‫اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ‬








  




Original Title:
‫اﻟﺮﻳﺎﺿﻴﺎت‬
Precalculus ©2011 & ‫اﻟﺼﻒ اﻟﺜﺎﻟﺚ اﻟﺜﺎﻧﻮي‬
Algebra 2 ©2010 ‫ﻗﺴﻢ اﻟﻌﻠﻮم اﻟﻄﺒﻴﻌﻴﺔ‬
By:
John A. Carter, Ph. D
Prof. Gilbert J. Cuevas
Roger Day, Ph. D  
Carol E. Malloy, Ph. D
Luajean Bryan 
Berchie Holliday, Ed. D 
Prof. Viken Hovsepian 
Ruth M.Casey 





 

CONSULTANTS 
Mathematical Content 
Prof. Viken Hovsepian 
Grant A. Fraser, Ph.D
Arthur K. Wayman, Ph.D
Gifted and talented 
Shelbi K. Cole 
Mathematical Fluency
Robert M. Capraro

Reading and Writing 
Releah Cossett Lent
Lynn T. Havens
Graphing Calculator
Ruth M. Casey
Jerry J. Cummins
Test Preperation
Christopher F. Black
Science/Physics
Jane Bray Nelson
Jim Nelson

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

 ‫‪‬‬
‫ﻳﺴﺮﻧﺎ ﺃﻥ ﻧﻘﺪﱢ ﻡ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﻟﻤﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﺁﻣﻠﻴﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻜﻢ ﺍﻟﻤﺮﺷﺪ‬
‫ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻤﺎﺩﺓ‪ ،‬ﻭﺍﻟﺪﺍﻋﻢ ﻓﻲ ﺗﻘﻮﻳﻢ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﻤﺎ ﻳﺤﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﻨﺸﻮﺩﺓ‬
‫ﻣﻦ ﺗﺪﺭﻳﺲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪.‬‬

‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫ﺗﻮﺿﺢ ﻫﺬﻩ ﺍﻟﻤﻘﺪﻣﺔ ﻛﻴﻔﻴﺔ ﺑﻨﺎﺀ ﺍﻟﺴﻠﺴﻠﺔ ﻋﻠﻤ ﹼﹰﻴﺎ ﻭﺗﺮﺑﻮ ﹼﹰﻳﺎ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﺘﱠﺒﻌﺔ ﻭﺍﻟﻤﺘﻨﻮﻋﺔ ﻓﻲ‬
‫ﺍﻟﺪﻟﻴﻞ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻟﺘﻘﻮﻳﻢ‪ ،‬ﻭﺃﺩﻭﺍﺗﻪ ﺍﻟﻤﻘﺘﺮﺣﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﺮﺍﻋﻲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‪.‬‬

‫‪ ‬‬
‫ﺗﻢ ﺗﻮﺯﻳﻊ ﺍﻟﻤﻘﺮﺭ ﺇﻟﻰ ﻓﺼﻮﻝ‪ ،‬ﻭﻳﺒﺪﺃ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﻛﻞ ﻓﺼﻞ ﺑﺘﻘﺪﻳﻢ ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﻋﻠﻴﻪ ﺗﺘﻀﻤﻦ ﻣﺨﻄﻂ ﺍﻟﻔﺼﻞ‬ ‫ﱠ‬
‫ﻭﺃﻫﺪﺍﻓﻪ‪ ،‬ﻭﻣﺼﺎﺩﺭ ﺗﺪﺭﻳﺴﻪ‪ ،‬ﻭﺍﻟﺨﻄﺔ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﻘﺘﺮﺣﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﺛﻢ ﻳﻘﺪﹼ ﻡ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺮﺃﺳﻲ ﻟﻤﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺧﻼﻝ‬
‫ﺍﻟﺼﻒ ﻭﺍﻟﺼﻔﻮﻑ ﺍﻷﺧﺮ￯‪ .‬ﻛﻤﺎ ﻳﻘﺘﺮﺡ ﺍﻟﺪﻟﻴﻞ ﺁﻟﻴ ﹰﺔ ﻟﺘﻌ ﱡﻠﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻔﺼﻞ ﻣﻦ ﺧﻼﻝ ﻣﻬﺎﺭﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺛﻢ ﻳﻘﺪﻡ ﹰ‬
‫ﺩﻋﻤﺎ‬
‫ﻟﻠﻤﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺻﻔﺤﺔ ﺍﺳﺘﻬﻼﻝ ﺍﻟﻔﺼﻞ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻓﻲ ﺗﻘﺪﻳﻢ ﻣﻮﺿﻮﻉ‬
‫ﺍﻟﻔﺼﻞ‪ ،‬ﺛﻢ ﻳﻌﺮﺽ ﻣﺨﻄ ﹰﻄﺎ ﻟﻠﺘﻘﻮﻳﻢ ﺑﺄﻧﻮﺍﻋﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺃﺩﻭﺍﺗﻪ ﺍﻟﻤﺘﻌﺪﺩﺓ‪.‬‬

‫‪ ‬‬
‫ﻳﻘﺪﹼ ﻡ ﺍﻟﺪﻟﻴﻞ ﺃﻧﺸﻄ ﹰﺔ ﻣﻘﺘﺮﺣ ﹰﺔ ﺗﺮﺍﻋﻲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﺄﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﺗﺴﺎﻋﺪ ﺍﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺷﺮﺡ ﻛﻞ‬
‫ﹴ‬
‫ﻣﺤﺪﺩﺓ ﻫﻲ‪:‬‬ ‫ﹴ‬
‫ﺧﻄﻮﺍﺕ‬ ‫ﺩﺭﺱ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﻌﺮﺽ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺪﺭﺱ ﻓﻲ‬

‫‪ ‬ﻳﺒ ﱢﻴﻦ ﺗﺮﺍﺑﻂ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﺔ ﻗﺒﻞ ﺍﻟﺪﺭﺱ ﻭﻓﻲ ﺃﺛﻨﺎﺋﻪ ﻭﺑﻌﺪﻩ‪.‬‬

‫‪ ‬ﻳﻘﺪﹼ ﻡ ﻣﻘﺘﺮﺣﺎﺕ ﻟﻠﻤﻌﻠﻢ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﺪﺭﺱ‪ ،‬ﺗﺘﻀﻤﻦ ﺃﺳﺌﻠﺔ ﺗﻌﺰﻳﺰ ﺣﻮﺍﺭﻳﺔ ﻭﺃﻧﺸﻄﺔ ﻣﻘﺘﺮﺣﺔ‪ ،‬ﻭﻳﺒﺮﺯ‬
‫ﺍﻟﻤﺤﺘﻮ￯ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻤﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ‪ ,‬ﻛﻤﺎ ﻳﻘﺪﹼ ﻡ ﺃﻣﺜﻠ ﹰﺔ ﺇﺿﺎﻓﻴ ﹰﺔ ﻟﻠﻤﻌﻠﻢ‪.‬‬
‫ﹴ‬
‫ﺗﺪﺭﻳﺒﺎﺕ ﻣﺘﻨﻮﻋ ﹰﺔ ﺗﺤﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺱ ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪ ‬ﻳﺘﻀﻤﻦ‬

‫ﻣﻘﺘﺮﺣﺎ ﻟﻠﻤﻌﻠﻢ؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﺍﻟﻤﻔﺎﻫﻴﻢ‬

‫ﹰ‬ ‫‪ ‬ﻳﻘﺪﹼ ﻡ ﻣﻘﺘﺮﺣﺎﺕ ﻟﺘﻘﻮﻳﻢ ﺍﻟﺪﺭﺱ‪ ،‬ﻛﻤﺎ ﻳﺘﻀﻤﻦ‬
‫ﻭﺇﺗﻘﺎﻧﻬﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻘﺪﹼ ﻣﺔ ﻓﻲ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﻳﻌﺮﺽ ﺍﻟﺪﻟﻴﻞ ﺁﻟﻴ ﹰﺔ ﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﻤﻄﻮﻳﺎﺕ‪.‬‬
‫ﻣﻔﺼﻠ ﹰﺔ ﻟﺒﻌﺾ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ‪.‬‬ ‫ﹴ‬
‫ﻛﻤﺎ ﻳﻘﺪﹼ ﻡ ﺍﻟﺪﻟﻴﻞ ﻓﻲ ﻛﻞ ﺩﺭﺱ ﺇﺟﺎﺑﺎﺕ ﹼ‬
‫‪ ‬‬
‫ﺗﻘﺪﹼ ﻡ ﺍﻟﺴﻠﺴﻠﺔ ﺃﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ ﻟﺘﻘﻮﻳﻢ ﺍﻟﻄﻼﺏ )ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭﺍﻟﺘﻜﻮﻳﻨﻲ ﻭﺍﻟﺨﺘﺎﻣﻲ(‪ ،‬ﻭﺁﻟﻴﺎﺕ ﻟﻤﻌﺎﻟﺠﺔ ﺍﻷﺧﻄﺎﺀ‬
‫ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﻟﺪ￯ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻭﻧﺤﻦ ﺇﺫ ﻧﻘﺪﹼ ﻡ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻟﺰﻣﻼﺋﻨﺎ ﺍﻟﻤﻌ ﱢﻠﻤﻴﻦ ﻭﺍﻟﻤﻌ ﱢﻠﻤﺎﺕ‪ ،‬ﻟﻨﺄﻣﻞ ﺃﻥ ﻳﺤﻮﺯ ﺍﻫﺘﻤﺎﻣﻬﻢ‪ ،‬ﻭﻳﻠ ﱢﺒﻲ ﻣﺘﻄﻠﺒﺎﺗﻬﻢ ﻟﺘﺪﺭﻳﺲ ﻫﺬﺍ‬
‫ﺍﻟﻤﻘﺮﺭ‪ ،‬ﻭﺃﻥ ﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺭﺳﺎﻟﺘﻬﻢ‪.‬‬
 
8A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 
8C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
8E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 
10  5-1
18  5-2
26  5-3
32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
33 5
 -4
39 5
 -5
44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
49 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


50A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 
50C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
50E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
51 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 
52 6-1
59 6-2
68  6-3
79 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
83 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
83A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
83G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
 
84A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 
84C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
84D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
84E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
85 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 
86  7-1
91  7-1
92  7-2
97 7-3
101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
102  7
 -4
108 7
 -5
113  7-5
114 7
 -6
120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
125 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
125A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


126A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 
126C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
126D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
126E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
127 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 
128   8-1
137  8-2
147  8-3
149  8-3
155 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
156  8
 -4
164 8
 -5
173  8
 -6
180 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
185 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
185A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
  5


9
 4 5 -3  4 5 -2  3 5 -1
   

 • • • 

    
 •  • •

•

   

 
 






(16 ) 

   
 •  •  •
( 14, 15 ) ( 10, 11 ) ( 6, 7 )
 •  •  •
( 16 ) ( 12 ) ( 8 )
 •  •  •
 ( 17 )  ( 13 )  ( 9 )
  
( 6 ) • ( 5 ) • ( 4 ) •

   

(29, 31)  19 , 22 , 24 14 , 17 

 
32

        

 5 8A
 
  

23 4 19

 4 5-5  4 5-4

 

  • •

•  •


 

 Z
 


 
 •  •
( 22, 23 ) ( 18, 19 )

 •  •
( 24 ) ( 20 )

 •  •
 ( 25 )  ( 21 )

 
( 8 ) • ( 7 ) •

• •

(4 1 , 4 3 )  (35, 36, 38) 

 
44–48 •
49 •

8B  5
  5

 
5   ✓

(9)5

(9)

 
  ✓
  
 
5 
www.obeikaneducation.com 
!
4
(11 , 12)

www.obeikaneducation.com


5 (32)

www.obeikaneducation.com (13)

www.obeikaneducation.com



5 (44-48)

www.obeikaneducation.com (49)

www.obeikaneducation.com

5
www.obeikaneducation.com
5   ✓

(15-20)1, 2A, 2B

(21 , 22)3
(14)
(23)
(24-26)

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         

 5 8C
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪1‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﻄﻼﺏ ﺍﺧﺘﻴﺎﺭ ﻣﻘﻴﺎﺱ ﺭﺳﻢ‪ ،‬ﻭﺭﺳﻢ ﺧﻤﺴﺔ ﻣﺘﺠﻬﺎﺕ ﻣﺨﺘﻠﻔﺔ‬ ‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﺘﺐ ﺃﺣﺪ ﺍﻟﻄﻼﺏ‬ ‫‪ ‬ﱢ‬
‫ﻭﺗﺴﻤﻴﺘﻬﺎ ﺑﺎﻟﺤﺮﻭﻑ ﻣﻦ ‪ a‬ﺇﻟﻰ ‪ ،e‬ﺛﻢ ﻳﻘﻮﻡ ﻛﻞ ﻓﺮﺩ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺑﺠﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ‬ ‫ﺍﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﹶ‬ ‫ﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﺛﻢ ﻳﻤﺜﻞ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﺎﻧﻲ ﻫﺬﻳﻦ‬
‫ﹶ‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬
‫ﹺ‬
‫ﺴﺘﻌﻤ ﹺﻠﻴﻦ ﻗﺎﻋﺪﺓ ﻭﺿﻊ‬ ‫ﺑﺘﺮﺗﻴﺐ ﻳﺨﺘﻠﻒ ﻋﻦ ﺗﺮﺗﻴﺐ ﺯﻣﻴﻠﻪ‪ ،‬ﻭﺗﻤﺜﻴﻞ ﺍﻟﺠﻤﻊ ﺑﺎﻟﺮﺳﻢ ﹸﻣ‬ ‫ﻟﻠﻤﺘﺠﻬﻴﻦ؛‬ ‫ﺍﻟﻘﻴﺎﺳﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻭﻳﺠﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﺎﻟﺚ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﹶ‬
‫ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺜﺎﻧﻲ ﻋﻠﻰ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻷﻭﻝ )ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ(‪.‬‬ ‫ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪ ،‬ﺛﻢ ﺗﻘﺎﺭﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺮﺳﻢ ﺑﻨﺎﺗﺞ ﺍﻟﻀﺮﺏ‬
‫ﻟﻠﺘﺤﻘﻖ ﱠ‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻨﻘﻠﺔ ﻭﻣﺴﻄﺮﺓ ﻭﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ؛ ﻹﻳﺠﺎﺩ ﻣﻘﺪﺍﺭ ﻭﺍﺗﺠﺎﻩ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫ﺍﻟﻤﺤﺼﻠﺔ‪ ،‬ﺛﻢ ﻳﻘﺎﺭﻥ ﺍﻟﻄﻼﺏ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﺣﺼﻠﻮﺍ ﻋﻠﻴﻬﺎ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﻓﻤﺜﻼ‪:‬‬ ‫ﹴ‬
‫ﺗﻘﺮﻳﺮ ﻋﻦ ﺫﻟﻚ ﹰ‬ ‫ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻧﻤﻮﺫﺝ ﻟﻠﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﻣﺎﺻﺎﺕ ﺍﻟﻌﺼﻴﺮ ﻭﺍﻟﻐﺮﺍﺀ ﺃﻭ ﺍﻟﻤﻌﺠﻮﻥ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﺑﺎﺳﺘﻌﻤﺎﻝ ﱠ‬
‫ﺍﳌﻘﻴﺎﺱ ‪1 cm : 3 km‬‬ ‫ﹴ‬
‫ﺗﺤﺪﻳﺪ ﺍﻷﺛﻤﺎﻥ ﺍﻟﺘﻲ ﻳﻨﻘﺴﻢ ﺇﻟﻴﻬﺎ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻭﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺻﻔﺤﺔ ﻣﻦ ﺩﻓﺘﺮ ﻟﺘﻤﺜﻴﻞ‬
‫ﻣﺴﺘﻮ￯‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﻋﻴﺪﺍﻥ ﺍﻟﻘﺶ ﺃﻭ ﺍﻟﻜﺒﺮﻳﺖ ﻟﺘﻤﺜﻴﻞ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ‪.‬‬
‫‪a‬‬ ‫‪c‬‬ ‫‪d‬‬ ‫‪e‬‬
‫‪b‬‬

‫=‪a+b+c+d+e‬‬ ‫‪b+a+e+d+c‬‬

‫ﺳﻴﺘﻮﺻﻞ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﺮﺗﻴﺐ ﻏﻴﺮ ﻣﻬﻢ ﻋﻨﺪ ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ؛ ﺃﻱ ﺃﻥ ﻣﺤﺼﻠﺔ‬
‫ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺗﻜﻮﻥ ﻫﻲ ﻧﻔﺴﻬﺎ‪ ،‬ﹼ‬
‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﺟﻤﻌﺖ ﻓﻴﻪ ﻫﺬﻩ‬
‫ﺍﻟﻤﺘﺠﻬﺎﺕ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪2‬‬

‫ﻳﻌﺘﺒﺮ ﻭﺯﻥ ﺍﻟﺠﺴﻢ ﻣﻦ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﻳﺴﻬﻞ ﻗﻴﺎﺳﻬﺎ‪ ،‬ﻭﺗﺆﺛﺮ ﻷﺳﻔﻞ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬
‫ﺇﻳﺠﺎﺩ ﻭﺯﻥ ﺟﺴ ﹴﻢ ﻣﻦ ﺩﺍﺧﻞ ﺍﻟﺼﻒ‪ ،‬ﺛﻢ ﺍﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺍﻵﺗﻲ‪ :‬ﻣﺎ ﺩﻭﺭ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‬
‫ﻓﻲ ﺗﺤﺪﻳﺪ ﺍﻟﻮﺯﻥ؟ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﹸﻳ ﹶﻌ ﹼﺮﻑ ﺍﻟﻮﺯﻥ ﻋﻠﻰ ﺃﻧﻪ ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆﺛﺮﺓ ﻷﺳﻔﻞ ﺑﺴﺒﺐ‬
‫ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺤﺚ ﻓﻲ ﺍﻹﻧﺘﺮﻧﺖ ﺣﻮﻝ ﺃﺛﺮ ﺍﻟﺠﺎﺫﺑﻴﺔ ﻓﻲ‬
‫ﺍﻟﻘﻤﺮ ﺃﻭ ﺍﻟﻜﻮﺍﻛﺐ ﺍﻷﺧﺮ￯‪ .‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﻣﺎ ﺗﻮﺻﻠﻮﺍ ﺇﻟﻴﻪ ﻟﺤﺴﺎﺏ ﺃﻭﺯﺍﻧﻬﻢ ﻋﻠﻰ ﻫﺬﻩ‬
‫ﺍﻟﻜﻮﺍﻛﺐ‪.‬‬

‫‪8D‬‬ ‫‪ 5‬‬

 ‫‪‬‬ ‫‪5‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 5-1‬‬
‫‪‬‬ ‫‪5 ‬‬
‫• ﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻪ ﻫﻨﺪﺳ ﹼﹰﻴﺎ ﺑﻘﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻣﺘﺠﻬﺔ ﻟﻬﺎ ﻧﻘﻄﺔ‬ ‫‪‬‬
‫ﺑﺪﺍﻳﺔ ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ‪.‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺜﺎﺕ‪.‬‬
‫• ﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ﻫﻲ ﻧﻘﻄﺔ‬ ‫• ﺟﻤﻊ‪ ،‬ﻭﻃﺮﺡ‪ ،‬ﻭﺿﺮﺏ ﺍﻟﻤﺼﻔﻮﻓﺎﺕ‪ ،‬ﻭﺿﺮﺏ ﺍﻟﻤﺼﻔﻮﻓﺔ ﻓﻲ ﻋﺪﺩ‬
‫ﹴ‬
‫ﺛﺎﺑﺖ‪.‬‬
‫ﺍﻷﺻﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫• ﺇﻳﺠﺎﺩ ﻣﺤﺪﺩﺍﺕ ﺍﻟﻤﺼﻔﻮﻓﺎﺕ ﻣﻦ ﺍﻟﺮﺗﺒﺔ ‪ ، 2 × 2‬ﻭﻣﻦ ﺍﻟﺮﺗﺒﺔ ‪.3 × 3‬‬
‫‪y‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬‫‪‬‬

‫‪a‬‬
‫‪‬‬

‫‪5 ‬‬
‫‪‬‬ ‫‪θ‬‬
‫‪O‬‬ ‫‪x‬‬ ‫• ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ ،‬ﻭﺗﻤﺜﻴﻠﻬﺎ ﻫﻨﺪﺳ ﹼﹰﻴﺎ ﻭﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫‪1cm = 5 ft/s ‬‬ ‫• ﺗﺤﻠﻴﻞ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻬﺎ ﺍﻟﻤﺘﻌﺎﻣﺪﺗﻴﻦ‪.‬‬
‫• ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧ ﹼﻄﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﻣﺘﺠﻬﻴﻦ ﺃﻭ ﺃﻛﺜﺮ ﻣ ﹰﻌﺎ؛ ﻟﺘﻜﻮﻳﻦ ﻣﺘﺠﻪ ﻭﺍﺣﺪ ﹸﻳﺴﻤﻰ‬
‫ﹶ‬ ‫• ﻳﻤﻜﻨﻚ ﺟﻤﻊ‬
‫ﻟﻤﺘﺠﻬﻴﻦ ﻭﺍﺳﺘﻌﻤﺎﻟﻪ؛ ﻹﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫ﹶ‬ ‫• ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﺍﻟﻤﺤﺼﻠﺔ‪.‬‬
‫• ﺇﻳﺠﺎﺩ ﻣﺴﻘﻂ ﻣﺘﺠﻪ ﻋﻠﻰ ﻣﺘﺠﻪ ﺁﺧﺮ‪.‬‬
‫• ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﺘﻲ ﻣﺤﺼﻠﺘﻬﺎ ﺍﻟﻤﺘﺠﻪ ‪ r‬ﺗﺴﻤﻰ ﻣﺮﻛﺒﺎﺕ ‪.r‬‬
‫• ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻭﺗﻤﺜﻴﻠﻬﺎ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ‪.‬‬
‫ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ a‬ﻭ ‪ ، b‬ﺍﺭﺳﻢ ﺍﻟﻤﺘﺠﻪ ‪ ، b‬ﺑﺤﻴﺚ ﺗﻠﺘﻘﻲ‬
‫ﹶ‬ ‫• ﻹﻳﺠﺎﺩ ﻣﺤﺼﻠﺔ‬ ‫ﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻟﻪ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﹶ‬ ‫• ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ﻣﻊ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ‪.a‬‬ ‫ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫• ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻹﺗﺠﺎﻫﻲ ﻭﺍﺳﺘﻌﻤﺎﻟﻪ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ‬
‫‪a‬‬ ‫‪a‬‬
‫ﺍﻷﺿﻼﻉ‪ ،‬ﻭﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫‪b‬‬ ‫‪b‬‬

‫• ﻓﺘﻜﻮﻥ ﺍﻟﻤﺤﺼﻠﺔ ﻫﻲ ﺍﻟﻤﺘﺠﻪ ﺫﺍ ﺍﻟﻠﻮﻥ ﺍﻷﺣﻤﺮ ‪.a + b‬‬

‫‪5 ‬‬
‫‪a+b‬‬

‫‪a‬‬
‫‪‬‬
‫‪b‬‬
‫• ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ‬
‫ﻣﺴﺘﻮ￯ ﺁﺭﺟﺎﻧﺪ‪.‬‬
‫• ﻛﺬﻟﻚ ﻳﻤﻜﻨﻚ ﺿﺮﺏ ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﻟﺘﻤﺜﻴﻞ‬
‫• ﻳﺘﻌﺮﻑ ﻣﻔﻬﻮ ﹶﻣﻲ ﻣﺘﻮﺳﻂ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ‬
‫ﻣﺘﺠﻬﺎ ﻃﻮﻟﻪ ‪ 3‬ﺃﻣﺜﺎﻝ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ‪ a‬ﻭﻓﻲ ﻧﻔﺲ‬
‫ﹰ‬ ‫ﺍﻟﻤﺘﺠﻪ ‪ ،3a‬ﺍﺭﺳﻢ‬
‫ﺍﻟﻠﺤﻈﻴﺔ‪ ،‬ﻭﻳﺠﺪﻫﻤﺎ‪.‬‬
‫ﻣﺘﺠﻬﺎ ﻃﻮﻟﻪ ‪ 3‬ﺃﻣﺜﺎﻝ‬
‫ﹰ‬ ‫ﺍﺗﺠﺎﻫﻪ‪ .‬ﺃﻣﺎ ﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻪ ‪ ، -3a‬ﻓﺎﺭﺳﻢ‬
‫ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ‪ a‬ﻭﺑﻌﻜﺲ ﺍﺗﺠﺎﻫﻪ‪.‬‬

‫‪a‬‬ ‫‪3a‬‬ ‫‪-3a‬‬

‫‪ 5‬‬ ‫‪8E‬‬

‫‪‬‬
‫‪ 5-4‬‬
‫‪‬‬ ‫‪ 5-2‬‬
‫‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﻳﺘﻜﻮﻥ ﹼ‬ ‫• ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺃﻭ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺠﺒﺮﻱ 〉‪ ،〈x, y‬ﻫﻲ ﻃﺮﻳﻘﺔ‬
‫‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻓﻲ ﻭﺿﻊ‬
‫‪، ‬‬
‫ﺃﺧﺮ￯ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻬﻨﺪﺳﻲ ‪OP‬‬
‫‪‬‬
‫• ﺍﻟﻤﺤﺎﻭﺭ ‪. x , y , z‬‬
‫ﻗﻴﺎﺳﻲ‪.‬‬
‫• ﺛﻤﺎﻧﻲ ﻣﻨﺎﻃﻖ ﺗﹸﺴﻤﻰ ﺃﺛﻤﺎﻧﹰﺎ‪.‬‬
‫• ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺍﻟﻤﻮﺟﺐ ﻭﺍﻟﻤﺘﺠﻪ ﺗﺴﻤﻰ‬
‫ﺗﹸﻤ ﱠﺜﻞ ﺍﻟﻨﻘﻄﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺑﺜﻼﺛﻲ ﻣﺮﺗﺐ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ )‪.(x, y, z‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺘﻲ ﺗﺤﺪﺩ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ‪ A(x 1 , y 1 , z 1) , B(x 2 , y 2 , z 2 ) :‬ﻧﻘﻄﺘﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻓﺈﻥ‪:‬‬
‫• ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ‪ A , B‬ﺗﹸﻌﻄﻰ ﺑﺎﻟﻘﺎﻧﻮﻥ‪:‬‬ ‫‪y‬‬

‫= ‪AB‬‬ ‫√‬
‫‪2‬‬ ‫‪2‬‬
‫)‪(x 2 - x 1) + (y 2 - y 1) + (z 2 - z 1‬‬
‫‪2‬‬ ‫)‪P(x, y‬‬
‫‪−−‬‬
‫• ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ‪ AB‬ﻫﻲ ﺍﻟﻨﻘﻄﺔ‬ ‫‪OP‬‬
‫‪y‬‬
‫__ ( ‪. M‬‬ ‫) _ ‪, __ ,‬‬
‫‪x1 + x2‬‬ ‫‪y1 + y2‬‬ ‫‪z1 + z2‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪x‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻫﻲ 〉‪، 〈x 1, y 1, z 1‬‬
‫ﺣﻴﺚ )‪ (x 1, y 1, z 1‬ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‪.‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ AB‬ﻓﻲ ﺍﻟﻮﺿﻊ ﻏﻴﺮ ﺍﻟﻘﻴﺎﺳﻲ ﺍﻟﺬﻱ ﻧﻘﻄﺔ‬ ‫• ﻹﻳﺠﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ AB‬ﻋﻨﺪﻣﺎ ﻻ ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﻧﻬﺎﻳﺘﻪ )‪ B(x 2, y 2, z 2‬ﻭﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ A(x 1, y 1, z 1‬ﻫﻲ‬ ‫ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺇﺣﺪﺍﺛ ﱠﻴﻲ ﻧﻘﻄﺘﹶﻲ ﻧﻬﺎﻳﺘﻪ ﻭﺑﺪﺍﻳﺘﻪ‪:‬‬
‫‪. AB‬‬
‫〉‪ = 〈x 2 - x 1, y 2 - y 1, z 2 - z 1‬‬
‫‪‬‬ ‫‪.‬‬
‫〉‪AB = 〈x 2 - x 1, y 2 - y 1‬‬
‫‪‬‬
‫‪‬‬

‫‪. AB‬‬
‫‪‬‬ ‫‪ AB‬ﻫﻮ )‪(x 2 - x 1) + (y 2 - y 1‬‬
‫√ = ‪ ‬‬ ‫‪2‬‬ ‫‪2‬‬
‫• ﻃﻮﻝ ‪‬‬
‫‪‬‬

‫‪ 5-5‬‬
‫‪‬‬ ‫) ‪( 2 , y2‬‬
‫‪(x‬‬
‫‪B(x‬‬

‫ﻟﻠﻤﺘﺠﻬﻴﻦ‬
‫ﹶ‬ ‫ﻌﺮﻑ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫• ﹸﻳ ﱠ‬ ‫‪y2 - y1‬‬
‫〉‪ a = 〈a1 , a2 , a3〉 , b = 〈b1 , b2 , b3‬ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫‪. a · b = a1 b1 + a2 b2 + a3 b3‬‬ ‫)‪( 1 , y1‬‬
‫‪A(x‬‬
‫‪(x‬‬ ‫‪x2 - x1‬‬

‫ﺍﻟﻤﺘﺠﻬﻴﻦ‬
‫ﹶ‬ ‫ﻟﻤﺘﺠﻬﻴﻦ ﻳﺴﺎﻭﻱ ‪ ،0‬ﻓﺈﻥ‬
‫ﹶ‬ ‫• ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬ ‫• ﺇﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺠﻤﻊ‪ ،‬ﻭﺍﻟﻄﺮﺡ‪ ،‬ﻭﺍﻟﻀﺮﺏ ﻓﻲ ﻋﺪﺩ ﺛﺎﺑﺖ ﻋﻠﻰ‬
‫ﺍﻟﻤﺘﺠﻬﺎﺕ‪ ،‬ﺗﺸﺒﻪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ ﻋﻠﻰ ﺍﻟﻤﺼﻔﻮﻓﺎﺕ‪ ،‬ﻭﻳﻜﻮﻥ‬
‫ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ a , b‬ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻫﻮ‪:‬‬
‫ﹶ‬ ‫• ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ‬ ‫ﻣﺘﺠﻬﺎ‪.‬‬ ‫ﻧﺎﺗﺞ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‬
‫ﹰ‬
‫‪،a × b =(a2b3 - a3b2)i - (a1b3 - a3b1)j + (a1b2 - a2b1)k‬‬ ‫ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪. i, j‬‬
‫ﹶ‬ ‫‪ ai + bj‬ﻫﻮ ﺗﻮﺍﻓﻖ ﺧ ﹼﻄﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫• ﻧﺎﺗﺞ ﺍﻟﺠﻤﻊ ‪bj‬‬
‫ﺣﻴﺚ ‪. a = a 1i + a 2 j + a 3 k , b = b 1i + b 2 j + b 3 k‬‬
‫ﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻳﻤﺜﻞ ﻣﺴﺎﺣﺔ‬
‫ﹶ‬ ‫• ﻣﻘﺪﺍﺭ ﺍﻟﻀﺮ ﺏ ﺍﻻﺗﺠﺎﻫﻲ‬
‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﻤﺘﺠﻬﺎﻥ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻓﻴﻪ‪.‬‬ ‫‪ 5-3‬‬
‫‪‬‬
‫• ﺇﺫﺍ ﺍﻟﺘﻘﺖ ﻧﻘﺎﻁ ﺑﺪﺍﻳﺔ ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﻓﻲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻛﺎﻧﺖ‬
‫ﹴ‬ ‫ﹴ‬ ‫ﻟﻠﻤﺘﺠﻬﻴﻦ 〉‪a = 〈a1 , a2〉, b = 〈b1, b 2‬‬
‫ﹶ‬ ‫ﻌﺮﻑ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﹸﻳ ﱠ‬ ‫•‬
‫ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺸﻜﻞ ﺛﻼﺛﺔ ﺃﺣﺮﻑ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻟﻤﺘﺠﻬﺎﺕ ﺗﻘﻊ ﻓﻲ‬
‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪. a · b = a1 b1 + a2 b2‬‬
‫ﻣﺘﺠﺎﻭﺭﺓ ﻟﻤﺘﻮﺍﺯﻱ ﺳﻄﻮﺡ‪ ،‬ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ‬
‫ﺍﻟﺜﻼﺛﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ ﺍﻟﺜﻼﺛﺔ ﺗﻤﺜﻞ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ‪.‬‬ ‫ﻣﺘﺠﻬﺎ‪.‬‬
‫ﹰ‬ ‫ﻟﻤﺘﺠﻬﻴﻦ ﻫﻮ ﻋﺪﺩ ﻭﻟﻴﺲ‬
‫ﹶ‬ ‫• ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﺍﻟﻤﺘﺠﻬﻴﻦ‬
‫ﹶ‬ ‫ﻟﻤﺘﺠﻬﻴﻦ ﻫﻮ ‪ ،0‬ﻓﺈﻥ‬
‫ﹶ‬ ‫• ﺇﺫﺍ ﻛﺎﻥ ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬
‫• ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺗﺤﻠﻴﻞ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻹﻳﺠﺎﺩ ﹴ‬
‫ﻗﻮﺓ‪ ،‬ﻭﺣﺴﺎﺏ ﺍﻟﺸﻐﻞ‬
‫ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻗﻮﺓ‪.‬‬

‫‪8F‬‬ ‫‪ 5‬‬

 
  5
Vectors
Vectors


 
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺗﺤﺪﻳﺪ ﻣﺤﺼﻠﺔ‬
‫ ﺇﺫﺍ‬،‫ﺳﺮﻋﺔ ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺭﻣﺢ ﺭﻣﺎﻩ ﻻﻋﺐ‬
■

 ■


 ■
‫ ﻭﺭﻣﻰ‬،6m/s ‫ﺭﻛﺾ ﺇﻟﻰ ﺍﻷﻣﺎﻡ ﺑﺴﺮﻋﺔ‬
  ■
‫ ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬، 30m/s ‫ﺍﻟﺮﻣﺢ ﺑﺴﺮﻋﺔ‬

.‫ ﻣﻊ ﺍﻷﻓﻘﻲ‬20°
■

   ■


‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﺗﺨﻤﻴﻨﺎﺗﻬﻢ ﺣﻮﻝ‬
■

   ■


 ‫ ﺇﺫﺍ‬،‫ﻣﺤﺼﻠﺔ ﺳﺮﻋﺔ ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﺮﻣﺢ‬
 ■
.‫ﺯﺍﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
  ■

‫• ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ‬

 
 
 :‫ﺗﺨﻤﻴﻨﺎﺗﻬﻢ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺰﻭﺍﻳﺎ‬
. 30°, 40°, 50°, 60°, 70°

 
 

 ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫ ﻗﺪﹼ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﺼﻞ‬


  :‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‬
 6m/s
40° 30m/s ‫ ﺍﻟ ﱡﺜ ﹸﻤﻦ ﻫﻮ ﺃﺣﺪ ﺛﻤﺎﻧﻴﺔ ﻣﻨﺎﻃﻖ ﻓﻲ‬:‫ﺍﻟﺘﻌﺮﻳﻒ‬
.‫ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‬


 
 ‫ﹴ‬
‫ ﻓﺈﻥ‬،‫ﻏﺮﻓﺔ‬ ‫ ﺇﺫﺍ ﻧﻈﺮﺕ ﺇﻟﻰ ﺃﺣﺪ ﺃﺭﻛﺎﻥ‬:‫ﻣﺜﺎﻝ‬
 
 .‫ ﻓﻲ ﺍﻟ ﱡﺜ ﹸﻤﻦ ﺍﻷﻭﻝ‬x y ￯‫ﺍﻷﺭﺽ ﺗﻤﺜﻞ ﺍﻟﻤﺴﺘﻮ‬
‫ ﻟﻤﺎﺫﺍ ﺗﻌﺘﻘﺪ ﺃﻥ ﺃﺭﺽ ﺍﻟﻐﺮﻓﺔ ﺗﻘﻊ‬:‫ﺳﺆﺍﻝ‬
‫؟ ﻷﻥ ﺍﻟﻤﺤﻮﺭﻳﻦ ﺍﻟﻠﺬﻳﻦ‬x y ￯‫ﻓﻲ ﺍﻟﻤﺴﺘﻮ‬
‫ﻳﺸﻜﻼﻥ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻷﺭﺽ ﺍﻟﻐﺮﻓﺔ‬
.y ، x ‫ﻫﻤﺎ ﺍﻟﻤﺤﻮﺭﺍﻥ‬

 5 8
 5 8


‫ﹴ‬
‫ ﻭﻗﺮﺍﺀ ﹰﺓ ﻣﺘﺄﻧﻴﺔ‬،‫ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻪ ﻗﺮﺍﺀ ﹰﺓ ﺳﺮﻳﻌ ﹰﺔ ﻣﺮﺓ‬،‫ﺟﻴﺪﺓ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺑﻄﺮﻳﻘﺔ‬ ‫ﺩﺭﺱ‬ ‫ﹶﺷ ﱢﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻹﻋﺪﺍﺩ ﹸ‬
‫ﺍﻟﻤﺴﺒﻖ ﻟﻜﻞ‬
‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ‬،‫ ﻭﺃﻋﻄﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ؛ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﻳﺤﻮﻳﻪ ﺍﻟﺪﺭﺱ ﻣﻦ ﺃﻓﻜﺎﺭ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ‬،￯‫ﻣﺮ ﹰﺓ ﺃﺧﺮ‬
.‫ ﻭﻣﺎ ﺻ ﹸﻌﺐ ﻋﻠﻴﻬﻢ ﻓﻬﻤﻪ؛ ﻭﺫﻟﻚ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﺱ‬،‫ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻬﻢ ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‬


. (9) ‫ ﺹ‬،‫ﻧﻤﻮﺫﺝ ﺑﻨﺎﺀ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
،‫ﻳﻜﻤﻞ ﺍﻟﻄﻼﺏ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺑﻜﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻔﺮﺩﺓ ﺟﺪﻳﺪﺓ ﺗﻈﻬﺮ ﻟﻬﻢ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﺃﻭ ﻣﺜﺎﻝ ﻋﻠﻴﻬﺎ‬
.‫ﻭﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺫﻟﻚ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻤﺮﺍﺟﻌﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬

 5 8
 5

5
5

   
‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬  
 

1
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ؛ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬ 1
(Distance Formula in The Coordinate Plane)
(Distance Formula in The Coordinate Plane)
A((x 1 , y 1), B((x 2 , y 2 )
‫ ﻛﻤﺎ ﺗﺴﺎﻋﺪ‬.‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬ 
AB = √(
x2 - x1 )2 + ( y2 - y1 )2
‫ ﻓﻘﻢ“ ﺍﻟﺘﻲ ﻓﻲ ﺍﻟﻤﺨﻄﻂ‬...‫ﺍﻟﻌﺒﺎﺭﺓ ”ﺇﺫﺍ‬ 
 
  

،‫ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬ (Midpoint Formula in The Coordinate Plane)   
(Midpoint Formula in The Coordinate Plane)  ‫ ﺛﻢ ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﻲ ﹴ‬،‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ‬
‫ﻧﻘﻄﺔ‬
.￯‫ﻭﺍﻗﺘﺮﺍﺡ ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬ AB:    B((x 2 , y 2)A((x 1 , y 1)
‫ﱢ‬
‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬1–4 .‫ﻣﻨﺘﺼﻒ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻮﺍﺻﻠﺔ ﺑﻴﻨﻬﻤﺎ‬
(
x1 + x2 _
M _
y + y2
, 1
2 2 ) (-5, 3), (-5, 8) (2 (1, 4), (-2, 4) (1
(Trigonometric Ratio)
 (Trigonometric Ratio) (-4, -1), (-6, -8) (4 (2, -9), (-3, -7) (3
   ‫ﹴ‬
  .‫ﺸﺮ‬‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﹸﻋ‬ ‫ ﻓﻲ ﱟ‬x ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﱢ‬
 1  
  (6 (5
15
(Trigonometric Functions of Angels) 9 x x
(Trigonometric Functions of Angels)
 x y ) θ
P( x, 39°
21°

 %25  11.1 5.4

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

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




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 %50
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r
P 26
(8
7
(7
55°

θ r = √
x2 + y2 44°
x
 x
y
y 36.1 4
sin θ = _ cos θ = _
x
r r
θ

x
y
tan θ = _ , x ≠ 0 csc θ = _
r
,y≠0 ‫ ﺇﺫﺍ ﻛﺎﻥ‬.‫ ﹸﺃﻃﻠﻖ ﺑﺎﻟﻮﻥ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻫﻮﺍﺀ ﺳﺎﺧﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬ (9
O x x y ‫ﺍﻟﺒﺎﻟﻮﻥ ﻣﺮﺑﻮ ﹰﻃﺎ ﺑﺤﺒﻠﻴﻦ ﻣﺸﺪﻭﺩﻳﻦ ﻳﻤﺴﻚ ﱟ‬
‫ﺑﻜﻞ ﻣﻨﻬﻤﺎ ﺷﺨﺺ ﻳﻘﻒ‬
r r _
sec θ = _ , x ≠ 0 cot θ = , y ≠ 0
x
P(x,
x y)
x, y x y ‫ ﺑﺤﻴﺚ ﻛﺎﻥ‬، 35 ft ‫ ﻭﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺸﺨﺼﻴﻦ‬،‫ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‬
‫ ﻓﺄﻭﺟﺪ ﻃﻮﻝ ﱟ‬، 40° ‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺒﻠﻴﻦ ﻭﺍﻷﺭﺽ‬
‫ﻛﻞ‬ ‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﱟ‬
(Law of Cosines) 
(Law of Cosines) 
‫ﻣﻦ ﺍﻟﺤﺒﻠﻴﻦ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
22.8 ft .‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬
 a, b, c  ABC 
A , B , C ‫ ﻭﺇﺫﺍ ﻟﻢ‬،‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺤﻠﻮﻝ ﺍﻟﻤﻤﻜﻨﺔ ﻟﻜﻞ ﻣﺜﻠﺚ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﺃﻣﻜﻦ‬
 ‫ﻳﻮﺟﺪ ﹶﺣ ﹼﻞ ﻓﺎﻛﺘﺐ ” ﻻ ﻳﻮﺟﺪ ﹶﺣ ﹼﻞ “ ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﺪﺩ‬
B a 2 = b 2 + c 2 - 2bc cos A .‫ ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬،‫ﺻﺤﻴﺢ‬
 ‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬10–12
2
c a b 2 = a 2 + c 2 - 2ac cos B
a = 10, b = 7, A = 128° (10
c 2 = a 2 + b 2 - 2ab cos C
A b C a = 15, b = 16, A = 127° (11
 (Law of Sines) 
(Law of Sines)  a = 15, b = 18, A = 52° (12
 a, b, c  ABC  
 A , B , C
2
B
_ =_ =_ 2
sin A sin B sin C
a c
 c a
b
www.obeikaneducation.com
www.obeikaneducation.com 
A b C

9  5 

( 2 )
3, - _1 , 4 (1
  
5, (-5, _
2)
11
(2
‫ ﻭﻛﺘﺎﺑﺔ ﻣﺜﺎﻝ ﻋﻠﻰ ﱟ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬
‫ﻛﻞ ﻣﻨﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ‬
√ ( 2 )
29 , - _1 , -8 (3 .‫ﺍﻟﻔﺼﻞ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬
, (-5, - _9 ) (4
√53
2
B ≈ 33°, C ≈ 19º, c ≈ 4 (10

.‫( ﻻ ﻳﻮﺟﺪ ﺣﻞ‬11

‫( ﻳﻮﺟﺪ ﱠ‬12
‫ﺣﻼﻥ‬
B ≈ 71°, C ≈ 57°, c ≈ 16
B ≈ 109°, C ≈ 19°, c ≈ 6.2

9  5
 ‫‪‬‬
‫‪‬‬
‫‪Introduction to Vectors‬‬
‫‪‬‬ ‫‪5 -1‬‬
‫ﺍﻟﻤﺤﺎﻭﻟﺔ ﺍﻟﻨﺎﺟﺤﺔ ﻟﺘﺴﺠﻴﻞ ﻫﺪﻑ ﻓﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻋﺪﺓ‬
‫‪‬‬
‫‪(  ) ‬‬
‫‪ 1‬‬
‫ﻋﻮﺍﻣﻞ؛ ﻣﻨﻬﺎ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ﺿﺮﺑﻬﺎ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ‪ .‬ﻭﻳﻤﻜﻨﻚ‬
‫ﻣﺘﺠﻬﺎ‪.‬‬ ‫ﻭﺻﻒ ﱞ‬
‫ﻛﻞ ﻣﻦ ﻫﺬﻳﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻤﻴﺔ ﻭﺍﺣﺪﺓ ﺗﹸﺴﻤﻰ‬
‫ﹰ‬
‫‪‬‬ ‫■‬ ‫‪‬‬
‫‪‬‬
‫‪  ‬‬ ‫‪5-1‬‬
‫‪ ‬ﻳﻤﻜﻦ ﻭﺻﻒ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻣﺜﻞ ﺍﻟﻜﺘﻠﺔ ﺑﻘﻴﻤﺔ ﻋﺪﺩﻳﺔ ﻭﺍﺣﺪﺓ‪،‬‬
‫‪‬‬
‫ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺣﺴﺎﺏ‬
‫■‬

‫ﻭﻋﻨﺪﺋﺬ ﺗﹸﺴﻤﻰ ﻛﻤﻴﺔ ﻗﻴﺎﺳﻴﺔ )ﻋﺪﺩﻳﺔ(‪ ،‬ﻭﻳﺪﻝ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻋﻠﻰ ﻣﻘﺪﺍﺭ ﺍﻟﻜﻤﻴﺔ ﺃﻭ ﻗﻴﺎﺳﻬﺎ‪ .‬ﺃﻣﺎ ﺍﻟﻤﺘﺠﻪ ﻓﻬﻮ ﻛﻤﻴﺔ ﻟﻬﺎ ﻣﻘﺪﺍﺭ‬‫ﹴ‬ ‫‪‬‬
‫‪ ‬‬
‫ﺍﻟﻤﺜﻠﺜﺎﺕ‪.‬‬
‫■‬

‫ﻛﻼ ﻣﻦ‪ :‬ﻣﻘﺪﺍﺭ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﹸﻌﺘﺒﺮ‬ ‫ﻓﻤﺜﻼ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﻧﺤﻮ ﺍﻟﻤﺮﻣﻰ ﺟﻨﻮ ﹰﺑﺎ ﺗﻤﺜﻞ ﹼﹰ‬‫ﻭﺍﺗﺠﺎﻩ؛ ﹰ‬ ‫‪‬‬
‫ﻣﺘﺠﻪ ﻭﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﺗﺒﻂ ﺑﻤﺘﺠﻪ ﻳﺴﻤﻰ ﻛﻤﻴ ﹰﺔ ﻣﺘﺠﻬ ﹰﺔ‪.‬‬ ‫‪5-1‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪‬‬ ‫• ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‬

‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪ ،‬ﻭﺗﻤﺜﻴﻠﻬﺎ‬
‫‪solar quantity‬‬
‫‪‬‬
‫ﺣﺪﹼ ﺩ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ )ﺍﻟﻌﺪﺩﻳﺔ( ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻫﻨﺪﺳ ﹼﹰﻴﺎ‪.‬‬
‫‪vector‬‬
‫‪‬‬
‫‪ (a‬ﻳﺴﻴﺮ ﻗﺎﺭﺏ ﺑﺴﺮﻋﺔ ‪ 15 mi / h‬ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺠﻨﻮﺏ ﺍﻟﻐﺮﺑﻲ‪.‬‬
‫• ﺗﺤﻠﻴﻞ ﺍﻟﻤﺘﺠﻪ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻪ‬
‫‪vector quantity‬‬
‫ﺍﺗﺠﺎﻫﺎ‪ ،‬ﺇﺫﻥ ﻫﻲ ﻛﻤﻴ ﹲﺔ ﻣﺘﺠﻬ ﹲﺔ‪.‬‬
‫ﹰ‬ ‫ﺑﻤﺎ ﺃﻥ ﻟﻬﺬﻩ ﺍﻟﻜﻤﻴﺔ‬ ‫‪‬‬
‫ﺍﻟﻤﺘﻌﺎﻣﺪﺗﻴﻦ‪.‬‬
‫‪initial point‬‬
‫‪‬‬
‫‪ (b‬ﻳﺴﻴﺮ ﺷﺨﺺ ﻋﻠﻰ ﻗﺪﻣﻴﻪ ﺑﺴﺮﻋﺔ ‪ 75 m / min‬ﺟﻬﺔ ﺍﻟﻐﺮﺏ‪.‬‬
‫• ﺣﻞ ﻣﺴﺎﺋﻞ ﺗﻄﺒﻴﻘﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‪.‬‬
‫‪terminal point‬‬
‫ﻭﺍﺗﺠﺎﻫﺎ ﻟﻠﻐﺮﺏ؛ ﻟﺬﺍ ﻓﻬﻲ ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ‪.‬‬
‫ﹰ‬ ‫ﺑﻤﺎ ﺃﻥ ﻟﺴﺮﻋﺔ ﺍﻟﺸﺨﺺ ﻗﻴﻤﺔ ﻫﻲ ‪، 75 m/min‬‬ ‫‪‬‬
‫‪directed line segment‬‬
‫‪ (c‬ﻗﻄﻌﺖ ﺳﻴﺎﺭﺓ ﻣﺴﺎﻓﺔ ﻗﺪﺭﻫﺎ ‪. 20 km‬‬ ‫‪‬‬ ‫‪5-1‬‬
‫ﺑﻤﺎ ﺃﻥ ﻟﻬﺬﻩ ﺍﻟﻜﻤﻴﺔ ﻗﻴﻤﺔ ﻭﻫﻲ ‪ ، 20 km‬ﻭﻟﻴﺲ ﻟﻬﺎ ﺍﺗﺠﺎﻩ؛ ﺇﺫﻥ ﻫﺬﻩ ﺍﻟﻤﺴﺎﻓﺔ ﻛﻤﻴﺔ ﻗﻴﺎﺳﻴﺔ‪.‬‬ ‫ﺗﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻭ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫‪standard position‬‬
‫‪‬‬
‫‪‬‬ ‫‪direction‬‬
‫ﺍﻟﺠﺒﺮﻳﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺣﺪﹼ ﺩ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ ‪ ،‬ﻭﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ )ﺍﻟﻌﺪﺩﻳﺔ( ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬
‫ﺗﺴﻴﺮ ﺳﻴﺎﺭﺓ ﺑﺴﺮﻋﺔ ‪ ، 60 mi / h‬ﻭﺑﺰﺍﻭﻳﺔ ‪ 15°‬ﺟﻬﺔ ﺍﻟﺠﻨﻮﺏ ﺍﻟﺸﺮﻗﻲ‪ .‬ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ‬ ‫‪(1A‬‬
‫‪magnitude‬‬
‫‪‬‬ ‫ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﹶ‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪quadrant bearing‬‬
‫ﻫﺒﻮﻁ ﻣﻈ ﱢﻠﻲ ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﻟﻰ ﺃﺳﻔﻞ ﺑﺴﺮﻋﺔ ‪ . 12.5 mi / h‬ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ‬ ‫‪(1B‬‬ ‫‪‬‬
‫‪true bearing‬‬
‫ﹴ‬
‫ﻣﺴﺘﻘﻴﻤﺔ ‪ . 5 cm‬ﻛﻤﻴﺔ ﻗﻴﺎﺳﻴﺔ‬ ‫ﹴ‬
‫ﻗﻄﻌﺔ‬ ‫ﻃﻮﻝ‬ ‫‪(1C‬‬ ‫‪‬‬
‫‪parallel vectors‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪equal vectors‬‬
‫ﹴ‬
‫ﻣﺴﺘﻘﻴﻤﺔ ﻟﻬﺎ ﺍﺗﺠﺎﻩ )ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻣﺘﺠﻬﺔ(‪ ،‬ﺃﻭ ﺳﻬﻢ‬ ‫ﹴ‬
‫ﺑﻘﻄﻌﺔ‬ ‫ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻪ ﻫﻨﺪﺳ ﹼﹰﻴﺎ‬
‫‪ 2‬‬
‫‪B‬‬ ‫‪‬‬
‫‪a‬‬ ‫ﱢ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻘﺪﺍﺭ ﻭﺍﻻﺗﺠﺎﻩ‪ .‬ﻭﻳﻤﺜﻞ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﺘﻲ ﻟﻬﺎ‬ ‫ﹸﻳﻈﻬﺮ ﹼﹰ‬ ‫‪opposite vectors‬‬
‫‪‬‬
‫ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ‪ ،A‬ﻭﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ ‪ .B‬ﻭﻳﺮﻣﺰ ﻟﻬﺬﺍ ﺍﻟﻤﺘﺠﻪ ﺑﺎﻟﺮﻣﺰ ‪‬‬
‫‪ AB‬ﺃﻭ ‪ a‬ﺃﻭ‪. a‬‬
‫‪‬‬ ‫‪resultant‬‬
‫‪‬‬
‫‪A ‬‬ ‫ﺃﻣﺎ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻠﻪ‪ ،‬ﻓﻔﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺇﺫﺍ‬ ‫‪triangle method‬‬ ‫‪‬‬
‫‪y‬‬
‫ﻛﺎﻥ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻫﻮ ‪ ،1 cm = 5 ft/s‬ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ‪ ، a‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ |‪ ، |a‬ﻳﺴﺎﻭﻱ‬ ‫‪‬‬
‫‪B‬‬
‫‪ 2.6 × 5‬ﺃﻭ ‪. 13 ft/s‬‬
‫‪parallelogram method‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪‬‬
‫‪a‬‬
‫ﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ﻫﻲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻭﻳﻌ ﹼﺒﺮ‬
‫‪zero vector‬‬
‫‪‬‬
‫‪‬‬
‫‪35°‬‬
‫• ﺇﺫﺍ ﺗﻢ ﺭﻛﻞ ﻛﺮﺓ‪ ،‬ﻓﻤﺎ ﺍﻟﺸﻴﺌﺂﻥ ﺍﻟﻠﺬﺍﻥ‬
‫‪A‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ﺑﺎﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻷﻓﻘﻲ )ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪.( x‬‬ ‫ﻋﻦ ﺍﺗﺠﺎﻩ‬ ‫‪components‬‬
‫ﹰ‬
‫ﻓﻤﺜﻼ‪ :‬ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ‪ a‬ﻫﻮ ‪. 35°‬‬ ‫‪‬‬
‫‪1 cm = 5 ft/sec‬‬
‫‪rectangular components‬‬ ‫ﺗﺤﺘﺎﺟﻬﻤﺎ ﻟﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ ﺍﻟﻜﺮﺓ؟ ﺳﺮﻋﺔ‬
‫‪www.obeikaneducation.com‬‬
‫ﺍﻟﻜﺮﺓ ﺑﻌﺪ ﺿﺮﺑﻬﺎ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ‪.‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪10‬‬

‫‪‬‬
‫•‪17 ‬‬
‫‪4 •‬‬
‫‪(8) •‬‬
‫‪(9) •‬‬
‫‪‬‬
‫•‪14 ‬‬
‫‪4 •‬‬
‫‪(8) • (6, 7) •‬‬
‫‪(9) •‬‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ‪ .‬ﻭﺗﺨ ﹼﻴﻞ ﺃﻧﻚ ﺗﺮﻛﻞ ﻛﺮﺓ ﻗﺪﻡ‬ ‫• ﺍﺭﺳﻢ‬
‫ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺴﻔﻠﻰ ﺍﻟﻴﺴﺮ￯ ﻟﻠﻤﺴﺘﻄﻴﻞ‪.‬‬
‫ﺳﻬﻤﺎ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺇﻟﻰ ﺍﻟﻤﻮﻗﻊ ﺍﻟﺬﻱ‬
‫ﺍﺭﺳﻢ ﹰ‬
‫‪5 - 1‬‬
‫ﺳﺘﻘﻒ ﻋﻨﺪﻩ ﺍﻟﻜﺮﺓ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫•‪14 ‬‬ ‫‪‬‬
‫‪4 •‬‬ ‫‪‬‬
‫‪‬‬ ‫• ﺇﺫﺍ ﹸﺿﺮﺑﺖ ﺍﻟﻜﺮﺓ ﺑﻘﻮﺓ ﺃﻛﺒﺮ‪ ،‬ﻓﻜﻴﻒ ﺳﺘﺮﺳﻢ‬
‫‪(8) • ‬‬ ‫ﺳﻬﻤﺎ‬
‫ﺍﻟﺴﻬﻢ؟ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﺃﺭﺳﻢ ﹰ‬
‫ﺃﻃﻮﻝ ‪.‬‬

‫‪ 5‬‬ ‫‪10‬‬

 ‫‪‬‬ ‫ﺃﻳﻀﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺯﺍﻭﻳﺔ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺮﺑﻌﻲ ‪ ، φ‬ﻭﺗﹸﻘﺮﺃ ﻓﺎﻱ‪ ،‬ﻭﻫﻲ‬
‫ﻭﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ﹰ‬ ‫‪‬‬
‫‪‬‬ ‫ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺑﻴﻦ ‪ 0°‬ﻭ ‪ 90°‬ﺷﺮﻕ ﺃﻭ ﻏﺮﺏ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ )ﺧﻂ ﺷﻤﺎﻝ – ﺟﻨﻮﺏ(‪ .‬ﹰ‬
‫‪N‬‬
‫ﻓﻤﺜﻼ ﺯﺍﻭﻳﺔ‬
‫‪‬‬
‫‪145°‬‬
‫ﺍﻻﺗﺠﺎﻩ ﺍﻟﺮﺑﻌﻲ ﻟﻠﻤﺘﺠﻪ ‪ v‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻫﻲ ‪ 35°‬ﺟﻨﻮﺏ ﺷﺮﻕ‪ ،‬ﻭﺗﹸﻜﺘﺐ ‪. S 35° E‬‬
‫‪ 1 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﻴﻴﺰ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪W O‬‬ ‫‪E‬‬
‫ﻛﻤﺎ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺯﺍﻭﻳﺔ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺤﻘﻴﻘﻲ ‪ ،‬ﺣﻴﺚ ﺗﹸﻘﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻣﻊ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺪ ﹰﺀﺍ‬ ‫‪  ‬‬
‫‪ 2 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻪ ﻫﻨﺪﺳ ﹼﹰﻴﺎ‪.‬‬
‫‪v‬‬
‫‪φ‬‬
‫ﻣﻦ ﺍﻟﺸﻤﺎﻝ‪ .‬ﻭ ﹸﻳﻘﺎﺱ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺤﻘﻴﻘﻲ ﺑﺜﻼﺛﺔ ﺃﺭﻗﺎﻡ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﹸﻳﻜﺘﺐ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺬﻱ ﻳﺤﺪﹼ ﺩ ﺯﺍﻭﻳﺔ‬ ‫‪ ‬‬
‫‪S‬‬ ‫‪‬‬
‫‪‬‬
‫‪ 3 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺤﺼﻠﺔ ﻣﺘﺠﻬﻴﻦ‬ ‫‪‬‬ ‫ﻗﻴﺎﺳﻬﺎ ‪ 25°‬ﻣﻦ ﺍﻟﺸﻤﺎﻝ ﻣﻊ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺤﻘﻴﻘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪. 025°‬‬ ‫‪‬‬
‫ﻫﻨﺪﺳ ﹼﹰﻴﺎ‪.‬‬ ‫‪v‬‬
‫‪ ‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪145°‬‬
‫‪ 4 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮ ﹰﺓ ﻭﻣﻨﻘﻠ ﹰﺔ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﱢ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﻭﺍﻛﺘﺐ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪:‬‬ ‫‪‬‬
‫ﺍﻟﻤﺘﺠﻬﺎﺕ‪.‬‬ ‫‪N‬‬
‫‪ a = 20 ft /s (a‬ﺑﺎﺗﺠﺎﻩ ‪. 030°‬‬ ‫‪‬‬
‫ﺳﻬﻤﺎ ﻃﻮﻟﻪ‬ ‫ﻭﺍﺭﺳﻢ‬ ‫‪،‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ‪ft/s‬‬
‫‪ ‬‬ ‫‪30°‬‬
‫‪a‬‬
‫ﹰ‬ ‫‪1‬‬ ‫‪cm‬‬ ‫=‬ ‫‪10‬‬
‫‪ ، 20 ÷ 10‬ﺃﻭ ‪ 2 cm‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 30°‬ﻣﻦ ﺍﻟﺸﻤﺎﻝ‪ ،‬ﻭﻓﻲ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ‬
‫‪  ‬‬
‫‪ N‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫ﺍﻟﺴﺎﻋﺔ‪.‬‬ ‫‪  ‬‬
‫‪  1 kg‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪W‬‬ ‫‪O‬‬ ‫‪1 cm = 10 ft/s‬‬ ‫‪E‬‬
‫‪1 m/s 2‬‬

‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪S‬‬

‫‪y‬‬
‫‪ ، v = 75 N (b‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 140°‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻷﻓﻘﻲ‪.‬‬
‫‪‬‬ ‫‪v‬‬ ‫ﺳﻬﻤﺎ ﻃﻮﻟﻪ‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ‪ ، 1 cm = 25 N‬ﻭﺍﺭﺳﻢ ﹰ‬
‫ﹴ‬
‫ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 140°‬ﻣﻊ‬ ‫‪ ، 75 ÷ 25‬ﺃﻭ ‪ 3 cm‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪،‬‬
‫‪140°‬‬
‫ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪. x‬‬
‫ﺣﺪﹼ ﺩ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﻜﻤﻴﺎﺕ‬ ‫‪1‬‬ ‫‪1 cm = 25 N O‬‬ ‫‪x‬‬

‫ﺍﻟﻘﻴﺎﺳﻴﺔ )ﺍﻟﻌﺪﺩﻳﺔ( ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪N‬‬
‫‪ (a‬ﻳﺮﻛﻞ ﻻﻋﺐ ﻛﺮﺓ ﻗﺪﻡ ﺑﺴﺮﻋﺔ‬ ‫‪ ، z = 30 mi / h (c‬ﺑﺎﺗﺠﺎﻩ ‪. S 60° W‬‬
‫‪O‬‬ ‫‪‬‬
‫‪ 60 mi/h‬ﻓﻲ ﺍﺗﺠﺎﻩ ﺷﻤﺎﻝ‬
‫‪W‬‬ ‫‪E‬‬
‫ﺳﻬﻤﺎ ﻃﻮﻟﻪ‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ‪ ، 1 in = 20 mi / h‬ﻭﺍﺭﺳﻢ ﹰ‬
‫‪z‬‬ ‫‪60°‬‬ ‫‪ ، 30 ÷ 20 = 1.5 in‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 60°‬ﻓﻲ ﺍﺗﺠﺎﻩ ﺟﻨﻮﺏ ﻏﺮﺏ ‪.‬‬ ‫‪‬‬
‫ﻏﺮﺏ‪ .‬ﻣﺘﺠﻬﺔ‬ ‫‪1 in = 20 mi/h‬‬
‫‪‬‬
‫‪S‬‬ ‫‪‬‬ ‫‪   ‬‬
‫‪ (b‬ﻳﺤﻤﻞ ﻣﺤﻤﺪ ﺣﻘﻴﺒﺔ ﻛﺘﻠﺘﻬﺎ‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮﺓ ﻭﻣﻨﻘﻠﺔ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﻭﺍﻛﺘﺐ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪:‬‬
‫‪ .20 kg‬ﻗﻴﺎﺳﻴﺔ‬
‫‪‬‬
‫‪ ، t = 20 ft/s‬ﺑﺎﺗﺠﺎﻩ ‪ (2A – C . 065°‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪(2A‬‬ ‫‪‬‬
‫‪ (c‬ﻳﺮﻛﺾ ﻻﻋﺐ ﻣﺴﺎﻓﺔ ‪100 m‬‬ ‫‪ ، u = 15 mi/h (2B‬ﺑﺎﺗﺠﺎﻩ ‪. S 25° E‬‬
‫ﹰ‬
‫ﺷﻤﺎﻻ‪ .‬ﻣﺘﺠﻬﺔ‬ ‫‪ ، m = 60 N (2C‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 80°‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻷﻓﻘﻲ‪.‬‬
‫ﹴ‬
‫ﻣﺘﺠﻪ‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮ ﹰﺓ ﻭﻣﻨﻘﻠ ﹰﺔ‪ ،‬ﻟﺮﺳﻢ‬ ‫‪2‬‬
‫ﻋﻨﺪ ﺇﺟﺮﺍﺋﻚ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ ،‬ﻓﺈﻧﻚ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺸﺎﺋﻌﺔ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﻭﺍﻛﺘﺐ‬ ‫ﱟ‬ ‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻵﺗﻴﺔ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ‪:‬‬
‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪:‬‬ ‫• ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﻤﺘﻮﺍﺯﻳﺔ ﻟﻬﺎ ﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ‪ ،‬ﺃﻭ ﺍﺗﺠﺎﻫﺎﻥ ﻣﺘﻌﺎﻛﺴﺎﻥ‪ ،‬ﻭﻟﻴﺲ‬
‫‪d‬‬
‫ﻟﻠﻔﺮﻭﻉ ‪ a -c‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻳﻜﻮﻥ ﻟﻬﺎ ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬
‫ﹴ‬ ‫‪c‬‬ ‫‪. a
b
c
e
f‬‬
‫ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 30°‬ﻣﻊ‬ ‫‪v = 10 N (a‬‬
‫‪e‬‬ ‫‪f‬‬ ‫• ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﻤﺘﺴﺎﻭﻳﺔ ﻟﻬﺎ ﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ‪ ،‬ﻭﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‪ .‬ﻓﻔﻲ ﺍﻟﺸﻜﻞ‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻷﻓﻘﻲ‪.‬‬ ‫ﺍﻟﻤﺠﺎﻭﺭ ‪ a, c‬؛ ﻟﻬﻤﺎ ﺍﻟﻄﻮﻝ ﻭﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﺎﻫﻤﺎ‪ ،‬ﻟﺬﺍ ﻫﻤﺎ ﻣﺘﺴﺎﻭﻳﺎﻥ‪،‬‬
‫ﻭﻳﻌ ﱠﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺮﻣﻮﺯ‪.a = c :‬‬
‫‪ z = 25 m/s (b‬ﺑﺎﺗﺠﺎﻩ ‪S 70° W‬‬ ‫ﻻﺣﻆ ﺃﻥ ‪ a ≠ b‬؛ ﻷﻥ |‪ a ≠ d , |a| ≠ |b‬؛ ﻷﻥ ﻟﻬﻤﺎ ﺍﺗﺠﺎﻫﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ‪.‬‬
‫‪ t = 10 mi/h (c‬ﺑﺎﺗﺠﺎﻩ ‪.025°‬‬ ‫• ﺍﻟﻤﺘﺠﻬﺎﻥ ﺍﻟﻤﺘﻌﺎﻛﺴﺎﻥ ﻟﻬﻤﺎ ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‪ ،‬ﻟﻜﻦ ﺍﺗﺠﺎﻫﻴﻬﻤﺎ ﻣﺘﻌﺎﻛﺴﺎﻥ‪ .‬ﻳﻜﺘﺐ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻌﺎﻛﺲ ﻟﻠﻤﺘﺠﻪ ‪ a‬ﻋﻠﻰ‬
‫ﺍﻟﺼﻮﺭﺓ ‪ ، -a‬ﻓﻔﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ‪. e = -a‬‬
‫‪11‬‬ ‫‪‬‬ ‫‪5 - 1 ‬‬

‫‪2‬‬
‫‪1 cm = 10 mi/h (2c‬‬ ‫‪1 cm = 10 m/s (2b‬‬ ‫‪1 cm : 5 N (2a‬‬
‫‪N‬‬ ‫‪N y‬‬ ‫‪y‬‬
‫‪25°‬‬ ‫‪t‬‬
‫‪V‬‬
‫‪O‬‬ ‫‪W‬‬
‫‪E‬‬
‫‪W‬‬
‫‪O‬‬ ‫‪xE‬‬ ‫‪30°‬‬
‫‪70°‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪S‬‬ ‫‪z‬‬
‫‪S‬‬

‫‪11‬‬ ‫‪‬‬ ‫‪5 - 1‬‬

 ‫ﺍﻟﻤﺤﺼﻠﺔ ﺍﻟﺘﺄﺛﻴﺮ ﻧﻔﺴﻪ ﺍﻟﻨﺎﺗﺞ ﻋﻦ‬
‫ﹼ‬ ‫ﻣﺘﺠﻬﺎ‪،‬ﻭ ﻳﺴﻤﻰ ﺍﻟﻤﺤ ﹼﺼﻠﺔ‪ .‬ﻭﻳﻜﻮﻥ ﻟﻤﺘﺠﻪ‬
‫ﹰ‬ ‫ﻋﻨﺪ ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ ﺃﻭ ﺃﻛﺜﺮ ﻳﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ‬
‫ﺍﻟﻤﺤﺼﻠﺔ ﻫﻨﺪﺳ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪،‬‬
‫ﹼ‬ ‫ﺇﻳﺠﺎﺩ‬ ‫ﻭﻳﻤﻜﻦ‬ ‫ﺍﻵﺧﺮ‪.‬‬ ‫ﺗﻠﻮ‬ ‫ﺍ‬ ‫ﻭﺍﺣﺪﹰ‬ ‫ﺗﻄﺒﻴﻘﻬﻤﺎ‬ ‫ﺗﺄﺛﻴﺮ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺍﻷﺻﻠﻴﻴﻦ ﻋﻨﺪ‬
‫ﺃﻭ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪ ‬ﻗﺎﻡ ﻓﻴﺼﻞ ﺑﻨﺰﻫﺔ ﻣﺸ ﹰﻴﺎ ﻋﻠﻰ‬ ‫‪3‬‬
‫‪‬‬ ‫‪‬‬ ‫ﺍﻷﻗﺪﺍﻡ ﺧﺎﺭﺝ ﻣﺨﻴﻤﻪ ﺍﻟﻜﺸﻔﻲ‪ ،‬ﻓﺴﺎﺭ‬
‫‪a , b‬‬
‫‪‬‬ ‫‪‬‬ ‫‪ a , b‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻣﺴﺎﻓﺔ ‪ 2 km‬ﻣﻦ ﺍﻟﻤﺨﻴﻢ ﺑﺎﺗﺠﺎﻩ‬
‫‪a‬‬ ‫‪b‬‬
‫‪‬‬ ‫‪a‬‬
‫‪b‬‬
‫‪ ‬‬ ‫‪ ، N 30º W‬ﺛﻢ ﺳﺎﺭ ﻣﺴﺎﻓﺔ ‪2 km‬‬

‫‪ b ‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪b  1‬‬ ‫ﻓﻴﺼﻞ ﻋﻦ‬‫ﹲ‬ ‫ﺑﺎﺗﺠﺎﻩ ﺍﻟﺸﺮﻕ‪ .‬ﻛﻢ ﻳﺒﻌﺪ‬
‫‪b‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻣﺨﻴﻤﻪ ﺍﻟﻜﺸﻔﻲ‪ ،‬ﻭﻓﻲ ﺃﻱ ﺍﺗﺠﺎﻩﹴ‬
‫‪a‬‬ ‫‪b‬‬
‫‪. a‬‬ ‫‪a‬‬
‫ﻳﻜﻮﻥ؟ ‪2 km, N 30° E‬‬
‫‪a‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪a+b‬‬ ‫‪a , b 2 ‬‬
‫‪. a , b‬‬ ‫‪‬‬
‫‪a‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪b‬‬ ‫‪a‬‬
‫‪‬‬
‫‪b‬‬
‫‪a+b‬‬
‫‪ ‬‬ ‫‪b‬‬
‫‪‬‬
‫‪a‬‬
‫‪ ‬ﻋﻨﺪ ﺣﻞ ﺍﻷﻣﺜﻠﺔ‪ ،‬ﻣﻦ ﺍﻟﻤﻬﻢ ﺃﻥ ﻳﺒﺪﺃ‬
‫ﺍﻟﻄﻼﺏ ﺑﺮﺳﻢ ﺃﺷﻜﺎﻝ ﺩﻗﻴﻘﺔ‪ .‬ﺷﺠﻊ ﺍﻟﻄﻼﺏ‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﻭﺭﻕ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺘﺤﻘﻖ‬
‫‪ ‬ﻗﻄﻊ ﻋﺒﺪ ﺍﻟ ﹼﻠﻪ ﻓﻲ ﺳﺒﺎﻕ ﻟﻠﻤﺸﻲ‪ ،‬ﻣﺴﺎﻓﺔ ‪ 120 m‬ﺑﺎﺗﺠﺎﻩ ‪ ، N 50° E‬ﺛﻢ ﻣﺴﺎﻓﺔ ‪ 80 m‬ﻓﻲ ﺍﺗﺠﺎﻩ‬
‫‪‬‬
‫‪‬‬ ‫ﻣﻦ ﻣﻌﻘﻮﻟﻴﺔ ﺇﺟﺎﺑﺎﺗﻬﻢ ﻣﻦ ﺧﻼﻝ ﺍﻷﺷﻜﺎﻝ‪.‬‬
‫ﺍﻟﺸﺮﻕ‪ .‬ﻛﻢ ﻳﺒ ﹸﻌﺪ ﻋﺒﺪ ﺍﻟﻠﻪ ﻋﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺯﺍﻭﻳﺔ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺮﺑﻌﻲ؟‬ ‫‪‬‬
‫‪ ‬‬
‫‪N‬‬ ‫‪N‬‬ ‫ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﻤﺘﺠﻪ ‪ p‬ﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺸﻲ ‪ 120 m‬ﻓﻲ ﺍﻻﺗﺠﺎﻩ ‪ ، N 50° E‬ﻭﺃﻥ‬ ‫‪ ‬‬
‫ﺷﻜﻼ ﻳﻤ ﹼﺜﻞ ‪p , q‬‬
‫ﺍﻟﻤﺘﺠﻪ ‪ q‬ﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺸﻲ ‪ 80 m‬ﺑﺎﺗﺠﺎﻩ ﺍﻟﺸﺮﻕ‪ .‬ﺍﺭﺳﻢ ﹰ‬
‫‪p‬‬
‫‪‬‬
‫‪50°‬‬ ‫‪2.4 cm‬‬
‫‪q‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ‪. 1cm = 50 m‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪O‬‬ ‫‪E‬‬ ‫‪O‬‬ ‫‪1.6 cm‬‬ ‫‪E‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮﺓ ﻭﻣﻨﻘﻠﺔ؛ ﻟﺮﺳﻢ ﺳﻬﻢ ﻃﻮﻟﻪ ‪ 120 ÷ 50 = 2.4 cm‬؛‬ ‫‪‬‬ ‫‪  ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ‬
‫ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 50°‬ﺷﻤﺎﻝ ﺷﺮﻕ؛ ﻟ ﹸﻴﻤ ﹼﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪ ، p‬ﻭﺍﺭﺳﻢ ﹰ‬
‫ﺳﻬﻤﺎ‬ ‫‪‬‬
‫‪1 cm = 50 m‬‬
‫ﺁﺧﺮ ﻃﻮﻟﻪ ‪ 80 ÷ 50 = 1.6 cm‬ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺸﺮﻕ؛ ﻟ ﹸﻴﻤ ﹼﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪.q‬‬
‫‪‬‬ ‫ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ؛ ﻟﻌﻤﻞ ﻣﺪﻭﻧﺔ ﻋﻦ‬
‫‪v3‬‬ ‫ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺘﻲ ﻳﺴﺘﻌﻤﻠﻮﻧﻬﺎ ﻓﻲ ﺇﻳﺠﺎﺩ‬
‫ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‬ ‫‪2‬‬ ‫ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‬ ‫‪1‬‬ ‫‪v1‬‬ ‫‪v2‬‬
‫ﻣﺤﺼﻠﺔ ﻣﺘﺠﻬﻴﻦ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﺍﻋﻤﻞ ﺍﻧﺴﺤﺎ ﹰﺑﺎ ﻟﻠﻤﺘﺠﻪ ‪ ، q‬ﺑﺤﻴﺚ ﺗﻠﺘﻘﻲ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ﻣﻊ‬ ‫ﺍﻋﻤﻞ ﺍﻧﺴﺤﺎ ﹰﺑﺎ ﻟﻠﻤﺘﺠﻪ ‪ ، q‬ﺑﺤﻴﺚ ﺗﻠﺘﻘﻲ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ﻣﻊ‬
‫ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ‪ ،p‬ﺛﻢ ﺃﻛﻤﻞ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻭﺍﺭﺳﻢ ﻗﻄﺮﻩ‬ ‫ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ‪ ، p‬ﺛﻢ ﺍﺭﺳﻢ ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ‪p + q‬‬ ‫‪v1 + v2 + v3‬‬ ‫ﺃﻥ ﻳﺮﺍﺟﻊ ﺑﻌﻀﻬﻢ ﺃﻭﺭﺍﻕ ﺑﻌﺾ‪ ،‬ﻭﺃﻥ‬
‫ﺍﻟﺬﻱ ﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺤﺼﻠﺔ ‪ ، p + q‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬ ‫ﻳﻌﺪﹼ ﻟﻮﻫﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺑﻨﺎﺀ ﺍﻟﻤﺪﻭﻧﺔ‪.‬‬
‫‪p‬‬ ‫‪q‬‬

‫‪p+q‬‬ ‫‪p‬‬

‫‪q‬‬ ‫‪p+q‬‬

‫‪N‬‬ ‫ﻧﺤﺼﻞ ﻓﻲ ﻛﻠﺘﺎ ﺍﻟﻄﺮﻳﻘﺘﻴﻦ ﻋﻠﻰ ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ‪ p + q‬ﻧﻔﺴﻪ‪ .‬ﹺﻗﺲ ﻃﻮﻝ‬
‫‪‬‬
‫‪ p + q‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺴﻄﺮﺓ‪ ،‬ﺛﻢ ﹺﻗﺲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﻫﺬﺍ ﺍﻟﻤﺘﺠﻪ ﻣﻊ ﺍﻟﺨﻂ‬ ‫‪‬‬
‫‪p+q‬‬
‫ﺍﻟﺮﺃﺳﻲ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪66°‬‬
‫‪3.7 cm‬‬
‫ﻻﺣﻆ ﺃﻥ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‬
‫ﺗﺠﺪ ﺃﻥ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﻳﺴﺎﻭﻱ ‪ 3.7 cm‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭ ﹸﻳﻤ ﹼﺜﻞ ‪. 3.7 × 50 = 185 m‬‬
‫‪O‬‬ ‫‪E‬‬
‫ﻭﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻋﺒﺪ ﺍﻟﻠﻪ ﻋﻠﻰ ﺑﻌﺪ ‪ 185 m‬ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﺑﺎﺗﺠﺎﻩ ‪. N 66° E‬‬
‫ﺗﺴﺘﻌﻤﻞ ﻛﺬﻟﻚ ﻟﻄﺮﺡ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ ،‬ﻓﻌﻨﺪ‬
‫‪1 cm = 50 ft‬‬ ‫ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ‪ ،‬ﻳﻜﻮﻥ ﻧﺎﺗﺞ ﺍﻟﺠﻤﻊ ﻫﻮ ﻗﻄﺮ‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪12‬‬ ‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺮﺗﺒﻂ ﺑﺎﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﺃﻣﺎ‬
‫ﻣﺘﺠﻬﻴﻦ‪ ،‬ﻓﺈﻥ ﻧﺎﺗﺞ ﺍﻟﻄﺮﺡ ﻫﻮ‬
‫ﹶ‬ ‫ﻋﻨﺪ ﻃﺮﺡ‬
‫ﺍﻟﻘﻄﺮ ﺍﻵﺧﺮ ﻟﻤﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﻫﺬﺍ‪.‬‬

‫‪ 5‬‬ ‫‪12‬‬

  
 ‫ﺛﻢ ﺣﺪﹼ ﺩ ﺍﺗﺠﺎﻫﻬﺎ‬ ‫ﹰ‬
‫ ﹼ‬.‫ ﺃﻭ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‬،‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‬ ‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ‬

.‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‬ 

b ، a ‫ ﺣﻴﺚ‬، a - 3b ‫ﺍﺭﺳﻢ ﺍﻟﻤﺘﺠﻪ‬

4 a
(3B (3A  
v
.‫ﻣﺘﺠﻬﺎﻥ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‬ b w 
3 cm; 25° 3 cm; 61° 

‫ ﻓﺎﺭﺗﺪﺕ‬، 310° ‫ ﺑﺎﺗﺠﺎﻩ‬، 7 in/s ‫ ﺭﻣﻰ ﻃﻔﻞ ﻛﺮ ﹰﺓ ﺻﻐﻴﺮ ﹰﺓ ﻓﻲ ﻟﻌﺒﺔ ﻣﺨﺼﺼﺔ ﻟﻸﻃﻔﺎﻝ ﺑﺴﺮﻋﺔ‬ (3C 
.‫ ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﻣﺤﺼﻠﺔ ﺣﺮﻛﺔ ﺍﻟﻜﺮﺓ ﻭﺍﺗﺠﺎﻫﻬﺎ‬. 4 in/s ‫ ﻭﺑﺴﺮﻋﺔ‬، 055° ‫ﺑﺎﺗﺠﺎﻩ‬ a b
a b 7 in/s; 343° (‫ ﻭﺍﻻﺗﺠﺎﻩ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬،‫)ﻗﺮﺏ ﻃﻮﻝ ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺑﻮﺻﺔ‬ 3 m/sec 2 m/sec
a+b

a ‫ﻭﻳﺮﻣﺰ ﻟﻪ‬.‫ ﻓﺈﻥ ﺍﻟﻤﺤﺼﻠﺔ ﻫﻲ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ‬،‫ﻋﻨﺪ ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ ﻣﺘﻌﺎﻛﺴﻴﻦ ﻟﻬﻤﺎ ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‬ 5 m/sec

a .‫ ﻭﻋﻤﻠﻴﺔ ﻃﺮﺡ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺗﺸﺒﻪ ﻋﻤﻠﻴﺔ ﻃﺮﺡ ﺍﻷﻋﺪﺍﺩ‬.‫ ﻭﻟﻴﺲ ﻟﻪ ﺍﺗﺠﺎﻩ‬، ‫ ﻭﻃﻮﻟﻪ ﺻﻔﺮ‬، 0 ‫ ﺃﻭ‬0 ‫ﺑﺎﻟﺮﻣﺰ‬
-a
. p - q = p + (-q):‫ ؛ ﺃﻱ ﺃﻥ‬p ‫ ﺇﻟﻰ‬q ‫ ﺍﺟﻤﻊ ﻣﻌﻜﻮﺱ‬، p - q ‫ﻹﻳﺠﺎﺩ‬
3b a + (-a) = 0
.‫ﺣﻘﻴﻘﻲ‬ ‫ﻭ ﻛﺬﻟﻚ ﻳﻤﻜﻦ ﺿﺮﺏ ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﹴ‬
‫ﻋﺪﺩ‬
‫ﱟ‬

a 3b  
 
k |k| |v|k v kv 
 vk v k > 0 • |k|
k
. vk v k < 0 •
 v|v|

(4A
 4 
a -c
.‫ ﻣﺘﺠﻬﺎﻥ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬x , y ‫ ﺣﻴﺚ‬، 3 x - _34 y ‫ﺍﺭﺳﻢ ﺍﻟﻤﺘﺠﻪ‬
x

y (
3 x ‫ ﺛﻢ ﻣ ﱢﺜﻞ ﺍﻟﻤﺘﺠﻪ‬، 3 x + - _
3
4 )
y ‫ ﻋﻠﻰ ﺻﻮﺭﺓ ﺣﺎﺻﻞ ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ‬3 x - _
3
y ‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ‬
4 
. 5.1.1 ‫ ﻭﺑﺎﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬، x ‫ ﺃﻣﺜﺎﻝ ﺍﻟﻤﺘﺠﻪ‬3 ‫ﺑﺮﺳﻢ ﻣﺘﺠﻪ ﻃﻮﻟﻪ‬ 
a - c + 2b 2b ‫ ﻛﻤﺎ ﻓﻲ‬y ‫ ﻭﻓﻲ ﺍﺗﺠﺎﻩ ﻣﻌﺎﻛﺲ ﻻﺗﺠﺎﻩ‬، y ‫_ ﻃﻮﻝ‬34 ‫ﻣﺘﺠﻬﺎ ﻃﻮﻟﻪ‬
‫ﹰ‬ ‫ ﺍﺭﺳﻢ‬، - _3 y ‫ﻭﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻪ‬ 
4 
. 5.1.3 ‫ ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬، 5.1.2 ‫ﺍﻟﺸﻜﻞ‬  
3x


-_
1p (4B
-_
3y 3x  
4
-_
4
3y 
 
3 x- _
3y
4
4
m a

m- _
1p 7yd
5.1.3 5.1.2 5.1.1
4
b
 4yd
‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬4A–B : ‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﺍﺭﺳﻢ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﹸﻳﻤ ﹼﺜﻞ ﹼﹰ‬ a+b

m-_
1
p (4B a - c + 2b (4A 3yd
4
p

a b c
m

13  5 - 1 

13  5 - 1
 ‫‪ ‬ﹸﻳﺴﻤﻰ ﺍﻟﻤﺘﺠﻬﺎﻥ ﺍﻟ ﹼﻠﺬﺍﻥ ﻧﺎﺗﺞ ﺟﻤﻌﻬﻤﺎ ﺍﻟﻤﺘﺠﻪ‬
‫‪ ، r‬ﻣﺮﻛﺒﺘﻲ ‪ . r‬ﻭﻣﻊ ﺃﻥ ﻣﺮﻛﺒﺘﻲ ﺍﻟﻤﺘﺠﻪ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻧﺎ ﻓﻲ ﺃﻱ ﺍﺗﺠﺎﻩ‪،‬‬ ‫‪‬‬
‫ﻣﺘﻌﺎﻣﺪﺗﻴﻦ‪ ،‬ﻭﺍﺣﺪﺓ‬
‫ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﻏﺎﻟ ﹰﺒﺎ ﺗﺤﻠﻴﻞ ﺍﻟﻤﺘﺠﻪ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ ﻣﺘﻌﺎﻣﺪﺗﻴﻦ‬ ‫‪ 5 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﻠﻴﻞ ﹴ‬
‫ﻗﻮﺓ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ‬
‫ﺃﻓﻘﻴﺔ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﺭﺃﺳﻴﺔ‪ .‬ﻓﻔﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻘﻮﺓ ‪r‬‬ ‫ﹸ ﹼ‬
‫‪r‬‬
‫‪y‬‬ ‫ﺍﻟﻤﺒﺬﻭﻟﺔ ﻟﺴﺤﺐ ﺍﻟﻌﺮﺑﺔ ﺑﺼﻔﺘﻬﺎ ﻣﺠﻤﻮﻉ ﻣﺮﻛﺒﺘﻴﻦ ﻫﻤﺎ ﺃﻓﻘﻴﺔ ‪ x‬ﺗﺤﺮﻙ‬ ‫ﻣﺘﻌﺎﻣﺪﺗﻴﻦ‪.‬‬
‫‪x‬‬
‫ﺍﻟﻌﺮﺑﺔ ﺇﻟﻰ ﺍﻷﻣﺎﻡ‪ ،‬ﻭﺭﺃﺳﻴﺔ ‪ y‬ﺗﺴﺤﺐ ﺍﻟﻌﺮﺑﺔ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬

‫‪‬‬ ‫‪5‬‬ ‫‪‬‬

‫ﹴ‬
‫ﻭﺑﺰﺍﻭﻳﺔ‬ ‫ﻗﺺ ﺍﻟﻌﺸﺐ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪، 450 N‬‬
‫‪ ‬ﻳﺪﻓﻊ ﻋﻠﻲ ﻋﺮﺑﺔ ﱢ‬
‫ﻗﻴﺎﺳﻬﺎ ‪ 56°‬ﻣﻊ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬ ‫‪ ‬ﻳﺪﻓﻊ ﻋﺒﺪ ﺍﻟﻠﻪ ﻣﺠﺮﻓ ﹰﺔ ﻓﻲ‬ ‫‪5‬‬
‫‪ (a‬ﺍﺭﺳﻢ ﹰ‬
‫ﺃﺭﺽ ﺣﺪﻳﻘﺘﻪ ﺍﻟﻤﻨﺰﻟﻴﺔ ﹴ‬
‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬
‫‪450 N‬‬
‫ﺷﻜﻼ ﱢ‬
‫ﻳﻮﺿﺢ ﺗﺤﻠﻴﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺒﺬﻟﻬﺎ ﻋﻠﻲ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ ﻣﺘﻌﺎﻣﺪﺗﻴﻦ‪.‬‬
‫‪56°‬‬
‫‪56‬‬
‫ﻳﻤﻜﻦ ﺗﺤﻠﻴﻞ ﻗﻮﺓ ﺍﻟﺪﻓﻊ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ؛ ﺃﻓﻘﻴﺔ ‪ x‬ﺇﻟﻰ ﺍﻷﻣﺎﻡ ﻭﺭﺃﺳﻴﺔ‬
‫ﹴ‬
‫ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 70°‬ﻣﻊ‬ ‫‪630 N‬‬
‫‪ y‬ﺇﻟﻰ ﺃﺳﻔﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﺍﻷﺭﺽ‪.‬‬
‫‪‬‬
‫‪3 N‬‬ ‫ﺷﻜﻼ ﻳﻮﺿﺢ ﺗﺤﻠﻴﻞ ﺍﻟﻘﻮﺓ‬ ‫‪ (a‬ﺍﺭﺳﻢ ﹰ‬
‫‪‬‬
‫‪450 N‬‬ ‫‪y‬‬
‫‪ 600 N‬‬ ‫ﺍﻟﺘﻲ ﻳﺒﺬﻟﻬﺎ ﻋﺒﺪ ﺍﻟﻠﻪ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ‬
‫‪‬‬
‫‪ 2000 N‬‬ ‫ﻣﺘﻌﺎﻣﺪﺗﻴﻦ‪.‬‬
‫‪56°‬‬
‫‪x‬‬ ‫‪Contemporary College ‬‬
‫‪Physics‬‬

‫‪ (b‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ؛ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﻘﻮﺓ‪.‬‬
‫ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺗﻌﺮﻳﻒ ﺍﻟﺠﻴﺐ‪ ،‬ﺃﻭ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ؛‬ ‫ﺗﻜﻮﻥ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻘﻮﺓ ﻭﻣﺮﻛﺒﺘﺎﻫﺎ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻣﺜﻠ ﹰﺜﺎ ﹶ‬ ‫ﹼ‬
‫ﻹﻳﺠﺎﺩ ﻣﻘﺪﺍﺭ ﻛﻞ ﻗﻮﺓ ﻣﻨﻬﻤﺎ‪.‬‬ ‫‪630 N‬‬ ‫‪y‬‬

‫|‪|y‬‬ ‫|‪|x‬‬
‫_ = ‪sin 56°‬‬ ‫_ = ‪  cos 56°‬‬
‫‪450‬‬ ‫‪450‬‬

‫‪|y| = 450 sin 56°‬‬ ‫‪y x‬‬ ‫‪|x| = 450 cos 56°‬‬
‫‪70°‬‬
‫‪|y| ≈ 373‬‬ ‫‪‬‬ ‫‪|x| ≈ 252‬‬ ‫‪x‬‬

‫ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ‪ 252 N‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ‪ 373 N‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱟ‬
‫‪‬‬ ‫ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﻘﻮﺓ‪.‬‬
‫ﹴ‬ ‫ﹴ‬ ‫ﺍﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ﺗﺴﺎﻭﻱ‬
‫ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 33°‬ﻣﻊ ﺳﻄﺢ‬ ‫ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪، 44 ft/s‬‬ ‫ﻻﻋﺐ ﻛﺮ ﹶﺓ ﻗﺪ ﹴﻡ ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬
‫ﹲ‬ ‫‪  (5‬ﻳﺮﻛﻞ‬
‫ﺍﻷﺭﺽ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬ ‫‪(5A‬‬ ‫‪ 215.47 N‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ﺗﺴﺎﻭﻱ‬
‫‪ 592.01 N‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪44 ft/s‬‬
‫‪y‬‬

‫‪33°‬‬
‫‪x‬‬
‫‪44 ft/sec‬‬
‫‪ (5B‬ﺍﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ﺗﺴﺎﻭﻱ‬
‫‪33°‬‬
‫‪ 36.90 ft/s‬ﺗﻘﺮﻳ ﹰﺒﺎ؛‬
‫ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ﺗﺴﺎﻭﻱ‬
‫ﻳﻮﺿﺢ ﺗﺤﻠﻴﻞ ﻫﺬﻩ ﺍﻟﺴﺮﻋﺔ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ ﻣﺘﻌﺎﻣﺪﺗﻴﻦ‪.‬‬ ‫‪ (A‬ﺍﺭﺳﻢ ﹰ‬
‫ﺷﻜﻼ ﱢ‬
‫‪ 23.96 ft/s‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (B‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﺴﺮﻋﺔ ‪.‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪14‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬ﻟﻌﺒﺔ ﻋﻠﻰ ﺷﻜﻞ ﻗﺎﺭﺏ ﺻﻐﻴﺮ ﻟﻪ ﺷﺮﺍﻉ ﻣﺘﺤﺮﻙ‪ ،‬ﺑﺮﻛﺔ ﻣﺎﺀ‪ ،‬ﻣﺮﻭﺣﺔ ﻣﻜﺘﺐ‪.‬‬
‫‪  ‬ﺗﺴﺘﻌﻤﻞ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻐﺎﻟﺐ ﻟﻮﺻﻒ ﺍﻟﻘﻮ￯‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺍﻟﻤﺤﺼﻠﺔ ﻓﻲ ﻣﻮﺍﻗﻒ ﻣﻦ‬
‫ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻮﻗﻊ ﺃﺛﺮ ﺍﻟﺮﻳﺎﺡ ﻓﻲ ﻗﺎﺭﺏ‪ ،‬ﻭﺫﻟﻚ ﺑﻮﺿﻊ ﻟﻌﺒﺔ ﺍﻟﻘﺎﺭﺏ ﺍﻟﺼﻐﻴﺮ ﻓﻲ ﺣﻮﺽ ﻣﺎﺀ‪،‬‬
‫ﻣﺼﺪﺭﺍ ﻟﻠﺮﻳﺎﺡ‪ .‬ﺣﺎﻓﻆ ﻋﻠﻰ ﺳﺮﻋﺔ ﺍﻟﺮﻳﺎﺡ ﻭﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻤﺮﻭﺣﺔ ﻭﺍﻟﻘﺎﺭﺏ ﱠ‬
‫ﻟﻴﻈﻼ ﺛﺎﺑﺘﻴﻦ‪.‬‬ ‫ﹰ‬ ‫ﻭﺍﺳﺘﻌﻤﺎﻝ ﻣﺮﻭﺣﺔ ﻣﻜﺘﺐ‬
‫ﺿﻊ ﺍﻟﻘﺎﺭﺏ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻓﻲ ﻭﺿ ﹴﻊ ﻳﻌﺎﻣﺪ ﺣﺮﻛﺔ ﺍﻟﺮﻳﺎﺡ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻭﺿﻊ ﻋﺪﺓ ﺗﻮﻗﻌﺎﺕ ﻭﺍﺧﺘﺒﺎﺭﻫﺎ؛ ﺑﻨﺎ ﹰﺀ‬
‫ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻟﻘﺎﺭﺏ ﻭﺃﺛﺮ ﻗﻮﺓ ﺍﻟﺮﻳﺎﺡ ﻓﻲ ﺍﻟﻘﺎﺭﺏ‪.‬‬

‫‪ 5‬‬ ‫‪14‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫‪  (17‬ﻏﺎﺩﺭ ﺯﻭﺭﻕ ﺃﺣﺪ ﺍﻟﻤﻮﺍﻧﻲ ﺑﺎﺗﺠﺎﻩ ‪، N 60° W‬‬
‫ﺣﺪﱢ ﺩ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ ﻭﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪1 :‬‬
‫ﻓﻘﻄﻊ ﻣﺴﺎﻓﺔ ‪ 12‬ﹰ‬
‫ﻣﻴﻼ ﺑﺤﺮ ﹼﹰﻳﺎ‪ ،‬ﺛﻢ ﻏ ﹼﻴﺮ ﻗﺎﺋﺪ ﺍﻟﺰﻭﺭﻕ ﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻪ ﺇﻟﻰ‬
‫‪ ‬‬ ‫‪ ، N 25° E‬ﻓﻘﻄﻊ ﻣﺴﺎﻓﺔ ‪ 15‬ﹰ‬
‫ﻣﻴﻼ ﺑﺤﺮ ﹼﹰﻳﺎ‪ .‬ﺃﻭﺟﺪ ﹸﺑﻌﺪ ﺍﻟﺰﻭﺭﻕ‪ ،‬ﻭﺍﺗﺠﺎﻩ‬ ‫ﻃﻮﻝ ﻣﺤﻤﺪ ‪ . 125 cm‬ﻗﻴﺎﺳﻴﺔ‬ ‫‪(1‬‬
‫ﺣﺮﻛﺘﻪ ﻓﻲ ﻣﻮﻗﻌﻪ ﺍﻟﺤﺎﻟﻲ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﻴﻨﺎﺀ‪3 .‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪1-29‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪ 20‬ﹰ‬
‫ﻣﻴﻼ ﺑﺤﺮ ﹼﹰﻳﺎ‪ N 12 ° W ،‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﻣﺴﺎﺣﺔ ﻣﺮﺑﻊ ‪ .20 m 2‬ﻗﻴﺎﺳﻴﺔ‬ ‫‪(2‬‬

‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫ﺣﺪﹼ ﺩ ﻣﻘﺪﺍﺭ ﺍﻟﻤﺤﺼﻠﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﻭﺍﺗﺠﺎﻫﻬﺎ ﻓﻲ ﱟ‬

‫ﻛﻞ ﻣﻤﺎ‬
‫ﻳﺮﻛﺾ ﻏﺰﺍﻝ ﺑﺴﺮﻋﺔ ‪ 15 m/s‬ﺑﺎﺗﺠﺎﻩ ﺍﻟﻐﺮﺏ‪ .‬ﻣﺘﺠﻬﺔ‬ ‫‪(3‬‬
‫ﻳﺄﺗﻲ‪3 :‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫‪ 18 N‬ﻟﻸﻣﺎﻡ‪ ،‬ﺛﻢ ‪ 20 N‬ﻟﻠﺨﻠﻒ‪ 2N .‬ﻟﻠﺨﻠﻒ‬ ‫‪(18‬‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﺘﻬﺎ ﻛﺮﺓ ﻗﺪﻡ ‪ . 5 m‬ﻗﻴﺎﺳﻴﺔ‬ ‫‪(4‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪ 100 m‬ﻟﻠﺸﻤﺎﻝ‪ ،‬ﺛﻢ ‪ 350 m‬ﻟﻠﺠﻨﻮﺏ ‪ 250 m .‬ﻟﻠﺠﻨﻮﺏ‬ ‫‪(19‬‬ ‫ﺇﻃﺎﺭ ﺳﻴﺎﺭﺓ ﻭﺯﻧﻪ ‪ 7 kg‬ﻣﻌﻠﻖ ﺑﺤﺒﻞ‪ .‬ﻣﺘﺠﻬﺔ‬ ‫‪(5‬‬

‫‪ 17 mi (20‬ﺷﺮ ﹰﻗﺎ‪ ،‬ﺛﻢ ‪ 16 mi‬ﺟﻨﻮ ﹰﺑﺎ‪ 23 mi .‬ﺗﻘﺮﻳ ﹰﺒﺎ ﺑﺎﺗﺠﺎﻩ ‪S 47° E‬‬
‫‪‬‬
‫‪ ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺇﻟﻰ‬
‫ﺍﻟﻤﺴﻄﺮﺓ ﻭﺍﻟﻤﻨﻘﻠﺔ ﻓﻲ ﹴ‬
‫ﻛﺜﻴﺮ ﻣﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ‬
‫ﺍﻟﺪﺭﺱ‪.‬‬
‫‪‬‬
‫ﺭﻣﻲ ﺣﺠﺮ ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﻟﻰ ﺃﻋﻠﻰ ﺑﺴﺮﻋﺔ ‪ . 50 ft/s‬ﻣﺘﺠﻬﺔ‬ ‫‪(6‬‬
‫‪ 15 m/s 2 (21‬ﺑﺎﺗﺠﺎﻩ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 60°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﺛﻢ ‪ 9.8 m/s 2‬ﺇﻟﻰ‬
‫ﺍﻷﺳﻔﻞ‪ 8 m/s 2 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ 23° ،‬ﻣﻊ ﺍﻷﻓﻘﻲ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺴﻄﺮﺓ ﻭﺍﻟﻤﻨﻘﻠﺔ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ‬
‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪2 .‬‬
‫‪ (7–12‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﻳﻤ ﱢﺜﻞ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪ :‬‬ ‫‪ ، h = 13 in/s (7‬ﺑﺎﺗﺠﺎﻩ ‪205°‬‬
‫‪ (22 - 25 4‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ ، g = 6 km/h (8‬ﺑﺎﺗﺠﺎﻩ ‪N 70° W‬‬

‫‪ ‬ﻗﺪ ﻻ ﻳﺴﺘﻌﻤﻞ‬ ‫‪m‬‬

‫‪p‬‬ ‫ﹴ‬
‫ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 300°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬ ‫‪، j = 5 ft/s (9‬‬
‫‪n‬‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻋﻨﺪﻣﺎ‬ ‫ﹴ‬
‫ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 35°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬ ‫‪، d = 28 km (10‬‬
‫ﹸﻳﻌﻄﻰ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﻤﺘﺠﻪ؛ ﻟﺬﺍ‬
‫ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺤﻘﻴﻘﻲ ﹸﻳﻌ ﱠﺒﺮ‬ ‫‪m - 2n (22‬‬ ‫‪ ، R = 40 m (11‬ﺑﺎﺗﺠﺎﻩ ‪S 55° E‬‬

‫ﻋﻨﻪ ﺑﺰﻭﺍﻳﺎ ﹶﻣ ﹺﻘﻴﺴﺔ ﻣﻊ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‬ ‫_ ‪4n +‬‬

‫‪4‬‬
‫‪5‬‬
‫‪p (23‬‬ ‫‪ ، n = 32 m/s (12‬ﺑﺎﺗﺠﺎﻩ ‪030°‬‬
‫ﻣﻦ ﺍﻟﺸﻤﺎﻝ‪.‬‬
‫‪p + 2n -2 m (24‬‬
‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪،‬‬
‫ﹴ‬ ‫ﺃﻭ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻗﺮﺏ ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫_ ‪m - 3n +‬‬
‫‪1‬‬
‫‪p (25‬‬ ‫ﻋﺸﺮﺓ‬ ‫ﺟﺰﺀ ﻣﻦ‬ ‫ﱢ‬
‫‪4‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻤﺴﻄﺮﺓ‪،‬‬ ‫ﻣﻦ ﺍﻟﺴﻨﺘﻤﺘﺮ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‬
‫‪‬‬ ‫ﻭﺍﻟﻤﻨﻘﻠﺔ‪3 :‬‬
‫ﻳﻮﺿﺢ ﺗﺤﻠﻴﻞ ﻛﻞ ﻣﺘﺠﻪ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻟﻰ ﻣﺮﻛﺒﺘﹶﻴﻪ ﺍﻟﻤﺘﻌﺎﻣﺪﺗﻴﻦ‪ ،‬ﺛﻢ‬ ‫ﺍﺭﺳﻢ ﹰ‬
‫ﺷﻜﻼ ﱢ‬ ‫‪d‬‬
‫‪ (26‬ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ‪ 1.63 in/s‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪(14‬‬ ‫‪(13‬‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ‪ (26 - 28 5 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱟ‬ ‫‪a‬‬

‫ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ‪ 1.37 in/s‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ ، 2 _18 in/s (26‬ﺑﺎﺗﺠﺎﻩ ‪ 310°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬
‫‪c‬‬ ‫‪b‬‬
‫‪310°‬‬ ‫‪x‬‬ ‫‪ 60°‬ﺗﻘﺮﻳ ﹰﺒﺎ ‪1 cm ،‬‬ ‫‪1.4 cm, 45°‬‬
‫‪ ، 1.5 cm (27‬ﺑﺎﺗﺠﺎﻩ ‪.N 49° E‬‬
‫‪(16‬‬ ‫‪(15‬‬
‫‪ ، _34 in/min (28‬ﺑﺎﺗﺠﺎﻩ ‪. 255°‬‬ ‫‪m‬‬ ‫‪h‬‬
‫‪y‬‬ ‫‪n‬‬ ‫‪k‬‬
‫_‪2‬‬
‫‪1 in‬‬
‫‪8‬‬ ‫‪2.3 cm, 188°‬‬ ‫‪1.1 cm, 309°‬‬

‫‪1.13 cm, 0.98 cm (27‬‬ ‫‪15‬‬ ‫‪‬‬ ‫‪5 - 1 ‬‬

‫‪1.5 cm‬‬

‫‪49°‬‬ ‫‪y‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪46–52 ،42–44 ،1–29‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬
‫‪x‬‬ ‫‪‬‬

‫‪0.72 in/min, 0.19 in/min (28‬‬

‫‪) 1–41‬ﻓﺮﺩﻱ(‪46–52 ،42–44 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪30–52‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪x‬‬ ‫‪255°‬‬
‫‪y‬‬
‫‪_3 in/min‬‬
‫‪4‬‬

‫‪15‬‬ ‫‪‬‬ ‫‪5 - 1‬‬

 ‫‪ (32‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻭﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻮﺍﺯﻥ ﻟﻠﻤﺘﺠﻬﻴﻦ‪:‬‬ ‫‪  (29‬ﻳﺪﻓﻊ ﺣﺴﻦ ﻋﺼﺎ ﻣﻜﻨﺴﺔ ﺍﻟﺘﻨﻈﻴﻒ‬
‫ﹴ‬
‫ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬ ‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪، 190 N‬‬
‫‪ ، a = 15 mi/h‬ﺑﺎﺗﺠﺎﻩ ‪125°‬‬ ‫‪‬‬
‫‪ 33°‬ﻣﻊ ﺳﻄﺢ ﺍﻷﺭﺽ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫‪ ، b = 12 mi/h‬ﺑﺎﺗﺠﺎﻩ ‪ 20.77 mi / h 045°‬ﺑﺎﺗﺠﺎﻩ ‪270°‬‬ ‫‪190 N‬‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 31‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪33°‬‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‪5 .‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﺠﺪﺍﻭﻝ؛ ﻻﺳﺘﻘﺼﺎﺀ ﺿﺮﺏ ﻣﺘﺠﻪﹴ‬
‫‪  (33‬ﹸﻋ ﱢﻠﻘﺖ ﻛﺮﺓ ﺣﺪﻳﺪﻳﺔ ﺑﺤﺒﻠﻴﻦ ﻣﺘﺴﺎﻭﻳﻴﻦ ﻓﻲ ﺍﻟﻄﻮﻝ‬ ‫ﻳﻮﺿﺢ ﺗﺤﻠﻴﻞ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﺇﻟﻰ‬ ‫‪ (a‬ﺍﺭﺳﻢ ﹰ‬
‫ﺷﻜﻼ ﱢ‬ ‫ﻓﻲ ﹴ‬
‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ (33a, b .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﻣﺮﻛﺒﺘﻴﻬﺎ ﺍﻟﻤﺘﻌﺎﻣﺪﺗﻴﻦ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺣﻘﻴﻘﻲ‪.‬‬
‫ﱟ‬ ‫ﻋﺪﺩ‬

‫˚‪15‬‬ ‫˚‪15‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ‪.‬‬ ‫‪ ((b‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱞ‬

‫ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ‪159.3 N :‬؛ ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ‪103.5 N :‬‬
‫‪‬‬
‫‪  (30‬ﻳﺪﻓﻊ ﻣﺤﻤﺪ ﻋﺮﺑﺔ ﺃﺧﺘﻪ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،100 N‬ﻭﺑﺎﺗﺠﺎﻩ‬
‫‪ 12‬‬ ‫‪ 31°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﻘﻮﺓ ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﺪﺩ‬
‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 29‬ﻗﺪ‬
‫ﺻﺤﻴﺢ‪ 52 N .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﻻ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺧﺎﺻﻴﺘﻲ ﻧﺴﺐ‬
‫ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ؛ ﻟﺬﺍ ﺭﺍﺟﻊ‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ T 1 , T 2‬ﺗﹸﻤ ﹼﺜﻼﻥ ﻗﻮﺗﹶﻲ ﺍﻟﺸﺪﱢ ﻓﻲ ﺍﻟﺤﺒﻠﻴﻦ‪ ،‬ﻭﻛﺎﻧﺖ‬ ‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺳﺘﺴﺘﻘﺼﻲ ﺿﺮﺏ ﻣﺘﺠﻪ‬ ‫‪(31‬‬
‫ﺗﻌﺮﻳﻒ ﻛﻞ ﹴ‬
‫ﻧﺴﺒﺔ ﻣﻨﻬﻤﺎ ﻓﻲ ﺍﻟﻤﺜﻠﺚ‬
‫ﺷﻜﻼ ﹸﻳﻤ ﹼﺜﻞ ﻭﺿﻊ ﺍﻟﺘﻮﺍﺯﻥ ﻟﻠﻜﺮﺓ‪.‬‬
‫‪ ، T 1 = T 2‬ﻓﺎﺭﺳﻢ ﹰ‬ ‫ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬
‫ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫‪ (b‬ﺃﻋﺪ ﺭﺳﻢ ﺍﻟﺸﻜﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ ﻟﺘﺠﺪ ‪T 1 + T 2‬‬ ‫‪   (a‬ﺍﺭﺳﻢ ﺍﻟﻤﺘﺠﻪ ‪ a‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ‬
‫ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﻭﺍﺧﺘﺮ ﻗﻴﻤﺔ ﻋﺪﺩﻳﺔ ﻟﹺـ ‪ ، k‬ﺛﻢ ﺍﺭﺳﻢ‬
‫ﻧﺎﺗﺠﺎ ﻋﻦ ﺿﺮﺏ ‪ k‬ﻓﻲ ﺍﻟﻤﺘﺠﻪ ﺍﻷﺻﻠﻲ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯‬ ‫ﹰ‬ ‫ﻣﺘﺠﻬﺎ‬
‫ﹰ‬
‫‪‬‬
‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺸﻜﻞ ﻓﻲ ﺍﻟﻔﻘﺮﺓ ‪ b‬ﻭﺣﻘﻴﻘﺔ ﺃﻥ ﻣﺤﺼﻠﺔ ‪ T 1 + T 2‬ﻫﻲ‬
‫ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻮﺍﺯﻥ ﻟﻮﺯﻥ ﺍﻟﻜﺮﺓ؛ ﻟﺤﺴﺎﺏ ﻣﻘﺪﺍﺭ ﱞ‬ ‫ﻭﻛﺮﺭ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻊ ﺃﺭﺑﻌﺔ ﻣﺘﺠﻬﺎﺕ ﺃﺧﺮ￯ ‪b, c, d,‬‬
‫ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪ .‬ﹼ‬ ‫‪(29a‬‬
‫ﻛﻞ ﻣﻦ ‪T 1 , T 2‬‬
‫‪T 1 ≈ 23.18 lb, T 2 ≈ 23.18 lb‬‬ ‫‪ ، e‬ﻭﺍﺳﺘﻌﻤﻞ ﻗﻴﻤﺔ ‪ k‬ﻧﻔﺴﻬﺎ ﻓﻲ ﻛﻞ ﻣﺮﺓ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪190 N‬‬
‫‪y‬‬
‫‪33°‬‬
‫‪   (b‬ﺍﻧﺴﺦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻓﻲ ﺩﻓﺘﺮﻙ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﻛﻞ ﻣﺘﺠﻪ ﻭﺍﺗﺠﺎﻫﻪ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻣﺮﻛﺒﺘﹶﻴﻪ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ‪،‬‬ ‫‪x‬‬
‫ﺍﻟﻤﻨﺎﺳﺒﺔ ﺩﺍﺧﻠﻪ ﻟﻜﻞ ﻣﺘﺠﻪ ﺭﺳﻤﺘﻪ ﻓﻲ ﺍﻟﻔﺮﻉ ‪.a‬‬
‫ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﻤﻜﻦ ﻟﺰﺍﻭﻳﺔ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪:‬‬ ‫‪1 cm = 50 N‬‬

‫‪ ‬‬ ‫‪‬‬ ‫‪ (31a‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬

‫‪ (34‬ﺍﻷﻓﻘﻴﺔ ‪ ، 0.32 in‬ﺍﻟﺮﺃﺳﻴﺔ ‪. 90° < θ < 180° ، 2.28 in‬‬ ‫‪‬‬ ‫‪k   ‬‬ ‫‪y‬‬
‫‪ 2.3 in.; 98°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪a‬‬ ‫)‪(2, 4‬‬ ‫)‪(4, 8‬‬ ‫‪2a‬‬

‫‪ (35‬ﺍﻷﻓﻘﻴﺔ ‪ ، 3.1 ft‬ﺍﻟﺮﺃﺳﻴﺔ ‪. 0° < θ < 90° ، 4.2 ft‬‬ ‫‪b‬‬ ‫)‪(0, 3‬‬ ‫)‪(0, 6‬‬
‫‪ 5.3 ft; 54°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪c‬‬ ‫)‪(-1, 2‬‬ ‫)‪(-2, 4‬‬
‫‪d‬‬ ‫)‪(-2, -2‬‬ ‫)‪(-4, -4‬‬
‫‪ (36‬ﺍﻷﻓﻘﻴﺔ ‪ ، 2.6 cm‬ﺍﻟﺮﺃﺳﻴﺔ ‪. 270° < θ < 360° ، 9.7 cm‬‬ ‫‪e‬‬ ‫)‪(3, -1‬‬ ‫)‪(6, -2‬‬
‫‪a‬‬
‫‪ 10 cm; 285°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪   (c‬ﺇﺫﺍ ﻛﺎﻧﺖ ) ‪ ( a, b‬ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ ﻟﻠﻤﺘﺠﻪ ‪ ، a‬ﻓﻤﺎ‬
‫‪O‬‬ ‫‪x‬‬
‫ﺍﺭﺳﻢ ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ‪ a, b, c‬؛ ﻟﺘﻮﺿﺢ ﺻﺤﺔ ﻛﻞ ﺧﺎﺻﻴﺔ ﻣﻦ ﺍﻟﺨﺼﺎﺋﺺ‬ ‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ ﻟﻠﻤﺘﺠﻪ ‪ k a‬؟ )‪(ka, kb‬‬
‫‪y‬‬
‫ﺍﻵﺗﻴﺔ ﻫﻨﺪﺳ ﹼﹰﻴﺎ‪ (37 - 39 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪ ‬ﻫﻮ ﻣﺘﺠﻪ ﻳﺴﺎﻭﻱ ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ﻓﻲ ﺍﻟﻤﻘﺪﺍﺭ ﻭﻳﻌﺎﻛﺴﻪ‬
‫ﻓﻲ ﺍﻻﺗﺠﺎﻩ‪ ،‬ﺑﺤﻴﺚ ﺇﻥ ﻧﺎﺗﺞ ﺟﻤﻊ ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ﻣﻊ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻮﺍﺯﻥ‬
‫‪ (37‬ﺍﻟﺨﺎﺻﻴﺔ ﺍﻹﺑﺪﺍﻟﻴﺔ ‪a + b = b + a‬‬ ‫‪2b‬‬
‫ﻳﺴﺎﻭﻱ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ‪ ،‬ﻭﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻮﺍﺯﻥ ﻟﻠﻤﺘﺠﻪ ‪ a + b‬ﻫﻮ )‪-(a + b‬‬
‫‪b‬‬
‫‪ (38‬ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﺠﻤﻴﻌﻴﺔ )‪(a + b) + c = a + (b + c‬‬
‫‪a‬‬ ‫‪b‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪ (39‬ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ‪ ،k(a + b) = k a + k b‬ﺣﻴﺚ ‪k = 2, 0.5, -2‬‬
‫)‪-(a + b‬‬ ‫‪y‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪16‬‬ ‫‪2c‬‬

‫‪c‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪y‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪d‬‬
‫‪2d‬‬

‫‪y‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪e‬‬
‫‪2e‬‬

‫‪ 5‬‬ ‫‪16‬‬

 ‫‪‬‬ ‫‪ (49‬ﹸﺣ ﹼﻞ ﺍﻟﻤﺜﻠﺚ ﺍﻵﺗﻲ ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﹸﺸﺮ ﺇﺫﺍ ﻟﺰﻡ ﺫﻟﻚ‪.‬‬
‫‪‬‬
‫‪ (49, 50 ‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪،43‬‬ ‫‪  (40‬ﻟﺪﻳﻚ ﻣﺘﺠﻪ ﻣﻘﺪﺍﺭﻩ ‪ 5‬ﻭﺣﺪﺍﺕ ﺑﺎﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ‬
‫ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺪﺭﺍﺳﺔ ﺍﻟﺮﺳﻮﻡ ﺑﺪﻗﺔ‪،‬ﹴ‬
‫ﻟﻤﺤﻮﺭ ‪ ، x‬ﺣ ﹼﻠﻞ ﺍﻟﻤﺘﺠﻪ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻦ ﻣﺘﻌﺎﻣﺪﺗﻴﻦ ﻋﻠﻰ ﺃﻻ ﺗﻜﻮﻥ ﱞ‬
‫‪B‬‬
‫‪a‬‬
‫ﺃﻱ‬
‫ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﻗﺎﻋﺪﺓ ﺇﻳﺠﺎﺩ ﻣﺤﺼﻠﺔ‬ ‫‪13‬‬ ‫‪110°‬‬
‫‪38°‬‬
‫ﻣﻨﻬﻤﺎ ﺃﻓﻘﻴﺔ ﺃﻭ ﺭﺃﺳﻴﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪C‬‬

‫ﻣﺘﺠﻬﻴﻦ )ﺍﻟﻤﺜﻠﺚ ﺃﻭ ﻣﺘﻮﺍﺯﻱ‬‫ﹶ‬ ‫‪A‬‬ ‫‪b‬‬

‫‪  (41‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ‬
‫ﺍﻷﺿﻼﻉ(‪ ،‬ﺇﺫ ﻣﻦ ﺍﻟﻤﻬﻢ ﺃﻥ ﺗﻮﺿﻊ‬ ‫‪‬‬ ‫‪ (50‬ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ sin 2x - cos x = 0:‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪. x‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺩﺍﺋﻤﺎ ﺃﻭ ﻟﻴﺴﺖ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ ،‬ﱢ‬
‫ﹰ‬
‫”ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ ﻣﺘﺠﻬﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﺮﻳﻘﺔ‬
‫ﹴ‬
‫ﺻﺤﻴﺢ‪.‬‬ ‫ﹴ‬
‫ﺑﺸﻜﻞ‬ ‫ﻧﻘﺎﻁ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻨﻬﺎﻳﺔ‬ ‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ“‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪‬‬
‫ﺑﻔﺮﺽ ﺃﻥ‪|a| + |b| ≥ |a + b| :‬‬ ‫‪‬‬ ‫‪(42‬‬
‫‪ 4‬‬ ‫‪  (51‬ﻗﺎﻡ ﺣﺴﺎﻥ ﺑﻨﺰﻫﺔ ﺧﺎﺭﺝ ﻣﺨﻴﻤﻪ ﺍﻟﻜﺸﻔﻲ‪ ،‬ﻓﻘﻄﻊ ﻣﺴﺎﻓﺔ‬
‫‪ (a-b‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪ (a‬ﻋ ﹼﺒﺮ ﻋﻦ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﺑﺎﻟﻜﻠﻤﺎﺕ ‪.‬‬
‫‪ 3.75 km‬ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺸﺮﻕ ﻣﻦ ﺍﻟﻤﺨﻴﻢ ﺣﺘﻰ ﻭﺻﻞ ﺃﺣﺪ ﺍﻟﻤﺴﺎﺟﺪ‪ ،‬ﺛﻢ‬
‫‪ (b‬ﻫﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ ﺃﻡ ﺧﺎﻃﺌﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬ ‫ﹰ‬
‫ﺷﻤﺎﻻ ﻗﺎﺻﺪﹰ ﺍ ﺣﺪﻳﻘ ﹰﺔ ﻋﺎﻣ ﹰﺔ‪ ،‬ﻓﻘﻄﻊ ﻣﺴﺎﻓﺔ ‪ ، 5.6 km‬ﺣﺪﹼ ﺩ ﻣﻮﻗﻊ‬ ‫ﺳﺎﺭ‬
‫ﺷﺮﺡ ﻃﺮﻳﻘﺔ ﺟﻤﻊ ﻭﻃﺮﺡ ﻣﺘﺠﻬﻴﻦ ﻣﻮﺿﺤﺔ‬ ‫ﺍﻟﺤﺪﻳﻘﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺨﻴﻢ؟ ‪ 6.74 km‬ﺑﺎﺗﺠﺎﻩ ‪ 56.2°‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻊ ﺍﻷﻓﻘﻲ‬ ‫ﻛﻞ ﻣﻦ ﺣﺴﻴﻦ ﻭﻣﺼﻄﻔﻰ ﺇﻳﺠﺎﺩ ﻣﺤﺼﻠﺔ‬ ‫‪  (43‬ﺣﺎﻭﻝ ﱞ‬
‫ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ . a , b‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺑﺎﻷﺷﻜﺎﻝ‪.‬‬ ‫‪ (52‬ﻃﺎﺭﺕ ﻃﺎﺋﺮﺓ ﻟﻌﺒﺔ ﺗﺴﻴﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺟﻬﺎﺯ ﺍﻟﺘﺤﻜﻢ ﻋﻦ ﹸﺑﻌﺪ‪ ،‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫‪ 32°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﻭﺑﺴﺮﻋﺔ ‪ 48 ft/s‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﱞ‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ﹸﻳﻤ ﹼﺜﻞ ﻣﻘﺪﺍﺭ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻟﺴﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ؟‪B‬‬ ‫‪a‬‬
‫‪b‬‬
‫‪a‬‬

‫‪ (41‬ﻟﻴﺴـﺖ ﺻﺤﻴﺤـﺔ ﺃﺑـﺪﹰ ﺍ‪ ،‬ﺇﺟﺎﺑـﺔ ﻣﻤﻜﻨـﺔ‪:‬‬ ‫‪a+b‬‬

‫‪b‬‬
‫‪a+b‬‬

‫ﺇﺫﺍ ﺗـﻮﺍﺯ￯ ﻣﺘﺠﻬـﺎﻥ‪ ،‬ﻓﺈﻧﻬﻤـﺎ ﻳﻜﻮﻧـﺎﻥ ﻓﻲ‬

‫‪48 ft/sec‬‬
‫ﺍﻻﺗﺠﺎﻩ ﻧﻔﺴـﻪ ﺃﻭ ﻓﻲ ﺍﺗﺠﺎﻫﻴﻦ ﻣﺘﻌﺎﻛﺴﻴﻦ‪.‬‬
‫‪  (44‬ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻧﺎﺗﺞ ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ ﻣﺴﺎﻭ ﹰﻳﺎ‬
‫ﺃ ﹼﻣـﺎ ﺇﺫﺍ ﹸﻭﺿـﻊ ﺍﻟﻤﺘﺠﻬـﺎﻥ ﺑﺤﻴـﺚ ﺗﺘﻄﺎﺑـﻖ‬ ‫‪32°‬‬
‫ﻷﺣﺪﻫﻤﺎ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻴﻬﻤﺎ‪ ،‬ﻓﻌﻨﺪﻫﺎ ﻻ ﺗﻮﺟﺪ ﺯﺍﻭﻳﺔ ﺑﻴﻦ‬
‫‪  (45‬ﻗﺎﺭﻥ ﺑﻴﻦ ﻗﺎﻋﺪﺗﹶﻲ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﻭﺍﻟﻤﺜﻠﺚ ﻓﻲ ﺇﻳﺠﺎﺩ‬
‫ﺍﻟﻤﺘﺠﻬﻴﻦ ﺗﺴﻤﺢ ﺑﺘﻜﻮﻳﻦ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪.‬‬ ‫‪25.4 ft/s , 40.7 ft/s A‬‬
‫ﻣﺤﺼﻠﺔ ﻣﺘﺠﻬﻴﻦ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ (42a‬ﻣﺠﻤـﻮﻉ ﻃﻮ ﹶﻟـﻲ ﺍﻟﻤﺘﺠﻬﻴـﻦ ‪ a, b‬ﺃﻛﺒـﺮ‬ ‫‪40.7 ft/s , 25.4 ft/s B‬‬
‫ﻣﻦ ﺃﻭ ﻳﺴـﺎﻭﻱ ﻃﻮﻝ ﻣﺤﺼﻠـﺔ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪‬‬
‫‪56.6 ft/s , 90.6 ft/s C‬‬
‫‪a+b‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﹸﻋﺸﺮ ﺇﺫﺍ ﻟﺰﻡ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﱢ‬
‫‪ (42b‬ﺻﺤﻴﺤﺔ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪90.6 ft/s , 56.6 ft/s D‬‬
‫ﺫﻟﻚ‪ .‬‬
‫ﻳﻮﺟﺪ ﺛﻼﺙ ﺣﺎﻻﺕ‬ ‫‪(46‬‬

‫ﺍﻟﺤﺎﻟﺔ ﺍﻷﻭﻟﻰ‪ :‬ﺍﻟﻤﺘﺠﻬﺎﻥ ‪ a , b‬ﻟﻴﺴﺎ‬ ‫‪x‬‬

‫‪30°‬‬
‫ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ‬ ‫‪5.8‬‬ ‫‪10‬‬

‫ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ‪ a + b‬ﺿﻠ ﹰﻌﺎ ﺛﺎﻟ ﹰﺜﺎ ﻓﻲ‬ ‫‪(48‬‬ ‫‪(47‬‬

‫ﻣﺜﻠﺚ ﺿﻠﻌﺎﻩ ﺍﻟﻤﺘﺠﻬﺎﻥ ‪ a , b‬ﻛﻤﺎ ﻫﻮ‬ ‫‪60°‬‬
‫‪x‬‬
‫ﻣﺒﻴﻦ ﺑﺎﻟﺸﻜﻞ‬ ‫‪3‬‬ ‫‪x‬‬
‫‪17.8‬‬

‫‪a‬‬ ‫‪a‬‬ ‫‪6‬‬ ‫‪22‬‬ ‫‪54°‬‬

‫‪a+b‬‬
‫ﻭﻣﻦ ﺍﻟﻤﻌﺮﻭﻑ ﺃﻥ ﻃﻮﻝ ﺃﻱ ﺿﻠﻊ‬ ‫‪17‬‬ ‫‪‬‬ ‫‪5 - 1 ‬‬

‫ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺃﺻﻐﺮ ﻣﻦ ﻣﺠﻤﻮﻉ ﻃﻮ ﹶﻟﻲ‬

‫ﺍﻟﻀﻠﻌﻴﻦ ﺍﻵﺧﺮﻳﻦ ﺇﺫﻥ‪:‬‬
‫|‪|a + b| < |a| + |b‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﺤﺎﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺍﻟﻤﺘﺠﻬﺎﻥ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ‬
‫ﹴ‬
‫ﻭﺍﺣﺪ‪.‬‬ ‫ﹴ‬
‫ﺍﺗﺠﺎﻩ‬ ‫ﻭﺍﺣﺪﺓ ﻭﻓﻲ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻚ ﺛﻼﺙ ﻗﻮ￯ ﻣﺘﺠﻬﺔ ‪a, b , c‬‬
‫‪q‬‬
‫|‪|a + b| < |a| + |b‬‬ ‫ﺇﺫﻥ ﻳﻜﻮﻥ‪:‬‬
‫‪c‬‬
‫‪c‬‬ ‫ﻓﻄﻮﺭ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ؛ ﻹﻳﺠﺎﺩ‬
‫ﺗﺆﺛﺮ ﻓﻲ ﻧﻘﻄﺔ‪ .‬ﹼ‬
‫ﺍﻟﺤﺎﻟﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺍﻟﻤﺘﺠﻬﺎﻥ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ‬ ‫ﺍﻟﻤﺘﺠﻪ ‪ q‬ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺤﺼﻠﺔ ﻫﺬﻩ ﺍﻟﻘﻮ￯ ‪.‬‬
‫‪b‬‬

‫ﻭﺍﺣﺪﺓ ﻭﻓﻲ ﺍﺗﺠﺎﻫﻴﻦ ﻣﺘﻌﺎﻛﺴﻴﻦ‬ ‫‪a‬‬

‫‪b‬‬
‫‪a‬‬

‫‪b‬‬ ‫‪a‬‬
‫ﻭﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻳﻜﻮﻥ‪:‬‬
‫|‪|a + b| = |a| - |b| < |a| + |b‬‬
‫ﺇﺫﻥ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﺤﺎﻻﺕ‪:‬‬
‫|‪|a| + |b| ≥ |a + b‬‬

‫‪17‬‬ ‫‪‬‬ ‫‪5 - 1‬‬

 ‫‪ ‬‬

‫‪5 - 1‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(7)‬‬ ‫‪‬‬ ‫‪(6)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪5-1‬‬ ‫‪‬‬ ‫‪5-1‬‬
‫‪‬‬ ‫‪‬‬
‫ﺃﻱ ﻣﺘﺠﻪ ﺇﱃ ﻣﺮﻛﺒﺘﲔ ﺃﻓﻘﻴﺔ ﻭﺭﺃﺳﻴﺔ‪.‬‬
‫‪‬ﻳﻤﻜﻦ ﲢﻠﻴﻞ ﹼ‬ ‫‪‬ﺍﳌﺘﺠﻪ ﻫﻮ ﻛﻤﻴﺔ ﳍﺎ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ‪ ،‬ﻭﻣﻘﺪﺍﺭ ﺍﳌﺘﺠﻪ ﻫﻮ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﳌﺴﺘﻘﻴﻤﺔ ﺍﳌﺘﺠﻬﺔ‪ ،‬ﻭﺍﲡﺎﻫﻪ ﻫﻮ ﻗﻴﺎﺱ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺘﺠﻬﺔ ﺑﲔ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪ x‬ﻭﺍﳌﺘﺠﻪ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺃﻭ ﻗﺎﻋﺪﺓ ﺍﳌﺜﻠﺚ ﳉﻤﻊ‬
‫ﺻﻐﲑﺍ ﻣﺜﺒﺘﹰﺎ ﺑﺤﺒﻞ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،50 N‬ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 60°‬ﻣﻊ‬
‫ﹰ‬ ‫ﻳﺴﺤﺐ ﲨﺎﻝ ﺯﻭﺭﻗﹰﺎ‬ ‫‪‬‬
‫ﺍﳌﺘﺠﻬﺎﺕ ﺃﻭ ﻃﺮﺣﻬﺎ‪.‬‬
‫ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ‪.‬‬
‫‪ (a‬ﺍﺭﺳﻢ ﹰ‬
‫ﺷﻜﻼ ﻳﻮﺿﺢ ﲢﻠﻴﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺒﺬﳍﺎ ﲨﺎﻝ ﺇﱃ ﻣﺮﻛﹼﺒﺘﲔ ﻣﺘﻌﺎﻣﺪﺗﲔ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﳌﺴﻄﺮﺓ ﻭﺍﳌﻨﻘﻠﺔ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻤﻴﺘﲔ ﺍﻵﺗﻴﺘﲔ‪ ،‬ﻭﺍﻛﺘﺐ ﻋﻠﻴﻪ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬ ‫‪‬‬

‫‪ (b‬ﴎﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،V = 55 mi/h‬ﺑﺎﲡﺎﻩ ‪.S 45° E‬‬ ‫‪ (a‬ﻗﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ F = 60 N‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 125°‬ﻣﻊ‬
‫‪50 N‬‬ ‫‪y‬‬ ‫ﻳﻤﻜﻦ ﲢﻠﻴﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺴﺤﺐ ﲠﺎ ﲨﺎﻝ ﺍﻟﻘﺎﺭﺏ ﺇﱃ ﻗﻮﺓ ﺃﻓﻘﻴﺔ ‪ x‬ﺇﱃ ﺍﻷﻣﺎﻡ‪،‬‬
‫ﺍﻻﲡﺎﻩ ﺍﻷﻓﻘﻲ‪.‬‬
‫ﻭﺭﺃﺳﻴﺔ ‪ y‬ﺇﱃ ﺃﻋﲆ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ‪.‬‬
‫‪60°‬‬
‫‪x‬‬
‫ﺳﻬﲈ‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﻘﻴﺎﺱ ﺭﺳﻢ ‪ ،20 mi/h: 1 cm‬ﻭﺍﺭﺳﻢ ﹰ‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻘﻴﺎﺱ ﺭﺳﻢ ‪،1 cm : 20 N‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺮﻛﹼﺒﺘﲔ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﻘﻮﺓ‪.‬‬ ‫ﻃﻮﻟﻪ ‪ 55÷20 = 2.75 cm‬ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 45°‬ﰲ‬ ‫ﺳﻬﲈ ﻃﻮﻟﻪ ‪،60÷20 = 3 cm‬‬ ‫ﻭﺍﺭﺳﻢ ﹰ‬
‫ﺍﲡﺎﻩ ﺟﻨﻮﺏ ﴍﻕ‪.‬‬ ‫ﰲ ﻭﺿﻊ ﻗﻴﺎﳼ ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪125°‬‬
‫ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ ﻭﻣﺮﻛﺒﺘﺎﻫﺎ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻣﺜﻠﺜﹰﺎ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫ﹼ‬ ‫‪N‬‬ ‫ﻣﻊ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪.x‬‬
‫‪1 cm: 20 mi/h‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﻌﺮﻳﻒ ﺍﳉﻴﺐ ﻭﺟﻴﺐ ﻭﺍﻟﺘﲈﻡ؛ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺮﻛﺒﺘﲔ‪.‬‬
‫‪O‬‬
‫‪E‬‬
‫‪y‬‬
‫‪W‬‬
‫|‪|y‬‬ ‫|‪|x‬‬
‫___ = ‪sin 60‬‬ ‫ﺗﻌﺮﻳﻒ ﺍﳉﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﲈﻡ‬
‫‪45°‬‬ ‫‪V‬‬
‫___ = ‪cos 60°‬‬ ‫‪F‬‬
‫‪50‬‬ ‫‪50‬‬
‫ﹸﺣﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﹺـ ‪ x‬ﻭ ‪y‬‬
‫‪125°‬‬
‫‪|x| = 50 cos 60°‬‬ ‫‪|y| = 50 sin 60°‬‬ ‫‪S‬‬
‫‪O x‬‬
‫‪1 cm : 20 N‬‬
‫‪|x| =25‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ‬ ‫‪|y| ≈ 43.3‬‬
‫‪‬‬
‫ﻣﻘﺪﺍﺭ ﺍﳌﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ‪ ،25 N‬ﻭﻣﻘﺪﺍﺭ ﺍﳌﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ‪ 43 N‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮﺓ ﻭﻣﻨﻘﻠﺔ؛ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻤﻴﺘﲔ ﺍﻵﺗﻴﺘﲔ‪ ،‬ﻭﺍﻛﺘﺐ ﻋﻠﻴﻪ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬
‫‪ t=150 in (2‬ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 40°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬ ‫‪ r=30 m (1‬ﺑﺎﲡﺎﻩ ‪.N 45° W‬‬
‫‪‬‬ ‫‪N‬‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺘﺠﻬﲔ ﺇﱃ ﻣﺮﻛﺒﺘﲔ ﺃﻓﻘﻴﺔ ﻭﺭﺃﺳﻴﺔ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﲈ‪.‬‬ ‫ﺍﺭﺳﻢ ﹰ‬
‫ﺷﻜﻼ ﻳﻮﺿﺢ ﲢﻠﻴﻞ ﱟ‬ ‫‪t‬‬
‫‪r‬‬

‫‪ 2.5 cm/h (2‬ﺑﺎﲡﺎﻩ ‪.N 50° W‬‬ ‫‪ 7 in (1‬ﺑﺎﲡﺎﻩ ‪ 120°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬ ‫‪40°‬‬
‫‪45°‬‬
‫‪1 cm: 50 in‬‬
‫‪N‬‬
‫‪2.5 cm‬‬ ‫‪W 1 cm: 10 m‬‬ ‫‪O‬‬
‫‪7 in.‬‬
‫‪50°‬‬

‫‪120°‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﳌﺜﻠﺚ ﺃﻭ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻭﺍﻛﺘﺐ ﻣﻘﺪﺍﺭ‬ ‫ﺃﻭﺟﺪ ﳏﺼﻠﺔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﳌﺘﺠﻬﺎﺕ ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪، 3,4‬‬
‫‪W‬‬ ‫‪E‬‬
‫ﺍﳌﺤﺼﻠﺔ ﺑﺎﻟﺴﻨﺘﻤﱰﺍﺕ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﺍﲡﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‪.‬‬
‫‪S‬‬
‫‪(4‬‬ ‫‪(3‬‬
‫‪e‬‬
‫‪1.9,1.6‬‬ ‫‪3.5,6.1‬‬ ‫‪f‬‬ ‫‪e‬‬ ‫‪f‬‬
‫‪a‬‬ ‫‪a‬‬
‫‪r‬‬

‫‪ (3‬ﻳﺴﺤﺐ ﻋﲇ ﻋﺮﺑﺔ ﻋﲆ ﺳﻄﺢ ﻣﺎﺋﻞ ﻳﺼﻨﻊ ﻣﻊ ﺍﻷﺭﺽ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،50°‬ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،25 N‬ﺃﻭﺟﺪ ﺍﳌﺮﻛﺒﺘﲔ‬ ‫‪r‬‬
‫‪b‬‬
‫ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﻘﻮﺓ‪.‬‬ ‫‪b‬‬

‫‪16.08N19.15N‬‬ ‫‪3cm,142°‬‬ ‫‪2cm,140°‬‬

‫‪ 5‬‬ ‫‪7‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪6‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(9) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(8)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪5-1‬‬
‫‪‬‬ ‫‪5-1‬‬
‫‪‬‬
‫‪‬‬
‫‪ (3‬ﻳﺴﺤﺐ ﺳﺎﱂ ﺣﻘﻴﺒﺔ ﺳﻔﺮﻩ ﻋﲆ ﺃﺭﺽ ﺍﳌﻄﺎﺭ ﺑﻘﻮﺓ‬ ‫‪  (1‬ﺳﺎﺭ ﻗﺎﺭﺏ ‪ 200‬ﻛﻠﻢ ﺑﺎﲡﺎﻩ ‪ ،S 30° E‬ﺍﺭﺳﻢ‬
‫ﻗﺪ ﺗﺆﺛﺮ ﰲ ﺟﺴﻢ ﺛﻼﺙ ﻗﻮ￯ ﺃﻭ ﺃﻛﺜﺮ ﰲ ﻭﻗﺖ ﻭﺍﺣﺪ‪ ،‬ﻭﻳﻤﻜﻦ ﲤﺜﻴﻞ ﻛﻞ ﻗﻮﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﻘﻮ￯ ﺑﻤﺘﺠﻪ‪ .‬ﻭﻹﳚﺎﺩ ﻣﺘﺠﻪ ﺍﳌﺤﺼﻠﺔ‬
‫ﻣﻘﺪﺍﺭﻫﺎ ‪ 22 N‬ﻋﲆ ﻣﻘﺒﺾ ﺍﳊﻘﻴﺒﺔ ﺍﻟﺘﻲ ﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ‬ ‫ﻣﺘﺠﻬﺎ ﻳﺼﻒ ﻫﺬﻩ ﺍﻟﻜﻤﻴﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﳌﺴﻄﺮﺓ ﻭﺍﳌﻨﻘﻠﺔ‪،‬‬
‫ﹰ‬
‫ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﰲ ﺍﳉﺴﻢ‪ ،‬ﻳﻤﻜﻨﻚ ﲨﻊ ﻛﻞ ﻣﺘﺠﻬﲔ ﻣ ﹰﻌﺎ‪.‬‬
‫ﻗﻴﺎﺳﻬﺎ ‪ 72°‬ﻣﻊ ﺍﻷﺭﺽ‪ ،‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﲢﺮﻙ‬ ‫ﻭﺣﺪﹼ ﺩ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬
‫ﺑﻨﺎﺀ‪ :‬ﻳﺴﺤﺐ ﻋﺎﻣﻞ ﺻﻨﺪﻭﻗﹰﺎ ﳛﺘﻮﻱ ﻋﲆ ﻣﻮﺍﺩ ﺑﻨﺎﺀ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 80 N‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 70°‬ﻣﻊ‬ ‫‪‬‬
‫ﻗﴫ ﺳﺎﱂ ﻃﻮﻝ ﺍﳌﻘﺒﺾ ﺣﺘﻰ‬ ‫ﺍﳊﻘﻴﺒﺔ ﺇﱃ ﺍﻷﻣﺎﻡ؟ ﺇﺫﺍ ﹼ‬ ‫‪N‬‬
‫ﺍﻷﺭﺽ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻳﺴﺤﺐ ﻋﺎﻣﻞ ﺁﺧﺮ ﺍﻟﺼﻨﺪﻭﻕ ﺑﻘﻮﺓ ‪ 100 N‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 150°‬ﻣﻊ‬ ‫ﺃﺻﺒﺢ ﺃﻗﺮﺏ ﺇﱃ ﺍﻷﺭﺽ‪ ،‬ﻓﲈ ﺃﺛﺮ ﻧﻘﺼﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻷﺭﺽ‪ ،‬ﻭﺗﺆﺛﺮ ﰲ ﺍﻟﺼﻨﺪﻭﻕ ﻗﻮﺓ ﺛﺎﻟﺜﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 120° N‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،180°‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﳏﺼﻠﺔ‬ ‫ﰲ ﺍﳊﺮﻛﺔ؟‬
‫ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺼﻨﺪﻭﻕ ﻭﺍﲡﺎﻫﻬﺎ‪.‬‬ ‫‪6.8N‬‬ ‫‪W‬‬ ‫‪E‬‬

‫‪ (4‬ﰲ ﻣﺴﺎﺑﻘﺔ ﺍﳌﴚ ﻋﲆ ﺍﻷﻗﺪﺍﻡ‪ ،‬ﺳﺎﺭ ﺳﻌﻴﺪ‬

‫‪30°‬‬
‫‪1 cm: 100 km‬‬
‫‪ 200 m‬ﺑﺎﲡﺎﻩ ‪ ،N 70° W‬ﺛﻢ ﺳﺎﺭ ‪ 90 m‬ﰲ ﺍﲡﺎﻩ‬ ‫‪S‬‬
‫‪80 N‬‬
‫‪100 N‬‬
‫ﱰﺍ ﻳﺒﻌﺪ ﺳﻌﻴﺪ ﻋﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ؟ ﻭﻣﺎ‬ ‫ﺍﻟﴩﻕ‪ .‬ﻓﻜﻢ ﻣ ﹰ‬ ‫ﺟﺮﺍﺭﺍﻥ ﺯﺭﺍﻋﻴﺎﻥ ﺑﺈﺯﺍﻟﺔ ﺟﺬﻉ ﺷﺠﺮﺓ‬
‫‪ (2‬ﻳﻘﻮﻡ ﱠ‬
‫‪120 N‬‬ ‫‪180°‬‬
‫‪150°‬‬ ‫‪70°‬‬ ‫ﺍﲡﺎﻫﻪ؟‬ ‫ﻋﲆ ﻧﺤﻮ ﻣﺎ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ‪ ،‬ﻓﻴﺴﺤﺐ ﺍﻷﻭﻝ‬
‫‪N55.1° W119.5m‬‬ ‫ﺍﳉﺬﻉ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ، 2000 N‬ﻭﺍﻟﺜﺎﲏ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬
‫ﺃﻱ ﻣﺘﺠﻬﲔ ﻣﻦ ﺍﳌﺘﺠﻬﺎﺕ‪ ،‬ﻭﺗﺬﻛﹼﺮ ﺃﻥ ﺗﺮﺗﻴﺐ ﺍﻻﺧﺘﻴﺎﺭ ﻏﲑ ﻣﻬﻢ ﻋﻨﺪﻣﺎ ﲡﻤﻊ ﺍﳌﺘﺠﻬﺎﺕ‪.‬‬ ‫ﹰ‬
‫ﺃﻭﻻ‪ ،‬ﺍﲨﻊ ﱠ‬ ‫ﱰﺍ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪20°‬‬
‫‪‬ﻗﻄﻊ ﻣﺘﺰﻟﺞ ﻣﺴﺎﻓﺔ ‪ 35‬ﻣ ﹰ‬
‫‪‬‬ ‫‪(5‬‬ ‫ﺍﳉﺮﺍﺭﻳﻦ ﻳﺴﺎﻭﻱ ‪.40°‬‬
‫‪ ،1500 N‬ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﱠ‬
‫ﻭﺍﻵﻥ‪ ،‬ﺃﺿﻒ ﻧﺎﺗﺞ ﲨﻊ ﺍﳌﺘﺠﻬﲔ ﺇﱃ ﺍﳌﺘﺠﻪ ‪120 N‬؛‬ ‫ﺍﲨﻊ ﺍﳌﺘﺠﻪ ﺍﻟﺬﻱ ﻣﻘﺪﺍﺭﻩ ‪ 80 N‬ﻣﻊ ﺍﳌﺘﺠﻪ ﺍﻟﺬﻱ ﻣﻘﺪﺍﺭﻩ‬ ‫ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ‪ ،‬ﺛﻢ ﻏﲑ ﻣﺴﺎﺭﻩ ﺑﺎﲡﺎﻩ ‪ 30°‬ﻣﻊ ﺍﳌﺤﻮﺭ‬ ‫‪2000 N‬‬
‫‪ 100 N‬ﹰ‬
‫ﺃﻭﻻ؛‬ ‫ﺍﻷﻓﻘﻲ ﻓﻘﻄﻊ ‪.45 m‬‬ ‫‪20°‬‬
‫‪20°‬‬
‫‪1500 N‬‬

‫‪a‬‬
‫ﻣﺘﺠﻬﺎ ﺑﺎﺳﺘﻌﲈﻝ ﺍﳌﺴﻄﺮﺓ ﻭﺍﳌﻨﻘﻠﺔ ﻳﻤﺜﻞ‬
‫ﹰ‬ ‫‪ (a‬ﺍﺭﺳﻢ‬ ‫ﻟﻘﻮﰐ‬
‫‪ (a‬ﻣﺎ ﻣﻘﺪﺍﺭ ﳏﺼﻠﺔ ﲨﻊ ﺍﳌﺮﻛﹼﺒﺘﲔ ﺍﻷﻓﻘﻴﺘﲔ ﹶ‬
‫‪r‬‬
‫ﺍﳌﻮﻗﻒ‪.‬‬ ‫ﺍﳉﺮﺍﺭﻳﻦ؟ ﻭﻣﺎ ﻣﻘﺪﺍﺭ ﳏﺼﻠﺔ ﲨﻊ ﺍﳌﺮﻛﺒﺘﲔ‬
‫‪100°‬‬
‫ﻟﻘﻮﰐ ﺍﳉﺮﺍﺭﻳﻦ؟‬
‫ﺍﻟﺮﺃﺳﻴﺘﲔ ﹶ‬
‫‪a‬‬
‫‪y‬‬

‫‪100 N‬‬ ‫‪80 N‬‬ ‫‪3288.9N171N‬‬ ‫‪‬‬

‫‪30°‬‬
‫‪120 N‬‬ ‫‪45 m‬‬
‫‪80°‬‬ ‫‪20°‬‬
‫‪35 m‬‬
‫‪x‬‬ ‫‪ (b‬ﻣﺎ ﻣﻘﺪﺍﺭ ﳏﺼﻠﺔ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺬﻉ ﺍﻟﺸﺠﺮﺓ؟‬
‫ﻓﺘﻜﻮﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ‪ 219 N‬ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 145°‬ﻣﻊ ﺍﻷﺭﺽ‬ ‫‪3293N‬‬ ‫‪‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﻭﺍﲡﺎﻫﻬﺎ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﻛﻞ ﺟﺴﻢ ﰲ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻵﺗﻴﲔ‪:‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﳏﺼﻠﺔ ﺍﳌﺴﺎﻓﺔ ﻭﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ‪.‬‬ ‫ﺍﳉﺮﺍﺭﻳﻦ ‪ ،40°‬ﻓﻬﻞ‬‫‪ (c‬ﺇﺫﺍ ﺑﻘﻲ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﱠ‬
‫‪ (6‬ﲡﺮ ﺛﻼﺛﺔ ﺧﻴﻮﻝ ﻋﺮﺑﺔ‪ ،‬ﻳﺆﺛﺮ ﺃﺣﺪﻫﺎ ﰲ ﺍﻟﻌﺮﺑﺔ ﺑﻘﻮﺓ ‪ 40 N‬ﺑﺰﺍﻭﻳﺔ ‪ 50°‬ﻣﻊ ﺍﳋﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﻭﻳﺆﺛﺮ ﺍﻟﺜﺎﲏ ﺑﻘﻮﺓ‬ ‫‪25.6°79.7m‬‬ ‫ﺍﳉﺮﺍﺭﻳﻦ ﻣﻊ ﺍﻷﻓﻘﻲ ﰲ ‪‬‬ ‫ﻗﻴﺎﳼ ﺯﺍﻭﻳﺘﹶﻲ ﱠ‬‫ﺳﻴﺆﺛﺮ ﺗﻐﻴﲑ ﹶ‬
‫ﻣﻘﺪﺭﺍﻫﺎ ‪ 100 N‬ﻭﺑﺰﺍﻭﻳﺔ ‪ 110°‬ﻣﻊ ﺍﳋﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﻭﺍﻟﺜﺎﻟﺚ ﺑﻘﻮﺓ ‪ 10 N‬ﻭﺑﺰﺍﻭﻳﺔ ‪ 150°‬ﻣﻊ ﺍﳋﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ‬ ‫ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﻭﺍﲡﺎﻫﻬﺎ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫‪98°131 N‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪ (7‬ﳛﺎﻭﻝ ﺛﻼﺛﺔ ﺭﺟﺎﻝ ﲢﺮﻳﻚ ﺃﺭﻳﻜﺔ‪ ،‬ﻓﻴﻘﻮﻡ ﺃﺣﺪﻫﻢ ﺑﺪﻓﻌﻬﺎ ﺑﻘﻮﺓ ‪ 40 N‬ﺑﺰﺍﻭﻳﺔ ‪ 50°‬ﻣﻊ ﺍﻷﺭﺽ‪ ،‬ﻭﻳﺆﺛﺮ ﻓﻴﻬﺎ ﺍﻟﺜﺎﲏ‬
‫ﺑﻘﻮﺓ ‪ 100 N‬ﺑﺰﺍﻭﻳﺔ ‪ ،110°‬ﻭﺍﻟﺜﺎﻟﺚ ﺑﻘﻮﺓ ‪ 10 N‬ﺑﺰﻭﺍﻳﺔ ‪ ،150°‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﻭﺍﲡﺎﻫﻬﺎ‪.‬‬
‫‪97.7° 130.7 N‬‬

‫‪ 5‬‬ ‫‪9‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪8‬‬ ‫‪ ‬‬

‫‪ 5‬‬ ‫‪17 A‬‬

 



5 - 1
          


   (4)

 5-1

: ‫ ﻭﺍﻛﺘﺐ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‬،‫ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮﺓ ﻭﻣﻨﻘﻠﺔ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﻳﻤﺜﱢﻞ ﻛﻞ ﻛﻤﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 ‫ ﻣﻊ ﺍﻷﻓﻘﻲ‬60° ‫ ﺑﺎﺗﺠﺎﻩ‬t = ‫ ﺑﺎﻭﻧﺪ‬100 (2 N 45° E ‫ ﺑﺎﺗﺠﺎﻩ‬r = 60 m (1
N

y 45°

t
 W E
60° S 1 cm: 20 m

 
x
1 cm :  25

‫ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺸﻤﺎﻝ؛‬200 ft ‫ ﺛﻢ ﺳﺎﺭ‬،‫ ﺷﻤﺎﻝ ﺍﻟﻐﺮﺏ‬45° ‫ ﻣﻦ ﻣﻨﺰﻟﻪ ﻓﻲ ﺍﺗﺠﺎﻩ‬1000 ft ‫ ﺳﺎﺭ ﻣﺤﻤﺪ ﻣﺴﺎﻓﺔ‬  (3
 ‫ ﻛﻢ ﺃﺻﺒﺢ ﹸﺑﻌﺪ ﻣﺤﻤﺪ ﻋﻦ ﻣﻨﺰﻟﻪ؟ ﻭﻓﻲ ﺃﻱ ﺍﺗﺠﺎﻩ؟‬.‫ﺍﻟﺘﺴﻮﻕ‬
‫ﱡ‬ ‫ﻓﻮﺻﻞ ﺇﻟﻰ ﻣﺮﻛﺰ‬
N
200

‫ ﺷﻤﺎﻝ ﺍﻟﻐﺮﺏ‬52.1° ‫ ﺑﺎﺗﺠﺎﻩ‬1150 ft 1000

 45°
E
W
S

.‫ ﻣﻊ ﺍﻷﻓﻘﻲ‬42° ‫ ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬60 N ‫ ﻳﺪﻓﻊ ﻋﺒﺪ ﺍﻟﻠﻪ ﺻﻨﺪﻭﻗﹰﺎ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺍﺩ ﺑﻨﺎﺀ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬ (4

 ‫( ﺍﺭﺳﻢ ﹰ‬a

.‫ﺷﻜﻼ ﹸﻳﺒ ﹼﻴﻦ ﺗﺤﻠﻴﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﱢﺮ ﺑﻬﺎ ﻋﺒﺪ ﺍﻟﻠﻪ ﻓﻲ ﺍﻟﺼﻨﺪﻭﻕ ﺇﻟﻰ ﻣﺮﻛﺒﺘﻴﻬﺎ ﺍﻟﻤﺘﻌﺎﻣﺪﺗﻴﻦ‬

60 N y

42°
x


44.6 N, 40.1 N .‫( ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ ﺍﻷﻓﻘ ﱠﻴﺔ ﻭﺍﻟﺮﺃﺳ ﱠﻴﺔ ﻟﻠﻘﻮﺓ‬b





 
 

 

 

 

 

 

 

17 B   5

 ‫‪‬‬
‫‪‬‬
‫‪Vectors in the Coordinate Plane‬‬
‫‪‬‬ ‫‪5 -2‬‬
‫ﺗﺆ ﱢﺛﺮ ﺍﻟﺮﻳﺎﺡ ﻓﻲ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ؛ ﻟﺬﺍ ﻳﺴﺘﻌﻤﻞ ﻗﺎﺋﺪ ﺍﻟﻄﺎﺋﺮﺓ‬
‫‪‬‬
‫‪‬‬ ‫‪ 1‬‬
‫ﻣﺪﺭﺟﺔ؛ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺴﺮﻋﺔ ﻭﺍﻻﺗﺠﺎﻩ ﺍﻟﺬﻱ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﺎﺋﺮﺓ ﺍﻟﺴﻴﺮ ﻓﻴﻪ؛‬ ‫ﻣﻘﺎﻳﻴﺲ ﹼ‬ ‫‪(5 -1  ) ‬‬
‫ﻟﻤﻌﺎﺩﻟﺔ ﺃﺛﺮ ﺍﻟﺮﻳﺎﺡ ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﺘﻢ ﺇﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺤﺴﺎﺑﺎﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﺠﻬﺎﺕ‬
‫ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪5-2‬‬
‫■‬

‫ﺍﻟﻤﺤﺼﻠﺔ ﻭﺍﺗﺠﺎﻫﻬﺎ ﻟﻤﺘﺠﻬﻴﻦ‬

‫ﱢ‬ ‫‪ ‬ﻓﻲ ﺍﻟﺪﺭﺱ ‪ ، 5 -1‬ﺗﻌﻠﻤﺖ ﺇﻳﺠﺎﺩ ﻃﻮﻝ )ﻣﻘﺪﺍﺭ(‬ ‫‪‬‬
‫ﺃﻭ ﺃﻛﺜﺮ ﻫﻨﺪﺳ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻘﻴﺎﺱ ﺭﺳﻢ‪ .‬ﻭﺑﺴﺒﺐ ﻋﺪﻡ ﺩﻗﺔ ﺍﻟﺮﺳﻢ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﻃﺮﻳﻘﺔ ﺟﺒﺮﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻧﻈﺎﻡ‬ ‫‪  ‬‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻤﺘﻌﺎﻣﺪﺓ ﻟﻠﻤﻮﺍﻗﻒ ﺍﻟﺘﻲ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﹴ‬
‫ﺩﻗﺔ ﺃﻛﺜﺮ‪ ،‬ﺃﻭ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ‪.‬‬ ‫‪‬‬ ‫■‬

‫‪ ‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ‪.‬‬

‫‪ OP‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 5.2.1‬ﺑﺼﻮﺭﺓ ﻭﺣﻴﺪﺓ‪ ،‬ﻭﺫﻟﻚ‬ ‫ﻭﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ‪‬‬
‫‪‬‬
‫‪5-2‬‬
‫ﺑﺈﺣﺪﺍﺛ ﹶﻴﻲ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ )‪ . P(x, y‬ﻭﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻫﻲ〉‪ ، 〈x, y‬ﺣﻴﺚ ﺇﻥ ‪ x , y‬ﻫﻤﺎ ﺍﻟﻤﺮﻛﺒﺘﺎﻥ ﺍﻟﻤﺘﻌﺎﻣﺪﺗﺎﻥ ﻟ ﹺـ ‪‬‬
‫‪ OP‬؛ ﻟﺬﺍ‬
‫‪‬‬
‫ﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ‪.‬‬
‫ﺍﻟﺼﻮﺭﺓ‬
‫ﺗﹸﺴﻤﻰ 〉‪ 〈x, y‬ﺍﻟﺼ‬
‫‪‬‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ‬
‫‪t‬‬
‫‪y‬‬ ‫‪v‬‬
‫‪2‬‬
‫‪y‬‬ ‫‪component form‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪2‬‬ ‫‪‬‬
‫ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‪.‬‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫)‪P (x, y‬‬
‫ﹶ‬
‫‪3‬‬
‫‪3‬‬
‫‪p‬‬ ‫‪unit vector‬‬
‫‪2‬‬ ‫‪OP‬‬
‫‪O‬‬ ‫‪3‬‬ ‫‪w‬‬ ‫‪x‬‬
‫‪y‬‬ ‫‪‬‬ ‫‪5-2‬‬
‫ﻟﻤﺘﺠﻬﻴﻦ‪،‬‬ ‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫‪2‬‬
‫‪3‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪x‬‬
‫‪standard unit vectors‬‬
‫ﹶ‬
‫‪‬‬
‫‪5.2.2‬‬ ‫‪5.2.1‬‬
‫‪linear combination‬‬
‫ﻭﺍﺳﺘﻌﻤﺎﻟﻪ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻫﺬﻳﻦ‬
‫ﻭﺣﻴﺚ ﺇﻥ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﺘﻲ ﻟﻬﺎ ﺍﻟﻄﻮﻝ ﻭﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﺎﻫﻤﺎ ﻣﺘﻜﺎﻓﺌﺔ‪ ،‬ﻓﺈﻧﻪ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ‬ ‫ﺍﻟﻤﺘﺠﻬﻴﻦ‪.‬‬
‫ﺃﻱ ﻣﻨﻬﺎ ﺑﺎﻟﺼﻮﺭﺓ‬‫ﻓﻤﺜﻼ ﺍﻟﻤﺘﺠﻬﺎﺕ ‪ p, t, v, w‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 5.2.2‬ﻣﺘﻜﺎﻓﺌﺔ‪ ،‬ﺇﺫ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﱟ‬
‫ﹰ‬ ‫ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﻧﻔﺴﻬﺎ‪،‬‬ ‫‪www.obeikaneducation.com‬‬

‫ﻗﻴﺎﺳﻲ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻄﺘﹶﻲ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ‪.‬‬ ‫ﻏﻴﺮ‬ ‫ﻊ‬‫ﹴ‬ ‫ﻭﺿ‬ ‫ﻓﻲ‬ ‫ﹴ‬
‫ﻡ‬ ‫ﻣﺮﺳﻮ‬ ‫ﹴ‬
‫ﻟﻤﺘﺠﻪ‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺔ‬ ‫ﺍﻟﺼﻮﺭﺓ‬ ‫〉‪ ،〈3, 2‬ﻭﻹﻳﺠﺎﺩ‬
‫ﱟ‬

‫‪y‬‬ ‫‪‬‬ ‫‪‬‬

‫‪  ‬‬
‫‪ 2‬‬
‫)‪B(x 2 , y2‬‬
‫‪ A((x 1, y 1) AB‬‬
‫‪‬‬
‫‪y2 - y1‬‬ ‫)‪B((x 2, y 2‬‬
‫)‪A(x 1, y1‬‬ ‫‪x2 - x1‬‬ ‫〉‪〈x 2 - x 1, y 2 - y 1‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫ﻛﻴﻒ ﺗﺆﺛﺮ ﺍﻟﺮﻳﺎﺡ ﺍﻟﻌﻜﺴﻴﺔ ﻋﻠﻰ ﺳﺮﻋﺔ‬ ‫•‬
‫‪ ، AB‬ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ ، A(-4 , 2‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ )‪. B(3, -5‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﹺ‬
‫ﻟـ ‪‬‬ ‫ﺍﻟﻄﺎﺋﺮﺓ؟ ﺗﻌﻤﻞ ﺍﻟﺮﻳﺎﺡ ﺍﻟﻌﻜﺴﻴﺔ ﻋﻠﻰ‬
‫‪‬‬ ‫〉‪ = 〈x 2 - x 1 , y 2 - y 1‬‬
‫‪AB‬‬
‫‪‬‬ ‫ﺗﺨﻔﻴﺾ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬
‫)‪(x 1 , y 1) = (- 4 , 2) , ( x 2 , y 2 ) = (3, -5‬‬ ‫〉‪= 〈3 - (-4), -5 - 2‬‬ ‫ﻛﻴﻒ ﺗﺆﺛﺮ ﺍﻟﺮﻳﺎﺡ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﻄﺎﺋﺮﺓ‬ ‫•‬
‫ﻭﺳﺮﻋﺘﻬﺎ؟ ﺗﺰﻳﺪ ﻣﻦ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫〉‪= 〈7, -7‬‬

‫‪‬‬ ‫ﻣﺎ ﻧﻮﻉ ﺍﻟﺮﻳﺎﺡ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻲ ﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ‬ ‫•‬

‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﹺ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻛﻞ ﱠ‬ ‫‪ AB‬ﹸ‬‫ﻟـ ‪‬‬ ‫ﹴ‬
‫ﺍﺗﺠﺎﻩ ﻟﻠﺮﻳﺎﺡ ﻏﻴﺮ ﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ‬ ‫ﺃﻱ‬
‫ﺍﻟﻄﺎﺋﺮﺓ؟ ﱡ‬
‫‪〈-9, -11〉 A(0, 8), B(-9, -3) (1B 〈8, 8〉 A(-2, -7), B(6, 1) (1A‬‬
‫ﺍﻟﻄﺎﺋﺮﺓ ﺃﻭ ﻋﻜﺴﻪ‪.‬‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪18‬‬ ‫ﺇﺫﺍ ﻫ ﱠﺒﺖ ﺭﻳﺎﺡ ﺟﺎﻧﺒﻴﻪ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪90°‬‬ ‫•‬
‫ﻋﻠﻰ ﺍﺗﺠﺎﻩ ﺳﻴﺮ ﺍﻟﻄﺎﺋﺮﺓ‪ ،‬ﻓﻬﻞ ﺗﹸﺨﺮﺝ‬
‫ﻫﺬﻩ ﺍﻟﺮﻳﺎﺡ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﻣﺴﺎﺭﻫﺎ ﺑﺰﺍﻭﻳﺔ‬
‫‪5 - 2‬‬ ‫ﻗﻴﺎﺳﻬﺎ ‪ 90°‬؟‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻻ ؛ ﻷﻧﻪ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﺴﻴﺮ ﻓﻴﻪ ﺍﻟﻄﺎﺋﺮﺓ‬
‫•‪2224 ‬‬ ‫•‪1922 ‬‬ ‫•‪19 ‬‬ ‫‪‬‬ ‫ﻟﻸﻣﺎﻡ‪ ،‬ﺗﹸﺪﻓﻊ ﺇﻟﻰ ﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﺮﻳﺎﺡ‪،‬‬
‫‪5 •‬‬ ‫‪5 •‬‬ ‫‪5 •‬‬ ‫‪‬‬ ‫ﻓﻴﺼﺒﺢ ﺧﻂ ﺳﻴﺮﻫﺎ‪ ،‬ﻓﻲ ﺍﺗﺠﺎﻩ ﻣﺤﺼﻠﺔ‬
‫‪(12) •‬‬ ‫‪(12) •‬‬ ‫‪(10, 11) •‬‬ ‫‪‬‬ ‫ﺣﺮﻛﺘﻲ ﺍﻟﻄﺎﺋﺮﺓ ﻭﺍﻟﺮﻳﺎﺡ‪ ،‬ﻟﺬﻟﻚ ﻳﺘﻐﻴﺮ ﻣﺴﺎﺭ‬
‫‪(13) •‬‬ ‫‪(13) •‬‬ ‫‪(12) •‬‬ ‫‪‬‬ ‫ﹴ‬
‫ﺑﺰﺍﻭﻳﺔ ﺃﻗﻞ ﻣﻦ ‪.90°‬‬ ‫ﺍﻟﻄﺎﺋﺮﺓ‬

‫‪ 5‬‬ ‫‪18‬‬

 .‫ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‬
  
y 
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻪ‬1  
(x 2 , y 2)
(x 2, y 2 ) (x 1, y 1)  v
‫ ﺇﺫﺍ ﹸﺃﻋﻄﻲ ﺍﻟﺰﻭﺟﺎﻥ‬،‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬ v y2 - y1  v


.‫ﺍﻟﻤﺮﺗﺒﺎﻥ ﺍﻟﻠﺬﺍﻥ ﻳﻤﺜﻼﻥ ﻧﻘ ﹶﻄﺘﹶﻲ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ‬ ( x 1, y 1) x2 - x1 |v| = √
(x 2 - x 1) + (y 2 - y 1) 2
2

‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ‬2  O x

 v 〈a, b〉 
.‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‬ |v| = √
a2 + b2
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ‬3 
‫ ﻭﺇﻳﺠﺎﺩ ﻧﺎﺗﺞ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ‬،‫ﺍﻟﻤﺘﺠﻬﺎﺕ‬  2 
.‫ﺣﻘﻴﻘﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ ﺟﺒﺮ ﹼﹰﻳﺎ‬ ‫ﻭﺍﻟﻀﺮﺏ ﻓﻲ ﹴ‬
‫ﻋﺪﺩ‬
‫ﱟ‬ . B(3, -5) ‫ ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‬، A(-4, 2) ‫ ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‬AB
 ‫ﺃﻭﺟﺪ ﻃﻮﻝ‬

   |AB

 | =
 √
(x 2 - x 1) 2 + (y 2 - y 1) 2
(x1, y1) = (-4, 2) , (x2, y2) = (3, -5) = √
[3 - (-4)] 2 + (-5 - 2)) 2
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬

  ≈ 9.9
= √98
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬  :‫ ؛ ﻭﻋﻠﻴﻪ ﻓﺈﻥ‬AB
 | = √
 |AB
 7 2 + (-7) 2 = √98  = 〈7, -7 〉 :‫ ﺃﻥ‬1 ‫ﻋﻠﻤﺖ ﻣﻦ ﺍﻟﻤﺜﺎﻝ‬
 
.‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ 
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
  ≈ 14.2 A(0, 8), B(-9, -3) (2B
√202  ≈ 11.3 A(-2,
√128

.‫ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻧﻔﺴﻬﺎ ﻋﻠﻰ ﺍﻟﻤﺼﻔﻮﻓﺎﺕ‬،‫ ﻭﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‬،‫ﺗﺸﺒﻪ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻀﺮﺏ ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‬
AB ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟـﹺ‬
‡‡
‡‡ˆ 1
‫ ﻭﻧﻘﻄﺔ‬، A(1, -3) ‫ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‬  
〈0, 6〉 .B(1, 3) ‫ﻧﻬﺎﻳﺘﻪ‬    k a = 〈 a 1 , a 2〉 , b = 〈 b 1, b 2 〉
a + b = 〈 a1 + b1 , a2 + b2 〉 

A ‫ˆ‡‡ ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ‬
a - b = 〈 a1 - b1 , a2 - b2 〉
‡‡
AB 2  
k a = 〈 ka1, ka2 〉 
  
6 .B(1, 3) ‫ ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‬،(1, -3)

 3  

‫ﺃﻭﺟﺪ ﹼﹰ‬
:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‬ 3  
‫ﺃﻭﺟﺪ ﹼﹰ‬
: a = 〈2, 5〉, b = 〈-3, 0〉, c = 〈-4 , 1〉 ‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‬
، w = 〈2, -5〉 ،y = 〈2, 0〉 c + a (a
 
 a 3 
.z = 〈-1, -4〉  c + a = 〈-4, 1〉 + 〈2, 5〉 

 = 〈-4 + 2, 1 + 5〉 = 〈-2, 6〉
〈6, -10〉 2 w + y (a y
b - 2a (b (-2, 6) (2, 5)

〈8, 8〉 3 y - 2 z (b  b - 2a = b + (-2)a

 = 〈-3, 0〉 + (-2)〈2, 5〉
(-4,, 1)
    = 〈-3, 0〉 + 〈-4, -10〉 = 〉
x
 O

‫ﺃﻭﺟﺪ ﹼﹰ‬
: a = 〈2, 5〉, b = 〈-3, 0〉, c = 〈-4 , 1〉 :‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‬
〈3, 22〉 2c + 4a - b (3C 〈12, -3〉 -3c (3B 〈-19, 4 b (3A

19  5 - 2 

  

،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ؛ ﻹﻳﺠﺎﺩ ﻧﺎﺗﺞ ﺟﻤﻊ ﻭﻃﺮﺡ ﻣﺘﺠﻬﻴﻦ‬
.‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻭﺭﻕ ﺭﺳﻢ ﺑﻴﺎﻧﻲ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺇﺟﺎﺑﺎﺗﻬﻢ‬.‫ﺣﻘﻴﻘﻲ‬ ‫ﻣﺘﺠﻪ ﻓﻲ ﹴ‬
‫ﻋﺪﺩ‬ ‫ﹴ‬ ‫ﻭﺿﺮﺏ‬
‫ﱟ‬

19  5 - 2
 ‫ﺴﻤﻰ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﻃﻮﻟﻪ ‪ 1‬ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ ،u‬ﻭﻹﻳﺠﺎﺩ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ‪ u‬ﺍﻟﺬﻱ ﻟﻪ‬
‫‪ ‬ﹸﻳ ﱠ‬
‫‪ ‬‬
‫ﻧﻔﺲ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ‪ ، v‬ﺍﻗﺴﻢ ﺍﻟﻤﺘﺠﻪ ‪ v‬ﻋﻠﻰ ﻃﻮﻟﻪ |‪. |v‬‬
‫_=‪u‬‬ ‫‪v‬‬
‫_=‬ ‫‪1‬‬
‫‪v‬‬
‫|‪|v‬‬ ‫|‪|v‬‬
‫ﺍﻟﺼﻔﺮﻱ ‪ v‬ﻓﻲ ﺻﻮﺭﺓ ﺣﺎﺻﻞ ﺿﺮﺏ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﺑﻨﻔﺲ‬
‫ﹼ‬ ‫ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ‪ .|v| u = v‬ﻭﻧﻜﻮﻥ ﻗﺪ ﻋ ﱠﺒﺮﻧﺎ ﻋﻦ ﺍﻟﻤﺘﺠﻪ ﻏﻴﺮ‬ ‫‪ ‬ﺫﻛﹼﺮ‬
‫ﺣﻘﻴﻘﻲ‪.‬‬ ‫ﺍﺗﺠﺎﻩ ‪ v‬ﻓﻲ ﹴ‬
‫ﻋﺪﺩ‬
‫ﱟ‬ ‫ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﹸﻳﻀﺮﺏ ﻓﻴﻪ ﺍﻟﻤﺘﺠﻪ‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫ﻫﻮ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬
‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ‪ u‬ﺍﻟﺬﻱ ﻟﻪ ﻧﻔﺲ ﺍﺗﺠﺎﻩ 〉‪. v = 〈-2, 3‬‬
‫‪v‬‬ ‫_=‪u‬‬ ‫‪1‬‬
‫‪v‬‬
‫‪‬‬
‫|‪|v‬‬
‫‪ ‬ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ‬
‫‪‬‬ ‫_=‬
‫‪1‬‬
‫〉‪〈-2, 3‬‬
‫|〉‪|〈-2, 3‬‬
‫‪‬‬ ‫ﺍﻟﻀﺮﺏ ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻟﻠﻤﺘﺠﻪ ﻋﻠﻰ ﺃﻧﻪ‬
‫= |〉‪|〈a, b‬‬ ‫√‬
‫‪a2 + b2‬‬ ‫__ =‬
‫‪1‬‬
‫〉‪〈-2, 3‬‬ ‫)‪(1805–1865‬‬ ‫ﺗﻤﺪﺩ ﻟﻠﻤﺘﺠﻪ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﻳﻨﻌﻜﺲ ﺍﺗﺠﺎﻩ‬
‫)‪√(-2‬‬
‫‬‫‪2‬‬
‫‪+ 32‬‬ ‫‪ ‬‬
‫‪ ‬‬ ‫〉‪= _ 〈-2, 3‬‬
‫‪1‬‬ ‫‪ ‬‬ ‫ﺍﻟﻤﺘﺠﻪ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻌﺪﺩ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻧﻪ‬
‫‬
‫‪√13‬‬
‫ﻻ ﻳﺤﺼﻞ ﺗﻤﺪﺩ ﻓﻘﻂ ﻟﻠﻤﺘﺠﻪ‪ ،‬ﺑﻞ ﻳﺤﺼﻞ‬
‫‪ ‬‬
‫‪ ‬‬
‫‪‬‬ ‫_ =‬
‫_ ‪-2‬‬
‫‪, 3‬‬
‫‬
‫‪√13‬‬ ‫‬
‫‪√13‬‬ ‫‪‬‬
‫‪‬‬
‫ﺃﻳﻀﺎ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻌﻤﻮﺩﻱ‬ ‫ﺍﻧﻌﻜﺎﺱ ﹰ‬
‫_ ‪= _,‬‬
‫‪-2 √13‬‬
‫ﻋﻠﻰ ﺍﻟﻤﺘﺠﻪ ﻭﺍﻟﻤﺎﺭ ﺑﻨﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‪ .‬ﻻﺣﻆ‬
‫‪ 3 √13‬‬
‫‬
‫‪‬‬
‫‪13‬‬ ‫‪13‬‬
‫ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻌﺪﺩ ﺃﻗﻞ ﻣﻦ‬
‫ﺑﻤﺎ ﺃﻥ ‪ u‬ﺗﻤﺜﻞ ﺣﺎﺻﻞ ﺿﺮﺏ ‪ v‬ﻓﻲ ﻋﺪﺩ ﻣﻮﺟﺐ ﻓﺈﻥ ﻟﻪ ﺍﺗﺠﺎﻩ ‪ v‬ﻧﻔﺴﻪ‪ .‬ﺗﺤ ﱠﻘﻖ ﻣﻦ ﺃﻥ ﻃﻮﻝ ‪ u‬ﻫﻮ ‪. 1‬‬ ‫‪‬‬
‫‪ ،1‬ﻓﺈﻧﻪ ﻳﺤﺪﺙ ﺗﺼﻐﻴﺮ ﻟﻠﻤﺘﺠﻪ‪.‬‬
‫) ( ‪√( ) +‬‬
‫‬
‫_‬‫‪-2 2‬‬ ‫_‬
‫‪3 2‬‬
‫‪‬‬ ‫= |‪|u‬‬
‫‬
‫‪√13‬‬ ‫‬
‫‪√13‬‬

‫‪ ‬‬ ‫=‬ ‫_√‬‫‪4‬‬

‫‪13‬‬
‫_‪+‬‬
‫‬ ‫‪9‬‬
‫‪13‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪=1‬‬
‫‪= √1‬‬ ‫‪ 4 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﻟﻪ‬
‫‪‬‬ ‫ﻧﻔﺲ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻌﻄﻰ‪.‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﻟﻤﻌﻄﻰ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺬﻱ ﻟﻪ ﻧﻔﺲ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ﹸ‬ ‫‪ 5 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﻣﺘﺠﻪ ﻋﻠﻰ ﺻﻮﺭﺓ‬
‫_‬ ‫_ ‬
‫‪- √5‬‬ ‫‬
‫‪-2 √5‬‬ ‫_‬ ‫_ ‬
‫‪3 √10‬‬ ‫‬
‫‪- √10‬‬
‫‪5‬‬
‫‪,‬‬
‫‪5‬‬
‫‪x = 〈-4, -8〉 (4B‬‬
‫‪10‬‬
‫‪,‬‬
‫‪10‬‬
‫‪w = 〈6, -2〉 (4A‬‬
‫ﺗﻮﺍﻓﻖ ﺧﻄﻲ ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﹸﻳﺮﻣﺰ ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ﺑﺎﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪ y‬ﺑﺎﻟﺮﻣﺰﻳﻦ 〉‪، i = 〈1, 0〉 , j = 〈0, 1‬‬ ‫‪‬‬ ‫‪ 6 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬
‫ﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻘﻴﺎﺳﻴﻴﻦ‪.‬‬
‫ﺴﻤﻰ ﺍﻟﻤﺘﺠﻬﺎﻥ ‪ i , j‬ﻣﺘ ﹶ‬
‫ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ . 5.2.3‬ﻛﻤﺎ ﹸﻳ ﱠ‬ ‫‪ i‬‬ ‫ﻟﻤﺘﺠﻪ ﹸﺃﻋﻄﻲ ﻃﻮﻟﻪ ﻭﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻫﻪ‪.‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪‬‬
‫〉‪v = 〈a, b‬‬
‫‪2‬‬ ‫‪ i i‬‬ ‫‪ 7 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﻣﺘﺠﻪ‬
‫‪bjj‬‬ ‫‪1‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪ i ‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﺪﺍﻟﺔ ﺍﻟﻈﻞ‪.‬‬
‫‪j‬‬
‫‪O‬‬ ‫‪ai‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪i 1‬‬ ‫‪2‬‬ ‫‪x‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪i‬‬ ‫‪ 8 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺘﺠﻬﺎﺕ‬
‫‪5.2.4‬‬ ‫‪5.2.3‬‬ ‫ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻳﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺃﻱ ﻣﺘﺠﻪ 〉‪ v = 〈a, b‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ v = a i + b j‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 5.2.4‬؛‬
‫ﻭﺫﻟﻚ ﻷﻥ‪:‬‬
‫〉‪ v = 〈a, b‬‬ ‫‪‬‬
‫‪‬‬ ‫〉‪= 〈a, 0〉 + 〈0, b‬‬
‫‪‬‬ ‫〉‪= a〈1, 0〉 + b〈0, 1‬‬ ‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ‪ u‬ﺍﻟﺬﻱ ﻟﻪ ﻧﻔﺲ‬ ‫‪4‬‬
‫‪〈 1, 0 〉 = i , 〈 0, 1 〉 = j‬‬ ‫‪= ai + bj‬‬ ‫ﺍﺗﺠﺎﻩ 〉‪.v = 〈4, -2‬‬
‫‪5 ‬‬
‫‪‬‬ ‫‪20‬‬
‫=‪u‬‬ ‫_‬
‫_ ‪2 √5‬‬
‫‪,‬‬
‫√ ‪-‬‬
‫‪5‬‬
‫‪5‬‬ ‫‪5‬‬

‫‪ ‬‬
‫ﻣﺮﺗﺒﺔ ﻣﺜﻞ ﺍﻟﻨﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻟﻜﻦ ﺍﻷﻗﻮﺍﺱ ﻓﻲ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺑﺄﺯﻭﺍﺝ‬ ‫‪ ‬ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ‬
‫ﹴ‬
‫ﺍﻟﻤﺘﺠﻬﺎﺕ ﺗﺨﺘﻠﻒ ﻋﻨﻬﺎ ﻓﻲ ﺍﻟﻨﻘﺎﻁ‪ ،‬ﻓﺎﻟﻨﻘﻄﺔ )‪ (x, y‬ﺗﺪﻝ ﻋﻠﻰ ﻣﻮﻗ ﹴﻊ ﻭﺍﺣﺪ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﻤﺘﺠﻪ 〉‪〈x, y‬‬ ‫ﻗﺴﻢ ﻃﻼﺏ ﺍﻟﺼﻒ‬ ‫‪ ‬ﹼ‬
‫ﻳﺸﻴﺮ ﺇﻟﻰ ﻣﺘﺠﻪ )ﻟﻪ ﻃﻮﻝ ﻭﺍﺗﺠﺎﻩ( ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﻭﻳﻨﺘﻬﻲ ﺑﺎﻟﻨﻘﻄﺔ )‪.(x, y‬‬ ‫ﻣﺠﻤﻮﻋﺎﺕ‪ ،‬ﻭﺣﺪﹼ ﺩ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﺘﺠﻬﺎ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻣﺘﺠﻪ‬
‫ﹰ‬
‫ﺍﻟﻤﻌ ﹶﻄﻰ‪،‬‬
‫ﻭﺣﺪﺓ ﻟﻪ ﻧﻔﺲ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ﹸ‬
‫ﻭﺻﻮﺭ ﻋﻤﻠﻬﻢ ﺑﺎﻟﻔﻴﺪﻳﻮ‪.‬‬
‫ﹼ‬

‫‪ 5‬‬ ‫‪20‬‬

 ‫ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪i , j‬‬
‫ﹶ‬ ‫ﺗﺴﻤﻰ ﺍﻟﺼﻮﺭﺓ ‪ a i + b j‬ﺗﻮﺍﻓ ﹰﻘﺎ ﺧﻄ ﹼﹰﻴﺎ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ . i , j‬ﻭ ﹸﻳﻘﺼﺪ ﺑﻬﺎ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ ﺑﺪﻻﻟﺔ‬

‫‪‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪5‬‬ ‫‪‬‬
‫ﺧﻄﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﺗﻮﺍﻓﻖ‬ ‫‪ DE‬ﻋﻠﻰ ﺻﻮﺭﺓ‬
‫‪ DE‬ﻫﻲ )‪ ، D(-2 , 3‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ )‪ ، E(4 , 5‬ﻓﺎﻛﺘﺐ ‪‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ‪‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ‪ DE‬ﻫﻲ‬ ‫‪5‬‬ ‫ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪. i , j‬‬
‫ﹶ‬
‫)‪ ،D(-3, -3‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ)‪، E(2, 6‬‬ ‫‪. DE‬‬ ‫ﹺ‬
‫ﺃﻭﻻ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟـ ‪‬‬
‫‪‬‬ ‫ﹰ‬
‫ˆ‡‡ ﻋﻠﻰ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄﻲ‬ ‫ﻓﺎﻛﺘﺐ ‪DE‬‬
‫‡‡‬ ‫‪‬‬ ‫〉‪ = 〈x 2 - x 1, y 2 - y 1‬‬
‫‪DE‬‬
‫‪‬‬
‫ﻟﻤﺘﺠﻲ ﺍﻟﻮﺣﺪﺓ ‪9 . j ، i‬‬
‫‪5i + 9j‬‬ ‫)‪( x 1 , y 1) = (-2 , 3) , (x 2 , y 2) = (4 , 5‬‬ ‫〉‪= 〈4 - (-2), 5 - 3‬‬

‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪v‬‬ ‫‪6‬‬ ‫‪‬‬

‫‪‬‬ ‫〉‪= 〈6, 2‬‬

‫ﺍﻟﺬﻱ ﻃﻮﻟﻪ ‪ ، 7‬ﻭﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻫﻪ ‪ 60°‬ﻣﻊ‬ ‫ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‪.‬‬

‫ﹶ‬ ‫ﺧﻄﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﺗﻮﺍﻓﻖ‬ ‫ﺛﻢ ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ ﻋﻠﻰ ﺻﻮﺭﺓ‬

‫ﺍﻷﻓﻘﻲ‪.‬‬ ‫‪‬‬ ‫〉‪ = 〈6, 2‬‬

‫‪DE‬‬
‫‪‬‬
‫‪〈a, b〉 = ai + bj‬‬

‫_ ‪v = _7 ,‬‬
‫‪7 √3‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪2‬‬ ‫ﹴ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪ i , j‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﹶ‬ ‫ﺧﻄﻲ‬
‫ﱟ‬ ‫ﺗﻮﺍﻓﻖ‬ ‫ﺍﻟﻤﻌﻄﻰ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻋﻠﻰ ﺻﻮﺭﺓ‬
‫ﺍﻛﺘﺐ ﺍﻟﻤﺘﺠﻪ ‪ DE‬ﹸ‬
‫‪10i + 9j D(-3, -8), E(7, 1) (5B‬‬ ‫‪8i + 5j D(-6, 0), E(2, 5) (5A‬‬

‫‪y‬‬ ‫) ‪( a, b‬‬ ‫ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ 〉‪ ، v = 〈a, b‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺯﺍﻭﻳﺔ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ‪ v‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ‬ ‫‪‬‬
‫ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪ . x‬ﻓﻤﻦ ﺍﻟﺸﻜﻞ ‪ 5.2.5‬ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ‪ v‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﺃﻭ ﻋﻠﻰ‬
‫‪v‬‬ ‫‪| v | sin θ‬‬ ‫ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪ i, j‬ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﹶ‬ ‫ﺧﻄﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﺗﻮﺍﻓﻖ‬ ‫ﺻﻮﺭﺓ‬ ‫‪‬‬
‫‪‬‬
‫‪θ‬‬
‫‪‬‬ ‫〉‪v = 〈a, b‬‬ ‫‪v = 〈|v| cos θ,‬‬
‫〉‪θ |v| sin θ‬‬
‫‪O | v | cos θ‬‬ ‫‪x‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪= 〈|v| cos θ,‬‬
‫〉‪θ |v| sin θ‬‬ ‫‪v‬‬
‫‪5.2.5‬‬
‫‪i, j‬‬ ‫‪= |v| (cos θ) i + |v| (sin θ) j‬‬ ‫‪u = 〈1 cos θ‬‬
‫〉‪θ, 1 sin θ‬‬
‫〉‪θ sin θ‬‬
‫‪= 〈cos θ,‬‬

‫‪‬‬ ‫‪6‬‬ ‫‪‬‬

‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ v‬ﺍﻟﺬﻱ ﻃﻮﻟﻪ ‪ ، 10‬ﻭﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻫﻪ ‪ 120°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬
‫‪|v| , θ v‬‬ ‫‪v = 〈|v| cos θ,‬‬
‫〉‪θ |v| sin θ‬‬
‫‪|v| = 10 , θ = 120°‬‬ ‫〉‪= 〈10 cos 120°, 10 sin 120°‬‬
‫_‬
‫= ‪cos 120° = - 1 , sin 120°‬‬
‫‪2‬‬
‫‪√3‬‬
‫‪2‬‬
‫‬ ‫_‬ ‫) ‪( 2) ( 2‬‬
‫_‪= 10 -‬‬
‫‪1‬‬
‫_ ‪, 10‬‬
‫‬
‫‪√3‬‬

‫‪‬‬
‫‪‬‬ ‫√ ‪= 〈-5, 5‬‬
‫〉‪3‬‬

‫)‪(-5,, 8.7‬‬
‫‪y‬‬ ‫ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ، v = 〈-5, 5 √3〉 ≈ 〈-5, 8.7〉:‬ﺗﺠﺪ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪‬‬
‫ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ‪ v‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪ x‬ﻫﻲ ‪ 120°‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫‪v‬‬
‫ﺍﻟﻤﺠﺎﻭﺭ‪،‬‬
‫= |‪|v‬‬ ‫√‬ ‫ ‪) 2 = 10‬‬
‫‪(-5) 2 + (5 √3‬‬
‫‪120°‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫ﺍﻟﻤﻌﻄﻰ ﻃﻮﻟﻪ ﻭﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻫﻪ ﻣﻊ ﺍﻷﻓﻘﻲ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ v‬ﹸ‬
‫‪, -12〉 |v| = 24, θ = 210° (6B‬‬
‫‪〈-12 √3‬‬ ‫√ ‪, 4‬‬
‫‪〈4 √2‬‬ ‫‪2 〉 |v| = 8, θ = 45° (6A‬‬

‫‪21‬‬ ‫‪‬‬ ‫‪5 - 2 ‬‬

‫‪21‬‬ ‫‪‬‬ ‫‪5 - 2‬‬

 ‫ﻣﻦ ﺍﻟﺸﻜﻞ )‪ (5.2.5‬ﺗﺴﺘﻨﺘﺞ ﺃﻧﻪ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ 〉‪ v = 〈a, b‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻷﻓﻘﻲ )ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪(x‬‬
‫‪|v| sin θ‬‬
‫‪b‬‬
‫ﺑﺤ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ‪ ، tan θ = _ :‬ﺃﻭ _ = ‪. tan θ‬‬
‫‪a‬‬ ‫ﹶ‬
‫‪|v| cos θ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪7‬‬ ‫‪‬‬ ‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪7‬‬
‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪. x‬‬ ‫‪‬‬ ‫ﺍﻵﺗﻴﻴﻦ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺍﻟﻤﻮﺟﺐ‪:‬‬
‫‪p = 3i + 7 j (a‬‬ ‫‪tan θ ‬‬ ‫‪ 77.5° p = 〈2, 9〉 (a‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  ‬‬
‫‪y‬‬ ‫‪‬‬ ‫_ = ‪tan θ‬‬
‫‪b‬‬
‫‪a‬‬ ‫‪ 164.1° r = -7i + 2j‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪2 (b‬‬
‫)‪(3,, 7‬‬ ‫‪‬‬
‫‪a=3,b=7‬‬ ‫_ = ‪tan θ‬‬
‫‪7‬‬ ‫)‪tan θ = tan(θ + 180‬‬
‫‪3‬‬ ‫‪tan θ‬‬
‫‪θ‬‬ ‫_ ‪θ = tan -1‬‬
‫‪7‬‬ ‫‪θ‬‬ ‫‪ ‬ﻳﺮﻛﺾ ﺣﺎﺭﺱ ﻣﺮﻣﻰ‬ ‫‪8‬‬
‫‪3‬‬
‫‪ ‬‬
‫ﻓﻲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻸﻣﺎﻡ ﺑﺴﺮﻋﺔ‬
‫‪66.8°‬‬
‫‪x‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪، y = 7 ، x = 3‬‬ ‫‪ tan θ‬‬
‫‪O‬‬
‫ﻓﺈﻥ ﺍﻟﻤﺘﺠﻪ ﻳﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ‪ ،‬ﺇﺫﻥ‪:‬‬ ‫‪θ‬‬
‫‪ ‬‬ ‫‪ 7 m/s‬؛ ﻟﻴﺮﻣﻲ ﺍﻟﻜﺮﺓ ﻟﻸﻣﺎﻡ ﺑﺴﺮﻋﺔ‬
‫‪5.2.6‬‬ ‫‪θ ≈ 66.8°‬‬
‫‪ 30 m/s‬ﺑﺰﺍﻭﻳﺔ ‪ 10°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﺃﻱ ﺃﻥ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ‪ p‬ﻫﻲ ‪ 66.8°‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪. 5.2.6‬‬ ‫‪180° ‬‬ ‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ‬
‫‪r = 〈4, -5〉 (b‬‬
‫ﺍﻟﻜﺮﺓ؟ ‪ 36.9 m/s, 8.1°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪y‬‬ ‫‪‬‬ ‫_ = ‪tan θ‬‬
‫‪b‬‬
‫‪a‬‬
‫‪308.7°‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪a = 4 , b = -5‬‬ ‫_ = ‪tan θ‬‬
‫‪-5‬‬
‫‪4‬‬
‫‪θ‬‬ ‫_‪θ = tan -1 -‬‬
‫‪5‬‬
‫)‪( 4‬‬
‫)‪(4, -5‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪، x = 4 > 0 ، y = -5 < 0‬‬
‫ﻓﺈﻥ ﺍﻟﻤﺘﺠﻪ ﻳﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺯﺍﻭﻳﺘﻪ‬
‫‪5.2.7‬‬ ‫‪‬‬ ‫‪θ ≈ -51.3°‬‬

‫ﺑﻤﺎ ﺃﻥ ‪ r‬ﻳﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ ، 5.2.7‬ﻓﺈﻥ‪θ ≈ 360° - 51.3° = 308.7° :‬‬

‫‪‬‬
‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪. x‬‬

‫‪ 249.4°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪〈-3, -8〉 (7B‬‬ ‫‪ 161.6°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪-6i + 2j (7A‬‬

‫‪‬‬ ‫‪8‬‬
‫‪ ‬ﻳﺮﻛﺾ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﻓﻲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻸﻣﺎﻡ ﺑﺴﺮﻋﺔ ‪، 5 m/s‬‬
‫‪25 m/s‬‬ ‫ﻟﻴﺮﻣﻲ ﺍﻟﻜﺮﺓ ﺑﺴﺮﻋﺔ ‪ ، 25 m/s‬ﺑﺰﺍﻭﻳﺔ ‪ 40°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ .‬ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﺍﻟﺴﺮﻋﺔ‪،‬‬
‫‪40°‬‬
‫‪40‬‬ ‫ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻜﺮﺓ‪.‬‬
‫‪5 m/s‬‬ ‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻼﻋﺐ ﻳﺘﺤﺮﻙ ﻟﻸﻣﺎﻡ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺳﺮﻋﺔ‬
‫ﺍﻟﻼﻋﺐ ‪ v 1‬ﻫﻲ 〉‪ ، 〈5, 0‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ‪ v 2‬ﻫﻲ‪:‬‬
‫‪v 2‬‬ ‫‪v 2 = |v 2| cos θ,‬‬
‫‪θ |v 2| sin θ‬‬
‫‪|v 2| = 25 , θ = 40°‬‬ ‫〉‪= 〈25 cos 40°, 25 sin 40°‬‬
‫‪ ‬‬ ‫〉‪≈ 〈19.2, 16.1‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪22‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻌﻠﻴﻖ ﺟﺴﻢ ﺑﺤﺒﻠﻴﻦ ﺑﻴﻦ ﻣﻘﻌﺪﻳﻦ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻢ ﺭﺳﻢ‬
‫ﺷﻜﻞ ﻳﻤﺜﻞ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﻭﺗﻮﺿﻴﺢ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻮﺓ ﻋﻠﻰ ﻛﻼ ﺍﻟﺤﺒﻠﻴﻦ‪.‬‬

‫‪ 5‬‬ ‫‪22‬‬

 ‫‪y‬‬
‫ﺍﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ v 2 ، v 1‬ﺟﺒﺮ ﹼﹰﻳﺎ؛ ﻟﺘﺠﺪ ﻣﺘﺠﻪ ﻣﺤﺼﻠﺔ ﺍﻟﺴﺮﻋﺔ ‪. r‬‬
‫‪ 3‬‬ ‫‪r‬‬
‫‪v2‬‬
‫‪ r = v 1 + v 2‬‬
‫‪ ‬‬ ‫〉‪= 〈5, 0〉 + 〈19.2, 16.1‬‬
‫‪θ‬‬

‫‪ ‬‬ ‫‪O‬‬ ‫‪v1‬‬ ‫‪x‬‬ ‫‪‬‬ ‫〉‪= 〈24.2, 16.1‬‬

‫= |‪ . |r‬ﻭﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺤﺼﻠﺔ ﻣﻊ ﺍﻷﻓﻘﻲ ﻫﻲ ‪θ‬‬ ‫ﻃﻮﻝ ﻣﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ﻫﻮ ‪24.2 2 + 16.1 2 ≈ 29.1‬‬
‫√‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-35‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﺣﻴﺚ‪:‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫_ = ‪〈a, b〉=〈24.2, 16.1〉 tan θ‬‬
‫‪b‬‬
‫_ = ‪tan θ‬‬
‫‪16.1‬‬
‫‪a‬‬ ‫‪24.2‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ ‫‪θ‬‬ ‫_ ‪θ = tan -1‬‬
‫‪16.1‬‬
‫‪24.2‬‬
‫‪≈ 33.6°‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺣﺴﺐ‬ ‫ﺃﻱ ﺃﻥ ﻣﺤﺼﻠﺔ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﻫﻲ ‪ 29.1 m/s‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 33.6°‬ﻣﻊ ﺍﻷﻓﻘﻲ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪ 30.75m/s‬ﻭﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 31.6°‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻊ ﺍﻷﻓﻘﻲ‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻜﺮﺓ ﺇﺫﺍ ﺗﺤﺮﻙ ﺍﻟﻼﻋﺐ ﺇﻟﻰ ﺍﻷﻣﺎﻡ ﺑﺴﺮﻋﺔ ‪7 m/s‬‬ ‫‪‬‬ ‫‪(8‬‬
‫‪‬‬
‫‪‬‬
‫‪ ≈ 8.1 (1‬‬
‫‪〈7, 4〉, √65‬‬
‫‪  (13‬ﹸﻳﺴﺘﻌﻤﻞ ﻣﺨﻄﻂ ﺍﻟﻘﻮ￯؛ ﻟﺘﻮﺿﻴﺢ ﺃﺛﺮ ﺍﻟﻘﻮ￯ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫‪ ، AB‬ﹸ‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬

‫‪320 ≈ 17.9 (2‬‬

‫√ ‪〈-8, 16〉,‬‬ ‫ﺟﺴﻢ‪ ،‬ﻭﺍﻟﻤﺨﻄﻂ ﺃﺩﻧﺎﻩ ﻳﻤﺜﻞ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻲ ﻃﻔﻞ ﻳﻨﺰﻟﻖ ﻋﻠﻰ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ (1–6 1, 2 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﱠ‬
‫ﻣﻨﺤﺪﺭ ﺃﺳﻔﻞ‪3 .‬‬
‫ﹰ‬
‫‪A(-3, 1), B(4, 5) (1‬‬
‫‪58 ≈ 7.6 (3‬‬
‫√ ‪〈-7, -3〉,‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪A(2, -7), B(-6, 9) (2‬‬

‫‪‬‬
‫‪〈3, 4〉, 5 (4‬‬ ‫‪10 N‬‬ ‫‪84 N‬‬

‫‪‬‬
‫‪9N‬‬ ‫‪76 N‬‬ ‫‪A(10, -2), B(3, -5) (3‬‬
‫‪62.5 ≈ 7.9 (5‬‬
‫√ ‪〈-6.5, 4.5〉,‬‬
‫‪‬‬
‫‪170 N‬‬ ‫‪A(-2, 6), B(1, 10) (4‬‬
‫_ ‪11‬‬
‫_‬ ‫_‬
‫‪2‬‬
‫‪,‬‬
‫‪23‬‬
‫‪2‬‬
‫‪,‬‬ ‫‪√2‬‬
‫‬
‫‪325‬‬
‫‪≈ 12.7 (6‬‬ ‫‪ (a‬ﺍﻋﺘﺒﺮ ﺃﻥ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺨﻀﺮﺍﺀ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﻄﻔﻞ ﻫﻲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪،‬‬
‫ﻭﺍﻛﺘﺐ ﻛﻞ ﻣﺘﺠﻪ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ (a ,b .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪A(2.5, -3), B(-4, 1.5) (5‬‬
‫‪n = <76, 84> , f = <-9, 10> , (13a‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ‬
‫>‪w = <0, -170‬‬ ‫ﺗﺴﺒﺐ ﺍﻧﺰﻻﻕ ﺍﻟﻄﻔﻞ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬
‫‪(2‬‬
‫_ ‪A‬‬
‫‪1‬‬
‫)‪) ( 2‬‬
‫_ ‪, -9 , B 6,‬‬
‫‪5‬‬
‫‪(6‬‬

‫ﺇﺫﺍ ﻛﺎﻥ‪ ، f = 〈8, 0〉, g = 〈-3, -5〉 , h = 〈-6, 2〉〉:‬ﻓﺄﻭﺟﺪ‬

‫‪ (13b‬ﻣﺠﻤﻮﻉ ﻣﺮﻛﺒﺎﺕ ﺍﻟﻘﻮ￯ ﻓﻲ ﺍﻻﺗﺠﺎﻩ‬ ‫‪ (14 -19‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﹼﹰ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪4 :‬‬ ‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﻟﻪ ﺍﺗﺠﺎﻩ ﺍﻟﻤﺘﺠﻪ ‪ v‬ﻧﻔﺴﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪3 :‬‬
‫ﺍﻷﻓﻘﻲ‪:‬‬
‫‪v = 〈-2, 7〉 (14‬‬ ‫‪〈-21, 13〉 4h - g (7‬‬
‫‪76 N - 9 N = 67 N‬‬
‫‪v = 〈9, -3〉 (15‬‬ ‫‪〈-4, 4〉 f + 2h (8‬‬

‫ﻣﺠﻤﻮﻉ ﻣﺮﻛﺒﺎﺕ ﺍﻟﻘﻮ￯ ﻓﻲ ﺍﻻﺗﺠﺎﻩ‬ ‫‪〈31, -11〉 2f + g - 3h (9‬‬

‫‪v = 〈-8, -5〉 (16‬‬
‫ﺍﻟﺮﺃﺳﻲ‪:‬‬
‫‪v = 〈6, 3〉 (17‬‬ ‫‪〈26, 6〉 f - 2g - 2h (10‬‬
‫‪48 N + 10 N - 170 N = -67 N‬‬
‫‪v = 〈-1, -5〉 (18‬‬ ‫‪〈-53, -23〉h - 4f + 5g (11‬‬
‫ﺇﺫﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ‬
‫‪v = 〈1, 7〉 (19‬‬ ‫‪〈-42, -18〉 4g - 3f + h (12‬‬
‫ﺍﻟﻤﺤﺼﻠﺔ >‪<67, -76‬‬

‫‬
‫‪ 7 √53‬‬
‫_ ‪u = -_,‬‬
‫‪2 √53‬‬
‫‪(14‬‬ ‫‪23‬‬ ‫‪‬‬ ‫‪5 - 2 ‬‬
‫‪53‬‬ ‫‪53‬‬

‫√ ‪3‬‬
‫_‪u = _, -‬‬
‫‪10‬‬ ‫‬
‫‪√10‬‬
‫‪(15‬‬
‫‪10‬‬ ‫‪10‬‬ ‫‪‬‬ ‫‪‬‬
‫‬
‫‪8 √89‬‬ ‫‬
‫‪5 √89‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪،36‬‬
‫_‪u = -_, -‬‬ ‫‪(16‬‬
‫‪89‬‬ ‫‪89‬‬
‫‪47–57 ،45 ،44 ،1–35‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬ ‫ﻻﺣﻆ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻻ ﻳﺮﺳﻤﻮﻥ‬
‫‪ 1–36‬ﻓﺮﺩﻱ‪47–57 ،44 ،43 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫ﺻﺤﻴﺤﺎ ﻳﻌ ﹼﺒﺮ ﻋﻦ ﺍﻟﻤﻮﻗﻒ‪.‬‬
‫ﹰ‬ ‫ﺭﺳﻤﺎ‬
‫ﹰ‬
‫√ ‪2‬‬
‫_ ‪u = _,‬‬
‫√ ‪5‬‬
‫‪5‬‬
‫‪5‬‬ ‫‪5‬‬
‫‪(17‬‬ ‫ﻭﺍﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺍﻻﺗﺠﺎﻫﺎﺕ‬
‫‪36–57‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫ﺍﻟﺸﻤﺎﻝ‪ ،‬ﺍﻟﺠﻨﻮﺏ‪ ،‬ﺍﻟﺸﺮﻕ‪ ،‬ﺍﻟﻐﺮﺏ‬
‫_‪u = -_, -‬‬
‫‬
‫‪√26‬‬ ‫‬
‫‪5 √26‬‬
‫‪(18‬‬ ‫ﻋﻠﻰ ﺭﺳﻮﻣﻬﻢ‪.‬‬
‫‪26‬‬ ‫‪26‬‬

‫√‬
‫‪2 7 √2‬‬
‫_ ‪u = _,‬‬ ‫‪(19‬‬
‫‪10‬‬ ‫‪10‬‬

‫‪23‬‬ ‫‪‬‬ ‫‪5 - 2‬‬

 ‫‪  (35‬ﻳﺠﺪﻑ ﺷﺨﺺ ﺑﻘﺎﺭﺑﻪ ﻓﻲ ﻧﻬﺮ ﺑﺎﺗﺠﺎﻩ ﻋﻤﻮﺩﻱ ﻋﻠﻰ‬ ‫ﹴ‬
‫ﺗﻮﺍﻓﻖ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺻﻮﺭﺓ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫‪ ، DE‬ﹸ‬‫ﺍﻛﺘﺐ ‪‬‬
‫ﺍﻟﺸﺎﻃﺊ ﺑﺴﺮﻋﺔ ‪ ، 5 mi/h‬ﻭﻳﺆ ﱢﺛﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﺎﺋﻲ ﺑﺎﺗﺠﺎﻩ ﻣﺠﺮ￯ ﺍﻟﻨﻬﺮ‬ ‫ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪ ( 20 -25 5 : i , j‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺧ ﱟﻄﻲ‬
‫ﺳﺮﻋﺘﻪ ‪. 3 mi/h‬‬
‫ﹶ‬
‫‪ 4‬‬
‫‪ 5.8 mi/h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪D(4, -1), E(5, -7) (20‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﺘﻲ ﻳﺘﺤﺮﻙ ﺑﻬﺎ ﺍﻟﻘﺎﺭﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻮﺿﻴﺢ‬
‫‪D(9, -6), E(-7, 2) (21‬‬
‫ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻬﻨﺪﺳﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ ﻓﻲ‬
‫‪ (b‬ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻘﺎﺭﺏ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﺎﻃﺊ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪ 59°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪D(3, 11), E(-2, -8) (22‬‬ ‫ﺩﺭﺱ ﺍﻟﻴﻮﻡ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺑﺎﻟﺼﻮﺭﺓ‬
‫‪  (36‬ﺗﻄﻴﺮ ﻃﺎﺋﺮﺓ ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 480 mi/h‬ﺑﺎﻻﺗﺠﺎﻩ‬ ‫ﺍﻟﺠﺒﺮﻳﺔ‪.‬‬
‫‪D(9.5, 1), E(0, -7.3) (23‬‬
‫‪ ، N 82° E‬ﻭﺑﺴﺒﺐ ﺍﻟﺮﻳﺎﺡ‪ ،‬ﻓﺈﻥ ﻣﺤﺼﻠﺔ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺴﻄﺢ‬
‫ﺍﻷﺭﺽ ﺃﺻﺒﺤﺖ ‪ 518 mi/h‬ﺑﺎﺗﺠﺎﻩ ‪. N 79° E‬‬ ‫‪D(-4, -6), E(9, 5) (24‬‬
‫‪‬‬ ‫✓‬
‫ﺷﻜﻼ ﹸﻳﻤ ﱢﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺍﺭﺳﻢ ﹰ‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺳﻴﻦ ‪5 -1, 5 -2‬‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻨﻬﺎﻳﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ ‫‪ AB‬ﹸ‬ ‫ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ‪‬‬
‫‪ , CD‬‬
‫( ) ‪(8‬‬
‫_ ‪D‬‬
‫‪1‬‬
‫_ ‪, 3 , E -4,‬‬
‫‪2‬‬
‫‪7‬‬ ‫)‬ ‫‪(25‬‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪ ، AB‬ﻭﺇﺫﺍ ﻛﺎﻧﺎ ﻏﻴﺮ‬ ‫ﻣﺘﻜﺎﻓﺌﻴﻦ ﺃﻭ ﻻ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻜﺎﻓﺌﻴﻦ‪ ،‬ﻓﺄﺛﺒﺖ ﺃﻥ ‪‬‬
‫‪ = CD‬‬
‫ﺍﻟﻤﻌﻄﻰ ﻃﻮﻟﻪ ﻭﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻫﻪ ﻣﻊ‬‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ ، v‬ﹸ‬
‫ﺫﻟﻚ‪ ،‬ﻓﺎﺫﻛﺮ ﺍﻟﺴﺒﺐ‪ (37, 38 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪6 :‬‬ ‫ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪ x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،1‬ﺹ )‪(11‬‬
‫‪ ( 26 -29‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪A(3, 5), B(6, 9), C(-4, -4), D(-2, 0) (37‬‬ ‫‪|v| = 12, θ = 60° (26‬‬

‫‪A(1, -3), B(0, -10), C(11, 8), D(10, 1) (38‬‬ ‫‪|v| = 16, θ = 330° (27‬‬ ‫‪‬‬
‫‪|v| = 4, θ = 135° (28‬‬
‫‪  (39‬ﻳﻤﻜﻨﻚ ﺳﺤﺐ ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﺠﻪ 〉‪〈a, b‬؛‬ ‫‪6 (20‬‬
‫‪i - 6j‬‬
‫ﻭﺫﻟﻚ ﺑﺈﺿﺎﻓﺔ ‪ a‬ﺇﻟﻰ ﺍﻹﺣﺪﺍﺛﻲ ‪ ، x‬ﻭﺇﺿﺎﻓﺔ ‪ b‬ﺇﻟﻰ ﺍﻹﺣﺪﺍﺛﻲ ‪. y‬‬ ‫‪|v| = 15, θ = 125° (29‬‬
‫‪8 (21‬‬
‫‪-16i + 8j‬‬
‫‪y‬‬ ‫‪ (a‬ﺣﺪﹼ ﺩ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﹸﻳﺴﺘﻌﻤﻞ ﻟﺴﺤﺐ‬ ‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ‬
‫'‪F‬‬
‫‪ ‹FŒGŒH‬ﻓﻲ‬ ‫‪ ‹FGH‬ﺇﻟﻰ Œ Œ‬
‫‪ŒH‬‬ ‫ﻟﻤﺤﻮﺭ ‪) : x‬ﻣﺜﺎﻝ ‪(7‬‬ ‫‪19 (22‬‬
‫‪-5i - 19j‬‬
‫'‪H‬‬ ‫ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪〈2, 5〉 .‬‬
‫'‪G‬‬ ‫‪ 63.4°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪3i + 6j (30‬‬
‫‪O‬‬ ‫‪F‬‬
‫‪x‬‬ ‫‪8.3 (23‬‬
‫‪-9.5i - 8.3j‬‬
‫‪ (b‬ﺇﺫﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﺠﻪ 〉‪〈-3, -6‬‬
‫‪ 111.8°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪-2i + 5j (31‬‬
‫‪ ، ‹FŒGŒH‬ﻓﻤ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ﻟﺴﺤﺐ Œ Œ‬
‫‪ŒH‬‬ ‫‪13i + 11j (24‬‬
‫‪G‬‬ ‫‪H‬‬
‫‪ ، ‹F'G'H‬ﻭﺻﻮﺭﺗﻪ‬ ‫‪'H‬‬ ‫ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ' '‬ ‫‪ 216.9°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪-4i - 3j (32‬‬
‫‪ . ‹F‘G‘H‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫_‪-‬‬
‫‪33‬‬
‫_ ‪i-‬‬
‫‪19‬‬
‫‘ ‘‬
‫‪‘H‬‬
‫‪ 119.1°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪〈-5, 9〉 (33‬‬ ‫‪j (25‬‬
‫‪8‬‬ ‫‪7‬‬
‫‪. ‹F‘G‘H‬‬
‫‪ ‹FGH‬ﺇﻟﻰ ‘ ‘‬
‫‪‘H‬‬ ‫‪ (c‬ﺣﺪﹼ ﺩ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﹸﻳﺴﺘﻌﻤﻞ ﻟﺴﺤﺐ ‪FGH‬‬ ‫ﹴ‬
‫ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫‪  (34‬ﺗﻄﻴﺮ ﻃﺎﺋﺮﺓ ﺟﻬﺔ ﺍﻟﺸﺮﻕ‬ ‫‪〈6, 6 √3 〉 (26‬‬
‫〉‪〈-1, -1‬‬ ‫ﹴ‬
‫ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 85 mi/h‬ﺑﺎﺗﺠﺎﻩ‬ ‫‪ ، 600 mi/h‬ﻭﺗﻬﺐ ﺍﻟﺮﻳﺎﺡ‬
‫‪8 . S 59° E‬‬ ‫‪〈8 √3 , -8 〉 (27‬‬
‫ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﻣﻤﻜﻨﺔ ﻟﻜﻞ ﻣﺘﺠﻪ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺇﺫﺍ ﻋﻠﹺ ﹸ‬
‫ﻤﺖ ﻃﻮﻟﻪ ﻭﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‪:‬‬
‫‪N‬‬
‫‪ √37‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪(0, -2) :‬‬
‫‪ , (-1, 4) (40‬‬ ‫‪〈-2 √2 , 2 √2 〉 (28‬‬
‫‪600 mi/h‬‬

‫‪ 10, (-3, -7) (41‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪(5, -1) :‬‬ ‫‪85 mi/h‬‬ ‫‪〈-8.6 , 12.3〉 (29‬‬

‫‪‬‬

‫‪3°‬‬
‫‪‬‬ ‫‪ (36a‬‬
‫ﻣﺤﺼﻠﺔ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ‪674 mi/h .‬‬
‫ﱢ‬ ‫‪ (a‬ﺃﻭﺟﺪ‬ ‫‪518mi/h‬‬
‫‪‬‬
‫‪480 mi/h‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﻣﺴﺎﺭ ﺍﻟﻄﺎﺋﺮﺓ‪S86°E .‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪24‬‬

‫‪ (37‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﺨﺘﻠﻒ ﺍﻟﻤﻘﺪﺍﺭ ﻭﺍﻻﺗﺠﺎﻩ‬

‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ؛ ﻟﺬﺍ ﻓﺎﻟﻤﺘﺠﻬﺎﻥ‬
‫‪‬‬ ‫‪‬‬ ‫ﻏﻴﺮ ﻣﺘﻜﺎﻓﺌﻴﻦ ‪.‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻵﺗﻴﺔ‪ :‬ﺗﻌﺎﻭﻥ ﻣﺰﺍﺭﻉ ﻭﺟﺎﺭﻩ ﻋﻠﻰ ﺇﺯﺍﻟﺔ ﺻﺨﺮﺓ ﻛﺒﻴﺮﺓ ﻣﻦ ﺍﻟﺤﻘﻞ‪ .‬ﻭﺫﻟﻚ‬ ‫‪ (38‬ﻧﻌﻢ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻟﻠﻤﺘﺠﻬﻴﻦ ﱞ‬
‫ﻛﻞ‬
‫ﺑﺴﺤﺐ ﺍﻟﺼﺨﺮﺓ ﺑﻮﺍﺳﻄﺔ ﺣﺒﻠﻴﻦ ﻣﺜﺒﺘﻴﻦ ﺑﻬﺎ‪ ،‬ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ ‪ . 35°‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺰﺍﺭﻉ ﻳﺴﺤﺐ ﺍﻟﺤﺒﻞ ﹴ‬
‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫ﻣﻦ ﺍﻟﻤﻘﺪﺍﺭ ﻭﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ؛ ﻟﺬﺍ ﻓﻬﻤﺎ‬
‫ﱠ‬
‫ﹴ‬
‫‪ ،105 N‬ﻭﺟﺎﺭﻩ ﻳﺴﺤﺐ ﺍﻟﺤﺒﻞ ﺍﻵﺧﺮ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،95 N‬ﻓﺄﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﻤﺤﺼﻠﺔ ﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﺍﻟﺼﺨﺮﺓ‬ ‫ﻣﺘﻜﺎﻓﺌﺎﻥ‪.‬‬
‫ﻭﺍﺗﺠﺎﻫﻬﺎ )ﺑﺈﻫﻤﺎﻝ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ(‪ 190.8 N .‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 16.6°‬ﻣﻊ ﺍﻟﻘﻮﺓ ‪. 105 N‬‬
‫‪y‬‬ ‫'‪F‬‬ ‫‪(39b‬‬

‫'‪G‬‬ ‫'‪H‬‬
‫‪O‬‬ ‫‪x‬‬
‫''''‪F‬‬

‫''''‪G‬‬ ‫''‪H‬‬

‫‪ 5‬‬ ‫‪24‬‬

 ‫‪ ، k (a + b) = ka + kb (49‬ﺣﻴﺚ ‪ k‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫‪1‬‬ ‫‪  (42‬ﹸﻋ ﱢﻠﻘﺖ ﺁﻟﺔ ﺗﺼﻮﻳﺮ‬
‫‪‬‬ ‫‪1200 N‬‬ ‫‪1000 N 2‬‬
‫ﻣﻌﺪﺓ ﻟﻤﺘﺎﺑﻌﺔ ﺣﺪﺙ ﺭﻳﺎﺿﻲ‬
‫‪ ، |ka| = |k| |a| (50‬ﺣﻴﺚ ‪ k‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫ﺑﺜﻼﺛﺔ ﺣﺒﺎﻝ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫‪ (44‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪26°°‬‬
‫‪26‬‬
‫ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺪ ﻓﻲ‬
‫‪،a = x i + y j‬‬ ‫‪700 N‬‬
‫‪39°°‬‬
‫‪39‬‬ ‫ﻣﺘﺠﻬﺎ‪ ،‬ﻓﺄﺟﺐ‬
‫ﹰ‬ ‫ﻛﻞ ﺣﺒﻞ ﻳﻤ ﱢﺜﻞ‬
‫‪3‬‬ ‫ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ ،b = k x i + k y j‬ﺣﻴﺚ ‪ k‬ﻋﺪﺩ‬ ‫‪‬‬
‫ﺣﻘﻴﻘﻲ ﻻ ﻳﺴﺎﻭﻱ ﺍﻟﺼﻔﺮ‪.‬‬ ‫〉‪〈-755, 933〉; 〈899, 438〉; 〈544, -441‬‬
‫ﻳﻘﻮﻡ ﻣﺤﻤﺪ ﺑﺴﺤﺐ ﺩﻣﻴﺘﻪ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪1.5 N‬‬ ‫‪‬‬ ‫‪(51‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻜﻞ ﻣﺘﺠﻪ ﻷﻗﺮﺏ ﻋﺪﺩ ﺻﺤﻴﺢ‪.‬‬
‫ﺑﻮﺍﺳﻄﺔ ﻧﺎﺑﺾ ﻣﺜ ﱠﺒﺖ ﺑﻬﺎ‪5 -1 .‬‬
‫‪ (45‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ‬ ‫‪0.92 N, ≈1.18 N‬‬
‫‪≈0.92‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺍﻟﻤﺤﺼﻠﺔ ﺍﻟﻤﺆﺛﺮ ﻋﻠﻰ ﺁﻟﺔ‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﺎﺑﺾ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 52°‬ﻣﻊ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﺄﻭﺟﺪ‬
‫ﺍﻟﻤﺘﺠﻪ ﻫﻲ )‪ ،(a, b‬ﻭﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‪〈688, 930〉 .‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ ﺍﻟﺮﺃﺳﻴﺔ ﻭﺍﻷﻓﻘﻴﺔ ﻟﻠﻘﻮﺓ‪.‬‬ ‫ﻣﻘﺪﺍﺭ ﱟ‬
‫ﻫﻮ ‪ ،m‬ﻓﺈﻥ ﺃﻱ ﻧﻘﻄﺔ )‪ (x, y‬ﺗﺤﻘﻖ‬ ‫‪ (c‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﻭﺍﺗﺠﺎﻩ ﻣﺤﺼﻠﺔ ﺍﻟﻘﻮ￯‪1157 N; 54° .‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬ ‫‪ (b‬ﺇﺫﺍ ﺭﻓﻊ ﻣﺤﻤﺪ ﺍﻟﻨﺎﺑﺾ‪ ،‬ﻭﺃﺻﺒﺢ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 78°‬ﻣﻊ‬
‫ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ ﺍﻷﻓﻘﻴﺔ ﻭﺍﻟﺮﺃﺳﻴﺔ‬
‫‪،m = √(x - a) + (y - b) 2‬‬
‫‬ ‫‪2‬‬
‫ﻟﻠﻘﻮﺓ‪≈0.31 N, ≈1.47 N .‬‬
‫‪  (43‬ﺗﺆ ﱢﺛﺮ ﻗﻮﺓ ﺍﻟﺠﺎﺫﺑﻴﺔ ‪ g‬ﻭﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﻠﻰ ﺻﻨﺪﻭﻕ ﻓﻲ ﻭﺿﻊ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻧﻘﻄﺔ ﹴ‬
‫ﻧﻬﺎﻳﺔ ﻟﻠﻤﺘﺠﻪ‪.‬‬
‫ﺍﻟﺴﻜﻮﻥ ﻣﻮﺿﻮﻉ ﻋﻠﻰ ﺳﻄﺢ ﻣﺎﺋﻞ‪ ،‬ﻭﻳﺒ ﹼﻴﻦ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ‬
‫ﺍﻟﻤﺘﻌﺎﻣﺪﺗﻴﻦ ﻟﻠﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ )ﺍﻟﻤﻮﺍﺯﻳﺔ ﻟﻠﺴﻄﺢ ﻭﺍﻟﻌﻤﻮﺩﻳﺔ ﻋﻠﻴﻪ(‪ .‬ﻣﺎ‬
‫ﻭﻫﻲ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ ﺍﻟﻨﻘﻄﺔ )‪ ،(a, b‬ﻭﻃﻮﻝ‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﻳﻤ ﱢﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﻟﻮﺻﻒ ﺍﻟﺼﺤﻴﺢ ﻟﻘﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻟﻴﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﻣﻤﻜﻨﹰﺎ؟‬
‫‪ (52-55 5 - 1‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻗﻮﺓ‬
‫ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪. m‬‬
‫‪ ‬ﺍﻻﺣﺘﻜﺎﻙ ﻣﺴﺎﻭﻳﺔ‬ ‫‪θ‬‬

‫ﻟﻤﺮﻛﺒﺔ ﺍﻟﺠﺎﺫﺑﻴﺔ‬ ‫‪g‬‬

‫‪m‬‬
‫‪n‬‬
‫‪p‬‬
‫ﺍﻟﻤﻮﺍﺯﻳﺔ ﻟﻠﺴﻄﺢ‬
‫ﺍﻟﻤﺎﺋﻞ‪.‬‬

‫‪‬‬
‫‪_1 p + 3n (53‬‬ ‫‪n - _ m (52‬‬
‫‪3‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪  (44‬ﺇﺫﺍ ﻛﺎﻥ ‪ a , b‬ﻣﺘﺠﻬﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﻓﻌ ﱢﺒﺮ ﻋﻦ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬
‫‪p + 2n - m (55‬‬ ‫‪m - 3n (54‬‬
‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻣﺒ ﱢﻴﻨﹰﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ‪ .a , b‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫‪‬‬ ‫‪  (45‬ﺇﺫﺍ ﹸﺃﻋﻄﻴﺖ ﻃﻮﻝ ﻣﺘﺠﻪ‪ ،‬ﻭﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‪ ،‬ﻓﺼﻒ ﺍﻟﻤﺤﻞ‬
‫ﺍﻟﻬﻨﺪﺳﻲ ﻟﻠﻨﻘﺎﻁ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﹸﻤ ﱢﺜﻞ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‪) .‬ﺇﺭﺷﺎﺩ‪ :‬ﺍﻟﻤﺤﻞ‬
‫‪ (56‬ﻣﺎ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ ،(2, 5‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ )‪ (-3, -4‬؟ ‪D‬‬ ‫ﺍﻟﻬﻨﺪﺳﻲ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺗﺤﻘﻖ ﺷﺮ ﹰﻃﺎ ﻣﻌ ﱠﻴﻨﹰﺎ(‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪ C‬‬
‫‪√82‬‬ ‫‪ A‬‬
‫‪√2‬‬

‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ 〉‪ 〈x, y‬ﻫﻲ ‪ ، (4y)°‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪x‬‬

‫‪‬‬ ‫‪(46‬‬
‫‪ D‬‬
‫‪√106‬‬ ‫‪ B‬‬
‫‪√26‬‬
‫=‪x‬‬ ‫_‬ ‫‪y‬‬ ‫ﺑﺪﻻﻟﺔ ‪. y‬‬
‫‪tan 4y‬‬

‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ‪، a = 〈x 1 , y 1 〉, b = 〈x 2 , y 2 〉, c = 〈x 3 , y 3 〉 :‬‬

‫‪R‬‬
‫ﻓﺄﺛﺒﺖ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻵﺗﻴﺔ‪ (47 -50 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ (57‬ﻣﺎ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ‬
‫‪6‬‬
‫‪30°‬‬
‫ﺃﻥ ‪ PR = RS‬؟ ‪B‬‬ ‫‪a + b = b + a (47‬‬
‫‪P‬‬ ‫‪S‬‬

‫‪(a + b) + c = a + (b + c) (48‬‬
‫‪ D‬‬
‫‪18 √3‬‬ ‫‪ C‬‬
‫‪18 √2‬‬ ‫‪ B‬‬
‫‪9 √3‬‬ ‫‪2 A‬‬
‫√ ‪9‬‬

‫‪25‬‬ ‫‪‬‬ ‫‪5 - 2 ‬‬

‫‪25‬‬ ‫‪‬‬ ‫‪5 - 2‬‬

 ‫‪ ‬‬

‫‪5 - 2‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(11)‬‬ ‫‪‬‬ ‫‪(10)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪5-2‬‬ ‫‪‬‬ ‫‪5-2‬‬
‫‪‬‬ ‫‪‬‬
‫‪ ‬ﹸﻳﺴﻤﻰ ﺍﳌﺘﺠﻪ ﺍﻟﺬﻱ ﻃﻮﻟﻪ ‪ 1‬ﻣﺘﺠﻪ ﻭﺣﺪﺓ‪ ،‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ ،u‬ﻭﻹﳚﺎﺩ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ‪ u‬ﺍﻟﺬﻱ ﻟﻪ ﻧﻔﺲ‬ ‫‪‬ﺗﹸﺴﺘﻌﻤﻞ ﺻﻴﻐﺔ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ﻹﳚﺎﺩ ﻃﻮﻝ ﻣﺘﺠﻪ‪.‬‬
‫‪1‬‬
‫___ = ‪. u‬‬
‫‪v‬‬
‫ﺍﲡﺎﻩ ﺍﳌﺘﺠﻪ ‪ ، v‬ﻧﺴﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ‪v‬‬
‫‪1‬‬
‫ﻭﻛﺤﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﻣﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺑﺎﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ X‬ﺍﳌﻮﺟﺐ ﺑﺎﻟﺮﻣﺰ 〉 ‪ ، i = 〈1, 0‬ﻭﻳﺮﻣﺰ ﺇﱃ ﻣﺘﺠﻪ‬ ‫ˆ‡‡ ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ ،X (2, -3‬ﻭﻧﻘﻄﺔ ﳖﺎﻳﺘﻪ )‪ ،Y (-4, 2‬ﺛﻢ ﺍﻛﺘﺒﻪ ﻋﲆ‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ˆ‪X Y‬‬
‫‡‡‬
‫ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ﰲ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄ ﱟﱢﻲ‬
‫ﹶ‬ ‫ﺍﻟﻮﺣﺪﺓ ﺑﺎﲡﺎﻩ ﳏﻮﺭ ‪ y‬ﺍﳌﻮﺟﺐ ﺑﺎﻟﺮﻣﺰ 〉 ‪ ، j = 〈 0, 1‬ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺃﻱ ﻣﺘﺠﻪ ﺑﺪﻻﻟﺔ‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪.‬‬
‫ﳌﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ ‪ i‬ﻭ ‪.j‬‬ ‫‪4‬‬
‫‪y‬‬ ‫ˆ‡‡ ﺑﺎﺳﺘﻌﲈﻝ ﺻﻴﻐﺔ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ‪.‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ˆ‪X Y‬‬
‫‡‡‬
‫__________________‬
‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ‪ u‬ﺍﻟﺬﻱ ﻟﻪ ﻧﻔﺲ ﺍﲡﺎﻩ 〉‪v = 〈-4, -1‬‬ ‫‪1‬‬ ‫‪Y‬‬ ‫‪2‬‬ ‫ﺻﻴﻐﺔ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ‬ ‫‪ XY‬‬
‫‪‡‡  = √(x 2 - x 1) 2+(y 2-y 1) 2‬‬
‫ˆ‡‡‬
‫‪x‬‬ ‫___________________‬
‫‪1‬‬
‫ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﺑﺎﲡﺎﻩ ‪v‬‬
‫___ = ‪u‬‬
‫‪v‬‬
‫‪v‬‬ ‫‪−4 −2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫)‪(x 1, y 1) = (2, -3), (x2, y2)=(-4, 2‬‬ ‫‪= √(-4-2) 2+[2-(-3)] 2‬‬
‫‪1‬‬ ‫‪−2‬‬ ‫_________‬ ‫___‬
‫ﻋﻮﺽ‬‫ﹼ‬ ‫〉‪= __________ 〈-4, -1‬‬ ‫‪X‬‬ ‫ﺑﺴﻂ‬
‫ﹼ‬ ‫‪= √(-6) 2+5 2 = √61‬‬
‫‪〈-4, -1〉‬‬ ‫‪−4‬‬
‫‪4‬‬
‫________‬
‫‪〈a, b〉 = √a 2 + b 2‬‬ ‫‪1‬‬
‫_______________ =‬
‫______________‬ ‫〉‪〈-4, -1‬‬ ‫ˆ‡‡ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪.‬‬
‫ﺍﻛﺘﺐ ‪X Y‬‬
‫‡‡‬
‫‪√(-4)2 + (-1)2‬‬ ‫‪X‬‬
‫〉‪‡‡Yˆ = 〈x 2 - x 1, y 2 - y 1‬‬
‫ˆ‡‡‬
‫‪1‬‬
‫ﺑﺴﻂ‬‫ﹼ‬ ‫_____‬
‫〉‪= ___ 〈-4, -1‬‬ ‫)‪(x 1, y 1) = (2, -3) ,(x 2, y 2)=(-4, 2‬‬ ‫〉)‪= 〈-4 - 2, 2 - (-3‬‬
‫‪√17‬‬ ‫___‬ ‫___‬
‫ﺑﺴﻂ‬
‫ﺃﻧﻄﻖ ﺍﳌﻘﺎﻡ‬ ‫____ =‬
‫‪-4‬‬
‫〈‬‫‪-1‬‬
‫____ ‪___ ,‬‬
‫‪√17 √17‬‬ ‫〈 〉‬
‫______ ‪-4 √17‬‬
‫_______ = ___‬
‫‪17‬‬
‫‪,‬‬
‫‪- √17‬‬
‫‪17‬‬ ‫〉‬ ‫ﹼ‬ ‫〉‪= 〈-6, 5‬‬
‫‪2‬‬
‫‪2‬‬
‫ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﳑﺎ ﻳﺄﰐ ﻟﻠﻤﺘﺠﻬﺎﺕ 〉‪: s = 〈4, 2〉 , t = 〈-1, 3‬‬
‫ˆ‡‡‡ ﻋﲆ ﺻﻮﺭﺓ‬
‫ˆ‡‡‡ ﻣﺘﺠﻬﹰ ﺎ‪ ،‬ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ M (2, 2‬ﻭﻧﻘﻄﺔ ﳖﺎﻳﺘﻪ )‪ ، P (5, 4‬ﻓﺎﻛﺘﺐ ‪M P‬‬
‫‡‡‡‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪M P‬‬
‫‡‡‡‬
‫‪s + t (a‬‬
‫ﺧﻄﻲ ﳌﺘﺠﻬﹶ ﻲ ﺍﻟﻮﺣﺪﺓ ‪. i, j‬‬
‫ﱟ‬ ‫ﺗﻮﺍﻓﻖ‬
‫ﻋﻮﺽ‬ ‫ﹼ‬ ‫〉‪s + t = 〈4, 2〉 + 〈-1, 3‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﹺـ ˆ‪M P‬‬
‫‡‡‡ ﹰ‬
‫ﺃﻭﻻ‪.‬‬ ‫ˆ‡‡‡‬ ‫ﲨﻊ ﺍﳌﺘﺠﻬﺎﺕ‬ ‫〉‪= 〈4 + (-1), 2 + 3〉 = 〈3, 5‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬ ‫‡‡‬
‫ˆ‡‡‬
‫‪MP = 〈x‬‬
‫〉‪x2 - x1, y2 - y1‬‬ ‫‪3s + t (b‬‬
‫‪(x1, y1) = (2, 2) , (x‬‬
‫)‪x2, y2) = (5, 4‬‬ ‫〉‪= 〈5 - 2, 4 - 2〉 = 〈3, 2‬‬ ‫ﻋﻮﺽ‬‫ﹼ‬ ‫〉‪3s + t = 3〈4, 2〉 + 〈-1, 3‬‬
‫ﳌﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﹶ‬ ‫ﺛﻢ ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﳌﺘﺠﻪ ﻋﲆ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄ ﱟﱢﻲ‬ ‫ﴐﺏ ﻣﺘﺠﻪ ﰲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‬ ‫〉‪= 〈12, 6〉 + 〈-1, 3‬‬

‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬ ‫‡‡‬

‫ˆ‡‡‬
‫〉‪MP = 〈3, 2‬‬
‫ﲨﻊ ﺍﳌﺘﺠﻬﺎﺕ‬ ‫〉‪= 〈11, 9‬‬
‫‪〈a, b〉 = ai + bj‬‬ ‫‪= 3i + 2j‬‬
‫‪‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ‪ ،u‬ﻟﻪ ﺍﲡﺎﻩ ﺍﳌﺘﺠﻪ ‪ v‬ﻧﻔﺴﻪ ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪:1, 2‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﹺـ ˆ‪A B‬‬
‫ˆ‡‡ ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ‪ A‬ﻭﻧﻘﻄﺔ ﳖﺎﻳﺘﻪ ‪ B‬ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪ ،1 , 2‬ﺛﻢ ﺃﻭﺟﺪ ﻃﻮﻟﻪ‪:‬‬
‫‡‡‬
‫〈‬‫√ ‪2‬‬
‫‪29‬‬
‫‪,‬‬
‫√ ‪5‬‬
‫______ ‪29‬‬
‫______‬ ‫‪29‬‬
‫‪29‬‬ ‫〉‬ ‫〉‪v = 〈10, 25‬‬ ‫‪(2‬‬ ‫〈‬ ‫‪,‬‬
‫‪5 5‬‬
‫‪-3‬‬
‫___ ‪4‬‬
‫__‬
‫〉‬ ‫〉‪p = 〈4, -3‬‬ ‫‪(1‬‬ ‫)‪A(-15, 0), B(7, -19‬‬ ‫‪(2‬‬ ‫)‪A(12, 41), B(52, 33‬‬ ‫‪(1‬‬
‫‪〈22, -19〉, 13 √5‬‬‫‬ ‫‬
‫‪〈40, -8〉, 8 √26‬‬
‫ˆ‡‡‡ ﺍﳌﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﳖﺎﻳﺘﻪ‪ ،‬ﻋﲆ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧ ﱢﻄﻲ ﳌﺘﺠﻬﹶ ﻲ ﺍﻟﻮﺣﺪﺓ ‪ i, j‬ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪:3 , 4‬‬
‫ﺍﻛﺘﺐ ˆ‪M N‬‬
‫‡‡‡‬
‫‪18i - 2j M(0, 6), N‬‬
‫)‪N(18, 4‬‬ ‫‪(4‬‬ ‫‪-7i - 11j M(2, 8), N‬‬
‫)‪N(-5, -3‬‬ ‫‪(3‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ‪ a = 〈4, -2〉, b = 〈24, 21〉, c = 〈-1, -3〉 :‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﳑ ﹼﺎ ﻳﺄﰐ‪:‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ __v‬ﺍﳌﻌﻄﻰ ﻃﻮﻟﻪ ﻭﺯﺍﻭﻳﺔ ﺍﲡﺎﻫﻪ ﻣﻊ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪ x‬ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪:5, 6‬‬ ‫‪8b - 2a + 3c‬‬ ‫‪(4‬‬ ‫‪a-b‬‬ ‫‪(3‬‬
‫〉‪〈-0.4, 5.0‬‬ ‫‪|v| = 5, θ = 95°‬‬ ‫‪(6‬‬ ‫‪〈-9, -9 √3 〉 |v| = 18, θ = 240°‬‬ ‫‪(5‬‬
‫〉‪〈181,163‬‬ ‫〉‪〈-20,-23‬‬
‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﲡﺎﻩ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺘﺠﻬﲔ ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪:7 , 8‬‬ ‫)‪a - 2(b + 2c‬‬ ‫‪(6‬‬ ‫‪2b + c‬‬ ‫‪(5‬‬
‫〉‪83.3° 〈2, 17‬‬ ‫‪(8‬‬ ‫‪153.4° -4i + 2j‬‬ ‫‪(7‬‬ ‫〉‪〈-40,-32‬‬ ‫〉‪〈47,39‬‬

‫‪ 5‬‬ ‫‪11‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪10‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪( 13)‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(12)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪5-2‬‬
‫‪‬‬ ‫‪5-2‬‬
‫‪‬‬
‫‪‬‬
‫ﺑﻨﺎ ﹰﺀ ﻋﲆ ﻗﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻷﻭﻝ ﰲ ﺍﳊﺮﻛﺔ‪ ،‬ﺇﺫﺍ ﲢﺮﻙ ﺟﺴﻢ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ ﲨﻴﻌﻬﺎ ﺗﻜﻮﻥ ﻣﺘﺰﻧﺔﹰ‪ ،‬ﻭﺇﺫﺍ ﱂ‬
‫‪  (4‬ﹸﻳﺒﺤﺮ ﺷﺨﺺ ﰲ ﳖﺮ ﴎﻋﺔ ﺍﻟﺘﻴﺎﺭ ﻓﻴﻪ ‪،2.5 ms‬‬ ‫‪  (1‬ﰲ ﻣﺴﺎﺑﻘﺔ ﺭﻣﻲ ﺍﻟﺮﻣﺢ‪ ،‬ﺭﻣﻰ ﻻﻋﺐ ﺍﻟﺮﻣﺢ‬
‫ﺟﺴﲈ ﻭﲢﺮﻙ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﻓﺈﻥ ﻗﻮﺓ ﺩﻓﻊ‬‫ﻳﺘﺤﺮﻙ ﺍﳉﺴﻢ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﺗﻜﻮﻥ ﻏﲑ ﻣﺘﺰﻧﺔ؛ ﻟﺬﺍ ﺇﺫﺍ ﺩﻓﻊ ﺷﺨﺺ ﹰ‬ ‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺨﺺ ﳚﺪﻑ ﺑﴪﻋﺔ ‪ 4 ms‬ﺑﺎﲡﺎﻩ ﻋﻤﻮﺩﻱ‬ ‫ﺑﴪﻋﺔ ‪ 28 m/s‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪.48°‬‬
‫ﺍﻟﺸﺨﺺ ﻟﻠﺠﺴﻢ ﺗﻮﺍﺯﻥ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬
‫ﻋﲈ ﻳﺄﰐ‪:‬‬
‫ﻋﲆ ﺍﻟﺸﺎﻃﺊ‪ ،‬ﻓﺄﺟﺐ ﹼ‬
‫ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ‪) µ‬ﻭﻳﻘﺮﺃ ‪ (mu‬ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺳﻄﺤﲔ ﻭﻗﻮﺓ ﺍﻟﺪﻓﻊ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻄﺤﲔ ﻣ ﹰﻌﺎ‪ .‬ﺇﺫﺍ‬
‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪°‬‬
‫ﰲ‬ ‫ﺍﺭﺗﻜﺰ ﺟﺴﻢ ﻋﲆ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻗﻮﺓ ﺍﻟﺪﻓﻊ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻄﺤﲔ ﻣ ﹰﻌﺎ‪ ،‬ﺑﴬﺏ ﺍﻟﻜﺘﻠﺔ‬
‫ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ‪ ،–9.8 m/s 2‬ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ‪ n‬ﻫﻲ ﻗﻮﺓ ﺩﻓﻊ ﺍﻷﺭﺽ ﻟﻠﺠﺴﻢ ﺇﱃ ﺃﻋﲆ‪.‬‬ ‫‪2.5 m/s‬‬

‫ﻳﺴﺤﺐ ﺷﺨﺺ ﻋﺮﺑﺔ ﻛﺘﻠﺘﻬﺎ ‪ 7 kg‬ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‪.‬‬ ‫‪‬‬

‫‪4 m/s‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺨﺺ ﻳﺴﺤﺐ ﺍﻟﻌﺮﺑﺔ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 25 N‬ﻭﻛﺎﻥ‬
‫ﻣﻘﺒﺾ ﺍﻟﻌﺮﺑﺔ ﻳﺼﻨﻊ ‪ 40°‬ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﻌﺎﻣﻞ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ‬
‫‪ (a‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ﻟﴪﻋﺔ ﺍﻟﺮﻣﺢ؟‬
‫ﺍﻻﺣﺘﻜﺎﻙ ﰲ ﻫﺬﺍ ﺍﻟﻮﺿﻊ‪.‬‬ ‫‪ (a‬ﻣﺎ ﳏﺼﻠﺔ ﴎﻋﺔ ﺍﻟﺰﻭﺭﻕ؟‬ ‫‪18.7m/s‬‬ ‫‪‬‬
‫‪4.7 m/s‬‬ ‫‪‬‬
‫‪ (b‬ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺳﻴﺴﲑ ﲠﺎ ﺍﻟﺰﻭﺭﻕ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫‪ (b‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﺮﻛﺒﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻟﴪﻋﺔ ﺍﻟﺮﻣﺢ؟‬
‫ﻟﻠﺸﺎﻃﺊ؟‬ ‫‪20.8m/s‬‬ ‫‪‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﳐﻄﻂ ﺍﻟﻘﻮ￯ ﻟﺘﻮﺿﻴﺢ ﺍﳌﺴﺄﻟﺔ‪ .‬ﺍﺣﺴﺐ ﺍﳌﺮﻛﹼﺒﺔ ﺍﻷﻓﻘﻴﺔ ﻭﺍﳌﺮﻛﹼﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ ﻟﻠﻘﻮﺓ ‪ ،25 N‬ﳌﺎ ﻛﺎﻧﺖ ﺍﻟﻌﺮﺑﺔ ﺗﺘﺤﺮﻙ‬
‫‪°58‬‬ ‫‪‬‬
‫ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﻓﺈﻥ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺗﺴﺎﻭﻱ ﺍﳌﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ ﻭﻟﻜﻦ ﺑﺎﲡﺎﻩ ﻣﻌﺎﻛﺲ‪ .‬ﻭﺗﻌﺎﺩﻝ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﳎﻤﻮﻉ ﺍﻟﻘﻮﺗﲔ؛ ﺍﳌﺮﻛﺒﺔ‬
‫ﺍﻟﺮﺃﺳﻴﺔ ﻭﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ‪.‬‬
‫‪ (2‬ﲢﺮﻛﺖ ﺣﺎﻓﻠﺔ ‪ 4.5 mi‬ﺇﱃ ﺍﻟﺸﲈﻝ‪ ،‬ﺛﻢ‬
‫ﺍﳌﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ‬ ‫‪x = 25 cos 40° ≈ 19.2‬‬
‫‪25 N 52.5 N‬‬ ‫‪ 2 mi‬ﺇﱃ ﺍﻟﴩﻕ‪ ،‬ﺛﻢ ‪ 1.5 mi‬ﺷﲈﻝ ﴍﻕ ﺑﺰﺍﻭﻳﺔ ‪،30°‬‬
‫ﺍﳌﺮﻛﺒﺔ ﺍﻟﺮﺃﺳﻴﺔ‬ ‫‪y = 25 sin 40° ≈ 16.1‬‬
‫ﹴ‬
‫ﺗﻮﺍﻓﻖ ﺧﻄﱢﻲ‬ ‫ﺍﻛﺘﺐ ﳏﺼﻠﺔ ﺳﲑ ﺍﳊﺎﻓﻠﺔ ﻋﲆ ﺻﻮﺭﺓ‬
‫‪16.1 N‬‬

‫ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺭﺽ = ﺍﻟﻜﺘﻠﺔ × ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‬

‫‪40°‬‬
‫‪-19.2 N‬‬ ‫‪19.2 N‬‬
‫ﳌﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ‪.i, j‬‬
‫ﹶ‬
‫‪7 (-9. 8) = -68.6‬‬
‫‪3.3i+5.25j‬‬
‫‪-68.6 N‬‬
‫‪ n = 68.6 -16.1= 52.6‬ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ‬
‫‪19.2‬‬
‫‪ µ = 52.5 ≈ 0.37‬ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫____‬
‫ﻟﺬﺍ‪ ،‬ﻓﺈﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﻫﻮ ‪0.37‬‬

‫‪‬‬ ‫‪‬ﺳﺎﺭ ﺳﻠﻄﺎﻥ ﻣﻦ ﻣﻨﺰﻟﻪ ‪ 2 mi‬ﺑﺎﲡﺎﻩ ﺍﻟﻐﺮﺏ‪،‬‬

‫‪ (3‬‬
‫‪ (1‬ﻳﺴﺤﺐ ﺷﺨﺺ ﻋﺮﺑﺔ ﻃﻔﻞ ﻛﺘﻠﺘﻬﺎ ‪ 41 kg‬ﺑﻘﻮﺓ ‪ ،50 N‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳊﺒﻞ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 45°‬ﻣﻊ ﺍﻷﺭﺽ‪ ،‬ﻓﺄﻭﺟﺪ‬ ‫ﺛﻢ ﺳﺎﺭ ‪ 3.4 mi‬ﺇﱃ ﺍﻟﺸﲈﻝ ﻓﻮﺻﻞ ﺇﱃ ﺍﳌﺴﺠﺪ‪.‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺍﻟﻌﺮﺑﺔ ﻭﺍﻷﺭﺽ‪.‬‬ ‫ﺇﺫﺍ ﺳﺎﺭ ﺳﻠﻄﺎﻥ ﻣﻦ ﻣﻨﺰﻟﻪ ﺇﱃ ﺍﳌﺴﺠﺪ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪،‬‬
‫‪0.10‬‬ ‫ﻓﻜﻢ ﹰ‬
‫ﻣﻴﻼ ﳜﺘﴫ ﻣﻦ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ؟‬
‫‪1.5mi‬‬
‫‪ (2‬ﻳﺪﻓﻊ ﺷﺨﺺ ﺻﻨﺪﻭﻗﹰﺎ ﻛﺘﻠﺘﻪ ‪ 25 kg‬ﻋﲆ ﺳﺠﺎﺩﺓ ﺑﻘﻮﺓ ‪ ،75 N‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻗﻮﺓ ﺍﻟﺪﻓﻊ ﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 25°‬ﻣﻊ ﺍﻷﺭﺽ‪،‬‬
‫ﻓﺄﻭﺟﺪ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺍﻟﺴﺠﺎﺩﺓ ﻭﺍﻟﺼﻨﺪﻭﻕ‪.‬‬
‫‪0.32‬‬

‫‪ 5‬‬ ‫‪13‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪12‬‬ ‫‪ ‬‬

‫‪ 5‬‬ ‫‪25 A‬‬

 



5 - 2
          


   (5)

 5-2

‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬

:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ AB ‫ ﻭﻃﻮﻝ‬،‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬
‫ ﹸ‬

 A(-3, - 6), B(8, -1) (3 A(4, -2), B(5, -5) (2 A(2, 4), B(-1, 3) (1
〈11, 5〉 , √
146 
〈1, -3〉 , √10 〈-3, -1〉 , √
10

‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬، v = 〈 2 , -1〉 , w = 〈-3, 5〉 ‫ﺇﺫﺍ ﻛﺎﻥ‬

:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬

 
 〈-7, 7〉 w – 2 v (5 〈6, -3〉 3 v (4

〈-21, 28〉 5 w – 3 v (7 〈-1, 11〉 4v + 3 w (6

 ‫ ﻧﻔﺴﻪ ﻓﻲ ﱟ‬v ‫ ﻟﻪ ﺍﺗﺠﺎﻩ‬u ‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ‬

:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
〈- _
4 √
17
17
, - _ 〉 v = 〈-8, -2〉 (9
√
17
17
〈- _
√5
5
 _
,
2 √5
5
〉 v = 〈-3, 6〉 (8

 ‫ﻓﻲ ﱟ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ i , j ‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻋﻠﻰ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄﻲ ﻟﻤﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ‬ DE ‫ﺍﻛﺘﺐ‬
‫ ﹸ‬

9 i - 5 j D (- 4, 3), E(5, -2) (11 2 i - 2 j D(4, -5), E(6, -7 ) (10

i + 6 j D(2, 1), E(3, 7) (13 -9 i - 8 j D(4, 6), E(-5, -2) (12



‫ﺍﻟﻤﻌﻄﻰ ﻃﻮﻟﻪ ﻭﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻫﻪ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ ﻓﻲ ﱟ‬

:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﹸ‬v ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ‬
〈-5.4, 5.9〉 |v| = 8 , θ = 132° (15 〈8.9, 8.0〉 |v| = 12 , θ = 42° (14



‫ ﺑﺰﺍﻭﻳﺔ‬120 N ‫ ﺇﺫﺍ ﻛﺎﻥ ﻋﻠﻲ ﻳﺪﻓﻊ ﺍﻟﺤﺠﺮ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬.‫ ﻳﻘﻮﻡ ﻋﻠﻲ ﻭﻣﺤﻤﺪ ﺑﺪﻓﻊ ﺣﺠﺮ ﻣﻦ ﺣﺪﻳﻘﺘﻬﻢ‬ (16
‫ ﻋﻦ ﺍﻟﻤﺤﻮﺭ‬40° ‫ ﺑﺰﺍﻭﻳﺔ ﺗﻤﻴﻞ‬180 N ‫ ﻓﻲ ﺣﻴﻦ ﻳﺪﻓﻊ ﻣﺤﻤﺪ ﺍﻟﺤﺠﺮ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬،‫ ﻋﻦ ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ‬60° ‫ﺗﻤﻴﻞ‬
295.6 N .‫ ﻓﺄﻭﺟﺪ ﻣﻘﺪﺍﺭ ﻣﺤﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺗﺄﺛﻴﺮ ﻗﻮﺗﻲ ﺍﻟﺪﻓﻊ ﻣ ﹰﻌﺎ‬،‫ﺍﻷﻓﻘﻲ‬




 
 

 

 

 

 

 

 

25 B   5

 ‫‪‬‬
‫‪‬‬
‫‪Dot Product‬‬
‫‪‬‬ ‫‪5 -3‬‬
‫ﹴ‬
‫ﻣﻌﺎﻥ ﻣﺘﻌﺪﺩﺓ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻟﻬﺎ ﻣﻌﻨﻰ‬ ‫ﺗﺤﻤﻞ ﻛﻠﻤﺔ ﺍﻟﺸﻐﻞ‬
‫‪‬‬
‫‪‬‬ ‫‪ 1‬‬
‫ﻣﺤﺪ ﹰﺩﺍ ﻓﻲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪ ،‬ﻭﻫﻮ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﺟﺴﻢ ﻣﻀﺮﻭﺑﺔ ﻓﻲ‬ ‫‪ ‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﺘﺤﺮﻛﻬﺎ ﺍﻟﺠﺴﻢ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﻘﻮﺓ‪ .‬ﻭﻣﺜﺎﻝ ﺫﻟﻚ‪ :‬ﺍﻟﺸﻐﻞ‬ ‫‪(5 -2  )  ‬‬
‫ﺍﻟﻤﺒﺬﻭﻝ ﻟﺪﻓﻊ ﺳﻴﺎﺭﺓ ﻣﺴﺎﻓﺔ ﻣﺤﺪﺩﺓ‪ .‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻫﺬﺍ ﺍﻟﺸﻐﻞ‬ ‫‪‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻋﻤﻠﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺗﺴﻤﻰ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫‪‬‬ ‫■‬
‫‪5-3‬‬
‫‪ ‬‬
‫‪‬‬
‫ﺇﻳﺠﺎﺩ ﻣﻘﺎﺩﻳﺮ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻭﺇﺟﺮﺍﺀ‬
‫‪y‬‬ ‫‪ ‬ﺗﻌﻠﻤﺖ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 5 -2‬ﻋﻤﻠﻴﺘﻲ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻀﺮﺏ ﻓﻲ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻴﻬﺎ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫)‪B (b 1, b 2‬‬
‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ .‬ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺳﻮﻑ ﺗﺘﻌﻠﻢ ﻋﻤﻠﻴﺔ ﺛﺎﻟﺜﺔ ﻋﻠﻰ‬
‫‪b‬‬ ‫‪BA‬‬ ‫ﺍﻟﻤﺘﺠﻬﺎﺕ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻚ ﺍﻟﻤﺘﺠﻬﺎﻥ ﺍﻟﻤﺘﻌﺎﻣﺪﺍﻥ ‪ a , b‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪،‬‬ ‫‪‬‬ ‫‪5-3‬‬
‫‪ BA‬ﺍﻟﻤﺘﺠﻪ ﺍﻟﻮﺍﺻﻞ ﺑﻴﻦ ﻧﻘﻄﺘﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻬﻴﻦ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫ﻭﻛﺎﻥ ‪‬‬ ‫‪dot product‬‬
‫ﻟﻤﺘﺠﻬﻴﻦ‪،‬‬ ‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﹶ‬
‫‪‬‬
‫ﻓﺈﻧﻚ ﺗﻌﻠﻢ ﻣﻦ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﺃﻥ ‪ = |a| 2 + |b| 2‬‬
‫‪2‬‬ ‫‪‬‬
‫‪O‬‬ ‫‪x‬‬ ‫|‪. |BA‬‬
‫‪‬‬
‫ﻭﺍﺳﺘﻌﻤﺎﻟﻪ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪a‬‬
‫)‪A( a 1, a 2‬‬ ‫‪Orthogonal vectors‬‬
‫|‪. |BA‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻔﻬﻮﻡ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ‪‬‬
‫‪2‬‬
‫‪‬‬ ‫‪‬‬
‫‪work‬‬ ‫‪5-3‬‬
‫‪‬‬ ‫|‪|BA‬‬
‫= ‪‬‬
‫‪‬‬ ‫√‬
‫‪(a 1 - b 1) 2 + (a 2 - b 2) 2‬‬
‫‪ ‬‬
‫‪2‬‬
‫‪ = (a 1 - b 1) 2 + (a 2 - b 2) 2‬‬
‫|‪|BA‬‬
‫‪‬‬ ‫‪www.obeikaneducation.com‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺜﻼﺛﻲ‬
‫‪‬‬ ‫|‪|BA‬‬
‫‪‬‬
‫‪2‬‬
‫‪ = a 1 2 - 2a 1b 1 + b 1 2 + a 2 2 - 2a 2b 2 + b 2 2‬‬ ‫ﺍﻷﺑﻌﺎﺩ‪.‬‬
‫‪2‬‬
‫‪ ‬‬ ‫)‪ = (a 1 2 + a 2 2) + (b 1 2 + b 2 2) - 2(a 1b 1 + a 2b 2‬‬
‫|‪|BA‬‬
‫‪‬‬
‫‪2‬‬
‫= |‪|a‬‬‫√‬
‫‪a 1 2 + a 2 2 , |a| 2 = a 1 2 + a 2 2 ,‬‬ ‫)‪ = |a| 2 + |b| 2 - 2(a 1b 1 + a 2b 2‬‬
‫|‪|BA‬‬
‫‪‬‬
‫√ = |‪|b‬‬
‫‪b 1 2 + b 2 2 , |b| 2 = b 1 2 + b 2 2‬‬

‫ﻻﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ‪ |a| 2 + |b| 2 - 2(a 1b 1 + a 2b 2) ، |a| 2 + |b| 2‬ﻣﺘﻜﺎﻓﺌﺘﺎﻥ‪ ،‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ‪. a 1b 1 + a 2b 2 = 0‬‬
‫ﺴﻤﻰ ﺍﻟﺘﻌﺒﻴﺮ ‪ a 1b 1 + a 2b 2‬ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ ، a , b‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ ، a · b‬ﻭ ﹸﻳﻘﺮﺃ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﻭ ﹸﻳ ﱠ‬ ‫‪‬‬ ‫‪ 2‬‬
‫ﺍﺧﺘﺼﺎﺭﺍ ‪. a dot b‬‬
‫ﹰ‬ ‫ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ ، a , b‬ﺃﻭ ﹸﻳﻘﺮﺃ‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪‬‬
‫‪ a = 〈a 1, a 2〉 , b = 〈b 1, b 2〉 ‬‬
‫‪a · b = a 1b 1 + a 2b 2‬‬ ‫‪‬‬
‫ﻻﺣﻆ ﺃﻧﻪ ﺧﻼ ﹰﻓﺎ ﻟﻌﻤﻠﻴﺘﻲ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻀﺮﺏ ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ ،‬ﻓﺈﻥ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻤﺘﺠﻬﻴﻦ‬ ‫• ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺑ ﹼﻴﻦ ﻛﻴﻒ ﻳﻌﺮﻑ‬
‫ﺻﻔﺮﺍ‪ .‬ﻭﻳﻘﺎﻝ‬
‫ﻣﺘﺠﻬﺎ‪ .‬ﻭﻳﺘﻌﺎﻣﺪ ﻣﺘﺠﻬﺎﻥ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ‪ ،‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ﺣﺎﺻﻞ ﺿﺮﺑﻬﻤﺎ ﺍﻟﺪﺍﺧﻠﻲ ﹰ‬
‫ﹰ‬ ‫ﻳﻜﻮﻥ ﻋﺪ ﹰﺩﺍ ﻭﻟﻴﺲ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺪﻓﻌﻮﻥ ﺍﻟﺴﻴﺎﺭﺓ ﺃﻧﻬﻢ‬
‫ﻟﻠﻤﺘﺠﻬﻴﻦ ﺍﻟ ﹼﻠﺬﻳﻦ ﺣﺎﺻﻞ ﺿﺮﺑﻬﻤﺎ ﺍﻟﺪﺍﺧﻠﻲ ﺻﻔﺮ‪ :‬ﻣﺘﺠﻬﺎﻥ ﻣﺘﻌﺎﻣﺪﺍﻥ ‪.‬‬
‫ﺷﻐﻼ؟ ﺇﺫﺍ ﺗﺤﺮﻛﺖ ﺍﻟﺴﻴﺎﺭﺓ‪.‬‬ ‫ﻳﺒﺬﻟﻮﻥ ﹰ‬
‫‪‬‬ ‫‪‬‬
‫ﹰ‬
‫ﺗﺤﻮﻳﻼ ﻟﻠﻄﺎﻗﺔ؟ ﻋﻨﺪ‬ ‫• ﻟﻤﺎﺫﺍ ﹸﻳﻌﺪﱡ ﺍﻟﺸﻐﻞ‬
‫‪a · b = 0 a , b‬‬
‫ﹴ‬
‫ﺷﻐﻞ ﻋﻠﻰ ﺟﺴ ﹴﻢ ﻣﺎ‪ ،‬ﻳﺤﺪﺙ ﺗﺤﻮﻳﻞ‬ ‫ﺑﺬﻝ‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ ﻓﻲ ﺃﻱ ﻣﺘﺠﻪ ﺁﺧﺮ ﻳﺴﺎﻭﻱ ﺍﻟﺼﻔﺮ‪ ،‬ﺃﻱ ﺃﻥ ‪:‬‬ ‫ﻟﻠﻄﺎﻗﺔ ﻋﻠﻰ ﺍﻟﺠﺴﻢ ﻣﻤﺎ ﻳﺴﺒﺐ ﺣﺮﻛﺘﻪ‪.‬‬
‫‪ ، 〈0, 0〉 · 〈a 1, a 2〉 = 0a 1 + 0a 2 = 0‬ﺇﻻ ﺃﻥ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ ﻻ ﻳﻌﺎﻣﺪ ﺃﻱ ﻣﺘﺠﻪ ﺁﺧﺮ؛ ﻷﻧﻪ ﻟﻴﺲ ﻟﻪ ﻃﻮﻝ ﺃﻭ ﺍﺗﺠﺎﻩ‪.‬‬
‫• ﺇﺫﺍ ﺣﺎﻭﻟﺖ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻧﻔﺴﻬﺎ ﺩﻓﻊ ﺍﻟﺴﻴﺎﺭﺓ‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪26‬‬ ‫ﺑﻘﻮﺓ ﺃﻛﺒﺮ‪ ،‬ﻭﺗﺤﺮﻛﺖ ﺍﻟﺴﻴﺎﺭﺓ ﻣﺴﺎﻓﺔ ﺃﻛﺒﺮ‪،‬‬
‫ﻓﻬﻞ ﺑﺬﻝ ﺍﻷﺷﺨﺎﺹ ﹰ‬
‫ﺷﻐﻼ ﺃﻛﺒﺮ ﺃﻡ ﺃﺻﻐﺮ؟‬
‫ﺑﺬﻟﻮﺍ ﹰ‬
‫ﺷﻐﻼ ﺃﻛﺒﺮ‪.‬‬
‫‪5 - 3‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫• ﻫﻞ ﻭﺿﻊ ﻛﺘﺎﺏ ﻋﻠﻰ ﺫﺭﺍﻉ ﺷﺨﺺ ﻣﻦ‬
‫•‪31 ‬‬ ‫•‪29 ‬‬ ‫‪‬‬ ‫ﺩﻭﻥ ﺣﺮﻛﺔ ﹸﻳﻌﻄﹺﻲ ﹰ‬
‫ﺷﻐﻼ؟ ﻻ ؛ ﻷﻥ ﺍﻟﻜﺘﺎﺏ‬
‫‪6 •‬‬ ‫‪6 •‬‬ ‫‪6 •‬‬ ‫‪‬‬ ‫ﻟﻢ ﻳﺘﺤﺮﻙ‪.‬‬
‫‪(16) •‬‬ ‫‪(16) •‬‬ ‫‪(14, 15) •‬‬ ‫‪‬‬
‫‪(17) •‬‬ ‫‪(17) •‬‬ ‫‪(16) •‬‬ ‫‪‬‬

‫‪ 5‬‬ ‫‪26‬‬

 ‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪y‬‬
‫‪u‬‬
‫‪‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ ، u , v‬ﺛﻢ ﺗﺤﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ‪.‬‬
‫‪ 1‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫‪u = 〈2, 5〉, v = 〈8, 4〉 (b‬‬ ‫‪u = 〈3, 6〉, v = 〈- 4, 2〉 (a‬‬ ‫‪v‬‬

‫ﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﻛﻮﻧﻬﻤﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬ ‫)‪u · v = 2(8) + 5(4‬‬ ‫)‪u · v = 3(-4) + 6(2‬‬
‫‪x‬‬
‫‪O‬‬
‫‪ 2‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﻣﺘﺠﻪ‬ ‫‪= 36‬‬ ‫‪=0‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ ،u · v ≠ 0‬ﻓﺈﻥ ‪ u , v‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻛﻤﺎ ﻫﻮ‬ ‫ﺑﻤﺎ ﺃﻥ ‪ ، u · v = 0‬ﻓﺈﻥ ‪ u , v‬ﻣﺘﻌﺎﻣﺪﺍﻥ ﻛﻤﺎ ﻫﻮ‬ ‫‪5.3.1‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ‪. 5.3.2‬‬‫ﱠ‬ ‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ‪. 5.3.1‬‬‫ﱠ‬
‫‪ 3‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ ‫‪‬‬
‫‪y‬‬

‫ﻣﺘﺠﻬﻴﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬
‫‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺗﺤﻘﻖ ﻣﻤﺎ‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ ،u , v‬ﺛﻢ ﺗﺤﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ‪.‬‬
‫‪u‬‬
‫‪v‬‬
‫‪0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈-2, -3〉, v = 〈9, -6〉 (1B‬‬ ‫‪u = 〈3, -2〉, v = 〈-5, 1〉 (1A‬‬
‫‪ -17‬؛ ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬
‫‪O‬‬ ‫‪x‬‬
‫ﻳﺤﻘﻖ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻵﺗﻴﺔ ‪:‬‬
‫‪ ‬‬
‫‪5.3.2‬‬
‫‪‬‬
‫‪   k u , v , w‬‬
‫‪‬‬
‫‪u·v=v·u‬‬
‫‪u · (v + w) = u · v + u · w‬‬ ‫‪‬‬
‫‪k(u · v) = k u · v = u · k v‬‬ ‫‪‬‬
‫‪1‬‬ ‫‪0·u=0‬‬ ‫‪‬‬
‫‪‬‬
‫‪u · u = |u| 2‬‬

‫ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‪:‬‬

‫‪‬‬
‫‪u · u = |u| 2 ‬‬
‫‪.u = 〈-3, 4〉, v = 〈3, 6〉 (a‬‬
‫‪u = 〈 u 1, u 2 〉‬‬
‫‪ ،15‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ ‪.‬‬ ‫‪‬‬ ‫‪u · u = u21 + u 22‬‬

‫‪.u = 〈2, 7〉, v = 〈-14, 4〉 (b‬‬ ‫‪( u12 + u 22 )‬‬ ‫(‬‫‬

‫‪= ‡u‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪1 + u2‬‬ ‫‪)2‬‬
‫‪ ،0‬ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬ ‫√‬
‫|‪u 21 + u 22 = |u‬‬ ‫‪= |u|2‬‬

‫‪35 – 37‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ؛ ﻹﻳﺠﺎﺩ‬ ‫‪2‬‬
‫ﻃﻮﻝ 〉‪.a = 〈-6, 5‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫√‬
‫‪61 ≈ 7.81‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ؛ ﻹﻳﺠﺎﺩ ﻃﻮﻝ 〉‪. a = 〈-5, 12‬‬
‫√ = |‪. |a‬‬
‫ﺑﻤﺎ ﺃﻥ‪ ، |a| 2 = a · a :‬ﻓﺈﻥ‪a · a :‬‬
‫〉‪a = 〈-5, 12‬‬ ‫= |〉‪|〈-5, 12‬‬ ‫√‬
‫〉‪〈-5, 12〉 〈-5, 12‬‬
‫‪‬‬
‫‪‬‬ ‫=‬ ‫√‬
‫‪(-5) 2‬‬ ‫‪13‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ؛ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ‪:‬‬
‫‪ ≈ 7.07 c = 〈-1, -7〉 (2B‬‬
‫‪5 √2‬‬ ‫‪20 b = 〈12, 16〉 (2A‬‬

‫ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺃﻱ ﻣﺘﺠﻬﻴﻦ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ ‪ a , b‬ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻫﺬﻳﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻧﺎﻥ ﻓﻲ‬
‫‪a‬‬
‫‪θ‬‬ ‫ﻭﺿﻊ ﻗﻴﺎﺳﻲ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺣﻴﺚ ﺇﻥ‪ ، 0 ≤ θ ≤ π :‬ﺃﻭ ‪ ، 0° ≤ θ ≤ 180°‬ﻭﻳﻤﻜﻦ‬
‫‪b‬‬
‫‪O‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ؛ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺘﺠﻬﻴﻦ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ‪.‬‬
‫‪27‬‬ ‫‪‬‬ ‫‪5 - 3 ‬‬

‫‪ ‬‬
‫ﻛﻞ ﻣﻦ ﺟﻤﻊ‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ ﱟ‬ ‫ﹺ‬
‫ﺃﻋﻂ ﹰ‬ ‫‪‬‬
‫ﻣﺘﺠﻬﻴﻦ‪ ،‬ﻭﺿﺮﺏ ﻣﺘﺠﻪ ﻓﻲ ﻋﺪﺩ ﻭﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﺛﻢ ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻋﻦ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺇﺟﺎﺑﺔ‬
‫ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻹﺟﺎﺑﺎﺕ ﺍﻷﺧﺮ￯‪ ،‬ﻭﻋﻠﻴﻬﻢ ﻣﻼﺣﻈﺔ‬
‫ﻣﺘﺠﻬﺎ‪.‬‬
‫ﹰ‬ ‫ﺃﻥ ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻋﺪﺩ‪ ،‬ﻭﻟﻴﺲ‬

‫‪27‬‬ ‫‪‬‬ ‫‪5 - 3‬‬

   
b-a  a , bθ 


a cos θ = _
a·b  
θ
|a| |b|  
90°
‫ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬θ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ 3
b
O   
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬‫ ﻓﻲ ﱟ‬v ، u
180°0°
 a , b, b - a  u = 〈-3, -5〉 , (a
|a| 2 + |b| 2 - 2 |a| |b| cos θ = |b - a| 2
‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬64.7° v = 〈2, -3〉

|u| 2 = u · u |a| 2 + |b| 2 - 2 |a| |b| cos θ = ( b - a) · ( b - a)
 |a| 2 + |b| 2 - 2 |a| |b| cos θ = b · b - b · a - a · b + a · a u = 〈1, -4〉 , v = 〈2, 6〉 (b
u · u = |u| 2 |a| 2 + |b| 2 - 2 |a| |b| cos θ = |b| 2 - 2a · b + |a| 2 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬147.5°
|a| 2 + |b| 2  - 2 |a| |b| cos θ = -2 a · b
-2|a| |b|  cos θ = _
a·b
|a| |b|

 3  ‫ ﺍﺧﺘﺮ ﻣﺠﻤﻮﻋﺔ‬

،‫ﻣﻦ ﺍﻟﻄﻼﺏ ﻟﺤﻞ ﺑﻌﺾ ﺍﻟﻤﺴﺎﺋﻞ‬
‫ ﻓﻲ ﱟ‬u , v ‫ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬θ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﻭﺷﺮﺡ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﻜﻮﺱ‬
y u = 〈6, 2〉 , v = 〈-4, 3〉 (a
‫ﺩﺍﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ؛ ﻹﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬
cos θ = _
u·v
‫ ﻭﻭ ﱢﺛﻖ ﻫﺬﺍ ﺍﻟﺸﺮﺡ ﺑﺎﺳﺘﻌﻤﺎﻝ‬،‫ﻣﺘﺠﻬﻴﻦ‬
〈-4,, 3〉 
〈6,, 2〉 |u| |v|
125°
v
O
u
x u = 〈6, 2〉 , v = 〈-4, 3〉 cos θ = __
〈6, 2〉 · 〈-4, 3〉
|〈6, 2〉| |〈-4, 3〉||
.‫ﺍﻟﻜﺎﻣﻴﺮﺍ‬
cos θ = _
-24 + 6
 
 √25
√40 


 cos θ = _
-18 

10 √10

 θ = cos -1 _
-18
≈ 125°
10 √
10 ‫• ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ‬
‫ﹴ‬
.0 ‫ﻣﺘﺠﻪ ﺁﺧﺮ ﻳﺴﺎﻭﻱ‬ ‫ﻭﺃﻱ‬
.‫ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‬،‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬125° ‫ ﻫﻮ‬u , v ‫ﺃﻱ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ ‫ ﱢ‬،〈0, 0〉
‫ﹴ‬
‫ﺃﻱ ﻣﺘﺠﻪ ﻣﻊ ﺍﻟﻤﺘﺠﻪ‬
‫• ﻧﺎﺗﺞ ﺟﻤﻊ ﱟ‬
u = 〈3, 1〉 , v = 〈3, -3〉 (b .‫ﺍﻟﺼﻔﺮﻱ ﹸﻳﻌﻄﻲ ﺍﻟﻤﺘﺠﻪ ﻧﻔﺴﻪ‬
 cos θ = _
u·v
‫• ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ ﻫﻮ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻤﺤﺎﻳﺪ‬
|u| |v|

u = 〈3, 1〉 , v = 〈3, -3〉 cos θ = __

〈3, 1〉 · 〈3, -3〉 .‫ﻟﻌﻤﻠﻴﺔ ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ‬
|〈3,1〉| |〈3, -3〉|
9 + (-3)
y   cos θ = _
 
√
10 √
18

u 〈3, 1〉 
 cos θ = _
1

√5
O x ‫ ﺗﻘﻮﺩ ﻗﺎﻋﺪﺓ‬
θ = cos -1 _
63°° 1
v
 ≈ 63°

√5 ‫ﹴ‬
‫ﺑﺪﻳﻠﺔ ﻟﻠﻀﺮﺏ‬ ‫ﹴ‬
‫ﺻﻮﺭﺓ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺘﺠﻬﻴﻦ ﺇﻟﻰ‬
〈3, -3〉
.‫ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬،‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬63° ‫ ﻫﻮ‬u , v ‫ﺃﻱ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ . ‫ﺍﻟﺪﺍﺧﻠﻲ ﻟﻤﺘﺠﻬﻴﻦ‬
a · b = a b cos θ
 5  28 ‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ؛‬
‫ﻟﺤﺴﺎﺏ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬
‫ ﻋﻨﺪ ﻣﻌﺮﻓﺔ ﻃﻮﻝ ﱟ‬، b ‫ ﻭ‬a
.‫ﻭﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ‬

 5 28
 ‫‪‬‬
‫‪ 4 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻀﺮﺏ‬
‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﺸﻘﻞ‪.‬‬
‫‪101.5° u = 〈9, 5〉 , v = 〈-6, 7 〉 (3B‬‬ ‫‪156.8° u = 〈-5, -2〉 , v = 〈4, 4〉 (3A‬‬

‫‪‬‬
‫‪ ‬ﻳﺪﻓﻊ ﺷﺨﺺ ﺁﻟﺔ ﻗﺺ‬
‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 40 N‬ﺑﺰﺍﻭﻳﺔﹴ‬
‫ﺍﻟﻌﺸﺐ ﹴ‬
‫ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‪ ،‬ﺣﺴﺎﺏ ﺍﻟﺸﻐﻞ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻗﻮﺓ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ‪ F‬ﻗﻮ ﹰﺓ ﻣﺆﺛﺮ ﹰﺓ ﻓﻲ ﺟﺴﻢ‬
‫‪ ، AB‬ﻓﺈﻥ ﺍﻟﺸﻐﻞ ‪ W‬ﺍﻟﻨﺎﺗﺞ ﻋﻦ ‪ F‬ﻳﺴﺎﻭﻱ ﻣﻘﺪﺍﺭ‬ ‫ﻟﺘﺤﺮﻳﻜﻪ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺇﻟﻰ ‪ B‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻭﻛﺎﻧﺖ ‪ F‬ﻣﻮﺍﺯﻳ ﹰﺔ ﻟﹺـ ‪‬‬
‫‪4‬‬ ‫‪‬‬
‫‪. W = |F||AB‬‬
‫ﺍﻟﻘﻮﺓ ‪ F‬ﻣﻀﺮﻭ ﹰﺑﺎ ﻓﻲ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ‪ A‬ﺇﻟﻰ ‪ ، B‬ﺃﻭ | ‪‬‬
‫‪‬‬

‫ﻣﻘﺪﺍﺭﻫﺎ ‪ ،45°‬ﺃﻭﺟﺪ ﺍﻟﺸﻐﻞ ﺍﻟﻤﺒﺬﻭﻝ‬ ‫‪F‬‬

‫ﺑﺎﻟﺠﻮﻝ ﻭﺍﻟﻼﺯﻡ ﻟﺘﺤﺮﻳﻚ ﺁﻟﺔ‬ ‫‪A‬‬ ‫‪B‬‬

‫ﻗﺺ ﺍﻟﻌﺸﺐ ‪) 12 m‬ﺑﺈﻫﻤﺎﻝ ﻗﻮﺓ‬ ‫‪Fsin θ‬‬ ‫‪F‬‬ ‫ﻭﻟﺤﺴﺎﺏ ﺍﻟﺸﻐﻞ ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﻗﻮﺓ ﺛﺎﺑﺘﺔ ‪ ، F‬ﺑﺄﻱ ﺍﺗﺠﺎﻩ ﻟﺘﺤﺮﻳﻚ ﺟﺴﻢ‬
‫ﺍﻻﺣﺘﻜﺎﻙ(‪339.4 J .‬‬ ‫ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺇﻟﻰ ‪ ، B‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ‪:‬‬
‫‪θ‬‬
‫‪Fcos θ‬‬
‫‪A‬‬ ‫‪B‬‬
‫‪W= F · AB‬‬
‫‪‬‬
‫‪‬‬
‫‪ AB‬ﺑﻌﺪ ﻛﺘﺎﺑﺘﻬﻤﺎ ﻓﻲ‬
‫ﺃﻱ ﺃﻧﻪ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻫﺬﺍ ﺍﻟﺸﻐﻞ ﺑﺈﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﺑﻴﻦ ﺍﻟﻘﻮﺓ ﺍﻟﺜﺎﺑﺘﺔ ‪ ، F‬ﻭﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ ‪‬‬
‫‪‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪4‬‬

‫ﻓﻲ ﻣﺜﺎﻝ ‪ 4‬ﻭﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﺸﺎﺑﻬﺔ‪،‬‬ ‫ﺑﻘﻮﺓ ﹴ‬

‫ﺛﺎﺑﺘﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 120 N‬ﺑﺰﺍﻭﻳﺔ ‪45°‬‬ ‫ﻳﺪﻓﻊ ﺷﺨﺺ ﺳﻴﺎﺭ ﹰﺓ ﹴ‬ ‫‪‬‬ ‫‪‬‬
‫ﻧﻼﺣﻆ ﺃﻧﻨﺎ ﻧﻬﺘﻢ ﺑﺎﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ‬ ‫‪-45°‬‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﺸﻐﻞ ﺍﻟﻤﺒﺬﻭﻝ ﺑﺎﻟﺠﻮﻝ ﻟﺘﺤﺮﻳﻚ‬ ‫‪‬‬
‫‪45°° F‬‬
‫‪45‬‬
‫ﺍﻟﺴﻴﺎﺭﺓ ‪) 10 m‬ﺑﺈﻫﻤﺎﻝ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ(‪.‬‬
‫ﻟﻤﺘﺠﻪ ﺍﻟﻘﻮﺓ ﻭﺍﻟﺘﻲ ﺗﻮﺍﺯﻱ ﻣﺘﺠﻪ‬ ‫‪ F w1‬‬
‫‪ AB‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻗﺎﻋﺪﺓ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﺸﻐﻞ‪.‬‬
‫‪  ‬‬
‫‪ ‬‬

‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻘﻮﺓ ﺍﻟﻤﺘﺠﻬﺔ ‪ F‬ﺑﺪﻻﻟﺔ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ‪ ،‬ﻭﺯﺍﻭﻳﺔ ﺍﻻﺗﺠﺎﻩ ﻫﻲ ‪:‬‬
‫〉)‪ . 〈120 cos (- 45°), 120 sin (- 45°‬ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺍﻟﻤﺴﺎﻓﺔ ﻫﻲ 〉‪. 〈10, 0‬‬

‫‪‬‬ ‫‪W = F · AB‬‬

‫‪‬‬
‫‪‬‬

‫‪ ‬‬ ‫〉‪= 〈120 cos (-45°), 120 sin (-45°)〉 · 〈10, 0‬‬

‫‪‬‬ ‫‪= [120 cos (-45°)](10) ≈ 848.5‬‬

‫ﺃﻱ ﺃﻥ ﺍﻟﺸﺨﺺ ﻳﺒﺬﻝ ‪ 848.5 J‬ﻣﻦ ﺍﻟﺸﻐﻞ؛ ﻟﺪﻓﻊ ﺍﻟﺴﻴﺎﺭﺓ‪.‬‬

‫‪‬‬
‫‪25 N‬‬ ‫‪  (4‬ﻳﺪﻓﻊ ﺇﺑﺮﺍﻫﻴﻢ ﻣﻜﻨﺴ ﹰﺔ ﻛﻬﺮﺑﺎﺋﻴ ﹰﺔ ﹴ‬
‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،25 N‬ﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ‬
‫‪60°‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺫﺭﺍﻉ ﺍﻟﻤﻜﻨﺴﺔ ﻭﺳﻄﺢ ﺍﻷﺭﺽ ‪ ، 60°‬ﻓﺄﻭﺟﺪ ﺍﻟﺸﻐﻞ ﺑﺎﻟﺠﻮﻝ ﺍﻟﺬﻱ ﺑﺬﻟﻪ‬
‫ﺇﺑﺮﺍﻫﻴﻢ ﻋﻨﺪ ﺗﺤﺮﻳﻚ ﺍﻟﻤﻜﻨﺴﺔ ﻣﺴﺎﻓﺔ ‪6 m‬؟ ‪ 75‬ﹰ‬
‫ﺟﻮﻻ‬

‫‪29‬‬ ‫‪‬‬ ‫‪5 - 3 ‬‬

‫‪‬‬ ‫‪‬‬
‫ﹴ‬
‫ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮ ﹰﺓ ﻣﻦ ﺫﻭﻱ ﻗﺪﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻣﺘﻔﺎﻭﺗﺔ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬ ‫ﻗﺴﻢ ﻃﻼﺏ ﺍﻟﺼﻒ‬ ‫‪ ‬ﹼ‬
‫ﹴ‬
‫ﺗﻮﺿﻴﺢ ﻛﻴﻔﻴﺔ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﺷﺒﻴﻬﺔ ﺑﺎﻟﻤﺜﺎﻝ ‪ ، 4‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺧﻄﺔ ﺍﻟﺘﻔﻜﻴﺮ ﺑﺼﻮﺕ ﻣﺴﻤﻮﻉﹴ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ‬
‫ﹴ‬
‫ﻣﺨﻄﻂ ﻟﻠﺤﻞ‪.‬‬ ‫ﹴ‬
‫ﻣﻌﻠﻮﻣﺔ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻤﺴﺄﻟﺔ ﻓﻲ ﻭﺿﻊ‬ ‫ﺧﻼﻝ ﺷﺮﺡ ﺧﻄﻮﺍﺕ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﻭﺗﻔﺴﻴﺮ ﺩﻭﺭ ﻛﻞ‬

