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل, ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ‬ ‫ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1: ﻝﻭﻥ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ :‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﺒﺎﻷﺨﻀﺭ‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻷﺤﻤﺭ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2: ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ )ﺍﻝﺭﺃﺴﻲ، ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻴﺴﺎﺭﻱ(‬ ‫ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــــﻅﺔ‬ ‫ﺍﻝﻤـــــﺎﺩﺓ‬ ‫ﺘﺴﻤـــﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫34‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2 - ﺍﻷﻨﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﻨ‬ ‫ﺍﻷ ﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﻋﺩﺩ 1‬ ‫ﻨ‬ ‫- ﺍﻝﺴﻨﺩ:‬ ‫ﻤﻨﺘﺞ ﻴﻤﺜل ﺜﺎﻗﺒﺔ ﺃﻭﺭﺍﻕ ﻤﻘﺩﻡ ﺒﺭﺴﻤﻪ ﺍﻝﺸﺎﻤل ﻤﻊ ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ ﻤﻔﻜﻜﺔ ﻭ ﻤﻠﻭﻨﺔ.‬ ‫- ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1: ﺤﺩﺩ ﻫﺫﻩ ﺍﻝﻘﻁﻊ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﺎﻋﺘﻤﺎﺩ ﺍﻷﻝﻭﺍﻥ ﺍﻝﻤﻘﺘﺭﺤﺔ.‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻨﺎﺒﺽ‬ ‫7‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻤﺸﺒﻙ‬ ‫6‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﺤﻠﻘﺔ ﺍﺭﺘﻜﺎﺯ‬ ‫5‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻤﺨﺭﺯ‬ ‫4‬ ‫ﺨﻼﺌﻁ ﺍﻝﻨﺤﺎﺱ‬ ‫1 ﺤﻠﻘﺔ ﻜﺒﺢ‬ ‫3‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻫﻴﻜل‬ ‫2‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﺴﻨﺩ‬ ‫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؟‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫.................................................................................................................................................................................‬ ‫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 )4( ﻤﻥ ﺍﻝﺩﻭﺭﺍﻥ‬ ‫ﻤﻨﻊ ﺍﻝﻘﻁﻌﺔ )4( ﻤﻥ 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 : )3(، )4( ﻭ )6(.‬ ‫- ﺍﻝﻘﻁﻊ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل : )1( ﻭ )2(.‬ ‫ﺍﻝﻤﻌﻴﻨﺎﺕ : ﺃﺩﻭﺍﺕ ﺍﻝﻬﻨﺩﺴﺔ‬ ‫54‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )1(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻝﻤﻼﺤﻅﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻷﺴﻡ: ...............................................‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫..........................................................‬ ‫..........................................................‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:...........................................................‬ ‫64‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )3(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻝﻤﻼﺤﻅﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫ﺍﻷﺴﻡ:‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:‬ ‫74‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )4(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻷﺴﻡ:‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:‬ ‫84‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )2(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻷﺴﻡ:‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:‬ ‫94‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ )1(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻷﺴﻡ: ...................................................................‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫..............................................................................‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:................................................................‬ ‫05‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫15‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫25‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 60‬ ‫عא‬ ‫א‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺤﺎﺕ‬ ‫ﺍﻝﻤﻘﻁﻭﻋﺔ: ﺨﻁﻭﻁ ﺭﻗﻴﻘﺔ‬ ‫ﺒﺯﺍﻭﻴﺔ ﻤﻴل ﻗﺩﺭﻫﺎ 54°‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﺃﻋ ‪‬ﺭ ﺒﺭﺴﻡ ﻤﻘﻨﻥ ﻋﻥ ﻗﻁﻌﺔ ﻤﻥ ﻤﻨﺘﺞ ﺒﺎﻋﺘﻤﺎﺩ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺒﺴﻴﻁ ؟‬ ‫ﺒ‬ ‫35‬ ‫آ اس ا‬
‫60‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺒﺴﻴﻂ‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ 1::‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪ ‬ﻋﺩﺩ 1‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺍﻝﺴﻨــﺩ::‬ ‫ﺍﻝﺴﻨــﺩ‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻔﻜﻙ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻨﺘﺞ ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫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:‬ ‫.‬ ‫؟‬ ‫تآ ا‬ ‫ه‬ ‫.‬ ‫ا‬ ‫ا‬ ‫‪X‬‬ ‫ــ ج : أ‬ ‫ا‬ ‫.‬ ‫ا‬ ‫آ ا‬ ‫ّة‬ ‫ا‬ ‫ا‬ ‫.‬ ‫ـ ا‬ ‫آ ا‬ ‫ّة‬ ‫ا‬ ‫ا‬ ‫45‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ2::‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪ ‬ﻋﺩﺩ2‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝـ ﻗﻔل ﺍﻝﺒﺎﺏ ﺒﺎﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫ﺃﻻﺤﻅ ﺤﺴﺏ ﻤﺎ ﺘﻘﺩﻡ ﺃﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻻ ‪‬ﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜ ‪‬ﻨﺔ ﻝﻠﻤﻨﺘﺞ ﻓﻭﻗﻊ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ‬ ‫ﻭ‬ ‫ﻴ‬ ‫ﺇﻨﺠﺎﺯ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻁﺎﻉ ﻭﻫﻭ ﻤﺎ ﻴﻅﻬﺭﻩ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ: ﺃﺘﺄﻤل ﻫﺫﺍ ﺍﻝﺭﺴﻡ ﻭ ﺃﺤﺩﺩ 6 ﻓﺭﻭﻕ ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺫﻱ ﺴﺒﻘﻪ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪X‬‬ ‫ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ.‬ ‫‪A‬‬ ‫‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫‪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 ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻤﻥ ﺍﻝﻴﺴﺎﺭ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺇﻝﻰ ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫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 ﻝﻠﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ1‬ ‫ﹼ‬ ‫ﺍﻝﺴﻨﺩ:: ﺴﻡ ﺍﻝﻤﻔﻜﻙ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻨﺘﺞ ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫ﺍﻝﺴﻨﺩ ‪ ‬‬ ‫1:‬ ‫ا‬ ‫.‬ ‫ا‬ ‫دا‬ ‫أ‬ ‫ما‬ ‫ا‬ ‫ا دا‬ ‫.‬ ‫ه : .........‬ ‫دا‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫2:‬ ‫ﺘ‬ ‫؟‬ ‫ا‬ ‫ري آ ا‬ ‫ا‬ ‫زا‬ ‫ه‬ ‫.‬ ‫:‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫.‬ ‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫ﻫل ﻅﻬﺭﺕ ﻜل ﺍﻝﻘﻁﻊ ؟‬ ‫ﺍﺴﺘﻨﺘــﺎﺝ :‬ ‫ﺃﺴﺘﻨﺘﺞ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪ X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﻌ ‪‬ﺓ ﻤﺴﺎﻗﻁ ﻝﻤﻨﺘﺞ ﻻ ﻴﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ.‬ ‫ﺩ‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﻌ ‪‬ﺓ ﻤﺴﺎﻗﻁ ﻝﻤﻨﺘﺞ ﻴﻅﻬﺭ ﻜل ﺍﻝﻘﻁـﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ.‬ ‫ﺩ‬ ‫65‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ2‬ ‫ﹼ‬ ‫ﺍﻝﺴﻨﺩ: ﺭﺴﻡ ﺸﺎﻤل ﻝــ ﻗﻔل ﺍﻝﺒﺎﺏ ﺒﺎﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺃﻻﺤﻅ ﺤﺴﺏ ﻤﺎ ﺘﻘﺩﻡ ﺃﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻻ ‪‬ﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜ ‪‬ﻨﺔ ﻝﻠﻤﻨﺘﺞ ﻓﻭﻗﻊ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ‬ ‫ﻭ‬ ‫ﻴ‬ ‫ﺇﻨﺠﺎﺯ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻁﺎﻉ ﻭﻫﻭ ﻤﺎ ﻴﻅﻬﺭﻩ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ: ﺃﺘﺄﻤل ﻫﺫﺍ ﺍﻝﺭﺴﻡ ﻭ ﺃﺤﺩﺩ 6 ﻓﺭﻭﻕ ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺫﻱ ﺴﺒﻘﻪ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪X‬‬ ‫ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ.‬ ‫‪A‬‬ ‫1‬ ‫7‬ ‫‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫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 ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻤﻥ ﺍﻝﻴﺴﺎﺭ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺇﻝﻰ ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻭﻗﻊ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺨﻁ ﺭﻗﻴﻕ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻤﺨﺘﻠﻁ ﻭﺴﻤﻴﻙ ﻤﻥ ﺃﻁﺭﺍﻓﻪ ﻓﻲ ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ.‬ ‫ﺍﻝﺭﺃﺴﻲ‬ ‫75‬ ‫آ اس ا‬
‫ﺍﻷﻨﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ::‬ ‫ﻨ‬ ‫ﺍﻷ ﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 1::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 1‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻔل ﺍﻝﺒﺎﺏ‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻠﻘﻁﻌﺔ ﻋﺩﺩ 3 )ﺍﻝﺠﺭﺍﺭﺓ(.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﺠﺭﺍﺭﺓ 3 ﺒــ:‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ.‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻘﻁﺎﻉ ‪.B-B‬‬ ‫ﺇﺘﻤﺎﻡ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ.‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫ذ‬ ‫ا‬ ‫ارة‬ ‫1‬ ‫3‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫85‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 2::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 2‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻔل ﺍﻝﺒﺎﺏ، ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻠﻘﻁﻌﺔ ﻋﺩﺩ )7(.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ 7 ﺒــ:‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪.E-E‬‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪.F-F‬‬ ‫- ﺇﺘﻤﺎﻡ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ذ‬ ‫ا‬ ‫ّ‬ ‫صا‬ ‫1‬ ‫7‬ ‫ــــ ت‬ ‫ا‬ ‫ا ـــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫95‬ ‫آ اس ا‬
‫ا‬ ‫ا‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 3::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 3‬ ‫ﺍﻝﺴﻨﺩ1:‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻘ ‪‬ﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫ﻭ‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝ ﹼﺎﻤل: ﻤﺴﻘﻁ ﺭﺃﺴﻲ‬ ‫ﺸ‬ ‫ﻗﻁﺎﻉ ‪A-A‬‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺃﻝ ‪‬ﻥ ﺍﻝﺒﻜﺭﺘﻴﻥ)6(‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﻓﻲ ﺍﻝﻤﺴﻘﻁﻴﻥ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻝﻠﻭﻥ‬ ‫ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ‬ ‫ﺭ‬ ‫ذ‬ ‫1‬ ‫7‬ ‫ذ‬ ‫ة ار ز‬ ‫2‬ ‫6‬ ‫س‬ ‫أ ب‬ ‫1‬ ‫5‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ذ‬ ‫1‬ ‫3‬ ‫ذ‬ ‫1‬ ‫2‬ ‫ذ‬ ‫ّ‬ ‫ذراع ا‬ ‫1‬ ‫1‬ ‫ا ـــــــــ دة‬ ‫ـــ‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫06‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ2:‬ ‫- ﺃﻜﻤل ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ ﻝﻠﺒﻜﺭﺓ )6( ﻤﻌﺘﺒﺭﺍ ﺍﻝﻘﻁﺎﻉ‪.A-A‬‬ ‫ﺭ‬ ‫- ﺃ ﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ.‬ ‫ﻗﻁﺎﻉ ‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ذ‬ ‫ةا ر ز‬ ‫2‬ ‫6‬ ‫ا‬ ‫ا دة‬ ‫ا د‬ ‫ر‬ ‫:‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫16‬ ‫آ اس ا‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ3:‬ ‫- ﺃﺘ ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ ﻝﻠﺒﻜﺭﺓ )6(‬ ‫ﻤ‬ ‫- ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ‬ ‫ﻗﻁﺎﻉ ‪B-B‬‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫ذ‬ ‫ةا ر ز‬ ‫2‬ ‫6‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫:‬ ‫ا‬ ‫:‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫26‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺴﻨــﺩ2:‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻠﻤﺸﺒﻙ )7( ﻭﻤﻭﻗﻊ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ )ﻴﻤﺭ ﻤﻥ ﺍﻝﺸﻘﺔ(.‬ ‫ﹼ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫- ﺃﺨﺘﺎﺭ ﺤﺭﻓﺎ ﻻﺘﻴﻨﻴﺎ ﻝﺘﻌﺭﻴﻑ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﻭ ﺃﻀﻌﻪ ﻓﻲ ﻤﻜﺎﻨﻪ ﺍﻝﻤﻨﺎﺴﺏ.‬ ‫- ﺃﺘ ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ.‬ ‫ﻤ‬ ‫- ﺃﻗﻭﻡ ﺒﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝ ﹼﺯﻤﺔ.‬ ‫ﻼ‬ ‫- ﺃﺘ ‪‬ﻡ ﺒﻤﺎ ﺍﺨﺘﺭﺘﻪ ﻤﻥ ﺤﺭﻑ ﻻﺘﻴﻨﻲ ﺍﺴﻡ ﺍﻝﻘﻁﺎﻉ.‬ ‫ﻤ‬ ‫‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺃﺤﺩﺩ ﻤﺴﺘﻭﻱ‬ ‫ﺍﻝﻘﻁﺎﻉ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺨﻁ ﺍﻝﻤﻁﺎﺒﻕ ﻝﻪ.‬ ‫ذ‬ ‫2‬ ‫7‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫: 1:5‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫36‬ ‫آ اس ا‬
‫ﺍﻝﺴﻨﺩ3:ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻠﻤﺸﺒﻙ )7( ﻭﻤﻭﻀﻊ ﺠﺩﻴﺩ ﻝﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ)ﻻ ﻴﻤﺭ ﻤﻥ ﺍﻝﺸﻕ(‬ ‫ﹼ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫- ﺃﺨﺘﺎﺭ ﺤﺭﻓﺎ ﻻﺘﻴﻨﻴﺎ ﻝﺘﻌﺭﻴﻑ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﻭ ﺃﻜﺘﺒﻪ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫- ﺃﺘ ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ.‬ ‫ﻤ‬ ‫- ﺃﻗﻭﻡ ﺒﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺎﺤﺎﺕ ﺍﻝ ﹼﺯﻤﺔ.‬ ‫ﻼ‬ ‫- ﺃﺴ ‪‬ﻲ ﺍﻝﻘﻁﺎﻉ ﺒﻨﻔﺱ ﺍﻝﺤﺭﻑ ﺍﻝ ﹼﺘﻴﻨﻲ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻠﻤﺴﺘﻭﻱ.‬ ‫ﻼ‬ ‫ﻤ‬ ‫ـ‬ ‫ا‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺃﺤﺩﺩ‬ ‫ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺨﻁ‬ ‫ﺍﻝﻤﻁﺎﺒﻕ ﻝﻪ.‬ ‫ذ‬ ‫2‬ ‫7‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫: 1:5‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫46‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 4 ::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 4‬ ‫ﻀﺎﻏﻁ ﺍﻝﻬﻭﺍﺀ‬ ‫ن‬ ‫ا‬ ‫أه ّ‬ ‫3‬ ‫5‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫1‬ ‫2‬ ‫6‬ ‫7‬ ‫- ﺼﻭﺭﺓ ﻝﻀﺎﻏﻁ ﺍﻝﻬﻭﺍﺀ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫4‬ ‫ﹼ‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ )ﻤﻜ‪‬ﺭ( ﻝﺤﺎﻤل ﺍﻝﻌﺠﻠﺔ.‬ ‫ﺒ‬ ‫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(‬ ‫)7( ﺩﺍﺨل‬ ‫ﺍﻝﻘﻁﻌﺘﻴﻥ )4(‬ ‫)2( ﻋﻠﻰ ﺍﻝﻤﺤﻭﺭ‬ ‫)7 (‬ ‫ﺘﺭﻜﻴﺏ ﺍﻝﻘﻁﻌﺘﻴﻥ )4(‬ ‫ﺩﺍﺨل ﺍﻝﻘﻁﻌﺔ )5(‬ ‫1‬ ‫ﺸﺩ ﺍﻝﻘﻁﻌﺔ )5( ﻋﻠﻰ‬ ‫ﺍﻝﻘﻁﻌﺔ )3 ﺒﺎﻝﺒﺭﺍﻏﻲ(‬ ‫)6 (‬ ‫56‬ ‫آ اس ا‬
‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 5::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 5‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻁﻌﺘﻴﻥ: ﺍﻝﺠﻠﺒﺔ )4( ﻭﺩﻝﻴل 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 )4( ﻭﻝﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ )5(‬ ‫ﻤﺘﺸﺎﺒﻬﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ؟‬ ‫ﻨﻌﻡ.‬ ‫ﻻ.‬ ‫ﺃﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﺠﻠﺒﺔ )ﺍﻝﻤﻠﻭﻨﺔ ﺒﺎﻷﺼﻔﺭ(.‬ ‫)ﺃﻀﻊ ﻋﻼﻤﺔ ‪ X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ(‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﻓﻭﻻﺫ.‬ ‫ﺘ‬ ‫ﺯﻫﺭ.‬ ‫ﺒﺭﻨﺯ.‬ ‫ﺒﻼﺴﺘﻴﻙ.‬ ‫66‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ ﺃﺘ ‪‬ﻡ :‬ ‫ﻤ‬ ‫ﺭ‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ ‪A-A‬‬ ‫ﺭ‬ ‫- ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ــ ذ‬ ‫ذراع‬ ‫د‬ ‫1‬ ‫5‬ ‫ت‬ ‫ا‬ ‫ا ـــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫2:1‬ ‫76‬ ‫آ اس ا‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫86‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫96‬ ‫آ اس ا‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 70‬ ‫א‬ ‫א‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ﻜﻴﻑ ﺃﺭﺴﻡ ﺍﻝﻠﻭﺍﻝﺏ ؟‬ ‫07‬ ‫آ اس ا‬
‫70‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺭﺳﻢ ﺍﻟﻠﻮﺍﻟﺐ‬ ‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ1:‬ ‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ1:‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‬ ‫ﺭ‬ ‫ﺍﻝ ‪‬ﻨﺩ:‬ ‫ﺴ‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ.‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻘﻁﻭﻉ.‬ ‫- ﺭﺴﻡ ﺸﺎﻤل ﻤﻘﻁﻭﻉ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫ﺃﻝ ‪‬ﻥ ﺒﺎﻷﺯﺭﻕ ﺍﻝﺠﺴﻡ )1( ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‬ ‫ﻭ‬ ‫ﻗﻁـﺎﻉ ﻨﺼﻔﻲ‬ ‫4‬ ‫1‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل‬ ‫ﺸ‬ ‫ﺭ‬ ‫9‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫2‬ ‫5‬ ‫6‬ ‫01‬ ‫8‬ ‫3‬ ‫7‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺍﻝﺸﻔﺭﺓ ﺍﻝﻘﺎﻁﻌﺔ‬ ‫1‬ ‫01‬ ‫ﺯﻫﺭ‬ ‫ﻝﻭﻝﺏ‬ ‫1‬ ‫90‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺤﻭﺭ‬ ‫1‬ ‫80‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ ﻀﻐﻁ‬ ‫1‬ ‫70‬ ‫ﻓﻭﻻﺫ‬ ‫ﺫﺭﺍﻉ‬ ‫1‬ ‫60‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺼﻔﺎﺓ‬ ‫1‬ ‫50‬ ‫ﻓﻭﻻﺫ‬ ‫ﺼﻤﻭﻝﺔ‬ ‫1‬ ‫40‬ ‫ﺨﺸﺏ‬ ‫ﻤﻘﺒﺽ‬ ‫1‬ ‫30‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫20‬ ‫ﺯﻫﺭ‬ ‫ﺠﺴﻡ‬ ‫1‬ ‫10‬ ‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ما‬ ‫ـ‬ ‫17‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﺃﺭﺘﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ )1( ﺇﻝﻰ )7( ﺘﺭﺘﻴﺒﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺃﻀﻊ ﺍﻝﻠﺤﻡ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻪ.‬ ‫ﺃﺸﺩ ﺍﻵﻝﺔ ﻋﻠﻰ ﻁﺎﻭﻝﺔ ﺍﻝﻤﻁﺒﺦ ﺒﻭﺍﺴﻁﺔ ﺒﺭﻏﻲ ﺍﻝﻀﻐﻁ )7(.‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ1‬ ‫ﺃﻓ ﹼﻙ ﺍﻵﻝﺔ ﻭﺃﻨﻅﻔﻬﺎ.‬ ‫ﻜ‬ ‫ﺃﺭ ﹼﺏ ﺍﻵﻝﺔ.‬ ‫ﻜ‬ ‫ﺃﻤﺴﻙ ﺒﺎﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺩﻴﺭﺍﻝﺫﺭﺍﻉ )6( ﺒﻭﺍﺴﻁﺔ ﺍﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺤﺼل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 3:‬ ‫ﺃﺘﻤﻌﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ1.‬ ‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ‬ ‫ﻴﺘﺒﻊ ﺍﻝﻠﺤﻡ ﻗﺒل ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻵﻝﺔ ﻤﻔﺭﻭﻤﺎ:‬ ‫- ﻤﺴﺎﺭﺍ ﺩﺍﺌﺭﻴﺎ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫- ﻤﺴﺎﺭﺍ ﻝﻭﻝﺒﻴﺎ.‬ ‫- ﻤﺴﺎﺭﺍ ﻤﺴﺘﻘﻴﻤﺎ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 4:‬ ‫ﺃﺘﺄ ‪‬ل ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 2 ﻭﺃﺠﻴﺏ.‬ ‫ﻤ‬ ‫ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻠﻭﻝﺏ )9( ﻫﻲ:‬ ‫.............................................................................‬ ‫ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﺃﻨﺠﺯ ﻋﻠﻰ ﺍﻝﻘﻁﻌﺘﻴﻥ )6( ﻭ )9( ﻫﻭ ﺸﻜل .................................................. ﻝﻀﻤﺎﻥ‬ ‫ﺩﻭﺭﺍﻥ )9( ﻋﻨﺩ 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 )9( ﻴﺠﺏ ﺃﻥ‬ ‫................................‬ ‫ﺍﻝﻘﻁﻌﺔ )2( ﺒﻬﺎ ﻝﻭﻝﺏ ﺨﺎﺭﺠﻲ ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫...........................‬ ‫ﻝﺘﺘﻡ ﻋﻤﻠﻴﺔ‬ ‫.............................‬ ‫ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫................................‬ ‫ﻴﻜﻭﻥ ﺒﻬﺎ ﻝﻭﻝﺏ‬ ‫27‬ ‫آ اس ا‬
‫ﺘﻌﻠﻴﻤﺔ 7: ﺃﺘﻤﻡ ﺒﻤﺎ ﻴﻨﺎﺴﺏ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 3 :)ﻝﻭﻝﺏ ﺩﺍﺨﻠﻲ : ﺼﻤﻭﻝﺔ(- )ﻝﻭﻝﺏ‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ 3‬ ‫ﺨﺎﺭﺠﻲ: ﺒﺭﻏﻲ(‬ ‫...............................‬ ‫ف ا راع‬ ‫.............................‬ ‫ر‬ ‫فا‬ ‫ﺃﻨﻅﺭ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭ ﺃﺠﻴﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 8:‬ ‫ﻫل ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺤﺎﻁﺔ ﺒﺩﻭﺍﺌﺭ ﺤﻤﺭﺍﺀ ﻝﻠﻭﺍﻝﺏ ﻤﻘﻨﻨﺔ؟ .......................................................................‬ ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ 1:‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‬ ‫ﺭ‬ ‫ﺍﻝ ‪‬ﻨﺩ:‬ ‫ﺴ‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ.‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻘﻁﻭﻉ.‬ ‫- ﺭﺴﻡ ﺸﺎﻤل ﻤﻘﻁﻭﻉ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫ﺃﻝ ‪‬ﻥ ﺒﺎﻷﺯﺭﻕ ﺍﻝﺠﺴﻡ )1( ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‬ ‫ﻭ‬ ‫ﻗﻁـﺎﻉ ﻨﺼﻔﻲ‬ ‫4‬ ‫1‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل‬ ‫ﺸ‬ ‫ﺭ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫9‬ ‫2‬ ‫5‬ ‫6‬ ‫01‬ ‫8‬ ‫3‬ ‫7‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺍﻝﺸﻔﺭﺓ ﺍﻝﻘﺎﻁﻌﺔ‬ ‫1‬ ‫01‬ ‫ﺯﻫﺭ‬ ‫ﻝﻭﻝﺏ‬ ‫1‬ ‫90‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺤﻭﺭ‬ ‫1‬ ‫80‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ ﻀﻐﻁ‬ ‫1‬ ‫70‬ ‫ﻓﻭﻻﺫ‬ ‫ﺫﺭﺍﻉ‬ ‫1‬ ‫60‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺼﻔﺎﺓ‬ ‫1‬ ‫50‬ ‫ﻓﻭﻻﺫ‬ ‫ﺼﻤﻭﻝﺔ‬ ‫1‬ ‫40‬ ‫ﺨﺸﺏ‬ ‫ﻤﻘﺒﺽ‬ ‫1‬ ‫30‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫20‬ ‫ﺯﻫﺭ‬ ‫ﺠﺴﻡ‬ ‫1‬ ‫10‬ ‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ما‬ ‫ـ‬ ‫37‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﺃﺭﺘﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ )1( ﺇﻝﻰ )7( ﺘﺭﺘﻴﺒﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺃﻀﻊ ﺍﻝﻠﺤﻡ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻪ.‬ ‫ﺃﺸﺩ ﺍﻵﻝﺔ ﻋﻠﻰ ﻁﺎﻭﻝﺔ ﺍﻝﻤﻁﺒﺦ ﺒﻭﺍﺴﻁﺔ ﺒﺭﻏﻲ ﺍﻝﻀﻐﻁ )7(.‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ1‬ ‫ﺃﻓ ﹼﻙ ﺍﻵﻝﺔ ﻭﺃﻨﻅﻔﻬﺎ.‬ ‫ﻜ‬ ‫ﺃﺭ ﹼﺏ ﺍﻵﻝﺔ.‬ ‫ﻜ‬ ‫ﺃﻤﺴﻙ ﺒﺎﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺩﻴﺭﺍﻝﺫﺭﺍﻉ )6( ﺒﻭﺍﺴﻁﺔ ﺍﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺤﺼل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 3:‬ ‫ﺃﺘﻤﻌﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ1.‬ ‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ‬ ‫ﻴﺘﺒﻊ ﺍﻝﻠﺤﻡ ﻗﺒل ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻵﻝﺔ ﻤﻔﺭﻭﻤﺎ:‬ ‫- ﻤﺴﺎﺭﺍ ﺩﺍﺌﺭﻴﺎ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫- ﻤﺴﺎﺭﺍ ﻝﻭﻝﺒﻴﺎ.‬ ‫- ﻤﺴﺎﺭﺍ ﻤﺴﺘﻘﻴﻤﺎ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 4:‬ ‫ﺃﺘﺄ ‪‬ل ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 2 ﻭﺃﺠﻴﺏ.‬ ‫ﻤ‬ ‫ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻠﻭﻝﺏ )9( ﻫﻲ:‬ ‫.............................................................................‬ ‫ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﺃﻨﺠﺯ ﻋﻠﻰ ﺍﻝﻘﻁﻌﺘﻴﻥ )6( ﻭ )9( ﻫﻭ ﺸﻜل .................................................. ﻝﻀﻤﺎﻥ‬ ‫ﺩﻭﺭﺍﻥ )9( ﻋﻨﺩ 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 )9( ﻴﺠﺏ ﺃﻥ‬ ‫................................‬ ‫ﺍﻝﻘﻁﻌﺔ )2( ﺒﻬﺎ ﻝﻭﻝﺏ ﺨﺎﺭﺠﻲ ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫...........................‬ ‫ﻝﺘﺘﻡ ﻋﻤﻠﻴﺔ‬ ‫.............................‬ ‫ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫................................‬ ‫ﻴﻜﻭﻥ ﺒﻬﺎ ﻝﻭﻝﺏ‬ ‫47‬ ‫آ اس ا‬
