‫ﺗﻄﺮﺡ ﺳﻠﺴﻠﺔ ﺍﻟﻌﻠﻮﻡ ﻣﻀﻤﻮﻧًﺎ ﺗﺮﺑﻮ ًﻳﺎ ﻣﻨﻮ ًﱠﻋﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺟﻤﻴﻊ‬

‫ﻼﺏ‪.‬‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﱡ‬
‫ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ ﺍﻟﻄ ّ‬

‫ﺍﻟﻌﻠﻮﻡ‬
‫ﱡ‬
‫ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻳﻮﻓّﺮ ﻛﺘﺎﺏ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻤﻌﻤﻠﻴّﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ ﺗﻌﺰﺯ ﻣﺤﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺍﻳﻀﺎ ﻧﻤﺎﺫﺝ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻟﺘﻘﻴﻴﻢ ﺍﺳﺘﻴﻌﺎﺏ‬ ‫ﻳﺘﻀ ّﻤﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ً‬

‫ﺍﻟﻄﻼﺏ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﺤﻘﻴﻘﻬﻢ ﻟﻸﻫﺪﺍﻑ ﻭﺍﻋﺪﺍﺩﻫﻢ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ‬ ‫ّ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬

‫ﺍﻟﺼﻒ ﺍﻟﺘﺎﺳﻊ‬
‫ﹼ‬
‫ﺗﺘﻜ ّﻮﻥ ﺍﻟﺴﻠﺴﻠﺔ ﻣﻦ‪:‬‬
‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬
‫ﻛﺘﺎﺏ ﺍﻟﻤﻌ ّﻠﻢ‬
‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ّ‬
‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ّ‬

‫ﺍﳉﺰﺀ ﺍﻷ ﹼﻭﻝ‬
‫ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﹼ‬ ‫ﺍﳌﺮﺣﻠﺔ‬
‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﻟﻰ‬

‫‪™`````°`````SÉ`````à`````dG ∞```````°```````ü```````dG‬‬
‫‪q‬‬
‫‪∫hCq ’G Aõ÷G‬‬ ‫‪ÖdÉ```£dG ÜÉ``à`c‬‬
‫‪á````£````°```q `Sƒ````à````ŸG á`````∏`````Mô`````ŸG‬‬
 ‫‪q `°``ü``dG‬‬
‫`∞ ‪™°SÉàdG‬‬ ‫‪ÖdÉ£dG ÜÉàc‬‬

‫‪∫hq C’G Aõ÷G‬‬

‫‪ᣰSƒàŸG‬‬
‫‪q‬‬ ‫‪á∏MôŸG‬‬

‫ﺍﻟﻠﺠﻨﺔ ﺍﻹﺷﺮﺍﻓﻴﺔ ﻟﺪﺭﺍﺳﺔ ﻭﻣﻮﺍﺀﻣﺔ ﺳﻠﺴﻠﺔ ﻛﺘﺐ ﺍﻟﻌﻠﻮﻡ‬

‫)ﺭﺋﻴﺴﺎ(‬
‫ﹰ‬ ‫ﺃ‪ .‬ﺑﺮﺍﻙ ﻣﻬﺪﻱ ﺑﺮﺍﻙ‬
‫ﺃ‪ .‬ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ ﻣﺼﻄﻔﻰ‬ ‫ﺃ‪ .‬ﺭﺍﺷﺪ ﻃﺎﻫﺮ ﺍﻟﺸﻤﺎﻟﻲ‬
‫ﺃ‪ .‬ﻓﺘﻮﺡ ﻋﺒﺪﺍﷲ ﻃﺎﻫﺮ ﺍﻟﺸﻤﺎﻟﻲ‬ ‫ﺃ‪ .‬ﺳﻌﺎﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﺮﺷﻮﺩ‬
‫ﺃ‪ .‬ﺗﻬﺎﻧﻲ ﺫﻋﺎﺭ ﺍﻟـﻤﻄﻴﺮﻱ‬

‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﻟﻰ‬
‫‪ 1433 - 1432‬ﻫـ‬
‫‪ 2012 - 2011‬ﻡ‬
 ‫ﹼ‬
‫ﺍﳌﺘﻮﺳﻂ‬ ‫ﻓﺮﻳﻖ ﻋﻤﻞ ﺩﺭﺍﺳﺔ ﻭﻣﻮﺍﺀﻣﺔ ﻛﺘﺐ ﺍﻟﻌﻠﻮﻡ ﻟﻠﺼﻒ ﺍﻟﺘﺎﺳﻊ‬

‫ﺃ‪ .‬ﻣﺮﱘ ﺣﺴﲔ ﺣﺎﺟﻲ ﻋﺒﺪﺍﷲ‬

‫ﺃ‪ .‬ﻟﻴﻠﻰ ﺧﻠﻒ ﺍﻟﺮﺷﻴﺪﻱ‬ ‫ﺃ‪ .‬ﺣﺎﻓﻆ ﻧﺎﺟﻲ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﺤﺮﺍﻧﻲ‬

‫ﺃ‪ .‬ﻓﺮﺩﺍﻧﻪ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺃﺑﻮ ﺳﻴﻒ‬ ‫ﺃ‪ .‬ﺣﺴﻦ ﻋﻠﻲ ﺟﺎﺳﻢ ﺍﻟﺼﺒﺎﻏﺔ‬

‫‪2010‬‬ ‫ﺩﺍﺭ ﺍﻟﺘﱠﺮﺑﹶﻮ ﹼﻳﻮﻥ ‪ House of Education‬ﺵ‪.‬ﻡ‪.‬ﻡ‪ .‬ﻭﺑﻴﺮﺳﻮﻥ ﺇﺩﻳﻮﻛﻴﺸﻦ‬

‫ﺍﻟﻜﺘﺎﺏ ﺃﻭ ﺗ ﹶﺼﻮﻳﺮﻩ ﺃﻭ ﺗ ﹶﺨﺰﻳﻨﻪ ﺃﻭ ﺗ ﹶﺴﺠﻴﻠﻪ‬

‫ﺃﻱ ﹸﺟﺰﺀ ﻣﻦ ﻫﺬﺍ ﹺ‬ ‫© ﹶﺟﻤﻴﻊ ﺍﳊﻘﻮﻕ ﹶﻣﺤﻔﻮﻇﺔ‪ :‬ﻻ ﻳﹶﺠﻮﺯ ﹾ‬
‫ﻧﺸﺮ ﹼ‬
‫ﹼﺎﺷﺮ‪.‬‬ ‫ﺑﺄﻱ ﻭﹶﺳﻴﻠﹶﺔ ﺩﹸﻭﻥ ﹸﻣ ﹶﻮﺍﻓ ﹶﻘﺔ ﹼ‬
‫ﺧﻄ ﱠﻴﺔ ﹺﻣ ﹶﻦ ﺍﻟﻨ ﹺ‬ ‫ﹼ‬

‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﻟﻰ ‪ 2012/2011‬ﻡ‬

 ‫‪á```````eó`≤e‬‬
‫ﻓﻲ ﺿﻮﺀ ﻣﺎ ﺷﻬﺪﺗﻪ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﻴﺮﺓ ﻣﻦ ﻃﻔﺮﺓ ﻫﺎﺋﻠﺔ ﻓﻲ ﺍﳌﺴﺘﺤﺪﺛﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﲟﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻛﺎﻥ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﺍﻟﺘﻌﻠﻴﻢ ﲟﺴﺘﻮﻳﺎﺗﻬﺎ ﻭﻋﻨﺎﺻﺮﻫﺎ ﺍ‪‬ﺘﻠﻔﺔ ﺑﺪﻭﻟﺔ‬
‫ﺍﻟﻜﻮﻳﺖ ﺃﻥ ﺗﺘﺄﺛﺮ ﺑﻬﺬﺍ ﺍﻟﺘﻄﻮﺭ‪ ،‬ﻓﺤﺮﺻﺖ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻣﻨﺎﻫﺞ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫ﻟﺘﺼﺒﺢ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬
‫ﻭﳌﺎ ﻛﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻌﺎﻳﺶ ﺍﳌﺘﻌﻠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺪﻓﻘﺔ ﻣﻦ ﻣﺼﺎﺩﺭ ﺗﻌﺰ ﻋﻦ ﺍﳊﺼﺮ‪،‬‬
‫ﻭﺃﻥ ﻳﺴﺘﻌﺪ ﻷﺩﺍﺀ ﺩﻭﺭ ﻓﺎﻋﻞ ﻓﻲ ﺃﻱ ﻣﻮﻗﻊ ﻣﻦ ﻣﻮﺍﻗﻊ ﺍﻟﻌﻤﻞ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﻭﻳﺼﻨﻊ ﻣﻊ ﺃﻗﺮﺍﻧﻪ ﺣﻴﺎﺓ‬
‫ﺍﻷﻣﻦ ﻭﺍﻟﻌﺰﺓ ﻭﺍﻟﻨﻤﺎﺀ‪ ،‬ﻓﻴﺘﺤﻘﻖ ﻟﻠﻮﻃﻦ ﺍﳌﻜﺎﻧﺔ ﺍﻟﺘﻲ ﻳﺮﺟﻮﻫﺎ ﺑﲔ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ‪.‬‬
‫ﻭﻛﺎﻥ ﻋﻠﻰ ﺍﻟﻨﻈﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻥ ﺗﻌﻴﺪ ﺍﻟﻨﻈﺮ ﻓﻲ ﺍﳌﻨﺎﻫﺞ ﻹﻋﺪﺍﺩ ﺍﻷﺑﻨﺎﺀ ﺑﺎﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﻼﺯﻣﺔ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺘﻨﻮﻋﺔ ﺍﳌﺴﺘﺠﻴﺒﺔ ﻟﻜﻞ ﺗﻐﻴﻴﺮ ﻓﻲ ﻫﺬﻩ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻋﻨﺪﺋﺬ ﻛﻔﻞ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﺗﻐﻴﻴﺮ ﺩﻭﺭ ﺍﳌﺘﻌﻠﻢ ﻧﺘﻴﺠﺔ ﻟﻬﺬﻩ ﺍﳌﺴﺘﺤﺪﺛﺎﺕ‪ ،‬ﻟﻴﺨﺮﺝ ﻣﻦ ﺣﻴﺰ‬
‫ﺍﳌﺘﻠﻘﻲ ﺇﻟﻰ ﺩﺍﺋﺮﺓ ﺍﳌﺘﻔﺎﻋﻞ ﺍﻟﻨﺎﺷﻂ‪ ،‬ﻭﺍﳌﺸﺎﺭﻙ ﻓﻲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﺒﺤﺚ ﻭﻳﻘﺎﺭﻥ‬
‫ﻭﻳﺴﺘﻨﺒﻂ ﻭﻳﺘﻌﺎﻣﻞ ﺑﻨﻔﺴﻪ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺣﺘﻰ ﻳﺴﻬﻢ ﻓﻲ ﲢﻘﻴﻖ ﺍﻻﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﺗﻲ‬
‫ﻟﻮﻃﻨﻪ ﺍﻗﺘﺼﺎﺩﻳًّﺎ ﻭﺍﺟﺘﻤﺎﻋﻴًّﺎ ﻭﺛﻘﺎﻓﻴًّﺎ‪ ،‬ﻭﺳﺪ ﺣﺎﺟﺎﺗﻪ ﻣﻦ ﺍﻟﻌﻤﺎﻟﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻓﻲ ﻣﺨﺘﻠﻒ‬
‫ﺍ‪‬ﺎﻻﺕ‪.‬‬
‫ﻟﻘﺪ ﺃﺗﺎﺡ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻟﻠﻤﺘﻌﻠﻢ ﺍﻻﺭﺗﺒﺎﻁ ﺑﺎﻟﺒﻴﺌﺔ ﻣﻦ ﺧﻼﻝ ﻃﺒﻴﻌﺔ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻛﺘﺴﺎﺏ ﺍﻟﻄﻼﺏ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﺗﻲ ﻭﻏﺮﺱ ﺣﺐ ﺍﳌﻌﺮﻓﺔ‬
‫ﻭﲢﺼﻴﻠﻬﺎ ﺍﺳﺘﺠﺎﺑﺔ ﻷﻫﺪﺍﻑ ﺍﳌﻨﻬﺞ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬
‫ﻭﻟﻘﺪ ﺍﻧﺘﻈﻢ ﺍﻟﺘﻐﻴﻴﺮ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻬﺞ ﻭﻣﺤﺘﻮﺍﻩ ﻭﺃﻧﺸﻄﺘﻪ‪ ،‬ﻭﻃﺮﺍﺋﻖ ﻋﺮﺿﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‬
‫ﻭﺃﺳﺎﻟﻴﺐ ﺗﻘﻮﳝﻬﺎ‪ ،‬ﺿﻤﻦ ﻣﺸﺮﻭﻉ ﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﻭﻛﺎﻥ ﺍﺧﺘﻴﺎﺭ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺑﺼﻮﺭﺓ ﺗﺘﻤﺎﺷﻰ ﻣﻊ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ‬
‫ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺗﺮﺍﻋﻲ ﺍﳌﻌﺎﻳﻴﺮ ﺍﻟﺪﻭﻟﻴﺔ ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪.‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ ﻟﻢ ﺗﻐﻔﻞ ﺩﻭﺭ ﻭﻟﻲ ﺍﻷﻣﺮ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻓﺈﻧﻬﺎ ﺭﻛﺰﺕ‬
‫ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻟﻄﻼﺑﻪ ﻭﻳﺼﻤﻢ ﺑﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻳﺸﺨﺺ‬
‫ﹼ‬ ‫ﻋﻠﻰ ﺩﻭﺭ ﺍﳌﻌﻠﻢ‪ ،‬ﺣﻴﺚ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﻃﻼﺑﻪ‪ ،‬ﻭﻳﻴﺴﺮ ﻟﻬﻢ ﺻﻌﻮﺑﺎﺕ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﺘﺰﺩﺍﺩ ﻣﻌﺎﻳﻴﺮ ﺍﳉﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻭﺍﻵﻥ ﻧﻄﺮﺡ ﺑﲔ ﺃﻳﺪﻳﻜﻢ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﻣﻦ ﻛﺘﺐ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ‬
‫ﻛﺘﺎﺑﹰﺎ ﻟﻠﻤﺘﻌﻠﻢ ﻭﺁﺧﺮ ﻟﻠﻤﻌﻠﻢ‪ ،‬ﻭﻛﺮﺍﺳﺔ ﻟﻠﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺫﻭﻱ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﻭﺍﳋﺒﺮﺍﺕ ﺍﳌﺘﻄﻮﺭﺓ‪ ،‬ﹰ‬
‫ﺃﻣﻼ ﻓﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﻐﺎﻳﺎﺕ ﺍﳌﺮﺟﻮﺓ ﻣﻦ ﺃﻗﺮﺏ ﻃﺮﻳﻖ ﺇﻥ ﺷﺎﺀ ﺍﷲ‪.‬‬

‫ﺍﻟﻮﻛﻴﻞ ﺍﳌﺴﺎﻋﺪ ﻟﻘﻄﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﻨﺎﻫﺞ‬

‫ﺃ‪ .‬ﻣﺮﱘ ﻣﺤﻤﺪ ﺍﻟﻮﺗﻴﺪ‬
 äÉj
o ƒàëŸG
n
∫o hCq ’G oAõ÷G
p
¿É°ùfE ’G Io É«M :¤hC’G Io óMƒdG
n
o
Ao É£¨dGh áo cô◊Gh áo eÉYódG :∫o hq C’G π°üØdG
o Oo GóeE’G :ÊÉãdG π°üØdG
π≤ædGh o
¢SÉ°ùME q : oådÉãdG π°üØdG
o ’Gh ºo μëàdG o
oábÉ£dGh Io OÉŸG
q :oá«fÉãdG Io óMƒdG
n
»FÉ«ª«μdG
up Op É–’G
q Úo fGƒbh áo «q FÉ«ª«μdG ≠o «°üdGh Ro ƒeôdG :∫o hq C’G π°üØdG
o
á«fhÎμdE’G á«æÑdG :ÊÉãdG π°üØdG o
p Ód …t ƒ÷G
¢VQC q ±Ó¨dG
o :oáãdÉãdG Io óMƒdG
n
o
…t ƒq ÷G o±Ó¨dG :∫o hq C’G π°üØdG
oñÉæŸGh ¢ù≤£dG
o :ÊÉãdG π°üØdG o
 äÉj
o ƒàëŸG
n

12-105 p
¿É°ùfE ’G Io É«M :¤hC’G Io óMƒdG
n

14-37 Ao É£¨dGh áo cô◊Gh áo eÉYódG :∫o hq C’G π°üØdG

o
15 »∏μ«¡dG
t Ro É¡÷G :(1-1)
23 »∏°†©dG
t Ro É¡÷G :(2-1)
29 óo ∏÷G :(3-1)
35 ∫p hq C’G pπ°üØdG áp ©LGôe áo ∏Ä°SCG
38-75 o Oo GóeE’G :ÊÉãdG π°üØdG
π≤ædGh o
39 »ª°†¡dG
t Ro É¡÷G :(1-2)
48 t Ro É¡÷G :(2-2)
…QhódG
58 t ØæàdG Ro É¡÷G :(3-2)
»°ùq
66 t ’G Ro É¡÷G :(4-2)
»LGôNE
72 ÊÉãdG pπ°üØdG áp ©LGôe áo ∏Ä°SCG
76-105 ¢SÉ°ùME
o ’Gh ºo μëàdG q : oådÉãdG π°üØdG
o
77 »Ñ°ü©dG
t Ro É¡÷G :(1-3)
86 t :(2-3)
¢SGƒ◊G
97 »∏NGódG
u Rp GôaE’G Ro É¡L :(3-3)
103 p pπ°üØdG áp ©LGôe áo ∏Ä°SCG
ådÉãdG
106-163 oábÉ£dGh Io OÉŸG
q :oá«fÉãdG Io óMƒdG
n
129-107 »FÉ«ª«μdG
u Op É–’G
q Úo fGƒbh áo «q FÉ«ª«μdG ≠o «°üdGh Ro ƒeôdG :∫o hq C’G π°üØdG
o
109 áo «q FÉ«ª«μdG ≠o «°üdGh Ro ƒeôdG :(1-1)
123 »FÉ«ª«μdG OÉ–’G ÚfGƒb :(2-1)
128 ∫p hq C’G pπ°üØdG áp ©LGôe áo ∏Ä°SCG

143-130 o
á«fhÎμdE’G á«æÑdG :ÊÉãdG π°üØdG
131 u Oo GóYCGh áo jq Qq òdG áo «æÑdG :(1-2)
ºμdG
136 Êt hÎμdE’G ™o jRƒàdG :(2-2)
140 ÊÉãdG pπ°üØdG áp ©LGôe áo ∏Ä°SCG

164-227 p Ód …t ƒ÷G
¢VQC q ±Ó¨dG
o :oáãdÉãdG Io óMƒdG
n
165-194 o
…t ƒq ÷G o±Ó¨dG :∫o hq C’G π°üØdG
166 Ap Gƒ¡dG øe Al É£Z :(1-1)
176 …u ƒq ÷G ±Ó¨dG p Ö«côJ:(o 2-1)
179 o u …t ƒq ÷G o±Ó¨dG:(3-1)
Ò¨àŸG
184 áo HƒWôdG:(4-1)
191 ∫p hq C’G pπ°üØdG áp ©LGôe áo ∏Ä°SCG
195-227 oñÉæŸGh ¢ù≤£dG o
o :ÊÉãdG π°üØdG
196 Ap Gƒ¡dG ∑o ô– q :(1-2)
206 o∞°UGƒ©dG :(2-2)
210 p
¢ù≤£dÉH oDƒÑq æàdG :(3-2)
214 ñÉæŸG
p ÜÉÑ°SC o G :(4-2)
217 p o∞«æ°üJ :(5-2)
ñÉæŸG
224 ÊÉãdG pπ°üØdG áp ©LGôe áo ∏Ä°SCG
 pq äÉæFÉμdG
¿É°ùfE
oá«◊G ’o G Io É«M

Ao É£¨dGh áo cô◊Gh áo eÉYódG ∫o hq C’G π°üØdG

o
oπ≤ædGh Oo GóeE’G o
ÊÉãdG π°üØdG
¢SÉ°ùME o
o ’Gh §Ñ°†dG ådÉãdG
o o
π°üØdG
12
13
 ∫o hq C’G π°üØdG
o
oAÉ£¨dGh áo cô◊Gh áo eÉYódG
Support, Movement and Covering

π°üØdG
p ¢ShQO
o
É¡«dEG êÉàëf
o »àdG á n ÑcôdG iQCG
É¡pfhO øeh , ¢†côdGh
p p »°ûŸG ‘ »∏μ«¡dG
t o RÉ¡÷G 1-1
øe ó p jó©dG á
n °SQɇ ™o «£à°ùf ’
p
ÜÉ©dC ’G p °SQɪªc
á pAÉ«°TC’G
»∏°†©dG
t o RÉ¡÷G 2-1
o u ôëàŸG º¶©dG
∑ o k
. Óãe p «°VÉjôdG
á q
≈ª°ùq p p GQ ‘ o OƒLƒŸG
o j áÑcôdG ¢SC
n Ø°VôdG
.á óo ∏÷G 3-1

14
 ‫‪Ro É¡÷G 1-1‬‬
‫‪Skeletal System‬‬
‫‪»∏μ«¡dG‬‬
‫‪t‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﺤﺴﺎﺏ‬
‫ُ‬ ‫ﺍﻟﻌﻈﻤﻲ ‪.‬‬
‫ﱢ‬ ‫ﺑﻌﺾ ﺍﻟﻌﻈﺎﻡ ِ ﻓﻲ ﺍﻟﻬﻴﻜ ِﻞ‬ ‫ﱢﻒ َ‬ ‫ﻳُﺴﻤﱢ َﻲ ﻭﻳُﺼﻨ َ‬
‫ﺍﻷﻭ ِﻝ‬
‫ﺍﻟﻌﻈﺎﻡُ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ِ ّ‬ ‫ﺗﺮﻛﻴﺐ ﺍﻟﻌﻈﻢ ِ ﺍﻟﻄﻮﻳ ِﻞ ‪.‬‬ ‫َ‬ ‫ﻳﺼﻒ‬‫َ‬
‫ِ‬
‫ﺗﻘﺪﻳﺮ ﻭﺯﻥ ﻋﻈﺎﻣﻚ‬ ‫ِ‬ ‫ُ‬ ‫ﻤﻜﻨُﻚ‬ ‫ﻳُ ِ‬ ‫ﺍﻟﻌﻈﻤﻲ ‪.‬‬ ‫ﻞ‬ ‫ﻭﺍﻟﻬﻴﻜ‬ ‫ِ‬ ‫ﻡ‬ ‫ﺍﻟﻌﻈﺎ‬ ‫ﻭﻇﺎﺋﻒ‬ ‫ﻩ‬ ‫ﺮ‬
‫ِ‬ ‫ﺑﺘﻌﺒﻴ‬
‫ﱢ‬ ‫ِ‬ ‫َ‬ ‫ﻳﻜﺘﺐ‬
‫َ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ِ‬
‫ﺍﻟﺼﻴﻐﺔ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ِ‬ ‫ﺗﺴﻤﺢ ﺑﻬﺎ ﻭﻳُﻘﺎ ِﺭﻥ َ ﺑﻴﻨﻬﺎ ‪.‬‬ ‫ِ‬
‫ﻉ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔَ ﻟﻠﻤﻔﺎﺻ ِﻞ ﻭﺃﻧﻮﺍ َ‬ ‫ِ‬ ‫ﺤﺪﺩ َ ﺍﻷﻧﻤﺎ َﻁ‬ ‫ﻳُ ﱢ‬
‫ُ‬
‫ﻭﺯﻧﻚ ^ ‪. 100 ÷ 35‬‬ ‫ﻣﻘﺪﺍﺭ ِ‬
‫ُ‬ ‫ﺕ ﺍﻟﺤﻴﺎ ِﺓ ﺍﻟﻴﻮﻣﻴ ّ ِﺔ ‪.‬‬‫ﺍﻟﻬﻴﻜﻠﻲ ﻭﻣﺘﻄﻠﱢﺒﺎ ِ‬ ‫ِ‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﻬﺎ ِﺯ‬ ‫ﺑﻴﻦ‬
‫ﱢ‬ ‫ﻳُﻘﺎ ِﺭﻥ َ ﻭﻳُﺒﺎﻳِﻦَ َ‬
‫ﻋﻈﺎﻣﻚ‬ ‫ِ‬ ‫ﻣﺎ ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻮﺯ ِﻥ‬ ‫ﺍﻷﻭﺗﺎﺭ ‪.‬‬ ‫ﺍﻟﻐﻀﺮﻭﻑ ‪ ،‬ﺍﻟﻤﻔﺼ َﻞ ‪ ،‬ﺍﻷﺭﺑﻄﺔَ ‪،‬‬ ‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺴﻤﺤﺎ َﻕ ‪،‬‬
‫ِ‬
‫َ‬ ‫َ‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﻭﺯﻧﻚ؟ ﻣﺎ ﻭﺯ ُﻥ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ِ‬ ‫ِ‬
‫ﻋﻈﺎﻣﻚ؟‬ ‫ِ‬
‫ﺍﻟﺪﻋﺎﻣﺎﺕ‬
‫ُ‬ ‫ُﺸﻜ ُﻞ‬ ‫ﻧﻔﺴﻚ ﻣﻦ ﺩﻭ ِﻥ ﻋﻈﺎﻡٍ؟ ﻛﻤﺎ ﺗ ﱢ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺘﺨﻴ ّ َﻞ َ‬ ‫ﻫﻞ ﻳ ُ ِ‬
‫ُﺸﻜ ُﻞ ﻫﻴﻜﻠَﻪ ‪.‬‬ ‫ﺍﻟﺒﻨﺎﺀ ‪ ،‬ﻓﺈ ّﻥ ﺍﻟﻌﻈﺎﻡَ ﻓﻲ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ ﺗ ﱢ‬ ‫ﻭﺍﻟﻌﻮﺍﺭﺽ ﻫﻴﻜ َﻞ ِ‬ ‫ُ‬
‫ﻭﺍﻟﻌﻮﺍﺭﺽ‬ ‫ُ‬ ‫ﺍﻟﺪﻋﺎﻣﺎﺕ‬
‫ُ‬ ‫ﺗﺪﻋﻢ‬
‫ُ‬ ‫ﻋﻈﺎﻣﻚ ﺣﻮﺍﻟﻰ ‪ 206‬ﻋﻈﺎﻡ ٍ ‪ ،‬ﻭﻛﻤﺎ‬ ‫ﻳﺒﻠ ُﻎ ﻋﺪﺩُ ِ‬
‫ﻜﺴﺒُﻪ‬ ‫ﺟﺴﻤﻚ ﻭﻳ ُ ِ‬ ‫َ‬ ‫ﻳﺪﻋﻢ‬
‫ُ‬ ‫ﺃﻳﻀﺎ‬
‫ﺍﻟﻌﻈﻤﻲ ً‬ ‫ﱠ‬ ‫ُﻜﺴﺒُﻪ ﺍﻟﺸﻜ َﻞ ﻓﺈ ّﻥ ﻫﻴﻜﻠَﻚ‬ ‫ﺍﻟﺒﻨﺎﺀ َ ﻭﺗ ِ‬
‫ﺍﻟﺠﻤﺠﻤﺔ ُ‬
‫ﺷﻜﻠَﻪ ‪.‬‬
‫ﺍﻟﻌﻈﻤﻲ‬ ‫ﱠ‬ ‫ﺕ ‪ ،‬ﻓﺈ ّﻥ ﻫﻴﻜﻠَﻚ‬ ‫ﺕ ‪ ،‬ﻣﺜ ِﻞ ﺍﻟﺤﺸﺮﺍ ِ‬ ‫ﺧﻼﻓًﺎ ﻟﻠﻌﺪﻳ ِﺪ ﻣﻦ ﺍﻟﻜﺎﺋﻨﺎ ِ‬
‫ﺍﻟﺤﺸﺮﺍﺕ‬‫ُ‬ ‫ﺩﺍﺧﻠﻲ ‪ ،‬ﺃﻣّﺎ‬‫ﱞ‬ ‫ﺕ ﻟﻬﺎ ﻫﻴﻜ ٌﻞ‬ ‫ﺟﻤﻴﻊ ﺍﻟﻔﻘﺎﺭﻳّﺎ ِ‬ ‫ُ‬ ‫ﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ﻳﻘﻊ ﺩﺍﺧ َﻞ‬ ‫ُ‬
‫ﻳﻘﻊ‬
‫ﺧﺎﺭﺟﻲ ‪ُ .‬‬ ‫ﱞ‬ ‫ﺕ ﻓﻠﺪﻳﻬﺎ ﻫﻴﻜ ٌﻞ‬ ‫ﺕ ﺍﻷﺧﺮﻯ ﻣﺜ ُﻞ ﺍﻟﻘﺸﺮﻳّﺎ ِ‬ ‫ﻭﺑﻌﺾ ﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬ ‫ُ‬
‫ﺝ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﺍﻟﺨﺎﺭﺟﻲ ﺧﺎ ِﺭ َ‬ ‫ﱡ‬ ‫ﺍﻟﻬﻴﻜ ُﻞ‬
‫ﻉ‬
‫ﺍﻟﻀﻠﻮ ُ‬ ‫ﺍﻟﻌﻤﻮﺩُ ﺍﻟﻔﻘﺎﺭﻱﱡ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﻘﻮ َﻝ ﺇﻧّﻪ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ﺟﺰﺀﻳﻦ ‪.‬‬ ‫ﻭﺻﻒ ﺍﻟﻬﻴﻜ ِﻞ ﻳ ُ ِ‬ ‫ِ‬ ‫ﻋﻨ َﺪ‬
‫ﺍﻟﺠﻤﺠﻤﺔ‬ ‫ِ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﻋﻈﺎﻡ ِ‬ ‫ﻑ ﺑﺎﻟﻬﻴﻜ ِﻞ ﺍﻟﻤﺤﻮﺭﻱﱢ ‪ّ ،‬‬ ‫ﻌﺮ ُ‬ ‫ﺍﻷﻭ ُﻝ ﻭﻳ ُ َ‬ ‫ﺍﻟﺠﺰﺀ ُ ّ‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ‬ ‫ﺕ ﻓﻲ ﺍﻟﻌﻤﻮ ِﺩ ﺍﻟﻔﻘﺎﺭﻱﱢ ‪ْ .‬‬ ‫ﻭﺍﻟﻀﻠﻮﻉ ﻭﺍﻟﻌﻈﺎﻡ ِ ﺍﻟﺼﻐﻴﺮ ِﺓ ﺃﻭ ﺍﻟﻔﻘﺮﺍ ِ‬ ‫ِ‬
‫ﻃﻔﻼ ﻛﺎ َﻥ‬ ‫ﺖ ً‬ ‫ﺕ ﺍﻟﻌﻤﻮ ِﺩ ﺍﻟﻔﻘﺎﺭﻱﱢ ‪ .‬ﻋﻨﺪﻣﺎ ﻛﻨْ َ‬ ‫ﻆ ﻓﻘﺮﺍ ِ‬ ‫ﻭﻻﺣ ْ‬ ‫ِ‬ ‫ﺍﻟﺸﻜ ِﻞ )‪(1‬‬
‫ﻓﻘﺮﺓٌ‬
‫ﺖ‬ ‫ﻧﻤ ْ‬ ‫ﺕ َ‬ ‫ﻛﺒﺮ َ‬‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ‪ 33‬ﻋﻈﻤﺔً ﻣﻨﻔﺼﻠﺔً ‪ ،‬ﻭﻋﻨﺪﻣﺎ ْ‬ ‫ّ‬ ‫ﺍﻟﻔﻘﺎﺭﻱ‬
‫ﱡ‬ ‫ﻋﻤﻮﺩُﻙ‬
‫ﺍﻷﺭﺑﻊ‬
‫ُ‬ ‫ﻭﺍﻟﻔﻘﺮﺍﺕ‬
‫ُ‬ ‫ﺃﻛﺒﺮ ‪،‬‬
‫ﻋﻈﺎﻣﺎ َ‬ ‫ً‬ ‫ﻜﻮ َﻥ‬
‫ﺖ ﻟﺘ ُ ﱢ‬ ‫ﺍﻧﺪﻣﺠ ْ‬
‫َ‬ ‫ﺗﺴﻌﺔ ُ ﻋﻈﺎﻡ ٍ ﻣ ًﻌﺎ ‪ ،‬ﺃﻭ‬
‫ٍ‬
‫ﻣﻨﻔﺼﻠﺔ ‪.‬‬ ‫ﺖ ﻛﻌﻈﺎﻡ ٍ‬ ‫ﻭﺍﻟﻌﺸﺮﻭﻥ ﺍﻷﺧﺮﻯ ﺑﻘﻴَ ْ‬
‫ﺍﻟﻄﺮﻓﻲ ‪،‬‬ ‫ﻑ ﺑﺎﻟﻬﻴﻜ ِﻞ‬ ‫ﻌﺮ ُ‬ ‫ﺍﻟﻌﻈﻤﻲ ﻓﻴ ُ َ‬ ‫ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﻬﻴﻜ ِﻞ‬ ‫ﺃﻣّﺎ ﺍﻟﺠﺰﺀ ُ‬
‫‪1 πo μ°T‬‬
‫ﻳُﺮﻳﻚ ﺍﻟﺸﻜ ُﻞ ﻋﻈﺎﻡَ ﺍﻟﻬﻴﻜ ِﻞ‬ ‫ﱢ‬ ‫ﱢ‬ ‫ُ‬
‫ﺍﻟﻤﺤﻮﺭﻱﱢ ‪ .‬ﺍﻟﻌﻤﻮﺩُ ﺍﻟﻔﻘﺎﺭﻱﱡ ﺟﺰﺀ ٌ‬ ‫ُﻜﻮ ُﻥ‬ ‫ﻭﻳﺸﻤ ُﻞ ﺟﻤﻴ َﻊ ﺍﻟﻌﻈﺎﻡ ِ ﺍﻟﺘﻲ ﺗﺘّﺼ ُﻞ ﺑﺎﻟﻬﻴﻜ ِﻞ ﺍﻟﻤﺤﻮﺭﻱﱢ ‪ .‬ﻫﺬﻩ ﺍﻟﻌﻈﺎﻡ ُ ﺗ ﱢ‬
‫ﻣﻦ ﺍﻟﻬﻴﻜ ِﻞ ﺍﻟﻤﺤﻮﺭﻱﱢ ‪.‬‬
‫ُﻜﻮ ُﻥ‬ ‫ﻭﺍﻟﻜﺘﻒ ﺗ ﱢ‬ ‫ِ‬ ‫ِ‬
‫ﻭﺍﻟﺤﺮﻗﻔﺔ‬ ‫ﺍﻷﻃﺮﺍﻑ‪ :‬ﺫﺭﺍﻋﻴﻚ ﻭﺭﺟﻠﻴﻚ ‪ .‬ﻋﻈﺎﻡ ُ ﺍﻟﺘﺮﻗﻮ ِﺓ‬ ‫َ‬
‫ﺍﻟﻄﺮﻓﻲ ‪.‬‬
‫ﱢ‬ ‫ﺃﻳﻀﺎ ﺟﺰﺀًﺍ ﻣﻦ ﺍﻟﻬﻴﻜ ِﻞ‬ ‫ً‬

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 ‫‪Ωɶ©dG‬‬
‫‪Bones‬‬
‫‪o‬‬

‫ﻆ ﺃ ّﻥ‬ ‫ﺍﻟﻌﻈﻤﻲ ﻟﻺﻧﺴﺎ ِﻥ ‪ِ .‬‬

‫ﻻﺣ ْ‬ ‫ﱢ‬ ‫ﺑﻌﺾ ﺍﻟﻌﻈﺎﻡ ِ ﻓﻲ ﺍﻟﻬﻴﻜ ِﻞ‬
‫ﺢ ﺍﻟﺸﻜ ُﻞ َ‬ ‫ﺿ ُ‬ ‫ﻳُﻮ ﱢ‬
‫ﺢ‬ ‫ﺃﻧﻤﺎﻁ ﺭﺋﻴﺴﻴ ّ ٍﺔ ﻟﻠﻌﻈﺎﻡ ِ ﻛﻤﺎ ﻳﻮ ﱢ‬
‫ﺿ ُ‬ ‫ٍ‬ ‫ِ‬
‫ﻣﺨﺘﻠﻔﺔً ‪ .‬ﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ ُ‬ ‫ً‬
‫ﺃﺷﻜﺎﻻ‬ ‫ﻟﻠﻌﻈﺎﻡ ِ‬
‫ﻂ‬ ‫ِ‬
‫ﺍﻟﻌﻈﻤﺔ ﻳﺮﺗﺒ ُ‬ ‫ﻏﻴﺮ ِ‬
‫ﻣﻨﺘﻈﻢ ٍ ‪ .‬ﺷﻜ ُﻞ‬ ‫ﱠ‬
‫ﻗﺼﻴﺮ ‪ُ ،‬‬
‫ٌ‬ ‫ﺢ ‪ ،‬ﻃﻮﻳ ٌﻞ ‪،‬‬‫)ﺷﻜ ُﻞ ‪ :(2‬ﻣﺴﻄ ٌ‬
‫ِ‬
‫ﻭﻭﻇﻴﻔﺔ ﻋﻈﺎﻡ ِ‬ ‫ﻧﻔﺲ ﺍﺳﻢ ِ ﻭﺷﻜ ِﻞ‬‫ﺑﻮﻇﻴﻔﺘﻬﺎ ‪ .‬ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻈﺎﻡ ِ ﻟﺪﻳﻬﺎ ُ‬ ‫ِ‬
‫ﺕ ﺍﻟﻔﻘﺎﺭﻳ ّ ِﺔ ﺍﻷﺧﺮﻯ ‪.‬‬
‫ﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬

‫‪2 πo μ°T‬‬
‫ﺍﻟﻌﻈﻤﻲ ﻟﻺﻧﺴﺎ ِﻥ‬
‫ﱡ‬ ‫ﺍﻟﻬﻴﻜ ُﻞ‬
‫ﺍﻟﺠﻤﺠﻤﺔ ُ‬

‫ﻣﻨﺘﻈ ٍ‬
‫ﻤﺔ‬ ‫ﻋﻈﺎﻡ ﻏﻴﺮ ِ‬
‫ﺍﻟﺴﻔﻠﻲ‬ ‫ﱡ‬
‫ﺍﻟﻔﻚ‬ ‫ﺍﻟﻔﻘﺎﺭﻱﱡ‬ ‫ﺍﻟﻌﻤﻮﺩُ‬ ‫ٌ ُ‬
‫ﱡ‬ ‫‪Irregular bones‬‬
‫)ﻓﻘﺮﺍﺕ(‬
‫ٌ‬ ‫ﻣﻨﺘﻈ ِ‬
‫ﻤﺔ‬ ‫ﻏﻴﺮ ِ‬ ‫ﺑﻌﺾ ﺍﻟﻌﻈﺎﻡ ِ ‪ ،‬ﻣﺜ ُﻞ ﺍﻟﻔﻘﺮﺍ ِ‬
‫ﺕ‪ُ ،‬‬ ‫ُ‬
‫ﻋﻈﺎﻡٌ ﻣﺴﻄﱠﺤﺔ ٌ‬ ‫ﺍﻟﺸﻜ ِﻞ ‪ .‬ﺩﺍﺧ َﻞ ﺃﺫ ِﻥ ﺍﻹﻧﺴﺎ ِﻥ ﺛﻼﺛﺔ ُ ﻋﻈﺎﻡ ٍ‬
‫‪Flat Bones‬‬ ‫ﺍﻟﺘﺮﻗﻮﺓُ‬ ‫ﺕ‪.‬‬ ‫ﻤﺔ ﻟﺘﻮﺻﻴ ِﻞ ﺍﻟﺼﻮ ِ‬‫ﻣﻨﺘﻈ ٍ‬ ‫ٍ‬
‫ﺩﻗﻴﻘﺔ ﻏﻴ ِﺮ ِ‬
‫)ﺍﻟﻘﺺ( ﻭﻋﻈﺎﻡ ُ‬
‫ﱢ‬ ‫ﻭﻋﻈﻢ ﺍﻟﺼﺪ ِﺭ‬ ‫ُ‬ ‫ﻉ‬
‫ﺍﻟﻀﻠﻮ ُ‬ ‫ِ‬
‫ﺍﻟﻜﺘﻒ‬ ‫ﻟﻮﺡ‬
‫ﻭﺗﺪﻋﻢ‬ ‫ﺗﺤﻤﻲ‬ ‫ﻭﻫﻲ‬ ‫‪،‬‬ ‫ٌ‬ ‫ﺔ‬ ‫ﺤ‬‫ﺍﻟﻜﺘﻒ ﻋﻈﺎﻡ ﻣﺴﻄ ﱠ‬ ‫ِ‬ ‫ُ‬
‫ُ‬ ‫ٌ‬ ‫ﺍﻟﻌﻀ ُﺪ‬
‫ﺃﻋﻀﺎﺀ َ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺿﻠﻮﻋُﻚ‬
‫ﺍﻟﺰﻧ ُﺪ‬
‫ﺗﺤﻤﻲ ﺭﺋﺘﻴﻚ ‪.‬‬
‫ﺍﻟﻜﻌﺒﺮﺓُ‬
‫ﻉ‬
‫ﺍﻟﻀﻠﻮ ُ‬
‫ﺭﺳﻎ ﺍﻟﻴ ِﺪ‬
‫ﻋﻈﺎﻡ ُ ِ‬
‫ﺍﻟﻘﺺ‬
‫ﻋﻈﻢ ﱢ‬‫ُ‬ ‫ﺍﻷﺻﺎﺑﻊ‬
‫ِ‬ ‫ﻋﻈﺎﻡ ُ‬
‫ﺍﻟﺤﻮﺽ‬
‫ُ‬
‫ﻋﻈﺎﻡٌ ﻃﻮﻳﻠﺔ ٌ‬
‫‪Long bones‬‬
‫ﻋﻈﺎﻡٌ ﻃﻮﻳﻠﺔ ٌ‬ ‫ﺍﻟﻌﻈﺎﻡ ُ ﺍﻟﺜﻼﺛﺔ ُ ﻓﻲ ﻛ ﱢﻞ ﺇﺻﺒ ٍﻊ ﻫﻲ‬
‫‪Long bones‬‬
‫ﻋﻈﺎﻡ ٌ ﻃﻮﻳﻠﺔ ٌ ‪ .‬ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ ﺷﻜ َﻞ‬
‫ﻉ ﻭﺍﻷﺭﺟ ُﻞ ﻋﻈﺎﻡ ٌ ﻃﻮﻳﻠﺔ ٌ ‪.‬‬ ‫ﺍﻷﺫﺭ ُ‬
‫ﺣﺠﻤﻪ‬
‫َ‬ ‫ﻭﻟﻴﺲ‬
‫َ‬ ‫ﺍﻟﻌﻈﻢ ِ ﺍﻟﻄﻮﻳ ِﻞ‬
‫ﻫﺬﻩ ﺍﻟﻌﻈﺎﻡ ُ ﻗﻮﻳّﺔ ٌ ﻭﻣﺠﻮﱠﻓﺔ ٌ‬
‫ِ‬
‫ﺗﺼﻨﻴﻔﻪ ‪.‬‬ ‫ﻳُﺴﺘﺨﺪَﻡ ُ ﻓﻲ‬
‫ﺗﺪﻋﻢ ﺍﻟﻮﺯ َﻥ‬
‫ُ‬ ‫ﻭﺧﻔﻴﻔﺔ ٌ ‪ .‬ﻭﻫﻲ‬ ‫ﺍﻟﻔﺨ ُﺬ‬
‫ِ‬
‫ﻭﺗ ُﺴﺘﺨﺪَﻡ ُ ﻓﻲ ﺍﻟﺤﺮﻛﺔ ‪ .‬ﻋﻠﻰ‬
‫ﺃﺭﺟﻠﻚ‬ ‫ِ‬ ‫ﺍﻟﺮﻛﺒﺔ ُ‬ ‫ﻋﻈﺎﻡ ُ ﺍﻟﺴﺎ ِ‬
‫ﻕ‬
‫ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻋﻈﺎﻡ ُ‬
‫ﺕ ﺍﻟﻤﺒﻨﻰ ‪ ،‬ﻭﻫﻲ‬ ‫ﺗﻌﻤ ُﻞ ﻛﺪﻋﺎﻣﺎ ِ‬
‫ﻑ‪.‬‬‫ﺗﺪﻋﻤﻚ ﻋﻨ َﺪ ﺍﻟﻮﻗﻮ ِ‬ ‫ُ‬ ‫ﺍﻟﺸﻈﻴّﺔ ُ‬

‫ﺍﻟﻜﺎﺣ ُﻞ )ﺭﺳ ُﻎ ﺍﻟﻘﺪﻡ ِ(‬

‫ﻋﻈﺎﻡٌ ﻗﺼﻴﺮﺓٌ‬
‫‪Short bones‬‬
‫ﺗﺪﻋﻢ‬ ‫ُ‬ ‫ﺍﻟﻌﻈﺎﻡ‬ ‫ﻫﺬﻩ‬ ‫‪.‬‬ ‫ِ‬ ‫ﻡ‬ ‫ﺍﻷﻗﺪﺍ‬ ‫ﻓﻲ‬ ‫ٌ‬ ‫ﺓ‬ ‫ﻗﺼﻴﺮ‬ ‫ﻫﻨﺎﻙ ﻋﻈﺎﻡ ٌ‬ ‫ﺍﻷﺻﺎﺑﻊ‬
‫ِ‬ ‫ﻋﻈﺎﻡ ُ‬
‫ُ‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻭﺗﺴﻤﺢ ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺤﺮﻛﺎﺕ ﺍﻟﺼﻐﻴﺮﺓ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﻮﺯ َﻥ‬

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 ‫‪Structure of Bones‬‬ ‫ﺗﺮﻛﻴﺐ ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ُ‬
‫ﻳﻈﻬﺮ‬‫ُ‬ ‫ﻏﻴﺮ ﺣﻴ ّ ٍﺔ ﻛﻤﺎ‬ ‫ﺟﻤﻴﻊ ﺍﻟﻌﻈﺎﻡ ِ ﻣﻜﻮﱠﻧﺔ ٌ ﻣﻦ ﺧﻼﻳﺎ ﻋﻈﻤﻴ ّ ٍﺔ ﺗ ُﺤﻴﻄ ُﻬﺎ ﻣﻮﺍﺩﱡ ُ‬ ‫ُ‬
‫ﺍﻟﺒﺮﻭﺗﻴﻦ ﻭﺍﻟﻤﻌﺎﺩ ُﻥ ‪ ،‬ﻣﺜ ُﻞ‬ ‫ُ‬ ‫ﻏﻴﺮ ﺍﻟﺤﻴ ّ ِﺔ ﻫﻲ‬ ‫ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ . (3‬ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ ُ‬
‫ُﻜﺴﺒُﻬﺎ‬ ‫ﺍﻟﺒﺮﻭﺗﻴﻦ ﺍﻟﻌﻈﺎﻡَ ﻣﺮﻭﻧﺘَﻬﺎ ‪ ،‬ﻭﺗ ِ‬ ‫ُ‬ ‫ﺐ‬‫ﻜﺴ ُ‬‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻭﺍﻟﻔﻮﺳﻔﻮ ِﺭ ‪ .‬ﻳ ُ ِ‬
‫ﺍﻟﻘﻮ َﺓ ﻭﺍﻟﺼﻼﺑﺔَ ‪.‬‬ ‫ﻣﻌﺎﺩ ُﻥ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻭﺍﻟﻔﻮﺳﻔﻮ ِﺭ ّ‬
‫ﺢ‬‫ﺿ ُ‬ ‫ﺺ ‪ .‬ﻳُﻮ ﱢ‬ ‫ﻣﺜﺎﻻ ﺟﻴ ّ ًﺪﺍ ﻟﻠﻔﺤ ِ‬ ‫ﺗﺮﻛﻴﺐ ﺍﻟﻌﻈﻢ ِ ﺍﻟﻄﻮﻳ ِﻞ ‪ ،‬ﻣﺜ ِﻞ ﺍﻟﻔﺨ ِﺬ ﻳُﻌﺘﺒَ ُﺮ ً‬ ‫ُ‬
‫ﻕ ﻃﻮﻳﻠﺔ ٌ ﻭﻃﺮﻓﺎﻥ ﻛﺮﻭﻳّﺎﻥ ﻛﺒﻴﺮﺍﻥ ‪.‬‬ ‫ﺍﻟﻌﻈﻢ ﻟﻪ ﺳﺎ ٌ‬ ‫َ‬ ‫ﺍﻟﺸﻜ ُﻞ )‪ (4‬ﺃ ّﻥ‬
‫ﻕ ﻣﻦ‬ ‫ﻣﻌﻈﻢ ﺍﻟﺴﺎ ِ‬ ‫ُ‬ ‫ﻳﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ﺍﻟﻤﻘﻮﻯ ‪.‬‬ ‫ّ‬ ‫ﺗﺨﻴﱠ ْﻞ ﺃ ّﻥ ﺍﻟﺴﺎ َﻕ ﺃﻧﺒﻮﺑﺔ ٌ ﻣﻦ ﺍﻟﻮﺭ ِ‬
‫ﻕ‬
‫ﻛﺜﻴﻒ ﻭﻳﺒﺪﻭ‬ ‫ٌ‬ ‫ﺍﻟﻌﻈﻢ ﺍﻟﻤﺪﻣَ ُﺞ‬ ‫ُ‬ ‫ﻓﺮﺍﻍ ‪.‬‬‫ٍ‬ ‫ﻓﺎﺭﻍ ﺃﻭ‬‫ٍ‬ ‫ﻂ ﺑﺘﺠﻮﻳﻒٍ‬ ‫ﺞ ﻳُﺤﻴ ُ‬ ‫ﻋﻈﻢ ٍ ﻣﺪﻣَ ٍ‬
‫ﻕ‬ ‫ﺗﺠﻮﻳﻒ ﺍﻟﺴﺎ ِ‬ ‫ُ‬ ‫ﺕ‪.‬‬ ‫ﺍﻟﻌﻨﻴﻔﺔ ﻭﺍﻟﺼﺪﻣﺎ ِ‬ ‫ِ‬ ‫ﺃﻣﻠﺲ ‪ ،‬ﻭﻫﻮ ﻳﺼﻤ ُﺪ ﺃﻣﺎﻡَ ﺍﻟﻀﺮﺑﺎ ِ‬
‫ﺕ‬ ‫َ‬
‫ﺃﻣﻠﺲ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺪﻫﻮ ِﻥ ‪.‬‬ ‫ُ‬ ‫ﻧﺴﻴﺞ‬
‫ٌ‬ ‫ﺍﻟﻨﺨﺎﻉ ﺍﻷﺻﻔ ِﺮ ‪ ،‬ﻭﻫﻮ‬ ‫ِ‬ ‫ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﱠ‬
‫ﺍﻟﻤﺠﻬﺮﻱ ﻟﻪ‬ ‫ﺍﻟﻔﺤﺺ‬
‫َ‬ ‫ﻕ ﺻﻠﺒًﺎ ‪ّ ،‬ﺇﻻ ﺃ ّﻥ‬ ‫ﺍﻟﻜﺜﻴﻒ ﻓﻲ ﺍﻟﺴﺎ ِ‬ ‫ُ‬ ‫ﺍﻟﻌﻈﻢ‬
‫ُ‬ ‫ﻳﺒﺪﻭ‬
‫‪3 πo μ°T‬‬
‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﻈﻤﻴّﺔ ُ ﺃﺟﺴﺎﻡ ٌ ﺑﻴﻀﺎﻭﻳّﺔ ٌ‬
‫ﺑﺪﻭﺍﺋﺮ‬
‫َ‬ ‫ﻁ‬ ‫ﺻﻐﻴﺮﺓٌ ‪ .‬ﻛ ﱡﻞ ﺧﻠﻴ ّ ٍﺔ ﺗ ُﺤﺎ ُ‬ ‫ﺍﻟﻘﻨﻮﺍﺕ ﺗﺠﺮﻱ‬ ‫ُ‬ ‫ﺕ ﻫﺎﻓﺮﺱ ‪ .‬ﻫﺬﻩ‬ ‫ُﺴﻤﻰ ﻗﻨﻮﺍ ِ‬ ‫ﺩﻗﻴﻘﺔ ﺗ ّ‬ ‫ٍ‬ ‫ﻣﻤﺮﺍ ٍ‬
‫ﺕ‬ ‫ﺢ ﻭﺟﻮﺩَ ّ‬ ‫ﺿ ُ‬ ‫ﻳُﻮ ﱢ‬
‫ﻭﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ .‬ﺗﺤﻤ ُﻞ ﺍﻷﻭﻋﻴﺔ ُ‬ ‫ِ‬ ‫ﻕ ‪ ،‬ﻭﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻷﻋﺼﺎ ِ‬
‫ﺃﻛﺒﺮ ﻣﻦ ﻣﻮﺍﺩﱠ ﻏﻴ ِﺮ ﺣﻴ ّ ٍﺔ ‪ .‬ﻣﺎ ﻫﻤﺎ‬ ‫َ‬ ‫ﺏ‬ ‫ﻓﻲ ﺍﻟﺴﺎ ِ‬
‫ﻣﻌﻈﻢ‬ ‫ِ‬
‫ﻜﻮﻧﺎﻥ‬ ‫ﺍﻟﻤﻌﺪﻧﺎﻥ ﺍﻟﻠﺬﺍﻥ ﻳ ُ ﱢ‬
‫َ‬
‫ﺍﻟﻌﻈﺎﻡ ِ؟‬ ‫ﺕ‬ ‫ﻭﺍﻷﻛﺴﺠﻴﻦ ﺇﻟﻰ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﻈﻤﻴ ّ ِﺔ ﺍﻟﺤﻴ ّ ِﺔ ﻭﺗﻨﻘ ُﻞ ﺍﻟﻔﻀﻼ ِ‬ ‫َ‬ ‫ﺍﻟﺪﻣﻮﻳّﺔ ُ ﺍﻟﻐﺬﺍﺀ َ‬
‫ﺍﻟﺨﺎﺭﺝ ‪.‬‬
‫ِ‬ ‫ﻣﻨﻬﺎ ﺇﻟﻰ‬
‫ﺃﺑﻴﺾ ﺧﺸ ٍﻦ ﻳُﺴﻤّﻰ ﺍﻟﺴﻤﺤﺎ َﻕ ‪. periosteum‬‬ ‫ﺑﻐﺸﺎﺀ َ‬ ‫ﺳﺎ ُﻕ ﺍﻟﻌﻈﻢ ِ ﺍﻟﻄﻮﻳﻞِ ﻣﻐﻄًّﻰ ٍ‬
‫ﻧﺴﻴﺞ ﺿﺎﻡﱟ ﻭﺧﻼﻳﺎ ﻋﻈﻤﻴ ّ ٍﺔ ‪ .‬ﺗﺤﻤ ُﻞ ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ‬ ‫ٍ‬ ‫ﻕ ﻣﻦ‬ ‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﺴﻤﺤﺎ ُ‬ ‫ّ‬
‫ﻓﻲ ﺍﻟﺴﻤﺤﺎ ِ‬
‫‪4 πo μ°T‬‬
‫ﻋﻈﻤﺔ ُ ﺍﻟﻔﺨ ِﺬ ﺃﻃﻮ ُﻝ‬ ‫ﺃﻳﻀﺎ ﻓﻲ‬ ‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴّﺔ ُ ً‬ ‫ُ‬ ‫ﺟ ُﺪ‬
‫ﻭﺍﻷﻛﺴﺠﻴﻦ ‪ .‬ﻭﺗﻮ َ‬ ‫َ‬ ‫ﻕ ﺍﻟﻐﺬﺍﺀ َ‬
‫ﻋﻈﻤﺔ ﻓﻲ ﺟﺴﻢ ِ‬‫ٍ‬
‫ﺍﻹﻧﺴﺎﻥ ‪ِ.‬‬ ‫ﻕ ‪ .‬ﺍﻟﻄﺮﻓﺎﻥ ﺍﻟﻜﺮﻭﻳّﺎﻥ )ﺭﺃﺳﺎ ﺍﻟﻌﻈﻢ ِ( ﻟﻠﻌﻈﻢ ِ ﺍﻟﻄﻮﻳ ِﻞ ﻳﺤﺘﻮﻳﺎﻥ‬ ‫ﺍﻟﺴﻤﺤﺎ ِ‬
‫ﻭﺃﺧﻒ ﻭﺯﻧًﺎ ﻣﻦ ﺍﻟﻌﻈﻢ ِ‬ ‫ﱡ‬ ‫ﺃﻣﻠﺲ‬
‫ُ‬ ‫ﺍﻹﺳﻔﻨﺠﻲ‬
‫ﱡ‬ ‫ﺍﻟﻌﻈﻢ‬
‫ُ‬ ‫ﺇﺳﻔﻨﺠﻲ ‪.‬‬‫ﱟ‬ ‫ﻋﻠﻰ ﻋﻈﻢ ٍ‬
‫ﻕ‬
‫ﺍﻟﺴﻤﺤﺎ ُ‬ ‫ﺕ ﻛﺜﻴﺮﺮ ٍﺓ‬ ‫ﻓﺈﻧﻪ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻓﺮﺍﻏﺎ ٍ‬ ‫ﺍﺳﻤﻪ ﻓﺈﻧّﻪ‬ ‫ﺃﻳﻀﺎ ﻣﻦ ِ‬ ‫ﺃﻳﻀﺎ‬ ‫ﺗﺴﺘﻨﺘﺞ ً‬‫ُ‬ ‫ﺞ ‪ ،‬ﻭﻛﻤﺎﺎ‬ ‫ﺍﻟﻤﺪﻣَ ِ‬
‫ﺃﺣﻤﺮ ‪ ،‬ﺣﻴﺚ‬
‫ﺚ‬ ‫َ‬ ‫ﻧﺨﺎﻉ‬
‫ٍ‬ ‫ﺃﻳﻀﺎ ﻋﻠﻰ‬ ‫ﺍﻹﺳﻔﻨﺠﻲ ً‬ ‫ﱡ‬ ‫ﺍﻟﻌﻈﻢ‬
‫ُ‬ ‫ﺏ ‪ .‬ﻛﻤﺎ ﻳﺤﺘﻮﻱ‬ ‫ﻭﺛﻘﻮ ٍ‬
‫ﺗ ُﺼﻨَ ُﻊ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ‪.‬‬

‫ﻗﻨﺎﺓُ ﻫﺎﻓﺮﺱ ﺍﻟﻤﺮﻛﺰﻳّﺔ ُ‬

‫ﻭﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳّﺔِ‬
‫ِ‬ ‫ﻟﻸﻋﺼﺎ ِ‬
‫ﺏ‬

‫ﺇﺳﻔﻨﺠﻲ‬
‫ﱞ‬ ‫ﻋﻈﻢ‬
‫ٌ‬ ‫ﺷﺮﻳﺎ ٌﻥ‬
‫ﺭﺃﺱ ﺍﻟﻌﻈﻢ ِ‬
‫ُ‬

‫ﺗﺠﻮﻳﻒ ﻓﺎﺭﻍٌ ﻳﺤﺘﻮﻱ‬

‫ٌ‬
‫ﺇﺳﻔﻨﺠﻲ‬
‫ﱞ‬ ‫ﻋﻈﻢ‬
‫ٌ‬ ‫ﻕ ﺍﻟﻌﻈﻢ ِ‬
‫ﺳﺎ ُ‬
‫ﺍﻟﻨﺨﺎﻉ ﺍﻷﺻﻔ ِﺮ‬
‫ِ‬ ‫ﻋﻠﻰ‬
‫‪17‬‬
 ‫‪Functions of Bones‬‬ ‫ﻭﻇﺎﺋﻒ ﺍﻟﻌﻈﺎﻡ ِ‬
‫ُ‬
‫ﺍﻟﻬﻴﻜﻠﻲ ﺍﻟﺸﻜ َﻞ ﻭﺍﻟﺪﻋﺎﻣﺔَ‬ ‫ﱡ‬ ‫ﻭﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﺍﻟﻌﻀﻠﻲ ‪ ،‬ﻭﺍﻟﺠﻠ ُﺪ ‪،‬‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﺐ‬
‫ﻜﺴ ُ‬ ‫ﻳُ ِ‬
‫ﱢ‬
‫ﻗﺪ ْﻡ ﻟﻬﻢ ﺍﻟﻌﻮﻥ َ‬ ‫ﻣﻬﻤﺔ ٌ‪:‬‬
‫ﻭﻇﺎﺋﻒ ﺃﺧﺮﻯ ّ‬ ‫ُ‬ ‫ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ ﻭﺍﻟﺘﺪﻋﻴﻢ ِ ‪ ،‬ﺗﻮﺟ ُﺪ‬ ‫ِ‬ ‫ﻟﻠﺠﺴﻢ ِ ‪.‬‬
‫ﺍﺣﺴﺐ ﻋﺪﺩَ ﺍﻟﻌﻈﺎﻡ ِ ﻭﺍﻟﻤﻔﺎﺻ ِﻞ ‪،‬‬ ‫ْ‬
‫ﺛﻢ‬ ‫ٍ‬ ‫ﱢ‬ ‫ِ‬ ‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻌﻈﺎﻡ ِ ﺃﻋﻀﺎﺀ َ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻳﺤﻤﻲ‬ ‫ُ‬ ‫ﺗﺤﻤﻲ‬
‫ﻗﺪﺭ ﻣﺎ ﻳُﻤﻜﻨُﻚ ‪ ،‬ﻓﻲ ﻛﻞ ﻳﺪ ‪ّ ،‬‬ ‫َ‬
‫ﻭﺍﺣﺴﺐ‬
‫ْ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪(5‬‬ ‫ْ‬ ‫ﻉ ﺭﺋﺘﻴﻚ ‪.‬‬ ‫ﺍﻟﺸﻮﻛﻲ ﻭﺗﺤﻤﻲ ﺍﻟﻀﻠﻮ ُ‬ ‫ﱠ‬ ‫ﺍﻟﻔﻘﺎﺭﻱ ﺍﻟﺤﺒ َﻞ‬ ‫ﱡ‬ ‫ﺍﻟﻌﻤﻮﺩُ‬
‫ﻋﺪﺩَ ﺍﻟﻌﻈﺎﻡ ِ ﻭﺍﻟﻤﻔﺎﺻ ِﻞ ﻓﻲ ﻳﺪِ‬ ‫ِ‬
‫ﻭﺃﺟﺰﺍﺋﻪ ‪،‬‬ ‫ﻚ ﺍﻟﺠﺴﻢ ِ‬ ‫ﺕ ﻣﻌﻴ ٍﱠﻨﺔ ﻟﺘﺤﺮﻳ ِ‬‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻌﻈﺎﻡ ِ ﻣﻊ ﻋﻀﻼ ٍ‬ ‫ُ‬ ‫ﺗﻌﻤ ُﻞ‬
‫ﻧﺘﺎﺋﺠﻚ ‪.‬‬
‫َ‬ ‫ﺍﻟﺒﺎﻟﻎ ‪ .‬ﻗﺎ ِﺭ ْﻥ‬
‫ِ‬ ‫ﺺ‬
‫ﺍﻟﺸﺨ ِ‬
‫ُﻤﺴﻚَ ﺍﻷﺷﻴﺎﺀ َ ﻭﺗﺘﻨ ّﻔ َ‬
‫ﺲ‪.‬‬ ‫ﺗﺠﺮﻱ ﻭﺗﻤﺸﻲ ﻭﺗ ِ‬ ‫َ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ‬ ‫ﻭﻛﻨﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻳ ُ ِ‬ ‫ٍ‬
‫َ‬
‫ﺍﻟﻨﺨﺎﻉ ﺍﻷﺣﻤ ِﺮ ﻟﻌﻈﺎﻡ ٍ ﻣﻌﻴ ٍﱠﻨﺔ ‪.‬‬
‫ِ‬ ‫ﺃﻏﻠﺐ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﻓﻲ‬ ‫ُ‬ ‫ﺗ ُﺼﻨَ ُﻊ‬
‫ﺍﻟﻨﺨﺎﻉ ﺍﻷﺻﻔ ِﺮ ‪.‬‬‫ِ‬ ‫ُﺨﺰ ُﻥ ﺍﻟﻌﻈﺎﻡ ُ ﺍﻟﺪﻫﻮ َﻥ ﻭﺍﻟﻤﻌﺎﺩ َﻥ ‪ .‬ﺍﻟﺪﻫﻮ ُﻥ ﺗ ُﺨ ﱠﺰ ُﻥ ﻓﻲ‬ ‫ﺗ ﱢ‬
‫ﻧﻔﺴﻪ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ﺃﻣّﺎ ﺍﻟﻤﻌﺎﺩ ُﻥ ﻣﺜ ُﻞ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻭﺍﻟﻔﻮﺳﻔﻮ ِﺭ ﻓﺘُﺨ ﱠﺰ ُﻥ ﻓﻲ ﺍﻟﻌﻈﻢ ِ ِ‬
‫ﺗﺘﺤﺮ ُﺭ ﻣﻦ ﺍﻟﻌﻈﺎﻡ ِ ﺇﻟﻰ ﺍﻟﺪﻡ ِ ﺍﻟﺬﻱ ﻳﺤﻤﻠُﻬﺎ ﺇﻟﻰ‬ ‫ّ‬ ‫ﺍﻟﺠﺴﻢ ﺇﻟﻰ ﺍﻟﻤﻌﺎﺩ ِﻥ‬ ‫ُ‬ ‫ﻳﺤﺘﺎﺝ‬
‫ُ‬
‫ﺟﻤﻴﻊ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ِ‬ ‫ِ‬

‫‪±hö†¨dG‬‬
‫‪Cartilage‬‬
‫‪o‬‬

‫ﺴﻤﻰ‬ ‫ﻧﺴﻴﺠﺎ ﻳ ُ ّ‬
‫ً‬ ‫ﺐ ﺍﻟﻌﻈﻢ ِ‬ ‫ﺍﻟﻬﻴﻜﻠﻲ ﺇﻟﻰ ﺟﺎﻧ ِ‬ ‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻳﺤﻮﻱ‬
‫ﺑﻌﺾ ِ‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ﺍﻟﺸﻜﻞَ ‪.‬‬ ‫ﺐ َ‬ ‫ﺍﻟﻘﻮﻱ ﺍﻟﻤﺮﻥُ ﻳُ ِ‬
‫ﻜﺴ ُ‬ ‫ﺍﻟﻨﺴﻴﺞ ﱡ‬
‫ُ‬ ‫ﺍﻟﻐﻀﺮﻭﻑ ‪ . cartilage‬ﻫﺬﺍ‬
‫َ‬
‫ﻑ ‪ ،‬ﺇﺫﺍ‬ ‫ﺃﻧﻔﻚ ﻣﺼﻨﻮﻋﺔ ٌ ﻣﻦ ﺍﻟﻐﻀﺮﻭ ِ‬ ‫ﻭﻃﺮﻑ ِ‬
‫ُ‬ ‫ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺃﺫﻧﺎﻙ‬
‫ﻑ ‪ .‬ﻳُﻐﻄّﻲ‬ ‫ﻗﻮ َﺓ ﻭﻣﺮﻭﻧﺔَ ﺍﻟﻐﻀﺮﻭ ِ‬ ‫ﺑﺄﺻﺎﺑﻌﻚ ‪ ،‬ﻓﺴﻮﻑ ﺗﺮﻯ ّ‬ ‫ِ‬ ‫ﺖ ﺑﺜﻨ ِﻲ ﺃﺫﻧﻴﻚ‬‫ﻗﻤ َ‬
‫ْ‬
‫ﺕ‪.‬‬ ‫ﺑﻴﻦ ﺍﻟﻔﻘﺮﺍ ِ‬‫ﺍﻷﻗﺮﺍﺹ َ‬
‫َ‬ ‫ﻜﻮ ُﻥ‬
‫ﺾ ﺍﻟﻌﻈﺎﻡ ِ ﻭﻳ ُ ﱢ‬ ‫ﺃﻃﺮﺍﻑ ﺑﻌ ِ‬
‫َ‬ ‫ﺃﻳﻀﺎ‬
‫ﺍﻟﻐﻀﺮﻭﻑ ً‬
‫ُ‬
‫ﺍﻷﻗﺮﺍﺹ ﺍﻟﻐﻀﺮﻭﻓﻴّﺔ ُ‬
‫ُ‬ ‫ﺾ ‪ .‬ﺗﻌﻤ ُﻞ‬ ‫ﺑﻌﻀﻬﺎ ﺑﺒﻌ ٍ‬ ‫ﻭﻳﻤﻨﻊ ﺍﻟﻌﻈﺎﻡَ ﻣﻦ ﺍﻻﺣﺘﻜﺎ ِﻙ َ‬ ‫ُ‬
‫ﺕ‪.‬‬‫ﺹ ﺍﻟﺼﺪﻣﺎ ِ‬ ‫ﺕ ﻋﻠﻰ ﺍﻣﺘﺼﺎ ِ‬ ‫ﺑﻴﻦ ﺍﻟﻔﻘﺮﺍ ِ‬
‫ﺍﻟﻤﻮﺟﻮﺩﺓُ َ‬

‫‪5 πo μ°T‬‬
‫ﻃﻔﻞ )ﺇﻟﻰ‬
‫ٍ‬ ‫ﺢ ﺃﺷ ّﻌﺔ ُ ﺃﻛﺲ ﻳ َﺪ‬ ‫ﺿ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺑﺎﻟﻎ )ﺇﻟﻰ‬
‫ٍ‬ ‫ﺺ‬
‫ﺍﻟﻴﺴﺎ ِﺭ( ﻭﻳ َﺪ ﺷﺨ ٍ‬
‫ﺭﺳﻎ‬
‫ِ‬ ‫ﻆ ﺃﻧّﻪ ﻓﻲ‬ ‫ﻻﺣ ْ‬‫ﺍﻟﻴﻤﻴ ِﻦ( ‪ِ .‬‬
‫ﺍﻟﻐﻀﺮﻭﻑ‬
‫ُ‬ ‫ﺍﻟﻄﻔ ِﻞ ﻟﻢ ﻳُﺴﺘﺒ َﺪ ِﻝ‬
‫ﺗﻤﺎﻣﺎ ﺑﺎﻟﻌﻈﻢ ِ ‪.‬‬
‫ً‬

‫‪18‬‬
 ‫ﺽ ﻟﻪ ﺍﻟﻼﻋﺒﻮﻥ‬ ‫ﻳﺘﻌﺮ ُ‬
‫ﻑ ﻣﻦ ﺧﻼ ِﻝ ﺍﻷﺫﻯ ﺍﻟﺬﻱ ّ‬ ‫ﻘﺪ ُﺭ ﻭﻇﻴﻔﺔَ ﺍﻟﻐﻀﺮﻭ ِ‬ ‫ﺳﺘ ُ ﱢ‬
‫ﺐ‪.‬‬ ‫ﺍﻟﻐﻀﺮﻭﻓﻲ ﺃﺛﻨﺎﺀ َ ﺍﻟﻠﻌ ِ‬
‫ﱢ‬ ‫ﺍﻟﺮﻛﺒﺔ ﻭﺍﻻﻧﺰﻻ ِ‬
‫ﻕ‬ ‫ِ‬ ‫ﺕ ﻓﻲ‬ ‫ﻣﻦ ﺇﺻﺎﺑﺎ ٍ‬
‫ﻳﺘﻜﻮ ُﻥ‬ ‫ّ‬ ‫ﻑ ‪ .‬ﻓﻘﺒ َﻞ ﺃﻥ ﻳﻮﻟ َ َﺪ ﺍﻹﻧﺴﺎ ُﻥ‬ ‫ﺩﺍﺋﻤﺎ ﻣﻦ ﺍﻟﻐﻀﺮﻭ ِ‬ ‫ﺗﺘﻄﻮ ُﺭ ﺍﻟﻌﻈﺎﻡ ُ ً‬ ‫ّ‬
‫ﻑ ﻏﻄﺎﺀ ٌ ﻳﺤﻮﻱ ﺍﻟﺨﻼﻳﺎ ﺑﺎﻧﻴﺔَ‬ ‫ﻑ ‪ .‬ﻭﻟﻠﻐﻀﺮﻭ ِ‬ ‫ﺍﻟﻬﻴﻜ ُﻞ ﺃﻏﻠﺒُﻪ ﻣﻦ ﺍﻟﻐﻀﺮﻭ ِ‬
‫ﺐ‬ ‫ﺹ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﺍﻟﺬﺍﺋ ِ‬ ‫ﺍﻟﻌﻈﻢ ِ ‪ .‬ﺑﻌ َﺪ ﺍﻟﻮﻻﺩ ِﺓ ﺗﺒﺪﺃ ُ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﺑﺎﻣﺘﺼﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﺬﺍﺋﺐ ﺇﻟﻰ ﻣﺮﻛﱠﺒﺎ ِ‬ ‫َ‬ ‫ُﺤﻮ ُﻝ ﺍﻟﺨﻼﻳﺎ ﺑﺎﻧﻴﺔ ُ ﺍﻟﻌﻈﻢ ِ ﺍﻟﻜﺎﻟﺴﻴﻮﻡَ‬ ‫ﻓﻲ ﺍﻟﺪﻡ ِ ‪ ،‬ﻭﺗ ﱢ‬
‫ﺒﺎﺕ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻫﺬﻩ‬ ‫ﺐ ﻣﺮﻛﱠ ُ‬ ‫ﻭﺗﺘﺮﺳ ُ‬
‫ّ‬ ‫ﺗﺬﻭﺏ ﻓﻲ ﺍﻟﺪﻡ ِ ‪،‬‬
‫ُ‬ ‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﺍﻟﺘﻲ ﻻ‬
‫ﻋﻈﻤﺎ ‪ .‬ﻋﻤﻠﻴّﺔ ُ ﺗﻜﻮﻳ ِﻦ ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ً‬ ‫ﺢ‬
‫ﻜﺴﺒُﻪ ﺻﻼﺑﺔً ﻭﻳُﺼﺒِ ُ‬ ‫ﻣﻤﺎ ﻳ ُ ِ‬‫ﻑ ّ‬ ‫ﻓﻲ ﺍﻟﻐﻀﺮﻭ ِ‬
‫‪6 πo μ°T‬‬
‫ﺍﻟﻐﻀﺮﻭﻑ‬ ‫ُ‬ ‫ﺍﻻﺳﺘﻄﺎﻟﺔ ﺣﺘّﻰ ﻳﺘﻌﻈ ّ َﻢ‬‫ِ‬ ‫ﺗﺴﺘﻤﺮ ﻋﻈﺎﻣُﻚ ﻓﻲ‬ ‫ﱡ‬ ‫ُﺴﻤﻰ ﺍﻟﺘﻌﻈ ّ َﻢ ‪.‬‬‫ﺗ ّ‬
‫ِ‬
‫ﻛﻠﱡﻪ ﻓﻲ ﻃﺮ ِ‬
‫ﻻﺣ ْ‬
‫ﻆ ﺃ ّﻥ ﻋﻈﺎﻡَ ﺍﻟﺮﺟ ِﻞ ﺍﻟﺜﻼﺛﺔَ‬
‫ﻭﺍﻟﺮﺿﻔﺔَ ﺗﺘﻘﺎﺑ ُﻞ ﻓﻲ ﻣﻔﺼ ِﻞ‬ ‫ﻭﻳﺴﺘﻤﺮ‬
‫ﱡ‬ ‫ﺍﻟﻌﻈﻤﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴ ُﻞ ‪ .‬ﻭﻳﺒﺪﺃ ُ ﺍﻟﺘﻌﻈ ّ ُﻢ ﻗﺒ َﻞ ﺍﻟﻮﻻﺩ ِﺓ‬ ‫ِ‬ ‫ﻑ‬
‫ﺍﻟﺰﻻﻟﻲ ﻋﺒﺎﺭﺓٌ‬
‫ﱡ‬ ‫ﺍﻟﻜﻴﺲ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺮﻛﺒﺔ ‪.‬‬ ‫ﺛﻤﺎﻧﻲ‬ ‫َ‬ ‫ﺑﻴﻦ‬
‫ﻒ ﻋﻨﺪﻣﺎ ﺗﺒﻠ ُﻎ ﻣﻦ ﺍﻟﻌﻤ ِﺮ ﻣﺎ َ‬ ‫ﺗﻘﺮﻳﺒًﺎ ﻃﻮﺍ َﻝ ‪ 20‬ﺳﻨﺔً ‪ ،‬ﻭﻳﺘﻮﻗ ّ ُ‬
‫ٍ‬
‫ﻣﻤﻠﻮﺀ ﺑﺴﺎﺋ ٍﻞ ﻳﻌﻤ ُﻞ‬ ‫ﺲ‬‫ﻋﻦ ﻛﻴ ٍ‬ ‫ﺐ ﻭﺍﻷﺟﺒﺎ ِﻥ‬ ‫ﺠﺎﺕ ﺍﻷﻟﺒﺎ ِﻥ ﻣﺜ ُﻞ ﺍﻟﺤﻠﻴ ِ‬ ‫ﺲ ﻭﻋﺸﺮﻳﻦ ﺳﻨﺔً ‪ .‬ﻣﻨﺘ َ ُ‬ ‫ﻋﺸﺮ َﺓ ﻭﺧﻤ ٍ‬
‫ﺃﻃﺮﺍﻑ‬
‫َ‬ ‫ﺎ‬ ‫ﻌ‬
‫ً‬ ‫ﻣﺎﻧ‬ ‫ِ‬ ‫ﻡ‬ ‫ﻟﻠﻌﻈﺎ‬ ‫ﻛﻮﺳﺎﺩ ٍﺓ‬
‫ﺍﻟﻌﻈﺎﻡ ِ ﻣﻦ ﺍﻟﺘﺂﻛ ِﻞ ‪ .‬ﻣﺎ ﻫﻲ ﻋﻈﺎﻡ ُ‬
‫ﺏ ﺍﻟﺤﻠﻴ ِ‬
‫ﺐ‪.‬‬ ‫ﺩﺍﺋﻤﺎ ﺑﺸﺮ ِ‬‫ﺢ ً‬ ‫ﻨﺼ ُ‬
‫ﻏﻨﻴّﺔ ٌ ﺑﺎﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻭﺍﻟﻔﻮﺳﻔﻮ ِﺭ؛ ﻟﺬﻟﻚ ﻳ ُ َ‬
‫ﺍﻟﺮﺟ ِﻞ ﺍﻟﺜﻼﺛﺔ ُ ﺍﻟﺘﻲ ﺗﺘﻘﺎﺑ ُﻞ ﻓﻲ‬
‫ِ‬
‫ﺍﻟﺮﻛﺒﺔ؟‬ ‫ﻣﻔﺼ ِﻞ‬
‫‪oá«∏μ«¡dG‬‬ ‫‪äÉWÉÑJQ’G‬‬
‫‪Skeletal Connections‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺍﻟﻔﺨ ُﺬ‬ ‫ﺯﻻﻟﻲ‬ ‫ﻛﻴﺲ‬

‫ﺁﺧﺮ ﻋﻠﻰ‬ ‫ﻣﻔﺼﻼ ﻣﻊ ﻋﻈﻢ ٍ َ‬ ‫ً‬ ‫ﻜﻮ ُﻥ ﻛ ﱡﻞ ﻋﻈﻢ ٍ ﻓﻲ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ‬ ‫ﻳُ ﱢ‬
‫ﱞ‬ ‫ٌ‬
‫ﺃﻛﺜﺮ ﻣ ًﻌﺎ ‪.‬‬ ‫ﺍﻷﻗ ﱢﻞ ‪ .‬ﺍﻟﻤﻔﺼ ُﻞ ‪ joint‬ﻫﻮ ُ ِ‬
‫ﺗﺘﻜﻮ ُﻥ ﻋﻈﺎﻡ ُ‬ ‫ّ‬ ‫ﻣﻮﻗﻊ ﺍﻟﺘﻘﺎﺀ ﻋﻈﻤﺘﻴﻦ ﺃﻭ َ‬
‫ٍ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﺎ ‪.‬‬ ‫ﺑﺒﻌﻀﻬﺎ‬‫ﻂ ِ‬ ‫ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺃﻥ ﺗﺮﺗﺒ َ‬ ‫ٍ‬ ‫ﺕ ﻭﻫﻲ‬ ‫ﺍﻟﺠﺴﻢ ِ ﻣﻦ ‪ 206‬ﻋﻈﻤﺎ ٍ‬
‫ﺤﺔ‬ ‫ﺑﻌﻀﻬﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﻌﻈﺎﻡ ِ ﺍﻟﻤﺴﻄ ﱠ ِ‬ ‫ﺾ ﺍﻟﻤﻔﺎﺻ ِﻞ ﻣﻊ ِ‬ ‫ﺗﻠﺘﺤﻢ ﺍﻟﻌﻈﺎﻡ ُ ﻓﻲ ﺑﻌ ِ‬
‫ﻏﻀﺮﻭﻑ‬
‫ٌ‬ ‫ﺍﻟﻮﺗﺮ‬
‫ُ‬ ‫ُ‬
‫ٍ‬ ‫ٍ‬
‫ُﻜﻮ ُﻥ ﺍﻟﺠﻤﺠﻤﺔَ ‪ ،‬ﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ ﺗﺘﻘﺎﺑ ُﻞ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﺍﻟﻌﻈﺎﻡ ِ ﻓﻲ‬ ‫ﺍﻟﺘﻲ ﺗ ﱢ‬
‫ﺑﻌﻀﻬﺎ ‪ .‬ﻫﺬﻩ ﺍﻟﻤﻔﺎﺻ ُﻞ ﻣﺜ ُﻞ‬ ‫ﺗﻠﺘﺤﻢ ﻣﻊ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﻔﺎﺻ ِﻞ ﺍﻷﺧﺮﻯ ﻭﻟﻜﻨّﻬﺎ ﻻ‬
‫ﺍﻟﺮﺿﻔﺔ ُ‬ ‫ﺗﺘﺤﺮ ُﻙ ‪.‬‬
‫ّ‬ ‫ﺍﻟﻤﻔﺎﺻ ِﻞ ﻓﻲ ﻣﺮﻓﻘﻴﻚ ﻭﺭﻛﺒﺘﻴﻚ ﺍﻟﻤﺒﻴ ّ ِﻨﺔ ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ (6‬ﺗﺠﻌﻠُﻚ‬
‫ﺍﻷﺭﺑﻄﺔ ُ‬ ‫ﺑﺄﺭﺑﻄﺔ ‪ . ligaments‬ﺍﻷﺭﺑﻄﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ٍ‬ ‫ﺗﺘّﺼ ُﻞ ﺍﻟﻌﻈﺎﻡ ُ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻔﺎﺻ ِﻞ‬
‫ﺍﻟﻘﺼﺒﺔ ُ‬ ‫ﺃﻏﻠﺐ‬
‫َ‬ ‫ُﻜﻮ ُﻥ ﺍﻟﻌﻈﺎﻡ ُ ﻭﺍﻷﺭﺑﻄﺔ ُ‬ ‫ﺗﻨﺸﺪ ﺃﻭ ﺗﺘﻤ ّﺪﺩ َ ‪ .‬ﺗ ﱢ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﱠ‬ ‫ﺿﺎﻣ ٍﺔ ٍ‬
‫ﻣﺮﻧﺔ ﻳُ ِ‬ ‫ﺃﻧﺴﺠﺔ ّ‬ ‫ٍ‬
‫ﺍﻟﺸﻈﻴّﺔ ُ‬
‫ﺍﻟﻬﻴﻜﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﺍﻟﻌﻀﻼﺕ ﻭﺍﻟﻌﻈﺎﻡُ‬ ‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﺗﻌﻤﻞَ‬ ‫ُ‬ ‫ﺟﺴﻢ ﺍﻹﻧﺴﺎ ِﻥ‬ ‫ُ‬ ‫ﻳﺘﺤﺮ َﻙ‬
‫ّ‬ ‫ﻟﻜﻲ‬
‫ﺿﺎﻣ ٍﺔ ﺗُﺴﻤّﻰ‬ ‫ّ‬ ‫ٍ‬
‫ﺃﻧﺴﺠﺔ‬ ‫ﺍﻟﻌﻀﻼﺕ ﺑﺎﻟﻌﻈﺎﻡ ِ ‪ ،‬ﻣﻦ ﺧﻼ ِﻝ‬ ‫ُ‬ ‫ﻣ ًﻌﺎ ‪ ،‬ﻟﺬﺍ ﺗﺮﺗﺒ ُﻂ‬
‫ﺍﻷﻭﺗﺎﺭَ ‪. tendons‬‬

‫‪19‬‬
 ‫‪oácôëàŸG‬‬ ‫‪πo °UÉØŸG‬‬
‫‪Movable Joints‬‬
‫‪u‬‬

‫ﻣﻔﺼ ُﻞ ِ‬
‫ﺍﻟﻜﺮﺓ ﻭﺍﻟﺤ ﱢﻖ‬
‫ﻁ ﺍﻷﺭﺑﻌﺔ ُ‬‫ﺟﺴﻤﻚ ﻣﺘﺼﻠﱢﺒًﺎ ‪ .‬ﺍﻷﻧﻤﺎ ُ‬
‫ُ‬ ‫ﺢ‬
‫ﻛﺔ ﻳُﺼﺒِ ُ‬‫ﺍﻟﻤﺘﺤﺮ ِ‬
‫ﱢ‬ ‫ﻣﻦ ﺩﻭ ِﻥ ﺍﻟﻤﻔﺎﺻ ِﻞ‬
‫‪Ball and Socket joint‬‬ ‫ﺑﺎﻟﺘﺤﺮ ِﻙ ﺑﻄﺮ ٍ‬
‫ﻕ‬ ‫ّ‬ ‫ﻟﺠﺴﻤﻚ‬ ‫ِ‬ ‫ﺗﺴﻤﺢ‬
‫ُ‬ ‫ﻛﺔ ﺍﻟﻤﺒﻴ ِﱠﻨﺔ ﻫﻨﺎ‬
‫ﺍﻟﻤﺘﺤﺮ ِ‬
‫ﱢ‬ ‫ﻣﻦ ﺍﻟﻤﻔﺎﺻ ِﻞ‬
‫ﺗﺴﻤﺢ ﺑﺄﻛﺒ ِﺮ ﻣﺪًﻯ‬
‫ﻗﻤﺔ ُ ﻋﻈﻢ ِ‬
‫ُ‬ ‫ﻣﻔﺎﺻ ُﻞ ﺍﻟﻜﺮ ِﺓ ﻭﺍﻟﺤ ﱢﻖ‬
‫ﻟﻠﺤﺮﻛﺔ ‪ .‬ﻓﻲ ِ‬ ‫ِ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﻔﺔ ‪.‬‬ ‫ِ‬
‫ﺗﻨﻐﺮﺱ ّ‬
‫ُ‬ ‫ﻛﺘﻔﻚ‬
‫ِ‬
‫ﺍﻟﻜﺘﻒ ‪.‬‬ ‫ﻟﻮﺡ‬
‫ِ‬ ‫ﺍﻟﻌﻀ ِﺪ ﺑﻌﻤ ٍﻖ ﻓﻲ ﺣ ﱢﻖ‬
‫ُﺪﻳﺮ ﺫﺭﺍﻋﻴﻚ ﻓﻲ‬ ‫ﻳﺴﻤﺢ ﺑﺄﻥ ﺗ َ‬ ‫ُ‬ ‫ﺍﻟﻤﻔﺼ ُﻞ‬
‫ﻳﺘﺤﺮ ُﻙ ﻭﺭﻛُﻚ ً‬
‫ﺃﻳﻀﺎ‬ ‫ّ‬ ‫‪.‬‬ ‫ٍ‬
‫ﺔ‬ ‫ﺗﺎﻣ‬ ‫ٍ‬
‫ﺩﺍﺋﺮ ٍﺓ ّ ّ ّ‬
‫ﺔ‬ ‫ﻳ‬ ‫ﺑﺤﺮ‬
‫ﺑﻤﻔﺼ ِﻞ ﺍﻟﻜﺮ ِﺓ ﻭﺍﻟﺤ ﱢﻖ ‪.‬‬ ‫ﺍﻟﻤﻔﺼ ُﻞ ﺍﻟﻤﺤﻮﺭﻱﱡ‬
‫‪Pivot joint‬‬
‫ﻳﺴﻤﺢ ﺍﻟﻤﻔﺼ ُﻞ ﺍﻟﻤﺤﻮﺭﻱﱡ ﻷﺣ ِﺪ‬ ‫ُ‬
‫ﺗﺪﻭﺭ ﺣﻮ َﻝ ﺍﻷﺧﺮﻯ ‪.‬‬ ‫َ‬ ‫ﺃﻥ‬ ‫ِ‬ ‫ﻡ‬ ‫ﺍﻟﻌﻈﺎ‬
‫ِ‬
‫ﺍﻟﺮﻗﺒﺔ‬ ‫ﻗﻤ ِﺔ‬‫ّ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺤﻮﺭﻱﱡ‬ ‫ﻞ‬‫ُ‬ ‫ﺍﻟﻤﻔﺼ‬
‫ﺪﻳﺮ‬
‫َ‬ ‫ُ‬ ‫ﺘ‬ ‫ﻟ‬ ‫ً‬
‫ﺓ‬ ‫ﻣﺤﺪﻭﺩ‬ ‫ً‬
‫ﺓ‬ ‫ﻗﺪﺭ‬ ‫ﻚ‬ ‫ﻳُ ِ‬
‫ﻜﺴﺒ ُ‬
‫ﺁﺧﺮ ‪.‬‬ ‫ﺐ ﺇﻟﻰ َ‬ ‫ﺭﺃﺳﻚ ﻣﻦ ﺟﺎﻧ ٍ‬ ‫َ‬

‫ﺍﻻﻧﺰﻻﻗﻲ‬
‫ﱡ‬ ‫ﺍﻟﻤﻔﺼ ُﻞ‬
‫‪Gliding joint‬‬
‫ﻕ ﺃﺣ ِﺪ‬
‫ﺍﻻﻧﺰﻻﻗﻲ ﺑﺎﻧﺰﻻ ِ‬
‫ﱡ‬ ‫ﻳﺴﻤﺢ ﺍﻟﻤﻔﺼ ُﻞ‬ ‫ُ‬
‫ﻤﻜﻨُﻚ ﺍﻟﻤﻔﺼ ُﻞ‬ ‫ﺍﻟﻌﻈﺎﻡ ِ ﻓﻮ َﻕ ﺍﻷﺧﺮﻯ ‪ .‬ﻳ ُ ﱢ‬
‫ﻭﺗﻠﻮﻱ‬
‫َ‬ ‫ﺗﺜﻨﻲ‬
‫ﺍﻟﺮﺳﻎ ﻣﻦ ﺃﻥ َ‬ ‫ِ‬ ‫ﺍﻻﻧﺰﻻﻗﻲ ﻓﻲ‬
‫ﱡ‬
‫ﺭﺳﻐَﻚ ‪ ،‬ﻭﻛﺬﻟﻚ ﺃﻥ ﺗﺼﻨ َﻊ ﺣﺮﻛﺔً‬
‫ﺁﺧﺮ ‪ .‬ﻛﺎﺣﻠ ُﻚ‬
‫ﺐ ﺇﻟﻰ َ‬ ‫ﻣﺤﺪﻭﺩ ًﺓ ﻣﻦ ﺟﺎﻧ ٍ‬
‫ﺍﻧﺰﻻﻗﻲ ‪.‬‬
‫ﱟ‬ ‫ﺑﻤﻔﺼﻞ‬
‫ٍ‬ ‫ﻳﺘﺤﺮ ُﻙ‬
‫ّ‬ ‫ﺃﻳﻀﺎ‬
‫ً‬