‫‪29‬‬ ‫‪‬‬ ‫‪5 - 3‬‬

 ‫‪‬‬
‫‪ 3‬‬
‫ﻣﺘﺠﻬﺎ ﻳﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻌﻄﻰ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹰ‬ ‫ﺃﻭﺟﺪ‬ ‫ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ‬
‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ ،v , u‬ﺛﻢ ﺗﺤﻘﻖ ﱠ‬
‫ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪1 .‬‬
‫‪ 〈-2, -8〉 (17‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈-12, 3〉 :‬‬ ‫‪ ‬‬
‫‪ 8‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈3, -5〉, v = 〈6, 2〉 (1‬‬
‫‪ 〈3, 5〉 (18‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈10, -6〉 :‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-16‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪ 0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬
‫‪ 〈7, -4〉 (19‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈8, 14〉 :‬‬
‫‪u = 〈9, -3〉, v = 〈1, 3〉 (2‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ 8‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈4, -4〉, v = 〈7, 5〉 (3‬‬
‫‪ 〈-1, 6〉 (20‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈6, 1〉 :‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫‪ 0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 11i + 7j, v = -7i + 11j (4‬‬
‫‪   (21‬ﻳﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﻪ ‪ r‬ﻓﻲ ﺍﻟﻌﺠﻠﺔ ﺍﻟﺪﻭﺍﺭﺓ ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﺍﻟﻘﻴﺎﺳﻲ ﻣﺘﺠﻪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﻤﺎﺳﻴﺔ ‪ v‬ﻋﻨﺪ ﺃﻱ ﹴ‬ ‫‪ 8‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬
‫ﻧﻘﻄﺔ ﻣﻦ ﻧﻘﺎﻁ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬ ‫ﱢ‬
‫‪u = 〈-4, 6〉, v = 〈-5, -2〉 (5‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪  (6‬ﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺘﺠﻪ 〉 ‪ u = 〈406, 297‬ﺃﻋﺪﺍﺩ ﻋﻠﺒﺘﻴﻦ‬
‫‪r‬‬ ‫‪v‬‬ ‫ﹴ‬
‫ﻣﺘﺠﺮ‪ ،‬ﻭﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺘﺠﻪ 〉‪v =〈27.5, 15‬‬ ‫ﻣﺨﺘﻠﻔﺘﻴﻦ ﻣﻦ ﺯﻳﺖ ﺍﻟﺰﻳﺘﻮﻥ ﻓﻲ‬ ‫‪‬‬
‫ﺳﻌﺮ ﺍﻟﻌﻠﺒﺔ ﻣﻦ ﻛﻼ ﺍﻟﻨﻮﻋﻴﻦ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ‪1‬‬
‫ﺛﻤﻦ ﺍﻟﻌﻠﺐ ﺟﻤﻴﻌﻬﺎ ﻫﻮ ‪ 15620‬ﹰ‬ ‫‪ (a‬ﺃﻭﺟﺪ ‪15620 . u · v‬‬ ‫‪ ‬ﻗﺪ ﻳﻘﻊ ﺍﻟﻄﻼﺏ‬
‫ﺭﻳﺎﻻ‬
‫ﻓﺴﺮ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪ a‬ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬
‫‪ (b‬ﹼ‬ ‫ﻓﻲ ﺃﺧﻄﺎﺀ ﺑﺴﻴﻄﺔ ﻋﻨﺪ ﺣﺴﺎﺏ ﻗﻴﺎﺱ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺎﺋﻞ‬
‫‪‬‬ ‫‪‬‬
‫‪ ≈ 11.4 (7‬‬
‫‪√130‬‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻌﺠﻠﺔ ‪ ، 20 ft‬ﻭﺳﺮﻋﺘﻬﺎ ﺛﺎﺑﺘﺔ ﻭﻣﻘﺪﺍﺭﻫﺎ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ؛ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﻌﻄﻰ‪2 .‬‬ ‫‪11–14‬؛ ﻟﺬﺍ ﺍﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ ﺭﺳﻢ‬
‫‪ ، 40 ft/s‬ﻓﺎﻛﺘﺐ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ r‬ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻳﺼﻨﻊ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ˚‪ 35‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﻓﺎﻛﺘﺐ‬
‫‪ ≈ 9.8 r = 〈-9, -4〉 (8‬‬
‫‪√97‬‬ ‫‪m = 〈-3, 11〉 (7‬‬ ‫ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ؛‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻤﺘﺠﻪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﻤﺎﺳﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ؟‬
‫ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﺟﺰﺀ ﻣﻦ ﹴ‬ ‫√‬
‫‪785 ≈ 28.0‬‬
‫‪t = 〈23, -16〉 (10‬‬
‫‪ ≈ 18.0‬‬
‫‪5 √13‬‬
‫‪v = 〈1, -18〉 (9‬‬ ‫ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻪ‬
‫ﻣﺌﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﹼ‬
‫ﺣﺎﺩ ﹰﺓ ﺃﻡ ﻣﻨﻔﺮﺟ ﹰﺔ‪ ،‬ﻭﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﺎﻟﺰﺍﻭﻳﺔ‬
‫‪ (b‬ﻣﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﺛﺒﺎﺕ ﺗﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﻪ ‪ ، r‬ﻭﻣﺘﺠﻪ‬ ‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬
‫ﺍﻟﺴﺮﻋﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺗﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺘﻴﻦ ﺍﻟﻠﺘﻴﻦ ﺃﻭﺟﺪﺗﻬﻤﺎ ﻓﻲ‬ ‫ﹴ‬ ‫ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬ ‫ﺍﻟﺘﻲ ﻳﺤﺼﻠﻮﻥ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﺤﻞ‬
‫ﻋﺸﺮﺓ‪3 .‬‬ ‫ﺟﺰﺀ ﻣﻦ‬
‫ﺍﻟﻔﺮﻉ ‪a‬؟ ﻭﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻤﺘﺠﻬﻴﻦ ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬ ‫ﺍﻟﺠﺒﺮﻱ‪.‬‬
‫‪14.0° u = 〈0, -5〉, v = 〈1, -4〉 (11‬‬
‫‪ (21b‬ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ؛‬ ‫‪  ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪، 33‬‬
‫‪100.0° u = 〈7, 10〉, v = 〈4, -4〉 (12‬‬
‫‪r.v=(20 cos 35°)(40 cos 55°) + (20 sin 35°)(-40 sin55°) = 0‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ r.v=0‬ﺇﺫﻥ ﺍﻟﻤﺘﺠﻬﺎﻥ ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬ ‫‪164.7° u = 〈-2, 4〉, v = 〈2, -10〉 (13‬‬ ‫ﺍﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺮﺟﻮﻉ‬
‫‪82.9° u = -2i + 3j, v = -4i - 2j (14‬‬ ‫ﺇﻟﻰ ﺧﺼﺎﺋﺺ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪ ، v , u · v‬ﻓﺄﻭﺟﺪ ﻗﻴﻤ ﹰﺔ ﻣﻤﻜﻨ ﹰﺔ ﻟﻠﻤﺘﺠﻪ ‪ u‬ﻓﻲ ﱟ‬
‫ﻛﻞ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻭﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ‬ ‫ﱢ‬ ‫ﺻﻔﺤﺔ ‪،27‬‬
‫‪  (15‬ﻏﺎﺩﺭ ﻳﻮﺳﻒ ﻭﻳﺤﻴﻰ ﻣﺨ ﱠﻴ ﹶﻤﻬﻤﺎ ﺍﻟﻜﺸﻔﻲ ﻟﻠﺒﺤﺚ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺍﺧﺘﺒﺎﺭ ﻣﺘﺠﻬﺎﺕ ﺫﺍﺕ ﻗﻴ ﹴﻢ ﺣﻘﻴﻘﻴﺔ ﱟ‬
‫ﻟﻜﻞ‬
‫‪ v = 〈3, -6〉, u · v = 33 (22‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪u = 〈5, -3〉 :‬‬ ‫ﻋﻦ ﺣﻄﺐ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺘﺠﻪ 〉‪ u = 〈3, -5‬ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﻄﺮﻳﻖ ﺍﻟﺬﻱ ﺳﻠﻜﻪ‬
‫ﻳﻮﺳﻒ‪ ،‬ﻭﺍﻟﻤﺘﺠﻪ 〉‪ v = 〈-7, 6‬ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﻄﺮﻳﻖ ﺍﻟﺬﻱ ﺳﻠﻜﻪ ﻳﺤﻴﻰ‪،‬‬
‫ﻣﻦ ‪ u, v, w‬ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺎﺗﻬﻢ‪.‬‬
‫‪ v = 〈4, 6〉, u · v = 38 (23‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪u = 〈-1, 7〉 :‬‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‪161.6° 3 .‬‬

‫ﺃﺭﺽ ﻣﺴﺘﻮﻳﺔ ﻣﺴﺎﻓﺔ ‪ 1.5 m‬ﹴ‬

‫ﺑﻘﻮﺓ‬ ‫ﹴ‬ ‫ﹰ‬
‫ﺑﺮﻣﻴﻼ ﻋﻠﻰ‬ ‫‪  (16‬ﻳﺪﻓﻊ ﻃﺎﺭﻕ‬
‫‪  (24‬ﻳﺴﺤﺐ ﻃﺎﻟﺐ ﺣﻘﻴﺒﺘﻪ‬
‫‪100 N‬‬ ‫ﺍﻟﻤﺪﺭﺳﻴﺔ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،100 N‬ﺇﺫﺍ ﺑﺬﻝ‬ ‫ﻣﻘﺪﺍﺭﻫﺎ ‪ 534 N‬؛ ﺑﺰﺍﻭﻳﺔ ‪ ،25°‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﺸﻐﻞ ﺑﺎﻟﺠﻮﻝ ﺍﻟﺬﻱ ﻳﺒﺬﻟﻪ‬
‫ﻃﺎﺭﻕ‪ ،‬ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫‪‬‬
‫ﺷﻐﻼ ﻣﻘﺪﺍﺭﻩ ‪ ، 1747 J‬ﻟﺴﺤﺐ‬ ‫ﺍﻟﻄﺎﻟﺐ ﹰ‬ ‫ﹴ‬
‫ﺻﺤﻴﺢ‪726 J 4 .‬‬ ‫ﻋﺪﺩ‬ ‫ﹼ‬
‫ﺣﻘﻴﺒﺘﻪ ﻣﺴﺎﻓﺔ ‪ ،31 m‬ﻓﻤﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﻣﺘﺠﻬﻲ ﻧﺼﻒ ﺍﻟﻘﻄﺮ‪،‬‬
‫ﹶ‬ ‫‪ (a21‬ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ‬
‫ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﻤﺎﺳﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫‪θ‬‬
‫ﺑﻴﻦ ﻗﻮﺓ ﺍﻟﺴﺤﺐ ﻭﺍﻷﻓﻘﻲ )ﺑﺈﻫﻤﺎﻝ ﻗﻮﺓ‬
‫ﺍﻻﺣﺘﻜﺎﻙ(؟ ‪ 55.7°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪534 N‬‬ ‫ﺍﻹﺣﺪﺍﺛﻲ ﺑﺎﻟﺸﻜﻞ‪:‬‬

‫‪r‬‬ ‫‪v‬‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪30‬‬
‫‪35°‬‬

‫‪‬‬ ‫ﻓﺘﻜﻮﻥ ﻣﺮﻛﺒﺔ ‪ r‬ﺍﻷﻓﻘﻴﺔ ‪20 cos 35°‬‬

‫‪‬‬ ‫‪‬‬ ‫ﻭﺗﻜﻮﻥ ﻣﺮﻛﺒﺔ ‪ r‬ﺍﻟﺮﺃﺳﻴﺔ ‪20 sin 35°‬‬
‫‪35–46 ،33 ،31–32 ،1–16‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬ ‫ﺇﺫﻥ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ ﻟﻠﻤﺘﺠﻪ ‪r‬‬
‫‪ 1–37‬ﻓﺮﺩﻱ‪36–46 ، 32،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬ ‫〉 ‪،〈 20 cos 35°, 20 sin 35°‬‬
‫‪18–46‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬ ‫ﺃﻭ 〉 ‪〈 16.38, 11.47‬‬
‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﺠﻪ ‪ v‬ﻓﻨﻀﻌﻪ ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﺍﻟﻘﻴﺎﺳﻲ ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ ﺑﺎﻟﺸﻜﻞ‪:‬‬
‫ﻓﺘﻜﻮﻥ ﻣﺮﻛﺒﺔ ‪ v‬ﺍﻷﻓﻘﻴﺔ ‪40 cos 55‬‬
‫ﻭﺗﻜﻮﻥ ﻣﺮﻛﺒﺔ ‪ v‬ﺍﻟﺮﺃﺳﻴﺔ ‪-40 sin 55‬‬
‫‪r‬‬
‫ﺇﺫﻥ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ ﻟﻠﻤﺘﺠﻬﺔ ‪v‬‬
‫‪v‬‬

‫〉 ‪،〈 40 cos 55,-40 sin 55‬‬ ‫‪35°‬‬ ‫‪55‬‬

‫ﺃﻭ 〉 ‪〈 22.94, -32.77‬‬

‫‪ 5‬‬ ‫‪30‬‬


‫‪ 4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ‬
‫ﺍﺧﺘﺒﺮ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻛﻮﻧﻬﺎ ﻣﺘﻌﺎﻣﺪﺓ‪ ،‬ﺃﻭ‬
‫‪‬‬ ‫ﻣﺘﻮﺍﺯﻳﺔ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺫﻟﻚ‪ (25, 26 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ‪ :‬ﺃﻥ 〉‪ ، a = 〈10, 1〉 , b = 〈-5, 2.8〉 , c = 〈_34 , -9‬ﻓﺄﻭﺟﺪ‬ ‫ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫_ ‪2‬‬
‫_‪u = -‬‬‫‪, 3 , v = 〈9, 8〉 (25‬‬
‫‪3 4‬‬
‫ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪5 - 2 :‬‬
‫ﻏﻴﺮ ﺫﻟﻚ‬ ‫‪u = 〈-1, -4〉, v = 〈3, 6〉 (26‬‬

‫ﻣﺘﺠﻪ ﻭﺗﻮﺿﻴﺢ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻃﻮﻟﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫‪‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺱ ‪5 -3‬‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،2‬ﺹ )‪(11‬‬
‫‪〈-12, -34.2〉 b - a + 4c (39‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻛﻞ ﻣﺘﺠﻬﻴﻦ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬
‫_‬
‫‪- 137 , -9.2‬‬ ‫‪c - 3a + b (40‬‬
‫ﹸﻋ ﹴ‬
‫ﺸﺮ‪.‬‬
‫‪4‬‬
‫‪29.7° u = i + 5j, v = -2i + 6j (27‬‬
‫_‬
‫‪163‬‬
‫‪, -18.2‬‬ ‫‪2a - 4b + c (41‬‬ ‫‪164.9° u = 4i + 3j, v = -5i - 2j (28‬‬
‫‪4‬‬
‫ﹴ‬
‫✓‬ ‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺗﺠﺎﻩ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪: x‬‬
‫ﻣﺜﻠﺚ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﺎﺳﺎﺕ‬ ‫‪ (29‬ﺍﻟﻨﻘﺎﻁ‪ (2, 3), (4, 7), (8, 1) :‬ﺗﹸﻤ ﱢﺜﻞ ﺭﺅﻭﺱ‬
‫ﺯﻭﺍﻳﺎﻩ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪5 - 2 ‬‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ˆ‪ u, ˆv‬ﻭﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ ، u, v‬ﻓﺄﻭﺟﺪ ﻗﻴﻤ ﹰﺔ‬
‫‪251.6° -i - 3j (42‬‬ ‫ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬ﹴ‬
‫ﻣﻤﻜﻨ ﹰﺔ ﻟﻠﻤﺘﺠﻪ ‪ ، v‬ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﹼ‬
‫‪150.95° 〈-9, 5〉 (43‬‬
‫‪〈3.16, -9.49〉 u = 〈4, -2〉, |v| = 10, θ = 45° (30‬‬
‫‪135° 〈-7, 7〉 (44‬‬
‫√ = |‪〈-5.36, 0.55〉 u = 〈3, 4〉, |v‬‬
‫‪29 , θ = 121° (31‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪ (45‬ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ 〉‪ 〈-9, 0〉 , 〈-1, -1‬؟ ‪B‬‬
‫‪ (25‬ﺑﻤﺎ ﺃﻥ ‪ ،u · v = 0‬ﻓﺈﻥ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪ ‬ﺍﺧﺘﺒﺮ ﺻﺤﺔ ﺃﻭ ﺧﻄﺄ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ‪ :‬ﺧﻄﺄ؛ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪(32‬‬
‫‪90° C‬‬ ‫‪0° A‬‬
‫ﻣﺘﻌﺎﻣﺪﺍﻥ ‪.‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ |‪ |d|, |e|, |f‬ﺗﹸﻤ ﱢﺜﻞ ﺛﻼﺛﻴﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﺰﺍﻭﻳﺘﺎﻥ ﺑﻴﻦ‬
‫‪135° D‬‬ ‫‪45° B‬‬
‫‪ d , e‬ﻭﺑﻴﻦ ‪ e , f‬ﺣﺎﺩﺗﻴﻦ‪ ،‬ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ‪ d , f‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻗﺎﺋﻤﺔ‪.‬‬
‫‪ (26‬ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ ،‬ﻭﻻ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﺣﻴﺚ ﺇﻥ‬ ‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ‪ ، r‬ﺣﻴﺚ‬
‫ﻓﺴﺮ ﺗﺒﺮﻳﺮﻙ‪.‬‬
‫ﱢ‬
‫‪ (46‬ﺇﺫﺍ ﻛﺎﻥ‪ ، s = 〈4, -3〉 , t = 〈-6, 2〉:‬ﱞ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪.θ = 167 °‬‬ ‫‪ r = t - 2s‬؟ ‪C‬‬
‫ﻭﻓﻴﺼﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻀﺮﺏ‬‫ﹴ‬ ‫ﻛﻞ ﻣﻦ ﹴ‬
‫ﻓﻬﺪ‬ ‫‪  (33‬ﻳﺪﺭﺱ ﱞ‬
‫ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺍﻟﻤﺘﻮﺍﺯﻳﻴﻦ‬ ‫‪〈-14, 8〉 C‬‬ ‫‪〈14, 8〉 A‬‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‪ ،‬ﻓﻘﺎﻝ ﻓﻬﺪ‪ :‬ﺇﻥ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‬
‫ﻋﻤﻠﻴﺔ ﺗﺠﻤﻴﻌﻴﺔ؛ ﻷﻧﻬﺎ ﺇﺑﺪﺍﻟﻴﺔ؛ ﺃﻱ ﺃﻥ‪:‬‬
‫ﺇﻣﺎ ‪ 0‬ﺃﻭ ‪ ،180°‬ﻭﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪〈-14, -8〉 D‬‬ ‫‪〈14, 6〉 B‬‬
‫)‪ ،(u · v) · w = u · (v · w‬ﻭﻟﻜﻦ ﻓﻴﺼﻞ ﻋﺎﺭﺿﻪ‪ ،‬ﻓﺄﻳﻬﻤﺎ ﻛﺎﻥ ﻋﻠﻰ‬
‫ﺍﻟﻤﺘﻌﺎﻣﺪﻳﻦ ‪90°‬‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﻓﻴﺼﻞ؛ ‪ u · v‬ﻋﺪﺩ ﺛﺎﺑﺖ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ‬ ‫ﺻﻮﺍﺏ؟ ﱢ‬
‫‪ (u · v) · w‬ﻟﻴﺲ ﻣﻌﺮ ﹰﻓﺎ؛ ﻷﻧﻪ ﻻ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﻣﻘﺪﺍﺭ ﹴ‬
‫ﺛﺎﺑﺖ ﻭﻣﺘﺠﻪ‪.‬‬ ‫ﹴ‬ ‫ﺑﻴﻦ‬
‫‪ (29‬ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﺘﻲ ﺗﺸﻜﻞ ﺍﻟﻤﺜﻠﺚ‪:‬‬
‫〉 ‪A 〈 2, 4 〉, B 〈 4, -6 〉, C 〈 6, -2‬‬ ‫ﻭﺿﺢ ﻛﻴﻒ ﺗﺠﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻤﺘﺠﻬﻴﻦ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ‪.‬‬
‫‪  (34‬ﹼ‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫__ = ‪cos A‬‬
‫‪b.c‬‬
‫__ =‬
‫‪36‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ‪، u = 〈u 1 , u 2〉 , v = 〈v 1 , v 2 〉 , w = 〈w 1 , w 2〉:‬‬
‫‪b . c‬‬ ‫‪√52‬‬
‫‪ . √40‬‬
‫‬
‫ﻓﺄﺛﺒﺖ ﺧﺼﺎﺋﺺ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﺍﻵﺗﻴﺔ‪ ( 35 - 37 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫__ =‬
‫‪9‬‬
‫‪130‬‬
‫√‬ ‫‪u · v = v · u (35‬‬

‫__ ‪A = cos-1‬‬
‫‪9‬‬ ‫‪u · (v + w) = u · v + u · w (36‬‬
‫‬
‫‪√130‬‬
‫‪k(u · v) = ku · v = u · k v (37‬‬
‫__ = ‪cos B‬‬
‫‪a.b‬‬
‫_=‬
‫‪2‬‬
‫‪a . c‬‬ ‫‬
‫‪5 √2‬‬ ‫‪  (38‬ﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻳﺴﺎﻭﻱ ‪،90°‬‬
‫ﻓﺄﺛﺒﺖ ﺃﻥ ‪ u · v = 0‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺘﺠﻬﻴﻦ ﻏﻴﺮ‬
‫=‪B‬‬ ‫_ = ‪cos-1‬‬ ‫‪2‬‬
‫≈‬
‫√ ‪5‬‬‫‪2‬‬ ‫ﺻﻔﺮﻳﻴﻦ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻻﺟﺎﺑﺎﺕ‬
‫≈ )‪C = 180°-(A+B‬‬
‫ﺇﺫﻥ ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎ ﺍﻟﻤﺜﻠﺚ‬ ‫‪31‬‬ ‫‪‬‬ ‫‪5 - 3 ‬‬

‫‪ (32‬ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ؛ ﺇﺫ ﻗﺪ ﺗﻜﻮﻥ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ‬

‫ﻟﻠﻤﺘﺠﻬﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻭﺍﺣﺪﺓ ﻭﻻ ﺗﺸﻜﻞ‬ ‫‪‬‬ ‫‪‬‬
‫ﻫﺬﻩ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻣﺜﻠ ﹰﺜﺎ ﻣﻄﻠ ﹰﻘﺎ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫‪y‬‬
‫‪ ‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺃﻭﺟﺪ ‪ R‬ﻣﻘﺪﺍﺭ ﻣﺤﺼﻠﺔ ﺍﻟﻘﻮ￯ ‪.‬‬
‫ﺍﻷﻣﺮ ﻛﺬﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪10N‬‬
‫)ﺇﺭﺷﺎﺩ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻜﻞ ﹴ‬
‫ﻗﻮﺓ(‪.‬‬
‫‪ d‬ﻭ ‪ f‬ﺗﻜﻮﻥ ﺣﺎﺩﺓ ﺃﻭ ﻗﺎﺋﻤﺔ ﺃﻭ ﻣﻨﻔﺮﺟﺔ‪.‬‬ ‫‪10N‬‬
‫‪61°‬‬
‫‪17° x‬‬ ‫〉 ‪ 〈 23.9, 8.4‬ﻭﻣﻘﺪﺍﺭﻫﺎ ‪ 25.3N‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ (34‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻱ ﻣﺘﺠﻬﻴﻦ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ‬
‫‪19°‬‬
‫‪10N‬‬
‫〉 ‪ 〈c, b〉 ، 〈a, d‬ﻳﻜﻮﻥ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﻟﻬﻤﺎ ﻳﺴﺎﻭﻱ ﻣﺠﻤﻮﻉ ﺣﺎﺻﻞ ﺿﺮﺏ‬
‫ﺍﻻﺣﺪﺍﺛﻴﻴﻦ ‪ x‬ﻭﺍﻹﺣﺪﺍﺛﻴﻴﻦ ‪ y‬ﺃﻭ‬
‫‪. ac + bd‬‬

‫‪31‬‬ ‫‪‬‬ ‫‪5 - 3‬‬

 ‫‪ ‬‬

‫‪5 - 3‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(15)‬‬ ‫‪‬‬ ‫‪(14)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪5-3‬‬ ‫‪‬‬ ‫‪5-3‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ θ‬ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﻣﺘﺠﻬﲔ ﻏﲑ ﺻﻔﺮﻳﲔ ‪ a , b‬ﻓﺈﻥ‪:‬‬ ‫ﻌﺮﻑ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﺘﺠﻬﲔ 〉‪ a = 〈a1,a 2〉 , b = 〈b1, b2‬ﺑﺎﻟﻘﺎﻋﺪﺓ ‪،a · b = a1b1 + a2b2‬‬ ‫‪ ‬ﹸﻳ ﹼ‬
‫________‪cos θ =‬‬
‫‪ab‬‬ ‫ﻭﻳﻜﻮﻥ ﺍﳌﺘﺠﻬﺎﻥ ﻏﲑ ﺍﻟﺼﻔﺮﻳﲔ ‪ a , b‬ﻣﺘﻌﺎﻣﺪﻳﻦ‪ ،‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ‪. a ¤ b = 0‬‬
‫‪a b‬‬

‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﺘﺠﻬﲔ ‪ ،u, v‬ﺛﻢ ﲢﻘﻖ ﳑﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪.‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﲔ ﺍﳌﺘﺠﻬﲔ ‪ u , v‬ﺇﺫﺍ ﻛﺎﻥ 〉‪. u =〈5, 1〉 ، v =〈-2, 3‬‬ ‫‪‬‬
‫‪u = 〈4, 5〉, v = 〈8, -6〉 (b‬‬ ‫‪u = 〈5, 1〉, v = 〈-3, 15〉 (a‬‬
‫‪u·v‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﻣﺘﺠﻬﲔ‬ ‫______ = ‪cos θ‬‬ ‫)‪u  v = 4(8) + 5(-6‬‬ ‫)‪u  v = 5(−3) + 1(15‬‬
‫|‪|u| |v‬‬
‫‪=2‬‬ ‫‪=0‬‬
‫〉‪〈5, 1〉 · 〈-2, 3‬‬
‫〉‪u = 〈5, 1〉 , v = 〈−2, 3‬‬ ‫_______________ = ‪cos θ‬‬
‫|〉‪|〈5, 1〉| |〈-2, 3‬‬ ‫ﺑﲈ ﺃﻥ ‪ ،u ¤ v ≠ 0‬ﻓﺈﻥ ‪ u , v‬ﻏﲑ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬ ‫ﺑﲈ ﺃﻥ ‪ ،u ¤ v = 0‬ﻓﺈﻥ ‪ u , v‬ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬
‫‪-10 + 3‬‬
‫ﳌﺘﺠﻬﲔ‪ ،‬ﻃﻮﻝ ﻣﺘﺠﻪ‬
‫ﹶ‬ ‫ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ‬ ‫__________ = ‪cos θ‬‬
‫___ ___‬
‫‪√26 √13‬‬

‫‪-7‬‬ ‫‪‬‬
‫ﻣﻌﻜﻮﺱ ﺟﻴﺐ ﺍﻟﺘﲈﻡ‬ ‫__________ ‪θ = cos −1‬‬
‫‪___ ___ ≈ 112°‬‬
‫‪√26 √13‬‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﺘﺠﻬﲔ ‪ u, v‬ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪ ،‬ﺛﻢ ﲢﻘﻖ ﳑﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪.‬‬
‫ﺃﻱ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﳌﺘﺠﻬﲔ ‪ u, v‬ﻳﺴﺎﻭﻱ ‪ °112‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﹾ‬ ‫‪u = -8i + 5j, v = 3i – 6j‬‬ ‫‪(2‬‬ ‫〉‪u = 〈2, 4〉, v = 〈−12, 6‬‬ ‫‪(1‬‬
‫‪-54‬‬ ‫‪‬‬

‫‪u = -2i + 5j, v = 6j‬‬ ‫‪(4‬‬ ‫〉‪u = 〈2, -1〉, v = 〈−12, 5‬‬ ‫‪(3‬‬
‫‪‬‬ ‫‪30‬‬ ‫‪-29‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﲔ ﺍﳌﺘﺠﻬﲔ ‪ u, v‬ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪u = 13i - 5j, v = 6i + 2j‬‬ ‫‪(2‬‬ ‫〉‪u = 〈-3, -5〉, v = 〈7, 12‬‬ ‫‪(1‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻹﳚﺎﺩ ﻃﻮﻝ ﺍﳌﺘﺠﻪ ﺍﳌﻌﻄﻰ ﰲ ﺍﻟﺴﺆﺍﻟﲔ ‪:5, 6‬‬
‫‪39.5°‬‬ ‫‪179.3°‬‬ ‫〉‪c = 〈−12, 4‬‬ ‫‪(6‬‬ ‫〉‪a = 〈9, 3‬‬ ‫‪(5‬‬

‫‪u = i + j, v = i‬‬ ‫‪(4‬‬ ‫〉‪u = 〈4, 3〉, v = 〈1, 2‬‬ ‫‪(3‬‬ ‫√ ‪4‬‬
‫‪10‬‬ ‫√ ‪3‬‬
‫‪10‬‬

‫‪45°‬‬ ‫‪26.57°‬‬

‫〉‪u = 〈-2, 3〉, v = 〈1, 5‬‬ ‫‪(6‬‬ ‫〉‪u = 〈-1, 1〉, v = 〈1, -1‬‬ ‫‪(5‬‬

‫‪45°‬‬ ‫‪180°‬‬

‫‪ 5‬‬ ‫‪15‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪14‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(17) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(16)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪5-3‬‬
‫‪‬‬ ‫‪5-3‬‬
‫‪‬‬
‫‪‬‬
‫‪ (5‬ﺳﺤﺐ ﺷﺨﺺ ﻗﺎﺭ ﹰﺑﺎ ﻣﺴﺎﻓﺔ ‪ 10 m‬ﻋﲆ ﻃﻮﻝ‬ ‫‪ (1‬ﻳﻤﺜﻞ ﺍﳌﺘﺠﻪ 〉‪ v =〈8, 3‬ﻣﺴﺎﺭ ﻏﻮﺍﺻﺔ‪ ،‬ﻓﺈﺫﺍ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a, b, c‬ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﳏﺪﺩﺓ‪ ،‬ﻓﺈﻥ ﺍﳌﻌﺎﺩﻟﺔ ‪ f (x) = a-2 x b + x 2 c‬ﺗﻌﺘﱪ ﹰ‬
‫ﻣﺜﺎﻻ ﻟﺪﺍﻟﺔ ﻣﺘﺠﻬﺔ ﰲ ‪ .x‬ﻭﺍﳉﺪﻭﻝ‬ ‫ﹴ‬
‫ﻭﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪.200 N‬‬ ‫ﺭﺻﻴﻒ ﺍﳌﻴﻨﺎﺀ ﺑﻮﺍﺳﻄﺔ ﹴ‬
‫ﺣﺒﻞ‪،‬‬ ‫ﻏﲑﺕ ﺍﻟﻐﻮﺍﺻﺔ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻬﺎ ﻟﻴﺼﺒﺢ ﺑﺎﲡﺎﻩ‬ ‫ﹼ‬
‫ﻳﺒﲔ ﺍﳌﺘﺠﻬﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺒﻌﺾ ﻗﻴﻢ ‪.x‬‬
‫ﺍﻵﰐ ﹼ‬ ‫〉‪ ،u =〈2, 5‬ﻓﺄﻭﺟﺪ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﲢﺮﻛﺘﻬﺎ ﺍﻟﻐﻮﺍﺻﺔ‪.‬‬
‫‪x‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪13.9‬‬
‫‪f (x) a + 4b + 4c a + 2b + c‬‬ ‫‪a‬‬ ‫‪a - 2b + c a - 4b + 4c‬‬

‫ﺇﺫﺍ ﻛﺎﻥ‪ ، a = 〈0, 1〉, b = 〈1, 1〉, c = 〈2, -2〉 :‬ﻓﺈﻥ ﺍﳌﺘﺠﻬﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﻘﻴﻢ ‪ x‬ﺗﻈﻬﺮ ﻛﲈ ﰲ ﺍﳉﺪﻭﻝ ﺍﻵﰐ‪.‬‬ ‫ﺗﻢ ﺗﺸﻐﻴﻞ ﻟﻌﺒﺘﲔ ﻛﻬﺮﺑﺎﺋﻴﺘﲔ ﻟﻸﻃﻔﺎﻝ ﰲ‬ ‫‪ (2‬ﺗﻢ‬
‫‪x‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫ﻭﻗﺖ ﻭﺍﺣﺪ‪ ،‬ﻓﺈﺫﺍ ﻣﺜﱠﻞ ﺍﳌﺘﺠﻬﺎﻥ 〉‪u =〈42, 58‬‬
‫)‪f (x‬‬ ‫〉‪〈12, -3‬‬ ‫〉‪〈4, 1‬‬ ‫〉‪〈0, 1‬‬ ‫〉‪〈0, -3‬‬ ‫〉‪〈4, -11‬‬ ‫ﻣﺴﺎﺭﻱ ﺍﻟﻠﻌﺒﺘﲔ‪ ،‬ﻓﲈ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ‬
‫ﹶ‬ ‫ﻭ〉‪v =〈59, 73‬‬

‫ﺃﻛﻤﻞ ﺍﳉﺪﻭﻝ ﱟ‬
‫ﻟﻜﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫ﻣﺴﺎﺭﳞﲈ؟‬
‫ﹶ‬
‫‪ (a‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﺸﻐﻞ ﺍﳌﺒﺬﻭﻝ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪3°‬‬
‫‪f(x) = x 3a - 2x 2b + 3xc (1‬‬
‫ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﳊﺒﻞ ﻣﻊ ﺍﻷﻓﻘﻲ ‪ ،40°‬ﺛﻢ ﺇﺫﺍ ﻛﺎﻥ‬
‫〉‪a = 〈1, 1‬‬ ‫〉‪b = 〈2, 3‬‬ ‫〉‪c = 〈3, –1‬‬
‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪.90°‬‬
‫‪x‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1532j,0j‬‬ ‫‪‬‬ ‫‪ (3‬ﺧﻼﻝ ﺭﺣﻠﺔ ﻟﺼﻴﺪ ﺍﻟﻄﻴﻮﺭ‪ ،‬ﺳﺎﺭ ﺃﲪﺪ‬
‫)‪f (x‬‬ ‫〉‪〈–14, –4‬‬ ‫〉‪〈0, 0‬‬ ‫〉‪〈6, –8‬‬ ‫〉‪〈10, –22‬‬ ‫ﻭﻫﺎﻳﻞ ﰲ ﺍﲡﺎﻫﲔ ﳐﺘﻠﻔﲔ‪ ،‬ﻓﺈﺫﺍ ﻣﺜﹼﻞ ﺍﳌﺘﺠﻪ 〉‪〈9, 18‬‬
‫ﻭﺿﺢ ﺳﺒﺐ ﻧﻘﺼﺎﻥ ﺍﻟﺸﻐﻞ‪ ،‬ﺇﺫﺍ ﺯﺍﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪ (b‬ﹼ‬ ‫ﻣﺴﺎﺭ ﺃﲪﺪ‪ ،‬ﻭﻣﺜﹼﻞ ﺍﳌﺘﺠﻪ 〉‪ 〈-15, 12‬ﻣﺴﺎﺭ ﻫﺎﻳﻞ‪،‬‬
‫‪f(x) = 2x 2a + 3xb - 5c (2‬‬ ‫ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﳊﺒﻞ ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﺍﻋﺘﲈ ﹰﺩﺍ ﻋﲆ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﻓﺄﳞﲈ ﺳﺎﺭ ﻣﺴﺎﻓﺔ ﺃﻃﻮﻝ؟‬
‫〉‪a = 〈0, 1‬‬ ‫〉‪b = 〈1, 0‬‬ ‫〉‪c = 〈1, 1‬‬ ‫ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﰲ ﻓﺮﻉ ‪.a‬‬ ‫‪‬‬
‫‪x‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪‬‬
‫)‪f (x‬‬ ‫〉‪〈–11, 3‬‬ ‫〉‪〈-8, -3‬‬ ‫〉‪〈-5, -5‬‬ ‫〉‪〈-2, -3‬‬ ‫‪‬‬
‫‪ (4‬ﻳﻤﺜﻞ ﺍﳌﺘﺠﻪ 〉‪ u =〈20, 15‬ﺃﻋﺪﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ‬
‫‪f(x) = x 2c + 3xa - 4b (3‬‬ ‫ﻭﺍﻟﺴﺎﺋﻘﲔ ﰲ ﴍﻛﺔ‪ ،‬ﻭﺍﳌﺘﺠﻪ 〉‪v =〈2500, 3000‬‬
‫〉‪a = 〈1, 1‬‬ ‫〉‪b = 〈3, 2〉 c = 〈0, 1‬‬ ‫ﻳﻤﺜﻞ ﻣﺮﺗﺐ ﺍﻟﻌﺎﻣﻞ ﻭﺍﻟﺴﺎﺋﻖ ﰲ ﺍﻟﴩﻛﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫‪x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ‪u ¤ v‬‬
‫)‪f (x‬‬ ‫〉‪〈–12, –8‬‬ ‫〉‪〈-9, -4‬‬ ‫〉‪〈-6, 2‬‬ ‫〉‪〈-3, 10‬‬
‫‪95000‬‬ ‫‪‬‬
‫‪f(x)) = x 3a - xb + 3c (4‬‬
‫ﻓﴪ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﻔﺮﻉ ‪ a‬ﰲ‬
‫‪ (b‬ﹼ‬
‫〉‪a = 〈0, 1‬‬ ‫〉‪b = 〈1, –2〉 c = 〈-2, 0‬‬
‫ﺳﻴﺎﻕ ﺍﳌﺴﺄﻟﺔ‪.‬‬
‫‪x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪‬‬ ‫‪‬‬
‫)‪f (x‬‬ ‫〉‪〈– 6, 0‬‬ ‫〉‪〈-7, 3‬‬ ‫〉‪〈-8, 12‬‬ ‫〉‪〈-9, 33‬‬

‫‪ 5‬‬ ‫‪17‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪16‬‬ ‫‪ ‬‬

‫‪ 5‬‬ ‫‪31 A‬‬

 



5 - 3
          


   (6)

 5-3

‫ ﺛﻢ ﺗﺤﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻓﻲ ﱟ‬، u , v ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬
: ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 u = 〈2, 0〉, v = 〈-1, -1〉 (3 u = -i + 4 j , v = 3 i – 2 j (2 u = 〈3, 6〉, v = 〈- 4, 2〉 (1
‫ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬، -2 ‫ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬، -11 ‫ ﻣﺘﻌﺎﻣﺪﺍﻥ‬، 0
:‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬ ‫ ﻓﻲ ﱟ‬u , v ‫ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬θ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ ﱢ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬

20.4° u = 〈-1, 9〉 , v = 〈3, 12〉 (4



 
117.9° u = 〈-6, -2〉 , v = 〈2, 12〉 (5

109.3° u = 27 i + 14 j , v = i – 7 j (6

 65.2° u = 5i – 4 j , v = 2 i + j (7

 ‫ 〈 ﹸﻳﻤﺜﹼﻞ‬55, 4 〉‫ ﻭ‬، A ‫〈 ﹸﻳﻤﺜﹼﻞ ﻣﺴﺎﺭ ﺍﻟﻘﻄﺎﺭ‬33, 12〉 ‫ ﺇﺫﺍ ﻛﺎﻥ‬.‫ ﻣﻦ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‬A , B ‫ ﺍﻧﻄﻠﻖ ﺍﻟﻘﻄﺎﺭﺍﻥ‬ (8
15.8° .‫ ﻓﺄﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬، B ‫ﻣﺴﺎﺭ ﺍﻟﻘﻄﺎﺭ‬

.‫ ﻋﻦ ﺍﻷﻓﻘﻲ‬30° ‫ ﺑﺰﺍﻭﻳﺔ ﻷﺳﻔﻞ ﻗﻴﺎﺳﻬﺎ‬،100 N ‫ ﻳﺪﻓﻊ ﺷﺨﺺ ﻋﺮﺑﺔ ﻋﻠﻰ ﺃﺭﺽ ﻣﺴﺘﻮﻳﺔ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬ (9
 ‫ ﹶﻭ ﹼﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﺪﺩ‬،6 m ‫ﺣﺮﻙ ﺍﻟﻌﺮﺑﺔ ﻣﺴﺎﻓﺔ‬ ‫ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﺸﻐﻞ ﺑﺎﻟﺠﻮﻝ ﺍﻟﺬﻱ ﻳﺒﺬﻟﻪ ﺍﻟﺸﺨﺺ ﺇﺫﺍ ﹼ‬
‫ ﺍﻟﻤﺴﺎﻓﺔ‬d ‫ ﹶﻭ‬،‫ ﺍﻟﻘﻮﺓ ﺑﺎﻟﻨﻴﻮﺗﻦ‬F ‫ ﹶﻭ‬،‫ ﺍﻟﺸﻐﻞ ﺑﺎﻟﺠﻮﻝ‬W ‫ ﺣﻴﺚ‬، W = F . d ‫ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ‬:‫ )ﺇﺭﺷﺎﺩ‬.‫ﺻﺤﻴﺢ‬
J 520 .( ‫ﺑﺎﻷﻣﺘﺎﺭ‬







 
 

 

 

 

 

 

 

31 B   5

 ‫‪‬‬ ‫‪‬‬
‫‪5 - 35 -1‬‬
‫‪‬‬ ‫‪5‬‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﹸ‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪ ،‬ﺃﻭ‬ ‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ‬
‫ﹴ‬ ‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻭﻗﺮﺏ ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬ ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ‪ ،‬ﱢ‬‫ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﻓﻲ ﱟ‬ ‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻣﻦ ﺍﻟﺴﻨﺘﻤﺘﺮ‪،‬‬ ‫ﱢ‬ ‫‪5 -35 -1‬‬
‫ﻋﺸﺮﺓ‪5 -2 .‬‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻤﺴﻄﺮﺓ ﻭﺍﻟﻤﻨﻘﻠﺔ ‪ .‬‬ ‫ﺛﻢ ﺣﺪﱢ ﺩ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ ‪،‬‬
‫‪Q(1, -5) ,R(-7, 8) (12‬‬ ‫‪A(-4, 2) ,B(3,6) (11‬‬
‫‪5 -1‬‬ ‫‪ ‬‬
‫‪ ≈ 15.3‬‬
‫‪〈-8, 13〉; √233‬‬ ‫‪ ≈ 8.1‬‬
‫‪〈7, 4〉; √65‬‬
‫‪a‬‬
‫‪(2‬‬ ‫‪f‬‬ ‫‪(1‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬
‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪:‬‬
‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ ،u, v‬ﱢ‬ ‫ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‪ .‬ﻟﻸﺳﺌﻠﺔ ﺍﻟﺘﻲ ﻟﻢ ﹸﻳﺠﻴﺒﻮﺍ‬
‫‪b‬‬ ‫‪g‬‬
‫‪5 -3‬‬
‫‪1.1 cm, 57°‬‬ ‫‪6.2 cm, 185°‬‬
‫ﻋﻨﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬
‫‪93° u=〈9 ,-4〉, v=〈-1, -2〉 (13‬‬ ‫ﹴ‬
‫‪  (3‬ﻳﺴﺤﺐ ﺷﺨﺺ ﻣﺰﻟﺠ ﹰﺔ ﻋﻠﻰ ﺍﻟﺠﻠﻴﺪ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬
‫ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﻌﺪ ﻛﻞ ﺳﺆﺍﻝ‪.‬‬
‫‪90° u=〈8, 4〉, v=〈-2, 4〉 (14‬‬ ‫‪ 50 N‬ﺑﺰﺍﻭﻳﺔ ‪ 35°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﻛﻞﱟ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻷﻓﻘﻴﺔ‪،‬‬
‫‪114° u=〈2, -2〉, v=〈3, 8〉 (15‬‬ ‫ﻭﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪5 -1 .‬‬
‫ﻭﺍﻟﻌﻤﻮﺩﻳﺔ ﻟﻠﻘﻮﺓ ‪ ،‬ﹼ‬
‫‪40.96 N; 28.68 N‬‬
‫‪  (16‬ﺇﺫﺍ ﻛﺎﻥ ‪:‬‬ ‫ﺷﻜﻼ ﹸﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪ 5 -1 _12 c - 3 d‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪ (4‬ﺍﺭﺳﻢ ﹰ‬
‫〉 ‪ ، u = 〈 2 , 3 〉, v = 〈 - 1, 4 〉, w = 〈 8 , -5‬ﻓﻤﺎ ﻧﺎﺗﺞ‬
‫‪d‬‬
‫✓ ‪‬‬
‫) ‪ ( u · v ) + ( w · v‬؟ ‪B 5 -3‬‬ ‫‪c‬‬

‫‪15 C‬‬ ‫‪-2 A‬‬

‫ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ‪ ،‬ﺹ )‪(13‬‬
‫ﻣﺘﺠﻬﻲ‬
‫ﹶ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺪﻻﻟﺔ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ‪ ،‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫‪ BC‬ﹸ‬‫ﺍﻛﺘﺐ ‪‬‬
‫‪38 D‬‬ ‫‪-18 B‬‬
‫ﺍﻟﻮﺣﺪﺓ ‪5 -2 . i , j‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺗﺤ ﱠﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ‬
‫‪-18i + 8j‬‬
‫‪(10,‬‬
‫‪B(10,-6),‬‬ ‫‪C(-8,2) (6 i + -6j B(3,-1), C(4,-7) (5‬‬
‫‪‬‬
‫ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪5 -3 :‬‬ ‫‪(4‬‬
‫‪ 16‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪B(4, -10 ), C ( 14, 10) (8‬‬ ‫‪B(1,12), C(-2,-9) (7‬‬
‫‪〈4, -3〉·〈7, 4〉 (18‬‬ ‫‪〈2, -5〉·〈4, 2〉 (17‬‬ ‫‪10i + 20j‬‬ ‫‪-3i + -21j‬‬ ‫‪-3d‬‬
‫‪ -2‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫ﹺ‬ ‫‪1c‬‬
‫‪〈3, -6〉·〈10, 5〉 (20‬‬ ‫‪〉·〈 8〉 (19‬‬
‫‪〈1, -6〉·〈5,‬‬
‫‪〈1,‬‬ ‫〈·〉‪6‬‬
‫‪6‬‬ ‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﹸﻳﻤ ﱢﺜﻞ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟـ ‪‬‬
‫‪، AB‬‬ ‫‪  (9‬ﱞ‬ ‫‪2‬‬
‫‪1 c - 3d‬‬
‫‪ 0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪ -43‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫ﺣﻴﺚ ) ‪ A (- 5 , 3‬ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‪ ،‬ﻭ )‪ B( 2 , - 1‬ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ؟ ‪‬‬ ‫‪2‬‬
‫‪  (21‬ﻳﺴﺤﺐ ﺃﺣﻤﺪ ﻋﺮﺑ ﹰﺔ ﹴ‬
‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ ، 25 N‬ﻭﺑﺰﺍﻭﻳﺔ ‪ 30°‬ﻣﻊ‬ ‫‪B 5 -2‬‬
‫ﺍﻷﻓﻘﻲ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪5 -3 .‬‬ ‫‪〈-4, 7 〉 C‬‬ ‫‪〈4, -1〉 A‬‬
‫‪〈-6, 4〉 D‬‬ ‫‪〈7, -4〉 B‬‬

‫‪  (10‬ﺭﻛﺾ ﺭﺍﺷﺪ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺴﻠﺔ ﻓﻲ ﺃﺛﻨﺎﺀ ﻣﺒﺎﺭﺍﺓ ﺑﺴﺮﻋﺔ‬

‫‪25 N‬‬ ‫ﹴ‬
‫ﺑﺰﺍﻭﻳﺔ‬ ‫ﺻﻮﺏ ﻛﺮ ﹰﺓ ﺑﺴﺮﻋﺔ ‪8 m/s‬‬ ‫‪ ، 2.5 m/s‬ﻭﻣﻦ ﻣﻨﺘﺼﻒ ﺍﻟﻤﻠﻌﺐ ﱠ‬
‫‪30°°‬‬
‫‪30‬‬
‫ﻗﻴﺎﺳﻬﺎ ‪ 36°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪5 - 2 .‬‬
‫‪8 m/s‬‬
‫‪ (a‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺸﻐﻞ ﺍﻟﺬﻱ ﻳﺒﺬﻟﻪ ﺃﺣﻤﺪ ﻋﻨﺪﻣﺎ ﻳﺴﺤﺐ ﺍﻟﻌﺮﺑﺔ ‪،150 m‬‬ ‫‪36°‬‬
‫ﹼﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ 3247.6 .‬ﹰ‬
‫ﺟﻮﻻ‬ ‫‪2.5 m/s‬‬

‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺫﺭﺍﻉ ﺍﻟﻌﺮﺑﺔ ﻭﺍﻷﻓﻘﻲ ‪ ، 40°‬ﻭﺳﺤﺐ ﺃﺣﻤﺪ‬

‫ﺍﻟﻌﺮﺑﺔ ﺍﻟﻤﺴﺎﻓﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺑﺎﻟﻘﻮﺓ ﻧﻔﺴﻬﺎ‪ ،‬ﻓﻬﻞ ﻳﺒﺬﻝ ﹰ‬
‫ﺷﻐﻼ ﺃﻛﺒﺮ ﺃﻡ‬ ‫‪ (a‬ﺭﺍﺷﺪ‪〈2.5, 0〉 :‬؛ ﺍﻟﻜﺮﺓ‪〈6.5, 4.7〉 :‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺃﻗﻞ؛ ﺳﻴﺒﺬﻝ ‪ 2872.7‬ﹰ‬
‫ﺟﻮﻻ‬ ‫ﺃﻗﻞ؟ ﹼ‬
‫‪ (a‬ﺍﻛﺘﺐ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻬﻴﻦ ﺍﻟ ﹼﻠﺬﻳﻦ ﹸﻳﻤ ﱢﺜﻼﻥ ﺳﺮﻋﺔ ﺭﺍﺷﺪ ‪،‬‬
‫ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫ﻭﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ‪ ،‬ﱢ‬
‫ﻗﺮﺏ ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ‬‫‪ (b‬ﻣﺎ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺤﺼﻠﺔ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻜﺮﺓ؟ ﱢ‬
‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪ 10.2 m/s‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 28°‬ﻣﻊ ﺍﻷﻓﻘﻲ‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪32‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ %50‬‬ ‫‪‬‬
‫‪ %25‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪www.obeikaneducation.com‬‬ ‫‪‬‬ ‫‪5 -1, 5 -2 , 5 -3‬‬ ‫‪‬‬

‫‪8‬‬ ‫‪‬‬

‫‪ 5‬‬ ‫‪32‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪5 -4‬‬ ‫‪‬‬
‫‪Vectors in Three-Dimensional Space‬‬

‫‪ 1‬‬ ‫ﻹﻃﻼﻕ ﺻﺎﺭﻭﺥﹴ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻳﻠﺰﻡ ﺗﺤﺪﻳﺪ ﺍﺗﺠﺎﻫﻪ ﻭﺯﺍﻭﻳﺘﻪ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ .‬ﻭﺑﻤﺎ ﺃﻥ ﻣﻔﺎﻫﻴﻢ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪‬‬
‫‪ ‬‬
‫ﻭﺍﻟﺴﺮﻋﺔ ﻭﺍﻟﻘﻮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﻏﻴﺮ ﻣﻘﻴﺪﺓ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‪ ،‬ﻓﻼ ﺑﺪ ﻣﻦ ﺗﻮﺳﻴﻊ ﻣﻔﻬﻮﻡ ﺍﻟﻤﺘﺠﻪ ﺇﻟﻰ ﺍﻟﻔﻀﺎﺀ‬ ‫‪(5-1)  ‬‬
‫ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪.‬‬
‫‪‬‬ ‫‪ ‬ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ :‬ﻫﻮ ﻧﻈﺎﻡ ﺇﺣﺪﺍﺛﻲ ﺛﻨﺎﺋﻲ‬
‫‪5-4‬‬ ‫ﺍﻷﺑﻌﺎﺩ ﻳﺘﺸﻜﻞ ﺑﻮﺍﺳﻄﺔ ﺧ ﱠﻄﻲ ﺃﻋﺪﺍﺩ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ ،‬ﻫﻤﺎ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﺍﻟﻠﺬﺍﻥ ﻳﺘﻘﺎﻃﻌﺎﻥ ﻓﻲ‬ ‫‪    ‬‬ ‫■‬

‫ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‪ ،‬ﻭﺗﺤﺘﺎﺝ‬ ‫ﻧﻘﻄﺔ ﺗﺴﻤﻰ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﻭﻳﺴﻤﺢ ﻟﻚ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺑﺘﺤﺪﻳﺪ ﻭﺗﻌﻴﻴﻦ ﹴ‬ ‫‪‬‬
‫ﺗﻤﺜﻴﻞ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺜﻨﺎﺋﻲ‬ ‫ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻓﻨﺒﺪﺃ ﺑﺎﻟﻤﺴﺘﻮ￯ ‪ ، xy‬ﻭﻧﻀﻌﻪ‬ ‫ﺇﻟﻰ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ؛ ﻟﺘﻌﻴﻴﻦ ﹴ‬ ‫‪‬‬
‫‪   ‬‬ ‫■‬

‫ﺍﻷﺑﻌﺎﺩ ﻫﻨﺪﺳ ﹼﹰﻴﺎ ﻭﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫ﺍﻟﻤﺤﻮﺭ ‪z‬‬

‫ﺴﻤﻰ ﺍﻟﻤﺤﻮﺭ‬‫ﹸ ﱠ‬‫ﻳ‬ ‫ﺎ‬ ‫ﹰ‬
‫ﺜ‬ ‫ﺛﺎﻟ‬ ‫ﺍ‬ ‫ﻣﺤﻮﺭ‬
‫ﹰ‬ ‫ﻧﻀﻴﻒ‬ ‫ﺛﻢ‬ ‫ﺑﺼﻮﺭﺓ ﺗﹸﻈﻬﺮ ﻋﻤﻘ ﹰﺎ ﻟﻠﺸﻜﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪،5.4.1‬‬ ‫‪‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ ‪ y، x‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ .5.4.2‬ﻓﻴﻜﻮﻥ ﻟﺪﻳﻨﺎ ﺛﻼﺛﺔ‬ ‫ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻳﻌﺎﻣﺪ ﹼﹰ‬ ‫‪‬‬
‫‪5-4‬‬ ‫ﺴﻤﻰ ﱞ‬
‫ﻛﻞ ﻣﻨﻬﺎ‬ ‫ﻳ‬ ‫ﻣﻨﺎﻃﻖ‪،‬‬ ‫ﺛﻤﺎﻧﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻔﻀﺎﺀ‬ ‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﻘﺴﻢ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﻫﻲ ‪، xy, yz, xz‬‬
‫ﱠ‬ ‫ﹸ‬
‫ﺗﻌﻴﻴﻦ ﺍﻟﻨﻘﺎﻁ ﻭﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺍﻟ ﱡﺜ ﹸﻤﻦ ‪ ،‬ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟ ﱡﺜ ﹸﻤﻦ ﺍﻷﻭﻝ ﺑﺠﺰﺀ ﺍﻟﺤﺠﺮﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ‪.5.4.3‬‬
‫‪‬‬
‫ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪.‬‬ ‫‪z+‬‬
‫‪‬‬
‫ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺟﺒﺮ ﹼﹰﻳﺎ‪ ،‬ﻭﺇﺟﺮﺍﺀ‬ ‫‪three - dimensional‬‬
‫‪coordinate system‬‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺜﻼﺛﻲ‬ ‫‪O‬‬ ‫‪y+‬‬ ‫‪O‬‬ ‫‪y‬‬ ‫‪z‬‬
‫ﺍﻷﺑﻌﺎﺩ‪.‬‬ ‫‪xy‬‬ ‫‪x+‬‬ ‫‪x‬‬
‫‪z-axis‬‬

‫‪5-4‬‬
‫‪ ‬‬
‫‪x‬‬
‫‪5.4.3‬‬ ‫‪5.4.2‬‬ ‫‪5.4.1‬‬ ‫‪octant‬‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ ‫ﺗﹸﻤ ﱠﺜﻞ ﺍﻟﻨﻘﻄﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺑﺜﻼﺛﻴﺎﺕ ﻣﺮﺗﺒﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ )‪ ،(x, y, z‬ﻭﻟﺘﻌﻴﻴﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻋ ﹼﻴﻦ ﹰ‬ ‫‪‬‬
‫ﺃﻭﻻ ﺍﻟﻨﻘﻄﺔ‬
‫ﻣﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬‫ﹶ‬ ‫ﹼ‬
‫)‪ (x, y‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ‪ ، x y‬ﺛﻢ ﺗﺤﺮﻙ ﻷﻋﻠﻰ‪ ،‬ﺃﻭ ﺇﻟﻰ ﺃﺳﻔﻞ ﻣﻮﺍﺯ ﹰﻳﺎ ﻟﻠﻤﺤﻮﺭ ‪ ، z‬ﺑﺤﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﺘﻲ ﹸﻳﻤﺜﻠﻬﺎ ‪. z‬‬ ‫‪ordered triple‬‬

‫‪ ‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪www.obeikaneducation.com‬‬

‫ﻋ ﱢﻴﻦ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪:‬‬
‫‪(-2 , 4 , -5) (b‬‬ ‫‪( 4 , 6 , 2 ) (a‬‬
‫‪ 2‬‬ ‫ﻋ ﹼﻴﻦ )‪ (-2 , 4‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ‪ x y‬ﺑﻮﺿﻊ ﺇﺷﺎﺭﺓ‬
‫ﹴ‬
‫ﻋ ﹼﻴﻦ ))‪ (4 , 6‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ‪ x y‬ﺑﻮﺿﻊ ﺇﺷﺎﺭﺓ ﻣﻨﺎﺳﺒﺔ‪،‬‬
‫ﻭﺣﺪﺍﺕ ﺃﺳﻔﻞ‬ ‫ﻣﻨﺎﺳﺒﺔ‪ ،‬ﺛﻢ ﺿﻊ ﻧﻘﻄ ﹰﺔ ﻋﻠﻰ ﹸﺑﻌﺪ ‪5‬‬ ‫ﺛﻢ ﺿﻊ ﻧﻘﻄ ﹰﺔ ﻋﻠﻰ ﹸﺑﻌﺪ ﻭﺣﺪﺗﻴﻦ ﺃﻋﻠﻰ ﺍﻹﺷﺎﺭﺓ ﺍﻟﺘﻲ‬
‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﺘﻲ ﻭﺿﻌﺘﻬﺎ‪ ،‬ﻭﺑﻤﻮﺍﺯﺍﺓ ﺍﻟﻤﺤﻮﺭ ‪ ، z‬ﻛﻤﺎ ﻓﻲ‬ ‫ﻭﺿﻌﺘﻬﺎ‪ ،‬ﻭﺑﻤﻮﺍﺯﺍﺓ ﺍﻟﻤﺤﻮﺭ ‪ ، z‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫‪‬‬ ‫‪z‬‬ ‫‪z‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪‬‬ ‫‪-2‬‬ ‫‪6‬‬
‫• ﻣﺎ ﻋﺪﺩ ﺃﺟﺰﺍﺀ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ؟ ﻭﻣﺎﺫﺍ‬ ‫‪y‬‬ ‫‪y‬‬
‫ﻛﻞ ﹴ‬
‫‪O‬‬ ‫(‪O‬‬
‫‪4‬‬ ‫)‪4, 6, 2‬‬
‫ﺟﺰﺀ ﻣﻨﻬﺎ؟ ﺃﺭﺑﻌﺔ ‪ ،‬ﹸﺭ ﹸﺑﻊ‪.‬‬ ‫ﻳﺴﻤﻰ ﱡ‬
‫• ﻣﺎ ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻤﻤﻜﻨﺔ ﻟﻸﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻓﻲ‬
‫‪4‬‬
‫‪x‬‬ ‫)‪(-2, 4, -5‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺜﻨﺎﺋﻲ ﺍﻷﺑﻌﺎﺩ؟‬
‫‪x‬‬

‫)‪(+, +), (-, +), (-, -), (+, -‬‬ ‫‪‬‬

‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪ :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﻋ ﱢﻴﻦ ﹼﹰ‬
‫‪(5 , -4 , -1) (1C‬‬ ‫‪(3 , 2 , -3) (1B‬‬ ‫‪(-‬‬ ‫‪4 , 2) (1A‬‬
‫• ﻣﺎ ﻋﺪﺩ ﺃﺟﺰﺍﺀ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ؟ ﻭﻣﺎﺫﺍ ﹸﻳﺴﻤﻰ ﻛﻞ ﺟﺰﺀ‬ ‫‪33‬‬ ‫‪‬‬ ‫‪5 - 4 ‬‬

‫ﻣﻨﻬﺎ؟ ﺛﻤﺎﻧﻴﺔ ‪ ،‬ﹸﺛ ﹸﻤﻦ‪.‬‬

‫• ﻣﺎ ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻤﻤﻜﻨﺔ ﻟﻠﺜﻼﺛﻴﺎﺕ ﺍﻟﻤﺮﺗﺒﺔ‬
‫‪5 - 4‬‬
‫ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪(+, +, +), (-, -, -), (-, -, +),‬‬ ‫•‪3538 ‬‬ ‫•‪36 ‬‬ ‫•‪36 ‬‬ ‫‪‬‬
‫‪(+, -, -), (+, -, +), (-, +, -),‬‬
‫‪7 •‬‬ ‫‪7 •‬‬ ‫‪7 •‬‬ ‫‪‬‬
‫)‪(+, +, -), (-, +, +‬‬
‫‪(20) •‬‬ ‫‪(20) •‬‬ ‫‪(18, 19) •‬‬ ‫‪‬‬
‫‪(21) •‬‬ ‫‪(21) •‬‬ ‫‪(20) •‬‬ ‫‪‬‬

‫‪33‬‬ ‫‪‬‬ ‫‪5 - 4‬‬

 ‫ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺗﺸﺒﻬﺎﻥ ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ‪ ،‬ﻭﻧﻘﻄﺔ‬
‫ﻣﻨﺘﺼﻒ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪z‬‬
‫‪A((x 1, y 1, z 1) , B((x 2, y 2, z 2)‬‬ ‫‪ 1 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻌﻴﻴﻦ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫)‪B (x 2 , y 2 , z 2‬‬
‫‪‬‬ ‫ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪.‬‬
‫√ = ‪AB‬‬
‫‪(x 2 - x 1) 2 + (y 2 - y 1) 2 + (z 2 - z 1) 2‬‬ ‫‪ 2 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫‪y‬‬
‫ﻧﻘﻄﺘﻴﻦ ﻭﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ﻗﻄﻌﺔ‬
‫‪O‬‬
‫‪M‬‬ ‫___‬
‫‪AB   M‬‬
‫‪x‬‬ ‫)‪A(x 1 , y 1 , z 1‬‬
‫(‬ ‫_ ‪y + y2‬‬
‫_ ‪x1 + x2‬‬
‫_ ‪M‬‬ ‫‪, 1‬‬
‫‪z + z2‬‬
‫‪, 1‬‬ ‫)‬ ‫ﻣﺴﺘﻘﻴﻤﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪ ‬‬
‫‪‬‬ ‫‪2‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫‪ ‬ﺗﺘﺤﺮﻙ ﺍﻟﻌﺮﺑﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻋﻠﻰ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻣﻨﺼﺘﻴﻦ ﺗﺴﻤﺢ ﻟﻠﻤﺘﻨﺰﻫﻴﻦ‬ ‫ﺳﻠﺴﻠﺔ ﻣﺸﺪﻭﺩﺓ‪ ،‬ﺗﺮﺑﻂ ﺑﻴﻦ ﱠ‬
‫‪50 ft‬‬
‫ﺑﺎﻟﻤﺮﻭﺭ ﻓﻮﻕ ﻣﻨﺎﻇﺮ ﻃﺒﻴﻌﻴﺔ ﺧﻼﺑﺔ‪ .‬ﺇﺫﺍ ﹸﻣﺜﻠﺖ ﺍﻟﻤﻨﺼﺘﺎﻥ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﺑﺎﻟﻨﻘﻄﺘﻴﻦ‪ ،(70, 92 , 30) , (10, 12, 50) :‬ﻭﻛﺎﻧﺖ‬
‫‪0‬‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻣﻌﻄﺎﺓ ﺑﺎﻷﻗﺪﺍﻡ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﻤﻨﺼﺘﹶﻴﻦ‬
‫ﱠ‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺴﻠﺴﻠﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺮﺑﻂ ﺑﻴﻦ‬
‫‪‬‬
‫‪‬‬
‫‪30 ft‬‬ ‫ﺇﻟﻰ ﺃﻗﺮﺏ ﻗﺪﻡﹴ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪.‬‬ ‫‪‬‬ ‫ﻋ ﱢﻴﻦ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ‬ ‫‪1‬‬
‫ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪.‬‬
‫‪ ‬‬

‫√ = ‪AB‬‬
‫‪(x 2 - x 1) 2 + ( y 2 - y 1) 2 + (z 2 - z 1) 2‬‬
‫‪.(1, 5, 3) (a‬‬
‫‪‬‬
‫)‪(x 2, y 2, z 2) = (70, 92, 30) , (x 1, y 1, z 1) = (10, 12, 50‬‬ ‫√ =‬
‫‪(70 - 10) 2 + (92 - 12) 2 + (30 - 50) 2‬‬
‫‪‬‬ ‫‪≈ 101.98‬‬
‫‪.(-1, -5, 2) (b‬‬
‫‪‬‬
‫ﺍﻟﻤﻨﺼﺘﻴﻦ‪.‬‬
‫ﱠ‬ ‫ﺃﻱ ﺃﻧﻨﺎ ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﹴ‬
‫ﺣﺒﻞ ﻃﻮﻟﻪ ‪ 102 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻠﺮﺑﻂ ﺑﻴﻦ‬ ‫ﻟﻠﻔﺮﻋﻴﻦ ‪ a , b‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺻﻤﻢ ﻣﻬﻨﺪﺱ‬ ‫ﹼ‬ ‫‪‬‬ ‫‪2‬‬
‫ﺍﻟﻤﻨﺼﺘﻴﻦ‪.‬‬
‫ﱠ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫ﹰ‬
‫ﻣﻌﻤﺎﺭﻱ ﻏﺮﻓﺔ ﺧﺸﺒﻴﺔ ﻋﻠﻰ ﺳﻄﺢ‬
‫ﺍﺳﺘﻌﻤﻞ ﺻﻴﻐﺔ ﻧﻘﻄﺔ ﺍﻟﻤﻨﺘﺼﻒ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ‪.‬‬
‫ﺃﺣﺪ ﺍﻟﻤﻨﺎﺯﻝ‪ ،‬ﻭﺍﺳﺘﻌﻤﻞ ﻗﻄﻌﺔ ﺧﺸﺐ‬
‫‪‬‬ ‫(‬ ‫_ ‪y + y2‬‬
‫_ ‪x1 + x2‬‬
‫_ =‪M‬‬ ‫‪, 1‬‬
‫‪z + z2‬‬
‫‪, 1‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫)‬ ‫ﻃﻮﻳﻠﺔ؛ ﻟﺘﺜﺒﻴﺖ ﺍﻟﺴﻘﻒ ﺑﺤﻴﺚ ﻳﻨﺘﻬﻲ‬
‫)‪(x 2, y 2, z 2) = (70, 92, 30) , (x 1, y 1, z 1) = (10, 12, 50‬‬ ‫(‬
‫_‪= _,_,‬‬
‫‪10 + 70 12 + 92 50 + 30‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫)‬ ‫ﻃﺮﻓﺎﻫﺎ ﺑﻨﻘﻄﺘﻴﻦ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﻤﺎ ﻫﻲ‪:‬‬
‫)‪= (40, 52, 40‬‬ ‫)‪ ، (30, 40, 10) , (70, 80, 20‬ﻭﻛﺎﻧﺖ‬
‫ﺃﻱ ﺃﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻤﻨﺼﺘﻴﻦ ﻫﻲ )‪(40, 52, 40‬‬
‫ﻗﺪﻣﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻣﻌﻄﺎﺓ ﺑﺎﻟﻘﺪﻡ‪ ،‬ﻓﺄﺟﺐ‬
‫‪ (2A‬ﻧﻌﻢ؛ ﺗﺒﻌﺪ ﺍﻟﻄﺎﺋﺮﺗﺎﻥ ﻋﻦ ﺑﻌﻀﻬﻤﺎ ﺣﻮﺍﻟﻲ ‪ 2045‬ﹰ‬
‫‪‬‬ ‫ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺴﻤﻮﺡ ﺑﻬﺎ‪ ،‬ﻭﻫﻲ ﻧﺼﻒ ﻣﻴﻞ ﺗﻘﺮﻳ ﹰﺒﺎ‪ 2640).‬ﻗﺪﻡ(‬ ‫ﱠ‬
‫‪  (2‬ﺗﻔﺮﺽ ﺃﻧﻈﻤﺔ ﺍﻟﺴﻼﻣﺔ ﱠﺃﻻ ﺗﻘﻞ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﺋﺮﺍﺕ ﻋﻦ ‪ 0.5 mi‬ﻓﻲ ﺃﺛﻨﺎﺀ ﻃﻴﺮﺍﻧﻬﺎ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬
‫ﻣﻌﻴﻨﺔ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﹺ‬
‫ﻣﻮﻗ ﹶﻌﻲ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ‪:‬‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻟﺤﻈﺔ‬ ‫ﻃﺎﺋﺮﺗﻴﻦ ﺗﻄﻴﺮﺍﻥ ﻓﻮﻕ ﺇﺣﺪ￯ ﺍﻟﻤﻨﺎﻃﻖ‪ ،‬ﻭﻓﻲ‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﻄﻌﺔ ﺍﻟﺨﺸﺐ‪.‬‬
‫)‪ ،(300, 150, 30000) , (450, -250, 28000‬ﻣﻊ ﺍﻟﻌﻠﻢ ﺑﺄﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻣﻌﻄﺎﺓ ﺑﺎﻷﻗﺪﺍﻡ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪57.45ft‬‬
‫‪ (A‬ﻫﻞ ﺗﺨﺎﻟﻒ ﺍﻟﻄﺎﺋﺮﺗﺎﻥ ﺃﻧﻈﻤﺔ ﺍﻟﺴﻼﻣﺔ؟‬
‫)‪(375, -50, 29000‬‬ ‫‪ (b‬ﻳﺮﻏﺐ ﺻﺎﺣﺐ ﺍﻟﻤﻨﺰﻝ ﻓﻲ ﺗﺜﺒﻴﺖ‬
‫ﺃﻟﻌﺎﺏ ﻧﺎﺭﻳ ﹲﺔ‪ ،‬ﻭﺍﻧﻔﺠﺮﺕ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ‪ ،‬ﻓﻤﺎ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﺍﻻﻧﻔﺠﺎﺭ؟‬
‫ﹲ‬ ‫‪ (B‬ﺇﺫﺍ ﺃﻃﻠﻘﺖ‬
‫ﻗﺪﻣﺎ‬
‫ﻣﺼﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ ﻣﻨﺘﺼﻒ‬
‫ﺇﺭﺷﺎ ﹲﺩ‪ :‬ﺍﻟﻤﻴﻞ = ‪ 5280‬ﹰ‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪34‬‬ ‫ﻗﻄﻌﺔ ﺍﻟﺨﺸﺐ‪ ،‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ‬
‫ﻣﻮﻗﻊ ﺍﻟﻤﺼﺒﺎﺡ‪(50, 60, 15) .‬‬

‫‪‬‬
‫‪z‬‬ ‫‪(1b‬‬ ‫‪z‬‬ ‫‪(1a‬‬

‫)‪(-1, -5, 2‬‬

‫‪3‬‬
‫‪2‬‬ ‫)‪(1, 5, 3‬‬

‫‪1‬‬
‫‪O‬‬ ‫‪y‬‬ ‫‪O‬‬ ‫‪y‬‬
‫‪-5‬‬ ‫‪5‬‬
‫‪1‬‬

‫‪x‬‬ ‫‪x‬‬

‫‪ 5‬‬ ‫‪34‬‬

 ‫ﻣﺘﺠﻬﺎ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻓﻲ ﻭﺿﻊ ﻗﻴﺎﺳﻲ‪ ،‬ﻭﻛﺎﻧﺖ ) ‪ ( v 1 , v 2 , v 3‬ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﻌ ﹼﺒﺮ‬
‫ﹰ‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ‪v‬‬
‫‪‬‬ ‫ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ 〉 ‪، 〈v 1 , v 2 , v 3‬ﻛﻤﺎ ﹸﻳﻌ ﹼﺒﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺜﻼﺛﻴﺔ 〉‪ ، 0 = 〈0, 0, 0‬ﻭﻋﻦ ﻣﺘﺠﻬﺎﺕ‬ ‫‪v3 z‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ 〉‪ ، i = 〈1, 0, 0〉, j = 〈0, 1, 0〉, k = 〈0, 0, 1‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ ، 5.4.4‬ﻭﻳﻤﻜﻦ‬
‫‪ 3 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻌﻴﻴﻦ ﻣﺘﺠﻪ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ v‬ﻋﻠﻰ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄﻲ ﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ ‪ i, j, k‬ﺑﺎﻵﺗﻲ‪:‬‬ ‫) ‪(v , v , v‬‬
‫‪x 1 2 3‬‬
‫‪v‬‬
‫‪ 4 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ‬
‫)‪(0, 0, 1‬‬
‫‪. 〈v 1 , v 2 , v 3 〉 = v 1i + v 2 j + v 3 k‬‬ ‫‪k‬‬ ‫‪v2‬‬
‫‪i‬‬
‫‪y‬‬
‫ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬ ‫)‪(1, 0, 0‬‬ ‫‪j‬‬ ‫)‪(0, 1, 0‬‬
‫‪v1‬‬
‫‪ 5 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ‬ ‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪x‬‬

‫ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪:‬‬
‫‪5.4.4‬‬

‫‪z‬‬ ‫‪v = 〈3, 4, -2〉 (a‬‬

‫‪‬‬ ‫ﻋ ﱢﻴﻦ ﺍﻟﻨﻘﻄﺔ )‪ ، (3, 4, -2‬ﺛﻢ ﻣ ﱢﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪ v‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ‬
‫ﺍﻟﻨﻘﻄﺔ )‪ (3, 4, -2‬ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‪.‬‬
‫ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻤﺘﺠﻪ 〉‪v = 〈-4, 2, 4‬‬ ‫‪3‬‬
‫ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪.‬‬ ‫‪O‬‬ ‫‪y‬‬

‫‪v‬‬
‫)‪(-4, 2, 4‬‬
‫‪z‬‬ ‫‪x‬‬
‫) ‪( 3 , 4 , -2‬‬

‫‪v‬‬

‫‪z‬‬ ‫‪p = 4 i + 3 j + k (b‬‬

‫ﻋ ﱢﻴﻦ ﺍﻟﻨﻘﻄﺔ )‪ ، (4, 3, 1‬ﺛﻢ ﻣ ﱢﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪ p‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ‬
‫‪O‬‬ ‫‪y‬‬ ‫ﺍﻟﻨﻘﻄﺔ )‪ (4, 3, 1‬ﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‪.‬‬

‫‪O‬‬ ‫‪y‬‬
‫‪p‬‬
‫‪x‬‬ ‫)‪(4,3,1‬‬

‫‪x‬‬ ‫‪ (3A, B ‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬

‫ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‪:‬‬
‫‪v = 〈1, 5, 2〉 , w = 〈-6, 3, -2〉 ,‬‬
‫〉‪: z = 〈0, 5, -1‬‬
‫‪〈9, 7, 9〉 3v - w - z (a‬‬
‫‪-v + 2w + 3z (b‬‬
‫〉‪〈-13, 16, -9‬‬
‫‪4‬‬
‫ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪:‬‬
‫‪u = 〈-4, 2, -3〉 (3A‬‬
‫‪w = -i -3 j + 4 k (3B‬‬
‫ﺇﺫﺍ ﻛﹸﺘﺒﺖ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺃﻥ ﺗﹸﺠﺮ￯ ﻋﻠﻴﻬﺎ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺠﻤﻊ‪ ،‬ﻭﺍﻟﻄﺮﺡ ‪،‬‬
‫ﻭﺍﻟﻀﺮﺏ ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻛﻤﺎ ﻫﻲ ﺍﻟﺤﺎﻝ ﻓﻲ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫= ‪   k  b = 〈 b 1 , b 2 , b 3 〉 a‬‬ ‫‪〈 a 1 , a 2 , a 3 〉‬‬
‫〉 ‪a + b = 〈 a1 + b1 , a2 + b2 , a3 + b3‬‬ ‫‪‬‬
‫〉 ‪a - b = a + (-b) = 〈 a 1 - b 1 , a 2 - b 2 , a 3 - b 3‬‬ ‫‪‬‬
‫〉 ‪k a = 〈 ka 1 , ka 2 , ka 3‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫‪35‬‬ ‫‪‬‬ ‫‪5 - 4 ‬‬

‫‪‬‬ ‫‪‬‬
‫‪ ‬ﻣﺎ ﺍﻟﺸﻜﻞ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ‪:‬‬
‫‪A(2, 6, 6), B(2, 6, 0), C(5, 6, 6), D(5, 6, 0), E(2, 1, 6), F(2, 1, 0), G(5, 1, 6), H(5, 1, 0)‬‬
‫ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ‬

‫‪35‬‬ ‫‪‬‬ ‫‪5 - 4‬‬

 ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‪: y = 〈 3 , -6 , 2 〉, w = 〈 -1 , 4 , -4 〉 , z = 〈 -2 , 0 , 5 〉:‬‬
‫‪‬‬
‫‪‬‬
‫‪4 y + 2 z (a‬‬ ‫‪‬‬
‫‪ ‬‬ ‫〉 ‪4 y + 2 z = 4〈 3 , -6 , 2 〉 + 2〈-2 , 0 , 5‬‬
‫‪‬‬ ‫ﻧﻤﻮﺫﺟﺎ‬
‫ﹰ‬ ‫‪ ‬ﺍﻋﺮﺽ‬
‫‪‬‬
‫‪ ‬‬ ‫〉 ‪= 〈 12 , -24 , 8〉 + 〈-4 , 0 , 10‬‬ ‫ﻟﻠﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﻋﻠﻰ‬
‫‪‬‬ ‫〉 ‪= 〈 8 , -24 , 18‬‬
‫ﺍﻟﺴﺒﻮﺭﺓ‪ ،‬ﺛﻢ ﻋ ﱢﻴﻦ ﻋﻠﻴﻪ ﻧﻘﻄﺔ‪ ،‬ﻭﺍﻃﻠﺐ‬
‫‪2 w - z + 3 y (b‬‬
‫‪ ‬‬ ‫〉 ‪2w - z + 3y = 2〈 -1 , 4 , -4 〉 - 〈 -2 , 0 , 5 〉 + 3〈 3 , -6 , 2‬‬
‫ﺇﻟﻰ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ‪.‬‬
‫‪  ‬‬ ‫〉 ‪= 〈 -2 , 8 , -8 〉 + 〈 2 , 0 , -5 〉 + 〈 9 , -18 , 6‬‬ ‫ﺍﺳﺤﺐ ﺍﻟﻨﻘﻄﺔ ﺇﻟﻰ ﺃﻋﻠﻰ ﺃﻭ ﺇﻟﻰ ﺃﺳﻔﻞ‬
‫‪‬‬ ‫〉 ‪= 〈 9 , -10 , -7‬‬
‫ﺑﺎﺗﺠﺎﻩ ﺍﻟﻤﺤﻮﺭ ‪ ،z‬ﻭﺇﻟﻰ ﺍﻷﻣﺎﻡ ﺃﻭ‬
‫‪‬‬ ‫ﺇﻟﻰ ﺍﻟﺨﻠﻒ ﺑﺎﺗﺠﺎﻩ ﺍﻟﻤﺤﻮﺭ ‪ ،x‬ﻭﺇﻟﻰ‬
‫ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‪: y = 〈 3 , -6 , 2 〉, w = 〈 -1 , 4 , -4 〉 , z = 〈 -2 , 0 , 5 〉:‬‬
‫ﺍﻟﻴﺴﺎﺭ ﺃﻭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﺑﺎﺗﺠﺎﻩ ﺍﻟﻤﺤﻮﺭ ‪،y‬‬
‫‪〈9, -42, 45〉 3 y + 3 z - 6 w (4B‬‬ ‫‪〈12, 16, -56〉 4 w - 8 z (4A‬‬
‫ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﺇﺣﺪﺍﺛﻴﺎﺕ‬
‫‪z‬‬ ‫ﻭﻛﻤﺎ ﻓﻲ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺫﺍﺕ ﺍﻟ ﹸﺒﻌﺪﻳﻦ‪ ،‬ﻧﺠﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪‬‬
‫‪AB‬‬
‫‪‬‬
‫ﹴ‬
‫ﻣﺮﺗﺐ ﺑﻌﺪ ﻛﻞ‬ ‫ﺛﻼﺛﻲ‬
‫ﱟ‬ ‫ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ ﺻﻮﺭﺓ‬
‫ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ A(x 1 , y 1 , z 1‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ ) ‪ ، B( x 2 , y 2 , z 2‬ﻭﺫﻟﻚ‬ ‫ﻣﺮﺓ ﺗﺴﺤﺐ ﻓﻴﻬﺎ ﺍﻟﻨﻘﻄﺔ‪ .‬ﻧﺎﻗﺶ ﺃﻭﺟﻪ‬ ‫ﹴ‬
‫ﺑﻄﺮﺡ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻣﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫) ‪B( x 2 , y 2 , z 2‬‬ ‫ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﺰﻭﺝ‬
‫〉 ‪ = 〈 x 2 - x 1 , y 2 - y 1, z 2 - z 1‬‬
‫‪AB‬‬
‫‪‬‬
‫ﺍﻟﻤﺮﺗﺐ ﻭﺍﻟﺜﻼﺛﻲ ﺍﻟﻤﺮﺗﺐ‪.‬‬
‫‪، |AB‬‬ ‫ﻭﻋﻨﺪﻫﺎ ﻳﻜﻮﻥ‪(x 2 - x 1) 2 + (y 2 - y 1) 2 + ( z 2 - z 1) 2 :‬‬
‫√ = | ‪‬‬
‫‪‬‬
‫)‪A( x 1 , y 1 , z 1‬‬
‫‪O‬‬ ‫‪y‬‬
‫‪ ، AB‬ﻓﺈﻥ‪:‬‬
‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ‪ = 〈a 1 , a 2 , a 3〉 :‬‬
‫‪‬‬

‫‪|AB‬‬
‫= | ‪‬‬
‫‪‬‬ ‫√‬
‫‪a 12 + a 22 + a 23‬‬
‫‪x‬‬
‫‪‬‬
‫_=‪u‬‬
‫‪AB‬‬
‫‪‬‬
‫‪‬‬
‫‪ AB‬ﻫﻮ‬
‫ﻭﻳﻜﻮﻥ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ‪ u‬ﺑﺎﺗﺠﺎﻩ ‪‬‬
‫‪‬‬
‫‪|AB‬‬
‫| ‪‬‬
‫‪‬‬

‫‪ ‬‬ ‫‪5‬‬ ‫‪‬‬ ‫‪‬‬

‫‪AB‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ‬
‫‪‬‬ ‫‪5‬‬
‫ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪، A(3, -2, -1‬‬
‫‪ AB‬ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ) ‪ ، A ( -4 , -2 , 1‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ ) ‪، B ( 3 , 6 , -6‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬
‫‪. AB‬‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺑﺎﺗﺠﺎﻩ ‪‬‬ ‫ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ )‪ ،B(1, 5, -3‬ﺛﻢ ﺃﻭﺟﺪ‬
‫〉‪ = 〈x 2 - x 1 , y 2 - y 1 , z 2 - z 1‬‬
‫‪ AB‬‬
‫‪‬‬ ‫‪. AB‬‬
‫ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺑﺎﺗﺠﺎﻩ ‪‬‬
‫‪‬‬
‫)‪(x 1, y 1, z 1) = (-4, -2, 1) , (x 2, y 2, z 2) = (3, 6, -6‬‬ ‫〉‪= 〈3-(-4), 6-(-2), -6-1〉=〈7, 8, -7‬‬ ‫‪,‬‬
‫‪〈-2, 7, -2〉, √57‬‬
‫‪ AB‬ﻫﻮ ‪:‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻓﺈﻥ ﻃﻮﻝ ‪‬‬
‫‪‬‬
‫_‪-_ , _ ,-‬‬
‫‬
‫‪2 √57‬‬ ‫‬
‫‪7 √57‬‬ ‫‬
‫‪2 √57‬‬
‫‪AB‬‬
‫〉‪ = 〈7, 8, -7‬‬ ‫‪|AB‬‬
‫= | ‪‬‬
‫‪‬‬ ‫‪√7‬‬
‫‪2‬‬
‫)‪+ 8 2 + (-7‬‬
‫‪7) 2‬‬ ‫‪57‬‬ ‫‪57‬‬ ‫‪57‬‬
‫‬
‫‪= 9 √2‬‬
‫‪ AB‬ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻭﻳﺴﺘﻌﻤﻞ ﻫﺬﺍ ﺍﻟﻄﻮﻝ ﻭﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ؛ ﻹﻳﺠﺎﺩ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ‪ u‬ﺑﺎﺗﺠﺎﻩ ‪‬‬
‫‪ ‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪AB‬‬ ‫_=‪u‬‬
‫‪AB‬‬
‫‪‬‬
‫‪‬‬
‫‪|AB‬‬
‫| ‪‬‬
‫‪‬‬ ‫‪; (5A‬‬
‫‪〈1, 9, 3〉; √91‬‬
‫〉 ‪〈 7 , 8 , -7‬‬ ‫‬
‫‪ -7 √2‬‬ ‫‪ ‬ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ ،5‬ﺫﻛﹼﺮ‬
‫_‪=_= _,_,‬‬
‫‪ 4 √2‬‬
‫‪7 √2‬‬
‫‪AB‬‬ ‫√ ‪| = 9‬‬
‫‪ = 〈7, 8, -7〉 , |AB‬‬ ‫‪2‬‬
‫‬
‫‪9 √2‬‬ ‫‪18‬‬ ‫‪9‬‬ ‫‪18‬‬ ‫___‬
‫√ ‪ 9‬‬
‫‪√91‬‬
‫‪,‬‬
‫‪91 3 √91‬‬
‫‪,‬‬
‫‬
‫ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﻋﻜﺲ ﺗﺮﺗﻴﺐ ﻧﻘ ﹶﻄﺘﹶﻲ ﺍﻟﺒﺪﺍﻳﺔ‬
‫‪91‬‬ ‫‪91‬‬ ‫‪91‬‬
‫‪‬‬ ‫‪،BA‬‬
‫‪ AB‬ﺇﻟﻰ ‪‬‬
‫‪‬‬ ‫ﻭﺍﻟﻨﻬﺎﻳﺔ ﹸﻳﻐ ﱢﻴﺮ ﺍﻟﻤﺘﺠﻪ ﻣﻦ ‪‬‬
‫‪‬‬
‫‪; (5B‬‬
‫‪〈4, -1, 2〉; √21‬‬
‫‪ AB‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺑﺎﺗﺠﺎﻩ ‪‬‬
‫‪ AB‬ﹸ‬‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬
‫_‬ ‫_ ‬
‫‪4 √21‬‬ ‫_ ‪21‬‬
‫√ ‪-‬‬ ‫√ ‪2‬‬
‫‪21‬‬ ‫ﻭﻫﻤﺎ ﻣﺘﺠﻬﺎﻥ ﻟﻬﻤﺎ ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‪ ،‬ﻭﻟﻜﻦ ﻓﻲ‬
‫‪A (-1 , 4 , 6) , B ( 3 , 3 , 8 ) (5B‬‬ ‫‪A (-2 , -5 , -5 ) , B( -1 , 4 , -2 ) (5A‬‬ ‫‪,‬‬ ‫‪,‬‬
‫‪21‬‬ ‫‪21‬‬ ‫‪21‬‬ ‫ﺍﺗﺠﺎﻫﻴﻦ ﻣﺘﻌﺎﻛﺴﻴﻦ‪.‬‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪36‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﹴ‬
‫ﺃﻋﻮﺍﺩ ﻣﻦ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﻨﺎ ﹰﺀ ﻧﻈﺎﻡ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺛﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﺨﺸﺐ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺪﺭﻳﺞ ﻣﺤﺎﻭﺭﻩ ﻭﺗﻠﻮﻳﻦ ﺍﻟﺠﺰﺀ ﺍﻟﺴﺎﻟﺐ ﻣﻨﻬﺎ‪ ،‬ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺮﻓﻊ ﻓﻴﻪ ﺃﺣﺪ ﺍﻟﻄﻼﺏ‬
‫ﻃﻼﺏ ﺁﺧﺮﻳﻦ ﺗﻌﻴﻴﻦ ﹴ‬
‫ﻧﻘﺎﻁ ﻭﺗﺤﺪﻳﺪ ﺇﺣﺪﺍﺛ ﱠﻴﺎﺗﻬﺎ‪.‬‬ ‫ﹴ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ‬

‫‪ 5‬‬ ‫‪36‬‬

 ‫‪‬‬
‫‪‬‬ ‫ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ ‪:‬‬ ‫ﱢﻋﻴﻦ ﻛﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪1 :‬‬
‫〉 ‪ . a = 〈-5 , -4 , 3 〉, b = 〈6 , -2 , -7 〉, c = 〈-2 , 2 , 4‬‬
‫‪‬‬ ‫‪ (1- 6‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪(1, -2, -4) (1‬‬
‫‪4‬‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﺠﻬﺎﺕ‬ ‫‪〈-88, 6, 99〉 6a - 7b + 8c (20‬‬ ‫‪(3, 2, 1) (2‬‬

‫ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺗﺸﺒﻪ ﻣﺜﻴﻼﺗﻬﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‪.‬‬ ‫‪〈-65, -18, 56〉 7a - 5b (21‬‬

‫‪(-5, -4, -2) (3‬‬

‫ﻭﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺠﻤﻊ‬ ‫‪(-2, -5, 3) (4‬‬

‫ﻋﺪﺩ ﹴ‬
‫ﺛﺎﺑﺖ‪،‬‬ ‫ﻭﺍﻟﻄﺮﺡ ﻭﺍﻟﻀﺮﺏ ﻓﻲ ﹴ‬ ‫‪〈38, -36, -65〉 2a + 5b - 9c (22‬‬
‫‪(2, -2, 3) (5‬‬

‫ﻭﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ‪ ،‬ﻛﻤﺎ ﻳﻤﻜﻦ‬ ‫‪〈48, 12, -38〉 6b + 4c - 4a (23‬‬

‫‪(-16, 12, -13) (6‬‬

‫ﺧﻄﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﺗﻮﺍﻓﻖ‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺠﻪ ﻋﻠﻰ ﺻﻮﺭﺓ‬ ‫‪〈-68, -24, 55〉 8a - 5b - c (24‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﻧﻬﺎﻳﺘﻬﺎ ﻭﺑﺪﺍﻳﺘﻬﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬
‫ﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ ‪ ، i, j , k‬ﻓﺈﺫﺍ ﻛﺎﻥ‪:‬‬ ‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻔﻬﺎ ﻓﻲ ﱟ‬
‫‪〈22, 36, 3〉 -6a + b + 7c (25‬‬ ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪2 :‬‬
‫〉 ‪،a = 〈 a 1 , a 2 , a 3 〉, b = 〈 b 1 , b 2 , b 3‬‬
‫ﻭﻛﺎﻥ ‪ n‬ﺃﻱ ﹴ‬ ‫ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ ‪:‬‬ ‫‪ (7- 10‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪(-4, 10, 4), (1, 0, 9) (7‬‬
‫ﺣﻘﻴﻘﻲ‪ ،‬ﻓﺈﻥ‪:‬‬
‫ﱟ‬ ‫ﻋﺪﺩ‬ ‫ﱠ‬
‫‪ . x = -9i + 4j‬‬ ‫‪k , y = 6i - 2j‬‬
‫‪4 + 3k‬‬ ‫‪k , z = -2i + 2j‬‬
‫‪2 - 7k‬‬ ‫‪2 + 4k‬‬
‫• ‪ a = b‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻧﺖ‪، a 1 = b 1 :‬‬
‫‪(-6, 6, 3), (-9, -2, -2) (8‬‬
‫‪4‬‬
‫‪.a 3 = b 3 ، a 2 = b 2‬‬ ‫‪-27 i + 16 j - 21 k 7x + 6y (26‬‬ ‫‪(8, 3, 4), (-4, -7, 5) (9‬‬

‫• =‪a±b‬‬ ‫‪-63 i + 28 j + 56 k 3x - 5y + 3z (27‬‬ ‫‪(-7, 2, -5), (-2, -5, -8) (10‬‬

‫〉‪〈a 1 ± b 1, a 2 ± b 2 , a 3 ± b 3‬‬
‫• 〉‪n a = 〈n a 1, n a 2, n a 3‬‬
‫‪a‬‬ ‫=‬ ‫√‬
‫‪a 21 + a 22 + a 23‬‬
‫‪ 3‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-39‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫‪-22 i + 14 j -k 4x + 3y + 2z (28‬‬
‫ﹴ‬
‫ﻟﺤﻈﺔ ﻣﺎ ﺃﺛﻨﺎﺀ ﺗﺪﺭﻳﺐ ﻋﺴﻜﺮﻱ‪ ،‬ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ‬ ‫‪   (11‬ﻓﻲ‬
‫ﹴ‬
‫‪50 i -18 j + 10 k -8x - 2y + 5z (29‬‬ ‫ﻣﻮﻗﻊ ﻃﺎﺋﺮﺓ )‪ ،(675, -121, 19300‬ﻭﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗﻊ ﻃﺎﺋﺮﺓ ﺃﺧﺮ￯‬
‫•‬ ‫‪-18 i -6 j +6 k -6y - 9z (30‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻣﻌﻄﺎﺓ ﺑﺎﻷﻗﺪﺍﻡ‪ .‬‬
‫)‪ ، (-289, 715, 16100‬ﹰ‬
‫‪2‬‬
‫‪-13 i + 2 j + 21 k -x - 4y - z (31‬‬
‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﻗﺪﻡ ‪3445 ft .‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ ﱠ‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ‪ ،‬ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬
‫‪ AB‬ﹸ‬ ‫‪ (b‬ﻋ ﹼﻴﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﻘﻊ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫‪5 . AB‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﺗﺠﺎﻩ ‪‬‬ ‫ﺍﻟﻄﺎﺋﺮﺗﻴﻦ ﻓﻲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ‪(193, 297, 17700) .‬‬
‫)‪ (32-39 A(-5, -5, -9), B(11, -3, -1‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪(32‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ‬‫ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬
‫‪A(-4, 0, -3), B(-4, -8, 9) (33‬‬ ‫‪ (12-19‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪‬‬‫‪3‬‬ ‫‪‬‬ ‫ﺍﻷﺑﻌﺎﺩ‪:‬‬
‫‪a = 〈0, -4, 4〉 (12‬‬
‫‪A(3, 5, 1), B(0, 0, -9) (34‬‬
‫‪b = 〈-3, -3, -2〉 (13‬‬
‫‪A(-3, -7, -12), B(-7, 1, 8) (35‬‬
‫‪c = 〈-1, 3, -4〉 (14‬‬

‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪A(2, -5, 4), B(1, 3, -6) (36‬‬ ‫‪d = 〈4, -2, -3〉 (15‬‬

‫‪v = 6i + 8j -2k (16‬‬

‫‪A(8, 12, 7), B(2, -3, 11) (37‬‬
‫‪w = -10i + 5k (17‬‬
‫‪A(3, 14, -5), B(7, -1, 0) (38‬‬
‫‪m = 7i -6j + 6k (18‬‬

‫‪A(1, -18, -13), B(21, 14, 29) (39‬‬ ‫‪n = i -4j -8k (19‬‬

‫‪37‬‬ ‫‪‬‬ ‫‪5 - 4 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪54–61 ،1–39‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–39‬ﻓﺮﺩﻱ ‪54–61 ،40–51 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪40–61‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪37‬‬ ‫‪‬‬ ‫‪5 - 4‬‬

 ‫‪−−−‬‬
‫‪‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ N‬ﻣﻨﺘﺼﻒ ‪ ، MP‬ﻓﺄﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬

‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ M‬ﻫﻲ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻮﺍﺻﻠﺔ ﺑﻴﻦ‬

‫‪‬‬ ‫‪(53‬‬ ‫‪(4, -2, -1) M(3, 4, 5), N _7 , 1, 2 (40‬‬ ‫‪(2‬‬ ‫)‬ ‫‪‬‬
‫‪ ، M 1(-1, 2, -5),‬ﻓﺄﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺍﻟﻨﻘﻄﺘﻴﻦ‪5), M 2(3, 8, -1):‬‬
‫ﻣﻨﺘﺼﻒ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪(0, 3.5, -4) . M 1M‬‬ ‫‪(-3, 6, -1) M(-1, -4, -9), N(-2, 1, -5) (41‬‬ ‫‪ ‬ﻗﺪ ﻳﺠﺪ ﺑﻌﺾ‬
‫ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﺍﻟﺒﺪﺀ ﺑﺤﻞ‬
‫‪  (54‬ﺍﺫﻛﺮ ﻣﻮﻗ ﹰﻔﺎ ﻳﻜﻮﻥ ﻓﻴﻪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺜﻨﺎﺋﻲ‬ ‫(‬
‫‪(3, -2, 7) M(7, 1, 5), N 5, - _1 , 6 (42‬‬
‫‪2‬‬ ‫)‬ ‫ﺍﻟﺘﻤﺎﺭﻳﻦ ‪45 – 47‬؛ ﻟﺬﺍ ﺫﻛﱢﺮﻫﻢ ﺑﺄﻥ‬
‫ﺍﻷﺑﻌﺎﺩ ﺃﻛﺜﺮ ﻣﻌﻘﻮﻟﻴﺔ‪ ،‬ﻭﺁﺧﺮ ﻳﻜﻮﻥ ﻓﻴﻪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﺃﻛﺜﺮ ﻣﻨﻄﻘﻴﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫_ ‪(-‬‬
‫‪11‬‬
‫‪2‬‬
‫_ ‪, -8, 2) M(_3 , -5, 9), N(-2, -‬‬
‫‪2‬‬ ‫)‪2 2‬‬
‫_ ‪13‬‬
‫‪, 11 (43‬‬ ‫ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻴﻪ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬
‫ﹴ‬ ‫‪ 90°‬ﻭﺿﻠﻌﺎﻥ ﻣﺘﻌﺎﻣﺪﺍﻥ‪ ،‬ﻭﺃﻥ ﺍﻟﻤﺜﻠﺚ‬
‫ﺑﺎﻟﻮﻥ ﻛﺪﻟﻴﻞ ﻓﻲ ﺍﺳﺘﻌﺮﺍﺽ ﺭﻳﺎﺿﻲ‪ .‬ﺇﺫﺍ‬ ‫‪   (44‬ﹶﺗ ﹶﻄ ﱠﻮﻉ ﻫﺎﺷﻢ ﻟﺤﻤﻞ‬
‫‪‬‬ ‫ﺍﻟﻤﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ ﻓﻴﻪ ﺿﻠﻌﺎﻥ ﻟﻬﻤﺎ‬
‫ﻛﺎﻥ ﺍﻟﺒﺎﻟﻮﻥ ﻳﺮﺗﻔﻊ ‪ 35 ft‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﻳﻤﺴﻚ ﻫﺎﺷﻢ ﺑﺎﻟﺤﺒﻞ‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻭﻃﻮﻝ ‪‬‬ ‫ﺍﻟﺬﻱ ﺛﺒﺖ ﺑﻪ ﺍﻟﺒﺎﻟﻮﻥ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 3 ft‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻛﻤﺎ ﻓﻲ‬ ‫ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‪ ،‬ﻭﺃﻥ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ‬
‫‪ AB‬ﹸ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪5 -2 :‬‬
‫ﱠ‬ ‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﺄﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺤﺒﻞ ﺇﻟﻰ ﺃﻗﺮﺏ ﻗﺪﻡﹴ‪34 ft .‬‬ ‫ﺍﻟﻤﺜﻠﺚ ﺍﻟﻤﺘﻄﺎﺑﻖ ﺍﻷﺿﻼﻉ ﻣﺘﺴﺎﻭﻳﺔ‬
‫‪ ≈ 13.3 A(6, -4), B(-7, -7) (55‬‬
‫‪〈-13, -3〉, √178‬‬ ‫‪z‬‬ ‫ﻓﻲ ﺍﻟﻄﻮﻝ‪ ،‬ﻭﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺿﻠﻌﺎﻥ ﻟﻬﻤﺎ‬
‫ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻤﺨﺘﻠﻒ‬
‫√ ‪〈5, 14〉,‬‬
‫‪221 ≈ 14.9 A(-4, -8), B(1, 6) (56‬‬
‫‪35‬‬
‫‪5 ft‬‬
‫ﺍﻷﺿﻼﻉ‪.‬‬
‫‪4 ft‬‬
‫‪ ≈ 19 A(-5, -12), B(1, 6) (57‬‬
‫‪〈6, 18〉,6 √10‬‬
‫‪‬‬
‫‪x‬‬
‫‪10‬‬
‫‪0 ft‬‬
‫ﻟﻤﺘﺠﻬﻲ‬
‫ﹶ‬ ‫ﹴ‬
‫ﺗﻮﺍﻓﻖ ﺧ ﱢﻄ ﱟﻲ‬ ‫‪ DE‬ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻋﻠﻰ ﺻﻮﺭﺓ‬
‫ﺍﻛﺘﺐ ‪‬‬
‫‪3 ft‬‬
‫‪y‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪5 -2 :‬‬

‫ﱠ‬ ‫ﱟ‬
‫ﻛﻞ‬ ‫ﻓﻲ‬ ‫‪i‬‬ ‫‪,‬‬ ‫ﺍﻟﻮﺣﺪﺓ ‪j‬‬
‫‪ 4‬‬
‫_‬
‫‪21‬‬
‫_‪i + -‬‬‫‪2‬‬
‫)‪j D(-5, _2 ), E(- _4 , 0‬‬ ‫‪(58‬‬ ‫ﺣﺪﹼ ﺩ ﻧﻮﻉ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ ﻫﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺜﻼﺙ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ )ﻗﺎﺋﻢ‬
‫‪5‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪5‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺃﻭ ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ‪ ،‬ﺃﻭ ﻣﺨﺘﻠﻒ ﺍﻷﺿﻼﻉ(‪ (45-47 :‬ﺍﻧﻈﺮ‬
‫_‬ ‫_‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻓﻘﺮﺓ‬
‫) ‪- i + j D(- , ), E(- , 5‬‬
‫‪1‬‬ ‫‪1‬‬ ‫_ ‪1‬‬
‫_‬ ‫‪4‬‬ ‫_‬‫_ ‪3‬‬
‫‪(59‬‬ ‫ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪4‬‬ ‫‪7‬‬ ‫‪2 7‬‬ ‫‪4 7‬‬ ‫‪A(3, 1, 2) , B(5, -1, 1) , C(1, 3, 1) (45‬‬ ‫ﺣﻮﻝ ﻣﺎ ﺗﻌ ﱠﻠﻤﻮﻩ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﻛﻴﻒ‬
‫‪-15.8 i + -6.1 j D(9.7, -2.4), E(-6.1, -8.5) (60‬‬ ‫‪A(4, 3, 4) , B(4, 6, 4) , C(4, 3, 6) (46‬‬ ‫ﺳﻴﺴﺎﻋﺪﻫﻢ ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﻘﺎﺩﻡ ﺍﻟﻤﺘﻌﻠﻖ ﺑﺈﻳﺠﺎﺩ‬
‫‪A(-1, 4, 3) , B(2, 5, 1) , C(0, -6, 6) (47‬‬ ‫ﻣﺘﺠﻬﻴﻦ‪.‬‬
‫ﹶ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬
‫‪‬‬
‫‪  (48‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ؛ ﻟﻜﺘﺎﺑﺔ ﺻﻴﻐﺔ‬
‫‪ (61‬ﻣﺎ ﻧﻮﻉ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ ﻫﻲ ﺍﻟﻨﻘﺎﻁ‬ ‫ﻋﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﻛﺮﺓ ﻣﺮﻛﺰﻫﺎ )¦ ‪ ،(h, k,‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪. r‬‬
‫)‪ A(0, 3, 5) , B(1, 0, 2) , C(0, -3, 5‬؟ ‪B‬‬ ‫"ﺇﺭﺷﺎﺩ‪ :‬ﺍﻟﻜﺮﺓ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺗﺒﻌﺪ ﺑﻌﺪﹰ ﺍ ﺛﺎﺑﺘﹰﺎ )ﻧﺼﻒ‬
‫ﺍﻟﻘﻄﺮ( ﻋﻦ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ )ﺍﻟﻤﺮﻛﺰ("‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪‬‬ ‫✓‬
‫‪ A‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺱ ‪5 -4‬‬
‫‪ B‬ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻜﺮﺓ ﺍﻟﺘﻲ ﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪48‬؛ ﻹﻳﺠﺎﺩ‬ ‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪ C‬ﻣﺘﻄﺎﺑﻖ ﺍﻷﺿﻼﻉ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﻌﻄﻰ ﻣﺮﻛﺰﻫﺎ‪ ،‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﻓﻲ ﱟ‬
‫‪ D‬ﻣﺨﺘﻠﻒ ﺍﻷﺿﻼﻉ‬
‫‪ (49 - 52‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،3‬ﺹ )‪(12‬‬
‫‪ (49‬ﻣﺮﻛﺰﻫﺎ )‪ ، (-4, -2, 3‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪4‬‬

‫‪ (50‬ﻣﺮﻛﺰﻫﺎ )‪ ، (6, 0, -1‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪_1‬‬

‫‪2‬‬

‫‪ (51‬ﻣﺮﻛﺰﻫﺎ )‪ ، (5, -3, 4‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪3‬‬

‫√‬

‫‪ (52‬ﻣﺮﻛﺰﻫﺎ )‪ ، (0, 7, -1‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪12‬‬ ‫‪‬‬

‫‪(x + 4) 2 + (y + 2) 2 + (z - 3) 2 = 16 (49‬‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪38‬‬ ‫‪(x - 6) 2 + y 2 + (z + 1) 2 = _1 (50‬‬
‫‪4‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪(x - 5) + (y + 3) + (z - 4) = 3 (51‬‬

‫‪‬‬
‫‪‬‬ ‫‪x 2 + (y - 7) 2 + (z + 1) 2 = 144 (52‬‬

‫ﺻﻔﺮﺍ‪ ،‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺇﺫﺍ ﺃﺛﺮﺕ ﺛﻼﺙ‬

‫‪ ‬ﻳﻜﻮﻥ ﺍﻟﺠﺴﻢ ﻓﻲ ﻭﺿﻊ ﺍﺗﺰﺍﻥ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺤﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﻟﻤﺆﺛﺮﺓ ﻓﻴﻪ ﹰ‬
‫ﻗﻮ￯ ﻓﻲ ﺟﺴ ﹴﻢ ﻭ ﹸﻣﺜﻠﺖ ﺑﺎﻟﻤﺘﺠﻬﺎﺕ 〉‪ ،〈4, -1, 3〉, 〈5, 2, 3〉, 〈-1, 2, -6‬ﻓﻤﺎ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺮﺍﺑﻊ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﻓﻲ‬
‫ﺍﻟﺠﺴﻢ ﻭﻳﺠﻌﻠﻪ ﻓﻲ ﺣﺎﻟﺔ ﺍﺗﺰﺍﻥ‪〈-8, -3, 0〉 .‬‬

‫‪ 5‬‬ ‫‪38‬‬

 ‫‪ ‬‬

‫‪5 - 4‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(19)‬‬ ‫‪‬‬ ‫‪(18)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪5-4‬‬ ‫‪‬‬ ‫‪5-4‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﲆ ﺍﳌﺘﺠﻬﺎﺕ ﰲ ﺍﻟﻔﻀﺎﺀ ﺗﹸﺸﺒﻪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﲆ ﺍﳌﺘﺠﻬﺎﺕ ﰲ ﺍﳌﺴﺘﻮ￯‪ ،‬ﻓﻴﻤﻜﻦ ﲨﻊ‪ ،‬ﺃﻭ‬ ‫‪‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﺛﻼﺛﻴﺎﺕ ﻣﺮﺗﺒﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﳊﻘﻴﻘﻴﺔ؛ ﻟﺘﻤﺜﻴﻞ ﺍﳌﺘﺠﻬﺎﺕ ﻛﲈ‬
‫ﻃﺮﺡ ﻣﺘﺠﻬﲔ ﰲ ﺍﻟﻔﻀﺎﺀ ﺃﻭ ﴐﺑﻪ ﰲ ﻋﺪﺩ ﺛﺎﺑﺖ‪ ،‬ﻛﲈ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﳌﺘﺠﻬﺎﺕ ﰲ ﺍﳌﺴﺘﻮ￯‪.‬‬ ‫ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﺳﺒﻖ ﻟﻚ ﺇﺟﺮﺍﺅﻫﺎ ﻋﲆ ﺍﳌﺘﺠﻬﺎﺕ ﺍﳌﻤﺜﻠﺔ ﺑﺎﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ ﻋﲆ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪ (v1, v2, v3‬ﻧﻘﻄﺔ ﳖﺎﻳﺔ ﻣﺘﺠﻪ ‪ v‬ﰲ ﺍﻟﻔﻀﺎﺀ ﰲ ﻭﺿﻊ ﻗﻴﺎﳼ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﻌﱪ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ 〉‪.〈 v1, v2, v3‬‬ ‫ﺍﳌﺘﺠﻬﺎﺕ ﺍﳌﻤﺜﻠﺔ ﺑﺎﻟﺜﻼﺛﻴﺎﺕ ﺍﳌﺮﺗﺒﺔ‪.‬‬
‫ﻛﲈ ﻧﻌﱪ ﻋﻦ ﺍﳌﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ ﺑﺎﻟﺼﻮﺭﺓ 〉‪ ،0 = 〈0, 0, 0‬ﻭﻣﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻘﻴﺎﺳﻴﺔ ‪i = 〈1, 0, 0〉, j = 〈0, 1, 0〉,‬‬ ‫‪‬‬
‫ﻌﱪ ﻋﻦ‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﻗﻌﺎ ﻃﺎﺋﺮﻳﻦ ﹸﻳﻤﺜﱠﻼﻥ ﺑﺎﻟﻨﻘﻄﺘﲔ )‪A(10, 2, -5) , B(7, -9, 3‬؛ ﺣﻴﺚ ﹸﻳ ﱠ‬
‫〉‪ .k = 〈0, 0, 1‬ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﳌﺘﺠﻪ ‪ v‬ﺑﺎﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻋﲆ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄﱢﻲ ﳌﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ ‪ i, j, k‬ﺑﺎﻵﰐ‪:‬‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺑﺎﻟﻜﻴﻠﻮﻣﱰﺍﺕ‪ ،‬ﻓﺄﺟﺐ ﻋﲈ ﻳﺄﰐ‪:‬‬
‫‪.〈v 1, v 2, v 3〉 = v 1i + v 2 j + v 3k‬‬
‫‪ (a‬ﻛﻢ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻄﺎﺋﺮﻳﻦ؟‬
‫‪‬‬
‫‪ ‬ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ )‪ ،A (-3, 5, 1‬ﻭﻧﻘﻄﺔ ﳖﺎﻳﺘﻪ‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪AB‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺻﻴﻐﺔ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ﰲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫_______________________________‬
‫‪. ‬‬
‫)‪ ، B (3, 2, -4‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺑﺎﲡﺎﻩ ‪AB‬‬
‫‪‬‬ ‫ﺻﻴﻐﺔ ﺍﳌﺴﺎﻓﺔ‬ ‫‪AB = √(x 2 - x 1) 2 + (y 2 - y 1) 2 + (z 2 - z 1) 2‬‬
‫__________________________________‬
‫)‪(x1, y1, z1) = (10, 2, -5‬‬ ‫‪= √(7 - 10) 2 + ((-9) - 2)) 2 + (3 - (-5)) 2‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ‬ ‫‪‬‬
‫‪‬‬
‫‪AB = 〈x‬‬
‫〉‪x2 - x1, y2 - y1, z2 - z1‬‬
‫)‪(x 2 , y 2 , z2) = (7, -9, 3‬‬ ‫‪≈ 13.93‬‬
‫)‪(x 1, y 1, z 1) = (-3, 5, 1) , (x 2, y 2, z 2) = (3, 2, −4‬‬ ‫〉‪= 〈3-(-3),2-5,-4-1〉 = 〈6,-3,-5‬‬
‫ﺃﻱ ﺃﻥ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻄﺎﺋﺮﻳﻦ ﻫﻲ ‪ 14 km‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ (b‬ﺇﺫﺍ ﺍﻟﺘﻘﻰ ﺍﻟﻄﺎﺋﺮﺍﻥ ﰲ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﲈ‪ ،‬ﻓﺄﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫‪ ‬ﻫﻮ‪:‬‬
‫ﻭﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻓﺈﻥ ﻃﻮﻝ ‪A B‬‬
‫‪‬‬

‫‪2 ) ( 2‬‬
‫_______(‬ ‫) _______ ‪= ______, _________,‬‬
‫___ __________________‬ ‫______ ‪y + y‬‬
‫______ ‪x + x‬‬ ‫‪z +z‬‬ ‫‪10 + 7 2 + (-9) -5 + 3‬‬
‫‪‬‬
‫‪‬‬
‫〉‪A B = 〈6, -3, -5‬‬ ‫‪‬‬‫‪‬‬
‫‪ ‬‬
‫‪A B = √62 + (-3)2 + (-5)2 = √70‬‬ ‫ﺻﻴﻐﺔ ﻧﻘﻄﺔ ﺍﳌﻨﺘﺼﻒ‬ ‫‪1‬‬
‫‪2‬‬
‫‪2‬‬
‫‪,‬‬
‫‪2‬‬
‫‪1‬‬
‫‪,‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪2‬‬

‫_______(‬‫) _______ ‪, ______, ______ ) = (______, _________,‬‬

‫‪x‬‬‫‪1‬‬ ‫‪+‬‬ ‫‪x‬‬‫‪2‬‬ ‫‪y‬‬ ‫‪+‬‬ ‫‪y‬‬‫‪1‬‬ ‫‪z‬‬ ‫‪+‬‬ ‫‪z‬‬ ‫‪2‬‬ ‫‪10 + 7 2 + (-9) -5 + 3‬‬
‫‪1‬‬ ‫‪2‬‬
‫)‪(x 1, y 1, z 1) = (10, 2, -5‬‬
‫‪. ‬‬
‫‪ ‬ﻭﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻹﳚﺎﺩ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ‪ u‬ﺑﺎﲡﺎﻩ ‪A B‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻃﻮﻝ ﺍﳌﺘﺠﺔ ‪A B‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫)‪(x 2, y 2, z 2) = (7, -9, 3‬‬ ‫)‪≈ (8.5, -3.5, -1‬‬
‫ﻣﺘﺠﻪ ﺍﻟﻮﺣﺪﺓ ﺑﺎﲡﺎﻩ ‪A B‬‬
‫‪‬‬
‫‪‬‬ ‫‪AB‬‬
‫‪‬‬
‫‪‬‬
‫_____ = ‪u‬‬ ‫ﹴ‬
‫ﻓﻌﻨﺪﺋﺬ ﺗﻜﻮﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﺍﳌﻨﺘﺼﻒ ﻫﻲ‪.(8.5, -3.5, -1) :‬‬
‫‪AB‬‬
‫‪ ‬‬
‫‪‬‬
‫___‬ ‫___‬ ‫___‬ ‫‪‬‬
‫‪ = 〈6, -3, -5〉 , AB‬‬
‫‪AB‬‬
‫‪‬‬ ‫‪‬‬
‫___‬
‫‪  = √70‬‬ ‫=‬
‫〉‪〈6, -3, -5‬‬
‫___________‬
‫___‬
‫‪√70‬‬
‫〈‬
‫‪3 √70‬‬
‫‪35‬‬
‫‪3 √70‬‬
‫‪70‬‬
‫‪√70‬‬
‫____ ‪= ______, - ______, -‬‬
‫‪14‬‬ ‫〉‬ ‫ﻋﲔ ﻛﻞ ﻧﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﻄﺘﲔ ﺍﻵﺗﻴﺘﲔ ﰲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪:‬‬
‫ﹼ‬
‫‪.( 4, -2, -1 ) (2‬‬ ‫)‪(3, 2, 1‬‬ ‫‪(1‬‬

‫‪‬‬ ‫‪z‬‬ ‫‪z‬‬

‫‪. ‬‬
‫‪ ‬ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ‪ A‬ﻭﻧﻘﻄﺔ ﳖﺎﻳﺘﻪ ‪ ،B‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ‪ u‬ﺑﺎﲡﺎﻩ ‪AB‬‬
‫‪‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪AB‬‬
‫‪‬‬
‫‪-2‬‬ ‫‪2‬‬
‫)‪A(-1, -4, -7), B(8, 4, 10‬‬ ‫‪(2‬‬ ‫)‪A(-10, 3, 9), B(8, -7, 3‬‬ ‫‪(1‬‬ ‫‪O‬‬ ‫‪y‬‬ ‫‪O‬‬ ‫‪y‬‬
‫)‪(4, -2, -1‬‬ ‫)‪(3, 2, 1‬‬
‫√ ‪〈9, 8, 17〉,‬‬
‫; ‪434‬‬ ‫;‬
‫‪〈18, -10, -6〉, 2 √115‬‬
‫‪x‬‬

‫_______ 〈‬
‫√ ‪9‬‬ ‫√ ‪4‬‬
‫_______ ‪434‬‬
‫‪434‬‬
‫‪,‬‬
‫〉 ‪434‬‬
‫√ ‪17‬‬
‫________ ‪434‬‬
‫‪217‬‬
‫‪,‬‬
‫‪434‬‬
‫_______〈‬
‫√ ‪9‬‬
‫‪115‬‬
‫‪,‬‬
‫√‬
‫______ ‪115‬‬
‫‪115‬‬
‫‪23‬‬
‫〉 _______ ‪, -‬‬
‫√ ‪3‬‬
‫‪115‬‬
‫‪115‬‬
‫‪x‬‬

‫ﺃﻭﺟﺪ ﹼﹰ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﳌﺴﺘﻘﻴﻤﺔ ﺍﳌﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﳖﺎﻳﺘﻬﺎ ﻭﺑﺪﺍﻳﺘﻬﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻔﻬﺎ ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫ﻛﻼ ﳑﺎ ﻳﺄﰐ ﻟﻠﻤﺘﺠﻬﺎﺕ‪:X = 3i +2j- 5k, Y = i - 5j + 7k , Z = -2i + 12j + 4k :‬‬
‫)‪(-6, -12, -8), (7, -2, -11‬‬ ‫‪(4‬‬ ‫)‪(8, -3, 9), (2, 8, -4‬‬ ‫‪(3‬‬
‫‪-6Y + 2Z‬‬ ‫‪(4‬‬ ‫‪3X + 2Y - 4Z‬‬ ‫‪(3‬‬
‫〉‪〈-10,54,-34‬‬ ‫〉‪〈19,-52,-17‬‬ ‫‪1‬‬
‫(‬ ‫‪19‬‬
‫___ ‪16.67; __, -7, -‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‬ ‫‪5 5‬‬
‫(‬
‫__ ‪18.06; 5, __,‬‬
‫‪2 2‬‬ ‫)‬
‫‪ 5‬‬ ‫‪19‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪18‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪( 21)‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(20)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪5-4‬‬
‫‪‬‬ ‫‪5-4‬‬
‫‪‬‬
‫‪‬‬
‫‪‬ﺗﻨﺺ ﻗﻮﺍﻧﲔ ﺍﻟﺴﻼﻣﺔ ﻋﲆ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺴﺎﻓﺔ ﺑﲔ‬
‫ﱡ‬ ‫‪(3‬‬ ‫‪ (1‬ﻃﺎﺭ ﻃﺎﺋﺮ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪،(24.38, 46.43, 600‬‬
‫‪ v= ru+sw‬ﲤﺜﱢﻞ ﲨﻊ ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ‪ ،‬ﹸﴐﺏ ﱞ‬
‫ﻛﻞ ﻣﻨﻬﺎ ﰲ ﻋﺪﺩ‪ ،‬ﻭﺗﺴﻤﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺗﻮﺍﻓﻘﹰﺎ ﺧﻄ ﹼﹰﻴﺎ ﻣﻦ ﺍﳌﺘﺠﻬﺎﺕ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ‪t‬‬
‫‪s +tz‬‬
‫‪sw‬‬ ‫‪tz‬‬
‫ﻃﺎﺋﺮﺗﲔ ﰲ ﺍﳍﻮﺍﺀ ﻧﺼﻒ ﻣﻴﻞ ﻋﲆ ﺍﻷﻗﻞ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺇﱃ ﺍﻟﻨﻘﻄﺔ )‪ (21.40, 39.09, 0‬ﰲ ﻣﺴﺎﺭ ﻣﺴﺘﻘﻴﻢ‪،‬‬
‫‪.z, w, u‬‬
‫ﹴ‬ ‫ﺍﻟﻨﻘﻄﺘﺎﻥ‪:‬‬ ‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻨﺘﺼﻒ ﻣﺴﺎﺭﻩ‪.‬‬
‫ﻣﺘﺠﻪ ﰲ ﺍﻟﻔﻀﺎﺀ ‪ v‬ﻋﲆ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧﻄﱢﻲ ﻣﻦ ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﻏﲑ ﻣﺘﻮﺍﺯﻳﺔ ﻣﺜﻨﻰ ﻣﺜﻨﻰ‪.‬‬ ‫ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺃﻱ‬
‫)‪ (300, 455, 2800) , (-250, 400, 5000‬ﲤﺜﻼﻥ‬ ‫)‪(22.89,42.76,300‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ﺍﳌﺘﺠﻪ 〉‪ v = 〈-1, -4, 3‬ﻋﲆ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧ ﱢﻄﻲ ﻣﻦ ﺍﳌﺘﺠﻬﺎﺕ‪:‬‬ ‫‪‬‬ ‫ﻌﱪ ﻋﻦ‬‫ﻣﻮﻗ ﹶﻌﻲ ﻃﺎﺋﺮﺗﲔ ﻋﲆ ﻣﻘﺮﺑﺔ ﻣﻦ ﺍﳌﻄﺎﺭ‪ ،‬ﺣﻴﺚ ﹸﻳ ﱠ‬
‫〉‪.u = 〈1, 3, 1〉, w = 〈1, -2, 1〉, z = 〈-1, -1, 1‬‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺑﺎﻷﻗﺪﺍﻡ‪.‬‬
‫‪ (2‬ﻳﺴﺘﻌﻤﻞ ﻣﺰﺍﺭﻉ ﺭﺍﻓﻌ ﹰﺔ ﻟﺮﻓﻊ ﺣﺰﻡ ﻣﻦ ﺍﻟﻘﺶ ﺇﱃ‬
‫‪ (a‬ﻓﻜﻢ ﻗﺪ ﹰﻣﺎ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻄﺎﺋﺮﺗﲔ؟‬
‫〉‪〈-1, -4, 3〉 = r 〈1, 3, 1〉 + s 〈1, -2, 1〉 + t 〈-1, -1, 1〉 = 〈r + s -t, 3rr - 2s - t, r + s + t‬‬ ‫ﻧﺎﻓﺬﺓ‪ ،‬ﰲ ﺍﳉﺰﺀ ﺍﻟﻌﻠﻮﻱ ﳊﻈﲑﺓ ﻣﺎﺷﻴﺔ‪ ،‬ﺗﻌﻠﻮ ‪24 ft‬‬
‫ﺑﻤﺴﺎﻭﺍﺓ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﳌﺘﻨﺎﻇﺮﺓ‪:‬‬ ‫‪2268 ft‬‬ ‫‪‬‬ ‫ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﺗﺒﻌﺪ ‪ 18 ft‬ﻋﻦ ﻣﻜﺎﻥ ﲢﻤﻴﻞ‬
‫‪-1= r + s - t‬‬
‫‪ (b‬ﻭﻫﻞ ﺧﺎﻟﻔﺖ ﺍﻟﻄﺎﺋﺮﺗﺎﻥ ﻗﻮﺍﻧﲔ ﺍﻟﺴﻼﻣﺔ؟‬ ‫ﺍﻟﻘﺶ ﻭ‪ 3 ft‬ﺇﱃ ﺍﻟﻴﻤﲔ ﻣﻦ ﻣﻜﺎﻥ ﺍﻟﺘﺤﻤﻴﻞ؛ ﺣﻴﺚ‬
‫‪-4= 3r -2S - t‬‬
‫‪‬‬ ‫‪‬‬ ‫ﲤﺜﻞ ﺍﻟﻨﺎﻓﺬﺓ ﺑﺎﻟﻨﻘﻄﺔ )‪ ،(3, 18, 24‬ﻭﺳﻴﺘﻢ ﺭﻓﻊ ﺣﺰﻡ‬
‫‪3= r + s + t‬‬
‫ﺑﺤﻞ ﻧﻈﺎﻡ ﺍﳌﻌﺎﺩﻻﺕ ﻳﻨﺘﺞ ﺃﻥ ‪r=0 , s=1 , t=2‬؛‬ ‫ﺍﻟﻘﺶ ﺍﺑﺘﺪﺍ ﹰﺀ ﻣﻦ ‪ 3 ft‬ﻓﻮﻕ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﻫﺬﺍ ﹸﻳﻤﺜﱠﻞ‬
‫‪  (4‬ﺗﻮﺟﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺧﻄﻮﻁ ﺍﻟﺴﲑ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﻟﺬﺍ ﻓﺈﻥ ‪.v = w + 2 z‬‬ ‫ﺑﺎﻟﻨﻘﻄﺔ )‪.(0, 0, 3‬‬
‫ﻳﺴﻠﻜﻬﺎ ﺍﻟﺸﺨﺺ ﰲ ﺃﺣﺪ ﺃﻣﺎﻛﻦ ﺍﻟﺘﻨﺰﻩ ﺍﳌﺸﺠﺮﺓ‪ .‬ﻓﺈﺫﺍ‬
‫ﻛﺎﻧﺖ ﺍﻟﻨﻘﻄﺔ )‪ (1.5, 0.5, 0.4‬ﲤﺜﻞ ﻣﻨﺼﺔ ﺍﻧﻄﻼﻕ ﺧﻂ‬
‫ﺍﻛﺘﺐ ﺍﳌﺘﺠﻪ ‪ v‬ﻋﲆ ﺻﻮﺭﺓ ﺗﻮﺍﻓﻖ ﺧ ﱢﻄﻲ ﻣﻦ ﺍﳌﺘﺠﻬﺎﺕ ‪ u ,w , z‬ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫ﺍﻟﺴﲑ ﺍﻷﻭﻝ‪ ،‬ﻭﺍﻟﻨﻘﻄﺔ )‪ (1.8, 1, 0.2‬ﲤﺜﻞ ﺍﳌﻨﺼﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪v = 〈-6, -2, 2〉, u = 〈1, 1, 0〉, w = 〈1, 0, 1〉, z = 〈0, 1, 1〉 (1‬‬ ‫ﹴ‬
‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﹰ‬
‫ﻣﻴﻼ ﻭﺍﺣﺪﹰ ﺍ‪،‬‬ ‫ﹺ‬
‫ﻭﺣﺪﺓ‬ ‫ﳍﺬﺍ ﺍﳋﻂ‪ ،‬ﻭﺇﺫﺍ ﻣﺜﹼﻠﺖ ﱡ‬
‫ﻛﻞ‬ ‫‪3 ft‬‬
‫‪v=-5u-w+3z‬‬
‫ﻓﲈ ﻃﻮﻝ ﻫﺬﺍ ﺍﳋﻂ؟‬
‫‪0.62‬‬
‫‪v = 〈5, -2, 0〉, u = 〈1, -2, 3〉, w = 〈-1, 0, 1〉, z = 〈4, 2, -1〉 (2‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺮﺍﻓﻌﺔ ﺇﱃ ﺃﻗﺮﺏ ﻗﺪﻡ ﻟﺘﺼﻞ ﺇﱃ‬
‫‪8‬‬ ‫‪23‬‬ ‫‪1‬‬ ‫‪ (5‬ﻧﻈﱠﻤﺖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﺳﺒﺎﻗﹰﺎ‬ ‫ﺍﻟﻨﺎﻓﺬﺓ‪.‬‬
‫‪v = + __ u - ___ w + __ z‬‬
‫‪7‬‬ ‫‪7‬‬ ‫‪7‬‬ ‫ﻟﻠﺪﺭﺍﺟﺎﺕ ﺍﳍﻮﺍﺋﻴﺔ‪ ،‬ﻋﲆ ﺃﻥ ﻳﺘﻜﻮﻥ ﻓﺮﻳﻖ ﺍﻟﺘﻨﺎﻓﺲ ﻣﻦ‬ ‫‪28 ft‬‬ ‫‪‬‬
‫ﺷﺨﺼﲔ‪ ،‬ﻭﺃﻥ ﻳﹸﺒﺪﹼ ﻝ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺑﻌﺪ ﻗﻄﻊ ﻧﺼﻒ‬
‫ﻣﺴﺎﻓﺔ ﺍﻟﺴﺒﺎﻕ‪ ،‬ﻓﺈﺫﺍ ﻣﺜﹼﻠﺖ ﺍﻟﻨﻘﻄﺔ )‪ (0, 0, 3‬ﺑﺪﺍﻳﺔ‬ ‫‪ (b‬ﺇﺫﺍ ﺍﺣﺘﺎﺝ ﺍﳌﺰﺍﺭﻉ ﺇﱃ ﺇﺩﺧﺎﻝ ﺍﻟﺮﺍﻓﻌﺔ ﻗﺪﻣﲔ ﺩﺍﺧﻞ‬
‫‪v = 〈1, -1, 2〉, u = 〈1, 2, -1〉, w = 〈2, 2, 1〉, z = 〈1, 0, 1〉 (3‬‬
‫ﺍﻟﺴﺒﺎﻕ ﻭﺍﻟﻨﻘﻄﺔ )‪ (2, -1, 9‬ﳖﺎﻳﺘﻪ‪ ،‬ﻓﲈ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﺎﻓﺬﺓ‪ ،‬ﻓﻜﻢ ﺳﻴﻜﻮﻥ ﻃﻮﻝ ﺍﻟﺮﺍﻓﻌﺔ؟‬
‫‪1‬‬ ‫‪3‬‬
‫‪v = - __ u + __ z‬‬ ‫ﺳﻴﺘﺒﺪﻝ ﻋﻨﺪﻫﺎ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ؟‬ ‫‪30 ft‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪(1, - __21, 6‬‬

‫‪ 5‬‬ ‫‪21‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪20‬‬ ‫‪ ‬‬

‫‪38 A‬‬ ‫‪  5‬‬

  



5 - 4
          


   (7)

 5-4

: ‫ﻋ ﹼﻴﻦ ﻛﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﺃﺩﻧﺎﻩ‬

 (2, 0, - 5) (2 (-3, 4, -1) (1
z
z

(-3, 4, -1)

O y
O y

 
 x
x
( 2, 0, -5)

‫ﻣﺜﱢﻞ ﹼﹰ‬
: ‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﺃﺩﻧﺎﻩ‬
〈4, -2, 6〉 (4 〈4, 7, 6〉 (3
 z
z

(3, -2, 6)
(4,, 7, 66)

y
y


x
x

‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬

‫ ﺛﻢ ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﻓﻲ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ AB ‫ ﻭﻃﻮﻝ‬،‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬
‫ ﹸ‬

: 
AB ‫ﺍﺗﺠﺎﻩ‬

 〈3, 1, -9〉, √
91 A(4, 0, 6), B(7, 1, -3) (6 〈-6, 4, 4〉, 2 √
17 A(2, 1, 3), B(-4, 5, 7 ) (5

〈_
3 √
91 _
91
,
√
91
91
, -_〉
9 √
91
91
〈- _
3 √
17 _
17
,
2 √
17 _
17
,
2 √
17
17
〉
A(6, 8, -5), B(7, -3, 12) (8 A(-4, 5, 8), B(7, 2, -9) (7
〈1, -11, 17〉, √
411 
〈11, -3, -17〉, √419


〈 √
_411
411
, -_, _
 17 √
11 √411
411
411
411
〉 〈 _
419

11 √419 3 √
419
, -_, -_
17 √
419
419 419
〉
‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﻃﺮﻓﻴﻬﺎ ﻓﻲ ﱟ‬
: ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﻭﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﹸ‬،‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻄﺔ ﺍﻟﻤﻨﺘﺼﻒ‬
7
 ; ’-7 , -6 , _
√445 “ (-17, -3, 2), (3, -9, 5) (10 (3, 4, -9), (- 4, 7, 1) (9
2
158 , ’- _
√ , 11 , - 4“
1 _
2 2
‫ﺃﻭﺟﺪ ﹼﹰ‬
: v = 〈2, -4, 5〉 , w = 〈6, -8, 9〉 ‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬

〈-2, -4, 7 〉 5v – 2w (12 〈8, -12, 14〉 v + w (11



 
 

 

 

 

 

 

 

 5 38 B
 
 5 -5 
Dot and Cross Products of Vectors in Space

 1 ‫ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﺧ ﱠﻄﺎ ﺳﻴﺮ ﻃﺎﺋﺮﺗﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ‬

‫ﻳﺴﺘﻌﻤﻞ ﻃﺎﺭﻕ ﺍﻟﻤﺘﺠﻬﺎﺕ؛ ﻟﻴﺘﺤﻘﻖ ﱠ‬


‫ ﻭﻧﻘﻄﺘﻴﻦ ﺗﺼﻼﻥ ﺇﻟﻴﻬﻤﺎ ﺑﻌﺪ ﻓﺘﺮﺓ‬،‫ﺃﻡ ﻻ؛ ﻭﺫﻟﻚ ﺑﻤﻌﺮﻓﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘ ﹶﻄﺘﹶﻲ ﺍﻹﻗﻼﻉ‬
(5-3)
.‫ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‬

،￯‫ ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻳﺸﺒﻪ ﺇﻳﺠﺎﺩﻩ ﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮ‬
5-5 ‫ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ﺣﺎﺻﻞ‬،‫ ﻳﺘﻌﺎﻣﺪ ﻣﺘﺠﻬﺎﻥ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬،￯‫ﻭﻛﻤﺎ ﻫﻲ ﺍﻟﺤﺎﻝ ﻣﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮ‬  ■

 
.‫ﺻﻔﺮﺍ‬
‫ﺿﺮﺑﻬﻤﺎ ﺍﻟﺪﺍﺧﻠﻲ ﹰ‬
‫ﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ‬
‫ﹶ‬ ‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬ 

.‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‬
■

   


5-5  a = 〈a 1 , a 2 , a 3 〉 , b = 〈b 1, b 2, b 3〉  
‫ﻟﻤﺘﺠﻬﻴﻦ‬
‫ﹶ‬ ‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬  a , b a · b = a 1b 1 + a 2b 2 + a 3b 3
a·b=0
.‫ﻭﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬

cross product
‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﺎﺕ‬  1  
‫ﻭﺍﺳﺘﻌﻤﺎﻟﻪ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺎﺕ‬ ‫ ﻓﻲ ﱟ‬u , v ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬
parallelepiped
:‫ ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
.‫ﻭﺍﻟﺤﺠﻮﻡ‬ u = 〈3, -3, 3〉, v = 〈4, 7, 3〉 (b u = 〈-7, 3, -3〉, v = 〈5, 17, 5〉 (a

triple scalar product
5-5 u · v = 3(4) + (-3)(7) + 3 (3) u · v = -7(5) + 3 (17) + (-3)(5)
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‫ ﻭﺍﻟﺴﺮﻋﺔ‬،‫ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ‬ = 12 + (-21) + 9 = 0 = -35 + 51 + (-15) = 1

.‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬ .‫ ﻣﺘﻌﺎﻣﺪﺍﻥ‬u , v ‫ ﻓﺈﻥ‬، u · v = 0 ‫ﻭﺑﻤﺎ ﺃﻥ‬ . ‫ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬u , v ‫ ﻓﺈﻥ‬، u · v ≠ 0 ‫ﻭﺑﻤﺎ ﺃﻥ‬

‫ ﻓﻲ ﱟ‬u , v ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬
:‫ ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ ؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬4
u = 〈4, -2, -3〉, v = 〈1, 3, -2〉 (1B ‫ ؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬0 u = 〈3, -5, 4〉, v = 〈5, 7, 5〉 (1A

 2 . cos θ = _
a·b
‫ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻓﺈﻥ‬a , b ‫ ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺘﺠﻬﻴﻦ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ‬θ ‫ ﺇﺫﺍ ﻛﺎﻧﺖ‬،￯‫ﻭﻛﻤﺎ ﻫﻮ ﻓﻲ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮ‬
|a| |b|

 2 
 ‫ﹴ‬ ‫ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬، u = 〈3 , 2 , -1〉 , v = 〈-4 , 3 , -2〉:‫ ﺇﺫﺍ ﻛﺎﻥ‬، u , v ‫ ﺑﻴﻦ‬θ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
.‫ﻋﺸﺮﺓ‬ ‫ﺟﺰﺀ ﻣﻦ‬
.“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
z  cos θ = _
u·v
 |u| |v|

‫• ﻛﻴﻒ ﺗﺠﺪ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺴﺎﺭ ﱟ‬

‫ﻛﻞ ﻣﻦ‬
〈3, 2, -1〉 · 〈-4, 3, -2〉
u = 〈3, 2, -1〉 , v = 〈-4, 3, -2〉 cos θ = __
|〈3, 2, -1〉|| |〈-4, 3, -2〉〉|
v
‫ﺍﻟﻄﺎﺋﺮﺗﻴﻦ؟ ﺑﻄﺮﺡ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﺍﻹﻗﻼﻉ‬ O
y    cos θ = _
-4
101.5°  √29
√14 
‫ﻣﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺇﻟﻴﻬﺎ‬ u θ
  θ = cos -1 _
-4
≈ 101.5°
.‫ﺍﻟﻄﺎﺋﺮﺓ ﺑﻌﺪ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﺤﺪﺩﺓ‬ x 
√406

.‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬101.5° ‫ ﻫﻮ‬u , v ‫ﺃﻱ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬

‫• ﻛﻴﻒ ﺗﺘﺤﻘﻖ ﻣﻦ ﺗﻮﺍﺯﻱ ﺧ ﱠﻄﻲ ﺳﻴﺮﻫﻤﺎ؟‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ 
‫ﹴ‬
124.6° .‫ﻋﺸﺮﻳﺔ‬ ‫ﹴ‬
‫ﻣﻨﺰﻟﺔ‬ ‫ ﺇﻟﻰ ﺃﻗﺮﺏ‬، u = -4i + 2j + k , v = 4i + 3k:‫( ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬2
‫ ﺃﻭ ﺇﺫﺍ ﻛﺎﻧﺖ‬،180° ‫ ﺃﻭ‬0° (‫)ﺍﻟﻤﺴﺎﺭﻳﻦ‬
.‫ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ ﺛﺎﺑﺘ ﹰﺔ‬ 39  5 - 5 


5 - 5
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬1 
   
‫ﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻛﻮﻧﻬﻤﺎ‬
41, 43 • 41 • 41 • 
.‫ﻣﺘﻌﺎﻣﺪﻳﻦ‬
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬2 
8 • 8 • 8 • 
.‫ﻣﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬ ‫ﹶ‬ (24) • (24) • (22, 23) • 
(25) • (25) • (24) • 

39  5 - 5
 ‫‪a×b‬‬ ‫‪ ‬ﻫﻮ ﻧﻮﻉ ﺁﺧﺮ ﻣﻦ ﺍﻟﻀﺮﺏ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻭﺑﺨﻼﻑ ﺍﻟﻀﺮﺏ‬
‫ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﻓﺈﻥ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻤﺘﺠﻬﻴﻦ ‪ a , b‬ﻫﻮ ﻣﺘﺠﻪ ﻭﻟﻴﺲ ﻋﺪ ﹰﺩﺍ‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪،a × b‬‬ ‫‪‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻭ ﹸﻳﻘﺮﺃ ‪ ، a cross b‬ﻭﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻪ ‪ a × b‬ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺬﻱ ﻳﺤﻮﻱ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪. a , b‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪  ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪ ‬‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫‪1‬‬
‫ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u‬ﻭ ‪ v‬ﻓﻲ ﱟ‬
‫‪‬‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪،‬‬
‫‪a , b a = a 1i + a 2j + a 3k , b = b 1i + b 2j + b 3k‬‬ ‫‪‬‬
‫ﺛﻢ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‪:‬‬
‫‪a × b = (a 2b 3 - a 3b 2)i - (a 1b 3 - a 3b 1)j + (a 1b 2 - a 2b 1)k‬‬ ‫‪ ‬‬
‫‪u = 〈-1, 6, -3〉, (a‬‬
‫ﺇﺫﺍ ﻃ ﱠﺒﻘﻨﺎ ﻗﺎﻋﺪﺓ ﺣﺴﺎﺏ ﻗﻴﻤﺔ ﻣﺤﺪﹼ ﺩﺓ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻰ ﺍﻟﻤﺤﺪﹼ ﺩﺓ ﺃﺩﻧﺎﻩ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻣﺘﺠﻬﺎﺕ ﺍﻟﻮﺣﺪﺓ ‪، i, j, k‬‬
‫ﻛﻞ ﻣﻦ ‪ ، a , b‬ﻓﺈﻧﻨﺎ ﻧﺘﻮﺻﻞ ﺇﻟﻰ ﺍﻟﻘﺎﻋﺪﺓ ﻧﻔﺴﻬﺎ ﻟﻠﻤﺘﺠﻪ ‪. a × b‬‬ ‫ﻭﺇﺣﺪﺍﺛﻴﺎﺕ ﱟ‬ ‫〉‪. v = 〈3, -1, -3‬‬
‫‪ ،0‬ﻣﺘﻌﺎﻣﺪﺍﻥ‬
‫‪‬‬ ‫‪‬‬
‫‪i‬‬ ‫‪j‬‬ ‫‪k‬‬ ‫‪1i , j , k‬‬
‫‪a × b = a1‬‬ ‫‪a2‬‬ ‫‪a3‬‬ ‫‪2a‬‬
‫‪u = 〈2, 4, -6〉, (b‬‬
‫‪b1‬‬ ‫‪b2‬‬ ‫‪b3‬‬ ‫‪3b‬‬
‫〉‪. v = 〈-3, 2, 4‬‬
‫‪a2‬‬ ‫‪a3‬‬ ‫‪a1‬‬ ‫‪a3‬‬ ‫‪a1‬‬ ‫‪a2‬‬ ‫‪ ،-22‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬
‫‪‬‬‫‪b2‬‬ ‫‪b3‬‬ ‫‪ ‬‬ ‫‪i-‬‬
‫‪b1‬‬ ‫‪b3‬‬ ‫‪ ‬‬ ‫‪j+‬‬
‫‪b1‬‬ ‫‪b2‬‬ ‫‪‬‬ ‫‪k‬‬

‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ‪ v ،u‬ﺇﺫﺍ ﻛﺎﻥ‪:‬‬ ‫‪2‬‬

‫‪a × b = (a 2 b 3 - a 3 b 2) i - (a 1 b 3 - a 3 b 1) j + ( a 1 b 2 - a 2 b 1) k‬‬ ‫〉‪v = 〈7, 3, 4〉 ، u = 〈-4, -1, -3‬‬
‫ﹴ‬ ‫ﹴ‬
‫ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﻨﺰﻟﺔ ﻋﺸﺮﻳﺔ‪ 168.6° .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪ ،u = 〈3, -2, 1〉 , v = 〈-3, 3, 1〉 :‬ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪.u , v‬‬ ‫‪‬‬
‫‪ ‬‬

‫‪‬‬ ‫‪‬‬
‫‪i‬‬ ‫‪j‬‬ ‫‪k‬‬
‫‪u = 3i - 2j + k , v = -3i + 3j + k‬‬ ‫=‪u×v‬‬ ‫‪3‬‬ ‫‪-2‬‬ ‫‪1‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪-3‬‬ ‫‪3‬‬ ‫‪1‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ ﻛﻞ‬
‫‪ ‬‬ ‫=‬
‫‪-2‬‬
‫‪3‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪1‬‬
‫‪i-‬‬‫‪ ‬‬
‫‪3‬‬
‫‪-3‬‬
‫‪1‬‬
‫‪1‬‬ ‫‪ ‬‬
‫‪j+‬‬
‫‪3‬‬
‫‪-3‬‬
‫‪-2‬‬
‫‪3‬‬
‫‪k‬‬‫‪‬‬ ‫ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪ ‬‬ ‫‪= (-2 - 3)i - [3 - (-3)]j + (9 - 6)k‬‬
‫‪‬‬
‫‪‬‬ ‫‪= -5i - 6j + 3k‬‬ ‫‪ ‬‬
‫‪‬‬ ‫〉‪= 〈-5, -6, 3‬‬
‫‪3 × 3‬‬
‫ﻭﻹﺛﺒﺎﺕ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪ u , v‬ﺟﺒﺮ ﹼﹰﻳﺎ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫‪z‬‬ ‫ﻟـ ‪ u × v‬ﻣﻊ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪. u , v‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻗﺎﻋﺪﺓ ﺍﻷﻗﻄﺎﺭ؛‬
‫‪u×v‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬ ‫ﻟﺤﺴﺎﺏ ﻗﻴﻤﺔ ﻣﺤﺪﺩﺓ ﺍﻟﻤﺼﻔﻮﻓﺔ ﻣﻦ‬
‫‪v‬‬
‫〉‪= 〈-5, -6, 3〉 · 〈-3, 3, 1‬‬ ‫〉‪= 〈-5, -6, 3〉 · 〈3, -2, 1‬‬ ‫ﺍﻟﺮﺗﺒﺔ ‪. 3 × 3‬‬
‫)‪= -5(-3) + (-6)(3) + 3(1‬‬ ‫)‪= -5(3) + (-6)(-2) + 3(1‬‬
‫‪O‬‬ ‫‪y‬‬ ‫ ‪= 15 + (-18) + 3 = 0‬‬ ‫ ‪= -15 + 12 + 3 = 0‬‬ ‫‪‬‬
‫‪ 3 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ‬
‫‪u‬‬
‫ﺻﻔﺮﺍ‪ ،‬ﻓﺈﻥ ‪u × v‬‬
‫ﺑﻤﺎ ﺃﻥ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ ﻳﺴﺎﻭﻱ ﹰ‬
‫ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪. v , u‬‬ ‫ﻟﻤﺘﺠﻬﻴﻦ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫‪x‬‬ ‫ﹶ‬
‫‪ (3A , B ‬ﻟﻺﺛﺒﺎﺕ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪〈9, -21, -6〉 (3A‬‬ ‫‪ 4 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ‬
‫ﻛﻞ ﻣﻤﺎﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪: u , v‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬ ‫‪〈-1, -7, 3〉 (3B‬‬ ‫ﺃﺿﻼﻉ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫‪u = 〈-2, -1, -3〉, v = 〈5, 1, 4〉 (3B‬‬ ‫‪u = 〈4, 2, -1〉, v = 〈5, 1, 4〉 (3A‬‬ ‫‪ 5 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ‬
‫ﺳﻄﻮﺡ‪.‬‬
‫‪‬‬ ‫‪5 ‬‬ ‫‪40‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ‬ ‫‪4‬‬
‫‪‬‬
‫ﻓﻴﻪ‪u = -3i - 4j + 2k , :‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪ ،u = 〈6, -1, -2〉 , v = 〈-1, -4, 2〉 :‬ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ ‪ u × v‬ﹸﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ‬ ‫‪3‬‬ ‫‪ v = 5i - 4j- k‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ‪.‬‬
‫ﻣﻦ ‪،〈-10, -10, -25〉 .u , v‬‬ ‫‪ 34.89‬ﻭﺣﺪ ﹰﺓ ﻣﺮﺑﻌ ﹰﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫〉‪(u × v) · u = 〈-10, -10, -25〉 · 〈6, -1, -2‬‬ ‫ﺃﻭﺟﺪ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺬﻱ‬ ‫‪5‬‬
‫‪= -60 + 10 + 50 = 0‬‬ ‫ﻓﻴﻪ‪:‬‬
‫‪ u×v‬ﻳﻌﺎﻣﺪ ‪u‬‬
‫ﺃﻱ ﺃﻥ‪v :‬‬ ‫‪t = -3i + 3j + 2k ,‬‬
‫〉‪(u × v) · v = 〈-10, -10, -25〉 · 〈-1, -4, 2‬‬ ‫‪u = -3i - 4j + 2k ,‬‬
‫‪= 10 + 40 - 50 = 0‬‬ ‫‪ v = 5i - 4j - k‬ﺃﺣﺮﻑ‬
‫ﺃﻱ ﺃﻥ‪ u×v :‬ﻳﻌﺎﻣﺪ ‪v‬‬ ‫ﻣﺘﺠﺎﻭﺭﺓ‪ 49 .‬ﻭﺣﺪ ﹰﺓ ﻣﻜﻌﺒ ﹰﺔ‪.‬‬

‫‪ 5‬‬ ‫‪40‬‬

 ‫ﻟﻠﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﺗﻄﺒﻴﻘﺎﺕ ﻫﻨﺪﺳﻴﺔ ﻋﺪﻳﺪﺓ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﻣﻘﺪﺍﺭ ﺍﻟﻤﺘﺠﻪ |‪ |u × v‬ﹸﻳﻌ ﱢﺒﺮ ﻋﻦ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ‬

‫‪ ‬‬
‫‪ u , v‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪. 5.5.1‬‬

‫‪ ‬‬ ‫‪4‬‬ ‫‪‬‬

‫‪‬‬
‫‪ u = 2i + 4j‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ‪.‬‬ ‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ‪5 + 3k :‬‬
‫‪k , v = i - 5j‬‬
‫‪4 - 3k‬‬
‫ﻻﺣﻆ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﺇﺑﺪﺍﻟﻴﺔ‬
‫‪ 1 ‬ﺃﻭﺟﺪ ‪u × v‬‬
‫ﺑﺨﻼﻑ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪i‬‬ ‫‪j‬‬ ‫‪k‬‬
‫‪u = 2i + 4j - 3k , v = i - 5j + 3k‬‬ ‫‪u×v= 2‬‬ ‫‪4‬‬ ‫‪-3‬‬
‫‪1‬‬ ‫‪-5‬‬ ‫‪3‬‬

‫‪‬‬ ‫=‬ ‫‪-54‬‬ ‫‪-3‬‬

‫‪3‬‬
‫‪i-‬‬‫‪ ‬‬
‫‪2‬‬
‫‪1‬‬
‫‪-3‬‬
‫‪3‬‬
‫‪j+‬‬
‫‪2‬‬
‫‪1‬‬‫‪ ‬‬ ‫‪4‬‬
‫‪-5‬‬
‫‪k‬‬ ‫‪‬‬ ‫‪z‬‬

‫ﺯﻭﺩ ﺍﻟﻄﻼﺏ‬
‫‪ ‬ﹼ‬ ‫‪‬‬ ‫‪= -3i - 9j - 14k‬‬ ‫‪v‬‬

‫ﺑﻌﺪﺩ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻣﺼﻔﻮﻓﺎﺕ ﻣﻦ‬ ‫‪ 2 ‬ﺃﻭﺟﺪ ﻃﻮﻝ ‪u × v‬‬ ‫‪O‬‬ ‫‪y‬‬
‫‪u‬‬
‫√‬‫‬
‫‪2‬‬
‫)‪9) 2 + (-14‬‬
‫‪14) 2‬‬
‫ﺍﻟﺮﺗﺒﺔ ‪ 2 × 2‬ﻣﺜﻞ‪:‬‬
‫‪‬‬ ‫= |‪|u × v‬‬ ‫)‪(-3‬‬ ‫‪+‬‬ ‫)‪(-9‬‬
‫‪x‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ≈ 16.91‬‬
‫‪= √286‬‬
‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ ، 5.5.1‬ﺗﺴﺎﻭﻱ ‪ 16.91‬ﻭﺣﺪ ﹰﺓ ﻣﺮﺑﻌ ﹰﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪-3‬‬ ‫‪ ، 23 -56‬‬
‫‪4‬‬ ‫‪5.5.1‬‬
‫‪،‬‬
‫‪-2‬‬ ‫‪-5‬‬ ‫‪ √545‬ﺃﻭ ﺣﻮﺍﻟﻲ ‪ 23.35‬ﻭﺣﺪ ﹰﺓ ﻣﺮﺑﻌ ﹰﺔ‪.‬‬
‫‪ ‬‬
‫‪ u = -6i -2j + 3k‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ‪.‬‬
‫‪ (4‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ‪k , v = 4i +3j + k :‬‬
‫‪-23 35‬‬ ‫ﺗﻜﻮﻥ ﺃﺣﺮ ﹰﻓﺎ ﻣﺘﺠﺎﻭﺭﺓ‬
‫‪ ‬ﺇﺫﺍ ﺍﻟﺘﻘﺖ ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﻓﻲ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻓﺈﻧﻬﺎ ﹼ‬
‫ﻭﺟﻪ ﻣﻨﻬﺎ ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪5.5.2‬‬ ‫ﺃﻭﺟﻪ‪ ،‬ﻛﻞ ﹴ‬
‫ﹴ‬ ‫ﻟﻤﺘﻮﺍﺯﻱ ﺳﻄﻮﺡ‪ ،‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺠﺴ ﹴﻢ ﻟﻪ ﺳﺘﺔ‬
‫ﻭﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺤﺪﺩﻭﺍ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺃﺩﻧﺎﻩ‪ ،‬ﺇﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ ﺍﻟﺜﻼﺛﻲ ﻟﻬﺬﻩ ﺍﻟﻤﺘﺠﻬﺎﺕ ﹸﻳﻤ ﱢﺜﻞ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ‪.‬‬
‫ﻗﻴﻤﺔ ﻣﺤﺪﺩﺓ ﻛﻞ ﻣﻦ ﺍﻟﻤﺼﻔﻮﻓﺎﺕ ﺃﻋﻼﻩ‬
‫ﻣﻮﺟﺒﺔ ﺃﻭ ﺳﺎﻟﺒﺔ‪ .‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﺮﻣﺰ ﺇﺷﺎﺭﺓ‬ ‫‪‬‬ ‫‪‬‬
‫ﻣﻌﻴﻨﺔ ﻣﺜﻞ ﻭﺿﻊ ﻛﻒ ﺍﻟﻴﺪ ﺑﺸﻜﻞ ﺃﻓﻘﻲ‬ ‫‪ t = t 1i + t 2 j + t 3k , u = u 1i + u 2 j + u 3k , v = v 1i + v 2 j + v 3k ‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺎﻟﺒﺔ ﺇﺷﺎﺭﺓ ﺃﺧﺮ￯ ﻣﺜﻞ ﻭﺿﻊ‬
‫‪‬‬ ‫‪‬‬
‫‪t1‬‬ ‫‪t2‬‬ ‫‪t3‬‬
‫‪t · (u × v) = u 1‬‬ ‫‪u2‬‬ ‫‪u3‬‬ ‫‪ t, u, v‬‬
‫ﻛﻒ ﺍﻟﻴﺪ ﺑﺸﻜﻞ ﻋﻤﻮﺩﻱ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫‪v1‬‬ ‫‪v2‬‬ ‫‪v3‬‬

‫ﻣﻮﺟﺒﺔ‪.‬‬
‫‪‬‬ ‫‪5‬‬ ‫‪‬‬
‫‪t = 4i - 2j‬‬
‫‪2 - 2k , u = 2i + 4j‬‬
‫‪4 - 3k , v = i - 5j‬‬ ‫ﺃﻭﺟﺪ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺬﻱ ﻓﻴﻪ‪k :‬‬
‫‪5 + 3k‬‬
‫‪‬‬ ‫ﺃﺣﺮﻑ ﻣﺘﺠﺎﻭﺭﺓ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫‪t = 4i - 2j - 2k‬‬ ‫‪4‬‬ ‫‪-2‬‬ ‫‪-2‬‬
‫‪ ‬ﻫﻮ ﻣﺠﺴﻢ ﺛﻼﺛﻲ‬ ‫‪u = 2i + 4j - 3k‬‬ ‫‪t · (u×v) = 2‬‬ ‫‪4‬‬ ‫‪-3‬‬
‫‪v = i - 5j + 3k‬‬ ‫‪1‬‬ ‫‪-5‬‬ ‫‪3‬‬
‫ﺍﻷﺑﻌﺎﺩ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻟﻪ ﺳﺘﺔ ﺃﻭﺟﻪ‪ ،‬ﻛﻞ ﻣﻨﻬﺎ‬
‫‪z‬‬

‫ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪ ،‬ﻭﺇﺫﺍ ﺍﻟﺘﻘﺖ‬ ‫‪3 × 3‬‬ ‫=‬ ‫‪-54‬‬ ‫‪-3‬‬
‫‪3‬‬ ‫‪‬‬
‫‪(4) -‬‬
‫‪2‬‬
‫‪1‬‬ ‫‪‬‬ ‫‪-3‬‬
‫‪3‬‬ ‫‪‬‬
‫‪(-2) +‬‬
‫‪2‬‬
‫‪1‬‬ ‫‪‬‬ ‫‪4‬‬
‫‪-5‬‬
‫)‪(-2‬‬‫‪‬‬ ‫‪v‬‬

‫ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﻣﻦ ﺍﻷﺣﺮﻑ ﺍﻻﺛﻨﻲ ﻋﺸﺮ‬ ‫‪‬‬

‫‪‬‬ ‫‪= -12 + 18 + 28 = 34‬‬ ‫‪O‬‬
‫‪u‬‬
‫‪y‬‬

‫ﺃﻱ ﺃﻥ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 5.5.2‬ﻫﻮ |)‪ ، |t · (u × v‬ﻭﻳﺴﺎﻭﻱ ‪ 34‬ﻭﺣﺪ ﹰﺓ ﻣﻜﻌﺒ ﹰﺔ‪.‬‬
‫ﻓﻲ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‪،‬‬ ‫‪x‬‬ ‫‪t‬‬
‫‪‬‬
‫ﻓﺈﻧﻬﺎ ﺗﺸﻜﻞ ﺃﺣﺮ ﹰﻓﺎ ﻣﺘﺠﺎﻭﺭﺓ ﻟﻤﺘﻮﺍﺯﻱ‬
‫‪ (5‬ﺃﻭﺟﺪ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺬﻱ ﻓﻴﻪ‪t = 2j - 5k , u = -6i - 2j + 3k , v = 4i + 3j + k :‬‬
‫ﺍﻟﺴﻄﻮﺡ‪.‬‬
‫ﺃﺣﺮﻑ ﻣﺘﺠﺎﻭﺭﺓ‪ 86 .‬ﻭﺣﺪ ﹰﺓ ﻣﻜﻌﺒ ﹰﺔ‪.‬‬ ‫‪5.5.2‬‬
‫ﻭﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﻳﺴﺎﻭﻱ ﻧﺎﺗﺞ‬
‫ﺿﺮﺏ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﻘﺎﻋﺪﺓ ﻓﻲ ﺍﻻﺭﺗﻔﺎﻉ‪،‬‬ ‫‪41‬‬ ‫‪‬‬ ‫‪5 - 5 ‬‬

‫ﻛﻤﺎ ﻳﺴﺎﻭﻱ ﺍﻟﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ ﻟﺜﻼﺛﻴﺎﺕ‬

‫ﺍﻟﻤﺘﺠﻬﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺣﺎﻻﺕ ﺧﺎﺻﺔ ﻣﻦ ﻣﺘﻮﺍﺯﻱ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﺴﻄﻮﺡ ﻣﻨﻬﺎ‪:‬‬
‫ﺍﻟﻤﻜﻌﺐ )ﺟﻤﻴﻊ ﺃﻭﺟﻬﻪ ﻣﺮﺑﻌﺎﺕ(‪.‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪، u = 2 i - 3 j + 4 k , v = 3 i - 2 j - 5 k :‬‬
‫ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ )ﺟﻤﻴﻊ ﺃﻭﺟﻬﻪ‬ ‫ﺑﻮﺿﻊ ﺍﻟﻌﺪﺩ ﺍﻟﻤﻨﺎﺳﺐ ﻓﻲ ﺍﻟﻔﺮﺍﻏﺎﺕ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪‬‬
‫ﻣﺴﺘﻄﻴﻼﺕ(‪.‬‬

‫‪‬‬
‫‪j‬‬

‫‪ ‬‬ ‫‪‬‬

‫‪k‬‬

‫‪‬‬ ‫‪ ‬‬

‫‪i‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪4‬‬
‫= ‪u×v‬‬ ‫‪2‬‬ ‫‪-3‬‬ ‫‪4‬‬ ‫=‬ ‫‪-3‬‬ ‫‪i -‬‬ ‫‪j + 2 -3 k = 23 i - -22 j + 5 k‬‬
‫‪-2 -5‬‬ ‫‪3 -5‬‬ ‫‪3 -2‬‬
‫‪ ‬‬ ‫‪3‬‬ ‫‪-2 -5‬‬

‫ﻧﺒﻪ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺃﻥ ﺍﺧﺘﻼﻑ ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﻟﻠﻤﺘﺠﻬﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻓﻲ ﺍﻟﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ‬
‫ﺍﻟﺜﻼﺛﻲ ﻻ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻨﺎﺗﺞ‪.‬‬

‫‪41‬‬ ‫‪‬‬ ‫‪5 - 5‬‬

 ‫‪‬‬ ‫‪‬‬ ‫‪5-5‬‬

‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ﻓﻲ ﱟ‬

‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‪:‬‬
‫ﺃﻭﺟﺪ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺬﻱ ﻓﻴﻪ ‪ t , u , v‬ﺃﺣﺮﻑ ﻣﺘﺠﺎﻭﺭﺓ ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ‬ ‫‪〈0, 0, 1〉 , 〈1, -2, 0〉 (3‬‬ ‫‪〈-4 , -1, 1〉 , 〈1, -3, 4〉 (2‬‬ ‫‪〈-2, 0, 1〉 , 〈3, 2, -3〉 (1‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪5 :‬‬ ‫ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪1 :‬‬ ‫‪ ، 0‬ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪ ، 3‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪ -9‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬

‫‪t = 〈-1, -9, 2〉, u = 〈4, -7, -5〉, v = 〈3, -2, 6〉 (20‬‬
‫‪0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈3, -9, 6〉, v = 〈-8, 2, 7 〉 (1‬‬
‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪:‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬

‫‪ 51.3°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ 96.9°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ 154.9°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪ 429‬ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬
‫‪u = 〈2, -4, 4〉 (6‬‬ ‫‪u = 〈3, -2 , 1〉 (5‬‬ ‫‪u = 〈1, -2 , 1〉 (4‬‬

‫‪14‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬

‫‪ ‬‬
‫〉‪v = 〈-2, -1, 6‬‬ ‫〉‪v = 〈- 4, -2, 5‬‬ ‫〉‪v = 〈0, 3, -2‬‬
‫‪u = 〈5, 0, -4〉, v = 〈6, -1, 4〉 (2‬‬
‫‪t = 〈〈2, -3, -1〉, u = 〈4, -6, 3〉, v = 〈-9, 5, -4〉 (21‬‬
‫‪ 85‬ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬ ‫‪0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈-7, -3, 1〉, v = 〈-4, 5, -13〉 (3‬‬ ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ ‪ v × u‬ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪: u , v‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬

‫‪t = i + j - 4k, u = -3i + 2j + 7k, v = 2i - 6j + 8k (22‬‬ ‫‪u = 〈3, 1, -6〉 , v = 〈-2, 4, 3〉 (8‬‬ ‫‪u = 〈1, 3, 4〉 , v = 〈-1, 0, -1〉 (7‬‬

‫‪ 40‬ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬ ‫‪-15‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈11, 4, -2〉, v = 〈-1, 3, 8〉 (4‬‬
‫〉‪〈27, 3, 14〉, 〈27, 3, 14〉 . 〈3, 1, -6‬‬
‫‪= (27)(3) + 3(1) + 14(-6) = 0‬‬
‫〉‪〈-3, -3, 3〉, 〈-3, -3, 3〉 . 〈1, 3, 4‬‬
‫‪= -3(1) + -3 (3) + 3 × 4 = 0,‬‬
‫〉‪〈27 , 3 , 14〉 . 〈-2 , 4 , 3‬‬ ‫〉‪〈-3, -3, 3〉 . 〈-1, 0, -1‬‬
‫‪t = 5i - 2j + 6k, u = 3i - 5j + 7k, v = 8i - j + 4k (23‬‬
‫‪-8‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬
‫‪= 27(-2) + 3(4) + 14(3) = 0‬‬ ‫‪= -3 (-1) - 3 (0) + 3(-1) = 0‬‬

‫‪ 69‬ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬ ‫‪ (24 -27‬ﺇﺟﺎﺑﺎﺕ ﻣﻤﻜﻨﺔ‬

‫‪u = 6i - 2j - 5k, v = 3i - 2j + 6k (5‬‬
‫‪u = 〈4, -1, 0〉 , v = 〈5, -3, -1〉 (10‬‬ ‫‪u = 〈3, 1, 2〉 , v = 〈2, -3, 1〉 (9‬‬

‫ﻣﺘﺠﻬﺎ ﻏﻴﺮ ﺻﻔﺮﻱ ﻳﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﻪ ﺍﻟﻤﹸﻌﻄﻰ ﻓﻲ ﱟ‬

‫ﻛﻞ ﻣ ﱠﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼﹰ‬ ‫ﺃﻭﺟﺪ‬ ‫‪0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 9i - 9j + 6k, v = 6i + 4j - 3k (6‬‬ ‫〉‪〈1, 4, -7〉, 〈1 , 4 , -7 〉 . 〈4, -1, 0‬‬
‫‪= 1 (4) + 4 (-1) + -7(0) = 0‬‬
‫〉‪〈7, 1, -11〉, 〈7, 1, -11〉 . 〈3, 1, 2‬‬
‫‪= 7(3) + (1)(1) + (-11) . 2 = 0 ,‬‬
‫〉‪〈1, 4, -7〉 . 〈5, -3, -1‬‬ ‫〉‪〈7, 1, -11〉 . 〈2, -3, 1‬‬
‫‪= 1(5) + 4(-3) + -7(-1) = 0‬‬ ‫‪= 7(2) + (1)(-3) -11(1) = 0‬‬

‫‪ 〈3, -8, 4〉 (24‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈4, 3, 3〉 :‬‬
‫‪ 〈-1, -2, 5〉 (25‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈5, 5, 3〉 :‬‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ ‪ u , v‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪  (7‬ﺗﻘﻊ ﺇﺣﺪ￯ ﺫﺭﺗﹶﻲ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ ﻓﻲ ﹸﺟ ﹴ‬
‫ﺰﻱﺀ ﺍﻟﻤﺎﺀ ﻋﻨﺪ‬ ‫‪u = 〈2, 0, -8〉, v = 〈-3, -8, -5〉 (12‬‬ ‫‪u = 〈9, 4, 2〉, v = 〈6, -4, 2〉 (11‬‬
‫‪ 74.2‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫‪ 62.4‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫〉 ‪ ،〈 55.5, 55.5, -55.5‬ﻭﺍﻷﺧﺮ￯ ﻋﻨﺪ 〉 ‪،〈-55.5, -55.5, -55.5‬‬ ‫ﺃﻭﺟﺪ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻓﻴﻪ ﺍﻟﻤﺘﺠﻬﺎﺕ 〉‪ 〈3, -2, 9〉 , 〈6, -2, -7 〉 , 〈-8, -5, -2‬ﺃﺣﺮﻓﹰﺎ‬ ‫‪(13‬‬

‫ﻭﺫﻟﻚ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﻘﻊ ﻓﻴﻪ ﺫﺭﺓ ﺍﻷﻛﺴﺠﻴﻦ ﻓﻲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﺃﻭﺟﺪ‬ ‫ﻣﺘﺠﺎﻭﺭﺓ‪ 643 .‬ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬

‫‪ 6, - _1 , -3 (26‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈1, 9, 1〉 :‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺍﻟ ﹼﻠﺬﻳﻦ ﹼ‬

‫ﻳﻜﻮﻧﺎﻥ ﺭﺍﺑﻄﺔ ﺍﻷﻛﺴﺠﻴﻦ – ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ‬
‫‪3‬‬ ‫ﻣﻘﺮﱠﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀﹴ ﻣﻦ ﻋﺸﺮﺓﹴ‪109.5° 2 .‬‬
‫‪8‬‬

‫‪ 〈7, 0, 8〉 (27‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈-8, 0, 7〉 :‬‬

‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬
‫ﻛﻞ ﻣﻦ ‪ ، v , u · v‬ﻓﺄﻭﺟﺪ ﺣﺎﻟ ﹰﺔ ﻣﻤﻜﻨ ﹰﺔ ﻟﻠﻤﺘﺠﻪ ‪ u‬ﻓﻲ ﱟ‬
‫ﺇﺫﺍ ﹸﻋﻠﻢ ﱞ‬ ‫ﹴ‬
‫ﻋﺸﺮﺓ‪2 :‬‬ ‫ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﺟﺰﺀ ﻣﻦ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ v = 〈2, -4, -6〉, u · v = -22 (28‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈3, 4, 2〉:‬‬ ‫‪88.9° u = 〈 6, -5, 1〉, v = 〈-8, -9, 5〉 (8‬‬ ‫‪ 3‬‬
‫‪45.4° u = 〈-8, 1, 12〉, v = 〈-6, 4, 2〉 (9‬‬
‫_ = ‪ v = _1 , 0, 4 , u · v‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈-1, -3, 4〉:‬‬
‫‪31‬‬
‫‪(29‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪ v = 〈-2, -6, -5〉, u · v = 35 (30‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪〈-3, 1, -7〉:‬‬

‫‪37.5° u = 〈10, 0, -8〉, v = 〈3, -1, -12〉 (10‬‬ ‫‪ ‬‬
‫‪152.3° u = -3i + 2j + 9k, v = 4i + 3j - 10k (11‬‬
‫ﹴ‬ ‫ﹴ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-23‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﹰ‬
‫‪ (12 -15‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻌﻄﺎﺓ ﻭﺍﻗﻌﺔ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ ﺃﻡ ﻻ؟‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ (-1, 7, 7), (-3, 9, 11), (-5, 11, 13) (31‬ﻟﻴﺴﺖ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﱢﺑﻴﻦ‬
‫ﺃﻥ ‪ u × v‬ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪3 : u , v‬‬
‫‪ (11, 8, -1), (17, 5, -7), (8, 11, 5) (32‬ﻟﻴﺴﺖ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﺘﺠﻬﻴﻦ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﺘﻮﺍﺯﻳﻴﻦ ﺃﻡ ﻻ‪:‬‬ ‫‪〈21, 7, 0〉 u = 〈-1, 3, 5〉, v = 〈2, -6, -3〉 (12‬‬ ‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﻣﺘﻮﺍﺯﻳﺎﻥ‪.‬‬ ‫‪m = 〈2, -10, 6〉, n = 〈3, -15, 9〉 (33‬‬
‫‪〈25, 6, 71〉 u = 〈4, 7, -2〉, v = 〈-5, 9, 1〉 (13‬‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪〈38, 26, 21〉 u = 〈3, -6, 2〉, v = 〈1, 5, -8〉 (14‬‬
‫ﻏﻴﺮ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬ ‫‪a = 〈6, 3, -7〉, b = 〈-4, -2, 3〉 (34‬‬

‫‪ (35‬ﺍﻛﺘﺐ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ‪ u‬ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ‪، y z‬‬

‫‪〈7, 23, 12〉 u = -2i - 2j + 5k, v = 7i + j - 6k (15‬‬ ‫‪‬‬
‫ﻭﻃﻮﻟﻪ ‪ ،8‬ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ‪ 60°‬ﻓﻮﻕ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪.y‬‬
‫‪〈0, 4, 4 √3‬‬ ‫〉‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ ‪ u , v‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ‬ ‫‪ ‬ﻓﻲ ﺍﻷﺳﺌﻠﺔ‬
‫ﻳﺄﺗﻲ‪ (16 -19 4 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺭﺅﻭﺳﻪ ﻣﺘﻮﺍﺯﻱ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﻜﻞ ﺍﻟﺮﺑﺎﻋﻲ ‪ ABCD‬ﹸ‬ ‫‪ ، 20–23‬ﻗﺪ ﻳﻌﺘﺒﺮ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺃﻥ‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ ﺃﻡ‬ ‫ﺃﺿﻼﻉ ﺃﻡ ﻻ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻛﺬﻟﻚ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﺴﺎﺣﺘﻪ‪ ،‬ﻭﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ‬ ‫‪u = 〈-9, 1, 2〉 , v = 〈6, -5, 3〉 (16‬‬ ‫ﻗﻴﻤﺔ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ‪ ،‬ﻳﻤﻜﻦ‬
‫ﻻ‪:‬‬
‫‪u = 〈4, 3, -1〉 , v = 〈7, 2, -2〉 (17‬‬ ‫ﺃﻥ ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﺍﻟﻀﺮﺏ‬
‫‪A(3, 0, -2), B(0, 4, -1), C(0, 2, 5), D(3, 2, 4) (36‬‬
‫ﻟﻴﺲ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‬
‫‪u = 6i - 2j + 5k , v = 5i - 4j - 8k (18‬‬ ‫ﺍﻟﻘﻴﺎﺳﻲ ﻟﺜﻼﺛﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺎﺕ؛‬
‫‪A(7, 5, 5), B(4, 4, 4), C(4, 6, 2), D(7, 7, 3) (37‬‬
‫‪A(7,‬‬
‫ﹴ‬
‫ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻣﺴﺘﻄﻴﻞ‬ ‫ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ؛ ‪9.4‬‬
‫‪u = i + 4j - 8k , v = -2i + 3j - 7k (19‬‬
‫ﻟﺬﺍ ﺫﻛﺮﻫﻢ ﺑﺄﻥ ﺍﻟﺤﺠﻢ ﻫﻮ ﻗﻴﺎﺱ‬
‫ﻭﺍﻟﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻟﺬﻟﻚ ﻓﺎﻟﺤﺠﻢ‬
‫‪5 ‬‬ ‫‪42‬‬
‫ﻫﻮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ‬
‫‪‬‬

‫ﻟﻠﺜﻼﺛﻴﺎﺕ‪.‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪44–55 ،42 ،1–27‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫‪ 13 √19‬ﺃﻭ ‪ 56.7‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ (16‬‬
‫‪ 1–39‬ﻓﺮﺩﻱ‪44–55 ،42 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫‪ √186‬ﺃﻭ ‪ 13.6‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ (17‬‬
‫‪28–55‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫√ ﺃﻭ ‪ 82.6‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪6821 (18‬‬
‫‪ 3 √74‬ﺃﻭ ‪ 25.8‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ (19‬‬

‫‪ 5‬‬ ‫‪42‬‬

 ‫‪  (38‬ﺃﻗﻠﻌﺖ ﻃﺎﺋﺮﺗﺎﻥ ﻣ ﹰﻌﺎ ﻓﻲ ﻋﺮﺽ ﺟﻮﻱ‪ ،‬ﻓﺄﻗﻠﻌﺖ‬
‫‪‬‬ ‫ﺍﻷﻭﻟﻰ ﻣﻦ ﻣﻮﻗﻊ ﺇﺣﺪﺍﺛﻴﺎﺗﻪ )‪ ، (0, -2, 0‬ﻭﺑﻌﺪ ‪ 3‬ﹴ‬
‫ﺛﻮﺍﻥ ﻭﺻﻠﺖ ﻣﻮﻗ ﹰﻌﺎ‬
‫‪ 4‬‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﺇﺣﺪﺍﺛﻴﺎﺗﻪ )‪ ،(6, -10, 15‬ﻓﻲ ﺣﻴﻦ ﺃﻗﻠﻌﺖ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﻣﻮﻗﻊ ﺇﺣﺪﺍﺛﻴﺎﺗﻪ‬
‫ﻣﺴﺘﻘﻴﻤﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﻃﺮﻓﻴﻬﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬ ‫ﻗﻄﻌﺔ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﻛﻞ‬ ‫)‪ ،(0, 2, 0‬ﻭﺑﻌﺪ ‪ 3‬ﹴ‬
‫ﺛﻮﺍﻥ ﻭﺻﻠﺖ ﻣﻮﻗ ﹰﻌﺎ ﺇﺣﺪﺍﺛﻴﺎﺗﻪ )‪.(6, 10, 15‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﺤﺪﻳﺪ‬ ‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻔﻬﺎ‪5 -4 :‬‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻫﻞ ﻳﺘﻮﺍﺯ￯ ﺧ ﱠﻄﺎ ﺳﻴﺮ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ؟ ﱢ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ )ﻗﺎﻧﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ‪ ،‬ﺍﻟﻀﺮﺏ ﻓﻲ‬
‫ﺃﻱ ﱠ‬
‫ﱟ‬ ‫‪( _2‬‬
‫‪22.67; - 1 , 16, 7‬‬ ‫)_‬
‫‪2‬‬ ‫‪(1, 10, 13), (-2, 22, -6) (46‬‬

‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪ ،‬ﺍﻟﻤﺘﺠﻪ‪ ،‬ﺍﻟﻤﺤﺪﺩﺓ( ﺗﺮﺗﺒﻂ‬ ‫‪(_2‬‬ ‫)‪_) (12, -1, -14), (21, 19, -23‬‬
‫‪23.71; 33 , 9 , - 37‬‬
‫‪2‬‬
‫‪(47‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ‪ ، u = 〈3, 2 , -2〉 , v = 〈-4, 4, 5〉 :‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﺃﻣﻜﻦ‪:‬‬
‫ﺑﺎﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ؟ ﺍﻟﻤﺤﺪﺩﺓ‪ ،‬ﺍﻟﻤﺘﺠﻪ‪.‬‬
‫_ ‪36.62; (-6, 17, -‬‬
‫‪7‬‬
‫)‪) (-22, 24, -9), (10, 10, 2‬‬ ‫‪(48‬‬
‫‪0 u · (u × v) (39‬‬
‫‪2‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫‪‬‬ ‫✓‬ ‫ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪5 -3 :‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪v × (u · v) (40‬‬

‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺱ ‪5 -5‬‬ ‫‪ -22‬؛ ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪〈-8, -7〉 · 〈1, 2〉 (49‬‬
‫‪ (41‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ v, w, u‬ﺗﹸﻤ ﱢﺜﻞ ﺛﻼﺛﺔ ﺃﺣﺮﻑ ﻣﺘﺠﺎﻭﺭﺓ ﻟﻤﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬ ‫‪ -58‬؛ ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪〈-4, -6〉 · 〈7, 5〉 (50‬‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻣﻜﻌﺒﺔ‪ ،‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪c‬؟‬ ‫ﻭﺣﺪﺍﺕ‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻭﻛﺎﻥ ﺣﺠﻤﻪ ‪7‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،4‬ﺹ )‪(12‬‬ ‫‪ -33‬؛ ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪〈6, -3〉 · 〈-3, 5〉 (51‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪z‬‬
‫〉‪v 〈-2, -1, 4‬‬

‫ﹰ‬
‫ﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ ﺃﻭ‬ ‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﻛﻞ ﺯﻭﺝﹴ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﹸﻣ‬
‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‪5 -1 .‬‬
‫‪‬‬ ‫‪a‬‬ ‫‪(52‬‬

‫‪ (38‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻻ؛ ﻷﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ ‫‪O‬‬ ‫‪y‬‬

‫〉‪u〈c, -3, 1‬‬
‫‪b‬‬
‫ﺍﻟﻤﺘﺠﻬﻴﻦ ﻻ ﺗﺴﺎﻭﻱ ‪ 0°‬ﻭﻻ ‪،180°‬‬ ‫〉‪w 〈1, 0, -2‬‬
‫‪ 3cm, 45°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻭﻋﻠﻴﻪ ﻓﺎﻟﻤﺘﺠﻬﺎﻥ ﻏﻴﺮ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬ ‫‪d‬‬ ‫‪(53‬‬ ‫‪x‬‬

‫‪ (40‬ﻟﻴﺲ ﻣﻤﻜﻨﹰﺎ؛ ﻷﻥ ‪ u.v‬ﻛﻤﻴﺔ ﻗﻴﺎﺳﻴﺔ‬ ‫‪c‬‬

‫ﻣﺘﺠﻬﺎ‪ ،‬ﻭﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ‬

‫ﹰ‬ ‫ﻭﻟﻴﺴﺖ‬ ‫‪0.5cm, 60°‬‬
‫ﻳﻜﻮﻥ ﻟﻤﺘﺠﻬﻴﻦ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪ (41‬ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﻳﺴﺎﻭﻱ‬ ‫‪  (42‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﺘﺠﻬﺎﻥ ﻣﺘﻌﺎﻣﺪﺍﻥ؟ ‪D‬‬
‫‪ (54‬ﱞ‬ ‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ ،‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ‪.‬‬
‫ﹰ‬
‫‪u.(v × w)‬‬
‫‪〈1, 0, 0〉 , 〈1, 2, 3〉 A‬‬ ‫»ﻷﻱ ﻣﺘﺠﻬﻴﻦ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ ﻭﻏﻴﺮ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﻳﻮﺟﺪ ﻣﺘﺠﻪ ﻋﻤﻮﺩﻱ ﻋﻠﻰ‬

‫‪‬‬ ‫‪‬‬
‫‪i j‬‬ ‫‪k‬‬ ‫ﻫﺬﻳﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ«‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫=‪v×w‬‬ ‫‪-2 -1 4 = 2i + k‬‬ ‫‪〈1, -2, 3〉 , 〈2, -4, 6〉 B‬‬

‫‪1 0 -2‬‬ ‫‪〈3, 4, 6〉 , 〈6, 4, 3〉 C‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ‪ ، u = 〈4, 6, c〉 , v = 〈-3, -2, 5〉 :‬ﻓﺄﻭﺟﺪ‬
‫‪‬‬ ‫‪(43‬‬
‫ﻗﻴﻤﺔ ‪ c‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ‪2 . u × v = 34i - 26j + 10k :‬‬
‫〉‪u.(v×w) = 〈c, -3, 1〉. 〈2, 0, 1‬‬ ‫‪〈3, -5, 4〉 , 〈6, 2, -2〉 D‬‬

‫‪= 2c + 1‬‬ ‫‪ (55‬ﻣﺎ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪:‬‬ ‫ﻓﺴﺮ ﻟﻤﺎﺫﺍ ﻻ ﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻓﻲ‬
‫‪  (44‬ﱢ‬
‫ﺍﻟﻤﺴﺘﻮ￯‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪2c + 1 = 7‬‬ ‫〉‪ u = 〈3, 8, 0 〉 , v = 〈- 4, 2, 6‬؟ ‪A‬‬

‫ﺇﺫﻥ ‪ c = 3‬ﺃﻭ ‪c = -4‬‬ ‫‪48i - 18j + 38k A‬‬ ‫ﻣﺘﺠﻬﻴﻦ ﺃﻭ ﺗﻌﺎﻣﺪﻫﻤﺎ‪.‬‬

‫ﹶ‬ ‫‪  (45‬ﺑ ﱢﻴﻦ ﻃﺮﻕ ﺍﻟﻜﺸﻒ ﻋﻦ ﺗﻮﺍﺯﻱ‬
‫‪48i - 22j + 38k B‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪ (42‬ﺻﺤﻴﺤﺔ ﹰ‬ ‫‪46i - 22j + 38k C‬‬
‫ﹺ‬
‫ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﹸﻳﻌﻄﻲ‬ ‫‪46i - 18j + 38k D‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬‫ﻣﺘﺠﻬﺎ ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﹰ‬
‫ﺍﻷﺻﻠﻴﻴﻦ‪.‬‬ ‫‪43‬‬ ‫‪‬‬ ‫‪5 - 5 ‬‬

‫‪ (44‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﻥ ﺗﻌﺮﻳﻒ ﺍﻟﻀﺮﺏ‬

‫ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ a , b‬ﻫﻮ ﻣﺘﺠﻪ‬ ‫‪‬‬
‫‪‬‬
‫ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺬﻱ ﻳﺤﻮﻱ‬
‫ﻛﻼ ﻣﻦ ‪ ،a , b‬ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺘﺠﻪﹴ‬ ‫ﹼﹰ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺎ ﺗﻌ ﱠﻠﻤﻮﻩ ﺣﻮﻝ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ؛ ﻹﺛﺒﺎﺕ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ‬
‫ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﺛﻨﺎﺋﻲ ﺍﻷﺑﻌﺎﺩ‬
‫_ ﺃﻭ ‪ 12.63‬ﻭﺣﺪ ﹰﺓ ﻣﺮﺑﻌ ﹰﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪638‬‬ ‫√‬
‫ﻌﺪ ﹴ‬ ‫ﺗﺤﺘﺎﺝ ﻟﺒ ﹴ‬ ‫ﺍﻟﺬﻱ ﺿﻠﻌﺎﻩ ﺍﻟﻤﺘﺠﻬﺎﻥ‪ u = 2i + 7j - k , v = 3i - 2k :‬ﻫﻲ‬
‫ﺛﺎﻟﺚ‪.‬‬ ‫ﹸ‬ ‫‪2‬‬
‫‪ u = 2i + 7j‬ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ﻓﻴﻪ‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ‪7 - k , v = 3i - 2k :‬‬
‫√ ﻭﺣﺪ ﹰﺓ ﻣﺮﺑﻌ ﹰﺔ‪ ،‬ﻭﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺬﻱ ﻳﺸﻜﹼﻞ ﺿﻠﻌﺎﻥ ﻣﻨﻪ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻓﻲ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‬
‫ﺗﺴﺎﻭﻱ ‪638‬‬
‫‬
‫‪√638‬‬
‫_‪ ‬ﺃﻭ ‪ 12.63‬ﻭﺣﺪ ﹰﺓ ﻣﺮﺑﻌ ﹰﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬‫‪2‬‬
‫ﺗﺴﺎﻭﻱ ﻧﺼﻒ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻭﻫﻲ‬

‫‪43‬‬ ‫‪‬‬ ‫‪5 - 5‬‬

 ‫‪ ‬‬

‫‪5 - 5‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(23)‬‬ ‫‪‬‬ ‫‪(22)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪5-5‬‬ ‫‪‬‬ ‫‪5-5‬‬
‫‪‬‬ ‫‪‬‬
‫ﳌﺘﺠﻬﲔ ﻫﻮ ﻣﺘﺠﻪ ﻻ ﻳﻘﻊ ﰲ ﻣﺴﺘﻮ￯ ﻫﺬﻳﻦ‬
‫ﹶ‬ ‫‪‬ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ‪ ،‬ﺇﺫ ﺇﻥ ﺍﻟﴬﺏ ﺍﻻﲡﺎﻫﻲ‬ ‫ﳌﺘﺠﻬﲔ ﰲ ﺍﳌﺴﺘﻮ￯‪ ،‬ﻭﻧﺎﺗﺞ‬
‫ﹶ‬ ‫‪‬ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﳌﺘﺠﻬﹶ ﲔ ﰲ ﺍﻟﻔﻀﺎﺀ ﻳﺸﺒﻪ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ‬
‫ﺍﳌﺘﺠﻬﲔ‪ ،‬ﻭﻟﻜﻨﻪ ﻋﻤﻮﺩﻱ ﻋﻠﻴﻪ‪.‬‬ ‫ﳌﺘﺠﻬﲔ ﻳﻌﻄﻲ ﻋﺪ ﹰﺩﺍ‪.‬‬
‫ﹶ‬ ‫ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ‬
‫ﺍﻟﴬﺏ ﺍﻻﲡﺎﻫﻲ ﳌﺘﺠﻬﲔ ﰲ ﺍﻟﻔﻀﺎﺀ‬ ‫ﻌﺮﻑ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﺘﺠﻬﲔ 〉‪ a = 〈a1, a2, a3〉 , b = 〈b1, b2, b3‬ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬ ‫ﻭ ﹸﻳ ﱠ‬
‫ﻟﻠﻤﺘﺠﻬﲔ ‪ a, b‬ﻫﻮ ﺍﳌﺘﺠﻪ‪:‬‬
‫ﹶ‬ ‫ﺇﺫﺍ ﻛﺎﻥ‪ ، a=a1 i+a2 j+a3 k , b=b1i+b2 j+b3k :‬ﻓﺈﻥ ﺍﻟﴬﺏ ﺍﻻﲡﺎﻫﻲ‬ ‫‪.a ¤ b= a1 b1+ a2 b2+ a3 b3‬‬
‫‪. (a2 b3 - a3 b2)i - (a1 b3 - a3 b1)j + (a1 b2 - a2 b1)k‬‬ ‫ﻳﻜﻮﻥ ﺍﳌﺘﺠﻬﺎﻥ ﻏﲑ ﺍﻟﺼﻔﺮﻳﲔ ‪ b, a‬ﻣﺘﻌﺎﻣﺪﻳﻦ‪ ،‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ‪. a.b=0‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﳌﺘﺠﻬﲔ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺷﻜﱠﻼ ﺿﻠﻌﲔ ﻣﺘﺠﺎﺭﻭﻳﻦ ﳌﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﴬﺏ ﺍﻻﲡﺎﻫﻲ‬ ‫ﻣﺘﺠﻬﲔ ﻏﲑ ﺻﻔﺮﻳﲔ ‪ a, b‬ﰲ ﺍﻟﻔﻀﺎﺀ‪،‬‬
‫ﹶ‬ ‫ﻭﻛﲈ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﳌﺘﺠﻬﺎﺕ ﰲ ﺍﳌﺴﺘﻮ￯‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ θ‬ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ‬
‫ﻟﻠﻤﺘﺠﻬﲔ ﺗﹸﻌﻄﹺﻲ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬ ‫‪a·b‬‬
‫ﻓﺈﻥ _______ = ‪cos θ‬‬
‫‪a‬‬ ‫‪b‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻟﺜﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺷﻜﱠﻠﺖ ﺃﺣﺮﻓﹰﺎ ﻣﺘﺠﺎﻭﺭﺓ ﳌﺘﻮﺍﺯﻱ ﺳﻄﻮﺡ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﴬﺏ‬
‫ﺍﻟﻘﻴﺎﳼ ﺍﻟﺜﻼﺛﻲ ﺗﻌﻄﻲ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ‪ .‬ﻹﳚﺎﺩ ﺍﻟﴬﺏ ﺍﻟﻘﻴﺎﳼ ﺍﻟﺜﻼﺛﻲ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺍﳌﺼﻔﻮﻓﺔ ﻧﻔﺴﻬﺎ ﺍﳌﺴﺘﻌﻤﻠﺔ‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﺘﺠﻬﹶ ﲔ ‪ u , v‬ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪:‬‬ ‫‪1‬‬

‫ﻟﻠﴬﺏ ﺍﻻﲡﺎﻫﻲ‪ ،‬ﻋﲆ ﺃﻥ ﺗﻮﺿﻊ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﳌﺘﺠﻪ ﺍﻟﺜﺎﻟﺚ ﻣﻜﺎﻥ ‪.i , j , k‬‬ ‫‪u = 〈3, −2, 1〉, v = 〈4, 5, −1〉 (b‬‬ ‫‪u = 〈-3, 1, 0〉, v = 〈2, 6, 4〉 (a‬‬
‫‪u – v = u1v1 + u2v2 + u3v3‬‬ ‫‪u – v = u1 v1 + u2 v2 + u3 v3‬‬
‫ﺃﻭﺟﺪ ﺍﻟﴬﺏ ﺍﻻﲡﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﲔ 〉 ‪ ،u =〈 0, 4, 1 〉 , v= 〈 0, 1, 3‬ﺛﻢ ﹼﺑﲔ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ‬ ‫‪‬‬
‫ﻣﻦ ‪.u , v‬‬ ‫)‪= 3(4) + (−2)(5) + 1(−1‬‬ ‫)‪= −3(2) + 1(6) + 0(4‬‬
‫‪= 12 + (−10) -1 = 1‬‬

‫‪ ‬‬
‫‪i j k‬‬ ‫‪= -6 + 6 + 0 = 0‬‬
‫‪u = 0i + 4j + k , v = 0i + j + 3k‬‬ ‫‪u×v= 0 4 1‬‬ ‫ﺑﲈ ﺃﻥ ‪ ،u ¤ v ≠0‬ﻓﺈﻥ ﺍﳌﺘﺠﻬﲔ ‪ u , v‬ﻏﲑ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬ ‫ﺑﲈ ﺃﻥ ‪ ،u ¤ v=0‬ﻓﺈﻥ ﺍﳌﺘﺠﻬﲔ ‪ u, v‬ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬
‫‪0 1 3‬‬
‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﲔ ﺍﳌﺘﺠﻬﹶ ﲔ ‪ ،u , v‬ﺇﺫﺍ ﻛﺎﻥ‪.u= 〈4, 8, -3〉 , v = 〈9, −3, 0〉 :‬‬ ‫‪2‬‬
‫ﻗﺎﻋﺪﺓ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ‬ ‫=‬
‫‪4 1‬‬
‫‪1 3‬‬
‫‪i-‬‬‫‪     ‬‬
‫‪0 1‬‬
‫‪0 3‬‬
‫‪j+‬‬
‫‪0 4‬‬
‫‪0 1‬‬
‫‪k‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﻣﺘﺠﻬﲔ‬ ‫‪u·v‬‬
‫______ = ‪cos θ‬‬
‫‪u v‬‬
‫ﳏﺪﺩﺍﺕ ﻣﺼﻔﻮﻓﺎﺕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪= (12 - 1)i − (0 - 0) j + (0 − 0)k‬‬
‫〉‪〈4, 8, -3〉·〈9, -3, 0‬‬
‫ﺑﺴﻂ‬‫ﹼ‬ ‫‪= 11i - 0j + 0k‬‬ ‫〉‪u = 〈4, 8, -3〉 , v = 〈9, -3, 0‬‬ ‫_____________________ = ‪cos θ‬‬
‫‪〈4, 8, -3〉 〈9, -3, 0〉‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‬ ‫〉‪= 11i = 〈11, 0, 0‬‬
‫ﻛﻼ ﻣﻦ ‪ ،u , v‬ﺃﻭﺟﺪ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟـ ‪ u×vv‬ﻣﻊ ﱟ‬
‫ﻹﺛﺒﺎﺕ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬ ‫ﱟ‬
‫ﺃﻭﺟﺪ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻭﻃﻮﻝ ﻛﻞ ﻣﻦ ﺍﳌﺘﺠﻬﲔ‬ ‫‪12‬‬
‫_________‬
‫___ ___ = ‪cos θ‬‬
‫ﻛﻞ ﻣﻦ ‪.u, v‬‬ ‫‪√89 √90‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬ ‫‪12‬‬
‫‪θ = cos -1 ____ © 82.3°‬‬
‫〉‪= 〈11, 0, 0〉 · 〈0, 1, 3‬‬ ‫〉‪= 〈11, 0, 0〉 · 〈0, 4, 1‬‬ ‫‪89.5‬‬
‫)‪= 11(0) + 0(1) + 0(3‬‬ ‫)‪= 11(0) + 0(4) + 0(1‬‬ ‫ﺃﻱ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﳌﺘﺠﻬﲔ ‪ u , v‬ﻳﺴﺎﻭﻱ ‪ 82.3°‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪=0+0+0‬‬ ‫‪=0+0+0‬‬ ‫‪‬‬
‫‪=0ª‬‬ ‫‪=0ª‬‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﺘﺠﻬﲔ ‪ u , v‬ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪:‬‬
‫ﺑﲈ ﺃﻥ ﺣﺎﺻﻞ ﺍﻟﴬﺏ ﺍﻟﺪﺍﺧﲇ ﺻﻔﺮ ﰲ ﺍﳊﺎﻟﺘﲔ‪ ،‬ﻓﺈﻥ ‪ u × v‬ﻋﻤﻮﺩﻱ ﻋﲆ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪.u, v‬‬ ‫〉‪u = 〈-2, -4, -6〉, v = 〈-3, 7, -4‬‬ ‫‪(2‬‬ ‫〉‪u = 〈3, -2, 9〉, v = 〈1, 2, 4‬‬ ‫‪(1‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪35‬‬
‫ﺃﻭﺟﺪ ﺍﻟﴬﺏ ﺍﻻﲡﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﲔ ‪ u, v‬ﰲ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻵﺗﻴﲔ‪ ،‬ﺛﻢ ﹼﺑﲔ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪: u, v‬‬ ‫‪u = 3i + 6j - 3k, v = -5i - 2j - 9k‬‬ ‫‪(4‬‬ ‫〉‪u = 〈4, -3, 8〉, v = 〈2, -2, -3‬‬ ‫‪(3‬‬
‫‪u = 〈2, 3, -1〉, v = 〈6, -2, -4〉 (1‬‬ ‫‪0‬‬ ‫‪-10‬‬
‫‪-14i+2j-22k;〈-14,2,-22〉.〈2,3,-1〉=-14(2)+2(3)+(-22)(-1)=0;‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﲔ ﺍﳌﺘﺠﻬﲔ ‪ u , v‬ﱟ‬
‫ﻟﻜﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪〈-14,2,-22〉.〈6,-2,-4〉=-14(6)+2(-2)+(-22)(-4)=0‬‬ ‫〉‪u = 〈4, -5, 7〉, v = 〈11, -8, 2‬‬ ‫‪(6‬‬ ‫〉‪u = 〈5, -22, 9〉, v = 〈14, 2, 4‬‬ ‫‪(5‬‬
‫‪u = 〈5, 2, 8〉, v = 〈-1, 2, 4〉 (2‬‬ ‫‪41.3°‬‬ ‫‪80.0°‬‬
‫‪-8i-28j+12k;〈-8,-28,12〉.〈5,2,8〉=-8(5)+(-28)(2)+12(8)=0;‬‬ ‫‪u = i + 2j - k, v = -i + 4j - 3k‬‬ ‫‪(8‬‬ ‫‪u = -4i + 5j - 3k, v = -8i - 12j - 9k‬‬ ‫‪(7‬‬
‫‪36.8°‬‬ ‫‪90.5°‬‬
‫‪〈-8,-28,12〉.〈-1,2,4〉=-8(-1)+(-28)(2)+12(4)=0‬‬
‫‪ 5‬‬ ‫‪23‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪22‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(25) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(24)‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪5-5‬‬
‫‪‬‬ ‫‪5-5‬‬
‫‪‬‬
‫‪‬‬ ‫ﹴ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺘﺠﻬﺎﻥ 〉‪ 〈3, 4, 2〉 ,〈-4, 4, 3‬ﻳﻤﺜﻼﻥ ‪  (4‬ﹸﺃﻃﻠﻖ ﺻﺎﺭﻭﺧﺎﻥ ﰲ ﹴ‬
‫ﻭﺍﺣﺪ‪ ،‬ﺣﻴﺚ ﺍﻧﻄﻠﻖ‬ ‫ﺁﻥ‬ ‫‪ (1‬ﺇﺫﺍ‬
‫‪‬ﺇﺫﺍ ﻛﺎﻧﺖ 〉‪ ، a = 〈a1,a2, a3〉, b = 〈b1, b2, b3〉, c = 〈c1, c2, c3‬ﻓﺄﺟﺐ ﻋﻦ‬
‫ﺍﻟﺼﺎﺭﻭﺥ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ ،(0, 1, 0‬ﻭﺑﻌﺪ ﺛﺎﻧﻴﺔ‬ ‫ﺿﻠﻌﲔ ﻣﺘﺠﺎﻭﺭﻳﻦ ﳌﺮﺁﺓ ﰲ ﻏﺮﻓﺔ ﻗﻴﺎﺱ ﻣﻼﺑﺲ‪ ،‬ﻓﺄﻭﺟﺪ‬
‫ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ﻻﺳﺘﻨﺘﺎﺝ ﺑﻌﺾ ﺧﺼﺎﺋﺺ ﴐﺏ ﺍﳌﺘﺠﻬﺎﺕ‪.‬‬
‫ﻭﺍﺣﺪﺓ ﻛﺎﻥ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ ،(3, 7, 12‬ﰲ ﺣﲔ ﹸﺃﻃﻠﻖ‬ ‫ﻣﺴﺎﺣﺔ ﺍﳌﺮﺁﺓ‪.‬‬
‫ﺍﻟﺼﺎﺭﻭﺥ ﺍﻟﺜﺎﲏ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ ،(0, -1, 0‬ﻭﻭﺻﻞ ﺇﱃ‬ ‫‪ 33‬‬
‫ﺃﻭﺟﺪ ‪b + c‬‬ ‫‪(1‬‬ ‫ﺍﻟﻨﻘﻄﺔ 〉‪ 〈3, -8, 10‬ﺑﻌﺪ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫〉‪〈b 1+ c 1, b 2+ c 2, b 3+ c 3‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﳌﺘﺠﻪ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺴﺎﺭ ﺍﻟﺼﺎﺭﻭﺥ ﺍﻷﻭﻝ‪.‬‬ ‫ﹸ‬
‫‪‬ﺷ ﹼﻴﺪ ﺑﻨﺎﺀ ﻣﺰﺧﺮﻑ ﻋﲆ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺳﻄﻮﺡ‪،‬‬ ‫‪(2‬‬
‫ﺃﻭﺟﺪ )‪a ¤ (b + c‬‬ ‫‪(2‬‬ ‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺘﺠﻬﺎﺕ‪، t =〈15, 12, 10〉 :‬‬
‫〉‪〈 3,6,12‬‬ ‫‪‬‬
‫)‪a 1 (b 1+ c 1) + a 2 (b 2+ c 2) + a 3 (b 3+ c 3‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﳌﺘﺠﻪ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺴﺎﺭ ﺍﻟﺼﺎﺭﻭﺥ ﺍﻟﺜﺎﲏ‪.‬‬ ‫〉‪ u=〈13, -8, -5〉، v =〈-9, 13, 12‬ﲤﺜﻞ ﺛﻼﺛﺔ‬
‫‪a1 b1 + a1 c1 + a2 b2 + a2 c2 + a3 b3 + a3 c3‬‬
‫ﺃﺣﺮﻑ ﻣﺘﺠﺎﻭﺭﺓ ﻟﻠﺒﻨﺎﺀ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺳﻄﺤﻪ‪.‬‬
‫〉‪〈3,-7,10‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ‪a ¤ b + a ¤ c‬‬ ‫‪(3‬‬
‫‪1805‬‬
‫‪a1 b1 + a2 b2 + a3 b3 + a1 c1 + a2 c2 + a3 c3‬‬ ‫ﻣﺴﺎﺭﻱ ﺍﻟﺼﺎﺭﻭﺧﲔ‪.‬‬
‫ﹶ‬ ‫‪ (c‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ‬
‫ﺩﺍﺋﲈ‪.‬‬
‫‪ (4‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟ ﻭﻫﻞ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺻﺤﻴﺤﺔ ﹰ‬ ‫‪59.8°‬‬ ‫‪‬‬
‫‪ a  ( b + c ) = a  b + a  c‬‬ ‫‪ (d‬ﺇﺫﺍ ﺑﻘﻴﺖ ﴎﻋﺘﺎ ﺍﻟﺼﺎﺭﻭﺧﲔ ﺛﺎﺑﺘﺘﲔ‪ ،‬ﻓﲈ ﺍﳌﺘﺠﻬﺎﻥ‬
‫ﺍﻟﻠﺬﺍﻥ ﻳﻤﺜﹼﻼﻥ ﺍﻟﺼﺎﺭﻭﺧﲔ ﺑﻌﺪ ‪ 3‬ﹴ‬
‫ﺛﻮﺍﻥ؟‬
‫ﺃﻭﺟﺪ ‪a × b‬‬ ‫‪(5‬‬

‫‪‬‬ ‫‪‬‬
‫‪i j‬‬ ‫‪k‬‬
‫〉‪〈9,18,36〉〈9,-21,30‬‬ ‫‪‬‬
‫‪a1 a2‬‬ ‫‪a 3 = (a 2 b 3 - a 3 b 2) i - ( a 1 b 3 - a 3 b 1) j + (a 1 b 2 - a 2 b 1) k‬‬
‫‪b1 b2‬‬ ‫‪b3‬‬

‫ﺃﻭﺟﺪ ‪b × a‬‬ ‫‪(6‬‬

‫‪‬‬ ‫‪‬‬
‫‪i‬‬ ‫‪j‬‬ ‫‪k‬‬
‫‪b 1 b 2 b 3 = (b 2 a 3 - b 3 a 2) i - ( b 1 a 3 - b 3 a 1) j + (b 1 a 2 - b 2 a 1) k‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺘﺠﻪ 〉‪ ، u =〈150, 100, 500‬ﻳﻤﺜﻞ‬
‫‪‬ﺇﺫﺍ‬
‫‪ (3‬‬
‫‪a1 a2 a3‬‬
‫ﺃﻋﺪﺍﺩ ‪ 3‬ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ‪ ،‬ﻭﻛﺎﻥ ﺍﳌﺘﺠﻪ‬
‫ﺩﺍﺋﲈ‪.‬‬
‫‪ (7‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟ ﻭﻫﻞ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺻﺤﻴﺤﺔ ﹰ‬ ‫〉‪ v =〈5, 7, 2‬ﻳﻤﺜﻞ ﺗﻜﻠﻔﺔ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﻣﻦ ﻛﻞ ﻣﻨﺘﺞ‪.‬‬
‫‪ a × b = - (b × a)‬‬
‫‪ (a‬ﺃﻭﺟﺪ ‪u – v‬‬
‫ﺃﻭﺟﺪ ‪0 ¤ a‬‬ ‫‪(8‬‬
‫‪2450‬‬ ‫‪‬‬
‫‪0‬‬
‫‪ (b‬ﻣﺎﺫﺍ ﻳﻤﺜﻞ ﻧﺎﺗﺞ ‪u – v‬؟‬
‫ﺩﺍﺋﲈ‪.‬‬
‫‪ (9‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟ ﻭﻫﻞ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺻﺤﻴﺤﺔ ﹰ‬
‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫ﺗﻮﺻﻠﹾﺖ ﺇﻟﻴﻬﺎ ﺃﻋﻼﻩ ﻹﳚﺎﺩ‪:‬‬

‫‪ (10‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﱠ‬
‫)‪((a × b) + (b × a)) ¤ (a × c‬‬
‫‪0‬‬
‫‪ 5‬‬ ‫‪25‬‬ ‫‪ ‬‬ ‫‪ 5‬‬ ‫‪24‬‬ ‫‪ ‬‬

‫‪ 5‬‬ ‫‪43 A‬‬

 



5 - 5
          


   (8)

 5-5

‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ﻓﻲ ﱟ‬

:‫ ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 〈0, 0, 1〉 , 〈1, -2, 0〉 (3 〈-4 , -1, 1〉 , 〈1, -3, 4〉 (2 〈-2, 0, 1〉 , 〈3, 2, -3〉 (1
‫ ﻣﺘﻌﺎﻣﺪﺍﻥ‬، 0 ‫ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬، 3 ‫ ؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬-9

:‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬ ‫ ﻓﻲ ﱟ‬u , v ‫ ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ‬θ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ ﹼ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬51.3° u = 〈2, -4, 4〉 (6 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬96.9° u = 〈3, -2 , 1〉 (5 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬154.9° u = 〈1, -2 , 1〉 (4

 
v = 〈-2, -1, 6〉 v = 〈- 4, -2, 5〉 v = 〈0, 3, -2〉

 ‫ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﱟ‬v × u ‫ ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬

: u , v ‫ﻛﻞ ﻣﻦ‬ ‫ ﻓﻲ ﱟ‬u , v ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‬

u = 〈3, 1, -6〉 , v = 〈-2, 4, 3〉 (8 u = 〈1, 3, 4〉 , v = 〈-1, 0, -1〉 (7

〈27, 3, 14〉, 〈27, 3, 14〉 . 〈3, 1, -6〉 〈-3, -3, 3〉, 〈-3, -3, 3〉 . 〈1, 3, 4〉
= (27)(3) + 3(1) + 14(-6) = 0 = -3(1) + -3 (3) + 3 × 4 = 0,
 〈27 , 3 , 14〉 . 〈-2 , 4 , 3〉 〈-3, -3, 3〉 . 〈-1, 0, -1〉
= 27(-2) + 3(4) + 14(3) = 0 = -3 (-1) - 3 (0) + 3(-1) = 0

u = 〈4, -1, 0〉 , v = 〈5, -3, -1〉 (10 u = 〈3, 1, 2〉 , v = 〈2, -3, 1〉 (9

〈1, 4, -7〉, 〈1 , 4 , -7 〉 . 〈4, -1, 0〉 〈7, 1, -11〉, 〈7, 1, -11〉 . 〈3, 1, 2〉
 = 1 (4) + 4 (-1) + -7(0) = 0 = 7(3) + (1)(1) + (-11) . 2 = 0 ,
〈1, 4, -7〉 . 〈5, -3, -1〉 〈7, 1, -11〉 . 〈2, -3, 1〉
= 1(5) + 4(-3) + -7(-1) = 0 = 7(2) + (1)(-3) -11(1) = 0

‫ ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ﻓﻲ ﱟ‬u , v ‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ‬

:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬

u = 〈2, 0, -8〉, v = 〈-3, -8, -5〉 (12 u = 〈9, 4, 2〉, v = 〈6, -4, 2〉 (11
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬74.2 ‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬62.4

‫〈 ﺃﺣﺮﻓﹰﺎ‬3, -2, 9〉 , 〈6, -2, -7 〉 , 〈-8, -5, -2〉 ‫ﺃﻭﺟﺪ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻓﻴﻪ ﺍﻟﻤﺘﺠﻬﺎﺕ‬ (13
‫ ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬643 .‫ﻣﺘﺠﺎﻭﺭﺓ‬




 
 

 

 

 

 

 

 

43 B   5


14 
14 
18 
20 
20  

21   10 
26 
26 
29 

33 
33 z 
33 
33 
40 
41 
41 
 

5
 
10   
10  (5 -1
10     •  
10  
10     • ‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﹸﻳﺸﻴﺮ ﺇﻟﻰ‬

  ،‫ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺓ ﺃﻭﻝ ﻣﺮﺓ‬
10 
10   b ‫ﻓﺈﺫﺍ ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ‬
10   a+b a+b  ‫ ﻓﺬﻛﱢﺮﻫﻢ ﺑﺄﻧﻪ ﻳﻤﻜﻨﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ‬،1-9 ‫ﺍﻷﺳﺌﻠﺔ‬
 
11 
‫ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﺟ ﹰﻌﺎ ﻟﻴﺘﺬﻛﱠﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
a a
b
11 
11   (5 -2  .‫ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
11 
 〈x , y〉  •
11   •
12  B((x 2, y 2) A((x 1, y 1)
12  〈x 2 - x 1 , y 2 - y 1〉
12    v = 〈v 1, v 2〉 •  
13 
|v| = √(v 2
1) + (v 2)
2

k  a = 〈a 1, a 2〉 , b = 〈b 1 , b 2 〉 • (14) ‫ ﺹ‬،5 ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻟﻠﻔﺼﻞ‬

  a + b = 〈a 1 + b 1 , a 2 + b 2〉   
a - b = 〈a 1 - b 1 , a 2 - b 2〉 k a = 〈ka 1, ka 2〉
‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ‬،‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﻡ ﺧﺎﻃﺌﺔ‬  j i  •
:‫ﻓﺎﺳﺘﺒﺪﻝ ﻣﺎ ﺗﺤﺘﻪ ﺧﻂ ﻟﺘﺼﺒﺢ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ‬ ai + bj
b v = 〈a, b〉
‫ ﺧﻄﺄ؛ ﻳﻨﺘﻬﻲ ﻋﻨﺪﻩ‬. ‫ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ﻫﻲ ﺍﻟﻤﻮﻗﻊ ﺍﻟﺬﻱ ﻳﺒﺪﺃ ﻣﻨﻪ‬ (1
5 -3 
‫ ﻓﺈﻥ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬، a = 〈-4, 1〉 , b = 〈3, 2〉 :‫( ﺇﺫﺍ ﻛﺎﻥ‬2  a = 〈a 1 , a 2 〉  •
-4(3) + 1(2)‫ ﺧﻄﺄ؛‬. -4(1) + 3(2) ‫ﻟﻠﻤﺘﺠﻬﻴﻦ ﻫﻮ‬ a · b = a 1 b 1 + a 2 b 2 b = 〈b 1 , b 2〉
−−
A(x 1, y 1, z 1) , B(x 2, y 2, z 2) ‫ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬AB ‫( ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ‬3
 a , bθ •
cos θ = _
a·b
‫ ﺻﺤﻴﺤﺔ‬. _ 2 (
x1 + x2 _
y + y2 _
, 1
2
z + z2
, 1
2
‫ﻫﻲ‬ ) |a| |b|

5 - 4 

B(2, -4) ‫ ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ‬، A(-1, 2) ‫ ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‬r ‫( ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ‬4
A(x 1 , y 1 , z 1 ) •
‫ ﺧﻄﺄ؛ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ‬. 〈3, -6〉 ‫ﻫﻮ‬  B (x 2 , y 2 , z 2)
‫ﺻﺤﻴﺤﺔ‬
.‫ ﻭﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ‬،‫ﻳﺘﺴﺎﻭ￯ ﻣﺘﺠﻬﺎﻥ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ﻟﻬﻤﺎ ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ‬
‫ﹶ‬ (5 AB = √
(x 2 - x 1) 2 + (y 2 - y 1) 2 + (z 2 - z 1) 2
 −−AB  •
90° ‫ ﺧﻄﺄ؛‬.180° ‫ ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ‬،‫( ﺇﺫﺍ ﺗﻌﺎﻣﺪ ﻣﺘﺠﻬﺎﻥ ﻏﻴﺮ ﺻﻔﺮﻳﻴﻦ‬6
‫ ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ‬،‫ﻣﺘﺠﻬﺎ ﻳﻌﺎﻣﺪ ﺃﻱ ﻣﺘﺠﻬﻴﻦ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫ﹰ‬ ‫( ﻟﺘﺠﺪ‬7
( 2
y + y2 _
x1 + x2 _
M _ , 1
z + z2
, 1
2 2 )
‫ ﺻﺤﻴﺤﺔ‬.‫ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ﺍﻷﺻﻠﻴﻴﻦ‬ 
5 - 5
‫ ﺻﺤﻴﺤﺔ‬.‫ﻃﺮﺡ ﻣﺘﺠﻪ ﻳﻜﺎﻓﺊ ﺇﺿﺎﻓﺔ ﻣﻌﻜﻮﺱ ﺍﻟﻤﺘﺠﻪ‬ (8  a = 〈a 1 , a 2 , a 3 〉  •
_ |u|
v = u ‫ ﺧﻄﺄ؛‬. v = _ ‫ﹴ‬
u ‫ ﻓﺈﻥ‬،u ‫ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﺑﺎﺗﺠﺎﻩ‬v ‫( ﺇﺫﺍ ﻛﺎﻥ‬9
a · b = a 1b 1 + a 2 b 2 + a 3 b 3b = 〈b 1, b 2, b 3〉
|u| a = a 1i + a 2 j + a 3k , b = b 1i + b 2 j + b 3k  •
 ، a × ba , b
(a 2b 3 - a 3b 2 )i - (a 1b 3 - a 3b 1)j + (a 1b 2 - a 2b 1)k

 5  44

 5 44
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪5‬‬
‫‪‬‬
‫‪10 - 17  ‬‬ ‫‪5-1‬‬
‫‪1‬‬ ‫‪‬‬
‫ﺣﺪﱢ ﺩ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪ ،‬ﺃﻭ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ‬ ‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪s, r‬‬
‫ﺗﺴﻴﺮ ﺳﻴﺎﺭﺓ ﺑﺴﺮﻋﺔ ‪ 50 mi/h‬ﺑﺎﺗﺠﺎﻩ ﺍﻟﺸﺮﻕ‪ .‬ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ‬ ‫‪(10‬‬
‫ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻣﻦ ﺍﻟﺴﻨﺘﻤﺘﺮ‪ ،‬ﺛﻢ‬
‫ﹼ‬ ‫ﻗﺮﺏ‬ ‫ﺍﻷﺿﻼﻉ‪ .‬ﱢ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻤﺴﻄﺮﺓ‪ ،‬ﻭﺍﻟﻤﻨﻘﻠﺔ‪.‬‬ ‫ﺣﺪﱢ ﺩ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‬ ‫ﻛﻤﻴﺔ ﻗﻴﺎﺳﻴﺔ‬ ‫‪ (11‬ﺷﺠﺮﺓ ﻃﻮﻟﻬﺎ ‪.20 ft‬‬

‫ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪،‬‬

‫ﻗﺮﺏ ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻣﻦ‬ ‫ﺃﻭ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ .‬ﱢ‬
‫‪r‬‬ ‫‪s‬‬

‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻤﺴﻄﺮﺓ‪ ،‬ﻭﺍﻟﻤﻨﻘﻠﺔ‪.‬‬ ‫ﺍﻟﺴﻨﺘﻤﺘﺮ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‪،‬‬

‫‪c‬‬ ‫‪(12‬‬

‫‪s‬‬
‫‪‬‬ ‫‪d‬‬

‫ﺍﺳﺤﺐ ‪ ، r‬ﺑﺤﻴﺚ ﺗﻠﺘﻘﻲ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ‪ r‬ﻣﻊ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ‬ ‫‪6.3 cm, 11°‬‬
‫‪r+s‬‬ ‫‪ ، s‬ﻓﺘﻜﻮﻥ ﺍﻟﻤﺤﺼﻠﺔ ﻫﻲ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﻳﺒﺪﺃ ﻣﻦ ﻧﻘﻄﺔ‬
‫‪r‬‬ ‫ﺑﺪﺍﻳﺔ ‪ ، r‬ﻭﻳﻨﺘﻬﻲ ﻋﻨﺪ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ‪.s‬‬ ‫‪h‬‬
‫‪(13‬‬

‫‪j‬‬
‫‪1.2 cm, 130°‬‬

‫‪‬‬
‫‪r+s‬‬
‫‪(14‬‬
‫ﺍﺳﺤﺐ ‪ ، s‬ﺑﺤﻴﺚ ﺗﻠﺘﻘﻲ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ ﻣﻊ ﻧﻘﻄﺔ‬ ‫‪b‬‬

‫ﺑﺪﺍﻳﺔ ‪ ، r‬ﺛﻢ ﺃﻛﻤﻞ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﻓﻴﻪ ‪r, s‬‬ ‫‪a‬‬
‫ﺿﻠﻌﺎﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ‪ ،‬ﻓﺘﻜﻮﻥ ﺍﻟﻤﺤﺼﻠﺔ ﻫﻲ ﺍﻟﻤﺘﺠﻪ‬
‫‪ 2.8, 297°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪r‬‬
‫ﻳﻜﻮﻥ ﻗﻄﺮ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬ ‫ﺍﻟﺬﻱ ﹼ‬
‫‪s‬‬
‫‪w‬‬ ‫‪(15‬‬
‫ﻓﻴﻜﻮﻥ ﻃﻮﻝ ﺍﻟﻤﺤﺼﻠﺔ ‪ ، 3.4 cm‬ﻭﻗﻴﺎﺱ ﺯﺍﻭﻳﺘﻬﺎ‬
‫˚‪ 59‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬ ‫‪v‬‬

‫‪ 4.8, 195°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫ﺍﻟﻤﺤﺼﻠﺔ ﻟﻨﺎﺗﺞ ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﻴﻦ ﻭﺍﺗﺠﺎﻫﻬﺎ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﱢ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ‬

‫‪ 70 m‬ﺟﻬﺔ ﺍﻟﻐﺮﺏ‪ ،‬ﺛﻢ ‪ 150 m‬ﺟﻬﺔ ﺍﻟﺸﺮﻕ‪ 80 m .‬ﻟﻠﺸﺮﻕ‬ ‫‪(16‬‬

‫‪ 8 N‬ﻟﻠﺨﻠﻒ‪ ،‬ﺛﻢ ‪ 12 N‬ﻟﻠﺨﻠﻒ‪ 20 N .‬ﻟﻠﺨﻠﻒ‬ ‫‪(17‬‬

‫‪45‬‬ ‫‪‬‬ ‫‪5 ‬‬

‫‪45‬‬ ‫‪ 5‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪5‬‬
‫‪18 - 25  ‬‬ ‫‪5-2‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ ﻛﺎﻓﻴﺔ‬
‫‪ AB‬ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬ ‫ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ ﺍﻷﺳﺌﻠﺔ‪،‬‬
‫‪ AB‬ﺍﻟﺬﻱ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺘﻪ‬
‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫)‪ ، A(3, -2‬ﻭﻧﻘﻄﺔ ﻧﻬﺎﻳﺘﻪ )‪. B(4, -1‬‬ ‫ﻓﺬﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺬﻱ‬
‫‪‬‬ ‫〉‪ = 〈x 2 - x 1 , y 2 - y 1‬‬
‫‪AB‬‬
‫‪‬‬
‫‪ ≈ 6.1 A(-1, 3), B(5, 4) (18‬‬
‫‪〈6, 1〉; √37‬‬ ‫ﻳﺪ ﱡﻟﻬﻢ ﻋﻠﻰ ﺃﻳﻦ ﻳﺮﺍﺟﻌﻮﻥ ﺗﻠﻚ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬
‫‪ ‬‬ ‫〉)‪= 〈4 - 3, -1 - (-2‬‬
‫√ ‪ =8‬‬
‫‪〈-16, 8〉; √320‬‬ ‫‪5 ≈ 17.9 A(7, -2), B(-9, 6) (19‬‬ ‫ﻓﻲ ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‪.‬‬
‫‪‬‬ ‫〉‪= 〈1, 1‬‬ ‫‪ ≈ 14.9 A(-8, -4), B(6, 1) (20‬‬
‫‪〈14, 5〉; √221‬‬

‫‪.AB‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ‪‬‬
‫‪ ≈ 5.1 A(2, -10), B(3, -5) (21‬‬
‫‪〈1, 5〉; √26‬‬

‫√ = | ‪‬‬
‫‪a 2+b 2‬‬
‫‪‬‬
‫‪ |AB‬‬
‫‪‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‪ ، p = 〈4, 0 〉 , q = 〈-2 , -3 〉, t = 〈-4 , 2〉 :‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ‬
‫‪ ‬‬ ‫=‬ ‫√‬
‫‪12 + 12‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﱠ‬
‫‪‬‬ ‫‪ ≈ 1.4‬‬
‫‪= √2‬‬ ‫‪〈-8, -6〉 2q - p (22‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻌﺒﺌﺔ ﻧﻤﻮﺫﺝ ﺍﻟﺘﻮﻗﻊ‬
‫‪‬‬
‫‪〈-4, 4〉 p + 2t (23‬‬ ‫ﻟﻠﻔﺼﻞ ‪ 5‬ﺹ )‪ ،(8‬ﻭﻧﺎﻗﺸﻬﻢ ﺣﻮﻝ ﺗﻐ ﹼﻴﺮ‬
‫‪〈-18, -1〉 t - 3p + q (24‬‬ ‫ﻋﻤﺎ‬‫ﺇﺟﺎﺑﺎﺗﻬﻢ ﺑﻌﺪ ﺇﺗﻤﺎﻡ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﹼ‬
‫‪〈10, 11〉 2p + t - 3q (25‬‬ ‫ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻋﻨﺪ ﺑﺪﺍﻳﺘﻪ‪.‬‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (26-29) :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ‪ u‬ﺑﺎﺗﺠﺎﻩ ‪ v‬ﻓﻲ ﱟ‬
‫‪v = 〈3, -3〉 (27‬‬ ‫‪v = 〈-7, 2〉 (26‬‬
‫‪v = 〈9, 3〉 (29‬‬ ‫‪v = 〈-5, -8〉 (28‬‬
‫‪‬‬
‫√ ‪7‬‬ ‫‬
‫‪53 2 √53‬‬
‫‪26 - 31  ‬‬ ‫‪5-3‬‬ ‫_ ‪-_,‬‬ ‫‪(26‬‬
‫‪53‬‬ ‫‪53‬‬
‫‪3‬‬ ‫‪‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺗﺤ ﱠﻘﻖ ﱠ‬
‫ﻣﻤﺎ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫_‬
‫√‬
‫‪2‬‬
‫‪, - _ (27‬‬
‫√‬
‫‪2‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪، x = 〈2, -5〉 , y = 〈-4, 7〉:‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪:‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﺛﻢ ﺗﺤﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪.‬‬ ‫‪ -1‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈-3, 5〉, v = 〈2, 1〉 (30‬‬
‫√ ‪5‬‬ ‫√ ‪8‬‬
‫_‪-_, -‬‬
‫‪89‬‬ ‫‪89‬‬
‫‪‬‬ ‫‪x · y = x1 y1 + x2 y2‬‬ ‫‪ 48‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈4, 4〉, v = 〈5, 7〉 (31‬‬
‫‪(28‬‬
‫‪89‬‬ ‫‪89‬‬
‫‪ ‬‬ ‫)‪= 2(-4) + (-5)(7‬‬ ‫‪ 0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈-1, 4〉, v = 〈8, 2〉 (32‬‬ ‫√ ‪3‬‬ ‫√‬
‫‪‬‬
‫‪‬‬ ‫‪= -8 + (-35) = -43‬‬
‫_‬ ‫_ ‪10‬‬
‫‪,‬‬
‫‪10‬‬
‫‪(29‬‬
‫‪ 7‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈-2, 3〉, v = 〈1, 3〉 (33‬‬ ‫‪10‬‬ ‫‪10‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ ، x · y ≠ 0‬ﻓﺈﻥ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ y ، x‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫‪z‬‬ ‫‪(36‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻛﻞ ﱠ‬

‫‪135° u = 〈5, -1〉, v = 〈-2, 3〉 (34‬‬

‫‪70.6° u = 〈-1, 8〉, v = 〈4, 2〉 (35‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪46‬‬ ‫‪O‬‬ ‫‪y‬‬

‫‪z‬‬ ‫‪(39‬‬ ‫‪z‬‬ ‫‪(38‬‬

‫‪x‬‬ ‫)‪(1, 2, -4‬‬

‫‪z‬‬ ‫‪(37‬‬

‫‪O‬‬ ‫‪y‬‬ ‫‪O‬‬ ‫‪y‬‬

‫)‪(-2, -3, -2‬‬

‫)‪(3, 5, 3‬‬

‫‪x‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪y‬‬

‫)‪(5, -3, -2‬‬

‫‪x‬‬

‫‪ 5‬‬ ‫‪46‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪5‬‬
‫‪33 - 38  ‬‬ ‫‪5-4‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫ﻋ ﱢﻴﻦ ﻛﻞ ﻧﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‪:‬‬
‫‪12.33; (-1, 5, 6) (40‬‬
‫ﻋ ﹼﻴﻦ ﺍﻟﻨﻘﻄﺔ )‪ (-3, 4, -4‬ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺜﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ‪.‬‬ ‫‪ (36- 39‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪(1, 2, -4) (36‬‬
‫‪10.77; (-7, 2, 1) (41‬‬
‫‪(3, 5, 3) (37‬‬
‫ﺣﺪﹼ ﺩ ﻣﻮﻗﻊ ﺍﻟﻨﻘﻄﺔ )‪ (-3, 4‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ‪ x y‬ﺑﻮﺿﻊ ﺇﺷﺎﺭﺓ‪ ،‬ﺛﻢ ﻋ ﹼﻴﻦ ﻧﻘﻄ ﹰﺔ‬
‫‪17.44; (-3, -4, 2) (42‬‬ ‫ﹴ‬
‫ﻭﺣﺪﺍﺕ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻭﺑﺎﺗﺠﺎﻩ ﹴ‬
‫ﻣﻮﺍﺯ ﻟﻠﻤﺤﻮﺭ ‪. z‬‬ ‫ﺗﺒﻌﺪ ‪4‬‬ ‫‪(5, -3, -2) (38‬‬
‫‪15.52; (2, -1.5, 4) (43‬‬ ‫‪z‬‬ ‫‪(-2, -3, -2) (39‬‬
‫‪z‬‬ ‫‪(44‬‬ ‫‪-3‬‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﻃﺮ ﹶﻓﻴﻬﺎ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪،‬‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﹸ‬
‫)‪(0, -3, 4‬‬ ‫ﺛﻢ ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻔﻬﺎ‪.‬‬
‫‪y‬‬
‫‪ (40 - 43‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪O‬‬ ‫‪4‬‬ ‫‪(-4, 10, 4), (2, 0, 8) (40‬‬
‫)‪(-3, 4, -4‬‬ ‫‪(-5, 6, 4), (-9, -2, -2) (41‬‬
‫‪x‬‬
‫‪(3, 2, 0), (-9, -10, 4) (42‬‬

‫‪O‬‬ ‫‪y‬‬ ‫‪(8, 3, 2), (-4, -6, 6) (43‬‬

‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ (44 - 47 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬
‫‪a = 〈0, -3, 4〉 (44‬‬
‫‪b = -3i + 3j + 2k (45‬‬
‫‪x‬‬
‫‪c = -2i - 3j + 5k (46‬‬

‫‪z‬‬ ‫‪(45‬‬ ‫‪d = 〈-4, -5, -3〉 (47‬‬

‫)‪(-3, 3, 2‬‬

‫‪39 - 43  ‬‬ ‫‪5-5‬‬

‫‪5‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪، u = 〈-4, 2, -3〉 :‬‬
‫‪O‬‬ ‫‪y‬‬ ‫ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪.‬‬
‫〉‪ ، v = 〈7, 11, 2‬ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ ‪ u × v‬ﻳﻌﺎﻣﺪ ﻛﻼﹼﹰ ﻣﻦ ‪. u , v‬‬
‫‪ 0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈2, 5, 2〉, v = 〈8, 2, -13〉 (48‬‬
‫= ‪u×v‬‬ ‫‪112 -32 i - -47 -32 j + -47 112 k‬‬ ‫‪ -48‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈5, 0, -6〉, v = 〈-6, 1, 3〉 (49‬‬

‫〉‪= 〈37, -13, -58‬‬

‫‪x‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫〉‪(u × v) · u = 〈37, -13, -58〉 · 〈-4, 2, -3‬‬ ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﱢﺑﻴﻦ ﺃﻥ‬
‫ﻛﻼ ﻣﻦ ‪ (50, 51 : u , v‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ ‪= -148 - 26 + 174 = 0‬‬
‫)‪(-2, -3, 5‬‬ ‫‪(46‬‬ ‫‪u = 〈1, -3, -2〉, v = 〈2, 4, -3〉 (50‬‬
‫〉‪(u × v) · v = 〈37, -13, -58〉 · 〈7, 11, 2‬‬
‫‪z‬‬
‫ ‪= 259 - 143 - 116 = 0‬‬ ‫‪u = 〈4, 1, -2〉, v = 〈5, -4, -1〉 (51‬‬
‫ﺑﻤﺎ ﺃﻥ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ ﻳﺴﺎﻭﻱ‬
‫ﺻﻔﺮﺍ‪ ،‬ﻓﺈﻥ ‪ u × v‬ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪u , v‬‬ ‫ﹰ‬

‫‪47‬‬ ‫‪‬‬ ‫‪5 ‬‬

‫‪O‬‬ ‫‪y‬‬

‫‪〈 17 , - 1 , 10 〉, 〈 17 , - 1 , 10 〉 . 〈 1 , - 3 , - 2 〉 = 0 , 〈 17 , - 1 , 10 〉 · 〈 2 , 4 , - 3 〉 = 0 (50‬‬
‫‪x‬‬
‫‪〈- 9 , - 6 , - 21 〉, 〈- 9 , - 6 , - 21 〉 · 〈 4 , 1 , - 2 〉 = 0 , 〈- 9 , - 6 , - 21 〉 · 〈 5 , - 4 , - 1 〉 = 0 (51‬‬

‫‪z‬‬ ‫‪(47‬‬

‫)‪(-4, -5, -3‬‬ ‫‪O‬‬ ‫‪y‬‬

‫‪x‬‬

‫‪47‬‬ ‫‪ 5‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪5‬‬
‫‪‬‬
‫‪  (55‬ﺇﺫﺍ ﹶﻣ ﱠﺜﻠﺖ ﺍﻟﻨﻘﻄﺘﺎﻥ‪،(28625, 32461, -38426) :‬‬ ‫ﹴ‬
‫ﺑﺴﺮﻋﺔ‬ ‫‪  (52‬ﺗﻠ ﱠﻘﻰ ﻻﻋﺐ ﻛﺮﺓ ﻗﺪﻡ ﺍﻟﻜﺮﺓ ﺑﺮﺃﺳﻪ‪ ،‬ﻓﺎﺭﺗﺪﱠ ﺕ‬ ‫‪‬‬
‫ﺖ‬‫ﻣﻮﻗﻌﻲ ﻗﻤﺮﻳﻦ ﺍﺻﻄﻨﺎﻋﻴﻴﻦ‪ ،‬ﻭﻣ ﱠﺜ ﹶﻠ ﹺ‬
‫)‪ (-31613, -29218, 43015‬ﹺ‬ ‫ﹴ‬
‫ﺍﺑﺘﺪﺍﺋﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ، 55 ft/s‬ﻭﺑﺰﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ‪ 25°‬ﻓﻮﻕ ﺍﻷﻓﻘﻲ ﻛﻤﺎ‬
‫ﹶ‬ ‫ﹶ‬
‫ﺍﻟﻨﻘﻄﺔ )‪ (0, 0, 0‬ﻣﺮﻛﺰ ﺍﻷﺭﺽ‪ ،‬ﻭﻋﻠﻤﺖ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻣﻌﻄﺎﺓ‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺘﻴﻦ ﺍﻷﻓﻘﻴﺔ‪ ،‬ﻭﺍﻟﺮﺃﺳﻴﺔ‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﱟ‬ ‫‪ (55c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻻ ﻳﻤﻜﻦ ﻭﺟﻮﺩ ﻗﻤﺮ‬
‫ﺑﺎﻟﻤﻴﻞ‪ ،‬ﻭﺃﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺭﺽ ﻳﺴﺎﻭﻱ ‪ 3963 mi‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻓﺄﺟﺐ‬ ‫ﻟﻠﺴﺮﻋﺔ‪ 49.8 ft/s 5 -1 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ 23.2ft/s ،‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺛﺎﻟﺚ؛ ﻷﻥ ﺇﺣﺪﺍﺛﻴﺎﺗﻪ ﺳﺘﻜﻮﻥ ﺩﺍﺧﻞ‬
‫ﻋﻤﺎ ﻳﺄﺗﻲ‪5 - 4 :‬‬
‫ﱠ‬
‫ﺍﻷﺭﺽ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻘﻤﺮﻳﻦ‪ 118598 mi .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(a‬‬ ‫‪55‬‬
‫‪ft/s‬‬
‫‪25°‬‬
‫ﻟﺠﻤﻴﻊ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗﻊ ﺍﻟﻘﻤﺮ ﺍﻟﺜﺎﻟﺚ‬
‫ﺃﻗﻞ ﻣﻦ ﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺭﺽ‪.‬‬
‫‪ (b‬ﺇﺫﺍ ﻭﺿﻊ ﻗﻤﺮ ﺛﺎﻟﺚ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻘﻤﺮﻳﻦ‪ ،‬ﻓﻤﺎ‬
‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗﻌﻪ؟ )‪(-1494, 1621.5, 2294.5‬‬

‫‪ (c‬ﺍﺷﺮﺡ ﺇﻣﻜﺎﻧﻴﺔ ﻭﺿﻊ ﻗﻤﺮ ﺛﺎﻟﺚ ﻓﻲ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ‬

‫ﺍﻟﻔﺮﻉ ‪ . b‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪  (53‬ﺗﻬﺒﻂ ﻃﺎﺋﺮﺓ ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ، 110 mi/h‬ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬
‫‪ 10°‬ﺗﺤﺖ ﺍﻷﻓﻘﻲ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻪ ﺍﻟﺬﻱ ﹸﻳﻤ ﹼﺜﻞ ﺳﺮﻋﺔ‬
‫ﺍﻟﻄﺎﺋﺮﺓ‪〈108.3, -19.1〉 5 -2 .‬‬

‫ﹴ‬
‫ﻏﺮﻓﺔ ﺃﺑﻌﺎﺩﻫﺎ‬ ‫‪ (56‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ ﺍﻟﺜﻼﺛﻲ ﻟﺤﺴﺎﺏ ﺣﺠﻢ‬
‫‪3 m, 4 m, 5 m‬‬ ‫‪110 mi/‬‬
‫‪10°‬‬
‫‪h‬‬
‫”ﺇﺭﺷﺎﺩ‪ :‬ﺍﻋﺘﺒﺮ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺣﺎﻟ ﹰﺔ ﺧﺎﺻ ﹰﺔ ﻣﻦ ﻣﺘﻮﺍﺯﻱ‬ ‫‪10°‬‬
‫‪10‬‬

‫ﺍﻟﺴﻄﻮﺡ"‪5 -5 .‬‬

‫‪<3, 0, 0> .( <0, 4, 0> × <0, 0, 5>) = 60 m3‬‬

‫ﺑﻘﻮﺓ ﹴ‬
‫ﺛﺎﺑﺘﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 90 N‬ﺑﺰﺍﻭﻳﺔ ‪45°‬‬ ‫ﻳﺪﻓﻊ ﻋﺎﻣﻞ ﺻﻨﺪﻭ ﹰﻗﺎ ﹴ‬ ‫‪‬‬ ‫‪(54‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺸﻐﻞ ﺍﻟﻤﺒﺬﻭﻝ ﺑﺎﻟﺠﻮﻝ ﻟﺘﺤﺮﻳﻚ ﺍﻟﺼﻨﺪﻭﻕ‬
‫‪) 8 m‬ﻣﻊ ﺇﻫﻤﺎﻝ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ(‪5 -3 .‬‬
‫>‪w=<90 cos 45°, 90 sin 45°> <8, 0‬‬
‫‪= 90 cos (45°) × 8 = 509J‬‬

‫‪-45‬‬
‫‪45°°‬‬

‫‪F‬‬
‫‪45°°‬‬
‫‪45‬‬

‫‪‬‬ ‫‪5 ‬‬ ‫‪48‬‬

‫‪ 5‬‬ ‫‪48‬‬

 ‫‪‬‬
‫‪‬‬
‫‪5‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‪، a = 〈2 , 4 , -3〉 , b = 〈-5, -7, 1〉 , c = 〈8, 5, -9〉 :‬‬ ‫ﻣﺤﺼﻠﺔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪،‬‬ ‫ﱢ‬ ‫ﺃﻭﺟﺪ‬
‫ﹴ‬
‫ﻋﺸﺮﺓ ﻣﻦ‬ ‫ﺃﻭ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻗﺮﺏ ﺍﻟﻤﺤﺼﻠﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﺟﺰﺀ ﻣﻦ‬ ‫ﱢ‬
‫‪‬‬ ‫ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻤﺴﻄﺮﺓ‪ ،‬ﻭﺍﻟﻤﻨﻘﻠﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺴﻨﺘﻤﺘﺮ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﻣﺨﻄﻂ‬ ‫‪〈-45, -42, 26〉 2a + 5b - 3c (12‬‬ ‫‪c‬‬
‫‪(2‬‬ ‫‪p‬‬ ‫‪(1‬‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﻻ ﺗﺰﺍﻝ‬ ‫‪d‬‬
‫‪q‬‬
‫‪〈-1, -21, 1〉 b - 6a + 2c (13‬‬
‫ﺗﺸﻜﻞ ﺗﺤﺪﱢ ﻳﹰﺎ ﻟﻠﻄﻼﺏ‪.‬‬
‫‪ 4.6 cm, 8°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪0.8 cm, 25°‬‬
‫‪  (14‬ﹸﺃﻃﻠﻖ ‪ 12‬ﺑﺎﻟﻮﻧﹰﺎ ﺗﺤﻮﻱ ﻫﻮﺍ ﹰﺀ ﺳﺎﺧﻨﹰﺎ ﻓﻲ‬
‫‪ AB‬ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪:‬ﻧﻤﺎﺫﺝ ﻣﺘﻌﺪﺩﺓ‬ ‫ﺃﺣﺪ ﺍﻟﻤﻬﺮﺟﺎﻧﺎﺕ‪ ،‬ﻭﺑﻌﺪ ﻋﺪﺓ ﺩﻗﺎﺋﻖ ﻣﻦ ﺍﻹﻃﻼﻕ‪ ،‬ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﺒﺎﻟﻮﻧﻴﻦ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﻫﻲ‪ (20, 25, 30) , (-29, 15, 10) :‬ﻛﻤﺎ ﻓﻲ‬
‫ﺹ )‪. (15-22‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻣﻌﻄﺎﺓ ﺑﺎﻷﻗﺪﺍﻡ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ‪ ،‬ﹰ‬
‫‪1‬‬
‫)‪(2 2‬‬
‫‪A _, _ , B(-1, 7) (4‬‬
‫‪3‬‬
‫‪A(1, -3), B(-5, 1) (3‬‬

‫_ ‪-_,‬‬
‫‪3 11‬‬ ‫‪〈-6, 4〉, √52‬‬ ‫‪ ≈ 7.2‬‬
‫‪ ≈ 5.7‬‬
‫‪, √32.5‬‬
‫‪z‬‬ ‫‪2 2‬‬
‫‪40‬‬ ‫‪  (5‬ﺭﻛﺾ ﻻﻋﺐ ﺑﺴﺮﻋﺔ ‪ 4 m/s‬؛ ﻟﻠﺘﺼﺪﻱ ﻟﻜﺮﺓ ﻗﺎﺩﻣﺔ ﻣﻦ‬
‫‪‬‬ ‫)‪(20, 25, 30‬‬
‫)‪(-29, 15, 10‬‬ ‫ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻌﺎﻛﺲ ﻟﺤﺮﻛﺘﻪ‪ ،‬ﻓﻀﺮﺑﻬﺎ ﺑﺮﺃﺳﻪ ﺑﺴﺮﻋﺔ ‪ ، 30 m/s‬ﻭﺑﺰﺍﻭﻳﺔ‬
‫‪-30‬‬ ‫ﻣﺤﺼﻠﺔ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ‪ ،‬ﻭﺍﺗﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ؟‬
‫ﹼ‬ ‫ﻗﻴﺎﺳﻬﺎ ‪ 25°°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﻓﻤﺎ‬
‫‪〈65, 16, -59〉, (17‬‬
‫;‪33.7 m/s‬‬
‫〉‪〈65, 16, -59〉 · 〈1, 7, 3‬‬ ‫‪O‬‬ ‫‪y‬‬
‫‪-20‬‬ ‫‪20‬‬
‫‪ 22°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪30 m/sec‬‬
‫)‪= 65(1) + 16(7) + (-59)(3‬‬ ‫‪20‬‬ ‫‪-20‬‬ ‫‪25°‬‬
‫‪25‬‬
‫‪4 m/sec‬‬
‫‪=0‬‬ ‫‪x‬‬

‫〉‪〈65, 16, -59〉 · 〈9, 4, 11‬‬

‫)‪= 65(9) + 16(4) + (-59)(11‬‬
‫‪ 53.9 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪=0‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺒﺎﻟﻮﻧﻴﻦ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﻓﻲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ‪.‬‬ ‫_‬ ‫‬
‫‪2 √5‬‬
‫_‪, -‬‬
‫‬
‫‪√5‬‬ ‫ﺃﻭﺟﺪ ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﺑﺎﺗﺠﺎﻩ ‪ u‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪5‬‬ ‫‪5‬‬
‫ﺍﻟﻤﺘﺠﻪ ‪ u×v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪v, u‬‬ ‫‪u = 〈6, -3〉 (7‬‬ ‫〉‪u = 〈-1, 4‬‬ ‫‪(6‬‬
‫_‬‫_ ‬
‫‪√17‬‬ ‫‬
‫‪4 √17‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺎﻟﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺒﺎﻟﻮﻧﻴﻦ‬ ‫‪-‬‬
‫‪17‬‬
‫‪,‬‬
‫‪17‬‬
‫‪-7i − 17j + 8 k , (18‬‬ ‫‪( _2‬‬
‫ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ‪ ،‬ﻓﺄﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺗﻪ‪- , 20, 20 .‬‬
‫‪9‬‬
‫)‬ ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺎ‬
‫ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻡ ﻻ‪:‬‬
‫〉‪〈-7, -17, 8〉 · 〈-6, 2, -1‬‬
‫)‪= (-7)(-6) + (-17)(2) + 8(-1‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬
‫‪ -16‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈2, -5〉, v = 〈-3, 2〉 (8‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻛﻞ ﱠ‬
‫‪=0‬‬ ‫‪ 0‬؛ ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈4, -3〉, v = 〈6, 8〉 (9‬‬
‫〉‪〈-7, -17, 8〉 · 〈5, -3, -2‬‬ ‫‪ 27.9°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪u = 〈-2, 4, 6〉, v = 〈3, 7, 12〉 (15‬‬
‫‪ -14‬؛ ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 10i - 3j, v = i + 8j (10‬‬
‫)‪= (-7)(5) + (-17)(-3) + 8(-2‬‬
‫‪=0‬‬ ‫‪ 110.8°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪u = -9i + 5j + 11k, v = -5i - 7j - 6k (16‬‬ ‫‪  (11‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‪u = 〈1, 3〉 , v = 〈-4, 2〉 :‬‬
‫ﺍﻟﻤﺘﺠﻪ ‪ u×v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪v, u‬‬ ‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﹸﻳﻤ ﹼﺜﻞ ﻧﺎﺗﺞ ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﺣﺪﻫﻤﺎ ﻣﺴﻘﻂ ‪u‬‬
‫‪ ،‬ﱞ‬
‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﱟ‬ ‫ﻋﻠﻰ ‪ v‬؟ ‪D‬‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺑ ﹼﻴﻦ ﺃﻥ‬
‫‪ u × v‬ﻳﻌﺎﻣﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪ (17 -18 : u , v‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫_ =‪u‬‬
‫‪2‬‬
‫_‪, -‬‬
‫‪3‬‬
‫_ ‪+‬‬
‫_ ‪3‬‬
‫‪, 18‬‬ ‫‪A‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪u = 〈1, 7, 3〉, v = 〈9, 4, 11〉 (17‬‬ ‫_ =‪u‬‬
‫_ ‪2‬‬
‫_ ‪,3 +‬‬
‫_ ‪3‬‬
‫‪, 12‬‬ ‫‪B‬‬
‫‪5 5‬‬ ‫‪5‬‬ ‫‪5‬‬
‫_ ‪4‬‬
‫‪u = -6i + 2j - k, v = 5i - 3j - 2k (18‬‬ ‫_‪u = -‬‬ ‫_ ‪,2 +‬‬
‫_ ‪9‬‬
‫‪, 13‬‬ ‫‪C‬‬
‫‪5 5‬‬ ‫‪5‬‬ ‫‪5‬‬
‫_ ‪2‬‬
‫_‪u = -‬‬ ‫_ ‪,1 +‬‬
‫_ ‪7‬‬
‫‪, 14‬‬ ‫‪D‬‬
‫‪5 5‬‬ ‫‪5‬‬ ‫‪5‬‬

‫‪49‬‬ ‫‪‬‬ ‫‪5 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 50%‬‬ ‫‪25%‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ww w . o b e i k a n e d u c a t i o n . c o m ‬‬
‫‪ ‬‬
‫‪5- 1 , 5- 2 , 5- 3 , 5- 4 , 5- 5‬‬
‫‪8 ‬‬ ‫‪‬‬
‫‪w w w . o b e i k a n e d u c a t i o n . c o m ‬‬

‫‪49‬‬ ‫‪ 5‬‬

 N (10  115- 1 
(2A
d N

t
65°

W O E
35° S
WO E 1 in = 10 ft/s

S
1 in = 10 km y (2C (2B
N

N (11
m W O E
u
W O E 80°
55° 25°
R x S

1 cm = 30 N
S
1 cm = 10 m
1 in = 10 mi/h
N (12

n
30°
1 5 – 1 7 5- 1 

 5
W O E (8 (7
N N
S
1 cm = 10 m/s 205°
g W O E
-2n
(22 70°

W O E
m
S h
m - 2n 1 cm : 2 km/h

S
(23
n+ _
4n 4p
5
_4 p 1 cm : 3 in/s
5
4n

2n (24 N (9
300°
p

W O E
-2m

p + 2n -2m
j

(25
_1 p
4
S
-3n
1 cm : 1 ft/s
m - 3n + _
m 1p
4

 5 49A

 ‫‪ (44‬ﻧﻌﻢ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺣﺎﺻﻞ ﺟﻤﻊ ﻣﺘﺠﻬﻴﻦ ﻳﺴﺎﻭﻱ‬ ‫‪(33a‬‬
‫ﺃﺣﺪ ﺍﻟﻤﺘﺠﻬﻴﻦ‪ ،‬ﻭﻳﺤﺪﺙ ﺫﻟﻚ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺃﺣﺪ ﺍﻟﻤﺘﺠﻬﻴﻦ ﻫﻮ ﺍﻟﻤﺘﺠﻪ‬ ‫‪T1‬‬ ‫‪T2‬‬
‫ﺍﻟﺼﻔﺮﻱ‪.‬‬
‫‪12 lb‬‬

‫‪ (45‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪ ،‬ﺗﻀﻊ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ﻋﻨﺪ‬
‫ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺬﻱ ﻳﺴﺒﻘﻪ‪ ،‬ﻭﻫﻜﺬﺍ ﻣﻊ ﺑﺎﻗﻲ ﺍﻟﻤﺘﺠﻬﺎﺕ‪ ،‬ﺛﻢ ﺗﺮﺳﻢ‬ ‫‪(33b‬‬
‫‪T2‬‬
‫ﺍﻟﻤﺤﺼﻠﺔ ﻣﻦ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻷﻭﻝ ﺇﻟﻰ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻷﺧﻴﺮ‪.‬‬
‫‪T1 + T2‬‬
‫ﺃﻣﺎ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻳﻘﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻓﺘﻀﻊ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪T1‬‬
‫ﻭﺍﺣﺪﺓ‪ ،‬ﺛﻢ ﺗﹸﻜﻤﻞ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻭﺗﺮﺳﻢ ﺍﻟﻤﺤﺼﻠﺔ ﻣﻦ‬ ‫ﹴ‬ ‫ﻋﻨﺪ ﹴ‬
‫ﻧﻘﻄﺔ‬
‫ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻟﻠﻤﺘﺠﻬﻴﻦ ﺇﻟﻰ ﺍﻟﺮﺃﺱ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻤﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪،‬‬
‫‪b‬‬ ‫‪(37‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﺘﺎ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ‪ ،‬ﺍﻟﻤﺜﻠﺚ ﻭﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﻹﻳﺠﺎﺩ‬ ‫‪a‬‬
‫)‪(b + a‬‬
‫ﺍﻟﻤﺤﺼﻠﺔ ﻟﻤﺘﺠﻬﻴﻦ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬ ‫)‪(a + b‬‬
‫‪b‬‬
‫‪a‬‬

‫‪b = 19.9 ، a = 11.2 ، A = 32° (49‬‬ ‫‪(38‬‬

‫‪a‬‬ ‫‪b‬‬
‫)‪a + (b + c‬‬
‫‪sin2x - cos x = 0 (50‬‬ ‫‪b‬‬
‫‪2sinx cosx - cos x = 0‬‬ ‫‪c‬‬
‫‪(a + b) + c‬‬ ‫‪c‬‬
‫‪cosx (2 sin x - 1) = 0‬‬ ‫‪a‬‬

‫‪k = 2 (39‬‬
‫‪cos x = 0‬‬ ‫ﺃﻭ‬ ‫‪sinx = _1‬‬

‫_=‪x‬‬
‫‪π‬‬
‫‪2‬‬
‫‪+2nπ‬‬ ‫ﺃﻭ‬ ‫‪π‬‬
‫=‪x‬‬
‫‪6‬‬
‫_‬
‫‪+2nπ‬‬
‫‪2‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪a‬‬ ‫‪b‬‬
‫‪a‬‬ ‫‪b‬‬

‫)‪2(a + b‬‬ ‫‪a‬‬

‫‪b‬‬
‫_‬
‫‪3π‬‬
‫_=‪x‬‬
‫‪5π‬‬
‫‪ 5‬‬

‫=‪x‬‬ ‫‪+2nπ‬‬ ‫‪+ 2n π‬‬

‫‪2‬‬ ‫‪6‬‬ ‫‪2a + 2b‬‬
‫ﺣﻴﺚ ‪ n‬ﻋﺪﺩ ﺻﺤﻴﺢ‬
‫‪k = 0.5‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪25 5-2 ‬‬ ‫)‪0.5(a + b‬‬

‫‪0.5a + 0.5b‬‬

‫‪a + b = 〈x 1 , y 1〉 + 〈x 2 , y 2〉 (47‬‬
‫‪k = -2‬‬
‫〉‪= 〈x 1 + x 2 , y 1 + y 2‬‬
‫‪a‬‬ ‫‪b‬‬
‫〉‪= 〈x 2 + x 1 , y 2 + y 1‬‬
‫〉‪= 〈x 2 , y 2〉 + 〈x 1 , y 1‬‬
‫)‪-2(a + b‬‬
‫‪=b+a‬‬
‫‪-2a - 2b‬‬

‫‪a‬‬
‫‪(a + b) + c = (〈x 1 , y 1〉 + 〈x 2 , y 2〉) + 〈x 3 , y 3〉 (48‬‬ ‫‪b‬‬
‫〉‪= 〈x 1 + x 2 , y 1 + y 2〉 + 〈x 3 , y 3‬‬ ‫‪b‬‬ ‫‪a‬‬

‫〉‪= 〈x 1 + x 2 + x 3 , y 1 + y 2 + y 3‬‬
‫〉‪= 〈x 1 , y 1〉 + 〈x 2 + x 3 , y 2 + y 3‬‬
‫‪ (40‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫)〉‪= 〈x 1 , y 1〉 + (〈x 2 , y 2〉 + 〈x 3 , y 3‬‬
‫‪5‬‬
‫)‪= a + (b + c‬‬ ‫‪θ‬‬

‫‪3‬‬ ‫‪4‬‬

‫)〉‪k (a + b) = k (〈x 1 , y 1〉 + 〈x 2 , y 2‬‬ ‫‪(49‬‬

‫〉‪= k〈x 1 + x 2 , y 1 + y 2‬‬
‫〉)‪= 〈k(x 1 + x 2) , k((y 1 + y 2‬‬
‫〉‪= 〈kx 1 + kx 2 , ky 1 + ky 2‬‬
‫〉‪= 〈kx 1 , ky 1〉 +〈kx 2 , ky 2‬‬
‫〉‪= k〈x 1 , y 1〉 + k〈x 2 , y 2‬‬
‫‪= ka + kb‬‬
‫‪ (43‬ﻣﺼﻄﻔﻰ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻭﺿﻊ ﻣﺼﻄﻔﻰ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺜﺎﻧﻲ ﻋﻨﺪ‬
‫ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻷﻭﻝ‪ ،‬ﺛﻢ ﺭﺳﻢ ﺍﻟﻤﺤﺼﻠﺔ ﻣﻦ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻪ‬
‫ﺍﻷﻭﻝ ﺇﻟﻰ ﻧﻘﻄﺔ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻭﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻻﺳﺘﻌﻤﺎﻝ‬
‫ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪ .‬ﺃﻣﺎ ﺣﺴﻴﻦ ﻓﻘﺪ ﻭﺿﻊ ﻧﻘﻄﺘﹶﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻤﺘﺠﻬﻴﻦ ﻣ ﹰﻌﺎ‪ ،‬ﻭﻫﻲ‬
‫ﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ ﻻﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﻟﻜﻨﻪ ﻟﻢ ﹸﻳﻜﻤﻞ‬
‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬

‫‪49B‬‬ ‫‪ 5‬‬

 k (u · v) = k u · v = u · k v (37 k a = k〈x 1 , y 1〉 (50
k (〈u 1,u 2〉 · 〈v 1,v 2〉) ¬ k 〈u 1,u 2〉 · 〈v 1,v 2〉 ¬ 〈u 1,u 2〉 · k〈v 1,v 2〉
= 〈kx 1 , ky 1〉
k (u 1v 1 + u 2v 2) ¬ 〈k u 1,k u 2〉 · 〈v 1,v 2〉 ¬ 〈u 1,u 2〉 · 〈k v 1, k v 2〉
k u 1v 1 + k u 2v 2 = k u 1v 1 + k u 2v 2= k u 1v 1 + k u 2v 2
= √
(kx 1) 2 + (ky 1) 2
= √
k 2x 1 2 + k 2y 1 2
_
u·v
cos 90° = u · v θ = 90° ‫ ﻫﻲ‬v ، u ‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ (38 = √k
2(x 2 + y 2)
1 1

_
u·v
0 = u · v cos 90° = 0
= √k √x 1 + y 1 2
 2 
2

= k 〈x 1 , y 1 〉
v·u=0 u · v ‫ﺑﻀﺮﺏ ﺍﻟﻄﺮﻓﻴﻦ ﻓﻲ‬

= k a
n (52
33, 35 5-4  _3 m
4
n _3 m
4
z (1A
(-3, -4, 2)

2 3n (53
_1 p
-3 2
_1 p + 3n
2
-4
O y

- 3n (54

x m
m- 3n

 5
z (1B

2n (55

p
-m
2
O y
p + 2n -m
3

(3, 2, -3)
3 1 5- 3 
z (1C (35
u·v=v·u
〈u 1,u 2〉 · 〈v 1,v 2〉 ¬ 〈v 1,v 2〉 · 〈u 1,u 2〉
u 1v 1 + u 2v 2 ¬ v 1u 1 + v 2u 2
-4
O y u 1v 1 + u 2v 2 = u 1v 1 + u 2v 2

(36
5
x 〈u 1,u 2〉 · (〈v 1,v 2〉 + 〈w 1,w 2〉) ¬ 〈u 1,u 2〉 · 〈v 1,v 2〉 +
(5, -4, -1) 〈u 1,u 2〉 · 〈w 1,w 2〉

〈u 1,u 2〉 · 〈v 1 + w 1, v 2 + w 2〉 ¬ (u 1v 1 + u 2v 2) +
z
(3A
(u 1w 1 + u 2w 2)

u 1(v 1 + w 1) + u 2(v 2 + w 2) ¬ u 1v 1 + u 1w 1 +
-4
u 2v 2 + u 2w 2

u 1v 1 + u 1w 1 + u 2v 2 + u 2w 2 = u 1v 1 + u 1w 1 +
O 2 y
u 2v 2 + u 2w 2
(-4, 2, -3)

 5 49C

 (-2, -5, 3) z (4 (-1, -3, 4) (3B
z

O y
O y

x
x

z (5 37, 3 8 5- 4 

z (1
(2, -2, 3)

O y

O y
x

x
z (6
(1, -2, -4)
 5

16

8 -16

-8 z
(2
O y
-16 -8 8 16
(-16, 12, -13)
8

16
-16
x
O y
(3, 2, 1)

(
9.90, - _
15
, 2, _1 (8
2 2 ) (
12.25, - _3 , 5, _
13
2 2 ) (7 x

(
15.65, 2, -2, _9 (9
2 )
z (3
(
9.11, - _9 , - _3 , - _
2
13
(10
2 2)

z (12 (-5,, -4,, -2)

(0, -4, 4)
O y

x
O y

49D  5

 z
(-10, 0, 5) (17 z
(13

4 -8

-4 (-3, 3, -2)
3, -3,
O y O y
-8 -4 4 8

8
-8
x x
.