‫ﺘﻌﻠﻴﻤﺔ 7: ﺃﺘﻤﻡ ﺒﻤﺎ ﻴﻨﺎﺴﺏ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 3 :)ﻝﻭﻝﺏ ﺩﺍﺨﻠﻲ : ﺼﻤﻭﻝﺔ(- )ﻝﻭﻝﺏ‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ 3‬ ‫ﺨﺎﺭﺠﻲ: ﺒﺭﻏﻲ(‬ ‫...............................‬ ‫ف ا راع‬ ‫.............................‬ ‫ر‬ ‫فا‬ ‫ﺃﻨﻅﺭ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭ ﺃﺠﻴﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 8:‬ ‫ﻫل ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺤﺎﻁﺔ ﺒﺩﻭﺍﺌﺭ ﺤﻤﺭﺍﺀ ﻝﻠﻭﺍﻝﺏ ﻤﻘﻨﻨﺔ؟ .......................................................................‬ ‫ط1‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ: א‬ ‫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 ‫ة‬ ‫ت‬ ‫ا‬ ‫ا دة‬ ‫ا د‬ ‫ر‬ ‫:‬ ‫ا‬ ‫زي‬ ‫ـ‬ ‫:‬ ‫ا‬ ‫57‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫- ﺃﻜ ‪‬ل ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﻝﻘﺎﻋﺩﺓ ﺍﻝﻤﻭﻗﺩ.‬ ‫ﻤ‬ ‫- ﺃﻀﻊ ﺨﺩﻭﺵ ﺍﻝﻘﻁﺎﻉ ‪B-B‬‬ ‫- ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻤﺔ ﺍﻝﻼﺯﻤﺔ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫م‬ ‫أ‬ ‫ة‬ ‫ــــــ‬ ‫1‬ ‫1‬ ‫ت‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫:‬ ‫ا‬ ‫:‬ ‫ا‬ ‫ﻤـﻭﻗﺩ ﻏﺎﺯﻱ‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫67‬ ‫آ اس ا‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫- ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻘﻁﺎﻉ‬ ‫‪A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫‪A‬‬ ‫ذ‬ ‫1‬ ‫2‬ ‫ا‬ ‫ا دة‬ ‫ا د‬ ‫ر‬ ‫:‬ ‫ا‬ ‫ﻤـﻭﻗﺩ ﻏﺎﺯﻱ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫77‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ط2‬ ‫א‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﻝﻤﺭﺍﻗﺒﺔ ﺍﻝ ‪‬ﻭﺍﻴﺎ ﻓﻲ ﻭﻗﺕ ﻭﺠﻴﺯ، ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎل‬ ‫ﺯ‬ ‫ﺍﻝﻤﻨﻘﻠﺔ ﺍﻝﻤﻌﺩﻨﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺭﺴﻤﻴﻥ‬ ‫ﺍﻝﻤﺠ ‪‬ﻊ ﻭﺍﻝﻤﻔ ﹼﻙ.‬ ‫ﻜ‬ ‫ﻤ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ذ‬ ‫1‬ ‫3‬ ‫ذ‬ ‫ة‬ ‫1‬ ‫2‬ ‫ذ‬ ‫1‬ ‫1‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬ ‫87‬ ‫آ اس ا‬
‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫- ﺃﻨﻘل ﺍﻷﺭﻗﺎﻡ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻤﻥ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻔ ﹼﻙ ﺇﻝﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل.‬ ‫ﻜ‬ ‫ﺭ‬ ‫- ﺃﻝ ‪‬ﻥ ﺍﻝﺼﻤﻭﻝﺔ)4( ﺒﻨﻔﺱ ﺍﻝﻠﻭﻥ ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻝﻤﺴﻘﻁﻴﻥ ﺍﻝ ‪‬ﺃﺴﻲ ﻭﺍﻝ ‪‬ﻔﻠﻲ.‬ ‫ﺴ‬ ‫ﺭ‬ ‫ﻭ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ذ‬ ‫1‬ ‫3‬ ‫ذ‬ ‫ة‬ ‫1‬ ‫2‬ ‫ذ‬ ‫1‬ ‫1‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬ ‫97‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺘ ‪‬ﻡ ﺭﺴﻡ:‬ ‫ﻤ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ2:‬ ‫- ﺍﻝ ‪‬ﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ ﻗﻁﺎﻉ ‪A-A‬‬ ‫ﺭ‬ ‫ﻤ‬ ‫- ﺍﻝ ‪‬ﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ‬ ‫ﻤ‬ ‫- ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ ﻝﻠ ‪‬ﻤﻭﻝﺔ )4(.‬ ‫ﺼ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬ ‫08‬ ‫آ اس ا‬
‫ﺍﻝﻨﺸﺎﻁ 3 :‬ ‫ﺃﺸ ﹼل ﺒﺭﻤﺠﻴﺔ ) ‪( SolidWorks‬‬ ‫ﻐ‬ ‫ﻭﺃﺴﺘﻌﻴﻥ ﺒﺎﻝﻤﺭﺍﺤل ﺍﻝﺘﺎﻝﻴﺔ ﻹﻨﺠﺎﺯ ﺍﻝﻘﻁﻌﺔ.‬ ‫أداة ا‬ ‫أ‬ ‫وأر‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫أداة ا‬ ‫أ‬ ‫س‬ ‫ا‬ ‫أآ‬ ‫ّ أوا‬ ‫ا‬ ‫18‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ا‬ ‫تا‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ا‬ ‫أ‬ ‫.‬ ‫ا‬ ‫ة‬ ‫ز‬ ‫ّ‬ ‫ّ‬ ‫ا‬ ‫أ ّد ا‬ ‫أوا‬ ‫ي‬ ‫ا‬ ‫أ ّد ا‬ ‫28‬ ‫آ اس ا‬
‫زر ا ّ‬ ‫ّ‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫.‬ ‫أداة ا‬ ‫-أ‬ ‫ا‬ ‫- أر ا‬ ‫.‬ ‫ا ي‬ ‫ّة.‬ ‫تا‬ ‫ا‬ ‫-أ‬ ‫.‬ ‫- أوا‬ ‫فا‬ ‫زر‬ ‫أ‬ ‫38‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫)03 (‬ ‫ا‬ ‫-أ‬ ‫.‬ ‫- أوا‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫أ‬ ‫- أ ر أداة ا‬ ‫ّ‬ ‫ا‬ ‫تا‬ ‫.‬ ‫- أ ّد ا اف ا ر‬ ‫.‬ ‫- أوا‬ ‫ا‬ ‫أ‬ ‫48‬ ‫آ اس ا‬
‫ا‬ ‫ر‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫ا‬ ‫أ د‬ ‫نا‬ ‫- أ ّد‬ ‫- أ ّد‬ ‫- أوا‬ ‫58‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ها ا‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫.‬ ‫- أو ّ ا‬ ‫.‬ ‫ا‬ ‫-أ ر‬ ‫ا ول .‬ ‫ّ‬ ‫نا‬ ‫-أ‬ ‫.‬ ‫- أوا‬ ‫68‬ ‫آ اس ا‬
‫.‬ ‫- أو ّ ا‬ ‫.‬ ‫ا‬ ‫ا‬ ‫-أ ر‬ ‫.‬ ‫- أوا‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫طا‬ ‫أداة إ‬ ‫أ‬ ‫78‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫88‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫آ اس ا‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫ﺍﻝﻨﺸﺎﻁ ﻋﺩﺩ 4 :‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ:‬ ‫- ﺃﺘ ‪‬ﻡ ﺭﺴﻡ ﺍﻝﻤﺴﻘﻁﻴﻥ:ﺍﻝﺭﺃﺴﻲ ﻭﺍﻝﻌﻠﻭﻱ.‬ ‫ﻤ‬ ‫- ُﻨﺠﺯ ﺍﻝﻘﻁﺎﻉ ‪A-A‬‬ ‫ﺃ‬ ‫- ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﻭﻝﺏ.‬ ‫‪A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫3:1‬ ‫ﺃﺩﺍﺓ ﻓﻙ ﺍﻝﺴﻼﺴل‬ ‫‪‬‬ ‫98‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫09‬ ‫آ اس ا‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫19‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 80‬ ‫א‬ ‫א وא‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﻨﺭﺴﻡ ﺭﺒﻁﺎ ﻤﻴﻜﺎﻨﻴﻜﻴﺎ؟‬ ‫29‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫80‬ ‫د‬ ‫ا رس‬ ‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻴﻜﺎﻧﻴﻜ‪‬ﺔ‬ ‫ﻴ‬ ‫1- ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ::‬ ‫1- ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪‬‬ ‫‪‬‬ ‫ﻨ‬ ‫نا‬ ‫ا‬ ‫×‬ ‫ول ا ّ‬ ‫ا‬ ‫أ‬ ‫آ‬ ‫و د ي‬ ‫1‬ ‫ّك ا‬ ‫ا‬ ‫2‬ ‫1 وا‬ ‫ا‬ ‫2‬ ‫1‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫2‬ ‫آ‬ ‫ر‬ ‫ر‬ ‫39‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫2- ﺍﻷﻨـﺸﻁﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ﺔ::‬ ‫ﺘ ﻴ‬ ‫2- ﺍﻷﻨـﺸﻁﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ﺔ‬ ‫ط1‪W‬‬ ‫א‬ ‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻝﻤﺸﺩ ﺍﻝﻭﺼﻠﺔ، ﺘﻌ ‪‬ﻑ‬ ‫ﺭ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻊ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫………‬ ‫‪Rx‬‬ ‫………‬ ‫... ... ... 1/2‬ ‫‪‬‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫1/2‬ ‫‪‬‬ ‫………‬ ‫………‬ ‫‪Tz‬‬ ‫………‬ ‫‪Rz‬‬ ‫………‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫………‬ ‫‪Rx‬‬ ‫………‬ ‫‪2/3 ... ... ...‬‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫3/2‬ ‫‪‬‬ ‫………‬ ‫………‬ ‫‪Tz‬‬ ‫………‬ ‫‪Rz‬‬ ‫………‬ ‫ط2‪W‬‬ ‫א‬ ‫ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﻨﻭﻉ ﺍﻝ ‪‬ﺒﻁ ﺍﻹﻨﺩﻤﺎﺠﻲ ﺒﻴﻥ ﺃﺠﺯﺍ ﺍﻝﻘﻁﻊ ﺍﻝﹼﺎﻝﻴﺔ ﻤﻊ ﺫﻜﺭ ﻨﻭﻉ ﺍﻝﹼﻘﻨﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ‬ ‫ﺘ‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺭ‬ ‫....................................................................................‬ ‫....................................................................................‬ ‫....................................................................................‬ ‫....................................................................................‬ ‫49‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫....................................................................................‬ ‫....................................................................................‬ ‫ط3‪W‬‬ ‫א‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻗﺎﻁﻊ ﺍﻷﺴﻼﻙ،‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺫﺭﺍﻉ ﺍﻝﻘﺎﻁﻊ )1( ﻭﺍﻝﻤﺤﻭﺭ )2(:‬ ‫ﺭ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫…………‬ ‫‪Rx‬‬ ‫…………‬ ‫‪2/1 ... ... ...‬‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫1/2‬ ‫‪‬‬ ‫…………‬ ‫…………‬ ‫‪Tz‬‬ ‫…………‬ ‫‪Rz‬‬ ‫…………‬ ‫ط4‪W‬‬ ‫א‬ ‫1- ﻴﺤﺘﻭﻱ ﻗﺎﻁﻊ ﺍﻷﻨﺎﺒﻴﺏ ﻋﻠﻰ ﺭﺍﺒﻁﻴﻥ ﺇﺭﺘﻜﺎﺯ ‪‬ﻴﻥ ﺘﻌ ‪‬ﻑ ﻋﻠﻴﻬﻤﺎ ﺒﻭﻀﻌﻬﻤﺎ ﻓﻲ ﺩﺍﺌﺭﺓ ﻋﻠﻰ‬ ‫ﺭ‬ ‫ﻴ‬ ‫ﺍﻝ ‪‬ﻭﺭﺓ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫ﺼ‬ ‫2- ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل ﻝﻘﺎﻁﻊ ﺍﻷﻨﺎﺒﻴﺏ ﺤﺩﺩ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﺭ‬ ‫ﺸ‬ ‫ﺭ‬ ‫ﺭ‬ ‫ﺍﻹﺭﺘﻜﺎﺯﻱ ﺜﻡ ﻗﻡ ﺒﺘﻠﻭﻴﻨﻬﺎ :‬ ‫59‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫3- ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﻝﻠﻘﻁﻌﺔ )6( ﺒﺎﻝﹼﺴﺒﺔ ﻝﻠﻘﻁﻌﺔ )5( :‬ ‫ﻨ‬ ‫ﺭ‬ ‫‪.. .. ..‬‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪‬‬ ‫6/5 ‪.. .. ..‬‬ ‫..… = ‪Tx = ….. Rx‬‬ ‫..… = ‪Ty = ….. Ry‬‬ ‫..… = ‪Tz = ….. Rz‬‬ ‫69‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫ط5‪W‬‬ ‫א‬ ‫ﺘﺄﻤل ﺼﻭﺭﺓ ﺍﻝﻤﻨﻭﺭ ﺍﻝﻌﺎﻜﺱ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫1.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫2. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻝﻠﻤﻨﻭﺭ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺍﻝﻌﺎﻜﺱ، ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2(:‬ ‫ﺭ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.………‬ ‫‪Rx‬‬ ‫.………‬ ‫‪‬‬ ‫1/2 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.………‬ ‫‪Ry‬‬ ‫.………‬ ‫1/2‬ ‫‪Tz‬‬ ‫.………‬ ‫‪Rz‬‬ ‫.………‬ ‫..............................................................................‬ ‫ﻴﺴ ‪‬ﻰ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2( ﺒـ‬ ‫ﻤ ﺭ‬ ‫'‪z‬‬ ‫'‪x‬‬ ‫ط6‪W‬‬ ‫א‬ ‫3‬ ‫'‪O‬‬ ‫'‪y‬‬ ‫‪z‬‬ ‫1‬ ‫2‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪y‬‬ ‫79‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫1. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻝﻠ ﹼﺭﺍﻉ ﺍﻝ ‪‬ﺍﻝﻕ،‬ ‫ﺯ‬ ‫ﺫ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2(:‬ ‫ﺭ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫.………… ‪Rx‬‬ ‫‪‬‬ ‫2/1 .………… ‪Ry‬‬ ‫2/1 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫‪Tz‬‬ ‫.…………‬ ‫.………… ‪Rz‬‬ ‫ﻴﺴ ‪‬ﻰ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2( ﺒـ ..............................................................‬ ‫ﻤ ﺭ‬ ‫2. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ '‪ Oy' ،Ox‬ﻭ '‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴـﻡ ﺍﻝـ ‪‬ﺎﺒﻕ ﻝﻠـ ﹼﺭﺍﻉ‬ ‫ﺫ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺍﻝ ‪‬ﺍﻝﻕ، ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)2( ﻭﺍﻝﻘﻁﻌﺔ )3(:‬ ‫ﺭ‬ ‫ﺯ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫‪Rx‬‬ ‫.…………‬ ‫‪‬‬ ‫3/2 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫‪Ry‬‬ ‫.…………‬ ‫3/2‬ ‫‪Tz‬‬ ‫.…………‬ ‫‪Rz‬‬ ‫.…………‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫................................................................‬ ‫ﻴﺴ ‪‬ﻰ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)3( ﻭﺍﻝﻘﻁﻌﺔ )2( ﺒـ‬ ‫ﻤ ﺭ‬ ‫ط7‪W‬‬ ‫א‬ ‫‪z‬‬ ‫2‬ ‫1. ﻴﺤﺘﻭﻱ ﻤﺸﺩ ﺍﻝﻭﺼﻠﺔ ﺍﻝﻤﺒﻴﻥ ﻓﻲ‬ ‫‪y‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻋﻠﻰ ﺭﺒﻁ ﺍﻨﺯﻻﻗﻲ‬ ‫ﺴ‬ ‫ﺭ‬ ‫ﺘﻌ ‪‬ﻑ ﻋﻠﻴﻪ ﺒﻭﻀﻌﻪ ﻓﻲ ﺩﺍﺌﺭﺓ.‬ ‫ﺭ‬ ‫3‬ ‫2. ﺍﺫﻜﺭ ﺃﺭﻗﺎﻡ ﺍﻝﻘﻁﻊ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ‬ ‫1‬ ‫ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝ ‪‬ﺒﻁ :‬ ‫ﺭ‬ ‫.......................................................................‬ ‫.........................................................................‬ ‫.....................‬ ‫3. ﺘﻌ ‪‬ﻑ ﺇﻝـﻰ ﺩﺭﺠـﺎﺕ ﺍﻝﺤﺭﻜـﺔ‬ ‫ﺭ‬ ‫ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ)2(‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫.………… ‪Rx‬‬ ‫‪‬‬ ‫1/2 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫1/2 .………… ‪Ry‬‬ ‫‪Tz‬‬ ‫.…………‬ ‫.………… ‪Rz‬‬ ‫4. ﻤﺎ ﻁﺒﻴﻌﺔ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ)2(:‬ ‫ﺭ‬ ‫................................................................................................................................................................................................................‬ ‫89‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫ط8‪W‬‬ ‫א‬ ‫1. ﻴﺤﺘﻭﻱ ﺍﻝﻘﺩﻡ ﺍﻝ ‪‬ﺍﻝﻕ ﻋﻠﻰ ﺭﺒﻁ ﺍﻨﺯﻻﻗﻲ ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل ﺘﻌ ‪‬ﻑ ﺇﻝﻰ‬ ‫ﺭ‬ ‫ﺸ‬ ‫ﺭ‬ ‫ﺭ‬ ‫ﺯ‬ ‫ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝ ‪‬ﺒﻁ ﺒﺫﻜﺭ ﺍﺴﻤﻬﺎ ﻭﺭﻗﻤﻬﺎ ؟‬ ‫ﺭ‬ ‫...............................................................................................................................................................................................‬ ‫2. ﻗﻡ ﺒﺘﻠﻭﻴﻥ ﻫﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺒﺄﻝﻭﺍﻥ ﻤﺨﺘﻠﻔﺔ.‬ ‫3. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ﹼﺎﻤل ﻝﻠﻘﺩﻡ ﺍﻝ ‪‬ﺍﻝـﻕ‬ ‫ﺯ‬ ‫ﺸ‬ ‫ﻴ‬ ‫ﺍﻝ ‪‬ﺍﻝﻕ، ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓـﻲ ﺇﻨﺠـﺎﺯ‬ ‫ﻭ‬ ‫ﺭ‬ ‫ﺯ‬ ‫ﺍﻝﺭﺒﻁ ﺍﻹﻨﺯﻻﻗﻲ:‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫‪Rx‬‬ ‫.…………‬ ‫‪‬‬ ‫…/ ... ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫‪Ry‬‬ ‫.…………‬ ‫.. / ..‬ ‫‪Tz‬‬ ‫.…………‬ ‫‪Rz‬‬ ‫.…………‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫‪z‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪O‬‬ ‫ﺒﺭﻏﻲ ﺍﻝﺠﺭ‬ ‫10‬ ‫60‬ ‫ﺒﺭﻏﻲ ﺍﻝ ‪‬ﻐﻁ‬ ‫ﻀ‬ ‫10‬ ‫50‬ ‫ﺒﺭﻏﻲ ﺍﻝ ﹼﺜﺒﻴﺕ‬ ‫ﺘ‬ ‫10‬ ‫40‬ ‫ﺇﺴﻨﺎﺩ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﻀ‬ ‫10‬ ‫30‬ ‫ﻤﺯﻻﻕ‬ ‫10‬ ‫20‬ ‫ﻤﺴﻁﺭﺓ ﻤﺩ ‪‬ﺠﺔ‬ ‫ﺭ‬ ‫10‬ ‫10‬ ‫ت‬ ‫ّة‬ ‫د‬ ‫د‬ ‫ر‬ ‫ﺍﻝﻘﺩﻡ ﺍﻝ ‪‬ﺍﻝﻕ 05/1‬ ‫ﺯ‬ ‫1:1‬ ‫ﺍﻝ ‪‬ﻠﻡ:‬ ‫ﺴ‬ ‫99‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫001‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
‫101‬ ‫ﺭ‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺨﺎﻤﺱ‬ ‫ﺍﻝﺘﻭﺍﺼل‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 90‬ ‫א‬ ‫א‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻤﺎ ﻫﻲ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫‪‬‬ ‫ﻤﺎ ﻫﻲ ﺃﻨﻭﺍﻉ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫‪‬‬ ‫201‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 90‬ ‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋ‪‬ﺔ‬ ‫ﻴ‬ ‫1 – ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ:‬ ‫ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ:‬ ‫1-1- ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺃ( ﻜﻴﻑ ﻴﺘﻭﺍﺼل ﺍﻷﺴﺘﺎﺫ ﻤﻊ ﺘﻼﻤﻴﺫﻩ.‬ ‫ﻴﺘﻭﺍﺼل ﺍﻷﺴﺘﺎﺫ ﻤﻊ ﺘﻼﻤﻴﺫﻩ ﺒـ:‬ ‫...................................................‬ ‫ـ‬ ‫...................................................‬ ‫ـ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺏ( ﻜﻴﻑ ﻴﺘﻭﺍﺼل ﺍﻝﺸﺨﺹ ﺍﻷﺨﺭﺱ ﻤﻊ ﺍﻵﺨﺭﻴﻥ؟‬ ‫‪‬‬ ‫.............................................................................................................................................................................‬ ‫ﺝ( ﻋﻨﺩ ﺴﻴﺭﻩ ﻓﻲ ﺍﻝﻁﺭﻴﻕ ﺍﻝﻌﺎﻡ ‪‬ﻌﻠﻡ ﺴﺎﺌﻕ ﺴ‪‬ﺎﺭﺓ ﺍﻹﺴﻌﺎﻑ ﺍﻝﻤﺎﺭﺓ ﻭﻤﺴﺘﻌﻤﻠﻲ ﺍﻝﺴﻴﺎﺭﺍﺕ‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﺍﻷﺨﺭﻯ ﺒﺎﺘﺠﺎﻩ ﺴﻴﺭﻩ ﻜﻤﺎ ‪‬ﻨ‪‬ﻬﻬﻡ ﺃﺤﻴﺎﻨﺎ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺇﻓﺴﺎﺡ ﺍﻝﻁﺭﻴﻕ ﻝﻪ.‬ ‫ﻴﺒ‬ ‫ﻤﺎ ﻫﻲ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ﺍﻝﺘﻲ ﻴﺴﺘﻌﻤﻠﻬﺎ ﻝﻠﺘﻭﺍﺼل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ؟‬ ‫ﻴ‬ ‫‪‬‬ ‫- ﻴﺘﻭﺍﺼل ﺴﺎﺌﻕ ﺴ‪‬ﺎﺭﺓ ﺍﻹﺴﻌﺎﻑ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺒـ ؟‬ ‫ﻴ‬ ‫...........................................................................................‬ ‫.............................................................................................‬ ‫.............................................................................................‬ ‫- ﺍﺴﺘﻨﺘﺞ ﺍﺴﻡ ﺍﻝﻭﻅﻴﻔﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ ﺘﻠﻙ ﺍﻝﻌﻨﺎﺼﺭ ؟‬ ‫........................................................................................................................................................................‬ ‫- ﻋ ‪‬ﻑ ﺒﺎﺨﺘﺼﺎﺭ ﻫﺫﻩ ﺍﻝﻭﻅﻴﻔﺔ.‬ ‫ﺭ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫301‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﻁﺒﻴﻘ ‪‬ـﺔ:‬ ‫ﻴ‬ ‫ط 1‪W‬‬ ‫א‬ ‫ﺍﻝﺠـﺭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌـﻲ:‬ ‫1 ﺘﻘﺩﻴـﻡ ﺍﻝﺠـﺭﺱ:‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ ﻤﺜﺎل ﻝﺠﺭﺱ ﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻴﺘﻜﻭﻥ ﻤﻥ :‬ ‫ـ ﺍﻝﻭﺸﻴﻌﺘﺎﻥ ﺘﻜﻭﻨﺎﻥ ﻤﻊ ﺍﻝﻘﻠﺒﻴﻥ‬ ‫ﻭﺍﻝﻨﺎﺒﺽ‬ ‫ﻤﻐﻨﺎﻁﻴﺴﺎ ﻜﻬﺭﺒﺎﺌ‪‬ﺎ.‬ ‫ﻴ‬ ‫ـ ﺍﻝﻨﺎﺒﺽ ﻤﺭﺒﻭﻁ ﺒﺤﺎﻓﻅـﺔ‬ ‫ﺍﻝﻤﻐﻨﻁﻴﺱ‬ ‫ﻭﻴﻨﺘﻬﻲ ﺒﻤﻁﺭﻗﺔ.‬ ‫ـ ﺍﻝﺠﺭﺱ ﻗﻁﻌﺔ ﻤﻌﺩﻨ‪‬ﺔ ﺠﻭﻓﺎﺀ‬ ‫ﻴ‬ ‫2 ﻭﻅﻴﻔـﺔ ﺍﻝﺠـﺭﺱ:‬ ‫• ﺃﻨﺠﺯ ﺒﺎﻝﻤﻜ ‪‬ﻨﺎﺕ ﻭﺍﻷﺴﻼﻙ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺘﺎﻝ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺃﻻﺤﻅ:‬ ‫.......................................................................................................‬ ‫* ﻋﻨﺩ ﺍﻝﻀﻐﻁ ﻋﻠﻰ ﺍﻝـ ‪‬ﺭ ‪S‬‬ ‫ﺯ‬ ‫* ﻋﻨﺩ ﺇﻝﻐﺎﺀ ﺍﻝﻀﻐﻁ ﻴﺘﻭﻗﻑ ﺍﻝﺭﻨﻴـﻥ.‬ ‫ُﺤـﻠل:‬‫ﺃ‬ ‫ﻴﻨﺒﻪ ﻫﺫﺍ ﺍﻝﺭﻨﻴﻥ ﺍﻝ ‪‬ﺎﻤﻊ ﻓﻨﻁﻠﻕ‬ ‫ﺴ‬ ‫ﻋﻠﻴﻪ ﺍﺴﻡ » ................................................... «‬ ‫ﺃﺴﺘﻨﺘــﺞ‬ ‫ﺍﻝﺠﺭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﻤﻜ ‪‬ﻥ ﻜﻬﺭﺒﺎﺌﻲ ﻴﺴﺘﻌﻤل ﻓﻲ ﺍﻝﺩﺍﺭﺍﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ﻝﻠﻘﻴﺎﻡ ﺒﻭﻅﻴﻔﺔ‬ ‫ﻴ‬ ‫ﹼ‬ ‫ﻭ‬ ‫ﺇﺭﺴـﺎل ﺇﺸـﺎﺭﺓ ﺼﻭﺘ ‪‬ـﺔ.‬ ‫ﻴ‬ ‫401‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2: ﺃﻨﺠﺯ ﻤﺤﺎﻜﺎﺓ ﺘﺠﺭﺒﺔ ﺍﻝﻤﻨ‪‬ﻪ ﻭﺴ ‪‬ل ﻤﻼﺤﻅﺎﺘﻙ.‬ ‫ﺠ‬ ‫ﺒ‬ ‫ﺍﻝﻤﻼﺤـﻅﺎﺕ:‬ ‫1( ﻗﺒل ﻨﻘﺭ ﺍﻝ ‪‬ﺭ:‬ ‫ﺯ‬ ‫.............................................‬ ‫2( ﺃﺜﻨﺎﺀ ﺍﻝﻨﻘﺭ ﻋﻠﻰ ﺍﻝﺯﺭ:‬ ‫‪‬‬ ‫...........................................‬ ‫3( ﻋﻨﺩ ﺇﻨﻬﺎﺀ ﺍﻝﻨﻘﺭ:‬ ‫...........................................‬ ‫3: ﺃﻨﺠﺯ ﻤﺤﺎﻜﺎﺓ ﺘﺠﺭﺒﺘﻲ ﺍﻝﺼ ‪‬ﺎﻡ ﺍﻝﻤﺸﻊ ﻭﺴ ‪‬ل ﻤﻼﺤﻅﺎﺘﻙ.‬ ‫ﺠ‬ ‫ﻤ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻷﻭﻝﻰ:‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫ﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺜﺎﻨ ‪‬ﺔ:‬ ‫ﻴ‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫501‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫4: ﻓﻴﻤﺎ ﻴﻠﻲ ﺨﺎﺼ‪‬ﺎﺕ ﺍﻝﺼﻤﺎﻤﺎﺕ ﺍﻝﻤﺸ ‪‬ﺔ.‬ ‫ﻌ‬ ‫ﻴ‬ ‫ﺃﺯﺭﻕ‬ ‫ﺃﺨﻀﺭ‬ ‫ﺃﺼﻔﺭ‬ ‫ﺍﺤﻤﺭ‬ ‫ﺃﺯﺭﻕ‬ ‫ﺃﺨﻀﺭ‬ ‫ﺃﺼﻔﺭ‬ ‫ﺃﺤﻤﺭ‬ ‫ﻝﻭﻥ ﺍﻝﺼﻤﺎﻡ‬ ‫3‬ ‫5 ﻤﻡ‬ ‫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 ‫ﻭﺘﺜ ‪‬ﺕ ﻤﻥ‬ ‫ﺒ‬ ‫ﺃﻨﺠﺯ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﺎﻝ‪‬ﺔ ﺒﺒﺭﻤﺠ‪‬ﺔ ‪ CROCODILE CLIPS‬ﺃﻭ‬ ‫.‪CROCO. TECHNO‬‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﺨﺎ ‪‬ﻴﺎﺕ ﺍﻝﺼﻤﺎﻤﺎﺕ ﺍﻝﻤﺸﻌﺔ ﺍﻝﻤﺘﻭﻓﺭﺓ )ﺍﻷﺨﻀﺭ ﺜﻡ ﺍﻷﺼﻔﺭ ﺜﻡ ﻷﺤﻤﺭ(.‬ ‫‪‬‬ ‫ﺼ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺸﺩﺓ ﺍﻝﺘ ‪‬ﺎﺭ‬ ‫ﻴ‬ ‫ﺍﻝﺠﻬﺩ‬ ‫ﻝﻭﻥ ﺍﻝﺼﻤﺎﻡ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺨﻀﺭ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺼﻔﺭ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺤﻤﺭ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺯﺭﻕ‬ ‫5: ﺤـ ‪‬ﺩ ﺃﻝﻭﺍﻥ ﺍﻝﻤﻘﺎﻭﻤﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺤﻤﺎﻴﺔ ﺼ ‪‬ﺎﻤﺎﺕ ﺍﻝﻨﺸﺎﻁ )4(.‬ ‫ﻤ‬ ‫ﺩ‬ ‫ﺃﻝﻭﺍﻥ ﺍﻷﺤﺯﻤﺔ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺜﺎﻝﺙ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻷﻭل‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺨﻀﺭ‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺼﻔﺭ‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺤﻤﺭ‬ ‫6: ﺤ ‪‬ﺩ ﻗﻴﻤﺔ ﻤﻘﺎﻭﻤﺔ ﺍﻝﻤﻘﺎﻭﻡ ﺍﻝﻤﺴﺘﻌﻤل ﻓﻲ ﺤﻤﺎﻴﺔ ﺼ ‪‬ﺎﻡ ﺍﻝﻨﺸﺎﻁ 3.‬ ‫ﻤ‬ ‫ﺩ‬ ‫ﻗﻴﻤﺔ ﺍﻝﻤﻘﺎﻭﻤﺔ ‪:R‬‬ ‫ﺃﺭﻗﺎﻡ ﺍﻷﺤﺯﻤﺔ‬ ‫.% ..… ± ‪R = ….. × …. Ω‬‬ ‫.% ..… ± ‪R = ……….. Ω‬‬ ‫601‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫7: ـ ﺃﻨﺠﺯ ﺒﺒﺭﻤﺠﻴﺔ .‪ CROCO‬ﺩﺍﺭﺓ ﻭ ‪‬ﺎﺽ ﺍﻝﺩﺭﺍﺠﺔ ﺍﻝﻨﺎﺭ‪‬ﺔ ﺍﻝﺘﺎﻝ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﻤ‬ ‫ـ ﺤ ‪‬ﺩ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ ﺒﻭﻀﻊ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﺇﻁﺎﺭ.‬ ‫ّ‬ ‫ﻴ‬ ‫ﺩ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫8: 1( ﺃﻨﺠﺯ ﺒﺒﺭﻤﺠ‪‬ﺔ ‪ CROCO‬ﺩﺍﺭﺓ ﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل:ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫ﻴ‬ ‫2( ﺤ ‪‬ﺩ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﺒﻭﻀﻊ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﺇﻁﺎﺭ.‬ ‫ّ‬ ‫ﻴ‬ ‫ﺩ‬ ‫701‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫801‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫901‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺨﺎﻤﺱ‬ ‫ﺍﻝﺘﻭﺍﺼل‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 01‬ ‫א‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻜﻴﻑ ﺃﺘﻭﺍﺼل ﺒﺎﻹﺸﻬـﺎﺭ؟‬ ‫ﻜﻴﻑ ﺃﻋ ‪‬ﻑ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل؟‬ ‫ﺭ‬ ‫011‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫01‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻹﺷﻬــﺎﺭ‬ ‫1- ﺍﻝ ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﻨ‬ ‫ﺃﺘﺄﻤل ﻫﺫﻩ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺘﻲ ﺘﻤﺜل ﻤﺸﻬﺩﺍ ﻝﻤﺩﺨل ﺇﺤﺩﻯ ﺍﻝﻤﺩﻥ :‬ ‫‪BUVEZ‬‬ ‫ﻻﻓﺘــﺔ‬ ‫.‬ ‫‪FRAICHE‬‬ ‫‪FRAICHE‬‬ ‫‪FRAICHE‬‬ ‫‪MARQUE DEPOSEE‬‬ ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫1( ﻻﺤﻅﺕ 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 ﺘﺴ ‪‬ﻰ » ﻋﻤﻠ ‪‬ـﺔ‬ ‫ﻴ‬ ‫ﻤ‬ ‫2( ﺃﺫﻜﺭ ﻭﺴﺎﺌل ﺃﺨﺭﻯ ﻝﻬﺫﻩ ﺍﻝﻌﻤﻠ‪‬ﺔ.‬ ‫ﻴ‬ ‫.................................................................................................................................................................‬ ‫3( ﻋ ‪‬ﻑ ﺒﺎﺨﺘﺼﺎﺭ ﻫﺫﻩ ﺍﻝﻌﻤﻠ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫ﺭ‬ ‫..................................................................................................................‬ ‫..................................................................................................................‬ ‫111‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ـﺔ:‬ ‫ﺘ ﻴ‬ ‫1: ﺃﻨﺠﺯ ﺭﺴﺎﻝﺔ ﺇﺸﻬﺎﺭﻴﺔ ﺘﻌ ‪‬ﻑ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل: ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫‪ ‬ﺭ‬ ‫1( ﺤـ ‪‬ﺩ ﻭﺴﻴﻠﺔ ﺍﻹﺸﻬﺎﺭ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻬﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻭﻨﻭﻋﻬﺎ.‬ ‫ﺩ‬ ‫ﺍﻝﻘﻨـﻭﺍﺕ‬ ‫ﺍﻝﻘﻨـﻭﺍﺕ‬ ‫ﻁﺭﻴﻘﺔ ﺍﻹﺸﻬﺎﺭ‬ ‫ﺍﻝﻤﻌﻠﻘـﺎﺕ‬ ‫ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‬ ‫ﺍﻹﺫﺍﻋ ‪‬ـﺔ‬ ‫ﻴ‬ ‫ﺍﻝﺘﻠﻔﺯ ‪‬ـﺔ‬ ‫ﻴ‬ ‫ﻨﻭﻉ ﻭﺴﻴﻠﺔ ﺍﻹﻋﻼﻡ‬ ‫ﺍﻝﺠﺭﺍﺌـــﺩ.‬ ‫ﺍﻝﻤﺠــﻼﺕ.‬ ‫ﻗﻨـﺎﺓ ﺘﻭﻨـﺱ7‬ ‫ﻗﻨـﺎﺓ 12.‬ ‫ﺍﻹﺫﺍﻋﺔ ﺍﻝﺠﻬﻭﻴﺔ ﺒـ...‬ ‫ﺍﻹﺫﺍﻋﺔ ﺍﻝﻭﻁﻨ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻤﻌﻠﻘﺎﺕ ﺩﺍﺨل ﺍﻝﻤﺩﺭﺴﺔ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻤﻌﻠﻘﺎﺕ ﺨﺎﺭﺝ ﺍﻝﻤﺩﺭﺴﺔ‬ ‫2( ﻤﺎ ﻫﻲ ﻁﺭﻴﻘﺔ ﺍﻹﺸﻬﺎﺭ ﺍﻝﺘﻲ ﺍﺨﺘﺭﺘﻬﺎ ؟ ﻋﻠل ﺠﻭﺍﺒﻙ.‬ ‫‪‬‬ ‫ﺇﺸﻬﺎﺭ ﻏﻴﺭ ﻤﺒﺎﺸﺭ‬ ‫ﺇﺸﻬﺎﺭ ﻤﺒﺎﺸﺭ‬ ‫ﺍﻝﺘﻌﻠﻴل: ....................................................................................................................................................‬ ‫3( ﺤ ‪‬ﺭ ﺍﻝﺠﻤﻠﺔ / ﺍﻝﺠﻤل ﺍﻝﺘﻲ ﺴﺘﻜ ‪‬ﻥ ﻫﺫﻩ ﺍﻝﺭﺴﺎﻝﺔ ﺍﻹﺸﻬﺎﺭ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺭ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫4( ﺃﺫﻜﺭ ﺍﻝ ‪‬ﻭﺭﺓ / ﺍﻝ ‪‬ﻭﺭ ﺍﻝﺘﻲ ﺴﺘﺩﺭﺠﻬﺎ؟ ﻭﻋﻥ ﻤﺎﺫﺍ ﺘﻌ‪‬ﺭ؟‬ ‫ﺒ‬ ‫ﺼ‬ ‫ﺼ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫5( ﺤ ‪‬ﺩ ﺃﺒﻌﺎﺩ ﺍﻝﻠﻭﺤﺔ ﺍﻹﺸﻬﺎﺭﻴﺔ :‬ ‫ﺩ‬ ‫ﻤﻡ.‬ ‫.................................‬ ‫ﻤﻡ ﺍﻝﻌﺭﺽ =‬ ‫...................................‬ ‫ﺍﻝﻁﻭل =‬ ‫6( ﺤ ‪‬ﺩ ﺍﻷﻝﻭﺍﻥ ﺍﻝﺘﻲ ﺴﺘﺴﺘﺨﺩﻤﻬﺎ ؟ ﻝﻤﺎﺫﺍ ؟‬ ‫ﺩ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫211‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫و .‬ ‫ا‬ ‫وع ا‬ ‫ّ‬ ‫رّ ا‬ ‫ا‬ ‫إ‬ ‫7( أ‬ ‫2:‬ ‫ﺃﻋﺩ ﻋﻠﺒﺔ ﺘﻌﻠﻴﺏ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻝﺤﺎﺴﻭﺏ ﻭﺒﺭﻤﺠ ‪‬ﺔ ‪.WORD‬‬ ‫ﻴ‬ ‫‪‬‬ ‫1( ﺍﺴﺘﺨﺩﻡ ﺍﻷﺸﻜﺎل ﺍﻝﺠﺎﻫﺯﺓ ﻝﺭﺴﻡ ﻋﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ ﻤﻨﺸﻭﺭﺓ ﻭﺒﺎﻝﺨﺎﺼ‪‬ﺎﺕ ﺍﻝﺘﺎﻝ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﻴ‬ ‫ـ ﻤﻘﺎﺱ 4‪ A‬ﺃﻓﻘﻲ )‪ (paysage‬ـ ﺴﹼﻡ ﺤﻘﻴﻘﻲ ـ ﺍﻝﺨﻁ 5.0.‬ ‫ﻠ‬ ‫‪‬‬ ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫ﺭﺴﻡ1: ﻤﺜﺎل ﻝﻌﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ‬ ‫ﺴﹼﻡ 2:1‬‫ﻠ‬ ‫311‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2( ﺃﻀﻑ ﺇﻝﻰ ﺃﻭﺠﻪ ﺍﻝﻌﻠﺒﺔ ﺍﻝﺴﺘﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝ ‪‬ﻭﺭ ﺍﻝﻤﻨﺎﺴﺒﺔ.ﻤﺜـل:‬ ‫ﺼ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺭﺴـﻡ2 : ﻤﺜﺎل ﻝﻌﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ ﺒﻌﺩ ﺇﻀﺎﻓﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺼ ‪‬ﺭ ـ ﺴﹼﻡ 2:1.‬ ‫ﻠ‬ ‫ﻭ‬ ‫3( ﺃﻁﺒﻊ ﺼﻭﺭ ﺍﻝﻌﻠﺒﺔ ﻋﻠﻰ ﻭﺭﻕ ‪‬ﻘ ‪‬ﻯ ﻤﻘﺎﺱ 4‪ A‬ﺒﻁﺎﺒﻌﺔ ﺍﻝﺤﺎﺴﻭﺏ.‬ ‫ﻤﻭ‬ ‫4( ﺃﻗﺹ ﺍﻝﺸﻜل ﻭﺃﺜﻨﻲ ﺃﻭﺠﻪ ﺍﻝﻌﻠﺒﺔ ﺒﻌﻨﺎﻴﺔ.‬ ‫‪‬‬ ‫5( ﺍﻝﺼﻕ ﺴﻁﺤﻲ ﺍﻝﻭﺠﻪ ﺍﻝﺴﻔﻠﻲ )ﺃ( ﻭ)ﺏ( ﺜﻡ ﺍﻝﻭﺠﻪ ﺍﻝﻴﻤﻴﻨﻲ ﺒﺎﻝﻴﺴﺎﺭﻱ )ﺍﻝﺴﻁﺢ ﺝ(.