‫ﺍﻟﻤﻔﺼ ُﻞ ﺍﻟﺮﺯّﻱﱡ‬
‫‪Hinge joint‬‬
‫ٍ‬
‫ﻭﺍﺳﻌﺔ‬ ‫ٍ‬
‫ﺑﺤﺮﻛﺔ‬ ‫ﻳﺴﻤﺢ ﺍﻟﻤﻔﺼ ُﻞ ﺍﻟﺮ ّﺯﻱﱡ‬ ‫ُ‬
‫ﺏ‪.‬‬‫ﺍﻟﺨﻠﻒ ﻣﺜ ُﻞ ﻣﻔﺼ ِﻞ ﺍﻟﺒﺎ ِ‬ ‫ِ‬ ‫ﺇﻟﻰ ﺍﻷﻣﺎﻡ ِ ﺃﻭ‬
‫ﻳﺴﻤﺢ ﻟﻚ‬
‫ُ‬ ‫ﻣﻔﺼﻞ ﺭ ّﺯﻱﱟ‬
‫ٍ‬ ‫ﺭﻛﺒﺘُﻚ ﻣﻜﻮﱠﻧﺔ ٌ ﻣﻦ‬
‫ﻳﺘﺤﺮ ُﻙ ﻣﺮﻓﻘُﻚ‬
‫ّ‬ ‫‪.‬‬ ‫ﻚ‬ ‫ِ‬
‫ﺭﺟﻠ‬ ‫ِ‬
‫ﻭﺍﺳﺘﻘﺎﻣﺔ‬ ‫ﺑﺜﻨ ِﻲ‬
‫ﺑﻤﻔﺼﻞ ﺭ ّﺯﻱﱟ ‪.‬‬
‫ٍ‬ ‫ﺃﻳﻀﺎ‬
‫ً‬

‫‪20‬‬
 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﺍﻟﻤﻔﺼﻠﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﻨﻈﻴﺮ‬
‫ُ‬
‫ﺭﻛﺒﺘﻚ ‪ .‬ﻣﻊ‬ ‫ﺍﻟﺮﻛﺒﺔ ﺧﻼﻝ ﺷ ﱟﻖ ﺩﻗﻴ ٍﻖ ﻓﻲ ِ‬ ‫ِ‬ ‫ﺍﺣﺎ ﻳُﺠﺮﻱ ﺟﺮﺍﺣﺔَ‬ ‫ﺟﺮ ً‬ ‫ﺗﺨﻴﱠ ْﻞ ّ‬
‫ﺕ‬ ‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﻋﻤﻠﻴّﺎ ِ‬ ‫َ‬ ‫ﻑ ﺍﻟﺒﺼﺮﻳ ّ ِﺔ ‪ ،‬ﻓﺈ ّﻥ‬ ‫ﺍﻟﻄﺐ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻷﻟﻴﺎ ِ‬ ‫ﱢ‬ ‫ﺗﻘ ّﺪﻡ ِ‬
‫ﺍﻟﻤﻔﺼﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺑﺠﺮﺍﺣﺔ ﺍﻟﺘﻨﻈﻴ ِﺮ‬‫ِ‬ ‫ﻑ‬ ‫ُﻌﺮ ُ‬ ‫ِ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﻭﺗ َ‬ ‫ﺍﻟﻤﻔﺎﺻ ِﻞ ﺗﺘ ﱡﻢ ﺑﻬﺬﻩ‬
‫ِ‬
‫ﻭﺍﻟﻜﺘﻒ‬ ‫ِ‬
‫ﺍﻟﺮﻛﺒﺔ‬ ‫ﺍﻟﻤﻔﺼﻠﻲ ﻋﺎﺩ ًﺓ ﻓﻲ ﻣﻔﺎﺻ ِﻞ‬ ‫ﱢ‬ ‫ﺗﺘ ﱡﻢ ﺟﺮﺍﺣﺔ ُ ﺍﻟﺘﻨﻈﻴ ِﺮ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴّﻴﻦ ﻫﺬﻩ ﺍﻟﺠﺮﺍﺣﺔَ‬ ‫ُ‬ ‫ﻭﺍﻟﻤﺮﻓ ِﻖ ﻭﺍﻟﻮﺭ ِﻙ ‪ .‬ﻳُﺠﺮﻱ‬
‫ﺭﻳﺎﺿﺘﻬﻢ ‪ ،‬ﺣﻴﺚ ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻓﻲ ﻫﺬﻩ‬ ‫ِ‬ ‫ﺴﺎﻋﺪَﻫﻢ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺮﺍ ِﺭ ﻓﻲ‬ ‫ﻟﺘ ُ ِ‬
‫ﺕ ﻭﺣﺰﻡَ‬ ‫ﺍﻟﻤﻨﻈﺎﺭ ﻭﺗﺤﻮﻱ ﻋﺪﺳﺎ ٍ‬ ‫َ‬ ‫ُﺴﻤﻰ‬ ‫ﺍﻟﺘﻘﻨﻴ ّ ِﺔ ﺁﻟﺔ ٌ ﺗ ُﺸﺒِ ُﻪ ﺍﻷﻧﺒﻮﺑﺔَ ﺗ ّ‬
‫ِ‬
‫ﺍﻟﻀﻮﺀ ‪.‬‬ ‫ﻭﺍﻷﻟﻴﺎﻑ ﺍﻟﺒﺼﺮﻳّﺔ ُ ﻟﻨﻘ ِﻞ‬ ‫ُ‬ ‫ﺍﻟﻌﺪﺳﺎﺕ ﻟﻠﺘﻜﺒﻴ ِﺮ‬ ‫ُ‬ ‫ﻑ ﺿﻮﺋﻴ ّ ٍﺔ؛‬ ‫ﺃﻟﻴﺎ ٍ‬
‫ﻃﺮﻑ ﺍﻟﻤﻨﻈﺎ ِﺭ ﻓﻲ ﺷ ﱟﻖ‬ ‫ُ‬ ‫ﺿ ُﻊ‬ ‫ﺍﻟﻤﻔﺼﻠﻲ ﻳﻮ َ‬‫ﱢ‬ ‫ﺟﺮﺍﺣﺔ ﺍﻟﺘﻨﻈﻴ ِﺮ‬ ‫ِ‬ ‫ﺧﻼ َﻝ‬
‫ﺤﺪﺩُ ﺍﻟﻤﺸﻜﻠﺔَ ﻭﺗ ُﻨ َﻘ ُﻞ‬ ‫ﺍﺡ ﺧﻼ َﻝ ﺍﻟﻤﻨﻈﺎ ِﺭ ﻭﻳ ُ ﱢ‬ ‫ﺍﻟﺠﺮ ُ‬
‫ّ‬ ‫ﻭﻳﻨﻈﺮ‬
‫ُ‬ ‫ﺟﺮﺍﺣﻲ ﺻﻐﻴ ٍﺮ ‪.‬‬ ‫ﱟ‬
‫ﺍﺡ‬
‫ﻟﻠﺠﺮ ِ‬‫ّ‬ ‫ﻤﻜ ُﻦ‬‫ﺟﺮﺍﺣﻲ ﺛﺎ ٍﻥ ﻳ ُ ِ‬‫ﱟ‬ ‫ﺷﺎﺷﺔ ﺗﻠﻔﺰﻳﻮﻧﻴ ّ ٍﺔ ‪ .‬ﺧﻼ َﻝ ﺷ ﱟﻖ‬ ‫ٍ‬ ‫ﺃﻳﻀﺎ ﺇﻟﻰ‬ ‫ﺻﻮﺭﺓٌ ً‬
‫ِ‬
‫‪7 πo μ°T‬‬
‫ِ‬
‫ﺟﺮﺍﺣﺔ‬ ‫ﺑﻌﺾ ﻣﻤﻴﱢﺰﺍ ِ‬
‫ﺕ‬ ‫َ‬ ‫ﺍﺫﻛﺮ‬ ‫ﺍﻟﺸﺎﺷﺔ‬ ‫ﺧﺎﺻ ٍﺔ ﺻﻐﻴﺮ ٍﺓ ‪ .‬ﻭﺍﻟﺼﻮﺭﺓُ ﻋﻠﻰ‬ ‫ّ‬ ‫ﺢ ﺍﻟﻮﺿ َﻊ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﺁﻻ ٍ‬
‫ﺕ‬ ‫ﺼﺤ َ‬
‫ﺃﻥ ﻳ ُ ﱢ‬
‫ﺍﻟﻤﻔﺼﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺘﻨﻈﻴ ِﺮ‬ ‫ﺭﺅﻳﺔ ﻣﺎ ﻳﻘﻮﻣﻮﻥ ﺑﻪ ‪.‬‬ ‫ﺍﻟﺠﺮﺍﺣﻴﻦ ﻋﻠﻰ ِ‬ ‫ُﺴﺎﻋ ُﺪ‬ ‫ﺗ ِ‬
‫ّ‬
‫ﺍﻷﻧﺴﺠﺔ ‪ .‬ﻟﺬﻟﻚ‬ ‫ِ‬ ‫ﻒ ﺍﻟﻘﻠﻴ ُﻞ ﻣﻦ‬ ‫ﺟﺪﺍ ‪ ،‬ﻳُﺘﻠ َ ُ‬ ‫ﻕ ﺍﻟﺠﺮﺍﺣﻴ ّ ِﺔ ﺻﻐﻴﺮ ًﺓ ًّ‬ ‫ﻭﻟﻜﻮ ِﻥ ﺍﻟﺸﻘﻮ ِ‬
‫ﻧﻔﺴﻪ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺠﺮﺍﺣﺔ ِ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﻳُﻐﺎ ِﺩ َﺭ ﺍﻟﻤﺴﺘﺸﻔﻰ ﻓﻲ ﻳﻮﻡ ِ‬ ‫ﺑﺴﺮﻋﺔ ‪ ،‬ﻭﻳ ُ ِ‬‫ٍ‬ ‫ﺍﻟﻤﺮﻳﺾ‬
‫ُ‬ ‫ﻳُﺸﻔﻰ‬

‫ﺍﻟﺘﺼﻨﻴﻒ‬
‫ُ‬
‫ﺃﻧﺸﻄﺔ ﺎﺋ ِ‬
‫ﺍﻟﻘﺎﺋﻤﺔﺔ‬ ‫ِ‬ ‫ِ‬
‫ﺑﺈﺟﺮﺍﺀ ﻛ ﱟﻞ ﻣﻦ‬ ‫ﻗ ُْﻢ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺣﺮ ْﻙ ﺫﺭﺍ َﻋﻚ ﻓﻲ ﺩﺍﺋﺮ ٍﺓ ‪.‬‬
‫• ﱢ‬
‫ﺍﻟﺪﺭﺱ ‪1-1‬‬
‫ُ‬
‫ﺍﻟﺒﺎﺏ ‪.‬‬
‫َ‬ ‫ﺍﻓﺘﺢ‬
‫• ِ‬
‫• ﺍﺭﻓ ْﻊ ﻛﺘﺎﺑًﺎ ﻣﻦ ﻋﻠﻰ ﺍﻟﻤﻨﻀﺪ ِﺓ ‪.‬‬ ‫‪.1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬
‫‪ΩɶYh‬‬
‫‪p‬‬ ‫‪p‬‬
‫‪∑QƒdG‬‬ ‫‪áp ª¶Yh Qp ó°üdG áp ª¶©d áo «ª∏©dG‬‬
‫‪q‬‬ ‫‪o ’G Ée . 16 áëØ°U ‘ »ª¶©dG‬‬
‫‪Aɪ°SC‬‬ ‫‪πn μ«¡dG ôp ¶fG‬‬
‫• ﺍﺭﻛ ْﻊ ﺑﺜﻨ ِﻲ ﺭﻛﺒﺘﻴﻚ ‪.‬‬
‫‪s‬‬

‫‪∞«c ∞r °Up .2‬‬

‫‪m‬‬
‫‪. ᪶Y‬‬ ‫‪πs c ∞r æu °U ?óp °†©dG áp ª¶Yh ≠°SôdG‬‬
‫‪p‬‬

‫ﺣﺮ ْﻙ ﻳﺪَﻙ ﺣﺮﻛﺔً ﻣﻮﺟﻴّﺔً ‪.‬‬

‫• ﱢ‬ ‫‪∞«c :èr àp æà°SG .3‬‬
‫‪“. áp cô◊G ôM‬‬ ‫‪u mπ°üØe” πc‬‬ ‫‪t ∑o ôëàj‬‬
‫‪q‬‬

‫ﺭﺃﺳﻚ ﻣﻦ ﺟﺎﻧ ٍ‬
‫ﺣﺮ ْﻙ َ‬ ‫‪.4‬‬
‫‪o »àdG áp Ø«XƒdÉH pπjƒ£dG ºp ¶©dG ¥É°S‬‬
‫ﺁﺧﺮ ‪.‬‬
‫ﺐ ﺇﻟﻰ َ‬ ‫• ﱢ‬
‫‪?º¶©dG‬‬
‫‪o‬‬ ‫‪Gòg É¡H Ωƒ≤j‬‬ ‫‪o §ÑJôj‬‬ ‫‪o‬‬
‫‪pπμ«¡dG øe Am õLh áp «eƒ«dG‬‬ ‫‪Ip É«◊G ‘ É¡eóîà°ùJ‬‬ ‫‪AÉ«°TC‬‬
‫‪n GÚ‬‬ ‫‪n H πr Hp Éb :Ik ÉgÉ°†e ™æ°UG‬‬
‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻤﻔﺎﺻ ِﻞ‬ ‫ﺣﺪﺩْ ﱠ‬
‫ﺃﻱ‬ ‫ﱢ‬
‫‪q‬‬ ‫‪o‬‬ ‫‪r‬‬
‫ٍ‬
‫‪. ∑QÉ«àNG‬‬ ‫‪öùa‬‬ ‫‪m‬‬
‫‪p u . IÉgÉ°†e‬‬ ‫‪πn °†aCG ín °Vƒ‬‬ ‫‪u ào d »ª¶©dG‬‬
‫ﺃﺩﺍﺀ ﻛ ﱟﻞ ﻣﻦ ﻫﺬﻩ‬ ‫ﻳُﺴﺘﺨﺪَﻡ ُ ﻓﻲ ِ‬
‫‪n‬‬ ‫‪u‬‬
‫‪ÜÉÑdG‬‬ ‫‪π°üØe‬‬ ‫) ‪áo ªéª÷G ( CG‬‬
‫ِ‬
‫‪p‬‬ ‫‪o‬‬
‫ﺍﺫﻛﺮ ﺳﺒﺒًﺎ ﻟﺘﻌﺰﻳ ِﺰ‬
‫ْ‬ ‫ﺍﻷﻧﺸﻄﺔ ‪.‬‬ ‫‪(»WÉ‬‬‫)‪w £e‬‬ ‫‪q ¿ôe‬‬ ‫‪l §jöT‬‬ ‫)‪Ée ál ª¶Y (Ü‬‬
‫ِ‬
‫‪l‬‬
‫ﺗﺼﻨﻴﻔﻚ ‪.‬‬ ‫◊‪¬Fp GõLCG ΩÉ‬‬‫” ‪o‬‬ ‫‪s Qƒ°ùμe‬‬
‫‪l‬‬ ‫‪܃c‬‬
‫‪l‬‬ ‫‪•ÉHôdG‬‬
‫‪o‬‬ ‫)‪(`L‬‬
‫‪møjõîJ ´Oƒà°ùe‬‬‫‪o‬‬ ‫‪áp ÑcôdG π°üØe‬‬
‫‪o‬‬ ‫)‪(O‬‬

‫‪21‬‬
 ‫‪Ro É¡÷G 2-1‬‬
‫‪The Muscular System‬‬
‫‪»∏°†©dG‬‬
‫‪t‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﻌﻀﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﻳﺬﻛﺮ ﺍﻟﻮﻇﻴﻔﺔَ ﺍﻟﺮﺋﻴﺴﻴّﺔَ ﻟﻠﺠﻬﺎ ِﺯ‬ ‫َ‬
‫ﺕ‪.‬‬‫ﻉ ﺍﻟﺜﻼﺛﺔَ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬ ‫َ‬ ‫ﺍﻷﻧﻮﺍ‬ ‫ﻳُﻘﺎ ِﺭ َ‬
‫ﻥ‬
‫ﺃﺯﻭﺍﺝ ‪.‬‬
‫ٍ‬ ‫ﺍﻟﻌﻀﻼﺕ ﻓﻲ‬
‫ُ‬ ‫ﻳﺼﻒ ﻛﻴﻒ ﺗﻌﻤ ُﻞ‬ ‫َ‬
‫ِ‬
‫ﺍﻟﺮﻭﺍﻓﻊ ﺍﻟﺜﻼﺙ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ِ‬ ‫ﺤﺪﺩ َ ﺃﻧﻈﻤﺔَ‬ ‫ﻳُ ﱢ‬
‫ﺍﻟﻤﺨﺘﻠ ِﻔﺔ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ‬ ‫ﺕ ﺍﻟﻤﻮﺟﻮﺩ َﺓ ﻓﻲ‬ ‫ﻉ ﺍﻟﻌﻀﻼ ِ‬ ‫ﱢﻒ ﺃﻧﻮﺍ َ‬
‫ﻳُﺼﻨ َ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﻌﻀﻠﺔَ ﺍﻟﻬﻴﻜﻠﻴّﺔَ ‪ ،‬ﺍﻟﻌﻀﻠﺔَ ﺍﻟﻤﻠﺴﺎﺀ َ ‪ ،‬ﺍﻟﻌﻀﻠﺔَ ﺍﻟﻘﻠﺒﻴّﺔَ ‪،‬‬
‫ِ‬ ‫ﻑ‬‫ﻳُ ﱢﻌﺮ َ‬
‫ﺍﻟﻌﻀﻠﺔَ ﺍﻟﺒﺎﺳﻄﺔَ ‪ ،‬ﺍﻟﻌﻀﻠﺔَ ﺍﻟﻘﺎﺑﻀﺔَ ‪.‬‬

‫ﺟﻤﻴﻊ ﺍﻟﻌﻀﻼ ِ‬
‫ﺕ‬ ‫ُ‬ ‫ﺗﻨﻘﺒﺾ ‪ .‬ﺗﻌﻤ ُﻞ‬
‫َ‬ ‫ﺗﻘﺼﺮ ﺃﻭ‬
‫َ‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﺍﻟﻌﻀﻼﺕ ﺃﻧﺴﺠﺔ ٌ ﻳ ُ ِ‬
‫ُ‬
‫ﺗﻨﻘﺒﺾ ﻓﺈﻧّﻬﺎ‬
‫ُ‬ ‫ﺙ ﻟﻬﺎ ﺷ ﱞﺪ ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗ َُﺸ ﱡﺪ ﺍﻟﻌﻀﻠﺔ ُ ﺃﻭ‬ ‫ِ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ‪ ،‬ﻳﺤﺪ ُ‬ ‫ﺑﻬﺬﻩ‬
‫ﺐ ﺗﺤﺮﻳﻚَ‬ ‫ﺍﻟﻘﻮ َﺓ ﺍﻟﺘﻲ ﺗ ُﺴﺒﱢ ُ‬
‫ﺗﻨﺲ ﺃ ّﻥ ﺍﻟﺸﻐ َﻞ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ِ ﻳﻌﻨﻲ ّ‬ ‫ﺷﻐﻼ ‪ .‬ﻻ َ‬ ‫ﺗﺒﺬ ُﻝ ً‬
‫ﺧﻠﻒ‬
‫َ‬ ‫ﺗﻘﻒ‬
‫ُ‬ ‫ﺍﻟﻌﻀﻠﻲ ﻟﻺﻧﺴﺎ ِﻥ ﻫﻮ ّ‬
‫ﺍﻟﻘﻮﺓُ ﺍﻟﺘﻲ‬ ‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﺷﻲﺀ ﻣﺴﺎﻓﺔً ﻣﺎ ‪.‬‬ ‫ٍ‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﻟﻌﻈﺎﻡ ُ ﺃﻥ‬
‫ُ‬ ‫ﺕ‪ ،‬ﻻ‬ ‫ﺍﻟﻬﻴﻜﻠﻲ ‪ ،‬ﻓﻤﻦ ﺩﻭ ِﻥ ﻓﻌ ِﻞ ﺍﻟﻌﻀﻼ ِ‬ ‫ﱢ‬ ‫ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﻉ‬‫ﻤﻜﻨُﻚ ﺣﺘّﻰ ﺍﺑﺘﻼ ُ‬ ‫ﺲ ‪ .‬ﻭﻻ ﻳ ُ ِ‬ ‫ﻣﻔﺎﺻﻠﻬﺎ ﻭﻻ ﻳ ُ ِ‬
‫ﻤﻜﻨُﻚ ﺍﻟﺘﻨ ّﻔ ُ‬ ‫ِ‬ ‫ﺗﺘﺤﺮ َﻙ ﻓﻲ‬
‫ّ‬
‫ﺍﻟﻐﺬﺍﺀ ﻣﻦ ﺩﻭ ِﻥ ﺍﻟﻌﻀﻼﺕ ‪ِ.‬‬ ‫ِ‬

‫‪p‬‬
‫‪á∏°†©dG‬‬ ‫‪Ö«côJ‬‬
‫‪Muscle Structure‬‬
‫‪o‬‬

‫ﻭﺗﺮﻛﻴﺐ‬
‫َ‬ ‫ﺗﻨﻈﻴﻢ‬
‫َ‬ ‫ﺢ‬
‫ﺿ ُ‬ ‫ِ‬
‫ﺍﻟﻤﻘﺎﺑﻠﺔ ‪ .‬ﺇﻧّﻪ ﻳُﻮ ﱢ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ (8‬ﻓﻲ‬ ‫ْ‬
‫ﺍﻟﺮﻓﻴﻌﺔ ﺍﻟﻄﻮﻳﻠﺔِ‬
‫ِ‬ ‫ِ‬
‫ﺕ ﺇﻟﻰ ﺁﻻﻑ ﺍﻟﺨﻼﻳﺎ‬ ‫ﺍﻟﻌﻀﻼﺕ ﻣﻦ ﻣﺌﺎ ٍ‬
‫ُ‬ ‫ﺗﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻌﻀﻠﺔ ‪.‬‬
‫ﺭﻗﻴﻖ‬
‫ﻏﻼﻑ ٌ‬ ‫ٌ‬ ‫ﻑ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ‬
‫ﺕ ﺍﻷﻟﻴﺎ ِ‬ ‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﻀﻠﻴّﺔَ ‪ .‬ﻳُﻐﻄّﻲ ﻣﺠﻤﻮﻋﺎ ِ‬
‫َ‬ ‫ُﺴﻤﻰ‬
‫ﺗ ّ‬
‫ُﻜﻮ ُﻥ ﺍﻟﻌﻀﻠﺔَ ‪،‬‬ ‫ﻑ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ ﺗ ﱢ‬ ‫ﺍﻟﻨﺴﻴﺞ ﺍﻟﻀﺎ ﱢﻡ ‪ .‬ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﺣﺰﻡ ِ ﺍﻷﻟﻴﺎ ِ‬
‫ِ‬ ‫ﻣﻦ‬
‫ﻭﺍﻷﻟﻴﺎﻑ‬
‫ُ‬ ‫ﺃﻳﻀﺎ ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ‬ ‫ﻋﻀﻠﺔ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻋﻀ ٍﻮ ‪ ،‬ﻓﻬﻨﺎﻙ ً‬ ‫ٍ‬ ‫ﻭﻷ ّﻥ ﻛ ﱠﻞ‬
‫ٍ‬
‫ﻋﻀﻠﺔ ‪.‬‬ ‫ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺍﻟﻤﻤﺘ ّﺪﺓُ ﺧﻼ َﻝ ﻛ ﱢﻞ‬

‫‪22‬‬
 ‫ﺧﻴ ُ‬
‫ﻂ ﺍﻷﻛﺘﻴ ِﻦ‬ ‫ﺣﺰﻣﺔ ٌ ﻣﻦ ﺃﻟﻴﺎ ٍ‬
‫ﻑ‬
‫ﺧﻴ ُ‬
‫ﻂ ﺍﻟﻤﻴﻮﺳﻴ ِﻦ‬ ‫ﻋﻀﻠﻴ ّ ٍﺔ )ﺧﻼﻳﺎ(‬
‫ﻋﻀﻠﻲ )ﺧﻠﻴّﺔ ٌ(‬
‫ﱞ‬ ‫ﻟﻴﻒ‬
‫ٌ‬
‫ﻭﻋﺎﺀ ٌ ﺩﻣﻮﻱﱞ‬ ‫ﻋﻈﻢ‬
‫ٌ‬
‫ﻭﺗﺮ‬
‫ٌ‬

‫ﻧﺴﻴﺞ ﺿﺎﻡﱞ‬
‫ٌ‬ ‫ﻋﻀﻠﺔ ٌ‬

‫‪8 πo μ°T‬‬
‫ﺗﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ﻟﻴﻔﺔ ﻋﻀﻠﻴ ّ ٍﺔ )ﺧﻠﻴ ّ ٍﺔ(‬ ‫ﻛ ﱡﻞ ٍ‬
‫ﺍﻷﻟﻴﺎﻑ‬
‫ُ‬ ‫ﺃﺻﻐﺮ ‪ .‬ﻫﺬﻩ‬ ‫َ‬ ‫ﻣﻦ ﺃﻟﻴﺎ ٍ‬
‫ﻑ‬
‫ِ‬
‫ﺍﻟﺨﻴﻮﻁ‬ ‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ ﻧﻮﻋﻴﻦ ﻣﻦ‬ ‫ّ‬
‫ﻳﻨﺰﻟﻖ ﺃﺣ ُﺪ ﺍﻟﺨﻴﻮﻁِ‬ ‫ُ‬ ‫‪.‬‬ ‫ﺔ‬‫ِ‬ ‫ّ‬ ‫ﺍﻟﺒﺮﻭﺗﻴﻨﻴ‬ ‫‪p‬‬
‫ِ‬
‫‪äÓ°†©dG‬‬ ‫‪´GƒfC‬‬
‫‪o G‬‬
‫‪Types of Muscles‬‬
‫ﺍﻟﺨﻴﻮﻁ ﺍﻷﺧﺮﻯ ﻣﺴﺒﱢﺒًﺎ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻌﻀﻠﺔ ‪ .‬ﻣﺎ ﺃﺳﻤﺎﺀ ُ ﻫﺬﻳﻦ‬ ‫ِ‬ ‫ﺍﻧﻘﺒﺎﺽ‬
‫َ‬
‫ِ‬
‫ﺍﻟﺨﻴﻮﻁ؟‬ ‫ﺍﻟﻨﻮﻋﻴﻦ ﻣﻦ‬
‫ﺍﻟﻌﻀﻠﻲ‪ :‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ‬‫ﱢ‬ ‫ﺍﻟﻨﺴﻴﺞ‬
‫ِ‬ ‫ﺟﺴﻤﻚ ﺛﻼﺛﺔ ُ ﺃﻧﻮﺍﻉٍ ﻣﻦ‬‫ِ‬ ‫ﺟ ُﺪ ﻓﻲ‬ ‫ﻳﻮ َ‬
‫ﻭﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻤﻠﺴﺎﺀ ُ ﻭﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻘﻠﺒﻴّﺔ ُ ‪ .‬ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ (9‬ﺗﺮﻯ ﺻﻮﺭ ًﺓ‬
‫ﺕ‬ ‫ﺟ ُﺪ ﻛ ﱞﻞ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬ ‫ﺕ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﺗﻮ َ‬ ‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬ ‫ﻣﻜﺒ ﱠﺮ ًﺓ ﻟﻜ ﱢﻞ ٍ‬
‫ﺟ ُﺪ‬‫ﺃﻣﺎﻛﻦ ﻋﺪﻳﺪ ٍﺓ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻭﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻘﻠﺒﻴّﺔ ُ ﺗﻮ َ‬
‫َ‬ ‫ِ‬
‫ﻭﺍﻟﻤﻠﺴﺎﺀ ﻓﻲ‬ ‫ﺍﻟﻬﻴﻜﻠﻴ ّ ِﺔ‬
‫ﻣﺘﺨﺼﺼﺔً ﻓﻲ‬ ‫ﱢ‬ ‫ﻭﻇﺎﺋﻒ‬
‫َ‬ ‫ﻨﺠ ُﺰ‬ ‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬
‫ﺕ ﻳُ ِ‬ ‫ﺐ ‪ .‬ﻛ ﱡﻞ ٍ‬ ‫ﻓﻘﻂ ﻓﻲ ﺍﻟﻘﻠ ِ‬
‫ﺍﻟﺠﺴﻢ ِ ‪.‬‬

‫‪Skeletal Muscle‬‬ ‫ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ‬

‫ُﺤﺮ َﻙ ﺍﻟﻌﻀﻠﺔ َ ﺍﻟﻬﻴﻜﻠﻴّﺔ َ ‪ skeletal muscle‬ﻓﻲ ﺃﻱﱢ ﻭﻗ ٍ‬
‫ﺖ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ﱢ‬ ‫ﻳُ ِ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺙ ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ ﺍﻟﺤﺮﻛﺔ َ ﻋﻨ َﺪ ﺍﻟﻤﻔﺎﺻﻞِ ‪ ،‬ﻷﻧّﻬﺎ ﺗﺘّﺼ ُﻞ ﺑﺎﻟﻌﻈﺎﻡ ِ‬‫ﺗ ُﺮﻳ ُﺪ ‪ .‬ﺗُﺤ ِﺪ ُ‬
‫ﺍﻟﻌﻀﻠﺔ ﺍﻟﻬﻴﻜﻠﻴ ّ ِﺔ ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ (9‬ﺗﺠ ْﺪ ﺃ ّﻥ ﺧﻼﻳﺎﻫﺎ‬ ‫ِ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ‬ ‫ﻭﺗ ٍﺮ ﺧﺸ ٍﻦ ﻣﺮ ٍﻥ ‪ْ .‬‬
‫ُﺴﻤﻰ ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ ﺃﺣﻴﺎﻧًﺎ ﺍﻟﻌﻀﻠﺔَ‬ ‫ﱠ‬ ‫ﱠ‬
‫ﻣﺨﻄﻄﺔ ٌ ﺃﻭ ﻣﻘﻠﻤﺔ ٌ ‪ ،‬ﻭﺗ ّ‬
‫ﺍﻟﻤﺨﻄﱠﻄﺔَ ‪.‬‬

‫‪23‬‬
 ‫‪Smooth Muscle‬‬ ‫ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻤﻠﺴﺎﺀُ‬
‫ﺍﻧﻈﺮ‬
‫ْ‬ ‫ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻼﺇﺭﺍﺩﻳّﺔ ُ ﺗُﺴﻤّﻰ ﻋﻀﻠ ًﺔ ﻣﻠﺴﺎﺀ َ ‪. smooth muscle‬‬
‫ﻆ ﺃ ّﻥ ﺍﻟﻌﻀﻠﺔَ ﺍﻟﻤﻠﺴﺎﺀ َ ﻻ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺃﻱﱢ‬ ‫ﻭﻻﺣ ْ‬‫ِ‬ ‫ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪(9‬‬
‫ِ‬
‫ﺍﻷﻋﻀﺎﺀ ﺍﻟﺪﺍﺧﻠﻴ ّ ِﺔ ﻣﺜ ِﻞ‬ ‫ﺟ ُﺪ ﻓﻲ ﺟﺪﺍ ِﺭ ﻣﻌﻈﻢ ِ‬ ‫ٍ‬
‫ﺧﻄﻮﻁ ‪ .‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻤﻠﺴﺎﺀ ُ ﺗﻮ َ‬
‫ﺍﻟﻌﻀﻼﺕ ﺍﻟﻤﻠﺴﺎﺀ ُ ﺗﺠﻌ ُﻞ ﺃﻋﻀﺎﺀَﻙ‬
‫ُ‬ ‫ﻭﺃﻭﻋﻴﺘﻚ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﻣﻌﺪﺗﻚ‬ ‫ﺟﺪﺍ ِﺭ‬
‫ﻧﺎﺋﻢ ‪.‬‬
‫ﺍﻟﺪﺍﺧﻠﻴّﺔَ ﺗﻌﻤ ُﻞ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ﺣﺘّﻰ ﻭﺃﻧﺖ ٌ‬

‫ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻘﻠﺒﻴّﺔ ُ‬

‫ﻋﻀﻠﺔ ٌ ﻣﻠﺴﺎﺀ ُ‬

‫ﻋﻀﻠﺔ ٌ ﻫﻴﻜﻠﻴّﺔ ٌ‬

‫‪9 πo μ°T‬‬
‫ﻉ‬ ‫ﺟﺴﻤﻚ ﻋﻠﻰ ِ‬
‫ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬ ‫ُ‬ ‫ﻳﺤﺘﻮﻱ‬
‫ﺍﻷﻧﺴﺠﺔ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ‪ :‬ﺍﻟﻬﻴﻜﻠﻴّﺔِ‬
‫ِ‬ ‫ﻣﻦ‬
‫ﻉ‬ ‫ِ‬ ‫ِ‬
‫ﻭﺍﻟﻤﻠﺴﺎﺀ ﻭﺍﻟﻘﻠﺒﻴّﺔ ‪ .‬ﺃﻱﱡ ﺍﻷﻧﻮﺍ ِ‬
‫ﺐ؟‬ ‫ﺟ ُﺪ ﻓﻘﻂ ﻓﻲ ﺍﻟﻘﻠ ِ‬
‫ﻳﻮ َ‬

‫‪24‬‬
 ‫‪Cardiac Muscle‬‬ ‫ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻘﻠﺒﻴّﺔ ُ‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ‬ ‫ّ‬ ‫ﺍﻟﻘﻠﺐ‬
‫ُ‬ ‫ٍ‬
‫ﻋﻀﻠﺔ؟‬ ‫ﺗﻌﻠﻢ ﺃ ّﻥ ﻗﻠﺒَﻚ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ُ‬ ‫ﻫﻞ‬
‫ﺟ ُﺪ ﻓﻲ‬ ‫ﺕ ﻳﻮ َ‬ ‫ﻉ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬ ‫ﻋﻀﻠﺔ ﻗﻠﺒﻴّ ٍﺔ ‪ ، cardiac muscle‬ﻭﻫﺬﺍ ﺍﻟﻨﻮ ُ‬ ‫ٍ‬
‫ﻏﻴﺮ ﻋﺎﺩﻳ ّ ٍﺔ ﻷ ّﻥ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (9‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻘﻠﺒﻴّﺔ ُ ُ‬ ‫ْ‬ ‫ﺐ ﻓﻘﻂ ‪.‬‬ ‫ﺍﻟﻘﻠ ِ‬
‫ﻭﻣﺘﻤﻮﺟﺔً ﻣ ًﻌﺎ ‪ .‬ﻭﻫﻲ ﺗُﺸ ِﺒﻪُ ﺍﻟﻌﻀﻠﺔ َ ﺍﻟﻬﻴﻜﻠﻴّﺔ َ ﻭﺗﻌﻤ ُﻞ‬ ‫ﱢ‬ ‫ﻣﺘﻔﺮﻋﺔً‬‫ﺧﻼﻳﺎﻫﺎ ﺗﺒﺪﻭ ﱢ‬
‫ﺍﻟﻌﻀﻠﺔ ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ﻓﻲ‬
‫ِ‬ ‫ﺖ ﻟﺪﻳﻚ ﺇﺭﺍﺩﺓٌ ﻣﺒﺎﺷﺮﺓٌ ﻋﻠﻰ‬ ‫ﺍﻟﻤﻠﺴﺎﺀ ‪َ .‬‬
‫ﻟﻴﺴ ْ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻌﻀﻠﺔ‬ ‫ﻣﺜﻞَ‬
‫ﺇﺳﺮﺍﻉ‬
‫ِ‬ ‫ﺱ ﺃ ّﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭ َﺓ ﻋﻠﻰ ِ‬
‫ﺇﺑﻄﺎﺀ ﺃﻭ‬ ‫ﺑﻌﺾ ﺍﻟﻨﺎ ِ‬
‫ﻗﻠﺒِ ﻚ ‪ ،‬ﺣﺘّﻰ ﻟﻮ ﺍﺩّﻋﻰ ُ‬
‫ﺣﺮﻛﺔ‬‫ِ‬ ‫ﺐ ﻧﺎﺗﺠﺔ ٌ ﻋﻦ‬ ‫ﺍﻧﻘﺒﺎﺿﺎﺕ ﺍﻟﻘﻠ ِ‬
‫ُ‬ ‫ﺐ ﻫﻲ‬ ‫ﺎﺕ ﺍﻟﻘﻠ ِ‬‫ﺐ ‪ .‬ﺩﻗ ّ ُ‬ ‫ﺕ ﺍﻟﻘﻠ ِ‬ ‫ﺩﻗّﺎ ِ‬
‫ﺐ ﻭﺇﻟﻰ ﺑﺎﻗﻲ‬ ‫ﺗﺪﻓﻊ ﺍﻟﺪﻡَ ﺧﻼ َﻝ ﺍﻟﻘﻠ ِ‬ ‫ُ‬ ‫ﺍﻻﻧﻘﺒﺎﺿﺎﺕ‬
‫ُ‬ ‫ﺐ ‪ ،‬ﻭﻫﺬﻩ‬ ‫ِ‬
‫ﻋﻀﻠﺔ ﺍﻟﻘﻠ ِ‬
‫ﺕ ﻗﻠﺒِ ﻚ ﺗﻠﻘﺎﺋﻴ ًّﺎ‬ ‫ﻉ ﺃﻭ ﻳ ُ ِﺒﻄﺊُ ﻣﻦ ﺩﻗّﺎ ِ‬ ‫ﺴﺮ ُ‬
‫ﺨﻚ ﺳﻮﻑ ﻳ ُ ﱢ‬ ‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻣ ﱡ‬ ‫ِ‬
‫ﺟﺴﻤﻚ ﺇﻟﻰ ﺇﻣﺪﺍ ٍﺩ ﻛﺒﻴ ٍﺮ ﺃﻭ ٍ‬
‫ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﺪﻡ ِ ‪.‬‬ ‫ُ‬ ‫ﻳﺤﺘﺎﺝ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬

‫ﺍﻟﺴﻴﺮﺓ ‪Career Corner‬‬ ‫ِ‬ ‫ﺭﻛﻦ‬

‫ُ‬
‫ِ‬
‫ﺑﺮﺍﻣﺞ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴّﺔ؟‬
‫َ‬ ‫ﻳﻀﻊ‬
‫ﻣﻦ ﺍﻟﺬﻱ ُ‬
‫ﻋﻀﻼﺗﻚ؟ ﻋﻠﻰ‬ ‫ِ‬ ‫ﻂ ﺃﻭ ﺗ ُﻨﻤﱢ َﻲ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ‪ :‬ﻫﻞ ﺗ ُﺮﻳ ُﺪ ﺃﻥ ﺗ ُﻨ ﱢﺸ َ‬ ‫ﱡ‬ ‫ﺻﺤﻴ ًّﺎ ‪ ،‬ﻭﺳﺄﻟَﻚ‬ ‫ّ‬ ‫ﺕ ﻧﺎﺩﻳًﺎ‬ ‫ﺯﺭ َ‬
‫ﺽ ﺃﻧّﻚ ْ‬ ‫ﺍﻓﺘ ِﺮ ْ‬
‫ﺕ ﺍﻟﺘﻲ ﺟﻤ َﻌﻬﺎ‬ ‫ﺕ ‪ .‬ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬ ‫ﺑﻌﺾ ﺍﻻﺧﺘﺒﺎﺭﺍ ِ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﻃﻮﻟَﻚ ﻭﻭﺯﻧَﻚ ﻭﻳُﺠﺮﻱ َ‬ ‫ﱡ‬ ‫ﻳﻘﻴﺲ‬
‫ُ‬ ‫ﺍﻷﺭﺟﺢ ﻗﺪ‬
‫ِ‬
‫ﺍﻟﺨﺎﺻﺔَ ﺑﻚ ‪.‬‬ ‫ّ‬ ‫ِ‬
‫ﻳﻀﻊ ﺑﺮﺍﻣ َﺞ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴّﺔ‬ ‫ُ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ‪ ،‬ﺳﻮﻑ‬ ‫ﱡ‬
‫ﺃﻣﺎﻛﻦ‬
‫َ‬ ‫ﺃﻳﻀﺎ ﻳﻌﻤﻠﻮﻥ ﻓﻲ‬ ‫ﻭﻇﺎﺋﻔﻬﻢ ‪ .‬ﻭﻫﻢ ً‬ ‫ِ‬ ‫ﺍﻟﻤﺨﺘﻠ ِﻔﺔ ﻓﻲ‬‫ِ‬ ‫ﻨﺠﺰﻭﻥ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﺍﻟﻤﻬﺎ ﱢﻡ‬ ‫ﺇﺧﺼﺎﺋﻴّﻮ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ﻳ ُ ِ‬
‫ﺲ‬‫ﺕ ﺇﺧﺼﺎﺋﻴّﻲ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ‪ .‬ﺇﻧّﻬﻢ ﻳﻘﻮﻣﻮﻥ ﺑﺘﺪﺭﻳ ِ‬ ‫ﺍﻟﺼﺤﻴ ّ ِﺔ ﻭﺍﻟﻤﺴﺘﺸﻔﻴﺎ ِ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻷﻧﺪﻳﺔ‬ ‫ﻛﺜﻴﺮﺍ ﻣﺎ ﺗﺠ ُﺪ ﻓﻲ‬ ‫ﻔﺔ ‪ً .‬‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬
‫ﻭﺍﻟﺼﺤ ِﺔ ‪.‬‬
‫ّ‬ ‫ﺕ ﻋﻦ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ‬ ‫ﺇﻋﻄﺎﺀ ﻣﺤﺎﺿﺮﺍ ٍ‬ ‫ِ‬ ‫ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺃﻭ‬
‫ﺍﻟﺨﺎﺻ ِﺔ ﺑﺎﻟﻤﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻳُﻌﺎﻧﻮﻥ ﻣﻦ‬ ‫ّ‬ ‫ﺑﺮﺍﻣﺞ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ‬
‫ِ‬ ‫ﺑﻌﺾ‬
‫ﺕ َ‬ ‫ﻨﻤﻲ ﺇﺧﺼﺎﺋﻴّﻮ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻴﺎ ِ‬ ‫ﻳُ ّ‬
‫ﻭﻏﻴﺮ ﺫﻟﻚ؛‬ ‫ِ‬
‫ﻭﺿﻐﻂ ﺍﻟﺪﻡ ِ‬ ‫ﺃﺩﺍﺀ ﺍﻟﻘﻠ ِ‬
‫ﺐ‬ ‫ﻣﻌﺪ َﻝ ِ‬ ‫ﺑﺄﺯﻣﺔ ﻗﻠﺒﻴ ّ ٍﺔ ‪ .‬ﻫﺆﻻﺀ ﺍﻹﺧﺼﺎﺋﻴّﻮﻥ ﻳُﺘﺎﺑِ ﻌﻮﻥ ﱠ‬ ‫ٍ‬ ‫ﺯﻳﺎﺩ ٍﺓ ﻓﻲ ﺍﻟﻮﺯ ِﻥ ﺃﻭ ﺍﻟﻤﺼﺎﺑﻴﻦ‬
‫َ‬
‫ﺕ ﺍﻟﻄﺒّﻴ ّ ِﺔ ‪.‬‬
‫ﻳﺠﺐ ﺃﻥ ﺗﻜﻮ َﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭﺓُ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ِ ﺍﻵﻻ ِ‬ ‫ُ‬ ‫ﻟﺬﻟﻚ‬
‫ﺗﻤﺎﺭﻳﻦ‬
‫َ‬ ‫ﺇﺧﺼﺎﺋﻲ‬
‫ﱠ‬ ‫ﺢ‬ ‫ﻹﺧﺼﺎﺋﻲ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ‪ .‬ﻟﺘُﺼﺒِ َ‬ ‫ﱢ‬ ‫ﻋﻤﻠﻬﺎ ‪ ،‬ﻣﻬ ﱞﻢ ًّ‬
‫ﺟﺪﺍ‬ ‫ﻷﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ﻭﻛﻴﻔﻴ ّ ِﺔ ِ‬ ‫ِ‬ ‫ﺍﻟﻔﻬﻢ ﺍﻟﺠﻴ ّ ُﺪ‬ ‫ُ‬
‫ﺗﻤﻨﺢ ﺷﻬﺎﺩ ًﺓ‬ ‫ﱠ‬ ‫ِ‬ ‫ّ‬
‫ﺭﻳﺎﺿﻴ ّ ٍﺔ ‪ ،‬ﻓﺈﻧّﻚ ﻓﻲ ﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻌ ّﺪﺓ ﺳﻨﻮﺍﺕ ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﺍﻟﻜﻠﻴّﺎﺕ ﻭﺍﻟﻤﻨﻈﻤﺎﺕ ﺍﻟﺘﻲ‬
‫ِ‬ ‫ٍ‬ ‫ِ‬ ‫ِ‬ ‫ٍ‬
‫ُ‬
‫ﻑ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻤﺠﺎ ِﻝ ‪.‬‬ ‫ﻟﺘﺘﻌﺮ َ‬
‫ﺕ ّ‬ ‫ﺗﺮﻏﺐ ﻓﻲ ﺃﻥ ﺗﺘﻮﺍﺻ َﻞ ﻣﻊ ﺇﺣﺪﻯ ﻫﺬﻩ ﺍﻟﻜﻠّﻴّﺎ ِ‬ ‫ُ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﺠﺎ ِﻝ ‪ .‬ﻗﺪ‬

‫‪25‬‬
 ‫‪p‬‬
‫‪á∏°†©dG‬‬ ‫‪πo ªY‬‬
‫‪Muscle Action‬‬
‫ﺗﻨﻘﺒﺾ ﺇﺫﺍ ﻟﻢ ﺗﺘﺴﻠ ّ ْﻢ ﺭﺳﺎﻟﺔً ﻛﻬﺮﺑﺎﺋﻴّﺔً ﻣﻦ‬ ‫َ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺍﻟﻌﻀﻠﺔ ُ ﺃﻥ‬ ‫ُ‬ ‫ﻻ‬
‫ﺏ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﻤ ﱢﺦ‬ ‫ُﺮﺳ ُﻞ ﺇﻟﻰ ﺍﻷﻋﺼﺎ ِ‬ ‫ﺐ ‪ .‬ﻫﺬﻩ ﺍﻟﺮﺳﺎﺋ ُﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻴّﺔ ُ ﺗ َ‬ ‫ﺍﻟﻌﺼ ِ‬
‫ِ ﻃﺮﻓﺔ ُ ﺍﻟﻌﻴ ِﻦ‬ ‫ﺍﻟﺸﻮﻛﻲ ‪ .‬ﺍﻟﺮﺳﺎﺋ ُﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻴّﺔ ُ ﺗ ُﻌﻄﻲ ﺇﺷﺎﺭ ًﺓ ﺇﻟﻰ ﺍﻷﻟﻴﺎ ِ‬
‫ﻑ ﺍﻟﻌﻀﻠﻴّﺔ‬ ‫ﱢ‬ ‫ﻭﺍﻟﺤﺒ ِﻞ‬
‫ﻣﺮﺍﺕ ‪ٍ.‬‬ ‫َ ّ‬ ‫ﺧﻤﺲ‬ ‫ﻋﻴﻨﻴﻚ‬ ‫ﺍﻃﺮﻑ‬
‫ْ‬ ‫‪.‬‬ ‫‪1‬‬
‫ﺗﻄﺮﻑ ﻋﻴﻨﻴﻚ‬ ‫‪ .2‬ﺣﺎ ِﻭ ْﻝ ّﺃﻻ‬
‫ﺗﻨﻘﺒﺾ ‪.‬‬ ‫َ‬ ‫ﻛﻲ‬
‫َ‬
‫ﺍﻟﺰﻣﻦ‬
‫َ‬ ‫ﺐ‬‫ﻃﻮﻳﻠﺔ ‪ .‬ﺍﺣﺴ ِ‬ ‫ٍ‬ ‫ﻟﻤ ّﺪ ٍِﺓ‬ ‫ﺗﻨﻘﺒﺾ‬
‫ُ‬ ‫ﺃﺯﻭﺍﺝ ‪ .‬ﻓﻌﻨﺪﻣﺎ‬ ‫ٍ‬ ‫ﺕ ﻓﻲ‬ ‫ﺃﻏﻠﺐ ﺍﻟﻌﻀﻼ ِ‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻢ ﺗﻌﻤ ُﻞ‬ ‫ُ‬ ‫ﻟﻴﺘﺤﺮ َﻙ‬‫ّ‬
‫ﻑ ﻋﻴﻨﻴﻚ‬ ‫ﺍﻟﺬﻱ ﻟﻢ ﺗﻘ ُْﻢ ﺑﻪ ﺑﻄﺮ ِ‬ ‫ِ‬
‫ﺇﺣﺪﻯ ﺍﻟﻌﻀﻼﺕ ‪ ،‬ﺗ َُﺸ ﱡﺪ ﺍﻟﻌﻈﻤﺔ ُ ﺍﻟﻤﺘّﺼﻠﺔ ُ ﺑﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻮﺗ ِﺮ ‪ ،‬ﺇﻟﻰ ﻣﻮﺿﻊ ِ‬ ‫ِ‬
‫ﻂ ﺍﻟﻌﻀﻠﺔ ُ ﺍﻷﺧﺮﻯ ‪ .‬ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ‬
‫ْ‬
‫ﻭﺳﺠﱢ ﻠﻪ ‪.‬‬ ‫ﺖ ِ‬ ‫ﺍﺗ ّﺼﺎ ِﻟﻬﺎ ﺑﻬﺎ ﻭﻓﻲ ﺍﻟﻮﻗ ِ‬
‫ﻧﻔﺴﻪ ﺗﻨﺒﺴ ُ‬
‫ﻛﺮ ِﺭ ﺍﻟﺨﻄﻮ َﺓ ﺍﻟﺜﺎﻧﻴﺔَ ﺃﺭﺑ َﻊ‬ ‫ﱢ‬ ‫‪.‬‬ ‫‪3‬‬
‫ﻣﺮﺍﺕ ‪ٍ.‬‬ ‫ﻧﺴﺘﻄﻴﻊ ﺃﻥ‬ ‫ُ‬ ‫ﻧﺤﻮﻫﺎ ﻭﻻ‬ ‫َ‬ ‫ﺩﺍﺋﻤﺎ ﺍﻟﻌﻈﺎﻡَ ﺍﻟﻤﺘّﺼﻠﺔَ ﺑﻬﺎ‬ ‫ً‬ ‫ﺍﻟﻌﻀﻠﺔ ﻳﺸ ﱡﺪ‬‫ِ‬ ‫ﺍﻧﻘﺒﺎﺽ‬
‫َ‬
‫ّ‬
‫ِ‬
‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﻂ ﺍﻟﺰﻣ ِﻦ‬ ‫ﺍﺣﺴﺐ ﻣﺘﻮ ﱢﺳ َ‬ ‫ﺇﺛﻨﺎﺀ ‪.4‬‬ ‫ﺕ ﻳُﺆﺩّﻱ ﺇﻟﻰ ِ‬ ‫ﺍﻧﻘﺒﺎﺽ ﺇﺣﺪﻯ ﺍﻟﻌﻀﻼ ِ‬ ‫ُ‬ ‫ﻣﺜﻼ ‪،‬‬ ‫ﻧﺪﻓ َﻊ ﺍﻟﻌﻈﺎﻡَ ﺑﻌﻴ ًﺪﺍ ‪ً .‬‬
‫ْ‬
‫ٍ‬
‫ﺃﺭﺑﻌﺔ‬ ‫ﺇﻟﻴﻚ ‪ .‬ﻗﺎ ِﺭ ْﻥ ﺯﻣﻨَﻚ ﺑﺰﻣ ِﻦ‬ ‫ﺗﺴﺘﻘﻴﻢ ﺭﺟﻠُﻚ ‪.‬‬‫َ‬ ‫ﻣﻄﻠﻮﺏ ﻛﻲ‬‫ٌ‬ ‫ﺍﻟﻌﻀﻠﺔ ﺍﻷﺧﺮﻯ‬ ‫ِ‬ ‫ﺍﻧﻘﺒﺎﺽ‬
‫َ‬ ‫ﻟﻜﻦ‬
‫ﺭﺟﻠﻚ ‪ّ ،‬‬ ‫ِ‬
‫ﺯﻣﻼﺋﻚ ‪.‬‬ ‫ِ‬ ‫ﻣﻦ‬
‫ﺕ ﻗﻠﻴﻠﺔً‬ ‫ﺍﻟﻌﻀﻼﺕ ‪ ،‬ﺍﺭﻓ ْﻊ ﺇﺣﺪﻯ ﺭﺟﻠﻴﻚ ﺳﻨﺘﻴﻤﺘﺮﺍ ٍ‬ ‫ُ‬ ‫ﻟﺘﻌﺮﻑ ﻛﻴﻒ ﺗﻌﻤ ُﻞ‬ ‫َ‬
‫ﺍﻧﻄﺮﺍﻑ ﻋﻴﻨﻴﻚ‬ ‫َ‬ ‫ﻫﻞ ﺗﻌﺘﻘ ُﺪ ﺃ ّﻥ‬
‫ﺕ ﺇﺭﺍﺩﻳ ّ ٍﺔ ﺃﻭ‬ ‫ﻳﺘ ﱡﻢ ﺿﺒﻄ ُﻪ ﺑﻌﻀﻼ ٍ‬ ‫ﻟﺮﺟﻠﻚ ﺃﻋﻠﻰ‬ ‫ﺍﻟﺠﻬﺔ ﺍﻷﻣﺎﻣﻴ ّ ِﺔ ِ‬ ‫ِ‬ ‫ﺕ ﻓﻲ‬‫ﺿ ْﻊ ﺇﺣﺪﻯ ﻳﺪﻳﻚ ﺑﺜﺒﺎ ٍ‬ ‫ﺽ‪َ .‬‬ ‫ﻋﻦ ﺍﻷﺭ ِ‬
‫ﻓﺴ ْﺮ ﺫﻟﻚ ‪.‬‬ ‫ﻻ ﺇﺭﺍﺩﻳ ّ ٍﺔ؟ ﱢ‬ ‫ﻟﺮﺟﻠﻚ ﺃﻋﻠﻰ‬ ‫ِ‬ ‫ﺍﻟﺠﻬﺔ ﺍﻟﺨﻠﻔﻴ ّ ِﺔ‬ ‫ِ‬ ‫ﺿ ْﻊ ﻳﺪَﻙ ﺍﻷﺧﺮﻯ ﻓﻲ‬ ‫ﺗﻤﺎﻣﺎ ‪ ،‬ﻭ َ‬ ‫ً‬ ‫ِ‬
‫ﺍﻟﺮﻛﺒﺔ‬
‫ﺭﺟﻠﻚ‬ ‫ﺃﻳﻀﺎ ‪ .‬ﺍﻵﻥ ﺍﺟﻌ ْﻞ ﺭﺟﻠَﻚ ﻣﺴﺘﻘﻴﻤﺔً ‪ .‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻷﻣﺎﻣﻴّﺔ ُ ﻓﻲ ِ‬ ‫ﺍﻟﺮﻛﺒﺔ ً‬ ‫ِ‬
‫ﺐ‬ ‫ﺖ ‪ ،‬ﻫﺬﻩ ﺍﻟﻌﻀﻠﺔ ُ ﻫﻲ ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺒﺎﺳﻄﺔ ُ ‪ . extensor‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺘﻲ ﺗُﺴﺒﱢ ُ‬ ‫ﺍﻧﻘﺒﻀ ْ‬ ‫َ‬
‫‪10 πo μ°T‬‬ ‫ِ‬
‫ﺍﻟﺮﻛﺒﺔ ‪.‬‬ ‫ﺗﻨﻘﺒﺾ ﻋﻨ َﺪ ِ‬
‫ﺍﻧﺜﻨﺎﺀ‬ ‫ُ‬ ‫ﺍﺳﺘﻘﺎﻣﺔ َ ﺍﻟﻤﻔﺼﻞِ ﻫﻲ ﻋﻀﻠﺔ ٌ ﺑﺎﺳﻄﺔ ٌ ‪ .‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺨﻠﻔﻴّﺔ ُ‬
‫ﺍﻟﺮﻭﺍﻓﻊ‬ ‫ﺃﻧﻈﻤﺔ ُ‬
‫ِ‬
‫ﺛﻨﻲ ﺍﻟﻤﻔﺼﻞِ ﻫﻲ‬ ‫ﺐ َ‬
‫ﻫﺬﻩ ﺍﻟﻌﻀﻠﺔ ُ ﻫﻲ ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﻘﺎﺑﻀﺔ ُ ‪ . flexor‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺘﻲ ﺗُﺴﺒﱢ ُ‬
‫ﻋﻀﻠﺔ ٌ ﻗﺎﺑﻀﺔ ٌ ‪.‬‬
‫ﺭﻭﺍﻓﻊ ﺍﻟﻨﻮﻉ ﺍﻷﻭ ِﻝ ﻣﻘﺎﻭﻣﺔ ٌ‬
‫ﻗﻮﺓٌ‬ ‫ِ ّ‬ ‫ُ‬
‫ّ‬
‫ﻣﺤﻮﺭ ﺍﺭﺗﻜﺎ ٍﺯ‬
‫ُ‬

‫ﻣﻘﺎﻭﻣﺔ ٌ‬ ‫ﺭﻭﺍﻓﻊ ﺍﻟﻨﻮ ِﻉ ﺍﻟﺜﺎﻧﻲ‬

‫ُ‬
‫ﻣﺤﻮﺭ ﺍﺭﺗﻜﺎ ٍﺯ‬
‫ُ‬

‫ﻗﻮﺓٌ‬
‫ّ‬
‫ﺚ ﻣﻘﺎﻭﻣﺔ ٌ‬
‫ﺭﻭﺍﻓﻊ ﺍﻟﻨﻮ ِﻉ ﺍﻟﺜﺎﻟ ِ‬
‫ُ‬
‫ﻣﺤﻮﺭ ﺍﺭﺗﻜﺎ ٍﺯ‬ ‫ﻗﻮﺓٌ‬
‫ّ‬
‫ُ‬

‫‪26‬‬
 ‫‪p‬‬
‫‪¿É°ùfE‬‬ ‫‪’G ºp °ùL ‘ ™p aGhôdG o᪶fCG‬‬
‫‪Lever Systems in the Human Body‬‬
‫ﺍﻟﺮﻭﺍﻓﻊ ‪.‬‬ ‫ِ‬ ‫ﺕ ﻓﻲ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ ﺑﻨﻈﺎﻡ ِ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻌﻈﺎﻡ ِ ﻭﺍﻟﻌﻀﻼ ِ‬ ‫ُ‬ ‫ﺗﻌﻤ ُﻞ‬
‫ِ‬
‫ﺍﻟﻔﻴﺰﻳﺎﺀ‬ ‫ﻣﺤﻮﺭ ﺍﻟﺼﻠﺔ ُ ﺑﻌﻠﻢ ِ‬ ‫َ‬ ‫ُﺴﻤﻰ‬ ‫ﺛﺎﺑﺘﺔ ﺗ ّ‬ ‫ﻧﻘﻄﺔ ٍ‬ ‫ٍ‬ ‫ﻳﺘﺤﺮ ُﻙ ﻋﻠﻰ‬ ‫ّ‬ ‫ﺍﻟﺮﺍﻓﻌﺔ ُ ﻫﻲ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻗﻀﻴ ٍ‬
‫ﺐ‬
‫ﺃﺣﻀ ِﺮ ﺍﻷﺷﻴﺎﺀ َ ﺍﻵﺗﻴﺔَ‪:‬‬ ‫ِ‬ ‫ﺐ‬ ‫ﻣﻤﺎ ﻳُﺴﺒﱢ ُ‬ ‫ﺍﻟﺮﺍﻓﻌﺔ ّ‬ ‫ِ‬ ‫ﺁﺧﺮ ﻋﻠﻰ‬ ‫ﺍﻟﻘﻮ ِﺓ ﻓﻲ ﻣﻜﺎ ٍﻥ َ‬ ‫ﺗﻄﺒﻴﻖ ّ‬
‫ُ‬ ‫ﺍﻻﺭﺗﻜﺎ ِﺯ ‪ .‬ﻳﺘ ﱡﻢ‬
‫ﻗﻠﻤﺎ ‪ ،‬ﻣﺴﻄﺮ ًﺓ ﺻﻠﺒﺔً ‪ ،‬ﻛﺘﺒًﺎ‬ ‫ً‬ ‫ﻣﺤﺎﻭﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ‪ .‬ﺗ ُﺴﺘﺨﺪَﻡ ُ‬ ‫ُ‬ ‫ﺟﺴﻤﻚ ‪ ،‬ﻣﻔﺎﺻﻠُﻚ ﻫﻲ‬ ‫ِ‬ ‫ﺍﻟﺤﺮﻛﺔَ ‪ .‬ﻓﻲ‬
‫ﻣﺮﺟﻌﻴّﺔً ‪.‬‬
‫ﺍﻧﻘﺒﺎﺽ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﺮﺍﻓﻌﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﻘﺎﻭﻣﺔ ﻓﻲ‬ ‫ﻚ ﺍﻟﺜﻘ ِﻞ ﺃﻭ‬ ‫ﺍﻟﻘﻮﺓُ ‪ ،‬ﺃﻭ ﺍﻟﻤﺠﻬﻮﺩُ ‪ ،‬ﻟﺘﺤﺮﻳ ِ‬ ‫ّ‬
‫ﺭﺻﺔً ﻣﻦ ﺍﻟﻜﺘﺐ ﻓﻮ َﻕ‬‫ِ‬ ‫ﻛﻮﻥ ّ‬ ‫ْ‬ ‫‪ .1‬ﱢ‬
‫ﻞ ﺍﻟﻤﻜﺘ ِ‬ ‫ﺍﻟﻘﻮﺓُ ‪ .‬ﺍﻟﻮﺯ ُﻥ ﺃﻭ ﺍﻟﺜﻘ ُﻞ )ﺍﻟﻤﻘﺎﻭﻣﺔ ُ( ﻳﺸﻤ ُ‬ ‫ﺟﺴﻤﻚ ﻫﻮ ّ‬ ‫ِ‬ ‫ﺕ ﻓﻲ‬ ‫ﺍﻟﻌﻀﻼ ِ‬
‫ﺍﻟﺼﻐﻴﺮ‬
‫َ‬ ‫ﺿ ْﻊ ﺇﺻﺒ َﻌﻚ‬ ‫ﺐ‪َ .‬‬
‫ﺏ ﻣﻨﻬﺎ‬ ‫ﺗﺤﺖ ﺁﺧ ِﺮ ﻛﺘﺎ ٍ‬ ‫)ﺍﻟﺨﻨﺼﺮ(‬ ‫ﺷﻲﺀ ﺗﺤﻤﻠُﻪ ﺃﻭ ﺗ ﱢ‬
‫ُﺤﺮﻛُﻪ ‪.‬‬ ‫ﻭﺃﻱ ٍ‬ ‫ﺗﺘﺤﺮ ُﻙ ﱠ‬ ‫ّ‬ ‫ﺍﻟﻌﻈﺎﻡَ ﻭﺍﻷﻧﺴﺠﺔَ ﺍﻟﺘﻲ‬
‫َ‬ ‫َ‬
‫ﺐ‪.‬‬ ‫ﺭﺻﺔَ ﺍﻟﻜﺘ ِ‬ ‫ﺍﻟﻘﻮﺓُ ﻭﺣﺎ ِﻭ ْﻝ ﺃﻥ ﺗﺮﻓ َﻊ ّ‬ ‫ّ‬ ‫ﺷﻲﺀ ﻣﺎ ‪.‬‬ ‫ﻚ ٍ‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻟﺘﺤﺮﻳ ِ‬ ‫ُ‬ ‫ﺍﻟﻘﻮ ِﺓ ﺍﻟﺘﻲ‬ ‫ﻣﻘﺪﺍﺭ ّ‬
‫َ‬ ‫ﺗﺨﺘﺼﺮ ﺍﻟﺮﺍﻓﻌﺔ ُ‬
‫ِ‬
‫ﺍﻟﻘﻠﻢ ﺃﺳﻔ َﻞ ﺍﻟﻤﺴﻄﺮﺓ ﻋﻠﻰ‬ ‫ﻊ‬ ‫ﺿ‬ ‫‪.‬‬ ‫‪2‬‬
‫ُ‬
‫َ‬
‫ﺍﻟﻤﻜﺘ ِ‬
‫ِ‬ ‫َ‬
‫ﻚ ﻫﺬﺍ‬ ‫ﻧﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻟﺘﺤﺮﻳ ِ‬ ‫ُ‬ ‫ﺍﻟﻘﻮ ِﺓ ﺍﻟﺘﻲ‬‫ﺍﻟﻤﺴﺘﺨﺪَﻣﺔ ُ ﻫﻲ ﻋﺎﺩ ًﺓ ﺃﻗ ﱡﻞ ﻣﻦ ّ‬
‫ﺐ ﻟﺘﺼﻨ َﻊ ﺭﺍﻓﻌﺔً ‪ .‬ﺍﺳﺘﺨ ِﺪﻡ ِ‬ ‫ِ‬
‫ﻟﺮﻓﻊ‬ ‫ﺍﻟﺼﻐﻴﺮ‬ ‫ﻚ‬ ‫ﻌ‬ ‫ﻭﺇﺻﺒ‬ ‫َ‬ ‫ﺔ‬ ‫ﺍﻟﺮﺍﻓﻌ‬ ‫ﺍﻟﺸﻲﺀ ﻣﺒﺎﺷﺮ ًﺓ ‪.‬‬
‫ِ‬ ‫َ‬ ‫َ‬
‫ﺐ‪.‬‬ ‫ﺭﺻ ِﺔ ﺍﻟﻜﺘ ِ‬ ‫ّ‬ ‫ﻣﻮﺍﺿﻊ‬
‫ُ‬ ‫ﺚ( ‪ .‬ﺗ ﱠ‬
‫ُﺤﺪﺩُ‬ ‫)ﺍﻷﻭ ُﻝ ‪ ،‬ﺍﻟﺜﺎﻧﻲ ‪ ،‬ﺍﻟﺜﺎﻟ ُ‬ ‫ﺍﻟﺮﻭﺍﻓﻊ ّ‬ ‫ِ‬ ‫ﺃﻧﻮﺍﻉ ﻣﻦ‬ ‫ٍ‬ ‫ﻫﻨﺎﻙ ﺛﻼﺛﺔ ُ‬
‫ﻣﻘﺪﺍﺭ‬ ‫َ‬ ‫ﺕ ﺍﻟﺮﺍﻓﻌﺔ ُ‬ ‫ﺍﺧﺘﺼﺮ ِ‬
‫َ‬ ‫ﺍﻟﻤﻮﺍﺿﻊ ﻫﻞ‬‫ُ‬ ‫ﺍﻟﺮﺍﻓﻌﺔ ‪ ،‬ﻭﻫﺬﻩ‬ ‫ِ‬ ‫ﺣﺴﺐ ﻋﻤ ِﻞ‬ ‫َ‬ ‫ِ‬
‫ﻭﺍﻟﻤﻘﺎﻭﻣﺔ‬ ‫ﻭﺍﻟﻘﻮ ِﺓ‬
‫ﻣﺤﻮ ِﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ّ‬
‫ﻓﺴ ْﺮ‬ ‫ِ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻼﺯﻣﺔ ﻟﺮﻓ ِﻊ ﺍﻟﻜﺘﺐ؟ ﱢ‬ ‫ِ‬ ‫ِ‬ ‫ّ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ ، (10‬ﻓﻬﻮ‬ ‫ْ‬ ‫ِ‬
‫ﺍﻟﺜﻼﺛﺔ ‪.‬‬ ‫ﺍﻷﻧﻮﺍﻉ‬
‫ِ‬ ‫ﱢﻒ ﺍﻟﺮﻭﺍﻓ َﻊ ﻓﻲ‬ ‫ﺗ ُﺼﻨ ُ‬
‫ﺑﻴﻦ‬ ‫ُ‬ ‫ﺔ‬ ‫ﺍﻟﻤﺴﺎﻓ‬ ‫ﺮ‬ ‫ﱢ‬ ‫ﺛ‬ ‫ُﺆ‬ ‫ﺗ‬ ‫ﻛﻴﻒ‬ ‫‪.‬‬ ‫ﺫﻟﻚ‬
‫َ‬
‫ِ‬
‫ُ‬
‫ِ‬ ‫ﺕ ﺍﻟﺘﻲ ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻳﻮﻣﻴ ًّﺎ‬ ‫ﻭﺑﻌﺾ ﺍﻷﺩﻭﺍ ِ‬ ‫َ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔَ ‪،‬‬‫ِ‬ ‫ﺍﻟﺮﻭﺍﻓﻊ‬
‫ِ‬ ‫ﻉ‬
‫ﺢ ﺃﻧﻮﺍ َ‬ ‫ﺿ ُ‬‫ﻳُﻮ ﱢ‬
‫ﺍﻟﻘﻮﺓِ‬ ‫ّ‬ ‫ﻓﻲ‬ ‫ﺐ‬ ‫ﺍﻟﻜﺘ‬ ‫ﺔ‬ ‫ﻭﺭﺻ‬
‫ّ‬ ‫ِ‬ ‫ﻢ‬ ‫ﺍﻟﻘﻠ‬
‫ﺐ؟‬ ‫ﺭﺻ ِﺔ ﺍﻟﻜﺘ ِ‬ ‫ﻟﺮﻓﻊ ّ‬ ‫ﺍﻟﻼﺯﻣﺔ ِ‬ ‫ِ‬ ‫ﺍﻟﺮﻭﺍﻓﻊ ﻓﻲ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ ‪.‬‬ ‫ِ‬ ‫ﻛﺮﻭﺍﻓ َﻊ ‪ ،‬ﻭﺃﻧﻈﻤﺔَ‬

‫ﻣﺤﻮﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ‪ّ -‬ﻗﻮﺓٌ(‬

‫ُ‬ ‫)ﻣﻘﺎﻭﻣﺔ ٌ ‪-‬‬
‫ﺍﻟﻌﻀﻼﺕ‬
‫ُ‬ ‫ﺍﻷﻭ ِﻝ ‪.‬‬
‫ﺍﻟﻨﻮﻉ ّ‬
‫ِ‬ ‫ﺭﺃﺳﻚ ﻓﺈﻧّﻚ ﺗﺴﺘﺨﺪﻡ ُ ﺭﺍﻓﻌﺔً ﻣﻦ‬ ‫ﺗﺨﻔﺾ َ‬ ‫ُ‬ ‫ﺗﺮﻓﻊ ﺃﻭ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ِ‬
‫ﻗﻤﺔ ﺍﻟﻌﻤﻮ ِﺩ ﺍﻟﻔﻘﺮﻱﱢ‬ ‫ِ‬ ‫ِ‬
‫ﻓﻲ ﺍﻟﺠﻬﺔ ﺍﻟﺨﻠﻔﻴّﺔ ﻟﻠﻌﻨ ِﻖ ﺗ ُﻤﺜﱢ ُﻞ ّ‬
‫ﺍﻟﻘﻮ َﺓ ﺃﻭ ﺍﻟﺠﻬ َﺪ ‪ ،‬ﻭﺍﻟﻤﻔﺼ ُﻞ ﻓﻲ ّ‬
‫ﺭﻓﻌﻪ‬ ‫ِ‬
‫ﻣﺤﻮﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ‪ .‬ﺍﻟﻌﻈﺎﻡ ُ ﻓﻲ ﺍﻟﻮﺟﻪ ﻫﻲ ﺍﻟﻮﺯ ُﻥ ﺍﻟﺬﻱ ﻳﺘ ﱡﻢ ُ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺠﻤﺠﻤﺔ ﻫﻮ‬ ‫ﻭﻗﺎﻋﺪ ِﺓ‬
‫ﺃﻱ ﺍﻟﻤﻘﺎﻭﻣﺔ ُ ‪.‬‬

‫)ﻣﺤﻮﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ‪ -‬ﻣﻘﺎﻭﻣﺔ ٌ ‪ّ -‬ﻗﻮﺓٌ(‬

‫ُ‬
‫ﺟﺴﻤﻚ ‪ .‬ﺍﻟﻤﻔﺎﺻ ُﻞ‬ ‫ِ‬ ‫ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ ﻓﻲ‬
‫ِ‬ ‫ﺤﺮ ُﻙ ﺭﺍﻓﻌﺔً ﻣﻦ‬‫ﺍﻷﺻﺎﺑﻊ ﻳ ُ ﱢ‬
‫ِ‬ ‫ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﻃﺮﺍ ِ‬
‫ﻑ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﺴﻤﺎﻧﺔ‬ ‫ﻋﻀﻠﺔ ُ‬
‫ﻕ ﺍﻟﻘﺪﻡ ِ ﺗ َُﺸ ﱡﺪ‬ ‫ِ‬
‫ﺍﻟﻌﻀﻼﺕ ﻓﻲ ﺳﻤﺎﻧﺔ ﺳﺎ ِ‬
‫ُ‬ ‫ﻣﺤﻮﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ‪.‬‬
‫ُ‬ ‫ﻫﻲ‬ ‫ﻗﺪﻣﻴﻚ‬ ‫ِ‬ ‫ﻡ‬ ‫ﻋﻈﺎ‬ ‫ﺱ‬
‫ِ‬ ‫ﺭﺅﻭ‬ ‫ﻓﻲ‬ ‫)ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺒﺎﺳﻄﺔ ُ(‬
‫ﱢ‬ ‫َ‬
‫ﺍﻟﻘﻮﺓ ﺃﻭ ﺍﻟﺠﻬ َﺪ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳُﻤﺜ ُﻞ ﻭﺯ ُﻥ‬ ‫ﱢ‬ ‫ِ‬
‫ﺇﻟﻰ ﺃﻋﻠﻰ ﻋﻈﺎﻡ ِ ﺍﻟﻜﻌﺐ ﻓﻲ ﺍﻟﻘﺪﻡ ِ ‪ .‬ﻭﻫﻲ ﺗ ُﻤﺜ ُﻞ ّ‬
‫ﺟﺴﻤﻚ ﺍﻟﻤﻘﺎﻭﻣﺔَ ‪.‬‬‫ِ‬

‫ﻣﺤﻮﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ(‬

‫ُ‬ ‫)ﻣﻘﺎﻭﻣﺔ ٌ ‪ّ -‬ﻗﻮﺓٌ ‪-‬‬
‫ﺚ‪.‬‬ ‫ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟ ِ‬
‫ِ‬ ‫ﻟﺘﺸﺮﺏ ﺷﻴ ًﺌﺎ ﻣﺎ ﻓﺄﻧﺖ ﺗ ُﺸﻐﱢ ُﻞ ﺭﺍﻓﻌﺔً ﻣﻦ‬
‫َ‬ ‫ﻋﻨﺪﻣﺎ ﺗﺴﺘﺨﺪﻡ ُ ﺫﺭﺍ َﻋﻚ‬
‫ﻭﻣﺤﻮﺭ ﺍﻻﺭﺗﻜﺎ ِﺯ ﻫﻮ ﻣﻔﺼ ُﻞ‬
‫ُ‬ ‫‪،‬‬ ‫ﺪ‬‫َ‬ ‫ﺍﻟﺠﻬ‬ ‫ﻦ‬
‫ﱢ ُ‬ ‫ﻣ‬ ‫ُﺆ‬ ‫ﺗ‬ ‫ﻚ‬ ‫ِ‬
‫ﺫﺭﺍﻋ‬ ‫ﻓﻲ‬ ‫ﺫﺍﺕ ﺍﻟﺮﺃﺳﻴﻦ‬
‫ُ‬ ‫ﺍﻟﻌﻀﻠﺔ ُ‬
‫ﺳﺎﺋﻞ ‪.‬‬
‫ٍ‬ ‫ﻋﻀﻠﺔ ٌ ﺛﻼﺛﻴّﺔ ٌﺍﻟﻤﺮﻓ ِﻖ ‪ .‬ﺍﻟﻤﻘﺎﻭﻣﺔ ُ ﻫﻲ ﻳ ُﺪﻙ ﻭﺳﺎﻋ ُﺪﻙ ﻭﺍﻟﻮﻋﺎﺀ ُ ﻭﻣﺎ ﻓﻴﻪ ﻣﻦ‬
‫)ﻣﻨﺒﺴﻄﺔ ٌ(‬ ‫ﻋﻀﻠﺔ ٌ ﺛﻨﺎﺋﻴّﺔ ٌ‬
‫)ﻣﻨﻘﺒﻀﺔ ٌ(‬

‫‪27‬‬
 ‫ِ‬
‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻹﺟﻬﺎﺩُ ﻣﻦ‬
‫ﺃﻧﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ِ‬
‫ﺍﻟﻌﻀﻼﺕ ﺍﻟﻤﺘﻮﺍﺻ ُﻞ‬ ‫ﺃﻟﻢ‬
‫ﺧﻤﺲ ﻋﺸﺮ َﺓ‬
‫َ‬ ‫ﺍﺳﻤﻚ‬
‫َ‬ ‫ﺐ‬‫‪ .1‬ﺍﻛﺘ ِ‬ ‫ُ‬
‫ﺍﻟﺰﻣﻦ‬ ‫ﻭﺭﻗﺔ ‪ .‬ﺳﺠﱢ ِﻞ‬‫ٍ‬ ‫ﻣﺮ ًﺓ ﻋﻠﻰ‬ ‫ﺑﺪﻧﻲ؟‬‫ﱟ‬ ‫ٍ‬
‫ﻧﺸﺎﻁ‬ ‫ﺍﻟﺮﻳﺎﺿﻲ ﺃﻭ ﺃﻱﱢ‬
‫ﱢ‬ ‫ﻫﻞ ﺗ ُﺆ ِﻟ ُﻤﻚ ﻋﻀﻼﺗ ُﻚ ﺑﻌ َﺪ ﺍﻟﺘﻤﺮﻳ ِﻦ‬
‫َ‬ ‫ّ‬
‫ﺍﻟﻼﺯﻡَ ﻟﺬﻟﻚ ‪.‬‬
‫ِ‬
‫ﺍﻟﻌﻀﻠﺔ‬ ‫ﻟﻜﻦ ﺇﺟﻬﺎﺩَ‬ ‫ﺗﻤﺎﺭﻳﻦ ﻟﺘﺒﻘﻰ ﻗﻮﻳّﺔً ﻭﺳﻠﻴﻤﺔً ‪ّ ،‬‬ ‫َ‬ ‫ٍ‬
‫ﺑﺤﺎﺟﺔ ﺇﻟﻰ‬ ‫ﺍﻟﻌﻀﻼﺕ‬
‫ُ‬
‫ﻭﺍﻗﺒﺾ ﺑﺈﺣﻜﺎﻡ ٍ ﻗﺒﻀﺔَ ﻳ ِﺪﻙ‬ ‫ْ‬ ‫ﺢ‬‫‪ .2‬ﺍﻓﺘ ْ‬ ‫ﺙ‬ ‫ﺺ ﻭﺍﻷﻟﻢ ِ ‪ .‬ﻫﺬﺍ ﻳﺤﺪ ُ‬ ‫ﺿﻬﺎ ﻟﻠﺘﻘﻠ ّ ِ‬ ‫ﻌﺮ ُ‬ ‫ﻟﻘﻮ ٍﺓ ﻛﺒﻴﺮ ٍﺓ ﻳ ُ ﱢ‬
‫ﻭﺗﻌﺮﻳﻀﻬﺎ ّ‬‫َ‬ ‫ﻛﺜﻴﺮﺍ‬
‫ً‬
‫ﻗﺪﺭ‬ ‫ﺕ َ‬ ‫ﻣﺮﺍ ٍ‬ ‫ﺖ ﺑﻬﺎ ﻋ ّﺪ َﺓ ّ‬ ‫ﺍﻟﺘﻲ ﻛﺘﺒ ْ َ‬ ‫ﺕ ﺗﻘﻮﻡ ُ ﺧﻼﻳﺎ‬ ‫ﺕ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ‪ .‬ﻓﺨﻼ َﻝ ﻫﺬﻩ ﺍﻟﺘﻤﺮﻳﻨﺎ ِ‬ ‫ِ‬
‫ﻣﻤﺎﺭﺳﺔ ﺍﻟﺘﻤﺮﻳﻨﺎ ِ‬ ‫ﺑﻌ َﺪ‬
‫ﺍﺳﺘﻄﺎﻋﺘﻚ ﻓﻲ ‪ 45‬ﺛﺎﻧﻴﺔً ‪.‬‬ ‫ِ‬ ‫ﺐ ﻧﺪﺭ ِﺓ ﻏﺎ ِﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻓﻲ‬ ‫ﻫﻮﺍﺋﻲ ﺑﺴﺒ ِ‬ ‫ﱟ‬ ‫ﺲﻻ‬ ‫ﻑ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ ﺑﺘﻨ ّﻔ ٍ‬ ‫ﺍﻷﻟﻴﺎ ِ‬
‫ﺛﻼﺙ‬‫َ‬ ‫ﻛﺮ ِﺭ ﺍﻟﺨﻄﻮﺗﻴﻦ ‪ 1‬ﻭ‪2‬‬ ‫‪ .3‬ﱢ‬ ‫ﻛﻤﻴ ّ ٍﺔ ﻛﺒﻴﺮ ٍﺓ‬ ‫ﺗﺠﻤ ُﻊ ّ‬ ‫ﻭﻳﻨﺘﺞ ﻋﻦ ﻫﺬﺍ ّ‬ ‫ُ‬ ‫ﻑ‬‫ﺍﻟﺪﻡ ِ ﺍﻟﺬﻱ ﻳﺼ ُﻞ ﺇﻟﻰ ﻫﺬﻩ ﺍﻷﻟﻴﺎ ِ‬
‫ﺕ‪.‬‬‫ﻣﺮﺍ ٍ‬ ‫ﺃﻭﺟﺎﻉ ﻛﺒﻴﺮ ٍﺓ ﻓﻲ‬ ‫ﺆﺩﻱ ﺇﻟﻰ‬ ‫ﺾ ﺍﻟﻼﻛﺘﻴ ِ‬
‫ّ‬ ‫ٍ‬ ‫ﻣﻤﺎ ﻳ ُ ّ‬ ‫ﻚ ﻓﻲ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ّ‬ ‫ﻣﻦ ﺣﻤ ِ‬
‫ﺛﻢ ﺍﻛﺘﺐِ‬ ‫ﺡ ﻟﻤ ّﺪﺓ ﺩﻗﻴﻘﺘﻴﻦ ‪ّ ،‬‬ ‫ِ‬ ‫‪ .4‬ﺍﺳﺘ ِﺮ ْ‬ ‫ﺗﻤﺎﺭﻳﻦ‬ ‫ِ‬
‫ﺑﻤﻤﺎﺭﺳﺔ‬ ‫ﺢ‬ ‫ﺾ ﺍﻟﻼﻛﺘﻴ ِ‬ ‫ﺕ ‪ .‬ﻟﻠﺘﺨﻠ ّ ِ‬ ‫ﺍﻟﻌﻀﻼ ِ‬
‫َ‬ ‫ﻨﺼ ُ‬
‫ﻚ ﻳُ َ‬ ‫ﺺ ﻣﻦ ﺣﻤ ِ‬
‫ﺧﻤﺲ ﻋﺸﺮ َﺓ ّ‬
‫ﻣﺮ ًﺓ ‪.‬‬ ‫َ‬ ‫ﺍﺳﻤﻚ‬ ‫َ‬ ‫ِ‬ ‫ﻛﻤﻴ ّ ٍﺔ ﻛﺒﻴﺮ ٍﺓ ﻣﻦ‬ ‫ﺑﺪﻧﻴ ّ ٍﺔ ﺣﻴﺚ ﺗﻘﻮﻡ ُ ﺑﺎﺳﺘﻨﺸﺎ ِ‬
‫ﺰﻭﺩَ ﺍﻟﺪﻡَ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻟﺘ ُ ﱢ‬ ‫ﻕ ّ‬
‫ﺕ‬ ‫ﺗﺸﻌﺮ ﺑﻴ ِﺪﻙ؟ ﻛﻴﻒ ﺗﻐﻴ ّ َﺮ ْ‬ ‫ﺑﻢ‬ ‫ﺑﻜﻤﻴ ّ ٍﺔ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ﺍﻟﺬﻱ ﻳ ُ ِ‬
‫ِ‬
‫ُ‬ ‫َ‬ ‫ﺾ‬‫ﺺ ﻣﻦ ﺣﻤ ِ‬ ‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺍﻟﺘﺨﻠ ّ ِ‬ ‫ﺕ ّ‬ ‫ﻭﺍﻟﻌﻀﻼ ِ‬
‫ﺍﻟﻌﻀﻠﻲ ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﺘﻌﺐ‬
‫َ‬ ‫ﻑ‬ ‫ﻋﺮ‬‫ﱢ‬ ‫ﻚ؟‬ ‫ُ‬ ‫ﺘ‬ ‫ﻛﺘﺎﺑ‬
‫ﻚ‪.‬‬ ‫ﺍﻟﻼﻛﺘﻴ ِ‬
‫ﺕ‬ ‫ﻭﻋﻨﻒ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺒﺪﻧﻴ ّ ِﺔ ﺇﻟﻰ ﺗﻤ ّﺰﻗﺎ ٍ‬ ‫ُ‬ ‫ﻗﻮﺓُ‬‫ﺃﻳﻀﺎ ﺗ ُﺆﺩّﻱ ّ‬ ‫ﺾ ﺍﻷﺣﻴﺎ ِﻥ ً‬ ‫ﻓﻲ ﺑﻌ ِ‬
‫‪11 πo μ°T‬‬
‫ﻃﻮﻳﻠﺔ )ﻋﺪ ٍﺩ ﻣﻦ‬ ‫ٍ‬ ‫ﺁﻻﻣﺎ ﻛﺒﻴﺮ ًﺓ ﻟﻤ ّﺪ ٍﺓ‬ ‫ﺐ ً‬ ‫ﺕ ﺗ ُﺴﺒﱢ ُ‬ ‫ﺕ ﻓﻲ ﺍﻟﻌﻀﻼ ِ‬ ‫ﻣﺠﻬﺮﻳ ّ ٍﺔ ﻭﻛﺪﻣﺎ ٍ‬
‫ﺍﻟﺸﺨﺺ‬
‫ُ‬ ‫ﺐ‪،‬‬ ‫ﺧﻼ َﻝ ﺍﻟﺘﺪﺭﻳ ِ‬
‫ﺍﻟﺬﻱ ﻳﺘﺨﻄّﻰ ﺍﻟﺤﺎﺟ َﺰ ﻗﺪ‬
‫ﺍﻷﻳّﺎﻡ ِ( ‪.‬‬
‫ﻣﻤﺎ‬
‫ﺃﻛﺜﺮ ّ‬
‫ﻟﻌﻀﻼﺗﻪ َ‬ ‫ِ‬ ‫ﺙ ﺗﻤ ّﺪﺩٌ‬
‫ﻳﺤﺪ ُ‬ ‫ﺗﺤﻤﻴﺔ ﻗﺒ َﻞ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ‬ ‫ٍ‬ ‫ﺑﻤﻤﺎﺭﺳﺔ ﻧﺸﺎﻃﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺢ‬
‫ﻨﺼ ُ‬ ‫ﻟﻠﻮﻗﺎﻳﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﺸﺎﻛ ِﻞ ‪ ،‬ﻳ ُ َ‬ ‫ِ‬
‫ِ‬ ‫ِ‬
‫ﺙ ﺧﻼ َﻝ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴّﺔ ‪.‬‬ ‫ﻳﺤﺪ ُ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ُ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺒﺪﻧﻴ ّ ِﺔ ﺑﺤﻴﺚ ﻻ ﻳﺘ ﱡﻢ‬ ‫ِ‬ ‫ﺑﺘﻨﻮﻳﻊ‬
‫ِ‬ ‫ﺢ‬ ‫ﺍﻟﻘﻮﻳ ّ ِﺔ ‪ ،‬ﻭﻛﺬﻟﻚ ﻳ ُ َ‬
‫ﻨﺼ ُ‬
‫ﺐ ﺗﻤ ّﺰﻗﺎﺕٍ‬ ‫ﻫﺬﺍ ﺍﻟﺘﻤ ّﺪﺩُ ﻗﺪ ﻳُﺴﺒﱢ ُ‬
‫ﺍﻷﻟﻢ ‪.‬‬ ‫ﺐ ﻋﺎﺩ ًﺓ‬ ‫ﻧﺸﺎﻁ ﻭﺍﺣ ٍﺪ ‪.‬‬ ‫ٍ‬ ‫ﻑ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ ﺧﻼ َﻝ‬ ‫ﻧﻮﻉ ﻭﺍﺣ ٍﺪ ﻣﻦ ﺍﻷﻟﻴﺎ ِ‬ ‫ٍ‬
‫َ‬ ‫ﺑﺴﻴﻄﺔً ﺗ ُﺴﺒﱢ ُ‬

‫ﺍﻟﺪﺭﺱ ‪2-1‬‬
‫ُ‬

‫‪.1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪n H ¿pr QÉb .2‬‬

‫‪?»∏°†©dG‬‬
‫‪u‬‬ ‫‪Rp É¡é∏d áo «°SÉ°SC‬‬
‫‪q‬‬ ‫‪’G áo Ø«XƒdG Ée‬‬
‫‪å«M øe (áp «Ñ∏≤dG‬‬
‫‪q‬‬ ‫)‪, Ap É°ù∏ŸG , áp «∏μ«¡dG‬‬
‫‪q‬‬ ‫‪:áp «∏°†©dG‬‬
‫‪q‬‬ ‫‪áp é°ùfC’G øe áp KÓãdG ´GƒfC‬‬
‫‪p ’G Ú‬‬

‫‪p≥Ñu W .3‬‬
‫‪. áo Ø«XƒdGh Ö«cÎdG‬‬
‫‪o‬‬
‫‪∞«c ìöûd‬‬
‫‪p‬‬ ‫‪“ál £°SÉH ál ∏°†Yh” “ál °†HÉb ál ∏°†Y” »JQÉÑY Ωr óp îà°SG :äÉØjô©àdG‬‬
‫‪p‬‬