(18 z (14
z

4 -8
(7, -6, 6)
-4
O y
O y
-88 -4 4 8

8 (-1, 3, -4)
-8 x
x

 5
(19
z
z (15
8

4 -8

-4
O y
-8 -4 4 8
O y
4

8
-8
x
(1, -4, -8)
x

(4, -2, -3)

〈16, 2 , 8〉 , 18, _8 , _1 , _4 (32
9 9 9

〈0 , -8 , 12〉, 0 , - _ , _ (33
 3 √
2 √13 13
13 13
z (16
 , (34
〈-3, -5, -10〉, √134
8
- __ , - __ , - __

3 √134 
5 √134 
5 √134
134 134 67
4 -8

 , (35
〈-4 , 8 , 20〉, 4 √30 -4
O y
-_ , _ , _
√30  √30
 √30  -8 -4 4 8
30 15 6
4
 , (36
〈-1 , 8 , -10〉, √165 (6, 8, -2)
8 -8
x
- _ , __ , - __
√165 
 8 √165 
2 √165
165 165 33

 5 49E

 ‫‪ (54‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻜﻮﻥ ﺍﺳﺘﻌﻤﺎﻝ ﹸﺑﻌﺪﻳﻦ ﺃﻛﺜﺮ ﻣﻨﻄﻘﻴ ﹰﺔ‪ ،‬ﻋﻨﺪ ﻭﺻﻒ ﻣﻮﻗﻊ‬ ‫‪ , (37‬‬
‫‪〈-6, -15, 4〉, √277‬‬
‫ﻋﻠﻰ ﺍﻟﺨﺮﻳﻄﺔ؛ ﻷﻥ ﺍﻟﺨﺮﻳﻄﺔ ﻧﻔﺴﻬﺎ ﻣﺮﺳﻮﻣﺔ ﺑﺒﻌﺪﻳﻦ‪ .‬ﻭﻳﻜﻮﻥ ﺍﺳﺘﻌﻤﺎﻝ‬
‫__ ‪- __ , - __ ,‬‬
‫‬
‫‪6 √277‬‬ ‫√ ‪277 4‬‬
‫√ ‪15‬‬ ‫‪277‬‬
‫ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﺃﻛﺜﺮ ﻣﻨﻄﻘﻴ ﹰﺔ‪ ،‬ﻋﻨﺪ ﻭﺻﻒ ﻣﻮﻗﻊ ﻋﻠﻰ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ؛ ﻷﻥ‬ ‫‪277‬‬ ‫‪277‬‬ ‫‪277‬‬
‫ﻟﻠﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ ﺃﺑﻌﺎ ﹰﺩﺍ ﺛﻼﺛﺔ‪.‬‬
‫‪, (38‬‬
‫‪〈4, -15, 5〉, √266‬‬

‫‪40 5-5 ‬‬ ‫__‬ ‫‬

‫‪2 √266‬‬
‫__ ‪, - __ ,‬‬
‫‪266 5 √266‬‬
‫√ ‪15‬‬ ‫‬
‫‪133‬‬ ‫‪266‬‬ ‫‪266‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬ ‫‪(3A‬‬
‫〉‪= 〈9, -21, -6〉 · 〈5, 1, 4‬‬ ‫〉‪= 〈9, -21, -6〉 · 〈4, 2, -1‬‬
‫‪= 9(5) +‬‬ ‫)‪= 9(4) + (-21)(2) + (-6)(-1‬‬ ‫‪, (39‬‬
‫‪〈20, 32, 42〉, 2 √797‬‬
‫)‪(-21)(1) + (-6)(4‬‬ ‫‪= 36 + (-42) + 6‬‬
‫)‪= 45 + (-21) + (-24‬‬
‫__‬ ‫__ ‬
‫‪10 √797‬‬
‫‪,‬‬
‫__ ‪797‬‬
‫√ ‪16‬‬
‫‪,‬‬
‫‬
‫‪21 √797‬‬
‫‪797‬‬ ‫‪797‬‬ ‫‪797‬‬
‫‪=0‬‬ ‫‪=0‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬ ‫‪(3B‬‬
‫〉‪= 〈-1, -7, 3〉 · 〈5, 1, 4‬‬ ‫〉‪= 〈-1, -7, 3〉 · 〈-2, -1, -3‬‬ ‫= ‪AB‬‬ ‫)‪√(5-3‬‬
‫‬
‫‪2‬‬
‫)‪(-1-1) 2+(1-2‬‬
‫)‪+(-1-1‬‬ ‫= ‪(1-2) 2‬‬ ‫√‬
‫‪4+4+1 = 3‬‬ ‫‪(45‬‬
‫)‪= (-1)(5) + (-7)(1) + 3(4) = (-1)(-2) + (-7)(-1) + 3(-3‬‬
‫‪= -5 + (-7) + 12‬‬ ‫)‪= 2 + 7 + (-9‬‬
‫‪=0‬‬ ‫‪=0‬‬
‫= ‪Bc‬‬ ‫√‬
‫‪(1-5) 2+(3+‬‬
‫‪3+1) 2+(1-‬‬
‫= ‪(1-1) 2‬‬ ‫√‬
‫√ ‪16+16 = 4‬‬
‫‪2‬‬

‫= ‪AB‬‬ ‫√‬
‫)‪(1-3) 2+(3-1‬‬
‫)‪-1) 2+(1-2‬‬
‫= ‪(1-2) 2‬‬ ‫√‬
‫‪4+4+1 = 3‬‬
‫‪42, 43 5-5 ‬‬
‫ﺑﻤﺎ ﺃﻥ‪ AB = Ac ≠ Bc :‬ﻓﺎﻟﻤﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ‪.‬‬
‫‪〈21, 7, 0〉 (12‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬
‫〉‪= 〈21, 7, 0〉 · 〈2, -6, -3‬‬ ‫〉‪= 〈21, 7, 0〉 · 〈-1, 3, 5‬‬
‫)‪= 21(2) + 7(-6) + 0(-3‬‬ ‫)‪= 21(-1) + 7(3) + 0(5‬‬ ‫= ‪AB‬‬ ‫√‬
‫‪(4-4) 2+(6-33) 2+((4-44) 2 = 3‬‬ ‫‪(46‬‬
‫‪ 5‬‬

‫‪=0‬‬ ‫‪=0‬‬
‫‪〈25, 6, 71〉 (13‬‬ ‫= ‪Ac‬‬ ‫√‬
‫= ‪(4-4) 2+(3-66) 2+((6-44) 2‬‬ ‫√‬
‫√ = ‪9+4‬‬
‫‪13‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬
‫〉‪= 〈25, 6, 71〉 · 〈-5, 9, 1‬‬ ‫〉‪= 〈25, 6, 71〉 · 〈4, 7, -2‬‬ ‫= ‪Ac‬‬ ‫√‬
‫‪(4-4) 2+(3-33) 2+((6-44) 2 = 2‬‬
‫)‪= 25(-5) + 6(9) + 71(1‬‬ ‫)‪= 25(4) + 6(7) + 71(-2‬‬ ‫‪2‬‬
‫‪=0‬‬ ‫‪=0‬‬ ‫‪( √13‬‬
‫ﺑﻤﺎ ﺃﻥ‪ ) = (2) 2+ (3) 2 :‬‬
‫‪〈38, 26, 21〉 (14‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬ ‫ﺇﺫﻥ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﻭﺑﻤﺎ ﺃﻥ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﺇﺫﻥ ﻓﻬﻮ‬
‫〉‪= 〈38, 26, 21〉 · 〈1, 5, -8‬‬ ‫〉‪= 〈38, 26, 21〉 · 〈3, -6, 2‬‬ ‫ﻣﺨﺘﻠﻒ ﺍﻷﺿﻼﻉ‪.‬‬
‫)‪= 38(1) + 26(5) + 21(-8‬‬ ‫)‪= 38(3) + 26(-6) + 21(2‬‬
‫‪=0‬‬ ‫‪=0‬‬
‫‪〈7, 23, 12〉 (15‬‬ ‫√ = ‪A B‬‬
‫√ = ‪(2+1) 2+(5-44) 2+((1-33) 2‬‬
‫√ = ‪9+1+4‬‬
‫‪14‬‬ ‫‪(47‬‬
‫‪(u × v) · v‬‬ ‫‪(u × v) · u‬‬
‫√ = ‪A c‬‬
‫‪(0-2) 2+(-6-55) 2+((6-11) 2 = √4+121+25‬‬
‫‪ = √150‬‬
‫‪ = 5 √6‬‬
‫〉‪= 〈7, 23, 12〉 · 〈7, 1, -6‬‬ ‫〉‪= 〈7, 23, 12〉 · 〈-2, -2, 5‬‬
‫)‪= 7(7) + 23(1) + 12(-6‬‬ ‫)‪= 7(-2) + 23(-2) + 12(5‬‬ ‫√ = ‪A c‬‬
‫‪(0+1) 2+(-6-4‬‬
‫‪-6-4) 2+((6-33) 2 = √1+100+9‬‬
‫‪ = √110‬‬
‫‬
‫‪=0‬‬ ‫‪= 0‬‬
‫ﺑﻤﺎ ﺃﻥ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﺇﺫﻥ ﺍﻟﻤﺜﻠﺚ ﻣﺨﺘﻠﻒ ﺍﻷﺿﻼﻉ‪.‬‬
‫‪ (45‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺗﻮﺍﺯﻱ ﺃﻭ ﺗﻌﺎﻣﺪ ﻣﺘﺠﻬﻴﻦ‪ ،‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﻗﺎﻋﺪﺓ ﺣﺴﺎﺏ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺘﺠﻬﻴﻦ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ 0°‬ﺃﻭ ‪، 180°‬‬ ‫ﺍﻟﻜﺮﺓ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ﻋﻦ ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ ﹸﺑﻌﺪﹰ ﺍ‬
‫ﻳﻜﻮﻧﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺳﻬﺎ ‪ 90°‬ﻳﻜﻮﻧﺎﻥ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ .‬ﻳﻤﻜﻨﻚ‬ ‫ﺛﺎﺑﺘﹰﺎ )ﻧﺼﻒ ﺍﻟﻘﻄﺮ( ﺇﺫﻥ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﻄﺔ )‪ (z ,yy ,x‬ﻧﻘﻄﺔ ﺗﻘﻊ ﻋﻠﻰ ﺍﻟﻜﺮﺓ‬
‫ﻛﺬﻟﻚ ﺇﻳﺠﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ ﻟﻠﻤﺘﺠﻬﻴﻦ‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﺴﺐ ﺑﻴﻦ‬ ‫ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ ‪ ،(yy ,k ,h)m‬ﻓﺈﻧﻪ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ‪ A‬ﹶﻭ ‪M‬‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ ﻟﻠﺘﺤﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺘﺠﻬﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﺇﺫﺍ‬ ‫ﺗﺴﺎﻭﻱ ‪r‬‬
‫ﻛﺎﻧﺖ ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺜﻼﺛﺔ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻤﺮﻛﺒﺔ‬ ‫ﻧﻔﺘﺮﺽ ﺃﻥ ﺍﻟﻨﻘﻄﺔ )‪ A(x, y, z‬ﻧﻘﻄﺔ ﺗﻘﻊ ﻋﻠﻰ ﺍﻟﻜﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ‬
‫ﻧﻔﺴﻬﺎ‪ ،‬ﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻬﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﻭﻻ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‬ ‫)‪ m(h, k, l‬ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺘﺠﻬﺎﻥ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ .‬ﻭﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺗﻌﺎﻣﺪ ﻣﺘﺠﻬﻴﻦ‪ ،‬ﻳﻤﻜﻨﻚ‬
‫ﺻﻔﺮﺍ ﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻬﺎﻥ‬‫ﺇﻳﺠﺎﺩ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻨﺎﺗﺞ ﹰ‬ ‫√ = ‪d‬‬
‫‪(x 2 - x 1) 2 + ( y 2 - y 1) 2 + (z 2 - z 1) 2 (48‬‬
‫ﻣﺘﻌﺎﻣﺪﻳﻦ‪ ،‬ﻭﻻ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻳﻘﺔ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻫﺬﻩ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬
‫ﻹﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻜﺮﺓ‬
‫ﺍﻟﺘﻮﺍﺯﻱ‪.‬‬
‫√ = ‪r‬‬
‫‪(x - h ) 2 + ( y - k ) 2 + (z - l ) 2‬‬

‫‪r 2 = (x‬‬
‫‪x - h )2 + ( y - k )2 + (zz - l )2‬‬

‫‪49F‬‬ ‫‪ 5‬‬

  6


(51)

4 6 -1

 

 • 
  •

 


57 
 
 •
( 6 )
 •
( 8 )
 •
 ( 9 )


( 9 ) •

• 
(1 5 , 5 5 , 5 8 )  

        

 6 50A

 
  

15 3 12

 4 6-3  4 6-2

 

 •  •
 •  •


 



66

 
 •  •
( 14 ) ( 10 )
 •  •
( 16 ) ( 12 )
 •  •
 ( 17 )  ( 13 )

 
( 11 ) • ( 10 ) •

• •
(7 1 , 7 8 )  (61, 67) 

 
79–82 •
83 •

50B  6

  6

 
6   ✓

(51) 6

(51) 

   
  ✓
   
 
6  
www.obeikaneducation.com 
!
 4
(30, 31)  
www.obeikaneducation.com



6  (32)  

www.obeikaneducation.com www.obeikaneducation.com



6  (79-82) 

www.obeikaneducation.com (49) 
www.obeikaneducation.com

6   ✓

6  (34, 36, 38)  1, 2A, 2B 

www.obeikaneducation.com (40)  3 
(33) 
(42)  
(43)  
www.obeikaneducation.com

         

 6 50C

‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪1‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ‬

‫ﻓﺮﺟﺎﺭ ﻭﺧﺮﻳﻄﺔ ﻹﺣﺪ￯ ﻣﺪﻥ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺑﻌﺾ ﺍﻟﻤﻮﺍﻗﻊ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪ ﺗﺤﺪﻳﺪ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
‫ﺃﻭ ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺍﻟﺨﺮﻳﻄﺔ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ‪ ،‬ﺗﻘﻊ ﻣﻜﺘﺒﺔ ﺍﻟﻤﺪﻳﻨﺔ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ (2, 45°‬ﺃﻭ‬
‫) ‪.( √2, √2‬‬

‫‪‬‬ ‫‪‬‬ ‫‪2‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻌﻴﻴﻦ ﺑﻌﺾ ﺍﻟﻨﻘﺎﻁ ﻋﻠﻰ ﻣﻨﺤﻨﹰﻰ ﻗﻄﺒﻲ‪ ،‬ﺛﻢ ﺗﺤﻮﻳﻞ ﻛﻞ ﻧﻘﻄﺔ ﺇﻟﻰ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻭﺗﻤﺜﻴﻠﻬﺎ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺪﻳﻜﺎﺭﺗﻲ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ‬
‫ﻳﻼﺣﻈﻮﺍ ﺃﻧﻬﻢ ﺣﺼﻠﻮﺍ ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻘﻄﺒﻲ ﻧﻔﺴﻪ‪.‬‬

‫‪‬‬
‫‪‬‬ ‫‪3‬‬

‫‪ ‬ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻠﻌﺒﻮﺍ ﻟﻌﺒﺔ »ﺍﻟﺼﻴﺪ ﺍﻟﻘﻄﺒﻲ« ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬

‫ﻭﺯﻭﺩ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﺸﺒﻜﺔ ﻗﻄﺒﻴﺔ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﻧﻮﻋﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻣﻦ ﺣﺒﻮﺏ ﺍﻟﺒﻘﻮﻟﻴﺎﺕ‬ ‫ﺛﻨﺎﺋﻴﺔ‪ ،‬ﹼ‬
‫ﺍﻟﺠﺎﻓﺔ ﻛﺎﻟﻔﺎﺻﻮﻟﻴﺎ ﻭﺍﻟﻔﻮﻝ‪ ،‬ﻭﻳﻜﺘﺐ ﻛﻞ ﻃﺎﻟﺐ ‪ 10‬ﻧﻘﺎﻁ ﻗﻄﺒﻴﺔ ﻓﻲ ﺑﻄﺎﻗﺎﺕ ﻭﻳﻀﻌﻮﻧﻬﺎ‬
‫ﻋﻠﻰ ﻃﺎﻭﻟﺔ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺃﺣﺪ ﻃﻼﺏ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺃﻥ ﻳﺴﺤﺐ ﺑﻄﺎﻗﺔ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺃﻥ ﹸﻳﻌ ﹼﻴﻦ‬
‫ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻘﻄﺒﻴﺔ ﺑﻮﺿﻊ ﻧﻮﻉ ﻣﻦ ﺣﺒﻮﺏ ﺍﻟﺒﻘﻮﻟﻴﺎﺕ ﺍﻟﺨﺎﺹ ﺑﻪ ﺛﻢ ﻳﺘﺒﺎﺩﻝ‬
‫ﺧﻄﺄ ﻓﻲ ﺗﻤﺜﻴﻞ ﺯﻣﻴﻠﻪ‪ ،‬ﻓﺈﻧﻪ‬ ‫ﺍﻟﺪﻭﺭ ﻣﻊ ﺯﻣﻴﻠﻪ‪ .‬ﻭﻓﻲ ﻫﺬﻩ ﺍﻷﺛﻨﺎﺀ‪ ،‬ﺇﺫﺍ ﺍﻛﺘﺸﻒ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﹰ‬
‫ﻳﺼﺤﺢ ﺍﻟﻤﻮﻗﻊ ﻭﻳﻀﻊ ﺣﺒ ﹰﺔ ﻣﻦ ﺣﺒﺎﺗﻪ ﻋﻨﺪﻫﺎ‪ ،‬ﻭﺣﺎﻝ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﻁ ﺟﻤﻴﻌﻬﺎ‬
‫ﺑﺼﻮﺭﺓ ﺻﺤﻴﺤﺔ‪ ،‬ﻳﻔﻮﺯ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻟﻪ ﺃﻛﺒﺮ ﻋﺪﺩ ﻣﻦ ﺍﻟﺤﺒﻮﺏ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪.‬‬

‫‪90°‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫)‪(3, 120°‬‬
‫‪150°‬‬ ‫‪30°‬‬

‫‪180°‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0°‬‬ ‫)‪(-4, 30°‬‬

‫‪210°‬‬ ‫‪330°‬‬
‫)‪(4, 30°‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬

‫‪50D‬‬ ‫‪ 6‬‬

 ‫‪‬‬ ‫‪6‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 6-1‬‬
‫‪‬‬ ‫‪6 ‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻳﺘﻜﻮﻥ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﱠ‬ ‫‪‬‬
‫ﹸﺴﻤﻰ ﺍﻟﻘﻄﺐ‪.‬‬
‫• ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﹸﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ ‪ O‬ﻭﺗ ﱠ‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﻓﺔ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫• ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‪ ،‬ﻭﻫﻮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ ﻳﻤﺘﺪ ﺃﻓﻘ ﹼﹰﻴﺎ ﻣﻦ ﺍﻟﻘﻄﺐ‪،‬‬ ‫ﺍﻹﺣﺪﺍﺛﻲ )ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ(‪.‬‬
‫ﻣﺘﺠﻬﺎ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﹰ‬ ‫ﻭﻳﻜﻮﻥ‬
‫• ﺗﻌﺮﻳﻒ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺘﺨ ﱡﻴﻠﻴﺔ ﻭﺗﺒﺴﻴﻄﻬﺎ‪ ،‬ﻭﺟﻤﻌﻬﺎ ﻭﺿﺮﺑﻬﺎ‪ ،‬ﻭﺣﻞ‬
‫• ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻨﻘﻄﺔ ﻫﻲ )‪ ، P(r, θ‬ﺣﻴﺚ ‪ r‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ‬ ‫ﻣﻌﺎﺩﻻﺕ ﺫﺍﺕ ﺣﻠﻮﻝ ﺗﺨ ﱡﻴﻠﻴﺔ‪.‬‬
‫ﻣﻦ ‪ O‬ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻭ ‪ θ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‬
‫ﺇﻟﻰ ‪OP‬‬
‫‪‬‬
‫‪‬‬ ‫• ﺟﻤﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﻃﺮﺣﻬﺎ‪.‬‬
‫‪‬‬ ‫• ﺇﻳﺠﺎﺩ ﻣﺮﺍﻓﻖ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‪.‬‬

‫)‪P(r, θ‬‬
‫• ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﻟﻸﻋﺪﺍﺩ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺒﺮﻳﺔ‪.‬‬
‫‪r‬‬

‫‪θ‬‬
‫‪‬‬
‫‪O‬‬ ‫‪‬‬
‫‪6 ‬‬
‫ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻟﻜﻞ ﻧﻘﻄﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ ﻫﻲ )‪،(r, θ‬‬
‫ﻭﻟﻬﺎ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ )‪ (r, θ + 360°n‬ﺃﻭ )‪،(-r , θ + (2 n + 1)180°‬‬ ‫‪‬‬
‫ﺻﺤﻴﺢ‪.‬‬
‫ﹸ‬ ‫ﺃﻳﻀﺎ ﺣﻴﺚ ‪ n‬ﻋﺪ ﹲﺩ‬
‫ﹰ‬ ‫• ﺗﻤﺜﻴﻞ ﻧﻘﺎﻁ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﻣﻌﻄﺎﺓ ﺑﺪﻻﻟﺔ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪،‬‬
‫ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﹼﹰﺎ ﺑﺘﻌﻴﻴﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ )‪ (r, θ‬ﺍﻟﺘﻲ ﺗﺤﻘﻘﻬﺎ‪.‬‬ ‫• ﺗﻤﺜﻴﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫ﺃﺳﻬﻞ ﻣﻌﺎﺩﻟﺔ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻬﺎ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻫﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫• ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪) r = k‬ﻭﻫﻲ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ ﺍﻟﻘﻄﺐ(‪ ،‬ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ‪) θ = k‬ﻭﻫﻲ ﻣﻌﺎﺩﻟﺔ‬ ‫• ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫ﻣﺴﺘﻘﻴﻢ ﻳﻤﺮ ﺑﺎﻟﻘﻄﺐ(‪ ،‬ﺣﻴﺚ ‪ k‬ﺛﺎﺑﺖ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪ P 2(r 2, θ 2) ، P 1(r 1, θ 1‬ﻓﻲ‬ ‫• ﺗﺤﻮﻳﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻣﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪،‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ‪:‬‬ ‫ﻭﺍﻟﻌﻜﺲ‪.‬‬
‫• ﺇﻳﺠﺎﺩ ﺣﺎﺻﻞ ﺿﺮﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﻗﺴﻤﺘﻬﺎ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺟﺬﻭﺭﻫﺎ‬
‫√ = ‪. P 1P 2‬‬
‫) ‪r 1 2 + r 2 2 - 2r 1r 2 cos (θ 2 - θ 1‬‬
‫ﻭﻗﻮﺍﻫﺎ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪ 6-2‬‬
‫‪‬‬
‫ﻟﺘﺤﻮﻳﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ )‪ (r, θ‬ﺇﻟﻰ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
‫)‪ ،(x, y‬ﺍﺳﺘﻌﻤﻞ ﺻﻴﻐﺘﹶﻲ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫‪x = r cos θ‬‬ ‫•‬ ‫‪6 ‬‬
‫‪y = r sin θ‬‬ ‫•‬
‫‪‬‬
‫ﻟﺘﺤﻮﻳﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪ (x, y‬ﺇﻟﻰ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‬
‫• ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻤﻨﺤﻨﹰﻰ ﻣﻌﺎﺩﻟﺘﻪ ﻣﻌﻄﺎﺓ ﻋﻠﻰ‬
‫)‪ ،(r, θ‬ﺍﺳﺘﻌﻤﻞ ﺻﻴﻐﺘﹶﻲ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪√x‬‬
‫=‪r‬‬ ‫‪2‬‬
‫• ‪+ y2‬‬
‫ﹴ‬
‫ﻟﻘﻮﺱ ﻣﻦ ﹸﻣﻨﺤﻨﹰﻰ‪.‬‬ ‫• ﺇﻳﺠﺎﺩ ﺍﻟﻄﻮﻝ ﺍﻟﺘﻘﺮﻳﺒﻲ‬
‫• ‪ θ = Tan-1 _x‬ﻋﻨﺪﻣﺎ ‪ ، x > 0‬ﺃﻭ ‪ θ = tan-1 _x + π‬ﻋﻨﺪﻣﺎ ‪.x < 0‬‬
‫‪y‬‬ ‫‪y‬‬
‫• ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻟﻤﻨﺤﻨﹰﻰ ﻣﻌﺎﺩﻟﺘﻪ ﻣﻌﻄﺎﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫• ﻭﻋﻨﺪﻣﺎ ‪ x = 0‬ﻓﺈﻥ‪ r = y ،θ = _ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪y > 0‬‬
‫‪π‬‬
‫‪2‬‬ ‫• ﺣﻞ ﻧﻈﺎﻡ ﻣﻌﺎﺩﻻﺕ ﻗﻄﺒﻴﺔ‪.‬‬
‫ﺃﻭ _ ‪ r = y ،θ = -‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪y < 0‬‬
‫‪π‬‬
‫‪2‬‬
‫ﻋﻮﺽ ﻣﺒﺎﺷﺮﺓ‬‫• ﻟﺘﺤﻮﻳﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﱢ‬
‫ﺑﺴﻂ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ‪.‬‬
‫ﻋﻦ ‪ x‬ﺑـ ‪ r cos θ‬ﻭﻋﻦ ‪ y‬ﺑـ ‪ ،r sin θ‬ﺛﻢ ﱢ‬
‫• ﺇﻥ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺩﻳﻜﺎﺭﺗﻴﺔ ﻻ ﻳﺘﻢ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‬
‫ﻣﺜﻞ ﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻓﻔﻲ ﺍﻟﺘﺤﻮﻳﻞ‬
‫ﺍﻟﺜﺎﻧﻲ‪ ،‬ﺗﻠﺰﻣﻨﺎ ﺟﻤﻴﻊ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪r = x + y , tan θ = _x , x = r cos θ , y = r sin θ‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪y‬‬

‫‪ 6‬‬ ‫‪50E‬‬

‫‪‬‬
‫‪ 6-3‬‬
‫‪‬‬
‫ﻭﺍﻟﻤﻌ ﹶﻄﻰ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
‫ﹸ‬ ‫ﺍﻟﺠﺰﺀ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪، z‬‬
‫‪ a + bi‬ﻫﻮ ‪ ، a‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﺘﺨ ﱡﻴﻠﻲ ‪ .b‬ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻓﻲ‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺑﺎﻟﻨﻘﻄﺔ )‪ .(a, b‬ﺣﻴﺚ ﹸﻳﻌ ﱠﻴﻦ ﺍﻟﺠﺰﺀ ﺍﻟﺤﻘﻴﻘﻲ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ‬
‫ﺍﻷﻓﻘﻲ‪ ،‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﺘﺨﻴﻠﻲ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺴﻤﻰ‬
‫ﺍﻟﻤﺤﻮﺭ ﺍﻟﺘﺨﻴﻠﻲ‪ .‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﹼﺐ ‪ z = a + bi‬ﻫﻲ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻌﺪﺩ ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﹼﺐ‪ ،‬ﻭﺗﺴﺎﻭﻱ‪:‬‬
‫‪| z |=  a + bi  = √a‬‬
‫‪2‬‬
‫‪+ b2‬‬
‫‪i‬‬ ‫)‪(a, b‬‬

‫|‪|z‬‬
‫‪b‬‬

‫‪O‬‬ ‫‪a‬‬ ‫‪R‬‬

‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ z = a + bi‬ﻫﻲ )‪، z = r ( cos θ + i sin θ‬‬

‫ﺣﻴﺚ ‪ r‬ﺗﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﺃﻭ ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻭﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺗﻤﺜﻞ ﺳﻌﺔ ﺍﻟﻌﺪﺩ‬
‫ﺍﻟﻤﺮﻛﹼﺐ‪.‬‬
‫√‬ ‫‬
‫‪2‬‬ ‫‪2‬‬
‫‪r = z = a + b , a = r cos θ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪θ, b = r sin θ ,‬‬
‫_‪ θ = tan -1‬ﻋﻨﺪﻣﺎ ‪ θ = tan a + π ، a > 0‬ﻋﻨﺪﻣﺎ ‪.a < 0‬‬
‫_ ‪-1‬‬
‫‪b‬‬ ‫‪b‬‬
‫‪a‬‬
‫_ ‪ θ = -‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪.b < 0‬‬ ‫‪π‬‬
‫‪2‬‬
‫‪،‬‬ ‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، a = 0‬ﻓﺈﻥ _ = ‪ θ‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪b > 0‬‬
‫‪π‬‬
‫‪2‬‬
‫ﹸﺴﻬﻞ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ‬ ‫ﺗ ﱢ‬
‫ﻭﻗﺴﻤﺘﻬﺎ‪ ،‬ﻭﺻﻴﻐﺔ ﺿﺮﺏ ﻋﺪﺩﻳﻦ ﻣﺮﻛﺒﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻫﻲ‪:‬‬
‫])‪z 1 z 2 = r 1 r 2 [cos (θ 1 + θ 2) + i sin (θ 1 + θ 2‬‬
‫ﺃﻣﺎ ﺻﻴﻐﺔ ﻗﺴﻤﺘﻬﺎ ﻓﻬﻲ‪:‬‬
‫‪z1‬‬
‫_‬ ‫‪r1‬‬
‫_‬
‫])‪ ، z = r [cos (θ 1 - θ 2) + i sin (θ 1 - θ 2‬ﺣﻴﺚ ‪r 2 ≠ 0 1 ،z 2 ≠ 0‬‬
‫‪2‬‬ ‫‪2‬‬

‫ﺍﻛﺘﺸﻒ ﻋﺎﻟﻢ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻔﺮﻧﺴﻲ ﺩﻳﻤﻮﺍﻓﺮ ﻧﻤ ﹰﻄﺎ ﻓﻲ ﺿﺮﺏ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬

‫ﻓﻲ ﻧﻔﺴﻪ ﻋﺪﺓ ﻣﺮﺍﺕ‪ ،‬ﻭﻗﺎﺩﻩ ﺫﻟﻚ ﺍﻟﻨﻤﻂ ﺇﻟﻰ ﻭﺿﻊ ﻧﻈﺮﻳﺔ ﹸﺳ ﱢﻤﻴﺖ ﺑﺎﺳﻤﻪ‪.‬‬
‫ﻭﺗﻨﺺ ﻧﻈﺮﻳﺘﻪ ﻋﻠﻰ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ )‪ z = r (cos θ + i sin θ‬ﻋﺪ ﹰﺩﺍ ﻣﺮﻛ ﹰﺒﺎ ﻋﻠﻰ‬
‫ﱡ‬
‫ﺻﺤﻴﺤﺎ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﻓﺈﻥ‪:‬‬
‫ﹰ‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻭﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ‬
‫)‪z n = (cos θ + i sin θ) n = r n (cos nθ + i sin nθ‬‬
‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ؛ ﻹﻳﺠﺎﺩ ﺟﺬﻭﺭ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ‪.‬‬

‫‪50F‬‬ ‫‪ 6‬‬

‫‪‬‬
‫‪Polar Coordinates and Complex Numbers‬‬
‫‪‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪  ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪ 6‬‬ ‫‪50‬‬
‫‪‬‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻤﺴﺒﻖ ﻟﻜﻞ ﺩﺭﺱ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻪ ﻗﺮﺍﺀﺓ ﺳﺮﻳﻌﺔ ﻣﺮﺓ‪ ،‬ﻭﺃﺧﺮ￯ ﻣﺘﺄﻧﻴﺔ‪،‬‬
‫ﻭﺃﻋﻄﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ؛ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﻳﺤﻮﻳﻪ ﺍﻟﺪﺭﺱ ﻣﻦ ﺃﻓﻜﺎﺭ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻬﻢ‬
‫ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﻣﺎ ﺻ ﹸﻌﺐ ﻋﻠﻴﻬﻢ ﻓﻬﻤﻪ؛ ﻭﺫﻟﻚ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪‬‬
‫ﻧﻤﻮﺫﺝ ﺑﻨﺎﺀ ﺍﻟﻤﻔﺮﺩﺍﺕ‪ ،‬ﺹ )‪.(28‬‬
‫ﻳﻜﻤﻞ ﺍﻟﻄﻼﺏ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺑﻜﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻔﺮﺩﺓ ﺟﺪﻳﺪﺓ ﺗﻈﻬﺮ ﻟﻬﻢ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﺃﻭ ﻣﺜﺎﻝ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺫﻟﻚ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻤﺮﺍﺟﻌﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪.‬‬
‫‪ 6‬‬
‫‪ 6‬‬
‫‪‬‬
‫‪‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻘﻄﺒﻲ ﻟﻌﻤﻞ‬
‫■‬
‫ﺗﺼﺎﻣﻴﻢ ﻫﻨﺪﺳﻴﺔ ﻣﺜﻞ ﻟﻮﺣﺔ ﺍﻟﺴﻬﺎﻡ؛ ﻟﺬﺍ ﺍﻃﻠﺐ‬
‫ﺇﻟﻴﻬﻢ‪:‬‬
‫■‬
‫• ﺗﺼﻤﻴﻢ ﻟﻮﺣﺔ ﺳﻬﺎﻡ ﻓﻲ ﻣﺴﺘﻮ￯ ﻗﻄﺒﻲ‪،‬‬
‫■‬
‫ﺗﺘﻜﻮﻥ ﻣﻦ ‪ 5‬ﺩﻭﺍﺋﺮ ﻣﺘﺤﺪﺓ ﺍﻟﻤﺮﻛﺰ‪،‬‬
‫ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻟﻠﺤﻠﻘﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﻟﺴﻤﻚ‬
‫ﻧﻔﺴﻪ‪ ،‬ﻭﻳﺴﺎﻭﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﻭﻳﺘﺪﺭﺝ ﻋﺪﺩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻜﺘﺴﺒﺔ‬
‫ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 5‬ﻣﻦ ﺍﻟﺤﻠﻘﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ‬
‫ﺇﻟﻰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫• ﺗﺤﺪﻳﺪ ﺃﻧﺼﺎﻑ ﺃﻗﻄﺎﺭ ﺍﻟﺤﻠﻘﺎﺕ‪.‬‬
‫• ﺗﺤﺪﻳﺪ ﺛﻼﺛﺔ ﻣﻮﺍﻗﻊ )ﻧﻘﺎﻁ ﻣﻜﺘﻮﺑﺔ‬
‫ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ( ﺃﺻﺎﺑﻬﺎ ﻻﻋﺐ ﺃﻃﻠﻖ‬
‫ﺛﻼﺛﺔ ﺃﺳﻬﻢ ﻋﻠﻰ ﺍﻟﻠﻮﺣﺔ‪.‬‬
‫• ﺇﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺣﺼﻞ ﻋﻠﻴﻬﺎ‬
‫ﺍﻟﻼﻋﺐ‪.‬‬
‫• ﺗﺤﻮﻳﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻛﻞ ﻧﻘﻄﺔ ﻣﻨﻬﺎ ﺇﻟﻰ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫‪ ‬ﻗﺪﹼ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﺼﻞ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻫﻮ‬
‫ﻧﻈﺎﻡ ﻳﺴﺘﻌﻤﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ )‪،(r , θ‬‬
‫ﺣﻴﺚ ‪ r‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻣﻦ ﺍﻟﻘﻄﺐ ﺇﻟﻰ‬
‫ﺍﻟﻨﻘﻄﺔ ‪ ، P‬ﻭ‪ θ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻣﻦ ﺍﻟﻤﺤﻮﺭ‬
‫ﺍﻟﻘﻄﺒﻲ ﺇﻟﻰ ‪‬‬
‫‪. OP‬‬
‫‪‬‬
‫‪.‬‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫‪90°‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫‪150°‬‬ ‫‪30°‬‬
‫)‪P (r, θ‬‬
‫‪θ‬‬
‫‪180°‬‬ ‫‪r‬‬ ‫‪0°‬‬
‫‪O1 2 3 4 5‬‬
‫‪210°‬‬ ‫‪330°‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬
‫ﺳﺆﺍﻝ‪ :‬ﺇﻻ ﹶﻡ ﹸﻳﺸﻴﺮ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ )‪(r , θ‬؟‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ r‬ﻭﺣﺪﺓ‬
‫ﻣﻦ ﺍﻟﻘﻄﺐ‪ ،‬ﻭﻋﻠﻰ ﻧﺼﻒ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ‬
‫ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ θ‬ﻣﻊ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫‪50‬‬
 6
6
   
‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬ 
‫ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬،‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ‬  (Initial Side of an Angle) 
1
x
...‫ ﻭﺍﻟﻌﺒﺎﺭﺓ ”ﺇﺫﺍ‬،‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬ 
‫ﻓﻘﻢ“ ﻓﻲ ﺍﻟﻤﺨﻄﻂ ﺗﺴﺎﻋﺪﻙ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬ .‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬1 - 6 
‫ ﻭﺍﻗﺘﺮﺍﺡ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬ 
(Terminal Side of an Angle) 
.￯‫ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬  ‫ﺍﺭﺳﻢ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺍﻟﻤﻌﻄﻰ ﻗﻴﺎﺳﻬﻤﺎ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬
 200° (1

 
-45° (2
y
 ‫ ﻭﺃﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ‬،‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‬
 1 :‫ ﻭﻣﺜﱢﻠﻬﻤﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬،‫ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﻛﻞ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ‬




165° (3


 x
%25   O  -10° (4
  _
4π
(5
3
 
 -_
π
(6
4
 (Measure of an Angle) 
  ‫ ﻭﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‬،‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‬
‫ﱢ‬
 :‫ﺇﻟﻰ ﺩﺭﺟﺎﺕ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
  

270° _
3π
(8 _
- π3 -60° (7
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 
 ‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺔ ﺍﻟﻔﺮﻕ ﺑﻴﻦ‬sin 15 ‫( ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ‬9
 2
(Sum and Difference Identities)
√6 _ - √2 .‫ﺯﺍﻭﻳﺘﻴﻦ‬
• sin ((A + B ) = sin A cos B + cos A sin B 4
  • cos ( A + B ) = cos A cos B - sin A sin B ‫)ﻗﺮﺏ‬
‫ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻤﺮﺳﻮﻡ ﺃﺩﻧﺎﻩ ﱢ‬AC ‫( ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻀﻠﻊ‬10
 %50 • sin ((A - B) = sin A cos B - cos A sin B .(‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬
C 3m
 
• cos ((A - B) = cos A cos B + sin A sin B B
60°

4m
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‫ﺗﻘﺮﻳﺒﺎﺎ‬
‫ ﺗﻘﺮﻳ ﹰﺒ‬3.6 m A

2
2 
www.obeikaneducation.com ‫ﺃﺳﺌﻠﺔ ﺗﻬﻴﺌﺔ ﺇﺿﺎﻓﻴﺔ ﻋﻠﻰ ﺍﻟﻤﻮﻗﻊ‬
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51  6 

  

‫ ﻭﻛﺘﺎﺑﺔ ﻣﺜﺎﻝ ﻋﻠﻰ ﱟ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬
‫ﻛﻞ ﻣﻨﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ‬
.‫ ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬،6 ‫ﺍﻟﻔﺼﻞ‬

51  6
 ‫‪‬‬
‫‪‬‬
‫‪Polar Coordinates‬‬
‫‪‬‬ ‫‪6 -1‬‬
‫ﹸ‬
‫ﺴﺘﻌﻤﻞ ﻣﺮﺍﻗﺒﻮ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺠﻮﻳﺔ ﺃﻧﻈﻤ ﹶﺔ ﺭﺍﺩﺍﺭ ﺣﺪﻳﺜﺔ ﻟﺘﻮﺟﻴﻪ ﻣﺴﺎﺭ ﺍﻟﻄﺎﺋﺮﺍﺕ‪،‬‬ ‫ﹶﻳ‬
‫‪‬‬
‫‪‬‬
‫‪ 1‬‬
‫ﻭﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺴﺎﺭﺍﺕ ﻭﺭﺣﻼﺕ ﺟﻮﻳﺔ ﺁﻣﻨﺔ‪ .‬ﻭﻫﺬﺍ ﻳﻀﻤﻦ ﺑﻘﺎﺀ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻠﻰ‬ ‫‪(  ) ‬‬
‫ﻣﺴﺎﻓﺔ ﺁﻣﻨﺔ ﻣﻦ ﺍﻟﻄﺎﺋﺮﺍﺕ ﺍﻷﺧﺮ￯‪ ،‬ﻭﺍﻟﺘﻀﺎﺭﻳﺲ ﺍﻷﺭﺿﻴﺔ‪ .‬ﻭﻳﺴﺘﻌﻤﻞ ﺍﻟﺮﺍﺩﺍﺭ‬
‫ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﻭﺍﻟﻤﺴﺎﻓﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ؛ ﻟﺘﻤﺜﻴﻞ ﻣﻮﻗﻊ ﺍﻟﻄﺎﺋﺮﺓ‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﻤﺮﺍﻗﺒﻮﻥ‬ ‫‪‬‬
‫ﺑﺘﺒﺎﺩﻝ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﻄﻴﺎﺭﻳﻦ‪.‬‬ ‫‪ ‬‬ ‫■‬
‫‪‬‬
‫‪6-1‬‬
‫‪‬‬
‫ﹶ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻤﻌﺎﺩﻻﺕ ﻣﻌﻄﺎﺓ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ‬ ‫ﺗﻌﻠﻤﺖ‬
‫ﹶ‬ ‫‪  ‬ﻟﻘﺪ‬ ‫‪ ‬‬ ‫■‬
‫ﺭﺳﻢ ﺯﻭﺍﻳﺎ ﻣﻮﺟﺒﺔ ﻭﺳﺎﻟﺒﺔ ﻣﻌﻄﺎﺓ‬
‫‪‬‬
‫)ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ(‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺤﺪﺩ ﻣﺮﺍﻗﺒﻮ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺠﻮﻳﺔ ﻣﻮﻗﻊ ﺍﻟﻄﺎﺋﺮﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺴﺎﻓﺎﺕ ﻭﺍﻟﺰﻭﺍﻳﺎ‪ ،‬ﻓﺈﻧﻬﻢ‬ ‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺍﻟﺮﺍﺩﻳﺎﻥ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬
‫ﻳﺴﺘﻌﻤﻠﻮﻥ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ )ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ(‪.‬‬
‫‪6-1‬‬
‫‪‬‬ ‫ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﺍﻟﻤﺤﻮﺭﺍﻥ ‪ x , y‬ﻫﻤﺎ ﺍﻟﻤﺤﻮﺭﺍﻥ ﺍﻷﻓﻘﻲ ﻭﺍﻟﺮﺃﺳﻲ‬ ‫‪‬‬
‫‪y‬‬ ‫ﻌﻴ ﹸﻦ‬
‫ﻭﻳ ﱠ‬
‫ﹸﺴﻤﻰ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻌﻬﻤﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺤﺮﻑ ‪ .O‬ﹸ‬ ‫ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﺗ ﱠ‬ ‫‪polar coordinate system‬‬
‫ﺗﻤﺜﻴﻞ ﻧﻘﺎﻁ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪x‬‬ ‫)‪P(x, y‬‬ ‫ﻣﻮﻗﻊ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻣﻦ ﺧﻼﻝ ﺯﻭﺝ ﻣﺮﺗﺐ )‪ ، (x , y‬ﺣﻴﺚ ‪x , y‬‬ ‫‪‬‬ ‫ﺗﻤﺜﻴﻞ ﻣﻌﺎﺩﻻﺕ ﻗﻄﺒﻴﺔ ﺑﺴﻴﻄﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫ﺍﻟﻤﺴﺎﻓﺘﺎﻥ ﺍﻟﻤﺘﹼﺠﻬﺘﺎﻥ ﺍﻷﻓﻘﻴﺔ‪ ،‬ﻭﺍﻟﺮﺃﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫ﹰ‬
‫ﻓﻤﺜﻼ‪ ،‬ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ )‪ (1, √3‬ﻋﻠﻰ ﹸﺑﻌﺪ ﻭﺣﺪﺓ ﻭﺣﺪﺓ ﺇﻟﻰ ﻳﻤﻴﻦ ﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻭﻋﻠﻰ‬
‫‪pole‬‬ ‫‪6-1‬‬
‫‪y‬‬ ‫‪‬‬
‫ﹸﺑﻌﺪ ‪ √3‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺃﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫‪polar axis‬‬
‫ﺗﺤﻮﻳﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺩﻳﻜﺎﺭﺗﻴﺔ‬
‫ﻭﺍﻟﻌﻜﺲ‪.‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪‬‬
‫‪‬‬ ‫ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻧﻘﻄﺔ ﺍﻷﺻﻞ ‪ O‬ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﺗﹸﺴﻤﻰ ﺍﻟﻘﻄﺐ‪.‬‬ ‫‪polar coordinates‬‬

‫ﻭﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ﻫﻮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ ﻳﻤﺘﺪ ﺃﻓﻘ ﹼﹰﻴﺎ ﻣﻦ ﺍﻟﻘﻄﺐ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬ ‫‪‬‬
‫)‪P(r, θ‬‬
‫ﻳﻤﻜﻦ ﺗﻌﻴﻴﻦ ﻣﻮﻗﻊ ﻧﻘﻄﺔ ‪ P‬ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬ ‫‪polar equation‬‬
‫‪r‬‬
‫ﻭﺍﺗﺠﺎﻫﺎ‪ ،‬ﻓﻤﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ‬
‫ﹰ‬ ‫)‪ ، (r, θ‬ﺣﻴﺚ ‪ r‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﹼﺠﻬﺔ )ﺃﻱ ﺗﺘﻀﻤﻦ ﻗﻴﻤ ﹰﺔ‬ ‫‪‬‬ ‫‪ 2‬‬
‫‪‬‬
‫‪θ‬‬
‫ﺗﻜﻮﻥ ‪ r‬ﺳﺎﻟﺒﺔ( ﻣﻦ ﺍﻟﻘﻄﺐ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ‪ ، P‬ﻭ ‪ θ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﹼﺠﻬﺔ )ﺃﻱ ﺗﺘﻀﻤﻦ ﻗﻴﻤ ﹰﺔ‬ ‫‪polar graph‬‬
‫‪O‬‬ ‫‪‬‬ ‫‪. OP‬‬
‫ﺍﻟﻘﻄﺒﻲ ﺇﻟﻰˆ‡‡‬
‫ˆ‡‡‬ ‫ﹼ‬ ‫ﻭﺍﺗﺠﺎﻫﺎ( ﻣﻦ ﺍﻟﻤﺤﻮﺭ‬
‫ﹰ‬
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‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﻤﻮﺟﺐ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﻳﻌﻨﻲ ﺩﻭﺭﺍﻧﹰﺎ ﺑﻌﻜﺲ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺪ ﹰﺀﺍ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‪ ،‬ﻓﻲ ﺣﻴﻦ ﻳﻌﻨﻲ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﺴﺎﻟﺐ ﺩﻭﺭﺍﻧﹰﺎ ﺑﺎﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻭﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒ ﹼﻴﺔ‪ ،‬ﻓﺈﻥ ‪ P‬ﺗﻘﻊ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟"‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r‬ﻣﻮﺟﺒﺔ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺎﻟﺒﺔ‪ ،‬ﻓﺈﻥ ‪ P‬ﺗﻘﻊ ﻋﻠﻰ ﻧﺼﻒ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻘﺎﺑﻞ )ﺍﻻﻣﺘﺪﺍﺩ( ﻟﻀﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪. θ‬‬ ‫‪‬‬
‫• ﺇﻻ ﹶﻡ ﹸﻳﺸﻴﺮ ﺍﻹﺣﺪﺍﺛﻴﺎﻥ ﻓﻲ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫)‪(x, y‬؟ ﻳﺸﻴﺮﺍﻥ ﺇﻟﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ‬
‫ﻣ ﹼﺜﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪:‬‬
‫ﻭﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺮﺃﺳﻴﺔ ﻋﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪A(2, 45°) (a‬‬
‫• ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪2‬‬ ‫)‪A(2, 45°‬‬ ‫ﺑﻤﺎ ﺃﻥ ‪ ، θ = 45°‬ﻓﺎﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ ، 45°‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﺤﻮﺭ‬
‫‪45°‬‬
‫‪‬‬ ‫ﺍﻟﻘﻄﺒﻲ ﻫﻮ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻟﻬﺎ‪ ،‬ﻭﻷﻥ ‪ ، r = 2‬ﻟﺬﺍ ﻋ ﱢﻴﻦ ﻧﻘﻄ ﹰﺔ ‪ A‬ﺗﺒ ﹸﻌﺪ ﻭﺣﺪﺗﻴﻦ ﻋﻦ‬ ‫ﺍﻟﻮﺍﺻﻞ ﺑﻴﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻭﺍﻟﻨﻘﻄﺔ‬
‫‪O‬‬ ‫‪‬‬ ‫ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ ، 45°‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫)_‬
‫) _ ‪ A _ ,‬؟ ‪45°‬‬
‫√‬‫‪2 √2‬‬
‫(‬ ‫‪2‬‬ ‫‪2‬‬
‫‪2π‬‬
‫(‬
‫‪B -1.5, 2π‬‬ ‫‪(b‬‬
‫ﺍﺭﺳﻢ ﺍﻟﺠﺰﺀ ﺍﻵﺗﻲ ﻣﻦ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻋﻠﻰ‬
‫‪3‬‬ ‫‪3‬‬
‫‪‬‬
‫_ ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﺤﻮﺭ‬ ‫_ = ‪ ،θ‬ﻟﺬﺍ ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
‫‪O‬‬ ‫‪2π‬‬ ‫‪2π‬‬
‫ﺑﻤﺎ ﺃﻥ‬
‫ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪3‬‬
‫ﺍﻟﻘﻄﺒﻲ ﻫﻮ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻟﻬﺎ‪ ،‬ﻭﻷﻥ ‪ r‬ﺳﺎﻟﺒﺔ‪ ،‬ﻟﺬﺍ ﹸﻣﺪﱠ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻓﻲ ﺍﻻﺗﺠﺎﻩ‬
‫_ ‪B -1.5,‬‬
‫(‬ ‫)‬
‫‪1.5‬‬ ‫‪2π‬‬ ‫‪y‬‬
‫‪3‬‬ ‫ﺍﻟﻤﻘﺎﺑﻞ‪ ،‬ﻭﻋ ﱢﻴﻦ ﻧﻘﻄ ﹰﺔ ‪ B‬ﺗﺒ ﹸﻌﺪ ‪ 1.5‬ﻭﺣﺪﺓ ﻋﻦ ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺍﻣﺘﺪﺍﺩ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ‪،‬‬
‫)‪(0, 1‬‬
‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫_‬
‫‪π‬‬
‫‪A‬‬ ‫_(‬
‫_ ‪√2‬‬
‫‪2‬‬
‫‪,‬‬
‫‪√2‬‬
‫‪2‬‬
‫)‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪52‬‬ ‫‪2‬‬

‫‪90°‬‬ ‫‪1‬‬ ‫_‬

‫‪π‬‬
‫‪4‬‬
‫_‬
‫‪√2‬‬
‫‪2‬‬
‫‪6 - 1‬‬ ‫‪45°‬‬ ‫)‪(1, 0‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪O‬‬ ‫_‬
‫‪√2‬‬ ‫‪x‬‬
‫‪2‬‬
‫•‪( 5 8 )  ‬‬ ‫•‪( 51, 55 )  ‬‬ ‫•‪( 51, 55 )  ‬‬ ‫‪‬‬
‫• ﺇﻻ ﹶﻡ ﹸﻳﺸﻴﺮ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ )‪(1, 45°‬؟‬
‫)‪(9‬‬ ‫‪ •‬‬ ‫)‪(9‬‬ ‫‪ •‬‬ ‫)‪(9‬‬ ‫‪ •‬‬ ‫‪‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ ﹸﺑﻌﺪ ﻭﺣﺪﺓ‬
‫•‪8  ‬‬ ‫•‪8  ‬‬ ‫•‪6  ‬‬ ‫‪‬‬ ‫ﻭﺍﺣﺪﺓ ﻣﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻋﻠﻰ ﻧﺼﻒ‬
‫•‪9  ‬‬ ‫•‪9  ‬‬ ‫•‪8  ‬‬ ‫‪‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﺼﻨﻊ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ‪ 45°‬ﻣﻊ‬
‫ﺍﻟﻤﺤﻮﺭ ‪.x‬‬

‫‪ 6‬‬ ‫‪52‬‬

 ‫‪C(3, -30°) (c‬‬

‫‪‬‬ ‫‪O‬‬
‫‪-30°‬‬
‫‪‬‬
‫‪‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ ، θ = -30°‬ﻟﺬﺍ ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ ، - 30°‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ﻫﻮ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻟﻬﺎ‪ ،‬ﻭﻷﻥ ‪ ، r = 3‬ﻟﺬﺍ ﻋ ﱢﻴﻦ ﻧﻘﻄ ﹰﺔ ‪ C‬ﺗﺒ ﹸﻌﺪ ‪3‬‬
‫‪ 1 , 2‬ﻳﺒ ﹼﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬ ‫‪3‬‬
‫)‪C(3, -30°‬‬
‫ﻭﺣﺪﺍﺕ ﻋﻦ ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫ﺍﻟﻘﻄﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ )‪ ،(r, θ‬ﻋﻨﺪﻣﺎ ﺗﹸﻌﻄﻰ ‪θ‬‬
‫‪ (1A –1C ‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﺃﻭ ﺍﻟﺮﺍﺩﻳﺎﻥ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬ ‫ﻣ ﹼﺜﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫(‬
‫_ ‪F 4, -‬‬
‫‪5π‬‬
‫‪6‬‬
‫‪(1C‬‬ ‫)‬ ‫‪E(2.5, 240°) (1B‬‬ ‫‪D‬‬ ‫‪(1A‬‬
‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ‬
‫ﻣﺘﻌﺪﺩﺓ ﺗﻤﺜﻞ ﻧﻘﻄ ﹰﺔ ﻭﺍﺣﺪﺓﹰ‪.‬‬ ‫ﺗﹸﻌ ﱠﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺍﻟﺬﻱ ﻳﺘﺨﺬ ﹰ‬
‫ﺷﻜﻼ ﺩﺍﺋﺮ ﹼﹰﻳﺎ‪ ،‬ﻛﻤﺎ ﺗﹸﻌ ﱠﻴ ﹸﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ‪.‬‬ ‫ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺬﻱ ﻳﺘﺨﺬ ﹰ‬
‫ﺷﻜﻼ‬

‫‪ ‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫ﻣ ﹼﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪:‬‬
‫‪π‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫_ (‬
‫‪2π‬‬ ‫‪π‬‬
‫) ‪3‬‬
‫‪2‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪P 3, 4π‬‬ ‫‪(a‬‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪5π‬‬
‫‪6‬‬
‫‪π‬‬
‫‪6‬‬ ‫_ ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﺤﻮﺭ‬
‫‪4π‬‬
‫‪π‬‬
‫_ = ‪ ، θ‬ﻟﺬﺍ ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
‫‪4π‬‬
‫‪π‬‬
‫ﺑﻤﺎ ﺃﻥ‬
‫‪3‬‬ ‫‪3‬‬
‫‪π‬‬ ‫‪O‬‬ ‫‪0‬‬ ‫ﺍﻟﻘﻄﺒﻲ ﻫﻮ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻟﻬﺎ‪ ،‬ﻭﻷﻥ ‪ ، r = 3‬ﻟﺬﺍ ﻋ ﱢﻴﻦ ﻧﻘﻄ ﹰﺔ ‪ P‬ﺗﺒ ﹸﻌﺪ ‪ 3‬ﻭﺣﺪﺍﺕ‬
‫‪‬‬
‫‪1 2 3 4 5‬‬

‫‪7π‬‬ ‫(‬ ‫_‬

‫‪4π‬‬
‫‪P 3, 3‬‬ ‫)‬ ‫‪11π‬‬ ‫ﻋﻦ ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪6‬‬ ‫‪6‬‬

‫ﻣ ﹼﺜﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ‬

‫‪4π‬‬ ‫‪5π‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪3π‬‬
‫‪2‬‬
‫‪3‬‬

‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪:‬‬ ‫‪90°‬‬

‫‪Q(-3.5, 150°) (b‬‬
‫‪120°‬‬ ‫‪60°‬‬ ‫ﺑﻤﺎ ﺃﻥ ‪ ، θ = 150°°‬ﻟﺬﺍ ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ ، 150°°‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫‪S(1 , 200°) (a‬‬ ‫ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻟﻬﺎ‪ ،‬ﻭﻷﻥ ‪ r‬ﺳﺎﻟﺒﺔ‪ ،‬ﻟﺬﺍ ﹸﻣﺪﱠ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬
‫‪150°‬‬ ‫‪30°‬‬
‫‪1‬‬ ‫‪200°‬‬ ‫ﻟﻠﺰﺍﻭﻳﺔ ﻓﻲ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻘﺎﺑﻞ‪ ،‬ﻭﻋ ﱢﻴﻦ ﻧﻘﻄ ﹰﺔ ‪ Q‬ﺗﺒﻌﺪ ‪ 3.5‬ﻭﺣﺪﺍﺕ ﻋﻦ‬
‫‪O‬‬
‫‪180°‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0°‬‬ ‫ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺍﻣﺘﺪﺍﺩ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪‬‬
‫)‪S(1, 200°‬‬ ‫‪210°‬‬
‫))‪Q(-3.5, 150°‬‬
‫‪330°‬‬

‫‪R -2 , _ (b‬‬
‫(‬‫‪3π‬‬
‫‪2‬‬ ‫)‬ ‫‪240°‬‬
‫‪270°‬‬
‫‪300°‬‬
‫‪‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ (2A ,2B :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻣ ﱢﺜﻞ ﹼﹰ‬
‫‪R‬‬ ‫(‬ ‫_ ‪2,‬‬
‫‪3π‬‬
‫)‬
‫‪2‬‬
‫_‬
‫‪3π‬‬
‫‪S(-2, -135°) (2B‬‬ ‫(‬
‫_ ‪R 1.5, -‬‬
‫‪7π‬‬
‫‪6‬‬ ‫)‬ ‫‪(2A‬‬
‫‪2‬‬
‫‪2‬‬

‫‪O‬‬
‫‪‬‬
‫ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻛﻞ ﻧﻘﻄﺔ ﹸﻳﻌ ﱠﺒﺮ ﻋﻨﻬﺎ ﺑﺰﻭﺝ ﻭﺣﻴﺪ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ )‪ .(x, y‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﻻ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﻧﻈﺎﻡ‬ ‫‪‬‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ؛ ﻭﺫﻟﻚ ﻷﻥ ﻗﻴﺎﺱ ﻛﻞ ﺯﺍﻭﻳﺔ ﹸﻳﻜﺘﺐ ﺑﻌﺪﺩ ﻻﻧﻬﺎﺋﻲ ﻣﻦ ﺍﻟﻄﺮﺍﺋﻖ؛ ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻟﻠﻨﻘﻄﺔ )‪ (r, θ‬ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫‪M(4 , -90°) (c‬‬ ‫ﺃﻳﻀﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﹼﻴﻦ ﺃﺩﻧﺎﻩ‪.‬‬
‫)‪ (r, θ ± 360°‬ﺃﻭ )‪ (r, θ ± 2π‬ﹰ‬ ‫‪‬‬
‫‪‬‬
‫‪O‬‬ ‫‪‬‬ ‫) ‪θ (0, θ‬‬
‫)‪P(r, θ‬‬ ‫)‪P(r, θ‬‬
‫‪4‬‬ ‫‪-90°‬‬ ‫)‪P(r, θ + 360°‬‬
‫‪r‬‬ ‫‪r‬‬ ‫)‪P(r, θ - 360°‬‬
‫‪θ‬‬
‫)‪M(4, -90°‬‬ ‫‪(θ + 360)°‬‬ ‫‪O‬‬ ‫‪‬‬ ‫‪(θ - 360)°‬‬
‫‪θ‬‬
‫‪O‬‬ ‫‪‬‬

‫‪53‬‬ ‫‪‬‬ ‫‪6 - 1 ‬‬

‫‪ ‬‬
‫‪‬‬
‫‪y‬‬

‫‪60°‬‬
‫‪0‬‬ ‫‪O‬‬ ‫‪1‬‬ ‫‪x‬‬

‫‪‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻣﻮﻗﻊ ﺍﻟﻨﻘﻄﺔ ) ‪) P (1, √3‬ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﻓﻘﺮﺓ ﺗﻤﺜﻴﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻓﻲ‬
‫‪ ، OP‬ﻭﺍﻟﺬﻱ ﻃﻮﻟﻪ ﻭﺣﺪﺗﺎﻥ‪ ،‬ﻭﺯﺍﻭﻳﺘﻪ ﻣﻊ ﺍﻷﻓﻘﻲ ‪ ،60°‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺩﻋﺎ ﺇﻟﻰ ﺍﻟﺘﻔﻜﻴﺮ ﻓﻲ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫ﺍﻟﺼﻔﺤﺔ ‪ (52‬ﺑﺎﻟﻤﺘﺠﻪ ‪‬‬
‫‪‬‬
‫ﻋﻦ ﻣﻮﻗﻊ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﻣﺒﺎﺷﺮﺓﹰ‪ ،‬ﺑﺪﻻﻟﺔ ﻃﻮﻝ ﻫﺬﺍ ﺍﻟﻤﺘﺠﻪ ﻭﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﺎﻟﺼﻮﺭﺓ )‪ ،P (2, 60°‬ﻭﻣﻦ ﻫﻨﺎ ﻇﻬﺮﺕ ﻓﻜﺮﺓ ﺇﻧﺸﺎﺀ ﻧﻈﺎﻡ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ؛ ﻟﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺑﺪﻻﻟﺔ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ )ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻬﺔ(‪.‬‬

‫‪53‬‬ ‫‪‬‬ ‫‪6 - 1‬‬

 ‫‪P(r, θ) or‬‬ ‫ﻭﻛﺬﻟﻚ ﻷﻥ ‪ r‬ﻣﺴﺎﻓﺔ ﻣﺘﺠﻬﺔ‪ ،‬ﻓﺈﻥ ) ‪(r, θ‬‬
‫‪r‬‬ ‫)‪P(-r, θ ± 180°‬‬ ‫ﻭ )‪ ، (-r, θ ± 180°‬ﺃﻭ )‪(-r, θ ± π‬‬
‫‪(θ + 180)°‬‬
‫‪θ‬‬ ‫ﺗﻤ ﱢﺜﻞ ﺍﻟﻨﻘﻄﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫‪‬‬
‫‪O‬‬ ‫‪‬‬
‫‪(θ - 180)°‬‬
‫ﻣﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ‬ ‫‪2‬‬
‫ﺻﺤﻴﺤﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻨﻘﻄﺔ )‪ (r, θ‬ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ )‪ (r, θ + 360°n‬ﺃﻭ‬
‫ﹰ‬ ‫ﻭﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪:‬‬
‫ﺻﺤﻴﺤﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻨﻘﻄﺔ‬
‫ﹰ‬ ‫)‪ .(-r, θ +(2n + 1)180°‬ﻭﺑﺎﻟﻤﺜﻞ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ θ‬ﻣﻘﻴﺴﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ‬
‫)‪ (r, θ‬ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ )‪ (r, θ + 2nπ‬ﺃﻭ )‪. (-r, θ + (2n + 1)π‬‬ ‫(‬
‫‪A 3,‬‬ ‫_‬
‫‪5π‬‬
‫)‬ ‫‪(a‬‬
‫‪6‬‬
‫‪π‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫_ ‪(3,‬‬
‫‪5π‬‬
‫)‬
‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬
‫‪5π‬‬ ‫‪6‬‬ ‫‪π‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، -360° ≤ θ ≤ 360°‬ﻓﺄﻭﺟﺪ ﺃﺭﺑﻌﺔ ﺃﺯﻭﺍﺝ ﻣﺨﺘﻠﻔﺔ ﻛﻞ ﻣﻨﻬﺎ ﻳﻤ ﹼﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻠﻨﻘﻄﺔ ‪ T‬ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫‪6‬‬ ‫‪A‬‬ ‫‪6‬‬
‫‪90°‬‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪135°‬‬ ‫‪π‬‬ ‫‪0‬‬
‫ﺃﺣﺪ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻟﺘﻲ ﺗﻤ ﱢﺜﻞ ﺍﻟﻨﻘﻄﺔ ‪ T‬ﻫﻮ )‪.(4, 135°‬‬
‫‪45°‬‬ ‫‪O 1 2 3 4‬‬
‫‪T‬‬
‫ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺍﻷﺯﻭﺍﺝ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺧﺮ￯‪:‬‬ ‫‪7π‬‬ ‫‪11π‬‬
‫‪180°‬‬ ‫‪0°‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪O 1 2 3 4 5‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪θ360°‬‬ ‫)‪(4, 135°) = (4, 135° - 360°‬‬ ‫‪3π‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪2‬‬
‫)‪= (4, -225°‬‬
‫‪225°‬‬ ‫‪315°‬‬
‫‪270°‬‬
‫‪ - r‬‬
‫‪θ180°  r‬‬ ‫)‪(4, 135°) = (-4, 135° + 180°‬‬ ‫‪Q(-2, -240°) (b‬‬
‫)‪= (-4, 315°‬‬ ‫‪90°‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫‪ -r‬‬
‫‪θ180°  r‬‬ ‫)‪(4, 135°) = (-4, 135° - 180°‬‬
‫‪150°‬‬ ‫‪30°‬‬
‫)‪= (-4, -45°‬‬
‫‪(5, -120°), (-5, 60°), (-5, -300°) (3A‬‬ ‫‪180°‬‬ ‫‪0°‬‬
‫‪1 2 3 4‬‬

‫_ ‪(-2, -‬‬ ‫_ ‪, +2,‬‬ ‫_ ‪, +2,-‬‬

‫)‪Q -2, -240°‬‬
‫(‬
‫( ) ‪6‬‬ ‫( ) ‪6‬‬ ‫) ‪6‬‬
‫‪11π‬‬ ‫‪7π‬‬ ‫‪5π‬‬ ‫‪‬‬
‫‪(3B‬‬ ‫‪210°‬‬ ‫‪330°‬‬
‫ﺃﻭﺟﺪ ﺛﻼﺛﺔ ﺃﺯﻭﺍﺝ ﻣﺨﺘﻠﻔﺔ ﻛﻞ ﻣﻨﻬﺎ ﻳﻤ ﹼﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻠﻨﻘﻄﺔ ﺍﻟﻤﻌﻄﺎﺓ‪ ،‬ﹰ‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ‪:‬‬ ‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬
‫‪ ، -360° ≤ θ ≤ 360°‬ﺃﻭ ‪. -2π ≤ θ ≤ 2π‬‬
‫‪-2,‬‬ ‫_‬
‫‪π‬‬
‫(‬ ‫‪(3B‬‬
‫‪6‬‬ ‫)‬ ‫‪(5, 240°) (3A‬‬ ‫ﺃﻭﺟﺪ ﺃﺭﺑﻌﺔ ﺃﺯﻭﺍﺝ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﱞ‬
‫ﻛﻞ ﻣﻨﻬﺎ‬ ‫‪3‬‬
‫‪‬‬ ‫ﻳﻤﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻠﻨﻘﻄﺔ ‪ ، S‬ﺇﺫﺍ‬
‫‪ ‬ﺗﹸﺴﻤﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ ﺑﺪﻻﻟﺔ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻣﻌﺎﺩﻟ ﹰﺔ ﻗﻄﺒﻴ ﹰﺔ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ‪:‬‬
‫ﻛﺎﻧﺖ ‪-360° < θ < 360°‬‬
‫‪ r = 2 sin θ‬ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒﻴﺔ‪ .‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻘﻄﺒﻲ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﻛﻞ ﺍﻟﻨﻘﺎﻁ )‪ (r, θ‬ﺍﻟﺘﻲ ﺗﺤﻘﻖ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫ﻟﻘﺪ ﺗﻌﻠﻤﺖ ﺳﺎﺑ ﹰﻘﺎ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ(‪ .‬ﻭ ﹸﻳﻌﺪﱡ ﺗﻤﺜﻴﻞ‬ ‫‪r = 2‬‬ ‫‪90°‬‬
‫‪ TI - nspire‬‬ ‫‪120°‬‬ ‫‪60°‬‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﻣﺜﻞ ‪ ، x = a‬ﻭ ‪ y = b‬ﺃﺳﺎﺳ ﹼﹰﻴﺎ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ .‬ﻭﺑﺎﻟﻤﺜﻞ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻤﻌﺎﺩﻻﺕ ﻗﻄﺒﻴﺔ‬ ‫‪‬‬ ‫‪  ‬‬
‫‪‬‬
‫ﻣﺜﻞ ‪ ، r = k‬ﻭ ‪ ، θ = h‬ﺣﻴﺚ ‪ k, h‬ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ‪ ،‬ﹸﻳ ﹶﻌﺪﱡ ﺃﺳﺎﺳ ﹼﹰﻴﺎ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫‪150°‬‬ ‫‪30°‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪180°‬‬
‫‪O 1 2 3 4‬‬
‫‪0°‬‬
‫‪f x)  ‬‬
‫(‪f‬‬ ‫‪S‬‬
‫‪π‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪ r‬‬
‫‪210°‬‬ ‫‪330°‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪r = 2θx‬‬
‫‪r=2‬‬ ‫‪r = 2 (a‬‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪240°‬‬ ‫‪300°‬‬
‫‪6‬‬ ‫) ‪(2, π4‬‬ ‫‪6‬‬ ‫‪270°‬‬
‫)‪(2, π‬‬
‫ﺗﺘﻜﻮﻥ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = 2‬ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ) ‪، ( 2 , θ‬‬
‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0‬‬ ‫_ ‪(2,‬‬ ‫‪π‬‬
‫_ ‪) , (2, π) , (2,‬‬
‫‪4π‬‬ ‫ﺣﻴﺚ ‪ θ‬ﺃﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﹰ‬
‫ﻓﻤﺜﻼ ﺗﻌﺪ ﺍﻟﻨﻘﺎﻁ )‬ ‫‪(2, -150°), (2, 210°), (-2 , 30°),‬‬
‫‪4‬‬ ‫‪3‬‬
‫ﹰ‬
‫ﺣﻠﻮﻻ ﻟﻬﺎ‪.‬‬
‫‪7π‬‬ ‫(‬ ‫_ ‪2,‬‬
‫‪4π‬‬
‫)‬ ‫‪11π‬‬
‫)‪(-2, -330°‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫ﻳﺘﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﺒ ﹸﻌﺪ ‪ 2‬ﻭﺣﺪﺓ ﻋﻦ ﺍﻟﻘﻄﺐ‪.‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻫﻮ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ )ﺍﻟﻘﻄﺐ( ‪ ،‬ﻭﻃﻮﻝ‬
‫‪2‬‬
‫ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ 2‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬

‫‪‬‬ ‫‪6 ‬‬ ‫‪54‬‬ ‫‪‬‬

‫‪‬‬
‫‪ 4 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﻣﻌﺎﺩﻻﺕ ﻗﻄﺒﻴﺔ‬
‫‪‬‬ ‫ﺑﺴﻴﻄﺔ ﻣﺜﻞ ﺍﻟﺪﻭﺍﺋﺮ ﻭﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ‪.‬‬
‫‪ 5 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫ﻣ ﹼﺜﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪4‬‬ ‫ﻧﻘﻄﺘﻴﻦ ﹸﻣﻌﻄﺎﺗﻴﻦ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻤﺴﺎﻓﺔ‪.‬‬
‫‪π‬‬
‫_ =‪θ‬‬
‫‪5π‬‬ ‫‪π‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪(b‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪r = 2.5 (a‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪r = 2.5‬‬ ‫‪3‬‬
‫‪5π‬‬
‫) ‪(2.5, _π4‬‬
‫‪π‬‬ ‫‪5π‬‬
‫=‪θ‬‬ ‫_‬
‫‪5π 6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪6‬‬ ‫)‪(2.5, π‬‬
‫‪π‬‬ ‫‪0‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪O 1 2 3 4‬‬ ‫‪O 1 2 3 4‬‬
‫‪7π‬‬
‫‪6‬‬
‫‪11π‬‬
‫‪6‬‬ ‫_ ‪(2.5,‬‬‫) ‪3‬‬
‫‪4π‬‬ ‫‪11π‬‬
‫‪6‬‬
‫‪4π‬‬ ‫‪5π‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3π‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪ 6‬‬ ‫‪54‬‬

 ‫‪2π‬‬
‫‪π‬‬
‫‪2‬‬ ‫‪π‬‬
‫_‬
‫‪θ = π (b‬‬
‫‪6‬‬
‫‪3‬‬ ‫‪3‬‬
‫_ ‪ ، (r,‬ﺣﻴﺚ ‪ r‬ﺃﻱ‬‫‪π‬‬
‫)‪6‬‬
‫_ = ‪ θ‬ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ‬
‫‪π‬‬
‫ﺗﺘﻜﻮﻥ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﹼ‬
‫‪‬‬ ‫‪5π‬‬
‫‪6‬‬ ‫) ‪(1, π6‬‬
‫‪π‬‬
‫‪6‬‬ ‫_‬ ‫_‬ ‫_‬
‫‪6‬‬
‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻣﺜﻞ ﺍﻟﻨﻘﺎﻁ ) ‪ (1, ) , (4, ) , (-3.5,‬؛ ﻭﻋﻠﻴﻪ ﻓﺈﻥ‬
‫‪π‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪θ= π‬‬
‫‪6‬‬ ‫) ‪(4, π6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪‬‬ ‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0‬‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻮﺍﻗﻌﺔ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ‬

‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻓﻲ‬ ‫‪7π‬‬ ‫) ‪(-3.5, π6‬‬ ‫‪11π‬‬ ‫_ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‪.‬‬ ‫‪π‬‬
‫ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ‬
‫‪6‬‬
‫‪6‬‬ ‫‪6‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﻋﻠﻰ ﺃﻧﻬﺎ ﺿﻠﻊ ﺛﺎﻟﺚ‬ ‫‪4π‬‬ ‫‪5π‬‬ ‫‪ (4A , 4B  ‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫ﻟﻤﺜﻠﺚ‪ ،‬ﺿﻠﻌﺎﻩ ﺍﻵﺧﺮﺍﻥ ﻫﻤﺎ ﻧﺼﻔﺎ‬ ‫‪2‬‬ ‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬

‫ﻭﻳﻤﺮﺍﻥ‬ ‫_=‪θ‬‬
‫ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻳﻨﻄﻠﻘﺎﻥ ﻣﻦ ﺍﻟﻘﻄﺐ ﱠ‬
‫‪2π‬‬
‫ﹰ‬ ‫‪(4B‬‬
‫‪3‬‬
‫‪r = 3 (4A‬‬

‫ﺑﺎﻟﻨﻘﻄﺘﻴﻦ‪ .‬ﻻﺣﻆ ﺃﻥ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﻓﺔ ﻓﻲ‬ ‫ﻳﻤﻜ ﹸﻦ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻵﺗﻴﺔ‪.‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﻫﻲ ﺇﺣﺪ￯ ﺻﻴﻎ ﻗﺎﻧﻮﻥ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺇﻳﺠﺎﺩ ﻃﻮﻝ‬ ‫ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﹸ‬ ‫‪ ‬‬
‫‪90°‬‬
‫ﺍﻓﺘﺮﺽ ﺃﻥ ) ‪ P1 ( r1 , θ 1 ) , P2 (rr2 , θ 2‬ﻧﻘﻄﺘﺎﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪،‬‬
‫ﻛﻞ ﻣﻦ‬ ‫ﺿﻠﻊ ﺛﺎﻟﺚ ﻓﻲ ﻣﺜﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ ﱟ‬ ‫‪120°‬‬ ‫‪60°‬‬
‫) ‪P 1 (r 1 , θ 1‬‬ ‫ﺗﹸﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ‪ ، P1P2‬ﺑﺎﻟﺼﻴﻐﺔ‪:‬‬
‫‪‬‬
‫‪150°‬‬ ‫‪ ‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻪ ﻭﻃﻮ ﹶﻟﻲ ﺍﻟﻀﻠﻌﻴﻦ‬ ‫) ‪P2 (r 2 , θ 2‬‬ ‫‪0°‬‬
‫‪‬‬
‫ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫√‬
‫)‪r 1 2 + r 2 2 - 2r 1r 2 cos (θ 2 - θ 1‬‬
‫‪O 1 2 3 4‬‬ ‫= ‪P1 P2‬‬ ‫‪‬‬
‫‪210°‬‬ ‫‪330°‬‬
‫‪‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬

‫‪56‬‬
‫‪‬‬
‫‪‬‬ ‫‪5‬‬
‫‪  ‬ﻳﺘﺎﺑﻊ ﻣﺮﺍﻗﺐ ﺍﻟﺤﺮﻛﺔ‬ ‫‪5‬‬ ‫ﻣﺮﺍﻗﺐ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺠﻮﻳﺔ ﻃﺎﺋﺮﺗﻴﻦ ﺗﻄﻴﺮﺍﻥ ﻋﻠﻰ ﺍﻻﺭﺗﻔﺎﻉ ﻧﻔﺴﻪ‪ ،‬ﺣﻴﺚ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗﻌﻲ‬ ‫‪ ‬ﻳﺘﺎﺑﻊ‬
‫ﹸ‬
‫ﺍﻟﺠﻮﻳﺔ ﻃﺎﺋﺮﺗﻴﻦ ﺗﻄﻴﺮﺍﻥ ﻋﻠﻰ ﺍﻻﺭﺗﻔﺎﻉ‬ ‫ﺍﻟﻄﺎﺋﺮﺗﻴﻦ ﻫﻤﺎ )‪ ، A(5, 310°) , B(6, 345°‬ﻭﺗﻘﺎﺱ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﺎﻷﻣﻴﺎﻝ‪.‬‬
‫ﻧﻔﺴﻪ‪ ،‬ﺣﻴﺚ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗ ﹶﻌﻲ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ‬ ‫‪ (a‬ﻣ ﱢﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫ﻫﻤﺎ )‪ ،A(8, 60°) , B(4, 300°‬ﻭﺗﹸﻘﺎﺱ‬ ‫‪120°‬‬
‫‪90°‬‬
‫‪60°‬‬ ‫ﺗﻘﻊ ﺍﻟﻄﺎﺋﺮﺓ ‪ A‬ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 5 mi‬ﻣﻦ ﺍﻟﻘﻄﺐ‪ ،‬ﻭﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﺰﺍﻭﻳﺔ‬
‫ﻗﻴﺎﺳﻬﺎ ‪ ، 310°‬ﻓﻲ ﺣﻴﻦ ﺗﻘﻊ ﺍﻟﻄﺎﺋﺮﺓ ‪ B‬ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 6 mi‬ﻣﻦ ﺍﻟﻘﻄﺐ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﺎﻷﻣﻴﺎﻝ‪.‬‬ ‫‪150°‬‬ ‫‪30°‬‬
‫ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ، 345°‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪ (a‬ﻣ ﱢﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫‪180°‬‬ ‫‪0°‬‬
‫‪O 2 4 6 8‬‬
‫)‪B(6, 345°‬‬
‫‪345‬‬ ‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻌﻠﻴﻤﺎﺕ ﺍﻟﻄﻴﺮﺍﻥ ﺗﺘﻄﻠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ ﺃﻛﺜﺮ ﻣﻦ‬
‫ﺍﻟﻘﻄﺒﻲ‪.‬‬ ‫‪210°‬‬ ‫)‪A(5, 310°‬‬ ‫‪330°‬‬
‫‪300°‬‬
‫‪ ، 3 mi‬ﻓﻬﻞ ﺗﺨﺎﻟﻒ ﻫﺎﺗﺎﻥ ﺍﻟﻄﺎﺋﺮﺗﺎﻥ ﻫﺬﻩ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ؟ ﹶﻭ ﱢﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪240°‬‬
‫‪90°‬‬
‫‪270°‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻤﺴﺎﻓﺔ‪ ،‬ﻓﺈﻥ‪.‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫‪150°‬‬ ‫)‪A(8, 60°‬‬ ‫‪30°‬‬ ‫‪‬‬ ‫= ‪AB‬‬ ‫‪√r‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪1 + r 2 - 2r 1r 2 cos (θ 2 - θ 1‬‬ ‫‪ ‬‬
‫‪1936‬‬
‫)‪(r 1, θ 1) = (5, 310°) , (r 2, θ 2) = (6, 345°‬‬ ‫√ =‬
‫‪5 2 + 6 2 - 2(5)(6) cos (345° - 310°)) ≈ 3.44‬‬
‫‪180°‬‬ ‫‪0°‬‬ ‫‪80 mi‬‬
‫‪O 2 4 6 8‬‬
‫‪A History of the World ‬‬

‫)‪B (4,, 300°‬‬

‫ﺃﻱ ﺃﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ ‪ 3.44 mi‬ﺗﻘﺮﻳ ﹰﺒﺎ؛ ﻭﻋﻠﻴﻪ ﻓﺈﻧﻬﻤﺎ ﻻ ﺗﺨﺎﻟﻔﺎﻥ ﺗﻌﻠﻴﻤﺎﺕ ﺍﻟﻄﻴﺮﺍﻥ‪.‬‬ ‫‪Semiconductor Industry‬‬
‫‪210°‬‬ ‫‪330°‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬ ‫‪‬‬
‫ﻳﺮﺻﺪ ﺭﺍﺩﺍﺭ ﺑﺤﺮﻱ ﺣﺮﻛﺔ ﻗﺎﺭﺑﻴﻦ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗﻌﻲ ﺍﻟﻘﺎﺭﺑﻴﻦ )‪، (8 , 150°) , (3 , 65°‬‬
‫ﹸ‬ ‫‪ (5‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ‬ ‫ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻣﻴﺎﻝ‪.‬‬
‫ﻟﻠﻤﺴﺎﻓﺔ‪ ،‬ﻟﺘﺠﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫‪ (A‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (5B‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻘﺎﺭﺑﻴﻦ؟ ‪8.3 mi‬‬ ‫‪ (5A‬ﻓﻤ ﹼﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫ﺍﻟﻄﺎﺋﺮﺗﻴﻦ؟ ‪ 10.6 mi‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪55‬‬ ‫‪‬‬ ‫‪6 - 1 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬ﺍﺧﺘﺮ ﻃﺎﻟ ﹰﺒﺎ‬
‫ﻗﻠﻤﺎ ﹰ‬
‫ﻗﺎﺑﻼ‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﹰ‬ ‫ﻣﻜﺒﺮﺍ ﺑﻤﻘﻴﺎﺱ ﺭﺳﻢ ﻣﻌﻠﻮﻡ ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‬ ‫‪ ‬ﺍﺭﺳﻢ ﻣﺴﺘﻮ￯ ﻗﻄﺒ ﹼﹰﻴﺎ ﹰ‬
‫ﻭﺃﻋﻄﻪ ﻣﺠﻤﻮﻋﺔ ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬ ‫ﹺ‬
‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ‪ ،‬ﻭﺃﻋﻂ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺷﺮﻳﻂ ﻗﻴﺎﺱ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺃﺣﺪ ﻃﻼﺏ‬ ‫ﻟﻠﻤﺴﺢ‪ .‬ﺛﻢ ﱢ‬
‫ﺍﻟﻘﻄﺒﻲ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻪ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻮﻗﻮﻑ ﻋﻨﺪ ﺍﻟﻘﻄﺐ‪ ،‬ﻭﻳﻘﻒ ﺍﻟﻄﺎﻟﺒﺎﻥ ﺍﻵﺧﺮﺍﻥ ﻋﻨﺪ ﻧﻘﻄﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ ،‬ﻭﺍﻃﻠﺐ‬
‫ﺍﻟﻜﺎﻣﻴﺮﺍ ﺍﻟﺘﻮﺛﻴﻘﻴﺔ؛ ﻟﺘﻮﺿﻴﺢ ﻛﻴﻔﻴﺔ‬ ‫ﺇﻟﻴﻬﻢ ﺣﺴﺎﺏ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﻟﺒﻴﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺷﺮﻳﻂ ﺍﻟﻘﻴﺎﺱ ﻭﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪ ،‬ﻭﻗﺎﺭﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺑﻨﺘﻴﺠﺔ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺗﻤﺜﻴﻠﻬﺎ ﻓﻲ ﻣﺴﺘﻮ￯ ﻗﻄﺒﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺇﻳﺠﺎﺩ‬ ‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻤﺴﺎﻓﺔ‪.‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﻧﻘﻄﺘﻴﻦ ﻣﻨﻬﺎ‪.‬‬

‫‪55‬‬ ‫‪‬‬ ‫‪6 - 1‬‬

 ‫‪‬‬
‫‪ (1–10‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ 3‬‬
‫‪‬‬‫‪  (24‬ﻓﻲ ﻣﺴﺎﺑﻘﺔ‬
‫ﻣ ﱢﺜﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪1 , 2 .‬‬
‫ﻟﺘﺤﺪﻳﺪ ﺩﻗﺔ ﻣﻮﻗﻊ ﺍﻟﻬﺒﻮﻁ‪ ،‬ﻳﺤﺎﻭﻝ‬
‫‪20 m‬‬ ‫ﻣﻈﻠﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ »ﻣﺮﻛﺰ ﺍﻟﻬﺪﻑ‬ ‫‪T(-2.5 , 330°) (2‬‬ ‫‪R(1 , 120°) (1‬‬ ‫‪‬‬
‫ﻋﻦ‬ ‫ﺍﻟﻤﺤﺪﺩ«؛ ﻭﻣﺮﻛﺰ ﺍﻟﻬﺪﻑ ﻋﺒﺎﺭﺓ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪1-37‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ‬
‫(‬ ‫)‬
‫‪10 m‬‬
‫ﺩﺍﺋﺮﺓ ﺣﻤﺮﺍﺀ ﻃﻮﻝ ﻗﻄﺮﻫﺎ ‪ .2 m‬ﻛﻤﺎ‬ ‫_ ‪A 3,‬‬
‫(‬ ‫‪π‬‬
‫)‬ ‫‪(4‬‬ ‫_ ‪F -2 ,‬‬
‫‪2π‬‬
‫‪(3‬‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬
‫‪6‬‬ ‫‪3‬‬
‫ﻳﺸﻤﻞ ﺍﻟﻬﺪﻑ ﺩﺍﺋﺮﺗﻴﻦ ﻃﻮﻻ ﻧﺼﻔﻲ‬
‫‪r = 1, r = 10, r = 20‬‬
‫‪‬‬‫ﻗﻄﺮﻳﻬﻤﺎ ‪ 10 m‬ﻭ ‪4 . 20 m‬‬ ‫(‬
‫_‪D -1 , -‬‬
‫‪5π‬‬
‫‪3‬‬ ‫)‬ ‫‪(6‬‬ ‫‪B(5 , -60°) (5‬‬
‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫‪ (a‬ﺍﻛﺘﺐ ‪ 3‬ﻣﻌﺎﺩﻻﺕ ﻗﻄﺒﻴﺔ ﺗﻤ ﱢﺜﻞ ﺣﺪﻭﺩ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺜﻼﺙ ﻟﻠﻬﺪﻑ‪.‬‬ ‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪C(-4 , π) (8‬‬ ‫(‬
‫_ ‪G 3.5 , -‬‬
‫‪11π‬‬
‫‪6‬‬
‫‪(7‬‬ ‫)‬
‫‪ (b‬ﹶﻣ ﱢﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪W(-1.5 , 150°) (10‬‬ ‫‪M(0.5 , 270°) (9‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪5 .‬‬ ‫‪‬‬
‫‪  (11‬ﻳﺘﻜﻮﻥ ﻫﺪﻑ ﻓﻲ ﻣﻨﺎﻓﺴﺔ ﻟﻠﺮﻣﺎﻳﺔ ﻣﻦ ‪ 10‬ﺩﻭﺍﺋﺮ ﻣﺘﺤﺪﺓ ﺍﻟﻤﺮﻛﺰ‪.‬‬
‫‪ ‬ﻓﻲ ﹴ‬
‫ﻛﺜﻴﺮ ﻣﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ‬
‫_ ‪≈ 10.70 (3 ,‬‬
‫‪π‬‬
‫_ ‪), 8,‬‬
‫‪2‬‬ ‫(‬
‫‪4π‬‬
‫)‬
‫‪(26 ≈ 5.39 (2 , 30°) , (5 , 120°) (25‬‬
‫‪3‬‬ ‫ﻭﻳﺘﺪﺭﺝ ﻋﺪﺩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻜﺘﺴﺒﺔ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 10‬ﻣﻦ ﺍﻟﺤﻠﻘﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ‬
‫ﺍﻟﺨﺎﺭﺟﻴﺔ ﺇﻟﻰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺭﺍﻣ ﹰﻴﺎ ﻳﺴﺘﻌﻤﻞ‬ ‫ﺍﻟﺪﺭﺱ‪ ،‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻭﺭﻗﺔ ﻓﻴﻬﺎ‬
‫_‪8 (7 , -‬‬‫‪π‬‬
‫)‪3‬‬
‫_ ‪, 1,‬‬‫(‬ ‫‪2π‬‬
‫‪3‬‬
‫‪(28‬‬ ‫)‬
‫‪≈ 5.97‬‬
‫‪(6 , 45°) , (-3 , 300°) (27‬‬ ‫ﻫﺪ ﹰﻓﺎ ﻧﺼﻒ ﻗﻄﺮﻩ ‪ ،120 cm‬ﻭﺃﻧﻪ ﻗﺪ ﺃﻃﻠﻖ ﺛﻼﺛﺔ ﺃﺳﻬﻢ‪ ،‬ﻓﺄﺻﺎﺑﺖ‬ ‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫ﺍﻟﻬﺪﻑ ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ )‪ .(114, 45°) , (82, 315°) , (30, 240°‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪≈ 3.05 (4 , -315°) , (1 , 60°) (30‬‬ ‫_ ‪1 - 5,‬‬ ‫(‬
‫‪7π‬‬
‫_ ‪, (4 ,‬‬
‫‪π‬‬
‫‪) (29‬‬
‫‪6‬‬ ‫)‬ ‫‪6‬‬ ‫ﻟﺠﻤﻴﻊ ﺍﻟﺤﻠﻘﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﻟﺴﻤﻚ ﻧﻔﺴﻪ‪ ،‬ﻭﻳﺴﺎﻭﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ‬
‫‪‬‬
‫(‬
‫_ ‪5 - 3,‬‬
‫‪11π‬‬
‫‪6‬‬ ‫()‬
‫_ ‪, - 2,‬‬
‫‪5π‬‬
‫‪6‬‬
‫‪(32‬‬ ‫)‬ ‫‪(-2 , -30°) , (8 , 210°) (31‬‬ ‫ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﺧﻠﻴﺔ‪1 , 2 .‬‬
‫‪≈ 7.21‬‬
‫‪≈ 6.08‬‬ ‫‪ ‬ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪ ،25–36‬ﻗﺪ‬
‫‪(7 , - 90°) , (- 4 , - 330°) (34‬‬
‫( ‪≈ 4.84‬‬
‫_‪1, -‬‬
‫‪π‬‬
‫)‬
‫_ ‪, -5,‬‬
‫‪4‬‬ ‫()‬
‫‪7π‬‬
‫‪(33‬‬
‫‪6‬‬
‫‪1 10‬‬
‫ﻳﺤﺴﺐ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‬ ‫ﹸ‬
‫‪(- 5 , 135°) , (-1 , 240°) (36 (8 , - _) , (4 , - _) (35‬‬
‫‪2π‬‬ ‫‪3π‬‬
‫‪≈5.35‬‬
‫‪≈ 4.26‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪120 cm‬‬
‫ﻗﻄﺒﻴﺘﻴﻦ ﹰ‬
‫ﺧﻄﺄ؛ ﻟﺬﺍ ﺍﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ‬
‫ﺍﻟﺘﺄﻛﺪ ﻣﺮﺗﻴﻦ ﻣﻦ ﺍﻹﺟﺎﺑﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻨﺪ‬
‫ﺃﺛﺮﺍ ﻳﺒ ﹸﻌﺪ‬
‫ﻣﺴﺎﺡ ﺗﺤﺪﻳﺪ ﺣﺪﻭﺩ ﻗﻄﻌﺔ ﺃﺭﺽ‪ ،‬ﻓﺤﺪﹼ ﺩ ﹰ‬ ‫‪ ‬ﺃﺭﺍﺩ ﱠ‬ ‫‪ (37‬‬ ‫ﹴ‬
‫ﺳﺎﻟﺒﺔ ﻟـ ‪ θ‬ﻓﻲ ﻣﻌﺎﺩﻟﺔ‬ ‫ﺗﻌﻮﻳﺾ ﻗﻴ ﹴﻢ‬
‫ﻭﺃﺛﺮﺍ ﺁﺧﺮ ﻋﻠﻰ ﹸﺑﻌﺪ ‪، 418 ft‬‬
‫ﹰ‬ ‫‪،‬‬ ‫ﺍﻟﻤﺮﻛﺰ‬ ‫ﻳﺴﺎﺭ‬ ‫ﺇﻟﻰ‬ ‫‪45°‬‬ ‫ﺑﺰﺍﻭﻳﺔ‬ ‫‪،‬‬ ‫‪223‬‬ ‫‪ft‬‬
‫‪ (a‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺑﺰﺍﻭﻳﺔ ‪ 67°‬ﺇﻟﻰ ﻳﻤﻴﻦ ﺍﻟﻤﺮﻛﺰ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪ (a‬ﻓﻤ ﱢﺜﻞ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺃﺻﺎﺑﻬﺎ ﱠ‬
‫ﺍﻟﺮﺍﻣﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺘﺄﻛﺪ ﻣﻦ‬
‫ﺑﻴﻦ ﺍﻷﺛﺮﻳﻦ‪≈ 542.5 ft 5 .‬‬
‫ﺍﻟﺮﺍﻣﻲ؟ ‪ 13‬ﻧﻘﻄﺔ‬
‫ﻣﺎ ﻣﺠﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺣﺼﻞ ﻋﻠﻴﻬﺎ ﱠ‬ ‫‪(b‬‬ ‫ﺿﺒﻂ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻋﻠﻰ ﻭﺿﻌﻴﺔ‬
‫‪‬‬ ‫ﺍﻟﺪﺭﺟﺎﺕ ﺃﻭ ﺍﻟﺮﺍﺩﻳﺎﻥ ﺑﺤﺴﺐ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، -360° ≤ θ ≤ 360°‬ﻓﺄﻭﺟﺪ ﺛﻼﺛﺔ ﺃﺯﻭﺍﺝ ﻣﺨﺘﻠﻔﺔ ﻛﻞ ﻣﻨﻬﺎ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (12–19 3 :‬ﺍﻧﻈﺮ‬
‫ﻳﻤ ﹼﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻠﻨﻘﻄﺔ ﻓﻲ ﱟ‬ ‫ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬
‫ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪45°‬‬ ‫‪(-2 , 300°) (13‬‬ ‫‪(1 , 150°) (12‬‬
‫‪223 ft‬‬ ‫‪67°‬‬ ‫‪418 ft‬‬

‫_ ‪(-3 ,‬‬‫) ‪3‬‬

‫‪2π‬‬
‫‪(15‬‬ ‫_ ‪(4 , -‬‬‫) ‪6‬‬
‫‪7π‬‬
‫‪(14‬‬ ‫‪‬‬
‫‪  (38‬ﺗﺮﺍﻗﺐ ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﻣﺜﺒﺘﺔ ﻣﻨﻄﻘﺔ ﺟﺒﻠﻴﺔ ﺗﻤ ﱢﺜﻞ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﺩﺍﺋﺮﺓ ‪،‬‬ ‫_ ‪(-5 , -‬‬‫) ‪3‬‬
‫‪4π‬‬
‫‪(17‬‬ ‫_ ‪(5 ,‬‬‫) ‪6‬‬
‫‪11π‬‬
‫‪(16‬‬ ‫‪(-1, 330°), (1, -210°), (-1, -30°) (12‬‬
‫ﻭﺗﹸﺤﺪﱠ ﹸﺩ ﺑﺎﻟﻤﺘﺒﺎﻳﻨﺘﻴﻦ ‪ ، -60° ≤ θ ≤ 150° , 0 ≤ r ≤ 40‬ﺣﻴﺚ‬ ‫‪(-1 , -240°) (19‬‬ ‫‪(2 , -30°) (18‬‬
‫‪ r‬ﺑﺎﻷﻣﺘﺎﺭ‪.‬‬ ‫‪(2, 120°), (2, -240°), (-2, -60°) (13‬‬
‫‪ (a‬ﻣ ﱢﺜﻞ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﻵﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ‬
‫ﻣﺮﺍﻗﺒﺘﻬﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪4 :‬‬ ‫‪(4, _ ), (-4, _ ), (-4, _ ) (14‬‬
‫‪5π‬‬ ‫‪11π‬‬ ‫‪-π‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ )ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ ﺗﺴﺎﻭﻱ‪:‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪ (20–23‬ﺍﻧﻈﺮ‬ ‫‪θ = 225° (21‬‬ ‫‪r = 1.5 (20‬‬
‫ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﻘﻄﺎﻉ ﺑﺎﻟﺪﺭﺟﺎﺕ‬
‫__ × ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ(‪ .‬ﺣﻮﺍﻟﻲ ‪2932.2 m‬‬ ‫‪(3, _ ), (3, _ ), (-3, _ ) (15‬‬
‫‪2‬‬
‫ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪5π‬‬ ‫‪-π‬‬ ‫‪-4π‬‬
‫‪360°‬‬ ‫‪r = - 3.5 (23‬‬ ‫_‪θ=-‬‬
‫‪7π‬‬
‫‪(22‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬

‫_ ‪(5, _ ), (-5,‬‬ ‫‪), (-5, _ ) (16‬‬

‫‪-π‬‬ ‫‪5π‬‬ ‫‪-7π‬‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪56‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬

‫_ ‪(5, _ ), (5, _ ), (-5,‬‬

‫‪5π‬‬ ‫‪-π‬‬ ‫‪2π‬‬
‫‪) (17‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(2, 330°), (-2, 150°), (-2, -210°) (18‬‬
‫‪‬‬ ‫‪‬‬
‫‪(1, 300°), (1, -60°), (-1, 120°) (19‬‬
‫‪56–72 ،54 ،1–37‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪) ،1–45‬ﻓﺮﺩﻱ(‪56–72 ،54 ،53 ،51 ،50 ،48 ،46 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪38–72‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 6‬‬ ‫‪56‬‬

 ‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﺍﻟﻌﻼﻗﺔ‬ ‫‪(51‬‬ ‫ﺯﻭﺟﺎ ﺁﺧﺮ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒ ﹼﻴﺔ ﻟﻜﻞ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، 0 ≤ θ ≤ 180°‬ﻓﺄﻭﺟﺪ ﹰ‬
‫ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪‬‬ ‫‪ (a – e‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ، 51‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫_ ‪ A(2 ,‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ ،‬ﻭﺍﺭﺳﻢ ﻧﻈﺎﻡ‬ ‫‪π‬‬
‫ﱢ )‪3‬‬
‫‪   (a‬ﻋﻴﻦ‬
‫‪(-5, 60°) (5 , 960°) (39‬‬

‫ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺘﺤﻠﻴﻞ؛ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻓﻮﻕ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺑﺤﻴﺚ ﺗﻨﻄﺒﻖ ﻧﻘﻄﺔ‬ ‫_ ‪(-2.5, _π2 ) (-2.5 ,‬‬ ‫) ‪6‬‬
‫‪15π‬‬
‫‪(40‬‬
‫ﺍﻷﺻﻞ ﻋﻠﻰ ﺍﻟﻘﻄﺐ ‪ ،‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ‬
‫ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬ ‫ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﺳﻴﻨﻄﺒﻖ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫_ ‪(4,‬‬ ‫‪3π‬‬
‫_ ‪) (4 ,‬‬
‫‪4‬‬
‫‪33π‬‬
‫‪12‬‬ ‫‪) (41‬‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫‪ .θ = 2‬ﺍﺭﺳﻢ ﻣﺜﻠ ﹰﺜﺎ ﹰ‬
‫ﻗﺎﺋﻤﺎ ﺑﻮﺻﻞ ‪ A‬ﻣﻊ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﺍﺭﺳﻢ ﻣﻨﻬﺎ‬ ‫_‬
‫‪π‬‬
‫‪(1.25, 160°) (1.25 ,-920°) (42‬‬
‫ﻋﻤﻮ ﹰﺩﺍ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬

‫‪   (b‬ﺍﺣﺴﺐ ﻃﻮﻟﻲ ﺿﻠﻌﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﻮﻝ‬

‫_ ‪(1,‬‬‫( ) ‪8‬‬
‫‪3π‬‬
‫_‪-1 , -‬‬
‫) ‪8‬‬
‫‪21π‬‬
‫‪(43‬‬

‫ﺍﻟﻮﺗﺮ ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬ ‫‪(6, 160°) (- 6 , -1460°) (44‬‬

‫_ ‪ B 4 ,‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﻧﻔﺴﻪ‪ ،‬ﻭﺍﺭﺳﻢ‬ ‫(‬‫‪5π‬‬
‫‪6‬‬ ‫)‬
‫‪   (c‬ﻋ ﱢﻴﻦ‬
‫ﻣﺜﻠ ﹰﺜﺎ ﹰ‬
‫ﻗﺎﺋﻤﺎ ﺑﻮﺻﻞ ‪ B‬ﻣﻊ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﺍﺭﺳﻢ ﻣﻨﻬﺎ ﻋﻤﻮ ﹰﺩﺍ ﻋﻠﻰ‬
‫ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺍﺣﺴﺐ ﻃﻮﻟﻲ ﺿﻠﻌﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ‪.‬‬
‫‪   (d‬ﻛﻴﻒ ﺗﺮﺗﺒﻂ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ؟‬
‫‪ (a‬ﻣ ﱢﺜﻞ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻳﺠﻠﺲ ﺑﻬﺎ ﺍﻟﺠﻤﻬﻮﺭ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫‪   (e‬ﺍﺷﺮﺡ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ )‪، (r , θ‬‬
‫ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪. (x , y‬‬
‫‪  (45‬ﻳﻠﻘﻲ ﺷﺎﻋﺮ ﻗﺼﻴﺪﺓ ﻓﻲ ﻣﺴﺮﺡ‪ .‬ﻭﻳﻤﻜ ﹸﻦ ﻭﺻﻒ ﺍﻟﻤﺴﺮﺡ‬
‫ﺑﻤﺴﺘﻮ￯ ﻗﻄﺒﻲ‪ ،‬ﺑﺤﻴﺚ ﻳﻘﻒ ﺍﻟﺸﺎﻋﺮ ﻓﻲ ﺍﻟﻘﻄﺐ ﺑﺎﺗﺠﺎﻩ ﺍﻟﻤﺤﻮﺭ‬
‫ﺍﻟﻘﻄﺒﻲ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺠﻤﻬﻮﺭ ﻳﺠﻠﺲ ﻓﻲ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺪﺩﺓ‬
‫_ ‪ ، -‬ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻗﺪﺍﻡ‪.‬‬‫‪π‬‬
‫_≤‪≤θ‬‬ ‫‪π‬‬
‫ﺑﺎﻟﻤﺘﺒﺎﻳﻨﺘﻴﻦ ‪, 30 ≤ r ≤ 240‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪ (a‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﺷﺨﺺ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ‪ ،5 ft 2‬ﻓﻜﻢ ﻣﻘﻌﺪﹰ ﺍ ﻳﺘﺴﻊ‬
‫ﺍﻟﻤﺴﺮﺡ؟ ‪ 8906‬ﻣﻘﺎﻋﺪ ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪  (46‬ﻳﻀﻲﺀ ﻣﺼﺒﺎﺡ ﻣﺮﺍﻗﺒﺔ ﻣﺜﺒﺖ ﻋﻠﻰ ﺳﻄﺢ ﺃﺣﺪ ﺍﻟﻤﻨﺎﺯﻝ ﻣﻨﻄﻘﺔ ﻋﻠﻰ‬
‫ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻜﻞ ﺗﻤﺜﻴﻞ ﻗﻄﺒﻲ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫_‪،‬‬
‫‪π‬‬
‫‪6‬‬
‫_≤‪≤θ‬‬ ‫‪5π‬‬
‫‪6‬‬
‫ﺷﻜﻞ ﺟﺰﺀ ﻣﻦ ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻣﺤﺪﱠ ﺩ ﺑﺎﻟﻤﺘﺒﺎﻳﻨﺘﻴﻦ‬
‫‪ ، x ≤ r ≤ 20‬ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ‬
‫_=‪θ‬‬
‫‪π‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪π‬‬ ‫‪(52‬‬
‫‪12‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪ ، 314.16 ft 2‬ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪. x‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪ 10 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪2‬‬
‫‪π‬‬ ‫‪0‬‬ ‫‪5π‬‬ ‫‪314.16 ft‬‬ ‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪7π‬‬ ‫‪11π‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪x O‬‬ ‫‪20‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪7π‬‬ ‫‪11π‬‬
‫‪2‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪ r = 2.5‬ﺃﻭ ‪r = -2.5‬‬
‫‪2‬‬
‫‪90°‬‬ ‫‪(53‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫ﺃﻭﺟﺪ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻤﺠﻬﻮﻝ ﺍﻟﺬﻱ ﻳﺤ ﱢﻘﻖ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪150°‬‬ ‫‪30°‬‬
‫‪P 1 = (3, 35°) , P 2 = (r, 75°) , P 1P 2 = 4.174 (47‬‬
‫‪180°‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0°‬‬ ‫‪ r = -1.40‬ﺃﻭ ‪r = 6‬‬
‫‪P 1 = (5, 125°) , P 2 = (2, θ) , P 1P 2 = 4 , 0 ≤ θ ≤ 180° (48‬‬
‫‪210°‬‬ ‫‪330°‬‬
‫‪ θ ≈ 174.46°(48‬ﺃﻭ ‪θ ≈ 75.5‬‬
‫‪240°‬‬
‫‪270°‬‬
‫‪300°‬‬
‫_ ‪P 1 = (3, θ) , P 2 = 4,‬‬‫‪7π‬‬
‫(‬ ‫)‬
‫‪, P 1P 2 = 5 , 0 ≤ θ ≤ π (49‬‬
‫≈‪θ‬‬ ‫‪5π‬‬ ‫_‬ ‫‪9‬‬

‫‪18‬‬
‫‪P 1 = (r, 120°) , P 2 = (4, 160°) , P 1P 2 = 3.297 (50‬‬
‫‪ r ≈ 1‬ﺃﻭ ‪r ≈ 5.13‬‬

‫‪57‬‬ ‫‪‬‬ ‫‪6 - 1 ‬‬

‫‪57‬‬ ‫‪‬‬ ‫‪6 - 1‬‬

 ‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪5 -5 :‬‬ ‫‪‬‬
‫‪133.9° u = 〈4, -3, 5〉, v = 〈2, 6, -8〉 (65‬‬ ‫‪ 4‬‬
‫‪144.3° u = 2 i - 4 j + 7 k, v = 5 i + 6 j - 11 k (66‬‬ ‫ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻻ ﻳﻜﻮﻥ ﺗﺮﺗﻴﺐ ﺍﻟﻨﻘﺎﻁ ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪  (54‬ﹼ‬

‫‪61.45° u = 〈-1, 1, 5〉, v = 〈7, -6, 9〉 (67‬‬

‫ﻣﻬﻤﺎ‪ ،‬ﺃﻭ ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮ￯‪ ،‬ﻟﻤﺎﺫﺍ ﻳﻤﻜﻨﻚ ﺍﺧﺘﻴﺎﺭ ﺃﻱ ﻧﻘﻄﺔ ﻟﺘﻜﻮﻥ‬
‫ﺍﻟﻘﻄﺒﻴﺔ ﹼﹰ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ‬
‫‪ ، P 1‬ﻭﺍﻟﻨﻘﻄﺔ ﺍﻷﺧﺮ￯ ﻟﺘﻜﻮﻥ ‪P 2‬؟ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺑﻌﺾ ﺍﻟﺠﻤﻞ؛ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻵﺗﻴﺔ‪ :‬‬
‫‪‬‬ ‫ﺯﻭﺟﺎ ﹸﻣ ﹶﺮ ﱠﺗ ﹰﺒﺎ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ؛ ﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﻄﺔ‬
‫‪ ‬ﺃﻭﺟﺪ ﹰ‬ ‫‪‬‬ ‫‪(55‬‬ ‫ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻭﺇﺑﺮﺍﺯ‬
‫ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪ .(-3, -4‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﹺ‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪ x 2 + ( y - 1) 2 = 9 (68‬ﺍﻟﻤﺮﻛﺰ )‪ ، (0, 1‬ﻭﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪3‬‬ ‫)‪ (5, 233°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (56‬ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ) ‪P 1(r 1, θ 1) , P 2 ( r 2 , θ 2‬‬
‫‪ ( x + 1) 2 + y 2 = 16 (69‬ﺍﻟﻤﺮﻛﺰ )‪ ، (-1, 0‬ﻭﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪4‬‬
‫√ = ‪. P 1 P 2‬‬
‫ﻫﻲ )‪r 1 2 + r 2 2 - 2r 1r 2 cos (θ 2 - θ 1‬‬
‫‪ x 2 + y 2 = 1 (70‬ﺍﻟﻤﺮﻛﺰ )‪ ، (0, 0‬ﻭﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪1‬‬
‫)‪ ‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ(‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ ‬‬
‫ﻭﺿﺢ ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﺼﻴﻐﺔ‬ ‫‪  (57‬ﹼ‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﻟﻠﻤﻔﺎﻫﻴﻢ‬
‫‪‬‬
‫ﻓﺴﺮ ﻫﺬﺍ ﺍﻟﺘﻐ ﹼﻴﺮ‪.‬‬
‫ﱢ‬ ‫‪.‬‬ ‫‪θ‬‬ ‫‪2‬‬ ‫‪-‬‬ ‫‪θ‬‬ ‫‪1‬‬ ‫=‬ ‫_‬
‫‪π‬‬
‫‪2‬‬
‫ﻳﻜﻮﻥ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﻘﻄﺒﻴﺔ‬ ‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ ،6-1‬ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺃﻱ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻵﺗﻴﺔ ﻳﻤ ﱢﺜﻞ ‪‬‬
‫‪ ، RS‬ﺣﻴﺚ ﺇﻥ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ )‪، R(-5 , 3‬‬
‫‪‬‬ ‫‪ (71‬ﱡ‬ ‫ﻗﺎﻡ ﻛﻞ ﻣﻦ ﺳﻌﻴﺪ ﻭﻋﻠﻲ ﺑﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﻄﺔ )‪(5 , 45°‬‬ ‫‪‬‬ ‫‪(58‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،1‬ﺹ )‪(30‬‬
‫ﻭﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ )‪S(2 , -7‬؟ ‪A‬‬
‫ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﹼﻴﻦ ﺃﺩﻧﺎﻩ‪ .‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟‬
‫‪〈-7, 10〉 C‬‬ ‫‪〈7, -10〉 A‬‬
‫ﹶﺑ ﱢﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪〈-3, -10〉 D‬‬ ‫‪〈-3, 10〉 B‬‬
‫‪‬‬ ‫‪‬‬

‫ﺭﺵ ﻣﻨﻄﻘﺔ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻳﻤﻜﻦ‬ ‫‪ (72‬ﻳﺴﺘﻄﻴﻊ ﺭﺷﺎﺵ ﻣﺎﺀ ﹼ‬ ‫‪5‬‬
‫ﺗﺤﺪﻳﺪﻫﺎ ﺑﺎﻟﻤﺘﺒﺎﻳﻨﺘﻴﻦ ‪، -30° ≤ θ ≤ 210° , 0 ≤ r ≤ 20‬‬ ‫‪5‬‬

‫ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﻣﺎ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﻟﻬﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ؟ ‪B‬‬ ‫‪45°‬‬ ‫‪45°‬‬
‫‪O‬‬ ‫‪‬‬ ‫‪O‬‬ ‫‪‬‬
‫‪90°‬‬
‫‪120°‬‬ ‫‪60°‬‬

‫‪150°‬‬ ‫‪30°°‬‬
‫‪30‬‬
‫ﺧﻤﻦ ﺳﺒﺐ ﻋﺪﻡ ﻛﻔﺎﻳﺔ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ‬
‫‪  (59‬ﱢ‬
‫ﻃﺎﺋﺮﺓ ﺑﺸﻜﻞ ﺩﻗﻴﻖ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪180°‬‬ ‫‪0°‬‬
‫‪10‬‬ ‫‪20‬‬

‫‪210°‬‬
‫‪210‬‬ ‫‪330°‬‬
‫‪330‬‬
‫‪‬‬

‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ‬
‫‪852 ft 2 C‬‬ ‫‪821 ft 2 A‬‬ ‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ‪ u , v‬ﻣﺘﻌﺎﻣﺪﻳﻦ ﹼﹰ‬
‫ﺃﻭﻻ‪5 - 5 :‬‬
‫‪866 ft 2 D‬‬ ‫‪838 ft 2 B‬‬
‫‪ ،-3‬ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈4, 10, 1〉, v = 〈-5, 1, 7〉 (60‬‬

‫‪ ،0‬ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈-5, 4, 2〉, v = 〈-4, -9, 8〉 (61‬‬

‫‪ ،-14‬ﻟﻴﺴﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈-8, -3, 12〉, v = 〈4, -6, 0〉 (62‬‬

‫ﺇﺫﺍ ﻛﺎﻥ 〉〉‪ . a = 〈-4, 3, -2〉 , b = 〈2, 5, 1〉 , c = 〈3, -6, 5‬ﻓﺄﻭﺟﺪ‬

‫ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪5 - 4 :‬‬
‫‪〈16, -29, 36〉 3a + 2b + 8c (63‬‬
‫‪〈1, 44, -17〉 -2a + 4b - 5c (64‬‬

‫‪‬‬ ‫‪6 ‬‬ ‫‪58‬‬

‫‪‬‬ ‫‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹴ‬
‫‪ ‬ﺍﻛﺘﺐ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﹼ‬
‫)‪C(-3, 0‬‬ ‫)‪A(0, 4‬‬ ‫_ ‪A 4,‬‬
‫‪π‬‬
‫• )‪C(3, π‬‬ ‫(‬ ‫‪2‬‬ ‫)‬ ‫•‬
‫)‪D(1, 0‬‬ ‫• )‪D(1, 360°‬‬ ‫)‪B(0, -2‬‬ ‫• )‪B(2, 270°‬‬

‫‪ 6‬‬ ‫‪58‬‬

‫‪ ‬‬

‫‪6 - 1‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(7)‬‬ ‫‪‬‬ ‫‪( 6)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪6-1‬‬ ‫‪‬‬ ‫‪6-1‬‬
‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺍﳌﻌﺎﺩﻟﺔ ﺍﳌﻜﺘﻮﺑﺔ ﺑﺪﻻﻟﺔ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺗﺴﻤﻰ ﻣﻌﺎﺩﻟﺔ "ﻗﻄﺒﻴﺔ"‪ ،‬ﻓﺎﻟﺘﻤﺜﻴﻞ ﺍﻟﻘﻄﺒﻲ‬ ‫ﺗﻌﲔ ﻣﻮﺍﻗﻊ ﺍﻟﻨﻘﺎﻁ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﻄﻮﻝ ﻭﺍﻟﺰﺍﻭﻳﺔ؛ ﺇﺫ ﻳﻤﻜﻦ‬
‫‪‬ﰲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﱠ‬
‫ﻫﻮ ﳎﻤﻮﻋﺔ ﻛﻞ ﺍﻟﻨﻘﺎﻁ )‪ (r, θ‬ﺍﻟﺘﻲ ﲢﻘﻖ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ ﺍﳌﻌﻄﺎﺓ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﳌﻌﺎﺩﻻﺕ ﻋﲆ ﺍﻟﺼﻮﺭﺓ‬ ‫ﺗﻌﻴﲔ ﻣﻮﻗﻊ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺑﺎﻟﺰﻭﺝ ﺍﳌﺮﺗﺐ )‪ ،(r, θ‬ﺣﻴﺚ ‪ r‬ﺍﳌﺴﺎﻓﺔ ﻣﻦ ﺍﻟﻘﻄﺐ‪ ،‬ﺃﻭ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﺇﱃ ﺍﻟﻨﻘﻄﺔ‬
‫‪ r =k‬ﻭ ‪ ،θ = k‬ﺣﻴﺚ ‪ k‬ﺛﺎﺑﺖ‪ ،‬ﺗﹸﻌﺪﹼ ﺃﺳﺎﺳﻴ ﹰﺔ ﰲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ .‬ﺣﻠﻮﻝ ﺍﳌﻌﺎﺩﻟﺔ ‪ r =kk‬ﻫﻲ )‪ ،(k, θ‬ﺣﻴﺚ ‪ θ‬ﺃﻱ‬ ‫‪ ،P‬ﻭ ‪ θ‬ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺘﺠﻬﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻧﺼﻒ ﺍﳌﺴﺘﻘﻴﻢ ﺍﻟﻮﺍﺻﻞ ﻣﻦ ﺍﻟﻘﻄﺐ ﺇﱃ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﻭﺍﳌﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫ﺯﺍﻭﻳﺔ‪ ،‬ﻭﺣﻠﻮﻝ ﺍﳌﻌﺎﺩﻻﺕ ‪ θ = k‬ﻫﻲ )‪ (r, θ‬ﺣﻴﺚ ‪ r‬ﺃﻱ ﻗﻴﻤﺔ ﺣﻘﻴﻘﻴﺔ‪.‬‬
‫ﻣﺜﱢﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻘﻄﺘﲔ ﺍﻵﺗﻴﺘﲔ‪:‬‬ ‫‪‬‬
‫‪π‬‬

‫‪2π‬‬
‫‪π‬‬
‫‪π‬‬
‫ﻣﺜﱢﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺘﲔ ﺍﻟﻘﻄﺒﻴﺘﲔ ﺍﻵﺗﻴﺘﲔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪.P (3, _π_ ) (a‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪3‬‬ ‫‪3‬‬
‫_‪π‬‬ ‫‪4‬‬
‫‪r = 3 (a‬‬ ‫‪5π‬‬ ‫‪π‬‬
‫___ ﰲ ﻭﺿﻌﻬﺎ ﺍﻟﻘﻴﺎﳼ‪.‬‬ ‫ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪3, 2π ‬‬ ‫‪6‬‬ ‫‪P‬‬ ‫‪6‬‬
‫ﺣﻠﻮﻝ ﺍﳌﻌﺎﺩﻟﺔ ‪ ،r=3‬ﻫﻲ ﻧﻘﺎﻁ ﻋﲆ ﺍﻟﺼﻮﺭﺓ )‪ ،(3, θ‬ﺣﻴﺚ ‪ θ‬ﺃﻱ ﺯﺍﻭﻳﺔ ﻣﺜﻞ‪:‬‬ ‫‪4‬‬
‫ﳌﹼﺎ ﻛﺎﻧﺖ ‪ r‬ﻣﻮﺟﺒﺔ )‪ ،(r =3‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺗﻌﻴﲔ ﻧﻘﻄﺔ ﻋﲆ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻋﲆ ﹸﺑ ﹾﻌ ﹺﺪ‬
‫‪5π‬‬ ‫‪ 3‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪6‬‬ ‫‪3, π  6‬‬ ‫‪3,‬‬
‫‪ 6‬‬ ‫‪4‬‬
‫‪π‬‬ ‫‪0‬‬
‫ﹴ‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫‪5π‬‬ ‫‪2π‬‬ ‫‪O‬‬
‫_‪، 3, _π‬‬
‫)‪3 ( 6‬‬
‫‪π‬‬ ‫))‪(3, π‬‬
‫‪O‬‬ ‫‪1 2‬‬ ‫‪4 5‬‬
‫‪0‬‬
‫___ ‪ 3,‬؛ ﺇﺫﻥ ﻳﺘﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﳍﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ‬ ‫___ ‪،(3, π) ، 3,‬‬ ‫ﻭﺣﺪﺍﺕ ﻣﻦ ﺍﻟﻘﻄﺐ‪ ،‬ﻻﺣﻆ ﺃﻥ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺗﻘﻊ ﻋﲆ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺜﺎﻟﺜﺔ ﺣﻮﻝ ﺍﻟﻘﻄﺐ‪.‬‬ ‫‪3‬‬
‫‪3‬‬ ‫‪7π‬‬
‫ﹴ‬
‫‪r =3‬‬ ‫‪11π‬‬

‫ﻭﺣﺪﺍﺕ ﻋﻦ ﺍﻟﻘﻄﺐ؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻫﻮ ﺩﺍﺋﺮﺓ‬ ‫ﻣﻦ ﲨﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ‪3‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪7π‬‬ ‫‪3, 5π ‬‬ ‫‪11π‬‬
‫‪6‬‬ ‫‪ 3‬‬ ‫‪6‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪4π‬‬
‫‪3‬‬
‫‪5π‬‬
‫‪3‬‬
‫ﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪3‬‬ ‫‪3‬‬ ‫‪3π‬‬
‫‪2‬‬
‫‪3‬‬
‫‪3π‬‬
‫‪2‬‬

‫‪90°‬‬ ‫‪Q (-2.5, -120°) (b‬‬

‫‪120°‬‬ ‫‪60°‬‬
‫ﻳﻜﻮﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﲡﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺰﺍﻭﻳﺔ ‪-120°‬‬
‫‪150°‬‬ ‫‪30°‬‬

‫‪120°‬‬
‫‪90°‬‬
‫‪60°‬‬ ‫‪θ= -60° (b‬‬ ‫)‪Q (-2.5,-120°‬‬ ‫ﰲ ﻭﺿﻌﻬﺎ ﺍﻟﻘﻴﺎﳼ‪.‬‬
‫‪150°‬‬ ‫‪30°‬‬ ‫ﺣﻠﻮﻝ ﺍﳌﻌﺎﺩﻟﺔ ‪ θ = -60°‬ﻫﻲ ﻧﻘﺎﻁ ﻋﲆ ﺍﻟﺼﻮﺭﺓ )‪ ،(r, -60°‬ﺣﻴﺚ ‪ r‬ﺃﻱ ﻋﺪﺩ‬ ‫‪180°‬‬
‫‪O‬‬ ‫‪1 2 3 4 5‬‬
‫‪0°‬‬
‫ﳌﹼﺎ ﻛﺎﻧﺖ ‪ r‬ﺳﺎﻟﺒﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﻣﺪﹼ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺰﺍﻭﻳﺔ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ‪ ،‬ﺛﻢ ﺗﻌﻴﲔ‬
‫ﺣﻘﻴﻘﻲ‪ .‬ﻳﺘﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﳍﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻣﻦ ﲨﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻮﺍﻗﻌﺔ ﻋﲆ ﺍﳌﺴﺘﻘﻴﻢ‬ ‫‪210°‬‬
‫‪-120°°‬‬
‫‪330°‬‬
‫ﺍﻟﻨﻘﻄﺔ ‪ Q‬ﻋﲆ ﻫﺬﺍ ﺍﻟﻀﻠﻊ‪ ،‬ﻋﲆ ﺃﻥ ﺗﺒﻌﺪ ‪ 2.5‬ﻭﺣﺪﺓ ﻋﻦ ﺍﻟﻘﻄﺐ‪.‬‬
‫ﺍﻟﺬﻱ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ -60°‬ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ﺍﳌﻮﺟﺐ‪.‬‬
‫‪180°‬‬ ‫‪0°‬‬
‫‪O‬‬ ‫‪1 2 3 4 5‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬
‫‪210°‬‬ ‫‪330°‬‬
‫‪θ = -60°‬‬

‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬
‫‪‬‬
‫‪‬‬ ‫ﻣﺜﹼﻞ ﻛﻞ ﻧﻘﻄﺔ ﳑﺎ ﻳﺄﰐ ﰲ ﺍﳌﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪:‬‬
‫ﻣﺜﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒﻴﺔ ﻓﻴﲈ ﻳﺄﰐ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪4π‬‬
‫)‪A(-2.5, -150°‬‬ ‫‪(3‬‬ ‫(‬
‫___‪Q 4, -‬‬
‫‪3‬‬ ‫)‬ ‫‪(2‬‬ ‫)‪R(3, 60°‬‬ ‫‪(1‬‬
‫‪3π‬‬
‫‪θ = -300°‬‬ ‫‪(3‬‬ ‫___ = ‪θ‬‬ ‫‪(2‬‬ ‫‪r =4‬‬ ‫‪(1‬‬ ‫‪90°‬‬ ‫‪2π‬‬
‫‪π‬‬
‫‪2‬‬ ‫‪π‬‬
‫‪90°‬‬
‫‪4‬‬ ‫‪120°‬‬ ‫‪60°‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪120°‬‬ ‫‪60°‬‬

‫‪90°‬‬ ‫‪π‬‬ ‫‪π‬‬

‫‪2π‬‬ ‫‪π‬‬ ‫‪Q4, - 4π‬‬
‫‪π‬‬ ‫˚‪R (3, 60‬‬
‫)˚‪60‬‬
‫‪2‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪5π‬‬ ‫‪‬‬ ‫‪3‬‬ ‫‪π‬‬ ‫‪150°‬‬ ‫‪30°‬‬
‫‪120°‬‬ ‫‪60°‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪150°‬‬ ‫‪A (-2.5,‬‬
‫‪2.5,-‬‬
‫‪2.5,‬‬ ‫)‪150°°‬‬
‫‪-150‬‬ ‫‪30°‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪6‬‬

‫‪4, 3π ‬‬ ‫‪4, 2π‬‬

‫‪π‬‬
‫‪150°‬‬ ‫‪30°‬‬ ‫‪5π‬‬ ‫‪ 4‬‬ ‫‪π‬‬ ‫‪ 3‬‬
‫‪(3, -300‬‬
‫))‪300°‬‬ ‫‪5π‬‬ ‫‪π‬‬ ‫‪180°‬‬ ‫‪0°‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪180°‬‬ ‫‪0°‬‬ ‫‪π‬‬ ‫‪0‬‬ ‫‪O‬‬ ‫‪1 2 3 4 5‬‬
‫‪2, 3π ‬‬ ‫‪O 1 2 3 4 5‬‬ ‫‪O‬‬ ‫‪1 2 3‬‬ ‫‪5‬‬
‫‪ 4‬‬ ‫‪4, π ‬‬
‫)‪300°°‬‬
‫‪(1, -300‬‬ ‫‪ 6‬‬
‫‪180°‬‬ ‫‪0°‬‬ ‫)‪(4 ,π‬‬
‫) ‪,‬‬ ‫‪7π‬‬ ‫‪11π‬‬ ‫‪210°‬‬ ‫‪330°‬‬
‫‪O 1 2 3 4 5‬‬ ‫‪π‬‬ ‫‪0‬‬ ‫‪π‬‬ ‫‪0‬‬ ‫‪210°‬‬ ‫‪330°‬‬
‫‪θ = -300‬‬
‫‪300°‬‬
‫‪300‬‬ ‫‪O‬‬ ‫‪1 2 3 4 5‬‬ ‫‪O‬‬ ‫‪1 2 3‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪-4, 3π‬‬
‫‪π‬‬ ‫‪4π‬‬ ‫‪5π‬‬ ‫‪240°‬‬ ‫‪300°‬‬
‫‪θ = 3π‬‬ ‫‪‬‬ ‫‪4‬‬ ‫‪r=4‬‬ ‫‪240°‬‬ ‫‪300°‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪270°‬‬
‫‪210°‬‬ ‫‪330°‬‬ ‫‪7π‬‬ ‫‪4‬‬ ‫‪11π‬‬ ‫‪7π‬‬ ‫‪11π‬‬ ‫‪270°‬‬ ‫‪2‬‬
‫‪(-4, -300‬‬
‫))‪300°‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪4, 5π ‬‬ ‫‪6‬‬
‫‪ 3‬‬
‫‪240°‬‬ ‫‪300°‬‬ ‫‪4π‬‬ ‫‪5π‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪270°‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪ 6‬‬ ‫‪7‬‬ ‫‪ ‬‬ ‫‪ 6‬‬ ‫‪6‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(9) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(8)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪6-1‬‬ ‫‪‬‬ ‫‪6-1‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﺗﺘﻘﺎﻃﻊ ﺧﻄﻮﻁ ﺍﻟﻄﻮﻝ ﻋﲆ ﺳﻄﺢ ﺍﻷﺭﺽ ﻋﻨﺪ ﺍﻟﻘﻄﺒﲔ ﺍﻟﺸﲈﱄ ﻭﺍﳉﻨﻮﰊ‪ ،‬ﻭﺧﻂ‬ ‫ﻋﲇ ﻣﺮﻛﺒﺔ ﺩﻭﺍﺭﺓ ﰲ ﻣﺪﻳﻨﺔ ﺍﻷﻟﻌﺎﺏ‪.‬‬
‫‪   (3‬ﻳﺮﻛﺐ ﱞ‬ ‫‪  (1‬ﻋﻨﺪ ﺍﻟﺴﺎﻋﺔ ‪ 1:00pm‬ﺗﻄﲑ ﻃﺎﺋﺮﺓ ﺑﺎﲡﺎﻩ‬
‫ﺍﻟﻄـﻮﻝ ﺍﻟﺬﻱ ﻳﻤـﺮ ﺣﻮﻝ ﺍﻷﺭﺽ ﻭﻳﻤـﺮ ﺑﺎﻟﻘﻄﺒﲔ ﻳﺴـﻤﻰ ‪.‬‬ ‫‪ 30°‬ﻏﺮﺏ ﺍﻟﺸﲈﻝ ﻣﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﺑﴪﻋﺔ ﻗﺪﺭﻫﺎ‬
‫‪‬‬
‫‪40° 26'N‬‬ ‫ﺍﻟﺪﻭﺍﺋـﺮ ﺍﻟﻌﻈﻤـﻰ ﲨﻴﻌﻬﺎ ﳍﺎ ﺍﳌﺤﻴﻂ ﻧﻔﺴـﻪ‪ ،‬ﻭﺗﺴـﺎﻭﻱ ﳏﻴﻂ ﺍﻟﺪﺍﺋـﺮﺓ ﺍﻟﺘﻲ ﻃﻮﻝ‬ ‫‪ 300‬ﹴ‬
‫ﻣﻴﻞ ﰲ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫‪r‬‬ ‫‪‬‬
‫‪O‬‬ ‫ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﻳﺴـﺎﻭﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ ‪ 3963.2‬ﹰ‬
‫ﻣﻴﻼ‪) .‬ﺗﺬﻛﱠﺮ‬
‫ﻋﲔ ﻣﻮﻗﻊ ﺍﻟﻄﺎﺋﺮﺓ ﺑﺎﺳﺘﻌﲈﻝ ﺍﳌﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺑﻌﺪ‬
‫'‪40° 26‬‬
‫‪r‬‬
‫ﺃﻥ ﺍﻷﺭﺽ ﻟﻴﺴﺖ ﻛﺮﻭﻳ ﹰﺔ ﲤﺎ ﹰﻣﺎ‪ ،‬ﱠﺇﻻ ﺃﻧﻪ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺇﳘﺎﻝ ﺍﻟﻔﺮﻕ(‪.‬‬ ‫‪ (a‬ﹼ‬
‫ﺳﺎﻋﺘﲔ‪.‬‬
‫‪‬‬ ‫‪ (1‬ﺃﻭﺟﺪ ﳏﻴﻂ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻌﻈﻤﻰ‪.‬‬ ‫‪90°‬‬
‫‪‬‬
‫‪24901.5‬‬ ‫‪120°‬‬
‫ﻃﺎﺋﺮﺓ‬
‫‪60°‬‬
‫‪‬‬
‫ﺗﹸﻘﺎﺱ ﺍﳌﻮﺍﻗﻊ ﻋﲆ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻌﻈﻤﻰ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺷﲈﻝ ﺃﻭ ﺟﻨﻮﺏ ﺧﻂ‬ ‫‪150°‬‬ ‫)˚‪(600, 120‬‬
‫) ‪120‬‬ ‫‪30°‬‬

‫‪ ،40° 26'N‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﻧﺼﻔﹶﻲ ﺍﻟﻘﻄﺮﻳﻦ ﻣﻦ‬

‫ﺍﻻﺳﺘﻮﺍﺀ‪ .‬ﺗﻘﻊ ﺍﳌﺪﻳﻨﺔ ﺃ ﻋﻨﺪ ‪26'N‬‬
‫)˚‪(800, 150‬‬
‫) ‪150‬‬
‫ﻃﺎﺋﺮﺓ‬
‫ﻣﺮﻛﺰ ﺍﻷﺭﺽ ﺇﱃ ﱟ‬ ‫‪ (a‬ﺇﺫﺍ ﻛﺎﻥ ﹸﺑﻌﺪ ﻋﲇ ‪ 3‬ﹴ‬
‫ﺃﻣﺘﺎﺭ ﻣﻦ ﻣﺮﻛﺰ ﺍﳌﺮﻛﺒﺔ‪ ،‬ﻓﺎﻛﺘﺐ‬
‫‪180°‬‬ ‫‪0°‬‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺪﻳﻨﺔ ﺃ‪ ،‬ﻭﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﻣﻊ ﺍﻟﺪﺍﺋﺮﺓ‬ ‫‪O 200‬‬ ‫‪600 1000‬‬

‫ﺍﻟﻌﻈﻤﻰ ﺍﻟﺘﻲ ﲤﺮ ﰲ ﺍﳌﺪﻳﻨﺔ ﺃ ﻳﺸﻜﱢﻼﻥ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ '‪،40° 26‬‬ ‫ﻣﻌﺎﺩﻟﺔ ﲤﺜﻞ ﻣﻮﻗﻌﻪ ﰲ ﺃﺛﻨﺎﺀ ﺩﻭﺭﺍﻥ ﺍﳌﺮﻛﺒﺔ‪.‬‬ ‫‪210°‬‬ ‫‪330°‬‬

‫)ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ(‪.‬‬ ‫‪r=3 ‬‬

‫‪240°‬‬ ‫‪300°‬‬
‫‪ (2‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﻋﲆ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟ ﹸﻌﻈﻤﻰ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ﺩﺭﺟﺔ‬
‫‪270°‬‬
‫‪5‬‬
‫___ ﺩﻭﺭﺓ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﻮﻗﻊ‬ ‫‪ (b‬ﺗﺼﻨﻊ ﺍﳌﺮﻛﺒﺔ‬ ‫‪ (b‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﳌﻄﺎﺭ ﻳﻘﻊ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪،(800, 150°‬‬
‫ﻭﺍﺣﺪﺓ‪.‬‬ ‫‪19‬‬
‫ﻋﲇ ﺍﳊﺎﱄ ﻳﺼﻨﻊ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ‪ 165°‬ﻋﻜﺲ ﺍﲡﺎﻩ‬ ‫ﻓﻌﲔ ﻣﻮﻗﻊ ﺍﳌﻄﺎﺭ ﻋﲆ ﺍﳌﺴﺘﻮ￯ ﻧﻔﺴﻪ‪.‬‬
‫‪ 69.2‬‬
‫‪‬‬ ‫ﹼ‬
‫ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﻣﻊ ﻣﻮﻗﻌﻪ ﺍﻷﺻﲇ‪ ،‬ﻓﺄﻭﺟﺪ‬ ‫‪ (c‬ﻛﻢ ﹰ‬
‫ﻣﻴﻼ ﺗﺒﻌﺪ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﺍﳌﻄﺎﺭ ﺑﻌﺪ ﺳﺎﻋﺘﲔ؟‬
‫‪‬‬ ‫)‪ ،(32° 46' N‬ﻭﺍﳌﺪﻳﻨﺔ ﺟـ )‪ (2°9' S‬ﻋﲆ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻌﻈﻤﻰ‬
‫‪ (3‬ﺗﻘﻊ ﺍﳌﺪﻳﻨﺔ ﺏ ‪N‬‬ ‫ﻣﻮﻗﻌﻪ ﺑﻌﺪ ‪ 1.9‬ﺛﺎﻧﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳌﻮﻗﻌﻪ ﺍﻷﺻﲇ‪.‬‬
‫‪ 411 ‬‬
‫‪‬‬
‫ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﲤﺮ ﰲ ﺍﳌﺪﻳﻨﺔ ﺃ‪ ،‬ﺃﻭﺟﺪ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﳌﺪﻳﻨﺔ ﺃ‪ ،‬ﱟ‬
‫ﻭﻛﻞ ﻣﻦ ﺍﳌﺪﻳﻨﺘﲔ‬ ‫‪(3,-15˚) ‬‬
‫‪E‬‬ ‫ﻏﲑﺕ ﺍﻟﻄﺎﺋﺮﺓ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻬﺎ ﺑﺎﲡﺎﻩ‬ ‫‪ (d‬ﺑﻌﺪ ﺳﺎﻋﺘﲔ‪ ،‬ﱠ ﹶ‬
‫ﺏ ﹶﻭ ﺟـ‪.‬‬
‫‪r‬‬ ‫‪N‬‬

‫‪θ‬‬ ‫‪ 2945.5‬‬

‫‪ 530.3,‬‬ ‫ﻣﻴﻼ ‪  (4‬ﻭﺟﺪ ﻋﺎﱂ ﺁﺛﺎﺭ ﺇﻧﺎ ﹰﺀ ﻣﺼﻨﻮﻋﹰﺎ ﻣﻦ ﺍﻟﺴﲑﺍﻣﻴﻚ‬‫ﺍﳌﻄﺎﺭ ﻣﺒﺎﴍﺓ‪ ،‬ﺑﴪﻋﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 250‬ﹰ‬
‫‪R‬‬ ‫‪‬‬ ‫ﹴ‬
‫‪θ‬‬ ‫ﺍﻟﺒﲑﻭﲏ‪ ،‬ﻳﻌﻮﺩ ﺇﱃ ﻋﺎﻡ ‪ 400‬ﻗﺒﻞ ﺍﳌﻴﻼﺩ‪ ،‬ﺇﺫ ﳛﻮﻱ ﻫﺬﺍ‬ ‫ﺑﻄﺎﺋﺮﺓ‬ ‫ﱢﺤﺎﻕ‬‫ﻠ‬ ‫ﻟ‬ ‫ﺍﻟﻄﺎﺋﺮﺓ‬ ‫ﰲ‬ ‫ﻣﺴﺎﻓﺮ‬ ‫ﳜﻄﻂ‬ ‫ﰲ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﺃﺧﺮ￯ ﺗ ﹺ‬
‫‪O‬‬
‫‪R‬‬ ‫ﳌﹼﺎ ﻛﺎﻧﺖ ﺩﻭﺍﺋﺮ ﺍﻟﻌﺮﺽ ﻣﻮﺍﺯﻳ ﹰﺔ ﳋﻂ ﺍﻻﺳﺘﻮﺍﺀ‪ ،‬ﻓﺈﻥ ﺃﻧﺼﺎﻑ ﺃﻗﻄﺎﺭﻫﺎ‬ ‫ﱰﺍ‪،‬‬ ‫ﹸﻘﻠﻊ ﻋﻨﺪ ﺍﻟﺴﺎﻋﺔ ‪ 3:55‬ﺑﻌﺪ ﺍﻟﻈﻬﺮ‪ ،‬ﻓﺈﺫﺍ‬
‫‪‬‬ ‫ﺍﻹﻧﺎﺀ‪ ،‬ﺍﻟﺬﻱ ﻳﺒﻠﻎ ﻃﻮﻝ ﻗﻄﺮ ﻓﺘﺤﺘﻪ ﺍﻟﺪﺍﺋﺮﻳﺔ ‪ 25‬ﺳﻨﺘﻤ ﹰ‬
‫ﻭﳏﻴﻄﺎﲥﺎ ﺗﺼﻐﹸﺮ ﻛﻠﲈ ﺍﻗﱰﺑﻨﺎ ﻣﻦ ﺃﺣﺪ ﺍﻟﻘﻄﺒﲔ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ‬ ‫ﺃﻗﻠﻌﺖ ﺍﻟﻄﺎﺋﺮﺓ ﺍﻷﺧﺮ￯ ﰲ ﺍﳌﻮﻋﺪ ﺍﳌﺤﺪﺩ‪ ،‬ﻓﻬﻞ‬
‫ﹰ‬
‫ﻧﻘﻮﺷﺎ ﻋﲆ ﺃﺑﻌﺎﺩ ﻣﺘﺴﺎﻭﻳﺔ‪ .‬ﻧﹸﻘﺶ ﺃﺣﺪﻫﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬
‫ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺩﺭﺟﺔ ﻭﺍﺣﺪﺓ ﻋﲆ ﹸﺑ ﹾﻌ ﹺﺪ ﺩﻭﺍﺋﺮ ﺍﻟﻌﺮﺽ ﺷﲈﻝ‬ ‫‪2π‬‬ ‫ﺳﻴﺼﻞ ﺍﳌﺴﺎﻓﺮ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫___ ‪ ،(-1.5,‬ﺃﻭﺟﺪ ﺛﻼﺛﺔ ﺃﺯﻭﺍﺝ ﳐﺘﻠﻔﺔ‪ ،‬ﱞ‬
‫ﻛﻞ ﻣﻨﻬﺎ‬ ‫)‬
‫ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﺃﻭ ﺟﻨﻮﺑﻪ‪ ،‬ﻭﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ ﻳﺒﲔ ﺩﺍﺋﺮﺓ ﻋﺮﺽ ﻃﻮﻝ ﻧﺼﻒ‬ ‫‪3‬‬ ‫‪ ‬‬
‫ﻳﻤﺜﻞ ﺇﺣﺪﺍﺛﻴﲔ ﻗﻄﺒ ﱠﻴﲔ ﳍﺬﻩ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫ﹸﻄﺮﻱ‬
‫ﻗﻄﺮﻫﺎ ‪ ،r‬ﻭﺗﻘﻊ ﺷﲈﻝ ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،θ‬ﻭﳌﹼﺎ ﻛﺎﻥ ﻧﺼﻔﹶﺎ ﻗ ﹶ‬ ‫‪44439pm‬‬
‫‪‬‬
‫ﺩﺍﺋﺮﺓ ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﻭﺩﺍﺋﺮﺓ ﺍﻟﻌﺮﺽ ﻣﺘﻮﺍﺯﻳﲔ‪ ،‬ﻓﺈﻥ ‪،m∠NEO = θ‬‬ ‫‪5‬‬ ‫‪π‬‬
‫____‬ ‫‪π‬‬
‫__‬
‫‪‬‬
‫‪4‬‬
‫____‪(-1.5,-‬‬ ‫‪π‬‬
‫) ‪ ) , (1.5 ,  3 ) , (1.5 ,- 3‬‬
‫ﹶﻭ ‪cosθ = __r‬؛ ﻟﺬﺍ ﻳﻜﻮﻥ ‪ ،r = R cos θ‬ﺣﻴﺚ ‪ R‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ‪.‬‬ ‫‪3‬‬
‫‪R‬‬
‫ﻟﺮﳞﺎ‪ ،‬ﻋﲆ ﺃﻥ ﻳﺼﻞ ﺍﳌﺎﺀ‬ ‫‪  (2‬ﹸﺛ ﹼﺒﺖ ﹺﻣ ﱞ‬
‫ﺮﺵ ﰲ ﺣﺪﻳﻘﺔ ﱢ‬
‫‪ (4‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺓ ﻋﺮﺽ ‪ 70°‬ﺷﲈﻝ ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﻭﳏﻴﻄﻬﺎ‪.‬‬ ‫‪17π‬‬ ‫‪-7π‬‬
‫____ ‪، -‬‬ ‫ﺇﱃ ﺍﳌﻨﻄﻘﺔ‪≤ θ ≤ _____ , 0 ≤ r ≤ 6 :‬‬
‫‪ 1355.5‬‬
‫‪‬‬ ‫‪ 8516.8‬‬ ‫‪12‬‬ ‫‪12‬‬
‫ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻗﺪﺍﻡ‪ ،‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻳﺼﻠﻬﺎ ﺍﳌﺎﺀ‪.‬‬
‫‪ (5‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﻣﻦ ﺩﺍﺋﺮﺓ ﺍﻟﻌﺮﺽ ﰲ ﺍﻟﺴﺆﺍﻝ ‪ ،4‬ﻭﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺯﺍﻭﻳ ﹰﺔ ﻗﻴﺎﺳﻬﺎ ﺩﺭﺟﺔ ﻭﺍﺣﺪﺓ‪.‬‬ ‫‪47 ‬‬
‫‪ 23.7‬‬
‫‪‬‬
‫‪ 6‬‬ ‫‪8‬‬ ‫‪ ‬‬
‫‪ 6‬‬ ‫‪9‬‬ ‫‪ ‬‬

‫‪58 A‬‬ ‫‪  1‬‬

  



6 - 1
          


   (9)

 6-1

:‫ﻣﺜﱢﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺃﺩﻧﺎﻩ‬

 
 (-1, -30°) (3 (-2 π
2, _ ) (2 ( 2.5 , 0° ) (1
4
π
90° 2π 2 π 90°
120° 60° 120° 60°
3 3
150° 5π π 150°
30° 6 6
30°
(-1, -30°)
180° 0° π 0 180° 0°
O O O (2.5, 0°)
0
 330° 7π 2, π
-2, 11π 330°
210° 4 6 210°
6

240° 300° 4π 5π 240° 300°

270° 3 3π 3 270°
2

:‫ﻣﺜﱢﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺃﺩﻧﺎﻩ‬

 r = 4 (6 θ = 60° (5 r = 3 (4
π π
2π 2 π 2π 2 π
90°
3 3 120° 60°
60 3 3

5π π 5π π
6 150° 30° 6
6 6

π 0 180° 0° π 0
O O O
 7π 11π 7π 11π
210° 330°
6 6 6 6
4π 5π 300° 4π 5π
3 3 240° 270° 3 3
3π 3π
2 2

.‫ﺻﻤﻢ ﺃﺣﺪ ﺍﻟﻤﻌﻤﺎﺭﻳﻴﻦ ﺣﺪﻳﻘﺔ ﻓﻲ ﻣﺒﻨﻰ ﺟﺪﻳﺪ‬

‫ﱠ‬  (7
 .‫ ﻓﻤﺜﱢﻞ ﻣﻮﻗﻊ ﺍﻟﻨﺨﻠﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺃﺩﻧﺎﻩ‬،(3, -135°) ‫ﺍﻟﻤﺼﻤﻢ ﻧﺨﻠﺔ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬ ‫( ﺇﺫﺍ ﻭﺿﻊ‬a
‫ﱢ‬
90°
120° 60°

150° 30°

180° 0°
O
 330°
210° (3, -135
135°))
240° 300°
270°

‫ﻓﺄﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻤﻘﻌﺪ‬ (1, 105°) ‫ ﻭﺇﻧﺸﺎﺀ ﺑﺮﻛﺔ ﻋﻨﺪ‬، (- 4, 85°) ‫ﺇﺫﺍ ﺃﺭﺍﺩ ﺍﻟﻤﺼﻤﻢ ﻭﺿﻊ ﻣﻘﻌﺪ ﻋﻨﺪ‬ (b
‫ ﻭﺣﺪﺍﺕ‬4.95 .‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀﻣﻦ ﻣﺌﺔ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‬
‫ ﹼ‬،‫ﻭﺍﻟﺒﺮﻛﺔ‬




 
 

 

 

 

 

 

 

 6 58 B
 
 6 -2 
Polar and Rectangular Forms of Equations

 1 ‫ ﻭﻋﻨﺪﻣﺎ‬،‫ﺃﻣﻮﺍﺟﺎ ﻓﻮﻕ ﺻﻮﺗﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺩﻭﺍﺋﺮ ﻛﺎﻣﻠﺔ‬

‫ﹰ‬ ‫ﹴ‬
‫ﺭﺟﻞ ﺁﻟﻲ‬ ‫ﻳﺒﻌﺚ ﹺﻣ ﹶﺠﺲ ﹸﻣﺜﺒﺖ ﺇﻟﻰ‬
 

(6 -1  )
‫ ﻭﻳﻘﻮﻡ ﺑﺤﺴﺎﺏ ﹸﺑﻌﺪ ﺍﻟﺠﺴﻢ ﻋﻦ‬،‫ ﻓﺈﻥ ﺍﻟﻤﺠﺲ ﻳﺴﺘﻘﺒﻞ ﺇﺷﺎﺭﺓ‬،‫ﺗﺼﻄﺪﻡ ﺍﻷﻣﻮﺍﺝ ﺑﺠﺴﻢ‬
 ‫ ﻭﻳﻮﺻﻞ ﺍﻟﻤﺠﺲ‬. θ ‫ ﻭﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻬﺔ‬، r ‫ﻣﻘﺪﻣﺔ ﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ﺑﺪﻻﻟﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ‬
‫ﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ﺍ ﹼﻟﺬﻱ ﻳﺤﻮﻟﻬﺎ ﺇﻟﻰ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ؛‬
‫ﻫﺬﻩ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﱠ‬
6-2 .‫ﻟﻴﺘﻤﻜﻦ ﻣﻦ ﺗﻌﻴﻴﻨﻬﺎ ﻋﻠﻰ ﺧﺮﻳﻄﺔ ﺩﺍﺧﻠﻴﺔ‬
   ■


‫ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ؛‬    ■

P(x, y) ‫ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ‬ 

‫ﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﻁ ﻭﺑﻌﺾ ﺍﻟﻤﻌﺎﺩﻻﺕ‬ y P(x, y)
θ, sin θ)
P(cos θ ‫ ؛ ﻷﻥ‬P(cos θθ, sin θ) ‫ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬θ ‫ ﻭﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﺰﺍﻭﻳﺔ‬، ‫ﺍﻟﻮﺍﻗﻌﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬


.‫ﺍﻟﺒﺴﻴﻄﺔ‬ 1
cos θ = _
x
=_
x
=x , sin θ = _r = _ = y
y y
r= y r 1 1 www.obeikaneducation.com
6-2
θ
O x x ‫ ﹰ‬r ‫ﻓﺈﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺓ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‬
‫ ﻓﺈﻧﻪ ﻳﻤﻜﻨﻨﺎ ﻛﺘﺎﺑﺔ ﺍﻟﻨﻘﻄﺔ‬،1 ‫ﺑﺪﻻ ﻣﻦ‬
‫ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‬ :‫ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‬r , θ ‫ ﺑﺪﻻﻟﺔ‬P(x, y)
.‫ﻭﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬ cos θ = _
x
r , sin θ = _r
y

‫ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻣﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ r cos θ = x , r sin θ = y r

.‫ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻌﻜﺲ‬ ‫ ﺑﺤﻴﺚ ﻳﻨﻄﺒﻖ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ﻋﻠﻰ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ‬،‫ﻭﺇﺫﺍ ﻧﻈﺮﻧﺎ ﻟﻠﻤﺴﺘﻮ￯ ﺍﻟﺪﻳﻜﺎﺭﺗﻲ ﻋﻠﻰ ﺃﻧﻪ ﻣﺴﺘﻮ￯ ﻗﻄﺒﻲ‬
‫ ﻓﺈﻧﻪ ﻳﺼﺒﺢ ﻟﺪﻳﻨﺎ ﻭﺳﻴﻠﺔ ﻟﺘﺤﻮﻳﻞ ﺍﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺍﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ‬،‫ ﻭﺍﻟﻘﻄﺐ ﻋﻠﻰ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬، x ‫ﺍﻟﻤﺤﻮﺭ‬
6-2   .‫ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ‬
‫ﺗﺤﻮﻳﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻣﻦ ﺍﻟﺼﻮﺭﺓ‬
 
.‫ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻌﻜﺲ‬
y  ( r,r θ ) P
_
π P(x, y)
2 P(r, θ) P(x,
x y)
x,
r y x = r cos θ , y = r sin θ
θ
 ( x , y ) = ( r cos θ,
θ r sin θ ) 
 2 O x x

  1 

."‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬ ‫ ﱢ‬،‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ‬
:‫ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
 _
π y
( _6 )
P 4, π (a
. r = 4, θ = _ ‫ ﻓﺈﻥ‬، (r, θ) = (4 , _
2

‫ﺇﺫﺍ ﹸﻭﺿﻊ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬ • P

π
6
π
) ‫ﺑﻤﺎ ﺃﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ‬
6

‫ ﱡ‬،‫ﻣﻨﻄﺒ ﹰﻘﺎ ﻋﻠﻰ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‬

‫ﻓﺄﻱ‬
4 y = r sin θ  x = r cos θ
_
= 4 sin _ _
π
r=4,θ=_
π
= 4 cos π
‫ﺍﻟﻨﻘﺎﻁ ﺍﻟﻘﻄﺒﻴﺔ ﺳﺘﻨﻄﺒﻖ ﻋﻠﻰ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؟‬
6 0 π
6 6 6
O x
.(0, 0) ‫( ﺃﻭ‬0, 0°) =4 _
1
(2) 
 =4 _

√3
(2)
‫ﺃﻱ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻘﻄﺒﻴﺔ ﺳﺘﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻨﻘﻄﺔ‬ ‫ﱡ‬ • =2 = 2 √
3
‫(؟‬4, 0) ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬ .‫( ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‬3.46, 2) ‫( ﺃﻭ‬2 √3 , 2) ‫ ﻫﻲ‬P ‫ﺃﻱ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻨﻘﻄﺔ‬
.(4, 0) ‫( ﺃﻭ‬4, 0°)
‫ﺃﻱ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻘﻄﺒﻴﺔ ﺳﺘﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻨﻘﻄﺔ‬ ‫ﱡ‬ • 59  6 - 2 

‫(؟‬0, 4) ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
(4, _π2 ) ‫( ﺃﻭ‬4, 90°) 6 - 2
‫ﺃﻱ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺳﺘﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻨﻘﻄﺔ‬
‫ﱡ‬ •
(-4, 0) ‫(؟‬4, π) ‫ﺍﻟﻘﻄﺒﻴﺔ‬    
‫ﺃﻱ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺳﺘﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻨﻘﻄﺔ‬ ‫ﱡ‬ • ( 67 )  • ( 61 )  • (61 )  • 
(0, -4) ‫(؟‬4, 270°) ‫ﺍﻟﻘﻄﺒﻴﺔ‬ (10)  • (10)  • (1 0 )  • 
12  • 12  • 10  • 
13  • 13  • 12  • 

59  6 - 2
 ‫‪Q(-2, 135°) (b‬‬
‫_‬
‫ﺑﻤﺎ ﺃﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ )‪ ، (r , θ) = (- 2 , 135°‬ﻓﺈﻥ ‪. r = -2 , θ = 135°‬‬
‫‪π‬‬
‫‪2‬‬
‫‪y‬‬
‫‪‬‬
‫‪135°‬‬

‫‪0‬‬
‫‪y = r sin θ‬‬ ‫‪‬‬ ‫‪x = r cos θ‬‬
‫‪ 1 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﻮﻳﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪= -2 sin 135°‬‬ ‫‪r = -2 , θ = 135°‬‬ ‫‪= -2 cos 135°‬‬
‫‪2‬‬
‫‪Q‬‬ ‫‪= -2‬‬ ‫‪(_) = - √2‬‬
‫√‬
‫‪2‬‬
‫‪2‬‬
‫‪‬‬
‫‪‬‬ ‫(‬
‫‪= -2 - _ = √2‬‬
‫‪2‬‬
‫‬
‫√‬
‫‪2‬‬ ‫)‬ ‫‪ 2 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﻮﻳﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫‪ ( √2‬ﺃﻭ )‪(1.41 , -1.41‬‬ ‫ﺃﻱ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ Q‬ﻫﻲ )‬
‫‪ , - √2‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪.‬‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ‪.‬‬

‫‪V -120°) (c‬‬

‫‪V(3,‬‬
‫‪ 3 ‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫‪π‬‬
‫‪2‬‬
‫‪y‬‬
‫ﺑﻤﺎ ﺃﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ )‪ ، (r , θ) = (3 , -120°‬ﻓﺈﻥ ‪r = 3 , θ = -120°‬‬ ‫ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫‪y = r sin θ‬‬ ‫‪‬‬ ‫‪x = r cos θ‬‬

‫‪O‬‬
‫‪0‬‬
‫‪x‬‬ ‫)‪= 3 sin (-120°‬‬ ‫‪r = 3 , θ = -120°‬‬ ‫)‪= 3 (cos -120°‬‬ ‫‪ ‬‬
‫‪3‬‬ ‫‪-120°‬‬
‫‪R‬‬
‫)‬ ‫‪2‬‬‫(‬
‫_ ‪=3 -_ =-‬‬
‫‬
‫‪√3‬‬ ‫‪3 √3‬‬
‫‪2‬‬
‫‬
‫‪‬‬
‫‪‬‬ ‫_ ‪= 3( -‬‬
‫)‪2‬‬
‫‪1‬‬
‫_‪=-‬‬ ‫‪3‬‬
‫‪2‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫_ ‪ (- _3 , -‬ﺃﻭ )‪ (-1.5 , -2.6‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪.‬‬
‫) ‪2‬‬
‫‬
‫‪3 3‬‬ ‫√‬
‫ﺃﻱ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ V‬ﻫﻲ‬
‫‪2‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﱢ‬
‫‪T (-3 , 45° ) (1C‬‬ ‫_ ‪S 5,‬‬
‫‪π‬‬
‫‪(1B‬‬ ‫‪R(- 6 , -120°) (1A‬‬
‫‪‬‬
‫(‬ ‫‪3‬‬ ‫)‬
‫ﻭﻟﻜﺘﺎﺑﺔ ﺯﻭﺝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻓﺈﻧﻚ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻬﺔ ‪ r‬ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ (x, y‬ﺇﻟﻰ‬ ‫‪‬‬ ‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ‬
‫ﹼ‬ ‫‪1‬‬
‫ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫ﹼ‬ ‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﺃﻭ ﺍﻟﻘﻄﺐ‪ ،‬ﻭ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ‪ r‬ﻣﻊ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺃﻭ ﺍﻟﻤﺤﻮﺭ‬
‫_‬
‫‪π y‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ‪ r‬ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ (x, y‬ﺇﻟﻰ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪ ‬‬ ‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ‬
‫ﻳﺄﺗﻲ ‪:‬‬
‫‪2‬‬ ‫‪‬‬
‫)‪P(x, y‬‬
‫‪‬‬ ‫‪r2 = x2 + y2‬‬ ‫‪‬‬

‫) ‪( _π3‬‬
‫‪‬‬
‫‪r‬‬ ‫‪y‬‬ ‫‪ ‬‬ ‫=‪r‬‬ ‫√‬
‫‪x2 + y2‬‬ ‫‪‬‬ ‫√ ‪D ( 1,‬‬
‫)‪3‬‬ ‫‪D 2,‬‬ ‫‪(a‬‬
‫‪θ‬‬ ‫‪0‬‬
‫ﺃﻭ ﺗﻘﺮﻳ ﹰﺒﺎ )‪D(1, 1.37‬‬
‫‪‬‬
‫‪π‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪x‬‬ ‫ﺗﺮﺗﺒﻂ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻜﻞ ﻣﻦ ‪ x , y‬ﻣﻦ ﺧﻼﻝ ﺩﺍﻟﺔ ﺍﻟﻈﻞ‪ ،‬ﻭﻹﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ‪:θ‬‬
‫‪y‬‬
‫‪‬‬ ‫_ = ‪tan θ‬‬
‫‪x‬‬ ‫‪F(-5, 45°) (b‬‬
‫_‪3‬‬ ‫‪_y‬‬
‫(‬
‫‪π‬‬

‫_ ‪ F‬ﺃﻭ‬
‫_ ‪-5 √2‬‬
‫) ‪2‬‬
‫‪-1‬‬
‫‪2‬‬ ‫‪‬‬ ‫‪θ = Tan‬‬ ‫‪x‬‬ ‫‪-5 √2‬‬
‫‪,‬‬
‫_ ‪π‬‬ ‫‪2‬‬
‫_ ‪ (-‬ﺃﻭ )‪ (-90°, 90°‬ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫ﻣﻌﺮﻓﺔ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ) ‪, π‬‬
‫ﺗﺬﻛﹼﺮ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴ ﹼﻴﺔ ﻟﻠﻈﻞ ﹼ‬
‫‪2‬‬ ‫‪2‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪F(-3.54, -3.54‬‬
‫ﻭﺗﹸﻌﻄﻰ ﻗﻴﻢ ‪ θ‬ﺍﻟﻮﺍﻗﻌﺔ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ ﺃﻭ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﺃﻱ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ ، x > 0‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ . 6.2.1‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ‪، x < 0‬‬
‫‪H (-2, 2 √3 ) H(4, -240°) (c‬‬
‫ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺗﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ ﺃﻭ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﻟﺬﺍ ﻋﻠﻴﻚ ﺇﺿﺎﻓﺔ ‪ π‬ﺃﻭ ‪) 180°‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍﻟﺔ ‪ ( y = tan x‬ﺇﻟﻰ ﻗﻴﺎﺱ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴ ﹼﻴﺔ ﻟﻠﻈﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪. 6.2.2‬‬ ‫ﺃﻭ ﺗﻘﺮﻳ ﹰﺒﺎ )‪H(-2, 3.46‬‬
‫_‬‫‪π y‬‬ ‫_‬
‫‪π y‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‪P(x, y‬‬

‫‪θ‬‬
‫‪θ +π‬‬
‫‪0‬‬ ‫‪θ‬‬

‫‪ ‬‬
‫‪0‬‬
‫‪π‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪π‬‬ ‫‪O‬‬ ‫‪x‬‬

‫)‪P(x, y‬‬
‫_‬
‫‪3π‬‬
‫‪2‬‬
‫_‪3‬‬
‫‪π‬‬
‫‪2‬‬ ‫‪ ‬ﺫﻛﱢﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﻋﻠﻴﻬﻢ‬
‫‪y‬‬
‫_ ‪ θ = Tan -1‬ﻋﻨﺪﻣﺎ ‪x < 0‬‬
‫‪y‬‬
‫_ ‪-1‬‬
‫‪ θ = Tan x + π‬ﺃﻭ ‪x + 180°‬‬
‫‪y‬‬
‫_ ‪ θ = Tan -1‬ﻋﻨﺪﻣﺎ ‪x > 0‬‬
‫‪x‬‬
‫ﺿﺒﻂ ﻭﺿﻌﻴﺔ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪1a‬؛‬
‫‪6.2.2‬‬ ‫‪6.2.1‬‬ ‫ﻟﺘﻜﻮﻥ ‪) RADIAN‬ﺭﺍﺩﻳﺎﻥ(‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪60‬‬
‫ﺛﻢ‬ ‫ﺛﻢ‬ ‫ﻋﻠﻰ‬
‫ﺍﻻﺧﺘﻴﺎﺭ‪ .‬ﺃﻣﺎ ﻓﻲ ﺍﻟﻤﺜﺎﻟﻴﻦ ‪ ، lb, lc‬ﻓﺈﻥ ﻋﻠﻴﻬﻢ‬
‫‪‬‬ ‫ﺿﺒﻂ ﺍﻟﻮﺿﻌﻴﺔ ﻟﺘﻜﻮﻥ ‪) DEGREE‬ﺩﺭﺟﺔ(‬
‫ﺑﻨﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ‪.‬‬
‫‪ (3, 3 √3 ) (1A‬ﺃﻭ )‪ (3, 5.20‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (2.5, 2.5 √3 ) (1B‬ﺃﻭ )‪ (2.5, 4.33‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫_ ‪ -‬ﺃﻭ )‪ (-2.1, -2.1‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪3 2‬‬
‫‪2‬‬ ‫(‬
‫‪, - _ (1C‬‬
‫‪3 2‬‬
‫‪2‬‬
‫√‬ ‫√‬
‫)‬

‫‪ 6‬‬ ‫‪60‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫_‬
‫‪π‬‬
‫‪2‬‬
‫‪y‬‬ ‫) ‪P(r, θ‬‬
‫)‪P(x, y‬‬
‫‪ ( x , y)P‬‬
‫‪( r,r θ)P‬‬
‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ‬ ‫_ ‪x > 0  θ = Tan -1‬‬
‫‪y‬‬
‫‪2‬‬ ‫‪r‬‬ ‫‪y‬‬ ‫‪x  r = √x + y‬‬
‫‬
‫‪2‬‬ ‫‪2‬‬

‫‪x < 0‬‬

‫ﻳﻤﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻜﻞ ﻧﻘﻄﺔ‬ ‫‪θ‬‬ ‫‪‬‬
‫‪θ = Tan -1 x + π‬‬ ‫‪_y‬‬
‫ﻣﻌﻄﺎﺓ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻓﻲ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪x‬‬

‫‪θ = Tan -1 _x + 180°‬‬

‫‪y‬‬
‫ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫_ = ‪y > 0r = y θ‬‬
‫‪π‬‬
‫‪x = 0‬‬
‫‪ E(2, -4) (a‬ﺗﻘﺮﻳ ﹰﺒﺎ )‪E(4.47,-1.11‬‬
‫‪2‬‬
‫_ ‪y < 0r = y  θ = -‬‬‫‪π‬‬
‫‪‬‬
‫‪2‬‬
‫ﺃﻭ )‪E(4.47, 5.17‬‬
‫ﺗﺬﻛﱠﺮ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪ ﹰﺩﺍ ﻻﻧﻬﺎﺋ ﹼﹰﻴﺎ ﻣﻦ ﺃﺯﻭﺍﺝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻨﻘﻄﺔ‪ ،‬ﻭﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ‬
‫‪ G(-2, -4) (b‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻳﻌﻄﻲ ﺃﺣﺪﻫﺎ‪.‬‬

‫)‪G(4.47, 4.25‬‬ ‫‪ ‬‬ ‫‪2‬‬ ‫‪‬‬

‫ﺃﻭ‬ ‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻤ ﹼﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ ﺑﺎﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫)‪G(-4.47, 7.39‬‬ ‫‪S (1 , - √3‬‬
‫‪ ) (a‬‬
‫‪ ، (x, y) = (1 , - √3‬ﻓﺈﻥ ‬
‫‪. x = 1 , y = - √3‬‬ ‫ﺑﻤﺎ ﺃﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ) ‬
‫‪y‬‬
‫ﻭﻷﻥ ‪ ، x > 0‬ﻟﺬﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ ‪ θ = Tan -1 _x‬؛ ﻹﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ‪. θ‬‬
‫‪y‬‬
‫_ ‪θ = Tan -1‬‬
‫‪x‬‬ ‫‪‬‬ ‫=‪r‬‬ ‫‪√x‬‬
‫‪2‬‬
‫‪+ y2‬‬
‫‪ ‬ﹸﺣ ﱠﻞ ﻋﺪﺓ ﺃﻣﺜﻠﺔ‬ ‫_ ‪= Tan -1‬‬
‫√ ‪-‬‬‫‪3‬‬
‫√ ‪x = 1 , y = -‬‬
‫‪3‬‬ ‫=‬ ‫‪√1‬‬
‫‪2‬‬
‫‪3)2‬‬
‫√ ‪+ (-‬‬
‫‪1‬‬
‫ﻋﻠﻰ ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬ ‫_‪= -‬‬
‫‪π‬‬
‫‪‬‬
‫‪‬‬ ‫√ =‬
‫‪4=2‬‬
‫ﺛﻢ ﹶﺧ ﱢﺰﻥ ﺣﻠﻮﻟﻚ‬ ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﹼ‬
‫‪3‬‬
‫_‬
‫‪π‬‬ ‫‪y‬‬
‫_ ‪ ( 2 , -‬ﺯﻭﺝ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪.S‬‬
‫‪2‬‬
‫ﻣﻠﻒ ﻭﺃﺭﺳﻠﻪ ﺇﻟﻰ ﺍﻟﻄﻼﺏ؛ ﻻﺗﺨﺎﺫﻩ‬ ‫ﻓﻲ ﱟ‬ ‫_‪5‬‬
‫‪π‬‬
‫‪π‬‬
‫ﺃﻱ ﺃﻥ )‬‫‪3‬‬
‫‪3‬‬
‫ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺯﻭﺝ ﺁﺧﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﻴﻤﺔ ﻣﻮﺟﺒﺔ ﻟـ ‪ ، θ‬ﻭﺫﻟﻚ ﺑﺈﺿﺎﻓﺔ ‪. 2π‬‬
‫ﻣﺮﺟ ﹰﻌﺎ ﺇﺿﺎﻓ ﹼﹰﻴﺎ‪.‬‬ ‫‪0‬‬
‫‪O‬‬
‫_‪-‬‬
‫‪π‬‬
‫‪3‬‬
‫‪x‬‬
‫(‬
‫_ ‪ ، 2 ,‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫( )‬
‫_ ‪ 2 , -‬ﺃﻭ‬‫‪π‬‬
‫ﻓﻴﻜﻮﻥ ‪+ 2π‬‬
‫‪3‬‬ ‫)‬
‫‪T (-3 , 6) (b‬‬
‫‪2‬‬
‫‪S‬‬ ‫ﺑﻤﺎ ﺃﻥ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ )‪ ، (x, y) = (-3, 6‬ﻓﺈﻥ ‪.x = -3 , y = 6‬‬
‫‪y‬‬
‫ﻭﻷﻥ ‪ ، x < 0‬ﻟﺬﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ ‪ θ = Tan-1 _ + 180°°‬؛ ﻹﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ‪θ‬‬
‫‪x‬‬
‫‪y‬‬
‫_‬
‫‪θ = Tan‬‬ ‫‪-1‬‬
‫‪x‬‬ ‫‪+ 180°‬‬ ‫‪‬‬ ‫=‪r‬‬ ‫√‬
‫‪x2 + y2‬‬
‫_ ‪= Tan -1 -‬‬
‫‪6‬‬
‫(‬
‫‪+ 180°‬‬ ‫)‬ ‫‪y = 6 , x = -3‬‬ ‫=‬ ‫‪√(-3‬‬
‫‬
‫‪)2 + 62‬‬
‫‪3‬‬
‫‪= Tan -1 (-2) + 180° ≈ 117°‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ≈ 6.71‬‬
‫‪= √45‬‬
‫_‬
‫‪π‬‬
‫‪y‬‬
‫‪2‬‬
‫‪T‬‬ ‫ﺃﻱ ﺃﻥ )‪ (6.71 , 117°‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻫﻮ ﺯﻭﺝ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ ، T‬ﻭﻳﻤﻜﻦ‬
‫ﺇﻳﺠﺎﺩ ﺯﻭﺝ ﺁﺧﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﻴﻤﺔ ﺳﺎﻟﺒﺔ ﻟـ ‪ ،r‬ﻓﻨﺤﺼﻞ ﻋﻠﻰ‬
‫‪6.71‬‬ ‫˚‪117‬‬
‫‪ (- 6.71 , 117‬ﺃﻭ )‪ ، (- 6.71 , 297°‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪0‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫˚‪297‬‬ ‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻤ ﹼﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬‫ﺑﺎﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ ﻓﻲ ﱟ‬

‫‪4) (2B‬‬
‫)‪( 9 , -4‬‬
‫‪W(-9‬‬ ‫‪(8 , 10) (2A‬‬
‫‪V(8‬‬
‫‪ , (-9.85,‬ﺗﻘﺮﻳ ﹰﺒﺎ )‪(9.85, 3.56‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪9.85, 6.70‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪ , (12.8, 4.04‬ﺗﻘﺮﻳ ﹰﺒﺎ )‪(-12.8, 0.90‬‬
‫‪61‬‬ ‫‪‬‬ ‫‪6 - 2 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺃﺣﺪ ﻃﻼﺏ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺗﺴﻤﻴﺔ‬ ‫‪ ‬ﱢ‬
‫ﻤﺮ ﹸﺭﻫﺎ ﺇﻟﻰ‬
‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ ﻟﻨﻘﻄﺔ ﻣﺎ‪ .‬ﺛﻢ ﻳﻘﻮﻡ ﻃﺎﻟﺐ ﺁﺧﺮ ﺑﺘﺤﻮﻳﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ ﻭ ﹸﻳ ﱢ‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺬﻱ ﻳﻌﻴﺪ ﺗﺤﻮﻳﻠﻬﺎ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﺼﻮﺭﺗﻴﻦ ﺍﻟﻘﻄﺒﻴﺘﻴﻦ ﻟﻠﻨﻘﻄﺔ‪.‬‬
‫ﺇﺫﺍ ﻟﻢ ﺗﻜﻮﻧﺎ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ‪ ،‬ﻓﺎﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻋﻦ ﺍﻟﺨﻄﺄ ﺍﻟﺬﻱ ﺃﺩ￯ ﺇﻟﻰ ﺫﻟﻚ‪ .‬ﻛﺮﺭ ﺍﻟﻨﺸﺎﻁ ﻣﺒﺘﺪﺋﹰﺎ ﺑﺈﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ‪.‬‬

‫‪61‬‬ ‫‪‬‬ ‫‪6 - 2‬‬

 ‫ﺗﺤﻮﻝ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫ﻓﻲ ﺑﻌﺾ ﻇﻮﺍﻫﺮ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﺃﻥ ﹼ‬

‫‪‬‬ ‫‪3‬‬ ‫‪‬‬

‫ﺟﺴﻤﺎ‬ ‫‪ ‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﻓﻘﺮﺓ »ﻟﻤﺎﺫﺍ؟« ‪ ،‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ﻣﺘﺠﻪ ﺇﻟﻰ ﺍﻟﺸﺮﻕ‪ ،‬ﻭﺃﻥ ﹺ‬
‫ﺍﻟﻤ ﹶﺠ ﱠﺲ ﻗﺪ ﹶﺭ ﹶﺻﺪﹶ‬
‫ﹰ‬ ‫ﱠ‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪. (5 , 295°‬‬ ‫‪ ‬ﹸﻋﺪ ﺇﻟﻰ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟" ﻓﻲ‬ ‫‪3‬‬
‫‪ (a‬ﻣﺎ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺍﻟﺘﻲ ﻳﺤﺘﺎﺝ ﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ﺇﻟﻰ ﺣﺴﺎﺑﻬﺎ؟‬ ‫ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ ﻭﻣﺜﺎﻝ ‪ .3‬ﺍﻓﺘﺮﺽ ﺃﻥ‬
‫ﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ﻣﺘﺠﻪ ﺇﻟﻰ ﺍﻟﺸﺮﻕ‪ ،‬ﻭﺃﻥ‬
‫‪y = r sin θ‬‬ ‫‪‬‬ ‫‪x = r cos θ‬‬
‫ﺟﺴﻤﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬ ‫ﹺ‬
‫ﺍﻟﻤ ﹶﺠ ﹼﺲ ﻗﺪ ﺭﺻﺪ‬
‫‪= 5 sin 295°‬‬ ‫‪r = 5 , θ = 295°‬‬ ‫‪= 5 cos 295°‬‬ ‫ﹰ‬
‫)‪.(3, 280°‬‬
‫‪≈ -4.53‬‬ ‫‪‬‬
‫‪‬‬ ‫‪≈ 2.11‬‬

‫ﺃﻱ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻤﻮﻗﻊ ﺍﻟﺠﺴﻢ ﻫﻲ )‪ (2.11 , - 4.53‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫‪‬‬
‫‪ ‬‬
‫‪ 12 ft 3400‬‬
‫‪ (a‬ﻣﺎ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺍﻟﺘﻲ‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﻗﻊ ﺟﺴﻢ ﹸﺭﺻﺪ ﺳﺎﺑ ﹰﻘﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ )‪ ، (3 , 7‬ﻓﻤﺎ ﺍﻟﻤﺴﺎﻓﺔ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﺠﺴﻢ‬
‫‪ 11 ft‬‬ ‫ﻳﺤﺘﺎﺝ ﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ﺇﻟﻰ ﺣﺴﺎﺑﻬﺎ؟‬
‫‪‬‬
‫ﻭﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ؟‬ ‫‪The New York Times‬‬ ‫‪‬‬ ‫)‪(0.52, -2.95‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﻗﻊ ﺟﺴﻢ ﹸﺭﺻﺪ ﺳﺎﺑ ﹰﻘﺎ‬
‫‪y‬‬
‫_‬
‫‪θ = Tan‬‬ ‫‪-1‬‬
‫‪x‬‬ ‫‪‬‬ ‫√ = ‪r‬‬
‫‪x2 + y2‬‬

‫_ ‪= Tan -1‬‬
‫‪7‬‬
‫‪x=3,y=7‬‬ ‫=‬ ‫√‬
‫‪32 + 72‬‬ ‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ‬
‫‪3‬‬
‫‪≈ 66.8°‬‬ ‫‪‬‬
‫‪‬‬ ‫‪≈ 7.62‬‬ ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪ ،(4, 9‬ﻓﻤﺎ ﺍﻟﻤﺴﺎﻓﺔ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻤﻮﻗﻊ ﺍﻟﺠﺴﻢ ﻫﻲ )‪ (7.62, 66.8°‬ﺗﻘﺮﻳ ﹰﺒﺎ؛ ﺃﻱ ﺃﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺠﺴﻢ ﻭﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ ‪،7.62‬‬ ‫ﻭﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﺠﺴﻢ‬
‫ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ ‪66.8°‬‬
‫ﻭﺍﻟﺮﺟﻞ ﺍﻵﻟﻲ؟‬
‫‪‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪(9.85, 66.0°‬‬
‫‪  (3‬ﹸﻳﺴﺘﻌﻤﻞ ﺟﻬﺎﺯ ﺭﺻﺪ؛ ﻟﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ ﻭﺟﻮﺩ ﺍﻷﺳﻤﺎﻙ ﺗﺤﺖ ﺍﻟﻤﺎﺀ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ﻗﺎﺭ ﹰﺑﺎ ﻳﺘﺠﻪ ﺇﻟﻰ‬
‫ﺍﻟﺸﺮﻕ‪ ،‬ﻭﺃﻥ ﺟﻬﺎﺯ ﺍﻟﺮﺻﺪ ﻗﺪ ﺭﺻﺪ ﺳﺮ ﹰﺑﺎ ﻣﻦ ﺍﻷﺳﻤﺎﻙ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪.(6 , 125°‬‬
‫‪ (A‬ﻣﺎ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻤﻮﻗﻊ ﺳﺮﺏ ﺍﻷﺳﻤﺎﻙ؟ ﺗﻘﺮﻳ ﹰﺒﺎ )‪(-3.44, 4.91‬‬
‫‪ (B‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﻗﻊ ﺳﺮﺏ ﺍﻷﺳﻤﺎﻙ ﻗﺪ ﹸﺭﺻﺪ ﺳﺎﺑ ﹰﻘﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪ ، (- 2 , 6‬ﻓﻤﺎ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻤﻮﻗﻊ ﺍﻟﺴﺮﺏ؟ ﺗﻘﺮﻳ ﹰﺒﺎ )‪(6.32, 108°‬‬

‫‪ ‬ﻗﺪ ﺗﺤﺘﺎﺝ ﻓﻲ ﺩﺭﺍﺳﺘﻚ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﺇﻟﻰ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬

‫ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻟﻌﻜﺲ؛ ﻭﺫﻟﻚ ﻟﺘﺴﻬﻴﻞ ﺑﻌﺾ ﺍﻟﺤﺴﺎﺑﺎﺕ‪ .‬ﻓﺒﻌﺾ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺍﻟـﻤﻌﻘﱠﺪﺓ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻘﻄﺒﻴﺔ‬
‫ﻛﺜﻴﺮﺍ‪ .‬ﻻﺣﻆ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻘﻄﺒﻴﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﺃﺳﻬﻞ ﹰ‬
‫_‬
‫‪π‬‬ ‫‪y‬‬
‫‪2‬‬
‫‪‬‬ ‫‪‬‬
‫‪r=3‬‬ ‫‪x2 + y2 = 9‬‬
‫‪0‬‬
‫‪π‬‬ ‫‪O‬‬ ‫‪x‬‬

‫_‪3‬‬
‫‪π‬‬
‫‪2‬‬

‫ﹴ‬
‫ﻭﺑﺸﻜﻞ ﻣﻤﺎﺛﻞ ﻓﺈﻥ ﺑﻌﺾ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻟﻤﻌ ﱠﻘﺪﺓ ﺻﻮﺭﺗﻬﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺃﺳﻬﻞ ﹰ‬
‫ﻛﺜﻴﺮﺍ‪،‬‬
‫__ = ‪ r‬ﺻﻮﺭﺗﻬﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻫﻲ ‪2x - 3y = 6‬‬ ‫‪6‬‬
‫ﻓﺎﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ‬
‫‪2 cos θ - 3 sin θ‬‬

‫‪‬‬ ‫‪6 ‬‬ ‫‪62‬‬

‫‪ 6‬‬ ‫‪62‬‬

 ،r cos θ ‫ ﺑـ‬x ‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻋﻤﻠﻴﺔ ﻣﺒﺎﺷﺮﺓ؛ ﺇﺫ ﻧﻌﻮﺽ ﻋﻦ‬
 .‫ﻧﺒﺴﻂ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻕ ﺍﻟﺠﺒﺮﻳﺔ ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ ﺛﻢ ﱢ‬، r sin θ ‫ ﺑـ‬y ‫ﻭﻋﻦ‬

‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻣﻦ‬4   4 

.‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ ‫ﺍﻛﺘﺐ ﱠ‬
:‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻣﻦ‬5  (x - 4) 2 + y 2 = 16 (a
.‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬ .‫ ﺛﻢ ﹶﺑ ﱢﺴﻂ ﺍﻟﻤﻌﺎﺩﻟﺔ‬. r sin θ ‫ ﺑـ‬y ‫ ﻭﻋﻦ‬r cos θ ‫ ﺑـ‬x ‫ ﻋﻮﺽ ﻋﻦ‬،‫ﻹﻳﺠﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒ ﹼﻴﺔ ﻟﻠﻤﻌﺎﺩﻟﺔ‬

 (x - 4) 2 + y 2 = 16

 x = r cos θ , y = r sin θ (r cos θ - 4) 2 + (r sin θ) 2 = 16

 r 2 cos 2 θ - 8r cos θ + 16 + r 2 sin 2 θ = 16

‫ﺍﻛﺘﺐ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ‬ 4
r 2 cos 2 θ - 8r cos θ + r 2 sin 2 θ = 0
:‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ 16

(x + 2) 2 + y 2 = 4 (a  r 2 cos 2 θ + r 2 sin 2 θ = 8r cos θ

r = - 4 cos θ  r 2 (cos 2 θ + sin 2 θ) = 8r cos θ

x 2 - y 2 = 4 (b  r 2 (1) = 8r cos θ

r 2 = 4 sec 2 θ r ≠ 0r r = 8 cos θ

y = x 2 (b 
2
 y=x


x = r cos θ , y = r sin θ r sin θ = (r cos θ) 2 
 

 r sin θ = r 2 cos 2 θ  

r cos 2 θ _
sin θ
=r
cos 2 θ
_
sin θ
=_
sin θ _
. 1 _
sin θ _
· 1 =r
cos 2 θ cos θ cos θ cos θ cos θ

 tan θ sec θ = r

  r = 6 sin θ (4A

‫ﺍﻛﺘﺐ ﱠ‬
:‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ r 2 = sec 2θ (4B

x 2 - y 2 = 1 (4B x 2 + (y - 3) 2 = 9 (4A

‫ﻋﻤﻠﻴﺔ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﻣﻌﺎﺩﻟﺔ ﺩﻳﻜﺎﺭﺗﻴﺔ ﻟﻴﺴﺖ ﻣﺒﺎﺷﺮﺓ ﻣﺜﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ‬
:‫ ﻓﻔﻲ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﺜﺎﻧﻲ ﺗﻠﺰﻣﻨﺎ ﺟﻤﻴﻊ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻵﺗﻴﺔ‬،‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ‬
y
. r = x + y , tan θ = _ , x = r cos θ , y = r sin θ
2 2 2
x

63  6 - 2 

63  6 - 2
  5 
‫ﺍﻛﺘﺐ ﹼ‬

.‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒ ﹼﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬ 
 ‫ﺍﻛﺘﺐ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ‬ 5
θ = π (a_ (4, _π6 )  (2 , _π6 )
6
θ = _π

:‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
θ = _ (a
6
 θ=_
π π
6   . y=x
 (2 √3 , 2)( √3 , 1) 4
tan θ = _

√3
. x 2 + y 2 = 25 r = 5 (b
tan  
3

y
tan θ = x
_ _yx = _
√3 _
y = √33 x
3
. x 2 + (y -1)2=1 r = 2 sin θ (c
y = _x

√3
x
3

r = 7 (b

 r=7

  r 2 = 49

r2 = x2 + y2 x 2 + y 2 = 49

r = -5 sin θ (c

 r = -5 sin θ

r r 2 = -5r sin θ

r 2 = x 2 + y 2 , y = r sin θ x 2 + y 2 = -5y

5 y x 2 + y 2 + 5y = 0

.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬5A-5C  

‫ﺍﻛﺘﺐ ﹼ‬
:‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒ ﹼﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬

r = 3 cos θ (5C θ=_

π
(5B r = -3 (5A
3

 6  64


x 2 + y 2 = 9 (5A

y = √3 x (5B

x 2 + y 2 - 3 x = 0 (5C

 6 64
 ‫‪‬‬
‫‪ 3‬‬ ‫ﺍﻛﺘﺐ ﹼ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒ ﹼﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪5 :‬‬ ‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ ﱢ‬
‫ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬
‫‪1‬‬
‫‪ (32-41 θ = - _3 (33‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪π‬‬
‫‪r = 3 sin θ (32‬‬
‫‪‬‬
‫‪r = 4 cos θ (35‬‬ ‫‪r = 10 (34‬‬
‫) ‪(0,_14 ) (_14 , _π2‬‬ ‫‪(2‬‬ ‫) ‪( √2, √2) ( 2 , _π4‬‬ ‫‪(1‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪1-42‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪250°)) (4(-2.5, -2.5 √3‬‬

‫‪( 2.5 , 250‬‬ ‫‪) ( 5 , 240°) (3‬‬
‫‪r = 8 csc θ (37‬‬ ‫‪tan θ = 4 (36‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪2.35‬‬
‫)‪(-0.86, -2.35‬‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬ ‫_ ‪(-2 ,‬‬ ‫) ‪3‬‬
‫‪(-13 , -70°)) (6‬‬ ‫)‪(1, √3‬‬ ‫‪4π‬‬
‫‪(5‬‬
‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪(-4.45, 12.22‬‬
‫‪(- _4 , _4 ) (_2 , _4 ) (7‬‬
‫‪cot θ = -7 (39‬‬ ‫‪r = - 4 (38‬‬
‫√‬ ‫‬
‫‪2‬‬ ‫√‬ ‫‬
‫‪2‬‬ ‫‪1‬‬ ‫‪3π‬‬
‫‪(0, 2) (-2 , 270°) (8‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫_=‪θ‬‬
‫‪3π‬‬

‫)_ _ (‬
‫‪r = sec θ (41‬‬ ‫‪(40‬‬
‫‪4‬‬ ‫‪√3‬‬‫‪ 1‬‬
‫_ ‪-1 , -‬‬
‫‪π‬‬
‫‪(10 (-2 √3‬‬ ‫‪, - 2) (4 , 210°) (9‬‬
‫( ‪2 2‬‬ ‫)‪6‬‬
‫‪-‬‬ ‫‪,‬‬
‫‪  (42‬ﺗ ﹶ‬
‫ﹸﻨﻤﺬﺝ ﺣﺮﻛﺔ ﺃﻣﻮﺍﺝ ﺍﻟﺰﻻﺯﻝ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ‪،r = 12.6 sin θ‬‬
‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻤ ﱢﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ‬
‫‪‬‬ ‫ﺣﻴﺚ ‪ r‬ﻣﻘﺎﺳﻪ ﺑﺎﻷﻣﻴﺎﻝ‪ .‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺃﻣﻮﺍﺝ ﺍﻟﺰﻻﺯﻝ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪5 .‬‬
‫‪‬‬ ‫ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (11-22 2 :‬ﺍﻧﻈﺮ‬ ‫ﺑﺎﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ ﻓﻲ ﱟ‬
‫‪ ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻭﺭﻗﺔ‬ ‫‪x 2 + y 2 - 12.6 y = 0‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﻓﻲ ﹴ‬
‫ﻛﺜﻴﺮ ﻣﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ‬
‫‪(-13 , 4) (12‬‬ ‫‪( 7, 10) (11‬‬

‫‪( 4, -12) (14‬‬ ‫‪(- 6 , -12) (13‬‬

‫ﺍﻟﺪﺭﺱ‪.‬‬ ‫ﺍﻛﺘﺐ ﹼ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒ ﹼﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪:‬‬
‫‪(0 , -173) (16‬‬ ‫‪(2 , -3) (15‬‬
‫__ = ‪ (43-50 r‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪1‬‬
‫‪(43‬‬
‫‪‬‬ ‫‪cos θ + sin θ‬‬ ‫‪(-14 , 14) (18‬‬ ‫‪( 1, 3) (17‬‬

‫(‬
‫_ ‪r = 10 csc θ +‬‬
‫‪7π‬‬
‫‪4‬‬
‫‪(44‬‬ ‫)‬ ‫‪(3 , - 4) (20‬‬ ‫‪(52 , -31) (19‬‬

‫‪  ‬ﺭﺍﻗﺐ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ‬ ‫_ ‪r = 3 csc θ -‬‬

‫‪π‬‬
‫(‬ ‫‪2‬‬ ‫)‬ ‫‪(45‬‬
‫√ ‪(2 ,‬‬
‫‪2 ) (22‬‬ ‫‪(1 , -1) (21‬‬

‫ﻳﺨﻄﺌﻮﻥ ﻓﻲ ﺍﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪x, y, r, θ‬‬ ‫‪  (23‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺪﺭﺳﺔ ﻧﻮﺍﻑ ﺗﺒ ﹸﻌﺪ ‪ 1.5 mi‬ﻋﻦ ﻣﻨﺰﻟﻪ‪ ،‬ﻭﺗﺼﻨﻊ‬

‫ﺑﻤﺎ ﻳﻜﺎﻓﺌﻬﺎ ﻋﻨﺪ ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬

‫(‬
‫_ ‪r = - 2 sec θ -‬‬
‫‪11π‬‬
‫‪(46‬‬
‫‪6‬‬ ‫)‬ ‫ﺯﺍﻭﻳﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 53°‬ﺷﻤﺎﻝ ﺍﻟﺸﺮﻕ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﺄﺟﺐ ﻋﻦ‬
‫ﺍﻟﻔﺮﻋﻴﻦ ‪3 .a , b‬‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﻟﻘﻄﺒﻴﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ‬ ‫(‬
‫_ ‪r = 4 sec θ -‬‬
‫‪4π‬‬
‫‪3‬‬
‫‪(47‬‬ ‫)‬
‫ﺻﻴﻎ ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ‪ x, y, r, θ‬ﻋﻠﻰ ﺑﻄﺎﻗﺔ‬
‫‪i‬‬
‫‪m‬‬
‫__ = ‪r‬‬
‫‪5 cos θ + 5 sin θ‬‬ ‫‪1.5‬‬
‫‪(48‬‬ ‫‪2 mi‬‬
‫ﻭﺍﻻﺣﺘﻔﺎﻅﺑﻬﺎ‪.‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪cos θ - sin θ‬‬ ‫‪37°‬‬ ‫‪‬‬
‫‪0.5 mi‬‬
‫_ ‪r = 2 sin θ +‬‬
‫‪π‬‬ ‫‪‬‬
‫(‬ ‫‪3‬‬ ‫)‬ ‫‪(49‬‬
‫‪‬‬
‫ﹰ‬
‫ﺷﻤﺎﻻ‬ ‫‪ 1.2 mi‬ﺷﺮ ﹰﻗﺎ ﹶﻭ ‪0.90 mi‬‬
‫‪‬‬ ‫_ ‪r = 4 cos θ +‬‬
‫‪π‬‬
‫(‬
‫‪(50‬‬
‫‪2‬‬ ‫)‬ ‫‪ (a‬ﺇﺫﺍ ﺳﻠﻚ ﻧﻮﺍﻑ ﻃﺮﻳ ﹰﻘﺎ ﻟﻠﺸﺮﻕ ﺛﻢ ﻟﻠﺸﻤﺎﻝ؛ ﻛﻲ ﻳﺼﻞ ﺇﻟﻰ‬
‫ﻣﻴﻼ ﻳﺘﺤﺮﻙ ﻓﻲ ﻛﻞ ﺍﺗﺠﺎﻩ؟‬ ‫ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻓﻜﻢ ﹰ‬
‫‪≈ (12.21, 0.96) , ≈ (-12.21, 4.1) (11‬‬ ‫ﺍﻛﺘﺐ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪:‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻠﻌﺐ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 2 mi‬ﻏﺮ ﹰﺑﺎ‪ ،‬ﻭ ‪ 0.5 mi‬ﺟﻨﻮ ﹰﺑﺎ‪ ،‬ﻭﻣﻨﺰﻝ‬
‫ﺃﻭ )‪≈ (12.21, 55°) , ≈ (-12.21, 235°‬‬ ‫‪ (51- 54‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪6x - 3y = 4 (51‬‬ ‫ﻧﻮﺍﻑ ﻳﻤ ﱢﺜﻞ ﺍﻟﻘﻄﺐ‪ ،‬ﻓﻤﺎ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻮﻗﻊ ﺍﻟﻤﻠﻌﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫‪≈ (13.6, 2.84) , ≈ (-13.6, 5.98) (12‬‬ ‫ﺍﻟﻘﻄﺒﻴﺔ؟ )‪(2.06, 194.04°‬‬
‫‪2x + 5y = 12 (52‬‬
‫ﺃﻭ )‪≈ (13.6, 163°) , ≈ (-13.6, 343°‬‬ ‫ﺍﻛﺘﺐ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪:‬‬
‫‪(x-6) 2 +(y - 8) 2 = 100 (53‬‬ ‫‪ (24-31 4‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪≈ (13.42, 4.25) , ≈ (-13.42, 1.11) (13‬‬
‫ﺃﻭ )‪≈ (13.42, 244°) , ≈ (-13.42, 64°‬‬ ‫‪(x + 3) 2 + (y - 2) 2 = 13 (54‬‬ ‫‪(x + 5) 2 + y 2 = 25 (25‬‬ ‫‪x = -2 (24‬‬

‫‪≈ (12.65, -1.25) , ≈ (-12.65, 1.89) (14‬‬ ‫‪x = 5 (27‬‬ ‫‪y = -3 (26‬‬

‫ﺃﻭ )‪≈ (12.65, 288°) , ≈ (-12.65, 108°‬‬

‫‪2‬‬ ‫‪2‬‬
‫‪x + (y + 3) = 9 (29‬‬ ‫‪(x - 2) + y 2 = 4 (28‬‬
‫‪2‬‬

‫‪≈ (3.61, -0.98) , ≈ (-3.61, 2.16) (15‬‬ ‫‪x 2 + (y + 1) 2 = 1 (31‬‬ ‫‪x (30‬‬
‫‪y = √3‬‬

‫ﺃﻭ )‪≈ (3.61, -72°) , ≈ (-3.61, 124°‬‬

‫_ ‪( 173,‬‬ ‫‪, -173, _ ) (16‬‬

‫( ) ‪2‬‬
‫‪3π‬‬ ‫‪π‬‬
‫‪2‬‬
‫‪65‬‬ ‫‪‬‬ ‫‪6 - 2 ‬‬

‫ﺃﻭ )‪≈ (173, 270°) , ≈ (-173, 90°‬‬

‫‪≈ (3.16, 1.25) , ≈ (-3.16, 4.39) (17‬‬

‫‪‬‬
‫ﺃﻭ )‪≈ (3.16, 72°) , ≈ (-3.16, 252°‬‬
‫‪‬‬ ‫‪‬‬
‫‪≈ (19.8, 0.75π) , ≈ (-19.8, 1.75π) (18‬‬
‫‪63–78 ،60 ،61 ،58 ،1–42‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫ﺃﻭ )‪≈ (19.8, 135°) , ≈ (-19.8, 315°‬‬
‫‪ 1–63‬ﻓﺮﺩﻱ‪64–78 ،61 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬
‫‪≈ (60.54, 0.54) , ≈ (-60.54, 2.61) (19‬‬
‫‪‬‬

‫ﺃﻭ )‪≈ (60.54, 31°) , ≈ (-60.54, 150°‬‬ ‫‪43–78‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪≈ (5, -0.93) , ≈ (-5, 2.21) (20‬‬

‫ﺃﻭ )‪≈ (5, 53°) , ≈ (-5, 127°‬‬
‫‪≈ 1.41,- _ , ≈ -1.41, _ (21‬‬
‫( )‬ ‫)‬
‫‪π‬‬ ‫‪3π‬‬
‫(‬ ‫‪4‬‬ ‫‪4‬‬
‫ﺃﻭ )‪≈ (1.41, -45°) , ≈ (-1.41, 135°‬‬

‫‪(2.45, 0.62) , (-2.45, 3.76) (22‬‬

‫ﺃﻭ )‪≈ (2.45, 36°) , ≈ (-2.45, 216°‬‬

‫‪65‬‬ ‫‪‬‬ ‫‪6 - 2‬‬

 ‫‪  (55‬ﻓﻲ ﺃﺣﺪ ﻣﻼﻋﺐ ﺍﻟﺠﻮﻟﻒ‪ ،‬ﻳﺤﻴﻂ ﺑﺜﻘﺐ ﺍﻟﻬﺪﻑ ﻣﻨﻄﻘﺔ‬
‫‪‬‬ ‫ﺧﻀﺮﺍﺀ ﻣﺤﺎﻃﺔ ﺑﻤﻨﻄﻘﺔ ﺭﻣﻠﻴﺔ‪ ،‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ‬ ‫‪‬‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺮﻣﻠﻴﺔ ﻋﻠﻰ ﻓﺮﺽ ﺃﻥ ﺍﻟﺜﻘﺐ ﻳﻤ ﱢﺜﻞ ﺍﻟﻘﻄﺐ ﻟﻜﻠﺘﺎ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ‪،‬‬
‫‪  (58‬ﻳﺤﺎﻭﻝ ﻛﻞ ﻣﻦ ﺑﺎﺳﻞ ﻭﺗﻮﻓﻴﻖ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ‬ ‫ﻭﺃﻥ ﺍﻟﻤﺴﺎﻓﺎﺕ ﺗﹸﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﻴﺎﺭﺩﺓ‪39π yd 2 ≈ 122.52 yd 2 .‬‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 57‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪ r = sin θ‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻓﻴﻌﺘﻘﺪ ﺗﻮﻓﻴﻖ ﺃﻥ ﺍﻟﺤﻞ ﻫﻮ‬ ‫‪r = 6 cos θ + 2 sin θ‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬
‫(‬ ‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫)‪2‬‬
‫‪ ، x 2 + y - _1 = _1‬ﻓﻲ ﺣﻴﻦ ﻳﻌﺘﻘﺪ ﺑﺎﺳﻞ ﺃﻥ ﺍﻟﺤﻞ ﻫﻮ‬
‫‪2‬‬
‫‪4‬‬
‫‪ . y = sin x‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬
‫‪ ‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ‪ r = 2 a cos θ‬ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪،‬‬
‫‪‬‬ ‫‪(59‬‬
‫ﻭﺃﻭﺟﺪ ﻣﺮﻛﺰﻫﺎ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬ ‫‪‬‬
‫‪x2 + y2 - 6x - 2y = 39‬‬
‫‪ ، (x - a) 2 + y 2 = a 2‬ﺍﻟﻤﺮﻛﺰ )‪ ، (a, 0‬ﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪a‬‬
‫ﺩﻭﺍﺭﺓ‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،58‬ﺍﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬
‫‪  (60‬ﺍﻛﺘﺐ ﺗﺨﻤﻴﻨﹰﺎ ﻳﺒ ﱢﻴﻦ ﻣﺘﻰ ﻳﻜﻮﻥ ﺗﻤﺜﻴﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬ ‫‪   (56‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺃﺩﻧﻰ ﻧﻘﻄﺔ ﻓﻲ ﻋﺠﻠﺔ ﱠ‬
‫ﺍﻟﻘﻄﺒ ﹼﻴﺔ ﺃﺳﻬﻞ ﻣﻦ ﺗﻤﺜﻴﻠﻬﺎ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻭﻣﺘﻰ ﻳﻜﻮﻥ‬ ‫)‪ ،(0, 0‬ﻭﺃﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻴﻬﺎ )‪.(0, 20‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ‬‫ﺍﻟﺒﺪﺀ ﺑﺘﻤﺜﻴﻞ ﱟ‬
‫ﺻﺤﻴﺤﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﻌﻜﺲ‬ ‫)‪(0 , 20‬‬ ‫ﺍﻟﺪﻭﺍﺭﺓ‬
‫‪ (a‬ﻓﺎﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻌﺠﻠﺔ ﱠ‬ ‫ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﺇﺟﺎﺑﺘﹶﻲ ﺑﺎﺳﻞ ﻭﺗﻮﻓﻴﻖ‬
‫ﺍﻟﻤﻮﺿﺤﺔ ﺑﺎﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﺛﻢ‬
‫‪  (61‬ﺍﺳﺘﻌﻤﻞ ‪ x = r cos θ , y = r sin θ‬؛ ﻹﺛﺒﺎﺕ ﺃﻥ‬ ‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = sin θ‬ﻓﻲ ﺍﻟﺼﻮﺭﺓ‬
‫‪ ، r = x sec θ , r = y csc θ‬ﺣﻴﺚ ‪.sin θ ≠ 0 , cos θ ≠ 0‬‬ ‫‪x 2 + (y - 10) 2 = 100‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (b‬ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﺍﻟﻔﺮﻉ ‪a‬‬ ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪ ‬ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪‬‬ ‫‪(62‬‬
‫‪r = 20 sin θ‬‬
‫)‪(0 , 0‬‬
‫= )‪r 2(4 cos 2 θ + 3 sin 2 θ) + r (-8a cos θ + 6b sin θ‬‬
‫‪12 - 4a 2 - 3b 2‬‬
‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺳﻮﻑ ﺗﻜﺘﺸﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬ ‫‪(57‬‬
‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ) .‬ﻓﻚ ﺍﻷﻗﻮﺍﺱ ﻗﺒﻞ ﺗﻌﻮﻳﺾ ﻗﻴﻢ ‪، r 2‬‬ ‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ (a - f .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ . r‬ﺗﻤ ﹼﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻗﻄ ﹰﻌﺎ ﻣﺨﺮﻭﻃ ﹼﹰﻴﺎ(‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪   (a‬ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ a + bi‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻲ ﺑﺎﻟﻨﻘﻄﺔ )‪ .(a, b‬ﹶﻣ ﱢﺜﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ 6 + 8i‬ﻓﻲ‬
‫‪‬‬ ‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺪﻳﻜﺎﺭﺗﻲ‪.‬‬

‫‪   (b‬ﺃﻭﺟﺪ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺑﺎﺳﺘﻌﻤﺎﻝ‬

‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪6 -1 .‬‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪. a‬‬
‫‪ (66-68‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪A (-2, 45°) (63‬‬ ‫‪   (c‬ﻋﺰﱢ ﺯ ﺇﺟﺎﺑﺘﻚ ﻓﻲ ﺍﻟﻔﺮﻉ ‪ b‬ﺑﺘﻤﺜﻴﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻓﻲ‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫‪D (1, 315°) (64‬‬
‫‪   (d‬ﹶﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ -3 + 3i‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫(‬
‫_ ‪C -1.5, -‬‬
‫‪4π‬‬
‫‪3‬‬ ‫)‬ ‫‪(65‬‬ ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻲ‪.‬‬

‫‪   (e‬ﺃﻭﺟﺪ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺑﺎﺳﺘﻌﻤﺎﻝ‬

‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺘﹼﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪5 - 3 :‬‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪ .d‬ﻭ ﹶﻣ ﱢﺜﻞ‬
‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫‪91.8° u = 〈6, -4〉, v = 〈-5, -7〉 (66‬‬
‫‪   (f‬ﺃﻭﺟﺪ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺒﺮﻳﺔ ﺍﻟﺘﻲ ﺗﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﻌﺪﺩ‬
‫‪90°‬‬ ‫‪u = 〈2, 3〉, v = 〈-9, 6〉 (67‬‬
‫ﺍﻟﻤﺮﻛﺐ ‪ a + bi‬ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬

‫‪‬‬ ‫‪6 ‬‬ ‫‪66‬‬

‫‪‬‬
‫‪r 2(4 cos 2 θ + 3 sin 2 θ ) + r (-8 a cos θ + 6 b sin θ ) = 12 - 4 a 2 - 3 b 2 (62‬‬
‫‪4r 2 cos 2 θ + 3 r 2 sin 2 θ - 8 a r cos θ + 6 b r sin θ = 12 - 4 a 2 - 3 b 2‬‬
‫‪4(r cos θ ) 2 + 3(r sin θ ) 2 - 8 a(r cos θ ) + 6 b (r sin θ ) = 12 - 4 a 2 - 3 b 2‬‬
‫‪4 x 2 + 3 y 2 - 8 a x + 6 b y = 12 - 4 a 2 - 3 b 2‬‬
‫‪4 x 2 - 8 a x + 4 a 2 + 3y 2 + 6 b y + 3 b 2 = 12‬‬
‫‪4( x 2 - 2 a x + a 2 ) + 3( y 2 + 2 b y + b 2) = 12‬‬
‫‪4(x - a) 2 + 3( y + b) 2 = 12‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪(x - a‬‬
‫__‬ ‫)‪(y + b‬‬
‫‪+ __ = 1‬‬
‫‪3‬‬ ‫‪4‬‬

‫‪ 6‬‬ ‫‪66‬‬

 ‫‪‬‬ ‫‪  (68‬ﺗﺘﻜﻮﻥ ﻣﺮﻭﺣﺔ ﻃﺎﺋﺮﺓ ﻣﻦ ‪ 5‬ﺭﻳﺶ‪ ،‬ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺃﻃﺮﺍﻓﻬﺎ‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻣﺘﺴﺎﻭﻳﺔ‪ .‬ﻭﻳﺒﻠﻎ ﻃﻮﻝ ﻛﻞ ﺭﻳﺸﺔ ﻣﻨﻬﺎ ‪. 11.5 ft‬‬
‫‪ 4‬‬ ‫‪6 -1‬‬
‫_ ‪ (-2 ,‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫‪7π‬‬
‫‪6‬‬
‫ﹰ‬
‫ﺗﻤﺜﻴﻼ ﺁﺧﺮ ﻟﻠﻨﻘﻄﺔ )‬ ‫ﺃﻱ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻳﻌﺪ‬
‫‪ (75‬ﱡ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﻛﺘﺎﺑﺔ ﻓﻘﺮﺓ‬
‫‪B‬‬
‫ﺍﻟﻘﻄﺒﻲ؟ ‪A‬‬ ‫‪d‬‬

‫ﻳﻮﺿﺢ ﻓﻴﻬﺎ ﻛﻴﻒ ﻳﺴﺎﻋﺪ ﻣﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‬ ‫_ ‪(2,‬‬

‫‪π‬‬ ‫‪C‬‬
‫‪) A‬‬
‫‪6‬‬
‫ﻋﻠﻰ ﻓﻬﻢ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ ﺍﻟﺘﺎﻟﻲ ﺣﻮﻝ ﻛﺘﺎﺑﺔ‬ ‫_‬
‫‪π‬‬
‫‪( -2 , ) B‬‬
‫‪6‬‬
‫‪A(11.5, 3°),‬‬ ‫‪A‬‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫_ ‪(2,‬‬‫‪-11π‬‬
‫‪) C‬‬ ‫‪B(11.5, 75°),‬‬
‫‪6‬‬
‫_ ‪( -2 ,‬‬
‫‪11π‬‬
‫‪) D‬‬ ‫‪C(11.5, 147°), D‬‬
‫‪ ‬‬ ‫‪6‬‬
‫‪D(11.5, 219°),‬‬ ‫‪E‬‬
‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ‪، k‬‬
‫‪ (76‬ﺇﺫﺍ ﻛﺎﻥ 〉‪ ، m = 〈5, - 4〉, n = 〈-7, 3‬ﱞ‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﻟﻠﻤﻔﺎﻫﻴﻢ‬ ‫)‪E(11.5, 291°‬‬
‫ﺣﻴﺚ ‪ k = n - 2 m‬؟ ‪A‬‬ ‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﺍﻟﺮﻳﺸﺔ ‪ A‬ﻣﻊ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ‪،3°‬‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ ،6-2‬ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬ ‫ﺯﻭﺟﺎ ﻳﻤ ﱢﺜﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻄﺮﻑ ﻛﻞ ﺭﻳﺸﺔ‪ ،‬ﺑﻔﺮﺽ‬‫ﻓﺎﻛﺘﺐ ﹰ‬
‫‪〈-17, 11〉 A‬‬
‫ﺃﻥ ﻣﺮﻛﺰ ﺍﻟﻤﺮﻭﺣﺔ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻘﻄﺐ‪.‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،2‬ﺹ )‪(30‬‬ ‫‪〈-17, -5 〉 B‬‬
‫‪ (b‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ‪ d‬ﺑﻴﻦ ﺭﺃﺳﻲ ﺭﻳﺸﺘﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ؟ ‪13.5 ft‬‬
‫‪〈17, -11〉 C‬‬

‫‪〈-17, 5 〉 D‬‬ ‫ﺣﻞ ﹼﹰ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻌﺎﻡ‪ .‬‬
‫_‬
‫√ ‪7 ± i‬‬
‫‪11‬‬
‫‪x 2 - 7 x = -15 (69‬‬
‫‪ (77‬ﻣﺎ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻤﻌﺎﺩﻟﺔ ‪x 2 + (y - 2) 2 = 4‬؟ ‪C‬‬ ‫‪2‬‬

‫‪r = sin θ A‬‬ ‫‪3 x 2 + 2 x + 4 = 0 (70‬‬

‫√ ‪-1 ± i‬‬

‫‪r = 2 sin θ B‬‬

‫_‬ ‫‬
‫‪-3 ± i √71‬‬
‫‪12 x 2 + 9 x + 15 = 0 (71‬‬
‫‪8‬‬
‫‪r = 4 sin θ C‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪،‬‬
‫‪r = 8 sin θ D‬‬ ‫ﻭﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻔﻬﺎ‪5 - 4 :‬‬

‫‪ (78‬ﻣﺎ ﺣﺎﺻﻞ ﺍﻟﻀﺮﺏ ﺍﻻﺗﺠﺎﻫﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ‪C :‬‬ ‫‪5.1; (1.5, -13, 13.5) (2, -15, 12), (1, -11, 15) (72‬‬
‫〉 ‪ u = 〈6, - 1 , -2 〉, v = 〈- 1 , - 4 , 2‬؟‬
‫‪15.78; (2.5, 4, 4) (-4, 2, 8), (9, 6, 0) (73‬‬
‫‪〈- 10 , 10 , 25 〉 A‬‬
‫‪19.31; (2.5, -2, -3) (7, 1, 5), (-2, -5, -11) (74‬‬
‫‪〈- 10 , - 10 , 25 〉 B‬‬

‫‪〈- 10 , - 10 , - 25 〉 C‬‬

‫‪〈- 10 , 10 , - 25 〉 D‬‬

‫‪67‬‬ ‫‪‬‬ ‫‪6 - 2 ‬‬

‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﺛﺒﺎﺕ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = a cos θ + b sin θ‬ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﺩﺍﺋﺮﺓ‪ ،‬ﻭﺫﻟﻚ ﺑﺘﺤﻮﻳﻠﻬﺎ ﺇﻟﻰ‬
‫‪‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻣﺮﻛﺰﻫﺎ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬
‫‪r = a cos θ + b sin θ‬‬ ‫‪‬‬
‫‪2‬‬
‫‪r = ra cos θ + rb sin θ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪x + y 2 = ax + by‬‬
‫‪2‬‬
‫‪‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪x - ax + y - by = 0‬‬ ‫‪‬‬
‫) ‪( x - _2a )2 + (y - _2b‬‬ ‫_=‬
‫‪2‬‬ ‫‪a2 + b2‬‬
‫‪4‬‬
‫‪‬‬
‫√‬
‫__‬ ‫ﺍﻟﻤﺮﻛﺰ ) ‪ ، ( _2a , _2b‬ﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ‬
‫‪a2 + b2‬‬
‫‪2‬‬

‫‪67‬‬ ‫‪‬‬ ‫‪6 - 2‬‬

 ‫‪ ‬‬

‫‪6 - 2‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(11)‬‬ ‫‪‬‬ ‫‪( 10)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪6-2‬‬ ‫‪‬‬ ‫‪6-2‬‬
‫‪‬‬ ‫‪‬‬
‫‪y‬‬
‫‪‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﺍﻟﻌﻼﻗﺎﺕ‪،tan θ= __x , y= rsinθ , x= r cosθ :‬‬ ‫‪‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺍﻟﻘﻄﺒﻴﺔ ﻫﻲ )‪ ،(r, θ‬ﻓﺈﻥ ﺇﺣﺪﺍﺛﻴﺎﲥﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻫﻲ‬
‫‪r 2 = x 2 + y 2‬؛ ﻟﻠﺘﺤﻮﻳﻞ ﺑﲔ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻭﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫______ﻭ ‪ ،y = r sin θ‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻫﻲ )‪ ،(x, y‬ﻓﺈﻥ ﺇﺣﺪﺍﺛﻴﺎﲥﺎ ﺍﻟﻘﻄﺒﻴﺔ‬
‫‪x= r cos θ‬‬
‫‪y‬‬ ‫‪y‬‬
‫ﻫﻲ‪ r= √x 2+y 2 :‬ﻭ ‪ θ = tan-1 __x‬ﻋﻨﺪﻣﺎ ‪ ،x > 0‬ﻭ ‪ θ = tan-1 __x +π‬ﻋﻨﺪﻣﺎ ‪.x < 0‬‬
‫ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ‪ ،y = -3xx2‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫‪1‬‬
‫‪3π‬‬ ‫‪1‬‬
‫___‪.(3,‬‬‫ﺃﻭﺟﺪ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ P‬ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﲥﺎ ﺍﻟﻘﻄﺒﻴﺔ )‬
‫‪4‬‬
‫‪3π‬‬ ‫‪3π‬‬
‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ‬ ‫‪y = -3x 2‬‬ ‫___ = ‪. θ‬‬
‫‪4‬‬
‫___‪ ،(3,‬ﻓﺈﻥ ‪ r =3‬ﻭ‬‫ﳌﹼﺎ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﻫﻲ)‬
‫‪4‬‬
‫ﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﺤﻮﻳﻞ‬
‫‪x = r cosθ, y = r sin θ‬‬ ‫‪r sin θ = -3 (r cos θ)2‬‬
‫‪x=r cos θ‬‬ ‫‪y =r sin θ‬‬
‫ﺍﴐﺏ‬ ‫‪3π‬‬ ‫‪3π‬‬
‫‪r sin θ = -3r 2 cos 2 θ‬‬ ‫___ ‪= 3 cos‬‬ ‫___ ‪= 3 sin‬‬
‫__‪4‬‬ ‫__‬ ‫‪__ 4‬‬ ‫__‬
‫ﺍﻗﺴﻢ ﻋﲆ ‪-3 rcos 2 θ‬‬
‫‪sinθ‬‬
‫_________‬
‫‪-3 cos 2 θ‬‬
‫‪=r‬‬
‫__‬
‫‪√2‬‬
‫‪2‬‬ ‫__‬
‫(‬
‫____‪= 3 -___ = -‬‬
‫‪3 √2‬‬
‫‪2‬‬ ‫)‬ ‫‪√2‬‬ ‫‪3√ 2‬‬
‫_____ = ___ ‪= 3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫) (‬
‫ﻣﺘﻄﺎﺑﻘﺔ ﺍﻟﻘﺴﻤﺔ ﻭﺍﳌﻘﻠﻮﺏ‬ ‫‪1‬‬
‫‪r =- __ tan θ sec θ‬‬
‫‪3‬‬
‫√‬
‫_____‪ -‬؛ ﺃﻭ )‪ (-2.12, 2.12‬ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬
‫‪2‬‬ ‫(‬
‫_____ ‪3 2‬‬
‫‪,‬‬
‫‪3 2‬‬
‫√‬
‫‪2‬‬ ‫)‬
‫ﺃﻱ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ P‬ﻫﻲ‬
‫ﹾ‬
‫‪2‬‬
‫ﺃﻭﺟﺪ ﺯﻭﺟﲔ ﳐﺘﻠﻔﲔ‪ ،‬ﱞ‬
‫ﻛﻞ ﻣﻨﻬﲈ ﻳﻤﺜﻞ ﺇﺣﺪﺍﺛ ﱠﻴﲔ ﻗﻄﺒﻴﲔ ﻟﻠﻨﻘﻄﺔ ‪ R‬ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﲥﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪.(5, -9‬‬
‫ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ‪ r = 5 cosθ‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫‪2‬‬ ‫‪ x=5‬ﻭ ‪y =-9‬‬ ‫ﳌﹼﺎ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ R‬ﻫﻲ )‪ ،(5, -9‬ﻓﺈﻥ‪:‬‬
‫______‬ ‫‪y‬‬
‫‪r = √x 2+y 2‬‬ ‫__ ‪θ = tan-1‬‬‫‪x‬‬
‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ‬ ‫‪r =5cos θ‬‬ ‫_________‬
‫‪-9‬‬
‫‪= √5 2+(-9) 2‬‬ ‫___ ‪= tan-1‬‬
‫‪5‬‬
‫ﺍﴐﺏ ﺍﻟﻄﺮﻓﲔ ﰲ ‪r‬‬ ‫‪r 2 = 5r cos θ‬‬ ‫____‬
‫‪= √106 ≈ 10.30‬‬ ‫‪=-1.06‬‬
‫‪r 2 = x 2 +y 2 , x = r cos θ‬‬ ‫‪x 2 +y 2 =5x‬‬ ‫ﺃﻱ ﺃﻥ ﺃﺣﺪ ﺍﻟﺰﻭﺟﲔ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ R‬ﻫﻮ )‪ ،(10.30, -1.06‬ﻭﻹﳚﺎﺩ ﲤﺜﻴﻞ ﺁﺧﺮ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‬
‫ﹾ‬
‫ﺍﻃﺮﺡ ‪ 5xx‬ﻣﻦ ﺍﻟﻄﺮﻓﲔ‬ ‫‪x 2 -5x+y 2 =0‬‬
‫ﻟﻠﻨﻘﻄﺔ ‪ ،R‬ﺍﲨﻊ ‪ 2π‬ﻟﻠﺰﺍﻭﻳﺔ ‪-1.06‬؛ ﻟﺘﺤﺼﻞ ﻋﲆ )‪ ،(10.30, -1.06+2π‬ﺃﻭ )‪. (10.30, 5.22‬‬

‫‪‬‬ ‫‪‬‬
‫ﺍﻛﺘﺐ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺘﲔ ﺍﻵﺗﻴﺘﲔ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪:‬‬ ‫ﺃﻭﺟﺪ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﺇﺣﺪﺍﺛﻴﺎﲥﺎ ﺍﻟﻘﻄﺒﻴﺔ ﻣﻌﻄﺎﺓ ﻓﻴﲈ ﻳﺄﰐ‪:‬‬
‫‪y = -x‬‬
‫‪3π‬‬
‫‪x (2‬‬ ‫‪x =5 (1‬‬
‫)_‪(3, _π3‬‬ ‫‪(4‬‬ ‫)‪(6, -30°‬‬ ‫‪(3‬‬ ‫___ ‪(-1,‬‬
‫)‪6‬‬
‫‪5π‬‬
‫‪(2‬‬ ‫)‪(20, -60°‬‬ ‫‪(1‬‬
‫‪θ = ___‬‬ ‫‪r=5secθ‬‬ ‫__‬ ‫__‬ ‫__‬
‫‪4‬‬
‫_____ ‪(__32 ,‬‬
‫√‬
‫) ‪2‬‬
‫‪3 3‬‬ ‫)‪(3 √3 , -3‬‬ ‫)‪(____23 , -__21‬‬
‫√‬ ‫__‬
‫) ‪(10,-10 √3‬‬
‫‪ (3‬ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ‪ r = 2 sin θ‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫ﺃﻭﺟﺪ ﺯﻭﺟﲔ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻋﲆ ﺃﻥ ﺗﻜﻮﻥ ‪-2π ≤ θ ≤2π‬‬
‫‪x2+y2-2y=0‬‬
‫‪.(3, 5) (6‬‬ ‫‪.(2, -2) (5‬‬
‫__‬ ‫__‬
‫)‪(5.8,1.0),(-5.8,4.2‬‬ ‫___ ‪(2√2 , -__π4 ), (2√2 ,‬‬
‫)‪4‬‬
‫‪7π‬‬

‫‪ 6‬‬ ‫‪11‬‬ ‫‪ ‬‬ ‫‪ 6‬‬ ‫‪10‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(13) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(12)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪6-2‬‬ ‫‪‬‬ ‫‪6-2‬‬

‫‪‬‬ ‫‪‬‬
‫ﺗﻌﻠﻤﺖ ﺳﺎﺑﻘﹰﺎ ﻓﻜﺮﺓ ﺣﻞ ﻧﻈﺎﻡ ﻣﻦ ﺍﳌﻌﺎﺩﻻﺕ‪ ،‬ﻭﻳﻤﻜﻦ ﺗﻄﺒﻴﻖ ﺍﻟﻔﻜﺮﺓ ﺫﺍﲥﺎ ﻋﲆ ﻧﻈﺎﻡ ﻣﻦ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ .‬ﺍﻓﱰﺽ ﺃﻧﻚ‬ ‫‪  (3‬ﺗﺴﺘﻌﻤﻞ ﺍﳌﻌﺎﺩﻟﺔ ‪r =17 cosθ‬؛ ﻟﻨﻤﺬﺟﺔ ﺃﻣﻮﺍﺝ‬ ‫ﺍﻟﺪﻭﺍﺭﺓ ﰲ ﻣﺪﻳﻨﺔ ﺃﻟﻌﺎﺏ‬
‫‪   (1‬ﺍﻟﻌﺠﻠﺔ ﹼ‬
‫ﻣﻬﺘﻢ ﺑﺤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻵﰐ ﻋﲆ ﺍﻟﻔﱰﺓ ]‪:[0, 2π‬‬ ‫ﺯﻟﺰﺍﻟﻴﺔ‪ ،‬ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻣﻴﺎﻝ‪.‬‬ ‫ﺗﺼﻞ ﺇﱃ ﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﳍﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ ،(0, 0‬ﻭﺃﻗﴡ‬
‫‪ (a‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﲤﺜﻞ ﺍﻟﺰﻟﺰﺍﻝ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫ﺍﺭﺗﻔﺎﻉ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪.(0, 40‬‬
‫‪r = cos θ‬‬ ‫)‪(0, 40‬‬
‫‪(x-8.5)2+y2=72.25 ‬‬
‫‪r=1‬‬

‫ﻛﻞ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺘﲔ ﻫﻮ ‪ ،r‬ﻓﺈﻧﻪ ﻣﻦ ﺍﳌﻤﻜﻦ ﻣﺴﺎﻭﺍﺓ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﰲ ﱟ‬

‫ﻛﻞ ﻣﻨﻬﲈ ﻣ ﹰﻌﺎ؛ ﻟﻠﺤﺼﻮﻝ ﻋﲆ‬ ‫ﳌﹼﺎ ﻛﺎﻥ ﺍﻟﻄﺮﻑ ﺍﻷﻳﴪ ﰲ ﱟ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻣﺮﻛﺰ ﺍﻟﺰﻟﺰﺍﻝ‪ ،‬ﻭﺍﳌﺴﺎﺣﺔ ﺍﻟﺘﻲ ﺗﺘﺄﺛﺮ ﺑﻪ‪.‬‬
‫ﺍﳌﻌﺎﺩﻟﺔ ‪ ،cos θ =1‬ﻭﺑﺤﻞ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻧﺤﺼﻞ ﻋﲆ‬
‫‪ 226.98 ‬‬
‫‪(8.5,0);‬‬
‫‪θ = 0‬؛ ﻟﺬﺍ ﺗﻜﻮﻥ ﺍﻟﻨﻘﻄﺔ )‪ (1, 0‬ﻫﻲ ﺣﻞ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﻣﻬﻨﺪ ﹺﳼ ﺍﻟﻌﲈﺭﺓ ﹰ‬
‫ﻣﻨﺰﻻ ﻓﻴﻪ ﻧﺎﻓﺬﺓ ﻋﲆ‬ ‫‪  (4‬ﺻﻤﻢ ﺃﺣﺪ ﹺ‬
‫ﱠ‬
‫ﰲ ﺍﻟﻌﺎﺩﺓ‪ ،‬ﻳﻜﻮﻥ ﻟﻨﻈﺎﻡ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﺣﻞ ﻭﺍﺣﺪ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ‪ ،‬ﳊﻞ ﺍﻟﻨﻈﺎﻡ‬
‫ﺷﻜﻞ ﻣﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ ﺍﻷﺿﻼﻉ‪.‬‬ ‫)‪(0, 0‬‬

‫‪r = sinθ‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﲤﺜﻞ ﻣﺴﺎﺣﺔ‬ ‫‪ (a‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﲤﺜﻞ ﺍﻟﻌﺠﻠﺔ ﺍﻟﺪﻭﺍﺭﺓ ﻋﲆ ﺍﻟﺼﻮﺭﺓ‬
‫‪1‬‬
‫__ = ‪r‬‬ ‫ﺍﻟﻨﺎﻓﺬﺓ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺿﻠﻌﻬﺎ ‪.x‬‬ ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫‪2‬‬ ‫__‬
‫]‪ ،[0, 2 π‬ﻓﺈﻧﻨﺎ ﻧ ﹺ‬ ‫‪√3‬‬
‫‪y = ____ x2‬‬
‫‪x2+(y-20)2=400‬‬ ‫‪‬‬
‫ﹸﺴﺎﻭﻱ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﰲ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﲈ ﻣ ﹰﻌﺎ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﺍﳌﻌﺎﺩﻟﺔ‬ ‫ﰲ ﺍﻟﻔﱰﺓ ‪π‬‬ ‫‪4‬‬
‫‪‬‬
‫‪1‬‬
‫__ = ‪sin θ‬‬ ‫‪ (b‬ﺣﺪﺩ ﻧﻮﻉ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﲥﺎ ﰲ ‪.a‬‬
‫‪2‬‬
‫‪20(0,20) ‬‬
‫‪π 5π‬‬
‫___ ‪θ = __ ,‬‬ ‫‪ (b‬ﺍﻛﺘﺐ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﲥﺎ ﰲ‬
‫‪6 6‬‬
‫ﺍﻟﻔﺮﻉ ‪.a‬‬
‫___ ‪.(_1_,‬‬
‫‪5π‬‬
‫]‪ [0, 2 π‬ﻫﻲ )_‪ ( _1_, _π‬ﻭ )‬
‫ﺃﻱ ﺃﻥ ﻧﻘﺎﻁ ﺍﳊﻞ ﰲ ﺍﻟﻔﱰﺓ ‪π‬‬
‫ﹾ‬ ‫__‬ ‫‪ (c‬ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﰲ ‪ a‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪2 6‬‬ ‫‪2 6‬‬ ‫‪4 √3 tanθsecθ‬‬
‫_____‪r=‬‬ ‫‪‬‬
‫‪3‬‬ ‫‪r=40sinθ ‬‬

‫‪‬‬ ‫‪  (2‬ﺗﻢ ﺗﺴﻴﲑ ﻣﺮﻛﺒﺘﲔ ﹸﻣﻀﺎﺀﺗﲔ ﰲ ﻣﺴﺎﺭﻳﻦ‬

‫ﺣﻞ ﻛﻞ ﻧﻈﺎﻡ ﳑﺎ ﻳﺄﰐ ﰲ ﺍﻟﻔﱰﺓ ]‪:[0, 2 π‬‬ ‫ﺑﺤﺴﺐ ﺍﳌﻌﺎﺩﻟﺘﲔ‪ r =4sin θ :‬ﹶﻭ ‪.r =4 cosθ‬‬
‫__‬
‫‪r=3, r=cos θ+3‬‬ ‫‪(2‬‬ ‫‪r= √2 , r= 2sinθ‬‬ ‫‪(1‬‬
‫‪__ π‬‬ ‫‪__ 3π‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﻫﺎﺗﲔ ﺍﳌﻌﺎﺩﻟﺘﲔ‬
‫___‪(3,__π2 ), (3,‬‬
‫)‪2‬‬
‫‪3π‬‬
‫(‬‫__‪√2 ,‬‬
‫‪4‬‬ ‫()‬
‫___ ‪, √2 ,‬‬
‫‪4‬‬ ‫)‬ ‫ﺍﻟﻘﻄﺒﻴﺘﲔ‪.‬‬
‫__‬
‫‪r= 1, r= sinθ +1‬‬ ‫‪(4‬‬ ‫‪r= √3 , r= 2cos θ‬‬ ‫‪(3‬‬ ‫‪x2+(y-2)2=4;(x-2)2+y2=4 ‬‬
‫)‪(1,0),(1,π‬‬ ‫‪__ π‬‬ ‫‪__ 11π‬‬
‫(‬ ‫__‪√3 ,‬‬
‫‪6‬‬ ‫()‬
‫____ ‪, √3 ,‬‬
‫‪6‬‬ ‫)‬

‫‪ 6‬‬ ‫‪13‬‬ ‫‪ ‬‬

‫‪ 6‬‬ ‫‪12‬‬ ‫‪ ‬‬

‫‪ 6‬‬ ‫‪67 A‬‬

 



6 - 2
          


   (10)

 6-2

:‫ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬،‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ‬

‫ﹼ‬

π
3 , 2) (4, _
(2 √ 6
) (3 (-2 √
2 , -2 √
2 ) (- 4, 45° ) (2 (-3 , 3 √
3 ) (6, 120° ) (1

،‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻤﺜﱢﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
‫ﻓﻲ ﱟ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬


 
3, √3 ) (6
(-3, (2 , - 3) (5 (2 , 2) (4
5π 11π π π
3, _
’2 √ “, ’-2 √3 , _ “ (3.61, 5.30), (-3.61, 2.16) 2 ,_
’2 √ “ , ’-2 √2 , 5 _ “
6 6 4 4


‫ﺍﻛﺘﺐ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬

y = 3 (8 x 2 + y 2 = 9 (7

r = 3 csc θ r = ±3



‫ﺍﻛﺘﺐ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻟﻘﻄﺒﻴﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬

r cos θ = 5 (10 r = 4 (9

x=5 x 2 + y 2 = 16

 ‫ ﻣﺎ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻬﺬﻩ‬. (40, 62° ) ‫ﻣﺴﺎﺡ ﺣﺪﹼﹰ ﺍ ﻷﺭﺽ ﻋﻨﺪ ﻧﻘﻄﺔ ﺇﺣﺪﺍﺛﻴﺎﻫﺎ ﺍﻟﻘﻄﺒﻴﻴﻦ‬
‫ ﻭﺟﺪ ﹼ‬ (11

(18.78, 35.32) ‫ﺍﻟﻨﻘﻄﺔ؟‬



10

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 
 

 

 

 

 

 

 

67 B   6

 ‫‪‬‬
‫‪‬‬
‫‪Complex Numbers and De Moivre’s Theorem‬‬
‫‪‬‬ ‫‪6 -3‬‬
‫ﻳﺴﺘﻌﻤﻞ ﻣﻬﻨﺪﺳﻮ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻟﻮﺻﻒ ﺑﻌﺾ‬
‫‪‬‬
‫‪‬‬ ‫‪ 1‬‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﻓﻲ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ .‬ﻓﺎﻟﻜﻤﻴﺎﺕ‪ :‬ﻓﺮﻕ ﺍﻟﺠﻬﺪ ‪ ،V‬ﻭﺍﻟﻤﻌﺎﻭﻗﺔ‬ ‫‪ ‬‬
‫‪ ،Z‬ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ I‬ﺗﺮﺗﺒﻂ ﺑﺎﻟﻌﻼﻗﺔ ‪ ، V = I · Z‬ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻞ‬ ‫‪‬‬
‫ﻟﻮﺻﻒ ﺗﻴﺎﺭ ﻣﺘﺮﺩﺩ‪ .‬ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﻛﻞ ﻣﺘﻐﻴﺮ ﻋﻠﻰ ﺻﻮﺭﺓ ﻋﺪﺩ‬
‫‪ ، a + bj‬ﺣﻴﺚ ‪ j‬ﺍﻟﻌﺪﺩ ﺍﻟﺘﺨﻴﻠﻲ )ﻭﻳﺴﺘﻌﻤﻞ‬‫ﻣﺮﻛﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪b‬‬
‫‪  ‬‬ ‫■‬
‫‪6-3‬‬
‫‪‬‬
‫ﺍﻟﻤﻬﻨﺪﺳﻮﻥ ‪ j‬ﺣﺘﻰ ﻻ ﻳﺨﺘﻠﻂ ﺍﻟﺮﻣﺰ ﻣﻊ ﺭﻣﺰ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪.(I‬‬ ‫‪‬‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ ﻋﻠﻰ ﺍﻷﻋﺪﺍﺩ‬
‫‪‬‬
‫)‪ ‬ﺍﺳﺘﻌﻤﻠﺖ ﻛﻠﻤﺔ ﺍﻟﻤﻌﺎﻭﻗﺔ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ ﻛﻠﻤﺔ ﺍﻟﻤﻘﺎﻭﻣﺔ؛‬ ‫ﺍﻟﻤﺮﻛﺒﺔ‪.‬‬
‫■‬

‫‪ ‬‬
‫ﻷﻥ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻫﻨﺎ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ‬ ‫‪‬‬
‫ﺍﻟﻤﺮﻛﺒﺔ‪ ،‬ﺣﻴﺚ ﺗﺴﺘﻌﻤﻞ ﻛﻠﻤﺔ ﺍﻟﻤﻘﺎﻭﻣﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ(‪.‬‬ ‫‪‬‬ ‫‪6-3‬‬

‫ﺍﻟﻤﻌﻄﻰ ﻋﻠﻰ‬
‫ﺗﺤﻮﻳﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻣﻦ ﺍﻟﺼﻮﺭﺓ‬
‫)‪ (i‬‬ ‫‪ ‬ﺍﻟﺠﺰﺀ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﹸ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ‪ ، a + bi‬ﻫﻮ ‪ a‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﺘﺨﻴﻠﻲ ‪ . bi‬ﻭﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬ ‫‪‬‬ ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻭﺍﻟﻌﻜﺲ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ ﺑﺎﻟﻨﻘﻄﺔ )‪ .(a, b‬ﻛﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻓﺈﻧﻨﺎ‬ ‫‪complex plane‬‬
‫ﺇﻳﺠﺎﺩ ﺣﺎﺻﻞ ﺿﺮﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ‬
‫ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﻣﺤﻮﺭﻳﻦ ﻟﺘﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭ ﹸﻳﻌ ﱠﻴ ﹸﻦ ﺍﻟﺠﺰﺀ ﺍﻟﺤﻘﻴﻘﻲ ﻋﻠﻰ ﻣﺤﻮﺭ ﺃﻓﻘﻲ‬ ‫‪‬‬
‫‪O‬‬ ‫)‪ (R‬‬ ‫ﺴﻤﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺤﻘﻴﻘﻲ ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ ، R‬ﻓﻲ ﺣﻴﻦ ﹸﻳﻌ ﱠﻴ ﹸﻦ ﺍﻟﺠﺰﺀ ﺍﻟﺘﺨﻴﻠﻲ ﻋﻠﻰ ﻣﺤﻮﺭ‬‫ﹸﻳ ﱠ‬ ‫‪real axis‬‬
‫ﻭﻗﺴﻤﺘﻬﺎ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺟﺬﻭﺭﻫﺎ ﻭﻗﻮﺍﻫﺎ ﻋﻠﻰ‬
‫ﺴﻤﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺘﺨﻴﻠﻲ ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪. i‬‬
‫ﺭﺃﺳﻲ ﹸﻳ ﱠ‬ ‫‪‬‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪‬‬ ‫‪imaginary axis‬‬
‫ﻓﻲ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪) a + 0i‬ﻻﺣﻆ ﺃﻥ ‪ .( b = 0‬ﻳﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻪ‬ ‫‪‬‬ ‫‪6-3‬‬
‫ﻋﻠﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ﺃﻭ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺤﻘﻴﻘﻲ‪ .‬ﻭﻋﻨﺪﻣﺎ ‪ ، b ≠ 0‬ﻓﺈﻧﻨﺎ ﺳﻨﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺘﺨﻴﻠﻲ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺠﺰﺀ ﺍﻟﺘﺨﻴﻠﻲ‪.‬‬ ‫‪absolute value of a complex‬‬
‫ﺇﺛﺒﺎﺕ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ ﻓﻲ‬
‫‪number‬‬
‫‪‬‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ‪.‬‬
‫)‪ (i‬‬ ‫)‪ (i‬‬
‫‪a + bi‬‬ ‫‪polar form‬‬
‫‪a‬‬
‫)‪(a, b‬‬
‫‪‬‬
‫‪b‬‬
‫‪trigonometric form‬‬
‫‪O‬‬ ‫)‪ (R‬‬ ‫‪O a + 0i‬‬ ‫)‪ (R‬‬
‫‪‬‬
‫‪modulus‬‬
‫‪‬‬
‫‪ 2‬‬
‫ﺗﺬﻛﱠﺮ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻌﺪﺩ ﺣﻘﻴﻘﻲ ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺫﻟﻚ ﺍﻟﻌﺪﺩ ﻭﺍﻟﺼﻔﺮ ﻋﻠﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ‪ ،‬ﻭﺑﺎﻟﻤﺜﻞ ‪ ،‬ﻓﺈﻥ‬ ‫‪argument‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻌﺪﺩ ﻣﺮﻛﺐ ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻌﺪﺩ ﻭﺍﻟﺼﻔﺮ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ ‪ .‬ﻭﻋﻨﺪ ﺗﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ‪ a + bi‬ﻓﻲ‬ ‫‪ ‬‬ ‫‪‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ .‬ﻓﺈﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺣﺴﺎﺏ ﹸﺑﻌﺪﻩ ﻋﻦ ﺍﻟﺼﻔﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‪.‬‬ ‫‪nth roots of unity‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟"‪.‬‬
‫ﺍﺭﺳﻢ ﺧﻤﺴﺔ ﺻﻨﺎﺩﻳﻖ ﻣﺘﺪﺍﺧﻠﺔ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬
‫‪www.obeikaneducation.com‬‬
‫‪‬‬ ‫‪‬‬
‫‪i‬‬
‫)‪(a, b‬‬
‫‪z = a + bi‬‬
‫‪‬‬
‫|‪|z‬‬
‫‪b‬‬ ‫= |‪|z| = |a + bi‬‬ ‫‪√a‬‬
‫‪2‬‬
‫‪+ b2‬‬ ‫‪‬‬
‫‪‬‬
‫‪O‬‬ ‫‪a‬‬ ‫‪R‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪68‬‬
‫• ﺍﺳﺘﻌﻤﻞ ﺷﻜﻞ ﭬﻦ؛ ﻟﺘﻮﺿﻴﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬
‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ‪ ،‬ﻭﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﺍﻟﻨﺴﺒ ﱠﻴﺔ‪،‬‬
‫ﻭﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﻭﺍﻟﻜﻠﻴﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪.‬‬
‫‪6 - 3‬‬
‫• ﻫﻞ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺃﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻋﻠﻰ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺻﻮﺭﺓ ﻋﺪﺩ ﻣﺮﻛﺐ؟ ﻧﻌﻢ‪ ،‬ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺃﻱ‬
‫•‪( 7 8 )  ‬‬ ‫•‪(71, 78)  ‬‬ ‫•‪(71 )  ‬‬ ‫‪‬‬
‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ a‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪.a + 0i‬‬
‫)‪(11‬‬ ‫‪ •‬‬ ‫)‪(11‬‬ ‫‪ •‬‬ ‫)‪(11‬‬ ‫‪ •‬‬ ‫‪‬‬ ‫• ﺑﻤﺎ ﺃﻥ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﺗﺤﻮﻱ‬
‫•‪1 6  ‬‬ ‫•‪16  ‬‬ ‫•‪14  ‬‬ ‫‪‬‬ ‫ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻓﻬﻞ ﺗﻌﺘﻘﺪ ﺃﻧﻪ‬
‫•‪1 7  ‬‬ ‫•‪17  ‬‬ ‫•‪16  ‬‬ ‫‪‬‬
‫ﺑﺈﻣﻜﺎﻧﻨﺎ ﺟﻤﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﻃﺮﺣﻬﺎ‬
‫ﻭﺿﺮﺑﻬﺎ ﻭﻗﺴﻤﺘﻬﺎ؟ ﻧﻌﻢ‬

‫‪ 6‬‬ ‫‪68‬‬

‫‪‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫‪ 1‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻓﻲ‬ ‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﱠﺐ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ‪:‬‬

‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ‪.‬‬ ‫‪z = -2 - i‬‬ ‫‪(b‬‬ ‫‪z = 4 + 3i (a‬‬
‫)‪(a , b) = (-2 , -1‬‬ ‫)‪(a , b) = (4 , 3‬‬
‫‪ 2‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬
‫‪i‬‬ ‫‪i‬‬
‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫)‪(4, 3‬‬

‫‪ 3‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬

‫‪2‬‬ ‫‪2‬‬

‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ ،‬ﺛﻢ ﺗﺤﻮﻳﻠﻪ ﺇﻟﻰ‬

‫‪−4 −2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4R‬‬ ‫‪−4 −2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4R‬‬
‫‪(−2, −1) −2‬‬ ‫‪−2‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫‪−4‬‬ ‫‪−4‬‬

‫√ = |‪ |z‬‬

‫‪a2 + b2‬‬ ‫‪‬‬ ‫= |‪|z‬‬ ‫√‬
‫‪a2 + b2‬‬
‫‪‬‬ ‫‪a = -2 , b = -1‬‬ ‫=‬ ‫‪√(-2‬‬
‫‬
‫‪) 2 + (-1) 2‬‬ ‫‪a = 4,b = 3‬‬ ‫=‬ ‫√‬
‫‪42 + 32‬‬
‫‪ ≈ 2.24‬‬
‫‪= √5‬‬ ‫‪=5‬‬
‫‪= √25‬‬
‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫‪‬‬
‫‪1‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻌﺪﺩ ‪ -2 - i‬ﺗﺴﺎﻭﻱ ‪ 2.24‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻌﺪﺩ ‪ 4 + 3i‬ﺗﺴﺎﻭﻱ ‪.5‬‬
‫ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ‪:‬‬
‫‪ (1A,1B  ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪z = 2 + 3i (a‬‬
‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ‪:‬‬
‫‪i‬‬
‫‪-3 + 4i (1B‬‬ ‫‪5 + 2i (1A‬‬
‫)‪(2, 3‬‬

‫‪i‬‬ ‫)‪(a, b‬‬ ‫ﻛﻤﺎ ﻛﹸﺘﺒﺖ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪ (x, y‬ﻋﻠﻰ ﺻﻮﺭﺓ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ‬ ‫‪‬‬
‫‪O‬‬ ‫‪R‬‬ ‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪ (a, b‬ﺍﻟﺘﻲ ﺗﻤ ﱢﺜﻞ ﻋﺪ ﹰﺩﺍ ﻣﺮﻛ ﹰﺒﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪‬‬
‫‪r‬‬ ‫‪b‬‬ ‫ﻭﺗﹸﻄﺒﻖ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺍﺳﺘﹸﻌﻤﻠﺖ ﻓﻲ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ‪ x , y‬ﻹﻳﺠﺎﺩ ﻗﻴﻢ ‪.a , b‬‬ ‫‪‬‬
‫‪cos θ = _a‬‬
‫‪θ‬‬
‫‪O‬‬
‫_ = ‪sin θ‬‬ ‫‪b‬‬
‫‪r‬‬ ‫‪,‬‬ ‫‪r‬‬
‫‪‬‬
‫‪a‬‬ ‫‪R‬‬
‫‪‬‬
‫‪r‬‬ ‫‪r sin θ = b‬‬ ‫‪r cos θ = a‬‬
‫‪‬‬
‫√‬
‫‪13 ≈ 3.61‬‬ ‫ﻭﺑﺘﻌﻮﻳﺾ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻜﻞ ﻣﻦ ‪ ، b ، a‬ﻳﻤﻜﻨﻨﺎ ﺇﻳﺠﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﺃﻭ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻌﺪﺩ ﻣﺮﻛﺐ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪z = a + bi‬‬
‫‪z = -3 + i (b‬‬ ‫‪‬‬
‫‪b = r sin θa = r cos θ‬‬ ‫‪= r cos θ + (r sin θ)i‬‬ ‫‪‬‬
‫‪i‬‬ ‫‪‬‬
‫‪ ‬‬ ‫)‪= r(cos θ + i sin θ‬‬
‫‪‬‬
‫)‪(−3, 1‬‬ ‫ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ ،‬ﻓﺈﻥ ‪ r‬ﺗﻤ ﱢﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﺃﻭ ﺍﻟﻤﻘﻴﺎﺱ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻹﺟﺮﺍﺀ‬
‫ﹸﺴﻤﻰ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺳﻌﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‪ .‬ﻭﺑﺎﻟﻤﺜﻞ‬
‫√ = |‪ .r = |z‬ﺗ ﱠ‬
‫ﻧﻔﺴﻪ ﺍﻟﺬﻱ ﺍﺳﺘﻌﻤﻠﺘﻪ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ‪a 2 + b 2‬‬
‫‪O‬‬ ‫‪R‬‬ ‫ﻹﻳﺠﺎﺩ ‪ θ‬ﻣﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ) ‪ ، ( x, y‬ﻓﺈﻧﻪ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻳﻜﻮﻥ‬
‫‪ θ = Tan -1 _ba‬ﻋﻨﺪﻣﺎ ‪ a > 0‬ﺃﻭ ‪ θ = Tan -1 _ba + π‬ﻋﻨﺪﻣﺎ ‪. a < 0‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ≈ 3.16‬‬
‫‪√10‬‬ ‫‪i‬‬ ‫)‪(a, b‬‬ ‫‪z = a + bi ‬‬ ‫‪‬‬
‫‪‬‬
‫‪r‬‬ ‫‪b‬‬ ‫)‪ ، z = r (cos θ + i sin θ‬ﺣﻴﺚ‬ ‫‪ θ‬‬
‫‪‬‬
‫‪‬‬ ‫‪O‬‬
‫‪θ‬‬
‫‪a‬‬ ‫‪R‬‬
‫√ = |‪b = r sin θa = r cos θr = |z‬‬
‫‪a2 + b2‬‬ ‫‪-2π < θ < 2π‬‬
‫‪a < 0θ = Tan -1 _ab + πa > 0 θ = Tan -1 _ab‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫_ ‪ θ = -‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪b < 0‬‬ ‫‪π‬‬
‫_ = ‪ θ‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪b > 0‬‬
‫‪π‬‬
‫‪a = 0‬ﻓﺈﻥ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪2‬‬ ‫‪2‬‬

‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪69‬‬ ‫‪‬‬ ‫‪6 - 3 ‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ‬ ‫‪‬‬

‫ﻣﺪﻭﻧﺔ ﺗﺼﻒ‬
‫ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ؛ ﻟﻜﺘﺎﺑﺔ ﱠ‬ ‫‪i‬‬ ‫‪(1B‬‬ ‫‪i‬‬ ‫‪(1A‬‬
‫ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻋﻠﻰ‬ ‫‪(−3,‬‬
‫)‪3, 4‬‬

‫ﺿﻤﻨﻮﺍ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻭﺗﺄﻛﺪ ﻣﻦ ﺃﻧﻬﻢ ﱠ‬ ‫)‪(5, 2‬‬
‫ﻭﺻﻔﻬﻢ ﺇﻳﺠﺎﺩ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺍﻟﺴﻌﺔ‪.‬‬
‫‪O‬‬ ‫‪R‬‬ ‫‪O‬‬ ‫‪R‬‬

‫‪ ‬‬ ‫‪5‬‬ ‫‪ ≈ 5.39‬‬

‫‪√29‬‬

‫‪ ‬ﹸﻳﺴﻤﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‬

‫ﺃﻳﻀﺎ ﺑﻤﺴﺘﻮ￯ ﺁﺭﺟﺎﻧﺪ‪ ،‬ﻧﺴﺒ ﹰﺔ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻢ‬
‫ﹰ‬
‫ﺭﻭﺑﺮﺕ ﺁﺭﺟﺎﻧﺪ )‪.(1768 – 1822‬‬

‫‪69‬‬ ‫‪‬‬ ‫‪6 - 3‬‬

  2 
‫ﻋ ﹼﺒﺮ ﻋﻦ ﹼ‬
:‫ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ 
- 6 + 8i (a
.θ ‫ ﻭﺍﻟﺴﻌﺔ‬r ‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻋ ﹼﺒﺮ ﻋﻦ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 2
θ = Tan -1 _
b
a +π a<0  r = √
a2 + b2 :‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
= Tan -1
(- _
8
)+ π ≈ 2.21 = √
(-6) 2 + 8 2 = 10
6
a = -6 , b = 8
-22 + 5i (a
.‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬10(cos 2.21 + i sin 2.21) ‫ ﻫﻲ‬-6 + 8i ‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ‬ ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬5.39(cos 1.95 + i sin 1.95)
4 + √
3 i (b 6 + 2i (b
θ = Tan -1 _
b
a a>0  r= √a + b

2 2 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬6.32(cos 0.32 + i sin 0.32)
-1 _
√
3
= Tan
4

a = 4 , b = √3 = √
4 2 + ( √
3)2 ‫ﱢ‬
‫ﻣﺜﻞ ﺍﻟﻌﺪﺩ‬ 3
≈ 0.41 
  ≈ 4.36
= √19
‫ ﻓﻲ‬z = 4 (cos _
π
+ i sin _ )
3
π
3
.‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬4.36(cos 0.41 + i sin 0.41) ‫ ﻫﻲ‬4 + √3 i ‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ‬ ‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‬
 .‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
π
‫ﻋ ﹼﺒﺮ ﻋﻦ ﹼ‬
:‫ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ 2π 2 π
3 3
(4, _π3 )
2.83(cos 3.93 + i sin 3.93) -2 - 2i (2B 11.4(cos 0.66 + i sin 0.66) 9 + 7i (2A
5π π
6 6
‫( ﻛﺈﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ‬r , θ) ‫ﻭﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻌﺪﺩ ﻣﺮﻛﺐ؛ ﻟﺘﻤﺜﻴﻠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
، r ‫ ﻭﺫﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﻴﻢ‬،‫ ﻛﻤﺎ ﻳﻤﻜﻨﻚ ﺗﺤﻮﻳﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻜﺘﻮﺏ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬.‫ﺍﻟﻤﺮﻛﺐ‬
π 0
.‫ ﺍﻟﻤﻌﻄﺎﺓ‬θ ‫ﻭﻗﻴﻢ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ‬ O 1 2 3 4 5

 3   7π

6
11π
6
.‫ ﺛﻢ ﻋ ﹼﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‬z = 3(cos _
π
6
+ i sin _
π
6)
‫ﻣ ﱢﺜﻞ ﺍﻟﻌﺪﺩ‬  4π
3π
5π
 3 3
2
π ._
π
6
‫ ﻫﻲ‬θ ‫ ﻭﻗﻴﻤﺔ‬، 3 ‫ ﻫﻲ‬r ‫ﻻﺣﻆ ﺃﻥ ﻗﻴﻤﺔ‬ 
2 
2π π
 3i
2 + 2 √
. (3, _
3 3 π
6)
‫ﹶﻋ ﱢﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‬
3, _
5π π π  
6 ( 6 ) 6 
.‫ ﺛﻢ ﹶﺑ ﱢﺴﻂ‬،‫ﻭﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺪﺩ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺃﻭﺟﺪ ﺍﻟﻘﻴﻢ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ 
π 0
O 1 2 3 4 5 . 
 3 cos _
( π
+ i sin _
π
) 
7π 11π 6 6
6 6

 √3 1 

4π
3 3π
5π
3   = 3 _ + i _
 2
´
2  ()
2

= _+_

3 √3 3
 i
2 2

.z = _ +_ ‫ ﻫﻲ‬z = 3 (cos _ + i sin _

3 √3 3
2 2
i π
6
π
6)
‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻌﺪﺩ‬

.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬3A, 3B  

:‫ ﺛﻢ ﻋ ﹼﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‬
(
4 cos _
5π
3
+ i sin _ 5π
3 )
(3B 5 cos _3π
4(+ i sin _
3π
4
(3A )
 6  70


_ + _i
5 √
2 5 √
2
2 - 2 √3i (3B - (3A
2 2
π π
2π 2 π 2
2π π
3 i 3 3 i 3
5π π 5π π
6 6 6
(5, _
3π
4
) 6

π 0 π 0
O 1 2 3 4 5R O 1 2 3 4 5R

7π
6 (4, _
5π
3
) 7π
6
11π
6
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

 6 70
 ‫ ﻭﺻﻴﻎ‬،‫ ﺗﹸﻌﺪﹼ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬
‫ ﻭﻳﻤﻜﻦ‬.‫ ﻭﺍﻟﻔﺮﻕ ﻟﻜﻞ ﻣﻦ ﺩﺍﻟﺘﻲ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻣﻔﻴﺪ ﹰﺓ ﻟﻠﻐﺎﻳﺔ ﻓﻲ ﺿﺮﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﻗﺴﻤﺘﻬﺎ‬،‫ﺍﻟﻤﺠﻤﻮﻉ‬
 :‫ﺍﺷﺘﻘﺎﻕ ﺻﻴﻐﺔ ﺿﺮﺏ ﻋﺪﺩﻳﻦ ﻣﺮﻛﺒﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‬
 z 2z 1  z 1z 2 = r 1(cos θ 1 + i sin θ 1) · r 2(cos θ 2 + i sin θ 2)
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺣﺎﺻﻞ ﺿﺮﺏ‬4
.‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬  = r 1r 2 (cos θ 1 cos θ 2 + i cos θ 1 sin θ 2 + i sin θ 1 cos θ 2 + i 2 sin θ 1 sin θ 2)

‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‬5 -1 i 2    = r 1r 2 [(cos θ 1 cos θ 2 - sin θ 1 sin θ 2) + (i cos θ 1 sin θ 2 + i sin θ 1 cos θ 2)]
.‫ﻋﺪﺩﻳﻦ ﻣﺮﻛﺒﻴﻦ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ؛‬6  i
 = r 1r 2 [(cos θ 1 cos θ 2 - sin θ 1 sin θ 2) + i (cos θ 1 sin θ 2 + sin θ 1 cos θ 2)]

.‫ﻹﻳﺠﺎﺩ ﻗﻮ￯ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ‬   = r 1r 2 [cos(θ 1 + θ 2) + i sin(θ 1 + θ 2)]

‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺟﺬﻭﺭ ﺍﻷﻋﺪﺍﺩ‬7 


.‫ﺍﻟﻤﺮﻛﺒﺔ‬
z 2 = r 2(cos θ 2 + i sin θ 2)z 1 = r 1(cos θ 1 + i sin θ 1) 
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ‬8
z 1z 2 = r 1r 2 [cos(θ 1 + θ 2) + i sin(θ 1 + θ 2)] 
.1 ‫ﻟﻠﻌﺪﺩ‬ z1 r1
r 2 ≠ 0z 2≠ 0 _ z2 = _
r2 [cos(θ 1 - θ 2) + i sin(θ 1 - θ 2 )] 
51
 ‫ ﻭﻋﻨﺪ ﺍﻟﻘﺴﻤﺔ ﻓﺈﻧﻚ ﺗﻘﺴﻢ ﺍﻟﻤﻘﻴﺎﺳﻴﻦ‬،‫ ﻓﺈﻧﻚ ﺗﻀﺮﺏ ﺍﻟﻤﻘﻴﺎﺳﻴﻦ ﻭﺗﺠﻤﻊ ﺍﻟﺴﻌﺘﻴﻦ‬،‫ﻻﺣﻆ ﺃﻧﻪ ﻋﻨﺪ ﺿﺮﺏ ﻋﺪﺩﻳﻦ ﻣﺮﻛﺒﻴﻦ‬
.‫ﻭﺗﻄﺮﺡ ﺍﻟﺴﻌﺘﻴﻦ‬
‫ ﺃﻭﺟﺪ ﻧﺎﺗﺞ‬4  4 
2 cos _ +isin
sin _ cos _ sin_ )
2
2π 2
2π
(
π
3
π
3
·5 ) ( 3
+isin
3 ‫ ﺛﻢ ﻋ ﹼﺒﺮ ﻋﻨﻪ‬،‫ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬2 cos _
5π
3
+ i sin _
( 5π
3
· 4(cos _
π
6
+ i sin _
) π
6)
‫ﺃﻭﺟﺪ ﻧﺎﺗﺞ‬
‫ ﺛﻢ ﻋ ﹼﺒﺮ ﻋﻨﻪ‬،‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ .‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
.‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬  (
2 cos _
5π
3
+ i sin _
5π
) ( 6
· 4 cos _
3
π
+ i sin _
π
6)
10(cos π + i sin π), -10
= 2(4) cos (_
6)
+ i sin (_
6 )
+_ +_
 5π π 5π π 
 ´
 3 3

= 8 (cos _
6 )


11π
+ i sin _
11π
6

.‫ﻭﺍﻵﻥ ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻨﺎﺗﺞ‬

 (
8 cos _ 11π
6
+ i sin _
11π
6 )

2

(
= 8 _ - i_
√3 1
2 )
 = 4 √3 - 4i
_
11π
( _11π
)
.4 √3 - 4i ‫ ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬، 8 cos 6 + i sin 6 ‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻨﺎﺗﺞ‬

‫ ﺛﻢ ﻋ ﹼﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﱟ‬،‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
:‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
15(cos _
7π
+ i sin _
7π
) ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬, -3.88 + 14.49ii ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬3(cos _π + i sin _π ) · 5(cos _π + i sin _π ) (4A
12 12 3 3 4 4

(
6 cos _
3π
+ i sin _
3π
) (
· 2 cos _ + i sin _ )
( _ _)
2π 2π
(4B
17
15 cos 17π 17
+i sin 17π ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬, -3.11 - 11.59i ‫ﺗﻘﺮﻳ ﹰﺒﺎ‬ 4 4 3 3
12 12
.‫ ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺴﻤﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻌﻼﻗﺎﺕ ﻓﻲ ﺍﻟﻜﻬﺮﺑﺎﺀ‬،"‫ﻛﻤﺎ ﺗﻘﺪﻡ ﻓﻲ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬

71  6 - 3 

  

‫ ﺗﺸﺒﻪ‬،‫ﻣﻔﺼﻠﺔ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻣﻌﻴﻨﺔ‬ ‫ﹴ‬
‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﺃﺩﻟﺔ ﱠ‬
‫ ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻀﻤﻴﻨﻬﺎ ﻛﻞ ﺍﻟﺘﻔﺎﺻﻴﻞ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺳﻴﻘﺮﺃ ﺍﻟﺪﻟﻴﻞ ﻟﺪﻳﻪ ﻣﻌﺮﻓﺔ ﻗﻠﻴﻠﺔ‬.4 ‫ﺍﻟﻤﺜﺎﻝ‬
.‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺃﺧﺮ￯ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﻣﻨﻄﻘﻴﺔ ﺗﺘﺎﺑﻊ ﺧﻄﻮﺍﺕ ﺍﻟﺤﻞ ﻓﻲ ﺍﻷﺩﻟﺔ ﻭﻣﻨﻄﻘﻴﺘﻬﺎ‬،‫ﺑﺎﻟﻤﻮﺿﻮﻉ‬

71  6 - 3
  5
Ω ‫ ﺗﺴﺎﻭﻱ‬Z ‫ ﻭﻛﺎﻧﺖ ﻣﻌﺎﻭﻗﺘﻬﺎ‬،150 V ‫ ﻓﻲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻳﺴﺎﻭﻱ‬V ‫ ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﻟﺠﻬﺪ‬ 
‫ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬I ‫ ﻓﺄﻭﺟﺪ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‬،(3 √5 [cos(-0.46) + j sin (-0.46)])
.V = I · Z ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ ﻓﻲ‬V ‫ ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﻟﺠﻬﺪ‬ 5
.‫ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬150 ‫ﺍﻛﺘﺐ ﺍﻟﻌﺪﺩ‬
r= 150 2 + 0 2 = 150, θ = Tan -1 _
√ 0
=0 150 = 150 (cos 0 + j sin 0)
‫ ﻭﻛﺎﻧﺖ‬،100 V ‫ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻳﺴﺎﻭﻱ‬
‫ ﺗﺴﺎﻭﻱ‬Z ‫ﻣﻌﺎﻭﻗﺘﻬﺎ‬
150

. I ‫ ﺑﺎﻟﻨﺴﺒﺔ ﻟـ‬I · Z = V ‫ﹸﺣ ﹼﻞ‬

، 5 (cos 37 o + j sin 37 o) Ω
 I·Z=V  
 ‫ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻠﻰ‬I ‫ﻓﺄﻭﺟﺪ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‬
I=_
V
Z
Z 
 
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
.V = I · Z
150 (cos 0 + j sin 0)
V = 150 (cos 0 + j sin 0) , I = ___ 
3 √
5 [cos(-0.46) + j sin(-0.46)]
20 [cos(-37 ) + j sin (-37 o)]
o
Z = 3 √
5 [cos (-0.46) + j sin (-0.46)] 

 I=_
150
{cos [0 - (-0.46)] + j sin [0 - (-0.46)]}
3 √
5 
‫ﺃﻣﺒﻴﺮ ﺗﻘﺮﻳ ﹰﺒﺎ‬

  (cos 0.46 + j sin 0.46)
I = 10 √5

.‫( ﺃﻣﺒﻴﺮ ﺗﻘﺮﻳ ﹰﺒﺎ‬10 √5 (cos 0.46 + j sin 0.46) ‫ﺃﻱ ﺃﻥ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺗﺴﺎﻭﻱ‬


‫ ﻓﺄﻭﺟﺪ ﻣﻌﺎﻭﻗﺘﻬﺎ‬، ‫( ﺃﻣﺒﻴﺮ‬8 + 6 j ) ‫ ﻭﻛﺎﻧﺖ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‬، 120 V ‫ ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺟﻬﺪ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‬ (5
‫( ﺗﻘﺮﻳ ﹰﺒﺎ‬9.6 - 7.2j
7.2 ) Ω .‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬

‫ ﻭﻗﺒﻞ ﺣﺴﺎﺏ ﻗﻮ￯ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ‬،‫ﻳﻌﻮﺩ ﺍﻟﻔﻀﻞ ﻓﻲ ﺣﺴﺎﺏ ﻗﻮ￯ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻭﺟﺬﻭﺭﻫﺎ ﻟﻠﻌﺎﻟﻢ ﺍﻟﻔﺮﻧﺴﻲ ﺩﻳﻤﻮﺍﻓﺮ‬
.‫ ﻓﺈﻥ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬،‫ﻭﺟﺬﻭﺭﻫﺎ‬
.‫ﺑﺈﻣﻜﺎﻧﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﺿﺮﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻟﺘﻮﺿﻴﺢ ﺍﻟﻨﻤﻂ ﺍﻟﺬﻱ ﺍﻛﺘﺸﻔﻪ ﺩﻳﻤﻮﺍﻓﺮ‬
‫ﹰ‬
. z · z ‫ ﻣﻦ ﺧﻼﻝ ﺍﻟﻀﺮﺏ‬z 2 ‫ ﺃﻭﺟﺪ‬:‫ﺃﻭﻻ‬

 z · z = r (cos θ + i sin θ) · r (cos θ + i sin θ)

 z 2 = r 2 [cos (θ + θ) + i sin (θ + θ)]


 z 2 = r 2 (cos 2θ + i sin 2θ)

. z 2 · z ‫ ﺑﺤﺴﺎﺏ‬z 3 ‫ﻭﺍﻵﻥ ﺃﻭﺟﺪ‬

 z 2 · z = r 2(cos 2θ + i sin 2θ) · r(cos θ + i sin θ)

 z 3 = r 3 [cos (2θ + θ) + i sin (2θ + θ)]


 z 3 = r 3 (cos 3θ + i sin 3θ)

. n ‫ ﻭﺗﻀﺮﺏ ﺍﻟﺴﻌﺔ ﻓﻲ‬،‫ﺍﻟﻘﻮﺓ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻌﺪﺩ‬

‫ ﻓﺈﻧﻚ ﺗﺠﺪ ﹼ‬،‫ﻻﺣﻆ ﺃﻧﻪ ﻋﻨﺪ ﺣﺴﺎﺏ ﺍﻟﻘﻮﺓ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬

 6  72

 6 72
 :‫ﻭﻳﻤﻜﻦ ﺗﻠﺨﻴﺺ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‬

  

‫ ﻭﻋ ﹼﺒﺮ ﻋﻨﻪ‬،(3 + 3 √3 i ) 4 ‫ﺃﻭﺟﺪ‬
.‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
-648 - 648 √3i
 
  
   n   z = r (cos θ + i sin θ )
6 . z n = [ r (cos θ + i sin θ)] n = r n( cos nθ + i sin nθ )
 6 
.‫ ﺛﻢ ﻋ ﹼﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫( ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬4 + 4 √3i) ‫ﺃﻭﺟﺪ‬
6

‫ﹰ‬
.‫ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬4 + 4 √3i ‫ ﺍﻛﺘﺐ‬:‫ﺃﻭﻻ‬ 
‫ ﻳﻤﻜﻦ ﻟﻠﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ‬ 1754–1667
θ = Tan -1 _
b √a
2
+ b2
‫ﻣﺒﺪﺃ ﺍﻻﺳﺘﻘﺮﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺬﻱ ﺩﺭﺳﻮﻩ ﺳﺎﺑ ﹰﻘﺎ؛‬ a  r=  
 
= Tan -1 _
4 √3
√
4 2 + (4 √
3)2
￯‫ﻹﺛﺒﺎﺕ ﺻﺤﺔ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ ﻟﺠﻤﻴﻊ ﺍﻟﻘﻮ‬ 4
a = 4 , b = 4 √
3 =    Doctrine of Chances
 
. n ‫ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﻮﺟﺒﺔ‬ = Tan -1 √3
 
 = √16
+ 48

=_
π

 =8
3
. 8 cos _
( π
3
+ i sin _
π
3 ) ‫ ﻫﻲ‬4 + 4 √3i ‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ‬
.‫ﻭﺍﻵﻥ ﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻮﺓ ﺍﻟﺴﺎﺩﺳﺔ‬

i) 6 = 8 cos _ π 6

  (4 + 4 √3 ( π
+ i sin _ ´ )
 3 3 

= 8 6 cos 6 _ + i sin 6 _
 π π 

 ( )
3
´
3  ( )

 = 262144 (cos 2π + i sin 2π)
 = 262144(1 + 0i )

 = 262144

.(4 + 4 √3i) 6 ‫ﺃﻱ ﺃﻥ‬


‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﻓﻲ ﱟ‬
: ‫ ﻭﻋ ﹼﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
i
-32768 + 32768 √3  - 2i) 8 (6B
(2 √3 i
-8 - 8 √3 (1 ) (6A

y ‫ ﻭ ﹸﻳﻈﻬﺮ‬.4 , -4 ‫ ﺣﻼﻥ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻫﻤﺎ‬x 4 = 256 ‫ﻳﻮﺟﺪ ﻟﻠﻤﻌﺎﺩﻟﺔ‬

(−4, 0))
(−
120
(4, 0))
‫ ﻭﺟﻮﺩ ﺻﻔﺮﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻋﻨﺪ‬y = x 4 - 256 ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﻤﻌﺎﺩﻟﺔ‬ 
−8 −4
4 O 4 8x ،‫ ﺑﻴﻨﻤﺎ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ ﻓﺈﻥ ﻟﻬﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺣﻠﻴﻦ ﺣﻘﻴﻘﻴﻴﻦ‬، x = 4 , -4 
−120 .‫ﻭﺣﻠﻴﻦ ﻣﺮﻛﺒﻴﻦ‬ 
(0, −256))

‫ ﹰ‬n ‫ ﻭﺍﻟﺘﻲ ﺗﻨﺺ ﻋﻠﻰ ﻭﺟﻮﺩ‬،‫ﺩﺭﺳﺖ ﺳﺎﺑ ﹰﻘﺎ ﻧﺘﻴﺠﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺠﺒﺮ‬
‫ﺻﻔﺮﺍ‬ 

‫ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﻛﺒﺔ؛ ﻟﺬﺍ ﻳﻜﻮﻥ ﻟﻠﻤﻌﺎﺩﻟﺔ‬n ‫ﻟﻤﻌﺎﺩﻟﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ‬
. 4 , -4 , 4 i , -4 i ‫ ﻭﻫﻲ‬،‫ ﺃﺭﺑﻌﺔ ﺣﻠﻮﻝ ﺃﻭ ﺟﺬﻭﺭ ﻣﺨﺘﻠﻔﺔ‬x 4 - 256 = 0 ‫ ﺍﻟﺘﻲ ﺗﻜﺘﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬x 4 = 256
‫ ﺑﻤﻌﻨﻰ ﺃﻧﻪ ﻷﻱ ﻋﺪﺩ‬، n ≥ 2 ‫ﻣﺨﺘﻠﻒ ﻷﻱ ﻋﺪﺩ ﻣﺮﻛﺐ ﻻ ﻳﺴﺎﻭﻱ ﺍﻟﺼﻔﺮ ﺣﻴﺚ‬ ‫ﹲ‬ ‫ ﺟﺬﺭ ﻧﻮﻧﻲ‬n ‫ ﻓﺈﻧﻪ ﻳﻮﺟﺪ‬،‫ﻭﺑﺸﻜﻞ ﻋﺎﻡ‬
.‫ ﻭﻫﻜﺬﺍ‬،…‫ ﻭﺛﻼﺛﺔ ﺟﺬﻭﺭ ﺗﻜﻌﻴﺒﻴﺔ ﻭﺃﺭﺑﻌﺔ ﺟﺬﻭﺭ ﺭﺑﺎﻋﻴﺔ‬،‫ﻣﺮﻛﺐ ﺟﺬﺭﺍﻥ ﺗﺮﺑﻴﻌﻴﺎﻥ‬
73  6 - 3 

73  6 - 3
 :‫ﻭﻹﻳﺠﺎﺩ ﺟﻤﻴﻊ ﺟﺬﻭﺭ ﻋﺪﺩ ﻣﺮﻛﺐ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻵﺗﻴﺔ‬

  

 n r (cos θ + i sin θ)  n ≥ 2
 ‫ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺨﻤﺎﺳ ﱠﻴﺔ ﻟﻠﻌﺪﺩ‬ 7
r n (cos _ + i sin _) -2 -2i ‫ﺍﻟﻤﺮﻛﺐ‬
_1 θ + 2kπ θ + 2kπ
n n
k = 0, 1, 2, …, n - 1 0.87 + 0.87i , -0.56 + 1.10i ,

‫ ﻭﻋﻨﺪﻣﺎ ﻳﺴﺎﻭﻱ‬، k = n - 1 ‫ ﺇﻻ ﺃﻧﻪ ﻳﻤﻜﻨﻨﺎ ﺍﻟﺘﻮﻗﻒ ﻋﻨﺪﻣﺎ‬،‫ ﺍﻟﻤﻤﻜﻨﺔ‬k ‫ﻭﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ‬
-1.22 - 0.19i , -0.19 - 1.22i ,
:‫ ﻛﻤﺎ ﻳﻈﻬﺮ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬،‫ ﺃﻭ ﻳﺰﻳﺪ ﻋﻠﻴﻪ ﺗﺒﺪﺃ ﺍﻟﺠﺬﻭﺭ ﺑﺎﻟﺘﻜﺮﺍﺭ‬،n ‫ ﺍﻟﻌﺪﺩ‬k 1.10 - 0.56i
k = 0 _
θ + 2πn = _
θ
n n + 2π

 7 
.- 4 - 4i ‫ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬  
‫ﹰ‬
.‫ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬-4 - 4i ‫ ﺍﻛﺘﺐ‬:‫ﺃﻭﻻ‬ ‫ ﺑﺮﻫﺎﻥ ﻣﻌﺎﺩﻟﺔ‬
r = √ 32 , θ = Tan -1 _
(-4) 2 + (-4) 2 = √ -4
+π=_
5π
32 cos _
-4 - 4i = √ 5π
(
+ i sin _
5π
) ‫ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺃﻋﻠﻰ ﻣﻦ ﻣﺴﺘﻮ￯ ﻫﺬﺍ‬
-4 4 4 4
.‫ﻭﺍﻵﻥ ﺍﻛﺘﺐ ﺍﻟﺼﻴﻐﺔ ﻟﻠﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ‬ .‫ﺍﻟﻜﺘﺎﺏ‬
( _ _
)
5π 5π
_ _1 _ _1 + 2kπ + 2kπ
cos _ + i sin _
1
θ = 5π , n = 4 , r n = 4 4
4
( √
32 ) 4 ( √
32 ) 4
4 4

 8
 cos
= √32 

_
5π _
16 4 (
+ 2kπ + i sin _
5π _
16

+ 2kπ ´
4  ) ( )
. k = 0, 1, 2, 3 ‫ﻋﻮﺽ‬
‫ ﹼ‬،‫ ﻹﻳﺠﺎﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ‬:‫ﺛﺎﻧ ﹰﻴﺎ‬

k=0
8
 cos
√32 

_
5π
16 4 (
+ _ + i sin _
2(0)π 5π
16
+_ ´
2(0)π 
4  ) ( )
 8
 cos _
= √32 5π
(
+ i sin _
5π
≈ 0.86 + 1.28i
16 16 )
k=1
8
 cos
√32 

_
5π
16 4 (
+ _ + i sin _
2(1)π 5π
16
+_ ´
2(1)π 
4  ) ( )
 32 cos _
= √
8 13π
16(+ i sin _
13π
16
≈ -1.28 + 0.86i )
k=2
8
 cos _
√32

5π
16 4 (
+ _ + i sin _
2(2)π 5π
16
+_ ´
2(2)π 
4  ) ( )
 32 cos _
= √
8 21π
(+ i sin _
21π
≈ -0.86 - 1.28i
16 16 )
k=3
8
 cos
√32 

_
5π
16 4 (
+ _ + i sin _
2(3)π 5π
16
+_ ´
2(3)π 
4  ) ( )
 8
 cos _
= √32 29π
(+ i sin _
29π
≈ 1.28 - 0.86i
16 16 )
0.86 + 1.28 i , -1.28 + 0.86 i , -0.86 - 1.28 i , 1.28 - 0.86 i ‫ ﻫﻲ‬-4 - 4i ‫ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ ﻟﻠﻌﺪﺩ‬


8 ‫( ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﻜﻌﻴﺒﻴﺔ ﻟﻠﻌﺪﺩ‬7B 2 + 2i ‫( ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﻜﻌﻴﺒﻴﺔ ﻟﻠﻌﺪﺩ‬7A
2 , -1 + √3  i , -1 - √3  i ≈1.37 + 0.37i , -1 + i , ≈ -0.37 - 1.37 i

 6  74

 6 74
 ‫‪i‬‬
‫)‪(−1.28, 0.86) 2 (0.86, 1.28‬‬ ‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺠﺬﻭﺭ ﺍﻷﺭﺑﻌﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﻧﺎﻫﺎ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 7‬ﺗﻘﻊ ﻋﻠﻰ ﺩﺍﺋﺮﺓ‪ .‬ﻓﺈﺫﺍ ﻧﻈﺮﻧﺎ ﺇﻟﻰ‬
‫√ (‪ ،‬ﻭﻳﻤﺜﻞ‬‫‪3‬‬
‫ﻣﻘﻴﺎﺳﺎ ﻗﻴﻤﺘﻪ ) ‪ ≈ 1.54‬‬
‫‪32‬‬ ‫ﹰ‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻜﻞ ﺟﺬﺭ‪ ،‬ﻧﺠﺪ ﺃﻥ ﻟﻜﻞ ﻣﻨﻬﺎ‬
‫‪‬‬
‫‪1‬‬
‫ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻤﺴﺎﻓﺎﺕ ﺑﻴﻦ ﺍﻟﺠﺬﻭﺭ ﻋﻠﻰ ﺍﻟﺪﺍﺋﺮﺓ ﻣﺘﺴﺎﻭﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻧﺘﻴﺠﺔ‬
‫_‪.‬‬
‫‪−2‬‬ ‫‪−1‬‬ ‫‪1‬‬ ‫‪2R‬‬ ‫‪2π‬‬
‫‪O‬‬
‫‪4‬‬
‫ﻟﻠﻔﺮﻕ ﺍﻟﺜﺎﺑﺖ ﺑﻴﻦ ﻗﻴﻢ ﺍﻟﺴﻌﺔ؛ ﺇﺫ ﻳﺴﺎﻭﻱ‬
‫‪−1‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺨﻤﺎﺳﻴﺔ ﻟﻠﻌﺪﺩ ﻭﺍﺣﺪ‪.‬‬ ‫‪8‬‬ ‫‪(−0.86, -1.28‬‬
‫)‪1.28) (1.28, −0.86‬‬
‫‪−2‬‬
‫‪1,‬‬ ‫ﺗﺤﺪﺙ ﺇﺣﺪ￯ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺨﺎﺻﺔ ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﻌﺪﺩ ‪ ،1‬ﻓﻌﻨﺪ ﻛﺘﺎﺑﺔ ‪ 1‬ﻋﻠﻰ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺤﺼﻞ ﻋﻠﻰ ‪ .r = 1‬ﻭﻛﻤﺎ ﺫﻛﺮﻧﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﺈﻥ ﻣﻘﻴﺎﺱ‬
‫‪0.3090 + 0.9511i,‬‬ ‫ﺍﻟﺠﺬﻭﺭ ﻫﻮ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺗﻤﺜﻴﻞ ﺍﻟﺠﺬﻭﺭ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﻌﺪﺩ‬
‫‪-0.8090 + 0.5878i,‬‬ ‫ﻭﺍﺣﺪ ﺗﻘﻊ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪.‬‬

‫‪-0.8090 - 0.5878i,‬‬
‫‪‬‬ ‫‪8‬‬ ‫‪‬‬
‫‪0.3090 - 0.9511i‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟ ﱡﺜﻤﺎﻧ ﱠﻴﺔ ﻟﻠﻌﺪﺩ ﻭﺍﺣﺪ‪.‬‬ ‫‪‬‬
‫ﹰ‬
‫ﺃﻭﻻ‪ :‬ﺍﻛﺘﺐ ‪ 1‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬

‫_ ‪1 2 + 0 2 = 1 , θ = Tan -1‬‬
‫‪0‬‬
‫‪‬‬
‫√ = ‪r‬‬ ‫‪=0‬‬ ‫)‪1 = 1 · (cos 0 + i sin 0‬‬ ‫‪_1‬‬
‫‪1‬‬ ‫‪_nθ  r n ‬‬
‫‪‬‬ ‫ﻭﺍﻵﻥ ﺍﻛﺘﺐ ﺍﻟﺼﻴﻐﺔ ﻟﻠﺠﺬﻭﺭ ﺍﻟﺜﻤﺎﻧ ﱠﻴﺔ‪.‬‬ ‫‪‬‬
‫‪_n1‬‬ ‫‪_1‬‬ ‫_‪‬‬
‫‪2π‬‬
‫‪n ‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻬﻨﺪﺳﻲ ﻟﻠﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﻌﺪﺩ‬ ‫‪θ = 0, n = 8, r = 18 = 1‬‬ ‫(‬
‫_ ‪1 cos _ + i sin‬‬
‫‪0 + 2kπ‬‬
‫‪8‬‬
‫‪0 + 2kπ‬‬
‫‪8‬‬ ‫)‬
‫ﺩﺍﺋﻤﺎ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ‬
‫ﻭﺍﺣﺪ‪ ،‬ﺗﻘﻊ ﹰ‬ ‫‪‬‬
‫‪‬‬ ‫_ ‪= cos‬‬
‫‪kπ‬‬
‫‪4‬‬
‫_ ‪+ i sin‬‬
‫‪kπ‬‬
‫‪4‬‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﺣﻴﺚ ﺗﻤﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ‬ ‫ﺛﺎﻧ ﹰﻴﺎ‪ :‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪ k = 0‬ﻹﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻷﻭﻝ ﻟﻠﻌﺪﺩ ‪. 1‬‬
‫ﺭﺅﻭﺱ ﻣﻀﻠﻊ ﻣﻨﺘﻈﻢ ﻟﻪ ‪ n‬ﺿﻠ ﹰﻌﺎ‪ .‬ﻻﺣﻆ ﺃﻥ‬ ‫_ ‪k = 0 cos _ + i sin‬‬
‫‪(0)π‬‬ ‫‪(0)π‬‬

‫ﺩﺍﺋﻤﺎ‪.‬‬
‫ﺃﺣﺪ ﺟﺬﻭﺭ ﺍﻟﻮﺍﺣﺪ ﻫﻮ ‪ 1‬ﹰ‬
‫‪4‬‬ ‫‪4‬‬
‫‪‬‬ ‫‪= cos 0 + i sin 0 = 1‬‬

‫_ ﺇﻟﻰ ﺳﻌﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺴﺎﺑﻖ‪.‬‬

‫‪π‬‬
‫‪4‬‬
‫ﻻﺣﻆ ﺃﻥ ﻣﻘﻴﺎﺱ ﻛﻞ ﺟﺬﺭ ﻫﻮ ‪ ،1‬ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺳﻌﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺤﺎﻟﻴﺔ ﺑﺈﺿﺎﻓﺔ‬

‫_ ‪cos‬‬ ‫_ ‪+ i sin‬‬ ‫‪=_+_i‬‬

‫‪π‬‬ ‫‪π‬‬ ‫‪√2‬‬‫‬ ‫‬
‫‪√2‬‬
‫‪i‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪(-‬‬ ‫_‬
‫‪√2‬‬
‫‪2‬‬
‫‪,‬‬ ‫_‬
‫‪√2‬‬
‫‪2‬‬
‫( )‬ ‫_‬
‫_ ‪√2‬‬
‫‪,‬‬
‫‪√2‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‬ ‫‪‬‬ ‫_ ‪cos‬‬‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪π‬‬
‫‪=i‬‬
‫_ _‬
‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬
‫√‬
‫‪3‬‬
‫‪‬‬ ‫_ ‪cos‬‬
‫‪3π‬‬
‫_ ‪+ i sin‬‬
‫‪3π‬‬
‫‪=-_+_i‬‬
‫‪√2‬‬‫‬ ‫‪√2‬‬‫‬ ‫‪1, - 1 +‬‬ ‫‪i, (8A‬‬
‫‪−2 −1‬‬ ‫‪O‬‬ ‫‪1‬‬ ‫‪2R‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪2‬‬

‫_‪-‬‬ ‫‪- _i‬‬

‫‪−1‬‬ ‫‪√3‬‬‫‬
‫‪1‬‬
‫_( ‪(- 22 , - 22 )−2‬‬
‫‪2‬‬
‫) ‪,-‬‬
‫_ ‪√2‬‬
‫‪√2‬‬
‫‪2‬‬
‫‪‬‬ ‫‪cos π + i sin π = -1‬‬
‫‪2‬‬ ‫‪2‬‬
‫_ ‪cos‬‬ ‫_ ‪+ i sin‬‬ ‫‪=-_-_i‬‬
‫√‬
‫_ ‪1,‬‬ ‫‪+ _ i, (8B‬‬
‫‪5π‬‬ ‫‪5π‬‬ ‫‪√2‬‬‫‬ ‫‪2‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪√3‬‬‫‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪‬‬ ‫_ ‪cos‬‬
‫‪3π‬‬
‫_ ‪+ i sin‬‬
‫‪3π‬‬
‫‪= -i‬‬
‫_‪-‬‬ ‫‪+ _ i, -1,‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪√3‬‬ ‫‬
‫‪1‬‬
‫_ ‪cos‬‬ ‫_ ‪+ i sin‬‬ ‫‪=_-_i‬‬
‫‪7π‬‬ ‫‪7π‬‬ ‫‪√2‬‬‫‬ ‫‬
‫‪√2‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬
‫_‪-‬‬ ‫‪- _ i,‬‬
‫‪1‬‬ ‫‪√3‬‬‫‬
‫ﺍﻟﺠﺬﻭﺭ ﺍﻟ ﱡﺜﻤﺎﻧ ﱠﻴﺔ ﻟﻠﻌﺪﺩ ‪ 1‬ﻫﻲ ‪1 , _ + _ i , i , - _ + _ i , -1 , - _ - _ i , -i , _ - _ i‬‬
‫‬
‫‪√2‬‬ ‫‬
‫‪√2‬‬ ‫‬
‫‪√2‬‬ ‫√‬
‫‪2‬‬ ‫‬
‫‪√2‬‬ ‫‬
‫‪√2‬‬ ‫‬
‫‪√2‬‬ ‫‬
‫‪√2‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪.‬‬ ‫_ ‪_1 -‬‬‫‪√3‬‬ ‫‬
‫‪i‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪‬‬
‫‪ (8B‬ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺴﺪﺍﺳﻴﺔ ﻟﻠﻌﺪﺩ ﻭﺍﺣﺪ‪.‬‬ ‫‪ (8A‬ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﻜﻌﻴﺒﻴﺔ ﻟﻠﻌﺪﺩ ﻭﺍﺣﺪ‪.‬‬

‫‪75‬‬ ‫‪‬‬ ‫‪6 - 3 ‬‬

‫‪75‬‬ ‫‪‬‬ ‫‪6 - 3‬‬

 ‫‪‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ‬ ‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ‪:‬‬
‫‪ 3‬‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ (18-27 4 , 5 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (1- 6 1‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫_ ‪6 cos‬‬
‫(‬ ‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪π‬‬
‫_ ‪· 4 cos‬‬
‫‪π‬‬
‫( )‬‫_ ‪+ i sin‬‬
‫‪π‬‬
‫‪(18‬‬ ‫)‬
‫‪‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪≈5.66 z = 4 + 4i (1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪1-39‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪5 (cos 135° + i sin 135°) · 2 (cos 45° + i sin 45°) (19‬‬ ‫‪≈3.16 z = -3 + i (2‬‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬
‫‪≈7.21 z = -4 - 6i (3‬‬ ‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫(‬
‫_ ‪3 cos‬‬
‫‪3π‬‬
‫_ ‪+ i sin‬‬
‫‪4‬‬
‫‪3π‬‬
‫_÷‬
‫‪1‬‬
‫‪4‬‬ ‫)‬
‫‪(cos π + i sin π) (20‬‬
‫‪2‬‬
‫‪≈5.39 z = 2 - 5i (4‬‬ ‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪2 (cos 90° + i sin 90°) · 2(cos 270° + i sin 270°) (21‬‬
‫‪≈8.60 z = -7 + 5i (5‬‬
‫_ ‪3 cos‬‬
‫(‬ ‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪6‬‬
‫‪π‬‬
‫_ ‪÷ 4 cos‬‬
‫)‪6‬‬
‫‪2π‬‬
‫(‬
‫_ ‪+ i sin‬‬
‫‪2π‬‬
‫‪(22‬‬
‫‪3‬‬ ‫) ‪3‬‬
‫‪‬‬
‫‪≈8.25 z = 8 - 2i (6‬‬
‫‪ ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻭﺭﻗﺔ‬
‫(‬
‫_ ‪4 cos‬‬
‫‪9π‬‬
‫_ ‪+ i sin‬‬
‫‪4‬‬
‫‪9π‬‬
‫‪4‬‬ ‫( )‬
‫_ ‪÷ 2 cos‬‬
‫‪3π‬‬
‫_ ‪+ i sin‬‬
‫‪3π‬‬
‫‪(23‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‬ ‫ﻓﻴﻬﺎ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ‬
‫‪  (7‬ﺗﹸﻌﻄﻰ ﺍﻟﻘﻮﺓ ﺍﻟﻤﺆﺛﺮﺓ ﻋﻠﻰ ﺟﺴﻢ ﺑﺎﻟﻌﻼﻗﺔ ‪، z = 10 + 15i‬‬
‫‪_1 (cos 60° + i sin 60°) · 6(cos 150° + i sin 150°) (24‬‬
‫‪2‬‬ ‫ﺣﻴﺚ ﺗﹸﻘﺎﺱ ﻛﻞ ﻣﺮﻛﺒﺔ ﻟﻠﻘﻮﺓ ﺑﺎﻟﻨﻴﻮﺗﻦ ) ‪1 . ( N‬‬ ‫ﺍﻟﺪﺭﺱ‪.‬‬
‫(‬
‫_ ‪6 cos‬‬
‫‪3π‬‬
‫_ ‪+ i sin‬‬
‫‪4‬‬
‫‪3π‬‬
‫_ ‪÷ 2 cos‬‬
‫‪4‬‬
‫‪π‬‬
‫)‬‫_ ‪+ i sin‬‬
‫‪π‬‬
‫(‬
‫‪(25‬‬
‫‪4‬‬ ‫‪4‬‬ ‫)‬ ‫ﹶﻣ ﱢﺜﻞ ‪ z‬ﻛﻤﺘﺠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ (a .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(a‬‬
‫‪‬‬
‫‪5 (cos 180° + i sin 180°)· 2 (cos 135° + i sin 135°) (26‬‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻤﺘﺠﻪ ﻭﺍﺗﺠﺎﻫﻪ‪.‬ﻃﻮﻟﻪ ‪ ، 18.03 N‬ﺍﺗﺠﺎﻫﻪ ﻣﺤﺪﺩ‬ ‫‪(b‬‬
‫ﺑﺎﻟﺰﺍﻭﻳﺔ ‪56.31°‬‬ ‫‪ ‬ﻋﻨﺪ ﺣﻞ ﺍﻟﺴﺆﺍﻝ ‪، 30‬‬
‫_ ‪_1 cos‬‬
‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪π‬‬
‫_ ‪÷ 3 (cos‬‬
‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪π‬‬ ‫ﻋ ﱢﺒﺮ ﻋﻦ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪2 :‬‬ ‫ﺫﻛﱢﺮ ﺍﻟﻄﻼﺏ ﺃﻧﻪ ﻋﻨﺪ ﺣﻞ ﻣﺴﺎﺋﻞ‬
‫(‪2‬‬ ‫)‪3‬‬ ‫)‪6‬‬
‫‪(27‬‬
‫‪3‬‬ ‫‪6‬‬
‫‪ (8 -13‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪4 + 4i (8‬‬ ‫ﺑﻘﻮ￯ ﺳﺎﻟﺒﺔ‪ ،‬ﻓﺈﻧﻨﺎ ﻻ ﻧﺤﺴﺐ ﺍﻟﻘﻮ￯‬
‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ‬ ‫ﺍﻟﻤﻮﺟﺒﺔ‪ ،‬ﺛﻢ ﻧﻀﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﻓﻲ‬
‫‪-2 + i (9‬‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪6 :‬‬
‫ﺳﺎﻟﺐ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ‪:‬‬
‫‪i (10‬‬
‫‪4 - √2‬‬
‫‪4096 (2 + 2 √3i) 6 (28‬‬ ‫‪ 2 -5‬ﻻ ﺗﺴﺎﻭﻱ ) ‪ ، -(2‬ﻭﻟﻜﻦ ‪2‬‬
‫‪-5‬‬ ‫‪5‬‬

‫_ ‪256 4(cos‬‬
‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪π 4‬‬
‫‪2 - 2i (11‬‬
‫_‪.‬‬ ‫‪1‬‬
‫ﺗﺴﺎﻭﻱ‬
‫‪) (29‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪5‬‬
‫‪2‬‬
‫‪4 + 5i (12‬‬
‫‪-0.03 - 0.07i (2 + 3i) -2 (30‬‬
‫‪i (13‬‬
‫‪-1 - √3‬‬
‫_ ‪-16 2 cos‬‬
‫‪π‬‬
‫_ ‪+ i sin‬‬
‫(‬ ‫‪π 4‬‬
‫‪(31‬‬ ‫)‬
‫‪4‬‬ ‫‪4 ‬‬

‫‪  (32‬ﻳﻌﻤﻞ ﺳﺎﻟﻢ ﻓﻲ ﻭﻛﺎﻟﺔ ﻟﻺﻋﻼﻧﺎﺕ‪ .‬ﻭﻳﺮﻏﺐ ﻓﻲ ﺗﺼﻤﻴﻢ‬

‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ ،‬ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ‬ ‫‪‬‬
‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ (14 -17 3 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻟﻮﺣﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺃﺷﻜﺎﻝ ﺳﺪﺍﺳﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﹼﻴﻦ ﺃﺩﻧﺎﻩ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ‬
‫‪i‬‬ ‫‪(7a‬‬
‫ﺗﻌﻴﻴﻦ ﺭﺅﻭﺱ ﺃﺣﺪ ﻫﺬﻩ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺴﺪﺍﺳﻴﺔ ﺑﺘﻤﺜﻴﻞ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪x 6‬‬ ‫‪16‬‬
‫_ ‪4 cos‬‬
‫(‬ ‫‪π‬‬
‫_ ‪+ i sin‬‬
‫‪π‬‬
‫‪(14‬‬ ‫)‬ ‫)‪(10, 15‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪ - 1 = 0‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪ .‬ﺃﻭﺟﺪ ﺭﺅﻭﺱ ﺃﺣﺪ ﻫﺬﻩ ﺍﻷﺷﻜﺎﻝ‬ ‫‪12‬‬
‫ﺍﻟﺴﺪﺍﺳﻴﺔ‪ 7 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫(‬ ‫_ ‪cos‬‬
‫‪11π‬‬
‫‪6‬‬
‫_ ‪+ i sin‬‬
‫‪11π‬‬
‫‪6‬‬
‫‪(15‬‬ ‫)‬ ‫‪8‬‬

‫‪4‬‬
‫(‬
‫_ ‪2 cos‬‬
‫‪4π‬‬
‫_ ‪+ i sin‬‬
‫‪3‬‬
‫‪4π‬‬
‫‪(16‬‬
‫‪3‬‬ ‫)‬
‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪16R‬‬
‫‪16‬‬ ‫‪R‬‬
‫‪_3 (cos 360° + i sin 360°) (17‬‬
‫‪2‬‬
‫‪4 √2 cos _ + i sin _ (8‬‬
‫‪π‬‬ ‫‪π‬‬
‫(‬ ‫‪4‬‬ ‫‪4‬‬ ‫)‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪76‬‬
‫‪≈ √5 (cos 2.68 + i sin 2.68) (9‬‬

‫‪≈3 √2 (cos(-0.34)+ i sin-(0.34)) (10‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫(‬ ‫)‪( 4‬‬
‫_ ‪2 √2 cos - _ + i sin -‬‬
‫‪π‬‬ ‫‪π‬‬
‫‪( 4 )) (11‬‬
‫‪51–64 ،48 ،39–41 ،1–37‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬ ‫‪41 (cos 0.90 + i sin 0.90) (12‬‬
‫√ ≈‬

‫‪ 1–47‬ﻓﺮﺩﻱ‪51–64 ،48 ،‬‬ ‫‪2 (cos _ + i sin _ ) (13‬‬

‫‪4π‬‬ ‫‪4π‬‬
‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪38–64‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬
‫‪1, _1 + _ i, - _1 + _ i, -1, (32‬‬
‫‪‬‬
‫√‬
‫‪3‬‬ ‫√‬
‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪- _1 - _ i, _1 - _ i‬‬
‫‬
‫‪√3‬‬ ‫‬
‫‪√3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪ 6‬‬ ‫‪76‬‬

 ‫‪ (38‬ﺃﻭﺟﺪ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ z‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ) ‪ (-1-i‬ﻫﻮ ﺃﺣﺪ ﺟﺬﻭﺭﻩ‬ ‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ (33 , 34 7, 8‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬ ‫ﺍﻟﺮﺑﺎﻋﻴﺔ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺟﺬﻭﺭﻩ ﺍﻟﺮﺑﺎﻋﻴﺔ ﺍﻷﺧﺮ￯‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (33‬ﺍﻟﺠﺬﻭﺭ ﺍﻟﺴﺪﺍﺳﻴﺔ ﻟﻠﻌﺪﺩ ‪i‬‬
‫‪‬‬ ‫ﹸﺣ ﹼﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ‪:‬‬
‫‪ (39–41‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (34‬ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ ﻟﻠﻌﺪﺩ ‪3 - 4i‬‬
‫ﻋﻨﺪ ﺣﻞ ﺍﻟﺴﺆﺍﻝ ‪ ، 42‬ﺫﻛﱢﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻥ‬ ‫√ ‪4‬‬

‫‪x 3 = i (39‬‬
‫ﻋﻠﻴﻬﻢ ﺍﻟﺒﺪﺀ ﺑﻜﺘﺎﺑﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬ ‫‪ (35‬ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻟﻠﻌﺪﺩ ‪-1 + 2 i, 1 - 2 i - 3 - 4i‬‬

‫_ ‪ -‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬ ‫(‬ ‫‪√3‬‬

‫‪2‬‬
‫‬
‫‪+ _i‬‬
‫‪1‬‬
‫‪2‬‬ ‫)‬ ‫‪4‬‬
‫‪x = 81i (40‬‬
‫‪  (36‬ﺗﹸﻌ ﹶﻄﻰ ﻣﻌﺎﻭﻗﺔ ﺃﺣﺪ ﺃﺟﺰﺍﺀ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻮﺻﻮﻟﺔ ﻋﻠﻰ‬
‫ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﺛﻢ ﺇﻛﻤﺎﻝ ﺍﻟﺤﻞ‬
‫‪3‬‬
‫‪x + 1 = i (41‬‬
‫ﺍﻟﺘﻮﺍﻟﻲ ﺑﺎﻟﻌﺒﺎﺭﺓ ‪ ، 5(cos 0.9 + j sin 0.9)Ω‬ﻭﺗﹸﻌ ﹶﻄﻰ ﻓﻲ ﺍﻟﺠﺰﺀ‬
‫ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﺪﺍﺋﺮﺓ ﺑﺎﻟﻌﺒﺎﺭﺓ ‪. 8(cos 0.4 + j sin 0.4)Ω‬‬
‫‪ (a -cc‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (a‬ﹶﺣ ﱢﻮﻝ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻟﺴﺎﺑﻘﺘﻴﻦ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪ (b‬ﺍﺟﻤﻊ ﺍﻟﻨﺎﺗﺠﻴﻦ ﻓﻲ ﺍﻟﻔﺮﻉ ‪a‬؛ ﻹﻳﺠﺎﺩ ﺍﻟﻤﻌﺎﻭﻗﺔ ﺍﻟﻜﻠﻴﺔ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﺤﺴﺐ ﻛﻞ ﻣﻦ ﺃﺣﻤﺪ ﻭﺑﺎﺳﻢ ﻗﻴﻤﺔ‬ ‫‪  (42‬ﹶﻳ‬ ‫‪ (c‬ﹶﺣ ﱢﻮﻝ ﺍﻟﻤﻌﺎﻭﻗﺔ ﺍﻟﻜﻠﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬
‫‪3.11+3.92 j, 7.37+3.12 j (36a‬‬ ‫ﹸ‬
‫(‬ ‫)‬
‫‪5‬‬
‫_ ‪ . -‬ﻓﻴﺴﺘﻌﻤﻞ ﺃﺣﻤﺪ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ ﻭﻳﺤﺼﻞ ﻋﻠﻰ‬
‫_ ‬
‫‪√3‬‬
‫‪+1 i‬‬ ‫‪  (37‬ﺍﻟﻜﺴﺮﻳﺎﺕ ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺘﻜﻮﻥ ﻣﻦ ﻧﻤﻂ ﻣﻜﺮﺭ ﺑﺸﻜﻞ‬
‫‪(10.48+7.04 j )Ω (36b‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﺑﺎﺳﻢ ﺑﺄﻥ ﺃﺣﻤﺪﹶ ﻗﺪ ﺃﻧﺠﺰ ﺟﺰ ﹰﺀﺍ‬ ‫_ ‪ . cos‬ﻭﻳﻘﻮﻝ‬
‫‪5π‬‬
‫_ ‪+ i sin‬‬
‫‪5π‬‬
‫ﺍﻹﺟﺎﺑﺔ‬ ‫ﻣﺴﺘﻤﺮ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﻜﺴﺮﻳﺎﺕ ﺫﺍﺗﻴﺔ ﺍﻟﺘﺸﺎﺑﻪ؛ ﺃﻱ ﺃﻥ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺼﻐﻴﺮﺓ‬
‫ﹸ‬ ‫‪6‬‬ ‫‪6‬‬ ‫ﻟﻠﺸﻜﻞ ﻟﻬﺎ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻧﻔﺴﻬﺎ ﻟﻠﺸﻜﻞ ﺍﻷﺻﻠﻲ‪ ،‬ﻛﻤﺎ ﻓﻲ‬
‫‪≈12.63(cos 0.59 + j sin 0.59)Ω (36c‬‬ ‫ﻣﻦ ﺍﻟﻤﺴﺄﻟﺔ ﻓﻘﻂ‪ .‬ﺃﻳﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﹶﺑ ﱢﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﻟﻘﻄﻄﺒﻴﺔ‬
‫ﻄﺒﻴﺔ‬ ‫‪ (38‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘ‬
‫‪ ‬ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﺤﺪﹼ ﺩﺓ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ ﺃﺩﻧﺎﻩ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫‪‬‬
‫ﻟﻠﺠﺬﺭ )‪(- 1 - i‬‬
‫ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﺛﻢ ﻋ ﱢﻴﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺍﻟﺬﻱ ﻟﻪ ﻫﺬﻩ ﺍﻟﺠﺬﻭﺭ‪.‬‬
‫_ ‪،√2 (cos‬‬
‫‪5π‬‬
‫‪4‬‬
‫ﻓﺴﺘﻜﻮﻥ ) _ ‪+ i sin‬‬
‫‪5π‬‬
‫‪4‬‬ ‫‪ (43, 44‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫(‬
‫_ ‪ √2 cos‬‬
‫‪5π‬‬
‫‪4‬‬
‫_ ‪+ i sin‬‬
‫‪5π 4‬‬
‫)‬
‫ﺛﻢ ﺃﻭﺟﺪ ´‬
‫‪4 ‬‬ ‫‪i‬‬
‫‪(43‬‬

‫ﺗﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪ ، z‬ﺛﻢ ﺃﻭﺟﺪ‬ ‫‪5π‬‬ ‫‪π‬‬

‫‪6‬‬ ‫‪6‬‬
‫ﺟﺬﻭﺭﻩ ﺍﻷﺧﺮ￯‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫‪O‬‬ ‫‪R‬‬

‫ﻫﻲ‪:‬‬ ‫‪3π‬‬
‫‪2‬‬
‫‪-4 ; 1 + i , -1 + i , -1 - i , 1 - i‬‬
‫‬
‫‪√3‬‬ ‫√‬
‫_‬ ‫‪+ _1 i , - _ + _1 i, -i (39‬‬
‫‪3‬‬
‫‪i‬‬ ‫‪(44‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪3π‬‬ ‫‪π‬‬
‫‪2.77 + 1.15i , -1.15 + 2.77i, (40‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺳﻮﻑ ﺗﻨﺘﺞ ﻛﺴﺮﻳﺎﺕ ﻣﻦ ﺧﻼﻝ ﺗﻜﺮﺍﺭ ‪ ، f (z) = z2‬ﺣﻴﺚ‬
‫‪≈-2.77 - 1.15i, 1.15 - 2.77i‬‬ ‫‪O‬‬ ‫‪R‬‬ ‫‪. z 0 = 0.8 + 0.5 i‬‬
‫‪5π‬‬ ‫‪7π‬‬
‫‪0.79 + 0.79i, - 1.08 + 0.29i, (41‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫(‪، z 1 = f‬‬
‫‪ (a‬ﺍﺣﺴﺐ ‪ ،z 1 , z 2 , z 3 , z 4 , z 5 , z 6‬ﺣﻴﺚ )‪f(z 0‬‬
‫‪0.29 - 1.08i‬‬ ‫(‪ ، z 2 = f‬ﻭﻫﻜﺬﺍ‪.‬‬ ‫)‪f(z 1‬‬

‫‪ (b‬ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‪.‬‬

‫‪ (42‬ﺑﺎﺳﻢ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ؛ ﻟﻘﺪ ﻗﺎﻡ ﺃﺣﻤﺪ‬
‫ﺑﺘﺤﻮﻳﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ‬ ‫‪ (c‬ﹺﺻﻒ ﺍﻟﻨﻤﻂ ﺍﻟﻨﺎﺗﺞ‪.‬‬

‫ﺍﻟﻘﻄﺒﻴﺔ ﻓﻘﻂ؛ ﻟﺬﺍ ﻋﻠﻴﻪ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ‬

‫ﺩﻳﻤﻮﺍﻓﺮ ﻟﺤﺴﺎﺏ ﺍﻟﻘﻮﺓ ﺍﻟﺨﺎﻣﺴﺔ‪.‬‬
‫‪77‬‬ ‫‪‬‬ ‫‪6 - 3 ‬‬

‫‪77‬‬ ‫‪‬‬ ‫‪6 - 3‬‬

 ‫‪  (45‬ﺇﺫﺍ ﻛﺎﻥ )‪، z 1 = r 1(cos θ1 + i sin θ1‬‬
‫‪‬‬
‫)‪ ، z 2 = r 2(cos θ2 + i sin θ2‬ﺣﻴﺚ ‪ ، r2 ≠ 0‬ﻓﺄﺛﺒﺖ ﺃﻥ‬ ‫‪ 4‬‬
‫‪ (56‬ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﹼﺜﻞ ‪‬‬
‫‪ AB‬ﻭﻃﻮﻟﻪ‪،‬‬
‫‪‬‬ ‫_ ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬‫‪z1‬‬ ‫‪r1‬‬
‫_‬
‫ﺇﺫﺍ ﻛﺎﻥ )‪ A(3, 4, -2) , B(-5, 2, 1‬؟ ‪A‬‬
‫])‪ . z2 = r2 [cos (θ1 - θ2) + i sin (θ1 - θ2‬ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ‬
‫ﻗﻴﻤﺔ‪-4 - 4i .(1 + i ) 5 :‬‬
‫‪ A‬‬
‫‪〈- 8 , -2 , 3 〉, √77‬‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ‪ .‬ﺇﺭﺷﺎﺩ‪:‬‬ ‫‪ cos 3θ‬ﺑﺪﻻﻟﺔ ‪cos θ‬‬
‫‪ ‬ﺍﻛﺘﺐ ‪θ‬‬‫‪‬‬ ‫‪(46‬‬