‬ ‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻌﻠﺒﺔ ﺒﺸﻜل ﺍﻝﺭﺴﻡ3.‬ ‫411‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫3: ﺤـ ‪‬ﺩ ﻤﻥ ﺍﻝﺭﺴﻤﻴﻥ 2 ﻭ3 ﻋﻨﺎﺼﺭ ﻫﺫﺍ ﺍﻝﹼﻌﻠﻴﺏ.‬ ‫ﺘ‬ ‫ﺩ‬ ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫4: ﻝﺘﻘﺩﻴﻡ ﺍﻝﻤﻨﺘﺞ ﻝﻠﺤﺭﻴﻑ ﻴﻤﻜﻥ ﺘﻨﻅﻴﻡ ﻤﺴﺎﺒﻘﺔ ﺒﺈﺤﺩﻯ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﺎﻝ ‪‬ﺔ:‬ ‫ﻴ‬ ‫1( ﺃﺭﺒـﻁ ﺒﺴﻬﻡ ﺍﻝﺘﻘﻨﻴﺔ 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 ﻋ ‪‬ﻨﺎﺕ ﻤﻥ ﺍﻝﻤﻨﺘﺞ.‬ ‫ﻴ‬ ‫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.‬ ‫ﺏ ـ ﻤﺎ ﻫﻲ ﺍﻝﺘﻘﻨ‪‬ﺔ ﺍﻝﺘﻲ ﺘﻨﺎﺴﺒﻨﺎ ﻝﻠﺘﻌﺭﻴﻑ ﺒﻤﺸﺭﻭﻋﻨﺎ ؟ ﻋﻠل ﺍﺨﺘﻴﺎﺭﻙ.‬ ‫‪ ‬ﻴ‬ ‫............................................................................................................................................‬ ‫ـ : ............................................................................................................................‬ ‫ا‬ ‫511‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫611‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫711‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 11‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫وא ‬ ‫א‬ ‫ﻜﻴﻑ ﺃﺜﻘﺏ ﻭﺃﺜﻨﻲ ﻗﻁﻌﺔ ﻤﺎ ؟‬ ‫811‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫11‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺜﻘـﺐ ﻭﺍﻟﺜﻨـﻲ‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺃﻻﺤﻅ::‬ ‫ﺃﻻﺤﻅ‬ ‫ﻝﻡ ﺃﺠﺩ ﻁﺭﻴﻘﺔ‬ ‫ﻝﺘﺜﺒﻴﺕ ﻫﺫﻩ‬ ‫ﺍﻝ ‪‬ﻭﺭﺓ‬ ‫ﺼ‬ ‫أ‬ ‫أ‬ ‫إ‬ ‫ا‬ ‫ذ ؟‬ ‫آ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬ ‫ﺃﺴﺘﻨﺘﺞ‬ ‫ﺃﺴﺘﻨﺘﺞ‬ ‫ﻹﻨﺠﺎﺯ ﺜﻘﺏ ﻓﻲ ﺍﻝﺤﺎﺌﻁ ﺃﻭ ﻓﻲ ﻗﻁﻌﺔ ﻻ ﺒﺩ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺁﻝﺔ ﺜﻘﺏ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺇﺯﺍﻝﺔ‬ ‫ﺍﻝﻤﺎ ‪‬ﺓ ﻓﻲ ﺸﻜل ﺍﺴﻁﻭﺍﻨﻲ.‬ ‫ﺩ‬ ‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ـﺔ::‬ ‫ﺘ ﻴ‬ ‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ـﺔ‬ ‫ط1‪W‬‬ ‫א‬ ‫• ﺘﺄ ‪‬ل ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ‬ ‫ﻤ ﺭ‬ ‫ﻝﻠﻘﻁﻌﺔ ﺍﻝﹼﺎﻝﻴﺔ :‬ ‫ﺘ‬ ‫911‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫• ﻗﻡ ﺒﺘﻠﻭﻴﻥ ﺍﻝﹼﻘﻭﺏ ﺍﻝﹼﺎﻓﺫﺓ ﺒﺎﻝﹼﻭﻥ ﺍﻷﺤﻤﺭ ﻭﺍﻝﻐﻴﺭ ﻨﺎﻓﺫﺓ ﺒﺎﻝﹼﻭﻥ ﺍﻷﺯﺭﻕ ﻓﻲ ﻤﺨﺘﻠﻑ‬ ‫ﻠ‬ ‫ﻠ‬ ‫ﻨ‬ ‫ﺜ‬ ‫ﺍﻝﻤﺴﺎﻗﻁ‬ ‫ط2‪W‬‬ ‫א‬ ‫ﺍﻝ ‪‬ﻨﺩ : ﺍﻝ ‪‬ﺴﻡ ﺍﻝﹼﻌﺭﻴﻔﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺴ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫ا‬ ‫ا‬ ‫10‬ ‫10‬ ‫ــــ‬ ‫ا ـــــ دة‬ ‫ـــ‬ ‫ا د‬ ‫ر‬ ‫ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻭ‬ ‫021‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝ ﹼﻌﻠﻴﻤﺔ:‬ ‫ﺘ‬ ‫1. ﻤﺎ ﻫﻲ ﺍﻝﹼﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻹﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻝﻘﻁﻌﺔ :‬ ‫ﺘ‬ ‫.......................................................................................................................................‬ ‫.......................................................................................................................................‬ ‫......................................................................................................................................‬ ‫2. ﻤﺎ ﻫﻲ ﺍﻝﻤﺎ ‪‬ﺓ ﺍﻝﻤﻜ ‪‬ﻨﺔ ﻝﺤﺎﻤل‬ ‫ﻭ‬ ‫ﺩ‬ ‫...................................................................................................................................‬ ‫ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ :‬ ‫ﻭ‬ ‫3. ﻨﺤﺘﺎﺝ ﻹﻨﺠﺎﺯ ﺜﻘﻭﺏ ﺤﺎﻤل ﺍﻝﻤﻜﻭﻨﺎﺕ ﺇﻝﻰ ﻤﺜﻘﺎﺒﻴﻥ ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺨﺎ ‪‬ﻴﺎﺘﻬﻤﺎ ﺒﺈﺘﻤﺎﻡ‬ ‫ﺼ‬ ‫ﺭ‬ ‫ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ:‬ ‫ﹼ‬ ‫ﻨﻭﻋﻪ‬ ‫ﻗﻁﺭﻩ‬ ‫ﺍﻝﻤﺜﻘﺎﺏ‬ ‫ﺨﺭﺴﺎﻨﺔ‬ ‫ﺨﺸﺏ‬ ‫ﻤﻌﺎﺩﻥ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬ ‫4. ﺒﺎﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝ ‪‬ﺴﻡ ﺍﻝﹼﻌﺭﻴﻔﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺃﻜﻤل ﺘﺭﻗﻴﻡ ﺃﻤﺎﻜﻥ ﺍﻝﹼﻘﺏ ﻋﻠﻰ ﺍﻝ ‪‬ﺴﻡ‬ ‫ﺭ‬ ‫ﺜ‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺍﻝﹼﺎﻝﻲ :‬ ‫ﺘ‬ ‫ﺃﻨﺠﺯ ﻋﻤﻠ‪‬ﺔ ﺍﻝﺜﻘﺏ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝﺜﻘﺏ ﻤﻊ ﺍﻝﺤﺭﺹ ﻋﻠﻰ ﺍﺤﺘﺭﺍﻡ‬ ‫ﻴ‬ ‫5.‬ ‫ﻗﻭﺍﻋﺩ ﺍﻝﺤﻤﺎﻴﺔ ﻭﺇﺘﺒﺎﻉ ﺘﻌﻠﻴﻤﺎﺕ ﺍﻷﺴﺘﺎﺫ‬ ‫........................................................................‬ ‫ﻜﻡ ﻴﺒﻠﻎ ﺴﻤﻙ ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ :‬ ‫ﻴ‬ ‫ﻭ‬ ‫6.‬ ‫...................................................................‬ ‫ﺤﺩﺩ ﺍﻝﻤ ‪‬ﺓ ﺍﻝﻼﺯﻤﺔ ﻝﹼﺴﺨﻴﻥ ﻭﺭﻗﺔ ﺍﻝﺒﻼﺴﺘﻴﻙ :‬ ‫ﺘ‬ ‫ﺩ‬ ‫7.‬ ‫121‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﻜﻤل ﺘﺭﻗﻴﻡ ﺃﻤﺎﻜﻥ ﺨﻁﻭﻁ ﺍﻝﹼﻨﻲ ﻋﻠﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﹼﺎﻝﻲ:‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺜ‬ ‫8.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫9. ﺃﻨﺠﺯ ﻋﻤﻠ‪‬ﺔ ﺍﻝﺜﻨﻲ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺜﻨﻲ ﺍﻝﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻜﻲ ﻤﻊ ﺍﻝﺤﺭﺹ‬ ‫ﻴ‬ ‫ﻋﻠﻰ ﺍﺤﺘﺭﺍﻡ ﻗﻭﺍﻋﺩ ﺍﻝﺤﻤﺎﻴﺔ ﻭﺇﺘﺒﺎﻉ ﺘﻌﻠﻴﻤﺎﺕ ﺍﻷﺴﺘﺎﺫ‬ ‫221‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬ ‫321‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫421‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻻﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 21‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫مא‬ ‫א‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﻨﺜ ‪‬ﺕ ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ ؟‬ ‫ﻠ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺒ‬ ‫521‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 21‬ ‫ﺍﻟ ﹼﺤﺎﻡ ﺍﻟﻘﺼﺪﻳﺮﻱ‬ ‫ﻠ‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ::‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪‬‬ ‫‪‬‬ ‫ﻨ‬ ‫1-‬ ‫1-‬ ‫ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺍﻝﻤﻌ ‪‬ﺍﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻝﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ ﺒﻭﻀﻊ ﻋﻼﻤﺔ )×( ﻓﻲ ﺍﻝﻤﻜﺎﻥ‬ ‫ﻠ‬ ‫ﺩ‬ ‫ﺭ‬ ‫ﺍﻝﻤﻨﺎﺴﺏ :‬ ‫ﺍﻹﺼﻼﺡ‬ ‫ﻋﻤل ﺍﻝ ﹼﻠﻤﻴﺫ‬ ‫ﺘ‬ ‫ﻻ‬ ‫ﻻ‬ ‫ﺍﻝﻤﻌ ‪‬ﺍﺕ‬ ‫ﺩ‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫621‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫721‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ﺔ::‬ ‫ﺘ ﻴ‬ ‫ﺍﻷﻨﺸﻁـﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ﺔ‬ ‫2-‬ ‫2-‬ ‫ط1‪W‬‬ ‫א‬ ‫1- ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﻤﻜ ‪‬ﻨﺎﺕ ﻜﺎﻭﻱ ﺍﻝﹼﺤﺎﻡ‬ ‫ﻠ‬ ‫ﻭ‬ ‫ﺭ‬ ‫….……………………‬ ‫.….……………………‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫.….……………………‬ ‫….……………………‬ ‫.…….………………‬ ‫2-ﺃﺫﻜﺭ ﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ:‬ ‫ﻠ‬ ‫ﻭ‬ ‫.................................................................................................................................................. ...........................................................................‬ ‫......................................... .................................................................................................................................................................................‬ ‫ط2‪W‬‬ ‫א‬ ‫1- ﺘﺄ ‪‬ل ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻝﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﺜﻡ ﺃﺠﺏ ﻋﻥ ﺍﻷﺴﺌﻠﺔ :‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﻤ ﺭ‬ ‫ﻤﺎﻫﻲ ﺍﻝ ﹼﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻹﻨﺠﺎﺯ ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺘ‬ ‫...........................................................................‬ ‫...........................................................................‬ ‫ا‬ ‫...........................................................................‬ ‫...........................................................................‬ ‫821‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﻤﺎﻫ‪‬ﺔ ﺍﻝﹼﻘﻨﻴﺔ ﺍﻝﹼﻲ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺭﺒﻁ ﻁﺭﻓﻲ ﺍﻝﻤﻘﺎﻭﻡ ﺒـﻨﻘﻁﺘﻲ ﺍﻝﺭﺒﻁ ؟‬ ‫ﺘ‬ ‫ﻴ ﺘ‬ ‫......................................... ...........................................................................‬ ‫ﺭﹼﺏ ﻤﺭﺍﺤل ﻝﺤﻡ ﺍﻝﻤﻘﺎﻭﻡ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﻋﻠﻰ ﺍﻝﺤﺎﻤل‬ ‫ﺘ‬ ‫ﻨﺴﺨﻥ ﻤﻜﺎﻥ ﺍﻝﹼﺜﺒﻴﺕ ﺒﻭﻀﻊ ﺤﺩ ﻜﺎﻭﻱ ﺍﻝﹼﺤﺎﻡ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻋﻠﻰ ﻁﺭﻑ ﺍﻝﻤﻜﻭﻥ ﻭﻨﺤﺎﺱ‬ ‫ﻠ‬ ‫‪‬‬ ‫ﺘ‬ ‫...............‬ ‫ﺍﻝﹼﻭﺡ‬ ‫ﻠ‬ ‫ﻨﺸ ﹼل ﺍﻝﻜﺎﻭﻱ ﺒﻭﺼﻠﻪ ﺒﺎﻝﹼﻴﺎﺭ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ.‬ ‫ﺘ‬ ‫ﻐ‬ ‫...............‬ ‫..................................................................................................................................................‬ ‫3‬ ‫ﻨﻀﻊ ﺍﻝﻜﺎﻭﻱ ﻓﻲ ﺍﻝ ‪‬ﻨﺎﺩ .‬ ‫ﺴ‬ ‫...............‬ ‫ﻨﻤﺴﻙ ﺒﺎﻝﻜﺎﻭﻱ ﻤﻥ ﺍﻝﻤﻘﺒﺽ ﻜﻤﺎ ﻨﻤﺴﻙ ﺒﺎﻝﻘﻠﻡ ﻋﻨﺩ ﺍﻝﻜﺘﺎﺒﺔ.‬ ‫...............‬ ‫..................................................................................................................................................‬ ‫9‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫ﻨﺫﻴﺏ ﺍﻝﹼﺤﺎﻡ ﻋﻠﻰ ﺍﻝ ﹼﺭﻓﻴﻥ ﺍﻝﻤﺭﺍﺩ ﺘﺠﻤﻴﻌﻬﻤﺎ ﺜﻡ ﻨﺒﻌﺩ ﺴﻠﻙ ﺍﻝﻘﺼﺩﻴﺭ.‬ ‫ﻁ‬ ‫ﻠ‬ ‫...............‬ ‫..................................................................................................................................................‬ ‫8‬ ‫ﺇﺩﺨﺎل ﻁﺭﻑ ﺍﻝﻤﻜ ‪‬ﻥ ﻓﻲ ﺜﻘﺏ ﺍﻝﹼﻭﺡ‬ ‫ﻠ‬ ‫ﻭ‬ ‫...............‬ ‫2- ﺒﺈﹼﺒﺎﻉ ﺍﻝﻤﺭﺍﺤل ﺍﻝ ‪‬ﺎﺒﻘﺔ ﻗﻡ ﺒﻠﺤﻡ ﺍﻝﻤﻘﺎﻭﻡ ﻋﻠﻰ ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺴ‬ ‫ﺘ‬ ‫ط 3‪W‬‬ ‫א‬ ‫ﺃﻨﺠﺯ ﺤﺎﻤل ﻤﻜ ‪‬ﻨﺎﺕ ﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﻝﻠﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﹼﺎﻝﻴﺔ :‬ ‫ﺘ‬ ‫ﻭ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺼﻬﻴﺭﺓ‬ ‫ﺼﻤﺎﻡ ﻤﺸﻊ‬ ‫ﻗﺎﻁﻌﺔ‬ ‫ﻤﺼﺒﺎﺡ‬ ‫921‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫031‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫131‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻻﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 31‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫א א א‬ ‫ﻜﻴﻑ ﺃﻨﺠﺯ ﺍﻝﻌﻤﻠ ‪‬ﺎﺕ ﺍﻝ ﹼﻘﻨ ‪‬ﺔ ﺍﻝﻤﺘﻌﹼﻘﺔ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل ؟‬ ‫ﻠ‬ ‫ﺘ ﻴ‬ ‫ﻴ‬ ‫231‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫31‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟ ‪‬ﺍﺭﺓ ﺍﳌﻄﺒﻮﻋﺔ‬ ‫ﺪ‬ ‫1 - ﺍﻝﻨﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ::‬ ‫ﺍﻝ ﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪‬‬ ‫‪‬‬ ‫ﻨ‬ ‫ط 1‪W‬‬ ‫ر:‬ ‫ّ‬ ‫و‬ ‫ا ّارة ا‬ ‫ـ ّف‬ ‫.......................................‬ ‫........................................‬ ‫..........................................‬ ‫..........................................‬ ‫ﺃﺘﺫ ﹼﺭ:‬ ‫ﻜ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫...........................................................................................................................‬ ‫* ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻫﻲ :‬ ‫‪‬‬ ‫..............................................................................................................................................................................‬ ‫ط 2‪W‬‬ ‫ﺘﺄﻤـل ﺍﻝﺼ ‪‬ﺭ ﺍﻝﺘﺎﻝ‪‬ﺔ ﺍﻝﻤﺠ ‪‬ﻤﺔ ﻝﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝـ ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻭﻋ ‪‬ﻓﻬـﺎ:‬ ‫ﺭ‬ ‫ﺩ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﻭ‬ ‫‪‬‬ ‫.…….……………‬ ‫.………………………‬ ‫.……………………………‬ ‫.………………………‬ ‫.............................‬ ‫..............................‬ ‫.................................‬ ‫.....................................‬ ‫ﺃﺘﺫ ﹼﺭ: ﻤﻥ ﺒﻴﻥ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝ ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻨﺫﻜﺭ:‬ ‫ﺩ‬ ‫ﻜ‬ ‫-................ - ................. - ......... - .......... - ............ -‬ ‫.......... - ............ - ............‬ ‫331‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2 – ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ::‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬ ‫ط 1‪ W‬ﺃﺘﺩ ‪‬ﺏ ﻋﻠﻰ ﺭﺴﻡ ﺍﻝ ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺒﺎﻝﺤﺎﺴﻭﺏ ﻭﺒﺭﻤﺠ ‪‬ﺔ 3‪.FeCL‬‬ ‫ﻴ‬ ‫ﺩ‬ ‫ﺭ‬ ‫א‬ ‫ﺍﻝ ‪‬ﻌﻁ ‪‬ﺎﺕ: ـ ﺍﻝﻤﻨﺘﺞ: ﻤﺨﺘﺒﺭ ﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎ ﹼﺔ.‬ ‫ﻓ‬ ‫ﻤ ﻴ‬ ‫ـ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻤﻘﹼﻥ ﻭﻗﺎﺌﻤﺔ ﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﺠﻬﺎﺯ.‬ ‫ﻭ‬ ‫ﻨ‬ ‫ﺭ‬ ‫‪E11A‬‬ ‫ﻤﺅﺸـﺭ‬ ‫1‬ ‫‪Vu‬‬ ‫‪22Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫2‬ ‫3‪R‬‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫4004‪1N‬‬ ‫ﺼ ‪‬ـﺎﻡ‬ ‫ﻤ‬ ‫2‬ ‫2‪D1-D‬‬ ‫‪22Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫2‪R‬‬ ‫‪1.2Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ.‬ ‫2‬ ‫4‪R‬‬ ‫‪15Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫2‬ ‫1‪R‬‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝ ﹼﺴﻤﻴﺔ‬ ‫ﺘ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻤﺯ‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺘﺴﻤ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻤﺯ‬ ‫………….………………………‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻹﻋﺩﺍﺩ ‪‬ﺔ ﺒـ‬ ‫ﻴ‬ ‫ﻤﺨﺘﺒﺭ ﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎﻓﺔ‬ ‫431‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ: ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻬﺫﺍ ﺍﻝﺠﻬﺎﺯ ﺒﺒﺭﻤﺠ ‪‬ﺔ 3‪.FeCL‬‬ ‫ﻴ‬ ‫ﻜﻴﻑ ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺒﺒﺭﻤﺠ ‪‬ﺔ 3‪ FeCL‬؟‬ ‫ﻴ‬ ‫1 ـ ﺃﻓﺘﺢ ﻤﻥ ﻤﻜﺘﺏ ﺍﻝﺤﺎﺴﻭﺏ ﺒﺭﻤﺠ‪‬ﺔ 3‪ .FeCL‬ﺒﺎﻝﻨﻘﺭ ﻋﻠﻰ ﺃﻴﻘﻭﻨﺘﻪ.‬ ‫ﻴ‬ ‫2 ـ ﺃﻓﺘﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺃﻀﺒﻁ ﺃﺒﻌﺎﺩ ﺍﻝﻠﻭﺤﺔ.‬ ‫ﻝﻔﺘﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ.‬ ‫‪OK‬‬ ‫ﺃ-ﺃﻨﻘﺭ ﻋﻠﻰ‬ ‫ﺃ-ﺇﺨﺘﺭ ﻤﻘﺎﺴﺎﺕ ﺍﻝﻠﻭﺡ.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫3 ـ ﺃﺴﺘﻌﻤل ﻝﻭﺤﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺃﺤ ‪‬ﺩ ﻤﻭﺍﻗﻊ ﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺸﺭﻭﻉ:‬ ‫ﺩ‬ ‫ﺃ ـ ﺃﻨﻘﺭ ﺍﻝﻤﻜ ‪‬ﻥ‬ ‫ﻭ‬ ‫ﺍﻝﻤﻨﺎﺴﺏ ﻭﺃﺴﺤﺒﻪ‬ ‫ﻤﺴﻁﺭﺓ ﻝﻀﺒﻁ‬ ‫ﺇﻝﻰ ﻤﺴﺎﺤﺔ ﺍﻝﺭﺴﻡ‬ ‫ﻤﻭﻗﻊ ﺍﻝﻤﻜ ‪‬ﻥ‬ ‫ﻭ‬ ‫ﺃﻓﻘ‪‬ﺎ‬ ‫ﻴ‬ ‫ﺝ ـ ﺃﺤ ‪‬ﺩ ﺍﻝ ‪‬ﺍﻭ‪‬ﺔ‬ ‫ﺩ ﺯ ﻴ‬ ‫ﻤﺴﺎﺤﺔ ﺭﺴﻡ‬ ‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﻜ ‪‬ﻥ )°0-°09‬ ‫ﻭ‬ ‫ﺍﻝﺩﺍﺭﺓ ﺠﻬـﺔ‬ ‫°081 ﺃﻭ °072.(‬ ‫ﺍﻝﹼﺤـﺎﺱ.‬ ‫ﻨ‬ ‫ﺏ ـ ﺃﺤـ ‪‬ﺩ ﺍﻝﺤﺠﻡ‬ ‫ﺩ‬ ‫ﻤﺴﺎﺤﺔ ﺭﺴﻡ‬ ‫ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﻤﻜﻭﻥ ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻝﺩﺍﺭﺓ ﺠﻬـﺔ‬ ‫ﺒﻌﺩ ﺍﻝﹼﻘﺭ ﻋﻠﻴﻪ‬ ‫ﻨ‬ ‫ﺍﻝﻤﻜ ‪‬ﻨـﺎﺕ.‬ ‫ﻭ‬ ‫)1×/ 5.1×...(‬ ‫ﻤﺴﻁﺭﺓ ﻝﻀﺒﻁ ﻤﻭﻗﻊ‬ ‫ﺍﻝﻤﻜﻭﻥ ﻋﻤﻭﺩ‪‬ﺎ‬ ‫ﻴ‬ ‫531‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫4 ـ 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 ‫5 ـ ﺃﺭﺒـﻁ ﺍﻷﻗـﺭﺍﺹ ﺒﺎﻝﻤﺴـﺎﻝﻙ.‬ ‫ﺃ ـ ﺃﻨﻘــﺭ‬ ‫ﺯﺭ ﺍﻝﻤﺴﺎﻝﻙ‬ ‫‪‬‬ ‫ﻤ ‪‬ﺓ ﻭﺍﺤﺩﺓ.‬ ‫ﺭ‬ ‫ﺏ ـ ﺃﺭﺒـﻁ ﺍﻝﻤﻜﻭﻨﺎﺕ‬ ‫ﻭﻓﻕ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ.‬ ‫ﺭ‬ ‫631‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫6 ـ ﺃﻋـ ‪‬ﻑ ﺍﻝﻤﻜﻭﻨـﺎﺕ ﻋﻠـﻰ ﺠﻬـﺔ ﺍﻝﹼﺤـﺎﺱ.‬ ‫ﻨ‬ ‫ﺭ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫7 ـ ﺃﻨﺸﺭ ﻭﺃﻁﺒﻊ ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ.‬ ‫ﺃ ـ ﺃﻨﻘﺭ ﻋﻠﻰ ‪Documents‬‬ ‫ﻭﺃﺨﺘﺎﺭ ‪ TYPON‬ﻭﺍﻨﻘﺭﻩ ﻝﻠﺤﺼﻭل‬ ‫ﻋﻠﻰ ﺭﺴﻭﻡ ﻝﻠﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺠﻬﺔ‬ ‫ﺍﻝ ﹼﺤﺎﺱ )ﺩﻭﻥ ﻤﻜﻭﻨﺎﺕ(‬ ‫ﻨ‬ ‫ﺏ ـ ﺃﻁﺒﻊ ﻋﻠﻰ ﻭﺭﻕ ﺸﻔﺎﻑ ﺒﻁﺎﺒﻌﺔ‬ ‫ﺍﻝﺤﺎﺴﻭﺏ.‬ ‫731‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ط 2‪W‬‬ ‫א‬ ‫ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫ـ ﺍﻝﻤﻌﻁﻴﺎﺕ: ـ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻤﻘﹼﻥ ﻝﺩﺍﺭﺓ ﺍﻝﻤﺅﻗﺕ – ﺭﺴﻡ 1.‬ ‫ﻨ‬ ‫ـ ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺠﻬﺘﻲ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺍﻝﻨﺤﺎﺱ.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫ﺩﺍﺭﺓ ﻤﺩﻤﺠﺔ 555 ‪NE‬‬ ‫1‬ ‫‪CI‬‬ ‫‪250V 1A‬‬ ‫ﻗﺎﻁﻊ‬ ‫1‬ ‫‪K‬‬ ‫ﻗﺎﻁـﻊ‬ ‫4‬ ‫‪S‬‬ ‫ﺃﺤﻤﺭ 5‪Ø‬‬ ‫ﺼﻤﺎﻡ‬ ‫1‬ ‫ﻤﻘـﺎﻭﻡ ‪LED 806KΩ¼W‬‬ ‫‪Ω‬‬ ‫1‬ ‫4‪R‬‬ ‫22‪9V 6F‬‬ ‫ﺒﻁﺎﺭ ‪‬ﺔ‬ ‫ﻴ‬ ‫1‬ ‫‪G‬‬ ‫‪Ω‬‬ ‫‪100KΩ‬‬ ‫ﻡ. ﻤﺘﻐ ‪‬ﺭ‬ ‫ﻴ‬ ‫1‬ ‫‪P‬‬ ‫‪402KΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫3‪R‬‬ ‫ﺘﺭﻨﺯﻴﺴﺘﻭﺭ 7092‪2N‬‬ ‫1‬ ‫‪Tr‬‬ ‫‪330Ω¼ W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫6‪R‬‬ ‫‪200KΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫2‪R‬‬ ‫ﻤﻨﺒـﻪ‬ ‫1‬ ‫‪BZ 1.8MΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫5‪R‬‬ ‫‪100KΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫1‪R‬‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺘﺴﻤ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ ﺍﻝ ﹼﺴﻤﻴﺔ‬ ‫ﺘ‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ ﺍﻝ ﹼﺴﻤﻴﺔ‬ ‫ﺘ‬ ‫...............................................................‬ ‫ﺍﻝﻤﺩﺭﺴـﺔ ﺍﻹﻋﺩﺍﺩﻴـﺔ ﺒـ‬ ‫ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬ ‫831‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫1- ﺃﻜﻤل ﻋﻠﻰ ﺍﻝﺭﺴﻡ2 ﻤﺴﺎﻝﻙ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ) ﺒﺎﻷﺩﻭﺍﺕ ﺍﻝﻬﻨﺩﺴ‪‬ﺔ (.‬ ‫ﻴ‬ ‫ﺭﺴﻡ1: ﺍﻝﻠﻭﺤﺔ ﺠﻬﺔ ﺍﻝﻨﺤﺎﺱ‬ ‫ﺭﺴﻡ2: ﺍﻝﻠﻭﺤﺔ ﺠﻬﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ‬ ‫2- ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫931‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫041‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫141‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 41‬ ‫א‬ ‫وא א‬ ‫א‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫ﻜﻴﻑ ﺃﺭﺍﻗﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺃﻨﺠﺯﺘﻬﺎ ؟‬ ‫241‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫41‬ ‫د‬ ‫ا رس‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺴﺠل ﺍﻝﺨﺎﺼﻴﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺨﺘﻠﻑ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺒﻤﺨﺒﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‬ ‫ز‬ ‫تا‬ ‫ا‬ ‫ا ز‬ ‫ﺍﻝﻤﻨﻭﺭ ﺍﻝﻌﺎﻜﺱ‬ ‫ﺁﻝﺔ ﺍﻝﺘﺸﻜﻴل ﺍﻝﺤﺭﺍﺭﻱ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﻐﺫﻴﺔ‬ ‫ﻜﺎﻭﻱ ﺍﻝﻠﺤﺎﻡ‬ ‫ﺁﻝﺔ ﺜﻘﺏ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‬ ‫341‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫2- ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ::‬ ‫2- ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻝﻨﺸﺎﻁ 1 :‬ ‫1- ﺃﺘﻤﻡ ﺭﺒﻁ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﺩﺍﺭﺓ ﺍﻹﻨﺎﺭﺓ ﺍﻝﺒﺴﻴﻁﺔ ﺍﻝﺘﺎﻝﻴﺔ:‬ ‫2- ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ :‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا ن‬ ‫‪K‬‬ ‫‪H‬‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫‪R‬‬ ‫‪E‬‬ ‫‪F‬‬ ‫2- ﻤﺎ ﻫﻭ ﺠﻬﺎﺯ ﺍﻝﻘﻴﺱ ﺍﻝﺫﻱ ﻴﺤﺩﺩ ﻓﺎﺭﻕ ﺍﻝﺠﻬﺩ ﺒﻴﻥ ﻗﻁﺒﻲ ﺍﻝﻔﺎﻨﻭﺱ :‬ ‫.………………………………………………………………………………………………………………‬ ‫3- ﻜﻴﻑ ﻴﺘﻡ ﻭﺼﻠﻪ ﺒﺎﻝﻔﺎﻨﻭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ، ﺃﺘﻤﻡ ﺭﺴﻤﻪ ﺒﺎﻝﺩﺍﺭﺓ‬ ‫ﺍﻝﻨﺸﺎﻁ 2 :‬ ‫ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠﻴﺔ ‪:Crocodile Clips‬‬ ‫441‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫1- ﻤﺎ ﺍﺴﻡ ﺠﻬﺎﺯ ﺍﻝﻘﻴﺱ ﺍﻝﻤﺴﺘﻌﻤل ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ.‬ ‫.………………….…………………………………………………………………………………………………………………………………‬ ‫2- ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ.‬ ‫.………………….…………………………………………………………………………………………………………………………………‬ ‫3- ﺤﻭﻝﻬﺎ ﺇﻝﻰ ‪.A‬‬ ‫………………..……………………………………………………………………………………………………………………………………‬ ‫4- ﻤﺎ ﻫﻭ ﺍﻝﺠﻬﺎﺯ ﺍﻵﺨﺭ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﻤﻥ ﻗﻴﺱ ﻫﺫﻩ ﺍﻝﺨﺎﺼﻴﺔ.‬ ‫.…………………..…………………..……………………………………………………………………………………………………………‬ ‫5- ﻤﺎﺫﺍ 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.‬ ‫1- ﻤﺎ ﻫﻭ ﺍﻝﺠﻬﺎﺯ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺍﻝﺘﻠﻤﻴﺫ ﻤﻥ ﻤﺭﺍﻗﺒﺔ ﺍﻝﺩﺍﺭﺓ.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫2- ﻓﻲ ﺃﻱ ﻭﻀﻊ ﻴﺠﺏ ﺃﻥ ﻴﻭﻗﻑ ﺍﻝﻤﺒﺩل.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫3- ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺤﺎﻝﺔ ﺃﻥ ﻫﻨﺎﻙ ﻋﺩﻡ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‬ ‫ﻓﻲ ﺍﻝﻤﺴﻠﻙ.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫4- ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺤﺎﻝﺔ ﺃﻥ ﻫﻨﺎﻙ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻓﻲ‬ ‫ﺍﻝﻤﺴﻠﻙ.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫541‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫641‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫741‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 51‬ ‫وא א א‬ ‫א‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﻜﻴﻑ ﺃﺭﺍﻗﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺃﻨﺠﺯﺘﻬﺎ ؟‬ ‫841‬ ‫آ اس ا‬
‫51‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫1 - ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫1 - ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫ط د1‬ ‫ط د1‬ ‫אא‬ ‫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 ‫………………….……………………………………‬ ‫………………….……………………………………‬ ‫………………….……………………………………‬ ‫941‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ط د2‬ ‫ط د2‬ ‫אא‬ ‫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 :‬ ‫051‬ ‫آ اس ا‬
‫ط د 2 ‪WW‬‬ ‫ط د2‬ ‫אא‬ ‫ﺒﺎﻝﺭﺠﻭﻉ ﺇﻝﻰ ﺍﻝﺼﻔﺤﺔ 99 ﻤﻥ ﻜﺘﺎﺏ ﺍﻝﺩﺭﻭﺱ ﻭﻋﻨﺩ ﻗﻁﻊ ﺍﻝﻠﻭﺡ ﻻﻨﺠﺎﺯ ﻝﻭﺡ ﺍﻝﺩﺍﺭﺓ‬ ‫ﺍﻝﻤﻁﺒﻭﻋﺔ، ﻗﻤﻨﺎ ﺒﻘﻁﻊ ﺍﻝﺠﺯﺀ ﺤﺴﺏ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ :‬ ‫ـ ﺃﻗﻁﻊ ﺠﺯﺀ ﺒﻤﻘﺎﺱ ﺍﻝﺭﺴﻡ 2 ) 94 × 33 ﻤﻡ (‬ ‫ﺁﻝﺔ ﻗﻁﻊ ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ :‬ ‫ﺃﻗﻭﻡ ﺒﻤﺭﺍﻗﺒﺔ ﻗﻴﺱ ﺍﻷﺒﻌﺎﺩ ﻭﺃﺩﻭﻨﻬﺎ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ :‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫151‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻝﻔﻬــﺭﺱ‬ ‫وאن א د س‬ ‫و‬ ‫א‬ ‫ﺍﳌﻘﺪﻣﺔ‬ ‫ﻛﻴﻒ ﺃﺳﺘﻌﻤﻞ ﻛﺘﺎﰊ‬ ‫50‬ ‫ﺗﺮﺗﻴﺐ ﻭﻇﺎﺋﻒ ﺍﳋﺪﻣﺎﺕ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫10‬ ‫31‬ ‫ﺇﲤﺎﻡ ﺟﺰﺀ ﻣﻦ ﻛﺮﺍﺱ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻮﻇﻴﻔﻲ‬ ‫12‬ ‫ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻟﺘﻮﻗﻴﺖ ﳉﻬﺎﺯ ﺗﻘﲏ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬ ‫20‬ ‫92‬ ‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﻭﺳﻼﻣﺔ ﺍﶈﻴﻂ‬ ‫ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫30‬ ‫73‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺘﻌﺮﻳﻔﻲ ﻟﻠﻘﻄﻌﺔ‬ ‫35‬ ‫ﺍﳌﻘﻄﻊ ﺍﻟﺒﺴﻴﻂ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫40‬ ‫07‬ ‫ﺭﺳﻢ ﺍﻟﻠﻮﺍﻟﺐ‬ ‫29‬ ‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫201‬ ‫ﺍﻹﺷﺎﺭﺓ )ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ (‬ ‫ﺍﻝﺘﻭﺍﺼل‬ ‫50‬ ‫011‬ ‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻹﺷﻬﺎﺭ‬ ‫811‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ: ﺍﻟﺜﻘﺐ + ﺍﻟﺜﲏ‬ ‫521‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ: ﺍﻟﻠﺤﺎﻡ ﺍﻟﻘﺼﺪﻳﺮﻱ‬ ‫231‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ: ﺍﻟﺪﺍﺭﺓ ﺍﳌﻄﺒﻮﻋﺔ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫60‬ ‫241‬ ‫ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫841‬ ‫ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫251‬ ‫ﺍﻝﻔﻬﺭﺱ‬ ‫251‬ ‫آ اس ا‬

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Manuel activité éducation technologique 9 base

  • 1.
    ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﻮﻧﺴﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟ‪‬ﺮﺑﻴﺔ ﻭ ﺍﻟ‪‬ﻜﻮﻳﻦ‬ ‫ﺘ‬ ‫ﺘ‬ ‫א‬ ‫א‬ ‫אس א‬ ‫‪@ @ïŽbŽþa@áîÜÈČÛa@åß@òÈŽbnÛa@òäČ Ûa@‰îßýnÛ‬‬ ‫‪n‬‬ ‫‬ ‫@ @‬ ‫@ @‬ ‫‪@ @ZæìÐ û¾a‬‬ ‫‪Û‬‬ ‫ﻣﺘﻔﻘﺪ‬ ‫ﻣﺘﻔﻘﺪ‬ ‫ﻣﺘﻔﻘﺪ‬ ‫ﺃﺳﺘﺎﺫ‬ ‫ﺃﺳﺘﺎﺫ ﺃﻭﻝ‬ ‫@@@‪@ @ZæbàîÔ¾a‬‬ ‫ﻣﺘﻔﻘﺪ‬ ‫ﻣﺘﻔﻘﺪ ﺃﻭﻝ‬ ‫ﺍﳌﺮﻛﺰ ﺍﻟﻮﻃﲏ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬
  • 2.
    ‫© ﲨﻴﻊ ﺍﳊﻘﻮﻕﳏﻔﻮﻇﺔ ﻟﻠﻤﺮﻛﺰ ﺍﻟﻮﻃﲏ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬
  • 3.
    ª ‫א‬ @@ @óÜÇ@ Š‡¾a@ñ‡Çbß@¶g@Ò‡èí@ò“ãcë@@‘늆@òîuìÛìäØ Ûa@ò iÛa@lbn×@ÑÛû¾a@a‰ç@ g n î æ @ à Èn¾a@lb×g@ô‹‚c@òèu@åß@ë@òèu@åß@ï‹Ûa@wßaÛbi@p†Šë@bà×@ñ†b¾a@pbîöbËë@Òa‡çc@ÕîÔ¥ Ü @òí†b—nÓüa@ò“ãþa@À@pbîäÔnÛa@ÞbàÈna@ò àçc@ÚaŠ†gë@éîÏ@æì“îÈí@ð‰Ûa@ïuìÛìäØ Ûa@Áîa@áèÏ î n @wßbãÛa@Šëb«@ò§bÈß@Þý‚@åß@ÙÛˆë@ñ‹Änä¾a@paŠb@ è¾aë@paŠ‡ÔÛa@åß@áèäîظë@òîÇbànuüaë @ñ†b¾a@ê‰ç@åß@ñ†ì—Ô¾a@òîvèä¾a@‡î¤@óÜÇ@bä–‹y@‡Ó@ë@ïbc@òÈbnÛa@ôìnß@À@ñ†bàÜÛ@ï‹Ûa @åÇ@a‡îÈi@òîàÜÈÛa@‡ÇaìÔÛa@xbnänbÏ@ÝîÜznÛbÏ@ÝßdnÛaë@òÄyý¾a@Õí‹€@åÇ@Òa‡çþa@ÕîÔ¥@ïçë @bèöbäi@À@bîib°g@ÚŠb“í@ñ‡í‡u@paŠ‡Óë@ÒŠbÈß@áÜÈn¾a@lb×g@òíbÌÛ@ÙÛˆë@ @ àîÔÈÛa@ ÔÜnÛaë@쓨a @ @NÝ—ÐÛa@ˆbnc@bèèuìíë@bèàÄäí@pbÇìàª@åàš @ @ZóÜÇ@ÑîÛd Ûa@a‰ç@Ýàn“í n @ @‘ëŠ Ûa@lbn×@J@@@ ‡ @ @ò Ôîj Ûa@ò“ãþa@‘a‹×@J@@@ î n ZïÜí@bà×@bàèäß@ñ†bÐnüa@åß@åغ@ôìn«@ nÔîqìÛa@ i@Éठ@ @Nò“ãþa@‘a‹×@åß@HÀb“Øna@Âb“ãI@ïÛäß@Âb“äi@‘Š Ûa@c‡jí@J@ ‡ @ @N‘ëŠ Ûa@lbn×@åß@éŠ†@‘ ‡¾a@jí@áq@J@ ‡ Š @@@@@Nò“ãþa@‘a‹×@åß@åíŠbànÛa@Èji@éÈjní@J@ @pbvnä¾@pbaŠ†ë@tì¢@ò“ãc@Ç@Êìšì¾bi@bÔjß@á Èn¾a@î¥@¶g@ò Ïb“Ønüa@ò“ãþa@Ò‡èm Ü î @î׋m@¶g@ô‹‚þa@ò“ãþa@Ò‡èmë@N@áÔÛa@À@‘Š ÜÛ@ïÜÈÐÛa@Œb−a@ÝjÓ@á Èn¾a@bèi@âìÔí@Áîa@åß ‡ Ü @ @Nò늇¾a@pbvnäàÜÛ@ÞbàÈnüa@åí†bîß@Òb“n×aë@Šìbi@òÓýÇ@b@pbÔîjm@óÜÇ@æ ànÛbi@òßìÜȾa ‹ @ @ZÀ@òàçbàÜÛ@òÐÜn¬@Š†b—ß@åß@òßìÜȾa@åÇ@szjÛa@¶g@á Èn¾a@ò“ãþa@òÏb×@ìLJm Ü @Nïma Ûa@áÜÈ Ûa@åß@á Èn¾a@ ‰ n Ü Ø¸@Þý‚@åß@áîçbоa@õbäi@–@1 N@ñ‡í‡§a@áîçbоa@„î‹m@–@2 @ @Nñ‹Änä¾a@paŠbè¾aë@paŠ‡ÔÛa@á Èn¾a@Ù ¸@ô‡ß@åß@o rnÜÛ@pbjnؾa@áîîÔm@–@3 Ü Ü j @ @@.émaŠbèß@ÑîÃìmë@émbjnØß@xb߆hi@‰îàÜnÜÛ@|àí@Áîi@ïÇbä–@Êë‹“ß Œb−g@–@4 @ @ZóÜÇ@‡Çbm@bèãc@sîy@ñj×@ò àçc@Þb—müaë@pbßìÜȾa@bîuìÛìäØm@æìÐÛû¾a@ïÛìí î @ @ïuìÛìäØnÛa@éî«@áèÏ@J @ @Nò öbi‹èØÛaë@ò Ûa@âì‹Ûaë@ïÐîÃìÛa@ÝîÜznÛa@À@ò nƒ¾a@pbîªÛa@ÞbàÈna@J î î — NŠaì¨aë@ÝaÛaë@oããa@òØj’@Ç@òßìÜȾa@åÇ@szjÛa@J @ @NlŠbvnÛa@Èi@pb×b«@J @òîuìÛìäØ Ûa@òîiÛa@ñ†b¾@ÕàÇc@áèÏ@À@áçbíë@ñìu‹¾a@ñ‡öbÐÛa@a‰ç@bäÐÛûß@ÕÔ±@æc@Ýßdã n  @Þ@b‚†g@åß@åØànã@óny@áèmbyÔß@‹Änäãë@ ÜàÈn¾a@òÏb×@õbš‹i@ÝàÈÛa@a‰ç@ó›±@ @æc@óäànãë @ @@Nòߌ Ûa@pbäîz Ûa ý n @ @æìÐÛû¾a
  • 4.
    ‫א‬ ‫א‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫ر ا‬ ‫ر ا رس‬ ‫ان ا رس‬ ‫ا رس‬ ‫ة‬ ‫ر‬ ‫ؤ ت‬ ‫ادح‬ ‫أ اء ا رس‬ ‫إ‬ ‫طا‬ ‫ا‬ ‫ز ا رس‬ ‫ا‬ ‫رج ا‬ ‫ا‬ ‫م‬ ‫طا‬ ‫ا‬ ‫:‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫.‬ ‫دة‬ ‫ات ا‬ ‫ل ا دوات وا‬ ‫- ا ز ا رب‬ ‫ب‬ ‫لا‬ ‫- ا ز ر‬ ‫و‬ ‫تا‬ ‫ا‬ ‫ىا‬ ‫-ا ز ر‬ ‫إ آ ا‬ ‫أ‬ ‫أن‬ ‫ءآ‬ ‫ه اا‬ ‫ا‬ ‫ت أو أ‬ ‫ت أو‬ ‫ا‬ ‫ذ‬ ‫ا‬
  • 5.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 10‬ ‫‪ª‬‬ ‫א‬ ‫و‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ؟‬ ‫5‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 6.
    ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 10‬ ‫ﻭﻇﺎﺋﻒ ﺍﳋﺪﻣﺎﺕ‬ ‫1 - ﺍﻝ ﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺒﻌﺩ ﺼﻴﺎﻏﺔ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ‬ ‫ﻗﺎﻡ ﺃﺼﺩﻗﺎﺅﻙ ﺒﺘﺭﺘﻴﺒﻬﺎ ﻜﺎﻵﺘﻲ :‬ ‫ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ‬ ‫ﺘﺭﺘﻴﺏ ﻤﺠﻤﻭﻋﺔ ﻋﻠﻲ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﺜﻨﻲ ﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻙ.‬‫ﻜ‬ ‫ﻭﺭ1‬ ‫ﺘﺸﺘﻐل ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝ ﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﻁ‬ ‫ﻭﺕ1‬ ‫ﻻ ﺘﺘﺄﺜﺭ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝ ﹼﺒﻴﻌﻴﺔ .‬ ‫ﻁ‬ ‫ﻭﺕ2‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫ﺘﻭﻀﻊ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﻓﻭﻕ ﺍﻝﻁﺎﻭﻝﺔ.‬ ‫ﻭﺕ3‬ ‫ﺘ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺘﺸﺘﻐل ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝ ﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﻁ‬ ‫ﻭﺕ1‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﺜﻨﻲ ﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻙ.‬‫ﻜ‬ ‫ﻭﺭ1‬ ‫ﻻ ﺘﺘﺄﺜﺭ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝ ﹼﺒﻴﻌﻴﺔ .‬ ‫ﻁ‬ ‫ﻭﺕ2‬ ‫ﺘﻭﻀﻊ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﻓﻭﻕ ﺍﻝﻁﺎﻭﻝﺔ.‬ ‫ﻭﺕ3‬ ‫1- ﺍﺴﺘﻌﻥ ﺒﺄﺼﺩﻗﺎﺌﻙ ﻭﺭﺘﺏ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﺜﻨﻲ ﺍﻝﺤﺭﺍﺭﻱ ﺒﺘﻌﻤﻴﺭ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ:‬ ‫.....................................................................................‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫.………………………….………………………………………………………………………………………………‬ ‫ﻭ........‬ ‫.………………………….………………………………………………………………………………………………‬ ‫........‬ ‫ﻭ‬ ‫.………………………….………………………………………………………………………………………………‬ ‫........‬ ‫ﻭ‬ ‫.………………………….………………………………………………………………………………………………‬ ‫........‬ ‫ﻭ‬ ‫2- ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ؟‬ ‫..............................................................................................................................................................................................................................‬ ‫6‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 7.
    ‫2 – ﺍﻷﻨﺸﻁﺔﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺠﻬﺎﺯ ﺇﻨﺫﺍﺭ ﺇﻝﻜﺘﺭﻭﻨﻲ‬ ‫ط א ول ‪W‬‬ ‫א‬ ‫ﺍﻝﻤﺸﺭﻭﻉ :‬ ‫ﺃﺘﻤﻡ ﺠﺩﻭل ﺍﻝﻔﺭﺯ ﺍﻝﻤﺘﻘﺎﻁﻊ ﻝﺠﻬﺎﺯ ﺇﻨﺫﺍﺭ ﺇﻝﻜﺘﺭﻭﻨﻲ‬ ‫ﺒﺎﺤﺘﺴﺎﺏ ﻤﺠﻤﻭﻉ ﺍﻝﻨﻘﺎﻁ ﻭﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺎﺌﻭﻴﺔ ﻝﻜل ﻭﻅﻴﻔﺔ.‬ ‫%‬ ‫ﻭﺭ2 ﻭﺕ1 ﻭﺕ2 ﻭﺕ3 ﻭﺕ4 ﺍﻝﻤﺠﻤﻭﻉ‬ ‫زا‬ ‫ا‬ ‫................‬ ‫................‬ ‫ﻭﺭ1 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫ت‬ ‫ا‬ ‫1‬ ‫3‬ ‫3‬ ‫3‬ ‫1‬ ‫ت‬ ‫ا‬ ‫ا ز‬ ‫................‬ ‫................‬ ‫ﻭﺭ2 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1 ﻭﺭ1‬ ‫د‬ ‫ا‬ ‫ا‬ ‫2‬ ‫1‬ ‫3‬ ‫3‬ ‫ﻭﺕ1 ﻭﺕ1 ﻭﺕ1 ﻭﺕ4‬ ‫ز‬ ‫ا‬ ‫ن‬ ‫................‬ ‫................‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫2‬ ‫1‬ ‫2‬ ‫ﺘ‬ ‫ﻭﺕ2 ﻭﺕ3 ﻭﺕ4‬ ‫زا ا‬ ‫ا‬ ‫................‬ ‫................‬ ‫2‬ ‫2‬ ‫ﻭﺕ3 ﻭﺕ4‬ ‫ز‬ ‫ن وزن ا‬ ‫................‬ ‫................‬ ‫1‬ ‫ن‬ ‫ا‬ ‫ز‬ ‫ا‬ ‫................‬ ‫................‬ ‫ﻭﺕ4‬ ‫ا‬ ‫..............‬ ‫..............‬ ‫ع‬ ‫ا‬ ‫‪W‬‬ ‫طא‬ ‫א‬ ‫ﺍﻝﻤﺸﺭﻭﻉ :‬ ‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ ﻝﺩﺭﺍﺠﺔ‬ ‫‪‬‬ ‫ﺒﻌﺩ ﻤﻘﺎﺭﻨﺔ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻭﺍﺤﺩﺓ ﺒﻭﺍﺤﺩﺓ ﺘﺤﺼﻠﻨﺎ‬ ‫ﻋﻠﻰ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ:‬ ‫7‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 8.
    ‫%‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻭﺕ6‬ ‫ﻭﺕ5‬ ‫ﻭﺕ4‬ ‫ﻭﺕ3‬ ‫ﻭﺕ2‬ ‫ﻭﺕ1‬ ‫ﻭﺭ2‬ ‫ﻴﻨﺒﻪ ﺍﻝﺠﻬﺎﺯ ﻤﺴﺘﻌﻤﻠﻲ ﺍﻝﻁﺭﻴﻕ‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1 ﻭﺭ1‬ ‫82‬ ‫41‬ ‫ور1‬ ‫ﺇﻝﻰ ﻭﺠﻭﺩ ﺍﻝﺩﺭﺍﺝ‬ ‫3‬ ‫2‬ ‫2‬ ‫3‬ ‫1‬ ‫2‬ ‫1‬ ‫ﻴﺸﺘﻐل ﺒﺎﻝﻠﻴل ﺃﻭ ﻋﻨﺩ ﻏﻴﺎﺏ‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫ﻭﺭ2‬ ‫42‬ ‫21‬ ‫ﻭﺭ2‬ ‫ﺍﻝﺭﺅﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﺩﺭﺍﺝ‬ ‫3‬ ‫2‬ ‫1‬ ‫3‬ ‫1‬ ‫2‬ ‫ﻭﺕ1‬ ‫ﻭﺕ1‬ ‫ﻭﺕ1‬ ‫ﻭﺕ1‬ ‫ﻭﺕ2‬ ‫ﻴﻘﺎﻭﻡ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ‬ ‫61‬ ‫80‬ ‫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 ‫40‬ ‫20‬ ‫0‬ ‫ﻭﺕ3‬ ‫ﺒﺴﻬﻭﻝﺔ‬ ‫1‬ ‫1‬ ‫ﻭﺕ4‬ ‫ﻭﺕ4‬ ‫ﻴﺸﻐل ﺒﺴﻬﻭﻝﺔ ﻤﻥ ﻗﺒل ﺍﻝﺩﺭﺍﺝ‬ ‫40‬ ‫20‬ ‫ﻭﺕ4‬ ‫1‬ ‫1‬ ‫ﻭﺕ6‬ ‫ﺘﻜﻭﻥ ﻜﻠﻔﺔ ﺍﻝﺠﻬﺎﺯ ﻤﻘﺒﻭﻝﺔ‬ ‫0‬ ‫0‬ ‫ﻭﺕ5‬ ‫1‬ ‫ﻴﻜﻭﻥ ﺍﻝﻤﻅﻬﺭ ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﺠﻬﺎﺯ‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫20‬ ‫10‬ ‫ﻭﺕ6‬ ‫ﺠﻤﻴﻼ‬ ‫ﺘ‬ ‫001‬ ‫05‬ ‫ﺍﻝﺠﻤﻠﺔ‬ ‫ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻌﻤﻭﺩﻱ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻤﻭﺍﻝﻴﺔ ﺃﺘﻤﻡ ﺭﺴﻡ ﻨﺴﺒﺔ ﻜل ﻭﻅﻴﻔﺔ.‬ ‫ﻫل ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻔﺎﻀﻠﻴﺎ ؟‬ ‫...............................................................................................................................................................................................................‬ ‫8‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 9.
    ‫‪W‬‬ ‫طא‬ ‫א‬ ‫ﺍﻝﻤﺸﺭﻭﻉ :‬ ‫ﺠﻬﺎﺯ ﺇﺸﺎﺭﺓ ﻀﻭﺌﻴﺔ ﺨﻠﻔﻴﺔ ﻝﺩﺭﺍﺠﺔ‬ ‫ﺃﻋﺩ ﺭﺴﻡ ﻫﺫﻩ ﺍﻝﻭﻅﺎﺌﻑ ﻤﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻌﻤﻭﺩﻱ ﺍﻝﺘﺎﻝﻲ :‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫‪W‬‬ ‫طא א‬ ‫א‬ ‫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
  • 10.
    ‫ﻗﻡ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺔ‪ Cellules‬ﻤﻥ 1‪ A‬ﺇﻝﻰ 9‪ A‬ﻭﻤﻥ 1‪ B‬ﺇﻝﻰ 9‪ B‬ﺜﻡ ﺍﻨﻘﺭ‬ ‫ﻋﻠﻰ ‪ Insertion‬ﻭ ‪.Graphique‬‬ ‫ﺍﺨﺘﺭ ‪ Histogramme‬ﻭﺍﻨﻘﺭ ﻋﻠﻰ ‪Suivant‬‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫ﺘ‬ ‫ﺘﺎﺒﻊ ﺍﻝﻨﻘﺭ ﻋﻠﻰ ‪ Suivant‬ﺤﺘﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﺘﺎﻝﻲ:‬ ‫ا‬ ‫ا‬ ‫03‬ ‫02‬ ‫01‬ ‫0‬ ‫ﻭﺕ6 ﻭﺕ5 ﻭﺕ4 ﻭﺕ3 ﻭﺕ2 ﻭﺕ1 ﻭﺭ2 ﻭﺭ1‬ ‫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:‬ ‫03‬ ‫52‬ ‫02‬ ‫51‬ ‫01‬ ‫5‬ ‫0‬ ‫ﻭﺕ5 ﻭﺕ6 ﻭﺕ4 ﻭﺕ3 ﻭﺕ1 ﻭﺕ2 ﻭﺭ2 ﻭﺭ1‬ ‫01‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 11.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫11‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 12.
    ‫21‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝ ﹼﻌﺒﻴـﺭ ﺍﻝﻭﻅﻴﻔـﻲ‬ ‫ﺘ‬
  • 13.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 20‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫وط א‬ ‫אس א‬ ‫ﻜﻴﻑ ﺃﺘﻤﻡ ﺠﺯﺀﺍ ﻤﻥ ﻜ ‪‬ﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔ ‪‬؟‬ ‫ﻲ‬ ‫ﺸ‬ ‫ﺭ‬ ‫31‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 14.
    ‫20‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﻛ ‪‬ﺍﺱ ﺍﻟ ‪‬ﺮﻭﻁ ﺍﻟﻮﻇﻴﻔ ‪‬‬ ‫ﻲ‬ ‫ﺮ ﺸ‬ ‫ﻤﻘﺹ ﻋﺸﺏ ﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫1 - ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪:‬‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻨﺘﺞ‬ ‫ﺘﻘﺩﻴﻡ ﻋﺎﻡ ﻝﻠﻤﻨﺘﺞ : ﻴﻨﺩﺭﺝ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺇﻁﺎﺭ‬ ‫ﺼﻴﺎﻨﺔ ﺤﺩﺍﺌﻕ ﻋﻤﻭﻤﻴﺔ ﺃﻭ ﻤﻨﺯﻝ‪‬ﺔ.‬ ‫ﻴ‬ ‫‪‬‬ ‫ﺍﻝﻌﺭﺽ : ﺒﺎﻝﺒﺤﺙ ﻋﻥ ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﻻﺤﻅﻨﺎ ﺃﻥ ﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻝﻤﺘﻭﻓﺭﺓ ﺒﺎﻝ ‪‬ﻭﻕ ﻤﺘﻭﺴﻁﺔ ﺍﻝﺠﻭﺩﺓ ﻭﺒﺎﻫﻀﺔ ﺍﻝﹼﻤﻥ.‬ ‫ﺜ‬ ‫ﺴ‬ ‫ﺇﻁﺎﺭ ﺍﻝﺼﻨﻊ : ﻴﺼﻨﻊ ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺍﻝﻤﺼﻨﻊ.‬ ‫ﺍﻝ ﹼﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ : ﻭﺠﺩ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ ﻝﺘﻠﺒﻴﺔ ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻗﺹ ﺍﻷﻋﺸﺎﺏ.‬ ‫ﺘ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔــﻲ ﻭﺘﺤﺩﻴﺩ ﺨﺎ ‪‬ﻴﺎﺕ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ:‬ ‫ﺼ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺍﻝﹼﻴﻭﻨﺔ‬ ‫ﻠ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺘ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫‪‬ﻤ ﹼﻥ ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻴﻜ‬ ‫2 ± ﺼﻡ‬ ‫5 ﺼﻡ‬ ‫ﻭﺭ1‬ ‫ﺍﻝﻌﺸﺏ‬ ‫ﺍﻝﻤﺴﺘﻌﻤل ﻤﻥ ﻗﺹ ﺍﻷﻋﺸﺎﺏ.‬ ‫‪±2 V‬‬ ‫‪ 12 V‬ﻤﺴﺘﻤﺭ‬ ‫ﺍﻝ ‪‬ﻬﺩ‬ ‫ﺠ‬ ‫ﻴﺸﺘﻐل ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻭﺕ1‬ ‫‪± 0,5 A‬‬ ‫5‪A‬‬ ‫ﺍﻝﺸ ‪‬ﺓ‬ ‫ﺩ‬ ‫ﺒﺎﻝ ﹼﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ .‬ ‫ﻴ‬ ‫ﻁ‬ ‫°04‬ ‫ﺍﻝﺤﺭﺍﺭﺓ‬ ‫ﻻ ﻴﺘﺄﺜﺭ ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫5°±‬ ‫ﻭﺕ2‬ ‫ﺍﻝ ‪‬ﻁﻭﺒﺔ‬ ‫ﺭ‬ ‫ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝ ﹼﺒﻴﻌﻴﺔ .‬ ‫ﻁ‬ ‫1± ﻜﻎ‬ ‫02 ﻜﻎ‬ ‫ﺍﻝﻭﺯﻥ‬ ‫ﻴﻜﻭﻥ ﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻭﺕ3‬ ‫ﺃﺤﻤﺭ‬ ‫ﺍﻝﹼﻭﻥ‬ ‫ﻠ‬ ‫ﺠﺫﺍﺒﺎ.‬ ‫ﺃﺠﺏ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﹼﺎﻝﻴﺔ ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻨﺘﺞ.‬ ‫ﺭ‬ ‫ﺘ‬ ‫1- 1- ﺃﺠﻴﺏ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ‪ ( X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫* ﻤﺎ ﻫﻭ ﺍﻝﻬﺩﻑ ﻤﻥ ﺘﺤﺭﻴﺭ ﻭﺜﻴﻘﺔ ﺘﻌﺎﻗﺩﻴﺔ:‬ ‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﻁﺎﻝﺏ ﺍﻝﺨﺩﻤﺔ ﻭﺍﻝﻤﺅ ‪‬ﺴﺔ ﺍﻝﻤﻨﺘﺠﺔ ....‬ ‫ﺴ‬ ‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﺍﻝﻌﺎﻤل ﻭﺍﻝﻤﺼﻨﻊ.....................‬ ‫ﺇﺒﺭﺍﻡ ﻋﻘﺩ ﺒﻴﻥ ﺍﻝﺤﺭﻴﻑ ﻭﺍﻝﹼﺎﺠﺭ.....................‬ ‫ﺘ‬ ‫1- 2- ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺘﻌﺎﻗﺩﻴﺔ ﻝﻤﻘﺹ ﺍﻝﻌﺸﺏ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺭ‬ ‫ﺭ‬ ‫ﺍﻝﺘﺎﻝﻴﺔ :‬ ‫ﹼ‬ ‫41‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 15.
    ‫* ﻷﻱ ﻏﺭﺽ‪‬ﻨﻊ ﻫﺫﺍ ﺍﻝﻤﻨﺘﺞ؟‬ ‫ﺼ‬ ‫ﺃﺠﻴﺏ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ‪ ( X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫ﻝﻘﺹ ﺍﻷﻋﺸـﺎﺏ..................................‬ ‫ﻝﻤﺩﺍﻭﺍﺓ ﺍﻷﻋﺸﺎﺏ....................................‬ ‫ﻝﺯﺭﻉ ﺍﻷﻋﺸـﺎﺏ.................................‬ ‫2 – ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ط א ول ‪W‬‬ ‫א‬ ‫ﺃ. ﺍﻝﻤﻨﺘﺞ:‬ ‫ﺁﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺏ. ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺇﻨﺠﺎﺯ ﻜﺭﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺸ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﺃﻨﺠﺯ ﺃﺩﺍﺓ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺁﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫51‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 16.
    ‫ﺃﺘﻤﻡ ﺃﺩﺍﺓ ﺍﻝﹼﻌﺒﻴﺭﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬‬ ‫ﺘ‬ ‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ ﺃﺘﻤﻡ ﺼﻴﺎﻏﺔ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺘ‬ ‫......................................‬ ‫ﻤﻥ ﺇﻨﺠﺎﺯ ﺜﻘﺏ‬ ‫.................................‬ ‫ﻭﺭ1 ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬ﻜ‬ ‫..................................................................................................................................................‬ ‫ﻭﺕ1‬ ‫ﻭﺕ2 ﺘﺘﻭ ﹼﺭ ﻓﻲ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ ﻜﺎﻤل ﺸﺭﻭﻁ ﺍﻝﺤﻤﺎﻴﺔ‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﻓ‬ ‫ﺃﺘﻤﻡ ﺘﺤﺩﻴﺩ ﺨﺎ ‪‬ﻴﺎﺕ ﻭﻅﺎﺌﻑ ﺍﻝﺨﺩﻤﺎﺕ ﻵﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺼ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺍﻝﹼﻴﻭﻨﺔ‬ ‫ﻠ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻘﻁﺭ‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ ..........................‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬ﻜ‬ ‫..….……‬ ‫31‪Ø‬‬ ‫ﻭﺭ 1‬ ‫ﺍﻷﻗﺼﻰ‬ ‫ﻤﻥ ﺜﻘﺏ ............ ....................................‬ ‫‪± 10 V‬‬ ‫‪220 V‬‬ ‫................‬ ‫....................................................................‬ ‫ﻭﺕ1‬ ‫±‬ ‫‪0.2 A‬‬ ‫‪0,5 A‬‬ ‫................‬ ‫....................................................................‬ ‫ﺴﻼﻤﺔ‬ ‫ﺘﺘﻭ ﹼﺭ ﻓﻲ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ ﻜﺎﻤل‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﻓ‬ ‫-‬ ‫-‬ ‫ﻭﺕ2‬ ‫ﺍﻝﻤﺴﺘﻌﻤل‬ ‫ﺸﺭﻭﻁ ﺍﻝﺤﻤﺎﻴﺔ‬ ‫61‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 17.
    ‫ﺍﺴﺘﻌﻥ ﺒﺠﺩﻭل ﺍﻝﻔﺭﺯﺍﻝﻤﺘﻘﺎﻁﻊ ﺍﻝﹼﺎﻝﻲ ﻝﺘﺭﺘﻴﺏ ﻭﻅﺎﺌﻑ ﺨﺩﻤﺎﺕ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﺜ‬ ‫ﺘ‬ ‫%‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻭﺕ2‬ ‫ﻭﺕ1‬ ‫ﻭﺭ1‬ ‫ﻭﺭ1‬ ‫08‬ ‫40‬ ‫ﻭﺭ1‬ ‫2‬ ‫2‬ ‫ﻭﺕ1‬ ‫02‬ ‫10‬ ‫ﻭﺕ1‬ ‫1‬ ‫00‬ ‫00‬ ‫ﻭﺕ2‬ ‫001‬ ‫50‬ ‫ﺃﺘﻤﻡ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﺘﺎﻝﻲ:‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﺃﺘﻤﻡ ﻜﺭﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ ﻤﺴﺘﻌﻴﻨﺎ ﺒﻤﺎ ﺴﺒﻕ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬‬ ‫ﺸ‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫ﺸ‬ ‫ﺭ‬ ‫...................... ......................‬ ‫ﺍﻝﻤﻨﺘﺞ :‬ ‫1 – ﺘﻘﺩﻴﻡ ﻋﺎﻡ ﻝﻠﻤﻨﺘﺞ :‬ ‫ﺍﻝ ﹼﻠﺏ: ﻴﻨﺩﺭﺝ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺇﻁﺎﺭ ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ﺇﻝﻰ‬ ‫ﻁ‬ ‫ﺇﻨﺠﺎﺯ...........................................................................ﻓﻲ ﻗﻁﻌﺔ.‬ ‫ﺍﻝﻌﺭﺽ: ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻋﺩﻡ ﺭﻀﺎ ﺍﻝﻤﺴﺘﻌﻤل ﺍﺘﻀﺢ ﺃﻥ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﺘﻭ ﹼﺭﺓ ﻻ ﺘﻠ‪‬ﻲ‬ ‫ﺒ‬ ‫ﻓ‬ ‫ﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻌﻤل ) ﺒﺎﻫﻅﺔ ﺍﻝﺜﻤﻥ، ﻏﻴﺭ ﻤﺘﻴﻨﺔ...(.‬ ‫2 – ﺇﻁﺎﺭ ﺍﻝ ‪‬ﻨﻊ:‬ ‫ﺼ‬ ‫ﺘﺼﻨﻊ ................................................................. ﻭ ﺘﺭ ﹼﺏ‬ ‫ﻜ‬ ‫ﻓﻲ ﻤﺼﻨﻊ ﻝﻶﻻﺕ ﺍﻝﺼﻨﺎﻋﻴﺔ‬ ‫3 – ﺍﻝ ﹼﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺤﺎﺠﺔ :‬ ‫ﺘ‬ ‫71‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 18.
    ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝ ‪‬ﻤﺯ‬ ‫ﺭ‬ ‫ﺍﻝﹼﻴﻭﻨﺔ‬ ‫ﻠ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﻤ ﹼﻥ ﺁﻝﺔ ﺍﻝﹼﻘﺏ ﺍﻝﻴﺩﻭ‪‬ﺔ............... ﺍﻝﻘﻁﺭ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬ﻜ‬ ‫-‬ ‫31‪Ø‬‬ ‫ﻭﺭ 1‬ ‫10‬ ‫ﻤﻥ ﺇﻨﺠﺎﺯ ﺜﻘﺏ ﻓﻲ ................. ﺍﻷﻗﺼﻰ‬ ‫...................................‬ ‫-‬ ‫-‬ ‫........‬ ‫....‬ ‫20‬ ‫...................................‬ ‫±‬ ‫‪10 V‬‬ ‫‪220 V‬‬ ‫........‬ ‫....................................‬ ‫.....‬ ‫30‬ ‫±‬ ‫‪0.2 A‬‬ ‫‪0,5 A‬‬ ‫.................................... .......‬ ‫‪W‬‬ ‫ط א‬ ‫א‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫ﺤﺭﺭ ﻜﺭﺍﺱ ﺍﻝ ﹼﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﻲ ﻵﻝﺔ ﺍﻝ ﹼﻘﺏ ﺍﻝﻴﺩﻭ ‪‬ﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠ ‪‬ﺔ» ‪« Word‬‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﺜ‬ ‫‪‬‬ ‫ﺸ‬ ‫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 ﺍﻝﻴﺩﻭ‪‬ﺔ.‬ ‫ﻴ‬ ‫81‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 19.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬ ‫91‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 20.