‫‪p ’G øe …Cw G :∞ur æ°U .4‬‬

‫‪. êGhRC‬‬
‫‪m G ‘ äÓ°†©dG‬‬ ‫‪o‬‬ ‫‪πª©J‬‬
‫‪o‬‬
‫‪p‬‬ ‫‪p‬‬ ‫‪p‬‬
‫‪∂à«YhCGh á≤«bódG ∂FÉ©eCGh ∂pÑ∏b ‘ óo Lƒj‬‬ ‫‪p‬‬ ‫‪p‬‬
‫‪n äÓ°†©dG øe áKÓãdG ´GƒfC‬‬
‫‪?∂«eób ™HÉ°UC‬‬‫‪p‬‬ ‫‪Gh áp jƒeódG‬‬
‫‪q‬‬
‫‪28‬‬
 ‫‪óo ∏÷G 3-1‬‬
‫‪The Skin‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬
‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬
‫ُ‬ ‫ﺗﺮﻛﻴﺐ ﺍﻟﺠﻠ ِﺪ ‪.‬‬
‫َ‬ ‫ﻳﺼﻒ‬
‫َ‬
‫ﺍﺟﻌﻠْﻬﺎ ﻣﻐﻄّﺎ ًﺓ‬ ‫ِ‬
‫ﻭﻇﺎﺋﻒ ﺍﻟﺠﻠﺪ ‪.‬‬ ‫َ‬ ‫ﻳﺬﻛﺮ‬
‫َ‬
‫ﺧﻤﺴﺔ ﺃﺷﻴﺎﺀ َ‬ ‫ِ‬ ‫ﻛﻮ ْﻥ ﻗﺎﺋﻤﺔً ﻣﻦ‬ ‫ﱢ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺑﻴﻦ ﺃﺟﺰﺍﺀ ﺍﻟﺠﻠﺪ ﻭﻭﻇﺎﺋﻔﻬﺎ ﻭﺍﻷﺷﻴﺎﺀ ﺍﻟﺸﺎﺋﻌﺔ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ـﻲ َ‬
‫ﻳُﻀﺎﻫ َ‬
‫ﺍﺷﺮﺡ‬
‫ْ‬ ‫ﺛﻢ‬
‫ﺧﺎﺭﺟﻲ ‪ّ ،‬‬‫ﱞ‬ ‫ﻟﺪﻳﻬﺎ ﻏﻄﺎﺀ ٌ‬ ‫ﻕ‪.‬‬ ‫ﺍﻟﺘﻌﺮ ِ‬
‫ﺨ ِﺮ ﺑﻌ َﺪ ّ‬‫ﺃﺛﺮ ﺍﻟﺒﺮﻭﺩ ِﺓ ﻟﻌﻤﻠﻴ ّ ِﺔ ﺍﻟﺘﺒ ّ‬
‫ﻳُﺒﻴﱢﻦَ َ‬
‫ﺐ ﻛ ﱟﻞ ﻣﻨﻬﺎ ‪.‬‬ ‫ِ‬
‫ﻭﻇﻴﻔﺔَ ﺍﻟﻐﻄﺎﺀ ﺑﺠﺎﻧ ِ‬
‫ﺛﻢ‬
‫ﺯﻣﻼﺋﻚ ‪ّ ،‬‬ ‫ِ‬ ‫ﺶ ﻗﺎﺋﻤﺘَﻚ ﻣﻊ‬ ‫ِ‬
‫ﻧﺎﻗ ْ‬
‫ﺇﺿﺎﻓﺔ ﺇﺫﺍ ﺍﻗﺘﻀﻰ‬ ‫ٍ‬ ‫ﺑﺘﻌﺪﻳﻞ ﺃﻭ‬ ‫ٍ‬ ‫ﻗ ُْﻢ‬ ‫ُﻀﺎﻑ ﺍﻟﺠﺪﺭﺍ ُﻥ‬
‫َ‬ ‫ﻭﺍﻟﺪﻋﺎﻣﺎﺕ ﻟﻤﺒﻨًﻰ ‪ ،‬ﺣﺘّﻰ ﺗ‬
‫ُ‬ ‫ﺍﻟﻌﻮﺍﺭﺽ‬
‫ُ‬ ‫ﻣﺎ ﺇﻥ ﺗ ُﺸﻴﱠ ُﺪ‬
‫ِ‬
‫ﻣﻨﺎﻗﺸﺘﻚ ‪،‬‬ ‫ﺱ‬ ‫ﺍﻷﻣﺮ ‪ .‬ﻋﻠﻰ ﺃﺳﺎ ِ‬ ‫ُ‬ ‫ﺑﻌﺾ‬‫ُ‬ ‫ﺃﻳﻀﺎ ‪.‬‬
‫ﺇﻧﺸﺎﺅﻫﺎ ً‬
‫ُ‬ ‫ﺍﻟﺨﺎﺭﺟﻴّﺔ ُ ﺇﻟﻰ ﺍﻟﻬﻴﻜ ِﻞ ‪ .‬ﺍﻟﺠﺪﺭﺍ ُﻥ ﺍﻟﺪﺍﺧﻠﻴّﺔ ُ ﺳﻴﺘ ﱡﻢ‬
‫ﺗﺴﺘﻨﺘﺠﻪ ﻣﻦ‬
‫َ‬ ‫ﺃﻥ‬ ‫ﻦ‬ ‫ﻤﻜ‬
‫ُ ُ‬ ‫ِ‬ ‫ﻳ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ ‫ُﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺗﺪﻋﻴﻢ ِ ﺍﻟﻤﺒﻨﻰ ‪ .‬ﻭﺍﻟﺠﺪﺭﺍ ُﻥ ﺍﻟﺨﺎﺭﺟﻴّﺔ ُ‬ ‫ﺍﻟﺠﺪﺭﺍ ِﻥ ﺍﻟﺪﺍﺧﻠﻴ ّ ِﺔ ﺗ ِ‬
‫ﻭﻇﺎﺋﻒ ﺟﻠ ِﺪﻙ؟‬
‫ِ‬ ‫ﺾ‬
‫ﺑﻌ ِ‬ ‫ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﺃﻭ ﻳﻌﻤﻠﻮﻥ ﻓﻲ ﺍﻟﻤﺒﻨﻰ ‪ .‬ﺟﻠ ُﺪﻙ ﻣﺜ ُﻞ ﺟﺪﺭﺍ ِﻥ‬ ‫ﺗﺤﻤﻲ‬
‫َ‬
‫ﺴﺎﻋ ُﺪ ﺟﻠ ُﺪﻙ ﻋﻠﻰ‬ ‫ﻟﺠﺴﻤﻚ ‪ ،‬ﻳ ُ ِ‬ ‫ِ‬ ‫ﺍﻟﺨﺎﺭﺟﻲ‬
‫ﱡ‬ ‫ﺗﻤﺎﻣﺎ ‪ ،‬ﻓﻬﻮ ﺍﻟﻐﻄﺎﺀ ُ‬ ‫ً‬ ‫ﺍﻟﻤﺒﻨﻰ‬
‫ِ‬
‫ﻭﺣﻤﺎﻳﺘﻪ ‪.‬‬ ‫ﺟﺴﻤﻚ‬ ‫ِ‬ ‫ﺗﺪﻋﻴﻢ ِ‬

‫‪oÈcC’G ƒ°†©dG‬‬
‫‪The Largest Organ‬‬
‫‪o‬‬

‫ﺟﺴﻤﻚ ﻣﻦ‬ ‫ﻟﻴﺲ ﻓﻘﻂ ﻷﻧّﻪ ﻳُﻐﻄّﻲ‬ ‫ِ‬

‫َ‬ ‫ﺃﻛﺒﺮ ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻢ ِ ‪َ .‬‬ ‫ُ‬ ‫ﺍﻟﺠﻠ ُﺪ‬
‫ﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ﺍﻷﻋﻀﺎﺀ ﺩﺍﺧ َﻞ‬ ‫ِ‬ ‫ﺃﻳﻀﺎ ﻳُﻐﻄّﻲ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ‬
‫ﺍﻟﺨﺎﺭﺝ ‪ ،‬ﻭﻟﻜﻦ ﻷﻧّﻪ ً‬ ‫ِ‬
‫ِ‬
‫ﺃﺭﺑﻌﺔ‬ ‫ﻭﻗﺪ ﻻ ﺗ ُﻔﻜ ُﺮ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ﻛﻌﻀ ٍﻮ ‪ ،‬ﻭﻟﻜﻨّﻪ ﻛﺬﻟﻚ ‪ .‬ﺍﻟﺠﻠ ُﺪ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ‬ ‫ﱢ‬
‫ﺍﻟﻨﺴﻴﺞ‬
‫ُ‬ ‫ﻃﻼﺋﻲ ‪.‬‬
‫ﱟ‬ ‫ﻋﺼﺒﻲ ﻭﻧﺴﻴ ٍﺞ‬ ‫ﱟ‬ ‫ﻋﻀﻠﻲ ﻭﻧﺴﻴ ٍﺞ ﺿﺎﻡﱟ ﻭﻧﺴﻴ ٍﺞ‬ ‫ﱟ‬ ‫ﺃﻧﺴﺠﺔ‪ :‬ﻧﺴﻴ ٍﺞ‬ ‫ٍ‬
‫ﺃﺳﻄﺢ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ِ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﺧﻼﻳﺎ ﺗ ُﻐﻄّﻲ ﺟﻤﻴ َﻊ‬ ‫ﺍﻟﻄﻼﺋﻲ ّ‬ ‫ﱡ‬
‫ُﻜﻮ ُﻥ ﺍﻟﻄﺒﻘﺔَ ﺍﻟﻌﻠﻴﺎ ﻣﻦ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺧﻼﻳﺎ ﺍﻟﺠﻠ ِﺪ ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ . (12‬ﺇﻧّﻬﺎ ﺗ ﱢ‬ ‫ْ‬
‫ﱠ‬ ‫ِ‬
‫ﺗﻤﺎﻣﺎ ﻣ ًﻌﺎ ﻓﻴﻤﺎ ﻳُﺸﺒِ ُﻪ ﻗﻄ َﻊ‬ ‫ﺟﻠ ِﺪﻙ ‪ .‬ﻻﺣﻆ ﺃ ّﻥ ﺧﻼﻳﺎﻩ ﻣﺴﻄﺤﺔ ٌ ﻭﻣﺘﻘﺎﺭﺑﺔ ٌ ً‬
‫ْ‬
‫ﺗﻤﺎﻣﺎ ‪،‬‬‫ﺑﻌﻀﻬﺎ ً‬ ‫ﺍﻟﻘﻄﻊ ﺍﻟﺘﺮﻛﻴﺒﻴ ّ ِﺔ ‪ ،‬ﻭﻷ ّﻥ ﺍﻟﺨﻼﻳﺎ ﻣﺘﻮﺍﻓﻘﺔ ٌ ﻣﻊ ِ‬ ‫ِ‬ ‫ﺇﺣﺪﻯ ﺃﻟﻌﺎ ِ‬
‫ﺏ‬
‫ﺧﺎﺭﺝ ﺍﻟﺠﺴﻢ ِ‬ ‫َ‬ ‫ﺍﻟﻀﺎﺭ َﺓ‬
‫ّ‬ ‫ﺣﺎﺟﺰﺍ ﻭﺍﻗﻴًﺎ ‪ .‬ﻳُﺒﻘﻲ ﺟﻠ ُﺪﻙ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ‬‫ً‬ ‫ُﻜﻮ ُﻥ‬
‫ﻓﺈﻧّﻬﺎ ﺗ ﱢ‬
‫ﺑﺎﻟﺮﻃﻮﺑﺔ ‪ .‬ﺗﺤﺘﻮﻱ ﺧﻼﻳﺎ ﺍﻟﺠﻠ ِﺪ ً‬ ‫ِ‬
‫‪12 πo μ°T‬‬
‫ﺧﻼﻳﺎ ﺟﻠ ِﺪ ﺍﻹﻧﺴﺎ ِﻥ ﺗ ﱢ‬
‫ُﻜﻮ ُﻥ ﻏﻄﺎﺀ ً‬ ‫ﺴﻤﻰ‬ ‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺑﺮﻭﺗﻴ ٍﻦ ﻳ ُ ّ‬ ‫ﻭﻳﺤﺘﻔ ُ‬
‫ﻆ‬
‫ِ‬
‫ﺍﻟﻤﺎﺀ ﻭﻣﺎﻧ ًﻌﺎ ﻟﻨﻔﺎﺫِ‬ ‫ﻣﺎﻧ ًﻌﺎ ﻟﻨﻔﺎ ِﺫ‬ ‫ﺍﻟﻜﻴﺮﺍﺗﻴﻦ ‪ ،‬ﻳﺠﻌ ُﻞ ﺍﻟﺠﻠ َﺪ ﻣﺎﻧ ًﻌﺎ ﻟﻨﻔﺎ ِﺫ ِ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫َ‬
‫ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ‪.‬‬

‫‪29‬‬
 ‫ﻳﺘﻜﻮ ُﻥ ﻛ ﱞﻞ ﻣﻦ ﺍﻟﺸﻌ ِﺮ‬
‫ّ‬ ‫ﻭﺍﻷﻇﺎﻓﺮ ﺟﺰﺀﺍﻥ ﻣﻦ ﺟﻬﺎ ِﺯ ﺍﻟﺠﻠ ِﺪ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﺸﻌﺮ‬
‫ُ‬
‫ِ‬
‫ﻳﻮﻣﺎ ﻟﻤﺎﺫﺍ ﻳُﻤﻜﻨُﻚ‬
‫ﺖ ً‬ ‫ْ‬ ‫ٍ‬
‫ﻭﺍﻷﻇﺎﻓ ِﺮ ﻣﻦ ﺍﻟﻜﻴﺮﺍﺗﻴ ِﻦ ﻭﺧﻼﻳﺎ ﻣﻴﺘﺔ ‪ .‬ﺇﺫﺍ ﺗﺴﺎﺀﻟ َ‬
‫ﺗﺸﻌﺮ ﺑﺎﻷﻟﻢ ِ ‪ ،‬ﻓﺬﻟﻚ ﻷﻧّﻬﻤﺎ‬ ‫َ‬ ‫ﻭﺃﻇﺎﻓﺮﻙ ﺩﻭ َﻥ ﺃﻥ‬ ‫َ‬ ‫ﺷﻌﺮﻙ‬
‫َ‬ ‫ﺗﻘﺺ‬
‫ﱠ‬ ‫ﺃﻥ‬
‫ﺐ‬ ‫ﺗﻤﺎﻣﺎ ﻓﻲ ﻗﺮﻭ ِﻥ ﻭﻣﺨﺎﻟ ِ‬
‫ً‬ ‫ﻣﻴﺘﺔ ‪ ،‬ﻭﻣﺜ ُﻞ ﺍﻟﻜﻴﺮﺍﺗﻴ ِﻦ‬ ‫ﻳﺘﻜﻮﻧﺎﻥ ﻣﻦ ﺧﻼﻳﺎ ٍ‬ ‫ّ‬
‫ﺍﻟﻜﻴﺮﺍﺗﻴﻦ ﻓﻲ ﺃﻇﺎﻓ ِﺮﻙ ﻳﺠﻌﻠُﻬﺎ ﺻﻠﺒﺔً ‪.‬‬
‫َ‬ ‫ﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬
‫ﺕ ﻭﻣﻨﺎﻗﻴ ِﺮ ﺍﻟﻄﻴﻮ ِﺭ ﻓﺈ ّﻥ‬

‫ﺷﻌﺮ‬
‫ٌ‬
‫ﻣﺴﺎﻡﱡ‬ ‫ﺣﺴ ﱞﻲ‬
‫ﻣﺴﺘﻘﺒ ٌﻞ ّ‬

‫ﺑﺸﺮﺓٌ‬
‫ﺣﺴ ﱞﻲ‬
‫ﻣﺴﺘﻘﺒ ٌﻞ ّ‬

‫ﺃﺩﻣﺔ ٌ‬
‫ﺣﺴ ﱞﻲ‬
‫ﻣﺴﺘﻘﺒ ٌﻞ ّ‬
‫ﻋﺼﺐ‬
‫ٌ‬
‫ﺃﻭﻋﻴﺔ ٌ‬
‫ﻋﻀﻠﺔ ٌ‬ ‫ﻏ ّﺪﺓٌ ﻋﺮﻗﻴّﺔ ٌ‬
‫ﺩﻣﻮﻳ ّ ٌﺔ‬ ‫ﺧﻼﻳﺎ ﺩﻫﻨﻴّﺔ ٌ‬
‫ﺑﺼﻴﻠﺔ ُ ﺍﻟﺸﻌ ِﺮ‬ ‫ﻣﻠﺴﺎﺀ‬ ‫ﺣﺴ ﱞﻲ‬
‫ﻣﺴﺘﻘﺒ ٌﻞ ّ‬
‫ﻏ ّﺪﺓٌ ُﺯﻳﺘﻴﺔ ٌ )ﺣﻮﻳﺼﻠﺔ ٌ(‬
‫ّ‬
‫)ﺩﻫﻨﻴّﺔ ٌ(‬

‫‪13 πo μ°T‬‬
‫ﺟﻠ ُﺪ ﺍﻹﻧﺴﺎ ِﻥ ﻟﻪ ﻃﺒﻘﺘﺎﻥ‬
‫ﺭﺋﻴﺴﻴّﺘﺎﻥ ‪ ،‬ﺍﻟﺒﺸﺮﺓُ ﻭﺍﻷﺩﻣﺔ ُ ‪،‬‬
‫ﻣﺨﺘﻠ ٍ‬
‫ﻔﺔ ﻛﺜﻴﺮ ٍﺓ ﻓﻲ‬ ‫ِ‬ ‫ﺗﺮﺍﻛﻴﺐ‬
‫َ‬ ‫ﻣﻊ‬
‫ِ‬
‫ﺍﻷﺩﻣﺔ ‪.‬‬
‫‪p‬‬
‫‪ó∏÷G‬‬ ‫‪Ö«côJ‬‬
‫‪Structure of the Skin‬‬
‫‪o‬‬

‫ﻃﺒﻘﻲ ‪ ،‬ﺣﻴﺚ ﺇ ّﻥ ﻟﻪ ﻃﺒﻘﺘﻴﻦ ﺭﺋﻴﺴﻴّﺘﻴﻦ ‪ .‬ﺍﻟﻄﺒﻘﺔ ُ ﺍﻟﻌﻠﻴﺎ‬ ‫ﱞ‬ ‫ﺗﺮﻛﻴﺐ‬

‫ٌ‬ ‫ﺍﻟﺠﻠ ُﺪ‬
‫ﺢ ﺍﻟﺸﻜ ُﻞ )‪(13‬‬ ‫ﺿ ُ‬‫ُﺴﻤﻰ ﺍﻷﺩﻣﺔ َ ‪ .‬ﻳُﻮ ﱢ‬
‫ُﺴﻤﻰ ﺍﻟﺒﺸﺮﺓ َ ‪ ،‬ﻭﺍﻟﻄﺒﻘﺔ ُ ﺍﻟﺴﻔﻠﻴّﺔ ُ ﺗ ّ‬
‫ﺗ ّ‬
‫ﺳﻤﻜﺎ ﻣﻦ ﺍﻟﺒﺸﺮ ِﺓ ‪.‬‬
‫ً‬ ‫ﻆ ﺃ ّﻥ ﺍﻷﺩﻣﺔَ َ‬
‫ﺃﻛﺜﺮ‬ ‫ﻻﺣ ْ‬ ‫ﻧﻤﻮﺫﺟﺎ ﻋﻦ ﺍﻟﺠﻠ ِﺪ ‪ِ .‬‬
‫ً‬
‫‪Epidermis‬‬ ‫ﺍﻟﺒﺸﺮﺓُ‬
‫ﺕ ﻣﻦ‬ ‫ﺧﻤﺲ ﻃﺒﻘﺎ ٍ‬ ‫َ‬ ‫ﺗﺤﺖ ﺍﻟﻤﺠﻬ ِﺮ ﺃ ّﻥ ﻟﻠﺒﺸﺮ ِﺓ‬‫َ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ِ‬
‫ُﺸﺎﻫ َﺪ‬ ‫ﻳُ ِ‬
‫ﺍﻟﺨﻼﻳﺎ ‪ .‬ﺍﻟﻄﺒﻘﺔ ُ ﺍﻟﻌﻠﻴﺎ ﻣﻦ ﺍﻟﺒﺸﺮ ِﺓ ﻣﻜﻮﱠ ﻧﺔ ٌ ﻣﻦ ﺧﻼﻳﺎ ﺟﻠﺪﻳ ّ ٍﺔ ٍ‬
‫ﻣﻴﺘﺔ ‪ .‬ﺍﻓﺮ ْ‬
‫ﻙ‬
‫ﻑ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺠﻠﺪﻳ ّ ِﺔ‬ ‫ﻙ ﺁﻻ ٍ‬‫ﺐ ﺑﻔﺮ ِ‬ ‫ﺑﺒﻌﻀﻬﻤﺎ ‪ ،‬ﻭﺳﻮﻑ ﺗﺘﺴﺒ ّ ُ‬‫ﻳﺪﻳﻚ ِ‬
‫ﻙ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ِ ‪،‬‬ ‫ُﻔﺮ ُ‬
‫ﺸ ُﺮ ﺃﻭ ﺗ َ‬ ‫ِ‬
‫ﺍﻟﻤﻴﺘﺔ ‪ .‬ﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﻴﺘﺔ ُ ﻣﻦ ﺍﻟﺒﺸﺮ ِﺓ ﺗﺘﻘ ّ‬

‫‪30‬‬
 ‫ﺍﻟﻄﺒﻘﺔ ﺍﻷﻛﺜ ِﺮ ﻋﻤﻘًﺎ‬‫ِ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﺤ ﱠﻞ ﻣﺤﻠﱠﻬﺎ ﺧﻼﻳﺎ ﺃﺧﺮﻯ ﻣﻦ‬ ‫ُ‬ ‫ﻟﻬﺬﺍ‬
‫ﻔﺴ ُﺮ ﺍﻹﻣﺪﺍﺩَ ﺍﻟﻤﺘﻮﺍﺻ َﻞ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺠﻠﺪﻳ ّ ِﺔ‬ ‫ﻣﻦ ﺍﻟﺒﺸﺮ ِﺓ ‪ .‬ﻭﻫﺬﺍ ﻳ ُ ﱢ‬
‫ِ‬
‫ﺍﻟﻄﺒﻘﺔ ﺍﻟﻌﻠﻴﺎ‬ ‫ﻧﺤﻮ ﺍﺗ ِ‬
‫ّﺠﺎﻩ‬ ‫َ‬ ‫ﻙ ﻷﻋﻠﻰ‬‫ﺗﺘﺤﺮ ُ‬
‫ّ‬ ‫ﺍﻟﻤﺘﻜﻮ ِﻧﺔ ‪ .‬ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ‬
‫ﱢ‬
‫ﻃﺒﻘﺔ ﺗﺴﺘﻘﺒ ُﻞ ﺍﻟﻘﻠﻴ َﻞ‬ ‫ٍ‬ ‫ﻙ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﺧﻼ َﻝ ﻛ ﱢﻞ‬ ‫ﺗﺘﺤﺮ ُ‬
‫ّ‬ ‫ﻟﻠﺒﺸﺮ ِﺓ ‪ .‬ﻋﻨﺪﻣﺎ‬
‫ﺗﻤﻮﺕ ‪،‬‬‫ُ‬ ‫ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﻣﻦ ﺍﻟﺪﻡ ِ ‪ .‬ﻓﻲ ﺁﺧ ِﺮ ﺍﻷﻣ ِﺮ‬
‫ِ‬
‫ﺍﻟﺠﻠﺪ ﺍﻟﺬﻱ ﺗﺮﺍﻩ ‪.‬‬ ‫ُﻜﻮ ُﻥ ﺟﺰﺀًﺍ ﻣﻦ‬‫ﻭﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﻴﺘﺔ ُ ﺗ ﱢ‬
‫‪Dermis‬‬ ‫ﺍﻷﺩﻣﺔ ُ‬
‫ﺃﻛﺜﺮ‬ ‫ﺭﻗﻴﻖ ‪ .‬ﺍﻷﺩﻣﺔ ُ ُ‬ ‫ٌ‬ ‫ﺗﺤﺖ ﺍﻟﺒﺸﺮ ِﺓ ‪ ،‬ﻭﻳﻔﺼ ُﻞ ﺑﻴﻨَﻬﻤﺎ ﻏﺸﺎﺀ ٌ‬ ‫َ‬ ‫ﺗﻘﻊ ﺍﻷﺩﻣﺔ ُ‬ ‫ُ‬
‫ﺗﺘﻜﻮ ُﻥ ﺍﻷﺩﻣﺔ ُ ﻣﻦ‬ ‫ّ‬ ‫ﺳﻤﻜﺎ ﻣﻦ ﺍﻟﺒﺸﺮ ِﺓ ‪ .‬ﺇﻧّﻬﺎ ﺍﻟﻄﺒﻘﺔ ُ ﺍﻟﺤﻴّﺔ ُ ﻣﻦ ﺍﻟﺠﻠ ِﺪ ‪.‬‬ ‫ً‬
‫ﺐ ﺟﻠﺪَﻙ‬ ‫ُﻜﺴ ُ‬ ‫ُﻜﻮ ُﻥ ﺷﺒﻜﺔً ﻗﻮﻳّﺔً ‪ .‬ﻫﺬﻩ ﺍﻟﻄﺒﻘﺔ ُ ﺗ ِ‬ ‫ﻑ ﺑﺮﻭﺗﻴﻨﻴ ّ ٍﺔ ﻭﺧﻼﻳﺎ ﺗ ﱢ‬ ‫ﺃﻟﻴﺎ ٍ‬
‫ﻆ‬‫ُﻼﺣ ُ‬ ‫ﺖ ﺍﻟﺠﻠ َﺪ ﻓﻲ ﻇﻬ ِﺮ ﻳﺪﻳﻚ ‪ ،‬ﻓﺴﻮﻑ ﺗ ِ‬ ‫ﻗﺮﺻ َ‬‫ْ‬ ‫ﻗﻮﺗ َﻪ ﻭﻣﺮﻭﻧﺘَﻪ ‪ .‬ﺇﺫﺍ‬ ‫ّ‬
‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ‬ ‫ِ‬ ‫ﺍﻟﺮﺑﺎﻁ ﺍﻟﻤﺮ ِﻥ ‪ .‬ﻳﺘﺨﻠ ّ ُﻞ ﺍﻷﺩﻣﺔَ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ‬ ‫ِ‬ ‫ﺃﻧّﻪ ﻳﺮﺗ ﱡﺪ ﻣﺜ َﻞ‬
‫ﻣﺌﺎﺕ‬ ‫ُ‬ ‫ﺟ ُﺪ‬ ‫ﺕ( ﺍﻟﺸﻌ ِﺮ ﺍﻷﻧﺒﻮﺑﻴ ّ ِﺔ ﺍﻟﺸﻜ ِﻞ ‪ .‬ﺗﻮ َ‬ ‫ﺕ )ﺑﺼﻴﻼ ِ‬ ‫ﻭﺍﻟﻐﺪ ِﺩ ﻭﺣﻮﻳﺼﻼ ِ‬
‫ﺍﻷﺩﻣﺔ ﻭﺍﻟﺘﻲ ﺗﻨﻤﻮ ﻣﻦ ﻛ ﱢﻞ‬ ‫ِ‬ ‫ﺕ( ﺍﻟﺸﻌ ِﺮ ﻓﻲ‬ ‫ﺕ )ﺑﺼﻴﻼ ِ‬ ‫ﻑ ﻣﻦ ﺣﻮﻳﺼﻼ ِ‬ ‫ﺍﻷﻟﻮ ِ‬
‫ﻭﺍﺣﺪ ٍﺓ ﻣﻨﻬﺎ ﺷﻌﺮﺓٌ ‪.‬‬
‫‪Oil and Sweat Glands‬‬ ‫ﺍﻟﻐﺪﺩُ ﺍﻟﺪﻫﻨﻴّﺔ ُ ﻭﺍﻟﻌﺮﻗﻴّﺔ ُ‬
‫ﺍﻷﺩﻣﺔ ﻏﺪﺩٌ ﺩﻫﻨﻴّﺔ ٌ ﻭﻏﺪﺩٌ ﻋﺮﻗﻴّﺔ ٌ ‪ .‬ﺗﺆﺩّﻱ ﺍﻟﻐﺪﺩُ ﺍﻟﺪﻫﻨﻴّﺔ ُ ﺇﻟﻰ‬ ‫ِ‬ ‫ﺟ ُﺪ ﻓﻲ‬ ‫ﺗﻮ َ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺕ ﺍﻟﺸﻌ ِﺮ ﻭﻣﻨﻪ ﺇﻟﻰ‬ ‫ﺖ ﺇﻟﻰ ﺣﻮﻳﺼﻼ ِ‬ ‫ﻳﻤﺮ ﺍﻟﺰﻳ ُ‬ ‫ﺕ ﺍﻟﺸﻌ ِﺮ ‪ .‬ﱡ‬ ‫ﺣﻮﻳﺼﻼ ِ‬
‫ﻑ ‪ .‬ﻳﺤﺘﻮﻱ‬ ‫ﺣﻔﻆ ﺍﻟﺸﻌ ِﺮ ﻭﺍﻟﺠﻠ ِﺪ ﻣﻦ ﺍﻟﺠﻔﺎ ِ‬ ‫ِ‬ ‫ﺖ ﻋﻠﻰ‬ ‫ﺍﻟﺠﻠ ِﺪ ‪ .‬ﻳﻌﻤ ُﻞ ﺍﻟﺰﻳ ُ‬
‫ﺁﺧﺮ ﻓﻲ‬ ‫ٍ‬ ‫ﻭﻭﺟﻬﻚ ﻋﻠﻰ ﻏﺪ ٍﺩ ﺩﻫﻨﻴ ّ ٍﺔ‬ ‫ﺟﻠ ُﺪ ِ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺃﻱﱢ ﺟﺰﺀ َ‬ ‫َ‬ ‫ِ‬ ‫ﺭﺃﺳﻚ‬
‫ﻋﺒﺮ ﺍﻟﻐﺪ ِﺩ ﺍﻟﻌﺮﻗﻴ ّ ِﺔ ‪.‬‬ ‫ﺺ ﻣﻦ ﺍﻟﻌﺮ ِ‬ ‫ﺴﺎﻋ ُﺪ ﺟﻠ ُﺪﻙ ﻋﻠﻰ ﺍﻟﺘﺨﻠ ّ ِ‬ ‫ﺟﺴﻤﻚ ‪ .‬ﻳ ُ ِ‬ ‫ِ‬
‫ﻕ َ‬
‫ﺳﻄﺢ‬ ‫ِ‬ ‫ﺘﺤﺔ ﻓﻲ‬ ‫ﺐ ﺃﻭ ﻓ ُ ٍ‬ ‫ﺃﻧﺎﺑﻴﺐ ﻣﻠﺘ ّﻔ ٍﺔ ﺗﻨﺘﻬﻲ ﺑﺜﻘ ٍ‬ ‫َ‬ ‫ﺍﻟﻐﺪﺩُ ﺍﻟﻌﺮﻗﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ﺐ ‪ .‬ﺃﻧﺖ‬ ‫ﺕ ﺍﻟﺠﺴﻢ ِ ﺧﻼ َﻝ ﺍﻟﺜﻘ ِ‬ ‫ﻭﺑﻌﺾ ﻓﻀﻼ ِ‬ ‫ُ‬ ‫ﻭﺍﻟﻤﻠﺢ‬
‫ُ‬ ‫ﻔﺮ ُﺯ ﺍﻟﻤﺎﺀ ُ‬ ‫ﺍﻟﺠﻠ ِﺪ ‪ .‬ﻳ ُ َ‬
‫ﺩﺭﺟﺔ‬ ‫ِ‬ ‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ِ‬ ‫ﻕ ﻳُ ِ‬ ‫ﻓﺎﻟﺘﻌﺮ ُ‬ ‫ﻕ‪.‬‬ ‫ﺗﻌﺮﻑ ﻫﺬﺍ ﺍﻟﺴﺎﺋ َﻞ ﺑﺎﺳﻢ ِ ﺍﻟﻌﺮ ِ‬ ‫ُ‬
‫ّ‬
‫ﺍﻟﺤﺎﺭ ِﺓ ﺃﻭ‬ ‫ّ‬ ‫ﺍﻟﻌﻨﻴﻔﺔ ‪ ،‬ﻭﻓﻲ ﺍﻷﻳّﺎﻡ ِ‬ ‫ِ‬ ‫ﺟﺴﻤﻚ ‪ .‬ﺧﻼ َﻝ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ‬ ‫ِ‬ ‫ﺣﺮﺍﺭ ِﺓ‬
‫ﺢ‬ ‫ﻕ ﻣﻦ ﺟﻠ ِﺪﻙ ﻳُﺼﺒِ ُ‬ ‫ﺨ ُﺮ ﺍﻟﻌﺮ ُ‬ ‫ﻕ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺘﺒ ّ‬ ‫ﺑﺎﻟﺤﻤﻰ ﻓﺈﻧّﻚ ﺗﻌﺮ ُ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻹﺻﺎﺑﺔ‬ ‫ﻋﻨ َﺪ‬
‫ﻓﺘﻨﺨﻔﺾ‬ ‫ُ‬ ‫ﻳﻨﺴﺎﺏ ﻋﺒﺮ ﺍﻟﺠﻠ ِﺪ ً‬
‫ﺃﻳﻀﺎ ‪،‬‬ ‫ُ‬ ‫ﺟﻠ ُﺪﻙ ﺑﺎﺭ ًﺩﺍ ‪ .‬ﻭﻳﺒﺮﺩُ ﺍﻟﺪﻡ ُ ﺍﻟﺬﻱ‬
‫ﺑﻤﺜﺎﺑﺔ ﺟﻬﺎ ِﺯ ﺗﻜﻴﻴﻒٍ‬ ‫ِ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﻳﻌﻤ ُﻞ ﺍﻟﺠﻠ ُﺪ‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﺑﻬﺬﻩ‬
‫ﺗﻀﻴﻖ ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ ‪ ،‬ﻭﻫﺬﺍ‬ ‫ُ‬ ‫ﺟﺴﻤﻚ‬‫ُ‬ ‫ﺟﺴﻤﻚ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺒﺮﺩُ‬ ‫ِ‬ ‫ﺩﺍﺧ َﻞ‬
‫ﺳﻄﺢ ﺍﻟﺠﺴﻢ ِ ﻭﻓﻘﺪﺍ ٌﻥ ﺃﻗ ﱡﻞ ﻟﻠﺤﺮﺍﺭ ِﺓ ﻣﻦ‬ ‫ِ‬ ‫ﺏ ﻣﻦ‬ ‫ﻣﻌﻨﺎﻩ ﺗﺪﻓ ّ ٌﻖ ﺃﻗ ﱡﻞ ﻟﻠﺪﻡ ِ ﺑﺎﻟﻘﺮ ِ‬
‫ﺟﺴﻤﻚ ﺩﺍﻓ ًﺌﺎ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻢ ِ ﻭﻳﻈ ﱡﻞ‬

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 ‫ﺍﻟﺤﺴﻴّﺔ ُ ‪Sense Receptors‬‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ّ‬ ‫ُ‬
‫ﻋﻀﻮ‬ ‫ﻳﺸﻌﺮ ﺑﻬﺎ ﺟﻠ ُﺪﻙ ‪ ،‬ﻓﺎﻟﺠﻠ ُﺪ‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﺲ ﺍﻟﺘﻲ ﻳ ُ ِ‬‫ﻓﻜ ْﺮ ﻓﻲ ﺍﻷﺣﺎﺳﻴ ِ‬ ‫ﱢ‬
‫ُ‬ ‫َ‬
‫ُﺴﻤﻰ‬ ‫ﺕ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺗ ّ‬‫ﺃﻧﻮﺍﻉ ﻋﺪﻳﺪ ٍﺓ ﻣﻦ ﺍﻟﻨﻬﺎﻳﺎ ِ‬ ‫ٍ‬ ‫ﺣﺲ ‪ .‬ﺗﺤﺘﻮﻱ ﺍﻷﺩﻣﺔ ُ ﻋﻠﻰ‬ ‫ﱟ‬
‫ﺧﺎﺹ ﻟﻜ ﱟﻞ ﻣﻦ ﺍﻟﺒﺮﻭﺩ ِﺓ‬ ‫ﱞ‬ ‫ﺣﺴ ﱞﻲ‬ ‫ﺍﻟﺤﺴﻴّﺔَ ‪ .‬ﻫﻨﺎﻙ ﻣﺴﺘﻘﺒِ ٌﻞ ّ‬ ‫ّ‬ ‫ﺕ‬‫ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﻳﺴﺘﺠﻴﺐ ﻟﺘﻐﻴ ّ ٍﺮ ﺃﻭ ﻣﺆﺛ ﱢ ٍﺮ‬
‫ُ‬ ‫ﺲ ‪ .‬ﻛ ﱡﻞ ﻣﺴﺘﻘﺒِ ٍﻞ‬ ‫ﻭﺍﻟﻀﻐﻂ ﻭﺍﻟﻠّﻤ ِ‬
‫ِ‬ ‫ﻭﺍﻟﺤﺮﺍﺭ ِﺓ ﻭﺍﻷﻟﻢ ِ‬
‫ﺕ‬ ‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬ ‫ﻧﻔﺴﻪ ﻣﻦ ﻛ ﱢﻞ ٍ‬ ‫ﺟ ُﺪ ﻟﺪﻳﻚ ﺍﻟﻌﺪﺩُ ُ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﺒﻴﺌﺔ ‪ .‬ﻻ ﻳﻮ َ‬
‫ﻧﻮﻉ‬
‫ٍ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺃﻱﱢ‬ ‫ﻣﺴﺘﻘﺒﻼﺕ ﺃﻟﻢ ٍ َ‬
‫ُ‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺗﻮ َ‬
‫ﺟ ُﺪ‬ ‫ّ‬
‫ِ‬
‫ﻣﺴﺘﻘﺒﻼﺕ ﻣﻦ ﻧﻮﻉٍ ﻭﺍﺣ ٍﺪ َ‬
‫ﺃﻛﺜﺮ‬ ‫ٌ‬ ‫ﺃﻳﻀﺎ ‪،‬‬
‫ﺟﺴﻤﻚ ‪ً ،‬‬ ‫ِ‬ ‫ﺃﺟﺰﺍﺀ‬ ‫ﺾ‬
‫ﺁﺧﺮ ‪ .‬ﻟﺒﻌ ِ‬ ‫َ‬
‫ﻗﻤﺔِ‬ ‫ﺲ ﻓﻲ ّ‬ ‫ﻣﺴﺘﻘﺒﻼﺕ ﻛﺜﻴﺮﺓٌ ﻟﻠ ّﻤ ِ‬
‫ٌ‬ ‫ﻣﻦ ﻏﻴ ِﺮﻫﺎ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻟﺪﻳﻚ‬
‫ﺃﺟﺰﺍﺀ‬ ‫ٍ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺃﻱﱢ‬ ‫ﻑ ِ‬ ‫ﻭﺭﺍﺣﺔ ﻳﺪﻳﻚ ﻭﻓﻲ ﻃﺮ ِ‬ ‫ِ‬ ‫ِ‬
‫ﻟﺴﺎﻧﻚ ﻭﺷﻔﺘﻴﻚ َ‬ ‫ﺃﺻﺎﺑﻌﻚ‬
‫ﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ﺃﺧﺮﻯ ﻓﻲ‬

‫ﻣﺼﺎﺩﺭ ﺍﻟﺘﻘﻴﻴﻢ ِ‬
‫ُ‬
‫‪Skill Builder‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻛﺴﺎﺏ‬
‫ُ‬
‫ﺣﺐ ﺍﻟﺸﺒﺎﺏِ‬ ‫ِ‬
‫ﺇﻋﻼﻧﺎﺕ ﻟﻤﻌﺎﻟﺠﺔ ﱢ‬
‫ٌ‬
‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺃﻏﻠﺐ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬‫ُ‬ ‫ﻕ‪.‬‬‫ﻟﻠﺒﻴﻊ ﻓﻲ ﺍﻷﺳﻮﺍ ِ‬
‫ِ‬ ‫ﺏ ﻣﻄﺮﻭﺣﺔ ٌ‬ ‫ﺣﺐ ﺍﻟﺸﺒﺎ ِ‬‫ﱢ‬ ‫ﻣﺨﺘﻠﻔﺔ ٌ ﻛﺜﻴﺮﺓٌ ﻣﻦ ﻋﻼﺟﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﻉ‬
‫ﻫﻨﺎﻙ ﺃﻧﻮﺍ ٌ‬
‫ﺕ ﺍﻟﺘﺠﺎﺭﻳ ّ ِﺔ ﻓﻲ‬ ‫ﺕ ﻭﻛﺬﻟﻚ ﻣﻦ ﺍﻹﻋﻼﻧﺎ ِ‬ ‫ﺍﻟﻤﺠﻼ ِ‬
‫ّ‬ ‫ﺐ ﺍﻟﻌﻼﺟﻴ ّ ِﺔ ﻫﻲ ﻣﻦ ﺍﻟﺠﺮﺍﺋ ِﺪ ﺃﻭ‬ ‫ﺗﺤﺼ ُﻞ ﻋﻠﻴﻬﺎ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴ ِ‬
‫ﺗﺸﺘﺮﻱ‬
‫َ‬ ‫ﺕ ‪ .‬ﻗﺒ َﻞ ﺃﻥ‬ ‫ﺺ ﻣﺎ ﻳﻌﻤ ُﻞ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎ ِ‬ ‫ﺍﻹﻋﻼﻧﺎﺕ ﻋﺎﺩ ًﺓ ﻋﻦ ﻃﺮﻳ ِﻖ ﺷﺨ ٍ‬ ‫ُ‬ ‫ﺍﻟﺮﺍﺩﻳﻮ ﻭﺍﻟﺘﻠﻔﺰﻳﻮ ِﻥ ‪ .‬ﺗ ُﺼﺎﻍُ‬
‫ﺕ ﺍﻹﻋﻼ ِﻥ ‪.‬‬ ‫ﻳﺠﺐ ﻋﻠﻴﻚ ﺃﻥ ﺗ ُﻘﻴﱢ َﻢ ﺍﺩّﻋﺎﺀﺍ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﻨﺘ َﺞ‬
‫ﺏ‪.‬‬ ‫ﺣﺐ ﺍﻟﺸﺒﺎ ِ‬ ‫ﻋﻼﺝ ﱢ‬ ‫ِ‬ ‫ﺃﺣﻀ ْﺮ ﺟﺮﻳﺪ ًﺓ ﺃﻭ ﻣﺠﻠّﺔً ﻓﻴﻬﺎ ﺇﻋﻼ ٌﻥ ﻋﻦ‬ ‫ِ‬ ‫‪.1‬‬
‫ﺍﻟﻤﻨﺘﺞ ‪.‬‬
‫ِ‬ ‫ﺍﺳﻢ‬
‫ﺐ َ‬ ‫‪ .2‬ﺍﻛﺘ ِ‬
‫ﺏ ﺃﻭ‬ ‫ﺕ ﻋﻨﻬﺎ ﻗﺒ َﻞ ﺃﻥ ﺗ ﱢ‬
‫ُﻜﺬ َ‬ ‫ﺐ ﺃﻥ ﺗﺤﺼ َﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺎ ٍ‬ ‫ِ‬
‫ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﻲ ﺗ ُِﺤ ﱡ‬ ‫ﺿ ْﻊ ﻗﺎﺋﻤﺔً ﻣﻦ‬‫ﺛﻢ َ‬ ‫ٍ‬
‫ﺑﻌﻨﺎﻳﺔ ‪ّ ،‬‬ ‫‪ .3‬ﺍﻗﺮﺇِ ﺍﻹﻋﻼ َﻥ‬
‫ِ‬
‫ُﺼﺪ َﻕ ﺍﺩّﻋﺎﺀﺍﺕ ﺍﻹﻋﻼ ِﻥ ‪.‬‬ ‫ﺗ ﱢ‬
‫‪ .4‬ﺣﻠﱢ ْﻞ ﺃﺳﺌﻠﺘَﻚ ‪.‬‬
‫ﺣﺮﻑ ) ﺃ ( ﺃﻣﺎﻡَ ﺍﻟﺴﺆﺍ ِﻝ ‪.‬‬
‫َ‬ ‫ﻓﻀ ْﻊ‬
‫ﺕ‪َ ،‬‬ ‫ﻳﻄﻠﺐ ﻣﺰﻳ ًﺪﺍ ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬ ‫ُ‬ ‫) ﺃ ( ﺇﺫﺍ ﻛﺎ َﻥ ﺍﻟﺴﺆﺍ ُﻝ‬
‫ﺣﺮﻑ )ﺏ( ﺃﻣﺎﻡَ ﺍﻟﺴﺆﺍ ِﻝ ‪.‬‬ ‫َ‬ ‫ﻓﻀ ْﻊ‬
‫ﺕ‪َ ،‬‬ ‫)ﺏ( ﺇﺫﺍ ﻛﺎ َﻥ ﺍﻟﺴﺆﺍ ُﻝ ﻋﻦ ﻣﺼﺪ ِﺭ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﺣﺮﻑ )ﺟـ( ﺃﻣﺎﻡَ ﺍﻟﺴﺆﺍ ِﻝ ‪.‬‬
‫َ‬ ‫ﻓﻀ ْﻊ‬
‫ﺕ‪َ ،‬‬ ‫ﺻﺤ ِﺔ ﺍﻻﺩّﻋﺎﺀﺍ ِ‬
‫ﺕ ّ‬ ‫)ﺟـ( ﺇﺫﺍ ﻛﺎ َﻥ ﺍﻟﺴﺆﺍ ُﻝ ﻋﻦ ﺍﻟﺪﻟﻴ ِﻞ ﺃﻭ ﺇﺛﺒﺎ ِ‬
‫ﺕ ﻓﻲ ﺍﻹﻋﻼ ِﻥ؟‬ ‫ﻚ ﺑﺎﻻﺩّﻋﺎﺀﺍ ِ‬ ‫ﺗﺪﻓﻌﻚ ﺇﻟﻰ ﺍﻟﺘﺸﻜﻴ ِ‬ ‫ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ُ‬
‫ُ‬ ‫ﻣﺎ‬ ‫‪.5‬‬
‫ﺕ ﺍﻹﻋﻼ ِﻥ؟‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺴﺄﻟَﻬﺎ ﻟﺘﻌﺰﻳ ِﺰ ِ‬
‫ﺍﻟﺜﻘﺔ ﻓﻲ ﺍﺩّﻋﺎﺀﺍ ِ‬ ‫ُ‬ ‫ﻣﺎ ﺍﻷﺳﺌﻠﺔ ُ ﺍﻟﺘﻲ‬ ‫‪.6‬‬
‫ﺕ؟‬‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﻔﻌﻠَﻪ ﻟﺘُﺆﻛﱢ َﺪ ﺃﻥ ﺍﻟﻤﻨﺘ َﺞ ﻳُﺆﺩّﻱ ﻣﺎ ﺗ ﱠﻢ ﺇﻋﻼﻧُﻪ ﻣﻦ ﺍﺩّﻋﺎﺀﺍ ٍ‬ ‫ﻣﺎ ﺍﻟﺬﻱ ﻳ ُ ِ‬ ‫‪.7‬‬
‫ﺺ ﻗﺮﺃ َ ﺃﻭ ﺳﻤ َﻊ ﺍﻹﻋﻼﻥَ؟‬ ‫ﺺ ﻣﺎ ﻋﻦ ﺷﺨ ٍ‬ ‫ﻳﺠﺐ ﺃﻥ ﺗﻘﻮﻟَﻪ ﻟﺸﺨ ٍ‬ ‫ُ‬ ‫ﻣﺎ ﺍﻟﺬﻱ‬ ‫‪.8‬‬
‫ﻓﺴ ْﺮ ﺇﺟﺎﺑﺘَﻚ ‪.‬‬
‫ﺇﻋﻼﻧﻚ؟ ﱢ‬ ‫ِ‬ ‫ﻫﻞ ﺳﺘﺸﺘﺮﻱ ﻭﺗﺴﺘﺨﺪﻡ ُ ﺍﻟﻤﻨﺘ َﺞ ﻓﻲ‬ ‫‪.9‬‬

‫‪32‬‬
 ‫‪ôp ©°ûdG ¿ƒdh‬‬ ‫‪ó∏÷G‬‬
‫‪Skin and Hair Color‬‬
‫‪o‬‬ ‫‪o‬‬
‫ِ‬
‫ﻟﻠﻌﻨﺎﻳﺔ ﺑﺎﻟﺠﻠ ِﺪ‬ ‫ﺃﻓﻜﺎﺭ‬
‫ٌ‬
‫‪Skin Care Hints‬‬ ‫ﺍﻟﺼﻔﺎﺕ‬
‫ُ‬ ‫ﺱ ‪ .‬ﻫﺬﻩ‬ ‫ﺑﻴﻦ ﺍﻟﻨﺎ ِ‬ ‫ﻕ ﻭﺍﺿﺤﺔ ٌ َ‬ ‫ﻭﺍﻟﺸﻌﺮ ﻭﻟﻮ ُﻥ ﺍﻟﻌﻴﻨﻴﻦ ﻓﻮﺍﺭ ُ‬‫ُ‬ ‫ﺍﻟﺠﻠ ُﺪ‬
‫ﺠﻪ‬ ‫ﺍﻟﻤﻴﻼﻧﻴﻦ ﺗ ُِﻨﺘ ُ‬
‫ُ‬ ‫ﺍﻟﻤﺴﻤﻰ ﺑﺎﻟﻤﻴﻼﻧﻴ ِﻦ ‪.‬‬‫ّ‬ ‫ﺍﻟﻤﻠﻮ ُﻥ‬
‫ﱢ‬ ‫ﺍﻟﻮﺭﺍﺛﻴّﺔ ُ ﺗ ُﺴﺒﱢﺒُﻬﺎ ﺍﻟﺼﺒﻐﺔ ُ ﺃﻭ‬
‫ﻣﺮﺗﻴﻦ ﺃﻭ‬ ‫ﺍﻏﺴ ْﻞ ﻭﺟ َﻬﻚ ﺑﺎﻧﺘﻈﺎﻡ ٍ ّ‬ ‫ُﺤﺪﺩُ‬ ‫ﻛﻤﻴّﺔ ُ ﺍﻟﻤﻴﻼﻧﻴ ِﻦ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ ﺟﻠ ِﺪﻙ ﺗ ﱢ‬ ‫ﻃﺒﻘﺔ ٌ ﺧﻠﻮﻳّﺔ ٌ ﻓﻲ ﺍﻟﺒﺸﺮ ِﺓ ‪ّ .‬‬
‫ِ‬
‫ﺑﺎﻟﻤﺎﺀ ﻭﺍﻟﺼﺎﺑﻮ ِﻥ ‪.‬‬ ‫ﻣﺮﺍ ٍ‬
‫ﺕ ﻳﻮﻣﻴ ًّﺎ‬ ‫ﺛﻼﺙ ّ‬ ‫ﻛﺒﻴﺮ ﻷﻟﻮﺍ ِﻥ ﺍﻟﺠﻠ ِﺪ ‪.‬‬ ‫ﻟﻮ َﻥ ﺟﻠ ِﺪﻙ ‪ .‬ﻫﻨﺎﻙ ﻣ ًﺪﻯ ٌ‬
‫َ‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ‬ ‫ُ‬
‫ﻛﺮﻳﻤﺎ ﺃﻭ‬
‫ً‬ ‫ﺑﻌ َﺪ ﺍﻻﺳﺘﺤﻤﺎﻡ ِ ﺍﺳﺘﺨ ِﺪﻡْ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ‬ ‫ُ‬ ‫ﻛﻤﻴّﺔ ٌ ﻛﺒﻴﺮﺓٌ ﻣﻦ ﺍﻟﻤﻴﻼﻧﻴ ِﻦ ﻟﻬﻢ ﺟﻠ ٌﺪ ﺃﺳﻮﺩُ ﺃﻭ ﺑﻨ ّ ﱞﻲ ٌ‬
‫ﻗﺎﺗﻢ ‪.‬‬ ‫ّ‬
‫ﻏﺴﻮﻻ ﻣﺮﻃﱢﺒًﺎ ﻟﻠﺠﻠ ِﺪ ‪.‬‬
‫ً‬ ‫ﺃﺣﻤﺮ ﺃﻭ‬
‫ُ‬ ‫ﺍﻟﻜﺎﺭﻭﺗﻴﻦ ﻟﺪﻳﻬﻢ ﺟﻠ ٌﺪ‬
‫َ‬ ‫ُﺴﻤﻰ‬‫ﺍﻟﻤﻴﻼﻧﻴﻦ ﻣﻊ ﻣﺎﺩّ ٍﺓ ﺃﺧﺮﻯ ﺗ ّ‬‫ُ‬ ‫ﻟﺪﻳﻬﻢ‬
‫ﺃﺳﻤﺮ‬
‫ُ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺍﻟﻘﻠﻴ ُﻞ ﻣﻦ ﺍﻟﻤﻴﻼﻧﻴ ِﻦ ﻟﺪﻳﻬﻢ ﺟﻠ ٌﺪ‬ ‫ُ‬ ‫ﺃﺻﻔﺮ ‪.‬‬
‫ُ‬
‫ﻻ ﺗﺴﺘﺨ ِﺪﻡْ ﻣﺴﺘﺤﻀﺮﺍ ِ‬
‫ﺕ ﺍﻟﺘﺠﻤﻴ ِﻞ‬
‫ﺕ‬‫ﺍﻟﺪﻫﻨﻴّﺔَ ‪ ،‬ﻭﺃ ِﺯ ْﻝ ﻣﺴﺘﺤﻀﺮﺍ ِ‬ ‫ﻣﻴﻼﻧﻴﻦ ‪ ،‬ﺗﻜﻮ ُﻥ ﺟﻠﻮﺩُﻫﻢ‬ ‫ٌ‬ ‫ﻟﺪﻳﻬﻢ‬ ‫ﻟﻴﺲ‬
‫ِ َ‬ ‫ﺹ‬ ‫ﺍﻷﺷﺨﺎ‬ ‫ﺑﻌﺾ‬
‫ُ‬ ‫‪.‬‬ ‫ﻲ‬
‫ّﱞ‬ ‫ﻨ‬ ‫ﺑ‬ ‫ﺃﻭ‬ ‫ﻓﺎﺗﺢ‬
‫ٌ‬
‫ﺍﻟﺘﺠﻤﻴ ِﻞ ﻗﺒ َﻞ ﺍﻟﻨﻮﻡ ِ ‪.‬‬ ‫ﺃﺑﻴﺾ ‪.‬‬
‫ﺃﻳﻀﺎ َ‬ ‫ﻭﺷﻌﺮﻫﻢ ً‬ ‫ُ‬ ‫ﺑﻴﻀﺎﺀ َ ﺃﻭ ﻗﺮﻧﻔﻠﻴّﺔً )ﻭﺭﺩﻳّﺔً(‬
‫ﺲ ﻋﻨﺪﻣﺎ‬
‫ﻭﺍﻗﻲ ﺍﻟﺸﻤ ِ‬
‫َ‬ ‫ﺍﺳﺘﺨ ِﺪﻡْ ً‬
‫ﺩﺍﺋﻤﺎ‬
‫ﺧﺎﺭﺝ ﺍﻟﻤﻨﺰ ِﻝ ‪.‬‬ ‫ﺗﻜﻮ ُﻥ‬
‫ﺃﻧﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫َ‬
‫ﻭﻧﺪﺑﺎﺕ‬
‫ٌ‬ ‫ﺑﺜﺮﺍﺕ‬
‫ٌ‬
‫ﺗﻤﺎﺭﻳﻦ ﺭﻳﺎﺿﻴّﺔً ﺑﺎﻧﺘﻈﺎﻡ ٍ ‪.‬‬
‫َ‬ ‫ﺃﺟ ِﺮ‬ ‫ﺱ‬‫ﺑﻌﺾ ﺍﻟﻨﺎ ِ‬‫ﺺ ﺑﺜﺮﺓٌ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ‪ ،‬ﻭﻟﻜﻦ ُ‬ ‫ﻳﺘﻜﻮ َﻥ ﻷﻱﱢ ﺷﺨ ٍ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ّ‬ ‫ﻳُ ِ‬
‫ﺏ ﺍﻟﺬﻱ‬ ‫ﺣﺐ ﺍﻟﺸﺒﺎ ِ‬ ‫ﺍﻟﻤﺮﺍﻫﻘﺔ ‪ ،‬ﻳُﻌﺎﻧﻮﻥ ﻣﻦ ﱢ‬ ‫ِ‬ ‫ﺧﺼﻮﺻﺎ ﻣﻦ ﻫﻢ ﻓﻲ ﺳ ﱢﻦ‬ ‫ً‬
‫ﺳﺎﻋﺎﺕ ِ‬
‫ﻧﻮﻣﻚ ﻣﻦ‬ ‫ُ‬ ‫ﻳُ ﱠ‬
‫ﻔﻀ ُﻞ ﺃﻥ ﺗﻜﻮ َﻥ‬
‫‪ 7‬ﺇﻟﻰ ‪ 8‬ﺳﺎﻋﺎ ٍ‬
‫ﺕ ﻳﻮﻣﻴ ًّﺎ ‪.‬‬ ‫ﺖ ﻭﺛﻘﻮﺏ ﺍﻟﺠﻠ ِﺪ ﺍﻟﻤﺴﺪﻭﺩ ِﺓ‬ ‫ِ‬ ‫ِ‬
‫ﺏ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ﺑﺴﺒﺐ ﺍﻟﺰﻳ ِ‬ ‫ﻳﻈﻬﺮ ﻧﺘﻴﺠﺔَ ﺍﺿﻄﺮﺍ ٍ‬ ‫ُ‬
‫ﺹ ﺫﻭﻱ‬ ‫ﺃﻛﺜﺮ ﺷﻴﻮ ًﻋﺎ ﻋﻨ َﺪ ﺍﻷﺷﺨﺎ ِ‬ ‫ﺣﺐ ﺍﻟﺸﺒﺎﺏ َ‬‫ِ‬ ‫ﻭﺍﻟﺒﻜﺘﻴﺮﻳﺎ ‪ ،‬ﻭﻳﻜﻮ ُﻥ ﱡ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ِ‬
‫ﺍﻟﻤﻨﺘﺠﺔ‬ ‫ﺍﻟﻜﻤﻴّﺔ ُ ﺍﻟﻤﺘﺰﺍﻳﺪﺓُ ﻣﻦ ﺍﻟﻤﺎﺩّ ِﺓ ﺍﻟﺰﻳﺘﻴ ّ ِﺔ‬ ‫ّ‬ ‫ﺍﻟﺒﺸﺮ ِﺓ ﺍﻟﺪﻫﻨﻴ ّ ِﺔ ‪.‬‬
‫ﺛﻢ ﺗﻨﻤﻮ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﻓﻲ ﺍﻟﻤﺎﺩّ ِﺓ‬ ‫ﺛﻘﻮﺏ ﺍﻟﺠﻠ ِﺪ ‪ّ ،‬‬ ‫َ‬ ‫ﺍﻟﻐﺪ ِﺩ ﺍﻟﺪﻫﻨﻴ ّ ِﺔ ﺗﺴ ﱡﺪ‬
‫ﺐ‬ ‫ﺕ ﻓﻲ ﺍﻟﻤﺎﺩّ ِﺓ ﺍﻟﺰﻳﺘﻴ ّ ِﺔ ّ‬
‫ﻣﻤﺎ ﻳُﺴﺒﱢ ُ‬ ‫ﺙ ﺗﻐﻴّﺮﺍ ٍ‬ ‫ﺍﻟﺰﻳﺘﻴ ّ ِﺔ ‪ ،‬ﻫﺬﻩ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﺗ ُﺤ ِﺪ ُ‬
‫ﻳﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ﺍﻟﻤﺤﻴﻂ ‪ ،‬ﻭﺗﻜﻮ ُﻥ ﺍﻟﻨﺘﻴﺠﺔ ُ ﻋﺎﺩ ًﺓ ﺑﺜﺮ ًﺓ ‪ .‬ﺃﺣﻴﺎﻧًﺎ‬ ‫ِ‬ ‫ﺇﺛﺎﺭ َﺓ ﺍﻟﺠﻠ ِﺪ‬
‫ﺙ ﺍﻟﻬﻮﺍﺀ ُ ﺗﻐﻴ ّ ًﺮﺍ ﻛﻴﻤﻴﺎﺋﻴ ًّﺎ ‪ .‬ﻋﻠﻰ ﻛ ﱢﻞ‬ ‫ﺭﺃﺱ ﺃﺳﻮﺩُ ﻟﻠﺒﺜﺮ ِﺓ ﻋﻨﺪﻣﺎ ﻳُﺤ ِﺪ ُ‬ ‫ٌ‬
‫ِ‬
‫ﺣﺐ ﺍﻟﺸﺒﺎﺏ ﺃﻥ ﻳﻌﺮﺿﻮﺍ‬ ‫ﱢ‬ ‫ﺹ ﺍﻟﺬﻳﻦ ﻳُﻌﺎﻧﻮﻥ ﻣﻦ‬ ‫ﻳﺠﺐ ﻋﻠﻰ ﺍﻷﺷﺨﺎ ِ‬ ‫ُ‬ ‫ﺣﺎ ٍﻝ ‪،‬‬
‫ﻤﻜ ُﻦ ﺃﻥ ﻳ ُ ِ‬
‫ﺴﺎﻋ َﺪ ﻋﻠﻰ‬ ‫ﻓﺎﻟﻌﻼﺝ ﺍﻟﻄﺒ ّ ﱡﻲ ﻳ ُ ِ‬‫ُ‬ ‫ﺽ ﺟﻠﺪﻳ ّ ٍﺔ ‪.‬‬ ‫ﺇﺧﺼﺎﺋﻲ ﺃﻣﺮﺍ ٍ‬
‫ﱢ‬ ‫ﺃﻧﻔﺴﻬﻢ ﻋﻠﻰ‬ ‫َ‬
‫ﺣﺐ ﺍﻟﺸﺒﺎﺏ ‪ِ.‬‬ ‫ﺕ ﱢ‬ ‫ﻣﻨﻊ ﻧﺪﺑﺎ ِ‬ ‫ِ‬

‫ﺍﻟﺪﺭﺱ ‪3-1‬‬
‫ُ‬

‫‪.1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪.2‬‬
‫‪?óp ∏é∏d ¿Éà«°SÉ°SC‬‬
‫‪q‬‬ ‫‪’G ¿Éà≤Ñ£dG Ée‬‬

‫‪r :Io ÉgÉ°†ŸG .3‬‬

‫‪p‬‬
‫‪. óp ∏÷G ∞FÉXƒH‬‬ ‫‪ák ªFÉb ÖàcG‬‬
‫‪r‬‬
‫‪Ap É«°TC’G áp Ø«Xh ™e IÉgÉ°†e‬‬
‫‪m‬‬ ‫‪u Jo »àdG óp ∏÷G Ap GõLCG Aɪ°SC‬‬
‫‪πn °†aCG ío °Vƒ‬‬ ‫‪n G ÖàcG‬‬

‫‪u .4‬‬
‫‪. Am ÓW hCG m¿ÉgO , Îm eƒeôJ , Ip QÉ«°ù∏d‬‬
‫‪q ºë°T‬‬
‫‪m hCG âjR‬‬ ‫‪m , Am Gƒg ∞p «μe‬‬
‫‪u :áp «dÉàdG áp ©FÉ°ûdG‬‬
‫‪øY áp ŒÉædG Ip OhÈdG ÒKC‬‬ ‫‪u ào d p∫ƒëμdÉH hCG Ap ÉŸÉH ák ∏∏s Ñe ák ©£b Ωr óp îà°SG :ír °Vh‬‬
‫‪n ÉJ ín °Vƒ‬‬
‫‪o‬‬
‫‪Io OhôH CÉ°ûæJ ∞«c öùØ‬‬ ‫‪o u Jo Ik ô≤a ÖàcG‬‬
‫‪r . ál eÉ°S‬‬
‫‪q Il OÉe‬‬
‫‪q ∫ƒëμdG‬‬‫‪o‬‬ ‫‪p‬‬
‫‪:lôjò– . ó∏÷G ≈∏Y ôp îÑàdG‬‬ ‫‪q‬‬
‫‪. ôp îÑàdG‬‬
‫‪q‬‬ ‫‪øY óp ∏÷G‬‬
‫‪33‬‬
 ‫‪Concept Summary‬‬ ‫ﺺ ﺍﻟﻤﻔﺎﻫﻴ ِﻢ‬
‫ﻣﻠﺨّ ُ‬
‫ﺍﻟﻬﻴﻜﻠﻲ‬
‫ﱡ‬ ‫)‪ (1 - 1‬ﺍﻟﺠﻬﺎ ُﺯ‬
‫ﺍﻟﻬﻴﻜﻠﻲ ﻟﻺﻧﺴﺎ ِﻥ ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ُﻜﻮ ُﻥ‬
‫ﺟﻤﻴﻌﻬﺎ ﺗ ﱢ‬
‫ُ‬ ‫ﻭﺍﻷﻭﺗﺎﺭ ﻭﺍﻷﺭﺑﻄﺔ ُ ‪،‬‬
‫ُ‬ ‫ﻭﺍﻟﻐﻀﺎﺭﻳﻒ‬
‫ُ‬ ‫• ﺍﻟﻌﻈﺎﻡ ُ‬
‫ﻣﻨﺘﻈ ٍ‬
‫ﻤﺔ ‪.‬‬ ‫ٍ‬
‫ﻃﻮﻳﻠﺔ ﺃﻭ ﻗﺼﻴﺮ ٍﺓ ﺃﻭ ﻏﻴ ِﺮ ِ‬ ‫ﺣﺴﺐ ﺃﺷﻜﺎ ِﻟﻬﺎ ﺇﻟﻰ ﻣﺴﻄ ﱠ ٍ‬
‫ﺤﺔ ﺃﻭ‬ ‫َ‬ ‫ﻒ ﺍﻟﻌﻈﺎﻡ ُ‬ ‫• ﺗ ُﺼﻨﱠ ُ‬
‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ﻭﻭﺍﺳﻌﺔ ُ‬ ‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ﻭﻗﻠﻴﻠﺔ ُ‬ ‫ﺍﻟﻌﻈﻤﻲ ﻟﻺﻧﺴﺎ ِﻥ ﻟﻪ ﻣﻔﺎﺻ ُﻞ ﻋﺪﻳﻤﺔ ُ‬
‫ﱡ‬ ‫• ﺍﻟﻬﻴﻜ ُﻞ‬
‫ﺍﻻﻧﺰﻻﻗﻲ ‪.‬‬
‫ﱡ‬ ‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ﻫﻲ ﺍﻟﺮ ّﺯﻱﱡ ‪ ،‬ﺍﻟﻜﺮﺓُ ﻭﺍﻟﺤ ﱡﻖ ‪ ،‬ﺍﻟﻤﺤﻮﺭﻱﱡ ‪،‬‬ ‫ِ‬
‫ﺍﻟﻮﺍﺳﻌﺔ‬ ‫ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻤﻔﺎﺻ ِﻞ‬
‫ٍ‬ ‫ﺟ ُﺪ ﺃﺭﺑﻌﺔ ُ‬
‫• ﺗﻮ َ‬
‫ﻭﺗﻜﻮﻳﻦ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ‪.‬‬
‫ُ‬ ‫ﻭﺍﻟﺘﺨﺰﻳﻦ‬
‫ُ‬ ‫ﺍﻟﻬﻴﻜﻠﻲ ﻫﻲ ﺍﻟﺪﻋﺎﻣﺔ ُ ﻭﺍﻟﺤﻤﺎﻳﺔ ُ‬
‫ﱢ‬ ‫ﻭﻇﺎﺋﻒ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ُ‬ ‫•‬

‫ﺍﻟﻌﻀﻠﻲ‬
‫ﱡ‬ ‫)‪ (2 - 1‬ﺍﻟﺠﻬﺎ ُﺯ‬
‫ِ‬
‫ﻟﻸﻋﻀﺎﺀ ‪.‬‬ ‫ﻭﺍﻟﺤﺮﻛﺔ ﺍﻟﻼﺇﺭﺍﺩﻳ ّ ِﺔ‬
‫ِ‬ ‫ﺍﻟﻬﻴﻜﻠﻲ‬
‫ﱢ‬ ‫ﺑﺎﻟﺤﺮﻛﺔ ﺍﻹﺭﺍﺩﻳ ّ ِﺔ ﻟﻠﺠﻬﺎ ِﺯ‬
‫ِ‬ ‫ﺍﻟﻌﻀﻠﻲ‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻳﺴﻤﺢ‬
‫ُ‬ ‫•‬

‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺍﻟﻌﻀﻼﺕ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ ﻭﺍﻟﻤﻠﺴﺎﺀ ُ ﻭﺍﻟﻘﻠﺒﻴّﺔ ُ ﻣﻦ ﺣﺰﻡ ٍ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ ‪.‬‬
‫ُ‬ ‫ّﺐ‬
‫• ﺗﺘﺮﻛ ُ‬
‫ٍ‬
‫ﻗﺎﺑﻀﺔ ‪.‬‬ ‫ٍ‬
‫ﻭﻋﻀﻠﺔ‬ ‫ٍ‬
‫ﺑﺎﺳﻄﺔ‬ ‫ٍ‬
‫ﻋﻀﻠﺔ‬ ‫ﺃﺯﻭﺍﺝ ﻣﻜﻮ ٍﱠﻧﺔ ﻣﻦ‬
‫ٍ‬ ‫ﺍﻟﻌﻀﻼﺕ ﻓﻲ‬
‫ُ‬ ‫ﺽ ﻓﻘﻂ ‪ .‬ﺗﻌﻤ ُﻞ‬ ‫ﺍﻟﻌﻀﻼﺕ ً‬
‫ﺷﻐﻼ ﺑﺎﻻﻧﻘﺒﺎ ِ‬ ‫ُ‬ ‫• ﺗﺒﺬ ُﻝ‬
‫ﻟﻠﺮﻭﺍﻓﻊ ‪.‬‬
‫ِ‬ ‫ٍ‬
‫ﻛﺄﻧﻈﻤﺔ‬ ‫ﺍﻟﻌﻀﻼﺕ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ ﻣﺘﻀﺎﻓﺮ ًﺓ ﻣﻊ ﺍﻟﻌﻈﺎﻡ ِ‬
‫ُ‬ ‫• ﺗﻌﻤ ُﻞ‬

‫)‪ (3 - 1‬ﺍﻟﺠﻠ ُﺪ‬

‫ﻭﺇﻓﺮﺍﺯ ﺍﻟﻤﺎﺩّ ِﺓ ﺍﻟﺪﻫﻨﻴ ّ ِﺔ ﺃﻭ ﺍﻟﺰﻳﺘﻴ ّ ِﺔ ‪،‬‬
‫َ‬ ‫ﻕ‬ ‫ِ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻭﻇﺎﺋﻔُﻪ ﺗﺸﻤ ُﻞ ﺍﻟﺤﻤﺎﻳﺔَ ‪ ،‬ﻭﺍﻟﺘﺒﺮﻳ َﺪ ‪ ،‬ﻭﺇﺯﺍﻟﺔَ ﺍﻟﻌﺮ ِ‬ ‫ﺃﻛﺒﺮ‬ ‫• ﺍﻟﺠﻠ ُﺪ‬
‫ُ‬
‫ﺍﻟﺤﺴ ﱠﻲ ‪.‬‬
‫ّ‬ ‫ﻭﺍﻟﺘﺪﻋﻴﻢ ‪ ،‬ﻭﺍﻻﺳﺘﻘﺒﺎ َﻝ‬
‫َ‬
‫ﺍﻟﺤﺲ‬
‫ﱢ‬ ‫ﻭﻣﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﻭﺣﻮﻳﺼﻼﺕ ﺍﻟﺸﻌ ِﺮ ﻭﺍﻟﻐﺪﺩُ ﺍﻟﺪﻫﻨﻴّﺔ ُ‬
‫ُ‬ ‫• ﺍﻟﻄﺒﻘﺘﺎﻥ ﺍﻟﺮﺋﻴﺴﻴّﺘﺎﻥ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ﻫﻤﺎ‪ :‬ﺍﻟﺒﺸﺮﺓُ ﻭﺍﻷﺩﻣﺔ ُ ‪ .‬ﺍﻟﻐﺪﺩُ ﺍﻟﻌﺮﻗﻴّﺔ ُ‬
‫ِ‬
‫ﺍﻷﺩﻣﺔ ‪.‬‬ ‫ﺟﻤﻴﻌﻬﺎ ﻓﻲ‬
‫ُ‬ ‫ﺟ ُﺪ‬
‫ﺗﻮ َ‬
‫ِ‬
‫ﺻﺒﻐﺔ ﺍﻟﻤﻴﻼﻧﻴ ِﻦ ‪.‬‬ ‫ﻭﺍﻟﺸﻌﺮ ﻭﺍﻟﻌﻴﻮ ُﻥ ﺍﻟﻠﻮ َﻥ ﻣﻦ‬ ‫ﻳﻜﺘﺴﺐ ﺍﻟﺠﻠ ُﺪ‬
‫ُ‬ ‫•‬
‫ُ‬
‫‪Check your Vocabulary‬‬ ‫ﺍﺧﺘ ِﺒ ْﺮ ﻣﻔﺮﺩﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ِﺢ ﺻﺤﻴﺤﺔً‪:‬‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ﺣﺘّﻰ ﺗُﺼﺒ َ‬ ‫ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻼﺯﻣﺔ َ ﻹﻛﻤﺎ ِﻝ ﺍﻟﺠﻤﻞِ ِ‬ ‫ِ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫ﺚ ﺍﻟﻮﻻﺩ ِﺓ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ‪. ..................‬‬ ‫ﻣﻌﻈﻢ ﻫﻴﻜ ِﻞ ﺍﻟﻄﻔ ِﻞ ﺍﻟﺤﺪﻳ ِ‬ ‫ُ‬ ‫‪.1‬‬
‫ﺴﻤﻰ ‪. ..................‬‬ ‫ﻋﻈﻤﻲ ﻳ ُ ّ‬ ‫ﱞ‬ ‫ﻟﻠﺪﺟﺎﺟﺔ ﻭﺍﻟﺒﻘﺮ ِﺓ ﻭﺍﻹﻧﺴﺎ ِﻥ ﻫﻴﻜ ٌﻞ‬ ‫ِ‬ ‫‪.2‬‬
‫ﺍﻟﻌﻀﻼﺕ ﺑﺎﻟﻌﻈﺎﻡ ِ ﻋﻦ ﻃﺮﻳ ِﻖ ‪. ..................‬‬ ‫ُ‬ ‫‪ .3‬ﺗﺘّﺼ ُﻞ‬
‫‪ .4‬ﺍﻟﻌﻤﻮﺩُ ﺍﻟﻔﻘﺎﺭﻱﱡ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ‪. ..................‬‬
‫ﺐ ﻓﺤﺴﺐ ﻣﻜﻮﱠﻧﺔ ٌ ﻣﻦ ‪. ..................‬‬ ‫‪ .5‬ﻋﻀﻠﺔ ُ ﺍﻟﻘﻠ ِ‬
‫ﻛﺔ ‪.‬‬‫ﺍﻟﻤﺘﺤﺮ ِ‬
‫ﱢ‬ ‫ﻉ ﻣﻦ ‪..................‬‬ ‫ﺍﻻﻧﺰﻻﻗﻲ ﺃﻧﻮﺍ ٌ‬
‫ﱡ‬ ‫‪ .6‬ﺍﻟﺮ ّﺯﻱﱡ ‪ ،‬ﺍﻟﻜﺮﺓُ ﻭﺍﻟﺤ ﱡﻖ ‪ ،‬ﺍﻟﻤﺤﻮﺭﻱﱡ ‪،‬‬
‫ﻤﻜ ُﻦ ﺃﻥ ﺗﺮﺍﻫﺎ ﻫﻲ ‪. ..................‬‬ ‫‪ .7‬ﻃﺒﻘﺔ ُ ﺍﻟﺠﻠ ِﺪ ﺍﻟﺘﻲ ﻳ ُ ِ‬
‫ﻂ ﺍﻟﻌﻈﺎﻡَ ﻋﻨ َﺪ ﺍﻟﻤﻔﺼ ِﻞ ‪.‬‬ ‫‪ .................. .8‬ﺗﺮﺑ ُ‬
‫ﺽ ‪. ..................‬‬ ‫ﺟﺴﻤﻚ ﺑﺎﻧﻘﺒﺎ ِ‬ ‫َ‬ ‫‪ .9‬ﺃﻧﺖ ﺗ ﱢ‬
‫ُﺤﺮ ُﻙ‬
‫ُﺴﻤﻰ ‪. ..................‬‬
‫ﺐ ﺍﻧﺜﻨﺎﺀ َ ﺍﻟﻤﻔﺼ ِﻞ ﺗ ّ‬‫ُﺴﻤﻰ ‪ ..................‬ﺑﻴﻨﻤﺎ ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺘﻲ ﺗ ُﺴﺒﱢ ُ‬ ‫ﺐ ﺍﺳﺘﻘﺎﻣﺔَ ﺍﻟﻤﻔﺼ ِﻞ ﺗ ّ‬ ‫‪ .10‬ﺍﻟﻌﻀﻠﺔ ُ ﺍﻟﺘﻲ ﺗ ُﺴﺒﱢ ُ‬
‫ﺟ ُﺪ ﻓﻲ ‪. ..................‬‬ ‫ﺟﻤﻴﻌﻬﺎ ﺗﻮ َ‬ ‫ُ‬ ‫ﻭﺣﻮﻳﺼﻼﺕ ﺍﻟﺸﻌ ِﺮ‬
‫ُ‬ ‫‪ .11‬ﺍﻟﻐﺪﺩُ ﺍﻟﻌﺮﻗﻴّﺔ ُ ﻭﺍﻟﻐﺪﺩُ ﺍﻟﺪﻫﻨﻴّﺔ ُ‬
‫ﺃﻋﻀﺎﺋﻚ ﺍﻟﺪﺍﺧﻠﻴ ّ ِﺔ ‪.‬‬ ‫ِ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺘﺤ ّﻜ َﻢ ﺇﺭﺍﺩﻳ ًّﺎ ﺑـ ‪ ..................‬ﻓﻲ ﺟﺪﺭﺍ ِﻥ‬ ‫‪ .12‬ﻻ ﻳ ُ ِ‬

‫‪34‬‬
 ‫‪Write your Vocabulary‬‬ ‫ﺍﻛﺘﺐ ﺗﻌﺒﻴﺮﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ْ‬
‫ﺖ ﺟﻤﻠ ُﻚ‬ ‫ﺗﻌﺮﻑ ﻣﺎ ﺗﻌﻨﻴﻪ ﻛ ﱡﻞ ٍ‬
‫ﻛﻠﻤﺔ ‪ .‬ﺭﺍ ِﺟ ْﻊ ﻣﻊ ﺃﺣ ِﺪ ﺯﻣﻼ ِﺋﻚ ﻟﺘﺮﻯ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ُ‬ ‫ِ‬
‫ﻣﻔﺮﺩﺍﺕ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ‪ .‬ﻭﺿ ْﱢﺢ ﺃﻧّﻚ‬ ‫ﺟﻤﻼ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ‬
‫ﺍﻛﺘﺐ ً‬ ‫ْ‬
‫ﺻﺤﻴﺤ ًﺔ ‪.‬‬

‫ﺑﺠﻤﻠﺔ ٍ‬
‫ﻛﺎﻣﻠﺔ‪:‬‬ ‫ٍ‬ ‫ﺐ ﻋﻤّﺎ ﻳﺄﺗﻲ‬ ‫ﺃ ِﺟ ْ‬
‫ٍ‬
‫ﻗﺎﺑﻀﺔ ‪.‬‬ ‫ٍ‬
‫ﻭﻋﻀﻠﺔ‬ ‫ٍ‬
‫ﺑﺎﺳﻄﺔ‬ ‫ٍ‬
‫ﻋﻀﻠﺔ‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ‬ ‫ﺍﺫﻛﺮ ً‬ ‫ْ‬ ‫‪.1‬‬
‫ﺕ ﺍﻟﻬﻴﻜﻠﻴ ّ ِﺔ ‪.‬‬ ‫ﺺ ﺍﻟﻌﻀﻼ ِ‬ ‫ﺑﻌﺾ ﺧﺼﺎﺋ ِ‬ ‫ﺍﺫﻛﺮ َ‬ ‫ْ‬ ‫‪.2‬‬
‫ِ‬
‫ﺍﻷﺩﻣﺔ؟‬ ‫ﻃﺒﻘﺔ‬‫ﺇﻧﺘﺎﺟﻬﺎ ﻓﻲ ِ‬ ‫ُ‬ ‫‪ .3‬ﻣﺎ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﺘﻲ ﻳﺘ ﱡﻢ‬
‫ﺍﻻﻧﺰﻻﻗﻲ ‪.‬‬
‫ﱢ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﻤﻔﺎﺻ ِﻞ‪ :‬ﺍﻟﻜﺮ ِﺓ ﻭﺍﻟﺤ ﱢﻖ ‪ ،‬ﺍﻟﺮ ّﺯﻱﱢ ‪ ،‬ﺍﻟﻤﺤﻮﺭﻱﱢ ‪،‬‬ ‫ِ‬ ‫ﻉ ﻣﻦ‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ ﻛ ﱢﻞ ﻧﻮ ٍ‬ ‫ﺍﺫﻛﺮ ً‬ ‫ْ‬ ‫‪.4‬‬
‫ﺐ؟‬ ‫ﺕ ﻓﻲ ﺍﻟﻘﻠ ِ‬ ‫ﻉ ﺍﻟﻌﻀﻼ ِ‬ ‫‪ .5‬ﻣﺎ ﻧﻮ ُ‬
‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺍﻟﻬﻴﻜﻠﻲ؟‬
‫ﱢ‬ ‫ﻭﻇﺎﺋﻒ ﺍﻟﺠﻬﺎ ِﺯ‬‫ُ‬ ‫‪ .6‬ﻣﺎ‬
‫ﱢﻒ ﺍﻟﻌﻈﺎﻡَ؟ ﻭﻣﺎ ﻫﻲ ﺗﺼﻨﻴﻔﺎﺗ ُﻬﺎ ﺍﻷﺭﺑﻌﺔُ؟‬ ‫‪ .7‬ﻛﻴﻒ ﺗ ُﺼﻨ ُ‬
‫‪ .8‬ﻣﺎ ﺍﻟﻄﺒﻘﺘﺎﻥ ﺍﻷﺳﺎﺳﻴّﺘﺎﻥ ﻓﻲ ﺍﻟﺠﻠ ِﺪ؟‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﱞ‬
‫ِ‬ ‫ﺖ ﺧﻄﺄً ‪ ،‬ﻏﻴﱢ ِﺮ‬
‫ِﺢ‬
‫ﺧﻂ ﻟﺘُﺼﺒ َ‬ ‫َ‬ ‫ﺍﻛﺘﺐ ﺻﺤﻴﺤ ًﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺻﺤﻴﺤ ًﺔ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ﺖ ﺍﻟﻌﺒﺎﺭﺓُ ﺻﺤﻴﺤ ًﺔ ﺃﻡ ﺧﻄﺄً ‪ْ .‬‬ ‫ﺣﺪ ْﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧ ِ‬ ‫ﱢ‬
‫ﺍﻟﻌﺒﺎﺭﺓُ ﺻﺤﻴﺤﺔً‪:‬‬
‫ﺽ‪.‬‬ ‫ﺍﻟﻌﻀﻼﺕ ﺍﻟﻬﻴﻜﻠﻴّﺔ ُ ﺗ ُﺆﺩّﻱ ﻋﻤﻠَﻬﺎ ﺑﺎﻻﻧﻘﺒﺎ ِ‬ ‫ُ‬ ‫‪.9‬‬
‫ﺍﻟﺮﻭﺍﻓﻊ ﺍﻟﺬﻱ ﻳ ُ َﻌ ﱡﺪ ﻓﻴﻪ ﺃﺣ ُﺪ ﺍﻟﻤﻔﺎﺻ ِﻞ ﻛﻤﺤﻮ ِﺭ ﺍﺭﺗﻜﺎ ٍﺯ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﺃﻧﻈﻤﺔ‬ ‫ﺑﻌﻀﻬﺎ ﻛﺄﺣ ِﺪ‬ ‫ﻭﻋﻈﺎﻣﻚ ﻣﻊ ِ‬ ‫ِ‬ ‫ﻋﻀﻼﺗﻚ‬ ‫ِ‬ ‫‪ .10‬ﺗﻌﻤ ُﻞ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ‬
‫ﻃﺒﻘﺔ ﺍﻟﺒﺸﺮ ِﺓ ‪.‬‬‫ﺗﻘﻊ ﻓﻲ ِ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ُ‬
‫ّ‬ ‫ﻭﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫‪ .11‬ﺍﻟﻐﺪﺩُ ﺍﻟﻌﺮﻗﻴّﺔ ُ ﻭﺍﻟﻐﺪﺩُ ﺍﻟﺪﻫﻨﻴّﺔ ُ‬
‫ﺍﻟﻌﻀﻠﻲ ﻟﻺﻧﺴﺎ ِﻥ ‪.‬‬
‫ﱢ‬ ‫ﻭﺍﻷﻭﺗﺎﺭ ﻭﺍﻷﺭﺑﻄﺔ ُ ﺃﺟﺰﺍﺀ ٌ ﻣﻦ ﺍﻟﺠﻬﺎ ِﺯ‬ ‫ُ‬ ‫ﻭﺍﻟﻐﻀﺎﺭﻳﻒ‬
‫ُ‬ ‫‪ .12‬ﺍﻟﻌﻈﺎﻡ ُ‬
‫ﺍﻟﺤﺴ ﱠﻲ ‪.‬‬
‫ّ‬ ‫ﻭﻇﺎﺋﻒ ﺍﻟﺠﻠ ِﺪ ﺗﺸﻤ ُﻞ ﺍﻟﺘﺒﺮﻳ َﺪ ﻭﺍﻻﺳﺘﻘﺒﺎ َﻝ‬ ‫ُ‬ ‫‪.13‬‬
‫ﺍﻟﻤﻴﻼﻧﻴﻦ ‪.‬‬
‫ُ‬ ‫ﻭﺍﻟﺸﻌﺮ ﻭﺍﻟﻌﻴﻨﻴﻦ ﺍﻟﻠﻮ َﻥ ﻫﻲ‬ ‫َ‬ ‫ﺐ ﺍﻟﺠﻠ َﺪ‬ ‫ُﻜﺴ ُ‬ ‫‪ .14‬ﺍﻟﺼﺒﻐﺔ ُ ﺍﻟﺘﻲ ﺗ ِ‬
‫ﻋﻀﻼﺕ ﻻﺇﺭﺍﺩﻳّﺔ ٌ ‪.‬‬
‫ٌ‬ ‫ِ‬
‫ﻭﺍﻟﻤﻠﺴﺎﺀ‬ ‫ﺕ ﺍﻟﻬﻴﻜﻠﻴ ّ ِﺔ‬ ‫‪ .15‬ﻛ ﱞﻞ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬

‫ِ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻛ ﱢﻞ ﺳﺆﺍ ٍﻝ ‪.‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ‬ ‫ﻃﺒﱢ ِﻖ‬
‫َ‬
‫ﺩﺍﺧﻠﻲ؟‬
‫ﱞ‬ ‫ﺧﺎﺭﺟﻲ؟ ﻭﻷﻱﱟ ﻣﻨﻬﺎ ﻫﻴﻜ ٌﻞ‬ ‫ﱞ‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻫﻴﻜ ٌﻞ‬ ‫ﱢﻒ‪ :‬ﻷﻱﱢ ﺍﻟﻜﺎﺋﻨﺎ ِ‬
‫ﺕ‬ ‫‪ .1‬ﺻﻨ ْ‬
‫ﱡ‬
‫ﺍﻟﺒﺤﺮﻱ‬ ‫) ﺩ ( ﺍﻟﺴﺮﻃﺎﻥُ‬ ‫) ﺃ ( ﺍﻹﻧﺴﺎﻥُ‬
‫)ﻫـ( ﺍﻟﺪﺟﺎﺟ ُﺔ‬ ‫)ﺏ( ﺍﻟﺒﻘﺮ ُﺓ‬
‫ﺍﻟﺨﻨﻔﺴﺎﺀ‬
‫ُ‬ ‫)ﻭ(‬ ‫)ﺟـ( ﺍﻟﺠﺮﺍ ُﺩ‬
‫ﻳﺴﻤﺢ ﺑﻬﺎ؟‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ﺍﻟﺘﻲ‬ ‫ﻧﻮﻉ‬
‫ﺣﺴﺐ ِ‬ ‫َ‬ ‫ﺴﻤﻰ‬‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻤﻔﺎﺻ ِﻞ ﻳ ُ ّ‬ ‫ٍ‬ ‫‪ ) .2‬ﺃ ( ﺃﻱﱡ‬
‫ِ‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﻘﺎﺀ ﺍﻟﻌﻈﺎﻡ ِ ﻓﻲ ﺍﻟﻤﻔﺼ ِﻞ؟‬ ‫ِ‬ ‫ﺣﺴﺐ‬
‫َ‬ ‫ﺴﻤﻰ‬‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻤﻔﺎﺻ ِﻞ ﻳ ُ ّ‬ ‫ٍ‬ ‫)ﺏ( ﺃﻱﱡ‬
‫ﺕ؟‬‫ﺍﻟﺜﻼﺛﺔ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬ ‫ِ‬ ‫ﺍﻷﻧﻮﺍﻉ‬
‫ِ‬ ‫ﺍﻟﻤﺸﺘﺮﻛﺔ ُ ﻓﻲ‬
‫َ‬ ‫ﺙ‬
‫ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﺜﻼ ُ‬
‫ُ‬ ‫‪ .3‬ﻗﺎ ِﺭ ْﻥ ﻭﺑﺎﻳ ِْﻦ‪ :‬ﻣﺎ‬
‫ﻭﺍﻟﻤﻠﺴﺎﺀ ‪ ،‬ﺍﻟﻤﻠﺴﺎﺀِ‬
‫ِ‬ ‫ﺍﻵﺗﻴﺔ‪) :‬ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ﻭﺍﻟﻬﻴﻜﻠﻴ ّ ِﺔ ‪ ،‬ﺍﻟﻬﻴﻜﻠﻴ ّ ِﺔ‬
‫ِ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﻌﻀﻼ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺯﻭﺝ ﻣﻦ‬ ‫ٍ‬ ‫ﺣﺪ ِﺩ ﺍﺧﺘﻼﻓﻴﻦ َ‬
‫ﺑﻴﻦ ﻛ ﱢﻞ‬ ‫‪ .4‬ﻗﺎ ِﺭ ْﻥ ﻭﺑﺎﻳ ِْﻦ‪ :‬ﱢ‬
‫ﻭﺍﻟﻘﻠﺒﻴ ّ ِﺔ( ‪.‬‬