‫‪77 B‬‬
‫√ ‪〈 8 , - 2 , 3 〉,‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ (cos θ + i sin θ)3‬ﻣﺮﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ‪ ،‬ﻭﻣﺮﺓ‬ ‫‪‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻔﻜﻮﻙ ﻧﻈﺮﻳﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫‪cos 3 θ = 4 cos 3 θ - 3 cos θ‬‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﻟﻠﻤﻔﺎﻫﻴﻢ‬
‫‪ C‬‬
‫‪〈- 8 , - 2 , 3 〉, √109‬‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 6-3‬ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪ D‬‬
‫‪〈 8 , -2 , 3 〉 , √109‬‬ ‫ﻭﺿﺢ ﺧﻄﻮﺍﺕ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬
‫‪  (47‬ﱢ‬
‫)‪ ، z = r(cos θ + i sin θ‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ ﺻﺤﻴﺢ ﻣﻮﺟﺐ‪.‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،3‬ﺹ )‪(31‬‬
‫_ ‪(-3 ,‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬
‫) ‪3‬‬
‫‪5π‬‬
‫‪ (57‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺔ‬
‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ‬
‫_ ‪ (6 ,‬؟ ‪C‬‬
‫‪π‬‬
‫)‪4‬‬
‫ﻭﺍﻟﻨﻘﻄﺔ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻢ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺪﺭﻭﺱ‬
‫‪ 6-1، 6-2، 6-3‬ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪3.97 A‬‬ ‫‪‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،4‬ﺹ )‪(31‬‬
‫‪4.97 B‬‬
‫ﻣ ﱢﺜﻞ ﻛﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪6 -1 :‬‬
‫‪5.97 C‬‬
‫‪ (54, 55‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬
‫‪6.97 D‬‬ ‫(‬
‫_‪Q 4, -‬‬
‫‪5π‬‬
‫‪6‬‬
‫‪(48‬‬ ‫)‬ ‫ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ‪ ،‬ﺹ )‪(32‬‬
‫‪ (58‬ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ﺗﻘﺮﻳ ﹰﺒﺎ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ‪20 - 21i‬؟ ‪A‬‬
‫‪P(4.5 , -210°) (49‬‬
‫‪29 (cos 5.47 + i sin 5.47) A‬‬

‫‪29 (cos 5.52 + i sin 5.52) B‬‬

‫ﺍﻛﺘﺐ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪6 -2 :‬‬
‫‪ (56, 57‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪(x - 3) 2 + y 2 = 9 (50‬‬
‫‪32 (cos 5.47 + i sin 5.47) C‬‬

‫‪x 2 + y 2 = 2y (51‬‬
‫‪32 (cos 5.52 + i sin 5.52) D‬‬

‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﻣﻤﺎ ﻳﺄﺗﻲ‪6 -1 :‬‬

‫_‬
‫‪π‬‬
‫(‬ ‫_‬‫‪2π‬‬
‫‪29 2 , 6 , 5 , 3‬‬
‫√ ≈‬ ‫()‬ ‫)‬ ‫‪(52‬‬

‫‪≈ 4.84 (1 , -45° ) , (-5 , 210°) (53‬‬

‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒ ﹼﻴﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ‪:‬‬
‫ﹼ‬
‫‪6 -2‬‬

‫_ ‪(_52 ,‬‬
‫‪5 3‬‬
‫‪2‬‬
‫‬
‫√‬
‫)‬ ‫) ‪(5 , _π3‬‬ ‫‪(54‬‬

‫) ‪(-2 √3 , -2) (4 , 210°‬‬ ‫‪(55‬‬

‫‪‬‬ ‫‪6 ‬‬ ‫‪78‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﻜﻌﻴﺒ ﹼﻴﺔ ﻟﻠﻌﺪﺩ ‪-1‬‬
‫√‬ ‫√‬
‫‪-1 , _1 - _ i , _1 + _ i‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪ 6‬‬ ‫‪78‬‬

‫‪ ‬‬

‫‪6 - 3‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(15)‬‬ ‫‪‬‬ ‫‪( 14)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪6-3‬‬ ‫‪‬‬ ‫‪6-3‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬ﺍﺳﺘﻌﻤﻞ ﺍﳌﻌﺎﺩﻟﺘﲔ ﺍﻵﺗﻴﺘﲔ ﻟﴬﺏ ﻋﺪﺩﻳﻦ ﻣﺮﻛﺒﲔ ﻭﻗﺴﻤﺘﻬﲈ‪.‬‬ ‫‪ z= a+bi‬ﺇﱃ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﺃﻭ ﺍﳌﺜﻠﺜﻴﺔ ﺑﺎﺳﺘﻌﲈﻝ‬
‫‪‬ﻳﻤﻜﻨﻚ ﲢﻮﻳﻞ ﺍﻟﻌﺪﺩ ﺍﳌﺮﻛﺐ ‪bi‬‬
‫______‬
‫‪ ،z2= r2(cos‬ﻓﺈﻥ‪:‬‬
‫‪ z =r1(cos‬ﹶﻭ )‪cos θ2+i sin θ2‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‪cos θ1+i sin θ1) :‬‬
‫‪1‬‬ ‫ﺍﳌﻌﺎﺩﻟﺔ )‪ ،z= r (cosθ+i sin θ‬ﺣﻴﺚ ‪ r=|z|= √a 2+b 2‬ﻭ _‪ θ= tan-1 _ab‬ﻋﻨﺪﻣﺎ ‪ ،a>0‬ﻭ ‪ θ =tan-1 _ab_+π‬ﻋﻨﺪﻣﺎ‬
‫‪z1 z2= r1r2[cos (θ1+θ‬‬
‫‪θ2)+ i sin (θ1+θ‬‬
‫])‪θ2‬‬ ‫ﺻﻴﻐﺔ ﺍﻟﴬﺏ‪:‬‬ ‫‪ ،a < 0‬ﻛﲈ ﻳﻤﻜﻨﻚ ﲢﻮﻳﻞ ﺍﻟﻌﺪﺩ ﺍﳌﺮﻛﺐ ﻣﻦ ﺻﻮﺭﺗﻪ ﺍﻟﻘﻄﺒﻴﺔ ﺇﱃ ﺻﻮﺭﺗﻪ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﳌﻌﺎﺩﻟﺘﲔ‬
‫‪ a= r cos θ‬ﹶﻭ ‪.b= r sin θ‬‬
‫__ ‪z 1‬‬
‫‪r1‬‬
‫__ ‪ ،‬ﺣﻴﺚ ‪r2 ≠ 0 ، z2 ≠ 0‬‬
‫‪z = r [cos(θ 1-θ 2)+ i sin(θ 1-θ 2)], r 2 ≠0‬‬ ‫ﺻﻴﻐﺔ ﺍﻟﻘﺴﻤﺔ‪:‬‬ ‫__‬
‫‪2‬‬ ‫‪2‬‬ ‫ﺍﻛﺘﺐ ﺍﻟﻌﺪﺩ ‪ 2 √3 - 2ii‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ ‫‪1‬‬

‫__ ‪_π_+i sin‬‬

‫‪_π_) .4(cos‬‬ ‫__ ‪_π_+i sin‬‬
‫ﺃﻭﺟﺪ ﻧﺎﺗﺞ )_‪_π‬‬ ‫‪‬‬ ‫______ﺍﻟﻌﺪﺩ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺳﻌﺘﻪ‪.‬‬ ‫ﹰ‬
‫ﺃﻭﻻ‪ ،‬ﺃﻭﺟﺪ ﻣﻘﻴﺎﺱ‬
‫‪ ،3 (cos‬ﺛﻢ ﺍﻛﺘﺒﻪ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫__ ‪cos‬‬ ‫__ ‪cos‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪θ = tan-1‬‬ ‫) (‬
‫_‪_b‬‬
‫‪a‬‬ ‫‪= √a 2+b 2‬‬
‫=‪r‬‬
‫______________‬
‫‪__ 2‬‬
‫__ ‪_π_+i sin _π_ .4 cos‬‬ ‫_‪_π_+i sin _π‬‬ ‫__‪-2‬‬
‫ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﺻﻠﻴﺔ‬ ‫(‬
‫__ ‪3 cos‬‬ ‫(‬ ‫)‬ ‫____ ‪= tan-1‬‬ ‫‪= √(2 √ 3 ) +(-2) 2‬‬
‫‪4‬‬ ‫)‪4‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2 √3‬‬
‫__ ‪_π_+_π_ +i sin‬‬‫_‪_π_+_π‬‬ ‫‪11π‬‬
‫____‬
‫ﺻﻴﻐﺔ ﺍﻟﴬﺏ‬ ‫( ·‬
‫__ ‪= 3(4) cos‬‬
‫‪4 2‬‬ ‫)‬ ‫(‬‫‪4 2‬‬ ‫¸)‬ ‫=‬
‫‪6‬‬
‫‪=4‬‬
‫‪11π‬‬ ‫‪11π‬‬ ‫__‬
‫ﺑﺴﻂ‬
‫ﱢ‬ ‫(‬ ‫‪3π‬‬
‫___ ‪= 12 cos ___+i sin‬‬
‫‪3π‬‬
‫)‬ ‫‪ ،4 (cos‬ﺃﻭ )‪ 4(cos 5.76+i sin 5.76‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ ‪ 2 √3 - 2ii‬ﻫﻲ‪cos ____+i sin ____) :‬‬
‫ﹾ‬
‫‪6‬‬ ‫‪6‬‬
‫‪__4‬‬ ‫‪__ 4‬‬
‫ﺍﺣﺴﺐ ﺍﻟﻘﻴﻢ‬ ‫(‬ ‫‪- √2‬‬
‫___ ‪=12 _____ +ii‬‬
‫‪2‬‬
‫‪√2‬‬
‫‪2‬‬‫)‬ ‫‪ z = 2 (cos‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫__ ‪_π_+i sin‬‬
‫__ ‪cos‬‬
‫‪4‬‬
‫ﺍﻛﺘﺐ ﺍﻟﻌﺪﺩ )_‪_π‬‬
‫‪4‬‬
‫‪2‬‬

‫__‬ ‫__‬ ‫ﺑﺴﻂ‪.‬‬

‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻢ ﺍﳌﺜﻠﺜﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫‪= -6 √2 + 6ii √2‬‬
‫‪√2‬‬
‫__‬
‫‪√2‬‬
‫__‬
‫__‬ ‫__‬
‫__ ‪_π_+i sin‬‬
‫__ ‪cos‬‬
‫‪2(cos‬‬ ‫___( ‪_π_)= 2‬‬ ‫‪+i ___)= √2 +ii √2‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬
‫__‬ ‫__‬
‫__‬ ‫__‬ ‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻠﻌﺪﺩ ‪ z‬ﻫﻲ‪:‬‬
‫‪3π‬‬
‫‪4‬‬ ‫(‬‫‪3π‬‬
‫‪4‬‬ ‫)‬
‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻨﺎﺗﺞ ﺍﻟﴬﺏ ﻫﻲ ___ ‪ ،12 cos ___+i sin‬ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻫﻲ ‪-6 √2 +6 i √2‬‬
‫‪√2 +ii √2‬‬

‫‪ ،‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﻧﻈﺮﻳﺔ ﺩﻳﻤﻮﺍﻓﺮ‪[r(cosθ+i sin θ)]n= r n[cos nθ+i sin nθ] :‬؛ ﻹﳚﺎﺩ ﻗﻮ￯ ﺍﻷﻋﺪﺍﺩ ﺍﳌﺮﻛﺒﺔ‬ ‫‪‬‬
‫ﻭﺟﺬﻭﺭﻫﺎ ﻭﺫﻟﻚ ﻋﻨﺪ ﻛﺘﺎﺑﺘﻬﺎ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫ﺍﻛﺘﺐ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻓﻴﲈ ﻳﺄﰐ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪:‬‬
‫__‬
‫‪-1+ √3‬‬ ‫‪i‬‬ ‫‪(3‬‬ ‫‪3+2i‬‬ ‫‪(2‬‬ ‫‪1-i‬‬ ‫‪(1‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﻧﺎﺗﺞ ﺍﻟﴬﺏ ﺃﻭ ﺍﻟﻘﺴﻤﺔ ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪ ،‬ﺛﻢ ﺍﻛﺘﺒﻪ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪:‬‬ ‫(‬ ‫‪2π‬‬
‫‪3‬‬
‫‪2π‬‬
‫___ ‪2 cos ___ + i sin‬‬
‫‪3‬‬ ‫)‬ ‫√‬
‫)‪13 (cos 33.69°+i sin 33.69°‬‬ ‫‪√2‬‬ ‫(‬ ‫‪7π‬‬
‫___ ‪ cos‬‬
‫‪4‬‬
‫‪7π‬‬
‫___ ‪+ i sin‬‬
‫‪4‬‬ ‫)‬
‫(‬ ‫__ ‪_π_+i sin _π_ ÷2 cos‬‬
‫__ ‪6 cos‬‬
‫‪2‬‬ ‫‪2‬‬
‫_‪_π_+i sin _π‬‬
‫( )‬
‫‪3‬‬ ‫)‪3‬‬
‫‪(2‬‬ ‫(‬
‫__ ‪3 cos‬‬
‫‪3‬‬ ‫‪3‬‬ ‫( )‬ ‫‪5π‬‬
‫____ ‪_π_+i sin _π_ . 3 cos‬‬
‫‪3‬‬
‫‪5π‬‬
‫___ ‪+i sin‬‬
‫‪3‬‬ ‫)‬ ‫‪(1‬‬ ‫ﺍﻛﺘﺐ ﻛﻞ ﹴ‬
‫ﻋﺪﺩ ﳑﺎ ﻳﺄﰐ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪:‬‬
‫__‬
‫__ ‪3 √3‬‬ ‫‪3‬‬ ‫‪5π‬‬ ‫‪5π‬‬ ‫__‬ ‫‪5π‬‬ ‫‪5π‬‬
‫_____‬ ‫‪+ i‬‬ ‫‪9‬‬ ‫)___ ‪cos ___+i sin‬‬
‫‪6 (cos‬‬ ‫‪(6‬‬ ‫)___ ‪cos ___+i sin‬‬
‫‪4 √2 (cos‬‬ ‫‪(5‬‬ ‫‪4(cos‬‬ ‫__ ‪_π_+i sin‬‬
‫__ ‪cos‬‬ ‫)_‪_π‬‬ ‫‪(4‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪6‬‬
‫__‬ ‫__‬
‫ﺃﻭﺟﺪ ﻗﻮﺓ ﺍﻟﻌﺪﺩ ﺍﳌﺮﻛﺐ ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪ ،‬ﺛﻢ ﺍﻛﺘﺒﻬﺎ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪:‬‬ ‫‪3-3 √3 i‬‬ ‫‪-4-4i‬‬ ‫‪2 √3 +2i‬‬
‫__‬
‫‪(1-i)5‬‬ ‫‪(4‬‬ ‫‪(2-2 √3 i) 3‬‬ ‫‪(3‬‬
‫‪-4+4i‬‬ ‫‪-64‬‬

‫‪ 6‬‬ ‫‪15‬‬ ‫‪ ‬‬ ‫‪ 6‬‬ ‫‪14‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(17) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(16)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪6-3‬‬ ‫‪‬‬ ‫‪6-3‬‬
‫‪‬‬ ‫‪‬‬
‫ﺃﺧﻔﻰ ﺷﺨﺺ ﻳﻨﻘﹼﺐ ﻋﻦ ﺍﻟﺬﻫﺐ ﻗﻄﻌﺔ ﺫﻫﺒﻴﺔ ﲢﺖ ﺍﻟﱰﺍﺏ‪ ،‬ﻭﻛﺎﻥ ﻗﺪ ﻛﺘﺐ ﺇﺭﺷﺎﺩﺍﺕ ﳜﱪ ﻓﻴﻬﺎ ﻋﻦ ﻣﻜﺎﳖﺎ‪.‬‬ ‫‪  (1‬ﺗﺮﻏﺐ ﻟﻴﲆ ﰲ ﺭﺳﻢ ﻧﻤﻮﺫﺝ ﻟﻄﺒﻖ ﻣﻌﺪﲏ‬
‫‪ (1‬ﺍﺑﺪﺃ ﺣﻴﺚ ﺗﻮﺟﺪ ﺷﺠﺮﺓ ﺍﻟﺒﻠﻮﻁ‪ ،‬ﺛﻢ ﲢﺮﻙ ﺑﺎﲡﺎﻩ ﻧﺒﻊ ﺍﳌﻴﺎﻩ ﺍﳌﻌﺪﻧﻴﺔ‪ ،‬ﻭﻋﹸﺪﹼ ﺧﻄﻮﺍﺗﻚ‪.‬‬ ‫‪   (3‬ﹸﻭﺿﻊ ﺃﺣﺪ ﺃﺭﻛﺎﻥ ﺳﻄﺢ ﻃﺎﻭﻟﺔ ﻋﻨﺪ‬ ‫ﻭﺗﺪﻭﺭ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬
‫ﹼ‬ ‫ﲬﺎﳼ ﻣﻨﺘﻈﻢ‪ ،‬ﻓﱰﺳﻢ ﺩﺍﺋﺮﺓ‪،‬‬
‫ﻋﺼﺎ ﰲ‬ ‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﳌﺴﺘﻮ￯ ﻣﺮﻛﺐ‪ ،‬ﻭﺭﻛﻨﺎﻥ ﺁﺧﺮﺍﻥ ﻋﻨﺪ‬ ‫ﺑﻤﻘﺪﺍﺭ ‪ 72°‬ﰲ ﻛﻞ ﻣﺮﺓ؛ ﻟﺘﺤﺼﻞ ﻋﲆ ﺍﳋﲈﳼ ﺍﳌﻨﺘﻈﻢ‪،‬‬
‫‪ (2‬ﺍﻧﻌﻄﻒ ﻳﻤﻴﻨﹰﺎ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،90°‬ﺛﻢ ﲢﺮﻙ ﻋﺪﺩ ﺍﳋﻄﻮﺍﺕ ﻧﻔﺴﻪ ﰲ ‪ ،1‬ﺛﻢ ﺿﻊ ﹰ‬
‫ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻭﺻﻠﺖ ﺇﻟﻴﻪ‪.‬‬ ‫‪ 1+3i‬ﻭ ‪ ،6+2ii‬ﻭﺍﻟﺮﻛﻦ ﺍﻟﺮﺍﺑﻊ ﻋﻨﺪ‬ ‫ﺛﻢ ﺗﻌﲔ ﺭﺅﻭﺳﻪ ﻋﲆ ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫)‪.(6+2i) +(1+3i‬‬ ‫‪cos 4π + i sin 4π‬‬ ‫‪cos 2π + i sin 2π‬‬
‫‪ (3‬ﺍﺭﺟﻊ ﺇﱃ ﺷﺠﺮﺓ ﺍﻟﺒﻠﻮﻁ‪ ،‬ﺛﻢ ﲢﺮﻙ ﺑﺎﲡﺎﻩ ﺍﻟﺼﺨﺮﺓ ﺍﳊﻤﺮﺍﺀ‪ ،‬ﻭﻋﹸﺪﹼ ﺧﻄﻮﺍﺗﻚ‪.‬‬
‫‪5‬‬ ‫‪5‬‬
‫‪ (a‬ﺍﺭﺳﻢ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ‪.‬‬
‫‪5‬‬ ‫‪5‬‬

‫ﻋﺼﺎ ﰲ‬
‫ﻳﺴﺎﺭﺍ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،90°‬ﺛﻢ ﲢﺮﻙ ﻋﺪﺩ ﺍﳋﻄﻮﺍﺕ ﻧﻔﺴﻪ ﰲ ‪ ،3‬ﺛﻢ ﺿﻊ ﹰ‬
‫‪ (4‬ﺍﻧﻌﻄﻒ ﹰ‬ ‫‪y‬‬ ‫‪cos θ + i sin θ‬‬

‫ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻭﺻﻠﺖ ﺇﻟﻴﻪ‪.‬‬

‫ﺍﻟﻌﺼﻮﻳﻦ‪ ،‬ﲡﺪ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺬﻫﺒﻴﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫ﹶ‬ ‫‪ (5‬ﺃﻭﺟﺪ ﻧﻘﻄ ﹰﺔ ﻣﻨﺘﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺑﲔ‬ ‫‪ (a‬ﻣﺎ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﺪﻭﺭﺍﻥ ﰲ ﻛﻞ ﻣﺮﺓ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ؟‬
‫‪O‬‬ ‫‪x‬‬
‫‪2π‬‬
‫___‬ ‫‪‬‬
‫ﻭﺑﻌﺪ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﺟﺪ ﺧﺒﲑ ﰲ ﺍﻷﻋﺪﺍﺩ ﺍﳌﺮﻛﺒﺔ ﻫﺬﻩ ﺍﻟﺘﻌﻠﻴﲈﺕ ﰲ ﻋﻠﺒﺔ ﹶﺻ ﹺﺪﺋﺔ‪ ،‬ﻛﲈ ﻭﺟﺪ ﺗﻌﻠﻴﲈﺕ‬ ‫‪5‬‬
‫ﺇﺿﺎﻓﻴﺔ ﺗﺪﻟﱡﻪ ﻋﲆ ﻣﻜﺎﻥ ﺷﺠﺮﺓ ﺍﻟﺒﻠﻮﻁ‪ ،‬ﻭﺍﻟﻨﺒﻊ‪ ،‬ﻭﺍﻟﺼﺨﺮﺓ ﺍﳊﻤﺮﺍﺀ‪ ،‬ﻭﻟﻜﻦ ﻟﺴﻮﺀ ﺣﻈﹼﻪ‪ ،‬ﻋﻨﺪﻣﺎ‬
‫‪ (b‬ﺻﻒ ﺷﻜﻞ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ‪.‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺮﺃﺳﲔ ﺍﻵﺧﺮﻳﻦ ﻟﻠﺨﲈﳼ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﳌﺜﻠﺜﻴﺔ‪.‬‬
‫ﺫﻫﺐ ﺇﱃ ﺗﻠﻚ ﺍﳌﻨﻄﻘﺔ‪ ،‬ﻭﺟﺪ ﺍﳌﺌﺎﺕ ﻣﻦ ﺃﺷﺠﺎﺭ ﺍﻟﺒﻠﻮﻁ ﻗﺪ ﻧﺒﺘﺖ‪ ،‬ﱠﺇﻻ ﺃﻧﻪ ﺍﺳﺘﻄﺎﻉ ﺇﳚﺎﺩ ﻗﻄﻌﺔ‬
‫= )‪i(5 + 2i‬‬ ‫ﺍﳌﺤﻮﺭ ﺍﻟﺘﺨﻴﲇ‬ ‫‪ ‬‬ ‫___‪6π +isin‬‬
‫___‪cos‬‬ ‫‪6π‬‬
‫‪-2 + 5i‬‬ ‫ﺍﻟﺬﻫﺐ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪﻣﺎ ﺍﺳﺘﻌﻤﻞ ﺍﻷﻋﺪﺍﺩ ﺍﳌﺮﻛﺒﺔ ﺑﻄﺮﻳﻘﺔ ﺣﻜﻴﻤﺔ‪.‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪5 + 2i‬‬
‫___‪8π +isin‬‬
‫___‪cos‬‬ ‫‪8π‬‬
‫ﺍﳌﺤﻮﺭ ﺍﳊﻘﻴﻘﻲ‬ ‫• ﻳﻤﻜﻦ ﲤﺜﻴﻞ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻋﺪﺩﻳﻦ ﻣﺮﻛﺒﲔ ﺑﺎﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻨﺎﺗﺞ ﻃﺮﺣﻬﲈ‪.‬‬ ‫‪ (c‬ﺍﻛﺘﺐ ‪ 1+3ii‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫‪5‬‬ ‫‪5‬‬
‫√‬
‫)‪10 (cos 71.6° + i sin 71.6°‬‬
‫= )‪-i(5 + 2i‬‬
‫‪2 - 5i‬‬
‫ﻳﺪﻭﺭ ﺍﻟﻌﺪﺩ ﺍﻷﺻﲇ ﺑﺰﺍﻭﻳﺔ ‪ 90°‬ﻋﻜﺲ ﺍﲡﺎﻩ ﻋﻘﺎﺭﺏ‬‫• ﴐﺏ ﺍﻟﻌﺪﺩ ﺍﳌﺮﻛﺐ ﰲ ﺍﻟﻌﺪﺩ ‪ ،i‬ﹼ‬ ‫‪  (2‬ﺍﳌﻌﺎﻭﻗﺔ ﻫﻲ ﻣﻘﺎﻭﻣﺔ ﺳﲑ ﺍﻟﺘﻴﺎﺭ ﰲ‬
‫ﻳﺪﻭﺭﻩ ﺑﺰﺍﻭﻳﺔ ‪ 90°‬ﺑﺎﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻭﻋﻨﺪ ﴐﺏ ﺍﻟﻌﺪﺩ ﰲ ‪ ،-ii‬ﻓﺈﻧﻪ ﱢ‬ ‫‪ (d‬ﺃﻭﺟﺪ ‪ (6+2i)2‬ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫ﺩﺍﺭﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺫﺍﺕ ﺗﻴﺎﺭ ﻣﱰﺩﺩ‪ ،‬ﺣﻴﺚ ﺗﻌﻤﻞ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﳌﺤﻮﺭ ﺍﻟﺘﺨﻴﲇ‬
‫) ‪T a + bi‬‬
‫(‪T‬‬
‫• ﺭﺳﻢ ﺍﳋﺒﲑ ﺧﺮﻳﻄ ﹰﺔ ﻋﲆ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺮﻛﺐ‪ ،‬ﻓﻮﺿﻊ ﺍﻟﻨﺒﻊ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪،S (-1+ 0i‬‬ ‫)‪40(cos 36.9° + i sin 36.9°‬‬ ‫ﺍﻷﺟﻬﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﲆ ﻓﺮﻕ ﺟﻬﺪ ‪ 115‬ﻓﻮﻟﺖ‪ ،‬ﻭﺗﻴﺎﺭ‬
‫) ‪R(1 + 0i‬‬ ‫(‪.T‬‬
‫ﻭﺍﻟﺼﺨﺮﺓ ﻋﻨﺪ )‪ ،R(1+0i‬ﻭﺭﻣﺰ ﺇﱃ ﻣﻮﻗﻊ ﺷﺠﺮﺓ ﺍﻟﺒﻠﻮﻁ ﺑﺎﻟﻨﻘﻄﺔ )‪T a+bi‬‬ ‫ﻣﱰﺩﺩ‪ ،‬ﻭﺗﺴﺘﻌﻤﻞ ﺍﳌﻌﺎﺩﻟﺔ _‪I = _V‬؛ ﻟﻮﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﳌﺤﻮﺭ ﺍﳊﻘﻴﻘﻲ‬
‫‪Z‬‬
‫) ‪S(-1 + 0i‬‬
‫ﻓﺮﻕ ﺍﳉﻬﺪ ‪ ،E‬ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ ،I‬ﻭﺍﳌﻌﺎﻭﻗﺔ ‪ ،Z‬ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ‬
‫ﳑﺎ ﻳﺄﰐ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪:‬‬
‫ﻭﻋﱪ ﻋﻦ ﺍﳌﺴﺎﻓﺔ ﺑﻌﺪﺩ ﻣﺮﻛﺐ‪(a + 1) + bi  .‬‬
‫‪ (1‬ﺃﻭﺟﺪ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺷﺠﺮﺓ ﺍﻟﺒﻠﻮﻁ ﻭﺍﻟﻨﺒﻊ‪ ،‬ﹼ‬
‫‪ (a‬ﺃﻭﺟﺪ ﻓﺮﻕ ﺍﳉﻬﺪ ﺇﺫﺍ ﻛﺎﻥ‬
‫‪ (2‬ﺍﻛﺘﺐ ﻋﺪ ﹰﺩﺍ ﻣﺮﻛ ﹰﺒﺎ ﻳﻤﺜﻞ ﺻﻮﺭﺓ ﺍﻟﻌﺪﺩ ﺍﳌﺮﻛﺐ ﰲ ‪ ،1‬ﺑﺪﻭﺭﺍﻥ ﻣﻘﺪﺍﺭﻩ ‪ 90°‬ﻋﻜﺲ ﺍﲡﺎﻩ‬ ‫‪I‬‬
‫(‪I=10‬‬‫)‪cos 35°+ j sin 35°‬‬
‫ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻓﻴﻤﺜﻞ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻣﻮﻗﻊ ﺍﻟﻌﺼﺎ ﺍﻷﻭﱃ‪-b + (a + 1)i .‬‬ ‫)‪Z= 3 (cos 20°+ j sin 20°‬‬

‫‪ (3‬ﺃﻋﺪ ﺍﳋﻄﻮﺗﲔ ‪ 1‬ﻭ ‪ 2‬ﻟﻠﻤﺴﺎﻓﺔ ﺑﲔ ﺷﺠﺮﺓ ﺍﻟﺒﻠﻮﻁ ﻭﺍﻟﺼﺨﺮﺓ‪ ،‬ﻣﺎ ﻣﻮﻗﻊ ﺍﻟﻌﺼﺎ ﺍﻟﺜﺎﻧﻴﺔ؟‬ ‫‪17.21+24.57j‬‬ ‫‪‬‬

‫‪ (4‬ﻳﻘﻊ ﺍﻟﻜﻨﺰ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﻨﺘﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻌﺼﻮﻳﻦ‪ ،‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﳌﻮﻗﻊ‪b - (a - 1)i .‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺍﳌﻌﺎﻭﻗﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ‪:‬‬
‫)‪;(0+i‬‬ ‫)‪I = 8 (cos 5°+ j sin 5°‬‬
‫)‪V = 115(cos 45°+ j sin 45°‬‬
‫‪11.01+9.24j‬‬ ‫‪‬‬

‫‪ 6‬‬ ‫‪16‬‬ ‫‪ ‬‬

‫‪ 6‬‬ ‫‪17‬‬ ‫‪ ‬‬

‫‪78 A‬‬ ‫‪  6‬‬

  



6 - 3
          


   (11)

 6-3

‫ﻣﺜﹼﻞ ﹼﹰ‬
:(‫ ﻭﺃﻭﺟﺪ ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ )ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‬،‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻤﺮﻛﺒﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‬

 
 4.12 -1 + 4 i (2 3.61 2 + 3 i (1
(-1, 4 )  (i)  (i)
(2, 3)
3)

O  (R) O  (R)


‫ﺍﻛﺘﺐ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻤﺮﻛﺒﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
( 11π
6 cos _ 11 π
+ i sin _
6
3 √3 – 3 i (4
6 ) ( π
4 cos _
3
π
+ i sin _ )
2 + 2 √3 i (3
3
‫ﻣﺜﱢﻞ ﹼﹰ‬
:‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻤﺮﻛﺒﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‬


5 √
3
-_ + _
2
5
(2)
i 5 (cos150° + i sin 150°) (6 -2 √
2 + 2 √ 3π
2 i 4 cos _ ( 3π
+ i sin _
4 ) (5 4
π
90° 2π 2 π
120° 60° 6 3

5π π
150° 30° 4, 3π
6 π 6
(5, 150°
150°)  4

180° 0° π 0
4 8 O 4 8

 7π 11π
210° 330° 6 6
4π 5π
240° 300° 6 3π 6
270° 6

‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﱟ‬
:‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
π π

10 i ; 10 cos _ (
+ i sin _
2
π
2 (cos _
6
π
6)
+ i sin _ )π
· 5 (cos _
2 3
π
3)
+ i sin _ (7
 + i , 2(cos 30° + i sin 30°) 8 (cos 240° + i sin 240°) ÷ 4 (cos 210° + i sin 210°) (8
√3
‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﱟ‬
:‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬،‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
32 i (1 + i ) 10 (10 16 √
3 + 16 i (- √3 + i ) 5 (9

± 0.97 + 0.22 i , ± 0.43 + 0.90 i , ± 0.78 - 0.62 i , - i :‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﻌﺪﺩﻳﻦ ﺍﻟﻤﺮﻛﺒﻴﻦ ﺍﻵﺗﻴﻴﻦ‬
 i ‫( ﺍﻟﺠﺬﻭﺭ ﺍﻟﺴﺒﺎﻋﻴﺔ ﻟﻠﻌﺪﺩ‬12 -8 + 8 √3 i ‫( ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ ﻟﻠﻌﺪﺩ‬11
√
3 + i , -1 + √
3 i , - √
3 - i, 1 - √
3i
‫( ﻣﺴﺘﻌﻤ ﹰ‬2 - 4 j) Ω ‫ ﻭﻣﻌﺎﻭﻗﺘﻬﺎ‬، 12 V ‫ ﺃﻭﺟﺪ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻤﺎﺭ ﻓﻲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻓﺮﻕ ﺟﻬﺪﻫﺎ‬
‫ﻼ ﺍﻟﺼﻴﻐﺔ‬ (13
‫)ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬‫ ﺍﻟﻤﻌﺎﻭﻗﺔ ﺑﺎﻷﻭﻡ ﱢ‬Z ‫ ﻭ‬،‫ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺑﺎﻷﻣﺒﻴﺮ‬I ‫ ﻭ‬،‫ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ﺑﺎﻟﻔﻮﻟﺖ‬V ‫ ﺣﻴﺚ‬، V = I · Z
.(‫ﻋﺸﺮﺓ‬
 ‫ ؛ ﻟﺬﺍ ﻓﻬﻢ ﻳﻜﺘﺒﻮﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻋﻠﻰ‬i ‫ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻟﺘﺨﻴﻠﻲ‬j ‫ ﻳﺴﺘﻌﻤﻞ ﻣﻬﻨﺪﺳﻮ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺮﻣﺰ‬:‫)ﺇﺭﺷﺎﺩ‬
‫ ﺛﻢ ﺍﻛﺘﺐ ﻣﻘﺪﺍﺭ ﺷﺪﹼ ﺓ ﺍﻟﺘﻴﺎﺭ‬،‫ﻭﻋﻮﺿﻬﺎ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻤﻌﻄﺎﺓ‬
‫ﻛﻞ ﻋﺪﺩ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﱢ‬ ‫ ﻋ ﱢﺒﺮ ﻋﻦ ﹼ‬. a + b j ‫ﺍﻟﺼﻮﺭﺓ‬
‫( ﺃﻣﺒﻴﺮ‬1.2 + 2.4 j) .(‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
11



 
 

 

 

 

 

 

 

 6 78 B
  

6
 
 68   52   
68   52  
  69   52  
6 - 1 
‫ﹸﻳﺸﻴﺮ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﺇﻟﻰ‬ 69    52  
(r,r,r θ)   •
. θ  r 
،‫ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺓ ﺃﻭﻝ ﻣﺮﺓ‬ 69   54  
P1(r 1, θ 1) , P2(r 2, θ 2) •
‫ﻓﺈﺫﺍ ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ‬ 69   54  

75    68  
‫ ﻓﺬﻛﺮﻫﻢ ﺑﺄﻧﻪ ﻳﻤﻜﻨﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ‬،1-8 ‫ﺍﻷﺳﺌﻠﺔ‬ 68  
P1P2 = √
r 21 + r 22 - 2r 1r 2 cos (θ 2 - θ 1)

‫ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﺟ ﹰﻌﺎ؛ ﻟﻴﺘﺬﻛﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ 90°

.‫ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
120° 60°
150° P 2 (r 2 , θ 2 )

P 1 (r 1 , θ1 ) 0°
O 1 2 3 4
   210° 330°
240° 300°
(33) ‫ ﺹ‬،‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻤﻔﺮﺩﺍﺕ‬ :‫ﺍﺧﺘﺮ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺃﻋﻼﻩ ﻹﻛﻤﺎﻝ ﻛﻞ ﺟﻤﻠﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 270°


‫( ﺍﻟﺘﻲ ﺗﺤﻘﻖ ﻣﻌﺎﺩﻟﺔ ﻗﻄﺒﻴﺔ‬r, θ ‫ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﻛﻞ ﺍﻟﻨﻘﺎﻁ‬
r θ)
r, (1 6 - 2
‫ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻘﻄﺒﻲ‬.‫ﻣﻌﻄﺎﺓ‬ (rr cos θ,θ r sin θ)P(r, r θ) •
r,
P(x, x y) •
x,
‫ ﻭﺁﺧﺮ ﻳﻤﺜﻞ‬،‫ﻣﺤﻮﺭﺍ ﻳﻤ ﱢﺜﻞ ﺍﻟﺠﺰﺀ ﺍﻟﺤﻘﻴﻘﻲ‬
‫ﱢ‬ ‫( ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺬﻱ ﻳﺤﻮﻱ‬2
. ‫ﺍﻟﺠﺰﺀ ﺍﻟﺘﺨﻴﻠﻲ ﻫﻮ‬ r = √x + y 

2 2

‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ ﺃﻭ ﻣﺴﺘﻮ￯ ﺁﺭﺟﺎﻧﺪ‬ θ = Tan -1 _ -1 _

y y
x + π x > 0  θ = Tan x
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﺘﺠﻪ ﻣﻦ‬ ‫( ﹸﻳﺤﺪﹼ ﹸﺩ ﻣﻮﻗﻊ ﻧﻘﻄﺔ ﻓﻲ‬3 x < 0
.‫ ﻭﺯﺍﻭﻳﺔ ﻣﺘﺠﻬﺔ ﻣﻦ ﻣﺤﻮﺭ ﺛﺎﺑﺖ‬،‫ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ﻧﻔﺴﻬﺎ‬
6 - 3 
‫ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‬
:‫ ﻟﻌﺪﺩ ﻣﺮﻛﺐ ﻣﻜﺘﻮﺏ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬θ ‫ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ‬ (4 a + bi •
‫ ﺍﻟﺴﻌﺔ‬. r (cos θ + i sin θ ) r (cos θ + i sin θ )
z 2z 1 •
‫ ﺍﻟﻘﻄﺐ‬. ‫ﹸﺴﻤﻰ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻓﻲ ﻧﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺑـ‬
‫( ﺗ ﱠ‬5 z 1z 2 = r 1r 2 [cos (θ 1 + θ 2) + i sin (θ 1 + θ 2)]
z 2z 1 •
‫ ﺍﻟﻤﻘﻴﺎﺱ‬. ‫ﹸﺴﻤﻰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻌﺪﺩ ﻣﺮﻛﺐ ﺑـ‬
‫( ﺗ ﱠ‬6 _
z 1 _r 1
z = r [cos (θ 1 - θ 2) + i sin (θ 1 - θ 2)] , r 2 ≠ 0
2 2
z = r (cos θ + i sin θ) •
‫ ﻣﺴﺘﻮ￯ ﺁﺭﺟﺎﻧﺪ‬.‫ﻫﻮ ﺍﺳﻢ ﺁﺧﺮ ﻟﻠﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‬ (7
 
‫ ﻭﻳﻜﻮﻥ ﺃﻓﻘ ﹼﹰﻴﺎ ﺑﺎﺗﺠﺎﻩ‬،‫ﻫﻮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ ﻣﻤﺘﺪ ﻣﻦ ﺍﻟﻘﻄﺐ‬ (8 z n = r n (cos nθ + i sin nθ )
‫ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ‬.‫ﺍﻟﻴﻤﻴﻦ‬  n

r (cos θ + i sin θ)  n ≥ 2
n
(
_1
r n cos _
n + i sin _
θ + 2kπ
n
θ + 2kπ
)
k = 0, 1, 2, …, n - 1

79  6 

79  6
 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪6‬‬
‫‪‬‬
‫‪‬‬
‫‪52 - 58  ‬‬ ‫‪6 -1‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ ﻛﺎﻓﻴﺔ‬
‫‪1‬‬ ‫‪‬‬ ‫ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ ﺍﻷﺳﺌﻠﺔ‪،‬‬
‫ﹶﻣ ﱢﺜﻞ ﻛﻞﹼ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪ (9 -12 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﹶﻣ ﱢﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = 5‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬ ‫ﻓﺬﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺬﻱ‬
‫ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = 5‬ﻫﻲ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ )‪ ، (5, θ‬ﺣﻴﺚ ‪ θ‬ﺃﻱ ﻋﺪﺩ‬
‫)‪( 4‬‬
‫_ ‪X 1.5 ,‬‬
‫‪7π‬‬
‫‪(10‬‬ ‫‪W(-0.5 , -210°) (9‬‬
‫ﻳﺪ ﱡﻟﻬﻢ ﻋﻠﻰ ﻣﻜﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺗﻠﻚ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬
‫ﺣﻘﻴﻘﻲ‪ .‬ﻭﻳﺘﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ‪ 5‬ﻭﺣﺪﺍﺕ ﻋﻦ‬ ‫_ ‪Z(-3 ,‬‬
‫) ‪6‬‬ ‫ﻓﻲ ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‪.‬‬
‫‪5π‬‬
‫‪(12‬‬ ‫‪Y(4 , -120°) (11‬‬
‫ﺍﻟﻘﻄﺐ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﻫﻮ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ ﺍﻟﻘﻄﺐ‪ ،‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬
‫‪.5‬‬
‫‪π‬‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (13 -16 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﹶﻣ ﱢﺜﻞ ﹼ‬ ‫‪‬‬
‫‪2π‬‬
‫‪3‬‬
‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬
‫_=‪r‬‬
‫‪9‬‬
‫‪2‬‬
‫‪(14‬‬ ‫‪θ = -60° (13‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻌﺒﺌﺔ ﻧﻤﻮﺫﺝ ﺍﻟﺘﻮﻗﻊ‬
‫‪5π‬‬ ‫‪π‬‬
‫_=‪θ‬‬
‫‪11π‬‬
‫‪(16‬‬ ‫‪r = 7 (15‬‬ ‫ﻟﻠﻔﺼﻞ ‪ 6‬ﺹ )‪ ،(27‬ﻭﻧﺎﻗﺸﻬﻢ ﺣﻮﻝ ﺗﻐ ﹼﻴﺮ‬
‫‪6‬‬
‫_ ‪(5,‬‬‫) ‪6‬‬
‫‪5π‬‬
‫) ‪(5, _π6‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪π‬‬ ‫‪0‬‬
‫ﻋﻤﺎ ﻛﺎﻧﺖ‬‫ﺇﺟﺎﺑﺎﺗﻬﻢ ﺑﻌﺪ ﺇﺗﻤﺎﻡ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﹼ‬
‫‪O 1 2 3 4 5‬‬
‫‪r=5‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻋﻠﻴﻪ ﻋﻨﺪ ﺑﺪﺍﻳﺘﻪ‪.‬‬
‫‪7π‬‬ ‫‪11π‬‬
‫‪6‬‬ ‫‪6‬‬
‫_ ‪1 (-3 , 60°) , (4 , 240°) (18 4.36 (5 ,‬‬ ‫‪π‬‬
‫)‪2‬‬
‫_‪, 2 , -‬‬ ‫‪7π‬‬
‫(‬ ‫‪(17‬‬ ‫)‬
‫‪4π‬‬
‫_ ‪3 5,‬‬
‫(‬‫‪3π‬‬
‫)‬
‫‪5π‬‬ ‫‪6‬‬
‫‪‬‬
‫‪2‬‬
‫‪3‬‬
‫‪7.28 7 ,‬‬‫(‬‫_‬‫‪5π‬‬
‫‪6‬‬ ‫()‬
‫‪, 2,‬‬ ‫_‬
‫‪4π‬‬
‫‪3‬‬ ‫)‬
‫‪(20 (-1 , -45°) , (6 , 270°) (19‬‬
‫‪6.74‬‬ ‫‪90°‬‬ ‫‪(9‬‬
‫‪120°‬‬ ‫‪60°‬‬

‫‪150°‬‬ ‫‪30°‬‬
‫‪59 - 67  ‬‬ ‫‪6 -2‬‬
‫‪W(-0.5, -21‬‬
‫)‪2100°‬‬
‫‪2‬‬ ‫‪‬‬ ‫‪180°‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0°‬‬
‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻤ ﱢﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ‬
‫ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = 2 cos θ‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﻧﻮﻉ ﺗﻤﺜﻴﻠﻬﺎ‬ ‫ﺑﺎﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﻴﺚ ‪-2 π ≤ θ ≤ 2 π‬‬ ‫‪210°‬‬ ‫‪330°‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪(5.1, 1.77), (-5.10, 4.91) (-1 , 5) (21‬‬ ‫‪240°‬‬ ‫‪300°‬‬
‫‪‬‬ ‫‪r = 2 cos θ‬‬ ‫‪270°‬‬
‫‪(7.62, 1.17) , (-7.62, 4.31) (3 , 7) (22‬‬
‫‪r‬‬ ‫‪r 2 = 2 r cos θ‬‬ ‫‪π‬‬ ‫‪(10‬‬
‫‪(2.24, 1.11) , (-2.24, 4.25) ( 1 , 2) (23‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪x = r cos θ , r 2 = x 2 + y 2‬‬ ‫‪x2 + y2 = 2 x‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪2x‬‬ ‫‪x 2 + y 2 - 2x = 0‬‬ ‫‪5π‬‬ ‫‪π‬‬
‫ﺍﻛﺘﺐ ﹼ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﻭﺣﺪﹼ ﺩ ﻧﻮﻉ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪:‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪π‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻟﻠﻤﻌﺎﺩﻟﺔ‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪ (24 -27‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪3‬‬ ‫‪3‬‬ ‫ﻫﻲ‪،(x - 1) 2 + y 2 = 1 :‬‬ ‫‪r = 5 (24‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪O 1 2 3 4 5‬‬
‫‪5π‬‬ ‫‪π‬‬
‫ﻭﻫﻲ ﻣﻌﺎﺩﻟﺔ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ )‪(1, 0‬‬ ‫‪r = -4 sin θ (25‬‬
‫(‬ ‫)‬
‫‪6‬‬ ‫‪6‬‬
‫‪r = 2 cosθ‬‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪.1‬‬ ‫‪7π‬‬ ‫‪X 1.5, 7π‬‬
‫‪π‬‬
‫‪11π‬‬
‫‪4‬‬
‫‪π‬‬ ‫‪0‬‬ ‫‪r = 6 sec θ (26‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪7π‬‬ ‫‪11π‬‬
‫_=‪r‬‬
‫‪1‬‬
‫‪csc θ (27‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪3‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪2‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫_‬
‫‪3π‬‬ ‫‪3‬‬ ‫‪90°‬‬ ‫‪(11‬‬
‫‪2‬‬ ‫‪120°‬‬ ‫‪60°‬‬

‫‪150°‬‬ ‫‪30°‬‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪80‬‬
‫‪180°‬‬ ‫‪0°‬‬
‫‪O 1 2 3 4 5‬‬

‫‪2π‬‬
‫‪π‬‬
‫‪2‬‬ ‫‪π‬‬
‫‪(16‬‬ ‫‪π‬‬ ‫‪(15‬‬ ‫‪π‬‬ ‫‪(14‬‬ ‫‪2π‬‬
‫‪π‬‬
‫‪2‬‬ ‫‪π‬‬
‫‪(13‬‬ ‫‪210°‬‬ ‫‪Y(4, -120‬‬
‫)‪120°‬‬ ‫‪330°‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪5π‬‬ ‫‪π‬‬ ‫‪5π‬‬ ‫‪π‬‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪270°‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪θ = -60°‬‬
‫‪π‬‬ ‫‪(12‬‬
‫‪0‬‬ ‫‪π‬‬ ‫‪0‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪π‬‬ ‫‪0‬‬
‫‪θ = 11‬‬
‫‪11π‬‬‫‪π‬‬ ‫‪O 1 2 3 4 5‬‬ ‫‪O 2 4 6 8 10‬‬ ‫‪π‬‬ ‫‪0‬‬ ‫‪O 1 2 3 4 5‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪6‬‬
‫‪r=7‬‬ ‫‪O 1 2 3 4 5‬‬
‫‪7π‬‬ ‫‪11π‬‬ ‫‪7π‬‬ ‫‪11‬‬
‫‪11π‬‬ ‫‪r= 9‬‬ ‫‪7π‬‬ ‫‪11π‬‬ ‫‪5π‬‬ ‫‪π‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪7π‬‬ ‫‪11π‬‬
‫‪4π‬‬ ‫‪5π‬‬ ‫‪4π‬‬ ‫‪5π‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪4π‬‬ ‫‪5π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪2‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪O 1 2 3 4 5‬‬
‫‪2‬‬
‫‪7π‬‬ ‫(‬
‫‪Z -3, 5π‬‬
‫‪6‬‬ ‫)‬ ‫‪11π‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪2‬‬

‫‪ 6‬‬ ‫‪80‬‬




6
68 - 78   6-3
 3  .‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬28-31
:‫ ﻭﺃﻭﺟﺪ ﻗﻴﻤﺘ ﹸﻪ ﺍﻟﻤﻄﻠﻘﺔ‬،‫ﻣﹶﺜﹼﻞ ﻛﻞ ﻋﺪﺩ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‬
≈ 3.317(cos 0.441 + i sin 0.441) (32 .‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬،‫ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺮﻛﺐ‬4 - 6i ‫ﹶﻣ ﱢﺜﻞ‬
≈ 9.434[ cos (2.1294) + (33
z = 4i (29 z = 3 - i (28
i
8
i sin (2.1294) ] 4
z = 6 - 3i (31 z = - 4 + 2i (30

.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬32-35

≈ 4.359(cos 3.55 + i sin 3.55) (34 −8 −4 O 4 8R :‫ﻋ ﱢﺒﺮ ﻋﻦ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
2 (cos _ + i sin _ ) (35
π π −4
4 4 (4, −6) -5 + 8i (33 2 i (32
3 + √
−8
7π 7π 
8 cos _
( ) + i sin _ ´ (40
( )
√ 2 i (35
2 + √ 3 i (34
- 4 - √
6 6  .‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻴﺎﺱ‬

3 - 4i
-4 √  r= √a
2
+ b2 ‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻮﺭﺓ‬،‫ﹶﻣ ﱢﺜﻞ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‬
.‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬36-39 :‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
a = 4 , b = -6 = √4
2
+ (-6) 2 = 2 √13

4 cos (345°) + i sin (345°)´ (41 z = 3 cos _ π
( + i sin _
2
π
(36
2 )
.‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ‬
≈ 3.86 - 1.04 i z = 5 cos _
( π
+ i sin _
π
(37 )
 θ = Tan -1 _
b
a 3 3

= Tan -1 - _
6
( 4) z = 2 cos _
( π
+ i sin _
π
(38 )
15 cos _ + i sin _ ´ (42
a = 4 , b = -6
 π 

π
3( ) 3  ( ) 
4 4
 ≈ - 0.98 z = 4 cos _(
5π
6
+ i sin _
5π
6
(39 )
_
15 15 √3
+ _i :‫ ﻫﻲ‬4 - 6i ‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻟﻠﻌﺪﺩ‬
2 2 .‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬2 √13
 [(cos(- 0.98) + i sin(- 0.98)] ‫ ﺛﻢ ﻋ ﱢﺒﺮ ﻋﻨﻪ‬،‫ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬
  .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬40 -43 :‫ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
2 cos (60°) + i sin (60°)´ (43
  4 
(
2 cos _
5π
+ i sin _
5π
· 4 cos _
π
) (
+ i sin _
π
)
( _4 _) ( _ _)
1 + i √3 (40
3 cos π + i sin π · 5 cos 7π + i sin 7π ‫ﺃﻭﺟﺪ ﻧﺎﺗﺞ‬ 6 6 3 3
4 6 6
≈ 1.07 + 0.21 i, (45 .‫ﺣﻮﻟﻪ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
‫ ﺛﻢ ﱢ‬،‫ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‬ 8 ( cos 225° + i sin 225° ) · _
1
(cos 120° + i sin 120°) (41
2

≈ -0.21 + 1.07 i,  3 (cos _

4
π
+ i sin _
π
) · 5 cos _
4
7π
(
+ i sin _
7π
6 6 ) 5 cos _
( π
+ i sin _
π
÷_
1
cos _
π
) + i sin _
π
( ) (42
2 2 3 6 6
≈ -1.07 - 0.21 i, ≈ 0.21 - 1.07 i 

= (3 · 5) cos


_
π
4
+_
7π
6(+ i sin _
π
4
+_
7π 
´
6  ) ( ) 6( cos 210° + i sin 210° ) ÷ 3 ( cos 150° + i sin 150° ) (43



= 15 cos


_
17π
12 ( )
+ i sin _
17π 
´
12  ( )
‫ ﺛﻢ ﺍﻛﺘﺒﻪ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬،‫√ ( ﺑﺎﻟﺼﻮﺭ ﺍﻟﻘﻄﺒﻴﺔ‬2 + 3i) 4 ‫( ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬44
.‫ﻭﺍﻵﻥ ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻨﺎﺗﺞ ﺍﻟﻀﺮﺏ‬
.‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬
 15 cos _
 17π
( )
+ i sin _
17π 
´ ( ) ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬-23 -119 i
 12 12 
.‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬. 1 + i ‫ﺃﻭﺟﺪ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ‬ (45
 = 15 [-0.26 + i(-0.966)
 = - 3.9 - 14.5i

.‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬- 3.9 - 14.5 i ‫ﻓﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻟﻨﺎﺗﺞ ﺍﻟﻀﺮﺏ‬

81  6 

81  6
 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪6‬‬
‫‪‬‬
‫‪  (49‬ﺗﹸﺼﻤﻢ ﻣﻌﻈﻢ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﺘﺘﺤﻤﻞ ﻓﺮﻕ ﹴ‬
‫ﺟﻬﺪ ﻗﺪﺭﻩ‬ ‫ﱠ‬ ‫‪  (46‬ﹸﻗ ﱢﺴﻤﺖ ﻟﻮﺣﺔ ﺍﻟﺴﻬﺎﻡ ﺇﻟﻰ ‪ 3‬ﻣﻨﺎﻃﻖ ﻛﻤﺎ ﻫﻮ ﹼ‬
‫ﻣﻮﺿﺢ ﻓﻲ‬ ‫‪‬‬
‫‪.220V‬‬ ‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺑﺤﻴﺚ ﻳﺤﺼﻞ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ‪ 100‬ﻧﻘﻄﺔ ﻋﻨﺪ ﺇﺻﺎﺑﺘﻪ‬
‫ﻟﻠﻔﺮﻋﻴﻦ ‪ a , b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ، V = I · Z‬ﺣﻴﺚ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ‪V‬‬ ‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻘﻄﺐ‪ ،‬ﻭﻋﻠﻰ ‪ 50‬ﻧﻘﻄﺔ ﻋﻨﺪ ﺇﺻﺎﺑﺘﻪ ﺍﻟﻤﻨﻄﻘﺔ‬ ‫‪90°‬‬ ‫‪(47a‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫ﺑﺎﻟﻔﻮﻟﺖ‪ ،‬ﻭﺍﻟﻤﻌﺎﻭﻗﺔ ‪ Z‬ﺑﺎﻷﻭﻡ‪ ،‬ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ I‬ﺑﺎﻷﻣﺒﻴﺮ )ﻗﺮﺏ ﺇﻟﻰ‬ ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‪ ،‬ﻭ ‪ 20‬ﻧﻘﻄﺔ ﻋﻨﺪ ﺇﺻﺎﺑﺘﻪ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺒﻌﻴﺪﺓ‪6 - 1 .‬‬
‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ(‪6 -3 .‬‬ ‫‪90°‬‬ ‫‪150°‬‬ ‫‪30°‬‬
‫‪120°‬‬ ‫‪60°‬‬

‫‪150°‬‬ ‫‪30°‬‬
‫‪ (2 + 5j‬ﺃﻣﺒﻴﺮ‪،‬‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻤﺎﺭ ﺑﺎﻟﺪﺍﺋﺮﺓ ) ‪5‬‬ ‫‪180°‬‬
‫‪O 5‬‬ ‫‪15‬‬ ‫‪25‬‬
‫‪0°‬‬
‫ﻓﺄﻭﺟﺪ ﺍﻟﻤﻌﺎﻭﻗﺔ‪(15.2 - 37.9 j ) Ω .‬‬ ‫‪180°‬‬ ‫‪100‬‬ ‫‪0°‬‬
‫‪O 1 2 3 4 5‬‬
‫‪50‬‬ ‫‪210°‬‬ ‫‪330°‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻌﺎﻭﻗﺔ ﺍﻟﺪﺍﺋﺮﺓ ‪ ، (1 - 3 j )Ω‬ﻓﺄﻭﺟﺪ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‪.‬‬ ‫‪210°‬‬
‫‪20‬‬
‫‪330°‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫) ‪ (21.9 + 66.0 j‬ﺃﻣﺒﻴﺮ‬ ‫‪240°‬‬
‫‪270°‬‬
‫‪300°‬‬ ‫‪270°‬‬

‫‪ (a‬ﺇﺫﺍ ﺃﺻﺎﺏ ﺍﻟﻼﻋﺐ ﺍﻟﻨﻘﻄﺔ )‪ ، (3.5, 165°‬ﻓﻤﺎ ﻋﺪﺩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ‬

‫‪ (Jowkoski) (50‬ﹸﻳﻌ ﱢﻴﻦ ﺗﺤﻮﻳﻞ ﺟﻮﻛﻮﺳﻜﻲ ﻟﻜﻞ‬ ‫ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ؟ ‪20‬‬
‫)‪ z = r (cos θ + i sin θ‬ﻋﺪ ﹰﺩﺍ ﻣﺮﻛ ﹰﺒﺎ ‪ w‬ﹸﻳﻌﻄﻰ ﺑﺎﻟﺼﻴﻐﺔ‬
‫ﻋﺪﺩ ﻣﺮﻛﺐ ‪θ‬‬ ‫‪ (b‬ﺣﺪﱢ ﺩ ﻣﻮﻗﻌﻴﻦ‪ ،‬ﺑﺤﻴﺚ ﻳﺤﺼﻞ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ‪ 50‬ﻧﻘﻄﺔ ﻋﻨﺪ ﺇﺻﺎﺑﺔ ﺃﻱ‬
‫_ ‪z = (cos‬‬‫‪π‬‬
‫_ ‪+ i sin‬‬ ‫‪π‬‬
‫_ ‪ . w = z +‬ﺃﻭﺟﺪ ﺻﻮﺭﺓ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ )‬ ‫‪1‬‬
‫‪z‬‬ ‫ﻣﻨﻬﻤﺎ؟ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ (2, 180°) :‬ﺃﻭ )‪(2, 0°‬‬
‫‪3‬‬ ‫‪3‬‬
‫ﻭﻓﻖ ﻫﺬﺍ ﺍﻟﺘﺤﻮﻳﻞ‪1 6 -3 .‬‬
‫ﺭﺷﺎﺷﺎ ﹰ‬
‫ﻗﺎﺑﻼ ﻟﻠﺘﻌﺪﻳﻞ‪،‬‬ ‫ﹰ‬ ‫‪  (47‬ﺗﺴﺘﻌﻤﻞ ﺷﺮﻛﺔ ﻋﻨﺎﻳﺔ ﺑﺎﻟﺤﺪﺍﺋﻖ‬
‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﻭﺭﺍﻥ ‪ ، 360°‬ﻭﻳﺮﻭﻱ ﻣﻨﻄﻘﺔ ﺩﺍﺋﺮﻳﺔ ﻃﻮﻝ ﻧﺼﻒ‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻗﻄﺮﻫﺎ ‪6 - 1 . 20 ft‬‬
‫‪ (a‬ﻣ ﱢﺜﻞ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺮﺷﺎﺵ ﹶﺭ ﱠﻳﻬﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‪.‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺮﺷﺎﺵ ﺭ ﱠﻳﻬﺎ‪ ،‬ﺇﺫﺍ ﹸﺿﺒﻂ ﻟﻴﺪﻭﺭ‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ 838 ft 2 . -30° ≤ θ ≤ 210°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫ﺍﻟﺪﻭﺍﺭﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‬

‫‪   (48‬ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﻣﺴﺎﺭ ﺍﻟﻌﺠﻠﺔ ﹼ‬
‫ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ‪ ، r = 50 sin θ‬ﺣﻴﺚ ‪ r‬ﺑﺎﻟﻘﺪﻡ‪6 - 2 .‬‬
‫‪π‬‬

‫‪π‬‬
‫‪6‬‬

‫‪π‬‬ ‫‪0‬‬

‫‪11π‬‬
‫‪6‬‬ ‫‪6‬‬

‫)_‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3π‬‬
‫‪12.9, π‬‬
‫(‬ ‫‪3‬‬ ‫‪3‬‬
‫‪2‬‬
‫‪12‬‬
‫‪ (a‬ﻋ ﹼﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ ﺍﻟﻘﻄﺒﻴﻴﻦ ﻟﻤﻮﻗﻊ ﺭﺍﻛﺐ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻧﻪ ﻳﻘﻊ ﻋﻨﺪ‬
‫_ = ‪) .θ‬ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ(‪.‬‬ ‫‪π‬‬
‫‪12‬‬
‫‪ (b‬ﻋ ﱢﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﻴﻦ ﻟﻤﻮﻗﻊ ﺍﻟﺮﺍﻛﺐ ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ‬
‫ﻣﻦ ﻋﺸﺮﺓ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪(12.5, 3.3) .‬‬
‫ﻣﻘﺮ ﹰﺑﺎ‬
‫‪ (c‬ﺇﺫﺍ ﻭﻗﻊ ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﻤﺎ ﺍﺭﺗﻔﺎﻉ ﺫﻟﻚ ﺍﻟﺮﺍﻛﺐ ﹼ‬
‫ﺇﻟﻰ ﺃﻗﺮﺏ ﻗﺪﻡ؟ ‪3 ft‬‬

‫‪‬‬ ‫‪6 ‬‬ ‫‪82‬‬

‫‪ 6‬‬ ‫‪82‬‬

 ‫‪‬‬
‫‪‬‬
‫‪6‬‬
‫‪ (8‬ﻋ ﱢﺒﺮ ﻋﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ، (x - 7) 2 + y 2 = 49‬ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪.‬‬ ‫ﺃﻭﺟﺪ ﺛﻼﺛﺔ ﺃﺯﻭﺍﺝ ﻣﺨﺘﻠﻔﺔ ﻳﻤ ﱢﺜﻞ ﻛﻞ ﻣﻨﻬﺎ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻗﻄﺒﻴﺔ ﻟﻠﻨﻘﻄﺔ ‪ P‬ﻓﻲ ﻛﻞ‬
‫‪‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ‪ ، 1 , 2‬ﺣﻴﺚ ‪ (1, 2 . -2π ≤ θ ≤ 2π‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﻣﺨﻄﻂ‬ ‫‪  (9‬ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ‪ V‬ﻓﻲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ‪ ،135V‬ﻭﻛﺎﻧﺖ‬ ‫‪π‬‬ ‫‪(1‬‬
‫ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻤﺎﺭ ﺑﻬﺎ ‪ I‬ﻫﻮ ) ‪ ( 3 - 4 j‬ﺃﻣﺒﻴﺮ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﻌﺎﻭﻗﺔ ﺍﻟﺪﺍﺋﺮﺓ ‪z‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﻻ ﺗﺰﺍﻝ‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪.V = I · Z‬‬ ‫ﺑﺎﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪π‬‬
‫‪P‬‬
‫ﺗﺤﺪﻳﺎ ﻟﻠﻄﻼﺏ‪.‬‬
‫ﹼﹰ‬ ‫ﺗﺸﻜﱢﻞ‬ ‫‪(16.2 + 21.6 j)Ω‬‬ ‫‪6‬‬ ‫‪6‬‬

‫‪π‬‬ ‫‪0‬‬
‫‪O 1 2 3 4 5‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪:‬ﻧﻤﺎﺫﺝ ﻣﺘﻌﺪﺩﺓ‬ ‫‪  (10‬ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﺒﻴﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺍﻟﺬﻱ‬
‫ﺇﺣﺪﺍﺛﻴﺎﺗﻪ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ) ‪ (- √3 , -1‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ؟ ‪D‬‬ ‫‪7π‬‬ ‫‪11π‬‬
‫ﺹ )‪.(34-42‬‬ ‫‪6‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪6‬‬
‫‪C‬‬ ‫‪A‬‬ ‫‪3π‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪‬‬
‫‪π‬‬ ‫‪π‬‬ ‫‪2‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪5π‬‬ ‫‪π‬‬

‫_ ‪2.5,‬‬ ‫()‬
‫_ ‪, 2.5, -‬‬ ‫()‬
‫_ ‪, -2.5,‬‬ ‫)‬
‫‪π‬‬ ‫‪5π‬‬ ‫‪4π‬‬ ‫‪(2‬‬
‫(‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪π‬‬
‫‪(1‬‬ ‫‪P‬‬ ‫‪P‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0‬‬ ‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪5π‬‬ ‫‪π‬‬
‫‪7π‬‬ ‫‪11π‬‬ ‫‪7π‬‬ ‫‪11π‬‬
‫‪6‬‬ ‫‪6‬‬

‫_ ‪(4,‬‬‫( ) ‪12‬‬
‫‪19π‬‬
‫( ) ‪12‬‬
‫_ ‪, 4, -‬‬
‫‪5π‬‬
‫) ‪12‬‬
‫_ ‪, -4,‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪7π‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪(2‬‬ ‫‪4π‬‬
‫‪3‬‬ ‫‪3π‬‬
‫‪5π‬‬
‫‪3‬‬
‫‪4π‬‬
‫‪3‬‬ ‫‪3π‬‬
‫‪5π‬‬
‫‪3‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪O 1 2 3 4 5‬‬

‫‪r = 14 cos θ (8‬‬ ‫‪7π‬‬

‫‪6‬‬
‫‪P‬‬ ‫‪11π‬‬
‫‪6‬‬
‫‪D‬‬ ‫‪B‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪π‬‬ ‫‪π‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪2‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪5π‬‬
‫‪6‬‬
‫‪π‬‬
‫‪6‬‬
‫‪5π‬‬
‫‪6‬‬
‫‪π‬‬
‫‪6‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ‪ (3-6 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬
‫ﹶﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ ﹼﹰ‬
‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0‬‬ ‫‪π‬‬
‫‪O 1 2 3 4 5‬‬
‫‪0‬‬ ‫‪r = 1 (4‬‬ ‫‪θ = 30° (3‬‬
‫‪P‬‬ ‫‪P‬‬

‫_=‪θ‬‬
‫‪7π‬‬ ‫‪11π‬‬ ‫‪7π‬‬ ‫‪11π‬‬ ‫‪5π‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪(6‬‬ ‫‪r = 2.5 (5‬‬
‫‪4π‬‬ ‫‪5π‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪  (7‬ﻳﻘﻮﻡ ﻣﺮﺍﻗﺐ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺠﻮﻳﺔ ﺑﺘﺘﺒﻊ ﻣﺴﺎﺭ ﻃﺎﺋﺮﺓ ﻣﻮﻗﻌﻬﺎ ﺍﻟﺤﺎﻟﻲ‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ ، (66, 115°‬ﺣﻴﺚ ‪ r‬ﺑﺎﻷﻣﻴﺎﻝ‪.‬‬
‫ﻭﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﺪﺩ‬
‫ﺃﻭﺟﺪ ﻛﻞ ﻗﻮﺓ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪ ،‬ﱢ‬
‫ﺻﺤﻴﺢ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪:‬‬

‫‪47 - 52i (-1 + 4i ) 3 (11‬‬ ‫‪ (7b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬

‫)‪(90, 303.7 °‬‬

‫‪1081 + 840i (6 + i ) 4 (12‬‬

‫)‪(-28, 60‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﻴﻞ‪.‬‬
‫‪ (a‬ﻋ ﱢﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﻴﻦ ﻟﻠﻄﺎﺋﺮﺓ‪ .‬ﱢ‬
‫‪ (b‬ﺇﺫﺍ ﹸﻭﺟﺪﺕ ﻃﺎﺋﺮﺓ ﻋﻨﺪ ﻧﻘﻄﺔ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ )‪،(50, -75‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﻴﻞ‪،‬‬
‫ﻓﻌ ﱢﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ ﺍﻟﻘﻄﺒﻴﻴﻦ ﻟﻬﺎ ﱢ‬
‫ﻭﺍﻟﺰﺍﻭﻳﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪.‬‬
‫ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﻴﻞ‪156 mi .‬‬
‫‪ (c‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﺎﺋﺮﺗﻴﻦ؟ ﱢ‬

‫‪83‬‬ ‫‪‬‬ ‫‪6 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 50%‬‬ ‫‪25%‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ww w . o b e i k a n e d u c a t i o n . c o m ‬‬ ‫‪6- 1 6- 2 6- 3 ‬‬ ‫‪‬‬

‫‪5 2  ‬‬
‫‪w w w . o b e i k a n e d u c a t i o n . c o m ‬‬

‫‪83‬‬ ‫‪ 6‬‬

 53, 55 6-1  51 6 
240° (1B y (1A y (2 y (1

O  π
2.5 2 200°

O  O -45° x O x
1
E(2.5, 240°)
(
D -1, π
2 )
525°, -195° (3
(1C y y

4 O 
- 5π 165°
6 165° 525°

(
F 4, - 5π
6 ) -195° O x O x

90° (2B π (2A

120° 60° 2π 2 π
3 3
150° 30° 5π π 350°, -370° (4
S(-2, -135°)
6
(
R 1.5, - 7π
6 )
6
y y
180° 0°
O 1 2 3 4 5 π 0
O 1 2 3 4 5
-370°
210° 330° 7π 11π 350° x x
6 6
240° 300° O O
4π 5π

 6
270° -10° -10°
3 3π 3
2

(4B (4A _ ,-_

π π 10π 2π
2π 2 π 2π 2 π (5
3 3 3 3 3 3
5π (r = 3) π
y y
5π π
6 6 6 6
4π
4π 3
π 0 π 0 3
O 1 2 3 4 5 O 1 2 3 4 5
O x O x
θ = 2π 7π 11π
7π 3 11π -2π 10π
6 6 6 6 3
3
4π 5π 4π 5π
3π 3 3π 3
3 3
2 2

_
7π
,-_
9π
(6
4 4
90° (5A
120° 60° y y

150° (8, 150°) 30° 7π

4 -π
(3, 65°)
4
180° 0° O x O x
O 2 4 6 8 10 -π
4 -9π
4
210° 330°

240° 300°
270°

 6 83A

 2π
π
2 π
(20
120°
90°
60°
(11a 56-5 8 6- 1 
3 3
150° (114, 45°) 30°
5π π 90° (2 90° (1
6 r = 1.5 6 120° 60° 120° 60°
(1.5, π
3 ) 180° O 0°
π (1.5, π) 0 24 72 120 150° 30° 150° 30°
O 1 2 3 4 5 (30, 240°) T (-2.5, 330°)
7π (1.5, 3π2 ) 11π 210° (82, 315°) 330° 180°
O 1 2 3 4 5
0° 180°
R(1, 120°)
O 1 2 3 4 5
0°
6 6
4π 5π 240° 300°
270°
3 3π 3 210° 330° 210° 330°
2
240° 300° 240° 300°
270° 270°
π (22 90° (21
2π 2 π 120° 60°
3 3 π (4 π (3
5π (4, - 7π6 ) π 150° θ = 225° 30° 2π
3
2 π
3
2π
3
2 π
3
6 6
θ = - 7π (-2,
2, 225°) 5π π 5π π

(
6
180° (1, 225°) 0° 6 ( π6 )
A 3, 6 6 6
6 ) O 1 2 3 4 5
π 2, - 7π 0 1 2 3 4 5
(3, 225°) π 0 π 0
7π
6
(-3, - 7π6 ) 11π6 210° 330° O 1 2 3 4 5 O 1 2 3 4 5

4π 5π 240°
270°
300° 7π 11π 7π (
F -2, 2π
3 ) 11π
3 3π 3 6 6 6 6
2 4π 5π 4π 5π
3 3π 3 3 3π 3
π (24b π (23 2 2
2π 2 π 2π 2 π
3 3 3 3
5π r = 20
π 5π π π (6 90° (5
6 6 6 6 2π 2 π 120° 60°
r = -3.5 3 3
r=1
5π π 150° 30°
π 0 π 0°
O 5 15 25 O 1 2 3 4 5 6 6
 6

7π 11π 7π
(
-3.5, π
2 ) 11π 180°
O 1 2 3 4 5
0°
r = 10 π 0
6 6 6 6 1 2 3 4 5
4π
3 3π
5π
3
4π
3 3π
5π
3 7π (
D -1, - 5π
)
3 11π 210° 330°
2 2 6 6 B(5, -60°)
4π 5π 240° 300°
270°
3 3π 3
90° (45a 90° (38a 2
120° 60° 120° 60°

150° 30° 150° 30° π (8 π (7

2π 2 π 2π 2 π
3 3 3 3
180° 0° 180° 0°
O 60 180 300 O 10 30 50
5π
6
π
6
5π
6 (
G 3.5, - 11π
6 ) π
6

210° 330° 210° 330° π 0 π 0

O 1 2 3 4 5 O 1 2 3 4 5
240° 300° 240° 300° C(-4, π)
270° 270° 7π 11π 7π 11π
6 6 6 6

x = r cos _ = 2 × _ = 1 (51a–c
π
1 4π 5π 4π 5π
3 3π 3 3 3π 3
3 2 2 2

y = r sin _ = 2 × _ = √3
π 3 √
3 2 (10 (9
90° 90°
π 120° 60° 120° 60°
2π 2 π
y 150° 30° 150° 30°
3 3
5π
6
B (4, 5π
6 ) A(2, π3 ) π
6 180° 0° 180° 0°
O 1 2 3 4 5 O 1 2 3 4 5
2 √3 0 M(0.5, 270°)
π W (-1.5, 150°)
O 1 2 3 4 5x 210° 330° 210° 330°
1
2 √3
7π 11π 240° 300° 240° 300°
6 6 270° 270°
4π 5π
3 3π 3
2

‫( ﻳﻤ ﱢﺜﻞ ﻃﻮﻻ ﺍﻟﻀﻠﻌﻴﻦ ﺍﻷﻓﻘﻲ ﻭﺍﻟﺮﺃﺳﻲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻺﺣﺪﺍﺛﻴﻴﻦ‬51d

.‫ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‬x, y

‫ ﻓﺈﻥ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ‬،( r, θ) ‫( ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻘﻄﺒﻴﺔ‬51e

. (r cos θ , r sin θ ) ‫ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ ﻫﻲ‬
83B  6
 ‫‪y = 4x (36‬‬ ‫‪ (54‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﺤﺘﻮﻱ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﻓﺔ ﻋﻠﻰ ﻋﻤﻠﻴﺘﹶﻲ ﺿﺮﺏ ﻭﺟﻤﻊ‬
‫ﻗﻴﻢ ‪ ، r‬ﻭﻛﻠﺘﺎ ﺍﻟﻌﻤﻠﻴﺘﻴﻦ ﺇﺑﺪﺍﻟﻴﺔ‪ ،‬ﻭﺍﻟﺪﺍﻟﺔ ‪ cos θ‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ .‬ﻟﺬﺍ‬
‫‪y = 8 (37‬‬ ‫‪ ، cos (–θθ ) = cos θ‬ﻭﻣﻨﻪ )‪.cos(θ 1-θ 2) = cos (θ 2-θ 1‬‬
‫‪x 2 + y 2 = 16 (38‬‬ ‫‪90°‬‬ ‫‪(56‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫)‪P2(r2, θ2‬‬
‫_‪-‬‬
‫‪1‬‬
‫‪ x = -7y‬ﺃﻭ ‪x = y‬‬
‫‪7 (39‬‬
‫‪7y‬‬ ‫‪150°‬‬
‫‪r2‬‬
‫‪30°‬‬
‫) ‪P1(r1, θ1‬‬
‫‪7‬‬
‫‪r1‬‬
‫‪θ 2 - θ1‬‬
‫‪180°‬‬ ‫‪0°‬‬
‫‪y = -x (40‬‬ ‫‪O 1 2 3 4 5‬‬

‫‪210°‬‬ ‫‪330°‬‬
‫‪x = 1 (41‬‬
‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬
‫‪ x + y = 1 (43‬ﺃﻭ ‪y = 1 - x‬‬
‫ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ ‪ P 1 , P 2‬ﻭﺍﻟﻘﻄﺐ‪ ،‬ﺿﻠﻌﺎﻥ ﻣﻌﻠﻮﻣﺎﻥ ﻭﺯﺍﻭﻳﺔ‬
‫√‬ ‫ﻣﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ؛ ﻟﺬﺍ ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻓﺈﻥ‪:‬‬
‫‪ _ y - _x = 10 (44‬ﺃﻭ ‪y = x + 10 √2‬‬
‫‪2‬‬ ‫√‬
‫‪2‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‪ (P 1P 2) 2 = r 1 2 + r 2 2 - 2r 1r 2 cos (θ 2 - θ 1‬ﺃﻭ‬
‫‪x = - 3 (45‬‬ ‫√ = ‪.P 1P 2‬‬
‫) ‪r 1 2 + r 2 2 - 2r 1r 2 cos (θ 2 - θ 1‬‬
‫√‬
‫‪3‬‬
‫_ ‪ _ x -‬ﺃﻭ ‪y = √3x + 4‬‬
‫‪1‬‬
‫‪y = -22 (46‬‬ ‫_ ‪ ،cos‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺗﺒﺴﻴﻂ ﻗﺎﻧﻮﻥ‬
‫‪π‬‬
‫_ = )‪ ،(θ 2 - θ 1‬ﻓﺈﻥ ‪= 0‬‬
‫‪π‬‬
‫‪ (57‬ﻋﻨﺪﻣﺎ‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫√‬ ‫√ ‪8‬‬ ‫√‬ ‫√‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﻜﺎﻓﺊ ﻧﻈﺮﻳﺔ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻘﻄﺒﻴﺔ ﻳﻌﻄﻲ ‪r 1 2 + r 2 2‬‬
‫_‪ -‬ﺃﻭ _ ‪y = - _ x -‬‬ ‫‪x - _ y = 4 (47‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫ﻓﻴﺜﺎﻏﻮﺭﺱ‪ ،‬ﺣﻴﺚ ﺗﻤ ﱢﺜﻞ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻮﺍﺻﻠﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻭﺗﺮ‬
‫‪ x - y = 5 (48‬ﺃﻭ ‪y = x - 5‬‬ ‫ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ ﻫﺎﺗﺎﻥ ﺍﻟﻨﻘﻄﺘﺎﻥ ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪ (58‬ﺳﻌﻴﺪ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋ ﹼﻴﻦ ﻋﻠﻲ ﻧﻘﻄﺔ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻘﻄﺒﻲ ﻭﺭﺳﻢ‬
‫(‬
‫‪2‬‬

‫( )‬ ‫ﹴ‬

‫‪ 6‬‬
‫_‪x-‬‬
‫‬
‫‪√3‬‬
‫‪2‬‬
‫_‪+ y-‬‬
‫‪1 2‬‬
‫‪2‬‬ ‫)‬
‫‪ x 2 + y 2 - √3 x - y = 0 (49‬ﺃﻭ ‪= 1‬‬ ‫ﻭﺣﺪﺍﺕ‪ ،‬ﺑﻴﻨﻤﺎ ﻛﺎﻥ ﻋﻠﻴﻪ ﺗﻌﻴﻴﻦ‬ ‫ﻣﻨﻬﺎ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺭﺃﺳﻴﺔ ﻃﻮﻟﻬﺎ ‪5‬‬
‫ﹴ‬
‫ﻭﺣﺪﺍﺕ ﻋﻦ ﺍﻟﻘﻄﺐ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‪.‬‬ ‫ﻧﻘﻄﺔ ﺗﺒ ﹸﻌﺪ ‪5‬‬
‫‪ x 2 + y 2 + 4y = 0 (50‬ﺃﻭ ‪x 2 + ( y + 2) 2 = 4‬‬
‫‪ (59‬ﻓﻲ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ‪ ،‬ﻻ ﻳﺆﺧﺬ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻄﺎﺋﺮﺓ ﻓﻲ ﺍﻟﺤﺴﺒﺎﻥ ﻟﺘﺤﺪﻳﺪ‬
‫ﻣﻮﻗﻌﻬﺎ ﺑﺸﻜﻞ ﺩﻗﻴﻖ‪.‬‬
‫__ = ‪r‬‬
‫‪4‬‬
‫‪(51‬‬
‫‪6 cos θ - 3 sin θ‬‬

‫‪65 –6 6 6- 2 ‬‬

‫__ = ‪r‬‬
‫‪12‬‬
‫‪(52‬‬
‫‪2 cos θ + 5 sin θ‬‬
‫‪r = -2 sec θ (24‬‬

‫‪r =12 cos θ + 16 sin θ (53‬‬ ‫‪r = -10 cos θ (25‬‬

‫‪r = - 3 csc θ (26‬‬

‫‪r =-6 cos θ + 4 sin (54‬‬

‫‪r = 5 sec θ (27‬‬

‫‪ (10, 0.93) (57b‬ﺃﻭ )‪(10, 53.13°‬‬ ‫‪y‬‬ ‫‪(57a‬‬
‫‪8‬‬
‫)‪(6, 8‬‬
‫‪r = 4 cos θ (28‬‬
‫‪4‬‬

‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪r = -6 sin θ (29‬‬

‫‪−4‬‬
‫_=‪θ‬‬
‫‪π‬‬
‫‪(30‬‬
‫‪−8‬‬ ‫‪3‬‬

‫‪r = -2 sin θ (31‬‬

‫‪i‬‬ ‫‪(57d‬‬ ‫‪90°‬‬ ‫‪(57c‬‬
‫‪120°‬‬ ‫‪60°‬‬
‫‪x 2 + y 2 - 3y = 0 (32‬‬
‫‪(-3,‬‬
‫)‪3, 3‬‬ ‫‪150°‬‬ ‫)‪(10, 53.13°‬‬ ‫‪30°‬‬

‫‪O‬‬
‫‪y = - √3x (33‬‬
‫‪R‬‬ ‫‪180°‬‬ ‫‪0°‬‬
‫‪O 2 4 6 8 10‬‬
‫‪x 2 + y 2 = 100 (34‬‬
‫‪210°‬‬ ‫‪330°‬‬

‫‪240°‬‬
‫‪270°‬‬
‫‪300°‬‬ ‫‪x 2 - 4x + y 2 = 0 (35‬‬

‫‪ 6‬‬ ‫‪83C‬‬

 ‫‪76 –78 6 3 ‬‬ ‫_ ‪(4.24 ,‬‬‫) ‪4‬‬
‫‪3π‬‬
‫)‪ (4.24, 135°‬ﺃﻭ‬ ‫‪(57e‬‬

‫‪(2‬‬ ‫‪(1‬‬ ‫‪90°‬‬

‫‪i‬‬ ‫‪i‬‬ ‫)‪(4, 4‬‬ ‫‪120°‬‬ ‫‪60°‬‬

‫)‪(−3, 1‬‬ ‫‪150°‬‬ ‫‪30°‬‬

‫)‪(4.24, 135°‬‬

‫‪O‬‬ ‫‪R‬‬ ‫‪O‬‬ ‫‪R‬‬ ‫‪180°‬‬ ‫‪0°‬‬

‫‪O 1 2 3 4 5‬‬

‫‪210°‬‬ ‫‪330°‬‬

‫‪240°‬‬ ‫‪300°‬‬
‫‪270°‬‬
‫‪i‬‬ ‫‪(4‬‬ ‫‪i‬‬ ‫‪(3‬‬
‫√‬
‫‪a 2 + b 2 , (57f‬‬
‫=‪r‬‬

‫‪O‬‬ ‫‪R‬‬
‫‪O‬‬ ‫‪R‬‬
‫‪ θ = Tan -1 _b ,‬ﻋﻨﺪﻣﺎ ‪ a‬ﻣﻮﺟﺒﺔ‪،‬‬ ‫‪a‬‬
‫_ ‪-1‬‬
‫‪ θ = Tan‬ﻋﻨﺪﻣﺎ ‪ a‬ﺳﺎﻟﺒﺔ‪.‬‬ ‫‪b‬‬
‫‪a +π‬‬
‫)‪(2 −5‬‬ ‫‪ (58‬ﺗﻮﻓﻴﻖ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﺳﺘﻌﻤﻞ ﺗﻮﻓﻴﻖ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﺼﺤﻴﺢ‪ .‬ﻭﺗﻤﺜﻴﻞ‬
‫)‪(−4, −6‬‬
‫ﻣﻌﺎﺩﻟﺘﻪ ﻳﻄﺎﺑﻖ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﺒﻴﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﻤ ﱢﺜﻞ ﺇﺟﺎﺑﺔ ﺑﺎﺳﻞ‬
‫‪(6‬‬ ‫‪(5‬‬ ‫ﺩﺍﻟﺔ ﺍﻟﺠﻴﺐ‪ ،‬ﻭﻻ ﺗﻤ ﱢﺜﻞ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻫﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻌﺎﺩﻟﺔ‬
‫‪i‬‬ ‫‪i‬‬
‫‪4‬‬
‫)‪(−7, 5‬‬
‫‪8‬‬
‫ﺍﻟﻘﻄﺒﻴﺔ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪ (60‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻤﺜﻴﻞ ﻣﻌﺎﺩﻻﺕ ﻻ ﺗﻤ ﱢﺜﻞ ﺩﻭﺍﻝ‪ ،‬ﻛﻤﻌﺎﺩﻻﺕ ﺍﻟﺪﻭﺍﺋﺮ‬
‫‪2‬‬ ‫‪4‬‬

‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8R‬‬ ‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8R‬‬ ‫ﺃﺳﻬﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪،‬‬
‫‪−2‬‬ ‫‪−4‬‬ ‫ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺗﻤﺜﻴﻞ ﻣﻌﺎﺩﻻﺕ ﺗﻤﺜﻞ ﺩﻭﺍﻝ ﻛﺎﻟﺪﻭﺍﻝ ﺍﻟﺨﻄﻴﺔ ﺃﺳﻬﻞ‬
‫)‪(8, −2‬‬
‫‪−4‬‬ ‫‪−8‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬
‫‪ 6‬‬

‫‪y = r sin θ‬‬ ‫‪x = r cos θ‬‬ ‫‪(61‬‬

‫‪√3‬‬
‫_‬‫‬
‫_‪-‬‬
‫‪1‬‬
‫‪i‬‬ ‫‪(15‬‬ ‫‪2 + 2 √3 i (14‬‬ ‫‪y‬‬
‫‪2‬‬ ‫‪2‬‬ ‫_‬ ‫‪=r‬‬ ‫_‬
‫‪x‬‬
‫‪=r‬‬
‫‪π‬‬ ‫‪π‬‬ ‫‪sin θ‬‬ ‫‪cos θ‬‬
‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫_·‪y‬‬
‫‪1‬‬
‫‪=r‬‬ ‫_·‪x‬‬
‫‪1‬‬
‫‪=r‬‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪5π‬‬ ‫‪π‬‬
‫‪sin θ‬‬ ‫‪cos θ‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫) ‪(4, _π3‬‬ ‫‪y csc θ = r‬‬ ‫‪x sec θ = r‬‬
‫‪π‬‬ ‫‪0‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪O 1 2 3 4 5‬‬ ‫‪O 2 4 6 8 10‬‬ ‫‪90°‬‬ ‫‪(64‬‬ ‫‪90°‬‬ ‫‪(63‬‬
‫(‬ ‫_‬
‫‪1, 11‬‬
‫‪11π‬‬
‫)‬ ‫‪120°‬‬ ‫‪60°‬‬ ‫‪120°‬‬ ‫‪60°‬‬
‫‪7π‬‬ ‫‪6‬‬ ‫‪11π‬‬ ‫‪7π‬‬ ‫‪11π‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪150°‬‬ ‫‪30°‬‬ ‫‪150°‬‬ ‫‪30°‬‬
‫‪4π‬‬ ‫‪5π‬‬ ‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪180°‬‬ ‫‪0°‬‬ ‫‪180°‬‬ ‫‪0°‬‬
‫‪O 1 2 3 4 5‬‬ ‫‪O 1 2 3 4 5‬‬
‫‪D(1, 315°‬‬
‫) ‪315‬‬
‫‪_3‬‬ ‫‪(17‬‬ ‫‪-11 - √3i (16‬‬ ‫‪210°‬‬ ‫‪330°‬‬ ‫‪210°‬‬
‫)‪A(-2, 45°‬‬
‫‪330°‬‬
‫‪2‬‬
‫‪π‬‬ ‫‪240°‬‬ ‫‪300°‬‬ ‫‪240°‬‬ ‫‪300°‬‬
‫‪90°‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪270°‬‬ ‫‪270°‬‬
‫‪120°‬‬ ‫‪60°‬‬ ‫‪3‬‬ ‫‪i‬‬ ‫‪3‬‬
‫‪5π‬‬ ‫‪π‬‬ ‫‪π‬‬ ‫‪(65‬‬
‫‪150°‬‬ ‫‪30°‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪2π‬‬ ‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬ ‫‪3‬‬
‫)‪(1.5, 360°‬‬
‫‪180°‬‬ ‫‪0°‬‬ ‫‪π‬‬ ‫‪0‬‬ ‫‪5π‬‬ ‫‪π‬‬
‫‪4π O‬‬ ‫‪1 2 3 4 5‬‬
‫‪O 1 2 3 4 5‬‬
‫_ ‪(2,‬‬‫‪3‬‬
‫)‬ ‫‪6‬‬ ‫‪6‬‬
‫‪7π‬‬ ‫‪11π‬‬
‫‪210°‬‬ ‫‪330°‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪π‬‬ ‫‪0‬‬
‫‪O 1 2 3 4 5‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪240°‬‬ ‫‪300°‬‬ ‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬ ‫(‬ ‫_‬
‫‪4π‬‬
‫‪C - 1.5, - 3‬‬ ‫)‬ ‫‪11π‬‬
‫‪270°‬‬
‫‪2‬‬ ‫‪6‬‬
‫‪4π‬‬ ‫‪5π‬‬
‫‪3‬‬ ‫‪3π‬‬ ‫‪3‬‬

‫(‬
‫√ ‪24 cos _ + i sin _ , -12‬‬
‫‪3π‬‬
‫‪4‬‬
‫‪3π‬‬
‫)‬
‫‪2 i (18‬‬
‫√ ‪2 + 12‬‬
‫‪4‬‬
‫‪2‬‬

‫‪10(cos 180° + i sin 180°), -10 (19‬‬

‫_‪6 cos -‬‬

‫‪π‬‬
‫_‪+ i sin -‬‬
‫) (‬ ‫√ ‪π ‬‬
‫) (‬
‫‪2 i (20‬‬
‫√ ‪, 3 2 - 3‬‬
‫‪4‬‬ ‫‪4 ‬‬

‫‪4(cos 360° + i sin 360°), 4 (21‬‬

‫‪83D‬‬ ‫‪ 6‬‬
 _3 cos (-_π ) + i sin (-_π ) , - _3 i (22
( )
2
cos θ 1 cos θ 2 - i sin θ 2 cos θ 1 + i sin θ 1 cos θ 2 - i sin θ 1 sin θ 2
_____ 4 2 2  4
2 2 2
cos θ 2 - i sin θ 2 cos θ 2 + i sin θ 2 cos θ 2 - i sin θ 2

r1
=_
( 4
3π
4 )
2 cos _ + i sin _ , - √2 + √2i (23
3π

r2
3(cos 210° + i sin 210°), - _ - _i (24
3 √3 3
2 2

( )
2
cos θ 1 cos θ 2 - i sin θ 2 cos θ 1 + i sin θ 1 cos θ 2 - i sin θ 1 sin θ 2
_____
cos 2 θ 2 + sin 2 θ 2 3 cos _
( π
+ i sin _
π
, 3i (25 )
2 2
r1
=_
r (cos θ 1 cos θ 2 - i sin θ 2 cos θ 1 + i sin θ 1 cos θ 2 + 10(cos 315° + i sin 315°), 5 √2 - 5 √2i (26
2
sin θ 1 sin θ 2)
_1 cos _
π
+ i sin _
π _ 
√3
+_1
6( 6 ) 12
6
,
12
i (27
r1
=_
r [ (cos θ 1 cos θ 2 + sin θ 1 sin θ 2)
2
+ i (sin θ 1 cos θ 2 - sin θ 2 cos θ 1) ] ≈ 0.97 + 0.26i, ≈ 0.26 + 0.97i, ≈ -0.71 + 0.71i, (33
≈ -0.97 - 0.26i, ≈ -0.26 - 0.97i, ≈ 0.71 - 0.71i
r1
=_
r [ cos (θ 1 - θ 2) + i sin (θ 1 - θ 2) ]
2 ≈ 0.22 + 1.67i, ≈ -1.67 + 0.22i, (34
≈ -.22 - 1.67i, ≈ 1.67 - 0.22i
:‫( ﺍﻛﺘﺐ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﻭﻫﻲ‬1 (47
z 1 ≈ 0.39 + 0.8i , z 2 ≈ -0.49 + 0.62i , (37a
_1
(
r n cos _
n + i sin _
θ + 2kπ
n
θ + 2kπ
)
z 3 ≈ -0.14 - 0.61i , z4 ≈ -0.35 + 0.17 i,
. k = 0, 1, 2, …, n - 1 ‫ﺣﻴﺚ‬
z5 ≈ 0.09 - 0.12 i , z6 ≈ -0.0063 - 0.0216 i

‫ ﺇﺫﺍ ﺃﺭﺩﺕ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺮﺑﺎﻋﻴﺔ‬،‫ ﺑﺎﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬n ‫ﻋﻮﺽ ﻋﻦ‬

‫( ﱢ‬2 ‫ ﻋﻨﺪ ﺗﻄﺒﻴﻖ‬:‫( ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬37c (37b

 6
z2 i z1
z0
.‫ ﻭﻫﻜﺬﺍ‬، (n = 5)‫( ﻭﺇﺫﺍ ﺃﺭﺩﺕ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺨﻤﺎﺳﻴﺔ‬n = 4) ‫ ﻓﺈﻥ‬،‫ ﻓﻲ ﻛﻞ ﻣﺮﺓ‬f (z ) = z 2
z4 0.4
‫ﺍﻟﻌﺪﺩ ﺍﻟﻤﺮﻛﺐ ﺍﻟﻨﺎﺗﺞ ﻳﻘﺘﺮﺏ‬ z6
‫ﻭﻋﻮﺽ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ؛ ﻹﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ‬
‫ ﱢ‬، k = 0 ‫( ﺍﻓﺘﺮﺽ ﺃﻥ‬3 ‫ﻣﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻭﺗﻘﺘﺮﺏ‬ O
z5
0.4 R

،‫ﻭﻋﻮﺽ ﻹﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﺜﺎﻧﻲ‬

‫ ﱢ‬، k = 1 ‫ ﺛﻢ ﺍﻓﺘﺮﺽ ﺃﻥ‬،‫ﺍﻷﻭﻝ‬ .‫ﻗﻴﻤﺘﻪ ﺍﻟﻤﻄﻠﻘﺔ ﻣﻦ ﺍﻟﺼﻔﺮ‬ z3

‫ ﻓﺘﺤﺼﻞ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﺠﺬﻭﺭ‬، n - 1 ‫ﻭﻫﻜﺬﺍ ﺣﺘﻰ ﺗﺼﻞ ﺇﻟﻰ‬

:‫ﺍﻟﻤﻄﻠﻮﺑﺔ‬
3 cos _ + i sin _ , 3 cos _ + i sin _ , (43
) ( )
π π 5π 5π
( 6 6 6 6
(49 (48
3 cos _ + i sin _ , 27i
( )
90° π
3π 3π
120° 60° 2π 2 π
3 3 2 2
150° P(4.5, -210°) 30° 5π π

2 cos _ + i sin _ , 2 cos _ + i sin _ , (44

) ( )
6 6 π π 3π 3π
180° 0° ( 4 4 4 4
O 1 2 3 4 5 π 0
2 cos _ + i sin _ , 2 cos _ + i sin _ , -16
( ) ( )
O 1 2 3 4 5 5π 5π 7π 7π
210° 330° 7π
Q (
4, - 5π
6 ) 11π
4 4 4 4
6 6
240° 300°
270° 4π 5π (45
3 3π 3
2
z1
_ r 1 (cos θ 1 + i sin θ 1)
z2 = __
r = 2 sin θ ،‫( ﺩﺍﺋﺮﺓ‬51 r = 6 cos θ ،‫( ﺩﺍﺋﺮﺓ‬50 r 2 (cos θ 2 + i sin θ 2)

(
π π
2π
3
2 π
3
2π
3
2 π
3
=_
r 2 )
r 1 cos
__
cos
θ 1 + i sin θ 1
θ 2 + i sin θ 2
5π π 5π π
r = 6 cos θ
= _ ( __ ) · ( __ )
6 6 6 6 r 1 cos θ 1 + i sin θ 1 cos θ 2 - i sin θ 2
r 2 cos θ + i sin θ cos θ 2 - i sin θ 2
π 0 π 0 2 2
O 1 2 6 8 10
r = 2sin θ r1
7π
6
11π
6
7π
6
11π
6
=_
r 2
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

 6 83E

 2.5 + 2.5 √3i (37 3 i (36 80 –81 
π π
2π 2 π 2π
3
2 π
3
‫ ﺩﺍﺋﺮﺓ‬،x 2 + ( y + 2) 2 = 4 (25 ‫ ﺩﺍﺋﺮﺓ‬،x 2 + y 2 = 25 (24
3 3
5π π π
5π
6 (5, π3 ) π
6 6 (3, π2 )
π
6 2π
3
2 π
3
2π 2 π
3 3

π π 0 5π π 5π π
0 O 1 2 3 4 5R
O 1 2 3 4 5R 6 6 6
r=5 6
r = -4 sin θ
7π 11π 7π 11π
π 0 π 0
6 6 6 6 O 1 2 3 4 5 O 1 2 3 4 5
4π 5π 4π 5π
3 3π 3 3 3π 3 7π 11π 7π 11π
2 2 6 6 6 6
4π 5π 4π 5π
3 3π 3 3 3π 3
-2 √3 + 2 i (39  + √
√2 2 i (38 2 2

π π
2π 2 π 2π
3
2 π
3
‫ ﻣﺴﺘﻘﻴﻢ‬، y = _13 (27 ‫ ﻣﺴﺘﻘﻴﻢ‬،x = 6 (26
3 3
5π π 5π π π π
6
( 4, 5π
6 ) 6 6
( 2 , π4 ) 6 2π
3
2 π
3
2π
3
2 π
3

π 0 π 0 5π π 5π π
O 1 2 3 4 5R O 1 2 3 4 5R 6 r = 1 csc θ 6 6 6
3
7π 11π 7π 11π
6 6 π 0 π 0
6 6 O 1 2 3 4 5 O 2 4 6 8 10
4π 5π 4π 5π
3 3π 3 3 3π 3 7π 11π 7π r = 6 sec θ 11π
2 2 6 6 6 6
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

83 
 6

4 (29  (28
√10

(4 (3 y y
(0, 4)
π
2π 2 π 90°
3 3 120° 60°
5π π O x O x
6 r=1 6
150° 30°
θ = 30° (3, -1)
1)

π 0 180° 0°
O 1 2 3 4 5 O 1 2 3 4 5

7π 11π
6 6
210° 330° 3 √5 (31 5 (30
2 √
4π 5π
3π 240° 300° y y
3 3 270° 8
2
(−4, 2)
4
(6 (5
π π −8 −4 O 4 8x O x
2π 2 π 2π 2 π −4 (6, −3)
3 3 3 3
5π π 5π r = 2.5 π −8
6 θ = 5π 6 6 6
3
π 0 π 0
O 1 2 3 4 5 O 1 2 3 4 5

7π 11π 7π 11π
6 6 6 6
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

83F  6

 

.‫ ﻋﻨﺪ ﺗﻜﻠﻴﻔﻬﻢ ﺑﺎﻟﺘﻤﺜﻴﻞ ﰲ ﺍﳌﺴﺘﻮ￯ ﺍﻟﻘﻄﺒﻲ‬،‫ ﻳﻤﻜﻦ ﻟﻠﻤﻌﻠﻢ ﺗﺼﻮﻳﺮﻫﺎ ﻭﺗﻮﺯﻳﻌﻬﺎ ﻋﲆ ﺍﻟﻄﻼﺏ‬

90° 90°
120° 60° 120° 60°

150° 30° 150° 30°

180° O O
1 2 3 4 5 0° 180° 1 2 3 4 5 0°

210° 330° 210° 330°

240° 300° 240° 300°

270° 270°

90° 90°
120° 60° 120° 60°

150° 30° 150° 30°

180° O O
1 2 3 4 0° 180° 1 2 3 4 0°

210° 330° 210° 330°

240° 300° 240° 300°

270° 270°

90° 90°
120° 60° 120° 60°

150° 30° 150° 30°

180° O 0° 180° O 0°
1 2 3 1 2 3

210° 330° 210° 330°

240° 300° 240° 300°

270° 270°

 6 83 G
 

π π
2π 2 π 2π 2 π
3 3 3 3
5π π 5π π
6 6 6 6

O O
1 2 3 4 5 0 1 2 3 4 5 0
π π

7π 11π 7π 11π
6 6 6 6
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

π π
2π 2 π 2π 2 π
3 3 3 3
5π π 5π π
6 6 6 6

O O
π 1 2 3 4 0 π 1 2 3 4 0

7π 11π 7π 11π
6 6 6 6
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

π π
2π 2 π 2π 2 π
3 3 3 3
5π π 5π π
6 6 6 6

π O 0 π O 0
1 2 3 1 2 3

7π 11π 7π 11π
6 6 6 6
4π 5π 4π 5π
3 3π 3 3 3π 3
2 2

83 H  6
  7


(85)

4 7-3 4 7-2  7 -1 3 7-1

    
 

 •  • Spreadsheet •  • 
    
 •   
  • 
 •

   
  
  
 
 
 
 
 
 
 




   
  
 •  •  •
( 14, 15 ) ( 10, 11 ) ( 6, 7 )
 •  •  •
( 16 ) ( 12 ) ( 8 )
 •  •  •
 ( 17 )  ( 13 )  ( 9 )
  
( 14 ) • ( 13 ) • ( 12 ) •

 •  •  •  • 

(98, 100)  (93 , 9 6 )  ( 8 8 , 9 0)  

 
101
        

 7 84A

 
  

29 4 25

4 7 -6  7-5 4 7 -5 4 7 -4

   



 •  •  •  •

 •       
  •  •
 
 •

  
  
 








  

 •  •  •
( 26, 27 ) ( 22, 23 ) ( 18, 19 )
 •  •  •
( 28 ) ( 24 ) ( 20 )
 •  •  •
 ( 29 )  ( 25 )  ( 21 )
  
( 17 ) • ( 16 ) • ( 15 ) •

 •  •  •

(115, 117)  ( 1 1 0 , 1 1 2 )  (103, 106) 

 
 •
120 –124
125 •

84B  7

  7

 
7   ✓

(85)7

(85)

 
  ✓
  
 
7 
www.obeikaneducation.com 
!
4
(49 , 50)

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
7 (101)

www.obeikaneducation.com (51)

www.obeikaneducation.com



7 (120-124)

www.obeikaneducation.com (125)

www.obeikaneducation.com

7
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7   ✓

(53, 55, 57)1, 2A, 2B

(59)3
(52)
(61)
(62-64)

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         

 7 84C

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪1‬‬

‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺃﻥ ﻳﺨﺘﺎﺭ‬ ‫ﹼ‬
‫ﻳﻜﻮﻥ ﺑﻴﺎﻧﺎﺕ ﻣﻦ ‪ 15‬ﻗﻴﻤﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ﺃﻭ ﺍﻟﻮﺳﻴﻂ ﺃﻭ ﺍﻟﻤﻨﻮﺍﻝ‪ ،‬ﻭﺃﻥ ﹼ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺬﻱ ﺍﺧﺘﺎﺭﻩ ﺃﻓﻀﻞ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﻗﺎﻡ‬
‫ﺑﻮﺿﻌﻬﺎ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺗﻘﺪﻳﻢ ﻣﺎ ﻋﻤﻠﻪ ﻟﻤﺠﻤﻮﻋﺘﻪ‪ ،‬ﻭﻣﻨﺎﻗﺸﺔ ﺫﻟﻚ ﺿﻤﻦ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﻘﺮﺭ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﻜﻮﻥ ﺍﺳﺘﻌﻤﺎﻟﻪ‬
‫ﺃﻓﻀﻞ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺷﺮﻳ ﹰﻄﺎ ﻣﺘﺮ ﹼﹰﻳﺎ‪ ،‬ﻭﻳﻘﻴﺲ‬
‫ﻣﺤﻴﻂ ﺍﻟﻤﻌﺼﻢ ﻟـ ‪ 15‬ﻃﺎﻟ ﹰﺒﺎ ﻣﻦ ﺯﻣﻼﺋﻪ ﺇﻟﻰ ﺃﻗﺮﺏ ﺳﻨﺘﻤﺘﺮ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﺠﺪﻭﺍ‬
‫ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺟﻤﻌﻮﻫﺎ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ‬
‫ﻣﻮﺯﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪ ،‬ﺃﻭ ﻛﺎﻧﺖ ﻣﻮﺟﺒﺔ‬
‫ﻳﺒﺤﺜﻮﺍ ﻓﻲ ﺗﻮﺯﻳﻊ ﺑﻴﺎﻧﺎﺗﻬﻢ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﱠ‬
‫ﺍﻻﻟﺘﻮﺍﺀ ﺃﻭ ﺳﺎﻟﺒﺔ ﺍﻻﻟﺘﻮﺍﺀ‪.‬‬

‫‪21‬‬

‫‪20‬‬
‫‪19‬‬
‫‪7 18‬‬
‫‪‬‬

‫‪16 1‬‬
‫‪‬‬ ‫‪3‬‬

‫‪4 15‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻮﺿﺤﻮﺍ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﻣﻌﺎﻣﻼﺕ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻭﺭﻣﺰ‬

‫‪13 1‬‬
‫ﺍﻟﺘﻮﺍﻓﻴﻖ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ﺃﺩﻧﺎﻩ‪.‬‬

‫‪‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻌﻤﻠﻮﺍ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬

‫‪n‬‬ ‫‪n‬‬
‫‪(x + y) = x + nx‬‬ ‫‪n-1‬‬
‫‪y + n(n2!- 1) x n - 2 y 2‬‬ ‫ﺛﻨﺎﺋﻴﺔ ﻟﻌﻤﻞ ﻗﺎﺋﻤﺘﹶﻲ ﻣﻘﺎﺑﻠﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﻘﻮﻡ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻮﺿﻊ ﻭﺍﺣﺪﺓ ﻣﻦ ﻗﺎﺋﻤﺘﻴﻦ‪:‬‬
‫‪+ n(n - 1)(n‬‬
‫!‪3‬‬
‫‪- 2) n - 3 3‬‬
‫‪x‬‬ ‫‪y + ... +‬‬ ‫ﻭﺗﺘﻀﻤﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﹼ‬ ‫ﺗﺘﻀﻤﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﻭﺗﻌﺮﻳﻔﺎﺕ ﻟﻬﺎ‪،‬‬
‫ﹼ‬
‫)‪n(n - 1)(n - 2) ... (n - r + 2‬‬
‫!)‪(r - 1‬‬
‫‪xn - r + 1 yr - 1‬‬ ‫ﺃﻣﺜﻠﺔ ﺭﻳﺎﺿﻴﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻧﺴﺦ ﻣﺎ ﻋﻤﻠﺘﻪ ﻭﺗﻮﺯﻳﻌﻪ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ؛ ﻭﻋﻤﻞ ﻣﻘﺎﺑﻠﺔ‬
‫‪n-1‬‬ ‫‪n‬‬
‫‪+ ... + nxy‬‬ ‫‪+y‬‬
‫‪‬‬
‫ﺑﻴﻦ ﻋﻨﺎﺻﺮ ﻛﻞ ﻗﺎﺋﻤﺔ ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻻﺣﺘﻔﺎﻅ ﺑﻘﺎﺋﻤﺘﹶﻲ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ‬
‫‪(x + y))n = nC 0 x n + nC1 x n - 1 y + nC 2 x n - 2 y 2‬‬
‫‪n-3‬‬ ‫‪3‬‬ ‫‪n-r+1‬‬ ‫‪r-1‬‬
‫ﻓﻲ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻔﺼﻞ ‪.‬‬
‫‪+ nC3 x‬‬ ‫‪y + ... + nCr - 1 x‬‬ ‫‪y‬‬
‫‪+ ... + nCn - 1 x y n - 1 + nC n y n‬‬

‫‪84D‬‬ ‫‪ 7‬‬

 ‫‪‬‬ ‫‪7‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 7-1‬‬ ‫‪7 ‬‬

‫‪‬‬ ‫‪8 1 1 ‬‬

‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﻳﻘﻮﻡ ﺍﻟﻄﻼﺏ ﺑﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫• ﺗﻜﻮﻳﻦ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ﻟﺘﺠﺎﺭﺏ ﺑﺴﻴﻄﺔ ﺃﻭ ﻣﺮﻛﹼﺒﺔ‪.‬‬

‫• ﺍﺳﺘﻜﺸﺎﻑ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻦ‬ ‫• ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻟﺤﻮﺍﺩﺙ ﻣﺴﺘﻘﻠﺔ ﻭﺣﻮﺍﺩﺙ ﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ‪.‬‬
‫ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻦ ﻣﺠﺘﻤﻊ‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ؛ ﻟﻌﻤﻞ ﺍﻟﺘﻮﻗﻌﺎﺕ ﻭﺍﺗﺨﺎﺫ‬
‫ﻭﺗﻌﺮﻑ ﺃﻥ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺃﻭ ﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ ﺗﺘﻤ ﹼﻴﺰ ﺑﺈﺗﺎﺣﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﹼ‬ ‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﻜﻞ ﻓﺮﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ؛ ﻟﻴﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫• ﺍﺧﺘﻴﺎﺭ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﻨﺎﺳﺐ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﺃﻭ ﺍﻟﻤﺪ￯ ﻟﻮﺻﻒ‬
‫• ﺗﻌﻠﻢ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﻲ ﺗﹸﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺃﻭ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ‬ ‫ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﻟﻤﻼﺣﻈﺔ )ﻭﻓﻴﻬﺎ ﺗﺘﻢ ﻣﻼﺣﻈﺔ ﺍﻷﻓﺮﺍﺩ ﺩﻭﻥ ﺃﻱ ﺗﺪﺧﻞ ﺧﺎﺭﺟﻲ(‪،‬‬ ‫• ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻌﺮﺽ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻢ ﺟﻤﻌﻬﺎ‪.‬‬
‫ﺃﻭ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ )ﻭﻓﻴﻬﺎ ﻳﺘﻢ ﺇﺟﺮﺍﺀ ﻣﻌﺎﻟﺠﺔ ﻣﻌﻴﻨﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ‬
‫• ﺗﻘﻮﻳﻢ ﻃﺮﺍﺋﻖ ﺍﻟﻤﻌﺎﻳﻨﺔ؛ ﻟﺘﺤﺪﻳﺪ ﺻﺪﻕ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﻣﻦ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻭﺗﺘﻢ ﻣﻼﺣﻈﺔ ﺃﺛﺮ ﺫﻟﻚ ﻓﻲ ﻣﻘﺎﺑﻞ ﻣﺎ ﺗﺘﻢ ﻣﻼﺣﻈﺘﻪ ﻓﻲ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ( ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬
‫• ﺗﻤﻴﻴﺰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺣﺎﺩﺛﺘﻴﻦ ﺍﺭﺗﺒﺎﻃﻴﺔ‪ ،‬ﺃﻭ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ‬
‫ﺳﺒﺒﻴﺔ )ﺇﺣﺪ￯ ﺍﻟﺤﺎﺩﺛﺘﻴﻦ ﺳﺒﺐ ﻣﺒﺎﺷﺮ ﻟﻮﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ﺍﻷﺧﺮ￯(‪.‬‬

‫‪ 7-2‬‬
‫‪‬‬ ‫‪7 ‬‬

‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﹸﻳﺤﺪﹼ ﺩ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻷﻓﻀﻞ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ‬ ‫‪‬‬
‫ﺍﻟﻤﺮﻛﺰﻳﺔ )ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﺍﻟﻮﺳﻴﻂ‪ ،‬ﺍﻟﻤﻨﻮﺍﻝ( ﻟﺘﻤﺜﻴﻞ ﻋﻴﻨﺔ ﺑﻴﺎﻧﺎﺕ‪.‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺒﺎﺩﻳﻞ ﻭﺍﻟﺘﻮﺍﻓﻴﻖ؛ ﻟﺤﺴﺎﺏ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻭﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ‪.‬‬
‫ﺗﻮﺿﺢ ﺍﻻﺧﺘﻼﻑ ﻓﻲ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺑﻴﻦ‬
‫ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ﻭﻫﻮ ﻓﺘﺮﺓ ﹼ‬ ‫• ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﺣﻮﺍﺩﺙ ﻣﺴﺘﻘﻠﺔ ﻭﺣﻮﺍﺩﺙ ﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ‪.‬‬
‫ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﻣﻘﻴﺎﺱ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ؛ ﻟﺘﻤﺜﻴﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪،‬‬
‫ﺗﻘﻴﺲ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ ﻣﺪ￯ ﺗﺒﺎﻋﺪ ﺃﻭ ﺍﻧﺘﺸﺎﺭ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬ ‫ﻭﺇﻳﺠﺎﺩ ﺑﻌﺾ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ ﻟﻮﺻﻒ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫ﻭ ﹸﻳﻌﺪ ﺍﻟﻤﺪ￯ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﻤﻘﺎﻳﻴﺲ‪ .‬ﺃ ﹼﻣﺎ ﺍﻟﻤﻘﻴﺎﺳﺎﻥ ﺍﻵﺧﺮﺍﻥ ﻓﻬﻤﺎ‬
‫• ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻻ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‪.‬‬
‫ﺍﻟﺘﺒﺎﻳﻦ‪ ،‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﻭﻫﺬﺍﻥ ﺍﻟﻤﻘﻴﺎﺳﺎﻥ ﻳﺼﻔﺎﻥ ﺍﻟﻤﺪ￯‬
‫ﺍﻟﺬﻱ ﺗﺘﺠﻤﻊ ﻓﻴﻪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬ ‫• ﺇﻧﺸﺎﺀ ﻭﺍﺳﺘﻌﻤﺎﻝ ﻣﻨﺤﻨﻴﺎﺕ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ‪.‬‬
‫• ﺣﻞ ﻣﺴﺎﺋﻞ ﺗﺘﻮﺯﹼ ﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻴﻬﺎ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪.‬‬
‫• ﻗﺎﻧﻮﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻌﻴﻨﺔ ﻫﻮ ‪:‬‬
‫‪n‬‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ ﻹﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ‪.‬‬
‫___‬
‫‬
‫‪− 2‬‬
‫) ‪∑ (x - x‬‬
‫‪k‬‬ ‫ﺗﻌﺮﻑ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﺸﺮﻭﻃﺔ ﻭﺣﺴﺎﺑﻬﺎ‪.‬‬
‫ﱡ‬ ‫•‬
‫‪ −x ) ،‬ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻌﻴﻨﺔ(‪.‬‬ ‫=‪s‬‬ ‫‪k=1‬‬
‫‪n-1‬‬

‫• ﻗﺎﻧﻮﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻜﻠﻲ ﻫﻮ ‪:‬‬

‫‪7 ‬‬
‫‪n‬‬
‫‬
‫)‪∑ (x - µ‬‬ ‫‪k‬‬
‫‪2‬‬

‫ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻜﻠﻲ (‪.‬‬

‫= ‪ µ ) ، σ‬ﻤﺘﻮﺳﻂ‬ ‫___‬
‫‪k=1‬‬
‫‪n‬‬ ‫ﺗﻌﺮﻳﻒ ﺗﻮﺯﻳﻌﺎﺕ ﺍﺣﺘﻤﺎﻟﻴﺔ ﺃﺧﺮ￯ ﻭﺍﺳﺘﻌﻤﺎﻻﺗﻬﺎ‪.‬‬

‫‪ 7‬‬ ‫‪84E‬‬

‫‪‬‬
‫‪ 7-5‬‬
‫‪‬‬ ‫‪ 7-3‬‬
‫‪‬‬
‫ﹸﻳ ﹼﻌﺪ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻭﺍﺣﺪﹰ ﺍ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﺼﻠﺔ‪.‬‬ ‫ﺴﻤﻰ ﺍﻻﺣﺘﻤﺎﻝ‬ ‫ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ﻣﺎ ﺑﺸﺮﻁ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ﺃﺧﺮ￯ ﹸﻳ ﹼ‬
‫ﺣﻴﺚ ﻳﻤﻜﻦ ﻟﻠﻨﻮﺍﺗﺞ ﺃﻥ ﺗﺄﺧﺬ ﺃﻱ ﻗﻴﻤﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪،‬‬ ‫ﻌﺮﻑ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ ﻟﻮﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪ B‬ﺇﺫﺍ ﻋﻠﻢ ﺃﻥ‬ ‫ﺍﻟﻤﺸﺮﻭﻁ‪ ،‬ﻭ ﹸﻳ ﹼ‬
‫ﹰ‬ ‫ﺍﻟﺤﺎﺩﺛﺔ ‪ A‬ﻗﺪ ﻭﻗﻌﺖ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‪:‬‬
‫ﻣﺘﻤﺎﺛﻼ‪ ،‬ﻭﻳﺸﺒﻪ ﺷﻜﻞ‬ ‫ﻭ ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻤﺘﺼﻞ ﺑﻤﻨﺤﻨﻰ‪ ،‬ﻭﻳﻜﻮﻥ‬
‫ﺍﻟﺠﺮﺱ‪ .‬ﻭﻳﺘﻢ ﻭﺻﻒ ﺧﺼﺎﺋﺺ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫__ = )‪ P(B | A‬ﺣﻴﺚ ‪ ، P(A) ≠ 0‬ﻭﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﺠﺪﺍﻭﻝ‬
‫)‪P(A ∩ B‬‬
‫)‪P(A‬‬
‫ﹸﺴﻤﻰ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﻏﻴﺮ ﺍﻟﻤﺘﻤﺎﺛﻠﺔ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻤﻠﺘﻮﻳﺔ‪،‬‬
‫ﺍﻟﺘﺠﺮﻳﺒﻲ‪ .‬ﻭﺗ ﹼ‬ ‫ﹾﺘﺞ ﻧﺘﺎﺋﺞ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﻣﻮﺍﻗﻒ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻟﺘﺴﺠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﹸﺗﻨ ﹸ‬
‫ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﻣﻮﺟﺐ ﺍﻻﻟﺘﻮﺍﺀ ﺃﻭ ﺳﺎﻟﺐ ﺍﻻﻟﺘﻮﺍﺀ‪.‬‬
‫ﻭﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﻫﺬﻩ ﺍﻟﺠﺪﺍﻭﻝ؛ ﻟﺘﻮﺿﻴﺢ ﺍﻻﺣﺘﻤﺎﻻﺕ‬
‫ﺍﻟﻤﺸﺮﻭﻃﺔ ﻭﺇﻳﺠﺎﺩﻫﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 7-4‬‬
‫‪‬‬
‫• ﺍﺣﺘﻤﺎﻝ ﻧﺠﺎﺡ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ﻫﻮ ﻧﺴﺒﺔ ﻋﺪﺩ ﻣﺮﺍﺕ ﺍﻟﻨﺠﺎﺡ ﻟﻮﻗﻮﻉ‬
‫ﺍﻟﺤﺎﺩﺛﺔ ﺇﻟﻰ ﻋﺪﺩ ﻣﺮﺍﺕ ﺗﻜﺮﺍﺭ ﺍﻟﺘﺠﺮﺑﺔ‪.‬‬
‫ﺩﺍﺋﻤﺎ ﻋﺪ ﹰﺩﺍ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ ، 0‬ﻭﺃﺻﻐﺮ ﻣﻦ‬
‫• ﺍﻻﺣﺘﻤﺎﻝ ﻳﻜﻮﻥ ﹰ‬
‫‪ 7-6‬‬
‫‪‬‬ ‫ﺃﻭ ﻳﺴﺎﻭﻱ ‪. 1‬‬
‫ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻫﻲ ﺗﺠﺮﺑﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻟﻬﺎ ﻧﺘﻴﺠﺘﺎﻥ ﻓﻘﻂ‪ ،‬ﺃ ﹼﻣﺎ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫• ﻣﺠﻤﻮﻉ ﺍﺣﺘﻤﺎﻻﺕ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸﻞ ﻟﺤﺎﺩﺛﺔ ﻣﺎ ﻳﺴﺎﻭﻱ ‪.1‬‬
‫ﺫﻭ ﺍﻟﺤﺪﻳﻦ‪ ،‬ﻓ ﹸﻴﺒ ﹼﻴﻦ ﺍﺣﺘﻤﺎﻻﺕ ﻧﺘﺎﺋﺞ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫ﻳﺴﺘﻜﺸﻒ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ‬
‫ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ‪، nCx px qn - x‬‬ ‫ﺗﻜﻮﻳﻦ ﺟﺪﺍﻭﻝ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬
‫ﺣﻴﺚ ‪ n‬ﻋﺪﺩ ﺍﻟﻤﺤﺎﻭﻻﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻹﺟﺮﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻭ ‪ p‬ﹸﻳﺸﻴﺮ ﺇﻟﻰ‬
‫ﻭﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﻌﻠﻮﻣﺎﺗﻬﻢ ﺣﻮﻝ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻤﻮﺯﻭﻧﺔ؛ ﻹﻳﺠﺎﺩ‬
‫ﺍﺣﺘﻤﺎﻝ ﻧﺠﺎﺡ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻭ ‪ q‬ﹸﻳﺸﻴﺮ ﺍﻟﻰ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻔﺸﻞ‪ .‬ﻭﻟﺘﻤﺜﻴﻞ ﺗﻮﺯﻳﻊ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ ﺃﻭ ﺍﻟﺘﻮﻗﻊ )‪ E(X‬ﻟﻘﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ‬
‫ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﺗﻮﺿﻊ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻤﻤﻜﻨﺔ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ‬
‫ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪.y‬‬ ‫ﺍﻻﺣﺘﻤﺎﻟﻲ‪.‬‬

‫‪84F‬‬ ‫‪ 7‬‬

 ‫‪‬‬ ‫‪ 7‬‬
‫‪Probability and Statistics‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﺎ ﺗﻌﻤﻠﻮﻩ ﺣﻮﻝ ﺍﻻﺣﺘﻤﺎﻝ‬
‫ﻟﻴﺼﻤﻤﻮﺍ ﺩﺭﺍﺳﺎﺕ ﻣﺴﺤﻴﺔ ﻋﻦ‬
‫ﹼ‬ ‫ﻭﺍﻹﺣﺼﺎﺀ؛‬
‫‪ ‬‬ ‫■‬
‫ﻣﺪﺭﺳﺘﻬﻢ‪ ،‬ﻭﻳﺤ ﹼﻠﻠﻮﺍ ﻧﺘﺎﺋﺠﻬﺎ‪.‬‬
‫‪‬‬
‫‪ ‬‬
‫‪ ‬‬
‫■‬
‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ‪،‬‬ ‫• ﹼ‬
‫‪ ‬‬ ‫ﺑﺤﻴﺚ ﺗﻘﻮﻡ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﺘﺼﻤﻴﻢ ﺳﺆﺍﻝ‬
‫‪‬‬
‫‪‬‬ ‫■‬
‫ﻟﺪﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺗﺘﻨﺎﻭﻝ ﺳﻤﺎﺕ ﻳﺘﺼﻒ ﺑﻬﺎ‬
‫‪‬‬ ‫ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﻭﻣﻦ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ‬
‫‪ ‬‬
‫ﻳﻤﻜﻦ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﺗﻨﺎﻭﻟﻬﺎ )ﺍﻟﻤﻮﺍﺩ‬
‫■‬

‫‪ ‬‬
‫‪‬‬
‫ﺍﻟﻤﻔﻀﻠﺔ‪ ،‬ﻭﺍﻟﻤﻮﺍﺩ ﺍﻟﺼﻌﺒﺔ‪ ،‬ﻭﺍﻟﺮﻳﺎﺿﺔ‬
‫ﺍﻟﻤﻔﻀﻠﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺧﺎﺭﺝ ﺍﻟﻤﺪﺭﺳﺔ‪،‬‬
‫‪ ‬‬ ‫ﻭﺍﻟﺨﻄﻂ ﺑﻌﺪ ﺍﻟﺘﺨﺮﺝ ﻣﻦ ﺍﻟﻤﺪﺭﺳﺔ‬
‫‪‬‬
‫‪‬‬ ‫ﺍﻟﺜﺎﻧﻮﻳﺔ‪... ،‬ﺇﻟﺦ(‪ .‬ﺗﺄﻛﹼﺪ ﻣﻦ ﺃﻥ ﻛﻞ ﺳﺆﺍﻝ‬
‫‪‬‬ ‫ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻏﻴﺮ ﻣﺘﺤ ﹼﻴﺰ‪.‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫ﺟﻤﻊ ﺍﻷﺳﺌﻠﺔ ﻓﻲ ﺍﺳﺘﺒﺎﻧﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺣﻴﺚ‬ ‫• ﱢ‬
‫‪‬‬ ‫ﻳﻤﻜﻦ ﻟﻠﻄﻼﺏ ﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ‬
‫‪‬‬
‫‪  ‬‬ ‫ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻓﻲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫‪  ‬‬ ‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺃﻥ ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪‬‬
‫‪ ،‬‬ ‫ﻟﻨﺘﺎﺋﺞ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ‬
‫‪‬‬ ‫ﻭﺿﻌﻮﻩ ﻓﻲ ﺍﻷﻋﻤﺪﺓ‪.‬‬
‫ﻭﺃﺧﻴﺮﺍ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺃﻥ‬ ‫ﹰ‬ ‫•‬
‫ﻳﺘﻀﻤﻦ ﺗﻄﺒﻴﻖ ﺍﺣﺘﻤﺎﻝ‬‫ﹼ‬ ‫ﹰ‬
‫ﺳﺆﺍﻻ‬ ‫ﺗﻄﺮﺡ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ ‪ ،‬ﻭﺃﻥ‬
‫ﻓﻤﺜﻼ ﻳﻤﻜﻦ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ‬ ‫ﺗﺠﻴﺐ ﻋﻨﻪ‪ .‬ﹰ‬
‫ﺍﻵﺗﻲ‪ :‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺃﻛﺜﺮ ﻣﻦ ‪ 3‬ﻃﻼﺏ‬
‫ﻔﻀﻠﻮﻥ ﻣﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻦ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‬ ‫ﹸﻳ ﹼ‬
‫ﺍﻟﺬﻳﻦ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ؟‬
‫‪ 7‬‬ ‫‪84‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫‪ ‬ﻗﺪﹼ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﺼﻞ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ‪:‬‬
‫ﺳﺆﺍﻝ‪ :‬ﺍﻛﺘﺐ ﹰ‬
‫ﻣﺜﺎﻻ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﹸﻳﺘﻮﻗﻊ‬ ‫‪‬‬ ‫ﻳﻮﺿﺢ ﻫﺬﺍ ﺍﻟﺸﻜﻞ‬ ‫ﻣﺜﺎﻝ ‪ :‬ﹼ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻴﻪ ﻗﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻫﻮ ﺗﻮﺯﻳﻊ‬
‫ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬ ‫ﺍﺣﺘﻤﺎﻟﻲ ﻣﺘﺼﻞ‪ ،‬ﻣﻨﺤﻨﺎﻩ ﻳﺸﺒﻪ ﺷﻜﻞ‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺃﻃﻮﺍﻝ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ‬ ‫ﺍﻟﺠﺮﺱ‪ ،‬ﻭﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺮﺃﺳﻲ‬
‫ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪.‬‬ ‫ﻭﻳﺘﺴﺎﻭ￯ ﻓﻴﻪ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫ﹶ‬ ‫ﺍﻟﻤﺎﺭ ﺑﺎﻟﻤﺘﻮﺳﻂ‪،‬‬
‫‪‬‬ ‫ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻟﻤﻨﻮﺍﻝ‪ ،‬ﻳﺤﺪﺙ ﺍﻟﺘﻮﺯﻳﻊ‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻤﺴﺒﻖ ﻟﻜﻞ ﺩﺭﺱ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻪ ﻗﺮﺍﺀﺓ ﺳﺮﻳﻌﺔ ﻣﺮﺓ‪ ،‬ﻭﺃﺧﺮ￯ ﻣﺘﺄﻧﻴﺔ‪،‬‬ ‫ﱢ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﻋﺎﺩﺓ ﻋﻨﺪﻣﺎ ﺗﻮﺟﺪ ﺃﻋﺪﺍﺩ ﻛﺒﻴﺮﺓ‬
‫ﻭﺃﻋﻄﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ؛ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﻳﺤﻮﻳﻪ ﺍﻟﺪﺭﺱ ﻣﻦ ﺃﻓﻜﺎﺭ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻬﻢ‬ ‫ﻣﻦ ﻗﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻳﻜﻮﻥ ‪ 68%‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ‬
‫ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﻣﺎ ﺻﻌﺐ ﻋﻠﻴﻬﻢ ﻓﻬﻤﻪ؛ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﺱ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺿﻤﻦ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ‬
‫‪‬‬ ‫ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪ 95% ،‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺿﻤﻦ‬
‫ﻧﻤﻮﺫﺝ ﺑﻨﺎﺀ ﺍﻟﻤﻔﺮﺩﺍﺕ‪ ،‬ﺹ )‪. (47‬‬ ‫ﺍﻧﺤﺮﺍﻓﻴﻦ ﻣﻌﻴﺎﺭﻳﻴﻦ ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪،‬‬
‫ﻳﻜﻤﻞ ﺍﻟﻄﻼﺏ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺑﻜﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻔﺮﺩﺓ ﺟﺪﻳﺪﺓ ﺗﻈﻬﺮ ﻟﻬﻢ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﺃﻭ ﻣﺜﺎﻝ ﻋﻠﻴﻬﺎ‪،‬‬ ‫‪ 99%‬ﻣﻦ ﺍﻟﻘﻴﻢ ﺿﻤﻦ ﺛﻼﺛﺔ ﺍﻧﺤﺮﺍﻓﺎﺕ‬
‫ﻭﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺫﻟﻚ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻤﺮﺍﺟﻌﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪.‬‬ ‫ﻣﻌﻴﺎﺭﻳﺔ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫‪ 7‬‬ ‫‪84‬‬

 7
7
   
‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬ 
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ؛ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬  (Permutations) 
   1
‫ ﻛﻤﺎ ﺗﺴﺎﻋﺪ‬.‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬

‫ ﻓﻲ ﺍﻟﻤﺨﻄﻂ ﻋﻠﻰ‬،“‫ ﻓﻘﻢ‬... ‫ﺍﻟﻌﺒﺎﺭﺓ ” ﺇﺫﺍ‬
 (Combinations) 
،‫ﺗﺤﺪﻳﺪ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬   
.￯‫ﻭﺍﻗﺘﺮﺍﺡ ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬   .‫ ﺃﻭ ﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ‬،‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺤﻮﺍﺩﺙ ﺍﻵﺗﻴﺔ ﻣﺴﺘﻘﻠﺔ‬
‫ ﻣﺴﺘﻘﻠﺔ‬.‫ﺍﺧﺘﻴﺎﺭ ﻗﺼﺔ ﻭﻛﺘﺎﺏ ﺁﺧﺮ ﻻ ﻳﻤ ﱢﺜﻞ ﻗﺼﺔ ﻣﻦ ﻣﻜﺘﺒﺔ‬ (1
 (Independent Events) 
 A BA
‫ ﻭﻣﺤﺎﺳﺐ ﻓﻲ ﹴ‬،‫ ﻭﺳﻜﺮﺗﻴﺮ‬،‫ ﻭﻧﺎﺋﺐ ﺭﺋﻴﺲ‬،‫( ﺍﺧﺘﻴﺎﺭ ﺭﺋﻴﺲ‬2
‫ ﻋﻠﻰ‬،‫ﻧﺎﺩ‬
‫ﺍﻓﺘﺮﺍﺽ ﹼ‬
.‫ﺃﻥ ﺍﻟﺸﺨﺺ ﺍﻟﻮﺍﺣﺪ ﻻ ﻳﺸﻐﻞ ﺳﻮ￯ ﻣﻨﺼﺐ ﻭﺍﺣﺪ‬
 B ‫ﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ‬
 1 ‫( ﺍﺧﺘﻴﺎﺭ ﻃﺎﻟﺐ ﻭﻣﻌﻠﻢ ﻭﻣﺸﺮﻑ ﺍﺟﺘﻤﺎﻋﻲ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺗﻨﻈﻴﻢ‬3
‫ ﻣﺴﺘﻘﻠﺔ‬.‫ﺍﻟﺮﺣﻼﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ‬
  (Dependent Events) 
 A BA
 %25
B 
 ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺗﺘﻄﻠﺐ ﺗﻄﺒﻴﻖ ﺍﻟﺘﺒﺎﺩﻳﻞ ﺃﻭ‬
:‫ﺍﻟﺘﻮﺍﻓﻴﻖ ﻓﻲ ﺣ ﹼﻠﻬﺎ‬

  (Mutually Exclusive Events)  ‫( ﺍﺻﻄﻔﺎﻑ ﺳﺒﻌﺔ ﺃﺷﺨﺎﺹ ﻓﻲ ﺻﻒ ﻭﺍﺣﺪ ﻋﻨﺪ ﺍﻟﻤﺤﺎﺳﺐ ﻓﻲ ﺃﺣﺪ‬4

 BA ‫ ﺗﺒﺎﺩﻳﻞ‬.‫ﺍﻟﻤﺘﺎﺟﺮ‬
 
 ‫ ﺗﺒﺎﺩﻳﻞ‬.«‫ﺗﺮﺗﻴﺐ ﺃﺣﺮﻑ ﻛﻠﻤﺔ »ﻣﺪﺭﺳﺔ‬ (5
 ‫ ﺗﻮﺍﻓﻴﻖ‬.‫ ﻧﻜﻬﺎﺕ‬6 ‫ﺍﺧﺘﻴﺎﺭ ﻧﻜﻬﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻟﻔﻄﻴﺮﺓ ﻣﻦ ﺑﻴﻦ‬ (6
 (Binomial Theorem) 
www.obeikaneducation.com      n
(a + b)n
 .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬7-10 :‫ﺍﻛﺘﺐ ﻣﻔﻜﻮﻙ ﻛﻞ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ‬
 2 = nC0 anb0 + nC 1 a n - 1 b1 + nC2 an - 2 b2 + … + nCn a0 bn
n
( a - 2 ) 4 (7
  =∑ _
n!
an - k bk
 50% k = 0 k!(n - k)! (2 a + b) 6 (8

   (Sample Space)  (3 x - 2 y ) 5 (9


www.obeikaneducation.com
 
(_2a + 2)5 (10

 (Probability) 
  
2
2 
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85  7 

  

‫ ﻭﻛﺘﺎﺑﺔ ﻣﺜﺎﻝ ﻋﻠﻰ ﱟ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬
‫ﻛﻞ ﻣﻨﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ‬
.‫ﺍﻟﻔﺼﻞ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬


a 4 - 8 a 3 + 24 a 2 - 32 a + 16 (7
64 a 6 + 192 a 5b + 240 a 4 b 2 + 160 a 3 b 3 + 60 a 2 b 4 + 12 ab 5 + b 6 (8
243x 5 - 810x 4 y + 1080 x 3 y 2 - 720 x 2 y 3 + 240 xy 4 - 32 y 5 (9
_ + _ + 5a 3 + 20a 2 + 40a + 32 (10
a5 5a 4
32 8

85  7
 ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪7 -1‬‬
‫‪‬‬
‫‪Experiments, Surveys, and Observational Studies‬‬
‫‪‬‬
‫‪‬‬
‫) ‪( ‬‬
‫‪ 1‬‬
‫ﺩﻋﻤﺎ ﻟﻤﺸﺮﻭﻋﻬﻢ‪،‬‬
‫ﻳﺮﻏﺐ ﺍﻟﻄﻼﺏ ﻓﻲ ﺗﺸﻜﻴﻞ ﻓﺮﻳﻖ ﻟﻜﺮﺓ ﺍﻟﺴﻠﺔ ﻓﻲ ﻣﺪﺭﺳﺘﻬﻢ‪ ،‬ﻭﻛﻲ ﻳﺠﺪﻭﺍ ﹰ‬
‫ﻓﻘﺪ ﻧ ﹼﻔﺬﻭﺍ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺷﻤﻠﺖ ﺍﻟﻄﻼﺏ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ؛ ﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﻮﺍﻓﻘﻴﻦ ﻣﻨﻬﻢ‬ ‫‪ ‬‬ ‫■‬
‫‪‬‬
‫ﻭﺍﻟﻤﻌﺎﺭﺿﻴﻦ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪7-1‬‬ ‫‪‬‬
‫‪ ‬‬
‫ﺗﺼﻤﻴﻢ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪.‬‬
‫■‬

‫‪‬‬
‫‪7-1‬‬ ‫‪‬‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﻓﻲ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺇﺫﺍ ﺷﻤﻠﺖ ﻋﻤﻠﻴﺔ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ ‬ﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﻋﺎﻣﺎ‪ .‬ﺃ ﹼﻣﺎ ﺇﺫﺍ‬
‫ﹼﹰ‬ ‫ﺍ‬‫ﺩ‬‫ﹰ‬ ‫ﺍ‬
‫ﺗﻌﺪﺍ‬
‫ﺗﻌﺪ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻰ‬ ‫ﹸﺴﻤ‬
‫ﹼ‬ ‫ﺗ‬ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﻓﻲ‬ ‫‪،‬‬‫ﺠﺘﻤﻊ‬
‫ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺪﺭﺳﺔ ﻣﺎ‪ ،‬ﻧﻘﻮﻝ‪ :‬ﺇﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺷﻤﻠﺖ ﺍﻟﻤ‬ ‫‪‬‬ ‫ﺗﻘﻮﻳﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﺗﻢ ﺍﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﺤﺪﻭﺩ ﻣﻦ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺜﻞ ‪100‬ﻃﺎﻟﺐ‪ ،‬ﻓﺘﻜﻮﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﻗﺪ ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ‬ ‫‪survey‬‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﻓﻤﺜﻼ‪ :‬ﺇﺫﺍ ﺷﻤﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‬ ‫ﻴﺰﺓ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺗﻔﻀﻴﻞ ﺑﻌﺾ ﺃﻗﺴﺎﻡ ﺍﻟﻤﺠﺘﻤﻊ ﻋﻠﻰ ﺑﺎﻗﻲ ﺍﻷﻗﺴﺎﻡ‪ ،‬ﹰ‬ ‫ﻭﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‬ ‫‪‬‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬
‫ﻣﺘﺤﻴﺰﺓ‬
‫ﺤﻴﺰﺓ‬ ‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﺭﺃﻱ ﻻﻋﺒﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻭﺃﻭﻟﻴﺎﺀ ﺃﻣﻮﺭﻫﻢ ﻓﻘﻂ‪ ،‬ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﻏﻴﺮ ﻣﺘ‬ ‫‪population‬‬

‫ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﺃﻱ ﺇﺫﺍ ﻛﺎﻥ ﻟﻜﻞ ﺷﺨﺺ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻷﻥ ﻳﻜﻮﻥ ﺿﻤﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬ ‫‪‬‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﺍﻻﺭﺗﺒﺎﻁ ﻭﺍﻟﺴﺒﺒﻴﺔ‪.‬‬
‫ﻓﺈﺫﺍ ﹸﺃﺭﺳﻠﺖ ﺍﺳﺘﺒﺎﻧﺔ ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻟـﹺ ‪ 100‬ﻃﺎﻟﺐ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻨﺪﻫﺎ ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪.‬‬ ‫‪census‬‬
‫‪7-1‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪sample‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﻋﻠﻰ‬
‫‪‬‬ ‫ﻋﻴﻨﺔ؛ ﻟﻠﺘﻮﺻﻞ ﺇﻟﻰ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻋﻦ‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫‪ ‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺃﻭ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﹼ‬ ‫‪biased‬‬
‫ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫‪ (a‬ﺳﺆﺍﻝ ﻛﻞ ﻋﺎﺷﺮ ﺷﺨﺺ ﻳﺨﺮﺝ ﻣﻦ ﻗﺎﻋﺔ ﺍﻟﻨﺪﻭﺍﺕ ﻋﻦ ﻋﺪﺩ ﻣﺮﺍﺕ ﺣﻀﻮﺭﻩ ﻧﺪﻭﺍﺕ ﺛﻘﺎﻓﻴﺔ؛ ﻟﺘﺤﺪﻳﺪ ﻣﺪ￯ ﺩﻋﻢ‬ ‫‪‬‬
‫ﺳﻜﺎﻥ ﺍﻟﻤﺪﻳﻨﺔ ﻟﻠﻨﺪﻭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬ ‫‪unbiased‬‬

‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺗﻢ ﺳﺆﺍﻟﻬﻢ ﻗﺪ ﻳﺨﺘﻠﻔﻮﻥ ﻋﻦ ﺳﻜﺎﻥ ﺍﻟﻤﺪﻳﻨﺔ‪ ،‬ﺣﻴﺚ ﺇﻧﻬﻢ ﻣﻤﻦ ﻳﺤﻀﺮﻭﻥ ﺍﻟﻨﺪﻭﺍﺕ‬ ‫‪‬‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬
‫‪‬‬
‫‪observational study‬‬
‫‪ (b‬ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﻓﻲ ﺳﻮﻕ ﺍﻟﻤﺎﺷﻴﺔ؛ ﻟﻤﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺳﻜﺎﻥ ﺍﻟﻤﺪﻳﻨﺔ ﻳﺤﺒﻮﻥ ﺗﺮﺑﻴﺔ ﺍﻟﻤﺎﺷﻴﺔ ﺃﻭ ﻻ ‪.‬‬ ‫‪‬‬ ‫‪ 2‬‬
‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﺗﻢ ﻣﺴﺢ ﺭﺃﻳﻬﺎ ﻻ ﺗﹸﻤ ﹼﺜﻞ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺭﺃﻱ ﺃﻫﻞ ﺍﻟﻤﺪﻳﻨﺔ؛ ﻷﻧﻬﻢ ﻏﺎﻟ ﹰﺒﺎ ﻣﻤﻦ ﻳﺤﺒﻮﻥ ﺗﺮﺑﻴﺔ‬ ‫‪treatment group‬‬
‫ﺍﻟﻤﺎﺷﻴﺔ‪.‬‬ ‫‪‬‬
‫ﻭﺳﺌﻞ‬
‫‪ (c‬ﻳﺤﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﻠﻰ ﺃﺳﻤﺎﺀ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ ﺟﻤﻴﻌﻬﻢ‪ ،‬ﹸﺳﺤﺐ ﻣﻦ ﺍﻟﺼﻨﺪﻭﻕ ‪ 100‬ﺍﺳﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﹸ‬ ‫‪control group‬‬
‫‪‬‬
‫ﺃﺻﺤﺎﺑﻬﺎ ﻋﻦ ﺭﺃﻳﻬﻢ ﻓﻲ ﻣﻘﺼﻒ ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬ ‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟ "‪.‬‬
‫ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻟﻜﻞ ﺷﺨﺺ ﻓﻲ ﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻷﻥ ﻳﻜﻮﻥ ﺿﻤﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﻳﻦ‬ ‫‪correlation‬‬
‫ﺍﺳﺘ ﹺ‬
‫ﹸﻄﻠﻌﺖ ﺁﺭﺍﺅﻫﻢ‪.‬‬
‫‪ (1A‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﻤﻔﻀﻠﺔ ﻟﻼﻋﺒﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻓﻲ ﺍﻟﻐﺎﻟﺐ ﻫﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫‪causation‬‬
‫‪ (1B‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺳﺘﻜﻮﻥ ﺭﻳﺎﺿﺘﻬﻢ ﺍﻟﻤﻔﻀﻠﺔ‪.‬‬ ‫‪‬‬ ‫• ﻫﻞ ﺳﺘﻜﻮﻥ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺃﻭ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﹼ‬
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‫ﺻﺎﺩﻗﺔ‪ ،‬ﺣﺘﻰ ﺇﺫﺍ ﻟﻢ ﺗﺸﻤﻞ ﻃﻼﺏ‬
‫‪ (1A‬ﺳﺆﺍﻝ ﻛﻞ ﻻﻋﺐ ﻓﻲ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻋﻦ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﺘﻲ ﻳﺤﺐ ﻣﺸﺎﻫﺪﺗﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻠﻔﺎﺯ‪.‬‬ ‫ﺍﻟﻤﺪﺭﺳﺔ ﺟﻤﻴﻌﻬﻢ ؟ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻤﻜﻦ‬
‫‪ (1B‬ﺍﻟﺬﻫﺎﺏ ﺇﻟﻰ ﻣﻠﻌﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺳﺆﺍﻝ ‪ 100‬ﺷﺨﺺ ﺍﺧﺘﻴﺮﻭﺍ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻦ ﺭﻳﺎﺿﺘﻬﻢ ﺍﻟﻤﻔﻀﻠﺔ‪.‬‬ ‫ﺫﻟﻚ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﻼﺏ‬
‫ﻟﺘﺠﻨﱡﺐ ﺍﻟﺘﺤ ﹼﻴﺰ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﺍﻟﻤﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺎﺕ ﻻ ﺑﺪﹼ ﻣﻦ ﺗﺤ ﹼﻘﻖ ﺃﻣﺮﻳﻦ ﻫﻤﺎ‪ :‬ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬
‫ﺍﻟﺬﻳﻦ ﺗﺸﻤﻠﻬﻢ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‪.‬‬
‫ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺄﻥ ﺗﻜﻮﻥ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ ﻭﺣﺠﻤﻬﺎ ﻛﺒﻴﺮ ﻧﺴﺒ ﹼﹰﻴﺎ‪ ،‬ﻭﺃﻻ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﻄﺮﻭﺣﺔ ﻣﺘﺤﻴﺰﺓ‪.‬‬ ‫• ﻫﻞ ﺳﺘﻜﻮﻥ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪86‬‬ ‫ﺻﺎﺩﻗﺔ‪ ،‬ﺇﺫﺍ ﺗﻤﺖ ﻣﻘﺎﺑﻠﺔ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ‬
‫ﺣﻀﺮﻭﺍ ﻣﺒﺎﺭﺍﺓ ﻛﺮﺓ ﻗﺪﻡ؟ ﻓﻲ ﺍﻷﻏﻠﺐ ﻻ؛‬
‫ﻷﻥ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﺤﻀﺮﻭﻥ ﻣﺒﺎﺭﻳﺎﺕ ﻛﺮﺓ‬
‫‪7 - 1‬‬ ‫ﺍﻟﻘﺪﻡ ﻳﻔﻀﻠﻮﻧﻬﺎ ﺃﻛﺜﺮ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻳﻔﻀﻠﻮﻥ ﻛﺮﺓ ﺍﻟﺴﻠﺔ‪.‬‬
‫•‪(9 0 )  ‬‬ ‫•‪(88, 90)  ‬‬ ‫•‪(88)  ‬‬ ‫‪‬‬
‫‪12 •‬‬ ‫‪12 •‬‬ ‫‪12 •‬‬ ‫‪‬‬
‫•‪8 ‬‬ ‫‪8 • 6 • ‬‬
‫•‪9 ‬‬ ‫‪9 • 8 • ‬‬

‫‪ 7‬‬ ‫‪86‬‬


‫‪‬‬
‫‪‬‬
‫‪ 1, 2 ‬ﻳﺒﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ‬
‫ﺍﻟﻌﻴﻨﺘﻴﻦ ﺍﻟﻤﺘﺤﻴﺰﺓ ﻭﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺑﻴﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﺘﺤﻴﺰﺓ ﻭﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ‪.‬‬
‫‪ 3, 4 ‬ﻳﺒﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ‪ ،‬ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻭﺍﻟﻘﺎﺋﻤﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫✓ ‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ ﻛﻞ‬
‫ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫‪ ‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﱠﻰ‬
‫ﻭﻓﺴﺮ‬
‫ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺃﻭ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﱢ‬
‫ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫ﻣﺸﺎﻫ ﹺﺪﻱ ﺍﻟﻜﺮﺓ‬
‫ﹺ‬
‫‪ (a‬ﺍﺳﺘﻄﻼﻉ ﺭﺃﻱ‬
‫ﺍﻟﻄﺎﺋﺮﺓ ﻟﻤﻌﺮﻓﺔ ﺃﻛﺜﺮ ﺍﻷﻟﻌﺎﺏ‬
‫ﺷﻌﺒﻴﺔ‪ .‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻟﻠﻌﺒﺔ‬
‫ﹰ‬
‫ﺍﺣﺘﻤﺎﻻ ﻣﻦ ﻭﺟﻬﺔ‬ ‫ﺍﻟﺸﻌﺒﻴﺔ ﺍﻷﻛﺜﺮ‬
‫ﻧﻈﺮﻫﻢ ﺳﺘﻜﻮﻥ ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬
‫‪ (b‬ﺍﻻﺗﺼﺎﻝ ﺑﻜﻞ ﻋﺎﺷﺮ ﺷﺨﺺ ﻓﻲ‬
‫ﻗﺎﺋﻤﺔ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺷﺮﺍﺀ ﺻﺤﻴﻔﺔ‬
‫ﻣﺤﺪﺩﺓ‪ ،‬ﻟﻼﺳﺘﻔﺴﺎﺭ ﻋﻦ ﻧﻮﻉ‬
‫ﺍﻟﺨﺪﻣﺔ ﺍﻟﻤﻘﺪﹼ ﻣﺔ‪ .‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻻ‬
‫ﻳﻮﺟﺪ ﻣﺎ ﻳﻮﺣﻲ ﺑﺄﻧﻬﺎ ﻣﺘﺤﻴﺰﺓ‪.‬‬
‫‪ (c‬ﺍﻻﺗﺼﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ؛‬
‫ﻟﻤﻌﺮﻓﺔ ﻧﺴﺒﺔ ﺍﻷﺷﺨﺎﺹ‬
‫ﺍﻟﺬﻳﻦ ﻳﻠﺠﺆﻭﻥ ﺇﻟﻰ ﻭﻛﻼﺀ‬
‫ﺍﻟﺴﻔﺮ‪ .‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻷﺷﺨﺎﺹ‬
‫ﺍﻟﺬﻳﻦ ﺗﺸﻤﻠﻬﻢ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‬
‫ﺃﻗﻞ ﺇﻣﻜﺎﻧﻴﺔ ﻷﻥ ﻳﻠﺠﺆﻭﺍ ﺇﻟﻰ ﻭﻛﻼﺀ‬
‫ﺍﻟﺴﻔﺮ‪.‬‬
‫‪ ‬ﺃﻱ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪ ،‬ﹸﻳﺤﺪﹼ ﺩ‬
‫ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﻤﻔﻀﻠﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻄﻼﺏ‬
‫ﺩﻭﻥ ﺗﺤﻴﺰ؟‬
‫‪ (a‬ﻫﻞ ﺗﹸﻌﺪﹼ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﻤﺘﻌﺔ؟‬
‫ﻫﺬﺍ ﺳﺆﺍﻝ ﻣﺘﺤﻴﺰ ﻟﺼﺎﻟﺢ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ‪.‬‬
‫‪ (b‬ﻣﺎ ﺃﻓﻀﻞ ﻟﻌﺒﺔ ﺭﻳﺎﺿﻴﺔ ﺗﺤﺐ‬
‫ﻣﺸﺎﻫﺪﺗﻬﺎ؟‬
‫ﻫﺬﺍ ﺳﺆﺍﻝ ﻏﻴﺮ ﻣﺘﺤﻴﺰ؛ ﺣﻴﺚ ﺇﻧﻪ‬
‫ﻳﻌﻄﻲ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺘﻲ ﻳﺒﺤﺚ ﻋﻨﻬﺎ‬
‫ﺩﻭﻥ ﺗﺤ ﹼﻴﺰ‪.‬‬
‫‪ (c‬ﻫﻞ ﺗﺤﺐ ﻣﺸﺎﻫﺪﺓ ﻣﺒﺎﺭﺍﺓ ﺍﻟﺘﻨﺲ؟‬
‫ﻫﺬﺍ ﺳﺆﺍﻝ ﻣﺘﺤﻴﺰ ﻟﺼﺎﻟﺢ ﻟﻌﺒﺔ ﺍﻟﺘﻨﺲ‪.‬‬
‫‪87‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪ ‬ﻳﺮﻳﺪ ﺧﺎﻟﺪ ﺃﻥ ﹸﻳﺤﺪﹼ ﺩ ﺃﻓﻀﻞ ﺍﻷﻣﺎﻛﻦ ﻟﻠﺮﺣﻠﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ‪ .‬ﻣﺎ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻴﻪ‬ ‫‪‬‬
‫‪ ‬‬
‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﺘﻲ ﻳﺒﺤﺚ ﻋﻨﻬﺎ ﺩﻭﻥ ﺗﺤ ﱡﻴﺰ؟‬
‫‪‬‬
‫‪ (a‬ﻫﻞ ﺗﺤﺐ ﺍﻟﺬﻫﺎﺏ ﺇﻟﻰ ﻣﺮﻛﺰ ﺍﻟﻤﻠﻚ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺍﻟﺘﺎﺭﻳﺨﻲ؟‬
‫ﻫﺬﺍ ﺳﺆﺍﻝ ﻣﺘﺤﻴﺰ ﻟﺼﺎﻟﺢ ﻣﻜﺎﻥ ﻣﺤﺪﺩ‪.‬‬ ‫‪ (2A‬ﻫﺬﺍ ﺳﺆﺍﻝ ﻣﺘﺤﻴﺰ؛ ﻷﻧﻪ‬
‫‪ (b‬ﻫﻞ ﺗﺤﺐ ﺍﻟﺬﻫﺎﺏ ﺇﻟﻰ ﺣﺪﻳﻘﺔ ﺍﻟﺤﻴﻮﺍﻥ‪ ،‬ﺃﻡ ﺇﻟﻰ ﻣﺘﻨﺰﱠﻩ ﺳﻼﻡ؟‬ ‫ﺫﻛﺮ ﻣﺎﺩﺓ ﻣﺤﺪﹼ ﺩﺓ‪ ،‬ﻭﻟﻢ ﻳﺬﻛﺮ‬
‫ﻫﺬﺍ ﺳﺆﺍﻝ ﻣﺘﺤﻴﺰ؛ ﻷﻧﻪ ﻳﺤﺪﺩ ﺑﺪﻳﻠﻴﻦ ﺑﺎﻻﺳﻢ‪.‬‬ ‫ﻏﻴﺮﻫﺎ‪.‬‬
‫‪ (c‬ﺃﻳﻦ ﺗﻔﻀﻞ ﺃﻥ ﺗﺬﻫﺐ ﻓﻲ ﺍﻟﺮﺣﻠﺔ؟‬ ‫‪ (2B‬ﺳﺆﺍﻝ ﻣﺘﺤﻴﺰ ؛ ﻷﻧﻪ ﺣﺪﱢ ﺩ‬
‫ﺗﺤﻴﺰ‪.‬‬
‫ﻫﺬﺍ ﺳﺆﺍﻝ ﻏﻴﺮ ﻣﺘﺤﻴﺰ؛ ﻷﻧﻪ ﻳﻌﻄﻲ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺘﻲ ﻳﺒﺤﺚ ﻋﻨﻬﺎ ﺩﻭﻥ ﹼ‬ ‫ﻣﺎﺩﺗﻴﻦ ﻟﻼﺧﺘﻴﺎﺭ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪‬‬ ‫‪ (2C‬ﺳﺆﺍﻝ ﻏﻴﺮ ﻣﺘﺤﻴﺰ؛ ﻷﻧﻪ‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﹸﻳﺤﺪﹼ ﺩ ﺃﻓﻀﻞ ﻣﺎﺩﺓ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺩﻭﻥ ﺗﺤ ﱡﻴﺰ؟‬ ‫ﻳﻌﻄﻲ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺘﻲ ﻳﺒﺤﺚ‬
‫‪ (2A‬ﻫﻞ ﺗﻔﻀﻞ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﻲ ﺧﺮﺟﺖ ﻣﻦ ﺣﺼﺘﻬﺎ ﺍﻵﻥ؟‬ ‫ﻋﻨﻬﺎ ﻣﻦ ﺩﻭﻥ ﺗﺤﻴﺰ‪.‬‬
‫‪ (2B‬ﺃﻳﻬﻤﺎ ﺗﻔﻀﻞ ﺃﻛﺜﺮ‪ :‬ﺍﻟﻌﻠﻮﻡ ﺃﻭ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ؟‬
‫‪ (2C‬ﻣﺎ ﻣﺎﺩﺗﻚ ﺍﻟﻤﻔﻀﻠﺔ؟‬
‫‪‬‬
‫ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﺗﺘﻢ ﻣﻼﺣﻈﺔ ﺍﻷﻓﺮﺍﺩ ﺩﻭﻥ ﺃﻱ ﻣﺤﺎﻭﻟﺔ ﻟﻠﺘﺄﺛﻴﺮ ﻓﻲ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪،‬‬
‫ﻳﺘﻢ ﺇﺟﺮﺍﺀ ﻣﻌﺎﻟﺠﺔ ﺧﺎﺻﺔ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﺃﻭ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﻗﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺗﺠﺮ￯ ﻣﻼﺣﻈﺔ ﺍﺳﺘﺠﺎﺑﺎﺗﻬﻢ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺷﺨﺼﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬ ‫• ﻣﻦ ‪ 100‬ﺷﺨﺺ‪ ،‬ﺍﺧﺘﺮ ﻣﻦ ﺑﻴﻨﻬﻢ ‪50‬‬ ‫ﺷﺨﺼﺎ ﺧﻀﻌﻮﺍ ﻟﻤﻌﺎﻟﺠﺔ ‪.‬‬ ‫• ﻣﻦ ‪ 100‬ﺷﺨﺺ‪ ،‬ﺍﺧﺘﺮ ‪50‬‬
‫‪‬‬
‫ﹰ‬ ‫ﹰ‬
‫‪1‬‬ ‫ﻭﺃﺧﻀﻌﻬﻢ ﻟﻠﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻘﺼﻮﺩﺓ ﺑﺎﻟﺘﺠﺮﻳﺐ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ‬
‫‪‬‬
‫• ﺍﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺣ ﹼﻠﻠﻬﺎ‪ ،‬ﹼ‬
‫ﻭﻓﺴﺮﻫﺎ ‪.‬‬ ‫‪‬‬
‫ﺗﺨﻀﻊ ﺍﻵﺧﺮﻳﻦ ﻷﻱ ﻣﻌﺎﻟﺠﺔ ﺃﻭ ﻟﻤﻌﺎﻟﺠﺔ ﺷﻜﻠﻴﺔ‪.‬‬ ‫‪ ‬‬
‫‪‬‬
‫• ﺍﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺣ ﱢﻠﻠﻬﺎ‪ ،‬ﹼ‬
‫ﻭﻓﺴﺮﻫﺎ‪.‬‬ ‫‪‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ .‬ﺃ ﹼﻣﺎ‬
‫ﺴﻤﻰ ﺍﻷﺷﺨﺎﺹ ﺃﻭ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﺗﺨﻀﻊ ﻟﻠﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﹸﻳ ﹼ‬
‫‪‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﺠﻤﻮﻋﺔ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺃﻭ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺍﻟﺬﻳﻦ ﻻ ﻳﺨﻀﻌﻮﻥ ﻟﻠﻤﻌﺎﻟﺠﺔ ﺃﻭ ﻳﺨﻀﻌﻮﻥ ﻟﻤﻌﺎﻟﺠﺔ ﺷﻜﻠﻴﺔ‪ ،‬ﻓﻴﺴﻤﻮﻥ ﺍﻟﻤ‬ ‫‪ ‬‬
‫‪‬‬
‫ﺍﻟﻀﺎﺑﻄﺔ‪ .‬ﻭﺗﻌﻄﻰ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺸﻜﻠﻴﺔ ﻟﻜﻲ ﻻ ﻳﻌﺮﻑ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻷﻱ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻳﻨﺘﻤﻮﻥ‪ ،‬ﻭﺗﺼﺒﺢ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪ ‬‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻨﺪﻫﺎ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪3‬‬
‫ﺍﻟﻤﻼﺣﻈﺔ‪ .‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‬
‫ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬ ‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻮﻗﻒ ﹼ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺛﻢ ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻡ ﻻ‪.‬‬ ‫ﺍﺫﻛﺮ ﹼﹰ‬
‫‪ (a‬ﺍﺧﺘﺮ ‪ 200‬ﻃﺎﻟﺐ ﻧﺼﻔﻬﻢ ﺧﻀﻊ ﻷﻧﺸﻄﺔ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺎﺩﺓ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻦ ﺩﺭﺟﺎﺗﻬﻢ ﻓﻲ ﺗﻠﻚ ﺍﻟﻤﺎﺩﺓ ‪.‬‬
‫ﻫﺬﻩ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫‪ (b‬ﺍﺧﺘﺮ ‪ 200‬ﻃﺎﻟﺐ ﻭﺍﻗﺴﻤﻬﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺇﻟﻰ ﻧﺼﻔﻴﻦ‪ ،‬ﻭﺃﺧﻀﻊ ﺇﺣﺪ￯ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﺇﻟﻰ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺒﻲ ﻣﻌ ﹼﻴﻦ‪ ،‬ﹼﺃﻣﺎ‬
‫ﺍﻷﺧﺮ￯ ﻓﻼ ﺗﺨﻀﻌﻬﺎ ﻷﻱ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺒﻲ‪.‬‬
‫ﻫﺬﻩ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ؛ ﻷﻧﻪ ﺗﻢ ﺗﻘﺴﻴﻢ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺇﺣﺪﺍﻫﻤﺎ ﺧﻀﻌﺖ ﻟﻠﺒﺮﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻲ ﻭﻫﻲ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﻟﻢ ﺗﺨﻀﻊ ﻷﻱ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺒﻲ ﻭﻫﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪ ،‬ﻭﻫﻲ ﺩﺭﺍﺳﺔ‬
‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻛﻞ ﻃﺎﻟﺐ ﻳﻌﺮﻑ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪‬‬
‫ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻮﻗﻒ ﺍﻵﺗﻲ ﻳﻤ ﱢﺜﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‬
‫ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺛﻢ ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺘﺤﻴﺰ ﹰﺓ ﺃﻡ ﻻ‪.‬‬ ‫ﺍﺫﻛﺮ ﹼﹰ‬
‫‪ (3‬ﺍﺧﺘﺮ ‪ 80‬ﻃﺎﻟ ﹰﺒﺎ ﺟﺎﻣﻌ ﹼﹰﻴﺎ ﻧﺼﻔﻬﻢ ﺩﺭﺱ ﺍﻹﺣﺼﺎﺀ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﻧﺘﺎﺋﺞ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻓﻲ ﻣﺴﺎﻕ‬
‫ﻟﻺﺣﺼﺎﺀ ﺗﻢ ﺗﺪﺭﻳﺴﻪ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺔ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫‪87‬‬ ‫‪‬‬ ‫‪7 - 1 ‬‬
‫‪2‬‬ ‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ‬ ‫‪‬‬
‫ﺍﻟﻄﻼﺏ ﺗﺼﻤﻴﻢ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪،‬‬ ‫ﺑﻤﺎ ﺃﻥ ﺍﻟﺘﻌﺪﺍﺩ ﺍﻟﺴﻜﺎﻧﻲ ﻳﺘﻨﺎﻭﻝ ﺟﻤﻴﻊ‬
‫ﻭﺇﺭﺳﺎﻟﻬﺎ ﺇﻟﻰ ﺻﻔﺤﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﺨﺎﺻﺔ‬ ‫ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺴﻜﺎﻧﻲ‪ ،‬ﻓﺈﻥ ﻧﺘﺎﺋﺠﻪ‬
‫ﺗﻔﺤﺺ‬ ‫ﺑﺎﻟﻤﺪﺭﺳﺔ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﹼ‬ ‫ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‬
‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﺘﻲ ﺃﺟﺎﺑﺖ ﻋﻦ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺟﺰﺀ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻘﻂ‪،‬‬
‫ﺍﻟﻤﺴﺤﻴﺔ ﻣﺘﻨﺎﻭﻟﻴﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺘﺤ ﹼﻴﺰ‬ ‫ﺑﻌﻀﺎ ﻣﻦ‬
‫ﺗﺘﻀﻤﻦ ﹰ‬ ‫ﺩﺍﺋﻤﺎ‬
‫ﹼ‬ ‫ﺗﻜﻮﻥ ﻧﺘﺎﺋﺠﻬﺎ ﹰ‬
‫ﺍﻟﻤﺤﺘﻤﻠﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﻏﻴﺮ ﺍﻟﻤﺆﻛﹼﺪﺓ‪.‬‬
‫‪7 - 1‬‬
 ‫ﻛﻴﻒ ﺗﻌﺮﻑ ﻣﺘﻰ ﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﺃﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ؟ ﺗﺴﺘﻌﻤﻞ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﻋﻨﺪ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺟﻤﻊ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﺃﻭ ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﻌﻴﻦ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﻋﻨﺪ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺩﺭﺍﺳﺔ ﺃﺛﺮ ﻣﻌﺎﻟﺠﺔ ﺳﺎﺑﻘﺔ ﺗﻌﺮﺽ ﻟﻬﺎ ﺃﻓﺮﺍﺩ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ ﺩﻭﻥ ﺃﻱ ﺗﺄﺛﻴﺮ ﻋﻠﻴﻬﻢ ﻣﻦ‬ ‫‪‬‬
‫ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﺗﺴﺘﻌﻤﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻨﺪ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﻓﻲ ﺩﺭﺍﺳﺔ ﻧﺘﺎﺋﺞ ﻣﻌﺎﻟﺠﺔ ﻣﻘﺼﻮﺩﺓ ﻳﺆﺛﺮ‬ ‫‪ 5 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻻﺭﺗﺒﺎﻁ‬
‫ﺍﻟﺒﺎﺣﺚ ﺑﻬﺎ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻳﺘﻢ ﺗﻌﻴﻴﻨﻬﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪.‬‬
‫ﻭﺍﻟﺴﺒﺒﻴﺔ‪.‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺗﺘﻄﻠﺐ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪،‬‬ ‫‪‬‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫ﹼ‬
‫‪ (a‬ﺗﺮﻳﺪ ﺃﻥ ﺗﺨﺘﺒﺮ ﻃﺮﻳﻘﺔ ﻣﻌﺎﻟﺠﺔ ﻟﻤﺮﺽ ﻣﺎ‪.‬‬ ‫‪ ‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ‬ ‫‪3‬‬
‫ﻳﺴﺘﺪﻋﻲ ﺫﻟﻚ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒ ﹼﻴﺔ ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻬﺪﻓﻮﻥ ﻓﻴﻬﺎ ﻣﺮﺿﻰ ﻳﺸﻜﹼﻠﻮﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻭﺗﺨﻀﻊ‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﻛﺎﻧﺖ ﱞ‬
‫ﻫﺬﻩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻟﻠﻌﻼﺝ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺨﻀﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﺍﻵﺧﺮﻭﻥ ﻭﻫﻢ ﻣﺮﺿﻰ ﻛﺬﻟﻚ ﻟﻌﻼﺝ ﺷﻜﻠﻲ‪.‬‬
‫ﺗﺘﻄﻠﺐ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ‬
‫ﺍﻟﻤﻌﺘﻤﺪﺓ ﻓﻲ ﺍﻧﺘﺨﺎﺏ ﺭﺋﻴﺲ ﺍﻟﺼﻒ‪.‬‬
‫ﹶ‬ ‫ﺁﺭﺍﺀ ﺣﻮﻝ ﺍﻟﻘﻮﺍﻋﺪ‬
‫‪ (b‬ﺗﺮﻳﺪ ﺃﻥ ﺗﺠﻤﻊ ﹰ‬
‫ﺃﺷﺨﺎﺻﺎ ﻣﻦ ﺍﻟﺼﻒ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ؛ ﻟﺘﺤﺼﻞ‬
‫ﹰ‬ ‫ﻳﺴﺘﺪﻋﻲ ﻫﺬﺍ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻟﻶﺭﺍﺀ‪ ،‬ﺣﻴﺚ ﻣﻦ ﺍﻷﻓﻀﻞ ﺃﻥ ﺗﺨﺘﺎﺭ‬ ‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪.‬‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺣﺪﹼ ﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫‪ (c‬ﺗﺮﻳﺪ ﺃﻥ ﺗﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﺪﺧﻴﻦ ﻟﻤﺪﺓ ‪ 10‬ﺳﻨﻮﺍﺕ ﻳﺆ ﹼﺛﺮ ﻓﻲ ﺳﻌﺔ ﺍﻟﺮﺋﺔ ﺃﻭ ﻻ‪.‬‬
‫ﻳﺴﺘﺪﻋﻲ ﻫﺬﺍ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﺗﻘﺎﺭﻥ ﻓﻴﻬﺎ ﺳﻌﺔ ﺭﺋﺔ ﺍﻟﻤﺪﺧﻨﻴﻦ ﻟﻤﺪﺓ ‪ 10‬ﺳﻨﻮﺍﺕ‪ ،‬ﻣﻊ ﺳﻌﺔ ﺍﻟﺮﺋﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪ ،‬ﺛﻢ‬
‫ﹴ‬
‫ﻣﺴﺎﻭ ﻟﻬﻢ ﻣﻦ ﻏﻴﺮ ﺍﻟﻤﺪﺧﻨﻴﻦ‪.‬‬ ‫ﻟﻌﺪﺩ‬ ‫ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﺤﻴﺰ ﺃﻭ ﻻ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ؛ ﺣﻴﺚ ﻣﻦ ﺍﻷﻓﻀﻞ ﺃﻥ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪،‬‬
‫ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﻋﻴﻨﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪.‬‬ ‫‪‬‬ ‫ﻭﻭﺯﻋﻬﻢ ﻓﻲ‬‫‪ (a‬ﺍﺧﺘﺮ ‪ 100‬ﻃﺎﻟﺐ‪ ،‬ﹼ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺤﺎﻟﺔ ﺍﻵﺗﻴﺔ ﺗﺘﻄﻠﺐ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﹼ‬ ‫ﻣﺠﻤﻮﻋﺘﻴﻦ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ؛‬
‫‪ (4‬ﺗﺮﻳﺪ ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﻃﻼﺏ ﻣﺪﺭﺳﺔ ﺛﺎﻧﻮﻳﺔ ﺣﻮﻝ ﻭﺳﻴﻠﺔ ﺍﻟﻤﻮﺍﺻﻼﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻘﻴﺎﺱ ﻣﺘﺪﺭﺝ‬
‫ﻣﻦ ‪) 1‬ﻻ ﺃﻭﺍﻓﻖ ﻣﻄﻠ ﹰﻘﺎ( ﺇﻟﻰ ‪) 5‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ(‪.‬‬
‫ﺍﻷﻭﻟﻰ ﺗﺴﻴﺮ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺸ ﹰﻴﺎ‬
‫ﻋﻠﻰ ﺍﻷﻗﺪﺍﻡ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﻻ ﺗﻔﻌﻞ‬
‫‪ ‬ﺇﻥ ﺃﻱ ﻋﻼﻗﺔ ﺗﻈﻬﺮ ﺑﻴﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺠﺮﺑﺔ ﻭﺍﻟﻤﻌﺎﻟﺠﺔ ﻻ ﺗﻌﻨﻲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺍﻟﻤﻌﺎﻟﺠﺔ‬
‫ﺫﻟﻚ‪ .‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻫﻲ ﺍﻟﺴﺒﺐ ﻓﻲ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻈﺎﻫﺮﺗﻴﻦ ﺗﺆﺛﺮ ﻓﻲ ﺍﻷﺧﺮ￯ ﻓﺈﻥ ﻣﻌﺮﻓﺘﻚ ﺑﻘﻴﻢ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻷﻭﻟﻰ ﻳﻤﻜﱢﻨﻚ ﻣﻦ‬ ‫ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻇﺎﻫﺮﺗﻴﻦ‪ ،‬ﻓﺈﻥ ﹼﹰ‬
‫ﻓﻌﻨﺪﻣﺎ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻫﻲ ﺍﻟﺘﻲ ﺗﺴﻴﺮ ﺇﻟﻰ‬
‫ﻓﻤﺜﻼ‪ :‬ﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻛﺘﻞ ﺍﻷﺷﺨﺎﺹ ﻭﺃﻃﻮﺍﻟﻬﻢ‪ ،‬ﻓﻜﻠﻤﺎ ﺯﺍﺩ ﻃﻮﻝ ﺍﻟﺸﺨﺺ‬ ‫ﺍﻟﺘﻨﺒﺆ ﺑﻘﻴﻢ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ‪ ،‬ﹰ‬ ‫ﺍﻟﻤﺪﺭﺳﺔ ﻣﺸ ﹰﻴﺎ ﻋﻠﻰ ﺍﻷﻗﺪﺍﻡ‪،‬‬
‫ﺒﺒﻴﺔ ‪ ،‬ﻓﺈﻥ ﻭﻗﻮﻉ ﻇﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ ﻳﻜﻮﻥ‬
‫ﺯﺍﺩﺕ ﻛﺘﻠﺘﻪ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻓﺈﺫﺍ ﻋﺮﻓﺖ ﻃﻮﻝ ﺷﺨﺺ ﻳﻤﻜﻨﻚ ﺍﻟﺘﻨﺒﺆ ﺑﻜﺘﻠﺘﻪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻮﺟﺪ ﺳﺒﺒﻴﺔ‬
‫ﻣﺒﺎﺷﺮﺍ ﻓﻲ ﻭﻗﻮﻉ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻷﺧﺮ￯ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺴﺒﺒﻴﺔ ﺗﺘﻀﻤﻦ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺰﻣﻨﻲ‪ ،‬ﻓﻮﻗﻮﻉ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻷﻭﻟﻰ ﹰ‬
‫ﺃﻭﻻ ﻳﻜﻮﻥ ﺳﺒ ﹰﺒﺎ ﻓﻲ‬ ‫ﺳﺒ ﹰﺒﺎ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ ﻫﻲ ﺍﻟﺘﻲ ﻻ ﺗﺴﻴﺮ‪،‬‬
‫ﹰ‬
‫ﻓﻤﺜﻼ‪ :‬ﺩﻭﺭﺍﻥ ﺍﻷﺭﺽ ﺣﻮﻝ ﻣﺤﻮﺭﻫﺎ ﻫﻮ ﺍﻟﺴﺒﺐ ﺍﻟﻮﺣﻴﺪ ﻓﻲ ﺗﻌﺎﻗﺐ ﺍﻟﻠﻴﻞ ﻭﺍﻟﻨﻬﺎﺭ‪.‬‬ ‫ﻭﻗﻮﻉ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻻﺣ ﹰﻘﺎ ﻛﻨﺘﻴﺠﺔ ﻟﺬﻟﻚ‪ ،‬ﹰ‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺘﺤﻴﺰﺓ؛ ﺣﻴﺚ‬
‫ﻭﺑﻴﻨﻤﺎ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺴﻬﻞ ﻣﻼﺣﻈﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻇﺎﻫﺮﺗﻴﻦ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻟﺒﺮﻫﻨﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﺳﺒﺒﻴﺔ ﺑﻴﻦ ﺍﻟﻈﺎﻫﺮﺗﻴﻦ‪.‬‬ ‫ﺇﻥ ﻛﻞ ﻃﺎﻟﺐ ﻳﻌﺮﻑ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫‪‬‬ ‫‪5‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﺍﻟﺘﻲ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪.‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬‫ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﹸﻈﻬﺮ ﺍﺭﺗﺒﺎ ﹰﻃﺎ‪ ،‬ﺃﻭ ﺳﺒﺒﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫‪‬‬
‫‪‬‬
‫‪ (b‬ﺍﺧﺘﺮ ‪ 100‬ﻃﺎﻟﺐ‪ ،‬ﻧﺼﻔﻬﻢ ﻳﻌﻤﻞ‬
‫‪ (a‬ﺃﻇﻬﺮﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﺍﻟﻄﻼﺏ ﻳﻜﻮﻧﻮﻥ ﺃﻗﻞ ﻧﺸﺎ ﹰﻃﺎ ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﻐﺪﺍﺀ ‪.‬‬ ‫‪‬‬ ‫ﺑﻌﺪ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﻧﺘﺎﺋﺞ‬
‫‪‬‬
‫ﻣﺒﺎﺷﺮﺍ ﻭﻻ ﻛﺎﻓ ﹼﹰﻴﺎ ﻭﺣﺪﻩ ﻟﻘﻠﺔ ﺍﻟﻨﺸﺎﻁ‬
‫ﹰ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ﺗﻈﻬﺮ ﺍﺭﺗﺒﺎ ﹰﻃﺎ ﻓﻘﻂ‪ ،‬ﻭﻻ ﺗﻈﻬﺮ ﺳﺒﺒﻴﺔ؛ ﻷﻥ ﺗﻨﺎﻭﻝ ﺍﻟﻐﺪﺍﺀ ﻟﻴﺲ ﺳﺒ ﹰﺒﺎ‬ ‫ﺗﺤﺼﻴﻠﻬﻢ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﺩﺭﺍﺳﺔ‬
‫ﻟﺪ￯ ﺍﻟﻄﻼﺏ‪ ،‬ﻓﻬﻨﺎﻙ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﺗﺸﺘﺮﻙ ﻣﻌﻪ‪ ،‬ﻣﺜﻞ ﻧﻮﻋﻴﺔ ﻭﻛﻤﻴﺔ ﺍﻟﻐﺪﺍﺀ‪.‬‬
‫ﻓﻌﺖ ﹰ‬
‫ﺃﺛﻘﺎﻻ‪ ،‬ﺃﺳﺘﻄﻴﻊ ﺍﻻﻟﺘﺤﺎﻕ ﺑﻔﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ‪.‬‬ ‫‪ (b‬ﺇﺫﺍ ﹶﺭ ﹸ‬
‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫ﻣﺒﺎﺷﺮﺍ ﻟﻼﻟﺘﺤﺎﻕ ﺑﻔﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻓﻘﺪ ﺗﻜﻮﻥ ﻫﻨﺎﻙ‬ ‫ﹰ‬ ‫ﺎ‬‫ﺒ‬‫ﹰ‬ ‫ﺳﺒ‬ ‫ﻟﻴﺲ‬ ‫ﻭﺣﺪﻩ‬ ‫ﺍﻻﺛﻘﺎﻝ‬ ‫ﺭﻓﻊ‬ ‫ﻷﻥ‬ ‫ﺎ؛‬ ‫ﹰ‬
‫ﻃ‬ ‫ﺍﺭﺗﺒﺎ‬ ‫ﺗﻈﻬﺮ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻻﺕ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﱞ‬ ‫‪4‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺃﺧﺮ￯ ﺗﺸﺘﺮﻙ ﻣﻌﻪ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﻟﻤﻬﺎﺭﺓ ﻭﺍﻟﻠﻴﺎﻗﺔ ﻭﻏﻴﺮﻫﺎ‪.‬‬
‫ﺍﻵﺗﻴﺔ ﺗﺘﻄﻠﺐ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪ ،‬ﺃﻭ‬
‫‪ (c‬ﻋﻨﺪﻣﺎ ﺗﺮ￯ ﺍﻟﺸﻤﺲ ﻳﻜﻮﻥ ﺍﻟﻨﻬﺎﺭ ﻗﺪ ﻃﻠﻊ‪.‬‬
‫ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻮﺍﺭﺩﺓ ﺗﻈﻬﺮ ﺳﺒﺒﻴﺔ؛ ﻷﻧﻪ ﻟﻴﺲ ﻫﻨﺎﻙ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﻣﻊ ﺍﻟﺸﻤﺲ ﻳﻠﺰﻡ ﻭﺟﻮﺩﻫﺎ ﻟﺘﺴﺒﺐ ﻃﻠﻮﻉ ﺍﻟﻨﻬﺎﺭ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﺃﻭ‬
‫‪ ‬ﺍﺭﺗﺒﺎﻁ؛ ﺣﻴﺚ ﺇﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻣﻤﺘﺎﺯ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﻀﻤﻦ ﺫﻟﻚ‪.‬‬ ‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬‫ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﱢ‬
‫ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺗﹸﻈﻬﺮ ﺍﺭﺗﺒﺎ ﹰﻃﺎ‪ ،‬ﺃﻭ ﺳﺒﺒﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ (a‬ﺗﺮﻳﺪ ﺃﻥ ﺗﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺬﻳﻦ‬
‫‪ (5‬ﻋﻨﺪﻣﺎ ﺃﺩﺭﺱ ﺃﺣﺼﻞ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻣﻤﺘﺎﺯ‪.‬‬
‫ﻳﺮﻛﻀﻮﻥ ﺗﻜﻮﻥ ﻋﻀﻼﺗﻬﻢ ﻗﻮﻳﺔ ﺃﻡ‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪88‬‬ ‫ﻻ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪،‬‬
‫ﻣﻘﺎﺭﻧﺔ ﻋﻀﻼﺕ ﺍﻟﺬﻳﻦ ﻳﺮﻛﻀﻮﻥ‬
‫ﻫﺮﻭﻟﺔ‪ ،‬ﻣﻊ ﻋﺪﺩ ﻣﻤﺎﺛﻞ ﻟﻬﻢ ﻣﻤﻦ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻻ ﻳﻘﻮﻣﻮﻥ ﺑﺬﻟﻚ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ ﻟﺘﺼﻤﻴﻢ ﺳﺆﺍﻝ ﻟﺪﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪ ،‬ﺛﻢ‬ ‫‪ (b‬ﺗﺮﻳﺪ ﺃﻥ ﺗﻌﺮﻑ ﺃﻛﺜﺮ ﺍﻟﻤﻌﻠﻤﻴﻦ‬
‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﺗﺘﺪﺭﺏ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻋﻠﻰ ﻃﺮﺡ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ‪ ،‬ﺑﺤﻴﺚ ﻳﻈﻬﺮ ﺍﻟﺘﺤ ﹼﻴﺰ ﻓﻲ ﻧﻐﻤﺔ ﺍﻟﺼﻮﺕ ﻭﺗﻌﺒﻴﺮﺍﺕ‬ ‫ﺷﻌﺒﻴﺔ ﻓﻲ ﻣﺪﺭﺳﺘﻚ‪ .‬ﺩﺭﺍﺳﺔ‬
‫ﺍﻟﻮﺟﻪ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻃﺮﺡ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ ﻣﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﺤﻴﺚ ﻳﻈﻬﺮ ﺍﻟﺘﺤ ﹼﻴﺰ ﻓﻲ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ‬ ‫ﻣﺴﺤﻴﺔ‪ ،‬ﻭﻣﻦ ﺍﻷﻓﻀﻞ ﺃﻥ ﺗﻘﺎﺑﻞ‬
‫ﻋﻠﻰ ﺇﺣﺪ￯ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪ ،‬ﻭﻻ ﻳﻈﻬﺮ ﻫﺬﺍ ﺍﻟﺘﺤ ﹼﻴﺰ ﻋﻨﺪ ﻃﺮﺣﻪ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻄﻼﺏ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ‬
‫ﻗﺎﻣﺖ ﺑﺘﺼﻤﻴﻢ ﺍﻟﺴﺆﺍﻝ ﺃﻥ ﻳﺪﺭﺳﻮﺍ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﻹﺟﺎﺑﺎﺕ ﺃﻋﻠﻰ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻛﺎﻥ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ﻋﻠﻴﻬﺎ‬ ‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻴﻨﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪.‬‬
‫ﻣﺘﺤ ﱢﻴ ﹰﺰﺍ‪.‬‬ ‫‪ (c‬ﺗﺮﻳﺪ ﺍﺧﺘﺒﺎﺭ ﺗﻄﻌﻴﻢ ﺿﺪ ﺃﺣﺪ‬
‫ﺍﻷﻣﺮﺍﺽ‪ .‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﺍﻟﺬﻳﻦ‬
‫ﻳﺨﻀﻌﻮﻥ ﻟﻠﺘﻄﻌﻴﻢ ﻫﻢ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺃ ﹼﻣﺎ ﺍﻟﺬﻳﻦ ﻻ ﻳﺨﻀﻌﻮﻥ‬
‫ﺗﻄﻌﻴﻤﺎ ﺣﻴﺎﺩ ﹼﹰﻳﺎ )ﺷﻜﻠ ﹼﹰﻴﺎ(‪،‬‬
‫ﹰ‬ ‫ﻭﻳﺄﺧﺬﻭﻥ‬
‫ﻓﻬﻢ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪.‬‬

‫‪ 7‬‬ ‫‪88‬‬


‫‪‬‬
‫ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﻈﻬﺮ‬
‫ﺍﺭﺗﺒﺎ ﹰﻃﺎ‪ ،‬ﺃﻭ ﺳﺒﺒﻴﺔ‪ ،‬ﹼ‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪ (a‬ﻋﻨﺪﻣﺎ ﻳﺤﺪﺙ ﻛﺴﻮﻑ ﺍﻟﺸﻤﺲ‬
‫ﻳﻜﻮﻥ ﺍﻟﻘﻤﺮ ﻭﺍﻗ ﹰﻌﺎ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ‬
‫ﻭﺍﺣﺪﺓ ﺑﻴﻦ ﺍﻷﺭﺽ ﻭﺍﻟﺸﻤﺲ‪.‬‬
‫ﺳﺒﺒﻴﺔ؛ ﻷﻥ ﻭﻗﻮﻉ ﺍﻟﻘﻤﺮ ﺑﻴﻦ‬
‫ﺍﻷﺭﺽ ﻭﺍﻟﺸﻤﺲ ﻫﻮ ﺍﻟﺴﺒﺐ‬
‫ﺍﻟﻮﺣﻴﺪ ﻟﺤﺪﻭﺙ ﻛﺴﻮﻑ‬
‫ﺍﻟﺸﻤﺲ‪.‬‬
‫‪ (b‬ﻓﺌﺮﺍﻥ ﺍﻟﻤﺨﺘﺒﺮ ﺍﻟﺘﻲ ﺗ ﹾﹸﻤﻨﹶﻊ ﻣﻦ‬
‫ﺍﻟﻨﻮﻡ‪ ،‬ﻳﻜﻮﻥ ﻣﻌﺪﻝ ﻛﺘﻠﻬﺎ ﺃﻗﻞ‪.‬‬
‫ﺍﺭﺗﺒﺎﻁ؛ ﻣﻊ ﺃﻥ ﻗﻠﺔ ﺍﻟﻨﻮﻡ ﻗﺪ‬
‫ﺗﹸﻘ ﹼﻠﻞ ﻣﻦ ﺍﻟﻜﺘﻠﺔ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﺍ ﻏﻴﺮ‬
‫ﻣﻀﻤﻮﻥ ‪.‬‬
‫‪ (c‬ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺴﻜﻨﻮﻥ ﺍﻟﻤﺪﻥ‬
‫ﻳﺸﺮﺑﻮﻥ ﻋﺪ ﹰﺩﺍ ﺃﻛﺒﺮ ﻣﻦ ﺯﺟﺎﺟﺎﺕ‬
‫ﺍﻟﻤﺎﺀ‪ .‬ﺍﺭﺗﺒﺎﻁ؛ ﻳﻮﺟﺪ ﺃﻛﺜﺮ ﻣﻦ‬
‫ﻋﺎﻣﻞ ﻟﻬﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬
‫‪ 3‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-23‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ﻓﻲ‬
‫ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ‬
‫ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪‬‬
‫ﹰ‬
‫ﺗﻔﻀﻴﻼ ﻣﻦ‬ ‫‪ (1‬ﻣﺘﺤﻴﺰﺓ ؛ ﻷﻥ ﺍﻟﻮﺟﺒﺔ ﺍﻷﻛﺜﺮ‬
‫ﻭﺟﻬﺔ ﻧﻈﺮﻫﻢ ﺳﺘﻜﻮﻥ ﺍﻟﻤﺸﻮﻳﺎﺕ‪.‬‬
‫‪ (2‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻤﺴﺘﻬﺪﹶ ﻓﻴﻦ‬
‫ﻳﻤﻴﻠﻮﻥ ﺇﻟﻰ ﺍﻟﻌﻠﻮﻡ ﺃﻛﺜﺮ ﻣﻦ ﻏﻴﺮﻫﻢ‪.‬‬
‫‪ (3‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻟﻜﻞ ﺷﺨﺺ ﻓﻲ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﻴﻜﻮﻥ ﻓﻲ‬
‫ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫‪ (8‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ :‬ﻷﻥ ﺍﻟﻤﻌﻠﻢ ﺍﺧﺘﺎﺭ‬
‫ﹸﺷﻌﺒﺘﻴﻦ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‪ .‬ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻫﻲ ﺍﻟﺸﻌﺒﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺍﻟﻤﻌﻠﻢ‬
‫ﺑﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺎﺩﺓ ﻟﻄﻼﺑﻬﺎ‪ .‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﺍﻟﻀﺎﺑﻄﺔ ﻫﻲ ﺍﻟﺸﻌﺒﺔ ﺍﻷﺧﺮ￯‪ ،‬ﻭﻫﺬﻩ‬
‫ﺩﺭﺍﺳﺔ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻛﻞ ﻃﺎﻟﺐ ﻳﻌﺮﻑ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪89‬‬ ‫‪‬‬
‫‪ (9‬ﻭﺟﺪ ﻋﺎﺩﻝ ‪ 100‬ﺷﺨﺺ‪ ،‬ﻧﺼﻔﻬﻢ ﻣﺘﻄﻮﻋﻮﻥ ﻓﻲ ﻣﺄﻭ￯ ﻟﻠﻤﺤﺮﻭﻣﻴﻦ‬
‫ﺍﻟﻔﻘﺮﺍﺀ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻦ ﻣﺘﻮﺳﻄﻲ ﺍﻟﺪﺧﻞ ﺍﻟﺴﻨﻮﻱ ﻷﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪.‬‬
‫‪5‬‬ ‫ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫ﻭﺍﻗﺴﻤﻬﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ‪ :‬ﺇﺣﺪﺍﻫﻤﺎ ﺗﻘﺮﺃ‬
‫‪ (10‬ﺍﺧﺘﺮ ‪ 300‬ﺷﺨﺺ‪ ،‬ﱢ‬
‫ﺍﻟﻘﺮﺁﻥ ﻟﻤﺪﺓ ﺳﺎﻋﺔ ﻗﺒﻞ ﺍﻟﻨﻮﻡ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﻻ ﺗﻔﻌﻞ ﺷﻴﺌﹰﺎ‪ ،‬ﺛﻢ ﻗﺎﺭﻥ ﺑﻴﻦ‬
‫ﻛﻴﻔﻴﺔ ﻧﻮﻡ ﻛﻞ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪ .‬ﺍﻧﻈﺮ ﻫﺎﻣﺶ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫‪ (11‬ﺍﺧﺘﺮ ‪ 250‬ﺷﺨﺼﺎ ﻧﺼﻔﻬﻢ ﻓﻲ ﹺ‬
‫ﺍﻟﻔﺮﻕ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻦ ﻛﻤﻴﺔ ﺍﻟﻮﻗﺖ‬
‫ﹰ‬
‫ﺍﻟﺬﻱ ﻳﻤﻀﻮﻧﻪ ﻓﻲ ﺣﻞ ﺍﻟﻮﺍﺟﺒﺎﺕ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫‪ (12‬ﺍﺧﺘﺮ ‪ 100‬ﻃﺎﻟﺐ ﻧﺼﻔﻬﻢ ﻓﻲ ﻧﺎﺩﻱ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻦ‬
‫ﺩﺭﺟﺎﺗﻬﻢ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫‪ (13 -17‬ﺍﻧﻈﺮ ﻫﺎﻣﺶ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﻣﺴﺤﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺗﺘﻄﻠﺐ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‬
‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﹼ‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪4 :‬‬
‫‪ (13‬ﺗﺮﻳﺪ ﺍﺧﺘﺒﺎﺭ ﻋﻼﺝ ﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺼﻠﻊ ﻋﻨﺪ ﺍﻟﺮﺟﺎﻝ‪.‬‬
‫‪ (14‬ﺗﺮﻳﺪ ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﺃﺷﺨﺎﺹ ﺣﻮﻝ ﺳﻴﺎﺳﺔ ﺟﺪﻳﺪﺓ ﻟﺸﺮﻛﺔ‪.‬‬
‫‪ (15‬ﺗﺮﻳﺪ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﻟﺮﻛﺾ ﻳﺆ ﹼﺛﺮ ﻓﻲ ﺣﺮﻛﺔ ﺍﻟﺮﻛﺒﺔ ﺃﻭ ﻻ‪.‬‬
‫‪ (16‬ﺗﺮﻳﺪ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺸﺮﻭﺑﺎﺕ ﺍﻟﻐﺎﺯﻳﺔ ﺗﺆ ﹼﺛﺮ ﻓﻲ ﺟﺪﺍﺭ ﺍﻟﻤﻌﺪﺓ ﺃﻭ ﻻ‪.‬‬
‫‪ (17‬ﺗﺮﻳﺪ ﺍﺧﺘﺒﺎﺭ ﻣﻌﺎﻟﺠﺔ ﻣﻌ ﹼﻴﻨﺔ ﺗﺒﻌﺪ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻋﻦ ﺍﻟﺒﺴﺎﺗﻴﻦ ﺍﻟﺘﻲ ﺗﺤﻮﻱ‬
‫ﻏﺰﻻﻧﹰﺎ‪.‬‬
‫ﻧﺎﺩ ﻟﻠﺸﻄﺮﻧﺞ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‪c .‬‬
‫ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﻈﻬﺮ ﺍﺭﺗﺒﺎ ﹰﻃﺎ‪ ،‬ﺃﻭ ﺳﺒﺒﻴﺔ‪ ،‬ﹼ‬
‫ﻭﻓﺴﺮ‬
‫ﺇﺟﺎﺑﺘﻚ‪ (18-23 5 :‬ﺍﻧﻈﺮ ﻫﺎﻣﺶ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫‪ (18‬ﻋﻨﺪﻣﺎ ﺃﻣﺎﺭﺱ ﺍﻟﺮﻳﺎﺿﺔ‪ ،‬ﺃﻛﻮﻥ ﻓﻲ ﻭﺿﻊ ﻧﻔﺴﻲ ﺃﻓﻀﻞ‪.‬‬
‫ﻭﻣﻤﻄﺮﺍ ﺑﻐﺰﺍﺭﺓ‪ ،‬ﻻ ﻧﺬﻫﺐ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬
‫ﹰ‬ ‫‪ (19‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺠﻮ ﺑﺎﺭ ﹰﺩﺍ‬
‫ﺣﺎﺭﺍ ﻓﻲ ﻓﺼﻞ ﺍﻟﺼﻴﻒ‪ ،‬ﻳﻜﺜﺮ ﺑﻴﻊ ﺍﻟﻤﺸﺮﻭﺑﺎﺕ ﺍﻟﺒﺎﺭﺩﺓ‪.‬‬
‫‪ (20‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﻄﻘﺲ ﹼﹰ‬
‫‪ (21‬ﻛﺜﺮﺓ ﺍﻟﻘﺮﺍﺀﺓ ﺗﺠﻌﻠﻚ ﺃﻛﺜﺮ ﺫﻛﺎ ﹰﺀ‪.‬‬
‫‪ (22‬ﺩ ﱠﻟﺖ ﺍﻷﺑﺤﺎﺙ ﻋﻠﻰ ﺃﻥ ﻣﻦ ﻳﺘﻘﻦ ﺃﻛﺜﺮ ﻣﻦ ﻟﻐﺔ‪ ،‬ﻳﻜﻮﻥ ﺃﻗﻞ ﺇﻣﻜﺎﻧﻴﺔ‬
‫ﻟﻺﺻﺎﺑﺔ ﺑﺎﻟﻤﺮﺽ‪.‬‬
‫‪ (23‬ﺍﻟﻨﻮﻡ ﺑﺤﺬﺍﺋﻚ ﻳﺆﺩﻱ ﺇﻟﻰ ﺷﻌﻮﺭﻙ ﺑﺎﻟﺼﺪﺍﻉ‪.‬‬
‫‪  (24‬ﺗﻮﺯﹼ ﻉ ﺷﺮﻛﺔ ﺍﺳﺘﺒﺎﻧﺎﺕ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﻴﻦ ﺍﻟﺬﻳﻦ ﺗﺮﻛﻮﺍ‬
‫ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﻭﻛﺎﻥ ﺃﺣﺪ ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻫﻮ ﻛﻴﻒ ﻳﺮ￯ ﺍﻟﻌﺎﻣﻞ‬
‫ﺧﺒﺮﺗﻪ ﺍﻟﺘﻲ ﺍﻛﺘﺴﺒﻬﺎ ﻓﻲ ﺍﻟﺸﺮﻛﺔ؟ ﻫﻞ ﻫﺬﻩ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻣﺘﺤﻴﺰﺓ؟‬
‫ﻓﺴﺮ ﺍﻟﺴﺒﺐ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻧﻌﻢ ﻣﺘﺤﻴﺰﺓ؛ ﻣﻌﻈﻢ ﺍﻟﻌﺎﻣﻠﻴﻦ ﺍﻟﺬﻳﻦ‬ ‫ﹼ‬
‫ﻳﺘﺮﻛﻮﻥ ﻋﻤﻠﻬﻢ ﻓﻲ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﻫﻢ ﻏﻴﺮ ﺭﺍﺿﻴﻦ ﻋﻨﻬﺎ‪ ،‬ﻭﺇﻻ ﻟﻢ ﻳﺘﺮﻛﻮﻫﺎ‪.‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪89‬‬ ‫‪‬‬ ‫‪7 - 1 ‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪27–42 ،25 ،24 ،1–23‬‬
‫‪7 - 1‬‬
‫‪‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﱡ‬
‫ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﱠﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺃﻭ ﻏﻴﺮ‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ (1-3 1 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﺘﺤﻴﺰﺓ‪ ،‬ﹼ‬
‫‪ (1‬ﺍﺳﺘﻄﻼﻉ ﺭﺃﻱ ﻛﻞ ﺷﺨﺺ ﺛﺎﻟﺚ ﻳﺨﺮﺝ ﻣﻦ ﻣﻄﻌﻢ ﻟﻠﻤﺸﻮﻳﺎﺕ؛ ﻟﻤﻌﺮﻓﺔ‬
‫ﺍﻟﻮﺟﺒﺔ ﺍﻟﻤﻔﻀﻠﺔ ﻟﻠﻨﺎﺱ‪.‬‬
‫‪ (2‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻣﻦ ﻃﻼﺏ ﺻﻒ ﻣﻌﻴﻦ ﻣﻦ ﺍﻟﻤﺘﻤﻴﺰﻳﻦ ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﻌﻠﻮﻡ ﻋﻦ‬
‫ﺃﻓﻀﻞ ﺍﻟﻤﻮﺍﺩ ﻟﺪﻳﻬﻢ‪.‬‬
‫‪ (3‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﺗﺮﺗﻴﺒﻪ ‪ 20‬ﻣﻦ ﻛﻞ ‪ 20‬ﻃﺎﻟ ﹰﺒﺎ ﻳﺨﺮﺟﻮﻥ ﻣﻦ‬
‫ﻣﺪﺭﺳﺘﻚ‪،‬ﻋﻦﺍﻟﻄﺎﻟﺐﺍﻟﺬﻱﺳﻴﺼﻮﺗﻮﻥﻟﻪﻓﻲﺍﻧﺘﺨﺎﺑﺎﺕﺍﻟﻤﺠﻠﺲﺍﻟﻄﻼﺑﻲ‪.‬‬
‫‪  (4‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺍﻵﺗﻴﺔ ﺗﺘﺒﻨﻰ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﱢ‬
‫ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﻃﻼﺏ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﻄﺐ؛ ﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﻬﻨﺔ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬
‫ﺍﻟﻤﻔﻀﻠﺔ ﻟﺪ￯ ﺍﻟﺸﺒﺎﺏ‪.‬‬
‫ﹰ‬
‫ﺗﻔﻀﻴﻼ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﻢ ﺳﺘﻜﻮﻥ ﺍﻟﻄﺐ‪.‬‬ ‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻣﻬﻨﺘﻬﻢ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﺍﻷﻛﺜﺮ‬
‫ﺣﺪﹼ ﺩ ﺳﺆﺍﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺍﻟﺬﻱ ﺗﺤﺼﻞ ﻣﻨﻪ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬
‫ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪2 .‬‬
‫‪ (5‬ﻳﺮﻳﺪ ﺯﺍﻫﺮ ﺃﻥ ﻳﺤﺪﺩ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻷﻛﺜﺮ ﺷﻌﺒﻴﺔ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‪b .‬‬
‫‪ (a‬ﻣﺎ ﺍﺳﻢ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﺬﻱ ﺗﻔﻀﻠﻪ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ؟‬
‫‪ (b‬ﻣﺎ ﺍﺳﻢ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﺬﻱ ﺗﻔﻀﻠﻪ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ؟‬
‫‪ (c‬ﻣﺎ ﻣﺪ￯ ﺗﻘﺪﻳﺮﻙ ﻟﻔﺮﻕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ؟‬
‫‪ (6‬ﻳﺮﻳﺪ ﺳﻠﻴﻤﺎﻥ ﺃﻥ ﻳﺤﺪﺩ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺗﻜﻮﻳﻦ ﺃﻭﻝ ﹴ‬
‫‪ (a‬ﻓﻲ ﺃﻱ ﻳﻮﻡ ﺗﺮﻏﺐ ﻓﻲ ﺃﻥ ﺗﺘﺄﺧﺮ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ؟‬
‫‪ (b‬ﻫﻞ ﺗﺤﺐ ﺍﻟﺸﻄﺮﻧﺞ؟‬
‫‪ (c‬ﻫﻞ ﺗﺤﺐ ﺃﻥ ﺗﻨﻀﻢ ﺇﻟﻰ ﻧﺎﺩﻱ ﺍﻟﺸﻄﺮﻧﺞ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ؟‬
‫‪ (7‬ﻳﺮﻳﺪ ﻫﺎﻧﻲ ﺃﻥ ﻳﺘﻌﺮﻑ ﺇﻟﻰ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﺜﺎﻟﻲ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‪a .‬‬
‫‪ (a‬ﻣﻦ ﺗﺮ￯ ﺃﻧﻪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﺜﺎﻟﻲ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ؟‬
‫ﹸﻔﻀﻞ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻻ ﻳﺒﺎﺩﺭ ﺑﺎﻟﻤﺴﺎﻋﺪﺓ‪ ،‬ﺃﻡ ﺍﻟﺬﻱ ﻳﺒﺎﺩﺭ ﺑﻬﺎ؟‬
‫‪ (b‬ﻫﻞ ﺗ ﹼ‬
‫‪ (c‬ﺇﺫﺍ ﹸﻃ ﹺﻠﺐ ﺇﻟﻴﻚ ﺇﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ‪ ،‬ﻓﻬﻞ ﺗﻔﻌﻞ؟‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻮﻗﻒ ﻣﻦ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻵﺗﻴﺔ ﻳﻤ ﱢﺜﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﺃﻭ‬
‫ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺍﺫﻛﺮ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺛﻢ ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻡ ﻻ‪3 :‬‬
‫‪ (8‬ﻗﺒﻞ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻗﺎﻡ ﺍﻟﻤﻌﻠﻢ ﺑﺎﺧﺘﻴﺎﺭ ﺷﻌﺒﺘﻴﻦ ﻣﻦ ﺍﻟﺼﻒ ﻧﻔﺴﻪ ﺑﺸﻜﻞ‬
‫ﻋﺸﻮﺍﺋﻲ‪ ،‬ﻭﻗﺎﻡ ﺑﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺎﺩﺓ ﻟﻄﻼﺏ ﺇﺣﺪﺍﻫﻤﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﻟﻢ ﻳﺮﺍﺟﻊ‬
‫ﺍﻟﻤﺎﺩﺓ ﻟﻄﻼﺏ ﺍﻟﺸﻌﺒﺔ ﺍﻷﺧﺮ￯‪ .‬ﺛﻢ ﻗﺎﻡ ﺑﻤﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻟﻬﻤﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫‪ 1–27‬ﻓﺮﺩﻱ‪28–42 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫‪18–42‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﺇﺫﺍ ﻛﺎﻥ 〉‪ ، v = 〈1, 6〉, u = 〈2, -3‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪5-2 :‬‬ ‫‪  (25‬ﹸﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﻦ ﺳﺎﻣﻲ ﻭﻫﺸﺎﻡ ﺃﻥ ﻳﺼﻤﻢ ﺩﺭﺍﺳﺔ‬
‫ﺗﺠﺮﻳﺒﻴﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪ .‬ﻫﻞ ﻭ ﹼﻓﻖ ﺃﻱ ﻣﻨﻬﻤﺎ ﻓﻲ ﺫﻟﻚ؟ ﹼ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ ‬ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﻓﻲ‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ‪〈4, -6〉 2 u (30‬‬
‫ﺍﻟﺴﺆﺍﻝ ‪ 2 5‬ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪〈3, 3〉 v + u (31‬‬ ‫‪‬‬ ‫ﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ‪ ،‬ﻻ ﻳﺠﻮﺯ ﻷﻱ ﺷﺨﺺ‬
‫‪〈3, -12〉 2 u - v (32‬‬ ‫‪20‬‬
‫‪‬‬
‫‪‬‬
‫•‬
‫ﺃﻥ ﻳﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫‪‬‬
‫‪‬‬ ‫• ‪‬‬ ‫ﺍﻟﻀﺎﺑﻄﺔ ﺃﻭ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬
‫‪ AB‬ﺍﻟﻤﻌﻄﺎﺓ ﻧﻘﻄﺘﺎ ﺑﺪﺍﻳﺘﻪ ﻭﻧﻬﺎﻳﺘﻪ ﻓﻲ ﱟ‬
‫ﻛﻞ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺼﻮﺭﺓ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﻃﻮﻝ ‪‬‬ ‫‪3‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪5-4 :‬‬
‫• ‪‬‬
‫√ ‪〈-1, 1, -11〉,‬‬
‫‪123 A( 2, 2, 7 ), B( 1, 3, -4 ) (33‬‬

‫√ ‪〈3, -4, -2〉,‬‬

‫‪29 A( 4, 5, 10), B(7, 1, 8) (34‬‬ ‫‪ 4‬‬
‫‪‬‬
‫ﺣﻮﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻘﻄﺒﻴﺔ ﺇﻟﻰ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺩﻳﻜﺎﺭﺗﻴﺔ ﱢ‬
‫ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬
‫‪20‬‬
‫‪‬‬ ‫•‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺃﻥ‬
‫‪6-2‬‬
‫‪500‬‬ ‫• ‪‬‬
‫ﻳﻜﺘﺐ ﻣﺨ ﹼﻄ ﹰﻄﺎ ﻟﺪﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ ﻣﻦ ﺍﺧﺘﻴﺎﺭﻩ‪،‬‬
‫‪‬‬
‫‪(0, 3) ( 3 , 90°) (35‬‬ ‫‪‬‬ ‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪،‬‬ ‫ﻳﻌﺮﻑ ﻓﻴﻬﺎ ﹼﹰ‬
‫ﹼ‬
‫√ ‪(-‬‬
‫‪3 , -1) ( 2 , 210°) (36‬‬ ‫• ‪‬‬ ‫ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪.‬‬
‫‪‬‬

‫‪(_42 , _42 ) ( _ , _) (37‬‬

‫√‬ ‫√‬ ‫‪1 π‬‬
‫‪2 4‬‬ ‫‪‬‬
‫ﻋ ﱢﺒﺮ ﻋﻦ ﻛﻞ ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻘﻄﺒﻴﺔ‪6-3 :‬‬ ‫‪ (10‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ؛ ﻷﻧﻪ ﺗﻢ ﺗﻘﺴﻴﻢ‬
‫‪ ‬ﻛﻴﻒ ﺗﻈﻬﺮ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﻋﺒﺮ ﺍﻟﻬﺎﺗﻒ ﺗﺤ ﹼﻴﺰﹰ ﺍ ﻟﻠﻌﻴﻨﺔ؟‬
‫‪‬‬ ‫‪(26‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﺑﺎﻟﻬﺎﺗﻒ ﺗﻜﻮﻥ ﻋﺎﺩﺓ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪.‬‬
‫‪≈ 10(cos 0.93 + i sin 0.93) 6 + 8 i (38‬‬
‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻟﺬﻳﻦ ﻟﻢ ﺗﹸﺪﺭﺝ ﺃﺳﻤﺎﺅﻫﻢ ﻟﻦ ﻳﺘﻢ ﺍﻻﺗﺼﺎﻝ‬ ‫ﺗﺘﻀﻤﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﻦ ﻳﻘﺮﺃ‬ ‫ﹼ‬
‫‪√2‬‬ ‫‪( _4‬‬
‫‪ cos 5π + i sin 5π‬‬ ‫)_‬
‫‪4‬‬
‫‪-1 - i (39‬‬
‫ﺑﻬﻢ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺬﻳﻦ ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﻫﻮﺍﺗﻒ‪.‬‬
‫‪  (27‬ﻗﺎﺭﻥ ﻣﻦ ﺧﻼﻝ ﺫﻛﺮ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﻌﻴﻨﺔ‬ ‫ﻭﺗﺘﻀﻤﻦ‬
‫ﹼ‬ ‫ﺍﻟﻨﻮﻡ‪،‬‬ ‫ﻗﺒﻞ‬ ‫ﺍﻟﻜﺮﻳﻢ‬ ‫ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻓﻲ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺑ ﱢﻴﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻌﺸﻮﺍﺋﻲ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻣﻦ ﻻ ﻳﻔﻌﻞ ﺫﻟﻚ‪،‬‬
‫‪‬‬ ‫ﻷﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻭﻫﺬﻩ ﺩﺭﺍﺳﺔ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻛﻞ ﻣﺸﺎﺭﻙ‬
‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺗﻤ ﱢﺜﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ‬ ‫‪ (28a, 28c‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻳﻌﺮﻑ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪.‬‬
‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﻓﺤﺪﱢ ﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪،‬‬ ‫‪  (28‬ﺍﺫﻛﺮ ﹰ‬
‫ﻣﺜﺎﻻ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﻟﻜﻞ ﺩﺭﺍﺳﺔ ﹼ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪ ،‬ﺛﻢ ﺑ ﹼﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻻ‪.‬‬ ‫ﻭﺣﺪﱢ ﺩ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﺧﺘﻴﺎﺭﻫﺎ‪.‬‬ ‫‪ (13‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ :‬ﺍﻟﻤﺴﺘﻬﺪﹶ ﻓﻮﻥ ﺃﺷﺨﺎﺹ‬
‫‪ (28b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺃﻻﺣﻆ ‪ 20‬ﻃﺎﻟ ﹰﺒﺎ‬ ‫ﻣﺴﺤﻴﺔ‬ ‫‪(a‬‬
‫ﹼ‬
‫ﻟﺪﻳﻬﻢ ﺻﻠﻊ‪ .‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺗﺘﻠﻘﻰ‬
‫ﺷﺨﺼﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﻗﺴﻤﻬﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ‪.‬‬
‫ﹰ‬ ‫‪ (40‬ﺍﺧﺘﺮ ‪220‬‬
‫ﺇﺣﺪﺍﻫﻤﺎ ﺗﻘﻮﻡ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻣﺪﺓ ﺳﺎﻋ ﹰﺔ ﻭﺍﺣﺪﺓ ﻳﻮﻣ ﹼﹰﻴﺎ‪،‬‬ ‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﺍﻟﻤﻼﺣﻈﺔ ﻧﺼﻔﻬﻢ ﻟﺪﻳﻪ ﻏﺮﻓﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻗﺎﺭﻥ‬ ‫‪(b‬‬ ‫ﻣﻌﺎﻟﺠﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﺗﺘﻠ ﹼﻘﻰ‬
‫ﻭﺍﻷﺧﺮ￯ ﻻ ﺗﻘﻮﻡ ﺑﻬﺬﻩ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‪ ،‬ﺛﻢ ﻗﺎﺭﻥ ﺑﻴﻦ ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﻟﻜﻞ ﻣﻦ‬ ‫ﺩﺭﺟﺎﺗﻬﻢ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻔﺼﻞ‪.‬‬ ‫ﺗﺠﺮﻳﺒﻴﺔ‬ ‫‪(c‬‬ ‫ﻣﻌﺎﻟﺠﺔ ﺷﻜﻠﻴﺔ‪.‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (14‬ﻣﺴﺤﻴﺔ‪ ،‬ﻣﻦ ﺍﻷﻓﻀﻞ ﺃﻥ ﺗﺴﺘﻄﻠﻊ ﺁﺭﺍﺀ‬
‫‪ (41‬ﺍﺧﺘﺮ ‪ 200‬ﻃﺎﻟﺐ‪ ،‬ﻧﺼﻔﻬﻢ ﻳﻤﺎﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻭﻗﺎﺭﻥ ﻓﺘﺮﺓ ﺍﻟﻨﻮﻡ ﺑﻴﻦ‬ ‫‪  (29‬ﻛﻴﻒ ﻳﺤﺪﺙ ﺍﻟﺘﺤ ﹼﻴﺰ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ؟ ﻭﻛﻴﻒ ﻳﺆ ﹼﺛﺮ ﻓﻲ‬ ‫ﺃﺷﺨﺎﺹ ﻳﺨﺘﺎﺭﻭﻥ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ‪.‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ ﺫﻟﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺍﻟﻨﺘﻴﺠﺔ؟ ﹺ‬
‫ﺃﻋﻂ ﹰ‬
‫‪ (15‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫‪ (42‬ﺍﺧﺘﺮ ‪ 100‬ﻃﺎﻟﺐ ﺟﺎﻣﻌﻲ‪ ،‬ﻧﺼﻔﻬﻢ ﻟﺪﻳﻪ ﻭﻇﻴﻔﺔ ﺑﺪﻭﺍﻡ ﺟﺰﺋﻲ‪ ،‬ﻭﻗﺎﺭﻥ‬ ‫‪ (16‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪.‬‬
‫ﻣﻌﺪﻻﺗﻬﻢ ﺍﻟﺘﺮﺍﻛﻤﻴﺔ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫ﺍﻟﻤﺴﺘﻬﺪﻓﺔ ﺑﺴﺎﺗﻴﻦ‬ ‫‪ (17‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ :‬ﺍﻟﻔﺌﺔ ﹸ‬
‫ﻓﻴﻬﺎ ﻏﺰﻻﻥ‪ .‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺑﺴﺎﺗﻴﻦ‬
‫‪7 ‬‬
‫ﺗﺘﻠ ﹼﻘﻰ ﻣﻌﺎﻟﺠﺔ ﻣﻌﻴﻨﺔ ﺗﺒﻌﺪ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻋﻨﻬﺎ‪،‬‬
‫‪‬‬ ‫‪90‬‬

‫ﻭﺑﻘﻴﺔ ﺍﻟﺒﺴﺎﺗﻴﻦ ﻫﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‬

‫ﻭﺗﺘﻠ ﹼﻘﻰ ﻣﻌﺎﻟﺠﺔ ﺷﻜﻠﻴﺔ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ (18‬ﺍﺭﺗﺒﺎﻁ‪ ،‬ﻣﻊ ﺃﻥ ﻣﻤﺎﺭﺳﺔ ﺍﻟﺮﻳﺎﺿﺔ ﺗﺠﻌﻞ‬
‫ﺑﺘﻘﺼﻲ ﻃﺮﺍﺋﻖ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻋﺸﻮﺍﺋﻴﺔ‪ .‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺟﺪﺍﻭﻝ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬ ‫‪ ‬ﻛ ﹼﻠﻒ ﺍﻟﻄﻼﺏ ﹼ‬ ‫‪‬‬ ‫ﺍﻹﻧﺴﺎﻥ ﻓﻲ ﻧﻔﺴﻴﺔ ﺃﻓﻀﻞ‪ ،‬ﺇﻻ ﺃﻥ ﺃﺣﺪﹰ ﺍ‬
‫ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﻣﻠﺤﻖ ﻣﻌﻈﻢ ﻛﺘﺐ ﺍﻹﺣﺼﺎﺀ ﻓﻲ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻟﻘﺎﺋﻤﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ‬ ‫ﻣﻨﻬﻤﺎ ﻻ ﻳﺘﺴ ﹼﺒﺐ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻓﻲ ﺍﻵﺧﺮ‪.‬‬
‫ﻛﻞ ﻃﺎﻟﺐ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻳﺘﺄ ﹼﻟﻒ ﻛﻞ ﻣﻨﻬﺎ ﻣﻦ ﺭﻗﻤﻴﻦ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻪ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ‬ ‫‪ (19‬ﺍﻟﻌﺒﺎﺭﺓ ﺗﻈﻬﺮ ﺳﺒﺒﻴﺔ؛ ﻷﻥ ﻧﺰﻭﻝ ﺍﻟﻤﻄﺮ ﺑﻐﺰﺍﺭﺓ‬
‫ﻭﻣﺎﺭﺍ‬ ‫ﻛﺎﻑ ﻟﻮﺣﺪﻩ؛ ﻟﻌﺪﻡ ﺫﻫﺎﺏ ﺍﻟﻄﻼﺏ‬ ‫ﺳﺒﺐ ﹴ‬
‫ﻫﺬﻩ ﺍﻷﻋﺪﺍﺩ ﻣﺴﺘﻔﻴﺪﹰ ﺍ ﻣﻦ ﺟﺪﺍﻭﻝ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺑﺤﻴﺚ ﻳﺒﺪﺃ ﻛﻞ ﻃﺎﻟﺐ ﻣﻦ ﻣﻮﻗﻊ ﻣﻌﻴﻦ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‪ ،‬ﹼﹰ‬
‫ﻣﻦ ﺧﻼﻝ ﺃﺣﺪ ﺃﻋﻤﺪﺓ ﺍﻟﺠﺪﻭﻝ ﺃﻭ ﺃﺣﺪ ﺻﻔﻮﻓﻬﺎ‪ .‬ﻫﺬﺍ ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺗﻮﻟﻴﺪﻫﺎ‬ ‫ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳﺔ؛ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻐﻴﺎﺏ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ ،‬ﺃﻭ ﺃﻱ ﻣﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻣﺜﻞ ﺑﺮﻧﺎﻣﺞ ﺍﻹﻛﺴﻞ‪.‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺒﺒﻪ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﻣﺜﻞ ﺍﻟﻤﺮﺽ‪.‬‬
‫ﺍﻟﺤﺮ ﻓﻲ ﺍﻟﺼﻴﻒ‬ ‫‪ (20‬ﺍﻟﻌﺒﺎﺭﺓ ﺗﻈﻬﺮ ﺳﺒﺒﻴﺔ؛ ﻷﻥ ﹼ‬
‫‪ (23‬ﺍﺭﺗﺒﺎﻁ‪ ،‬ﻣﻊ ﺃﻧﻪ ﺭﺑﻤﺎ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﻴﻦ ﺍﻻﺛﻨﻴﻦ‪ ،‬ﺇﻻ ﺃﻥ‬ ‫‪ (21‬ﺍﺭﺗﺒﺎﻁ‪ ،‬ﻣﻊ ﺃﻥ ﺍﻻﺛﻨﻴﻦ ﻳﺮﺗﺒﻄﺎﻥ ﱞ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺑﺎﻵﺧﺮ‪،‬‬ ‫)ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ( ﻫﻮ ﺳﺒﺐ ﻣﺒﺎﺷﺮ‬
‫ﺃﺣﺪﻫﻤﺎ ﻗﺪ ﻻ ﹸﻳﺴ ﹼﺒﺐ ﺍﻵﺧﺮ‪.‬‬ ‫ﻟﻜﻦ ﻛﺜﺮﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻗﺪ ﻻ ﺗﺆﺛﺮ ﻓﻲ ﺍﻟﺬﻛﺎﺀ‪.‬‬ ‫ﻓﻲ ﺯﻳﺎﺩﺓ ﻣﺒﻴﻌﺎﺕ ﺍﻟﻤﺸﺮﻭﺑﺎﺕ ﺍﻟﺒﺎﺭﺩﺓ‪،‬‬
‫‪ (22‬ﺍﺭﺗﺒﺎﻁ‪ ،‬ﺣﻴﺚ ﺇﻥ ﻟﻠﺪﺭﺍﺳﺔ ﻋﻼﻗﺔ ﺑﻴﻦ ﺍﻻﺛﻨﻴﻦ‪ ،‬ﻟﻜﻦ‬ ‫ﻓﺠﺴﻢ ﺍﻹﻧﺴﺎﻥ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺳﻮﺍﺋﻞ ﺃﻛﺜﺮ‬
‫ﺃﺣﺪﻫﻤﺎ ﻗﺪ ﻻ ﻳﺴﺒﺐ ﺍﻵﺧﺮ‪.‬‬ ‫ﻟﺘﻌﻮﻳﺾ ﻣﺎ ﻳﻔﻘﺪﻩ‪.‬‬

‫‪ 7‬‬ ‫‪90‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪7-1‬‬ ‫‪Evaluating Published Data‬‬
‫‪‬‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ ،TI - nspire‬ﻣﻊ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﺋﻢ ﻭﺟﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺘﻘﻮﻳﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ 1‬‬ ‫‪950‬‬
‫‪850‬‬
‫ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪.‬‬

‫‪750‬‬ ‫ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻋﺪﺩ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺑﺎﻋﻬﺎ ﻣﻌﺮﺽ ﻟﻠﺴﻴﺎﺭﺍﺕ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ‪ ،1985-2009‬ﻭﻗﺪ ﻗﺎﻡ‬
‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﺋﻢ ﻭﺟﺪﺍﻭﻝ‬

‫‪‬‬
‫‪650‬‬ ‫ﺍﻟﻤﻌﺮﺽ ﺑﺘﻤﺜﻴﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ؛ ﻭﻋﺮﺿﻬﺎ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺼﺤﻒ‪،‬‬
‫ﻭﺫﻟﻚ ﻟﺪﻋﻢ ﺍﻟﻤﻘﻮﻟﺔ ﺑﺄﻥ ﻣﺒﻴﻌﺎﺕ ﺍﻟﻤﻌﺮﺽ ﺗﺰﺩﺍﺩ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﺟﺪﹼﹰ ﺍ‪ .‬ﻫﻞ ﻫﺬﺍ ﺻﺤﻴﺢ؟‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪،TI-nspire‬‬
‫‪550‬‬
‫‪450‬‬

‫ﻟﺘﻘﻮﻳﻢ ﺑﻴﺎﻧﺎﺕ ﻣﻨﺸﻮﺭﺓ‪.‬‬ ‫‪350‬‬

‫‪250‬‬
‫‪2005–2009‬‬ ‫‪2000–2004‬‬ ‫‪1995–1999‬‬ ‫‪1990–1994‬‬ ‫‪1985–1989‬‬ ‫‪‬‬
‫‪823‬‬ ‫‪704‬‬ ‫‪561‬‬ ‫‪451‬‬ ‫‪316‬‬ ‫‪‬‬
‫‪89‬‬ ‫‪94‬‬ ‫‪99‬‬ ‫‪04‬‬ ‫‪09‬‬
‫‪85-‬‬ ‫‪90-‬‬ ‫‪95-‬‬ ‫‪00-‬‬ ‫‪05-‬‬
‫‪‬‬ ‫‪‬‬

‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪.TI-nspire‬‬

‫‪‬‬
‫‪‬‬ ‫ﺗﻘﻮﻳﻢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ ‪.‬‬
‫ﺇﺫﺍ ﻇﻬﺮﺕ ﺻﻔﺤﺔ ﻣﻦ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﺋﻢ‬ ‫‪ 1 ‬ﺃﺩﺧﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺻﻔﺤﺔ ﻣﻦ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﺋﻢ ﻭﺟﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻭﺟﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻗﺪﻳﻤﺔ ﻋﻨﺪ ﺑﺪﺍﻳﺔ ﺍﻟﺘﻄﺒﻴﻖ‪،‬‬ ‫‪.‬‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫• ﺍﺿﻐﻂ‬
‫ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺣﻔﻆ ﺍﻟﻘﺪﻳﻤﺔ ﱠﺃﻭ ﹰﻻ‪ ،‬ﺛﻢ‬ ‫• ﺍﻛﺘﺐ ﻋﻨﻮﺍﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ )‪ (years‬ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻌﻤﻮﺩ )‪ (A‬ﹶﻭ )‪ (cars‬ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻌﻤﻮﺩ )‪. (B‬‬

‫ﻓﺘﺢ ﻗﺎﺋﻤﺔ ﺟﺪﻳﺪﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻀﻐﻂ ﻋﻠﻰ‬ ‫ﺛﻢ ﺍﺧﺘﻴﺎﺭ " ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ‬ ‫• ﻹﺩﺧﺎﻝ ﻓﺌﺎﺕ ﺍﻟﺴﻨﻮﺍﺕ ﻓﻲ ﻛﻞ ﺧﻠﻴﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬
‫‪،‬‬ ‫ﻹﺩﺧﺎﻝ ﺍﻟﻔﺌﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺍﻟﺴﻨﻮﺍﺕ ﻓﻲ ﺍﻟﺨﻠﻴﺔ ‪ A 1‬ﺍﻛﺘﺐ "‪ "85 - 89‬ﺛﻢ ﺍﺿﻐﻂ‬
‫‪ ،‬ﺛﻢ‬ ‫ﺍﻟﻤﻔﺘﺎﺣﻴﻦ‪:‬‬ ‫ﻭﻛﺮﺭ ﺫﻟﻚ ﻟﺒﻘﻴﺔ ﻓﺌﺎﺕ ﺍﻟﺴﻨﻮﺍﺕ‪.‬‬
‫ﹼ‬
‫ﺛﻢ ﻓﺘﺢ ﺻﻔﺤﺔ ﻗﻮﺍﺋﻢ ﻭﺟﺪﺍﻭﻝ ﺑﻴﺎﻧﺎﺕ ﺟﺪﻳﺪﺓ‪.‬‬ ‫• ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﻬﻢ ﻹﻇﻬﺎﺭ ﺍﻟﺨﻠﻴﺔ ‪ ،B 1‬ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻜﻞ ﻓﺌﺔ ﻣﻦ ﺍﻟﺴﻨﻮﺍﺕ‪.‬‬

‫‪ 2 ‬ﻣ ﱢﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻢ ﺇﺩﺧﺎﻟﻬﺎ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬

‫‪ 2‬‬
‫ﻭﻣﻨﻬﺎ‬ ‫ﺛﻢ ﺍﺧﺘﺮ‬ ‫• ﺍﺿﻐﻂ‬
‫‪‬‬ ‫‪ ،‬ﹶﻭ ﺻﻔﺤﺔ ﺟﺪﻳﺪﺓ ﻣﻦ‬ ‫‪ ،‬ﹶﻭ ‪ cars‬ﻓﻲ‬ ‫• ﺍﺧﺘﺮ ‪ years‬ﻓﻲ‬
‫‪.‬‬ ‫ﻹﻇﻬﺎﺭ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻋﻠﻰ ﺻﻔﺤﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﺛﻢ ﺍﺿﻐﻂ‬
‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﺫﻭﻱ ﻗﺪﺭﺍﺕ‬
‫ﹼ‬
‫• ﻟﻤﺸﺎﻫﺪﺓ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﻱ ﻋﻤﻮﺩ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻗﻢ ﺑﺎﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺫﻟﻚ ﺍﻟﻌﻤﻮﺩ‬
‫ﻣﺘﻔﺎﻭﺗﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺇﻛﻤﺎﻝ‬ ‫ﻓﺘﻈﻬﺮ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫ﺍﻟﻨﺸﺎﻁ‪.‬‬
‫• ﺗﺤﺘﻮﻱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻟﻴﺴﺎﺭ ﻣﻦ ﺻﻔﺤﺔ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﻭﺟﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻨﻮﺍﻥ‬
‫‪ (2‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻤﺜﻴﻞ ﺍﻟﺼﺤﻴﻔﺔ؛ ﻷﻧﻪ ﻣﻀ ﱢﻠﻞ‪ ،‬ﺣﻴﺚ ﺑﺪﺃ ﺍﻟﺘﺪﺭﻳﺞ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 250‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﻈﻬﺮ‬
‫ﺍﻟﺬﻱ ﹸﻳﺪﺧﻠﻪ ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪ ‬‬
‫ﺍﻟﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ‪ ،90-94‬ﻭﻛﺄﻧﻬﺎ ﺃﻛﺜﺮ ﻣﻦ ﺿﻌﻒ ﺍﻟﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ‪ ،85-89‬ﻭﻫﻲ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﻟﻴﺴﺖ ﻛﺬﻟﻚ‪.‬‬
‫• ﺍﻟﺮﻣﺰ ] " " [ ﺍﻟﺬﻱ ﻳﺴﺒﻖ ﺍﻟﻤﺪﺧﻠﺔ ﻳﺪﻝ‬ ‫ﻗﺎﺭﻥ ﺗﻤﺜﻴﻠﻚ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺘﻤﺜﻴﻞ ﺍﻟﺼﺤﻴﻔﺔ‪.‬‬
‫ﻋﻠﻰ ﺃﻥ ﺍﻟﻤﺪﺧﻠﺔ ﻧﺺ‪ ،‬ﻭﻟﺬﻟﻚ ﻳﺠﺐ ﺃﻻ‬ ‫‪ (1‬ﻫﻞ ﻳﻌﺮﺽ ﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻧﻔﺴﻬﺎ؟ ﻧﻌﻢ‬
‫‪ (3‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﺮﻳﺪ ﺍﻟﻤﻌﺮﺽ ﺃﻥ ﹸﻳ ﹺ‬
‫ﻈﻬﺮ ﺃﻥﹼ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﺍﻟﻤﺒﻴﻌﺎﺕ‬ ‫‪ (2‬ﺃﻱ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﹸﻳﻈ ﹺﻬﺮ ﺃﻥ ﻣﺒﻴﻌﺎﺕ ﺍﻟﻤﻌﺮﺽ ﺗﺰﺩﺍﺩ ﺑﺸﻜﻞ ﺃﻛﺒﺮ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫ﺗﹸﺪﺧﻞ ﺑﻴﺎﻧﺎﺕ ﻋﺪﺩﻳﺔ ﻳﺴﺒﻘﻬﺎ ﻫﺬﺍ ﺍﻟﺮﻣﺰ ‪.‬‬ ‫ﻣﻘﺒﻮﻻ؛ ﻷﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻳﺠﺐ ﺃﻥ‬‫ﹰ‬ ‫‪ (3‬ﻟﻤﺎﺫﺍ ﺍﺧﺘﺎﺭ ﺍﻟﻤﻌﺮﺽ ﺃﻥ ﻳﻌﺮﺽ ﺑﻴﺎﻧﺎﺗﻪ ﺑﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ؟ ﻫﻞ ﻫﻲ ﻣﻘﺒﻮﻟﺔ؟ ﻭﻟﻤﺎﺫﺍ؟ ﻣﺘﺴﺎﺭﻋﺔ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ ،‬ﻭﻫﺬﺍ ﻟﻴﺲ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ‬ ‫ﺗﻌﺮﺽ ﺑﺼﻮﺭﺓ ﻭﺍﺿﺤﺔ‪.‬‬

‫ﺍﻟﺘﻤﺎﺭﻳﻦ ‪1 - 3‬‬
‫‪91‬‬ ‫‪‬‬ ‫‪7 - 1 ‬‬

‫‪ 3‬‬ ‫‪‬‬

‫✓ ‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ ‪ 1 , 2‬؛ ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻓﻬﻢ‬
‫ﺍﻟﻄﻼﺏ ﺗﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬
‫ﺍﻟﺴﻨﻮﺍﺕ ‪ ، 1985-1989‬ﻭﻛﺄﻥ ﺍﻟﻤﺒﻴﻌﺎﺕ ﺃﺻﺒﺤﺖ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫• ﻣﺎ ﻧﺴﺒﺔ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﺍﻟﻤﺒﻴﻌﺎﺕ ﻣﻦ ﻓﺌﺔ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﻭﻟﻰ ﺇﻟﻰ‬
‫ﺍﻟﻔﺌﺔ ﺍﻷﺧﻴﺮﺓ ؟ ‪ 160%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺗﺸﻮ ﹰﻫﺎ‬
‫• ﻛﻴﻒ ﺃﻇﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﺬﻱ ﺃﻋﺪﻩ ﺍﻟﻤﻌﺮﺽ ﹼ‬
‫ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ؟‬
‫ﹶﺟ ﹶﻌﻞ ﺍﻟﺰﻳﺎﺩﺓ ﺗﹸﻘﺪﹼ ﺭ ﻛﺄﻧﻬﺎ ‪ ، 350%‬ﺣﻴﺚ ﻳﻈﻬﺮ ﻃﻮﻝ‬
‫ﺍﻟﻌﻤﻮﺩ ﺍﻟﻤﻤﺜﻞ ﻟﻠﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ‪2005-2009‬‬
‫ﻣﺴﺎﻭ ﹰﻳﺎ ‪ 4.5‬ﺃﻣﺜﺎﻝ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻤﻤﺜﻞ ﻟﻠﻤﺒﻴﻌﺎﺕ ﻓﻲ‬
‫‪ 4.5‬ﺃﻣﺜﺎﻝ ﺍﻟﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ‪. 1985-1989‬‬

‫‪91‬‬ ‫‪‬‬ ‫‪7 - 1‬‬

 ‫‪ ‬‬

‫‪7 - 1‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(7)‬‬ ‫‪‬‬ ‫‪(6)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪7-1‬‬ ‫‪‬‬ ‫‪7-1‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻋﻨﺪﻣﺎ ﺗﺘﺠﻤﻊ ﺍﻟﻐﻴﻮﻡ ﻓﺈﻧﻪ ﻣﻦ ﺍﳌﻤﻜﻦ ﻧﺰﻭﻝ‬ ‫ﻋﻨﺪﻣﺎ ﲢﺼﻞ ﺣﺎﺩﺛﺔ ﻳﻜﻮﻥ ﺣﺼﻮﻝ ﺍﻷﺧﺮ￯‬ ‫ﺍﻻﺭﺗﺒﺎﻁ‬ ‫ﺍﳊﺼﻮﻝ ﻋﲆ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﻋﻴﻨﺔ ﺃﺧﺬ ﻋﻴﻨﺔ ﳌﻌﺮﻓﺔ ﻣﻦ ﻳﺆﻳﺪ ﻓﻜﺮﺓ ﻣﺎ ﺃﻭ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺴﺤﻴﺔ‬
‫ﺍﳌﻄﺮ‪.‬‬ ‫ﳑﻜﻨﹰﺎ‪.‬‬ ‫ﻳﻌﺎﺭﺿﻬﺎ‪.‬‬ ‫ﻣﻨﻪ‪.‬‬
‫ﺇﺷﻌﺎﻝ ﺍﻟﻀﻮﺀ ﳚﻌﻞ ﺍﻟﻐﺮﻓﺔ ﺃﻛﺜﺮ ﺇﺿﺎﺀﺓ‪.‬‬ ‫ﺇﺣﺪ￯ ﺍﳊﺎﺩﺛﺘﲔ ﺳﺒﺐ ﻣﺒﺎﴍ ﰲ ﻭﻗﻮﻉ ﺍﳊﺎﺩﺛﺔ‬ ‫ﺍﻟﺴﺒﺒﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﲆ ﺍﺧﺘﺒﺎﺭ ﹸﻳﺮﺍﻗﺐ ﻓﻴﻪ ﺍﻷﻓﺮﺍﺩ ﺩﻭﻥ ﺃﻳﺔ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺄﺛﲑ ﰲ ﻣﻼﺣﻈﺔ ﳎﻤﻮﻋﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 100‬ﺷﺨﺺ‪،‬‬
‫ﺍﻷﺧﺮ￯‪.‬‬ ‫ﻣﻨﻬﻢ ‪ 50‬ﳜﻀﻌﻮﻥ ﻟﻠﻤﻌﺎﳉﺔ‪ ،‬ﻭﲨﻊ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﺍﳌﻼﺣﻈﺔ‬
‫ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﱢﺑﲔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﹸﻈﻬﺮ ﺍﺭﺗﺒﺎ ﹰﻃﺎ ﺃﻡ ﺳﺒﺒﻴﺔ‪ ،‬ﺛﻢ ﱢ‬ ‫‪‬‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻔﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﺇﺣﺪﺍﳘﺎ‬ ‫ﻋﻤﻠﻴﺔ ﳚﺮﻱ ﻓﻴﻬﺎ ﺗﺪﺧﻞ ﻣﻘﺼﻮﺩ ﻟﻸﺷﺨﺎﺹ ﺃﻭ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺑﻴﻮﺕ ﻭﺍﺳﻌﺔ ﺃﻛﺜﺮ ﻧﺸﺎ ﹰﻃﺎ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺑﻴﻮﺕ ﺻﻐﲑﺓ‪.‬‬
‫ﺗﺘﻌﺮﺽ ﳌﻌﺎﳉﺔ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﻻ ﺗﺘﻌﺮﺽ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ‪ .‬ﻭﻳﺘﻢ ﻓﻴﻬﺎ ﻣﻼﺣﻈﺔ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﹰ‬
‫ﺃﻃﻔﺎﻻ ﳐﺘﻠﻔﻲ ﺍﻟﻨﺸﺎﻁ ﻳﻌﻴﺸﻮﻥ ﰲ‬ ‫ﺍﺭﺗﺒﺎﻁ؛ ﻻ ﻳﻮﺟﺪ ﺳﺒﺐ ﳚﻌﻠﻨﺎ ﻧﻔﱰﺽ ﺃﻥ ﺣﺠﻢ ﺍﻟﺒﻴﺖ ﻳﺴﺒﺐ ﺯﻳﺎﺩﺓ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﺇﺫ ﺇﻥ ﻫﻨﺎﻙ‬
‫ﳌﻌﺎﳉﺔ ﺃﻭ ﺗﺘﻌﺮﺽ ﳌﻌﺎﳉﺔ ﺷﻜﻠﻴﺔ‪.‬‬
‫ﺑﻴﻮﺕ ﻛﺒﲑﺓ‪ .‬ﻓﺮﺑﲈ ﺗﺮﺟﻊ ﺯﻳﺎﺩﺓ ﺍﻟﻨﺸﺎﻁ ﺇﱃ ﻋﺎﻣﻞ ﺁﺧﺮ‪ ،‬ﻣﺜﻞ ﻛﻤﻴﺎﺕ ﺍﻟﻐﺬﺍﺀ ﻭﻧﻮﻋﻬﺎ‪.‬‬
‫ﺍﺫﻛﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻮﻗﻒ ﳑﺎ ﻳﺄﰐ ﻳﻤﺜﱢﻞ ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﻗﺎﺋﻤﺔ ﻋﲆ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪1‬‬

‫‪‬‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺣﺪﱢ ﺩ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪ ،‬ﻭﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺛﻢ ﱢﺑﲔ ﺇﻥ ﹸﻭﺟﺪ ﲢﻴﺰ ﺃﻭ ﻻ‪.‬‬
‫ﱢﺑﲔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﹸﻈﻬﺮ ﺍﺭﺗﺒﺎ ﹰﻃﺎ ﺃﻡ ﺳﺒﺒﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪:‬‬ ‫ﺍﺧﱰ ‪ 20‬ﻣﻮﻟﻮ ﹰﺩﺍ ﺣﺪﻳﺜﹰﺎ ﻧﺼﻔﻬﻢ ﻣﻦ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭﻧﺼﻔﻬﻢ ﻣﻦ ﺍﻹﻧﺎﺙ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﲔ ﻛﺘﻠﻬﻢ‪.‬‬
‫‪ (2‬ﺩﻟﱠﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﺯﻳﺎﺩﺓ ﺃﻛﻞ ﺍﻟﺴﻤﻚ ﲢﺴﻦ‬ ‫ﺇﺫﺍ ﺭﻛﻀﺖ ﰲ ﺍﻟﺸﺘﺎﺀ‪ ،‬ﻓﺈﲏ ﺳﺄﻣﺮﺽ‪.‬‬ ‫‪(1‬‬ ‫ﻫﺬﻩ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﲆ ﺍﳌﻼﺣﻈﺔ‪.‬‬
‫ﺩﺭﺟﺔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪.‬‬ ‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺗﺘﻄﻠﱠﺐ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﲆ ﺍﳌﻼﺣﻈﺔ ﺃﻭ‬ ‫‪2‬‬

‫‪‬‬ ‫ﻭﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬

‫ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﱢ‬
‫‪‬‬ ‫ﺗﺮﻳﺪ ﻣﻌﺮﻓﺔ ﺷﻌﻮﺭ ﺍﻟﻄﻼﺏ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺣﻮﻝ ﺍﻟﺰﻱ ﺍﳌﻮﺣﺪ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫‪‬‬ ‫ﻔﻀﻞ ﺃﻥ ﺗﺴﺄﻝ ﻓﻴﻬﺎ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺃﺧﺮ￯ ﻣﻦ ﺃﻭﻟﻴﺎﺀ‬
‫ﺗﺘﻄﻠﹼﺐ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪ ،‬ﹸﻳ ﱠ‬
‫‪‬‬ ‫ﺍﻷﻣﻮﺭ ﺣﻮﻝ ﺭﺃﳞﻢ ﰲ ﺫﻟﻚ‪.‬‬
‫‪ (3‬ﺇﺫﺍ ﺃﺿﻌﺖ ﻛﺘﺎﺏ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﻓﻌﻠﻴﻚ ﺃﻥ ﺗﺪﻓﻊ ﻏﺮﺍﻣﺔ‪ (4 .‬ﻗﺮﺍﺀﺓ ﻛﺘﺎﺏ ﻋﻦ ﺍﻟﺘﻐﺬﻳﺔ ﺍﳋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﺳﻢ ﲡﻌﻠﻚ‬ ‫‪‬‬
‫ﺗﻔﻘﺪ ﻛﺘﻠﺔﹰ‪.‬‬ ‫‪‬‬ ‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺣﺎﻟﺔ ﳑﺎ ﻳﺄﰐ ﲤﺜﱢﻞ ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﲆ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﺣﺪﱢ ﺩ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪‬‬ ‫‪‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺛﻢ ﱢﺑﲔ ﺇﻥ ﻭﺟﺪ ﲢﻴﺰ ﺃﻭ ﻻ‪:‬‬
‫‪‬‬ ‫‪ (1‬ﺧﺬ ‪ 300‬ﻃﺎﻟﺐ ﻭﺍﻗﺴﻤﻬﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺇﱃ ﳎﻤﻮﻋﺘﲔ ‪ (2‬ﺧﺬ ‪ 100‬ﻃﺎﻟﺐ‪ ،‬ﻧﺼﻔﻬﻢ ﺷﺎﺭﻙ ﰲ ﻓﺮﻳﻖ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﲔ ﺩﺭﺟﺎﲥﻢ ﻭﻣﻌﺪﻻﲥﻢ‪.‬‬ ‫ﻣﺘﺴﺎﻭﻳﺘﲔ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﲤﺎﺭﺱ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ‪ 3‬ﻣﺮﺍﺕ‬
‫‪‬‬ ‫ﰲ ﺍﻷﺳﺒﻮﻉ‪ ،‬ﻭﺍﳌﺠﻤﻮﻋﺔ ﺍﻷﺧﺮ￯ ﻻ ﲤﺎﺭﺱ ﻟﻌﺒﺔ‬
‫ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻣﻄﻠﻘﹰﺎ‪ .‬ﻭﺑﻌﺪ ﺛﻼﺛﺔ ﺃﺷﻬﺮ‪ ،‬ﹺ‬
‫ﺃﺟﺮ ﻣﻘﺎﺑﻠﺔ‬
‫‪ (5‬ﺇﺫﺍ ﺗﻐ ﱠﻴﺒﺖ ﻳﻮ ﹼﹰﻣﺎ ﻋﻦ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻓﻠﻦ ﺃﺣﺼﻞ ﻋﲆ ‪ (6‬ﺍﻣﺘﻼﻛﻲ ﻟﺴﻴﺎﺭﺓ ﺛﻤﻴﻨﺔ ﲡﻌﻠﻨﻲ ﺃﲨﻊ ﺛﺮﻭﺓ‪.‬‬
‫‪‬‬ ‫ﺟﺎﺋﺰﺓ ﺍﳊﻀﻮﺭ‪.‬‬ ‫ﻣﻊ ﺍﻟﻄﻼﺏ؛ ﳌﻌﺮﻓﺔ ﺷﻌﻮﺭﻫﻢ ﻧﺤﻮ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ 7‬‬ ‫‪7‬‬ ‫‪ ‬‬ ‫‪ 7‬‬ ‫‪6‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(9) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(8)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪7-1‬‬ ‫‪‬‬ ‫‪7-1‬‬
‫‪‬‬ ‫‪‬‬
‫ﺑﺪﻻ ﻣﻦ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﻟﻠﻌﻴﻨﺎﺕ ﺍﻟﻄﺒﻘﻴﺔ ﰲ ﺍﳌﺠﺘﻤﻌﺎﺕ‬ ‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﻋﻴﻨﺎﺕ ﻃﺒﻘﻴﺔ ﹰ‬
‫‪ (4‬ﺩﺭﺱ ﻋﻠﲈﺀ ﺍﻟﺴﻠﻮﻙ ﺃﺛﺮ ﺍﻟﺮﺳﻮﻡ ﺍﳌﺘﺤﺮﻛﺔ‬ ‫‪ (1‬ﻫﻨﺎﻙ ﺗﻘﻨﻴﺔ ﺟﺪﻳﺪﺓ ﰲ ﺟﺮﺍﺣﺔ ﺍﻟﺮﻛﺒﺔ‪ ،‬ﺣﻴﺚ‬
‫ﺍﳌﺘﻨﻮﻋﺔ ﺃﻥ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻦ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‪.‬‬ ‫ﺍﻟﺘﻲ ﺗﺘﺴﻢ ﺑﺎﻟﻌﻨﻒ ﰲ ﺳﻠﻮﻙ ﺍﻷﻭﻻﺩ‪.‬‬ ‫ﺗﹸﻮﺿﻊ ﺍﻟﺮﻛﺒﺔ ﰲ ﻭﺿﻊ ﻣﻨﺎﺳﺐ ﺑﺎﺳﺘﻌﲈﻝ ﻣﺎﺩﺓ ﺍﻟﺘﻴﺘﺎﻧﻴﻮﻡ‬
‫ﺣﻴﺚ ﻳﻮﺯﹼ ﻉ ﺍﳌﺠﺘﻤﻊ ﺇﱃ ﺃﺟﺰﺍﺀ ﻣﺘﲈﻳﺰﺓ‪ ،‬ﻗﺒﻞ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻄﺒﻘﻴﺔ ﻋﲆ ﺃﻥ ﻳﺘﺠﺎﻧﺲ ﺃﻓﺮﺍﺩ ﻛﻞ ﺟﺰﺀ‪ ،‬ﺛﻢ ﻳﺘﻢ ﺃﺧﺬ ﻋﻴﻨﺔ ﲤﺜﱢﻠﻪ ﻣﻦ‬ ‫ﺑﺪﻻ ﻣﻦ ﻗﻄﻊ ﺍﻷﺭﺑﻄﺔ ﻭﺍﻟﻌﻀﻼﺕ‪ .‬ﻭﻗﺪ‬ ‫ﻭﺃﻏﻄﻴﺔ ﻭﺍﻗﻴﺔ ﹰ‬
‫ﻛﻞ ﺟﺰﺀ‪ ،‬ﻭﺗﻜﻮﻥ ﳎﻤﻮﻋﺔ ﻫﺬﻩ ﺍﻟﻌﻴﻨﺎﺕ ﻫﻲ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻤﺜﱢﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ‪.‬‬ ‫‪ (a‬ﺻﻒ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﲆ ﺍﳌﻼﺣﻈﺔ ﻳﻤﻜﻦ ﻟﻠﻌﻠﲈﺀ ﺃﻥ‬ ‫ﻗﺎﻣﺖ ﺩﺭﺍﺳﺔ ﺑﻤﻼﺣﻈﺔ ﺃﺯﻣﻨﺔ ﺍﻟﺸﻔﺎﺀ ﺑﻌﺪ ﺟﺮﺍﺣﺔ ‪100‬‬
‫ﻳﻨﻔﱢﺬﻭﻫﺎ؛ ﻟﺪﺭﺍﺳﺔ ﺃﺛﺮ ﺍﻟﺮﺳﻮﻡ ﺍﳌﺘﺤﺮﻛﺔ ﺍﻟﺘﻲ ﺗﺘﺴﻢ‬ ‫ﻓﺄﳞﲈ ﻛﺎﻧﺖ‬ ‫ﺍﳉﺪﻳﺪﺓ‪.‬‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﺳﺘﻌﻤﻠﺖ‬ ‫ﹸﺭﻛﺒﺔ ﻧﺼﻔﻬﺎ‬
‫ﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ ﻃﻼﺏ ﻣﺪﺭﺳﺔ ﺛﺎﻧﻮﻳﺔ‪ ،‬ﻭﻋﺪﺩﻫﻢ ‪ 2294‬ﻃﺎﻟ ﹰﺒﺎ‪ ،‬ﺇﱃ ﺃﺭﺑﻊ ﻓﺌﺎﺕ ﺑﺤﺴﺐ ﺍﻟﺼﻒ‪،‬‬ ‫‪‬‬ ‫ﱡ‬
‫ﺑﺎﻟﻌﻨﻒ ﰲ ﺍﻷﻭﻻﺩ‪.‬‬ ‫ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ؟‬
‫ﻭﺍﻟﻔﺮﻉ‪ /‬ﻋﻠﻤﻲ ﺃﻭ ﴍﻋﻲ‪:‬‬
‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﴩ ﴍﻋﻲ‪530 :‬‬ ‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﴩ ﻋﻠﻤﻲ‪576 :‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﲏ ﻋﴩ ﴍﻋﻲ‪588 :‬‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﲏ ﻋﴩ ﻋﻠﻤﻲ‪600 :‬‬ ‫‪‬‬
‫ﺍﺧﺘﲑﺕ ﻋﻴﻨﺔ ﻣﻦ ‪ 500‬ﻃﺎﻟﺐ ﻻﺳﺘﻄﻼﻉ ﺭﺃﳞﻢ‪ ،‬ﺣﺪﱢ ﺩ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺳﻴﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﻌﻴﻨﺔ ﻣﻦ ﻛﻞ ﻓﺌﺔ‪.‬‬
‫‪ (b‬ﺻﻒ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻌﺪﻫﺎ ﺍﻟﻌﻠﲈﺀ ﻟﺪﺭﺍﺳﺔ‬
‫ﺍﳋﻄﻮﺓ ‪ :1‬ﺃﺣﺴﺐ ﺍﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻓﺌﺔ‪.‬‬ ‫ﺃﺛﺮ ﺍﻟﺮﺳﻮﻡ ﺍﳌﺘﺤﺮﻛﺔ ﺍﻟﺘﻲ ﺗﺘﺴﻢ ﺑﺎﻟﻌﻨﻒ ﰲ ﺍﻷﻭﻻﺩ‪.‬‬
‫‪576 ÷ 2294 = 25.11%‬‬ ‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﴩ ﻋﻠﻤﻲ‪:‬‬
‫‪ (2‬ﺗﻌﻄﻲ ﴍﻛﺔ ﻟﻠﻤﴩﻭﺑﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‬
‫‪530 ÷ 2294 = 23.10%‬‬ ‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﴩ ﴍﻋﻲ‪:‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻋﻴﻨﺎﺕ ﳎﺎﻧﻴﺔ ﻣﻦ ﺇﻧﺘﺎﺟﻬﺎ ﺍﳉﺪﻳﺪ ﰲ ﳎﻤﻊ ﲡﺎﺭﻱ‪ ،‬ﻭﻗﺪ‬
‫‪600 ÷ 2294 = 26.16%‬‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﲏ ﻋﴩ ﻋﻠﻤﻲ‪:‬‬ ‫‪8‬‬
‫ﺳﺠﻞ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺃﻋﲈﺭﻫﻢ ﻣﻦ ‪12 – 20‬‬
‫‪588 ÷ 2294 = 25.63%‬‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﲏ ﻋﴩ ﴍﻋﻲ‪:‬‬ ‫‪‬‬
‫ﻣﻘﺎﺑﻞ ﻋﺪﺩ ﺍﻟﻜﺒﺎﺭ ﺍﻟﺬﻳﻦ ﺃﺧﺬﻭﺍ ﺍﻟﻌﻴﻨﺎﺕ‪ .‬ﻓﻬﻞ ﻳﺪﻝ ﻫﺬﺍ‬
‫ﺍﳋﻄﻮﺓ ‪ :2‬ﺃﴐﺏ ﻛﻞ ﻧﺴﺒﺔ ﰲ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﻋﲆ ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﻣﺴﺤﻴﺔ ﺃﻭ ﻗﺎﺋﻤﺔ ﻋﲆ ﺍﳌﻼﺣﻈﺔ؟‬
‫ﻳﻮﺿﺢ ﺍﻟﻌﻠﲈﺀ ﺃﻥ ﺍﻟﻌﻨﻒ ﺑﲔ ﺍﻷﻭﻻﺩ ﻛﺎﻥ‬
‫‪ (c‬ﻛﻴﻒ ﱢ‬
‫‪ 126‬ﻃﺎﻟ ﹰﺒﺎ ≈ ‪(25.11%)(500) =125.55‬‬ ‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﴩ ﻋﻠﻤﻲ‪:‬‬ ‫ﻧﺘﻴﺠﺔ ﻟﻠﺮﺳﻮﻡ ﺍﳌﺘﺤﺮﻛﺔ ﺍﻟﺘﻲ ﺗﺘﺴﻢ ﺑﺎﻟﻌﻨﻒ ﻻ ﳎﺮﺩ‬ ‫‪‬‬
‫‪ 115‬ﻃﺎﻟ ﹰﺒﺎ ≈ ‪(23.10%)(500) = 115.5‬‬ ‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﴩ ﴍﻋﻲ‪:‬‬ ‫ﺍﺭﺗﺒﺎﻁ؟‬
‫‪ 131‬ﻃﺎﻟ ﹰﺒﺎ ≈ ‪(26.16%)(500) = 130.8‬‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﲏ ﻋﴩ ﻋﻠﻤﻲ‪:‬‬
‫‪ 128‬ﻃﺎﻟ ﹰﺒﺎ ≈ ‪(25.63%)(500) = 128.15‬‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﲏ ﻋﴩ ﴍﻋﻲ‪:‬‬ ‫‪‬‬ ‫‪‬‬
‫)ﻣﻠﺤﻮﻇﺔ‪ :‬ﺗﻢ ﺗﻘﺮﻳﺐ ﺍﻟﻌﺪﺩ ‪ 115.5‬ﺇﱃ ‪ 115‬ﺣﺘﻰ ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ‪ 500‬ﻃﺎﻟﺐ(‬ ‫‪‬‬
‫‪‬‬ ‫‪  (3‬ﻭﺟﺪﺕ ﺩﺭﺍﺳﺔ ﺃﻥ ﺃﻋﻀﺎﺀ ﺃﺣﺪ ﺍﻷﻧﺪﻳﺔ ﻫﻢ ﰲ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺘﻤﺮﻳﻨﲔ ‪ ،1,2‬ﺣﺪﱢ ﺩ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﰲ ﻛﻞ ﻓﺌﺔ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺍﻷﻏﻠﺐ ﻣﻦ ﺍﳌﺤﺎﻣﲔ ﻭﺍﻷﻃﺒﺎﺀ‪ .‬ﻓﻬﻞ ﻫﺬﺍ ﺍﺭﺗﺒﺎﻁ ﺃﻡ‬
‫‪ (1‬ﻳﺘﻜﻮﻥ ﳎﺘﻤﻊ ﺭﻳﺎﺿﻴﲔ ﻣﻦ ‪ 18‬ﻻﻋﺐ ﻛﺮﺓ ﻗﺪﻡ‪ 18 ،‬ﻻﻋﺐ ﻛﺮﺓ ﺳﻠﺔ‪ ،‬ﻭ ﹸﻳﺮﺍﺩ ﺃﺧﺬ ﻋﻴﻨﺔ ﳑﺜﻠﺔ ﻣﻦ ‪ 20‬ﺭﻳﺎﺿ ﹼﹰﻴﺎ‪.‬‬ ‫ﺳﺒﺒﻴﺔ؟‬
‫‪1010‬‬
‫‪‬‬
‫‪ (2‬ﺃﺭﻳﺪ ﺍﻟﺘﻌﺮﻑ ﻋﲆ ﺻﻌﻮﺑﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﺳﺘﺔ ﻗﻄﺎﻋﺎﺕ ﻫﻲ‪ :‬ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻭﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﻭﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﻭﺍﻟﻨﻘﻞ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻟﺼﺤﺔ‪،‬‬
‫ﰲ ﳎﺘﻤﻊ ﻳﺘﻜﻮﻥ ﻣﻦ‪ 100000 :‬ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﻟﺼﻨﺎﻋﺔ‪ 195000 ،‬ﰲ ﻗﻄﺎﻉ ﺍﻟﺰﺭﺍﻋﺔ‪ 150000 ،‬ﰲ ﻗﻄﺎﻉ ﺍﻟﺘﻌﻠﻴﻢ‪،‬‬
‫‪ 125000‬ﰲ ﻗﻄﺎﻉ ﺍﻟﺘﺠﺎﺭﺓ‪ 52000 ،‬ﰲ ﻗﻄﺎﻉ ﺍﻟﺼﺤﺔ‪ ،‬ﻭ ‪ 31000‬ﰲ ﻗﻄﺎﻉ ﺍﻟﻨﻘﻞ‪ .‬ﺣﻴﺚ ﻳﺘﻄﻠﺐ ﺫﻟﻚ ﺃﺧﺬ ﻋﻴﻨﺔ ﳑﺜﻠﺔ ﻣﻦ‬
‫‪ 100‬ﺷﺨﺺ‪.‬‬
‫‪5819233015‬‬

‫‪ 7‬‬ ‫‪8‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪9‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪91 A‬‬

 



7 - 1
          


   (12)

 7-1

‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺍﺳﺔ‬،‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﻟﻤﻮﻗﻔﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻳﻤﺜﱢﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
 :‫ ﺛﻢ ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺤﻴﺰﺓ ﺃﻡ ﻻ‬،‫ﺗﺠﺮﻳﺒﻴﺔ؛ ﻓﺤﺪﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‬

‫ ﺷﺨﺺ ﻭﻭﺯﹼ ﻋﻬﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﻲ‬1000 ‫( ﺍﺧﺘﺮ‬2 ‫ ﻃﺎﻟ ﹰﺒﺎ ﻣﻤﻦ ﻳﻠﻌﺒﻮﻥ‬150‫ ﺍﺧﺘﺮ‬،‫ ﻃﺎﻟﺐ‬300 ‫( ﻣﻦ‬1
،‫ﺃﻋﻂ ﺇﺣﺪ￯ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻓﻴﺘﺎﻣﻴﻨﹰﺎ‬ ‫ ﹺ‬،‫ﻣﺠﻤﻮﻋﺘﻴﻦ‬ .‫ ﻭﻗﺎﺭﻥ ﺑﻴﻦ ﺩﺭﺟﺎﺗﻬﻢ‬،‫ﺍﻟﺸﻄﺮﻧﺞ‬
‫ﻭﻻ ﹸﺗﻌ ﹺ‬
.‫ﻂ ﻟﻸﺧﺮ￯ ﺷﻴﺌﹰﺎ‬ ‫ﹾ‬ ‫ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻫﻢ ﺍﻟﺬﻳﻦ ﺗﻨﺎﻭﻟﻮﺍ‬:‫ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‬

‫ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻫﻢ ﺍﻟﺬﻳﻦ ﻟﻢ ﻳﺘﻨﺎﻭﻟﻮﺍ‬.‫ﺍﻟﻔﻴﺘﺎﻣﻴﻦ‬
.‫ ﺍﻟﺪﺭﺍﺳﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‬.‫ﺍﻟﻔﻴﺘﺎﻣﻴﻦ‬

‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺗﺘﻄﻠﺐ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺃﻡ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﺃﻡ ﺩﺭﺍﺳﺔ‬
 ‫( ﺗﺮﻳﺪ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺄﻛﻠﻮﻥ‬4
‫ﺣﻠﻮ￯ ﻗﺒﻞ ﺍﻻﺧﺘﺒﺎﺭ ﻣﺒﺎﺷﺮﺓ ﻳﺤﺼﻠﻮﻥ ﻋﻠﻰ‬
‫ﺩﺭﺟﺎﺕ ﺃﻋﻠﻰ ﻣﻦ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻻ ﻳﺄﻛﻠﻮﻥ‬
.￯‫ﺍﻟﺤﻠﻮ‬
‫ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻫﻲ‬:‫ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‬
.￯‫ﻣﺠﻤﻮﻋﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺄﻛﻠﻮﻥ ﺍﻟﺤﻠﻮ‬

 
.‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‬
‫ ﹼ‬،‫ﺗﺠﺮﻳﺒﻴﺔ‬
‫ﺻﺤﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺬﻫﺒﻮﻥ ﺇﻟﻰ‬ ‫( ﺗﺮﻳﺪ ﻣﻘﺎﺭﻧﺔ ﹼ‬3
‫ ﻭﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ‬،‫ﺳﻴﺮﺍ ﻋﻠﻰ ﺍﻷﻗﺪﺍﻡ‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﹰ‬
.‫ﺑﺎﻟﺤﺎﻓﻼﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ‬
‫ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺴﺠﻼﺕ‬:‫ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫ﺳﻴﺮﺍ ﻋﻠﻰ‬
‫ﺍﻟﻄﺒﻴﺔ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳﺔ ﹰ‬
.‫ ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﺑﺎﻟﺤﺎﻓﻼﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ‬،‫ﺍﻷﻗﺪﺍﻡ‬

:‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‬ ‫ﹰ‬

‫ ﹼ‬،‫ﺍﺭﺗﺒﺎﻃﺎ ﺃﻡ ﺳﺒﺒﻴﺔ‬ ‫ﹼﺑﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﹸﻈﻬﺮ‬

.‫ ﻓﻠﻦ ﺗﻤﻄﺮ‬،‫( ﻋﻨﺪﻣﺎ ﻻ ﺗﻜﻮﻥ ﺍﻟﺴﻤﺎﺀ ﻏﺎﺋﻤﺔ‬6 ‫ ﻓﺴﺄﻛﻤﻞ ﺍﻟﺴﺒﺎﻕ‬،‫ﻣﺎﺭﺳﺖ ﺭﻳﺎﺿﺔ ﺍﻟﺮﻛﺾ ﻳﻮﻣ ﹼﹰﻴﺎ‬
‫ﹸ‬ ‫( ﺇﺫﺍ‬5
 .‫ ﺍﻷﻣﻄﺎﺭ ﺗﻬﻄﻞ ﻣﻦ ﺍﻟﻐﻴﻮﻡ‬:‫ﺳﺒﺒﻴﺔ‬ .‫ﻓﻲ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‬
‫ﺍﺭﺗﺒﺎﻁ؛ ﻳﻮﺟﺪ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﺗﺆﺛﹼﺮ ﻓﻲ ﻭﻗﺖ ﺇﻛﻤﺎﻝ‬
.‫ﺍﻟﺴﺒﺎﻕ‬

‫ ﺳﺄﺣﺼﻞ ﻋﻠﻰ‬،‫( ﺇﺫﺍ ﺩﺭﺳﺖ ﻟﻤﺪﺓ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‬8 ‫( ﺩﻟﱠﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻋﻠﻰ ﺃﻥ ﺗﻨﺎﻭﻝ ﺍﻟﻔﻴﺘﺎﻣﻴﻨﺎﺕ ﺍﻟﻤﺮﻛﹼﺒﺔ‬7
.‫ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﺎﺭﻳﺦ‬100% ‫ﺩﺭﺟﺔ‬ .‫ﻳﺤﺎﻓﻆ ﻋﻠﻰ ﺻﺤﺔ ﺍﻟﺠﺴﻢ‬

‫ﺍﺭﺗﺒﺎﻁ؛ ﻳﻮﺟﺪ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﺗﺆﺛﹼﺮ‬ .‫ ﻳﻮﺟﺪ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﺗﺆﺛﹼﺮ ﻓﻲ ﺻﺤﺔ ﺍﻟﺠﺴﻢ‬:‫ﺍﺭﺗﺒﺎﻁ‬
.‫ﻓﻲ ﺍﻷﺩﺍﺀ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭ‬



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 
 

 

 

 

 

 

 

91 B   7

 ‫‪‬‬
‫‪‬‬
‫‪Statistical Analysis‬‬
‫‪‬‬ ‫‪7 -2‬‬
‫‪7:20 6:59 7:29 6:49 7:03 6:51‬‬ ‫ﺷﺎﺭﻙ ﺃﻣﺠﺪ ﻓﻲ ‪ 18‬ﺳﺒﺎ ﹰﻗﺎ ﺟﺒﻠ ﹼﹰﻴﺎ ﻟﻠﺪﺭﺍﺟﺎﺕ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ‪ ،‬ﻭ ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﺠﺪﻭﻝ‬
‫‪‬‬
‫‪‬‬ ‫‪ 1‬‬
‫‪6:48 6:52 6:50 7:01 6:49 6:57‬‬ ‫ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﺰﻣﻦ ﺑﺎﻟﺪﻗﺎﺋﻖ ﻭﺍﻟﺜﻮﺍﻧﻲ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺧﻂ ﺍﻟﻨﻬﺎﻳﺔ ﻓﻲ ﻛﻞ‬ ‫‪(  ) ‬‬
‫‪6:53 7:07 6:54 6:56 7:09 7:02‬‬ ‫ﻣﻨﻬﺎ‪ .‬ﺃﻱ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﻔﻀﻞ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻪ ﺃﻣﺠﺪ ﻟﻮﺻﻒ ﻫﺬﻩ ﺍﻷﺯﻣﻨﺔ؟‬
‫ﺇﻥ ﺇﻳﺠﺎﺩ ﺃﺣﺪ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻟﻮﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻠﺨﻴﺼﻬﺎ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬ ‫‪‬‬
‫ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ ﹸﻳ ﹶﺴﻤﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻟﻬﺎ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪7-2‬‬
‫‪ ‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﻋﻼﻩ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﺘﻐﻴﺮ؛ ﻟﺬﺍ ﺗﹸﺴﻤﻰ ﺑﻴﺎﻧﺎﺕ ﻓﻲ ﻣﺘﻐﻴﺮ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﻟﻮﺻﻒ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﹸﻳﺴﺘﻌﻤﻞ ﺃﺣﺪ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‪ ،‬ﺍﻟﺬﻱ ﻳﺸﻴﺮ ﺇﻟﻰ ﻣﺘﻮﺳﻂ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﻣﻨﺘﺼﻔﻬﺎ‬
‫‪‬‬ ‫ﺇﻳﺠﺎﺩ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻭﺍﻟﺘﺸﺘﺖ‪.‬‬
‫‪‬‬
‫)ﻣﺮﻛﺰﻫﺎ(‪ ،‬ﻭﺃﺑﺮﺯ ﻫﺬﻩ ﺍﻟﻤﻘﺎﻳﻴﺲ ﻫﻮ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻟﻤﻨﻮﺍﻝ‪.‬‬ ‫‪‬‬ ‫‪7-2‬‬
‫ﻭﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﻣﻘﻴﺎﺱ ﻟﻮﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪:‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‪،‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻭﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ؛ ﻟﻤﻘﺎﺭﻧﺔ ﻣﺠﻤﻮﻋﺎﺕ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪7-2‬‬
‫‪‬‬ ‫‪statistical analysis‬‬
‫ﻣﻘﺎﺭﻧﺔ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﻟﻌﻴﻨﺔ ﻭﻣﻌﺎﻟﻢ‬
‫‪‬‬ ‫‪  ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪variable‬‬
‫ﺍﻟﻤﺠﺘﻤﻊ ‪.‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪‬‬
‫‪   ‬‬ ‫‪univariate data‬‬
‫‪ ‬‬ ‫‪  ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪measure of central tendency‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪  ‬‬
‫‪parameter‬‬
‫‪ 2‬‬
‫‪  (a‬ﺇﺷﺎﺭﺓ ﺇﻟﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺳﺒﺎﻕ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺃﻋﻼﻩ‪ ،‬ﹼ‬
‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪‬‬
‫ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫ﺑﻤﺎ ﺃﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻨﺘﺸﺮ ﻭﻻ ﻳﻈﻬﺮ ﻓﻴﻬﺎ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ‪ ،‬ﻳﻜﻮﻥ ﺍﻟﻤﺘﻮﺳﻂ ﻫﻮ ﺍﻷﻓﻀﻞ‪.‬‬
‫‪Statistic‬‬
‫‪‬‬
‫‪‬‬
‫‪17‬‬ ‫‪15‬‬ ‫‪17‬‬ ‫‪16‬‬
‫ﺃﻱ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﻨﺎﺳﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫‪ (b‬ﹼ‬ ‫‪margin of sampling error‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪15‬‬ ‫‪16‬‬ ‫‪16‬‬ ‫‪12‬‬
‫‪18‬‬ ‫‪18‬‬ ‫‪18‬‬ ‫‪14‬‬ ‫ﺑﻤﺎ ﺃﻧﻪ ﺗﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ ﻭﻻ ﻳﻮﺟﺪ ﻓﺠﻮﺍﺕ ﻛﺒﻴﺮﺓ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﺈﻥ‬ ‫‪‬‬ ‫‪‬‬
‫‪1‬‬ ‫‪48‬‬ ‫‪16‬‬ ‫‪40‬‬ ‫ﺍﻟﻮﺳﻴﻂ ﺃﻓﻀﻞ ﻣﻦ ﻏﻴﺮﻩ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫• ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﻔﻴﺪ‪ ،‬ﻭﺿﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ‬
‫‪measure of variation‬‬
‫‪ ‬ﺍﻟﻤﻨﻮﺍﻝ؛ ﺣﻴﺚ ﺇﻥ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﺍﻟﻘﻴﻢ ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬ ‫‪‬‬
‫‪variance‬‬ ‫ﻗﺎﺋﻤﺔ ﻋﻨﺪ ﺩﺭﺍﺳﺘﻬﺎ؟ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ‬
‫‪ (1‬ﺗﻤﻨﺢ ﻣﺆﺳﺴﺔ ﺟﺎﺋﺰﺓ ﻛﺒﺮ￯ ﻗﻴﻤﺘﻬﺎ ‪ 20000‬ﺭﻳﺎﻝ‪ ،‬ﻭ‪ 30‬ﺟﺎﺋﺰﺓ ﺃﺧﺮ￯ ﻗﻴﻤﺔ ﻛﻞ ﻣﻨﻬﺎ ‪ 500‬ﺭﻳﺎﻝ‪ ،‬ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ‬
‫ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﻼﺋﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟ ﻭﻟﻤﺎﺫﺍ؟‬ ‫‪‬‬ ‫ﺗﻜﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﺮﺗﹼﺒﺔ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺴﻬﻞ‬
‫‪standard deviation‬‬
‫ﻣﻌﺮﻓﺔ ﻛﻞ ﻣﻦ‪ :‬ﺃﺻﻐﺮ ﻗﻴﻤﺔ‪ ،‬ﻭﺍﻟﻮﺳﻴﻂ‪،‬‬
‫ﺍﻟﻤ ﹾﻌ ﹶﻠﻤﺔ ﻭﻫﻮ ﻣﻘﻴﺎﺱ ﻳﺼﻒ ﺧﺎﺻﻴﺔ ﻓﻲ‬
‫ﻳﻮﺟﺪ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﻤﻘﺎﻳﻴﺲ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﻤﺎ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻫﻤﺎ ﹶ‬ ‫‪www.obeikaneducation.com‬‬
‫ﻭﺍﻟﻤﻨﻮﺍﻝ‪ ،‬ﻭﺃﻛﺒﺮ ﻗﻴﻤﺔ ‪.‬‬
‫ﺍﻟﻤ ﹾﻌ ﹶﻠﻤﺔ‪،‬‬
‫ﺍﻹﺣﺼﺎﺋﻲ ﻭﻫﻮ ﻣﻘﻴﺎﺱ ﻳﺼﻒ ﺧﺎﺻﻴﺔ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻓﻤﺘﻮﺳﻂ ﺩﺧﻞ ﺍﻟﻔﺮﺩ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﻫﻮ ﻣﺜﺎﻝ ﻋﻠﻰ ﹶ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻭﺍﻹﺣﺼﺎﺋﻲ‬
‫ﺃﻣﺎ ﺩﺧﻞ ﺍﻟﻔﺮﺩ ﻓﻲ ﻣﺪﻳﻨﺘﻚ ﺍﻟﺘﻲ ﺗﺴﻜﻨﻬﺎ‪ ،‬ﻓﻬﻮ ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﻭﻳﺘﻢ ﺗﺤﺪﻳﺪ ﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺿﻮﺀ ﺍﻟﻬﺪﻑ ﻣﻦ‬ ‫‪‬‬ ‫• ﻣﺎ ﺍﻟﻤﻼﺣﻈﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻨﻚ ﻣﻌﺮﻓﺘﻬﺎ ﻋﻦ‬
‫ﻣﺜﻼ ﺗﻌﺮﻑ ﻣﺪ￯ ﺭﺿﺎ ﻣﻌ ﱢﻠ ﹺﻤﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻋﻦ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺠﺪﻳﺪﺓ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‪ ،‬ﻓﺈﻥ ﻣﺠﺘﻤﻊ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﺈﺫﺍ ﺃﺭﺍﺩ ﺑﺎﺣﺚ ﹰ‬
‫ﺪﺭﺳﻮﻥ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺠﺪﻳﺪﺓ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‪ ،‬ﻭﻟﺼﻌﻮﺑﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ‬ ‫ﻳ‬
‫ﹸ ﱠ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻳﻜﻮﻥ ﺟﻤﻴﻊ ﻣﻌ ﱢﻠ ﹺﻤﻲ‬ ‫‪‬‬ ‫ﺍﻷﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻭﺻﻞ ﻓﻴﻬﺎ ﺃﻣﺠﺪ ﺇﻟﻰ ﺧﻂ‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﻓﻲ ﺍﻟﻤﺴﺎﺑﻘﺎﺕ ﺍﻟﺘﻲ ﺷﺎﺭﻙ ﻓﻴﻬﺎ‬
‫‪‬‬
‫ﺟﻤﻴﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ‪ ،‬ﻓﺈﻧﻪ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻣﺠﻤﻮﻋﺔ ﺻﻐﻴﺮﺓ ﻭﺍﻟﺘﻲ ﺗﻤﺜﻞ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ ‬‬
‫)ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺴﺎﺏ ﺍﻟﺬﻫﻨﻲ ﻓﻘﻂ(؟‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪92‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻘﻴﻤﺘﺎﻥ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯‬
‫ﻫﻤﺎ ‪ ، ( 6:48 , 7:29) :‬ﻭﺍﻟﻤﺪ￯ ‪ 41‬ﺛﺎﻧﻴﺔ‪.‬‬

‫‪7 - 2‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪ 1‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﻣﻘﻴﺎﺱ ﺍﻟﻨﺰﻋﺔ‬
‫•‪93, 96 ‬‬ ‫•‪93, 96 ‬‬ ‫•‪93 ‬‬ ‫‪‬‬ ‫ﺍﻟﻤﺮﻛﺰﻳﺔ ﺍﻷﻧﺴﺐ ﻟﺘﻤﺜﻴﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫‪13 •‬‬ ‫‪13 •‬‬ ‫‪13 •‬‬ ‫‪‬‬
‫‪12 • 12 • 10 • ‬‬
‫‪13 • 13 • 12 • ‬‬

‫‪ 7‬‬ ‫‪92‬‬


‫ﻗﻞ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‪،‬‬‫ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‪ .‬ﻭﻛﻠﻤﺎ ﺯﺍﺩ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﱠ‬
‫‪‬‬
‫‪ 2‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻫﺎﻣﺶ ﺧﻄﺄ‬
‫ﺍﻟﻤﻌﺎﻳﻨﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‪.‬‬
‫‪ ‬‬
‫ﻭﻋﻨﺪ ﺳﺤﺐ ﻋﻴﻨﺔ ﻣﻦ ﻣﺠﺘﻤﻊ ﻓﻬﻨﺎﻟﻚ ﺧﻄﻮﺭﺓ ﻣﻦ ﻭﺟﻮﺩ ﺧﻄﺄ ﻓﻲ ﺍﻟﻤﻌﺎﻳﻨﺔ ﻧﺎﺗﺞ ﻋﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﻭﻟﻴﺲ ﻋﻠﻰ ﺍﻟﻤﺠﺘﻤﻊ ﺑﺄﻛﻤﻠﻪ ﻳﺴﻤﻰ ﻫﺎﻣﺶ‬
‫ﻭ ﹸﻳ ﹶﺤﺪﱢ ﺩ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺘﻲ ﺗﺪﻝ ﻋﻠﻰ ﻣﺪ￯ ﺍﺧﺘﻼﻑ ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﻌﻴﻨﺔ ﻋﻦ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻳﺼﻒ‬
‫ﺍﻟﻤﺪ￯ ﺍﻟﺬﻱ ﺗﻘﻊ ﻓﻴﻪ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻴﻤﺎ ﺇﺫﺍ ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻤﺠﺘﻤﻊ ﺑﺄﻛﻤﻠﻪ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫_‪±‬‬
‫‪1‬‬
‫‪ n‬‬
‫‪√n‬‬
‫‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬

‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫‪ ‬ﻳﻌﻤﻞ ‪ 3‬ﻣﻮﻇﻔﻴﻦ ﻓﻲ ﺷﺮﻛﺔ‬
‫ﺑﺮﺍﺗﺐ ﺳﻨﻮﻱ ﻣﻘﺪﺍﺭﻩ ‪ 200000‬ﺭﻳﺎﻝ‬
‫ﻟﻜﻞ ﻣﻨﻬﻢ‪ ،‬ﻭﻳﻌﻤﻞ ‪ 10‬ﺁﺧﺮﻳﻦ‬ ‫ﱟ‬
‫ﺑﺮﺍﺗﺐ ﺳﻨﻮﻱ ﻣﻘﺪﺍﺭﻩ ‪ 70000‬ﺭﻳﺎﻝ‬
‫ﱟ‬
‫ﻟﻜﻞ ﻣﻨﻬﻢ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻌﻤﻞ ‪ 60‬ﻣﻮﻇ ﹰﻔﺎ‬
‫ﻓﻲ ﺍﻟﺸﺮﻛﺔ ﺑﺮﺍﺗﺐ ﺳﻨﻮﻱ ﻣﻘﺪﺍﺭﻩ‬
‫‪ 40000‬ﺭﻳﺎﻝ ﱟ‬
‫ﻟﻜﻞ ﻣﻨﻬﻢ‪.‬‬
‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‬‫‪ (a‬ﹼ‬
‫ﻳﻼﺋﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟‬
‫ﻭﻟﻤﺎﺫﺍ؟ ﺍﻟﻤﻨﻮﺍﻝ؛ ﺣﻴﺚ ﺇﻥ‬
‫ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬
‫‪ (b‬ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‬
‫ﻳﻨﺎﺳﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫‪37, 33, 40, 31, 33, 38, 35‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ؛ ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ‪.‬‬
‫ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺷﻤﻠﺖ‬
‫‪ 1710‬ﺷﺒﺎﺏ‪ ،‬ﺃﻓﺎﺩ ‪ 76%‬ﻣﻨﻬﻢ ﺃﻧﻬﻢ‬
‫ﻳﺤﺒﻮﻥ ﺍﻟﺮﻳﺎﺿﺔ‪.‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﺍﻟﻤﻔﻀﻠﺔ‪.‬‬
‫ﹼ‬ ‫ﺷﺨﺼﺎ‪ ،‬ﺃﻓﺎﺩ ‪ 58%‬ﻣﻨﻬﻢ ﺃﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻫﻲ ﻟﻌﺒﺘﻬﻢ‬
‫ﹰ‬ ‫ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺷﻤﻠﺖ ‪2148‬‬
‫‪‬‬
‫‪ (a‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ؟‬
‫‪‬‬ ‫_‪ ≈ ±‬ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‬
‫‪1‬‬
‫‪ ‬‬
‫‪‬‬
‫‪√n‬‬
‫‬ ‫‪‬‬
‫‪1‬‬ ‫‪n = 2148‬‬ ‫_‪≈±‬‬
‫‪1‬‬
‫‬
‫‪√2148‬‬
‫‪ ‬‬ ‫‪≈ ±0.0216‬‬
‫ﺇﺫﻥ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ ﻟﻠﻤﻌﺎﻳﻨﺔ ‪ ±2.16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﺃﻓﺎﺩﻭﺍ ﺃﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻫﻲ ﻟﻌﺒﺘﻬﻢ ﺍﻟﻤﻔﻀﻠﺔ؟‬
‫ﹼ‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ‬
‫‪58% - 2.16% = 55.84%‬‬ ‫‪58% + 2.16% = 60.16%‬‬
‫ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﺃﻓﺎﺩﻭﺍ ﺑﺄﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻫﻲ ﻟﻌﺒﺘﻬﻢ ﺍﻟﻤﻔﻀﻠﺔ ﺗﻘﻊ ﺑﻴﻦ ‪55.84%‬‬
‫ﻭ ‪ 60.16%‬ﺃﻱ ﺗﻘﻊ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪.(55.84% , 60.16%‬‬
‫‪‬‬
‫ﺷﺨﺼﺎ‪ ،‬ﻗﺎﻝ ‪ 41%‬ﻣﻨﻬﻢ‪ :‬ﺇﻧﻬﻢ ﻣﺮﺗﺎﺣﻮﻥ ﻟﻠﻨﻬﻀﺔ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﹰ‬ ‫ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺷﻤﻠﺖ ‪3247‬‬
‫‪ (2A‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ؟ ‪±1.75%‬‬
‫ﺑﻴﻦ ‪ 39.25%‬ﻭ ‪42.75%‬‬
‫‪ (2B‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺮﺗﺎﺣﻴﻦ ﻟﻠﻨﻬﻀﺔ ﺍﻟﻌﻠﻤﻴﺔ؟‬
‫‪ ‬ﺗﺼﻒ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ ﻣﻘﺪﺍﺭ ﺗﺒﺎﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺗﻘﺎﺭﺑﻬﺎ‪ ،‬ﻭﻣﻦ ﺃﺷﻬﺮ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ ﺍﻟﺘﺒﺎﻳﻦ‪،‬‬ ‫‪‬‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ .‬ﻭﻳﺼﻒ ﻫﺬﺍﻥ ﺍﻟﻤﻘﻴﺎﺳﺎﻥ ﻣﺪ￯ ﺑﻌﺪ ﻣﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺃﻭ ﻗﺮﺑﻬﺎ ﻣﻨﻪ‪.‬‬
‫_‬ ‫‪ ‬‬
‫ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﺮﻣﺰ ‪ x‬ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻌﻴﻨﺔ ﻭ ﹸﻳﻘﺮﺃ »‪ x‬ﺑﺎﺭ«‪ ،‬ﻭﻳﻤ ﹼﺜﻞ ﺍﻟﺮﻣﺰ ‪ µ‬ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻤﺠﺘﻤﻊ ﻭ ﹸﻳﻘﺮﺃ »ﻣﻴﻮ«‪ .‬ﻭﻳﺤﺴﺐ ﻛﻞ ﻣﻦ‬ ‫‪‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻌﻴﻨﺔ ﻭﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻤﺠﺘﻤﻊ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺫﺍﺗﻬﺎ‪ ،‬ﺃ ﹼﻣﺎ ﻃﺮﻳﻘﺔ ﺣﺴﺎﺏ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻜﻞ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻴﻨﺔ‬ ‫‪  ‬‬
‫ﻭﺑﻴﺎﻧﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻓﺘﺨﺘﻠﻒ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﻮﺿﻴﺢ ﻟﻄﺮﻳﻘﺔ ﺣﺴﺎﺏ ﻛﻞ ﻣﻦ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻌﻴﻨﺔ (ﻭ ﹸﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪، s‬‬ ‫‪ ‬‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺠﺘﻤﻊ )ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ σ‬ﻭﻳﻘﺮﺃ »ﺳﻴﺠﻤﺎ«(‪.‬‬
‫‪2‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪n‬‬ ‫‪n‬‬