    ‫02‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝﻭﻅﻴﻔــﻲ‬ ‫ﺘ‬
  • 21.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 30‬ ‫ز‬ ‫א‬ ‫א‬ ‫ﻜﻴﻑ ﺃﺘﻌﺭﻑ ﺇﻝﻰ ﻭﻅﻴﻔﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ ؟‬ ‫12‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 22.
    ‫30‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺘﺤ ﹼﻢ ﰲ ﺍﻟﺘﻮﻗﻴﺖ ﳉﻬﺎﺯ ﺗﻘﲏ‬ ‫ﻜ‬ ‫2‬ ‫1 - ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪:‬‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺃﺘﺄﻤل ﺍﻝﻤﻨﺘﺠﺎﺕ ﺍﻝﻤﺩﺭﺠﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻭﺃﻀﻊ ﻋﻼﻤﺔ )‪ (x‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ :‬ ‫ﻴﺘﻡ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺘﻭﻗﻴﺕ ﺍﻝﺘﺸﻐﻴل‬ ‫ﹼ‬ ‫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
  • 23.
    ‫2 – ﺍﻷﻨﺸﻁﺔﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ط א ول‪W‬‬ ‫א‬ ‫ﺘﻤﺜل ﺍﻝﺼﻭﺭ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻨﺘﺠﺎﺕ ﻭ ﺃﺠﻬﺯﺓ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ.‬ ‫ﺍﻝﻭﻀﻌﻴﺔ:‬ ‫ﺃﺒﺤﺙ ﻭ ﺃﺼل ﺒﺴﻬﻡ ﺯﺭ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻭﻗﺕ ﺒﻭﻅﻴﻔﺘﻪ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ:‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ‬ ‫اري‬ ‫ا‬ ‫ا‬ ‫ﺍﻝﺘﻭﻗﻴﺕ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬ ‫‪W‬‬ ‫طא‬ ‫א‬ ‫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 555 ﻝﻠﺘﺤﻜﻡ ﻓﻲ ﺘﻭﻗﻴﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ.‬ ‫32‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 24.
    ‫1- ﺃﺘﺄﻤل ﺭﺴﻡﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺅﻗﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ ﻭ ﺃﻜﻤل ﺍﻝﻤﺩﻭﻨﺔ .‬ ‫ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﺩﻤﺠﺔ‬ ‫555 ﻫﻲ 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 ‫‪10K‬‬ ‫1‬ ‫................................................................‬ ‫1‪R‬‬ ‫‪300K‬‬ ‫1‬ ‫................................................................‬ ‫‪R‬‬ ‫‪10 µF‬‬ ‫1‬ ‫................................................................‬ ‫1‪C‬‬ ‫‪10 ηF‬‬ ‫1‬ ‫................................................................‬ ‫‪C‬‬ ‫555 ‪NE‬‬ ‫1‬ ‫................................................................‬ ‫555 ‪NE‬‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫‪‬ﻴ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﺴﻡ ﺍﻝﻤﻜ ‪‬ﻥ‬ ‫ﻭ‬ ‫ﺭﻤﺯ ﺍﻝﻤﻜﻭﻥ‬ ‫2- ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺅﻗﺕ ﺇﻨﺎﺭﺓ ﺍﻝﻤﺩﺭﺝ ﻋﻠﻰ ﻝﻭﺤﺔ ﺘﺠﺎﺭﺏ ﻭ ﺍﻀﻐﻁ ﻋﻠﻰ ﺍﻝﺯﺭ‪b‬‬ ‫................................................................................................................................‬ ‫* ﺃﻻﺤﻅ‬ ‫..........................................................................................................................‬ ‫* ﺃﺴﺘﻨﺘﺞ:‬ ‫ ‪ Crocodile clips‬‬ ‫ل‬ ‫إ رة ا رج‬ ‫ا ارة ا‬ ‫3- أ‬ ‫42‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 25.
    ‫ ‪ Crocodileclips‬‬ ‫أ‬ ‫3-1- آ‬ ‫ر‬ ‫*ا‬ ‫:‬ ‫ا ارة ا‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫وم:‬ ‫را‬ ‫*ا‬ ‫:‬ ‫را‬ ‫*ا‬ ‫52‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 26.
    ‫:‬ ‫را را‬ ‫•ا‬ ‫ح:‬ ‫را‬ ‫*ا‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫:‬ ‫را‬ ‫ر‬ ‫*ا‬ ‫..................................................................................‬ ‫4- ﻤﺎ ﻨﻭﻉ ﺍﻹﺸﺎﺭﺓ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ:‬ ‫................................................................................................................................................................................‬ ‫................................................................................................................................................................................‬ ‫62‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 27.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬ ‫72‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 28.
    ‫82‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ ﻝﺠﻬﺎﺯ ﺘﻘﻨﻲ‬
  • 29.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻝﺙ‬ ‫ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 40‬ ‫و‬ ‫א‬ ‫א‪Ò‬‬ ‫ﻜﻴﻑ ﺃﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭ ﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ ؟‬ ‫92‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 30.
    ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 40‬ ‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﶈﻴﻂ‬ ‫1– ﺍﻝﻨﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓـﻲ:‬ ‫1– ﺍﻝﻨﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓـﻲ:‬ ‫‪ W‬ﻤﺸﺎﻫﺩ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﻤﺤﻴﻁ.‬ ‫א‬ ‫30‬ ‫20‬ ‫10‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫60‬ ‫50‬ ‫40‬ ‫80‬ ‫70‬ ‫01‬ ‫90‬ ‫03‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 31.
    ‫‪W‬‬ ‫א‬ ‫ﺃﺘﺄﻤل ﺍﻝﻤﺸﺎﻫﺩ ﺍﻝ ‪‬ﺎﺒﻘﺔ ﺜﻡ ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﹼﺎﻝﻲ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ) ( ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ:‬ ‫ﺘ‬ ‫ﺴ‬ ‫ﺍﻹﺼﻼﺡ‬ ‫ﻋﻤل ﺍﻝ ﹼﻠﻤﻴﺫ‬ ‫ﺘ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ‬ ‫ﻭ‬ ‫ﺭﻗﻡ ﺍﻝﻤﺸﻬﺩ‬ ‫ﺘﻠ ‪‬ﺙ ﻤﺎﺌﻲ‬ ‫ﻭ‬ ‫ﺘﻠ ‪‬ﺙ ﻤﺎﺌﻲ‬ ‫ﻭ‬ ‫ﺘﺭﺍﺒﻲ‬ ‫ﻫﻭﺍﺌﻲ‬ ‫ﺘﺭﺍﺒﻲ‬ ‫ﻫﻭﺍﺌﻲ‬ ‫10‬ ‫20‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫30‬ ‫40‬ ‫50‬ ‫60‬ ‫70‬ ‫80‬ ‫ــ :‬ ‫..............................................................................................................................................................................‬ ‫..............................................................................................................................................................................‬ ‫..............................................................................................................................................................................‬ ‫13‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 32.
    ‫2– ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫2– ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫:‬ ‫ز ا ّاد ا‬ ‫اد‬ ‫) (‬ ‫ــ ّد‬ ‫ط 1‪W‬‬ ‫א‬ ‫2‬ ‫1‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫3‬ ‫4‬ ‫5‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﺃﺴﻼﻙ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﺭ‬ ‫5‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫4‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻤﻀﺨﻡ ...‬ ‫3‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻋﻤﻭﺩ ﺠﺎﻑ‬ ‫ﹼ‬ ‫2‬ ‫ﺒﻼﺴﺘﻴﻙ‬ ‫ﻏـﻁﺎﺀ‬ ‫1‬ ‫ﺼﻨﻑ3‬ ‫ﺼﻨﻑ2‬ ‫ﺼﻨﻑ2 ﺼﻨﻑ3 ﺼﻨﻑ1‬ ‫ﺼﻨﻑ1‬ ‫ﺍﻝﻤﺎ ‪‬ﺓ‬ ‫ﺩ‬ ‫ﺍﻝ ﹼﺴﻤ ‪‬ﺔ‬ ‫ﺘ ﻴ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ﺇﺼﻼﺡ ﺍﻝ ﹼﺼﻨﻴﻑ‬ ‫ﺘ‬ ‫ﺘﺼﻨﻴﻑ ﻤﻭﺍﺩ ﺃﺠﺯﺍﺀ ﺍﻝ ‪‬ﺍﺩﻴﻭ‬ ‫ﺭ‬ ‫ﺠﻬﺎﺯ ﺭﺍﺩﻴﻭ‬ ‫23‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 33.
    ‫ط 2‪W‬‬ ‫א‬ ‫.‬ ‫اء ا اد ا‬ ‫ف ـ اد أ‬ ‫ا‬ ‫(ا‬ ‫)‬ ‫ــ ّد‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﺃﺴﻼﻙ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﺭ‬ ‫5‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫4‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻤﻀﺨﻡ...‬ ‫3‬ ‫ﻋ ‪‬ﺓ ﻤﻭﺍﺩ‬ ‫ﺩ‬ ‫ﻋﻤﻭﺩ ﺠﺎﻑ‬ ‫ﹼ‬ ‫2‬ ‫ﺒﻼﺴﺘﻴﻙ‬ ‫ﻏــﻁﺎﺀ‬ ‫1‬ ‫ﺍﻝﺨﺯﻥ‬ ‫ﺍﻝﺘﺩﻤﻴﺭ‬ ‫ﺍﻝﺭﺴﻜﻠﺔ‬ ‫ﺍﻝﺨﺯﻥ‬ ‫ﺍﻝﺭﺴﻜﻠﺔ ﺍﻝﺘﺩﻤﻴﺭ‬ ‫ﺍﻝﻤـﺎ ‪‬ﺓ‬ ‫ﺩ‬ ‫ﺍﻝ ﹼﺴﻤ ‪‬ﺔ‬ ‫ﺘ ﻴ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫ﺍﻹﺼــﻼﺡ‬ ‫ﻜﻴﻔ ‪‬ﺔ ﺇﺘﻼﻑ ﺃﺠﺯﺍﺀ ﺍﻝ ‪‬ﺍﺩﻴﻭ‬ ‫ﺭ‬ ‫ﻴ‬ ‫ﺠﻬـﺎﺯ ﺭﺍﺩﻴﻭ‬ ‫ط 3‪ W‬ﺃﺭﺒﻁ ﺒﺴﻬﻡ ﻝﺘﺤﺩﻴﺩ ﻤﺴﺎﻫﻤﺔ ﻜل ﻤﻥ ﺍﻝﻤﺴﺘﻬﻠﻙ ﻭﺍﻝﻤﺼﹼﻊ ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠ ‪‬ﺙ.‬ ‫ﻭ‬ ‫‪‬‬ ‫ﻨ‬ ‫ّ‬ ‫א‬ ‫ﺍﺴﺘﻌﻤﺎل ﺍﻝﻤﺼﻨﻭﻋﺎﺕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻝﻠﺤﺩ‬ ‫ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻷﻜﻴﺎﺱ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ‬ ‫ﺍﻝﻤﻠ ‪‬ﺜﺔ ﻝﻠﺘﺭﺒﺔ‬ ‫ﻭ‬ ‫ﺒﺎﺨﺘﻴﺎﺭ ﻤﻭﺍﺩ ﻏﻴﺭ ﻤﻠﻭﺜﺔ ﻝﻠﻤﺤﻴﻁ‬ ‫‪‬ﺴﺎﻫﻤـﺔ ﺍﻝﻤﺴﺘﻬﻠﻙ‬‫ﻤ‬ ‫ﺨﻼل ﺘﺼﻭﺭ ﺍﻝﻤﻨﺘﺠﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ‬ ‫‪‬‬ ‫ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠﻭﺙ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ ﻓﻲ ﺍﻝﻁﺎﻗﺔ ﺒﺘﺸﻐﻴل ﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻋﻨﺩ ﺍﻝﺤﺎﺠﺔ ﻓﻘﻁ ﻝﻠﺤﺩ ﻤﻥ‬ ‫‪‬‬ ‫ﺍﻝﺘﻠﻭﺙ ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺍﺴﺘﻬﻼﻙ ﺍﻝﻭﻗﻭﺩ‬ ‫ﻓﻲ ﻤﺤﻁﺎﺕ ﺘﻭﻝﻴﺩ ﺍﻝﻁﺎﻗﺔ‬ ‫ﺘﺤﺩﻴﺩ ﻜﻴﻔﻴﺔ ﺇﺘﻼﻑ ﺃﺠﺯﺍﺀ ﺍﻝﻤﻨﺘﺞ‬ ‫ﺨﻼل ﺘﺼ ‪‬ﺭﻩ‬ ‫ﻭ‬ ‫‪‬ﺴﺎﻫﻤﺔ ﺍﻝ ‪‬ﺼ ﹼﻊ‬ ‫ﻤ ﻨ‬ ‫ﻤ‬ ‫ﺍﻝﺤﺩ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺴﻴﺎﺭﺍﺕ ﺍﻝﺨﺎﺼﺔ‬ ‫ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ ﺍﻝﺘﻠﻭﺙ‬ ‫ﻓﻲ ﺍﻝﻤﺩﻥ ﻝﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻝﺤﺩ ﻤﻥ‬ ‫‪‬‬ ‫ﺘﻠ ‪‬ﺙ ﺍﻝﻬﻭﺍﺀ‬ ‫ﻭ‬ ‫33‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 34.
    ‫ط 4‪W‬‬ ‫א‬ ‫ﻤﺎ ﻫﻭ ﺍﻝﺘﻠ ‪‬ﺙ ﺍﻝﺫﻱ ‪‬ﻤﹼﻠﻪ ﺍﻝﻤﺸﻬﺩ ﺍﻝﺘﺎﻝﻲ؟ ﻋﻠل ﺠﻭﺍﺒﻙ.‬ ‫ﻴﺜ‬ ‫ﻭ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫...........................................................................................................‬ ‫ا ّ ــ :................................................................................................‬ ‫ــ ح: .............................................................................................‬ ‫ا‬ ‫ا ّ ــ :................................................................................................‬ ‫ــ ح: .............................................................................................‬ ‫ا‬ ‫ط 5‪W‬‬ ‫א‬ ‫ﺍﺴﺘﺨﺩﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻹﻨﺠﺎﺯ ﺒﺤﺙ ﺤﻭل :‬ ‫• ﻜﻴﻔ‪‬ﺔ ﺍﻝﹼﺨﹼﺹ ﻤﻥ ﺍﻝﺒﻁﺎﺭﻴﺎﺕ ﻭﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎ ﹼﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ.‬ ‫ﻓ‬ ‫ﻴ ﺘ ﻠ‬ ‫• ﻜﻴﻔﻴﺔ ﺍﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ ﺍﻝﻤﻨﺯﻝﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ.‬ ‫43‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 35.
    ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫53‬ ‫ﺮ‬ ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ ‪‬ﺍﺳﻲ‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 36.
    ‫63‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﻁﺭﻕ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬
  • 37.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 50‬ ‫א‬ ‫א‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﺎ ﻫﻭ ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ؟‬ ‫73‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 38.
    ‫50‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺘﻌﺮﻳﻔﻲ ﻟﻠﻘﻄﻌﺔ‬ ‫1 - ﺍﻷﻨﹼﺸﻁﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ :‬ ‫ﻨ‬ ‫ﺍﻷ ﹼﺸﻁﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ :‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ 1‬ ‫ﻨ‬ ‫1-1 ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺍﺴﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ، ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺴﻔﻠﻲ.‬ ‫ﺍﻝﻤﺴﻘﻁ ‪D‬‬‫‪‬‬ ‫ﺍﻝﻤﺴﻘﻁ ‪C‬‬ ‫‪‬‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺍﻝﻤﺴﻘﻁ ‪E‬‬ ‫‪‬‬ ‫ﺘ‬ ‫ﺍﻝﻤﺴﻘﻁ ‪A‬‬ ‫‪‬‬ ‫ﺍﻝﻤﺴﻘﻁ ‪B‬‬ ‫‪‬‬ ‫1-2 ﺍﻝﻤﻁﻠﻭﺏ :‬ ‫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 ‫‪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 .‬ ‫83‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 39.
    ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ 1‬ ‫1-3 ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻝﻶﻝﺔ ﺍﻝﺤﺎﺴﺒﺔ ﺤﺴﺏ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺍﺴﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ، ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ، ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﺴﻔﻠﻲ.‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪D‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪C‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪E‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪A‬‬ ‫ﻤ‬ ‫ﺍﻝ ‪‬ﺴﻘﻁ ‪B‬‬ ‫ﻤ‬ ‫1-4 ﺍﻝﻤﻁﻠﻭﺏ :‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫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 .‬ ‫93‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 40.
    ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﺸﺨﻴﺼﻲﻋﺩﺩ 2 :‬ ‫ﻨ‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻠﻭﻥ ﻝﻘﻁﻌﺔ ﺍﺴﻁﻭﺍﻨﻴﺔ ﺍﻝﺸﻜل‬ ‫ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ .‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــﻅﺔ‬ ‫ﺍﻝﻤـــﺎﺩﺓ‬ ‫ﺘﺴﻤـﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫04‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 41.
    ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻘﻁﻌﺔ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل, ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ‬ ‫ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1: ﻝﻭﻥ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ :‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﺒﺎﻷﺨﻀﺭ‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻷﺤﻤﺭ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2: ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ )ﺍﻝﺭﺃﺴﻲ، ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻴﺴﺎﺭﻱ(‬ ‫ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــــﻅﺔ‬ ‫ﺍﻝﻤـــــﺎﺩﺓ‬ ‫ﺘﺴﻤـــﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫14‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 42.
    ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁﺍﻝﺘﺸﺨﻴﺼﻲ ﻋﺩﺩ 2‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻠﻭﻥ ﻝﻘﻁﻌﺔ ﺍﺴﻁﻭﺍﻨﻴﺔ ﺍﻝﺸﻜل‬ ‫ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ .‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــﻅﺔ‬ ‫ﺍﻝﻤـــﺎﺩﺓ‬ ‫ﺘﺴﻤـﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫24‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 43.
    ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻘﻁﻌﺔ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل, ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ‬ ‫ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1: ﻝﻭﻥ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ :‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﺒﺎﻷﺨﻀﺭ‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻷﺤﻤﺭ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2: ﺃﺘﻤﻡ ﺭﺴﻡ ﺍﻝﻤﺴﺎﻗﻁ )ﺍﻝﺭﺃﺴﻲ، ﺍﻝﻌﻠﻭﻱ ﻭ ﺍﻝﻴﺴﺎﺭﻱ(‬ ‫ﺒﺎﻋﺘﻤﺎﺩ ﻤﺒﺩﺃ ﺍﻹﺴﻘﺎﻁ ﺍﻝﻤﺘﻌﺎﻤﺩ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻤﻼﺤــــﻅﺔ‬ ‫ﺍﻝﻤـــــﺎﺩﺓ‬ ‫ﺘﺴﻤـــﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫34‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 44.
    ‫2 - ﺍﻷﻨﹼﺸﻁﺔﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﻨ‬ ‫ﺍﻷ ﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ:‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﻋﺩﺩ 1‬ ‫ﻨ‬ ‫- ﺍﻝﺴﻨﺩ:‬ ‫ﻤﻨﺘﺞ ﻴﻤﺜل ﺜﺎﻗﺒﺔ ﺃﻭﺭﺍﻕ ﻤﻘﺩﻡ ﺒﺭﺴﻤﻪ ﺍﻝﺸﺎﻤل ﻤﻊ ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ ﻤﻔﻜﻜﺔ ﻭ ﻤﻠﻭﻨﺔ.‬ ‫- ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1: ﺤﺩﺩ ﻫﺫﻩ ﺍﻝﻘﻁﻊ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﺎﻋﺘﻤﺎﺩ ﺍﻷﻝﻭﺍﻥ ﺍﻝﻤﻘﺘﺭﺤﺔ.‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻨﺎﺒﺽ‬ ‫7‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻤﺸﺒﻙ‬ ‫6‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﺤﻠﻘﺔ ﺍﺭﺘﻜﺎﺯ‬ ‫5‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻤﺨﺭﺯ‬ ‫4‬ ‫ﺨﻼﺌﻁ ﺍﻝﻨﺤﺎﺱ‬ ‫1 ﺤﻠﻘﺔ ﻜﺒﺢ‬ ‫3‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﻫﻴﻜل‬ ‫2‬ ‫ﻓﻭﻻﺫ‬ ‫1 ﺴﻨﺩ‬ ‫1‬ ‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴـﺔ‬ ‫ﺍﻝﺭﻗﻡ ﺍﻝﻌﺩﺩ‬ ‫44‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 45.
    ‫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؟‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫.................................................................................................................................................................................‬ ‫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 )4( ﻤﻥ ﺍﻝﺩﻭﺭﺍﻥ‬ ‫ﻤﻨﻊ ﺍﻝﻘﻁﻌﺔ )4( ﻤﻥ 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 : )3(، )4( ﻭ )6(.‬ ‫- ﺍﻝﻘﻁﻊ ﻤﻭﺸﻭﺭﻴﺔ ﺍﻝﺸﻜل : )1( ﻭ )2(.‬ ‫ﺍﻝﻤﻌﻴﻨﺎﺕ : ﺃﺩﻭﺍﺕ ﺍﻝﻬﻨﺩﺴﺔ‬ ‫54‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 46.
    ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ)1(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻝﻤﻼﺤﻅﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻷﺴﻡ: ...............................................‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫..........................................................‬ ‫..........................................................‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:...........................................................‬ ‫64‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 47.
    ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ)3(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻝﻤﻼﺤﻅﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫ﺍﻷﺴﻡ:‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:‬ ‫74‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 48.
    ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ)4(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻷﺴﻡ:‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:‬ ‫84‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 49.
    ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ)2(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻷﺴﻡ:‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:‬ ‫94‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 50.
    ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ)1(:‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫ﺍﻷﺴﻡ: ...................................................................‬ ‫ﺍﻝﺴﻠﻡ:‬ ‫..............................................................................‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ:................................................................‬ ‫05‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 51.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬ ‫15‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 52.
    ‫25‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝ ﹼﻌﺒـﻴــﺭ ﺍﻝﺒﻴـﺎﻨـﻲ‬ ‫ﺘ‬
  • 53.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 60‬ ‫عא‬ ‫א‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺤﺎﺕ‬ ‫ﺍﻝﻤﻘﻁﻭﻋﺔ: ﺨﻁﻭﻁ ﺭﻗﻴﻘﺔ‬ ‫ﺒﺯﺍﻭﻴﺔ ﻤﻴل ﻗﺩﺭﻫﺎ 54°‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﺃﻋ ‪‬ﺭ ﺒﺭﺴﻡ ﻤﻘﻨﻥ ﻋﻥ ﻗﻁﻌﺔ ﻤﻥ ﻤﻨﺘﺞ ﺒﺎﻋﺘﻤﺎﺩ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺒﺴﻴﻁ ؟‬ ‫ﺒ‬ ‫35‬ ‫آ اس ا‬
  • 54.
    ‫60‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺒﺴﻴﻂ‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ 1::‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪ ‬ﻋﺩﺩ 1‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺍﻝﺴﻨــﺩ::‬ ‫ﺍﻝﺴﻨــﺩ‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻔﻜﻙ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻨﺘﺞ ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫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:‬ ‫.‬ ‫؟‬ ‫تآ ا‬ ‫ه‬ ‫.‬ ‫ا‬ ‫ا‬ ‫‪X‬‬ ‫ــ ج : أ‬ ‫ا‬ ‫.‬ ‫ا‬ ‫آ ا‬ ‫ّة‬ ‫ا‬ ‫ا‬ ‫.‬ ‫ـ ا‬ ‫آ ا‬ ‫ّة‬ ‫ا‬ ‫ا‬ ‫45‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 55.
    ‫ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ2::‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪ ‬ﻋﺩﺩ2‬ ‫‪‬‬ ‫ﻨ‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝـ ﻗﻔل ﺍﻝﺒﺎﺏ ﺒﺎﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫ﺃﻻﺤﻅ ﺤﺴﺏ ﻤﺎ ﺘﻘﺩﻡ ﺃﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻻ ‪‬ﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜ ‪‬ﻨﺔ ﻝﻠﻤﻨﺘﺞ ﻓﻭﻗﻊ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ‬ ‫ﻭ‬ ‫ﻴ‬ ‫ﺇﻨﺠﺎﺯ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻁﺎﻉ ﻭﻫﻭ ﻤﺎ ﻴﻅﻬﺭﻩ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ: ﺃﺘﺄﻤل ﻫﺫﺍ ﺍﻝﺭﺴﻡ ﻭ ﺃﺤﺩﺩ 6 ﻓﺭﻭﻕ ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺫﻱ ﺴﺒﻘﻪ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪X‬‬ ‫ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ.‬ ‫‪A‬‬ ‫‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫‪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 ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻤﻥ ﺍﻝﻴﺴﺎﺭ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺇﻝﻰ ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻭﻗﻊ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺨﻁ ﺭﻗﻴﻕ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻤﺨﺘﻠﻁ ﻭﺴﻤﻴﻙ ﻤﻥ ﺃﻁﺭﺍﻓﻪ ﻓﻲ ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ.‬ ‫ﺍﻝﺭﺃﺴﻲ‬ ‫55‬ ‫آ اس ا‬
  • 56.
    ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ1‬ ‫ﹼ‬ ‫ﺍﻝﺴﻨﺩ:: ﺴﻡ ﺍﻝﻤﻔﻜﻙ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻨﺘﺞ ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫ﺍﻝﺴﻨﺩ ‪ ‬‬ ‫1:‬ ‫ا‬ ‫.‬ ‫ا‬ ‫دا‬ ‫أ‬ ‫ما‬ ‫ا‬ ‫ا دا‬ ‫.‬ ‫ه : .........‬ ‫دا‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫2:‬ ‫ﺘ‬ ‫؟‬ ‫ا‬ ‫ري آ ا‬ ‫ا‬ ‫زا‬ ‫ه‬ ‫.‬ ‫:‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫.‬ ‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫ﻫل ﻅﻬﺭﺕ ﻜل ﺍﻝﻘﻁﻊ ؟‬ ‫ﺍﺴﺘﻨﺘــﺎﺝ :‬ ‫ﺃﺴﺘﻨﺘﺞ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪ X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﻌ ‪‬ﺓ ﻤﺴﺎﻗﻁ ﻝﻤﻨﺘﺞ ﻻ ﻴﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ.‬ ‫ﺩ‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺒﻌ ‪‬ﺓ ﻤﺴﺎﻗﻁ ﻝﻤﻨﺘﺞ ﻴﻅﻬﺭ ﻜل ﺍﻝﻘﻁـﻊ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ.‬ ‫ﺩ‬ ‫65‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 57.
    ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ2‬ ‫ﹼ‬ ‫ﺍﻝﺴﻨﺩ: ﺭﺴﻡ ﺸﺎﻤل ﻝــ ﻗﻔل ﺍﻝﺒﺎﺏ ﺒﺎﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺃﻻﺤﻅ ﺤﺴﺏ ﻤﺎ ﺘﻘﺩﻡ ﺃﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻻ ‪‬ﻅﻬﺭ ﻜل ﺍﻝﻘﻁﻊ ﺍﻝﻤﻜ ‪‬ﻨﺔ ﻝﻠﻤﻨﺘﺞ ﻓﻭﻗﻊ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ‬ ‫ﻭ‬ ‫ﻴ‬ ‫ﺇﻨﺠﺎﺯ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻁﺎﻉ ﻭﻫﻭ ﻤﺎ ﻴﻅﻬﺭﻩ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ: ﺃﺘﺄﻤل ﻫﺫﺍ ﺍﻝﺭﺴﻡ ﻭ ﺃﺤﺩﺩ 6 ﻓﺭﻭﻕ ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺍﻝﺭﺴﻡ ﺍﻝﺫﻱ ﺴﺒﻘﻪ ﺒﻭﻀﻊ ﻋﻼﻤﺔ ‪X‬‬ ‫ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ.‬ ‫‪A‬‬ ‫1‬ ‫7‬ ‫‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫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 ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻴﻭﺠﺩ ﺴﻬﻡ ﻴﺤﺩﺩ ﺍﺘﺠﺎﻩ ﺍﻝﻨﻅﺭ ﻤﻥ ﺍﻝﻴﺴﺎﺭ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ.‬ ‫ﺇﻝﻰ ﺍﻝﻴﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ‬ ‫ﺭ‬ ‫ﻭﻗﻊ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻱ ﻝﻘﻁﻊ ﺒﺨﻁ ﺭﻗﻴﻕ‬ ‫ﻨﻼﺤﻅ ﺘﺨﺩﻴﺸﺎ ﻝﻠﻤﺴﺤﺎﺕ ﺍﻝﻤﻘﻁﻭﻋﺔ ﻓﻲ‬ ‫ﻤﺨﺘﻠﻁ ﻭﺴﻤﻴﻙ ﻤﻥ ﺃﻁﺭﺍﻓﻪ ﻓﻲ ﺍﻝﻤﺴﻘﻁ‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﺭﺃﺴﻲ.‬ ‫ﺍﻝﺭﺃﺴﻲ‬ ‫75‬ ‫آ اس ا‬
  • 58.
    ‫ﺍﻷﻨﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ::‬ ‫ﻨ‬ ‫ﺍﻷ ﹼﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 1::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 1‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻔل ﺍﻝﺒﺎﺏ‬ ‫ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻠﻘﻁﻌﺔ ﻋﺩﺩ 3 )ﺍﻝﺠﺭﺍﺭﺓ(.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﺠﺭﺍﺭﺓ 3 ﺒــ:‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ.‬ ‫ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻘﻁﺎﻉ ‪.B-B‬‬ ‫ﺇﺘﻤﺎﻡ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ.‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫ذ‬ ‫ا‬ ‫ارة‬ ‫1‬ ‫3‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫85‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 59.
    ‫ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ2::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸــﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 2‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻔل ﺍﻝﺒﺎﺏ، ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻝﻠﻘﻁﻌﺔ ﻋﺩﺩ )7(.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﻠﻘﻁﻌﺔ 7 ﺒــ:‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪.E-E‬‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ‪.F-F‬‬ ‫- ﺇﺘﻤﺎﻡ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ذ‬ ‫ا‬ ‫ّ‬ ‫صا‬ ‫1‬ ‫7‬ ‫ــــ ت‬ ‫ا‬ ‫ا ـــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻗﻔل ﺍﻝﺒﺎﺏ‬ ‫95‬ ‫آ اس ا‬
  • 60.
    ‫ا‬ ‫ا‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 3::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 3‬ ‫ﺍﻝﺴﻨﺩ1:‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻤﻘ ‪‬ﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫ﻭ‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝ ﹼﺎﻤل: ﻤﺴﻘﻁ ﺭﺃﺴﻲ‬ ‫ﺸ‬ ‫ﻗﻁﺎﻉ ‪A-A‬‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﺃﻝ ‪‬ﻥ ﺍﻝﺒﻜﺭﺘﻴﻥ)6(‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﻓﻲ ﺍﻝﻤﺴﻘﻁﻴﻥ ﺍﻝﺭﺃﺴﻲ ﻭ ﺍﻝﻌﻠﻭﻱ ﺒﺎﻝﻠﻭﻥ‬ ‫ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ‬ ‫ﺭ‬ ‫ذ‬ ‫1‬ ‫7‬ ‫ذ‬ ‫ة ار ز‬ ‫2‬ ‫6‬ ‫س‬ ‫أ ب‬ ‫1‬ ‫5‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ذ‬ ‫1‬ ‫3‬ ‫ذ‬ ‫1‬ ‫2‬ ‫ذ‬ ‫ّ‬ ‫ذراع ا‬ ‫1‬ ‫1‬ ‫ا ـــــــــ دة‬ ‫ـــ‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫06‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 61.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ2:‬ ‫- ﺃﻜﻤل ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ ﻝﻠﺒﻜﺭﺓ )6( ﻤﻌﺘﺒﺭﺍ ﺍﻝﻘﻁﺎﻉ‪.A-A‬‬ ‫ﺭ‬ ‫- ﺃ ﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ.‬ ‫ﻗﻁﺎﻉ ‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ذ‬ ‫ةا ر ز‬ ‫2‬ ‫6‬ ‫ا‬ ‫ا دة‬ ‫ا د‬ ‫ر‬ ‫:‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫16‬ ‫آ اس ا‬
  • 62.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ3:‬ ‫- ﺃﺘ ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ ﻝﻠﺒﻜﺭﺓ )6(‬ ‫ﻤ‬ ‫- ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ‬ ‫ﻗﻁﺎﻉ ‪B-B‬‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫ذ‬ ‫ةا ر ز‬ ‫2‬ ‫6‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫:‬ ‫ا‬ ‫:‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫26‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 63.
    ‫ﺍﻝﺴﻨــﺩ2:‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻠﻤﺸﺒﻙ )7( ﻭﻤﻭﻗﻊ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ )ﻴﻤﺭ ﻤﻥ ﺍﻝﺸﻘﺔ(.‬ ‫ﹼ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫- ﺃﺨﺘﺎﺭ ﺤﺭﻓﺎ ﻻﺘﻴﻨﻴﺎ ﻝﺘﻌﺭﻴﻑ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﻭ ﺃﻀﻌﻪ ﻓﻲ ﻤﻜﺎﻨﻪ ﺍﻝﻤﻨﺎﺴﺏ.‬ ‫- ﺃﺘ ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﺴﺎﺭﻱ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ.‬ ‫ﻤ‬ ‫- ﺃﻗﻭﻡ ﺒﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝ ﹼﺯﻤﺔ.‬ ‫ﻼ‬ ‫- ﺃﺘ ‪‬ﻡ ﺒﻤﺎ ﺍﺨﺘﺭﺘﻪ ﻤﻥ ﺤﺭﻑ ﻻﺘﻴﻨﻲ ﺍﺴﻡ ﺍﻝﻘﻁﺎﻉ.‬ ‫ﻤ‬ ‫‪A-A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺃﺤﺩﺩ ﻤﺴﺘﻭﻱ‬ ‫ﺍﻝﻘﻁﺎﻉ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺨﻁ ﺍﻝﻤﻁﺎﺒﻕ ﻝﻪ.‬ ‫ذ‬ ‫2‬ ‫7‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫: 1:5‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫36‬ ‫آ اس ا‬
  • 64.