‫‪35‬‬
 ‫‪Data Bank‬‬ ‫ﺨ ِﺮ ﻭﺟﻬﺎ ِﺯ ﺗﺒﺮﻳ ِﺪ ‪o∂æH .2‬‬
‫‪ .5‬ﻋﻤﱢ ْﻢ‪ :‬ﻃﺒﱢ ْﻖ ﻣﺎ ﺗﻌﻠ ّ ْﻤﺘَﻪ ﻋﻦ ﺍﻟﺘﺒ ّ‬
‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ﺣﺪﺩْ ﺳﺒﺒًﺎ ﻭﺍﺣ ًﺪﺍ ﻟﺒﺮﻭﺩ ِﺓ ِ‬ ‫ﺍﻟﺠﺴﻢ ِ ‪ .‬ﱢ‬
‫‪äÉfÉ«ÑdG‬‬
‫‪p‬‬
‫ﺍﻵﺗﻴﺔ‪ :‬ﺍﻟﻮﺭ ِﻙ ‪،‬‬ ‫ﻤﻜﻨُﻚ ﺗﺤﺮﻳﻚُ ﺍﻟﻤﻔﺎﺻ ِﻞ‬ ‫ﻆ ﻛﻴﻒ ﻳ ُ ِ‬ ‫ﻻﺣ ْ‬ ‫ﺧﺮﻭﺟﻚ‬ ‫ﺟﺴﻤﻚ ﻋﻨ َﺪ‬
‫ﺍﻟﻤﺮﻓ ِﻖ ‪ ،‬ﻣﻔﺼ ِﻞ ﺍﻹﺑﻬﺎﻡ ِ ‪ .‬ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﺃﻱﱡ ٍ‬
‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻤﻔﺎﺻ ِﻞ‬ ‫ﺟﺴﻤﻚ ﻋﻨﺪﻣﺎ‬ ‫ِ‬ ‫ﺣﺪﺩْ ﻃﺮﻳﻘﺔً ﻭﺍﺣﺪ ًﺓ ﻟﺘﺒﺮﻳ ِﺪ‬ ‫ﺍﻟﺤﻤﺎﻡ ِ ‪ .‬ﱢ‬ ‫ّ‬ ‫ﻣﻦ‬
‫ﻳﻨﺘﻤﻲ ﺇﻟﻴﻪ ﻛ ﱞﻞ ﻣﻨﻬﺎ؟ ﻟﻤﺎﺫﺍ؟‬ ‫ﺑﺎﻟﺤﺮ ‪.‬‬‫ﱢ‬ ‫ﺗﺸﻌﺮ‬
‫ُ‬
‫ﺛﻢ‬ ‫ِ‬ ‫ٍ‬
‫ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔً ﺑﺜﻼﺙ ﻋﻀﻼﺕ ﻗﺎﺑﻀﺔ ﻓﻲ ﺟﺴﻤﻚ ‪ّ ،‬‬ ‫ٍ‬ ‫ِ‬ ‫ْ‬ ‫‪.6‬‬
‫ﺐ ﺍﺳﻢ ِ ﻛ ﱢﻞ‬ ‫ﻋﻀﻠﺔ ‪ .‬ﺑﺠﺎﻧ ِ‬ ‫ٍ‬ ‫ﻒ ﺍﻟﺤﺮﻛﺔَ ﺍﻟﺘﻲ ﺗ ُﺤ ِﺪﺛُﻬﺎ ﻛ ﱡﻞ‬ ‫ِﺻ ِ‬
‫ِ‬
‫ﺍﻟﺒﺎﺳﻄﺔ ﺍﻟﺘﻲ‬ ‫ِ‬
‫ﺍﻟﻌﻀﻠﺔ‬ ‫ﺍﺳﻢ‬
‫ﺐ َ‬ ‫ِ‬
‫ﺑﺎﻟﻘﺎﺋﻤﺔ ‪ ،‬ﺍﻛﺘ ِ‬ ‫ٍ‬
‫ﻗﺎﺑﻀﺔ‬ ‫ﻋﻀﻠﺔ‬‫ٍ‬
‫ﻒ‬ ‫ﺛﻢ ِﺻ ِ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ‪ّ ،‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻘﺎﺑﻀﺔ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﻌﻀﻠﺔ‬ ‫ﺯﻭﺟﺎ ﻣﻊ‬ ‫ً‬ ‫ُﻜﻮ ُﻥ‬ ‫ﺗ ﱢ‬
‫‪Link the Concepts ºp «gÉØŸG áo £jôN .1‬‬
‫ﺍﻟﺤﺮﻛﺔَ ﺍﻟﺘﻲ ﺗ ُﺤ ِﺪﺛُﻬﺎ ﻛ ﱞﻞ ﻣﻨﻬﻤﺎ ‪.‬‬
‫ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‬
‫ﻂ ُ‬ ‫ﺢ ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺍﻟﺘﺎﻟﻴﺔ ُ ﻛﻴﻒ ﺗﺮﺗﺒ ُ‬ ‫ﱢ‬
‫ﻋﻈﺎﻣﻚ ﺍﻟـ )‪ (206‬ﻣﻮﺟﻮﺩٌ ﻓﻲ ﺗ ُﻮﺿ ُ‬ ‫‪ .7‬ﺍﺳﺘﻨﺘ ْﺞ‪ُ :‬‬
‫ِ‬ ‫ِ‬
‫ﻧﺼﻒ‬ ‫ﺃﻛﺜﺮ ﻣﻦ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﺨﺮﻳﻄﺔ ‪.‬‬ ‫ﺟﺰﺀ ﻣﻦ‬‫ﺑﺒﻌﻀﻬﺎ ‪ .‬ﻭﻗﺪ ﺗ ﱠﻢ ﻣﻞﺀ ٍ‬ ‫ِ‬ ‫ﻞ‬
‫ِ‬ ‫ﺍﻟﻔﺼ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬
‫ُ‬ ‫ﺳﺒﺐ ﻭﺟﻮ ِﺩ ﻋﺪ ٍﺩ ﻛﺒﻴ ٍﺮ ﻣﻦ ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ُ‬ ‫ﻗﺪﻣﻴﻚ ﻭﻳﺪﻳﻚ ‪ .‬ﻣﺎ‬
‫ﻭﺍﻷﻓﻜﺎﺭ‬
‫َ‬ ‫ِ‬
‫ﺕ‬ ‫ﺍﻟﻜﻠﻤﺎ‬ ‫ﺎ‬ ‫ﻣ‬
‫ً‬ ‫ِ‬
‫ﺪ‬ ‫ﻣﺴﺘﺨ‬ ‫ﻬﺎ‬ ‫ْ‬ ‫ﻠ‬ ‫ِ‬
‫ﻭﺃﻛﻤ‬ ‫َ‬ ‫ﺔ‬ ‫ﺍﻟﺨﺮﻳﻄ‬ ‫ﺍﻧﺴﺦ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﺤﻘﻴﻘﺔ ﻓﻲ‬ ‫ﺃﻫﻤﻴّﺔ ُ ﻫﺬﻩ‬ ‫ﻓﻲ ﻗﺪﻣﻲ ﺍﻹﻧﺴﺎ ِﻥ ﻭﻳﺪﻳﻪ؟ ﻣﺎ ّ‬
‫ﺍﻟﻮﺍﺭﺩ َﺓ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ‪.‬‬ ‫ﺣﻴﺎﺗﻚ ﺍﻟﻴﻮﻣﻴ ّ ِﺔ؟‬ ‫ِ‬

‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫‪ .8‬ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻐﺎﻣﻀﺔ ُ‪ :‬ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴّﺔ ُ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ‬
‫ﻧﻈﺎﻡ ﺍﻟﺮﻭﺍﻓﻊ ﻓﻲ ﺍﻟﺠﺴﻢ‬
‫ﺍﻟﺼﻔﺤﺔ )‪ (14‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺻﻮﺭ ٍﺓ ﺑﺄﺷ ّﻌ ِﺔ ﺃﻛﺲ ﻣﺠﻤﱠ ٍﻠﺔ‬ ‫ِ‬
‫ﻳﺘﻜﻮﻥ ﻣﻦ‬
‫ّ‬ ‫ﺢ‬ ‫ﺿ ُ‬‫ﺭﺳﻤﺎ ﻳُﻮ ﱢ‬ ‫ً‬ ‫ﺍﺭﺳﻢ‬
‫ْ‬ ‫ﺭﻛﺒﺔ ﺍﻹﻧﺴﺎ ِﻥ ‪.‬‬ ‫ِ‬ ‫ﺑﺎﻷﻟﻮﺍ ِﻥ ﻟﻤﻔﺼ ِﻞ‬
‫ﺍﻛﺘﺐ ﺃﺳﻤﺎﺀ َ‬ ‫ْ‬ ‫ﺍﻟﻌﻈﺎﻡَ ﻛﻤﺎ ﺗﺮﺍﻫﺎ ﻓﻲ ﺻﻮﺭ ِﺓ ﺃﺷ ّﻌ ِﺔ ﺃﻛﺲ ‪.‬‬
‫ﺍﻟﺮﺳﻢ ِ ‪.‬‬‫ﻋﻠﻰ ﺮ‬ ‫ﺍﻟﻌﻈﺎﻡ ِ ﻰ‬
‫ﻋﻀﻠﺔ ﻫﻴﻜﻠﻴﺔ‬ ‫؟‬ ‫؟‬

‫ﻣﺜﻞ‬
‫ﺗﺮﺗﺒﻂ ﺑـﻮﺍﺳﻄﺔ‬ ‫ﺭﺯﻱ‬
‫؟‬ ‫؟‬
‫؟‬
‫؟‬ ‫ﺖ ﺗﻨﻤﻴﺘُﻬﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ﻹﻛﻤﺎ ِﻝ ﻛ ﱢﻞ‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻤﱠ ْ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫ٍ‬
‫ﻧﺸﺎﻁ ‪.‬‬
‫‪øt ØdGh Ωo ƒ∏©dG .2‬‬ ‫‪Interpret Data‬‬ ‫‪p u .1‬‬
‫ﺍﻟﺤﺴﻴ ّ ِﺔ ﻓﻲ‬ ‫ﺢ ﺍﻟﻤﺨﻄ ﱠ ُ‬
‫‪Science and Art‬‬ ‫‪äÉfÉ«ÑdG‬‬ ‫‪öùa‬‬
‫ٍ‬ ‫ﻂ ﺧﺮﻳﻄﺔً ﻟﻠﻤﺴﺘﻘﺒﻼ ِ‬
‫‪p‬‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ِ‬
‫ﺍﻷﻧﺴﺠﺔ‬ ‫ﻧﻤﻮﺫﺟﺎ ﻟﻜ ﱟﻞ ﻣﻦ ﺧﻼﻳﺎ‬ ‫ﻛﻮ ْﻥ‬ ‫ﻗﻄﻌﺔ‬ ‫ّ‬ ‫ﺕ‬ ‫ﻳُﻮ ﱢ‬
‫ﺿ ُ‬
‫ً‬ ‫ﺍﺭﺳﻢ ﺃﻭ ﱢ‬ ‫ْ‬
‫ﺟﺪﺍ ﻣﻦ ﺍﻟﺠﻠ ِﺪ ‪.‬‬ ‫ﺻﻐﻴﺮ ٍﺓ ًّ‬
‫) ﺃ ( ﺧﻠﻴ ّ ِﺔ ﺍﻟﺠﻠ ِﺪ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺤﺮﺍﺭﺓ‬ ‫ﻣﺴﺘﻘﺒ ُﻞ‬ ‫ﺍﻟﺒﺮﻭﺩﺓ‬ ‫ﺍﻟﻤﻔﺘﺎﺡ ﻣﺴﺘﻘﺒ ُﻞ‬
‫ُ‬
‫ﻋﻀﻠﺔ ﻣﻠﺴﺎﺀ َ‬‫ٍ‬ ‫)ﺏ( ﺧﻠﻴ ّ ِﺔ‬ ‫ﻣﺴﺘﻘﺒ ُﻞ ﺍﻷﻟﻢ ِ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻣﺴﺘﻘﺒ ُﻞ‬
‫)ﺟـ( ﺧﻠﻴ ّ ٍﺔ ﻋﻈﻤﻴ ّ ٍﺔ‬
‫‪Science and You‬‬ ‫‪Ωo ƒ∏©dGh âfCG .3‬‬
‫ﻉ ﺍﻟﺜﻼﺛﺔ ُ ﻣﻦ ﺍﻟﻜﺴﻮ ِﺭ‬ ‫ﻋﻈﺎﻣﻚ؟ ﺍﻷﻧﻮﺍ ُ‬‫ﺕ ﺃﺣ َﺪ ِ‬ ‫ﻭﻛﺴﺮ َ‬
‫ْ‬ ‫ﺳﺒﻖ‬
‫ﻫﻞ َ‬
‫ﺐ ﺍﻟﻤﺮﺟﻌﻴ ّ ِﺔ‬ ‫ﺚ ﻓﻲ ﺍﻟﻜﺘ ِ‬ ‫ﺐ ‪ .‬ﺍﺑﺤ ْ‬‫ﻂ ‪ ،‬ﻣﺮﻛﱠ ٌ‬‫ﺟﺰﺋﻲ ‪ ،‬ﺑﺴﻴ ٌ‬
‫ﱞ‬ ‫ﻫﻲ‪:‬‬
‫ﻧﻮﻉ ﺑﺈﺣﺪﻯ‬ ‫ٍ‬ ‫ﺢ ﻛ ﱠﻞ‬ ‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻜﺴﻮ ِﺭ ‪ .‬ﻭ ﱢ‬
‫ﺿ ْ‬ ‫ٍ‬ ‫ﻟﺘﺘﻮﺻ َﻞ ﺇﻟﻰ‬
‫ّ‬
‫ﺍﻛﺘﺐ‬
‫ْ‬ ‫ﻧﻤﻮﺫﺝ ﻣﻦ ﺍﻟﺼﻠﺼﺎ ِﻝ ‪.‬‬‫ٍ‬ ‫ﻕ ﻣﺜ ِﻞ ﺍﻟﺮﺳﻢ ِ ﺃﻭ ﻋﻤ ِﻞ‬ ‫ﺍﻟﻄﺮ ِ‬
‫ﻭﺻﻔًﺎ ﻟﻜ ﱢﻞ ٍ‬
‫ﻧﻮﻉ ‪.‬‬
‫‪Science and Math‬‬ ‫‪o «q °VÉjôdGh Ωo ƒ∏©dG .4‬‬
‫ِ‬ ‫ِﻗ ْ‬
‫‪äÉ‬‬
‫ﺍﻟﻄﻮﻳﻠﺔ ﻓﻲ ﺫﺭﺍﻋﻴﻚ‬ ‫ﺍﻟﻌﻈﺎﻡ‬
‫ِ‬ ‫ﺲ ﻃﻮ َﻝ ﺃﻛﺒ ِﺮ ﻋﺪ ٍﺩ ﻣﻤﻜ ٍﻦ ﻣﻦ‬
‫ِ‬
‫ﺑﻴﺎﻧﺎﺗﻚ ﻓﻲ ﺟﺪﻭ ٍﻝ ‪ .‬ﺃﻱﱡ ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ﻭﺃﺻﺎﺑﻌﻚ ‪ .‬ﻧﻈﱢ ْﻢ‬
‫ِ‬ ‫ﻭﺭﺟﻠﻴﻚ‬
‫ﻣﺮ ًﺓ ﻫﻲ ﺃﻃﻮ ُﻝ ﻣﻦ‬ ‫ِ‬ ‫ِ‬ ‫ﻧﻮﻉ ﻳُﻤﺜﱢ ُﻞ ﺍﻷﻗﻠّﻴّﺔَ؟‬ ‫ﻧﻮﻉ ﻳُﻤﺜﱢ ُﻞ ﺍﻷﻛﺜﺮﻳّﺔَ؟ ﱡ‬
‫ﻭﺃﻱ ٍ‬ ‫ﺃﻱ ٍ‬ ‫)ﺃ( ﱡ‬
‫ﺟﺴﻤﻚ؟ ﺑﻜﻢ ّ‬ ‫ﺍﻟﻄﻮﻳﻠﺔ ﻫﻲ ﺍﻷﻃﻮ ُﻝ ﻓﻲ‬
‫ﺑﻘﻴﺎﺳﻬﺎ؟‬‫ﺖ ِ‬ ‫ٍ‬ ‫ٍ‬ ‫ُﻮﺿ ُﺤﻪ ﻫﺬﻩ ﺍﻟﺨﺮﻳﻄﺔُ؟ ﻟﻤﺎﺫﺍ؟‬ ‫ﺍﻟﺠﺴﻢ ﻗﺪ ﺗ ﱢ‬ ‫ﺃﻱ ﺟﺰﺀٍ ﻣﻦ‬‫)ﺏ( ﱡ‬
‫ﻗﻤ َ‬
‫ﻃﻮﻳﻠﺔ ْ‬ ‫ﻋﻈﻤﺔ‬ ‫ﺃﻗﺼ ِﺮ‬ ‫ِ‬

‫‪36‬‬
 o
ÊÉãdG π°üØdG
πo ≤ædGh o OGóeE’G
Supply and Transport

π°üØdG
p ¢ShQO
o

»ª°†¡dG
t o RÉ¡÷G 1-2
hCG) kIô©≤eh
s m
kIÒÑc äGôc iQCG”
øe ´ƒf m ‘ …ôŒ (á k ë£∏Øe
o ≤àYCG . pπFGƒ°ùdG
ÉjÓN É¡qfCG ó …t QhódG o RÉ¡÷G 2-2
“. o AGôª◊G Ωp ódG

t qØæàdG o RÉ¡÷G
»°ù 3-2

»LGôNE
t ’G o RÉ¡÷G 4-2
37
 ‫‪Ro É¡÷G 1-2‬‬
‫‪Digestive System‬‬
‫‪»ª°†¡dG‬‬
‫‪t‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬‫ﺍﻟﻄﺎﻟﺐ ً‬‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬‫ﻓﻲ ِ‬
‫ﺍﻟﻬﻀﻤﻲ ‪.‬‬
‫ﱢ‬ ‫ﻣﺴﺎﺭ ﺍﻟﻄﻌﺎﻡ ِ ﺧﻼ َﻝ ﺍﻟﺠﻬﺎ ِﺯ‬‫َ‬ ‫ﻳﺘﺘﺒّ َﻊ‬
‫ﺍﻻﺗّﺼﺎ ُﻝ‬ ‫ﻭﻳﺼﻒ ﺍﻷﻋﻀﺎﺀ َ ﺍﻟﻤﺴﺘﺨﺪَﻣﺔَ ﻓﻲ ﺍﻟﻬﻀﻢ ِ ‪.‬‬ ‫َ‬ ‫ﻳُﺴﻤﱢ َﻲ‬
‫ﺭﺣﻠﺔ ٌ ﻏﺮﻳﺒﺔ ٌ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪.‬‬
‫ﱢ‬ ‫ﺙ ﺍﻟﻬﻀﻢ ِ‬‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ ﻋﻠﻰ ﺣﺪﻭ ِ‬
‫ﱡ‬ ‫ﺍﻟﻬﻀﻢ‬ ‫ﻳﺮﺑ َﻂ ﻛﻴﻒ ﻳ ُ ِ‬
‫ﺴﺎﻋ ُﺪ‬
‫ُ‬
‫ﺧ ًﺮﺍ؟‬‫ﻣﺎ ﺍﻟﻄﻌﺎﻡ ُ ﺍﻟﺬﻱ ﺗﻨﺎﻭﻟْﺘَﻪ ﻣﺆ ﱠ‬ ‫ﺍﻟﻬﻀﻢ‬
‫َ‬ ‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ ‪،‬‬
‫ﱠ‬ ‫ﺍﻟﻬﻀﻢ‬
‫َ‬ ‫ﺍﻟﻬﻀﻢ ‪ ،‬ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻐﺬﺍﺋﻴّﺔَ ‪،‬‬
‫َ‬
‫ِ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪:‬‬ ‫ﻑ‬‫ﻳُ ﱢﻌﺮ َ‬
‫ﺍﺧﺘﺮ ﺃﺣ َﺪ ﺃﺻﻨﺎ ِ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪ ،‬ﺍﻟﺨﻤﻼﺕ ‪ِ.‬‬
‫ﱠ‬
‫ﻑ ﺍﻟﻄﻌﺎﻡ ِ ‪،‬‬ ‫ْ‬
‫ﻒ ﺑﺎﻟﺘﻔﺼﻴ ِﻞ ﺭﺣﻠﺘَﻪ ﻣﻦ‬ ‫ﻭﺻ ْ‬ ‫ِ‬ ‫ﺟﺴﻤﻚ‬ ‫ِ‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻄﻌﺎﻡ ِ ﻷ ّﻥ ﺧﻼﻳﺎ‬ ‫ُ‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻄﻌﺎﻡِ؟ ﺇﻧّﻚ‬ ‫ُ‬ ‫ﻟﻤﺎﺫﺍ‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻣﻌﺪﺗﻚ ‪.‬‬ ‫ﻗﻀﻤﺘﻚ ﺍﻷﻭﻟﻰ ﺇﻟﻰ‬
‫ﺢ‬ ‫ﺍﻟﻄﺎﻗﺔ ﻭﺍﻟﻤﻮﺍﺩﱢ ﻟﺘﺒﻨﻲ ﺧﻼﻳﺎ ﺟﺪﻳﺪ ًﺓ ‪ ،‬ﻭﺗ ِ‬
‫ُﺼﻠ َ‬ ‫َ‬ ‫ﻣﺴﺘﻤﺮ ﻣﻦ‬
‫ﱟ‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻣﺪﺍ ٍﺩ‬
‫ُ‬
‫ﺯﻣﻼﺋﻚ ‪.‬‬ ‫ِ‬ ‫ﺍﻗﺮﺃ ْ ﻭﺻﻔَﻚ ﻷﺣ ِﺪ‬
‫ﺗﺘﺸﺎﺑﻪ ﺃﻭﺻﺎﻓ ُﻚ ﻣﻊ ﺃﻭﺻﺎ ِ‬ ‫ﺟﺴﻤﻚ ﻻ‬ ‫َ‬ ‫ﻟﻜﻦ‬ ‫ِ‬
‫ﻭﺍﻟﻄﺎﻗﺔ ‪ّ ،‬‬ ‫ﺍﻟﺠﺴﻢ ﺑﺎﻟﻤﻮﺍﺩﱢ‬
‫َ‬ ‫ﺃﻭ ﺗ ُﺮﻣ ﱢ َﻢ ﺍﻟﻘﺪﻳﻤﺔَ ‪ .‬ﺍﻟﻄﻌﺎﻡ ُ ﻳﻤ ﱡﺪ‬
‫ﻑ‬ ‫ُ‬ ‫ﻫﻞ‬
‫ﺗﺨﺘﻠﻒ ﻋﻨﻬﺎ؟‬ ‫ﺯﻣﻼﺋﻚ ﺃﻭ‬ ‫ِ‬ ‫ﺑﺪ ﺃﻥ‬‫ﺟ ُﺪ ﻋﻠﻴﻬﺎ ﻋﻨ َﺪ ﺗﻨﺎﻭ ِﻟﻪ ‪ .‬ﻓﻼ ﱠ‬
‫ﻤﻜﻨُﻪ ﺍﺳﺘﺨﺪﺍﻡ ُ ﺍﻟﻄﻌﺎﻡ ِ ﺑﺎﻟﺼﻮﺭ ِﺓ ﺍﻟﺘﻲ ﻳﻮ َ‬ ‫ﻳُ ِ‬
‫ُ‬
‫ﻳﺴﺘﻄﻴﻊ ﺟﺴﻤُﻚ ﺍﺳﺘﺨﺪﺍﻣَﻬﺎ ‪ .‬ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴّﺔ ُ‬
‫َ‬ ‫ﺗﺮﻛﻴﺒﺎ ﻛﻲ‬
‫ﺃﺟﺰﺍﺀ ﺃﺑﺴ َﻂ ً‬‫ﺖ ﺍﻟﻄﻌﺎﻡُ ﺇﻟﻰ ٍ‬ ‫ﻳُﻔﺘ ﱠ َ‬
‫ﺍﻟﻬﻀﻢ ‪. digestion‬‬ ‫َ‬ ‫ُﺴﻤﻰ‬
‫ﺗ ّ‬

‫‪º°†¡dG‬‬
‫‪Digestion‬‬
‫‪o‬‬

‫ﻭﻳﻨﻤﻮ ﺗُﺴﻤّﻰ‬
‫َ‬ ‫ﻳﻌﻴﺶ‬
‫ﻳﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺟﺴﻤُﻚ ﻟﻜﻲ َ‬ ‫ُ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ ﺍﻟﻄﻌﺎﻡ ِ ﻭﺍﻟﺘﻲ‬
‫ﻭﺍﻟﺒﺮﻭﺗﻴﻨﺎﺕ ﻭﺍﻟﺪﻫﻮ ُﻥ ﻋﺒﺎﺭﺓٌ‬
‫ُ‬ ‫ﺍﻟﻜﺮﺑﻮﻫﻴﺪﺭﺍﺕ‬
‫ُ‬ ‫ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻐﺬﺍﺋﻴّﺔ َ ‪. nutrients‬‬
‫ﻣﻬﻤ ٍﺔ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﻓﻲ ﺍﻟﻄﻌﺎﻡ ِ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ِ‬
‫‪14 πo μ°T‬‬
‫ﻳﺒﺪﺃ ُ ﻛ ﱞﻞ ﻣﻦ ﺍﻟﻬﻀﻢ ِ‬ ‫ﻳﻬﻀﻢ‬
‫ُ‬ ‫ّ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ٍ‬ ‫ﺛﻼﺛﺔ‬ ‫ﻋﻦ‬
‫ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬ ‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ‬
‫ﱢ‬ ‫ﱢ‬
‫ﻓﻲ ﺍﻟﻔﻢ ِ ‪.‬‬ ‫ﺗﺬﻭﺏ‬ ‫َ‬ ‫ﺗﺘﻜﺴ ُﺮ ﺣﺘّﻰ‬‫ّ‬ ‫ﺟﺴﻤﻚ ﺍﻟﻄﻌﺎﻡَ ﻓﺈ ّﻥ ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻐﺬﺍﺋﻴّﺔَ ﺍﻟﻤﻮﺟﻮﺩ َﺓ ﻓﻴﻪ‬ ‫ُ‬
‫ﺛﻢ ﺗﻨﺘﻘ ُﻞ ﺇﻟﻰ ِ‬ ‫ِ‬
‫ﺩﻣﻚ ﻭﻣﻨﻪ ﺇﻟﻰ‬ ‫ﺺ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ ّ‬ ‫ﻋﺒﺮ ﺍﻟﻤﺎﺀ ‪ .‬ﺗ ُﻤﺘ َ ﱡ‬ ‫ﺃﻭ ﺗ ُﻨ َﻘ َﻞ َ‬
‫ﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ﺧﻼﻳﺎ‬
‫ُﺴﻤﻰ ﺍﻟﻘﻨﺎ َﺓ ﺍﻟﻬﻀﻤﻴّﺔَ ‪.‬‬ ‫ﺍﻷﻋﻀﺎﺀ ﺗ ّ‬ ‫ِ‬ ‫ٍ‬
‫ﺳﻠﺴﻠﺔ ﻣﻦ‬ ‫ﺍﻟﻬﻀﻢ ﻓﻲ‬ ‫ﺙ‬ ‫ﻳﺤﺪ ُ‬
‫ﺍﻷﺳﻨﺎ ُﻥ‬ ‫ُ‬
‫ﺕ‬ ‫ﻳﺨﻀﻊ ﻟﻠﺘﻐﻴّﺮﺍ ِ‬
‫ُ‬ ‫ِ‬
‫ﺍﻷﻋﻀﺎﺀ‬ ‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻄﻌﺎﻡ ُ ﺧﻼ َﻝ ﻫﺬﻩ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﻔﻢ‬ ‫ّ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻭﺍﻟﻔﻴﺰﻳﺎﺋﻴ ّ ِﺔ ‪.‬‬
‫ُ‬

‫ﺍﻟﻠﺴﺎ ُﻥ‬ ‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ‬

‫ﱢ‬ ‫ﺮﺍﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴّﺔ ُ ﻟﻠﻄﻌﺎﻡ ِ ﻧﺘﻴﺠ ًﺔ ﻟﻠﻬﻀﻢ ِ‬ ‫ﺗﺘ ﱡﻢ ﺍﻟﺘﻐﻴّ ُ‬
‫‪ . mechanical digestion‬ﺃﺛﻨﺎﺀ َ ﻫﺬﺍ ﺍﻟﻬﻀﻢ ِ ‪ ،‬ﻳﺘ ﱡﻢ ﺗﻔﻜﻴﻚُ ﺍﻟﻄﻌﺎﻡ ِ ﺇﻟﻰ‬
‫ﺍﻟﻐﺪﺩُ ﺍﻟﻠﻌﺎﺑﻴّﺔ ُ‬
‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ ﻓﻲ ِﻓﻤﻚ‬
‫ﱡ‬ ‫ﺍﻟﻬﻀﻢ‬
‫ُ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (14‬ﻳﺒﺪﺃ ُ‬ ‫ﺃﺻﻐﺮ ‪ْ .‬‬ ‫َ‬ ‫ﻗﻄﻊ‬
‫ٍ‬
‫ﻭﺗﻬﺮﺱ ﺃﺳﻨﺎﻧُﻚ ﺍﻟﻄﻌﺎﻡَ ‪.‬‬ ‫ُ‬ ‫ﻭﺗﻄﺤﻦ‬
‫ُ‬ ‫ﺗﻘﻀﻢ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬

‫‪38‬‬
 ‫ﺃﻳﻀﺎ ﻳُﺴﺒﱢﺐ ﺗﻐﻴّﺮﺍ ٍ‬
‫ﺕ ﻛﻴﻤﻴﺎﺋﻴّ ٍﺔ‪.‬‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪ chemical digestion‬ﻫﻮ ً‬ ‫ﱡ‬ ‫ﺍﻟﻬﻀﻢ‬
‫ُ‬ ‫ُ‬
‫ّ‬
‫ﺮﺍﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﻋﻨﺪﻣﺎ ﺗﺘﻔﻜﻚُ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ ﻓﻲ ﺍﻟﻄﻌﺎﻡ ِ ﺇﻟﻰ‬ ‫ﺙ ﺍﻟﺘﻐﻴ ّ ُ‬ ‫ﺗﺤﺪ ُ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺗﺬﻭﺏ ﻓﻲ ِ‬
‫ﺍﻟﻤﺎﺀ ‪ .‬ﻳﺘﻐﻴ ّ ُﺮ ﺍﻟﻄﻌﺎﻡ ُ ﻛﻴﻤﻴﺎﺋﻴ ًّﺎ‬ ‫ُ‬ ‫ﻂ ﺗﺮﻛﻴﺒًﺎ‬ ‫ﺕ ﺃﺑﺴ َ‬ ‫ﺟﺰﻳﺌﺎ ٍ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ُ‬‫ِ‬ ‫ﺕ ‪ .‬ﺗ ُِﻨﺘ ُﺞ ﺍﻟﻐﺪﺩُ‬‫ﺕ ﻭﺍﻷﻧﺰﻳﻤﺎ ِ‬ ‫ﺍﻷﺣﻤﺎﺽ ﻭﺍﻟﻘﻠﻮﻳّﺎ ِ‬
‫َ‬ ‫ﻣﻮﺍﺩﱠ ﺗ ّ‬
‫ُﺴﻤﻰ‬
‫ﺇﻧّﻪ ﻳﺘﻔﻜ ُّﻚ!‬
‫ﺍﻷﻧﺰﻳﻤﺎﺕ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺍﻟﻤﻮﺍﺩﱢ‬ ‫ُ‬ ‫ﺍﻟﻬﻀﻤﻲ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱠ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﻤﻮ ﱠﺯﻋﺔ ُ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ُﺤﺎﻛﻲ‬
‫ﺍﻟﻨﺸﺎﻁ ‪ ،‬ﺳﻮﻑ ﺗ ُ ﺎﻛﻲ‬ ‫ِ‬ ‫ﻓﻲ ﻫﺬﺍ‬
‫ﻚ ﺃﻭ ﻫﻀﻢ ِ ﺟﺰﻳﺌﺎ ِ‬
‫ﺕ‬ ‫ﻋﻤﻠﻴّﺔَ ﺗﻔ ّﻜ ِ‬ ‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ‪.‬‬ ‫ِ‬
‫ﺳﺮﻋﺔ ﺍﻟﺘﻔﺎﻋﻼ ِ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺗﺰﻳ ُﺪ ﻣﻦ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺍﻟﺪﻫﻮ ِﻥ ﻓﻲ‬
‫ﻚ‬‫‪ .1‬ﺍﻣﻸ ْ ﻭﻋﺎﺀﻳﻦ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴ ِ‬ ‫‪ºp °†¡dG oá«∏ªY‬‬
‫ﻒ‬ ‫ِ‬
‫ﺑﺎﻟﻤﺎﺀ ‪ِ .‬ﺃﺿ ْ‬ ‫ﺇﻟﻰ ﻣﻨﺘﺼﻔﻴﻬﻤﺎ‬
‫‪Process of Digestion‬‬
‫‪q‬‬
‫ﺖ ﺇﻟﻰ‬ ‫ﺕ ﻗﻠﻴﻠﺔً ﻣﻦ ﺍﻟﺰﻳ ِ‬ ‫ﻗﻄﺮﺍ ٍ‬
‫ﻛ ﱟﻞ ﻣﻨﻬﻤﺎ ‪.‬‬ ‫ﻗﻨﺎﺗﻚ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ‪،‬‬
‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻄﻌﺎﻡ ُ ﺣﻮﺍﻟﻰ ‪ 8‬ﺃﻣﺘﺎ ٍﺭ ﻓﻲ ِ‬ ‫ّ‬ ‫ﻋﻨﺪﻣﺎ ﺗﺄﻛ ُﻞ ‪،‬‬
‫‪1‬‬
‫ﻣﻠﻌﻘﺔ ﻣﻦ ﺻﻮﺩﺍ‬ ‫ٍ‬
‫ﻒ ‪4‬‬ ‫‪ِ .2‬ﺃﺿ ْ‬ ‫ﺃﻛﺜﺮ ‪ .‬ﻛ ﱡﻞ ﻋﻀ ٍﻮ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﻳﻮﻣﺎ ﻭﺍﺣ ًﺪﺍ ﺃﻭ َ‬‫ﻕ ﻫﺬﻩ ﺍﻟﺮﺣﻠﺔ ُ ً‬ ‫ﻭﻗﺪ ﺗﺴﺘﻐﺮ ُ‬
‫ﺍﻟﺨﺒﻴ ِﺰ ﺇﻟﻰ ﺃﺣ ِﺪ ﺍﻟﻮﻋﺎﺀﻳﻦ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ‬
‫ﱢ‬ ‫ﻣﺨﺘﻠﻔﺔً ﻣﻦ ﺍﻟﻬﻀﻢ ِ‬ ‫ﻭﻇﺎﺋﻒ‬
‫َ‬ ‫ﺍﻟﻬﻀﻤﻲ ﻳُﺆﺩّﻱ‬
‫ﱢ‬
‫ﺕ ﻛ ﱟﻞ ﻣﻦ‬ ‫ﻣﺤﺘﻮﻳﺎ ِ‬ ‫َ‬ ‫‪ .3‬ﻗﻠﱢ ْ‬
‫ﺐ‬
‫ِ‬
‫ﻣﻼﺣﻈﺎﺗﻚ ‪.‬‬ ‫ﺍﻟﻮﻋﺎﺀﻳﻦ ‪ .‬ﺳﺠﱢ ْﻞ‬ ‫ﻣﺴﺎﺭ ﺍﻟﻬﻀﻢ ِ ﻓﻲ ﺷﻜ ِﻞ )‪. (15‬‬
‫َ‬ ‫ﺱ ﺗﺘﺒ ﱠ ْﻊ‬ ‫ﺃﺛﻨﺎﺀ َ ِ‬
‫ﻗﺮﺍﺀﺗﻚ ﻟﻠﺪﺭ ِ‬
‫ﻭﻋﺎﺀ ﻳﺒﺪﺃ ُ‬ ‫ٍ‬ ‫ﺍﻟﻤﻼﺣﻈﺔ ُ‪ :‬ﻓﻲ ﺃﻱﱢ‬
‫ﺖ؟ ﻣﺎ ﺍﻟﻤﺎﺩّﺓُ ﺍﻟﺘﻲ‬ ‫ﺖ ﺑﺎﻟﺘﻔﺘ ّ ِ‬ ‫ﺍﻟﺰﻳ ُ‬
‫ﺗ ُﻤﺜﱢﻠُﻬﺎ ﺻﻮﺩﺍ ﺍﻟﺨﺒﻴ ِﺰ؟‬

‫ﺍﻟﻔﻢ‬
‫ُ‬
‫ﺍﻟﻤﺮﻱﺀ ُ‬

‫‪15 πo μ°T‬‬
‫ٍ‬
‫ﺑﺮﺣﻠﺔ‬ ‫ﻳﻘﻮﻡ ُ ﺍﻟﻄﻌﺎﻡ ُ ﺍﻟﺬﻱ ﺗﺘﻨﺎﻭﻟ ُﻪ‬
‫ﺍﻟﻬﻀﻤﻲ ‪.‬‬
‫ﱢ‬ ‫ﻋﺒﺮ ﺟﻬﺎ ِﺯﻙ‬ ‫ٍ‬
‫ﻃﻮﻳﻠﺔ َ‬
‫ﺍﻟﻜﺒ ُﺪ‬
‫ﺍﻟﺤﻮﺻﻠﺔ ُ ﺍﻟﺼﻔﺮﺍﻭﻳّﺔ ُ‬ ‫ﺍﻟﻤﻌﺪﺓُ‬

‫ﻋﺸﺮ‬ ‫ﺍﻻﺛﻨﺎ‬ ‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ‬

‫ُ‬
‫َ‬
‫ﺍﻷﻣﻌﺎﺀ ُ ﺍﻟﺪﻗﻴﻘﺔ ُ‬

‫ﺍﻷﻣﻌﺎﺀ ُ ﺍﻟﻐﻠﻴﻈﺔ ُ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫ُ‬

‫‪39‬‬
 ‫‪Mouth‬‬ ‫ﺍﻟﻔﻢ‬
‫ُ‬
‫ﺖ ﺇﻟﻰ‬ ‫ﺍﻟﻬﻀﻢ ﻓﻲ ِﻓﻤﻚ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﻤﻀ ُﻎ ﻗﻀﻤﺔً ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﻓﺈﻧّﻬﺎ ﺗﺘﻔﺘ ّ ُ‬ ‫ُ‬ ‫ﻳﺒﺪﺃ ُ‬
‫ﻭﺍﻟﻤﺨﺎﻁ ﻭﺃﺣ ِﺪ‬
‫ِ‬ ‫ﺍﻟﻠﻌﺎﺏ ﻋﻠﻰ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ُ‬ ‫ﺏ ‪ .‬ﻳﺤﺘﻮﻱ‬ ‫ﻂ ﺑﺎﻟﻠﻌﺎ ِ‬ ‫ﺃﺻﻐﺮ ﻭﺗﺨﺘﻠ ُ‬ ‫ﻗﻄﻊ‬
‫ٍ‬
‫َ‬
‫ﺕ‬‫ﺐ ﻣﻦ ﺍﻟﻜﺮﺑﻮﻫﻴﺪﺭﺍ ِ‬ ‫ﺍﻷﻧﺰﻳﻢ ﺍﻟﻨﺸﺎ ‪ ،‬ﻭﻫﻮ ﺟﺰﻱﺀ ٌ ﻣﺮﻛﱠ ٌ‬ ‫ُ‬ ‫ﺤﻮ ُﻝ‬
‫ﺕ ‪ .‬ﻳُ ﱢ‬ ‫ﺍﻷﻧﺰﻳﻤﺎ ِ‬
‫ﻂ ﻣﻦ ﺍﻟﺴ ّﻜ ِﺮ ‪ .‬ﺍﻟﻤﺎﺀ ُ ﻭﺍﻟﻤﺨﺎ ُﻁ ﻓﻲ ﺍﻟﻠﻌﺎ ِ‬
‫ﺏ‬ ‫ﺕ ﺃﺑﺴ َ‬ ‫ﻓﻲ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﺇﻟﻰ ﺟﺰﻳﺌﺎ ٍ‬
‫ﺐ ﺇﻟﻰ‬‫ﺤﺮ ُﻙ ﻟﺴﺎﻧُﻚ ﺍﻟﻄﻌﺎﻡَ ﻣﻦ ﺟﺎﻧ ٍ‬ ‫ﻟﻠﺒﻠﻊ ‪ .‬ﻳ ُ ﱢ‬
‫ﺃﻛﺜﺮ ﻟﻴﻨًﺎ ﻭﺃﺳﻬ َﻞ ِ‬
‫ﻳﺠﻌﻼﻥ ﺍﻟﻄﻌﺎﻡَ َ‬
‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻄﻌﺎﻡ ُ ﺇﻟﻰ ِ‬
‫ﻣﺮﻳـﺌﻚ ‪.‬‬ ‫ّ‬ ‫ﺁﺧﺮ ﻓﻲ ِﻓﻤﻚ ﻋﻨﺪﻣﺎ ﻳﺘ ﱡﻢ ﻣﻀﻐُﻪ ‪ .‬ﻋﻨﺪﻣﺎ ُ‬
‫ﺗﺒﺘﻠﻊ ‪،‬‬ ‫َ‬
‫‪Esophagus‬‬ ‫ﺍﻟﻤﺮﻱﺀُ‬
‫ُﺴﻤﻰ ﺍﻟﻤﺮﻱﺀ َ ‪.‬‬ ‫ﺃﻧﺒﻮﺑﺔ ﻋﻀﻠﻴ ّ ٍﺔ ﺗ ّ‬
‫ٍ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﻣﻌﺪﺗﻚ‬‫ﻳﻨﺘﻘ ُﻞ ﺍﻟﻄﻌﺎﻡ ُ ﻣﻦ ِﻓﻤﻚ ﺇﻟﻰ ِ‬
‫ِ‬
‫ﺍﻟﻤﺮﻱﺀ ‪ .‬ﻳﺒﻠ ُﻎ‬ ‫ﻭﺣﺪﺩْ ﻣﻮﺿ َﻊ‬ ‫ﱢ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ ‪39‬‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ (15‬ﻓﻲ‬ ‫ْ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ِ‬
‫ﻃﻮ ُﻝ ﺍﻟﻤﺮﻱﺀ ﺣﻮﺍﻟﻰ ‪ 25‬ﺳﻢ ‪ .‬ﻳُﺪﻓ َ ُﻊ ﺍﻟﻄﻌﺎﻡ ُ ﺇﻟﻰ ﺃﺳﻔ ِﻞ ﺍﻟﻤﺮﻱﺀ‬‫ِ‬
‫ﺴﻤﻰ‬ ‫ﺍﻟﻌﻀﻠﻲ ﻳ ُ ّ‬
‫ﱢ‬ ‫ﻉ ﻣﻦ ﺍﻟﻔﻌ ِﻞ‬ ‫ﺕ ﻓﻴﻪ ‪ ،‬ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬ ‫ﻭﺍﻧﺒﺴﺎﻁ ﺍﻟﻌﻀﻼ ِ‬
‫ِ‬ ‫ﺽ‬
‫ﺍﻧﻘﺒﺎ ِ‬
‫ِ‬
‫ﺍﻟﻤﺮﻱﺀ ﺗﻘﻮﻡ ُ‬ ‫ﺕ ﻋﻨ َﺪ ﻗﺎﻋﺪ ِﺓ‬ ‫ﺟ ُﺪ ﺣﻠﻘﺔ ٌ ﻣﻦ ﺍﻟﻌﻀﻼ ِ‬ ‫ﺍﻟﺤﺮﻛﺔَ ﺍﻟﺪﻭﺩﻳّﺔَ ‪ .‬ﺗﻮ َ‬
‫ﻳﻤﺮ‬
‫ﺢ ﻟﻠﻄﻌﺎﻡ ِ ﺑﺄﻥ ﱠ‬ ‫ﺍﻟﻌﻀﻼﺕ ﻟﺘﺴﻤ َ‬
‫ُ‬ ‫ﻂ ﻫﺬﻩ‬ ‫ﺑﺤﺮﺍﺳﺔ ﻣﺪﺧ ِﻞ ِ‬
‫ﻣﻌﺪﺗﻚ ‪ .‬ﺗﻨﺒﺴ ُ‬ ‫ِ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ﻟﺘﻤﻨ َﻊ ﺍﻟﻄﻌﺎﻡَ ﻣﻦ ﺍﻻﺭﺗﺪﺍ ِﺩ‬ ‫ﺗﻨﻘﺒﺾ ّ‬
‫ُ‬ ‫ﻣﻌﺪﺗﻚ ‪ ،‬ﺑﻌ َﺪ ﺫﻟﻚ ‪،‬‬ ‫ِ‬ ‫ﺇﻟﻰ‬
‫ﺇﻟﻰ ِ‬
‫ﻣﺮﻳﺌﻚ ‪.‬‬
‫‪Stomach‬‬ ‫ﺍﻟﻤﻌﺪﺓُ‬
‫ﺗﻬﺮﺱ ﺍﻟﻄﻌﺎﻡَ‬‫ُ‬ ‫ﻣﻌﺪﺗﻚ‬‫ِ‬ ‫ﺕ ﺍﻟﻘﻮﻳ ّ ِﺔ ﻓﻲ ﺟﺪﺍ ِﺭ‬ ‫ﺍﻻﻧﻘﺒﺎﺿﺎﺕ ﺍﻹﻳﻘﺎﻋﻴّﺔ ُ ﻟﻠﻌﻀﻼ ِ‬ ‫ُ‬
‫ﻋﺠﻴﻨﺔ ﻭﺗﺨﻠﻄ ُﻪ ﻣﻊ ﺍﻟﻌﺼﺎﺭ ِﺓ ﺍﻟﻤﻌﺪﻳ ّ ِﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻌﺼﺎﺭﺓُ ﺍﻟﺘﻲ ﻳﺘ ﱡﻢ ﺗﻜﻮﻳﻨُﻬﺎ‬ ‫ٍ‬ ‫ﺇﻟﻰ‬
‫ﻚ‬ ‫ﺾ ﺍﻟﻬﻴﺪﺭﻭﻛﻠﻮﺭﻳ ِ‬ ‫ﻓﻲ ﺟﺪﺍ ِﺭ ﺍﻟﻤﻌﺪ ِﺓ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺃﻧﺰﻳﻢ ِ ﺍﻟﺒﺒﺴﻴ ِﻦ ﻭﺣﻤ ِ‬
‫ﻟﻐﺸﺎﺀ ﺍﻟﻤﻌﺪ ِﺓ ﻣﻦ ﺍﻟﻌﺼﺎﺭ ِﺓ‬ ‫ِ‬ ‫ﻭﺍﻟﻤﺨﺎﻁ ﺍﻟﺬﻱ ﻳﺤﻤﻲ ﺍﻟﻄﺒﻘﺔَ ﺍﻟﻜﺜﻴﻔﺔَ ﺍﻟﺪﺍﺧﻠﻴﺔَ‬ ‫ِ‬
‫ﺕ‬‫ﺖ ﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬‫ﺍﻷﻧﺰﻳﻤﺎﺕ ﻣﺜ ُﻞ ﺍﻟﺒﻴﺒﺴﻴ ِﻦ ﻋﻠﻰ ﺗﻔﺘﻴ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﻌﺪﻳ ّ ِﺔ ﺍﻟﺤﺎﻣﻀﻴ ّ ِﺔ ‪ .‬ﺗﻌﻤ ُﻞ‬
‫ﺃﻳﻀﺎ ﻓﻲ ﻗﺘ ِﻞ ﺍﻟﺠﺮﺍﺛﻴﻢ ِ‬ ‫ﺩﻭﺭﺍ ً‬ ‫ﻳﻠﻌﺐ ً‬ ‫ُ‬ ‫ﻚ ﺍﻟﺬﻱ‬ ‫ﺾ ﺍﻟﻬﻴﺪﺭﻭﻛﻠﻮﺭﻳ ِ‬ ‫ﺑﻤﺴﺎﻋﺪ ِﺓ ﺣﻤ ِ‬
‫ﺍﻟﻬﻀﻤﻲ ‪.‬‬
‫ﱢ‬ ‫ﻋﻨﺪ ﺩﺧﻮ ِﻟﻬﺎ ﻣﺠﺮﻯ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﻣﻌﺪﺗﻚ ‪ ،‬ﻭﺭﻭﻳ ًﺪﺍ ﺭﻭﻳ ًﺪﺍ‬ ‫ِ‬ ‫ﻆ ﺍﻟﻘﻮﺍﻡ ِ ﻓﻲ‬ ‫ﺳﺎﺋﻼ ﻏﻠﻴ َ‬
‫ً‬ ‫ﺢ ﺍﻟﻄﻌﺎﻡ ُ ﻣﺨﻠﻮﻃًﺎ‬ ‫ﻳُﺼﺒِ ُ‬
‫ﺣﻠﻘﺔ ﺃﺧﺮﻯ ﻣﻦ‬ ‫ٍ‬ ‫ﺎﺕ ﺻﻐﻴﺮﺓٌ ﻣﻦ ﺧﻼ ِﻝ‬ ‫ﻛﻤﻴ ّ ٌ‬
‫ﺍﻟﻤﺨﻠﻮﻁ ّ‬‫ِ‬ ‫ﺗﺨﺮﺝ ﻣﻦ ﻫﺬﺍ‬ ‫ُ‬
‫ﺍﻟﻮﺟﺒﺔ ﺗﻨﻘﻀﻲ ﺣﻮﺍﻟﻰ ﺳﺎﻋﺘﻴﻦ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪ .‬ﺑﻌ َﺪ ﺗﻨﺎﻭ ِﻝ‬ ‫ﺕ ﺇﻟﻰ ِ‬
‫ﺃﻣﻌﺎﺋﻚ‬ ‫ﺍﻟﻌﻀﻼ ِ‬
‫ﺢ ﻣﻌﺪﺗ ُﻚ ﻓﺎﺭﻏﺔً ‪.‬‬ ‫ﺕ ﺣﺘّﻰ ﺗ ُﺼﺒِ َ‬ ‫ﺇﻟﻰ ‪ 6‬ﺳﺎﻋﺎ ٍ‬
‫‪Small Intestine‬‬ ‫ﺍﻷﻣﻌﺎﺀُ ﺍﻟﺪﻗﻴﻘﺔ ُ‬
‫ﻘﺔ ﻛﺜﻴﺮ ِﺓ‬
‫ﺃﻧﺒﻮﺑﺔ ﺿﻴ ّ ٍ‬
‫ٍ‬ ‫ﺍﻟﺠﺰﺀ ُ ﺍﻟﺘﺎﻟﻲ ﻓﻲ ﺍﻟﻘﻨﺎ ِﺓ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ﺃﻣﻌﺎﺅﻙ‬
‫ُ‬ ‫ﺍﻣﺘﺼﺎﺻﻪ ‪ .‬ﻫﺬﻩ ﻫﻲ‬
‫ُ‬ ‫ﻫﻀﻢ ﺍﻟﻄﻌﺎﻡ ِ ﻭﻳﺘ ﱡﻢ‬
‫ُ‬ ‫ﺴﺘﻜﻤ ُﻞ‬
‫َ‬ ‫ﺕ ‪ ،‬ﺣﻴﺚ ﻳ ُ‬‫ﺍﻟﺜﻨﻴﺎ ِ‬
‫‪40‬‬
 ‫ﺃﻣﻌﺎﺋﻚ‬ ‫ﻗﻄﺮﻫﺎ ‪ 2‚5‬ﺳﻢ ﻭﻃﻮﻟُﻬﺎ ‪ 7‬ﺃﻣﺘﺎ ٍﺭ ‪ .‬ﻳﺒﻠ ُﻎ ﻃﻮ ُﻝ ِ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ُ ‪ ،‬ﺍﻟﺘﻲ ﻳﺒﻠ ُﻎ ُ‬
‫ِ‬ ‫ِ‬ ‫ﺧﻤﺴﺔ ﺃﺿﻌﺎ ِ‬ ‫ِ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ِ‬ ‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‬ ‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﻑ ﻃﻮ ِﻟﻚ! ْ‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ‬ ‫ﺃﺭﺑﻌﺔ ﺃﻭ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ َ‬
‫ﺳﻨﺘﻴﻤﺘﺮﺍ‬ ‫ً‬ ‫ُﺴﻤﻰ ﺍﻟﺨﻤﺴﺔ ُ ﻭﻋﺸﺮﻭﻥ‬ ‫ﺍﻟﺼﻔﺤﺔ ‪ . 39‬ﺗ ّ‬ ‫ِ‬ ‫ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ (15‬ﻓﻲ‬
‫ﺍﻟﻤﺨﻠﻮﻁ ﺍﻟﺴﺎﺋ ِﻞ‬ ‫ِ‬ ‫ﺑﺘﺤﺮ ِﻙ‬ ‫ﻋﺸﺮ" ‪.‬‬ ‫ﺍﻟﺪﻗﻴﻘﺔ "ﺍﻻﺛﻨﻲ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺍﻷﻭﻟﻰ ﻣﻦ‬
‫ّ‬ ‫َ‬
‫ﺕ‬ ‫ﻔﺮ ُﺯ ﺍﻟﻤﺰﻳ ُﺪ ﻣﻦ ﺍﻟﻌﺼﺎﺭﺍ ِ‬ ‫ﻋﺸﺮ ‪ ،‬ﻳ ُ َ‬ ‫َ‬ ‫ﻏﻠﻴﻆ ﺍﻟﻘﻮﺍﻡ ِ ﻣﻦ ﺍﻟﻤﻌﺪ ِﺓ ﺇﻟﻰ ﺍﻻﺛﻨﻲ‬ ‫ِ‬
‫ﺕ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ﻓﻲ ﺍﻟﻜﺒ ِﺪ ﻭﺍﻟﺒﻨﻜﺮﻳﺎ ِ‬
‫ﺱ‬ ‫ﺇﻧﺘﺎﺝ ﻫﺬﻩ ﺍﻟﻌﺼﺎﺭﺍ ِ‬ ‫ُ‬ ‫ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ‪ .‬ﻳﺘ ﱡﻢ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ِ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ‪ .‬ﺗﺤﺘﻮﻱ ﺍﻟﻌﺼﺎﺭﺓُ ﺍﻟﻬﻀﻤﻴّﺔ ُ ﺍﻟﻤﻨﺘَﺠﺔ ُ‬ ‫ِ‬ ‫ِ‬
‫ﻭﺍﻷﻣﻌﺎﺀ‬
‫ﺣﻤﻮﺿﺔ ﺍﻟﻄﻌﺎﻡ ِ ‪.‬‬ ‫ِ‬ ‫ﻒ ﻣﻦ‬ ‫ﺕ ﻭﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺘﻲ ﺗﺨﻔﱢ ُ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ﻋﻠﻰ ﺍﻷﻧﺰﻳﻤﺎ ِ‬ ‫ِ‬
‫ﻣﺨﻠﻮﻁ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺴﺎﺋ ِﻞ‬ ‫ِ‬ ‫ﺩﻓﻊ‬
‫ُ‬ ‫ﺕ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ‪ ،‬ﻳﺘ ﱡﻢ‬ ‫ﺃﺛﻨﺎﺀ َ ﻋﻤ ِﻞ ﺍﻟﻌﺼﺎﺭﺍ ِ‬
‫ﺍﻟﺤﺮﻛﺔ ﺍﻟﺪﻭﺩﻳ ّ ِﺔ ‪ .‬ﺃﺛﻨﺎﺀ َ ﻫﺬﻩ‬ ‫ِ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﻋﺒﺮ‬ ‫ِ‬
‫ﻏﻠﻴﻆ ﺍﻟﻘﻮﺍﻡ ِ َ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﻫﻀﻢ ِ‬ ‫ِ‬ ‫ﺽ ﺍﻷﻣﻴﻨﻴ ّ ِﺔ‬ ‫ﺍﻣﺘﺼﺎﺹ ﺍﻷﺣﻤﺎ ِ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﺮﺣﻠﺔ ﻳﺘ ﱡﻢ‬ ‫ﺍﻟﻤﺮﺣﻠﺔ ﻣﻦ‬‫ِ‬
‫ﺕ‬‫ﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ُ ﺍﻟﻨﺎﺗﺠﺔ ُ ﻋﻦ ﻫﻀﻢ ِ ﺍﻟﻜﺮﺑﻮﻫﻴﺪﺭﺍ ِ‬ ‫ﺠﻪ ﺍﻟﺴ ّﻜﺮﻳ ّ ُ‬ ‫ﺕ ‪ ،‬ﻭﺗﺘ ّ ُ‬ ‫ﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬
‫ﺍﻣﺘﺼﺎﺹ ﺍﻟﺪﻫﻮ ِﻥ ﺍﻟﻤﻔﺘ ﱠ ِﺘﺔ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘ ﱡﻢ‬ ‫ﺑﺎﻟﺘﺪﺭﻳﺞ ﺇﻟﻰ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ِ‬
‫ﺕ‬ ‫ﺍﻟﻤﺎﺀ ﻭﺍﻟﻤﻌﺎﺩ ِﻥ ﻭﺍﻟﻔﻴﺘﺎﻣﻴﻨﺎ ِ‬ ‫ﺃﻳﻀﺎ ﺍﻣﺘﺼﺎﺹ ِ‬ ‫ﺕ ﺍﻟﻠﻤﻔﺎﻭﻳ ّ ِﺔ ‪ ،‬ﻳﺘ ﱡﻢ ً‬ ‫ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ُ‬
‫ِ‬
‫ﺑﻄﺎﻧﺔ‬ ‫ﻋﺒﺮ‬
‫ﺍﻻﻣﺘﺼﺎﺹ َ‬ ‫ُ‬ ‫ﺙ ﻫﺬﺍ‬ ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﻭﺍﻟﻠﻤﻔﺎﻭﻳ ّ ِﺔ ‪ .‬ﻳﺤﺪ ُ‬ ‫ِ‬ ‫ﺇﻟﻰ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬

‫‪óÑμdG‬‬
‫‪Liver‬‬
‫‪o‬‬

‫ﺑﻮﻇﺎﺋﻒ ﻋﺪﻳﺪ ٍﺓ ﻣﻨﻬﺎ ﺍﻟﻤﺴﺎﻋﺪﺓُ ﻓﻲ ﺍﻟﻬﻀﻢ ِ ‪ .‬ﻓﻲ ﺷﻜ ِﻞ )‪(16‬‬

‫َ‬ ‫ﻳﻘﻮﻡ ُ ﺍﻟﻜﺒ ُﺪ‬
‫ﺍﻟﻬﻀﻤﻲ ﻓﻲ‬
‫ﱢ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﻜﺒ ِﺪ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﻣﻨﻈﺮﺍ ﻟﻠﻜﺒ ِﺪ ‪ْ .‬‬
‫ً‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ‬ ‫ﻳُ ِ‬
‫ﻳﻘﻊ؟‬‫ﺷﻜ ِﻞ )‪ . (15‬ﺃﻳﻦ ُ‬

‫ﺍﻟﻜﺒ ُﺪ‬

‫ﻗﻨﺎﺓٌ ﺻﻔﺮﺍﻭﻳّﺔ ٌ‬

‫‪16 πo μ°T‬‬ ‫ﺣﻮﺻﻠﺔ ٌ ﺻﻔﺮﺍﻭﻳّﺔ ٌ‬

‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ ‪ ،‬ﺍﻷﻣﻌﺎﺀ ُ‬
‫ُ‬ ‫ﺍﻟﻜﺒ ُﺪ ‪،‬‬ ‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ‬
‫ُ‬
‫ﱠ‬ ‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ُ ﺗ ُﻨﺘ ُﺞ ﻣﻮﺍﺩ ﻛﻴﻤﻴﺎﺋﻴّﺔً‬
‫ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻓﻲ ﺍﻟﻬﻀﻢ ِ ‪ .‬ﻣﺎ ﻭﻇﻴﻔﺔ ُ‬
‫ﺍﻟﺤﻮﺻﻠﺔ ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ؟‬
‫ِ‬

‫ﻗﻨﺎﺓٌ ﺑﻨﻜﺮﻳﺎﺳﻴّﺔ ٌ‬ ‫ﺍﻷﻣﻌﺎﺀ ُ ﺍﻟﺪﻗﻴﻘﺔ ُ‬

‫‪41‬‬
‫ﺧﻠﻴﻂ ﻣﻦ‬ ‫ٍ‬ ‫ﻳ ُ ِﻨﺘ ُﺞ ﺍﻟﻜﺒ ُﺪ ﺍﻟﻌﺼﺎﺭ َﺓ ﺍﻟﺼﻔﺮﺍﻭﻳّﺔَ ‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭ ٌﺓ ﻋﻦ‬
‫ﺕ‬‫ﺍﻟﻤﻮﺍﺩﱢ ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃ ّﻥ ﺍﻟﻌﺼﺎﺭ َﺓ ﺍﻟﺼﻔﺮﺍﻭﻳّﺔَ ﻻ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺃﻧﺰﻳﻤﺎ ٍ‬
‫ِ‬
‫ﺍﻟﺼﻔﺮﺍﺀ‬ ‫ﺃﻣﻼﺡ‬
‫ُ‬ ‫ُﺴﺎﻋ ُﺪ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺮﺍﺀ ‪ .‬ﺗ ِ‬ ‫ﺃﻣﻼﺡ‬
‫ِ‬ ‫ﻫﺎﺿﻤﺔ ‪ّ ،‬ﺇﻻ ﺃﻧّﻬﺎ ﺗﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫ٍ‬
‫ﻫﻀﻤﻬﺎ ﺑﺎﻟﻜﺎﻣ ِﻞ‬ ‫ُ‬ ‫ﻣﻬﻤﺔ ٌ ﻷ ّﻥ ﺍﻟﺪﻫﻮ َﻥ ﻻ ﻳﺘ ﱡﻢ‬‫ﻋﻠﻰ ﻫﻀﻢ ِ ﺍﻟﺪﻫﻮ ِﻥ ‪ ،‬ﻓﻬﻲ ّ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﻋﻨ َﺪ ﻭﺻﻮ ِﻟﻬﺎ ﺇﻟﻰ‬
‫ِ‬
‫ﺍﻟﺤﻮﺻﻠﺔ‬ ‫ﻛﻮﻧَﻬﺎ ﺍﻟﻜﺒ ُﺪ ﻓﻲ‬ ‫ﺗ ُﺨ ﱠﺰ ُﻥ ﺍﻟﻌﺼﺎﺭﺓُ ﺍﻟﺼﻔﺮﺍﻭﻳّﺔ ُ ﺍﻟﺘﻲ ّ‬
‫ﺗﺼﺐ‬
‫ﱡ‬ ‫ﺍﻟﺤﻮﺻﻠﺔ ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ ﻓﻲ ﺷﻜ ِﻞ )‪. (16‬‬ ‫ِ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ‬
‫ْ‬ ‫ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ ‪.‬‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪ .‬ﺧﻼ َﻝ ﺍﻟﻘﻨﺎ ِﺓ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺮﺍﺀ ﻓﻲ‬ ‫ﺍﻟﺤﻮﺻﻠﺔ ُ ﺍﻟﺼﻔﺮﺍﻭﻳّﺔ ُ ﻋﺼﺎﺭ َﺓ‬
‫ِ‬
‫ﺕ ﺍﻟﺪﻫ ِﻦ ﺍﻟﺼﻐﻴﺮ ِﺓ ﺇﻟﻰ‬ ‫ﺖ ﻛﺮﺍ ِ‬ ‫ﺑﺘﺠﺰﻱﺀ ﺃﻭ ﺗﻔﺘﻴ ِ‬ ‫ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ ﺗﻘﻮﻡ ُ ﺍﻟﺼﻔﺮﺍﺀ ُ‬
‫ﺃﺻﻐﺮ ﻣﻦ ﺍﻟﺪﻫﻮ ِﻥ ‪.‬‬‫َ‬ ‫ﻗﻄﻴﺮﺍ ٍ‬
‫ﺕ‬

‫‪¢SÉjôμæÑdG‬‬
‫‪Pancreas‬‬
‫‪o‬‬

‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺇﻓﺮﺍ ِﺯ‬ ‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺍﻟﻬﻀﻢ ِ‬ ‫ﺢ ﺷﻜ ُﻞ )‪ (16‬ﺍﻟﺒﻨﻜﺮﻳﺎﺱ ﺍﻟﺬﻱ ﻳ ُ ِ‬ ‫ﻳُﻮ ﱢ‬
‫ﺿ ُ‬
‫َ‬
‫ﺍﻟﻌﺼﺎﺭﺍﺕ ﺍﻟﺒﻨﻜﺮﻳﺎﺳﻴّﺔ ُ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪ .‬ﺗ ُﻨ َﻘ ُﻞ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺕ ﺍﻟﺒﻨﻜﺮﻳﺎﺳﻴ ّ ِﺔ ﺇﻟﻰ‬ ‫ﺍﻟﻌﺼﺎﺭﺍ ِ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻣﻊ ﺍﻟﻌﺼﺎﺭ ِﺓ ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ ﻭﻛﻠﺘﺎﻫﻤﺎ ﺗﺪﺧ ُﻞ ﺍﻷﻣﻌﺎﺀ َ‬ ‫ِ‬ ‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺇﻟﻰ‬
‫ﺍﻷﻧﺰﻳﻤﺎﺕ ﺍﻟﻌﺪﻳﺪﺓُ ﺍﻟﻤﻮﺟﻮﺩﺓُ‬
‫ُ‬ ‫ﻧﻔﺴﻬﺎ ‪ .‬ﺗ ِ‬
‫ُﺴﺎﻋ ُﺪ‬ ‫ﺍﻟﺪﻗﻴﻘﺔَ ﺧﻼ َﻝ ﺍﻟﻘﻨﺎ ِﺓ ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻋﻠﻰ ﻫﻀﻢ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺕ‬ ‫ﺕ ﺍﻟﺒﻨﻜﺮﻳﺎﺳﻴ ّ ِﺔ ﻭﻋﺼﺎﺭﺍ ِ‬ ‫ﻓﻲ ﺍﻟﻌﺼﺎﺭﺍ ِ‬
‫ﺕ‪.‬‬ ‫ﺕ ﻭﺍﻟﺪﻫﻮ ِﻥ ﻭﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬ ‫ﺍﻟﻜﺮﺑﻮﻫﻴﺪﺭﺍ ِ‬

‫‪42‬‬
 ‫‪¢UÉ°üàe’G‬‬
‫‪Absorption‬‬
‫‪o‬‬

‫ﺍﻟﺪﻗﻴﻘﺔ ‪ .‬ﻟﻬﺬﺍ‬ ‫ِ‬ ‫ﺃﻣﻌﺎﺋﻚ‬ ‫ِ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﻓﻲ‬ ‫ﺺ‬
‫ﺗ ُﻤﺘ َ ﱡ‬
‫ُ‬
‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ﺐ ﻓﺈ ّﻥ‬ ‫ﺍﻟﺴﺒ ِ‬
‫ﺍﻟﻮﺍﻗﻊ ‪ ،‬ﺍﻟﻤﻼﺣﻈﺔ ُ‬ ‫ِ‬ ‫ﻟﻠﻐﺎﻳﺔ ‪ .‬ﻓﻲ‬ ‫ﺳﻄﺢ ﺿﺨﻤﺔً‬ ‫ٍ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ﻣﺴﺎﺣﺔَ‬ ‫ﻟﻸﻣﻌﺎﺀ‬
‫ﺍﻟﺘﻔﺘﻴﺖ‬
‫ُ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ﻓﺈﻧّﻬﺎ ﺳﺘُﻐﻄّﻲ ﻣﻠﻌﺒًﺎ ﻟﻠﻜﺮ ِﺓ ‪ .‬ﻗﺪ ﺗﻌﺘﻘ ُﺪ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ِ‬
‫ﺑﻄﺎﻧﺔ‬ ‫ﺇﺫﺍ ﻣﺎ ﺗ ﱠﻢ ﺑﺴ ُ‬
‫ﻂ‬
‫ﻟﻴﺲ ﻛﺬﻟﻚ‬ ‫ِ‬ ‫ِ‬ ‫ﺃ ّﻥ ﺍﻟﺴﻄ َ‬
‫ﺃﻣﻠﺲ ﻭﻟﻜﻨّﻪ َ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ‬ ‫ﻟﻸﻣﻌﺎﺀ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﺢ‬
‫ﺃﺣﻀ ِﺮ ﺍﻷﺷﻴﺎﺀ َ ﺍﻟﺘﺎﻟﻴﺔَ‪ :‬ﻭﻋﺎﺀ ً ‪ ،‬ﻣﺎﺀ ً ‪،‬‬ ‫ِ‬ ‫ﱠ‬
‫ُ‬
‫ﺳﺎﺋﻼ ‪ ،‬ﻗﻄّﺎﺭ ًﺓ‬ ‫ﺕ ﺇﺻﺒﻌﻴ ِﺔ ﺍﻟﺸﻜﻞ ﺗ ُﺴﻤﻰ ﺯﻳﺘًﺎ ﻧﺒﺎﺗﻴ ًّﺎ ‪ ،‬ﺻﺎﺑﻮﻧًﺎ ً‬
‫ّ‬ ‫ِ‬ ‫ﺕ ﺃﻭ ﻧﺘﻮﺀﺍ ٍ‬ ‫ﻓﺎﻷﻣﻌﺎﺀُ ﺍﻟﺪﻗﻴﻘﺔ ُ ﻣﺒﻄﱠﻨﺔ ٌ ﺑﺒﺮﻭﺯﺍ ٍ‬
‫ﻃﺒّﻴّﺔً ‪.‬‬ ‫ّ‬
‫ﺕ ﻓﻲ ﺷﻜ ِﻞ )‪ . (17‬ﺍﻟﺨﻤﻼﺕ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ ﺍﻟﺨﻤﻼ ِ‬ ‫ﺍﻟﺨﻤﻼﺕ ‪ . villi‬ﻳ ُ ِ‬ ‫ِ‬
‫ﺖ‬ ‫ﺕ ﺯﻳ ٍ‬ ‫ﺿ ْﻊ ﺣﻮﺍﻟﻰ ‪ 10‬ﻗﻄﺮﺍ ِ‬ ‫ُ ‪َ .1‬‬
‫ﻭﻋﺎﺀ ﻣﻦ ِ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫ﻧﺒﺎﺗﻲ ﻓﻲ ٍ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ﻣﻦ ﺍﻟﺪﺍﺧ ِﻞ ‪ .‬ﻛﻤﺎ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺗﺮﺍﻛﻴﺐ ﺗﺰﻳ ُﺪ ﻣﺴﺎﺣﺔَ‬ ‫َ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ﱟ‬
‫ﺙ‪.‬‬
‫ﻆ ﻭﺳﺠﱢ ْﻞ ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ﻻﺣ ْ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ‪ِ .2 .‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ِ‬
‫ﻏﺸﺎﺀ‬ ‫ﺍﻟﻤﻤﺘﺼ ِﺔ ﻋﺒﺮ‬ ‫ّ‬ ‫ﻳﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺯﻳﺎﺩ ِﺓ ﻛﻤﻴ ّ ِﺔ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ﺕ ﻣﻦ‬ ‫ﺿ ْﻊ ‪ 6 - 5‬ﻗﻄﺮﺍ ٍ‬ ‫ﺍﻟﺠﺰﻳﺌﺎﺕ ‪َ .3‬‬
‫ُ‬ ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬ ‫ِ‬ ‫ﻭﺍﺳﻌﺔ ﻣﻦ‬ ‫ٍ‬ ‫ٍ‬
‫ﺑﺸﺒﻜﺔ‬ ‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺗﺘّﺼ ُﻞ ﺑﻄﺎﻧﺔ ُ‬
‫ِ‬ ‫ﺍﻟﺼﺎﺑﻮ ِﻥ ﺍﻟﺴﺎﺋ ِﻞ ﻓﻲ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻭﺳﻂ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﺇﻟﻰ‬ ‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺑﻄﺎﻧﺔ‬ ‫ﻋﺒﺮ‬‫ﺗﻤﺮ َ‬ ‫ﺍﻟﻤﻬﻀﻮﻣﺔ ﱡ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ُ ﻟﻠﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ‬
‫ﺙ؟‬
‫ﺍﻟﻮﻋﺎﺀ ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ﺕ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ‬ ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ .‬ﺗﻨﻘ ُﻞ ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ ﻫﺬﻩ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫ِ‬ ‫ﻫﺬﻩ‬
‫ﻣﻤﺎﺛﻠﺔ ٌ‬ ‫ﻣﻼﺣﻈﺎﺗﻚ ِ‬ ‫ِ‬ ‫ﻓﺴ ْﺮ ﻛﻴﻒ ﺃ ّﻥ‬ ‫ﱢ‬
‫ﻦ ﻟﻜﻴﻔﻴ ّ ِﺔ ﺗﻔﻜﻴ ِ‬ ‫ﺗﺘﺤﺮ ُﻙ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻤﺘﺒ ّﻘﻴﺔ ُ ﻭﺍﻟﺘﻲ ﻻ ﻳ ُ ِ‬ ‫ِ‬ ‫ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﺇﻟﻰ‬
‫ِ‬
‫ﺍﻟﺼﻔﺮﺍﺀ‬ ‫ﻚ ﻋﺼﺎﺭ ِﺓ‬ ‫ﻤﻜ ُ‬ ‫ّ‬ ‫ﺃﻧﺤﺎﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬
‫ﺣﻠﻘﺔ ﺃﺧﺮﻯ ﻣﻦ ﻟﻠﺪﻫﻮ ِﻥ ﻓﻲ‬ ‫ٍ‬ ‫ﻋﺒﺮ‬ ‫ِ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ َ‬ ‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺺ ﻓﻲ‬ ‫ﻫﻀﻤﻬﺎ ﻭﺍﻟﻤﺎﺀ ُ ﺍﻟﺬﻱ ﻟﻢ ﻳُﻤﺘ َ ﱠ‬ ‫ُ‬
‫ﺍﻟﻐﻠﻴﻈﺔ ﺇﻟﻰ ﺣﻮﺍﻟﻰ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻐﻠﻴﻈﺔ ‪ .‬ﻳﺒﻠ ُﻎ ﻃﻮ ُﻝ ﺍﻷﻣﻌﺎﺀ‬ ‫ِ‬ ‫ِ‬
‫ﺕ ﺇﻟﻰ ﺍﻷﻣﻌﺎﺀ‬ ‫ﺍﻟﻌﻀﻼ ِ‬
‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺟﺪﺭ‬ ‫ﻭﻗﻄﺮﻫﺎ ﺣﻮﺍﻟﻰ ‪ 6‬ﺳﻨﺘﻴﻤﺘﺮﺍ ٍ‬
‫ﺗﻤﺘﺺ ُ‬ ‫ﱡ‬ ‫ﺕ‪.‬‬ ‫ُ‬ ‫‪ 1.5‬ﻣﺘ ٍﺮ ﻓﻲ ﺍﻟﻄﻮ ِﻝ‬
‫ﺍﻟﻐﻠﻴﻈﺔ ﺍﻟﻤﺎﺀ َ ﺍﻟﻤﺘﺒ ّﻘ َﻲ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺨﻤﻼﺕ‬
‫ُ‬

‫ﺃﻭﻋﻴﺔ ٌ ﺩﻣﻮﻳّﺔ ٌ‬
‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﻋﻀﻼﺕ ﺟﺪﺍ ِﺭ‬
‫ُ‬

‫‪17 πo μ°T‬‬
‫ﺕ ﺍﻷﻣﻌﺎﺀ َ‬ ‫ﻣﻼﻳﻴﻦ ﺍﻟﺨﻤﻼ ِ‬
‫ُ‬ ‫ﺗ ُﺒﻄﱢ ُﻦ‬
‫ﺍﻟﺪﻗﻴﻘﺔَ ‪ .‬ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴّﺔ ُ‬
‫ﺕ ﻣﻜﺒ ﱠﺮ ًﺓ ‪300‬‬ ‫ﺢ ﺍﻟﺨﻤﻼ ِ‬ ‫ﺿ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺗﺮﻛﻴﺐ ﺍﻟﺨﻤﻼﺕِ‬ ‫ُ‬ ‫ﺿﻌﻒٍ ‪.‬‬
‫ﺢ ﺇﻟﻰ ﺍﻟﻴﺴﺎ ِﺭ ‪.‬‬
‫ﺿ ٌ‬ ‫ﻣﻮ ﱠ‬

‫‪43‬‬
 ‫ﺢ‬ ‫ِ‬
‫ﺍﻟﻐﻠﻴﻈﺔ ﺗ ُﺼﺒِ ُ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﻣﺤﺘﻮﻳﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﺰﺍﺋ ِﺪ ﺗﺪﺭﻳﺠﻴ ًّﺎ ﻓﺈ ّﻥ‬ ‫ﺹ ِ‬ ‫ﻭﺑﺎﻣﺘﺼﺎ ِ‬
‫َ‬
‫ﻧﺼﻒ‬‫ِ‬ ‫ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﺍﺳﻢ ﺍﻟﺒﺮﺍ ِﺯ ‪ ،‬ﻭﻫﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ َ‬ ‫ﺻﻠﺒﺔ ﻭﻳُﻄﻠ َ ُﻖ ﻋﻠﻴﻬﺎ ُ‬ ‫ٍ‬ ‫ﺷﺒ َﻪ‬
‫ﻫﻀﻤﻪ‬ ‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺬﻱ ﻻ ﻳ ُ ِ‬ ‫ﺍﻟﺒﺮﺍﺯ ً‬ ‫ُ‬ ‫ﺍﻟﻤﺎﺀ ‪ .‬ﻳﺤﺘﻮﻱ‬ ‫ﻫﺬﺍ ِ‬
‫ﺍﻟﺼﻠﺔ ُ ﺑﻌﻠﻢ ِ ﺍﻟﺼ ّﺤ ِﺔ‬ ‫ﺛﺎﻧﻴﺔ ﺗ ُ َﻌ ﱡﺪ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ‬ ‫ﻧﺎﺣﻴﺔ ٍ‬
‫ٍ‬
‫ﺍﻟﻬﻀﻤﻲ ﺇﻟﻰ‬ ‫ﺟﻬﺎﺯﻙ‬ ‫ﻳﺤﺘﺎﺝ‬
‫ﺎﺡ ﻭﺑﺬﻭ ِﺭ ﺍﻟﺨﻴﺎ ِﺭ ﻭﻏﻴ ِﺮﻫﺎ ‪ .‬ﻣﻦ‬ ‫ﻣﺜ ِﻞ ﻗﺸ ِﺮ ﺍﻟﺘ ّﻔ ِ‬
‫ﱡ‬ ‫ُ‬ ‫ُ‬ ‫ِ‬ ‫ﻣﻬﻤﺔً ﻷﻧّﻬﺎ ﺗ ِ‬ ‫ﺍﻟﻐﻨﻴّﺔ ُ ﺑﺎﻷﻟﻴﺎ ِ‬
‫ﺴﺎﻋ َﺪ ﻋﻠﻰ ﺣﺮﻛﺔِ‬ ‫ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻠﻴﻔﻴ ّ ِﺔ ﻟﺘ ُ ِ‬ ‫ﺗﺤﺮ ِﻙ ﺍﻟﻄﻌﺎﻡ ِ‬ ‫ﺍﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ّ‬ ‫ُﺴﺎﻋ ُﺪ ﻋﻠﻰ‬ ‫ﻑ ّ‬
‫ﺃﻣﻌﺎﺋﻚ ‪ .‬ﺳﺠﱢ ْﻞ‬ ‫ِ‬ ‫ﺍﻟﻄﻌﺎﻡ ِ ﺧﻼ َﻝ‬ ‫ﻧﺎﺕ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﻟﺒﺮﺍ ِﺯ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺑﻜﺘﻴﺮﻳﺎ‬ ‫ﺍﻟﻤﻜﻮ ُ‬ ‫ﱢ‬ ‫ﻗﻨﺎﺗﻚ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ‪.‬‬ ‫ﺧﻼ َﻝ ِ‬
‫ﻑ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﺍﻟﺘﻲ‬ ‫ﻛﻤﻴّﺔَ ﺍﻷﻟﻴﺎ ِ‬ ‫ّ‬ ‫ﺑﻄﺎﻧﺔ ﺍﻟﻘﻨﺎ ِﺓ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ﻧﺘﻴﺠﺔً ﻻﺣﺘﻜﺎ ِﻙ ﺍﻟﻄﻌﺎﻡ ِ ﺃﺛﻨﺎﺀ َ‬ ‫ِ‬ ‫ﻭﻗﻄﻊ ﺻﻐﻴﺮ ٍﺓ ﻣﻦ‬ ‫ٍ‬ ‫ٍ‬
‫ﻣﻴﺘﺔ‬
‫ﺗﺤﺼ ُﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺬﻱ‬ ‫ﻋﺒﺮﻫﺎ ‪.‬‬
‫ﻣﺮﻭ ِﺭﻩ َ‬
‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ ﻣﺪﻭﱠ ﻧﺔ ٌ‬ ‫ﺗﺘﻨﺎﻭﻟ ُﻪ ‪.‬‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻐﻠﻴﻈﺔ ‪،‬‬ ‫ِ‬
‫ﻟﻸﻣﻌﺎﺀ‬ ‫ﺍﻟﺴﻔﻠﻲ‬
‫ﱢ‬ ‫ﺍﻟﺒﺮﺍﺯ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ِ ﻋﻨ َﺪ ﺍﻟﻄﺮ ِ‬
‫ﻑ‬ ‫ُ‬ ‫ﻳﺘﺤﺮ ُﻙ‬
‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﻓﻲ ﺍﻟﺤﻘﺎﺋ ِﻖ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﻋﻠﻰ‬ ‫ّ‬
‫ِ‬
‫ﺍﻷﻃﻌﻤﺔ‬ ‫ﺕ ﺍﻟﻄﻌﺎﻡ ِ ‪ .‬ﺃﻱﱡ‬ ‫ﻣﻌﻠﱠﺒﺎ ِ‬ ‫ﺍﻟﺸﺮﺝ‬
‫َ‬ ‫ُﺴﻤﻰ‬‫ﺟ ُﺪ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ِ ﻓُﺘﺤﺔ ٌ ﺻﻐﻴﺮﺓٌ ﺗ ّ‬ ‫ِ‬ ‫ﻭﻳﺘﺠﻤ ُﻊ ﻫﻨﺎﻙ ‪ .‬ﺗﻮ َ‬ ‫ّ‬
‫ﻑ؟‬ ‫ﻋﺎﻟﻴﺔ ُ ﺍﻟﻤﺤﺘﻮﻯ ﻣﻦ ﺍﻷﻟﻴﺎ ِ‬ ‫ﺍﻟﻌﻀﻠﻲ ﻟﺠﺪﺍ ِﺭ ﺍﻟﻤﺴﺘﻘﻴﻢ ِ ﺑﻄﺮ ِﺩ ﺍﻟﺒﺮﺍ ِﺯ ﻣﻦ‬ ‫ﱡ‬ ‫ﺍﻹﺳﺖ ‪ .‬ﻭﻳﻘﻮﻡ ُ ﺍﻟﻔﻌ ُﻞ‬ ‫َ‬ ‫ﺃﻭ‬
‫ﻑ ﺍﻟﺘﻲ‬ ‫ﻣﻘﺪﺍﺭ ﺍﻷﻟﻴﺎ ِ‬
‫ُ‬ ‫ﻭﺃﻳ ﱡﻬﺎ ﺃﻗ ﱡﻞ؟ ﻣﺎ‬ ‫ﺧﺎﺭﺝ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﺸﺮﺝ ﺇﻟﻰ‬‫ِ‬ ‫ﺧﻼ ِﻝ ﻓ ُ ِ‬
‫ﺘﺤﺔ‬
‫ﺕ؟‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻳﻮﻣﻴ ًّﺎ ﺑﺎﻟﺠﺮﺍﻣﺎ ِ‬ ‫ُ‬
‫ﻫﻞ ﺗﺘﻨﺎﻭ ُﻝ ﺃﻟﻴﺎﻓًﺎ ﻛﺎﻓﻴﺔً؟‬
‫‪»ª°†¡dG‬‬ ‫‪Rp É¡÷G äÉHGô£°VG‬‬
‫‪Problems of the Digestive System‬‬
‫‪u‬‬ ‫‪o‬‬

‫ﺖ ﻣﻦ‬ ‫ﺑﺪ ﺃﻥ ﺗﻜﻮ َﻥ ﻗﺪ ﻋﺎﻧﻴْ َ‬ ‫ﺱ ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻼ ﱠ‬ ‫ﺃﻧﺖ ﻣﺜ ُﻞ ﻣﻌﻈﻢ ِ ﺍﻟﻨﺎ ِ‬

‫ﻓﺎﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻬﻀﻤﻴّﺔ ُ ﻣﺜ ُﻞ‬‫ُ‬ ‫ﺕ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ﻓﻲ ﻭﻗ ٍ‬
‫ﺖ ﻣﺎ ‪.‬‬ ‫ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬
‫ﺍﻟﻤﻤﺎﺛ ِﻠﺔ‬
‫ِ‬ ‫ﺕ ﺍﻷﺧﺮﻯ‬ ‫ﺺ ‪ ،‬ﺍﻟﻐﺜﻴﺎ ِﻥ ﺃﻭ ﺍﻟﺪﻭﺍ ِﺭ ‪ ،‬ﺍﻹﺳﻬﺎ ِﻝ ‪ ،‬ﻭﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬ ‫ﺍﻟﻤﻐ ِ‬
‫ﺍﻟﻬﻀﻤﻲ ﻳﺘﻌﺎﻣ ُﻞ ﻣﻊ ﺗﺪﻓ ّ ٍﻖ ﻣﻄّﺮ ٍﺩ ﻣﻦ‬ ‫ﱡ‬ ‫ﻓﺠﻬﺎﺯﻙ‬
‫ُ‬ ‫ﺟﺪﺍ ‪.‬‬ ‫ﺙ ًّ‬ ‫ﺷﺎﺋﻌﺔ ُ ﺍﻟﺤﺪﻭ ِ‬
‫ﺗﺤﺘﻮﻱ‬
‫َ‬ ‫ﺟ ُﺪ ﺍﺣﺘﻤﺎ ُﻝ ﺃﻥ‬ ‫ﺟﺴﻤﻚ ‪ .‬ﻓﻔﻲ ﻛ ﱢﻞ ﻳﻮﻡ ٍ ﻳﻮ َ‬ ‫ِ‬ ‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﺍﻟﻤﻮﺍﺩﱢ ﻣﻦ‬
‫ِ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬ ‫ﺍﺿﻄﺮﺍﺏ‬
‫َ‬ ‫ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ ﻋﻠﻰ ﺟﺮﺍﺛﻴﻢ ٍ ﺃﻭ ﻣﻮﺍﺩﱠ ﻛﻴﻤﻴﺎﺋﻴ ّ ٍﺔ ﻗﺪ ﺗ ُﺴﺒﱢ ُ‬
‫ﺐ‬
‫ﻭﺃﻣﻌﺎﺋﻚ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﻟﻤﻌﺪﺗﻚ‬ ‫ﺍﻟﻄﺒﻴﻌﻴ ّ ِﺔ‬
‫ﺍﻟﺸﺎﺋﻌﺔ ﻟﻠﺠﻬﺎ ِﺯ‬ ‫ِ‬ ‫ﺾ ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬
‫ﺕ‬ ‫ﻳﺤﻮﻱ ﺍﻟﺠﺪﻭ ُﻝ )‪ (1‬ﻗﺎﺋﻤﺔً ﺑﺒﻌ ِ‬
‫ﺺ ﺃﻭ‬ ‫ﺑﻐﺬﺍﺀ ﺍﻟﺸﺨ ِ‬ ‫ِ‬ ‫ﻂ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﻫﺬﻩ ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﻬﻀﻤﻲ ‪ .‬ﺗﺮﺗﺒ ُ‬ ‫ﱢ‬
‫ﺃﻛﺜﺮ‬
‫ﻭﻋﺴﺮ ﺍﻟﻬﻀﻢ ِ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻫﻤﺎ ُ‬ ‫ُ‬ ‫ﺍﻟﻘﺮﺡ‬
‫ُ‬ ‫ﺣﻴﺎﺗﻪ ‪.‬‬‫ﺏ ِ‬ ‫ﺑﺄﺳﻠﻮ ِ‬
‫ﻟﻠﻀﻐﻂ ﺃﻭ ﺍﻟﺘﻮﺗ ّ ِﺮ ‪ .‬ﻣﻦ‬ ‫ِ‬ ‫ﺿﺎ‬
‫ﺗﻌﺮ ً‬‫ﺱ ﺍﻷﻛﺜ ِﺮ ّ‬ ‫ﺑﻴﻦ ﺍﻟﻨﺎ ِ‬ ‫ﺕ ﺷﻴﻮ ًﻋﺎ َ‬ ‫ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬
‫ﻭﺟﻪ‬ ‫ﻫﻀﻤﻚ ‪ .‬ﻋﻠﻰ ِ‬ ‫ِ‬ ‫ﺃﻳﻀﺎ ﺃ ّﻥ ﻋﻮﺍﻃﻔَﻚ ﺗ ُﺆﺛ ﱢ ُﺮ ﻓﻲ‬ ‫ﺗﻌﺮﻑ ً‬ ‫ُ‬ ‫ﺍﻟﻤﺤﺘﻤ ِﻞ ﺃﻧّﻚ‬‫َ‬
‫ﺕ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ﻫﻲ ﺃﻥ ﺗﺘﻨﺎﻭ َﻝ ﻏﺬﺍﺀ ً‬ ‫ﻟﻤﻨﻊ ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬ ‫ِ‬ ‫ٍ‬
‫ﻃﺮﻳﻘﺔ‬ ‫ﺍﻟﻌﻤﻮﻡ ِ ‪ ،‬ﺃﻓﻀ ُﻞ‬
‫ﺗﺸﺮﺏ ﺍﻟﻤﺎﺀ َ‬ ‫َ‬ ‫ﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ُ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﻭﺃﻥ‬ ‫ﺍﻟﻜﻤﻴ ّ ُ‬
‫ّ‬ ‫ﻣﺘﻮﺍﺯﻧًﺎ ﻣﻦ ﺣﻴﺚ‬
‫ﺑﻮﻓﺮ ٍﺓ ‪.‬‬