‫√‬ ‫√‬
‫‬ ‫‬
‫‪− 2‬‬
‫‪∑ (x k - µ) 2‬‬ ‫) ‪∑ ( xk - x‬‬
‫=‪σ‬‬ ‫__‬
‫‪k=1‬‬
‫=‪s‬‬ ‫__‬
‫‪k=1‬‬

‫‪ (a‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ؟‬ ‫_‬

‫‪n‬‬
‫_‬
‫‪n-1‬‬
‫‪ x  n‬‬ ‫‪ x  n‬‬
‫‪≈ ±0.0242‬‬ ‫‪x k ‬‬ ‫‪x k ‬‬
‫‪ (b‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ‬
‫ﻧﺴﺒﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ‬ ‫‪93‬‬ ‫‪‬‬ ‫‪7 - 2 ‬‬
‫ﻳﺤﺒﻮﻥ ﺍﻟﺮﻳﺎﺿﺔ؟‬
‫ﺑﻴﻦ ‪ 73.58% , 78.42%‬؛ ﺃﻱ ﻓﻲ‬
‫ﺍﻟﻔﺘﺮﺓ )‪(73.58% , 78.42%‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺤﺚ ﻓﻲ ﻣﺠﻠﺔ‪ ،‬ﺃﻭ ﺻﺤﻴﻔﺔ‪ ،‬ﺃﻭ ﻓﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻦ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪،‬‬
‫ﺛﻢ ﻣﻘﺎﺭﻧﺔ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ﺍﻟﻤﺬﻛﻮﺭ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﻳﺤﺴﺒﻮﻧﻬﺎ ﻭﻓﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﺗﻌﻠﻤﻮﻫﺎ ﻓﻲ‬
‫ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪.‬‬

‫‪93‬‬ ‫‪‬‬ ‫‪7 - 2‬‬

 ‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﺣﺼﻞ ﻃﻼﺏ ﺍﻟﻤﻌﻠﻢ ﺻﺎﻟﺢ ﻓﻲ ﺍﺧﺘﺒﺎﺭﻳﻦ ﻣﺘﺘﺎﻟﻴﻴﻦ ﻋﻠﻰ ﺍﻟﻤﺘﻮﺳﻂ ﻧﻔﺴﻪ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫‪‬‬
‫ﻭﻫﻮ ‪ .75‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺩﺭﺟﺎﺕ ﺍﻻﺧﺘﺒﺎﺭﻳﻦ ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ 3‬ﻳ ﹼﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺣﺴﺎﺏ ﺍﻻﻧﺤﺮﺍﻑ‬
‫‪B‬‬ ‫‪A‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻤﻘﺎﺭﻧﺔ‬
‫‪100, 100, 90, 10, 100, 95, 10, 95,‬‬ ‫‪85, 80, 75, 75, 70, 75, 75, 65, 75,‬‬ ‫ﺑﻴﻨﻬﻤﺎ ‪.‬‬
‫‪100, 100, 85, 15, 95, 20, 95, 90, 100,‬‬ ‫‪75, 75, 80, 75, 75, 70, 80, 70, 75,‬‬
‫‪100, 90, 10, 100, 100, 25‬‬ ‫‪75, 75, 75, 75, 75‬‬ ‫‪‬‬
‫‪ (a‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﺪﺭﺟﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ‪.A‬‬ ‫‪‬‬ ‫‪ ‬ﻛﺎﻧﺖ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ‬ ‫‪3‬‬
‫‪ 1 ‬ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﺘﻮﺳﻂ ‪ 75‬ﻟﻼﺧﺘﺒﺎﺭ ﹰ‬
‫ﻛﺎﻣﻼ ‪ ،‬ﻓﻬﻮ ﻳﻤﺜﻞ ﻣﺘﻮﺳﻂ ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ‪:‬‬ ‫‪‬‬ ‫ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ ﻓﻲ ﻣﺪﻳﻨﺔ ﻣﺎ ﺧﻼﻝ ﺃﻭﻝ‬
‫‪. µ = 75‬‬ ‫‪‬‬
‫‪ 10‬ﺃﻳﺎﻡ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ 2 ‬ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬
‫‪n‬‬
‫)‪ ∑ (x - µ‬‬
‫‬‫‪2‬‬
‫‪k‬‬ ‫‪58, 68, 71, 73, 84, 89, 71, 73,‬‬
‫‪‬‬ ‫=‪σ‬‬ ‫__‬
‫‪k=1‬‬
‫‪n‬‬
‫‪63, 56‬‬
‫‪‬‬
‫=‬ ‫_____√‬
‫‬
‫‪(85 - 75)2 + (80 - 75)2 + … + (75 - 75)2 + (75 - 75)2‬‬
‫‪23‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺎﻡ ﻛﺎﻧﺖ‪:‬‬
‫‪  µ‬‬
‫‪≈ 3.9‬‬
‫‪_‬‬ ‫‪52, 37, 50, 54, 55, 60, 63, 56,‬‬
‫‪ x ‬‬ ‫‪58, 48‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﻟﺪﺭﺟﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ‪ A‬ﻳﺴﺎﻭﻱ ‪ ،75‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ‪3.9‬‬

‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ؛ ﻹﻳﺠﺎﺩ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻼﺧﺘﺒﺎﺭ ‪.B‬‬ ‫‪ (a‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪‬‬
‫ﻭﺃﺩﺧﻞ ﺍﻟﻘﻴﻢ )ﺍﻟﺪﺭﺟﺎﺕ( ﻓﻲ ﺍﻟﻌﻤﻮﺩ ‪.A‬‬ ‫ﺛﻢ‬ ‫ﺍﺿﻐﻂ‬
‫‪‬‬
‫ﺗﻤ ﱢﺜﻞ ﻋﻴﻨ ﹰﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬
‫ﺛﻢ ﺍﺧﺘﺮ‬ ‫ﻭﻟﻤﺸﺎﻫﺪﺓ ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﺍﺿﻐﻂ‬ ‫‪ ‬‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﺪﺭﺟﺎﺕ‬
‫‪‬‬
‫ﻴﺴﺖ ﻓﻲ ﺍﻟﻌﺎﻡ‬ ‫ﹺ‬
‫ﺛﻢ‬ ‫ﻭﻣﻨﻬﺎ‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺘﻲ ﻗ ﹶ‬
‫ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﺍﻟﻤﺎﺿﻲ‪ 10.4 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  ‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﻟﺪﺭﺟﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ‪ B‬ﻳﺴﺎﻭﻱ ‪75‬‬ ‫‪‬‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ‪36‬‬ ‫‪ ‬‬
‫_‬
‫‪s x‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞﺍﻟﺤﺎﺳﺒﺔﻹﻳﺠﺎﺩﺍﻻﻧﺤﺮﺍﻑ‬
‫‪ (c‬ﻗﺎﺭﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻓﻲ ﻛﻼ ﺍﻻﺧﺘﺒﺎﺭﻳﻦ‪ .‬ﻭﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﺪﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﻷﻳﺎﻡ‬
‫ﻛﺜﻴﺮﺍ ﻣﻦ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻼﺧﺘﺒﺎﺭ ‪A‬؛ ﻟﺬﺍ ﻓﺪﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻓﻲ‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻼﺧﺘﺒﺎﺭ ‪ B‬ﺃﻛﺒﺮ ﹰ‬
‫ﹴ‬
‫ﻫﺬﺍ ﺍﻟﻌﺎﻡ‪ 7.3 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺑﻌﺾ‪ ،‬ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺎﻻﺧﺘﺒﺎﺭ ‪ B‬ﺍﻟﺬﻱ ﻳﺒ ﱢﻴﻦ ﺩﺭﺟﺎﺕ ﻋﺎﻟﻴﺔ‬ ‫ﺗﺠﺎﻧﺴﺎ‪ ،‬ﺃﻱ ﺃﻥ ﺩﺭﺟﺎﺕ ﺑﻌﻀﻬﻢ ﻗﺮﻳﺒﺔ ﻣﻦ‬
‫ﹰ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ‪ A‬ﺃﻛﺜﺮ‬
‫ﻛﺜﻴﺮﺍ‪.‬‬
‫ﺟﺪﹼﹰ ﺍ‪ ،‬ﻭﺩﺭﺟﺎﺕ ﻵﺧﺮﻳﻦ ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ ﹰ‬ ‫‪ (3B‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﺠﺐ ﺃﻥ‬
‫‪‬‬ ‫ﻳﺰﺩﺍﺩ ﺍﻟﻤﺘﻮﺳﻂ ﹰ‬
‫ﻗﻠﻴﻼ ﺗﺒ ﹰﻌﺎ‬ ‫‪ (c‬ﻗﺎﺭﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻓﻲ‬
‫‪ (3A‬ﺍﺣﺴﺐ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺠﺘﻤﻊ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺤﺪﹼ ﺩﺓ ﻓﻲ‬
‫ﻟﺬﻟﻚ‪ ،‬ﺃﻣﺎ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻛﻼ ﺍﻟﻌﺎﻣﻴﻦ‪ .‬ﻭﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫ﻓﻴﺰﺩﺍﺩ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪.‬‬
‫‪31‬‬ ‫‪33‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪28‬‬
‫‪31‬‬ ‫‪36‬‬ ‫‪34‬‬ ‫‪29‬‬ ‫‪33‬‬ ‫ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪μ = 30.6, σ = 2.74 .‬‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻓﻲ ﺍﻟﻌﺎﻡ‬
‫‪μ = 32.2‬‬
‫‪ (3B‬ﺿﻊ ‪ 70‬ﻣﻜﺎﻥ ‪ 30‬ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﻣﺎﺫﺍ ﺗﺘﻮﻗﻊ ﺃﻥ ﻳﺤﺪﺙ ﱟ‬ ‫ﺍﻟﻤﺎﺿﻲ ﺃﻛﺒﺮ ﻣﻦ ﺍﻻﻧﺤﺮﺍﻑ‬
‫‪36‬‬ ‫‪28‬‬ ‫‪32‬‬ ‫‪29‬‬ ‫‪30‬‬
‫‪28‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪33‬‬ ‫‪29‬‬
‫ﻟﻜﻞ ﻣﻦ‬
‫‪σ = 8.19‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ؟ ﺃﻋﺪ ﺍﻟﺤﺴﺎﺑﺎﺕ ﻟﻠﺘﺤ ﹼﻘﻖ‪.‬‬
‫‪29‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪31‬‬ ‫‪26‬‬
‫‪ (3C‬ﺍﺧﺘﻴﺮ )‪ (5‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ ﻓﺼﻞ ﺩﺭﺍﺳﻲ‪ ،‬ﻭﻗﻴﺴﺖ ﺃﻃﻮﺍﻟﻬﻢ ﻓﻜﺎﻧﺖ‪ 175:‬ﺳﻢ‪ 170 ،‬ﺳﻢ‪ 168 ،‬ﺳﻢ‪،‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺎﻡ‪ ،‬ﻭﻫﺬﺍ‬
‫‪167‬ﺳﻢ‪ 170 ،‬ﺳﻢ‪ .‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻷﻃﻮﺍﻝ‬ ‫ﻳﻌﻨﻲ ﺃﻧﻪ ﻳﻮﺟﺪ ﺗﺒﺎﻋﺪ ﺃﻛﺒﺮ ﻓﻲ‬
‫ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ‪ 3.8 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺩﺭﺟﺎﺕ ﺣﺮﺍﺭﺓ ﺃﻭﻝ ﻋﺸﺮﺓ ﺃﻳﺎﻡ‬
‫ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ‪.‬‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪94‬‬

‫‪‬‬ ‫‪‬‬
‫ﻣﺘﻄﺮﻓﺔ‪.‬‬ ‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﹼ‬
‫ﺍﻟﻤﺘﻮﺳﻂ؛ ﻷﻧﻪ ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﹼ‬ ‫‪(1‬‬
‫‪‬‬
‫ﺍﻟﻮﺳﻴﻂ؛ ﻷﻧﻪ ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻣﺘﻄﺮﻓﺔ‪.‬‬ ‫‪(2‬‬ ‫ﻟﻤﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﻫﻮ ﻋﺪﺩ ﻳﺼﻒ ﻣﺪ￯‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻭ ﺃﻳﺔ‬ ‫ﺑﻌﺪ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺑﻌﻀﻬﺎ ﻋﻦ‬
‫ﺍﻟﻮﺳﻴﻂ؛ ﻷﻧﻪ ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻣﺘﻄﺮﻓﺔ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ‬ ‫‪(3‬‬
‫ﺑﺮﻣﺠﻴﺔ ﻣﻨﺎﺳﺒﺔ؛ ﻟﺤﺴﺎﺏ ﻣﻘﺎﻳﻴﺲ ﺇﺣﺼﺎﺋﻴﺔ‬
‫ﻓﺠﻮﺍﺕ ﻛﺒﻴﺮﺓ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺑﻌﺾ‪ ،‬ﻛﻤﺎ ﻳﺨﺒﺮﻙ ﻋﻦ ﻣﺪ￯ ﹸﺑﻌﺪ ﺃﻭ ﹸﻗﺮﺏ‬
‫ﻣﺘﻌﺪﺩﺓ ﻟﺒﻴﺎﻧﺎﺕ ﺗﻢ ﺟﻤﻌﻬﺎ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ‬ ‫ﻗﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻣﺘﻮﺳﻄﻬﺎ‪.‬‬
‫ﻣﺘﻄﺮﻓﺔ ‪.‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ؛ ﻷﻧﻪ ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﹼ‬ ‫‪(4‬‬
‫ﻣﺴﺤﻴﺔ‪ .‬ﻭﺍﺳﺘﻤﺮ ﻓﻲ ﻋﺮﺽ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻛﺜﻴﺮﺍ ﻣﻦ‬
‫ﺍﻟﻮﺳﻴﻂ؛ ﻷﻧﻪ ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻣﺘﻄﺮﻓﺔ ﺃﻛﺒﺮ ﹰ‬ ‫‪(5‬‬
‫ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﺪﺭﻳﺴﻚ‪،‬‬
‫ﺑﻘﻴﺔ ﺍﻟﻘﻴﻢ ﻭﻫﻲ ‪. 66‬‬ ‫ﺍﻟﺘﻮﺻﻞ ﺇﻟﻰ ﻣﻌﻨﻰ ﻛﻞ ﻣﻘﻴﺎﺱ‬ ‫ﺑﺤﻴﺚ ﻳﺘﻢ‬
‫ﹼ‬
‫ﻭﻛﻴﻔﻴﺔ ﺗﻔﺴﻴﺮﻫﺎ ‪.‬‬

‫‪ 7‬‬ ‫‪94‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫ﺷﺨﺼﺎ ﺍﺧﺘﻴﺮﻭﺍ‬
‫ﹰ‬ ‫‪  (9‬ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺷﻤﻠﺖ ‪4213‬‬ ‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﺼﻒ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ؟‬
‫ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﺃﻓﺎﺩ ‪ 78%‬ﻣﻨﻬﻢ ﺃﻧﻬﻢ ﻳﻤﺎﺭﺳﻮﻥ ﺍﻟﺮﻳﺎﺿﺔ ﻟﻤﺪﺓ ﺳﺎﻋﺔ‬ ‫ﻭﻟﻤﺎﺫﺍ؟ ‪ (1- 5 1‬ﺍﻧﻈﺮ ﻫﺎﻣﺶ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪ ‬‬ ‫ﺃﺳﺒﻮﻋ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻷﻗﻞ‪.‬‬ ‫‪833, 796, 781, 776, 758 (1‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-9‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪ (a‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ؟ ‪≈ ± 1.54%‬‬
‫‪37.2, 36.8, 40.4, 19.2 (2‬‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬ ‫‪65, 70, 17, 60, 55, 65, 63, 58, 60, 69 (3‬‬
‫‪ (b‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ‬
‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫ﻳﻤﺎﺭﺳﻮﻥ ﺍﻟﺮﻳﺎﺿﺔ ﺳﺎﻋﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﺃﺳﺒﻮﻋ ﹼﹰﻴﺎ؟‬ ‫‪53, 61, 46, 59, 61, 55, 49 (4‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫ﺑﻴﻦ ‪ 76.5%‬ﻭ ‪ 79.5%‬ﺃﻱ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪(76.5% , 79.5%‬‬
‫‪  (5‬ﹼﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻋﺪﺩ ﺍﻟﺴﻌﺮﺍﺕ ﻟﻜﻞ ﻃﺒﻖ ﺧﻀﺎﺭ‪.‬‬
‫‪  (10‬ﺗﹸﺤﺪﹼ ﺩ ﻋﺎﺩﺓ ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﻘﺼﻮ￯ ﻋﻠﻰ ﺍﻟﻄﺮﻗﺎﺕ ﺗﻔﺎﺩ ﹰﻳﺎ ﻟﻠﺤﻮﺍﺩﺙ‪.‬‬

‫‪ (a‬ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﻘﺼﻮ￯ )‪ (mi/h‬ﻟﻠﻄﺮﻗﺎﺕ ﺟﻤﻴﻌﻬﺎ ﻓﻲ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ﺇﺣﺪ￯ ﺍﻟﺪﻭﻝ ﺑﻴﻦ ﻣﺪﻧﻬﺎ ﻭﻗﺮﺍﻫﺎ‪ .‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪14‬‬ ‫‪‬‬ ‫‪25‬‬ ‫‪‬‬ ‫‪10‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺗﻤ ﱢﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺴﺮﻋﺎﺕ‬
‫‪30‬‬ ‫‪17‬‬ ‫‪17‬‬
‫‪≈ ± 1.31% (7a‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪ 3.5 3 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪20‬‬ ‫‪28‬‬ ‫‪66‬‬
‫‪0.29 + 0.0131 = 0.3031 ≈ 30.3% (7b‬‬ ‫‪9‬‬ ‫‪‬‬ ‫‪9‬‬ ‫‪‬‬ ‫‪17‬‬ ‫‪‬‬
‫‪0.29 - 0.0131 = 0.2769 ≈ 27.7%‬‬ ‫‪(mi/h)‬‬

‫ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ‬ ‫‪70‬‬ ‫‪70‬‬ ‫‪65‬‬ ‫‪65‬‬ ‫‪75‬‬ ‫‪70‬‬ ‫‪70‬‬ ‫‪75‬‬ ‫‪65‬‬ ‫‪70‬‬ ‫‪  (6‬ﻳﺒ ﹼﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪ ،‬ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻨﻬﺎﺭ ﻭﻟﻤﺪﺓ‬
‫ﺃﺳﺒﻮﻉ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ‪ :‬ﺍﻟﻤﺘﻮﺳﻂ؛ ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﺃﻓﺎﺩﻭﺍ ﺑﺄﻧﻬﻢ‬ ‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺴﺮﻋﺎﺕ ﺍﻟﻘﺼﻮ￯ )‪(mi/h‬‬
‫ﺳﻴﺸﺎﻫﺪﻭﻥ ﺍﻷﻟﻌﺎﺏ ﺍﻷﻭﻟﻤﺒﻴﺔ ﻋﻠﻰ‬ ‫ﻟﻠﻄﺮﻗﺎﺕ ﺟﻤﻴﻌﻬﺎ ﻓﻲ ﺩﻭﻟﺔ ﺃﺧﺮ￯ )‪ . (24‬ﻗﺎﺭﻥ ﺍﻻﻧﺤﺮﺍﻑ‬
‫‪‬‬ ‫‪‬‬

‫ﺍﻟﺘﻠﻔﺎﺯ ﺗﻘﻊ ﺑﻴﻦ ‪ 27.7%‬ﻭ ‪30.3%‬‬

‫‪64°F‬‬ ‫‪‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺴﺮﻋﺎﺕ ﻓﻲ ﻛﻼ ﺍﻟﺪﻭﻟﺘﻴﻦ‪ .‬ﻭﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫‪‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪73°F‬‬

‫‪≈ ± 1.33% (8a‬‬ ‫ﺳﺠﻞ ﺳﻠﻄﺎﻥ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺘﻲ ﺭﻛﺾ ﻓﻴﻬﺎ‬ ‫‪  (11‬ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻤﺮﻳﻦ ﱠ‬
‫‪69°F‬‬ ‫‪‬‬
‫‪70°F‬‬ ‫‪‬‬
‫ﻣﺴﺎﻓﺔ ‪ .40 m‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ‬
‫‪0.31 + 0.0133 = 0.3233 ≈ 32.3% (8b‬‬ ‫‪71°F‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪.‬‬ ‫‪75°F‬‬ ‫‪‬‬
‫‪0.31 - 0.0133 = 0.2967 ≈ 29.7%‬‬ ‫‪ 0.09‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ‬
‫‪74°F‬‬
‫‪ 40 m‬‬
‫‪‬‬

‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﺃﻓﺎﺩﻭﺍ ﺃﻧﻬﻢ ﻳﺸﺎﻫﺪﻭﻥ‬

‫‪4.8‬‬ ‫‪4.9‬‬ ‫‪4.8‬‬ ‫‪4.7‬‬ ‫‪5.0‬‬ ‫‪4.9‬‬ ‫‪4.8‬‬ ‫‪4.9‬‬ ‫‪4.8‬‬ ‫‪5.0‬‬ ‫‪  (7‬ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺷﻤﻠﺖ ‪5824‬‬
‫ﺷﺨﺼﺎ‪ ،‬ﺃﻓﺎﺩ ‪ 29%‬ﻣﻨﻬﻢ ﺃﻧﻬﻢ ﺳﻴﺸﺎﻫﺪﻭﻥ ﺍﻷﻟﻌﺎﺏ ﺍﻷﻭﻟﻤﺒﻴﺔ ﻋﻠﻰ‬
‫ﹰ‬
‫ﻣﺒﺎﺭﺍﺓ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‬ ‫ﻣﻜﻮﻥ ﻣﻦ ‪ 10‬ﻃﻼﺏ ﻓﻲ ﺍﺧﺘﺒﺎﺭ‬
‫‪  (12‬ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺩﺭﺟﺎﺕ ﺻﻒ ﹼ‬ ‫ﺍﻟﺘﻠﻔﺎﺯ‪ 2 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﺷﻬﺮ ﹼﹰﻳﺎ ﺗﻘﻊ ﺑﻴﻦ ‪ 29.7%‬ﻭ ‪32.3%‬‬ ‫ﻣﻦ ‪ 25‬ﺩﺭﺟﺔ‪.‬‬
‫‪ (a‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ؟‬
‫‪25‬‬
‫‪‬‬ ‫‪10‬‬
‫‪ (10b‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺪﻭﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺃﻛﺒﺮ‬ ‫‪20‬‬ ‫‪17‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪21‬‬ ‫‪23‬‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﺳﻮﻑ‬
‫ﻛﺜﻴﺮﺍ ﻣﻦ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺪﻭﻟﺔ‬ ‫ﹰ‬ ‫ﻳﺸﺎﻫﺪﻭﻥ ﺍﻷﻟﻌﺎﺏ ﺍﻷﻭﻟﻤﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻠﻔﺎﺯ ؟‬
‫ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﻟﻠﺪﺭﺟﺎﺕ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(a‬‬
‫ﺍﻷﻭﻟﻰ؛ ﻟﺬﺍ ﻓﺎﻟﺴﺮﻋﺎﺕ ﺍﻟ ﹸﻘﺼﻮ￯ ﻓﻲ‬ ‫ﺷﺨﺼﺎ‪،‬‬ ‫‪  (8‬ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺷﺎﺭﻙ ﻓﻴﻬﺎ ‪5669‬‬
‫ﹰ‬
‫ﺗﺠﺎﻧﺴﺎ؛ ﺃﻱ ﺃﻥ‬
‫ﹰ‬ ‫ﺍﻟﺪﻭﻟﺔ ﺍﻷﻭﻟﻰ ﺃﻛﺜﺮ‬ ‫ﻭﻗﺮﺑﻪ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﹼ‬ ‫ﻭﺟﺪ ﺃﻥ ‪ 31%‬ﻣﻨﻬﻢ ﻳﺸﺎﻫﺪﻭﻥ ﻣﺒﺎﺭﺍﺓ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‬
‫ﻣﻦ ﻣﺌﺔ‪1.05 .‬‬ ‫ﺷﻬﺮ ﹼﹰﻳﺎ‪  .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟ ﹸﻘﺼﻮ￯ ﻗﺮﻳﺒﺔ ﺑﻌﻀﻬﺎ ﻣﻦ‬
‫ﺑﻌﺾ‪ ،‬ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺴﺮﻋﺎﺕ ﺍﻟ ﹸﻘﺼﻮ￯ ﻓﻲ‬ ‫‪ (c‬ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﻟﺪﺭﺟﺔ ‪ 20‬ﻛﺎﻧﺖ ﹰ‬
‫ﺧﻄﺄ‪ ،‬ﻭﺗﻢ ﺗﻌﺪﻳﻠﻬﺎ ﺇﻟﻰ ‪،25‬‬ ‫‪ (a‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ؟‬
‫ﺍﻟﺪﻭﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺳﺮﻋﺎﺕ‬ ‫ﻛﻴﻒ ﻳﺘـﺄ ﹼﺛﺮ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﺑﻬﺬﺍ ﺍﻟﺘﻐﻴﻴﺮ؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﻳﺸﺎﻫﺪﻭﻥ‬
‫ﻗﺼﻮ￯ ﻛﺒﻴﺮﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻭﺃﺧﺮ￯ ﺻﻐﻴﺮﺓ‬ ‫ﻣﺒﺎﺭﺍﺓ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺷﻬﺮ ﹼﹰﻳﺎ؟‬

‫ﺟﺪﹼﹰ ﺍ‪.‬‬
‫‪95‬‬ ‫‪‬‬ ‫‪7 - 2 ‬‬
‫‪ (12a‬ﺍﻟﻤﺘﻮﺳﻂ = ‪ ،20.6‬ﺍﻟﻮﺳﻴﻂ = ‪.21‬‬
‫ﻭﺍﻟﻘﻴﻤﺘﺎﻥ ﻗﺮﻳﺒﺘﺎﻥ ﺇﺣﺪﺍﻫﻤﺎ ﻣﻦ‬
‫ﺍﻷﺧﺮ￯‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ (12c‬ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺠﺪﻳﺪ = ‪20.8‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻮﺳﻴﻂ ﺍﻟﺠﺪﻳﺪ = ‪21‬‬ ‫‪16–29 ،14 ،12–14 ،1–9‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫ﻳﺮﺗﻔﻊ ﺍﻟﻤﺘﻮﺳﻂ ﹰ‬
‫ﻗﻠﻴﻼ‪ ،‬ﻭﺍﻟﻮﺳﻴﻂ ﻳﺒﻘﻰ‬ ‫‪ 1–13‬ﻓﺮﺩﻱ‪16–29 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫ﻛﻤﺎ ﻫﻮ‪.‬‬ ‫‪10–29‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪95‬‬ ‫‪‬‬ ‫‪7 - 2‬‬

 ‫ﺃﻭﺟﺪ ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪ u , v‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ‬ ‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﻟﻜﻞ ﻣﻌﻠﻢ ﻓﻲ ﻣﺪﺍﺭﺱ‬ ‫‪  (13‬ﹼ‬
‫ﻛﺎﻧﺎ ﻣﺘﻌﺎﻣﺪﻳﻦ ﺃﻭ ﻻ‪5 -5 .‬‬ ‫ﺇﺣﺪ￯ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬ ‫‪ ‬‬
‫‪ (13a‬ﺍﻟﻤﺘﻮﺳﻂ؛‬
‫‪ ،0‬ﻣﺘﻌﺎﻣﺪﺍﻥ‬ ‫‪u = 〈1, 3, 5〉, v = 〈-8, 1, 1〉 (21‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ‬ ‫‪27‬‬ ‫‪22‬‬ ‫‪26‬‬ ‫‪26‬‬ ‫‪25‬‬
‫‪ ،32‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈-2, 4, 6〉, v = 〈2, 3, 4〉 (22‬‬ ‫ﻣﺘﻄﺮﻓﺔ ﻓﻲ‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪28‬‬ ‫‪22‬‬ ‫‪24‬‬ ‫ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫‪24‬‬ ‫‪26‬‬ ‫‪24‬‬ ‫‪22‬‬ ‫‪20‬‬
‫ﺃﻭ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻣﻔﺎﺗﻴﺢ ﻭﺗﻄﺒﻴﻘﺎﺕ‬
‫‪ ،-40‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 〈3, 4, 5〉, v = 〈-1, -3, -5〉 (23‬‬ ‫‪27‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪29‬‬ ‫‪23‬‬
‫‪24‬‬ ‫‪24‬‬ ‫‪26‬‬ ‫‪29‬‬ ‫‪28‬‬
‫ﺗﹸﺴﺘﻌﻤﻞ ﻟﺤﺴﺎﺏ ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻭﺍﻟﻮﺳﻴﻂ‪،‬‬
‫‪ ،2‬ﻏﻴﺮ ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪u = 8i - 8j + 3k, v = 2i + 4j + 6k (24‬‬
‫‪28‬‬ ‫‪29‬‬ ‫‪25‬‬ ‫‪25‬‬ ‫‪23‬‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﻭﺗﻜﻠﻔﺔ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬
‫‪ (a‬ﻣﺎ ﻣﻘﻴﺎﺱ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﺍﻷﻧﺴﺐ ﻟﻬﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺃﻗﻞ ﻣﻦ ﺗﻜﻠﻔﺔ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ؛‬
‫ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻤ ﱢﺜﻞ ﺇﺣﺪﺍﺛﻴﻴﻦ ﻗﻄﺒﻴﻴﻦ ﻟﻜﻞ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ‬
‫ﺑﺎﻹﺣﺪﺍﺛ ﹼﻴﺎﺕ ﺍﻟﺪﻳﻜﺎﺭﺗ ﹼﻴﺔ ﻓﻲ ﱟ‬
‫‪ (b‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬ ‫ﻟﺬﺍ ﺍﺗﺮﻙ ﻟﻠﻄﻼﺏ ﺣﺮﻳﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺑﻴﻦ ﺍﻵﻟﺘﻴﻦ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪6 -2 :‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﻬﺎ‬‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﹰ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪(12.53, 1.07), (-12.53, 4.21) ( 6, 11) (25‬‬ ‫ﻳﺴﺎﻭﻱ ‪ ،25‬ﻭﻗ ﱢﺮﺑﻪ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪2.35 .‬‬

‫‪(9.22, 2.92), (-9.22, 6.06) ( -9, 2) (26‬‬

‫‪‬‬ ‫‪ 4‬‬
‫‪(3.16, 0.32), (-3.16, 3.46) ( 3, 1) (27‬‬
‫‪  (14‬ﺍﺟﻤﻊ ﺑﻴﺎﻧﺎﺕ ﻓﻲ ﻣﺘﻐ ﹼﻴﺮ ﻭﺍﺣﺪ‪ ،‬ﺛﻢ ﺻﻒ ﻣﻘﺎﻳﻴﺲ‬
‫ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻭﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻬﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﺍ‬
‫‪‬‬
‫ﻓﻘﺮﺓ ﺗﻮﺿﺢ ﻛﻴﻒ ﺳﺎﻋﺪﻫﻢ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻋﻦ‬
‫‪ ‬ﺇﺫﺍ ﺃ ﱠﻳﺪ ‪ 67%‬ﻣﻦ ﺍﻟﻤﺴﺘﻬﺪﻓﻴﻦ ﻣﻮﺿﻮﻉ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ‪،‬‬ ‫‪‬‬ ‫‪(15‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﻻ ﻳﺆﺛﹼﺮ‬
‫‪  (28‬ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺗﺴﻌﺔ ﺃﻋﺪﺍﺩ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﺃﻱ ﹼ‬ ‫ﻭﻛﺎﻧﺖ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺆﻳﺪﺓ ﻫﻲ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﻤﺴﺤﻴﺔ ﻭﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﻓﻲ ﺍﻟﻮﺳﻴﻂ؟ ‪D‬‬ ‫ﺷﺨﺼﺎ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺭﺃﻳﻬﻢ؟‬
‫ﹰ‬ ‫‪ ،64.8% - 69.2%‬ﻓﻜﻢ‬ ‫ﺍﻟﻤﻼﺣﻈﺔ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 7 - 1‬ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ‬
‫‪ B‬ﺯﻳﺎﺩﺓ ﻛﻞ ﻋﺪﺩ ﺑﻤﻘﺪﺍﺭ ‪10‬‬ ‫‪ A‬ﻣﻀﺎﻋﻔﺔ ﻛﻞ ﻋﺪﺩ‬ ‫‪2066‬‬
‫‪  (16‬ﺣﺬﻓﺖ ﻗﻴﻤﺔ ﻣﺘﻄﺮﻓﺔ ﻛﺒﻴﺮﺓ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻛﻴﻒ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬
‫‪ D‬ﺯﻳﺎﺩﺓ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﺒﺮ￯ ﻓﻘﻂ‬ ‫‪ C‬ﺯﻳﺎﺩﺓ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﻓﻘﻂ‬ ‫ﻳﺆ ﹼﺛﺮ ﺫﻟﻚ ﻓﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ؟‬
‫ﻭﺿﺢ ﺫﻟﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﹼ‬ ‫‪‬‬ ‫✓‬
‫‪  (29‬ﻛﺎﻧﺖ ﺩﺭﺟﺎﺕ ‪ 5‬ﻃﻼﺏ ﺍﺧﺘﻴﺮﻭﺍ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﻲ ﻓﺼﻞ‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺳﻴﻦ ‪7-1, 7-2‬‬
‫‪  (17‬ﺇﺫﺍ ﺯﻳﺪﺕ ﻛﻞ ﻗﻴﻤﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﺑﻤﻘﺪﺍﺭ ‪ ،10‬ﻓﻜﻴﻒ‬
‫ﺩﺭﺍﺳﻲ ﻛﻤﺎ ﻳﻠﻲ ‪ .70, 50, 30, 45, 55‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻳﺆ ﹼﺛﺮ ﺫﻟﻚ ﻓﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ؟ ﹼ‬
‫ﻓﺴﺮ‬ ‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﺗﻤ ﱢﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﺪﺭﺟﺎﺗﻬﻢ ﺇﻟﻰ‬
‫ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺃﻗﺮﺏ ﻋﺪﺩ ﺻﺤﻴﺢ‪B .‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،1‬ﺹ )‪(49‬‬
‫‪  (18‬ﻗﺎﺭﻥ ﺑﺬﻛﺮ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﻤﺘﻮﺳﻂ‬
‫‪15 B‬‬ ‫‪40 A‬‬
‫ﻭﺍﻟﻮﺳﻴﻂ ﻟﻤﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﻓﻲ ﻣﺘﻐ ﹼﻴﺮ ﻭﺍﺣﺪ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻣﻊ ﺃﻥ‬
‫‪13 D‬‬ ‫‪14 C‬‬ ‫ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﻳﻤ ﱢﺜﻞ ﻣﺮﻛﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﺈﻥ ﺍﻟﻮﺳﻴﻂ ﻫﻮ ﺍﻟﻘﻴﻤﺔ‬ ‫‪‬‬
‫ﺍﻟﺘﻲ ﺗﻘﻊ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﺄﺛﺮ ﺍﻟﻤﺘﻮﺳﻂ ﺑﺎﻟﻘﻴﻢ ﺟﻤﻴﻌﻬﺎ‪.‬‬
‫‪ (14‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪:‬‬
‫‪‬‬
‫‪‬‬
‫ﺣﺪﱢ ﺩ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‪،‬‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪7 -1 .‬‬
‫‪‬‬
‫ﹼ‬
‫‪69‬‬ ‫‪112‬‬ ‫‪61‬‬ ‫‪55‬‬
‫‪ (19‬ﻗﺎﻡ ﺑﺎﺣﺚ ﺑﺈﺭﺳﺎﻝ ﺍﺳﺘﺒﺎﻧﺔ ﺇﻟﻰ ﻛﻞ ﺷﺨﺺ ﺗﻨﺘﻬﻲ ﺑﻄﺎﻗﺔ ﺍﻷﺣﻮﺍﻝ‬
‫ﺍﻟﺨﺎﺻﺔ ﺑﻪ ﺑﺮﻗﻢ ﻣﻌ ﹼﻴﻦ‪ .‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ ؛ ﻷﻥ ﻟﻜﻞ ﺷﺨﺺ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬ ‫‪91‬‬ ‫‪108‬‬ ‫‪66‬‬ ‫‪62‬‬
‫ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﻴﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫‪81‬‬ ‫‪79‬‬ ‫‪83‬‬ ‫‪51‬‬
‫‪ (20‬ﺇﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬
‫‪58‬‬ ‫‪86‬‬ ‫‪92‬‬ ‫‪77‬‬
‫ﻷﻃﻮﺍﻝ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻻ ﻳﻮﺟﺪ ﻣﻨﻮﺍﻝ‪ ،‬ﺍﻟﻮﺳﻴﻂ = ‪،78‬‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪96‬‬ ‫ﻭﺍﻟﻤﺘﻮﺳﻂ ‪ ،76.9375‬ﻭﺍﻻﻧﺤﺮﺍﻑ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ 18‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ (16‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪ ﺣﺬﻑ ﺍﻟﻘﻴﻤﺔ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﺍﻟﻤﺘﻄﺮﻓﺔ ﺍﻟﻜﺒﻴﺮﺓ‪ ،‬ﺳﺘﻜﻮﻥ ﺑﻘﻴﺔ ﺍﻟﻘﻴﻢ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺣﺴﺎﺏ ﺍﻟﻤﺪ￯ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻤﺠﻤﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻛﺒﻴﺮﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫‪‬‬ ‫ﻗﺮﻳﺒﺔ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ؛ ﻟﺬﺍ ﺳﻴﻨﻘﺺ‬
‫ﻭﺍﺳﺄﻟﻬﻢ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ ﺍﻟﻘﻴﻢ‪ ،‬ﻭﻳﺒﺤﺜﻮﺍ ﻓﻲ ﻣﺪ￯ ﺇﻣﻜﺎﻧﻴﺔ ﺇﻋﻄﺎﺀ ﺗﻌﻤﻴﻢ ﺣﻮﻝ ﻋﻼﻗﺔ ﺍﻟﻤﺪ￯ ﺑﺎﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪.‬‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﻭﺍﻟﻤﺘﻮﺳﻂ‬
‫ﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﺒﻴﺮﺓ ”ﺍﻟﻤﺪ￯ ﻳﻌﺎﺩﻝ ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺃﺭﺑﻊ ﺇﻟﻰ ﺳﺖ ﻣﺮﺍﺕ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ“‪ ،‬ﻭﻫﺬﺍ ﹸﻳﻌﻄﻲ‬ ‫ﺃﻳﻀﺎ؛ ﻷﻥ ﺍﻟﻘﻴﻤﺔ‬
‫ﻟﺒﻘﻴﺔ ﺍﻟﻘﻴﻢ ﺳﻴﻨﻘﺺ ﹰ‬
‫ﻗﺎﻋﺪﺓ ﺳﺮﻳﻌﺔ ﻟﺘﻘﺪﻳﺮ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻤﺪ￯ ﺩﻭﻥ ﺍﻟﻤﺮﻭﺭ ﺑﺤﺴﺎﺑﺎﺕ ﻣﻌ ﹼﻘﺪﺓ‪.‬‬ ‫ﺍﻟﻤﺘﻄﺮﻓﺔ ﺍﻟﻜﺒﻴﺮﺓ ﻫﻲ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﻟﻰ‬
‫ﺍﺭﺗﻔﺎﻉ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫‪ (17‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺳﻴﺰﺩﺍﺩ ﺍﻟﻮﺳﻴﻂ ﻛﺬﻟﻚ‬
‫ﻧﻔﺴﻪ‪ ،‬ﻓﺰﻳﺎﺩﺓ ﻛﻞ ﻣﻔﺮﺩﺓ ﺑﻤﻘﺪﺍﺭ ﺛﺎﺑﺖ ﻻ ﺗﺆ ﹼﺛﺮ ﻓﻲ ﺗﺒﺎﻋﺪ‬ ‫ﺟﻤﻴﻌﻬﺎ ﺯﺍﺩﺕ ﺑﺎﻟﻤﻘﺪﺍﺭ ﻧﻔﺴﻪ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫ﺑﻤﻘﺪﺍﺭ ‪ ، 10‬ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻮﺳﻴﻂ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‪.‬‬ ‫ﻟﻤﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ‪ 2, 2, 2, 2, 2‬ﻫﻮ ‪ ، 2‬ﺇﺫﺍ ﺯﻳﺪﺕ ﻛﻞ‬ ‫ﻟﻤﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﻳﺴﺎﻭﻱ ‪ ،18‬ﹺ‬
‫ﻭﺯﻳﺪﹶ ﺕ‬
‫ﹺ‬
‫‪ (20‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻻﻋﺒﹺﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻓﻲ ﺍﻟﻐﺎﻟﺐ ﻳﻜﻮﻧﻮﻥ ﺃﻃﻮﻝ‬ ‫ﻣﻔﺮﺩﺓ ﺑﻤﻘﺪﺍﺭ ‪ ، 10‬ﻓﺈﻧﻬﺎ ﺗﺼﺒﺢ ‪، 12, 12, 12, 12, 12‬‬
‫ﻛﻞ ﻣﻔﺮﺩﺓ ﺑﻤﻘﺪﺍﺭ ‪ ،10‬ﻓﺈﻥ ﺍﻟﻮﺳﻴﻂ‬
‫ﻣﻦ ﺍﻟﻤﻌﺪﻝ ﺍﻟﻌﺎﻡ ﻷﻃﻮﺍﻝ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻟﺬﻟﻚ ﻻ‬ ‫ﻭﻳﺼﺒﺢ ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﺠﺪﻳﺪﺓ ﻳﺴﺎﻭﻱ ‪ .12‬ﺃ ﹼﻣﺎ‬
‫ﻳﺰﺩﺍﺩ ﺑﻤﻘﺪﺍﺭ ‪ 10‬ﻟﻴﺼﺒﺢ ‪ .28‬ﻭﻳﺰﺩﺍﺩ‬
‫ﻻﻋﺒﹺﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﺃﻃﻮﺍﻝ ﺍﻟﻄﻼﺏ‪.‬‬ ‫ﺗﹸﻤ ﹼﺜﻞ ﺃﻃﻮﺍﻝ ﹺ‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﻓﺈﻧﻪ ﻻ ﻳﺘﺄﺛﺮ ﻣﻊ ﺯﻳﺎﺩﺓ ﻛﻞ ﻣﻔﺮﺩﺓ‬
‫ﺃﻳﻀﺎ ﺑﻤﻘﺪﺍﺭ ‪10‬؛ ﻷﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﹰ‬
‫ﺑﺎﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ؛ ﺣﻴﺚ ﺇﻥ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻋﺪ ﻓﻲ ﺍﻟﻘﻴﻢ ﻳﺒﻘﻰ‬
‫‪ 7‬‬ ‫‪96‬‬
 ‫‪ ‬‬

‫‪7 - 2‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(11)‬‬ ‫‪‬‬ ‫‪(10)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪7-2‬‬ ‫‪‬‬ ‫‪7-2‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻋﻨﺪﻣﺎ ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ‪.‬‬ ‫ﳎﻤﻮﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻋﺪﺩﻫﺎ‪.‬‬ ‫ﺍﳌﺘﻮﺳﻂ‬
‫______________‬
‫ﻋﻨﺪﻣﺎ ﺗﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻻ‬ ‫ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﻣﻮﻗﻌﺔ ﰲ ﺍﳌﻨﺘﺼﻒ ﰲ ﻗﻴﻢ ﻣﺮﺗﺒﺔ ﺃﻭ‬

‫√‬
‫‪n‬‬

‫‪∑ (xn - x) 2‬‬ ‫ﺍﻟﻮﺳﻴﻂ‬

‫______________‪k‬‬
‫‪=1‬‬
‫‪s‬‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺗﻮﺟﺪ ﻓﺮﺍﻏﺎﺕ ﻛﺒﲑﺓ ﰲ ﺍﳌﻨﺘﺼﻒ‪.‬‬ ‫ﺍﳌﺘﻮﺳﻂ ﻋﻨﺪ ﻭﺟﻮﺩ ﻗﻴﻤﺘﲔ ﰲ ﺍﳌﻨﺘﺼﻒ‪.‬‬
‫‪n-1‬‬ ‫ﺗﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻜﺮﺭﺓ ﻋﺪﻳﺪﺓ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺍﻟﻌﺪﺩ ﺃﻭ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻫﺎ‪.‬‬ ‫ﺍﳌﻨﻮﺍﻝ‬
‫______________‬

‫√‬
‫‪n‬‬

‫‪∑ (xn - µ) 2‬‬ ‫ﺗﻘﺪﻳﺮ ﺇﱃ ﺃﻱ ﻣﺪ￯ ﲤﺜﻞ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺠﺘﻤﻊ‪.‬‬ ‫__‪1‬‬

‫___ ‪ ، ±‬ﻟﻠﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﺣﺠﻤﻬﺎ ‪.n‬‬ ‫ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﳌﻌﺎﻳﻨﺔ‬
‫‪σ‬‬ ‫ﺍﳌﺠﺘﻤﻊ‬ ‫√‬ ‫‪n‬‬
‫______________‬
‫‪k=1‬‬
‫‪n‬‬

‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﲤﺜﱢﻞ ﻋﻴﻨﺔ ﺃﻡ ﳎﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻣﻘﺮ ﹰﺑﺎ ﺇﱃ ﺃﻗﺮﺏ‬ ‫‪‬‬ ‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻧﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟ ﻭﳌﺎﺫﺍ؟‬ ‫‪1‬‬

‫ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬ ‫}‪{2.1, 21.5, 22.3, 22.8, 23.1, 159.4‬‬

‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﻵﰐ ﺩﺭﺟﺎﺕ ‪ 12‬ﻃﺎﻟ ﹰﺒﺎ ﰲ ﻣﺴﺎﻕ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪.‬‬
‫ﱢ‬ ‫ﻫﻨﺎﻙ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ‪ ،‬ﻏﲑ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﺍﻏﺎﺕ ﻛﺒﲑﺓ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ؛ ﻟﺬﺍ ﻓﺎﻟﻮﺳﻴﻂ ﻫﻮ ﺃﻓﻀﻞ ﻣﻘﻴﺎﺱ ‪.‬‬
‫‪ 12‬‬
‫‪69‬‬ ‫‪92‬‬ ‫‪83‬‬ ‫‪75‬‬ ‫‪99‬‬ ‫‪61‬‬
‫ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﳌﻌﺎﻳﻨﺔ ﻭﺍﻟﻔﱰﺓ ﺍﳌﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﳌﺠﺘﻤﻊ ﺍﻟﻜﲇ؟‬ ‫‪2‬‬

‫‪91‬‬ ‫‪98‬‬ ‫‪65‬‬ ‫‪73‬‬ ‫‪94‬‬ ‫‪77‬‬ ‫ﺍﺳﺘﹸﻄﻠﹺﻌﺖ ﺁﺭﺍﺀ ‪ 400‬ﺷﺨﺺ ﺣﻮﻝ ﻣﻮﻗﻊ ﺣﺪﻳﻘﺔ ﻋﺎﻣﺔ‪ ،‬ﻓﺄﺟﺎﺏ ‪ 51%‬ﻣﻨﻬﻢ ﺑﺎﳌﻮﺍﻓﻘﺔ ﻋﲆ ﺍﳌﻜﺎﻥ‬
‫ﻫﺬﻩ ﺑﻴﺎﻧﺎﺕ ﳎﺘﻤﻊ؛ ﻷﻥ ﲨﻴﻊ ﺩﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻭﻋﺪﺩﻫﻢ ‪ 12‬ﻗﺪ ﺃﺧﺬﺕ‪.‬‬ ‫ﺍﳌﻘﱰﺡ‪.‬‬
‫‪12‬‬ ‫ﳌﺎ ﻛﺎﻥ ﺍﻻﺳﺘﻄﻼﻉ ﻗﺪ ﺷﻤﻞ ‪ 400‬ﺷﺨﺺ‪ ،‬ﻓﺈﻥ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﳌﻌﺎﻳﻨﺔ ‪1‬‬
‫______ ‪ ±‬ﺃﻭ ‪ . ± 5%‬ﻭﻧﺴﺒﺔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺆﻳﺪﻳﻦ ﻫﻲ‬
‫____‬
‫)‪∑ (xn‬‬ ‫‪√400‬‬
‫‪977‬‬
‫‪µ = _______ = ____ = 81.42‬‬
‫‪1‬‬ ‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻬﺎ ‪ ،5%‬ﻟﺬﺍ ﻓﺎﻟﻔﱰﺓ ﻫﻲ )‪.(46% , 56%‬‬
‫ﹰ‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﹸﻭﺟﺪﺕ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺴﺤﻴﺔ ﻣﻀﺎﻓﹰﺎ ﺇﻟﻴﻬﺎ ﺃﻭ‬
‫‪12‬‬ ‫‪12‬‬
‫ﺛﻢ ﺃﻭﺟﺪ ﳎﻤﻮﻉ ﻣﺮﺑﻌﺎﺕ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ﻭﺍﳌﺘﻮﺳﻂ‪.‬‬ ‫‪‬‬
‫‪Σ [ (61 – 81.42)2 + (99 – 81.42)2 + (75 – 81.42)2 + … + (91 – 81.42)2] = 2095.55‬‬ ‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻳﺼﻒ ﻛﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟ ﻭﳌﺎﺫﺍ؟‬
‫_________‬
‫‪2095.55‬‬ ‫‪{100, 92, 105, 496, 77, 121} (2‬‬ ‫‪{45, 16, 30, 45, 29, 45} (1‬‬
‫√‬‫________‬
‫‪12‬‬
‫ﻋﻮﺽ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﰲ ﻗﺎﻧﻮﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﲢﺼﻞ ﻋﲆ ‪≈ 13.21‬‬
‫ﱢ‬
‫‪496‬‬ ‫‪‬‬
‫‪‬‬
‫‪ (1‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﳑﺎ ﻳﺄﰐ ﻳﻤﺜﱢﻞ ﻋﻴﻨﺔ ﺃﻡ ﳎﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﻣﻘﺮ ﹰﺑﺎ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬
‫‪{60, 50, 55, 62, 44, 65, 51} (4‬‬ ‫‪{2.5, 99.5, 110.5, 76} (3‬‬
‫‪(a‬‬
‫‪‬‬ ‫‪‬‬ ‫‪2.5‬‬
‫‪88‬‬ ‫‪76‬‬ ‫‪95‬‬ ‫‪82‬‬ ‫‪91‬‬ ‫‪88‬‬ ‫‪‬‬
‫‪90‬‬ ‫‪82‬‬ ‫‪85‬‬ ‫‪92‬‬ ‫‪94‬‬ ‫‪75‬‬
‫ﻭﻭﺟﺪ ﺃﻥ ‪ 40%‬ﻣﻨﻬﻢ ﻳﻘﺮﺃ ‪ 3‬ﻛﺘﺐ ﻋﲆ ﺍﻷﻗﻞ ﺷﻬﺮ ﹼﹰﻳﺎ‪ .‬ﻓﲈ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﳌﻌﺎﻳﻨﺔ؟ ﻭﻣﺎ‬ ‫‪ (5‬ﺍﺳﺘ ﹺ‬
‫ﺷﺨﺼﺎ‪ ،‬ﹸ‬
‫ﹰ‬ ‫ﹸﻄﻠﻌﺖ ﺁﺭﺍﺀ ‪28‬‬
‫‪6.61=‬‬
‫ﺍﻟﻔﱰﺓ ﺍﳌﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﻳﻘﺮﺅﻭﻥ ‪ 3‬ﻛﺘﺐ ﺷﻬﺮ ﹼﹰﻳﺎ ﻋﲆ ﺍﻷﻗﻞ؟‬
‫‪‬‬ ‫‪(b‬‬
‫‪(21.1%,58.9%)±18.9%;=±0.1890‬‬
‫‪16‬‬ ‫‪15‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪17‬‬ ‫‪14‬‬
‫‪1.07=‬‬

‫‪ 7‬‬ ‫‪11‬‬ ‫‪ ‬‬ ‫‪ 7‬‬ ‫‪10‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(13) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(12)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪7-2‬‬ ‫‪‬‬ ‫‪7-2‬‬
‫‪Means‬‬ ‫‪‬‬
‫ﺗﻮﺟﺪ ﻣﺘﻮﺳﻄﺎﺕ ﺃﺧﺮ￯ ﻏﲑ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﳌﻌﺮﻭﻑ ﻭﻣﻨﻬﺎ‪:‬‬ ‫‪ (4‬ﺣﺪﱠ ﺩﺕ ﺩﺍﺋﺮﺓ ﺍﳌﺮﻭﺭ ﴎﻋﺎﺕ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻋﲆ‬ ‫‪ (1‬ﻓﻴﲈ ﻳﺄﰐ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‬
‫‪ (A‬ﻭ ﹸﻳﻌﺮﻑ ﺑﺄﻧﻪ ﺍﳉﺬﺭ ﺍﻟﻨﻮﲏ ﻟﻨﺎﺗﺞ ﴐﺏ ‪ n‬ﻣﻦ ﺍﻟﻘﻴﻢ‪ ،‬ﻭ ﹸﻳﺴﺘﻌﻤﻞ ﻋﺎﺩﺓ ﰲ‬ ‫‪(Ageometric‬‬
‫‪Ageometric Meam‬‬
‫‪M‬‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﳍﻨﺪﳼ )‬ ‫ﺍﻟﻄﺮﻕ ﺍﳋﺎﺭﺟﻴﺔ ﺑﺎﳌﻴﻞ‪ /‬ﺳﺎﻋﺔ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﺍﻟﻌﻈﻤﻰ ﰲ ﲬﺴﺔ ﺃﻳﺎﻡ ﺍﺧﺘﲑﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ ﺷﻬﺮ ﲨﺎﺩ￯‬
‫ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﳌﻌﺮﻓﺔ ﻣﻌﺪﻻﺕ ﺍﻟﻨﻤﻮ‪.‬‬ ‫}‪.{65,61,72,54,78,61,74,75,61,55,64,66,70‬‬ ‫ﺍﻵﺧﺮﺓ )ﻋﺎﻡ ‪ 1434‬ﻫـ( ﰲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ ‪.‬‬
‫‪ (A‬ﻭ ﹸﻳﻌﺮﻑ ﺑﺄﻧﻪ ﻋﺪﺩ ﺍﻟﻘﻴﻢ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﳎﻤﻮﻉ ﻣﻘﻠﻮﺑﺎﲥﺎ‪ ،‬ﻭ ﹸﻳﺴﺘﻌﻤﻞ ﻋﺎﺩﺓ ﰲ‬
‫‪( harmonic Meam‬‬
‫‪M‬‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﻟﺘﻮﺍﻓﻘﻲ ‪) H‬‬ ‫ﻓﲈ ﺍﳌﻨﻮﺍﻝ ﳍﺬﻩ ﺍﻟﴪﻋﺎﺕ؟‬ ‫‪‬‬ ‫‪‬‬
‫‪n‬‬ ‫‪61mi/h=‬‬
‫_____ = ‪. H‬‬ ‫ﺣﺴﺎﺏ ﻣﻌﺪﻻﺕ ﺍﻟﴪﻋﺔ‬ ‫‪34°‬‬ ‫‪1‬‬
‫‪1‬‬
‫__∑‬
‫‪x‬‬ ‫‪35°‬‬ ‫‪2‬‬
‫‪ (5‬ﺍﻋﺘﻘﺪ ﺍﻟﻌﻠﲈﺀ ﺍﻟﻔﻠﻜﻴﻮﻥ ﺣﺘﻰ ﳖﺎﻳﺔ ﺍﻟﻘﺮﻥ‬ ‫‪33°‬‬ ‫‪3‬‬
‫ﺍﻟﻌﴩﻳﻦ ﺃﻥ ﻫﻨﺎﻙ ‪ 9‬ﻛﻮﺍﻛﺐ‪ .‬ﻭ ﺍﳉﺪﻭﻝ ﺍﻵﰐ ﻳﺒﲔ ﻛﺘﻞ‬ ‫‪31°‬‬ ‫‪4‬‬
‫ﻫﺬﻩ ﺍﻟﻜﻮﺍﻛﺐ‪.‬‬ ‫‪35°‬‬ ‫‪5‬‬
‫‪‬‬
‫ﻋﻄﺎﺭﺩ ﺍﻟﺰﻫﺮﺓ ﺍﻷﺭﺽ ﺍﳌﺮﻳﺦ ﺍﳌﺸﱰﻱ‬ ‫‪‬‬ ‫ﻫﻞ ﺗﹸﻌﺪ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻴﻨﺔ ﺃﻡ ﳎﺘﻤ ﹰﻌﺎ ؟‬
‫‪225, 181, 110, 118, 107 (1‬‬
‫‪‬‬ ‫‪‬‬
‫‪141.4‬‬
‫‪2093 0.708 6.58 5.37 0.364‬‬
‫) ‪(1021‬‬

‫ﺑﻠﻮﺗﻮ‬ ‫ﺯﺣﻞ ﺃﻭﺭﺍﻧﻮﺱ ﻧﺒﺘﻮﻥ‬ ‫‪‬‬

‫‪3, 4, 5, 6 (2‬‬ ‫‪‬‬ ‫‪ (2‬ﹸﺃﺟﺮﻱ ﺍﺳﺘﻄﻼﻉ ﻟﻠﺮﺃﻱ ﺣﻮﻝ ﺭﻏﺒﺔ ﺍﻷﺷﺨﺎﺹ ﰲ‬
‫‪4.21‬‬ ‫‪0.0138‬‬ ‫‪113‬‬ ‫‪95.7‬‬ ‫‪627‬‬ ‫ﻗﻀﺎﺀ ﺍﻹﺟﺎﺯﺓ ﺧﺎﺭﺝ ﺍﻟﺒﻼﺩ‪ ،‬ﻓﻜﺎﻧﺖ ﺍﻟﻔﱰﺓ ﺍﳌﻤﻜﻨﺔ ﺍﻟﺘﻲ‬
‫) ‪(1021‬‬
‫‪ (a‬ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻳﺼﻒ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺑﺪﻭ ﺭﻏﺒﺔ ﰲ ﺫﻟﻚ ﻫﻲ‪:‬‬
‫ﱠ‬
‫ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟‬ ‫‪ 46.5%‬ﺇﱃ ‪ . 49.5%‬ﻓﲈ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﳌﻌﺎﻳﻨﺔ؟‬
‫‪ (3‬ﺇﺫﺍ ﺳﺎﻓﺮﺕ ﺑﺴﻴﺎﺭﺗﻚ‪ ،‬ﻭﻗﻄﻌﺖ ﻧﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﺛﻢ ﻗﻄﻌﺖ ﻧﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺍﻵﺧﺮ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ ﺃﺧﺮ￯‪،‬‬ ‫‪ ‬‬ ‫‪±1.5%‬‬
‫ﻓﺈﻥ ﴎﻋﺘﻚ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺮﺣﻠﺔ ﻫﻲ ﺍﳌﺘﻮﺳﻂ ﺍﻟﺘﻮﺍﻓﻘﻲ‪ .‬ﺇﺫﺍ ﻗﺎﻡ ﺳﻌﺪ ﺑﺮﺣﻠﺔ ﻃﻮﻳﻠﺔ ﻭﻗﻄﻊ ﻧﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺑﴪﻋﺔ‬ ‫‪‬‬
‫‪ ، 60 mi/h‬ﻭﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﺑﴪﻋﺔ ‪ ، 70 mi/h‬ﻓﻜﻢ ﻛﺎﻧﺖ ﴎﻋﺘﻚ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺮﺣﻠﺔ ﻛﻠﻬﺎ؟‬
‫‪64.6mi/h‬‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﻤﻘﻴﺎﺱ ﺍﻷﻓﻀﻞ ﳍﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ؟‬
‫‪6.58 ‬‬
‫‪ (3‬ﺗﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﺃﻋﺪﺍﺩ ﺣﺒﺎﺕ ﺍﻟﺘﻔﺎﺡ ﰲ‬
‫‪ 20‬ﺳﻠﺔ ﳐﺘﻠﻔﺔ ‪80, 75, 68, 82, 77, 74, 81, 85,} :‬‬
‫‪73, 79, 75, 73, 80, 71, 82, 81, 77, 80, 78,‬‬
‫‪ (c‬ﻣﺎ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﳍﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ؟‬
‫‪652.71= ‬‬
‫‪ .{84‬ﻓﲈ ﺍﻟﻮﺳﻴﻂ ﻟﻌﺪﺩ ﺣﺒﺎﺕ ﺍﻟﺘﻔﺎﺡ ﰲ ﺍﻟﺴﻠﺔ؟‬
‫‪78.5=‬‬

‫‪ (d‬ﻛﻢ ﻛﻮﻛ ﹰﺒﺎ ﻛﺘﻠﺘﻪ ﺿﻤﻦ ﻣﺪ￯ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ‬

‫ﻣﻦ ﻣﻘﻴﺎﺱ ﺍﻟﻨﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ؟‬
‫‪8‬‬ ‫‪‬‬

‫‪ 7‬‬ ‫‪12‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪13‬‬ ‫‪ ‬‬

‫‪96 A‬‬ ‫‪  7‬‬

  



7 - 2
          


   (13)

 7-2

‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫ﹼ‬

{12.1, 14.9, 6.7, 10, 12.8, 14, 18} (1
‫ ﻻ ﻳﻮﺟﺪ ﻗﻴﻢ ﻣﺘﻄﺮﻓﺔ ﺃﻭ ﺑﻴﺎﻧﺎﺕ‬،‫ﺍﻟﻤﺘﻮﺳﻂ‬
.‫ﻣﺘﻜﺮﺭﺓ‬

 
‫ﹼ‬
{77.9, 101, 78.9, 105, 4.2, 110, 87.9} (2
4.2 ‫ﺍﻟﻮﺳﻴﻂ؛ ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻣﺘﻄﺮﻓﺔ ﻫﻲ‬

{10, 14.7, 14.7, 21, 7.4, 14.7, 8, 14.7} (3
.‫ﻣﺘﻜﺮﺭﺓ‬
‫ ﻳﻮﺟﺪ ﻗﻴﻢ ﹼ‬،‫ﺍﻟﻤﻨﻮﺍﻝ‬

{29, 36, 14, 99, 16, 15, 12, 30} (4

.99 ‫ﺍﻟﻮﺳﻴﻂ ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻣﺘﻄﺮﻓﺔ ﻫﻲ‬


‫ ﻣﻨﻬﻢ ﻳﻘﻮﺩﻭﻥ‬14% ‫ﺷﺨﺼﺎ ﺍﺧﺘﻴﺮﻭﺍ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻤﺪﻥ ﹸﻭ ﹺﺟﺪ ﺃﻥ‬
‫ﹰ‬ 56 ‫ ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺷﻤﻠﺖ‬ (5
‫ ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ؟ ﻭﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻜﻠﻲ ﺍﻟﺬﻳﻦ‬.‫ﺳﻴﺎﺭﺍﺕ ﺑﻴﻀﺎﺀ ﺍﻟﻠﻮﻥ‬
‫ﻳﻘﻮﺩﻭﻥ ﺳﻴﺎﺭﺍﺕ ﺑﻴﻀﺎﺀ؟‬
 0.64% , 27.36% ‫ ﻭﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺗﻘﻊ ﺑﻴﻦ‬،±0.1336 = ‫ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‬

‫ ﺫﻫﺒﻮﺍ ﺇﻟﻰ‬57% ‫ﺷﺨﺼﺎ ﺍﺧﺘﻴﺮﻭﺍ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﹸﻭ ﹺﺟﺪ ﺃﻥ‬

‫ﹰ‬ 812 ‫ ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺷﻤﻠﺖ‬ (6
‫ ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ؟ ﻭﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ‬.‫ﺷﺎﻃﺊ ﺍﻟﺒﺤﺮ ﺃﺭﺑﻊ ﻣﺮﺍﺕ ﻋﻠﻰ ﺍﻷﻗﻞ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ‬
‫ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺬﻳﻦ ﺫﻫﺒﻮﺍ ﺇﻟﻰ ﺷﺎﻃﺊ ﺍﻟﺒﺤﺮ ﺃﺭﺑﻊ ﻣﺮﺍﺕ ﻋﻠﻰ ﺍﻷﻗﻞ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ؟‬
53.49% , 60.51% ‫ ﻭﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻤﻜﻨﺔ ﺗﻘﻊ ﺑﻴﻦ‬،±0.0351 = ‫ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‬

.‫ﻭﻗﺮﺑﻪ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‬
‫ ﹼ‬،a, b ‫( ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻓﻲ ﻛﻞ ﻣﻦ‬7

 (a
8 4 17 9 2 10
5 19 15 10 9 9

4.88 = ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
18 (b
9 10 5 4 10 7
3 4 4 6 5 11
9 3 5 8 7 12
 2.86 = ‫ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬،‫ﻋﻴﻨﺔ‬

13



 
 

 

 

 

 

 

 

 7 96 B
 ‫‪‬‬
‫‪‬‬ ‫‪7 -3‬‬ ‫‪‬‬
‫‪Conditional Probability‬‬

‫‪ 1‬‬ ‫ﻳﺨﺘﺒﺮ ﻫﻴﺜﻢ ﺩﻭﺍ ﹰﺀ ﻳﻘﻲ ﻣﻦ ﺑﻌﺾ ﺍﻷﻣﺮﺍﺽ‪ .‬ﻭﺗﻮﺟﺪ‬

‫‪‬‬
‫‪(  ) ‬‬
‫ﺗﻢ ﺇﻋﻄﺎﺀ‬
‫ﻣﺠﻤﻮﻋﺘﺎﻥ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺇﺣﺪﺍﻫﻤﺎ ﺗﺠﺮﻳﺒﻴﺔ ﹼ‬
‫ﺗﻢ ﺇﻋﻄﺎﺀ ﺩﻭﺍﺀ ﺷﻜﻠﻲ )ﻏﻴﺮ‬ ‫ﺍﻟﺪﻭﺍﺀ ﺍﻟﺤﻘﻴﻘﻲ ﻷﻓﺮﺍﺩﻫﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﹼ‬
‫‪‬‬ ‫ﻓﻌﺎﻝ( ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻷﺧﺮ￯ )ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ(‪ .‬ﻭﺑﻌﺪ‬ ‫ﹼ‬ ‫‪‬‬
‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻳﺮﻳﺪ ﻫﻴﺜﻢ ﺃﻥ ﻳﺠﺪ ﺍﺣﺘﻤﺎﻝ ﺑﻘﺎﺀ‬
‫‪ ‬‬
‫‪7-3‬‬ ‫‪‬‬
‫ﺍﻟﻤﺴﺘﻬﺪﻓﻴﻦ ﺃﺻﺤﺎﺀ ﻧﺘﻴﺠﺔ ﺍﻟﺪﻭﺍﺀ‪.‬‬
‫ﺣﺴﺎﺏ ﺍﻻﺣﺘﻤﺎﻻﺕ‪.‬‬ ‫‪‬‬
‫ﻔﺴﺮ ﻣﻔﻬﻮﻡ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ‪.‬‬ ‫ﻭﻫﺬﺍ ﺍﻟﻤﺜﺎﻝ ﹸﻳ ﹼ‬ ‫‪‬‬
‫‪7-3‬‬
‫ﹺ‬
‫ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ‪ ،‬ﺇﺫﺍ ﹸﻋﻠﻢ ﺃﻥ‬
‫ﹰ‬
‫ﻤﺎﻻ ﻣﺸﺮﻭ ﹰﻃﺎ‪ .‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ‬
‫ﺍﺣﺘﻤﺎﻻ‬ ‫ﺴﻤﻰ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪ B‬ﺑﺸﺮﻁ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪،A‬‬‫‪ ‬ﹸﻳ ﹼ‬
‫)‪ ، P(B|A‬ﻭﻳﻘﺮﺃ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪ B‬ﺑﺸﺮﻁ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪. A‬‬ ‫‪‬‬
‫ﺣﺎﺩﺛﺔ ﺃﺧﺮ￯ ﻗﺪ ﻭﻗﻌﺖ‪.‬‬ ‫‪conditional probability‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻹﻳﺠﺎﺩ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﺣﺘﻤﺎﻻﺕ ﻣﺸﺮﻭﻃﺔ‪.‬‬ ‫‪contingency table‬‬
‫‪A   B A , B‬‬ ‫‪‬‬
‫‪7-3‬‬ ‫‪ ‬‬ ‫‪relative frequency‬‬
‫)‪(  B‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻹﻳﺠﺎﺩ‬ ‫‪P(B | A) = _ , P(A‬‬
‫‪P(A‬‬
‫‪(A‬‬
‫‪(A‬‬
‫‪( )≠0‬‬
‫‪P(A‬‬
‫) (‬
‫‪(A‬‬ ‫‪www.obeikaneducation.com‬‬
‫ﺍﻻﺣﺘﻤﺎﻻﺕ‪.‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﻓﺮﺩﻱ؟‬
‫ﺃﻟﻘﺖ ﻋﺒﻴﺮ ﻣﻜﻌﺐ ﺃﺭﻗﺎﻡ ﻣﺮ ﹰﺓ ﻭﺍﺣﺪﺓﹰ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭ ﺍﻟﻌﺪﺩ ‪ ، 3‬ﹰ‬
‫ﺗﻮﺟﺪ ‪ 6‬ﻧﻮﺍﺗﺞ ﻣﻤﻜﻨﺔ ﻣﻦ ﺇﻟﻘﺎﺀ ﻣﻜﻌﺐ ﺍﻷﺭﻗﺎﻡ ﻣﺮ ﹰﺓ ﻭﺍﺣﺪﺓﹰ‪.‬‬
‫‪ 2‬‬ ‫ﻟﺘﻜﻦ ‪ A‬ﺍﻟﺤﺎﺩﺛﺔ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪.‬‬
‫ﻭﻟﺘﻜﻦ ‪ B‬ﺍﻟﺤﺎﺩﺛﺔ ﺍﻟﺘﻲ ﻳﻈﻬﺮ ﻓﻴﻬﺎ ﺍﻟﻌﺪﺩ ‪.3‬‬

‫‪‬‬ ‫‪63‬‬ ‫_ = )‪P(A‬‬

‫‪3‬‬
‫_=‬
‫‪1‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬

‫‪6‬‬ ‫‪2‬‬
‫‪3 ‬‬ ‫_ = )‪P(A ∩ B‬‬
‫‪1‬‬
‫‪‬‬ ‫‪6‬‬
‫)‪P(A ∩ B‬‬
‫• ﻟﻤﺎﺫﺍ ﹸﺳ ﱢﻤﻴﺖ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺑﻬﺬﺍ‬ ‫‪A B‬‬ ‫_ = )‪P(B | A‬‬
‫)‪P(A‬‬

‫ﺍﻻﺳﻢ؟ ﻷﻧﻪ ﻳﺘﻢ ﺗﺠﺮﻳﺐ )ﺗﻄﺒﻴﻖ(‬ ‫_ = )‪P(A‬‬

‫‪1‬‬
‫_ = )‪, P(A ∩ B‬‬
‫‪2‬‬
‫‪1‬‬
‫‪6‬‬ ‫_=‬
‫‪1‬‬
‫_÷‬
‫‪1‬‬
‫‪6‬‬
‫_=‬
‫‪1‬‬
‫‪2‬‬ ‫‪3‬‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ )ﺩﻭﺍﺀ‪ ،‬ﺃﺳﻠﻮﺏ‬
‫_‪.‬‬
‫‪1‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﻓﺮﺩﻱ ﻫﻮ‬
‫ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭ ﺍﻟﻌﺪﺩ ‪ 3‬ﹰ‬
‫ﺗﺪﺭﻳﺴﻲ‪ ... ،‬ﺇﻟﺦ( ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪3‬‬

‫‪‬‬
‫• ﻣﺎ ﺃﻫﻤﻴﺔ ﻭﺟﻮﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ؟‬
‫‪ (1‬ﻳﺤﺘﻮﻱ ﻛﻴﺲ ﻋﻠﻰ ‪ 52‬ﺑﻄﺎﻗﺔ ﻣﻘﺴﻤﺔ ﺇﻟﻰ ﺃﺭﺑﻊ ﻣﺠﻤﻮﻋﺎﺕ ﻟﻜﻞ ﻣﻨﻬﺎ ﻟﻮﻥ ﻣﻦ ﺍﻷﻟﻮﺍﻥ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻷﺣﻤﺮ ﻭﺍﻷﺧﻀﺮ‬
‫ﻟﻤﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻋﻠﻴﻬﺎ ﺑﻨﺘﺎﺋﺞ‬ ‫ﻭﺍﻷﺯﺭﻕ ﻭﺍﻷﺻﻔﺮ‪ ،‬ﻭﺭ ﹼﻗﻤﺖ ﺑﻄﺎﻗﺎﺕ ﻛﻞ ﻟﻮﻥ ﺑﺎﻷﻋﺪﺍﺩ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ .13‬ﺇﺫﺍ ﺳﺤﺒﺖ ﻧﻮﺍﻝ ﺑﻄﺎﻗﺔ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ؛‬ ‫‪1‬‬ ‫_‬
‫ﺗﺤﻤﻞ ﻫﺬﻩ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﻌﺪﺩ ‪ 13‬ﻋﻠﻤﹰﺎ ﺑﺄﻥ ﻣﺎ ﺳﺤﺒﺘﻪ ﻛﺎﻥ ﺍﻟﻌﺪﺩ ‪ 11‬ﺃﻭ ‪ 12‬ﺃﻭ ‪13‬؟‬
‫‪3‬‬
‫ﻭﺫﻟﻚ ﻟﻤﻌﺮﻓﺔ ﺃﺛﺮ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬

‫‪‬‬ ‫‪97‬‬ ‫‪‬‬ ‫‪7 - 3 ‬‬

‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻝ‬

‫ﺍﻟﻤﺸﺮﻭﻁ‪.‬‬
‫‪7 - 3‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫•‪100 ‬‬ ‫•‪98, 100 ‬‬ ‫•‪98 ‬‬ ‫‪‬‬
‫ﻳﺤﺘﻮﻱ ﻛﻴﺲ ﻋﻠﻰ ‪ 52‬ﺑﻄﺎﻗﺔ‪ ،‬ﻧﺼﻔﻬﺎ‬ ‫‪1‬‬ ‫‪14 •‬‬ ‫‪14 •‬‬ ‫‪14 •‬‬ ‫‪‬‬
‫ﻟﻮﻧﻬﺎ ﺃﺣﻤﺮ‪ ،‬ﻭﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﻟﻮﻧﻪ‬ ‫‪16 • 16 • 14 • ‬‬
‫ﺃﺧﻀﺮ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻧﺼﻒ ﺍﻟﺒﻄﺎﻗﺎﺕ‬ ‫‪17 • 17 • 16 • ‬‬
‫ﺍﻟﺤﻤﺮﺍﺀ ﺗﺤﻤﻞ ﺍﻟﺮﻗﻢ ‪ ، 1‬ﻭﺍﻟﻨﺼﻒ‬
‫ﺍﻵﺧﺮ ﻳﺤﻤﻞ ﺍﻟﺮﻗﻢ ‪ ، 2‬ﻭﻛﺬﻟﻚ‬
‫ﺍﻟﺤﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺒﻄﺎﻗﺎﺕ ﺍﻟﺨﻀﺮﺍﺀ‪،‬‬
‫ﻭﺳﺤﺐ ﺟﻤﻴﻞ ﺑﻄﺎﻗﺔ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ‬
‫ﺃﻥ ﺗﺤﻤﻞ ﺍﻟﺮﻗﻢ ‪ ،2‬ﹰ‬
‫ﺣﻤﺮﺍﺀ؟ ‪_1‬‬
‫‪2‬‬

‫‪97‬‬ ‫‪‬‬ ‫‪7 - 3‬‬

‫‪ ‬ﺍﻟﺠﺪﺍﻭﻝ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻫﻲ ﺟﺪﺍﻭﻝ ﺗﻜﺮﺍﺭﻳﺔ ﺫﺍﺕ ﺑﻌﺪﻳﻦ‪ ،‬ﻳﺘﻢ ﻓﻴﻬﺎ ﺗﺴﺠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﺿﻤﻦ ﺧﻼﻳﺎ‪ ،‬ﺣﻴﺚ‬
‫ﺮﺍﺭﺍ ﻧﺴﺒ ﹼﹰﻴﺎ‪ ،‬ﺇﺫ ﻳﻜﻮﻥ ﻣﻨﺴﻮ ﹰﺑﺎ ﺇﻟﻰ ﻣﺠﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‪،‬‬
‫ﺗﻜﺮﺍﺭﺍ ﻳﺴﻤﻰ ﺗﻜ ﹰ‬
‫ﹰ‬ ‫ﺇﻥ ﻛﻞ ﺧﻠﻴﺔ ﻣﻦ ﺧﻼﻳﺎ ﺍﻟﺠﺪﻭﻝ ﺗﹸﻤ ﹼﺜﻞ‬
‫ﺃﻭ ﻣﻨﺴﻮ ﹰﺑﺎ ﺇﻟﻰ ﻣﺠﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻓﻲ ﺍﻟﺼﻒ ﺍﻟﺬﻱ ﺗﻘﻊ ﻓﻴﻪ ﺍﻟﺨﻠﻴﺔ‪ ،‬ﺃﻭ ﻣﻨﺴﻮ ﹰﺑﺎ ﺇﻟﻰ ﻣﺠﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺬﻱ‬ ‫‪ ‬‬
‫ﺗﻘﻊ ﻓﻴﻪ ﺍﻟﺨﻠﻴﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫‪‬‬ ‫‪2‬‬ ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫‪‬‬ ‫‪ ‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺷﺨﺺ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫‪(Nw)‬‬ ‫‪(w)‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻳﻤﺎﺭﺱ‬
‫ﺍﺧﺘﻴﺮ ﻋﺸﻮﺍﺋ ﹰﻴﺎ ﻣﻌﺎﻓﻰ‪ ،‬ﹰ‬ ‫‪‬‬
‫‪1200‬‬ ‫‪1600‬‬ ‫‪(S)‬‬ ‫ﺍﻟﻤﺸﻲ‪.‬‬ ‫‪ ‬‬
‫‪400‬‬ ‫‪800‬‬ ‫‪(H)‬‬ ‫‪‬‬
‫‪2‬‬
‫ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻜﻠﻲ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ‪ 1600 + 800 + 1200 + 400‬ﻭﻳﺴﺎﻭﻱ ‪ 4000‬ﺷﺨﺺ‪ ،‬ﻭﻳﺮﺍﺩ ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ‬ ‫‪‬‬ ‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ‪ W‬ﻗﺪ ﻭﻗﻊ‪.‬‬
‫‪ H‬ﹰ‬
‫‪‬‬
‫‪‬‬ ‫‪ 2 , 3‬ﻳ ﹼﺒﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ‬
‫)‪ W‬ﹶﻭ ‪P(H‬‬
‫_‬ ‫‪W‬‬ ‫‪‬‬
‫‪‬‬ ‫= ‪W‬‬
‫)‪P(H | W‬‬
‫‪W‬‬
‫)‪P(W‬‬
‫)‪W‬‬ ‫‪‬‬ ‫ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﺸﺮﻭﻃﺔ‪.‬‬
‫_ = )‪P(H  W‬‬ ‫_ = )‪, P(W‬‬ ‫_=‬ ‫_÷‬
‫‪800‬‬ ‫‪1600 + 800‬‬ ‫‪800‬‬ ‫‪2400‬‬ ‫_= ‪W‬‬
‫)‪P ( H |W‬‬ ‫‪800‬‬
‫_=‬
‫‪1‬‬
‫‪4000‬‬ ‫‪4000‬‬ ‫‪4000‬‬ ‫‪4000‬‬ ‫‪2400‬‬ ‫‪3‬‬

‫‪‬‬
‫‪‬‬ ‫_=‬‫‪800‬‬
‫_=‬
‫‪1‬‬
‫‪2400‬‬ ‫‪3‬‬
‫‪‬‬
‫_ ‪.‬‬
‫‪1‬‬
‫ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﻣﻌﺎﻓﻰ‪ ،‬ﺑﺸﺮﻁ ﺃﻧﻪ ﻳﻤﺎﺭﺱ ﺍﻟﻤﺸﻲ ﻫﻮ‬
‫‪3‬‬

‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻻ ﻳﻤﺎﺭﺱ ﺍﻟﻤﺸﻲ‪_1 .‬‬

‫‪‬‬ ‫‪ ‬ﹸﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﹸ‬
‫ﻭﺳ ﱢﺠﻠﺖ‬ ‫‪2‬‬
‫‪4‬‬ ‫ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺷﺨﺺ ﺍﺧﺘﻴﺮ ﻋﺸﻮﺍﺋ ﹰﻴﺎ ﻣﻌﺎﻓﻰ‪ ،‬ﹰ‬ ‫‪(2‬‬
‫ﻧﺘﺎﺋﺠﻬﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪ .‬ﺃﻭﺟﺪ‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺃﻱ ﻋﺪﺩ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﻤﻤﻜﻨﺔ‪.‬‬ ‫ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺨﻄﻂ ﺃﺣﺪ ﺍﻟﻤﺸﻤﻮﻟﻴﻦ‬
‫‪ 3‬‬ ‫ﺑﺎﻟﺪﺭﺍﺳﺔ ﻟﻼﻟﺘﺤﺎﻕ ﺑﺎﻟﺠﺎﻣﻌﺔ ﺑﻌﺪ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﺃﻧﺜﻰ‪.‬‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﹰ‬
‫ﹼ‬
‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺠﺎﻣﻌﻴﻴﻦ ﺍﻟﺬﻳﻦ ﻳﻤﺎﺭﺳﻮﻥ ﺍﻟﺮﻳﺎﺿﺔ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ‪ ،‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﻃﺎﻟﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪،‬‬ ‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﻮﻃﻨﻲ‪،‬‬ ‫ﺍﻟﻤﻨﺘﺨﺐ‬ ‫ﺿﻤﻦ‬ ‫ﻫﻢ‬ ‫ﻣﻤﻦ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ﺍﺣﺘﻤﺎﻝ‬ ‫ﻓﺄﻭﺟﺪ‬
‫‪ ‬‬ ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬
‫‪ 11.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪  ‬‬
‫ﺑﺎﻟﺠﺎﻣﻌﺔ‬
‫‪   ‬‬ ‫‪‬‬ ‫‪A‬‬
‫‪51‬‬ ‫‪36‬‬ ‫‪22‬‬ ‫‪7‬‬ ‫‪(B)‬‬ ‫‪ 16.6%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪B‬‬
‫‪‬‬
‫‪‬‬
‫ﺇﻧﺎﺙ‬ ‫ﺫﻛﻮﺭ‬
‫‪ 13.0%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪257‬‬ ‫‪276‬‬ ‫‪262‬‬ ‫‪269‬‬ ‫‪(A)‬‬ ‫‪C‬‬
‫‪376‬‬ ‫‪342‬‬ ‫ﻧﻌﻢ‬
‫‪ 19.8%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪D‬‬
‫‪138‬‬ ‫‪151‬‬ ‫ﻻ‬
‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ) ‪ .( T‬ﻣﺠﻤﻮﻉ‬
‫ﺗﺮﻳﺪ ﻣﻌﺮﻓﺔ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﺎﻟﺐ ﻣﻤﻦ ﻫﻢ ﺿﻤﻦ ﺍﻟﻤﻨﺘﺨﺐ ﺍﻟﻮﻃﻨﻲ )‪ (B‬ﹰ‬ ‫‪ 0.73‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺍﻟﻄﻼﺏ ﻫﻮ ‪ 1180‬ﻃﺎﻟ ﹰﺒﺎ‪.‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪3‬‬
‫‪‬‬ ‫) ‪P( B ∩ T‬‬
‫_ = ) ‪P(B | T‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪،3‬‬
‫ﻭﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﻜﻮﻥ ﺍﻟﻄﺎﻟﺐ‬
‫) ‪P(T‬‬
‫_‬
‫‪36‬‬ ‫_‬
‫‪36 + 276‬‬
‫_=‬
‫‪36‬‬
‫_÷‬
‫‪312‬‬
‫ﺿﻤﻦ ﺍﻟﻤﻨﺘﺨﺐ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﻣﻊ ﺍﻟﻌﻠﻢ‬
‫= ) ‪P(B∩T ) = 1180 , P(T‬‬
‫‪1180‬‬ ‫‪1180‬‬ ‫‪1180‬‬
‫ﺍﻟﺠﻮﺍﺏ ﺍﻟﺼﺤﻴﺢ ‪.A‬‬
‫‪≈ 0.115 % ≈ 11.5%‬‬
‫ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺮﺍﺑﻌﺔ‪D .‬‬
‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‪B .‬‬
‫ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﺎﻟﺐ ﻣﻤﻦ ﻫﻢ ﺿﻤﻦ ﺍﻟﻤﻨﺘﺨﺐ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﹰ‬ ‫‪(3‬‬ ‫‪50.4% C‬‬ ‫‪16.6% A‬‬
‫‪ 7.7% D‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ 8.4% C‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ 2.5% B‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ 2.6% A‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪83.4% D‬‬ ‫‪19.8% B‬‬

‫‪‬‬ ‫‪7 ‬‬ ‫‪98‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻛﻨﺖ ﺗﺮ￯ ﺃﻥ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺳﻴﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻨﻈﻤﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‪،‬‬ ‫‪‬‬

‫ﺃﺷﻜﺎﻝ )ﭬﻦ( ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺣﺴﺎﺏ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﺸﺮﻭﻃﺔ ﻣﻦ ﺍﻟﺠﺪﺍﻭﻝ‬ ‫‪‬‬

‫ﺍﳊﺎﺩﺛﺔ‬ ‫ﺍﳊﺎﺩﺛﺔ‬ ‫ﺍﻟﺘﻮﺍﻓﻘﻴﺔ‪ .‬ﻭﻹﻳﺠﺎﺩ )‪ ،P(B | A‬ﺍﺭﺳﻢ ﺍﻟﺪﺍﺋﺮﺗﻴﻦ ﺍﻟﻤﺘﻘﺎﻃﻌﺘﻴﻦ ﺍﻟﻠﺘﻴﻦ ﺗﹸﻤ ﹼﺜﻼﻥ‬
‫‪B‬‬
‫‪A‬‬ ‫ﺍﻟﺤﺎﺩﺛﺘﻴﻦ ‪ . A , B‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﹸﻳﻤ ﹼﺜﻞ ﻣﻨﻄﻘﺔ ﺍﻟﺘﻘﺎﻃﻊ ﺇﺿﺎﻓﺔ ﺇﻟﻰ‬
‫ﺍﻷﻋﺪﺍﺩ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﺩﺛﺘﻴﻦ ‪ ، A , B‬ﻭﺍﻟﻠﺘﻴﻦ ﺗﻘﻌﺎﻥ ﺧﺎﺭﺝ ﻣﻨﻄﻘﺔ ﺍﻟﺘﻘﺎﻃﻊ‪.‬‬
‫‪15 10‬‬ ‫‪20‬‬ ‫ﻋﻨﺪﻫﺎ ﻳﻜﻮﻥ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ )‪ P(B | A‬ﻣﺴﺎﻭ ﹰﻳﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﹸﻳﻤ ﹼﺜﻞ‬
‫ﺍﻟﺘﻘﺎﻃﻊ ﺑﻴﻦ ‪ A , B‬ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﻠﻰ ﻣﺠﻤﻮﻉ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻤﻜﺘﻮﺑﻴﻦ ﺩﺍﺧﻞ ﺍﻟﺪﺍﺋﺮﺓ‬
‫‪P (B | A) = 10‬‬
‫‪25‬‬
‫ﺍﻟﺘﻲ ﺗﻤ ﱢﺜﻞ ﺍﻟﺤﺎﺩﺛﺔ ‪ ، A‬ﹰ‬
‫ﻓﻤﺜﻼ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪:‬‬

‫‪ 7‬‬ ‫‪98‬‬

 ‫‪‬‬
‫‪  (9‬ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺃﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ‬ ‫ﻳﺤﺘﻮﻱ ﻛﻴﺲ ﻋﻠﻰ ‪ 8‬ﻛﺮﺍﺕ ﺯﺭﻗﺎﺀ‪ ،‬ﻭ ‪ 6‬ﻛﺮﺍﺕ ﺣﻤﺮﺍﺀ‪ ،‬ﻭ ‪ 10‬ﻛﺮﺍﺕ ﺻﻔﺮﺍﺀ‪،‬‬
‫ﺣﻀﺮﻭﺍ ﻣﺒﺎﺭﺍﺓ ﻛﺮﺓ ﻗﺪﻡ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﺗﻐ ﱠﻴﺒﻮﺍ ﻋﻨﻬﺎ ﻣﻦ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺠﺎﻣﻌﻴﺔ‬ ‫ﻭ ‪ 6‬ﻛﺮﺍﺕ ﺑﻴﻀﺎﺀ‪ ،‬ﻭ ‪ 5‬ﻛﺮﺍﺕ ﺧﻀﺮﺍﺀ‪ .‬ﺇﺫﺍ ﹸﺳﺤﺒﺖ ﻛﺮﺓ ﻭﺍﺣﺪﺓ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪،‬‬
‫‪‬‬ ‫ﺍﻷﻭﻟﻰ ﻭﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺮﺍﺑﻌﺔ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪،‬‬ ‫ﻓﺄﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻝ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪1 :‬‬
‫ﺍﺭﺳﻢ ﻣﺨ ﹼﻄﻂ ﺍﻟﺮﺳﻢ ﺍﻟﺸﺠﺮﻱ ﻋﻠﻰ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﺣﻀﺮ ﺍﻟﻤﺒﺎﺭﺍﺓ ﹰ‬ ‫‪_5‬‬ ‫‪ (1‬ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﺮﺓ ﺧﻀﺮﺍﺀ‪ ،‬ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻧﻬﺎ ﻟﻴﺴﺖ ﺯﺭﻗﺎﺀ‪.‬‬
‫‪27‬‬
‫ﻟﺘﻮﺿﺢ ﻟﻠﻄﻼﺏ‬‫ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ؛ ﹼ‬
‫‪C 3‬‬ ‫‪_1‬‬ ‫‪ (2‬ﺃﻥ ﺗﻜﻮﻥ ﺣﻤﺮﺍﺀ‪ ،‬ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻧﻬﺎ ﻟﻴﺴﺖ ﺧﻀﺮﺍﺀ‪.‬‬
‫‪5‬‬
‫ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ‪.‬‬ ‫‪   ‬‬
‫_‬
‫‪10‬‬
‫‪ (3‬ﺃﻥ ﺗﻜﻮﻥ ﺻﻔﺮﺍﺀ‪ ،‬ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻧﻬﺎ ﻟﻴﺴﺖ ﺣﻤﺮﺍﺀ ﻭﻟﻴﺴﺖ ﺯﺭﻗﺎﺀ‪.‬‬
‫‪21‬‬
‫ﻭﺍﺣﻔﻆ ﻋﻤﻠﻚ ﻭﺃﺭﺳﻞ ﺍﻟﻤﺨﻄﻂ ﺇﻟﻰ‬ ‫‪254‬‬ ‫‪224‬‬ ‫‪90‬‬ ‫‪48‬‬ ‫‪‬‬ ‫_‬
‫‪11‬‬
‫ﺃﻥ ﺗﻜﻮﻥ ﺧﻀﺮﺍﺀ ﺃﻭ ﺑﻴﻀﺎﺀ‪ ،‬ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻧﻬﺎ ﻟﻴﺴﺖ ﺣﻤﺮﺍﺀ‪.‬‬ ‫‪(4‬‬
‫‪29‬‬
‫‪‬‬ ‫‪ (5‬ﺃﻥ ﺗﻜﻮﻥ ﺯﺭﻗﺎﺀ‪ ،‬ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻧﻬﺎ ﺑﻴﻀﺎﺀ‪0 .‬‬
‫ﺍﻟﻄﻼﺏ؛ ﻟﻴﻜﻮﻥ ﻣﺮﺟ ﹰﻌﺎ ﻟﻬﻢ ‪.‬‬
‫‪8‬‬ ‫‪36‬‬ ‫‪141‬‬ ‫‪182‬‬

‫‪ 48.6% A‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺭﻗﻤﺖ ﻗﻄﺎﻋﺎﺕ ﺩﺍﺋﺮﻳﺔ ﻣﺘﻄﺎﺑﻘﺔ ﻓﻲ ﻗﺮﺹ ﻣﻦ‬

‫‪  (6‬ﹼ‬
‫‪ 1‬ﺇﻟﻰ ‪ ،8‬ﺇﺫﺍ ﹸﺃﺩﻳﺮ ﻣﺆﺷﺮ ﺍﻟﻘﺮﺹ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺴﺘﻘﺮ ﺍﻟﻤﺆﺷﺮ ﻋﻨﺪ‬
‫‪ 77.6% B‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫_‬
‫ﺍﻟﻌﺪﺩ ‪ 8‬ﺇﺫﺍ ﻋ ﹺﹸﻠﻢ ﺃﻧﻪ ﺍﺳﺘﻘﺮ ﻋﻨﺪ ﻋﺪﺩ ﺯﻭﺟﻲ؟ ‪ 1‬ﺃﻭ ‪25 %‬‬
‫‪4‬‬
‫‪ 86.2% C‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺃﺩﺍﺀ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺷﺨﺎﺹ‬ ‫‪  (7‬ﹼ‬
‫‪‬‬ ‫‪ 91.6% D‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺗﺤﻀﻴﺮﺍ‬
‫ﹰ‬ ‫ﺗﺪﺭﻳﺒﻴﺔ‬ ‫ﺎ‬ ‫ﺣﺼﺼ‬
‫ﹰ‬ ‫ﺃﺧﺬ‬ ‫ﺑﻌﻀﻬﻢ‬ ‫ﺑﺄﻥ‬ ‫ﺎ‬ ‫ﻋﻠﻤ‬
‫ﻓﻲ ﻓﺤﺺ ﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﹰ‬
‫ﻟﻠﻔﺤﺺ‪ ،‬ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻟﻢ ﻳﺄﺧﺬ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ‬
‫‪ ‬ﺇﺫﺍ ﺗﻐ ﹼﻴﺮ ﺍﺣﺘﻤﺎﻝ‬ ‫‪  (10‬ﻳﻘﺎﺭﻥ ﻋﺎﺩﻝ ﻭﺇﺑﺮﺍﻫﻴﻢ ﻭﺳﻌﻮﺩ ﻣﺠﻤﻮﻋﺔ‬ ‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪2 :‬‬
‫ﺃﻣﺜﺎﻝ ﺷﻌﺒﻴﺔ ﺟﻤﻌﻮﻫﺎ‪ .‬ﻭﺗﻢ ﺗﻤﺜﻴﻞ ﺫﻟﻚ ﻭﻓﻖ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ‪.‬‬
‫ﺍﻟﺤﺎﺩﺛﺔ ‪ B‬ﻋﻨﺪ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪ ، A‬ﻓﻼ ﺑﺪ‬
‫ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﻣﺜﻞ ﻣﻤﺎ ﺟﻤﻌﻮﻩ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺜﻞ‬
‫ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ ﻣﻊ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻟﻴﺲ ﻣﻤﺎ ﺟﻤﻌﻪ ﻋﺎﺩﻝ‪D .‬‬ ‫ﺍﺟﺘﻤﺎﻋ ﹼﹰﻴﺎ‪ ،‬ﹰ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻟﺤﺎﺩﺛﺔ ‪ .B‬ﺇﻥ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺔ ‪ A‬ﹸﻳﻨﻈﺮ ﺇﻟﻴﻪ‬ ‫‪48‬‬ ‫‪64‬‬ ‫‪‬‬
‫ﻭﻛﺄﻧﻪ ﻗ ﹼﻠﺺ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ﺇﻟﻰ ﺍﻟﺤﺎﺩﺛﺔ ‪.B‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪32‬‬ ‫‪18‬‬ ‫‪‬‬
‫‪44‬‬ ‫‪316‬‬ ‫‪521‬‬ ‫‪‬‬
‫‪302‬‬ ‫‪145‬‬ ‫‪119‬‬ ‫‪‬‬ ‫_‬
‫‪32‬‬
‫ﺣﺼﺼﺎ‪.‬‬
‫ﹰ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﺃﺧﺬ‬
‫‪ (a‬ﺍﻟﺸﺨﺺ ﻧﺎﺟﺢ ﹰ‬
‫‪41‬‬
‫‪182‬‬ ‫‪4‬‬ ‫‪244‬‬ ‫‪‬‬ ‫‪_2‬‬ ‫ﺣﺼﺼﺎ‪.‬‬
‫ﹰ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻟﻢ ﻳﺄﺧﺬ‬
‫‪ (b‬ﺍﻟﺸﺨﺺ ﺭﺍﺳﺐ ﹰ‬
‫‪5‬‬
‫‪ 3‬‬ ‫‪ 35.9% A‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪_3‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻧﺎﺟﺢ‪.‬‬
‫ﺣﺼﺼﺎ‪ ،‬ﹰ‬
‫ﹰ‬ ‫‪ (c‬ﻟﻢ ﻳﺄﺧﺬ‬
‫‪7‬‬
‫‪ 24.8% B‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ ‬‬ ‫‪ 17.2% C‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺳﺠﻠﺖ ﻣﺪﺭﺳﺔ ﺃﻋﺪﺍﺩ ﻃﻼﺏ ﺍﻟﺼﻔﻴﻦ ﺍﻟﺜﺎﻧﻲ‬ ‫‪  (8‬ﹼ‬
‫‪ 15% D‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺜﺎﻟﺚ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻤﺸﺘﺮﻛﻴﻦ ﻭﻏﻴﺮ ﺍﻟﻤﺸﺘﺮﻛﻴﻦ ﻓﻲ ﺩﺭﻭﺱ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-9‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﺘﻘﻮﻳﺔ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﹼ‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬ ‫ﻋﻤﺎ ﻳﺄﺗﻲ ‪:‬‬
‫ﺇﺫﺍ ﺃﻟﻘﻴﺖ ﺃﺭﺑﻊ ﻗﻄﻊ ﻧﻘﺪ ﻣﺘﻤﺎﻳﺰﺓ ﻣﺮ ﹰﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻓﺄﺟﺐ ﹼ‬
‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬ ‫‪‬‬ ‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﻮﺟﻮﺩ ﻛﺘﺎﺑﺔ ﻋﻠﻰ ﻗﻄﻌﺔ ﻭﺍﺣﺪﺓ‬
‫‪ (11‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭ ﺷﻌﺎﺭﻳﻦ‪ ،‬ﹰ‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫_‬
‫ﻋﻠﻰ ﺍﻷﻗﻞ؟ ‪2‬‬
‫‪242‬‬ ‫‪156‬‬ ‫‪‬‬
‫‪5‬‬ ‫‪108‬‬ ‫‪312‬‬ ‫‪‬‬
‫‪_4‬‬ ‫ﻋﻠﻤﺎ ﺑﻮﺟﻮﺩ ﺷﻌﺎﺭ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ؟‬
‫‪ (12‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭ ‪ 3‬ﻛﺘﺎﺑﺎﺕ ﹰ‬
‫_‬
‫‪78‬‬
‫‪15‬‬ ‫‪199‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫‪ (a‬ﺍﻟﻄﺎﻟﺐ ﻣﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺘﻘﻮﻳﺔ ﹰ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﺗﻮﺟﺪ ﻛﺘﺎﺑﺔ ﻭﺍﺣﺪﺓ‬
‫‪ (13‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﻋﺪﻡ ﻇﻬﻮﺭ ﺃﻱ ﺷﻌﺎﺭ ﹰ‬
‫_‬
‫ﻋﻠﻰ ﺍﻷﻗﻞ؟ ‪1‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ‬
‫‪ (b‬ﺍﻟﻄﺎﻟﺐ ﻏﻴﺮ ﻣﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺘﻘﻮﻳﺔ ﹰ‬
‫‪15‬‬ ‫‪9‬‬ ‫_‬
‫ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻳﻮﺟﺪ ‪ 3‬ﺷﻌﺎﺭﺍﺕ‬
‫‪ (14‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﻋﺪﻡ ﻇﻬﻮﺭ ﺃﻱ ﻛﺘﺎﺑﺔ ﹰ‬ ‫‪35‬‬
‫_‬
‫ﻋﻠﻰ ﺍﻷﻗﻞ؟ ‪1‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻏﻴﺮ ﻣﺸﺎﺭﻙ‪.‬‬
‫‪ (c‬ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ ﹰ‬
‫‪5‬‬
‫_‬
‫‪121‬‬
‫‪175‬‬

‫‪99‬‬ ‫‪‬‬ ‫‪7 - 3 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪18–26 ، 13–15 ، 1–9‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–15‬ﻓﺮﺩﻱ‪18–26 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪9–27‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪99‬‬ ‫‪‬‬ ‫‪7 - 3‬‬

 ‫‪‬‬ ‫ﻣﻘﺴﻤﺔ ﺇﻟﻰ ﺃﺭﺑﻊ‬
‫‪  (15‬ﻳﺤﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﻠﻰ ‪ 52‬ﺑﻄﺎﻗﺔ ﱠ‬
‫ﻣﺠﻤﻮﻋﺎﺕ ﻟﻜﻞ ﻣﻨﻬﺎ ﻟﻮﻥ ﻣﻦ ﺍﻷﻟﻮﺍﻥ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻷﺣﻤﺮ‪ ،‬ﻭﺍﻷﺳﻮﺩ‪،‬‬
‫ﻭﺭ ﱢﻗﻤﺖ ﺑﻄﺎﻗﺎﺕ ﻛﻞ ﻟﻮﻥ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪.13‬‬ ‫ﻭﺍﻷﺧﻀﺮ‪ ،‬ﻭﺍﻷﺯﺭﻕ‪ ،‬ﹸ‬
‫‪ 4‬‬
‫‪ (22‬ﺍﺳﺘﻌﻤﻞ ﻣﺴﻄﺮﺓ ﻭﻣﻨﻘﻠﺔ‪ ،‬ﻟﺮﺳﻢ ﻣﺘﺠﻪ ﻳﻤﺜﱢﻞ ‪ ، v = 20 km/h‬ﺑﺎﺗﺠﺎﻩ‬
‫‪ 60°‬ﻣﻊ ﺍﻷﻓﻘﻲ‪ 5-1 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺇﺫﺍ ﹸﺳﺤﺒﺖ ﺑﻄﺎﻗﺔ ﻭﺍﺣﺪﺓ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺤﻤﻞ ﺍﻟﺒﻄﺎﻗﺔ‬
‫_‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﺣﻤﺮﺍﺀ ﺍﻟﻠﻮﻥ؟ ‪1‬‬ ‫ﺍﻟﺮﻗﻢ ‪ 9‬ﹰ‬
‫ﹰ‬
‫ﺟﺪﻭﻻ ﺗﻮﺍﻓﻘ ﹼﹰﻴﺎ ﻋﻠﻰ‬ ‫‪ ‬ﺿﻊ‬
‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺩﺧﻞ ‪ 12‬ﺷﺮﻛﺔ ﻓﻲ ﺍﻷﺳﺒﻮﻉ‬‫‪  (23‬ﹼ‬
‫‪13‬‬
‫ﺍﻟﺴﺒﻮﺭﺓ‪ ،‬ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺬﻳﻦ ﻳﺮﺗﺪﻭﻥ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﺷﻬﺮ ﻣﺤﺮﻡ ﻋﺎﻡ ‪1433‬ﻫـ ﺑﺎﻟﺮﻳﺎﻝ‪7-2 .‬‬ ‫‪ (16‬ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺃﻋﺪﺍﺩ ﺍﻷﻟﻌﺎﺏ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻟﺪ￯‬
‫ﺷﺨﺺ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮﺕ ﻟﻌﺒﺔ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻻﺣﺘﻤﺎﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬
‫ﺃﺛﻮﺍ ﹰﺑﺎ ﺑﻴﻀﺎﺀ ﺑﺎﻟﺬﻳﻦ ﻳﺮﺗﺪﻭﻥ ﺃﺛﻮﺍ ﹰﺑﺎ ﺫﻭﺍﺕ‬
‫ﺃﻟﻮﺍﻥ ﺃﺧﺮ￯‪ ،‬ﻣﻊ ﺧﺎﺻﻴﺔ ﺃﺧﺮ￯ ﻣﺜﻞ ﺍﻟﺮﻳﺎﺿﺔ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪25778‬‬ ‫‪25698‬‬ ‫‪25200‬‬ ‫‪5‬‬ ‫‪‬‬ ‫ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﺘﻲ ﻳﺸﺎﺭﻛﻮﻥ ﻓﻴﻬﺎ‪ ،‬ﺃﻭ ﺍﻟﻨﺎﺩﻱ‬
‫‪23858‬‬ ‫‪25580‬‬ ‫‪27828‬‬ ‫‪2‬‬ ‫‪‬‬ ‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻴﻪ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫‪29173‬‬ ‫‪22861‬‬ ‫‪32903‬‬
‫‪27870‬‬ ‫‪27124‬‬ ‫‪23995‬‬
‫‪6‬‬ ‫‪‬‬
‫ﻛﺘﺎﺑﺔ ﺍﺣﺘﻤﺎﻻﺕ ﻣﺸﺮﻭﻃﺔ ﻣﻌﺘﻤﺪﻳﻦ ﻋﻠﻰ ﻫﺬﺍ‬
‫‪4‬‬ ‫‪‬‬
‫‪3‬‬ ‫‪‬‬ ‫ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﻮﺍﻓﻘﻲ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ‪.‬‬ ‫‪ ‬‬
‫ﺭﻳﺎﻻ‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ‪ 26489‬ﹰ‬
‫ﺭﻳﺎﻻ‪ ،‬ﻭﺍﻟﻮﺳﻴﻂ ‪ 25738‬ﹰ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﻟﻴﺴﺖ ﻣﻦ ﺃﻟﻌﺎﺏ ﻛﺮﺓ‬
‫‪ (a‬ﺃﻥ ﺗﻜﻮﻥ ﻣﻦ ﺃﻟﻌﺎﺏ ﺍﻟﻤﺼﺎﺭﻋﺔ ﹰ‬
‫‪ (b‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬ ‫‪2‬‬
‫ﺍﻟﻘﺪﻡ‪.‬‬ ‫_‬ ‫‪ ‬ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺃﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺔ‬
‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻗﺮﺑﻪ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬ ‫‪5‬‬
‫ﹼ‬
‫‪ 2736.46‬ﺭﻳﺎﻻﹰ‬ ‫ﺍﻹﺑﺪﺍﻝ ﻭﺧﺎﺻﻴﺔ ﺍﻟﺘﺠﻤﻴﻊ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺃﺯﻭﺍﺝ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﻟﻴﺴﺖ ﻣﻦ ﺃﻟﻌﺎﺏ‬
‫‪ (b‬ﺃﻥ ﺗﻜﻮﻥ ﻣﻦ ﺃﻟﻌﺎﺏ ﺳﺒﺎﻕ ﺍﻟﺴﻴﺎﺭﺍﺕ ﹰ‬
‫ﺗﻘﺮﻳﺮﺍ ﻋﻦ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻤﺬﻛﻮﺭﺓ ﺫﻛﺮ ﺃﻥ ﺍﻟﻘﻴﻤﺔ‬
‫ﹰ‬
‫ﺭﻳﺎﻻ ﻛﺎﻧﺖ ﹰ‬
‫‪ (c‬ﻟﻨﻔﺘﺮﺽ ﺃﻥ‬
‫‪ 22861‬ﹰ‬
‫_‬
‫‪1‬‬
‫ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﻭﻟﻴﺴﺖ ﻣﻦ ﺃﻟﻌﺎﺏ ﺍﻟﻤﺼﺎﺭﻋﺔ‪.‬‬ ‫ﻣﻦ ﺍﻷﻋﺪﺍﺩ‪ ،‬ﻳﺠﻌﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺃﺳﻬﻞ‪.‬‬
‫ﺧﻄﺄ‪ ،‬ﻭﻫﻲ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ‪ .24861‬ﻓﻜﻴﻒ ﻳﺘﺄ ﹼﺛﺮ‬ ‫‪3‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﺑﻬﺬﺍ ﺍﻟﺘﻌﺪﻳﻞ؟‬ ‫‪‬‬
‫ﻳﺰﺩﺍﺩ ﺍﻟﻤﺘﻮﺳﻂ ﻟﻴﺼﻞ ﺇﻟﻰ ‪ 26655.67‬ﻭﻳﺒﻘﻰ ﺍﻟﻮﺳﻴﻂ ﻛﻤﺎ ﻫﻮ‪.‬‬
‫‪‬‬ ‫‪ (18‬ﺇﺟﺎﺑﺔ ﳑﻜﻨـﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﳊﺎﺩﺛﺘـﺎﻥ ‪ A‬ﻭ ‪B‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺗﺘﺒﻨﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺃﻭ ﻏﻴﺮ‬
‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪7-1 .‬‬
‫ﻣﺘﺤﻴﺰﺓ‪ .‬ﹼ‬ ‫‪ ‬ﺃﻟﻘﻲ ﻣﻜﻌﺐ ﻣﺮﻗﻢ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 6‬ﺧﻤﺲ ﻣﺮﺍﺕ ﻣﺘﺘﺎﻟﻴﺔ‪ .‬ﻣﺎ‬‫‪‬‬ ‫‪(17‬‬
‫ﻣﺴـﺘﻘﻠﺘﲔ‪ ،‬ﻓﺈﻥ ﺍﺣﺘﲈﻝ ﺣـﺪﻭﺙ ﺇﺣﺪﺍﳘﺎ ﻻ‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻳﺆ ﹼﺛﺮ ﰲ ﺣﺪﻭﺙ ﺍﻷﺧﺮ￯‪ .‬ﹰ‬
‫‪ (24‬ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺗﺘﻨﺎﻭﻝ ﻣﻮﻇﻔﻲ ﻣﻄﻌﻢ‪ ،‬ﻟﺘﻘﺮﺭ ﺃﻛﺜﺮ ﺍﻷﻃﺒﺎﻕ ﺷﻌﺒﻴﺔ‪.‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﺮﻗﻢ ‪ 2‬ﻇﻬﺮ ﻓﻲ‬
‫ﹰ‬ ‫ﺍﻟﺨﻤﺲ‬ ‫ﺍﻟﺮﻣﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫‪2‬‬ ‫ﺍﻟﺮﻗﻢ‬ ‫ﻇﻬﻮﺭ‬ ‫ﺍﺣﺘﻤﺎﻝ‬ ‫ﻓﻤﺜﻼ‪ :‬ﺇﻟﻘﺎﺀ ﺣﺠﺮ‬
‫ﺍﻟﺮﻣﻴﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻷﻭﻟﻰ؟ ‪0.25%‬‬
‫ﺍﻟﻨﺮﺩ ﻻ ﻳﺆ ﹼﺛﺮ ﰲ ﺳﺤﺐ ﺑﻄﺎﻗﺔ‪ .‬ﻓﺎﺣﺘﲈﻝ ﺳﺤﺐ‬
‫‪ (25‬ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺗﺘﻨﺎﻭﻝ ﺭﺃﻱ ﻣﺮﺗﺎﺩﻱ ﻣﻜﺎﺗﺐ ﺍﻟﺒﺮﻳﺪ‪ ،‬ﻟﻤﻌﺮﻓﺔ ﺃﻛﺜﺮ ﺃﻟﻮﺍﻥ‬
‫ﺍﻟﺴﻴﺎﺭﺍﺕ ﺷﻴﻮﻋﹰﺎ‪ .‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻟﻜﻞ ﺷﺨﺺ ﻓﻲ ﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺒﻄﺎﻗـﺔ ﺍﻟﺘﻲ ﲢﻤﻞ ﺍﻟﺮﻗـﻢ ‪ 3‬ﻣﻦ ﺑﲔ ﺑﻄﺎﻗﺎﺕ‬
‫ﻓﺴﺮ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ ﻟﺤﻮﺍﺩﺙ ﻏﻴﺮ‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﺮﻗﻢ ‪ 3‬ﻇﻬﺮ ﻋﲆ ﺣﺠﺮ ﺍﻟﻨﺮﺩ‬
‫ﻓﺮﺻﺔ ﻣﺘﺴﺎﻭﻳﺔ ﻷﻥ ﻳﻜﻮﻥ ﺿﻤﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻲ ﺍﺳﺘﻄﻠﻌﺖ ﺁﺭﺍﺅﻫﻢ‪.‬‬ ‫‪  (18‬ﹼ‬
‫ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻭﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ ﻟﺤﻮﺍﺩﺙ ﻣﺴﺘﻘﻠﺔ‪ .‬ﹺ‬
‫ﺃﻋﻂ ﹰ‬
‫ﻣﺜﺎﻻ ﻟﻜﻞ ﻧﻮﻉ‪.‬‬
‫ﻣﺮﻗﻤﺔ ﹰ‬
‫‪‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻳﻜﺎﻓﺊ ﺍﺣﺘﲈﻝ ﺳـﺤﺐ ﺍﻟﺮﻗﻢ ‪ 3‬ﻣﻦ ﺍﻟﺒﻄﺎﻗﺎﺕ‬
‫‪ .P (A‬ﻭﻋﻨﺪﻣﺎ‬
‫‪( | B ) = P (A‬‬‫ﻓﻘـﻂ‪ .‬ﺃﻱ ﺃﻥ ) (‬
‫‪  (19‬ﺇﺫﺍ ﹸﻣ ﱢﺜﻞ ﺍﺣﺘﻤﺎﻝ ﺣﺎﺩﺛﺔ ﻣﺮﻛﺒﺔ ﻣﻦ ﺣﺎﺩﺛﺘﻴﻦ ﺑﺎﻟﺮﺳﻢ ﺍﻟﺸﺠﺮﻱ‬
‫‪ (26‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ A , B‬ﺣﺎﺩﺛﺘﻴﻦ ﻓﻲ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ﻟﺘﺠﺮﺑﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺎ‪،‬‬ ‫)ﺷﺠﺮﺓ ﺍﻻﺣﺘﻤﺎﻝ(‪ ،‬ﻓﺄﻱ ﻓﺮﻭﻉ ﺍﻟﺮﺳﻢ ﺍﻟﺸﺠﺮﻱ ﻳﻤ ﱢﺜﻞ ﺍﻻﺣﺘﻤﺎﻝ‬ ‫ﺗﻜﻮﻥ ﺍﳊﺎﺩﺛﺘﺎﻥ ﻏﲑ ﻣﺴﺘﻘﻠﺘﲔ ﻳﻄﺒﻖ ﺍﻻﺣﺘﲈﻝ‬
‫ﺑﺤﻴﺚ ﻛﺎﻥ ‪، P(A) = 0.2 , P(B) = 0.5, P(A ∪ B) = 0.4‬‬ ‫ﺍﳌﴩﻭﻁ‪ .‬ﹰ‬
‫ﺍﻟﻤﺸﺮﻭﻁ‪ .‬ﺃﻋﻂ ﹰ‬
‫ﻣﺜﺎﻻ ﻟﻤﻮﻗﻒ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻪ ﺑﺸﺠﺮﺓ ﺍﺣﺘﻤﺎﻝ ﺛﻢ ﻣ ﱢﺜﻠﻪ‪.‬‬ ‫ﻓﻤﺜﻼ‪ :‬ﺍﺣﺘﲈﻝ ﺳﺤﺐ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻲ‬
‫ﻓﻤﺎ ﻗﻴﻤﺔ )‪ P (A | B‬؟ ‪A‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﲢﻤـﻞ ﺍﻟﺮﻗـﻢ ‪ 3‬ﺩﻭﻥ ﺇﺭﺟـﺎﻉ ﻳﺆ ﹼﺛـﺮ ﰲ ﺍﺣﺘﲈﻝ‬
‫‪0.6 A‬‬
‫‪  (20‬ﺇﺫﺍ ﹸﺭﻣﻴﺖ ﻗﻄﻌﺔ ﻧﻘﺪ ﺑﺸﻜﻞ ﺣﺮ ‪ 21‬ﻣﺮﺓ ﻣﺘﺘﺎﻟﻴﺔ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ‬ ‫ﺳﺤﺐ ﺑﻄﺎﻗﺔ ﺃﺧﺮ￯‪ ،‬ﺣﻴﺚ ﻳﻘﻞ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫‪0.7 B‬‬ ‫ﺃﻥ ﺗﻈﻬﺮ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﺍﻟﺮﻣﻴﺔ ‪ ،21‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻇﻬﺮﺕ ﻓﻲ‬ ‫‪ (19‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺻﻨﺪﻭﻕ ﺑﻪ ‪ 11‬ﻛﺮﺓ‪ ،‬ﻣﻨﻬﺎ ‪6‬‬
‫‪0.8 C‬‬ ‫ﻭﺿﺢ ﺗﺒﺮﻳﺮﻙ‪.‬‬
‫ﺍﻟﺮﻣﻴﺎﺕ ﺍﻟﻌﺸﺮﻳﻦ ﺍﻷﻭﻟﻰ؟ ﱢ‬
‫‪0.9 D‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ 50%:‬؛ ﻟﻴﺲ ﻟﻠﺮﻣﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺗﺄﺛﻴﺮ ﻓﻲ ﺍﻟﺮﻣﻴﺔ ‪،21‬‬ ‫ﺣﻤﺮﺍﺀ ﹶﻭ ‪ 5‬ﺻﻔﺮﺍﺀ‪ .‬ﺳﺤﺐ ﻛﺮﺗﺎﻥ ﻋﻠﻰ‬
‫‪ (27‬ﺳﺤﺒﺖ ﻛﺮﺓ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ ﻣﻦ ﻛﻴﺲ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻛﺮﺗﻴﻦ ﺣﻤﺮﺍﻭﻳﻦ‬
‫ﻓﻬﻲ ﺣﻮﺍﺩﺙ ﻣﺴﺘﻘﻠﺔ‪.‬‬ ‫ﺍﻟﺘﻮﺍﻟﻲ ﺩﻭﻥ ﺇﺭﺟﺎﻉ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺮﺳﻢ‬
‫‪_1‬‬ ‫ﻭ‪ 3‬ﺯﺭﻗﺎﺀ ﺩﻭﻥ ﺇﺭﺟﺎﻉ ﻭﻛﺎﻧﺖ ﺯﺭﻗﺎﺀ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺳﺤﺐ ﻛﺮﺓ ﺯﺭﻗﺎﺀ ﺛﺎﻧﻴﺔ؟‬
‫ﹰ‬
‫ﺍﺣﺘﻤﺎﻻ ﻣﺸﺮﻭ ﹰﻃﺎ‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﺗﻮﺍﻓﻘ ﹼﹰﻴﺎ‪ ،‬ﻭﺍﺣﺴﺐ‬ ‫ﻛﻮﻥ‬
‫‪  (21‬ﱢ‬
‫ﺍﻟﺸﺠﺮﻱ ﻟﺒﻴﺎﻥ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺟﻤﻴﻌﻬﺎ‪.‬‬
‫‪2‬‬ ‫ﻳﺮﺗﺒﻂ ﺑﺎﻟﺠﺪﻭﻝ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪5‬‬ ‫‪R‬‬
‫‪10‬‬
‫‪6‬‬ ‫‪R‬‬
‫‪5‬‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪100‬‬ ‫‪11‬‬ ‫‪Y‬‬
‫‪10‬‬
‫‪4‬‬ ‫‪Y‬‬
‫‪5‬‬ ‫‪10‬‬
‫‪11‬‬ ‫‪Y‬‬
‫‪6‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪10‬‬
‫‪R‬‬

‫‪ ‬ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺍﻟﺤﺎﺩﺛﺘﻴﻦ ‪ A , B‬ﻣ ﹰﻌﺎ ﺑﻀﺮﺏ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻨﻬﻤﺎ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺘﺎ ﻣﺴﺘﻘﻠﺘﻴﻦ‪ .‬ﻭﻟﻜﻦ ﺇﺫﺍ‬ ‫ﻻﺣﻆ ﺃﻥ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺗﻤ ﱢﺜﻞ ﺍﻻﺣﺘﻤﺎﻝ‬
‫‪‬‬
‫ﻓﻤﺜﻼ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﺮﺓ‬ ‫ﺍﻟﻤﺸﺮﻭﻁ ﹰ‬
‫ﻟﻢ ﺗﻜﻮﻧﺎ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻓﻼ ﺑﺪ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻁ ﻷﺣﺪﻫﻤﺎ‪ ،‬ﺣﻴﺚ ﺇﻥ )‪.P(A ∩ B) = P(A) . P(B | A‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ ﻹﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﺳﺤﺐ ﺑﻄﺎﻗﺘﻴﻦ ﺩﻭﻥ ﺇﺭﺟﺎﻉ ﺍﻷﻭﻟﻰ ﺗﺤﻤﻞ ﺍﻟﺮﻗﻢ ‪ ،5‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﺗﺤﻤﻞ ﺍﻟﺮﻗﻢ ‪،6‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻷﻭﻟﻰ ﺣﻤﺮﺍﺀ‬ ‫ﺍﻟﺜﺎﻧﻴﺔ ﺣﻤﺮﺍﺀ ﹰ‬
‫_‬‫‪5‬‬
‫ﻣﻦ ‪ 52‬ﺑﻄﺎﻗﺔ ﻣﻘﺴﻤﺔ ﺇﻟﻰ ﺃﺭﺑﻊ ﻣﺠﻤﻮﻋﺎﺕ‪ ،‬ﻟﻜﻞ ﻣﻨﻬﺎ ﻟﻮﻥ ﻣﻦ ﺍﻷﻟﻮﺍﻥ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻷﺣﻤﺮ‪ ،‬ﺍﻷﺳﻮﺩ‪ ،‬ﺍﻷﺧﻀﺮ‪ ،‬ﺍﻷﺯﺭﻕ‪،‬‬ ‫‪10‬‬
‫ﻫﻮ‬
‫‪ (21‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪:‬‬
‫_‬‫‪4‬‬
‫_×‬ ‫‪4‬‬
‫_=‬‫‪4‬‬
‫ﻭﺭ ﹼﻗﻤﺖ ﺑﻄﺎﻗﺎﺕ ﻛﻞ ﻟﻮﻥ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪≈ 0.006 ..13‬‬
‫‪52‬‬ ‫‪51‬‬ ‫‪663‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ (24‬ﻣﺘﺤﻴﺰﺓ ؛ ﻷﻥ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺗﻢ ﻣﺴﺢ ﺭﺃﻳﻬﻢ ﻗﺪ ﻳﻈﻨﻮﻥ‬ ‫‪y‬‬ ‫‪ (22‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪:‬‬ ‫‪9‬‬ ‫‪6‬‬ ‫‪‬‬
‫ﺃﻥ ﺍﻷﻃﺒﺎﻕ ﺍﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ ﺍﻟﻤﻄﻌﻢ ﻫﻲ ﺍﻷﻛﺜﺮ ﺷﻌﺒﻴﺔ‪.‬‬ ‫‪5‬‬ ‫‪8‬‬ ‫‪‬‬
‫‪v‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ‬
‫ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻣﻦ ﻛﻠﻴﺔ ﺍﻟﻄﺐ ﹰ‬
‫‪60°‬‬
‫ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ﺍﻷﻭﻟﻰ ﻳﺴﺎﻭﻱ ‪_3‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪5‬‬
‫‪1cm : 10km/h‬‬
‫‪ 7‬‬ ‫‪100‬‬
 ‫‪ ‬‬

‫‪7 - 3‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(15)‬‬ ‫‪‬‬ ‫‪( 14)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪7-3‬‬ ‫‪‬‬ ‫‪7-3‬‬
‫‪‬‬ ‫‪‬‬
‫ﹸﺴﺠﻞ ﻓﻴﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺿﻤﻦ ﺧﻼﻳﺎ ﻋﲆ ﺃﻥ ﺗﻌﻄﻲ ﺍﳊﺎﻻﺕ ﺍﳌﺤﺘﻤﻠﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻧﺘﺎﺋﺞ ﳑﻜﻨﺔ‬
‫‪‬ﻫﻲ ﺟﺪﺍﻭﻝ ﺗ ﱠ‬ ‫ﹰ‬
‫ﺍﺣﺘﲈﻻ ﻣﴩﻭﻃﹰﺎ‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﺇﻟﻴﻪ‬ ‫‪ ‬ﹸﻳﺴﻤﻰ ﺍﺣﺘﲈﻝ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ‪ B‬ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻥ ﺣﺎﺩﺛﺔ ﺃﺧﺮ￯ ‪ A‬ﻗﺪ ﻭﻗﻌﺖ‬
‫ﳐﺘﻠﻔﺔ‪ .‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﳉﺪﺍﻭﻝ ﺗﺴﺘﻌﻤﻞ ﻟﺘﺤﺪﻳﺪ ﺍﻻﺣﺘﲈﻻﺕ ﺍﳌﴩﻭﻃﺔ‪.‬‬ ‫ﺑﺎﻟﺮﻣﺰ )‪.P(B| A‬‬
‫ﻋﻠﲈ ﺃﻧﻪ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫ﻛﺮﺓ ﺍﻟﻴﺪ‪ :‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺃﻥ ﻃﺎﻟ ﹰﺒﺎ ﰲ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻴﺪ ﹰ‬
‫‪‬‬ ‫ﺍﻟﺪﻭﺍﺭ ﺍﳌﻮﺿﺢ ﺇﱃ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﺍﻟﺪﻭﺍﺭ‪ :‬ﻳﻠﻌﺐ ﻋﺜﲈﻥ ﻟﻌﺒﺔ ﺍﻟﻘﺮﺹ ﹼ‬
‫ﺍﻟﻘﺮﺹ ﹼ‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪8‬‬

‫‪1‬‬ ‫‪2‬‬
‫‪3‬‬
‫ﻋﻠﲈ ﺑﺄﻧﻪ ﺗﻮﻗﻒ ﻋﲆ ﻋﺪﺩ ﺃﻛﱪ ﻣﻦ ‪5‬؟‬
‫ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﺘﻮﻗﻒ ﺍﳌﺆﴍ ﻋﲆ ﺍﻟﻌﺪﺩ ‪ 7‬ﹰ‬
‫‪7‬‬ ‫‪4‬‬ ‫ﻫﻨﺎﻙ ‪ 8‬ﻧﺘﺎﺋﺞ ﳑﻜﻨﺔ ﻟﻠﻘﺮﺹ ﺍﻟﺪﻭﺍﺭ ﺍﳌﻮﺿﺢ‪.‬‬
‫‪14‬‬ ‫‪34‬‬ ‫‪20‬‬ ‫‪17‬‬ ‫‪‬‬
‫‪6‬‬ ‫‪5‬‬
‫ﺍﻓﱰﺽ ﺃﻥ ﺍﳊﺎﺩﺛﺔ ‪ A‬ﻫﻲ‪ :‬ﺍﳌﺆﴍ ﺍﻟﺬﻱ ﺗﻮﻗﱠﻒ ﻋﲆ ﻋﺪﺩ ﺃﻛﱪ ﻣﻦ ‪5‬‬
‫‪459‬‬ ‫‪510‬‬ ‫‪540‬‬ ‫‪586‬‬ ‫‪‬‬
‫ﻭﺃﻥ ﺍﳊﺎﺩﺛﺔ ‪ B‬ﻫﻲ‪ :‬ﺍﳌﺆﴍ ﺍﻟﺬﻱ ﺗﻮﻗﱠﻒ ﻋﲆ ﺍﻟﻌﺪﺩ ‪7‬‬
‫ﺍﳌﺠﻤﻮﻉ ‪ 2180‬ﻃﺎﻟ ﹰﺒﺎ = ‪14 + 586 + 20 + 540 + 34 + 510 + 17 + 459‬‬ ‫‪3‬‬
‫ﻫﻨﺎﻙ ‪ 3‬ﻧﻮﺍﺗﺞ ﻣﻦ ‪ 8‬ﻧﻮﺍﺗﺞ ﺃﻛﱪ ﻣﻦ ‪5‬‬ ‫__ =)‪P(A‬‬
‫) ‪P( L ∩ J‬‬ ‫‪8‬‬
‫ﻗﺎﻧﻮﻥ ﺍﻻﺣﺘﲈﻝ ﺍﳌﴩﻭﻁ‬ ‫________ = )‪JJ‬‬
‫)‪P(L|J‬‬ ‫‪1‬‬
‫)‪P(J‬‬ ‫ﻧﺎﺗﺞ ﻭﺍﺣﺪ ﻣﻦ ‪ 8‬ﻧﻮﺍﺗﺞ ﻳﻜﻮﻥ ﺃﻛﱪ ﻣﻦ ‪ 5‬ﻭﻳﺴﺎﻭﻱ ‪7‬‬ ‫__= )‪P(A ∩ B‬‬
‫‪8‬‬
‫‪34‬‬ ‫‪34 + 510‬‬ ‫‪34‬‬ ‫‪544‬‬
‫________ = ) ‪P (L ∩ JJ) = _____ , P ((JJ‬‬ ‫_____ ÷ _____ =‬ ‫)‪P(A ∩ B‬‬
‫‪2180‬‬ ‫‪2180‬‬ ‫‪2180 2180‬‬ ‫ﻗﺎﻧﻮﻥ ﺍﻻﺣﺘﲈﻝ ﺍﳌﴩﻭﻁ‬ ‫_________ = )‪P(B| A‬‬
‫‪34‬‬ ‫‪1‬‬ ‫)‪P ( A‬‬
‫ﺑﺴﻂ‬
‫ﹼ‬ ‫___ = ____=‬
‫_‪1_ _3‬‬
‫‪544 16‬‬ ‫ﺗﻌﻮﻳﺾ ﺍﻟﻘﻴﻢ )‪ P(A‬ﻭ )‪P(A ∩ B‬‬ ‫_‬
‫__‬
‫÷ = )‪P((B| A‬‬
‫‪‬‬ ‫‪1‬‬
‫___ ‪.‬‬ ‫ﻋﻠﲈ ﺑﺄﻧﻪ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫ﺍﺣﺘﲈﻝ ﺃﻥ ﺍﻟﻄﺎﻟﺐ ﻳﻠﻌﺐ ﻛﺮﺓ ﻳﺪ ﹰ‬
‫‪8 8‬‬
‫‪‬‬ ‫‪16‬‬ ‫‪1‬‬
‫‪‬‬ ‫‪‬‬ ‫__= )‪P(B| A‬‬
‫‪3‬‬
‫ﲣﺮﺝ‪ .‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ‬ ‫ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﺘﻮﻗﻒ ﺍﳌﺆﴍ ﻋﲆ ‪ ،7‬ﻋﻠﲈ ﺑﺄﻥ ﺍﳌﺆﴍ ﺗﻮﻗﱠﻒ ﻋﲆ ﻋﺪﺩ ﺃﻛﱪ ﻣﻦ ‪ 5‬ﻳﺴﺎﻭﻱ _‪_1‬‬
‫‪112‬‬ ‫‪104‬‬ ‫‪‬‬ ‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﳌﺠﺎﻭﺭ ﺍﳊﻀﻮﺭ ﰲ ﺣﻔﻞ ﱡ‬‫‪  (1‬ﱢ‬ ‫‪3‬‬ ‫ﹰ‬
‫‪14‬‬ ‫‪32‬‬ ‫‪‬‬ ‫ﺃﻥ ﳛﴬ ﺷﺨﺺ ﺑﻮﺻﻔﻪ )ﻭﱄ ﺃﻣﺮ( ﻫﺬﺍ ﺍﳊﻔﻞ‪.‬‬ ‫‪‬‬
‫‪13‬‬
‫___‬
‫‪ ‬‬ ‫‪17‬‬ ‫ﳎﻤﻮﻋﺔ ﺑﻄﺎﻗﺎﺕ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 52‬ﺑﻄﺎﻗﺔ ﻣﻮﺯﱠﻋﺔ ﺑﺎﻟﺘﺴﺎﻭﻱ ﻋﲆ ﺃﺭﺑﻌﺔ ﺃﻟﻮﺍﻥ ﻫﻲ‪ :‬ﺍﻷﲪﺮ‪ ،‬ﺍﻷﺳﻮﺩ‪ ،‬ﺍﻷﺧﴬ‪ ،‬ﺍﻷﺯﺭﻕ‪ .‬ﻭﻗﺪ‬
‫‪‬‬ ‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﳌﺠﺎﻭﺭ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﻠﻌﺒﻮﻥ ﻛﺮﺓ ﺳﻠﺔ‪.‬‬
‫‪  (2‬ﱢ‬ ‫ﹸﺭﻗﹼﻤﺖ ﺑﻄﺎﻗﺎﺕ ﻛﻞ ﻟﻮﻥ ﻣﻦ ‪ 1‬ﺇﱃ ‪ .13‬ﻓﺈﺫﺍ ﺳﺤﺒﺖ ﺑﻄﺎﻗﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﺍﻟﺒﻄﺎﻗﺎﺕ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﲈﻝ ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪‬‬ ‫‪‬‬
‫ﻋﻠﲈ ﺑﺄﻧﻪ ﰲ ﺃﻋﲆ ﺻﻒ‬‫ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻠﻌﺐ ﻃﺎﻟﺐ ﻛﺮﺓ ﺳﻠﺔ ﹰ‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﺒﻄﺎﻗﺔ ﺍﳌﺴﺤﻮﺑﺔ ﲢﻤﻞ ﺍﻟﺮﻗﻢ ‪1‬‬
‫‪ (1‬ﺍﻟﺒﻄﺎﻗﺔ ﲪﺮﺍﺀ ﹰ‬
‫‪352‬‬ ‫‪22‬‬ ‫‪‬‬ ‫ﰲ ﺍﳌﺪﺭﺳﺔ ‪.‬‬ ‫‪1‬‬
‫__‬
‫‪1‬‬
‫___‬ ‫‪4‬‬
‫‪306‬‬ ‫‪34‬‬ ‫‪‬‬ ‫‪10‬‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﻟﻮﳖﺎ ﺃﺳﻮﺩ ‪.‬‬
‫‪ (2‬ﺍﻟﺒﻄﺎﻗﺔ ﲢﻤﻞ ﺍﻟﺮﻗﻢ ‪ 6‬ﹰ‬
‫‪ (3‬ﺃﺟﺎﺑﺖ ‪ 4‬ﴍﻛﺎﺕ ﺃﻋﲈﻝ ﰲ ﺍﳌﺪﻳﻨﺔ ﻋﻦ ﺍﺳﺘﺒﺎﻧﺔ ﺗﺴﺄﻝ ﺣﻮﻝ‬ ‫‪1‬‬
‫___‬
‫‪13‬‬
‫ﹰ‬
‫ﲢﻮﻳﻼ ﺑﻨﻜ ﹼﹰﻴﺎ ﺃﻡ ﺑﺎﺳﺘﻌﲈﻝ ﺑﻄﺎﻗﺔ ﺍﻻﺋﺘﲈﻥ؟ ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫ﺃﺳﻠﻮﺏ ﺍﻟﺪﻓﻊ ﺍﻟﺬﻱ ﺗﻘﺒﻞ ﺑﻪ ﻋﻨﺪ ﺍﻟﴩﺍﺀ‪ :‬ﻫﻞ ﻛﺎﻥ ﻧﻘﺪﹰ ﺍ ﺃﻡ‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﻠﻮﻥ ﺍﳌﺴﺤﻮﺏ ﺃﺳﻮﺩ ﺃﻭ ﺃﺧﴬ‪.‬‬
‫‪ (3‬ﺍﻟﺒﻄﺎﻗﺔ ﺳﻮﺩﺍﺀ ﹰ‬
‫‪1‬‬
‫__‬
‫‪   ‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪49‬‬ ‫‪102‬‬ ‫‪140‬‬ ‫‪304‬‬ ‫‪ ‬‬ ‫ﺇﺫﺍ ﹸﺃﻟﻘﻲ ﻣﻜﻌﺐ ﺃﺭﻗﺎﻡ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻓﺄﻭﺟﺪ ﻛﻞ ﺍﺣﺘﲈﻝ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪70‬‬ ‫‪63‬‬ ‫‪223‬‬ ‫‪456‬‬ ‫‪‬‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﺯﻭﺟﻲ‪.‬‬
‫‪ (4‬ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ‪ 4‬ﹰ‬
‫‪1‬‬
‫__‬
‫‪28‬‬ ‫‪219‬‬ ‫‪166‬‬ ‫‪380‬‬ ‫‪‬‬ ‫‪3‬‬
‫‪2‬‬
‫ﻳﺘﺴﻮﻕ ﻣﻦ ﺍﻟﴩﻛﺔ ﺍﻷﻭﱃ‪.‬‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﺃﻗﻞ ﻣﻦ ‪6‬‬
‫‪ (5‬ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ‪ 2‬ﹰ‬
‫__‬
‫‪5‬‬ ‫ﻋﻠﲈ ﺑﺄﻧﻪ ﱠ‬ ‫ﺍﳌﺘﺴﻮﻕ ﺑﻄﺎﻗﺔ ﺍﻻﺋﺘﲈﻥ ﹰ‬ ‫ﱢ‬ ‫‪ (a‬ﻳﺴﺘﻌﻤﻞ‬
‫‪1‬‬
‫__‬
‫‪4‬‬
‫___‬ ‫ﻳﺘﺴﻮﻕ ﻣﻦ ﺍﻟﴩﻛﺔ ﺍﻟﺮﺍﺑﻌﺔ‪.‬‬
‫ﻋﻠﲈ ﺑﺄﻧﻪ ﱠ‬ ‫ﺍﳌﺘﺴﻮﻕ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﺒﻨﻜﻲ ﹰ‬
‫ﱢ‬ ‫‪ (b‬ﻳﺴﺘﻌﻤﻞ‬ ‫‪5‬‬
‫‪21‬‬ ‫‪ (6‬ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﺯﻭﺟﻲ ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ‪ 3‬ﺃﻭ ‪4‬‬
‫‪6‬‬
‫___‬ ‫ﻋﻠﲈ ﺑﺄﻧﻪ ﻳﺪﻓﻊ ﻧﻘﺪﹰ ﺍ‪.‬‬
‫ﻳﺘﺴﻮﻕ ﻣﻦ ﺍﻟﴩﻛﺔ ﺍﻟﺜﺎﻟﺜﺔ ﹰ‬
‫ﱠ‬ ‫‪(c‬‬ ‫‪1‬‬
‫__‬
‫‪35‬‬ ‫‪2‬‬
‫‪ 7‬‬ ‫‪15‬‬ ‫‪ ‬‬ ‫‪ 7‬‬ ‫‪14‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(17) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(16)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪7-3‬‬ ‫‪‬‬ ‫‪7-3‬‬
‫‪Bayes theorem‬‬ ‫‪‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ A1, A2, ..., An‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﻮﺍﺩﺙ ﺍﳌﺘﻨﺎﻓﻴﺔ ﻓﻴﲈ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺗﺸﻜﱢﻞ ﲨﻴﻌﻬﺎ ﺍﻟﻔﻀﺎﺀ ﺍﻟﻌﻴﻨﻲ‪ ،‬ﻭﻛﺎﻧﺖ ‪ B‬ﺣﺎﺩﺛﺔ ﻣﻦ‬ ‫‪ (4‬ﺃﺣﴡ ﻣﻌﺎﺫ ﻋﺪﺩ ﺃﻛﻮﺍﺏ ﺍﻟﺸﺎﻱ ﻭﻓﻨﺎﺟﲔ ﺍﻟﻘﻬﻮﺓ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﻭﺍﺭ‬
‫‪ (1‬ﻳﻘﻮﻡ ﺧﺎﻟﺪ ﺑﺎﻟﻠﻌﺐ ﺑﺎﻟﻘﺮﺹ ﹼ‬
‫ﺍﻟﻔﻀﺎﺀ ﺍﻟﻌﻴﻨﻲ ﻧﻔﺴﻪ ‪ ، p(B) > 0‬ﻓﺈﻥ‪:‬‬ ‫ﻗﺪﱠ ﻣﻬﺎ ﻟﻠﺰﺑﺎﺋﻦ ﺧﻼﻝ ‪ 3‬ﺃﻳﺎﻡ ﻓﻜﺎﻧﺖ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻋﻠﲈ ﺑﺄﻥ‬
‫ﺃﺩﻧﺎﻩ‪ ،‬ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻘﻒ ﺍﳌﺆﴍ ﻋﻨﺪ ﺍﻟﻌﺪﺩ ‪ 6‬ﹰ‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﺗﻮﻗﻒ ﻋﻨﺪﻩ ﺃﻛﱪ ﻣﻦ ‪2‬؟‬
‫‪P (A‬‬
‫= )‪AK |B‬‬
‫‪P(A‬‬
‫‪AK) P(B|A‬‬
‫)‪AK‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫)‪P(A1) P(B|A1) + P(A2) P(B|A2) +... + P(An) P(B|An‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪8‬‬ ‫‪42‬‬
‫‪3‬‬ ‫‪47‬‬ ‫‪‬‬ ‫‪6‬‬ ‫‪3‬‬
‫ﻭﺳﺤﺒﺖ ﻣﻨﻪ ﻛﺮﺓ‬
‫ﺻﻨﺪﻭﻗﺎﻥ ﳛﻮﻱ ﻛﻞ ﻣﻨﻬﲈ ﻛﺮﺍﺕ ﺑﺄﻟﻮﺍﻥ ﳐﺘﻠﻔﺔ‪ ،‬ﺍﺧﺘﲑ ﺃﺣﺪﳘﺎ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ ﹸ‬ ‫‪‬‬
‫‪‬‬ ‫‪5‬‬ ‫‪4‬‬
‫‪3‬‬ ‫‪47‬‬
‫ﻓﻜﺎﻧﺖ ﺯﺭﻗﺎﺀ‪ .‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﻜﻮﻥ ﻗﺪ ﺳﺤﺒﺖ ﻣﻦ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﺜﺎﲏ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﺣﺘﲈﻝ ﺳﺤﺐ ﻛﺮﺓ‬
‫__؟‬
‫‪4‬‬
‫‪1‬‬
‫__‪ ،‬ﻭﻣﻦ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﺜﺎﲏ‬
‫‪2‬‬
‫‪1‬‬
‫ﺯﺭﻗﺎﺀ ﻣﻦ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻷﻭﻝ‬ ‫ﻋﻠﲈ ﺃﻥ ﺍﻟﻴﻮﻡ ﻫﻮ‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺗﻘﺪﻳﻤﻪ ﻓﻨﺠﺎﻥ ﻗﻬﻮﺓ ﹰ‬
‫‪1‬‬
‫__‬
‫ﺍﻷﺭﺑﻌﺎﺀ‪.‬‬ ‫‪4‬‬
‫)‪P(A2) P(B|A2‬‬
‫= )‪P (A2 |B‬‬ ‫‪3 ‬‬
‫___‬ ‫‪‬‬
‫)‪P(A1) P(B|A1) + P(A2) P(B|A2‬‬ ‫‪50‬‬
‫‪ (2‬ﻟ ﱢﹸﻮﻧﺖ ‪ 52‬ﺑﻄﺎﻗﺔ ﻣﻘﺴﻤﺔ ﺇﱃ ﺃﺭﺑﻊ ﳎﻤﻮﻋﺎﺕ‬
‫‪__1 ×__1‬‬ ‫ﻣﺘﺴﺎﻭﻳﺔ‪ ،‬ﺑﺎﻷﻟﻮﺍﻥ ﺍﻷﲪﺮ‪ ،‬ﻭﺍﻷﺧﴬ‪ ،‬ﻭﺍﻷﺯﺭﻕ‪،‬‬
‫=‬ ‫‪2‬‬ ‫‪4‬‬ ‫__ =‬
‫‪1‬‬ ‫ﻋﻠﲈ ﺃﻥ ﺍﻟﻴﻮﻡ ﻫﻮ‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺗﻘﺪﻳﻤﻪ ﻓﻨﺠﺎﻥ ﻗﻬﻮﺓ ﹰ‬
‫‪__1 ×__1 +__1 ×__1‬‬ ‫‪3‬‬ ‫ﻭﺭﻗﹼﻤﺖ ﺑﻄﺎﻗﺎﺕ ﻛﻞ ﻟﻮﻥ ﻣﻦ ‪ 1‬ﺇﱃ ‪13‬‬ ‫ﻭﺍﻷﺻﻔﺮ‪ ،‬ﹸ‬
‫ﺍﻻﺛﻨﲔ‪.‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫ﻓﺈﺫﺍ ﺳﺤﺒﺖ ﻓﺎﻃﻤﺔ ﺑﻄﺎﻗﺔ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﻜﻮﻥ‬
‫‪4 ‬‬ ‫ﻋﻠﲈ ﺃﳖﺎ ﻟﻴﺴﺖ ﺧﴬﺍﺀ ﺃﻭ ﺻﻔﺮﺍﺀ؟‬
‫‪‬‬ ‫___‬
‫‪25‬‬
‫‪‬‬ ‫ﲪﺮﺍﺀ ﹰ‬
‫ﻭﺳﺤﺒﺖ ﻣﻨﻪ ﻛﺮﺓ ﻓﻜﺎﻧﺖ ﲪﺮﺍﺀ‪ .‬ﻣﺎ ﺍﺣﺘﲈﻝ‬
‫‪ (1‬ﻛﻴﺴﺎﻥ ﳛﻮﻱ ﻛﻞ ﻣﻨﻬﲈ ﻛﺮﺍﺕ ﺑﺄﻟﻮﺍﻥ ﳐﺘﻠﻔﺔ‪ ،‬ﺍﺧﺘﲑ ﺃﺣﺪﳘﺎ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ ﹸ‬ ‫‪1‬‬
‫__‬
‫ﺃﻥ ﺗﻜﻮﻥ ﻗﺪ ﹸﺳﺤﺒﺖ ﻣﻦ ﺍﻟﻜﻴﺲ ﺍﻷﻭﻝ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﺣﺘﲈﻝ ﺳﺤﺐ ﻛﺮﺓ ﲪﺮﺍﺀ ﻣﻦ ﺍﻟﻜﻴﺲ ﺍﻷﻭﻝ ‪ ،__31‬ﻭﻣﻦ ﺍﻟﻜﻴﺲ‬ ‫‪2‬‬
‫ﺍﻟﺜﺎﲏ ‪__41‬؟‬ ‫ﻋﻠﲈ ﺃﻧﻪ‬
‫‪ (c‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻴﻮﻡ ﻫﻮ ﺍﻟﺜﻼﺛﺎﺀ ﹰ‬
‫__‬
‫‪4‬‬ ‫ﻗﺪﱠ ﻡ ﺍﻟﺸﺎﻱ‪.‬‬
‫‪7‬‬
‫‪47 ‬‬
‫____‬ ‫‪‬‬
‫‪136‬‬ ‫‪ (3‬ﻳﻠﻘﻲ ﻋﺒﺪﺍﻟﺴﻼﻡ ﻣﻜﻌﺒﻲ ﺃﺭﻗﺎﻡ‪ ،‬ﻓﲈ ﺍﺣﺘﲈﻝ‬
‫‪ (2‬ﰲ ﻣﺼﻨﻊ ﺁﻟﺘﺎﻥ ﺗﻨﺘﺞ ﺍﻷﻭﱃ ‪ 90%‬ﻣﻦ ﺍﻟﻘﻄﻊ‪ ،‬ﻭﺗﻨﺘﺞ ﺍﻟﺜﺎﻧﻴﺔ ‪ 10%‬ﻣﻨﻬﺎ‪ .‬ﺇﺫﺍ ﺍﺧﺘﲑﺕ ﺇﺣﺪ￯ ﺍﻟﻘﻄﻊ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻭﻛﺎﻧﺖ‬
‫ﻋﻠﲈ ﺃﻧﻪ ﻇﻬﺮ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﳎﻤﻮﻉ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻈﺎﻫﺮﻳﻦ ‪ 11‬ﹰ‬
‫ﻣﻌﻴﺒﺔ‪ ،‬ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﳖﺎ ﻣﻦ ﺇﻧﺘﺎﺝ ﺍﻵﻟﺔ ﺍﻷﻭﱃ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻧﺴﺒﺔ ﺍﳌﻌﻴﺐ ﰲ ﺇﻧﺘﺎﺝ ﺍﻵﻟﺔ ﺍﻷﻭﱃ ‪ ،5%‬ﻭﻣﻦ ﺍﻵﻟﺔ‬
‫ﻋﲆ ﺃﺣﺪﳘﺎ ﻓﻘﻂ ﺍﻟﺮﻗﻢ ‪ 5‬؟‬
‫ﺍﻟﺜﺎﻧﻴﺔ ‪8%‬؟‬
‫‪0.85‬‬ ‫‪1‬‬
‫__‬
‫‪5‬‬

‫‪ 7‬‬ ‫‪16‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪17‬‬ ‫‪ ‬‬

‫‪100 A‬‬ ‫‪  7‬‬

  



7 - 3
          


   (14)

 7-3

‫ ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﹼ‬.‫ﹸﺃﻟﻘﻲ ﻣﻜﻌﺒﺎﻥ ﻣﺮﻗﻤﺎﻥ ﻣﺘﻤﺎﻳﺰﺍﻥ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‬

:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬
 .‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﻇﻬﺮ ﻋﻠﻴﻬﻤﺎ‬
‫ ﻋﻠﻰ ﻭﺟﻬﻲ ﺍﻟﻤﻜﻌﺒﻴﻦ ﹰ‬5 ‫( ﻇﻬﻮﺭ ﺍﻟﻌﺪﺩ‬1
1
_
6
1
_
9
.3 ‫ ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﺰﻳﺪ ﻋﻠﻰ‬،‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻈﺎﻫﺮﻳﻦ‬
‫ ﻋﻠﻰ ﻭﺟﻬﻲ ﺍﻟﻤﻜﻌﺒﻴﻦ ﹰ‬4 ‫( ﻇﻬﻮﺭ ﺍﻟﻌﺪﺩ‬2
 

4
_
9
.‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻈﺎﻫﺮﻳﻦ ﺯﻭﺟﻴﺎﻥ‬
‫ ﻋﻠﻰ ﺃﻱ ﻣﻦ ﺍﻟﻮﺟﻬﻴﻦ ﹰ‬2 ‫( ﻋﺪﻡ ﻇﻬﻮﺭ ﺍﻟﻌﺪﺩ‬3

 ‫ ﻣﺮ ﹼﻛ ﹰﺒﺎ ﻓﻲ‬32 ‫( ﻟﹺـ‬PH) ‫ ﻳﺨﺘﺒﺮ ﻛﻞ ﻣﻦ ﺃﺣﻤﺪ ﻭﻭﻟﻴﺪ ﺩﺭﺟﺔ ﺍﻟﺤﻤﻮﺿﺔ‬ (4

   .‫ ﻭﻗﺪ ﻗﺴﻤﻮﺍ ﺍﻟﻌﻤﻞ ﺑﻴﻨﻬﻤﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‬،‫ﺇﺣﺪ￯ ﺗﺠﺎﺭﺏ ﺍﻟﻜﻴﻤﻴﺎﺀ‬
:‫ ﻓﺄﻭﺟﺪ ﻛﻞ ﺍﺣﺘﻤﺎﻝ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬،‫ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﻣﺮﻛﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬

 
8 12 
3 9 
‫( ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺮﻛﺐ ﺣﺎﻣﻀ ﹼﹰﻴﺎ ﹰ‬a
.‫ﻋﻠﻤﺎ ﺑﺄﻥ ﻭﻟﻴﺪﹰ ﺍ ﻫﻮ ﺍﻟﺬﻱ ﺍﺧﺘﺒﺮﻩ‬
4
_
7

‫( ﺃﻥ ﻳﺨﺘﺒﺮ ﺃﺣﻤﺪ ﺍﻟﻤﺮﻛﺐ ﹰ‬b

.“‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻨﺘﻴﺠﺔ ”ﻗﺎﻋﺪﻱ‬
1
_
4

‫( ﻋﻠﻰ ﺭﺋﺎﺳﺔ ﺍﻟﻠﺠﻨﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺿﻤﻦ ﻣﻨﻄﻘﺔ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺃﺭﺑﻊ ﻣﺠﻤﻌﺎﺕ‬B) ، (A) ‫ ﺗﻨﺎﻓﺲ ﺍﻟﻤﺮﺷﺤﺎﻥ‬ (5
‫ ﻭﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻳﻤﺜﱢﻞ ﺍﻷﺻﻮﺍﺕ ﺍﻟﺘﻲ ﺣﺼﻞ ﻋﻠﻴﻬﺎ‬.(4 ‫ ﻭﺍﻟﻤﺠﻤﻊ‬،3 ‫ ﻭﺍﻟﻤﺠﻤﻊ‬،2 ‫ ﻭﺍﻟﻤﺠﻤﻊ‬،1 ‫ﺳﻜﻨﻴﺔ )ﺍﻟﻤﺠﻤﻊ‬
‫ﺍﻟﻤﺮﺷ ﹺ‬
.‫ﺤﺎﻥ‬ ‫ﹼ‬
4 3 2 1
 30 40 54 61 (A)
45 40 50 65 (B)

:‫ ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬،‫ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺷﺨﺺ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬

2
‫ ﹰ‬A ‫( ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﻗﺪ ﺍﻧﺘﺨﺐ ﺍﻟﻤﺮﺷﺢ‬a
.4 ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻣﻦ ﺍﻟﻤﺠﻤﻊ‬
_
5
 1
_ .3 ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻣﻦ ﺍﻟﻤﺠﻤﻊ‬
‫ ﹰ‬B ‫ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﻗﺪ ﺍﻧﺘﺨﺐ ﺍﻟﻤﺮﺷﺢ‬ (b
2

‫ ﺑﻴﻨﻤﺎ ﻛﺎﻥ ﺭﺻﻴﺪﻩ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻓﻲ‬،‫ ﻫﺪﻓﹰﺎ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﺤﺎﻟﻲ‬194 ‫ ﺃﺣﺮﺯ ﺃﺣﺪ ﻻﻋﺒﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ‬ (6
‫ﺳﺠﻠﻬﺎ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﺤﺎﻟﻲ‬
‫ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﹸﻳﻤﺜﹼﻞ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻲ ﱠ‬.‫ ﻫﺪﻓﹰﺎ‬2162 ‫ﺍﻷﻋﻮﺍﻡ ﺍﻟﺴﺎﺑﻘﺔ‬
:‫ ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬،‫ ﻭﺍﺧﺘﻴﺮ ﻫﺪﻑ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬،‫ﻭﺍﻷﻋﻮﺍﻡ ﺍﻟﺴﺎﺑﻘﺔ‬

   
194 5 39 150 
2162 55 386 1721 

.‫ﺳﺠﻞ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﺤﺎﻟﻲ‬ ‫( ﺍﻟﻬﺪﻑ ﺑﻨﻘﻄﺔ ﻭﺍﺣﺪﺓ ﹰ‬a

‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻬﺪﻑ ﻗﺪ ﹼ‬
75
_
97
193
_
 1081 .‫ﺳﺠﻞ ﻓﻲ ﺍﻷﻋﻮﺍﻡ ﺍﻟﺴﺎﺑﻘﺔ‬ ‫( ﺍﻟﻬﺪﻑ ﺑﻨﻘﻄﺘﻴﻦ ﹰ‬b
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻬﺪﻑ ﻗﺪ ﹼ‬

14



 
 

 

 

 

 

 

 

 7 100 B

‫‪‬‬ ‫‪‬‬
‫‪7 - 37 -1‬‬
‫‪‬‬ ‫‪7‬‬
‫‪ (8‬ﻳﺤﺎﻭﻝ ﺑﺎﺣﺚ ﺃﻥ ﻳﺤﺪﺩ ﺃﺛﺮ ﺇﺿﺎﺀﺓ ﻧﻮﻉ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﻤﺼﺎﺑﻴﺢ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻏﻴﺮ‬
‫‪7-37-1‬‬ ‫ﻋﻠﻰ ﺃﺯﻫﺎﺭ ﻟﻠﺰﻳﻨﺔ ﺍﻟﻤﻨﺰﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﻗﺎﻡ ﺑﺘﻌﺮﻳﺾ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻫﺎﺭ‬ ‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ (1–3 7-1 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﺘﺤﻴﺰﺓ‪ ،‬ﹼ‬
‫ﻹﺿﺎﺀﺓ ﺍﻟﻤﺼﺎﺑﻴﺢ ﺍﻟﺠﺪﻳﺪﺓ‪ ،‬ﻭﻣﺠﻤﻮﻋﺔ ﺃﺧﺮ￯ ﻹﺿﺎﺀﺓ ﺍﻟﻤﺼﺎﺑﻴﺢ‬
‫‪ (1‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻛﻞ ﺛﺎﻧﻲ ﺷﺨﺺ ﻳﺨﺮﺝ ﻣﻦ ﻣﺠﻤﻊ ﺗﺠﺎﺭﻱ ﻳﺒﻴﻊ ﺑﺎﻟﺠﻤﻠﺔ؛‬
‫‪ ‬‬ ‫ﺍﻟﻌﺎﺩﻳﺔ‪ .‬ﻭﻳﺒ ﹼﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺃﻋﺪﺍﺩ ﺍﻷﺯﻫﺎﺭ ﺍﻟﺘﻲ ﻋﺎﺷﺖ ﺃﻭ ﻣﺎﺗﺖ ﻓﻲ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪.‬‬ ‫ﻟﻤﻌﺮﻓﺔ ﻋﺪﺩ ﺍﻷﻃﻔﺎﻝ ﻓﻲ ﺍﻷﹸ ﹶﺳﺮ ﻓﻲ ﺗﻠﻚ ﺍﻟﻤﺪﻳﻨﺔ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬ ‫‪ (2‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻛﻞ ﻋﺎﺷﺮ ﻣﻮﻇﻒ ﻳﺨﺮﺝ ﻣﻦ ﺷﺮﻛﺔ؛ ﻟﻤﻌﺮﻓﺔ ﺭﺃﻱ ﺍﻟﻤﻮﻇﻔﻴﻦ‬
‫ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻟﻸﺳﺌﻠﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﺠﻴﺒﻮﺍ‬ ‫‪‬‬ ‫‪‬‬ ‫ﻓﻲ ﻋﻤﻠﻬﻢ‪.‬‬
‫ﻋﻨﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬ ‫‪17‬‬ ‫‪24‬‬ ‫‪‬‬ ‫‪ (3‬ﺳﺆﺍﻝ ﻛﻞ ﺧﺎﻣﺲ ﻃﺎﻟﺐ ﻳﺪﺧﻞ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻦ ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻤﻌﻠﻢ‬
‫ﺍﻟﻤﺜﺎﻟﻲ‪.‬‬
‫ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﻌﺪ ﻛﻞ ﺳﺆﺍﻝ‪.‬‬ ‫‪13‬‬ ‫‪6‬‬ ‫‪‬‬

‫‪  (4‬ﺣﺪﹼ ﺩ ﺃﻳﹼﹰﺎ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﻮﺿﺢ ﺍﻟﺴﺒﺒﻴﺔ‪:‬‬

‫ﺇﺫﺍ ﺍﺧﺘﻴﺮﺕ ﺯﻫﺮﺓ ﻣﻨﻬﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ‪7-3 :‬‬ ‫‪D 7-1 ‬‬

‫‪ ‬‬
‫‪ (a‬ﺃﻥ ﺗﻜﻮﻥ ﻣﻦ ﺍﻷﺯﻫﺎﺭ ﺍﻟﺘﻲ ﺗﻌﺮﺿﺖ ﻹﺿﺎﺀﺓ ﺍﻟﻤﺼﺎﺑﻴﺢ ﺍﻟﺠﺪﻳﺪﺓ‬ ‫ﺗﺪﺭﺑﺖ ﻛﻞ ﻳﻮﻡ‪ ،‬ﻓﺴﺘﺼﺒﺢ ﻻﻋ ﹰﺒﺎ ﻣﺤﺘﺮ ﹰﻓﺎ ﻓﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ‪.‬‬
‫‪ A‬ﺇﺫﺍ ﹼ‬
‫ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ‪ ،‬ﺹ )‪(51‬‬ ‫_‬
‫‪24‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﻋﺎﺷﺖ؟‬
‫ﹰ‬
‫‪41‬‬ ‫‪ B‬ﺇﺫﺍ ﻗﺮﺃﺕ ﻛﺘﺎﺑﻚ ﺍﻟﻤﻘﺮﺭ‪ ،‬ﻓﺴﺘﻨﺠﺢ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﺗﻌﺮﺿﺖ ﻹﺿﺎﺀﺓ‬
‫‪ (b‬ﺃﻥ ﺗﻜﻮﻥ ﻣﻦ ﺍﻷﺯﻫﺎﺭ ﺍﻟﺘﻲ ﻋﺎﺷﺖ ﹰ‬ ‫ﻋﺮﺿﺎ ﻣﻦ ﻭﺍﺣﺪﺓ‬
‫‪ C‬ﺇﺫﺍ ﺗﻘﺪﹼ ﻣﺖ ﻟﻌﺸﺮ ﻭﻇﺎﺋﻒ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﺴﺘﺘﻠﻘﻰ ﹰ‬
‫_‬
‫‪17‬‬
‫ﺍﻟﻤﺼﺎﺑﻴﺢ ﺍﻟﻌﺎﺩﻳﺔ؟‬ ‫ﻋﻠﻰ ﺍﻷﻗﻞ‪.‬‬
‫‪‬‬ ‫‪30‬‬

‫‪ D‬ﺇﺫﺍ ﻭﻗﻔﺖ ﺑﺎﻟﺨﺎﺭﺝ ﺗﺤﺖ ﺍﻟﻤﻄﺮ ﻣﻦ ﺩﻭﻥ ﻣﻈﻠﺔ‪ ،‬ﻓﺴﺘﺒﺘﻞ‪.‬‬

‫‪ (1‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻟﺬﻳﻦ ﺗﻢ ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺋﻬﻢ‬
‫ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺃﻃﻔﺎﻝ ﺃﻛﺜﺮ ﻣﻦ ﻏﻴﺮﻫﻢ ﻓﻲ‬
‫ﺍﻟﻌﺎﺩﺓ‪.‬‬
‫‪ (2‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﻩ؛ ﻷﻥ ﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻮ‬
‫ﺍﻟﻤﻮﻇﻔﻮﻥ ﻓﻲ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﻭﻟﻜﻞ ﻣﻮﻇﻒ‬
‫ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻷﻥ ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫‪ (3‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﻩ؛ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ ﺟﻤﻴﻌﻬﻢ‬
‫ﻳﺸﻜ ﹼﻠﻮﻥ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﻛﻞ ﻃﺎﻟﺐ ﻟﻪ‬
‫ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻷﻥ ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫‪ (6‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ :‬ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫ﺇﺫﺍ ﺃﻟﻘﻲ ﻣﻜﻌﺐ ﻣﺮ ﱠﻗﻢ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 6‬ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ :‬‬
‫‪7-3‬‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺗﻤ ﹼﺜﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ‬
‫_‬
‫‪1‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﺃﻛﺒﺮ ﻣﻦ ‪. 3‬‬
‫‪ (9‬ﻇﻬﻮﺭ ﻋﺪﺩ ﻓﺮﺩﻱ ﹰ‬
‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﻓﺤﺪﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫‪3‬‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪7-1 .‬‬
‫‪1‬‬ ‫_‬ ‫ﺯﻭﺟﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫‪ (10‬ﻇﻬﻮﺭ ﺍﻟﻌﺪﺩ ‪ 4‬ﻋﻠﻤﹰﺎ ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﻛﺎﻥ‬
‫‪3‬‬
‫‪ (5‬ﺍﺧﺘﺮ ‪ 250‬ﻃﺎﻟ ﹰﺒﺎ ﻓﻲ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻧﺼﻔﻬﻢ ﻣﻦ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻷﻫﻠﻴﺔ‪،‬‬
‫ﻭﻗﺎﺭﻥ ﺑﻴﻦ ﻋﺎﺩﺍﺗﻬﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫‪  (11‬ﻓﻲ ﺍﻟﻘﺮﺹ ﺫﻱ ﺍﻟﻤﺆﺷﺮ ﺍﻟﺪﻭﺍﺭ ﺍﻟﻤﻘﺴﻢ‬
‫ﺇﻟﻰ )‪ (16‬ﻗﻄﺎﻋﹰﺎ ﻣﺘﻄﺎﺑ ﹰﻘﺎ‪ ،‬ﻭﻣﺮﻗﻤﺔ ﺑﺎﻷﻋﺪﺍﺩ ‪ ،1-16‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ‬
‫‪ (6‬ﹶﺧ ﱢﺼﺺ ﻟﻨﺼﻒ ﺍﻟﻤﻮﻇﻔﻴﻦ ﺍﻟﺬﻳﻦ ﺍﺧﺘﻴﺮﻭﺍ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺳﺎﻋﺔ‬
‫ﺍﺳﺘﻘﺮﺍﺭ ﺍﻟﻤﺆﺷﺮ ﻋﻠﻰ ﻋﺪﺩ ﻓﺮﺩﻱ‪ ،‬ﺇﺫﺍ ﻋﻠﻢ ﺃﻧﻪ ﺍﺳﺘﻘﺮ ﻋﻠﻰ ﻋﺪﺩ‬
‫ﻟﺘﻨﺎﻭﻝ ﺍﻟﻐﺪﺍﺀ‪ ،‬ﻭﻗﺎﺭﻥ ﺍﺗﺠﺎﻫﺎﺗﻬﻢ ﻧﺤﻮ ﺍﻟﻌﻤﻞ ﻣﻊ ﺑﻘﻴﺔ ﺯﻣﻼﺋﻬﻢ‪.‬‬
‫ﺃﻛﺒﺮ ﻣﻦ ‪ 3‬؟ ‪D 7-3‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫_‬
‫‪13‬‬
‫‪16‬‬
‫‪A‬‬ ‫‪ (7‬ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﺗﺼﻒ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ؟‬
‫ﻭﻟﻤﺎﺫﺍ؟ ‪ 7-2‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫_‬‫‪8‬‬
‫‪16‬‬
‫‪B‬‬

‫ﻫﻲ ﺍﻟﻨﺼﻒ ﺍﻟﺬﻱ ﺣﺼﻞ ﻋﻠﻰ ﺳﺎﻋﺔ‬ ‫_‬‫‪8‬‬

‫‪13‬‬
‫‪C‬‬ ‫‪‬‬
‫ﻟﺘﻨﺎﻭﻝ ﺍﻟﻐﺪﺍﺀ‪ .‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻫﻲ‬ ‫_‬‫‪6‬‬
‫‪D‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬
‫ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬
‫‪13‬‬
‫‪4‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬
‫ﻣﺘﻄﺮﻓﺔ ﻓﻲ‬
‫‪ (7‬ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻻ ﻳﻮﺟﺪ ﻗﻴﻢ ﹼ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪101‬‬ ‫‪‬‬ ‫‪7 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ %50‬‬ ‫‪‬‬
‫‪ %25‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪www.obeikaneducation.com‬‬ ‫‪‬‬ ‫‪7-1, 7-2 , 7-3‬‬ ‫‪‬‬

‫‪86‬‬ ‫‪‬‬

‫‪101‬‬ ‫‪ 7‬‬

 

Probability and Probability Distributions
 7 -4
‫ ﻭﺗﺸﺘﺮﻁ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻟﺪﻳﻬﺎ ﺍﺟﺘﻴﺎﺯﻫﻢ‬،‫ ﺷﻮﺍﻏﺮ‬4 ‫ﺍﻓﺘﺮﺽ ﺃﻥ ﺷﺮﻛﺔ ﻟﺪﻳﻬﺎ‬


 1
‫ ﺃﺷﺨﺎﺹ ﻣﻦ‬10 ‫ ﻭ‬،A ‫ ﺃﺷﺨﺎﺹ ﻣﻦ ﺍﻟﻤﻨﻄﻘﺔ‬8 ‫ ﺇﺫﺍ ﺗﻘﺪﻡ ﻟﻠﺸﺮﻛﺔ‬.‫ﻟﻤﻘﺎﺑﻠﺔ ﺷﺨﺼﻴﺔ‬ (7 -3  ) 
‫ ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ‬،‫ ﻣﻨﻬﻢ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‬4 ‫ ﻭﺍﺧﺘﻴﺮ‬،‫ ﻭﺗﻤﺖ ﻣﻘﺎﺑﻠﺔ ﺍﻟﻤﺘﻘﺪﻣﻴﻦ‬،B ‫ﺍﻟﻤﻨﻄﻘﺔ‬
‫؟‬B ‫ ﻭﺷﺨﺺ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻤﻨﻄﻘﺔ‬A ‫ ﺃﺷﺨﺎﺹ ﻣﻦ ﺍﻟﻤﻨﻄﻘﺔ‬3 ‫ﺃﻥ ﻳﻔﻮﺯ ﺑﺎﻟﻮﻇﺎﺋﻒ‬

 7-4

، ‫ﺎﺣﺎ‬
‫ﻧﺠﺎﺣ‬
‫ﺴﻤﻰ ﻧﺠ ﹰ‬ ‫ﹰ‬
‫ ﻭﻭﻗﻮﻉ ﺍﻟﺸﻲﺀ ﺍﻟﻤﺮﻏﻮﺏ ﻓﻴﻪ ﹸﻳ ﹼ‬.‫ﺍﺣﺘﻤﺎﻻ‬ ‫ ﺗﺴﻤﻰ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﻘﻴﺲ ﻓﺮﺻﺔ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ﻣﻌ ﱠﻴﻨﺔ‬  ‫ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ﺇﺫﺍ ﹸﻋﻠﻢ ﺃﻥ‬
،1 ‫ ﻭﻛﻠﻤﺎ ﺍﻗﺘﺮﺏ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺣﺎﺩﺛﺔ ﻣﻦ‬.‫ﹸﺴﻤﻰ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺴﻤﻰ ﻓﺸ ﹰﻼ‬
‫ ﻭﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻤﻤﻜﻨﺔ ﺗ ﹼ‬.‫ﻓﺸﻼ‬ ‫ﻭﻋﺪﻡ ﻭﻗﻮﻋﻪ ﹸﻳ ﹼ‬

.‫ﺣﺎﺩﺛﺔ ﺃﺧﺮ￯ ﻗﺪ ﻭﻗﻌﺖ‬
 
.‫ﻛﺎﻧﺖ ﻓﺮﺻﺔ ﺃﻭ ﺇﻣﻜﺎﻧﻴﺔ ﻭﻗﻮﻋﻬﺎ ﺃﻛﺒﺮ‬ 
7-4

  ‫ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺒﺎﺩﻳﻞ‬

 f s
 .‫ﻭﺍﻟﺘﻮﺍﻓﻴﻖ‬
success
 P(F )  P(S)   ‫ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬

failure .‫ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬
s f
P(S) = _ , P(F ) = _  ‫ﺗﻜﻮﻳﻦ ﺗﻤﺜﻴﻼﺕ ﺑﻴﺎﻧﻴﺔ ﻟﻠﺘﻮﺯﻳﻌﺎﺕ‬
s+f s+f
random variable
‫ﻋﺪﺩ ﺍﻟﻨﻮﺍﺗﺞ ﻓﻲ ﺍﻟﺤﺎﺩﺛﺔ‬ 
.‫ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﻭﺍﺳﺘﻌﻤﺎﻟﻬﺎ‬
P(‫ __ )ﺍﻟﺤﺎﺩﺛﺔ‬:‫ ﻻ ﺗﺨﺘﻠﻒ ﻓﻲ ﻣﻀﻤﻮﻧﻬﺎ ﻋﻦ ﺍﻟﺼﻴﻐﺔ‬P(S) = _s
:‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺼﻴﻐﺔ‬ 7-4
‫ﻋﺪﺩ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻤﻤﻜﻨﺔ‬ s+f discrete random variable

 1   ‫ﺗﻜﻮﻳﻦ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ ﻟﻠﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‬

.‫ﻭﺍﺳﺘﻌﻤﺎﻟﻪ‬
probability distribution
‫ ﺟﻮﺍﺋﺰ؛‬6 ‫ ﻃﺎﻟ ﹰﺒﺎ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﻟﻠﺘﻨﺎﻓﺲ ﻋﻠﻰ‬16 ‫ ﻭ‬،‫ ﻃﺎﻟ ﹰﺒﺎ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ‬12 ‫ﺭﺷﺤﺖ ﻣﺪﺭﺳﺔ‬‫ﹼ‬ 
‫ ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ‬،‫ ﻣﻨﻬﻢ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‬6 ‫ ﻭﺍﺧﺘﻴﺮ‬،‫ ﺇﺫﺍ ﺗﻤﺖ ﻣﻘﺎﺑﻠﺔ ﺍﻟﻤﺮﺷﺤﻴﻦ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻷﻭﻝ‬.‫ﻧﻈﺮﺍ ﻟﺘﻔﻮﻗﻬﻢ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﹰ‬ discrete probability
‫ ﻃﻼﺏ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ؟‬3 ‫ ﻃﻼﺏ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﻭ‬3 ‫ﻳﻔﻮﺯ ﺑﺎﻟﺠﻮﺍﺋﺰ‬ distribution
s ‫ ﺣﺪﹼ ﺩ ﻋﺪﺩ ﻣﺮﺍﺕ ﺍﻟﻨﺠﺎﺡ‬1  
3 theoretical probability
12C3

16C3
3

experimental probability
 2
. s ‫ ﻭﻣﺒﺪﺃ ﺍﻟﻌﺪ ﺍﻷﺳﺎﺳﻲ ﻹﻳﺠﺎﺩ ﻋﺪﺩ ﺍﻟﻨﺠﺎﺣﺎﺕ‬،‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻮﺍﻓﻴﻖ‬ 

12C3 · 16C3 = _
12!
·_
16!
9! 3!
= 123200
13! 3!
expected value

. s + f ،(‫ ﺣﺪﹼ ﺩ ﻋﺪﺩ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻤﻤﻜﻨﺔ )ﻋﺪﺩ ﻋﻨﺎﺻﺮ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ‬2 
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.“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
s+f= C = _
28 6
28!
= 376740
22! 6!  
‫ ﺃﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻝ‬3   ‫ ﺃﺷﺨﺎﺹ ﻣﻦ‬3 ‫• ﺑﻜﻢ ﻃﺮﻳﻘﺔ ﻳﻤﻜﻨﻚ ﺍﺧﺘﻴﺎﺭ‬
 P(‫ ﻣﻦ ﺍﻟﺜﺎﻧﻲ‬3‫ ﻣﻦ ﺍﻷﻭﻝ ﻭ‬3 ‫_ = )ﻓﻮﺯ‬ s s
56 ‫ ﺃﺷﺨﺎﺹ؟‬8 ‫ﺑﻴﻦ‬
s+f 
=_
123200  
S
‫ ﺃﺷﺨﺎﺹ ﻣﻦ‬4 ‫• ﺑﻜﻢ ﻃﺮﻳﻘﺔ ﻳﻤﻜﻨﻚ ﺍﺧﺘﻴﺎﺭ‬
s = 123200, s + f = 376740 376740
 ≈ 0.327016
  3060 ‫ﺷﺨﺼﺎ؟‬
‫ﹰ‬ 18 ‫ﺑﻴﻦ‬
F f
. 33% ‫ ﺃﻭ‬0.33 ‫ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻫﻮ ﺗﻘﺮﻳ ﹰﺒﺎ‬3‫ ﻃﻼﺏ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻭ‬3 ‫ﺍﺣﺘﻤﺎﻝ ﻓﻮﺯ‬

 7  102

7 - 4 
    ‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺍﻓﻴﻖ ﻓﻲ‬1 
103, 106 • 103 • 103 •  .‫ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ‬
15 • 15 • 15 • 
20 • 20 • 18 • 
21 • 21 • 20 • 

 7 102


‫‪‬‬
‫‪ 2‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺒﺎﺩﻳﻞ ﻓﻲ‬
‫ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ‪.‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫ﻟﺪ￯ ﺑﺜﻴﻨﺔ ‪ 26‬ﻛﺘﺎ ﹰﺑﺎ‪ ،‬ﻣﻨﻬﺎ ‪ 16‬ﻗﺼﺔ‬
‫ﻭﺍﻟﺒﻘﻴﺔ ﻛﺘﺐ ﺃﺧﺮ￯‪ ،‬ﺇﺫﺍ ﺃﺧﺬﺕ ﻣﻌﻬﺎ‬
‫ﻓﻲ ﺭﺣﻠﺔ ‪ 8‬ﻛﺘﺐ ﺍﺧﺘﺎﺭﺗﻬﺎ ﺑﺼﻮﺭﺓ‬
‫ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺑﻴﻦ‬
‫ﻫﺬﻩ ﺍﻟﻜﺘﺐ ‪ 4‬ﻗﺼﺺ‪ ،‬ﻭ‪ 4‬ﻛﺘﺐ‬
‫ﺃﺧﺮ￯ ؟‬
‫‪ 0.24464‬ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻭ ‪24.5%‬‬
‫ﺍﺧﺘﺎﺭﺕ ﻋﺎﺋﺸﺔ ﺍﻟﺘﻲ ﺗﺪﺭﺱ ﻓﻲ‬ ‫‪2‬‬
‫ﺍﻟﺠﺎﻣﻌﺔ ﺍﻟﻤﺴﺎﻗﺎﺕ ﺍﻵﺗﻴﺔ ‪) :‬ﻟﻐﺔ‬
‫ﺇﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﻟﻐﺔ ﻋﺮﺑﻴﺔ‪ ،‬ﻋﻠﻮﻡ‪ ،‬ﻓﻘﻪ‪،‬‬
‫ﺃﺻﻮﻝ ﺍﻟﺪﻳﻦ(‪ .‬ﺇﺫﺍ ﺣﺪﹼ ﺩ ﺍﻟﺒﺮﻧﺎﻣﺞ‬
‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺗﺮﺗﻴﺐ ﻫﺬﻩ ﺍﻟﻤﺴﺎﻗﺎﺕ‪ ،‬ﻭﻛﺎﻥ‬
‫ﻟﻬﺬﻩ ﺍﻟﻤﺴﺎﻗﺎﺕ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﺘﻜﻮﻥ‬
‫ﻓﻲ ﺃﻱ ﻭﻗﺖ ﻣﻦ ﺍﻟﻴﻮﻡ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﺃﻭﻝ ﺩﺭﺳﻴﻦ ﻟﻌﺎﺋﺸﺔ ﻫﻤﺎ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺃﺻﻮﻝ ﺍﻟﺪﻳﻦ ﻣﻬﻤﺎ ﻛﺎﻥ‬
‫_‬ ‫‪1‬‬
‫ﺗﺮﺗﻴﺐ ﻫﺬﻳﻦ ﺍﻟﻤﺴﺎﻗﻴﻦ؟‬
‫‪10‬‬
‫‪103‬‬ ‫‪‬‬
‫‪‬‬
‫‪ (1‬ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 1‬ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﹸﺭ ﱢﺷﺤﻮﺍ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ‪ ،3‬ﻭﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ‪ ،11‬ﻭﻛﺎﻥ‬
‫ﻋﺪﺩ ﺍﻟﺠﻮﺍﺋﺰ ‪ ،4‬ﻭﺍﺧﺘﻴﺮ ‪ 4‬ﻃﻼﺏ ﻣﻦ ﺍﻟﺬﻳﻦ ﹸﺭ ﱢﺷﺤﻮﺍ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻔﻮﺯ ﻃﺎﻟﺒﺎﻥ ﻣﻦ ﺍﻟﺼﻒ‬
‫ﺍﻟﺜﺎﻧﻲ ﻭﻃﺎﻟﺒﺎﻥ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ؟ ‪ 16.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﹰ‬
‫ﺍﺗﺼﺎﻻ ﻫﺎﺗﻔ ﹼﹰﻴﺎ ﻟﻼﺗﻔﺎﻕ‬ ‫ﻟﺪ￯ ﺻﺎﻟﺢ ‪ 6‬ﺃﺻﺪﻗﺎﺀ ﺗﺒﺪﺃ ﺃﺳﻤﺎﺅﻫﻢ ﺑﺎﻷﺣﺮﻑ ‪ ، A , B , C , D , E , F‬ﻭﻳﺘﻮﻗﻊ ﻣﻦ ﻛﻞ ﻣﻨﻬﻢ‬
‫‪‬‬
‫‪‬‬
‫ﺃﺧﻴﺮﺍ‪.‬‬ ‫ﻋﻠﻰ ﻣﻮﻋﺪ ﺭﺣﻠﺔ ﻳﻨﻮﻭﻥ ﺍﻟﻘﻴﺎﻡ ﺑﻬﺎ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺘﺼﻞ ‪ A‬ﹰ‬
‫ﺃﻭﻻ ﺛﻢ ‪ B‬ﺛﺎﻧ ﹰﻴﺎ‪ ،‬ﻭﻳﺘﺼﻞ ﻛﻞ ﻣﻦ ‪ D, E , F‬ﹰ‬ ‫‪‬‬
‫‪    ‬‬
‫‪ 1 ‬ﺣﺪﱢ ﺩ ﻋﺪﺩ ﻣﺮﺍﺕ ﺍﻟﻨﺠﺎﺡ ‪.s‬‬ ‫‪ ‬‬ ‫‪‬‬
‫‪ A‬‬ ‫‪‬‬
‫‪1‬‬ ‫‪ B‬‬ ‫‪   ‬‬
‫‪3P3‬‬
‫‪D , E , F‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﺒﺎﺩﻳﻞ ﻭﻣﺒﺪﺃ ﺍﻟﻌﺪ ﺍﻷﺳﺎﺳﻲ ﻹﻳﺠﺎﺩ ‪. s‬‬
‫‪s = 1 · 3P3 = 1 · 3! = 6‬‬
‫‪ 2 ‬ﺃﻭﺟﺪ ﻋﺪﺩ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻤﻤﻜﻨﺔ )ﻋﺪﺩ ﻋﻨﺎﺻﺮ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ(‪. s + f ،‬‬
‫‪1‬‬ ‫‪ ، s + f = 6P6 = 6! = 720‬ﻭﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﻤﻤﻜﻨﺔ ﻻﺗﺼﺎﻻﺕ ﺍﻷﺻﺪﻗﺎﺀ ﺍﻟﺴﺘﺔ‪.‬‬
‫‪ 3 ‬ﺃﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻝ‪.‬‬
‫‪‬‬ ‫_ = )‪P(S‬‬
‫‪s‬‬
‫‪s+f‬‬
‫‪s = 6 , s + f = 720‬‬ ‫_=‬
‫‪6‬‬
‫‪‬‬
‫‪720‬‬
‫‪≈ 0.0083‬‬
‫ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ ﻫﻮ ﺗﻘﺮﻳ ﹰﺒﺎ ‪ 0.008‬ﺃﻭ ‪ 0.8%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪‬‬
‫‪  (2‬ﺍﺷﺘﺮﻙ ﺻﻼﺡ‪ ،‬ﻭﻋﺒﺪ ﺍﻟ ﱠﻠﻪ‪ ،‬ﻭﺳﻠﻴﻢ ﻓﻲ ﺳﺒﺎﻕ ‪ 400 m‬ﻣﻊ ﺧﻤﺴﺔ ﺭﻳﺎﺿﻴﻴﻦ ﺁﺧﺮﻳﻦ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻨﻬﻲ‬
‫_‬
‫ﻫﺆﻻﺀ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺴﺒﺎﻕ ﻓﻲ ﺍﻟﻤﺮﺍﻛﺰ ﺍﻟﺜﻼﺛﺔ ﺍﻷﻭﻟﻰ؟ ‪ 1‬ﺃﻭ ‪ 2%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪56‬‬
‫‪ ‬ﹸﻳﺴﻤﻰ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺬﻱ ﻳﺄﺧﺬ ﻣﺠﻤﻮﻋﺔ ﻗﻴﻢ ﻟﻬﺎ ﺍﺣﺘﻤﺎﻻﺕ ﻣﻌﻠﻮﻣﺔ‬
‫ﻣﺘﻐﻴﺮﺍ ﻋﺸﻮﺍﺋ ﹰﻴﺎ‪ .‬ﻭﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﺬﻱ ﻟﻪ ﻋﺪﺩ ﻣﺤﺪﻭﺩ ﻣﻦ ﺍﻟﻘﻴﻢ ﹸﻳﺴﻤﻰ ﻣﺘﻐ ﹰﻴﺮﺍ ﻋﺸﻮﺍﺋ ﹰﻴﺎ ﻣﻨﻔﺼ ﹰ‬
‫ﻼ‪.‬‬ ‫ﹰ‬
‫ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻫﻮ ﺩﺍﻟﺔ ﺗﺮﺑﻂ ﺑﻴﻦ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ ،‬ﻣﻊ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻋﻬﺎ‪ ،‬ﻭﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺠﺪﻭﻝ ﺃﻭ‬ ‫‪‬‬
‫ﻣﻌﺎﺩﻟﺔ‪ ،‬ﺃﻭ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ‪ .‬ﻭﻳﺠﺐ ﺃﻥ ﻳﺤﻘﻖ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺍﻟﺸﺮﻃﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬
‫‪‬‬
‫ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ‪ X‬ﻣﺤﺼﻮﺭ ﺑﻴﻦ ‪ 0‬ﻭ ‪ ،1‬ﺃﻱ ﺃﻥ ‪0 ≤ P (X) ≤ 1‬‬ ‫•‬ ‫‪‬‬
‫ﻣﺠﻤﻮﻉ ﻛﻞ ﺍﺣﺘﻤﺎﻻﺕ ﻗﻴﻢ ‪ X‬ﻳﺴﺎﻭﻱ ‪ 1‬ﺃﻱ ﺃﻥ ‪∑P( X ) = 1‬‬ ‫•‬ ‫‪‬‬
‫‪ ‬‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺍﻟﻤﻨﻔﺼﻞ ﻫﻮ ﺗﻮﺯﻳﻊ ﺍﺣﺘﻤﺎﻟﻲ ﻣﺘﻐﻴﺮﻩ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻣﻨﻔﺼﻞ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫ﹼ‬
‫ﻣﺮ ﹰﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻓﺈﻥ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ﻫﻮ }‪ ، { T T , T L , L T , L L‬ﺣﻴﺚ ﹸﻳﻤﺜﻞ ‪ L‬ﺍﻟﻮﺟﻪ ﺍﻟﺬﻱ‬
‫ﻓﻌﻨﺪ ﺭﻣﻲ ﻗﻄﻌﺘﻲ ﻧﻘﺪ ﻣﺘﻤﺎﻳﺰﺗﻴﻦ ﱠ‬ ‫‪‬‬
‫ﻣﺘﻐﻴﺮﺍ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﻣﺮﺍﺕ ﻇﻬﻮﺭ ﺍﻟﺸﻌﺎﺭ‪ ،‬ﻓﺈﻥ ‪X‬‬‫ﹰ‬ ‫ﻳﺤﻤﻞ ﺍﻟﺸﻌﺎﺭ‪ ،‬ﻭ ‪ T‬ﺍﻟﻮﺟﻪ ﺍﻟﺬﻱ ﻳﺤﻤﻞ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪X‬‬ ‫‪ ‬‬
‫‪‬‬
‫ﻳﺄﺧﺬ ﺍﻟﻘﻴﻢ ‪ . 0, 1, 2‬ﻭﻳﻤﻜﻨﻚ ﺣﺴﺎﺏ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻨﻈﺮﻱ ﻟﻌﺪﻡ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻌﺎﺭ‪ ،‬ﺃﻭ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻌﺎﺭ ﻭﺍﺣﺪ‪،‬‬ ‫‪‬‬
‫ﺃﻭ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻌﺎﺭﻳﻦ‪ ،‬ﺛﻢ ﺗﻜﻮﻳﻦ ﺟﺪﻭﻝ ﻳﻤ ﹼﺜﻞ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ‪ ،‬ﻛﻤﺎ ﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻠﻪ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪103‬‬ ‫‪‬‬ ‫‪7 - 4 ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬ﻟﻘﺪ ﻧﺸﺄ ﻋﻠﻢ ﺍﻻﺣﺘﻤﺎﻝ ﻓﻲ ﺑﺪﺍﻳﺎﺗﻪ ﻣﻦ ﺍﻟﻤﻘﺎﻣﺮﺓ‪ .‬ﻭﻣﻊ ﺃﻥ ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻏﻴﺮ ﻣﻘﺒﻮﻟﺔ ﻓﻲ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﹼﺇﻻ ﺃﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺤﺎﺿﺮ‪ ،‬ﻫﻮ ﻓﻲ ﻣﺠﺎﻻﺕ ﻛﺜﻴﺮﺓ ﻭﺫﺍﺕ ﻓﺎﺋﺪﺓ‪ ،‬ﻣﺜﻞ ﻣﺠﺎﻝ‬
‫ﺍﻟﻄﺐ ﻭﻣﺠﺎﻝ ﺍﻷﺭﺻﺎﺩ ﺍﻟﺠﻮﻳﺔ‪.‬‬
‫‪7 - 4‬‬
 ‫‪‬‬ ‫_ = )‪P(0‬‬
‫‪1‬‬
‫‪,‬‬ ‫_ = )‪P(1‬‬
‫‪1‬‬
‫‪,‬‬ ‫_ = )‪P(2‬‬
‫‪1‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪‬‬
‫) ‪P (X‬‬
‫‪0.5‬‬
‫ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻭﺍﻟﺘﻤ ﹼﺜﻴﻞ ﺑﺎﻷﻋﻤﺪﺓ ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻠﻤﺘﻐﻴﺮ ‪. X‬‬ ‫‪‬‬
‫‪‬‬
‫‪ 3‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫‪‬‬
‫‪P (1)‬‬
‫‪0.25‬‬ ‫‪X‬‬

‫‪0‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪X‬‬ ‫‪1 ‬‬ ‫ﺃﻭ ﺍﻟﺠﺪﻭﻝ ﻟﺘﻮﺿﻴﺢ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ‪.‬‬
‫‪X‬‬ ‫‪_1‬‬ ‫‪_1‬‬ ‫‪_1‬‬ ‫‪P( X )‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪‬‬

‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪‬‬

‫ﺍﻟﺪﻭﺍﺭ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ‪ ،‬ﺣﻴﺚ ﻳﻤﻜﻦ ﺃﻥ ﻳﺘﻮ ﹼﻗﻒ ﺍﻟﻤﺆﺷﺮ‬
‫ﻳﻮﺿﺢ ﺍﻟﻘﺮﺹ ﺫﻭ ﺍﻟﻤﺆﺷﺮ ﹼ‬ ‫ﹼ‬ ‫‪‬‬ ‫ﻳﺤﺘﻮﻱ ﻛﻴﺲ ﻋﻠﻰ ‪ 10‬ﻛﺮﺍﺕ ﺯﺟﺎﺟﻴﺔ‪،‬‬ ‫‪3‬‬
‫ﺃﻱ ﻣﻦ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﻤﻠﻮﻧﺔ‪ ،‬ﻭﻗﺪ ﻛﺘﺐ ﻋﻠﻰ ﻛﻞ ﻗﻄﺎﻉ ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭﻩ )ﻻﺣﻆ ﺃﻥ‬ ‫ﻋﻠﻰ ﱟ‬
‫‪1‬‬ ‫‪1‬‬ ‫ﻣﺠﻤﻮﻉ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻳﺴﺎﻭﻱ ‪.(1‬‬
‫‪‬‬
‫‪‬‬
‫ﻣﻨﻬﺎ ‪ 3‬ﺯﺭﻗﺎﺀ‪ ،‬ﻭﻭﺍﺣﺪﺓ ﺣﻤﺮﺍﺀ‪ ،‬ﻭﻛﺮﺗﺎﻥ‬
‫‪6‬‬ ‫‪4‬‬
‫ﺻﻔﺮﺍﻭﺍﻥ‪ ،‬ﻭ ‪ 4‬ﻛﺮﺍﺕ ﺧﻀﺮﺍﺀ‪ .‬ﺇﺫﺍ‬
‫‪1‬‬
‫‪12‬‬
‫‪1‬‬
‫‪ (a‬ﻣ ﱢﺜﻞ ﺑﺎﻷﻋﻤﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ‪:‬‬ ‫‪‬‬
‫‪1‬‬ ‫‪.‬‬
‫ﺳﺤﺒﺖ ﻛﺮﺓ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪8‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪12‬‬
‫‪8‬‬ ‫‪6‬‬ ‫‪‬‬
‫‪1‬‬

‫‪ (a‬ﻣ ﱢﺜﻞ ﺑﺎﻷﻋﻤﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ‬

‫‪3‬‬
‫‪1‬‬
‫‪4‬‬
‫‪‬‬

‫‪1‬‬
‫‪6‬‬
‫ﺍﻻﺣﺘﻤﺎﻟﻲ‪:‬‬
‫‪1‬‬
‫‪12‬‬ ‫‪‬‬
‫‪0‬‬ ‫‪1‬‬
‫‪     ‬‬ ‫‪2‬‬
‫‪‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪‬‬ ‫‪5‬‬

‫‪‬‬
‫‪3‬‬
‫‪10‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺑﺎﻷﻋﻤﺪﺓ؛ ﻟﺘﺤﺪﹼ ﺩ ﺍﻟﻠﻮﻥ ﺍﻷﻛﺒﺮ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻮﻗﻮﻑ ﺍﻟﻤﺆﺷﺮ ﻋﻨﺪﻩ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻟﻪ‪.‬‬ ‫‪1‬‬
‫‪5‬‬
‫_‪.‬‬
‫‪1‬‬
‫ﺃﻛﺜﺮ ﺍﻷﻟﻮﺍﻥ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻮﻗﻮﻑ ﺍﻟﻤﺆﺷﺮ ﻋﻨﺪﻩ ﻫﻮ ﺍﻟﻠﻮﻥ ﺍﻟﺒﻨﻔﺴﺠﻲ‪ ،‬ﻭﺍﺣﺘﻤﺎﻟﻪ ﻳﺴﺎﻭﻱ‬ ‫‪1‬‬
‫‪4‬‬ ‫‪10‬‬
‫‪ (c‬ﺃﻭﺟﺪ )ﺃﺧﻀﺮ ﺃﻭ ﺃﺯﺭﻕ( ‪. P‬‬ ‫‪‬‬
‫ﺍﺣﺘﻤﺎﻝ ﺍﻟﺘﻮ ﹼﻗﻒ ﻋﻨﺪ ﺍﻟﻠﻮﻥ ﺍﻷﺯﺭﻕ ﺃﻭ ﺍﻷﺧﻀﺮ ﻫﻮ ‪. _1 + _16 = _1‬‬ ‫‪   ‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪BA‬‬
‫‪ ‬‬
‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ‪ ،‬ﺣﻴﺚ ﺃﻟﻘﻲ ﻣﻜﻌﺒﺎﻥ ﻣﺮﻗﻤﺎﻥ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 6‬ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﹸ‬
‫ﻭﺳ ﹼﺠﻞ ﻣﺠﻤﻮﻉ ﺍﻟﻌﺪﺩﻳﻦ‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؛‬
‫)‪ P(A  B) = P(A) + P(B‬‬
‫ﺍﻟﻈﺎﻫﺮﻳﻦ ﻋﻠﻰ ﺍﻟﻮﺟﻬﻴﻦ ﺍﻟﻌﻠﻮﻳﻴﻦ ﻭﺍﺣﺘﻤﺎﻝ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪.‬‬
‫ﻟﺘﹸﺤﺪﹼ ﺩ ﺃﻱ ﻧﺎﺗﺞ ﻳﻜﻮﻥ ﻟﻪ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪‬‬
‫_‬
‫‪1‬‬ ‫_‬
‫‪1‬‬ ‫_‬
‫‪1‬‬ ‫‪_1‬‬ ‫_‬
‫‪5‬‬ ‫‪_1‬‬ ‫_‬
‫‪5‬‬ ‫‪_1‬‬ ‫_‬
‫‪1‬‬ ‫_‬
‫‪1‬‬ ‫_‬
‫‪1‬‬
‫‪‬‬
‫ﺃﻛﺒﺮ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﻮﻗﻮﻉ‪ .‬ﻭﻣﺎ‬
‫‪36‬‬ ‫‪18‬‬ ‫‪12‬‬ ‫‪9‬‬ ‫‪36‬‬ ‫‪6‬‬ ‫‪36‬‬ ‫‪9‬‬ ‫‪12‬‬ ‫‪18‬‬ ‫‪36‬‬
‫ﺍﺣﺘﻤﺎﻟﻪ؟ ﺍﻷﺧﻀﺮ‪_2 ،‬‬
‫ﻣ ﱢﺜﻞ ﺑﺎﻷﻋﻤﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(3A‬‬ ‫‪5‬‬
‫_‬
‫‪ (3B‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺑﺎﻷﻋﻤﺪﺓ؛ ﻟﺘﺤﺪﺩ ﺍﻟﻨﺎﺗﺞ ﺍﻷﻛﺜﺮ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﻮﻗﻮﻉ؟ ﺛﻢ ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻟﻪ‪7 , 1 .‬‬ ‫‪ (c‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺳﺤﺐ ﻛﺮﺓ ﺣﻤﺮﺍﺀ ﺃﻭ‬
‫‪6‬‬
‫‪_1‬‬ ‫‪ (3C‬ﺃﻭﺟﺪ )‪ 11‬ﺃﻭ ‪. P (5‬‬
‫ﺯﺭﻗﺎﺀ؟ ‪_2‬‬
‫‪6‬‬ ‫‪5‬‬

‫ﺇﻥ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﻲ ﺗﻤﺖ ﺩﺭﺍﺳﺘﻬﺎ ﻫﻨﺎ ﻫﻲ ﺍﺣﺘﻤﺎﻻﺕ ﻧﻈﺮﻳﺔ؛ ﻷﻧﻬﺎ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺿﺎﺕ ﻳﺘﻮ ﹼﻗﻊ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ‪،‬‬
‫ﺑﻴﻨﻤﺎ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻳﺘﻢ ﺗﻘﺪﻳﺮﻫﺎ ﻣﻦ ﻋﺪﺩ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ‪ .‬ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ ﺃﻭ ﺍﻟﺘﻮﻗﻊ )‪ E(X‬ﻫﻲ ﺍﻟﻤﺘﻮﺳﻂ‬
‫ﺍﻟﻤﻮﺯﻭﻥ ﻟﻠﻘﻴﻢ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺍﻟﻤﻨﻔﺼﻞ؛ ﺃﻱ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ )‪ E(x‬ﻫﻲ ﻣﺠﻤﻮﻉ ﺣﻮﺍﺻﻞ ﺿﺮﺏ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬
‫‪i=n‬‬
‫ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻓﻲ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻨﻬﺎ )‪ ،P(X‬ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ )‪ ،E(X)= ∑ Xi.P(Xi‬ﻭﺗﻨﺘﺞ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ‬
‫‪i=1‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻋﺘﻤﺎﺩ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻨﻈﺮﻱ ﻛﻮﺯﻥ ﻟﻠﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ‪ .‬ﻭﻳﺨﺒﺮﻙ ﺑﻤﺎ ﻳﻤﻜﻦ ﺣﺪﻭﺛﻪ ﻋﻠﻰ ﺍﻟﻤﺪ￯ ﺍﻟﺒﻌﻴﺪ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪ‬ ‫‪‬‬
‫ﻣﺤﺎﻭﻻﺕ ﻛﺜﻴﺮﺓ‪.‬‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ‬‫ﺣﺪﱢ ﺩ ﻃﺎﻟﺒﻴﻦ ﻟﻴﺤﻼ ﹰ‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪104‬‬ ‫ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺃﻣﺎﻡ ﻃﻼﺏ‬
‫ﻳﻜﻮﻥ‬
‫ﺍﻟﻔﺼﻞ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺃﺣﺪﻫﻤﺎ ﺃﻥ ﹼ‬
‫ﺗﻤﺜﻴﻼ ﺑﺎﻷﻋﻤﺪﺓ ﻟﻠﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ‪،‬‬‫ﹰ‬
‫‪‬‬ ‫ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻵﺧﺮ ﺃﻥ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ‬
‫ﺍﺣﺘﻤﺎﻻﺕ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻋﻠﻰ‬
‫‪‬‬ ‫‪(3A‬‬
‫‪1‬‬
‫‪6‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬
‫‪5‬‬
‫‪36‬‬
‫‪1‬‬
‫‪9‬‬
‫‪‬‬

‫‪1‬‬
‫‪12‬‬
‫‪1‬‬
‫‪18‬‬
‫‪1‬‬
‫‪36‬‬
‫‪0‬‬
‫‪2 3 4‬‬ ‫‪5 6‬‬ ‫‪7‬‬ ‫‪8 9 10 11 12‬‬
‫‪‬‬

‫‪ 7‬‬ ‫‪104‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮ ﹼﻗﻌﺔ ﻋﻨﺪ ﺭﻣﻲ ﻣﻜﻌﺐ ﻣﺮﻗﻢ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 6‬ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪‬‬
‫‪‬‬
‫‪ 4‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮ ﹼﻗﻌﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ )‪ E(X‬ﻫﻲ ﻣﺠﻤﻮﻉ ﺣﻮﺍﺻﻞ ﺿﺮﺏ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻓﻲ ﺍﺣﺘﻤﺎﻝ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ )‪. P(X‬‬ ‫‪‬‬
‫‪ ‬‬
‫ﻟﺘﻮﺯﻳﻊ ﺍﺣﺘﻤﺎﻟﻲ‪.‬‬ ‫‪ ‬‬ ‫_ ‪E(X) = 1‬‬
‫‪1‬‬
‫_ ‪+2‬‬
‫‪1‬‬
‫)‪(6‬‬
‫_ ‪+3‬‬
‫‪1‬‬
‫_ ‪+4‬‬
‫‪1‬‬
‫_ ‪+5‬‬
‫‪1‬‬
‫)‪(6‬‬
‫_ ‪+6‬‬
‫‪1‬‬
‫)‪(6‬‬ ‫)‪(6‬‬ ‫)‪(6‬‬ ‫)‪(6‬‬ ‫‪‬‬
‫‪.‬‬
‫_=‬ ‫_‪+‬‬ ‫_‪+‬‬ ‫_‪+‬‬ ‫_‪+‬‬ ‫_‪+‬‬
‫‪‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪6‬‬
‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪‬‬ ‫_=‬
‫‪21‬‬
‫‪= 3.5‬‬
‫‪6‬‬
‫ﻗﻄﻌﺔ ﺧﺸﺒﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﻫﺮﻡ ﺛﻼﺛﻲ‬ ‫‪4‬‬
‫ﻣﻨﺘﻈﻢ ﺃﻭﺟﻬﻪ ﺍﻷﺭﺑﻌﺔ ﻣﺘﻄﺎﺑﻘﺔ‬ ‫‪‬‬
‫‪ (4‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮ ﹼﻗﻌﺔ ﻋﻨﺪ ﺭﻣﻲ ﻣﻜﻌﺒﻴﻦ ﻣﺮﻗﻤﻴﻦ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺗﺴﺠﻴﻞ ﻣﺠﻤﻮﻉ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻈﺎﻫﺮﻳﻦ ﻋﻠﻰ‬
‫ﻭﻣﺮ ﹼﻗﻤﺔ ﺑﺎﻷﻋﺪﺍﺩ ‪ .1, 2, 3, 4‬ﺃﻭﺟﺪ‬
‫_×‪2‬‬ ‫‪1‬‬
‫_×‪+3‬‬ ‫‪2‬‬
‫_×‪+4‬‬ ‫‪3‬‬
‫_ × ‪+ ... + 12‬‬ ‫‪1‬‬
‫ﺍﻟﻮﺟﻬﻴﻦ ﺍﻟﻌﻠﻮﻳﻴﻦ‪= 7 .‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮ ﱠﻗﻌﺔ ﻋﻨﺪ ﺇﻟﻘﺎﺀ ﺍﻟﻬﺮﻡ ﻣﺮﺓ‬ ‫‪36‬‬ ‫‪36‬‬ ‫‪36‬‬ ‫‪36‬‬

‫ﻭﺍﺣﺪﺓ‪ _ .‬ﺃﻭ ‪2.5‬‬

‫‪5‬‬
‫‪2‬‬
‫‪‬‬
‫‪‬‬
‫‪ (1‬ﺻﻨﺪﻭﻕ ﻓﻴﻪ ‪ 10‬ﻛﺮﺍﺕ‪ ،‬ﻣﻨﻬﺎ ‪ 6‬ﺣﻤﺮﺍﺀ‪ ،‬ﺇﺫﺍ ﺳﺤﺒﺖ ﻣﻨﻪ ﻛﺮﺗﺎﻥ ﻣ ﹰﻌﺎ‬
‫‪(5a‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪  (6‬ﺃﺟﺮ￯ ﻣﻮﻗﻊ ﺇﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﻋﺸﻮﺍﺋ ﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﺮﺗﺎﻥ ﺣﻤﺮﺍﻭﻳﻦ؟ ‪_1 1‬‬
‫ﻣﺴﺤﺎ ﻟﻠﻤﺼﺎﺩﺭ ﺍﻟﺘﻲ ﻳﺤﺼﻞ ﻣﻨﻬﺎ‬‫ﹰ‬ ‫‪3‬‬
‫‪‬‬ ‫‪0.35‬‬ ‫‪‬‬
‫‪12‬‬
‫‪0.31‬‬ ‫‪‬‬ ‫ﺍﻟﻨﺎﺱ ﻋﻠﻰ ﺍﻷﺧﺒﺎﺭ ﺑﺸﻜﻞ ﺭﺋﻴﺲ‪.‬‬ ‫‪  (2‬ﺍﺧﺘﺎﺭ ﻣﺴﺆﻭﻝ ﻣﺘﺤﻒ ﻟﻠﻔﻨﻮﻥ ‪ 4‬ﻟﻮﺣﺎﺕ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ ﻣﻦ ﺑﻴﻦ‬
‫ﻭﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ﻳﺒ ﹼﻴﻦ ﻧﺘﺎﺋﺞ ﻫﺬﺍ‬
‫‪36‬‬
‫‪11‬‬
‫‪36‬‬ ‫‪0.02‬‬ ‫‪‬‬ ‫‪ 20‬ﻟﻮﺣﺔ؛ ﻟﻌﺮﺿﻬﺎ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﻌﺎﺭﺽ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ‪ 3‬ﻣﻨﻬﺎ‬
‫‪10‬‬
‫‪36‬‬
‫ﺍﻟﻤﺴﺢ‪3 .‬‬ ‫ﻟﻔﻨﺎﻥ ﻭﺍﺣﺪ ﻳﺸﺎﺭﻙ ﺑـ ‪ 8‬ﻟﻮﺣﺎﺕ ﻓﻲ ﺍﻟﻤﺘﺤﻒ؟ ‪1‬‬
‫‪0.11‬‬ ‫‪‬‬
‫‪ 13.9%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪9‬‬
‫‪36‬‬

‫‪0.19‬‬ ‫‪‬‬
‫‪ (3‬ﺩﺧﻞ ‪ 8‬ﻻﻋﺒﻴﻦ ‪ A , B , C , D , E , F , G , H‬ﻓﻲ ﻣﺒﺎﺭﺍﺓ‪ ،‬ﺇﺫﺍ ﺍﺧﺘﻴﺮﺕ‬
‫‪8‬‬
‫‪36‬‬
‫‪‬‬

‫‪7‬‬
‫‪0.02‬‬ ‫‪‬‬ ‫ﺃﺳﻤﺎﺀ ﺍﻟﻼﻋﺒﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺃﻭﻝ ‪ 4‬ﻻﻋﺒﻴﻦ‬
‫‪36‬‬
‫‪6‬‬
‫‪36‬‬
‫‪5‬‬
‫ﻣﺨﺘﺎﺭﻳﻦ ﻫﻢ ‪ A , C , E , G‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ؟ ‪2‬‬
‫ﺑ ﹼﻴﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫_ ﺃﻭ ‪ 0.06%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪36‬‬
‫‪4‬‬
‫‪36‬‬ ‫‪(a‬‬ ‫‪1‬‬
‫‪3‬‬
‫‪36‬‬ ‫‪1680‬‬
‫‪2‬‬
‫‪ (b‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﺬﻳﻦ ﺷﻤﻠﻬﻢ ﻫﺬﺍ ﺍﻟﻤﺴﺢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ‬
‫‪  (4‬ﺩﺧﻠﺖ ﻃﺎﻟﺒﺎﺕ ﺻﻒ ﻭﻋﺪﺩﻫﻦ ‪ 26‬ﺇﻟﻰ ﻣﺨﺘﺒﺮ ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﺇﺫﺍ‬
‫‪36‬‬

‫ﻳﻜﻮﻥ ﻣﺼﺪﺭ ﺃﺧﺒﺎﺭﻩ ﺍﻟﺮﺋﻴﺲ ﺍﻟﺼﺤﻒ ﺃﻭ ﺍﻹﻧﺘﺮﻧﺖ؟ ‪ 30%‬ﺃﻭ‪0.3‬‬

‫‪1‬‬
‫‪36‬‬

‫‪0‬‬ ‫ﺍﺧﺘﺎﺭﺕ ﺍﻟﻤﻌﻠﻤﺔ ﺃﺳﻤﺎﺀ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻟﺘﺸﻜﻞ ﻣﺠﻤﻮﻋﺎﺕ ﻟﻠﻌﻤﻞ‪،‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺃﻭﻝ ﺛﻼﺙ ﻃﺎﻟﺒﺎﺕ ﹸﺫﻛﺮﺕ ﺃﺳﻤﺎﺅﻫﻦ ﺟﻤﻴﻠﺔ‪،‬‬
‫‪‬‬ ‫‪(c‬‬
‫‪1‬‬ ‫_‬‫ﻭﺁﻣﻨﺔ‪ ،‬ﻭﺧﺪﻳﺠﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ؟ ‪2‬‬
‫‪15600‬‬
‫‪ (7‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻋﻨﺪ ﺳﺤﺐ ﻗﺼﺎﺻﺔ ﻭﺭﻕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ ﺑﻴﻦ‬
‫‪ 5‬ﻗﺼﺎﺻﺎﺕ ﻛﺘﺐ ﻋﻠﻰ ﻛﻞ ﻣﻨﻬﺎ ﺃﺣﺪ ﺍﻷﺭﻗﺎﻡ ‪ 1-5‬ﺩﻭﻥ ﺗﻜﺮﺍﺭ‪3 .‬‬
‫‪ (5‬ﹸﺃﻟﻘﻲ ﻣﻜﻌﺒﺎﻥ ﻣﺮﻗﻤﺎﻥ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ ،6‬ﻭﺳﺠﻞ ﺍﻟﻌﺪﺩ ﺍﻷﻛﺒﺮ ﺑﻴﻦ‬
‫‪ (6a‬ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬ ‫ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻈﺎﻫﺮﻳﻦ ﻋﻠﻰ ﺍﻟﻮﺟﻬﻴﻦ ﺍﻟﻌﻠﻮﻳﻴﻦ ﺇﺫﺍ ﺍﺧﺘﻠﻔﺎ‪ ،‬ﻭﺃﺣﺪﻫﻤﺎ‬
‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ 0‬ﻭﺃﺻﻐﺮ‬ ‫‪  (8‬ﺑﺎﻉ ﺃﺣﺪ ﺍﻟﻨﻮﺍﺩﻱ ‪ 500‬ﺗﺬﻛﺮﺓ ﺩﺧﻮﻝ ﻟﺤﻀﻮﺭ ﺇﺣﺪ￯ ﻣﺒﺎﺭﻳﺎﺗﻪ‬
‫ﺇﺫﺍ ﺗﺴﺎﻭﻳﺎ‪3 .‬‬
‫ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ ،1‬ﻭﻣﺠﻤﻮﻋﻬﺎ ﻳﺴﺎﻭﻱ ‪1‬؛‬ ‫ﻭﺃﺟﺮﻱ ﺳﺤﺐ ﻋﺸﻮﺍﺋﻲ ﻋﻠﻰ ﺃﺭﻗﺎﻡ ﺍﻟﺘﺬﺍﻛﺮ‬ ‫ﺛﻤﻦ ﺍﻟﻮﺍﺣﺪﺓ ‪ 10‬ﺭﻳﺎﻻﺕ ‪ ،‬ﹸ‬
‫ﻣ ﱢﺜﻞ ﺑﺎﻷﻋﻤﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(a‬‬
‫‪0.35 + 0.31 + 0.02 + 0.11‬‬ ‫ﹸﺧﺼﺼﺖ ﻓﻴﻪ ﺛﻼﺙ ﺟﻮﺍﺋﺰ ﻟﻸﺭﻗﺎﻡ ﺍﻟﺮﺍﺑﺤﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﺮﺑﺢ ﺗﺬﻛﺮﺓ ﻭﺍﺣﺪﺓ‬
‫ﺍﻟﺠﺎﺋﺰﺓ ﺍﻷﻭﻟﻰ ﻭﻗﻴﻤﺘﻬﺎ ‪ 1000‬ﺭﻳﺎﻝ‪ ،‬ﻭﺗﺮﺑﺢ ﺗﺬﻛﺮﺗﺎﻥ ﺍﻟﺠﺎﺋﺰﺓ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫_‬
‫‪ (b‬ﻣﺎ ﺍﻟﻨﺎﺗﺞ ﺍﻷﻗﻞ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﻮﻗﻮﻉ؟ ﻭﻣﺎ ﺍﺣﺘﻤﺎﻟﻪ؟ ‪1 , 1‬‬
‫‪+ 0.19 + 0.02 = 1‬‬ ‫‪36‬‬
‫ﻭﻗﻴﻤﺘﻬﺎ ‪ 100‬ﺭﻳﺎﻝ‪ ،‬ﻭﺗﺮﺑﺢ ‪ 5‬ﺗﺬﺍﻛﺮ ﺍﻟﺠﺎﺋﺰﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻭﻗﻴﻤﺘﻬﺎ ‪ 50‬ﹰ‬
‫ﺭﻳﺎﻻ‪.‬‬
‫ﺃﻭﺟﺪ )‪ 2‬ﺃﻭ ‪ P (1‬؟ ‪_1‬‬
‫ﺇﺫﺍ ﺍﺷﺘﺮ￯ ﺷﺨﺺ ﺗﺬﻛﺮﺓ‪ ،‬ﻓﻤﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻟﻠﺮﺑﺢ ﻓﻲ ﻫﺬﺍ‬ ‫‪9‬‬
‫‪(c‬‬

‫‪‬‬ ‫‪(6c‬‬ ‫ﺍﻟﻤﻮﻗﻒ؟ ‪2.9 4‬‬

‫‪0.3‬‬
‫‪‬‬

‫‪0.2‬‬ ‫‪105‬‬ ‫‪‬‬ ‫‪7 - 4 ‬‬

‫‪0.1‬‬

‫‪0‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪12–25 ،8–10 ،1–5‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 3‬‬ ‫‪ 1–13‬ﻓﺮﺩﻱ‪15–25 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪8–25‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-8‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬

‫‪105‬‬ ‫‪‬‬ ‫‪7 - 4‬‬

 ‫‪  (13‬ﹸﺃﺟﺮﻱ ﺍﺧﺘﺒﺎﺭ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ‬ ‫ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻌﺪﺩ ﺍﻷﺯﻫﺎﺭ‬
‫‪  (9‬ﹼ‬
‫ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻭﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﹸﻳﺒﻴﻦ ﻧﺘﺎﺋﺞ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ‪‬‬ ‫ﺍﻟﺤﻤﺮﺍﺀ ﻋﻨﺪ ﺯﺭﺍﻋﺔ ‪ 4‬ﺑﺬﻭﺭ‪.‬‬
‫‪ 4‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪0.5‬‬
‫‪‬‬
‫‪ ‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻛﻴﻒ ﻳﻌﺘﻘﺪﻭﻥ‬
‫‪0.29‬‬ ‫‪A‬‬ ‫‪0.4‬‬
‫ﺃﻥ ﺍﻟﺪﺭﺱ ﺍﻟﺤﺎﻟﻲ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ‪،‬‬

‫‪‬‬
‫‪0.3‬‬
‫‪0.43‬‬ ‫‪B‬‬
‫‪0.2‬‬ ‫ﺳﻴﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻓﻲ‬
‫‪0.17‬‬ ‫‪C‬‬ ‫‪0.1‬‬
‫‪0.11‬‬ ‫‪D‬‬ ‫‪0‬‬ ‫ﺍﻟﺪﺭﺱ ﺍﻵﺗﻲ‪.‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪0‬‬ ‫‪F‬‬ ‫‪‬‬
‫✓ ‪‬‬
‫ﺑ ﹼﻴﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(a‬‬
‫_ ﺃﻭ ‪20%‬‬
‫‪1‬‬
‫‪ (a‬ﺃﻭﺟﺪ )‪. P( 0‬‬
‫‪5‬‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺳﻴﻦ ‪7-3, 7-4‬‬
‫‪ (b‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﻃﺎﻟﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﻘﻞ ﺗﻘﺪﻳﺮﻩ ﻋﻦ ‪B‬؟ ‪0.72‬‬ ‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺯﻫﺮﺗﺎﻥ ﻋﻠﻰ ﺍﻷﻗﻞ ﺣﻤﺮﺍﻭﻳﻦ؟ ‪35%‬‬ ‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،2‬ﺹ )‪(49‬‬
‫‪(c‬‬
‫‪ ‬ﻗﺎﻡ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﻣﺪﺭﺳﺔ ﺑﺠﻤﻊ‬ ‫‪ (10‬‬
‫ﺑﻌﺾ ﺍﻷﻃﻌﻤﺔ ﻓﻲ ﻃﺮﻭﺩ ﻟﻠﺘﺒﺮﻉ ﺑﻬﺎ ﻟﻸﺳﺮ ﺍﻟﻔﻘﻴﺮﺓ‪ .‬ﻭﻟﻘﺪ ﺃﺣﺼﻰ‬
‫‪  (14‬ﻟﺪ￯ ﺯﻳﺪ ‪ 35‬ﻛﺮﺓ ﺯﺟﺎﺟﻴﺔ؛ ‪ 8‬ﻣﻨﻬﺎ ﺳﻮﺩﺍﺀ‪،‬‬ ‫ﺍﻟﻄﻼﺏ ﺃﻧﻮﺍﻉ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﻘﺪﻣﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﻭ ‪ 12‬ﺣﻤﺮﺍﺀ‪ ،‬ﻭ ‪ 9‬ﺧﻀﺮﺍﺀ‪ ،‬ﻭﺍﻟﺒﻘﻴﺔ ﺑﻴﻀﺎﺀ‪ .‬ﻓﺈﺫﺍ ﺳﺤﺐ ﻛﺮﺗﻴﻦ ﻣ ﹰﹶﻌﺎ‬
‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪.‬‬
‫‪‬‬

‫ﻣ ﱢﺜﻞ ﺑﺎﻷﻋﻤﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ؟ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪(a‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪36‬‬ ‫‪‬‬
‫ﻣﺎ ﺍﻟﻨﺎﺗﺞ ﺫﻭ ﺍﻹﻣﻜﺎﻧﻴﺔ ﺍﻷﻗﻞ ﻟﻠﻮﻗﻮﻉ؟ ﻛﺮﺗﺎﻥ ﻣﻦ ﺍﻟﻠﻮﻥ ﺍﻷﺑﻴﺾ‬ ‫‪(b‬‬ ‫‪22‬‬ ‫‪‬‬ ‫‪ (13a‬ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬
‫_‬
‫‪9‬‬ ‫‪12‬‬ ‫‪‬‬
‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ 0‬ﻭﺃﺻﻐﺮ‬
‫‪ 12%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ (c‬ﺃﻭﺟﺪ )ﺇﺣﺪﺍﻫﻤﺎ ﺳﻮﺩﺍﺀ ﻭﺍﻷﺧﺮ￯ ﺧﻀﺮﺍﺀ( ‪. P‬‬ ‫‪23‬‬
‫‪‬‬
‫ﺃﻭ ‪ 39.1%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪45‬‬
‫ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ 1‬ﻭﻣﺠﻤﻮﻋﻬﺎ ﻳﺴﺎﻭﻱ ‪1‬‬
‫‪  (15‬ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺑﺎﻷﻋﻤﺪﺓ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺮﺑﺢ ﻛﻞ ﻃﺎﻟﺐ ﺟﺎﺋﺰﺓ‪.‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺤﺘﻮﻱ ﻃﺮﺩ ﺍﺧﺘﻴﺮ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻟﻘﻤﺢ‪.‬‬ ‫؛‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺤﺘﻮﻱ ﻃﺮﺩ ﺍﺧﺘﻴﺮ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻠﻰ ﻭﺟﺒﺔ ﻃﻌﺎﻡ ﺃﻭ‬ ‫‪0.29 + 0.43 + 0.17 + 0.11 + 0 = 1‬‬
‫‪0.35‬‬ ‫_ ﺃﻭ ‪ 50.4‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪58‬‬
‫ﺃﺭﺯ‪.‬‬
‫‪115‬‬ ‫‪‬‬ ‫‪(13c‬‬
‫‪0.30‬‬
‫‪0.25‬‬
‫‪‬‬

‫‪0.20‬‬
‫‪0.15‬‬ ‫‪  (11‬ﺗﻨﺎﻓﺲ ‪ 50‬ﻣﺘﺴﺎﺑ ﹰﻘﺎ ﻣﻨﻬﻢ ﺟﺎﺳﻢ ﻭﺟﻼﻝ ﻭﻋﻠﻲ ﻓﻲ ﺳﺤﺐ‬
‫‪0.4‬‬
‫‪0.10‬‬ ‫ﻋﺸﻮﺍﺋﻲ ﻋﻠﻰ ﺃﺭﺑﻊ ﺟﻮﺍﺋﺰ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺮﺑﺢ ﺍﺛﻨﺎﻥ ﻣﻦ ﺍﻷﺳﻤﺎﺀ‬
‫‪0.05‬‬
‫ﺍﻟﺜﻼﺛﺔ؟ ‪ 69‬ﺃﻭ‪ 1.4%‬ﺗﻘﺮﻳﺒﺎ‬
‫ﹰ‬
‫_‬ ‫‪0.3‬‬

‫‪‬‬
‫‪0‬‬ ‫‪4900‬‬
‫‪‬‬

‫‪‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬ ‫‪0.2‬‬
‫‪  (12‬ﺍﺧﺘﺎﺭ ﻣﻌﻠﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ‪ 5‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ‬
‫ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 124‬ﻃﺎﻟ ﹰﺒﺎ ﻟﻴﺴﺎﻋﺪﻭﻩ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﺑﻌﺾ‬ ‫‪0.1‬‬
‫ﺍﻷﻟﻌﺎﺏ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺨﺘﺎﺭ ﻭﺍﺣﺪﹰ ﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺑﻴﻦ ﻋﺸﺮﺓ ﺃﻗﺎﺭﺏ‬
‫‪ (a‬ﺑ ﱢﻴﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺎﺕ ﺗﻤ ﱢﺜﻞ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻟﻪ ﻳﺠﻠﺴﻮﻥ ﻣﻊ ﺍﻟﻄﻼﺏ؟ ‪ 34.8%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪0‬‬
‫‪ (b‬ﺃﻭﺟﺪ )ﺭﺑﺢ ﻣﺤﻤﺪ ﺃﻭ ﺑﻼﻝ( ‪50% . P‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫‪F‬‬
‫‪‬‬

‫‪ (15a‬ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬

‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ 0‬ﻭﺃﺻﻐﺮ‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪106‬‬
‫ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ 1‬ﻭﻣﺠﻤﻮﻋﻬﺎ ﻳﺴﺎﻭﻱ ‪1‬‬
‫؛‬
‫‪0.05 + 0.05 + 0.15 + 0.10 +‬‬
‫‪‬‬ ‫‪‬‬ ‫‪0.30 + 0.15 + 0.20 = 1‬‬
‫‪ ‬ﺍﻛﺘﺐ ﺍﻷﻋﺪﺍﺩ ‪ 1, 1, 1, 2, 2, 3, 4, 4‬ﻋﻠﻰ ‪ 8‬ﻗﻄﻊ ﻭﺭﻗﻴﺔ‪ ،‬ﻭﺍﺧﻠﻄﻬﺎ ﻭﺿﻌﻬﺎ ﻓﻲ ﻛﻴﺲ ﻭﺭﻗﻲ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ‬
‫‪‬‬
‫ﺍﻟﻄﻼﺏ ﺗﻜﻮﻳﻦ ﺗﻮﺯﻳﻊ ﺍﺣﺘﻤﺎﻟﻲ ﻟﻠﻌﺪﺩ ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﺳﺤﺐ ﻗﻄﻌﺔ ﻭﺭﻕ ﻣﻦ ﺍﻟﻜﻴﺲ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻻﺣﺘﻤﺎﻝ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻲ ﻭﺗﻜﺮﺍﺭ ﺍﻟﺘﺠﺮﺑﺔ ‪ 50‬ﻣﺮﺓ‪ .‬ﺍﺟﻌﻠﻬﻢ ﻳﺘﺒﺎﺩﻟﻮﻥ ﺍﻷﺩﻭﺍﺭ ﻓﻲ ﺍﻟﺴﺤﺐ ﻣﻊ ﺍﻹﺭﺟﺎﻉ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ‬
‫ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻣﻊ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻨﻈﺮﻱ ‪.‬‬
‫‪‬ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻫﻲ ‪.P(1) = 8 , P(2) = 4 , P(3) = _18 , P(4) = _14‬‬
‫_‬‫‪3‬‬ ‫_‬
‫‪1‬‬

‫‪ 7‬‬ ‫‪106‬‬

 ‫‪‬‬ ‫ﻳﻮﺿﺢ ﻋﺪﺩ ﺍﻷﻳﺎﻡ ﺍﻟﻤﻤﻄﺮﺓ ﻓﻲ‬‫‪  (16‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺃﺩﻧﺎﻩ ﹼ‬
‫ﺍﻟﺴﻨﺔ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺪﻭﻝ‪ .‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﹼﻌﺔ ﻟﻌﺪﺩ ﺍﻷﻳﺎﻡ ﺍﻟﻤﻤﻄﺮﺓ‪.‬‬
‫‪‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺜﻠﺚ‪،‬‬ ‫‪ (21‬ﺃﻭﺟﺪ ﻣﺤﺼﻠﺔ ﺍﻟﻤﺘﺠﻬﻴﻦ ﺃﺩﻧﺎﻩ‬
‫‪ ‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻓﻲ‬ ‫ﺃﻭ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ .‬ﹼﺛﻢ ﺣﺪﹼ ﺩ ﺍﺗﺠﺎﻫﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﻘﻲ‪5 -1 .‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻟﺴﺆﺍﻝ ‪ ،1 8‬ﻣﺎ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﺘﻲ ﻳﻜﻮﻥ‬
‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬
‫‪w‬‬
‫‪0.02‬‬ ‫‪0.05‬‬ ‫‪0.08‬‬ ‫‪0.1‬‬ ‫‪0.25‬‬ ‫‪0.15‬‬ ‫‪0.15‬‬ ‫‪0.1‬‬ ‫‪0.1‬‬ ‫‪‬‬
‫ﺍﻟﻤﺠﻤﻮﻉ ﻓﻲ ﻛﻞ ﻣﻨﻬﺎ‬
‫‪ 5, 6, 7, 8, 9, 10‬؟‬ ‫‪1.7cm, 39°‬‬ ‫‪v‬‬
‫‪  (17‬ﹸﺭ ﱢﻗﻤﺖ ﻣﺠﻤﻮﻋﺔ ﺑﻄﺎﻗﺎﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‪ 3 :‬ﺑﻄﺎﻗﺎﺕ‬
‫‪ (22‬ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ r = 12 cos θ‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺪﻳﻜﺎﺭﺗﻴﺔ‪.‬‬ ‫ﺗﻢ ﺗﺮﻗﻴﻢ ﻛﻞ ﻣﻨﻬﻤﺎ ﺑﺎﻟﻌﺪﺩ ‪،10‬‬ ‫ﺗﻢ ﺗﺮﻗﻴﻢ ﻛﻞ ﻣﻨﻬﺎ ﺑﺎﻟﺮﻗﻢ ‪ ،8‬ﻭﺑﻄﺎﻗﺘﺎﻥ ﹼ‬
‫‪x 2 + y 2 - 12x = 0 6 -2‬‬ ‫ﺗﻢ ﺗﺮﻗﻴﻢ ﻛﻞ ﻣﻨﻬﺎ‬
‫ﺗﻢ ﺗﺮﻗﻴﻢ ﻛﻞ ﻣﻨﻬﺎ ﺑﺎﻟﺮﻗﻢ ‪ ،6‬ﻭ‪ 3‬ﺑﻄﺎﻗﺎﺕ ﹼ‬ ‫ﻭ ‪ 4‬ﺑﻄﺎﻗﺎﺕ ﹼ‬
‫‪‬‬ ‫ﺗﻢ ﺗﺮﻗﻴﻤﻬﺎ‬
‫ﺗﻢ ﺗﺮﻗﻴﻢ ﻛﻞ ﻣﻨﻬﺎ ﺑﺎﻟﺮﻗﻢ ‪ ،2‬ﻭﺑﻄﺎﻗﺔ ﹼ‬‫ﺑﺎﻟﺮﻗﻢ ‪ ،5‬ﻭﺑﻄﺎﻗﺘﺎﻥ ﹼ‬
‫‪ (23‬ﻳﺤﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﻠﻰ ‪ 3‬ﻛﺮﺍﺕ ﺑﻴﻀﺎﺀ ﻭ ‪ 4‬ﻛﺮﺍﺕ ﺣﻤﺮﺍﺀ‪ .‬ﹸﺳﺤﺒﺖ‬ ‫ﺑﺎﻟﺮﻗﻢ ‪ .3‬ﺇﺫﺍ ﹸﺳﺤﺒﺖ ﻣﻦ ﻫﺬﻩ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻭﺍﺣﺪﺓ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﻟﻘﻴﻤﺔ‬
‫‪E(x) =(0 · 0.1) + (1 · 0.1) + (16‬‬ ‫ﻛﺮﺗﺎﻥ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ﺩﻭﻥ ﺇﺭﺟﺎﻉ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻴﻀﺎﺀ ﺇﺫﺍ‬ ‫ﺍﻟﻤﺘﻮﻗﻌﺔ ﻟﻬﺬﻩ ﺍﻟﺒﻄﺎﻗﺔ؟ ‪9‬‬
‫‪(2 · 0.15) + (3 · 0.15) +‬‬ ‫_‬ ‫ﻛﺎﻧﺖ ﺍﻷﻭﻟﻰ ﺣﻤﺮﺍﺀ؟ ‪1 7 -3‬‬
‫‪2‬‬
‫‪(4 · 0.25) + (5 · 0.1) +‬‬ ‫‪‬‬
‫‪(6 · 0.08) + (7 · 0.05) +‬‬ ‫‪‬‬
‫ﻛﻮﻧﺖ ﱞ‬
‫ﻛﻞ ﻣﻦ ﻓﺎﻃﻤﺔ‪،‬‬ ‫‪  (18‬ﱠ‬
‫)‪(8 · 0.02‬‬
‫‪2‬‬ ‫ﻭﺯﻳﻨﺐ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪= 0 + 0.1 + 0.3 + 0.45 +‬‬ ‫ﺑﺎﻷﻋﻤﺪﺓ ﻟﻤﺠﻤﻮﻉ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻨﺎﺗﺠﻴﻦ ﻋﻦ‬
‫‪ (24‬ﻳﺤﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﻠﻰ ‪ 4‬ﻛﺮﺍﺕ ﺣﻤﺮﺍﺀ ﻭ ‪ 6‬ﻛﺮﺍﺕ ﺻﻔﺮﺍﺀ‪ ،‬ﻭ ‪ 4‬ﻛﺮﺍﺕ‬ ‫‪5‬‬
‫‪1 + 0.5 + 0.48 + 0.35 + 0.16‬‬ ‫‪4‬‬ ‫ﺩﻭﺭﺍﻥ ﻣﺆﺷﺮ ﺍﻟﻘﺮﺹ ﺍﻟﻤﺠﺎﻭﺭ ﻣﺮﺗﻴﻦ‪.‬‬
‫ﺧﻀﺮﺍﺀ‪ ،‬ﻭﻛﺮﺗﻴﻦ ﺯﺭﻗﺎﻭﻳﻦ‪ .‬ﹸﺳﺤﺒﺖ ‪ 3‬ﻛﺮﺍﺕ ﻣ ﹰﻌﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ‪X‬‬
‫ﺃﻳﺎﻡ ﻣﻤﻄﺮﺓ ‪= 3.34‬‬ ‫ﻣﺘﻐﻴﺮﺍ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺕ ﺍﻟﺰﺭﻗﺎﺀ ﺍﻟﻤﺴﺤﻮﺑﺔ‪ ،‬ﻓﻤﺎ ﻫﻲ‬
‫ﹰ‬
‫‪3‬‬ ‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺻﺤﻴﺤﺎ؟ ﱢ‬
‫ﹰ‬ ‫ﺃﻳﻬﻤﺎ ﻳﻌ ﱡﺪ ﺗﻤﺜﻴﻠﻬﺎ‬
‫ﺟﻤﻴﻊ ﺍﻟﻘﻴﻢ ﺍﻟﻤﻤﻜﻨﺔ ﻟـ ‪X‬؟ ‪B‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (18‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻓﺎﻃﻤﺔ؛ ﺯﻳﻨﺐ ﻟﻢ ﺗﺄﺧﺬ‬
‫‪1, 2 A‬‬
‫ﻓﻲ ﺍﻟﺤﺴﺒﺎﻥ ﻛﻞ ﺍﻻﺣﺘﻤﺎﻻﺕ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ‬ ‫‪5‬‬
‫‪16‬‬

‫ﻋﻨﺪ ﺣﺴﺎﺏ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺠﻤﻮﻉ ‪ 5‬ﻓﻘﺪ‬ ‫‪0, 1, 2 B‬‬ ‫‪9‬‬

‫‪32‬‬
‫‪1‬‬
‫‪4‬‬

‫ﺃﺧﺬﺕ ﻓﻲ ﺍﻟﺤﺴﺒﺎﻥ ﻭﻗﻮﻑ ﺍﻟﻤﺆﺷﺮ‬ ‫‪1, 2, 3 C‬‬

‫‪7‬‬
‫‪32‬‬
‫‪3‬‬

‫ﻋﻠﻰ ﺍﻟﺮﻗﻢ ‪ 3‬ﺛﻢ ‪ ،2‬ﻭﻟﻢ ﺗﺄﺧﺬ ﺑﻌﻴﻦ‬

‫‪16‬‬
‫‪5‬‬ ‫‪‬‬
‫‪0, 1, 2, 3 D‬‬ ‫‪32‬‬
‫‪‬‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻭﻗﻮﻓﻪ ﻋﻠﻰ ‪ 2‬ﺛﻢ ‪. 3‬‬
‫‪1‬‬
‫‪8‬‬
‫‪3‬‬
‫‪32‬‬
‫‪1‬‬
‫‪ (25‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮ ﱠﻗﻌﺔ ﻟﻠﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺍﻟﻤﺒ ﱠﻴﻦ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ؟ ‪D‬‬
‫ﺍﻟﻤﻜﻮﻥ‬
‫ﹼ‬ ‫‪ (20‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﺍﻟﻘﺮﺹ ﺍﻟﺪﻭﺍﺭ‬
‫‪16‬‬
‫‪1‬‬
‫‪32‬‬

‫ﻣﻦ ‪ 5‬ﻣﻨﺎﻃﻖ ﻣﺘﻄﺎﺑﻘﺔ ﻣﻈ ﱠﻠﻠﺔ ﺑﺎﻷﻟﻮﺍﻥ‬

‫‪0‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬

‫ﻭﻫﻲ ﺍﻷﺣﻤﺮ‪ ،‬ﻭﺍﻷﺯﺭﻕ‪ ،‬ﻭﺍﻷﺻﻔﺮ‪،‬‬ ‫‪0.1‬‬ ‫‪0.8‬‬ ‫‪0.1‬‬ ‫)‪p(x‬‬

‫ﻭﺍﻷﺧﻀﺮ‪ ،‬ﻭﺍﻟﺒﻨﻲ‪.‬‬ ‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ‬‫‪  (19‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬
‫ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ » :‬ﹸﻳﺒﻨﻰ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻨﻈﺮﻱ ﻋﻠﻰ ﻧﺘﺎﺋﺞ‬
‫‪    ‬‬ ‫‪‬‬ ‫‪0.1 A‬‬
‫ﺍﻟﺘﺠﺎﺭﺏ«‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ؛ ﻳﺒﻨﻰ‬
‫ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻋﻠﻰ ﺍﻟﺘﺠﺎﺭﺏ‪ ،‬ﺑﻴﻨﻤﺎ ﹸﻳﺒﻨﻰ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻨﻈﺮﻱ‬
‫‪0.2‬‬ ‫‪0.2‬‬ ‫‪0.2‬‬ ‫‪0.2‬‬ ‫‪0.2‬‬ ‫‪‬‬ ‫‪0.16 B‬‬ ‫ﻋﻠﻰ ﻣﺎ ﹸﻳﺘﻮ ﱠﻗﻊ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻪ‪.‬‬
‫ﹰ‬
‫ﻣﻨﻔﺼﻼ ﻓﻴﻪ ‪ 5‬ﻧﻮﺍﺗﺞ ﻣﻊ‬ ‫ﻛﻮﻥ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ‬
‫‪  (20‬ﱢ‬
‫‪0.56 C‬‬
‫ﺗﺤﺪﻳﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻨﻬﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪2 D‬‬

‫‪107‬‬ ‫‪‬‬ ‫‪7 - 4 ‬‬

‫‪107‬‬ ‫‪‬‬ ‫‪7 - 4‬‬

 ‫‪ ‬‬

‫‪7 - 4‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(19)‬‬ ‫‪‬‬ ‫‪(18)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪7-4‬‬ ‫‪‬‬ ‫‪7-4‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬ﺍﳌﺘﻐﲑ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻫﻮ ﻣﺘﻐﲑ ﻗﻴﻤﺘﻪ ﻧﺎﺗﺞ ﻋﺪﺩﻱ ﳊﺎﺩﺛﺔ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﲈﱄ ﳌﺘﻐﲑ‬ ‫ﻧﺠﺎﺣﺎ‪ ،‬ﻭ ﹸﻳﺴﻤﻰ ﻇﻬﻮﺭ ﺑﻘﻴﺔ ﺍﻟﻨﻮﺍﺗﺞ ﹰ‬
‫ﻓﺸﻼ‪.‬‬ ‫ﹰ‬ ‫‪‬ﰲ ﺍﻻﺣﺘﲈﻝ‪ ،‬ﻳﺴﻤﻰ ﻇﻬﻮﺭ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻪ‬
‫ﻋﺸﻮﺍﺋﻲ ﻣﻌﲔ ﻫﻮ ﺩﺍﻟﺔ ﺗﺮﺑﻂ ﻋﻨﺎﴏ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ﺑﺎﺣﺘﲈﻻﲥﺎ‪.‬‬
‫ﺇﺫﺍ ﺃﻣﻜﻦ ﺃﻥ ﺗﻨﺠﺢ ﺣﺎﺩﺛﺔ ﰲ ‪ s‬ﻣﻦ ﺍﳌﺮﺍﺕ ﻭﺗﻔﺸﻞ ﰲ ‪ f‬ﻣﻦ ﺍﳌﺮﺍﺕ ﻓﺈﻥ ﺍﺣﺘﲈﻝ ﺍﻟﻨﺠﺎﺡ ))‪ ،P(S‬ﻭﺍﺣﺘﲈﻝ ﺍﻟﻔﺸﻞ‬
‫ﺍﺣﺘﲈﻝ ﺍﻟﻨﺠﺎﺡ‬
‫ﹸﺃﻟﻘﻲ ﻣﻜﻌﺒﺎﻥ ﻣﺮﻗﲈﻥ )‪ ،(1-6‬ﻭﺍﳉﺪﻭﻝ ﻭﺍﻷﻋﻤﺪﺓ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻳﻮﺿﺤﺎﻥ ﺗﻮﺯﻳﻊ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﻔﺮﻕ ﺑﲔ‬ ‫‪1‬‬ ‫)‪ P(F‬ﳘﺎ‪:‬‬
‫‪F‬‬
‫)‪F‬‬
‫‪s‬‬
‫_____‬ ‫‪f‬‬
‫_____‬ ‫ﻭﺍﻟﻔﺸﻞ‬
‫ﹰ‬
‫ﺍﺣﺘﲈﻻ‪ ،‬ﻭﻣﺎ ﺍﺣﺘﲈﻟﻪ؟‬ ‫ﺃﻱ ﺍﻟﻨﻮﺍﺗﺞ ﺃﻛﺜﺮ‬
‫ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻈﺎﻫﺮﻳﻦ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﺘﺤﺪﱢ ﺩ ﹼ‬ ‫= )‪P(S‬‬
‫‪s+f‬‬
‫= )‪, P(F‬‬
‫‪s+f‬‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪‬‬

‫‪5‬‬
‫‪18‬‬
‫ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﻈﻬﺮ ﺻﻮﺭﺗﺎﻥ ﻋﲆ ﺍﻷﻗﻞ ﻋﻨﺪ ﺇﻟﻘﺎﺀ ‪ 3‬ﻗﻄﻊ ﻧﻘﺪﻳﺔ؟‬ ‫‪1‬‬
‫‪2‬‬ ‫‪1‬‬
‫___‬ ‫_‪_1‬‬ ‫___ _‪_1_ _2‬‬ ‫‪5‬‬ ‫‪_1_ ‬‬
‫ﻳﻮﺟﺪ ﻣﻦ ﺑﲔ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﺜﲈﻧﻴﺔ ‪ 4‬ﻧﻮﺍﺗﺞ ﻓﻴﻬﺎ ﺻﻮﺭﺗﺎﻥ ﻋﲆ ﺍﻷﻗﻞ؛‬
‫‪9‬‬
‫‪1‬‬ ‫‪18‬‬ ‫‪9‬‬ ‫‪6 9 18 6‬‬
‫ﺍﻻﺣﺘﲈﻝ‬

‫‪6‬‬

‫‪5‬‬
‫‪1‬‬
‫‪9‬‬
‫‪1‬‬ ‫___ ‪.‬‬ ‫ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﺃﻛﱪ ﺍﺣﺘﲈﻝ ﻫﻮ‬ ‫ﻟﺬﺍ ﻓﺈﻥ ﺍﺣﺘﲈﻝ ﻇﻬﻮﺭ ﺻﻮﺭﺗﲔ ﻋﲆ ﺍﻷﻗﻞ ﻫﻮ _‪ _4‬ﺃﻭ _‪. _1‬‬
‫‪18‬‬ ‫‪18‬‬ ‫‪2‬‬ ‫‪8‬‬
‫‪0‬‬
‫‪5‬‬ ‫ﹰ‬
‫___ ‪.‬‬ ‫ﺍﺣﺘﲈﻻ ﻫﻮ ‪ ،1‬ﻭﺍﺣﺘﲈﻟﻪ‬ ‫ﻭﺍﻟﻨﺎﺗﺞ ﺍﻷﻛﺜﺮ‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2 3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ﺍﻟﻔﺮﻕ ﺍﳌﻄﻠﻖ‬
‫‪18‬‬

‫ﻣﺎ ﺍﺣﺘﲈﻝ ﺍﺧﺘﻴﺎﺭ ‪ 4‬ﻗﺼﺺ ﻭﺳﲑﰐ ﺣﻴﺎﺓ ﻣﻦ ﻗﺎﺋﻤﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ‪ 12‬ﻗﺼﺔ ﻭ ‪ 6‬ﹺﺳ ﹶ ﹾﲑ ﺣﻴﺎﺓ؟‬ ‫‪2‬‬

‫‪‬‬ ‫ﻋﺪﺩ ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﻨﺠﺎﺡ ‪C ‘ C‬‬

‫‪12 4 6 2‬‬

‫‪ (1‬ﺃﻟﻘﻴﺖ ‪ 4‬ﻗﻄﻊ ﻧﻘﺪﻳﺔ‪.‬‬ ‫ﻋﺪﺩ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﳌﻤﻜﻨﺔ‪ ،s + f ،‬ﻫﻮ ‪C‬‬

‫‪18 6‬‬
‫‪C ‘ C‬‬
‫ﻟﺘﻮﺿﺢ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﲈﱄ ﻟﻌﺪﺩ ﺍﻟﺸﻌﺎﺭﺍﺕ ﺍﻟﻈﺎﻫﺮﺓ‪.‬‬
‫‪ (a‬ﺃﻛﻤﻞ ﺍﳉﺪﻭﻝ ﱢ‬ ‫ﻭﺳﲑﰐ ﺣﻴﺎﺓ(‪P‬‬‫ﹶ‬ ‫________ =) ‪4‬ﻗﺼﺺ‬
‫‪12 4 6 2‬‬
‫‪ 0.40‬ﺗﻘﺮﻳ ﹰﺒﺎ =‬
‫‪C‬‬
‫‪18 6‬‬

‫‪‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬

‫ﺍﺧﺘﻴﺎﺭ ‪ 4‬ﻗﺼﺺ ﻭﺳﲑﰐ ﺣﻴﺎﻩ ﻳﺴﺎﻭﻱ ‪ 40%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪‬‬
‫‪1‬‬
‫___‬ ‫‪1‬‬
‫__‬ ‫‪3‬‬
‫__‬ ‫‪1‬‬
‫__‬ ‫‪1‬‬
‫___‬
‫‪‬‬ ‫‪16‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪4‬‬ ‫‪16‬‬ ‫‪ (1‬ﻟﺪ￯ ﻋﺎﺋﻠﺔ ‪ 3‬ﺑﻘﺮﺍﺕ ﻭ ‪ 4‬ﺧﺮﺍﻑ‪ .‬ﻓﺈﺫﺍ ﺍﺧﺘﲑ ﺭﺃﺳﺎﻥ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﲈ ﺍﺣﺘﲈﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ‪:‬‬
‫‪) (c‬ﺑﻘﺮﺓ ﻭﺧﺮﻭﻑ(‪P‬‬ ‫‪) (b‬ﺑﻘﺮﺗﺎﻥ(‪P‬‬ ‫‪) (a‬ﺧﺮﻭﻓﺎﻥ(‪P‬‬
‫‪ (b‬ﻣﺜﱢﻞ ﺑﺎﻷﻋﻤﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﲈﱄ‪.‬‬ ‫‪4‬‬
‫__‬ ‫‪1‬‬
‫__‬ ‫‪2‬‬
‫__‬
‫‪7‬‬ ‫‪7‬‬ ‫‪7‬‬
‫‪3‬‬
‫‪8‬‬ ‫ﺳﺠﻞ ﺳﺎﻣﺮ ‪ 10‬ﳏﺎﴐﺍﺕ ﺣﺎﺳﻮﺏ ﻭ‪ 5‬ﳏﺎﴐﺍﺕ ﺭﻳﺎﺿﻴﺎﺕ ﻋﲆ ﻗﺮﺹ ﻣﺪﻣﺞ‪ .‬ﻓﺈﺫﺍ ﺍﺧﺘﺎﺭ ‪ 6‬ﳏﺎﴐﺍﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪،‬‬‫‪ (2‬ﱠ‬
‫‪5‬‬
‫‪16‬‬ ‫ﻓﺄﻭﺟﺪ ﺍﺣﺘﲈﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ‪:‬‬
‫‪1‬‬

‫‪ 2) (c‬ﺣﺎﺳﻮﺏ ﻭ ‪ 4‬ﺭﻳﺎﺿﻴﺎﺕ(‪P‬‬ ‫‪ 2) (b‬ﺭﻳﺎﺿﻴﺎﺕ ﻭ ‪ 4‬ﺣﺎﺳﻮﺏ(‪P‬‬ ‫‪ 6) (a‬ﳏﺎﴐﺍﺕ ﺣﺎﺳﻮﺏ(‪P‬‬

‫‪4‬‬
‫ﺍﻻﺣﺘﲈﻝ‬

‫‪3‬‬
‫‪16‬‬
‫‪1‬‬ ‫‪4.5%‬‬ ‫‪42.0%‬‬ ‫‪4.2% ‬‬
‫‪8‬‬
‫‪1‬‬
‫‪16‬‬
‫‪ (3‬ﳛﺘﻮﻱ ﻛﻴﺲ ﺣﻠﻮ￯ ﻋﲆ ‪ 15‬ﻗﻄﻌﺔ ﲪﺮﺍﺀ‪ 10 ،‬ﻗﻄﻊ ﺻﻔﺮﺍﺀ‪ 6 ،‬ﻗﻄﻊ ﺧﴬﺍﺀ‪ .‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ‪:‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪ (b‬ﻋﺪﻡ ﺳﺤﺐ ﻗﻄﻌﺔ ﺻﻔﺮﺍﺀ‬ ‫‪ (a‬ﺳﺤﺐ ﻗﻄﻌﺔ ﲪﺮﺍﺀ‬
‫ﻋﺪﺩ ﺍﻟﺸﻌﺎﺭﺍﺕ‬ ‫‪21‬‬
‫___‬ ‫‪15‬‬
‫___‬
‫‪31‬‬ ‫‪31‬‬
‫‪ (c‬ﺃﻭﺟﺪ )‪ 4‬ﺷﻌﺎﺭﺍﺕ(‪.P‬‬
‫‪ (d‬ﻋﺪﻡ ﺳﺤﺐ ﻗﻄﻌﺔ ﲪﺮﺍﺀ‬ ‫‪ (c‬ﺳﺤﺐ ﻗﻄﻌﺔ ﺧﴬﺍﺀ‬
‫‪1 ‬‬
‫___‬ ‫‪‬‬ ‫‪16 ‬‬
‫___‬ ‫‪6‬‬
‫___‬
‫‪16‬‬ ‫‪31‬‬ ‫‪31‬‬

‫‪ 7‬‬ ‫‪19‬‬ ‫‪ ‬‬ ‫‪ 7‬‬ ‫‪18‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪( 21)‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(20)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪7-4‬‬ ‫‪‬‬ ‫‪7-4‬‬
‫‪‬‬ ‫‪‬‬
‫‪ (a‬ﺇﺫﺍ ﹸﺃﻃﻠﻖ ﺳﻬﻢ ﻋﲆ ﺍﻟﻠﻮﺣﺔ ﺍﳌﺜﻠﺜﻴﺔ ﺍﳌﺠﺎﻭﺭﺓ‪ ،‬ﻓﲈ ﻓﺮﺻﺔ ﺇﺻﺎﺑﺔ ﺍﳉﺰﺀ ﺍﳌﻈﻠﱠﻞ؟‬ ‫‪ (4‬ﻭﺿﻊ ﺑﺎﺣﺜﻮﻥ ﺍﳉﺪﻭﻝ ﺍﻵﰐ ﺣﻮﻝ ﻧﻜﻬﺎﺕ‬ ‫‪ ““A,” “R,” “T‬ﻋﲆ ﻗﻄﻊ‬ ‫‪ (1‬ﻛﹸﺘﺒﺖ ﺍﻷﺣﺮﻑ ‪T‬‬
‫ﺍﺣﺘﲈﻻ‪ ،‬ﻭﻳﻤﻜﻦ ﺇﳚﺎﺩﻩ ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﺭﻧﺔ ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﻈﻠﱠﻠﺔ‬ ‫ﹰ‬ ‫ﻫﺬﻩ ﺍﻟﻔﺮﺻﺔ ﺗﹸﺴﻤﻰ‬ ‫ﻭﻭﺿﻌﺖ ﰲ ﻛﻴﺲ ﹸ‬
‫‪6‬‬ ‫ﺍﳌﺜﻠﺠﺎﺕ ﺍﻟﺘﻲ ﺗﺒﺎﻉ ﰲ ﺍﻷﺳﻮﺍﻕ‪.‬‬ ‫ﻭﺧﻠﻄﺖ ﺟﻴﺪﹰ ﺍ‪ .‬ﺛﻢ ﺳﺤﺒﺖ‬ ‫ﻭﺭﻗﻴﺔ‪ ،‬ﹸ‬
‫ﺑﻤﺴﺎﺣﺔ ﺍﻟﻠﻮﺣﺔ ﻛﺎﻣﻠﺔ‪ .‬ﻭﲢﺪﺩ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﻧﺴﺒﺔ ﺍﻷﺳﻬﻢ ﺍﻟﺘﻲ ﺳﺘﺼﻴﺐ ﺍﳌﻨﻄﻘﺔ ﺍﳌﻈﻠﱠﻠﺔ‪.‬‬ ‫ﻭﺭﺗﱢﺐ ﺑﻌﻀﻬﺎ ﺑﺠﺎﻧﺐ‬
‫ﻭﺍﺣﺪﺓ ﺗﻠﻮ ﺍﻷﺧﺮ￯ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﹸ‬
‫)‪_1_(4)(6‬‬
‫__‬ ‫ﺑﻌﺾ ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ‪ .‬ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﺘﻜﻮﻥ ﺔ‬
‫ﻛﻠﻤﺔ‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﻈﻠﱠﻠﺔ‬
‫‪4‬‬ ‫‪4‬‬
‫‪2‬‬
‫________‬ ‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬
‫=‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻜﺎﻣﻠﺔ )‪_1_(8)(6‬‬
‫__‬ ‫” ‪“ART‬؟‬
‫‪2‬‬ ‫‪7%‬‬ ‫‪8%‬‬ ‫‪28%‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬ ‫‪1‬‬
‫__‬
‫‪12 1‬‬ ‫‪6‬‬
‫__ = ___ =‬
‫‪24 2‬‬
‫ﻭﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ S‬ﻣﻨﻄﻘﺔ ﺟﺰﺋﻴﺔ ﻣﻦ ﺍﳌﻨﻄﻘﺔ ‪ ، R‬ﻓﺈﻥ ﺍﻻﺣﺘﲈﻝ‬
‫ﻟﻨﻘﻄﺔ ﺍﺧﺘﲑﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺃﻥ ﺗﻨﺘﻤﻲ ﺇﱃ ﺍﳌﻨﻄﻘﺔ ﺍﳉﺰﺋﻴﺔ ‪ S‬ﻫﻮ‪:‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳉﺰﺋﻴﺔ‪S‬‬ ‫‪49%‬‬ ‫‪3.5%‬‬ ‫‪4.5%‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬ ‫‪ (2‬ﺃﻟﻘﻰ ﲨﺎﻝ ﻣﻜﻌﺒﻲ ﺃﺭﻗﺎﻡ ﻭﺍﺣﺪﹰ ﺍ ﺗﻠﻮ ﺍﻵﺧﺮ‪.‬‬
‫= )‪P(S‬‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ‪R‬‬ ‫ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﻋﲆ ﺍﻟﺜﺎﲏ ﺃﻛﱪ ﻣﻦ‬
‫‪ (a‬ﺍﺧﺘﲑﺕ ﻋﻠﺒﺔ ﻣﻦ ﺍﳌﺜﻠﺠﺎﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ‬ ‫ﺍﻟﻌﺪﺩ ﺍﻟﻈﺎﻫﺮ ﻋﲆ ﺍﻷﻭﻝ؟‬
‫ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﻘﻊ ﻧﻘﻄﺔ ﺍﺧﺘﲑﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﳉﺰﺋﻴﺔ ﺍﳌﻈﻠﱠﻠﺔ ﻟﻜﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫ﺗﻜﻮﻥ ﺑﻨﻜﻬﺔ ﺍﻟﺸﻮﻛﻼﺗﺔ؟‬ ‫‪5‬‬
‫___‬
‫‪(3‬‬ ‫‪(2‬‬ ‫‪(1‬‬ ‫‪12‬‬
‫‪4‬‬ ‫‪5‬‬ ‫‪8%‬‬

‫‪6‬‬ ‫‪6‬‬ ‫‪3‬‬ ‫‪3‬‬

‫‪4‬‬ ‫‪4‬‬ ‫‪4 4‬‬
‫‪4‬‬ ‫‪ (b‬ﺍﺧﺘﲑﺕ ﻋﻠﺒﺔ ﻣﻦ ﺍﳌﺜﻠﺠﺎﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ‬ ‫‪ (3‬ﺃﺭﺍﺩ ﺳﻌﻮﺩ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻲ ﺳﻴﺪﺭﺳﻬﺎ ﻣﻦ ﺑﲔ‬
‫‪4‬‬
‫‪5‬‬
‫ﺗﻜﻮﻥ ﺍﻟﻌﻠﺒﺔ ﻟﻴﺴﺖ ﺑﻨﻜﻬﺔ ﺍﻟﻔﺎﻧﻴﻼ؟‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻭﺍﻷﳌﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﺮﻭﺳﻴﺔ‪ .‬ﻓﺄﻋﻄﻰ‬
‫‪6‬‬
‫‪π‬‬ ‫‪5‬‬ ‫‪1‬‬
‫‪72%‬‬ ‫ﺭﻗﲈ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ‪ 0‬ﺇﱃ ‪ ، 3‬ﻭﺃﺣﴬ ﺃﺭﺑﻊ ﻗﻄﻊ‬ ‫ﻛﻞ ﻟﻐﺔ ﹰ‬
‫__‬ ‫__‬ ‫__‬
‫‪4‬‬ ‫‪9‬‬ ‫‪2‬‬ ‫ﻭﻗﺮﺭ ﺃﻥ ﻳﻠﻘﻴﻬﺎ ﻣ ﹰﻌﺎ‪ ،‬ﻋﲆ ﺃﻥ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻟﺸﻌﺎﺭﺍﺕ‬
‫ﻧﻘﺪﻳﺔ ﱠ‬
‫‪ (c‬ﺍﺧﺘﲑﺕ ﻋﻠﺒﺔ ﻣﻦ ﺍﳌﺜﻠﺠﺎﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ‬ ‫ﺳﻴﻘﺮﺭ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻲ ﺳﻴﺪﺭﺳﻬﺎ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺍﻟﻈﺎﻫﺮﺓ ﻫﻮ ﺍﻟﺬﻱ ﱢ‬
‫ﱢ‬
‫ﺗﻮﺿﺢ ﻟﻮﺣﺔ ﺍﳍﺪﻑ ﺍﳌﺠﺎﻭﺭﺓ ﻭﺟﻮﺩ ﲬﺲ ﺩﻭﺍﺋﺮ ﻣﺘﺤﺪﺓ ﺍﳌﺮﻛﺰ ﺍﻟﺬﻱ ﻳﻘﻊ ﰲ ﻣﺮﻛﺰ ﻟﻮﺣﺔ ﻣﺮﺑﻌﺔ‬ ‫ﺗﻜﻮﻥ ﺑﻨﻜﻬﺔ ﺍﻟﻔﺎﻧﻴﻼ ﺃﻭ ﺍﻟﺸﻮﻛﻮﻻﺗﺔ ﺃﻭ ﺍﻷﻧﺎﻧﺎﺱ ﺃﻭ‬ ‫ﻣﻨﺎﻇﺮﺍ ﻟﺮﻗﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻓﻬﻞ‬
‫ﹰ‬ ‫ﺑﺄﻥ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻟﺸﻌﺎﺭﺍﺕ‬
‫‪5‬‬
‫‪1‬‬
‫ﻃﻮﻝ ﺿﻠﻌﻬﺎ ‪ ،38 cm‬ﻭﺃﻧﺼﺎﻑ ﺃﻗﻄﺎﺭ ﺍﻟﺪﻭﺍﺋﺮ ﻫﻲ ‪.2 cm, 5 cm, 8 cm, 11 cm, 14 cm‬‬ ‫ﺍﻟﺰﺑﺪﺓ ﺃﻭ ﺍﻟﻜﺎﻛﺎﻭ؟‬ ‫ﺃﺳﻠﻮﺏ ﺳﻌﻮﺩ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻠﻐﺔ ﻳﻌﻄﻲ ﲨﻴﻊ ﺍﻟﻠﻐﺎﺕ‬
‫‪2‬‬
‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ ﻋﺪﺩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﺸﺨﺺ ﺇﺫﺍ ﺃﺻﺎﺏ ﻛﻞ ﻣﻨﻄﻘﺔ ﺩﺍﺋﺮﻳﺔ‪،‬‬
‫ﱢ‬
‫‪51%‬‬ ‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ؟ ﱢ‬
‫ﻓﺈﺫﺍ ﹸﺃﻃﻠﻖ ﺳﻬﻢ ﻭﺃﺻﺎﺏ ﺍﻟﻠﻮﺣﺔ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﲈﻝ ﺍﳊﺼﻮﻝ ﻋﲆ ﻛﻞ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ‬ ‫‪0‬‬
‫‪411161‬‬
‫‪4‬‬ ‫‪3‬‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﺇﺻﺎﺑﺔ ﺃﻱ ﻧﻘﻄﺔ ﺧﺎﺭﺝ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺪﺍﺋﺮﻳﺔ ﻻ ﹸﻳﻜﺴﺒﻪ ﺃﻱ ﻧﻘﺎﻁ(‪:‬‬
‫) ﹰ‬

‫‪ (6‬ﻧﻘﻄﺘﺎﻥ‬ ‫‪ (5‬ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‬ ‫‪ 0 (4‬ﻧﻘﻄﺔ‬

‫‪57π‬‬
‫_____‬ ‫‪75π‬‬
‫_____‬ ‫‪361 - 49π‬‬
‫___________‬
‫‪1444‬‬ ‫‪1444‬‬ ‫‪361‬‬

‫‪ 5 (9‬ﻧﻘﺎﻁ‬ ‫‪ 4 (8‬ﻧﻘﺎﻁ‬ ‫‪ 3 (7‬ﻧﻘﺎﻁ‬

‫‪π‬‬
‫____‬ ‫‪21π‬‬
‫_____‬ ‫‪39π‬‬
‫_____‬
‫‪361‬‬ ‫‪1444‬‬ ‫‪1444‬‬

‫‪ 7‬‬ ‫‪20‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪21‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪107 A‬‬

 



7 - 4
          


   (15)

 7-4

‫ ﺇﺫﺍ ﹸﺳ ﹺﺤﺒﺖ ﻣﻨﻪ ﺑﺎﻟﻮﻧﺘﺎﻥ‬.‫ ﺑﺎﻟﻮﻧﺎﺕ ﺻﻔﺮﺍﺀ‬5 ‫ ﻭ‬،‫ ﺑﺎﻟﻮﻧﺎﺕ ﺣﻤﺮﺍﺀ‬4 ‫ ﻭ‬،‫ ﻳﺤﺘﻮﻱ ﻛﻴﺲ ﻋﻠﻰ ﺑﺎﻟﻮﻧﺔ ﺧﻀﺮﺍﺀ‬ (1
 :‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬،‫ﻣ ﹰﻌﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬
‫ﻛﻼ ﹼ‬
1
_ 4
_
9
P(‫( )ﺑﺎﻟﻮﻧﺔ ﺻﻔﺮﺍﺀ ﻭﺍﻷﺧﺮ￯ ﺧﻀﺮﺍﺀ‬c 9 P(‫( )ﺑﺎﻟﻮﻧﺔ ﺣﻤﺮﺍﺀ ﻭﺍﻷﺧﺮ￯ ﺻﻔﺮﺍﺀ‬b _
2 P(‫( )ﺍﻟﺒﺎﻟﻮﻧﺘﺎﻥ ﺣﻤﺮﺍﻭﺍﻥ‬a

 
15
2
4
_ P(‫( )ﺑﺎﻟﻮﻧﺔ ﺣﻤﺮﺍﺀ ﻭﺍﻷﺧﺮ￯ ﺧﻀﺮﺍﺀ‬f _ P(‫( )ﺑﺎﻟﻮﻧﺘﺎﻥ ﺻﻔﺮﺍﻭﺍﻥ‬e 0 P(‫( )ﺍﻟﺒﺎﻟﻮﻧﺘﺎﻥﺧﻀﺮﺍﻭﺍﻥ‬d
45 9

 ‫ ﺇﺫﺍ ﺃﺭﺍﺩ‬.‫ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬،‫ ﺍﻷﺣﻴﺎﺀ‬،‫ ﺍﻟﻔﻴﺰﻳﺎﺀ‬،‫ ﺍﻟﻜﻴﻤﻴﺎﺀ‬،‫ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬:‫ ﻭﺍﺟﺒﺎﺕ ﻣﻨﺰﻟﻴﺔ ﻟﻠﻤﻮﺍﺩ‬5 ‫ ﻟﺪ￯ ﺳﻌﻮﺩ‬ (2
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﻟﻜﻞ‬
‫ ﹰ‬،‫ ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺃﻭﻝ ﻣﺎﺩﺗﻴﻦ ﻳﻘﻮﻡ ﺑﺤﻠﻬﻤﺎ ﻫﻤﺎ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻔﻴﺰﻳﺎﺀ‬،‫ﺣﻠﹼﻬﺎ ﺟﻤﻴ ﹰﻌﺎ ﻓﻲ ﺫﻟﻚ ﺍﻟﻴﻮﻡ‬
_1
10
‫ﻣﺎﺩﺓ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﺘﻜﻮﻥ ﻓﻲ ﺃﻱ ﻭﻗﺖ ﻣﻦ ﺍﻟﻴﻮﻡ؟‬

‫ ﻭﻭﺟﺪ ﻟﺪ￯ ﺍﻟﻤﻌﺮﺽ‬.‫ ﺯﺍﺭ ﺟﺎﺳﻢ ﻣﻌﺮﺽ ﻭﺭﻕ ﺍﻟﺠﺪﺭﺍﻥ؛ ﻟﻴﺸﺘﺮﻱ ﻭﺭﻗﹰﺎ ﻟﻤﻨﺰﻟﻪ ﺍﻟﺠﺪﻳﺪ‬ (3
 ‫ ﻛﺘﺎ ﹰﺑﺎ ﻟﻌ ﱢﻴﻨﺎﺕ ﻣﻨﺎﻇﺮ‬18 ‫ ﻭ‬،‫ ﻛﺘﺐ ﻟﻌ ﱢﻴﻨﺎﺕ ﺗﺨﻄﻴﻂ ﻭﺭﺳﻢ‬10 ‫ ﻣﻨﻬﺎ‬،‫ ﻛﺘﺎ ﹰﺑﺎ ﻳﺤﺘﻮﻭﻥ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻭﺭﻕ ﺍﻟﺠﺪﺭﺍﻥ‬28
‫ ﻓﻤﺎ‬،‫ ﻛﺘﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬4 ‫ ﻓﺎﺧﺘﺎﺭ‬،‫ ﻛﺘﺐ ﺇﻟﻰ ﺍﻟﺒﻴﺖ ﻟﻴﻨﺘﻘﻲ ﻣﻨﻬﺎ‬4 ‫ ﺇﺫﺍ ﺳﻤﺢ ﺍﻟﻤﻌﺮﺽ ﻟﺠﺎﺳﻢ ﺃﻥ ﻳﺼﻄﺤﺐ ﻣﻌﻪ‬.‫ﻃﺒﻴﻌﻴﺔ‬
_ 2
‫ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﺘﺐ ﺟﻤﻴﻌﻬﺎ ﻣﻦ ﻛﺘﺐ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺮﺳﻢ؟‬
195

‫ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺍﻟﺬﻱ ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻌﺪﺩ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ ﻓﻲ ﻣﻨﺰﻝ ﻛﻞ ﻃﺎﻟﺐ ﻣﻦ‬ (4
 .‫ﻃﻼﺏ ﻣﺪﺭﺳﺔ‬

5 4 3 2 1 x
0.10 0.39 0.34 0.16 0.01 

 ‫ ﻭﻣﺠﻤﻮﻉ‬، ‫ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺟﻤﻴﻌﻬﺎ ﻣﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺻﻔﺮ ﻭﻭﺍﺣﺪ‬.‫( ﺑ ﹼﻴﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤﺜﱢﻞ ﺗﻮﺯﻳ ﹰﻌﺎ ﺍﺣﺘﻤﺎﻟ ﹼﹰﻴﺎ‬a
0.01 + 0.16 + 0.34 + 0.39 + 0.10 = 1 ‫ﺍﻻﺣﺘﻤﺎﻻﺕ ﻳﺴﺎﻭﻱ‬

0.49 ‫ ﻫﻮﺍﺗﻒ؟‬3 ‫ ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻓﻲ ﻣﻨﺰﻟﻪ ﺃﻛﺜﺮ ﻣﻦ‬،‫( ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬b

.‫( ﻣﺜﱢﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ‬c



0.4
0.3
p(X) 0.2
0.1
0
 1 2 3 4
 = X
5

15



 
 

 

 

 

 

 

 

107 B   7

 
40

The Normal Distribution
 7 -5
35

30

 1
25

‫ﻣ ﱠﺜﻞ ﺍﻟﻤﻌﻠﻢ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺩﺭﺟﺎﺕ ﻃﻼﺏ ﻣﺪﺭﺳﺘﻪ ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬


20
(7 -4  ) 
15 ‫ ﻻﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﺗﺠﻤ ﹰﻌﺎ‬.‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﱢﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬
10
‫ ﻛﻤﺎ ﺃﻥ ﺷﻜﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬،‫ﻟﺪﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻤﻨﺘﺼﻒ‬
5
‫ ﺇﻥ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﻳﺴﻤﻰ‬.‫ﻟﺘﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﻳﺸﺒﻪ ﺍﻟﺠﺮﺱ ﺗﻘﺮﻳ ﹰﺒﺎ‬  
0
.‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬  
7-5
5
0
5
0
5
0
5
0
5
0

96 5
00
-4
-5
-5
-6
-6
-7
-7
-8
-8
-9
-9
-1
41
46
50
56
61
66
71
76
81
86
91

 
‫ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺍﻟﻤﺘﺼﻞ ﻭﺍﻟﺬﻱ ﻫﻮ ﺗﻮﺯﻳﻊ ﺍﺣﺘﻤﺎﻟﻲ ﻣﺘﻐﻴﺮﻩ ﺍﻟﻌﺸﻮﺍﺋﻲ‬


.‫ﺗﺤﻠﻴﻞ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ‬
￯‫ ﻭﻣﺴﺘﻮ‬،‫ ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻃﻮﺍﻝ ﺃﺷﺨﺎﺹ ﻭﺃﻭﺯﺍﻧﻬﻢ‬،‫ ﻳﻤﻜﻦ ﻟﻠﻨﻮﺍﺗﺞ ﺃﻥ ﺗﺄﺧﺬ ﺃﻱ ﻗﻴﻤﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬،‫ﻣﺘﺼﻞ‬ 7-5
.‫ﺍﻟﻄﺒﻴﻌﻲ‬
‫ ﻭﺃﻓﻀﻞ ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﺼﻠﺔ ﻫﻮ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‬.‫ﺍﻟﺪﻫﻨﻴﺎﺕ ﻋﻨﺪ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺒﺎﻟﻐﻴﻦ‬

‫ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﺗﺒﺪﻭ‬
 continuous probability .‫ﻣﻮﺯﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺃﻭ ﻣﻠﺘﻮﻳﺔ‬
‫ﱠ‬
 distribution

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻹﻳﺠﺎﺩ‬
  •
 normal distribution .‫ﺍﻻﺣﺘﻤﺎﻻﺕ‬
 •  7-5
‫ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻟﺘﺠﺎﺭﺏ ﺫﺍﺕ‬
 • skewed distribution
‫ﺍﻟﻤﺘﻮﺳﻂ=ﺍﻟﻮﺳﻴﻂ=ﺍﻟﻤﻨﻮﺍﻝ‬
 x • www.obeikaneducation.com
.‫ﺍﻟﺤﺪﻳﻦ‬
.‫ﺃﻳﻀﺎ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻬﺎ ﺷﻜﻞ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‬
‫ ﻓﺈﻥ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻤﻨﻔﺼﻠﺔ ﹰ‬،‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻣﺘﺼﻞ‬
.‫ﺎﺕ ﻣﻠﺘﻮﻳﺔ‬
‫ﺗﻮﺯﻳﻌﺎﺕ‬
‫ﹸﺴﻤﻰ ﺗﻮﺯﻳﻌ‬
‫ﻭﻳﻤﻜﻦ ﻟﻠﺘﻮﺯﻳﻌﺎﺕ ﺃﻥ ﺗﻈﻬﺮ ﺑﺄﺷﻜﺎﻝ ﺃﺧﺮ￯ ﺗ ﹼ‬
 
   
 2

‫ﻣﻌﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﺮﻛﺰ ﻓﻲ‬ ‫ﻣﻌﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﺮﻛﺰ ﻓﻲ‬


.‫ﺍﻟﻴﻤﻴﻦ ﻭﻗﻠﻴﻞ ﻣﻨﻬﺎ ﻓﻲ ﺍﻟﻴﺴﺎﺭ‬ .‫ﺍﻟﻴﺴﺎﺭ ﻭﻗﻠﻴﻞ ﻣﻨﻬﺎ ﻓﻲ ﺍﻟﻴﻤﻴﻦ‬ .“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
 1  
:‫ ﺃﻭ ﻣﻮﺯﱠﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬،‫ﺍﻟﺘﻮﺍﺀ ﺳﺎﻟ ﹰﺒﺎ‬ ‫ ﺃﻭ‬،‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ‬ ‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺃﺩﻧﺎﻩ ﺗﻈﻬﺮ‬ ‫• ﻣﺎ ﻧﺴﺒﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﺰﻳﺪ ﺩﺭﺟﺎﺗﻬﻢ ﻋﻠﻰ‬
‫ﹰ‬ ‫ﹰ‬
21 19 18 17 16 15 14 13 12 11 10  (a .‫ ﺩﺭﺟﺔ؟ ﺗﺘﻨﻮﻉ ﺍﻹﺟﺎﺑﺎﺕ‬80
1 2 4 3 5 8 6 4 1 1 1 
‫• ﻣﺎ ﻧﺴﺒﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﻘﻊ ﺩﺭﺟﺎﺗﻬﻢ ﺑﻴﻦ‬
.‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺃﻋﻼﻩ؛ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ‬
10
‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺘﻤﺜﻴﻞ ﹴ‬ .‫؟ ﺗﺘﻨﻮﻉ ﺍﻹﺟﺎﺑﺎﺕ‬60-80
8 ‫ ﻭﻳﺒﺪﻭ ﻛﺄﻧﻪ ﺇﻟﻰ ﺣﺪ ﻣﺎ ﻣﺘﻤﺎﺛﻞ‬،‫ﻋﺎﻝ ﻓﻲ ﺍﻟﻮﺳﻂ‬


6
.‫ ﻓﺈﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﹸﻌﺘﺒﺮ ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬،‫ﺣﻮﻝ ﺍﻟﻤﺘﻮﺳﻂ‬

4
2
0
10 11 12 13 14 15 16 17 18 19 20 21

‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ‬1
‫ﺑﺎﻷﻋﻤﺪﺓ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻠﺘﻮﻳﺔ‬
 7  108 .‫ﻣﻮﺯﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬
‫ﺃﻭ ﹼ‬

7 - 5
   
112 • 110 • 110 • 
16 • 16 • 16 • 
24 • 24 • 22 • 
25 • 25 • 24 • 

 7 108

 ‫ﺍﻟﺘﻮﺍﺀ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﻣﻮﺯﱠﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪:‬‬
‫ﹰ‬ ‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﺃﻭ‬
‫ﹰ‬ ‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺃﺩﻧﺎﻩ ﺗﻈﻬﺮ‬
‫‪ ‬‬ ‫‪35‬‬ ‫‪34‬‬ ‫‪33‬‬ ‫‪32‬‬ ‫‪31‬‬ ‫‪30‬‬ ‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬ ‫‪25‬‬ ‫‪24‬‬ ‫‪‬‬ ‫‪(b‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪4‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺃﻋﻼﻩ؛ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬ ‫‪‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪8‬‬
‫ﻋﺎﻝ ﻓﻲ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ ﻭﻣﻨﺨﻔﺾ ﻓﻲ ﻛﻞ ﻣﻦ‬ ‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺘﻤﺜﻴﻞ ﹴ‬ ‫‪  ‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪6‬‬ ‫‪  ‬‬
‫ﺍﻟﻮﺳﻂ ﻭﻋﻠﻰ ﺍﻟﻴﻤﻴﻦ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻮﺯﻳﻊ ﻳﺒﺪﻭ ﻛﺄﻧﻪ ﹴ‬
‫ﻣﻠﺘﻮ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‬

‫‪‬‬
‫‪4‬‬ ‫‪ ‬‬
‫‪2‬‬ ‫)ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟﺐ(‪.‬‬ ‫‪ ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪0‬‬
‫‪24 25 26 27 28 29 30 31 32 33 34 35 36‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ‬
‫ﹰ‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﻣﻤﺎ‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﻛﻞ ﹼ‬ ‫‪1‬‬ ‫‪ (1‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ﺗﹸﻈﻬﺮ‬ ‫‪‬‬
‫‪45‬‬ ‫‪44 43 42 41 40 39 38‬‬ ‫‪‬‬ ‫‪ ‬‬
‫ﻳﺄﺗﻲ ﺗﻈﻬﺮ ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﻮﺍ ﹰﺀ‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪7‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪6‬‬ ‫‪‬‬
‫ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﻮﺍ ﹰﺀ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪.‬‬
‫ﻣﻮﺯﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪:‬‬
‫ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﱠ‬
‫‪31, 37, 35, 36, 34, 36, 32, 36, (a‬‬ ‫‪ ‬ﺇﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺑﻴﻦ ﻗﻴﻤﺘﻴﻦ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﻧﺴﺒﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻘﻊ ﺑﻴﻦ ﻫﺎﺗﻴﻦ ﺍﻟﻘﻴﻤﺘﻴﻦ‪ .‬ﻭﻳﻤﻜﻦ ﺃﻥ‬
‫‪34, 35, 33, 33, 33, 32, 34, 34,‬‬ ‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻟﻮﺻﻒ ﺍﻟﻤﺴﺎﺣﺎﺕ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻄﺒﻴﻌﻲ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻘﻊ ﺿﻤﻦ ﺍﻧﺤﺮﺍﻑ ﺃﻭ ﺍﻧﺤﺮﺍﻓﻴﻦ ﺃﻭ ﺛﻼﺛﺔ‬
‫ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫‪35, 34‬‬
‫ﻣﻮﺯﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬
‫ﱠ‬ ‫‪‬‬ ‫‪‬‬
‫‪14, 15, 11, 13, 13, 14, 15, 14, (b‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪µ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪σ‬‬
‫‪ 12, 13, 14, 15‬ﺍﻟﺘﻮﺍ ﹰﺀ ﺳﺎﻟ ﹰﺒﺎ‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫• ‪ 68%‬‬
‫‪2%‬‬ ‫‪34% 34%‬‬ ‫‪2%‬‬
‫‪0.5%‬‬ ‫‪13.5%‬‬ ‫‪13.5%‬‬
‫‪5%‬‬ ‫‪0.5%‬‬ ‫)‪. (µ - σ , µ + σ‬‬
‫‪68%‬‬
‫‪‬‬ ‫‪±1σ‬‬
‫‪‬‬
‫‪±2σ‬‬
‫‪ 2, 3‬ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫• ‪ 95%‬‬
‫‪±3σ‬‬
‫‪. (µ - 2σ‬‬
‫)‪σ , µ + 2σ‬‬
‫ﺍﻟﺘﺠﺮﻳﺒﻲ ﻹﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻟﻘﻴﻢ ﻣﺘﻐ ﹼﻴﺮ‬
‫‪(95%)‬‬
‫ﻋﺸﻮﺍﺋﻲ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬
‫• ‪ 99%‬‬
‫)‪. (µ - 3σ , µ + 3σ‬‬