    ‫ﺍﻝﺴﻨﺩ3:ﺍﻝﺭﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻝﻠﻤﺸﺒﻙ)7( ﻭﻤﻭﻀﻊ ﺠﺩﻴﺩ ﻝﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ)ﻻ ﻴﻤﺭ ﻤﻥ ﺍﻝﺸﻕ(‬ ‫ﹼ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫- ﺃﺨﺘﺎﺭ ﺤﺭﻓﺎ ﻻﺘﻴﻨﻴﺎ ﻝﺘﻌﺭﻴﻑ ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﻭ ﺃﻜﺘﺒﻪ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻝﻤﻨﺎﺴﺒﺔ.‬ ‫- ﺃﺘ ‪‬ﻡ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻴﻤﻴﻨﻲ ﺤﺴﺏ ﺍﻝﻘﻁﺎﻉ.‬ ‫ﻤ‬ ‫- ﺃﻗﻭﻡ ﺒﺘﺨﺩﻴﺵ ﺍﻝﻤﺴﺎﺤﺎﺕ ﺍﻝ ﹼﺯﻤﺔ.‬ ‫ﻼ‬ ‫- ﺃﺴ ‪‬ﻲ ﺍﻝﻘﻁﺎﻉ ﺒﻨﻔﺱ ﺍﻝﺤﺭﻑ ﺍﻝ ﹼﺘﻴﻨﻲ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻠﻤﺴﺘﻭﻱ.‬ ‫ﻼ‬ ‫ﻤ‬ ‫ـ‬ ‫ا‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﻋﻠﻰ ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﺃﺤﺩﺩ‬ ‫ﻤﺴﺘﻭﻱ ﺍﻝﻘﻁﺎﻉ ﺒﺘﻠﻭﻴﻥ ﺍﻝﺨﻁ‬ ‫ﺍﻝﻤﻁﺎﺒﻕ ﻝﻪ.‬ ‫ذ‬ ‫2‬ ‫7‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫: 1:5‬ ‫ا‬ ‫ﺁﻝﺔ ﺘﻘﻭﻴﺱ ﺍﻷﻨﺎﺒﻴﺏ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫46‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 65.
    ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ4 ::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 4‬ ‫ﻀﺎﻏﻁ ﺍﻝﻬﻭﺍﺀ‬ ‫ن‬ ‫ا‬ ‫أه ّ‬ ‫3‬ ‫5‬ ‫ﺍﻝﺴﻨــﺩ:‬ ‫1‬ ‫2‬ ‫6‬ ‫7‬ ‫- ﺼﻭﺭﺓ ﻝﻀﺎﻏﻁ ﺍﻝﻬﻭﺍﺀ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫4‬ ‫ﹼ‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ )ﻤﻜ‪‬ﺭ( ﻝﺤﺎﻤل ﺍﻝﻌﺠﻠﺔ.‬ ‫ﺒ‬ ‫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(‬ ‫)7( ﺩﺍﺨل‬ ‫ﺍﻝﻘﻁﻌﺘﻴﻥ )4(‬ ‫)2( ﻋﻠﻰ ﺍﻝﻤﺤﻭﺭ‬ ‫)7 (‬ ‫ﺘﺭﻜﻴﺏ ﺍﻝﻘﻁﻌﺘﻴﻥ )4(‬ ‫ﺩﺍﺨل ﺍﻝﻘﻁﻌﺔ )5(‬ ‫1‬ ‫ﺸﺩ ﺍﻝﻘﻁﻌﺔ )5( ﻋﻠﻰ‬ ‫ﺍﻝﻘﻁﻌﺔ )3 ﺒﺎﻝﺒﺭﺍﻏﻲ(‬ ‫)6 (‬ ‫56‬ ‫آ اس ا‬
  • 66.
    ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ5::‬ ‫ﻨ‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻝﺘﻁﺒﻴﻘﻲ ﻋﺩﺩ 5‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﺭﺴﻡ ﺸﺎﻤل ﻝﻘﻁﻌﺘﻴﻥ: ﺍﻝﺠﻠﺒﺔ )4( ﻭﺩﻝﻴل 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 )4( ﻭﻝﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ )5(‬ ‫ﻤﺘﺸﺎﺒﻬﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ؟‬ ‫ﻨﻌﻡ.‬ ‫ﻻ.‬ ‫ﺃﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﺠﻠﺒﺔ )ﺍﻝﻤﻠﻭﻨﺔ ﺒﺎﻷﺼﻔﺭ(.‬ ‫)ﺃﻀﻊ ﻋﻼﻤﺔ ‪ X‬ﻓﻲ ﺍﻝﺨﺎﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ(‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﻓﻭﻻﺫ.‬ ‫ﺘ‬ ‫ﺯﻫﺭ.‬ ‫ﺒﺭﻨﺯ.‬ ‫ﺒﻼﺴﺘﻴﻙ.‬ ‫66‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 67.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﻝﺩﻝﻴل ﺫﺭﺍﻉ ﺍﻝﺘﻌﺸﻴﻕ ﺃﺘ ‪‬ﻡ :‬ ‫ﻤ‬ ‫ﺭ‬ ‫- ﺍﻝﻤﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ ‪A-A‬‬ ‫ﺭ‬ ‫- ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝــﺒﻴﺎﻨﻲ‬ ‫ﹼ‬ ‫ــ ذ‬ ‫ذراع‬ ‫د‬ ‫1‬ ‫5‬ ‫ت‬ ‫ا‬ ‫ا ـــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫2:1‬ ‫76‬ ‫آ اس ا‬
  • 68.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝ ﹼﻌﺒـﻴـﺭ ﺍﻝـﺒﻴﺎﻨﻲ‬ ‫ﺘ‬ ‫86‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 69.
  • 70.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 70‬ ‫א‬ ‫א‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ﻜﻴﻑ ﺃﺭﺴﻡ ﺍﻝﻠﻭﺍﻝﺏ ؟‬ ‫07‬ ‫آ اس ا‬
  • 71.
    ‫70‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺭﺳﻢ ﺍﻟﻠﻮﺍﻟﺐ‬ ‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ1:‬ ‫ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ1:‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‬ ‫ﺭ‬ ‫ﺍﻝ ‪‬ﻨﺩ:‬ ‫ﺴ‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ.‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻘﻁﻭﻉ.‬ ‫- ﺭﺴﻡ ﺸﺎﻤل ﻤﻘﻁﻭﻉ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫ﺃﻝ ‪‬ﻥ ﺒﺎﻷﺯﺭﻕ ﺍﻝﺠﺴﻡ )1( ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‬ ‫ﻭ‬ ‫ﻗﻁـﺎﻉ ﻨﺼﻔﻲ‬ ‫4‬ ‫1‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل‬ ‫ﺸ‬ ‫ﺭ‬ ‫9‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫2‬ ‫5‬ ‫6‬ ‫01‬ ‫8‬ ‫3‬ ‫7‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺍﻝﺸﻔﺭﺓ ﺍﻝﻘﺎﻁﻌﺔ‬ ‫1‬ ‫01‬ ‫ﺯﻫﺭ‬ ‫ﻝﻭﻝﺏ‬ ‫1‬ ‫90‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺤﻭﺭ‬ ‫1‬ ‫80‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ ﻀﻐﻁ‬ ‫1‬ ‫70‬ ‫ﻓﻭﻻﺫ‬ ‫ﺫﺭﺍﻉ‬ ‫1‬ ‫60‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺼﻔﺎﺓ‬ ‫1‬ ‫50‬ ‫ﻓﻭﻻﺫ‬ ‫ﺼﻤﻭﻝﺔ‬ ‫1‬ ‫40‬ ‫ﺨﺸﺏ‬ ‫ﻤﻘﺒﺽ‬ ‫1‬ ‫30‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫20‬ ‫ﺯﻫﺭ‬ ‫ﺠﺴﻡ‬ ‫1‬ ‫10‬ ‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ما‬ ‫ـ‬ ‫17‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 72.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﺃﺭﺘﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ )1( ﺇﻝﻰ )7( ﺘﺭﺘﻴﺒﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺃﻀﻊ ﺍﻝﻠﺤﻡ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻪ.‬ ‫ﺃﺸﺩ ﺍﻵﻝﺔ ﻋﻠﻰ ﻁﺎﻭﻝﺔ ﺍﻝﻤﻁﺒﺦ ﺒﻭﺍﺴﻁﺔ ﺒﺭﻏﻲ ﺍﻝﻀﻐﻁ )7(.‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ1‬ ‫ﺃﻓ ﹼﻙ ﺍﻵﻝﺔ ﻭﺃﻨﻅﻔﻬﺎ.‬ ‫ﻜ‬ ‫ﺃﺭ ﹼﺏ ﺍﻵﻝﺔ.‬ ‫ﻜ‬ ‫ﺃﻤﺴﻙ ﺒﺎﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺩﻴﺭﺍﻝﺫﺭﺍﻉ )6( ﺒﻭﺍﺴﻁﺔ ﺍﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺤﺼل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 3:‬ ‫ﺃﺘﻤﻌﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ1.‬ ‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ‬ ‫ﻴﺘﺒﻊ ﺍﻝﻠﺤﻡ ﻗﺒل ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻵﻝﺔ ﻤﻔﺭﻭﻤﺎ:‬ ‫- ﻤﺴﺎﺭﺍ ﺩﺍﺌﺭﻴﺎ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫- ﻤﺴﺎﺭﺍ ﻝﻭﻝﺒﻴﺎ.‬ ‫- ﻤﺴﺎﺭﺍ ﻤﺴﺘﻘﻴﻤﺎ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 4:‬ ‫ﺃﺘﺄ ‪‬ل ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 2 ﻭﺃﺠﻴﺏ.‬ ‫ﻤ‬ ‫ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻠﻭﻝﺏ )9( ﻫﻲ:‬ ‫.............................................................................‬ ‫ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﺃﻨﺠﺯ ﻋﻠﻰ ﺍﻝﻘﻁﻌﺘﻴﻥ )6( ﻭ )9( ﻫﻭ ﺸﻜل .................................................. ﻝﻀﻤﺎﻥ‬ ‫ﺩﻭﺭﺍﻥ )9( ﻋﻨﺩ 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 )9( ﻴﺠﺏ ﺃﻥ‬ ‫................................‬ ‫ﺍﻝﻘﻁﻌﺔ )2( ﺒﻬﺎ ﻝﻭﻝﺏ ﺨﺎﺭﺠﻲ ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫...........................‬ ‫ﻝﺘﺘﻡ ﻋﻤﻠﻴﺔ‬ ‫.............................‬ ‫ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫................................‬ ‫ﻴﻜﻭﻥ ﺒﻬﺎ ﻝﻭﻝﺏ‬ ‫27‬ ‫آ اس ا‬
  • 73.
    ‫ﺘﻌﻠﻴﻤﺔ 7: ﺃﺘﻤﻡﺒﻤﺎ ﻴﻨﺎﺴﺏ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 3 :)ﻝﻭﻝﺏ ﺩﺍﺨﻠﻲ : ﺼﻤﻭﻝﺔ(- )ﻝﻭﻝﺏ‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ 3‬ ‫ﺨﺎﺭﺠﻲ: ﺒﺭﻏﻲ(‬ ‫...............................‬ ‫ف ا راع‬ ‫.............................‬ ‫ر‬ ‫فا‬ ‫ﺃﻨﻅﺭ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭ ﺃﺠﻴﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 8:‬ ‫ﻫل ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺤﺎﻁﺔ ﺒﺩﻭﺍﺌﺭ ﺤﻤﺭﺍﺀ ﻝﻠﻭﺍﻝﺏ ﻤﻘﻨﻨﺔ؟ .......................................................................‬ ‫ﺇﺼﻼﺡ ﺠﻤﺎﻋﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ﻋﺩﺩ 1:‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ‬ ‫ﺭ‬ ‫ﺍﻝ ‪‬ﻨﺩ:‬ ‫ﺴ‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻵﻝﺔ ﻓﺭﻡ ﺍﻝﻠﺤﻡ.‬ ‫- ﺭﺴﻡ ﻤﻨﻅﻭﺭﻱ ﻤﻘﻁﻭﻉ.‬ ‫- ﺭﺴﻡ ﺸﺎﻤل ﻤﻘﻁﻭﻉ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫ﺃﻝ ‪‬ﻥ ﺒﺎﻷﺯﺭﻕ ﺍﻝﺠﺴﻡ )1( ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل‬ ‫ﻭ‬ ‫ﻗﻁـﺎﻉ ﻨﺼﻔﻲ‬ ‫4‬ ‫1‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل‬ ‫ﺸ‬ ‫ﺭ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫9‬ ‫2‬ ‫5‬ ‫6‬ ‫01‬ ‫8‬ ‫3‬ ‫7‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫11‬ ‫ﻓﻭﻻﺫ‬ ‫ﺍﻝﺸﻔﺭﺓ ﺍﻝﻘﺎﻁﻌﺔ‬ ‫1‬ ‫01‬ ‫ﺯﻫﺭ‬ ‫ﻝﻭﻝﺏ‬ ‫1‬ ‫90‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺤﻭﺭ‬ ‫1‬ ‫80‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ ﻀﻐﻁ‬ ‫1‬ ‫70‬ ‫ﻓﻭﻻﺫ‬ ‫ﺫﺭﺍﻉ‬ ‫1‬ ‫60‬ ‫ﻓﻭﻻﺫ‬ ‫ﻤﺼﻔﺎﺓ‬ ‫1‬ ‫50‬ ‫ﻓﻭﻻﺫ‬ ‫ﺼﻤﻭﻝﺔ‬ ‫1‬ ‫40‬ ‫ﺨﺸﺏ‬ ‫ﻤﻘﺒﺽ‬ ‫1‬ ‫30‬ ‫ﻓﻭﻻﺫ‬ ‫ﺒﺭﻏﻲ‬ ‫1‬ ‫20‬ ‫ﺯﻫﺭ‬ ‫ﺠﺴﻡ‬ ‫1‬ ‫10‬ ‫ﺍﻝﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺍﻝﺘﺴﻤﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻗﻡ‬ ‫ما‬ ‫ـ‬ ‫37‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 74.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫ﺃﺭﺘﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ )1( ﺇﻝﻰ )7( ﺘﺭﺘﻴﺒﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺃﻀﻊ ﺍﻝﻠﺤﻡ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻪ.‬ ‫ﺃﺸﺩ ﺍﻵﻝﺔ ﻋﻠﻰ ﻁﺎﻭﻝﺔ ﺍﻝﻤﻁﺒﺦ ﺒﻭﺍﺴﻁﺔ ﺒﺭﻏﻲ ﺍﻝﻀﻐﻁ )7(.‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ1‬ ‫ﺃﻓ ﹼﻙ ﺍﻵﻝﺔ ﻭﺃﻨﻅﻔﻬﺎ.‬ ‫ﻜ‬ ‫ﺃﺭ ﹼﺏ ﺍﻵﻝﺔ.‬ ‫ﻜ‬ ‫ﺃﻤﺴﻙ ﺒﺎﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺩﻴﺭﺍﻝﺫﺭﺍﻉ )6( ﺒﻭﺍﺴﻁﺔ ﺍﻝﻤﻘﺒﺽ )3(.‬ ‫ﺃﺤﺼل ﻋﻠﻰ ﻝﺤﻡ ﻤﻔﺭﻭﻡ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 3:‬ ‫ﺃﺘﻤﻌﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ1.‬ ‫ﺃﺸﻁﺏ ﺍﻝﺨﻁﺄ‬ ‫ﻴﺘﺒﻊ ﺍﻝﻠﺤﻡ ﻗﺒل ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻵﻝﺔ ﻤﻔﺭﻭﻤﺎ:‬ ‫- ﻤﺴﺎﺭﺍ ﺩﺍﺌﺭﻴﺎ.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫- ﻤﺴﺎﺭﺍ ﻝﻭﻝﺒﻴﺎ.‬ ‫- ﻤﺴﺎﺭﺍ ﻤﺴﺘﻘﻴﻤﺎ.‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 4:‬ ‫ﺃﺘﺄ ‪‬ل ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 2 ﻭﺃﺠﻴﺏ.‬ ‫ﻤ‬ ‫ﺍﻝﻘﻁﻌﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻠﻭﻝﺏ )9( ﻫﻲ:‬ ‫.............................................................................‬ ‫ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﺃﻨﺠﺯ ﻋﻠﻰ ﺍﻝﻘﻁﻌﺘﻴﻥ )6( ﻭ )9( ﻫﻭ ﺸﻜل .................................................. ﻝﻀﻤﺎﻥ‬ ‫ﺩﻭﺭﺍﻥ )9( ﻋﻨﺩ 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 )9( ﻴﺠﺏ ﺃﻥ‬ ‫................................‬ ‫ﺍﻝﻘﻁﻌﺔ )2( ﺒﻬﺎ ﻝﻭﻝﺏ ﺨﺎﺭﺠﻲ ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫...........................‬ ‫ﻝﺘﺘﻡ ﻋﻤﻠﻴﺔ‬ ‫.............................‬ ‫ﻭ ﺘﺴﻤﻰ ﻋﺎﺩﺓ‬ ‫................................‬ ‫ﻴﻜﻭﻥ ﺒﻬﺎ ﻝﻭﻝﺏ‬ ‫47‬ ‫آ اس ا‬
  • 75.
    ‫ﺘﻌﻠﻴﻤﺔ 7: ﺃﺘﻤﻡﺒﻤﺎ ﻴﻨﺎﺴﺏ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﻋﺩﺩ 3 :)ﻝﻭﻝﺏ ﺩﺍﺨﻠﻲ : ﺼﻤﻭﻝﺔ(- )ﻝﻭﻝﺏ‬ ‫ﺼﻭﺭﺓ ﻋﺩﺩ 3‬ ‫ﺨﺎﺭﺠﻲ: ﺒﺭﻏﻲ(‬ ‫...............................‬ ‫ف ا راع‬ ‫.............................‬ ‫ر‬ ‫فا‬ ‫ﺃﻨﻅﺭ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭ ﺃﺠﻴﺏ:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 8:‬ ‫ﻫل ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺤﺎﻁﺔ ﺒﺩﻭﺍﺌﺭ ﺤﻤﺭﺍﺀ ﻝﻠﻭﺍﻝﺏ ﻤﻘﻨﻨﺔ؟ .......................................................................‬ ‫ط1‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ: א‬ ‫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 ‫ة‬ ‫ت‬ ‫ا‬ ‫ا دة‬ ‫ا د‬ ‫ر‬ ‫:‬ ‫ا‬ ‫زي‬ ‫ـ‬ ‫:‬ ‫ا‬ ‫57‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 76.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 1:‬ ‫- ﺃﻜ ‪‬ل ﺍﻝﻤﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ ﻝﻘﺎﻋﺩﺓ ﺍﻝﻤﻭﻗﺩ.‬ ‫ﻤ‬ ‫- ﺃﻀﻊ ﺨﺩﻭﺵ ﺍﻝﻘﻁﺎﻉ ‪B-B‬‬ ‫- ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻤﺔ ﺍﻝﻼﺯﻤﺔ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫م‬ ‫أ‬ ‫ة‬ ‫ــــــ‬ ‫1‬ ‫1‬ ‫ت‬ ‫ا‬ ‫ا دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫:‬ ‫ا‬ ‫:‬ ‫ا‬ ‫ﻤـﻭﻗﺩ ﻏﺎﺯﻱ‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫67‬ ‫آ اس ا‬
  • 77.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ 2:‬ ‫- ﺃﻜﻤل ﺍﻝﺭﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻘﻁﺎﻉ‬ ‫‪A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫‪A‬‬ ‫ذ‬ ‫1‬ ‫2‬ ‫ا‬ ‫ا دة‬ ‫ا د‬ ‫ر‬ ‫:‬ ‫ا‬ ‫ﻤـﻭﻗﺩ ﻏﺎﺯﻱ‬ ‫:‬ ‫ا‬ ‫اد :‬ ‫ا‬ ‫ا ر‬ ‫77‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 78.
    ‫ط2‬ ‫א‬ ‫ﺍﻝﺴﻨﺩ:‬ ‫ﻝﻤﺭﺍﻗﺒﺔ ﺍﻝ ‪‬ﻭﺍﻴﺎ ﻓﻲ ﻭﻗﺕ ﻭﺠﻴﺯ، ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎل‬ ‫ﺯ‬ ‫ﺍﻝﻤﻨﻘﻠﺔ ﺍﻝﻤﻌﺩﻨﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺭﺴﻤﻴﻥ‬ ‫ﺍﻝﻤﺠ ‪‬ﻊ ﻭﺍﻝﻤﻔ ﹼﻙ.‬ ‫ﻜ‬ ‫ﻤ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ذ‬ ‫1‬ ‫3‬ ‫ذ‬ ‫ة‬ ‫1‬ ‫2‬ ‫ذ‬ ‫1‬ ‫1‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬ ‫87‬ ‫آ اس ا‬
  • 79.
    ‫ﺍﻝﺘﻌﻠﻴﻤﺔ1:‬ ‫- ﺃﻨﻘل ﺍﻷﺭﻗﺎﻡ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻤﻥ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﻤﻔ ﹼﻙ ﺇﻝﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺸﺎﻤل.‬ ‫ﻜ‬ ‫ﺭ‬ ‫- ﺃﻝ ‪‬ﻥ ﺍﻝﺼﻤﻭﻝﺔ)4( ﺒﻨﻔﺱ ﺍﻝﻠﻭﻥ ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻝﻤﺴﻘﻁﻴﻥ ﺍﻝ ‪‬ﺃﺴﻲ ﻭﺍﻝ ‪‬ﻔﻠﻲ.‬ ‫ﺴ‬ ‫ﺭ‬ ‫ﻭ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ذ‬ ‫1‬ ‫3‬ ‫ذ‬ ‫ة‬ ‫1‬ ‫2‬ ‫ذ‬ ‫1‬ ‫1‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬ ‫97‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 80.
    ‫ﺃﺘ ‪‬ﻡ ﺭﺴﻡ:‬ ‫ﻤ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ2:‬ ‫- ﺍﻝ ‪‬ﺴﻘﻁ ﺍﻝ ‪‬ﺃﺴﻲ ﻗﻁﺎﻉ ‪A-A‬‬ ‫ﺭ‬ ‫ﻤ‬ ‫- ﺍﻝ ‪‬ﺴﻘﻁ ﺍﻝﻌﻠﻭﻱ‬ ‫ﻤ‬ ‫- ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺘﺎﻡ ﻝﻠ ‪‬ﻤﻭﻝﺔ )4(.‬ ‫ﺼ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ذ‬ ‫1‬ ‫4‬ ‫ــ ت‬ ‫ا‬ ‫ا ــ دة‬ ‫ا‬ ‫ا د‬ ‫ا‬ ‫ﻤﻨﻘﻠـﺔ ﺯﻭﺍﻴﺎ‬ ‫08‬ ‫آ اس ا‬
  • 81.
    ‫ﺍﻝﻨﺸﺎﻁ 3 :‬ ‫ﺃﺸ ﹼل ﺒﺭﻤﺠﻴﺔ ) ‪( SolidWorks‬‬ ‫ﻐ‬ ‫ﻭﺃﺴﺘﻌﻴﻥ ﺒﺎﻝﻤﺭﺍﺤل ﺍﻝﺘﺎﻝﻴﺔ ﻹﻨﺠﺎﺯ ﺍﻝﻘﻁﻌﺔ.‬ ‫أداة ا‬ ‫أ‬ ‫وأر‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫أداة ا‬ ‫أ‬ ‫س‬ ‫ا‬ ‫أآ‬ ‫ّ أوا‬ ‫ا‬ ‫18‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 82.
    ‫ا‬ ‫تا‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ا‬ ‫أ‬ ‫.‬ ‫ا‬ ‫ة‬ ‫ز‬ ‫ّ‬ ‫ّ‬ ‫ا‬ ‫أ ّد ا‬ ‫أوا‬ ‫ي‬ ‫ا‬ ‫أ ّد ا‬ ‫28‬ ‫آ اس ا‬
  • 83.
    ‫زر ا ّ‬ ‫ّ‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫.‬ ‫أداة ا‬ ‫-أ‬ ‫ا‬ ‫- أر ا‬ ‫.‬ ‫ا ي‬ ‫ّة.‬ ‫تا‬ ‫ا‬ ‫-أ‬ ‫.‬ ‫- أوا‬ ‫فا‬ ‫زر‬ ‫أ‬ ‫38‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 84.
    ‫)03 (‬ ‫ا‬ ‫-أ‬ ‫.‬ ‫- أوا‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫أ‬ ‫- أ ر أداة ا‬ ‫ّ‬ ‫ا‬ ‫تا‬ ‫.‬ ‫- أ ّد ا اف ا ر‬ ‫.‬ ‫- أوا‬ ‫ا‬ ‫أ‬ ‫48‬ ‫آ اس ا‬
  • 85.
    ‫ا‬ ‫ر‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫ا‬ ‫أ د‬ ‫نا‬ ‫- أ ّد‬ ‫- أ ّد‬ ‫- أوا‬ ‫58‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 86.
    ‫ها ا‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫.‬ ‫- أو ّ ا‬ ‫.‬ ‫ا‬ ‫-أ ر‬ ‫ا ول .‬ ‫ّ‬ ‫نا‬ ‫-أ‬ ‫.‬ ‫- أوا‬ ‫68‬ ‫آ اس ا‬
  • 87.
    ‫.‬ ‫- أو ّ ا‬ ‫.‬ ‫ا‬ ‫ا‬ ‫-أ ر‬ ‫.‬ ‫- أوا‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫طا‬ ‫أداة إ‬ ‫أ‬ ‫78‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 88.
    ‫88‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫آ اس ا‬ ‫أ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
  • 89.
    ‫ﺍﻝﻨﺸﺎﻁ ﻋﺩﺩ 4:‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ:‬ ‫- ﺃﺘ ‪‬ﻡ ﺭﺴﻡ ﺍﻝﻤﺴﻘﻁﻴﻥ:ﺍﻝﺭﺃﺴﻲ ﻭﺍﻝﻌﻠﻭﻱ.‬ ‫ﻤ‬ ‫- ُﻨﺠﺯ ﺍﻝﻘﻁﺎﻉ ‪A-A‬‬ ‫ﺃ‬ ‫- ﺃﻀﻊ ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﻭﻝﺏ.‬ ‫‪A‬‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴــﺎﻨﻲ‬ ‫3:1‬ ‫ﺃﺩﺍﺓ ﻓﻙ ﺍﻝﺴﻼﺴل‬ ‫‪‬‬ ‫98‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 90.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫09‬ ‫آ اس ا‬
  • 91.
  • 92.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 80‬ ‫א‬ ‫א وא‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﻨﺭﺴﻡ ﺭﺒﻁﺎ ﻤﻴﻜﺎﻨﻴﻜﻴﺎ؟‬ ‫29‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 93.
    ‫80‬ ‫د‬ ‫ا رس‬ ‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻴﻜﺎﻧﻴﻜ‪‬ﺔ‬ ‫ﻴ‬ ‫1- ﺍﻝﻨﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ ::‬ ‫1- ﺍﻝ ﹼﺸــﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪‬‬ ‫‪‬‬ ‫ﻨ‬ ‫نا‬ ‫ا‬ ‫×‬ ‫ول ا ّ‬ ‫ا‬ ‫أ‬ ‫آ‬ ‫و د ي‬ ‫1‬ ‫ّك ا‬ ‫ا‬ ‫2‬ ‫1 وا‬ ‫ا‬ ‫2‬ ‫1‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫2‬ ‫آ‬ ‫ر‬ ‫ر‬ ‫39‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 94.
    ‫2- ﺍﻷﻨـﺸﻁﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ﺔ::‬ ‫ﺘ ﻴ‬ ‫2- ﺍﻷﻨـﺸﻁﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ﺔ‬ ‫ط1‪W‬‬ ‫א‬ ‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻝﻤﺸﺩ ﺍﻝﻭﺼﻠﺔ، ﺘﻌ ‪‬ﻑ‬ ‫ﺭ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻊ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫………‬ ‫‪Rx‬‬ ‫………‬ ‫... ... ... 1/2‬ ‫‪‬‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫1/2‬ ‫‪‬‬ ‫………‬ ‫………‬ ‫‪Tz‬‬ ‫………‬ ‫‪Rz‬‬ ‫………‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫………‬ ‫‪Rx‬‬ ‫………‬ ‫‪2/3 ... ... ...‬‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫3/2‬ ‫‪‬‬ ‫………‬ ‫………‬ ‫‪Tz‬‬ ‫………‬ ‫‪Rz‬‬ ‫………‬ ‫ط2‪W‬‬ ‫א‬ ‫ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﻨﻭﻉ ﺍﻝ ‪‬ﺒﻁ ﺍﻹﻨﺩﻤﺎﺠﻲ ﺒﻴﻥ ﺃﺠﺯﺍ ﺍﻝﻘﻁﻊ ﺍﻝﹼﺎﻝﻴﺔ ﻤﻊ ﺫﻜﺭ ﻨﻭﻉ ﺍﻝﹼﻘﻨﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ‬ ‫ﺘ‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺭ‬ ‫....................................................................................‬ ‫....................................................................................‬ ‫....................................................................................‬ ‫....................................................................................‬ ‫49‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 95.
    ‫....................................................................................‬ ‫....................................................................................‬ ‫ط3‪W‬‬ ‫א‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻗﺎﻁﻊ ﺍﻷﺴﻼﻙ،‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺫﺭﺍﻉ ﺍﻝﻘﺎﻁﻊ )1( ﻭﺍﻝﻤﺤﻭﺭ )2(:‬ ‫ﺭ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫…………‬ ‫‪Rx‬‬ ‫…………‬ ‫‪2/1 ... ... ...‬‬ ‫‪Ty‬‬ ‫‪Ry‬‬ ‫1/2‬ ‫‪‬‬ ‫…………‬ ‫…………‬ ‫‪Tz‬‬ ‫…………‬ ‫‪Rz‬‬ ‫…………‬ ‫ط4‪W‬‬ ‫א‬ ‫1- ﻴﺤﺘﻭﻱ ﻗﺎﻁﻊ ﺍﻷﻨﺎﺒﻴﺏ ﻋﻠﻰ ﺭﺍﺒﻁﻴﻥ ﺇﺭﺘﻜﺎﺯ ‪‬ﻴﻥ ﺘﻌ ‪‬ﻑ ﻋﻠﻴﻬﻤﺎ ﺒﻭﻀﻌﻬﻤﺎ ﻓﻲ ﺩﺍﺌﺭﺓ ﻋﻠﻰ‬ ‫ﺭ‬ ‫ﻴ‬ ‫ﺍﻝ ‪‬ﻭﺭﺓ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫ﺼ‬ ‫2- ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل ﻝﻘﺎﻁﻊ ﺍﻷﻨﺎﺒﻴﺏ ﺤﺩﺩ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﺭ‬ ‫ﺸ‬ ‫ﺭ‬ ‫ﺭ‬ ‫ﺍﻹﺭﺘﻜﺎﺯﻱ ﺜﻡ ﻗﻡ ﺒﺘﻠﻭﻴﻨﻬﺎ :‬ ‫59‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 96.
    ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫3- ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﻝﻠﻘﻁﻌﺔ )6( ﺒﺎﻝﹼﺴﺒﺔ ﻝﻠﻘﻁﻌﺔ )5( :‬ ‫ﻨ‬ ‫ﺭ‬ ‫‪.. .. ..‬‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪‬‬ ‫6/5 ‪.. .. ..‬‬ ‫..… = ‪Tx = ….. Rx‬‬ ‫..… = ‪Ty = ….. Ry‬‬ ‫..… = ‪Tz = ….. Rz‬‬ ‫69‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 97.
    ‫ط5‪W‬‬ ‫א‬ ‫ﺘﺄﻤل ﺼﻭﺭﺓ ﺍﻝﻤﻨﻭﺭ ﺍﻝﻌﺎﻜﺱ ﺍﻝﹼﺎﻝﻴﺔ:‬ ‫ﺘ‬ ‫1.‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫2. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻝﻠﻤﻨﻭﺭ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺍﻝﻌﺎﻜﺱ، ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2(:‬ ‫ﺭ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.………‬ ‫‪Rx‬‬ ‫.………‬ ‫‪‬‬ ‫1/2 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.………‬ ‫‪Ry‬‬ ‫.………‬ ‫1/2‬ ‫‪Tz‬‬ ‫.………‬ ‫‪Rz‬‬ ‫.………‬ ‫..............................................................................‬ ‫ﻴﺴ ‪‬ﻰ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2( ﺒـ‬ ‫ﻤ ﺭ‬ ‫'‪z‬‬ ‫'‪x‬‬ ‫ط6‪W‬‬ ‫א‬ ‫3‬ ‫'‪O‬‬ ‫'‪y‬‬ ‫‪z‬‬ ‫1‬ ‫2‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪y‬‬ ‫79‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 98.
    ‫1. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻝﻠ ﹼﺭﺍﻉ ﺍﻝ ‪‬ﺍﻝﻕ،‬ ‫ﺯ‬ ‫ﺫ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2(:‬ ‫ﺭ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫.………… ‪Rx‬‬ ‫‪‬‬ ‫2/1 .………… ‪Ry‬‬ ‫2/1 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫‪Tz‬‬ ‫.…………‬ ‫.………… ‪Rz‬‬ ‫ﻴﺴ ‪‬ﻰ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ )2( ﺒـ ..............................................................‬ ‫ﻤ ﺭ‬ ‫2. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ '‪ Oy' ،Ox‬ﻭ '‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴـﻡ ﺍﻝـ ‪‬ﺎﺒﻕ ﻝﻠـ ﹼﺭﺍﻉ‬ ‫ﺫ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﺍﻝ ‪‬ﺍﻝﻕ، ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)2( ﻭﺍﻝﻘﻁﻌﺔ )3(:‬ ‫ﺭ‬ ‫ﺯ‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫‪Rx‬‬ ‫.…………‬ ‫‪‬‬ ‫3/2 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫‪Ry‬‬ ‫.…………‬ ‫3/2‬ ‫‪Tz‬‬ ‫.…………‬ ‫‪Rz‬‬ ‫.…………‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫................................................................‬ ‫ﻴﺴ ‪‬ﻰ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)3( ﻭﺍﻝﻘﻁﻌﺔ )2( ﺒـ‬ ‫ﻤ ﺭ‬ ‫ط7‪W‬‬ ‫א‬ ‫‪z‬‬ ‫2‬ ‫1. ﻴﺤﺘﻭﻱ ﻤﺸﺩ ﺍﻝﻭﺼﻠﺔ ﺍﻝﻤﺒﻴﻥ ﻓﻲ‬ ‫‪y‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ‪‬ﺎﺒﻕ ﻋﻠﻰ ﺭﺒﻁ ﺍﻨﺯﻻﻗﻲ‬ ‫ﺴ‬ ‫ﺭ‬ ‫ﺘﻌ ‪‬ﻑ ﻋﻠﻴﻪ ﺒﻭﻀﻌﻪ ﻓﻲ ﺩﺍﺌﺭﺓ.‬ ‫ﺭ‬ ‫3‬ ‫2. ﺍﺫﻜﺭ ﺃﺭﻗﺎﻡ ﺍﻝﻘﻁﻊ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ‬ ‫1‬ ‫ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝ ‪‬ﺒﻁ :‬ ‫ﺭ‬ ‫.......................................................................‬ ‫.........................................................................‬ ‫.....................‬ ‫3. ﺘﻌ ‪‬ﻑ ﺇﻝـﻰ ﺩﺭﺠـﺎﺕ ﺍﻝﺤﺭﻜـﺔ‬ ‫ﺭ‬ ‫ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ)2(‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫.………… ‪Rx‬‬ ‫‪‬‬ ‫1/2 ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫1/2 .………… ‪Ry‬‬ ‫‪Tz‬‬ ‫.…………‬ ‫.………… ‪Rz‬‬ ‫4. ﻤﺎ ﻁﺒﻴﻌﺔ ﺍﻝ ‪‬ﺒﻁ ﺍﻝﻤﻴﻜﺎﻨﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻘﻁﻌﺔ)1( ﻭﺍﻝﻘﻁﻌﺔ)2(:‬ ‫ﺭ‬ ‫................................................................................................................................................................................................................‬ ‫89‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 99.