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 ‫ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻬﻀﻤﻴّﺔ ُ‬
‫ُ‬ ‫ﺟﺪﻭ ُﻝ )‪(1‬‬
‫ﺍﻟﻌﻼﺝ‬
‫ُ‬ ‫ﺍﻟﺴﺒﺐ‬
‫ُ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ُ‬ ‫ﺍﻻﺿﻄﺮﺍﺑﺎﺕ‬
‫ُ‬
‫ﺍﻟﺠﺮﺍﺣﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﺪﺧّ ُﻞ‬ ‫ﺩﺧﻮ ُﻝ ﺍﻟﻄﻌﺎﻡ ِ‬ ‫ﺍﻟﺰﺍﺋﺪﺓُ ﻣﻨﺘﻔﺨﺔ ٌ‬ ‫ﺍﻟﺘﻬﺎﺏ ﺍﻟﺰﺍﺋﺪ ِﺓ‬
‫ُ‬
‫ﻭﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﺇﻟﻰ ﺍﻟﺰﺍﺋﺪ ِﺓ‬ ‫ﻭﻣﻠﺘﻬﺒﺔ ٌ‬ ‫ﺍﻟﺪﻭﺩﻳ ّ ِﺔ‬
‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺟﻤﻊ‬
‫ُ‬ ‫ﺍﻟﺪﻭﺩﻳ ّ ِﺔ‬
‫ﺍﻟﺘﻔﻜﻴﺮ ﻓﻲ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ‬
‫ُ‬
‫ﺖ ﻗﺒ َﻞ ﺫﻟﻚ ﻛﻴﻒ ﺗ ُﺆﺛﺮﱢ‬
‫ِ‬
‫ﺍﻟﺪﻭﺍﺀ‬ ‫ﻛﻤﻴ ّ ٍﺔ ﻛﺒﻴﺮ ٍﺓ ﺗﻨﺎﻭ ُﻝ‬ ‫ﺍﻣﺘﺼﺎﺹ ّ‬
‫ُ‬ ‫ﺟﺪﺍ‬ ‫ﺍﻟﺒﺮﺍﺯ ﻣﺘﺼﻠﱢ ٌ‬
‫ﺐ ًّ‬ ‫ُ‬ ‫ﺍﻹﻣﺴﺎ ُﻙ‬
‫ُ‬ ‫ﻫﻞ ﻻﺣﻈ ْ َ‬ ‫ﺍﻟﺘﻐﻴﻴﺮ‬
‫ُ‬ ‫‪،‬‬ ‫ﺐ‬‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﻨﺎﺳ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﻓﻲ‬ ‫ﻣﻦ ِ‬
‫ﺍﻟﻤﺎﺀ‬
‫ﺍﻟﻬﻀﻤﻲ؟‬ ‫ﺍﻷﻃﻌﻤﺔ ُ ﻓﻲ ﺟﻬﺎ ِﺯﻙ‬ ‫ِ‬
‫ﺍﻟﻐﺬﺍﺀ‬ ‫ﻓﻲ ﻧﻮﻋﻴ ّ ِﺔ‬ ‫ِ‬
‫ﺍﻟﻐﻠﻴﻈﺔ‬
‫ﱢ‬
‫ﺗﺸﻌﺮ‬ ‫ُ‬ ‫ﺑﻢ‬
‫ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪َ ،‬‬ ‫ِ‬
‫ﺍﻟﺪﻭﺍﺀ‬ ‫ﺍﻟﻤﺎﺀ ﺗﻨﺎﻭ ُﻝ‬‫ﺹ ِ‬ ‫ﻋﺪﻡ ُ ﺍﻣﺘﺼﺎ ِ‬ ‫ٍ‬
‫ﺑﺪﺭﺟﺔ‬ ‫ﻣﺎﺋﻲ‬
‫ﺍﻟﺒﺮﺍﺯ ﱞ‬
‫ُ‬ ‫ﺍﻹﺳﻬﺎ ُﻝ‬
‫ﻛﻤﻴّﺔً‬ ‫ﻣﻌﺪﺗ ُﻚ ﺑﻌ َﺪ ﺃﻥ ﺗﺘﻨﺎﻭ َﻝ ّ‬ ‫ﺍﻟﺘﻐﻴﻴﺮ‬
‫ُ‬ ‫‪،‬‬ ‫ﺐ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﻨﺎﺳ‬ ‫ﻓﻲ‬ ‫ٍ‬
‫ﻛﺎﻓﻴﺔ‬ ‫ٍ‬
‫ﺑﺪﺭﺟﺔ‬ ‫ﻛﺒﻴﺮ ٍﺓ‬
‫ﺟﺪﺍ ﻣﻦ ﺍﻟﻄﻌﺎﻡِ؟ ﻋﻠﻰ ﻣﺪﺍ ِﺭ‬ ‫ﻗﻠﻴﻠﺔً ًّ‬ ‫ﻓﻲ ﻧﻮﻋﻴ ّ ِﺔ ﺍﻟﻐﺬﺍﺀِ‬ ‫ِ‬
‫ﺍﻟﻐﻠﻴﻈﺔ‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬
‫ﺑﺠﻤﻴﻊ‬
‫ِ‬ ‫ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔً‬
‫ْ‬ ‫ﺛﻼﺛﺔ ﺃﻳّﺎﻡ ٍ ‪،‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺪﻭﺍﺀ‬ ‫ﺗﻨﺎﻭ ُﻝ‬ ‫ﺣﺼﻮﺍﺕ »ﺻﻠﺒﺔ ٌ«‬
‫ٌ‬ ‫ﺃﻟﻢ ﻓﻲ ﺍﻟﺒﻄ ِﻦ‬
‫ٌ‬ ‫ﺣﺼﻮﺍﺕ ﺍﻟﻤﺮﺍﺭ ِﺓ‬
‫ُ‬
‫ﺕ‬ ‫ﺑﺎﻟﻜﻤﻴّﺎ ِ‬ ‫ّ‬ ‫ﺍﻷﻃﻌﻤﺔ ﺍﻟﺘﻲ ﺗﺘﻨﺎﻭﻟ ُﻬﺎ‬‫ِ‬ ‫ﺍﻟﻤﻨﺎﺳ ِ‬
‫ﺐ ‪ ،‬ﺍﻟﺠﺮﺍﺣﺔ ُ‬ ‫ِ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺩﺍﺧ َﻞ‬
‫ّ‬
‫ﺍﻛﺘﺐ ﻛﻴﻒ‬ ‫ْ‬ ‫ﺍﻟﺘﻘﺮﻳﺒﻴ ّ ِﺔ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪،‬‬ ‫ﺍﻟﺤﻮﺻﻠﺔ ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ‬
‫ِ‬
‫ﻒ‬ ‫ﺗﺸﻌﺮ ﺑﻌ َﺪ ﺗﻨﺎﻭ ِﻟﻚ ﻟﻠﻄﻌﺎﻡ ِ ‪ِ .‬ﺻ ْ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻐﺬﺍﺀ ‪،‬‬ ‫ﺗﻐﻴﻴﺮ ﻧﻮﻋﻴ ّ ِﺔ‬ ‫ﻣﺤﺘﻮﻳﺎ ِ‬
‫ﺕ‬ ‫َ‬ ‫ﺍﺭﺗﺪﺍﺩُ‬ ‫ﺃﻟﻢ ﺃﺳﻔ َﻞ ﺍﻟﻘﻠ ِ‬
‫ﺐ‬ ‫ﺐ ﻭﺣﺮﻗﺔ ُ‬ ‫ﺣﺮﻗﺔ ُ ﺍﻟﻘﻠ ِ‬
‫ِ‬ ‫ﱢ‬ ‫ُ‬ ‫ٌ‬
‫ﻛﻴﻒ ﺗ ُﺆﺛ ُﺮ ﺍﻷﻃﻌﻤﺔ ُ ﺍﻟﻤﺨﺘﻠﻔﺔ ُ‬ ‫ﺍﻟﻤﻨﺎﺳ ِ‬
‫ﺐ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺪﻭﺍﺀ‬ ‫ﺗﻨﺎﻭ ُﻝ‬ ‫ِ‬
‫ﺍﻟﻤﺮﻱﺀ‬ ‫ﺍﻟﻤﻌﺪ ِﺓ ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﺪ ِﺓ ﻭﺍﻟﺼﺪ ِﺭ‬
‫ﺗﺴﺘﻬﻠﻜﻬﺎ ﻋﻠﻰ‬ ‫ُ‬ ‫ﺎﺕ ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻜﻤﻴ ّ ُ‬
‫ّ‬
‫ﺍﻟﻬﻀﻤﻲ ‪.‬‬
‫ﱢ‬ ‫ﺟﻬﺎ ِﺯﻙ‬ ‫ﺗﻐﻴﻴﺮ ﻋﺎﺩﺍ ِ‬
‫ﺕ ﺗﻨﺎﻭ ِﻝ‬ ‫ﻋﺪﻡ ُ ﻫﻀﻢ ِ ﺍﻟﻄﻌﺎﻡ ِ‬ ‫ﺃﻟﻢ ﻓﻲ ﺍﻟﺒﻄ ِﻦ ‪،‬‬ ‫ﻋﺴﺮ ﺍﻟﻬﻀﻢ ِ‬
‫ُ‬ ‫ٌ‬ ‫ُ‬
‫ﺍﻟﻄﻌﺎﻡ ِ ﺃﻭ ﺗﻐﻴﻴﺮ ﻧﻮﻋﻴّﺔِ‬ ‫ﺑﺎﻟﻜﺎﻣ ِﻞ‬ ‫ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻐﺜﻴﺎ ِﻥ‬
‫ُ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﻐﺬﺍﺀ‬ ‫ﺺ ﺣﺎﺩﱟ‬
‫ﻭﻣﻐ ٍ‬
‫ِ‬
‫ﺍﻟﻐﺬﺍﺀ ‪،‬‬ ‫ﺗﻐﻴﻴﺮ ﻧﻮﻋﻴ ّ ِﺔ‬ ‫ِ‬
‫ﺍﻷﻧﺴﺠﺔ‬ ‫ﺗﺂﻛ ُﻞ‬ ‫ﺑﺜﺮﺓٌ ﻣﻔﺘﻮﺣﺔ ٌ ﻓﻲ‬ ‫ﺍﻟﻘﺮﺣﺔ ُ‬
‫ُ‬
‫ﺗﻘﻠﻴ ُﻞ ﺍﻟﺘﻮﺗ ّ ِﺮ ‪ ،‬ﺗﻨﺎﻭ ُﻝ‬ ‫ﺍﻟﻜﻤﻴ ّ ِﺔ‬
‫ّ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺍﻟﻤﻌﺪ ِﺓ ﺃﻭ ﺍﻻﺛﻨﻲ‬
‫ﺍﻟﻤﻨﺎﺳ ِ‬
‫ﺐ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺪﻭﺍﺀ‬ ‫ﺍﻟﺰﺍﺋﺪ ِﺓ ﻣﻦ ﺣﻤ ِ‬
‫ﺾ‬ ‫ﻋﺸﺮ‬
‫َ‬
‫ﺍﻟﻤﻌﺪ ِﺓ‬

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 ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬
‫ُ‬ ‫ﺍﻟﻌﻠﻢ‬
‫ُ‬
‫ﺍﺿﻄﺮﺍﺑﺎﺕ ﻓﻲ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ‬
‫ٌ‬
‫ﺱ‬‫ﺑﻌﺾ ﺍﻟﻨﺎ ِ‬ ‫ُ‬ ‫ﻭﺯﻧﻚ؟‬ ‫ﺹ ِ‬‫ﻧﻈﺎﻣﺎ ﻏﺬﺍﺋﻴ ًّﺎ ﻹﻧﻘﺎ ِ‬ ‫ً‬ ‫ﺖ‬
‫ﺳﺒﻖ ﻟﻚ ﺃﻥ ﺍﺗ ّﺒ ْﻌ َ‬ ‫ﻫﻞ َ‬
‫ﻣﻌﺮﺿﻮﻥ‬ ‫ﺙ ﺫﻟﻚ ﻓﺈﻧّﻬﻢ ﱠ‬ ‫ﻳﻔﻘﺪﻭﻥ ﺍﻟﻮﺯ َﻥ ﺩﻭ َﻥ ﺗﺤ ّﻜﻢ ٍ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺤﺪ ُ‬
‫ُﺴﻤﻰ ﻓﻘ َﺪ ﺍﻟﺸﻬﻴ ّ ِﺔ‬ ‫ﺕ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺘﻲ ﺗ ّ‬ ‫ﺍﻹﺻﺎﺑﺔ ﺑﺎﺿﻄﺮﺍﺑﺎ ِ‬ ‫ِ‬ ‫ﻟﺨﻄ ِﺮ‬
‫ﻭﺍﻟﻨﻬﻢ ﺃﻭ ﻓﺮ َﻁ ﺍﻟﺸﻬﻴ ّ ِﺔ ‪ ،‬ﻭﻏﺎﻟﺒًﺎ ﻣﺎ ﻳُﺆﺛ ﱢ ُﺮ ﻫﺬﺍﻥ ﺍﻻﺿﻄﺮﺍﺑﺎﻥ‬ ‫َ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪،‬‬
‫ﱠ‬
‫ﺚ ﻣﻦ ﺍﻟﻌﻤ ِﺮ ‪ .‬ﺍﻷﻓﺮﺍﺩُ ﺍﻟﻤﺼﺎﺑﻮ ُﻥ‬ ‫ﺙ ﻓﻲ ﺍﻟﻌﻘﺪﻳﻦ ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺜﺎﻟ ِ‬ ‫ﻓﻲ ﺍﻹﻧﺎ ِ‬
‫ﺑﻐﺾ ﺍﻟﻨﻈ ِﺮ ﻋﻦ ﻣﺪﻯ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻣﻘﺘﻨﻌﻮﻥ ﺑﺄﻧّﻬﻢ ﺯﺍﺋﺪﻭ ﺍﻟﻮﺯ ِﻥ ﱢ‬ ‫ﱢ‬ ‫ﺑﻔﻘ ِﺪ ﺍﻟﺸﻬﻴ ّ ِﺔ‬
‫ﺃﺟﺴﺎﻣﻬﻢ ‪ .‬ﻭﻫﻢ ﻳﺄﻛﻠﻮﻥ ﺍﻟﻘﻠﻴ َﻞ ﺃﻭ ﻻ ﻳﺘﻨﺎﻭﻟﻮﻥ ﺍﻟﻄﻌﺎﻡَ ﻭﻏﺎﻟﺒًﺎ‬ ‫ِ‬ ‫ِ‬
‫ﻧﺤﺎﻓﺔ‬
‫ﺇﻧﻘﺎﺹ‬
‫ُ‬ ‫ﺕ ﺍﻟﺮﻳﺎﺿﻴّﺔَ ﺑﻜﺜﺮ ٍﺓ ﺷﺪﻳﺪ ٍﺓ ‪ .‬ﻗﺪ ﻳﺘﺴﺒ ّ ُ‬
‫ﺐ‬ ‫ﻣﺎ ﻳُﻤﺎ ِﺭﺳﻮﻥ ﺍﻟﺘﻤﺮﻳﻨﺎ ِ‬
‫ﺕ ﺍﻟﻄﻌﺎﻡ ِ ﺃﻭ ﻋﺪﻡ ُ ﺗﻨﺎﻭ ِﻟﻪ ﺑﺄﻥ ﻳُﺼﺒِ ﺤﻮﺍ ﻋﺼﺒﻴّﻴﻦ ﻭﻳﻌﻤﻠﻮﺍ »ﺑﺤ ّﺪ ٍﺓ«‬ ‫ﻛﻤﻴّﺎ ِ‬ ‫ّ‬
‫ﺺ ﺑﺸ ّﺪﺓ ‪ ،‬ﻭﻓﻲ‬ ‫ٍ‬ ‫ﺑﺼﺤﺔ ﺍﻟﺸﺨ ِ‬ ‫ِ‬ ‫ّ‬ ‫ﻳﻀﺮ‬
‫ﱡ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻗﺪ‬
‫ﱡ‬ ‫ِ‬
‫ﻃﻮﺍ َﻝ ﺍﻟﻮﻗﺖ ‪ .‬ﻓﻘ ُﺪ ﺍﻟﺸﻬﻴّﺔ‬ ‫ِ‬
‫ﻓﺮﻁ ﺍﻟﺸﻬﻴ ّ ِﺔ‬ ‫ﺍﻟﻨﺎﺱ ﺍﻟﻤﺼﺎﺑﻮﻥ ﺑﺎﻟﻨﻬﻢ ِ ﺃﻭ ِ‬ ‫ُ‬ ‫ﺕ‪.‬‬‫ﺕ ﻗﺪ ﻳُﺆﺩّﻱ ﺇﻟﻰ ﺍﻟﻤﻮ ِ‬ ‫ﺾ ﺍﻟﺤﺎﻻ ِ‬ ‫ﺑﻌ ِ‬
‫ﺕ ﻛﺒﻴﺮ ًﺓ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻭﻟﻜﻨّﻬﻢ ﻳُﺨﻠﱢﺼﻮﻥ ﺃﺟﺴﺎﻣَﻬﻢ ﻣﻦ‬ ‫ﻛﻤﻴّﺎ ٍ‬ ‫ﺍﻟﻮﺍﻗﻊ ّ‬ ‫ِ‬ ‫ﻳﺘﻨﺎﻭﻟﻮﻥ ﻓﻲ‬
‫ﺍﻷﺷﺨﺎﺹ ﺫﻭﻱ‬ ‫َ‬ ‫ﺺ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻓﺈ ّﻥ ﺃﻭﻟﺌﻚ‬ ‫ﺐ ﺯﻳﺎﺩ ِﺓ ﺍﻟﻮﺯ ِﻥ ‪ .‬ﻭﻟﻠﺘﺨﻠ ّ ِ‬ ‫ﺍﻟﻄﻌﺎﻡ ِ ﻟﺘﺠﻨ ّ ِ‬
‫ﺃﻧﻔﺴﻬﻢ ﺃﺣﻴﺎﻧًﺎ ﻋﻠﻰ ﺍﻟﺘﻘﻴّﮎ ﺑﻌ َﺪ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻭﻗﺪ‬ ‫َ‬ ‫ﺍﻟﻤﻔﺮﻃﺔ ﻳُﺠﺒِ ﺮﻭﻥ‬ ‫ِ‬ ‫ﺍﻟﺸﻬﻴ ّ ِﺔ‬
‫ﺤﺮﻛﻮﺍ ﺍﻟﻄﻌﺎﻡَ ﺧﻼ َﻝ ﺍﻟﻘﻨﺎ ِﺓ ﺍﻟﻬﻀﻤﻴ ّ ِﺔ ﻗﺒ َﻞ ﺃﻥ‬ ‫ﺕ ﻟﻴ ُ ﱢ‬ ‫ﺕ ﺃﻭ ﺍﻟﻤﻠﻴﱢﻨﺎ ِ‬ ‫ﻳﺘﻨﺎﻭﻟﻮﻥ ﺍﻟﻤﺴﻬﱢﻼ ِ‬
‫ﻭﺍﻟﻤﺮﻱﺀ ﻭﺍﻟﻜﺒ ِﺪ‬ ‫ِ‬ ‫ﻳﻀﺮ ﺑﺎﻟﻤﻌﺪ ِﺓ‬ ‫ﻁ ﺍﻟﺸﻬﻴ ّ ِﺔ ﻗﺪ ﱡ‬ ‫ﺍﻣﺘﺼﺎﺻﻪ ‪ .‬ﻓﺮ ُ‬ ‫ِ‬ ‫ﺃﻣﻌﺎﺅﻫﻢ ﻣﻦ‬ ‫ُ‬ ‫ﺗﺘﻤ ّﻜ َﻦ‬
‫ﺃﻳﻀﺎ‬ ‫ﻁ ﺍﻟﺸﻬﻴ ّ ِﺔ ً‬ ‫ﺐ ﻓﺮ ُ‬ ‫ﺱ ﻭﺣﺘّﻰ ﺍﻷﺳﻨﺎ ِﻥ ‪ .‬ﻗﺪ ﻳُﺴﺒﱢ ُ‬ ‫ﻭﺍﻟﺤﻮﺻﻠﺔ ﺍﻟﺼﻔﺮﺍﻭﻳ ّ ِﺔ ﻭﺍﻟﺒﻨﻜﺮﻳﺎ ِ‬ ‫ِ‬
‫ﺕ ‪ .‬ﻋﺎﺩ ًﺓ ﻣﺎ ﻳﺴﺘﻠﺰﻡ ُ‬ ‫ﺐ ‪ ،‬ﺍﻟﻠﺬﺍﻥ ﻗﺪ ﻳُﺆﺩﱢﻳﺎ ِﻥ ﺇﻟﻰ ﺍﻟﻤﻮ ِ‬ ‫ﻗﺼﻮﺭ ﺍﻟﻘﻠ ِ‬ ‫َ‬ ‫ﺍﻟﻜﻠﻮﻱ ﺃﻭ‬‫ﱠ‬ ‫ﺍﻟﻔﺸ َﻞ‬
‫ﺕ ﻓﻲ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ ﺩﺧﻮ َﻝ ﺍﻟﻤﺴﺘﺸﻔﻰ ‪ ،‬ﺣﻴﺚ ﻳﺘﻌﻠ ّ ُﻢ‬ ‫ﻋﻼﺝ ﻫﺬﻩ ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬ ‫ُ‬
‫ٍ‬ ‫ٍ‬
‫ﺍﻟﻤﺮﺿﻰ ﺍﻟﻘﻮﺍﻋ َﺪ ﺍﻟﺴﻠﻴﻤﺔَ ﻟﻠﺘﻐﺬﻳﺔ ﻭﻳﺤﺼﻠﻮﻥ ﻋﻠﻰ ﺍﺳﺘﺸﺎﺭﺍﺕ ﻧﻔﺴﻴّﺔ ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ‬ ‫ِ‬
‫ﻋﻮﺿﺎ ﻋﻦ‬ ‫ً‬ ‫ﺖ ﻣﺪﺍﻭﺍ ًﺓ ﻓﻌﻠﻴّﺔً ﻟﻬﺬﻩ ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬
‫ﺕ‪.‬‬ ‫ﻟﻴﺴ ْ‬ ‫ﺍﻟﻌﻼﺟﺎﺕ َ‬ ‫ُ‬ ‫ﻣﻦ ﺫﻟﻚ ‪ ،‬ﻓﻬﺬﻩ‬
‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻋﺎﻧﻮﺍ ﻓﻘﺪﺍ َﻥ ﺍﻟﺸﻬﻴ ّ ِﺔ‬ ‫ُ‬ ‫ﺽ‪.‬‬ ‫ﻋﻼﺟﺎﺕ ﻟﻸﻋﺮﺍ ِ‬ ‫ٌ‬ ‫ﺫﻟﻚ ‪ ،‬ﻫﻲ‬
‫ِ‬
‫ﺍﻟﻘﻠﻴﻠﺔ‬ ‫ﺩﺍﺋﻤﺎ ﺍﻟﺪﺍﻓ َﻊ ﻟﻔﻘ ِﺪ ﺍﻟﻤﺰﻳ ِﺪ ﻣﻦ ﺍﻟﻜﻴﻠﻮﺟﺮﺍﻣﺎ ِ‬
‫ﺕ‬ ‫ﻓﺮﻁ ﺍﻟﺸﻬﻴ ّ ِﺔ ﻗﺪ ﻳُﻘﺎ ِﻭﻣﻮﻥ ً‬ ‫ﺃﻭ ِ‬
‫ﺺ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﺑﻌ َﺪ ﺗﻨﺎﻭ ِﻟﻪ ‪.‬‬ ‫ﺃﻭ ﺍﻟﺘﺨﻠ ّ ِ‬

‫ﺍﻟﺪﺭﺱ ‪1-2‬‬
‫ُ‬

‫‪.1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪r u .2‬‬
‫‪?ºp °†¡dG áp «∏ªY‬‬
‫‪q ‘ ƒm °†Y πc‬‬
‫‪t ¬H Ωƒ≤j‬‬
‫‪o …òdG QhódG‬‬
‫‪o‬‬ ‫‪Ée ?»ª°†¡dG‬‬
‫‪u‬‬ ‫‪Rp É¡÷G AÉ°†YC‬‬
‫‪o‬‬ ‫‪G Ée‬‬

‫‪GPÉe :èr àp æà°SGh ôur μa .3‬‬

‫‪p ¤EG áp eƒ°†¡ŸG áp «FGò¨dG‬‬
‫‪. ΩódG‬‬ ‫‪q‬‬ ‫‪OGƒŸG‬‬
‫‪u‬‬ ‫‪¢†©H‬‬
‫‪o π≤àæJ‬‬
‫‪o‬‬ ‫‪∞«c öùa‬‬
‫‪≈≤Ñj πg ?É«MGôL‬‬
‫‪v‬‬ ‫‪áp ≤«bódG ¬Fp É©eCG ∞°üf‬‬
‫‪n‬‬ ‫‪Ée ¢üî°T‬‬
‫‪l‬‬ ‫‪∫GRC‬‬
‫‪n G GPEG çóëj‬‬
‫‪o‬‬

‫‪p jo ∞«c :πo °UGƒàdG .4‬‬

‫‪r u ?Ip É«◊G óp «b ≈∏Y ¢üî°ûdG‬‬
‫‪. öùa‬‬ ‫‪o‬‬ ‫‪Gòg‬‬
‫‪. öùa‬‬
‫‪r u ?»FÉ«ª«μdG‬‬
‫‪u‬‬ ‫‪p‬‬
‫‪ºp °†¡dG çhóM‬‬ ‫‪≈∏Y »μ«fÉμ«ŸG‬‬
‫‪t‬‬ ‫‪º°†¡dG‬‬
‫‪o‬‬ ‫‪óo YÉ°ù‬‬

‫‪46‬‬
 ‫‪Ro É¡÷G 2-2‬‬
‫‪Circulatory System‬‬
‫‪…QhódG‬‬
‫‪t‬‬
‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ُ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺍﻟﻨﺒﺾ‬
‫َ‬ ‫ﺟُ ﱠﺲ‬ ‫ﺗﺮﻛﻴﺐ ﻭﻭﻇﻴﻔﺔَ ﺍﻟﻘﻠ ِ‬
‫ﺐ‪.‬‬ ‫َ‬ ‫ﻳﺼﻒ‬‫َ‬
‫ﺾ‬ ‫ﻣﻮﺿﻊ ﺍﻟﻨﺒ ِ‬ ‫ِ‬ ‫ﺿ ْﻊ ﺇﺻﺒﻌﻴﻦ ﻋﻠﻰ‬ ‫َ‬ ‫ﻋﺒﺮ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﺪﻭﺭﻱﱢ ‪.‬‬
‫ﺕ ﺍﻟﻘﻠﺐِ‬ ‫ﻋﻨﻘﻚ ‪ .‬ﻋُ ﱠﺪ ﺿﺮﺑﺎ ِ‬ ‫ﻓﻲ ِ‬ ‫ﻣﺴﺎﺭ ﺍﻟﺪﻡ ِ َ‬
‫َ‬ ‫ﻳﺘﺘﺒّﻊَ‬
‫ﻭﻇﺎﺋﻒ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﻠﻴﻤﻔﺎﻭﻱﱢ ‪.‬‬
‫َ‬ ‫ﺤﺪﺩ َ‬ ‫ﻳُ ﱢ‬
‫ٍ‬
‫ﺑﺄﺭﺑﻌﺔ‬ ‫ﺍﺿﺮﺏ‬
‫ْ‬ ‫ﻟﻤ ّﺪ ِﺓ ‪ 15‬ﺛﺎﻧﻴﺔً ‪.‬‬ ‫ﻔﺴ َﺮ ﻛﻴﻒ ﺗﺘﻔﺎﻋ ُﻞ ﻓﺼﺎﺋ ُﻞ ﺍﻟﺪﻡ ِ ﻣﻊ ِ‬
‫ﺑﻌﻀﺎ ‪.‬‬
‫ﺑﻌﻀﻬﺎ ً‬ ‫ﻳُ ﱢ‬
‫ﻭﺳﺠﱢ ِﻞ ﺍﻟﻌﺪﺩَ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪،‬‬
‫ﻭﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﺿﻐﻂ ﺍﻟﺪﻡ ِ‬ ‫ﻳﻀﻊ ﻓﺮﺿﻴّ ًﺔ ﻋﻦ ﺗﺪﺍﺧ ِﻞ‬ ‫َ‬
‫ٍ‬
‫ﺩﻗﻴﻘﺔ‬ ‫ِ‬
‫ﻣﻜﺎﻧﻚ ﻟﻤ ّﺪ ِﺓ‬ ‫ﺍﺭﻛﺾ ﻓﻲ‬ ‫ْ‬
‫ﺍﻟﺸﺮﺍﻳﻴﻦ ‪.‬‬
‫َ‬ ‫َ‬ ‫ِ‬
‫ﻑ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺸﻌﻴﺮﺍﺕ ﺍﻟﺪﻣﻮﻳّﺔَ ‪ ،‬ﺍﻷﻭﺭﺩﺓ ‪،‬‬
‫ِ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﻣﺮ ًﺓ‬ ‫ِ‬
‫ﻓﻌﺪﺩْ ﺿﺮﺑﺎﺕ ﻗﻠﺒِ ﻚ ّ‬ ‫ﻭﻋُ ْﺪ ﱢ‬
‫ﻧﻔﺴﻪ ﻣﻦ‬ ‫ﺛﺎﻧﻴﺔً ‪ .‬ﻫﻞ ﻟﺪﻳﻚ ﺍﻟﻌﺪﺩُ ُ‬
‫ﻓﺴ ْﺮ‬ ‫ﺍﻟﻤﺮﺗﻴﻦ؟ ﱢ‬ ‫ﺐ ﻓﻲ ّ‬ ‫ﺕ ﺍﻟﻘﻠ ِ‬ ‫ﺿﺮﺑﺎ ِ‬
‫ﺇﺟﺎﺑﺘَﻚ ‪.‬‬
‫‪Ö∏≤dG‬‬
‫‪The Heart‬‬
‫‪o‬‬

‫ﺍﻟﻘﺴﻢ‬
‫ُ‬ ‫ﺣﻴﺎﺗﻚ ‪ ،‬ﻳﻘﻮﻡ ُ ﻗﻠﺒُﻚ ﺑﻀ ﱢﺦ ﺍﻟﺪﻡ ِ َ‬
‫ﻋﺒﺮ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﺛﺎﻧﻴﺔ ﻣﻦ ِ‬
‫ﻓﻲ ﻛ ﱢﻞ ٍ‬
‫‪18 πo μ°T‬‬ ‫ﺍﻷﻳﺴﺮ ﻣﻦ‬
‫ُ‬ ‫ﺍﻟﻘﺴﻢ‬
‫ُ‬ ‫ﺍﻷﻳﻤﻦ ﻣﻦ ﺍﻟﻘﻠ ِ‬
‫ﺐ ﻳﻀ ﱡﺦ ﺍﻟﺪﻡَ ﺇﻟﻰ ﺍﻟﺮﺋﺘﻴﻦ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻀ ﱡﺦ‬ ‫ُ‬
‫ﻗﻠﺐ ﺍﻹﻧﺴﺎ ِﻥ‬
‫ُ‬ ‫ِ‬
‫ﺟﻤﻴﻊ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ِ‬ ‫ﺐ ﺍﻟﺪﻡَ ﺇﻟﻰ‬ ‫ﺍﻟﻘﻠ ِ‬

‫ﻭﻋﺎﺀ ﺩﻣﻮﻱﱟ ﻓﻲ‬‫)ﺍﻷﻭﺭﻃﻲ(‪ :‬ﺃﻛﺒﺮ ٍ‬‫ﱡ‬ ‫ﺍﻷﺑﻬﺮ‬ ‫ﺍﻟﺸﺮﻳﺎﻥُ‬

‫ﻏﻴﺮ‬ ‫ُ‬ ‫ُ‬
‫ﺍﻷﺟﻮﻑ ﺍﻟﻌﻠﻮﻱﱡ ‪ :‬ﻳﻨﻘ ُﻞ ﺍﻟﺪﻡَ َ‬
‫ُ‬ ‫ﺍﻟﻮﺭﻳ ُﺪ‬ ‫ﺍﻟﻐﻨﻲ ﺑﺎﻷﻛﺴﺠﻴ ِﻦ‬ ‫ﱠ‬ ‫ﻡ‬
‫ﱡ َ‬‫ﺍﻟﺪ‬ ‫ﺍﻷﻭﺭﻃﻲ‬ ‫ﻞ‬‫ُ‬ ‫ﻳﻨﻘ‬ ‫‪،‬‬ ‫ﺍﻟﺠﺴﻢ ِ‬
‫ِ‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ﺍﻟﻌﻠﻮﻳّﺔِ‬ ‫ﺍﻟﻤﺆﻛﺴﺞ ﻣﻦ‬
‫ِ‬ ‫ِ‬
‫ﺟﻤﻴﻊ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ِ‬ ‫ﻣﻦ ﺍﻟﺒﻄﻴ ِﻦ ﺍﻷﻳﺴ ِﺮ ﺇﻟﻰ‬
‫ﺇﻟﻰ ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﻤ ِﻦ ‪.‬‬
‫ﺍﻟﻤﺆﻛﺴﺞ‬
‫ِ‬ ‫ﻏﻴﺮ‬ ‫ﺷﺮﻳﺎﻥٌ ﱞ‬
‫ﺭﺋﻮﻱ‪ :‬ﻳﻨﻘ ُﻞ ﺍﻟﺪﻡَ َ‬
‫ﺍﻟﻮﺭﻳ ُﺪ ﺍﻟﺮﺋﻮﻱﱡ ‪ :‬ﻳﻨﻘ ُﻞ ﺍﻟﺪﻡَ‬ ‫ﻣﻦ ﺍﻟﺒﻄﻴ ِﻦ ﺍﻷﻳﻤ ِﻦ ﺇﻟﻰ ﺍﻟﺮﺋﺘﻴ ِﻦ ‪.‬‬
‫ﺍﻟﻤﺆﻛﺴ َﺞ ﻣﻦ ﺍﻟﺮﺋﺘﻴﻦ ﺇﻟﻰ‬ ‫ﺍﻷﻳﺴﺮ‪ :‬ﻳﺴﺘﻘﺒ ُﻞ‬ ‫ﺍﻷﺫﻳﻦ‬
‫ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﺴ ِﺮ ‪.‬‬ ‫ُ‬ ‫ُ‬
‫ﺍﻟﻐﻨﻲ ﺑﺎﻷﻛﺴﺠﻴ ِﻦ‬
‫ﱠ‬ ‫ﺍﻟﺪﻡَ‬
‫ﻋﺒﺮ ﺍﻟﻮﺭﻳ ِﺪ‬
‫َ‬ ‫ﺍﻟﺮﺋﺘﻴﻦ‬ ‫ﻣﻦ‬
‫ﺍﻷﻳﻤﻦ ﺍﻟﺪﻡَ‬
‫ُ‬ ‫ﺍﻷﺫﻳﻦ‬
‫ُ‬ ‫ﺍﻷﻳﻤﻦ‪ :‬ﻳﺴﺘﻘﺒ ُﻞ‬
‫ُ‬ ‫ﺍﻷﺫﻳﻦ‬
‫ُ‬
‫ﻣﻦ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻫﺬﺍ ﺍﻟﺪﻡ ُ ﻳﺤﻤ ُﻞ ﺍﻟﻘﻠﻴ َﻞ ﻣﻦ‬ ‫ﺍﻟﺮﺋﻮﻱﱢ ‪.‬‬
‫ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﻳﺤﺘﻮﻱ ﻋﻠﻰ ﺗﺮﻛﻴ ٍﺰ ﻋﺎ ٍﻝ‬
‫ﻣﻦ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪.‬‬ ‫ﺍﻷﻭﺭﻃﻲ‬
‫ﱡ‬ ‫ﺍﻟﺼﻤﺎﻡ ُ‬
‫ّ‬
‫ﺍﻟﺼﻤﺎﻡ ُ ﺍﻟﺮﺋﻮﻱﱡ‬
‫ّ‬ ‫)ﺻﻤﺎﻡ ٌ‬
‫ّ‬ ‫ﺍﻟﺘﺎﺟﻲ‬
‫ﱡ‬ ‫ﺍﻟﺼﻤﺎﻡ ُ‬
‫ّ‬
‫ٍ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺨﻼﻳﺎ‬ ‫ِ‬
‫ﺻﺎﻧﻊ ﺍﻟﻀﺮﺑﺎﺕ‪ :‬ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ﺕ(‬ ‫ﺛﻨﺎﺋﻲ ﺍﻟﺸﺮﻓﺎ ِ‬‫ﱡ‬
‫ُ‬
‫ﻧﺒﺾ‬
‫َ‬ ‫ِ‬
‫ﺕ‬ ‫ﺍﻟﻀﺮﺑﺎ‬ ‫ﺻﺎﻧﻊ‬
‫ُ‬ ‫ﻓﻲ ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﻤ ِﻦ ‪ .‬ﻳُﻨﻈﱢ ُﻢ‬
‫ﻋﺒﺮ ﺇﺭﺳﺎ ِﻝ ﺍﻹﺷﺎﺭ ِﺓ ﺍﻟﺘﻲ ﺗﺠﻌ ُﻞ ﺧﻼﻳﺎ‬ ‫ﺍﻟﻘﻠ ِ‬ ‫ﻳﻨﻘﺒﺾ‬
‫ُ‬ ‫ﺍﻷﻳﺴﺮ‪ :‬ﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬
‫ﺐ َ‬ ‫ُ‬
‫ﺗﻨﻘﺒﺾ ‪.‬‬
‫ُ‬ ‫ﻋﻀﻠﺔ ﺍﻟﻘﻠ ِ‬
‫ﺐ‬ ‫ِ‬ ‫ﺍﻷﻳﺴﺮ ‪ ،‬ﻳﻀ ﱡﺦ ﺍﻟﺪ َﻡ‬
‫ُ‬ ‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬
‫ﺛﻼﺛﻲ ﺍﻟﺸﺮﻓﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﻤﺆﻛﺴ َﺞ ﺇﻟﻰ ﺑﺎﻗﻲ ﺍﻟﺠﺴﻢ ِ‬
‫ﱡ‬ ‫ﺍﻟﺼﻤﺎﻡ ُ‬
‫ّ‬ ‫ﺍﻷﻭﺭﻃﻲ ‪.‬‬ ‫ﻋﺒﺮ‬
‫ﱢ‬ ‫َ‬
‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬ ‫ﻳﻨﻘﺒﺾ ‪ ،‬ﻳﻀ ﱡﺦ‬
‫ُ‬ ‫ﺍﻷﻳﻤﻦ‪ :‬ﻋﻨﺪﻣﺎ‬‫ُ‬ ‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬
‫ﻋﺒﺮ‬
‫َ‬ ‫ﺍﻟﺮﺋﺘﻴﻦ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺆﻛﺴﺞ‬
‫ِ‬ ‫ﻏﻴﺮ‬
‫َ َ‬ ‫ﻡ‬ ‫ﺍﻟﺪ‬ ‫ﺍﻷﻳﻤﻦ‬
‫ُ‬ ‫ﺍﻟﻌﻀﻠﻲ ﺍﻟﺴﻤﻴﻚُ‬ ‫ﺍﻟﺠﺪﺍﺭ‬ ‫ﺣﺎﺟ ٌﺰ‪ :‬ﻳﻔﺼ ُﻞ ﻫﺬﺍ‬
‫ﱡ‬ ‫ُ‬
‫ﺍﻟﺸﺮﻳﺎﻧﻴﻦ ﺍﻟﺮﺋﻮﻳّﻴﻦ ‪.‬‬ ‫ﺐ‬ ‫ﺐ ﻋﻦ ﺍﻟﺠﺎﻧ ِ‬ ‫ﺍﻷﻳﺴﺮ ﻟﻠﻘﻠ ِ‬ ‫ﺍﻟﺠﺎﻧﺐ‬
‫َ‬ ‫َ‬
‫ﻏﻴﺮ‬ ‫َ‬
‫ﺍﻟﺤﺎﺟﺰ ﺍﺧﺘﻼﻁ ﺍﻟﺪﻡ ِ‬ ‫ﻳﻤﻨﻊ ﻫﺬﺍ‬ ‫ﺍﻷﻳﻤ ِﻦ ‪.‬‬
‫ﺍﻟﺴﻔﻠﻲ‪ :‬ﻳﻨﻘ ُﻞ ﺍﻟﺪﻡَ َ‬
‫ﱡ‬ ‫ﺍﻷﺟﻮﻑ‬
‫ُ‬ ‫ﺍﻟﻮﺭﻳ ُﺪ‬ ‫ُ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﻤﺆﻛﺴﺞ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ﺍﻟﺴﻔﻠﻰ‬ ‫ِ‬ ‫ﺍﻟﻤﺆﻛﺴﺞ ﺩﺍﺧ َﻞ‬
‫ِ‬ ‫ﺍﻟﻤﺆﻛﺴﺞ ﻭﺍﻟﺪﻡ ِ ﻏﻴ ِﺮ‬
‫ِ‬
‫ﺇﻟﻰ ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﻤ ِﻦ ‪.‬‬ ‫ﺐ‪.‬‬ ‫ﺍﻟﻘﻠ ِ‬

‫‪47‬‬
 ‫‪oájƒeódG‬‬ ‫‪oá«YhC’G‬‬
‫‪Blood Vessels‬‬
‫‪q‬‬

‫ﺃﻛﺜﺮ ﻣﻦ ‪ 95 000‬ﻛﻴﻠﻮﻣﺘ ٍﺮ ﻣﻦ‬ ‫َ‬ ‫ِ‬

‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺟﺴﻤﻚ‬‫ِ‬ ‫ﻋﺒﺮ‬
‫ﺤﻤ ُﻞ ﺍﻟﺪﻡ ُ َ‬ ‫ﻳُ َ‬
‫ﺍﻟﻘﻠﺐ‬
‫َ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (19‬ﺍﻟﺪﻡ ُ ﺍﻟﺬﻱ ﻳُﻐﺎ ِﺩ ُﺭ‬ ‫ْ‬ ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ٍﺔ ‪.‬‬‫ِ‬
‫ﺷﻌﻴﺮﺍﺕ ﺩﻣﻮﻳّﺔ ٌ‬
‫ٌ‬ ‫ﻭﻋﻀﻼﺗﻚ ‪.‬‬‫ِ‬ ‫ﺃﻋﻀﺎﺋﻚ‬ ‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﺩﻓﻌﻪ ﺇﻟﻰ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ‪ ،‬ﺍﻟﺘﻲ ﺗﻨﻘﻠُﻪ ﺇﻟﻰ‬ ‫ﻳﺘ ﱡﻢ ُ‬
‫ﻭﻣﺮﻧﺔ ‪ ،‬ﻭﺍﻟﺘﻲ‬ ‫ٍ‬ ‫ﺳﻤﻴﻜﺔ ﻭﻗﻮﻳّ ٍﺔ‬‫ٍ‬ ‫ﺫﺍﺕ ﺟﺪ ٍﺭ‬ ‫ﺍﻟﺸﺮﺍﻳﻴﻦ ‪ arteries‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺃﻧﺎﺑﻴﺐ ِ‬
‫َ‬ ‫ُ‬
‫ﻭﺭﻳ ٌﺪ‬ ‫ﺷﺮﻳﺎ ٌﻥ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺼﻤ َﺪ ﺃﻣﺎﻡَ )ﺃﻭ ﺗ ُﻘﺎ ِﻭﻡَ(‬ ‫ُ‬ ‫ﺍﻟﻘﻠﺐ ‪ ،‬ﻭﻫﻲ‬ ‫َ‬ ‫ﻳﻐﺎﺩﺭ‬
‫ﺗﺤﻤ ُﻞ ﺍﻟﺪﻡ َ ﺍﻟﺬﻱ ُ‬
‫ﻳﻨﻘﺒﺾ ﺍﻟﺒﻄﻴﻨﺎﻥ ‪ .‬ﺍﻟﺪﻡ ُ ﺍﻟﻤﻐﺎ ِﺩ ُﺭ‬ ‫ُ‬ ‫ﺩﻓﻌﻪ ﺩﺍﺧﻠَﻬﺎ ﻋﻨﺪﻣﺎ‬ ‫ﻂ ﺍﻟﺪﻡ ِ ﺍﻟﺬﻱ ﻳﺘ ﱡﻢ ُ‬ ‫ﺿﻐ َ‬
‫ﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﻓﺄﺻﻐﺮ ﺇﻟﻰ‬ ‫ﺃﺻﻐﺮ‬ ‫ﺷﺮﺍﻳﻴﻦ‬
‫َ‬ ‫ﺩﻓﻌﻪ ﺧﻼ َﻝ‬ ‫ﺍﻟﻘﻠﺐ ﻳﺘ ﱡﻢ ُ‬ ‫َ‬
‫‪19 πo μ°T‬‬
‫َ‬ ‫َ‬
‫ﻭﺍﻟﺸﻌﻴﺮﺍﺕ‬ ‫ﺍﻟﺸﺮﺍﻳﻴﻦ ﻭﺍﻷﻭﺭﺩ ُﺓ‬ ‫ِ‬ ‫ﺻﻐﺮﺍ ﺗ ّ‬
‫ﺍﻟﺸﻌﻴﺮﺍﺕ ﺍﻟﺪﻣﻮﻳّﺔ َ ‪، capillairies‬‬ ‫ُﺴﻤﻰ‬ ‫ﺍﻷﻛﺜﺮ ً‬ ‫ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ‬
‫ُ‬ ‫ُ‬
‫ٍ‬ ‫ٍ‬
‫ﺃﻭﻋﻴﺔ ﺩﻣﻮﻳّﺔ ‪ .‬ﻣﺎ ﻭﻇﻴﻔﺔ ُ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ُ‬
‫ﻭﻋﺎﺀ ﺩﻣﻮﻱﱟ ﻣﻨﻬﺎ؟‬ ‫ﻛ ﱢﻞ ٍ‬ ‫ﺟﺪﺍ ﺇﻟﻰ‬ ‫ﺕ ﺻﻐﻴﺮﺓٌ ًّ‬ ‫ﺑﻌﺾ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ُ‬ ‫ﺃﺩﻕ ﻣﻦ ﺷﻌ ِﺮ ﺍﻹﻧﺴﺎ ِﻥ ‪.‬‬ ‫ﺍﻟﺘﻲ ﺗ ُﻌﺘﺒَ ُﺮ ﱠ‬
‫ﻳﺘﺤﺮ َﻙ ﺧﻼﻟَﻬﺎ ‪.‬‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﺻﻔﺎ ﻭﺍﺣ ًﺪﺍ ﻓﻘﻂ ﻣﻦ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﻳ ُ ِ‬ ‫ﺩﺭﺟﺔ ﺃ ّﻥ ًّ‬ ‫ِ‬
‫ّ‬
‫ﻭﺃﻋﻀﺎﺋﻚ ‪،‬‬ ‫ِ‬ ‫ﻋﻀﻼﺗﻚ‬‫ِ‬ ‫ﺐ ﺇﻟﻰ‬ ‫ﺕ ﺗﺤﻤ ُﻞ ﺍﻟﺪﻡَ ﻣﻦ ﺍﻟﻘﻠ ِ‬ ‫ﺑﻌﺾ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ُ‬
‫ﺐ‪.‬‬ ‫ﺍﻵﺧﺮ ﻳﺤﻤ ُﻞ ﺍﻟﺪﻡَ ﻟﻴُﻌﻴﺪَﻩ ﺇﻟﻰ ﺍﻟﻘﻠ ِ‬ ‫ُ‬ ‫ﻭﺑﻌﻀﻬﺎ‬ ‫ُ‬
‫ﺍﻟﺸﻌﻴﺮﺍﺕ ﺍﻟﺪﻣﻮﻳّ ِﺔ‬‫ِ‬ ‫ﺍﻷﻭﺭﺩﺓُ ‪ veins‬ﻫﻲ ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ ﺍﻟﻤﺘﺠﻤﱢﻌﺔ ُ ﻣﻦ‬
‫ﻳﺪﻓﻊ ﺍﻟﺪﻡَ ﺧﻼ َﻝ ﺍﻷﻭﺭﺩ ِﺓ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﻘﻠﺐ ﻻ‬ ‫ُ‬ ‫ﻋﺎﺋﺪﺍ ﻧﺤﻮ ﺍﻟﻘﻠ ِ‬
‫ﺐ‪.‬‬ ‫ﻭﺍﻟﺘﻲ ﺗﺤﻤ ُﻞ ﺍﻟﺪﻡ َ ً‬
‫ﺗﻘﻊ ﻗﺮﻳﺒًﺎ ﻣﻦ‬ ‫ﺗﺪﻓﻊ ﺍﻟﺪﻡَ ﺧﻼﻟَﻬﺎ ‪ .‬ﻭﻷ ّﻥ ﺍﻷﻭﺭﺩ َﺓ ُ‬ ‫ُ‬ ‫ﺎﻣﺎﺕ ﻓﻲ ﺍﻷﻭﺭﺩ ِﺓ‬ ‫ﻓﺎﻟﺼﻤ ُ‬ ‫ّ‬
‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﺍﻫﺎ ﻓﻲ ﻳﺪﻳﻚ ﻭﻗﺪﻣﻴﻚ ‪ ،‬ﺣﻴﺚ ﻳﻜﻮ ُﻥ ﺍﻟﺠﻠ ُﺪ‬ ‫ﺳﻄﺢ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻳ ُ ِ‬ ‫ِ‬
‫ﺭﻗﻴﻘًﺎ ‪.‬‬

‫‪p‬‬
‫‪Ö∏≤dG‬‬ ‫‪p‬‬
‫‪äÉ°†Ñf‬‬ ‫‪∫o ó©e‬‬
‫‪Heart Rate‬‬
‫‪s‬‬

‫ﺍﻟﺴﻔﻠﻲ ﻣﺒﺎﺷﺮ ًﺓ ‪.‬‬

‫ﱢ‬ ‫ﱢ‬
‫ﺍﻟﻔﻚ‬ ‫ﻋﻨﻘﻚ ﺃﺳﻔ َﻞ‬ ‫ﺿ ْﻊ ﺇﺻﺒﻌﻴﻦ ﻋﻠﻰ ﺃﺣ ِﺪ ﺟﺎﻧﺒﻲ ِ‬ ‫َ‬
‫ﻟﺪﻓﻊ ﻗﻠﺒِ ﻚ ﻟﻠﺪﻡ ِ‬ ‫ِ‬ ‫ٍ‬
‫ﻛﻨﺘﻴﺠﺔ‬ ‫ﺍﻟﻤﻨﺘﻈﻢ ِ ﺃﺳﻔ َﻞ ﺇﺻﺒﻌﻴﻚ ﺗﻨﺸﺄ ُ‬ ‫ِ‬ ‫ﻣﻮﺟﺔ ُ ﺍﻟﺘﺪﻓ ّ ِﻖ‬
‫ﺍﻟﺒﻄﻴﻦ ﺍﻟﺪﻡَ ﺇﻟﻰ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ‬ ‫ُ‬ ‫ﻳﺪﻓﻊ ﻓﻴﻬﺎ‬
‫ُ‬ ‫ﻣﺮ ٍﺓ‬
‫ﻋﺒﺮ ﺷﺮﻳﺎ ِﻥ ﺍﻟﻌﻨ ِﻖ ‪ .‬ﻓﻲ ﻛ ﱢﻞ ّ‬ ‫َ‬
‫ﻭﺍﻧﻘﺒﺎﺿﻪ ‪.‬‬
‫َ‬ ‫ِ‬
‫ﺟﺴﻤﻚ‬ ‫ﻂ ﺍﻧﺒﺴﺎ َﻁ ﻛ ﱢﻞ ﺷﺮﻳﺎ ٍﻥ ﻓﻲ‬ ‫ﺐ ﺍﻟﻀﻐ ُ‬ ‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ ‪ ،‬ﻳُﺴﺒﱢ ُ‬
‫ﺐ‪.‬‬ ‫ﺗﺸﻌﺮ ﺑﻬﺎ ﻫﻲ ﺩﻗّﺔ ُ ﺃﻭ ﻧﺒﻀﺔ ُ ﻗﻠ ٍ‬ ‫ﻣﻮﺟﺔ ﺗﺪﻓ ّ ٍﻖ ﻟﻠﺪﻡ ِ‬‫ِ‬ ‫ﻓﻜ ﱡﻞ‬
‫ُ‬
‫ﺕ ﻗﻠﺒِ ﻚ ﺃﻭ‬ ‫ﻣﻌﺪ ُﻝ ﻧﺒﻀﺎ ِ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ﺍﻟﻮﺍﺣﺪ ِﺓ ﻫﻮ ﱠ‬ ‫ِ‬ ‫ﺕ ﻗﻠﺒِ ﻚ ﻓﻲ‬ ‫ﻋﺪﺩُ ﻧﺒﻀﺎ ِ‬
‫ﺑﻴﻦ ‪َ 65‬ﻭ ‪ 75‬ﻧﺒﻀﺔً‬ ‫ﺍﻟﺮﺍﺣﺔ ﻣﺎ َ‬ ‫ِ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺃﺛﻨﺎﺀ َ‬
‫ﱡ‬ ‫ﺐ‬ ‫ﻧﺒﻀﻚ ‪ .‬ﻳﺒﻠ ُﻎ ﱠ‬
‫ﻣﻌﺪ ُﻝ ﺍﻟﻘﻠ ِ‬ ‫ِ‬
‫ﻧﺸﺎﻃﻚ ‪ .‬ﻓﻌﻠﻰ‬ ‫ِ‬ ‫ﺍﻟﻤﻌﺪ ُﻝ ﺧﻼ َﻝ ﺍﻟﻴﻮﻡ ِ ﺑﺤﺴ ِ‬
‫ﺐ‬ ‫ﱠ‬ ‫ﺩﻗﻴﻘﺔ ‪ .‬ﻳﺘﻐﻴ ّ ُﺮ ﻫﺬﺍ‬ ‫ٍ‬ ‫ﻟﻜ ﱢﻞ‬
‫ﺕ ﺍﻟﺮﻳﺎﺿﻴّﺔَ ﻭﻳﺘﻐﻴ ّ ُﺮ ﺣﺘّﻰ‬ ‫ُﻤﺎﺭ ﺱ ﺍﻟﺘﻤﺮﻳﻨﺎ ِ‬
‫ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻫﻮ ﻳﺰﺩﺍﺩُ ﻋﻨﺪﻣﺎ ﺗ ِ ُ‬
‫ﺗﻨﻬﺾ ﻭﺍﻗﻔًﺎ ‪.‬‬ ‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫‪48‬‬
 ‫‪p‬‬
‫‪ΩódG‬‬ ‫‪§¨°V‬‬
‫‪Blood Pressure‬‬
‫‪o‬‬

‫ﺍﻗﺒﺾ ﺑﺈﺣﻜﺎﻡ ٍ ﺷﺪﻳ ٍﺪ‬ ‫ْ‬ ‫ﺍﻟﺪﺭ ِ‬

‫ﺍﺟﺔ ‪،‬‬ ‫ﺇﻃﺎﺭ ّ‬ ‫ﺦ ﻓﻴﻬﺎ َ‬ ‫ﺍﻟﻘﺎﺩﻣﺔ ﺍﻟﺘﻲ ﺗﻨﻔ ُ‬ ‫ِ‬ ‫ﺍﻟﻤﺮ ِﺓ‬
‫ﻓﻲ ّ‬
‫ﺐ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻳﺘﺼﻠ ّ ُ‬ ‫ﻆ ﺃﻧّﻪ ﻣﻊ ﻛ ﱢﻞ ٍ‬
‫ﺩﻓﻘﺔ ﻣﻦ‬ ‫ﻻﺣ ْ‬ ‫ﺍﻟﻤﻨﻔﺎﺥ ‪ِ .‬‬‫ِ‬ ‫ﻋﻠﻰ ﺧﺮﻃﻮﻡ ِ‬
‫ﻟﺸﺮﺍﻳﻴﻨﻚ ﻋﻨﺪﻣﺎ ﻳﻀ ﱡﺦ ﻗﻠﺒُﻚ‬ ‫ِ‬ ‫ﻧﻔﺴﻪ‬
‫ﺙ ﺍﻟﺸﻲﺀ ُ ُ‬ ‫ﺛﻢ ﻳﺮﺗﺨﻲ ‪ .‬ﻳﺤﺪ ُ‬ ‫ﺍﻟﺨﺮﻃﻮﻡ ُ ّ‬
‫ﻤﻜﻦ ﺃﻥ ﱠ‬
‫ﻳﺪﻝ‬ ‫ﻋﺒﺮﻫﺎ ‪ .‬ﻳﺒﺬ ُﻝ ﺗﺪﻓ ّ ُﻖ ﺍﻟﺪﻡ ِ ﺿﻐﻄًﺎ ﻋﻠﻰ ﺟﺪ ِﺭ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ‪ .‬ﻳ ُ ِ ُ‬ ‫ﺍﻟﺪﻡَ َ‬
‫ﺣﺎﻟﺔ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ‪.‬‬ ‫ﻂ ﺍﻟﺪﻡ ِ ﻋﻠﻰ ِ‬ ‫ﺿﻐ ُ‬
‫ﻂ ﺍﻟﺪﻡ ِ‬ ‫ﺿﻐﻂ ﺍﻟﺪﻡ ِ ﺑﺮﻗﻤﻴﻦ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺿﻐ ُ‬ ‫ِ‬ ‫ﻗﺮﺍﺀﺍﺕ‬
‫ُ‬ ‫ﺗ ﱠ‬
‫ُﻘﺪ ُﺭ‬
‫ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺟﺪﺍ ِﺭ ﺍﻟﺸﺮﻳﺎ ِﻥ‬ ‫ِ‬ ‫ﻣﻘﺪﺍﺭ‬
‫ُ‬ ‫ﺍﻷﻭ ُﻝ ﻫﻮ‬
‫ﺍﻟﺮﻗﻢ ّ‬ ‫ُ‬ ‫‪. 120‬‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﻫﻮ ‪80‬‬ ‫ﱡ‬
‫ﺍﻷﺻﻐﺮ‬
‫ُ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ُ‬ ‫ﻭﻳﺪﻓﻊ ﺍﻟﻤﺰﻳ َﺪ ﻣﻦ ﺍﻟﺪﻡ ِ ﺇﻟﻰ ﺍﻟﺸﺮﻳﺎ ِﻥ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﻘﻠﺐ‬
‫ُ‬ ‫ﻳﻨﻘﺒﺾ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﻤﺘﺤﺮ ِﻙ ﺧﻼ َﻝ ﺍﻟﺸﺮﻳﺎ ِﻥ ﻓﻲ ﺍﻟﻔﺘﺮ ِﺓ‬ ‫ﱢ‬ ‫ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺪﻡ ِ‬ ‫ِ‬ ‫ﻣﻘﺪﺍﺭ‬
‫ُ‬ ‫ﺃﻭ ﺍﻟﺜﺎﻧﻲ ﻫﻮ‬
‫ﻂ‬‫ﺮﺍﺟﻌﻮﻥ ﺿﻐ َ‬ ‫ﺃﻧﺎﺱ ﻛﺜﻴﺮﻭﻥ ﻳ ُ ِ‬ ‫ﺑﻴﻦ ﺗﺪﻓ ّ ِﻖ ﺍﻟﺪﻡ ِ ّ‬ ‫ِ‬
‫ﻣﺮﺗﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ‪ٌ .‬‬ ‫ﺍﻟﻮﺍﻗﻌﺔ َ‬
‫ﺍﻟﺴﻜﺘﺔ ﺍﻟﺪﻣﺎﻏﻴ ّ ِﺔ ﺃﻭ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﺮﺗﻔ ُﻊ ﻗﺪ ﻳُﺆﺩّﻱ ﺇﻟﻰ‬ ‫ﻂ ﺍﻟﺪﻡ ِ‬ ‫ﺩﻣﻬﻢ ﺑﺎﻧﺘﻈﺎﻡ ٍ ‪ .‬ﻓﻀﻐ ُ‬ ‫ِ‬
‫ﺕ ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻷﺯﻣﺎ ِ‬

‫‪oájƒeódG‬‬ ‫‪Io QhódG‬‬

‫‪Circulation‬‬
‫‪q‬‬

‫ﻭﺍﻷﻛﺴﺠﻴﻦ‬
‫َ‬ ‫ﺩﻓﻊ ﺍﻟﺪﻡ ِ ﺍﻟﺬﻱ ﻳﻨﻘ ُﻞ ﺍﻟﻐﺬﺍﺀ َ‬ ‫ﺐ ﻫﻲ ُ‬ ‫ﺍﻟﻮﻇﻴﻔﺔ ُ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﻟﻠﻘﻠ ِ‬
‫ﺍﻷﻳﺴﺮ( ﻣﻊ‬ ‫ُ‬ ‫ﻭﺍﻟﺒﻄﻴﻦ‬
‫ُ‬ ‫ﺍﻷﻳﻤﻦ‬
‫ُ‬ ‫)ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬ ‫ﺨﺘﺎ ﺍﻟﻘﻠ ِ‬
‫ﺐ‬ ‫ﺕ ‪ .‬ﺗﻌﻤ ُﻞ ﻣﻀ ّ‬ ‫ﻭﺍﻟﻔﻀﻼ ِ‬
‫ﻭﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ﺩﻣﻚ ﺇﻟﻰ ﺭﺋﺘﻴﻚ‬ ‫ﻟﺪﻓﻊ ِ‬‫ﺇﻳﻘﺎﻉ ﻛﺎﻣ ِﻞ ﺍﻻﻧﺘﻈﺎﻡ ِ ِ‬ ‫ٍ‬ ‫ﺑﻌﻀﻬﻤﺎ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﺪﻭﺭﺓُ ﺍﻟﺠﻬﺎﺯﻳّﺔ ُ‪ :‬ﻭﻇﻴﻔﺔ ُ ﻫﺬﻩ ﺍﻟﺪﻭﺭ ِﺓ ﻫﻲ ﺗﺰﻭﻳ ُﺪ ﺧﻼﻳﺎ ﺍﻟﺠﺴﻢ ِ‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ (20‬ﻓﻲ‬ ‫ﻭﺟﻠﺐ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪ْ .‬‬ ‫ُ‬ ‫ﺑﺎﻷﻛﺴﺠﻴ ِﻦ‬
‫ﺽ ﺍﻟﺒﻄﻴ ِﻦ ﺍﻷﻳﺴ ِﺮ ‪ ،‬ﻟﻴﺪﺧ َﻞ‬ ‫ﺐ ﺑﺎﻧﻘﺒﺎ ِ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ‪ .‬ﻳُﺪﻓ َ ُﻊ ﺍﻟﺪﻡ ُ ﻣﻦ ﺍﻟﻘﻠ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﻉ‬ ‫ﺃﻛﺒﺮ ﺷﺮﻳﺎ ٍﻥ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻳُﻮ ﱢﺯ ُ‬ ‫ﺍﻷﻭﺭﻃﻲ ﺍﻟﺬﻱ ﻳُﻌﺘﺒَ ُﺮ َ‬ ‫ﱠ‬ ‫ﺑﻌﺪَﻫﺎ ﺍﻟﺸﺮﻳﺎ َﻥ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬‫ﺃﺻﻐﺮ ‪ ،‬ﻭﺑﻌ َﺪ ﺫﻟﻚ ﺇﻟﻰ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫َ‬ ‫ﺷﺮﺍﻳﻴﻦ‬
‫َ‬ ‫ﺍﻷﻭﺭﻃﻲ ﺍﻟﺪﻡَ ﺇﻟﻰ‬ ‫ﱡ‬
‫ﺐ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻣﻦ‬ ‫ﺟﺴﻤﻚ ﺑﺴﺤ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻘﻮﻡ ُ ﺍﻟﺨﻼﻳﺎ ﻓﻲ‬
‫ﺍﻟﺸﻌﻴﺮﺍﺕ ﺍﻟﺪﻣﻮﻳّﺔ ُ‬‫ُ‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻓﻴﻪ ‪ .‬ﺗﺤﻤ ُﻞ‬ ‫ِ‬
‫ﺍﻟﺪﻡ ِ ﻓﺈﻧّﻬﺎ ﺗ ُﻄﻠ ُﻖ َ‬
‫ﺮﺟ َﻌﻪ ﺇﻟﻰ ﺍﻟﻘﻠ ِ‬
‫ﺐ‪.‬‬ ‫ﺍﻟﻤﺆﻛﺴﺞ ﻟﺘ ُ ِ‬
‫ِ‬ ‫ﻭﺍﻷﻭﺭﺩﺓُ ﻫﺬﺍ ﺍﻟﺪﻡَ َ‬
‫ﻏﻴﺮ‬
‫ﺍﻟﺘﺠﻤ ِﻊ ﺍﻷﺧﻴﺮﺓُ ﻟﻠﺪﻡ ِ‬ ‫ّ‬ ‫ﻭﺍﻟﺴﻔﻠﻲ ﻫﻤﺎ ﻧﻘﻄﺔ ُ‬ ‫ﱡ‬ ‫ﺍﻟﻌﻠﻮﻱ‬
‫ﱡ‬ ‫ﺍﻟﻮﺭﻳﺪﺍﻥ ﺍﻷﺟﻮﻓﺎﻥ‬
‫ﺴﻤﻰ‬ ‫ﻳﻨﺴﺎﺏ ﺍﻟﺪﻡ ُ ﻣﻦ ﺍﻟﻮﺭﻳﺪﻳﻦ ﺇﻟﻰ ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﻤ ِﻦ ‪ .‬ﻳ ُ ّ‬ ‫ُ‬ ‫ﻓﻲ ﺍﻷﻭﺭﺩ ِﺓ ‪.‬‬
‫ﻣﺮ ًﺓ ﺛﺎﻧﻴﺔً ﺍﻟﺪﻭﺭ َﺓ ﺍﻟﺠﻬﺎﺯﻳّﺔَ ‪،‬‬ ‫ﺐ ﺇﻟﻰ ﺍﻟﺠﺴﻢ ِ ﻭﻋﻮﺩﺗ ُﻪ ّ‬ ‫ﺩﻭﺭﺍ ُﻥ ﺍﻟﺪﻡ ِ ﻣﻦ ﺍﻟﻘﻠ ِ‬
‫ﺃﻧﺤﺎﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﻭﻫﻲ ﺗﻨﻘ ُﻞ ﺍﻟﺪﻡَ ﺇﻟﻰ‬
‫‪49‬‬
 ‫ﺍﻟﺪﻭﺭﺓُ ﺍﻟﺮﺋﻮﻳّﺔ ُ‪ :‬ﻭﻇﻴﻔﺔ ُ ﺍﻟﺪﻭﺭ ِﺓ ﺍﻟﺮﺋﻮﻳ ّ ِﺔ ﻫﻲ ﺗﺰﻭﻳ ُﺪ ﺍﻟﺪﻡ ِ ﺑﺎﻷﻛﺴﺠﻴ ِﻦ‬
‫ﺺ ﻣﻦ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪ ،‬ﻭﻫﺬﺍ ﻳﺘ ﱡﻢ ﻋﻦ ﻃﺮﻳ ِﻖ ﻣﺮﻭ ِﺭﻩ ﺧﻼ َﻝ‬ ‫ﻭﺍﻟﺘﺨﻠ ّ ُ‬
‫ﺍﻟﻤﺆﻛﺴﺞ ﺍﻟﻤﺘﺠﻤﱢ ِﻊ ﻓﻲ ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﻤ ِﻦ ﺇﻟﻰ‬ ‫ِ‬ ‫ﺍﻟﺮﺋﺘﻴﻦ ‪ .‬ﻳﺘ ﱡﻢ ﺿ ﱡﺦ ﺍﻟﺪﻡ ِ ﻏﻴ ِﺮ‬
‫ﺍﻷﻳﻤﻦ ﻫﺬﺍ ﺍﻟﺪﻡَ ﺇﻟﻰ ﺍﻟﺸﺮﻳﺎ ِﻥ‬‫ُ‬ ‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬ ‫ﻳﺪﻓﻊ‬
‫ُ‬ ‫ﺍﻟﺒﻄﻴ ِﻦ ﺍﻷﻳﻤ ِﻦ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪،‬‬
‫ﻗﺎﺩﻣﺎ‬
‫ﺍﻷﻛﺴﺠﻴﻦ ﻓﻲ ﺍﻟﺪﻡ ِ ً‬
‫ُ‬ ‫ﻳﻨﺘﺸﺮ‬
‫ُ‬ ‫ﺍﻟﺮﺋﻮﻱﱢ ﺍﻟﻤﺘّﺼ ِﻞ ﺑﺎﻟﺮﺋﺘﻴﻦ ‪ .‬ﻓﻲ ﺭﺋﺘﻴﻚ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ِ‬
‫ﻳﻨﻄﻠﻖ ﻣﻦ ﺍﻟﺪﻡ ِ‬
‫ُ‬ ‫ﻣﻦ ﺍﻟﺮﺋﺘﻴﻦ ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺃ ّﻥ َ‬
‫ِ‬
‫ﺑﻬﻮﺍﺀ ﺍﻟﺰﻓﻴ ِﺮ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺘﺮ ُﻙ‬ ‫ﺍﻟﺨﺎﺭﺝ‬
‫ِ‬ ‫ﻤﻜ ُﻦ ﻃﺮﺩُﻩ ﺇﻟﻰ‬ ‫ﺇﻟﻰ ﺍﻟﺮﺋﺘﻴﻦ؛ ﻟﺬﺍ ﻳ ُ ِ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ‪ .‬ﻳﺪﺧ ُﻞ ﻫﺬﺍ ﺍﻟﺪﻡ ُ‬ ‫ﺑﺎﻷﻛﺴﺠﻴﻦ ّ‬
‫ِ‬ ‫ﺍﻟﺪﻡ ُ ﺍﻟﺮﺋﺘﻴﻦ ﻓﺈﻧّﻪ ﻳﻜﻮ ُﻥ ﻏﻨﻴ ًّﺎ‬
‫ﻜﺮ ُﺭ ﺍﻟﺪﻭﺭ َﺓ ‪ .‬ﺍﻟﺪﻭﺭﺓُ ﺍﻟﻜﺎﻣﻠﺔ ُ ﻟﻠﺪﻡ ِ )ﻛﻠﺘﺎ ﺍﻟﺪﻭﺭﺗﻴﻦ‬ ‫ﺇﻟﻰ ﺍﻷﺫﻳ ِﻦ ﺍﻷﻳﺴ ِﺮ ﻭﻳ ُ ﱢ‬
‫ٍ‬
‫ﺩﻗﻴﻘﺔ ﻭﺍﺣﺪ ٍﺓ ‪.‬‬ ‫ﺙ ﻓﻲ ﺃﻗ ﱠﻞ ﻣﻦ‬ ‫ﺍﻟﺮﺋﻮﻳ ّ ِﺔ ﻭﺍﻟﺠﻬﺎﺯﻳ ّ ِﺔ( ﺗﺤﺪ ُ‬

‫ﺷﻌﻴﺮﺍﺕ ﺩﻣﻮﻳّﺔ ٌ‬
‫ٌ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺇﻟﻰ ﺩﺍﺧ ِﻞ‬ ‫ﻳﻨﺘﺸﺮ‬
‫ُ‬ ‫ُ‬
‫ﻭﻳﻨﺘﺸﺮ‬ ‫‪،‬‬ ‫ﺔ‬‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِ‬ ‫ِ‬ ‫ﺍﻟﺸﻌﻴﺮﺍ‬
‫ُ‬
‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺇﻟﻰ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﻓﻲ ﺍﻟﺮﺋﺘﻴﻦ ‪.‬‬ ‫ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﺍﻟﺮﺋﺘﺎﻥ‬

‫ﺍﻷﻭﺭﻃﻲ‬
‫ﱡ‬

‫‪20 πo μ°T‬‬
‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﺪﻭﺭﻱﱡ ﻓﻲ ﺍﻹﻧﺴﺎ ِﻥ‬
‫ُ‬
‫ﺍﻷﻳﻤﻦ‬
‫ُ‬ ‫ﺍﻷﺫﻳﻦ‬
‫ُ‬
‫ﺍﻷﻳﺴﺮ‬
‫ُ‬ ‫ﺍﻷﺫﻳﻦ‬
‫ُ‬

‫ﺍﻷﻳﺴﺮ‬
‫ُ‬ ‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬
‫ﺍﻷﻳﻤﻦ‬
‫ُ‬ ‫ﺍﻟﺒﻄﻴﻦ‬
‫ُ‬

‫ﺍﻟﺴﻔﻠﻲ‬
‫ﱡ‬ ‫ﺍﻷﺟﻮﻑ‬
‫ُ‬ ‫ﺍﻟﻮﺭﻳ ُﺪ‬

‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺇﻟﻰ‬
‫ُ‬ ‫ﻳﻨﺘﺸﺮ‬
‫ُ‬
‫ﻭﻳﻨﺘﺸﺮ‬
‫ُ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳّﺔ ‪ِ،‬‬ ‫ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺇﻟﻰ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬ ‫ﺩﺍﺧ ِﻞ ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﺷﻌﻴﺮﺍﺕ ﺩﻣﻮﻳّﺔ ٌ‬
‫ٌ‬

‫‪50‬‬
 ‫‪ΩódG‬‬
‫‪Blood‬‬
‫‪o‬‬

‫ﺳﺎﺋﻠﺔ ﻣﻌﻘﱠﺪ ِﺓ ﺍﻟﺘﺮﻛﻴ ِ‬

‫ﺐ )ﺍﻟﺒﻼﺯﻣﺎ( ﺗﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫ٍ‬ ‫ﺍﻟﺪﻡ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻣﺎﺩّ ٍﺓ‬
‫ﻭﺃﻣﻼﺡ ﻭﻣﻮﺍﺩﱠ‬
‫ٍ‬ ‫ﺕ ﻣﻦ ﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬
‫ﺕ‬ ‫ﻔﺔ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﻭﺟﺰﻳﺌﺎ ٍ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ٍ‬
‫ﻏﺬﺍﺋﻴ ّ ٍﺔ ‪.‬‬

‫ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺒﻴﻀﺎ ُﺀ‬

‫ﺩﻣﻚ‬ ‫ﺟﻴﺶ ﻛﺎﻣ ٌﻞ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﻓﻲ ِ‬ ‫ٌ‬
‫ﺽ‪،‬‬ ‫ﺿﺪ ﺍﻷﻣﺮﺍ ِ‬ ‫ﱠ‬ ‫ﺟﺴﻤﻚ‬ ‫َ‬ ‫ﻳﺤﻤﻲ‬
‫ﻫﺬﻩ ﻫﻲ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺒﻴﻀﺎﺀ ُ ‪ .‬ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﻤﺮﺽ ‪ ،‬ﻳﺰﺩﺍﺩُ ﻋﺪﺩُ ﺧﻼﻳﺎ‬ ‫ُ‬ ‫ﻳُﺼﻴﺒُﻚ‬
‫ﺗﻄﻮ َﺭﻫﺎ‬ ‫ﻡ‬ ‫ﺍﻟﺪ‬ ‫ﺧﻼﻳﺎ‬ ‫ُ‬ ‫ﺃ‬ ‫ﺗﺒﺪ‬ ‫‪.‬‬ ‫ِ‬
‫ﺍﻟﺒﻴﻀﺎﺀ‬ ‫ﺍﻟﺪﻡ ِ‬
‫ِ ّ‬
‫ﻭﺗﻨﻀﺞ ﻓﻲ ﺍﻟﻌﻘ ِﺪ‬
‫ُ‬ ‫ﻧﺨﺎﻉ ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ِ‬ ‫ﻓﻲ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻠﻤﻔﺎﻭﻳﺔ ﻭﺍﻟﻐ ّﺪﺓ ﺍﻟﺜﻴﻤﻮﺳﻴﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺼﻔﺎﺋﺢ ﺍﻟﺪﻣﻮﻳّ ُﺔ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﻌﺪﻳﻤﺔ‬ ‫ﻗﻄ ٌﻊ ﺻﻐﻴﺮﺓٌ ﻣﻦ ﺍﻟﺨﻼﻳﺎ‬ ‫ﺧﻼﻳﺎ ﺍﻟﺪﻡِ ﺍﻟﺤﻤﺮﺍ ُﺀ‬
‫ﺢ ﺍﻟﺪﻣﻮﻳّﺔَ ‪.‬‬ ‫ُﺴﻤﻰ ﺍﻟﺼﻔﺎﺋ َ‬ ‫ﺍﻟﻠﻮ ِﻥ ‪ ،‬ﺗ ّ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺩﻣﻚ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﻓﻲ ِ‬
‫ُ‬ ‫ﺤﻤ ُﻞ‬ ‫ﻳُ َ‬
‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳّﺔِ‬ ‫ِ‬ ‫ﺡ ﺃﺣ ُﺪ‬ ‫ﺠﺮ ُ‬
‫ﻋﻨﺪﻣﺎ ﻳ ُ َ‬ ‫ﺍﻟﺤﻤﺮﺍﺀ ‪ .‬ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ‬ ‫ِ‬ ‫ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬
‫ﺗﻨﻄﻠﻖ ﻣﺎﺩّﺓٌ‬
‫ُ‬ ‫‪،‬‬ ‫ُ‬ ‫ﺍﻟﺪﻡ‬ ‫ﻣﻨﻪ‬ ‫ﻭﻳﻨﺴﺎﺏ‬
‫ُ‬ ‫ﻑ‬ ‫ِ‬
‫ﻣﺘﺨﺼﺼﺔ ٌ ﻟﻬﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ‪ .‬ﻋﻠﻰ ﺧﻼ ِ‬ ‫ﱢ‬
‫ﺍﻟﺼﻔﺎﺋﺢ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﻧﺘﻴﺠﺔَ‬ ‫ِ‬ ‫ﻣﻦ‬ ‫ٌ‬ ‫ﺔ‬ ‫ﻛﻴﻤﻴﺎﺋﻴ ّ‬ ‫ِ‬
‫ﺍﻟﺨﻼﻳﺎ ﺍﻷﺧﺮﻯ ﻓﻲ ﺟﺴﻤﻚ ‪ ،‬ﻓﺈﻧّﻬﺎ‬
‫ﺽ‬
‫ﻭﺍﻟﺘﻌﺮ ِ‬
‫ّ‬ ‫ﺍﻟﺠﺮﺡ‬
‫ِ‬ ‫ﺑﺴﻄﺢ‬
‫ِ‬ ‫ﺍﻻﺣﺘﻜﺎ ِﻙ‬ ‫ﻻ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﻣﻴﺘﻮﻛﻮﻧﺪﺭﻳﺎ ﺃﻭ‬
‫ﻟﻠﻬﻮﺍﺀ ‪ .‬ﺗﺘﻔﺎﻋ ُﻞ ﻫﺬﻩ ﺍﻟﻤﺎﺩّﺓُ ﻣﻊ‬ ‫ِ‬
‫ﻧﻮﺍ ٍﺓ ‪ .‬ﻛﻴﻒ ﺗﻘﻮﻡ ُ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺤﻤﺮﺍﺀ ُ‬
‫ﻁ‬‫ﻓﺘﺘﻜﻮ ُﻥ ﺧﻴﻮ ٌ‬ ‫ّ‬ ‫ﺍﻟﺒﺮﻭﺗﻴ ِﻦ ﻓﻲ ﺍﻟﺒﻼﺯﻣﺎ‬ ‫ﺑﺤﻤ ِﻞ ﺍﻷﻛﺴﺠﻴ ِﻦ؟ ﺇﻧّﻬﺎ ﺗﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﻁ‬ ‫ﺗﺤﺠﺰ ﺧﻴﻮ ُ‬‫ُ‬ ‫ﺍﻟﻔﻴﺒﺮﻳﻦ ‪.‬‬
‫َ‬ ‫ُﺴﻤﻰ‬
‫ﻟﺰﺟﺔ ٌ ﺗ ّ‬ ‫ﺍﻟﺒﺮﻭﺗﻴﻦ ﺍﻟﺬﻱ‬
‫ُ‬ ‫ﺍﻟﻬﻴﻤﻮﺟﻠﻮﺑﻴ ِﻦ ‪ ،‬ﻭﻫﻮ‬
‫ﺍﻟﻔﻴﺒﺮﻳ ِﻦ ﻓﻲ ﻣﺎ ﺑﻴﻨَﻬﺎ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬ ‫ﺕ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﻳﺮﺗﺒ ُ‬
‫ﻂ‬ ‫ﻳﺠﺬﺏ ﺟﺰﻳﺌﺎ ِ‬ ‫ُ‬
‫)ﺗﺠﻤ َﺪ ﺍﻟﺪﻡ ِ(‬
‫ّ‬ ‫ﻣﻜﻮﻧﺔً ﺍﻟﺠﻠﻄﺔَ‬ ‫ﺍﻟﺤﻤﺮﺍﺀ َ ﱢ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺤﻤﺮﺍﺀ ُ ﻓﻲ‬ ‫ّ‬ ‫ﺑﻬﺎ ‪.‬‬
‫ﺍﻟﺠﺮﺡ ‪.‬‬
‫َ‬ ‫ﺍﻟﺘﻲ ﺗﺴ ﱡﺪ‬ ‫ﻳﻌﻴﺶ ﻛ ﱞﻞ ﻣﻨﻬﺎ ﻟﻤ ّﺪ ِﺓ‬
‫ُ‬ ‫ﻧﺨﺎﻉ ﺍﻟﻌﻈﺎﻡ ِ ‪.‬‬ ‫ِ‬
‫ﻳﻮﻣﺎ( ‪.‬‬‫ً‬ ‫ﻭﻋﺸﺮﻳﻦ‬ ‫ٍ‬
‫)ﻣﺌﺔ‬ ‫ﻓﻘﻂ‬ ‫ٍ‬
‫ﻗﻠﻴﻠﺔ‬ ‫ﺃﺷﻬ ٍﺮ‬
‫ﺑﻼﺯﻣﺎ ‪55٪‬‬ ‫ﺍﻟﺒﻼﺯﻣﺎ‬
‫ِ‬ ‫ِ‬
‫ﺑﻌ َﺪ ﺇﺯﺍﻟﺔ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺤﻤﺮﺍﺀ ﻭﺧﻼﻳﺎ‬
‫ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺤﻤﺮﺍﺀ ُ ‪44٪‬‬ ‫ﻭﺍﻟﺼﻔﺎﺋﺢ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪،‬‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﺒﻴﻀﺎﺀ‬ ‫ﺍﻟﺪﻡ ِ‬
‫ﺃﺻﻔﺮ ﺍﻟﻠﻮﻥِ‬
‫ُ‬ ‫ﻣﺎﺋﻲ‬
‫ﻳﺒﻘﻰ ﻓﻲ ﺍﻟﺪﻡ ِ ﺳﺎﺋ ٌﻞ ﱞ‬
‫ﻭﺍﻟﺼﻔﺎﺋﺢ ‪1٪‬‬
‫ُ‬ ‫ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﺍﻟﺒﻴﻀﺎﺀ ُ‬ ‫ﺴﻤﻰ ﺍﻟﺒﻼﺯﻣﺎ ‪ .‬ﺗﺤﺘﻮﻱ ﺍﻟﺒﻼﺯﻣﺎ ﻋﻠﻰ‬ ‫ﻳُ ّ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﺗ ُﺴﺎﻋ ُﺪ‬
‫ّ‬ ‫ﻭﺍﻷﻣﻼﺡ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ‬
‫ﻋﻀﻼﺗﻚ ﻋﻠﻰ ﺍﻟﻌﻤ ِﻞ ‪ ،‬ﻭﺗﺤﻤ ُﻞ‬ ‫ِ‬
‫ﺃﻳﻀﺎ ﺟﺰﺀًﺍ ﻣﻦ ﻏﺎ ِﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﺛﺎﻧﻲ‬ ‫ً‬
‫ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ‪.‬‬
‫َ‬ ‫ِ‬ ‫ِ‬
‫ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‬
‫‪51‬‬
 ‫‪…hÉت«∏dG‬‬ ‫‪RÉ¡÷G‬‬
‫‪Lymphatic System‬‬
‫‪t‬‬ ‫‪o‬‬