‫‪‬‬ ‫‪(99%) ‬‬

‫ﺗﺘﻮﺯﻉ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﺗﻮﺯﻳ ﹰﻌﺎ‬‫ﱠ‬ ‫‪2‬‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻃﺒﻴﻌﻴﹼﹰﺎ ﺑﻤﺘﻮﺳﻂ ‪ ، 66‬ﻭﺍﻧﺤﺮﺍﻑ‬ ‫‪ ‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﻟﺘﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ ‪ ،34‬ﻭﺍﻧﺤﺮﺍﻓﻪ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ .5‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺰﻳﺪ ﻗﻴﻤﺔ ﻟـ ‪ X‬ﺛﻢ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﻲ ﻫﺬﺍ‬
‫ﻣﻌﻴﺎﺭﻱ ‪ .11‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺍﺧﺘﻴﺎﺭ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ ﻋﻦ ‪) ،24‬ﺃﻱ ﺃﻭﺟﺪ )‪.(P(X > 24‬‬
‫‪‬‬
‫‪ ‬‬
‫ﻗﻴﻤﺔ ﻟـ ‪ X‬ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ‪،‬‬ ‫‪µ = 34 , σ = 5‬‬ ‫‪  ‬‬
‫ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ‪ ،44‬ﺃﻱ ﺃﻭﺟﺪ‬ ‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ ﺍﻟﻤﻀﺎﻋﻔﺎﺕ‬
‫ﹰ‬ ‫‪) µ ± σ , µ ± 2σ , µ ± 3σ‬ﻭﻫﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻣﻀﺎ ﹰﻓﺎ ﺇﻟﻴﻪ ﺃﻭ‬
‫‪ 1 ‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻢ ‪σ‬‬
‫)‪2.5% . p(X<44‬‬ ‫ﺍﻟﺜﻼﺛﺔ ﺍﻷﻭﻟﻰ ﻟﻼﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ(‪.‬‬
‫‪µ ± σ = 34 ± 5 = 29, 39‬‬
‫‪µ ± 2σ = 34 ± 10 = 24, 44‬‬
‫‪µ ± 3σ = 34 ± 15 = 19, 49‬‬

‫‪109‬‬ ‫‪‬‬ ‫‪7 - 5 ‬‬

‫‪ ‬ﻛ ﹼﻠﻒ ﺍﻟﻄﻼﺏ ﺃﻥ‬
‫ﻳﻌﻤﻠﻮﺍ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‪،‬‬
‫ﹰ‬
‫ﺳﺆﺍﻻ‬ ‫‪‬ﻭﻳﺮﺳﻞ ﻛﻞ ﺷﺨﺺ ﺇﻟﻰ ﺯﻣﻴﻠﻪ‬
‫‪‬‬
‫ﺣﻮﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ )ﻣﺜﺎﻝ‪ :‬ﻣﺎ ﻧﺴﺒﺔ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺿﻤﻦ ﺍﻧﺤﺮﺍﻓﻴﻦ‬ ‫‪ ‬ﻳﻜﻮﻥ ﻷﺷﻜﺎﻝ‬
‫ﻣﻌﻴﺎﺭﻳﻴﻦ ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ؟(‪.‬‬ ‫ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬
‫ﻭﻳﺠﺐ ﺃﻥ ﻳﺠﻴﺐ ﺯﻣﻴﻠﻪ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ‪،‬‬ ‫ﺟﻤﻴﻌﻬﺎ ﺍﻟﺸﻜﻞ ﻧﻔﺴﻪ‪.‬‬
‫ﺛﻢ ﻳﺘﺤ ﹼﻘﻖ ﻛﻞ ﻣﻨﻬﻤﺎ ﻣﻦ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫‪109‬‬ ‫‪‬‬ ‫‪7 - 5‬‬

 ‫‪ 2 ‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪،‬‬
‫ﻭﺣﺪﱢ ﺩ ﻋﻠﻴﻪ ﺍﻟﻤﺘﻮﺳﻂ ‪ µ = 34‬ﻭﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪‬‬
‫‪34% 34%‬‬
‫‪0.5%‬‬
‫‪2%‬‬
‫‪13.5%‬‬ ‫‪13.5%‬‬
‫‪5%‬‬
‫‪2%‬‬
‫‪0.5%‬‬ ‫‪ 3 ‬ﻇﻠﻞ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬
‫‪19‬‬ ‫‪24‬‬ ‫‪29‬‬ ‫‪34‬‬ ‫‪39‬‬ ‫‪44‬‬ ‫‪49‬‬ ‫‪ ‬ﻋﹶﺪﱠ ﺍﻟﻄﻼﺏ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯‬ ‫‪3‬‬
‫‪ 4 ‬ﺍﺣﺴﺐ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ‪:‬‬ ‫ﻓﻲ ‪ 100‬ﻋﻠﺒﺔ ﺻﻐﻴﺮﺓ‪ ،‬ﻓﻮﺟﺪﻭﺍ ﺃﻥ‬
‫‪P(X > 24) = (13.5 + 34 + 34 + 13.5 + 2 + 0.5)% = 97.5%‬‬
‫ﻳﺘﻮﺯﻉ‬
‫ﻋﺪﺩ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯ ﻟﻜﻞ ﻋﻠﺒﺔ ﹼ‬
‫ﺇﺫﻥ‪P(X > 24) ≈ 97.5% :‬‬ ‫‪‬‬ ‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪23‬‬
‫ﻟﻜﻞ ﻋﻠﺒﺔ‪ ،‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ‬
‫‪‬‬ ‫ﻗﻄﻌﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻮﺍﺭﺩ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 2‬ﺃﻗﻞ ﻣﻦ ‪ 99.5% .49‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(2‬‬
‫‪ (a‬ﻣﺎ ﻋﺪﺩ ﺍﻟﻌﻠﺐ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﺗ ﹶﹸﻤ ﱠﺜﻞ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻌﻬﺎ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﻨﺤﻨﻰ ﻃﺒﻴﻌﻲ‪ ،‬ﻭﻛﺄﻧﻬﺎ ﻣﺠﺘﻤ ﹰﻌﺎ‪.‬‬ ‫ﻋﺪﺩ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯ ﺑﻴﻦ‬
‫‪22, 24‬؟ ‪ 68‬ﻋﻠﺒﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  ‬‬ ‫‪3‬‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺤﺘﻮﻱ ﻋﻠﺒﺔ‬
‫‪ ‬ﺗﻮﺯﹼﻉ ﺃﻃﻮﺍﻝ ‪ 1800‬ﻳﺎﻓﻊ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ ، 66 in‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ ‪.2 in‬‬ ‫ﺍﺧﺘﻴﺮﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻠﻰ ‪ 25‬ﻗﻄﻌﺔ‬
‫‪ (a‬ﻣﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﻴﺎﻓﻌﻴﻦ ﺍﻟﺬﻳﻦ ﺗﺘﺮﺍﻭﺡ ﺃﻃﻮﺍﻟﻬﻢ ﺑﻴﻦ ‪ 62 in‬ﻭ ‪ 70 in‬؟‬ ‫ﻓﺄﻛﺜﺮ؟ ‪ 2.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬
‫ﺗﺒﻌﺪ ﻛﻞ ﻣﻦ ‪ 62 , 70‬ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﺍﻧﺤﺮﺍﻓﻴﻦ‬

‫‪0.5%‬‬
‫‪2%‬‬
‫‪13.5%‬‬
‫‪34% 34%‬‬
‫‪13.5%‬‬
‫‪5%‬‬
‫‪2%‬‬
‫‪0.5%‬‬
‫ﻣﻌﻴﺎﺭﻳﻴﻦ؛ ﻟﺬﺍ ﻓﺈﻥ ‪ 95%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻗﻌﺔ ﺑﻴﻦ ﺍﻟﻄﻮﻟﻴﻦ‬
‫‪.62 , 70‬‬
‫‪ 3‬‬
‫‪62‬‬ ‫‪64‬‬ ‫‪66‬‬ ‫‪68‬‬ ‫‪70‬‬
‫ﻭﻷﻥ ‪ ،1800 × 95% = 1710‬ﻟﺬﺍ ﻳﻮﺟﺪ ‪ 1710‬ﻳﺎﻓﻌﻴﻦ‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ﺗﻘﻊ ﺃﻃﻮﺍﻟﻬﻢ ﺑﻴﻦ ‪ 62 in‬ﻭ ‪.70 in‬‬ ‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-10‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺃﺣﺪ ﺍﻟﻴﺎﻓﻌﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﺰﻳﺪ ﻃﻮﻟﻪ ﻋﻠﻰ ‪68 in‬؟‬
‫ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺍﻟﻘﻴﻤﺔ ﺍﻷﻛﺒﺮ ﻣﻦ ‪ 68‬ﺗﺒﻌﺪ ﺃﻛﺜﺮ ﻣﻦ‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪ ،‬ﻭﺗﺘﻮﺯﹼ ﻉ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫ﺍﻷﻃﻮﺍﻝ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‪ 13.5% :‬ﺑﻴﻦ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬
‫‪34% 34%‬‬ ‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﻭﺍﺣﺪ ﻭﺍﻧﺤﺮﺍﻓﻴﻦ ﻣﻌﻴﺎﺭﻳﻴﻦ‪ 2% ،‬ﺑﻴﻦ ﺍﻧﺤﺮﺍﻓﻴﻦ ﻣﻌﻴﺎﺭﻳﻴﻦ‬
‫‪2%‬‬ ‫‪2%‬‬
‫‪0.5%‬‬ ‫‪13.5%‬‬ ‫‪13.5%‬‬ ‫‪0.5%‬‬
‫‪62‬‬ ‫‪64‬‬ ‫‪66‬‬ ‫‪68‬‬ ‫‪70‬‬
‫ﻭﺛﻼﺛﺔ ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ‪ 0.5% ،‬ﻓﻮﻕ ‪ 3‬ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ‪.‬‬
‫ﻟﺬﺍ ﻓﺎﺣﺘﻤﺎﻝ ﺍﺧﺘﻴﺎﺭ ﻳﺎﻓﻊ ﻳﻜﻮﻥ ﻃﻮﻟﻪ ﺃﻛﺒﺮ ﻣﻦ ‪68 in‬‬ ‫‪ ‬‬
‫‪(13.5 + 2 + 0.5)% = 16%‬‬
‫ﺇﺫﻥ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ ﻳﺴﺎﻭﻱ ‪ 16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫‪ ‬ﹼ‬
‫ﺍﻟﻤﻮﺟﺐ ﺍﻻﻟﺘﻮﺍﺀ ﻳﻤﺘﺪ ﻣﻨﺤﻨﺎﻩ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪،‬‬
‫‪‬‬ ‫ﻭﺃﻣﺎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺴﺎﻟﺐ ﺍﻻﻟﺘﻮﺍﺀ‪ ،‬ﻓﺈﻥ ﻣﻨﺤﻨﺎﻩ‬
‫ﻛﻴﻠﻮﺟﺮﺍﻣﺎ‪،‬‬
‫ﹰ‬ ‫‪ ‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻛﺘﻞ ‪ 100‬ﻣﻮﻇﻒ ﻓﻲ ﺷﺮﻛﺔ ﺗﺘﻮﺯﱠﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻣﻘﺪﺍﺭﻩ ‪70‬‬ ‫ﻳﻤﺘﺪ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ 10‬ﻛﻴﻠﻮﺟﺮﺍﻣﺎﺕ‪ ،‬ﻓﺎﻋﺘﻤﺪ ﻋﻠﻰ ﺫﻟﻚ ﻓﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ ‪:‬‬

‫ﻣﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﻤﻮﻇﻔﻴﻦ ﺍﻟﺬﻳﻦ ﺗﻘﻊ ﻛﺘﻠﻬﻢ ﺑﻴﻦ ‪ 60, 80‬ﻛﻴﻠﻮﺟﺮﺍﻣﹰﺎ؟ ‪ 68‬ﻣﻮﻇ ﹰﻔﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(3A‬‬

‫ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺘﻢﹼ ﺍﺧﺘﻴﺎﺭ ﻣﻮﻇﻒ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﻛﺘﻠﺘﻪ ﺃﻗﻞ ﻣﻦ ‪ 90‬ﻛﻴﻠﻮﺟﺮﺍﻣﹰﺎ؟ ‪ 97.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(3B‬‬

‫‪‬‬ ‫‪7 ‬‬ ‫‪110‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬ﺍﺣﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺴﺎﻋﺪﺓ ﻟﺮﺳﻢ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻄﺒﻴﻌﻲ‪،‬‬ ‫‪‬‬

‫ﻳﺘﺤﻮﻝ ﻣﻦ ﺃﺳﻔﻞ ﺇﻟﻰ ﺃﻋﻠﻰ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺍﻟﻠﺘﻴﻦ ﺗﺒﻌﺪﺍﻥ ﺍﻧﺤﺮﺍ ﹰﻓﺎ‬
‫‪ ‬ﺑ ﱢﻴﻦ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﺗﺠﺎﻩ ﺍﻟﺘﻘ ﹼﻌﺮ ﻟﻠﻤﻨﺤﻨﻰ ﹼ‬ ‫‪‬‬
‫ﻣﻌﻴﺎﺭ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪ .‬ﻛﻤﺎ ﺃﻥ ﺭﺳﻢ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻜﻞ ﻣﺴﺄﻟﺔ ﻳﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ‬
‫ﺇﺗﻘﺎﻥ ﺍﻟﺮﺳﻢ‪.‬‬

‫‪ 7‬‬ ‫‪110‬‬

 ‫‪‬‬
‫‪‬‬ ‫ﻋﻤ ﹸﺮ ﺑﻄﺎﺭﻳﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﺎﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ‬
‫‪  (9‬ﺇﺫﺍ ﹸﺣﺪﱢ ﺩ ﹾ‬ ‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻧﺘﺎﺋﺞ ﺃﺣﺪ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ )ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪  (1‬ﹼ‬
‫ﺗﻘﻄﻌﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺒﻄﺎﺭﻳﺔ‪ ،‬ﻭﻋﻠﻤﺖ ﺃﻥ ﻋﻤﺮ ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﺑﻄﺎﺭﻳﺎﺕ‬ ‫ﺍﻟﻌﻈﻤﻰ ﻟﻼﺧﺘﺒﺎﺭ ‪ .(40‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻈﻬﺮ ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‪،‬‬
‫‪(8a‬‬ ‫ﺍﻟﺴﻴﺎﺭﺍﺕ ﻳﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪،100000 km‬‬ ‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ‬
‫ﹰ‬ ‫ﺃﻭ ﺍﻟﺘﻮﺍ ﹰﺀ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪1 .‬‬
‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ .10000 km‬ﻭﺗﻨﺘﺞ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ ‪20000‬‬
‫ﺑﻄﺎﺭﻳﺔ ﻓﻲ ﺍﻟﺸﻬﺮ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬ ‫‪‬‬
‫‪12‬‬ ‫‪13 – 15‬‬
‫‪34% 34%‬‬
‫‪0.5%‬‬ ‫‪0.5%‬‬
‫‪ (a‬ﻣﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﺒﻄﺎﺭﻳﺎﺕ ﺍﻟﺘﻲ ﻳﺘﺮﺍﻭﺡ ﻋﻤﺮﻫﺎ ﺑﻴﻦ‬ ‫‪27‬‬ ‫‪16 – 18‬‬
‫‪13.5%‬‬ ‫‪13.5% 2%‬‬ ‫‪90000 km - 110000 km‬؟ ‪13600‬‬
‫‪2%‬‬ ‫‪29‬‬ ‫‪19 – 21‬‬
‫‪15‬‬ ‫‪17‬‬ ‫‪19‬‬ ‫‪21‬‬ ‫‪23‬‬ ‫‪25‬‬ ‫‪27‬‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﺒﻄﺎﺭﻳﺎﺕ ﺍﻟﺘﻲ ﻳﺰﻳﺪ ﻋﻤﺮﻫﺎ ﻋﻠﻰ‬ ‫‪19‬‬ ‫‪22 – 24‬‬
‫‪120000 km‬؟ ‪500‬‬
‫‪‬‬ ‫‪8‬‬ ‫‪25 – 27‬‬

‫ﻳﻘﻞ ﻋﻤﺮﻫﺎ ﻋﻦ ‪90000 km‬؟‬ ‫‪ (c‬ﻣﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﺒﻄﺎﺭﻳﺎﺕ ﺍﻟﺘﻲ ﱡ‬ ‫‪1‬‬ ‫‪28 – 31‬‬

‫ﺗﺒﻌﺪ ﻛﻞ ﻣﻦ ‪ 19, 23‬ﺍﻧﺤﺮﺍ ﹰﻓﺎ ﻣﻌﻴﺎﺭ ﹼﹰﻳﺎ‬ ‫‪3200‬‬

‫‪ (d‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺸﺘﺮﻱ ﺑﻄﺎﺭﻳﺔ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﻳﺘﺮﺍﻭﺡ ﻋﻤﺮﻫﺎ ﺑﻴﻦ‬
‫‪1‬‬ ‫‪32 – 35‬‬

‫ﻭﺍﺣﺪﹰ ﺍ ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ؛ ﻟﺬﻟﻚ‬ ‫‪80000 km - 110000 km‬؟ ‪ 81.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪ 34% + 34% = 68%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ (2‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺗﹸﻈﻬﺮ ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﺃﻭ‬
‫‪  (10‬ﻳﺘﻮﺯﱠ ﻉ ﻣﺴﺘﻮ￯ ﺍﻟﺪﻫﻨﻴﺎﺕ )ﺍﻟﻜﻮﻟﺴﺘﺮﻭﻝ( ﻓﻲ ﻓﺌﺔ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ‬
‫ﹰ‬ ‫ﺍﻟﺘﻮﺍ ﹰﺀ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﻣﻮﺯﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎﺎ‪:‬‬
‫ﺗﻘﻊ ﺑﻴﻦ ﺍﻟﺪﺭﺟﺘﻴﻦ ‪19, 23‬‬ ‫ﺍﻟﺬﻛﻮﺭ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺪﻭﻝ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪،158.3‬‬
‫ﻭﻷﻥ ‪ ، 50 × 68% = 34‬ﻟﺬﺍ ﻳﻮﺟﺪ ‪34‬‬ ‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪6.6‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﻃﺎﻟ ﹰﺒـﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﺗﻘﻊ ﺩﺭﺟﺎﺗﻬـﻢ ﺑﻴﻦ ‪19, 23‬‬ ‫‪ (a‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻞ ﻧﺴﺒﺔ ﺍﻟﻜﻮﻟﺴﺘﺮﻭﻝ ﻋﻨﺪ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺬﻛﻮﺭ ﻋﻦ‬ ‫‪10‬‬ ‫‪3–4‬‬
‫‪151.7‬؟ ‪ 16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (b‬ﺗﺒﻌﺪ ﻛﻞ ﻣﻦ ‪ 17, 25‬ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪2‬‬ ‫‪5–6‬‬
‫ﺷﺨﺼﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺑﻴﻦ ‪ 900‬ﺷﺨﺺ ﺷﻤﻠﺘﻬﻢ ﺍﻟﺪﺭﺍﺳﺔ ﻳﺘﺮﺍﻭﺡ‬
‫ﹰ‬ ‫‪ (b‬ﻛﻢ‬
‫ﺍﻧﺤﺮﺍﻓﻴﻦ ﻣﻌﻴﺎﺭﻳﻴﻦ؛ ﻟﺬﻟﻚ‬
‫‪2‬‬ ‫‪7–8‬‬
‫ﻣﺴﺘﻮ￯ ﺍﻟﻜﻮﻟﺴﺘﺮﻭﻝ ﻋﻨﺪﻫﻢ ﺑﻴﻦ ‪145.1 - 171.5‬؟ ‪855‬‬ ‫‪1‬‬ ‫‪9–10‬‬
‫‪13.5% + 34% + 34% + 13.5% = 95%‬‬ ‫‪1‬‬ ‫‪11–12‬‬

‫ﺇﺫﻥ ‪ 95%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻘﻊ ﺑﻴﻦ‬
‫ﺍﻟﺪﺭﺟﺘﻴﻦ ‪،17, 25‬‬
‫ﺇﺫﻥ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ ﻳﺴﺎﻭﻱ‬
‫‪ 95%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺰﻳﺪ ﻣﺪﺓ ﺻﻼﺣﻴﺔ ﺍﻟﻤﻨﺘﺞ ﻋﻠﻰ ‪ 210‬ﺃﻳﺎﻡ؟ ‪ 16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (11‬ﺗﺘﻮﺯﱠ ﻉ ﻣﺪﺓ ﺻﻼﺣﻴﺔ ﻧﻮﻉ ﻣﻌﻴﻦ ﻣﻦ ﺍﻟﺒﻄﺎﻃﺲ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬ ‫‪4‬‬ ‫‪13‬‬
‫ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪ 180‬ﻳﻮ ﹰﻣﺎ‪ ،‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ 30‬ﻳﻮ ﹰﻣﺎ‪ 68% .‬ﺗﻘﺮﻳﺒﺎ‬
‫ﹰ‬
‫‪ (a‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻊ ﻣﺪﺓ ﺻﻼﺣﻴﺔ ﺍﻟﻤﻨﺘﺞ ﺑﻴﻦ ‪ 150‬ﻳﻮ ﹰﻣﺎ‪ 210 ،‬ﺃﻳﺎﻡ؟‬ ‫‪ (3‬ﺗﺘﻮﺯﹼ ﻉ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪، 161‬‬
‫‪ 34%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻊ ﻣﺪﺓ ﺻﻼﺣﻴﺔ ﺍﻟﻤﻨﺘﺞ ﺑﻴﻦ ‪ 180‬ﻳﻮ ﹰﻣﺎ‪ 210 ،‬ﺃﻳﺎﻡ؟‬
‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ،12‬ﺃﻭﺟﺪ ﺃﻥ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻗﻴﻤﺔ ﻟـ ‪ X‬ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ ﻫﺬﺍ‬
‫ﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺃﻗﻞ ﻣﻦ‪ ،149‬ﺃﻱ ﺃﻭﺟﺪ )‪. P (X < 149‬‬
‫ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻞ ﻣﺪﺓ ﺻﻼﺣﻴﺔ ﺍﻟﻤﻨﺘﺞ ﻋﻦ ‪ 90‬ﻳﻮ ﹰﻣﺎ؟ ‪ 0.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(c‬‬ ‫‪ 16% 2‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪(d‬‬
‫ﺇﺫﺍ ﺗﻮﺯﹼﻋﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪ 4 - 7‬ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻮﺳﻂ‬
‫ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻜﻞ ﻣﻨﻬﺎ ﻛﻤﺎ ﻫﻮ ﹼ‬
‫ﻣﻮﺿﺢ‪ ،‬ﻓﺄﻭﺟﺪ‬
‫‪  (12‬ﺗﺘﻮﺯﱠ ﻉ ﺃﻃﻮﺍﻝ ‪ 880‬ﻃﺎﻟ ﹰﺒﺎ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬ ‫ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬
‫ﹴ‬
‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻣﻘﺪﺍﺭﻩ ‪2.5 in‬‬ ‫ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻣﻘﺪﺍﺭﻩ ‪، 67 in‬‬
‫‪ 2.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪µ = 74 , σ = 6 , P(X > 86) (4‬‬
‫ﻛﻢ ﻃﺎﻟ ﹰﺒﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺰﻳﺪ ﻃﻮﻟﻪ ﻋﻠﻰ ‪ 72 in‬؟ ‪ 22‬ﻃﺎﻟ ﹰﺒﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(a‬‬
‫‪ 16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪µ = 13 , σ = 0.4 , P(X < 12.6) (5‬‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻊ ﺃﻃﻮﺍﻝ ﺍﻟﻄﻼﺏ ﺑﻴﻦ ‪ 59.5 in‬ﻭ ‪69.5 in‬؟‬
‫‪ 83.5 %‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ 81.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪µ = 63 , σ = 4 , P(59 < X < 71) (6‬‬
‫‪  (13‬ﺗﹸﺴﺘﻌﻤﻞ ﺁﻟﺔ ﻟﺘﻌﺒﺌﺔ ﻋﺒﻮﺍﺕ ﺑﺎﻟﻤﻴﺎﻩ ﺍﻟﻤﻌﺪﻧﻴﺔ‪ ،‬ﻭﺗﺨﺘﻠﻒ‬ ‫‪ 97%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪µ = 91 , σ = 6 , P(73 < X < 103) (7‬‬
‫ﺿﺌﻴﻼ ﺑﻴﻦ ﺍﻟﻌﺒﻮﺍﺕ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﻤﺎﺀ ﻓﻲ ‪120‬‬‫ﹰ‬ ‫ﻛﻤﻴﺔ ﺍﻟﻤﺎﺀ ﺍﺧﺘﻼ ﹰﻓﺎ‬
‫ﻋﺒﻮﺓ ﻳﺘﺒﻊ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪ ،1.1 L‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬ ‫ﻗﺼﻴﺮﺍ ﻟﻄﻠﺒﺘﻪ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ )‪(50‬‬ ‫ﺍﺧﺘﺒﺎﺭﺍ‬ ‫‪  (8‬ﺃﻋﻄﻰ ﻋﻤﺮﺍﻥ‬
‫ﹰ‬ ‫ﹰ‬
‫‪ ،0.02 L‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻃﺎﻟ ﹰﺒﺎ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﺪﺭﺟﺎﺕ ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪، 21‬‬
‫‪ 3‬ﻋﺒﻮﺍﺕ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (a‬ﻛﻢ ﻋﺒﻮﺓ ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻟﻤﺎﺀ ﻓﻴﻬﺎ ﺃﻗﻞ ﻣﻦ ‪1.06 L‬؟‬ ‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪3 . 2‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻟﻤﺎﺀ ﻓﻲ ﺍﻟﻌﺒﻮﺍﺕ ﺑﻴﻦ ‪1.08 L‬‬
‫‪ (a‬ﻣﺎ ﺍﻟﻌﺪﺩ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﻘﻊ ﺩﺭﺟﺎﺗﻬﻢ ﺑﻴﻦ ‪19 , 23‬؟‬
‫ﻭ ‪1.14 L‬؟ ‪ 81.5 %‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻊ ﺩﺭﺟﺔ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﺑﻴﻦ ‪ 17‬ﻭ‪ 25‬؟‬
‫‪111‬‬ ‫‪‬‬ ‫‪7 - 5 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪16–25 ،1–10‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–11‬ﻓﺮﺩﻱ ‪16–25 ، 12–14 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪7–25‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪111‬‬ ‫‪‬‬ ‫‪7 - 5‬‬

 ‫‪‬‬
‫‪ (21‬ﻳﺒ ﱢﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺃﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺷﺎﺭﻛﻮﺍ ﻓﻲ ﺍﻟﻤﺴﺎﺑﻘﺎﺕ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﻟﻢ ﻳﺸﺎﺭﻛﻮﺍ ﻣﻦ ﺍﻟﺼﻔﻮﻑ‪ :‬ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺜﺎﻟﺚ‬
‫‪‬‬
‫‪  (14‬ﺗﺘﻮﺯﹼ ﻉ ﺃﻃﻮﺍﻝ ﺃﻗﻄﺎﺭ ﻧﻮﻉ ﻣﻦ ﺍﻷﺷﺠﺎﺭ ﺗﻮﺯﻳ ﹰﻌﺎ‬
‫ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ ﻓﻲ ﻣﺪﺭﺳﺔ ﻣﺎ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﺄﻭﺟﺪ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻣﻦ‬
‫ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﺷﺎﺭﻙ ﻓﻲ ﺍﻟﻤﺴﺎﺑﻘﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﹰ‬
‫ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﻣﻘﺪﺍﺭﻩ ‪ ، 11.5 cm‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻣﻘﺪﺍﺭﻩ ‪2.5 cm‬‬ ‫‪ ‬ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﻓﻲ‬
‫ﻭﻣﺪ￯ ﻣﻦ ‪ 3.6 cm‬ﺇﻟﻰ ‪ ، 19.8 cm‬ﻭﻗﺪ ﺣﺎﻭﻟﺖ ﻛﻞ ﻣﻦ ﻣﺮﻳﻢ ﻭﺃﻣﻴﻨﺔ‬
‫_‬‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ؟ ‪3 7-3‬‬
‫ﺇﻳﺠﺎﺩ ﻣﺪ￯ ‪ 68%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻘﻊ ﻓﻲ ﻭﺳﻂ ﺍﻟﺘﻮﺯﻳﻊ‪ .‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ‬
‫ﺍﻟﺴﺆﺍﻝ ‪ 14‬ﺃﻥ ‪ 68%‬ﻣﻦ ﺃﻱ ﺗﻮﺯﻳﻊ‬
‫‪14‬‬
‫‪  ‬‬ ‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺇﺟﺎﺑﺘﻬﺎ ﺻﺤﻴﺤﺔ؟ ﹼ‬ ‫ﻃﺒﻴﻌﻲ ﻳﻘﻊ ﺿﻤﻦ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬
‫‪6‬‬ ‫‪9‬‬ ‫‪7‬‬ ‫‪‬‬ ‫ﺃﻣﻴﻨﺔ؛ ﻭﺯﱠﻋﺖ ﻣﺮﻳﻢ ﺍﻟﻤﺪ￯ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺍﺕ ﺑﺎﻟﺘﺴﺎﻭﻱ‬ ‫ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ‪.‬‬
‫‪22‬‬ ‫‪20‬‬ ‫‪23‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪  (22‬ﺟﺴﺮ ﻟﻌﺒﻮﺭ ﺍﻟﻤﺸﺎﺓ ﻓﻮﻕ ﻣﺴﻄﺢ ﻣﺎﺋﻲ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﻊ‬ ‫‪68%‬‬ ‫‪، 16.2cm‬‬
‫ﻣﻔﺘﺮﺿﺎ ﺃﻥ ﻧﻘﻄﺔ‬
‫ﹰ‬ ‫ﻣﻜﺎﻓﺊ ﻓﺘﺤﺘﻪ ﺇﻟﻰ ﺃﺳﻔﻞ‪ ،‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺠﺴﺮ‪،‬‬ ‫‪ µ – σ‬‬
‫‪σ µ + σ‬‬ ‫‪‬‬
‫‪68%‬‬ ‫‪ 4‬‬
‫ﺍﻷﺻﻞ ﻋﻠﻰ ﺳﻄﺢ ﺍﻟﻤﺎﺀ ﺗﺤﺖ ﺭﺃﺱ ﺍﻟﻘﻄﻊ‪ .‬‬ ‫‪68%‬‬ ‫‪  ،11cm‬‬
‫‪‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ )‪x 2 = - 2158 (y - 325‬‬ ‫‪14 cm9 cm‬‬ ‫‪‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺭﺳﻢ‬
‫‪ ،11.5cm‬‬
‫‪1675 ft‬‬ ‫‪68%‬‬ ‫ﻣﺨ ﹼﻄﻂ ﻟﺘﻮﺯﻳﻌﺎﺕ ﻃﺒﻴﻌﻴﺔ‪ ،‬ﻭﺗﻮﺯﻳﻌﺎﺕ ﻣﻠﺘﻮﻳﺔ‬
‫‪17 cm6 cm‬‬
‫ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺃﺧﺮ￯ ﻣﻠﺘﻮﻳﺔ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪325 ft‬‬

‫‪ ‬ﻓﻲ ﻣﺴﺘﻮﺩﻉ ﻟﻸﺩﻭﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﺪﺩ ﻣﻦ ﺍﻟﻤﺴﺠﻼﺕ ﺍﻟﺘﻲ‬ ‫‪‬‬

‫ﺗﻌﻤﻞ ﻋﻠﻰ ﺍﻟﺒﻄﺎﺭﻳﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﻋﻤﺎﺭ ﺍﻟﺒﻄﺎﺭﻳﺎﺕ ﺗﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬
‫‪(15‬‬
‫✓ ‪‬‬
‫ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪ ، 8.0 h‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ، 0.7 h‬ﻓﻤﺎ ﺍﻟﻌﺪﺩ‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺱ ‪7-5‬‬
‫‪‬‬ ‫ﻣﺴﺠﻼﺕ‬ ‫ﹼ‬ ‫ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﻤﺴﺠﻼﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮﺩﻉ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻫﻨﺎﻙ ‪8‬‬
‫ﻳﺰﻳﺪ ﻋﻤﺮ ﺑﻄﺎﺭﻳﺎﺗﻬﺎ ﻋﻠﻰ ‪ 10.1 h‬؟ ‪1600‬‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪ (23‬ﻳﺘﻮﺯﹼ ﻉ ﻋﻤﺮ ‪ 10000‬ﻣﺼﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬ ‫‪  (16‬ﺍﺷﺮﺡ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻤﻮﺟﺒﺔ ﺍﻻﻟﺘﻮﺍﺀ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻌﺎﺕ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،3‬ﺹ )‪(50‬‬
‫ﻣﺼﺒﺎﺣﺎ ﻳﻘﻊ ﻋﻤﺮﻩ ﺑﻴﻦ ‪260‬‬ ‫‪ 300‬ﻳﻮﻡ‪ ،‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ 40‬ﻳﻮ ﹰﻣﺎ‪ .‬ﻛﻢ‬ ‫ﻣﺜﺎﻻ‬ ‫ﺍﻟﺴﺎﻟﺒﺔ ﺍﻻﻟﺘﻮﺍﺀ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻤﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‪ .‬ﹺ‬
‫ﺃﻋﻂ ﹰ‬
‫ﹰ‬
‫ﻳﻮ ﹰﻣﺎ ‪ 340،‬ﻳﻮ ﹰﻣﺎ؟ ‪D‬‬ ‫ﻋﻠﻰ ﻛﻞ ﻣﻨﻬﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪5000 C‬‬ ‫‪2500 A‬‬ ‫‪  (17‬ﺑﺤﺴﺐ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺘﺠﺮﻳﺒﻲ‪ ،‬ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ‬
‫‪‬‬
‫‪6800 D‬‬ ‫‪3400 B‬‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺗﻘﻊ ﺿﻤﻦ ﺍﻟﻔﺘﺮﺓ ) ‪ . ( µ - σ , µ + σ‬ﻫﻞ ﻫﺬﺍ ﺻﺤﻴﺢ ﺃﻡ‬
‫ﺧﺎﻃﺊ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (16‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﺸﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻃﻮﺍﻝ‬
‫‪ (24‬ﻣﺎ ﺍﻟﻮﺻﻒ ﺍﻷﻓﻀﻞ ﻟﻠﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﺍﻟﻤﻤ ﹼﺜﻞ ﺃﺩﻧﺎﻩ؟ ‪D‬‬ ‫‪  (18‬ﺃﻭﺟﺪ ﺑﻴﺎﻧﺎﺕ ﻭﺍﻗﻌﻴﺔ ﺗﺒﺪﻭ ﻛﺄﻧﻬﺎ ﺗﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ‬ ‫ﻃﻼﺏ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺟﻤﻴﻌﻬﻢ ﺇﺿﺎﻓﺔ‬
‫ﺃﻋﻂ ﺧﺼﺎﺋﺺ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪،‬‬ ‫ﻃﺒﻴﻌﻴﺎ‪ ،‬ﹺ‬
‫ﹼﹰ‬ ‫ﺇﻟﻰ ﺃﻃﻮﺍﻝ ﺍﻟﻬﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ .‬ﻭﻣﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﱢ‬
‫ﹺ‬ ‫ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﻟﺤﺎﻻﺕ ﺗﻜﻮﻥ‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ ﺗﻮﺯﻳﻊ ﺍﺣﺘﻤﺎﻟﻲ ﻣﻨﻔﺼﻞ‪ ،‬ﻭﺁﺧﺮ‬ ‫ﺃﻋﻂ ﹰ‬ ‫‪ (19‬‬
‫ﻣﺘﺼﻞ‪ .‬ﻭﺻﻒ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﺘﺮﻛﺰﺓ ﻓﻲ ﺍﻟﺠﻬﺔ ﺍﻟﻴﺴﺮ￯ )ﺍﻟﻄﻼﺏ(‪،‬‬
‫ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﺃﻃﻮﺍﻝ ﻓﺌﺔ ﺍﻟﻬﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫‪ C‬ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ‬ ‫‪ A‬ﺗﻮﺯﻳﻊ ﺳﺎﻟﺐ ﺍﻻﻟﺘﻮﺍﺀ‬ ‫‪‬‬ ‫ﻭﺍﻹﺩﺍﺭﻳﺔ ﺇﻟﻰ ﺍﻟﺠﻬﺔ ﺍﻟﻴﻤﻨﻰ‪ ،‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ‬
‫‪ D‬ﺗﻮﺯﻳﻊ ﻣﻮﺟﺐ ﺍﻻﻟﺘﻮﺍﺀ‬ ‫‪ B‬ﺗﻮﺯﻳﻊ ﻣﺘﻤﺎﺛﻞ‬
‫ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﻳﻜﻮﻥ ﻣﻠﺘﻮ ﹰﻳﺎ ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‪ .‬ﻭﻓﻲ‬
‫‪  (20‬ﹸﺭ ﱢﺷﺢ ‪ 3‬ﻃﻼﺏ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ‪ ،‬ﻭ‪ 11‬ﻃﺎﻟ ﹰﺒﺎ‬
‫‪  (25‬ﺗﺘﻮﺯﱠ ﻉ ﻗﻴﺎﺳﺎﺕ ﺃﻗﻄﺎﺭ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻗﺮﺍﺹ ﺍﻟﻤﺪﻣﺠﺔ‬ ‫ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ﻟﺘﻮﺯﻳﻊ ﺑﻌﺾ ﺍﻟﻄﺮﻭﺩ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺍﺀ‪ .‬ﺇﺫﺍ‬ ‫ﺻﻒ ﻳﻜﻮﻥ ﺗﺤﺼﻴﻞ ﺍﻟﻄﻼﺏ ﻓﻴﻪ ﻋﺎﻟ ﹰﻴﺎ‪ ،‬ﻓﺈﻥ‬
‫ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﺎﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻣﻘﺪﺍﺭﻩ‬ ‫ﺗﺘﻀﻤﻦ ﺍﻟﻌﻴﻨﺔ‬
‫ﹼ‬ ‫ﻋﺸﻮﺍﺋﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ‬
‫ﹼﹰ‬ ‫ﺍﺧﺘﻴﺮ ﻣﻦ ﺑﻴﻨﻬﻢ ‪ 4‬ﻃﻼﺏ‬ ‫ﻣﻌﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺘﺤﺼﻴﻞ ﺍﻟﻄﻼﺏ ﺗﺘﺮﻛﺰ ﻓﻲ‬
‫‪ ،1 mm‬ﻭﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪120 mm.‬‬ ‫ﻃﺎﻟﺒﻴﻦ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻭﻃﺎﻟﺒﻴﻦ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻟﺜﺎﻧﻮﻱ؟ ‪ 16.5% 7-4‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺍﻟﺠﻬﺔ ﺍﻟﻴﻤﻨﻰ ﻣﻦ ﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻭﻳﻮﺟﺪ ﻋﺪﺩ‬
‫‪ (a‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺰﻳﺪ ﻃﻮﻝ ﻗﻄﺮ ﻗﺮﺹ ﺍﺧﺘﻴﺮ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻠﻰ‬ ‫ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺠﻬﺔ ﺍﻟﻴﺴﺮ￯‪ .‬ﻋﻨﺪ‬
‫‪120 mm‬؟ ‪ 50%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺫﻟﻚ ﻳﻜﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺳﺎﻟﺐ ﺍﻻﻟﺘﻮﺍﺀ‪ .‬ﻭﻋﻨﺪﻣﺎ‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺸﺮﻛﺔ ﺗﺼﻨﻊ ‪ 1000‬ﻗﺮﺹ ﻓﻲ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻓﻤﺎ ﺍﻟﻌﺪﺩ‬
‫ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻸﻗﺮﺍﺹ ﺍﻟﻤﺼﻨﻮﻋﺔ ﻓﻲ ﺍﻟﺴﺎﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﻭﺍﻟﺘﻲ ﻳﺘﺮﺍﻭﺡ‬
‫ﺗﺸﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻌﺪﻻﺕ ﺍﻟﻄﻼﺏ ﻓﻲ ﺟﻤﻴﻊ‬
‫ﻗﻄﺮ ﻛﻞ ﻣﻨﻬﺎ ﺑﻴﻦ ‪119 mm, 122 mm‬؟ ‪815‬‬ ‫ﻣﺜﻼ‪ ،‬ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﻟﺤﺎﻻﺕ‬ ‫ﺃﻧﺤﺎﺀ ﺍﻟﻤﻤﻠﻜﺔ ﹰ‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪112‬‬
‫ﺗﻜﻮﻥ ﻣﺘﻤﺮﻛﺰﺓ ﻓﻲ ﺍﻟﻮﺳﻂ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﺑﻌﺾ‬
‫ﺍﻟﺤﺎﻻﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﺑﻌﻀﻬﺎ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪،‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻋﻨﺪ ﺫﻟﻚ ﻳﻜﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪.‬‬
‫_ = ‪ Z‬ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‪ ،‬ﹼ‬ ‫‪ (17‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺻﺤﻴﺢ‪ ،‬ﻓﺒﺤﺴـﺐ ﺍﻟﻘﺎﻧﻮﻥ‬
‫‪X -µ‬‬
‫ﻭﻭﺿﺢ ﻟﻠﻄﻼﺏ‪ :‬ﺃﻥ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﻠﻤﺠﺘﻤﻊ ﻫﻮ ‪ ، µ‬ﻭﺃﻥ ﺍﻻﻧﺤﺮﺍﻑ‬ ‫‪σ‬‬ ‫‪ ‬ﺍﻛﺘﺐ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫‪‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺠﺘﻤﻊ ﻫﻮ ‪ ، σ‬ﻭﺃﻥ ‪ X‬ﻫﻲ ﻗﻴﻤﺔ ﻟﻤﺘﻐ ﹼﻴﺮ ﻳﺘﺒﻊ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪،‬‬ ‫ﺍﻟﺘﺠﺮﻳﺒـﻲ‪ ،‬ﻓـﺈﻥ ‪ 68%‬ﻣـﻦ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﻻ‬
‫ﹺ‬
‫ﺃ ﹼﻣﺎ ‪ Z‬ﻓﺘﹸﻤ ﹼﺜﻞ ﻣﺘﻐ ﹼﻴ ﹰﺮﺍ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﻣﻌﻴﺎﺭ ﹼﹰﻳﺎ‪ .‬ﻛ ﹼﻠﻒ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺠﺪﻭﺍ ﻗﻴﻤﺘﻲ ‪ Z‬ﺍﻟﻤﻘﺎﺑﻠﺘﻴﻦ ﻟﻘﻴﻤﺘﹶﻲ ‪ (0.32s, 0.38s) x‬ﻭﺍﻟﻠﺘﻴﻦ ﺗﻤ ﱢﺜﻼﻥ ﺯﻣﻨﻲ‬ ‫ﻳﺘﺠـﺎﻭﺯ ﺑﻌﺪﻫـﺎ ﻋـﻦ ﺍﻟﻤﺘﻮﺳـﻂ ﻗﻴﻤـﺔ‬
‫ﺗﺘﻮﺯﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ‪ ، µ = 0.35 s :‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺃﺯﻣﻨﺔ ﺭﺩﺓ ﺍﻟﻔﻌﻞ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﹼ‬ ‫ﺭﺩﺓ ﺍﻟﻔﻌﻞ ﻟﻤﻮﻗﻒ ﻣﺎ‪ ،‬ﹰ‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬
‫‪-0.6, + 0.6 .σ = 0.05 s‬‬ ‫‪ (19‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨـﺔ‪ :‬ﹸﻳﻌﺪ ﺇﻟﻘـﺎﺀ ﻣﻜﻌﺐ ﺍﻷﺭﻗﺎﻡ‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI-nspire‬؛ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻄﺒﻴﻌﻲ ‪ ،‬ﻭﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺄﻱ ﺯﻭﺝ ﻣﻦ ﻗﻴﻢ ‪، z‬‬ ‫ﻣﺜـﺎﻻ ﻋﻠـﻰ ﺍﻟﺘﻮﺯﻳـﻊ ﺍﻻﺣﺘﻤﺎﻟـﻲ‬ ‫)‪ (1-6‬ﹰ‬
‫ﻭﺫﻟﻚ ﺑﺎﺗﺒﺎﻉ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻟﻤﻨﻔﺼـﻞ‪ ،‬ﻭﻓﻲ ﻣﺜﻞ ﻫـﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﻳﻮﺟﺪ‬
‫ﺛﻢ ﺍﺿﻐﻂ‬ ‫• ﺍﺿﻐﻂ‬ ‫ﻋـﺪﺩ ﻣﺤﺪﻭﺩ ﻣﻦ ﺍﻹﻣﻜﺎﻧﺎﺕ‪ ،‬ﺃﻣﺎ ﺍﻟﺘﻮﺯﻳﻊ‬
‫• ﺍﺿﻐﻂ‬ ‫ﺍﻻﺣﺘﻤﺎﻟـﻲ ﺍﻟﻤﺘﺼـﻞ‪ ،‬ﻓﻴﻤﻜـﻦ ﺃﻥ ﹸﻳﻤ ﹼﺜﻠـﻪ‬
‫( ‪normcdf‬‬ ‫• ﺍﺧﺘﺮ ( ‪ normcdf‬ﻓﺘﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ )‬ ‫ﺃﻋﻤـﺎﺭ ‪ 400‬ﺑﻄﺎﺭﻳﺔ‪ ،‬ﺣﻴـﺚ ﻳﻤﻜﻦ ﻟﻠﻌﻤﺮ‬
‫ﹺ‬ ‫ﹺ‬
‫• ﺃﺩﺧﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺩﺍﺧﻞ ﺍﻟﻘﻮﺳﻴﻦ ﺑﺤﺴﺐ ﺍﻟﺘﺮﺗﻴﺐ )‪ , µ, σ‬ﺃﻛﺒﺮ ﻗﻴﻤﺔ ﻟـ ‪, z‬ﺃﻗﻞ ﻗﻴﻤﺔ ﻟـ ‪( z‬‬ ‫ﺃﻥ ﻳﺄﺧﺬ ﺃﻱ ﻗﻴﻤﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺘﻲ ﹸﻳﺸـﻜﹼﻠﻬﺎ‬
‫ﻓﺘﻈﻬﺮ ﺍﻟﻨﺘﻴﺠﺔ‬ ‫• ﺍﺿﻐﻂ‬ ‫ﻣﺠﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻧﺴﺒﺔ ﺍﻟﺬﻳﻦ ﺗﻘﻊ ﺯﻣﻦ ﺭﺩﺓ ﺍﻟﻔﻌﻞ ﻟﺪﻳﻬﻢ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ 45% .(0.32 , 0.38‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ 7‬‬ ‫‪112‬‬
 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪and Percentiles‬‬ ‫‪7-5‬‬ ‫‪The Empirical Rule and Percentiles‬‬ ‫‪‬‬

‫‪7-3‬ﺿﻤﻦ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ‪ ،‬ﺃﻭ ﺍﻧﺤﺮﺍﻓﻴﻦ‬ ‫ﻋﻨﺪ ﻣﻌﺮﻓﺔ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﺘﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ‪ ،‬ﺗﺴﺘﻨﺘﺞ ﺃﻥ ‪ 99% , 95% , 68%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺳﺘﻜﻮﻥ‬
‫‪‬ﻟﺘﺠﺪ ﺍﻟﻤﺌﻴﻨﺎﺕ‪.‬‬
‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺘﺠﺮﻳﺒﻲ‬
‫ﻭﻳﻤﻜﻨﻚ ‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻲ‪.‬‬ ‫ﺴﻤﻰ ﺍﻟﻘﺎﻧﻮﻥ‬‫ﻣﻌﻴﺎﺭﻳﻴﻦ ﺃﻭ ﺛﻼﺛﺔ ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﹸﻳ ﹼ‬
‫‪ 1‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ﻭﺍﻟﻤﺌﻴﻦ ‪ n‬ﻳﻘﺎﺑﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﻳﻘﻞ ﻋﻨﻬﺎ ﺃﻭ ﻳﺴﺎﻭﻳﻬﺎ ‪ n %‬ﻣﻦ ﻗﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻟﻠﺮﺑﻂ‬
‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﺑﻴﻦ ﺍﻟﻤﺌﻴﻨﺎﺕ ﻭﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬ ‫ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻟﻠﺮﻳﺎﺿﻴﺎﺕ ﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ ﹸﻭﺟﺪ ﺃﻥ ﺩﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺗﺘﻮﺯﱠﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ ، 30‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪5‬‬
‫‪‬‬
‫‪‬‬
‫‪1 ‬‬ ‫‪‬‬ ‫‪=-‬‬ ‫‪-‬‬
‫‪ 1 ‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻟﺪﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺸﺎﺑﻪ ﻟﻠﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻭ‬
‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ ﻣﻀﺎﻋﻔﺎﺕ‬
‫ﹰ‬ ‫ﻭﺃﻳﻀﺎ ﺍﻟﻤﺘﻮﺳﻂ ﻣﻀﺎ ﹰﻓﺎ ﺇﻟﻴﻪ ﺃﻭ‬
‫ﻋ ﹼﻴﻦ ﻋﻠﻴﻪ ﺍﻟﻤﺘﻮﺳﻂ ﹰ‬
‫ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻧﻬﻢ ﺗﻌﻠﻤﻮﺍ ﻓﻲ ﺍﻟﺪﺭﺱ‬
‫‪7- 5‬‬
‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬
‫ﺃﻥ ‪ 0.5%‬ﻣﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﺃﻛﺒﺮ ﻣﻦ‬ ‫‪2%‬‬ ‫‪34% 34%‬‬ ‫‪2%‬‬
‫‪ 3‬ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‪ .‬ﺃﻭ ﺃﺻﻐﺮ‬
‫‪0.5%‬‬ ‫‪13.5%‬‬ ‫‪13.5%‬‬
‫‪5%‬‬ ‫‪0.5%‬‬
‫‪15‬‬ ‫‪20‬‬ ‫‪25‬‬ ‫‪30‬‬ ‫‪35‬‬ ‫‪40‬‬ ‫‪45‬‬ ‫‪‬‬
‫‪‬‬
‫ﻣﻦ ‪ 3‬ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﺗﺤﺖ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫‪2 ‬‬ ‫‪‬‬
‫ﺍﻟﺪﺭﺟﺎﺕ ﺃﻗﻞ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ‪ 30‬ﺃﻭ ﺗﺴﺎﻭﻳﻬﺎ؛ ﻟﺬﺍ ﻳﻤﻜﻨﻚ ﺍﻟﻘﻮﻝ‪:‬‬ ‫‪ 2 ‬ﺍﻟﺪﺭﺟﺔ ‪ 30‬ﻫﻲ ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻭﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺍﻟﺸﻜﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺮ￯ ﺃﻥ ‪ 50%‬ﻣﻦ‬
‫‪ 2‬‬ ‫ﺇﻥ ﺍﻟﺪﺭﺟﺔ ‪ 30‬ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪. 50‬‬

‫‪35‬‬ ‫ﻣﺎ ﺍﻟﻤﺌﻴﻦ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺍﻟﺪﺭﺟﺔ ‪35‬؟ ﺍﻟﺪﺭﺟﺔ ‪ 35‬ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﻤﺌﻴﻦ ‪. 84‬‬
‫‪‬‬

‫‪‬‬
‫‪40‬‬ ‫ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ‬
‫‪3 ‬‬ ‫‪ 3 ‬ﻣﺎ ﺍﻟﻤﺌﻴﻦ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺍﻟﺪﺭﺟﺔ ‪40‬؟ ﺍﻟﺪﺭﺟﺔ ‪ 40‬ﺗﻤﺜﹼﻞ ﺍﻟﻤﺌﻴﻦ ‪79.5.‬‬ ‫‪‬‬
‫ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ‬
‫ﻣﺠﻤﻮﻋﺔ ﺇﻛﻤﺎﻝ ﺍﻟﻨﺸﺎﻁ‪.‬‬
‫‪45‬‬ ‫‪4 ‬‬ ‫‪‬‬
‫‪ 4 ‬ﻣﺎ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺘﻲ ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪99.5‬؟ ‪45‬‬
‫‪‬‬
‫• ﻣﺎ ﺍﻟﻤﺌﻴﻦ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺍﻟﻮﺳﻴﻂ ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ‬
‫‪‬‬
‫ﺍﻟﻄﺒﻴﻌﻲ؟ ﺍﻟﺨﻤﺴﻮﻥ‬
‫• ﻣﺎﺫﺍ ﻳﻤﻜﻨﻚ ﺍﻟﻘﻮﻝ ﻋﻦ ﺍﻟﻤﺌﻴﻦ ﺍﻟﺬﻱ‬
‫ﺍﻟﺪﺭﺟﺔ ‪37‬؟ ﻳﻘﻊ ﺑﻴﻦ ﺍﻟﻤﺌﻴﻦ ‪84‬‬ ‫ﻳﻘﺎﺑﻞ‬ ‫‪‬‬
‫‪‬‬ ‫‪ (1, 2  ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻭﺍﻟﻤﺌﻴﻦ ‪. 97‬‬
‫‪‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪ ،‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪ ،‬ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ‬ ‫‪‬‬
‫ﻃﺒﻴﻌﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ ،15‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ، 2‬ﻓﺄﻭﺟﺪ ﺍﻟﻤﺌﻴﻨﺎﺕ ﺍﻟﺘﻲ ﺗﻘﺎﺑﻞ ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﹼﹰ‬ ‫ﺗﻮﺯﻳﻌﺎ‬
‫ﹰ‬ ‫‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻣﻮﺯﹼ ﻋﺔ‬
‫ﺍﻟﺘﻤﺮﻳﻨﻴﻦ ‪.1, 2‬‬ ‫‪. 21 , 15 , 13‬‬
‫‪7-4‬‬
‫‪‬‬ ‫ﻃﺒﻴﻌﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ ، 40‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ، 4‬ﻓﺄﻭﺟﺪ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻲ ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻨﺎﺕ‬
‫ﹼﹰ‬ ‫ﺗﻮﺯﻳﻌﺎ‬
‫ﹰ‬ ‫‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻜﻴﻤﻴﺎﺀ ﻣﻮﺯﹼ ﻋﺔ‬
‫‪(1‬‬ ‫‪. 84 , 50 , 99.5‬‬

‫‪34% 34%‬‬
‫‪113‬‬ ‫‪‬‬
‫‪‬‬ ‫‪7 - 5 ‬‬
‫‪0.5%‬‬ ‫‪2%‬‬ ‫‪2%‬‬ ‫‪0.5%‬‬
‫‪13.5%‬‬ ‫‪13.5%‬‬
‫‪9‬‬ ‫‪11‬‬ ‫‪13‬‬ ‫‪15‬‬ ‫‪17‬‬ ‫‪19‬‬ ‫‪21‬‬

‫ﺍﻟﺪﺭﺟﺔ ‪ 21‬ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪ ،99.5‬ﻭﺍﻟﺪﺭﺟﺔ‬ ‫‪‬‬ ‫‪ 3‬‬

‫‪ 15‬ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪ ،50‬ﻭﺍﻟﺪﺭﺟﺔ ‪ 13‬ﺗﻘﺎﺑﻞ‬ ‫ﻳﻤﻜﻨﻚ ﺑﺴﻬﻮﻟﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺌﻴﻦ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺩﺭﺟﺔ ﻣﻌﻴﻨﺔ ﻟﻤﺘﻐﻴﺮ‬
‫ﺍﻟﻤﺌﻴﻦ ‪16‬‬ ‫ﻭﺿﺢ ﺍﻟﺴﺒﺐ‪.‬‬ ‫ﻋﺸﻮﺍﺋﻲ ﻳﺘﺒﻊ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻭﺑﺎﻟﻌﻜﺲ‪ ،‬ﱢ‬
‫‪(2‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﻤﺴﺎﺣﺎﺕ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻰ‬
‫✓ ‪‬‬
‫ﻣﻄﺮﻭﺣﺎ‬
‫ﹰ‬ ‫ﻭﺃﻳﻀﺎ ﺍﻟﻤﺘﻮﺳﻂ ﻣﻀﺎ ﹰﻓﺎ ﺇﻟﻴﻪ ﺃﻭ‬
‫ﺍﻟﻄﺒﻴﻌﻲ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻠﻤﺘﻮﺳﻂ ﹰ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺮﻳﻦ ‪ 1‬ﻟﺘﻘﻮﻳﻢ ﺍﻟﻄﻼﺏ ﻓﻴﻤﺎ ﺇﺫﺍ‬
‫ﻣﻨﻪ ﻣﻀﺎﻋﻔﺎﺕ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻣﺤﺪﺩﺓ‪ ،‬ﻣﻤﺎ ﻳﺴﻬﻞ ﺇﻳﺠﺎﺩ‬ ‫ﻛﺎﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺍﻟﻤﺌﻴﻨﺎﺕ ﺍﻟﻤﺮﺗﺒﻄﺔ‬
‫‪34% 34%‬‬
‫ﺍﻟﻤﺌﻴﻦ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺩﺭﺟﺔ ﻣﻌﻴﻨﺔ ﻭﺑﺎﻟﻌﻜﺲ‪.‬‬ ‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﺍﻟﻤﻌﻄﺎﺓ ﺃﻡ ﻻ‪.‬‬
‫‪0.5%‬‬ ‫‪2%‬‬ ‫‪2% 0.5%‬‬
‫‪13.5%‬‬ ‫‪13.5%‬‬
‫‪28‬‬ ‫‪32‬‬ ‫‪36‬‬ ‫‪40‬‬ ‫‪44‬‬ ‫‪48‬‬ ‫‪52‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻟﺪﺭﺟﺔ ‪ 52‬ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪،99.5‬‬ ‫ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺌﻴﻦ ‪ 50‬ﻫﻮ ﺍﻟﻤﺘﻮﺳﻂ ﻟﺘﻮﺯﻳﻌﺎﺕ ﻏﻴﺮ ﻃﺒﻴﻌﻴﺔ؟‬
‫ﻭﺍﻟﺪﺭﺟﺔ ‪ 40‬ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪ ،50‬ﻭﺍﻟﺪﺭﺟﺔ‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺘﺴﺎﻭ￯ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﻟﺘﻮﺯﻳﻊ ﻏﻴﺮ ﻃﺒﻴﻌﻲ‪ ،‬ﻭﻟﻜﻦ‬
‫‪ 44‬ﺗﻘﺎﺑﻞ ﺍﻟﻤﺌﻴﻦ ‪84‬‬ ‫ﺍﻟﻤﺌﻴﻦ ‪ 50‬ﻫﻮ ﺍﻟﻮﺳﻴﻂ ﻟﺠﻤﻴﻊ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﻏﻴﺮ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬

‫‪113‬‬ ‫‪‬‬ ‫‪7 - 5‬‬

 ‫‪ ‬‬

‫‪7 - 5‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(23)‬‬ ‫‪‬‬ ‫‪(22)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪7-5‬‬ ‫‪‬‬ ‫‪7-5‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬ﻳﻤﺜﱢﻞ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﲈﱄ ﺍﳌﺘﺼﻞ ﺑﻤﻨﺤﻨﻰ‪.‬‬
‫ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﺍﳋﻮﺍﺹ ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ‬ ‫ﺍﻟﺘﻮﺍﺀ ﺳﺎﻟﺐ ) ﹴ‬
‫ﻣﻠﺘﻮ ﺇﱃ ﺍﻟﻴﺴﺎﺭ(‬ ‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟﺐ ) ﹴ‬
‫ﻣﻠﺘﻮ ﺇﱃ ﺍﻟﻴﻤﲔ(‬ ‫ﻃﺒﻴﻌﻲ‬
‫ﻳﺒﻠﻎ ﺃﻗﴡ ﻗﻴﻤﺔ ﻟﻪ ﻋﻨﺪ ﺍﳌﺘﻮﺳﻂ‪.‬‬ ‫‪mean‬‬

‫ﻳﺘﺴﺎﻭ￯ ﺍﳌﺘﻮﺳﻂ ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﳌﻨﻮﺍﻝ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ‬

‫‪ 68%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﻳﺘﺠﺎﻭﺯ ﺑﻌﺪﻫﺎ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﻗﻴﻤﺔ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬ ‫ﺍﳌﺘﺼﻠﺔ‬
‫‪ 95%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﻳﺘﺠﺎﻭﺯ ﺑﻌﺪﻫﺎ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺿﻌﻒ ﻗﻴﻤﺔ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬
‫‪-3σ -2σ -σ‬‬ ‫‪+σ +2σ +3σ‬‬
‫‪ 99%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﻳﺘﺠﺎﻭﺯ ﺑﻌﺪﻫﺎ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺛﻼﺛﺔ ﺃﻣﺜﺎﻝ ﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬ ‫‪A2-SG12-07-01-828015‬‬
‫‪A2-SG12-07-03-828015 A2-SG12-07-02-828015‬‬
‫ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﻣﻮﺯﱠﻋﺔ‬ ‫ﺍﻟﺘﻮﺍﺀ‬
‫ﹰ‬ ‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﺃﻭ‬
‫ﹰ‬ ‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺃﺩﻧﺎﻩ ﺗﻈﻬﺮ‬ ‫‪‬‬
‫‪A2-SG12-07-08-828015‬‬
‫ﺗﺘﻮﺯﱠﻉ ﺃﻃﻮﺍﻝ ﻻﻋﺒﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ 6‬ﺃﻗﺪﺍﻡ ﻭﺑﻮﺻﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬ ‫‪‬‬ ‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪.‬‬
‫ﻣﻘﺪﺍﺭﻩ ﺑﻮﺻﺘﺎﻥ )ﺍﻟﻘﺪﻡ = ‪ 12‬ﺑﻮﺻﺔ(‪.‬‬ ‫‪6‬‬

‫‪ (a‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﹸﳜﺘﺎﺭ ﻻﻋﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻭﻳﻜﻮﻥ ﻃﻮﻟﻪ ﺃﻗﻞ ﻣﻦ‪ 5‬ﺃﻗﺪﺍﻡ ﻭ ‪9‬ﺑﻮﺻﺎﺕ؟‬ ‫‪4‬‬ ‫‪120 110 100 90‬‬ ‫‪80‬‬ ‫‪‬‬

‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ‪ ،‬ﻭﺣﺪﱢ ﺩ ﺍﳌﺘﻮﺳﻂ ﻭﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﺰﻳﺪ ﻋﲆ ﺍﳌﺘﻮﺳﻂ ﺃﻭ‬ ‫‪2‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪7‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﺗﻨﻘﺺ ﻋﻨﻪ ﺑﺎﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‪ ،‬ﻭﺍﻧﺤﺮﻓﲔ ﻣﻌﻴﺎﺭﻳﲔ‪ ،‬ﻭﺛﻼﺛﺔ ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ‪.‬‬ ‫‪80‬‬ ‫‪90 100 110 120‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺘﻤﺜﻴﻞ ﺍﳌﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ‪ ،‬ﻓﺘﻈﻬﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻛﺄﳖﺎ ﺗﺘﻮﺯﱠ ﻉ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻟﻘﻴﻤﺔ ‪ 5‬ﺃﻗﺪﺍﻡ ﻭ ‪ 9‬ﺑﻮﺻﺎﺕ ﺗﻘﻊ ﲢﺖ ﺍﳌﺘﻮﺳﻂ ﺑﺎﻧﺤﺮﺍﻓﲔ ﻣﻌﻴﺎﺭﻳﲔ؛ ﻟﺬﺍ ﺳﻴﻜﻮﻥ‬ ‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫"‪5'7" 5'9" 5'11" 6'1" 6'3" 6'5" 6'7‬‬ ‫‪ 2.5%‬ﻣﻦ ﺍﻟﻼﻋﺒﲔ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻃﻮﺍﳍﻢ ﺃﻗﻞ ﻣﻦ ‪ 5‬ﺃﻗﺪﺍﻡ ﻭ‪ 9‬ﺑﻮﺻﺎﺕ‪.‬‬
‫‪A2-SG12-07-09-828015‬‬ ‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﰲ ﺍﻟﻨﺎﺩﻱ ‪ 240‬ﻻﻋ ﹰﺒﺎ‪ ،‬ﻓﻜﻢ ﻻﻋ ﹰﺒﺎ ﻣﻨﻬﻢ ﻳﺰﻳﺪ ﻃﻮﻟﻪ ﻋﲆ ‪ 6‬ﺃﻗﺪﺍﻡ ﻭ ‪ 3‬ﺑﻮﺻﺎﺕ؟‬
‫‪‬‬
‫ﺍﻟﻘﻴﻤﺔ ‪ 6‬ﺃﻗﺪﺍﻡ ﻭ ‪ 3‬ﺑﻮﺻﺎﺕ ﺗﻘﻊ ﻓﻮﻕ ﺍﳌﺘﻮﺳﻂ ﺑﺎﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ‪16%‬‬
‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻛﻞ ﳑﺎ ﻳﺄﰐ ﺗﻈﻬﺮ ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﻮﺍ ﹰﺀ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﺃﻭ ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﻣﺜﹼﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻣﻦ ﺍﻟﻼﻋﺒﲔ ﺗﻘﺮﻳ ﹰﺒﺎ ﺗﻜﻮﻥ ﺃﻃﻮﺍﳍﻢ ﺃﻛﱪ ﻣﻦ ﻫﺬﺍ ﺍﻟﻄﻮﻝ‪ .‬ﻭﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻟﻼﻋﺒﲔ ﻫﻮ‪:‬‬
‫ﺑﺎﳌﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫‪240×0.16 ≈ 38‬‬
‫‪8‬‬
‫‪(1‬‬
‫‪6‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬

‫‪4‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪5‬‬ ‫‪8‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪ (1‬ﺃﻋﺪﺍﺩ ﺍﻟﺒﻴﺾ ﺍﻟﺬﻱ ﻳﻨﺘﺠﻪ ﻧﻮﻉ ﻣﻦ ﺍﻟﺪﺟﺎﺝ ﺳﻨﻮ ﹼﹰﻳﺎ ﻳﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ 225‬ﺑﻴﻀﺔ‪ ،‬ﻭﺍﻧﺤﺮﺍﻑ‬ ‫‪2‬‬
‫ﻣﻌﻴﺎﺭﻱ ﻣﻘﺪﺍﺭﻩ ‪ 10‬ﺑﻴﻀﺎﺕ‪.‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪‬‬
‫‪ (a‬ﻣﺎ ﻧﺴﺒﺔ ﺍﻟﺪﺟﺎﺝ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﻣﺎ ﺑﲔ ‪ 215‬ﻭ‪ 235‬ﺑﻴﻀﺔ ﰲ ﺍﻟﺴﻨﺔ؟‬ ‫ﻛﺘﻞ ﺍﻷﻃﻔﺎﻝ‬

‫‪68% ‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(2‬‬
‫‪ (b‬ﻛﻢ ﺗﺘﻮﻗﻊ ﻋﺪﺩ ﺍﻟﺪﺟﺎﺝ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﺃﻛﺜﺮ ﻣﻦ ‪ 245‬ﺑﻴﻀﺔ ﰲ ﺍﻟﺴﻨﺔ ﻣﻦ ﺃﺻﻞ ‪ 400‬ﺩﺟﺎﺟﺔ؟‬
‫‪0‬‬ ‫ﺃﻗﻞ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪100000‬‬
‫‪10‬‬ ‫‪‬‬ ‫‪12‬‬
‫‪1‬‬ ‫‪101000-120000‬‬
‫‪  (2‬ﹸﻗﻄﹾﺮ ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﺍﳌﺴﺎﻣﲑ ﺍﳌﻨﺘﹶﺠﺔ ﰲ ﺃﺣﺪ ﺍﳌﺼﺎﻧﻊ ﻳﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻮﺳﻂ ‪ ،18 mm‬ﻭﺍﻧﺤﺮﺍﻑ‬ ‫‪10‬‬
‫ﻣﻌﻴﺎﺭﻱ ‪0.2 mm‬‬ ‫‪3‬‬ ‫‪12100-140000‬‬
‫‪8‬‬

‫‪ (a‬ﻣﺎ ﻧﺴﺒﺔ ﺍﳌﺴﺎﻣﲑ ﺍﳌﻨﺘﹶﺠﺔ ﺍﻟﺘﻲ ﻃﻮﻝ ﻗﻄﺮﻫﺎ ﺃﻛﱪ ﻣﻦ ‪18.4 mm‬؟‬ ‫‪7‬‬ ‫‪14100-160000‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬

‫‪6‬‬

‫‪2.5%‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪16100-180000‬‬

‫‪ (b‬ﻣﺎ ﻧﺴﺒﺔ ﺍﳌﺴﺎﻣﲑ ﺍﻟﺘﻲ ﻳﻘﻊ ﻃﻮﻝ ﻗﻄﺮﻫﺎ ﺑﲔ ‪ 17.8‬ﻭ ‪18.2 mm‬؟‬
‫‪2‬‬
‫‪6‬‬ ‫‪18100-200000‬‬
‫‪68%‬‬ ‫‪‬‬ ‫‪<100 101– 121– 141– 161– 181– 200+‬‬
‫‪120 140 160 180 200‬‬ ‫‪12‬‬ ‫ﺃﻛﱪ ﻣﻦ ‪200000‬‬

‫‪ 7‬‬ ‫‪23‬‬ ‫‪ ‬‬ ‫‪ 7‬‬ ‫‪22‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(25) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(24)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪7-5‬‬ ‫‪‬‬ ‫‪7-5‬‬
‫‪‬‬ ‫‪‬‬
‫ﹸﻳﻌﺪ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﺣﺘﲈﻟﻴﺔ‪ ،‬ﻓﺎﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻌﻬﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻣﺜﻞ‪:‬‬ ‫‪ (4‬ﻭﺟﺪ ﰲ ﻣﺰﺭﻋﺔ ﻟﱰﺑﻴﺔ ﺍﳋﺮﺍﻑ ﺃﻥ ﻛﺘﻞ ﺍﳋﺮﺍﻑ‬ ‫‪  (1‬ﹸﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﺣﻮﻝ ﻣﺪ￯ ﺍﻟﺘﺰﺍﻡ‬
‫ﺍﻷﻃﻮﺍﻝ‪ ،‬ﻭﺍﻟﻜﺘﻞ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺬﻛﺎﺀ‪ .‬ﻭﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ ﺃﻧﻪ ﰲ ﺣﺎﻟﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻻ ﺗﻜﻮﻥ‬ ‫ﺗﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻮﺳﻂ‪ 68‬ﺑﺎﻭﻧﺪﹰ ﺍ‪ ،‬ﻭﺍﻧﺤﺮﺍﻑ‬ ‫ﺍﻟﻨﺎﺱ ﺑﺎﻻﺻﻄﻔﺎﻑ ﰲ ﺍﳌﻮﺍﻗﻒ ﺑﺤﺴﺐ ﻗﻴﺎﺳﺎﺕ ﺍﳌﻜﺎﻥ‬
‫ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﱠﺇﻻ ﺃﻥ ﺍﳌﺠﺎﻣﻴﻊ ﻭﺍﳌﺘﻮﺳﻄﺎﺕ ﲤﻴﻞ ﺇﱃ ﺃﻥ ﺗﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪ .‬ﻭﻟﺴﻮﺀ ﺍﳊﻆ ﻓﺈﻧﻪ ﻳﺼﻌﺐ ﺇﳚﺎﺩ ﻗﻴﻢ‬ ‫ﻣﻌﻴﺎﺭﻱ‪ 10‬ﺑﺎﻭﻧﺪﺍﺕ ﻣ ﹰﻌﺎ‪.‬‬ ‫ﻭﻭﺟﺪ ﺃﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﹸﲨﻌﺖ ﺗﺘﻮﺯﱠ ﻉ‬
‫ﺍﳌﺨﺼﺺ‪ ،‬ﹸ‬
‫ﻭﺣﻼ ﳍﺬﻩ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻗﺎﻡ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺑﻮﺿﻊ ﺟﺪﺍﻭﻝ ﳍﺬﻩ ﺍﻟﻐﺎﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺠﻌﻞ ﺍﻟﺼﻔﺮ‬ ‫ﺩﻭﺍﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﲈﱄ ﺍﻟﻄﺒﻴﻌﻲ‪ ،‬ﹼﹰ‬ ‫‪ (a‬ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﻟﻌﺪﺩ ﺍﳋﺮﺍﻑ ﺍﻟﺘﻲ ﺗﱰﺍﻭﺡ‬ ‫ﻭﻭﺟﺪ ﺃﻥ‬ ‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﺑﻤﺘﻮﺳﻂ ‪ .8.5 in‬ﹸ‬
‫ﻫﻮ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ ﺍﻟﻌﺪﺩ ‪ .1‬ﻭﺃﻃﻠﻖ ﻋﲆ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﺍﳌﻌﻴﺎﺭﻱ ﻭﻳﺮﻣﺰ‬ ‫ﻛﺘﻠﻬﺎ ﺑﲔ ‪ 78 ، 58‬ﺑﺎﻭﻧﺪﹰ ﺍ؟‬ ‫‪ 5%‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺗﻘﻒ ﻋﲆ ﻣﺴﺎﻓﺔ ﺗﺰﻳﺪ ﻋﲆ‬
‫‪ N(0,‬ﺣﻴﺚ ‪ N‬ﺗﺸﲑ ﺇﱃ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﺍﻟﺬﻱ ﻭﺳﻄﻪ ﺍﳊﺴﺎﰊ ‪ ،µ (mu) = 0‬ﻭﺍﻧﺤﺮﺍﻓﻪ ﺍﳌﻌﻴﺎﺭﻱ ‪σ‬‬ ‫ﺇﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ‪N 1),‬‬ ‫‪68% ‬‬ ‫‪ 11.5 in‬ﻣﻦ ﳖﺎﻳﺔ ﺍﳌﻮﻗﻒ ﺍﳌﺨﺼﺺ‪ .‬ﻓﲈ ﻧﺴﺒﺔ ﻋﺪﺩ‬
‫‪.(sigma) = 1‬‬ ‫ﺍﻟﺴﻴﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻘﻒ ﻋﲆ ﻣﺴﺎﻓﺔ ﺗﻘﻞ ﻋﻦ ‪ 5.5 in‬ﻣﻦ‬
‫ﻣﺘﻐﲑﺍ ﻣﺜﻞ ‪ x‬ﻳﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻮﺳﻂ ﺣﺴﺎﰊ ‪ ،µ‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ .σ‬ﻭﺣﺘﻰ ﲢﺴﺐ ﺍﻻﺣﺘﲈﻻﺕ ﳍﺬﺍ‬ ‫ﹰ‬ ‫ﺍﻓﱰﺽ ﺃﻥ‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﺨﺮﺍﻑ ﺍﻟﺘﻲ ﺗﺘﻮﻗﱠﻊ ﺃﻥ ﻛﺘﻠﺘﻬﺎ ﺗﺰﻳﺪ‬ ‫ﳖﺎﻳﺔ ﺍﳌﻮﻗﻒ؟‬
‫ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﳚﺐ ﲢﻮﻳﻠﻪ ﺇﱃ ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ ﻣﻌﻴﺎﺭﻱ ﻣﻦ ﺧﻼﻝ ﲢﻮﻳﻼﺕ ﻣﻨﺎﺳﺒﺔ‪ .‬ﻭﺍﻟﺮﻣﺰ ‪ Z‬ﹸﻳﺮﻣﺰ ﺇﱃ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ‪.‬‬ ‫ﻋﲆ ‪ 98‬ﺑﺎﻭﻧﺪﹰ ﺍ؟‬ ‫‪5%‬‬
‫ﻭﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ﺗﻮﺿﺢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ‪:‬‬ ‫‪0.5% ‬‬
‫• ﺇﺫﺍ ﱂ ﹸﻳﻌﻂﹶ ﺍﻟﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪ ،‬ﻓﺎﺣﺴﺐ ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬﲈ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻌﻄﺎﺓ ‪.‬‬
‫‪x-µ‬‬ ‫‪ (c‬ﻣﺎ ﻧﺴﺒﺔ ﺍﳋﺮﺍﻑ ﺍﻟﺘﻲ ﺗﺘﻮﻗﻊ ﺃﻥ ﺗﻘﻞ ﻛﺘﻠﻬﺎ ﻋﻦ‬ ‫‪ (2‬ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﺍﻵﰐ ﺃﻃﻮﺍﻝ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺘﲔ‬
‫ﻋﺮﻑ ‪σ‬‬
‫_____ = ‪Z‬‬ ‫ﹼ‬ ‫•‬
‫‪ 48‬ﺑﺎﻭﻧﺪﹰ ﺍ؟‬ ‫ﺍﻹﻋﺪﺍﺩﻳﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‪.‬‬
‫)‪ (X‬ﺍﳌﺘﻄﻠﹼﺐ ﻹﻛﲈﻝ ﺍﺧﺘﺒﺎﺭ ﻳﺘﻮﺯﱠﻉ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪ ،‬ﻭﺃﻥ ﺍﻟﺰﻣﻦ ﹸﻳﻌﻄﻰ ﺑﺎﻟﺪﻗﺎﺋﻖ‪ ،‬ﻭﻋﺪﺩ‬‫ﺍﻓﱰﺽ ﺃﻥ ﺍﻟﺰﻣﻦ ‪X‬‬
‫)‪X‬‬ ‫‪1‬‬
‫‪2.5% ‬‬ ‫‪10‬‬
‫ﻃﻼﺏ ﺍﻟﺼﻒ ‪ 12‬ﻃﺎﻟ ﹰﺒﺎ‪.‬‬
‫ﺍﻟﻄﻼﺏ‬
‫ﻋﺪﺩ‬

‫‪5‬‬

‫‪ (d‬ﻣﺎ ﻛﺘﻠﺔ ﺧﺮﻭﻑ ﻳﻘﻊ ﺿﻤﻦ ﺃﻗﻞ ‪ 0.5%‬ﻣﻦ ﺍﳋﺮﺍﻑ‬

‫‪0‬‬
‫ﺃﻭﺟﺪ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻗﻴﻢ ‪ Z‬ﻭﻗﻴﻢ ‪ X‬ﺑﻌﺪ ﺗﻌﻮﻳﺾ ﻗﻴﻤﺘﻲ ﺍﳌﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ‬ ‫”‪52‬‬ ‫”‪58‬‬ ‫”‪64‬‬
‫ﺍﻷﻃﻮﺍﻝ‬
‫”‪70‬‬

‫ﺍﳌﻌﻴﺎﺭﻱ ﻓﻴﻬﺎ‪.‬‬ ‫ﻛﺘﻠﺔ؟‬

‫‪‬‬
‫‪‬‬‫‪38 ‬‬ ‫ﻓﻬﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻮﺟﺒﺔ ﺍﻻﻟﺘﻮﺍﺀ ﺃﻭ ﺳﺎﻟﺒﺔ ﺍﻻﻟﺘﻮﺍﺀ ﺃﻭ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪‬‬ ‫ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ؟‬
‫‪44‬‬ ‫‪36‬‬ ‫‪34‬‬ ‫‪48‬‬ ‫‪52‬‬ ‫‪40‬‬ ‫‪39‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪48‬‬ ‫‪42‬‬ ‫‪35‬‬ ‫‪X)‬‬
‫)‪(X‬‬
‫‪(X‬‬ ‫‪‬‬

‫)‪(X - 40.25‬‬
‫‪Z=____________6.34=40.25=‬‬
‫‪6.34‬‬
‫‪ (3‬ﻭﺟﺪ ﰲ ﺃﺛﻨﺎﺀ ﻣﺘﺎﺑﻌﺔ ﻣﻮﺍﻗﺪ ﺃﺣﺪ ﺍﳌﺼﺎﻧﻊ ﺣﺘﻰ‬
‫‪‬‬ ‫ﺗﺒﻘﻰ ﰲ ﺣﺪﻭﺩ ‪ ،350°FF‬ﺃﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﳌﻮﺍﻗﺪ ﺗﺘﻮﺯﱠ ﻉ‬
‫ﻓﺤﻮﻝ‬
‫‪ (5‬ﺍﻓﱰﺽ ﺃﻥ ﺍﳌﺘﻐﲑ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﰊ ‪ ،µ = 20‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ،σ = 5‬ﱢ‬ ‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻮﺳﻂ ‪ ، 350°FF‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻻﺣﺘﲈﻟﻴﺔ ﺍﻵﺗﻴﺔ ﺇﱃ ﻋﺒﺎﺭﺍﺕ ﻣﻜﺎﻓﺌﺔ ﺑﺪﻻﻟﺔ ﻗﻴﻢ ‪:Z‬‬ ‫‪ .0.5°F‬ﻓﲈ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﻤﻮﺍﻗﺪ ﺍﻟﺘﻲ ﺗﱰﺍﻭﺡ ﺩﺭﺟﺎﺕ‬
‫‪P(X > 18) (a‬‬ ‫ﺣﺮﺍﺭﲥﺎ ﻣﻦ ‪ 350°FF‬ﺇﱃ ‪ 351°FF .‬؟‬
‫‪47.5%‬‬
‫(‬ ‫‪18 - 20‬‬
‫________ > ‪P Z‬‬
‫‪5‬‬ ‫)‪) = P(Z > - __25‬‬ ‫‪‬‬
‫‪P(17 < X < 23) (b‬‬

‫(‬
‫‪17 - 20‬‬ ‫‪23 - 20‬‬ ‫‪3‬‬
‫( )‬
‫‪3‬‬
‫__ < ‪P ________ < Z < ________ = P - __ < Z‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪‬‬ ‫)‬
‫‪P(X < 19) (c‬‬

‫(‬ ‫‪19 - 20‬‬

‫________ < ‪P Z‬‬
‫‪5‬‬ ‫( )‬ ‫‪1‬‬
‫__ ‪= P Z < -‬‬
‫‪5‬‬ ‫)‬ ‫‪‬‬
‫‪ 7‬‬ ‫‪24‬‬ ‫‪ ‬‬
‫‪ 7‬‬ ‫‪25‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪113 A‬‬

 



7 - 5
          


   (16)

 7-5

:‫ﺍﻟﺘﻮﺍﺀ ﺳﺎﻟ ﹰﺒﺎ ﺃﻡ ﻣﻮﺯﱠﻋﺔ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬

‫ﹰ‬ ‫ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟ ﹰﺒﺎ ﺃﻡ‬
‫ﹰ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﺗﻈﻬﺮ‬
  (2  (1
   
3 31– 35 27 0–25
 

8 36 – 40 46 26–50
15 41– 45 89 51–75
32 46 – 50 57 76–100
 ‫ﺍﻟﺘﻮﺍﺀ ﺳﺎﻟﺐ‬ 40 51– 55 24 101–125
38 56 – 60
‫ﻣﻮﺯﱠﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‬

 
4 61 – 65

‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﹼ‬  (3
   .‫ ﻃﺎﻟﺐ ﻓﻲ ﻣﺪﺭﺳﺔ ﺛﺎﻧﻮﻳﺔ‬100 ‫ﻓﻲ ﺍﻷﺳﺒﻮﻉ ﻟـ‬
30 0–8
‫( ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﺘﺮﺍﻭﺡ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﺩﺭﺍﺳﺘﻬﻢ‬a
45 9–17
45% ‫ ﺳﺎﻋﺔ؟‬9-17 ‫ﺑﻴﻦ‬
20 18–26
5 27–35
‫ ﺃﻡ ﻣﻮﺯﱠ ﻋﺔ ﻃﺒﻴﻌ ﹼﹰﻴﺎ؟‬،‫ ﺃﻡ ﺍﻟﺘﻮﺍ ﹰﺀ ﺳﺎﻟ ﹰﺒﺎ‬،‫( ﻫﻞ ﺗﹸﻈﻬﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻮﺍ ﹰﺀ ﻣﻮﺟ ﹰﺒﺎ‬b
 .￯‫ ﺗﺮﺗﻔﻊ ﺍﻟﻘﻴﻢ ﻣﻦ ﺍﻟﺠﻬﺔ ﺍﻟﻴﺴﺮ‬،‫ ﺍﻟﺘﻮﺍﺀ ﻣﻮﺟﺐ‬.‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‬ ‫ﱢ‬

‫ﺗﺘﻮﺯﱠ ﻉ ﺩﺭﺟﺎﺕ ﺍﺧﺘﺒﺎﺭ ﹸ‬

100 ‫ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ‬،‫ﻃ ﹼﺒﻖ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﻤﺴﺘﺨﺪﻣﻴﻦ‬  (4
.‫ ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬.15 ‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬

 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬95% ‫؟‬130 ،70 ‫( ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻊ ﺩﺭﺟﺘﻪ ﺑﻴﻦ‬a

‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬81.5% ‫؟‬130 ،85 ‫( ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻊ ﺩﺭﺟﺘﻪ ﺑﻴﻦ‬b

‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬16% ‫؟‬115 ‫( ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺰﻳﺪ ﺩﺭﺟﺘﻪ ﻋﻠﻰ‬c

‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬32%
 ‫؟‬115 ‫ ﺃﻭ ﺗﺰﻳﺪ ﻋﻠﻰ‬85 ‫( ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻘﻞ ﺩﺭﺟﺘﻪ ﻋﻦ‬d

2 ‫؟ ﺗﻘﺮﻳ ﹰﺒﺎ‬130 ‫ ﻓﻜﻢ ﺗﺘﻮﻗﹼﻊ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﻳﺤﺼﻠﻮﻥ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﺗﺰﻳﺪ ﻋﻠﻰ‬،‫ ﻣﺴﺘﺨﺪ ﹰﻣﺎ‬80 ‫( ﺇﺫﺍ ﺗﻘﺪﹼ ﻡ ﻟﻼﺧﺘﺒﺎﺭ‬e

‫ ﻭﺍﻧﺤﺮﺍﻑ‬، 27.5˚c ‫ ﺗﺘﻮﺯﱠ ﻉ ﺩﺭﺟﺎﺕ ﺣﺮﺍﺭﺓ ﻣﺎﺀ ﺍﻟﺒﺤﺮ ﻓﻲ ﺃﺣﺪ ﺍﻷﺷﻬﺮ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ‬ (5
‫ ﻭﺍﺧﺘﺮﺕ ﺃﺣﺪ ﺃﻳﺎﻡ ﻫﺬﺍ‬،‫ ﻛﻲ ﺗﺴﺒﺢ ﻓﻲ ﺍﻟﺒﺤﺮ‬25.5˚c ‫ﹸﻔﻀﻞ ﺃﻻ ﺗﻘﻞ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻤﺎﺀ ﻋﻦ‬ ‫ﺇﺫﺍ ﻛﻨﺖ ﺗ ﹼ‬،2˚c ‫ﻣﻌﻴﺎﺭﻱ‬
 ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬84% ‫ ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻴﻮﻡ ﻣﻨﺎﺳ ﹰﺒﺎ ﻟﻚ ﻟﻠﺴﺒﺎﺣﺔ؟‬،‫ﺍﻟﺸﻬﺮ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬

16



 
 

 

 

 

 

 

 

113 B   7

 ‫‪‬‬
‫‪‬‬
‫‪Binomial Distributions‬‬
‫‪‬‬ ‫‪7 -6‬‬
‫ﻓﻲ ﻟﻌﺒﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ ﺗﺒﻴﻦ ﺃﻥ ﺍﻟﻼﻋﺐ ﺳﻠﻤﺎﻥ ﻳﻨﺠﺢ ﻓﻲ ﻟﻌﺐ‬
‫‪‬‬
‫‪(  ) ‬‬
‫‪ 1‬‬
‫ﺍﻹﺭﺳﺎﻝ ﺍﻟﺴﺎﺣﻖ ﺍﻟﺬﻱ ﻻ ﻳﺼﺪﻩ ﺍﻟﺨﺼﻢ ﻓﻲ ‪ 36%‬ﻣﻦ ﻣﺤﺎﻭﻻﺗﻪ‪،‬‬
‫ﻭﺑﺬﻟﻚ ﻳﺤﺼﻞ ﻓﺮﻳﻘﻪ ﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻲ ﻛﻞ ﻣﺮﺓ ﻳﻨﺠﺢ ﻓﻴﻬﺎ‪.‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﻳﻜﻮﻥ ﻟﻬﺎ ﻧﺘﻴﺠﺘﺎﻥ ﻓﻘﻂ؛ ﻧﺠﺎﺡ ﺃﻭ ﻓﺸﻞ ﺃﻭ ﻳﻤﻜﻦ ﺟﻌﻠﻬﺎ ﻛﺬﻟﻚ‪.‬‬ ‫‪‬‬ ‫‪7-6‬‬
‫ﻓﻤﺜﻼ ﻓﻲ ﻣﺴﺎﺋﻞ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ ﺍﻟﺘﻲ ﻟﻬﺎ ‪ 5‬ﺇﺟﺎﺑﺎﺕ‪ ،‬ﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ ﻧﺘﺎﺋﺞ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻛﻞ ﻓﻘﺮﺓ ﺇﻟﻰ ﺻﺢ‪ ،‬ﺃﻭ ﺧﻄﺄ‪،‬‬ ‫ﹰ‬ ‫‪‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ ﻧﺘﺎﺋﺞ ﺩﻭﺍﺀ ﻃﺒﻲ ﻋﻠﻰ ﺃﻧﻪ ﻓ ﹼﻌﺎﻝ ﺃﻭ ﻏﻴﺮ ﻓ ﹼﻌﺎﻝ‪.‬‬
‫‪7-6‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻻﺕ ﺗﺠﺎﺭﺏ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪.‬‬

‫‪binomial experiment‬‬

‫‪‬‬ ‫‪‬‬ ‫ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻻﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻮﺯﻳﻊ ﺫﺍﺕ‬

‫• ‪  (n)‬‬
‫‪binomial distribution‬‬ ‫ﺍﻟﺤﺪﻳﻦ ﻭﻣﻔﻜﻮﻛﻪ‪.‬‬
‫• ‪F S ‬‬ ‫‪www.obeikaneducation.com‬‬ ‫‪7-6‬‬
‫• )‪"q" P(F ) "p" P(S‬‬ ‫ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻻﺕ ﺣﻮﺍﺩﺙ ﻣﻌﻴﻨﺔ ﻓﻲ ﻓﻀﺎﺀ‬
‫‪1 - p‬‬
‫‪nX ‬‬
‫ﻣﺤﺪﻭﺩ‪.‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪‬‬

‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺗﺠﺮﺑﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺫﺍﺕ ﺣﺪﻳﻦ‪ ،‬ﺃﻭ ﻳﻤﻜﻦ ﺟﻌﻠﻬﺎ ﻛﺬﻟﻚ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ‪ ،‬ﻓﺎﻛﺘﺐ ﻗﻴﻢ‬
‫‪ ، n, p, q‬ﻭﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻤﻤﻜﻨﺔ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﻛﺬﻟﻚ ﻓﺒ ﱢﻴﻦ ﺍﻟﺴﺒﺐ‪.‬‬ ‫‪ 2‬‬
‫‪ (a‬ﺗﹸﺒ ﹼﻴﻦ ﻧﺘﻴﺠﺔ ﻟﻤﺴﺢ ﺇﺣﺼﺎﺋﻲ ﺩﺍﺧﻞ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ ﺃﻥ ‪ 68%‬ﻣﻦ ﺍﻟﻄﻼﺏ ﻳﻤﺘﻠﻜﻮﻥ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‪ .‬ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ‬
‫ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﻤﺘﻠﻜﻮﻥ ﻫﺬﻩ ﺍﻵﻟﺔ؛ ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﹸﻳﻤ ﹼﺜﻞ ﻋﺪﺩ ﺍﻟﻄﻼﺏ‬
‫‪ 6‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺳﺆﺍﻟﻬﻢ ﱠ‬ ‫‪‬‬
‫ﺍﻟﺬﻳﻦ ﻳﻤﻠﻜﻮﻥ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻓﺈﻥ‪:‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺗﺤﻘﻖ ﺷﺮﻭﻁ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻭﻫﻲ‪:‬‬
‫• ﻛﻞ ﻃﺎﻟﺐ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻩ ﹸﻳﻤ ﹼﺜﻞ ﻣﺤﺎﻭﻟﺔ‪ ،‬ﻭﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﻼﺏ ﺍﻟﺴﺘﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﺤﺎﻭﻻﺕ ﻣﺴﺘﻘﻠﺔ‪.‬‬
‫‪‬‬
‫• ﻟﻠﺘﺠﺮﺑﺔ ﻧﺘﻴﺠﺘﺎﻥ ﻣﺘﻮﻗﻌﺘﺎﻥ‪ :‬ﺍﻟﻄﺎﻟﺐ ﻳﻤﻠﻚ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ ،S‬ﺃﻭ ﻻ ﻳﻤﻠﻜﻬﺎ ‪. F‬‬
‫• ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﺤﺼﻞ ﺳﻠﻤﺎﻥ ﻋﻠﻰ ﻧﻘﻄﺔ‬
‫• ﺍﺣﺘﻤﺎﻝ ﺍﻟﻨﺠﺎﺡ ﻧﻔﺴﻪ ﻟﻜﻞ ﻃﺎﻟﺐ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻩ ‪. P(S) = 0.68‬‬
‫ﻋﻨﺪ ﻟﻌﺒﻪ ﺇﺭﺳﺎﻝ؟ ‪64%‬‬

‫ﻭﻓﻲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ‪ . n = 6 , p = P(S) = 0.68‬ﺍﺣﺘﻤﺎﻝ ﺍﻟﻔﺸﻞ ‪ ، q = 1 - p‬ﺃﻱ ﺃﻥ‪:‬‬ ‫• ﻫﻞ ﻳﻤ ﱢﺜﻞ ﺍﻟﻨﺠﺎﺡ ﻣﺮﺗﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ﺣﺎﺩﺛﺘﻴﻦ‬
‫‪ . q = 1 - 0.68 = 0.32‬ﻭ ﹸﻳﻤ ﹼﺜﻞ ‪ X‬ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﻤﻠﻜﻮﻥ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻣﻦ ﺍ ﹼﻟﺬﻳﻦ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ‪ ،‬ﺃﻱ ﺃﻥ‪:‬‬ ‫ﻣﺴﺘﻘﻠﺘﻴﻦ؟ ﻧﻌﻢ‬
‫‪X = 0, 1, 2, 3, 4, 5, 6‬‬ ‫• ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺠﺎﺣﺎﺕ ﺍﻹﺭﺳﺎﻝ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻓﻤﺎ‬
‫ﻭﺧ ﹼﺼﺺ ﻟﻜﻞ ‪ 13‬ﺑﻄﺎﻗﺔ ﺃﺣﺪ ﺍﻷﻟﻮﺍﻥ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻷﺣﻤﺮ‪ ،‬ﺍﻷﺳﻮﺩ‪ ،‬ﺍﻷﺧﻀﺮ‪،‬‬ ‫‪ (b‬ﻳﺤﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﻠﻰ ‪ 52‬ﺑﻄﺎﻗﺔ‪ ،‬ﹸ‬ ‫ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﺤﺼﻞ ﺳﻠﻤﺎﻥ ﻋﻠﻰ ﺃﻱ ﻧﻘﻄﺔ‬
‫ﺍﻷﺑﻴﺾ‪ .‬ﺳﺤﺒﺖ ﻣﻨﻪ ‪ 5‬ﺑﻄﺎﻗﺎﺕ ﺍﻟﻮﺍﺣﺪﺓ ﺗﻠﻮ ﺍﻷﺧﺮ￯ ﺩﻭﻥ ﺇﺭﺟﺎﻉ‪ .‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ‬ ‫ﻓﻲ ﺇﺭﺳﺎﻟﻴﻦ ﻣﺘﺘﺎﻟﻴﻴﻦ؟ ‪0.4096‬‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﻤﺴﺤﻮﺑﺔ ﺫﺍﺕ ﺍﻟﻠﻮﻥ ﺍﻷﺧﻀﺮ‪.‬‬
‫ﻓﻲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻛﻞ ﺑﻄﺎﻗﺔ ﻳﺘﻢ ﺳﺤﺒﻬﺎ ﺗﹸﻤ ﹼﺜﻞ ﻣﺤﺎﻭﻟﺔ‪ ،‬ﻭﺑﻤﺎ ﺃﻧﻪ ﻳﺘﻢ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻲ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﺎ‬
‫)ﺍﻟﺴﺤﺐ ﺩﻭﻥ ﺇﺭﺟﺎﻉ(‪ ،‬ﻓﺈﻥ ﺍﻟﻤﺤﺎﻭﻻﺕ ﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻭﺍﺣﺘﻤﺎﻝ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﻛﻞ ﻣﺤﺎﻭﻟﺔ ﻳﺨﺘﻠﻒ ﻋﻦ ﺍﻷﺧﺮ￯؛‬
‫ﻟﺬﺍ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﻟﻴﺴﺖ ﺫﺍﺕ ﺣﺪﻳﻦ‪.‬‬
‫‪‬‬ ‫‪7 ‬‬ ‫‪114‬‬

‫‪7 - 6‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫•‪(1 1 7 )  ‬‬ ‫•‪(115)  ‬‬ ‫•‪(115)  ‬‬ ‫‪‬‬
‫‪17 •‬‬ ‫‪17 •‬‬ ‫‪17 •‬‬ ‫‪‬‬
‫‪28 • 28 • 26 • ‬‬
‫‪29 • 29 • 28 • ‬‬

‫‪ 7‬‬ ‫‪114‬‬


‫✓ ‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﺍﻟﻤﻮﺣﺪ ﺃﻥ ‪ 61%‬ﻳﺤﺒﻮﻥ ﺍﻟﺰﻱ ﺍﻟﺠﺪﻳﺪ‪ ،‬ﻭﺃﻥ‬‫ﱠ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﻣﻜﻮﻥ ﻣﻦ ‪ 20‬ﻓﻘﺮﺓ ﻣﻦ ﻧﻮﻉ »ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ« ﻟﻜﻞ ﻓﻘﺮﺓ ﻣﻨﻬﺎ ﺃﺭﺑﻊ ﺇﺟﺎﺑﺎﺕ‪ ،‬ﻭﺍﺣﺪﺓ‬
‫‪‬‬
‫‪ 1‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﻴﻴﺰ ﺍﻟﺘﺠﺮﺑﺔ ﺫﺍﺕ‬
‫ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫‪ 2‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻜﻮﻳﻦ ﺟﺪﻭﻝ ﺗﻮﺯﻳﻊ ﺫﺍﺕ‬
‫ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫‪‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺗﺠﺮﺑﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺫﺍﺕ ﺣﺪﻳﻦ‪ ،‬ﺃﻭ ﻳﻤﻜﻦ ﺟﻌﻠﻬﺎ ﻛﺬﻟﻚ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ‪ ،‬ﻓﺎﻛﺘﺐ ﻗﻴﻢ‬
‫‪ (1A‬ﻟﻴﺴﺖ ﺫﺍﺕ ﺣﺪﻳﻦ‬
‫‪ ، n, p, q‬ﻭﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻤﻤﻜﻨﺔ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﻛﺬﻟﻚ ﻓﺒ ﱢﻴﻦ ﺍﻟﺴﺒﺐ‪.‬‬
‫‪P(S) = 61%,‬‬
‫‪ (1A‬ﺃﻇﻬﺮﺕ ﻧﺘﻴﺠﺔ ﻟﻤﺴﺢ ﺇﺣﺼﺎﺋﻲ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ ﺫﺍﺕ ﺍﻟﺰﻱ‬ ‫‪،P(F ) = 1 - 61% = 39%‬‬
‫ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺤﺒﻮﻥ ﺍﻟﺰﻱ ﺍﻟﺠﺪﻳﺪ‪ .‬ﻭﻛﺎﻥ‬
‫‪ 24%‬ﻻ ﻳﺤﺒﻮﻧﻪ‪ .‬ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪ 20‬ﻃﺎﻟ ﹰﺒﺎ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‪ ،‬ﻭﺳﺆﺍﻟﻬﻢ ﱠ‬ ‫ﻓﻲ ﺣﻴﻦ ﺃﻥ ‪ 24%‬ﻻ ﻳﺤﺒﻮﻥ‬
‫ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺤﺒﻮﻥ ﺍﻟﺰﻱ ﺍﻟﺠﺪﻳﺪ‪.‬‬
‫ﺍﻟﺰﻱ ﺍﻟﻤﻮﺣﺪ‪ ،‬ﻭﻫﺬﺍ ﻻ‬
‫‪ (1B‬ﺃﺟﺎﺏ ﺧﺎﻟﺪ ﻋﻦ ﺍﺧﺘﺒﺎﺭ ﹼ‬ ‫ﻳﺴﺎﻭﻱ ‪ ، 39%‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ‬
‫ﻓﻘﻂ ﺻﺤﻴﺤﺔ )ﺩﻭﻥ ﻣﻌﺮﻓﺔ ﻋﻠﻤﻴﺔ ﺑﻤﻮﺿﻮﻉ ﺍﻻﺧﺘﺒﺎﺭ(‪ .‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺃﻧﻪ ﻟﻴﺲ ﻟﻜﻞ ﻣﺤﺎﻭﻟﺔ ﻧﺘﻴﺠﺘﺎﻥ‬
‫ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻓﻘﻂ‪.‬‬
‫ﹸﻳﺴﻤﻰ ﺗﻮﺯﻳﻊ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﺘﻮ ﱠﻗﻌﺔ ﻟﺘﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ ﻭﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻬﺎ ﺗﻮﺯﻳﻊ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪ .‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ‬ ‫‪ (1B‬ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ‬
‫ﺍﻻﺣﺘﻤﺎﻻﺕ ﻓﻲ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ‪ nCX p Xq n – X‬ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺣﺪﹼﹰ ﺍ ﻓﻲ ﻣﻔﻜﻮﻙ ‪. (p + q) n‬‬
‫_‬
‫‪n = 20, p = 1 , q = 3 ,‬‬ ‫_‬
‫‪4‬‬ ‫‪4‬‬
‫‪‬‬ ‫‪‬‬ ‫‪X = 0, 1, 2, … 20‬‬

‫‪‬‬ ‫‪nX‬‬
‫_ = ‪X = nC X p Xq n - X‬‬
‫)‪P(X‬‬
‫)‪X‬‬ ‫!‪n‬‬
‫‪p Xq n - X‬‬
‫‪(n - X‬‬
‫! ‪X) ! X‬‬

‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺗﺠﺮﺑﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫‪1‬‬ ‫‪q p‬‬

‫ﺫﺍﺕ ﺣﺪﻳﻦ‪ ،‬ﺃﻭ ﻳﻤﻜﻦ ﺟﻌﻠﻬﺎ ﻛﺬﻟﻚ‪،‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ‪،‬‬
‫ﻓﺎﻛﺘﺐ ﻗﻴﻢ ‪ . n , p , q‬ﻭﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬
‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻤﻤﻜﻨﺔ‪ .‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ‬
‫ﺟﺪﻭﻻ ﻟﻠﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‪ ،‬ﻭﻣ ﹼﺜﻠﻪ ﺑﺎﻷﻋﻤﺪﺓ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺠﻴﺐ ‪ 3‬ﻃﻼﺏ ﻋﻠﻰ ﺍﻷﻗﻞ‬‫ﹰ‬
‫ﻛﺬﻟﻚ ﻓﺒ ﹼﻴﻦ ﺍﻟﺴﺒﺐ‪.‬‬
‫‪ (a‬ﹸﺃﺟﺮﻱ ﻣﺴﺢ ﺇﺣﺼﺎﺋﻲ ﻓﻲ ﺇﺣﺪ￯‬
‫ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‪،‬‬
‫ﺃﻥ ‪ 95%‬ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﻓﺘﺒ ﱠﻴﻦ ﹼ‬
‫ﻳﺤﺒﻮﻥ ﻣﻬﻨﺘﻬﻢ‪ ،‬ﻭﺃﻥ ‪ 5%‬ﻻ‬
‫ﻣﻌﻠﻤﺎ‬
‫ﹰ‬ ‫ﻳﺤﺒﻮﻧﻬﺎ‪ ،‬ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪50‬‬
‫‪‬‬ ‫‪2‬‬
‫‪ ‬ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻧﻬﺎﺋﻲ‪ ،‬ﺃﻛﺪ ‪ 35%‬ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻧﻬﻢ ﺃﺟﺎﺑﻮﺍ ﺑﺸﻜﻞ ﺍﻋﺘﻴﺎﺩﻱ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ‪ 5‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺗﻢ‬
‫ﺳﺆﺍﻟﻬﻢ ﻋﻤﺎ ﺇﺫﺍ ﺃﺩﻭﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺸﻜﻞ ﺍﻋﺘﻴﺎﺩﻱ‪ .‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ‬
‫ﻓﻜﻮﻥ‬
‫ﻋﻦ ﺍﻟﺴﺆﺍﻝ ‪ ،‬ﱢ‬
‫ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺑﻨﻌﻢ‪.‬‬
‫‪‬‬
‫ﻫﺬﻩ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ ﻓﻴﻬﺎ‪ . n = 5, p = 0.35, q = 1 - 0.35 = 0.65:‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪TI - nspire‬؛‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺻﻴﻐﺔ ﺍﺣﺘﻤﺎﻝ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪.‬‬ ‫ﻟﺤﺴﺎﺏ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻗﻴﻤﺔ ﻣﻤﻜﻨﺔ ﻣﻦ ﻗﻴﻢ ‪X‬‬ ‫‪‬‬
‫‪‬‬
‫‪P(0) = 5C 0 · 0.35 0 · 0.65 5 ≈ 0.116‬‬
‫‪‬‬
‫‪‬‬
‫‪P(1) = 5C 1 · 0.35 1 · 0.65 4 ≈ 0.312‬‬
‫‪P(2) = 5C 2 · 0.35 2 · 0.65 3 ≈ 0.336‬‬
‫)‪binomPdf(n, p, x‬‬
‫‪‬‬
‫‪P(3) = 5C 3 · 0.35 3 · 0.65 2 ≈ 0.181‬‬ ‫‪p (1) ‬‬

‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ‬ ‫‪4‬‬ ‫‪1‬‬

‫‪P(4) = 5C 4 · 0.35 · 0.65 ≈ 0.049‬‬
‫‪binomPdf (5, 0.35, 1)‬‬
‫‪Enter‬‬

‫‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫‪P(5) = 5C 5 · 0.35 5 · 0.65 0 ≈ 0.005‬‬

‫‪0.312386‬‬
‫‪‬‬
‫ﺍﻟﺬﻳﻦ ﻳﺤﺒﻮﻥ ﻣﻬﻨﺘﻬﻢ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ ﻟﻠﻤﺘﻐﻴﺮ ‪ ، X‬ﻭﺗﻤﺜﻴﻠﻪ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ ﻓﻴﻬﺎ‪:‬‬ ‫‪ ‬‬ ‫‪‬‬
‫)‪P (X‬‬
‫‪‬‬
‫‪n = 50 , p = 0.95 , q = 0.5 ,‬‬ ‫‪0.35‬‬
‫‪X‬‬ ‫) ‪P( X‬‬
‫‪5 SHIFT ÷ 1 × 0 . 3 5‬‬
‫‪0‬‬ ‫‪0.116‬‬
‫‪X = 0 , 1, 2, 3, … , 50‬‬ ‫‪0.3‬‬
‫‪x 1 š × ( 1 - 0.35‬‬
‫™‬
‫‪‬‬

‫‪0.25‬‬ ‫‪1‬‬ ‫‪0.312‬‬

‫‪ (b‬ﻳﺤﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﻠﻰ ‪10‬‬
‫= ) ‪) x ( 5 - 1‬‬
‫™‬

‫‪0.2‬‬ ‫‪2‬‬ ‫‪0.336‬‬

‫‪0.15‬‬
‫ﺭﻗﺎﻗﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺯﺭﻗﺎﺀ ﺍﻟﻠﻮﻥ‬
‫‪3‬‬ ‫‪0.181‬‬ ‫‪0.3123859375 ‬‬
‫‪0.1‬‬
‫‪4‬‬ ‫‪0.049‬‬
‫ﻭ ‪ 5‬ﺭﻗﺎﻗﺎﺕ ﺣﻤﺮﺍﺀ ﺍﻟﻠﻮﻥ‪ ،‬ﺇﺫﺍ‬
‫‪0.05‬‬
‫‪0‬‬ ‫‪5‬‬ ‫‪0.005‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5 X‬‬
‫ﺗﻢ ﺳﺤﺐ ‪ 3‬ﺭﻗﺎﻗﺎﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬ ‫‪‬‬
‫ﺍﻟﻮﺍﺣﺪﺓ ﺗﻠﻮ ﺍﻷﺧﺮ￯ ﺩﻭﻥ‬ ‫‪115‬‬ ‫‪‬‬ ‫‪7 - 6 ‬‬

‫ﺇﺭﺟﺎﻉ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ‬

‫‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﺮﻗﺎﻗﺎﺕ‬
‫ﺍﻟﺰﺭﻗﺎﺀ ﺍﻟﻤﺴﺤﻮﺑﺔ‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﺤﻮﺍﺩﺙ ﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ؛ ﻷﻥ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻮﻗﻊ ﻋﺪﺩ ﻣﺮﺍﺕ‬
‫ﺍﺣﺘﻤﺎﻝ ﺳﺤﺐ ﺭﻗﺎﻗﺔ ﺯﺭﻗﺎﺀ‬ ‫ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ ﻋﻨﺪ ﺭﻣﻲ ﻗﻄﻌﺔ ﻧﻘﺪ ‪ 50‬ﻣﺮﺓ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺭﻣﻲ ﺍﻟﻘﻄﺔ ‪ 50‬ﻣﺮﺓ ﻭﺇﻳﺠﺎﺩ ﻋﺪﺩ ﻣﺮﺍﺕ ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﻳﺨﺘﻠﻒ ﺑﻌﺪ ﻛﻞ ﺳﺤﺐ‪ ،‬ﻭﻋﻠﻴﻪ‬ ‫ﹰ‬
‫ﻓﻌﻼ‪ ،‬ﻭﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ‪.‬‬
‫ﻓﺈﻥ ﺍﻟﺘﺠﺮﺑﺔ ﻟﻴﺴﺖ ﺫﺍﺕ ﺣﺪﻳﻦ‪.‬‬

‫‪115‬‬ ‫‪‬‬ ‫‪7 - 6‬‬

 ‫ﻹﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ‪ 3‬ﻃﻼﺏ ﻋﻠﻰ ﺍﻷﻗﻞ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ‪ ،‬ﺃﻭﺟﺪ )‪. P(3) + P(4) + P(5‬‬ ‫‪‬‬
‫)‪3 P(X ≥ 3) = P(3) + P(4) + P(5‬‬ ‫‪ ‬‬ ‫‪‬‬
‫‪‬‬
‫‪P(3) = 0.181, P(4) = 0.049, P(5) = 0.005‬‬ ‫‪= 0.181 + 0.049 + 0.005‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪= 0.235 = 23.5%‬‬ ‫‪1‬‬ ‫‪ ‬ﻓﻲ ﺩﺭﺍﺳﺔ ﺣﺪﻳﺜﺔ ﹸﺃﺟﺮﻳﺖ‬ ‫‪2‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻋﻠﻰ ﺧﺮﻳﺠﻲ ﺇﺣﺪ￯ ﺍﻟﻜﻠﻴﺎﺕ‪ ،‬ﺗﺒ ﹼﻴﻦ‬
‫‪  (2‬ﻳﺪﺭﺱ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻜﻠﻴﺎﺕ ‪ 48%‬ﻣﻦ ﺍﻟﻄﻼﺏ ﻟﻐﺔ ﻋﺎﻟﻤﻴﺔ ﺧﻼﻝ ﺳﻨﺔ ﺍﻟﺘﺨﺮﺝ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ‪ 7‬ﺧﺮﻳﺠﻴﻦ‬ ‫ﺃﻥ ‪ 78%‬ﻣﻦ ﺍﻟﺨﺮﻳﺠﻴﻦ ﻳﺨﻄﻄﻮﻥ‬
‫ﻋﻤﺎ ﺇﺫﺍ ﺩﺭﺳﻮﺍ ﻟﻐﺔ ﻋﺎﻟﻤﻴﺔ ﻓﻲ ﺳﻨﺘﻬﻢ ﺍﻷﺧﻴﺮﺓ‪ .‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ‬
‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺗﻢ ﺳﺆﺍﻟﻬﻢ ﱠ‬
‫ﻓﻜﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺫﺍ ﺍﻟﺤﺪﻳﻦ‪ ،‬ﻭﻣ ﱢﺜﻠﻪ ﺑﺎﻷﻋﻤﺪﺓ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺠﻴﺐ ﺃﻗﻞ ﻣﻦ ‪4‬‬
‫ﻟﺘﻠﻘﻲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻤﻠﻲ ﺑﻌﺪ ﺍﻟﺘﺨﺮﺝ‪.‬‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ‪ ،‬ﱢ‬
‫ﻃﻼﺏ ﺑﻨﻌﻢ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺧﺮﻳﺠﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬
‫ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪ 4‬ﱢ‬
‫ﻭﺳﺆﺍﻟﻬﻢ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺮﻏﺒﻮﻥ ﻓﻲ‬
‫ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻎ ﺍﻵﺗﻴﺔ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫ﺗﻠﻘﻲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻤﻠﻲ ﺑﻌﺪ ﺗﺨﺮﺟﻬﻢ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ‬
‫‪‬‬ ‫‪‬‬ ‫ﻋﺪﺩ ﺍﻟﺨﺮﺟﻴﻦ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ ﻋﻦ‬
‫‪X‬‬ ‫ﻓﻜﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺫﺍ ﺍﻟﺤﺪﻳﻦ‬ ‫ﺍﻟﺴﺆﺍﻝ‪ ،‬ﹼ‬
‫‪µ = np‬‬ ‫‪‬‬ ‫ﻭﻣ ﱢﺜﻠﻪ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺛﻼﺛﺔ‬
‫‪σ 2 = npq‬‬ ‫‪‬‬ ‫ﻣﻨﻬﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ ﻋﻦ‬
‫‪σ = √σ‬‬
‫= ‪2‬‬ ‫‪√npq‬‬
‫‬ ‫‪‬‬ ‫ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫‪X‬‬ ‫) ‪P(X‬‬
‫‪0‬‬ ‫‪0.002‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪1‬‬ ‫‪0.033‬‬
‫‪ ‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ . 2‬ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺘﻐﻴﺮ‬ ‫‪2‬‬ ‫‪0.177‬‬
‫ﻓﺴﺮ ﻣﻌﻨﻰ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﻮﻗﻒ‪.‬‬ ‫ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ ،X‬ﹸﺛ ﱠﻢ ﹼ‬ ‫‪3‬‬ ‫‪0.418‬‬
‫‪4‬‬ ‫‪0.370‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺻﻴﻎ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‪ .‬ﻓﻲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‬
‫‪. n = 5, p = 0.35, q = 0.65‬‬ ‫‪0.45‬‬
‫‪µ = np‬‬ ‫‪0.40‬‬
‫‪= 5 (0.35) = 1.75‬‬ ‫‪0.35‬‬
‫‪2‬‬ ‫‪0.30‬‬
‫‪σ = npq‬‬

‫‪‬‬
‫‪0.25‬‬
‫‪= 5 (0.35)(0.65) = 1.1375‬‬
‫‪0.20‬‬
‫‪σ = √σ‬‬
‫‪2‬‬
‫‪0.15‬‬
‫‪µ = 3.36, (3‬‬
‫‪ œ 1.0665‬‬
‫‪= √1.1375‬‬ ‫‪0.10‬‬
‫‪σ 2 = 1.747,‬‬
‫ﺧﺮﻳﺠﻴﻦ ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺃﺻﻞ ‪ 5‬ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ‪ .‬ﻛﻞ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ‬
‫ﹶ‬ ‫ﻣﺘﻮﺳﻂ ﺍﻟﺘﻮﺯﻳﻊ ﻳﺴﺎﻭﻱ ‪ 1.8‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻳﻌﻨﻲ ﺃﻥ‬ ‫‪σ ≈ 1.322,‬‬
‫‪0.05‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ ‪ 1.1‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫‪0‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ‪ 3‬ﻃﻠﺒﺔ ﻣﻦ ﺑﻴﻦ ‪7‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪‬‬ ‫ﻳﺪﺭﺳﻮﻥ ﻟﻐﺔ ﻋﺎﻟﻤﻴﺔ ﻓﻲ‬ ‫‪‬‬
‫ﻭﻓﺴﺮ‬
‫‪  (3‬ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻓﻲ ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ ‪ ، 2‬ﹼ‬
‫ﺳﻨﺔ ﺍﻟﺘﺨﺮﺝ‪.‬‬
‫ﻣﻌﻨﻰ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﻮﻗﻒ‪.‬‬
‫‪P(x ≥ 3) = 0.788‬‬

‫‪‬‬ ‫‪7 ‬‬ ‫‪116‬‬

‫‪‬‬
‫‪ 3‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺘﻮﺳﻂ‪،‬‬
‫ﻭﺍﻟﺘﺒﺎﻳﻦ‪ ،‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺘﻐﻴﺮ‬
‫‪‬‬ ‫ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫) ‪P (X‬‬ ‫‪X‬‬ ‫) ‪P(X‬‬ ‫‪(2‬‬ ‫‪ 4‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺮﻳﺐ ﺗﻮﺯﻳﻊ ﺫﻱ ﺣﺪﻳﻦ‬
‫‪0.25‬‬
‫‪0.2‬‬
‫‪0‬‬ ‫‪0.010‬‬ ‫ﺇﻟﻰ ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ‪.‬‬
‫‪‬‬

‫‪1‬‬ ‫‪0.066‬‬
‫‪0.15‬‬ ‫‪2‬‬ ‫‪0.184‬‬
‫‪0.1‬‬ ‫‪3‬‬ ‫‪0.283‬‬
‫‪0.05‬‬ ‫‪4‬‬ ‫‪0.261‬‬
‫‪0‬‬ ‫‪5‬‬ ‫‪0.145‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7 X‬‬
‫‪6‬‬ ‫‪0.045‬‬
‫‪‬‬ ‫‪7‬‬ ‫‪0.006‬‬
‫= ‪P( X < 4) = 0.543‬‬
‫‪54.3%‬‬

‫‪ 7‬‬ ‫‪116‬‬


‫‪‬‬
‫‪ ‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺗﺠﺮﺑﺔ ﺫﺍﺕ‬
‫ﺍﻟﺤﺪﻳﻦ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ﺍﻹﺿﺎﻓﻲ ‪ .2‬ﺃﻭﺟﺪ‬
‫ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻭﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ‬
‫‪ ،X‬ﺛﻢ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪X‬‬
‫ﻓﺴﺮ ﻣﻌﻨﻰ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺳﻴﺎﻕ‬ ‫ﹼ‬
‫ﺍﻟﻤﻮﻗﻒ‪.‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ = ‪،3.12‬‬
‫ﺍﻟﺘﺒﺎﻳﻦ = ‪ ،0.686‬ﻭﺍﻻﻧﺤﺮﺍﻑ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ = ‪،0.828‬‬
‫ﺑﻤﻌﺪﻝ ‪ 3‬ﺧﺮﻳﺠﻴﻦ ﻣﻦ ﺃﺻﻞ ‪4‬‬
‫ﻳﺨﻄﻄﻮﻥ ﻟﺘﻠﻘﻲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻤﻠﻲ ﺑﻌﺪ‬
‫ﺍﻟﺘﺨﺮﺝ‪.‬‬
‫ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪،4‬‬
‫ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻮﺍﻓﻖ ‪ 175‬ﻣﻦ‬
‫ﺍﻟﻤﺴﺘﻬﺪﻓﻴﻦ ﻋﻠﻰ ﺍﻷﻛﺜﺮ ؟‬
‫‪ 2.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫ﺴﻤﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻭ‬
‫‪ ‬ﹸﻳ ﹼ‬
‫ﺍﻟﺤﺪﻳﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺫﺍ ﺍﻟﻤﻌﻠﻤﺘﻴﻦ‪ ،‬ﻭﻫﻤﺎ ﻋﺪﺩ‬
‫ﺍﻟﻤﺤﺎﻭﻻﺕ )‪ ،(n‬ﻭﺍﺣﺘﻤﺎﻝ ﺍﻟﻨﺠﺎﺡ ﻓﻲ‬
‫ﺍﻟﻤﺮﺓ ﺍﻟﻮﺍﺣﺪﺓ )‪ .(p‬ﻭﺗﺘﺤﺪﹼ ﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ‬
‫ﺗﻤﺎ ﹰﻣﺎ ﻋﻨﺪ ﻣﻌﺮﻓﺔ ﻫﺎﺗﻴﻦ ﺍﻟﻤﻌﻠﻤﺘﻴﻦ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ‬
‫ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺤﺚ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻊ ﻋﻦ‬
‫ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻭﺃﻣﺜﻠﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪117‬‬ ‫‪‬‬ ‫‪7 - 6‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺰﺩﺍﺩ ﻋﺪﺩ ﺍﻟﻤﺤﺎﻭﻻﺕ ﻓﻲ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ‪ ،‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻟﺘﻘﺮﻳﺐ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪ q p n‬‬
‫‪3‬‬ ‫‪µ = n p  n p ≥ 5 , n q ≥ 5‬‬
‫‪. σ = √n‬‬ ‫‪p q ‬‬
‫‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ ﺳﺎﺑﻘﺔ ﺇﻟﻰ ﺃﻥ ‪ 64%‬ﻣﻦ ﺍﻟﺨﺮﻳﺠﻴﻦ ﻳﺮﻭﻥ ﺃﻥ ﺳﻨﻮﺍﺕ ﺍﻟﺠﺎﻣﻌﺔ ﻛﺎﻧﺖ ﻣﻤﺘﻌﺔ‪ .‬ﻭﻗﺪ ﻧ ﹼﻔﺬ ﺑﻼﻝ ﺩﺭﺍﺳﺔ‬ ‫‪‬‬
‫ﻣﺴﺤﻴﺔ ﻋﻠﻰ ‪ 300‬ﻣﻦ ﻫﺆﻻﺀ ﺍﻟﺨﺮﻳﺠﻴﻦ ﺍﺧﺘﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻮﺍﻓﻖ ‪ 200‬ﺧﺮﻳﺞ ﻣﻨﻬﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﻠﻰ ﻣﺎ‬ ‫‪‬‬
‫ﺟﺎﺀ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ؟‬ ‫‪n ‬‬
‫‪‬‬
‫ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺍﻟﺘﻲ ﻧ ﱠﻔﺬﻫﺎ ﺑﻼﻝ‪ ،‬ﻋﺪﺩ ﺍﻟﺨﺮﻳﺠﻴﻦ ﺍﻟﺬﻳﻦ ﻳﺮﻭﻥ ﺃﻥ ﺳﻨﻮﺍﺕ ﺍﻟﺠﺎﻣﻌﺔ ﻛﺎﻧﺖ ﻣﻤﺘﻌﺔ ﻳﺘﺒﻊ ﺍﻟﺘﻮﺯﻳﻊ ﺫﺍ‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻟﺤﺪﻳﻦ‪ ،‬ﺣﻴﺚ‪:‬‬
‫‪n = 300 , p = 0.64 , q = 0.36‬‬
‫ﻭﺣﻴﺚ ﺇﻥ‪:‬‬
‫‪n p = 300 (0.64) = 192 > 5‬‬
‫‪n q = 300 (0.36) = 108 > 5‬‬
‫‪4‬‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻟﺘﻘﺮﻳﺐ ﺍﻻﺣﺘﻤﺎﻝ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‪:‬‬
‫‪ µ = n p‬‬
‫‪13.5%‬‬
‫‪2%‬‬ ‫‪n = 300 , p = 0.64‬‬ ‫‪= 300(0.64) = 192‬‬
‫‪0.5%‬‬
‫‪192‬‬ ‫‪200‬‬ ‫‪208‬‬ ‫‪216‬‬ ‫‪ σ = √n‬‬
‫‬‫‪pq‬‬
‫‪σ≈8‬‬
‫‪n = 300 , p = 0.64 , q = 0.36‬‬ ‫)‪= √300(0.64)(0.36‬‬
‫‬
‫‪‬‬ ‫‪≈ 8.31‬‬
‫ﺍﻟﻌﺪﺩ ‪ 200‬ﺃﻛﺒﺮ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺑﻤﻘﺪﺍﺭ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ ﻓﻲ ﺍﻟﺮﺳﻢ ﺃﻋﻼﻩ؛ ﻟﺬﺍ ﻳﻜﻮﻥ ﺍﺣﺘﻤﺎﻝ‬
‫ﺃﻥ ﻳﻮﺍﻓﻖ ‪ 200‬ﺧﺮﻳﺞ ﻣﻨﻬﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ﻳﺴﺎﻭﻱ ‪ 16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪‬‬
‫‪ (4‬ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ ﺳﺎﺑﻘﺔ ﺇﻟﻰ ﺃﻥ ‪ 32%‬ﻣﻦ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺍﻟﻤﺴﺘﻄﻠﻌﺔ ﺁﺭﺍﺅﻫﻢ ﻳﺮﻭﻥ ﺃﻧﻪ ﻳﺠﺐ ﺗﻘﻠﻴﻞ ﻋﺪﺩ ﺃﻳﺎﻡ ﺍﻹﺟﺎﺯﺓ‬
‫ﺍﻟﺼﻴﻔﻴﺔ ﻟﻠﻄﻼﺏ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻏﻴﺮ ﺃﻥ ﺁﻳﺔ ﺗﺮ￯ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺃﻗﻞ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻭﻟﺬﻟﻚ ﻗﺎﻣﺖ ﺑﺈﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ‬
‫ﻣﺴﺤﻴﺔ ﺷﻤﻠﺖ ‪ 250‬ﻣﻦ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺍﺧﺘﺎﺭﺗﻬﻢ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻤﻦ ﺍﺳﺘﻬﺪﻓﺘﻬﻢ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ‬
‫ﺗﻘﻠﻴﻞ ﻋﺪﺩ ﺃﻳﺎﻡ ﺍﻹﺟﺎﺯﺓ ﺍﻟﺼﻴﻔﻴﺔ؟ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﹺ‬ ‫ﻭﺟﻮﺏ‬
‫ﹶ‬ ‫ﱠﺃﻻ ﻳﺮ￯ ﺃﻛﺜﺮ ﻣﻦ ‪ 65‬ﻣﻦ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ‬
‫‪117‬‬ ‫‪‬‬ ‫‪7 - 6 ‬‬
‫‪‬‬ ‫‪‬‬
‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﺃﻭ ﺛﻼﺛﻴﺔ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﻘﻮﻡ ﻃﺎﻟﺐ ﻣﻦ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻜﺘﺎﺑﺔ ﺳﺆﺍﻝ ﻣﺴﺢ‬ ‫‪  ‬ﱢ‬
‫ﺇﺣﺼﺎﺋﻲ ﻣﻦ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻤﺠﻤﻮﻋﺔ‪ .‬ﻛ ﱢﻠﻒ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻤﻨﺎﻗﺸﺔ ﻛﻴﻔﻴﺔ ﺗﺤﻘﻴﻖ ﺍﻟﺴﺆﺍﻝ ﻟﺸﺮﻭﻁ ﺗﺠﺮﺑﺔ ﺫﺍﺕ‬
‫ﺍﻟﺤﺪﻳﻦ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﻧﺘﺎﺋﺞ ﺍﻟﻤﺴﺢ‪ ،‬ﺛﻢ ﺗﺤﺪﻳﺪ ﻛﻞ ﻣﻦ ‪ n , p , q‬ﻭﺗﻜﻮﻳﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ ﻭﺗﻤﺜﻴﻠﻪ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬

‫‪  (9‬ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﺇﺣﺪ￯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ‪،‬‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪ 85%‬ﻣﻦ ﻃﻼﺏ ﺇﺣﺪ￯ ﺍﻟﺠﺎﻣﻌﺎﺕ ﻟﺪﻳﻬﻢ ﺭﺧﺺ ﻗﻴﺎﺩﺓ‬
‫ﺳﻴﺎﺭﺓ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ‪ 6‬ﻃﻼﺏ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺑﻴﻦ ‪ 10‬ﺗﻢ‬
‫ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻟﺪﻳﻬﻢ ﺭﺧﺺ ﻗﻴﺎﺩﺓ ﺳﻴﺎﺭﺓ؟ ‪ 0.99013‬ﺃﻭ ‪ 99%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (10‬ﻛﺴﺐ ﻓﺮﻳﻖ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ‪ 75.7%‬ﻣﻦ ﻣﺒﺎﺭﻳﺎﺗﻪ‪ .‬ﺃﻭﺟﺪ‬
‫ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﺴﺐ ‪ 7‬ﻣﺒﺎﺭﻳﺎﺕ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺑﻴﻦ ﻣﺒﺎﺭﻳﺎﺗﻪ ﺍﻟﻌﺸﺮ‬
‫ﺍﻟﻘﺎﺩﻣﺔ‪ 0.792 .‬ﺃﻭ ‪ 79.2%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (11‬ﻭﻓﻖ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪80%‬‬
‫ﻣﻦ ﻃﻼﺏ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻳﻤﺎﺭﺳﻮﻥ ﺭﻳﺎﺿﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ‬
‫ﻣﺪﺭﺳﺘﻬﻢ‪ ،‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ‪ 6‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪X‬‬
‫ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﻳﻤﺎﺭﺳﻮﻥ ﺭﻳﺎﺿﺔ ﻋﻠﻰ ﺍﻷﻗﻞ‪.‬‬
‫‪ (a‬ﻓﺄﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻌﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻱ ﻳﻤﺎﺭﺳﻮﻥ‬
‫ﺭﻳﺎﺿﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﺰﻳﺪ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﻳﻤﺎﺭﺳﻮﻥ ﺍﻟﺮﻳﺎﺿﺔ ﻋﻦ ﻃﺎﻟﺒﻴﻦ؟‬
‫‪ 1.7%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (12‬ﻳﻘﻮﻡ ﺑﻌﺾ ﺍﻷﺷﺨﺎﺹ ﺑﻐﺴﻴﻞ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻟﺰﺑﺎﺋﻦ‬
‫ﺑﻌﺾ ﺍﻟﻤﺠﻤﻌﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻣﻘﺎﺑﻞ ﺃﺟﺮ ﻣﻌﻴﻦ‪ .‬ﻭﻗﺪ ﺃﻓﺎﺩﺕ ﺩﺭﺍﺳﺔ‬
‫ﻣﺴﺤﻴﺔ ﺃﻥ ‪ 65%‬ﻣﻦ ﺍﻟﺰﺑﺎﺋﻦ ﻳﺪﻓﻌﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻷﺟﺮﺓ‬
‫ﻏﺴﻴﻞ ﺳﻴﺎﺭﺍﺗﻬﻢ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺪﻓﻊ ﺃﺭﺑﻌﺔ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺧﻤﺴﺔ‬
‫ﺯﺑﺎﺋﻦ ﻣﺒﻠﻐﹰﺎ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻟﻸﺟﺮ‪ 42.8% .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (13‬ﺗﻀﻊ ﺷﺮﻛﺔ ﻟﻠﻌﺼﺎﺋﺮ ﺣﻮﺍﻓﺰ ﺑﺤﻴﺚ ﺇﻥ ‪30%‬‬
‫ﻣﻦ ﻋﻠﺐ ﺍﻟﻌﺼﻴﺮ ﺗﺮﺑﺢ ﻋﻠﺒﺔ ﻣﺠﺎﻧﻴﺔ‪ ،‬ﻭﻗﺪ ﺍﺷﺘﺮﺕ ﺳﻌﺎﺩ ‪ 10‬ﻋﻠﺐ‪.‬‬
‫ﻣ ﹼﺜﻞ ﺑﺎﻷﻋﻤﺪﺓ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻠﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﻋﻠﺐ ﺍﻟﻌﺼﻴﺮ ﺍﻟﺮﺍﺑﺤﺔ‪.‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺳﺎﺑﻘﺔ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪70%‬‬ ‫‪‬‬
‫ﺑﺮﻧﺎﻣﺠﺎ ﺩﻳﻨ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻷﻗﻞ‬
‫ﹰ‬ ‫ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺗﺤﺖ ﺳﻦ ﺍﻟﻌﺸﺮﻳﻦ ﻳﺘﺎﺑﻌﻮﻥ‬
‫ﻓﻲ ﺍﻟﺘﻠﻔﺎﺯ‪ .‬ﺇﺫﺍ ﺍﺳﺘﻄﻠﻊ ﺧﻠﻴﻞ ﺭﺃﻱ ‪ 200‬ﺷﺨﺺ ﺗﺤﺖ ﺳﻦ ‪ 20‬ﺳﻨﺔ‪،‬‬
‫ﺑﺮﻧﺎﻣﺠﺎ ﺩﻳﻨ ﹼﹰﻴﺎ‬
‫ﹰ‬ ‫ﺷﺨﺼﺎ ﻣﻨﻬﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ﻳﺘﺎﺑﻌﻮﻥ‬‫ﹰ‬ ‫ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ‪146‬‬
‫ﻋﻠﻰ ﺍﻷﻗﻞ؟ ‪ 16%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺗﻮﺯﻳﻊ ﺫﻱ ﺣﺪﻳﻦ ‪ ،60%‬ﻭﻳﻮﺟﺪ ‪ 18‬ﻣﺤﺎﻭﻟﺔ‪،‬‬
‫ﻓﺄﺟﺐ‪.‬‬
‫ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﺗﻮﺟﺪ ﺃﻱ ﻣﺤﺎﻭﻟﺔ ﻧﺎﺟﺤﺔ؟ ‪ 0.0000069%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻮﺟﺪ ‪ 12‬ﻣﺤﺎﻭﻟﺔ ﻓﺎﺷﻠﺔ؟ ‪ 0.0145‬ﺃﻭ ‪ 1.45%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺗﺠﺮﺑﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺫﺍﺕ ﺣﺪﻳﻦ‪ ،‬ﺃﻭ ﻳﻤﻜﻦ ﺟﻌﻠﻬﺎ‬
‫‪ 3‬‬
‫ﺫﺍﺕ ﺣﺪﻳﻦ‪ .‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻛﺬﻟﻚ‪ ،‬ﻓﺎﻛﺘﺐ ﻗﻴﻢ ‪ ، n, p, q‬ﺛﻢ ﺍﻛﺘﺐ ﻛﻞ‬
‫ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻤﻤﻜﻨﺔ‪ .‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ‪،‬‬
‫ﻓﺒ ﱢﻴﻦ ﺍﻟﺴﺒﺐ‪ (1 -4 1 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬
‫‪ (1‬ﺗﻢ ﺗﺮﻗﻴﻢ ﺃﻭﺟﻪ ﻣﻜﻌﺐ ﺑﺎﻷﺭﻗﺎﻡ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ ، 6‬ﺛﻢ ﹸﺃﻟﻘﻲ ﺍﻟﻤﻜﻌﺐ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 - 8‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪ 10‬ﻣﺮﺍﺕ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﻣﺮﺍﺕ ﻇﻬﻮﺭ ﺍﻟﺮﻗﻢ ‪. 5‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ (2‬ﹸﺃﻟﻘﻴﺖ ﻗﻄﻌﺔ ﻧﻘﺪ ‪ 20‬ﻣﺮﺓ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﻣﺮﺍﺕ‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﺷﺨﺼﺎ ﻋﻦ ﺃﻋﻤﺎﺭﻫﻢ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ‬
‫ﹰ‬ ‫‪ (3‬ﺳﺄﻟﺖ ‪15‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﺃﻋﻤﺎﺭ ﻫﺆﻻﺀ ﺍﻷﺷﺨﺎﺹ‪.‬‬
‫‪ (4‬ﺻﻨﺪﻭﻕ ﺑﻪ ‪ 52‬ﻛﺮﺓ‪ ،‬ﻣﻨﻬﺎ ‪ 13‬ﻛﺮﺓ ﺣﻤﺮﺍﺀ‪ ،‬ﻭ‪ 13‬ﻛﺮﺓ ﺯﺭﻗﺎﺀ‪ ،‬ﻭ‪ 13‬ﻛﺮﺓ‬
‫ﺑﻴﻀﺎﺀ‪ ،‬ﻭ‪ 13‬ﻛﺮﺓ ﺻﻔﺮﺍﺀ‪ .‬ﺳﺤﺒﺖ ‪ 10‬ﻛﺮﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ﺩﻭﻥ ﺇﺭﺟﺎﻉ‪.‬‬ ‫‪‬‬
‫ﻭﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺕ ﺍﻟﺒﻴﻀﺎﺀ ﺍﻟﻤﺴﺤﻮﺑﺔ‪.‬‬
‫‪ (1‬ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ؛ ‪،n = 10‬‬
‫‪ P = _16‬ﻟﻜﻞ ﺭﻣﻴﺔ‪ ، q = _56 ،‬ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬
‫ﻛﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺫﺍ ﺍﻟﺤﺪﻳﻦ ﱢ‬
‫ﻟﻜﻞ ﻣﺘﻐﻴﺮ ﻋﺸﻮﺍﺋﻲ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﻣ ﹼﺜﻠﻪ ﺑﺎﻷﻋﻤﺪﺓ‪ ،‬ﺛﻢ‬ ‫ﹼ‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻩ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﻮﻗﻒ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺘﺒﺎﻳﻦ‪،‬‬ ‫ﺍﻟﻌﺸﻮﺍﺋﻲ ‪. 0-10‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﹼ‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ (5 -7 2, 3 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (2‬ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ؛ ‪،n = 20‬‬
‫‪ (5‬ﺇﺫﺍ ﻛﺎﻥ ‪ 89 %‬ﻣﻦ ﻃﻼﺏ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ‬ ‫‪، q = _12 ، p = _12‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ ﻣﺒﺎﺭﻳﺎﺕ ﻣﻨﺘﺨﺒﻬﻢ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﻭﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪ 5‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ‬ ‫ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪. 0-20‬‬
‫ﻫﺬﻩ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻭﺳﺆﺍﻟﻬﻢ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺘﺎﺑﻌﻮﻥ ﻣﺒﺎﺭﻳﺎﺕ ﻣﻨﺘﺨﺒﻬﻢ‬
‫‪ (3‬ﻟﻴﺴﺖ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ؛‬
‫ﺍﻟﻮﻃﻨﻲ‪.‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ؛ ﻷﻧﻪ ﻳﻮﺟﺪ ﺃﻛﺜﺮ ﻣﻦ‬
‫‪ (6‬ﺑ ﹼﻴﻨﺖ ﺩﺭﺍﺳﺔ ﺃﻥ ‪ 26 %‬ﻣﻦ ﻣﻮﻇﻔﻲ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ ﻳﺴﺘﻌﻤﻠﻮﻥ‬ ‫ﻧﺘﻴﺠﺘﻴﻦ ﻣﺘﻮﻗﻌﺘﻴﻦ؛ ﻷﻥ ﺍﻟﻌﻤﺮ ﻗﺪ ﻳﻜﻮﻥ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﻋﻤﻠﻬﻢ‪ .‬ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪ 10‬ﻣﻮﻇﻔﻴﻦ ﻣﻦ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺔ‬
‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺳﺆﺍﻟﻬﻢ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﻋﻤﻠﻬﻢ‪.‬‬
‫ﺃﻱ ﻋﺪﺩ ﺿﻤﻦ ﺍﻟﻤﻌﻘﻮﻝ‪.‬‬
‫‪ (4‬ﻟﻴﺴﺖ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪(14‬‬ ‫‪ (7‬ﺃﻓﺎﺩﺕ ﺩﺭﺍﺳﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺃﻥ ‪ 65 %‬ﻣﻦ ﻃﻼﺏ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﺬﻳﻦ‬ ‫ﺑﻤﺎ ﺃﻧﻚ ﺗﺴﺤﺐ ﻛﺮﺍﺕ ﺩﻭﻥ ﺇﺭﺟﺎﻉ‪،‬‬
‫ﻳﻤﺘﻠﻜﻮﻥ ﺳﻴﺎﺭﺍﺕ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺃﺣﺰﻣﺔ ﺍﻷﻣﺎﻥ ﻓﻲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﺩﺓ ﺳﻴﺎﺭﺍﺗﻬﻢ‪.‬‬
‫ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪ 8‬ﻃﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻤﻦ ﻳﻤﺘﻠﻜﻮﻥ ﺳﻴﺎﺭﺍﺕ‪ ،‬ﻭﺳﺆﺍﻟﻬﻢ ﺇﻥ‬ ‫ﻓﺈﻥ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺗﺨﺘﻠﻒ ﻓﻲ ﻛﻞ ﺳﺤﺐ‬
‫ﻛﺎﻧﻮﺍ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺃﺣﺰﻣﺔ ﺃﻣﺎﻥ ﻓﻲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﺩﺓ ﺳﻴﺎﺭﺍﺗﻬﻢ‪.‬‬ ‫ﻟﻨﻘﺺ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺕ‪.‬‬
‫‪  (8‬ﺗﺒ ﱠﻴﻦ ﻓﻲ ﺩﺭﺍﺳﺔ ﺳﺎﺑﻘﺔ ﺃﻥ ‪ 90%‬ﻣﻦ ﻃﻼﺏ‬
‫ﺍﻟﺼﻔﻮﻑ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﻣﺪﺭﺳﺔ ﺛﺎﻧﻮﻳﺔ ﻳﺤﺼﻠﻮﻥ ﻋﻠﻰ ﺃﻋﻤﺎﻝ ﺻﻴﻔﻴﺔ‪ ،‬ﻟﻜﻦ‬
‫ﻣﻨﺬﺭﺍ ﻗﺪﹼ ﺭ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺃﻗﻞ ﻣﻦ ﺫﻟﻚ؛ ﻟﺬﺍ ﻗﺎﻡ ﺑﺪﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺷﻤﻠﺖ‬
‫ﹰ‬
‫‪ 400‬ﻃﺎﻟﺐ ﻣﻦ ﺍﻟﺼﻔﻮﻑ ﺍﻟﻌﻠﻴﺎ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ‬
‫‪(15‬‬ ‫ﺃﻻ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ‪ 348‬ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺴﺘﻬﺪﻓﻴﻦ ﺣﺼﻠﻮﺍ ﻋﻠﻰ ﻋﻤﻞ‬
‫ﺻﻴﻔﻲ؟ ‪ 2.5% 4‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪(16‬‬

‫‪‬‬ ‫‪7 ‬‬ ‫‪118‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪25–33 ،10–19 ،1–8‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–25‬ﻓﺮﺩﻱ‪25–33 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪15–33‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 7‬‬ ‫‪118‬‬


‫‪ 4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺃﻥ‬
‫ﻳﺠﺪ ﺍﺣﺘﻤﺎﻝ ﻭﺟﻮﺩ ﺛﻼﺛﺔ ﺃﻭﻻﺩ ﺫﻛﻮﺭ ﻋﻨﺪ‬
‫ﻋﺎﺋﻠﺔ ﺇﺫﺍ ﻋﻠﻢ ﺃﻥ ﻟﺪ￯ ﻫﺬﻩ ﺍﻟﻌﺎﺋﻠﺔ ‪ 4‬ﺃﻃﻔﺎﻝ‪.‬‬
‫✓ ‪‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺱ ‪7-6‬‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،4‬ﺹ )‪(50‬‬
‫‪‬‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ‬ ‫ﹼ‬ ‫‪‬‬
‫ﺍﻟﺘﻔﻜﻴﺮ ﻓﻲ ﻣﻌﻘﻮﻟﻴﺔ ﺣﻠﻮﻟﻬﻢ‪ .‬ﺃﻛﺪ ﻋﻠﻰ‬
‫ﺣﻘﻴﻘﺔ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﻤﺮﻛﺰ ﻋﺎﺩ ﹰﺓ‬
‫ﺣﻮﻝ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫‪‬‬
‫‪ 0.744‬ﺃﻭ ‪ 74.4%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ 0.322‬ﺃﻭ ‪ 32.2%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ 0.767‬ﺃﻭ ‪ 76.7%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ 0.99‬ﺃﻭ ‪ 99%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ 0.526‬ﺃﻭ ‪ 52.6%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ 0.889‬ﺃﻭ ‪ 88.9%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺤﺎﺩﺛﺔ‬
‫ﺗﺘﺄﻟﻒ ﻣﻦ ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻘﺎﺭﻧﺔ‬
‫ﺑﺎﻟﺤﺎﺩﺛﺔ ﺍﻟﻤﺘﻤﻤﺔ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﻘﻮﻡ ﺑﺈﻳﺠﺎﺩ‬
‫ﺍﺣﺘﻤﺎﻝ ﺍﻟﺤﺎﺩﺛﺔ ﺍﻟﻤﺘﻤﻤﺔ‪ ،‬ﻭﻧﻄﺮﺡ‬
‫ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﺍﻟﻮﺍﺣﺪ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻓﻤﺜﻼﹰ‪:‬‬
‫ﻣﻜﻮﻧﹰﺎ ﻣﻦ‬
‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ﹼ‬
‫ﺍﻷﻋﺪﺍﺩ ‪ ، 0, 1, 2, 3, 4, 5, 6, 7‬ﻭﺃﺭﺩﻧﺎ‬
‫ﺇﻳﺠﺎﺩ ﺍﺣﺘﻤﺎﻝ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻋﺪﺍﺩ‬
‫ﺑﺪﻻ ﻣﻦ ﺇﻳﺠﺎﺩ‬ ‫‪ 3, 4, 5, 6, 7‬ﻓﺈﻧﻪ ﹰ‬
‫ﺍﻻﺣﺘﻤﺎﻝ ﻟﻜﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ 3 -7‬ﻭﺟﻤﻊ‬
‫ﻫﺬﻩ ﺍﻻﺣﺘﻤﺎﻻﺕ‪ ،‬ﻳﻜﻮﻥ ﻣﻦ ﺍﻷﻓﻀﻞ‬
‫ﺇﻳﺠﺎﺩ ﺍﻻﺣﺘﻤﺎﻝ ﻟﻜﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺜﻼﺛﺔ‬
‫‪ ، 0, 1 , 2‬ﻭﻃﺮﺡ ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﺍﻟﻌﺪﺩ ‪.1‬‬
‫‪ (26‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﹸﻋﻠﻢ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﻘﻄﻊ‬
‫ﺍﻟﻤﻌﻴﺒﺔ ﻓﻲ ﻣﺼﻨﻊ ‪ ،3%‬ﻭﺍﺷﺘﺮ￯‬
‫ﺗﺎﺟﺮ ‪ 500‬ﻗﻄﻌﺔ ﺍﺧﺘﻴﺮﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪،‬‬
‫ﻓﺈﻧﻪ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺠﺪ ﺍﺣﺘﻤﺎﻝ ﻭﺟﻮﺩ‬
‫‪ 10‬ﻗﻄﻊ ﻣﻌﻴﺒﺔ ﻣﻦ ﺑﻴﻨﻬﺎ‪ ،‬ﺣﻴﺚ‬
‫‪n = 500, p = 3%, q = 97%‬‬
‫‪119‬‬ ‫‪‬‬ ‫‪7 - 6‬‬
‫‪‬‬ ‫‪  (17‬ﻛﺴﺐ ﻻﻋﺐ ‪ 85%‬ﻣﻦ ﻣﺒﺎﺭﻳﺎﺗﻪ ﺍﻟﺘﻲ ﻟﻌﺒﻬﺎ ﺧﻼﻝ‬
‫ﻣﺴﻴﺮﺗﻪ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ .‬ﺃﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎﻳﺄﺗﻲ ﺗﻤ ﱢﺜﻞ ﺩﺍﺋﺮﺓ‪ ،‬ﺃﻭ ﻗﻄ ﹰﻌﺎ ﻣﻜﺎﻓﺌﹰﺎ‪،‬‬
‫ﻧﺎﻗﺼﺎ‪ ،‬ﺃﻭ ﻗﻄ ﹰﻌﺎ ﺯﺍﺋﺪﹰ ﺍ‪ ،‬ﺩﻭﻥ ﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻴﺎﺳﻴﺔ‪.‬‬
‫ﺃﻭ ﻗﻄ ﹰﻌﺎ ﹰ‬ ‫ﺃﻥ ﻳﻜﺴﺐ ‪ 3‬ﻣﺒﺎﺭﻳﺎﺕ ﻣﻦ ﺑﻴﻦ ‪ 5‬ﻣﺒﺎﺭﻳﺎﺕ ﻗﺎﺩﻣﺔ‪ 13.8% .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(a‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ :‬‬‫ﱢ‬
‫‪ (b‬ﺃﻥ ﻳﻜﺴﺐ ﻣﺒﺎﺭﺗﻴﻦ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺑﻴﻦ ﺍﻟﻤﺒﺎﺭﻳﺎﺕ ﺍﻟﺨﻤﺲ‬
‫ﻗﻄﻊ ﻧﺎﻗﺺ‬ ‫‪x 2 + 4 y 2 = 100 (28‬‬ ‫ﺍﻟﻘﺎﺩﻣﺔ‪ 99.8% .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻗﻄﻊ ﻣﻜﺎﻓﺊ‬ ‫‪5y 2 - 10 x = 0 (29‬‬
‫‪ (c‬ﺃﻥ ﻳﺨﺴﺮ ﻣﺒﺎﺭﺍﺓ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ ﻣﺒﺎﺭﻳﺎﺗﻪ ﺍﻟﺨﻤﺲ ﺍﻟﻘﺎﺩﻣﺔ‪.‬‬
‫ﺩﺍﺋﺮﺓ‬ ‫‪x 2 + y 2 - 3x + 4 y - 16 = 0 (30‬‬ ‫‪ 55.6%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﺍﻵﺗﻴﺔ‪ ،‬ﹼ‬
‫ﻳﺪﻝ ﺍﻟﺮﻣﺰ ‪ n‬ﻋﻠﻰ ﻋﺪﺩ‬
‫‪  (31‬ﻭﺿﻊ ﻧﻈﺎﻡ ﻟﻤﺮﺍﻗﺒﺔ ﺳﺮﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﺗﺴﺠﻴﻠﻬﺎ ﻓﻲ ﺷﺎﺭﻉ‬ ‫ﺍﻟﻤﺤﺎﻭﻻﺕ‪ ،‬ﹼ‬
‫ﻭﻳﺪﻝ ﺍﻟﺮﻣﺰ ‪ p‬ﻋﻠﻰ ﺍﺣﺘﻤﺎﻝ ﻧﺠﺎﺡ ﻛﻞ ﻣﺤﺎﻭﻟﺔ‪ .‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ‬
‫ﻗﺮﻳﺐ ﻣﻦ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ‪ ،‬ﺇﺫﺍ ﺗﻮﺯﹼ ﻋﺖ ﻫﺬﻩ ﺍﻟﺴﺮﻋﺎﺕ ﺗﻮﺯﻳ ﹰﻌﺎ‬ ‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ‪ X‬ﻣﻦ ﺍﻟﻨﺠﺎﺣﺎﺕ‪ (18-23 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻃﺒﻴﻌﻴﹼﹰﺎ ﺑﻤﺘﻮﺳﻂ ‪ ،37 mi/h‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ،4 mi/h‬ﻓﻜﻢ ﺳﻴﺎﺭﺓ‬
‫ﻛﺎﻧﺖ ﺗﺴﻴﺮ ﺑﺴﺮﻋﺔ ﺗﻘﻞ ﻋﻦ ‪ 33 mi/h‬ﻓﻲ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ‪ 425‬ﺳﻴﺎﺭﺓ؟ ‪‬‬ ‫‪n = 8, p = 0.3, X ≥ 2 (18‬‬
‫‪68 7-5‬‬
‫‪n = 10, p = 0.2, X > 2 (19‬‬
‫‪   (32‬ﺃﻭﺿﺢ ﺍﺳﺘﻄﻼﻉ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫‪n = 6, p = 0.6, X ≤ 4 (20‬‬
‫ﺃﻥ ‪ 88%‬ﻣﻦ ﺍﻟﻄﻼﺏ ﻳﺮﻳﺪﻭﻥ ﺇﻛﻤﺎﻝ ﺩﺭﺍﺳﺘﻬﻢ ﺍﻟﺠﺎﻣﻌﻴﺔ‪ .‬ﻭﻗﺪ ﻗﺎﻡ‬
‫ﻧﻮﺍﻑ ﺑﺎﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ‪ 150‬ﻃﺎﻟ ﹰﺒﺎ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ‬ ‫‪n = 9, p = 0.25, X ≤ 5 (21‬‬
‫ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ ‪ 132‬ﻃﺎﻟ ﹰﺒﺎ ﻋﻠﻰ ﺍﻷﻗﻞ ﻳﺮﻏﺒﻮﻥ ﻓﻲ ﺍﺳﺘﻜﻤﺎﻝ ﺩﺭﺍﺳﺘﻬﻢ‬
‫ﺍﻟﺠﺎﻣﻌﻴﺔ؟ ‪50% 7-5‬‬ ‫‪n = 10, p = 0.75, X ≥ 8 (22‬‬
‫‪n = 12, p = 0.1, X < 3 (23‬‬
‫‪‬‬
‫‪‬‬
‫‪  (33‬ﺗﻘﺪﹼ ﻣﺖ ﺳﻤﺮ ﻻﺧﺘﺒﺎﺭ ﻣﻦ ﻋﺸﺮﺓ ﺃﺳﺌﻠﺔ ﻣﻦ ﻧﻮﻉ ﺍﻻﺧﺘﻴﺎﺭ‬
‫‪ (25, 26‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻣﻦ ﻣﺘﻌﺪﺩ ﻟﻜﻞ ﻣﻨﻬﺎ ﺃﺭﺑﻌﺔ ﺑﺪﺍﺋﻞ‪ ،‬ﻟﻜﻨﻬﺎ ﺃﺟﺎﺑﺖ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﺘﺨﻤﻴﻦ )ﺩﻭﻥ ﻣﻌﺮﻓﺔ ﻋﻠﻤﻴﺔ ﺑﺎﻟﻤﻮﺿﻮﻉ(‪ ،‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺤﺼﻞ ﻋﻠﻰ‪:‬‬ ‫‪ ‬ﻓﻲ ﺗﻘﺮﻳﺐ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ ﺇﻟﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪ ،‬ﺇﺫﺍ‬‫‪‬‬ ‫‪(24‬‬
‫ﻧﺠﺎﺣﺎ ﻳﺴﺎﻭﻱ ‪ ،34%‬ﻭﻛﺎﻥ‬‫ﹰ‬ ‫ﻋﻠﻤﺖ ﺃﻥ ﺍﺣﺘﻤﺎﻝ ﻭﺟﻮﺩ ‪60 - 66‬‬
‫‪ 7 (a‬ﺃﺳﺌﻠﺔ ﺻﺤﻴﺤﺔ ﺍﻹﺟﺎﺑﺔ؟ ‪0.003‬‬ ‫‪ ، x− = 60‬ﻭﺍﺣﺘﻤﺎﻝ ﺍﻟﻨﺠﺎﺡ ‪ ،36%‬ﻓﻜﻢ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻤﺤﺎﻭﻻﺕ؟‬
‫‪(18‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ ‪156‬‬
‫‪ 9 (b‬ﺃﺳﺌﻠﺔ ﺻﺤﻴﺤﺔ ﺍﻹﺟﺎﺑﺔ؟ ‪0.00003‬‬ ‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ‬
‫‪(19‬‬ ‫‪  (25‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ » .‬ﻣﻦ ﺍﻷﻓﻀﻞ ﺃﻥ ﺗﺠﺪ‬ ‫ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ .‬ﹼ‬
‫‪(20‬‬ ‫‪ 0 (c‬ﺳﺆﺍﻝ ﺻﺤﻴﺢ ﺍﻹﺟﺎﺑﺔ؟ ‪0.056‬‬ ‫ﺍﺣﺘﻤﺎﻝ ﺍﻟﻔﺸﻞ ﻭﺗﻄﺮﺣﻪ ﻣﻦ ‪ 1‬ﻟﺘﺠﺪ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻨﺠﺎﺡ «‪.‬‬
‫‪(21‬‬ ‫‪ 3 (d‬ﺃﺳﺌﻠﺔ ﺻﺤﻴﺤﺔ ﺍﻹﺟﺎﺑﺔ؟ ‪0.25‬‬
‫‪  (26‬ﺻﻒ ﺣﺎﻟﺔ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﻤﺪﺭﺳﺔ ﺃﻭ ﺍﻟﻤﺠﺘﻤﻊ‬
‫‪(22‬‬ ‫‪ (34‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺣﺘﻤﺎﻝ ﻧﺠﺎﺡ ﻋﻤﻠﻴﺔ ﺟﺮﺍﺣﻴﺔ ‪ ، 90%‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﻧﺠﺎﻉ ﻋﻤﻠﻴﺔ‬ ‫ﻳﻨﻄﺒﻖ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻮﺯﻳﻊ ﺫﻭ ﺍﻟﺤﺪﻳﻦ‪ ،‬ﻭﺣﺪﹼ ﺩ ﻋﺪﺩ ﺍﻟﻤﺤﺎﻭﻻﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‬
‫‪(23‬‬ ‫ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﺇﺫﺍ ﹸﺃﺟﺮﻳﺖ ﺍﻟﻌﻤﻠﻴﺔ ﺛﻼﺙ ﻣﺮﺍﺕ؟ ‪D‬‬ ‫)‪ ، (n‬ﹼﹰ‬
‫ﻭﻛﻼ ﻣﻦ‪ :‬ﺍﺣﺘﻤﺎﻝ ﺍﻟﻨﺠﺎﺡ ﻭﺍﺣﺘﻤﺎﻝ ﺍﻟﻔﺸﻞ ﻓﻲ ﺍﻟﻤﺤﺎﻭﻟﺔ‬
‫‪(25‬‬ ‫ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬
‫‪0.001 (A‬‬
‫ﻓﺴﺮ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺘﺠﺮﺑﺔ ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻭﺍﻟﺘﻮﺯﻳﻊ ﺫﻱ ﺍﻟﺤﺪﻳﻦ‪.‬‬
‫‪  (27‬ﹼ‬
‫‪0.1 (B‬‬
‫ﺍﻟﺘﻮﺯﻳﻊ ﺫﻭ ﺍﻟﺤﺪﻳﻦ ﻳﻮﺿﺢ ﺍﺣﺘﻤﺎﻻﺕ ﺃﻋﺪﺍﺩ ﻣﺮﺍﺕ ﺍﻟﻨﺠﺎﺡ ﻟﺘﺠﺮﺑﺔ‬
‫‪0.9 (C‬‬ ‫ﺫﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻓﻲ ‪ n‬ﻣﻦ ﺍﻟﻤﺤﺎﻭﻻﺕ‪.‬‬
‫‪0.999 (D‬‬
‫‪119‬‬ ‫‪‬‬ ‫‪7 - 6 ‬‬
 ‫‪ ‬‬

‫‪7 - 6‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(26)‬‬ ‫‪‬‬ ‫‪(26)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪7-6‬‬ ‫‪‬‬ ‫‪7-6‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﻧﻈﺮﻳﺔ ﺫﺍﺕ ﺍﳊﺪﻳﻦ ﻹﳚﺎﺩ ﺍﻻﺣﺘﲈﻝ ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﺘﻲ ﳍﺎ ﻧﺘﻴﺠﺘﺎﻥ ﳑﻜﻨﺘﺎﻥ ﻓﻘﻂ‪،‬‬ ‫‪‬‬
‫ﻭﻳﻤﻜﻦ ﺇﳚﺎﺩ ﻣﻌﺎﻣﻼﺕ ﺍﳊﺪﻭﺩ ﰲ ﻣﻔﻜﻮﻙ ﺫﺍﺕ ﺍﳊﺪﻳﻦ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﺘﻮﺍﻓﻴﻖ ‪.‬‬ ‫ﲡﺮﺑﺔ ﺫﺍﺕ ﺍﳊﺪﻳﻦ ﻫﻲ ﲡﺮﺑﺔ ﺍﺣﺘﲈﻟﻴﺔ ﲢﻘﻖ ﺍﻟﴩﻭﻁ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪‬‬ ‫• ﻟﻜﻞ ﳏﺎﻭﻟﺔ ﻧﺘﻴﺠﺘﺎﻥ ﻓﻘﻂ ‪.‬‬
‫ﺍﺣﺘﲈﻝ ﺍﳊﺼﻮﻝ ﻋﲆ ‪ x‬ﻧﺠﺎﺡ ﰲ ‪ n‬ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺴﺘﻘﻠﺔ ‪ ، P(x) = nCx Px q n - x,‬ﺣﻴﺚ ‪ p‬ﺍﺣﺘﲈﻝ ﺍﻟﻨﺠﺎﺡ‪،‬‬ ‫• ﻫﻨﺎﻙ ﻋﺪﺩ ﳏﺪﺩ ﻣﻦ ﺍﳌﺤﺎﻭﻻﺕ ‪.‬‬ ‫ﲡﺮﺑﺔ ﺫﺍﺕ ﺍﳊﺪﻳﻦ‬
‫‪ q‬ﺍﺣﺘﲈﻝ ﺍﻟﻔﺸﻞ ﰲ ﺍﳌﺤﺎﻭﻟﺔ ﺍﻟﻮﺍﺣﺪﺓ‪(s + f = 1) .‬‬ ‫• ﺍﳌﺤﺎﻭﻻﺕ ﻣﺴﺘﻘﻠﺔ ‪.‬‬
‫• ﺍﺣﺘﲈﻻﺕ ﻧﻮﺍﺗﺞ ﻛﻞ ﳏﺎﻭﻟﺔ ﺛﺎﺑﺘﺔ ‪.‬‬
‫ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻈﻬﺮ ‪ 3‬ﺷﻌﺎﺭﺍﺕ ﻭ ‪ 3‬ﻛﺘﺎﺑﺎﺕ ﻋﻨﺪ ﺭﻣﻲ ‪ 6‬ﻗﻄﻊ ﻧﻘﺪﻳﺔ؟‬ ‫‪‬‬
‫)‪ ،(T‬ﻭﺇﻟﻘﺎﺀ ‪ 6‬ﻗﻄﻊ ﻧﻘﺪﻳﺔ ﲤﺜﱢﻞ ﺃﺣﺪﺍﺛﹰﺎ ﻣﺴﺘﻘﻠﺔ‪.‬‬
‫ﻳﻮﺟﺪ ﻧﺘﻴﺠﺘﺎﻥ ﳑﻜﻨﺘﺎﻥ ﻭﻣﺘﺴﺎﻭﻳﺘﺎ ﺍﻻﺣﺘﲈﻝ ﳘﺎ ﺍﻟﺸﻌﺎﺭ )‪ ،(L‬ﻭﺍﻟﻜﺘﺎﺑﺔ ‪T‬‬
‫)‪T‬‬ ‫ﻋﹸﺪﱢ ﻟﺖ ﻗﻄﻌﺔ ﻧﻘﺪ ﻟﻴﻜﻮﻥ ﺍﺣﺘﲈﻝ ﻇﻬﻮﺭ ﺍﻟﺸﻌﺎﺭ ‪ 90%‬ﰲ ﻛﻞ ﻣﺮﺓ ﺗﹸﻠﻘﻰ ﻓﻴﻬﺎ ﺍﻟﻘﻄﻌﺔ‪ .‬ﻓﲈ ﺍﺣﺘﲈﻝ‬ ‫‪1‬‬

‫ﻭﻋﻨﺪ ﻓﻚ ‪ (L+T )6‬ﻓﺈﻥ ﺍﳊﺪﻭﺩ ﺍﻟﺘﻲ ﲢﺘﻮﻱ ‪ ،L 3 T 3‬ﲤﺜﱢﻞ ‪ 3‬ﺷﻌﺎﺭﺍﺕ ﻭ ‪ 3‬ﻛﺘﺎﺑﺎﺕ‪ ،‬ﻭﺗﺴﺘﻌﻤﻞ ﻹﳚﺎﺩ ﺍﻻﺣﺘﲈﻝ ﺍﳌﻄﻠﻮﺏ‪.‬‬ ‫ﺍﳊﺼﻮﻝ ﻋﲆ ‪ 7‬ﺷﻌﺎﺭﺍﺕ ﰲ ‪ 8‬ﺭﻣﻴﺎﺕ؟‬
‫ﻣﻦ ﺧﻼﻝ ﻧﻈﺮﻳﺔ ﺫﺍﺕ ﺍﳊﺪﻳﻦ ﻣﻌﺎﻣﻞ ‪ L 3 T 3‬ﻫﻮ ‪.6C 3‬‬ ‫___ ‪ ،‬ﻟﺬﺍ ﻳﻮﺟﺪ ‪ 8C 7‬ﻃﺮﻳﻘﺔ ﻻﺧﺘﻴﺎﺭ ‪ 7‬ﺷﻌﺎﺭﺍﺕ ‪.‬‬
‫‪1‬‬
‫‪10‬‬
‫ﻛﺘﺎﺑﺔ‬ ‫ﻋﲆ‬ ‫ﺍﳊﺼﻮﻝ‬ ‫ﻭﺍﺣﺘﲈﻝ‬ ‫‪،‬‬ ‫‪9‬‬
‫___‬ ‫ﺷﻌﺎﺭ‬ ‫ﻋﲆ‬ ‫ﺍﳊﺼﻮﻝ‬ ‫ﺍﺣﺘﲈﻝ‬
‫‪10‬‬
‫___( ) (‬
‫) ‪10‬‬
‫‪7‬‬ ‫‪1‬‬
‫‪9‬‬
‫‪1‬‬ ‫‪1‬‬
‫__ = )‪ P(L‬ﻭ __ = ) ‪P(T‬‬
‫‪2‬‬ ‫‪2‬‬ ‫) () (‬
‫‪6! 1 3 1 3‬‬
‫__ __ ____ =)‪ 3‬ﺷﻌﺎﺭﺍﺕ ﻭ‪ 3‬ﻛﺘﺎﺑﺎﺕ ( ‪P‬‬
‫‪3!3! 2 2‬‬
‫___ ‪ 7)=8C 7‬ﺷﻌﺎﺭﺍﺕ(‪P‬‬
‫‪10‬‬
‫‪1‬‬

‫‪20‬‬ ‫‪97‬‬
‫___ =‬ ‫‪= 8. ____8‬‬
‫‪64‬‬ ‫‪10‬‬
‫‪5‬‬
‫___ =‬ ‫‪≈ 0.38‬‬
‫‪5‬‬ ‫‪16‬‬
‫___ ﺃﻭ ‪.0.3125‬‬ ‫ﺍﺣﺘﲈﻝ ﺍﳊﺼﻮﻝ ﻋﲆ ‪ 3‬ﺷﻌﺎﺭﺍﺕ ﻭ‪ 3‬ﻛﺘﺎﺑﺎﺕ ﻫﻮ‬ ‫ﺍﺣﺘﲈﻝ ﺍﳊﺼﻮﻝ ﻋﲆ ‪ 7‬ﺷﻌﺎﺭﺍﺕ ﻣﻦ ‪ 8‬ﺭﻣﻴﺎﺕ ﻳﺴﺎﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ‪.38%‬‬
‫‪16‬‬

‫‪‬‬ ‫‪‬‬
‫‪ (1‬ﺃﻭﺟﺪ ﺍﺣﺘﲈﻝ ﻛﻞ ﳑﺎ ﻳﺄﰐ ﺇﺫﺍ ﺃﻟﻘﻴﺖ ﻗﻄﻌﺔ ﻧﻘﺪﻳﺔ ‪ 8‬ﻣﺮﺍﺕ‪:‬‬ ‫‪ (1‬ﺍﺣﺘﲈﻝ ﺃﻥ ﳛﺮﺯ ﻣﺎﻫﺮ ﻧﻘﻄﺔ ﻟﻜﻞ ﺭﻣﻴﺔ ﺣﺮﺓ ‪ ، 0.72‬ﻭﰲ ﺇﺣﺪ￯ ﻣﺮﺍﺣﻞ ﺍﻟﺘﺪﺭﻳﺐ ﺭﻣﻰ ﻣﻦ ﺧﻂ ﺍﳌﻨﻄﻘﺔ ﺍﳊﺮﺓ‬
‫‪) (b‬ﺷﻌﺎﺭﺍﻥ ﺑﺎﻟﻀﺒﻂ(‪P‬‬ ‫‪ 5) (a‬ﺷﻌﺎﺭﺍﺕ ﺑﺎﻟﻀﺒﻂ(‪P‬‬ ‫‪ 8‬ﺭﻣﻴﺎﺕ‪.‬‬
‫‪ (a‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﳛﺮﺯ ‪ 6‬ﻧﻘﺎﻁ ﺑﺎﻟﻀﺒﻂ؟ ‪31%‬‬
‫‪11% ‬‬ ‫‪22% ‬‬ ‫ﲆ ﺍﻷﻗﻞ؟ ‪60%‬‬‫‪ (b‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﳛﺮﺯ ‪ 6‬ﻧﻘﺎﻁ ﻋﲆ‬
‫‪ 6) (d‬ﺷﻌﺎﺭﺍﺕ ﻋﲆ ﺍﻷﻗﻞ(‪P‬‬ ‫‪) (c‬ﻋﺪﺩ ﺯﻭﺟﻲ ﻣﻦ ﺍﻟﺸﻌﺎﺭﺍﺕ(‪P‬‬
‫‪ (2‬ﳛﺎﻭﻝ ﻣﻌﻠﻢ ﺃﻥ ﻳﻀﻊ ‪ 4‬ﺃﻭ ‪ 5‬ﺑﺪﺍﺋﻞ ﻟﻜﻞ ﺳﺆﺍﻝ ﻣﻦ ﻧﻮﻉ ﺍﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‪ ،‬ﻭﻳﺮﻳﺪ ﺃﻥ ﹸﻳﻘﻠﻞ ﻣﻦ ﺍﺣﺘﲈﻝ ﺍﳊﺼﻮﻝ‬
‫‪14% ‬‬ ‫‪50% ‬‬
‫ﻋﲆ ﺍﻟﺪﺭﺟﺎﺕ ﺑﻤﺠﺮﺩ ﺍﻟﺘﺨﻤﲔ ‪.‬‬
‫‪ - (2‬ﺃﺟﺎﺏ ﺗﻮﻓﻴﻖ ﻋﻦ ﺍﺧﺘﺒﺎﺭ ﻣﻜﻮﻥ ﻣﻦ ‪ 10‬ﺃﺳﺌﻠﺔ ﳚﺎﺏ ﻋﻨﻬﺎ ﺑـﹺ )ﺻﺤﻴﺢ ﺃﻭ ﺧﻄﺄ(‪ .‬ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻭﺩﻭﻥ ﻣﻌﺮﻓﺔ‬ ‫‪ (a‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﳛﺼﻞ ﺍﻟﻄﺎﻟﺐ ﻋﲆ ‪ 60%‬ﻋﲆ ﺍﻷﻗﻞ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﺘﺨﻤﲔ ﰲ ﺍﺧﺘﺒﺎﺭ ﻣﻜﻮﻥ ﻣﻦ ‪ 5‬ﺃﺳﺌﻠﺔ ﻟﻜﻞ ﻣﻨﻬﺎ ﺃﺭﺑﻌﺔ‬
‫ﺃﻱ ﳾﺀ ﻋﻦ ﻣﻮﺿﻮﻉ ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻻﺣﺘﲈﻟﲔ ﺍﻵﺗﻴﲔ‪:‬‬ ‫ﺑﺪﺍﺋﻞ؟ ‪10.4%‬‬
‫‪ (b‬ﺃﻥ ﳛﺼﻞ ﺗﻮﻓﻴﻖ ﻋﲆ ‪ 3‬ﺇﺟﺎﺑﺎﺕ ﺻﺤﻴﺤﺔ ﻋﲆ ﺍﻷﻛﺜﺮ‪.‬‬ ‫‪ (a‬ﺃﻥ ﳛﺼﻞ ﺗﻮﻓﻴﻖ ﻋﲆ ‪ 8‬ﺇﺟﺎﺑﺎﺕ ﺻﺤﻴﺤﺔ ‪.‬‬ ‫‪ (b‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﳛﺼﻞ ﺍﻟﻄﺎﻟﺐ ﻋﲆ ‪ 60%‬ﻋﲆ ﺍﻷﻗﻞ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﺘﺨﻤﲔ ﰲ ﺍﺧﺘﺒﺎﺭ ﻣﻦ ﲬﺴﺔ ﺃﺳﺌﻠﺔ ﻟﻜﻞ‬
‫‪11‬‬ ‫‪45‬‬ ‫ﻣﻨﻬﺎ ‪ 5‬ﺑﺪﺍﺋﻞ ؟ ‪5.8%‬‬
‫___‪0.172‬‬ ‫_____‪0.044‬‬‫‪‬‬
‫‪64‬‬ ‫‪1024‬‬
‫‪ (3‬ﻳﺴﻘﻂ ﻣﺘﺪﺭﺏ ﰲ ﺃﺛﻨﺎﺀ ﺗﺪﺭﺑﻪ ﻋﲆ ﺍﻟﺘﺰﻟﺞ ﻋﲆ ﺍﳉﻠﻴﺪ ‪ 15%‬ﻣﻦ ﺍﳌﺮﺍﺕ ﺍﻟﺘﻲ ﳛﺎﻭﳍﺎ‪ .‬ﻭﰲ ﺇﺣﺪ￯ ﺗﺪﺭﻳﺒﺎﺗﻪ‬
‫‪ (3‬ﺃﻟﻘﻲ ﻣﻜﻌﺐ ﻣﺮﻗﻢ ﻣﻦ ‪ 1‬ﺇﱃ ‪ 6‬ﺃﺭﺑﻊ ﻣﺮﺍﺕ‪ ،‬ﻓﲈ ﺍﺣﺘﲈﻝ ﺍﳊﺼﻮﻝ ﻋﲆ ﺍﻟﻌﺪﺩ ‪ 6‬ﻣﺮﺗﲔ ﺑﺎﻟﻀﺒﻂ؟‬ ‫ﺣﺎﻭﻝ ‪ 20‬ﻣﺮﺓ‪.‬‬
‫‪25‬‬
‫____‪0.116‬‬ ‫‪ (a‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﺴﻘﻂ ﻣﺮﺓ ﻭﺍﺣﺪﺓ؟ ‪14%‬‬
‫‪216‬‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﺴﻘﻂ ‪ 4‬ﻣﺮﺍﺕ؟ ‪18%‬‬

‫‪ 7‬‬ ‫‪27‬‬ ‫‪ ‬‬ ‫‪ 7‬‬ ‫‪26‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪(29) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(28)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪7-6‬‬ ‫‪‬‬ ‫‪7-6‬‬
‫‪‬‬ ‫‪‬‬
‫ﻓﻤﺜﻼ ‪ (a + b + c)2‬ﻫﻲ ﻣﺘﻌﺪﺩﺓ ﺣﺪﻭﺩ‪ .‬ﻭﺇﺣﺪ￯ ﻃﺮﻕ ﺇﳚﺎﺩ ﺍﳌﻌﺎﻣﻼﺕ ﻫﻲ‬‫‪‬ﻫﻲ ﺗﻌﻤﻴﻢ ﻟﺬﺍﺕ ﺍﳊﺪﻳﻦ‪ ،‬ﹰ‬
‫‪ (1‬ﳚﺮﻱ ﻋﺎﻣﺮ ﺑﻌﺾ ﺍﻟﺘﺠﺎﺭﺏ ﻋﲆ ﺍﳉﻴﻨﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ ‪ (5‬ﻓﺮﺻﺔ ﻓﻮﺯ ﺃﺣﺪ ﺍﻷﻧﺪﻳﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻫﻮ ‪ 75%‬ﰲ‬
‫ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ ﺍﳌﺒﺎﴍ ﻭﺍﺳﺘﻌﲈﻝ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ‪ .‬ﻭﺫﻟﻚ ﺑﺄﻥ ﺗﺄﺧﺬ ﻛﻞ ﺣﺪﱟ ﰲ ﺍﻟﻌﺎﻣﻞ ﺍﻷﻭﻝ ﻭﺗﴬﺑﻪ ﰲ ﲨﻊ‬ ‫ﻛﻞ ﻣﺒﺎﺭﺍﺓ ﻣﻦ ﻣﺒﺎﺭﻳﺎﺗﻪ ﺍﻟﺴﺒﻊ ﻋﴩﺓ ﰲ ﻫﺬﺍ ﺍﳌﻮﺳﻢ‪ .‬ﻓﲈ‬ ‫ﻭﻗﺒﻞ ﺃﻥ ﳚﺮﻱ ﺇﺣﺪ￯ ﺍﻟﺘﺠﺎﺭﺏ ﺃﺭﺍﺩ ﺃﻥ ﳛﺴﺐ ﻧﻈﺮ ﹼﹰﻳﺎ‬
‫ﺣﺪﻭﺩ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺜﺎﲏ‪ ،‬ﻭﲡﻤﻊ ﺍﳊﺪﻭﺩ ﺍﳌﺘﲈﺛﻠﺔ‪) ،‬ﻻﺣﻆ ﺃﻥ ﳎﻤﻮﻉ ﺍﻷﺳﺲ ﰲ ﻛﻞ ﺣﺪ ﻳﺴﺎﻭﻱ ‪.( 2‬‬ ‫ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻔﻮﺯ ﰲ ‪ 13‬ﻣﺒﺎﺭﺍﺓ ﻣﻨﻬﺎ ﻋﲆ ﺍﻷﻗﻞ؟ ﱢﻗﺮﺏ‬ ‫ﺍﺣﺘﲈﻻﺕ ﺑﻌﺾ ﺍﻟﻨﻮﺍﺗﺞ‪ .‬ﺃﺣﺪ ﺍﳊﺴﺎﺑﺎﺕ ﻳﺘﻄﻠﺐ ﺇﳚﺎﺩ‬
‫)‪(a + b + c)2 = (a + b + c)(a + b + c‬‬ ‫ﺍﳉﻮﺍﺏ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﺃﻟﻒ‪.‬‬ ‫ﻣﻔﻜﻮﻙ ‪ .( p + q) 4‬ﻓﲈ ﺍﳌﻔﻜﻮﻙ؟‬
‫)‪= a(a + b + c) + b(a + b + c) + c(a + b + c‬‬ ‫‪0.574‬‬ ‫‪p4+4p3q+6p2q2+4pq3+q4‬‬
‫‪= a 2 + ab + ac + ab + b 2 + bc + ac + bc + c 2‬‬
‫‪= a 2 + b 2 + c 2 + 2ab + 2ac + 2bc‬‬
‫ﻭﻣﻦ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﳌﻔﻜﻮﻙ ﻫﻮ ﺭﺑﻂ ﻛﻞ ﺣﺪﱟ ﺑﺘﺠﺰﺋﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﺍﻟﺘﺠﺰﺋﺔ }‪ {1, 0, 1‬ﲤﺜﱢﻞ ﺍﳊﺪﱠ ‪ ac‬ﰲ ﺍﳌﻔﻜﻮﻙ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻤﻜﻦ‬ ‫‪ (6‬ﻳﻠﻌﺐ ﻋﺒﺪﺍﻟﺮﲪﻦ ﺍﻟﺸﻄﺮﻧﺞ‪ ،‬ﺇﺫﺍ ﻟﻌﺐ ‪ 3‬ﻣﺮﺍﺕ‪،‬‬ ‫‪ (2‬ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﻔﻮﺯ ﺳﻤﲑﺓ _‪_2‬‬
‫__ ‪ .‬ﻓﺈﺫﺍ ﻟﻌﺒﺖ ‪ 7‬ﺃﺷﻮﺍﻁ‪،‬‬
‫‪3‬‬
‫ﺃﻥ ﻳﻜﺘﺐ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ‪ ،a 1 b 0 c 1‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺘﺠﺰﺋﺔ }‪ {0, 2, 0‬ﲤﺜﱢﻞ ‪ . b 2‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﻛﻞ ﺣﺪ ﺑﺎﺳﺘﻌﲈﻝ‬ ‫ﻭﻛﺎﻥ ﺍﺣﺘﲈﻝ ﻓﻮﺯﻩ ﰲ ﺍﳌﺮﺓ ﺍﻟﻮﺍﺣﺪﺓ ‪ ،64%‬ﻓﺄﺟﺐ ﻋﲈ‬ ‫ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﺗﻔﻮﺯ ﰲ ﺃﺭﺑﻌﻪ ﻣﻨﻬﺎ ﺑﺎﻟﻀﺒﻂ؟ ﻗﺮﺏ‬
‫ﺍﻟﻘﺎﻧﻮﻥ ‪:‬‬ ‫ﻳﺄﰐ ) ﱢﻗﺮﺏ ﺇﺟﺎﺑﺘﻚ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﺃﻟﻒ(‪:‬‬ ‫ﺍﳉﻮﺍﺏ ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﺃﻟﻒ‪.‬‬
‫!‪n‬‬
‫________________‪ ،‬ﺣﻴﺚ ‪ n‬ﺍﻷﺱ ﻭ ‪ .n1 + n2 + n3 + … + nk = n‬ﺗﺬﻛﺮ ﺃﻥ ‪.0! = 1‬‬ ‫‪ (a‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻔﻮﺯ ﻋﺒﺪﺍﻟﺮﲪﻦ ﺑﺎﳌﺮﺍﺕ ﺍﻟﺜﻼﺛﺔ؟‬ ‫‪0.256‬‬
‫!‪n 1! . n 2! . n 3! ... n k‬‬
‫‪0.262 ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻔﻮﺯ ﻋﺒﺪﺍﻟﺮﲪﻦ ﺑﻤﺮﺗﲔ ﻋﲆ ﺍﻷﻗﻞ؟‬ ‫‪ (3‬ﺗﻨﺘﺞ ﴍﻛﺔ ﻣﻜﺜﻔﺎﺕ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻟﺪﻭﺍﺋﺮ ﺇﻟﻜﱰﻭﻧﻴﺔ‪،‬‬
‫!‪2‬‬
‫________‬
‫‪a2‬‬ ‫}‪{2,0,0‬‬
‫!‪2! . 0! . 0‬‬
‫‪=1‬‬ ‫‪0.705 ‬‬ ‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﺣﺘﲈﻝ ﻋﻄﻞ ﺍﳌﻜﺜﻒ ‪ 1‬ﻣﻦ ﻛﻞ ‪.1000‬‬
‫‪2‬‬ ‫!‪2‬‬
‫________‬ ‫ﻭﳛﺘﻮﻱ ﺻﻨﺪﻭﻕ ﻋﲆ ‪ 10000‬ﻣﻜﺜﻒ‪ ،‬ﻓﺎﻛﺘﺐ ﻋﺒﺎﺭﺓ‬
‫‪b‬‬ ‫}‪{0,2,0‬‬ ‫‪=1‬‬
‫!‪0! . 2! . 0‬‬ ‫‪ (c‬ﻣﺎ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻔﻮﺯ ﻋﺒﺪﺍﻟﺮﲪﻦ ﺑﻤﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ؟‬ ‫ﲤﺜﱢﻞ ﺍﺣﺘﲈﻝ ﺃﻥ ﻳﻜﻮﻥ ‪ 10‬ﻣﻦ ﺑﻴﻨﻬﺎ ﻏﲑ ﺻﺎﳊﺔ‪.‬‬
‫!‪2‬‬
‫________‬
‫‪c2‬‬ ‫}‪{0,0,2‬‬ ‫‪=1‬‬ ‫‪0.249‬‬
‫(‬ ‫_____( )‬
‫) ‪1000‬‬
‫‪10‬‬ ‫‪9990‬‬
‫!‪0! . 0! . 2‬‬ ‫‪1‬‬ ‫‪999‬‬
‫_____ ‪10000C 10‬‬
‫!‪2‬‬
‫________‬ ‫‪1000‬‬
‫‪ab‬‬ ‫}‪{1,1,0‬‬ ‫‪=2‬‬
‫!‪1! . 1! . 0‬‬
‫!‪2‬‬
‫_________‬
‫‪ac‬‬ ‫}‪{1,0,1‬‬ ‫‪=2‬‬
‫!‪1! . 0! . 1‬‬
‫!‪2‬‬
‫________‬
‫‪bc‬‬ ‫}‪{0,1,1‬‬
‫!‪0! . 1! . 1‬‬
‫‪=2‬‬ ‫‪ (4‬ﻳﺴﺘﻌﻤﻞ ﻣﺎﺟﺪ ﺍﳊﺎﻓﻼﺕ ﰲ ﺍﻟﺬﻫﺎﺏ ﺇﱃ ﻋﻤﻠﻪ ﻭﺍﻹﻳﺎﺏ‬
‫ﻣﻨﻪ‪ .‬ﻭﰲ ﺍﻟﻔﱰﺓ ﺍﻟﺼﺒﺎﺣﻴﺔ ﺗﻜﻮﻥ ﺣﺮﻛﺔ ﺍﳊﺎﻓﻼﺕ ﻛﺒﲑﺓ‪،‬‬
‫ﻭﻫﻨﺎﻙ ﻓﺮﺻﺔ ‪ 1‬ﺇﱃ ‪ 8‬ﻷﻥ ﳚﺪ ﺣﺎﻓﻠﺔ ﺑﺎﻧﺘﻈﺎﺭﻩ ﻋﻨﺪ‬
‫‪ (1‬ﺃﻭﺟﺪ ﲨﻴﻊ ﲡﺰﺋﺎﺕ ‪.(x + y + z) 3‬‬
‫ﻭﺻﻮﻟﻪ ﺍﳌﻮﻗﻒ‪ .‬ﻓﲈ ﺍﺣﺘﲈﻝ ﺃﻥ ﳚﺪ ﺣﺎﻓﻠﺔ ﺑﺎﻧﺘﻈﺎﺭﻩ ﻣﺮﺗﲔ‬
‫}‪{3,0,0},{0,3,0},{0,0,3},{2,0,1},{2,1,0},{1,2,0},{1,0,2},{0,1,2},{0,2,1},{1,1,1‬‬
‫ﻋﲆ ﺍﻷﻗﻞ ﺧﻼﻝ ﻓﱰﺓ ‪ 5‬ﺃﻳﺎﻡ ﻣﻦ ﺩﻭﺍﻣﻪ ﺍﻷﺳﺒﻮﻋﻲ؟‬
‫‪ (2‬ﺃﻭﺟﺪ ﻣﻌﺎﻣﻼﺕ ﻣﻔﻜﻮﻙ ‪ (x + y + z) 3‬ﺍﳌﺮﺗﺒﻄﺔ ﺑﻜﻞ ﲡﺰﺋﺔ‪.‬‬ ‫ﱢﻗﺮﺏ ﺍﻹﺟﺎﺑﺔ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﺃﻟﻒ‪.‬‬
‫‪{3,0,0}→1,{0,3,0}→1,{0,0,3}→1,{2,0,1}→3,{2,1,0}→3,{1,2,0}→3,‬‬
‫‪0.121‬‬
‫‪{1,0,2}→3,{0,1,2}→3,{0,2,1}→3,{1,1,1}→6‬‬

‫‪ 7‬‬ ‫‪28‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪29‬‬ ‫‪ ‬‬

‫‪ 7‬‬ ‫‪119 A‬‬

 



7 - 6
          


   (17)

 7-6

‫ ﺃﻭﺟﺪ ﹼﹰ‬.‫ ﻣﺮﺍﺕ ﻣﺘﺘﺎﻟﻴﺔ‬6 ‫ ﺇﺫﺍ ﹸﺃﻟﻘﻴﺖ ﻗﻄﻌﺔ ﻧﻘﺪ‬ (1

:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 5
_ P(‫ ﻣﺮﺍﺕ‬3 ‫( )ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ‬a
16
3
_ P(‫ ﻣﺮﺍﺕ‬5 ‫( )ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ‬b

 
32
1
_ P(‫( )ﻋﺪﻡ ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ‬c
64
 11
_ P(‫ ﻣﺮﺍﺕ ﻋﻠﻰ ﺍﻷﻗﻞ‬4 ‫( )ﻇﻬﻮﺭ ﺍﻟﻜﺘﺎﺑﺔ‬d
32

،‫ ﺿﺮﺑﺎﺕ ﺣﺮﺓ‬5 ‫ ﺇﺫﺍ ﺿﺮﺏ‬. _23 ‫ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺤﺮﺯ ﻻﻋﺐ ﻛﺮﺓ ﻗﺪﻡ ﻫﺪﻓﹰﺎ ﻣﻦ ﺿﺮﺑﺔ ﺣﺮﺓ‬ (2
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﹼ‬
1
_ P(‫( )ﻋﺪﻡ ﺇﺣﺮﺍﺯ ﺃﻱ ﻫﺪﻑ‬a
 243
32
_
243 P(‫)ﺇﺣﺮﺍﺯ ﺃﻫﺪﺍﻑ ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻀﺮﺑﺎﺕ‬ (b
40
_ P(‫( )ﺇﺣﺮﺍﺯ ﻫﺪﻓﻴﻦ‬c
243
17
_ P(‫( )ﺇﺣﺮﺍﺯ ﻫﺪﻓﻴﻦ ﻋﻠﻰ ﺍﻷﻛﺜﺮ‬d
81

‫ ﺇﺫﺍ ﺍﺧﺘﻴﺮ‬.‫ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺣﺰﺍﻡ ﺍﻷﻣﺎﻥ‬،‫ ﻣﻤﻦ ﻳﻘﻮﺩﻭﻥ ﺍﻟﺴﻴﺎﺭﺍﺕ‬73% ‫ ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ ﺃﻥ‬ (3
‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬7.5% ‫ ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻧﺼﻔﻬﻢ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺣﺰﺍﻡ ﺍﻷﻣﺎﻥ؟‬،‫ ﺃﺷﺨﺎﺹ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬10

‫ ﻓﻲ ﺍﺳﺘﻄﻼﻉ ﻟﻠﺮﺃﻱ ﹸﺃﺟﺮﻱ ﹼ‬

‫ ﻣﻦ ﺳﻜﺎﻥ ﺇﺣﺪ￯ ﺍﻟﻤﻨﺎﻃﻖ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺳﻴﺎﺭﺍﺗﻬﻢ‬80% ‫ ﺗﺒ ﹼﻴﻦ ﺃﻥ‬،‫ﻣﺆﺧ ﹰﺮﺍ‬ (4
 ‫ ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ﺛﻼﺛﺔ ﺃﺷﺨﺎﺹ ﻣﻦ ﺳﻜﺎﻥ ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻭﺳﺆﺍﻟﻬﻢ ﻋﻤﺎ ﺇﺫﺍ‬.‫ﺍﻟﺨﺎﺻﺔ ﻓﻲ ﺍﻟﺬﻫﺎﺏ ﺇﻟﻰ ﺃﻋﻤﺎﻟﻬﻢ‬
.‫ﻛﺎﻧﻮﺍ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺳﻴﺎﺭﺍﺗﻬﻢ ﺍﻟﺨﺎﺻﺔ ﻟﻠﺬﻫﺎﺏ ﺇﻟﻰ ﺃﻋﻤﺎﻟﻬﻢ‬

‫( ﹼ‬a
.‫ ﺍﻟﺬﻱ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ‬X ‫ﻛﻮﻥ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻠﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ‬

X 0 1 2 3
 P(X) 0.008 0.096 0.384 0.512

‫ ﹼ‬.‫( ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻬﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ‬b

.‫ﻭﻓﺴﺮ ﻣﻌﻨﻰ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺳﻴﺎﻕ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ‬
‫ ﺃﺷﺨﺎﺹ ﻳﺘﻢ‬3 ‫ ﻣﻦ ﻛﻞ‬2 ‫ ﺑﺎﻟﻤﺘﻮﺳﻂ‬،‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬0.69 ‫ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬،‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬0.48 ‫ ﻭﺍﻟﺘﺒﺎﻳﻦ‬، 2.4 ‫ﺍﻟﻤﺘﻮﺳﻂ‬
.‫ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻦ ﺳﻜﺎﻥ ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺳﻴﺎﺭﺍﺗﻬﻢ ﺍﻟﺨﺎﺻﺔ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻬﻢ‬


17



 
 

 

 

 

 

 

 

119 B   7


93 
97 
98 
98 
102 
102 
103 

103 
103 

103 
104 
104 
104 

108 
108 
108 
114 
115 
:‫ﺍﺧﺘﺮ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻜﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺃﻋﻼﻩ‬
‫ﻟﻤﺘﻐﻴﺮ ﻋﺸﻮﺍﺋﻲ ﻣﻌﻴﻦ ﻫﻮ ﺩﺍﻟﺔ ﺗﺮﺑﻂ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ‬
. ‫ﺑﺎﺣﺘﻤﺎﻻﺕ ﻧﻮﺍﺗﺞ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ‬
‫ﺍﺭﺗﺒﺎﻁ‬ ‫ ﻓﺈﻧﻪ ﻳﻮﺟﺪ‬،‫( ﻋﻨﺪﻣﺎ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﻴﻦ ﺣﺎﺩﺛﺘﻴﻦ‬2
‫ﺇﺫﺍ ﹸﺻ ﹼﻤﻤﺖ ﻟﺼﺎﻟﺢ‬ ‫ﻣﺘﺤﻴﺰﺓ‬
‫ ﻓﺈﻥ ﻫﺬﻩ‬،‫( ﺇﺫﺍ ﹸﺃﻋﻄﻴﺖ ﻣﺠﻤﻮﻋﺔ ﻣﻌﺎﻟﺠﺔ ﺷﻜﻠﻴﺔ ﻻ ﺃﺛﺮ ﻟﻬﺎ ﻓﻲ ﺍﻟﻨﺘﻴﺠﺔ‬4
.‫ﹸﺴﻤﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‬
‫( ﹸﻳﺤﺪﹼ ﺩ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺘﻲ ﺗﺒﻴﻦ ﺍﻟﻔﺮﻕ ﻓﻲ ﺍﻻﺳﺘﺠﺎﺑﺔ‬5


86 
86 
86 
86 
86 
86 


87 
87 
  
87 
87 
88   n •
88 
92 
92 
92 
92 
92   
92 
93 
93 
93 

‫ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ‬
(1  
.‫ﺑﻴﻨﻬﻤﺎ‬
‫( ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ ﺗﻜﻮﻥ‬3
.‫ﻧﻮﺍﺗﺞ ﻣﻌﻴﻨﺔ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺗ ﹼ‬
. ‫ﺑﻴﻦ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﻤﺠﺘﻤﻊ‬


7



(7-1, 7-2   
 
  • ‫ﻳﺸﻴﺮ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﺇﻟﻰ‬
 •
‫ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺓ ﻷﻭﻝ‬

  •
‫ ﺇﺫﺍ ﻭﺍﺟﻪ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ‬.‫ﻣﺮﺓ‬
‫ ﻓﺬﻛﱢﺮﻫﻢ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ‬،1-5 ‫ﺍﻷﺳﺌﻠﺔ‬
  
‫ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﺟ ﹰﻌﺎ؛ ﻟﻴﺘﺬﻛﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬

.‫ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
± _ 1
√n


  


(52) ‫ ﺹ‬، 7 ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻟﻠﻔﺼﻞ‬
n n
__
− 2
∑ (x - x )
k=1
k ∑ (x - µ)

__
k=1
2
k
n-1 n
(7-3 
   •

   •
     
  
  
 

(7-4, 7-5, 7-6 
 
  
  
 
 
 
 7  120
 7 120
 ‫‪‬‬
‫‪‬‬
‫‪7‬‬
‫‪‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ ﻛﺎﻓﻴﺔ‬
‫ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ ﺍﻷﺳﺌﻠﺔ‪،‬‬
‫ﻓﺬﻛﱢﺮ ﺍﻟﻄﻼﺏ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺬﻱ‬
‫ﻳﺪﻟﻬﻢ ﺃﻳﻦ ﻳﺮﺍﺟﻌﻮﻥ ﺗﻠﻚ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻓﻲ‬
‫ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‪.‬‬
‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻌﺒﺌﺔ ﻧﻤﻮﺫﺝ ﺍﻟﺘﻮﻗﻊ‬
‫ﻟﻠﻔﺼﻞ ‪ 7‬ﺹ )‪ ،(46‬ﻭﻧﺎﻗﺸﻬﻢ ﺣﻮﻝ ﺗﻐ ﹼﻴﺮ‬
‫ﻋﻤﺎ‬
‫ﺇﺟﺎﺑﺎﺗﻬﻢ ﺑﻌﺪ ﺇﺗﻤﺎﻡ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﹼ‬
‫ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻋﻨﺪ ﺑﺪﺍﻳﺘﻪ‪.‬‬
‫‪‬‬
‫ﻣﺘﺴﻮﻕ ﻓﻲ‬
‫ﱢ‬ ‫ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻟﻜﻞ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻷﻥ‬
‫ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻟﻜﻞ ﻃﺎﻟﺐ ﻓﻲ‬ ‫‪(7‬‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﻴﻜﻮﻥ‬
‫ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺯﺑﺎﺋﻦ ﺍﻟﻤﻄﻌﻢ ﺍﻟﺬﻳﻦ‬ ‫‪(8‬‬
‫ﺗﹸﻘﺪﱠ ﻡ ﻟﻬﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻏﺎﻟ ﹰﺒﺎ ﻳﻔﻀﻠﻮﻥ‬
‫‪‬‬
‫‪86 - 90  ‬‬ ‫‪7-1‬‬
‫‪1‬‬ ‫‪‬‬
‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﻲ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻏﻴﺮ‬
‫ﺍﺧﺘﺎﺭ ﺻﺎﺣﺐ ﻭﻛﺎﻟﺔ ﻟﻠﺴﻴﺎﺭﺍﺕ ‪ 100‬ﺯﺑﻮﻥ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻗﺎﻣﻮﺍ ﺑﺈﺟﺮﺍﺀ ﺍﻟﺼﻴﺎﻧﺔ‬
‫ﺳﺆﺍﻻ ﻋﻠﻴﻬﻢ ﺣﻮﻝ ﻧﻮﻋﻴﺔ‬ ‫ﹰ‬ ‫ﺍﻟﺪﻭﺭﻳﺔ ﻟﺴﻴﺎﺭﺍﺗﻬﻢ ﻓﻲ ﺍﻟﻮﻛﺎﻟﺔ ﺣﺪﻳ ﹰﺜﺎ‪ ،‬ﻭﻃﺮﺡ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺛﻢ ﹼ‬
‫ﺍﻟﺨﺪﻣﺔ ﺍﻟﺘﻲ ﺗﹸﻘﺪﹼ ﻣﻬﺎ ﺍﻟﻮﻛﺎﻟﺔ‪ .‬ﻫﻞ ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﺰﺑﺎﺋﻦ ﺍﻟﺬﻳﻦ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻋﻴﻨﺔ‬ ‫ﻣﺘﺴﻮﻕ ﻳﺨﺮﺝ ﻣﻦ ﻣﺠﻤﻊ ﺗﺠﺎﺭﻱ؛ ﻟﻤﻌﺮﻓﺔ ﺇﻥ‬
‫ﱢ‬ ‫‪ (6‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻛﻞ ﻋﺎﺷﺮ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻣﺘﺤﻴﺰﺓ ﺃﻡ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؟ ﹼ‬ ‫ﻣﺮﺗﺎﺣﺎ ﺃﻭ ﻣﻄﻤﺌﻨﹰﺎ ﻟﺸﺮﺍﺋﻪ ﻣﻦ ﺍﻟﻤﺠﻤﻊ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﹰ‬ ‫ﻛﺎﻥ‬
‫ﻷﻥ ﻟﻜﻞ ﺷﺨﺺ ﻣﻦ ﺯﺑﺎﺋﻦ ﺍﻟﻮﻛﺎﻟﺔ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻷﻥ‬ ‫ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ ؛ ﹼ‬ ‫‪ (7‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻛﻞ ﻋﺎﺷﺮ ﻃﺎﻟﺐ ﻳﺨﺮﺝ ﻣﻦ ﺍﻟﻤﺪﺭﺳﺔ؛ ﻟﻤﻌﺮﻓﺔ ﺃﺣﺐ‬
‫ﻳﻜﻮﻥ ﻣﻦ ﺑﻴﻦ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺍﻟﻤﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺇﻟﻴﻪ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (8‬ﻳﻄﻠﺐ ﺃﺣﺪ ﻣﻄﺎﻋﻢ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﺴﺮﻳﻌﺔ ﺇﻟﻰ ﺯﺑﺎﺋﻨﻪ ﺃﻥ ﻳﻜﻤﻠﻮﺍ ﺍﺳﺘﺒﺎﻧﺔ‬
‫‪2‬‬ ‫‪‬‬ ‫ﺣﻮﻝ ﺃﻓﻀﻞ ﻣﻄﻌﻢ ﻟﻠﻮﺟﺒﺎﺕ ﺍﻟﺴﺮﻳﻌﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﺧﺘﺒﺎﺭﺍ‪،‬‬
‫ﹰ‬ ‫ﻭﺯﱠﻉ ﻣﻌﻠﻢ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻃﻼﺑﻪ ﻣﺠﻤﻮﻋﺘﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﻃ ﱢﺒﻖ ﻋﻠﻴﻬﻢ‬
‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺣﺎﻟﺔ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﺣﻴﺚ ﻃﻠﺐ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻷﻭﻟﻰ ﺃﺩﺍﺀ ﺗﻤﺎﺭﻳﻦ ﺭﻳﺎﺿﻴﺔ ﻗﺒﻞ ﺍﻻﺧﺘﺒﺎﺭ‪،‬‬
‫ﺍﻟﻤﻼﺣﻈﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﺃﻋﻄﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺩﻭﻥ ﺃﻥ ﻳﻄﻠﺐ ﻣﻨﻬﻢ ﺗﺄﺩﻳﺔ ﺃﻱ‬
‫ﺗﻤﺎﺭﻳﻦ ﺭﻳﺎﺿﻴﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﻧﺘﺎﺋﺠﻬﻢ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﻫﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺩﺭﺍﺳﺔ‬ ‫‪ (9‬ﺍﺧﺘﺮ ‪ 100‬ﻃﺎﻟﺐ ﻧﺼﻔﻬﻢ ﻳﻌﻤﻞ ﺟﺰﺋ ﹼﹰﻴﺎ ﺑﻌﺪ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻦ‬
‫ﻣﺴﺤﻴﺔ ﺃﻡ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﺃﻡ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ؟ ﻭﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻷﻭﺳﺎﻁ ﻟﺪﺭﺟﺎﺗﻬﻢ‪ .‬ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺛﻢ ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ‬ ‫ﺗﺠﺮﻳﺒﻴﺔ‪ ،‬ﻓﺎﺫﻛﺮ ﹼﹰ‬ ‫ﻭﻗﺴﻤﻬﻢ ﺇﻟﻰ ﻧﺼﻔﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺩﻉ ﺇﺣﺪ￯‬‫‪ (10‬ﺍﺧﺘﺮ ‪ 100‬ﺷﺨﺺ‪ ،‬ﹼ‬
‫ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻡ ﻻ‪.‬‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﺗﺘﻨﺎﻭﻝ ﻭﺟﺒﺎﺕ ﻗﻠﻴﻠﺔ ﺍﻟﺪﺳﻢ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺘﻨﺎﻭﻝ ﺍﻷﺧﺮ￯‬
‫ﻭﺟﺒﺎﺕ ﺍﻋﺘﻴﺎﺩﻳﺔ‪ .‬ﻭﻗﺎﺭﻥ ﺍﻟﻨﺘﺎﺋﺞ؛ ﻟﻤﻌﺮﻓﺔ ﺃﺛﺮ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻘﻠﻴﻠﺔ‬
‫ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ :‬ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻫﻲ ﺍﻷﻭﻟﻰ‪ ،‬ﻭﺍﻟﻀﺎﺑﻄﺔ ﻫﻲ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬
‫ﺍﻟﺪﺳﻢ ﻋﻠﻰ ﺻﺤﺔ ﺍﻟﺠﺴﻢ‪ .‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‬
‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻛﻞ ﻃﺎﻟﺐ ﻳﻌﺮﻑ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ‬
‫ﻳﻨﺘﻤﻲ ﺍﻟﻴﻬﺎ‪.‬‬
‫‪(6‬‬
‫‪92 - 96  ‬‬ ‫‪7-2‬‬
‫‪3‬‬ ‫‪‬‬
‫ﺷﺨﺼﺎ‪ :‬ﺇﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻫﻲ ﺍﻷﻛﺜﺮ‬
‫ﹰ‬ ‫ﻗﺎﻝ ‪ 12%‬ﻣﻦ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ‪2645‬‬
‫‪  (11‬ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺷﻤﻠﺖ ‪3446‬‬
‫ﺷﺨﺼﺎ‪ ،‬ﺫﻛﺮ ‪ 34%‬ﻣﻨﻬﻢ ﺃﻥ ﺍﻟﺮﺑﻴﻊ ﻫﻮ ﺃﻓﻀﻞ ﻓﺼﻮﻝ ﺍﻟﺴﻨﺔ ﻟﺪﻳﻬﻢ‪.‬‬
‫ﹰ‬
‫ﹰ‬
‫ﺗﻔﻀﻴﻼ ﻟﺪﻳﻬﻢ‪ .‬ﻣﺎ ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ؟‬
‫ﻣﺎ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ ﻓﻲ ﺍﻟﻤﻌﺎﻳﻨﺔ؟ ‪ ± 1.7%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫_ ‪ = ±‬ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ‬
‫‪1‬‬
‫‪√n‬‬
‫‬ ‫‪  (12‬ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻤﺮﻳﻦ ﺍﻟﺴﺒﺎﺣﺔ‪ ،‬ﻗﺎﺱ ﺧﺎﻟﺪ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺘﻲ‬
‫_‪=±‬‬
‫‪1‬‬
‫ﺍﺳﺘﻐﺮﻗﻬﺎ ﻓﻲ ﻛﻞ ﻣﺮﺓ ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ‪ ، 400 m‬ﻭﺳﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﻤﺜﻠﺔ‬
‫‬
‫‪√2645‬‬
‫ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪ .‬ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻸﺯﻣﻨﺔ ﺍﻟﺘﻲ ﺣﻘﻘﻬﺎ‪.‬‬
‫‪≈ ± 0.019‬‬ ‫‪ 6.37‬ﹴ‬
‫ﺛﻮﺍﻥ‬
‫ﻫﺎﻣﺶ ﺧﻄﺄ ﺍﻟﻤﻌﺎﻳﻨﺔ ‪ ±1.9%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫‪‬‬
‫‪307‬‬ ‫‪312‬‬ ‫‪308‬‬ ‫‪320‬‬ ‫‪311‬‬ ‫‪301‬‬

‫ﻫﺬﺍ ﺍﻟﻤﻄﻌﻢ‪.‬‬ ‫‪302‬‬ ‫‪304‬‬ ‫‪308‬‬ ‫‪309‬‬ ‫‪315‬‬ ‫‪313‬‬

‫‪306‬‬ ‫‪314‬‬ ‫‪316‬‬ ‫‪313‬‬ ‫‪313‬‬ ‫‪311‬‬
‫‪309‬‬ ‫‪306‬‬ ‫‪310‬‬ ‫‪319‬‬ ‫‪326‬‬ ‫‪329‬‬
‫‪309‬‬ ‫‪314‬‬ ‫‪318‬‬ ‫‪315‬‬ ‫‪318‬‬ ‫‪320‬‬

‫‪121‬‬ ‫‪‬‬ ‫‪7 ‬‬

‫‪121‬‬ ‫‪ 7‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪7‬‬
‫‪97 - 100  ‬‬ ‫‪7-3‬‬
‫‪4‬‬ ‫‪‬‬ ‫‪  (13‬ﻳﺤﺼﻞ ﻃﺎﺭﻕ ﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻲ ‪ 65%‬ﻣﻦ ﻣﺮﺍﺕ‬
‫ﻗﻴﺎﻣﻪ ﺑﻀﺮﺑﺔ ﺍﻹﺭﺳﺎﻝ‪ ،‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﺤﺼﻞ ﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻲ ﺿﺮﺑﺔ‬
‫‪ ‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺄﺧﺬ ﻃﺎﻟﺐ ﺍﺧﺘﻴﺮ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﺣﺼﺔ ﺇﺿﺎﻓﻴﺔ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﺣﺼﻞ ﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻲ ﺿﺮﺑﺔ ﺍﻹﺭﺳﺎﻝ‬
‫ﺍﻹﺭﺳﺎﻝ ﺍﻟﺜﺎﻧﻴﺔ ﹰ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻃﺎﻟﺐ ﺟﺪﻳﺪ‪.‬‬
‫ﹰ‬ ‫ﺍﻷﻭﻟﻰ؟ ‪35%‬‬
‫‪(X)‬‬
‫‪‬‬ ‫‪ (E)‬‬
‫‪‬‬ ‫‪‬‬
‫‪84‬‬ ‫‪126‬‬ ‫‪(N)‬‬ ‫‪ (14‬ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﻃﺎﻟﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪72‬‬ ‫‪98‬‬ ‫‪(O)‬‬
‫‪‬‬ ‫‪‬‬
‫‪15‬‬ ‫‪6‬‬ ‫‪‬‬
‫)‪P(E ∩ N‬‬ ‫‪22‬‬ ‫‪5‬‬ ‫‪‬‬
‫‪‬‬ ‫_ = )‪P(E | N‬‬
‫)‪P(N‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻳﻠﺒﺲ‬
‫‪ (a‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﹰ‬
‫_‬
‫‪P(E ∩ N) = 126 , P(N) = 210‬‬
‫‪380‬‬
‫_‬
‫‪380‬‬
‫_=‬
‫‪126‬‬
‫‪380‬‬
‫_÷‬
‫‪210‬‬
‫‪380‬‬
‫‪6‬‬ ‫_‬
‫ﻧﻈﺎﺭﺍﺕ؟‬
‫‪11‬‬
‫‪‬‬
‫‪‬‬ ‫_=‬
‫_ ‪126‬‬
‫‪=3‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ‬
‫‪ (b‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺬﻳﻦ ﻻ ﻳﻠﺒﺴﻮﻥ ﺍﻟﻨﻈﺎﺭﺍﺕ ﹰ‬
‫‪210‬‬ ‫‪5‬‬
‫_‬
‫ﻣﻦ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ؟ ‪22‬‬
‫‪27‬‬

‫‪102 - 107  ‬‬ ‫‪7-4‬‬

‫‪5‬‬ ‫‪‬‬ ‫‪ ‬ﺧﻠﻂ ﻳﻮﺳﻒ ﺑﻄﺎﻗﺎﺕ ﺍﻷﻟﻌﺎﺏ ﺟﻤﻴﻌﻬﺎ ﻓﻲ‬
‫ﻟﺪ￯ ﺣﻤﺰﺓ ‪ 5‬ﻛﺘﺐ ﻓﻲ ﺣﻘﻴﺒﺘﻪ‪ ،‬ﻫﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻜﻴﻤﻴﺎﺀ ﻭﺍﻟﻠﻐﺔ‬ ‫ﺻﻨﺪﻭﻕ‪ ،‬ﺣﻴﺚ ﺗﺸﻜﹼﻠﺖ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻣﻦ ‪ 12‬ﺑﻄﺎﻗﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ‪ 8 ،‬ﺑﻄﺎﻗﺎﺕ‬
‫ﺭﻑ ﻓﻲ ﺻﻒ‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﺎﺭﻳﺦ‪ .‬ﺇﺫﺍ ﻗﺎﻡ ﺑﺘﺮﺗﻴﺒﻬﺎ ﻋﻠﻰ ﹼ‬ ‫ﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ‪ 5 ،‬ﺑﻄﺎﻗﺎﺕ ﻟﻜﺮﺓ ﺍﻟﺴﻠﺔ ﻭﺟﻤﻴﻌﻬﺎ ﻣﺘﻤﺎﺛﻠﺔ‪ .‬ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪3‬‬
‫ﻭﺍﺣﺪ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺄﺗﻲ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺑﻄﺎﻗﺎﺕ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﻛﻞ ﻣﻦ‪:‬‬
‫ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ ﺃﻗﺼﻰ ﺍﻟﻴﺴﺎﺭ ؟‬
‫_‬
‫‪14‬‬
‫‪ 3) (15‬ﺑﻄﺎﻗﺎﺕ ﻟﻠﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ(‪P‬‬
‫‪ 1 ‬ﺣﺪﹼ ﺩ ﻋﺪﺩ ﺍﻟﻨﺠﺎﺣﺎﺕ‪.‬‬ ‫‪575‬‬

‫‪‬‬ ‫‪3P3‬‬ ‫_‬

‫‪11‬‬
‫‪ 3) (16‬ﺑﻄﺎﻗﺎﺕ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ( ‪P‬‬
‫‪115‬‬
‫‪‬‬ ‫‪2P2‬‬
‫_‬
‫‪7‬‬
‫‪) (17‬ﺑﻄﺎﻗﺔ ﻟﻜﺮﺓ ﺍﻟﺴﻠﺔ ﻭﺑﻄﺎﻗﺘﺎﻥ ﻟﻠﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ(‪P‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﺒﺎﺩﻳﻞ ﻭﻣﺒﺪﺃ ﺍﻟﻌﺪ ﺍﻷﺳﺎﺳﻲ ﻹﻳﺠﺎﺩ ‪. s‬‬ ‫‪115‬‬
‫‪s = 3P3 · 2P2 = 3! · 2! = 12‬‬ ‫‪_6‬‬ ‫‪) (18‬ﺑﻄﺎﻗﺘﺎﻥ ﻟﻜﺮﺓ ﺍﻟﺴﻠﺔ ﻭﺑﻄﺎﻗﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ(‪P‬‬
‫‪115‬‬
‫‪ 2 ‬ﺃﻭﺟﺪ ﻋﺪﺩ ﻋﻨﺎﺻﺮ ﻓﻀﺎﺀ ﺍﻟﻌﻴﻨﺔ ‪.s + f‬‬
‫‪s + f = 120‬‬ ‫‪5P5‬‬ ‫‪= 5! = 120‬‬
‫ﻭﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﻤﻤﻜﻨﺔ ﻟﻠﻜﺘﺐ ﺍﻟﺨﻤﺴﺔ ﻋﻠﻰ ﺍﻟﺮﻑ‪.‬‬ ‫ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 3‬ﺑﻄﺎﻗﺎﺕ ﻋﻠﻴﻬﺎ‬ ‫‪  (19‬ﻣﺠﻤﻮﻋﺔ ﺑﻄﺎﻗﺎﺕ ﻣﺮ ﹼﻗﻤﺔ ﹼ‬
‫‪ 3 ‬ﺃﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻝ‪.‬‬ ‫ﺍﻟﺮﻗﻢ ‪ 4 ،9‬ﻋﻠﻴﻬﺎ ﺍﻟﻌﺪﺩ ‪ 5 ،10‬ﻋﻠﻴﻬﺎ ﺍﻟﺮﻗﻢ ‪ 4 ،6‬ﻋﻠﻴﻬﺎ ﺍﻟﺮﻗﻢ ‪،5‬‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺍﻟﺮﻗﻢ ‪ ، 2‬ﻭﺑﻄﺎﻗﺔ ﻋﻠﻴﻬﺎ ﺍﻟﺮﻗﻢ ‪ . 3‬ﺇﺫﺍ ﺳﺤﺒﺖ‬‫ﻭﺑﻄﺎﻗﺘﻴﻦ ﻋﻠﻰ ﱟ‬
‫_ = )‪P (S‬‬
‫‪s‬‬
‫_=‬
‫‪12‬‬
‫‪= 0.1‬‬
‫‪‬‬
‫‪s+f‬‬ ‫‪120‬‬ ‫ﻋﺸﻮﺍﺋﻴﺎ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﺍﻟﺒﻄﺎﻗﺎﺕ‪ ،‬ﻓﻤﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮ ﹼﻗﻌﺔ ﻟﻬﺬﻩ‬
‫ﹼﹰ‬ ‫ﺑﻄﺎﻗﺔ‬
‫ﺍﻟﺒﻄﺎﻗﺔ؟ ‪ 6.5‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺍﺣﺘﻤﺎﻝ ﻭﺿﻊ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ‬
‫ﺃﻗﺼﻰ ﺍﻟﻴﺴﺎﺭ ﻳﺴﺎﻭﻱ ‪ 0.1‬ﺃﻭ ‪.10%‬‬

‫‪‬‬ ‫‪7 ‬‬ ‫‪122‬‬

‫‪ 7‬‬ ‫‪122‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪7‬‬
‫‪108 - 112  ‬‬ ‫‪7-5‬‬
‫‪‬‬ ‫‪6‬‬ ‫‪‬‬ ‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ ﺑﻤﺘﻮﺳﻂ ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‪.‬‬
‫‪(23a‬‬ ‫ﺗﺘﻮﺯﹼﻉ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ ،78‬ﻭﺍﻧﺤﺮﺍﻑ‬ ‫ﺃﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ ﻓﻲ ﻛﻞ ﻣﻨﻬﻤﺎ‪.‬‬
‫‪X‬‬ ‫) ‪P (X‬‬ ‫ﻣﻌﻴﺎﺭﻱ ‪ . 5‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﺰﻳﺪ ﻗﻴﻤﺔ ﻟـ ‪ X‬ﺍﺧﺘﻴﺮﺕ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻋﻦ ‪. 83‬‬
‫‪0‬‬ ‫‪0.007‬‬ ‫‪97.5% µ = 121 , σ = 9 , P(X > 103) (20‬‬
‫‪13.5%‬‬
‫‪1‬‬ ‫‪0.059‬‬ ‫‪84% µ = 181 , σ = 12, P(X > 169) (21‬‬
‫‪2%‬‬
‫‪2‬‬ ‫‪0.201‬‬ ‫‪0.5%‬‬
‫‪3‬‬ ‫‪0.342‬‬ ‫‪  (22‬ﺃﺯﻣﻨﺔ ﺍﻟﺮﻛﺾ ﻟﻤﺴﺎﻓﺔ ‪ 40 m‬ﻟﻔﺮﻳﻖ ﻛﺮﺓ‬
‫‪4‬‬ ‫‪0.291‬‬ ‫‪78‬‬ ‫‪83‬‬ ‫‪88‬‬ ‫‪93‬‬ ‫ﺍﻟﻘﺪﻡ ﺍﻟﻤﺪﺭﺳﻲ ﺗﺘﻮﺯﱠ ﻉ ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪،4.7 s‬‬
‫‪5‬‬ ‫‪0.099‬‬ ‫‪1σ‬‬ ‫‪2σ‬‬ ‫‪3σ‬‬ ‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ . 0.15 s‬ﻣﺎ ﻧﺴﺒﺔ ﺍﻟﻼﻋﺒﻴﻦ ﺍﻟﺬﻳﻦ ﻳﻘﻞ ﺯﻣﻦ‬
‫ﻗﻄﻌﻬﻢ ﺍﻟﻤﺴﺎﻓﺔ ﻋﻦ ‪4.4 s‬؟ ‪2.5%‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ µ + σ = 78 + 5 = 83‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ ﻳﻜﻮﻥ‬
‫ﻣﺴﺎﻭ ﹰﻳﺎ ‪13.5% + 2% + 0.5% = 16%‬‬
‫‪0.4‬‬
‫ﺍﻻﺣﺘﻤﺎﻝ‬

‫‪0.2‬‬
‫‪114 - 119  ‬‬ ‫‪7-6‬‬
‫‪0‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪7‬‬ ‫‪‬‬ ‫‪  (23‬ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺗﹶﺒ ﹼﻴﻦ ﺃﻥ ‪ 63%‬ﻣﻦ‬
‫ﻋﺪﺩ ﺍﻟﺸﺒﺎﺏ‬ ‫‪ ‬ﹸﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ‪ ،‬ﹶﻓﺘﺒ ﹼﻴﻦ ﺃﻥ ‪ 45%‬ﻣﻦ‬ ‫ﺍﻟﺸﺒﺎﺏ ﻳﻔﻀﻠﻮﻥ ﺃﺩﺍﺀ ﺃﺣﺪ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺍﻟﻤﺸﻬﻮﺭﻳﻦ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ‪5‬‬
‫ﺍﻟﻄﻼﺏ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺭﺳﻢ ﻣﺨﺮﻭﻁ‪ .‬ﺇﺫﺍ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ‪ 5‬ﻣﻨﻬﻢ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‪،‬‬ ‫ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺗﻢ ﺳﺆﺍﻟﻬﻢ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﻔﻀﻠﻮﻥ ﺃﺩﺍﺀ ﻫﺬﺍ‬
‫ﻭﻣﺜﱠﻞ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺳﻢ‬ ‫ﺍﻟﺮﻳﺎﺿﻲ ﺃﻭ ﻻ‪.‬‬
‫ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻣﺨﺮﻭﻁ‪ ،‬ﻓﺄﺟﺐ ﹼ‬
‫ﻛﻮﻥ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﺬﺍﺕ ﺍﻟﺤﺪﻳﻦ ﻟﻠﻤﺘﻐﻴﺮ ‪ ، X‬ﻭﻣ ﱢﺜﻠﻪ‬ ‫‪ (a‬ﺇﺫﺍ ﻣ ﱠﺜﻞ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻋﺪﺩ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺬﻳﻦ ﱢ‬
‫ﻳﻔﻀﻠﻮﻥ ﺃﺩﺍﺀ‬
‫‪ (a‬ﹼ‬
‫ﻓﻜﻮﻥ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﺬﺍﺕ ﺍﻟﺤﺪﻳﻦ‬
‫ﻫﺬﺍ ﺍﻟﺮﻳﺎﺿﻲ‪ ،‬ﱢ‬
‫ﺑﺎﻷﻋﻤﺪﺓ‪.‬‬
‫ﻟﻠﻤﺘﻐﻴﺮ ‪ ،X‬ﻭﻣ ﱢﺜﻠﻪ ﺑﺎﻷﻋﻤﺪﺓ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ‪. n = 5, p = 0.45, q = 1 - 0.45 = 0.55‬‬

‫‪X‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫ﻳﻔﻀﻠﻮﻥ ﺃﺩﺍﺀ ﻫﺬﺍ‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ‪ 2‬ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﱢ‬
‫) ‪P( X‬‬ ‫‪0.050‬‬ ‫‪0.206‬‬ ‫‪0.337‬‬ ‫‪0.276‬‬ ‫‪0.113‬‬ ‫‪0.018‬‬ ‫ﺍﻟﺮﻳﺎﺿﻲ‪73.3% .‬‬

‫)‪P (X‬‬
‫‪  (24‬ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻟﻠﺒﺎﻟﻐﻴﻦ ﺃﻥ ﻣﺎ ﻧﺴﺒﺘﻪ ‪ 74%‬ﻣﻦ‬
‫‪0.30‬‬ ‫ﺍﻟﺒﺎﻟﻐﻴﻦ ﻳﻠﺒﺴﻮﻥ ﺳﺎﻋﺔ ﻳﺪ‪.‬ﻭﻗﺪ ﻗﺎﻡ ﺑﻜﺮ ﺑﺎﺳﺘﻄﻼﻉ ﺭﺃﻱ ‪ 200‬ﺷﺨﺺ‬
‫‪‬‬

‫‪0.20‬‬ ‫ﺷﺨﺼﺎ ﻋﻠﻰ ﺍﻷﻗﻞ‬

‫ﹰ‬ ‫ﻋﺸﻮﺍﺋﻴﺎ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ‪160‬‬
‫ﹼﹰ‬ ‫ﻣﻦ ﺍﻟﺒﺎﻟﻐﻴﻦ‬
‫‪0.10‬‬ ‫ﻣﻤﻦ ﺷﻤﻠﻬﻢ ﺍﻻﺳﺘﻄﻼﻉ ﻳﻠﺒﺴﻮﻥ ﺳﺎﻋﺔ ﻳﺪ؟ ‪2.5%‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5 X‬‬
‫‪‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﺘﺒﺎﻳﻦ ﻟﻠﺘﻮﺯﻳﻊ‪.‬‬
‫‪µ = np = 5 (0.45) = 2.25‬‬
‫‪σ 2 = npq = 5 (0.45)(0.55) = 1.2375‬‬
‫√ = ‪σ‬‬
‫√ = ‪σ 2‬‬
‫‪1.2375 œ 1.1124‬‬

‫‪123‬‬ ‫‪‬‬ ‫‪7 ‬‬

‫‪123‬‬ ‫‪ 7‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪7‬‬
‫‪‬‬
‫‪ (28‬ﹸﺭﻣﻴﺖ ‪ 3‬ﻗﻄﻊ ﻧﻘﺪ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ‬ ‫‪ (25‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻮﻗﻒ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒ ﹼﻴﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺳﺔ‬
‫‪‬‬
‫ﻋﺪﺩ ﻣﺮﺍﺕ ﻇﻬﻮﺭ ﺍﻟﺸﻌﺎﺭ‪ ،‬ﻓﺎﻛﺘﺐ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻠﻤﺘﻐﻴﺮ‬ ‫ﻛﻼ‬‫ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﺍﺫﻛﺮ ﹼﹰ‬ ‫‪ (25b‬ﻫﺬﻩ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ؛ ﻷﻧﻪ ﺗﻢ ﺍﺧﺘﻴﺎﺭ‬
‫ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ ، X‬ﺛﻢ ﻣ ﱢﺜﻠﻪ ﺑﺎﻷﻋﻤﺪﺓ‪  7 -4 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒ ﹼﻴﺔ‪ ،‬ﺛﻢ ﺑ ﹼﻴﻦ ﺇﻥ ﻭﺟﺪ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺇﺣﺪ￯‬
‫ﺗﺤﻴﺰ ﺃﻭ ﻻ‪ 7 -1 :‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ )ﺍﻟﺘﺠﺮﻳﺒﻴﺔ( ﺧﻀﻌﺖ‬
‫‪  (29‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﻟﻼﻧﺘﻈﺎﺭ ﺍﻟﺘﻲ ﻳﻘﻀﻴﻬﺎ‬
‫‪ 16000‬ﻣﺴﺎﻓﺮ ﻓﻲ ﺇﺣﺪ￯ ﻣﺤﻄﺎﺕ ﺳﻜﻚ ﺍﻟﺤﺪﻳﺪ ﻣﻮﺯﱠ ﻋﺔ ﺗﻮﺯﻳ ﹰﻌﺎ‬ ‫ﻣﺒﻜﺮﺍ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻦ‬
‫‪ (a‬ﺍﺧﺘﺮ ‪ 100‬ﻃﺎﻟﺐ ﻧﺼﻔﻬﻢ ﻳﺄﺗﻲ ﺇﻟﻰ ﺍﻟﻤﺪﺭﺳﺔ ﹰ‬ ‫ﻟﺪﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪،‬‬
‫ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﺑﻤﺘﻮﺳﻂ ‪ ،72 min‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ ،15 min‬ﻓﺄﻭﺟﺪ ﻧﺴﺒﺔ‬ ‫ﺗﺤﺼﻴﻠﻬﻢ ﻓﻲ ﻣﺎﺩﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻫﺬﻩ ﺩﺭﺍﺳﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ‬ ‫ﻭﺍﻷﺧﺮ￯ )ﺍﻟﻀﺎﺑﻄﺔ( ﻟﻢ ﺗﺨﻀﻊ ﻷﻱ‬
‫ﺍﻟﻤﺴﺎﻓﺮﻳﻦ ﺍ ﹼﻟﺬﻳﻦ ﻳﻨﺘﻈﺮﻭﻥ ﺃﻛﺜﺮ ﻣﻦ ‪7 -5 .42 min‬‬
‫‪ 97.5%‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‬
‫‪ (b‬ﺍﺧﺘﺮ ‪ 100‬ﻣﻮﻇﻒ‪ ،‬ﻭﺍﻗﺴﻤﻬﻢ ﻧﺼﻔﻴﻦ‪ ،‬ﻭﺃﺧﻀﻊ ﺇﺣﺪ￯‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﺇﻟﻰ ﺩﻭﺭﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﺃﻣﺎ ﺍﻷﺧﺮ￯ ﻓﻼ‬
‫ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﻛﻞ ﻣﻮﻇﻒ ﻳﻌﺮﻑ‬
‫ﺗﺨﻀﻌﻬﺎ ﻷﻱ ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪  (30‬ﻓﻲ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺳﺎﺑﻘﺔ ﻭﺟﺪ ﺃﻥ ﻣﺎ ﻧﺴﺒﺘﻪ ‪70%‬‬
‫ﻣﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻳﺄﺧﺬﻭﻥ ﺇﺟﺎﺯﺍﺗﻬﻢ ﺍﻟﺴﻨﻮﻳﺔ ﻓﻲ ﺍﻟﺼﻴﻒ‪ ،‬ﻟﻜﻦ ﻣﺤﺴﻨﹰﺎ‬ ‫‪(28‬‬
‫ﻳﻌﺘﻘﺪ ﺃﻥ ﻫﺬﺍ ﺍﻟﺮﻗﻢ ﻣﺒﺎﻟﻎ ﻓﻴﻪ‪ ،‬ﻓﻘﺎﻡ ﺑﺎﺳﺘﻄﻼﻉ ﺭﺃﻱ ‪ 650‬ﹰ‬
‫ﻋﺎﻣﻼ‬
‫ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ .‬ﻣﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻻ ﻳﺄﺧﺬ ﺃﻛﺜﺮ ﻣﻦ ‪ 420‬ﹰ‬
‫ﻋﺎﻣﻼ ﺇﺟﺎﺯﺍﺗﻬﻢ ﻓﻲ‬ ‫‪ (26‬ﺍﺧﺘﻴﺮ ‪ 10‬ﻃﻼﺏ ﺑﺼﻮﺭﺓ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻭﻗﻴﺴﺖ‬
‫‪X‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫ﺍﻟﺼﻴﻒ؟ ‪ 0.5 % 7 -6‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺃﻃﻮﺍﻟﻬﻢ ﺑﺎﻟﺴﻨﺘﻤﺘﺮﺍﺕ ﻓﻜﺎﻧﺖ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫)‪P(X‬‬
‫‪X‬‬
‫)‪X‬‬ ‫‪0.125 0.375 0.375 0.125‬‬

‫‪0.5‬‬
‫‪170, 165, 155, 168, 177, 180, 168, 167, 160, 161‬‬
‫‪0.4‬‬

‫‪‬‬
‫‪0.3‬‬
‫ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻤ ﱢﺜﻞ ﻋﻴﻨﺔ ﺃﻡ ﻣﺠﺘﻤ ﹰﻌﺎ‪ ،‬ﺛﻢ ﺍﻭﺟﺪ‬ ‫‪0.2‬‬
‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻬﺬﻩ ﺍﻷﻃﻮﺍﻝ‪ 7 -2 .‬‬ ‫‪0.1‬‬
‫‪ 7.55‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪0‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪‬‬
‫ﺳﺠﻠﺖ ﺃﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﺫﻭﻱ ﺍﻟﻌﻴﻮﻥ ﺍﻟﺰﺭﻗﺎﺀ ﺃﻭ ﻏﻴﺮ ﺍﻟﺰﺭﻗﺎﺀ ﻓﻲ ﺃﺣﺪ‬
‫ﱢ‬ ‫‪(27‬‬
‫ﺍﻟﻤﻌﺎﻫﺪ‪.‬‬

‫‪ ‬‬

‫‪10‬‬ ‫‪5‬‬ ‫‪‬‬

‫‪80‬‬ ‫‪95‬‬ ‫‪‬‬

‫ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﻋﻴﻮﻧﻪ ﺯﺭﻗﺎﺀ‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‪_1  7 -3 .‬‬
‫ﹰ‬
‫‪9‬‬

‫‪‬‬ ‫‪7 ‬‬ ‫‪124‬‬

‫‪ 7‬‬ ‫‪124‬‬

 ‫‪‬‬
‫‪‬‬
‫‪7‬‬ ‫‪ (1, 2‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪  (11‬ﺃﻋﻄﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻳﻤﻦ ﻃﻼﺑﻪ ﺍﻟﻔﺮﺻﺔ ﻹﻋﺎﺩﺓ ﺃﺣﺪ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺗﺼﻒ ﺍﺭﺗﺒﺎ ﹰﻃﺎ ﺃﻭ ﺳﺒﺒﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻛﻤﺎ ﻋﻘﺪ ﺩﺭﺱ ﻣﺮﺍﺟﻌﺔ ﺍﺧﺘﻴﺎﺭﻱ ﻳﻮﻡ ﺍﻟﺨﻤﻴﺲ ﻗﺒﻞ ﺇﻋﺎﺩﺓ‬ ‫‪ (1‬ﻋﻨﺪﻣﺎ ﻳﺮ￯ ﻣﺤﻤﻮﺩ ﺍﻟﺒﺮﻕ‪ ،‬ﻓﺈﻧﻪ ﻳﺴﻤﻊ ﺍﻟﺮﻋﺪ ﺑﻌﺪ ﺫﻟﻚ‪.‬‬
‫‪‬‬ ‫ﺗﺤﺴﻦ ﺃﺩﺍﺅﻫﻢ‪ ،‬ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﻟﻤﻦ ﻳﺮﻏﺐ‪ .‬ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﱠ‬ ‫ﻣﺘﺄﺧﺮﺍ ﻋﻦ‬
‫ﹰ‬ ‫‪ (2‬ﻋﻨﺪﻣﺎ ﻳﺮﻛﺾ ﻧﺎﻳﻒ ﻋﻨﺪ ﻣﺪﺧﻞ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻜﻮﻥ‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﻣﺨﻄﻂ‬ ‫ﻟﻢ ﻳﺘﺤﺴﻦ‪ ،‬ﻭﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻳﺒﻴﻦ ﺫﻟﻚ‪ .‬ﺇﺫﺍ ﺍﺧﺘﻴﺮ ﻃﺎﻟﺐ ﻋﺸﻮﺍﺋﻴﹼﹰﺎ‪،‬‬
‫ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬
‫ﻓﺄﻭﺟﺪ‪:‬‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﻻ ﺗﺰﺍﻝ‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﺘﺒﻨﻰ ﻋﻴﻨﺔ ﻣﺘﺤﻴﺰﺓ ﺃﻭ ﻏﻴﺮ‬
‫ﺗﺸﻜﻞ ﺗﺤﺪﱢ ﻳﹰﺎ ﻟﻠﻄﻼﺏ‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ (3, 4 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﺘﺤﻴﺰﺓ‪ ،‬ﺛﻢ ﹼ‬
‫‪3‬‬ ‫‪12‬‬ ‫‪‬‬
‫‪ (3‬ﺍﺳﺘﻄﻠﻊ ﺻﺎﺣﺐ ﻣﺨﺰﻥ ﻳﺒﻴﻊ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ﺯﺑﺎﺋﻨﻪ ﻋﻦ‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪ :‬ﻧﻤﺎﺫﺝ ﻣﺘﻌﺪﺩﺓ‪،‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﺃﻫﻤﻴﺔ ﻭﺟﻮﺩ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺍﻟﻤﻨﺰﻝ‪.‬‬
‫‪ 12‬ﺃﻭ ‪80%‬‬‫_‬
‫ﺹ )‪(53-61‬‬ ‫‪15‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﺣﻀﺮ ﺍﻟﻤﺮﺍﺟﻌﺔ‪.‬‬ ‫‪ (4‬ﻳﺨﺘﺎﺭ ﻣﻌﻠﻢ ‪ 5‬ﺃﺳﻤﺎﺀ ﻟﻄﻼﺏ ﻳﺪﺭﺳﻬﻢ؛ ﻹﻟﻘﺎﺀ ﻛﻠﻤﺔ ﺍﻟﺼﺒﺎﺡ ﺑﻌﺪ ﺃﻥ‬
‫ﺗﺤﺴﻦ ﹰ‬
‫‪ (a‬ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﹼ‬
‫ﻳﻘﻮﻡ ﺑﻮﺿﻊ ﺍﻷﺳﻤﺎﺀ ﺟﻤﻴﻌﻬﺎ ﻓﻲ ﺳﻠﺔ ﻭﻳﺨﻠﻄﻬﺎ ‪.‬‬
‫ﻳﺘﺤﺴﻦ‪.‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﻟﻢ‬
‫‪ (b‬ﺍﺣﺘﻤﺎﻝ ﺃﻧﻪ ﻟﻢ ﻳﺤﻀﺮ ﺍﻟﻤﺮﺍﺟﻌﺔ ﹰ‬
‫‪‬‬ ‫‪_6 ≈ 67%‬‬ ‫ﹼ‬
‫ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻳﺼﻒ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ؟‬
‫‪9‬‬
‫ﻭﻟﻤﺎﺫﺍ؟‬
‫‪ (1‬ﺍﺭﺗﺒﺎﻁ‪ :‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺒﺮﻕ ﻳﺴﺒﻖ‬ ‫‪  (12‬ﺷﺎﺭﻙ ‪ 10‬ﻃﻼﺏ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ‪،‬‬
‫ﹶﻭ ‪ 12‬ﻃﺎﻟ ﹰﺒﺎ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ﻓﻲ ﺍﻟﺴﺤﺐ ﻋﻠﻰ ‪ 5‬ﺟﻮﺍﺋﺰ‪ .‬ﺇﺫﺍ‬ ‫ﺍﻟﻤﺘﻮﺳﻂ؛ ﻷﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ‬ ‫‪‬‬ ‫‪(5‬‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﺍ ﻻ ﻳﻌﻨﻲ ﺃﻥ‬
‫ﺍﻟﺮﻋﺪ ﹰ‬ ‫ﻗﻴﻤﺎ ﻣﺘﻄﺮﻓﺔ‪.‬‬
‫ﻛﺎﻥ ﺍﻟﺴﺤﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺮﺍﺑﺤﻮﻥ ‪ 3‬ﻣﻦ ﺍﻟﺼﻒ‬ ‫ﺗﺘﻀﻤﻦ ﹰ‬
‫ﹼ‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪4‬‬
‫ﺍﻟﺒﺮﻕ ﻫﻮ ﺍﻟﺬﻱ ﻳﺴﺒﺐ ﺍﻟﺮﻋﺪ‪.‬‬ ‫ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻭﻃﺎﻟﺒﻴﻦ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ؟ ‪D‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪4‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪ 0.46% A‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (2‬ﺍﺭﺗﺒﺎﻁ‪ :‬ﻣﻊ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺤﺪﺛﻴﻦ‪،‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬

‫‪ 0.25% B‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫ﺇﻻ ﺃﻥ ﻧﺎﻳ ﹰﻔﺎ ﻗﺪ ﻳﺮﻛﺾ ﻟﺴﺒﺐ ﺁﺧﺮ‪.‬‬
‫‪3‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪4‬‬

‫‪ 70% C‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(6‬‬

‫ﺍﻟﻮﺳﻴﻂ؛ ﻷﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪‬‬
‫‪ (3‬ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﺗﻢ ﺍﺳﺘﻄﻼﻉ‬ ‫‪X‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪(13‬‬
‫‪X‬‬
‫)‪P(X‬‬
‫)‪X‬‬ ‫‪0.1‬‬ ‫‪0.6‬‬ ‫‪0.3‬‬ ‫‪ 30% D‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﻗﻴﻤﺎ ﻣﺘﻄﺮﻓﺔ‪ ،‬ﻭﻻ‬
‫ﺗﺘﻀﻤﻦ ﹰ‬ ‫‪64‬‬ ‫‪61‬‬ ‫‪62‬‬ ‫‪64‬‬ ‫‪61‬‬
‫ﺁﺭﺍﺋﻬﻢ ﻳﺮﻭﻥ ﺃﻫﻤﻴﺔ ﻛﺒﺮ￯ ﻟﻮﺟﻮﺩ‬ ‫ﺗﻮﺟﺪ ﻓﺠﻮﺍﺕ ﻛﺜﻴﺮﺓ ﻓﻲ‬ ‫‪83‬‬ ‫‪66‬‬ ‫‪61‬‬ ‫‪65‬‬ ‫‪63‬‬

‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻓﻬﻢ ﻳﺸﺘﺮﻭﻥ ﻣﻦ ﺧﻼﻟﻪ‪.‬‬ ‫‪ (13‬ﹸﺳﺤﺒﺖ ﻛﺮﺗﺎﻥ ﻣ ﹰﻌﺎ ﻣﻦ ﺻﻨﺪﻭﻕ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ‪ 3‬ﻛﺮﺍﺕ ﺯﺭﻗﺎﺀ‪ ،‬ﻭﻛﺮﺗﻴﻦ‬
‫ﺍﻟﻤﻨﺘﺼﻒ‬ ‫‪61‬‬ ‫‪65‬‬ ‫‪62‬‬ ‫‪63‬‬ ‫‪84‬‬
‫‪61‬‬ ‫‪63‬‬ ‫‪66‬‬ ‫‪62‬‬ ‫‪61‬‬
‫ﺣﻤﺮﺍﻭﻳﻦ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ X‬ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺕ ﺍﻟﺰﺭﻗﺎﺀ‬
‫‪ (4‬ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ؛ ﻛﻞ ﻓﺮﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻟﻪ‬ ‫ﻓﻜﻮﻥ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺣﺘﻤﺎﻟﻲ ﻟﻠﻤﺘﻐﻴﺮ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪. X‬‬
‫ﺍﻟﻤﺴﺤﻮﺑﺔ‪ ،‬ﱢ‬
‫ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻟﻴﻜﻮﻥ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﻮﺯﱠﻉ‬
‫ﺗﻮﺯﻳ ﹰﻌﺎ ﻃﺒﻴﻌ ﹼﹰﻴﺎ‪ ،‬ﺃﻭﺟﺪ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻤﻄﻠﻮﺏ ﻓﻲ ﻛﻞ ﻣﻨﻬﺎ‪:‬‬
‫‪  (14‬ﺃﺧﺒﺮ ﺍﻟﺮﺍﺻﺪ ﺍﻟﺠﻮﻱ ﺃﻥ ﺍﺣﺘﻤﺎﻝ ﺳﻘﻮﻁ ﺍﻟﻤﻄﺮ ﻓﻲ ﻛﻞ ﻳﻮﻡ‬
‫ﻣﻦ ﺍﻷﻳﺎﻡ ﺍﻟﺴﺒﻌﺔ ﺍﻟﻘﺎﺩﻣﺔ ‪ . 40%‬ﺃﻭﺟﺪ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺴﻘﻂ ﺍﻟﻤﻄﺮ ﻓﻲ‬ ‫‪97.5% µ = 54, σ = 5, P(X > 44) (7‬‬
‫ﻳﻮﻣﻴﻦ ﻣﻦ ﻫﺬﻩ ﺍﻷﻳﺎﻡ ﻋﻠﻰ ﺍﻷﻗﻞ‪ 84.1% .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪84% µ = 35, σ = 2.4, P(X < 37.4) (8‬‬

‫ﻳﺤﺘﻮﻱ ﻛﻴﺲ ﻋﻠﻰ ‪ 10‬ﻛﺮﺍﺕ ﺯﺟﺎﺟﻴﺔ ﺯﺭﻗﺎﺀ‪ ،‬ﻭ‪ 8‬ﻛﺮﺍﺕ ﺣﻤﺮﺍﺀ‪،‬‬

‫‪  (15‬ﻳﺨﻄﻂ ﻳﻌﻘﻮﺏ ﻟﺰﺭﻉ ‪ 24‬ﺷﺠﺮﺓ ﺃﺯﻫﺎﺭ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬
‫ﻭ ‪ 12‬ﺧﻀﺮﺍﺀ‪ ،‬ﻭﺟﻤﻴﻌﻬﺎ ﻣﺘﻤﺎﺛﻠﺔ‪ ،‬ﺳﺤﺒﺖ ﻛﺮﺗﺎﻥ ﻭﺍﺣﺪﺓ ﺗﻠﻮ ﺍﻷﺧﺮ￯‪ ،‬ﺃﻭﺟﺪ‬
‫ﺍﻟﺒﺬﻭﺭ ﺍﻟﺘﻲ ﺃﺣﻀﺮﻫﺎ ﻷﺯﻫﺎﺭ ﻣﻦ ﺍﻟﻠﻮﻧﻴﻦ ﺍﻷﺑﻴﺾ ﻭﺍﻷﺯﺭﻕ‪ ،‬ﻭﺃﻧﻬﺎ ﻟﻢ‬
‫ﺍﻻﺣﺘﻤﺎﻝ ﻟﻜﻞ ﻣﻦ‪:‬‬
‫ﺗﺰﻫﺮ ﺑﻌﺪ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﻌﻠﻢ ﺃﻥ ﺍﺣﺘﻤﺎﻝ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺯﻫﺮﺓ ﺯﺭﻗﺎﺀ ‪، 75%‬‬
‫ﻓﻤﺎ ﺍﺣﺘﻤﺎﻝ ﺣﺼﻮﻟﻪ ﻋﻠﻰ ‪ 20‬ﺯﻫﺮﺓ ﺯﺭﻗﺎﺀ ﻋﻠﻰ ﺍﻷﻗﻞ؟‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻜﺮﺓ ﺍﻷﻭﻟﻰ ﺯﺭﻗﺎﺀ ﺩﻭﻥ ﺇﺭﺟﺎﻉ‪_8 .‬‬
‫ﺍﻟﻜﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺣﻤﺮﺍﺀ‪ ،‬ﹰ‬ ‫‪(9‬‬
‫‪29‬‬
‫‪0.24665‬ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻭ ‪24.7%‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻜﺮﺓ ﺍﻷﻭﻟﻰ ﺧﻀﺮﺍﺀ ﻣﻊ ﺍﻹﺭﺟﺎﻉ‪_1 .‬‬
‫‪3‬‬ ‫ﺍﻟﻜﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺯﺭﻗﺎﺀ‪ ،‬ﹰ‬ ‫‪(10‬‬

‫‪125‬‬ ‫‪‬‬ ‫‪7 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 50%‬‬ ‫‪25%‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ww w . o b e i k a n e d u c a t i o n . c o m ‬‬
‫‪ ‬‬
‫‪7- 1 , 7- 2 , 7- 3 , 7- 4 , 7- 5 , 7- 6‬‬
‫‪8 6 ‬‬ ‫‪‬‬
‫‪w w w . o b e i k a n e d u c a t i o n . c o m ‬‬

‫‪125‬‬ ‫‪ 7‬‬

 ‫‪108 7 - 4 ‬‬ ‫‪9 2 7 - 1 ‬‬
‫‪11%‬‬ ‫‪‬‬ ‫‪(14a‬‬ ‫ﺃﻱ ﻣﻨﻬﻤﺎ‪ ،‬ﻛﻼ ﺍﻟﺘﺠﺮﺑﺘﻴﻦ ﻣﺘﺤ ﹼﻴﺰﺗﺎﻥ؛‬
‫‪ (25‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻟﻴﺲ ﹼ‬
‫‪16%‬‬ ‫‪‬‬ ‫ﻷﻥ ﺍﻟﻤﻮﺟﻮﺩﻳﻦ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻳﻌﻠﻤﻮﻥ ﺫﻟﻚ‪.‬‬
‫‪18%‬‬ ‫‪‬‬ ‫‪ (27‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ؛ ﺗﹸﺴﺤﺐ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻣﻦ‬
‫‪12%‬‬ ‫‪‬‬ ‫ﺍﻟﻤﺠﺘﻤﻊ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻤ ﹼﺜﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ‪ ،‬ﻭﺑﻐﺮﺽ ﺗﺠﻨﹼﺐ‬
‫‪5%‬‬ ‫‪‬‬ ‫ﺍﻟﺘﺤ ﹼﻴﺰ‪ ،‬ﻳﺘﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺧﺘﻴﺎﺭ ﺍﻟﻌﺸﻮﺍﺋﻲ؛ ﻟﺘﺤﺪﻳﺪ ﺍﻷﻓﺮﺍﺩ ﻓﻲ ﻛﻞ ﻣﻦ‬
‫‪12%‬‬ ‫‪‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﻀﺎﺑﻄﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻟﻜﻞ ﻣﻨﻬﻢ ﺍﻟﻔﺮﺻﺔ‬
‫‪8%‬‬ ‫‪‬‬
‫ﺫﺍﺗﻬﺎ ﻟﻴﻜﻮﻥ ﺿﻤﻦ ﺃﻱ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‪ .‬ﻛﻤﺎ ﻳﺘﻢ ﺍﻟﺘﺄﻛﺪ ﺃﻥ ﻛﻞ ﻓﺮﺩ ﻻ‬
‫‪9%‬‬ ‫‪‬‬
‫ﻳﻌﺮﻑ ﺇﻟﻰ ﺃﻱ ﻣﺠﻤﻮﻋﺔ ﻳﻨﺘﻤﻲ‪.‬‬
‫‪6%‬‬ ‫‪‬‬
‫‪3%‬‬ ‫‪‬‬ ‫‪ (28a‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﺗﺘﻨﺎﻭﻝ ﺍﺳﺘﻄﻼﻉ ﺭﺃﻱ ‪ 50‬ﻃﺎﻟ ﹰﺒﺎ ﻓﻲ‬
‫ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﺣﻮﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﺳﻴﻘﺮﺭﻭﻥ ﺑﻨﺎ ﹰﺀ ﻋﻠﻴﻬﺎ ﻣﺴﺎﺭ‬
‫‪0.20‬‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻟﻤﻔﻀﻞ ﻟﻬﻢ‪.‬‬
‫‪0.15‬‬ ‫ﺳﺠﻞ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ ﺟﻤﻴﻌﻬﻢ ﻓﻲ ﻗﺎﺋﻤﺔ‪ ،‬ﻭﺍﺳﺤﺐ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‬ ‫ﺍﻟﻌﻴﻨﺔ‪ :‬ﹼ‬
‫‪‬‬

‫‪0.10‬‬ ‫‪ 50‬ﻃﺎﻟ ﹰﺒﺎ ‪.‬‬

‫‪0.05‬‬ ‫ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺴﺤﻴﺔ‪ :‬ﻃﺮﻳﻘﺔ ﺗﺤﺪﻳﺪ ﺍﻟﻄﺎﻟﺐ ﺧﻴﺎﺭﻩ ﻓﻲ ﻣﺴﺎﺭ‬
‫‪0‬‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻟﺬﻱ ﻳﺮﻏﺐ ﻓﻴﻪ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ ، 5‬ﺣﻴﺚ ﻳﺪﻝ‬
‫‪         ‬‬
‫ﺍﻟﺮﻣﺰ ‪ 1‬ﻋﻠﻰ ﺍﻟﻤﻌﺎﺭﺿﺔ ﺑﺸﺪﺓ‪ ،‬ﻭﺍﻟﺮﻣﺰ ‪ 5‬ﻋﻠﻰ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺑﺸﺪﺓ‪.‬‬
‫‪‬‬
‫ﺷﺨﺼﺎ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻣﺼﺎﺑﻴﻦ ﺑﺎﻟﺮﺷﺢ‪.‬‬
‫ﹰ‬ ‫‪ (28c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﺧﺘﺮ ﻋﻴﻨﺔ ﻣﻦ ‪20‬‬
‫‪114 7 - 5 ‬‬ ‫ﻋﻼﺟﺎ ﺷﻜﻠ ﹼﹰﻴﺎ‪ ،‬ﻭﻗﺎﺭﻥ‬
‫ﹰ‬ ‫ﻭﺃﻋﻂ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ‬ ‫ﹺ‬ ‫ﻋﻼﺟﺎ‪،‬‬
‫ﹰ‬
‫ﹺ‬
‫ﺃﻋﻂ ﻧﺼﻔﻬﻢ‬
‫ﺑﻴﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺑﻌﺪ ‪ 3‬ﺃﺳﺎﺑﻴﻊ ‪ .‬ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻫﻲ ﻣﺠﻤﻮﻋﺔ‬

‫‪ 7‬‬
‫‪‬‬ ‫‪(18‬‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﹸﺃﻋﻄﻮﺍ ﺍﻟﻌﻼﺝ ﺍﻟﻤﻘﺼﻮﺩ‪ ،‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻫﻢ‬
‫ﺍﻟﺬﻳﻦ ﹸﺃﻋﻄﻮﺍ‬
‫‪70‬‬ ‫‪65‬‬ ‫‪71‬‬ ‫‪69‬‬ ‫‪66‬‬ ‫‪71‬‬ ‫‪72‬‬ ‫‪73‬‬
‫ﻋﻼﺟﺎ ﻣﺤﺎﻳﺪﹰ ﺍ )ﺷﻜﻠ ﹼﹰﻴﺎ(‪.‬‬
‫ﹰ‬
‫‪70‬‬ ‫‪69‬‬ ‫‪73‬‬ ‫‪66‬‬ ‫‪72‬‬ ‫‪69‬‬ ‫‪68‬‬ ‫‪71‬‬
‫‪70‬‬ ‫‪67‬‬ ‫‪73‬‬ ‫‪71‬‬ ‫‪71‬‬ ‫‪67‬‬ ‫‪69‬‬ ‫‪65‬‬ ‫‪ (29‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺪﺙ ﺍﻟﺘﺤ ﹼﻴﺰ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻨﺪﻣﺎ‬
‫‪71‬‬ ‫‪68‬‬ ‫‪68‬‬ ‫‪73‬‬ ‫‪66‬‬ ‫‪69‬‬ ‫‪66‬‬ ‫‪67‬‬ ‫ﻳﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻧﻬﺎ ﻫﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻳﻨﺘﻤﻮﻥ‬
‫‪66‬‬ ‫‪73‬‬ ‫‪64‬‬ ‫‪67‬‬ ‫‪71‬‬ ‫‪71‬‬ ‫‪73‬‬ ‫‪67‬‬ ‫ﻳﺘﻌﺮﺿﻮﻥ ﻟﻌﻼﺝ‬ ‫ﺇﻟﻴﻬﺎ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﻋﻠﻢ ﺃﻓﺮﺍﺩ ﻣﺠﻤﻮﻋﺔ ﺗﺠﺮﻳﺒﻴﺔ ﺃﻧﻬﻢ ﹼ‬
‫‪73‬‬ ‫‪75‬‬ ‫‪71‬‬ ‫‪71‬‬ ‫‪76‬‬ ‫‪69‬‬ ‫‪69‬‬ ‫‪66‬‬ ‫ﺑﻘﺼﺪ ﺯﻳﺎﺩﺓ ﻣﺴﺘﻮ￯ ﺍﻟﻄﺎﻗﺔ ﻟﺪﻳﻬﻢ‪ ،‬ﻓﻘﺪ ﻳﺤﺎﻭﻟﻮﻥ ﺍﻟﺘﺄﺛﻴﺮ ﻓﻲ ﻧﺘﺎﺋﺞ‬
‫‪68‬‬ ‫‪71‬‬ ‫‪69‬‬ ‫‪66‬‬ ‫‪70‬‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺇﺛﺒﺎﺕ ﺃﻥ ﺍﻟﻌﻼﺝ ﻓﺎﻋﻞ ﺃﻭ ﻏﻴﺮ ﻓﺎﻋﻞ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻋﻠﻢ‬
‫ﻋﻼﺟﺎ ﻏﻴﺮ ﻓﺎﻋﻞ‪ ،‬ﻓﻠﻦ ﺗﻜﻮﻥ‬‫ﹰ‬ ‫ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﺃﻧﻬﻢ ﻳﺄﺧﺬﻭﻥ‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﻟﻠﺒﻴﺎﻧﺎﺕ ‪ ،69.47 in‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪2.73 in‬‬
‫ﻟﺪﻳﻬﻢ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻻﺳﺘﻜﻤﺎﻝ ﺍﻟﺘﺠﺮﺑﺔ‪.‬‬
‫‪15‬‬
‫‪ (40‬ﺩﺭﺍﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ‪ :‬ﻭﺿﻊ ﺍﻷﺷﺨﺎﺹ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻋﺸﻮﺍﺋﻴﺔ‪ .‬ﺗﺘﻀﻤﻦ‬
‫‪10‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻤﺪﺓ ﺳﺎﻋﺔ‬
‫‪‬‬

‫ﻭﺍﺣﺪﺓ ﻳﻮﻣ ﹼﹰﻴﺎ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻣﻦ ﻻﻳﻔﻌﻞ ﺫﻟﻚ‪.‬‬

‫‪5‬‬

‫‪0‬‬
‫‪63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78‬‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺘﺤﻴﺰﺓ؛ ﻷﻥ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻳﻌﻠﻤﻮﻥ‬
‫‪‬‬ ‫ﺃﻧﻬﻢ ﻳﺨﻀﻌﻮﻥ ﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﺃﻧﻬﻢ ﻻ ﻳﺘﺪﺭﺑﻮﻥ‬
‫ﺃﺳﻮﺓ ﺑﺄﻓﺮﺍﺩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬

‫‪ 7‬‬ ‫‪125A‬‬

 ‫‪(6‬‬ ‫‪119 120 4 7 - 6 ‬‬
‫‪X‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬
‫‪4 ‬‬
‫‪P (X ) 0.05 0.17 0.27 0.26 0.16 0.07 0.02 0.00 0.00 0.00 0.00‬‬

‫‪(4‬‬
‫‪‬‬ ‫‪µ = 80‬‬
‫‪σ ≈ 7.4‬‬
‫)‪P (X‬‬
‫‪0.25‬‬
‫‪0.20‬‬
‫‪‬‬

‫‪0.15‬‬ ‫‪34% 34%‬‬

‫‪0.5%‬‬ ‫‪0.5%‬‬
‫‪0.10‬‬
‫‪13.5%‬‬ ‫‪13.5% 2%‬‬
‫‪0.05‬‬ ‫‪2%‬‬
‫‪0.00‬‬ ‫‪57.8‬‬ ‫‪65.2‬‬ ‫‪72.6‬‬ ‫‪80‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪X‬‬
‫‪‬‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻲ ﻗﺎﻣﺖ ﺑﻬﺎ ﺁﻳﺔ ﺗﻌﺪ ﺗﺠﺮﺑﺔ ﺫﺍﺕ ﺣﺪﻳﻦ ﻓﻴﻬﺎ‪:‬‬
‫‪μ ≈ 2.60‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻦ ﺑﻴﻦ ‪ 10‬ﻣﻮﻇﻔﻴﻦ ‪ 3‬ﻣﻨﻬﻢ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪n = 250, p = 0.32, q = 1-0.32 = 0.68‬‬
‫ﻳﺴﺘﻌﻤﻠﻮﻥ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺍﻟﻌﻤﻞ ‪σ ≈ 1.39 ، σ 2 ≈ 1.92‬‬
‫ﻭﺣﻴﺚ ﺇﻥ‪:‬‬
‫‪(7‬‬ ‫‪np = 250 (0.32) = 80 > 5‬‬
‫‪nq = 250 (0.68) = 170 > 5‬‬
‫‪X‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬
‫‪P (X ) 0.00 0.003 0.02 0.08 0.19 0.28 0.26 0.14 0.03‬‬ ‫ﻓﺈﻧﻪ ﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻟﺘﻘﺮﻳﺐ ﺍﻻﺣﺘﻤﺎﻝ ﻋﻠﻰ‬
‫ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‪:‬‬
‫‪‬‬ ‫‪µ = np = 80‬‬
‫‪ 7‬‬

‫√ = ‬
‫‪σ = √npq‬‬ ‫‪250 × 0.32 × 0.68 ≈ 7.4‬‬
‫‪0.3‬‬
‫‪0.25‬‬ ‫ﺍﻟﻌﺪﺩ ‪ 65‬ﺃﺻﻐﺮ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺑﻤﻘﺪﺍﺭ ﺍﻧﺤﺮﺍﻓﻴﻦ ﻣﻌﻴﺎﺭﻳﻴﻦ ﺗﻘﺮﻳ ﹰﺒﺎ؛ ﻟﺬﺍ‬
‫‪‬‬

‫‪0.2‬‬
‫‪0.15‬‬ ‫ﻳﻜﻮﻥ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺮ￯ ﺃﻛﺜﺮ ﻣﻦ ‪ 65‬ﻣﻦ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﻭﺟﻮﺏ ﺗﻘﻠﻴﻞ‬
‫‪0.1‬‬ ‫ﻋﺪﺩ ﺃﻳﺎﻡ ﺍﻹﺟﺎﺯﺓ ﺍﻟﺼﻴﻔﻴﺔ ﻳﺴﺎﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪0.05‬‬
‫‪، (13.5 + 34 + 50)% = 97.5%‬‬
‫‪0‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻤﺘﻤﻤﺔ ﻭﻫﻲ ﺃﻻ ﻳﺮ￯ ﺃﻛﺜﺮ ﻣﻦ ‪ 65‬ﻣﻦ ﺃﻭﻟﻴﺎﺀ‬
‫‪‬‬
‫ﺍﻷﻣﻮﺭ ﻭﺟﻮﺏ ﺗﻘﻠﻴﻞ ﻋﺪﺩ ﺃﻳﺎﻡ ﺍﻹﺟﺎﺯﺓ ﺍﻟﺼﻴﻔﻴﺔ ﻳﺴﺎﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ‪:‬‬
‫‪. 1 - 97.5% = 2.5%‬‬
‫‪ µ ≈ 5.20‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻦ ﺑﻴﻦ ‪ 8‬ﻃﻼﺏ ﻣﻦ ﻃﻼﺏ ﺍﻟﺠﺎﻣﻌﺎﺕ‬
‫ﺍ ﹼﻟﺬﻳﻦ ﻳﻤﻠﻜﻮﻥ ﺳﻴﺎﺭﺍﺕ ﺧﺎﺻﺔ ‪ 5‬ﻣﻨﻬﻢ ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺣﺰﺍﻡ ﺍﻷﻣﺎﻥ‬
‫ﻓﻲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﺩﺓ ﺳﻴﺎﺭﺍﺗﻬﻢ‪σ ≈ 1.35 ،σ 2 ≈ 1.82 ،‬‬
‫‪X‬‬ ‫) ‪P (X‬‬ ‫‪(5‬‬
‫)‪P ( X‬‬
‫‪‬‬ ‫‪ (11a‬‬ ‫‪0.5‬‬ ‫‪0‬‬ ‫‪0.00‬‬
‫‪0.4‬‬ ‫‪1‬‬ ‫‪0.00‬‬
‫‪‬‬

‫‪00.0064%‬‬ ‫‪0‬‬ ‫‪0.3‬‬

‫‪2‬‬ ‫‪0.01‬‬
‫‪00.15%‬‬ ‫‪1‬‬ ‫‪0.2‬‬
‫‪0.1‬‬ ‫‪3‬‬ ‫‪0.09‬‬
‫‪01.5%‬‬ ‫‪2‬‬
‫‪0‬‬ ‫‪4‬‬ ‫‪0.35‬‬
‫‪08.2%‬‬ ‫‪3‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5 X‬‬
‫‪5‬‬ ‫‪0.56‬‬
‫‪24.6%‬‬ ‫‪4‬‬ ‫‪‬‬
‫‪39.3%‬‬ ‫‪5‬‬
‫‪26.2%‬‬ ‫‪6‬‬ ‫‪μ ≈ 4.45‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻦ ﺑﻴﻦ ‪ 5‬ﻃﻼﺏ ﻣﻦ ﻃﻼﺏ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫‪ 4‬ﻣﻨﻬﻢ ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺘﺎﺑﻌﻮﻥ ﻣﺒﺎﺭﻳﺎﺕ ﻣﻨﺘﺨﺒﻬﻢ ﺍﻟﻮﻃﻨﻲ‪،‬‬
‫‪(13‬‬
‫‪0.30‬‬
‫‪σ 2 ≈ 0.49، σ ≈ 0.70‬‬
‫‪0.25‬‬
‫‪0.20‬‬
‫‪‬‬

‫‪0.15‬‬
‫‪0.10‬‬
‫‪0.05‬‬
‫‪0‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬
‫‪‬‬

‫‪125B‬‬ ‫‪ 7‬‬

  8


(127)

 8 -3 4 8-2 4 8-1

     


• • • 

  •
•


  




  
 •  •
( 10, 11 ) ( 6, 7 )

 •  •
( 12 ) ( 8 )

 •  •
 ( 13 )  ( 9 )

 
( 19 ) • ( 18 ) •

   

144 , 146 134 , 136 

        

 8 126A

 
  

29 4 25

4 8 -6 4 8 -5 4 8 -4 4 8 -3

   



• • •  •

•   
 • • 
   •


   

    
   
   



179 172 163

   
 •  •  •  •
( 26, 27 ) ( 22, 23 ) ( 18, 19 ) ( 14, 15 )

 •  •  •  •

( 28 ) ( 24 ) ( 20 ) ( 16 )

 •  •  •  •

 ( 29 )  ( 25 )  ( 21 )  ( 17 )

   

( 23 ) • ( 22 ) • ( 21 ) • ( 20 ) •

   

177 , 179 166 , 170 161 , 163 152 , 154

 
 •  
180– 184 155
185 •

126B  8

  8

 
8   ✓

(127)8

(127)

 
  ✓
  
 
8 
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!
4
(68 , 69)

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
8 (155)

www.obeikaneducation.com (70)

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

8 (180-184)

www.obeikaneducation.com (185)

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8
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8   ✓

(72-77)1, 2A, 2B

(78 , 79)3
(71)
(80)
(81-83)

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         

 8 126C

‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪1‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﺇﺭﺷﺎﺩﺍﺕ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺎﺕ ﺩﻭﺍﻝ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻭﺃﻣﺜﻠﺔ ﻋﻠﻰ‬ ‫‪ ‬ﺃﺣﻀﺮ ﺇﻟﻰ ﺍﻟﻔﺼﻞ ﺑﻌﺾ ﺍﻟﻨﻮﺍﺑﺾ ﺍﻟﺸﺪﻳﺪﺓ ﺍﻟﻤﻘﺎﻭﻣﺔ ﻋﻨﺪ‬
‫ﺟﻤﻴﻊ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﺗﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﻫﺬﻩ ﺍﻹﺭﺷﺎﺩﺍﺕ‪.‬‬ ‫ﺿﻐﻄﻬﺎ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺿﻐﻂ ﻧﺎﺑﺾ ﻣﻨﻬﺎ ﻭﻗﻴﺎﺱ ﻃﻮﻟﻪ‪ .‬ﺃﻛﹼﺪ ﻟﻬﻢ ﺃﻥ ﻃﻮﻝ‬
‫ﺍﻟﻨﺎﺑﺾ ﺍﻟﻤﻀﻐﻮﻁ ﻳﺼﻞ ﺇﻟﻰ ﻗﻴﻤﺔ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪6 in.‬‬

‫‪1‬‬
‫‪5 4 in.‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻓﻘﺮﺓ ﺗﻠﺨﺺ ﺍﻟﻔﺮﻭﻕ ﺑﻴﻦ ﺍﻟﺘﻜﺎﻣﻞ‬

‫ﻳﻀﻤﻨﻮﺍ ﻓﻘﺮﺍﺗﻬﻢ ﺫﻛﺮ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﻓﻲ‬
‫ﺍﻟﻤﺤﺪﺩ ﻭﻏﻴﺮ ﺍﻟﻤﺤﺪﺩ‪ .‬ﻋﻠﻰ ﺃﻥ ﹼ‬
‫ﺧﻄﻮﺍﺕ ﺣﺴﺎﺏ ﻛﻞ ﻧﻮﻉ ﻣﻨﻬﻤﺎ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪2‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻟﻮﺣﺎﺕ ﺗﻠﺨﺺ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻟﻨﻈﺮﻳﺔ‬
‫ﻳﻀﻤﻨﻮﺍ ﻟﻮﺣﺎﺗﻬﻢ ﻭﺻ ﹰﻔﺎ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﹼ‬
‫ﹰ‬
‫ﻭﻣﺜﺎﻻ ﻋﻠﻴﻬﺎ‪ .‬ﻗﻢ ﺑﺘﺜﺒﻴﺖ ﺍﻟﻠﻮﺣﺎﺕ ﻋﻠﻰ ﺟﺪﺍﺭ ﺍﻟﻔﺼﻞ؛‬ ‫ﻟﻜﻞ ﻗﺎﻋﺪﺓ ﺍﺷﺘﻘﺎﻕ‬
‫ﻟﺘﻌﻴﻦ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﺬﻛﺮ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬

‫‪126D‬‬ ‫‪ 8‬‬

 ‫‪‬‬ ‫‪8‬‬
‫‪‬‬ ‫‪‬‬

‫‪  8 -1‬‬ ‫‪8 ‬‬

‫‪1‬‬
‫• ﻳﻤﻜﻦ ﺗﻘﺪﻳﺮ ﻧﻬﺎﻳﺎﺕ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﻣﻦ ﺧﻼﻝ ﺗﻜﻮﻳﻦ ﺟﺪﺍﻭﻝ ﻟﻘﻴﻤﻬﺎ‪،‬‬
‫ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻓﺈﺫﺍ ﺍﻗﺘﺮﺑﺖ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﻧﻬﺎﻳﺘﻬﺎ‬ ‫• ﺗﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻟﺪﺭﺍﺳﺔ ﺍﺗﺼﺎﻝ ﺩﺍﻟﺔ ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ ﻟﻠﺪﺍﻟﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ﻋﻨﺪ ﻗﻴﻤﺔ‬ ‫• ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻃﻊ‪.‬‬
‫ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﻨﺎﻇﺮﺓ‪.‬‬ ‫• ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺗﻐ ﹼﻴﺮ ﺩﺍﻟﺔ‪.‬‬
‫• ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﻠﺪﺍﻟﺔ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﺎ‪ ،‬ﻓﺈﻥ ﻧﻬﺎﻳﺔ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﻭﺻﻒ ﺳﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ‬ ‫ﻏﻴﺮ ﹼ‬
‫ﺍﻟﻨﻘﻄﺔ ﺑﻐﻴﺮ ﺍﻟﻤﺤﺪﻭﺩ ﺃﻭ ﺍﻟﻼﻧﻬﺎﺋﻲ ﺃﻭ ∞‪.±‬‬
‫‪8 ‬‬
‫• ﺗﻘﺪﻳﺮ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪﻭﺍﻝ ﻋﻨﺪ ﻗﻴﻢ ﻣﺤﺪﺩﺓ‪ ،‬ﺃﻭ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪.‬‬
‫‪  8-2‬‬
‫‪‬‬ ‫• ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‪ ،‬ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺪ ﻗﻴﻢ‬
‫ﻣﺤﺪﺩﺓ ﻭﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪.‬‬
‫ﺃﻳﻀﺎ ﻟﺤﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ‪ ،‬ﻭﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ‬ ‫• ﺗﺴﺘﻌﻤﻞ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺠﺒﺮﻳﺔ ﹰ‬
‫ﻹﻳﺠﺎﺩ ﺍﻟﻨﻬﺎﻳﺔ ﻫﻲ ﻣﺤﺎﻭﻟﺔ ﺗﻌﻮﻳﺾ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﻳﻘﺘﺮﺏ ﻣﻨﻬﺎ ﺍﻟﻤﺘﻐ ﹼﻴﺮ‬ ‫• ﺇﻳﺠﺎﺩ ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﺪﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﺑﺈﻳﺠﺎﺩ ﻣﻴﻞ‬
‫ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻧﺎﺗﺞ ﺍﻟﺘﻌﻮﻳﺾ ﺻﻴﻐﺔ ﻏﻴﺮ ﻣﺤﺪﺩﺓ ﻣﺜﻞ ‪ ، _0‬ﻓﺈﻥ‬ ‫ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫‪0‬‬
‫ﺍﻟﻄﺮﻕ ﺍﻟﺠﺒﺮﻳﺔ ﺍﻷﺧﺮ￯ ﺗﺴﺘﻌﻤﻞ ﻟﺘﺒﺴﻴﻄﻬﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﻜﻨﻨﺎ ﺍﻟﺘﻌﻮﻳﺾ‬ ‫• ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺸﺘﻘﺎﺕ‪.‬‬
‫ﻣﺮ ﹰﺓ ﺃﺧﺮ￯ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‪.‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻧﻲ ﺍﻟﻀﺮﺏ ﻭﺍﻟﻘﺴﻤﺔ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺸﺘﻘﺎﺕ‪.‬‬
‫ﹸ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ‬ ‫• ﻭﻣﻦ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺠﺒﺮﻳﺔ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ‪،‬‬ ‫• ﺗﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺴﺘﻄﻴﻼﺕ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﻟﺘﺒﺴﻴﻂ ﺍﻟﻤﻘﺪﺍﺭ ﺑﺤﻴﺚ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺎﻟﺘﻌﻮﻳﺾ‬ ‫• ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ‪.‬‬
‫ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬
‫• ﺇﻳﺠﺎﺩ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫• ﺗﻮﺟﺪ ﺛﻼﺙ ﺣﺎﻻﺕ ﻋﻨﺪ ﺣﺴﺎﺏ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ؛ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺘﻜﺎﻣﻞ‬
‫‪ x‬ﻣﻦ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪.‬‬ ‫ﺍﻟﻤﺤﺪﺩ‪.‬‬
‫‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﺃﻛﺒﺮ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻏﻴﺮ‬
‫ﻣﻌﺮﻓﺔ‪ ،‬ﺃﻭ ∞ ﺃﻭ ‪ ، ∞-‬ﺑﺤﺴﺐ ﺇﺷﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﺮﺋﻴﺲ ﻓﻲ ﻛﻞ ﻣﻦ‬ ‫ﹼ‬
‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‪.‬‬
‫‪8 ‬‬
‫‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﻣﺴﺎﻭﻳﺔ ﻟﺪﺭﺟﺔ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﺴﺎﻭﻳﺔ‬
‫ﻟﻨﺎﺗﺞ ﻗﺴﻤﺔ ﻣﻌﺎﻣﻠﻲ ﺍﻟﺤﺪﻳﻦ ﺍﻟﺮﺋﻴﺴﻴﻦ ﻓﻲ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‪.‬‬ ‫‪‬‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ؛ ﻓﻲ ﺣﺴﺎﺏ ﻣﺸﺘﻘﺎﺕ ﺩﻭﺍﻝ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫‪ (3‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﺃﻗﻞ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺻﻔﺮ‪.‬‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻜﺎﻣﻞ؛ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻤﺴﺎﺣﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ ﺩﺍﻟﺘﻴﻦ‪.‬‬
‫ﻭﻛﺤﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻟﺪﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‪ ،‬ﺑﺤﻴﺚ‬
‫• ﺇﻳﺠﺎﺩ ﺣﺠﻮﻡ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺪﻭﺭﺍﻧﻴﺔ‪.‬‬
‫ﺗﻜﻮﻥ ‪lim _1x = lim _1x = 0‬‬
‫∞→‪ ،x‬ﻛﻤﺎ ﺃﻧﻪ ﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ‬ ‫∞‪x→-‬‬
‫ﻣﻮﺟﺐ ‪ n‬ﻓﺈﻥ‪:‬‬
‫‪lim‬‬ ‫_‬
‫‪1‬‬
‫‪n = 0‬‬
‫∞→‪x‬‬ ‫‪x‬‬

‫‪ 8‬‬ ‫‪126E‬‬

‫‪‬‬
‫‪ 8-5‬‬
‫‪‬‬ ‫‪ 8-3‬‬
‫‪‬‬
‫ﻳﻌﺮﺽ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﻃﺮﻳﻘﺘﻴﻦ ﻟﺤﺴﺎﺏ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ‪.‬‬ ‫ﺇﻥ ﻣﻌﺪﻝ ﺗﻐ ﹼﻴﺮ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺨﻄﻴﺔ ﻫﻮ ﻧﻔﺴﻪ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻠﻬﺎ‪ .‬ﻭﻣﻌﺪﻝ‬
‫ﺗﻐ ﹼﻴﺮ ﺩﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﺎ ﻋﻠﻴﻬﺎ ﻫﻮ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﻟﻰ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﺟﻤﻊ ﻣﺴﺎﺣﺎﺕ ﻣﺴﺘﻄﻴﻼﺕ ﺻﻐﻴﺮﺓ‬
‫ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪ .‬ﻭﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻫﻮ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻋﻨﺪ ﻫﺬﻩ‬
‫ﺗﺸﻜﹼﻞ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﺩﻗﺔ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻛﻠﻤﺎ ﺯﺍﺩ ﻋﺪﺩ‬ ‫)‪f (x + h) - f (x‬‬
‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﺤﺴﺎﺏ‪.‬‬ ‫__ ‪ m = lim‬ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﻌﺪﻝ‬ ‫‪h‬‬
‫ﺍﻟﻨﻘﻄﺔ‪ .‬ﻭﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ‬
‫‪h→0‬‬
‫ﺃﻳﻀﺎ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ‬
‫(‪ . (x , f‬ﻭﺗﺴﺘﻌﻤﻞ ﹰ‬
‫ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪f x‬‬
‫ﺃﻣﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﻬﻲ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻜﺎﻣﻞ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ ﹰ‬
‫ﺑﺪﻻ‬
‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‪ ،‬ﺃﻭ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﺗﻤﻜﻨﻨﺎ ﻣﻦ ﺣﺴﺎﺏ‬
‫ﻣﻦ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻛﺜﺮ ﺩﻗﺔ ﻭﻻ ﺗﺤﺘﺎﺝ ﻟﺤﺴﺎﺏ ﻣﺴﺎﺣﺎﺕ‬ ‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻋﻨﺪ ﺃﻱ ﹴ‬
‫ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﻋﺪﺓ ﻣﺴﺘﻄﻴﻼﺕ‪.‬‬

‫‪ 8-6‬‬
‫‪‬‬
‫ﺇﺫﺍ ﹸﺃﻋﻄﻴﻨﺎ ﺩﺍﻟﺔ ﻣﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺻﻮﺭﺓ ﻣﺸﺘﻘﺔ ﻟﺪﺍﻟﺔ ﺃﺧﺮ￯‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺧﺮ￯‬
‫ﺗﹸﺴﻤﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﻭﻫﻨﺎﻙ ﺧﻴﺎﺭﺍﺕ ﻛﺜﻴﺮﺓ ﻟﻬﺎ؛ ﻷﻥ ﺍﻟﺤﺪ‬
‫ﺍﻟﺜﺎﺑﺖ ﻓﻴﻬﺎ ﻏﻴﺮ ﻣﻌﻠﻮﻡ‪.‬‬
‫‪ 8-4‬‬
‫‪‬‬
‫ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﻫﻲ ﺍﻟﻨﻬﺎﻳﺔ ﺍﻟﺘﻲ ﺗﹸﺴﺘﻌﻤﻞ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻫﺬﻩ‬
‫ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻻﺷﺘﻘﺎﻕ ﻫﻮ ﺍﻻﺳﻢ ﺍﻟﺬﻱ ﹸﻳﻄﻠﻖ ﻋﻠﻰ ﻋﻤﻠﻴﺔ‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻤﺸﺘﻘﺔ‪ ،‬ﻭﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻳﻠﺨﺺ ﺑﻌﺾ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ‪:‬‬

‫(‪ f‬ﻫﻲ ‪F(x) = _ + C‬‬

‫‪k xn + 1‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪f x) = k x n‬‬
‫‪n+1‬‬
‫ﺣﻴﺚ ‪ k‬ﻭ ‪ n‬ﻋﺪﺩﺍﻥ ﻣﻌﻠﻮﻣﺎﻥ ‪ C ، n ≠ -1‬ﺃﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫‪f (x) = x 2‬‬ ‫‪‬‬ ‫‪f (x) = x n ,‬‬ ‫‪‬‬
‫ﻭﺗﺮﺷﺪﻧﺎ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺇﻟﻰ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ‬ ‫‪f '(x) = nx n - 1‬‬ ‫‪‬‬
‫‪f '(x) = 2 x‬‬ ‫‪‬‬
‫ﺍﻟﺘﻜﺎﻣﻞ ﺩﻭﻥ ﺍﻟﻠﺠﻮﺀ ﺇﻟﻰ ﺍﻟﻨﻬﺎﻳﺎﺕ‪ ،‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﺑﺖ ﻟﻴﺲ ﺫﺍ ﺃﻫﻤﻴﺔ‬
‫ﻓﻲ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ‪ ،‬ﻓﺈﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ )‪ F(x‬ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﺘﺼﻠﺔ‬
‫‪f (x) = 6‬‬ ‫‪‬‬ ‫‪f (x) = c ,‬‬ ‫‪‬‬
‫‪f '(x) = 0‬‬ ‫‪‬‬ ‫‪f '(x) = 0‬‬ ‫‪‬‬
‫(‪ ،f‬ﻓﺈﻥ‪:‬‬
‫)‪f(x‬‬
‫‪b‬‬
‫‪f (x) = 3 x 2‬‬
‫‪‬‬
‫)‪.  f (x) dx = F(b) - F(a‬‬
‫‪‬‬ ‫‪f (x) = c x n ,‬‬
‫‪‬‬
‫‪a‬‬ ‫‪f '(x) = 6 x‬‬ ‫‪‬‬ ‫‪f '(x) = cnx n - 1‬‬ ‫‪‬‬
‫‪f(x) = 3x2 + 2x - 6‬‬ ‫‪‬‬ ‫‪f (x) = g(x) ± h(x),‬‬ ‫‪‬‬
‫‪f '(x) = 6 x + 2 - 0‬‬ ‫‪‬‬ ‫)‪f '(x) = g '(x) ± h '(x‬‬ ‫‪‬‬
‫‪= 6x + 2‬‬ ‫‪‬‬