    ‫ط8‪W‬‬ ‫א‬ ‫1. ﻴﺤﺘﻭﻱ ﺍﻝﻘﺩﻡ ﺍﻝ ‪‬ﺍﻝﻕ ﻋﻠﻰ ﺭﺒﻁ ﺍﻨﺯﻻﻗﻲ ﺒﺎﻝ ‪‬ﺠﻭﻉ ﺇﻝﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻤل ﺘﻌ ‪‬ﻑ ﺇﻝﻰ‬ ‫ﺭ‬ ‫ﺸ‬ ‫ﺭ‬ ‫ﺭ‬ ‫ﺯ‬ ‫ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝ ‪‬ﺒﻁ ﺒﺫﻜﺭ ﺍﺴﻤﻬﺎ ﻭﺭﻗﻤﻬﺎ ؟‬ ‫ﺭ‬ ‫...............................................................................................................................................................................................‬ ‫2. ﻗﻡ ﺒﺘﻠﻭﻴﻥ ﻫﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺒﺄﻝﻭﺍﻥ ﻤﺨﺘﻠﻔﺔ.‬ ‫3. ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻭﺭ ‪ Oy ،Ox‬ﻭ ‪ Oz‬ﺍﻝﻤﺒ‪‬ﻨﺔ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝ ﹼﺎﻤل ﻝﻠﻘﺩﻡ ﺍﻝ ‪‬ﺍﻝـﻕ‬ ‫ﺯ‬ ‫ﺸ‬ ‫ﻴ‬ ‫ﺍﻝ ‪‬ﺍﻝﻕ، ﺘﻌ ‪‬ﻑ ﺇﻝﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻤﻤﻜﻨﺔ ﺒﻴﻥ ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓـﻲ ﺇﻨﺠـﺎﺯ‬ ‫ﻭ‬ ‫ﺭ‬ ‫ﺯ‬ ‫ﺍﻝﺭﺒﻁ ﺍﻹﻨﺯﻻﻗﻲ:‬ ‫‪T‬‬ ‫‪R‬‬ ‫‪... ... ...‬‬ ‫‪Tx‬‬ ‫.…………‬ ‫‪Rx‬‬ ‫.…………‬ ‫‪‬‬ ‫…/ ... ‪... ... ...‬‬ ‫‪Ty‬‬ ‫.…………‬ ‫‪Ry‬‬ ‫.…………‬ ‫.. / ..‬ ‫‪Tz‬‬ ‫.…………‬ ‫‪Rz‬‬ ‫.…………‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫‪z‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪O‬‬ ‫ﺒﺭﻏﻲ ﺍﻝﺠﺭ‬ ‫10‬ ‫60‬ ‫ﺒﺭﻏﻲ ﺍﻝ ‪‬ﻐﻁ‬ ‫ﻀ‬ ‫10‬ ‫50‬ ‫ﺒﺭﻏﻲ ﺍﻝ ﹼﺜﺒﻴﺕ‬ ‫ﺘ‬ ‫10‬ ‫40‬ ‫ﺇﺴﻨﺎﺩ ﺍﻝ ‪‬ﺒﻁ‬ ‫ﻀ‬ ‫10‬ ‫30‬ ‫ﻤﺯﻻﻕ‬ ‫10‬ ‫20‬ ‫ﻤﺴﻁﺭﺓ ﻤﺩ ‪‬ﺠﺔ‬ ‫ﺭ‬ ‫10‬ ‫10‬ ‫ت‬ ‫ّة‬ ‫د‬ ‫د‬ ‫ر‬ ‫ﺍﻝﻘﺩﻡ ﺍﻝ ‪‬ﺍﻝﻕ 05/1‬ ‫ﺯ‬ ‫1:1‬ ‫ﺍﻝ ‪‬ﻠﻡ:‬ ‫ﺴ‬ ‫99‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 100.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬ ‫001‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺭ‬
  • 101.
    ‫101‬ ‫ﺭ‬ ‫ﻜ ‪‬ﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻝﺘﻌﺒـﻴـﺭ ﺍﻝﺒﻴـــﺎﻨﻲ‬
  • 102.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺨﺎﻤﺱ‬ ‫ﺍﻝﺘﻭﺍﺼل‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 90‬ ‫א‬ ‫א‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻤﺎ ﻫﻲ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫‪‬‬ ‫ﻤﺎ ﻫﻲ ﺃﻨﻭﺍﻉ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫‪‬‬ ‫201‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 103.
    ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 90‬ ‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋ‪‬ﺔ‬ ‫ﻴ‬ ‫1 – ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ:‬ ‫ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ:‬ ‫1-1- ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺃ( ﻜﻴﻑ ﻴﺘﻭﺍﺼل ﺍﻷﺴﺘﺎﺫ ﻤﻊ ﺘﻼﻤﻴﺫﻩ.‬ ‫ﻴﺘﻭﺍﺼل ﺍﻷﺴﺘﺎﺫ ﻤﻊ ﺘﻼﻤﻴﺫﻩ ﺒـ:‬ ‫...................................................‬ ‫ـ‬ ‫...................................................‬ ‫ـ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺏ( ﻜﻴﻑ ﻴﺘﻭﺍﺼل ﺍﻝﺸﺨﺹ ﺍﻷﺨﺭﺱ ﻤﻊ ﺍﻵﺨﺭﻴﻥ؟‬ ‫‪‬‬ ‫.............................................................................................................................................................................‬ ‫ﺝ( ﻋﻨﺩ ﺴﻴﺭﻩ ﻓﻲ ﺍﻝﻁﺭﻴﻕ ﺍﻝﻌﺎﻡ ‪‬ﻌﻠﻡ ﺴﺎﺌﻕ ﺴ‪‬ﺎﺭﺓ ﺍﻹﺴﻌﺎﻑ ﺍﻝﻤﺎﺭﺓ ﻭﻤﺴﺘﻌﻤﻠﻲ ﺍﻝﺴﻴﺎﺭﺍﺕ‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﺍﻷﺨﺭﻯ ﺒﺎﺘﺠﺎﻩ ﺴﻴﺭﻩ ﻜﻤﺎ ‪‬ﻨ‪‬ﻬﻬﻡ ﺃﺤﻴﺎﻨﺎ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺇﻓﺴﺎﺡ ﺍﻝﻁﺭﻴﻕ ﻝﻪ.‬ ‫ﻴﺒ‬ ‫ﻤﺎ ﻫﻲ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ﺍﻝﺘﻲ ﻴﺴﺘﻌﻤﻠﻬﺎ ﻝﻠﺘﻭﺍﺼل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ؟‬ ‫ﻴ‬ ‫‪‬‬ ‫- ﻴﺘﻭﺍﺼل ﺴﺎﺌﻕ ﺴ‪‬ﺎﺭﺓ ﺍﻹﺴﻌﺎﻑ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺒـ ؟‬ ‫ﻴ‬ ‫...........................................................................................‬ ‫.............................................................................................‬ ‫.............................................................................................‬ ‫- ﺍﺴﺘﻨﺘﺞ ﺍﺴﻡ ﺍﻝﻭﻅﻴﻔﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ ﺘﻠﻙ ﺍﻝﻌﻨﺎﺼﺭ ؟‬ ‫........................................................................................................................................................................‬ ‫- ﻋ ‪‬ﻑ ﺒﺎﺨﺘﺼﺎﺭ ﻫﺫﻩ ﺍﻝﻭﻅﻴﻔﺔ.‬ ‫ﺭ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫301‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 104.
    ‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﻁﺒﻴﻘ‪‬ـﺔ:‬ ‫ﻴ‬ ‫ط 1‪W‬‬ ‫א‬ ‫ﺍﻝﺠـﺭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌـﻲ:‬ ‫1 ﺘﻘﺩﻴـﻡ ﺍﻝﺠـﺭﺱ:‬ ‫ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ ﻤﺜﺎل ﻝﺠﺭﺱ ﻜﻬﺭﺒﺎﺌﻲ‬ ‫‪‬‬ ‫ﻴﺘﻜﻭﻥ ﻤﻥ :‬ ‫ـ ﺍﻝﻭﺸﻴﻌﺘﺎﻥ ﺘﻜﻭﻨﺎﻥ ﻤﻊ ﺍﻝﻘﻠﺒﻴﻥ‬ ‫ﻭﺍﻝﻨﺎﺒﺽ‬ ‫ﻤﻐﻨﺎﻁﻴﺴﺎ ﻜﻬﺭﺒﺎﺌ‪‬ﺎ.‬ ‫ﻴ‬ ‫ـ ﺍﻝﻨﺎﺒﺽ ﻤﺭﺒﻭﻁ ﺒﺤﺎﻓﻅـﺔ‬ ‫ﺍﻝﻤﻐﻨﻁﻴﺱ‬ ‫ﻭﻴﻨﺘﻬﻲ ﺒﻤﻁﺭﻗﺔ.‬ ‫ـ ﺍﻝﺠﺭﺱ ﻗﻁﻌﺔ ﻤﻌﺩﻨ‪‬ﺔ ﺠﻭﻓﺎﺀ‬ ‫ﻴ‬ ‫2 ﻭﻅﻴﻔـﺔ ﺍﻝﺠـﺭﺱ:‬ ‫• ﺃﻨﺠﺯ ﺒﺎﻝﻤﻜ ‪‬ﻨﺎﺕ ﻭﺍﻷﺴﻼﻙ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺘﺎﻝ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺃﻻﺤﻅ:‬ ‫.......................................................................................................‬ ‫* ﻋﻨﺩ ﺍﻝﻀﻐﻁ ﻋﻠﻰ ﺍﻝـ ‪‬ﺭ ‪S‬‬ ‫ﺯ‬ ‫* ﻋﻨﺩ ﺇﻝﻐﺎﺀ ﺍﻝﻀﻐﻁ ﻴﺘﻭﻗﻑ ﺍﻝﺭﻨﻴـﻥ.‬ ‫ُﺤـﻠل:‬‫ﺃ‬ ‫ﻴﻨﺒﻪ ﻫﺫﺍ ﺍﻝﺭﻨﻴﻥ ﺍﻝ ‪‬ﺎﻤﻊ ﻓﻨﻁﻠﻕ‬ ‫ﺴ‬ ‫ﻋﻠﻴﻪ ﺍﺴﻡ » ................................................... «‬ ‫ﺃﺴﺘﻨﺘــﺞ‬ ‫ﺍﻝﺠﺭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﻤﻜ ‪‬ﻥ ﻜﻬﺭﺒﺎﺌﻲ ﻴﺴﺘﻌﻤل ﻓﻲ ﺍﻝﺩﺍﺭﺍﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ﻝﻠﻘﻴﺎﻡ ﺒﻭﻅﻴﻔﺔ‬ ‫ﻴ‬ ‫ﹼ‬ ‫ﻭ‬ ‫ﺇﺭﺴـﺎل ﺇﺸـﺎﺭﺓ ﺼﻭﺘ ‪‬ـﺔ.‬ ‫ﻴ‬ ‫401‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 105.
    ‫2: ﺃﻨﺠﺯ ﻤﺤﺎﻜﺎﺓﺘﺠﺭﺒﺔ ﺍﻝﻤﻨ‪‬ﻪ ﻭﺴ ‪‬ل ﻤﻼﺤﻅﺎﺘﻙ.‬ ‫ﺠ‬ ‫ﺒ‬ ‫ﺍﻝﻤﻼﺤـﻅﺎﺕ:‬ ‫1( ﻗﺒل ﻨﻘﺭ ﺍﻝ ‪‬ﺭ:‬ ‫ﺯ‬ ‫.............................................‬ ‫2( ﺃﺜﻨﺎﺀ ﺍﻝﻨﻘﺭ ﻋﻠﻰ ﺍﻝﺯﺭ:‬ ‫‪‬‬ ‫...........................................‬ ‫3( ﻋﻨﺩ ﺇﻨﻬﺎﺀ ﺍﻝﻨﻘﺭ:‬ ‫...........................................‬ ‫3: ﺃﻨﺠﺯ ﻤﺤﺎﻜﺎﺓ ﺘﺠﺭﺒﺘﻲ ﺍﻝﺼ ‪‬ﺎﻡ ﺍﻝﻤﺸﻊ ﻭﺴ ‪‬ل ﻤﻼﺤﻅﺎﺘﻙ.‬ ‫ﺠ‬ ‫ﻤ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻷﻭﻝﻰ:‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫ﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺜﺎﻨ ‪‬ﺔ:‬ ‫ﻴ‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫............................................‬ ‫501‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 106.
    ‫4: ﻓﻴﻤﺎ ﻴﻠﻲﺨﺎﺼ‪‬ﺎﺕ ﺍﻝﺼﻤﺎﻤﺎﺕ ﺍﻝﻤﺸ ‪‬ﺔ.‬ ‫ﻌ‬ ‫ﻴ‬ ‫ﺃﺯﺭﻕ‬ ‫ﺃﺨﻀﺭ‬ ‫ﺃﺼﻔﺭ‬ ‫ﺍﺤﻤﺭ‬ ‫ﺃﺯﺭﻕ‬ ‫ﺃﺨﻀﺭ‬ ‫ﺃﺼﻔﺭ‬ ‫ﺃﺤﻤﺭ‬ ‫ﻝﻭﻥ ﺍﻝﺼﻤﺎﻡ‬ ‫3‬ ‫5 ﻤﻡ‬ ‫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 ‫ﻭﺘﺜ ‪‬ﺕ ﻤﻥ‬ ‫ﺒ‬ ‫ﺃﻨﺠﺯ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﺎﻝ‪‬ﺔ ﺒﺒﺭﻤﺠ‪‬ﺔ ‪ CROCODILE CLIPS‬ﺃﻭ‬ ‫.‪CROCO. TECHNO‬‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﺨﺎ ‪‬ﻴﺎﺕ ﺍﻝﺼﻤﺎﻤﺎﺕ ﺍﻝﻤﺸﻌﺔ ﺍﻝﻤﺘﻭﻓﺭﺓ )ﺍﻷﺨﻀﺭ ﺜﻡ ﺍﻷﺼﻔﺭ ﺜﻡ ﻷﺤﻤﺭ(.‬ ‫‪‬‬ ‫ﺼ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺸﺩﺓ ﺍﻝﺘ ‪‬ﺎﺭ‬ ‫ﻴ‬ ‫ﺍﻝﺠﻬﺩ‬ ‫ﻝﻭﻥ ﺍﻝﺼﻤﺎﻡ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺨﻀﺭ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺼﻔﺭ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺤﻤﺭ‬ ‫....................‬ ‫....................‬ ‫ﺍﻷﺯﺭﻕ‬ ‫5: ﺤـ ‪‬ﺩ ﺃﻝﻭﺍﻥ ﺍﻝﻤﻘﺎﻭﻤﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺤﻤﺎﻴﺔ ﺼ ‪‬ﺎﻤﺎﺕ ﺍﻝﻨﺸﺎﻁ )4(.‬ ‫ﻤ‬ ‫ﺩ‬ ‫ﺃﻝﻭﺍﻥ ﺍﻷﺤﺯﻤﺔ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺭﺍﺒﻊ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺜﺎﻝﺙ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺍﻝﺤﺯﺍﻡ ﺍﻷﻭل‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺨﻀﺭ‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺼﻔﺭ‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫...................‬ ‫ﻤﻘﺎﻭﻡ ﺍﻝﺼﻤﺎﻡ ﺍﻷﺤﻤﺭ‬ ‫6: ﺤ ‪‬ﺩ ﻗﻴﻤﺔ ﻤﻘﺎﻭﻤﺔ ﺍﻝﻤﻘﺎﻭﻡ ﺍﻝﻤﺴﺘﻌﻤل ﻓﻲ ﺤﻤﺎﻴﺔ ﺼ ‪‬ﺎﻡ ﺍﻝﻨﺸﺎﻁ 3.‬ ‫ﻤ‬ ‫ﺩ‬ ‫ﻗﻴﻤﺔ ﺍﻝﻤﻘﺎﻭﻤﺔ ‪:R‬‬ ‫ﺃﺭﻗﺎﻡ ﺍﻷﺤﺯﻤﺔ‬ ‫.% ..… ± ‪R = ….. × …. Ω‬‬ ‫.% ..… ± ‪R = ……….. Ω‬‬ ‫601‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 107.
    ‫7: ـ ﺃﻨﺠﺯﺒﺒﺭﻤﺠﻴﺔ .‪ CROCO‬ﺩﺍﺭﺓ ﻭ ‪‬ﺎﺽ ﺍﻝﺩﺭﺍﺠﺔ ﺍﻝﻨﺎﺭ‪‬ﺔ ﺍﻝﺘﺎﻝ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻴ‬ ‫ﻤ‬ ‫ـ ﺤ ‪‬ﺩ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ ﺒﻭﻀﻊ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﺇﻁﺎﺭ.‬ ‫ّ‬ ‫ﻴ‬ ‫ﺩ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫8: 1( ﺃﻨﺠﺯ ﺒﺒﺭﻤﺠ‪‬ﺔ ‪ CROCO‬ﺩﺍﺭﺓ ﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل:ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫ﻴ‬ ‫2( ﺤ ‪‬ﺩ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺎﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﺒﻭﻀﻊ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﺇﻁﺎﺭ.‬ ‫ّ‬ ‫ﻴ‬ ‫ﺩ‬ ‫701‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 108.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫801‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 109.
    ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫901‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 110.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺨﺎﻤﺱ‬ ‫ﺍﻝﺘﻭﺍﺼل‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 01‬ ‫א‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻜﻴﻑ ﺃﺘﻭﺍﺼل ﺒﺎﻹﺸﻬـﺎﺭ؟‬ ‫ﻜﻴﻑ ﺃﻋ ‪‬ﻑ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل؟‬ ‫ﺭ‬ ‫011‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 111.
    ‫01‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻹﺷﻬــﺎﺭ‬ ‫1- ﺍﻝ ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﻨ‬ ‫ﺃﺘﺄﻤل ﻫﺫﻩ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺘﻲ ﺘﻤﺜل ﻤﺸﻬﺩﺍ ﻝﻤﺩﺨل ﺇﺤﺩﻯ ﺍﻝﻤﺩﻥ :‬ ‫‪BUVEZ‬‬ ‫ﻻﻓﺘــﺔ‬ ‫.‬ ‫‪FRAICHE‬‬ ‫‪FRAICHE‬‬ ‫‪FRAICHE‬‬ ‫‪MARQUE DEPOSEE‬‬ ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫1( ﻻﺤﻅﺕ 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 ﺘﺴ ‪‬ﻰ » ﻋﻤﻠ ‪‬ـﺔ‬ ‫ﻴ‬ ‫ﻤ‬ ‫2( ﺃﺫﻜﺭ ﻭﺴﺎﺌل ﺃﺨﺭﻯ ﻝﻬﺫﻩ ﺍﻝﻌﻤﻠ‪‬ﺔ.‬ ‫ﻴ‬ ‫.................................................................................................................................................................‬ ‫3( ﻋ ‪‬ﻑ ﺒﺎﺨﺘﺼﺎﺭ ﻫﺫﻩ ﺍﻝﻌﻤﻠ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫ﺭ‬ ‫..................................................................................................................‬ ‫..................................................................................................................‬ ‫111‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 112.
    ‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝﹼﻁﺒﻴﻘ ‪‬ـﺔ:‬ ‫ﺘ ﻴ‬ ‫1: ﺃﻨﺠﺯ ﺭﺴﺎﻝﺔ ﺇﺸﻬﺎﺭﻴﺔ ﺘﻌ ‪‬ﻑ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل: ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫‪ ‬ﺭ‬ ‫1( ﺤـ ‪‬ﺩ ﻭﺴﻴﻠﺔ ﺍﻹﺸﻬﺎﺭ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻬﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻭﻨﻭﻋﻬﺎ.‬ ‫ﺩ‬ ‫ﺍﻝﻘﻨـﻭﺍﺕ‬ ‫ﺍﻝﻘﻨـﻭﺍﺕ‬ ‫ﻁﺭﻴﻘﺔ ﺍﻹﺸﻬﺎﺭ‬ ‫ﺍﻝﻤﻌﻠﻘـﺎﺕ‬ ‫ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‬ ‫ﺍﻹﺫﺍﻋ ‪‬ـﺔ‬ ‫ﻴ‬ ‫ﺍﻝﺘﻠﻔﺯ ‪‬ـﺔ‬ ‫ﻴ‬ ‫ﻨﻭﻉ ﻭﺴﻴﻠﺔ ﺍﻹﻋﻼﻡ‬ ‫ﺍﻝﺠﺭﺍﺌـــﺩ.‬ ‫ﺍﻝﻤﺠــﻼﺕ.‬ ‫ﻗﻨـﺎﺓ ﺘﻭﻨـﺱ7‬ ‫ﻗﻨـﺎﺓ 12.‬ ‫ﺍﻹﺫﺍﻋﺔ ﺍﻝﺠﻬﻭﻴﺔ ﺒـ...‬ ‫ﺍﻹﺫﺍﻋﺔ ﺍﻝﻭﻁﻨ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻤﻌﻠﻘﺎﺕ ﺩﺍﺨل ﺍﻝﻤﺩﺭﺴﺔ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﻤﻌﻠﻘﺎﺕ ﺨﺎﺭﺝ ﺍﻝﻤﺩﺭﺴﺔ‬ ‫2( ﻤﺎ ﻫﻲ ﻁﺭﻴﻘﺔ ﺍﻹﺸﻬﺎﺭ ﺍﻝﺘﻲ ﺍﺨﺘﺭﺘﻬﺎ ؟ ﻋﻠل ﺠﻭﺍﺒﻙ.‬ ‫‪‬‬ ‫ﺇﺸﻬﺎﺭ ﻏﻴﺭ ﻤﺒﺎﺸﺭ‬ ‫ﺇﺸﻬﺎﺭ ﻤﺒﺎﺸﺭ‬ ‫ﺍﻝﺘﻌﻠﻴل: ....................................................................................................................................................‬ ‫3( ﺤ ‪‬ﺭ ﺍﻝﺠﻤﻠﺔ / ﺍﻝﺠﻤل ﺍﻝﺘﻲ ﺴﺘﻜ ‪‬ﻥ ﻫﺫﻩ ﺍﻝﺭﺴﺎﻝﺔ ﺍﻹﺸﻬﺎﺭ‪‬ﺔ.‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺭ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫4( ﺃﺫﻜﺭ ﺍﻝ ‪‬ﻭﺭﺓ / ﺍﻝ ‪‬ﻭﺭ ﺍﻝﺘﻲ ﺴﺘﺩﺭﺠﻬﺎ؟ ﻭﻋﻥ ﻤﺎﺫﺍ ﺘﻌ‪‬ﺭ؟‬ ‫ﺒ‬ ‫ﺼ‬ ‫ﺼ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫5( ﺤ ‪‬ﺩ ﺃﺒﻌﺎﺩ ﺍﻝﻠﻭﺤﺔ ﺍﻹﺸﻬﺎﺭﻴﺔ :‬ ‫ﺩ‬ ‫ﻤﻡ.‬ ‫.................................‬ ‫ﻤﻡ ﺍﻝﻌﺭﺽ =‬ ‫...................................‬ ‫ﺍﻝﻁﻭل =‬ ‫6( ﺤ ‪‬ﺩ ﺍﻷﻝﻭﺍﻥ ﺍﻝﺘﻲ ﺴﺘﺴﺘﺨﺩﻤﻬﺎ ؟ ﻝﻤﺎﺫﺍ ؟‬ ‫ﺩ‬ ‫.........................................................................................................................................................................‬ ‫.........................................................................................................................................................................‬ ‫211‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 113.
    ‫و .‬ ‫ا‬ ‫وع ا‬ ‫ّ‬ ‫رّ ا‬ ‫ا‬ ‫إ‬ ‫7( أ‬ ‫2:‬ ‫ﺃﻋﺩ ﻋﻠﺒﺔ ﺘﻌﻠﻴﺏ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻝﺤﺎﺴﻭﺏ ﻭﺒﺭﻤﺠ ‪‬ﺔ ‪.WORD‬‬ ‫ﻴ‬ ‫‪‬‬ ‫1( ﺍﺴﺘﺨﺩﻡ ﺍﻷﺸﻜﺎل ﺍﻝﺠﺎﻫﺯﺓ ﻝﺭﺴﻡ ﻋﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ ﻤﻨﺸﻭﺭﺓ ﻭﺒﺎﻝﺨﺎﺼ‪‬ﺎﺕ ﺍﻝﺘﺎﻝ‪‬ﺔ:‬ ‫ﻴ‬ ‫ﻴ‬ ‫ـ ﻤﻘﺎﺱ 4‪ A‬ﺃﻓﻘﻲ )‪ (paysage‬ـ ﺴﹼﻡ ﺤﻘﻴﻘﻲ ـ ﺍﻝﺨﻁ 5.0.‬ ‫ﻠ‬ ‫‪‬‬ ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫ﺭﺴﻡ1: ﻤﺜﺎل ﻝﻌﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ‬ ‫ﺴﹼﻡ 2:1‬‫ﻠ‬ ‫311‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 114.
    ‫2( ﺃﻀﻑ ﺇﻝﻰﺃﻭﺠﻪ ﺍﻝﻌﻠﺒﺔ ﺍﻝﺴﺘﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝ ‪‬ﻭﺭ ﺍﻝﻤﻨﺎﺴﺒﺔ.ﻤﺜـل:‬ ‫ﺼ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫ﺭﺴـﻡ2 : ﻤﺜﺎل ﻝﻌﻠﺒﺔ ﺍﻝﻤﺅﻗﺕ ﺒﻌﺩ ﺇﻀﺎﻓﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺼ ‪‬ﺭ ـ ﺴﹼﻡ 2:1.‬ ‫ﻠ‬ ‫ﻭ‬ ‫3( ﺃﻁﺒﻊ ﺼﻭﺭ ﺍﻝﻌﻠﺒﺔ ﻋﻠﻰ ﻭﺭﻕ ‪‬ﻘ ‪‬ﻯ ﻤﻘﺎﺱ 4‪ A‬ﺒﻁﺎﺒﻌﺔ ﺍﻝﺤﺎﺴﻭﺏ.‬ ‫ﻤﻭ‬ ‫4( ﺃﻗﺹ ﺍﻝﺸﻜل ﻭﺃﺜﻨﻲ ﺃﻭﺠﻪ ﺍﻝﻌﻠﺒﺔ ﺒﻌﻨﺎﻴﺔ.‬ ‫‪‬‬ ‫5( ﺍﻝﺼﻕ ﺴﻁﺤﻲ ﺍﻝﻭﺠﻪ ﺍﻝﺴﻔﻠﻲ )ﺃ( ﻭ)ﺏ( ﺜﻡ ﺍﻝﻭﺠﻪ ﺍﻝﻴﻤﻴﻨﻲ ﺒﺎﻝﻴﺴﺎﺭﻱ )ﺍﻝﺴﻁﺢ ﺝ(.‬ ‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻌﻠﺒﺔ ﺒﺸﻜل ﺍﻝﺭﺴﻡ3.‬ ‫411‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 115.
    ‫3: ﺤـ ‪‬ﺩﻤﻥ ﺍﻝﺭﺴﻤﻴﻥ 2 ﻭ3 ﻋﻨﺎﺼﺭ ﻫﺫﺍ ﺍﻝﹼﻌﻠﻴﺏ.‬ ‫ﺘ‬ ‫ﺩ‬ ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫4: ﻝﺘﻘﺩﻴﻡ ﺍﻝﻤﻨﺘﺞ ﻝﻠﺤﺭﻴﻑ ﻴﻤﻜﻥ ﺘﻨﻅﻴﻡ ﻤﺴﺎﺒﻘﺔ ﺒﺈﺤﺩﻯ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﺎﻝ ‪‬ﺔ:‬ ‫ﻴ‬ ‫1( ﺃﺭﺒـﻁ ﺒﺴﻬﻡ ﺍﻝﺘﻘﻨﻴﺔ 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 ﻋ ‪‬ﻨﺎﺕ ﻤﻥ ﺍﻝﻤﻨﺘﺞ.‬ ‫ﻴ‬ ‫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.‬ ‫ﺏ ـ ﻤﺎ ﻫﻲ ﺍﻝﺘﻘﻨ‪‬ﺔ ﺍﻝﺘﻲ ﺘﻨﺎﺴﺒﻨﺎ ﻝﻠﺘﻌﺭﻴﻑ ﺒﻤﺸﺭﻭﻋﻨﺎ ؟ ﻋﻠل ﺍﺨﺘﻴﺎﺭﻙ.‬ ‫‪ ‬ﻴ‬ ‫............................................................................................................................................‬ ‫ـ : ............................................................................................................................‬ ‫ا‬ ‫511‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 116.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺍﻝﺘـﻭﺍﺼـــل‬ ‫611‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 117.
    ‫ﺍﻝﺘـﻭﺍﺼــــل‬ ‫711‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 118.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 11‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫وא ‬ ‫א‬ ‫ﻜﻴﻑ ﺃﺜﻘﺏ ﻭﺃﺜﻨﻲ ﻗﻁﻌﺔ ﻤﺎ ؟‬ ‫811‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 119.
    ‫11‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟﺜﻘـﺐ ﻭﺍﻟﺜﻨـﻲ‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺃﻻﺤﻅ::‬ ‫ﺃﻻﺤﻅ‬ ‫ﻝﻡ ﺃﺠﺩ ﻁﺭﻴﻘﺔ‬ ‫ﻝﺘﺜﺒﻴﺕ ﻫﺫﻩ‬ ‫ﺍﻝ ‪‬ﻭﺭﺓ‬ ‫ﺼ‬ ‫أ‬ ‫أ‬ ‫إ‬ ‫ا‬ ‫ذ ؟‬ ‫آ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬ ‫ﺃﺴﺘﻨﺘﺞ‬ ‫ﺃﺴﺘﻨﺘﺞ‬ ‫ﻹﻨﺠﺎﺯ ﺜﻘﺏ ﻓﻲ ﺍﻝﺤﺎﺌﻁ ﺃﻭ ﻓﻲ ﻗﻁﻌﺔ ﻻ ﺒﺩ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺁﻝﺔ ﺜﻘﺏ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺇﺯﺍﻝﺔ‬ ‫ﺍﻝﻤﺎ ‪‬ﺓ ﻓﻲ ﺸﻜل ﺍﺴﻁﻭﺍﻨﻲ.‬ ‫ﺩ‬ ‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ـﺔ::‬ ‫ﺘ ﻴ‬ ‫2- ﺍﻷﻨﺸﻁـﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ـﺔ‬ ‫ط1‪W‬‬ ‫א‬ ‫• ﺘﺄ ‪‬ل ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺘﻌﺭﻴﻔﻲ‬ ‫ﻤ ﺭ‬ ‫ﻝﻠﻘﻁﻌﺔ ﺍﻝﹼﺎﻝﻴﺔ :‬ ‫ﺘ‬ ‫911‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 120.
    ‫• ﻗﻡ ﺒﺘﻠﻭﻴﻥﺍﻝﹼﻘﻭﺏ ﺍﻝﹼﺎﻓﺫﺓ ﺒﺎﻝﹼﻭﻥ ﺍﻷﺤﻤﺭ ﻭﺍﻝﻐﻴﺭ ﻨﺎﻓﺫﺓ ﺒﺎﻝﹼﻭﻥ ﺍﻷﺯﺭﻕ ﻓﻲ ﻤﺨﺘﻠﻑ‬ ‫ﻠ‬ ‫ﻠ‬ ‫ﻨ‬ ‫ﺜ‬ ‫ﺍﻝﻤﺴﺎﻗﻁ‬ ‫ط2‪W‬‬ ‫א‬ ‫ﺍﻝ ‪‬ﻨﺩ : ﺍﻝ ‪‬ﺴﻡ ﺍﻝﹼﻌﺭﻴﻔﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺴ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫ا‬ ‫ا‬ ‫10‬ ‫10‬ ‫ــــ‬ ‫ا ـــــ دة‬ ‫ـــ‬ ‫ا د‬ ‫ر‬ ‫ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻭ‬ ‫021‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 121.
    ‫ﺍﻝ ﹼﻌﻠﻴﻤﺔ:‬ ‫ﺘ‬ ‫1. ﻤﺎ ﻫﻲ ﺍﻝﹼﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻹﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻝﻘﻁﻌﺔ :‬ ‫ﺘ‬ ‫.......................................................................................................................................‬ ‫.......................................................................................................................................‬ ‫......................................................................................................................................‬ ‫2. ﻤﺎ ﻫﻲ ﺍﻝﻤﺎ ‪‬ﺓ ﺍﻝﻤﻜ ‪‬ﻨﺔ ﻝﺤﺎﻤل‬ ‫ﻭ‬ ‫ﺩ‬ ‫...................................................................................................................................‬ ‫ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ :‬ ‫ﻭ‬ ‫3. ﻨﺤﺘﺎﺝ ﻹﻨﺠﺎﺯ ﺜﻘﻭﺏ ﺤﺎﻤل ﺍﻝﻤﻜﻭﻨﺎﺕ ﺇﻝﻰ ﻤﺜﻘﺎﺒﻴﻥ ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺨﺎ ‪‬ﻴﺎﺘﻬﻤﺎ ﺒﺈﺘﻤﺎﻡ‬ ‫ﺼ‬ ‫ﺭ‬ ‫ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ:‬ ‫ﹼ‬ ‫ﻨﻭﻋﻪ‬ ‫ﻗﻁﺭﻩ‬ ‫ﺍﻝﻤﺜﻘﺎﺏ‬ ‫ﺨﺭﺴﺎﻨﺔ‬ ‫ﺨﺸﺏ‬ ‫ﻤﻌﺎﺩﻥ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬ ‫4. ﺒﺎﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝ ‪‬ﺴﻡ ﺍﻝﹼﻌﺭﻴﻔﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺃﻜﻤل ﺘﺭﻗﻴﻡ ﺃﻤﺎﻜﻥ ﺍﻝﹼﻘﺏ ﻋﻠﻰ ﺍﻝ ‪‬ﺴﻡ‬ ‫ﺭ‬ ‫ﺜ‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺍﻝﹼﺎﻝﻲ :‬ ‫ﺘ‬ ‫ﺃﻨﺠﺯ ﻋﻤﻠ‪‬ﺔ ﺍﻝﺜﻘﺏ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝﺜﻘﺏ ﻤﻊ ﺍﻝﺤﺭﺹ ﻋﻠﻰ ﺍﺤﺘﺭﺍﻡ‬ ‫ﻴ‬ ‫5.‬ ‫ﻗﻭﺍﻋﺩ ﺍﻝﺤﻤﺎﻴﺔ ﻭﺇﺘﺒﺎﻉ ﺘﻌﻠﻴﻤﺎﺕ ﺍﻷﺴﺘﺎﺫ‬ ‫........................................................................‬ ‫ﻜﻡ ﻴﺒﻠﻎ ﺴﻤﻙ ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ :‬ ‫ﻴ‬ ‫ﻭ‬ ‫6.‬ ‫...................................................................‬ ‫ﺤﺩﺩ ﺍﻝﻤ ‪‬ﺓ ﺍﻝﻼﺯﻤﺔ ﻝﹼﺴﺨﻴﻥ ﻭﺭﻗﺔ ﺍﻝﺒﻼﺴﺘﻴﻙ :‬ ‫ﺘ‬ ‫ﺩ‬ ‫7.‬ ‫121‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 122.