‫ﺕ ﺻﻐﻴﺮ ًﺓ‬ ‫ﻣﺮﻳﻀﺎ ‪ ،‬ﻧﺘﻮﺀﺍ ٍ‬ ‫ً‬ ‫ﺖ ﻓﻴﻪ‬ ‫ﺖ ﻛﻨْ َ‬ ‫ﺖ ‪ ،‬ﻓﻲ ﺃﻱﱢ ﻭﻗ ٍ‬ ‫ﻫﻞ ﻻﺣﻈ ْ َ‬
‫ﺍﻟﻨﺘﻮﺀﺍﺕ ﺃﻭ ﺍﻷﻭﺭﺍﻡ ُ ﺍﻟﻘﻠﻴﻠﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻋﻘ ٍﺪ‬ ‫ُ‬ ‫ﻋﻨﻘﻚ؟ ﻫﺬﻩ‬ ‫ﻣﺆﻟﻤﺔً ﻓﻲ ِ‬
‫ﺻﺤﺘُﻚ ‪ .‬ﺍﻟﻌﻘ ُﺪ ﺍﻟﻠﻴﻤﻔﺎﻭﻳّﺔ ُ‬ ‫ﺗﺘﺤﺴ َﻦ ّ‬ ‫ّ‬ ‫ُﺴﺎﻋ ُﺪﻙ ﻛﻲ‬ ‫ﻤﺔ ﺗ ِ‬ ‫ﺨ ٍ‬ ‫ﻟﻴﻤﻔﺎﻭﻳ ّ ٍﺔ ﻣﺘﻀ ّ‬
‫ﻋﻘ ٌﺪ ﻟﻴﻤﻔﺎﻭﻳّﺔ ٌ‬
‫ﺃﻧﺤﺎﺀ‬ ‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﺃﻭﻋﻴﺔ ﻟﻴﻤﻔﺎﻭﻳ ّ ٍﺔ ﺗﻤﺘ ﱡﺪ ﻓﻲ‬ ‫ٍ‬ ‫ٍ‬
‫ﺷﺒﻜﺔ ﻣﻦ‬ ‫ﺟﺰﺀ ﻣﻦ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ ٍ‬
‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ُﺴﻤﻰ‬‫ﺍﻟﺸﺒﻜﺔ ‪ ،‬ﺍﻟﺘﻲ ﺗ ّ‬ ‫ِ‬ ‫ﺟﺴﻤﻚ ‪ .‬ﺍﻟﻮﻇﻴﻔﺔ ُ ﺍﻷﺳﺎﺳﻴّﺔ ُ ﻟﻬﺬﻩ‬ ‫ِ‬
‫ﺕ‬ ‫ﺕ ﺍﻟﺼﻐﻴﺮ ِﺓ ﻣﻦ ﺍﻟﺴﺎﺋ ِﻞ ﻭﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬ ‫ﺍﻟﻜﻤﻴّﺎ ِ‬ ‫ّ‬ ‫ﻉ‬
‫ﺍﻟﻠﻴﻤﻔﺎﻭﻱ ‪ ،‬ﻫﻲ ﺇﺭﺟﺎ ُ‬ ‫ﱠ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﺇﻟﻰ ﻣﺠﺮﻯ‬ ‫ﺗﻨﺴﺎﺏ ﻣﻦ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﺒﻴﻀﺎﺀ ﺍﻟﺘﻲ‬ ‫ﻭﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬
‫ﺍﻟﻄﺤﺎ ُﻝ‬ ‫ﺍﻟﻠﻴﻤﻔﺎﻭﻱ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ﺢ ﺷﻜ ُﻞ )‪(21‬‬ ‫ﺿ ُ‬ ‫ﺍﻟﺪﻡ ِ ‪ .‬ﻳُﻮ ﱢ‬
‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﻠﻴﻤﻔﺎﻭﻳ ّ ِﺔ‬ ‫ِ‬ ‫ﺍﻷﺻﻔﺮ ﺍﻟﺬﻱ ﻳﺘﺪﻓ ّ ُﻖ ﺩﺍﺧ َﻞ‬ ‫ُ‬ ‫ﺍﻟﺮﺍﺋﻖ‬
‫ُ‬ ‫ﺍﻟﺴﺎﺋ ُﻞ‬
‫ﻗﺮﺏ‬ ‫َ‬ ‫ﻣﻮﺿﻊ‬
‫ٍ‬ ‫ﺟﺴﻤﻚ ﺇﻟﻰ‬ ‫ِ‬ ‫ﻋﺒﺮ‬
‫ﺍﻟﻠﻴﻤﻒ َ‬ ‫ُ‬ ‫ﺍﻟﻠﻴﻤﻒ ‪ .‬ﻳﻨﺘﻘ ُﻞ‬ ‫َ‬ ‫ﺴﻤﻰ‬‫ﻳُ ّ‬
‫ﺭﺣﻠﺘﻪ‬ ‫ﺍﻟﻠﻴﻤﻒ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﺪﻭﺭﻱﱢ ‪ .‬ﺃﺛﻨﺎﺀ َ ِ‬ ‫ُ‬ ‫ﻳﺼﺐ‬
‫ﱡ‬ ‫ﻛﺘﻔﻴﻚ ‪ ،‬ﺣﻴﺚ‬
‫ﺃﻭﻋﻴﺔ ٌ ﻟﻴﻤﻔﺎﻭﻳّﺔ ٌ‬ ‫ُﺤﺠ ُﺰ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ‬ ‫ﺍﻟﻠﻴﻤﻒ ﺧﻼ َﻝ ﺍﻟﻌﻘ ِﺪ ﺍﻟﻠﻴﻤﻔﺎﻭﻳ ّ ِﺔ ‪ ،‬ﺣﻴﺚ ﺗ َ‬ ‫ِ‬ ‫ﺗﺮﺷﻴﺢ‬
‫ُ‬ ‫ﻳﺘ ﱡﻢ‬
‫ُﺴﻤﻰ‬ ‫ﺍﻟﺒﻴﻀﺎﺀ ﺍﻟﺘﻲ ﺗ ّ‬ ‫ِ‬ ‫ﻭﺍﻟﻔﻴﺮﻭﺳﺎﺕ ‪ .‬ﻫﺬﻩ ﺍﻟﻌﻘ ُﺪ ﺗﻤﺘﻠﺊُ ﺑﺨﻼﻳﺎ ﺍﻟﺪﻡ ِ‬ ‫ُ‬
‫ﺟ ُﺪ‬ ‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻠﻴﻤﻔﻴّﺔَ ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﺗ ُﻘﺎ ِﻭﻡ ُ ﺍﻟﻌﺪﻭﻯ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﻮ َ‬
‫ﺢ‬ ‫ﺑﺴﺮﻋﺔ ﻭﺗ ُﺼﺒِ ُ‬ ‫ٍ‬ ‫ﺗﺘﻜﺎﺛﺮ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻠﻴﻤﻔﺎﻭﻳّﺔ ُ‬ ‫ُ‬ ‫ﻭﺍﻟﻔﻴﺮﻭﺳﺎﺕ‬
‫ُ‬ ‫ﺍﻟﺒﻜﺘﻴﺮﻳﺎ‬
‫ﺗﺘﻜﺎﺛﺮ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻠﻴﻤﻔﻴّﺔ ُ‬ ‫ُ‬ ‫ﺨﻤﺔً ‪.‬‬ ‫ﺣﺴﺎﺳﺔً ﻟﻸﻟﻢ ِ ﻭﻣﺘﻀ ّ‬ ‫ﺍﻟﻌﻘ ُﺪ ﺍﻟﻠﻴﻤﻔﺎﻭﻳّﺔ ُ ّ‬
‫ﻋﻀﻮ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﻠﻴﻤﻔﺎﻭﻱﱢ ‪.‬‬ ‫ٌ‬ ‫ﺃﻳﻀﺎ ﻓﻲ ﺍﻟﻄﺤﺎ ِﻝ ‪ ،‬ﻭﻫﻮ ﺟﺰﺀ ٌ ﺃﻭ‬ ‫ً‬
‫ﺍﻟﻠﻴﻤﻔﺎﻭﻱ ﺑﺎﻟﻤﺴﺎﻋﺪ ِﺓ‬ ‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻣﻘﺎﻭﻣﺔ ﺍﻟﻌﺪﻭﻯ ‪ ،‬ﻳﻘﻮﻡ ُ‬ ‫ِ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬ ‫ِ‬
‫ﺕ ﻓﻲ‬ ‫ﺍﻟﺼﺤﻴﺢ ﻟﻠﺴﻮﺍﺋ ِﻞ ﻭﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬ ‫ِ‬ ‫ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ِ‬ ‫ﻋﻠﻰ‬
‫ﺩﻣﻚ ‪.‬‬ ‫ِ‬
‫‪21 πo μ°T‬‬
‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻠﻴﻤﻔﺎﻭﻱﱡ‬ ‫ُ‬ ‫ﻳﺸﺘﻤ ُﻞ‬
‫ِ‬
‫ﻭﺍﻷﻭﻋﻴﺔ‬ ‫ﻋﻠﻰ ﺍﻟﻌﻘ ِﺪ ﺍﻟﻠﻴﻤﻔﺎﻭﻳ ّ ِﺔ‬
‫ﺍﻟﻠﻴﻤﻔﺎﻭﻳ ّ ِﺔ ﻭﺍﻟﻄﺤﺎ ِﻝ ‪ .‬ﻛﻴﻒ‬
‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻠﻴﻤﻔﺎﻭﻱﱡ ﻋﻠﻰ‬‫ُ‬ ‫ﻳُ ِ‬
‫ﺴﺎﻋ ُﺪ‬
‫‪p‬‬
‫‪ΩódG‬‬ ‫‪πo FÉ°üa‬‬
‫ِ‬
‫ﻣﻘﺎﻭﻣﺔ ﺍﻟﻌﺪﻭﻯ؟‬ ‫‪Blood Types‬‬
‫ﻧﺎﺣﻴﺔ‬‫ٍ‬ ‫ﻧﻔﺴﻬﺎ ‪ .‬ﻭﻟﻜﻦ ﻣﻦ‬ ‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﺪﻡ ُ ﻓﻲ ﻛ ﱢﻞ ﻭﺍﺣ ٍﺪ ﻣﻨّﺎ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ِ‬ ‫ّ‬
‫ﺾ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﻟﺒﻌ ِ‬
‫ﱢ‬ ‫ﺱ ﻓﻲ ﺍﻟﺘﺮﻛﻴ ِ‬
‫ﺐ‬ ‫ﺑﻴﻦ ﺍﻟﻨﺎ ِ‬
‫ﺍﺧﺘﻼﻑ ﻓﻲ ﻣﺎ َ‬
‫ٌ‬ ‫ﺟ ُﺪ‬
‫ﺃﺧﺮﻯ ﻳﻮ َ‬
‫ﻣﻌﺮﻭﻓﺔ‬ ‫ٍ‬ ‫ٍ‬
‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺩﻣﻚ ﺍﻟﺤﻤﺮﺍﺀ ُ ﺇﻟﻰ‬ ‫ﺕ ﺍﻟﺪﻡ ِ ‪ .‬ﺗﻨﺘﻤﻲ ﺧﻼﻳﺎ ِ‬ ‫ﻣﻜﻮﻧﺎ ِ‬
‫ﱢ‬
‫ﺍﻟﻀﺪ" ﻋﻠﻰ‬ ‫ﱢ‬ ‫"ﺍﻷﻧﺘﻴﺠﻴﻦ" ‪ antigens‬ﺃﻭ "ﻣﻮﻟ ﱢ َﺪ‬
‫َ‬ ‫ﺴﻤﻰ‬‫ﺟﺰﺀ ﻣﻬ ﱟﻢ ‪ ،‬ﻳ ُ ّ‬ ‫ﺑﻮﺟﻮ ِﺩ ٍ‬
‫ﺳﻄﺢ ﺧﻼﻳﺎ‬ ‫ِ‬ ‫"ﺍﻷﻧﺘﻴﺠﻴﻦ ‪ "A‬ﻋﻠﻰ‬
‫ُ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ‬
‫ُ‬ ‫ِ‬
‫ﺃﺳﻄﺤﻬﺎ ‪.‬‬
‫"ﺍﻷﻧﺘﻴﺠﻴﻦ‬ ‫ﺍﻟﺤﻤﺮﺍﺀ ﻋﻨﺪﻫﻢ ﻓﺼﻴﻠﺔ ُ ﺍﻟﺪﻡ ِ ‪ ، A‬ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ‬ ‫ِ‬ ‫ﺩﻣﻬﻢ‬‫ِ‬
‫ُ‬
‫ﺍﻟﺤﻤﺮﺍﺀ ﻟﻬﻢ ﻓﺼﻴﻠﺔ ُ ﺍﻟﺪﻡ ِ ‪ . B‬ﺇﺫﺍ ﻛﺎ َﻥ ﻛ ﱞﻞ‬ ‫ِ‬ ‫ﺳﻄﺢ ﺧﻼﻳﺎ ِ‬
‫ﺩﻣﻬﻢ‬ ‫ِ‬ ‫‪ "B‬ﻋﻠﻰ‬
‫‪52‬‬
 ‫ِ‬
‫ﺍﻟﺤﻤﺮﺍﺀ ‪ ،‬ﻓﺈ ّﻥ‬ ‫ﺳﻄﺢ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬‫ِ‬ ‫ﻣﻦ "ﺍﻷﻧﺘﻴﺠﻴ ِﻦ ‪ A‬ﻭ‪ "B‬ﻣﻮﺟﻮﺩﻳﻦ ﻋﻠﻰ‬
‫ﻓﺼﻴﻠﺔَ ﺍﻟﺪﻡ ِ ﺗﻜﻮ ُﻥ ‪ AB‬ﻭﺇﺫﺍ ﻟﻢ ﻳﺘﻮﺍﺟ ْﺪ ﺃﻱﱞ ﻣﻦ ﺍﻷﻧﺘﺠﻴ ِﻦ ‪ A‬ﺃﻭ ‪ B‬ﻓﺈ ّﻥ‬
‫ﻓﺼﻴﻠﺔَ ﺍﻟﺪﻡ ِ ﺗﻜﻮ ُﻥ ‪. O‬‬
‫ﻤﻜ ُﻦ‬ ‫ﺩﻣﺎ ‪ .‬ﻳ ُ ِ‬ ‫ﺖ ً‬‫ﺠ َ‬ ‫ﺖ ﺃﻭ ﺍﺣﺘ ْ‬ ‫ﺟﺪﺍ ﺇﺫﺍ ﻣﺎ ﺃﻋﻄﻴْ َ‬ ‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ﻣﻬ ﱞﻢ ًّ‬ ‫ِ‬ ‫ﺗﺤﺪﻳ ُﺪ‬
‫ُﺴﻤﻰ ﺍﻷﺟﺴﺎﻡَ ﺍﻟﻤﻀﺎﺩّ َﺓ‬ ‫ﺧﺎﺻﺔً ﺗ ّ‬ ‫ّ‬ ‫ﻟﺒﻼﺯﻣﺎ ِﺩﻣﻚ ﺃﻥ ﺗ ُِﻨﺘ َﺞ ﺑﺮﻭﺗﻴﻨﺎ ٍ‬
‫ﺕ‬
‫ﺕ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻋﻠﻰ ﺍﻟﺨﻼﻳﺎ‬ ‫ﻂ ﺑﺎﻷﻧﺘﻴﺠﻴﻨﺎ ِ‬ ‫)‪ (antibodies‬ﺍﻟﺘﻲ ﺳﺘﺮﺗﺒ ُ‬
‫ﻧﻔﺴﻬﺎ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺑﻼﺯﻣﺎ‬ ‫ﻟﻴﺲ ﻟﻬﺎ ﺍﻟﻔﺼﻴﻠﺔ ُ ُ‬ ‫ِ‬
‫ﺍﻟﺤﻤﺮﺍﺀ ﺍﻟﺘﻲ َ‬
‫ﻂ ﺑﺨﻼﻳﺎ‬ ‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪ A‬ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺠﺴﻢ ِ ﺍﻟﻤﻀﺎﺩﱢ ‪ b‬ﺍﻟﺬﻱ ﻳﺮﺗﺒ ُ‬ ‫ِ‬
‫ﺸﺎﺭ ﺇﻟﻴﻪ ﻋﻠﻰ ﺃﻧّﻪ ﻣﻀﺎﺩﱡ ‪ ، b‬ﻭﺇﺫﺍ ﻣﺎ ﺗ ﱠﻢ‬ ‫ﺍﻟﺠﺴﻢ ﺍﻟﻤﻀﺎﺩﱡ ﻳ ُ ُ‬ ‫ﻓﺼﻴﻠﺔ ‪ . B‬ﻫﺬﺍ‬ ‫ِ‬
‫ُ‬
‫ﺕ ‪(b‬‬ ‫ﺍﻟﻔﺼﻴﻠﺔ ‪ B‬ﺑﺪﻡ ٍ ﻓﺼﻴﻠﺘُﻪ ‪ A‬ﻓﺈ ّﻥ ﺍﻷﺟﺴﺎﻡَ ﺍﻟﻤﻀﺎﺩّ َﺓ )ﻣﻀﺎﺩّﺍ ِ‬ ‫ِ‬ ‫ﻂ ﺩﻡ ٍ ﻣﻦ‬ ‫ﺧﻠ ُ‬
‫ﻭﺗﺘﻜﻮ ُﻥ ﺟﻠﻄﺔ ٌ ‪.‬‬ ‫ﺑﺒﻌﻀﻬﺎ‬ ‫ِ‬
‫ﻟﻔﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪ِ B‬‬ ‫ِ‬
‫ﺍﻟﺤﻤﺮﺍﺀ‬ ‫ﺐ ﺍﻟﺘﺼﺎ َﻕ ﺍﻟﺨﻼﻳﺎ‬ ‫ﺗ ُﺴﺒﱢ ُ‬
‫ّ‬
‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ‬
‫ِ‬ ‫ﺗﻤﻨﻊ ﺗﺪﻓ ّ َﻖ ﺍﻟﺪﻡ ِ ﺧﻼ َﻝ‬
‫ُ‬ ‫ِ‬
‫ﻟﻠﻐﺎﻳﺔ ﻷﻧّﻬﺎ‬ ‫ﺍﻟﺠﻠﻄﺎﺕ ﺧﻄﻴﺮﺓٌ‬
‫ُ‬
‫ﺍﻟﻤﻮﺕ ‪.‬‬
‫َ‬ ‫ﺐ‬‫ﻤﻜ ُﻦ ﺃﻥ ﺗ ُﺴﺒﱢ َ‬ ‫ﻭﻳ ُ ِ‬
‫ﺍﺕ‬
‫ﺍﻟﻤﻀﺎﺩّ ُ‬ ‫ﻳُ ِ‬
‫ﻤﻜ ُﻦ ﺃﻥ ﺗﺘﻠﻘ ّﻰ‬ ‫ﺗﺘﺒﺮﻉ َ‬ ‫ِ‬
‫ﺟﺪﻭ ُﻝ )‪(2‬‬ ‫ﻳُﻤﻜ ُﻦ ﺃﻥ ّ‬ ‫ﺍﻷﻧﺘﻴﺠﻴﻦ ﻋﻠﻰ‬
‫ُ‬ ‫ﻓﺼﻴﻠﺔ ُ ﺍﻟﺪﻡ ِ‬
‫ﻓﻲ ﺍﻟﺒﻼﺯﻣﺎ‬ ‫ﺍﻟﺪﻡ َ ﻣﻦ‬ ‫ﺑﺎﻟﺪﻡ ِ ﺇﻟﻰ‬ ‫ﺳﻄ ِﺢ ﺍﻟﺨﻼﻳﺎ‬
‫ﻭﺍﻟﻤﺘﺒﺮﻋﻮﻥ‬
‫ﱢ‬ ‫ﻓﺼﺎﺋ ُﻞ ﺍﻟﺪﻡ ِ‬
‫‪a‬‬ ‫‪A, O‬‬ ‫‪A, AB‬‬ ‫‪A‬‬ ‫‪A‬‬
‫ﻭﺍﻟﻤﺘﻠﻘ ّﻮﻥ‬
‫‪b‬‬ ‫‪B, O‬‬ ‫‪B, AB‬‬ ‫‪B‬‬ ‫‪B‬‬
‫‪-‬‬ ‫‪A, B, AB, O‬‬ ‫‪AB‬‬ ‫‪A, B‬‬ ‫‪AB‬‬
‫‪ab‬‬ ‫‪O‬‬ ‫‪A, B, AB, O‬‬ ‫ﻏﻴﺮ ﻣﻮﺟﻮ ٍﺩ‬
‫ُ‬ ‫‪O‬‬
‫ﻧﻔﺴﻪ ﻣﻊ ﻓﺼﺎﺋ ِﻞ ﺍﻟﺪﻡ ِ ﺍﻷﺧﺮﻯ ‪ .‬ﻓﺼﻴﻠﺔ ُ ﺍﻟﺪﻡ ِ ‪B‬‬ ‫ﺙ ﺍﻟﺸﻲﺀ ُ ُ‬ ‫ﻳﺤﺪ ُ‬
‫ﻂ ﺑﺨﻼﻳﺎ ﺍﻟﺪﻡ ِ‬ ‫ﺕ ‪ "a‬ﺍﻟﺘﻲ ﺗﺮﺗﺒ ُ‬ ‫ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻷﺟﺴﺎﻡ ِ ﺍﻟﻤﻀﺎﺩّ ِﺓ‪" :‬ﻣﻀﺎﺩّﺍ ِ‬
‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪ AB‬ﺗﺤﻤ ُﻞ ﻛﻼ ﺍﻷﻧﺘﻴﺠﻴﻨﻴﻦ ‪ A‬ﻭ‪B‬؛ ﻟﺬﻟﻚ ﻻ‬ ‫ِ‬ ‫‪ . A‬ﺧﻼﻳﺎ‬
‫ﺍﻟﻔﺼﻴﻠﺔ ‪ AB‬ﻋﻠﻰ ﺃﺟﺴﺎﻡ ٍ ﻣﻀﺎﺩّ ٍﺓ ‪ ،‬ﻻ ﻋﻠﻰ ﺍﻟﻤﻀﺎﺩﱢ ‪ a‬ﻭﻻ‬ ‫ِ‬ ‫ﻳﺤﺘﻮﻱ ﺩﻡ ُ‬
‫ﻤﻜﻨُﻬﻢ ﺗﻠ ّﻘﻲ ﺍﻟﺪﻡ ِ ﻣﻦ‬ ‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪ AB‬ﻳ ُ ِ‬ ‫ِ‬ ‫ﺍﻷﺷﺨﺎﺹ ﺫﻭﻭ‬‫ُ‬ ‫ﺍﻟﻤﻀﺎﺩﱢ ‪. b‬‬
‫ﺹ ﺍﻵﺧﺮﻳﻦ‬ ‫ﻳﺘﺒﺮﻋﻮﺍ ﺑﺎﻟﺪﻡ ِ ﻟﻸﺷﺨﺎ ِ‬ ‫ﻤﻜﻨُﻬﻢ ﺃﻥ ّ‬ ‫ﺟﻤﻴﻊ ﺍﻟﻔﺼﺎﺋ ِﻞ ‪ ،‬ﻭﻟﻜﻦ ﻳ ُ ِ‬ ‫ِ‬
‫"ﺍﻷﻧﺘﻴﺠﻴﻦ‬
‫َ‬ ‫ﺍﻟﻔﺼﻴﻠﺔ ‪ O‬ﻻ ﺗﺤﻤ ُﻞ‬ ‫ِ‬ ‫ﻧﻔﺴﻬﺎ ﻓﻘﻂ ‪ .‬ﺧﻼﻳﺎ ﺩﻡ ِ‬ ‫ﺍﻟﻔﺼﻴﻠﺔ ‪ِ AB‬‬ ‫ِ‬ ‫ﻣﻦ‬
‫ﺍﻟﻔﺼﻴﻠﺔ ‪ O‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻛﻼ‬ ‫ِ‬ ‫"ﺍﻷﻧﺘﻴﺠﻴﻦ ‪ ، "B‬ﻟﺬﻟﻚ ﻓﺈ ّﻥ ﺩﻡَ‬ ‫َ‬ ‫‪ "A‬ﻭﻻ‬
‫ﺹ ﺫﻭﻱ‬ ‫ﻤﻜ ُﻦ ﻟﻸﺷﺨﺎ ِ‬ ‫ﺍﻟﺠﺴﻤﻴﻦ ﺍﻟﻤﻀﺎﺩّﻳﻦ‪ :‬ﺍﻟﻤﻀﺎﺩﱢ ‪ a‬ﻭﺍﻟﻤﻀﺎﺩﱢ ‪ . b‬ﻳ ُ ِ‬
‫ﻟﺠﻤﻴﻊ ﺍﻟﻔﺼﺎﺋ ِﻞ ‪ ،‬ﻟﻜﻨّﻬﻢ ﻳﺘﻠ ّﻘﻮﻥ ﺍﻟﺪﻡَ‬ ‫ِ‬ ‫ﻳﺘﺒﺮﻋﻮﺍ ﺑﺎﻟﺪﻡ ِ‬ ‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪ O‬ﺃﻥ ّ‬ ‫ِ‬
‫ﺕ ﺍﻟﻮﺍﺭﺩ َﺓ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ )‪(2‬‬ ‫ﻒ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬ ‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪ O‬ﻓﻘﻂ ‪ .‬ﻭﻇ ﱢ ِ‬ ‫ِ‬ ‫ﻣﻦ‬
‫ﺃﻱ ﻓﺼﻴﻠﺘﻴﻦ‬ ‫ﻭﺍﻟﻤﺘﺒﺮﻋﻴﻦ ﻭﺍﻟﻤﺘﻠ ّﻘﻴﻦ ‪ .‬ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ ﱠ‬ ‫ﱢ‬ ‫ﺑﻴﻦ ﻓﺼﺎﺋ ِﻞ ﺍﻟﺪﻡ ِ‬ ‫ﻟﻠﻤﻘﺎﺭﻧﺔ َ‬ ‫ِ‬
‫ﺕ ﺇﺣﺪﺍﻫﻤﺎ ﺍﻷﺟﺴﺎﻡَ ﺍﻟﻤﻀﺎﺩّ َﺓ‬ ‫ﺍﺣﺘﻮ ْ‬ ‫َ‬ ‫ﻤﻜ ُﻦ ﺍﺧﺘﻼﻃُﻬﻤﺎ ﺇﺫﺍ‬ ‫ﻣﻦ ﺍﻟﺪﻡ ِ ﻻ ﻳ ُ ِ‬
‫ِ‬
‫ﺍﻟﺤﻤﺮﺍﺀ‬ ‫ﺳﻄﺢ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬ ‫ِ‬ ‫ﺕ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻋﻠﻰ‬ ‫ﺗﺘﻌﺎﺭﺽ ﻣﻊ ﺍﻷﻧﺘﻴﺠﻴﻨﺎ ِ‬ ‫ُ‬ ‫ﺍﻟﺘﻲ‬
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 ‫ِ‬
‫ﺑﺎﻟﻔﺼﻴﻠﺔ ﺍﻷﺧﺮﻯ ‪.‬‬
‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺗﻔﺴﻴﺮ‬
‫ُ‬
‫‪Skill Builder‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻛﺴﺎﺏ‬
‫ُ‬
‫ﺗﻜﻮﻳﻦ ﺍﻷﺟﺴﺎﻡ ِ ﺍﻟﻤﻀﺎﺩّ ِﺓ‬
‫ُ‬
‫ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﺧﺘﺒﺎ ِﺭ ﺗﻮﺍﻓ ِﻖ‬‫ُ‬ ‫ﺍﻟﺸﺨﺺ ﺍﻟﻤﺘﻠ ّﻘﻲ ‪.‬‬
‫ِ‬ ‫ﻗﺒ َﻞ ﺃﻥ ﻳُﺠﺮﻯ ﻧﻘ ُﻞ ﺍﻟﺪﻡ ِ ﻳﺘ ﱡﻢ ﺇﺟﺮﺍﺀ ُ ﺍﺧﺘﺒﺎ ِﺭ ﺍﻟﺘﻮﺍﻓ ِﻖ ﻣﻊ ﺩﻡ ِ‬
‫ﻉ‬ ‫ﺑﺪ ﻣﻦ ﻭﺟﻮ ِﺩ ﱢ‬
‫ﻣﺘﺒﺮ ٍ‬ ‫ﻂ ﻟﻠﺪﻡ ِ ‪ ،‬ﻓﻼ ﱠ‬ ‫ﺣﺪﺙ ﺗﺠﻠ ّ ٌ‬
‫َ‬ ‫ﺑﺸﻜﻞ ﺟﻴ ّ ٍﺪ ‪ .‬ﺇﺫﺍ‬‫ٍ‬ ‫ﻓﺼﻴﻠﺘﻲ ﺍﻟﺪﻡ ِ ﻫﻮ ﺿﻤﺎ ُﻥ ﺃ ّﻥ ﻋﻤﻠﻴّﺔَ ﻧﻘ ِﻞ ﺍﻟﺪﻡ ِ ﺳﺘﺘ ﱡﻢ‬
‫ﺕ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ ﻋﻦ ﻓﺼﺎﺋ ِﻞ‬
‫ﻣﻨﻔﺼﻠﺔ ‪ .‬ﺍﺳﺘﺨ ِﺪﻡ ِ ﺍﻟﺠﺪﻭ َﻝ )‪ (2‬ﻭﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬ ‫ٍ‬ ‫ﺍﻟﻤﺮﻓﻖ ﻋﻠﻰ ٍ‬
‫ﻭﺭﻗﺔ‬ ‫َ‬ ‫ﺍﻧﺴﺦ ﺍﻟﺠﺪﻭ َﻝ‬
‫ِ‬ ‫ﺟﺪﻳ ٍﺪ ‪.‬‬
‫ِ‬
‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﺐ ﻋﻦ‬ ‫ﺱ ﺍﻟﺠﺪﻭ َﻝ ِ‬
‫ﻭﺃﺟ ْ‬ ‫ﺻﻒ ﺍﻷﻧﺘﻴﺠﻴ ِﻦ ‪ .‬ﺍﺩﺭ ِ‬ ‫ﱢ‬ ‫ﺍﻟﺤﺮﻑ ﺱ ﻓﻲ‬‫َ‬ ‫ﺿ ِﻊ‬ ‫ِ‬
‫ﻓﺼﻴﻠﺔ ﺩﻡ ٍ ‪َ ،‬‬ ‫ﺍﻟﺪﻡ ِ ﻟﺘ ُ ِ‬
‫ﻜﻤ َﻞ ﺍﻟﺠﺪﻭ َﻝ ‪ .‬ﻟﻜ ﱢﻞ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ِ‬
‫ﻟﻔﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪AB‬؟‬ ‫ﺍﻷﻧﺘﻴﺠﻴﻨﺎﺕ ﺍﻟﺘﻲ ﺗﻀﺎﺩﱡﻫﺎ ﺍﻷﺟﺴﺎﻡ ُ ﺍﻟﻤﻀﺎﺩّﺓُ‬ ‫ُ‬ ‫‪ .1‬ﻣﺎ‬
‫ِ‬
‫ﻟﻔﺼﻴﻠﺔ ﺍﻟﺪﻡ ِ ‪O‬؟‬ ‫ﺍﻷﻧﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻲ ﺗﻀﺎﺩﱡﻫﺎ ﺍﻷﺟﺴﺎﻡ ُ ﺍﻟﻤﻀﺎﺩّﺓُ‬ ‫ُ‬ ‫‪ .2‬ﻣﺎ‬
‫ﺺ ﻻ ﻳﺤﺘﻮﻱ ﺩﻣُﻪ ﻋﻠﻰ ﺃﺟﺴﺎﻡ ٍ ﻣﻀﺎﺩّ ٍﺓ ﻷﻧﺘﻴﺠﻴﻨﺎ ِ‬
‫ﺕ ﺍﻟﺪﻡ ِ‬ ‫ﻋﻄ َﻲ ﻟﺸﺨ ٍ‬ ‫‪ .3‬ﻳﻜﻮ ُﻥ ﺍﻟﺪﻡ ُ ﺍﻟﻤﻌﻄﻰ ﺁﻣﻨًﺎ ﺇﺫﺍ ﻣﺎ ﺃ ُ ِ‬
‫ﺩﻣﻪ ‪AB‬؟‬ ‫ﺺ ﻓﺼﻴﻠﺔ ُ ِ‬ ‫ﺇﻋﻄﺎﺅﻫﺎ ﻟﺸﺨ ٍ‬ ‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ﺍﻟﻤﻨﻘﻮ ِﻝ ‪ .‬ﻣﺎ ﻓﺼﻴﻠﺔ ُ ﺃﻭ ﻓﺼﺎﺋ ُﻞ ﺍﻟﺪﻡ ِ ﺍﻟﺘﻲ ﻳ ُ ِ‬
‫ﻓﺼﺎﺋ ُﻞ ﺍﻟﺪﻡ ِ‬ ‫ﺍﻷﻧﺘﻴﺠﻴﻦ‬
‫ُ‬
‫‪O‬‬ ‫‪AB‬‬ ‫‪B‬‬ ‫‪A‬‬
‫‪A‬‬
‫‪B‬‬
‫ﺩﻣﻪ ‪B‬؟‬‫ﺺ ﻓﺼﻴﻠﺔ ُ ِ‬
‫ﺩﻣﻪ ‪A‬؟ ﻭﺷﺨ ٍ‬ ‫ﺺ ﻓﺼﻴﻠﺔ ُ ِ‬ ‫‪ .4‬ﻣﺎ ﻓﺼﻴﻠﺔ ُ ﺍﻟﺪﻡ ِ ﺍﻟﺬﻱ ﻳ ُ ِ‬
‫ﻤﻜ ُﻦ ﻧﻘﻠُﻪ ﻟﺸﺨ ٍ‬
‫ﻉ ﻣﻦ‬‫ﺍﻟﻤﺘﺒﺮ ِ‬
‫ﱢ‬ ‫ﻟﻴﺲ ﺷﺮﻃًﺎ ﺃﻥ ﻳﻜﻮ َﻥ ﺩﻡ ُ ﺍﻟﺸﺨ ِ‬
‫ﺺ‬ ‫‪ .5‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃ ّﻥ ﻓﺼﻴﻠﺔَ ﺍﻟﺪﻡ ِ ‪ AB‬ﻧﺎﺩﺭﺓٌ ّﺇﻻ ﺃﻧّﻪ َ‬
‫ﻓﺴ ْﺮ ﺇﺟﺎﺑﺘَﻚ ‪.‬‬
‫ﺳﺒﺐ ﻫﺬﺍ؟ ﱢ‬
‫ُ‬ ‫ﺍﻟﻔﺼﻴﻠﺔ ‪ . AB‬ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻣﺎ‬ ‫ِ‬
‫ﺃﻛﺜﺮ ﺷﻴﻮ ًﻋﺎ ﻣﻦ ﻓﺼﺎﺋ ِﻞ ﺍﻟﺪﻡ ِ ﺍﻷﺧﺮﻯ ‪ ،‬ﻭﻟﻜﻦ ﻣﻊ ﺫﻟﻚ ﻓﺈ ّﻥ ﻓﺼﺎﺋ َﻞ ﺍﻟﺪﻡ ِ ﺍﻟﻤﺘﻄﺎﺑﻘﺔَ ﻣﻌﻬﺎ‬ ‫‪ .6‬ﻓﺼﻴﻠﺔ ُ ﺍﻟﺪﻡ ِ ‪ُ O‬‬
‫ﻓﺴ ْﺮ ﺇﺟﺎﺑﺘَﻚ ‪.‬‬
‫ﺳﺒﺐ ﻫﺬﺍ؟ ﱢ‬
‫ُ‬ ‫ﻣﺤﺪﻭﺩﺓٌ ‪ .‬ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻣﺎ‬

‫‪oá«FÉYƒdG‬‬ ‫‪oá«Ñ∏≤dG‬‬ ‫‪¢VGôeC‬‬ ‫‪’G‬‬

‫‪Cardiovascular disease‬‬
‫‪q‬‬ ‫‪q‬‬ ‫‪o‬‬

‫ﺗﻌﺮﻑ ﻓﻼ‬
‫ُ‬ ‫ﺖ‬ ‫ِ‬
‫ﺑﺎﻟﺴﻜﺘﺔ؟ ﺇﺫﺍ ﻛﻨْ َ‬ ‫ﺑﺄﺯﻣﺔ ﻗﻠﺒﻴ ّ ٍﺔ ﺃﻭ‬
‫ٍ‬ ‫ﺻﻴﺐ‬
‫َ‬ ‫ﺗﻌﺮﻑ ﺃﺣ ًﺪﺍ ﺃ ُ‬
‫ُ‬ ‫ﻫﻞ‬
‫ﺃﻣﺮﺍﺽ‬
‫ُ‬ ‫ﺕ ﺧﻄﻴﺮﺓٌ ًّ‬
‫ﺟﺪﺍ ‪.‬‬ ‫ﺕ ﺍﻟﻘﻠﺒﻴّﺔَ ﺃﻭ ﺍﻟﺴﻜﺘﺎ ِ‬ ‫ﺷﻚ ﺃﻧّﻚ ﺗﺪﺭﻱ ﺃ ّﻥ ﺍﻟﻨﻮﺑﺎ ِ‬ ‫ﱠ‬
‫ﺃﻛﺜﺮ‬
‫ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴّﺔَ ﺍﻟﻮﻋﺎﺋﻴّﺔَ ‪ ،‬ﻭﻫﻲ ُ‬ ‫َ‬ ‫ُﺴﻤﻰ‬‫ﻭﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﺗ ّ‬
‫ِ‬ ‫ﺍﻟﻘﻠ ِ‬
‫ﺐ‬
‫ﺕ ﻓﻲ ﺍﻟﻜﺜﻴ ِﺮ ﻣﻦ ﺍﻟﺒﻠﺪﺍ ِﻥ ‪.‬‬ ‫ﺍﻟﺸﺎﺋﻌﺔ ﻟﻠﻤﻮ ِ‬‫ِ‬ ‫ﺍﻷﺳﺒﺎ ِ‬
‫ﺏ‬
‫ﻳﻨﺴﺎﺏ ﺍﻟﺪﻡ ُ‬
‫ُ‬ ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ﺍﻟﻮﻋﺎﺋﻲ ﻓﻲ‬‫ﱡ‬ ‫ﺍﻟﻘﻠﺒﻲ‬
‫ﱡ‬ ‫ﺍﻟﻤﺮﺽ‬
‫ُ‬ ‫ﻳﺒﺪﺃ ُ‬
‫ﺍﻟﺘﺮﺳﻴﺒﺎﺕ ﺍﻟﺪﻫﻨﻴّﺔ ُ‬
‫ُ‬ ‫ﺗﺘﺮﺍﻛﻢ‬
‫ُ‬ ‫ﺖ ﻗﺪ‬ ‫ﻋﺒﺮ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ‪ ،‬ﻭﺑﻤﺮﻭ ِﺭ ﺍﻟﻮﻗ ِ‬ ‫ﻃﺒﻴﻌﻴ ًّﺎ َ‬
‫ﺍﻟﺘﺠﻮﻳﻒ‬
‫َ‬ ‫ﻟﻠﻜﻮﻟﻴﺴﺘﺮﻭ ِﻝ ﻋﻠﻰ ﺟﺪ ِﺭ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ﻣﻦ ﺍﻟﺪﺍﺧ ِﻞ ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈ ّﻥ‬

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 ‫ﺢ ﺿﻴّﻘًﺎ ‪.‬‬ ‫ﺩﺍﺧ َﻞ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ﻳُﺼﺒِ ُ‬
‫ﻳﻀﻴﻖ‬
‫ُ‬ ‫ﺢ ﺧﻄﻴﺮ ًﺓ ﻋﻨﺪﻣﺎ‬ ‫ﺐ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ‪ ،‬ﻭﺗ ُﺼﺒِ ُ‬ ‫ُﺴﻤﻰ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ُ ﺗﺼﻠ ّ َ‬ ‫ﺗ ّ‬
‫ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﻤﺜﻴﻞُ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻟﻌﺪ ٍﺩ ﻛﺒﻴ ٍﺮ ﻣﻦ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ﺍﻟﺮﺋﻴﺴﻴ ّ ِﺔ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﱡ‬ ‫ﺍﻟﺘﺠﻮﻳﻒ‬
‫ُ‬
‫ﺐ ﺍﻵﺧﺮﻳﻦ‬ ‫ّﺎﺕ ﻗﻠ ِ‬ ‫ﺩﻗ ُ‬ ‫ﺏ‬ ‫ﻛﻤﻴّﺔ ُ ﺍﻟﺪﻡ ِ ﺍﻟﻤﻨﺴﺎ ِ‬ ‫ﺖ ّ‬ ‫ﺃﻛﺜﺮ ﺿﻴﻘًﺎ ‪ ،‬ﻗﻠﱠ ْ‬ ‫َ‬ ‫ﺍﻟﺸﺮﺍﻳﻴﻦ‬
‫ُ‬ ‫ﺃﺻﺒﺤ ِ‬
‫ﺖ‬ ‫َ‬ ‫ﻛﻠّﻤﺎ‬
‫ﺐ ﻛ ﱢﻞ‬ ‫ﺕ ﻗﻠ ِ‬ ‫ﻣﻌﺪ َﻝ ﺩﻗّﺎ ِ‬ ‫ﱠ‬ ‫ﺳﺠﱢ ْﻞ‬ ‫ﺑﺸﻜﻞ‬ ‫ٍ‬ ‫ﻓﺎﻟﻘﻠﺐ ﻳﻌﻤ ُﻞ‬
‫ُ‬ ‫ﺍﻟﻘﻠﺐ ﻭﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ ‪.‬‬ ‫ُ‬ ‫ﻋﺒﺮﻫﺎ ‪ ،‬ﻭﻳﺘﺄﺛ ّ ُﺮ ﺑﺬﻟﻚ‬ ‫َ‬
‫ﺍﻟﺼﻒ ‪ .‬ﻣﺎ ﻫﻮ ﺃﻋﻠﻰ‬ ‫ﱢ‬ ‫ﺺ ﻓﻲ‬ ‫ﺷﺨ ٍ‬
‫ﱠ‬
‫ﻂ‬ ‫ﻂ ﺍﻟﺪﻡ ِ ﺍﺭﺗﻔﺎ ًﻋﺎ ‪ ،‬ﻭﺿﻐ ُ‬ ‫ﻋﺒﺮ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ؛ ﻟﺬﻟﻚ ﻳﺰﺩﺍﺩُ ﺿﻐ ُ‬ ‫ﺃﻋﻨﻒ ﻟﻴﺪﻓ َﻊ ﺍﻟﺪﻡَ َ‬ ‫َ‬
‫ﺐ ﻣﺎ؟ ﻭﻣﺎ ﻫﻮ‬ ‫ﺕ ﻗﻠ ٍ‬ ‫ﻣﻌﺪ ٍﻝ ﻟﺪﻗّﺎ ِ‬
‫ﻣﻌﺪﻝٍ؟ ﻣﺜﱢ ِﻞ ﺍﻟﻨﺘﺎﺋ َﺞ ﺑﻴﺎﻧﻴ ًّﺎ ‪ .‬ﻣﺎ‬ ‫ﺃﻗ ﱡﻞ ﱠ‬ ‫ﻭﺍﻧﺘﻔﺎﺧﻬﺎ ‪ .‬ﺇﺫﺍ ﻣﺎ‬ ‫ِ‬ ‫ِ‬
‫ﻟﻤﺮﻭﻧﺘﻬﺎ‬ ‫ﺐ ﻓﻘﺪَﻫﺎ‬ ‫ﻋﺒﺮ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ ﻳُﺴﺒﱢ ُ‬ ‫ﺍﻟﻤﺮﺗﻔ ُﻊ َ‬‫ِ‬ ‫ﺍﻟﺪﻡ ِ‬
‫ﺐ ﻟﺪﻯ‬ ‫ﺕ ﺍﻟﻘﻠ ِ‬‫ﻣﻌﺪ ِﻝ ﺩﻗّﺎ ِ‬‫ﻂ ﱠ‬ ‫ﻣﺘﻮ ﱢﺳ ُ‬ ‫ﻕ‪.‬‬ ‫ﺃﺭﻕ ﻭﻗﺪ ﻳﺘﻤ ّﺰ ُ‬ ‫ﺢ ﱠ‬ ‫ﺟﺪﺍﺭ ﺍﻟﺸﺮﻳﺎ ِﻥ ﻳُﺼﺒِ ُ‬ ‫َ‬ ‫ﻛﺒﻴﺮﺍ ‪ ،‬ﻓﺈ ّﻥ‬‫ﺥ ً‬ ‫ﻛﺎ َﻥ ﺫﻟﻚ ﺍﻻﻧﺘﻔﺎ ُ‬
‫ﺍﻟﺼﻒ؟‬
‫ﱢ‬ ‫ﺏ ﻓﻲ‬ ‫ﺍﻟﻄﻼ ِ‬ ‫ّ‬ ‫ﺕ ﺍﻟﺪﻫﻨﻴ ّ ِﺔ ‪،‬‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺳﻴﺒﺎ ِ‬ ‫ﻟﺘﻜﻮ ِﻥ ﺍﻟﺠﻠﻄﺎ ِ‬ ‫ّ‬ ‫ﻫﻨﺎﻙ ﺍﺣﺘﻤﺎ ٌﻝ‬
‫ﻭﻋﺎﺀ‬ ‫ﺃﻱ ٍ‬ ‫ﺗﻤﺎﻣﺎ ﱠ‬ ‫ﺑﻌﻀﻬﺎ ‪ ،‬ﻭﺗ ُِﻐﻠ ُﻖ ً‬ ‫ﻣﺘﻔﻜﻜﺔً ﻋﻦ ِ‬ ‫ﱢ‬ ‫ﺖ‬
‫ﺍﻟﺠﻠﻄﺎﺕ ﻗﺪ ﺗﺘﻔﺘ ّ ُ‬ ‫ُ‬ ‫ﻫﺬﻩ‬
‫ﺐ‬ ‫ﻋﻀﻠﺔ ﺍﻟﻘﻠ ِ‬ ‫ِ‬ ‫ﺩﻣﻮﻱﱟ ﻓﻲ ﺃﻱﱢ ﻣﻜﺎ ٍﻥ ﻓﻲ ﺍﻟﺠﺴﻢ ِ‪ :‬ﺍﻟﺮﺋﺘﻴﻦ ﺃﻭ ﺍﻟﻤ ﱢﺦ ﺃﻭ‬
‫ﺑﺄﺯﻣﺔ‬ ‫ٍ‬ ‫ﺍﻟﺸﺨﺺ‬
‫ُ‬ ‫ﺼﺎﺏ‬
‫ُ‬ ‫ﺐ ‪ ،‬ﻳُ‬ ‫ِ‬
‫ﻋﻀﻠﺔ ﺍﻟﻘﻠ ِ‬ ‫ﺗﻨﻐﺮﺯ ﺟﻠﻄﺔ ٌ ﻓﻲ‬ ‫ُ‬ ‫ﻧﻔﺴﻬﺎ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ِ‬
‫ﺙ‬ ‫ﺑﺎﻟﺠﻠﻄﺔ ‪ ،‬ﻗﺪ ﺗﺤﺪ ُ‬ ‫ِ‬ ‫ﻕ ﺷﺮﻳﺎ ٌﻥ ﻓﻲ ﺍﻟﻤ ﱢﺦ ﺃﻭ ﻳﻨﺴ ﱡﺪ‬ ‫ﻗﻠﺒﻴ ّ ٍﺔ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺘﻤ ّﺰ ُ‬
‫ﺍﻟﺴﻜﺘﺔ ُ ﺍﻟﺪﻣﺎﻏﻴّﺔ ُ ‪.‬‬
‫ﺕ‬ ‫ﻣﻘﺪﺍﺭ ﻣﺎ ﻣﻦ ﺍﻟﺘﺮﺳﻴﺒﺎ ِ‬ ‫ٌ‬ ‫ﺹ ‪ ،‬ﺣﺘّﻰ ﺍﻷﻃﻔﺎ ُﻝ ﻟﺪﻳﻬﻢ‬ ‫ﺟﻤﻴﻊ ﺍﻷﺷﺨﺎ ِ‬ ‫ُ‬
‫ﺕ ﻫﺬﻩ‬ ‫ﺍﻟﻌﻤﺮ ‪ ،‬ﺍﺯﺩﺍﺩَ ْ‬ ‫ُ‬ ‫ﺃﻭﻋﻴﺘﻬﻢ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ .‬ﻛﻠّﻤﺎ ﺗﻘ ّﺪﻡَ ﺑﻚ‬ ‫ِ‬ ‫ﺍﻟﺪﻫﻨﻴ ّ ِﺔ ﻓﻲ‬
‫ﻂ ﺍﻟﻮﺯ ِﻥ ‪ ،‬ﻋﺪﻡ ُ‬ ‫ﺑﻨﻔﺴﻚ ‪ .‬ﺿﺒ ُ‬ ‫ﺍﻟﺘﺮﺳﻴﺒﺎﺕ ﻓﻲ ﺍﻟﺤﺠﻢ ِ ﻭﺍﻟﻤﻘﺪﺍ ِﺭ ﺇﺫﺍ ﻟﻢ ﺗﻬﺘ ﱠﻢ ِ‬ ‫ُ‬
‫ﺍﻟﺘﺪﺧﻴ ِﻦ ‪ ،‬ﺗﻨﺎﻭ ُﻝ ﻃﻌﺎﻡ ٍ ﻗﻠﻴ ِﻞ ﺍﻟﻤﺤﺘﻮﻯ ﻣﻦ ﺍﻟﺪﻫﻮ ِﻥ ﺍﻟﺤﻴﻮﺍﻧﻴ ّ ِﺔ ‪ ،‬ﻣﻤﺎﺭﺳﺔ ُ‬
‫ﺫﺍﺕ‬ ‫ُ‬ ‫ﺟﻤﻴﻌﻬﺎ ﻋﻮﺍﻣ ُﻞ‬ ‫ُ‬ ‫ﺩﻣﻚ ‪،‬‬ ‫ﺿﻐﻂ ِ‬
‫ِ‬ ‫ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ﺑﺎﻧﺘﻈﺎﻡ ٍ ‪ ،‬ﺿﺒ ُ‬
‫ﻂ‬
‫ﺽ ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ﺍﻟﻮﻋﺎﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻹﺻﺎﺑﺔ ﺑﺎﻷﻣﺮﺍ ِ‬ ‫ِ‬ ‫ﺃﻫﻤﻴ ّ ٍﺔ ﻛﺒﻴﺮ ٍﺓ ﻓﻲ ِ‬
‫ﻣﻨﻊ‬ ‫ّ‬

‫‪22 πo μ°T‬‬
‫ﻋﻦ‬ ‫ﺍﻷﺷﻜﺎ ُﻝ ﺍﻟﺼﻔﺮﺍﺀ ُ ﻋﺒﺎﺭﺓٌ‬
‫ﻳُﺆﺛ ﱢ ُﺮ‬ ‫ﺕ ﺩﻫﻨﻴ ّ ٍﺔ ‪ .‬ﻛﻴﻒ‬‫ﺗﺮﺳﻴﺒﺎ ٍ‬
‫ﻋﻠﻰ‬ ‫ﺕ ﺍﻟﺪﻫﻨﻴّﺔِ‬
‫ﺗﺮﺍﻛﻢ ﺍﻟﺘﺮﺳﻴﺒﺎ ِ‬
‫ُ‬
‫ﺍﻟﺸﺮﺍﻳﻴ ِﻦ؟‬

‫‪55‬‬
 ‫ﺃﻧﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ﺳﻠﻴﻤﺎ ﻣﻌﺎﻓًﻰ‬
‫ﻗﻠﺒﺎ ً‬ ‫ِ‬
‫ﺍﻣﺘﻠ ْﻚ ً‬
‫ﺃﺷﺨﺎﺹ ﻗﻼﺋ ُﻞ‬ ‫ٌ‬ ‫ﻋﺎﺋﻠﺘﻚ‬ ‫ﺑﻨﻮﺑﺔ ﻗﻠﺒﻴ ّ ٍﺔ؟ ﺇﺫﺍ ﻛﺎ َﻥ ﻓﻲ ِ‬ ‫ﺇﺻﺎﺑﺘﻚ ٍ‬ ‫ِ‬ ‫ﻣﺎ ﺧﻄﻮﺭ ُﺓ‬
‫ﺕ ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ‪ ،‬ﻗﺪ ﻻ ﺗﻜﻮ ُﻥ ﻓﻲ ﺧﻄ ٍﺮ ﻛﺒﻴ ٍﺮ ‪ .‬ﻟﻜﻦ ﺇﺫﺍ‬ ‫ﺟﺪﺍ ﺃُﺻﻴﺒﻮﺍ ﺑﺎﻟﻨﻮﺑﺎ ِ‬ ‫ًّ‬
‫ﺽ‬
‫ﺿﻐﻂ ﺍﻟﺪﻡ ِ ﻭﺍﻷﻣﺮﺍ ِ‬ ‫ِ‬ ‫ﺑﺎﺭﺗﻔﺎﻉ‬
‫ِ‬ ‫ِ‬
‫ﺍﻹﺻﺎﺑﺔ‬ ‫ﺦ ﻃﻮﻳ ٌﻞ ﻣﻦ‬ ‫ﻟﻌﺎﺋﻠﺘﻚ ﺗﺎﺭﻳ ٌ‬ ‫ِ‬ ‫ﻛﺎ َﻥ‬
‫ﺍﻟﻤﻌﺮﺿﻴﻦ ﻟﻠﺨﻄ ِﺮ ‪.‬‬ ‫ﱠ‬ ‫ِ‬
‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺿﻤﻦ‬
‫َ‬ ‫ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ﺍﻟﻮﻋﺎﺋﻴ ّ ِﺔ ‪ ،‬ﻓﺈﻧّﻚ ﻗﺪ ﺗﻜﻮ ُﻥ‬
‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺘﺤ ّﻜ َﻢ‬ ‫ﻋﺎﺋﻠﺘﻚ ‪ ،‬ﻟﻜﻦ ﻳ ُ ِ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗ ُﻐﻴﱢ َﺮ ﻣﺎ ﻗﺪ ﻭﺭﺛْﺘَﻪ ﻣﻦ ِ‬ ‫ُ‬ ‫ﻻ‬
‫ﺐ ﺍﻹﺻﺎﺑﺔَ ﺑﻬﺬﻩ‬ ‫ُﺴﺎﻋ ُﺪﻙ ﻋﻠﻰ ﺃﻥ ﺗﺘﺠﻨ ّ َ‬ ‫ﺾ ﺍﻟﻌﻮﺍﻣ ِﻞ ﺍﻟﺘﻲ ﺗ ِ‬ ‫ﻓﻲ ﺑﻌ ِ‬
‫ﺽ‬‫ﺍﻹﺻﺎﺑﺔ ﺑﺄﻣﺮﺍ ِ‬ ‫ِ‬ ‫ﺑﻴﻦ‬
‫ﻋﻼﻗﺔ َ‬ ‫ٍ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻄﺒّﻴّﺔ ُ ﻭﺟﻮﺩَ‬ ‫ُ‬ ‫ﺖ‬‫ﺃﻭﺿﺤ ِ‬ ‫َ‬ ‫ﺽ‪.‬‬ ‫ﺍﻷﻣﺮﺍ ِ‬
‫ﺍﻟﺘﻐﺬﻳﺔ ﺑﺘﻨﺎﻭ ِﻝ‬ ‫ِ‬ ‫ﻳﻨﺼﺢ ﻋﻠﻤﺎﺀ ُ‬ ‫ُ‬ ‫ﺍﻟﻐﻨﻲ ﺑﺎﻟﺪﻫﻮ ِﻥ ‪.‬‬ ‫ﱢ‬ ‫ﺐ ﻭﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ‬ ‫ﺍﻟﻘﻠ ِ‬
‫ﺍﻟﻤﺸﺒﻌﺔ ‪ ،‬ﻣﺜ ِﻞ ﺍﻟﺰﺑﺪ ِﺓ ‪ ،‬ﺍﻟﻠﺒ ِﻦ ﺍﻟﺪﺳﻢ ِ ‪،‬‬ ‫ِ‬ ‫ﺍﻷﻏﺬﻳﺔ ﺍﻟﻐﻨﻴ ّ ِﺔ ﺑﺎﻟﺪﻫﻮ ِﻥ‬ ‫ِ‬ ‫ﺍﻟﻘﻠﻴ ِﻞ ﻣﻦ‬
‫ُﺤﺪﺩُ ﻓﻴﻪ ﻣﺎ‬ ‫ﻗﺮﺍﺭﺍ ﺗ ﱢ‬ ‫ﺑﺈﻣﻜﺎﻧﻚ ﺃﻥ ﺗﺘّﺨ َﺬ ً‬ ‫ِ‬ ‫ﺍﻟﺤﻤﺮﺍﺀ ‪ ،‬ﻓﺄﻧﺖ‬ ‫ِ‬ ‫ﺕ ‪ ،‬ﺍﻟﻠﺤﻮﻡ ِ‬ ‫ﺍﻟﻤﺜﻠﱠﺠﺎ ِ‬
‫ﺗﻌﺮ ِﺿﻚ‬
‫‪23 πo μ°T‬‬
‫ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﺍﻟﺮﻳﺎﺿﻴّﺔ ُ‬
‫ُ‬ ‫ﻛﻴﻒ ﺗ ِ‬
‫ُﺴﺎﻋ ُﺪ‬ ‫ﺁﺧﺮ ﻣﻬﻤًّﺎ ﻓﻲ ﺗﻘﻠﻴ ِﻞ ﻣﺨﺎﻃ ِﺮ ّ‬ ‫ﻋﺎﻣﻼ َ‬ ‫ً‬ ‫ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺮﻳﺎﺿﻴّﺔ ُ‬ ‫ُ‬ ‫ﺗﺄﻛ ُﻞ ‪ .‬ﺗ ُ َﻌ ﱡﺪ‬
‫ﺍﻟﻤﻨﺘﻈﻤﺔ ُ ﻋﻠﻰ ﺗﻘﻠﻴ ِﻞ ﺍﻹﺻﺎﺑﺔِ‬
‫ِ‬ ‫ﺍﻟﺪﺭﺍﺟﺎ ِ‬ ‫ﺽ ﺍﻟﻘﻠ ِ‬ ‫ِ‬
‫ﺽ ﺍﻟﻘﻠﺐ؟ِ‬ ‫ﺑﺄﻣﺮﺍ ِ‬
‫ﺍﻟﺮﻛﺾ ‪ ،‬ﺍﻟﻘﻴﺎﻡ ُ‬ ‫ُ‬ ‫ﺕ‪،‬‬ ‫ّ‬ ‫ﺭﻛﻮﺏ‬
‫ُ‬ ‫ﺐ ‪ .‬ﺍﻟﺴﺒﺎﺣﺔ ُ ‪،‬‬ ‫ﻟﻺﺻﺎﺑﺔ ﺑﺄﻣﺮﺍ ِ‬
‫ﺟﻤﻴﻌﻬﺎ ﻋﻮﺍﻣ ُﻞ‬ ‫ُ‬ ‫ٍ‬
‫ﺳﺮﻳﻌﺔ‬ ‫ﺕ‬‫ﺳﻴﺮﺍ ﻋﻠﻰ ﺍﻟﻘﺪﻣﻴﻦ ‪ ،‬ﺍﻟﻤﺸﻲ ﺑﺨﻄﻮﺍ ٍ‬ ‫ﺍﻟﻄﻮﻳﻠﺔ ً‬ ‫ِ‬ ‫ﺑﺎﻟﻨﺰﻫﺎ ِ‬
‫ﺕ‬
‫ُ‬
‫ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺗﺸﻐﻴ ِﻞ ﻗﻠﺒِ ﻚ‬ ‫ُ‬ ‫ﺗﻤﺮﻳﻨﺎﺕ ﻫﻮﺍﺋﻴّﺔ ٌ‬ ‫ٌ‬ ‫ﺍﻟﻮﻋﺎﺋﻲ ‪ ،‬ﻓﻬﻲ‬ ‫ﱢ‬ ‫ﺍﻟﻘﻠﺒﻲ‬
‫ﱢ‬ ‫ﺟﻴّﺪﺓٌ ﻟﺠﻬﺎ ِﺯﻙ‬
‫ﺍﻟﻜﺎﻓﻴﺔ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ .‬ﻟﺘﺤﺼ َﻞ‬ ‫ِ‬ ‫ﺑﺎﻟﻜﻤﻴ ّ ِﺔ‬
‫ّ‬ ‫ﺑﻤﻌﺪ ٍﻝ ﻣﺘﺰﺍﻳ ٍﺪ ﻹﻣﺪﺍ ِﺩ ﺧﻼﻳﺎﻙ‬ ‫ﱠ‬ ‫ﻭﺭﺋﺘﻴﻚ‬
‫ﺕ ﻓﻲ‬ ‫ﻣﺮﺍ ِ‬
‫ﺛﻼﺙ ّ‬ ‫َ‬ ‫ﺕ ﺍﻟﻬﻮﺍﺋﻴّﺔَ‬ ‫ﺱ ﺍﻟﺘﺪﺭﻳﺒﺎ ِ‬ ‫ُﻤﺎﺭ َ‬‫ﻳﺠﺐ ﻋﻠﻴﻚ ﺃﻥ ﺗ ِ‬ ‫ُ‬ ‫ﻋﻠﻰ ﺃﻓﻀ ِﻞ ﻧﺘﺎﺋ َﺞ ‪،‬‬
‫ﺍﻟﻤﺮ ِﺓ ﺍﻟﻮﺍﺣﺪ ِﺓ ‪.‬‬ ‫ﺍﻷﺳﺒﻮﻉ ﻟﻤ ّﺪ ِﺓ ‪ 20‬ﺩﻗﻴﻘﺔً ﻋﻠﻰ ﺍﻷﻗ ﱢﻞ ﻓﻲ ّ‬ ‫ِ‬
‫ﻣﻬﻤﺎﻥ ﻓﻲ ﺗﻘﻠﻴ ِﻞ ﺧﻄ ِﺮ‬ ‫ّ‬ ‫ﺃﻳﻀﺎ ﻋﺎﻣﻼﻥ‬ ‫ﻉ ﻋﻦ ﺍﻟﺘﺪﺧﻴ ِﻦ ً‬ ‫ﻂ ﺍﻟﻮﺯ ِﻥ ﻭﺍﻻﻣﺘﻨﺎ ُ‬ ‫ﺿﺒ ُ‬
‫ﻛﻤﻴ ّ ِﺔ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺘﻲ‬ ‫ﻓﺒﺈﻣﻜﺎﻧﻚ ﺃﻥ ﺗﺘﺤ ّﻜ َﻢ ﻓﻲ ّ‬ ‫ِ‬ ‫ﺐ‪.‬‬ ‫ﺽ ﺍﻟﻘﻠ ِ‬ ‫ﺇﺻﺎﺑﺘﻚ ﺑﺄﻣﺮﺍ ِ‬ ‫ِ‬
‫ﺧ ُﻦ ﺃﻡ ﻻ ‪ .‬ﻻ‬ ‫ﺖ ﺗ ُﺪ ﱢ‬ ‫ﺱ ﻣﻦ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﻨْ َ‬ ‫ﺗﺘﻨﺎﻭﻟُﻬﺎ ‪ ،‬ﻭﻓﻲ ﻣﺎ ﺗ ِ‬
‫ُﻤﺎﺭ ُ‬
‫ﺽ ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ﺍﻟﻮﻋﺎﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻹﺻﺎﺑﺔ ﺑﺎﻷﻣﺮﺍ ِ‬ ‫ِ‬ ‫ﺗﻌﺮ ِﺿﻚ ﻟﺨﻄ ِﺮ‬ ‫ﺑﺎﻟﻀﺒﻂ ﻣﺎ ﻣﺪﻯ ّ‬ ‫ِ‬ ‫ﻳﻌﺮﻑ‬
‫ُ‬ ‫ﺃﺣ َﺪ‬
‫ﺑﺸﻜﻞ‬ ‫ﺴﺎﻋ ُﺪﻙ‬ ‫ﺍﻟﺼﺤﻴ ّ ِﺔ ﺍﻟﺠﻴّﺪ ِﺓ ‪ ،‬ﺍﻵﻥ ‪ ،‬ﺳﻴ ُ ِ‬ ‫ﺑﻤﻤﺎﺭﺳﺔ ﺍﻟﻌﺎﺩﺍ ِ‬
‫ﺕ‬ ‫ِ‬
‫ٍ‬ ‫ّ‬ ‫ﻭﻣﻊ ﺫﻟﻚ ‪ ،‬ﻓﺎﻟﺒﺪﺀ ُ‬
‫ﺽ‪.‬‬ ‫ﺇﺻﺎﺑﺘﻚ ﺑﻬﺬﻩ ﺍﻷﻣﺮﺍ ِ‬ ‫ِ‬ ‫ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺧﻄ ِﺮ‬ ‫ِ‬ ‫ﻛﺒﻴ ٍﺮ ﻋﻠﻰ‬

‫ﺍﻟﺪﺭﺱ ‪2-2‬‬
‫ُ‬

‫‪∞«c .1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪r u .2‬‬
‫‪?Ip OQhC’G ∫ÓN‬‬
‫‪n‬‬ ‫‪?pÚjGöûdG ∫ÓN‬‬‫‪n‬‬ ‫‪ΩódG‬‬
‫‪o π≤àæj‬‬ ‫‪o‬‬
‫‪Rp É¡é∏d iôNCG ák Ø«Xh ∞r °Up . ihó©dG áp ehÉ≤à …hÉت«∏dG‬‬ ‫‪t‬‬ ‫‪Ro É¡÷G Ωƒ≤j‬‬
‫‪o‬‬ ‫‪∞«c öùa‬‬

‫‪≠r °Uo .3‬‬

‫‪. …hÉت«∏dG‬‬
‫‪u‬‬
‫‪áp ©LGôe áo «q ªgC‬‬
‫‪q G Ée . áp jƒeódG‬‬
‫‪q‬‬ ‫‪∂àp «YhCG áp ë°üH‬‬
‫‪q‬‬ ‫‪ΩódG‬‬
‫‪p §¨°V‬‬
‫‪o‬‬ ‫‪§ÑJôj‬‬
‫‪o‬‬ ‫‪r u :ák «°Vôa‬‬
‫‪∞«c öùa‬‬ ‫‪q‬‬
‫‪?ÉjQhO‬‬
‫‪v ∂eO‬‬ ‫‪p‬‬
‫‪p §¨°V‬‬

‫‪56‬‬
 ‫‪t Øq æàdG Ro É¡÷G 3-2‬‬
‫‪Respiratory System‬‬
‫‪»°ù‬‬
‫ﺍﻟﺘﻘﺪﻳﺮ‬
‫ُ‬
‫ﺍﻟﻌﻤﻴﻖ‬
‫ُ‬ ‫ﺲ‬
‫ﺍﻟﺘﻨﻔ ّ ُ‬ ‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﺕ ﺗﻨﻔ ِّﺴﻚ‬ ‫ﻣﺮﺍ ِ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﺣﺴﺐ ﻋﺪﺩَ ّ‬ ‫ْ‬ ‫ُ‬ ‫ُ‬
‫ﻣﺮ ًﺓ ﻭﺍﺣﺪﺓً(‬ ‫ﱡ‬
‫ﻭﺯﻓﻴﺮ ﺗﻌﺪ ّ‬‫ٌ‬ ‫)ﺷﻬﻴﻖ‬
‫ٌ‬ ‫ﺍﻟﻀﻠﻮﻉ ﻓﻲ ﻋﻤﻠﻴّﺘﻲ ﺍﻟﺸﻬﻴ ِﻖ ﻭﺍﻟﺰﻓﻴ ِﺮ ‪.‬‬
‫ِ‬ ‫ﻔﺴ َﺮ ﻭﻇﻴﻔﺔَ‬
‫ﻳُ ﱢ‬
‫ِ‬
‫ﺑﺎﻟﻀﺒﻂ ‪ .‬ﺑﻌ َﺪ‬ ‫ٍ‬
‫ﺩﻗﻴﻘﺔ ﻭﺍﺣﺪ ٍﺓ‬ ‫ﻓﻲ‬ ‫ّﺴﻲ ‪.‬‬
‫ﻋﺒﺮ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﺘﻨﻔ ﱢ‬ ‫ِ‬
‫ﺍﻧﺴﻴﺎﺏ ﺍﻟﻬﻮﺍﺀ َ‬ ‫َ‬ ‫ﻳﺼﻒ‬
‫َ‬
‫ﺕ ﺗﻨﻔ ِّﺴﻚ‬ ‫ﻣﺮﺍ ِ‬
‫ﻗﺪ ْﺭ ﻋﺪﺩَ ّ‬ ‫ﺫﻟﻚ ‪ ،‬ﱢ‬ ‫ّﺴﻲ ﺑﺘﺪﺧﻴ ِﻦ ﺍﻟﺴﺠﺎﺋ ِﺮ ‪.‬‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔ ﱡ‬
‫ُ‬ ‫ﻳﺘﻮﻗ َّﻊ ﻛﻴﻒ ﻳﺘﺄﺛ ّ ُﺮ‬
‫ﺾ‬‫ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﺰﻣ ِﻦ ﻟﺒﻌ ِ‬ ‫ﻓﻲ ﺍﻟﻤﻘﺪﺍ ِﺭ ِ‬ ‫ﺕ ﺍﻟﻬﻮﺍﺋﻴّﺔَ ‪.‬‬ ‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺸﻌﺒﺔَ ‪ ،‬ﺍﻟﺤﻮﻳﺼﻼ ِ‬
‫ِ‬ ‫ﻑ‬‫ﻳُ ﱢﻌﺮ َ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴ ّ ِﺔ ﺍﻷﺧﺮﻯ ﻣﺜ ِﻞ‪:‬‬ ‫ِ‬
‫ﺑﻌ َﺪ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻭﺑﻌ َﺪ ِ‬
‫ﺃﺩﺍﺀ‬
‫ﺩﻭ ْﻥ‬‫ﺾ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ‪ .‬ﱢ‬ ‫ﺑﻌ ِ‬ ‫ﺗﻠﻌﺐ‬
‫ُ‬ ‫ﺍﻟﻤﺪﺭﺝ ﺃﻭ‬
‫ِ‬ ‫ﺗﻬﺘﻒ ﻣﺸﺠﱢ ًﻌﺎ ﻓﻲ‬‫ُ‬ ‫ﺗﻠﻌﺐ ﻛﺮ َﺓ ﺍﻟﻘﺪﻡ ِ ﺃﻭ‬‫ُ‬ ‫ﺖ‬
‫ﺇﺫﺍ ﻣﺎ ﻛﻨْ َ‬
‫ﺗﻘﺪﻳﺮﺍﺗﻚ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚَ ‪ِ ،‬ﺟ ِﺪ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪ .‬ﺍﻟﻄﻌﺎﻡ ُ ﺍﻟﺬﻱ ﺗﺘﻨﺎﻭﻟُﻪ ﻫﻮ‬ ‫ٍ‬
‫ﺣﺎﺟﺔ ﺇﻟﻰ‬ ‫ﻓﻲ ﺃﺣ ِﺪ ﺍﻟﻔﺮﻕ ‪ ،‬ﻓﺈﻧّﻚ ﻓﻲ‬
‫ﺖ‬ ‫ﺍﻷﻋﺪﺍﺩَ ﺍﻟﺪﻗﻴﻘﺔَ ‪ .‬ﻛﻢ ﻛﺎﻧ َ ْ‬ ‫ﺟﺴﻤﻚ ﺍﻟﻄﺎﻗﺔَ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺬﻱ ﺗﻨﺎﻭﻟْﺘَﻪ ‪َ ،‬‬
‫ﺃﻧﺖ‬ ‫ُ‬ ‫ﻄﻠ َﻖ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪ .‬ﻟﻜﻲ ﻳ ُ ِ‬ ‫ﻣﺼﺪﺭ‬
‫ُ‬
‫ﺗﻘﺪﻳﺮﺍﺗ ُﻚ ﻗﺮﻳﺒﺔً؟‬
‫ﺍﻷﻛﺴﺠﻴﻦ ﻟﻜﻲ »ﺗﺤﺮ َﻕ«‬
‫َ‬ ‫ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ .‬ﻓﺨﻼﻳﺎﻙ ﺗﺴﺘﺨﺪﻡ ُ‬ ‫ٍ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺩﺧﻮ ُﻝ‬ ‫ﺍﻟﻬﻀﻤﻲ ﺧﻼﻳﺎ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﱡ‬ ‫ﺟﻬﺎﺯﻙ‬
‫ُ‬ ‫ﺍﻟﺠﺰﻳﺌﺎ ِ‬
‫ﺕ ﺍﻟﺘﻲ ﻳﻤ ﱡﺪ ﺑﻬﺎ‬

‫‪…t ƒ÷G‬‬ ‫‪§¨°†dGh‬‬ ‫‪¢ù‬‬

‫‪o Øq æàdG‬‬
‫‪Breathing and Air Pressure‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺧﻤﺴﻪ ﺗﻘﺮﻳﺒًﺎ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ .‬ﺇﻧّﻚ ﺗﺤﺼ ُﻞ‬ ‫ُ‬ ‫ﻳﺘﻜﻮ ُﻥ‬

‫ﻂ ﺑﻚ ّ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﻤﺤﻴ ُ‬
‫ﺷﻬﻴﻖ‬ ‫ِ‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻴﻪ ﻋﻦ ﻃﺮﻳ ِﻖ ﺗﻨ ّﻔ ِ‬
‫ﺲ ﺍﻟﻬﻮﺍﺀ ‪ .‬ﻭﺍﻷﻋﻀﺎﺀ ُ‬ ‫ﻋﻠﻰ ﺍﻷﻛﺴﺠﻴ ِﻦ ﺍﻟﺬﻱ‬
‫ٌ‬
‫ُ‬
‫ﺍﻧﻘﺒﺎﺽ ﺍﻟﺤﺠﺎ ِ‬
‫ﺏ ﺍﻟﺤﺎﺟ ِﺰ‬ ‫ُ‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨ ّﻔ ﱠ‬
‫ﺴﻲ ‪.‬‬ ‫َ‬ ‫ُﻜﻮ ُﻥ‬
‫ﺲﺗ ﱢ‬ ‫ُﺴﺎﻋ ُﺪﻙ ﻋﻠﻰ ﺍﻟﺘﻨ ّﻔ ِ‬ ‫ﺍﻟﺘﻲ ﺗ ِ‬
‫ِ‬ ‫ﺛﻮﺍﻧﻲ‬ ‫ﻭﺍﺣﺒﺴﻪ‬
‫ْ‬ ‫ﻧﻔﺴﺎ ﻋﻤﻴﻘًﺎ‬‫ﺧ ْﺬ ً‬ ‫ﺿﻠﻮﻋﻚ ‪ُ .‬‬ ‫ِ‬ ‫ﺿ ْﻊ ﻛﻠﺘﺎ ﻳﺪﻳﻚ ﻋﻠﻰ ﺟﺎﻧﺒﻲ‬ ‫َ‬
‫ﻉ‬
‫ﺿﻠﻮ ٌ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺧﺮﻭﺝ‬
‫ُ‬ ‫َ‬
‫ﺗﺘﺤﺮ ُﻙ ﺿﻠﻮﻋُﻚ ﺇﻟﻰ ﺍﻷﻋﻠﻰ‬ ‫ّ‬ ‫ﺙ؟ ﺧﻼ َﻝ ﺍﻻﺳﺘﻨﺸﺎ ِ‬
‫ﻕ‬ ‫ﻗﻠﻴﻠﺔً ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ﺭﺋﺔ ٌ‬
‫ﺗﺘﺤﺮ ُﻙ‬ ‫ّ‬ ‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻬﻮﺍﺀ ُ ﺇﻟﻰ ﺩﺍﺧ ِﻞ ﺭﺋﺘﻴﻚ ‪ .‬ﺧﻼ َﻝ ﺍﻟﺰﻓﻴ ِﺮ‬ ‫ّ‬ ‫ﻭﺍﻟﺨﺎﺭﺝ ‪ ،‬ﻋﻨﺪَﻫﺎ‬
‫ِ‬
‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﺕ ﺇﻟﻰ‬ ‫ﺿﻠﻮﻋُﻚ ﺇﻟﻰ ﺍﻷﺳﻔ ِﻞ ﻭﺍﻟﺪﺍﺧ ِﻞ ‪ ،‬ﻋﻨﺪَﻫﺎ ﺗﻄﺮﺩُ ﺍﻟﻐﺎﺯﺍ ِ‬
‫ﺭﺋﺘﻴﻚ ‪.‬‬
‫ﺯﻓﻴﺮ‬
‫ٌ‬
‫ﻭﺍﻟﺨﺎﺭﺝ‬
‫ِ‬ ‫ﺗﺘﺤﺮ ُﻙ ﺿﻠﻮﻋُﻚ ﺇﻟﻰ ﺍﻷﻋﻠﻰ‬ ‫ّ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪. (24‬‬ ‫ْ‬
‫ﻁ ﺍﻟﺤﺠﺎ ِ‬
‫ﺍﻧﺒﺴﺎ ُ‬ ‫ﻳﻨﻘﺒﺾ‬ ‫ُ‬ ‫ﺗﻨﻘﺒﺾ ‪ .‬ﻛﻤﺎ‬ ‫ُ‬ ‫ِ‬
‫ﺑﻴﻦ ﺿﻠﻮﻋﻚ‬ ‫ﺕ َ‬ ‫ﻕ ‪ ،‬ﻷ ّﻥ ﺍﻟﻌﻀﻼ ِ‬ ‫ﻋﻨ َﺪ ﺍﻻﺳﺘﻨﺸﺎ ِ‬
‫ﺏ ﺍﻟﺤﺎﺟ ِﺰ‬
‫ﺍﻟﻤﻨﻘﺒﺾ‬‫ُ‬ ‫ﺍﻟﺤﺎﺟﺰ‬
‫ُ‬ ‫ﺍﻟﺤﺠﺎﺏ‬
‫ُ‬ ‫ﻭﻳﺘﺤﺮ ُﻙ ﺇﻟﻰ ﺃﺳﻔ َﻞ ‪ .‬ﻳﻌﻤ ُﻞ‬ ‫ّ‬ ‫ﺍﻟﺤﺎﺟﺰ‬
‫ُ‬ ‫ﺣﺠﺎﺑُﻚ‬
‫‪24 πo μ°T‬‬ ‫ﺿﻠﻮﻋﻚ ﻟﺰﻳﺎﺩ ِﺓ ﺍﻟﺤﻴ ّ ِﺰ ﺍﻟﻤﻮﺟﻮ ِﺩ ﺩﺍﺧ َﻞ‬ ‫ِ‬ ‫ﺑﻴﻦ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻘﺒﻀﺔ َ‬ ‫ﻣﻊ ﺍﻟﻌﻀﻼ ِ‬
‫ﺕ‬
‫ﺍﻟﺤﺎﺟﺰ ﻋﻨﺪﻣﺎ‬
‫ُ‬ ‫ﺍﻟﺤﺠﺎﺏ‬
‫ُ‬ ‫ﻳﻨﻘﺒﺾ‬
‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺩﺍﺧ َﻞ‬ ‫ِ‬ ‫ﻳﻨﺨﻔﺾ ﺿﻐ ُ‬
‫ﻂ‬ ‫ُ‬ ‫ﺭﺋﺘﻴﻚ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺰﺩﺍﺩُ ﺍﻟﺤﻴ ّ ُﺰ ﺩﺍﺧ َﻞ ﺭﺋﺘﻴﻚ ‪،‬‬
‫ﺙ‬ ‫ﺗﺴﺘﻨﺸﻖ ﺍﻟﻬﻮﺍﺀ َ ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ُ‬
‫ﺃﻛﺒﺮ ﻣﻦ ﺩﺍﺧ ِﻞ ﺭﺋﺘﻴﻚ ‪ ،‬ﻓﺈ ّﻥ‬ ‫ِ‬ ‫ﺭﺋﺘﻴﻚ ‪ .‬ﻭﻷ ّﻥ ﺿﻐ َ‬
‫ﻟﻠﺤﺠﺎ ِ‬
‫ﺏ ﺍﻟﺤﺎﺟ ِﺰ ﻋﻨﺪﻣﺎ ﺗ ِ‬
‫ُﻄﻠ ُﻖ‬ ‫ﺧﺎﺭﺝ ﺭﺋﺘﻴﻚ ُ‬ ‫َ‬ ‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻂ‬
‫ﺯﻓﻴﺮﺍ؟‬
‫ً‬ ‫ﻳﺘﺤﺮ ُﻙ ﺇﻟﻰ ﺩﺍﺧ ِﻞ ﺭﺋﺘﻴﻚ ‪.‬‬ ‫ﺍﻟﻬﻮﺍﺀ َ ّ‬
‫‪57‬‬
 ‫ﺏ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻘﺒﻀﺔ ﻭﺍﻟﺤﺠﺎ ِ‬ ‫ﺍﻟﻀﻠﻮﻉ‬
‫ِ‬ ‫ﺑﻴﻦ‬
‫ﺍﻟﻌﻀﻼﺕ َ‬
‫ُ‬ ‫ﺯﻓﻴﺮﺍ ‪ ،‬ﺗﺮﺗﺨﻲ‬ ‫ﻋﻨﺪﻣﺎ ﺗ ِ‬
‫ُﻄﻠ ُﻖ ً‬
‫ﻭﻳﺘﺤﺮ ُﻙ‬
‫ّ‬ ‫ﻓﺘﺘﺤﺮ ُﻙ ﺿﻠﻮﻋُﻚ ﺇﻟﻰ ﺍﻷﺳﻔ ِﻞ ﻭﺍﻟﺪﺍﺧ ِﻞ ‪،‬‬
‫ّ‬ ‫ﺾ‪،‬‬ ‫ﺍﻟﺤﺎﺟ ِﺰ ﺍﻟﻤﻨﻘﺒ ِ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻂ‬‫ﺍﻟﺤﺎﺟﺰ ﺇﻟﻰ ﺃﻋﻠﻰ ﻭﻳﻘ ﱡﻞ ﺍﻟﺤﻴ ّ ُﺰ ﺩﺍﺧ َﻞ ﺭﺋﺘﻴﻚ ‪ .‬ﺿﻐ ُ‬
‫ُ‬ ‫ﺍﻟﺤﺠﺎﺏ‬
‫ُ‬
‫ﺍﻟﺨﺎﺭﺝ ‪ ،‬ﻭﻟﻜﻲ ﻳﺘﻌﺎﺩ َﻝ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ‬ ‫ِ‬
‫ﺿﻐﻂ‬ ‫ﺃﻛﺒﺮ ﻣﻦ‬
‫ِ‬ ‫ﺩﺍﺧ َﻞ ﺭﺋﺘﻴﻚ ﻳﻜﻮ ُﻥ َ‬
‫ﺧﺎﺭﺝ ﺭﺋﺘﻴﻚ ‪.‬‬
‫ِ‬ ‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻬﻮﺍﺀ ُ ﺇﻟﻰ‬
‫ّ‬ ‫ﺍﻟﻀﻐﻄﺎﻥ‬

‫‪p‬‬
‫‪AGƒ¡dG‬‬ ‫‪QÉ°ùe‬‬
‫‪Path of Air‬‬
‫‪o‬‬

‫ِ‬ ‫ﻣﺮ ٍﺓ ﺗﺄﺧ ُﺬ ً‬

‫ﺴﻲ ‪.‬‬ ‫ﺃﻋﻀﺎﺀ ﺟﻬﺎ ِﺯﻙ ﺍﻟﺘﻨ ّﻔ ﱢ‬ ‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻬﻮﺍﺀ ُ ﺧﻼ َﻝ‬ ‫ّ‬ ‫ﻧﻔﺴﺎ‬ ‫ﻓﻲ ﻛ ﱢﻞ ّ‬
‫ﺍﻷﻧﻒ ‪.‬‬‫ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﺍﻟﺬﻱ ﻳﺒﺪﺃ ُ ﻣﻦ‬ ‫ِ‬ ‫ﻣﺴﺎﺭ‬
‫َ‬ ‫ﺢ ﺷﻜ ُﻞ )‪(25‬‬ ‫ﺿ ُ‬ ‫ﻳُﻮ ﱢ‬
‫ﺴﻲ ﻫﻮ ﺃﻧﻔُﻚ ‪ .‬ﻳﺘّﺼ ُﻞ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﺠﻬﺎ ِﺯﻙ ﺍﻟﺘﻨ ّﻔ ﱢ‬ ‫ﱡ‬ ‫ﻭﺍﻟﻤﺨﺮﺝ‬
‫ُ‬ ‫ﺍﻷﻧﻒ‪ :‬ﺍﻟﻤﺪﺧ ُﻞ‬ ‫ُ‬
‫ﻳﻤﺮ‬ ‫ِ‬
‫ﻭﺗﺮﺷﻴﺢ ﺍﻟﻬﻮﺍﺀ ﻋﻨﺪﻣﺎ ﱡ‬ ‫ِ‬ ‫ِ‬
‫ﺕ ﻣﺘّﺴﻌﺔ ﺗﻌﻤ ُﻞ ﻋﻠﻰ ﺗﺪﻓﺌﺔ‬ ‫ٍ‬ ‫ﺑﻤﻤﺮﺍ ٍ‬ ‫ﺍﻷﻧﻒ‬
‫ُ‬
‫ّ‬
‫ﺗﺴﺘﻨﺸﻖ ﺍﻟﻬﻮﺍﺀ َ ﺃﻭ )ﺗﺄﺧ ُﺬ ﺷﻬﻴﻘًﺎ( ‪،‬‬ ‫ُ‬ ‫ﺴﻲ ‪ .‬ﻓﻌﻨﺪﻣﺎ‬ ‫ﺧﻼ َﻝ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﺘﻨ ّﻔ ﱢ‬
‫ﺕ ﺍﻷﻧﻔﻴ ّ ِﺔ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ﺍﻟﻤﻤﺮﺍ ِ‬ ‫ّ‬ ‫ﺍﻟﺸﻌﺮ ﺍﻟﻤﻮﺟﻮﺩُ ﻓﻲ‬ ‫َُ‬ ‫ﻳُﺮ ﱢﺷ ُ‬
‫ﺢ‬
‫ﺕ ﺍﻟﺼﻐﻴﺮ ِﺓ‬ ‫ﺍﻟﻠﻘﺎﺡ ﻭﺍﻟﺠﺴﻴﻤﺎ ِ‬ ‫ِ‬ ‫ﺏ ﻭﺣﺒﻮ ِ‬
‫ﺏ‬ ‫ﻣﻦ ﺍﻟﺘﺮﺍ ِ‬
‫ِ‬
‫ﺑﺎﻷﻏﺸﻴﺔ‬ ‫ﺃﻳﻀﺎ‬ ‫ً‬ ‫ﺗﻠﺘﺼﻖ‬
‫ُ‬ ‫ﺍﻟﺠﺴﻴﻤﺎﺕ‬
‫ُ‬ ‫ﺍﻷﺧﺮﻯ ‪ .‬ﻫﺬﻩ‬
‫ﺍﻷﻧﻔﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﺠﻮﻳﻒ‬
‫ُ‬
‫ﻣﻤﺮ ِﺍﺗﻚ ﺍﻷﻧﻔﻴّﺔَ ‪ .‬ﺇﺫﺍ ﻣﺎ‬ ‫ﺍﻟﻤﺨﺎﻃﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺗ ُﺒﻄﱢ ُﻦ‬
‫ﻟﺴﺎ ُﻥ ﺍﻟﻤﺰﻣﺎ ِﺭ‬
‫ﺍﻟﻔﻢ‬
‫ﺖ‬ ‫ﺗﺮﺍﻛﻤ ْ‬ ‫َ‬ ‫ّ‬
‫ُ‬
‫ﺍﻟﺒﻠﻌﻮﻡ ُ‬
‫ﺍﻟﺤﻨﺠﺮﺓُ‬ ‫ﺗﻌﻄﺲ ﻟﺘﺪﻓ َﻊ ﺑﻬﺎ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻴﻤﺎﺕ ‪ ،‬ﻓﺈﻧّﻚ‬ ‫ُ‬ ‫ﻫﺬﻩ‬
‫ﺍﻟﺮﺋﺔ ُ‬ ‫ﺍﻟﻘﺼﺒﺔ ُ‬ ‫ﺕ ﺍﻷﻧﻔﻴ ّ ِﺔ‬ ‫ﺍﻟﻤﻤﺮﺍ ِ‬
‫ّ‬ ‫ﺍﻟﺨﺎﺭﺝ ‪ .‬ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ‬
‫ﺏ‬‫ﺃﻳﻀﺎ ﺑﺎﻛﺘﺴﺎ ِ‬ ‫ﻳﻤﺮ ﺑﻬﺎ ‪ .‬ﻭﻳﻘﻮﻡ ُ ﺍﻟﻬﻮﺍﺀ ُ ً‬ ‫ﺗ ُِﺪﻓﺊُ ﺍﻟﻬﻮﺍﺀ َ ﻋﻨﺪﻣﺎ ﱡ‬
‫ﺕ ﺍﻷﻧﻔﻴ ّ ِﺔ ‪.‬‬ ‫ﺑﺎﻟﻤﻤﺮﺍ ِ‬
‫ّ‬ ‫ﺭﻃﻮﺑﺔ ﺧﻼ َﻝ ﻣﺮﻭ ِﺭﻩ‬ ‫ٍ‬
‫ﺃﻧﻔﻚ‬ ‫ﺲ ﻣﻦ ﺧﻼ ِﻝ ِ‬ ‫ﺾ ﺍﻷﺣﻴﺎ ِﻥ ‪ ،‬ﻗﺪ ﻳﻜﻮ ُﻥ ﺍﻟﺘﻨ ّﻔ ُ‬ ‫ﻓﻲ ﺑﻌ ِ‬
‫ُﺼﺎﺏ ﺑﺎﻟﺰﻛﺎﻡِ؛ ﻟﺬﻟﻚ‬ ‫ُ‬ ‫ﺙ ﻋﻨﺪﻣﺎ ﺗ‬ ‫ﻋﺴﻴﺮﺍ ‪ ،‬ﻣﺜﻠﻤﺎ ﻳﺤﺪ ُ‬ ‫ً‬ ‫ﺃﻣﺮﺍ‬
‫ً‬
‫ﺱ‬ ‫ُﻤﺎﺭ ُ‬ ‫ﺗﺮﻛﺾ ﺃﻭ ﺗ ِ‬ ‫ُ‬ ‫ﺲ ﻣﻦ ﺧﻼ ِﻝ ﻓﻤﻚ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ِ‬ ‫ﻓﺈﻧّﻚ ﺗﺘﻨ ّﻔ ُ‬
‫ﺍﻟﺤﺎﺟﺰ‬
‫ُ‬ ‫ﺍﻟﺤﺠﺎﺏ‬
‫ُ‬ ‫ﺷﻌﺒﺔ ٌ‬
‫ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺃﻥ ﺗﺄﺧ َﺬ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ٍ‬ ‫ﺃﺣ َﺪ ﺍﻟﺘﻤﺎﺭﻳ ِﻦ ﺍﻟﺮﻳﺎﺿﻴ ّ ِﺔ ‪ ،‬ﻓﺈﻧّﻚ‬
‫ﺑﺎﻟﻬﻮﺍﺀ ﻳﺰﺩﺍﺩُ ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ِ‬ ‫ﻉ؛ ﻟﺬﺍ ﻓﺈ ّﻥ ﺇﻣﺪﺍﺩَﻙ‬ ‫ﺑﻤﻌﺪ ٍﻝ ﺃﺳﺮ َ‬ ‫ﱠ‬
‫ﻭﻓﻤﻚ ‪.‬‬ ‫ﺃﻧﻔﻚ ِ‬ ‫ﺲ ﻣﻦ ﺧﻼ ِﻝ ِ‬ ‫ﺍﻟﺘﻨ ّﻔ ِ‬
‫‪25 πo μ°T‬‬
‫ّﺴﻲ ﻓﻲ ﺍﻹﻧﺴﺎ ِﻥ‬
‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔ ﱡ‬
‫ُ‬
‫ﻗﺼﺒﺘﻚ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﻭﻓﻤﻚ ﺇﻟﻰ ِ‬ ‫ﺃﻧﻔﻚ ِ‬ ‫ﺍﻟﺒﻠﻌﻮﻡُ‪ :‬ﻳُﺸﺒِ ُﻪ ﺍﻟﻘﻤ َﻊ ﺍﻟﺬﻱ ﻳﺘﻘﺪّﻡ ُ ﻣﻦ ِ‬
‫ﺏ ‪ ،‬ﻭﻫﻲ‬ ‫ﺣﺪﺩْ ﻣﻮﺿ َﻊ ﺍﻟﺒﻠﻌﻮﻡ ِ ﻓﻲ ﺷﻜ ِﻞ )‪ . (25‬ﻳُﺒﻄ ﱠ ُﻦ ﺍﻟﺒﻠﻌﻮﻡ ُ ﺑﺎﻷﻫﺪﺍ ِ‬ ‫ﱢ‬
‫ﻃﺮﻳﻘﻪ ﺇﻟﻰ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ِ‬ ‫ِ‬ ‫ﺗﺮﺷﻴﺢ‬
‫ِ‬ ‫ُﺴﺎﻋ ُﺪ ﻋﻠﻰ‬ ‫ﺗﺮﺍﻛﻴﺐ ﺗ ُﺸﺒِ ُﻪ ﺍﻟﺸﻌﺮ ﺗ ِ‬ ‫َ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫َ‬
‫ﺭﺋﺘﻴﻚ ‪.‬‬

‫‪58‬‬
 ‫ُﺴﻤﻰ ﺍﻟﻘﺼﺒﺔَ‬ ‫ﺃﻧﺒﻮﺑﺔ ﺗ ّ‬‫ٍ‬ ‫ﺑﻠﻌﻮﻣﻚ ﺇﻟﻰ‬ ‫ِ‬ ‫ﺍﻟﻘﺼﺒﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ‪ :‬ﻳﻨﺘﻘ ُﻞ ﺍﻟﻬﻮﺍﺀ ُ ﻣﻦ‬
‫ﻭﻗﻄﺮﻫﺎ‬
‫ُ‬ ‫ﺕ ﻳﺼ ُﻞ ﻃﻮﻟُﻬﺎ ﺇﻟﻰ ‪ 10‬ﺳﻢ‬ ‫ﺍﻟﻬﻮﺍﺋﻴّﺔَ ‪ .‬ﻫﺬﻩ ﺍﻷﻧﺒﻮﺑﺔ ُ ﺍﻟﻤﺰﻭﱠ ﺩﺓُ ﺑﺎﻟﺤﻠﻘﺎ ِ‬
‫ﻳﻤﺮ ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ﻣﻤﺮ ﻣﺘﻴ ٍﻦ ﻣﺮ ٍﻥ ﱡ‬ ‫ﺇﻟﻰ ‪ 1‚5‬ﺳﻢ ﺗﻘﺮﻳﺒًﺎ ‪ .‬ﺍﻟﻘﺼﺒﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﱟ‬
‫ﺭﺃﺳﻚ ﻭﻋﻨﻘَﻚ ‪ ،‬ﺗﻠﺘﻮﻱ ﺍﻟﻘﺼﺒﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ‬ ‫ُﺤﺮ ُﻙ َ‬ ‫ﺧﻼﻟَﻪ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ِ ‪ .‬ﻋﻨﺪﻣﺎ ﺗ ﱢ‬
‫ﻆ ﻟﺴﺎ َﻥ ﺍﻟﻤﺰﻣﺎ ِﺭ ﻓﻲ ﺷﻜ ِﻞ )‪ . (25‬ﻳ ُ ِﻐﻠ ُﻖ ﻟﺴﺎ ُﻥ ﺍﻟﻤﺰﻣﺎ ِﺭ‬ ‫ﻭﺗﺘﻤ ّﺪﺩُ ‪ِ .‬‬
‫ﻻﺣ ْ‬
‫ﻳﻤﻨﻊ ﺍﻟﻄﻌﺎﻡَ ﻣﻦ‬ ‫ُ‬ ‫ﺍﻟﺸﺮﺍﺏ ‪ ،‬ﻭﻫﺬﺍ‬ ‫َ‬ ‫ﺗﺒﺘﻠﻊ ﺍﻟﻄﻌﺎﻡَ ﺃﻭ‬
‫ُ‬ ‫ﺍﻟﻘﺼﺒﺔَ ﺍﻟﻬﻮﺍﺋﻴّﺔَ ﻋﻨﺪﻣﺎ‬
‫ﺙ‪.‬‬ ‫ﺲ ﺃﻭ ﺗﺘﺤ ّﺪ ُ‬ ‫ﺢ ﻟﺴﺎ ُﻥ ﺍﻟﻤﺰﻣﺎ ِﺭ ﻋﻨﺪﻣﺎ ﺗﺘﻨ ّﻔ ُ‬ ‫ﺩﺧﻮ ِﻝ ﺭﺋﺘﻴﻚ ‪ .‬ﻭﻳُﻔﺘ َ ُ‬
‫ﻣﺮﻭﺭ‬
‫ُ‬ ‫ﺕ‪.‬‬ ‫ﻕ ﺍﻟﺼﻮ ِ‬ ‫ﺟ ُﺪ ﺍﻟﺤﻨﺠﺮﺓُ ﺃﻭ ﺻﻨﺪﻭ ُ‬ ‫ﺍﻟﻘﺼﺒﺔ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺗﻮ َ‬
‫ِ‬ ‫ﻗﻤ ِﺔ‬
‫ﻋﻨ َﺪ ّ‬
‫ﺗﺘﺤﻮ ُﻝ ﻫﺬﻩ‬ ‫ﺍﻷﺻﻮﺍﺕ ‪.‬‬
‫َ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻓﻮ َﻕ ﺍﻷﺣﺒﺎ ِﻝ ﺍﻟﺼﻮﺗﻴ ّ ِﺔ ﻓﻲ ﺍﻟﺤﻨﺠﺮ ِﺓ ﻳ ُ ِﻨﺘ ُﺞ‬ ‫ِ‬
‫ّ‬
‫ﺍﻷﺻﻮﺍﺕ ﺇﻟﻰ ﻛﻼﻡ ٍ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﻔﻢ ِ ‪.‬‬ ‫ُ‬
‫ﺍﻷﻫﺪﺍﺏ ﻓﻲ‬
‫ُ‬ ‫ﺗﺴﺘﻤﺮ‬
‫ﱡ‬ ‫ﺏ ﻣﺜ َﻞ ﺍﻟﺒﻠﻌﻮﻡ ِ ‪.‬‬ ‫ﺗ ُﺒﻄ ﱠ ُﻦ ﺍﻟﻘﺼﺒﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺑﺎﻷﻫﺪﺍ ِ‬
‫ﺍﻟﻘﺼﺒﺔ ﺍﻟﻬﻮﺍﺋﻴّ ِﺔ ﺇﻟﻰ ﺃﻧﺒﻮﺑﺘﻴﻦ‬
‫ِ‬ ‫ﺗﺘﻔﺮﻉُ ﻗﺎﻋﺪﺓُ‬ ‫ﻳﻤﺮ ﺑﻬﺎ ‪ ،‬ﻭ ّ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻋﻨﺪﻣﺎ ﱡ‬ ‫ِ‬ ‫ِ‬
‫ﺗﻨﻈﻴﻒ‬
‫ﺭﺋﺔ ﻭﺍﺣﺪ ٍﺓ ‪.‬‬ ‫ﺷﻌﺒﺔ ﺗ ُﺆﺩّﻱ ﺇﻟﻰ ٍ‬ ‫ﺿﻴّﻘﺘﻴﻦ ﺗ ُﺴﻤﱠﻴﺎﻥ ﺍﻟﺸﻌﺒﺘﻴﻦ ‪ ، bronchi‬ﻛ ﱡﻞ ٍ‬
‫ﺣﺪﺩْ ﻣﻮﺿ َﻊ ﺍﻟﺸﻌﺒﺘﻴﻦ ﻓﻲ ﺷﻜ ِﻞ )‪. (25‬‬ ‫ﱢ‬