‫‪126F‬‬ ‫‪ 8‬‬

 ‫‪‬‬
‫‪Limits and Differentiation‬‬
‫‪  ‬‬
‫‪. ‬‬
‫‪‬‬‫‪ ‬‬
‫‪‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫■‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪  ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪ 8‬‬ ‫‪126‬‬
‫‪‬‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻤﺴﺒﻖ ﻟﻜﻞ ﺩﺭﺱ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻪ ﻗﺮﺍﺀﺓ ﺳﺮﻳﻌﺔ ﻣﺮﺓ‪ ،‬ﻭﺃﺧﺮ￯ ﻣﺘﺄﻧﻴﺔ‪،‬‬ ‫ﱢ‬
‫ﻭﺃﻋﻄﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ؛ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﻳﺤﺘﻮﻳﻪ ﺍﻟﺪﺭﺱ ﻣﻦ ﺃﻓﻜﺎﺭ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻬﻢ‬
‫ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﻣﺎ ﺻﻌﺐ ﻋﻠﻴﻬﻢ ﻓﻬﻤﻪ؛ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪‬‬
‫ﻧﻤﻮﺫﺝ ﺑﻨﺎﺀ ﺍﻟﻤﻔﺮﺩﺍﺕ‪ ،‬ﺹ )‪.(66‬‬
‫ﻳﻜﻤﻞ ﺍﻟﻄﻼﺏ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺑﻜﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻔﺮﺩﺓ ﺟﺪﻳﺪﺓ ﺗﻈﻬﺮ ﻟﻬﻢ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﺃﻭ ﻣﺜﺎﻝ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺫﻟﻚ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻤﺮﺍﺟﻌﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪.‬‬
‫‪ 8‬‬
‫‪‬‬
‫‪‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻋﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ‬
‫■‬ ‫ﻭﺍﻻﺷﺘﻘﺎﻕ؛ ﻟﻮﺻﻒ ﺳﺮﻋﺔ ﻭﻣﻮﻗﻊ ﻋﺮﺑﺔ‬
‫■‬
‫ﺍﻷﻓﻌﻮﺍﻧﻴﺔ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‪.‬‬
‫■‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺟﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ‬
‫ﺣﺪﻭﺩ ﺍﻻﺭﺗﻔﺎﻋﺎﺕ ﻭﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﺘﻲ ﺗﺒﻠﻐﻬﺎ‬
‫ﺍﻷﻓﻌﻮﺍﻧﻴﺎﺕ‪.‬‬
‫■‬
‫• ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻣﻨﺎﻗﺸﺔ ﻋﺪﺓ ﻃﺮﺍﺋﻖ؛ ﻻﺧﺘﺒﺎﺭ‬
‫ﻣﻌﺪﻻﺕ ﺳﺮﻋﺔ ﻋﺮﺑﺔ ﺍﻷﻓﻌﻮﺍﻧﻴﺔ ﻓﻲ ﻓﺘﺮﺍﺕ‬
‫ﺯﻣﻨﻴﺔ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻌﻤﻞ ﻣ ﹰﻌﺎ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﻭﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﺟﻤﻌﻮﻫﺎ‬
‫ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﻟﺘﻌﺮﻳﻒ ﺩﺍﻟﺔ ﺗﹸﻤ ﱢﺜﻞ ﺳﺮﻋﺔ‬
‫ﺍﻟﻌﺮﺑﺔ ﻭﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ؛ ﻓﻲ ﺇﻳﺠﺎﺩ‬
‫ﻣﻌﺪﻻﺕ ﺳﺮﻋﺔ ﺍﻟﻌﺮﺑﺔ ﻓﻲ ﺛﻼﺙ ﻧﻘﺎﻁ‬
‫ﻣﺨﺘﻠﻔﺔ ﺧﻼﻝ ﺣﺮﻛﺘﻬﺎ‪.‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺗﻠﺨﻴﺺ ﻣﺎ‬
‫ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ‪ ،‬ﻭﻋﺮﺿﻪ ﺃﻣﺎﻡ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫‪ ‬ﻗﺪﱢ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﺼﻞ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ‪:‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﻠﺪﺍﻟﺔ ‪f‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪ (x, f(x‬ﻫﻮ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ‪m‬‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪ ، (x, f(x‬ﻭﻳﻌﻄﻰ ﺑﺎﻟﺼﻴﻐﺔ‬
‫(‪f x+h) - f‬‬
‫__ ‪ ، m = lim‬ﺑﺸﺮﻁ ﺃﻥ‬
‫(‪f‬‬ ‫)‪f(x‬‬
‫‪h→o‬‬ ‫‪h‬‬
‫ﺗﻜﻮﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﻠﺪﺍﻟﺔ‬
‫(‪ f‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪(1, 5‬‬
‫‪f x) = 5‬‬
‫)‪f (1+h) - f (1‬‬
‫_ ‪m = lim __ = lim‬‬
‫‪5-5‬‬
‫‪=o‬‬
‫‪h→o‬‬ ‫‪h‬‬ ‫‪h→o‬‬ ‫‪h‬‬
‫ﺳﺆﺍﻝ‪ :‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﻠﺪﺍﻟﺔ‬
‫(‪ f‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪(2, 2‬‬
‫‪f x) = x‬‬
‫ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ )‪(2, 2‬‬
‫ﻳﺴﺎﻭﻱ ‪1‬‬
‫‪ 8‬‬ ‫‪126‬‬
 8
8
   
‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬ 
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬  (limit) 
1

‫ ﻛﻤﺎ ﺗﺴﺎﻋﺪ‬.‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬

‫ﻓﻘﻢ“ ﻓﻲ ﺍﻟﻤﺨﻄﻂ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬...‫ﺍﻟﻌﺒﺎﺭﺓ ”ﺇﺫﺍ‬ (asymptotes) 
‫ ﻭﺍﻗﺘﺮﺍﺡ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬
 
.￯‫ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬ y ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ‬
.‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬1–2 :‫ﻣﻤﺎ ﻳﺄﺗﻲ‬
f (x) = _
1
x
 O x
m(x) = _
7 - 10x
2x + 7
(2 q(x) = - _
2
x (1
 y y
 12

 1 8

 12
-12 -8 O 8 12 x O x
( continuous function)  -8
 %25   12
-12
 
y ‫ ﻗﻄﻌﺔ ﻣﻦ‬x ‫ ﻳﻤﻜﻦ ﺗﻘﺪﻳﺮ ﻣﻌﺪﻝ ﺍﻟﺘﻜﻠﻔﺔ ﺑﺎﻟﺮﻳﺎﻝ ﻹﻧﺘﺎﺝ‬ (3
  y = f (x)
‫ ﺻﻒ ﺳﻠﻮﻙ‬. A(x) = _ 1700
+ 1200 ‫ﻣﻨﺘﺞ ﻣﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
 x
‫ ﻣﻦ‬x ‫ﺍﻟﺪﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬
 O x .‫ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬.‫ﻣﻮﺟﺐ ﻣﺎﻻﻧﻬﺎﻳﺔ‬

 ‫ﹴ‬
f x) = -2x 3 - 5x 2 + 6 ‫ﺍﻟﺪﺍﻟﺔ‬
، f( ‫( ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﹸﻣﻌﺪﹼ ﻝ ﺗﻐ ﹼﻴﺮ‬4
.x f (x)
 -17 [-4, -1] ‫ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ‬

(removable discontinuity)  ‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﻭﺍﻷﻓﻘﻴﺔ )ﺇﻥ ﻭﺟﺪﺕ( ﻟﻜﻞ ﺩﺍﻟﺔ‬
   .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬5–8 :‫ﻣﻤﺎ ﻳﺄﺗﻲ‬
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h(x) = _
2x 2 - 8
(6 f x) = _
f( 4x 2
(5
x - 10 2x 2 + 1
 (average rate of change) 
 g(x) = __ (8
(x - 1)(x + 5)
f x) = __ (7
2
x - 16
f(
2 f (x) (x - 2)(x + 4) (x + 2)(x - 4)

 .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬9–12 :‫ﺃﻭﺟﺪ ﺍﻟﺤﺪﻭﺩ ﺍﻷﺭﺑﻌﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﻛﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 
 %50 y (x 1, f(x 1))
5, -1, -7, -13, … (10 8, 3, -2, -7, … (9
-28, -21, -14, -7, … (12 5, -10, 20, -40, … (11
 
(x 2 , f (x 2))

 y = f(x)

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2 
O x
x1 x2
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127  8 


y = 2 (5   
x = 10 (6
‫ ﻭﻛﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﺃﻭ ﻭﺻﻒ ﻟﻜﻞ ﻣﻨﻬﺎ ﻓﻲ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻔﺼﻞ‬
x = -2, x = 4, y = 1 (7
.‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻔﺼﻞ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬
x = 2, y = 1 (8
-12, -17, -22, -27 (9
-19, -25, -31, -37 (10
80, -160, 320, -640 (11
0, 7, 14, 21 (12

127  8

 ‫‪‬‬
‫‪ ‬‬
‫‪Estimating Limits Graphically‬‬
‫‪‬‬ ‫‪8 -1‬‬
‫ﺍﻟﻤﺴﺠﻠﺔ ﻓﻲ ﺍﻟﻤﺴﺎﺑﻘﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻻ ﻳﻤﻜﻦ ﺗﺠﺎﻭﺯﻫﺎ؟‬
‫ﱠ‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﻧﻬﺎﻳﺎﺕ ﻟﻸﺭﻗﺎﻡ‬ ‫‪ ‬‬
‫‪‬‬ ‫‪ 1‬‬
‫ﺍﻟﻤﺴﺠﻞ ﻓﻲ ﺩﻭﺭﺓ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻤﻘﺎﻣﺔ ﻓﻲ ﺑﻜﻴﻦ ﻋﺎﻡ ‪ 2008‬ﻡ‬
‫ﱠ‬ ‫ﻟﻘﺪ ﻛﺎﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻘﻴﺎﺳﻲ‬
‫‪‬‬
‫ﻟﻤﺴﺎﺑﻘﺔ ﺍﻟﻮﺛﺐ ﺑﺎﻟﺰﺍﻧﺔ ‪ .5.05 m‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪ ‬‬
‫__ = )‪ f (x‬ﻟﺘﻘﺪﻳﺮ ﺍﻟﺮﻗﻢ ﺍﻟﻘﻴﺎﺳﻲ ﺍﻟﺬﻱ ﺗﻢ ﺗﺴﺠﻴﻠﻪ ﻓﻲ‬ ‫‪5.334‬‬
‫‪0.129 x‬‬
‫‪‬‬
‫‪1 + 62548.213 (2.7) -0.129‬‬
‫ﻫﺬﻩ ﺍﻟﺮﻳﺎﺿﺔ ﻟﻸﻋﻮﺍﻡ ﺑﻴﻦ ‪ 1996‬ﻡ ﻭ‪ 2008‬ﻡ ‪ ،‬ﺣﻴﺚ ‪ x‬ﻋﺪﺩ ﺍﻟﺴﻨﻮﺍﺕ ﻣﻨﺬ ﻋﺎﻡ‬ ‫‪‬‬ ‫■‬
‫‪8 - 1‬‬
‫‪ 1900‬ﻡ ‪ ،‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻬﺎﻳﺔ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ؛ ﻟﻠﺘﻨﺒﺆ‬
‫ﺑﺄﻛﺒﺮ ﺭﻗﻢ ﻳﻤﻜﻦ ﺗﺴﺠﻴﻠﻪ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫■‬
‫ﺗﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻟﺘﺤﺪﻳﺪ ﺍﺗﺼﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫ﹺ‬ ‫ﹺ‬
‫‪ ‬‬ ‫ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫ﻭﺍﻟﺘﻜﺎﻣﻞ ﺣﻮﻝ ﻣﺴﺄﻟﺘﻴﻦ ﺃﺳﺎﺳﻴﺘﻴﻦ‪:‬‬ ‫ﺍﻟﺘﻔﺎﺿﻞ‬ ‫ﻋﻠﻢ‬
‫‪ ‬ﻳﺘﻤﺤﻮﺭ ﹸ‬
‫• ﺇﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﻭﺍﻗﻌﺔ ﻋﻠﻴﻪ‪.‬‬ ‫‪8 - 1‬‬
‫• ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻮﺍﻗﻌﺔ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ ‪.x‬‬ ‫‪‬‬ ‫ﺗﻘﺪﻳﺮ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻗﻴﻢ ﻣﺤﺪﺩﺓ‪.‬‬
‫ﻭﺗﹸﻌﺪﱡ ﻣﻔﺎﻫﻴﻢ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻟﺤﻞ ﻫﺎﺗﻴﻦ ﺍﻟﻤﺴﺄﻟﺘﻴﻦ‪.‬‬ ‫‪one - sided limit‬‬
‫ﺗﻘﺪﻳﺮ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ ‪.‬‬
‫‪y‬‬ ‫(‪ f‬ﻣﻦ ﻗﻴﻤﺔ ﻭﺣﻴﺪﺓ ‪،L‬‬ ‫ﺗﻌﻠﻤﺖ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 1-3‬ﺃﻧﻪ ﺇﺫﺍ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ )‪f x‬‬ ‫‪‬‬
‫)‪y = f (x‬‬ ‫‪8 - 1‬‬
‫)‪f (x 1‬‬ ‫ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ c‬ﻣﻦ ﻛﻼ ﺍﻟﺠﻬﺘﻴﻦ ‪ ،‬ﻓﺈﻥ ﻧﻬﺎﻳﺔ )‪ f(x‬ﻋﻨﺪﻣﺎ‬ ‫‪two - sided limit‬‬
‫ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫)‪f (x 2‬‬ ‫‪lim f (x) = L‬‬
‫‪L‬‬
‫‪x→c‬‬ ‫(‪.lim f‬‬‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ c‬ﻫﻲ ‪ ، L‬ﻭﺗﻜﺘﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪f x) = L‬‬
‫‪x→c‬‬ ‫‪www.obeikaneducation.com‬‬
‫)‪f (x 3‬‬
‫)‪f (x 4‬‬
‫(‪ f‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬ ‫ﻳﻤﻜﻨﻚ ﺗﻄﺒﻴﻖ ﻣﻔﻬﻮﻡ ﺍﻟﻨﻬﺎﻳﺔ ﻟﺘﻘﺪﻳﺮ ﻧﻬﺎﻳﺔ )‪f x‬‬
‫‪O‬‬ ‫‪x1 x2 c‬‬ ‫‪x3 x4‬‬ ‫‪x‬‬ ‫(‪ ، lim f‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺃﻭ ﺇﻧﺸﺎﺀ‬ ‫ﺍﻟﻌﺪﺩ ‪ c‬؛ ﺃﻱ )‪f x‬‬
‫‪x→c‬‬
‫(‪. f‬‬ ‫ﹴ‬
‫ﺟﺪﻭﻝ ﻟﻘﻴﻢ )‪f x‬‬

‫‪ ‬‬ ‫‪1‬‬ ‫‪‬‬

‫ﻗﺪﱢ ﺭ )‪ lim (-3x + 1‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺟﺪﻭﻝ ﻗﻴﻢﹴ‪.‬‬
‫‪x→2‬‬ ‫‪ 2‬‬
‫‪ ‬ﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺨﻄﻴﺔ‪ y = -3x+1‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪.(0, 1), (1, -2‬‬
‫(‪ ، f‬ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪، 2‬‬
‫ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪f(x) = -3x + 1‬‬
‫‪y‬‬
‫(‪ f‬ﺍﻟﻤﻘﺎﺑﻠﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ - 5‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺗﻘﺪﻳﺮ ﺃﻥ ‪:‬‬
‫ﻓﺈﻥ ﻗﻴﻢ )‪f x‬‬ ‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟"‪.‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪x‬‬
‫‪f (x) = −3x + 1‬‬
‫‪. lim (-3x + 1) = -5‬‬
‫‪x→2‬‬

‫ﹰ‬
‫ﺟﺪﻭﻻ ﻟﻘﻴﻢ )‪ ، f (x‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﻗﻴﻢ ‪ x‬ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻌﺪﺩ‬ ‫ﻛﻮﻥ‬
‫‪  ‬ﹼ‬ ‫‪‬‬
‫‪−5‬‬ ‫‪ 2‬ﻣﻦ ﻛﻼ ﺍﻟﺠﻬﺘﻴﻦ‪.‬‬
‫‪x‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪x‬‬ ‫• ﻣﺎ ﻣﻴﺰﺍﺕ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫‪‬‬
‫____ = )‪f x‬‬
‫‪x‬‬ ‫‪1.9‬‬ ‫‪1.99‬‬ ‫‪1.999‬‬ ‫‪2‬‬ ‫‪2.001‬‬ ‫‪2.01‬‬ ‫‪2.1‬‬

‫)‪f(x‬‬ ‫‪-4.7‬‬ ‫‪-4.97‬‬ ‫‪-4.997‬‬ ‫‪-5.003‬‬ ‫‪-5.03‬‬ ‫‪-5.3‬‬

‫)‪288-221‬‬ ‫(‪ f‬؟‬ ‫‪5.334‬‬
‫‪0.129 x‬‬
‫‪-0.129‬‬
‫‪‬‬ ‫)‪1 + 62548.213 (2.7‬‬
‫‪ ‬‬
‫(‪ f‬ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪، -5‬‬
‫(‪ f‬ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 2‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺃﻭ ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻓﺈﻥ ﻗﻴﻢ )‪f x‬‬
‫ﻳﺒ ﱢﻴﻦ ﻧﻤﻂ ﻗﻴﻢ )‪f x‬‬ ‫‪‬‬
‫‪‬‬
‫ﻳﺘﺰﺍﻳﺪ ﺑﺸﻜﻞ ﹸﻣ ﹼﻄﺮﺩ‪ ،‬ﺛﻢ ﻳﺘﻮﻗﻒ ﺍﻟﺘﺰﺍﻳﺪ ﻣﻊ‬
‫ﻭﺫﻟﻚ ﻳﻌﺰﱢ ﺯ ﺗﺤﻠﻴﻠﻨﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪‬‬ ‫ﺍﻻﻗﺘﺮﺍﺏ ﻣﻦ ﻧﻬﺎﻳﺔ ﻣﺎ ‪.‬‬
‫‪ (1A , 1B‬ﻟﻠﺠﺪﺍﻭﻝ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﹴ‪.‬‬
‫ﻢ‬ ‫ﻗﻴ‬ ‫ﺟﺪﻭﻝ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﺇﺟﺎﺑﺘﻚ‬ ‫ﱢﺯ‬
‫ﺰ‬ ‫ﻋ‬ ‫ﺛﻢ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ‪،‬‬ ‫ﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﻳﺄﺗﻲ‬ ‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ‬ ‫• ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ؛ ﻟﺘﹶﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪0 lim (x 2 - 1) (1B‬‬
‫‪x→1‬‬
‫‪16‬‬ ‫‪lim (1 - 5x) (1A‬‬
‫‪x→-3‬‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﻭ ﹼﻇﻒ ﻫﺬﺍ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺔ‬
‫ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬
‫ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪5.334 .‬‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪128‬‬

‫‪‬‬
‫•‪135, 136 ‬‬
‫‪(18) •‬‬
‫‪(8) •‬‬
‫‪(9) •‬‬
‫‪8-1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫•‪134, 135 ‬‬ ‫‪‬‬
‫•‪134 ‬‬
‫‪(18) •‬‬ ‫‪(18) •‬‬ ‫‪‬‬
‫‪(8) • (6, 7) •‬‬ ‫‪‬‬
‫‪(9) •‬‬ ‫‪(8) • ‬‬

‫‪ 8‬‬ ‫‪128‬‬

 ‫ﺩﺍﺋﻤﺎ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫)‪ ، f(2‬ﺇﻻ ﺃﻥ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻻ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ ، 1‬ﻻﺣﻆ ﺃﻥ )‪ lim (-3x + 1‬ﻫﻲ ﻧﻔﺴﻬﺎ ‪f‬‬
‫‪x→2‬‬

‫‪‬‬ ‫‪ ‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ 1–5‬ﺗﹸﺒ ﹼﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ‬
‫_ ‪ lim‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﹺ‬ ‫‪x -9‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﺟﺪﻭﻝ ﻗﻴﻢ‪.‬‬ ‫ﻗﺪﱢ ﺭ‬ ‫‪‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺗﻘﺪﻳﺮ ﻧﻬﺎﻳﺎﺕ ﺃﻧﻮﺍﻉ ﻣﺨﺘﻠﻔﺔ ﻣﻦ‬ ‫‪x-3‬‬ ‫‪x→3‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺪﻭﺍﻝ‪.‬‬
‫‪ TI - nspire‬‬
‫‪y‬‬ ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ }‪R-{3‬‬
‫‪‬‬
‫‪ ‬‬
‫(‪ f‬ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ‪ x‬ﻣﻦ‬ ‫_ = )‪f x‬‬‫‪x2 - 9‬‬
‫ﹸﻳﺒ ﱢﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫‪ ‬‬ ‫‪6‬‬ ‫‪x-3‬‬
‫ﺍﻟﻌﺪﺩ ‪ ، 3‬ﻓﺈﻥ ﻗﻴﻤﺔ )‪ f (x‬ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 6‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺗﻘﺪﻳﺮ ﺃﻥ‪:‬‬
‫‪ ‬‬
‫‪x‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫‪f (x) = x - 9‬‬
‫‪2‬‬
‫‪‬‬
‫‪x- 3‬‬ ‫_ ‪lim‬‬
‫‪x2 - 9‬‬
‫‪= 6‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪x→3‬‬ ‫‪x-3‬‬
‫‪O‬‬ ‫‪3‬‬ ‫‪x‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪ ‬‬
‫‪‬‬ ‫(‪ ، f‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﻗﻴﻢ ‪ x‬ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 3‬ﻣﻦ ﻛﻼ ﺍﻟﺠﻬﺘﻴﻦ‪.‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻟﻘﻴﻢ )‪f x‬‬ ‫ﻛﻮﻥ‬
‫ﹼ‬
‫‪3‬‬ ‫‪x‬‬ ‫‪3‬‬ ‫‪x‬‬
‫ﻗﺪﹼ ﺭ )‪ lim (4 x + 1‬ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫‪1‬‬
‫‪→-11‬‬
‫‪xx→-1‬‬
‫‪x→-‬‬ ‫‪x‬‬ ‫‪2.9‬‬ ‫‪2.99‬‬ ‫‪2.999‬‬ ‫‪3‬‬ ‫‪3.001‬‬ ‫‪3.01‬‬ ‫‪3.1‬‬
‫ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ‬‫ﺍﻟﺘﱠﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﱢ‬ ‫)‪f(x‬‬ ‫‪5.9‬‬ ‫‪5.99‬‬ ‫‪5.999‬‬ ‫‪6.001‬‬ ‫‪6.01‬‬ ‫‪6.1‬‬

‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺟﺪﻭﻝ ﻗﻴﻢ‪ -3 .‬؛ ﻟﻠﺘﱠﻤﺜﻴﻞ‬

‫ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﹸﻳﺒ ﹼﻴﻦ ﻧﻤﻂ ﻗﻴﻢ )‪ ، f (x‬ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ ، 3‬ﻓﺈﻥ ﻗﻴﻢ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ ، 6‬ﻭﺫﻟﻚ ﻳﻌﺰﱢ ﺯ ﺗﺤﻠﻴﻠﻨﺎ‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪x‬‬ ‫) ‪f (x‬‬
‫‪-1.01‬‬ ‫‪-3.04‬‬
‫‪‬‬
‫‪-1.001‬‬ ‫‪-3.004‬‬ ‫‪ (2A , 2B‬ﻟﻠﺠﺪﻭﻝ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫‪-1‬‬ ‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﻣﻦ ﺧﻼﻝ ﺟﺪﻭﻝ ﻗﻴﻢ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪-0.999‬‬ ‫‪-2.996‬‬ ‫‪6‬‬ ‫_ ‪lim‬‬
‫‪x 2 - 4x - 5‬‬
‫‪(2B‬‬ ‫‪-0.25‬‬ ‫_ ‪lim‬‬
‫‪x+2‬‬
‫‪(2A‬‬
‫‪x-5‬‬ ‫‪2‬‬
‫‪-0.99‬‬ ‫‪-2.96‬‬ ‫‪x→5‬‬ ‫‪x→-2‬‬ ‫‪x -4‬‬

‫(‪ f‬ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 6‬ﻋﻨﺪ ﺍﻗﺘﺮﺍﺏ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ ،3‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ‪. f (3) ≠ 6‬‬
‫ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ ، 2‬ﻻﺣﻆ ﺃﻥ ﻗﻴﻢ )‪f x‬‬
‫_ ‪ lim‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﱠﻤﺜﻴﻞ‬
‫‪2‬‬
‫‪x - 16‬‬
‫ﻗﺪﹼ ﺭ‬ ‫‪2‬‬ ‫_‬
‫‪x2 - 9‬‬
‫‪x→4 x - 4‬‬ ‫ﻣﻬﻤﺎ ﻓﻲ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫ﺗﻮﺿﺢ ﻣﻔﻬﻮ ﹰﻣﺎ ﹼﹰ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ ‪ .x = 3‬ﻭﻫﺬﻩ ﺍﻟﻤﻼﺣﻈﺔ ﱢ‬ ‫ﻓﺎﻟﻌﺒﺎﺭﺓ ‪ x - 3‬ﻏﻴﺮ ﹼ‬
‫ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﹼ‬
‫ﺟﺪﻭﻝ ﻗﻴﻢ‪ 8 .‬؛ ﻟﻠﺘﱠﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪c cxf (x) ‬‬
‫‪x‬‬ ‫) ‪f (x‬‬ ‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬ ‫‪‬‬
‫)‪y = h(x‬‬ ‫‪n‬‬ ‫)‪y = g(x‬‬ ‫(‪y = f‬‬
‫)‪f x‬‬
‫‪3.99‬‬ ‫‪7.99‬‬
‫‪3.999‬‬ ‫‪7.999‬‬ ‫‪L‬‬ ‫‪L‬‬ ‫‪L‬‬
‫‪O c‬‬ ‫‪x‬‬ ‫‪O c‬‬ ‫‪x‬‬ ‫‪O c‬‬ ‫‪x‬‬
‫‪4‬‬
‫‪4.001‬‬ ‫‪8.001‬‬
‫‪4.01‬‬ ‫‪8.01‬‬
‫‪lim h(x) = L‬‬ ‫‪lim g(x) = L‬‬ ‫(‪lim f‬‬
‫‪f x) = L‬‬
‫‪x→c‬‬ ‫‪x→c‬‬ ‫‪x→c‬‬

‫‪h(c) = L‬‬ ‫‪g(c) = n‬‬ ‫)‪ f(f c‬‬

‫ﺇﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻋﻨﺪ ﻋﺪﺩ ﻻ ﺗﻌﻨﻲ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺫﻟﻚ ﺍﻟﻌﺪﺩ‪ ،‬ﻭﺇﻧﻤﺎ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ﺫﻟﻚ ﺍﻟﻌﺪﺩ‪.‬‬

‫‪129‬‬ ‫‪ ‬‬ ‫‪8 - 1 ‬‬

‫‪‬‬
‫‪(2‬‬ ‫‪(1‬‬
‫‪y‬‬
‫‪8‬‬

‫‪4‬‬

‫‪4‬‬ ‫‪8x‬‬ ‫‪−4 −‬‬ ‫‪2‬‬ ‫‪4x‬‬

‫‪−8 −4‬‬
‫‪−4‬‬ ‫‪O‬‬
‫‪−4‬‬

‫‪−8‬‬

‫‪129‬‬ ‫‪ ‬‬ ‫‪8 - 1‬‬

c ‫ ﻣﻦ‬x ‫ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬f(
f x) ‫ ﻓﺈﻧﻨﺎ ﻧﺒﺤﺚ ﻋﻦ ﻗﻴﻤﺔ‬، ‫ﻻﺣﻆ ﺃﻧﻨﺎ ﻋﻨﺪﻣﺎ ﻧﻘﺪﱢ ﺭ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻭ ﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ‬
‫ ﻭﻳﻤﻜﻨﻨﺎ ﺇﻳﺠﺎﺯ ﻭﺻﻒ ﺳﻠﻮﻙ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻋﻦ ﻳﻤﻴﻦ ﻋﺪﺩ ﺃﻭ ﻋﻦ ﻳﺴﺎﺭﻩ ﺑﻤﻔﺮﺩﺓ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻦ ﹴ‬.‫ﻣﻦ ﻛﻼ ﺍﻟﺠﻬﺘﻴﻦ‬
.‫ﺟﻬﺔ ﻭﺍﺣﺪﺓ‬

 
 
  
 ‫ ﹼﹰ‬- ‫ﺇﻥ ﺃﻣﻜﻦ‬- ‫ﻗﺪﱢ ﺭ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ‬ 3
L2  f (x) L1 f (x) 
c
:‫ﺍﻵﺗﻴﺔ‬
 cx  cx
  x→c f x) = L2
lim- f(   lim+ f(f x) = L1
c 
(c, b).
lim - f (x), lim + f (x),, (a
x→c x→1 x→1

L2  c x  f(x) L1  c  x  f(x)
c ‫ ﺣﻴﺚ‬، lim f(
f(x)
x→1
c 
.‫ ﻭﻣﺎ ﻳﻌﻨﻴﻪ ﻛﻮﻧﻬﺎ ﻣﻮﺟﻮﺩﺓ‬، ‫ﻳﻤﻜﻨﻨﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻫﺬﻳﻦ ﺍﻟﺘﻌﺮﻳﻔﻴﻦ ﺇﻳﺠﺎﺯ ﻣﺎ ﺗﻌﻨﻴﻪ ﻣﻔﺮﺩﺓ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻦ ﺟﻬﺘﻴﻦ‬ .(a, c)   -x 2 - 1 , x < 1
f (x) = 
   x+2 ,x≥1
 cx f (x) lim - f( 2,
f x) = -2,
  x→1

 x→c f x) = lim+ f(
lim- f( f x) = L
lim + f(
f x) = 3,
x→c x→1
lim f(
x→c
f x) = L lim - f(
f x)≠ lim + ff((x)
x→1 x→1
،‫ﺇﺫﻥ‬
 3  ‫ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬lim f(
f x)
x→1
‫ﻗﺪﱢ ﺭ ﺇﻥ ﺃﻣﻜﻦ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ 
_ lim - g(x), lim + g(x), (b
, lim _, lim _
|2x| |2x| |2x|
y lim (a   x→0 x→0
x→0 - x x→0 + x x→0 0 x

:‫ﺃﻥ‬
|2x|
f (x) = _ ‫ﻟﻠﺪﺍﻟﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﹸﻳﺒ ﹼﻴﻦ‬  ‫ ﺣﻴﺚ‬، lim g(x)
x x→0
 
|2x| |2x|
O x lim- _
x
= -2 , lim+ _
x
=2  2
 x -1 ,x<0
x→0 x→0
f (x) = _
2 x
x ‫ ﻓﺈﻥ‬، ‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﻴﻦ ﻏﻴﺮ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ‬ g(x) =  _1
.‫ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬lim _
|2x|  x-1 ,x≥0
4
x→0 x
lim g(x) = -1,
 4 , x≠-3 x→0 -
g(x) = ‫ ﺣﻴﺚ‬، lim g(x) , lim + g(x)) , lim g(x) (b
lim g(x) = -1,

 -2 , x=-3 x→-3 - x→-3 x→-3
3
x→0 +
:‫ ﺃﻥ‬g(x) ‫ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
y
lim - g(x)= lim + g(x)
lim - g(x) = 4 , lim g(x) = 4 x→0 x→0
x→-3 x→-3 +

y = g(x) ‫ ﻣﻮﺟﻮﺩﺓ‬lim g(x) ‫ ﻓﺈﻥ‬، ‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻣﺘﺴﺎﻭﻳﺘﺎﻥ‬ ‫ ﻣﻮﺟﻮﺩﺓ‬lim g(x) ،‫ﺇﺫﻥ‬
x→-3 x→0
.4 ‫ﻭﺗﺴﺎﻭﻱ‬ -1 ‫ﻭﺗﺴﺎﻭﻱ‬
−3 O x
‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬3A, B 

‫ﻗﺪﱢ ﺭ ﺇﻥ ﺃﻣﻜﻦ ﹼﹰ‬

:‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻵﺗﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬
:‫ ﺣﻴﺚ‬، lim - g(x), lim + g(x) , lim g(x) (3B :‫ ﺣﻴﺚ‬، lim- f(
f x)) , lim+ f( f x) (3A
f x)) , lim f(
‫ ﺃﻧﺸﻲﺀ ﺻﻔﺤﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‬
x→-2 x→-2 x→-2 x→1 x→1 1
x→1
 -0.5x + 2 , x < - 2  x3 + 2 , x < 1
f x) = 
‫ ﻭﺣﺪﱢ ﺙ‬،‫ﺣﻮﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻭﺍﻻﺷﺘﻘﺎﻕ‬
g(x) =  f(
 -x 2 , x ≥ - 2  2x + 1 , x ≥ 1

‫ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ ﺑﻌﺪ ﻧﻬﺎﻳﺔ ﻛﻞ ﺩﺭﺱ ﻣﻦ‬

 8  130 ‫ﺧﻼﻝ ﺇﺿﺎﻓﺔ ﻣﻼﺣﻈﺎﺕ ﻭﻣﻘﺎﻃﻊ‬
‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ‬،￯‫ﻣﺼﻮﺭﺓ ﻭﻣﺼﺎﺩﺭ ﺃﺧﺮ‬
. ‫ﺍﻟﻄﻠﺒﺔ ﺗﺤﺪﻳﺚ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬

 8 130

 ‫ﻧﺎﺗﺠﺎ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻋﻦ ﻋﺪﻡ‬‫ﺇﻥ ﻋﺪﻡ ﻣﻘﺪﺭﺗﻨﺎ ﻋﻠﻰ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻧﻬﺎﻳﺔ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻛﻌﺪﺩ ﺣﻘﻴﻘﻲ ﻋﻨﺪ ﺍﻻﻗﺘﺮﺍﺏ ﻣﻦ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﻟﻴﺲ ﹰ‬ ‫‪‬‬
‫ﹴ‬
‫ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺤﺪﻭﺩ ﻋﻨﺪ ﺍﻗﺘﺮﺍﺏ ﻗﻴﻢ ‪ x‬ﻣﻦ ‪ ، c‬ﻭﻓﻲ‬ ‫ﺗﺴﺎﻭﻱ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﻴﻦ؛ ﺇﺫ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﺗﺰﺩﺍﺩ ﻗﻴﻢ )‪f(x‬‬
‫(‪f‬‬
‫‪‬‬ ‫ﹴ‬
‫ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺤﺪﻭﺩ ﻋﻨﺪ ﺍﻗﺘﺮﺍﺏ ﻗﻴﻢ ‪ x‬ﻣﻦ ‪ ، c‬ﻓﺈﻧﻨﺎ ﻧﺸﻴﺮ‬ ‫ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻧﺸﻴﺮ ﺇﻟﻰ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺎﻟﺮﻣﺰ ∞ ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﺗﻨﺎﻗﺼﺖ ﻗﻴﻢ )‪f(x‬‬
‫(‪f‬‬
‫‪‬‬
‫‪f x)‬‬
‫(‪f‬‬
‫ﺇﻟﻰ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺎﻟﺮﻣﺰ ∞‪.-‬‬ ‫‪‬‬
‫ﻗﺪﱢ ﺭ ‪-‬ﺇﻥ ﺃﻣﻜﻦ‪ -‬ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪ x → c‬‬
‫‪cx‬‬

‫‪∞ lim‬‬ ‫__‬

‫‪1‬‬
‫‪(a‬‬ ‫ﻗﺪﱢ ﺭ ‪-‬ﺇﻥ ﺃﻣﻜﻦ‪ -‬ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪:‬‬
‫‪ ‬‬
‫‪‬‬
‫‪x→2 (x‬‬ ‫‪- 2) 2‬‬ ‫_‬
‫‪1‬‬ ‫‪|f|f(f(x)|‬‬
‫‪lim‬‬ ‫‪(a‬‬
‫‪x→4‬‬ ‫‪(x - 4)2‬‬ ‫‪cx‬‬

‫‪ lim‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪_2‬‬ ‫‪(b‬‬ ‫_ = )‪f x‬‬

‫(‪ f‬ﺍﻟﻤﺠﺎﻭﺭ ﺃﻥ ‪:‬‬ ‫‪1‬‬
‫ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪  ‬‬
‫‪ |f|f(f(x)| ‬‬
‫‪x→0 x 3‬‬ ‫‪2‬‬
‫)‪(x - 4‬‬
‫‪y‬‬ ‫_ ‪lim-‬‬ ‫‪1‬‬
‫∞=‬ ‫‪,‬‬ ‫_ ‪lim‬‬
‫‪1‬‬
‫‪2‬‬
‫∞=‬
‫‪x→4 (x - 4)2‬‬ ‫‪x→4 +‬‬ ‫)‪(x - 4‬‬
‫(‪ f‬ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺤﺪﻭﺩ‪،‬‬
‫ﻓﻜﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ ، 4‬ﺍﺯﺩﺍﺩﺕ ﻗﻴﻢ )‪f x‬‬
‫_ = )‪f (x‬‬ ‫‪1‬‬
‫‪(x - 4)2‬‬ ‫ﻭﺑﻤﺎ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﻣﻦ ﺍﻟﻴﻤﻴﻦ∞ ‪ .‬ﻟﺬﺍ ﻓﺈﻥ‬
‫_‬
‫‪ lim 1‬ﻻ ﺗﺴﺎﻭﻱ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻭﺑﺴﺒﺐ ﻛﻮﻥ ﻛﻠﺘﺎ‬
‫‪x→4‬‬ ‫‪(x - 4)2‬‬
‫‪O‬‬ ‫‪4‬‬ ‫‪x‬‬
‫_ ‪. lim‬‬
‫‪1‬‬
‫‪2‬‬
‫ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ∞ ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺼﻒ ﺳﻠﻮﻙ ))‪ f (x‬ﻋﻨﺪ ﺍﻟﻌﺪﺩ ‪ 4‬ﺑﻜﺘﺎﺑﺔ ∞ =‬
‫‪x→4‬‬ ‫)‪(x - 4‬‬
‫‪ ‬‬
‫‪4‬‬ ‫‪x‬‬ ‫‪4‬‬ ‫‪x‬‬
‫‪x‬‬ ‫‪3.9‬‬ ‫‪3.99‬‬ ‫‪3.999‬‬ ‫‪4‬‬ ‫‪4.001‬‬ ‫‪4.01‬‬ ‫‪4.1‬‬

‫)‪f(x‬‬ ‫‪100‬‬ ‫‪10000‬‬ ‫‪1000000‬‬ ‫‪1000000‬‬ ‫‪10000‬‬ ‫‪100‬‬

‫(‪ f‬ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 4‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺃﻭ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ‪ ،‬ﻓﺈﻥ ﻗﻴﻢ )‪f x‬‬
‫(‪ f‬ﺗﺰﺩﺍﺩ ﺑﺸﻜﻞ ﻏﻴﺮ‬ ‫ﹸﻳﺒ ﹼﻴﻦ ﻧﻤﻂ ﻗﻴﻢ )‪f x‬‬
‫ﻣﺤﺪﻭﺩ‪ ،‬ﻭﺫﻟﻚ ﻳﻌﺰﱢ ﺯ ﺗﺤﻠﻴﻠﻨﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫_‬
‫‪lim 1 (b‬‬
‫‪y‬‬ ‫‪x→0‬‬ ‫‪x‬‬ ‫‪‬‬
‫_ = )‪f x‬‬
‫(‪ f‬ﺍﻟﻤﺠﺎﻭﺭ ﺃﻥ‪:‬‬ ‫‪1‬‬
‫‪x‬‬
‫‪  ‬ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪‬‬
‫_ = )‪f (x‬‬
‫‪1‬‬
‫_ ‪lim-‬‬ ‫_ ‪lim+‬‬
‫‪x‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪‬‬
‫‪x‬‬
‫∞‪= -‬‬ ‫‪,‬‬ ‫‪x‬‬
‫∞=‬
‫‪O‬‬ ‫‪x‬‬ ‫‪x→0‬‬ ‫‪x→0‬‬ ‫‪‬‬
‫ﻓﻜﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 0‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ‪ ،‬ﻗ ﱠﻠﺖ ﻗﻴﻢ )‪f x‬‬
‫(‪ f‬ﺑﺸﻜﻞ ﻏﻴﺮ‬ ‫(‪lim - f‬‬
‫‪x→0‬‬
‫‪f x) = -∞ ,‬‬

‫(‪ f‬ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 0‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ‪.‬‬

‫ﻣﺤﺪﻭﺩ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﺰﺩﺍﺩ ﻗﻴﻢ )‪f x‬‬ ‫(‪lim + f‬‬
‫‪x→0‬‬
‫∞ = )‪f x‬‬

‫_‬
‫ﺇﻥ ﻛﻠﺘﺎ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﻴﻦ ﻏﻴﺮ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ‪ lim‬ﻏﻴﺮ‬
‫‪1‬‬ ‫‪‬‬
‫‪x→0‬‬ ‫‪x‬‬ ‫(‪lim f‬‬‫‪f x)‬‬
‫ﻣﻮﺟﻮﺩﺓ ‪ ،‬ﻟﺬﻟﻚ ﻻ ﻳﻤﻜﻨﻨﺎ ﻭﺻﻒ ﺳﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ‪ x = 0‬ﺑﻌﺒﺎﺭﺓ ﻭﺍﺣﺪﺓ ‪ ،‬ﺑﻤﻌﻨﻰ ﺃﻧﻪ ﻻ ﻳﻤﻜﻦ ﺃﻥ‬ ‫‪x→0‬‬
‫‪ ‬‬
‫ﻧﻜﺘﺐ ∞ = ‪ ، lim _1‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺳﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﺍﻟﻤﺤﺪﻭﺩ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻭﺍﻟﻴﺴﺎﺭ ‪.‬‬ ‫‪x‬‬
‫‪ -∞  ∞‬‬
‫‪0‬‬
‫‪x→0‬‬
‫‪ ‬‬ ‫‪‬‬

‫‪0‬‬ ‫‪x‬‬ ‫‪0x‬‬

‫‪x‬‬ ‫‪-0.1‬‬ ‫‪-0.01‬‬ ‫‪-0.001‬‬ ‫‪0‬‬ ‫‪0.001‬‬ ‫‪0.01‬‬ ‫‪0.1‬‬

‫)‪f(x‬‬ ‫‪-10‬‬ ‫‪-100‬‬ ‫‪-1000‬‬ ‫‪1000‬‬ ‫‪100‬‬ ‫‪10‬‬

‫(‪ f‬ﺇﻣﺎ ﺃﻥ ﺗﻨﻘﺺ ﺃﻭ‬

‫(‪ f‬ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 0‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺃﻭ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ‪ ،‬ﻓﺈﻥ ﻗﻴﻢ)‪f x‬‬
‫ﹸﻳﺒ ﹼﻴﻦ ﻧﻤﻂ ﻗﻴﻢ )‪f x‬‬
‫ﺗﺰﺩﺍﺩ ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺤﺪﻭﺩ‪ ،‬ﻭﺫﻟﻚ ﻳﻌﺰﺯ ﺗﺤﻠﻴﻠﻨﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪‬‬
‫ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪:‬‬ ‫ﻗﺪﱢ ﺭ ‪-‬‬

‫_ ‪-∞ lim -‬‬

‫‪2‬‬
‫‪4‬‬
‫‪(4B‬‬ ‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪lim‬‬ ‫‪(4A‬‬
‫‪x→0‬‬ ‫‪x‬‬ ‫‪x→3‬‬ ‫‪x -3‬‬

‫‪131‬‬ ‫‪ ‬‬ ‫‪8 - 1 ‬‬

‫‪131‬‬ ‫‪ ‬‬ ‫‪8 - 1‬‬

 .c ‫ ﻣﻦ ﺍﻟﻌﺪﺩ‬x ‫ ﺑﻴﻦ ﻗﻴﻤﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﺑﺎﻗﺘﺮﺍﺏ ﻗﻴﻢ‬f(
f x) ‫ﺃﻳﻀﺎ ﻋﻨﺪﻣﺎ ﺗﺘﺬﺑﺬﺏ ﻗﻴﻢ‬
‫ﻻ ﺗﻜﻮﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ﹰ‬ 
 5  


.‫ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬lim cos _1x ‫ﻗﺪﱢ ﺭ‬

x→0   0 .lim (x sin x) ‫ﻗﺪﱢ ﺭ‬ 5
y   x→0
f (x) = cos _
1 ‫ﺗﺘﺬﺑﺬﺏ‬
‫ﹸ‬ f( f x) = cos _
f x) ‫ ﺍﻟﻤﺠﺎﻭﺭ ﺃﻥ ﻗﻴﻢ‬f( x ‫ﹸﻳﺒ ﱢﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
1  
1 x
‫ ﻣﻤﺎ ﻳﻌﻨﻲ‬، 0 ‫ ﻣﻦ ﺍﻟﻌﺪﺩ‬x ‫ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ‬1 ، - 1 ‫ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ‬ 

‫ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ‬، f (x 1) = 1 ‫ ﺑﺤﻴﺚ‬، ‫ ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺼﻔﺮ‬x 1 ‫ﺃﻧﻪ ﻷﻱ ﻗﻴﻤﺔ‬  5
O x
‫ ﻭﺑﺎﻟﻤﺜﻞ ﻷﻱ ﻗﻴﻤﺔ ﻗﺮﻳﺒﺔ‬، f (x 2) = -1 ‫ ﺑﺤﻴﺚ‬، x 2 ‫ﻗﺮﻳﺒﺔ ﺟﺪﹼﹰ ﺍ ﻣﻦ ﺍﻟﺼﻔﺮ ﻣﺜﻞ‬ .
-1 1
‫ ﻗﺮﻳﺒﺔ ﺟﺪﹼﹰ ﺍ‬x 4 ‫ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻣﺜﻞ‬، f (x 3) = -1 ‫ ﺑﺤﻴﺚ‬، x 3 ‫ﻣﻦ ﺍﻟﺼﻔﺮ‬
.f (x 4) = 1 ‫ ﺑﺤﻴﺚ‬،‫ﻣﻦ ﺍﻟﺼﻔﺮ‬
-1
.‫ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬lim cos _1 ‫ﺃﻱ ﺃﻥ‬ x
x→0

 [-0.25, 0.25] scl: 0.05 by

[-1.5, 1.5] scl: 1

:‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬ 

 
0 lim (x 2 sin x) (5B ‫ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬lim sin _1 (5A x  
x→0 x→0


‫ﹼ‬
.‫ﻧﻠﺨﺺ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺃﻫﻢ ﺛﻼﺛﺔ ﺃﺳﺒﺎﺏ ﺗﺠﻌﻞ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬

 
 lim f(f x) 
x→c
 cxf(f x) •
cx  f(f x) •
 cx
. cx f( f x) •

‫ ﻣﻦ‬x ‫ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﻗﻴﻢ‬f( f x) ‫ ﺩﺭﺳﺖ ﻓﻴﻤﺎ ﺳﺒﻖ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﻮﺻﻒ ﺳﻠﻮﻙ‬
‫ ﻭﻫﻮ ﺳﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺍﺯﺩﻳﺎﺩ ﺃﻭ‬. ‫ﺃﻳﻀﺎ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫ ﻭ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ ﹰ‬، c ‫ﻋﺪﺩ ﺛﺎﺑﺖ‬
.‫ﻣﻠﺨﺺ ﻟﺮﻣﻮﺯ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺎﺕ‬‫ ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﹼ‬.‫ ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺤﺪﻭﺩ‬x ‫ﻧﻘﺼﺎﻥ ﻗﻴﻢ‬

 
  xL1f(f x) •
« L1 x  f(x)  »   x→∞ lim f(
f x) = L 1
  xL2f(f x) •
« L2  x  f(x)  »   lim f( f x) = L 2
x→-∞

‫ ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺧﻂ‬، c ‫ ﻣﻦ ﻋﺪﺩ ﺛﺎﺑﺖ‬x ‫ ﻋﻨﺪ ﺍﻗﺘﺮﺍﺏ ﻗﻴﻢ‬-∞‫ﺩﺭﺳﺖ ﺳﺎﺑ ﹰﻘﺎ ﺃﻧﻪ ﺇﺫﺍ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ∞ ﺃﻭ‬
‫ ﻛﻤﺎ ﺩﺭﺳﺖ ﺃﻥ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻳﺤﺪﺙ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ‬،‫ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ‬
:‫ ﺑﻤﻌﻨﻰ‬، -∞‫ ﻣﻦ ∞ ﺃﻭ‬x ‫ﻗﻴﻢ‬
.‫ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‬lim+ f(
f x) = ±∞ ‫ ﺃﻭ‬lim- f(
f x) = ±∞ ‫ ﺇﺫﺍ ﻛﺎﻧﺖ‬، f ‫ ﻫﻮ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ‬x = c ‫• ﺍﻟﻤﺴﺘﻘﻴﻢ‬
x→c x→c
f x) = c ‫ ﺃﻭ‬lim f(
lim f( f x) = c ‫ ﺇﺫﺍ ﻛﺎﻧﺖ‬، f ‫ ﻫﻮ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻟﻠﺪﺍﻟﺔ‬y = c ‫• ﺍﻟﻤﺴﺘﻘﻴﻢ‬
x→∞ x→-∞

 8  132

 8 132

  6 
 :‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬
‫ ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺗﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﻳﺔ‬6 , 7 _
lim 1x (a
x→∞
. -∞ ‫ ﻣﻦ ∞ ﺃﻭ‬x ‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬ y ‫ﺍﻟﻤﺠﺎﻭﺭ ﺃﻥ‬ f(x) = _
f( x ‫ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
1
  
f (x) = _
1
f x) ‫ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ‬، x ‫ ﻓﻜﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻢ‬، lim _
.0 ‫ ﻣﻦ ﺍﻟﻌﺪﺩ‬f( 1
x x =0 x→∞ 
 O x  
6a

y=0  y = 0
∞ x
:‫ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬-‫ﺇﻥ ﺃﻣﻜﻦ‬- ‫ﻗﺪﱢ ﺭ‬
6b
6 x 10 100 1000 10000 100000 .y = 2

1 lim (_1 + 1) (a f(x) 0.1 0.01 0.001 0.0001 0.00001

x→∞ x

-1 lim
x→∞ (_x1 - 1) (b
3
.0 ‫ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ‬f(
f x) ‫ ﻓﺈﻥ ﻗﻴﻢ‬، x ‫ ﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻢ‬f(
f x) ‫ﹸﻳﺒ ﹼﻴﻦ ﻧﻤﻂ ﻗﻴﻢ‬

‫ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬x→∞
lim cos x (c lim
x→-∞ (- _x3 + 2) (b
2

‫ﺍﻟﻤﺠﺎﻭﺭ ﺃﻥ‬ f(x) = - _

f( 3
+ 2 ‫ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬  
y x2
y=2

  f x) ‫ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻢ‬، x ‫ ﻓﻜﻠﻤﺎ ﻗ ﱠﻠﺖ ﻗﻴﻢ‬، lim

.2 ‫ ﻣﻦ ﺍﻟﻌﺪﺩ‬f(
x→-∞ (- _x3 + 2) = 2
2

 
‫ ﻟﻠﺪﺍﻟﺔ ﺳﻠﻮﻙ ﻏﻴﺮ ﻣﺤﺪﻭﺩ‬ O x
-∞ x
f (x) = - _3 2 + 2
‫ ﻭﻳﻤﻜﻦ ﻭﺻﻒ‬،‫ﻋﻨﺪ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ‬ x
x -10000 -1000 -100 -10

‫ ﻓﻲ ﺣﻴﻦ ﺗﻜﻮﻥ ﻧﻬﺎﻳﺔ‬، ±∞ ‫ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﹺﺑـ‬ f(x) 1.99999997 1.999997 1.9997 1.97

y = c ‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﻟﻬﺎ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ‬

f x) ‫ ﻓﺈﻥ ﻗﻴﻢ‬، x ‫ ﺃﻧﻪ ﻛﻠﻤﺎ ﻗ ﱠﻠﺖ ﻗﻴﻢ‬f (x) ‫ﹸﻳﺒ ﹼﻴﻦ ﻧﻤﻂ ﻗﻴﻢ‬
. - ∞ ‫ ﻣﻦ ∞ ﺃﻭ‬x ‫ ﻋﻨﺪ ﺍﻗﺘﺮﺍﺏ ﻗﻴﻢ‬c ‫ﻣﺴﺎﻭﻳﺔ ﹺﻟـ‬ .2 ‫ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ‬f(

lim (2.7) x sin 3πx , lim (2.7) x sin 3πx (c

x→-∞ x→∞
y ‫ ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬  
f (x) = (2.7)x sin 3π
3πx
:‫ ﺍﻟﻤﺠﺎﻭﺭ ﺃﻥ‬f(f(x) = ( 2.7 ) x sin 3πx 
، x ‫ ﻓﻜﻠﻤﺎ ﻗ ﱠﻠﺖ ﻗﻴﻢ‬، lim (2.7) x sin 3πx = 0 
x→-∞
O x 
. 0 ‫ ﻣﻘﺘﺮﺑﺔ ﻣﻦ ﺍﻟﻌﺪﺩ‬f(
f x) ‫ﺗﺬﺑﺬﺑﺖ ﻗﻴﻢ‬ 
‫ ﻓﻜﻠﻤﺎ‬، ‫ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬lim (2.7) x sin 3πx ‫ﻓﻲ ﺣﻴﻦ ﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‬  -∞  ∞ x
x→∞
.‫ ﻣﺘﺒﺎﻋﺪﺓﹰ‬f(
f x) ‫ ﺗﺬﺑﺬﺑﺖ ﻗﻴﻢ‬، x ‫ﺍﺯﺩﺍﺩﺕ ﻗﻴﻢ‬ 
 
 
   

-∞ x ∞ x
x -17.1 -10.8 -10.1 0 10.1 50.1 99.1

f(x) 3.4 × 10 -8 -0.00002 -0.00004 0 1.8 × 10 4 3.3 × 10 21 -4.5 × 10 42

f( f x) ‫ ﻓﺈﻥ ﻗﻴﻢ‬، x ‫ ﺃﻧﻪ ﻛﻠﻤﺎ ﻗ ﱠﻠﺖ ﻗﻴﻢ‬f(

f x) ‫ ﻓﻲ ﺣﻴﻦ ﺗﺘﺬﺑﺬﺏ ﻗﻴﻢ‬، 0 ‫ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ‬f( f x) ‫ﻳﺘﻀﺢ ﻣﻦ ﻧﻤﻂ ﻗﻴﻢ‬
.x ‫ﻣﺘﺒﺎﻋﺪﺓ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻢ‬

133   8 - 1 

133   8 - 1

 ‫‪‬‬
‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪:‬‬ ‫‪‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪lim sin x (6C‬‬
‫∞→‪x‬‬
‫‪0‬‬ ‫‪lim 5 x (6B‬‬
‫∞‪x→-‬‬
‫_ ‪-3 lim‬‬
‫‪1‬‬
‫‪4‬‬
‫∞→‪x‬‬ ‫‪(x‬‬
‫‪- 3 (6A‬‬ ‫)‬ ‫‪  (a‬ﹸﻳﻤﻜﻦ ﻧﻤﺬﺟﺔ ﻧﻤﻮ‬ ‫‪7‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻭ ﺟﺪﻭﻝ ﻗﻴﻢ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺤﻴﺎﺗﻴﺔ‪.‬‬
‫ﻣﺠﺘﻤﻊ ﺑﻜﺘﻴﺮﻱ ﺑﺎﻟﺪﺍﻟﺔ‬
‫__ = ) ‪،B(t‬‬
‫‪675‬‬
‫‪-0.6t‬‬
‫‪1 + 135‬‬
‫‪‬‬ ‫‪7‬‬ ‫ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﺎﻋﺎﺕ‪ .‬ﻗﺪﹼ ﺭ‬
‫‪  (a‬ﺗﺴﺘﻌﻤﻞ ﻧﻮﺍﺑﺾ ﻹﻏﻼﻕ ﺍﻷﺑﻮﺍﺏ ﺍﻟﺜﻘﻴﻠﺔ‪ ،‬ﻭﺁﻟﻴﺔ ﻫﻴﺪﺭﻭﻟﻴﻜﻴﺔ‬ ‫) ‪ ، lim B(t‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪،‬‬
‫‪‬‬ ‫_ ﺛﻢ ﺗ ﹶ‬
‫ﹸﺮﻙ ﻟﺘﻐﻠﻘﻪ ﺍﻟﻨﻮﺍﺑﺾ‪،‬‬ ‫‪π‬‬
‫ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺳﺮﻋﺔ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﺇﺫﺍ ﹸﻓﺘﺢ ﺑﺎﺏ ﺑﺰﺍﻭﻳﺔ‬ ‫∞→‪t‬‬
‫‪θ‬‬ ‫_ = )‪ θ(t‬ﺗﻤ ﱢﺜﻞ ﺯﺍﻭﻳﺔ ﻓﺘﺤﺘﻪ ‪ θ‬ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪4‬‬
‫‪π‬‬
‫ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ‪(1 + 2t)(2.7) -2t‬‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫ﱢ‬
‫‪، lim B(t ) = 675‬‬
‫‪4‬‬
‫‪‬‬ ‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫ﻗﺪﱢ ﺭ )‪ ،lim θ(t‬ﱢ‬ ‫∞→‪t‬‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺒﻜﺘﻴﺮﻱ ﻳﺼﻞ ﺇﻟﻰ ‪675‬‬
‫∞→‪t‬‬

‫ﻗﺪﱢ ﺭ ﺍﻟﻨﻬﺎﻳﺔ‪:‬‬
‫ﻛﺤﺪ ﺃﻗﺼﻰ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‪.‬‬
‫_‬
‫ﹶﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ )‪ θ(t) = 4 (1 + 2t)(2.7‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫‪π‬‬ ‫‪-2tt‬‬

‫ﻻﺣﻆ ﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻢ ‪ ، t‬ﻓﺈﻥ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ )‪ θ (t‬ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪.0‬‬ ‫‪  (b‬ﹸﻳﻌﻄﻰ ﻋﺪﺩ ﺳﻜﺎﻥ ﻣﺪﻳﻨﺔ‬
‫ﺃﻱ ﺃﻥ ‪.lim θ(t) = 0‬‬
‫∞→‪t‬‬ ‫‪‬‬
‫ﻣﺎ ﺑﺎﻟﻌﻼﻗﺔ ‪،P(t ) = 0.7(1.1) t‬‬
‫‪‬‬ ‫ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﻨﻮﺍﺕ‪ .‬ﻗﺪﹼ ﺭ‬
‫ﻓﺴﺮ ﺍﻟﻨﺘﻴﺠﺔ‪:‬‬
‫ﱢ‬ ‫‪‬‬
‫ﻣﻊ‬ ‫ﺍﻟﺒﺎﺏ‬ ‫ﻳﺼﻨﻌﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﺃﻥ‬ ‫ﺗﻌﻨﻲ‬ ‫ﺍﻟﻤﺴﺄﻟﺔ‪،‬‬ ‫ﻫﺬﻩ‬ ‫ﻓﻲ‬ ‫‪0‬‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺇﻥ‬ ‫‪‬‬ ‫)‪ ، lim P(t‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪،‬‬
‫‪[-1, 3] scl: 0.5 by [-0.1, 0.9] scl: 0.1‬‬ ‫∞→‪t‬‬
‫ﻭﺿﻊ ﺍﻹﻏﻼﻕ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‬
‫‪ ‬‬
‫‪‬‬ ‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫ﹼ‬
‫ﻫﻲ ‪ 0‬ﺩﺭﺟﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪ .‬ﺑﻤﻌﻨﻰ ﺃﻧﻪ ﺑﻌﺪ ﻣﺮﻭﺭ ﺯﻣﻦ ﺃﻃﻮﻝ ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺎﺏ ﺳﻴﻘﺘﺮﺏ ﻣﻦ ﻭﺿﻊ ﺍﻹﻏﻼﻕ ﺍﻟﺘﺎﻡ‪.‬‬
‫∞ = ) ‪ lim P(t‬؛ ﺃﻱ ﺃﻥ ﻋﺪﺩ‬
‫∞→‪t‬‬
‫‪  (b‬ﹸﻳﻌﻄﻰ ﺗﺮﻛﻴﺰ ﺩﻭﺍﺀ ﻓﻲ ﺩﻡ ﻣﺮﻳﺾ ﺑﻮﺣﺪﺓ ﻣﻠﺠﺮﺍﻡ ﻟﻜﻞ ﻣﻠﻠﺘﺮ ﺑﺎﻟﻌﻼﻗﺔ ‪ ، C(t) = t 2 -0.18tt‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ‬ ‫‪‬‬ ‫ﺳﻜﺎﻥ ﻫﺬﻩ ﺍﻟﻤﺪﻳﻨﺔ ﺳﻴﺰﺩﺍﺩ ﻣﻊ‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪.‬‬‫ﺑﺎﻟﺴﺎﻋﺎﺕ ﺑﻌﺪ ﺣﻘﻦ ﺍﻟﻤﺮﻳﺾ‪ .‬ﻗﺪﱢ ﺭ )‪ ، lim C(t‬ﱢ‬
‫∞→‪t‬‬ ‫‪‬‬
‫‪‬‬
‫ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ ﺑﻼ ﺣﺪﻭﺩ‪.‬‬
‫‪‬‬
‫ﻗﺪﱢ ﺭ ﺍﻟﻨﻬﺎﻳﺔ‪:‬‬ ‫‪ ‬‬
‫‪ C(t) = t2‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ .‬ﻳﺘﻀﺢ ﻣﻦ‬ ‫ﹶﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪-0.18t‬‬ ‫‪‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻤﺔ ‪ t‬ﻓﺈﻥ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻳﻘﺘﺮﺏ ﻣﻦ ‪ ،0‬ﺃﻱ‬ ‫‪‬‬ ‫‪ ‬‬
‫ﺃﻥ ‪. lim C(t) = 0‬‬ ‫‪‬‬
‫∞→‪t‬‬

‫ﻓﺴﺮ ﺍﻟﻨﺘﻴﺠﺔ‪:‬‬
‫ﱢ‬
‫‪‬‬ ‫‪‬‬
‫ﺇﻥ ﻗﻴﻤﺔ ﺍﻟﻨﻬﺎﻳﺔ ﻫﻲ ‪ ، 0‬ﻭﺗﻌﻨﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺃﻧﻪ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﺈﻥ‬ ‫‪‬‬
‫‪[-1, 50] scl: 2 by [-0.5, 3.5] scl: 0.5‬‬

‫ﺗﺮﻛﻴﺰ ﺍﻟﺪﱠ ﻭﺍﺀ ﺳﻴﺼﺒﺢ ﻗﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﺼﻔﺮ ﻓﻲ ﺩﻡ ﺍﻟﻤﺮﻳﺾ‪.‬‬

‫‪‬‬
‫‪x, ‬‬
‫‪ lim V(t) (7A‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﺣﻴﺚ‬
‫∞→‪t‬‬
‫‪ y‬‬ ‫ﻳﺘﺬﺑﺬﺏ ﻣﻨﺤﻨﻰ )‪ V(t‬ﺑﻴﻦ ‪-165‬‬
‫‪ (7A, 7B ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬ ‫ﻭ ‪ .165‬ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩﺕ ‪. t‬‬
‫ﻳﺰﻭﺩ ﻣﻘﺒﺲ ﻓﻲ ﻣﻨﻄﻘﺔ ﻣﺎ ﺑﻔﺮﻕ ﺟﻬﺪ ﻛﻬﺮﺑﺎﺋﻲ ﹸﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ ‪ ، V(t) = 165 sin 120πt‬ﺣﻴﺚ ‪t‬‬‫‪  (7A‬ﹼ‬ ‫‪‬‬ ‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺠﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻓﻲ‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫ﱢ‬ ‫ﻣﻮﺟﻮﺩﺓ‪،‬‬ ‫ﻛﺎﻧﺖ‬ ‫ﺇﺫﺍ‬ ‫ﺭ‬ ‫ﻗﺪﱢ‬ ‫ﺑﺎﻟﺜﻮﺍﻧﻲ‪.‬‬ ‫ﺍﻟﺰﻣﻦ‬
‫‪lim‬‬ ‫)‪V(t‬‬
‫∞→‪t‬‬
‫‪ ‬‬
‫‪  ‬‬ ‫ﺍﻟﻤﻘﺒﺲ ﻳﺘﺬﺑﺬﺏ ﺑﻴﻦ ‪ -165, 165‬ﻣﻊ‬
‫ﻋﻨﺪ ﻭﺿﻊ ﻋﺪﺩ ﻣﻦ ﺫﺑﺎﺑﺎﺕ ﺍﻟﻔﺎﻛﻬﺔ ﻓﻲ ﻭﻋﺎﺀ ﻳﺤﻮﻱ ﺣﻠﻴ ﹰﺒﺎ ﻭﻓﺎﻛﻬ ﹰﺔ ﻭﺧﻤﻴﺮ ﹰﺓ ﻓﺈﻥ ﻋﺪﺩ ﺍﻟﺬﺑﺎﺑﺎﺕ ﺑﻌﺪ ‪t‬‬ ‫‪‬‬ ‫‪(7B‬‬ ‫‪‬‬ ‫ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ‪.‬‬ ‫__‬
‫‪230‬‬
‫= )‪ ، P(t‬ﻗﺪﱢ ﺭ )‪ lim P(t‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﱢ‬
‫∞→‪t‬‬ ‫‪0.37t‬‬
‫‪-0.37‬‬
‫ﻳﻮﻡ ﹸﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‬
‫)‪1 + 56.5(2.7‬‬
‫‪‬‬
‫‪، lim P(t) = 230 (7B‬‬
‫‪ ‬‬ ‫∞→‪t‬‬
‫‪‬‬
‫‪‬‬
‫ﺳﻴﺼﺒﺢ ﻋﺪﺩ ﺍﻟﺬﺑﺎﺑﺎﺕ‬
‫‪ 230‬ﺫﺑﺎﺑﺔ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪134‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪  ‬ﺍﺳﺘﻌﻤﻞ ﺷﺮﻳ ﹰﻄﺎ ﻻﺻ ﹰﻘﺎ ﺃﻭ ﹰ‬
‫ﺣﺒﻼ ﻟﺮﺳﻢ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﺍﻟﻔﺼﻞ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ‬
‫ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﺍﻟﻮﻗﻮﻑ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻘﻔﻮﺍ ﻟﻴﺸﻜﹼﻠﻮﺍ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻭﻧﺎﻗﺸﻬﻢ ﻓﻲ ﻗﻴﻤﺔ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺘﻲ ﺗﻤ ﱢﺜﻠﻬﺎ ﻣﻮﺍﻗﻌﻬﻢ‪ ،‬ﺛﻢ‬
‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻐﻴﻴﺮ ﻣﻮﺍﻗﻌﻬﻢ ﻭﺗﺸﻜﻴﻞ ﻣﻨﺤﻨﻰ ﺟﺪﻳﺪ‪.‬‬

‫‪ 8‬‬ ‫‪134‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫‪-1‬‬ ‫_ ‪lim‬‬
‫∞‪x→-‬‬
‫‪3 x + 3 -x‬‬
‫‪x‬‬ ‫‪3 -3‬‬‫‪-x (32‬‬ ‫∞→‪ x‬ﻏﻴﺮﻣﻮﺟﻮﺩﺓ‬
‫‪lim x cos x‬‬ ‫‪(31‬‬ ‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫|‪sin |x‬‬
‫ﺟﺪﻭﻝ ﻗﻴﻢﹴ‪ .‬ﺇﺭﺷﺎﺩ‪ ":‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻠﺘﻤﺜﻴﻞ‬
‫_ ‪lim x 2 cos‬‬
‫‪0 x→0‬‬
‫‪1 (34‬‬
‫ﻏﻴﺮﻣﻮﺟﻮﺩﺓ‬ ‫‪lim _ (33‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ""‪ (1-8 1, 2 .‬ﻟﻠﺠﺪﻭﻝ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ‬
‫‪ ‬‬ ‫‪x‬‬
‫‪  (35‬ﺗﻢ ﺗﻮﺯﻳﻊ ﻟﻘﺎﺡ ﻟﻠﺤﺪﱢ ﻣﻦ ﻋﺪﻭ￯ ﻣﺮﺽ ﻣﺎ‪ .‬ﻭ ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪x→0‬‬ ‫‪x‬‬
‫ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-37‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ ﻋﺪﺩ ﺍﻟﺤﺎﻻﺕ ﺍﻟﻤﺼﺎﺑﺔ ﺑﺎﻟﻤﺮﺽ ﺑﻌﺪ ‪ w‬ﺃﺳﺒﻮﻉ ﻣﻦ ﺗﻮﺯﻳﻊ‬ ‫‪12 lim _1 x 5 - 2x 3 + 3x 2 (2‬‬
‫‪x→2 2‬‬
‫(‬
‫‪10 lim (4x - 10) (1‬‬
‫‪x→5‬‬
‫)‬
‫ﺍﻟﻠﻘﺎﺡ‪ (a, b 7  .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫_ ‪-3 lim‬‬ ‫‪x‬‬ ‫‪3‬‬
‫‪+‬‬ ‫‪8‬‬
‫(‬ ‫‪4‬‬ ‫‪-15‬‬ ‫‪lim‬‬ ‫(‬‫‪x‬‬ ‫‪2‬‬
‫‪+ 2x - 15) (3‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫‪2‬‬ ‫‪x→-2‬‬ ‫‪x -4‬‬ ‫‪x→-2‬‬
‫‪‬‬ ‫_ ‪4 lim‬‬
‫‪x-4‬‬
‫‪(6 0 lim [5 (cos 2 x - cos x)] (5‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫)‪f(w‬‬
‫)‪w‬‬
‫‪x→4 √x‬‬
‫‬ ‫‪-2‬‬ ‫‪x→0‬‬

‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪400‬‬

‫‪‬‬
‫_ ‪-9 lim‬‬
‫‪+ x - 20‬‬
‫‪x+5‬‬
‫‪x2‬‬
‫‪(8‬‬ ‫‪5.72 lim (x + sin x) (7‬‬
‫‪x→-5‬‬ ‫‪x→6‬‬
‫‪200‬‬
‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪3 :‬‬
‫‪‬‬ ‫‪0‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪‬‬
‫‪6‬‬ ‫‪8‬‬ ‫‪w‬‬
‫‪ (9-20‬ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪20‬‬
‫|‪|4x‬‬
‫_ ‪-4 lim-‬‬ ‫‪(10‬‬ ‫_ ‪0 lim+‬‬
‫‪sin x - x‬‬
‫‪(9‬‬
‫‪ ‬ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ‬ ‫‪x‬‬‫‪x→0‬‬ ‫‪x→0‬‬ ‫‪x‬‬
‫(‪. lim f‬‬
‫(‪f w) ، lim f‬‬
‫‪ (a‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ )‪f w‬‬
‫_ ‪1 lim-‬‬
‫‪2‬‬
‫‪x - 5x + 6‬‬
‫_ ‪0 lim‬‬
‫‪2x‬‬ ‫‪2‬‬

‫‪ 9 -13‬ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺃﻥ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬ ‫‪w→3‬‬ ‫‪w→1‬‬

‫‪x→3‬‬
‫‪(12‬‬
‫‪x-3‬‬
‫‪(11‬‬
‫‪x→0‬‬ ‫|‪|x‬‬
‫(‪ lim f‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪،‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ )‪f w‬‬
‫ﻋﻨﺪ ‪ c‬ﻣﻦ ﺃﻱ ﺟﻬﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‬ ‫∞→‪w‬‬
‫ﻭﻓﺴﺮ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬
‫ﱢ‬ ‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫_ ‪lim‬‬
‫‪x 2 + 5x + 6‬‬
‫‪(14‬‬ ‫‪0‬‬ ‫‪lim - _ (13‬‬
‫|‪|2x + 1‬‬
‫|‪|x + 2‬‬ ‫‪x→-_12‬‬
‫‪x‬‬
‫ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪x→-2‬‬

‫‪  (36‬ﹸﻳﻘﺪﱠ ﺭ ﻋﺪﺩ ﻣﺸﺎﻫﺪﻱ ﺃﺣﺪ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‬ ‫_ ‪10 lim‬‬

‫‪x - 25‬‬
‫‪(16‬‬
‫‪2‬‬
‫√ ( ‪-7 lim-‬‬
‫‪-x - 7) (15‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ ، c‬ﺃﻭ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﻴﺮ ﹼ‬ ‫(‪ ،f‬ﺣﻴﺚ ‪ d‬ﺭﻗﻢ ﺍﻟﻴﻮﻡ ﻣﻨﺬ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ ‪f(d) = 12(1.25012) d - 12‬‬ ‫‪x→5‬‬ ‫‪x-5‬‬
‫|‪|x + 1‬‬
‫‪x→0‬‬
‫|‪|3x‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫_‬ ‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪lim _ (17‬‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ ﻋﻨﺪ ‪.c‬‬ ‫ﺃﻭﻝ ﻳﻮﻡ ﻟﻠﺒﺮﻧﺎﻣﺞ‪ (a–c 7  .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪lim‬‬
‫‪x→-1‬‬ ‫‪x2 - 1‬‬
‫‪(18‬‬
‫‪x→0‬‬ ‫‪2x‬‬
‫‪ (a‬ﹶﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ )‪f d‬‬
‫(‪ f‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪.0 ≤ d ≤ 20‬‬ ‫‪ x-5‬‬ ‫‪,‬‬ ‫‪x<0‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫(‪lim f‬‬
‫(‪f x) , f‬‬
‫‪f x) = ‬‬ ‫‪(19‬‬
‫‪ (b‬ﻣﺎ ﻋﺪﺩ ﻣﺸﺎﻫﺪﻱ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻓﻲ ﺍﻟﻴﻮﻡ‪ :‬ﺍﻟﺨﺎﻣﺲ‪ ،‬ﺍﻟﻌﺎﺷﺮ ‪،‬‬ ‫‪x→0‬‬ ‫‪ x2 + 5‬‬ ‫‪,‬‬ ‫‪x≥0‬‬
‫‪‬‬ ‫ﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺑﻌﺪ ﺷﻬﺮﻳﻦ) ‪( d = 60‬؟‬ ‫‪ -x 2 + 2 , x < 0‬‬
‫(‪2 lim f‬‬ ‫‪f x) = ‬‬
‫(‪f x) , f‬‬ ‫‪(20‬‬
‫ﻭﻓﺴﺮ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬ ‫_‬
‫‪2x‬‬
‫‪lim f(w) = 250; lim f(w) = 100 (35a‬‬ ‫(‪ lim f‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﱢ‬
‫‪ (c‬ﻗﺪﱢ ﺭ )‪f d‬‬ ‫‪‬‬
‫‪x→0‬‬ ‫‪, x≥0‬‬
‫∞→‪d‬‬
‫‪x‬‬
‫‪w→11‬‬ ‫‪w→3‬‬
‫ﺗﺘﺴﺮﺏ ﻣﺎﺩﺓ ﺳﺎﻣﺔ ﻣﻦ ﺃﻧﺒﻮﺏ ﻏﺎﺯ ﺗﺤﺖ ﺍﻷﺭﺽ ﻛﻤﺎ ﻓﻲ‬ ‫‪ (37‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪:‬‬
‫‪0 (35b‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺳﻴﻘﻀﻲ ﺍﻟﻠﻘﺎﺡ ﻋﻠﻰ‬ ‫ﱠ‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﻭﻳﻌ ﱠﺒﺮ ﻋﻦ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺑﺎﻷﻣﺘﺎﺭ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻤﺎﺩﺓ‬ ‫‪1- 4 ‬‬
‫ﺍﻟﻌﺪﻭ￯ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﺍﻟﻤﺘﺴﺮﺑﺔ ﺑﺎﻟﺪﺍﻟﺔ ‪ ، d(t) = 2000(0.7) t - 1, t ≥ 1‬ﺣﻴﺚ ‪ t‬ﻋﺪﺩ‬‫ﱢ‬ ‫‪8‬‬
‫‪y‬‬
‫‪8‬‬
‫‪y‬‬
‫‪g(x‬‬
‫‪(x‬‬
‫)(‬ ‫‪f(x‬‬
‫(‪f‬‬
‫)‪(x‬‬
‫ﺍﻟﺘﺴﺮﺏ‪7 .‬‬
‫ﱡ‬ ‫ﺍﻟﺴﻨﻮﺍﺕ ﻣﻨﺬ ﺑﺪﺀ‬
‫‪4‬‬ ‫‪4‬‬
‫‪(36a‬‬
‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪8 −4‬‬
‫‪−8‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪−4‬‬

‫‪1‬‬ ‫‪2 ‬‬ ‫‪3 ‬‬ ‫‪−8‬‬ ‫‪−8‬‬

‫‪1400 m‬‬ ‫‪980 m‬‬
‫‪∞ lim g(x) (22‬‬ ‫(‪3 lim f‬‬
‫‪f x) (21‬‬
‫‪ (a, b, d‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪x→4‬‬ ‫‪x→-4‬‬
‫‪ (a‬ﹶﻣ ﱢﺜﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪.1 ≤ t ≤ 15‬‬ ‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪lim g(x) (24‬‬ ‫(‪-6 lim f‬‬
‫‪f x) (23‬‬
‫‪x→-6‬‬ ‫‪x→4‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺧﺎﺻﻴﺔ ﺗﺘﺒﻊ ﺍﻟﻤﺴﺎﺭ ﻓﻲ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫‪ (36b‬ﻧﺤﻮ ‪ ، 25‬ﻧﺤﻮ ‪ ،100‬ﻧﺤﻮ ‪ ،1031‬ﻧﺤﻮ‬ ‫ﻹﻳﺠﺎﺩ ﻗﻴﻢ ‪ d‬ﻋﻨﺪﻣﺎ ‪.t = 5, 10, 15‬‬ ‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪4 – 6  :‬‬
‫ﺷﺨﺼﺎ ﺳﻮﻑ ﻳﺸﺎﻫﺪﻭﻥ‬ ‫ﹰ‬ ‫‪7875584‬‬ ‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ )‪0 . lim d(t‬‬
‫∞→‪t‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪x→4‬‬
‫|‪|x‬‬
‫__ ‪lim _ (26 -∞ lim‬‬
‫‪x-4‬‬ ‫‪2‬‬
‫‪-17‬‬ ‫‪(25‬‬
‫‪x→-4‬‬ ‫‪x + 8x + 16‬‬
‫ﺍﻟﺒﺮﻧﺎﻣﺞ ﺑﻌﺪ ﻣﺮﻭﺭ ﺷﻬﺮﻳﻦ ‪.‬‬ ‫ﺍﻟﻤﺘﺴﺮﺑﺔ ﻟﻤﺴﺘﺸﻔﻰ ﻳﻘﻊ ﻋﻠﻰ‬
‫ﱢ‬ ‫‪ (d‬ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﺗﺼﻞ ﺍﻟﻤﺎﺩﺓ‬
‫_ ‪∞ lim‬‬
‫‪5‬‬
‫‪(28‬‬ ‫__ ‪∞ lim‬‬‫‪x2‬‬
‫‪(27‬‬
‫ﹸﺑﻌﺪ ‪ 7000 m‬ﻣﻦ ﻣﻮﻗﻊ ﺍﻟﺘﺴﺮﻳﺐ؟ ﺗﺬﻛﱠﺮ ﺃﻥ ﻣﺠﻤﻮﻉ ﺍﻟﻤﺘﺴﻠﺴﻠﺔ‬ ‫‪2‬‬ ‫‪2‬‬
‫‪ ،∞ (36c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻌﻨﻲ ﺍﻟﻨﺎﺗﺞ ﺃﻥ ﻋﺪﺩ‬
‫‪x→6‬‬ ‫)‪(x - 6‬‬ ‫‪x→5‬‬ ‫‪x - 10x + 25‬‬
‫‪a1‬‬
‫_‪.‬‬ ‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﻏﻴﺮ ﺍﻟﻤﻨﺘﻬﻴﺔ ﻫﻮ‬ ‫_ ‪lim‬‬
‫∞→‪0 x‬‬ ‫‪x 2 + x - 22‬‬
‫‪(30 lim (x 5-7x 4 -4x + 1) (29‬‬
‫ﻣﺸﺎﻫﺪﻱ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺳﻴﺰﺩﺍﺩ ﺑﺸﻜﻞ‬ ‫‪1-r‬‬ ‫‪3‬‬ ‫‪4x - 13‬‬ ‫∞‪x→-‬‬
‫∞‪-‬‬
‫ﻻ ﻧﻬﺎﺋﻲ‪.‬‬ ‫‪135‬‬ ‫‪ ‬‬ ‫‪8 - 1 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪54–61 ،52 ،51 ،49 ،48 ،1–31‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–47‬ﻓﺮﺩﻱ‪54–61 ،52 ،51 ،49 ،48 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪32–61‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪135‬‬ ‫‪ ‬‬ ‫‪8 - 1‬‬

 ‫‪ ‬ﻗﺪﱢ ﺭ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻵﺗﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪:‬‬ ‫‪‬‬ ‫‪(53‬‬ ‫ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻤ ﱠﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺃﺩﻧﺎﻩ‪ ،‬ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪:‬‬
‫‪ 2x + 4 ,‬‬
‫‪ª -1‬‬
‫‪x < -1‬‬
‫‪, -1 ≤ x ≤ 0‬‬
‫‪y‬‬ ‫(‪-1 lim- f‬‬
‫‪f x) (38‬‬
‫‪x→0‬‬
‫‪‬‬
‫)‪f (x‬‬
‫‪f x) =  2‬‬
‫(‪f‬‬ ‫(‪4 lim+ f‬‬
‫‪f x) (39‬‬
‫‪ª x‬‬ ‫‪,‬‬ ‫‪1<x≤2‬‬ ‫‪x→0‬‬
‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 48‬ﻋﻠﻰ‬
‫‪ x-3 ,‬‬ ‫‪x>2‬‬ ‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪f x) (40‬‬
‫(‪lim f‬‬
‫(‪-1 lim+ f‬‬
‫‪f x) (c‬‬ ‫‪lim f(x) (b‬‬ ‫‪lim‬‬ ‫‪f x) (a‬‬
‫(‪f‬‬
‫‪x→0‬‬
‫ﺍﻟﻄﻼﺏ ﻣﻌﺮﻓﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﻨﻬﺎﻳﺔ‬
‫(‪1 lim- f‬‬
‫‪f x) (41‬‬
‫ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫‪x→0‬‬ ‫‪x→-1‬‬ ‫‪O‬‬ ‫‪1 2 3‬‬ ‫‪x‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬
‫‪x→2‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪1‬‬
‫‪−1‬‬ ‫‪x→2‬‬

‫ﻭﺿﺢ ﻃﺮﻳﻘﺘﻚ‬
‫‪  (54‬ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻻﺣﻈﺘﻪ ﻓﻲ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ‪ ،‬ﹼ‬
‫‪−2‬‬ ‫(‪6 lim+ f‬‬
‫‪f x) (42‬‬
‫ﻟﺘﻘﺪﻳﺮ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻣﺘﺼﻠﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪x→2‬‬
‫ﻟﻠﺪﺍﻟﺔ؛ ﻭﺫﻟﻚ ﻻﺧﺘﻼﻑ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ‬
‫(‪2.5 lim f‬‬
‫‪f x) (43‬‬
‫‪x→1‬‬
‫ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪ ‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ﺃﻭ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ ﻓﻲ‬
‫‪ (55, 56‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ .‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻓﺼﻒ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ‬
‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‪3-2  .‬‬ ‫‪(55‬‬ ‫ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‪ :‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ؛ ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ ‪x=2‬‬

‫(‬
‫_ ‪sin θ‬‬ ‫_‪1 -‬‬
‫‪sin θ‬‬
‫‪cos θ‬‬
‫‪cot θ‬‬ ‫)‬
‫‪= cos 2 θ‬‬ ‫‪x→2‬‬
‫‪x2 + x‬‬
‫‪lim _ (45‬‬
‫‪x2 - x - 2‬‬
‫_ ‪lim‬‬ ‫‪x2 - 1‬‬
‫‪x→1‬‬
‫‪(44‬‬
‫‪x 2 - 2x + 1‬‬
‫‪ 4‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ؛ ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ =‪x‬‬
‫‪ (56‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺍﻵﺗﻴﺔ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬
‫‪ ‬ﺳﻴﻘﻮﻡ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﺪﺭﺱ‬
‫|‪|x + 5‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪lim _ (47‬‬ ‫_ ‪lim 3 cos‬‬
‫‪π‬‬
‫‪x (46‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﱢ ﺩ ﻧﻮﻉ‬ ‫‪x→-5‬‬ ‫‪x+5‬‬ ‫‪x→0‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ؛ ﺗﺬﺑﺬﺏ‬ ‫ﺍﻟﺘﺎﻟﻲ ﺑﺈﻳﺠﺎﺩ‪ ،‬ﺍﻟﻨﻬﺎﻳﺎﺕ ﺟﺒﺮ ﹼﹰﻳﺎ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫_ = )‪h(x‬‬ ‫‪x2-25‬‬
‫ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ :‬ﻻ ﻧﻬﺎﺋﻲ‪ ،‬ﻗﻔﺰﻱ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‬
‫‪x+5‬‬
‫‪1-3 ‬‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ﺣﻮﻝ ﻓﺎﺋﺪﺓ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﻓﻲ ﺗﻌﻠﻢ‬
‫‪‬‬ ‫ﺍﻟﺪﺭﺱ ﺍﻟﻘﺎﺩﻡ ‪.‬‬
‫(‪ f‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪0.219‬‬ ‫‪ (57‬ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﹸﻣﻌﺪﹼ ﻝ ﺗﻐﻴﺮ ‪- 6‬‬
‫‬
‫‪f x) = √x‬‬
‫‪  (48‬ﻗﺎﻝ ﻋﻠﻲ‪ :‬ﺇﻥ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻤ ﱠﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫‪1-4 ‬‬ ‫]‪.[8, 16‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺃﺩﻧﺎﻩ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ -6‬ﻫﻲ ‪ . -4‬ﻓﻲ ﺣﻴﻦ ﻗﺎﻝ ﻣﺤﻤﺪ‪ :‬ﺇﻧﻬﺎ ‪.3‬‬
‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﻴﻦ ﺍﻟﻤﺘﺠﻬﻴﻦ ‪ u, v‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪5-5  :‬‬ ‫ﻫﻞ ﺃﻱ ﻣﻨﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﻛﻼﻫﻤﺎ ﻋﻠﻰ‬
‫‪‬‬
‫‪63° u = 〈2, 9, -2〉, v = 〈-4, 7, 6〉 (58‬‬ ‫ﺧﻄﺄ‪ ،‬ﺇﺫﺍ ﺍﻗﺘﺮﺑﺖ‬ ‫‪8‬‬
‫‪y‬‬ ‫‪ (47‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ؛ ﺗﻘﺘﺮﺏ ﻗﻴﻢ )‪ f (x‬ﻣﻦ‬
‫ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﻗﻴﻤﺘﻴﻦ‬ ‫)‪f (x‬‬
‫‪93.4° m = 3i - 5j + 6k , n = -7i + 8j + 9k (59‬‬
‫‪4‬‬ ‫ﻗﻴﻤﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﺑﺎﻗﺘﺮﺍﺏ ﻗﻴﻢ ‪ x‬ﻣﻦ‬
‫ﻣﺨﺘﻠﻔﺘﻴﻦ ﻣﻦ‬
‫‪‬‬ ‫ﺍﻟﻴﻤﻴﻦ ﻭﺍﻟﻴﺴﺎﺭ‪ ،‬ﻓﺈﻥ‬ ‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫ﺍﻟﻌﺪﺩ ‪ -5‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻭﻣﻦ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪−4‬‬

‫(‪ y = f‬ﺃﺩﻧﺎﻩ‪،‬‬
‫‪ (60‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ )‪f x‬‬ ‫ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬ ‫‪−8‬‬

‫(‪) lim f‬ﺇﻥ ﻭﺟﺪﺕ(؟ ‪C‬‬ ‫‪x→0‬‬

‫ﻣﺎ ﻗﻴﻤﺔ )‪f x‬‬
‫(‪ ، f‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ )‪f x‬‬
‫(‪lim f‬‬ ‫ﺃﻋﻂ ﹰ‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ )‪f x‬‬ ‫ﹺ‬ ‫‪ (49‬‬
‫‪x→0‬‬
‫‪y‬‬ ‫ﹰ‬
‫ﻭﻣﺜﺎﻻ ﻋﻠﻰ ﺩﺍﻟﺔ ﺃﺧﺮ￯ )‪ ، g(x‬ﺑﺤﻴﺚ‬ ‫)‪ f(0‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ ‪،‬‬
‫ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭ ‪f‬‬
‫)‪f x‬‬
‫(‪f‬‬
‫ﺗﻜﻮﻥ )‪ g(0‬ﻣﻌﺮﻓﺔ‪ ،‬ﻭﻟﻜﻦ )‪ lim g(x‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪x→0‬‬
‫‪x2 + 1‬‬
‫_ = )‪f x) = _ , g(x‬‬
‫(‪ . f‬ﻓﻘﺪﱢ ﺭ ﹼﹰ‬ ‫‪x+1‬‬
‫ﻛﻼ ﻣﻦ‬ ‫‪x-1‬‬ ‫‪2‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪‬‬ ‫‪(50‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪x -4‬‬
‫‪3 C‬‬ ‫‪0 A‬‬ ‫(‪ . lim f‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ )‪ h(x), j(x‬ﻛﺜﻴﺮﺗﻲ ﺣﺪﻭﺩ ﺑﺤﻴﺚ‪:‬‬
‫)‪f x)) , lim g(x‬‬
‫‪x→1‬‬ ‫‪2‬‬
‫‪x→2‬‬
‫‪ D‬ﺍﻟﻨﻬﺎﻳﺔ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪1 B‬‬ ‫)‪j(x‬‬
‫‪ ، h(a) = 0 , j(a) ≠ 0‬ﻓﻤﺎﺫﺍ ﻳﻤﻜﻨﻚ ﺍﻟﻘﻮﻝ ﻋﻦ _ ‪ lim‬؟‬
‫‪x→a‬‬ ‫)‪h(x‬‬

‫_ = )‪ g(x‬ﻭﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺍﺕ‪A :‬‬ ‫‪1‬‬

‫‪ (61‬ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪x2‬‬
‫‪ I‬ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ‪.‬‬ ‫ﺩﺍﺋﻤﺎ ﺃﻭ ﺻﺤﻴﺤﺔ‬
‫‪  (51‬ﹶﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬
‫‪ II‬ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﻔﺰﻱ‪.‬‬ ‫ﺃﺣﻴﺎﻧﹰﺎ ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ III‬ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬ ‫‪.x→c‬‬ ‫(‪ ، f‬ﻓﺈﻥ ‪f x) = L‬‬
‫(‪lim f‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪f c) = L‬‬
‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﺼﻒ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪g(x‬؟‬
‫ﱞ‬
‫‪ II C‬ﻓﻘﻂ‬ ‫‪ I A‬ﻓﻘﻂ‬ ‫‪  (52‬ﹶﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺩﺍﻟﺔ ﺗﺤﻘﻖ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ I D‬ﻭ ‪ II‬ﻓﻘﻂ‬ ‫‪ I , III B‬ﻓﻘﻂ‬ ‫(‪ lim f‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫(‪ ، lim f‬ﻭ )‪f x‬‬
‫)‪f x) = -3 , f(0‬‬ ‫)‪f = 2, f(2‬‬
‫‪f =5‬‬
‫‪x→2‬‬ ‫‪x→0‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪136‬‬

‫‪‬‬
‫‪‬‬
‫‪ ‬ﺇﺫﺍ ﺍﺣﺘﻮ￯ ﻛﻞ ﻣﻦ ﺑﺴﻂ ﻭﻣﻘﺎﻡ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺨﻄﻲ ﻧﻔﺴﻪ‪ ،‬ﻓﺈﻥ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺇﺯﺍﻟﺔ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‬
‫‪‬‬
‫ﹰ‬
‫ﻭﻣﺜﺎﻻ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺇﺯﺍﻟﺘﻬﺎ ﻟﻠﺪﺍﻟﺔ‬ ‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﺧﻼﻝ ﺍﺧﺘﺼﺎﺭﻩ‪.‬‬
‫__= )‪ .f(x‬ﻫﻞ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ؟ ﱢ‬
‫‪x 2 + 2x - 8‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪2‬‬
‫‪x + 5x - 14‬‬
‫‪ 2, _23‬؛ ﻧﻌﻢ ﻷﻥ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﻴﻦ ﻣﺘﺴﺎﻭﻳﺘﺎﻥ ‪.‬‬ ‫) (‬

‫‪ 8‬‬ ‫‪136‬‬

  

8 - 1
          

(7) ( 6)

       


 8-1  8-1
   
 
lim f (x) = L1 ‫ ﻓﺈﻥ‬،‫ ﺩﻭﻥ ﺣﺪﻭﺩ‬x ‫ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ‬L 1 ‫ ﻣﻦ ﻋﺪﺩ ﻭﺣﻴﺪ‬f(
x→∞
f x) ‫ﺇﺫﺍ ﺍﻗﱰﺑﺖ ﻗﻴﻢ‬ • ‫ﺍﻟﻨﻬﺎﻳﺔ ﻣﻦ ﺍﻟﻴﻤﲔ‬ ‫ﺍﻟﻨﻬﺎﻳﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ‬
lim f (x) = L2 ‫ ﻓﺈﻥ‬،‫ ﺩﻭﻥ ﺣﺪﻭﺩ‬x ‫ ﻋﻨﺪﻣﺎ ﺗﻨﻘﺺ ﻗﻴﻢ‬L 2 ‫ ﻣﻦ ﻋﺪﺩ ﻭﺣﻴﺪ‬f(
f x) ‫• ﺇﺫﺍ ﺍﻗﱰﺑﺖ ﻗﻴﻢ‬ ‫ ﻋﻨﺪﻣﺎ‬، L 2 ‫ ﻣﻦ ﻗﻴﻤﺔ ﻭﺣﻴﺪﺓ‬f(
f x) ‫ﺇﺫﺍ ﺍﻗﱰﺑﺖ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‬ ‫ ﻋﻨﺪﻣﺎ‬، L 1 ‫ ﻣﻦ ﻗﻴﻤﺔ ﻭﺣﻴﺪﺓ‬f(
f x) ‫ﺇﺫﺍ ﺍﻗﱰﺑﺖ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‬
x → -∞
:‫ ﻓﺈﻥ‬،‫ ﻣﻦ ﺍﻟﻴﻤﲔ‬c ‫ ﻣﻦ‬x ‫ﺗﻘﱰﺏ ﻗﻴﻢ‬ :‫ ﻓﺈﻥ‬،‫ ﻣﻦ ﺍﻟﻴﺴﺎﺭ‬c ‫ ﻣﻦ‬x ‫ﺗﻘﱰﺏ ﻗﻴﻢ‬
lim+ f(
f x) = L 2 lim f (x) = L 1
x→c x → c-
1 
. lim _____ :‫ﻗﺪﱢ ﺭ ﻗﻴﻤﺔ‬
x→∞ x + 3 ‫ﻭﺟﻮﺩ ﺍﻟﻨﻬﺎﻳﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‬
‫ ﺇﺫ ﻳﻘﱰﺏ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻣﻦ‬x‫؛‬lim 1
_____ = 0 ‫ﻳﺒﲔ ﺃﻥ‬
1
‫ ﱢ‬f (x) = _____ ‫ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﺪﺍﻟﺔ‬  ‫ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﹸﻭﺟﺪﺕ ﺍﻟﻨﻬﺎﻳﺘﺎﻥ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﻣﻦ ﺍﻟﻴﻤﲔ ﻭﻛﺎﻧﺘﺎ‬،c ‫ ﻣﻦ‬x ‫ ﻣﻮﺟﻮﺩﺓ ﻋﻨﺪﻣﺎ ﺗﻘﱰﺏ‬f(
f x) ‫ﺗﻜﻮﻥ ﳖﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬
→∞ x+3 x+3
lim f (x) = L ‫ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ‬، lim - f (x) = lim f (x) = L :‫ ﺑﻤﻌﻨﻰ ﺃﻧﻪ‬.‫ﻣﺘﺴﺎﻭﻳﺘﲔ‬
y= 0 ‫ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻫﻮ‬،x ‫ ﻛﻠﲈ ﺍﺯﺩﺍﺩﺕ ﻗﻴﻢ‬x ‫ﺍﳌﺤﻮﺭ‬ x→c x→c x → c+

.x ‫ﻗﻴﲈ ﻛﺒﲑ ﹰﺓ ﻟـﹺ‬

y
‫ﹰ‬
‫ﺟﺪﻭﻻ ﻳﻈﻬﺮ ﹰ‬ ‫ﻛﻮﻥ‬
‫ ﱢ‬
ƒ (x) = 1
‫ﻗﺪﱢ ﺭ ﹼﹰ‬ 
x+3
x 10 100 1000 10000 100000 .‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻵﺗﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬
O x
f x)
f( 0.08 0.01 0.001 0.0001 0.00001 y lim ®x¯, lim + ®x¯, lim ®x¯
f (x) x x → 2- x→2 x→2

lim ®x¯ = 1 ‫ ﺃﻥ‬، f(

f x) = ®x¯ ‫ﻳﻈﻬﺮ ﻣﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
.x ‫ ﺗﻘﱰﺏ ﻣﻦ ﺍﻟﺼﻔﺮ ﻛﻠﲈ ﺍﺯﺩﺍﺩﺕ ﻗﻴﻢ‬f(
f x) ‫ﻳﻈﻬﺮ ﺍﳉﺪﻭﻝ ﺃﻥ ﻗﻴﻢ‬ x → 2-

O x
‫ ﻭﳌﹼﺎ ﻛﺎﻧﺖ ﺍﻟﻨﻬﺎﻳﺘﺎﻥ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﲔ ﳐﺘﻠﻔﺘﲔ‬lim ®x¯ = 2 ‫ﹶﻭ‬
x→2 +

.‫ ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬lim ®x¯‫ ﻓﺈﻥ‬،2 ‫ ﻣﻦ‬x ‫ﻋﻨﺪﻣﺎ ﺗﻘﱰﺏ‬

 x→2

‫ﻗﺪﱢ ﺭ ﻛﻞ ﻣﻦ ﹴ‬
:‫ﳖﺎﻳﺔ ﳑﺎ ﻳﺄﰐ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬
-3xx+1 2x + 1
lim ________ (3 lim ______
x (2 lim (2x 2 + 3) (1
x → -∞ x - 2 x→∞ x →5 
2 53
-3 ‫ﻗﺪﱢ ﺭ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻵﺗﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬
2x 2 - 5 1
lim (2x + x) (6 lim ________ (5 lim ___2 (4 x 2 + 3x
x - 10 x - 2 3x
x → -∞ x→∞ 3x 3 + 2x x→∞ x lim ____________ (3 lim _______ (2 lim ____
x (1
x→2 x-2 x → -2- x2 - 4 x → 0+
7 ∞ 3
-∞ 0 0

lim cos 2xπ (9 lim (2.7)2x (8 lim (x sin x) (7 1 x 3 + 27

x→∞ x → -∞ x→∞ lim _______2 (6 lim _______ (5 lim (1 - cos 2 x) (4
x → -2 (x
x + 2) x → 3-x2 - 9 x→0

 0 
∞ -∞ 0

 8 7   8 6  

  (9)    (8)

   
   
 8-1
 8-1
 

،‫ﺟﺴﲈ ﻗﺬﻑ ﺇﱃ ﺃﻋﲆ‬
‫ﺍﻓﱰﺽ ﺃﻥ ﹰ‬ (3 :‫ﻳﻌﻄﻰ ﻭﺯﻥ ﳎﺘﻤﻊ ﺑﻜﺘﲑﻱ ﺑﺎﻟﻌﻼﻗﺔ‬ (1
‫ ﻳﺪﻓﻊ‬،‫ ﻭﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﻳﻤﺜﻞ ﺇﺭﺷﺎﺩﺍﺕ‬،‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﻨﻬﺎﻳﺎﺕ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ؛ ﺑﻌﻀﻬﺎ ﻣﻄﻠﻘﺔ ﻻ ﻳﻤﻜﻦ ﲡﺎﻭﺯﻩ‬
‫ ﻭﻳﺒﲔ‬،‫ ﺛﺎﻧﻴﺔ‬t ‫ ﲤﺜﻞ ﺍﺭﺗﻔﺎﻋﻪ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬h(t)
t ‫ﻭﺍﻟﺪﺍﻟﺔ‬
t) 4
.‫ ﺳﺎﻋﺔ‬t ‫ ﺟﺮﺍ ﹰﻣﺎ ﺑﻌﺪ‬f (tt) = ______________
.‫ﻣﻦ ﻳﺘﺠﺎﻭﺯﻫﺎ ﻏﺮﺍﻣﺔ‬ 1 + 0.35e-0.2
-0.2t
‫ ﺛﺎﻧﻴﺔ‬t ‫ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬h(t)
tt) ‫ﺍﳉﺪﻭﻝ ﺍﻵﰐ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﺬﻳﻔﺔ‬
0 ≤ t ≤ 18 ‫ ﰲ ﺍﻟﻔﱰﺓ‬f(t ‫( ﻣﺜﱢﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬a
f t)
‫ﺍﻣﻸ ﺍﳉﺪﻭﻝ‬ .‫ﻣﻦ ﻗﺬﻓﻬﺎ‬
f (t )
t h(t)
t
t) t h(t)
t
t) 4

   0 256 4 384 3
 2
1 336 5 336
   ‫( ﺍﻟﴪﻋﺔ ﺍﻟﻘﺼﻮ￯ ﰲ ﺷﺎﺭﻉ‬1 2 384 6 256 1

  ‫ﴎﻳﻊ‬ 3 400 7 144 O 4 8 12 16t

   ‫( ﺍﺭﺗﻔﺎﻉ ﻧﻔﻖ‬2 ‫ ﻭﺍﺭﺳﻢ ﻣﻨﺤﻨﹰﻰ ﻳﻤﺮ ﺑﻨﻘﺎﻁ ﺍﻟﺒﻴﺎﻧﺎﺕ‬،‫( ﻣﺜﱢﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬a 8 ‫( ﺍﺳﺘﻌﻤﻞ ﺍﳌﻨﺤﻨﻰ ﻟﺘﻘﺪﻳﺮ ﻭﺯﻥ ﺍﻟﺒﻜﺘﲑﻳﺎ ﺑﻌﺪ‬b
   .h(t)
t ‫ﺍﻟﺘﻲ ﻣﺜﱠﻠﺘﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﺍﻟﺪﺍﻟﺔ‬
t) ‫ﹴ‬
.‫ﻋﴩﺓ‬ ‫ ﻣﻘﺮﺑﺎ ﺇﺟﺎﺑﺘﻚ ﺇﱃ ﺃﻗﺮﺏ ﹴ‬.‫ﺳﺎﻋﺎﺕ‬
‫ﺟﺰﺀ ﻣﻦ‬ ‫ﹼﹰ‬
 3.7 
400
h((t) 
   ‫( ﻭﺯﻥ ﺍﳊﻘﻴﺒﺔ ﰲ ﺭﺣﻠﺔ ﺟﻮﻳﺔ‬3 300 ‫ﻭﻓﴪ‬
‫ ﱢ‬، ‫ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬،tlim f (t)t ‫( ﻗﺪﱢ ﺭ‬c
  →∞
200
.‫ﻣﻌﻨﺎﻫﺎ‬
   ‫( ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺟﺴﻢ ﺩﺍﻓﺊ‬4 100
4
 4 
 ‫ﻣﻮﺿﻮﻉ ﰲ ﻏﺮﻓﺔ ﺑﺎﺭﺩﺓ‬ O 2 4 6 8t 

   ‫( ﴎﻋﺔ ﻣﺮﻛﺒﺔ ﻓﻀﺎﺋﻴﺔ ﻣﺘﺴﺎﺭﻋﺔ‬5 t ‫( ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ‬b
lim h(t)
t) ‫ ﺳﻨﺔ ﻣﻦ‬t ‫ ﻭﺑﻌﺪ‬،‫ ﺭﻳﺎﻝ‬30000 ‫ﻳﺒﻠﻎ ﺛﻤﻦ ﺳﻴﺎﺭﺓ‬ (2
t → 8-
() 0  .v(t)=
t 30000 (0.85) t ‫ﴍﺍﺋﻬﺎ ﻳﺼﺒﺢ ﺳﻌﺮﻫﺎ‬
t)=
.0 ≤ t ≤ 8 ‫ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﲆ ﺍﻟﻔﱰﺓ‬v(t)
t ‫( ﻣﺜﱢﻞ ﺍﻟﺪﺍﻟﺔ‬a
t)
‫ﻌﱪ ﻋﻦ ﻛﺘﻠﺔ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﺑﴪﻋﺔ‬
‫ ﹸﻳ ﱠ‬ (4
‫ ﺻﻨﱢﻒ ﻛﻞ ﳖﺎﻳﺔ ﻣﻦ ﺣﻴﺚ ﻛﻮﳖﺎ ﻣﻮﺟﻮﺩﺓ‬،‫ ﺃﻭ ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬،‫ ﺃﻭ ﻏﲑ ﻣﻨﺘﻬﻴﺔ‬،‫ ﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ﻭﻣﻨﺘﻬﻴﺔ‬،‫ﺭﻳﺎﺿ ﹼﹰﻴﺎ‬ v((t )
m
:‫ ﻓﺄﻭﺟﺪ ﻗﻴﻤﺘﻬﺎ‬،‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ﻭﻣﻨﺘﻬﻴﺔ‬،‫ ﺃﻭ ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬،‫ ﺃﻭ ﻏﲑ ﻣﻨﺘﻬﻴﺔ‬،‫ﻭﻣﻨﺘﻬﻴﺔ‬ ‫ ﻛﺘﻠﺔ‬m 0 ‫ ﺣﻴﺚ‬،m = ________
______
0
:‫ ﻧﻈﺮ ﹼﹰﻳﺎ ﺑﺎﳌﻌﺎﺩﻟﺔ‬v
v
√
2
x2 - 4 x+1 1 1 - ___2
lim _________ (3 lim ______ (2 lim ______ (1 s
x 2 - x -2 x2 - 1 x2 + 1
x→2 x→1 x→0
‫ ﴎﻋﺔ‬v‫ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﻭ‬s‫ ﻭ‬،‫ﺍﳉﺴﻢ ﻋﻨﺪ ﺍﻟﺴﻜﻮﻥ‬
4
__  1 ‫ ؟‬vlim
→s
m ‫ ﻓﲈ ﻗﻴﻤﺔ‬،‫ﺍﳉﺴﻢ‬
-
O t
3 ∞
-1 sin x .‫ ﺳﻨﻮﺍﺕ ﻣﻦ ﴍﺍﺋﻬﺎ‬10 ‫( ﻗﺪﱢ ﺭ ﻗﻴﻤﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﻌﺪ‬b
lim ___ (5 lim ______
x (4 ‫ﹴ‬
‫ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‬ ‫ﻭﺟﺪ ﺃﲪﺪ ﺃﻥ ﻣﻌﺎﺩﻟﺔ ﻓﺮﻕ ﺟﻬﺪ‬ (5  5906 
x→0 x
4
x→0 
‫ ﻭﺿﺢ ﺳﺒﺐ‬،V( t = 140 sin 120 πtt :‫ﻫﻲ‬
V t)
  .‫ ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬lim V( t ‫ﻛﻮﻥ‬
V t) ‫ ﻭﻓﴪ‬،‫ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬،lim v(t) t ‫( ﻗﺪﱢ ﺭ ﻗﻴﻤﺔ‬c
t)
t→∞
t→∞
.‫ﻣﻌﻨﺎﻫﺎ‬
-140140t  0 

 8 9   8 8  

136 A   8

  



8 - 1
          


   (18)

  8-1

:‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﺃﻣﻜﻦ‬

 3-x
-1 lim _ (2 4 lim (4 - √x ) (1
x → 3+ |x - 3| x → 0+

x+7 2
_ x - 16
-∞ lim (4 8 lim _x-4
(3
x →-1 - x2 + 8x + 7 x→4


x2 + 1 x+7
∞ lim _ (6 ∞ lim _ (5

 
2
x→0 x x→ -1 + x2 + 8x + 7

 :‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﺃﻣﻜﻦ‬

3x - 2 - 4x 2
3 lim _
x-1
(8 - 4 lim _
2
(7
x →∞ x →-∞ x +1

sin 2x
∞ lim (2.7) 3 x + 2 (10 2 lim _ x (9
 x→∞ x→0

.3 ft/sec ‫ﺑﻤﻌﺪﹼ ﻝ‬ ‫ﹺ‬

‫ ﹸﺳﺤﺒﺖ ﻗﺎﻋﺪﺓ ﺍﻟﺴﻠﻢ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﻟﺠﺪﺍﺭ ﹸ‬.‫ ﻋﻠﻰ ﺟﺪﺍﺭ‬20 ft ‫ ﻳﺮﺗﻜﺰ ﺳﻠﻢ ﻃﻮﻟﻪ‬   (11
‫ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻗﺎﻋﺪﺓ‬x ‫ ﺣﻴﺚ‬،‫ ﻗﺪ ﹰﻣﺎ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‬r(x) = _ 3x ‫ﺑﻤﻌﺪﹼ ﻝ‬
‫ﻓﺒﺪﺃ ﺍﻟﻄﺮﻑ ﺍﻟﻌﻠﻮﻱ ﻟﻠﺴﻠﻢ ﻓﻲ ﺑﺎﻟﻬﺒﻮﻁ ﹸ‬
√400
- x2
 ∞ .‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﻵﻟﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬lim r (x) ‫ ﻗﺪﹼ ﺭ‬.‫ﺍﻟﺴﻠﻢ ﻭﺍﻟﺠﺪﺍﺭ‬
x → 20 -

‫ ﻛﻢ ﻳﻜﻮﻥ ﺍﻟﺜﻤﻦ ﺍﻟﻨﻬﺎﺋﻲ‬.‫ ﺳﻨﺔ ﻣﻦ ﻧﺸﺮﻩ‬t ‫ ﺳﻌﺮ ﻛﺘﺎﺏ ﺑﺎﻟﺮﻳﺎﻝ ﺑﻌﺪ‬v(t) = _

300
t
‫ ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ (12
6 + 35 (0.2)
‫ ﹰ‬50 .‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﻵﻟﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬tlim
‫ﺭﻳﺎﻻ‬ →∞
v(t) ‫ﻟﻠﻜﺘﺎﺏ؟ ﺃﻱ ﺃﻭﺟﺪ‬
‫ﹾ‬


‫ ﺍﻟﺘﻜﻠﻔﺔ‬C ‫ﺣﻴﺚ‬،C(x)) = 100

_312 x
-x
‫ ﻳﻤﻜﻦ ﺗﻘﺪﻳﺮ ﺗﻜﻠﻔﺔ ﺗﻨﻈﻴﻒ ﺑﻘﻌﺔ ﻣﻠﻮﺛﺔ ﺑﻤﺨﻠﻔﺎﺕ ﻛﻴﻤﻴﺎﺋﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ‬  (13

∞ . lim C(x) ‫ﻗﺪﹼ ﺭ‬. 0 ≤ x < 100 ،‫ ﻛﻤﻴﺔ ﺍﻟﻤﺨﻠﻔﺎﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺑﺎﻟﺠﺮﺍﻣﺎﺕ‬x ‫ ﻭ‬،‫ﺑﺎﻟﺮﻳﺎﻝ‬
x → 100 -



18



 
 

 

 

 

 

 

 

 8 136 B

 
 8 -2  
Evaluating Limits Algebraically

 1 ‫؛‬d(x) = __
152x + 85
‫ﺇﺫﺍ ﹸﺃﻋﻄﻴﺖ ﺍﺗﺴﺎﻉ ﺍﻟﺒﺆﺑﺆ ﺑﺎﻟﻤﻠﻤﺘﺮﺍﺕ ﻟﻌﻴﻦ ﺣﻴﻮﺍﻥ ﺑﺎﻟﻌﻼﻗﺔ‬
-0.45
 
8-1   
0.45
-0.45
4x + 10
،(lux) ‫ ﺍﻻﺳﺘﻀﺎﺀﺓ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻰ ﺍﻟﺒﺆﺑﺆ ﻣﻘﻴﺴﺔ ﺑﻮﺣﺪﺓ ﺍﻟﻠﻮﻛﺲ‬x ‫ﺣﻴﺚ‬
 ‫ ﺃﻭ ∞ ﻹﻳﺠﺎﺩ ﺍﺗﺴﺎﻉ ﺍﻟﺒﺆﺑﺆ‬0 ‫ ﻣﻦ‬x ‫ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬
 ■

.‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻻﺳﺘﻀﺎﺀﺓ ﻓﻲ ﺣﺪﱢ ﻫﺎ ﺍﻷﺩﻧﻰ ﺃﻭ ﺍﻷﻋﻠﻰ‬ 

8-2 
،‫ ﺗﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬8 -1 ‫ﺗﻌﻠﻤﺖ ﻓﻲ ﺍﻟﺪﺭﺱ‬
‫ﹶ‬ 
.‫ﺗﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻭﻋﺪﺩ ﹼﹰﻳﺎ‬ ‫ ﻭﺳﺘﻜﺘﺸﻒ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﻃﺮﺍﺋﻖ ﺟﺒﺮﻳﺔ ﻟﺤﺴﺎﺏ‬. ‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺟﺪﺍﻭﻝ ﻗﻴﻢ‬


■

8-2 .‫ﺍﻟﻨﻬﺎﻳﺎﺕ‬ 

‫ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬  
.‫ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺪ ﻗﻴﻢ ﻣﺤﺪﺩﺓ‬ y


‫ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬ f (x) = k c 
direct substitution

. ‫ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‬ k lim k = k  indeterminate form
x→c
8-2 O c x
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‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻓﻲ ﺣﺴﺎﺏ ﻣﻴﻞ‬
.‫ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‬ y 
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻓﻲ ﺣﺴﺎﺏ‬ c
cc 
.‫ﺍﻟﻤﺴﺎﺣﺎﺕ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻴﺎﺕ‬ f (x) = x lim x = c
x→c

O c x

.‫ﺗﻈﻬﺮ ﺃﻫﻤﻴﺔ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺜﺎﺑﺘﺔ ﻭﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ ﻭﺍﺿﺤﺔ ﻓﻲ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ‬ 
    n  f c) ≤ 0 
f(

 2
n
Lim √f((x)  
f
x→c

lim g (x)) , lim f (x)    nk , c 

x→c x→cc 
 
 lim [ f(
x→c
f x) + g(x)] = lim f (x) + lim g(x)
x→c x→c

.“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬ lim [ f(
x→c
f x) - g(x)] = lim f (x) - lim g(x)
x→c x→c

lim [ k ff(x)] = k lim f (x) 
 x→c x→c
lim [ f(
f x) · g(x)] = lim f (x) · lim g(x) 
‫ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬x ‫• ﻣﺎ ﺍﻟﻨﻬﺎﻳﺔ ﺍﻟﺘﻲ ﺗﻘﺘﺮﺏ ﻣﻨﻬﺎ‬ x→c x→c x→c
lim f(
f x)
‫ﺍﻻﺳﺘﻀﺎﺀﺓ ﻓﻲ ﺣﺪﱢ ﻫﺎ ﺍﻷﺩﻧﻰ ﺃﻭ ﺍﻷﻋﻠﻰ؟‬
f (x)
lim g(x) ≠ 0 lim _ = _
x→c

x→c x→c g(x) lim g(x)
x→c
0; ∞ n
lim [ f (x)] n =  lim f (x))  
‫• ﻣ ﹼﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ‬
x→c x→c

n lim f x) > 0 lim √f

f( (x) = √lim n
f (x) n

‫ﻭﺿﺢ ﻣﺎ ﺍﻟﺬﻱ ﻳﺤﺪﺙ ﻟﻘﻄﺮ ﺍﻟﺒﺆﺑﺆ‬ ‫ ﹼ‬.‫ﺍﻟﺒﻴﺎﻧ ﹼﻴﺔ‬ x→c x→c x→c
lim lim f (x)    n
n
(x) = √
√f n

.‫ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﺍﻻﺳﺘﻀﺎﺀﺓ‬ x→c x→c

137   8 - 2 

8-2
   
144, 146 • 144 • 
144 •
.‫ﻳﻘﻞ ﻗﻄﺮ ﺍﻟﺒﺆﺑﺆ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﺍﻻﺳﺘﻀﺎﺀﺓ‬
(19) • (19) • (19) • 
(12) • (12) • (10, 11) • 
(13) • (13) • (12) • 

137   8 - 2

  1  

:‫ﺍﺳﺘﻌﻤﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﺤﺴﺎﺏ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
lim (x 2 - 6x + 3) (a



‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺼﺎﺋﺺ‬1 
x→4

 lim (x 2 - 6x + 3) = lim x 2 - lim 6x + lim 3 
.‫ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ‬
x→4 x→4 x→4 x→4
2 -6
 
 = ( x→4
lim x ) · lim x + lim 3
x→4 x→4 

 
2
 =4 -6·4+3

 =-5
y ‫ﻳﻌﺰﹼ ﺯ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬  ‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
O 4 x
.‫ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‬f (x) = x 2 - 6x + 3 ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
.‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬
−5 f (x) = x 2 - 6x + 3
_ 3
4x + 1
lim
x→-2 x-5
(b

3
lim (4x + 1)
4x 3 + 1
 lim _ = __ x→-2
x→-2 x-5 lim (x - 5)
x→-2 ‫ﺍﺳﺘﻌﻤﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﺤﺴﺎﺏ‬ 1
lim 4x 3 + lim 1
 = __
x→-2 x→-2
lim x - lim 5 :‫ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
x→-2 x→-2

( x→-2 ) 11 lim (x 2 + 2x - 4) (a
4 lim x 3 + lim 1

= __
x→-2
 x→3
lim x - lim 5
x→-2

4(-2) 3 + 1
x→-2

-1 lim _
2x 2 - 3
(b
 =_ x→-1 x+2
-2 - 5

 ≈ 4.4
+ 4 (c
 lim √x
√6
x→2
‫ﹰ‬
.‫ ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‬-2 ‫ ﺍﻟﺘﻲ ﺗﻘﺘﺮﺏ ﻣﻦ‬x ‫ﺟﺪﻭﻻ ﻟﻘﻴﻢ‬ ‫ﻛﻮﻥ‬
‫ﹼ‬ 
-2x -2x
x -2.1 -2.01 -2.001 -2 -1.999 -1.99 -1.9
f(x) 5.08 4.49 4.43 4.42 4.37 3.83

4.4 ‫ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ‬f (x) ‫ ﻓﺈﻥ‬،-2 ‫ ﻣﻦ ﺍﻟﻌﺪﺩ‬x ‫ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺏ‬


lim √8 - x (c
x→3

 lim (8 - x) = lim 8 - lim x 
x→3 x→3 x→3
f x)>0
Lim f( 0
  =8-3 x→c


 =5>0

x→3
8 - x = 
lim √ √x→3
lim (8 - x)

 = √
lim 8 - lim x
x→3 x→3
 
= √8 -3

 
= √5

:‫ﺍﺳﺘﻌﻤﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﺤﺴﺎﺏ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
√ x + 3 (1C
2 lim √ _
1
lim __
x-3
(1B -4 lim ( (1A
x→-1 9 x→2 2x 2 - x - 15 x→2

‫ ﻭﻣﻊ ﺃﻥ ﻫﺬﻩ ﺍﻟﻤﻼﺣﻈﺔ ﻟﻴﺴﺖ ﺻﺤﻴﺤﺔ‬. f (c) ‫ ﺗﺴﺎﻭﻱ ﻗﻴﻤﺔ‬c ‫ ﻣﻦ‬x ‫ﻻﺣﻆ ﺃﻥ ﻧﻬﺎﻳﺔ ﻛﻞ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ﺃﻋﻼﻩ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬
‫ﺻﻔﺮﺍ ﻋﻨﺪﻣﺎ‬
‫ ﺇﻻ ﺃﻧﻬﺎ ﺻﺤﻴﺤﺔ ﻓﻲ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﺘﻲ ﻣﻘﺎﻣﺎﺗﻬﺎ ﻻ ﺗﺴﺎﻭﻱ ﹰ‬، ‫ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ‬
:‫ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬. x = c
 8  138

 8 138


‫‪‬‬
‫‪ 2 ‬ﹸﻳﺒ ﱢﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ‬
‫ﺍﻟﻤﺒﺎﺷﺮ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫‪‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪ ‬‬
‫‪ lim‬‬
‫‪x→c‬‬
‫‪p(x) = p(c)    c p(x)‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫)‪p(c‬‬ ‫)‪p(x‬‬ ‫‪ ‬‬
‫= )‪. lim r(x) = r(c‬‬ ‫_‬ ‫_ = )‪ q(c) ≠ 0   c  r(x‬‬ ‫‪‬‬ ‫‪‬‬
‫‪x→c‬‬ ‫)‪q(c‬‬ ‫)‪q(x‬‬
‫‪ ‬‬
‫ﻭﺑﺸﻜﻞ ﻣﺨﺘﺼﺮ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ‪،‬‬
‫‪‬‬
‫‪‬‬
‫ﺻﻔﺮﺍ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﹸﺤﺴﺐ ﻋﻨﺪﻫﺎ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫ﺷﺮﻳﻄﺔ ﺃﻻ ﻳﺴﺎﻭﻱ ﻣﻘﺎﻡ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﹰ‬ ‫‪‬‬
‫‪2‬‬ ‫‪ ‬‬

‫ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻤﻜﻨﹰﺎ‪،‬‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫ﻭﺇﻻ ﻓﺎﺫﻛﺮ ﺍﻟﺴﺒﺐ‪.‬‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ﺇﺫﺍ ﻛﺎﻥ ﻣﻤﻜﻨﹰﺎ‪ ،‬ﻭﺇﻻ ﻓﺎﺫﻛﺮ ﺍﻟﺴﺒﺐ‪:‬‬
‫‪3x 4 + 5x 3 - 2x 2 + x + 4) (a‬‬
‫‪lim (-3‬‬
‫‪(a‬‬ ‫‪x→-1‬‬
‫ﺑﻤﺎ ﺃﻥ ﻫﺬﻩ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‪ ،‬ﻓﻴﻤﻜﻨﻨﺎ ﺣﺴﺎﺑﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬
‫)‪lim (-2 x 4 + 3x 3 + x 2 - 2x + 5‬‬ ‫‪lim (- 3x + 5x 3 - 2x 2 + x + 4) = - 3(-1) 4 + 5(-1) 3 - 2(-1) 2 + (-1) + 4‬‬
‫‪4‬‬
‫‪x→2‬‬ ‫‪x→-1‬‬
‫‪-3‬‬ ‫‪=-3-5-2-1+4=-7‬‬

‫_ ‪lim‬‬
‫‪2‬‬
‫‪-2‬‬
‫‪x +1‬‬
‫‪(b‬‬ ‫ﻳﻌﺰﱢ ﺯ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﻵﻟﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻠﺪﺍﻟﺔ‬ ‫‪‬‬
‫‪x→-3‬‬ ‫‪x-2‬‬ ‫‪f (x) = -3 x 4 + 5 x 3 - 2 x 2 + x + 4‬‬
‫ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬
‫__ ‪lim‬‬
‫‪x2 -100‬‬ ‫‪(c‬‬
‫‪x→10‬‬
‫‪→10‬‬ ‫‪x-10‬‬
‫ﺑﻤﺎ ﺃﻥ ﻫﺬﻩ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ‬
‫ﻣﻘﺎﻣﻬﺎ ﺻﻔﺮ ﻋﻨﺪﻣﺎ ‪x = 10‬‬
‫_‬
‫‪[-4, 4] scl: 0.2 by [-8, 8] scl: 1‬‬
‫‪3‬‬
‫‪lim 2x - 26 (b‬‬
‫ﻓﻼ ﻳﻤﻜﻨﻨﺎ ﺣﺴﺎﺑﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫‪x→3‬‬ ‫‪x-x‬‬
‫ﺻﻔﺮﺍ ﻋﻨﺪﻣﺎ ‪ ، x = 3‬ﻓﻴﻤﻜﻨﻨﺎ ﺣﺴﺎﺑﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬
‫ﺑﻤﺎ ﺃﻥ ﻫﺬﻩ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻣﻘﺎ ﹸﻣﻬﺎ ﻟﻴﺲ ﹰ‬
‫ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬ ‫‪2(3) 3 - 6‬‬
‫_ ‪lim‬‬ ‫_=‬
‫‪3‬‬
‫‪2x - 6‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪x→3‬‬ ‫‪x-x‬‬ ‫)‪3 - (3‬‬

‫‪lim √³³³³‬‬
‫‪x + 3 (d‬‬ ‫_=‬‫‪48‬‬
‫‪-6‬‬
‫‪x→-4‬‬
‫ﻏﻴﺮ ﻣﻤﻜﻦ؛ ﻷﻧﻪ‬ ‫‪=-8‬‬
‫‪2‬‬
‫_‬
‫‪lim x - 1 (c‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ f (x) = x + 3‬ﻓﺈﻥ‬ ‫‪x→1‬‬ ‫‪x-1‬‬
‫ﺑﻤﺎ ﺃﻥ ﻫﺬﻩ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻣﻘﺎﻣﻬﺎ ﺻﻔﺮ ﻋﻨﺪﻣﺎ ‪ ، x = 1‬ﻓﻼ ﻳﻤﻜﻨﻨﺎ ﺣﺴﺎﺑﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬
‫‪f (-4) = -4 + 3 = -1 < 0‬‬
‫‪lim‬‬ ‫‪5 (d‬‬
‫√‬
‫ﺑﻤﺎ ﺃﻥ ‪ f(-4) < 0‬ﻓﻼ ﻳﻤﻜﻦ‬ ‫√ ‪ lim‬ﺑﺎﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬‫‪ ، lim (x+5) = -6 + 5 = -‬ﻓﻼ ﻳﻤﻜﻨﻨﺎ ﺣﺴﺎﺏ ‪5‬‬
‫‪x+5‬‬
‫‪x→-‬‬

‫ﺣﺴﺎﺏ )‪(x‬‬ ‫‪ (2C‬ﺑﻤﺎ ﺃﻥ ﻫﺬﻩ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ‬

‫‪6‬‬
‫‪x→-6‬‬ ‫‪x→-6‬‬
‫(‪lim √f‬‬ ‫´´‪f‬‬ ‫‪‬‬
‫‪→-4‬‬
‫‪x→-‬‬
‫ﻣﻘﺎﻣﻬﺎ ﺻﻔﺮ ﻋﻨﺪﻣﺎ ‪ x=2‬ﻓﻼ ﻳﻤﻜﻨﻨﺎ‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ﺇﺫﺍ ﻛﺎﻥ ﻣﻤﻜﻨﹰﺎ‪ ،‬ﻭﺇﻻ ﻓﺎﺫﻛﺮ ﺍﻟﺴﺒﺐ‪:‬‬
‫ﺣﺴﺎﺑﻬﺎ ﺑﺎﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬
‫_‬
‫‪-1‬‬
‫_ ‪lim‬‬
‫‪x+1‬‬
‫‪(2B‬‬ ‫‪3 lim (x 3 - 3x 2 - 5x + 7 ) (2A‬‬
‫‪7‬‬ ‫‪x→-5‬‬ ‫‪2‬‬
‫‪x +3‬‬ ‫‪x→4‬‬ ‫‪ (2d‬ﻏﻴﺮ ﻣﻤﻜﻦ؛ ﻷﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪lim √x‬‬ ‫‪+ 6 (2D‬‬
‫‬ ‫_ ‪lim‬‬
‫‪x3 - 8‬‬
‫‪x-2‬‬
‫‪(2C‬‬ ‫‪ f(x) = x + 6‬ﻓﺈﻥ‬
‫‪x→-8‬‬ ‫‪x→2‬‬
‫‪ f(-8) = -8 + 6 < 0‬ﺇﺫﻥ ﻻ‬
‫ﺑﺤ ﹼﻞ ﺍﻷﻣﺜﻠﺔ‬
‫‪ ‬ﻗﻢ ﹶ‬ ‫_ ‪ lim‬ﺑﺸﻜﻞ ﺧﺎﻃﺊ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪x -1‬‬ ‫‪2‬‬
‫ﻟﻨﻔﺘﺮﺽ ﺃﻧﻚ ﺍﺳﺘﻌﻤﻠﺖ ﺧﺎﺻﻴﺔ ﺍﻟﻘﺴﻤﺔ ﺃﻭ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ﻟﺤﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪lim‬‬ ‫(‪√f‬‬‫ﻳﻤﻜﻦ ﺣﺴﺎﺏ )‪(x‬‬
‫‪f‬‬
‫‪x-1‬‬ ‫‪x→1‬‬ ‫‪x→-8‬‬

‫ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‪ ،‬ﻭﺍﺣﻔﻆ ﺫﻟﻚ‬ ‫‪. 0 ‬‬

‫‪‬‬ ‫_ ‪lim‬‬
‫‪x -1‬‬‫‪2‬‬
‫_=‬
‫‪x→1‬‬
‫_=‬
‫‪1 -1‬‬
‫)‪lim (x 2 - 1‬‬
‫_=‬
‫‪0‬‬ ‫‪2‬‬

‫ﻓﻲ ﺻﻔﺤﺎﺕ ﺍﻟﻤﻼﺣﻈﺎﺕ‪ ،‬ﺛﻢ ﺃﺭﺳﻠﻬﺎ‬ ‫‪x→1‬‬ ‫‪x-1‬‬ ‫)‪lim (x - 1‬‬ ‫‪1-1‬‬ ‫‪0‬‬
‫‪x→1‬‬

‫ﻟﻠﻄﻼﺏ ﺑﻮﺻﻔﻬﺎ ﻣﺮﺟ ﹰﻌﺎ ﺇﺿﺎﻓ ﹼﹰﻴﺎ ﺧﺎﺭﺝ‬ ‫‪139‬‬ ‫‪ ‬‬ ‫‪8 - 2 ‬‬

‫ﺍﻟﺼﻒ‪.‬‬

‫‪139‬‬ ‫‪ ‬‬ ‫‪8 - 2‬‬

 ‫‪y‬‬
‫ﹸﻳﺴﻤﻰ ﻧﺎﺗﺞ ﺍﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ _0‬ﺍﻟﺼﻴﻐﺔ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩﺓ ؛ ﻷﻧﻪ ﻻ‬
‫‪0‬‬
‫_ = )‪f (x‬‬
‫‪x2 - 1 2‬‬ ‫ﻳﻤﻜﻨﻚ ﺗﺤﺪﻳﺪ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻣﻊ ﻭﺟﻮﺩ ﺻﻔﺮ ﻓﻲ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻗﺪ ﺗﻜﻮﻥ‬
‫‪x- 1‬‬
‫ﻣﻮﺟﻮﺩﺓ ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﺣﻘﻴﻘﻴﺔ‪ ،‬ﺃﻭ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﺃﻭ ﻣﺘﺒﺎﻋﺪﺓ ﻧﺤﻮ ∞ ﺃﻭ ∞‪ ،-‬ﻭ ﹸﻳﺒ ﱢﻴﻦ‬
‫‪O‬‬ ‫‪1‬‬ ‫‪x‬‬
‫_ ‪ lim‬ﻣﻮﺟﻮﺩﺓ ﻭﺗﺴﺎﻭﻱ ‪. 2‬‬ ‫‪x2 - 1‬‬
‫_ = )‪ f (x‬ﺃﻥ‬
‫‪x2 - 1‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫‪‬‬
‫‪ 3 ‬ﹸﻳﺒ ﱢﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺤﻠﻴﻞ؛ ﻓﻲ‬
‫‪x→1‬‬ ‫‪x-1‬‬ ‫‪x-1‬‬

‫ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺼﻴﻐﺔ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩﺓ ﺗﻈﻬﺮ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﺧﺎﻃﺊ ﻟﺨﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ‬
‫ﺍﻟﺼﻴﻐﺔ ﻗﺪ ﻳﺮﺷﺪﻧﺎ ﺇﻟﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻧﺴﺐ ﻹﻳﺠﺎﺩ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫ﻓﺒﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺟﺒﺮ ﹼﹰﻳﺎ ﻣﻦ ﺧﻼﻝ ﺗﺤﻠﻴﻞ ﻛﻞ ﻣﻦ‬ ‫‪_0‬‬
‫ﺇﺫﺍ ﻗﻤﺖ ﺑﺤﺴﺎﺏ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ‪ ،‬ﻭﻭﺻﻠﺖ ﺇﻟﻰ ﺍﻟﺼﻴﻐﺔ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩﺓ ‪ ، 0‬ﱢ‬ ‫‪‬‬
‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻭﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ‪.‬‬
‫ﺃﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫‪3‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪5 lim‬‬ ‫__‬
‫‪x2 - x - 6‬‬
‫‪(a‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫‪x→3‬‬ ‫‪x-3‬‬
‫‪lim‬‬ ‫_‬‫‪2‬‬
‫‪x - x - 20‬‬
‫‪(a‬‬ ‫‪1‬‬ ‫‪lim‬‬ ‫___‬
‫‪x+2‬‬
‫‪(b‬‬
‫‪x+4‬‬
‫‪x→-4‬‬
‫‪x→-2‬‬ ‫‪x 3 + 2x 2 - 3x - 6‬‬
‫ﻳﻨﺘﺞ ﻋﻦ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ _ =‬
‫‪(-4) 2 - (-4) - 20‬‬
‫__ ؛ ﻟﺬﺍ ﻓﺈﻥ ﻋﻠﻴﻨﺎ ﺗﺤﻠﻴﻞ ﺍﻟﻤﻘﺪﺍﺭ ﺟﺒﺮ ﹼﹰﻳﺎ‪ ،‬ﻭﺍﺧﺘﺼﺎﺭ ﺃﻱ‬ ‫‪0‬‬
‫‪-4 + 4‬‬ ‫‪0‬‬
‫ﻋﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ ﺑﻴﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‪.‬‬

‫‪‬‬ ‫_ ‪lim‬‬
‫‪x 2 - x - 20‬‬
‫‪x+4‬‬
‫)‪(x - 5)(x + 4‬‬
‫__ ‪= lim‬‬
‫‪x+4‬‬
‫‪ ‬‬
‫‪x →-4‬‬ ‫‪x→-4‬‬

‫‪‬‬
‫)‪(x - 5)(x + 4‬‬
‫__ ‪= lim‬‬ ‫‪ ‬ﻗﺪ ﻳﻈﻬﺮ ﻓﻲ ﺑﻌﺾ‬
‫‪x+4‬‬
‫ﺍﻷﺣﻴﺎﻥ ﻋﻨﺪ ﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪x→-4‬‬

‫‪‬‬
‫‪‬‬ ‫)‪= lim (x - 5‬‬
‫‪x→-4‬‬
‫ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﺟﺰﺀ ﻟﻠﻤﻨﺤﻨﻰ ﻛﻤﺎ‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪= (-4) - 5 = -9‬‬
‫ﻓﻲ ﺍﻟﻤﺜﺎﻝ ﺍﻹﺿﺎﻓﻲ ‪.3b‬‬
‫‪y‬‬ ‫ﻳﻌﺰﱢ ﺯ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪‬‬
‫ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬ ‫_ = )‪f x‬‬
‫‪x 2 - x - 20‬‬
‫‪−4 −2‬‬ ‫‪O‬‬ ‫‪x‬‬
‫(‪f‬‬
‫‪−4‬‬ ‫‪x+4‬‬

‫‪−8‬‬

‫__‬
‫‪f (x) = x‬‬
‫‪2‬‬
‫‪- x - 20‬‬
‫‪lim‬‬ ‫__‬
‫‪x-3‬‬
‫‪(b‬‬
‫‪x+ 4‬‬
‫‪x→3‬‬ ‫‪x 3 - 3x 2 - 7x‬‬
‫‪7 + 21‬‬ ‫‪‬‬
‫__ ‪.‬‬ ‫ﹶﻳﻨﺘﺞ ﻋﻦ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ _ =‬
‫‪3-3‬‬ ‫‪0‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪3 - 3(3) - 7(3) + 21‬‬ ‫‪0‬‬ ‫‪‬‬
‫__‬ ‫‪‬‬
‫‪x-3‬‬
‫__ ‪= lim‬‬ ‫‪x-3‬‬
‫‪‬‬ ‫‪lim‬‬
‫‪x→3 x 3 - 3x 2 - 7x + 21‬‬ ‫)‪x→3 (x 3-3x 2)+(-7x+21‬‬ ‫‪01‬‬ ‫ﻟﺬﺍ ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻧﻨﺎ ﻧﻬﺘﻢ ﻓﻘﻂ ﺑﺠﺰﺀ‬
‫‪‬‬
‫‪‬‬
‫__ ‪lim‬‬
‫‪=lim‬‬ ‫‪x-3‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﻗﺮﺏ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻧﺤﺴﺐ ﺍﻟﻨﻬﺎﻳﺔ‬
‫)‪x→3 x 2(x-3)-7(x-3‬‬
‫ﻋﻨﺪﻫﺎ‪ ،‬ﺃﻱ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ -2‬ﻓﻲ ﻫﺬﺍ‬
‫‪‬‬ ‫__ ‪lim‬‬
‫‪=lim‬‬ ‫‪x-3‬‬
‫‪x→3‬‬‫‪2‬‬
‫)‪(x -7)(x-3‬‬ ‫ﺍﻟﻤﺜﺎﻝ‪.‬‬
‫‪‬‬ ‫__ ‪= lim‬‬
‫‪2‬‬
‫‪x-3‬‬
‫‪x→3‬‬ ‫)‪(x - 7)(x - 3‬‬
‫‪‬‬
‫‪‬‬ ‫_ ‪= lim‬‬
‫‪2‬‬
‫‪1‬‬
‫‪x→3‬‬ ‫‪x -7‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬ ‫_=‬
‫‪2‬‬
‫‪1‬‬
‫_=‬
‫‪1‬‬
‫‪(3) - 7‬‬ ‫‪2‬‬
‫‪‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪_1‬‬ ‫__ ‪lim‬‬
‫‪x2 - 7x + 6‬‬
‫‪(3B‬‬
‫‪x 3 - 3x 2 - 4x + 12‬‬
‫__ ‪20 lim‬‬ ‫‪(3A‬‬
‫‪5‬‬ ‫‪x→6‬‬ ‫‪2‬‬
‫‪3x - 11x - 42‬‬ ‫‪x→-2‬‬ ‫‪x+2‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪140‬‬

‫‪ 8‬‬ ‫‪140‬‬

 ‫ﻳﻨﺘﺞ ﻋﻦ ﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻙ ﺑﻴﻦ ﺑﺴﻂ ﻭﻣﻘﺎﻡ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺩﺍﻟﺔ ﺟﺪﻳﺪﺓ ‪ ،‬ﻓﻔﻲ ﺍﻟﻤﺜﺎﻝ ‪ 3a‬ﻳﻨﺘﺞ ﻋﻦ ﺍﻻﺧﺘﺼﺎﺭ ﺑﻴﻦ‬
‫‪‬‬ ‫ﺑﺴﻂ ﻭﻣﻘﺎﻡ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﺩﺍﻟﺔ ﺟﺪﻳﺪﺓ ‪ ، g‬ﺣﻴﺚ‪:‬‬
‫_ = )‪f (x‬‬‫‪x 2 - x - 20‬‬
‫‪, g(x) = x - 5‬‬
‫‪ 4 ‬ﹸﻳﺒ ﱢﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻓﻜﺮﺓ ﺇﻧﻄﺎﻕ‬ ‫‪x+4‬‬
‫ﺇﻥ ﻗﻴﻢ ﻫﺎﺗﻴﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻣﺘﺴﺎﻭﻳﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ x‬ﺇﻻ ﻋﻨﺪﻣﺎ ‪ ، x = - 4‬ﻓﺈﺫﺍ ﺗﺴﺎﻭﺕ ﻗﻴﻢ ﺩﺍﻟﺘﻴﻦ ﺇﻻ ﻋﻨﺪ ﻗﻴﻤﺔ ﻭﺣﻴﺪﺓ ‪ ، c‬ﻓﺈﻥ‬
‫ﺍﻟﺒﺴﻂ ﺃﻭ ﺍﻟﻤﻘﺎﻡ؛ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ ‪.‬‬ ‫ﹸﺤﺴﺐ ﺍﻟﻨﻬﺎﻳﺔ‬
‫ﹸ‬ ‫ﻧﻬﺎﻳﺘﻴﻬﻤﺎ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ c‬ﻣﺘﺴﺎﻭﻳﺘﺎﻥ ؛ ﻷﻥ ﻗﻴﻤﺔ ﺍﻟﻨﻬﺎﻳﺔ ﻻ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗ‬
‫_ ‪. lim‬‬
‫‪x 2 - x - 20‬‬
‫‪x+4‬‬
‫ﻋﻨﺪﻫﺎ؛ ﻟﺬﺍ ﻓﺈﻥ )‪= lim (x - 5‬‬
‫‪‬‬ ‫ﹺ‬
‫ﺍﻟﺘﻌﻮﻳﺾ ﻓﻴﻬﺎ ﺻﻴﻐﺔ ﻏﻴﺮ ﻣﺤﺪﺩﺓ ‪ ،‬ﻫﻲ ﺇﻧﻄﺎﻕ ﺍﻟﺒﺴﻂ ﺃﻭ ﺍﻟﻤﻘﺎﻡ ﹰ‬
‫ﺃﻭﻻ‪ ،‬ﺛﻢ ﺍﺧﺘﺼﺎﺭ‬
‫‪x→-4‬‬
‫ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﺧﺮ￯ ﻹﻳﺠﺎﺩ ﻧﻬﺎﻳﺎﺕ ﹺ‬
‫ﻧﺎﺗﺞ‬
‫‪x→-4‬‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ‪.‬‬
‫_ ‪_1 .lim‬‬‫‪-2‬‬
‫‪√x‬‬
‫ﺍﺣﺴﺐ‬ ‫‪4‬‬
‫‪4 x→4 x - 4‬‬ ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫_ ‪. lim‬‬
‫‪√x‬‬ ‫‪-3‬‬
‫‬
‫‪x-9‬‬
‫ﺍﺣﺴﺐ‬
‫‪x→9‬‬
‫_ ؛ ﻟﺬﺍ ﺃﻧﻄﻖ ﺍﻟﺒﺴﻂ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺍﺧﺘﺼﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ‪.‬‬‫_ ‪9-3‬‬
‫√‬
‫ﹶﻳﻨﺘﺞ ﻋﻦ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ‪= 0‬‬
‫‪9-9‬‬ ‫‪0‬‬
‫‪x‬‬
‫√‬ ‫‪- 3  √x‬‬ ‫‪‬‬
‫‪ + 3‬‬ ‫_ ‪lim‬‬
‫‬ ‫_ ‪= lim‬‬
‫‪√x‬‬‫‪-3‬‬ ‫‬ ‫·‬
‫‪√x‬‬‫‪-3‬‬ ‫_‬
‫‪√x‬‬
‫‪+3‬‬
‫‪x→9 x - 9‬‬ ‫‪x→9‬‬ ‫‪x-9‬‬ ‫‪x‬‬
‫√‬ ‫‪+3‬‬

‫‪‬‬
‫‪‬‬ ‫__ ‪= lim‬‬
‫‪x-9‬‬
‫‪x→9‬‬ ‫‪(x - 9)( √x‬‬
‫)‪ + 3‬‬

‫‪‬‬ ‫__ ‪= lim‬‬

‫‪x-9‬‬
‫‪x→9‬‬ ‫‪(x - 9)( √x‬‬
‫)‪ + 3‬‬

‫‪‬‬
‫‪‬‬ ‫_ ‪= lim‬‬
‫‪1‬‬
‫‪x→9 √x‬‬
‫‬ ‫‪+3‬‬

‫‪ ‬‬ ‫_=‬

‫‪1‬‬
‫‪+3‬‬
‫‪√9‬‬

‫‪‬‬
‫‪‬‬ ‫_=‬
‫‪1‬‬
‫‪6‬‬

‫_ = )‪f (x‬‬
‫‪√x‬‬ ‫‪-3‬‬
‫‬ ‫ﻳﻌﺰﱢ ﺯ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﻵﻟﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻠﺪﺍﻟﺔ‬
‫‪x-9‬‬
‫‪‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬

‫‪‬‬
‫‪[-0.1, 20] scl: 1 by [-0.05, 0.4] scl: 0.05‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫_‪-‬‬
‫‪2 - √x‬‬
‫‬
‫‪lim _ (4B‬‬ ‫‪10 lim _ (4A‬‬
‫‪1‬‬ ‫‪+4‬‬
‫‪4‬‬ ‫‪x→0‬‬ ‫‪x‬‬ ‫‪x→25 √x‬‬ ‫‪-5‬‬

‫‪ ‬ﺩﺭﺳﺖ ﺳﺎﺑ ﹰﻘﺎ ﺃﻥ ﻟﺠﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻧﻔﺴﻪ ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻬﺎ ﺟﻤﻴ ﹰﻌﺎ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻧﻔﺴﻪ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫‪y‬‬
‫‪‬‬ ‫‪y‬‬ ‫‪n‬‬
‫‪f (x) = x 3‬‬
‫• ∞ = ‪lim x n‬‬
‫∞→‪x‬‬
‫‪f (x) = x 2‬‬
‫• ∞ = ‪lim x n‬‬
‫∞‪  n x→-‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬
‫• ∞‪lim x n = -‬‬
‫∞‪  n x→-‬‬

‫ﺇﻥ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻫﻮ ﺫﺍﺗﻪ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﺍﻟﻘﻮﺓ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺤﺪ‬
‫ﺃﻳﻀﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬ ‫ﺍﻟﺮﺋﻴﺲ ﻓﻲ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ‪ ،‬ﻭﻫﻮ ﺍﻟﺤﺪ ﺫﻭ ﺍﻟﻘﻮﺓ ﺍﻟﻜﺒﺮ￯‪ ،‬ﻭﻳﻤﻜﻨﻨﺎ ﻭﺻﻒ ﺫﻟﻚ ﹰ‬

‫‪141‬‬ ‫‪ ‬‬ ‫‪8 - 2 ‬‬

‫‪141‬‬ ‫‪ ‬‬ ‫‪8 - 2‬‬

   
  p(x) = a nx n + … + a 1x + a 0    
f(x) = ∞
lim f(
x→∞ x→∞
n
lim p(x) = lim a n x , lim p(x) = lim a n x
x→-∞ x→-∞
n x→c
 
‫ ﹸﻳﺒ ﱢﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ‬5 
‫ ﺗﺬﻛﱠﺮ ﺃﻥ ﻛﻮﻥ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬.‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺎﺗﻴﻦ ﺍﻟﺨﺎﺻﻴﺘﻴﻦ ﻟﺤﺴﺎﺏ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺣﺪﻭﺩ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‬

x 
.∞- ،∞ ‫ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻋﻨﺪ ﺍﻻﻗﺘﺮﺍﺏ ﻣﻦ‬
.‫ﻣﺘﻨﺎﻗﺼﺎ ﺑﻼ ﺣﺪﻭﺩ‬
‫ﹰ‬ ‫ ﻭﻟﻜﻨﻪ ﻭﺻﻒ ﻟﺴﻠﻮﻙ ﻣﻨﺤﻨﺎﻫﺎ؛ ﻓﺈﻣﺎ ﺃﻥ ﻳﻜﻮﻥ ﻣﺘﺰﺍﻳﺪﹰ ﺍ ﺑﻼﺣﺪﻭﺩ ﺃﻭ‬،‫ ﻻ ﻳﻌﻨﻲ ﺃﻧﻬﺎ ﻣﻮﺟﻮﺩﺓ‬-∞ ‫∞ ﺃﻭ‬  c

 5   
 

 
:‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ -∞
a > 0
:‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 5
lim (x 3 - 2x 2 + 5x - 1) (a


x→-∞
lim (x 3 - 2x 2 + 5x - 1) = lim x 3 -a
a (∞)= ∞,
a (∞)= -∞
∞ lim
x→-∞
(2x 4 + x 3 - 7) (a
x→-∞ x→-∞
 = -∞ -∞ lim
x→-∞
(x 5 - x 2 + 8) (b
2
lim (4 + 3x - x ) (b
x→∞
∞ lim (x 3 - 2x 2 +x- 7) (c
 lim (4 + 3x - x ) = lim -x 2
2 x→∞
x→∞ x→∞
 = - lim x 2
x→∞
 = -∞
lim (5x 4 - 3x) (c
x→-∞
 lim (5x 4 - 3x) = lim 5x 4
x→-∞ x→-∞
 = 5 lim x 4
x→-∞
 =5×


:‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
-∞ lim (2x - 6x 2 + 4x 5) (5C ∞ lim (4x 6 + 3x 5 - x) (5B -∞ lim (-x 3 - 4x 2 + 9) (5A
∞x→-∞ x→-∞ x→∞

.‫ﻭﻟﺤﺴﺎﺏ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﺧﺼﺎﺋﺺ ﺃﺧﺮ￯ ﻟﻠﻨﻬﺎﻳﺎﺕ‬

  

 
  
lim _1
= lim _ 1
=0   a(x) ، f (x) = _ 1
a(x)
x→∞ x x→-∞ x
y y
.a(x) ≠ 0

( )= _
f (x 1 ( )= _
f (x 1
x x

O x O x

lim _
 x→±∞ 1
= 0 n 
xn

‫ ﻭﺫﻟﻚ ﺑﻘﺴﻤﺔ ﻛﻞ ﺣﺪ ﻓﻲ ﺑﺴﻂ ﻭﻣﻘﺎﻡ‬، ‫ﻭﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺨﺎﺻﻴﺔ ﻟﺤﺴﺎﺏ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‬
.‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻠﻰ ﺃﻋﻠﻰ ﻗﻮﺓ ﻟﻤﺘﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ‬

 8  142

 8 142

  6 
 :‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﺃﻣﻜﻦ‬
‫ ﹸﻳﺒ ﱢﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺎﺕ ﺩﻭﺍﻝ‬6  lim _
4x + 5
(a
x→∞ 8x - 3
.‫ﻧﺴﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‬ _
4x
+_
5
lim _ = lim _
4x + 5 x x
x 
x→∞ _
x→∞ 8x - 3 8x
-_
3


x x
4+_
5
= lim _
x

 x→∞
8-_
3
:‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﻧﻬﺎﻳﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ 6 lim 4 + 5 lim _
1
x

_2 _ = __
x→∞ x→∞ x
2x + 1    
lim (a lim 8 - 3 lim _
1
3 x→-∞ 3x - 4 x→∞ x→∞ x

=_=_
4+5·0
1
∞ lim __
2x 3 - x 2
(b

8-3·0 2
x→∞ 3x 2 - 1 y
‫ ﺍﻟﻤﺠﺎﻭﺭ‬f (x) = _
4x + 5
‫ﻳﻌﺰﱢ ﺯ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ 
2.5 lim ___
5x 3 + 2x 2 - x + 1
(c (x) = 4x
f(x
f( 4 +5
8x 3
8x
8x - 3
‹ .‫ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‬
x→∞ 2x 3 - x 2 + 3x - 2

O x
2
_
lim 6x 3 - x (b
x→-∞ 3x + 1
_
6x 2
-_
x
 x 3  lim _
6x 2 - x
3
= lim _
x3 x3
x→-∞ _
+_
x→-∞ 3
3x + 1 3x 1

‫ ﺗﻮﺟﺪ ﺛﻼﺙ‬ x3
_6 - _
1
x3

‫ﺣﺎﻻﺕ ﻋﻨﺪ ﺣﺴﺎﺏ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪﻭﺍﻝ‬

x

 = lim _ x2
x→-∞
3+_
1
. ‫ ﻣﻦ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‬x ‫ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬ 3
x

6 lim _
1
- lim _
1

‫( ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﺃﻛﺒﺮ ﻣﻦ ﺩﺭﺟﺔ‬1     = __
x→-∞ x
x x→-∞ 2

lim 3 + lim _
1
،-∞ ‫ ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺇﻣﺎ ∞ ﺃﻭ‬،‫ﺍﻟﻤﻘﺎﻡ‬ x→-∞ 3 x→-∞ x  

=_
6·0-0
‫ﺑﺤﺴﺐ ﺇﺷﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﺮﺋﻴﺲ ﻓﻲ ﱟ‬
 =0
‫ﻛﻞ ﻣﻦ‬ 3+0 
x
.‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‬ lim _
5x 4
(c 
x→∞ 9x 3 + 2x  (1
‫( ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﻣﺴﺎﻭﻳﺔ ﻟﺪﺭﺟﺔ‬2 x 4  lim _
5x 4
= lim _
5  
-∞  ∞ 
‫ ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﺴﺎﻭﻳﺔ ﻟﻨﺎﺗﺞ ﻗﺴﻤﺔ‬،‫ﺍﻟﻤﻘﺎﻡ‬
x→∞ _
9
+_
2
x→∞ 3
9x + 2x
x 3
x 

‫ﻣﻌﺎﻣﻠﻲ ﺍﻟﺤﺪﻳﻦ ﺍﻟﺮﺋﻴﺴﻴﻦ ﻓﻲ ﺍﻟﺒﺴﻂ‬ lim 5
   = __
x→∞  (2
.‫ﻭﺍﻟﻤﻘﺎﻡ‬ 9 lim _
x→∞
1
+ 2 lim _
x
1
3 x→∞ x
 

‫( ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﺃﻗﻞ ﻣﻦ ﺩﺭﺟﺔ‬3  =_
5
=_
5
9·0+2·0 0


.‫ ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺻﻔﺮ‬، ‫ﺍﻟﻤﻘﺎﻡ‬ ‫ ﻓﺈﻧﻨﺎ ﻧﻜﻮﻥ ﻗﺪ ﻃﺒﻘﻨﺎ ﹰ‬،‫ﻭﺣﻴﺚ ﺇﻥ ﻧﻬﺎﻳﺔ ﺍﻟﻤﻘﺎﻡ ﺻﻔﺮ‬
‫ ﻋﻠﻰ‬5 ‫ ﺇﻻ ﺃﻧﻨﺎ ﻧﻌﻠﻢ ﺃﻧﻪ ﻋﻨﺪ ﻗﺴﻤﺔ ﺍﻟﻌﺪﺩ‬،‫ﺧﻄﺄ ﺧﺎﺻﻴﺔ ﺍﻟﻘﺴﻤﺔ‬  (3
‫ﹴ‬
.∞ ‫ ﺃﻱ ﺃﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻫﻲ‬، ‫ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺤﺪﻭﺩ‬ ‫ﻛﺒﻴﺮﺍ‬
‫ﹰ‬ ‫ﺳﻴﻜﻮﻥ‬ ‫ ﻓﺈﻥ ﺍﻟﻨﺎﺗﺞ‬،‫ﻗﻴﻢ ﺻﻐﻴﺮﺓ ﻣﻮﺟﺒﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﺼﻔﺮ‬  


:‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
  3 2 2
lim __ lim _ (6B lim _
7x - 3x + 1 -3x + 7 5
3.5 x→∞ 3
(6C -∞ x→∞ 0 (6A
5x + 1 x→-∞ x - 10
‫ﺻﻔﺮﺍ ﻋﻨﺪ‬
‫ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻘﺎﻡ ﹰ‬
2x + 4x

،‫ ﻭﻛﺎﻥ ﺍﻟﺒﺴﻂ ﻋﺪ ﹰﺩﺍ ﻏﻴﺮ ﺍﻟﺼﻔﺮ‬،‫ﺣﺴﺎﺏ ﻧﻬﺎﻳﺔ‬ 143   8 - 2 

.-∞ ‫ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺇﻣﺎ ∞ ﺃﻭ‬

143   8 - 2

 ‫ﺩﺭﺳﺖ ﺳﺎﺑ ﹰﻘﺎ ﺃﻥ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﻫﻲ ﺩﺍﻟﺔ ﻣﺠﺎﻟﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﻣﺪﺍﻫﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ؛ ﻟﺬﺍ‬
‫ﻓﺈﻥ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﻏﻴﺮ ﺍﻟﻤﻨﺘﻬﻴﺔ ﻫﻲ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﻋﻨﺪﻣﺎ ∞ → ‪ . n‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ ‪ ،‬ﻓﺈﻥ ﻗﻴﻤﺔ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻫﻲ ﺍﻟﻌﺪﺩ‬ ‫‪‬‬
‫_ = )‪ ، f (n‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ‬ ‫‪_1 _1 _1‬‬ ‫ﹰ‬
‫ﺍﻟﺬﻱ ﺗﻘﺘﺮﺏ ﻣﻨﻪ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ‪ .‬ﻓﻤﺜﻼ ﻳﻤﻜﻦ ﻭﺻﻒ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ … ‪ a n = 1 , 2 , 3 , 4 ,‬ﺑـ ‪n‬‬
‫‪1‬‬

‫_‬ ‫‪ 7 ‬ﹸﻳﺒ ﱢﻴ ﹸﻦ ﻛﻴﻔﻴﺔ ﺣﺴﺎﺏ ﻧﻬﺎﻳﺔ ﻣﺘﺘﺎﺑﻌﺔ‬

‫ﺻﺤﻴﺢ ﻣﻮﺟﺐ ‪ .‬ﻭﺑﻤﺎ ﺃﻥ ‪ ، lim = 0‬ﻓﺈﻥ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﺼﻔﺮ‪.‬‬
‫‪1‬‬
‫ﻣﺘﻘﺎﺭﺑﺔ‪.‬‬
‫∞→‪n‬‬ ‫‪n‬‬

‫‪‬‬ ‫‪7‬‬ ‫‪‬‬

‫ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﻛﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﻭﺟﺪﺕ‪:‬‬ ‫‪‬‬
‫_ = ‪an‬‬
‫‪3n + 1‬‬
‫‪(a‬‬
‫‪n+5‬‬
‫_ ‪lim‬‬
‫‪3n + 1‬‬
‫ﻟﺤﺴﺎﺏ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ‪ ،‬ﺃﻭﺟﺪ‬ ‫ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﻛﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ‬ ‫‪7‬‬
‫‪n→∞ n + 5‬‬
‫_‪3+‬‬
‫‪1‬‬ ‫ﻭﺟﺪﺕ‪:‬‬
‫_ ‪lim _ = lim‬‬
‫‪3n + 1‬‬ ‫‪n‬‬
‫‪n ‬‬
‫‪a n = _ (a‬‬
‫∞→‪n‬‬ ‫‪n+5‬‬ ‫∞→‪n‬‬
‫_‪1+‬‬
‫‪5‬‬ ‫‪2n + 3‬‬
‫‪n‬‬
‫_ ‪lim 3 + lim‬‬
‫‪1‬‬ ‫‪n+4‬‬
‫__ =‬
‫‪n‬‬
‫‪  ‬‬ ‫∞→ ‪n‬‬ ‫∞→ ‪n‬‬
‫‪Lim a = 2‬‬
‫_ ‪lim 1 + 5 lim‬‬
‫‪1‬‬ ‫‪n→∞ n‬‬
‫‪n‬‬
‫‪3  (n + 3)(n + 4) ‬‬
‫∞→ ‪n‬‬ ‫∞→ ‪n‬‬

‫‪‬‬ ‫‪=_=3‬‬
‫‪3+0‬‬ ‫‪b n = _2  __  (b‬‬
‫‪1+5·0‬‬ ‫‪n ‬‬ ‫‪9‬‬ ‫‪‬‬
‫ﺃﻱ ﺃﻥ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﻫﻲ ‪ ، 3‬ﺑﻤﻌﻨﻰ ﺃﻥ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ‪. 3‬‬
‫‪Lim bn = _1‬‬
‫ﺟﺪﻭﻻ‪ ،‬ﻭﺍﺧﺘﺮ ﻗﻴﻤﺎ ﻣﺘﻌﺪﺩﺓ ﹺ‬ ‫∞→‪n‬‬ ‫‪3‬‬
‫ﻟـ ‪. n‬‬ ‫ﹰ‬ ‫ﹰ‬ ‫ﻛﻮﻥ‬
‫‪ ‬ﹼ‬
‫‪n‬‬ ‫‪1‬‬ ‫‪20‬‬ ‫‪40‬‬ ‫‪60‬‬ ‫‪80‬‬ ‫‪90‬‬ ‫‪100‬‬ ‫‪1000‬‬ ‫‪10000‬‬

‫‪an‬‬ ‫‪0.6667‬‬ ‫‪2.44‬‬ ‫‪2.6889‬‬ ‫‪2.7846‬‬ ‫‪2.8353‬‬ ‫‪2.8526‬‬ ‫‪2.8667‬‬ ‫‪2.9861‬‬ ‫‪2.9986‬‬

‫ﻧﻼﺣﻆ ﺃﻥ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 3‬ﻛﻠﻤﺎ ﻛﺒﺮﺕ ‪. n‬‬

‫‪b n = 54 ‬‬‫__‬
‫‪ n 2 (n + 1) 2 ‬‬
‫‪¹ (b‬‬
‫‪n ‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﺍﻟﺤﺪﻭﺩ ﺍﻟﺨﻤﺴﺔ ﺍﻷﻭﻟﻰ ﺑﺼﻮﺭﺓ ﺗﻘﺮﻳﺒﻴﺔ ﻫﻲ ‪ . 5, 2.813, 2.222, 1.953, 1.8‬ﻭﺍﻵﻥ ﺃﻭﺟﺪ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪n (n + 1) ‬‬ ‫‪n (n + 2n + 1) ‬‬
‫_ ‪lim‬‬
‫∞→‪  n‬‬ ‫_‪5 ‬‬
‫‪‬‬ ‫_ ‪¹ = lim‬‬
‫__‪5 ‬‬
‫‪‬‬ ‫‪¹‬‬
‫‪4‬‬
‫‪n ‬‬ ‫‪4‬‬ ‫‪n→∞ 4‬‬ ‫‪‬‬ ‫‪n ‬‬ ‫‪4‬‬ ‫‪‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬
‫__ ‪= lim‬‬
‫‪5n + 10n + 5n‬‬
‫‪‬‬ ‫∞→‪n‬‬ ‫‪4‬‬
‫‪4n‬‬
‫_ ‪lim 5 + 10 lim‬‬
‫‪1‬‬
‫_ ‪+ 5 lim‬‬
‫‪1‬‬
‫‪ ،n 4 ‬‬ ‫___ =‬
‫∞→‪n‬‬‫‪n‬‬ ‫∞→‪n‬‬ ‫‪2‬‬ ‫‪n‬‬ ‫∞→‪n‬‬
‫‪  ‬‬ ‫‪lim 4‬‬
‫∞→‪n‬‬

‫‪‬‬ ‫_=‬
‫‪5‬‬
‫‪= 1.25‬‬
‫‪4‬‬
‫ﺃﻱ ﺃﻥ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﻫﻲ ‪ ، 1.25‬ﺑﻤﻌﻨﻰ ﺃﻥ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ‪.1.25‬‬
‫ﻗﻴﻤﺎ ﻛﺒﻴﺮﺓ ﻟـ ‪ . n‬ﻗﻴﻢ ) ‪ b n‬ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ(‬
‫ﻛﻮﻥ ﺟﺪﻭﻝ ﻗﻴﻢ‪ ،‬ﻭﺍﺧﺘﺮ ﹰ‬
‫ﹼ‬ ‫‪‬‬
‫∞‬ ‫‪n‬‬
‫‪n‬‬ ‫‪10‬‬ ‫‪100‬‬ ‫‪1000‬‬ ‫‪10000‬‬ ‫‪100000‬‬

‫‪bn‬‬ ‫‪1.51‬‬ ‫‪1.28‬‬ ‫‪1.25‬‬ ‫‪1.25‬‬ ‫‪1.25‬‬

‫‪‬‬
‫ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﻛﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﻭﺟﺪﺕ‪:‬‬
‫‪ n(n + 1)(2n + 1) ‬‬
‫_ = ‪3 cn‬‬
‫__ ‪9‬‬
‫‪‬‬ ‫‪¹ (7C‬‬ ‫= ‪∞ bn‬‬ ‫_‬
‫‪2n 3‬‬
‫‪(7B‬‬ ‫_ = ‪0 an‬‬ ‫‪4‬‬
‫‪(7A‬‬
‫‪3‬‬
‫‪n ‬‬ ‫‪6‬‬ ‫‪‬‬ ‫‪3n + 8‬‬ ‫‪2‬‬
‫‪n +1‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪144‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺑﻌﺪ ﹶﺣ ﹼﻞ ﻛﻞ ﻣﺜﺎﻝ ﺃﻥ ﻳﻌﻤﻠﻮﺍ ﻣﻦ ﺧﻼﻝ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ ﻣﻦ‬
‫ﺍﻟﺤ ﹼﻞ‪ ،‬ﺗﻘﺎﺭﻥ ﺣﻠﻮﻟﻬﺎ ﻣﻊ‬
‫ﻟﺤ ﹼﻞ ﺗﺪﺭﻳﺒﺎﺕ ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ‪ ،‬ﻭﻋﻨﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﹶ‬ ‫ﻃﻼﺏ ﻣﺘﻔﺎﻭﺗﻲ ﺍﻟﻘﺪﺭﺍﺕ؛ ﹶ‬
‫ﺣﻠﻮﻝ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻷﺧﺮ￯‪ ،‬ﺛﻢ ﺗﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻊ ﺍﻟﻄﻼﺏ ﺟﻤﻴ ﹰﻌﺎ‪ ،‬ﻭﻣﻨﺎﻗﺸﺔ ﺍﻷﺧﻄﺎﺀ ﻭﺗﻮﺿﻴﺢ ﻣﺎ ﻳﻠﺰﻡ‪.‬‬

‫‪ 8‬‬ ‫‪144‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫‪  (26‬ﺗﺤﺘﻮﻱ ﻣﺎﺩﺓ ﻫﻼﻣﻴﺔ ﻋﻠﻰ ﺣﻴﻮﺍﻥ ﺍﻹﺳﻔﻨﺞ‪ ،‬ﻭﻋﻨﺪ ﻭﺿﻊ‬
‫ﺍﻟﻤﺎﺩﺓ ﺍﻟﻬﻼﻣﻴﺔ ﻓﻲ ﺍﻟﻤﺎﺀ‪ ،‬ﻓﺈﻥ ﺣﻴﻮﺍﻥ ﺍﻹﺳﻔﻨﺞ ﻳﺒﺪﺃ ﺑﺎﻣﺘﺼﺎﺹ ﺍﻟﻤﺎﺀ‬
‫ﺍﺳﺘﻌﻤﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﺤﺴﺎﺏ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪1 :‬‬
‫‪2‬‬
‫‪ ‬‬ ‫__ ‪29 lim‬‬
‫‪x + 4x + 13‬‬
‫‪(2‬‬ ‫‪-25 lim (5x - 10) (1‬‬
‫_ = )‪، »(t‬‬
‫‪105t 2‬‬
‫‪2‬‬
‫ﻭﺍﻟﺘﻀﺨﻢ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺫﻟﻚ ﺑﺎﻟﺪﺍﻟﺔ ‪+ 25‬‬ ‫‪x→5‬‬ ‫‪x-3‬‬ ‫‪x→-3‬‬
‫‪10 + t‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-32‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫ﺣﻴﺚ » ﻃﻮﻝ ﺣﻴﻮﺍﻥ ﺍﻹﺳﻔﻨﺞ ﺑﺎﻟﻤﻠﻤﺘﺮﺍﺕ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﻭﺿﻌﻪ ﻓﻲ‬ ‫‪-46 lim [x 2(x + 1) + 2] (4 21.11 lim (_1x + 2 x +‬‬ ‫‪√x‬‬
‫‬ ‫)‬ ‫‪(3‬‬
‫ﺍﻟﻤﺎﺀ‪6.‬‬ ‫‪x→-4‬‬ ‫‪x→9‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪42‬‬ ‫_ ‪lim‬‬
‫‪x -x‬‬‫‪4‬‬
‫‪(6‬‬
‫‪3‬‬
‫_ ‪6 lim‬‬
‫‪x - 10x‬‬
‫‪(5‬‬
‫‪2‬‬
‫‪2‬‬
‫‪x→-6‬‬ ‫‪x‬‬ ‫‪x→12‬‬ ‫‪√x‬‬
‫‪+4‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ﺇﺫﺍ ﻛﺎﻥ ﻣﻤﻜﻨﹰﺎ‪ ،‬ﻭﺇﻻ‬
‫‬ ‫‬ ‫‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫ﻓﺎﺫﻛﺮ ﺍﻟﺴﺒﺐ‪ (7, 10 2 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪t=0‬‬ ‫‪t = t1‬‬ ‫‪t = tn‬‬
‫‪x2 + 9‬‬
‫‪lim _ (7‬‬
‫‪x→16 √x‬‬
‫‬ ‫‪-4‬‬
‫‪ (a‬ﻣﺎ ﻃﻮﻝ ﺣﻴﻮﺍﻥ ﺍﻹﺳﻔﻨﺞ ﻗﺒﻞ ﻭﺿﻌﻪ ﻓﻲ ﺍﻟﻤﺎﺀ؟ ‪25 mm‬‬
‫‪‬‬ ‫‪ (b‬ﻣﺎ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ∞ → ‪t‬؟ ‪130 mm‬‬
‫‪30 lim (4x 3 - 3x 2 + 10) (8‬‬
‫‪x→2‬‬

‫_ ‪2 lim‬‬
‫‪x 3 + 9x + 6‬‬
‫‪(9‬‬
‫‪ ‬ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ‬ ‫ﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ » ﻭﻃﻮﻝ ﺣﻴﻮﺍﻥ ﺍﻹﺳﻔﻨﺞ‪.‬‬
‫‪ (c‬ﱢ‬ ‫‪x→3‬‬ ‫‪2‬‬ ‫‪x + 5x + 6‬‬
‫ﻟﻦ ﻳﺘﻌﺪ￯ ﻃﻮﻝ ﺣﻴﻮﺍﻥ ﺍﻹﺳﻔﻨﺞ ‪130 mm‬‬
‫ﻧﺴﺒﻴﺔ‪ ،‬ﻗﺪ ﻳﺴﺘﻌﻤﻞ ﺑﻌﺾ ﺍﻟﻄﻼﺏ‬ ‫‪- x (10‬‬
‫‬
‫‪lim √2‬‬
‫‪x→3‬‬

‫ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‪ ،‬ﻭﻳﺤﺪﺩ ﹰ‬

‫ﺧﻄﺄ‬ ‫( ‪lim‬‬ ‫‪3x 2‬‬ ‫‪- 10x + 35 ) (11‬‬
‫ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﻛﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪7 :‬‬ ‫‪x→9‬‬
‫ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﺑﺎﻟﻘﻴﻤﺔ ‪ _00‬؛ ﻟﺬﺍ ﺫﻛﱢﺮﻫﻢ‬ ‫‪188‬‬
‫‪lim (- x 2 + 3x +‬‬ ‫‪√x‬‬ ‫‪) (12‬‬
‫_ = ‪0 an‬‬
‫‪8n + 1‬‬
‫‪(27‬‬ ‫‬
‫ﺑﺘﺒﺴﻴﻂ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬
‫‪x→10‬‬
‫‪2‬‬
‫‪n -3‬‬ ‫‪-66.84‬‬
‫ﺑﺤﺴﺐ ﻧﻈﺮﻳﺔ ﺁﻳﻨﺸﺘﺎﻳﻦ ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﻓﺈﻥ ﻛﺘﻠﺔ ﺟﺴﻢ ﻳﺘﺤﺮﻙ‬ ‫‪‬‬
‫ﻗﺒﻞ ﺇﻳﺠﺎﺩ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬ ‫__ = ‪-4 a n‬‬
‫‪2‬‬
‫‪-4n + 6n - 1‬‬
‫‪(28‬‬
‫‪(13‬‬
‫‪m0‬‬
‫_‬
‫‪2‬‬
‫‪n + 3n‬‬ ‫= ‪ ،m‬ﺣﻴﺚ ‪ c‬ﺳﺮﻋﺔ ﺍﻟﻀﻮﺀ‪،‬‬ ‫ﺑﺴﺮﻋﺔ ‪ v‬ﺗﹸﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‬
‫‪ ‬ﻟﻠﺘﻤﺎﺭﻳﻦ ‪،7 – 12‬‬
‫√‬
‫_‪1-‬‬
‫‪2‬‬
‫‪v‬‬
‫‪2‬‬
‫ﻳﺠﺐ ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻄﻼﺏ ﺃﻧﻪ ﻟﻴﺲ‬
‫‪2‬‬
‫_ = ‪2 an‬‬
‫‪12n + 2‬‬ ‫‪c‬‬
‫‪(29‬‬
‫‪2‬‬
‫‪6n - 1‬‬ ‫‪ m 0‬ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺃﻭ ﻛﺘﻠﺘﻪ ﻋﻨﺪﺍﻟﺴﻜﻮﻥ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺑﺈﻣﻜﺎﻧﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ‬ ‫ﻭﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻭ ‪2 . m 0‬‬
‫ﺃﻭﺟﺪ ‪ ، lim m‬ﹼ‬
‫‪v →0‬‬
‫ﺍﻟﻤﺒﺎﺷﺮ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﺗﺘﻀﻤﻦ‬
‫‪2‬‬
‫__ = ‪∞ a n‬‬
‫‪8n + 5n + 2‬‬
‫‪(30‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪3 , 4 :‬‬
‫‪3 + 2n‬‬
‫ﺻﻔﺮﺍ ﻓﻲ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﺃﻭ ﺇﺫﺍ ﻛﺎﻥ ﻣﺎ‬
‫ﹰ‬
‫ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻋﺪ ﹰﺩﺍ ﺳﺎﻟ ﹰﺒﺎ؛ ﻟﺬﺍ ﻳﺠﺐ‬
‫‪_1‬‬‫_= ‪a‬‬
‫_‪1 ‬‬
‫‪‬‬
‫‪n 2(n + 1) 2 ‬‬
‫‪¹ (31‬‬ ‫_ ‪8 lim‬‬
‫‪4x‬‬
‫‪(15‬‬ ‫_ ‪3 lim‬‬ ‫‪2‬‬
‫‪2‬‬
‫‪x + 4x - 5‬‬
‫‪(14‬‬
‫‪4 n n4 ‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪x→0‬‬ ‫√‬
‫‪x+1 -1‬‬ ‫‪x→1‬‬ ‫‪x -1‬‬

‫ﻋﻠﻴﻬﻢ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻻﺕ‪ .‬ﺗﻮﺿﻴﺢ‬ ‫‪4x 2 + 21x + 5‬‬

‫‪n(2n + 1)(n + 1) ‬‬ ‫_ ‪-12 lim‬‬
‫‪2x‬‬
‫__ ‪(17 1.46 lim‬‬ ‫‪(16‬‬
‫_ = ‪an‬‬
‫__‪12 ‬‬
‫ﺳﺒﺐ ﻋﺪﻡ ﺇﻣﻜﺎﻧﻴﺔ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪‬‬ ‫‪¹ (32‬‬ ‫‪2‬‬
‫‪x→0‬‬ ‫‪3 - √x‬‬
‫‬
‫‪+9‬‬ ‫‪x→-5‬‬ ‫‪3x + 17x + 10‬‬
‫‪n2 ‬‬ ‫‪6‬‬ ‫‪‬‬
‫∞‬
‫ﻟﻬﺬﻩ ﺍﻟﺪﻭﺍﻝ ﺑﺎﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‬
‫‪_1‬‬ ‫‪√x‬‬
‫__ ‪lim _ (19 -8 lim‬‬
‫‪+3-3‬‬ ‫‪x 2 - 2x - 15‬‬
‫‪(18‬‬
‫ﹰ‬ ‫‪6‬‬ ‫‪x-6‬‬
‫ﻭﻋﺪﻡ ﺍﻟﻠﺠﻮﺀ ﺇﻟﻰ ﺍﻟﺘﺒﺴﻴﻂ‪.‬‬
‫‪x→6‬‬ ‫‪x→-3‬‬ ‫‪x+3‬‬
‫ﻟﺤﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻭﺍﻟﻴﺴﺎﺭ‪:‬‬
‫‪ ‬ﻟﻠﺘﻤﺎﺭﻳﻦ ‪،37 – 39‬‬ ‫‪ x-3 ,‬‬ ‫‪x ≤ -2‬‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪5 , 6 :‬‬
‫ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﻀﺒﻂ ﺍﻟﺤﺎﺳﺒﺔ‬
‫‪-5 lim ‬‬
‫‪x→-2  2x - 1 ,‬‬ ‫‪x > -2‬‬
‫‪(33‬‬
‫‪_3‬‬ ‫__ ‪lim‬‬
‫‪3‬‬
‫‪3x - 10x + 2‬‬
‫‪(21∞ lim ( 5 - 2x 2 + 7x 3 ) (20‬‬
‫‪4‬‬ ‫∞→‪x‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪4x + 20x‬‬ ‫∞→‪x‬‬

‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﻋﻠﻰ ﻭﺿﻌﻴﺔ ﺍﻟﺮﺍﺩﻳﺎﻥ ﻭﻟﻴﺲ‬ ‫‪ 5 - x2 ,‬‬ ‫‪x≤0‬‬ ‫∞‪-‬‬

‫‪5 lim ‬‬ ‫‪(34‬‬ ‫__ ‪lim‬‬
‫∞→‪∞ x‬‬ ‫‪14x 3 - 12x‬‬
‫‪(23 lim (10 x+14+6 x 2-x 4 ) (22‬‬
‫ﺍﻟﺪﺭﺟﺎﺕ‪.‬‬ ‫‪x→0‬‬
‫‪ 5-x ,‬‬ ‫‪x>0‬‬ ‫‪2‬‬ ‫∞→‪x‬‬
‫‪4x + 13x - 8‬‬

‫‪ (x - 2) 2 +1 ,‬‬ ‫‪3‬‬

‫__ ‪lim‬‬
‫‪4‬‬
‫‪x≤2‬‬ ‫__ ‪(25 0 lim‬‬
‫‪10x - 2‬‬ ‫‪6x +2x-11‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫‪lim ‬‬ ‫‪(35‬‬ ‫∞→‪2 x‬‬
‫‪5x 4 + 3x 3 - 2x‬‬ ‫‪x→∞ -x 5 + 17x 3 + 4x‬‬
‫‪(24‬‬
‫‪x→2‬‬
‫‪ x-6‬‬ ‫‪,‬‬ ‫‪x>2‬‬
‫‪‬‬
‫ﺻﻔﺮﺍ‬
‫‪ (7‬ﻟﻴﺲ ﻣﻤﻜﻨﹰﺎ؛ ﻓﺎﻟﻤﻘﺎﻡ ﻳﺴﺎﻭﻱ ﹰ‬
‫‪145‬‬ ‫‪ ‬‬ ‫‪8 - 2 ‬‬

‫ﻋﻨﺪﻣﺎ ‪. x = 16‬‬
‫‪ (10‬ﻟﻴﺲ ﻣﻤﻜﻨﹰﺎ؛ ‪ ،‬ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ‬
‫(‪ ،f‬ﻫﻲ ‪ -1‬ﻋﻨﺪﻣﺎ‬
‫√‬ ‫‬ ‫√ = )‪f(x‬‬ ‫‪2-x‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ x = 3‬ﻭﻫﻲ ﻟﻴﺴﺖ ﻣﻌﺮﻓﺔ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ .lim‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﺳﺮﻋﺔ‬‫‪v→0‬‬
‫‪m = m 0 (13‬‬ ‫‪51–61 ، 49 ،48 ، 1–32‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫ﺍﻟﺠﺴﻢ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻓﺈﻥ ﻛﺘﻠﺘﻪ ﺗﻘﺘﺮﺏ‬ ‫‪ 1-37‬ﻓﺮﺩﻱ‪ 41 -47 ،40 ،‬ﻓﺮﺩﻱ‪51-61 ،49 ،48 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫ﻣﻦ ﻛﺘﻠﺘﻪ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‪ ،‬ﺃﻭ ﻛﺘﻠﺘﻪ ﻓﻲ ﻭﺿﻊ‬
‫ﺍﻟﺴﻜﻮﻥ‪.‬‬ ‫‪33 – 61‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪145‬‬ ‫‪ ‬‬ ‫‪8 - 2‬‬

 ‫‪‬‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪ (37- 39 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪lim (1 + x + 2 x - cos x) (38‬‬ ‫_ ‪lim‬‬
‫‪sin x‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ )‪ f (x‬ﺃﺩﻧﺎﻩ ﻹﻳﺠﺎﺩ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪x→0‬‬ ‫‪x→π‬‬ ‫‪x (37‬‬
‫‪ 4‬‬
‫_ ‪-0.5 lim‬‬ ‫_ ‪limπ‬‬
‫‪y‬‬ ‫‪8 -1‬‬ ‫‪1 - √x‬‬
‫‪ (40‬‬ ‫‪tan 2x‬‬
‫‪(39‬‬
‫‪-1 ،-1‬‬ ‫‪f (-2) ، lim f (x) (54‬‬
‫‪x→1 x - 1‬‬ ‫_→‪x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﻛﺘﺎﺑﺔ‬
‫ﺗﻮﺿﻴﺢ ﻣﺨﺘﺼﺮ ﻟﻠﺤﺎﻻﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﻓﻴﻬﺎ‬
‫‪x→-2‬‬

‫ﺃﻭﺟﺪ __ ‪ lim‬ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫)‪f (x + h) - f (x‬‬
‫‪ ،0‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬ ‫‪f (0) ، lim f (x) (55‬‬
‫)‪f x‬‬
‫(‪f‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪x→0‬‬ ‫‪h→0‬‬ ‫‪h‬‬
‫ﺣﺴﺎﺏ ﻧﻬﺎﻳﺔ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ‬
‫‪2 ،4 f (3) ، lim f (x) (56‬‬ ‫(‪-9 f‬‬
‫‪f x) = 7 - 9x (42‬‬ ‫‪2 f (x) = 2x - 1 (41‬‬
‫ﺍﻟﻤﺒﺎﺷﺮ ﺩﻭﻥ ﺗﺒﺴﻴﻂ ﺍﻟﺪﺍﻟﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪x→3‬‬
‫_‬
‫‪1‬‬ ‫_‬
‫‪1‬‬
‫‪f‬‬ ‫‪2 √x‬‬
‫‬
‫‪+1‬‬
‫√ = )‪f x‬‬
‫(‪f‬‬ ‫‪x + 1 (44‬‬
‫‪2 √x‬‬
‫‬
‫(‪f‬‬
‫= )‪f x‬‬ ‫‪x‬‬
‫√‬ ‫‪(43‬‬
‫ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﻮﻳﺾ‬
‫‪ ،(_)(x) ،(f‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ‬
‫‪f.g)(x) ،(f‬‬
‫‪(f.‬‬ ‫‪( - g)(x) ،(f‬‬
‫ﺃﻭﺟﺪ )‪( + g)(x‬‬
‫‪g‬‬ ‫‪f x) = x 2 + 8x + 4 (46‬‬
‫(‪2x + 8 f‬‬ ‫‪2 x f (x) = x 2 (45‬‬ ‫ﺍﻟﻤﺒﺎﺷﺮ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‪ ،‬ﺃﻭ‬
‫‪ 1 -6 ‬‬‫ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ‪:‬‬
‫‪ (58, 59‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪  (47‬ﻳﻤﺘﻠﻚ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﺤﺮﻙ ﻃﺎﻗ ﹰﺔ ﺗﹸﺴﻤﻰ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ؛ ﻷﻥ‬ ‫ﻧﺴﺒﻴﺔ ﻻ ﺗﻨﺘﺞ ﺻﻴﻐﺔ ﻏﻴﺮ ﻣﺤﺪﺩﺓ ﻋﻨﺪ‬
‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪x‬‬
‫‪(58‬‬ ‫‪f x) = x 2 - 2x (57‬‬
‫(‪f‬‬
‫ﺑﺈﻣﻜﺎﻧﻪ ﺑﺬﻝ ﺷﻐﻞ ﻋﻨﺪ ﺗﺄﺛﻴﺮﻩ ﻋﻠﻰ ﺟﺴﻢ ﺁﺧﺮ‪ .‬ﻭﺗﹸﻌﻄﻰ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ‬ ‫ﺍﻟﺘﻌﻮﻳﺾ ﻓﻴﻬﺎ‪.‬‬
‫ﻟﺠﺴﻢ ﻣﺘﺤﺮﻙ ﺑﺎﻟﻌﻼﻗﺔ ‪ ، k(t) = _1 m · (v(t)) 2‬ﺣﻴﺚ )‪ v(t‬ﺳﺮﻋﺔ‬
‫‪x+1‬‬
‫‪g(x) = x 2 - 1‬‬ ‫‪g(x) = x + 9‬‬
‫‪2‬‬
‫ﺍﻟﺠﺴﻢ ﻋﻨﺪ ﺍﻟﺰﻣﻦ ‪ ، t‬ﻭ ‪ m‬ﻛﺘﻠﺘﻪ ﺑﺎﻟﻜﻴﻠﻮﺟﺮﺍﻡ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﺟﺴﻢ‬ ‫‪‬‬ ‫✓‬
‫_ = )‪ v(t‬ﻟﻜﻞ ‪ ، t ≥ 0‬ﻭﻛﺘﻠﺘﻪ ‪ ،1 kg‬ﻓﻤﺎ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺳﻴﻦ ‪8-1, 8-2‬‬
‫‪50‬‬
‫‪1 + t2‬‬
‫‪‬‬ ‫ﻳﻤﺘﻠﻜﻬﺎ ﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﺏ ﺍﻟﺰﻣﻦ ﻣﻦ ‪100 s‬؟ ‪0.0000125‬‬ ‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫__ ‪ lim‬؟ ‪C‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،1‬ﺹ )‪(68‬‬
‫‪2h - h + 5h‬‬‫‪3‬‬ ‫‪2‬‬
‫‪ (59‬ﻣﺎ ﻗﻴﻤﺔ‬ ‫‪‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪5 C‬‬ ‫‪3 A‬‬
‫‪ D‬ﻏﻴﺮﻣﻮﺟﻮﺩﺓ‬ ‫‪4 B‬‬ ‫‪  (48‬ﺍﺳﺘﻌﻤﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﺛﺒﺎﺕ ﺃﻧﻪ ﻷﻱ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‬
‫‪p(x) = a n x n + a n - 1x n - 1 + ¾ + a 2x 2 + a 1x + a 0‬‬
‫ﻋﻨﺪﻣﺎ‬ ‫_ = )‪g(x‬‬
‫‪x+π‬‬
‫‪ (60‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﻘﺘﺮﺏ ﻣﻨﻬﺎ‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻭﻷﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ ، c‬ﻓﺈﻥ )‪lim p(x) = p(c‬‬
‫‪‬‬
‫)‪cos (x + π‬‬ ‫‪x→c‬‬
‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 0‬؟ ‪A‬‬ ‫_ ‪Lim‬‬
‫‪Sin x‬‬ ‫_ ‪Sin π‬‬
‫_‬ ‫‪0‬‬
‫‪  (49‬ﺍﺳﺘﻌﻤﻞ ﺍﻻﺳﺘﻘﺮﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ؛ ﻹﺛﺒﺎﺕ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ‬ ‫‪x = π = π = 0 (37‬‬
‫_‪-‬‬
‫‪1‬‬ ‫‪x→π‬‬
‫‪π C‬‬ ‫‪-π A‬‬
‫‪2‬‬ ‫‪ ، lim f (x) = L‬ﻓﺈﻧﻪ ﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ ‪n‬‬ ‫‪x‬‬
‫‪0 D‬‬ ‫_‪-‬‬
‫‪3‬‬
‫‪B‬‬ ‫‪x →c‬‬ ‫‪Lim (1+x+2 -Cos x) = (38‬‬
‫‪4‬‬
‫‪ . x→c‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫(‪lim [ f‬‬
‫] )‪f(x‬‬ ‫‪n‬‬
‫‪= [ lim f (x)] = L‬‬ ‫‪n‬‬ ‫‪n‬‬ ‫‪x→0‬‬
‫‪x →cc‬‬ ‫‪1+0+20-Cos 0=1‬‬
‫ﺍﺣﺴﺐ ﺍﻟﻨﻬﺎﻳﺔ ﺍﻵﺗﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ‪: a n ≠ 0 , b m ≠ 0‬‬ ‫‪‬‬
‫‪‬‬
‫‪ (61‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﺃﺩﻧﺎﻩ‪ ،‬ﻣﺎ ﻗﻴﻤﺔ )‪ lim+ f (x‬؟ ‪B‬‬ ‫‪(50‬‬
‫__ ‪Limπ‬‬
‫‪Tan 2x‬‬
‫_=‬
‫‪Tan π‬‬
‫‪x→2‬‬ ‫‪n‬‬
‫‪a nx + a n - 1x‬‬ ‫‪n-1‬‬
‫‪+ ¾ + a 2x + a 1x + a 0‬‬‫‪2‬‬ ‫_‬ ‫‪x‬‬ ‫‪_π = 0 (39‬‬
‫‪y‬‬ ‫____ ‪lim‬‬
‫∞→‪x‬‬ ‫‪m‬‬ ‫‪m-1‬‬ ‫‪2‬‬
‫→‪x‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪b mx + b m - 1x‬‬ ‫‪+ ¾ + b 2x + b 1x + b 0‬‬
‫)‪f x‬‬
‫(‪f‬‬
‫) ﺇﺭﺷﺎﺩ‪ :‬ﺍﻓﺘﺮﺽ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ‪(m < n, m = n, m > n‬‬ ‫‪ (50‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،m> n‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺗﺴﺎﻭﻱ ‪.0‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ m= n‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺗﺴﺎﻭﻱ ‪. _n‬‬
‫‪a‬‬
‫‪2‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪ r(x‬ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ‪ ،‬ﻓﻬﻞ ﺍﻟﻌﻼﻗﺔ )‪lim r(x) = r (c‬‬ ‫‪‬‬ ‫‪(51‬‬ ‫‪bm‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، m < n‬ﻓﺈﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺇﻣﺎ ∞ ‪+‬‬
‫‪x→c‬‬
‫‪1‬‬ ‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ؟‬
‫ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ ﹰ‬
‫‪O‬‬ ‫‪1 2‬‬ ‫‪x‬‬
‫ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺃﻭ ∞ ‪.-‬‬
‫‪ D‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬ ‫ﻭﺿﻤﻨﻪ ﹰ‬
‫ﻣﺜﺎﻻ‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻟﺘﻨﻈﻴﻢ ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ‪،‬‬ ‫‪  (52‬ﺍﺳﺘﻌﻤﻞ‬
‫‪5 C‬‬ ‫‪1 B‬‬ ‫‪0‬‬ ‫‪A‬‬ ‫ﱢ‬ ‫‪ (51‬ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ ﺇﺫﺍ‬
‫ﻋﻠﻰ ﻛﻞ ﺧﺎﺻﻴﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪.c‬‬
‫ﻛﺎﻧﺖ )‪ r(x‬ﹼ‬
‫)‪p(x‬‬ ‫)‪p(x‬‬
‫‪  (53‬ﺍﻓﺘﺮﺽ ﺃﻥ _ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ‪ ،‬ﻭﺃﻥ _ = _ ‪lim‬‬
‫∞‬
‫‪ . x→a‬ﺗﺪﱠ ﻋﻲ‬ ‫(‪q‬‬‫) (‬
‫)‪qq(x‬‬ ‫∞‬ ‫) (‬
‫)‪qq(x‬‬
‫(‪q‬‬
‫ﻭﺿﺢ ﺳﺒﺐ ﻛﻮﻧﻬﺎ ﻣﺨﻄﺌﺔ‪ .‬ﻭﻣﺎ‬ ‫ﻟﻴﻠﻰ ﺃﻥ ﻗﻴﻤﺔ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻫﻲ ‪ . 1‬ﱢ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺗﺒﺎﻋﻬﺎ ﻟﺤﺴﺎﺏ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﻣﻮﺟﻮﺩﺓ؟ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪146‬‬

‫‪‬‬ ‫‪‬‬
‫‪.lim‬‬
‫‪x→7‬‬
‫(‪f x) · g(x) ] ≠ 0 ، lim f‬‬
‫(‪[ f‬‬
‫‪x→7‬‬
‫(‪ f‬ﺗﺤﻘﻘﺎﻥ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ‪f x) = 0‬‬
‫‪ ‬ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ )‪f x), g(x‬‬

‫__ = )‪f x) = 49 - x 2 , g(x‬‬

‫‪x+3‬‬
‫(‪. f‬‬ ‫‪2‬‬
‫‪‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪x + x - 56‬‬

‫‪ 8‬‬ ‫‪146‬‬

 ‫‪ ‬‬

‫‪8 - 2‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪(11)‬‬ ‫‪‬‬ ‫‪(10)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪8-2‬‬ ‫‪‬‬ ‫‪8-2‬‬
‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪ lim (-2x‬ﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﳌﺒﺎﴍ ﺇﺫﺍ ﻛﺎﻥ ﳑﻜﻨﹰﺎ‪.‬‬
‫‪(-2x4 + 3x‬‬ ‫ﺃﻭﺟﺪ‪x + 3) :‬‬
‫‪x3 - 5x‬‬
‫‪x → -2‬‬
‫ﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ ﻣﻮﺟﺐ ‪ ،n‬ﺗﻜﻮﻥ‬ ‫ﺍﻓﱰﺽ ﺃﻥ ‪ p‬ﻛﺜﲑﺓ ﺣﺪﻭﺩ‪،‬‬ ‫ﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ ﻣﻮﺟﺐ ‪ ،n‬ﺗﻜﻮﻥ‬ ‫ﳌﹼﺎ ﻛﺎﻧﺖ ﺍﻟﻨﻬﺎﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﻜﺜﲑﺓ ﺣﺪﻭﺩ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺇﳚﺎﺩ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺎﻟﺘﻌﻮﻳﺾ ﺍﳌﺒﺎﴍ‪.‬‬
‫‪1‬‬
‫‪lim __n = 0‬‬
‫‪،p(x) = anxn + … + a 1x + a 0‬‬ ‫∞ = ‪lim xn‬‬ ‫•‬ ‫‪lim (-2x 4 + 3x 3 - 5x‬‬
‫)‪x + 3‬‬ ‫‪= -2(-2)4 + 3(-2)3 - 5(-2) + 3‬‬
‫∞‪x → ±‬‬‫‪x‬‬ ‫∞→‪x‬‬ ‫‪x → -2‬‬
‫ﻓﺈﻥ‪lim p(x) = lim anxn :‬‬ ‫∞ = ‪ lim xn‬ﺇﺫﺍ ﻛﺎﻥ ‪n‬‬ ‫•‬ ‫‪= -32 - 24 + 10 + 3 = -43‬‬
‫∞→‪x‬‬ ‫∞→‪x‬‬ ‫∞‪x → -‬‬
‫ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪.‬‬ ‫‪x2 - 9x‬‬
‫‪x + 20‬‬
‫ﺍﺣﺴﺐ‪lim ____________ :‬‬
‫‪2‬‬
‫ﻭ‪lim p(x) = lim anxn‬‬
‫∞‪x → -‬‬ ‫∞‪x → -‬‬
‫∞‪ lim xn = -‬ﺇﺫﺍ ﻛﺎﻥ ‪n‬‬ ‫•‬ ‫‪x→4‬‬ ‫‪x-4‬‬
‫∞‪x → -‬‬
‫ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪.‬‬ ‫ﺣﻠﹼﻞ‬ ‫‪x - 9x‬‬‫‪x + 20‬‬
‫‪2‬‬ ‫‪(x‬‬
‫)‪x - 5)(x - 4‬‬
‫_____________ ‪lim ____________ = lim‬‬
‫‪x→4‬‬ ‫‪x-4‬‬ ‫‪x→4‬‬ ‫‪(x‬‬
‫)‪x - 4‬‬
‫ﺍﺧﺘﴫ ﺍﻟﻌﺎﻣﻞ ﺍﳌﺸﱰﻙ‬ ‫‪= lim (x‬‬
‫)‪x - 5‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﳖﺎﻳﺔ ﳑﺎ ﻳﺄﰐ‪.‬‬ ‫‪‬‬ ‫‪x→4‬‬

‫‪lim‬‬ ‫‪(x 5 - 6‬‬‫‪x + 1) (a‬‬

‫‪6x‬‬ ‫ﻭﺑﺴﻂ‬
‫ﻋﻮﺽ ﹼ‬
‫ﹼ‬ ‫‪= 4 - 5 = -1‬‬
‫∞‪x → -‬‬
‫‪3‬‬
‫ﳖﺎﻳﺔ ﺩﺍﻟﺔ ﻛﺜﲑﺓ ﺣﺪﻭﺩ ﻋﻨﺪ ﺍﳌﺎﻻﳖﺎﻳﺔ‬ ‫‪lim (x 5 - 6x‬‬
‫∞‪x → -‬‬
‫‪x + 1) = lim x 5‬‬
‫∞‪x → -‬‬
‫‪√x‬‬‫‪-4‬‬
‫ﺍﺣﺴﺐ‪lim _______ :‬‬
‫‪x - 16‬‬
‫‪x → 16‬‬
‫___‬
‫ﳖﺎﻳﺔ ﺩﺍﻟﺔ ﻗﻮﺓ ﻋﻨﺪ ﺍﳌﺎﻻﳖﺎﻳﺔ‬ ‫∞‪= -‬‬ ‫‪√16 -4‬‬
‫ﻳﻨﺘﺞ ﻋﻦ ﺍﻟﺘﻌﻮﻳﺾ ﺍﳌﺒﺎﴍ‪_0_ :‬‬
‫؛ ﻟﺬﺍ ﺍﴐﺏ ﰲ ﻣﺮﺍﻓﻖ ﺍﻟﺒﺴﻂ ﻗﺒﻞ ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻭﺍﺧﺘﴫ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺸﱰﻛﺔ‪.‬‬ ‫_______‬
‫__ =‬
‫‪16-16 0‬‬
‫__‬ ‫__‬ ‫__‬
‫‪√x - 4‬‬ ‫‪√x - 4 √x + 4‬‬
‫‪(2 4 + 5x 2 ) (b‬‬
‫‪lim (2x‬‬
‫∞→‪x‬‬ ‫ﺍﴐﺏ ﰲ ﺍﳌﺮﺍﻓﻖ‬ ‫_______ · _______ ‪lim _______ = lim‬‬
‫__‬
‫‪x - 16‬‬
‫‪x → 16‬‬ ‫‪x → 16 x - 16 √x + 4‬‬

‫ﳖﺎﻳﺔ ﺩﺍﻟﺔ ﻛﺜﲑﺓ ﺣﺪﻭﺩ ﻋﻨﺪ ﺍﳌﺎﻻﳖﺎﻳﺔ‬ ‫‪lim (2x 4 + 5x 2) = lim 2x 4‬‬ ‫ﺑﺴﻂ‬
‫ﹼ‬
‫__‪x - 16‬‬
‫________________ ‪= lim‬‬
‫∞→‪x‬‬ ‫∞→‪x‬‬ ‫‪x → 16 (x‬‬
‫)‪x - 16)( √x + 4‬‬

‫ﺧﺎﺻﻴﺔ ﺍﻟﴬﺏ ﰲ ﺛﺎﺑﺖ‬ ‫__‪x - 16‬‬

‫‪= 2 lim x 4‬‬ ‫ﺍﺧﺘﴫ ﺍﻟﻌﺎﻣﻞ ﺍﳌﺸﱰﻙ‬ ‫________________ ‪= lim‬‬
‫∞→‪x‬‬ ‫‪x → 16 (x‬‬
‫)‪x - 16)( √x + 4‬‬
‫ﳖﺎﻳﺔ ﺩﺍﻟﺔ ﺍﻟﻘﻮﺓ ﻋﻨﺪ ﺍﳌﺎﻻﳖﺎﻳﺔ‬ ‫∞=∞·‪=2‬‬ ‫ﺑﺴﻂ‬ ‫‪__1‬‬
‫_________ ‪= lim‬‬
‫ﹼ‬ ‫)‪x → 16 ( √x + 4‬‬

‫ﻭﺑﺴﻂ‬
‫ﻋﻮﺽ ﹼ‬
‫ﹼ‬ ‫‪___1‬‬
‫________ =‬
‫‪1‬‬
‫__ =‬
‫‪‬‬ ‫‪√16 + 4‬‬ ‫‪8‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﳖﺎﻳﺔ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫‪‬‬
‫‪6x‬‬
‫‪x-1‬‬ ‫‪5‬‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﹴ‬
‫ﳖﺎﻳﺔ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫_______ ‪lim‬‬ ‫‪(3‬‬ ‫‪lim ___2‬‬ ‫‪(2‬‬ ‫)‪lim (-2x 3 + 5x‬‬ ‫‪(1‬‬
‫∞→‪x‬‬ ‫‪10x‬‬‫‪x+7‬‬ ‫∞→‪x‬‬ ‫‪x‬‬ ‫∞‪x → -‬‬ ‫______‬
‫‪x 2 + 9x‬‬
‫‪x + 14‬‬
‫____________ ‪lim‬‬ ‫‪(3‬‬ ‫‪lim √x 3 - 4‬‬ ‫‪(2‬‬ ‫)‪lim (2x 2 - 5x‬‬ ‫‪(1‬‬
‫‪3‬‬
‫__‬ ‫∞‬ ‫‪x → -2‬‬ ‫‪x+2‬‬ ‫‪x→5‬‬ ‫‪x→3‬‬
‫‪0‬‬ ‫‪5‬‬ ‫‪11‬‬ ‫‪3‬‬
‫‪5‬‬
‫__‬
‫‪5x 4 + 2x 3 - 1‬‬ ‫‪6x 2 - 2x‬‬
‫‪lim (3x 3 + 5x‬‬
‫∞‪x → -‬‬
‫)‪x - 1‬‬ ‫‪(6‬‬ ‫_____________ ‪lim‬‬
‫‪x → ∞ 2x 3 + x 2 - 1‬‬
‫‪(5‬‬ ‫________ ‪lim‬‬
‫‪x→∞ x3 + 1‬‬
‫‪(4‬‬ ‫‪lim (-x 2 + 5x‬‬
‫‪x→2‬‬
‫)‪x - 1‬‬ ‫‪(6‬‬ ‫‪lim‬‬
‫‪x → -4‬‬
‫)‪(_1x_ + x‬‬ ‫‪(5‬‬ ‫‪lim‬‬
‫‪x→4‬‬
‫‪√x - 2‬‬
‫_______‬
‫‪x-4‬‬
‫‪(4‬‬

‫∞‪-‬‬ ‫∞‬ ‫‪0‬‬ ‫‪5‬‬ ‫‪-4.25‬‬ ‫_‪_1‬‬

‫‪4‬‬

‫‪ 8‬‬ ‫‪11‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪10‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪( 13)‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(12)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪8-2‬‬
‫‪‬‬ ‫‪8-2‬‬
‫‪‬‬
‫‪‬‬
‫‪1‬‬ ‫‪ (4‬ﰲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﺍﳊﻔﺎﻅ‬ ‫‪‬ﺿ ﱠﺦ ﳏﻠﻮﻝ ﳛﺘﻮﻱ ﻋﲆ ‪ 0.3‬ﺟﺮﺍﻡ ﻣﻦ‬
‫ﹸ‬ ‫‪(1‬‬
‫ﰲ ﺍﻟﺪﺭﺱ )‪ ،(8- 1‬ﺗﻌﻠﻤﺖ ﺃﻥ _‪ lim sin _x‬ﻏﲑ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺗﺬﺑﺬﺏ ﺍﻟﺪﺍﻟﺔ ﺑﲔ ‪ -1‬ﻭ‪1‬‬
‫‪x→0‬‬
‫ﻛﻠﲈ ﺍﻗﱰﺑﺖ ‪ x‬ﻣﻦ ‪.0‬‬ ‫ﻋﲆ ﻣﺴﺎﻓﺔ ﺃﻣﺎﻥ ﺑﲔ ﺳﻴﺎﺭﺗﻚ ﻭﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﺘﻲ ﺗﺴﲑ‬ ‫ﺍﻟﻜﻠﻮﺭﻳﻦ ﻟﻜﻞ ﻟﱰ ﻣﺎﺀ ﰲ ﺑﺮﻛﺔ ﺳﺒﺎﺣﺔ‪ ،‬ﺇﺫﺍ ﹸﺃﻋﻄﻲ ﺗﺮﻛﻴﺰ‬
‫ﺃﻣﺎﻣﻚ‪ .‬ﺍﻓﱰﺽ ﺃﻥ ﻣﺴﺎﻓﺔ ﺍﻷﻣﺎﻥ ﺍﳌﻘﱰﺣﺔ ﺑﺎﻟﻴﺎﺭﺩﺓ‬ ‫ﺍﻟﻜﻠﻮﺭﻳﻦ ﰲ ﺍﻟﱪﻛﺔ ﺑﺎﳉﺮﺍﻣﺎﺕ ﻟﻜﻞ ﻟﱰ ﻣﺎﺀ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‬
‫ﻭﻟﻜﻦ‪ ،‬ﻣﺎﺫﺍ ﻋﻦ _‪ lim x 2 sin _1x‬؟ ﻫﻞ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻏﲑ ﻣﻮﺟﻮﺩﺓ ﻷﻥ _‪ lim sin _1x‬ﻏﲑ ﻣﻮﺟﻮﺩﺓ؟‬ ‫ﺗﺘﻌﲔ ﺑﺎﳌﻌﺎﺩﻟﺔ ‪، y(x)= 0.005 x 2 + 0.3x +3‬‬ ‫ﺑﺎﳌﻌﺎﺩﻟﺔ ‪:‬‬
‫‪x→0‬‬ ‫‪x→0‬‬
‫ﺗﺴﺎﻋﺪ ﻧﻈﺮﻳﺔ ﺍﻟﺸﻄﲑﺓ ﻋﲆ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫‪lim‬‬ ‫ﺣﻴﺚ ‪ x‬ﺍﻟﴪﻋﺔ ﺑﺎﻷﻣﻴﺎﻝ ﻟﻜﻞ ﺳﺎﻋﺔ‪ ،‬ﻓﺄﻭﺟﺪ‬ ‫)‪ .C(t‬ﺃﻭﺟﺪ ‪t‬‬
‫)‪lim C(t‬‬
‫)‪t‬‬
‫‪0.3t‬‬
‫________ = )‪tt‬‬
‫‪x → 70‬‬ ‫∞→‪t‬‬ ‫‪1000 + t‬‬
‫‪‬‬ ‫)‪.y(x‬‬
‫‪/0.3‬‬
‫(‪ h(x) ≤ f‬ﳉﻤﻴﻊ ﻗﻴﻢ ‪ x‬ﰲ ﻓﱰﺓ ﻣﻔﺘﻮﺣﺔ ﲢﻮﻱ ‪ ،c‬ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺜﻨﺎﺀ ‪،c‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‪f x) ≤ g(x) :‬‬ ‫‪48.5‬‬
‫‪ xlim‬ﻣﻮﺟﻮﺩﺓ ﻭﺗﺴﺎﻭﻱ ‪.L‬‬‫‪→c‬‬
‫ﻭﻛﺎﻧﺖ‪ ، lim h(x) = L = lim g(x) :‬ﻓﺈﻥ)‪f (x‬‬
‫‪x→c‬‬ ‫‪x→c‬‬ ‫‪60000 P‬‬
‫‪  (2‬ﺍﳌﻌﺎﺩﻟﺔ ________ = ‪ C‬ﲤﺜﻞ ﺗﻜﻠﻔﺔ ﺇﺯﺍﻟﺔ ‪P%‬‬
‫‪100-P‬‬
‫‪ c(p)= 3000+ 20P‬ﺗﻜﻠﻔﺔ‬ ‫‪ (5‬ﲤﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ‪P‬‬
‫ﻣﻦ ﺍﳌﻠﻮﺛﺎﺕ ﺍﻟﺘﻲ ﻳﺘﺴﺒﺐ ﻓﻴﻬﺎ ﺃﺣﺪ ﺍﳌﺼﺎﻧﻊ‪،‬‬
‫‪1‬‬ ‫‪1‬‬
‫ﻻﺣﻆ ﺃﻥ ‪ -1 ≤ sin _x_ ≤ 1‬ﳉﻤﻴﻊ ﻗﻴﻢ ‪ x‬ﺑﺎﺳﺘﺜﻨﺎﺀ ‪ ، x= 0‬ﺍﴐﺏ ﺍﳌﺘﺒﺎﻳﻨﺔ ﰲ ‪x 2‬؛ ﻟﺘﺤﺼﻞ ﻋﲆ≤ _‪-x 2≤ x 2 sin _x‬‬ ‫ﺇﻧﺘﺎﺝ ‪ P‬ﻗﻄﻌﺔ ﻣﻨﺘﺞ ﻣﻌﲔ ﺑﺎﻟﺮﻳﺎﻻﺕ‪.‬‬
‫(‪ .h(x) = -x 2, f‬ﺗﻌﻠﻤﺖ ﰲ ﺍﻟﺪﺭﺱ )‪(8-2‬‬
‫‪1‬‬
‫‪ ،x 2‬ﻭﻟﺘﻄﺒﻴﻖ ﻧﻈﺮﻳﺔ ﺍﻟﺸﻄﲑﺓ‪ ،‬ﺍﻓﱰﺽ ﺃﻥ‪f x) = x 2 sin _x_ , g(x) = x 2 :‬‬ ‫‪lim‬‬ ‫ﺣﻴﺚ ‪ ، 0 ≤ p ≤ 100‬ﺃﻭﺟﺪ ‪C‬‬
‫_‪1‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺗﻜﻠﻔﺔ ﺇﻧﺘﺎﺝ ‪ 100‬ﻗﻄﻌﺔ‪.‬‬ ‫‪p → 100-‬‬
‫ﻛﻼ ﻣﻦ )‪ lim g(x‬ﻭ )‪ lim h(x‬ﺗﺴﺎﻭﻱ ‪0‬؛ ﻟﺬﺍ ﻓﺈﻥ ‪ lim x sin x = 0‬ﺣﺴﺐ ﻧﻈﺮﻳﺔ ﺍﻟﺸﻄﲑﺓ‪.‬‬
‫‪2‬‬ ‫_‬ ‫ﺃﻥ ﹼﹰ‬ ‫∞‬
‫‪x→0‬‬ ‫‪x→0‬‬ ‫‪x→0‬‬ ‫‪5000 ‬‬

‫‪‬‬ ‫‪ (b‬ﺑﻠﻐﺖ ﺗﻜﻠﻔﺔ ﺍﻹﻧﺘﺎﺝ ‪ 21000‬ﺭﻳﺎﻝ ﰲ ﺃﺣﺪ ﺍﻷﻳﺎﻡ‪.‬‬ ‫‪ (3‬ﺍﺷﱰ￯ ﻋﲇ ﺳﻴﺎﺭﺓ ﺑﺴﻌﺮ ‪ 24000‬ﺭﻳﺎﻝ‪ ،‬ﺇﺫﺍ‬
‫____‬
‫‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ‪ ، 2√x-1 - 1 ≤ g(x) ≤ (2.7)x-2 :‬ﻓﺎﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﺍﻟﺸﻄﲑﺓ ﻹﳚﺎﺩ )‪lim g(x‬‬ ‫ﻓﻜﻢ ﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﺘﻲ ﺃﻧﺘﺠﻬﺎ ﺍﳌﺼﻨﻊ ﰲ ﺫﻟﻚ ﺍﻟﻴﻮﻡ؟‬
‫‪x→2‬‬ ‫ﺗﻌﱪ ﻋﻦ ﺳﻌﺮ‬
‫=)‪ .c(t‬ﹼ‬
‫ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ‪t 24(0.90)t‬‬
‫=)‪t‬‬
‫‪1‬‬ ‫‪900‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﺍﻟﺸﻄﲑﺓ ﻹﳚﺎﺩ ﺍﻟﻨﻬﺎﻳﺔ ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫ﺍﻟﺴﻴﺎﺭﺓ ﺑﺎﻵﻻﻑ ﺑﻌﺪ ‪ t‬ﺳﻨﺔ‪.‬‬

‫‪1‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬

‫‪ (a‬ﺃﻛﻤﻞ ﺍﳉﺪﻭﻝ‪ ،‬ﱢ‬
‫_‪lim x 4 sin _x‬‬ ‫‪(2‬‬ ‫‪ (c‬ﻳﻤﻜﻦ ﺇﳚﺎﺩ ﻣﺘﻮﺳﻂ ﺗﻜﻠﻔﺔ ﺇﻧﺘﺎﺝ ﺍﻟﻘﻄﻌﺔ ﺑﻘﺴﻤﺔ‬
‫‪x→0‬‬
‫)‪c(p‬‬
‫ﻣﺌﺔ‪.‬‬
‫‪lim‬‬ ‫)‪ c(p‬ﻋﲆ ‪ ،P‬ﺃﻭﺟﺪ ____‬
‫‪0‬‬ ‫‪p → 15000‬‬ ‫‪p‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪6‬‬
‫‪20.20‬‬ ‫‪‬‬
‫‪1‬‬
‫____ ‪lim x 2 cos‬‬ ‫‪(3‬‬
‫‪ 21.6‬‬ ‫‪17.5‬‬ ‫‪14.17 12.75‬‬
‫__ ‪3‬‬
‫‪x→0‬‬ ‫‪√x‬‬

‫‪0‬‬ ‫‪250x‬‬
‫‪x + 200000‬‬
‫______________ = )‪f x‬‬
‫(‪f‬‬ ‫‪ (6‬ﺍﻟﺪﺍﻟﺔ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ‪t :‬‬
‫)‪lim c(t‬‬
‫)‪t‬‬
‫‪x‬‬ ‫∞→‪t‬‬
‫‪0‬‬ ‫‪‬‬
‫‪π‬‬
‫_‪lim x sin _x‬‬ ‫‪(4‬‬ ‫ﲤﺜﻞ ﻣﺘﻮﺳﻂ ﺗﻜﻠﻔﺔ ﺍﻟﻔﺮﻥ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﺇﻧﺘﺎﺝ ‪ x‬ﻓﺮﻧﹰﺎ‪،‬‬
‫‪x→0‬‬
‫‪lim‬‬ ‫)‪f (x‬‬ ‫ﺃﻭﺟﺪ‬
‫‪x → 2000‬‬
‫‪0‬‬
‫‪ 350‬‬
‫‪‬‬

‫‪ 8‬‬ ‫‪13‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪ ‬‬

‫‪146 A‬‬ ‫‪  8‬‬

  



8 - 2
          


   (19)

  8-2

:‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻥ ﺃﻣﻜﻦ‬

 x 2 - 36
-12 lim _ (2 10 lim (x 2 + 3x - 8) (1
x+6
x→-6 x →3

 
2
6 lim _
(3 + x) - 9
3 lim √x
2
- 2 x + 1 (4 x (3
x→4 x→0


9 1
_ lim _
x2
(6 _ lim _ x2 - x
(5
2 x → 3+ 2 + √x
-3 9 2
x →1 2x + 5x - 7

 1 lim _
_ x5 - 8x2
(8 ∞ lim (2 - 6x + 5 x 3 ) (7
4 5
x→-∞ 4x + 3x x→∞

-∞ lim (6 x 7 - x 2 ) (10 0 lim _

2x 3 - 4 x + 1
4 2
(9
x → -∞ x→∞ 5x - 2x


m ‫ ﻭﻳﺒ ﹼﻴﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻛﻤﻴﺔ‬،‫ ﻣﻦ ﺍﻟﺪﻭﺍﺀ ﻳﻮﻣ ﹼﹰﻴﺎ‬2 mg ‫ ﻳﺘﻨﺎﻭﻝ ﻋﺎﻣﺮ‬ (11
10
. lim m(d) ، lim m(d) ‫ ﺃﻭﺟﺪ‬.‫ ﻳﻮ ﹰﻣﺎ‬d ‫ ﺍﻟﻤﺘﺒﻘﻴﺔ ﻓﻲ ﺩﻣﻪ ﺑﻌﺪ‬m(d) ‫ﺍﻟﺪﻭﺍﺀ‬
(mg)

8
d →3 + d →3 -
 6
4
2 4 mg، 2 mg
d
0 1 2 3 4 5 6






19



 
 

 

 

 

 

 

 

 8 146 B

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪8- 3‬‬ ‫‪The Slope of a Curve‬‬

‫‪‬‬
‫ﻭﺍﺿﺤﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﺤﻨﻴﺎﺕ ﺑﺼﻮﺭﺓ‬
‫ﹰ‬ ‫ﻭﺍﺿﺤﺎ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻤﻴﻞ ﻟﻴﺲ‬
‫ﹰ‬ ‫ﹰ‬
‫ﻣﻌﺪﻻ ﺛﺎﺑﺘﹰﺎ ﻟﻠﺘﻐﻴﺮ ﻣﻔﻬﻮ ﹰﻣﺎ‬ ‫ﻳﻌﺘﺒﺮ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺑﻮﺻﻔﻪ‬ ‫‪‬‬
‫‪ 1‬‬ ‫ﻋﺎﻣﺔ؛ ﺇﺫ ﻳﺘﻐﻴﺮ ﻣﻴﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﻛﻞ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬
‫‪ TI - nspire‬‬
‫‪‬‬
‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬ ‫‪2.1 y‬‬ ‫‪y‬‬

‫‪TI - nspire‬؛ ﻟﺘﻘﺪﻳﺮ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ‪.‬‬ ‫ﻭﺑﺸﻜﻞ ﻋﺎﻡ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻤﻌﻈﻢ ﺍﻟﺪﻭﺍﻝ‬
‫‪2‬‬ ‫ﺗﺒﺪﻭ ﺧﻄﻴ ﹰﺔ ﻋﻨﺪ ﺗﻔﺤﺼﻬﺎ ﻋﻠﻰ ﹴ‬
‫ﻓﺘﺮﺓ ﻗﺼﻴﺮﺓ ﺟﺪﹼﹰ ﺍ‪.‬‬ ‫ﱡ‬
‫‪‬‬ ‫‪O‬‬ ‫‪x‬‬

‫ﺫﻛﱢﺮ ﺍﻟﻄﻼﺏ ﺑﻜﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ‪ ،‬ﺛﻢ‬ ‫‪1.8‬‬ ‫ﻭﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﻘﻮﺍﻃﻊ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‪ ،‬ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﻤﻜﻦ‬
‫ﺗﻄﺒﻴﻖ ﻓﻜﺮﺓ ﺍﻟﻤﻴﻞ ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻴﺎﺕ‪.‬‬
‫ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻓﻜﺮﺓ ﻣﻴﻞ‬ ‫‪2.8‬‬ ‫‪3‬‬ ‫‪x‬‬

‫ﺍﻟﻤﺴﺘﻘﻴﻢ؛ ﻹﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ‪.‬‬

‫‪‬‬ ‫‪1 ‬‬
‫‪‬‬ ‫ﻗﺪﹼ ﺭ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ y = (x - 2) 3 + 1‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪.(3, 2‬‬
‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪TI - nspire‬‬
‫‪ 1 ‬ﺃﺩﺧﻞ ‪ y = (x - 2) 3 + 1‬ﻓﻲ ‪ ، f1‬ﺛﻢ ﺍﺣﺴﺐ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﻤﻨﺤﻨﻰ‪، y = (x - 2) 3 + 1:‬‬
‫ﻋﻨﺪﻣﺎ ‪ .x = 2 , x = 4‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ 2‬‬
‫‪‬‬ ‫‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻭﺍﺿﻐﻂ‪.‬‬ ‫• ﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬
‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ‪ ،‬ﺃﻭ‬ ‫ﹼ‬
‫ﺭﺑﺎﻋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫‪ ،‬ﺛﻢ‬ ‫ﻭﺍﺧﺘﻴﺎﺭ‬ ‫• ﺣﺪﱢ ﺩ ﻧﻘﻄﺘﻴﻦ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬
‫ﺇﻛﻤﺎﻝ ﺍﻟﻨﺸﺎﻁ ﻭﺗﺤﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺴﺆﺍﻟﻴﻦ ‪.5, 6‬‬
‫‪ ،‬ﺛﻢ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺮﺗﻴﻦ‬ ‫ﻭﺍﺧﺘﻴﺎﺭ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﹶﺣ ﹼﻞ‬ ‫ﻭﺳﺘﻈﻬﺮ ﻧﻘﻄﺘﺎﻥ‪.‬‬

‫ﺍﻟﺘﻤﺎﺭﻳﻦ ‪.1-4‬‬
‫• ﻇ ﱢﻠﻞ ﺇﺣﺪﺍﺛ ﱢﻴﻲ ‪ x‬ﻟﻜﻼ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻭﺍﺳﺘﺒﺪﻟﻬﺎ ﺑﺎﻹﺣﺪﺍﺛﻴﻴﻦ ‪.x = 2, x = 4‬‬

‫‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ‬ ‫• ﺍﺭﺳﻢ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬

‫ﺛﻢ ﺍﺧﺘﻴﺎﺭ‬ ‫‪ ،‬ﺛﻢ‬
‫‪.‬‬ ‫ﻭﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺛﻢ ﺍﺿﻐﻂ‬

‫‪[-1, 5] scl: 0.2 by [-10, 10] scl: 1‬‬

‫‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ‬ ‫• ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬
‫‪ ،‬ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻘﺎﻃﻊ ﻭﺳﻴﻈﻬﺮ ﺃﻥ ﻣﻴﻠﻪ ﻳﺴﺎﻭﻱ ‪.4‬‬ ‫‪ ،‬ﺛﻢ‬

‫‪147‬‬ ‫‪‬‬ ‫‪8 - 3 ‬‬

‫‪147‬‬ ‫‪‬‬ ‫‪8 - 3‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪The Slope of a Curve‬‬ ‫‪‬‬ ‫‪8 -3‬‬
‫ﺍﺣﺴﺐ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﻤﻨﺤﻨﻰ‪y = (x - 2)3 + 1:‬‬
‫ﻋﻨﺪﻣﺎ ‪. x = 2.5 , x = 3.5‬‬
‫‪2 ‬‬
‫‪ 3‬‬
‫ﻇ ﱢﻠﻞ ﺇﺣﺪﺍﺛ ﱢﻴﻲ ‪ x‬ﻟﻜﻼ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻭﺍﺳﺘﺒﺪﻟﻬﻤﺎ ﺑﺎﻹﺣﺪﺍﺛﻴﻴﻦ‬ ‫‪ ‬‬
‫‪ ، x = 2.5, x = 3.5‬ﻓﻴﻜﻮﻥ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻳﺴﺎﻭﻱ ‪3.25‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺴﺆﺍﻝ ‪ 4‬؛ ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﺍﺗﻘﺎﻥ‬
‫‪[-1, 5] scl: 0.2 by [-10, 10] scl: 1‬‬
‫ﺍﻟﻄﻼﺏ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫‪TI - nspire‬؛ ﻟﺘﻘﺪﻳﺮ ﻣﻴﻞ ﺩﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‬
‫ﺍﺣﺴﺐ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﻤﻨﺤﻨﻰ‪y = (x - 2)3 + 1:‬‬ ‫‪3 ‬‬
‫ﻋﻨﺪﻣﺎ ‪.x = 2.8 , x = 3.2‬‬ ‫ﻣﻌﻄﺎﺓ‪.‬‬

‫ﻇ ﱢﻠﻞ ﺇﺣﺪﺍﺛ ﱢﻴﻲ ‪ x‬ﻟﻜﻼ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻭﺍﺳﺘﺒﺪﻟﻬﻤﺎ ﺑﺎﻹﺣﺪﺍﺛﻴﻴﻦ‬ ‫‪ ‬‬

‫‪ ، x = 2.8, x = 3.8‬ﻓﻴﻜﻮﻥ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻳﺴﺎﻭﻱ ‪3.04‬‬
‫‪‬‬
‫‪[-1, 5] scl: 0.2 by [-10, 10] scl: 1‬‬ ‫• ﻛﻴﻒ ﻳﺮﺗﺒﻂ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻨﺪ‬
‫‪ 4 ‬ﺃﻭﺟﺪ ﻣﻴﻞ ‪ 3‬ﻗﻮﺍﻃﻊ ﺃﺧﺮ￯ ﻓﻲ ﻓﺘﺮﺍﺕ ﻣﺘﻨﺎﻗﺼﺔ ﺣﻮﻝ ﺍﻟﻨﻘﻄﺔ )‪.(3, 2‬‬ ‫ﻧﻘﻄﺔ ﺑﺎﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ؟ ﻳﻜﻮﻥ‬
‫ﻛ ﹼﻠﻤﺎ ﻧﻘﺺ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﺣﻮﻝ ﺍﻟﻨﻘﻄﺔ )‪ ،(3, 2‬ﻓﺈﻥ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻳﻘﺘﺮﺏ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 3‬؛ ﻟﺬﺍ ﻓﺈﻥ ﻣﻴﻞ ﻣﻨﺤﻨﻰ‬ ‫ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﻤﻌﺪﻝ ﺗﻐ ﹼﻴﺮ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫‪ y = (x - 2) 3 + 1‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ (3, 2‬ﻫﻮ ‪ 3‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪‬‬
‫‪ (5‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪‬‬ ‫ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻧﻘﺎﻁ ﺗﻘﺎﻃﻊ ﺍﻟﻘﺎﻃﻊ ﻣﻦ‬
‫ﻗﺪﱢ ﺭ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬ ‫ﻧﻘﻄﺔ )‪ ،(a, b‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﺎﻃﻊ‬
‫‪2‬‬
‫‪-6 y = (x + 1) , (-4, 9) (1‬‬
‫ﻳﻘﺘﺮﺏ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ ﻣﻦ ﺍﻟﻤﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪.(a, b‬‬
‫‪12 y = x 3 - 5, (2, 3) (2‬‬ ‫‪ (6‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ‬
‫‪4‬‬ ‫‪2‬‬
‫ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫‪1 y = 4x - x , (0.5, 0) (3‬‬

‫‪0.5‬‬ ‫=‪y‬‬ ‫‪x,,‬‬

‫√‬ ‫‪(1, 1) (4‬‬

‫‪ (5, 6‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺻﻒ ﻣﺎ ﻳﺤﺪﺙ ﻟﻘﺎﻃﻊ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﻣﻦ ﻧﻘﻄﺔ ﻣﻌﻄﺎﺓ )‪ (a, b‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪.‬‬
‫‪ (5‬‬
‫ﹴ‬
‫ﻣﻌﻄﺎﺓ ﻋﻠﻴﻪ‪.‬‬ ‫‪   (6‬ﹺﺻﻒ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻤﻴﻞ ﻣﻨﺤﻨﻰ ﻋﻨﺪ ﻧﻘﻄﺔ‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪148‬‬

‫‪ 8‬‬ ‫‪148‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪8 -3‬‬ ‫‪‬‬
‫‪Tangent Line and Velocity‬‬

‫‪ 1‬‬ ‫ﻋﻨﺪﻣﺎ ﻳﻘﻔﺰ ﺍﻟﻤﻈﻠﻲ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪ ،15000 ft‬ﻓﺈﻥ ﺳﺮﻋﺘﻪ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻷﺭﺽ ﺗﺰﺩﺍﺩ‬
‫‪  ‬‬
‫‪ ‬‬
‫‪‬‬
‫ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ؛ ﺑﺴﺒﺐ ﺗﺴﺎﺭﻉ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ ،‬ﻭﺗﺴﺘﻤﺮ ﺳﺮﻋﺘﻪ ﻓﻲ ﺍﻻﺯﺩﻳﺎﺩ‬
‫‪‬‬ ‫ﺣﺘﻰ ﻳﻔﺘﺢ ﻣﻈﻠﺘﻪ ﻋﻨﺪ ﺍﺭﺗﻔﺎﻉ ‪ ، 2500 ft‬ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺇﻟﻰ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ‬
‫ﺍﻟﺤﺪﻳﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﺘﻲ ﻳﻨﻌﺪﻡ ﻋﻨﺪﻫﺎ ﺗﺴﺎﺭﻉ ﺍﻟﻤﻈﻠﻲ‪ ،‬ﻭﻳﺤﺪﺙ ﻫﺬﺍ‬
‫‪8-3‬‬ ‫ﺻﻔﺮﺍ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﺗﺼﺒﺢ ﻣﺤﺼﻠﺔ ﺍﻟﻘﻮ￯ ﻋﻠﻴﻪ ﹰ‬ ‫‪  ‬‬ ‫■‬

‫ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫‪ ‬ﺗﻌﻠﻤﺖ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 1 - 4‬ﺃﻥ ﹸﻣﻌﺪﹼ ﻝ ﺗﻐ ﹼﻴﺮ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ‬ ‫‪‬‬
‫ﻳﺘﻐﻴﺮ ﻣﻦ ﻧﻘﻄﺔ ﺇﻟﻰ ﺃﺧﺮ￯ ﻋﻠﻴﻪ‪ ،‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻣﺘﻮﺳﻂ ﹸﻣﻌﺪﹼ ﻝ ﺗﻐ ﹼﻴﺮ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ‬
‫‪‬‬
‫ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ‪.‬‬ ‫‪‬‬
‫ﺍﻟﺨﻄﻴﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ‪ .‬ﻓﻔﻲ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺃﺩﻧﺎﻩ ﻟﻠﺪﺍﻟﺔ‬ ‫‪‬‬
‫‪8-3‬‬ ‫ﻣﺎﺭﺍ ﺑﺎﻟﻨﻘﻄﺔ )‪ ، (1, 1‬ﻭﺑﻨﻘﻄﺔ ﺃﺧﺮ￯ ﻣﺜﻞ )‪، (3, 9‬‬ ‫‪ y = x‬ﻭﺍﻟﻘﺎﻃﻊ ﺍﻟﺬﻱ ﻳﻘﻄﻌﻪ ﹼﹰ‬
‫‪2‬‬
‫‪‬‬ ‫■‬

‫ﺇﻳﺠﺎﺩ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﺪﺍﻟﺔ ﻋﻨﺪ‬ ‫ﺃﻭ )‪ ،(2, 4‬ﺃﻭ )‪ ، (1.1, 1.21‬ﺗﺠﺪ ﺃﻥ ﺍﻟﻘﺎﻃﻊ ﻳﺘﺨﺬ ﺃﻭﺿﺎﻋﹰﺎ ﻣﺨﺘﻠﻔﺔ ﻳﺘﻐﻴﺮ‬ ‫‪‬‬
‫‪‬‬
‫ﺧﻼﻟﻬﺎ ﻣﻴﻠﻪ‪.‬‬
‫ﻧﻘﻄﺔ ﺑﺤﺴﺎﺏ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫)‪(3, 9‬‬
‫‪‬‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ‬ ‫‪m=3‬‬ ‫‪tangent line‬‬
‫ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ‪.‬‬ ‫‪m = 2.1‬‬
‫)‪(2, 4‬‬
‫‪m=4‬‬ ‫‪ ‬‬
‫‪instantaneous rate of‬‬
‫‪8-3‬‬ ‫))‪(1.1, 1.21‬‬
‫)‪(1, 1‬‬ ‫‪change‬‬
‫)‪(1, 1‬‬ ‫)‪(1, 1‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺸﺘﻘﺎﺕ؛ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ‪.‬‬ ‫‪difference quotient‬‬
‫‪3‬‬ ‫‪ 2‬‬ ‫‪ 1‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﺑﻴﻦ ﻧﻘﻄﺘﻲ ﺍﻟﺘﻘﺎﻃﻊ ‪ ،‬ﺯﺍﺩﺕ ﹺﺩ ﱠﻗ ﹸﺔ ﺗﻘﺮﻳﺐ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻟﻤﻴﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ .‬ﺇﺫﺍ‬
‫‪instantaneous velocity‬‬
‫ﻗﺼﺮ ﹸ‬
‫ﻻﺣﻆ ﺃﻧﻪ ﻛﻠﻤﺎ ﹸ‬
‫ﻭﺍﺻﻠﻨﺎ ﺗﻘﺼﻴﺮ ﺍﻟﻔﺘﺮﺓ ﺇﻟﻰ ﺩﺭﺟﺔ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﻧﻘﻄﺘﺎ ﺍﻟﺘﻘﺎﻃﻊ ﻣﺘﻄﺎﺑﻘﺘﻴﻦ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ )‪ (3‬ﺃﻋﻼﻩ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺤﺼﻞ ﻋﻠﻰ ﻣﻤﺎﺱ‬
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‫ﻟﻠﻤﻨﺤﻨﻰ‪ ،‬ﻭﻫﻮ ﻣﺴﺘﻘﻴﻢ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳﻌﺒﺮﻩ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺱ‪ .‬ﻭﻳﻤ ﱢﺜﻞ ﻣﻴﻞ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻣﻴﻞ ﺍﻟﻤﻨﺤﻨﻰ‬
‫ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺱ‪.‬‬
‫‪ 2‬‬ ‫‪y‬‬
‫‪‬‬
‫(‪ (x, f‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻨﺎ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺻﻴﻐﺔ‬
‫ﻭﻟﺘﻌﺮﻳﻒ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪f x‬‬ ‫‪‬‬
‫ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ ))‪ (x, f (x‬ﻭ ))‪ (x + h, f (x + h‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫‪‬‬
‫‪‬‬ ‫)‪y = f (x‬‬
‫))‪f(x + h‬‬
‫(‪(x + h, f‬‬ ‫))‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻭﻣﻨﻪ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺑﺎﻟﺼﻴﻐﺔ‪:‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬ ‫(‪(x, f‬‬
‫))‪f(x‬‬
‫))‬ ‫)‪f (x + h) - f (x‬‬
‫__ = __ = ‪m‬‬
‫)‪f (x + h) - f (x‬‬
‫‪(x + h) - x‬‬ ‫‪h‬‬
‫‪‬‬ ‫‪O‬‬ ‫‪x x+h‬‬ ‫‪x‬‬
‫ﻭﺗ ﹶﹸﺴ ﱠﻤﻰ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﻗﺴﻤﺔ ﺍﻟﻔﺮﻕ‪.‬‬
‫• ﻣﺎ ﺷﻜﻞ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺬﻱ ﹸﻳﻤ ﹼﺜﻞ ﺍﺭﺗﻔﺎﻉ‬ ‫(‪ (x, f‬؛ ﺃﻱ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻤﺔ‬
‫ﻓﻜﻠﻤﺎ ﺍﻗﺘﺮﺑﺖ ﺍﻟﻨﻘﻄﺔ ))‪ (x+h, f (x+h‬ﻣﻦ ﺍﻟﻨﻘﻄﺔ ))‪f x‬‬
‫ﺍﻟﻤﻈﻠﻲ ﺑﻮﺻﻔﻪ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ﻗﺒﻞ ﻓﺘﺢ‬ ‫‪ h‬ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﺎﻃﻊ ﻳﻘﺘﺮﺏ ﻣﻦ ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪(x, f (x‬؛ ﻟﺬﺍ ﻳﻤﻜﻨﻨﺎ ﺣﺴﺎﺏ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ‬
‫ﻭﻫﻮ ﹸﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ ﺃﻧﻪ ﻧﻬﺎﻳﺔ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻋﻨﺪﻣﺎ ‪.h → 0‬‬
‫ﺍﻟﻤﻈﻠﺔ؟‬
‫ﻗﻄﻊ ﻣﻜﺎﻓﺊ‬ ‫‪ ‬‬ ‫‪‬‬
‫‪(x,‬‬
‫‪x f (x)) m(x,‬‬
‫‪x,‬‬ ‫‪f x))  f  ‬‬
‫(‪x f‬‬
‫‪x,‬‬
‫• ﹺﺻ ﹾ‬
‫ﻒ ﻣﻌﺪﻝ ﺗﻐ ﱡﻴﺮ ﺩﺍﻟﺔ ﺍﻻﺭﺗﻔﺎﻉ ﻗﺒﻞ ﻓﺘﺢ‬ ‫‪ m = lim‬‬
‫)‪f (x + h) - f (x‬‬
‫__‬ ‫‪ ‬‬
‫‪h‬‬
‫ﺍﻟﻤﻈﻠﺔ ﻭﺑﻌﺪﻫﺎ‪.‬‬
‫‪h→0‬‬

‫ﻧﻼﺣﻆ ﺃﻥ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺩﺍﻟﺔ ﺍﻻﺭﺗﻔﺎﻉ ﻳﺰﺩﺍﺩ‬ ‫‪149‬‬ ‫‪‬‬ ‫‪8 - 3 ‬‬

‫ﻗﺒﻞ ﻓﺘﺢ ﺍﻟﻤﻈﻠﺔ‪ ،‬ﻭﺫﻟﻚ ﻧﺘﻴﺠﺔ ﺗﺰﺍﻳﺪ ﺳﺮﻋﺘﻪ‬

‫ﺣﺘﻰ ﻳﻔﺘﺢ ﺍﻟﻤﻈﻠﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﻣﻴﻞ‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻳﺰﺩﺍﺩ‪ ،‬ﺃﻣﺎ ﺑﻌﺪ ﻓﺘﺢ ﺍﻟﻤﻈﻠﺔ‪ ،‬ﻓﺈﻥ‬ ‫‪8-3‬‬
‫ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺳﻴﻘﻞ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ ،‬ﻭﺫﻟﻚ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻧﺘﻴﺠﺔ ﺍﻧﻌﺪﺍﻡ ﺍﻟﺘﺴﺎﺭﻉ‪.‬‬ ‫•‪154 ‬‬ ‫•‪152 ‬‬ ‫‪‬‬
‫•‪152 ‬‬
‫‪(20) •‬‬ ‫‪(20) •‬‬ ‫‪(20) •‬‬ ‫‪‬‬
‫‪(16) •‬‬ ‫‪(16) • (14, 15) •‬‬ ‫‪‬‬
‫‪(17) •‬‬ ‫‪(17) •‬‬ ‫‪(16) • ‬‬

‫‪149‬‬ ‫‪‬‬ ‫‪8 - 3‬‬

 ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻹﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻋﻨﺪ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪   ‬‬
‫‪‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ y = x‬ﺍﻟﻤﻤ ﱠﺜﻠﺔ ﺑﺎﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ)‪. (1, 1‬‬
‫‪2‬‬ ‫‪‬‬
‫‪  h→0 ‬‬
‫‪ 1 , 2‬ﹸﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ‬
‫‪ ‬‬
‫(‪f x + h) - f‬‬
‫(‪f‬‬
‫__ ‪m = lim‬‬
‫‪h‬‬
‫)‪f x‬‬ ‫‪‬‬ ‫ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟ ﱠﻠﺤﻈﻲ؛ ﻹﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻨﺤﻨﻰ‬
‫‪h→0‬‬ ‫‪ ‬‬
‫‪y‬‬
‫‪x=1‬‬
‫(‪f 1 + h) - f‬‬
‫(‪f‬‬
‫__ ‪= lim‬‬
‫)‪f 1‬‬ ‫‪ h‬‬ ‫ﺩﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪ ،‬ﺃﻭ ﻹﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﺗﹸﻤﻜﻨﻨﺎ‬
‫ﻣﻦ ﺣﺴﺎﺏ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪(1 + h) - 1‬‬
‫)‪(1, 1‬‬
‫__ ‪= lim‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪f(1 + h) = (1 + h) 2 , f(1) = 1 2‬‬
‫‪h→0‬‬ ‫‪h‬‬ ‫ﻋﻠﻴﻪ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻤﺎﺱ‬
‫‪(1+h)2‬‬ ‫__ ‪= lim‬‬
‫‪1 + 2h + h 2 - 1‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫)‪h(2 + h‬‬
‫_‬
‫‪= lim‬‬
‫‪‬‬
‫‪‬‬ ‫‪h→0‬‬ ‫‪h‬‬ ‫‪ ‬‬
‫‪h‬‬ ‫)‪= lim (2 + h‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪h→0‬‬
‫‪=2+0 = 2‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫‪‬‬
‫ﺃﻱ ﺃﻥ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ‪ y = x 2‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ (1, 1‬ﻫﻮ ‪.2‬‬ ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫‪ ‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻨﺤﻨﻰ ﻭﻣﻤﺎﺳﻪ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ (1, 1‬ﻧﻼﺣﻆ ﺃﻥ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤ ﱢﺜﻞ ﺍﻟﻤﻤﺎﺱ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﻳﺴﺎﻭﻱ ‪. 2‬‬
‫‪‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻛﻞ ﻣﻨﺤﻨﻰ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬

‫‪-4‬‬ ‫‪y = x 2 + 4, (-2, 8) (1B‬‬ ‫‪6 y = x 2, (3, 9) (1A‬‬ ‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ‪y= x 2+1‬‬ ‫‪1‬‬
‫(‪ (x , f‬ﻋﻠﻴﻪ ‪.‬‬
‫ﻛﻤﺎ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﹸﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻹﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ))‪f x‬‬ ‫‪4‬‬ ‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪.(2 , 5‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ‪y=x 2 +2x‬‬ ‫‪2‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ‪ y = _4x‬ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬ ‫‪m = 2x + 2‬‬ ‫ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬
‫)‪f(x + h) - f(x‬‬
‫‪ ‬‬ ‫__ ‪m = lim‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫_‬
‫‪4‬‬
‫_‪-‬‬
‫‪4‬‬
‫_‬
‫‪4‬‬
‫_ = )‪, f(x‬‬
‫‪4‬‬
‫_ ‪m = lim‬‬
‫‪x+h‬‬ ‫‪x‬‬
‫= )‪f(x + h‬‬
‫‪x+h‬‬ ‫‪x‬‬ ‫‪h→0‬‬
‫_‬
‫‪- 4h‬‬
‫‪h‬‬ ‫‪‬‬
‫‪m = lim‬‬ ‫_‬
‫)‪x(x + h‬‬
‫‪ ‬ﺗﹸﻌﻄﻲ ﺻﻴﻐﺔ ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ‬
‫‪‬‬
‫‪h→0‬‬ ‫‪h‬‬

‫_ ‪m = lim‬‬ ‫ﺍﻟ ﱠﻠﺤﻈﻲ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﺎ‪ ،‬ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ‬

‫‪-4h‬‬
‫‪‬‬
‫‪‬‬ ‫‪h→0‬‬ ‫)‪xh(x + h‬‬
‫‪h‬‬ ‫_ ‪m = lim‬‬
‫‪2‬‬
‫‪-4‬‬
‫‪h→0‬‬ ‫‪x + xh‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ‬
‫‪ ‬‬ ‫_=‪m‬‬ ‫‪-4‬‬ ‫ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﻹﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﻟﻤﻴﻞ ﻣﻤﺎﺱ‬
‫‪2‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬
‫)‪x + x(0‬‬
‫‪4‬‬
‫‪m = -4‬‬
‫‪y‬‬ ‫‪‬‬
‫‪‬‬ ‫_=‪m‬‬
‫‪-4‬‬
‫‪2‬‬
‫‪8‬‬ ‫‪x‬‬
‫‪m=- 1‬‬ ‫)‪(1, 4‬‬ ‫_‪،m=-‬‬
‫‪4‬‬
‫(‪ (x, f‬ﻋﻠﻴﻪ ﻫﻮ‬
‫ﺃﻱ ﺃﻥ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ))‪f x‬‬
‫‪ ‬‬
‫‪16 4‬‬ ‫‪2‬‬
‫)‪(8, 0.5‬‬ ‫‪x‬‬
‫ﻭﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻳﺒﻴﻦ ﻣﻴﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺛﻼﺙ ﻧﻘﻂ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫‪−8‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪(-4, -1) −4‬‬ ‫‪‬‬ ‫‪ ‬ﻫﻨﺪﺳ ﹼﹰﻴﺎ‪ ،‬ﻳﻘﻄﻊ ﺍﻟﻤﻤﺎﺱ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪:‬‬
‫‪−8‬‬
‫ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺱ ﻓﻘﻂ‪ ،‬ﻭﻻ ﻳﻘﻄﻌﻬﺎ ﻣﺮﺓ‬
‫‪m =- 1‬‬
‫‪4‬‬ ‫‪m = 3x 2‬‬ ‫‪y = x 3 (2B‬‬ ‫‪m = 2x - 4‬‬ ‫‪y = x 2 - 4x + 2 (2A‬‬
‫ﺃﺧﺮ￯‪ .‬ﻭﺍﻟﻤﻤﺎﺱ ﻫﻮ ﻣﺴﺘﻘﻴﻢ ﻳﻼﻣﺲ‬
‫ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻘﻄﻊ‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪150‬‬
‫ﻧﻘﺎﻁ ﺃﺧﺮ￯‪.‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ﹴ‬

‫‪ 8‬‬ ‫‪150‬‬



‫ ﹸﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺣﺴﺎﺏ ﺍﻟﺴﺮﻋﺔ‬3
.‫ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﺠﺴﻢ ﻣﺘﺤﺮﻙ‬
 
‫ﹸ‬
‫ﺴﺘﻌﻤﻞ‬ ‫ ﹸﻳ‬
‫ﻣﺼﻄﻠﺢ ”ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ“ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﻗﻴﻤﺔ‬
‫ ﻭﻳﺴﺘﻌﻤﻞ ﻣﺼﻄﻠﺢ‬.‫ﺍﻟﺴﺮﻋﺔ ﻭﺍﺗﺠﺎﻫﻬﺎ‬
.‫”ﺍﻟﺴﺮﻋﺔ“ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﻗﻴﻤﺔ ﺍﻟﺴﺮﻋﺔ ﻓﻘﻂ‬

‫ ﹸﻗﺬﻓﺖ ﻛﺮﺓ ﺇﻟﻰ ﺃﻋﻠﻰ ﻓﻲ‬
‫ﹴ‬
:‫ ﻭﺗﻤ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ‬،‫ﺗﺠﺮﺑﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ‬
‫ ﺍﺭﺗﻔﺎﻉ‬h(t) = -16 t 2 + 95 t + 15
‫ ﻣﺎ ﺍﻟﺴﺮﻋﺔ‬،‫ ﺛﺎﻧﻴﺔ‬t ‫ﺍﻟﻜﺮﺓ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬
‫ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻜﺮﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
47 ft /s ‫ ؟‬t = 2 s‫ ﺇﻟﻰ‬t = 1 s ‫ﻣﻦ‬
‫ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﺧﻄﻮﺍﺕ‬
‫ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻨﺪ‬
.‫ﻧﻘﻄﺔ ﺑﺎﻟﺘﻔﺼﻴﻞ ﻋﻠﻰ ﻣﺪﻭﻧﺔ ﺍﻟﺼﻒ‬
‫ﻭﻋﻠﻴﻬﻢ ﺗﻮﺿﻴﺢ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ‬
‫ ﺃﻭ‬،‫ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﱠﺤﻈﻲ ﻹﻳﺠﺎﺩ ﺍﻟﻤﻴﻞ‬
.‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ‬
151  8 - 3
f t) ‫ ﻃﺮﻳﻘﺔ ﺣﺴﺎﺏ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻟﺠﺴﻢ ﻳﻘﻄﻊ ﻣﺴﺎﻓﺔ‬1 - 4 ‫ ﺗﻌﻠﻤﺖ ﻓﻲ ﺍﻟﺪﺭﺱ‬
f( 
‫ ﻭﺍﻟﺴﺮﻋﺔ‬.‫ ﻣﻦ ﺧﻼﻝ ﻗﺴﻤﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ ﻋﻠﻰ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻓﻪ ﺍﻟﺠﺴﻢ ﻟﻘﻄﻊ ﺗﻠﻚ ﺍﻟﻤﺴﺎﻓﺔ‬،t ‫ﻓﻲ ﺯﻣﻦ ﻣﻘﺪﺍﺭﻩ‬
‫ ﻭﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺕ ﺑﻬﺎ ﺍﻟﺴﺮﻋﺔ‬.‫ﺍﻟﻤﺘﺠﻬﺔ ﻫﻲ ﺳﺮﻋﺔ ﻟﻬﺎ ﺍﺗﺠﺎﻩ‬ 

‫ ﺃﻣﺎ‬،‫ ﻓﺎﻹﺷﺎﺭﺓ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﻨﺎﺗﺞ ﺗﻌﻨﻲ ﺍﺗﺠﺎﻩ ﺍﻷﻣﺎﻡ ﺃﻭ ﺍﻷﻋﻠﻰ‬،‫ﺍﻟﻤﺘﻮﺳﻄﺔ ﻣﻊ ﺗﻮﺿﻴﺢ ﺍﺗﺠﺎﻫﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻹﺷﺎﺭﺓ ﻓﻲ ﺍﻟﻨﺎﺗﺞ‬
y = f(f x)
.‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﻓﺘﻌﻨﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺨﻠﻒ ﺃﻭ ﺍﻷﺳﻔﻞ‬

 x,
x y
  
 t
f t)
v avg f( x 
( y
b a
  f(f b) - f(f a)
 t 
v avg = __ = _ 
 
b-a 

 3 
‫ ﺳﺎﻋﺔ ﺑﺎﺗﺠﺎﻩ ﺧﻂ‬t ‫ ﻭﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﻋﺪﹼ ﺍﺀ ﺑﻌﺪ‬،‫ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻷﻣﻴﺎﻝ‬f(f t) = -1.3t 2 + 12t ‫ ﺗﻤ ﱢﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ ﻣﺎ ﺳﺮﻋﺘﻪ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﻴﻦ ﺍﻟﺴﺎﻋﺘﻴﻦ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺯﻣﻦ ﺍﻟﺴﺒﺎﻕ؟‬.‫ﺍﻟﻨﻬﺎﻳﺔ‬
‫ﺃﻭﺟﺪ ﹰ‬
. a = 2 , b = 3 ‫ﺃﻭﻻ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﺍﻟﻌﺪﱠ ﺍﺀ ﻋﻨﺪ ﺍﻟﺰﻣﻦ‬
f t) =-1.3t 2 + 12t
f(  f t) = -1.3t 2 + 12t
f(
3
f 2) = -1.3(2) 2 + 12(2)
f( a=2,b=3 f 3) = -1.3(3) 2 + 12(3)
f(
f = 18.8
f(2) 
 f = 24.3
f(3)
.‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻥ ﺻﻴﻐﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ‬
f b) - f(
f( f a)
 v =_
avg
b-a
 
=_
24.3 - 18.8
f(b) = 24.3 , f(a) = 18.8, b = 3 , a = 2 1500 m
3-2
 = 5.5 2010

.‫ ﺇﻟﻰ ﺍﻷﻣﺎﻡ‬5.5 mi/h ‫ﺃﻱ ﺃﻥ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻌﺪﹼ ﺍﺀ ﺑﻴﻦ ﺍﻟﺴﺎﻋﺘﻴﻦ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ ﻫﻲ‬
  2:24:33

‫ ﻣﺎ ﺍﻟﺴﺮﻋﺔ‬،‫ ﺛﺎﻧﻴﺔ ﻟﺒﺎﻟﻮﻥ ﻳﺼﻌﺪ ﺭﺃﺳ ﹼﹰﻴﺎ‬t ‫ ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬h(t) = 5 + 65t - 16t 2 ‫ﺗﻤ ﱢﺜﻞ‬  (3
‫ ﺇﻟﻰ ﺍﻷﻋﻠﻰ‬17 ft/s ‫؟‬t =2 s ، t = 1 s ‫ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﺒﺎﻟﻮﻥ ﺑﻴﻦ‬
f(t) (3, 24.3))
f(
‫ ﻧﺠﺪ ﺃﻧﻪ ﺗﻢ ﺣﺴﺎﺏ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻣﻦ ﺧﻼﻝ‬، 3 ‫ﺇﺫﺍ ﺃﻣﻌﻨﱠﺎ ﺍﻟﻨﻈﺮ ﻓﻲ ﺇﺟﺎﺑﺔ ﺍﻟﻤﺜﺎﻝ‬ 
20
.‫( ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬3, 24.3) ، (2, 18.8) ‫ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ‬
(2, 18.8))
15 ‫ ﻭﻟﻴﺴﺖ‬، ‫ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﺘﻲ ﺗﻢ ﺣﺴﺎﺑﻬﺎ ﻫﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺧﻼﻝ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ‬ 
‫ﻟﺤﻈﺔ ﹴ‬
.‫ﺯﻣﻨﻴﺔ ﻣﺤﺪﺩﺓ‬ ‫ﹴ‬ ‫ﻭﺍﻟﺘﻲ ﺗﺴﺎﻭﻱ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﺠﻬﺔ ﻋﻨﺪ‬،‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
‫ﺍﻟﺴﺮﻋﺔ‬

10 
5 ‫ﹴ‬
‫ ﻓﺈﻧﻨﺎ ﻧﺠﺪ ﹸﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐ ﹼﻴﺮ‬، t ‫ﺯﻣﻨﻴﺔ ﻣﺤﺪﺩﺓ‬ ‫ﹴ‬
‫ﻟﺤﻈﺔ‬ ‫ﻭﻹﻳﺠﺎﺩ ﺳﺮﻋﺔ ﺍﻟﻌﺪﹼ ﺍﺀ ﺍﻟﻤﺘﺠﻬﺔ ﻋﻨﺪ‬

. ‫ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ‬f(t) ‫ﺍﻟﻠﺤﻈﻲ ﻟﻤﻨﺤﻨﻰ‬
 

O 1 2 3 t

 
v(t) f (t)
t 
f t + h) - f(
f( f t)
v(t) = lim __
h→0 h

151  8 - 3 
 ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﺳﻘﻄﺖ ﻛﺮﺓ ﻣﻦ ﻗﻤﺔ ﺑﻨﺎﻳﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ ، 2000 ft‬ﻭﺗﻤ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪f t) = 2000 - 16t 2‬‬
‫(‪ f‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬ ‫‪‬‬
‫‪‬‬
‫ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺳﻘﻮﻃﻬﺎ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﻟﻠﻜﺮﺓ ﺑﻌﺪ ‪.5 s‬‬ ‫‪ 4 , 5‬ﹸﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ‬
‫‪‬‬
‫ﻹﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‪ ،‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪ ، t = 5‬ﻭﻃﺒﻖ ﺻﻴﻐﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‪.‬‬ ‫‪‬‬ ‫ﺍﻟﺴﺮﻋﺔﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ ﻹﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ‬
‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ ﻟﺠﺴﻢ ﻣﺘﺤﺮﻙ ﻋﻨﺪ ﻟﺤﻈﺔ‬
‫‪f(f t)‬‬
‫)‪f(t + h) - f(t‬‬
‫__ ‪v(t) =lim‬‬
‫‪‬‬
‫‪h→0‬‬ ‫‪h‬‬ ‫ﺯﻣﻨﻴﺔ ﻣﺤﺪﺩﺓ‪ ،‬ﺃﻭ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻰ ﻣﻌﺎﺩﻟﺔ ﻧﺠﺪ ﻣﻦ‬
‫‪f(5 + h) = 2000 - 16(5 + h) 2,‬‬
‫‪h→0‬‬
‫]‪2000 - 16(5 + h) 2 - [2000 - 16(5) 2‬‬
‫___ ‪v(5) = lim‬‬
‫‪h‬‬ ‫ﺧﻼﻟﻬﺎ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﺠﺴﻢ ﻣﺎ‬
‫‪f(5) = 2000 - 16(5) 2‬‬
‫‪‬‬
‫‪‬‬ ‫‪(5h)2‬‬ ‫__ ‪=lim‬‬
‫‪-160h - 16h 2‬‬ ‫ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‪.‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫)‪h(-160 - 16h‬‬
‫‪‬‬ ‫__ ‪=lim‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪h‬‬ ‫)‪=lim (-160 - 16h‬‬
‫‪h→0‬‬
‫‪=-160 - 16(0) = -160‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬
‫ﺃﻱ ﺃﻥ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ‪ 5 s‬ﻫﻲ ‪ ،160 ft/s‬ﺃﻣﺎ ﺍﻹﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﻓﺘﻌﻨﻲ ﺃﻥ ﺍﻟﻜﺮﺓ ﺗﻬﺒﻂ ﻷﺳﻔﻞ‪.‬‬
‫‪‬‬ ‫‪ ‬ﺻﻌﺪ ﺳﻠﻤﺎﻥ ﺇﻟﻰ ﺃﻋﻠﻰ‬ ‫‪4‬‬
‫‪ (4‬ﺳﻘﻄﺖ ﻋﻠﺒﺔ ﻣﺎﺩﺓ ﺍﻟﺘﻨﻈﻴﻒ ﻣﻦ ﻳﺪ ﻋﺎﻣﻞ ﻓﻲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﻣﻪ ﺑﺘﻨﻈﻴﻒ ﻧﺎﻓﺬﺓ ﺑﻨﺎﻳﺔ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 1400 ft‬ﻋﻦ ﺳﻄﺢ‬ ‫ﺑﻨﺎﻳﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ ، 30 ft‬ﻭﻣﻦ ﻫﻨﺎﻙ‬
‫ﺍﻷﺭﺽ‪ ،‬ﻭﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪ h(t) = 1400 - 16t 2‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﻌﻠﺒﺔ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺳﻘﻮﻃﻬﺎ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ‬
‫ﺭﻣﻰ ﻗﻄﻌﺔ ﻧﻘﺪﻳﺔ ﻧﺤﻮ ﺍﻷﺭﺽ‪ .‬ﺇﺫﺍ‬
‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻌﻠﺒﺔ )‪ v(t‬ﺑﻌﺪ ‪-224 ft/s . 7 s‬‬
‫ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻨﻘﺪﻳﺔ ﻋﻦ ﺳﻄﺢ‬
‫ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﻟﻠﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‪.‬‬ ‫ﺍﻷﺭﺽ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺭﻣﻴﻬﺎ‬
‫ﹸﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪‬‬ ‫‪5‬‬ ‫‪‬‬
‫‪ ،h(t) = 30 - 16 t 2‬ﻓﺄﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ‬
‫ﺗﹸﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﺑﺎﻟﺴﻨﺘﻤﺘﺮﺍﺕ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ ‪ . s(t) = 18t - 3t - 1‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ‬
‫‪3‬‬

‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﻟﻠﺠﺴﻢ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ ‪.‬‬ ‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻘﻄﻌﺔ ﺍﻟﻨﻘﺪﻳﺔ‬
‫ﻃ ﱢﺒﻖ ﺻﻴﻐﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‪.‬‬ ‫ﺑﻌﺪ ‪v(t) = - 64 ft/s .2 s‬‬

‫‪‬‬ ‫__ ‪v(t) = lim‬‬

‫)‪s(t + h) - s(t‬‬
‫ﻧﺤﻠﺔ ﺑﺎﻟﺒﻮﺻﺎﺕ‬‫ﹴ‬ ‫‪ ‬ﹸﻳﻌﻄﻰ ﹸﺑﻌﺪ‬ ‫‪5‬‬
‫ﻋﻦ ﹶﺧﻠ ﱠﻴﺘﹺﻬﺎ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪3‬‬ ‫‪3‬‬
‫____ ‪= lim‬‬
‫]‪18(t + h) - 3(t + h) - 1 - [18t - 3t - 1‬‬
‫‪s(t + h) = 18(t + h) - 3(t + h) 3 - 1‬‬
‫‪h‬‬
‫‪ . p(t) = 12t - 6 t 3 + 1‬ﺃﻭﺟﺪ‬
‫‪h→0‬‬
‫‪s(t) = 18t - 3t 3 - 1‬‬
‫‪2‬‬
‫‪‬‬‫‪(t+h)3‬‬ ‫‪‬‬ ‫__ ‪= lim‬‬
‫‪18h - 9t h -‬‬ ‫‪- 3h 3‬‬ ‫‪9th 2‬‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
‫‪‬‬
‫‪h→0‬‬ ‫‪h‬‬

‫ﻟﻠﻨﱠﺤﻠﺔ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‪.‬‬

‫‪2‬‬
‫)‪h(18 - 9t - 9th - 3h 2‬‬
‫‪‬‬ ‫__ ‪= lim‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪h‬‬ ‫)‪= lim (18 - 9t 2 - 9th - 3h 2‬‬ ‫‪v(t) = 12 - 18 t 2‬‬
‫‪h→0‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪= 18 - 9t 2 - 9t(0) - 3(0) 2‬‬

‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫‪= 18 - 9t 2‬‬

‫ﺃﻱ ﱠ‬
‫ﺃﻥ ﻣﻌﺎﺩﻟﺔ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ ﻫﻲ ‪.v(t) = 18 - 9t 2‬‬

‫‪v(t) = 90 - 32t‬‬
‫‪‬‬ ‫‪ ‬ﺗﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﻔﺮﻕ ﺑﻴﻦ‬
‫‪ (5‬ﺗﻤ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪ s(t) = 90t - 16t 2‬ﺍﺭﺗﻔﺎﻉ ﺻﺎﺭﻭﺥ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺇﻃﻼﻗﻪ ﺭﺃﺳ ﹼﹰﻴﺎ ﻣﻦ ﻣﺴﺘﻮ￯ ﺳﻄﺢ ﺍﻟﺒﺤﺮ ‪ ،‬ﺣﻴﺚ‬ ‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﺴﺮﻋﺔ‬
‫ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﻟﻠﺼﺎﺭﻭﺥ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ ‪.‬‬
‫ﺍﻟ ﱠﻠﺤﻈﻴﺔ ﺍﻟﻤﺘﺠﻬﺔ‪ .‬ﻓﺎﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ‬
‫ﺍﻟﻤﺘﺠﻬﺔ ﻫﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﻴﻦ‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪152‬‬
‫ﻧﻘﻄﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ‪ ،‬ﺃﻣﺎ ﺍﻟﺴﺮﻋﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ‬
‫ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻓﻬﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻋﻨﺪ ﻟﺤﻈﺔ‬
‫ﺯﻣﻨﻴﺔ ﻣﺤﺪﺩﺓ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺯﻭﺩ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﺴﻠﻚ ﻭﺷﺮﻳﻂ ﻻﺻﻖ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ‬ ‫‪ ‬ﱢ‬
‫ﻣﺠﻤﻮﻋﺔ ﺗﺸﻜﻴﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺴﻠﻚ ﻭﻟﺼﻘﻪ ﻋﻠﻰ ﻭﺭﻗﺔ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺴﻄﺮﺓ ﻟﺮﺳﻢ ﻣﻤﺎﺱ‬
‫ﻟﻬﺬﺍ ﺍﻟﻤﻨﺤﻨﻰ‪ .‬ﻭﺗﺤﺪﻳﺪ ﻣﻴﻞ ﻫﺬﺍ ﺍﻟﻤﻤﺎﺱ‪ ،‬ﺛﻢ ﻧﺎﻗﺸﻬﻢ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻋﻨﺪ ﻧﻘﻄﺔ‪ ،‬ﻭﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ‬
‫ﺍﻟ ﱠﻠﺤﻈﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬

‫‪ 8‬‬ ‫‪152‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫ﺗﻤ ﱢﺜﻞ)‪ f (t‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﹸﺑﻌﺪ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﻋﻦ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪t‬‬ ‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻌﻄﺎﺓ‪1  :‬‬
‫ﺛﺎﻧﻴﺔ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ ﻟﻬﺬﺍ ﺍﻟﺠﺴﻢ ﻋﻨﺪ ﺍﻟﺰﻣﻦ‬
‫‪ ‬‬
‫‪2‬‬
‫ﺍﻟﻤﻌﻄﻰ‪4  :‬‬‫ﹸ‬ ‫‪-3, 5 y = x - 5x , (1, -4) , (5, 0) (1‬‬

‫‪-96 ft/s f (t) = 100 - 16t 2, t = 3 (17‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-29‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ‬ ‫‪-3, -3 y = 6 - 3x, (-2 , 12) , (6, -12) (2‬‬

‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪12.4 ft/s f (t) = 38t - 16t 2, t = 0.8 (18‬‬
‫_‬ ‫‪_3‬‬
‫‪-3, - 1 y = x , (1, 3) , (3, 1) (3‬‬
‫‪-512 ft/s f (t) = -16t 2 - 400t + 1700, t = 3.5 (19‬‬ ‫‪3‬‬

‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ ‫‪-121.6 ft/s f (t) = 1275 - 16t 2, t = 3.8 (20‬‬
‫‪3‬‬
‫‪12, 3 y = x + 8 , (-2, 0) , (1, 9) (4‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫‪-58.2 ft/s f (t) = 73t - 16t 2, t = 4.1 (21‬‬ ‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪2  :‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪-57.6 ft/s f (t) = -16t 2 + 1100, t = 1.8 (22‬‬ ‫‪m = -2x + 4‬‬
‫‪y = -x 2 + 4x (6‬‬ ‫‪m = -2 y = 4 - 2x (5‬‬
‫ﺗﻤ ﱢﺜﻞ )‪ s(t‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﻣﺘﺤﺮﻙ‪ .‬ﺃﻭﺟﺪ‬ ‫_‬
‫‪‬‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﻟﻠﺠﺴﻢ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ ‪5  :‬‬ ‫‪m = - 23‬‬
‫‪x‬‬
‫_=‪y‬‬
‫‪1‬‬
‫‪2‬‬
‫‪(8‬‬
‫‪x‬‬
‫‪2‬‬
‫‪m = -2x y = 8 - x (7‬‬

‫‪ ‬ﻟﻸﺳﺌﻠﺔ ‪ ،17–22‬ﺫﻛﱢﺮ‬ ‫‪v (t ) = 28t‬‬ ‫‪6x 2‬‬

‫‪m = -6‬‬ ‫‪y = -2x 3 (10‬‬ ‫‪√x‬‬ ‫_‬ ‫_‬
‫‪1‬‬
‫‪m = - 2 y = √x (9‬‬
‫‪v (t ) = 1 - 6t s(t) = t - 3t 2 (24‬‬ ‫‪s(t) = 14t 2 - 7 (23‬‬ ‫‪2x‬‬
‫ﺍﻟﻄﻼﺏ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﻣﻌﺪﻝ‬ ‫‪v (t ) = 5‬‬ ‫‪  (11‬ﺗﻤ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪ p(t) = 0.06t - 1.08t + 51.84‬ﻣﻮﻗﻊ‬
‫‪3‬‬ ‫‪2‬‬
‫‪s(t) = 18 - t 2 + 4t (26‬‬
‫ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟ ﱠﻠﺤﻈﻲ‪ ،‬ﻭ ﻟﻴﺲ ﺣﺴﺎﺏ‬
‫‪s(t) = 5t + 8 (25‬‬ ‫ﻣﺘﺰﻟﺞ ﻋﻠﻰ ﺳﻔﺢ ﺟﻠﻴﺪﻱ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺍﻧﻄﻼﻗﻪ‪2  .‬‬
‫‪v (t ) =- 2 t + 4‬‬
‫)‪ h( t‬ﻟﻘﻴﻤﺔ ‪ t‬ﺍﻟﻤﻌﻄﺎﺓ؛ ﻷﻧﻬﺎ ﻻ‬ ‫‪s(t)) = 3t 3 - 20 + 6t (28‬‬
‫‪2‬‬
‫‪s(t) = 12t 2 - 2t 3 (27‬‬
‫)‪p(t‬‬

‫‪v (t ) = 9t + 6‬‬ ‫‪2‬‬

‫‪v (t ) = 24t - 6t‬‬
‫ﺗﺴﺎﻭﻱ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‪.‬‬
‫ﻭﺻﻒ ﺍﺭﺗﻔﺎﻉ ﻣﻈﻠﻲ‬
‫ﹸ‬ ‫‪  (29‬ﻳﻤﻜ ﹸﻦ‬
‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪،33‬‬ ‫ﺑﺎﻷﻗﺪﺍﻡ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﻗﻔﺰﻩ‬
‫ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺘﺬﻛﺮﻭﺍ ﺃﻥ ﺷﻜﻞ‬ ‫ﺑﺎﻟﺪﺍﻟﺔ ‪. h(t) = 15000 - 16t 2‬‬

‫ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﺷﺒﻴﻪ‬ ‫‪h‬‬ ‫‪t‬‬

‫‪3, 4, 5‬‬
‫‪m = 0.18t 2 - 2.16t‬‬
‫ﺑﺎﻟﺤﺮﻑ " ‪ " V‬ﻭ ﹶﻳﻨﹾﺘ ﹸﹸﺞ ﻋﻨﻪ ﻣﻴﻼﻥ‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻤﻈﻠﻲ‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﺍﻟﺴﻔﺢ ﺍﻟﺠﻠﻴﺪﻱ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‪.‬‬
‫ﺑﻴﻦ ﺍﻟﺜﺎﻧﻴﺘﻴﻦ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺨﺎﻣﺴﺔ ﻣﻦ ﺍﻟﻘﻔﺰ‪112 ft/s .‬‬
‫‪-112‬‬
‫ﻣﺨﺘﻠﻔﺎﻥ‪ .‬ﻭﺑﺬﻟﻚ ﺗﻜﻮﻥ ﺩﺍﻟﺔ ﺍﻟﻤﻴﻞ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﻤﻴﻞ ﻋﻨﺪﻣﺎ ‪.t = 2 s, 5 s, 7 s‬‬
‫‪ (b‬ﻛﻢ ﺑﻠﻐﺖ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻤ ﹶﻈ ﱢﻠﻲ ﻋﻨﺪ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬ ‫‪-3.6, -6.3, -6.3‬‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻟﻴﺴﺖ ﻣﺘﺼﻠﺔ‪.‬‬ ‫ﻭﻋﻨﺪ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺨﺎﻣﺴﺔ؟ ‪-64 ft/s , -160 ft/s‬‬
‫ﺗﻤ ﱢﺜﻞ )‪ s(t‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﹸﺑﻌﺪ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﻋﻦ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﺑﺎﻷﻣﻴﺎﻝ ﺑﻌﺪ‬
‫‪ (c‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺳﺮﻋﺔ ﺍﻟﻤﻈﻠﻲ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‪v (t ) =-32t .‬‬ ‫‪ t‬ﺩﻗﻴﻘﺔ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﺠﺴﻢ ﺑﺎﻟﻤﻴﻞ ﻟﻜﻞ ﺳﺎﻋﺔ ﻓﻲ‬
‫‪  (30‬ﹸﻳﺒ ﱢﻴ ﹼﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺍﺭﺗﻔﺎﻉ ﻏﻮﺍﺹ ‪ d‬ﻣﻘﺮ ﹰﺑﺎ ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬ ‫ﺗﺤﻮﻝ ﺍﻟﺪﻗﺎﺋﻖ ﺇﻟﻰ ﺳﺎﻋﺎﺕ( ‪3 :‬‬‫ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﻌﻄﺎﺓ‪) .‬ﺗﺬﻛﺮ ﺑﺄﻥ ﱢ‬
‫ﻋﺸﺮﺓ ﺑﺎﻷﻣﺘﺎﺭ ﻋﻦ ﺳﻄﺢ ﺍﻟﻤﺎﺀ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﻗﻔﺰﻩ ﻣﻦ ﻣﻜﺎﻥ ﻣﺮﺗﻔﻊ‬
‫‪ 45 mi/h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫_ ‪s(t) = 0.4 t 2 -‬‬
‫‪1 3‬‬
‫‪t , 3 ≤ t ≤ 5 (12‬‬
‫ﻧﺤﻮ ﺍﻟﻤﺎﺀ‪.‬‬ ‫‪20‬‬

‫‪t‬‬ ‫‪0.5‬‬ ‫‪0.75‬‬ ‫‪1.0‬‬ ‫‪1.5‬‬ ‫‪2.0‬‬ ‫‪2.5‬‬ ‫‪3.0‬‬ ‫‪ 65 mi/h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪s(t) = 1.08t - 30 , 4 ≤ t ≤ 8 (13‬‬
‫‪d‬‬ ‫‪43.8‬‬ ‫‪42.3‬‬ ‫‪40.1‬‬ ‫‪34‬‬ ‫‪25.3‬‬ ‫‪14.3‬‬ ‫‪0.75‬‬
‫‪ 49 mi/h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪s(t) = 0.01t 3 - 0.01t 2 , 4 ≤ t ≤ 7 (14‬‬
‫‪ (a‬ﺍﺣﺴﺐ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻐﻮﺍﺹ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ‬
‫‪- 7.4 m/s‬‬ ‫‪.0.5 ≤ t ≤ 1.0‬‬ ‫‪45 mi/h s(t) = -0.5(t - 5) 2 + 3 , 4 ≤ t ≤ 4.5 (15‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻨﺤﻨﻰ ﻟﻨﻘﺎﻁ ﺍﻟﺠﺪﻭﻝ ﻫﻲ‬
‫‪ (16‬ﺗﻤ ﱢﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f (t) = -16 t2 + 65 t + 12‬ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪t‬‬
‫‪ ، d(t) = -4.91t 2-0.04t+45.06‬ﻓﺄﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺳﺮﻋﺔ‬ ‫‪‬‬

‫ﺍﻟﻐﻮﺍﺹ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ )‪v(t‬‬

‫ﺛﺎﻧﻴﺔ ﻟﻜﺮﺓ ﻗﺬﻓﺖ ﺇﻟﻰ ﺃﻋﻠﻰ‪ ،‬ﻣﺎ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻜﺮﺓ ﺑﻴﻦ‬
‫ﻟﺤﺴﺎﺏ ﺳﺮﻋﺘﻪ ﺑﻌﺪ ‪.3 s‬‬ ‫‪-64tt2+130t+2625 3 ‬‬
‫__‬ ‫‪. t = 15, 2t‬‬
‫‪v (t ) = -9.82t - 0.04 , -29.5 m/s‬‬ ‫‪2t-15‬‬

‫‪153‬‬ ‫‪‬‬ ‫‪8 - 3 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪35–45 ، 33 ، 1–29‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–29‬ﻓﺮﺩﻱ‪33–45 ،31 ،30 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪30–45‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪153‬‬ ‫‪‬‬ ‫‪8 - 3‬‬

 ‫‪  (31‬ﺭﻛﻞ ﺳﻠﻤﺎﻥ ﻛﺮﺓ ﺑﺴﺮﻋﺔ ﺭﺃﺳﻴﺔ ﻗﺪﺭﻫﺎ ‪.75 ft/s‬‬
‫‪‬‬
‫ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﹸﻣﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ )ﺇﻥ ﻭﺟﺪﺕ( ‪8-2 :‬‬ ‫(‪. f‬‬
‫‪f t) = -16t 2 + 75t + 2.5‬‬ ‫‪ 4‬‬
‫‪lim (x 2 + 2x - 2) (38‬‬
‫‪22 x→4‬‬ ‫‪t ≈ 2.344 s (c‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ‬
‫‪1‬‬ ‫‪lim (-x 4 + x 3 - 2x + 1) (39‬‬
‫‪x→-1‬‬
‫‪h‬‬
‫ﺍﻟﻄﻼﺏ ﺗﻮﺿﻴﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻴﻞ ﻣﻤﺎﺱ‬
‫‪lim (x + sin x) (40‬‬
‫‪t‬‬ ‫ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‪ ،‬ﻭﻣﻌﺪﻝ ﺗﻐ ﹼﻴﺮ ﺍﻟﺪﺍﻟﺔ‬
‫‪0 x→0‬‬
‫‪-32t + 75‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪. v(t‬‬
‫ﻋﻨﺪ ﻧﻔﺲ ﺍﻟﻨﻘﻄﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻴﻞ ﻣﻤﺎﺱ‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ )ﺇﻥ ﻭﺟﺪﺕ(‪8-2  :‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﻫﻮ ﻣﻌﺪﻝ ﺗﻐ ﹼﻴﺮ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ‬
‫‪_3‬‬ ‫‪ (b‬ﻣﺎ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﺑﻌﺪ ‪ 0.5 s‬ﻣﻦ ﺭﻛﻠﻬﺎ؟ ‪59 ft/s‬‬
‫‪2‬‬ ‫∞→‪x‬‬
‫‪3x 2 +x + 1‬‬
‫_ ‪lim‬‬ ‫‪2‬‬
‫‪(41‬‬ ‫ﺍﻟﻨﻘﻄﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫‪2x + 5‬‬
‫‪ (c‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻜﺮﺓ ﻟﺤﻈﺔ ﻭﺻﻮﻟﻬﺎ‬
‫‪x 3 -x 2 + 2‬‬ ‫ﺇﻟﻰ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻫﻲ ﺻﻔﺮ‪ ،‬ﻓﻤﺘﻰ ﺗﺼﻞ ﺇﻟﻰ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ؟‬
‫‪0‬‬ ‫‪lim _ (42‬‬
‫‪x→∞ x 4 + x 3 +3x‬‬ ‫‪‬‬ ‫✓‬
‫ﻣﺎ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﺗﺼﻞ ﺇﻟﻴﻪ ﺍﻟﻜﺮﺓ؟ ‪ 90.39 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(d‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺱ ‪8-3‬‬

‫‪‬‬ ‫‪  (32‬ﺗﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﻳﺘﺤﺮﻙ ﻋﻠﻰ ﻣﺴﺎﺭ‬ ‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﻣﺴﺘﻘﻴﻢ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ‪ ، d(t) = 3t 3+8t + 4‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ ‪،‬‬
‫‪ (43‬ﻣﺎ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ‪ y = 2x 2‬ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ؟ ‪A‬‬
‫ﻭ ‪ d‬ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻷﻣﺘﺎﺭ‪.‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،2‬ﺹ )‪(68‬‬
‫‪m=x C‬‬ ‫‪m = 4x A‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺠﺴﻢ )‪ v(t‬ﻋﻨﺪ‬
‫‪m = - 4x D‬‬ ‫‪m = 2x B‬‬ ‫ﺃﻱ ﺯﻣﻦ‪9t 2 + 8 .‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ )‪ v(t‬ﻟﺤﺴﺎﺏ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﺠﻬﺔ ﻋﻨﺪﻣﺎ‬
‫‪ (44‬ﺳﻘﻄﺖ ﻛﺮﺓ ﺑﺸﻜﻞ ﺭﺃﺳﻲ‪ ،‬ﻓﻜﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺑﺎﻷﻗﺪﺍﻡ‬
‫)‪d(2+h)-d(2‬‬ ‫‪44 m, 152 m, 332 m t = 2 s, 4 s, 6 s‬‬
‫‪‬‬
‫__ ‪lim‬‬ ‫ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪ .d(t) = 16t 2‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪h→0‬‬ ‫‪h‬‬
‫ﺗﻤ ﱢﺜﻞ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻜﺮﺓ ﺑﻌﺪ ‪ ، 2 s‬ﻓﻜﻢ ﺗﺴﺎﻭﻱ ﻫﺬﻩ ﺍﻟﺴﺮﻋﺔ ؟ ‪C‬‬ ‫‪‬‬ ‫‪ (33‬ﺟﻤﻴﻞ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻴﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻫﻮ‬
‫‪64 ft/s C‬‬ ‫‪46 ft/s A‬‬
‫‪72 ft/s D‬‬ ‫‪58 ft/s B‬‬
‫‪y‬‬
‫‪  (33‬ﹸﺳﺌﻞ ﻋﻠﻲ ﻭﺟﻤﻴﻞ‬ ‫‪ -1‬ﻋﻨﺪﻣﺎ ‪ 1 ، x < 0‬ﻋﻨﺪﻣﺎ ‪.x > 0‬‬
‫ﺃﻥ ﻳﺼﻔﺎ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ‬
‫‪ (45‬ﻣﺎﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ‪ y = x 3 + 7‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪(3 , 34‬؟ ‪C‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻴﻞ ﻳﺘﻜﻮﻥ ﻣﻦ‬
‫‪f (x) = x‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻤ ﱠﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬
‫‪27 C‬‬ ‫‪-9 A‬‬ ‫ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﺎﻫﺎ‪ .‬ﻓﻘﺎﻝ ﻋﻠﻲ‪:‬‬ ‫ﻣﺴﺘﻘﻴﻤﻴﻦ ﺃﻓﻘﻴﻴﻦ‪:‬‬
‫‪34 D‬‬ ‫‪9 B‬‬ ‫ﺇﻥ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻴﻞ ﺳﺘﻜﻮﻥ ﻣﺘﺼﻠﺔ ؛ ﻷﻥ‬ ‫‪ -1, x < 0‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻣﺘﺼﻠﺔ ‪ ،‬ﻓﻲ ﺣﻴﻦ ﻗﺎﻝ‬ ‫‪ y = ‬؛ ﻭﻟﺬﻟﻚ ﻳﻜﻮﻥ ﻏﻴﺮ‬
‫‪O‬‬ ‫‪x‬‬
‫ﺟﻤﻴﻞ‪ :‬ﺇﻥ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻴﻞ ﻟﻦ ﺗﻜﻮﻥ‬
‫‪ 1, x > 0‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻣﺘﺼﻠﺔ‪ .‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢ‬
‫ﻣﺘﺼﻞ ‪.‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ‪f x) = 2x 4 + 3x 3 - 2x‬‬
‫(‪f‬‬ ‫‪‬‬
‫‪‬‬ ‫‪(34‬‬ ‫‪ (35‬ﺧﺎﻃﺌﺔ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻟﻢ ﻳﻜﻦ‬
‫ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪m = 8x 3 + 9x 2 - 2 .‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﺩﺍﺋﺮﺓ ﻓﻤﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻘﻄﻊ‬
‫‪  (35‬ﻫﻞ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﻭ ﺧﺎﻃﺌﺔ " ﻳﻘﻄﻊ ﺍﻟﻤﻤﺎﺱ‬ ‫ﺍﻟﻤﻤﺎﺱ ﻫﺬﺍ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﻧﻘﺎﻁ ﺃﺧﺮ￯‬
‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺱ ﻓﻘﻂ"؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻏﻴﺮ ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺱ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪،‬‬
‫‪  (36‬ﺻﺢ ﺃﻡ ﺧﻄﺄ‪ :‬ﺇﺫﺍ ﹸﺃﻋﻄﻴﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﺑﻌﺪ ‪t‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪. y = sin x‬‬
‫ﺛﺎﻧﻴﺔ ﺑـ ‪ ، s(t) = at + b‬ﻓﺈﻥ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺠﺴﻢ‬
‫ﺩﺍﺋﻤﺎ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬‫ﺗﺴﺎﻭﻱ ‪ a‬ﹰ‬
‫‪ (36‬ﺻﺢ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ ﺃﻥ )‪ s(t‬ﺩﺍﻟﺔ‬
‫ﺻﻔﺮﺍ‬
‫ﺧﻄﻴﺔ‪ ،‬ﻓﺈﻥ ﻣﻴﻠﻬﺎ ﺛﺎﺑﺖ ﻭﻳﺴﺎﻭﻱ ‪a‬‬
‫‪  (37‬ﺑ ﱢﻴﻦ ﻟﻤﺎﺫﺍ ﺗﻜﻮﻥ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﺠﺴﻢ ﻣﺘﺤﺮﻙ ﹰ‬
‫ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯ ﻟﺪﺍﻟﺔ ﺍﻟﻤﺴﺎﻓﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻭﺑﺬﻟﻚ ﺗﻜﻮﻥ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
‫ﺩﺍﺋﻤﺎ‪.‬‬
‫ﻟﻠﺠﺴﻢ ﺗﺴﺎﻭﻱ ‪ a‬ﹰ‬
‫‪ (37‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻣﺜﻠﺖ ﺩﺍﻟﺔ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪154‬‬
‫ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﻤﻤﺎﺱ‬
‫ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ )ﺃﻭ ﺍﻟﺼﻐﺮ￯(‬
‫ﻳﻜﻮﻥ ﺃﻓﻘ ﹼﹰﻴﺎ؛ ﺃﻱ ﻣﻮﺍﺯ ﹰﻳﺎ ﻟﻠﻤﺤﻮﺭ ‪ ،x‬ﻭﻣﻴﻠﻪ‬
‫‪‬‬
‫ﺻﻔﺮﺍ‪ .‬ﻭﻟﺬﻟﻚ ﺗﻜﻮﻥ ﺍﻟﺴﺮﻋﺔ‬ ‫ﻳﺴﺎﻭﻱ ﹰ‬
‫‪‬‬

‫‪ ‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ f (x) = 3x 5 - 2x 3 + x 2 - 6x + 5‬ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪ ،‬ﻭﺍﻋﺘﻤﺪ ﻋﻠﻰ‬
‫‪‬‬ ‫ﺻﻔﺮﺍ ﻋﻨﺪ‬
‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﺇﺟﺎﺑﺘﻚ ﻭﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ‪ 35‬؛ ﻟﻮﺻﻒ ﺃﻱ ﻋﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﺼﻒ ﻣﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ‪.‬‬ ‫ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ )ﺃﻭ ﺍﻟﺼﻐﺮ￯(‪.‬‬
‫‪ m = 15 x 4 - 6 x 2 + 2x - 6‬ﻓﻲ ﻛﻞ ﺣﺪ ﺍﺿﺮﺏ ﺍﻟﻤﻌﺎﻣﻞ ﻓﻲ ﺍﻟﻘﻮﺓ‪ ،‬ﺛﻢ ﺍﻃﺮﺡ ‪ 1‬ﻣﻦ ﺍﻟﻘﻮﺓ‪ ،‬ﻭﺍﺣﺬﻑ ﺍﻟﺤﺪ ﺍﻟﺜﺎﺑﺖ‪.‬‬