    ‫ﺃﻜﻤل ﺘﺭﻗﻴﻡ ﺃﻤﺎﻜﻥﺨﻁﻭﻁ ﺍﻝﹼﻨﻲ ﻋﻠﻰ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﹼﺎﻝﻲ:‬ ‫ﺘ‬ ‫ﺭ‬ ‫ﺜ‬ ‫8.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫9. ﺃﻨﺠﺯ ﻋﻤﻠ‪‬ﺔ ﺍﻝﺜﻨﻲ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺜﻨﻲ ﺍﻝﻭﺭﻕ ﺍﻝﺒﻼﺴﺘﻴﻜﻲ ﻤﻊ ﺍﻝﺤﺭﺹ‬ ‫ﻴ‬ ‫ﻋﻠﻰ ﺍﺤﺘﺭﺍﻡ ﻗﻭﺍﻋﺩ ﺍﻝﺤﻤﺎﻴﺔ ﻭﺇﺘﺒﺎﻉ ﺘﻌﻠﻴﻤﺎﺕ ﺍﻷﺴﺘﺎﺫ‬ ‫221‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 123.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠــﺎﺯ‬ ‫321‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 124.
    ‫421‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬
  • 125.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻻﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 21‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫مא‬ ‫א‬ ‫ﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﻨﺜ ‪‬ﺕ ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ ‪‬ﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ ؟‬ ‫ﻠ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺒ‬ ‫521‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 126.
    ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 21‬ ‫ﺍﻟ ﹼﺤﺎﻡ ﺍﻟﻘﺼﺪﻳﺮﻱ‬ ‫ﻠ‬ ‫ﺍﻝﻨﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ::‬ ‫ﺍﻝ ﹼﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪‬‬ ‫‪‬‬ ‫ﻨ‬ ‫1-‬ ‫1-‬ ‫ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﺍﻝﻤﻌ ‪‬ﺍﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻝﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ ﺒﻭﻀﻊ ﻋﻼﻤﺔ )×( ﻓﻲ ﺍﻝﻤﻜﺎﻥ‬ ‫ﻠ‬ ‫ﺩ‬ ‫ﺭ‬ ‫ﺍﻝﻤﻨﺎﺴﺏ :‬ ‫ﺍﻹﺼﻼﺡ‬ ‫ﻋﻤل ﺍﻝ ﹼﻠﻤﻴﺫ‬ ‫ﺘ‬ ‫ﻻ‬ ‫ﻻ‬ ‫ﺍﻝﻤﻌ ‪‬ﺍﺕ‬ ‫ﺩ‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫621‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 127.
    ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫721‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 128.
    ‫ﺍﻷﻨﺸﻁـﺔ ﺍﻝﺘﹼﻁﺒﻴﻘﻴ‪‬ﺔ::‬ ‫ﺘ ﻴ‬ ‫ﺍﻷﻨﺸﻁـﺔ ﺍﻝ ﹼﻁﺒﻴﻘ ‪‬ﺔ‬ ‫2-‬ ‫2-‬ ‫ط1‪W‬‬ ‫א‬ ‫1- ﺘﻌ ‪‬ﻑ ﻋﻠﻰ ﻤﻜ ‪‬ﻨﺎﺕ ﻜﺎﻭﻱ ﺍﻝﹼﺤﺎﻡ‬ ‫ﻠ‬ ‫ﻭ‬ ‫ﺭ‬ ‫….……………………‬ ‫.….……………………‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫.….……………………‬ ‫….……………………‬ ‫.…….………………‬ ‫2-ﺃﺫﻜﺭ ﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﹼﺤﺎﻡ ﺍﻝﻘﺼﺩﻴﺭﻱ:‬ ‫ﻠ‬ ‫ﻭ‬ ‫.................................................................................................................................................. ...........................................................................‬ ‫......................................... .................................................................................................................................................................................‬ ‫ط2‪W‬‬ ‫א‬ ‫1- ﺘﺄ ‪‬ل ﺍﻝ ‪‬ﺴﻡ ﺍﻝ ﹼﺎﻝﻲ ﻝﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﺜﻡ ﺃﺠﺏ ﻋﻥ ﺍﻷﺴﺌﻠﺔ :‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺘ‬ ‫ﻤ ﺭ‬ ‫ﻤﺎﻫﻲ ﺍﻝ ﹼﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻹﻨﺠﺎﺯ ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ ؟‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺘ‬ ‫...........................................................................‬ ‫...........................................................................‬ ‫ا‬ ‫...........................................................................‬ ‫...........................................................................‬ ‫821‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 129.
    ‫ﻤﺎﻫ‪‬ﺔ ﺍﻝﹼﻘﻨﻴﺔ ﺍﻝﹼﻲﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺭﺒﻁ ﻁﺭﻓﻲ ﺍﻝﻤﻘﺎﻭﻡ ﺒـﻨﻘﻁﺘﻲ ﺍﻝﺭﺒﻁ ؟‬ ‫ﺘ‬ ‫ﻴ ﺘ‬ ‫......................................... ...........................................................................‬ ‫ﺭﹼﺏ ﻤﺭﺍﺤل ﻝﺤﻡ ﺍﻝﻤﻘﺎﻭﻡ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ ﻋﻠﻰ ﺍﻝﺤﺎﻤل‬ ‫ﺘ‬ ‫ﻨﺴﺨﻥ ﻤﻜﺎﻥ ﺍﻝﹼﺜﺒﻴﺕ ﺒﻭﻀﻊ ﺤﺩ ﻜﺎﻭﻱ ﺍﻝﹼﺤﺎﻡ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻋﻠﻰ ﻁﺭﻑ ﺍﻝﻤﻜﻭﻥ ﻭﻨﺤﺎﺱ‬ ‫ﻠ‬ ‫‪‬‬ ‫ﺘ‬ ‫...............‬ ‫ﺍﻝﹼﻭﺡ‬ ‫ﻠ‬ ‫ﻨﺸ ﹼل ﺍﻝﻜﺎﻭﻱ ﺒﻭﺼﻠﻪ ﺒﺎﻝﹼﻴﺎﺭ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ.‬ ‫ﺘ‬ ‫ﻐ‬ ‫...............‬ ‫..................................................................................................................................................‬ ‫3‬ ‫ﻨﻀﻊ ﺍﻝﻜﺎﻭﻱ ﻓﻲ ﺍﻝ ‪‬ﻨﺎﺩ .‬ ‫ﺴ‬ ‫...............‬ ‫ﻨﻤﺴﻙ ﺒﺎﻝﻜﺎﻭﻱ ﻤﻥ ﺍﻝﻤﻘﺒﺽ ﻜﻤﺎ ﻨﻤﺴﻙ ﺒﺎﻝﻘﻠﻡ ﻋﻨﺩ ﺍﻝﻜﺘﺎﺒﺔ.‬ ‫...............‬ ‫..................................................................................................................................................‬ ‫9‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫ﻨﺫﻴﺏ ﺍﻝﹼﺤﺎﻡ ﻋﻠﻰ ﺍﻝ ﹼﺭﻓﻴﻥ ﺍﻝﻤﺭﺍﺩ ﺘﺠﻤﻴﻌﻬﻤﺎ ﺜﻡ ﻨﺒﻌﺩ ﺴﻠﻙ ﺍﻝﻘﺼﺩﻴﺭ.‬ ‫ﻁ‬ ‫ﻠ‬ ‫...............‬ ‫..................................................................................................................................................‬ ‫8‬ ‫ﺇﺩﺨﺎل ﻁﺭﻑ ﺍﻝﻤﻜ ‪‬ﻥ ﻓﻲ ﺜﻘﺏ ﺍﻝﹼﻭﺡ‬ ‫ﻠ‬ ‫ﻭ‬ ‫...............‬ ‫2- ﺒﺈﹼﺒﺎﻉ ﺍﻝﻤﺭﺍﺤل ﺍﻝ ‪‬ﺎﺒﻘﺔ ﻗﻡ ﺒﻠﺤﻡ ﺍﻝﻤﻘﺎﻭﻡ ﻋﻠﻰ ﺤﺎﻤل ﺍﻝﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌ‪‬ﺔ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺴ‬ ‫ﺘ‬ ‫ط 3‪W‬‬ ‫א‬ ‫ﺃﻨﺠﺯ ﺤﺎﻤل ﻤﻜ ‪‬ﻨﺎﺕ ﻜﻬﺭﺒﺎﺌ‪‬ﺔ ﻝﻠﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﹼﺎﻝﻴﺔ :‬ ‫ﺘ‬ ‫ﻭ‬ ‫ﻴ‬ ‫ﻭ‬ ‫ﺼﻬﻴﺭﺓ‬ ‫ﺼﻤﺎﻡ ﻤﺸﻊ‬ ‫ﻗﺎﻁﻌﺔ‬ ‫ﻤﺼﺒﺎﺡ‬ ‫921‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 130.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫031‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 131.
    ‫ﺘﻘﻨﻴﺘﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫131‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 132.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻻﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 31‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫א א א‬ ‫ﻜﻴﻑ ﺃﻨﺠﺯ ﺍﻝﻌﻤﻠ ‪‬ﺎﺕ ﺍﻝ ﹼﻘﻨ ‪‬ﺔ ﺍﻝﻤﺘﻌﹼﻘﺔ ﺒﻤﺸﺭﻭﻉ ﺍﻝﻔﺼل ؟‬ ‫ﻠ‬ ‫ﺘ ﻴ‬ ‫ﻴ‬ ‫231‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 133.
    ‫31‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺍﻟ ‪‬ﺍﺭﺓ ﺍﳌﻄﺒﻮﻋﺔ‬ ‫ﺪ‬ ‫1 - ﺍﻝﻨﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ::‬ ‫ﺍﻝ ﹼﺸـﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ‪‬‬ ‫‪‬‬ ‫ﻨ‬ ‫ط 1‪W‬‬ ‫ر:‬ ‫ّ‬ ‫و‬ ‫ا ّارة ا‬ ‫ـ ّف‬ ‫.......................................‬ ‫........................................‬ ‫..........................................‬ ‫..........................................‬ ‫ﺃﺘﺫ ﹼﺭ:‬ ‫ﻜ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫...........................................................................................................................‬ ‫* ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻫﻲ :‬ ‫‪‬‬ ‫..............................................................................................................................................................................‬ ‫ط 2‪W‬‬ ‫ﺘﺄﻤـل ﺍﻝﺼ ‪‬ﺭ ﺍﻝﺘﺎﻝ‪‬ﺔ ﺍﻝﻤﺠ ‪‬ﻤﺔ ﻝﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝـ ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻭﻋ ‪‬ﻓﻬـﺎ:‬ ‫ﺭ‬ ‫ﺩ‬ ‫ﺴ‬ ‫ﻴ‬ ‫ﻭ‬ ‫‪‬‬ ‫.…….……………‬ ‫.………………………‬ ‫.……………………………‬ ‫.………………………‬ ‫.............................‬ ‫..............................‬ ‫.................................‬ ‫.....................................‬ ‫ﺃﺘﺫ ﹼﺭ: ﻤﻥ ﺒﻴﻥ ﻤﺭﺍﺤل ﺇﻨﺠﺎﺯ ﺍﻝ ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻨﺫﻜﺭ:‬ ‫ﺩ‬ ‫ﻜ‬ ‫-................ - ................. - ......... - .......... - ............ -‬ ‫.......... - ............ - ............‬ ‫331‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 134.
    ‫2 – ﺍﻷﻨﺸﻁﺔﺍﻝﺘﻁﺒﻴﻘﻴﺔ::‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬ ‫ط 1‪ W‬ﺃﺘﺩ ‪‬ﺏ ﻋﻠﻰ ﺭﺴﻡ ﺍﻝ ‪‬ﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺒﺎﻝﺤﺎﺴﻭﺏ ﻭﺒﺭﻤﺠ ‪‬ﺔ 3‪.FeCL‬‬ ‫ﻴ‬ ‫ﺩ‬ ‫ﺭ‬ ‫א‬ ‫ﺍﻝ ‪‬ﻌﻁ ‪‬ﺎﺕ: ـ ﺍﻝﻤﻨﺘﺞ: ﻤﺨﺘﺒﺭ ﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎ ﹼﺔ.‬ ‫ﻓ‬ ‫ﻤ ﻴ‬ ‫ـ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻤﻘﹼﻥ ﻭﻗﺎﺌﻤﺔ ﻤﻜ ‪‬ﻨﺎﺕ ﺍﻝﺠﻬﺎﺯ.‬ ‫ﻭ‬ ‫ﻨ‬ ‫ﺭ‬ ‫‪E11A‬‬ ‫ﻤﺅﺸـﺭ‬ ‫1‬ ‫‪Vu‬‬ ‫‪22Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫2‬ ‫3‪R‬‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫4004‪1N‬‬ ‫ﺼ ‪‬ـﺎﻡ‬ ‫ﻤ‬ ‫2‬ ‫2‪D1-D‬‬ ‫‪22Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫2‪R‬‬ ‫‪1.2Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ.‬ ‫2‬ ‫4‪R‬‬ ‫‪15Ω ¼ W‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫2‬ ‫1‪R‬‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝ ﹼﺴﻤﻴﺔ‬ ‫ﺘ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻤﺯ‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺘﺴﻤ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺭﻤﺯ‬ ‫………….………………………‬ ‫ﺍﻝﻤﺩﺭﺴﺔ ﺍﻹﻋﺩﺍﺩ ‪‬ﺔ ﺒـ‬ ‫ﻴ‬ ‫ﻤﺨﺘﺒﺭ ﺍﻷﻋﻤﺩﺓ ﺍﻝﺠﺎﻓﺔ‬ ‫431‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 135.
    ‫ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ: ﺃﺭﺴﻡﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻬﺫﺍ ﺍﻝﺠﻬﺎﺯ ﺒﺒﺭﻤﺠ ‪‬ﺔ 3‪.FeCL‬‬ ‫ﻴ‬ ‫ﻜﻴﻑ ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺒﺒﺭﻤﺠ ‪‬ﺔ 3‪ FeCL‬؟‬ ‫ﻴ‬ ‫1 ـ ﺃﻓﺘﺢ ﻤﻥ ﻤﻜﺘﺏ ﺍﻝﺤﺎﺴﻭﺏ ﺒﺭﻤﺠ‪‬ﺔ 3‪ .FeCL‬ﺒﺎﻝﻨﻘﺭ ﻋﻠﻰ ﺃﻴﻘﻭﻨﺘﻪ.‬ ‫ﻴ‬ ‫2 ـ ﺃﻓﺘﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺃﻀﺒﻁ ﺃﺒﻌﺎﺩ ﺍﻝﻠﻭﺤﺔ.‬ ‫ﻝﻔﺘﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ.‬ ‫‪OK‬‬ ‫ﺃ-ﺃﻨﻘﺭ ﻋﻠﻰ‬ ‫ﺃ-ﺇﺨﺘﺭ ﻤﻘﺎﺴﺎﺕ ﺍﻝﻠﻭﺡ.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫3 ـ ﺃﺴﺘﻌﻤل ﻝﻭﺤﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺃﺤ ‪‬ﺩ ﻤﻭﺍﻗﻊ ﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺸﺭﻭﻉ:‬ ‫ﺩ‬ ‫ﺃ ـ ﺃﻨﻘﺭ ﺍﻝﻤﻜ ‪‬ﻥ‬ ‫ﻭ‬ ‫ﺍﻝﻤﻨﺎﺴﺏ ﻭﺃﺴﺤﺒﻪ‬ ‫ﻤﺴﻁﺭﺓ ﻝﻀﺒﻁ‬ ‫ﺇﻝﻰ ﻤﺴﺎﺤﺔ ﺍﻝﺭﺴﻡ‬ ‫ﻤﻭﻗﻊ ﺍﻝﻤﻜ ‪‬ﻥ‬ ‫ﻭ‬ ‫ﺃﻓﻘ‪‬ﺎ‬ ‫ﻴ‬ ‫ﺝ ـ ﺃﺤ ‪‬ﺩ ﺍﻝ ‪‬ﺍﻭ‪‬ﺔ‬ ‫ﺩ ﺯ ﻴ‬ ‫ﻤﺴﺎﺤﺔ ﺭﺴﻡ‬ ‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﻜ ‪‬ﻥ )°0-°09‬ ‫ﻭ‬ ‫ﺍﻝﺩﺍﺭﺓ ﺠﻬـﺔ‬ ‫°081 ﺃﻭ °072.(‬ ‫ﺍﻝﹼﺤـﺎﺱ.‬ ‫ﻨ‬ ‫ﺏ ـ ﺃﺤـ ‪‬ﺩ ﺍﻝﺤﺠﻡ‬ ‫ﺩ‬ ‫ﻤﺴﺎﺤﺔ ﺭﺴﻡ‬ ‫ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﻤﻜﻭﻥ ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻝﺩﺍﺭﺓ ﺠﻬـﺔ‬ ‫ﺒﻌﺩ ﺍﻝﹼﻘﺭ ﻋﻠﻴﻪ‬ ‫ﻨ‬ ‫ﺍﻝﻤﻜ ‪‬ﻨـﺎﺕ.‬ ‫ﻭ‬ ‫)1×/ 5.1×...(‬ ‫ﻤﺴﻁﺭﺓ ﻝﻀﺒﻁ ﻤﻭﻗﻊ‬ ‫ﺍﻝﻤﻜﻭﻥ ﻋﻤﻭﺩ‪‬ﺎ‬ ‫ﻴ‬ ‫531‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 136.
    ‫4 ـ ﺃﻀﻴﻑﺇﻝﻰ 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 ‫5 ـ ﺃﺭﺒـﻁ ﺍﻷﻗـﺭﺍﺹ ﺒﺎﻝﻤﺴـﺎﻝﻙ.‬ ‫ﺃ ـ ﺃﻨﻘــﺭ‬ ‫ﺯﺭ ﺍﻝﻤﺴﺎﻝﻙ‬ ‫‪‬‬ ‫ﻤ ‪‬ﺓ ﻭﺍﺤﺩﺓ.‬ ‫ﺭ‬ ‫ﺏ ـ ﺃﺭﺒـﻁ ﺍﻝﻤﻜﻭﻨﺎﺕ‬ ‫ﻭﻓﻕ ﺍﻝ ‪‬ﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ.‬ ‫ﺭ‬ ‫631‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 137.
    ‫6 ـ ﺃﻋـ‪‬ﻑ ﺍﻝﻤﻜﻭﻨـﺎﺕ ﻋﻠـﻰ ﺠﻬـﺔ ﺍﻝﹼﺤـﺎﺱ.‬ ‫ﻨ‬ ‫ﺭ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫7 ـ ﺃﻨﺸﺭ ﻭﺃﻁﺒﻊ ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ.‬ ‫ﺃ ـ ﺃﻨﻘﺭ ﻋﻠﻰ ‪Documents‬‬ ‫ﻭﺃﺨﺘﺎﺭ ‪ TYPON‬ﻭﺍﻨﻘﺭﻩ ﻝﻠﺤﺼﻭل‬ ‫ﻋﻠﻰ ﺭﺴﻭﻡ ﻝﻠﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺠﻬﺔ‬ ‫ﺍﻝ ﹼﺤﺎﺱ )ﺩﻭﻥ ﻤﻜﻭﻨﺎﺕ(‬ ‫ﻨ‬ ‫ﺏ ـ ﺃﻁﺒﻊ ﻋﻠﻰ ﻭﺭﻕ ﺸﻔﺎﻑ ﺒﻁﺎﺒﻌﺔ‬ ‫ﺍﻝﺤﺎﺴﻭﺏ.‬ ‫731‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 138.
    ‫ط 2‪W‬‬ ‫א‬ ‫ﺃﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫ـ ﺍﻝﻤﻌﻁﻴﺎﺕ: ـ ﺍﻝﺭﺴﻡ ﺍﻝﺒﻴﺎﻨﻲ ﺍﻝﻤﻘﹼﻥ ﻝﺩﺍﺭﺓ ﺍﻝﻤﺅﻗﺕ – ﺭﺴﻡ 1.‬ ‫ﻨ‬ ‫ـ ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺠﻬﺘﻲ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺍﻝﻨﺤﺎﺱ.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫ﺩﺍﺭﺓ ﻤﺩﻤﺠﺔ 555 ‪NE‬‬ ‫1‬ ‫‪CI‬‬ ‫‪250V 1A‬‬ ‫ﻗﺎﻁﻊ‬ ‫1‬ ‫‪K‬‬ ‫ﻗﺎﻁـﻊ‬ ‫4‬ ‫‪S‬‬ ‫ﺃﺤﻤﺭ 5‪Ø‬‬ ‫ﺼﻤﺎﻡ‬ ‫1‬ ‫ﻤﻘـﺎﻭﻡ ‪LED 806KΩ¼W‬‬ ‫‪Ω‬‬ ‫1‬ ‫4‪R‬‬ ‫22‪9V 6F‬‬ ‫ﺒﻁﺎﺭ ‪‬ﺔ‬ ‫ﻴ‬ ‫1‬ ‫‪G‬‬ ‫‪Ω‬‬ ‫‪100KΩ‬‬ ‫ﻡ. ﻤﺘﻐ ‪‬ﺭ‬ ‫ﻴ‬ ‫1‬ ‫‪P‬‬ ‫‪402KΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫3‪R‬‬ ‫ﺘﺭﻨﺯﻴﺴﺘﻭﺭ 7092‪2N‬‬ ‫1‬ ‫‪Tr‬‬ ‫‪330Ω¼ W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫6‪R‬‬ ‫‪200KΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫2‪R‬‬ ‫ﻤﻨﺒـﻪ‬ ‫1‬ ‫‪BZ 1.8MΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫5‪R‬‬ ‫‪100KΩ¼W‬‬ ‫‪Ω‬‬ ‫ﻤﻘـﺎﻭﻡ‬ ‫1‬ ‫1‪R‬‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺘﺴﻤ ‪‬ﺔ‬ ‫ﻴ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ ﺍﻝ ﹼﺴﻤﻴﺔ‬ ‫ﺘ‬ ‫ﺍﻝﺨﺎﺼ ‪‬ﺎﺕ‬ ‫ﻴ‬ ‫ﺍﻝﺭﻤﺯ ﺍﻝﻌﺩﺩ ﺍﻝ ﹼﺴﻤﻴﺔ‬ ‫ﺘ‬ ‫...............................................................‬ ‫ﺍﻝﻤﺩﺭﺴـﺔ ﺍﻹﻋﺩﺍﺩﻴـﺔ ﺒـ‬ ‫ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬ ‫831‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 139.
    ‫ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ:‬ ‫1- ﺃﻜﻤل ﻋﻠﻰ ﺍﻝﺭﺴﻡ2 ﻤﺴﺎﻝﻙ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ) ﺒﺎﻷﺩﻭﺍﺕ ﺍﻝﻬﻨﺩﺴ‪‬ﺔ (.‬ ‫ﻴ‬ ‫ﺭﺴﻡ1: ﺍﻝﻠﻭﺤﺔ ﺠﻬﺔ ﺍﻝﻨﺤﺎﺱ‬ ‫ﺭﺴﻡ2: ﺍﻝﻠﻭﺤﺔ ﺠﻬﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ‬ ‫2- ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﻗﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ.‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫931‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 140.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫041‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 141.
    ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻻﻨﺠــﺎﺯ‬ ‫141‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 142.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 41‬ ‫א‬ ‫وא א‬ ‫א‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫ﻜﻴﻑ ﺃﺭﺍﻗﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺃﻨﺠﺯﺘﻬﺎ ؟‬ ‫241‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 143.
    ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫41‬ ‫د‬ ‫ا رس‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫1 - ﺍﻝﻨﺸﺎﻁ ﺍﻻﺴﺘﻜﺸﺎﻓﻲ:‬ ‫ﺴﺠل ﺍﻝﺨﺎﺼﻴﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻤﺨﺘﻠﻑ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺒﻤﺨﺒﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‬ ‫ز‬ ‫تا‬ ‫ا‬ ‫ا ز‬ ‫ﺍﻝﻤﻨﻭﺭ ﺍﻝﻌﺎﻜﺱ‬ ‫ﺁﻝﺔ ﺍﻝﺘﺸﻜﻴل ﺍﻝﺤﺭﺍﺭﻱ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﻐﺫﻴﺔ‬ ‫ﻜﺎﻭﻱ ﺍﻝﻠﺤﺎﻡ‬ ‫ﺁﻝﺔ ﺜﻘﺏ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‬ ‫341‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 144.
    ‫2- ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ::‬ ‫2- ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻝﻨﺸﺎﻁ 1 :‬ ‫1- ﺃﺘﻤﻡ ﺭﺒﻁ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﺩﺍﺭﺓ ﺍﻹﻨﺎﺭﺓ ﺍﻝﺒﺴﻴﻁﺔ ﺍﻝﺘﺎﻝﻴﺔ:‬ ‫2- ﺃﺘﻤﻡ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ :‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا ن‬ ‫‪K‬‬ ‫‪H‬‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫‪R‬‬ ‫‪E‬‬ ‫‪F‬‬ ‫2- ﻤﺎ ﻫﻭ ﺠﻬﺎﺯ ﺍﻝﻘﻴﺱ ﺍﻝﺫﻱ ﻴﺤﺩﺩ ﻓﺎﺭﻕ ﺍﻝﺠﻬﺩ ﺒﻴﻥ ﻗﻁﺒﻲ ﺍﻝﻔﺎﻨﻭﺱ :‬ ‫.………………………………………………………………………………………………………………‬ ‫3- ﻜﻴﻑ ﻴﺘﻡ ﻭﺼﻠﻪ ﺒﺎﻝﻔﺎﻨﻭﺱ ﺍﻝﻜﻬﺭﺒﺎﺌﻲ، ﺃﺘﻤﻡ ﺭﺴﻤﻪ ﺒﺎﻝﺩﺍﺭﺓ‬ ‫ﺍﻝﻨﺸﺎﻁ 2 :‬ ‫ﺃﻨﺠﺯ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺒﺭﻤﺠﻴﺔ ‪:Crocodile Clips‬‬ ‫441‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 145.
    ‫1- ﻤﺎ ﺍﺴﻡﺠﻬﺎﺯ ﺍﻝﻘﻴﺱ ﺍﻝﻤﺴﺘﻌﻤل ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺍﺭﺓ.‬ ‫.………………….…………………………………………………………………………………………………………………………………‬ ‫2- ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ.‬ ‫.………………….…………………………………………………………………………………………………………………………………‬ ‫3- ﺤﻭﻝﻬﺎ ﺇﻝﻰ ‪.A‬‬ ‫………………..……………………………………………………………………………………………………………………………………‬ ‫4- ﻤﺎ ﻫﻭ ﺍﻝﺠﻬﺎﺯ ﺍﻵﺨﺭ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﻤﻥ ﻗﻴﺱ ﻫﺫﻩ ﺍﻝﺨﺎﺼﻴﺔ.‬ ‫.…………………..…………………..……………………………………………………………………………………………………………‬ ‫5- ﻤﺎﺫﺍ 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.‬ ‫1- ﻤﺎ ﻫﻭ ﺍﻝﺠﻬﺎﺯ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺍﻝﺘﻠﻤﻴﺫ ﻤﻥ ﻤﺭﺍﻗﺒﺔ ﺍﻝﺩﺍﺭﺓ.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫2- ﻓﻲ ﺃﻱ ﻭﻀﻊ ﻴﺠﺏ ﺃﻥ ﻴﻭﻗﻑ ﺍﻝﻤﺒﺩل.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫3- ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺤﺎﻝﺔ ﺃﻥ ﻫﻨﺎﻙ ﻋﺩﻡ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‬ ‫ﻓﻲ ﺍﻝﻤﺴﻠﻙ.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫4- ﻤﺎ ﻫﻲ ﻗﻴﻤﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﺠﻬﺎﺯ ﻓﻲ ﺤﺎﻝﺔ ﺃﻥ ﻫﻨﺎﻙ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻓﻲ‬ ‫ﺍﻝﻤﺴﻠﻙ.‬ ‫.…….………………………………………………………………………………………………………………………………………………‬ ‫541‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 146.
    ‫ﺃﺿﻴﻒ ﺇﱃ ﻛ‪‬ﺍﺳﻲ‬ ‫ﺮ‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫641‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 147.
  • 148.
    ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺴﺎﺩﺱ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ 51‬ ‫وא א א‬ ‫א‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫ﻜﻴﻑ ﺃﺭﺍﻗﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺃﻨﺠﺯﺘﻬﺎ ؟‬ ‫841‬ ‫آ اس ا‬
  • 149.
    ‫51‬ ‫ﺍﻝﺩﺭﺱ ﻋﺩﺩ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫1 - ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫1 - ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ :‬ ‫ط د1‬ ‫ط د1‬ ‫אא‬ ‫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 ‫………………….……………………………………‬ ‫………………….……………………………………‬ ‫………………….……………………………………‬ ‫941‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 150.
    ‫ط د2‬ ‫ط د2‬ ‫אא‬ ‫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 :‬ ‫051‬ ‫آ اس ا‬
  • 151.
    ‫ط د 2‪WW‬‬ ‫ط د2‬ ‫אא‬ ‫ﺒﺎﻝﺭﺠﻭﻉ ﺇﻝﻰ ﺍﻝﺼﻔﺤﺔ 99 ﻤﻥ ﻜﺘﺎﺏ ﺍﻝﺩﺭﻭﺱ ﻭﻋﻨﺩ ﻗﻁﻊ ﺍﻝﻠﻭﺡ ﻻﻨﺠﺎﺯ ﻝﻭﺡ ﺍﻝﺩﺍﺭﺓ‬ ‫ﺍﻝﻤﻁﺒﻭﻋﺔ، ﻗﻤﻨﺎ ﺒﻘﻁﻊ ﺍﻝﺠﺯﺀ ﺤﺴﺏ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ :‬ ‫ـ ﺃﻗﻁﻊ ﺠﺯﺀ ﺒﻤﻘﺎﺱ ﺍﻝﺭﺴﻡ 2 ) 94 × 33 ﻤﻡ (‬ ‫ﺁﻝﺔ ﻗﻁﻊ ﻝﻭﺤﺔ ﺍﻝﺩﺍﺭﺓ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﺔ :‬ ‫ﺃﻗﻭﻡ ﺒﻤﺭﺍﻗﺒﺔ ﻗﻴﺱ ﺍﻷﺒﻌﺎﺩ ﻭﺃﺩﻭﻨﻬﺎ ﻋﻠﻰ ﺍﻝﺭﺴﻡ ﺍﻝﺘﺎﻝﻲ :‬ ‫ﺘﻘﻨﻴـﺎﺕ ﺍﻹﻨﺠـﺎﺯ‬ ‫151‬ ‫ﻜﺭﺍﺱ ﺍﻷﻨﺸﻁﺔ‬
  • 152.
    ‫ﺍﻝﻔﻬــﺭﺱ‬ ‫وאن א د س‬ ‫و‬ ‫א‬ ‫ﺍﳌﻘﺪﻣﺔ‬ ‫ﻛﻴﻒ ﺃﺳﺘﻌﻤﻞ ﻛﺘﺎﰊ‬ ‫50‬ ‫ﺗﺮﺗﻴﺐ ﻭﻇﺎﺋﻒ ﺍﳋﺪﻣﺎﺕ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻭﻅﻴﻔﻲ‬ ‫10‬ ‫31‬ ‫ﺇﲤﺎﻡ ﺟﺰﺀ ﻣﻦ ﻛﺮﺍﺱ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻮﻇﻴﻔﻲ‬ ‫12‬ ‫ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻟﺘﻮﻗﻴﺖ ﳉﻬﺎﺯ ﺗﻘﲏ‬ ‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺘﻭﻗﻴﺕ‬ ‫20‬ ‫92‬ ‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﻭﺳﻼﻣﺔ ﺍﶈﻴﻂ‬ ‫ﺍﻝﺒﻴﺌﺔ ﻭﺴﻼﻤﺔ ﺍﻝﻤﺤﻴﻁ‬ ‫30‬ ‫73‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺘﻌﺮﻳﻔﻲ ﻟﻠﻘﻄﻌﺔ‬ ‫35‬ ‫ﺍﳌﻘﻄﻊ ﺍﻟﺒﺴﻴﻂ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺒﻴﺎﻨﻲ‬ ‫40‬ ‫07‬ ‫ﺭﺳﻢ ﺍﻟﻠﻮﺍﻟﺐ‬ ‫29‬ ‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫201‬ ‫ﺍﻹﺷﺎﺭﺓ )ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ (‬ ‫ﺍﻝﺘﻭﺍﺼل‬ ‫50‬ ‫011‬ ‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻹﺷﻬﺎﺭ‬ ‫811‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ: ﺍﻟﺜﻘﺐ + ﺍﻟﺜﲏ‬ ‫521‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ: ﺍﻟﻠﺤﺎﻡ ﺍﻟﻘﺼﺪﻳﺮﻱ‬ ‫231‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻹﳒﺎﺯ: ﺍﻟﺪﺍﺭﺓ ﺍﳌﻄﺒﻮﻋﺔ‬ ‫ﺘﻘﻨﻴﺎﺕ ﺍﻹﻨﺠﺎﺯ‬ ‫60‬ ‫241‬ ‫ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫841‬ ‫ﺍﻟﻘﻴﺲ ﻭﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫251‬ ‫ﺍﻝﻔﻬﺭﺱ‬ ‫251‬ ‫آ اس ا‬