‫‪¿ÉàFôdG‬‬
‫‪Lungs‬‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻣﻦ‬ ‫ِ‬ ‫ﺕ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻳﺘ ﱡﻢ ﺗﺒﺎﺩﻟُﻪ ﺑﺎﻟﻐﺎﺯﺍ ِ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻨﺸﻘُﻪ ﻓﻲ‬ ‫ُ‬
‫ِ‬
‫ﻉ ﺍﻟﺸﻌﺒﺘﺎﻥ ﺩﺍﺧ َﻞ ﺭﺋﺘﻴﻚ ﺇﻟﻰ ﺍﻵﻻﻑ ﻣﻦ‬ ‫ﺗﺘﻔﺮ ُ‬ ‫ﺟﺴﻤﻚ ﻓﻲ ﺍﻟﺮﺋﺘﻴﻦ ‪ّ .‬‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‬ ‫ﺷﻌﻴﺒﺔ ﺗﻨﺘﻬﻲ ﻓﻲ ﺗﺠﻤّ ٍﻊ ﻣﻦ ﺍﻷﻛﻴﺎﺱِ ﺍﻟﻬﻮﺍﺋﻴّ ِﺔ‬ ‫ٍ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ‪ .‬ﻛ ﱡﻞ‬‫ِ‬ ‫ﺍﻟﺸﻌﻴﺒﺎ ِ‬
‫ﺕ‬
‫ِ‬
‫ﺍﻟﺤﻮﻳﺼﻼﺕ ﺍﻟﻬﻮﺍﺋﻴّﺔ َ ‪. alveoli‬‬ ‫ُﺴﻤﻰ‬‫ﺍﻟﺘﻲ ﺗ ّ‬
‫ﻉ‬‫ﻉ ﺍﻷﺷﺠﺎ ِﺭ ‪ ،‬ﺍﻟﻔﺮﻭ ُ‬ ‫ﻭﺍﻟﺤﻮﻳﺼﻼﺕ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻓﺮﻭ َ‬
‫ُ‬ ‫ﺍﻟﺸﻌﻴﺒﺎﺕ‬
‫ُ‬ ‫ﺗ ُﺸﺒِ ُﻪ‬
‫ﺼﻠﺔ‬ ‫ﺭﻗﻴﻘﺔ ﻣﺘ ّ ٍ‬ ‫ٍ‬ ‫ٍ‬
‫ﻭﻃﺒﻘﺔ‬ ‫ﺍﻷﻛﺒﺮ ﻫﻲ ﺍﻟﺸﻌﺒﺘﺎﻥ ‪ .‬ﺗ ُﺒﻄ ﱠ ُﻦ ﺍﻟﺸﻌﺒﺘﺎﻥ ﺑﺎﻷﻫﺪﺍ ِ‬
‫ﺏ‬ ‫ُ‬
‫ﺑﺎﻟﻤﺨﺎﻁ ﻗﺒ َﻞ ﺃﻥ ﺗﺼ َﻞ ﺇﻟﻰ‬ ‫ِ‬ ‫ﺍﻟﻠﻘﺎﺡ‬
‫ِ‬ ‫ﻭﺣﺒﻮﺏ‬
‫ُ‬ ‫ﺗﻠﺘﺼﻖ ﺍﻷﺗﺮﺑﺔ ُ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﺨﺎﻁ ‪.‬‬ ‫ﻣﻦ‬
‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻟﺤﻮﻳﺼﻼ ِ‬
‫ﺭﺋﺔ ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ‬ ‫ﺣﻮﻳﺼﻠﺔ ﻫﻮﺍﺋﻴ ّ ٍﺔ ﻓﻲ ﻛ ﱢﻞ ٍ‬ ‫ٍ‬ ‫ﺟ ُﺪ ﺣﻮﺍﻟﻰ ‪ 300‬ﻣﻠﻴﻮ ِﻥ‬ ‫ﻳﻮ َ‬
‫ﺍﻟﻜﺒﻴﺮ ﻣﻦ‬ ‫َ‬ ‫ﺭﺋﺔ ﻓﻲ ﺣﺠﻢ ِ ﻛﺮ ِﺓ ﺍﻟﻘﺪﻡ ِ ﺗﻘﺮﻳﺒًﺎ ‪ّ ،‬ﺇﻻ ﺃ ّﻥ ﺍﻟﻌﺪﺩَ‬ ‫ﻣﻦ ﺃ ّﻥ ﻛ ﱠﻞ ٍ‬
‫ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮ ٍﺓ ‪ ،‬ﺇﺫﺍ‬ ‫ٍ‬ ‫ﺳﻄﺢ ﺍﻟﺮﺋﺘﻴﻦ‬
‫ِ‬ ‫ِ‬
‫ﻣﺴﺎﺣﺔ‬ ‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﻳﺰﻳ ُﺪ ﻣﻦ‬ ‫ﺍﻟﺤﻮﻳﺼﻼ ِ‬
‫ﻣﻠﻌﺐ‬
‫َ‬ ‫ﺑﺸﻜﻞ ﻣﺴﻄﱠﺢ ٍ ‪ ،‬ﻓﺈﻧّﻪ ﺳﻴُﻐﻄّﻲ‬ ‫ٍ‬ ‫ﺍﻟﺴﻄﺢ ﺍﻟﻜﻠ ّ ﱢﻲ ﻟﻠﺮﺋﺘﻴﻦ‬ ‫ِ‬ ‫ﻣﺎ ﺗ ﱠﻢ ﺑﺴ ُ‬
‫ﻂ‬
‫ﺟﺪﺍ ﻟﻠﺘﺒﺎﺩ ِﻝ‬ ‫ﻣﻬﻤﺔ ٌ ًّ‬ ‫ّ‬ ‫ﺏ! ﻫﺬﻩ ﺍﻟﻤﺴﺎﺣﺔ ُ ﺍﻟﺴﻄﺤﻴّﺔ ُ ﺍﻟﻜﺒﺮﻯ‬ ‫ﻛﺮ ِﺓ ﺍﻟﻤﻀﺮ ِ‬
‫ﺍﻟﺴﺮﻳﻊ ﻟﻐﺎ ِﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﻏﺎ ِﺯ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪.‬‬ ‫ِ‬

‫‪59‬‬
 ‫‪p‬‬
‫‪äGRɨdG‬‬ ‫‪∫OÉÑJ‬‬
‫‪Exchange of Gases‬‬
‫‪o‬‬

‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺇﻟﻰ ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﻣﻦ ﺍﻟﺤﻮﻳﺼﻼ ِ‬ ‫ُ‬ ‫ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘ ُﻞ‬
‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪ .‬ﻳﺘ ﱡﻢ‬ ‫ﻳﻨﺘﻘ ُﻞ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻣﻦ ﺍﻟﺪﻡ ِ ﺇﻟﻰ ﺍﻟﺤﻮﻳﺼﻼ ِ‬
‫ﻆ ﺃ ّﻥ‬ ‫ﻻﺣ ْ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ِ . (26‬‬ ‫ﺕ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻻﻧﺘﺸﺎ ِﺭ ‪ْ .‬‬ ‫ﺗﺒﺎﺩ ُﻝ ﺍﻟﻐﺎﺯﺍ ِ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﻟﻬﺬﻩ‬‫ﱡ‬ ‫ﺍﻟﺠﺪﺍﺭ‬
‫ُ‬ ‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪،‬‬‫ﻂ ﺑﺎﻟﺤﻮﻳﺼﻼ ِ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳّﺔَ ﺗ ُﺤﻴ ُ‬ ‫ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫ُ‬ ‫ﻳﺬﻭﺏ‬
‫ُ‬ ‫ﺟﺪﺍ ﻣﻦ ِ‬
‫ﺍﻟﻤﺎﺀ ‪،‬‬ ‫ﺭﻗﻴﻘﺔ ًّ‬ ‫ٍ‬ ‫ٍ‬
‫ﺑﻄﺒﻘﺔ‬ ‫ﺕ ﻣﻐﻄًّﻰ‬ ‫ﺍﻟﺤﻮﻳﺼﻼ ِ‬
‫ُﻄﻠ ُﻖ ﺍﻟﺒﻼﺯﻣﺎ ﻭﺧﻼﻳﺎ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ .‬ﺗ ِ‬ ‫ﻭﻳﻨﺘﺸﺮ ﺇﻟﻰ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﻄﺒﻘﺔ‬ ‫ﻓﻲ ﻫﺬﻩ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺪﻡ ِ ﺍﻟﺤﻤﺮﺍﺀ ُ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ ﺍﻟﺪﻡ ﺩﺍﺧ َﻞ ﺍﻟﺸﻌﻴﺮﺍﺕ ﺍﻟﺪﻣﻮﻳّﺔ َ‬
‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﻳﻨﺘﺸﺮ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﺗﺴﺘﺒﺪﻟُﻪ ﺑﺎﻷﻛﺴﺠﻴ ِﻦ ‪.‬‬
‫ﺕ‬ ‫ﻟﻠﻐﺎﻳﺔ ﻋﻠﻰ ﺍﻟﺤﻮﻳﺼﻼ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺮﻗﻴﻘﺔ‬ ‫ﻃﺒﻘﺔ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ِ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﻭﺇﻟﻰ‬ ‫ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﻫﻮﺍﺀ‬ ‫ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪ ،‬ﻳﺘ ﱡﻢ ﻃﺮﺩُ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻣﻦ ﺍﻟﺮﺋﺘﻴﻦ ﻓﻲ ِ‬
‫ﺍﻟﺰﻓﻴ ِﺮ ‪.‬‬
‫ﺲ‪.‬‬ ‫ﻳﺤﺪﺙ ﺍﻟﺘﻨ ّﻔ ُ‬
‫َ‬ ‫ﺟﺴﻤﻚ ﺇﻟﻰ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻟﻜﻲ‬ ‫ِ‬ ‫ﺗﺤﺘﺎﺝ ﻛ ﱡﻞ ﺧﻠﻴ ّ ٍﺔ ﻣﻦ‬ ‫ُ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ِ‬
‫ﺍﻷﻛﺴﺠﻴﻦ ﻣﻦ ﺭﺋﺘﻴﻚ ﻭﻳُﻄﻠ ُﻖ َ‬ ‫َ‬ ‫ﺑﻌﺪﻣﺎ ﻳﺴﺘﻘﺒ ُﻞ ﺍﻟﺪﻡ ُ‬
‫ﺍﻟﻘﻠﺐ ﻫﺬﺍ ﺍﻟﺪﻡَ‬ ‫ُ‬ ‫ﺐ ‪ .‬ﻳﻀ ﱡﺦ‬ ‫ﻳﻨﺴﺎﺏ ﺍﻟﺪﻡ ُ ﻋﺎﺋ ًﺪﺍ ﺇﻟﻰ ﺍﻟﻘﻠ ِ‬ ‫ُ‬ ‫ﺇﻟﻰ ﺍﻟﺮﺋﺘﻴﻦ ‪،‬‬
‫ﻭﻳﻨﺘﺸﺮ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ُ‬ ‫ﺟﻤﻴﻊ ﺧﻼﻳﺎﻙ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﻐﻨﻲ ﺑﺎﻷﻛﺴﺠﻴ ِﻦ ﺇﻟﻰ‬ ‫ﱠ‬
‫ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺇﻟﻰ ﺍﻟﺪﻡ ِ ‪.‬‬
‫ﺷﻌﻴﺮﺍﺕ ﺩﻣﻮﻳّﺔ ٌ‬
‫ٌ‬ ‫ﺷﻌﺒﺔ ٌ‬

‫ﺍﻧﺘﺸﺎﺭ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻓﻲ ﺍﻟﺪﻡ ِ‬

‫ُ‬

‫ﺍﻧﺘﺸﺎﺭ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻓﻲ‬

‫ُ‬
‫ﺣﻮﻳﺼﻼﺕ ﻫﻮﺍﺋﻴّﺔ ٌ‬
‫ٌ‬ ‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ‬
‫ﺍﻟﺤﻮﻳﺼﻼ ِ‬

‫‪26 πo μ°T‬‬
‫ﺗﺒﺎﺩ ُﻝ ﺍﻟﻐﺎﺯﺍ ِ‬
‫ﺕ ﻓﻲ ﺍﻟﺮﺋﺘﻴﻦ‬

‫‪60‬‬
 ‫‪oá«°ù‬‬
‫‪q Øq æàdG äÉHGô£°V’G‬‬
‫‪Respiratory Disorders‬‬
‫‪o‬‬

‫ﺴﻲ‬ ‫ﻭﺍﻷﻫﺪﺍﺏ ﻭﺍﻷﻏﺸﻴﺔ ُ ﺍﻟﻤﺨﺎﻃﻴّﺔ ُ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﺘﻨ ّﻔ ﱢ‬ ‫ُ‬ ‫ﺍﻟﺸﻌﺮ‬

‫ُ‬ ‫ﻳﻘﻮﻡ ُ‬
‫ﺿﺎﺭ ًﺓ ﻟﺮﺋﺘﻴﻚ ‪ .‬ﺃﺣﻴﺎﻧًﺎ ‪ ،‬ﺗﺘﺨﻄّﻰ ﻫﺬﻩ‬ ‫ّ‬ ‫ﺑﺘﺮﺷﻴﺢ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺘﻲ ﻗﺪ ﺗﻜﻮ ُﻥ‬ ‫ِ‬
‫ﺃﻛﺜﺮ‬
‫ُ‬ ‫ٍ‬
‫ﺐ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺗﻨ ّﻔﺴﻴّﺔً ‪.‬‬ ‫ِ‬ ‫ﱢ‬
‫ﺍﻟﻀﺎﺭﺓُ ﻫﺬﻩ ﺍﻟﻤﺮﺷﺤﺎﺕ ﻭﺗ ُﺴﺒﱢ ُ‬ ‫ّ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ‬
‫ﻓﻴﺮﻭﺱ ﻣﺎ ﻣﻦ‬ ‫ٌ‬ ‫ﺕ ﺍﻟﺘﻨ ّﻔﺴﻴ ّ ِﺔ ﺷﻴﻮ ًﻋﺎ ﻫﻮ ﺍﻟﺰﻛﺎﻡ ُ ‪ ،‬ﺍﻟﺬﻱ ﻳُﺴﺒﱢﺒُﻪ‬ ‫ﺍﻻﺿﻄﺮﺍﺑﺎ ِ‬
‫ﺕ ﺍﻟﻔﻴﺮﻭﺳﺎ ِ‬
‫ﺕ‪.‬‬ ‫ﻣﺌﺎ ِ‬
‫ﺍﻟﻌﻀﻼﺕ‬
‫ُ‬ ‫ﺗﻨﻘﺒﺾ‬
‫ُ‬ ‫ﺙ ﻋﻨﺪﻣﺎ‬‫ﺴﻲ ﺍﻟﺬﻱ ﻳﺤﺪ ُ‬ ‫ﺍﻻﺿﻄﺮﺍﺏ ﺍﻟﺘﻨ ّﻔ ﱡ‬
‫ُ‬ ‫ﺍﻟﺮﺑﻮ ﻫﻮ‬ ‫ُ‬
‫ﺍﻟﻤﻤﺮﺍﺕِ‬ ‫ّ‬ ‫ﺣﺠﻢ‬
‫ُ‬ ‫ﱡ‬
‫ﺙ ﻫﺬﺍ ﻳﻘﻞ‬ ‫ِ‬
‫ﻓﻲ ﺟﺪ ِﺭ ﺍﻟﺸﻌﺒﺘﻴﻦ ﻭﺍﻟﺸﻌﻴﺒﺎﺕ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺤﺪ ُ‬
‫ﺲ‬ ‫ﺍﺕ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﻀﻴّﻘﺔُ ﺗﺠﻌ ُﻞ ﺍﻟﺘﻨ ّﻔ َ‬ ‫ﺍﻟﻤﻤﺮ ُ‬
‫ّ‬ ‫ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺇﻟﻰ ﺍﻟﺮﺋﺘﻴ ِﻦ ‪ .‬ﻫﺬﻩ‬
‫ﺙ ﺍﻹﺻﺎﺑﺔ ُ ﺑﺎﻟﺮﺑ ِﻮ ﺑﻌﺪ ٍﺩ ﻣﻦ‬ ‫ﺲ ‪ .‬ﻗﺪ ﺗﺤﺪ ُ‬ ‫ﺻﻔﻴﺮﺍ ﻋﻨ َﺪ ﺍﻟﺘﻨ ّﻔ ِ‬
‫ً‬ ‫ﺐ‬ ‫ﺻﻌﺒًﺎ ﻭﺗ ُﺴﺒﱢ ُ‬
‫ﻕ ‪ ،‬ﻣﻨﻬﺎ ﺍﻟﺤﺴﺎﺳﻴّﺔ ُ ﻭﺍﻟﺒﺮﺩُ ﺍﻟﺸﺪﻳ ُﺪ ‪.‬‬ ‫ﺍﻟﻄﺮ ِ‬
‫ﺍﻷﻏﺸﻴﺔ ﺍﻟﻤﺨﺎﻃﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺗ ُﺒﻄﱢ ُﻦ ﺍﻟﺸﻌﺒﺘﻴﻦ ‪،‬‬ ‫ِ‬ ‫ﺍﻟﻨﺰﻟﺔ ُ ﺍﻟﺸﻌﺒﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺍﻟﺘﻬﺎ ِ‬
‫ﺏ‬
‫ﺏ ﺍﻟﺬﻱ‬ ‫ﺍﻟﺮﺋﻮﻱ ﻫﻮ ﺍﻻﺿﻄﺮﺍ ُ ِ‬ ‫ﱡ‬ ‫ﺍﻻﻟﺘﻬﺎﺏ‬
‫ُ‬ ‫ﻭﺣﻤﻰ ﺷﺪﻳﺪ ًﺓ ‪.‬‬ ‫ﺐ ﺍﻟﺴﻌﺎ َﻝ ّ‬ ‫ﻭﻫﻲ ﺗ ُﺴﺒﱢ ُ‬
‫ﺁﻻﻣﺎ‬ ‫ﺗﺘﻀﻤ ُﻦ ً‬ ‫ّ‬ ‫ﺼﻴﺐ ﺍﻟﺮﺋﺘﻴﻦ ﺑﺎﻟﻌﺪﻭﻯ ‪ ،‬ﻭﺗ ُﺴﺒﱢﺒُﻪ ﻋﺎﺩ ًﺓ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ‪ .‬ﻭﺃﻋﺮﺍ ُ‬
‫ﺿﻪ‬ ‫ُ‬ ‫ﻳُ‬
‫ﻭﺳﻌﺎﻻ ‪.‬‬‫ً‬ ‫ﺻﺪﺭﻳّﺔً‬

‫ﺲ‬
‫ﺍﻟﺤﺮ ﺇﻟﻰ ﺟﻬﺎ ِﺯ ﺍﻟﻐﻄ ِ‬
‫ﺲ ﱢ‬ ‫ﻣﻦ ﺍﻟﻐﻄ ِ‬
‫ﺍﻟﻤﺎﺀ ‪ .‬ﻭﻓﻲ ﺍﻟﻌﺎﻡ ِ ‪ 4500‬ﻗﻗﺒ َﻞ‬ ‫ِ‬ ‫ﺗﺤﺖ‬
‫َ‬ ‫ﻑ ﻣﺎ‬ ‫ﻕ ﻻﺳﺘﻜﺸﺎ ِ‬ ‫ﺍﻟﺘﻮﺻ ُﻞ ﺇﻟﻰ ﻃﺮ ٍ‬ ‫ّ‬ ‫ﺍﻟﻨﺎﺱ ﻟﻘﺮﻭ ٍﻥ ﻋﺪﻳﺪ ٍﺓ‬ ‫ﺍﺳﺘﻬﻮﻯ‬
‫َ‬
‫ﻭﺍﻹﺳﻔﻨﺞ‬
‫ِ‬ ‫ﺟﻤﻊ ﺍﻟﻠﺆﻟﮎ‬ ‫ِ‬ ‫ﺃﻧﻔﺎﺳﻬﻢ ﻭﻳﻐﻄﺴﻮﻥ ﻣﻦ ﺃﺟ ِﻞ‬ ‫َ‬ ‫ﱢﻂ ﻳﻜﺘﻤﻮﻥ‬ ‫ﺍﻟﻐﻮﺍﺻﻮﻥ ﻓﻲ ﺍﻟﺒﺤ ِﺮ ﺍﻟﻤﺘﻮﺳ ِ‬ ‫ﺍﻟﻤﻴﻼ ِﺩ ‪ ،‬ﻛﺎ َﻥ ّ‬
‫ﺐ‬ ‫ﺕ ﺟﻮﻓﺎﺀ َ ﻛﺄﻧﺎﺑﻴ ِ‬ ‫ﺍﻟﻐﻮﺍﺻﻮﻥ ﻓﻲ ﺍﻟﻴﻮﻧﺎ ِﻥ ﻭﺇﻳﻄﺎﻟﻴﺎ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻗﺼﻴﺒﺎ ٍ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ‪ .‬ﻓﻲ ﺍﻟﻌﺎﻡ ِ ‪ 100‬ﺑﻌﺪ ﺍﻟﻤﻴﻼ ِﺩ ‪ ،‬ﻛﺎ َﻥ ّ‬ ‫ﱢ‬
‫ﻳﺒﺮﺯ‬ ‫ﺲ ﺍﻟﺘﻲ ُ‬ ‫ِ‬
‫ﺲ ﺧﻼ َﻝ ﺃﻧﺒﻮﺑﺔ ﺍﻟﻐﻄ ِ‬ ‫ّ‬
‫ﻃﻮﻳﻞ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﺘﻨﻔ ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﻗﺎﻉ ﺍﻟﺒﺤ ِﺮ ﻟﻮﻗﺖ‬ ‫ﺍﻟﺒﺤﺚ ﻓﻲ ِ‬ ‫َ‬ ‫ﺍﺹ‬
‫ﺍﻟﻐﻮ ُ‬
‫ﻉ ّ‬ ‫ﺲ ‪ .‬ﺍﺳﺘﻄﺎ َ‬ ‫ﻏﻄ ٍ‬
‫ِ‬
‫ﺳﻄﺢ ﺍﻟﻤﺎﺀ ‪.‬‬ ‫ِ‬ ‫ﻃﺮﻓ ُﻬﺎ ﻓﻮ َﻕ‬
‫ﺑﺒﻨﺎﺀ‬ ‫ﺲ ‪ .‬ﻓﻲ ﺍﻟﻌﺎﻡ ِ ‪ 1690‬ﻗﺎﻡَ ﺃﺩﻣﻮﻧﺪ ﻫﺎﻟﻲ ِ‬ ‫ﻧﺎﻗﻮﺱ ﺍﻟﻐﻄ ِ‬ ‫ﺗﺤﺖ ِ‬
‫ﺍﻟﻤﺎﺀ ﻛﺎ َﻥ‬ ‫َ‬ ‫ّﺃﻭ ُﻝ ﺟﻬﺎ ٍﺯ ﺗ ﱠﻢ ﺍﺳﺘﺨﺪﺍﻣُﻪ ﻟﻠﺘﻨ ّﻔ ِ‬
‫ﺲ‬
‫َ‬
‫ﺕ‬ ‫ﺍﻟﺨﺸﺒﻲ ﻛﺎ َﻥ ﻣﺰﻭﱠ ًﺩﺍ ﺑﻮﺍﺟﻬﺎ ٍ‬ ‫ﱡ‬ ‫ﻧﺎﻗﻮﺱ ﻫﺎﻟﻲ‬
‫ُ‬ ‫ﺺ ﻭﺍﺣ ٍﺪ ‪.‬‬ ‫ﻷﻛﺜﺮ ﻣﻦ ﺷﺨ ٍ‬ ‫َ‬ ‫ﺴﻊ‬
‫ﺍﻷﻭ ِﻝ ﺍﻟﺬﻱ ﻳﺘ ّ ُ‬ ‫ﺲ ّ‬ ‫ﺱ ﺍﻟﻐﻄ ِ‬ ‫ﻧﺎﻗﻮ ِ‬
‫ﺗﻮﻓﻴﺮ ﺍﻷﻛﺴﺠﻴ ِﻦ ﺩﺍﺧﻠَﻪ ﻋﻦ ﻃﺮﻳ ِﻖ ﺑﺮﻣﻴﻠﻴﻦ ‪.‬‬ ‫ُ‬ ‫ﺯﺟﺎﺟﻴ ّ ٍﺔ ‪ ،‬ﻳﺘ ﱡﻢ‬
‫ﻂ ﺍﻟﺒﺤﺮﻱﱡ ﺟﺎﻙ‪-‬ﺇﻳﻒ‬ ‫ﺖ ﺍﻟﺮﺋﺔَ ﺍﻟﻤﺎﺋﻴّﺔَ ‪ ،‬ﺍﻟﺘﻲ ﺍﺧﺘﺮ َﻋﻬﺎ ﺍﻟﻀﺎﺑ ُ‬ ‫ﺍﻟﻤﺎﺀ ﻛﺎﻧ َ ِ‬ ‫ﺗﺤﺖ ِ‬ ‫َ‬ ‫ﺍﻟﻮﺳﻴﻠﺔ ُ ﺍﻵﻣﻨﺔ ُ ﺍﻷﻭﻟﻰ ﻟﻠﺘﻨ ّﻔ ِ‬
‫ﺲ‬
‫ﺕ ﺟﻬﺎ ِﺯ‬ ‫ﻣﻜﻮﻧﺎ ِ‬
‫ﱢ‬ ‫ﻟﻠﻬﻮﺍﺀ( ﺃﺣ َﺪ‬ ‫ِ‬ ‫ﻭﺍﻟﻤﻬﻨﺪﺱ ﺇﻣﻴﻞ ﺟﺎﺟﻨﺎﻥ ‪ .‬ﺗ ُ َﻌ ﱡﺪ ﺍﻟﺮﺋﺔ ُ ﺍﻟﻤﺎﺋﻴّﺔ ُ ‪) ،‬ﻭﻫﻲ ﺧ ّﺰﺍ ٌﻥ ﻭﻣﻨﻈﱢ ٌﻢ‬ ‫ُ‬ ‫ﻛﻮﺳﺘﻮ ‪،‬‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ‪:‬‬ ‫ﺗﺤﺖ ِ‬
‫ﺍﻟﻤﺎﺀ ‪،‬‬ ‫َ‬ ‫ِ‬
‫ﺍﻟﻀﺒﻂ‬ ‫ﺫﺍﺗﻲ‬
‫ﺲ ﱠ‬ ‫ﺟﻬﺎﺯ ﺗﻨ ّﻔ ٍ‬
‫َ‬ ‫ﺲ ﺍﻟﺬﻱ ﻳُﻤﺜﱢ ُﻞ‬ ‫ﺟﻬﺎﺯ ﺍﻟﻐﻄ ِ‬ ‫ُ‬ ‫ﺲ ﺍﻟﻤﺴﺘﺨ َﺪﻡ ِ ﻫﺬﻩ ﺍﻷﻳّﺎﻡَ ‪.‬‬ ‫ﺍﻟﻐﻄ ِ‬
‫ّ‬
‫ﻑ‬ ‫ﺍﺹ ﻣﻦ ﺍﺳﺘﻜﺸﺎ ِ‬ ‫ﺛﻘﻞ ‪ .‬ﻳ ُ ﱢ‬ ‫ِ‬ ‫ﻫﻮﺍﺀ ‪ ،‬ﻧﻈّﺎﺭﺍ ٍ‬ ‫ﺧ ّﺰﺍ ِﻥ ٍ‬
‫ﺍﻟﻐﻮ َ‬ ‫ﺲ ّ‬ ‫ﺟﻬﺎﺯ ﺍﻟﻐﻄ ِ‬
‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ﺯﻋﺎﻧﻒ ‪ ،‬ﺣﺰﺍﻡ ٍ ﺫﻱ ٍ‬ ‫َ‬ ‫ﺲ‪،‬‬ ‫ﺃﻧﺒﻮﺑﺔ ﻏﻄ ٍ‬ ‫ﺕ‪،‬‬
‫ٍ‬
‫ﻃﻮﻳﻠﺔ ‪.‬‬ ‫ﺕ ﻟﻔﺘﺮ ٍﺓ ﺯﻣﻨﻴ ّ ٍﺔ‬ ‫ﻕ ﺍﻟﺒﺤﺎ ِﺭ ﺃﻭ ﺍﻟﻤﺤﻴﻄﺎ ِ‬ ‫ﺃﻋﻤﺎ ِ‬
‫‪ .1‬ﺍﺫﻛ ِﺮ َ‬
‫ﺗﺤﺖ ِ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫َ‬ ‫َﻣﺔ ﻟﻠﺘﻨ ّﻔ ِ‬
‫ﺲ‬ ‫ﺍﺳﻢ ﻧﻮﻋﻴﻦ ﻣﻦ ﺍﻷﺟﻬﺰ ِﺓ ﺍﻟﻤﺴﺘﺨﺪ ِ‬
‫ﺲ‪.‬‬ ‫ﻓﺴ ْﺮ ﻛﻴﻒ ﺗﻌﻤ ُﻞ ﺃﻧﺒﻮﺑﺔ ُ ﺍﻟﻐﻄ ِ‬ ‫ﱢ‬ ‫‪.2‬‬

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 ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬
‫ُ‬ ‫ﺍﻟﻌﻠﻢ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺩﺍﺧﻞَ ﺍﻟﻤﻨﺎﺯ ِﻝ‬ ‫ﺙ‬
‫ﺗﻠﻮ ُ‬
‫ّ‬
‫ﺃﻧﺎﺱ ﻋﺪﻳﺪﻭﻥ ﺇﻟﻰ‬ ‫ﺗﻮﺻ َﻞ ٌ‬ ‫ﺕ ﻣﻦ ﺍﻟﻘﺮ ِﻥ ﺍﻟﻤﺎﺿﻲ ‪ّ ،‬‬ ‫ﻓﻲ ﺃﻭﺍﺧ ِﺮ ﺍﻟﺴﺒﻌﻴﻨﺎ ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪ .‬ﻭﻟﻜﻨّﻬﻢ ﻟﻢ‬ ‫ِ‬ ‫ﺃﻛﺜﺮ ﻓ ّﻌﺎﻟﻴّﺔً ﻓﻲ ﺍﻗﺘﺼﺎ ِﺩ‬ ‫ﻕ ﻟﺠﻌ ِﻞ ﻣﻨﺎﺯ ِﻟﻬﻢ ﻭﺃﻋﻤﺎ ِﻟﻬﻢ َ‬ ‫ﻃﺮ ٍ‬
‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪،‬‬ ‫ِ‬ ‫ﺴﺎﻫﻤﻮﻥ ﻓﻲ ﺗﻠﻮﻳ ِ‬
‫ﺚ‬ ‫ﻳﻜﻮﻧﻮﺍ ﻳﻌﻠﻤﻮﻥ ﺃﻧّﻬﻢ ﻳ ُ ِ‬
‫ﺏ ﻟﺘﻮﻓﻴ ِﺮ‬ ‫ﻭﺿ َﻊ ﻛﺜﻴﺮﻭﻥ ﺃﺷﺮﻃﺔَ ﻟﺤﺎﻡ ٍ ﻋﺎﺯﻟﺔً ﻭﻣﺘﻴﻨﺔً ﺣﻮ َﻝ ﺍﻟﻨﻮﺍﻓ ِﺬ ﻭﺍﻷﺑﻮﺍ ِ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺏ‬‫ﺃﻳﻀﺎ ﻣﻦ ﺍﻧﺴﻴﺎ ِ‬ ‫ﺖ ﻫﺬﻩ ﺍﻟﻮﺳﺎﺋ ُﻞ ً‬ ‫ﱢ‬
‫ﺍﻟﺤﻆ ‪ ،‬ﻗﻠّﻠ َ ْ‬ ‫ﺍﻟﻄﺎﻗﺔ ‪ .‬ﻭﻣﻦ ِ‬
‫ﺳﻮﺀ‬ ‫ِ‬
‫ِ‬
‫ﺣﻤﺎﻳﺔ‬ ‫ِ‬
‫ﻭﻛﺎﻟﺔ‬ ‫ﺩﺭﺍﺳﺎﺕ‬
‫ُ‬ ‫ﺖ‬
‫ﺃﻭﺿﺤ ْ‬
‫َ‬ ‫ِ‬
‫ﻭﺧﺎﺭﺟﻪ ‪.‬‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺇﻟﻰ ﺩﺍﺧ ِﻞ ﺍﻟﻤﺒﻨﻰ‬ ‫ﱢ‬
‫ﺍﻟﻬﻮﺍﺀ‬‫ِ‬ ‫ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﻣﻠﻮﺛﺎ ٍ‬ ‫ﺍﻟﻄﺎﻗﺔ ﺃ ّﻥ ﺍﻟﻬﻮﺍﺀ َ ﺩﺍﺧ َﻞ ﺍﻟﻤﻨﺎﺯ ِﻝ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﱢ‬ ‫ِ‬
‫ﺕ َ‬
‫ﺕ‬‫ﺍﻟﺘﻨﻈﻴﻒ ‪ ،‬ﻣﻨﺘَﺠﺎ ِ‬ ‫ِ‬ ‫ﺕ‬‫ﺕ ﺗﺸﻤ ُﻞ ﻣﻨﺘَﺠﺎ ِ‬ ‫ﺍﻟﻤﻠﻮﺛﺎ ِ‬‫ﱢ‬ ‫ﺟﻬﺎ ‪ .‬ﺃﻣﺜﻠﺔ ٌ ﻋﻦ ﺗﻠﻚ‬ ‫ﺧﺎﺭ َ‬
‫ﺕ ﺩﺍﺧ َﻞ‬ ‫ﺍﻟﻤﻠﻮﺛﺎ ِ‬‫ﱢ‬ ‫ﺗﺮﻛﻴﺰﺍﺕ ﻫﺬﻩ‬ ‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ .‬ﻗﺪ ﺗﻜﻮ ُﻥ‬ ‫ِ‬ ‫ﺕ‬ ‫ﺕ ‪ ،‬ﻣﻨﻌﺸﺎ ِ‬ ‫ﺍﻟﺪﻫﺎﻧﺎ ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﻄﻠ ِﻖ ‪.‬‬ ‫ِ‬ ‫ﺧﺎﺭﺟﻬﺎ ﻓﻲ‬‫ِ‬ ‫ﻑ ﻣﻦ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ‪ 10‬ﺃﺿﻌﺎ ٍ‬ ‫ﺍﻟﻤﺒﺎﻧﻲ َ‬
‫ﺩﻭﺍﺭﺍ‬ ‫ً‬ ‫ﺕ ﺩﺍﺧ َﻞ ﺍﻟﻤﻨﺎﺯ ِﻝ ﺣ ّﻜﺔً ﻓﻲ ﺍﻟﻌﻴﻮ ِﻥ ﺃﻭ ﻏﺜﻴﺎﻧًﺎ ﺃﻭ‬ ‫ﺍﻟﻤﻠﻮﺛﺎ ِ‬ ‫ﱢ‬ ‫ﺑﻌﺾ‬ ‫ُ‬ ‫ﺐ‬
‫ﺗ ُﺴﺒﱢ ُ‬
‫ﺽ ﺍﻟﺘﻲ ﺗﺴﺘﻐﺮ ُﻕ‬ ‫ﻭﺛﻴﻘﺔ ﺑﺎﻷﻣﺮﺍ ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﻋﻼﻗﺔ‬ ‫ﺫﺍﺕ‬
‫ُ‬ ‫ﺛﺎﺕ ﺃﺧﺮﻯ‬ ‫ﻣﻠﻮ ٌ‬ ‫ﺃﻭ ﺻﺪﺍ ًﻋﺎ ‪ ،‬ﻭﻫﻨﺎﻙ ﱢ‬
‫ﺍﻟﺒﻴﺌﺔ ﺛﻼﺛﻴﻦ ﻧﻮ ًﻋﺎ ﻣﻦ‬ ‫ﺣﻤﺎﻳﺔ ِ‬ ‫ِ‬ ‫ﺕ ﻭﻛﺎﻟﺔ ُ‬ ‫ﺗﻈﻬﺮ ‪ ،‬ﻣﺜ ِﻞ ﺍﻟﺴﺮﻃﺎ ِﻥ ‪ .‬ﺣ ّﺪﺩَ ْ‬ ‫َ‬ ‫ﺕ ﻛﻲ‬ ‫ﺳﻨﻮﺍ ٍ‬
‫ﺍﻷﺳﺒﺴﺘﻮﺱ‬
‫َ‬ ‫ﺕ ﺩﺍﺧ َﻞ ﺍﻟﻤﻨﺎﺯ ِﻝ ﻋﻠﻰ ﺃﻧّﻬﺎ ﻣﺴﺮﻃﻨﺔ ٌ ‪ ،‬ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ ﺗﺸﻤ ُﻞ‬ ‫ﺍﻟﻤﻠﻮﺛﺎ ِ‬ ‫ﱢ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺏ ﺇﻟﻰ ﺍﻟﻤﺒﺎﻧﻲ ﻣﻦ ﺗﺤ ِ‬
‫ﺖ‬ ‫ﻳﺘﺴﺮ ُ‬ ‫ﺍﻟﻤﻌﺮﻭﻑ ﺑﺎﻟﺮﺍﺩﻭ ِﻥ؛ ﻓﺎﻟﺮﺍﺩﻭ ُﻥ ّ‬ ‫َ‬ ‫ﻭﺍﻟﻐﺎﺯ ﺍﻟﻤﺸ ﱠﻊ‬ ‫َ‬
‫ﺖ‬ ‫ﺱ ﻓﻲ ﺍﻟﻤﺒﺎﻧﻲ ‪ .‬ﺗﻤﱠ ْ‬ ‫ﺺ ﻭﺟﻮ ِﺩ ﺍﻟﺮﺍﺩﻭ ِﻥ ﻭﺍﻷﺳﺒﺴﺘﻮ ِ‬ ‫ﺟ ُﺪ ﻃﺮ ٌﻕ ﻟﻔﺤ ِ‬ ‫ﺽ ‪ .‬ﻭﺗﻮ َ‬ ‫ﺍﻷﺭ ِ‬
‫ﺕ‪.‬‬ ‫ﺱ ﻓﻲ ﺍﻟﻌﺪﻳ ِﺪ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻌﺎ ِ‬ ‫ﺱ ﻣﻦ ﺍﻟﻤﺪﺍﺭ ِ‬ ‫ﺇﺯﺍﻟﺔ ُ ﺍﻷﺳﺒﺴﺘﻮ ِ‬
‫ﺣﺬﺭﺍ‬ ‫ﺃﻛﺜﺮ‬ ‫ﻳﺠﺐ ﻋﻠﻴﻚ ﺃﻥ ﺗﻜﻮ َﻥ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺩﺍﺧ َﻞ ﺍﻟﻤﻨﺎﺯ ِﻝ ‪،‬‬ ‫ِ‬ ‫ﺙ‬‫ﺗﻠﻮ ِ‬ ‫ِ‬
‫ً‬ ‫َ‬ ‫ُ‬ ‫ﻟﻤﻘﺎﻭﻣﺔ ّ‬
‫ﺿﺎﺭ ٍﺓ ‪.‬‬ ‫ﺕ ﺍﻟﻤﻨﺰﻟﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺍﺩﱠ ﻛﻴﻤﻴﺎﺋﻴ ّ ٍﺔ ّ‬ ‫ﺹ ﺍﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﻤﻨﺘَﺠﺎ ِ‬ ‫ﺑﺨﺼﻮ ِ‬
‫ﺍﻟﻜﺜﻴﺮ‬
‫ُ‬ ‫ﺕ‪.‬‬‫ﺑﺪﻳﻼ ﻋﻦ ﺗﻠﻚ ﺍﻟﻤﻨﺘَﺠﺎ ِ‬ ‫ﺕ ﺍﻟﻄﺒﻴﻌﻴّﺔَ ً‬ ‫ﺃﻧﺎﺱ ﻋﺪﻳﺪﻭﻥ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻤﻨﺘَﺠﺎ ِ‬ ‫ٌ‬
‫ﺕ ﺍﻟﻬﻮﺍﺀ ﻓﻲ‬ ‫ِ‬ ‫ﱢ‬
‫ﻣﻦ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻳﻨﺎﻟﻮﻥ ﺗﻬﻮﻳﺔً ﺃﻓﻀ َﻞ ﻓﻲ ﻣﻜﺎﺗﺒِ ﻬﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﻣﻨﻘﻴﺎ ِ‬ ‫ﱠ‬
‫ﺍﻟﺘﺪﺧﻴﻦ ﻓﻴﻬﺎ ‪.‬‬
‫ُ‬ ‫ﺐ ﻭﻣﻨ َﻊ‬ ‫ﺍﻟﻤﻜﺎﺗ ِ‬

‫ﺍﻟﺪﺭﺱ ‪3-2‬‬
‫ُ‬

‫‪∞«c ∞r °Up .1‬‬

‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪GPÉe .2‬‬
‫‪. »°ù‬‬
‫‪u Øq æàdG Rp É¡÷G ÈY‬‬ ‫‪n AGƒ¡dG‬‬
‫‪o‬‬ ‫‪∑o ôëàj‬‬
‫‪q‬‬
‫‪ÜÉéë∏d‬‬
‫‪p‬‬ ‫‪çóëj‬‬
‫‪o‬‬ ‫‪GPÉe , ∑Op É≤àYG ‘ ?pÒaõdGh p≥«¡°ûdG óæY‬‬ ‫‪n õp LÉ◊G ÜÉéë∏d‬‬ ‫‪p‬‬ ‫‪çóëj‬‬
‫‪o‬‬

‫‪n H áp fQÉ≤ŸG ¬o Lh Ée :¿pr QÉb .3‬‬

‫‪m‬‬
‫)‪?(ábhRÉM‬‬ ‫‪m¥Gƒa áp HƒæH ÜÉ°ü‬‬
‫‪o Jo ÉeóæY õp LÉ◊G‬‬
‫‪p‬‬
‫‪äGRɨdG‬‬ ‫‪p∫OÉÑJ áp «∏ªYh‬‬
‫‪q‬‬ ‫‪p‬‬
‫‪äÉJÉÑædG‬‬ ‫‪‘ »Fƒ°†dG‬‬
‫‪u‬‬ ‫‪Ap ÉæÑdG áp «∏ªY‬‬
‫‪q Ú‬‬

‫‪Ée :™r bs ƒJ .4‬‬

‫‪p‬‬
‫‪?äÉfGƒ«◊G‬‬ ‫‘‬
‫‪øY øo NóŸG‬‬ ‫‪u‬‬ ‫‪¢üî°ûdG‬‬
‫‪o‬‬ ‫‪É¡H ÜÉ°ü‬‬
‫‪n jo ¿CG πª‬‬ ‫‪o àn ëjo »àdG áo «°ù‬‬ ‫‪q Øq æàdG äÉHGô£°V’G‬‬
‫‪o‬‬
‫‪áp «°ù‬‬ ‫‪p‬‬
‫‪q Øq æàdG äÉHGô£°V’G‬‬ ‫‪¢†©H‬‬
‫‪n Ú‬‬ ‫‪o NóàdG π©éj‬‬
‫‪o‬‬ ‫‪∞«c , ∑Op É≤àYG ‘ ? pøNóŸG‬‬ ‫‪u‬‬ ‫‪p‬‬
‫‪Òp Z ¢üî°ûdG‬‬
‫‪?nCGƒ°SCG‬‬

‫‪62‬‬
 ‫‪’G Ro É¡÷G 4-2‬‬
‫‪Excretory System‬‬
‫‪»LGôNE‬‬
‫‪t‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺕ‪.‬‬ ‫ﺺ ﺍﻟﺠﻠ ُﺪ ﻣﻦ ﺍﻟﻔﻀﻼ ِ‬ ‫ﻳﺼﻒ ﻛﻴﻒ ﻳﺘﺨﻠ ّ ُ‬ ‫َ‬
‫ﺕ ﻣﻦ ﺍﻟﺠﺴﻢ ِ ‪.‬‬‫ﻳﺼﻒ ﻛﻴﻒ ﺗ ُﺰﻳ ُﻞ ﺍﻟﻜﻠﻴﺘﺎﻥ ﺍﻟﻔﻀﻼ ِ‬ ‫َ‬
‫ﺇﺧﺮﺍﺟﻬﺎ ﻣﻦ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ُ‬ ‫ِ‬
‫ﻣﺴﺎﺭ ﺍﻟﻴﻮﺭﻳﺎ )ﺍﻟﺒﻮﻟﻴﻨﺎ( ﻣﻦ ﺍﻟﻜﺒﺪ ﺣﺘّﻰ ﻳﺘ ﱠﻢ‬ ‫َ‬ ‫ﺤﺪﺩ َ ﻋﻤﻠﻴًّﺎ‬ ‫ﻳُ ﱢ‬
‫ﺕ‪.‬‬‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﻨﻔﺮﻭﻧﺎ ِ‬
‫ِ‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬

‫ﺟﺴﻤﻚ ‪،‬‬ ‫ِ‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻣﻦ‬ ‫ﺗﻌﺮﻑ ﺃ ّﻥ ﺍﻟﺮﺋﺘﻴﻦ ﺗ ُﺨﺮﺟﺎﻥ َ‬ ‫ُ‬ ‫ﺇﻧّﻚ‬
‫ﻛﺬﻟﻚ ﺗ ُِﻨﺘ ُﺞ ﺧﻼﻳﺎﻙ ﻣﻮﺍﺩﱠ ﺯﺍﺋﺪ ًﺓ ﺃﺧﺮﻯ ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻋﻨﺪﻣﺎ‬
‫ﻭﺍﻟﻤﺎﺀ ‪ ،‬ﻓﺈ ّﻥ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱠ ﺗ ُﺼﺒِ ُﺢ ﻣﻮﺍﺩﱠ‬‫ِ‬ ‫ﺍﻟﻤﻠﺢ‬
‫ِ‬ ‫ﺗﺤﺘﻮﻱ ﺃﻧﺴﺠﺘُﻚ ﻋﻠﻰ ﺍﻟﻜﺜﻴ ِﺮ ﻣﻦ‬
‫ﺇﺧﺮﺍﺟﻬﺎ ‪ ،‬ﻓﺈﻧّﻬﺎ‬
‫ُ‬ ‫ﺕ ‪ .‬ﺇﺫﺍ ﻟﻢ ﺗﺘ ﱠﻢ ﺇﺯﺍﻟﺔ ُ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺰﺍﺋﺪ ِﺓ ﺃﻭ ﻟﻢ ﻳﺘ ﱠﻢ‬‫ﺯﺍﺋﺪ ًﺓ ﺃﻭ ﻓﻀﻼ ٍ‬
‫ﺟﺴﻤﻚ ‪ .‬ﻛﺒ ُﺪﻙ ﻭﺟﻠ ُﺪﻙ ﻋﺒﺎﺭﺓٌ‬ ‫ِ‬ ‫ﺕ ﺧﻄﻴﺮ ٍﺓ ﺩﺍﺧ َﻞ‬ ‫ﺗﺘﺮﺍﻛﻢ ﺇﻟﻰ ﻣﺴﺘﻮﻳﺎ ٍ‬
‫ُ‬
‫ٍ‬ ‫ٍ‬ ‫ﱠ‬ ‫ِ‬
‫ﺩﻭﺭﺍ ﻣﻬﻤًّﺎ ﻓﻲ ﺇﺯﺍﻟﺔ ﻣﻮﺍﺩ ﺯﺍﺋﺪﺓ ﻣﻌﻴﱠﻨﺔ ﻣﻦ‬ ‫ﻋﻦ ﻋﻀﻮﻳﻦ ﺇﺧﺮﺍﺟﻴّﻴﻦ ﻳﻠﻌﺒﺎﻥ ً‬
‫ﺍﻹﺧﺮﺍﺝ ﺍﻟﺮﺋﻴﺴﻴّﺔَ ﻫﻤﺎ ﺍﻟﻜﻠﻴﺘﺎﻥ ‪.‬‬ ‫ِ‬ ‫ﻟﻜﻦ ﺃﻋﻀﺎﺀ َ‬
‫ﺟﺴﻤﻚ ‪ّ ،‬‬ ‫ِ‬

‫‪óÑμdG‬‬
‫‪Liver‬‬
‫‪o‬‬

‫ﺍﻟﻬﻀﻤﻲ ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ﺖ‬
‫ﺩﺭﺳ َ‬
‫ْ‬ ‫ﻭﻇﺎﺋﻒ ﺍﻟﻜﺒ ِﺪ ﻋﻨﺪﻣﺎ‬
‫ِ‬ ‫ﺑﻌﺾ‬
‫َ‬ ‫ﻟﻘﺪ ﺗﻌﻠ ّ ْﻤ َ‬
‫ﺖ‬
‫ﺗﻨﻄﻠﻖ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻤﺤﺘﻮﻳﺔ ُ ﻋﻠﻰ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ .‬ﻫﺬﻩ‬ ‫ُ‬ ‫ﺾ‪،‬‬ ‫ﺃﺛﻨﺎﺀ َ ﻋﻤﻠﻴ ّ ِﺔ ﺍﻷﻳ ِ‬
‫ﺕ ﻣﻊ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ‬ ‫ﺑﺮﺑﻂ ﻫﺬﻩ ﺍﻟﻔﻀﻼ ِ‬‫ﺍﻟﻤﻮﺍﺩﱡ ﺳﺎﻣّﺔ ٌ ﻟﻠﺠﺴﻢ ِ ‪ ،‬ﻭﻳﻘﻮﻡ ُ ﺍﻟﻜﺒ ُﺪ ِ‬
‫ﻧﻴﺘﺮﻭﺟﻴﻨﻲ ﻳُﻌﺘﺒَ ُﺮ ﺳﺎﻣ ًّﺎ‬
‫ﱞ‬ ‫ﺍﻟﻜﺮﺑﻮ ِﻥ ﻟﺘﻜﻮﻳ ِﻦ ﺍﻟﻴﻮﺭﻳﺎ ﺃﻭ ﺍﻟﺒﻮﻟﻴﻨﺎ ‪ .‬ﺍﻟﻴﻮﺭﻳﺎ ﻣﺮﻛﱠ ٌ‬
‫ﺐ‬
‫ﺟﺴﻤﻚ ‪ .‬ﺗﺪﺧ ُﻞ ﺍﻟﻴﻮﺭﻳﺎ‬ ‫ِ‬ ‫ﺑﺪ ﻣﻦ ِ‬
‫ﺇﺯﺍﻟﺘﻪ ﻣﻦ‬ ‫ﺕ ﺍﻟﻜﺒﻴﺮ ِﺓ ﻭﻻ ﱠ‬ ‫ﺍﻟﻜﻤﻴّﺎ ِ‬
‫ّ‬ ‫ﻓﻲ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ ﺍﻟﻜﺒ ِﺪ ‪.‬‬ ‫ﺇﻟﻰ ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ ﻣﻦ ﺧﻼ ِﻝ ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﺍﻟﺪﻭﺭﻱ ﺍﻟﻴﻮﺭﻳﺎ ﺇﻟﻰ ﻛﻠﻴﺘﻴﻚ ‪ ،‬ﺣﻴﺚ ﻳﺘ ﱡﻢ ﻓﺼﻠُﻬﺎ ﻋﻦ ﺍﻟﺪﻡ ِ‬ ‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻳﻨﻘ ُﻞ‬
‫ِ‬
‫ﻭﺍﻟﻤﺎﺀ‬ ‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﺒﻮ ُﻝ ﻣﻦ ﺍﻟﻴﻮﺭﻳﺎ )ﺍﻟﺒﻮﻟﻴﻨﺎ(‬
‫ﻭﻃﺮﺩُﻫﺎ ﻣﻦ ﺍﻟﺠﺴﻢ ِ ﻓﻲ ﺍﻟﺒﻮ ِﻝ ‪ّ .‬‬
‫ﻭﺍﻷﻣﻼﺡ ﺍﻟﺰﺍﺋﺪ ِﺓ ‪.‬‬
‫ِ‬

‫‪63‬‬
 ‫‪ó∏÷G‬‬
‫‪Skin‬‬
‫‪o‬‬

‫ﺕ ﺟﻠ ِﺪﻙ‬ ‫ﺕ ‪ .‬ﻭﺩﺍﺧ َﻞ ﻃﺒﻘﺎ ِ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﻋ ّﺪ ِﺓ ﻃﺒﻘﺎ ٍ‬

‫ﺗﻌﺮﻑ ﺃ ّﻥ ﺟﻠﺪَﻙ ّ‬ ‫ُ‬ ‫ﺇﻧّﻚ‬
‫ﺕ )ﻣﺜ ِﻞ‬ ‫ﻭﺣﻮﻳﺼﻼﺕ ﺍﻟﺸﻌ ِﺮ ‪ .‬ﺗﺘ ﱡﻢ ﺇﺯﺍﻟﺔ ُ ﺍﻟﻔﻀﻼ ِ‬ ‫ُ‬ ‫ﺟ ُﺪ ﺍﻟﻐﺪﺩُ ﺍﻟﻌﺮﻗﻴّﺔ ُ‬ ‫ﺗﻮ َ‬
‫ﺍﻟﻔﻀﻼﺕ‬
‫ُ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﺪ ِﺩ ﺍﻟﻌﺮﻗﻴ ّ ِﺔ ‪ .‬ﺗ ﱢ‬
‫ُﻜﻮ ُﻥ‬ ‫ِ‬ ‫ﺩﻣﻚ‬ ‫ِ‬
‫ﻭﺍﻟﻤﺎﺀ ﺍﻟﺰﺍﺋ ِﺪ ﻣﻦ ِ‬ ‫ﺍﻟﻴﻮﺭﻳﺎ(‬
‫ﺳﻄﺢ ﺍﻟﺠﻠ ِﺪ ﻣﻦ ﺧﻼ ِﻝ ﻣﺴﺎﻡﱠ ﺃﻭ‬ ‫ِ‬ ‫ﺇﺧﺮﺍﺟﻪ ﺇﻟﻰ‬
‫ُ‬ ‫ﻭﺍﻟﻤﺎﺀ ُ ﺍﻟﻌﺮ َﻕ ﺍﻟﺬﻱ ﻳﺘ ﱡﻢ‬
‫ﻕ‬ ‫ﺖ ﻣﻦ ﻗﺒ ُﻞ ﺃﻧّﻪ ﺇﺫﺍ ﻣﺎ ﻭﺻ َﻞ ﺍﻟﻌﺮ ُ‬ ‫ﺩﻗﻴﻘﺔ ﻓﻲ ﺟﻠ ِﺪﻙ ‪ .‬ﻫﻞ ﻻﺣﻈ ْ َ‬ ‫ٍ‬ ‫ﻓُﺘﺤﺎ ٍ‬
‫ﺕ‬
‫ﻣﺎﻟﺢ ‪ ،‬ﻓﻤﻊ ِ‬
‫ﺍﻟﻤﺎﺀ ﺍﻟﺰﺍﺋ ِﺪ ﺗﺘ ﱡﻢ‬ ‫ٌ‬ ‫ﻭﺟﻬﻚ ﺇﻟﻰ ِﻓﻤﻚ ‪ ،‬ﻟﻪ ﻣﺬﺍ ٌ‬
‫ﻕ‬ ‫ﺍﻟﻤﺘﻜﻮ ُﻥ ﻋﻠﻰ ِ‬
‫ﱢ‬
‫ﻕ‪.‬‬ ‫ﺩﻣﻚ ﻓﻲ ﺷﻜ ِﻞ ﻋﺮ ٍ‬ ‫ﺍﻟﻤﻠﺢ ﻣﻦ ِ‬‫ِ‬ ‫ﺇﺯﺍﻟﺔ ُ‬
‫‪27 πo μ°T‬‬
‫ﺿﺤﺔ ُ‬ ‫ﺍﻷﺟﺴﺎﻡ ُ ﺍﻟﺨﻀﺮﺍﺀ ُ ﺍﻟﻤﻮ ﱠ‬
‫ﻓﻲ ﺍﻟﺼﻮﺭ ِﺓ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺑﻜﺘﻴﺮﻳﺎ‬ ‫‪¿Éà«∏μdG‬‬
‫ﻓﻲ ﺃﺣ ِﺪ ﻣﺴﺎ ﱢﻡ ﺍﻟﺠﻠ ِﺪ ‪ .‬ﻟﻤﺎﺫﺍ ﻳ ُ َﻌ ﱡﺪ‬
‫ﻋﻀﻮﺍ ﺇﺧﺮﺍﺟﻴ ًّﺎ؟‬ ‫ﺍﻟﺠﻠ ُﺪ‬
‫‪Kidneys‬‬
‫ً‬
‫ﺗﻤﺎﻣﺎ ‪ .‬ﻟﻘﺪ‬
‫ﻭﺍﻟﻤﺴﻪ ﻣﻦ ﺃﺳﻔ َﻞ ‪ ،‬ﺃﻋﻠﻰ ﺧﺼ ِﺮﻙ ً‬ ‫ْ‬ ‫ﺿ ْﻊ ﻳﺪﻳﻚ ﻋﻠﻰ ﻇﻬ ِﺮﻙ‬ ‫َ‬
‫ﻣﻮﻗﻊ ﻛﻠﻴﺘﻴﻚ ‪ .‬ﻓﻬﻤﺎ ﺣﻮﺍﻟﻰ ‪ 10cm‬ﻓﻲ ﺍﻟﻄﻮ ِﻝ ﻭﻟﻬﻤﺎ‬ ‫ِ‬ ‫ﺖ ﺇﻟﻰ‬ ‫ﺗﻮﺻﻠ ْ َ‬ ‫ّ‬
‫ﺷﻜ ٌﻞ ﻳُﺸﺒِ ُﻪ ﺑﺬﺭﺗﻲ ﻓﺎﺻﻮﻟﻴﺎ ﻛﺒﻴﺮﺗﻲ ﺍﻟﺤﺠﻢ ِ ‪.‬‬
‫ﺩﻣﻚ ﺇﻟﻰ ﺍﻟﻜﻠﻴﺘﻴﻦ‬ ‫ﻣﺮ ٍﺓ ﻳﺪ ﱡﻕ ﻗﻠﺒُﻚ ‪ ،‬ﻳﺪﺧ ُﻞ ﺣﻮﺍﻟﻰ ‪ 20%‬ﻣﻦ ِ‬ ‫ﻓﻲ ﻛ ﱢﻞ ّ‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬
‫ُ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ ﺫﻟﻚ ﻓﻲ ﺷﻜ ِﻞ )‪ . (28‬ﻓﻲ‬ ‫ﻣﻦ ﺧﻼ ِﻝ ﺍﻟﺸﺮﻳﺎ ِﻥ ﺍﻟﻜﻠﻮﻱﱢ ‪ .‬ﻳ ُ ِ‬
‫ﺷﺒﻜﺔ ﻣﻦ ﺍﻟﻤﺮﺷﱢ ُﺢ‬ ‫ٍ‬ ‫ِ‬
‫ﺍﻟﻜﻠﻴﺔ ﺇﻟﻰ‬ ‫ﺍﻟﻜﻠﻮﻱ ﺩﺍﺧ َﻞ‬ ‫ﱡ‬ ‫ﻉ ﺍﻟﺸﺮﻳﺎ ُﻥ‬ ‫ﻳﺘﻔﺮ ُ‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ‪ّ ،‬‬ ‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺃﺣﻀ ِﺮ ﺍﻷﺷﻴﺎﺀ َ ﺍﻟﺘﺎﻟﻴﺔَ‪ :‬ﻭﺭﻗﺔَ‬ ‫ِ‬ ‫ﺕ‬‫ﺕ ﺍﻟﺪﻡ ِ ‪ ،‬ﻣﺜ ِﻞ ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ ﻭﺍﻟﺒﺮﻭﺗﻴﻨﺎ ِ‬ ‫ﻣﻜﻮﻧﺎ ِ‬ ‫ﺑﻌﺾ ﱢ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ُ .‬‬ ‫ﺍﻟﺸﻌﻴﺮﺍ ِ‬
‫ﻣﺪﺭﺟﺔً ‪،‬‬‫ﻛﺄﺳﺎ ﱠ‬ ‫ً‬ ‫ﺗﺮﺷﻴﺢ ‪ ،‬ﻗﻤ ًﻌﺎ ‪،‬‬ ‫ٍ‬ ‫ﺕ ﺍﻟﺪﻣﻮﻳّﺔَ ‪ ،‬ﻟﺬﺍ ﻓﻬﻲ ﺗﻈ ﱡﻞ ﻓﻲ ﻣﺠﺮﻯ‬ ‫ﺟﺪﺍ ﺣﺘّﻰ ﺗﺪﺧ َﻞ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ﻛﺒﻴﺮﺓٌ ًّ‬
‫ﺭﻣﻼ ‪.‬‬ ‫ﻛﺄﺳﺎ ﻧﻈﻴﻔﺔً ‪ً ،‬‬ ‫ﻭﺑﻌﺾ‬
‫ﺿ ِﻊ ﺍﻟﺮﻣ َﻞ ﻭﺣﻮﺍﻟﻰ ‪ 200‬ﻣﻞ‬
‫ً‬
‫‪َ .1‬‬
‫َ‬ ‫ﺗﺮﺷﺢ ﺍﻟﻤﺎﺀ َ‬
‫ُ‬ ‫ﺗﺮﺍﻛﻴﺐ ﺩﻗﻴﻘﺔ ٌ‬‫ُ‬ ‫ﻭﺍﻟﻨﻔﺮﻭﻧﺎﺕ ‪ nephrons‬ﻫﻲ‬ ‫ُ‬ ‫ﺍﻟﺪﻡ ِ ‪.‬‬
‫ﺍﻟﻤﺪﺭ ِ‬ ‫ﺷﻜﻼ ﺗﺨﻄﻴﻄﻴ ًّﺎ ﻟﻠﻨﻔﺮﻭ ِﻥ ﻓﻲ ﻣﻦ ِ‬ ‫ً‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ‬ ‫ﺍﻷﻣﻼﺡِ ﻭﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴّ ِﺔ ‪ .‬ﻳ ُ ِ‬
‫ﺟﺔ ‪.‬‬ ‫ﱠ‬ ‫ﺱ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻲ ﺍﻟﻜﺄ ِ‬
‫ﺑﺎﻟﻘﻤﻊ ‪.‬‬
‫ِ‬ ‫ﺍﻟﺘﺮﺷﻴﺢ‬
‫ِ‬ ‫ﺿ ْﻊ ﻭﺭﻗﺔَ‬ ‫‪َ .2‬‬ ‫ﺷﻜ ِﻞ )‪. (28‬‬
‫ِ‬
‫ﻭﺍﻟﻤﺎﺀ‬ ‫ﻂ ﺍﻟﺮﻣ ِﻞ‬ ‫ﺍﺳﻜﺐ ﺧﻠﻴ َ‬ ‫ْ‬ ‫ﺺ ﺑﻌ َﺪ ‪.3‬‬ ‫ﺍﻟﺠﺎﻣﻌﺔ ﻓﻲ ﺍﻟﻨﻔﺮﻭ ِﻥ ﺗ ُﻤﺘ َ ﱡ‬ ‫ِ‬ ‫ﺐ‬‫ﻋﺒﺮ ﺍﻷﻧﺎﺑﻴ ِ‬ ‫َ‬ ‫ﺑﻌﺾ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺘﻲ ﱡ‬
‫ﺗﻤﺮ‬ ‫ُ‬
‫ﺍﻟﻨﻈﻴﻔﺔ ﻣﻦ ﺧﻼ ِﻝ‬ ‫ِ‬ ‫ﺱ‬‫ﻝ ﺃﺣ ِﺪ ﺍﻷﻭﺭﺩ ِﺓ ‪ .‬ﻟﻤﺎﺫﺍ ﻓﻲ ﺍﻟﻜﺄ ِ‬ ‫ﺫﻟﻚ ﻋﺎﺋﺪ ًﺓ ﺇﻟﻰ ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ ‪ ،‬ﻭﺗﺘﺮ ُﻙ ﺍﻟﻜﻠﻴﺔَ ﺧﻼ َ‬
‫ﺢ‪.‬‬ ‫ﺍﻟﻤﺮ ﱢﺷ ِ‬ ‫ﻳ ُ َﻌ ﱡﺪ ﺿﺮﻭﺭﻳ ًّﺎ ِ‬
‫ﺙ؟ ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪،‬‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ‬ ‫ﺍﻷﻣﻼﺡ ﺃﻥ ﺗﺮﺟ َﻊ ّ‬‫ِ‬ ‫ﺾ‬ ‫ﻟﻠﻤﺎﺀ ﻭﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﻭﺑﻌ ِ‬
‫ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ﻛﻴﻒ ﻳﺸﺒِ ُﻪ ﺍﻟﻤﺮ ﱢﺷﺢ ﻛﻠﻴﺘﻴﻚ؟‬ ‫ﺩﻣﻚ؟‬ ‫ﺇﻟﻰ ﻣﺠﺮﻯ ِ‬
‫ُ‬ ‫ُ‬

‫‪64‬‬
 ‫ﻻﺣ ِﻆ‬ ‫ﺍﻟﺠﺎﻣﻌﺔ ﻟﻠﻨﻔﺮﻭ ِﻥ ﻫﻮ ﺍﻟﺒﻮ ُﻝ ‪ِ .‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﻧﺒﻮﺑﺔ‬ ‫ﺍﻟﺴﺎﺋ ُﻞ ﺍﻟﺬﻱ ﻳﺒﻘﻰ ﻓﻲ‬
‫ِ‬
‫ﺍﻟﻤﺜﺎﻧﺔ‬ ‫ِ‬
‫ﺍﻟﻜﻠﻴﺔ ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﺐ ﻓﻲ ﺷﻜ ِﻞ )‪ . (28‬ﻫﻨﺎ ﻳﺘﺪﻓ ّ ُﻖ ﺍﻟﺒﻮ ُﻝ ﻣﻦ ﺩﺍﺧ ِﻞ‬ ‫َ‬
‫ﺍﻷﻧﺴﺠﺔ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ ‪ .‬ﺗﺨﺘﺰ ُﻥ‬
‫ِ‬ ‫ﺲ ﻣﻦ‬ ‫ﺍﻟﺒﻮﻟﻴ ّ ِﺔ ‪ .‬ﺍﻟﻤﺜﺎﻧﺔ ُ ﺍﻟﺒﻮﻟﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻛﻴ ٍ‬
‫ِ‬
‫ﺟﺪﺭﻫﺎ‬‫ﺍﻟﻤﺜﺎﻧﺔ ُ ﺣﻮﺍﻟﻰ ﻟﺘ ٍﺮ ﻭﺍﺣ ٍﺪ ﻣﻦ ﺍﻟﺒﻮ ِﻝ ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗﻤﺘﻠﺊُ ﺍﻟﻤﺜﺎﻧﺔ ُ ﺗﻄﺮﺩُ ُ‬
‫ﺑﺎﻟﻤﻀﺎﻫﺎﺓ‬ ‫ﺍﻟﻘﻴﺎﻡُ‬ ‫ﺍﻟﺨﺎﺭﺝ ﻣﻦ ﺧﻼ ِﻝ ﻣﺠﺮﻯ ﺍﻟﺒﻮ ِﻝ ‪ .‬ﻣﺠﺮﻯ‬ ‫ﺍﻟﻌﻀﻠﻴّﺔ ُ ﺍﻟﻘﻮﻳّﺔ ُ ﺍﻟﺒﻮ َﻝ ﺇﻟﻰ‬
‫ﺑﻌﺾ ﻣﻦ ﺃﺟﺰﺍ ِﺋﻪ‬
‫ِ‬
‫ٌ‬
‫ﺍﻧﻈﺮ‬
‫ﺧﺎﺭﺝ ﺍﻟﺠﺴﻢ ِ ‪ْ .‬‬ ‫ِ‬ ‫ﺍﻟﻤﺜﺎﻧﺔ ﺍﻟﺒﻮﻟﻴ ّ ِﺔ ﺇﻟﻰ‬
‫ِ‬ ‫ٍ‬
‫ﺃﻧﺒﻮﺑﺔ ﺗﻤﺘ ﱡﺪ ﻣﻦ‬ ‫ﺍﻟﺒﻮ ِﻝ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ِ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﻟﺴﺎﺑ ِﻖ ‪ ،‬ﺃﻱﱡ‬ ‫ﺑﺎﻟﻌﻮﺩ ِﺓ ﺇﻟﻰ‬
‫ﺟﺰﺀ ﻣﻦ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ ﺍﻷﻓﻀ ُﻞ‬ ‫ٍ‬ ‫ﺧﺎﺭﺝ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ِ‬ ‫ﺍﻧﺴﻴﺎﺏ ﺍﻟﺒﻮ ِﻝ ﺇﻟﻰ‬
‫َ‬ ‫ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ ، (28‬ﻭﺗﺘﺒ ِﱠﻊ‬
‫ﺗﺮﺷﻴﺤﻪ؟ ﺃﻱﱡ‬
‫ُ‬ ‫ﺗﻤﺜﻴﻼ ِ‬
‫ﻟﻠﻤﺎﺀ ﺍﻟﻤﺮﺍ ِﺩ‬ ‫ً‬
‫ﺟﺰﺀ ﻣﻦ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ ﺍﻷﻓﻀ ُﻞ‬ ‫ٍ‬
‫ﻳﻤﺮ ﻣﻦ‬ ‫ﺍﻟﻨﻘﻲ ﺍﻟﺬﻱ ﱡ‬ ‫ﱢ‬ ‫ﺗﻤﺜﻴﻼ ِ‬
‫ﻟﻠﻤﺎﺀ‬ ‫ً‬
‫ﺍﻟﻤﺮ ﱢﺷ ِ‬
‫ﺢ؟‬
‫ﺍﻟﻜﻠﻴﺔ ُ‬
‫ﺍﻟﺤﺎﻟﺐ‬
‫ُ‬

‫ﺍﻟﻤﺜﺎﻧﺔ ُ ﺍﻟﺒﻮﻟﻴّﺔ ُ‬

‫ﻣﺠﺮﻯ ﺍﻟﺒﻮ ِﻝ‬

‫ﺍﻟﻜﻠﻴﺔ ُ‬

‫ﻋﺒﺮ ﺍﻟﺸﺮﺍﻳﻴ ِﻦ‬ ‫ﺑﻌ َﺪ ﺍﻟﺘﺪﻓ ّ ِﻖ‬

‫َ‬
‫ﻋﺔ ‪ ،‬ﻳﺼ ُﻞ ﺍﻟﺪﻡ ُ ﺇﻟﻰ‬ ‫ﺍﻟﻤﺘﻔﺮ ِ‬ ‫‪2‬‬
‫ﱢ‬
‫ﺍﻟﻨﻔﺮﻭﻥُ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳّﺔِ‬ ‫ﺗﺠﻤ ٍﻊ ﻣﻦ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ّ‬
‫ﺗﺠﻤ ِﻊ‬ ‫ّ‬ ‫ﻓﻲ‬ ‫‪.‬‬ ‫ِ‬
‫ﻥ‬ ‫ﺍﻟﻨﻔﺮﻭ‬ ‫ﻓﻲ‬
‫ﻳﺘﺪﻓ ّ ُﻖ ﺍﻟﺪﻡ ُ ﻣﻦ‬
‫ﺗﺮﺷﻴﺢ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺸﻌﻴﺮﺍﺕ ﺍﻟﺪﻣﻮﻳّﺔ ‪ ،‬ﻳﺘ ﱡﻢ‬ ‫ِ‬ ‫‪1‬‬
‫ﻭﺍﻟﻤﺎﺀ ﻭﺍﻟﺠﻠﻮﻛﻮ ِﺯ‬ ‫ِ‬ ‫ﺍﻟﻴﻮﺭﻳﺎ‬ ‫ﺍﻟﺸﺮﻳﺎ ِﻥ ﺍﻟﻜﻠﻮﻱﱢ‬
‫ﺇﻟﻰ ﺍﻟﻨﻔﺮﻭﻧﺎ ِ‬
‫ﺕ‬
‫ﺗﻤﺮ‬ ‫ﻭﺍﻟﻤﻮﺍﺩﱢ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﻟﺪﻡ ِ ‪ .‬ﱡ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﻤﺤﻔﻈﺔ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﺮﺍﺷﺤﺔ ُ ﺇﻟﻰ‬ ‫ﺍﻟﻜﻠﻴﺔ ‪.‬‬ ‫ﻓﻲ‬
‫ﺑﺘﺠﻤ ِﻊ ﺍﻟﺸﻌﻴﺮﺍﺕِ‬ ‫ّ‬ ‫ﻁ‬‫ﺍﻟﺘﻲ ﺗ ُﺤﺎ ُ‬
‫ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪.‬‬

‫‪28 πo μ°T‬‬
‫ِ‬
‫ﺗﻤﺮ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﺘﻲ ﺗﻤ ْ‬
‫ﱠﺖ ﺇﺯﺍﻟﺘُﻬﺎ‬ ‫ﱡ‬ ‫‪3‬‬
‫ٍ‬ ‫ﺍﻟﻤﺤﻔﻈﺔ ﺇﻟﻰ‬ ‫ﻓﻲ ﺍﻟﺪﻡ ِ ﻣﻦ‬
‫ﻛﻠﻴﺔ ﻋﻠﻰ ﻣﻠﻴﻮ ِﻥ‬ ‫ﺗﺤﺘﻮﻱ ﻛ ﱡﻞ‬ ‫ﺍﻣﺘﺼﺎﺹ‬ ‫ِ‬
‫ُ‬ ‫ﺍﻷﻧﺒﻮﺑﺔ ‪ ،‬ﻳُﻌﺎﺩُ‬
‫َﻭﺣﺪ ٍﺓ ﻣﺮ ﱢﺷﺤﺔ ﺩﻗﻴﻘﺔ ﺗ ّ‬
‫ُﺴﻤﻰ‬ ‫ٍ‬ ‫ٍ‬
‫ﺍﻷﻧﺒﻮﺑﺔ ُ ﺍﻟﺠﺎﻣﻌﺔ ُ‬ ‫‪4‬‬ ‫ﺍﻟﻤﺎﺀ ﻭﺍﻟﺠﻠﻮﻛﻮ ِﺯ ﺇﻟﻰ‬ ‫ِ‬
‫ﺇﻧﺘﺎﺝ ﺍﻟﺒﻮ ِﻝ ﻓﻲ‬
‫ُ‬ ‫ﺕ ‪ .‬ﻳﺘ ﱡﻢ‬‫ﺍﻟﻨﻔﺮﻭﻧﺎ ِ‬ ‫ﻣﻌﻈﻢ‬ ‫ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ ‪ ،‬ﻭﺗﺒﻘﻰ‬
‫ﺍﻟﻨﻔﺮﻭﻧﺎ ِ‬ ‫ُ‬
‫ﺕ‪.‬‬ ‫ﺍﻟﻴﻮﺭﻳﺎ )ﺍﻟﺒﻮﻟﻴﻨﺎ( ﻓﻲ ﺩﺍﺧ ِﻞ‬
‫ِ‬
‫ﺍﻷﻧﺒﻮﺑﺔ ‪.‬‬

‫‪65‬‬
 ‫‪oá«LGôNE‬‬ ‫‪’G äÉHGô£°V’G‬‬
‫‪Excretory Disorders‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ُ ﻣﺜﻞ ﺍﻟﺠﺮﺍﺛﻴﻢ ِ ﺃﻋﻀﺎﺀ َ‬ ‫ُ‬ ‫ُﺼﻴﺐ‬

‫ُ‬ ‫ﺾ ﺍﻷﺣﻴﺎ ِﻥ ﻗﺪ ﺗ‬ ‫ﻓﻲ ﺑﻌ ِ‬
‫ﺍﻟﺠﺴﻢ ﻣﻦ ﺧﻼ ِﻝ ﻣﺠﺮﻯ‬ ‫َ‬ ‫ﻓﺎﻟﻜﺎﺋﻨﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ُ ﻗﺪ ﺗﺪﺧ ُﻞ‬ ‫ُ‬ ‫ﺍﻹﺧﺮﺍﺟﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﺍﻟﻜﺎﺋﻨﺎﺕ‬
‫ُ‬ ‫ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻢ ِ ﺍﻷﺧﺮﻯ ﺃﻭ ﺍﻟﺪﻡ ِ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺪﺧ ُﻞ‬ ‫ِ‬ ‫ﺍﻟﺒﻮ ِﻝ ‪ ،‬ﺃﻭ‬
‫ﺐ ﺇﺻﺎﺑﺘَﻬﺎ‬ ‫ﻚ ﺍﻟﺒﻮﻟﻴ ّ ِﺔ ‪ ،‬ﻓﺈﻧّﻬﺎ ﺗ ُﺴﺒﱢ ُ‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ُ ﻣﺜ ُﻞ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﺇﻟﻰ ﺍﻟﻤﺴﺎﻟ ِ‬
‫ﻛﻤﻴّﺎ ٍ‬
‫ﺕ‬ ‫ﺏ ّ‬ ‫ﻋﻼﺟﻬﺎ ﻋﻦ ﻃﺮﻳ ِﻖ ﺷﺮ ِ‬ ‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ﺕ ﻳُ ِ‬ ‫ﺑﻌﺾ ﺍﻹﺻﺎﺑﺎ ِ‬ ‫ُ‬ ‫ﺑﺎﻟﻌﺪﻭﻯ ‪.‬‬
‫ﺕ‬ ‫ﻋﺎﺩﺍﺗﻚ ‪ ،‬ﺃﻭ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻤﻀﺎﺩّﺍ ِ‬ ‫ِ‬ ‫ﻭﺍﻟﺮﺍﺣﺔ ﻭﺗﻐﻴﻴ ِﺮ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ﻭﻓﻴﺮ ٍﺓ ﻣﻦ‬
‫ﺕ ﺍﻷﺧﺮﻯ ﻓﻘﺪ ﺗﻜﻮ ُﻥ ﺧﻄﻴﺮ ًﺓ ‪.‬‬ ‫ﺑﻌﺾ ﺍﻹﺻﺎﺑﺎ ِ‬ ‫ﺍﻟﺤﻴﻮﻳ ّ ِﺔ ‪ .‬ﺃﻣّﺎ ُ‬
‫ﻣﺮﺽ‬ ‫ٌ‬ ‫ﻳﻨﺘﺞ‬
‫ُ‬ ‫ﺍﻟﻨﻔﺮﻭﻧﺎﺕ ﻓﻲ ﺍﻟﻜﻠﻴﺘﻴﻦ ﺑﺎﻟﻌﺪﻭﻯ ‪ ،‬ﻗﺪ‬ ‫ُ‬ ‫ُﺼﺎﺏ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ ﺗ‬
‫ﻒ ﺍﻟﻜﻠﻴﺘﻴﻦ‬ ‫ﺽ ﻗﺪ ﻳ ُ ِﺘﻠ ُ‬ ‫ﺍﻹﺻﺎﺑﺔ ﺑﻬﺬﺍ ﺍﻟﻤﺮ ِ‬ ‫ِ‬ ‫ﺗﻜﺮﺍﺭ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻜﻠﻴﺔ ‪.‬‬ ‫ﺍﻟﺘﻬﺎﺏ‬
‫َ‬ ‫ﺴﻤﻰ‬ ‫ﻳُ ّ‬
‫ﺕ‪.‬‬ ‫ﺕ ﺃﻭ ﺍﻟﻤﺰﻳ ِﺪ ﻣﻦ ﺍﻟﻔﻀﻼ ِ‬ ‫ﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﻔﺎﻳﺎ ِ‬ ‫ُ‬ ‫ﻤﻜﻨُﻬﻤﺎ‬ ‫ﺩﺭﺟﺔ ﻻ ﻳ ُ ِ‬ ‫ٍ‬ ‫ﺇﻟﻰ‬
‫)ﻣﺮﻳﺾ ﺍﻟﻔﺸ ِﻞ ﺍﻟﻜﻠﻮﻱﱢ ( ﻗﺪ‬ ‫ُ‬ ‫ﺍﻟﻤﺼﺎﺏ ﺑﺘﻠﻒٍ ﺷﺪﻳ ٍﺪ ﻓﻲ ﻛﻠﻴﺘﻴﻪ‬ ‫ُ‬ ‫ﺍﻟﺸﺨﺺ‬
‫ُ‬
‫ﺖ ﺍﻟﻜﻠﻴﺘﺎﻥ ﻻ ﺗﻘﻮﻣﺎﻥ ﺑﻮﻇﻴﻔﺘﻴﻬﻤﺎ ‪،‬‬ ‫ﺑﻜﻠﻴﺔ ﺻﻨﺎﻋﻴ ّ ٍﺔ ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧ َ ِ‬ ‫ٍ‬ ‫ﻳﺘ ﱡﻢ ﺗﻮﺻﻴﻠُﻪ‬
‫ﺍﮊ ﺃ ّﻥ ﺍﻟﻜﻠﻴﺔَ‬ ‫ﺻﻨﻊ ِ‬‫ِ‬ ‫ﻛﻠﻴﺔ ﺟﺪﻳﺪ ٍﺓ ﻳﻜﻮ ُﻥ ﺿﺮﻭﺭﻳ ًّﺎ ‪ .‬ﻭﻣﻦ ﻋﻈﻴﻢ ِ‬ ‫ﻉ ٍ‬ ‫ﻓﺈ ّﻥ ﺯﺭ َ‬
‫ﻤﻜﻨُﻬﺎ ﺃﻥ ﺗﻘﻮﻡَ ﻣﻘﺎﻡَ ﺍﻟﻜﻠﻴﺘﻴﻦ ‪.‬‬ ‫ﺍﻟﻮﺍﺣﺪ َﺓ ﻳ ُ ِ‬
‫ﺍﻷﻣﻼﺡ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ‬ ‫ُﻜﻮ ُﻥ‬
‫ﺙ ﻋﻨﺪﻣﺎ ﺗ ﱢ‬ ‫ﻟﻠﻜﻠﻴﺔ ﻳﺤﺪ ُ‬ ‫ِ‬ ‫ﺁﺧﺮ‬
‫ُ‬ ‫ﺍﺿﻄﺮﺍﺏ ُ‬ ‫ٌ‬
‫ﺗﻨﺘﺞ ﻣﻦ ﺗﻜﺮﺍ ِﺭ ﺍﻟﻌﺪﻭﻯ‬ ‫ﺕ ﻛﻠﻮﻳّﺔً ﻭﻫﻲ ﻋﺎﺩ ًﺓ ﻣﺎ ُ‬ ‫ﺕ ﺃﻭ ﺣﺼﻮﺍ ٍ‬ ‫ﺍﻟﺒﻮ ِﻝ ﺑﻠّﻮﺭﺍ ٍ‬
‫ﻳﺼﻌﺐ‬‫ُ‬ ‫ﺟﺪﺍ ﺑﺤﻴﺚ‬ ‫ﺍﻟﺤﺼﻮﺍﺕ ﺍﻟﻜﻠﻮﻳّﺔ ُ ﻛﺒﻴﺮ ًﺓ ًّ‬ ‫ُ‬ ‫ﺑﺎﻟﺒﻜﺘﻴﺮﻳﺎ ‪ .‬ﺇﺫﺍ ﻛﺎﻧ َ ِ‬
‫ﺖ‬
‫ﺐ ﻭﺗﻤﻨ َﻊ ﺍﻟﺒﻮ َﻝ ﻣﻦ‬ ‫ﺗﺴﺘﻘﺮ ﻓﻲ ﺍﻟﺤﺎﻟ ِ‬ ‫ﱠ‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﻣﺮﻭﺭﻫﺎ ﻣﻊ ﺍﻟﺒﻮ ِﻝ ‪ ،‬ﻓﺈﻧّﻬﺎ ﻳ ُ ِ‬ ‫ُ‬
‫ﻟﻠﻐﺎﻳﺔ ‪ ،‬ﻭﻏﺎﻟﺒًﺎ ﻣﺎ‬ ‫ِ‬ ‫ﺍﻟﺤﺼﻮﺍﺕ ﺍﻟﻜﻠﻮﻳّﺔ ُ ﻗﺪ ﺗﻜﻮ ُﻥ ﻣﺆﻟﻤﺔً‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻜﻠﻴﺔ ‪.‬‬ ‫ﻣﻐﺎﺩﺭ ِﺓ‬
‫ﺕ‬ ‫ﺕ ﻓﻮ َﻕ ﺍﻟﺼﻮﺗﻴ ّ ِﺔ ‪ .‬ﺇ ّﻥ ﺍﻟﺘﺮﺩّﺩﺍ ِ‬ ‫ُﺴﻤﻰ ﺍﻟﻤﻮﺟﺎ ِ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺗﻘﻨﻴ ّ ٍﺔ ﺗ ّ‬ ‫ِ‬ ‫ﻋﻼﺟﻬﺎ‬ ‫ُ‬ ‫ﻳﺘ ﱡﻢ‬
‫ﺕ‬‫ﺖ ﺇﻟﻰ ﺑﻠّﻮﺭﺍ ٍ‬ ‫ﻭﺑﻤﺠﺮ ِﺩ ﺃﻥ ﺗﺘﻔﺘ ّ َ‬ ‫ﱠ‬ ‫ِ‬
‫ﺍﻟﻜﻠﻴﺔ ‪.‬‬ ‫ﻓﻮ َﻕ ﺍﻟﺼﻮﺗﻴ ّ ِﺔ ﺗ ُﺤﻄﱢ ُﻢ ﺣﺼﻮﺍ ِ‬
‫ﺕ‬
‫ﺐ‪.‬‬ ‫ﺑﺴﻬﻮﻟﺔ ﺧﻼ َﻝ ﺍﻟﺤﺎﻟ ِ‬ ‫ٍ‬ ‫ﺗﻤﺮ‬
‫ﻤﻜﻨُﻬﺎ ﺃﻥ ﱠ‬ ‫ﺕ ﺻﻐﻴﺮ ٍﺓ ﻳ ُ ِ‬ ‫ﺃﻭ ﺣﺼﻮﺍ ٍ‬
‫‪29 πo μ°T‬‬
‫ﻓﻲ ﻫﺬﻩ ﺍﻷﻳّﺎﻡ ِ ‪ ،‬ﻏﺎﻟﺒًﺎ ﻣﺎ ﺗ ُﺴﺘﺨﺪَﻡ ُ‬
‫ﺍﻟﻤﻮﺟﺎﺕ ﻓﻮ َﻕ ﺍﻟﺼﻮﺗﻴ ّ ِﺔ ﻟﺘﻔﺘﻴ ِ‬
‫ﺖ‬ ‫ُ‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻣﻌﻈﻢ ِ ﺣﺼﻮﺍﺕ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻜﺒﻴﺮﺓ ‪،‬‬
‫ﺗﻤﺮ ﺇﻟﻰ‬
‫ﻤﻜ ُﻦ ﺃﻥ ﱠ‬ ‫ﻟﺬﻟﻚ ﻓﺈﻧّﻬﺎ ﻳ ُ ِ‬
‫ﺧﺎﺭﺝ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ِ‬

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 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﺁﻟﺔ ُ ﺍﻟﻐﺴﻴﻞِ ﺍﻟﻜﻠﻮﻱﱢ ‪ - Dialysis‬ﺍﻵﻟﺔ ُ ﺍﻟﻌﺠﻴﺒﺔ ُ‬
‫ﻣﻀﺎﺩﱞ ﺍﻟﺘﺨﺜ ﱡ ِﺮ‬ ‫ﺺ ﻓﻲ ﺍﻟﻘﻴﺎﻡ ِ‬ ‫ﺃﺣﻴﺎﻧًﺎ ‪ ،‬ﺗﻔﺸ ُﻞ ﻛﻠﻴﺘﺎ ﺍﻟﺸﺨ ِ‬
‫ِ‬
‫ِ‬
‫ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺗﻔﺸ ُﻞ‬ ‫ﻟﻜﻦ‬ ‫ﺑﻌﻤﻠﻬﻤﺎ ﺑﺎﻟﻜﺎﻣ ِﻞ ‪،‬‬
‫ﺨﺔ ُ ﺍﻟﺪﻡ ِ‬
‫ﻣﻀ ّ‬
‫ﺍﻟﺸﺮﻳﺎﻧﻲ‬
‫ﱡ‬ ‫ﺍﻟﻀﻐ ُ‬
‫ﻂ‬ ‫َ‬ ‫ّ‬
‫ﺷﺒﻪ‬‫ﻳﻌﻴﺶ ﺑﺼﻮﺭ ٍﺓ ِ‬ ‫َ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‬ ‫ﻛﻠﻴﺘﺎﻩ ﻳﻜﻮ ُﻥ ً‬
‫ﻃﺒﻴﻌﻴ ّ ٍﺔ ﻋﻦ ﻃﺮﻳ ِﻖ ِ‬
‫ﺨﺔ ُ ﺳﺎﺋ ِﻞ‬
‫ﻣﻀ ّ‬
‫ﻣﻨﻔ ٌﺬ‬ ‫ﻏﺴﻴ ِﻞ ﺍﻟﻜﻠﻰ‬ ‫ﺁﻟﺔ ﺍﻟﻐﺴﻴ ِﻞ ﺍﻟﻜﻠﻮﻱﱢ ﺍﻟﺘﻲ‬
‫ﻭﻇﺎﺋﻒ ﺍﻟﻜﻠﻴﺘﻴﻦ ﻭﺗ ُﺰﻳ ُﻞ ﺟﻤﻴ َﻊ ﺍﻟﻤﻮﺍﺩﱢ‬ ‫ِ‬ ‫ﺗﺘﻮﻟّﻰ َ‬
‫ﺃﻣﺮ‬
‫ﺍﻟﻀﺎﺭ ِﺓ ﻭﺍﻟﺰﺍﺋﺪ ِﺓ ﻣﻦ ﺍﻟﺪﻡ ِ ‪ .‬ﺃﺛﻨﺎﺀ َ ﻋﻤﻠﻴ ّ ِﺔ ﺍﻟﻐﺴﻴ ِﻞ‬ ‫ّ‬
‫ﺾ‬
‫ِ‬ ‫ﻣﻦ ﺍﻟﻤﺮﻳ‬
‫ﻣﺎﺀ ٌ‬ ‫ﺣﺠﺮ ٌﺓ ﻣﻮﺍﺯِﻧﺔ ٌ‬