‫‪ 8‬‬ ‫‪154‬‬

 ‫‪ ‬‬

‫‪8 - 3‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(15)‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(14)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪8-3‬‬ ‫‪‬‬ ‫‪8-3‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫)‪ v(t‬ﻋﻨﺪ ﺍﻟﺰﻣﻦ ‪ t‬ﺗﹸﻌﻄﻰ‬
‫(‪ f‬ﺑﻮﺻﻔﻪ ﺩﺍﻟﺔ ﰲ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﺈﻥ ﴎﻋﺔ ﺍﳉﺴﻢ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪tt‬‬ ‫ﺇﺫﺍ ﹸﺃﻋﻄﻲ ﻣﻮﻗﻊ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ‪t‬‬
‫)‪f t‬‬ ‫‪ (x,f‬ﻋﲆ ﺃﻧﻪ ﻣﻴﻞ ﺍﳌﲈﺱ ﳌﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪،(x, f(x‬‬
‫(‪ f‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ))‪f(x‬‬
‫(‪,f‬‬
‫‪,f‬‬ ‫ﻌﺮﻑ ﻣﻌﺪﻝ ﺍﻟﺘﻐﲑ ﺍﻟﻠﺤﻈﻲ ﳌﻨﺤﻨﻰ )‪f x‬‬
‫ﹸﻳ ﱠ‬
‫_____________‪f‬‬
‫)‪(t + h) - f (t‬‬
‫‪t‬‬ ‫)‪f (x + h) - f (x‬‬
‫)‪ ، v(t‬ﺑﴩﻁ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫‪tt) = lim‬‬ ‫ﺑﺎﻟﺼﻴﻐﺔ‪:‬‬ ‫ﻭ ﹸﻳﻌﻄﻰ ﺑﺎﻟﺼﻴﻐﺔ‪ ،m = lim ______________ :‬ﺑﴩﻁ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫‪h→0‬‬ ‫‪h‬‬ ‫‪h→0‬‬ ‫‪h‬‬

‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ y= 3x 2 +1‬ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬ ‫‪‬‬

‫ﹸﺃﺳﻘﻂ ﺣﺠﺮ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪ 1500‬ﻗﺪﻡ‪ ،‬ﻭ ﹸﻳ ﱠ‬
‫‪1‬‬
‫ﻌﱪ ﻋﻦ ﺍﺭﺗﻔﺎﻋﻪ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺇﺳﻘﺎﻃﻪ ﺑﺎﻟﺼﻴﻐﺔ‪:‬‬
‫ﻗﺪﻣﺎ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺤﺠﺮ ﺑﻌﺪ ‪ 4‬ﹴ‬
‫ﺛﻮﺍﻥ‪.‬‬ ‫(‪ f‬ﹰ‬‫‪t 1500 - 16 t 2‬‬
‫=)‪f(t‬‬ ‫)‪f (x + h) - f (x‬‬
‫ﺻﻴﻐﺔ ﻣﻌﺪﻝ ﺍﻟﺘﻐﲑ ﺍﻟﻠﺤﻈﻲ‬ ‫‪m = lim‬‬ ‫______________‬
‫‪h→0‬‬ ‫‪h‬‬
‫)‪f (t + h) - f (t‬‬
‫‪t‬‬
‫ﺻﻴﻐﺔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬ ‫______________ ‪tt) = lim‬‬
‫)‪v(t‬‬ ‫]‪x + h)2 + 1] - [3x 2 + 1‬‬
‫‪[3(x‬‬
‫‪h→0‬‬ ‫‪h‬‬ ‫‪ff(x + h) = 3(x‬‬
‫(‪x + h)2 + 1 , f‬‬
‫‪f x) = 3x 2 + 1‬‬ ‫________________________ ‪m = lim‬‬
‫‪2‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫] )‪[1500 - 16(4 + h) ] - [1500 - 16(4‬‬ ‫‪2‬‬
‫__________________________________ ‪ff(4 + h) = 1500 - 16(4 + h)2, ff(4) = 1500 - 16(4)2 = lim‬‬ ‫‪[3x 2 + 6hx‬‬
‫]‪hx + 3h 2 + 1] - [3x 2 + 1‬‬
‫‪h→0‬‬ ‫‪h‬‬ ‫ﻓﹸﻚ ﺍﻷﻗﻮﺍﺱ‬ ‫______________________________ ‪m = lim‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪2‬‬
‫‪-128h - 16h‬‬
‫ﻭﺑﺴﻂ‬
‫ﺍﴐﺏ ﹼ‬ ‫_____________ ‪= lim‬‬ ‫‪3h(2x‬‬
‫)‪x + h‬‬
‫‪h‬‬
‫‪h→0‬‬
‫ﺑﺴﻂ ﻭﺣﻠﹼﻞ‬
‫ﹼ‬ ‫__________ ‪m = lim‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫)‪h(-128 - 16h‬‬
‫ﺣﻠﹼﻞ‬ ‫______________ ‪= lim‬‬
‫‪h→0‬‬ ‫‪h‬‬ ‫ﺍﺧﺘﴫ ‪h‬‬ ‫‪m = lim 3(2x‬‬
‫)‪x + h‬‬
‫‪h→0‬‬
‫ﻭﻋﻮﺽ‪.‬‬
‫ﺍﺧﺘﴫ ﹼ‬ ‫)‪= -128 - 16(0‬‬
‫ﺧﻮﺍﺹ ﺍﻟﻨﻬﺎﻳﺎﺕ‬ ‫‪m = 6x‬‬
‫ﺑﺴﻂ‬
‫ﹼ‬ ‫‪= -128‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﴪﻋﺔ ﺍﻟﻠﺤﻈﻴﺔ ﺑﻌﺪ ‪ 4‬ﹴ‬ ‫ﺃﻱ ﺃﻥ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﺍﳌﻨﺤﻨﻰ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ ﻫﻲ ‪.m= 6xx‬‬
‫ﹾ‬
‫ﺛﻮﺍﻥ ﻫﻲ ‪ -128‬ﻗﺪ ﹰﻣﺎ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

‫‪‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﳑﺎ ﻳﺄﰐ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪:‬‬
‫)‪ s(t‬ﹸﺑﻌﺪ ﺟﺴﻴﻢ ﻣﺘﺤﺮﻙ ﻋﻦ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺠﺴﻴﻢ ﻋﻨﺪ ﺍﻟﺰﻣﻦ ﺍﳌﻌﻄﻰ‬
‫ﲤﺜﻞ ‪t‬‬
‫)‪t‬‬
‫ﰲ ﱟ‬ ‫‪y = 4- 7x‬‬ ‫‪(2‬‬ ‫‪y = x 3 +1‬‬ ‫‪(1‬‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪m=-7‬‬ ‫‪m=3x2‬‬
‫‪tt)= -16t 2 + 1700; t= 5‬‬
‫=)‪s(t‬‬ ‫‪(2‬‬ ‫‪tt)= 800- 16 t 2 ; t= 3‬‬
‫=)‪s(t‬‬ ‫‪(1‬‬
‫‪v(5)=-160ft/s‬‬ ‫‪v(3)=-96ft/s‬‬
‫__‪4‬‬ ‫‪3‬‬
‫___ = ‪y‬‬ ‫‪(4‬‬ ‫‪y = ___2‬‬ ‫‪(3‬‬
‫‪√x‬‬ ‫‪x‬‬
‫‪2‬‬
‫=)‪s(t‬‬
‫‪t -16t + 90t + 10; t= 2‬‬
‫=)‪t‬‬ ‫‪(4‬‬ ‫‪t 70t- 16t 2 ; t= 1‬‬
‫=)‪s(t‬‬
‫=)‪t‬‬ ‫‪(3‬‬
‫__‪-2‬‬ ‫‪-6‬‬
‫‪v(2)=26ft/s‬‬ ‫‪v(1)=38ft/s‬‬ ‫_____ = ‪m‬‬ ‫___ = ‪m‬‬
‫‪x √x‬‬ ‫‪x3‬‬

‫‪ 8‬‬ ‫‪15‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪14‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(17) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(16)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪8-3‬‬
‫‪‬‬ ‫‪8-3‬‬
‫‪‬‬
‫‪‬‬
‫=)‪ h(t‬ﲤﺜﻞ‬
‫‪ (4‬ﺍﳌﻌﺎﺩﻟﺔ‪t 15000- 16t 2 :‬‬
‫=)‪t‬‬ ‫‪ (1‬ﺃﺳﻘﻄﺖ ﻣﻨﻰ ﻛﺮ ﹰﺓ ﻣﻦ ﻋﲆ ﺳﻄﺢ ﺑﻨﺎﻳﺔ‬
‫ﻫﻞ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﺍﻟﻘﻄﻊ ﺍﳌﻜﺎﻓﺊ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‪ y= ax 2 + bx+ c :‬ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻹﳚﺎﺩ ﺭﺃﺱ ﺍﻟﻘﻄﻊ؟‬ ‫ﹺ‬
‫ﺍﺭﺗﻔﺎﻉ ﻣ ﹼ ﱟ‬
‫ﻈﲇ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﻗﻔﺰﻩ ﻣﻦ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬ ‫ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ .800 ft‬ﻭﺍﻟﺪﺍﻟﺔ‪t -16t 2 + 800 :‬‬
‫=)‪s(t‬‬
‫=)‪t‬‬
‫ﺧﻄﻮﺓ ‪ :1‬ﻣﺜﱢﻞ ﻗﻄﻌﲔ ﻣﻜﺎﻓﺌﲔ ﻣﻌﺎﺩﻟﺘﻬﺎ ‪ ، y= ax +bx + c‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ‪ a > 0‬ﻷﺣﺪﳘﺎ‪ ،‬ﻭ ‪ a< 0‬ﻟﻶﺧﺮ‪ ،‬ﺛﻢ ﺍﺭﺳﻢ‬
‫‪2‬‬ ‫ﲤﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻤﻈﲇ ﻋﻨﺪ ﺃﻱ‬
‫ﳑﺎﺱ ﺍﻟﻘﻄﻊ ﻋﻨﺪ ﺭﺃﺳﻪ‪ ،‬ﻭﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻞ ﻗﻄﻊ ﲢﺖ ﲤﺜﻴﻠﻪ ﺍﻟﺒﻴﺎﲏ‪.‬‬ ‫‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺇﺳﻘﺎﻃﻬﺎ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
‫ﳊﻈﺔ؟‬
‫ﻟﺴﻘﻮﻁ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ﺛﺎﻧﻴﺘﲔ؟‬
‫‪y‬‬ ‫‪y‬‬
‫‪v(t)=-32t‬‬ ‫‪‬‬
‫‪4‬‬ ‫‪/64‬‬
‫‪ (b‬ﻣﺎ ﺍﺭﺗﻔﺎﻉ ﺍﳌﻈﲇ ﺑﻌﺪ ﺛﺎﻧﻴﺘﲔ؟‬
‫‪O‬‬ ‫‪4‬‬ ‫‪x‬‬ ‫‪1‬‬
‫‪O‬‬ ‫‪1‬‬ ‫‪x‬‬

‫‪14936‬‬ ‫‪‬‬ ‫ﺣﺠﺮﺍ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪.1200 ft‬‬

‫ﹰ‬ ‫‪ (2‬ﺃﺳﻘﻂ ﺗﺎﻣﺮ‬
‫‪y = x 2 + 2x-‬‬
‫‪-3‬‬ ‫‪y =-x 2-4x ‬‬ ‫=)‪ .s(t‬ﲤﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺍﳊﺠﺮ‬
‫ﻭﺍﻟﺪﺍﻟﺔ‪t -16t 2 + 1200 :‬‬
‫=)‪t‬‬
‫‪ (c‬ﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻤﻈﲇ ﺑﻌﺪ ‪ 4‬ﺛﻮﺍﻥ؟‬ ‫ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺇﺳﻘﺎﻃﻪ‪.‬‬
‫ﺧﻄﻮﺓ ‪ :2‬ﺃﻭﺟﺪ ﻣﻴﻞ ﳑﺎﺱ ﻛﻞ ﻗﻄﻊ ﻋﻨﺪ ﺭﺃﺳﻪ‪.‬‬
‫‪0‬‬
‫‪/128‬‬ ‫‪‬‬ ‫‪ (a‬ﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺤﺠﺮ ﺑﻌﺪ ‪ 4‬ﺛﻮﺍﻥ ﻣﻦ‬
‫ﺇﺳﻘﺎﻃﻪ؟‬
‫ﺧﻄﻮﺓ ‪ :3‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﳑﺎﺱ ﻛﻞ ﻗﻄﻊ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‪.‬‬
‫‪y=x2+2x-3m=2x+2y=-x2-4xm=-2x-4‬‬ ‫‪128ft/s‬‬ ‫‪‬‬
‫ﻻﻋﺐ ﺍﻟﻜﺮ ﹶﺓ ﺑﴪﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻗﺪﺭﻫﺎ‬ ‫ﹲ‬ ‫‪ (5‬ﻳﺮﻛﻞ‬
‫ﻟـ ‪ ،x‬ﻓﻴﻜﻮﻥ ﺍﳊﻞ ﻫﻮ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻠﺮﺃﺱ‪.‬‬‫ﻭﺣﻠﱠﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﹺ‬ ‫ﺧﻄﻮﺓ ‪ :4‬ﹺ‬
‫ﺳﺎﻭ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﺑﺎﻟﺼﻔﺮ‪ ،‬ﹸ‬ ‫ﻌﱪ ﻋﻨﻪ ﺑﺎﳌﻌﺎﺩﻟﺔ‪:‬‬ ‫‪ ،80 ft/‬ﻓﺘﺼﻞ ﺍﺭﺗﻔﺎﻋﹰﺎ )‪ (s‬ﹸﻳ ﱠ‬
‫‪ft s‬‬ ‫‪ (b‬ﻣﺘﻰ ﻳﺼﻞ ﺍﳊﺠﺮ ﺇﱃ ﺳﻄﺢ ﺍﻷﺭﺽ؟‬
‫‪2x+2=0‬‬ ‫‪-2x-4=0‬‬ ‫‪‬‬ ‫=)‪ s(t‬ﻗﺪ ﹰﻣﺎ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪t -16t 2 + 80t + 6.5‬‬
‫=)‪t‬‬ ‫__‬
‫‪2x=-2‬‬ ‫‪ 2x=4‬‬
‫‪-‬‬ ‫‪‬‬ ‫‪5√3‬‬ ‫‪‬‬
‫‪x=-1‬‬ ‫‪ =-2‬‬
‫‪x‬‬ ‫‪‬‬ ‫)‪. v(t‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻜﺮﺓ ‪t‬‬
‫)‪t‬‬
‫‪ (c‬ﺃﻭﺟﺪ ﺻﻴﻐﺔ ﻟﴪﻋﺔ ﺍﳊﺠﺮ ﺍﻟﻠﺤﻈﻴﺔ ﰲ ﺃﻱ ﳊﻈﺔ‪.‬‬
‫ﻋﻮﺽ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻠﺮﺃﺱ ﰲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﻊ ﻹﳚﺎﺩ ﺍﻹﺣﺪﺍﺛﻲ ‪ y‬ﻟﻠﺮﺃﺱ‪.‬‬ ‫ﺧﻄﻮﺓ ‪ :5‬ﱢ‬ ‫‪v(t)=-32t+80‬‬ ‫‪‬‬ ‫‪v(t)=-32t‬‬ ‫‪‬‬
‫‪y=x2 +2x-3;x=-1‬‬ ‫‪y=-x2 -4x;x=-2 ‬‬
‫‪y=(-1) 2+‬‬ ‫‪ 2(-1)-3‬‬ ‫‪ =-(-2) 2-‬‬
‫‪y‬‬ ‫‪ 4(-2) ‬‬ ‫‪ (b‬ﻣﺎ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﺍﳌﺘﺠﻬﺔ ﺑﻌﺪ ‪ 0.5‬ﺛﺎﻧﻴﺔ؟‬ ‫‪ (d‬ﺃﻭﺟﺪ ﴎﻋﺔ ﺍﳊﺠﺮ ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺇﱃ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫‪y=-4‬‬ ‫‪ =4‬‬
‫‪y‬‬ ‫‪‬‬ ‫__‬
‫‪/64‬‬ ‫‪‬‬ ‫‪160√3ft/s‬‬ ‫‪‬‬
‫ﺧﻄﻮﺓ ‪ :6‬ﺍﻛﺘﺐ ﺇﺣﺪﺍﺛ ﱠﻴﻲ ﺭﺃﺱ ﻛﻞ ﻗﻄﻊ‪.‬‬
‫‪y=x 2+‬‬
‫‪ 2x-3(-1,-4)y=-x 2-‬‬ ‫)‪ 4x(-2,4‬‬ ‫‪ (c‬ﻣﺘﻰ ﺗﺼﻞ ﺍﻟﻜﺮﺓ ﺇﱃ ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ؟‬
‫=)‪ h(t‬ﲤﺜﻞ‬
‫‪ (3‬ﺍﳌﻌﺎﺩﻟﺔ‪t 900- 16t 2 :‬‬
‫=)‪t‬‬
‫‪‬‬ ‫‪2.5‬‬ ‫‪‬‬
‫ﺍﺭﺗﻔﺎﻉ ﲠﻠﻮﺍﻥ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﻌﺪ ﻗﻔﺰﻩ ﻣﻦ ﺍﺭﺗﻔﺎﻉ‬
‫ﺃﻭﺟﺪ ﺭﺃﺱ ﺍﻟﻘﻄﻊ ﺍﳌﻜﺎﻓﺊ ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫‪ (d‬ﻣﺎ ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ ﺗﺒﻠﻐﻪ ﺍﻟﻜﺮﺓ؟‬ ‫‪ 900‬ﻗﺪﻡ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺒﻬﻠﻮﺍﻥ‪.‬‬
‫‪y= -x 2 -6x -9‬‬ ‫‪(2‬‬ ‫‪y= 2x 2 - 4x +2‬‬ ‫‪(1‬‬
‫‪106.5 ft‬‬ ‫‪‬‬ ‫‪v(t)=-32t‬‬
‫)‪(-3,0‬‬ ‫)‪(1,0‬‬
‫‪1‬‬
‫‪y= __ x 2- 2x+4‬‬ ‫‪(4‬‬ ‫‪y= 4x 2 -25‬‬ ‫‪(3‬‬
‫‪2‬‬
‫)‪(2,2‬‬ ‫)‪(0,-25‬‬

‫‪ 8‬‬ ‫‪17‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪16‬‬ ‫‪ ‬‬

‫‪154 A‬‬ ‫‪  8‬‬

  



8 - 3
          


   (20)

 8-3

‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻛﻞ ﹴ‬

: ‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﻌﻄﺎﺓ‬
 -5 y = _x5 , (-1, -5) (2 5 y = x 2 - x , (3, 6) (1
 

‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﹴ‬

:‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ‬

 m = 3 x 2 - 4 x y = x 3 – 2 x 2 (4 m = -2 y = -2 x + 1 (3

 
‫ ﻓﻲ ﱟ‬h(t) ‫ﺗﻤﺜﹼﻞ‬
‫ ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻬﺬﺍ ﺍﻟﺠﺴﻢ‬.‫ ﺛﺎﻧﻴﺔ‬t ‫ ﹸﺑﻌﺪ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
: ‫ﻋﻨﺪ ﺍﻟﺰﻣﻦ ﺍﻟﻤﻌﻄﻰ‬
v(3) = 104 ft /sec
 h(t) = -16 t 2 + 200t + 700, t = 3 (6 v(2) = -64 ft /sec h(t) = 300 - 16 t 2 , t = 2 (5

: ‫ ﻟﻠﺠﺴﻢ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‬v(t) ‫ ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬.‫ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﺴﺎﺭ ﺟﺴﻢ ﻣﺘﺤﺮﻙ‬h(t) ‫ﺗﻤﺜﻞ‬
v(t) = 15 t 2 - 12t + 4
h(t) = 5 t 3 - 6 t 2 + 4t + 1 (8 v(t) = 34t h(t) = 17 t 2 + 8 (7

-3 √t
v(t) = _ + 2 h(t) = _3t + 2 t (10 v(t) = _ - 4t h(t) = √t - 2 t 2 (9
2
t 2t

 ‫ ﺃﻭﺟﺪ‬. h(t) = 18000 - 16 t 2 ‫ ﺛﺎﻧﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ‬t ‫ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﺭﺗﻔﺎﻉ ﻣﻈﻠ ﹼﹼﻲ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬  (11
v (t) = - 32 t .v (t) ‫ﺳﺮﻋﺔ ﺍﻟﻤﻈﻠﻲ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬

‫ ﺍﺭﺗﻔﺎﻉ‬h(t) = -16t 2 + 58 t + 6 ‫ ﻭﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬.58 ft/sec ‫ ﺭﻛﻞ ﻋﻠﻲ ﻛﺮ ﹰﺓ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ (12
 .‫ ﺛﺎﻧﻴﺔ‬t ‫ﺍﻟﻜﺮﺓ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬

v (t) = -32 t + 58 .v(t) ‫( ﺃﻭﺟﺪ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬a

10 ft/s ‫ ؟‬1.5 sec ‫( ﻣﺎ ﺳﺮﻋﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﺑﻌﺪ‬b



20



 
 

 

 

 

 

 

 

 8 154 B

‫‪‬‬ ‫‪‬‬
‫‪8 - 38 - 1‬‬
‫‪‬‬ ‫‪8‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬
‫‪8-3 ‬‬ ‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪8-1  :‬‬
‫‪8 -38 -1‬‬ ‫|‪|x‬‬
‫‪1, -5 y = x 2 - 3x , (2, -2) , (-1, 4) (18‬‬ ‫‪1‬‬ ‫‪lim+ _ (2‬‬ ‫‪1‬‬ ‫_ ‪lim‬‬
‫‪sin x‬‬
‫‪(1‬‬
‫‪ ‬‬ ‫‪x→0‬‬ ‫‪x‬‬ ‫‪x→0 +‬‬ ‫‪x‬‬

‫_ ‪lim‬‬ ‫_ ‪lim-‬‬
‫‪2‬‬
‫‪y = 2 - 5x , (-2, 12) , (3, -13) (19‬‬ ‫‪cos x - 1‬‬ ‫‪2x - 18‬‬
‫‪-5, -5‬‬ ‫‪0‬‬ ‫‪(4‬‬ ‫‪(3‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬ ‫‪3‬‬ ‫‪2‬‬
‫‪x→0 -‬‬ ‫‪x‬‬ ‫‪12 x→3‬‬ ‫‪x-3‬‬
‫‪-5, 3 y = x - 4x , (1, -3) , (3, -9) (20‬‬
‫ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‪ .‬ﻟﻸﺳﺌﻠﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﺠﺐ‬ ‫‪2 lim √x‬‬
‫‪3‬‬
‫‪+ 3 (6‬‬ ‫_ ‪lim‬‬‫‪2x‬‬
‫‪(5‬‬
‫‪x→1‬‬ ‫‪0.66‬‬ ‫‪x→3‬‬ ‫‪2‬‬
‫‪x +1‬‬
‫ﻋﻨﻬﺎ ﺍﻟﻄﻼﺏ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬ ‫‪  (21‬ﺍﻧﻄﻠﻘﺖ ﻗﺬﻳﻔﺔ ﺃﻟﻌﺎﺏ ﻧﺎﺭﻳﺔ ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﻟﻰ ﺃﻋﻠﻰ ﺑﺴﺮﻋﺔ‬ ‫|‪|4 -x‬‬ ‫‪√x‬‬
‫‪0.33 lim _ (8‬‬ ‫‪lim _ (7‬‬
‫‪+ 20‬‬
‫‪ ،90 ft/s‬ﻭﺗﻤ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪ h(t) = -16t 2 + 90t + 3.2‬ﺍﻻﺭﺗﻔﺎﻉ‬
‫ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﺱ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﺑﻌﺪ ﻛﻞ ﺳﺆﺍﻝ‪.‬‬ ‫ﺍﻟﺬﻱ ﺗﺒﻠﻐﻪ ﺍﻟﻘﺬﻳﻔﺔ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺇﻃﻼﻗﻬﺎ‪8-3  .‬‬
‫‪x→3‬‬ ‫√‬
‫‪3x‬‬ ‫‪-1‬‬ ‫‪x→-4‬‬ ‫‪x‬‬

‫‪v(t) = -32t + 90‬‬ ‫‪ (9‬ﺗﺰﺩﺍﺩ ﻗﻴﻤﺔ ﺗﺤﻔﺔ ﻓﻨﻴﺔ ﻓﺮﻳﺪﺓ ﺳﻨﻮ ﹼﹰﻳﺎ ﺑﺤﻴﺚ ﺗﹸﻌﻄﻰ ﻗﻴﻤﺘﻬﺎ ﺑﺂﻻﻑ ﺍﻟﺮﻳﺎﻻﺕ‬
‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﻟﻠﻘﺬﻳﻔﺔ‪.‬‬ ‫_‬‫‪400t + 2‬‬
‫ﺑﻌﺪ ‪ t‬ﺳﻨﺔ ﺑﺎﻟﻌﻼﻗﺔ‬
‫= )‪ 8-1  . v(t‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪2t + 15‬‬
‫‪ (b‬ﻣﺎ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻘﺬﻳﻔﺔ ﺑﻌﺪ ‪ 0.5 s‬ﻣﻦ ﺍﻹﻃﻼﻕ؟ ‪74 ft/s‬‬ ‫‪ (a‬ﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ )‪ v(t‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪.0 ≤ t ≤ 10‬‬
‫✓ ‪‬‬ ‫ﻣﺎ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﺗﺒﻠﻐﻪ ﺍﻟﻘﺬﻳﻔﺔ؟ ‪ 129.76ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(c‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؛ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺘﺤﻔﺔ ﺍﻟﻔﻨﻴﺔ ﻋﻨﺪﻣﺎ‬
‫ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ‪ ،‬ﺹ )‪(70‬‬ ‫‪ 42000, 80000, 115000 .t = 2, 5, 10‬ﺭﻳﺎﻝ‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻴﻞ ﻣﻨﺤﻨﻰ‬
‫‪  (22‬ﱞ‬ ‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ )‪lim v(t‬‬
‫∞→‪200 . t‬‬
‫‪ y = 7x - 2‬ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻴﻪ؟ ‪B 8-3 ‬‬
‫‪2‬‬
‫ﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻨﻬﺎﻳﺔ ﻭﺳﻌﺮ ﺍﻟﺘﺤﻔﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫‪ (d‬ﹼ‬
‫‪m = 7x - 2 C‬‬ ‫‪m = 7x A‬‬ ‫ﺇﻥ ﻗﻴﻤﺔ ﺍﻟﺘﺤﻔﺔ ﻟﻦ ﺗﺰﻳﺪ ﻋﻦ ‪ 200000‬ﺭﻳﺎﻝ‪.‬‬
‫‪‬‬ ‫‪m = 14x - 2 D‬‬ ‫‪m = 14x B‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻤﻜﻨﹰﺎ‪ ،‬ﻭﺇﻻ ﻓﺎﺫﻛﺮ‬
‫ﺗﹸﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﺑﺎﻷﻣﻴﺎﻝ ﺑﻌﺪ ‪ t‬ﺩﻗﻴﻘﺔ ﺑﺎﻟﺪﺍﻟﺔ )‪. s (t‬‬ ‫ﺍﻟﺴﺒﺐ‪8-2  .‬‬
‫)‪v(t‬‬
‫‪(9a‬‬ ‫ﻟﻴﺲ ﻣﻤﻜﻨﹰﺎ؛ ﻋﻨﺪﻣﺎ ‪ ،x = 9‬ﻓﺈﻥ‬
‫ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﺠﺴﻢ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﻤﻴﻞ‬ ‫‪x2 + 1‬‬
‫‪lim _ (10‬‬
‫‪90‬‬ ‫ﻟﻜﻞ ﺳﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﺗﺬﻛﱠﺮ ﺃﻥ ﺗﺤﻮﻝ ﺍﻟﺪﻗﺎﺋﻖ ﺇﻟﻰ‬ ‫ﺻﻔﺮﺍ‪.‬‬
‫ﺍﻟﻤﻘﺎﻡ ﻳﺴﺎﻭﻱ ﹰ‬ ‫‪x→9 √x‬‬
‫‬ ‫‪-3‬‬
‫ﺳﺎﻋﺎﺕ‪8-3  .‬‬ ‫‪3‬‬
‫‪lim (2x + x - 8) (11‬‬ ‫‪2‬‬
‫‪60‬‬ ‫‪-20‬‬ ‫‪x→-2‬‬
‫‪400tt + 2‬‬
‫‪400‬‬ ‫‪42 mi/h s(t) = 12 + 0.7t , 2 ≤ t ≤ 5 (23‬‬
‫_ =))‪(tt‬‬
‫‪v((t‬‬
‫‪30‬‬ ‫‪2t + 15‬‬ ‫‪   (12‬ﻳﻤﻜﻦ ﺗﻘﺪﻳﺮ ﻋﺪﺩ ﺍﻟﻐﺰﻻﻥ ﺑﺎﻟﻤﺌﺎﺕ ﻓﻲ ﻣﺤﻤﻴﺔ ﺑﺎﻟﻌﻼﻗﺔ‬
‫‪123 mi/h s(t) = 2.05t - 11 , 1 ≤ t ≤ 7 (24‬‬
‫‪3‬‬
‫‪0‬‬ ‫‪ 54 mi/h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪s(t) = 0.9t - 25 , 3 ≤ t ≤ 6 (25‬‬ ‫__ = )‪ ، P(t‬ﻭﺫﻟﻚ ﺑﻌﺪ ‪ t‬ﺳﻨﺔ ‪ ،‬ﺣﻴﺚ ‪ . .t ≥ 3‬ﻣﺎ ﺃﻛﺒﺮ‬
‫‪10t - 40t + 2‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪t‬‬ ‫‪3‬‬
‫‪2t + 14t + 12‬‬
‫‪ 120 mi/h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪s(t) = 0.5t 2 - 4t , 4 ≤ t ≤ 8 (26‬‬ ‫ﻋﺪﺩ ﻟﻠﻐﺰﻻﻥ ﻳﻤﻜﻦ ﺃﻥ ﻳﻮﺟﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺤﻤﻴﺔ؟ ‪8-2 ‬‬
‫‪ 500‬ﻏﺰﺍﻝ‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ )‪ v(t‬ﻟﺠﺴﻢ ﹸﻳﻌﻄﻰ ﻣﻮﻗﻌﻪ ﻋﻨﺪ ﺃﻱ‬
‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ‪8-2  :‬‬
‫ﺯﻣﻦ ﺑﺎﻟﻌﻼﻗﺔ )‪ h(t‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪8-3 :‬‬
‫‪2‬‬
‫‪v (t ) = 8t - 9 h(t) = 4t - 9t (27‬‬
‫‪_1‬‬ ‫_ ‪lim‬‬
‫‪2x 3 - x - 2‬‬ ‫∞‬
‫‪(14 lim (15 - x 2 + 8x 3) (13‬‬
‫‪2‬‬ ‫∞→‪x‬‬ ‫‪3‬‬
‫‪4x + 5x‬‬ ‫‪2‬‬ ‫∞→‪x‬‬

‫‪v (t ) = 2 - 26t h(t) = 2t - 13t 2 (28‬‬ ‫∞‪-‬‬

‫‪2x 2 + 5x - 1‬‬
‫__ ‪lim (10x 3 - 4 + x 2 - 7x 4) (16 0 lim‬‬ ‫‪(15‬‬
‫‪2‬‬ ‫∞→‪x‬‬ ‫‪x→∞ 2x 4 - 14x 2 + 2‬‬
‫‪v (t ) = 2 - 10t h(t) = 2t - 5t (29‬‬
‫‪v (t ) = 12t - 3t 2 h(t) = 6t 2 - t 3 (30‬‬ ‫‪2x 2 + 5‬‬
‫_ ‪lim‬‬ ‫_‬
‫‪16‬‬
‫ﻗﺪﱢ ﺭ‬ ‫‪ ‬‬ ‫‪(17‬‬
‫‪x→0‬‬
‫)‪10 - (2.7‬‬ ‫‪x‬‬
‫‪A 8-1 ‬‬
‫‪_1 B‬‬ ‫‪ A‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬
‫‪2‬‬
‫‪-∞ D‬‬ ‫‪∞ C‬‬

‫‪155‬‬ ‫‪‬‬ ‫‪8 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ %50‬‬ ‫‪‬‬
‫‪ %25‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪www.obeikaneducation.com‬‬ ‫‪‬‬ ‫‪8 -1, 8 -2 , 8 -3‬‬ ‫‪‬‬

‫‪126‬‬ ‫‪‬‬

‫‪155‬‬ ‫‪ 8‬‬

 

Derivatives
 8 -4
. 65 ft/s ‫ ﻓﺎﻧﻄﻠﻘﺖ ﺑﺴﺮﻋﺔ‬،3 ft ‫ﺭﻛﻞ ﺃﺣﻤﺪ ﻛﺮ ﹰﺓ ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﻟﻰ ﺃﻋﻠﻰ ﻣﻦ ﺍﺭﺗﻔﺎﻉ‬
 
     1
‫ ﺍﻟﺘﻲ ﺩﺭﺳﺘﻬﺎ ﻓﻲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻟﻜﺘﺎﺑﺔ‬،‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺤﺮﻛﺔ ﺑﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ‬ 8-3 
‫ ﻭﻣﻦ ﺛﻢ ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻜﺮﺓ ﺳﺘﺒﻠﻎ‬،‫ ﺛﺎﻧﻴﺔ‬t ‫ﺩﺍﻟﺔ ﺗﺼﻒ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﻌﺪ‬
.‫ ﺃﻡ ﻻ‬68 ft ‫ﺍﺭﺗﻔﺎﻉ‬ 

8- 4
■


‫ ﻋﻨﺪ ﺃﻱ‬f (x) ‫ ﻟﺘﺤﺪﻳﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬8 - 3 ‫ ﺍﺳﺘﻌﻤﻠﺖ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻓﻲ ﺍﻟﺪﺭﺱ‬

 ■
‫ﺣﺴﺎﺏ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﻣﻌﺪﻝ‬
:‫ ﻭﺗﹸﻌﻄﻰ ﺑﺎﻟﺼﻴﻐﺔ‬، f Â(x) ‫ ﻭﺗﹸﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ‬، ‫ﻧﻘﻄﺔ ﻋﻠﻴﻪ‬  .‫ﺍﻟﺘﻐﻴﺮ ﺍﻟ ﱠﻠﺤﻈﻲ‬
f (x + h) - f (x) 8- 4
f Â(x) = lim __
h→0 h
 ‫ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ‬
.‫ﹸﺴﻤﻰ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻌﺎﺩﻟﺔ ﺗﻔﺎﺿﻠﻴﺔ‬
‫ ﻭﺗ ﱠ‬،‫ﹸﺴﻤﻰ ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺸﺘﻘﺔ ﺍﻻﺷﺘﻘﺎﻕ‬
‫ ﻭﺗ ﱠ‬،‫ﺑﺸﺮﻁ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ‬ derivative
.‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺸﺘﻘﺎﺕ‬

 1  differentiation
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﻓﻲ ﺇﻳﺠﺎﺩ‬
 .‫ﺍﻟﻤﺸﺘﻘﺎﺕ‬
. x = 1 , 5 ‫ ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻋﻨﺪﻣﺎ‬،‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‬f (x) = 4x 2 - 5x + 8 ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ‬
differential equation 8- 4

 f Â(x) = lim __
f(x + h) - f(x)
differential operator
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ؛ ﻓﻲ‬
h
.‫ﺣﺴﺎﺏ ﺗﻜﺎﻣﻼﺕ ﺑﻌﺾ ﺍﻟﺪﻭﺍﻝ‬
h→0

4(x + h) 2 - 5(x + h) + 8 - (4x 2 - 5x + 8)

= lim ____
f (x + h) = 4(x + h) 2 - 5(x + h) + 8, www.obeikaneducation.com
f (x) = 4x 2 - 5x + 8 h→0 h

= lim __
8xh + 4h 2 - 5h

 
h→0 h
h(8x + 4h - 5) 
= lim __

h→0 h f f Œ(x)

 2
h = lim (8x + 4h - 5) f prime of x x
h→0

  = [8x + 4(0) - 5] = 8x - 5 

. x =1 , 5 ‫ ﻋﻨﺪﻣﺎ‬f Â(x) ‫ ﺍﺣﺴﺐ‬. f Â(x) = 8x - 5 ‫ ﻫﻲ‬f (x) ‫ﺃﻱ ﺃﻥ ﻣﺸﺘﻘﺔ‬
،“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬


‫ ﻭﺍﻟﺘﻲ‬،‫ﻭﺫﻛﱢﺮﻫﻢ ﺑﻤﻌﺎﺩﻟﺔ ﺍﻟﺤﺮﻛﺔ ﺑﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ‬
f Â(x) = 8x - 5  f Â(x) = 8x - 5
f Â(1) = 8(1) - 5 x = 1 , x =5 f Â(5) = 8(5) - 5
610 :‫ﺩﺭﺳﻮﻫﺎ ﻓﻲ ﺍﻟﻔﻴﺰﻳﺎﺀ‬
3≤
f Â(1) = 3 
 f Â(5) = 35  ‫ ﻫﻮ‬h 0 ‫ ﺣﻴﺚ‬، h - h 0 = v 0t - 16t 2
v 0 ‫ ﻭ‬،‫ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﹸﻗﺬﻑ ﻣﻨﻪ ﺍﻟﺠﺴﻢ‬

 "  "
f Œ(x) = -10x + 2,
:‫ ﺍﻟﻤﻌﻄﺎﺓ‬x ‫ ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻋﻨﺪ ﻗﻴﻢ‬،‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‬f (x) ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ‬
  .‫ ﺍﻟﺰﻣﻦ‬t ‫ ﻭ‬،‫ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬
f Œ(1) = -8, f Œ(4) = -38  
f (x) = -5 x 2 + 2x - 12, x = 1 , 4 (1B f (x) = 6 x 2 + 7, x = 2 , 5 (1A
   
 
 ‫• ﻣﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﺼﻒ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﻌﺪ‬
df dy
‫ ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﻨﻲ ﺇﻳﺠﺎﺩ‬، _d
‫ ﻭﺇﺫﺍ ﺳﺒﻖ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺆﺛﺮ ﺍﻟﺘﻔﺎﺿﻠﻲ‬، y  , _ , _ ‫ﺃﻳﻀﺎ ﺑﺎﻟﺮﻣﻮﺯ‬
‫ ﹰ‬y = f (x) ‫ﹸﻳﺮﻣﺰ ﻟﻤﺸﺘﻘﺔ‬ x (1A
f Œ(x) = 12x,
x, ‫ ﺛﺎﻧﻴﺔ؟‬t
dx dx dx
.‫ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ‬ f Œ(2) = 24, f Œ(5) = 60 h(t ) = -16 t 2 + 65t + 3
 8  156 ‫• ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ؛ ﻹﻳﺠﺎﺩ ﺃﻋﻠﻰ‬
‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬69 ft .‫ﺍﺭﺗﻔﺎﻉ ﺗﺼﻠﻪ ﺍﻟﻜﺮﺓ‬
‫؟‬68 ft ‫• ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺒﻠﻎ ﺍﻟﻜﺮﺓ ﺍﺭﺗﻔﺎﻉ‬
8-4 .‫ﻋ ﱢﻠﻞ‬
    ‫ ﺣﻴﺚ ﺳﺘﺼﻞ ﺍﻟﻜﺮﺓ ﺇﻟﻰ ﺍﺭﺗﻔﺎﻉ‬،‫ﻧﻌﻢ‬
161 , 163 • 161 • 161 •  .‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬69 ft
(21) • (21) • (21) • 

(20) • (20) • (18, 19) • 
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬1
(20) • 
‫ ﻭﺣﺴﺎﺏ ﹺﻗ ﹶﻴ ﹺﻤﻬﺎ ﻋﻨﺪ ﻧﻘﺎﻁ ﻣﺤﺪﺩﺓ؛‬،‫ﺍﻟﻨﻬﺎﻳﺎﺕ‬
(21) • (21) •

.‫ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻮﻳﺾ ﺍﻟﻤﺒﺎﺷﺮ‬

 8 156



‫ ﺗﹸﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ‬2 - 4
.‫ﺍﻻﺷﺘﻘﺎﻕ؛ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﺸﺘﻘﺎﺕ ﺩﻭﺍﻝ ﻣﺨﺘﻠﻔﺔ‬
 
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﹴ‬
‫ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
.‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬

:‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ‬
f (x) = 2x + 2x - 7x + 12
3 2
‫ ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ‬.‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‬
. x = 1 , 4 ‫ﺍﻟﻤﺸﺘﻘﺔ ﻋﻨﺪﻣﺎ‬
f ( x) = 6 x + 4x - 7, f (1) = 3,
2  
‫ﺣﺘﻰ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ﺍﺳﺘﻌﻤﻠﺖ ﺍﻟﻨﻬﺎﻳﺔ؛ ﻹﻳﺠﺎﺩ ﱟ‬
‫ ﻭﺗﹸﻌﺪﱡ ﻗﺎﻋﺪﺓ‬.‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺸﺘﻘﺔ ﻭﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
‫ ﻣﻤﺎ ﻳﺠﻌﻞ ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ‬،‫ﻣﺸﺘﻘﺔ ﺍﻟﻘﻮﺓ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﻘﻮﺍﻋﺪ ﻓﻌﺎﻟﻴﺔ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺸﺘﻘﺎﺕ ﻣﻦ ﺩﻭﻥ ﺍﻟﻠﺠﻮﺀ ﺇﻟﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‬
.‫ﺍﻟﻤﺸﺘﻘﺎﺕ ﺃﻛﺜﺮ ﺳﻬﻮﻟ ﹰﺔ ﻭﺩﻗﺔ‬
 
x xx 
x
 f Â( x) = n x n-1
 n  f (x) = x n 
 2 
:‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
f (x) = x 9 (a
 f (x) = x 9
 f Â(x) = 9x 9 - 1
1 
 = 9x 8
5
g(x) = √x7 (b

5
g(x) = √x7
_7
g(x) = x 5

f (4) = 105  _ _7 - 1

g Â(x) = 7 x 5
5
7 _5
2
=_ x =_
7 √
5

x2
: ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 2 
 5 5
h(x) = 18 (c _
f ( x) = 5x 4 f(x) = x 5 (a x
 h(x) = _
1

g( x) = _3 √x g(x) = √x6 (b

8
4 x
2
  h(x) = x -8
h( x) = - _
10
11
h(x) = _
1
10
(c 
x x  hÂ(x) = - 8 x -8 - 1



 =-8x -9
=-_
8
9 f (x) = x - 4
x
f Œ(x) = - 4 x -3
_ _1 _   
k Œ(x) = 3 x 2 = 3 √x :‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬  
2 
_
mŒ(x) = - 56 m(x) = _
1
5
(2C
2
x 3 (2B
k(x) = √ j Œ(x) = 4x 3 (2A
- 4 - 1 = -4 + (-1)=-5
f Œ(x) = - 4 x -5
x x

. ‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﺍﻷﺧﺮ￯ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﺗﻔﻴﺪ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﺸﺘﻘﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﻲ ﺗﺤﻮﻱ ﺃﻛﺜﺮ ﻣﻦ ﺣﺪﱟ‬

 
c f (x) = c   
f Â(x) = 0
 f Â(x) = c n x n - 1 n c  f (x) = c x n  
 f Â(x) = g Â(x) ± h Â(x)  f (x) = g(x) ± h(x) 

157  8 - 4 

157  8 - 4

  3 
:‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 
3
f (x) = 5x + 4 (a 
 3
f x) = 5x + 4
f( :‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 3

f (x) = 12x f (x) = 6x 2 - 3 (a
3-1  f (x) = x
   f Â(x) = 5 · 3x +0
2 f (x) f Œ(x) = 1

 = 15x . f Œ( x) = c = cx
g(x) = x 5(2x 3 + 4) (b
g(x) = 2x 3(5x - 3) (b

 g(x) = x 5(2x 3 + 4)

g(x) = 40x 3 - 18x 2

h(x) = __
 g(x) = 2x 8 + 4x 5 3x 3 - 2x 2 + x
x (c
  gÂ(x) = 2 · 8x 8 - 1 + 4 · 5x 5 - 1

 = 16x 7 + 20x 4
f Œ(x) = 10x 4 - 3x 2 (3A h(x) = 6x - 2
‫ ﺗﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ‬ 4
4 3
g Œ(x) = 15x + 24x (3B
h(x) = __
5x - 12x + 6 √x
3  5
(c
x hŒ(x) = 12x 2 - 3 (3C :‫ ﺛﺎﻧﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ‬t ‫ﺟﺴﻢ ﺑﺎﻟﻤﻠﻤﺘﺮﺍﺕ ﺑﻌﺪ‬
5x 3 - 12x + 6 √
x5
h(x) = __
 x ‫ ﺃﻭﺟﺪ‬، s ( t ) = 6t - 2t 3 + 4
6 √x
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﱠﻠﺤﻈﻴﺔ‬
5
x h(x) = _
5x 3 _
12x _
x - x + x
v( t ) = 6 - 6t 2 .‫ ﻟﻠﺠﺴﻢ‬v( t )
_5 _3 _3
x 2 · x- 1 = x 2 h(x) = 5x 2 - 12 + 6 x 2
_3 - 1_
   hÂ(x) = 5 · 2 x 2 - 1 - 0 + 6 · 32 x 2
_1

 = 10x + 9x 2 = 10x + 9 √x



:‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﺍﺧﺘﺮ ﻣﺠﻤﻮﻋﺔ‬
h(x) = __
4 2
4x - 3x + 5x
(3C g(x) = 3x 4(x + 2) (3B f x) = 2x 5 - x 3 - 102 (3A
f( ‫ﻣﻦ ﺍﻟﻄﻼﺏ ﻟﻴﻘﻮﻣﻮﺍ ﺑﺘﻮﺿﻴﺢ ﻛﻴﻔﻴﺔ‬
x
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﻟﺒﻘﻴﺔ ﻃﻼﺏ‬
‫ ﺃﻭ‬،‫ ﻳﻤﻜﻨﻚ ﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺘﻲ ﺗﺘﻄﻠﺐ ﺣﺴﺎﺏ ﻣﻴﻞ ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ‬،‫ ﻭﺑﻌﺪ ﺃﻥ ﺩﺭﺳﺖ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻼﺷﺘﻘﺎﻕ‬، ‫ﺍﻵﻥ‬ 
‫ ﺃﻭﺟﺪﻧﺎ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬، 8-3 ‫ ﻣﻦ ﺍﻟﺪﺭﺱ‬5 ‫ ﻓﻔﻲ ﻣﺜﺎﻝ‬،‫ﺇﻳﺠﺎﺩ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﺑﺨﻄﻮﺍﺕ ﺃﻗﻞ‬  
.‫ﺍﻟﺼﻒ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﺎﻣﻴﺮﺍ ﺍﻟﺘﻮﺛﻴﻘﻴﺔ‬
‫ﹴ‬
.‫ ﻭﺳﺘﻼﺣﻆ ﺍﻵﻥ ﺳﻬﻮﻟﺔ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﻧﻔﺴﻬﺎ ﺑﺘﻄﺒﻴﻖ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ‬،‫ﻣﺘﺤﺮﻙ‬ ‫ﻟﺠﺴ ﹴﻢ‬ 

 4   
 
 
‫ ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ‬، s(t) = 18t - 3t 3 - 1 :‫ ﺛﺎﻧﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ‬t ‫ﺗﹸﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﺑﺎﻟﺴﻨﺘﻤﺘﺮﺍﺕ ﺑﻌﺪ‬

.‫ ﻟﻠﺠﺴﻢ‬v(t) ‫ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
. sÂ(t) ‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﺠﺴﻢ ﻫﻲ‬

 s(t) = 18t - 3t 3 - 1

   sÂ(t) = 18 · 1t 1 - 1 - 3 · 3t 3 - 1 - 0

 = 18 - 9t 2

‫ ﻻﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﻹﺟﺎﺑﺔ ﻣﻜﺎﻓﺌﺔ ﻟﺘﻠﻚ ﺍﻟﺘﻲ ﺣﺼﻠﺖ‬، v(t) = 18 - 9t 2 :‫ﺃﻱ ﺃﻥ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻫﻲ‬
. 8 - 3 ‫ ﻣﻦ ﺍﻟﺪﺭﺱ‬5 ‫ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻤﺜﺎﻝ‬

‫ ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ‬.‫ ﺛﺎﻧﻴﺔ ﻟﻜﺮﺓ ﹸﻗ ﹺﺬﻓﺖ ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﻟﻰ ﺃﻋﻠﻰ‬t ‫ ﺗﻤ ﱢﺜﻞ ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ‬h(t) = 4
v (t ) = 55 - 32t . ‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻜﺮﺓ ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ‬

 8  158

 8 158

 ‫ﹸﺴﻤﻰ ﻧﻘﻄ ﹰﺔ ﺣﺮﺟ ﹰﺔ ﻟﻠﺪﺍﻟﺔ‪ ،‬ﻭﺍﻟﻨﻘﻄﺔ ﺍﻟﺤﺮﺟﺔ ﻗﺪ ﺗﺸﻴﺮ ﺇﻟﻰ‬
‫ﺻﻔﺮﺍ ﺃﻭ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ ﺗ ﱠ‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﹰ‬
‫‪‬‬ ‫ﺻﻔﺮﺍ ﺃﻭ ﻏﻴﺮ ﻣﻮﺟﻮﺩ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺪﺍﻟﺔ‬ ‫ﻣﻨﺤﻨﻰ‬ ‫ﻣﻤﺎﺱ‬ ‫ﻣﻴﻞ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﹸ‬
‫ﻭﺗﺤﺪﺙ‬ ‫‪،‬‬ ‫ﻭﺟﻮﺩ ﻧﻘﻄﺔ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﺃﻭ ﺻﻐﺮ￯ ﻟﻠﺪﺍﻟﺔ‬

‫‪ 5‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺤﺮﺟﺔ‬ ‫‪‬‬ ‫‪‬‬

‫ﻭﺃﻃﺮﺍﻑ ﺍﻟﻔﺘﺮﺍﺕ؛ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ‬ ‫‪y‬‬
‫)‪y = f(x‬‬
‫‪y‬‬
‫)‪y = f(x‬‬ ‫‪[a, b]f (x)‬‬
‫‪‬‬
‫ﻭﺍﻟﺼﻐﺮ￯ ﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﻣﻐﻠﻘﺔ‪.‬‬ ‫‪[a, b] ‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪  ‬‬
‫‪O‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ Lim‬‬ ‫)‪f(x‬‬

‫‪‬‬ ‫‪x 0‬‬

‫ﻟﺘﻌﻴﻴﻦ ﻧﻘﺎﻁ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍﻟﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﻣﻐﻠﻘﺔ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﺣﺴﺎﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺃﻃﺮﺍﻑ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﻭﻋﻨﺪ‬
‫ﺍﻟﻨﻘﺎﻁ ﺍﻟﺤﺮﺟﺔ ﻓﻲ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ‪.‬‬
‫‪ ‬ﺍﻟﺪﺍﻟﺔ‬ ‫‪5‬‬
‫‪ h(t) = 4 + 5t - 2t 2‬ﺗ ﹼﹸﻤﺜﻞ ﺍﺭﺗﻔﺎﻉ‬ ‫‪‬‬ ‫‪5‬‬
‫ﹴ‬
‫ﻻﻋﺐ ﺑﻬﻠﻮﺍﻧﻲ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ﻗﻔﺰﻩ ﻣﻦ‬ ‫_‬
‫ﺍﻟﺪﺍﻟﺔ‪ h (t) = - 1 t 3 + 4t 2 + 11 :‬ﺗﻤ ﱢﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺇﺑﺮﺍﻫﻴﻢ ﺑﺎﻷﻗﺪﺍﻡ ﻓﻲ ﺃﺛﻨﺎﺀ ﺭﻛﻮﺑﻪ ﺃﻓﻌﻮﺍﻧﻴﺔ‪ ،‬ﺣﻴﺚ ‪t‬‬ ‫_‬ ‫‪‬‬
‫‪3‬‬ ‫‪3‬‬
‫ﻋﻠﻰ ﻣﻨﺼﺔ ﺇﻟﻰ ﺃﺧﺮ￯ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬ ‫ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ]‪ ، [1, 12‬ﺃﻭﺟﺪ ﺃﻗﺼﻰ ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺒﻠﻐﻪ ﺇﺑﺮﺍﻫﻴﻢ‪.‬‬

‫ﺍﻟﺰﻣﻨﻴﺔ ] ‪ ،[ 0, 3‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ‬ ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ )‪. h(t‬‬

‫ﺑﺎﻟﺜﻮﺍﻧﻲ‪ .‬ﺃﻭﺟﺪ ﺃﻗﺼﻰ ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ‬ ‫‪‬‬ ‫_ ‪h(t) = -‬‬ ‫_ ‪t + 4t 2 +‬‬

‫‪1 3‬‬
‫‪3‬‬
‫‪11‬‬
‫‪3‬‬
‫ﻳﺼﻠﻪ ﺍﻟﻼﻋﺐ‪.‬‬ ‫‪   ‬‬ ‫_‬
‫‪1‬‬
‫‪hÂ(t) = - · 3 t‬‬
‫‪3‬‬
‫‪3-1‬‬
‫‪+ 4 · 2t 2 - 1 + 0‬‬ ‫‪‬‬
‫‪ 120 mi/h‬‬
‫ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻫﻮ ‪ 7.125 ft‬ﺑﻌﺪ‬ ‫‪‬‬
‫‪‬‬ ‫‪= - t 2 + 8t‬‬ ‫‪.450 ft‬‬

‫‪ ، 1.25 s‬ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺴﺎﻭﻱ ‪1 ft‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺤﺮﺟﺔ ﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪. hÂ(t) = 0‬‬
‫ﺑﻌﺪ ‪.3 s‬‬ ‫‪‬‬ ‫‪hŒ(t) = 0‬‬ ‫‪‬‬
‫‪2‬‬
‫‪2‬‬
‫‪hŒ(t) = - t + 8t‬‬ ‫‪-t + 8t = 0‬‬ ‫‪‬‬
‫‪‬‬ ‫‪-t(t - 8) = 0‬‬ ‫‪‬‬
‫‪‬‬
‫ﺇﺫﻥ‪ t = 8 :‬ﺃﻭ ‪ ، t = 0‬ﻭﺣﻴﺚ ﺇﻥ ‪ t = 0‬ﻻ ﺗﻘﻊ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ ، [1, 12‬ﻓﺈﻥ ﻟﻠﺪﺍﻟﺔ ﻧﻘﻄﺔ ﺣﺮﺟﺔ ﻭﺍﺣﺪﺓ ﻋﻨﺪ ‪ t = 8‬؛ ﻟﺬﺍ‬ ‫‪‬‬
‫ﻧﺤﺴﺐ ﻗﻴﻢ )‪ h(t‬ﻋﻨﺪﻣﺎ ‪. t = 1, 8, 12‬‬ ‫‪ ‬‬
‫‪‬‬
‫_ ‪h(1) = -‬‬ ‫_ ‪(1) + 4(1) 2 +‬‬
‫‪1 3‬‬ ‫‪11‬‬
‫‪≈ 7.33‬‬ ‫‪‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪ ‬‬
‫‪‬‬ ‫_ ‪h(8) = -‬‬ ‫_ ‪(8) + 4(8) 2 +‬‬
‫‪1 3‬‬ ‫‪11‬‬
‫‪= 89‬‬ ‫‪‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪‬‬ ‫_ ‪h(12) = -‬‬
‫‪1‬‬
‫_ ‪(12) 3 + 4(12) 2 +‬‬
‫‪11‬‬
‫‪≈ 3.67‬‬ ‫‪f(f x)‬‬
‫‪3‬‬ ‫‪3‬‬ ‫]‪ [a, b‬‬
‫ﺃﻱ ﺃﻥ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺒﻠﻐﻪ ﺇﺑﺮﺍﻫﻴﻢ ﻫﻮ ‪ ،89 ft‬ﻭﺫﻟﻚ ﺑﻌﺪ ‪ ،8 s‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻫﻮ ‪ 3.67 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ ﺑﻌﺪ ‪.12 s‬‬ ‫‪  ‬‬
‫‪. f’(x)=0x‬‬

‫_ ‪ h(t) = - _13 t 3+ 4t 2 +‬ﺍﻟﻤﺠﺎﻭﺭ ﻋﻠﻰ‬ ‫‪11‬‬

‫‪3‬‬
‫‪ ‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‪:‬‬
‫ﻳﻌﺰﺯ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ‪ ،‬ﺣﻴﺚ ﻳﺒ ﱢﻴﻦ‬
‫ﱢ‬ ‫ﺍﻟﺒﻴﺎﻧﻴﺔ‬ ‫ﺍﻵﻟﺔ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﻟﻔﺘﺮﺓ ]‪[1, 12‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺃﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺴﺎﻭﻱ ‪ ، 89 ft‬ﻭﻳﻜﻮﻥ ﻋﻨﺪﻣﺎ ‪.t = 8 s‬‬
‫ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺴﺎﻭﻱ ‪ ،3.67‬ﻭﻳﻜﻮﻥ ﻋﻨﺪﻣﺎ ‪‹ t = 12 s‬‬

‫‪‬‬ ‫‪ (5‬ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻭﻗﺪﺭﻩ‬

‫‪ ، 330 ft‬ﻭﺫﻟﻚ ﻋﻨﺪ ‪ ،0 s‬ﻭﺃﺩﻧﻰ‬
‫‪  (5‬ﺍﻟﺪﺍﻟﺔ‪ h(t) = 20t 2 - 160t + 330 :‬ﺗﻤ ﱢﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺳﻌﺪ ﺑﺎﻷﻗﺪﺍﻡ ﻓﻲ ﺃﺛﻨﺎﺀ ﻣﺸﺎﺭﻛﺘﻪ ﻓﻲ ﻗﻔﺰﺓ‬
‫ﹴ‬ ‫ﺍﺭﺗﻔﺎﻉ ‪ 10 ft‬ﻋﻨﺪ ‪.4 s‬‬
‫ﻣﻄﺎﻃﻲ(‪ ،‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ ﻓﻲ‬
‫ﱟ‬ ‫ﺑﺤﺒﻞ‬ ‫ﺍﻟﺒﻨﺠﻲ )ﺍﻟﻘﻔﺰ ﻣﻦ ﺃﻣﺎﻛﻦ ﻣﺮﺗﻔﻌﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻘﺪﻣﺎﻥ ﻣﻮﺛﻘﺘﻴﻦ‬
‫ﺍﻟﻔﺘﺮﺓ ]‪ . [0, 6‬ﺃﻭﺟﺪ ﺃﻗﺼﻰ ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺒﻠﻐﻪ ﺳﻌﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ‪.‬‬

‫‪159‬‬ ‫‪‬‬ ‫‪8 - 4 ‬‬

‫‪159‬‬ ‫‪‬‬ ‫‪8 - 4‬‬

 ‫ ﺗﻌ ﱠﻠﻤﺖ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺃﻥ ﻣﺸﺘﻘﺔ ﻣﺠﻤﻮﻉ ﺩﺍ ﱠﻟﺘﻴﻦ ﺗﺴﺎﻭﻱ ﻣﺠﻤﻮﻉ ﻣﺸﺘ ﱠﻘﺘﹶﻲ‬ 
:‫ ﻓﻬﻞ ﺗﻜﻮﻥ ﻣﺸﺘﻘﺔ ﻧﺎﺗﺞ ﺿﺮﺏ ﺩﺍﻟﺘﻴﻦ ﻣﺴﺎﻭﻳ ﹰﺔ ﻟﻨﺎﺗﺞ ﺿﺮﺏ ﻣﺸﺘﻘﺘﹶﻲ ﺍﻟﺪﺍﻟﺘﻴﻦ؟ ﺍﻓﺘﺮﺽ ﺃﻥ‬،‫ﺍﻟﺪﺍ ﱠﻟﺘﻴﻦ‬  
. f (x) = x , g(x) = 3x 3
‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ‬6
 
_
d
f x) · _
f( d
g(x) = _
d
(x) · _
d
(3x 3) _d
f(x) · g(x)] = _
[ f( d
[x · 3x 3]
‫ﺍﻟﻀﺮﺏ؛ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ ﺣﺎﺻﻞ ﺿﺮﺏ‬
dx dx dx dx dx dx
.‫ﺩﺍﻟﺘﻴﻦ‬
= 1 · 9x 2 = 9x 2 =_d
(3x 4) = 12 x 3
dx

‫ ﻭﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ‬،‫ﻳﺘﻀﺢ ﻣﻦ ﻫﺬﺍ ﺍﻟﻤﺜﺎﻝ ﺃﻥ ﻣﺸﺘﻘﺔ ﻧﺎﺗﺞ ﺿﺮﺏ ﺩﺍ ﱠﻟﺘﻴﻦ ﻻ ﺗﺴﺎﻭﻱ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻧﺎﺗﺞ ﺿﺮﺏ ﻣﺸﺘﻘﺘﹶﻲ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
.‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻵﺗﻴﺔ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ ﻧﺎﺗﺞ ﺿﺮﺏ ﺩﺍ ﱠﻟﺘﻴﻦ‬

 
 _
d 
[ f (x) g(x)] = f Œ(x) g(x) + f (x) gŒ(x)  xg f   :‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 6
dx

48
a) h(x) =
(x 2 - 2x + 3) · (x 3 - 4)
 6 
h(x)=5x
5x4 - 8x
5x 8x3 +9x
9x2 -8x
9x 8 +8
8x
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﹴ‬
:‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
b) h(x) =
h(x) = (x 3 - 2x + 7)(3x 2 - 5) (a
. h(x) = f(
f x)g(x) :‫ ﺃﻱ ﺃﻥ‬، f (x) = x 3 - 2 x + 7 , g(x) = 3x 2 - 5 :‫ﺍﻓﺘﺮﺽ ﺃﻥ‬ (x 4 - x 2 + 2) · (x 3 - x + 1)
 f (x) = x 3 - 2x + 7 h(x) = (4x 2 )(x3 -x+1) +
4x3 -2x
2x
    f Â(x) = 3 x 2 - 2 (x 4 - x 2 + 2)(3x 2 - 1)
 g(x) = 3 x 2 - 5
   gÂ(x) = 6 x
. h(x) ‫ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ‬f (x), f Â(x), g(x), gÂ(x) ‫ﺍﺳﺘﻌﻤﻞ‬
 f x) gÂ(x)
hÂ(x) = f Â(x) g(x) + f(

  = (3x 2 - 2)(3x 2 - 5) + (x 3 - 2x + 7)(6x) ‫ ﻻﺣﻆ ﺃﻥ ﻗﺎﻋﺪﺓ‬
 = 9x 4 - 15x 2 - 6x 2 + 10 + 6x 4 - 12x 2 + 42x ‫ﻣﺸﺘﻘﺔ ﻣﻀﺎﻋﻔﺎﺕ ﺍﻟﻘﻮ￯ ﻫﻲ ﺣﺎﻟﺔ ﺧﺎﺻﺔ‬

 = 15x 4 - 33x 2 + 42x + 10
‫ ﺣﻴﺚ ﹸﻳ ﹶﻌﺪﱡ‬،‫ﻣﻦ ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﻀﺮﺏ‬
h(x) = (x 3 - 4x 2 + 48x - 64)(6x 2 - x - 2) (b  ‫ﺍﻟﺜﺎﺑﺖ ﹰ‬
‫ ﻛﻤﺎ ﺃﻧﻪ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺗﻌﻤﻴﻢ ﻗﺎﻋﺪﺓ‬،‫ﻋﺎﻣﻼ‬
. f (x) = x 3 - 4x 2 + 48x - 64 , g(x) = 6x 2 - x - 2 :‫ﺍﻓﺘﺮﺽ ﺃﻥ‬
 ‫ ﹰ‬.‫ﻣﺸﺘﻘﺔ ﺍﻟﻀﺮﺏ ﻷﻛﺜﺮ ﻣﻦ ﺩﺍﻟﺘﻴﻦ‬
:‫ﻓﻤﺜﻼ‬
 f (x) =x 3 - 4x 2 + 48x - 64 
    f Â(x) = 3x 2 - 8x + 48


 
_
d
[ f (x) g (x) h (x) ] = f (x) g(x)
dx
g(x) = 6x 2 - x - 2  
h(x) +f
+ f (x) g (x) h (x) + f (x) g (x) h (x).


    gÂ(x) = 12x - 1
. h(x) ‫ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ‬f (x), f Â(x), g(x), gÂ(x) ‫ﺍﺳﺘﻌﻤﻞ‬

 
 hÂ(x) = f Â(x) g(x) + f(
f x) gÂ(x)
  = (3x 2 - 8x + 48)(6x 2 - x - 2) + (x 3 - 4x 2 + 48x - 64)(12x - 1)

‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬6A-B  ‫_ ﹸﻳﻌ ﹼﺒﺮ ﻋﻦ‬

dy
‫ ﺭﻣﺰ ﺍﻟﻤﺸﺘﻘﺔ‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﹴ‬
:‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
dx
"x ‫ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﻠﻰ ﺍﻟﺘﻐ ﹼﻴﺮ ﻓﻲ‬y ‫"ﺍﻟﺘﻐ ﱡﻴﺮ ﻓﻲ‬
h(x) = (x 2 + x 3 + x)(8x 2 + 3) (6B h(x) = (x 5 + 13x 2)(7x 3 - 5x 2 + 18) (6A
‫ ﻫﻮ ﺍﺧﺘﺼﺎﺭ ﻟﻠﺤﺮﻑ ﺍﻟﻴﻮﻧﺎﻧﻲ ﺩﻟﺘﺎ‬d ‫ﻭﺍﻟﺤﺮﻑ‬
‫ ﻭﺍﻟﺬﻱ ﹸﻳﺴﺘﻌﻤﻞ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﻓﺮﻕ‬، (delta)
 8  160
.‫ ﺃﻭ ﺍﻟﺘﻐ ﹼﻴﺮ ﻓﻲ ﺍﻟﻘﻴﻢ‬،‫ﺍﻟﻘﻴﻢ‬


h(x) = (5x 4 + 26x)(7x 3 - 5x 2 + 18) + (x 5 + 13x 2)(21x 2 - 10x) (6A
h(x) = (2x + 3x 2 + 1)(8x 2 + 3) + (x 2 + x 3 + x)(16x) (6B

 8 160

 ‫ ﻳﻤﻜﻨﻚ ﻣﻼﺣﻈﺔ ﺃﻥ ﻣﺸﺘﻘﺔ ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﺩﺍﻟﺘﻴﻦ ﻻ ﺗﺴﺎﻭﻱ ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﻣﺸﺘﻘﺘﹶﻲ‬،‫ﺑﻄﺮﻳﻘﺔ ﺍﻟﺘﺒﺮﻳﺮ ﻧﻔﺴﻬﺎ ﻓﻲ ﻣﺸﺘﻘﺔ ﺍﻟﻀﺮﺏ‬
  .‫ ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻵﺗﻴﺔ ﻟﺤﺴﺎﺏ ﻣﺸﺘﻘﺔ ﻗﺴﻤﺔ ﺩﺍﻟﺘﻴﻦ‬،‫ﺍﻟﺪﺍﻟﺘﻴﻦ‬

‫ ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ‬7  

.‫ﺍﻟﻘﺴﻤﺔ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﺩﺍﻟﺘﻴﻦ‬ 
 g(x) ≠ 0 xf , g 
d _
_ f( f Œ(x) g (x) - f (x) gŒ(x)
f x)  __
 ¹=
dx  g(x)  [ g(x)] 2
 50

:‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 7  7 

‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﹴ‬
h(x) = _
4x 3 :‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
(a
2
x -2 2
_
h(x) = 5x2 - 3 (a
h(x) = __
4 2 x -6
4x - 24x f x)
f(
4 2 . h(x) = _ :‫ ؛ ﺃﻱ ﺃﻥ‬f (x) = 5x 2 - 3 , g(x) = x 2 - 6 :‫ﺍﻓﺘﺮﺽ ﺃﻥ‬
x - 4x + 4 g(x)
f (x) = 5x 2 - 3
h(x) = _
x3 - 4 
(b f Â(x) = 10x
x2 + 1   
g(x) = x 2 - 6
h(x) = __
x 4 + 3x 2 + 8x 
4 2    gÂ(x) = 2x
x + 2x + 1
. h(x) ‫ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ‬f (x), f Â(x), g(x), g Â(x) ‫ﺍﺳﺘﻌﻤﻞ‬
f Â(x) g (x) - f(
f x) g Â(x)
 hÂ(x) = __
2
[ g(x)]

 
10x(x - 6) - (5x 2 - 3)(2x)
2
  = ___
2 2
(x - 6)

،‫ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟ ﹼﻠﺤﻈﻴﺔ‬

10x 3 - 60x - 10x 3 + 6x
 = __
(x 2 - 6) 2
‫ﻭﺍﻟﻤﺸﺘﻘﺔ ﻭﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻣﺼﻄﻠﺤﺎﺕ‬ 
 = _
- 54x
2 2
(x - 6)
.‫ ﻭﺍﻟﻤﺸﺘﻘﺎﺕ ﻫﻲ ﺃﺳﻬﻠﻬﺎ ﺣﺴﺎ ﹰﺑﺎ‬.‫ﻣﺘﻜﺎﻓﺌﺔ‬
h(x) = _2
x +8
(b 
‫ﻭﻟﻜﻦ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻔﻬﻢ ﺍﻟﻄﻼﺏ‬ x3 - 2
. f (x) = x 2 + 8 , g(x) = x 3 - 2 :‫ﺍﻓﺘﺮﺽ ﺃﻥ‬
.‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻫﺬﻩ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻟﺜﻼﺛﺔ‬ 
 
 f (x) = x 2 + 8
 
   f Â(x) = 2x  
 g(x) = x 3 - 2 

   g Â(x) = 3x 2 
. h(x) ‫ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ‬f (x), f Â(x), g(x), gÂ(x) ‫ﺍﺳﺘﻌﻤﻞ‬
f Â(x) g(x) - f (x) gÂ(x)
 hÂ(x) = __
2
[ g(x)]
3 2 2
2x(x - 2) - (x + 8)3x
  = __ 3 2
(x - 2)

= __
4 2
-x - 24x -

  3 2
(x - 2)

‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﹴ‬
:‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
_12x + 24
-12 2
k(x) = _
6x
(7B _ 155
j(x _ 10
(7A
(2x + 4) 2
2 2
2x + 4 (12x + 5) 2 5

161  8 - 4 

   

‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ‬،‫ ﻧ ﱢﻈﻢ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻜﻮﻧﺔ ﻣﻦ ﺧﻤﺴﺔ ﺇﻟﻰ ﺛﻤﺎﻧﻴﺔ ﻃﻼﺏ‬
‫ﻋﺮﺽ ﻣﺎ ﻛﺘﺒﻮﻩ ﻋﻠﻰ‬‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﹾ‬،‫ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻛﺘﺎﺑﺔ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﺑﺄﺳﻠﻮﺑﻬﻢ ﺍﻟﺨﺎﺹ‬
‫ ﻗﻢ ﺑﻌﺪ ﺫﻟﻚ ﺑﺎﻟﺘﺤﻘﻖ‬.‫ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺻﻴﺎﻏﺔ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ ﺑﺤﻴﺚ ﻳﺘﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ ﹸ‬،￯‫ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻷﺧﺮ‬
.‫ﻣﻦ ﻛﺘﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‬

161  8 - 4

 ‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (22 -28 6 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘ ﹶﺔ ﱢ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻤﺸﺘﻘﺔ‬ ‫‪ 3‬‬
‫‪ (1–5‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬‫‪1‬‬‫‪‬‬ ‫ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬ ‫ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ‬
‫‪f (x) = (4x + 3)(x 2 + 9) (22‬‬

‫‪g(x) = (3x 4 + 2x)(5 - 3x) (23‬‬

‫‪f x) = 4x 2 - 3 , x = 2 , -1 (1‬‬
‫(‪f‬‬ ‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-34‬؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪2‬‬
‫‪g(t) = -t + 2t + 11 , t = 5 , 3 (2‬‬
‫‪s(t) = ( √t + 2)(3t 11 - 4t) (24‬‬
‫(‬ ‫‪_3‬‬
‫)‬
‫‪g(x) = x 2 + 2x (0.5x 4 - 3x) (25‬‬
‫‪14 - 13 , j = -7 , -4 (3‬‬
‫‪m( j) = 14j‬‬
‫ﺍﻟﻄﻼﺏ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬
‫‪v(n) = 5n 2 + 9n - 17 , n = 7 , 2 (4‬‬
‫‪c(t) = (t 3 + 2t - t 7)(t 6 + 3t 4 - 22t) (26‬‬ ‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫_(‬ ‫‪9‬‬
‫‪q(a) = a 8 + a‬‬
‫_‪-‬‬
‫‪1‬‬
‫‪4‬‬ ‫)‪)(a_ - 13a‬‬
‫‪5‬‬
‫‪4‬‬ ‫‪(27‬‬
‫‪r(b) = 2b 3 - 10b , b = -4 , -3 (5‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ‪ (6-13 2 , 3 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪f (x) = (1.4x 5 + 2.7x)(7.3x 9 - 0.8x 5 ) (28‬‬
‫‪ - 34‬ﹴ‪ (29‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪z(n) = 2 n 2 + 7n (7‬‬ ‫‪11 f (6‬‬
‫‪y ( f ) = -11‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪7 :‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﻘﺴﻤﺔ ﻹﻳﺠﺎﺩ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﹼ‬ ‫‪_2‬‬ ‫‪_3‬‬ ‫‪_1‬‬ ‫‪_1‬‬ ‫‪_3‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪b(m) = 3m 3 - 2m 2 (9 g(h) = 2 h 2 + 6 h 3 - 2h 2 (8‬‬
‫‪r(t) = _2 (30‬‬ ‫_ = )‪f (m‬‬
‫‪t +2‬‬ ‫‪3 - 2m‬‬
‫‪(29‬‬ ‫‪_1‬‬ ‫‪_3‬‬ ‫_‪-‬‬
‫‪ ‬ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪،22 – 28‬‬
‫‪1‬‬
‫_ = )‪(11 n(t‬‬ ‫_‪+‬‬ ‫_‪+‬‬
‫‪3-t‬‬ ‫‪3 + 2m‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪f (x) = 3x 2 - x 2 + 2x‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪3‬‬
‫‪+ 4 (10‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪t‬‬ ‫‪t‬‬ ‫‪t‬‬
‫_ = )‪f (x‬‬ ‫__ = )‪m(q‬‬ ‫ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﻣﺸﺘﻘﺔ ﺣﺎﺻﻞ‬
‫‪√x‬‬
‫‬‫‪+ 2x‬‬ ‫‪q + 2q + 3‬‬
‫‪(32‬‬ ‫‪(31‬‬
‫‪-x 2 + 3‬‬ ‫‪q3 - 2‬‬ ‫‪p(k) = k 5.2 - 8k 4.8 + 3k (13 q(c)=c 9 -3 c 5 + 5 c 2 - 3 c (12‬‬

‫‪t(w) = _ (34‬‬
‫‪w+w‬‬ ‫‪4‬‬
‫__ = )‪q(r‬‬
‫‪3‬‬
‫‪1.5r + 5 - r‬‬
‫‪(33‬‬
‫‪2‬‬
‫‪  (14‬ﺗﹸﻌﻄﻰ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺇﺣﺪ￯ ﺍﻟﻤﺪﻥ ﺑﺎﻟﻔﻬﺮﻧﻬﺎﻳﺖ ﻓﻲ‬ ‫ﺿﺮﺏ ﺩﺍﻟﺘﻴﻦ ﻻ ﺗﺴﺎﻭﻱ ﺣﺎﺻﻞ‬
‫ﺃﺣﺪ ﺍﻷﻳﺎﻡ ﺑﺎﻟﺪﺍﻟﺔ ‪ (a - c :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪w‬‬ ‫‪3‬‬
‫ﺿﺮﺏ ﻣﺸﺘﻘﺘﻴﻬﻤﺎ‪ ،‬ﺇﻻ ﺃﻧﻬﺎ ﺗﺴﺎﻭﻱ‬
‫√‬ ‫‪r‬‬
‫‪ (35‬ﻗﺎﻡ ﺑﺎﺋﻊ ﻣﻼﺑﺲ ﺑﺈﻳﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺳﻌﺮ ﻗﻤﻴﺺ‪ ،‬ﻭﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺒﻴﻌﺔ‬
‫‪، f (h) = - 0.0036 h 3 - 0.01 h 2 + 2.04 h + 52‬‬
‫ﻣﻨﻪ ﻳﻮﻣ ﹼﹰﻴﺎ‪ ،‬ﻓﻮﺟﺪ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺳﻌﺮ ﺍﻟﻘﻤﻴﺺ ‪ d‬ﹰ‬
‫ﺭﻳﺎﻻ ‪ ،‬ﻓﺈﻥ ﻋﺪﺩ‬
‫ﺣﻴﺚ ‪ h‬ﻋﺪﺩ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺘﻲ ﺍﻧﻘﻀﺖ ﻣﻦ ﺫﻟﻚ ﺍﻟﻴﻮﻡ‪4 .‬‬ ‫ﺣﺎﺻﻞ ﺟﻤﻊ ﻛﻞ ﺩﺍﻟﺔ ﻓﻲ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻟﻘﻄﻊ ﺍﻟﻤﺒﻴﻌﺔ ﻳﻮﻣ ﹼﹰﻴﺎ ﻳﺴﺎﻭﻱ ‪. 80 - 2d‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺗﻤﺜﻞ ﹸﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟ ﹼﻠﺤﻈﻲ ﻟﺪﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ‪.‬‬ ‫ﺍﻷﺧﺮ￯‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ )‪ r (d‬ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻤﺒﻴﻌﺎﺕ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﺭﻳﺎﻻ‪r(d) = d(80 - 2d) .‬‬ ‫ﺳﻌﺮ ﺍﻟﻘﻤﻴﺺ ‪ d‬ﹰ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﹸﻣﻌﺪﱠ ﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻠﺤﻈﻲ ﻟﺪﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﻋﻨﺪﻣﺎ‪:‬‬
‫‪ (b‬ﺃﻭﺟﺪ )‪r Œ(d) = -4d + 80 . r  (d‬‬ ‫‪. h = 2, 14, 20‬‬
‫‪ (c‬ﺃﻭﺟﺪ ﺍﻟﺴﻌﺮ ‪ d‬ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻋﻨﺪﻩ ﻗﻴﻤﺔ ﺍﻟﻤﺒﻴﻌﺎﺕ ﺍﻟﻴﻮﻣﻴﺔ ﺃﻛﺒﺮ‬ ‫‪ (c‬ﺃﻭﺟﺪ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﻌﻈﻤﻰ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‪0 ≤ h ≤ 24 :‬‬
‫ﻣﺎ ﻳﻤﻜﻦ‪ 20 .‬ﹰ‬
‫ﺭﻳﺎﻻ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻻﺷﺘﻘﺎﻕ ﻹﻳﺠﺎﺩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺤﺮﺟﺔ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﹶﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺸﺘﻘﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯‬ ‫ﻭﺍﻟﺼﻐﺮ￯ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪5 .‬‬ ‫‪‬‬
‫ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪ (36-39 .‬ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (15-20‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪f x) = 2x 2 + 8x, [-5, 0] (15‬‬
‫(‪f‬‬ ‫‪y( f ) = -11 (6‬‬
‫)ﺇﺭﺷﺎﺩ‪ :‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ(‬
‫‪z(n) = 4n + 7 (7‬‬
‫‪4‬‬ ‫‪2‬‬
‫‪r(t) = t + 6t - 2, [ 1, 4] (16‬‬
‫‪f Œ(x) = 6x + 2 f (x) = 3x 2 + 2x - 7 (36‬‬
‫= )‪g Œ(x‬‬ ‫_‬
‫‪√x‬‬
‫‬
‫‪ + 4 (37‬‬
‫‪t(u) = u + 15u 2 + 75u + 115, [-6, -3] (17‬‬
‫‪3‬‬

‫_ = )‪g(h‬‬
‫‪1‬‬ ‫_‬‫‪2‬‬
‫‪_1‬‬
‫‪_1 + _2 - 3h (8‬‬
‫‪g(x) = √x‬‬ ‫‪2‬‬
‫‪2x‬‬ ‫‪2‬‬
‫‪f x) = -5x - 90x, [-11, -8] (18‬‬
‫(‪f‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪3‬‬
‫‪f Œ(x) = 20x - 18x + 10 f (x) = 4x - 6x + 10x - 11 (38‬‬ ‫‪h2‬‬ ‫‪h3‬‬
‫_‬
‫‪g Œ(x) = - 12 g(x) = _1x (39‬‬
‫‪z(k) = k 3 - 3k 2 + 3k, [0, 3] (19‬‬
‫_‪-‬‬
‫‪1‬‬ ‫‪_1‬‬
‫‪x‬‬ ‫_ = )‪c(n‬‬
‫_ ‪1 3‬‬
‫‪n + 1 n 2 - 6n + 8, [-5, 5] (20‬‬ ‫‪b(m) = 2m‬‬ ‫‪3‬‬ ‫‪- 3m 2 (9‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪  (40‬ﻟﺘﻜﻦ )‪ f Â(x‬ﻣﺸﺘﻘﺔ )‪ ، f (x‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺸﺘﻘﺔ )‪f Â(x‬‬
‫_ ‪n(t) = -‬‬ ‫‪- _3 - _4 (10‬‬
‫ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺴﻤﻰ ﺍﻟﻤﺸﺘﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪ ، f‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ‬ ‫‪  (21‬ﻋﹸﺪ ﺇﻟﻰ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ .‬ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪1‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪2‬‬
‫)‪ ، f ÂÂ(x‬ﺃﻭ ﺍﻟﺮﻣﺰ )‪ ، f (2)(x‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺸﺘﻘﺔ )‪ f ÂÂ(x‬ﻣﻮﺟﻮﺩﺓ‪،‬‬ ‫‪ h(t) = 65t - 16 t 2 + 3‬ﺗﻤﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ‪ h‬ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‪،‬‬ ‫‪t‬‬ ‫‪t‬‬ ‫‪t‬‬
‫ﻓﺈﻧﻬﺎ ﺗﺴﻤﻰ ﺍﻟﻤﺸﺘﻘﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﺪﺍﻟﺔ ‪ ، f‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ )‪f ÂÂÂ(x‬‬ ‫ﻋﻨﺪﻣﺎ ‪5 . 0 ≤ t ≤ 4‬‬ ‫_ ‪3‬‬
‫_ = )‪f (x‬‬
‫‪3‬‬ ‫_ ‪_ 2‬‬‫‪1‬‬
‫‪1‬‬
‫ﺃﻭ )‪ ، f (3)(x‬ﻭﺗﺴﻤﻰ ﺍﻟﻤﺸﺘﻘﺎﺕ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﺍﻟﻤﺸﺘﻘﺎﺕ ﺍﻟﻌﻠﻴﺎ‬ ‫‪ (a‬ﺃﻭﺟﺪ )‪h`(t) = 65 - 32t . h Â(t‬‬ ‫‪_1 - x - _3 (11‬‬
‫‪2‬‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (a-c :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻟﻠﺪﺍﻟﺔ ‪ . f‬ﺃﻭﺟﺪ ﹼﹰ‬ ‫‪2x 2‬‬ ‫‪x‬‬ ‫‪2‬‬

‫‪ (b‬ﺃﻭﺟﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍﻟﺔ ))‪ h(t‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪[0, 4‬‬
‫‪q(c) = 9 c 8 - 15 c 4 + 10 c - 3 (12‬‬
‫‪.[0,‬‬
‫‪ (a‬ﺍﻟﻤﺸﺘﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻠﺪﺍﻟﺔ‪f (x) = 4x 5 - 2x 3 + 6 :‬‬
‫‪ (c‬ﻫﻞ ﻳﻤﻜﻦ ﻷﺣﻤﺪ ﺭﻛﻞ ﺍﻟﻜﺮﺓ ﻟﺘﺼﻞ ﺇﻟﻰ ﺍﺭﺗﻔﺎﻉ ‪ 68 ft‬؟‬
‫‪ (b‬ﺍﻟﻤﺸﺘﻘﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﺪﺍﻟﺔ‪g(x) = -2x 7 + 4x 4 - 7x 3 + 10x:‬‬

‫‪ (c‬ﺍﻟﻤﺸﺘﻘﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻟﻠﺪﺍﻟﺔ‪h(x) = 3x -3 + 2x -2 + 4x 2 :‬‬

‫‪ (c‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (0, 3), (2.03, 69.02) (b‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪p(k) = 5.2 k 4.2 - 38.4 k 3.8 + 3 (13‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪162‬‬ ‫‪f ÂÂ(x) = 80 x 3 − 12 x (40a‬‬

‫‪g ÂÂÂ(x) = -420 x 4 + 96 x − 42 (40b‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪h (4)(x) = 1080 x −7 + 240 x −6 (40c‬‬
‫‪‬‬
‫‪48–62 ،46 ، 1–34‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 1–34‬ﻓﺮﺩﻱ‪48–62 ،46 ، 45 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪35–62‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ 8‬‬ ‫‪162‬‬

 ‫‪ (41-44‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪  (51‬ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﺍ ﱠﻟﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﺍﻟﻤﺸﺘﻘﺔ ﻧﻔﺴﻬﺎ؟‬ ‫ﹶﻣ ﱢﺜﻞ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻟﻬﺎ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪‬‬ ‫ﻋﺰﱢ ﺯ ﺇﺟﺎﺑﺘﻚ ﺑﺄﻣﺜﻠﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (41‬ﺍﻟﻤﺸﺘﻘﺔ ﺗﺴﺎﻭﻱ ‪ ، 0‬ﻋﻨﺪﻣﺎ ‪. x = -1 , 1‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ ‪ 45‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫‪‬‬ ‫ﻣﻌﺮﻓﺔ‪ ،‬ﻋﻨﺪﻣﺎ ‪. x = 4‬‬
‫‪ (42‬ﺍﻟﻤﺸﺘﻘﺔ ﻏﻴﺮ ﱠ‬
‫ﺍﻟﺠﺒﺮﻱ ﻭﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؛‬ ‫‪ (43‬ﺍﻟﻤﺸﺘﻘﺔ ﺗﺴﺎﻭﻱ ‪ ، -2‬ﻋﻨﺪﻣﺎ ‪. x = -1, 0, 2‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻛﻞ ﹴ‬
‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻌﻄﺎﺓ‪8-3 :‬‬
‫ﻻﺳﺘﻜﺸﺎﻑ ﻋﻼﻗﺔ ﺍﻟﻤﺸﺘﻘﺎﺕ ﺑﺒﻌﺾ‬ ‫‪ (44‬ﺍﻟﻤﺸﺘﻘﺔ ﺗﺴﺎﻭﻱ ‪ ، 0‬ﻋﻨﺪﻣﺎ ‪. x = -1, 2, 4‬‬
‫ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻟﻠﺪﻭﺍﻝ‪.‬‬ ‫‪ (b - e‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪-3 , 3 y = x 2 - 3x, (0, 0) , (3, 0) (52 .‬‬
‫‪ ‬ﻓﻲ ﻫﺬﺍ ﺍﻟﺘﻤﺮﻳﻦ ﺳﺘﺴﺘﻜﺸﻒ ﻋﻼﻗﺔ‬ ‫‪(45‬‬
‫‪-2 , -2 y = 4 - 2x, (-2, 8) , (6, -8) (53‬‬ ‫ﻟﻠﺪﻭﺍﻝ‪.‬‬ ‫ﺍﻟﻬﻨﺪﺳﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺋﺺ‬ ‫ﺑﺒﻌﺾ‬ ‫ﺍﻟﻤﺸﺘﻘﺎﺕ‬
‫‪   (a‬ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﺻﻴﻐﺔ ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﺼﻒ‬
‫‪6 , 12 y = x 2 + 9, (3, 18) , (6, 45) (54‬‬
‫ﺍﻟﻘﻄﺮ ‪A Œ = 2πr .r‬‬

‫‪ 4‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪8-2 :‬‬ ‫ﹴ‬

‫ﺍﺣﺴﺐ ﻛﻞ ﻧﻬﺎﻳﺔ ﱠ‬ ‫ﻭﺿ ﹺﺢ ﺍﻟﻌﻼﻗ ﹶﺔ ﺑﻴﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻭﻣﺸﺘﻘﺘﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪.aa‬‬
‫ﱢ‬ ‫‪ ‬‬ ‫‪(b‬‬
‫‪-8‬‬ ‫_ ‪lim‬‬
‫‪x 2 - 16‬‬
‫‪(55‬‬ ‫‪   (c‬ﺍﺭﺳﻢ ﻣﺮﺑ ﹰﻌﺎ ﻃﻮﻝ ﺿﻠﻌﻪ ‪ ، 2 a‬ﻭﻣﻜﻌ ﹰﺒﺎ ﻃﻮﻝ ﺿﻠﻌﻪ ‪. 2 a‬‬
‫‪x→-4‬‬ ‫‪x+4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺷﺮﺡ ﻛﻴﻒ‬
‫ﺳﺎﻋﺪﺗﻬﻢ ﺃﻓﻜﺎﺭ ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺑﻖ ﺣﻮﻝ‬
‫_‬ ‫‪x 2 + 5x + 6‬‬
‫_ ‪- 1 lim‬‬ ‫‪(56‬‬
‫‪   (d‬ﺍﻛﺘﺐ ﺻﻴﻐ ﹰﺔ ﺗﻤ ﱢﺜﻞ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺮﺑﻊ‪ ،‬ﻭﺃﺧﺮ￯ ﺗﻤ ﱢﺜﻞ ﺣﺠﻢ‬
‫‪3‬‬ ‫‪2‬‬
‫‪x→-2‬‬ ‫‪x +x-2‬‬ ‫ﺍﻟﻤﻜﻌﺐ ﺑﺪﻻﻟﺔ ‪ ، a‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺸﺘﻘﺘﹶﻲ ﺍﻟﺼﻴﻐﺘﻴﻦ‪.‬‬
‫ﺍﻟﻤﻤﺎﺱ ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ‪ ،‬ﻋﻠﻰ ﺗﻌﻠﻢ ﻓﻜﺮﺓ‬ ‫_‬ ‫ﹶﻭ ﱢﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻭﻣﺸﺘﻘﺘﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪d‬‬ ‫‪ ‬‬
‫__ ‪- 1 lim‬‬‫‪3x + 9‬‬
‫‪(57‬‬ ‫‪.d‬‬ ‫‪(e‬‬
‫ﺍﻟﻤﺸﺘﻘﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪.‬‬ ‫‪2‬‬ ‫‪2‬‬‫‪x→2‬‬ ‫‪x - 5x - 24‬‬

‫ﹴ‬
‫‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪8-1 :‬‬
‫ﻗﺪﱢ ﺭ ﻛﻞ ﻧﻬﺎﻳﺔ ﱠ‬
‫‪‬‬ ‫_ ‪lim+‬‬
‫‪7 x→4‬‬
‫‪2‬‬
‫‪x - x - 12‬‬
‫‪(58‬‬
‫‪  (46‬ﻗﺎﻡ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺃﺣﻤﺪ ﻭﻋﺒﺪﺍﻟﻠﻪ ﺑﺈﻳﺠﺎﺩ ‪ [ f Â(x) ] 2‬ﻟﻠﺪﺍﻟﺔ‬
‫|‪|x - 4‬‬ ‫‪ ، f (x) = 6x 2 + 4x‬ﺣﻴﺚ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺔ ﻋﺒﺪ ﺍﻟﻠﻪ‪:‬‬
‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪،46‬‬ ‫‪x + 2x + 3) (59‬‬
‫√ ( ‪3 lim+‬‬
‫‪ ، 144 x 2 + 96x + 16‬ﻓﻲ ﺣﻴﻦ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺔ ﺃﺣﻤﺪ‪:‬‬
‫‪x→0‬‬ ‫‪ ، 144 x 3 + 144 x 2 + 32 x‬ﻓﺄﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ‬
‫ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ﺃﻥ‪:‬‬
‫ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫)‪ ،[[ f (x) ] 2 = f (x) · f (x‬ﻻﺣﻆ‬ ‫‪‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ‪:‬‬
‫‪ ‬ﺃﻭﺟﺪ )‪ f Â( y‬ﹰ‬
‫‪‬‬ ‫‪(47‬‬
‫ﺃﻥ ﻗﻮﺓ ﺍﻟﺤﺪ ﺍﻟﺮﺋﻴﺲ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ‬ ‫‪f ( y) = 10x 2 y 3 + 5xz 2 - 6xy 2 + 8x 5 - 11x 8yz 7‬‬
‫ﺯﻭﺟﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ؛ ﻟﺬﺍ ﻓﺈﻥ‬ ‫‪ (60‬ﻣﺎ ﻣﺸﺘﻘﺔ‪ h (x) = (-7x 2 + 4) (2-x) :‬؟ ‪D‬‬ ‫‪f Œ(y) = 30 x 2 y 2 - 12 xy - 11x 8 z 7‬‬
‫ﻋﺒﺪ ﺍﻟﻠﻪ ﻣﺤﻖ‪.‬‬
‫‪hÂ(x) = -14 x A‬‬ ‫‪  (48‬ﺑﺮﻫﻦ ﺻﺤﺔ ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﻀﺮﺏ‪ ،‬ﺑﺈﺛﺒﺎﺕ ﺃﻥ‪:‬‬
‫(‪f (x + h)g(x + h) - f‬‬
‫)‪f x)g(x‬‬
‫‪hÂ(x) = 14 x B‬‬ ‫___ ‪f x)gÂ(x) = lim‬‬
‫(‪f Â(x)g(x) + f‬‬
‫‪h→0‬‬ ‫‪h‬‬
‫‪hÂ(x) = -21x 2 -28x + 4 C‬‬ ‫)ﺇﺭﺷﺎﺩ‪ :‬ﺍﺑﺪﺃ ﺑﺎﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‪ ،‬ﻭﺃﺿﻒ )‪ f (x)g(x + h‬ﺇﻟﻰ ﺍﻟﺒﺴﻂ‬
‫‪2‬‬
‫‪hÂ(x) = 21x -28x - 4 D‬‬ ‫ﻭﺍﻃﺮﺣﻪ ﻣﻨﻪ(‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬

‫ﻭﺑﺮﺭ‬
‫‪  (49‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﻭ ﺧﺎﻃﺌﺔ‪ ،‬ﱢ‬
‫‪ (61‬ﻣﺎ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ‪ y = 2x 2‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪(1, 2‬؟‬
‫ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪C‬‬ ‫‪4 C‬‬ ‫‪1 A‬‬ ‫"ﺇﺫﺍ ﻛﺎﻧﺖ‪ ، f (x) = x 5n + 3 :‬ﻓﺈﻥ ‪" f Â(x) = (5n + 3) x 5 n + 2‬‬
‫‪8 D‬‬ ‫‪2 B‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪  (50‬ﺑﺮﻫﻦ ﺻﺤﺔ ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﻘﺴﻤﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﺛﺒﺎﺕ ﺃﻥ‪:‬‬
‫)‪f (x + h‬‬
‫_‬ ‫)‪f (x‬‬
‫‪ (62‬ﻣﺎ ﻣﺸﺘﻘﺔ‪ f (x) = 5 √x8 :‬؟ ‪F‬‬ ‫_‪-‬‬
‫‪3‬‬
‫(‪f Â(x) g(x) - f‬‬
‫__‬ ‫)‪f x) gÂ(x‬‬
‫‪= lim‬‬ ‫__‬
‫)‪g(x + h‬‬ ‫)‪g(x‬‬
‫‪_5‬‬ ‫‪_5‬‬ ‫])‪[ g(x‬‬ ‫‪2‬‬ ‫‪h→0‬‬
‫‪f Â(x) = 225 x 3 H‬‬ ‫_ = )‪f Â(x‬‬
‫‪40 3‬‬
‫‪x F‬‬ ‫‪h‬‬
‫‪3‬‬
‫)ﺇﺭﺷﺎﺩ‪ :‬ﺍﺑﺪﺃ ﺑﺎﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‪ ،‬ﱢ‬
‫ﻭﻭﺣﺪ ﺍﻟﻤﻘﺎﻣﺎﺕ ﻓﻲ ﺍﻟﺒﺴﻂ‪ ،‬ﺛﻢ ﺃﺿﻒ‬
‫)‪ f (x) g(x‬ﺇﻟﻰ ﺍﻟﺒﺴﻂ ﻭﺍﻃﺮﺣﻪ ﻣﻨﻪ(‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪_8‬‬ ‫‪_8‬‬
‫‪f Â(x) = 225 x 3 J‬‬ ‫_ = )‪f Â(x‬‬
‫‪40 3‬‬
‫‪x G‬‬
‫‪3‬‬

‫‪163‬‬ ‫‪‬‬ ‫‪8 - 4 ‬‬

‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺃﻭ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ﺍﻟﻤﻤﺎﺳﺎﻥ ﻟﻠﻤﻨﺤﻨﻴﻴﻦ‪ f (x) = x , g (x) = x 2 :‬ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬ ‫‪‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻳﻜﻮﻥ ﺍﻟﻤﻤﺎﺳﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ‪ ،‬ﺇﺫﺍ ﺗﺴﺎﻭ￯ ﻣﻴﻼﻫﻤﺎ‪ ،‬ﻭﻳﻌﻨﻲ ﺃﻥ )‪، f (x) = g (x‬‬
‫ﻭﺑﻤﺎ ﺃﻥ ‪ ، g (x) = 2x ، f (x) = 1‬ﻓﺈﻥ )‪ f (x) = g (x‬ﻓﻘﻂ ﻋﻨﺪﻣﺎ ‪.x = _12‬‬

‫‪163‬‬ ‫‪‬‬ ‫‪8 - 4‬‬

 ‫‪ ‬‬

‫‪8 - 4‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪‬‬ ‫‪(19)‬‬ ‫‪‬‬ ‫‪(18)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪8-4‬‬ ‫‪‬‬ ‫‪8-4‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﺎﻋﺪﺗﲔ ﺍﻵﺗﻴﺘﲔ؛ ﻹﳚﺎﺩ ﻣﺸﺘﻘﺔ ﺣﺎﺻﻞ ﺍﻟﴬﺏ ﺃﻭ ﺍﻟﻘﺴﻤﺔ‪.‬‬ ‫ﹾﺖ ﺍﻟﻨﻬﺎﻳﺎﺕ ﰲ ﺍﻟﺪﺭﺱ )‪(8- 3‬؛ ﻹﳚﺎﺩ ﻣﻴﻞ ﳑﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ‬
‫ﹶﻌﻤﻠ ﹶ‬
‫‪‬ﺍﺳﺘ ﹶ‬
‫ﹸﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﻋﻠﻴﻪ‪ ،‬ﻭﺗ ﱠ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﲔ ‪ ff, g‬ﻗﺎﺑﻠﺔ ﻟﻼﺷﺘﻘﺎﻕ ﻋﻨﺪ ‪ ،x‬ﻓﺈﻥ‬ ‫(‪f x + h) - f‬‬
‫(‪f‬‬ ‫)‪f x‬‬
‫ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﴬﺏ‬ ‫(‪ f‬ﺑﺎﻟﺮﻣﺰ )‪ ،f ' (x‬ﻭﻳ ﱠﻌﱪ ﻋﻨﻬﺎ ﺑﺎﻟﻨﻬﺎﻳﺔ‪ ، f Â(x) = lim ______________ :‬ﺑﴩﻁ ﻭﺟﻮﺩ‬
‫ﹸﻳﺮﻣﺰ ﺇﱃ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫‪d‬‬ ‫‪h→0‬‬ ‫‪h‬‬
‫___‬
‫‪dx‬‬
‫)‪’f (x)g(x)“ = f Â(x)g(x) + f (x)gg Â(x‬‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﳍﺎ ﻹﳚﺎﺩ ﻣﺸﺘﻘﺔ ﺩﺍﻟﺔ ﲢﺘﻮﻱ ﻋﲆ ﺃﻛﺜﺮ ﻣﻦ ﺣﺪ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﲔ ‪ ff, g‬ﻗﺎﺑﻠﺔ ﻟﻼﺷﺘﻘﺎﻕ ﻋﻨﺪ ‪ ، x‬ﻭﻛﺎﻥ ‪ ،g(x)≠0‬ﻓﺈﻥ‪:‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫___________________‪f x)  f‬‬
‫(‪f‬‬
‫_____ ‪d ‬‬ ‫)‪Â(x)g(x) - f (x)gg Â(x‬‬ ‫ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﻘﺴﻤﺔ‬ ‫(‪،f‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪f(x)= x 3‬‬ ‫ﺣﻘﻴﻘﻲ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪ ، ff(x)= x n‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ‬
‫___‬ ‫‪‬‬ ‫=‪¹‬‬ ‫ﹼ‬ ‫ﻣﺸﺘﻘﺔ ﺍﻟﻘﻮﺓ‬
‫‪dx  g(x) ‬‬ ‫‪’g(x)“ 2‬‬ ‫ﻓﺈﻥ ‪. '(x)=3x 2‬‬
‫‪.f‬‬ ‫ﻓﺈﻥ ‪.f ' (x)= nx n-1‬‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ‪-2)(2 3+ 5x) :‬‬
‫‪h(x)=(x 2-2)(2x‬‬ ‫‪1‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪،ff((x) = -2‬‬ ‫(‪، f‬‬
‫ﺻﻔﺮﺍ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ‪f x) =cc‬‬
‫ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺜﺎﺑﺘﺔ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﻣﺸﺘﻘﺔ ﺍﻟﺜﺎﺑﺖ‬
‫ﻓﺈﻥ ‪. '(x) = 0‬‬
‫‪.f‬‬ ‫ﻓﺈﻥ ‪. ' (x)=0‬‬
‫‪.f‬‬
‫‪g(x)= 2x 3 + 5x‬‬ ‫ﹶﻭ‬ ‫ﺍﻓﱰﺽ ﺃﻥ ‪f(x)= x 2 -2‬‬
‫(‪f‬‬
‫‪g ' (x)= 6x 2 +5‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ‬ ‫‪f ' (x)=2x‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪f(x)= 5x 3‬‬
‫(‪،f‬‬ ‫(‪ ،f‬ﺣﻴﺚ ‪ c‬ﺛﺎﺑﺖ ﻭ‪ n‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪،‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪f(x)= cx n‬‬ ‫ﻣﺸﺘﻘﺔ ﻣﻀﺎﻋﻔﺎﺕ‬
‫ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﴬﺏ‬ ‫)‪h Â(x) = f Â(x)g(x) + f (x)g Â(x‬‬
‫ﻓﺈﻥ ‪.f '(x)=15x 2‬‬ ‫ﻓﺈﻥ ‪.f ' (x)= cnx n-1‬‬ ‫ﺍﻟﻘﻮﺓ‬
‫ﻋﻮﺽ‬ ‫(‪،f‬‬
‫‪f(x)= 4x 2 + 3x‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪x‬‬ ‫(‪،f‬‬
‫ﺇﺫﺍ ﻛﺎﻥ )‪f(x)=g(x)±h(x‬‬ ‫ﻣﺸﺘﻘﺔ ﺍﳌﺠﻤﻮﻉ‬
‫ﹼ‬ ‫)‪= (2x)( 2x 3 + 5x) + (x 2 - 2)( 6x 2 + 5‬‬
‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫‪= 4x 4 + 10x 2 + 6x 4 + 5x 2 - 12x 2 - 10‬‬
‫ﻓﺈﻥ ‪. ' (x)=8x+3‬‬
‫‪.f‬‬ ‫ﻓﺈﻥ )‪. ' (x)= gg'(x) ± h'(x‬‬
‫‪.f‬‬ ‫ﻭﺍﻟﻔﺮﻕ‬
‫ﺑﺴﻂ‬ ‫ﹼ‬ ‫‪= 10x 4 + 3x 2 - 10‬‬ ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫‪‬‬

‫)‪(2x2 + 4‬‬
‫‪(2x‬‬ ‫‪2‬‬ ‫‪f x)= 3x 2 – 2‬‬
‫(‪f‬‬ ‫‪x +4 (a‬‬
‫‪2x‬‬
‫_________ = )‪h(x‬‬ ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ‪:‬‬
‫‪(x‬‬
‫)‪x2 - 1‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﺍﳌﻌﻄﺎﺓ‬ ‫‪ff((x)= 3x – 2x +4‬‬
‫‪2‬‬

‫‪g(x)= x 2 -1‬‬ ‫ﹶﻭ‬ ‫ﺍﻓﱰﺽ ﺃﻥ ‪ff((x)= 2x 2 + 4‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ‬ ‫‪x 2 -1-2 · 1x‬‬
‫‪f ' (x)= 2 · 3x‬‬ ‫‪x 1-1 +0‬‬
‫‪g ' (x)= 2x‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ‬ ‫‪f ' (x)=4x‬‬ ‫ﺑﺴﻂ‬‫ﹼ‬ ‫‪= 6x -2‬‬
‫)‪f Â(x)g(x) - f (x)gg Â(x‬‬ ‫‪f x)= x 4 (4x 3 -5) (b‬‬
‫(‪f‬‬
‫ﻗﺎﻋﺪﺓ ﻣﺸﺘﻘﺔ ﺍﻟﻘﺴﻤﺔ‬ ‫___________________ = )‪h Â(x‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﺍﳌﻌﻄﺎﺓ‬ ‫)‪ff((x) = x 4 (4x 3 – 5‬‬
‫‪[g(x)] 2‬‬
‫(‪4x‬‬‫(‬ ‫‪x 2 - 1) - (2x 2 + 4)2x‬‬ ‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫‪ff((x)= 4x 7 -5x 4‬‬
‫ﻋﻮﺽ‬
‫ﹼ‬ ‫_______________________ =‬ ‫ﻗﻮﺍﻋﺪ ﺍﻻﺷﺘﻘﺎﻕ‬ ‫‪f ' (x)= 4 · 7x‬‬‫‪x 7-1 -5 · 4x‬‬
‫‪x 4-1‬‬
‫‪(x 2-1) 2‬‬
‫‪4x 3 - 4x‬‬ ‫‪x - 4x 3 - 8x‬‬ ‫ﺑﺴﻂ‬‫ﹼ‬ ‫‪= 28x 6 – 20x 3‬‬
‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫__________________ =‬
‫‪1) 2‬‬
‫)‪(x 2-1‬‬ ‫‪‬‬
‫‪-12x‬‬ ‫(‪ ،f‬ﰲ ﱟ‬
‫ﺑﺴﻂ‬
‫ﹼ‬ ‫________‬
‫‪= 2‬‬ ‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﳌﺸﺘﻘﺔ ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ ﺍﳌﻌﻄﺎﺓ‪:‬‬ ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ)‪f(x‬‬
‫‪(x -1) 2‬‬
‫‪‬‬ ‫‪f (x) = -x 3 + 5x 2 ; x = 1 , -4‬‬ ‫‪(2‬‬ ‫‪f (x) = 4x 2 - 5; x = 3 , -2‬‬ ‫‪(1‬‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫‪f(x)=-3x2 +10x;7,-88‬‬ ‫‪f(x)=8x;24,-16‬‬
‫)‪m(x) = (3x - 1)(x 2 + 5x‬‬ ‫‪(2‬‬ ‫)‪h(x) = (-4 + 2x 2 )(2x + 3‬‬ ‫‪(1‬‬ ‫‪f (x) = 3x 4 + x 5 -2; x=-1 , 2‬‬ ‫‪(4‬‬ ‫‪f (x) = -8 + 3x - x 2 ; x= 0 , -3‬‬ ‫‪(3‬‬
‫‪9x2+28x-5‬‬ ‫‪12x2+12x-8‬‬ ‫‪f(x)=12x3 +5x4 ;-7,176‬‬ ‫‪f(x)=3-2x;3,9‬‬
‫‪3x + 4‬‬ ‫‪3‬‬
‫‪x +3‬‬ ‫‪2‬‬ ‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫_______ = )‪k(x‬‬ ‫‪(4‬‬ ‫______ = )‪d(x‬‬ ‫‪(3‬‬
‫‪2x 2 - 1‬‬ ‫‪x-1‬‬ ‫‪f(x)=-3.4x2 .4+0.6x-0‬‬
‫‪ .8‬‬ ‫‪x 3.4 + 3x 0 . 2‬‬
‫‪f (x) = -x‬‬ ‫‪(6‬‬ ‫‪f(x)=12x-3 f (x) = 6x 2 - 3x + 4‬‬ ‫‪(5‬‬
‫‪6x4 - 9x2 -16x‬‬
‫_______________‬ ‫‪x2 - 2x - 3‬‬ ‫√ ‪2‬‬ ‫‪9 √x‬‬
‫_____ ‪x‬‬
‫‬ ‫_‪_1‬‬ ‫_‪_3‬‬
‫‪(2x - 1)2‬‬
‫‪2‬‬ ‫___________‬ ‫‪f(x)=-8x+9x2‬‬ ‫‪2‬‬
‫‪f (x) = -4x + 3x - 14‬‬ ‫‪3‬‬ ‫‪(8‬‬ ‫_____ = )‪f (x‬‬
‫‪x - 2 f (x)) = 4x - 3x‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪(7‬‬
‫‪(x - 1)2‬‬
‫‪ 8‬‬ ‫‪19‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪18‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪( 21)‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(20)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪8-4‬‬
‫‪‬‬ ‫‪8-4‬‬
‫‪‬‬
‫‪‬‬
‫‪ (4‬ﺍﻟﺼﻴﻐﺔ ‪ V = x 3‬ﲤﺜﻞ ﺣﺠﻢ ﻣﻜﻌﺐ ﻃﻮﻝ ﺿﻠﻌﻪ‬ ‫‪ (1‬ﻳﻤﻜﻦ ﲤﺜﻴﻞ ﺍﺭﺗﻔﺎﻉ ﻃﺎﺋﺮ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‬
‫ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺑﻌﺾ ﺍﻟﺪﻭﺍﻝ ﺍﳌﺜﻠﺜﻴﺔ ﻭﺍﻷﺳﻴﺔ ﰲ ﺻﻮﺭﺓ ﻣﺘﺴﻠﺴﻠﺔ ﻗﻮ￯‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﻣﺘﺴﻠﺴﻠﺔ ﻗﻮ￯ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺰﻭﺟﻴﺔ ‪y = cos x‬‬
‫‪ ،x‬ﺍﻓﱰﺽ ﺃﻥ ‪ x‬ﺗﺘﻐﲑ‪.‬‬ ‫)‪ s(t‬ﻋﲆ‬ ‫‪-tt 3 7‬‬
‫ﻣﻦ ﻃﲑﺍﻧﻪ ﺑﺎﳌﻌﺎﺩﻟﺔ‪tt) = ____ + __ t 2 + 18 :‬‬
‫ﲢﺘﻮﻱ ﻋﲆ ﺍﻟﻘﻮ￯ ﺍﻟﺰﻭﺟﻴﺔ ﻟـﹺ ‪.x‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪x2 x4 x6 x8‬‬ ‫‪x‬‬ ‫ﺍﻟﻔﱰﺓ ]‪ ،[1, 10‬ﺃﻭﺟﺪ ﺃﻗﴡ ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻟﻠﻄﺎﺋﺮ‪.‬‬
‫… ‪cos x = 1 - ___ + ___ - ___ + ___ -‬‬
‫!‪2‬‬ ‫!‪4‬‬ ‫!‪6‬‬ ‫!‪8‬‬ ‫__‪1 ft75‬‬
‫__‪21‬‬ ‫‪1 ft‬‬
‫ﻭﺃﻥ ﻣﺘﺴﻠﺴﻠﺔ ﻗﻮ￯ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻔﺮﺩﻳﺔ ‪ y= sin x‬ﲢﺘﻮﻱ ﻋﲆ ﺍﻟﻘﻮ￯ ﺍﻟﻔﺮﺩﻳﺔ ﹺﻟـ ‪:x‬‬ ‫‪x‬‬ ‫‪x) = x3‬‬
‫‪V(x‬‬
‫(‪V‬‬
‫)‪(x‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪x3 x5 x7 x9‬‬
‫‪sin x = x - ___+ ___ - ___ + ___ - … .‬‬ ‫‪x‬‬
‫!‪3! 5‬‬ ‫!‪7‬‬ ‫!‪9‬‬
‫‪ (2‬ﻗﻔﺰ ﻏﻄﱠﺎﺱ ﻣﻦ ﻗﻤﺔ ﻣﻨﺤﺪﺭ ﺍﺭﺗﻔﺎﻋﻪ ‪ 192‬ﻗﺪ ﹰﻣﺎ‬
‫ﻳﻤﻜﻦ ﺍﺷﺘﻘﺎﻕ ﻣﺘﺴﻠﺴﻼﺕ ﺍﻟﻘﻮ￯ ﻫﺬﻩ‪.‬‬ ‫(‪ V‬ﻋﻨﺪﻣﺎ ﺗﺘﻐﲑ ‪ x‬ﻣﻦ‬
‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺗﻐﲑ ﺍﳊﺠﻢ )‪V x‬‬ ‫ﻭﻳﻌﱪ ﻋﻦ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻐﻄﺎﺱ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‬
‫ﻋﻦ ﺳﻄﺢ ﺍﳌﺎﺀ‪ ،‬ﱠ‬
‫‪ (a (1‬ﺃﻭﺟﺪ ‪ ،(sin x)Ç‬ﻭﺫﻟﻚ ﺑﺎﺷﺘﻘﺎﻕ ﺣﺪﻭﺩ ﻣﺘﺴﻠﺴﻠﺔ ﻗﻮ￯ ‪ sin x‬ﺣﺪﹼﹰ ﺍ ﺣﺪﹼﹰ ﺍ‪ ،‬ﺛﻢ ﹶﺑ ﱢﺴﻂ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬ ‫‪ 3.2in‬ﺇﱃ ‪3.4 in‬‬
‫‪C12-009A-893813‬‬ ‫=)‪ h(t‬ﻗﺪ ﹰﻣﺎ‪.‬‬
‫ﺑﺎﳌﻌﺎﺩﻟﺔ‪t -16t 2+ 16t+192 :‬‬
‫=)‪t‬‬
‫‪x2 x4 x6 x8‬‬
‫… ‪1 - ___ + ___ - ___ + ___ -‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﴎﻋﺔ ﺍﻟﻐﻄﺎﺱ ﻋﻨﺪ ﺃﻱ ﳊﻈﺔ ‪.t‬‬
‫!‪2! 4! 6! 8‬‬ ‫‪32.7‬‬ ‫‪‬‬
‫‪h'(t)=-32t+16 ‬‬
‫‪ (b‬ﻣﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﲤﺜﻠﻬﺎ ﺍﳌﺘﺴﻠﺴﻠﺔ ﺍﻟﻼﳖﺎﺋﻴﺔ ﺍﳉﺪﻳﺪﺓ؟‬ ‫(‪ V‬ﺍﻟﻠﺤﻈﹺ ﹼﻲ ﻋﻨﺪﻣﺎ‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺗﻐﲑ ﺍﳊﺠﻢ )‪V x‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﴎﻋﺔ ﺍﻟﻐﻄﺎﺱ ﺑﻌﺪ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﻗﻔﺰﻩ‪.‬‬
‫‪cosx ‬‬ ‫‪.x = 4 in‬‬ ‫‪h'(1)=-16ft/s ‬‬
‫‪(sin x)Ç = cosx‬‬ ‫‪ (c‬ﺃﻱ ﺃﻥ‪:‬‬ ‫‪ (c‬ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ ﺍﻟﻐﻄﺎﺱ ﻟﻠﻮﺻﻮﻝ ﺇﱃ‬
‫‪48‬‬ ‫‪‬‬
‫ﺳﻄﺢ ﺍﳌﺎﺀ‪.‬‬
‫‪‬‬ ‫‪ (a (2‬ﻣﺎﺫﺍ ﺗﺘﻮﻗﻊ ﺃﻥ ﺗﻜﻮﻥ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ‪cos x‬؟‬ ‫‪ (c‬ﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺻﻴﻐﺔ ﺣﺠﻢ ﺍﳌﻜﻌﺐ ﻭﻣﺸﺘﻘﺘﻬﺎ‪.‬‬ ‫‪ 4 ‬‬
‫‪‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻣﺘﺴﻠﺴﻠﺔ ﻗﻮ￯ ‪cos x‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ‪(cos x))Ç‬‬ ‫‪ ‬‬ ‫‪ (d‬ﻣﺎ ﴎﻋﺔ ﺍﻟﻐﻄﺎﺱ ﻋﻨﺪ ﻭﺻﻮﻟﻪ ﺳﻄﺢ ﺍﳌﺎﺀ؟‬
‫‪(3x2)‬‬ ‫‪h'(4)=-112ft/s ‬‬
‫‪x3 x5 x7 x9‬‬
‫… ‪-x + ___ - ___ + ___ - ___ +‬‬
‫!‪3! 5! 7! 9‬‬

‫‪ (c‬ﺃﻱ ﺃﻥ‪-sinx :‬‬

‫(‪ ، f‬ﻓﺄﻭﺟﺪ )‪. f Ç(x‬‬
‫(‪ f‬ﻫﻲ… ‪f x) = 1 + x + ___ + ___ + ___ +‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﰲ ﺍﳌﺴﺎﺋﻞ ‪ 1- 3‬؛ ﻹﳚﺎﺩ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻓﻴﲈ ﻳﺄﰐ‪:‬‬
‫‪f (x) = (cos x)2‬‬
‫‪-2cosxsinx‬‬
‫‪ 8‬‬
‫________ = ‪(cos x))Ç‬‬
‫‪  (5‬ﹸﺃﻃﻠﻘﺖ ﻛﺮﺓ ﺇﱃ ﺃﻋﲆ ﻣﻦ ﻧﻘﻄﺔ ﺗﺮﺗﻔﻊ ‪6 ft‬‬ ‫=‪ V‬ﲤﺜﻞ ﺣﺠﻢ ﺍﻷﹸﺳﻄﻮﺍﻧﺔ‬
‫‪ (3‬ﺍﻟﺼﻴﻐﺔ ‪V πr 2h‬‬
‫‪‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪2‬‬
‫‪x‬‬ ‫‪3‬‬ ‫‪4‬‬
‫ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﺑﴪﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻗﺪﺭﻫﺎ ‪ ،80 ft/s‬ﺇﺫﺍ‬ ‫ﺍﻟﺘﻲ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ r‬ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ‪ ،h‬ﺍﻓﱰﺽ ﺃﻥ‬
‫‪ (a (3‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺴﻠﺴﻠﺔ ﻗﻮ￯ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫!‪2‬‬ ‫!‪3‬‬ ‫!‪4‬‬
‫‪x2 x 3 x 4‬‬ ‫=)‪ h(t‬ﻗﺪ ﹰﻣﺎ ﺑﻌﺪ ‪t‬‬
‫ﻛﺎﻥ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪t -16t 2 + 80t+6‬‬
‫=)‪t‬‬ ‫ﺃﺳﻄﻮﺍﻧﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ ،10 in‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﻣﺘﻐﲑ‪.‬‬
‫… ‪1 + x + __ + __ + __ +‬‬
‫!‪2! 3! 4‬‬ ‫ﺛﺎﻧﻴﺔ‪.‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ﺻﻴﻐﺔ ﲤﺜﻞ ﺣﺠﻢ ﺍﻷﺳﻄﻮﺍﻧﺔ ﺑﺪﻻﻟﺔ ﻃﻮﻝ‬
‫‪‬‬ ‫(‪ f‬؟‬
‫‪ (b‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ )‪f x), f Ç(x‬‬ ‫ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﻋﻨﺪ ﺃﻱ ﳊﻈﺔ ‪. t‬‬
‫‪V(r)=10 πr2 ‬‬
‫‪v(t)=-32t+80‬‬ ‫‪‬‬
‫‪ex‬‬ ‫(‪ f‬ﺑﺎﻟﺸﻜﻞ ‪ ،e x‬ﻓﺄﻭﺟﺪ )‪. f Ç(x‬‬
‫‪ (c‬ﺇﺫﺍ ﻋﱪﻧﺎ ﻋﻦ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺻﻴﻐﺔ ﲤﺜﻞ ﻣﻌﺪﻝ ﺗﻐﲑ ﺣﺠﻢ ﺍﻷﹸﺳﻄﻮﺍﻧﺔ‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻟﻠﻜﺮﺓ ﻋﻨﺪﻣﺎ ‪ t= 2‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪‬‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬
‫‪16ft/s‬‬ ‫‪‬‬
‫‪VŒ(r)=20πr‬‬ ‫‪‬‬
‫‪(6‬‬ ‫‪f (x) = sin x + cos x‬‬ ‫‪(5‬‬ ‫‪f (x) = xe x‬‬ ‫‪(4‬‬ ‫‪ (c‬ﺃﻭﺟﺪ )‪ V ' (r‬ﻋﻨﺪﻣﺎ ‪.r= 3 in‬‬
‫‪cos x-sinx‬‬ ‫‪xex + ex‬‬
‫‪60π‬‬ ‫‪‬‬
‫‪21‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪20‬‬ ‫‪ ‬‬

‫‪ 8‬‬ ‫‪163 A‬‬

 



8 - 4
          


   (21)

 8-4

‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﱢ‬
: ‫ ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻋﻨﺪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻌﻄﺎﺓ‬،‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‬
 h(x) = 4 x 3 - x 2 , x = 3, 0 (2 g (x) = 3 x 2 - 5x, x = -2 , 1 (1
hΠ(x) = 12 x 2 -2x , hΠ(3) = 102 , hΠ(0) = 0 g' (x) = 6x - 5 , g' (-2) = -17, g ' (1) = 1

 
m(x) = -2 x 2 - 6 x + 1, x = 0, -3 (4
mΠ(x) = - 4x - 6 , mΠ(0) = -6, mΠ(-3) = 6

t(x) = 3 x 7 - 1, x = -1, 1 (6
f (x) = x 2 - 4x + 7, x = 2, -3 (3
f Π(x) = 2 x - 4, f Π(2) = 0, f Π(-3) = -10
q(x) = -1 + x 3 - 2 x 4 , x = -1, 3 (5

tΠ(x) = 21 x 6 , tΠ(-1) = 21 , qΠ(x) = 3 x 2 - 8 x 3 , qΠ(-1) = 11,

tΠ(1) = 21 qΠ(3) = -189


:‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
f (x) = x 2 (x 3 + 3 x 2 ) (8 f (x) = (x 2 + 5 x ) 2 (7
f Π(x) = 5x 4 + 12 x 3 f Π(x) = 4 x 3 + 30 x 2 + 50 x

3
 h(x) = - _
5

6
(10 f (x) = √
x 6 (9
x 6 √
f Π(x) = _ 5
x
18
h Π(x) = _ 5 
7
x
n(x) = (3 x 2 - 2 x)(x 3 + x 2) (12 p (x) = - 4 x 5 + 6 x 3 - 5 x 2 (11
n Π(x) = 15 x + 4 x - 6 x 2
4 3
p Π(x) = -20 x 4 + 18 x 2 - 10 x

3x - 1
q (x) = x (x 2
√ - 3) (14 r (x) = _2
(13
x +2
3
_ 1
5 2 _ -_
q Π(x) = _ x -3x 2 -3 x 2 + 2 x + 6
2 2 r Π( x) = __
(x 2 + 2) 2
5 3
= _ x3 - _
√
2 2 √x

‫ ﺳﺮﻋﺔ ﺟﺴﻢ ﻣﺘﺤﺮﻙ‬v (t) = 3 t 2 - 6 t + 5 ‫ ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬.‫ ﺗﺴﺎﺭﻉ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﻫﻮ ﹸﻣﻌﺪﹼ ﻝ ﺗﻐ ﹼﻴﺮ ﺳﺮﻋﺘﻪ‬ (15
.(‫ ﺍﻟﺘﺴﺎﺭﻉ ﻫﻮ ﻣﺸﺘﻘﺔ ﺍﻟﺴﺮﻋﺔ‬:‫ )ﺇﺭﺷﺎﺩ‬5 sec ‫ ﺃﻭﺟﺪ ﺗﺴﺎﺭﻉ ﺍﻟﺠﺴﻢ ﺑﺎﻟﻤﺘﺮ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﺗﺮﺑﻴﻊ ﺑﻌﺪ‬.‫ﺑﺎﻟﻤﺘﺮ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‬
24 m/s 2



21



 
 

 

 

 

 

 

 

163 B   8

 ‫‪‬‬
‫‪‬‬
‫‪Area Under the Curve and Integration‬‬
‫‪‬‬ ‫‪8 -5‬‬
‫‪ ‬‬
‫‪ ‬‬ ‫‪ 1‬‬
‫ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺤﺪﻳﺔ )ﺍﻟﻬﺎﻣﺸﻴﺔ( ﻫﻲ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﻤﺘﺮﺗﺒﺔ ﻋﻠﻰ‬ ‫‪8-2 ‬‬
‫ﺇﻧﺘﺎﺝ ﻭﺣﺪﺓ ﺇﺿﺎﻓﻴﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﻣﻨﺘﺞ ﻣﺎ‪ ،‬ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ‬
‫ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺤﺪﻳﺔ ﺑﺎﺷﺘﻘﺎﻕ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻠﻤﻨﺘﺞ‪ .‬ﺗﹸﻤﺜﻞ‬
‫‪‬‬
‫‪ ‬‬
‫‪8-5‬‬
‫■‬

‫ﺍﻟﺪﺍﻟﺔ ‪ f (x) = 10 - 0.002 x‬ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺤﺪﻳﺔ ﻟﻄﺒﺎﻋﺔ ‪ x‬ﻧﺴﺨﺔ‬ ‫‪‬‬

‫ﻣﻦ ﻛﺘﺎﺏ ﻣﺎ ﺑﺎﻟﺮﻳﺎﻝ ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫■‬
‫ﺣﺴﺎﺏ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺟﺒﺮ ﹼﹰﻳﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪‬‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‪.‬‬
‫‪‬‬
‫‪ ‬ﺳﺒﻖ ﺃﻥ ﺩﺭﺳﺖ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﻃﺮﻳﻘﺔ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺎﺕ ﺍﻷﺷﻜﺎﻝ ﺍﻷﺳﺎﺳﻴﺔ ﻛﺎﻟﻤﺜﻠﺚ‬ ‫‪8-5‬‬
‫ﻭﺍﻟﻤﺴﺘﻄﻴﻞ ﻭﺷﺒﻪ ﺍﻟﻤﻨﺤﺮﻑ‪ ،‬ﻛﻤﺎ ﺩﺭﺳﺖ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺎﺕ ﺑﻌﺾ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻤﺮﻛﺒﺔ ﺍﻟﺘﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﺃﺷﻜﺎﻝ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﺇﻻ‬ ‫ﺗﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ‬
‫‪‬‬
‫ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻤﺮﻛﺒﺔ ﻻ ﺗﺘﻜﻮﻥ ﻣﻦ ﺃﺷﻜﺎﻝ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻣﻤﺎ ﻳﺴﺘﺪﻋﻲ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﻃﺮﻳﻘﺔ ﻋﺎﻣﺔ ﻟﺤﺴﺎﺏ ﻣﺴﺎﺣﺔ ﺃﻱ‬
‫‪regular partition‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺴﺘﻄﻴﻼﺕ‪.‬‬
‫ﺷﻜﻞ ﺛﻨﺎﺋﻲ ﺍﻷﺑﻌﺎﺩ‪.‬‬
‫‪‬‬ ‫ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ‬
‫ﻳﻤﻜﻨﻨﺎ ﺗﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺷﻜﻞ ﻏﻴﺮ ﻣﻨﺘﻈﻢ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻌﻤﺎﻝ ﺷﻜﻞ ﺃﺳﺎﺳﻲ ﻣﻌﻠﻮﻡ ﺍﻟﻤﺴﺎﺣﺔ ﻛﺎﻟﻤﺴﺘﻄﻴﻞ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﻳﻤﻜﻨﻨﺎ‬ ‫‪definite integral‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ‪.‬‬
‫ﺗﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪ f (x) = -x + 12 x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 12‬ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪2‬‬ ‫‪‬‬
‫‪8-5‬‬
‫ﻣﺴﺘﻄﻴﻼﺕ ﻣﺘﺴﺎﻭﻳﺔ ﺍﻟﻌﺮﺽ‪.‬‬ ‫‪lower limit‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ‬
‫‪upper limit‬‬ ‫ﻭﺍﻟﺘﻜﺎﻣﻞ؛ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻣﻨﺤﻨﻰ‪.‬‬
‫‪right Riemann sum‬‬
‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪ f (x) = - x 2 + 12 x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 12‬ﺑﺎﺳﺘﻌﻤﺎﻝ‬‫ﱢ‬ ‫‪‬‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻘﺎﻋﺪﺓ ﻛﻞ ﻣﺴﺘﻄﻴﻞ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻪ‪.‬‬ ‫‪12 ،6 ،4‬‬ ‫‪integration‬‬

‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻛﻤﺎ ﻓﻲ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺑﺎﺗﺒﺎﻉ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪www.obeikaneducation.com‬‬

‫‪ (1‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 12‬ﺑﻄﺮﺡ ﺑﺪﺍﻳﺘﻬﺎ ﻣﻦ ﻧﻬﺎﻳﺘﻬﺎ‪.‬‬

‫‪ 2‬‬
‫‪ (2‬ﺃﻭﺟﺪ ﻋﺮﺽ ﻛﻞ ﻣﺴﺘﻄﻴﻞ ﺑﻘﺴﻤﺔ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ‪4‬‬
‫ﻧﻘﺴﻢ‪12 ÷ 4 = 3 :‬‬
‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫ﻗﺴﻢ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 12‬ﺇﻟﻰ ‪ 4‬ﻓﺘﺮﺍﺕ )ﻷﺭﺑﻌﺔ ﻣﺴﺘﻄﻴﻼﺕ( ﻃﻮﻝ ﻛﻞ ﻣﻨﻬﺎ ﻳﺴﺎﻭﻱ ‪3‬‬
‫‪ (3‬ﱢ‬
‫‪‬‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ ﺃﺣﺪ ﺑﻌﺪﻳﻪ ﻳﺴﺎﻭﻱ ﻃﻮﻝ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﻭﺍﻟﺒﻌﺪ ﺍﻵﺧﺮ ﻳﺴﺎﻭﻱ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ‬ ‫‪ (4‬ﺍﺭﺳﻢ ﻋﻠﻰ ﻛﻞ ﻓﺘﺮﺓ ﺟﺰﺋﻴﺔ‬
‫• ﺇﺫﺍ ﺍﻋﺘﺒﺮﻧﺎ ﺩﺍﻟﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ )‪ ، g(x‬ﻓﻤﺎ‬
‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻠﻔﺘﺮﺓ‪.‬‬
‫‪288 - 221) ‬‬
‫(‪ f‬؟‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ )‪f x), g(x‬‬
‫ﹰ‬
‫ﻓﻤﺜﻼ ﺍﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻓﻲ ﺍﻟﺸﻜﻞ )‪ (1‬ﻫﻲ )‪ . f (3), f (6), f (9), f (12‬ﻭﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﺭﺗﻔﺎﻋﺎﺕ‬ ‫‪‬‬ ‫(‪g'(x) = f‬‬
‫)‪f x‬‬
‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻭﺃﻃﻮﺍﻝ ﻗﻮﺍﻋﺪﻫﺎ ﻟﺘﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬ ‫‪ "‬‬
‫‪ ‬‬
‫‪‬‬ ‫• ﻫﻞ ﺑﺈﻣﻜﺎﻧﻚ ﺗﺨﻤﻴﻦ ﺍﻟﺪﺍﻟﺔ )‪ g(x‬ﺑﺨﻄﻮﺍﺕ‬
‫‪  ‬‬ ‫ﻋﻜﺴﻴﺔ ﻟﺨﻄﻮﺍﺕ ﺍﻻﺷﺘﻘﺎﻕ؟ ﻧﻌﻢ‪.‬‬
‫‪‬‬
‫‪."‬‬
‫• ﺧﻤﻦ ﺩﺍﻟﺔﻳﻤﻜﻦ ﺃﻥ ﺗﻤﺜﻞ )‪ ، g(x‬ﻭﻫﻞ ﻫﻲ‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪164‬‬ ‫ﻭﺣﻴﺪﺓ؟‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪.g(x)=10x-0.001 x :‬‬
‫‪2‬‬

‫ﻭﻫﻲ ﻟﻴﺴﺖ ﻭﺣﻴﺪﺓ‬

‫‪‬‬
‫•‪170 ‬‬
‫•‪22  ‬‬
‫•‪24 ‬‬
‫•‪25 ‬‬
‫‪8-5‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫•‪166 ‬‬
‫•‪22  ‬‬ ‫‪22  • ‬‬
‫‪24 • 2223 • ‬‬
‫•‪25 ‬‬ ‫‪24 • ‬‬

‫‪ 8‬‬ ‫‪164‬‬


‫‪‬‬
‫‪ 1 , 2‬ﹸﻳﺒ ﹼﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺣﺴﺎﺏ ﺍﻟﻤﺴﺎﺣﺔ‬
‫ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﻣﺴﺎﺣﺎﺕ ﻣﺴﺘﻄﻴﻼﺕ‪.‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫ﹼﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ‬ ‫‪1‬‬
‫ﻣﻨﺤﻨﻰ ‪f( x) = -x 2 + 18x‬‬
‫ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪[0, 18‬‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ ﻋﻠﻰ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ‪18 ، 9 ، 6‬‬
‫ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬
‫ﻟﻜﻞ ﻣﺴﺘﻄﻴﻞ؛ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻪ‪.‬‬
‫‪ 6‬ﻣﺴﺘﻄﻴﻼﺕ = ‪ 945‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪ 9‬ﻣﺴﺘﻄﻴﻼﺕ = ‪ 960‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ = ‪ 969‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫‪16‬‬
‫ﱢﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ‬ ‫‪2‬‬
‫ﻣﻨﺤﻨﻰ ‪ ، f( x) = x 2 + 1‬ﻭﺍﻟﻤﺤﻮﺭ ‪x‬‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 4‬ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻭﺍﺣﺪﺓ ﻣﻨﻬﺎ‬
‫ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻷﻃﺮﺍﻑ‬
‫ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﺴﺮ￯ ﻟﻠﻤﺴﺘﻄﻴﻼﺕ؛‬
‫ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ‬
‫ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﻴﻦ‪.‬‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ = ‪ 34‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ = ‪ 18‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫ﺍﻟﻮﺳﻂ = ‪ 26‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪ ‬ﺗﻢ ﺍﻟﺘﻌﺮﻑ ﺇﻟﻰ ﻃﺮﻳﻘﺘﻴﻦ ﻟﺘﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪165‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪32‬‬ ‫‪32‬‬ ‫‪32‬‬
‫‪24‬‬ ‫‪24‬‬ ‫‪24‬‬
‫‪16‬‬ ‫‪16‬‬ ‫‪16‬‬
‫‪8‬‬ ‫‪8‬‬ ‫‪8‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬
‫ﹰ‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻣﺴﺘﻄﻴﻼ‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪12‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ 6‬ﻣﺴﺘﻄﻴﻼﺕ‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ 4‬ﻣﺴﺘﻄﻴﻼﺕ‬
‫‪R 1 = 1 · f (1) = 11‬‬ ‫‪R 1 = 2 · f (2) = 40‬‬ ‫‪R 1 = 3 · f (3) = 81‬‬
‫‪R 2 = 1 · f (2) = 20‬‬
‫‪R 3 = 1 · f (3) = 27‬‬
‫‪R 2 = 2 · f (4) = 64‬‬
‫‪R 3 = 2 · f (6) = 72‬‬ ‫‪R 2 = 3 · f (6) = 108‬‬
‫‪R 4 = 1 · f (4) = 32‬‬ ‫‪R 4 = 2 · f (8) = 64‬‬ ‫‪R 3 = 3 · f (9) = 81‬‬
‫‪R 5 = 1 · f (5) = 35‬‬ ‫‪R 5 = 2 · f (10) = 40‬‬ ‫‪R 4 = 3 · f (12) = 0‬‬
‫‪R 6 = 1 · f (6) = 36‬‬ ‫‪R 6 = 2 · f (12) = 0‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ‪ 270‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪R 7 = 1 · f (7) = 35‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ‪ 280‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪R 8 = 1 · f (8) = 32‬‬
‫‪R 9 = 1 · f (9) = 27‬‬
‫‪R 10 = 1 · f (10) = 20‬‬
‫‪R 11 = 1 · f (11) = 11‬‬
‫‪R 12 = 1 · f (12) = 0‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ‪ 286‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪‬‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ ﻫﻲ ﺑﺎﻟﺘﺮﺗﻴﺐ‪ 270:‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ 280 ،‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪،‬‬ ‫ﺃﻱ ﺃﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪12 ، 6 ، 4‬‬ ‫‪‬‬
‫‪ 286‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪f x)‬‬
‫(‪f‬‬
‫‪‬‬
‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪ f (x) = -x + 24x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 24‬ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪2‬‬
‫‪ (1‬ﱢ‬
‫‪‬‬
‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻼ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻘﺎﻋﺪﺓ ﻛﻞ ﻣﺴﺘﻄﻴﻞ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻪ‪.‬‬ ‫‪12 ،8 ،6‬‬ ‫‪‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ 6‬ﻣﺴﺘﻄﻴﻼﺕ = ‪ 2240‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ 8‬ﻣﺴﺘﻄﻴﻼﺕ = ‪ 2268‬ﻭﺣﺪﺓ‬ ‫‪ ‬‬
‫ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ 12‬ﻭﺣﺪﺓ ﻣﺴﺘﻄﻴﻠﺔ = ‪ 2288‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪‬‬
‫‪f(f(x) = x 2‬‬
‫ﻋﺮﺿﺎ ﺗﻤ ﱢﺜﻞ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ‪ ،‬ﻭﺗﻌﻄﻲ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﺩﻕ ﻟﻠﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ‪ .‬ﻭﻛﻤﺎ‬
‫ﻻﺣﻆ ﺃﻥ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻷﻗﻞ ﹰ‬ ‫‪f x)‬‬
‫(‪f‬‬
‫ﺃﻳﻀﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻃﺮﺍﻓﻬﺎ ﺍﻟﻴﺴﺮ￯ ﻟﺘﺤﺪﻳﺪ‬ ‫ﺍﺳﺘﻌﻤﻠﻨﺎ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻟﻘﺎﻋﺪﺓ ﻣﺴﺘﻄﻴﻞ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻨﺎ ﹰ‬ ‫‪ ‬‬
‫‪‬‬
‫ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ ﻭﻫﺬﺍ ﻗﺪ ﻳﻨﺘﺞ ﻋﻨﻪ ﺗﻘﺮﻳﺐ ﻣﺨﺘﻠﻒ ﻟﻠﻤﺴﺎﺣﺔ‪.‬‬
‫‪‬‬
‫ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺃﻭ ﺍﻟﻴﺴﺮ￯ ﻟﻘﻮﺍﻋﺪ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ ﻗﺪ ﻳﺆﺩﻱ ﺇﻟﻰ ﺇﺿﺎﻓﺔ ﺃﺟﺰﺍﺀ ﻻ ﺗﻘﻊ‬
‫ﺑﻴﻦ ﺍﻟﻤﻨﺤﻨﻰ ﻭﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﺃﻭ ﺣﺬﻑ ﺃﺟﺰﺍﺀ ﺗﻘﻊ ﺑﻴﻦ ﺍﻟﻤﻨﺤﻨﻰ ﻭﺍﻟﻤﺤﻮﺭ ‪ . x‬ﻭﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻘﺮﻳﺐ ﺃﻓﻀﻞ‬
‫ﻟﻠﻤﺴﺎﺣﺔ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻞ ﻣﻦ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻭﺍﻟﻴﺴﺮ￯ ﻟﻘﻮﺍﻋﺪ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ‪ ،‬ﺛﻢ ﺃﺧﺬ ﺍﻟﻮﺳﻂ‬ ‫‪‬‬
‫ﻟﻠﺘﻘﺮﻳﺒﻴﻦ‪.‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪[-4, 4] scl: 0.5 by [-2, 16] scl: 1‬‬
‫(‪ f‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 4‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ‬
‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪f x) = x 2‬‬‫ﱢ‬ ‫‪‬‬
‫ﹴ‬
‫ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﺴﺮ￯ ﻟﻠﻤﺴﺘﻄﻴﻼﺕ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ‬ ‫ﻛﻞ‬ ‫‪x‬‬
‫ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﻴﻦ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﻳﻨﺘﺞ ﻋﻨﻪ ‪ 4‬ﻣﺴﺘﻄﻴﻼﺕ ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺃﻭ‬ ‫‪ ‬‬
‫ﺍﻟﻴﺴﺮ￯ ﻟﻠﻤﺴﺘﻄﻴﻼﺕ ﻫﻲ ﺍﻟﺘﻲ ﺗﺤﺪﺩ ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ‪ .‬ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ )‪ (1‬ﺃﺩﻧﺎﻩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ‪،‬‬
‫‪‬‬
‫ﻓﻲ ﺣﻴﻦ ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ )‪ (2‬ﺃﺩﻧﺎﻩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯‪.‬‬ ‫‪x‬‬
‫‪165‬‬ ‫‪‬‬ ‫‪8 - 5 ‬‬
‫‪‬‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ‪ ،‬ﺃﻭ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ ﻟﻠﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﺣﻴﺚ ﻳﻌﻄﻲ ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﻴﻦ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻓﻀﻞ ﻟﻠﻤﺴﺎﺣﺔ‪.‬‬
‫ﺃﻳﻀﺎ ﺣﺴﺎﺏ ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﺻﻐﺮ ﻭﺃﻛﺒﺮ ﺍﺭﺗﻔﺎﻉ ﻟﻜﻞ ﻣﺴﺘﻄﻴﻞ‪ ،‬ﺣﻴﺚ ﹸﻳﻌﻄﻲ ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﻴﻦ‬ ‫ﻭﺑﺈﻣﻜﺎﻧﻨﺎ ﹰ‬
‫ﺍﻷﺧﻴﺮﻳﻦ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻓﻀﻞ ﻟﻠﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ‪.‬‬
‫‪8 - 5‬‬
 ‫‪y‬‬ ‫‪y‬‬
‫‪16‬‬ ‫‪16‬‬

‫‪12‬‬ ‫‪12‬‬

‫‪8‬‬ ‫‪8‬‬
‫‪ ‬ﺍﺣﺮﺹ ﻋﻠﻰ‬
‫ﹶﺣ ﹼﻞ ﻋﺪﺓ ﺃﻣﺜﻠﺔ ﺣﻮﻝ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺎﺕ‬
‫‪4‬‬ ‫‪4‬‬

‫ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻴﺎﺕ‪ ،‬ﺛﻢ ﺍﺣﺘﻔﻆ ﺑﻜﻞ‬

‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬

‫‪2‬‬ ‫‪1‬‬ ‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺷﻜﻞ ﻣﻼﺣﻈﺔ‪ ،‬ﻭﺃﺿﻒ ﻫﺬﻩ‬

‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ‬
‫‪R 1 = 1 · f (0) = 0‬‬ ‫‪R 1 = 1 · f (1) = 1‬‬ ‫ﺍﻟﻤﻼﺣﻈﺎﺕ ﺇﻟﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
‫‪R 2 = 1 · f (1) = 1‬‬ ‫‪R 2 = 1 · f (2) = 4‬‬ ‫ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺼﻒ‪ ،‬ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ‬
‫‪R 3 = 1 · f (2) = 4‬‬ ‫‪R 3 = 1 · f (3) = 9‬‬
‫‪R 4 = 1 · f (3) = 9‬‬ ‫‪R 4 = 1 · f (4) = 16‬‬ ‫ﺍﻟﻄﻼﺏ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻣﺮﺟ ﹰﻌﺎ‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ‪ 14‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ‪ 30‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫ﺇﺿﺎﻓ ﹼﹰﻴﺎ ‪.‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻫﻲ ‪ 30‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ ﻫﻲ ‪ 14‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﻭﻫﺬﺍﻥ ﺗﻘﺪﻳﺮﺍﻥ ﺗﻘﻊ ﺍﻟﻤﺴﺎﺣﺔ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺑﺤﺴﺎﺏ ﺍﻟﻮﺳﻂ ﻟﻠﻘﻴﻤﺘﻴﻦ ﻧﺤﺼﻞ‬
‫ﻋﻠﻰ ﺗﻘﺮﻳﺐ ﺃﻓﻀﻞ ﻟﻠﻤﺴﺎﺣﺔ‪ ،‬ﻭﻫﻮ ‪ 22‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪ ‬‬
‫‪‬‬
‫_ = )‪ f (x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [1, 5‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺴﺘﻄﻴﻼﺕ‬‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪x‬‬
‫‪12‬‬
‫‪ (2‬ﱢ‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫‪ ‬ﻧ ﱢﺒﻪ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺃﻥ ﺭﻣﺰ‬
‫ﻋﺮﺽ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﺴﺮ￯ ﻟﻘﻮﺍﻋﺪ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻟﺘﺤﺪﻳﺪ‬ ‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻫﻲ ‪15.4‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪،‬‬ ‫ﺍﻟﺘﻜﺎﻣﻞ ﻫﻮ ﺷﺪ ﻟﻠﺤﺮﻑ ‪ S‬ﻓﻲ ﻛﻠﻤﺔ ‪.sum‬‬
‫ﺍﺭﺗﻔﺎﻋﺎﺗﻬﺎ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﻴﻦ‪.‬‬ ‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ = ‪ 25‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪،‬‬
‫ﺍﻟﻮﺳﻂ = ‪ 20.2‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫ﻋﻨﺪ ﺗﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺴﺘﻄﻴﻞ‬
‫ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻪ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﻫﻲ ﻧﻘﻄﺘﺎ ﺍﻟﻄﺮﻓﻴﻦ ﺍﻷﻳﻤﻦ ﻭﺍﻷﻳﺴﺮ‪ ،‬ﻭﻧﻘﻄﺔ ﺍﻟﻤﻨﺘﺼﻒ‪.‬‬
‫‪ ‬ﻻﺣﻈﺖ ﻓﻲ ﻣﺜﺎﻝ ‪ 1‬ﺃﻧﻪ ﻛﻠﻤﺎ ﻗﻞ ﻋﺮﺽ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﻓﺈﻥ ﻣﺴﺎﺣﺘﻬﺎ ﺍﻟﻜﻠﻴﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻔﻌﻠﻴﺔ ﺗﺤﺖ‬
‫ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﻭﻣﻦ ﺫﻟﻚ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ ﻧﻬﺎﻳﺔ ﻣﺠﻤﻮﻉ ﻣﺴﺎﺣﺎﺕ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﺏ ﻋﺮﺽ ﻛﻞ‬
‫ﻣﺴﺘﻄﻴﻞ ﻣﻦ ﺍﻟﺼﻔﺮ‪.‬‬ ‫‪‬‬
‫‪y‬‬
‫)‪f(x‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﹸﻗ ﱢﺴﻤﺖ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ‪ a‬ﺇﻟﻰ ‪ b‬ﺇﻟﻰ ‪ n‬ﻣﻦ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺠﺰﺋﻴﺔ‬ ‫‪ ‬‬
‫ﻨﺘﻈﻢ‪ .‬ﺇﻥ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻜﻠﻴﺔ‬
‫ﺍﻟﻤﻨﺘﻈﻢ‬
‫ﹸﺴﻤﻰ ﻫﺬﻩ ﺍﻟﺘﺠﺰﺋﺔ ﺍﻟﺘﺠﺰﻱﺀ ﺍﻟﻤ‬
‫‪n‬‬
‫ﺍﻟﻤﺘﺴﺎﻭﻳﺔ ﺍﻟﻄﻮﻝ‪ ،‬ﻭﺗ ﱠ‬ ‫‪∑ f (x i) ∆x‬‬ ‫ﺗﹸﻘﺮﺃ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﻣﻦ ‪ a‬ﺇﻟﻰ ‪ b‬ﻫﻮ ‪ ، b - a‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﻃﻮﻝ ﻛﻞ ﻓﺘﺮﺓ ﺟﺰﺋﻴﺔ )ﻋﺮﺽ ﻛﻞ ﻣﺴﺘﻄﻴﻞ‬ ‫‪i =1‬‬
‫ﻛﺎﻵﺗﻲ ﻣﺠﻤﻮﻉ ﺣﻮﺍﺻﻞ‬
‫)‪f (x 1‬‬
‫‪....‬‬ ‫_ ‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ .∆ x‬ﻭﺑﻤﺎ ﺃﻥ‬
‫‪b-a‬‬
‫ﻣﻦ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﺘﻲ ﻋﺪﺩﻫﺎ ‪ (n‬ﻫﻮ ‪n‬‬ ‫ﺿﺮﺏ )‪ f (x i‬ﻓﻲ ‪ ∆ x‬ﻣﻦ‬
‫‪∆x‬‬ ‫ﺍﺭﺗﻔﺎﻉ ﻛﻞ ﻣﺴﺘﻄﻴﻞ ﻳﺴﺎﻭﻱ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻘﺎﻋﺪﺓ ﺍﻟﻤﺴﺘﻄﻴﻞ‪ ،‬ﻓﺈﻥ‬ ‫‪ i = 1‬ﺇﻟﻰ ‪.i = n‬‬
‫‪O‬‬ ‫‪b= x x‬‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻷﻭﻝ ﻫﻮ )‪ ، f (x 1‬ﻭﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺜﺎﻧﻲ ﻫﻮ ) ‪ ، f ( x 2‬ﻭﻫﻜﺬﺍ‬
‫‪a x 1 x 2 x 3 . . . xn - 1 n‬‬
‫ﻳﻜﻮﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻷﺧﻴﺮ )‪. f (x n‬‬
‫ﻳﻤﻜﻦ ﺍﻵﻥ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺔ ﻛﻞ ﻣﺴﺘﻄﻴﻞ ﻣﻦ ﺧﻼﻝ ﺿﺮﺏ ‪ ∆x‬ﻓﻲ ﺍﺭﺗﻔﺎﻉ ﺫﻟﻚ ﺍﻟﻤﺴﺘﻄﻴﻞ‪ ،‬ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ‬
‫ﺍﻷﻭﻝ ﻫﻲ ‪ ، f ( x 1 ) ∆x‬ﻭﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺜﺎﻧﻲ ﻫﻲ ‪ ، f (x 2) ∆x‬ﻭﻫﻜﺬﺍ‪ .‬ﻭﺗﹸﻌﻄﻰ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ‪ A‬ﻟﻠﻤﺴﺘﻄﻴﻼﺕ‬
‫ﺑﻤﺠﻤﻮﻉ ﻣﺴﺎﺣﺎﺗﻬﺎ‪ ،‬ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻤﺠﻤﻮﻉ‪.‬‬

‫‪‬‬ ‫‪A = f ( x1 )∆x + f ( x2 )∆x + ¾ + f ( xn )∆x‬‬

‫‪∆ x‬‬ ‫(‪A = ∆x[[ f‬‬
‫(‪f(x1) + f‬‬
‫])‪f x2 ) + ¾ + f (xn‬‬
‫‪n‬‬
‫‪‬‬ ‫) ‪A = ∆x ∑ f ( xi‬‬
‫‪n i =1‬‬
‫‪‬‬ ‫(‪A = ∑ f‬‬
‫‪f xi) ∆x‬‬
‫‪i =1‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪166‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ELL‬‬
‫‪SN‬‬ ‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺮﺳﻤﻮﺍ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻓﻲ ﺃﺣﺪ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻭﺭﻕ ﻣﺮﺑﻌﺎﺕ ﻛﺒﻴﺮ‪ ،‬ﺛﻢ‬
‫ﻳﻘﺼﻮﺍ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪ ،‬ﻭﺃﻥ ﻳﺤﺪﹼ ﺩﻭﺍ ﻋﺪﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻤﺮﺑﻌﺔ ﺍﻟﺘﻲ ﺗﺤﻮﻳﻬﺎ ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ‪ .‬ﻭﺍﻟﺬﻱ‬
‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﱡ‬
‫ﻗﺪ ﻳﺘﻄﻠﺐ ﺗﺠﻤﻴﻊ ﺃﺟﺰﺍﺀ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻤﺴﺎﺣﺎﺕ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ ﺑﻴﻦ ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻜﺎﻣﻞ‬
‫ﻭﻋﺪﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻤﺮﺑﻌﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﻭﻫﺎ‪.‬‬

‫‪ 8‬‬ ‫‪166‬‬

 ‫ﺃﻱ ﻣﻦ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻫﻮ ‪، ∆x‬‬ ‫ﹰ‬
‫ﻣﺴﺘﻘﺒﻼ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻨﺎ ﺍﺷﺘﻘﺎﻕ ﺻﻴﻐﺔ ﻹﻳﺠﺎﺩ ﺃﻱ ‪ .xi‬ﻓﺒﻤﺎ ﺃﻥ ﻋﺮﺽ ﱟ‬ ‫ﻭﻟﺘﺴﻬﻴﻞ ﺍﻟﺤﺴﺎﺑﺎﺕ‬
‫‪‬‬ ‫ﻭﻳﺴﺎﻭﻱ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺃﻱ ﻗﻴﻤﺘﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ﻣﻦ ﻗﻴﻢ ‪ . xi‬ﻭﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ﺃﺩﻧﺎﻩ‪:‬‬

‫‪ 3 - 5‬ﺗﹸﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻜﺎﻣﻞ‬ ‫‪∆x‬‬

‫‪x1‬‬
‫‪∆x‬‬
‫‪x2‬‬
‫‪∆x‬‬
‫‪x3‬‬ ‫‪xi‬‬ ‫‪xn‬‬
‫‪...‬‬ ‫‪...‬‬
‫ﻹﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﺎ‪.‬‬ ‫‪a‬‬ ‫‪a + ∆x‬‬ ‫‪a + 2∆x‬‬ ‫‪a + 3∆x‬‬ ‫‪a + i∆x‬‬ ‫‪a + n∆x‬‬

‫ﻳﻤﻜﻨﻨﺎ ﻣﻼﺣﻈﺔ ﺃﻥ ‪ . xi = a + i∆x‬ﻭﻟﻬﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺃﻫﻤﻴﺘﻬﺎ ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺃﻱ ﺩﺍﻟﺔ ﻻﺣ ﹰﻘﺎ‪.‬‬
‫‪‬‬
‫ﹸﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ‬
‫ﻻﺣﻆ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺏ ﻋﺮﺽ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻓﺈﻥ ﻋﺪﺩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻳﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪ ،‬ﻭﺗ ﱠ‬ ‫‪‬‬
‫ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ‪ ،‬ﻭﻳﻌ ﱠﺒﺮ ﻋﻨﻬﺎ ﹴ‬
‫ﺑﺮﻣﺰ ﺧﺎﺹ‪.‬‬ ‫ﺍﻟﺘﻜﺎﻣﻞ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ ؛ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ‬ ‫‪3‬‬ ‫‪ ‬‬
‫‪b‬‬
‫ﻳﻘﺮﺃ ﺍﻟﺮﻣﺰ ‪É f (x)dx‬‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬ ‫‪‬‬ ‫‪‬‬ ‫‪a‬‬
‫ﺍﻟﺘﻜﺎﻣﻞ ﻣﻦ ‪ a‬ﺇﻟﻰ ‪ b‬ﻟﻠﺪﺍﻟﺔ‬
‫‪ ، y = x 2 + 1‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬ ‫ﹸﻳﻌﺒﺮ ﻋﻦ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ] ‪ [ a, b‬ﺑﺎﻟﺼﻴﻐﺔ‬ ‫)‪d (x) ، f (x‬‬
‫‪4‬‬
‫] ‪ ، [ 0, 4‬ﺃﻭ ‪ (x 2 + 1) dx‬‬
‫‪.‬‬ ‫_‬
‫‪n‬‬
‫‪b‬‬
‫‪b-a‬‬
‫‪É f (x)dx = lim ∑ f(xi)∆ x , ∆x = n , xi = a + i∆x‬‬
‫‪0‬‬ ‫‪a‬‬ ‫∞→‪n‬‬ ‫‪i =1‬‬

‫‪‬‬
‫‪   b a‬‬
‫‪ 25.33‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺳﻤﻲ ﻣﺠﻤﻮﻉ ﺭﻳﻤﺎﻥ ﺑﻬﺬﺍ ﺍﻻﺳﻢ ﻧﺴﺒ ﹰﺔ ﻟﻠﻌﺎﻟﻢ ﺍﻷﻟﻤﺎﻧﻲ ﺑﻴﺮﻧﺎﺭﺩ ﺭﻳﻤﺎﻥ )‪ .(1826 – 1866‬ﻭﺍﻟﺬﻱ ﻳﻌﺰ￯ ﹺ‬
‫ﺇﻟﻴﻪ ﺇﻳﺠﺎﺩ ﺻﻴﻐﺔ‬ ‫ﹸ‬ ‫ﹸ‬ ‫‪‬‬
‫ﻟﺘﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‪ .‬ﻭﻳﻤﻜﻨﻨﺎ ﺗﻌﺪﻳﻞ ﺍﻟﺼﻴﻐﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟ ﹸﻴﺴﺮ￯ ﺃﻭ ﻧﻘﺎﻁ ﺍﻟﻤﻨﺘﺼﻒ‬
‫ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪.‬‬ ‫‪‬‬

‫‪ ‬‬
‫‪c‬‬
‫ﻭﺗﺴﻤﻰ ﻋﻤﻠﻴﺔ ﺣﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ ﺗﻜﺎ ﹰ‬
‫ﻣﻼ‪ ،‬ﻭﺳﺘ ﱢ‬
‫ﹸﺴﻬﻞ ﺻﻴﻎ ﺍﻟﻤﺠﺎﻣﻴﻊ ﺍﻵﺗﻴﺔ ﺣﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ‪.‬‬
‫‪n‬‬
‫‪∑ 5 = 5 n   c n‬‬
‫‪i =1‬‬

‫‪ ‬ﻧ ﹼﺒﻪ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺃﻫﻤﻴﺔ ﻛﺘﺎﺑﺔ ﻛﻞ‬

‫‪n‬‬ ‫‪n‬‬
‫‪n 2(n + 1) 2‬‬
‫‪∑ c = cn‬‬ ‫‪ c‬ﻋﺪﺩ ﺛﺎﺑﺖ ‪,‬‬ ‫_ = ‪∑ i3‬‬
‫‪4‬‬
‫ﺧﻄﻮﺓ ﻋﻨﺪ ﺣﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ؛ ﺗﺠﻨ ﹰﺒﺎ ﻟﻠﻮﻗﻮﻉ‬ ‫‪i =1‬‬
‫‪n‬‬
‫‪i =1‬‬
‫‪n‬‬
‫)‪n(n + 1‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬
‫ﻓﻲ ﺃﺧﻄﺎﺀ ﻏﻴﺮ ﻣﻘﺼﻮﺩﺓ‪ .‬ﻛﻤﺎ ﻳﺠﺐ ﻋﻠﻰ‬ ‫_ = ‪∑i‬‬ ‫__ = ‪∑ i 4‬‬
‫‪6n + 15n + 10n - n‬‬
‫‪i =1‬‬ ‫‪2‬‬ ‫‪i =1‬‬ ‫‪30‬‬

‫ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﺣﺮﻳﺼﻴﻦ ﻓﻲ ﺍﺧﺘﻴﺎﺭ‬ ‫‪n‬‬

‫)‪n(n + 1)(2n + 1‬‬
‫‪n‬‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪2‬‬
‫__ = ‪∑ i 2‬‬ ‫__ = ‪∑ i 5‬‬
‫‪2n + 6n + 5n - n‬‬
‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻤﺠﺎﻣﻴﻌﻬﻢ‪.‬‬ ‫‪i =1‬‬ ‫‪6‬‬ ‫‪i =1‬‬ ‫‪12‬‬

‫ﺗﹸﺴﺘﻌﻤﻞ ﺧﺎﺻﻴﺘﺎ ﺍﻟﻤﺠﻤﻮﻉ ﺍﻵﺗﻴﺘﺎﻥ ﻟﺤﺴﺎﺏ ﺑﻌﺾ ﺍﻟﺘﻜﺎﻣﻼﺕ‪:‬‬

‫‪n‬‬ ‫‪n‬‬ ‫‪n‬‬ ‫‪n‬‬ ‫‪n‬‬
‫‪∑ (a i ± b i) = ∑ a i ± ∑ b i‬‬ ‫‪,‬‬ ‫‪ c‬ﻋﺪﺩ ﺛﺎﺑﺖ ‪∑ ci = c∑ i ,‬‬
‫‪i =1‬‬ ‫‪i =1‬‬ ‫‪i =1‬‬ ‫‪i =1‬‬ ‫‪i =1‬‬

‫‪‬‬ ‫‪3‬‬ ‫‪‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ‬
‫‪4‬‬
‫‪y‬‬ ‫‪ y = x 2‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 4‬؛ ﺃﻱ ‪. É x 2 dx‬‬
‫‪16‬‬ ‫‪0‬‬
‫‪12‬‬ ‫ﺍﺑﺪﺃ ﺑﺈﻳﺠﺎﺩ ‪. xi ، ∆x‬‬
‫‪y = x2‬‬
‫_ = ‪∆x‬‬
‫‪8‬‬ ‫‪b-a‬‬
‫‪∆x ‬‬ ‫‪n‬‬
‫‪4‬‬
‫‪b=4,a=0‬‬ ‫_=‬
‫‪4-0‬‬ ‫‪_4‬‬
‫‪n =n‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪xi‬‬ ‫‪x i = a + i ∆x‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫_ = ‪a = 0 , ∆x‬‬
‫‪4‬‬
‫‪n‬‬
‫_ = ‪= 0 + i n4‬‬‫_‬
‫‪4i‬‬
‫‪n‬‬
‫ﺍﺣﺴﺐ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﺍﻟﺬﻱ ﹸﻳﻌﻄﻲ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬

‫‪167‬‬ ‫‪‬‬ ‫‪8 - 5 ‬‬

‫‪167‬‬ ‫‪‬‬ ‫‪8 - 5‬‬

 n
4
 É x 2 dx = lim ∑ f (xi)∆x
0 n→∞
i =1
n
f(xi) = x i 2 = lim ∑ (xi) 2 ∆x
n→∞ i =1

( )2 (_n4 )
n
_
xi = 4i 4
n , ∆x = n
_ = lim ∑ _
4i
n→∞ i =1 n

n
 = lim _
n→∞
4 ∑
n i=1
(_
n)
4i 2

n
 = lim _
4 ∑ _
16 i 2
2
n→∞ n i=1 n

( )
n
 = lim _
4 _
16 ∑ 2
i
n→∞ 2
n n i =1 

( n __
__ 
)
n
∑ i2 =
n(n + 1)(2n + 1)
6
= lim _
4 _
16 n(n + 1)(2n + 1)
2
· 
i=1 n→∞ n 6

 = lim _
n→∞
4 __
n (
16n (2n + 3n + 1)
2
2

6n
) i 


2
64n(2n + 3n + 1)
 = lim __ 3
n→∞ 6n
2
64(2n + 3n + 1)
 = lim __ 2
n→∞ 6n

 = lim _
n→∞ 6 (
2n 2 + 3n + 1
64 __
2
n
)
n 2  = lim _
n→∞
64
2+_
6
3
(
+_
1
2 n n )
 (
= lim _
n→∞ 6 n→∞ )
 lim 2 + ( lim 3) lim _
64 
n→∞
1
n→∞ n
+ lim _
1
¹
n→∞ n 2  ( )
=_
64
[2 + 3(0) + 0]= _
64
≈21.33
6 3

.‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬21.33 ‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ‬


‫ ﻭﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ‬x ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ‬
‫ﱟ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
3 1
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬4.5 É x dx (3B ‫ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ É 3x 2 dx (3A
0 0

.‫ﺃﻳﻀﺎ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺎﺕ ﺍﻟﻤﻨﺎﻃﻖ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺣﺎﻝ ﻛﻮﻥ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻟﻴﺴﺖ ﺣﺪﹼﹰ ﺍ ﺃﺩﻧﻰ ﻟﻬﺎ‬
‫ﻳﻤﻜﻨﻨﺎ ﹰ‬

 8  168

 8 168

  4 
 y ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ‬
3
100 .É 4x 3 dx ‫[ ؛ ﺃﻱ‬1, 3] ‫ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬، x ‫ ﻭﺍﻟﻤﺤﻮﺭ‬y = 4x 3
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ‬ 4
3
y = 4x 1
. xi ، ∆x ‫ﺍﺑﺪﺃ ﺑﺈﻳﺠﺎﺩ‬
∆x = _
b-a
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬ 50 ∆ x  n
=_
3-1 _2
‫ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬x ‫ ﻭﺍﻟﻤﺤﻮﺭ‬y = x 3 + 1 n =n
b=3,a=1

xi x i = a + i ∆x
4 O x
a = 1 , ∆x = _
1 2 3 4
.
 ( x + 1) dx ‫ ﺃﻭ‬، [ 2 , 4 ]
3 2
n =1+i_
2 _
2i
n =1+ n
2
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬62 n
.‫ﺍﺣﺴﺐ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻭﺍﻟﺬﻱ ﹸﻳﻌﻄﻲ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬
3
3
É 4x dx = lim ∑ f (xi)∆x 
n→∞
1 i =1
n
f(xi) = 4(xi) 3 = lim ∑ 4(xi) 3∆x
n→∞
i =1

( _ )3 (_n2 )
n
x =1+_ _2
2i 2i
i n , ∆x = n = lim ∑ 4 1 + n
n→∞
i =1
n

n ∑ (1 + n )
lim _
 = n→∞ 8 _
2i 3
i =1
n
(1 + _2in )3  = lim _
8 ∑
n→∞ n
1
 n ) + 3( n ) + ( n ) ¹
 + 3(_
2i _
2i 2 _
2 i 3
i =1
n

 = lim _
n→∞
8 ∑
1+_
6i
n i =1
+_
12 i 2
2 (
+_
8 i3
3 n n n
)
( _ )
n n n n
= lim _ 1 + ∑ +∑ _
12 i 2
+∑_
8 i3
8 ∑ 6i
 2 3
n→∞ n i =1 i =1 n i =1 n i=1 n

( ) 
n n n n
_
= lim 8 ∑ 1 + _
6 _
12 2 _8 3

n→∞ n ∑i + 2 ∑i + 3 ∑i
n i =1 n i =1 n i =1
i =1

 = lim _
8
n+_ · (
6 n(n + 1) _
+ 122 · _
n(n + 1)(2n + 1) _
+ 83 ·
n 2(n + 1) 2 __ _) 
n→∞ n n 2 n 6 n 4 
 n→∞ (
= lim _
8n
+
n
+ + )
_
48n(n +1)
2n 2
96n(2n 2 + 3n + 1)
__
6n 3
64n 2(n 2 + 2n + 1)
__
4n 4
 
 ∆ xi 

= lim (8 + _ + __ + __)
2 2
24(n + 1) 16(2n + 3n + 1) 16(n + 2n + 1)

 n→∞ n n2 n2

 = lim 8 + 24 1 + _


n→∞ 
1
n (
+ 16 2 + _
3
n
+_
1
n2
)
+ 16 1 + _
2
n
+_
1 
¹
n2  ( ) ( )
 = lim 8 + 24 lim 1 + _
n→∞
1
+ 16 lim 2 + _
n→∞
3
(+_
1
2
+ 16 lim 1 + _
n
2
)
+_
1
2 n→∞ ( n n ) n→∞ ( n n )

 = 8 + 24(1 + 0) + 16(2 + 0 + 0) + 16(1 + 0 + 0) = 80

.‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬80 ‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ‬


‫ ﻭﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ‬x ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ‬
‫ﱟ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
4 3
É x 3 dx (4B É x 2 dx (4A
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬60 2 ‫_ ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‬
26
3 1

169  8 - 5 

169  8 - 5

 ‫‪‬‬ ‫‪5‬‬
‫‪y‬‬ ‫‪ ‬ﻳﻜ ﱢﻠﻒ ﺗﺒﻠﻴﻂ ﺍﻟﻘﺪﻡ ﺍﻟﻤﺮﺑﻌﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻣﻦ ﻓﻨﺎﺀ ﻣﻨﺰﻝ ﺑﺎﻟﺠﺮﺍﻧﻴﺖ‬ ‫‪‬‬
‫‪10‬‬ ‫‪( ) = 10 - 0.1x 2‬‬
‫‪f (x‬‬ ‫‪ 22.4‬ﹰ‬
‫ﺭﻳﺎﻻ‪ .‬ﺇﺫﺍ ﺗﻢ ﺗﺒﻠﻴﻂ ﻣﻤﺮﻳﻦ ﻣﺘﻄﺎﺑﻘﻴﻦ ﻓﻲ ﻓﻨﺎﺀ ﺍﻟﻤﻨﺰﻝ ﺑﺎﻟﺠﺮﺍﻧﻴﺖ‪ ،‬ﻭﻛﺎﻧﺖ‬
‫ﻷﻱ ﻣﻦ ﺍﻟﻤﻤﺮﻳﻦ ﺗﹸﻌﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ‬‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﻟﻘﺪﻡ ﺍﻟﻤﺮﺑﻌﺔ ﱟ‬ ‫ﹴ‬
‫ﻗﻤﻴﺺ‬ ‫‪ ‬ﻳﻨﺘﺞ ﻣﺼﻨﻊ ‪2000‬‬
‫‪8‬‬
‫‪10‬‬ ‫‪5‬‬
‫‪6‬‬ ‫‪ ، É (10 - 0.1x 2) dx‬ﻓﻤﺎ ﺗﻜﻠﻔﺔ ﺗﺒﻠﻴﻂ ﺍﻟﻤﻤﺮﻳﻦ؟‬
‫‪4‬‬
‫‪0‬‬ ‫ﻳﻮﻣ ﹼﹰﻴﺎ‪ .‬ﺗﹸﻌﻄﻰ ﺗﻜﻠﻔﺔ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺝ ﻣﻦ‬
‫‪2‬‬
‫ﺍﺑﺪﺃ ﺑﺈﻳﺠﺎﺩ ‪. xi ، ∆ x‬‬ ‫‪ 2000‬ﻗﻤﻴﺺ ﺇﻟﻰ ‪ 5000‬ﻗﻤﻴﺺ ﻳﻮﻣ ﹼﹰﻴﺎ‬
‫‪x‬‬
‫‪∆ x ‬‬ ‫_ = ‪∆x‬‬
‫‪n‬‬
‫‪b-a‬‬
‫ﺑﺎﻟﺘﻜﺎﻣﻞ‪:‬‬
‫‪O‬‬ ‫‪‬‬
‫_=‬ ‫_=‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10‬‬ ‫‪10 - 0‬‬ ‫‪10‬‬
‫‪a = 0 , b = 10‬‬ ‫‪‬‬ ‫‪5000‬‬
‫‪n‬‬ ‫‪n‬‬
‫‪xi‬‬ ‫‪xi‬‬ ‫=‬ ‫‪a‬‬ ‫‪+‬‬ ‫‪i‬‬ ‫‪∆x‬‬ ‫‪ ‬‬ ‫‪ .‬ﻣﺎ ﻗﻴﻤﺔ‬
‫‬ ‫‪(20 - 0.004x) dx‬‬
‫_ = ‪a = 0 , ∆x‬‬ ‫_‪= 0 + i‬‬
‫‪10‬‬ ‫‪10‬‬ ‫_‬
‫‪10 i‬‬ ‫‪ ‬‬ ‫‪2000‬‬
‫‪n = n‬‬ ‫‪‬‬
‫ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﺍﻟﺘﻜﻠﻔﺔ؟ ‪ 18000‬ﺭﻳﺎﻝ‬
‫‪n‬‬

‫ﺍﺣﺴﺐ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻭﺍﻟﺬﻱ ﹸﻳﻌﻄﻲ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬

‫‪10‬‬ ‫‪n‬‬
‫‪ É‬‬ ‫‪(10 - 0.1x 2) dx = lim ∑ f (x i)∆x‬‬
‫‪0‬‬ ‫‪n→∞ i =1‬‬

‫‪ ‬‬
‫‪n‬‬
‫‪f(xi) = 10 - 0.1xi 2‬‬ ‫‪= lim ∑ (10 - 0.1x i 2)∆x‬‬
‫‪n→∞ i =1‬‬

‫_ )_(‬
‫‪n‬‬
‫_‬
‫‪xi = 10i‬‬ ‫‪10‬‬
‫‪n , ∆x = n‬‬
‫_‬ ‫‪= lim ∑ 10‬‬
‫‪‬‬ ‫‪2 10‬‬
‫‪ - 0.1 10n i ¹ · n‬‬ ‫‪ ‬ﻟﺠﻤﻴﻊ "ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ‬
‫‪n→∞ i =1 ‬‬ ‫‪‬‬
‫‪n‬‬ ‫ﺍﻟﺤﻴﺎﺓ" ‪ ،‬ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﻋﻠﻴﻬﻢ ﺍﻟﺘﺤ ﹼﻘﻖ ﻣﻦ‬
‫‪‬‬
‫‪‬‬ ‫_ ‪= lim‬‬
‫∑ ‪10‬‬
‫∞→‪n‬‬
‫_ ‪10 -‬‬
‫‪10 i 2‬‬
‫‪n i =1‬‬ ‫‪2‬‬ ‫(‬ ‫‪n‬‬
‫)‬ ‫ﺃﻧﻬﻢ ﻗﺪ ﺃﺟﺎﺑﻮﺍ ﻋﻦ ﺍﻟﻤﻄﻠﻮﺏ ﻓﻲ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬
‫ﻓﻔﻲ ﺍﻟﻤﺜﺎﻝ ‪ ،5‬ﺗﺤﺘﺎﺝ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺿﺮﺏ‬
‫(‬ ‫)‬
‫‪n‬‬ ‫‪n‬‬
‫‪‬‬ ‫_ ‪= lim‬‬
‫∑ ‪10‬‬
‫_ ∑ ‪10 -‬‬
‫‪10i 2‬‬
‫‪2‬‬
‫∞→‪n‬‬ ‫‪n‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﻓﻲ ‪ 2‬ﻟﻮﺟﻮﺩ ﻣﻤﺮﻳﻦ ﻣﺘﻄﺎﺑﻘﻴﻦ‪ ،‬ﺛﻢ‬
‫‪i =1‬‬ ‫‪i =1‬‬ ‫‪n‬‬

‫(‬ ‫)‬
‫‪n‬‬ ‫‪n‬‬
‫‪‬‬ ‫_ ‪= lim 10 ∑ 10 -‬‬
‫∞→‪n‬‬
‫_‬
‫‪n‬‬
‫‪10 ∑ 2‬‬
‫‪2‬‬
‫‪i‬‬
‫‪n i =1‬‬
‫ﺍﻟﻀﺮﺏ ﻓﻲ ‪ 22.4‬ﹰ‬
‫ﺭﻳﺎﻻ ‪.‬‬
‫‪i =1‬‬

‫‪‬‬ ‫_ ‪= lim‬‬
‫‪10‬‬
‫_ ‪10n -‬‬‫(‬
‫)‪10 n(n + 1)(2n + 1‬‬
‫‪2‬‬
‫·‬ ‫) __‬
‫∞→‪n‬‬ ‫‪n‬‬ ‫‪n‬‬ ‫‪6‬‬

‫(‬ ‫)‬
‫‪2‬‬
‫)‪100n(2n + 3n + 1‬‬
‫‪‬‬ ‫_ ‪= lim‬‬
‫‪100n‬‬
‫__ ‪-‬‬ ‫‪3‬‬
‫∞→‪n‬‬ ‫‪n‬‬ ‫‪6n‬‬

‫)__ ‪= lim (100 -‬‬

‫‪2‬‬
‫)‪50(2n + 3n + 1‬‬
‫‪n‬‬ ‫‪‬‬
‫∞→‪n‬‬ ‫‪3n 2‬‬

‫‪n 2‬‬ ‫_ ‪= lim 100 -‬‬

‫‪‬‬
‫‪n→∞ ‬‬
‫‪50‬‬
‫‪3‬‬
‫_‪2+‬‬
‫‪3‬‬
‫‪n‬‬
‫_‪+‬‬
‫‪1 ‬‬
‫‪¹‬‬
‫‪n2 ‬‬ ‫(‬ ‫)‬
‫‪‬‬ ‫_ ‪= lim 100 -‬‬
‫∞→‪n‬‬
‫‪50‬‬
‫_ ‪lim 2 +‬‬
‫‪3‬‬
‫_‪+‬‬
‫‪1‬‬
‫‪2‬‬
‫∞→‪3 n‬‬ ‫(‬ ‫‪n‬‬ ‫‪n‬‬ ‫)‬
‫‪‬‬
‫‪‬‬ ‫_ ‪= 100 -‬‬
‫‪50‬‬
‫_ ‪(2 + 0 + 0) = 66‬‬
‫‪2‬‬
‫‪≈ 66.67‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪ (5‬ﻻ؛ ﻣﺴﺎﺣﺔ ﻛﻞ ﺟﺰﺀ‬
‫‪ 66.67‬ﺗﻘﺮﻳ ﹰﺒﺎ؛ ﻟﺬﺍ ﻓﺈﻥ ﺗﻜﻠﻔﺔ ﺗﺒﻠﻴﻂ ﺍﻟﻤﻤﺮﻳﻦ ﻫﻲ‬ ‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺃﻱ ﻣﻦ ﺍﻟﻤﻤﺮﻳﻦ ﺗﺴﺎﻭﻱ ‪ft 2‬‬ ‫ﱟ‬ ‫ﻣﻦ ﺍﻟﺠﺪﺍﺭ ‪16.67 ft2‬‬
‫)‪ 22.4 × (66.67 × 2‬ﺭﻳﺎﻝ ﺃﻭ ‪ 2986.8‬ﹰ‬
‫ﺭﻳﺎﻻ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻄﻠﻮﺏ‬
‫ﻃﻼﺀ ﺟﺰﺃﻳﻦ ﻣﻦ ﺍﻟﺠﺪﺍﺭ‪،‬‬
‫‪‬‬
‫ﺃﻱ )‪ ،2(16.67‬ﻭﻳﺴﺎﻭﻱ‬
‫‪ ، 30‬ﻫﻞ ﺗﻜﻔﻲ ﻫﺬﻩ ﺍﻟﻜﻤﻴﺔ ﻟﻄﻼﺀ ﺟﺰﺃﻳﻦ ﻣﻦ ﺟﺪﺍﺭ‬ ‫ﻟﺪ￯ ﻋﺒﺪ ﺍﻟﻠﻪ ﻛﻤﻴﺔ ﻣﻦ ﺍﻟﻄﻼﺀ ﺗﻜﻔﻲ ﻟﻄﻼﺀ ‪ft 2‬‬ ‫‪ (5‬‬ ‫‪ 33.34 ft2‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪5‬‬
‫ﻣﺴﺎﺣﺔ ﻛﻞ ﻣﻨﻬﻤﺎ ﺑﺎﻟﻘﺪﻡ ﺍﻟﻤﺮﺑﻌﺔ ﺗﹸﻌ ﹶﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ ‪É (5 - 0.2x )dx‬؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪2‬‬
‫‪0‬‬ ‫ﺇﺫﻥ ﻛﻤﻴﺔ ﺍﻟﻄﻼﺀ ﻻ ﺗﻜﻔﻲ‪.‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪170‬‬

‫‪‬‬ ‫‪‬‬
‫‪2‬‬
‫√  ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﱠﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ ،‬ﻭﺗﺤﺪﻳﺪ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺪﻗﻴﻘﺔ ﺗﺤﺖ‬
‫‪ ‬ﺍﺣﺴﺐ ‪4 - x 2 dx‬‬
‫‪‬‬
‫‪-2‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ‪ .‬ﱢ‬
‫‪ ،6.28‬ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺪﻗﻴﻘﺔ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻰ ﻫﻲ ‪ 2π‬؛ ﻷﻥ ﺍﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﺷﻜﻞ ﻧﺼﻒ ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪.2‬‬

‫‪ 8‬‬ ‫‪170‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫‪ (9‬ﺍﻟﻌﺮﺽ ‪0.5‬‬ ‫‪ (8‬ﺍﻟﻌﺮﺽ ‪0.75‬‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻄﺮﻑ ﺍﻟﻤﻌﻄﻰ‬ ‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻈﻠﻠﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬ ‫ﱢ‬
‫‪3‬‬
‫‪y = 0.5x - 4x + 8x + 5‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‬‫ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﻤﻌﻄﻰ ﻋﺪﺩﻫﺎ ﻓﻲ ﱟ‬
‫‪y y = -x + 12x - 4‬‬
‫‪ ‬‬ ‫‪y‬‬ ‫‪32‬‬ ‫ﺃﺩﻧﺎﻩ‪1 :‬‬
‫‪12‬‬ ‫‪24‬‬ ‫‪ 4 (2‬ﻣﺴﺘﻄﻴﻼﺕ ‪9.25‬ﻭﺣﺪﺍﺕ‬ ‫‪ 5 (1‬ﻣﺴﺘﻄﻴﻼﺕ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-18‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬
‫‪15‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ ‪y‬‬
‫‪8‬‬ ‫‪16‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪y‬‬
‫‪y = -x 2 + 6x - 4‬‬
‫_ =‪y‬‬
‫‪4‬‬ ‫‪8‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪1x + 1‬‬
‫‪2‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ ‫‪O‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪x‬‬ ‫‪O‬‬
‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬
‫‪x‬‬
‫‪4‬‬ ‫‪4‬‬

‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻟﺘﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫‪2‬‬ ‫‪2‬‬

‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭﺍﻟﻤﻌﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪3 , 4 :‬‬ ‫‪O‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪x‬‬ ‫‪O‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪x‬‬

‫‪2‬‬ ‫‪4‬‬
‫‪É 6x dx (11‬‬ ‫‪É 4x 2 dx (10‬‬ ‫‪ 5‬ﻣﺴﺘﻄﻴﻼﺕ ‪ 0.65‬ﻭﺣﺪﺓ‬ ‫‪(4‬‬ ‫‪ 8‬ﻣﺴﺘﻄﻴﻼﺕ ‪ 14.29‬ﻭﺣﺪﺓ‬ ‫‪(3‬‬
‫‪‬‬ ‫‪4‬‬
‫‪ 12‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪0‬‬

‫‪3‬‬
‫‪ 84‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪1‬‬
‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪y‬‬
‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪y‬‬
‫‪É (4x - x 2) dx (13‬‬ ‫‪É (2x 2 + 3) dx (12‬‬ ‫‪3‬‬ ‫‪12‬‬

‫‪ ‬ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ‪ ،1– 4‬ﻗﺪ‬ ‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬

‫‪32‬‬ ‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪70‬‬
‫‪0‬‬ ‫‪1‬‬
‫‪2‬‬ ‫_ =‪y‬‬
‫‪1‬‬ ‫‪8‬‬ ‫_ =‪y‬‬
‫‪10‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪3‬‬ ‫‪x‬‬ ‫‪x‬‬

‫ﻳﻨﺴﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻀﺮﺑﻮﺍ ﻓﻲ ﻋﺮﺽ‬ ‫‪É (-3x + 15) dx (15‬‬ ‫‪É (-x 2 + 6x) dx (14‬‬ ‫‪1‬‬ ‫‪4‬‬
‫‪2‬‬
‫‪ 12‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫‪3‬‬
‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪26‬‬
‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ؛ ﻟﺬﺍ ﺫﻛﹼﺮﻫﻢ ﺑﻀﺮﻭﺭﺓ‬ ‫‪3‬‬ ‫‪5‬‬
‫‪3‬‬ ‫‪O‬‬
‫‪1‬‬ ‫‪2‬‬
‫‪x‬‬ ‫‪O‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪x‬‬
‫‪É 12x dx (17‬‬ ‫‪É (x 2 - x + 1) dx (16‬‬
‫ﺍﻟﻀﺮﺏ ﻓﻲ ﺍﻟﻌﺮﺽ ﺍﻟﺼﺤﻴﺢ ﻟﻬﺬﻩ‬
‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬‫‪100‬‬ ‫‪  (5‬ﻳﺮﻏﺐ ﺃﺣﻤﺪ ﻓﻲ ﺗﺒﻠﻴﻂ ﺟﺰﺀ ﻣﻦ ﻓﻨﺎﺀ ﻣﻨﺰﻟﻪ ﻋﻠﻰ ﺷﻜﻞ‬
‫‪1‬‬ ‫‪1‬‬
‫‪ 48‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ‪.‬‬ ‫‪3‬‬
‫‪  (18‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟" ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ ‪ .‬ﺇﺫﺍ ﺯﺍﺩ ﻋﺪﺩ‬
‫ﻧﺼﻒ ﺩﺍﺋﺮﺓ ﺗﻤﺜﻠﻪ ‪1 . f(f x) = (-x 2 + 10x) 0.5‬‬
‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﻧﺼﻒ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯‬ ‫‪ (a‬ﱢ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﻤﻄﺒﻮﻋﺔ ﻳﻮﻣ ﹼﹰﻴﺎ ﻣﻦ ‪ 1000‬ﻛﺘﺎﺏ ﺇﻟﻰ ‪ 1500‬ﻛﺘﺎﺏ‪ ،‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬
‫ﻟﻤﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﺗﻜﻠﻔﺔ ﺍﻟﺰﻳﺎﺩﺓ ﻭﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﺘﻜﺎﻣﻞ‬
‫‪‬‬ ‫‪ 3750 5 .‬ﹰ‬
‫ﺭﻳﺎﻻ‬
‫‪1500‬‬ ‫ﻗﺮﺭ ﺃﺣﻤﺪ ﺗﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ‬ ‫‪ (b‬ﺇﺫﺍ ﱠ‬
‫‪É‬‬ ‫‪(10 - 0.002x) dx‬‬ ‫ﻭﺍﻟﻴﺴﺮ￯ ﻣ ﹰﻌﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ‪ ،‬ﻓﻜﻢ ﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﺣﺔ؟‬
‫‪ 39.27 (5c‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﺘﻘﺮﻳﺐ ﺍﻷﻭﻝ‬
‫‪1000‬‬

‫‪y‬‬ ‫‪ (19‬ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻼﺕ ﺍﻟﻤﺤﺪﺩﺓ ﻋﻨﺪﻣﺎ‬ ‫‪ (a-c‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬ ‫‪y‬‬ ‫‪( ) = ( x 2 + 10x) 0.5‬‬
‫‪f (x‬‬

‫ﺃﻓﻀﻞ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻤﺴﺎﺣﺔ‬ ‫‪y=x+2‬‬

‫‪x=2‬‬
‫ﻳﻜﻮﻥ ﺃﺣﺪ ﺣﺪﻱ ﺍﻟﺘﻜﺎﻣﻞ ﻣﻮﺟ ﹰﺒﺎ ﻭﺍﻵﺧﺮ‬ ‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﺧﺎﺭﺝ ﻧﺼﻒ ﺍﻟﺪﺍﺋﺮﺓ‬ ‫ﺳﺎﻟ ﹰﺒﺎ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﺎﻋﺪﺓ ﻭﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺜﻠﺚ‪،‬‬
‫ﻭﺍﻟﻤﺤﺘﻮﺍﻩ ﻓﻲ ﺍﻟﺘﻘﺮﻳﺐ ﺍﻷﻭﻝ ﺗﺴﺎﻋﺪ‬
‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﺛﻢ ﻣﺴﺎﺣﺘﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﻣﺴﺎﺣﺔ‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10‬‬

‫ﻋﻠﻰ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻟﻢ‬ ‫ﺍﻟﻤﺜﻠﺚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (c‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﻣﺴﺎﺣﺔ ﻧﺼﻒ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺃﻱ ﺍﻟﺘﻘﺮﻳﺒﻴﻦ ﺃﻗﺮﺏ ﺇﻟﻰ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ؟ ﱢ‬
‫ﺗﺪﺧﻞ ﻓﻲ ﺣﺴﺎﺑﺎﺕ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪.‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺑﺤﺴﺎﺏ‬
‫‪2‬‬
‫‪ (6‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻫﻲ‬ ‫‪ 8 . É‬ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‬
‫‪-2‬‬
‫ﺍﻟﺘﻜﺎﻣﻞ ‪(x + 2) dx‬‬ ‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻈ ﱠﻠﻠﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺍﻵﺗﻴﺔ‬ ‫ﱢ‬
‫‪ 13.5‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻟﺘﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﺴﺮ￯؛ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‬
‫ﺍﻟﻤﻌﻄﻰ ﻋﺮﺽ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﻴﻦ‪2 :‬‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ ﻫﻲ ‪ 10.5‬ﻭﺣﺪﺍﺕ‬ ‫ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭﺍﻟﻤﻌﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ (6 -9‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (7‬ﺍﻟﻌﺮﺽ ‪0.5‬‬ ‫‪ (6‬ﺍﻟﻌﺮﺽ ‪0.5‬‬
‫ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻮﺳﻂ ﻟﻠﻤﺴﺎﺣﺔ ﻫﻮ ‪ 12‬ﻭﺣﺪﺓ‬ ‫‪0‬‬
‫‪É (x 3 + 2) dx (21‬‬ ‫‪É x 2 dx (20‬‬
‫‪1‬‬
‫‪y‬‬

‫ﻣﺮﺑﻌﺔ‪.‬‬ ‫‪ _23‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬

‫‪-1‬‬ ‫‪-1‬‬
‫‪ 1.75‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪y‬‬
‫‪6‬‬ ‫‪y= x‬‬ ‫‪4 + 5‬‬ ‫‪6‬‬
‫‪2‬‬
‫‪-2‬‬ ‫‪-2‬‬ ‫‪y = 2x - 1‬‬
‫‪ (7‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻫﻲ‬ ‫‪É‬‬ ‫‪-5x dx (23‬‬ ‫‪É (-x 2 - 6x) dx (22‬‬ ‫‪4‬‬ ‫‪4‬‬
‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪52‬‬
‫‪-3‬‬ ‫‪-4‬‬
‫‪ 12.5‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪ 12.75‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪É (x 3 - 2x) dx (25‬‬ ‫‪É (2x + 6) dx (24‬‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ ﻫﻲ ‪ 12.25‬ﻭﺣﺪﺓ‬ ‫‪-1‬‬
‫ﻣﺮﺑﻌﺔ‬
‫‪-2‬‬
‫‪ 8‬ﻭﺣﺪﺍﺕ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪ 0.75‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬

‫ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻮﺳﻂ ﻟﻠﻤﺴﺎﺣﺔ ﻫﻮ ‪ 12.5‬ﻭﺣﺪﺓ‬

‫ﻣﺮﺑﻌﺔ‪.‬‬ ‫‪171‬‬ ‫‪‬‬ ‫‪8 - 5 ‬‬

‫‪ (8‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻫﻲ‬

‫‪ 162.94‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻤﺴﺎﺣﺔ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ ﻫﻲ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ 171.94‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻮﺳﻂ ﻟﻠﻤﺴﺎﺣﺔ‬ ‫‪‬‬ ‫‪‬‬
‫ﻫﻮ ‪ 167.44‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬ ‫‪35–47 ، 31–33 ، 1–18‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫‪ (9‬ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻫﻲ‬ ‫‪) 1–29‬ﻓﺮﺩﻱ(‪35–47 ،30–33 ،‬‬ ‫ﺿﻤﻦ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬
‫‪ 18.91‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯‬
‫‪19–47‬‬ ‫ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬

‫ﻫﻲ ‪ 19.66‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪ ،‬ﺍﻟﻮﺳﻂ‬

‫ﻟﻠﻤﺴﺎﺣﺔ ﻫﻮ ‪ 19.28‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪ (19a‬ﺍﻻﺭﺗﻔﺎﻉ = ‪ 4‬ﻭﺣﺪﺍﺕ‪،‬‬
‫ﺍﻟﻘﺎﻋﺪﺓ = ‪ 4‬ﻭﺣﺪﺍﺕ‪،‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ = ‪ 8‬ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‪.‬‬

‫‪171‬‬ ‫‪‬‬ ‫‪8 - 5‬‬

 ‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﺘﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﻭﺍﻟﻤﻌﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻭﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﹸ‬
‫‪ 4 É 0 (-x 3) dx (27‬ﻭﺣﺪﺍﺕ‬ ‫‪-1‬‬ ‫‪ 4‬‬
‫ﺃﻭﺟﺪ ﻣﺸﺘﻘﺔ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (36-38 8-4 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪2‬‬
‫‪É (-2x - 7x) dx (26‬‬
‫ﻣﺮﺑﻌﺔ‬
‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪-2‬‬ ‫‪-3‬‬ ‫‪32‬‬
‫‪j(x) = (2x 3 + 11x)(2x 8 - 12x 2) (36‬‬
‫‪1‬‬
‫‪-1‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻜﺘﺎﺑﺔ‬
‫‪f k) = (k 15 + k 2 + 2k)(k - 7k 2) (37‬‬
‫(‪f‬‬ ‫‪É‬‬
‫‪-2‬‬
‫‪(- _12 x + 3) dx‬‬ ‫‪(29‬‬ ‫‪É 2 dx (28‬‬
‫‪-4‬‬ ‫ﻋﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻓﻲ ﺇﻳﺠﺎﺩ‬
‫‪ 3.75‬ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‬ ‫‪ 14‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪s(t) = ( √t - 7)(3t 8 - 5t) (38‬‬
‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﻋﻤﻠﻴﺔ‬ ‫‪(30‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻣﺎ‪.‬‬
‫ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻴﻦ‪ (a - e .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻛﻞ ﻣﺴﺘﻄﻴﻞ‬
‫‪8-3‬‬ ‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪﻣﺎ ‪: x = 1‬‬
‫(‪ f ((x)) = -x 2 + 4 , g‬ﻓﻲ‬‫‪   (a‬ﹶﻣﺜﱢﻞ ﻣﻨﺤﻨﻴﻲ ‪( ) = x 2‬‬
‫)‪g(x‬‬
‫‪g‬‬
‫ﺑﻀﺮﺏ ﺍﻟﻌﺮﺽ ﻓﻲ ﺍﻟﻄﻮﻝ ﺍﻟﺬﻱ ﹸﻳﻤ ﹼﺜﻞ‬
‫‪3 y = x 3 (39‬‬ ‫ﱢﻠﻬﻤﺎ‬
‫ﺜ‬ ‫ﻳﻤ‬ ‫ﺍﻟﻠﺘﻴﻦ‬ ‫ﺍﻟﻤﺴﺎﺣﺘﻴﻦ‬ ‫ﻞ‬ ‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪ ،‬ﻭﻇ ﱢﻠ‬
‫‪1‬‬ ‫‪1‬‬ ‫ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‪ ،‬ﺛﻢ ﺍﺟﻤﻊ ﻣﺴﺎﺣﺎﺕ‬
‫‪-7 y = x 3 - 7x 2 + 4x + 9 (40‬‬ ‫ﺍﻟﺘﻜﺎﻣﻼﻥ ‪É (-x 2 + 4) dx , É x 2 dx‬‬
‫‪1‬‬
‫‪0‬‬
‫‪1‬‬
‫‪0‬‬ ‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ‪.‬‬
‫‪1 y = (x + 1)(x - 2) (41‬‬ ‫‪   (b‬ﺍﺣﺴﺐ ‪. É (-x 2 + 4) dx , É x 2 dx‬‬
‫‪0‬‬ ‫‪0‬‬
‫ﺃﻭﺟﺪ ﻛﻞ ﻧﻬﺎﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ )ﺇﻥ ﻭﺟﺪﺕ(‪8-2 :‬‬ ‫ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﺗﻜﻮﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ‬ ‫‪   (c‬ﹼ‬
‫_ ‪3 lim‬‬
‫‪x + 3x‬‬ ‫‪2‬‬
‫‪(42‬‬
‫ﺍﻟﻤﻨﺤﻨﻴﻴﻦ ﻣﺴﺎﻭﻳ ﹰﺔ ﻟـ‬ ‫‪ ‬‬
‫‪x‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺳﻴﻦ ‪8-4, 8-5‬‬
‫‪x→0‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪2‬‬ ‫‪ .É (-x 2 + 4) dx - É x 2 dx‬ﺛﻢ ﺍﺣﺴﺐ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ‬
‫_ ‪-1 lim‬‬
‫‪x - 3x + 2‬‬
‫‪(43‬‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪0‬‬ ‫‪0‬‬
‫‪x→1‬‬ ‫‪x-1‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪. b‬‬
‫‪_2‬‬ ‫_ ‪lim‬‬
‫‪x2 - 9‬‬
‫‪(44‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،3‬ﺹ )‪(69‬‬
‫‪1‬‬
‫‪9‬‬ ‫‪x→3‬‬ ‫‪3‬‬
‫‪x - 27‬‬ ‫ﺃﻭﺟﺪ )‪ ، f (x) - g(x‬ﺛﻢ ﺍﺣﺴﺐ ‪f x) -g(x)] dx‬‬
‫(‪É [ f‬‬ ‫‪ ‬‬ ‫‪(d‬‬
‫‪0‬‬
‫ﺧﻤﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ‬
‫‪   (e‬ﱢ‬
‫‪‬‬ ‫ﻣﻨﺤﻨﻴﻴﻦ‪.‬‬
‫‪‬‬
‫‪ (45‬ﻣﺎ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ‪ y = -x - 3x + 6‬ﻭﺍﻟﻤﺤﻮﺭ ‪، x‬‬
‫‪2‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ ‪ 30‬ﺍﻟﺘﻤﺜﻴﻞ‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [2, 6‬؟ ‪A‬‬ ‫‪‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ‬
‫‪ 93.33 A‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪  (31‬ﹸﺳﺌﻞ ﻣﺎﺟﺪ ﻭﺧﺎﻟﺪ ﻋﻦ ﺩﻗﺔ ﺗﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ‬ ‫ﺑﻴﻦ ﻣﻨﺤﻨﻴﻴﻦ‪ ،‬ﺛﻢ ﺣﺴﺎﺑﻬﺎ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫ﻣﻨﺤﻨﻰ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻃﺮﺍﻑ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﻓﺄﺟﺎﺏ ﻣﺎﺟﺪ‪ :‬ﺇﻧﻪ ﻋﻨﺪ‬
‫‪ 90 B‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺗﻘﺮﻳﺐ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻃﺮﺍﻑ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﻴﻤﻨﻰ‪،‬‬
‫‪ 86.67 C‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺩﺍﺋﻤﺎ ﻣﻦ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺗﺤﺖ‬
‫ﻓﺈﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻨﺎﺗﺠﺔ ﺗﻜﻮﻥ ﺃﻛﺒﺮ ﹰ‬ ‫‪‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ‪ .‬ﻓﻲ ﺣﻴﻦ ﺃﺟﺎﺏ ﺧﺎﻟﺪ‪ :‬ﺇﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﺤﺴﻮﺑﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪ 52 D‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺩﺍﺋﻤﺎ ﻣﻦ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫ﺃﻃﺮﺍﻑ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﻴﺴﺮ￯ ﺗﻜﻮﻥ ﺃﻛﺒﺮ ﹰ‬
‫ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻰ‪ .‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪ ‬ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ ‪،31‬‬
‫_ ‪n(a) = _4 -‬؟ ‪D‬‬
‫‪5‬‬
‫‪2‬‬
‫_‪+‬‬
‫‪3‬‬
‫‪4‬‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤ ﱢﺜﻞ ﻣﺸﺘﻘﺔ ‪+ 4a‬‬
‫‪ (46‬ﱞ‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺇﺩﺭﺍﻙ ﺃﻥ ﺍﻟﺘﻘﺮﻳﺐ‬
‫‪a‬‬ ‫‪a‬‬ ‫‪a‬‬
‫‪  (32‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﻤﻘﻄﻊ ﺍﻟﺮﺃﺳﻲ ﺍﻟﻌﺮﺿﻲ ﻟﻨﻔﻖ ﹸﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪. f‬‬
‫ﺍﻷﻛﺒﺮ ﻳﺘﻐ ﹼﻴﺮ ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﺳﻠﻮﻙ‬
‫‪2‬‬ ‫‪4‬‬
‫‪n’(a) = 8a - 5a + 3a‬‬ ‫‪A‬‬
‫‪d‬‬
‫ﺍﺷﺮﺡ ﻛﻴﻒ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻨﻔﻖ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ ،É f (x) dx‬ﺣﻴﺚ‬
‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪n’(a) = 4a - 5a + 3a + 4 B‬‬
‫‪0‬‬
‫ﺍﻟﺪﺍﻟﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﻓﺈﻥ‬
‫_ ‪n’(a) = -‬‬
‫‪4‬‬
‫_‪+‬‬
‫‪5‬‬
‫_‪-‬‬
‫‪3‬‬
‫‪ d‬ﻋﺮﺽ ﺍﻟﻨﻔﻖ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻟﻪ ﻣﻌﻠﻮ ﹰﻣﺎ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬
‫‪a‬‬‫‪2‬‬ ‫‪a‬‬‫‪3‬‬
‫‪a‬‬‫‪5‬‬
‫‪+4 C‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺳ ﹸﻴﻌﻄﻲ‬
‫_‬ ‫_‬ ‫_‬
‫ﻗﻴﻤﺔ ﺃﻛﺒﺮ ﻟﻠﻤﺴﺎﺣﺔ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪4‬‬ ‫‪10‬‬ ‫‪12‬‬
‫‪n’(a) = - 2 + 3 - 5 + 4 D‬‬ ‫ﻣﻠﺨﺼﺎ ﻟﻠﺨﻄﻮﺍﺕ ﺍﻟﻤﺘﺒﻌﺔ ﻟﺘﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ‬
‫ﹰ‬ ‫‪  (33‬ﺍﻛﺘﺐ‬
‫‪a‬‬ ‫‪a‬‬ ‫‪a‬‬
‫ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﻓﺘﺮﺓ ﻣﻌﻄﺎﺓ‪.‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﻨﺎﻗﺼﺔ‪ ،‬ﻓﺈﻥ ﺍﺳﺘﻌﻤﺎﻝ‬
‫‪x 2 + 3x - 10‬‬
‫__ ‪ lim‬؟ ‪D‬‬ ‫‪ t 3‬ﺍﻧﻈﺮ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‪ (47 .‬ﻣﺎ ﻗﻴﻤﺔ‬ ‫‪t‬‬
‫_‬
‫‪x→3 x 2 + 5x + 6‬‬
‫‪3‬‬
‫ﺃﻭﺟﺪ ‪+ 2t . É (x 2 + 2) dx‬‬
‫‪0‬‬
‫‪‬‬
‫‪‬‬ ‫‪(34‬‬ ‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﺴﺮ￯ ﻟﻠﻤﺴﺘﻄﻴﻼﺕ ﻫﻮ‬
‫_‬ ‫_‬
‫ﺍﻟﺬﻱ ﹸﻳﻌﻄﻲ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻛﺒﺮ ﻟﻠﻤﺴﺎﺣﺔ‪.‬‬
‫‪3‬‬ ‫‪1‬‬
‫‪C‬‬ ‫‪A‬‬
‫‪15‬‬ ‫‪15‬‬ ‫ﻭﺿﺢ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺃﻭ ﺍﻟﺪﻭﺍﺋﺮ ﻓﻲ ﺗﻘﺮﻳﺐ‬
‫‪  (35‬ﹼ‬
‫_‬‫‪4‬‬
‫‪D‬‬ ‫_‬‫‪2‬‬
‫‪B‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﺍﻟﻤﻨﺤﻨﻴﺎﺕ‪ .‬ﺃﻱ ﺍﻟﺸﻜﻠﻴﻦ ﻳﻌﻄﻲ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻓﻀﻞ ﺑﺮﺃﻳﻚ؟‬
‫‪15‬‬ ‫‪15‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪172‬‬ ‫‪‬‬
‫‪ (32‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻌﻄﻲ ﺍﻟﺘﻜﺎﻣﻞ ﻣﺴﺎﺣﺔ ﻛﻞ‬
‫‪y‬‬ ‫‪y‬‬ ‫ﻣﻘﻄﻊ ﻋﺮﺿﻲ‪،‬‬
‫‪18‬‬ ‫‪18‬‬
‫ﻭﻧﺤﺼﻞ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﻨﻔﻖ ﺑﻀﺮﺏ ﻫﺬﻩ‬
‫‪12‬‬ ‫‪12‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﻓﻲ ﻃﻮﻝ ﺍﻟﻨﻔﻖ‪.‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪ (35‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﹸﻳﻌﻄﻲ ﺍﻟﻤﺜﻠﺚ ﺗﻘﺮﻳ ﹰﺒﺎ ﺟﻴﺪﹰ ﺍ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫ﻟﻠﻤﺴﺎﺣﺔ‪ ،‬ﻭﺫﻟﻚ ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﺷﻜﻞ‬
‫‪2‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪4‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ ﺃﺩﻧﺎﻩ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ‬
‫‪j ' (x) = (6 x 2 + 11)(2 x 8 - 12 x 2) + (2x 3 + 11x)(16 x 7 - 24 x) (36‬‬ ‫ﻛﺎﻥ ﻟﻠﺪﺍﻟﺔ ﻋﺪﺓ ﻧﻘﺎﻁ ﺣﺮﺟﺔ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ‬
‫ﺍﻟﺼﻌﺐ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺜﻠﺜﺎﺕ‪ .‬ﺃﻣﺎ ﺍﻟﺪﻭﺍﺋﺮ‬
‫‪f ' (k) = (15 k 14 + 2 k + 2)(k - 7k 2) + (k 15 + k 2 + 2 k)(1 - 14 k) (37‬‬ ‫ﻓﻴﺼﻌﺐ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ؛ ﻭﺫﻟﻚ ﻷﻧﻬﺎ ﺗﺘﺮﻙ‬
‫_ = ) ‪s ' (t‬‬
‫‪√t‬‬
‫‪(3 t 8 - 5t) + ( √t - 7) (24 t 7 - 5) (38‬‬ ‫ﻣﺴﺎﺣﺎﺕ ﻭﺍﺳﻌﺔ ﺧﺎﺭﺟﻬﺎ؛ ﻟﺬﺍ ﻓﺈﻥ‬
‫‪2t‬‬
‫ﺍﻟﻤﺜﻠﺜﺎﺕ ﺃﺳﻬﻞ ﻟﻼﺳﺘﻌﻤﺎﻝ ﻋﻨﺪ ﺗﻘﺮﻳﺐ‬
‫ﺍﻟﻤﺴﺎﺣﺔ؛ ﺑﺴﺒﺐ ﻣﺮﻭﻧﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‬
‫ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺪﻭﺍﺋﺮ‪.‬‬

‫‪ 8‬‬ ‫‪172‬‬

 ‫‪ ‬‬

‫‪8 - 5‬‬
‫‪‬‬ ‫‪    ‬‬ ‫‪    ‬‬

‫‪(23)‬‬ ‫‪(22)‬‬

‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

‫‪‬‬
‫‪‬‬ ‫‪8-5‬‬ ‫‪‬‬ ‫‪8-5‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫(‪ f‬ﻭﳏﻮﺭ‬
‫‪‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﻣﺴﺎﺣﺎﺕ ﻣﺴﺘﻄﻴﻼﺕ ﻟﺘﻘﺮﻳﺐ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ )‪f x‬‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ ff(x‬ﻭﺍﳌﺤﻮﺭ ‪ x‬ﰲ ﺍﻟﻔﱰﺓ ]‪ [a, b‬ﻫﻲ‪:‬‬ ‫(‪.f‬‬
‫‪ x‬ﻋﲆ ﺍﻟﻔﱰﺓ ]‪ ،[a , b‬ﺍﻟﻮﺍﻗﻌﺔ ﰲ ﳎﺎﻝ )‪f x‬‬
‫‪b‬‬ ‫‪n‬‬

‫⌠‪ ،‬ﺣﻴﺚ ‪ a‬ﻭ‪ b‬ﺍﳊﺪﺍﻥ ﺍﻟﺴﻔﲇ ﻭﺍﻟﻌﻠﻮﻱ ﻋﲆ ﺍﻟﱰﺗﻴﺐ‪.‬‬ ‫‪f (x) dx = lim ∑ f (xi)∆x‬‬ ‫ﺍﻟﺘﻜﺎﻣﻞ ﺍﳌﺤﺪﺩ‬ ‫‪1‬‬ ‫‪‬‬
‫⌡‬ ‫∞→‪n‬‬ ‫‪i=1‬‬ ‫(‪ f‬ﻭﺍﳌﺤﻮﺭ ‪ x‬ﰲ ﺍﻟﻔﱰﺓ ]‪ ،[0, 4‬ﺑﺎﺳﺘﻌﲈﻝ‬
‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ‪f(x)= __ x 2‬‬
‫ﱢ‬
‫‪a‬‬ ‫‪2‬‬
‫‪b-a‬‬
‫______= ‪x‬‬
‫‪∆x‬‬ ‫‪n , xi = a + i∆x‬‬
‫ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﴪ￯ ﻟﻘﺎﻋﺪﺍﺕ‬
‫ﺍﳌﺴﺘﻄﻴﻼﺕ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻬﺎ ﺛﻢ ﺍﺣﺴﺐ ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﲔ‪.‬‬
‫‪ y= 4x‬ﻭﺍﳌﺤﻮﺭ ‪ x‬ﰲ ﺍﻟﻔﱰﺓ ]‪[0, 5‬‬‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻹﳚﺎﺩ ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ‪x2‬‬ ‫‪‬‬ ‫ﻋﻨﺪ ﺍﺳﺘﻌﲈﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﻟﻘﺎﻋﺪﺍﺕ ﺍﳌﺴﺘﻄﻴﻼﺕ ﺗﻨﺘﺞ ﺃﺭﺑﻌﺔ ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪) .‬ﺍﻟﺸﻜﻞ ‪،(A‬‬
‫‪5‬‬ ‫‪.(B‬‬
‫ﻭﻋﻨﺪ ﺍﺳﺘﻌﲈﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﴪ￯ ﻟﻠﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﺗﻨﺘﺞ ﺃﺭﺑﻌﺔ ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ )ﺍﻟﺸﻜﻞ ‪B‬‬
‫ﺃﻱ ‪⌠ 4x2 dx‬‬
‫⌡‬
‫ﺍﺑﺪﺃ ﺑﺈﳚﺎﺩ ‪x‬‬
‫‪xi , ∆x‬‬ ‫‪0‬‬ ‫‪8‬‬ ‫‪8‬‬

‫_____ = ‪∆x‬‬
‫‪b-a‬‬
‫‪∆x‬‬‫ﺻﻴﻐﺔ ‪x‬‬ ‫‪n‬‬ ‫‪4‬‬ ‫‪4‬‬

‫_____ =‬
‫‪5-0‬‬
‫‪b = 5, a = 0‬‬ ‫‪n‬‬
‫‪O‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪2‬‬ ‫‪4‬‬
‫ﺻﻴﻐﺔ ‪xi‬‬ ‫‪xi = a + i∆x‬‬
‫__= ‪a = 0, ∆x‬‬
‫‪5‬‬
‫__ ‪= 0 + i‬‬
‫__ ‪5‬‬ ‫‪5i‬‬ ‫ﺍﻟﺸﻜﻞ ‪B‬‬ ‫ﺍﻟﺸﻜﻞ ‪A‬‬
‫‪n‬‬ ‫‪n= n‬‬
‫ﺍﺣﺴﺐ ﺍﻟﺘﻜﺎﻣﻞ ﺍﳌﺤﺪﺩ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﺍﳌﺴﺎﺣﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬ ‫ﺍﳌﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﴪ￯‬ ‫ﺍﳌﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ‬
‫‪5‬‬ ‫‪n‬‬ ‫‪n‬‬ ‫=)‪R 1= 1. f(0‬‬
‫‪f‬‬ ‫‪0‬‬ ‫=)‪R 1= 1. f(1‬‬
‫‪f‬‬ ‫‪0.5‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺘﻜﺎﻣﻞ ﺍﳌﺤﺪﺩ ‪f xi) = 4xi 2‬‬ ‫= ‪⌠ 4x 2 dx‬‬
‫(‪f‬‬
‫⌡‬ ‫‪lim ∑ f (xi)∆x = lim ∑ 4xi 2 ∆x‬‬ ‫=)‪R 2= 1. f(1‬‬
‫‪f‬‬ ‫‪0.5‬‬ ‫=)‪R 2= 1. f(2‬‬
‫‪f‬‬ ‫‪2‬‬
‫‪n→∞ i=1‬‬ ‫‪n→∞ i=1‬‬
‫‪0‬‬ ‫‪R 3 = 1. ff(2) = 2‬‬ ‫)‪R 3 = 1. f(3‬‬
‫‪f‬‬ ‫‪= 4.5‬‬
‫(‬ ‫)‬
‫‪n‬‬ ‫‪n‬‬
‫‪5i‬‬
‫__ = ‪، xi‬ﺧﺼﺎﺋﺺ ﺍﳌﺠﻤﻮﻉ‬
‫‪n , ∆x‬‬
‫‪5‬‬
‫_‪x = _n‬‬ ‫__ ‪= lim ∑ 4‬‬
‫∞→‪n‬‬
‫_‪5i 2 _5‬‬
‫) (‬
‫‪n n = nlim‬‬
‫___ ‪20‬‬
‫___‬
‫‪→∞ n n2‬‬
‫‪25‬‬
‫‪∑ i2‬‬ ‫‪R 4 = 1. ff(3) = 4.5‬‬ ‫)‪R 4 = 1. f(4‬‬
‫‪f‬‬ ‫‪=8‬‬
‫ﺍﳌﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ = ‪ 7‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫ﺍﳌﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ = ‪ 15‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪i=1‬‬ ‫‪i=1‬‬

‫(‬ ‫)‬
‫‪n‬‬
‫)‪n(n + 1)(2n + 1‬‬ ‫___ ‪20‬‬ ‫)‪n(n + 1)(2n + 1‬‬
‫________________ ‪25‬‬
‫________________ = ‪∑ i 2‬‬ ‫___ ‪= lim‬‬ ‫·‬
‫‪6‬‬ ‫‪n→∞ n n2‬‬ ‫‪6‬‬ ‫ﺗﻘﺪﻳﺮﺍ ﺃﻋﲆ‬ ‫ﺃﻱ ﺃﻥ ﺍﳌﺴﺎﺣﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺃﻭ ﺍﻟﻴﴪ￯ ﻫﻲ ‪ 15‬ﺃﻭ ‪ 7‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﻋﲆ ﺍﻟﱰﺗﻴﺐ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻄﻲ‬
‫‪i=1‬‬ ‫ﹰ‬
‫ﻭﺁﺧﺮ ﺃﺩﻧﻰ ﻟﻠﻤﺴﺎﺣﺔ؛ ‪ < 15‬ﺍﳌﺴﺎﺣﺔ < ‪ . 7‬ﻭﺑﺄﺧﺬ ﻣﺘﻮﺳﻂ ﺍﻟﺘﻘﺮﻳﺒﲔ‪ ،‬ﻓﺈﻥ ‪ 11‬ﻳﹸﻌﺪﱡ ﺗﻘﺮﻳ ﹰﺒﺎ ﺃﻓﻀﻞ ﻟﻠﻤﺴﺎﺣﺔ‪.‬‬
‫ﺑﺴﻂ ﻭﺃﻭﺟﺪ ﺍﳌﻔﻜﻮﻙ‪ ،‬ﺛﻢ ﺍﻗﺴﻢ ﻋﲆ ‪n 2‬‬
‫ﹼ‬ ‫(‬
‫‪500 2n 2 + 3n + 1‬‬
‫____________ ____ ‪= lim‬‬
‫‪n→∞ 6‬‬ ‫‪n2‬‬ ‫=)‬ ‫‪500‬‬ ‫‪3‬‬
‫(‬ ‫‪1‬‬
‫‪lim ____ 2 + _n_ + ___2‬‬
‫∞→‪n‬‬ ‫‪6‬‬ ‫‪n‬‬ ‫)‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﻨﻬﺎﻳﺎﺕ‬ ‫=‬ ‫‪( lim‬‬
‫∞→‪n‬‬
‫‪500‬‬
‫____‬
‫‪6‬‬ ‫‪) [ lim‬‬
‫‪n→∞ 2‬‬ ‫(‬‫‪1‬‬ ‫‪1‬‬
‫‪+ ( lim 3) lim _n_ + lim ___2‬‬
‫∞→‪n‬‬ ‫∞→‪n‬‬ ‫‪n→∞ n‬‬
‫)‬ ‫]‬ ‫(‪ f‬ﻭﺍﳌﺤﻮﺭ ‪ x‬ﰲ ﺍﻟﻔﱰﺓ ]‪ ،[0,4‬ﺑﺎﺳﺘﻌﲈﻝ ﻣﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ‬‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ‪f x)=3x 2 + 1‬‬
‫‪‬‬
‫‪ (1‬ﱢ‬
‫ﺑﺴﻂ‬
‫ﹼ‬
‫‪500‬‬
‫‪= ____ [2+3(0)+ 0] ≈166.67‬‬ ‫ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﴪ￯ ﻟﻘﺎﻋﺪﺍﺕ ﺍﳌﺴﺘﻄﻴﻼﺕ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻬﺎ ﺛﻢ ﺍﺣﺴﺐ‬
‫‪6‬‬
‫‪‬‬ ‫ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﲔ‪.‬‬
‫(‪ f‬ﻭﺍﳌﺤﻮﺭ ‪ x‬ﻭﺍﳌﻌﻄﺎﺓ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﳌﺤﺪﺩ ﰲ ﱟ‬
‫ﻛﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ)‪f x‬‬ ‫‪69.54694‬‬
‫‪4‬‬ ‫‪2‬‬ ‫(‪ f‬ﻭﺍﳌﺤﻮﺭ ‪ x‬ﰲ ﺍﻟﻔﱰﺓ ]‪ ،[1,5‬ﺑﺎﺳﺘﻌﲈﻝ ﻣﺴﺘﻄﻴﻼﺕ‬
‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ‪f x)= -x 2 + 5x + 6‬‬ ‫‪ (2‬ﱢ‬
‫‪74 ⌠ (x 2 + 3) dx‬‬
‫___‪‬‬ ‫‪(2‬‬ ‫‪4 ⌠ x 3 dx‬‬ ‫‪(1‬‬
‫‪3‬‬ ‫⌡‬ ‫⌡‬ ‫ﻋﺮﺽ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻴﻤﻨﻰ ﺛﻢ ﺍﻟﻴﴪ￯ ﻟﻘﺎﻋﺪﺍﺕ ﺍﳌﺴﺘﻄﻴﻼﺕ ﻟﺘﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻋﻬﺎ ﺛﻢ‬
‫‪2‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪0‬‬ ‫ﺍﺣﺴﺐ ﺍﻟﻮﺳﻂ ﻟﻠﺘﻘﺮﻳﺒﲔ‪.‬‬
‫‪⌠ 4x 3 dx‬‬
‫‪80‬‬ ‫⌡‬
‫‪(4‬‬ ‫⌠ ‪12‬‬ ‫⌡‬
‫‪(1 + x) dx‬‬ ‫‪(3‬‬ ‫‪424440‬‬
‫‪1‬‬ ‫‪4‬‬
‫‪ 8‬‬ ‫‪23‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪22‬‬ ‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(25) ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(24)‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪8-5‬‬
‫‪‬‬ ‫‪8-5‬‬
‫‪‬‬
‫‪‬‬
‫‪ (4‬ﺍﺭﺳﻢ ﺍﳌﺜﻠﺚ ﺍﳌﻜﻮﻥ ﻣﻦ ﺍﳌﺤﻮﺭ‬ ‫‪ (1‬ﻣﺪﺧﻞ ﺑﺎﺏ ﻟﻌﺒﺔ ﻟﻪ ﺍﻟﺸﻜﻞ ﺍﻟﻈﺎﻫﺮ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﲈ‬
‫‪‬‬ ‫‪ x‬ﻭﺍﳌﺴﺘﻘﻴﻤﲔ ‪ x = 5‬ﻭ‪ y = x +4‬ﻋﲆ ﺍﳌﺴﺘﻮ￯‬ ‫ﻣﺴﺎﺣﺔ ﺍﳌﺪﺧﻞ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺑﺎﻷﻗﺪﺍﻡ؟‬
‫ﺗﻌﻠﻤﺖ ﺇﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻭﺍﳌﺤﻮﺭ ‪.x‬‬
‫ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬
‫ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺩﺍﻟﺘﲔ‪.‬‬
‫‪y‬‬
‫‪ (a‬ﻇﻠﹼﻞ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺜﻠﺚ‪.‬‬ ‫‪y =-x 3 + 4x‬‬
‫‪ (1‬ﻣﺜﱢﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﲔ ‪ y = x 2 , y = x‬‬ ‫‪y‬‬

‫‪O‬‬ ‫‪x‬‬

‫‪4‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪ (2‬ﻳﺘﺨﺬ ﻣﺪﺧﻞ ﻣﻨﺠﻢ ﻟﻠﻔﺤﻢ ﺍﻟﺸﻜﻞ ﺍﻟﻈﺎﻫﺮ‬

‫ﺃﺩﻧﺎﻩ‪ ،‬ﻓﲈ ﻣﺴﺎﺣﺔ ﺍﳌﺪﺧﻞ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺑﺎﻷﻣﺘﺎﺭ؟‬
‫‪ (2‬ﺃﻭﺟﺪ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﺑﲔ ﺍﻟﺪﺍﻟﺘﲔ‪y = x 2 , y = x :‬‬
‫‪‬‬ ‫‪y‬‬
‫)‪(0, 0), (1, 1‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻭﺍﺭﺗﻔﺎﻉ ﺍﳌﺜﻠﺚ‪ ،‬ﻭﺍﺳﺘﻌﻤﻠﻬﲈ‬ ‫‪y =x 4 - 5x 2 +4‬‬

‫‪ (3‬ﺃﻱ ﺍﻟﺪﺍﻟﺘﲔ ﺃﻛﱪ ﰲ ﺍﻟﻔﱰﺓ )‪(0, 1‬؟‬ ‫ﳊﺴﺎﺏ ﻣﺴﺎﺣﺔ ﺍﳌﺜﻠﺚ‪.‬‬

‫‪y=x‬‬ ‫‪40.599‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪1‬‬ ‫‪1‬‬ ‫‪ (c‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﳌﺜﻠﺚ ﺑﺤﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ‬

‫‪⌠ x dx ,‬‬ ‫‪ (4‬ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪⌠ x 2 dx‬‬ ‫‪5‬‬ ‫‪1‬‬
‫___‪5‬‬
‫⌡‬ ‫⌡‬ ‫‪15‬‬
‫‪0‬‬ ‫‪0‬‬ ‫__ ‪1‬‬
‫__‬ ‫‪1‬‬ ‫⌠‪.‬‬
‫‪⌡ (x‬‬
‫‪x + 4) dx‬‬
‫‪,‬‬
‫‪2 3‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪-4‬‬ ‫‪ (3‬ﻳﺘﺨﺬ ﺳﻄﺢ ﺳﺪ ﻟﻠﲈﺀ ﺍﻟﺸﻜﻞ ﺍﻟﻈﺎﻫﺮ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﲈ‬
‫⌠‬ ‫‪40.5‬‬ ‫ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﺴﺪ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺑﺎﻟﻜﻴﻠﻮ ﻣﱰ؟‬
‫⌡‬ ‫‪x‬‬ ‫‪dx‬‬ ‫‪-‬‬ ‫ﻛﻼ ﻣﻦ ‪⌠ x 2 dx‬‬ ‫ﹼﹰ‬ ‫ﺃﻭﺟﺪ‬ ‫‪(5‬‬
‫⌡‬
‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬
‫__‬ ‫‪y‬‬
‫‪6‬‬ ‫‪ (5‬ﻳﻨﻮﻱ ﻋﲇ ﺯﺭﺍﻋﺔ ﺣﺪﻳﻘﺔ ﻣﻨﺰﻟﻪ ﺑﺎﻟﺒﺬﻭﺭ‪ ،‬ﻓﺈﺫﺍ‬ ‫‪y =-x 3 + 2x 2‬‬

‫‪ (6‬ﻣﺎﺫﺍ ﻳﻤﺜﱢﻞ ﺍﻟﻨﺎﺗﺞ ﰲ ﺳﺆﺍﻝ ‪ 6‬؟‬ ‫ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﺍﳊﺪﻳﻘﺔ ﺍﻟﺘﻲ ﻳﻨﻮﻱ ﻋﲇ ﺯﺭﺍﻋﺘﻬﺎ ﺑﺎﻷﻣﺘﺎﺭ‬ ‫‪O‬‬ ‫‪x‬‬

‫‪‬‬ ‫‪7‬‬
‫⌠‪،‬‬
‫⌡‬
‫ﺍﳌﺮﺑﻌﺔ‪ ،‬ﺗﺘﻌﲔ ﺑﺎﻟﺘﻜﺎﻣﻞ‪x - 7) dx :‬‬
‫‪(-x 2 + 8x‬‬ ‫‪1‬‬
‫__‪1‬‬
‫‪1‬‬ ‫‪3‬‬
‫‪ (7‬ﺃﻭﺟﺪ ‪⌠(x-x 2) dx‬‬ ‫‪1‬‬
‫⌡‬ ‫ﻭﻛﺎﻧﺖ ﺍﻟﺒﺬﻭﺭ ﺍﻟﺘﻲ ﺑﺤﻮﺯﺗﻪ ﻛﺎﻓﻴﺔ ﻟﺰﺭﺍﻋﺔ ‪ ،35 m 2‬ﻓﻬﻞ‬
‫‪0‬‬ ‫‪1‬‬
‫__‬
‫‪6‬‬ ‫ﺗﻜﻔﻲ ﺍﻟﺒﺬﻭﺭ ﻟﺰﺭﺍﻋﺘﻬﺎ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻗﺎﺭﻥ ﺑﲔ ﺍﻟﻨﺎﲡﲔ ﻟﻠﺴﺆﺍﻟﲔ ‪5, 7‬‬
‫‪‬‬
‫‪‬‬
‫‪35m236m2‬‬
‫‪ (8‬ﳋﹼﺺ ﺍﳋﻄﻮﺍﺕ ﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺩﺍﻟﺘﲔ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪ 8‬‬ ‫‪25‬‬ ‫‪ ‬‬ ‫‪8‬‬ ‫‪24‬‬ ‫‪ ‬‬

‫‪172 A‬‬ ‫‪  8‬‬

  



8 - 5
          


   (22)

 8-5

‫ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﱟ‬، x ‫ ﻭﺍﻟﻤﺤﻮﺭ‬f ( x) ‫ﻗﺮﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﱢ‬
: ‫ﺍﻟﻄﺮﻑ ﺍﻟﻤﻌﻄﻰ ﻟﻤﺴﺘﻄﻴﻼﺕ ﻋﺮﺽ ﻛﻞ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‬


‫ ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‬10 f (x) = - x 2 + 6x - 4 (2 ‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬22 f (x) = x + 3 (1

 

[2, 5] [1, 5]

 ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬ ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ‬

 
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬95 f (x) = 1 + x 2 (4 ‫ ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‬108 f (x) = 3 x 3 (3

[1, 6] [0, 4]

‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬ ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ‬

‫ ﻭﺍﻟﻤﻌﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ‬، x ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻟﺘﻘﺮﻳﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ‬
‫ﱟ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬

6 2
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬430 É 6 x 2 dx (6 ‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬83 É x 2 dx (5
1 0

1 3
 ‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬33 É (- x 2 -2 x + 11) dx (8 ‫_ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
14 É (x 2 - x) dx (7
3
-2 1

 10
0
y ‫ ﻳﺼﻤﻢ ﻣﻬﻨﺪﺱ ﻧﺎﻓﺬﺓ ﺯﺟﺎﺟﻴﺔ ﻳﻤﻜﻦ ﻧﻤﺬﺟﺘﻬﺎ‬ (9
‫ ﻣﺎ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﻨﺎﻓﺬﺓ؟‬.‫ ﻭﺍﻟﻤﻤﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬، y = 5 – 0.05 x 2 ‫ﺑﹺـ‬
−10 −5 5 10
x
‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬66.67
−5
5

−10
0



22



 
 

 

 

 

 

 

 

 8 172 B

 ‫‪‬‬
‫‪‬‬ ‫‪8 -6‬‬ ‫‪‬‬
‫‪The Fundamental Theorem of Calculus‬‬

‫‪ 1‬‬ ‫‪ ‬‬

‫‪‬‬
‫ﺳﻘﻂ ﻗﻠﻢ ﻣﻦ ﺟﻴﺐ ﻋﻠﻲ ﻓﻲ ﺃﺛﻨﺎﺀ ﺭﻛﻮﺑﻪ ﻣﻨﻄﺎ ﹰﺩﺍ ‪ ،‬ﻓﻬﻮ￯ ﻧﺤﻮ ﺍﻷﺭﺽ‪.‬‬ ‫‪8-5 ‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﺳﻘﻮﻁ ﺍﻟﻘﻠﻢ ﺍﻟﻤﺘﺠﻬﺔ ﺑﺎﻟﻘﺪﻡ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﺗﹸﻌﻄﻰ ﺑـ‬
‫‪‬‬ ‫‪ ، v(t) = - 32 t‬ﻓﻤﻦ ﺍﻟﻤﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﺳﻘﻂ ﻣﻨﻪ ﺍﻟﻘﻠﻢ‪.‬‬
‫‪‬‬
‫‪8 - 6‬‬
‫■‬

‫‪ ‬ﺗﻌﻠﻤﺖ ﻓﻲ ﺍﻟﺪﺭﺳﻴﻦ ‪8 - 3‬‬

‫‪ ‬‬ ‫■‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﺣﺎﺕ‬ ‫ﻭ‪ ، 8 - 4‬ﺃﻧﱠﻪ ﺇﺫﺍ ﹸﺃﻋﻄ ﹾﻴ ﹶﺖ ﻣﻮﻗﻊ ﺟﺴﻢ ﺑـ ‪ ، f (x) = x 2 + 2x‬ﻓﺈﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﻲ‬
‫‪‬‬
‫‪‬‬
‫ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ‪.‬‬ ‫ﺗﻤﺜﱢﻞ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﻫﻲ ﻣﺸﺘﻘﺔ )‪ f (x‬ﺃﻭ ‪ ، f Â(x) = 2x + 2‬ﻟﻜﻦ ﺇﺫﺍ ﹸﺃﻋﻄﻴﺖ‬
‫ﻋﺒﺎﺭﺓ ﺗﻤ ﱢﺜﻞ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﻭ ﹸﻃ ﹺﻠﺐ ﺇﻟﻴﻚ ﺇﻳﺠﺎﺩ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻢ ﺇﻳﺠﺎﺩ‬
‫‪8 - 6‬‬ ‫ﺍﻟﺴﺮﻋﺔ ﻣﻨﻬﺎ‪ ،‬ﻓﻼ ﺑﺪ ﻣﻦ ﻭﺟﻮﺩ ﻃﺮﻳﻘﺔ ﻟﻠﻌﻤﻞ ﻋﻜﺴ ﹼﹰﻴﺎ ﻭﺍﻟﻌﻮﺩﺓ ﺇﻟﻰ ﺍﻟﺪﺍﻟﺔ‬ ‫‪‬‬
‫ﺇﻳﺠﺎﺩ ﺩﻭﺍﻝ ﺃﺻﻠﻴﺔ‪.‬‬ ‫ﺍﻷﺻﻠﻴﺔ ﻭﺇﻟﻐﺎﺀ ﺍﻻﺷﺘﻘﺎﻕ‪.‬‬ ‫‪antiderivative‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ‬ ‫ﹸﺴﻤﻰ )‪ F(x‬ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪. f‬‬
‫ﻭﺑﻤﻌﻨﻰ ﺁﺧﺮ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺒﺤﺚ ﻋﻦ )‪ ، F(x‬ﺑﺤﻴﺚ ﺇﻥ )‪ . FÂ(x) = f (x‬ﻭﺗ ﱠ‬ ‫‪‬‬
‫ﻭﺍﻟﺘﻜﺎﻣﻞ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ‪.‬‬ ‫‪indefinite integral‬‬
‫‪‬‬
‫‪8-6‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺇﻳﺠﺎﺩ ﺗﻜﺎﻣﻼﺕ ﻟﺪﻭﺍﻝ ﻣﻦ ﻏﻴﺮ ﻛﺜﻴﺮﺍﺕ‬
‫‪Fundamental Theorem of‬‬
‫ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪Calculus‬‬
‫ﺍﻟﺤﺪﻭﺩ‪.‬‬ ‫‪f x) = 3x 2 (a‬‬
‫(‪f‬‬ ‫‪www.obeikaneducation.com‬‬
‫ﻟﻨﺒﺤﺚ ﻋﻦ ﺩﺍﻟﺔ ﻣﺸﺘﻘﺘﻬﺎ ‪ .3x‬ﺗﺬﻛﺮ ﺃﻥ ﻗﻮﺓ ‪ x‬ﻓﻲ ﻣﺸﺘﻘﺔ ﺩﺍﻟﺔ ﺍﻟﻘﻮﺓ ﺃﻗﻞ ﺑﻮﺍﺣﺪ ﻣﻦ ﻗﻮﺓ ‪ x‬ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ‬
‫‪2‬‬

‫ﻗﻮﺓ ﺍﻟﻤﺘﻐﻴﺮ ‪ x‬ﻓﻲ )‪ F(x‬ﺳﺘﻜﻮﻥ ‪ ، 3‬ﻭﺑﻤﺎ ﺃﻥ ﻣﻌﺎﻣﻞ ‪ x‬ﻓﻲ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﻳﺴﺎﻭﻱ ﻗﻮﺓ ‪ x‬ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻓﺈﻥ ‪F(x) = x 3‬‬
‫ﺗﺤﻘﻖ ﺍﻟﻤﻄﻠﻮﺏ‪ .‬ﺣﻴﺚ ﺇﻥ ﻣﺸﺘﻘﺔ ‪ x 3‬ﻫﻲ ‪ 3 x 3 - 1‬ﺃﻭ ‪. 3x 2‬‬
‫ﺃﻳﻀﺎ؛ ﻷﻥ‬
‫ﻓﻤﺜﻼ ‪ G(x) = x + 10‬ﺗﺤﻘﻖ ﺍﻟﻤﻄﻠﻮﺏ ﹰ‬
‫‪3‬‬ ‫ﺗﺤﻘﻖ ﺍﻟﻤﻄﻠﻮﺏ‪ ،‬ﹰ‬‫ﹸ‬ ‫ﺇﻥ ‪ x 3‬ﻟﻴﺴﺖ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﺘﻲ‬
‫‪ ، GÂ(x) = 3x 3 - 1 + 0 = 3x 2‬ﻭﻛﺬﻟﻚ ‪ H(x) = x - 37‬ﺗﺤﻘﻖ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬
‫‪3‬‬

‫‪ 2‬‬ ‫_‬

‫‪f (x) = - 89 (b‬‬
‫‪x‬‬
‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ )‪ f (x‬ﺑﻘﻮ￯ ﺳﺎﻟﺒﺔ ﻟﺘﺤﺼﻞ ﻋﻠﻰ ‪ ، f (x) = - 8 x -9‬ﻭﺑﻤﺎ ﺃﻥ ﻗﻮﺓ ‪ x‬ﻓﻲ ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﺃﻗﻞ ﺑﻮﺍﺣﺪ ﻣﻦ‬
‫‪‬‬ ‫ﻗﻮﺓ ‪ x‬ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻓﺈﻥ ﻗﻮﺓ ‪ x‬ﻓﻲ )‪ F(x‬ﺳﺘﻜﻮﻥ ‪ ، -8‬ﻭﻋﻠﻴﻪ ﺗﻜﻮﻥ ‪ F (x)= x -8‬ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪، f‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬ ‫ﻓﻤﺸﺘﻘﺔ ‪ x -8‬ﻫﻲ ‪ . -8x -8 - 1 = -8x -9‬ﻻﺣﻆ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪H(x) = x -8 - 12 ، G(x) = x -8 + 3‬‬
‫ﺗﻤ ﱢﺜﻞ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪. f‬‬
‫‪‬‬
‫‪‬‬
‫• ﻣﺎ ﻋﻼﻗﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺳﺮﻋﺔ ﺳﻘﻮﻁ‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪x -3, x -3 + 33, x -3 - 4, x -3 + 9:‬‬ ‫ﺃﻭﺟﺪ ﺩﺍ ﱠﻟﺘﻴﻦ ﺃﺻﻠﻴﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﻘﻠﻢ ﺑﺎﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺍﺭﺗﻔﺎﻋﻪ؟‬ ‫‪-4‬‬
‫‪- 3x‬‬ ‫‪(1B‬‬ ‫‪2x (1A‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺳﺮﻋﺔ ﺳﻘﻮﻁ ﺍﻟﻘﻠﻢ ﻫﻲ‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪x 2, x 2 + 5, x 2 - 7, x 2 + 28:‬‬
‫ﻣﺸﺘﻘﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺍﺭﺗﻔﺎﻋﻪ‪.‬‬
‫ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 1‬ﻻﺣﻆ ﺃﻥ ﺇﺿﺎﻓﺔ ﺃﻭ ﻃﺮﺡ ﺛﺎﺑﺖ ﻟﺪﺍ ﱠﻟ ﹴﺔ ﺃﺻﻠﻴﺔ ﻳﻨﺘﺞ ﻋﻨﻪ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﺃﺧﺮ￯‪ ،‬ﻭﺑﺸﻜﻞ ﻋﺎﻡ ﻓﺈﻥ ﺇﺿﺎﻓﺔ ﺃﻭ ﻃﺮﺡ‬
‫ﺃﻭ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﹸﺗﻤﺜﹼﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻠﻢ ﻫﻲ ﺍﻟﺪﺍﻟﺔ‬
‫ﺛﺎﺑﺖ ‪ C‬ﻟﺪﺍﻟﺔ ﺃﺻﻠﻴﺔ ﹸﻳﻨﺘﺞ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﺃﺧﺮ￯ ؛ ﻷﻥ ﻣﺸﺘﻘﺔ ﺍﻟﺜﺎﺑﺖ ﺻﻔﺮ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻫﻨﺎﻙ ﻋﺪ ﹰﺩﺍ ﻻﻧﻬﺎﺋ ﹼﹰﻴﺎ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ‬
‫ﺍﻷﺻﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺳﺮﻋﺘﻪ‪.‬‬ ‫ﻷﻱ ﺩﺍﻟﺔ‪ .‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﻌﺎﻡ ﻟﻠﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻫﻮ ﺍﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻳﺤﻮﻱ ﺍﻟﺜﺎﺑﺖ ‪. C‬‬

‫• ﻣﺎ ﺍﻟﺬﻱ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ ﻋﻠﻲ ﻟﺘﺤﺪﻳﺪ ﺍﻻﺭﺗﻔﺎﻉ‬

‫ﺍﻟﺬﻱ ﺃﺳﻘﻂ ﻣﻨﻪ ﺍﻟﻘﻠﻢ؟ ﻳﺤﺘﺎﺝ ﻹﻳﺠﺎﺩ‬
‫‪173‬‬ ‫‪‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟﺪﺍﻟﺔ ﺍﻟﺴﺮﻋﺔ ﻭﺗﻌﻮﻳﺾ ﻋﺪﺩ‬
‫ﺍﻟﺜﻮﺍﻧﻲ ﺍﻟﺘﻲ ﺍﺳﺘﻐﺮﻗﻬﺎ ﺍﻟﻘﻠﻢ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ‬
‫ﺳﻄﺢ ﺍﻷﺭﺽ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ ‪.t‬‬
‫‪‬‬
‫•‪177 , 179 ‬‬
‫•‪23  ‬‬
‫•‪28 ‬‬
‫•‪29 ‬‬
‫‪8 - 6 ‬‬
‫‪8-5‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫•‪177 ‬‬ ‫‪‬‬
‫•‪177 ‬‬
‫•‪23  ‬‬ ‫‪23  • ‬‬
‫‪28 • 2627 • ‬‬
‫•‪29 ‬‬ ‫‪28 • ‬‬

‫‪173‬‬ ‫‪‬‬ ‫‪8 - 6‬‬

 .‫ ﻓﺈﻥ ﻫﻨﺎﻙ ﻗﻮﺍﻋﺪ ﻹﻳﺠﺎﺩ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‬،‫ﻛﻤﺎ ﻓﻲ ﺍﻟﻤﺸﺘﻘﺎﺕ‬

  

 F(x) = _
x n+1
+ C -1 n f (x) = x n 

n+1
‫ ﹸﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ‬1 , 2
  k -1n  f (x) = k x n  
 .￯‫ﻟﺪﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻭﺩﻭﺍﻝ ﺍﻟﻘﻮ‬
F(x) = k_
n+1
x
+C
n+1

 f x)
G(x) F(x) g(x) f( 
f x) ± g(x) F (x) ± G (x)
. f(  
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
 2 
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
:‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬  .‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬
7
f (x) = 4x (a 
7  F (x) =k x
 f (x) = 4 x
  f (x) =k
 
f (x) = 3

 F(x) = 4_
x7 + 1
+C  F (x) = 3x
7+1
:‫ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 1

 =_
1 8
x +C
2
_ f ( x) = 6x (a
f x) = 24 (b
f( 
x 3x 2
:‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬
 f (x) = _
2

f ( x) = -6x -7 (b
4
x

 = 2 x -4
x -6 :‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬

 
 F(x) = 2_
x- 4 + 1
+C 
-4 + 1
 ‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ ﻟﻜﻞ‬ 2
 =- _ x +C=-_
2 -3 2
+C
:‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 3 3
3x
f x) = x 2 - 8x + 5 (c
f(
_1 x 6 + C f ( x) = 3x 5 (a
 f (x) = x 2 - 8x + 5 2
4 + C f ( x) = _ (b
-_
4
x = x 2 - 8x 1 + 5x 0 5
5x 6
x
f ( x) = x 2 + 3x + 4 (c
F(x) = _ -_
8x 1 + 1 _ 0+1
x2 + 1
 + 5x +C
2+1 1+1 0+1
_1 x 3 + _3 x 2 + 4x + C

 =_
1 3
x - 4x 2 + 5x + C 3 2
3

:‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
F(x) = x 8 + 3 x 2 + 2 x + C
f x) = 8x + 6x + 2 (2C _
f x) = 103 (2B f x) = 6x 4 (2A
_
7
f( f( f(
F(x) = _
-5
+C x 6
F(x) = x 5 + C (2A
2
x 5
.‫ﺧﺎﺻﻴﻦ‬
‫ﹸﻳﻌﻄﻰ ﺍﻟﺸﻜﻞ ﺍﻟﻌﺎﻡ ﻟﻠﺪﱠ ﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﺑﺎﺳﻢ ﻭﺭﻣﺰ ﱠ‬

 
f (x) F(x) É f (x) dx = F(x) + C  f 
C

 8  174

 8 174


‫‪‬‬
‫‪‬‬
‫‪ 3‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺛﺎﺑﺖ ﺍﻟﺘﻜﺎﻣﻞ ﻓﻲ‬
‫ﻣﻮﺍﻗﻒ ﺧﺎﺻﺔ‪.‬‬
‫‪‬‬
‫‪ ‬ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪ v( t ) = -32t‬ﺍﻟﺴﺮﻋﺔ ﺍﻟﺘﻲ ﻗﻔﺰ ﺑﻬﺎ‬
‫ﺷﺨﺺ ﻣﻦ ﻓﻮﻕ ﻣﻨﺤﺪﺭ ﺍﺭﺗﻔﺎﻋﻪ‬
‫‪ 100 ft‬ﺑﺎﺗﺠﺎﻩ ﺳﻄﺢ ﺍﻟﻤﺎﺀ‪ ،‬ﺣﻴﺚ ) ‪v(t‬‬
‫ﺳﺮﻋﺔ ﺍﻟﺸﺨﺺ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ‬
‫ﺑﺎﻷﻗﺪﺍﻡ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ‪.t‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﻣﻮﻗﻊ ﺍﻟﺸﺨﺺ ) ‪s(t‬‬
‫ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﻗﻔﺰﻩ‪.‬‬
‫‪s( t ) = -16 t 2 + 100‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ‬
‫ﺍﻟﺸﺨﺺ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺳﻄﺢ‬
‫ﺍﻟﻤﺎﺀ‪2.5 s .‬‬
‫‪ ‬‬
‫‪ ‬ﺃﻛﺪ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ‬
‫ﻣﺼﻄﻠﺢ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ »ﻣﺼﻄﻠﺢ ﻣﻀﻠﻞ«‪،‬‬
‫ﺇﺫ ﺗﻮﺟﺪ ﺩﻭﺍﻝ ﺃﺻﻠﻴﺔ ﻋﺪﺩﻫﺎ ﻻﻧﻬﺎﺋﻲ‪ ،‬ﻓﻼ‬
‫ﻧﻘﻮﻝ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﺇﻧﻤﺎ ﻧﻘﻮﻝ‪:‬‬
‫ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ‪ ،‬ﺣﻴﺚ ﺇﻥ ﻭﺟﻮﺩ ﺍﻝ‬
‫ﺍﻟﺘﻌﺮﻳﻒ ﺗﻌﻨﻲ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪.‬‬
‫‪175‬‬ ‫‪‬‬
‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﺃﺟﺮ￯ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺗﺠﺮﺑﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﺗﺘﻀﻤﻦ ﺇﺳﻘﺎﻁ ﻛﺮﺓ ﻣﻦ‬
‫ﻧﺎﻓﺬﺓ ﺍﻟﻔﺼﻞ ﺍﻟﺘﻲ ﺗﺮﺗﻔﻊ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑـ ‪ ، 30 ft‬ﻭﺗﻤﺜﱢﻞ ‪ v(t) = -32t‬ﺳﺮﻋ ﹶﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﺑﺎﻷﻗﺪﺍﻡ‬
‫ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺳﻘﻮﻃﻬﺎ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺩﺍ ﱠﻟﺔ ﻣﻮﻗﻊ ﺍﻟﻜﺮﺓ )‪ s(t‬ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺳﻘﻮﻃﻬﺎ ‪.‬‬
‫ﻹﻳﺠﺎﺩ ﺩﺍﻟﺔ ﺍﻟﻤﻮﻗﻊ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟـ )‪. v(t‬‬
‫‪‬‬ ‫‪s(t) = É v(t) dt‬‬
‫‪v(t) = -32t‬‬ ‫‪= É -32t dt‬‬
‫‪3‬‬ ‫_‪= -‬‬
‫‪1+1‬‬
‫‪32t‬‬
‫‪‬‬ ‫‪+C‬‬
‫‪1+1‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫‪= -16t 2 + C‬‬ ‫‪  ‬‬
‫‪ ‬‬
‫ﺃﻭﺟﺪ ‪ C‬ﺑﺘﻌﻮﻳﺾ ‪ 30 ft‬ﻟﻼﺭﺗﻔﺎﻉ ﺍﻻﺑﺘﺪﺍﺋﻲ ‪ 0 s ،‬ﻟﻠﺰﻣﻦ ﺍﻻﺑﺘﺪﺍﺋﻲ‪.‬‬ ‫‪  ‬‬
‫‪ ‬‬
‫‪v(t)‬‬ ‫‪s(t) = -16t 2 + C‬‬ ‫‪‬‬
‫‪s(t) = 30 , t = 0‬‬ ‫‪30 =-16(0) 2 + C‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪30 =C‬‬
‫ﺃﻱ ﺃﻥ ﺩﺍﻟﺔ ﻣﻮﻗﻊ ﺍﻟﻜﺮﺓ ﻫﻲ ‪. s(t) = -16t 2 + 30‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﺍﻟﻜﺮﺓ ﺣﺘﻰ ﺗﺼﻞ ﺇﻟﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪. s(t) = 0‬‬
‫‪‬‬ ‫‪s(t) = -16t 2 + 30‬‬
‫‪s(t) = 0‬‬ ‫‪0 = -16t 2 + 30‬‬
‫‪-30 = -16t 2‬‬
‫‪30‬‬
‫‪-16‬‬ ‫‪1.875 ≈ t 2‬‬
‫‪  1.369 ≈ t‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﻜﺮﺓ ﺳﺘﺴﺘﻐﺮﻕ ‪ 1.369 s‬ﺗﻘﺮﻳ ﹰﺒﺎ ﺣﺘﻰ ﺗﺼﻞ ﺇﻟﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫‪‬‬
‫‪ ‬ﻋﻨﺪ ﻗﻴﺎﻡ ﻓﻨﱢﻲ ﺑﺈﺻﻼﺡ ﻧﺎﻓﺬﺓ ﺑﺮﺝ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 120 ft‬ﺳﻘﻄﺖ ﻣﺤﻔﻈﺘﹸﻪ ﻧﺤﻮ ﺍﻷﺭﺽ‪ ،‬ﻭﺗﻤ ﹼﺜﻞ‬
‫‪‬‬ ‫‪(3‬‬
‫(‪ v‬ﺳﺮﻋﺔ ﺍﻟﻤﺤﻔﻈﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺳﻘﻮﻃﻬﺎ‪.‬‬
‫‪ (A‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﻣﻮﻗﻊ ﺍﻟﻤﺤﻔﻈﺔ )‪ s(t‬ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺳﻘﻮﻃﻬﺎ‪s(t) = -16t 2 + 120 .‬‬ ‫‪ (3 B‬ﺗﺼﻞ ﺍﻟﻤﺤﻔﻈﺔ ﺇﻟﻰ‬
‫‪ (B‬ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮ ﹸﻗ ﹸﻪ ﺍﻟﻤﺤﻔﻈﺔ ﺣﺘﻰ ﺗﺼﻞ ﺇﻟﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬ ‫ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﻌﺪ ‪.2.74 s‬‬
‫ﺷﺒﻴﻬﺎ ﺑﺎﻟﺮﻣﺰ‬
‫ﺍﻟﻤﺴﺘﻌﻤﻞ ﻟﻠﺘﻜﺎﻣﻞ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩ ﻳﺒﺪﻭ ﹰ‬
‫‪ ‬ﻻﺣﻆ ﺃﻥ ﺍﻟﺮﻣﺰ ﹸ‬
‫ﺍﻟﺬﻱ ﺍﺳﺘﹸﻌﻤﻞ ﻟﻠﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ ، 8-5‬ﺇﺫ ﺇﻥ ﺍﻟﻔﺮﻕ ﺍﻟﻮﺣﻴﺪ ﻫﻮ ﻋﺪﻡ ﻇﻬﻮﺭ ﺣﺪﱠ ﻱ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻷﻋﻠﻰ ﻭﺍﻷﺩﻧﻰ‬
‫ﻓﻲ ﺭﻣﺰ ﺍﻟﺘﻜﺎﻣﻞ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩ‪ .‬ﺇﻥ ﺇﻳﺠﺎﺩ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟﺪﺍﻟﺔ ﻣﺎ‪ :‬ﻫﻮ ﻃﺮﻳﻘﺔ ﻣﺨﺘﺼﺮﺓ ﻟﺤﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﻟﻠﺪﺍﻟﺔ‬
‫ﻧﻔﺴﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺠﻤﻮﻉ ﺭﻳﻤﺎﻥ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺘﻜﺎﻣﻼﺕ ﺍﻟﻤﺤﺪﺩﺓ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﺗﹸﺴﻤﻰ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪ f (x)F(x)‬‬
‫‪b‬‬
‫‪É‬‬ ‫)‪f (x) dx = F (b) - F (a‬‬
‫‪a‬‬
‫‪b‬‬
‫‪ F(x)ššš a‬‬
‫‪175‬‬ ‫‪‬‬ ‫‪8 - 6 ‬‬
‫‪8 - 6‬‬
 ‫ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺃﻧﻬﺎ ﺭﺑﻄﺖ ﺑﻴﻦ ﺍﻟﺘﻜﺎﻣﻼﺕ ﻭﺍﻟﻤﺸﺘﻘﺎﺕ‪ ،‬ﻓﺎﻟﺘﻜﺎﻣﻞ ﻫﻮ ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ‬
‫ﺩﻭﺍﻝ ﺃﺻﻠﻴﺔ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺍﻻﺷﺘﻘﺎﻕ ﻫﻮ ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺸﺘﻘﺎﺕ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﻋﻤﻠﻴﺘﻲ ﺍﻟﺘﻜﺎﻣﻞ ﻭﺍﻻﺷﺘﻘﺎﻕ ﻫﻤﺎ ﻋﻤﻠﻴﺘﺎﻥ‬
‫ﻋﻜﺴﻴﺘﺎﻥ‪ ،‬ﻭﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻟﺤﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻼﺕ ﺍﻟﻤﺤﺪﺩﺓ ﺩﻭﻥ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬ ‫‪ 4‬ﹸﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻟﺤﺴﺎﺏ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻓﻲ ﺇﻳﺠﺎﺩ‬
‫ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﺤﺪﺩﺓ‪.‬‬
‫‪3‬‬
‫‪y‬‬ ‫‪ y = 4x 3 (a‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪[1, 3‬؛ ﺃﻱ ‪. › 4x 3 dx‬‬
‫‪1‬‬
‫‪100‬‬ ‫ﹰ‬
‫ﺃﻭﻻ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪y = 4x 3‬‬
‫‪‬‬ ‫_ = ‪É 4x 3 dx‬‬
‫‪4x 3 + 1‬‬
‫‪+C‬‬
‫‪(1718–1799)‬‬
‫‪‬‬
‫‪‬‬
‫‪3+1‬‬
‫‪50‬‬ ‫‪  ‬‬
‫‪= x4 + C‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ‬
‫‪‬‬
‫‪‬‬ ‫‪Analytical Institutions‬‬
‫‪4‬‬
‫ﺍﻵﻥ‪ :‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻋﻨﺪ ﺍﻟﺤﺪﻳﻦ ﺍﻷﻋﻠﻰ ﻭﺍﻷﺩﻧﻰ ﻟﻠﺘﻜﺎﻣﻞ ‪ ،‬ﺛﻢ‬ ‫‪‬‬
‫‪O‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪x‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻔﺮﻕ‪.‬‬ ‫‪ ‬‬ ‫ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻓﻲ ﺣﺴﺎﺏ‬
‫‪‬‬
‫‪3‬‬
‫‪É 4x 3 dx = x 4 + CÌ‬‬
‫‪Ì3‬‬
‫‪Ì1‬‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ‬
‫ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻭﺍﻟﻤﺤﻮﺭ ‪x‬‬
‫‪1‬‬
‫‪a = 1,b = 3‬‬ ‫)‪= ((3) 4 + C) - ((1) 4 + C‬‬
‫‪‬‬
‫‪‬‬ ‫‪= 81 - 1 = 80‬‬ ‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬
‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪ y = 4 x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪ [1, 3‬ﻫﻲ ‪ 80‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬
‫‪3‬‬
‫‪ y = 5x 4 (a‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ] ‪ [ 2, 4‬؛‬
‫=‪y‬‬ ‫‪2‬‬
‫‪x + 4x + 6‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪y‬‬ ‫‪ y = -x 2 + 4x + 6 (b‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪[0, 4‬؛ ﺃﻱ ‪› (-x 2 + 4x + 6) dx‬‬
‫‪8‬‬
‫‪0‬‬ ‫‪ 992 .‬ﻭﺣﺪﺓ‬
‫ﺃﻱ ‪ 5x 4 dx‬‬
‫ﹰ‬
‫ﺃﻭﻻ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫ﻣﺮﺑﻌﺔ‬
‫‪6‬‬ ‫‪2‬‬
‫‪4‬‬ ‫‪É (-x 2 + 4x + 6) dx‬‬

‫‪ y = -x 2 + 6x + 9 (b‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ‬
‫‪2+1‬‬ ‫‪1+1‬‬ ‫‪0+1‬‬
‫‪2‬‬ ‫‪‬‬ ‫_‪=-‬‬
‫‪x‬‬
‫_‪+‬‬
‫‪4x‬‬
‫_‪+‬‬
‫‪6x‬‬
‫‪+C‬‬
‫‪2+1‬‬ ‫‪1+1‬‬ ‫‪0+1‬‬
‫‪O‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪x‬‬ ‫‪‬‬
‫‪‬‬ ‫‪x3‬‬
‫_‪=-‬‬
‫‪3‬‬
‫‪+ 2x 2 + 6x + C‬‬ ‫] ‪ [ 0, 6‬؛ ﺃﻱ‬
‫‪6‬‬
‫ﺍﻵﻥ‪ :‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻋﻨﺪ ﺍﻟﺤﺪﻳﻦ ﺍﻷﻋﻠﻰ ﻭﺍﻷﺩﻧﻰ ﻟﻠﺘﻜﺎﻣﻞ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﻔﺮﻕ‪.‬‬
‫‪4‬‬
‫‪.  (-x 2 + 6x + 9) dx‬‬
‫‪x3‬‬ ‫‪Ì4‬‬
‫‪‬‬ ‫_ ‪É (- x 2 + 4x + 6) dx = -‬‬ ‫‪+ 2x 2 + 6x + CÌ‬‬ ‫‪0‬‬
‫‪3‬‬ ‫‪Ì0‬‬
‫‪0‬‬
‫‪ 90‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
‫‪a = 0,b = 4‬‬ ‫‪( (4)3‬‬
‫‪3‬‬
‫‪= - _ + 2(4) 2 + 6(4) + C -‬‬ ‫)‬
‫_ ‪(-‬‬ ‫‪3‬‬
‫)‪(0‬‬
‫‪3‬‬
‫)‪+ 2(0‬‬ ‫‪2‬‬
‫)‪+ 6(0) + C‬‬

‫‪‬‬
‫‪‬‬ ‫‪≈ 34.67 - 0 ≈ 34.67‬‬
‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ‪ y = - x 2 + 4 x + 6‬ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ ]‪ [0 , 4‬ﻫﻲ‬ ‫‪ ‬ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺇﺿﺎﻓﺔ ﻣﺪﺧﻞ‬
‫‪ 34.67‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﻳﻮﺿﺤﻮﻥ ﻓﻴﻪ ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ‬
‫‪‬‬ ‫ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ‪ ،‬ﻭﻛﻴﻔﻴﺔ‬
‫ﺍﺣﺴﺐ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﺤﺪﺩ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪2‬‬ ‫‪5‬‬ ‫ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺤﺖ‬
‫‪46 É (16x 3 - 6x 2) dx (4B‬‬ ‫‪117‬‬ ‫‪É 3x 2 dx (4A‬‬
‫‪1‬‬ ‫‪2‬‬ ‫ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﺤﺪﺩﺓ‪.‬‬
‫ﻻﺣﻆ ﺃﻧﻪ ﻋﻨﺪ ﺣﺴﺎﺏ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻋﻨﺪ ﺍﻟﺤﺪﻳﻦ ﺍﻷﻋﻠﻰ ﻭﺍﻷﺩﻧﻰ ﻟﻠﺘﻜﺎﻣﻞ ‪ ،‬ﻭﺣﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻘﻴﻤﺘﻴﻦ ‪ ،‬ﻓﺈﻥ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫‪ C‬ﻟﻦ ﺗﻈﻬﺮ ﻓﻲ ﺍﻟﻨﺎﺗﺞ؛ ﻭﺫﻟﻚ ﻷﻥ ‪ C‬ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﻛﻠﺘﺎ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻷﺻﻠﻴﺘﻴﻦ‪ ،‬ﻓﺈﻥ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻗﻴﻤﺘﻲ ‪ C‬ﻳﺴﺎﻭﻱ ﹰ‬
‫ﻟﺬﺍ ﻓﺈﻧﻪ ﻟﺤﺴﺎﺏ ﺗﻜﺎﻣﻞ ﻣﺤﺪﺩ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻳﻤﻜﻨﻚ ﺇﻫﻤﺎﻝ ﺍﻟﺜﺎﺑﺖ ‪ ،C‬ﻭﻋﺪﻡ ﻛﺘﺎﺑﺘﻪ‬ ‫‪ ‬‬
‫ﻓﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪‬‬ ‫‪8 ‬‬ ‫‪176‬‬ ‫‪ ‬ﻋﻨﺪ ﺣﺴﺎﺏ ﺗﻜﺎﻣﻞ ﻣﺎ‪ ،‬ﻧ ﹼﺒﻪ‬
‫ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺿﺮﻭﺭﺓ ﺇﻳﺠﺎﺩ ﺩﺍﻟﺔ ﺃﺻﻠﻴﺔ ﹰ‬
‫ﺃﻭﻻ‬
‫ﺛﻢ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﻌﻮﻳﺾ‪.‬‬

‫‪ 8‬‬ ‫‪176‬‬

 ‫ﻗﺒﻞ ﺣﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﺤﺪ ﹰﺩﺍ ﺃﻭ ﻏﻴﺮ ﻣﺤﺪﺩ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪5‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬
‫‪ 5 , 6‬ﹸﻳﺒ ﹼﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺘﻜﺎﻣﻼﺕ‬ ‫‪‬‬
‫‪C‬‬
‫‪› (9x - x 3) dx (a‬‬
‫ﺍﻟﻤﺤﺪﺩﺓ ﻭﻏﻴﺮ ﺍﻟﻤﺤﺪﺩﺓ‪.‬‬ ‫‪ ‬‬
‫ﻫﺬﺍ ﺗﻜﺎﻣﻞ ﻏﻴﺮ ﻣﺤﺪﺩ‪ .‬ﺍﺳﺘﻌﻤﻞ ﻗﻮﺍﻋﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟﺤﺴﺎﺑﻪ‪.‬‬ ‫‪‬‬
‫‪ ‬‬
‫_ = ‪É (9x - x 3) dx‬‬ ‫_‪-‬‬
‫‪1+1‬‬ ‫‪3+1‬‬
‫‪9x‬‬ ‫‪x‬‬
‫‪‬‬ ‫‪+C‬‬ ‫‪‬‬
‫‪1+1‬‬ ‫‪3+1‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫_=‬
‫_ ‪9 2‬‬
‫‪x - x +C‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪4‬‬

‫‪3‬‬
‫‪É (9x - x 3) dx (b‬‬
‫ﺃﻭﺟﺪ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫‪5‬‬ ‫‪2‬‬
‫ﻫﺬﺍ ﺗﻜﺎﻣﻞ ﻣﺤﺪﺩ‪ .‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﺘﻜﺎﻣﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻋﻨﺪ ﺍﻟﺤﺪﻳﻦ ﺍﻷﻋﻠﻰ ﻭﺍﻷﺩﻧﻰ‪.‬‬
‫‪ (x 3 - 2x + 1) dx (a‬‬
‫(‬ ‫)‬
‫‪3‬‬ ‫‪4 |3‬‬
‫‪‬‬ ‫_ = ‪É (9x - x 3) dx‬‬
‫_ ‪9 2‬‬
‫| ‪x -x‬‬
‫‪2‬‬
‫‪2‬‬ ‫‪4 |2‬‬
‫‪_1 x 4 - x 2 + x + C‬‬ ‫_( =‬
‫‪4‬‬ ‫‪a = 2,b = 3‬‬
‫‪9‬‬
‫‪2‬‬
‫)‪(3‬‬ ‫‪2‬‬ ‫‪(3) 4‬‬
‫_‪- _ - ‬‬
‫‪4‬‬
‫‪9‬‬
‫‪2‬‬ ‫)‬ ‫‪(2) 4 ‬‬
‫‪(2) 2 - _¹‬‬
‫‪4 ‬‬
‫‪4‬‬ ‫‪‬‬
‫‪‬‬
‫‪ (x 3 - 2x + 1) dx (b‬‬ ‫‪= 20.25 - 14 = 6.25‬‬

‫‪1‬‬
‫‪51.75‬‬ ‫‪‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪3‬‬ ‫‪2x 3 + 4x 2 - 3x + C‬‬
‫ﹸﻳﻌﻄﻰ ﺍﻟﺸﻐﻞ ﺍﻟﻼﺯﻡ ﻟﺸﺪ ﻧﺎﺑﺾ ﻣﻦ‬ ‫‪6‬‬ ‫‪15.6 É (-x 4 + 8x 3 - 24x 2 + 30x - 4) dx (5B‬‬
‫‪1‬‬
‫‪É (6x 2 + 8x - 3) dx (5A‬‬

‫ﻣﻮﺿﻌﻪ ﺍﻟﻄﺒﻴﻌﻲ ﺑﺎﻟﺘﻜﺎﻣﻞ‬ ‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺘﻜﺎﻣﻞ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩ ﹸﻳﻌﻄﻲ ﺍﻟﺪﺍ ﱠﻟﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻓﻲ ﺣﻴﻦ ﻻ ﹸﻳﻌﻄﻲ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﺑﺼﻮﺭﺓ ﺻﺮﻳﺤﺔ‪،‬‬
‫‪2.5‬‬ ‫ﺑﻞ ﻫﻮ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻗﻴﻤﺘﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻋﻨﺪ ﺍﻟﺤﺪﻳﻦ ﺍﻷﻋﻠﻰ ﻭﺍﻷﺩﻧﻰ‪ .‬ﺃﻱ ﺃﻥ ﺍﻟﺘﻜﺎﻣﻞ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩ ﻳﻌﻄﻲ ﺩﺍﻟﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺪﺍﻟﺔ‬
‫‪.‬‬ ‫‪60x dx‬‬ ‫ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺗﺤﺖ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺑﻴﻦ ﺃﻱ ﺣﺪﻳﻦ ﺃﻋﻠﻰ ﻭﺃﺩﻧﻰ؛ ﻟﻴﺼﺒﺢ ﺍﻟﺘﻜﺎﻣﻞ‬
‫‪0‬‬ ‫ﻋﻨﺪﻫﺎ ﻣﺤﺪ ﹰﺩﺍ‪.‬‬
‫ﻣﻘﻴﺴﺎ ﺑﻮﺣﺪﺓ‬
‫ﻣﺎ ﻗﻴﻤﺔ ﺍﻟﺸﻐﻞ ﺍﻟﻼﺯﻡ ﹰ‬ ‫‪‬‬ ‫‪6‬‬ ‫‪‬‬
‫ﺍﻟﺠﻮﻝ؟ ‪187.5 J‬‬ ‫‪0.5‬‬
‫›‪.‬‬ ‫ﹸﻳﻌﻄﻰ ﺍﻟﺸﻐﻞ ﺍﻟﻼﺯﻡ ﻟﺸﺪ ﻧﺎﺑﺾ ﻣﺎ ﻣﺴﺎﻓﺔ ‪ 0.5 m‬ﻣﻦ ﻣﻮﺿﻌﻪ ﺍﻟﻄﺒﻴﻌﻲ ﺑﺎﻟﺘﻜﺎﻣﻞ ‪360x dx‬‬
‫‪0‬‬
‫ﻣﻘﻴﺴﺎ ﺑﻮﺣﺪﺓ ﺍﻟﺠﻮﻝ؟‬
‫ﻣﺎ ﻗﻴﻤﺔ ﺍﻟﺸﻐﻞ ﺍﻟﻼﺯﻡ ﻟﺸﺪ ﺍﻟﻨﺎﺑﺾ ﹰ‬
‫ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ‪.‬‬
‫‪‬‬ ‫‪0.5‬‬
‫‪| 0.5‬‬
‫‪  É‬‬ ‫| ‪360x dx = 180x 2‬‬
‫‪0‬‬
‫‪|0‬‬
‫‪‬‬ ‫‪a = 0,b = 0.5‬‬ ‫‪= 180(0.5) 2 - 180(0) 2‬‬
‫ﻳﻨﺘﺞ ﻋﻦ ﺍﻟﺘﻜﺎﻣﻞ ﻏﻴﺮ ﺍﻟﻤﺤﺪﺩ ﻟﻠﺪﺍﻟﺔ ﺣﺪ‬ ‫‪‬‬
‫‪‬‬ ‫‪= 45 - 0 = 45‬‬
‫ﺛﺎﺑﺖ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﻟﺜﺎﺑﺖ ﹸﻳﺤﺬﻑ ﻋﻨﺪ‬ ‫ﺃﻱ ﺃﻥ ﺍﻟﺸﻐﻞ ﺍﻟﻼﺯﻡ ﻫﻮ ‪. 45 J‬‬
‫ﺣﺴﺎﺏ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻤﺤﺪﺩ؛ ﻷﻧﻪ ﹸﻳﻀﺎﻑ ﺇﻟﻰ‬ ‫‪‬‬
‫ﺍﻟﺤﺪ ﺍﻟﻌﻠﻮﻱ‪ ،‬ﻭ ﹸﻳﻄﺮﺡ ﻣﻦ ﺍﻟﺤﺪ ﺍﻟﺴﻔﻠﻲ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺸﻐﻞ ﺍﻟﻼﺯﻡ ﻟﺸﺪ ﻧﺎﺑﺾ ﻣﺴﺎﻓﺔ ﻣﺎ ﻭﺍﻟﻤﻌﻄﻰ ﺑﺎﻟﺘﻜﺎﻣﻞ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻟﻠﺘﻜﺎﻣﻞ‪.‬‬ ‫‪1.4‬‬ ‫‪0.7‬‬
‫‪501.76 J‬‬ ‫‪É‬‬ ‫‪512x dx (6B‬‬ ‫‪116.62 J É‬‬ ‫‪476x dx (6A‬‬
‫‪0‬‬ ‫‪0‬‬

‫‪177‬‬ ‫‪‬‬ ‫‪8 - 6 ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬ﻧ ﹼﻈﻢ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﻓﻘﺮﺓ ﻳﺼﻔﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻭﺍﺳﺘﻌﻤﺎﻻﺗﻬﺎ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻋﺮﺽ ﺃﻋﻤﺎﻟﻬﻢ ﺃﻣﺎﻡ ﺍﻟﻄﻼﺏ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫‪177‬‬ ‫‪‬‬ ‫‪8 - 6‬‬

 ‫‪‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ 3‬‬
‫‪2‬‬ ‫‪1‬‬
‫ﺃﻭﺟﺪ ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺻﻠﻴﺔ ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪1,2 :‬‬
‫‪(- x 2 + 10) dx (17‬‬
‫‪27 É‬‬
‫‪-1‬‬
‫‪12 É‬‬
‫‪-3‬‬
‫‪3 dx (16‬‬
‫‪ (1-6‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪f x) = x 5 (1‬‬
‫(‪f‬‬ ‫‪ ‬‬
‫(‬ ‫)‬
‫‪1‬‬ ‫‪-1‬‬
‫_‬
‫_ ‪x5 +‬‬ ‫= )‪f z‬‬
‫(‪f‬‬ ‫‪√z‬‬
‫‪3‬‬
‫‪(2‬‬
‫‪16.4É‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-15‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪(x 4 - 2x 3 - 4x + 8) dx (19 2.5É‬‬ ‫‪5x 4 dx (18‬‬ ‫‬
‫‪2‬‬ ‫‪4‬‬ ‫‪_2‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫_ = )‪q(r‬‬ ‫_‪r +‬‬
‫‪-1‬‬ ‫‪-2‬‬ ‫‪3 5‬‬ ‫‪5 3‬‬
‫‪-3‬‬
‫‪r + r 2 (3‬‬
‫‪4‬‬ ‫‪8‬‬ ‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪28.5 É‬‬ ‫‪(-x 2 - 9x - 10) dx (20‬‬
‫‪-6‬‬ ‫_ = )‪w(u‬‬
‫_ ‪2 5‬‬
‫_ ‪u + 1 u3 -‬‬
‫‪2‬‬
‫‪u (4‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫‪3‬‬ ‫‪6‬‬ ‫‪5‬‬
‫‪  (21‬ﺗﹸﻌﻄﻰ ﺳﺮﻋﺔ ﻣﻘﺬﻭﻑ ﺑـ ‪ ، v(t) = - 32t + 120‬ﺣﻴﺚ‬ ‫_ = )‪u(d‬‬
‫‪12‬‬
‫_‪+‬‬
‫‪5‬‬
‫‪- 6 d 2 + 3.5 (5‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫‪5‬‬ ‫‪3‬‬ ‫‪d‬‬ ‫‪d‬‬
‫)‪ v(t‬ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﺎﻷﻗﺪﺍﻡ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ‪ ،‬ﻭﻳﺒﻠﻎ ﺍﺭﺗﻔﺎﻋﻪ‬
‫‪ 228 ft‬ﺑﻌﺪ ‪. 3 s‬‬ ‫‪m(t) = 16 t 3 - 12 t 2 + 20 t - 11 (6‬‬
‫‪237 ft‬‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺼﻠﻪ ﺍﻟﻤﻘﺬﻭﻑ‪.‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ‪-123.16 ft/s‬‬ ‫‪  (7‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟" ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ‬
‫‪ (b‬ﺃﻭﺟﺪ ﺳﺮﻋﺔ ﺍﻟﻤﻘﺬﻭﻑ ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺇﻟﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬ ‫ﺍﻟﻘﻠﻢ ﻗﺪ ﺍﺳﺘﻐﺮﻕ ‪ 2 s‬ﺣﺘﻰ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪3 .‬‬ ‫‪‬‬
‫ﺍﺣﺴﺐ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (22–27 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (a-c‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺍﻟﻤﻮﻗﻊ ‪. s(t) = É -32t dt‬‬
‫‪ ‬ﻟﻸﺳﺌﻠﺔ ‪ 8‬ﻭ ‪ 12‬ﻭ ‪، 13‬‬
‫‪x‬‬
‫‪ (b‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ‪ C‬ﻋﻨﺪﻣﺎ ‪. s(t) =0 ، t = 2 s‬‬
‫‪2‬‬
‫‪É (10t 4 - 12t 2 + 5) dt (23‬‬ ‫‪É (3t 2 + 8t) dt (22‬‬
‫‪5‬‬
‫‪6‬‬ ‫‪2‬‬
‫‪x‬‬ ‫‪ (c‬ﻣﺎ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻠﻢ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﻌﺪ ‪ 1.5 s‬ﻣﻦ ﺳﻘﻮﻃﻪ؟‬ ‫ﺫﻛﱢﺮ ﺍﻟﻄﻼﺏ ﺑﺈﺿﺎﻓﺔ ﺍﻟﺜﺎﺑﺖ ‪ C‬ﻓﻲ‬
‫‪É‬‬ ‫‪(-9t 2 + 4t) dt (25‬‬ ‫‪É (4t 3 + 10t + 2) dt (24‬‬
‫‪-x‬‬ ‫‪3‬‬ ‫ﺍﺣﺴﺐ ﻛﻞ ﺗﻜﺎﻣﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪4,5 :‬‬ ‫ﺇﺟﺎﺑﺎﺗﻬﻢ؛ ﻷﻥ ﺍﻟﺘﻜﺎﻣﻼﺕ ﻏﻴﺮ ﻣﺤﺪﺩﺓ ‪.‬‬
‫‪x+3‬‬ ‫‪x2‬‬
‫‪É‬‬ ‫‪2‬‬
‫‪(3t + 6t + 1) dt (27 É‬‬ ‫‪3‬‬
‫‪(16t - 15t + 7) dt (26‬‬ ‫‪2‬‬ ‫‪3m + 3m 4 + C É (6m + 12m 3) dm (8‬‬
‫‪2‬‬
‫‪2x‬‬ ‫‪x‬‬ ‫‪4‬‬
‫‪127.5 É‬‬ ‫‪2 x 3 dx (9‬‬
‫‪  (28‬ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺣﺠﻢ ﻛﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ R‬ﺑﻘﺼﻬﺎ‬ ‫‪5‬‬ ‫‪1‬‬
‫ﺇﻟﻰ ﺣﻠﻘﺎﺕ ﺩﺍﺋﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﻣﺴﺘﻮﻳﺎﺕ ﺭﺃﺳﻴﺔ ﻣﺘﻮﺍﺯﻳﺔ ﺛﻢ ﺇﺟﺮﺍﺀ ﺗﻜﺎﻣﻞ‬ ‫‪46.5 É (a 2 - a + 6) da (10‬‬
‫‪2‬‬
‫ﻟﺤﺴﺎﺏ ﻣﺴﺎﺣﺎﺕ ﺍﻟﺤﻠﻘﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ‪.‬‬
‫‪3‬‬
‫‪√R 2 - x 2‬‬ ‫‪7.99 É‬‬
‫‪1‬‬
‫(‬ ‫‪_1 h 2 + _2 h 3 - _1 h 4 dh (11‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫)‬
‫‪R‬‬
‫‪É ( 3.4 t 4 - 1.2 t 3 + 2.3 t - 5.7 ) dt (12‬‬
‫‪x‬‬
‫‪0.68t - 0.3t + 1.15t 2 - 5.7t + C‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪‬‬
‫‪É (14.2‬‬ ‫‪w 6.1‬‬ ‫‪- 20.1‬‬ ‫‪w 5.7‬‬ ‫‪+ 13.2‬‬ ‫‪w 2.3‬‬ ‫‪+ 3 ) dw (13‬‬ ‫_‬
‫‪F(x) = 1 x 6 + C‬‬ ‫‪(1‬‬
‫‪6‬‬
‫‪7.1‬‬ ‫‪6.7‬‬ ‫‪3.3‬‬
‫‪2w‬‬ ‫‪- 3w‬‬ ‫‪+ 4w‬‬ ‫‪+ 3w + C‬‬ ‫‪_4‬‬
‫‪ ، √R‬ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﻛﻞ‬
‫‬
‫‪2‬‬
‫ﻳﺒﻠﻎ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻛﻞ ﺣﻠﻘﺔ ‪- x 2‬‬
‫‪  (14‬ﺗﹸﻌﻄﻰ ﺳﺮﻋﺔ ﻗﻔﺰ ﺣﺸﺮﺓ ﺑـ ‪ ، v(t) = - 32t + 34‬ﺣﻴﺚ‬ ‫‪F(z) = _ z 3 + C‬‬
‫‪3‬‬
‫‪(2‬‬
‫‪4‬‬
‫‪15 _5‬‬
‫_ _ _‬ ‫‪15 _3‬‬ ‫‪_3‬‬
‫‪2‬‬
‫√ (‪. π‬‬
‫ﺣﻠﻘﺔ ﻫﻲ ) ‪R 2 - x 2‬‬ ‫‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ‪ ،‬ﻭ )‪ v(t‬ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﺑﺎﻷﻗﺪﺍﻡ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪.‬‬ ‫‪7‬‬ ‫‪4‬‬
‫‪Q(r) = r + r + 2 r 2 + C‬‬ ‫‪(3‬‬
‫‪_4 πR3‬‬ ‫‪ É‬ﻟﺤﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻜﺮﺓ ‪.‬‬
‫‪R‬‬
‫ﺃﻭﺟﺪ ‪(πR - πx ) dx‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫‪28‬‬ ‫‪32‬‬ ‫‪3‬‬
‫‪3‬‬ ‫‪-R‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺍﻟﻤﻮﻗﻊ )‪ s(t‬ﻟﻠﺤﺸﺮﺓ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﺜﺎﺑﺖ ‪C‬‬ ‫_ _ _‬
‫‪1 6‬‬ ‫‪1 4‬‬ ‫‪1 2‬‬
‫‪W(u) = u + u - u + C‬‬ ‫‪(4‬‬
‫(‪، f‬‬
‫‪  (29‬ﺍﺣﺴﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ )‪f x‬‬ ‫ﺑﻔﺮﺽ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ‪ ، t = 0‬ﻓﺈﻥ ‪. s(t) = 0‬‬ ‫‪9‬‬ ‫‪24‬‬ ‫‪5‬‬

‫‪U(d)=- _ - _ -2d 3 +3.5d+ C (5‬‬

‫‪16t 2 + 34t‬‬
‫‪s(t) = -16‬‬
‫)‪ g(x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ 6 . 1 ≤ x ≤ 3‬ﻭﺣﺪﺍﺕ ﻣﺮﺑﻌﺔ‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﻣﻦ ﻟﺤﻈﺔ ﻗﻔﺰ ﺍﻟﺤﺸﺮﺓ ﺣﺘﻰ ﻫﺒﻮﻃﻬﺎ ﻋﻠﻰ ﺳﻄﺢ‬ ‫‪3‬‬ ‫‪5‬‬
‫‪x) = x 2 + 1‬‬
‫)‪(x‬‬
‫‪f (x‬‬ ‫ﺍﻷﺭﺽ؟ ‪2.125 s‬‬ ‫‪d4‬‬ ‫‪2d 2‬‬
‫‪y‬‬ ‫‪M(t) = 4t4 - 4t3 + 10t2 - 11t + C (6‬‬
‫‪9‬‬ ‫ﺻﻤﻢ ﻣﻬﻨﺪﺱ ﻣﺪﺧﻞ ﺑﻨﺎﻳﺔ ﻋﻠﻰ ﺷﻜﻞ ﻗﻮﺱ ﻳﻤﻜﻦ ﻭﺻﻔﻪ‬
‫‪  (15‬ﱠ‬
‫‪6‬‬ ‫_ ‪ ، y = -‬ﺣﻴﺚ ‪ x‬ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﺍﺣﺴﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ‬‫‪x2‬‬
‫ﺑـ ‪+ 4x‬‬ ‫‪s(t) = -16 t 2 + C (7a‬‬
‫‪( ) = -x 2 + 9‬‬
‫‪g(x‬‬
‫‪157.5‬‬
‫‪4‬‬ ‫‪264600 ft‬‬ ‫‪2‬‬
‫ﺗﺤﺖ ﺍﻟﻘﻮﺱ‪6 .‬‬
‫‪2‬‬ ‫‪s(t) = -16 t 2 + 64 (7b‬‬
‫‪O‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪x‬‬
‫‪28 f t (7c‬‬

‫‪‬‬ ‫‪8 ‬‬ ‫‪178‬‬ ‫‪-x 3 - 4 x 2 + 24 (22‬‬

‫‪2 x 5 - 4 x 3 + 5 x - 5775 (23‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪-92 (24‬‬
‫‪‬‬ ‫‪‬‬
‫‪-3 x 3 - 2 x 2 - 576 (25‬‬
‫‪32–46 ،1–15‬‬ ‫ﺩﻭﻥ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫‪‬‬