‫ﺍﻟﻤﻨﻘّﻲ‬
‫ﻂ ﺍﻟﻮﺭﻳﺪﻱﱞ‬ ‫ﺍﻟﻀﻐ ُ‬ ‫ﺧﺎﺻ ٍﺔ‬
‫ّ‬ ‫ٍ‬
‫ﺃﻧﺒﻮﺑﺔ‬ ‫ﺺ ﺇﻟﻰ‬ ‫ﻳﻨﺴﺎﺏ ﺩﻡ ُ ﺍﻟﺸﺨ ِ‬ ‫ُ‬ ‫ﺍﻟﻜﻠﻮﻱﱢ‬
‫ﺗﺴﻤﺢ ﻟﻤﻮﺍﺩﱠ ﻣﻌﻴ ٍﱠﻨﺔ ﻓﻘﻂ ﺃﻥ‬ ‫ُ‬ ‫ﻣﺼﻨﻮﻋﺔ ﻣﻦ ﻣﺎﺩّ ٍﺓ‬ ‫ٍ‬
‫ﻁ ﻫﺬﻩ‬ ‫ﺍﻵﻟﺔ ﺗ ُﺤﺎ ُ‬ ‫ﺟﺪﺭﺍﻧﻬﺎ ‪ .‬ﺩﺍﺧ َﻞ ِ‬ ‫ِ‬ ‫ﺗﻨﺘﺸﺮ ﺧﻼ َﻝ‬ ‫َ‬
‫ﺳﺨّﺎ ٌﻥ‬ ‫ﺕ‬ ‫ﺗﻨﺘﺸﺮ ﻣﻮﺍﺩﱡ ﺍﻟﻔﻀﻼ ِ‬ ‫ُ‬ ‫ﺧﺎﺹ ‪.‬‬ ‫ﱟ‬ ‫ﺑﺴﺎﺋﻞ‬
‫ٍ‬ ‫ﺍﻷﻧﺒﻮﺑﺔ ُ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻒ‬ ‫ِ‬
‫ﻛﺎﺷ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻤﺮﻏﻮﺑﺔ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ ﺍﻟﺪﻡ ِ ﻣﻦ‬ ‫ﻭﺍﻟﻤﻮﺍﺩﱡ ُ‬
‫ﻏﻴﺮ‬
‫ﺨﺔ ُ ﺍﻟﻤﺤﻠﻮ ِﻝ‬ ‫ﻣﻀ ّ‬
‫ﺍﻟﻤﺮﻛ ُّﺰ‬ ‫ﺍﻟﺼﻮﺗﻲ‬
‫ﱢ‬ ‫ﻓﻮ َﻕ‬
‫ﻭﺗﻨﺘﺸﺮ ﻣﻮﺍﺩﱡ ﻣﻌﻴﱠﻨﺔ ٌ ﻣﻦ‬ ‫ﺍﻷﻧﺒﻮﺑﺔ ﺇﻟﻰ ﺍﻟﺴﺎﺋ ِﻞ ‪،‬‬ ‫ِ‬
‫ُ‬
‫ﺍﻷﻧﺒﻮﺑﺔ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪،‬‬ ‫ِ‬ ‫ﺍﻟﺴﺎﺋ ِﻞ ﺇﻟﻰ ﺍﻟﺪﻡ ِ ﺩﺍﺧ َﻞ‬
‫ﻣﺴﺎﺭ ﺍﻟﺪﻡ ِ‬
‫ُ‬ ‫ﺾ‬
‫ﺇﻟﻰ ﺍﻟﻤﺮﻳ ِ‬
‫ﻕ ﻫﺬﻩ‬ ‫ﺺ ‪ .‬ﺗﺴﺘﻐﺮ ُ‬ ‫ﻳﻨﺴﺎﺏ ﺍﻟﺪﻡ ُ ﻋﺎﺋ ًﺪﺍ ﺇﻟﻰ ﺍﻟﺸﺨ ِ‬ ‫ُ‬
‫ﻳﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ‬ ‫ُ‬ ‫ﺕ ‪ ،‬ﻭﻗﺪ‬ ‫ﺍﻟﻌﻤﻠﻴّﺔ ُ ﻣﻦ ‪ 6‬ﺇﻟﻰ ‪ 8‬ﺳﺎﻋﺎ ٍ‬
‫ﻣﺤﻠﻮ ٌﻝ ﻣﺮﻛﱠ ٌﺰ‬ ‫ﺕ‬‫ﻣﺮﺍ ٍ‬ ‫ﺛﻼﺙ ّ‬ ‫َ‬ ‫ﻣﺮﺗﻴﻦ ﺃﻭ‬ ‫ﺍﻟﻤﺮﻳﺾ ﺑﺎﻟﻔﺸ ِﻞ ﺍﻟﻜﻠﻮﻱﱢ ّ‬ ‫ُ‬
‫ﺖ ﻓﻲ‬ ‫ﱠ‬
‫ﺍﻟﻜﻠﻮﻱ ﺍﻟﻤﺆﻗ ُ‬ ‫ﱡ‬ ‫ﻳﻨﺠﻢ ﺍﻟﻔﺸ ُﻞ‬ ‫ﺃﺳﺒﻮﻉ ‪.‬‬
‫ٍ‬ ‫ﻛ ﱠﻞ‬
‫ُ‬
‫ﺾ‬‫ﺽ ﻣﺎ ‪ .‬ﻭﻗﺪ ﻳﺘ ﱡﻢ ﺇﺟﺮﺍﺀ ُ ﻋﻤﻠﻴ ّ ِﺔ ﺍﻟﻐﺴﻴ ِﻞ ﺍﻟﻜﻠﻮﻱﱢ ﻟﻠﻤﺮﻳ ِ‬ ‫ﺻﺪﻣﺔ ﻓﺠﺎﺋﻴ ّ ٍﺔ ﺃﻭ ﻣﺮ ٍ‬ ‫ٍ‬ ‫ﺕ ﻋﻦ‬ ‫ﺾ ﺍﻟﺤﺎﻻ ِ‬ ‫ﺑﻌ ِ‬
‫ﻏﺴﻴﻞ ﻛﻠﻮﻱﱟ ﺃﺧﺮﻯ ‪ .‬ﻗﺪ ﺗ ُﺠﺮﻯ‬ ‫ٍ‬ ‫ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻰ ﺣﺘّﻰ ﺗ ُﺸﻔﻰ ﺍﻟﻜﻠﻴﺘﺎﻥ ﻭﻻ ﺗﺤﺘﺎﺟﺎﻥ ﺇﻟﻰ ﻋﻤﻠﻴ ّ ِﺔ‬
‫ﺁﻟﺔ ﺍﻟﻐﺴﻴ ِﻞ‬ ‫ﻉ ﺟﺪﻳ ٌﺪ ﻣﻦ ِ‬ ‫ﻇﻬﺮ ﻧﻮ ٌ‬ ‫ﺁﺧﺮ ‪ .‬ﻓﻘﺪ َ‬ ‫ﻋﻤﻠﻴّﺔ ُ ﺍﻟﻐﺴﻴ ِﻞ ﺍﻟﻜﻠﻮﻱﱢ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻰ ﺃﻭ ﻓﻲ ﻣﻜﺎ ٍﻥ َ‬
‫ﺃﻫﻤﻴّﺔً ﻣﻦ‬ ‫ﻭﺍﻷﻛﺜﺮ ّ‬ ‫ُ‬ ‫ﺖ ﺃﻗ ﱠﻞ ‪.‬‬ ‫ﻭﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻭﻗ ٍ‬ ‫ُ‬ ‫ﺃﻭﻓﺮ ً‬
‫ﻣﺎﻻ‬ ‫ﺕ ﺍﻷﺧﻴﺮ ِﺓ ‪ ،‬ﻫﺬﻩ ﺍﻵﻟﺔ ُ ُ‬ ‫ﺍﻟﻜﻠﻮﻱﱢ ﻓﻲ ﺍﻟﺴﻨﻮﺍ ِ‬
‫ﺃﻧﻔﺴﻬﻢ‬ ‫ﺑﺄﻧﻔﺴﻬﻢ ‪ ،‬ﻓﻬﻢ ﻳُﺜﺒﱢﺘﻮﻥ َ‬ ‫ِ‬ ‫ﺫﻟﻚ ‪ ،‬ﺃ ّﻥ ﻣﺮﺿﻰ ﺍﻟﻐﺴﻴ ِﻞ ﺍﻟﻜﻠﻮﻱﱢ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﺩﺍﺀ َ ﺍﻹﺟﺮﺍﺀﺍ ِ‬
‫ﺕ‬
‫ﻮﺍﺻﻠﻮﺍ‬ ‫ﺱ ﺃﻥ ﻳ ُ ِ‬ ‫ﺗﺴﻤﺢ ﻟﻠﻨﺎ ِ‬
‫ُ‬ ‫ﻭﻗﺖ ﺍﻟﻨﻮﻡ ِ ﻭﻳﺘﺮﻛﻮﻥ ﺍﻵﻟﺔَ ﺗﻌﻤ ُﻞ ﺃﺛﻨﺎﺀ َ ﺍﻟﻠﻴ ِﻞ ‪ .‬ﻫﺬﻩ ﺍﻵﻟﺔ ُ ﺍﻟﻌﺠﻴﺒﺔ ُ‬ ‫َ‬ ‫ِ‬
‫ﺑﺎﻵﻟﺔ‬
‫ﺣﻴﺎﺗ َﻬﻢ ﺍﻟﻴﻮﻣﻴّﺔَ ‪.‬‬

‫ﺍﻟﺪﺭﺱ ‪4-2‬‬
‫ُ‬

‫‪Ée .1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪r u .2‬‬
‫–‪?É¡H ßØà‬‬
‫‪o‬‬ ‫‪»àdG OGƒŸG‬‬
‫‪t‬‬ ‫‪Ée ?ºp °ù÷G øe É¡àp dGREÉH áo «∏μdG Ωƒ≤J‬‬
‫‪o »àdG OGƒŸG‬‬ ‫‪t‬‬
‫‪áp dBÉH êÓ©dG‬‬
‫‪o‬‬ ‫‪n GPEGh , pπª©dG øY ¢üî°ûdG‬‬
‫‪¿Éc‬‬ ‫‪p‬‬ ‫‪Éà«∏c âr Øn bq ƒJ ¿EG 䃟G‬‬‫‪o‬‬ ‫‪çóëj‬‬
‫‪o‬‬ ‫‪GPÉŸ öùa‬‬

‫‪o ót ©n jo GPÉŸ :èr àp æà°SG .3‬‬

‫‪. møμ‡ ÒZ‬‬ ‫‪n …ƒ∏μdG‬‬
‫‪u‬‬ ‫‪pπ«°ù¨dG‬‬

‫‪u .4‬‬
‫‪?»¨Ñæj ɪc πn ª©«d »LGôNE‬‬
‫‪u‬‬ ‫‪’G Rp É¡é∏d áp «q ªgC‬‬
‫‪q ’G áp jÉZ ‘ AÉŸG‬‬
‫‪êQÉN‬‬
‫‪p‬‬ ‫‪¤EG óp ÑμdG øe äÓ°†ØdG‬‬
‫‪p‬‬ ‫‪êGôNE‬‬
‫‪o G ºàj‬‬ ‫‪t É¡àp £°SGƒH »àdG án «∏ª©dG‬‬
‫‪q‬‬ ‫‪ìöTG‬‬
‫‪p‬‬ ‫‪:É«v ∏ªY ±r ôY‬‬
‫‪. ºp °ù÷G‬‬
‫‪67‬‬
 ‫‪Concept Summary‬‬ ‫ﺺ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‬
‫ﻣﻠﺨّ ُ‬
‫ﺍﻟﻬﻀﻤﻲ‬
‫ﱡ‬ ‫)‪ (1 - 2‬ﺍﻟﺠﻬﺎ ُﺯ‬
‫ﺍﻷﻏﺸﻴﺔ ﺍﻟﺨﻠﻮﻳ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ٍ‬
‫ﺑﺪﺭﺟﺔ ﺗﻜﻔﻲ ﻟﻌﺒﻮ ِﺭ‬ ‫ﺕ ﺻﻐﻴﺮ ٍﺓ‬ ‫ِ‬
‫ﺍﻟﻐﺬﺍﺀ ﺇﻟﻰ ﺟﺰﻳﺌﺎ ٍ‬ ‫ﺍﻟﻬﻀﻢ ﻫﻮ ﻋﻤﻠﻴّﺔ ُ ﺗﻔﺘﻴ ِ‬
‫ﺖ‬ ‫•‬
‫ُ‬
‫ﺖ ﺍﻟﻄﻌﺎﻡ ِ ﺇﻟﻰ ﺟﺰﻳﺌﺎ ٍ‬
‫ﺕ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﻋﻨﺪﻣﺎ ﻳﺘ ﱡﻢ ﺗﻔﺘﻴ ُ‬
‫ﱡ‬ ‫ﺍﻟﻬﻀﻢ‬
‫ُ‬ ‫ﺙ‬
‫ﺱ ﻭﻃﺤ ِﻦ ﺍﻟﻄﻌﺎﻡ ِ ‪ .‬ﻳﺤﺪ ُ‬ ‫ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻲ ﻋﻦ ﻃﺮﻳ ِﻖ ﻫﺮ ِ‬
‫ﱡ‬ ‫ﺍﻟﻬﻀﻢ‬
‫ُ‬ ‫• ﻳﺘ ﱡﻢ‬
‫ﺽ ‪ ،‬ﺍﻟﻘﻠﻮﻳّﺎ ِ‬
‫ﺕ‪.‬‬ ‫ﺕ ‪ ،‬ﺍﻷﺣﻤﺎ ِ‬‫ﻂ ﺗﺮﻛﻴﺒًﺎ ﺑﻤﺴﺎﻋﺪ ِﺓ ﺍﻷﻧﺰﻳﻤﺎ ِ‬ ‫ﺃﺑﺴ َ‬
‫ِ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.‬‬
‫ُ‬ ‫• ﺍﻷﺟﺰﺍﺀ ُ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﻟﻠﻘﻨﺎ ِﺓ ﺍﻟﻬﻀﻤﻴّﺔ ﻟﻺﻧﺴﺎ ِﻥ ﻫﻲ ُ‬
‫ﺍﻟﻔﻢ ‪ ،‬ﺍﻟﻤﺮﻱﺀ ُ ‪ ،‬ﺍﻟﻤﻌﺪﺓُ ‪ ،‬ﺍﻷﻣﻌﺎﺀ ُ ﺍﻟﺪﻗﻴﻘﺔ ُ ‪ ،‬ﺍﻷﻣﻌﺎﺀ ُ ﺍﻟﻐﻠﻴﻈﺔ ُ ‪،‬‬

‫ﱡ‬
‫ﺍﻟﺪﻭﺭﻱ‬ ‫)‪ (2 - 2‬ﺍﻟﺠﻬﺎ ُﺯ‬
‫ِ‬
‫ﺃﻭﻋﻴﺔ ﺍﻟﺠﻬﺎ ِﺯ ﺍﻟﺪﻭﺭﻱﱢ ‪.‬‬ ‫ﺨ ٍﺔ ﻋﻀﻠﻴ ّ ٍﺔ ﺗ ﱢ‬
‫ُﺤﺮ ُﻙ ﺍﻟﺪﻡَ ﺧﻼ َﻝ‬ ‫ﺍﻟﻘﻠﺐ ﻛﻤﻀ ّ‬
‫ُ‬ ‫• ﻳﻌﻤ ُﻞ‬
‫ﺐ ﺍﻟﺪﻡَ ﺇﻟﻰ ﺍﻟﺮﺋﺘﻴﻦ ‪.‬‬ ‫ﺍﻷﻳﻤﻦ ﻟﻠﻘﻠ ِ‬ ‫ﺍﻟﺠﺎﻧﺐ‬
‫ُ‬ ‫ِ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻳﻀ ﱡﺦ‬ ‫ﺐ ﺍﻟﺪﻡَ ﺇﻟﻰ‬ ‫ﺍﻷﻳﺴﺮ ﻟﻠﻘﻠ ِ‬ ‫ﺍﻟﺠﺎﻧﺐ‬
‫ُ‬ ‫• ﻳﻀ ﱡﺦ‬
‫ُ‬ ‫ُ‬

‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﻭﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻐﺬﺍﺋﻴّﺔَ‬ ‫َ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫َ‬ ‫ﺻﻠﺒﺔ ‪ .‬ﻳﻨﻘ ُﻞ ﺍﻟﺪﻡ ُ‬‫ٍ‬ ‫ٍ‬
‫ﺳﺎﺋﻠﺔ ﻭﺃﺧﺮﻯ‬ ‫ﻣﻜﻮﻧﺎ ٍ‬
‫ﺕ‬ ‫ﱢ‬ ‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﺪﻡ ُ ﻣﻦ‬
‫• ّ‬
‫ِ‬
‫ﺍﻟﻤﺠﺮﻭﺣﺔ ‪.‬‬ ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ‬
‫ِ‬ ‫ﺽ ﻭﺗﺮﻣﻴﻢ ِ‬ ‫ِ‬
‫ﻣﻘﺎﻭﻣﺔ ﺍﻷﻣﺮﺍ ِ‬ ‫ﺍﻟﺠﺴﻢ ﻋﻠﻰ‬ ‫ﺃﻳﻀﺎ‬
‫ﻧﺎﺕ ﺍﻟﺪﻡ ِ ً‬
‫ﻣﻜﻮ ُ‬ ‫ُﺴﺎﻋ ُﺪ ﱢ‬ ‫ﺕ‪.‬ﺗ ِ‬ ‫ﻭﺍﻟﻔﻀﻼ ِ‬
‫َ‬
‫ﻭﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ِ‬ ‫ﺹ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ‬ ‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺍﻣﺘﺼﺎ ِ‬ ‫ﺕ ‪ ،‬ﻭﻳ ُ ِ‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻠﻴﻤﻔﺎﻭﻱﱡ ﺍﻟﺴﺎﺋ َﻞ ﺇﻟﻰ ﺍﻟﺸﻌﻴﺮﺍ ِ‬ ‫ُ‬ ‫• ﻳُﻌﻴ ُﺪ‬

‫ّﺴﻲ‬
‫)‪ (3 - 2‬ﺍﻟﺠﻬﺎ ُﺯ ﺍﻟﺘﻨﻔ ﱡ‬
‫ﻳﺘﺤﺮ ُﻙ ﺍﻟﻬﻮﺍﺀ ُ ﺇﻟﻰ ﺩﺍﺧ ِﻞ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﺍﻟﺮﺋﺘﻴﻦ ‪.‬‬ ‫ِ‬
‫ﺿﻐﻂ‬ ‫ﺲ ‪ ،‬ﻟﺘﻐﻴﻴ ِﺮ‬ ‫ﻭﺍﻟﻌﻀﻼﺕ ﺍﻟﻀﻠﻌﻴّﺔ ُ ﻣ ًﻌﺎ ﺃﺛﻨﺎﺀ َ ﺍﻟﺘﻨ ّﻔ ِ‬
‫ُ‬ ‫ﺍﻟﺤﺎﺟﺰ‬
‫ُ‬ ‫ﺍﻟﺤﺠﺎﺏ‬
‫ُ‬ ‫• ﻳﻌﻤ ُﻞ‬
‫ّ‬
‫ﺍﻟﻘﺼﺒﺔ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪ ،‬ﺍﻟﺸﺠﺮ ِﺓ ﺍﻟﺸﻌﺒﻴ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﺍﻷﻧﻒ ﺃﻭ ﺍﻟﻔﻢ ِ ‪ ،‬ﺍﻟﺒﻠﻌﻮﻡ ِ ‪،‬‬ ‫ﻭﺧﺎﺭﺝ ﺍﻟﺮﺋﺘﻴﻦ ﺧﻼ َﻝ‬
‫ِ‬
‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﻭﺧﻼﻳﺎ ﺍﻟﺠﺴﻢ ِ ﻣﻦ ﺧﻼﻝ ﺍﻻﻧﺘﺸﺎ ِﺭ ‪.‬‬ ‫ﺕ ﻓﻲ ﺍﻟﺤﻮﻳﺼﻼ ِ‬ ‫ﺙ ﺗﺒﺎﺩ ُﻝ ﺍﻟﻐﺎﺯﺍ ِ‬ ‫• ﻳﺤﺪ ُ‬

‫ﺍﻹﺧﺮﺍﺟﻲ‬
‫ﱡ‬ ‫)‪ (4 - 2‬ﺍﻟﺠﻬﺎ ُﺯ‬
‫ﺍﻹﺧﺮﺍﺝ ‪.‬‬
‫ِ‬ ‫ﺟﻤﻴﻌﻬﺎ ﻓﻲ‬
‫ُ‬ ‫ﺍﻟﺒﻮﻟﻲ‬
‫ﱡ‬ ‫ﻭﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫• ﺗﻘﻮﻡ ُ ﺍﻟﺮﺋﺘﺎﻥ ﻭﺍﻟﻜﺒ ُﺪ ﻭﺍﻟﺠﻠ ُﺪ‬
‫• ﺗ ُﺰﻳ ُﻞ ﺍﻟﻜﻠﻴﺘﺎﻥ ﺍﻟﻔﻀﻼ ِ‬
‫ﺕ ﺍﻟﺘﻲ ﻳﺤﻤﻠُﻬﺎ ﺍﻟﺪﻡ ُ ﻭﺗﺴﺘﻌﻴ ُﺪ ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻐﺬﺍﺋﻴّﺔَ ‪.‬‬
‫‪Check your Vocabulary‬‬ ‫ﺍﺧﺘ ِﺒ ْﺮ ﻣﻔﺮﺩﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ِﺢ ﺻﺤﻴﺤﺔً‪:‬‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ﺣﺘّﻰ ﺗُﺼﺒ َ‬ ‫ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻼﺯﻣﺔ َ ﻹﻛﻤﺎ ِﻝ ﺍﻟﺠﻤﻞِ ِ‬ ‫ِ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫ﺍﻷﻋﻀﺎﺀ ﻭﺍﻟﻌﻀﻼ ِ‬
‫ﺕ‪.‬‬ ‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﻋﺒﺮ ‪ ..................‬ﺇﻟﻰ‬ ‫ﺐ َ‬ ‫‪ .1‬ﻳﻨﺘﻘ ُﻞ ﺍﻟﺪﻡ ُ ﺍﻟﻤﻐﺎ ِﺩ ُﺭ ﻟﻠﻘﻠ ِ‬
‫ﺢ‪.‬‬ ‫ﺐ ﺍﻟﺘﻲ ﺗﻌﻤ ُﻞ ﻛﻤﺮ ﱢﺷ ٍ‬ ‫‪ .2‬ﻓﻲ ﺍﻟﻜﻠﻴﺘﻴﻦ ‪ .................. ،‬ﻫﻮ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺟﻬﺎ ٍﺯ ﻣﻦ ﺍﻷﻧﺎﺑﻴ ِ‬
‫ُﺴﻤﻰ ‪. ..................‬‬ ‫ﺍﻟﺪﻗﻴﻘﺔ ﻓﻲ ﺍﻟﺮﺋﺘﻴﻦ ﻭﺍﻟﺘﻲ ﺗ ّ‬ ‫ِ‬ ‫ﺱ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ‬ ‫ﺕ ﻓﻲ ﺍﻷﻛﻴﺎ ِ‬ ‫ﺙ ﺗﺒﺎﺩ ُﻝ ﺍﻟﻐﺎﺯﺍ ِ‬ ‫‪ .3‬ﻳﺤﺪ ُ‬
‫ﻣﻬﻤ ٍﺔ ﻓﻲ ﺍﻟﻄﻌﺎﻡ ِ ‪.‬‬ ‫ﺛﻼﺛﺔ ‪ّ ..................‬‬ ‫ﻭﺍﻟﺒﺮﻭﺗﻴﻨﺎﺕ ﻭﺍﻟﺪﻫﻮ ُﻥ ﻋﺒﺎﺭﺓٌ ﻋﻦ ِ‬ ‫ُ‬ ‫ﺍﻟﻜﺮﺑﻮﻫﻴﺪﺭﺍﺕ‬
‫ُ‬ ‫‪.4‬‬
‫ﺱ ﺍﻟﻄﻌﺎﻡ ِ ‪.‬‬ ‫ﺃﺳﻨﺎﻧﻚ ﺑﻘﻀﻢ ِ ﻭﻃﺤ ِﻦ ﻭﻫﺮ ِ‬ ‫ﺙ ‪ ..................‬ﻋﻨ َﺪ ﻗﻴﺎﻡ ِ ِ‬ ‫‪ .5‬ﻳﺤﺪ ُ‬
‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﻫﻮ ‪. ..................‬‬
‫ِ‬ ‫ﻧﻮﻉ ﻣﻦ‬
‫ﺃﺻﻐﺮ ٍ‬ ‫ُ‬ ‫‪.6‬‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻣﻦ ﺍﻟﺪﺍﺧ ِﻞ ‪.‬‬ ‫ِ‬
‫ﺍﻷﻣﻌﺎﺀ‬ ‫ﺟﺪﺭ‬ ‫ﱢ‬ ‫‪.7‬‬
‫ﺍﻟﻨﺘﻮﺀﺍﺕ ﺇﺻﺒﻌﻴّﺔ ُ ﺍﻟﺸﻜ ِﻞ ‪ ،‬ﺃﻭ ‪ ..................‬ﺗ ُﺒﻄ ُﻦ َ‬ ‫ُ‬
‫ﺐ‪.‬‬ ‫ﻋﺒﺮ ‪ ..................‬ﻋﺎﺋ ًﺪﺍ ﺇﻟﻰ ﺍﻟﻘﻠ ِ‬ ‫‪ .8‬ﻳُﻐﺎ ِﺩ ُﺭ ﺍﻟﺪﻡ ُ ﺍﻷﻋﻀﺎﺀ َ ﻭﻳﻨﺘﻘ ُﻞ َ‬
‫ﺴﻤﻰ ‪. ..................‬‬ ‫ﺍﻟﺠﺴﻢ ﺍﺳﺘﺨﺪﺍﻣَﻬﺎ ﻳ ُ ّ‬ ‫ُ‬ ‫ﻳﺴﺘﻄﻴﻊ‬
‫ُ‬ ‫ﻂ ﺗﺮﻛﻴﺒًﺎ‬ ‫ﺕ ﺃﺑﺴ َ‬ ‫ﻣﻜﻮﻧﺎ ٍ‬
‫ﺖ ﺍﻟﻄﻌﺎﻡ ِ ﺇﻟﻰ ﱢ‬ ‫‪ .9‬ﺗﻔﺘﻴ ُ‬
‫ﻋﺒﺮ ‪. ..................‬‬ ‫‪ .10‬ﻳﺪﺧ ُﻞ ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺮﺋﺔَ ﺑﻌ َﺪ ﻣﺮﻭ ِﺭﻩ َ‬
‫ﺖ ﺍﻟﻄﻌﺎﻡَ ﺃﺛﻨﺎﺀ َ ‪. ..................‬‬ ‫ﻭﺍﻷﻧﺰﻳﻤﺎﺕ ﺗ ُﻔﺘﱢ ُ‬
‫ُ‬ ‫ﺎﺕ‬
‫ﺍﻷﺣﻤﺎﺽ ﻭﺍﻟﻘﻠﻮﻳ ّ ُ‬
‫ُ‬ ‫‪.11‬‬
‫‪68‬‬
 ‫‪.1122‬‬

‫ﺑﺠﻤﻠﺔ ٍ‬
‫ﻛﺎﻣﻠﺔ‪:‬‬ ‫ٍ‬ ‫ﺐ ﻋﻤّﺎ ﻳﺄﺗﻲ‬ ‫ﺃ ِﺟ ْ‬
‫ﺍﺫﻛﺮ ﻃﺮﻳﻘﺘﻴﻦ ﻗﺪ ﻳﺘﻐﻴ ّ ُﺮ ﺑﻬﻤﺎ ﺍﻟﻄﻌﺎﻡ ُ ﺃﺛﻨﺎﺀ َ ﺍﻟﻬﻀﻢ ِ ‪.‬‬ ‫ْ‬ ‫‪.1‬‬
‫ﺩﻣﻚ ﻛﺎ َﻥ ‪ . 80‬ﻣﺎ ﺍﻟﺬﻱ ﻳﻌﻨﻴﻪ ﻛ ﱞﻞ ﻣﻦ ﻫﺬﻳﻦ ﺍﻟﺮﻗﻤﻴﻦ؟‬ ‫‪120‬‬ ‫ﻂ ِ‬ ‫ﺽ ﺃ ّﻥ ﺿﻐ َ‬ ‫‪ .2‬ﺍﻓﺘ ِﺮ ْ‬
‫ﺽ ﺍﻟﻘﻠﺒﻴ ّ ِﺔ ﺍﻟﻮﻋﺎﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﺐ ﺍﻷﻣﺮﺍ ِ‬ ‫ﻤﻜﻨُﻚ ﺍﻟﻘﻴﺎﻡ ُ ﺑﻬﺎ ﻟﺘﺠﻨ ّ ِ‬ ‫ﺍﺫﻛﺮ ﺛﻼﺛﺔَ ﺃﺷﻴﺎﺀ َ ﻳ ُ ِ‬ ‫ْ‬ ‫‪.3‬‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ؟‬ ‫ﺍﻟﻤﺎﺀ ﻣﺤﺎﻃﺔً ﺑﺎﻟﺸﻌﻴﺮﺍ ِ‬ ‫ﺍﻟﺤﻮﻳﺼﻼﺕ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻃﺒﻘﺔً ﺭﻗﻴﻘﺔً ﻣﻦ ِ‬ ‫ُ‬ ‫‪ .4‬ﻟﻤﺎﺫﺍ ﺗ ُﻐﻄّﻲ‬
‫ﻋﻼﺟﻬﺎ ‪.‬‬ ‫ِ‬ ‫ﻭﺍﺫﻛﺮ ﻃﺮ َﻕ‬ ‫ْ‬ ‫ﺕ ﻫﻀﻤﻴ ّ ٍﺔ‬ ‫ﻒ ﺛﻼﺛﺔَ ﺍﺿﻄﺮﺍﺑﺎ ٍ‬ ‫‪ِ .5‬ﺻ ْ‬
‫ﺍﻷﻳﻤﻦ ﻟﻘﻠﺒِ ﻚ؟‬ ‫َ‬ ‫ﺍﻟﺠﺎﻧﺐ‬
‫َ‬ ‫‪ .6‬ﺇﻟﻰ ﺃﻳﻦ ﻳﺘﺪﻓ ّ ُﻖ ﺍﻟﺪﻡ ُ ﺑﻌ َﺪ ﺃﻥ ﻳُﻐﺎ ِﺩ َﺭ‬
‫ﺕ ﻣﻦ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﺑﺈﺯﺍﻟﺔ ﺍﻟﻔﻀﻼ ِ‬ ‫ِ‬ ‫ﺃﻋﻀﺎﺀ ﺗﻘﻮﻡ ُ‬ ‫ٍ‬ ‫ﺍﺫﻛﺮ ﺛﻼﺛﺔَ‬ ‫ْ‬ ‫‪.7‬‬
‫ﺍﻷﺭﺑﻊ؟‬
‫ُ‬ ‫‪ .8‬ﻣﺎ ﻓﺼﺎﺋ ُﻞ ﺍﻟﺪﻡ ِ‬
‫ﺟﻤﻠﺔ ﻣﻤّﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺇﺟﺎﺑﺔ ﻹﻛﻤﺎ ِﻝ ﻛ ﱢﻞ ٍ‬ ‫ﺍﺧﺘﺒِﺮ ﺃﻓﻀﻞَ ٍ‬
‫ْ‬
‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫‪ .9‬ﻳﺘﺄﻛﺴ ُﺪ ﺍﻟﺪﻡ ُ ﺃﺛﻨﺎﺀ َ ‪. ..................‬‬

‫ﺍﻹﺧﺮﺍﺝ( ‪.‬‬
‫ِ‬ ‫)ﺍﻟﻬﻀﻢ ِ ‪ ،‬ﺍﻟﺪﻭﺭ ِﺓ ﺍﻟﺮﺋﻮﻳ ّ ِﺔ ‪ ،‬ﺍﻟﺪﻭﺭ ِﺓ ﺍﻟﺠﻬﺎﺯﻳ ّ ِﺔ ‪،‬‬
‫ﺍﺿﻄﺮﺍﺑﺎﺕ ﻟﻠﺠﻬﺎ ِﺯ ‪. ..................‬‬‫ٌ‬ ‫ﺟﻤﻴﻌﻬﺎ‬‫ُ‬ ‫ﻭﺍﻟﻘﺮﺣﺎﺕ‬
‫ُ‬ ‫ﺣﺼﻮﺍﺕ ﺍﻟﻤﺮﺍﺭ ِﺓ ﻭﺣﺮﻗﺔ ُ ﺍﻟﻔﺆﺍ ِﺩ‬ ‫ُ‬ ‫‪.10‬‬
‫ﺍﻹﺧﺮﺍﺟﻲ( ‪.‬‬
‫ﱢ‬ ‫ّﺴﻲ ‪،‬‬ ‫)ﺍﻟﻬﻀﻤﻲ ‪ ،‬ﺍﻟﺪﻭﺭﻱﱢ ‪ ،‬ﺍﻟﺘﻨﻔ ﱢ‬ ‫ﱢ‬
‫ﺟﻤﻴﻌﻬﺎ ﺃﻋﻀﺎﺀ ٌ ﻟﻠﺠﻬﺎ ِﺯ ‪. ..................‬‬ ‫ُ‬ ‫‪ .11‬ﺍﻟﺮﺋﺘﺎﻥ ﻭﺍﻟﺒﻠﻌﻮﻡ ُ ﻭﺍﻟﻘﺼﺒﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ‬
‫ﺍﻹﺧﺮﺍﺟﻲ( ‪.‬‬
‫ﱢ‬ ‫ّﺴﻲ ‪،‬‬ ‫)ﺍﻟﻬﻀﻤﻲ ‪ ،‬ﺍﻟﺪﻭﺭﻱﱢ ‪ ،‬ﺍﻟﺘﻨﻔ ﱢ‬ ‫ﱢ‬
‫ﻭﺍﻟﻔﻀﻼﺕ ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻨﻴّﺔ ُ ‪. ..................‬‬ ‫ُ‬ ‫ﺍﻷﻣﻼﺡ ﺍﻟﺰﺍﺋﺪﺓُ ﻭﺍﻟﻤﺎﺀ ُ ﺍﻟﺰﺍﺋ ُﺪ‬ ‫ُ‬ ‫ُﻜﻮ ُﻥ‬ ‫‪ .12‬ﺗ ﱢ‬
‫)ﺍﻟﻌﺮ َﻕ ‪ ،‬ﺍﻟﺒﻮ َﻝ ‪ ،‬ﺍﻟﻨﻔﺮﻭ َﻥ ‪ ،‬ﺍﻟﻴﻮﺭﻳﺎ( ‪.‬‬
‫ﺑﻮﺍﺳﻄﺔ ‪. ..................‬‬ ‫ِ‬ ‫‪ .13‬ﺗ ُﺤﻤﱠ ُﻞ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ ﻓﻲ ﺍﻟﺪﻡ ِ‬
‫ﺍﻟﺼﻔﺎﺋﺢ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ‪ ،‬ﺍﻟﺒﻼﺯﻣﺎ( ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺒﻴﻀﺎﺀ ‪،‬‬ ‫ﺍﻟﺤﻤﺮﺍﺀ ‪ ،‬ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬ ‫ِ‬ ‫)ﺧﻼﻳﺎ ﺍﻟﺪﻡ ِ‬
‫ﻣﻌﻈﻢ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ﻓﻲ ‪. ..................‬‬ ‫ُ‬ ‫ﺺ‬ ‫‪ .14‬ﺗ ُﻤﺘ َ ﱡ‬
‫ِ‬
‫ﺍﻟﻜﺒﺪ( ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﻌﺪﺓ ‪،‬‬ ‫ﻭﻳّ ِﺔ ‪ ،‬ﺍﻷﻣﻌﺎﺀِِ ﻴ ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪،‬‬ ‫ﺮ‬
‫ﺍﻟﺼﻔﺮﺍﻭﻳ‬ ‫) ﻮﻳ ِ‬
‫)ﺍﻟﺤﻮﻳﺼﻠﺔ‬

‫ِ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻛ ﱢﻞ ﺳﺆﺍ ٍﻝ ‪.‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ‬ ‫ﻃﺒﱢ ِﻖ‬
‫َ‬
‫ﺍﻟﻬﻀﻤﻲ؟‬
‫ﱢ‬ ‫ِ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﻣﻌﺎﻟﺠﺔ ﺍﻟﻄﻌﺎﻡ ِ ﻓﻲ ﺍﻟﺠﻬﺎ ِﺯ‬ ‫ﺃﻫﻤﻴّﺔ ُ ﻛ ﱟﻞ ّ‬ ‫‪ .1‬ﻣﺎ ّ‬
‫ﺍﻟﻌﻀﻠﻲ‬
‫ﱡ‬ ‫ُ‬
‫ﺍﻟﻔﻌﻞ‬ ‫)ﺃ(‬
‫ﺍﻟﺨﻤﻼﺕ‬
‫ُ‬ ‫)ﺏ(‬
‫ﺍﻷﻧﺰﻳﻤﺎﺕ‬
‫ُ‬ ‫)ﺟـ(‬
‫ﺑﺎﻟﻮﻇﻴﻔﺔ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ُ ﺑﻬﺎ ﻛ ﱞﻞ ﻣﻨﻬﺎ‪:‬‬ ‫ِ‬ ‫‪ِ .2‬ﺻ ْﻞ ﺃﻋﻀﺎﺀ َ ﺍﻟﺠﺴﻢ ِ‬
‫ِ‬
‫ﺍﻟﺒﺮﻭﺗﻴﻨﺎﺕ‬ ‫ﺗﻬﻀﻢ‬
‫ُ‬ ‫ﺍﻟﺤﺎﻟﺐ‬
‫ُ‬ ‫)ﺃ(‬
‫ﺗﺠﻠﻂ ﺍﻟﺪ َﻡ‬ ‫ُ‬ ‫ﺍﻟﺼﻔﺎﺋﺢ ﺍﻟﺪﻣﻮﻳّ ُﺔ‬ ‫ُ‬ ‫)ﺏ(‬
‫ِ‬
‫ﺍﻟﻔﻴﺮﻭﺳﺎﺕ ﻭﺍﻟﺒﻜﺘﻴﺮﻳﺎ‬ ‫ﺗﺤﺘﺠ ُﺰ‬ ‫)ﺟـ( ﺍﻟﺮﺋ ُﺔ‬
‫ِ‬
‫ﺍﻟﻐﺎﺯﺍﺕ‬ ‫ﺑﺘﺒﺎﺩﻝ‬
‫ِ‬ ‫ﺗﻘﻮ ُﻡ‬ ‫) ﺩ ( ﺍﻟﻤﻌﺪ ُﺓ‬
‫ﺍﻟﻤﺜﺎﻧﺔ ﺍﻟﺒﻮﻟﻴّ ِﺔ‬
‫ِ‬ ‫َ‬
‫ﺍﻟﺒﻮﻝ ﺇﻟﻰ‬ ‫ُ‬
‫ﻳﻨﻘﻞ‬ ‫ﺍﻟﻌﻘﺪ ﺍﻟﻠﻴﻤﻔﺎﻭﻳّ ُﺔ‬ ‫ُ‬ ‫)ﻫـ(‬
‫‪69‬‬
 ‫ﺍﻟﺠﺴﻢ ‪.‬‬
‫َ‬ ‫ﺒﻌﻪ ﺣﺘّﻰ ﻳُﻐﺎ ِﺩ َﺭ‬
‫ﺍﻟﻤﺴﺎﺭ ﺍﻟﺬﻱ ﻳﺘ ّ ُ‬
‫َ‬ ‫ﺇﻧﺘﺎﺝ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻓﻲ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ؟ ِﺻ ِ‬
‫ﻒ‬ ‫ُ‬ ‫ﺗﺘﺒ ﱠ ْﻊ‪ :‬ﺃﻳﻦ ﻳﺘ ﱡﻢ‬ ‫‪.3‬‬
‫ﻭﺍﻟﺼﻔﺎﺋﺢ ﻭﺍﻟﺒﻼﺯﻣﺎ ﻓﻲ ﺍﻟﺪﻡِ؟‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺩﻭﺭ ﻛ ﱟﻞ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺤﻤﺮﺍﺀ ﻭﺍﻟﺨﻼﻳﺎ ﺍﻟﺒﻴﻀﺎﺀ‬ ‫ﻣﺎ ﻫﻮ ُ‬ ‫‪.4‬‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ َ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺍﻵﺧ ِﺮ؟‬ ‫ﺃﻛﺜﺮ ‪ ،‬ﻫﻮﺍﺀ ُ ﺍﻟﺸﻬﻴ ِﻖ ﺃﻡ ﻫﻮﺍﺀ ُ ﺍﻟﺰﻓﻴ ِﺮ؟ ﻭﺃﻳ ﱡﻬﻤﺎ ﻳﺤﻮﻱ َ‬ ‫ﺃﻳ ﱡﻬﻤﺎ ﻳﺤﻮﻱ ﺃﻛﺴﺠﻴﻨًﺎ َ‬ ‫‪.5‬‬
‫ﱢ‬
‫ﺃﻭﺭﺩﺗﻚ؟ ﻋﻠ ْﻞ ﺇﺟﺎﺑﺘَﻚ ‪.‬‬ ‫ِ‬ ‫ﺾ ﻓﻲ‬‫ﺗﺸﻌﺮ ﺑﺎﻟﻨﺒ ِ‬
‫َ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ‬ ‫ﻫﻞ ﻳ ُ ِ‬ ‫‪.6‬‬
‫ِ‬
‫ﻭﺍﻣﺘﺼﺎﺻﻪ ‪.‬‬ ‫ﺕ ﺍﻷﺳﺎﺳﻴّﺔَ ﺍﻟﺘﺎﻟﻴﺔَ ﻟﻬﻀﻢ ِ ﺍﻟﻄﻌﺎﻡ ِ‬ ‫ﺐ ﺍﻟﺨﻄﻮﺍ ِ‬ ‫ﺐ‪ :‬ﺭﺗ ﱢ ِ‬ ‫ﺭﺗﱢ ْ‬ ‫‪.7‬‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬
‫َ‬ ‫ﻳﻤﺘﺺ‬ ‫ﱡ‬ ‫)ﺃ(‬
‫ﺍﻟﻘﻮﺍﻡ ‪.‬‬
‫ِ‬ ‫ﺳﺎﺋﻞ ِ‬
‫ﻏﻠﻴﻆ‬ ‫ﻳﺘﺤﻮ ُﻝ ﺍﻟﻄﻌﺎ ُﻡ ﺇﻟﻰ ٍ‬ ‫ّ‬ ‫)ﺏ(‬
‫)ﺟـ( ﺗﻤ ﱡﺮ ﺍﻟﻤﻮﺍ ﱡﺩ ﺍﻟﻐﺬﺍﺋﻴّ ُﺔ ﺇﻟﻰ ﻣﺠﺮﻯ ِ‬
‫ﺍﻟﺪﻡ ‪.‬‬
‫ﺃﺻﻐﺮ ‪.‬‬
‫َ‬ ‫ﻗﻄﻊ‬
‫ﺖ ﺍﻟﻄﻌﺎ ُﻡ ﺇﻟﻰ ٍ‬ ‫) ﺩ ( ﻳﺘﻔﺘّ ُ‬
‫ﺍﻟﺠﺴﻢ ‪.‬‬
‫ِ‬ ‫ﺍﻟﻔﻀﻼﺕ ﻣﻦ‬
‫ُ‬ ‫)ﻫـ( ﺗ ُ‬
‫ُﺰﺍﻝ‬
‫ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺨﻼﻳﺎ ‪.‬‬‫ُ‬ ‫ﻬﻀ ُﻢ ﺍﻟﻄﻌﺎ ُﻡ ﺇﻟﻰ ﻣﻮﺍ ﱠﺩ ﻏﺬﺍﺋﻴّﺔٍ‬ ‫) ﻭ ( ﻳُ َ‬

‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺖ ﺗﻨﻤﻴﺘُﻬﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ﻹﻛﻤﺎ ِﻝ ﻛ ﱢﻞ ٍ‬
‫ﻧﺸﺎﻁ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻤﱠ ْ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫‪Interpret Data‬‬ ‫‪p u .1‬‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫‪äÉfÉ«ÑdG‬‬ ‫‪öùa‬‬
‫ﺍﺳﺘﺨ ِﺪﻡ ِ ﺍﻟﺠﺪﻭ َﻝ ﺃﺩﻧﺎﻩ‬
‫‪p‬‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ‬
‫ﻟﻠﻜﻤﻴّ ِﺔ ﺍﻟﻜﺒﺮﻯ ﻣﻦ ﺍﻟﻤﺎﺀِ ؟‬
‫ّ‬ ‫ﺍﻟﺠﺴﻢ‬
‫ِ‬ ‫ﺐ ﻓﻘﺪﺍﻥَ‬ ‫ﱢ‬
‫ﺍﻟﻌﺎﺩﻱ ‪ ،‬ﻣﺎ ﺍﻟﺬﻱ ﻳُﺴﺒﱢ ُ‬ ‫ﺍﻟﻄﻘﺲ‬
‫ِ‬ ‫ﺃﺛﻨﺎﺀ‬
‫)ﺃ( َ‬
‫ِ‬
‫ﺍﻟﻤﺠﻬﺪﺓ؟ ﻟﻤﺎﺫﺍ؟‬ ‫ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺮﻳﺎﺿﻴّ ِﺔ‬
‫ِ‬ ‫ِ‬
‫ﻣﻤﺎﺭﺳﺔ‬ ‫ﺇﺧﺮﺍﺝ ﺍﻟﻤﺎﺀِ َ‬
‫ﺃﺛﻨﺎﺀ‬ ‫ُ‬ ‫)ﺏ( ﻛﻴﻒ ﻳﺘﻐﻴّ ُﺮ‬
‫ْ‬
‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺳﻴﺤﺪﺙ ﻟﻚ ﺇﺫﺍ ﻟﻢ‬
‫ُ‬ ‫ﺍﻟﻤﺘﻮﺳ ُﻂ ﺣﻮﺍﻟﻰ ‪ٍ 2,2‬‬
‫ﻟﺘﺮ ﻣﻦ ﺍﻟﻤﺎﺀِ ‪ .‬ﻣﺎﺫﺍ‬ ‫ﱢ‬ ‫ﺍﻟﺸﺨﺺ‬
‫ُ‬ ‫ُ‬
‫ﻳﺘﻨﺎﻭﻝ‬ ‫ﱢ‬
‫ﺍﻟﻌﺎﺩﻱ ‪،‬‬ ‫ﺍﻟﻄﻘﺲ‬
‫ِ‬ ‫ﻳﻮﻡ‬
‫)ﺟـ( ﻓﻲ ِ‬
‫ﺍﻟﻄﻘﺲ ﺍﻟﺤﺎ ﱢﺭ؟‬
‫ِ‬ ‫ﺍﻟﻜﻤﻴّ ِﺔ َ‬
‫ﺃﺛﻨﺎﺀ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﻫﺬﻩ ّ‬ ‫َ‬
‫ﺍﻟﺨﺴﺎﺭﺓُ ﺍﻟﻴﻮﻣﻴﺔ ُ ِ‬
‫ﻟﻠﻤﺎﺀ ﻋﻨ َﺪ ﺍﻹﻧﺴﺎ ِﻥ )ﻣﻞ(‬ ‫ّ‬
‫ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺮﻳﺎﺿﻴّ ُﺔ ﺍﻟﻤﺠﻬﺪ ُﺓ‬
‫ُ‬ ‫ﱡ‬
‫ﺍﻟﻄﻘﺲ ﺍﻟﺤﺎ ﱡﺭ‬
‫ُ‬ ‫ﺍﻟﻌﺎﺩﻱ‬ ‫ﺍﻟﻄﻘﺲ‬
‫ُ‬
‫ﺍﻟﻤﻤﺘ ّﺪ ُﺓ‬
‫‪650‬‬ ‫‪250‬‬ ‫‪350‬‬ ‫ﺍﻟﺮﺋﺘﺎﻥ‬
‫‪500‬‬ ‫‪1200‬‬ ‫‪1400‬‬ ‫ﺍﻟﺒﻮ ُﻝ‬
‫‪5350‬‬ ‫‪1750‬‬ ‫‪450‬‬ ‫ﻕ‬
‫ﺍﻟﻌﺮ ُ‬
‫‪200‬‬ ‫‪200‬‬ ‫‪200‬‬ ‫ﺍﻟﺒﺮﺍﺯ‬
‫ُ‬
‫‪6700‬‬ ‫‪3400‬‬ ‫‪2400‬‬ ‫ﻉ‬
‫ﺍﻟﻤﺠﻤﻮ ُ‬

‫‪Data Bank‬‬ ‫‪o∂æH .2‬‬

‫ِ‬ ‫ِ‬ ‫ِ‬
‫‪äÉfÉ«ÑdG‬‬
‫ﺍﺳﺘﺨ ِﺪﻡ ِ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫‪p‬‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﺠﻴﺐ ﻋﻦ‬‫ﺻﻔﺤﺔ ‪ 75‬ﻟﺘ ُ َ‬ ‫ﺕ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ‬
‫ﺍﻷﻛﺴﺠﻴﻦ؟‬ ‫ﻛﻤﻴّﺔٍ ﻣﻦ‬ ‫ﻟﻜﻞ ﺳﺎﻋﺔٍ ؟‬‫ﺍﻷﻛﺴﺠﻴﻦ ﱢ‬ ‫ﻛﻤﻴّﺔٍ ﻣﻦ‬ ‫ﱠ‬ ‫ٍ‬ ‫)ﺃ( ﱡ‬
‫ِ‬ ‫ﻭﺃﻛﺜﺮ ّ‬‫َ‬ ‫ِ‬ ‫ﻧﺸﺎﻁ ﻳﺴﺘﺨﺪ ُﻡ ﺃﻗﻞ ّ‬ ‫ﺃﻱ‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ؟‬ ‫ﻛﻤﻴّﺔٍ ﻣﻦ‬ ‫ِ‬ ‫ﻛﻤﻴّﺔٍ ﻣﻦ‬ ‫ﱡ‬ ‫ٍ‬ ‫)ﺏ( ﱡ‬
‫ﻭﺃﻛﺒﺮ ّ‬
‫ُ‬ ‫ﺍﻟﻄﺎﻗﺔ؟‬ ‫ﻳﻠﺰﻣﻪ ﺃﻗﻞ ّ‬
‫ﺍﻟﻤﺤﺘﻤ ِﻞ ﺃﻥ َ‬
‫َ‬ ‫ﻧﺸﺎﻁ ﻣﻦ‬ ‫ﺃﻱ‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫ِ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ِ‬ ‫ﺑﻴﻦ‬ ‫)ﺟـ( ﺍﺳﺘﻨﺘِ ْﺞ‪ :‬ﱢ‬
‫ﻓﺴ ِﺮ ﺍﻟﻌﻼﻗ َﺔ َ‬

‫‪70‬‬
 ‫ِ‬
‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺍﻟﻤﺴﺘﺨ َﺪﻡُ ﻓﻲ‬
‫ُ‬
‫ﺍﻷﻛﺴﺠﻴﻦ )ﻣﻞ( ﺍﻟﻤﺴﺘﺨ َﺪ ُﻡ ﻓﻲ ﺍﻟﺴﺎﻋﺔِ‬
‫ُ‬ ‫ُ‬
‫ﺍﻟﻨﺸﺎﻁ‬
‫‪90‬‬ ‫ﻛﺮﺓُ ﺍﻟﺴﻠ ّ ِﺔ‬
‫‪55‬‬ ‫ﺍﻟﺪﺭ ِ‬
‫ﺍﺟﺔ‬ ‫ﺭﻛﻮﺏ ّ‬
‫ُ‬
‫‪110‬‬ ‫ﻛﺮﺓُ ﺍﻟﻘﺪﻡ ِ‬
‫‪120‬‬ ‫ﺍﻟﺮﻛﺾ‬
‫ُ‬
‫‪35‬‬ ‫ﺍﻟﻌﺰﻑ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﻮ‬
‫ُ‬
‫‪25‬‬ ‫ﺍﻟﺠﻠﻮﺱ‬
‫ُ‬
‫‪14‬‬ ‫ﺍﻟﻨﻮﻡ ُ‬
‫‪120‬‬ ‫ﺍﻟﺴﺒﺎﺣﺔ ُ‬
‫‪96‬‬ ‫ﻛﺮﺓُ ﺍﻟﻤﻀﺮ ِ‬
‫ﺏ‬
‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫‪60‬‬ ‫ﺍﻟﻤﺸﻲ‬
‫ُ‬
‫‪Make a Table‬‬ ‫‪.3‬‬
‫ِ‬ ‫ﻗﺎﺋﻤﺔ ﻣﺮﺗ ﱠ ٍﺒﺔ‬
‫‪ÉLPƒ‰‬‬ ‫‪™æ°UG‬‬
‫ﱢ‬ ‫ٍ‬
‫‪k‬‬
‫ﻉ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ﻭﻣﺤﺪ ًﺩﺍ ﺃﻧﻮﺍ َ‬ ‫ﺍﻟﻬﻀﻤﻲ ‪ ،‬ﻣﺘﻀﻤﱢﻨًﺎ ﻭﻇﻴﻔﺔَ ﻛ ﱢﻞ ﻋﻀ ٍﻮ ‪،‬‬ ‫ﻷﻋﻀﺎﺀ ﺍﻟﺠﻬﺎ ِﺯ‬ ‫ً‬
‫ﺟﺪﻭﻻ ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫ﺻﻤﱢ ْﻢ‬
‫‪r‬‬
‫ﱢ‬
‫ٍ‬
‫ﻣﺮﺣﻠﺔ ‪.‬‬ ‫ﺍﻟﻤﻤﺘﺼ ِﺔ ﻓﻲ ﻛ ﱢﻞ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻤﻬﻀﻮﻣﺔ ﺃﻭ‬ ‫ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ‬

‫ﺍﻟﻐﺬﺍﺀ‬ ‫‪Link the Concepts‬‬ ‫‪ºp «gÉØŸG áo £jôN .1‬‬

‫ﻳﺘﻢ ﺗﻔﺘﻴﺘﻪ‬ ‫ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‬
‫ﻂ ُ‬ ‫ﺢ ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺇﻟﻰ ﺍﻟﻴﺴﺎ ِﺭ ﻛﻴﻒ ﺗﺮﺗﺒ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺿ ُ‬
‫ﺍﻧﺴﺦ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﺨﺮﻳﻄﺔ ‪.‬‬ ‫ﺑﺒﻌﻀﻬﺎ ‪ .‬ﻭﻗﺪ ﺗ ﱠﻢ ﻣﻞﺀ ٍ‬
‫ﺟﺰﺀ ﻣﻦ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ِ‬
‫ُ‬
‫ﺇﻟﻰ‬

‫ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻮﺍﺭﺩ َﺓ ﻓﻲ ﻫﺬﺍ‬ ‫ﺕ‬‫ﻭﺃﻛﻤﻠْﻬﺎ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ ﺍﻟﻜﻠﻤﺎ ِ‬

‫ﺍﻟﺨﺮﻳﻄﺔَ ِ‬
‫ﺗﹸﻨ ﹶﻘﻞ‬
‫َ‬
‫؟‬ ‫ﻣﺜﻞ‬
‫ﺑﻮﺍﺳﻄﺔ‬
‫؟‬ ‫ﺍﻟﻔﺼ ِﻞ ‪.‬‬
‫‪o Gh Ωo ƒ∏©dG .2‬‬
‫؟‬ ‫ﺧﻼﻝ‬ ‫؟‬
‫ﺍﻟﺪﻫﻮﻥ‬ ‫‪Science and Literature á¨∏dG ÜGOB‬‬
‫ﻳﻨﺘﺞ‬ ‫ِ‬
‫ﻷﻋﻀﺎﺀ‬ ‫ﺕ( ﻭﺍﻟﺘﺸﺒﻴﻬﺎ ِ‬
‫ﺕ‬ ‫ﺕ )ﺍﻟﻤﺠﺎﺯﺍ ِ‬ ‫ﺍﻛﺘﺐ ﺳﻠﺴﻠﺔً ﻣﻦ ﺍﻻﺳﺘﻌﺎﺭﺍ ِ‬‫ْ‬
‫ﻧﺒﻊ ﺍﻟﻤﻴﺎﻩِ‬ ‫ِ‬ ‫ِ‬
‫؟‬
‫؟‬ ‫»ﺍﻟﻘﻠﺐ ﻣﺜ ُﻞ ِ‬
‫ُ‬ ‫ﺍﻟﺠﺴﻢ ِ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪،‬‬
‫ﺠ ُﺮ ﻛ ﱠﻞ ﺛﻮﺍ ٍﻥ ٍ‬
‫ﻗﻠﻴﻠﺔ« ‪.‬‬ ‫ِ‬
‫ﺍﻟﺴﺎﺧﻨﺔ ﺍﻟﺬﻱ ﻳﺘﻔ ّ‬
‫ﺍﻟﺬﻱ ﻳﺸﻤﻞ‬

‫‪Ωo ƒ∏©dGh âfCG .3‬‬

‫ﻳﺘﻢ ﺍﻟﺘﺨﻠﺺ ﻣﻨﻬﺎ‬
‫ﹼ‬
‫ﺑﻮﺍﺳﻄﺔ‬
‫‪Science and You‬‬
‫ِ‬
‫ﺑﺎﻟﻬﻮﺍﺀ ﻭﺍﺗﺮ ِﻙ ﺍﻟﺜﺎﻧﻴﺔَ ﻣﺘﺪﻟّﻴﺔً ﺇﻟﻰ ﺃﺳﻔ َﻞ‬ ‫ﺍﺭﻓ ْﻊ ﺇﺣﺪﻯ ﺫﺭﺍﻋﻴﻚ ﻋﺎﻟﻴًﺎ‬
‫؟‬ ‫ﺍﳌﻴﻜﺎﻧﻴﻜﻲ‬
‫؟‬

‫ﺍﻧﺘﻔﺎﺥ‬
‫ِ‬ ‫ﺟﺴﻤﻚ ﻟﻤ ّﺪ ِﺓ ﺩﻗﻴﻘﺘﻴﻦ ‪ .‬ﻗﺎ ِﺭ ْﻥ ﻟﻮ َﻥ ﻛ ﱢﻞ ﻳ ٍﺪ ﻭﻣﺪﻯ‬‫ِ‬ ‫ﺑﺠﺎﻧ ِ‬
‫ﺐ‬
‫ﺳﺒﺐ ﻫﺬﺍ ﺍﻻﺧﺘﻼ ِ‬
‫ﻑ؟‬ ‫ُ‬ ‫ﺃﻭﺭﺩﺗﻚ ‪ .‬ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻣﺎ‬
‫ِ‬
‫‪Science and Technology‬‬ ‫‪É«LƒdƒæμàdGh Ωo ƒ∏©dG .4‬‬
‫ِ‬
‫ﺍﻟﻔﻀﺎﺀ ‪.‬‬ ‫ﺃﺟﺴﺎﻣﻬﻢ ﻣﻦ ﺍﻟﻔﻀﻼ ِ‬
‫ﺕ ﻓﻲ‬ ‫ِ‬ ‫ﺺ‬
‫ﺲ ‪ ،‬ﻭﺗﺨﻠﻴ ِ‬ ‫ﺑﺪ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻭﺍﻟﺘﻨ ّﻔ ِ‬ ‫ِ‬
‫ﺍﻟﻔﻀﺎﺀ ﻻ ﱠ‬ ‫ﺭﻭﺍﺩُ‬
‫ّ‬
‫ِ‬
‫ﺭﻭﺍ ِﺩ ﺍﻟﻔﻀﺎﺀ ﻟﻸﻛﺴﺠﻴ ِﻦ ﻭﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻭﻛﺬﻟﻚ ﺗﻘﻠﻴ َﻞ ﺃﻭ ﺇﺯﺍﻟﺔَ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ﺚ ﻛﻴﻒ ﻳُﺸﺒِ ُﻊ ﺍﻟﻌﻠﻤﺎﺀ ُ ﺍﺣﺘﻴﺎﺟﺎ ِ‬
‫ﺕ ّ‬ ‫ﺍﺑﺤ ْ‬
‫ﺍﻟﻤﺘﻜﻮ ِﻧﺔ ‪.‬‬
‫ﱢ‬ ‫ﻭﻓﻀﻼ ِ‬
‫ﺕ ﺍﻟﻄﻌﺎﻡ ِ‬

‫‪71‬‬
 o
o π°üØdG
ådÉãdG
¢SÉ°ùME
o ’Gh º q
o μëàdG
Control and Sensing

π°üØdG
p ¢ShQO
o

»Ñ°ü©dG
t o RÉ¡÷G 1-3
l Yƒª› pIQƒ°üdG ‘ hóÑJ
á
p
É¡°†©ÑH o
§ÑJôJ p
äÉjƒædG øe
m «£«N
»g . á q mI Oq Ée á
p £°SGƒH ¢SGƒ◊G
t 2-3
. l IÈμe
s ál «Ñ°üY
q ÉjÓN

»∏NGódG
t p RGôaE’G o RÉ¡L 3-3

72
 ‫‪Ro É¡÷G 1-3‬‬
‫‪Nervous System‬‬
‫‪»Ñ°ü©dG‬‬
‫‪t‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬
‫ُ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﻓﻲ ِ‬
‫ِ‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺍﻟﺘﻘ ِﻂ ﺍﻟﻤﺴﻄﺮﺓ َ ﻭﻫﻲ ﺗﺴﻘ ُﻂ‬ ‫ﻳﺼﻒ ﻭﻇﺎﺋﻔَﻬﺎ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻌﺼﺒﻲ ‪ ،‬ﻭ َ‬
‫ﱢ‬ ‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﻬﺎ ِﺯ‬ ‫ﻳﺬﻛﺮ ﺃﺳﻤﺎﺀ َ‬ ‫َ‬
‫ﻤﺴﻚُ‬ ‫ﺯﻣﻼﺋﻚ ﻳ ُ ِ‬ ‫ِ‬ ‫ﻉ ﺃﺣ َﺪ‬ ‫ﺩَ ْ‬ ‫ﺟﻤﻴﻊ‬ ‫ِ‬ ‫ِ‬
‫ﻔﺴ َﺮ ﻛﻴﻒ ﺗﻨﻘ ُﻞ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺍﻟﻨﺒﻀﺎﺕ ﺃﻭ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّﺔَ ﻣﻦ ﻭﺇﻟﻰ‬
‫ِ‬ ‫ﻳُ ﱢ‬
‫ﺑﻤﺴﻄﺮ ٍﺓ ﺭﺃﺳﻴ ًّﺎ ﺃﻋﻠﻰ ﺍﻷﺭﺿﻴ ّ ِﺔ ‪.‬‬ ‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ِ‬
‫ﺿ ْﻊ ﺇﺻﺒﻌﻴﻚ ﺍﻹﺑﻬﺎﻡَ ﻭﺍﻟﺴﺒّﺎﺑﺔَ‬ ‫َ‬ ‫ﻳﺼﻒ ﺃﺟﺰﺍﺀ َ ﺍﻟﻤ ﱢﺦ ﻭﻭﻇﺎﺋﻔَﻬﺎ ‪.‬‬ ‫َ‬
‫ﺍﻟﺴﻔﻠﻲ ﻟﻠﻤﺴﻄﺮ ِﺓ ‪،‬‬ ‫ﱢ‬ ‫ِ‬
‫ﺍﻟﺠﺰﺀ‬ ‫ﺣﻮ َﻝ‬ ‫ﺲ‪.‬‬‫ِ‬ ‫ﺍﻟﻤﻨﻌﻜ‬ ‫ﻞ‬
‫ِ‬ ‫ﻟﻠﻔﻌ‬ ‫ﺎ‬ ‫ﺟ‬
‫ً‬ ‫ﻧﻤﻮﺫ‬ ‫ﻳﺼﻨﻊ‬
‫َ‬
‫ﺗﻠﻤﺴﻬﻤﺎ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪،‬‬ ‫ْ‬ ‫ﻭﻟﻜﻦ ﻻ‬ ‫ﻑ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔَ ﺍﻟﺤﺮﻛﻴّﺔَ ‪ ،‬ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔَ ﺍﻟﺤﺴﻴّﺔَ ‪ ،‬ﺍﻟﻔﻌ َﻞ‬
‫ِ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﻂ ﺯﻣﻴﻠُﻚ ﺍﻟﻤﺴﻄﺮ َﺓ ﻓﻲ ﺃﻱﱢ‬ ‫ﺴﻘ ُ‬ ‫ﺳﻴ ُ ِ‬ ‫ﺍﻟﻤﻨﻌﻜﺲ ‪.‬‬
‫َ‬
‫ﺑﻤﺠﺮ ِﺩ‬
‫ﱠ‬ ‫ﻚ ﺍﻟﻤﺴﻄﺮ َﺓ‬ ‫ﺃﻣﺴ ِ‬ ‫ﻟﺤﻈﺔ ‪ِ .‬‬ ‫ٍ‬
‫ﻛﺮ ْﺭ ﺫﻟﻚ ﻋ ّﺪ َﺓ‬ ‫ﻂ‪ .‬ﱢ‬ ‫ﺃﻥ ﺗﺮﺍﻫﺎ ﺗﺴﻘ ُ‬
‫ﺖ ﺑﺎﻟﻤﺴﻄﺮ ِﺓ‬ ‫ْ‬ ‫ﻣﺮﺍ ٍ‬ ‫ﺃﺻﺎﺑﻌﻚ‬
‫ُ‬ ‫ٍ‬
‫ﺳﺎﺧﻨﺔ ‪ ،‬ﻣﻦ ﺩﻭ ِﻥ ﺃﻥ َ‬
‫ﺗﻌﻠﻢ ﺫﻟﻚ ‪ ،‬ﺗﺴﺘﻘﺒ ُﻞ‬ ‫ﺖ ﺑﻔﻄﻴﺮ ٍﺓ‬ ‫ْ‬
‫ﺃﻣﺴﻜ َ‬ ‫ﺇﺫﺍ‬
‫ﺃﻣﺴﻜ َ‬ ‫ﺕ ‪ .‬ﻫﻞ‬ ‫ّ‬
‫ﺖ‬ ‫ْ َ‬ ‫ﺍﺳﺘﺠﺒ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫؟‬ ‫ٍ‬
‫ﺓ‬ ‫ﻣﺮ‬
‫ّ‬ ‫ﱢ‬
‫ﻞ‬ ‫ﻛ‬ ‫ﻓﻲ‬ ‫ٍ‬
‫ﺑﺴﺮﻋﺔ ‪.‬‬ ‫ﺭﺳﺎﻟﺔً ﺗﺠﻌﻠُﻬﺎ ﺗﺘﺮﻛُﻬﺎ‬
‫ﻂ؟‬‫ﻟﻠﻤﺴﻄﺮ ِﺓ ﺍﻟﺘﻲ ﺗﺴﻘ ُ‬
‫‪»Ñ°ü©dG‬‬ ‫‪Rp É¡÷G ∞FÉXh‬‬
‫‪Functions of the Nervous System‬‬
‫‪u‬‬ ‫‪o‬‬

‫ِ‬
‫ﺍﻟﺨﺎﺭﺟﺔ ﻣﻦ‬ ‫ﺷﻲﺀ ﺳﺎﺧ ٍﻦ ‪ ،‬ﻣﺜ ِﻞ ﺍﻟﻔﻄﻴﺮ ِﺓ‬ ‫ﺃﻱ ٍ‬ ‫ﺍﻟﺴﺒﺐ ﻓﻲ ﺃﻧّﻚ ﺳﺘﺘﺮ ُﻙ ﱠ‬ ‫ُ‬
‫ﺍﻟﻌﺼﺒﻲ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺟﻬﺎ ِﺯ ﺍﻻﺗ ّﺼﺎ ِﻝ‬‫ﱡ‬ ‫ﺟﻬﺎﺯﻙ‬ ‫ُ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱡ‬ ‫ﺟﻬﺎﺯﻙ‬
‫ُ‬ ‫ﺍﻟﻔﺮ ِﻥ ‪ ،‬ﻫﻮ‬
‫ﻑ‬ ‫ﺕ ﺍﻷﻟﻴﺎ ِ‬ ‫ﺍﻟﺸﻮﻛﻲ ﻭﻣﻠﻴﺎﺭﺍ ِ‬
‫ﱢ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﺍﻟﻤ ﱢﺦ ﻭﺍﻟﺤﺒ ِﻞ‬ ‫ّ‬ ‫ﻭﺍﻟﺘﺤ ّﻜﻢ ِ ‪ ،‬ﻭﻫﻮ‬
‫ﺛﻢ‬
‫ﺟﺴﻤﻚ ‪ّ ،‬‬ ‫ِ‬ ‫ﺑﻴﺌﺘﻚ ﻭﻣﻦ ﺩﺍﺧ ِﻞ‬ ‫ﺕ ﻣﻦ ِ‬ ‫ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪ .‬ﻭﻫﻮ ﻳﺴﺘﻘﺒ ُﻞ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﻳﺴﺘﺠﻴﺐ ﻟﻬﺎ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻢ‬
‫َ‬ ‫ﻔﺴ ُﺮﻫﺎ ﻭﻳﺠﻌ ُﻞ‬ ‫ﻳُ ﱢ‬
‫ﺗﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎ َﻥ ﺍﻟﺸﻲﺀ ُ ﺳﺎﺧﻨًﺎ ﺃﻭ ﺑﺎﺭ ًﺩﺍ ‪،‬‬ ‫ُ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻳﺠﻌﻠُﻚ‬
‫ﱡ‬ ‫ﺟﻬﺎﺯﻙ‬
‫ُ‬
‫ﺣﺮﻛﺎﺗﻚ ﻭﻳﺤﻤﻴﻚ ﻣﻦ ﺍﻷﺫﻯ‬ ‫ِ‬ ‫ﺃﻣﻠﺴﺎ ‪ .‬ﺇﻧّﻪ ﻳﻀﺒ ُ‬
‫ﻂ‬ ‫ﺣﻠﻮﺍ ﺃﻭ ﻣ ًّﺮﺍ ‪ ،‬ﺧﺸﻨًﺎ ﺃﻭ ً‬ ‫ً‬
‫ﺕ ‪ .‬ﺑﺎﻹﺿﺎﻓﺔِ‬ ‫ﻳﺴﻤﺢ ﻟﻚ ﺃﻥ ﺗﺤ ﱠﻞ ﺍﻟﻤﺸﻜﻼ ِ‬ ‫ُ‬ ‫ﺗﺸﻌﺮ ﺑﺎﻷﻟﻢ ِ ‪ ،‬ﻛﻤﺎ‬ ‫ِ‬
‫ﺑﺠﻌﻠﻚ‬
‫ُ‬
‫ﺕ ‪ ،‬ﻓﻬﻮ ﻳﺠﻌﻠُﻚ ﺳﻌﻴ ًﺪﺍ‬ ‫ﺑﻀﺒﻂ ﺍﻻﺳﺘﺠﺎﺑﺎ ِ‬ ‫ِ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﺇﻟﻰ ﺫﻟﻚ ﻳﻘﻮﻡ ُ‬
‫ﺃﻭ ﺣﺰﻳﻨًﺎ ‪ ،‬ﻏﺎﺿﺒًﺎ ﺃﻭ ﻫﺎﺩﺋًﺎ ‪.‬‬
‫ﺍﻷﻛﺜﺮ‬
‫ُ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻫﻮ‬
‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ْﺕ ﺃ ّﻥ‬ ‫ﻟﻦ ﺗﻜﻮ َﻥ ﻣﺨﻄ ًﺌﺎ ﺇﺫﺍ ﻣﺎ ﺍﻋﺘﻘﺪ َ‬
‫ﺃﻳﻀﺎ ﻣﻦ ﺩﻭ ِﻥ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺮﻓ َﻊ ﺣﺎﺟﺒَﻚ ً‬ ‫ﺟﺴﻤﻚ ‪ .‬ﺇﻧّﻚ ﻻ‬ ‫ِ‬ ‫ﺃﻫﻤﻴّﺔً ﻓﻲ‬
‫‪30 πo μ°T‬‬
‫ﻕ ﺍﻟﻠﻴﻤﻮ ِﻥ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ ُ ﻟﻤﺬﺍ ِ‬ ‫ُ‬ ‫ّ‬
‫ﻣﺤﺘﻤﻠﺔً ﺃﻭ‬
‫َ‬ ‫ﺾ ﺗﻜﻮ ُﻥ‬
‫ﺍﻟﺤﺎﻣ ِ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪ .‬ﻟﻜﻦ ﺗﺬﻛ ْﺮ ﺃ ّﻥ ﺟﻤﻴ َﻊ ﺃﺟﻬﺰ ِﺓ ﺍﻟﺠﺴﻢ ِ ﺗﻌﻤ ُﻞ ﻣ ًﻌﺎ ﻛﻲ‬ ‫ﱠ‬ ‫ﱢ‬ ‫ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱢ‬ ‫ِ‬
‫ﻣﻤﻜﻨﺔً ﺑﺴﺒﺐ ﺟﻬﺎ ِﺯﻙ‬
‫ﺗ ُﺒﻘﻴَﻚ ﺣﻴ ًّﺎ ‪.‬‬

‫‪73‬‬
 ‫‪»Ñ°ü©dG‬‬ ‫‪Rp É¡÷G AGõLC‬‬
‫‪o G‬‬
‫‪Parts of the Nervous System‬‬
‫‪u‬‬
‫ﺍﻟﺤﺴﺎﺏ‬
‫ُ‬
‫ﺯﻣﻦ ﺭﺩﱢ ﺍﻟﻔﻌﻞِ‬ ‫ﺍﻟﻌﺼﺒﻲ ﺇﻟﻰ ﺟﺰﺋﻴﻦ ‪.‬‬ ‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻳﻨﻘﺴﻢ‬ ‫ﺩﺭﺍﺳﺔ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ ‪،‬‬ ‫ِ‬ ‫ﻓﻲ‬
‫ُ‬ ‫ُ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ‪.‬‬ ‫ﺃﺟ ِﺮ ﻧﺸﺎ َﻁ ﺍﻟﻤﺴﻄﺮ ِﺓ ّ‬ ‫ﺍﻟﻤﺮﻛﺰﻱ ﺃﻭ‬
‫ﱡ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻳﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ﺍﻧﻈ ِﺮ ﺍﻟﺸﻜ َﻞ )‪. (31‬‬
‫ﻤﺴﻚُ‬ ‫ﻉ ﺯﻣﻴﻠَﻚ ﻳ ُ ِ‬ ‫ﺍﻟﻤﺮ َﺓ ‪ ،‬ﺩَ ْ‬
‫ﻫﺬﻩ ّ‬ ‫ﺍﻟﺸﻮﻛﻲ ‪.‬‬
‫ﱢ‬ ‫ﺦ ﻭﺍﻟﺤﺒ ِﻞ‬ ‫‪ central nervous system CNS‬ﻣﻦ ﺍﻟﻤ ﱢ‬
‫ﺑﺎﻟﻤﺴﻄﺮ ِﺓ ﺑﺤﻴﺚ ﻳﻜﻮ ُﻥ ﻃﺮﻓ ُﻬﺎ‬
‫ﻣﻮﺍﺟ ًﻬﺎ‬‫ِ‬ ‫ﺍﻟﺬﻱ ﻳﺒﺪﺃ ُ ﺑﺎﻟﺼﻔ ِﺮ‬ ‫ﺍﻟﻄﺮﻓﻲ ﺃﻭ ‪، PNS peripheral nervous system‬‬ ‫ﱡ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬
‫ﻟﻸﺭﺿﻴ ّ ِﺔ ‪ِ .‬‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫ﻭﻳﺘﻜﻮ ُﻥ‬ ‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪،‬‬‫ِ‬ ‫ﱠ‬
‫ﺍﻟﻤﺮﻛﺰﻱ ﺑﺒﺎﻗﻲ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ﻳﺼ ُﻞ‬
‫ﺧﻤﺲ‬ ‫َ‬ ‫ﻚ ﺍﻟﻤﺴﻄﺮ َﺓ‬ ‫ﺃﻣﺴ ِ‬ ‫ّ‬
‫ﺕ‬‫ﺕ ‪ .‬ﺳﺠﱢ ْﻞ ﺑﺎﻟﺴﻨﺘﻴﻤﺘﺮﺍ ِ‬ ‫ﻣﺮﺍ ٍ‬‫ّ‬ ‫ﺏ ﺍﻟﻌﺪﻳﺪ ِﺓ ﺍﻟﺘﻲ‬ ‫ﺏ ﺍﻟﺸﻮﻛﻴ ّ ِﺔ ‪ ،‬ﻭﺍﻷﻋﺼﺎ ِ‬ ‫ﺍﻟﻄﺮﻓﻲ ﻣﻦ ﺍﻷﻋﺼﺎ ِ‬ ‫ﱡ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱡ‬
‫ﺍﻟﺼﻔﺮ‬
‫ُ‬ ‫ﺑﻬﺎ‬ ‫ﻰ‬‫ّ‬ ‫ﻄ‬ ‫ﺗﺨ‬ ‫ﺍﻟﺘﻲ‬ ‫َ‬ ‫ﺔ‬ ‫ﺍﻟﻤﺴﺎﻓ‬ ‫ﻓﻜ ْﺮ ﻓﻲ ﺍﻟﻜﻠﻤﺘﻴﻦ ﺍﻟﻠﺘﻴﻦ ﺗﺼﻔﺎﻥ‬ ‫ﺍﻟﺸﻮﻛﻲ ‪ .‬ﱢ‬
‫ﱢ‬ ‫ﻉ ﻣﻦ ﺍﻟﻤ ﱢﺦ ﻭﺍﻟﺤﺒ ِﻞ‬ ‫ﺗﺘﻔﺮ ُ‬
‫ﺇﻣﺴﺎﻛﻚ ﻟﻠﻤﺴﻄﺮ ِﺓ‬ ‫ِ‬ ‫ﻣﻮﺿ َﻊ‬ ‫ّ‬
‫ﻂ ﻣﺴﺎﻓﺔ‬ ‫ﺍﺣﺴﺐ ﻣﺘﻮ ﱢﺳ َ‬ ‫ِ‬
‫ﺍﻟﺴﺎﻗﻄﺔ ‪.‬‬
‫ﺍﻷﻛﺜﺮ‬
‫َ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﺃﻭ ﺍﻟﺠﺰﺀ َ‬‫ﱠ‬ ‫"ﺍﻟﻤﺮﻛﺰﻱ" ﻳﻌﻨﻲ ﺍﻟﺠﺰﺀ َ‬ ‫ﱡ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬
‫ْ‬
‫ﱢﻂ‬ ‫ﺍﺳﺘﺠﺎﺑﺘﻚ ﻭﻗﺎ ِﺭﻧْﻪ ﺑﻤﺘﻮﺳ ِ‬ ‫ِ‬ ‫ﺍﻟﺨﺎﺭﺟﻲ‬
‫ﱢ‬ ‫ﻳﻘﻊ ﻋﻠﻰ ﺍﻟﺠﺎﻧ ِ‬
‫ﺐ‬ ‫"ﺍﻟﻄﺮﻓﻲ" ﻓﻴﻌﻨﻲ ﺟﺰﺀًﺍ ُ‬ ‫ﱡ‬ ‫ﻟﺸﻲﺀ ﻣﺎ ‪ ،‬ﺃﻣّﺎ‬ ‫ٍ‬ ‫ﺃﻫﻤﻴّﺔً‬‫ّ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﻫﻮ‬ ‫ِ‬ ‫)ﻣﺘﻮﺳ ُ‬
‫ﻂ‬ ‫ّ‬ ‫ﺯﻣﻼﺋﻚ ‪.‬‬ ‫ِ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ‬ ‫ﺃﻭ ﺑﻌﻴ ًﺪﺍ ﻋﻦ ﺍﻟﺠﺰﺀ ﺍﻟﻤﺮﻛﺰﻱﱢ ‪ .‬ﺑﺎﻟﻨﻈ ِﺮ ﺇﻟﻰ ﻫﺬﻳﻦ ﺍﻟﺘﻌﺮﻳﻔﻴﻦ ﻳ ُ ِ‬ ‫ِ‬
‫ﻣﻘﻴﺎﺱ ﻟﺰﻣ ِﻦ ﺭﺩﱢ ﺍﻟﻔﻌ ِﻞ( ‪.‬‬ ‫ٌ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱢ‬ ‫ُﻘﺮ َﺭ ﻛﻴﻒ ُﺳﻤﱢ َﻲ ﻫﺬﺍﻥ ﺍﻟﺠﺰﺀﺍﻥ ﻣﻦ ﺍﻟﺠﻬﺎ ِﺯ‬ ‫ﺗ ﱢ‬
‫‪Brain‬‬ ‫ﺍﻟﻤ ﱡﺦ‬
‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱡ‬ ‫ِ‬ ‫ﻢ‬ ‫ّ‬
‫ﻜ‬ ‫ﺍﻟﺘﺤ‬ ‫ﻣﺮﻛﺰ‬
‫ُ‬ ‫ﻫﻮ‬ ‫ﱡ‬
‫ﺦ‬ ‫ﺍﻟﻤ‬
‫ﻨﺴ ُﻖ‬ ‫ﻓﻲ ﺟﺴﻤﻚ ‪ ،‬ﻓﻬﻮ ﻳُﻮﺟ ُﱢﻪ ﻭﻳ ُ ﱢ‬ ‫ِ‬
‫‪Spinal Cord‬‬ ‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱡ‬ ‫ﺍﻟﺤﺒ ُﻞ‬ ‫ﺍﻷﻓﻜﺎﺭ ‪،‬‬‫َ‬ ‫ﺕ‪،‬‬‫ﺟﻤﻴ َﻊ ﺍﻟﻌﻤﻠﻴّﺎ ِ‬
‫ٍ‬ ‫ِ‬ ‫ِ‬ ‫ٍ‬
‫ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺣﺰﻣﺔ ﻣﻦ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴّﺔ ﻣﻤﺘ ّﺪﺓ ﻣﻦ‬ ‫ﺍﻟﻌﻮﺍﻃﻒ ‪ .‬ﻏﺎﻟﺒًﺎ‬
‫َ‬ ‫ﺍﻟﺴﻠﻮﻛﻴّﺎ ِ‬
‫ﺕ‪،‬‬
‫ﻷﻭ ِﻝ‬
‫ﺕ ّ‬ ‫ﺨﻚ ﺇﻟﻰ ﺃﺳﻔ ِﻞ ﻇﻬ ِﺮﻙ ‪ .‬ﺇﺫﺍ ﺃﺭﺩْ َ‬ ‫ﻗﺎﻋﺪ ِﺓ ﻣ ﱢ‬ ‫ﺏ‪.‬‬ ‫ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﻮ ِ‬ ‫َ‬ ‫ﻣﺎ ﻳ ُ ِ‬
‫ﻤﺎﺛ ُﻞ‬
‫ﺍﻟﻤ ﱡﺦ‬
‫ﺍﻟﺸﻮﻛﻲ ‪،‬‬
‫ﱢ‬ ‫ِ‬
‫ﻣﻮﺿﻊ ﺣﺒﻠﻚ‬ ‫ُ‬ ‫ﻑ ﺃﻳﻦ‬ ‫ﻣﺮ ٍﺓ ﺃﻥ ّ‬
‫ﺗﺘﻌﺮ َ‬ ‫ّ‬ ‫ﺟ ُﺪ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺫﻟﻚ ﻻ ﻳﻮ َ‬
‫ﺕ ﻓﻲ‬ ‫ﺲ ﺍﻟﻔﻘﺮﺍ ِ‬ ‫ﻱ ﻣﺎ ﻳﻠﻲ‪ :‬ﺗﺤﺴﱠ ِ‬ ‫َ‬ ‫ﺮ‬ ‫ِ‬ ‫ُﺠ‬ ‫ﺗ‬ ‫ﺃﻥ‬ ‫ْ‬
‫ﻝ‬ ‫ﻭ‬
‫ِ‬ ‫ﻓﺤﺎ‬ ‫ﺍﻟﺸﻮﻛﻲ‬ ‫ﺍﻟﺤﺒ ُﻞ‬ ‫ﺏ ﻟﻪ ﻣﺜ ُﻞ ﺗﻠﻚ‬ ‫ﺟﻬﺎﺯ ﺣﺎﺳﻮ ٍ‬ ‫ُ‬
‫ﱡ‬
‫ﺍﻟﻔﻘﺮﺍﺕ‬
‫ُ‬ ‫ﻋﻨﻘﻚ ﻭﺃﺳﻔ ِﻞ ﻋﻤﻮ ِﺩﻙ ﺍﻟﻔﻘﺮﻱﱢ ‪.‬‬ ‫ﻇﻬ ِﺮ ِ‬ ‫ﺕ‬ ‫ﺍﻟﺬﺍﻛﺮ ِﺓ ﺃﻭ ﻣﺜ ُﻞ ﺗﻠﻚ ﺍﻻﺗ ّﺼﺎﻻ ِ‬
‫ﺍﻟﺸﻮﻛﻲ ‪.‬‬
‫ﱠ‬ ‫ﺗ ُﻐﻄّﻲ ﻭﺗﺤﻤﻲ ﺍﻟﺤﺒ َﻞ‬ ‫ﺍﻟﻌﺪﻳﺪ ِﺓ ‪.‬‬

‫ﺍﻷﻋﺼﺎﺏ ﺍﻟﺸﻮﻛﻴّﺔ ُ‬
‫ُ‬

‫‪Nerves‬‬ ‫ﺍﻷﻋﺼﺎﺏ‬
‫ُ‬
‫ﺟﻤﻴﻊ ﺃﺟﺰﺍﺀِ‬ ‫ِ‬ ‫ﺍﻷﻋﺼﺎﺏ ﺍﻟﺸﻮﻛﻴّﺔ ُ ‪Spinal Nerves‬‬ ‫ُ‬
‫ِ‬ ‫ﻉ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﺍﻷﻋﺼﺎﺏ ﺇﻟﻰ‬ ‫ﻳﺘﻔﺮ ُ‬
‫ّ‬ ‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻷﻋﺼﺎ ِ‬
‫ِ‬ ‫ِ‬ ‫ﺏ‬ ‫ً‬ ‫ﻉ ﻭﺍﺣ ٌﺪ ﻭﺛﻼﺛﻮﻥ‬ ‫ﻳﺘﻔﺮ ُ‬
‫ّ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻢ ِ ‪،‬‬ ‫ﻳﺬﻫﺐ ﺇﻟﻰ‬
‫ُ‬ ‫ﻬﺎ‬ ‫ﺑﻌﻀ‬
‫ُ‬ ‫‪.‬‬ ‫ﻚ‬ ‫ﺟﺴﻤ‬ ‫ِ‬
‫ﻂ ﺃﻓﻌﺎ ُﻝ ﻫﺬﻩ ﺍﻷﻋﺼﺎ ِ‬ ‫ﺍﻟﺸﻮﻛﻴّﺔ ﻋﻠﻰ ﺟﺎﻧﺒﻲ ﺍﻟﺠﺴﻢ ِ ﻣﻦ ﺑﻴ ِﻦ‬
‫ﺏ‬ ‫ﻣﺜ ُﻞ ﻗﻠﺒِ ﻚ ﻭﺭﺋﺘﻴﻚ ‪ .‬ﺗ ُﻀﺒَ ُ‬
‫ﺍﻷﻋﺼﺎﺏ ﺍﻟﺸﻮﻛﻴّﺔ ُ ﺗﻨﻘ ُﻞ‬
‫ُ‬ ‫ﺕ‪.‬‬ ‫ﺍﻟﻔﻘﺮﺍ ِ‬
‫ﺑﻌﺾ‬
‫ُ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻤ ﱢﺦ ‪.‬‬ ‫ﺃﺗﻮﻣﺎﺗﻴﻜﻴ ًّﺎ ﺃﻭ ﺫﺍﺗﻴ ًّﺎ‬ ‫ﺍﻟﺮﺳﺎﺋ َﻞ ﺍﻟﻌﺼﺒﻴّﺔَ ﺇﻟﻰ ﻭﻣﻦ ﺍﻷﻋﺼﺎﺏِ‬
‫ﺕ‪.‬‬ ‫ﺍﻟﺸﻮﻛﻲ ﺑﺎﻟﻌﻀﻼ ِ‬
‫ﱠ‬ ‫ﻞ‬
‫َ‬ ‫ﺍﻟﺤﺒ‬ ‫ﻮﺻ ُﻞ‬ ‫ﺍﻷﻋﺼﺎ ِ‬
‫ﺏ ﻳُ ﱢ‬ ‫ﺍﻷﻋﺼﺎﺏ‬
‫ُ‬ ‫ﺐ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﺁﻻ ِ‬ ‫ﺍﻷﺧﺮﻯ ‪ .‬ﻛ ﱡﻞ ﻋﺼ ٍ‬
‫ِ‬ ‫ﻑ‬
‫ﺗﻨﻘﺒﺾ ‪.‬‬
‫ُ‬ ‫ﺍﻷﻋﺼﺎﺏ ﺗﺠﻌ ُﻞ ﺍﻟﻌﻀﻼﺕ‬ ‫ُ‬ ‫ﻫﺬﻩ‬
‫ﻑ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻷﻟﻴﺎ ِ‬

‫‪31 πo μ°T‬‬
‫ﺍﻟﻌﺼﺒﻲ ﻟﻺﻧﺴﺎ ِﻥ‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬

‫‪74‬‬
 ‫‪oá«Ñ°ü©dG‬‬ ‫‪ÉjÓÿG‬‬
‫‪Neurons‬‬
‫‪q‬‬

‫ﺍﻟﺸﻮﻛﻲ ﻭﺃﻋﺼﺎﺑُﻚ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪،‬‬ ‫ﱡ‬ ‫ﺨﻚ ﻭﺣﺒﻠُﻚ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣ ﱡ‬

‫ّ‬
‫ُﺮﺳ ُﻞ ﺭﺳﺎﺋ َﻞ ﻛﻬﺮﺑﺎﺋﻴّﺔً ﻭﻛﻴﻤﻴﺎﺋﻴّﺔً ‪.‬‬ ‫ﺣﻴﺚ ﻛ ﱡﻞ ﺧﻠﻴ ّ ٍﺔ ﻋﺼﺒﻴ ّ ٍﺔ ﺗﺴﺘﻘﺒ ُﻞ ﻭﺗ ِ‬
‫ﻉ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪.‬‬ ‫ﺢ ﺍﻟﺸﻜ ُﻞ )‪ (32‬ﺃﻧﻮﺍ َ‬ ‫ﺿ ُ‬ ‫ﻳُﻮ ﱢ‬
‫ُﻮﺻ ُﻞ ﺍﻟﺮﺳﺎﺋ َﻞ‬ ‫ﺍﻟﻬﺎﺗﻒ ﺍﻟﺘﻲ ﺗﺴﺘﻘﺒ ُﻞ ﻭﺗ ﱢ‬ ‫ِ‬ ‫ﻣﻔﺎﺗﻴﺢ‬
‫ِ‬ ‫ِ‬
‫ﻟﻮﺣﺔ‬ ‫ﺟﺴﻢ ﺍﻟﺨﻠﻴ ّ ِﺔ ﻣﺜ ُﻞ‬
‫ُ‬
‫ﻛﺠﻤﻴﻊ ﺍﻟﺨﻼﻳﺎ‬ ‫ِ‬ ‫ﺟﺴﻢ ﺍﻟﺨﻠﻴ ّ ِﺔ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻧﻮﺍ ٍﺓ‬ ‫َ‬ ‫ﻆ ﺃ ّﻥ‬‫ﻻﺣ ْ‬ ‫ﺍﻟﺪﺍﺧﻠﺔَ ﺇﻟﻴﻬﺎ ‪ِ .‬‬
‫ﻋﺔ ﻣﻦ‬ ‫ﻣﺘﻔﺮ ٍ‬
‫ﺃﺟﺰﺍﺀ ﱢ‬ ‫ٍ‬ ‫ﺟﺴﻢ ﺍﻟﺨﻠﻴ ّ ِﺔ ﺍﻟﺮﺳﺎﺋ َﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻴّﺔَ ﻣﻦ‬ ‫ﺗﻤﺎﻣﺎ ‪ .‬ﻳﺴﺘﻘﺒ ُﻞ‬ ‫ً‬
‫ُ‬
‫ﻆ ﺃ ّﻥ ﺍﻟﺰﻭﺍﺋ َﺪ ﺍﻟﺸﺠﻴﺮﻳّﺔَ ﺍﻟﻘﺼﻴﺮ َﺓ‬ ‫ﻻﺣ ْ‬‫ُﺴﻤﻰ ﺍﻟﺰﻭﺍﺋ َﺪ ﺍﻟﺸﺠﻴﺮﻳّﺔَ ‪ِ .‬‬ ‫ﺍﻟﺨﻠﻴ ّ ِﺔ ﺗ ّ‬
‫ﺟﺴﻢ ﺍﻟﺨﻠﻴ ّ ِﺔ‬ ‫ُ‬ ‫ﺍﻟﻌﺪﻳﺪ َﺓ ﻣﺘﺸﺎﺑﻜﺔ ٌ ﻣﻊ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﻤﺠﺎ ِﻭﺭ ِﺓ ‪ .‬ﻳ ُ ﱢ‬
‫ﻮﺻ ُﻞ‬
‫ﺕ ﺍﻟﻌﺼﺒﻴّﺔَ ﺑﻌﻴ ًﺪﺍ‬ ‫ﺍﻟﻤﺤﻮﺭ ﺍﻟﺴﻴّﺎﻻ ِ‬‫ُ‬ ‫ﺍﻟﺮﺳﺎﺋ َﻞ ﺇﻟﻰ ﺍﻟﻤﺤﻮ ِﺭ ﺍﻟﻄﻮﻳ ِﻞ ‪ .‬ﻳﺤﻤ ُﻞ‬
‫ﺃﻳﻀﺎ ﺇﻟﻰ‬ ‫ﺕ ً‬ ‫ﺕ ‪ ،‬ﺗ ُﻨﻘ ُﻞ ﺍﻟﺴﻴّﺎﻻ ِ‬ ‫ﺑﺘﻔﺮﻋﺎ ٍ‬‫ﺍﻟﻤﺤﻮﺭ ّ‬‫ُ‬ ‫ﻋﻦ ﺟﺴﻢ ِ ﺍﻟﺨﻠﻴ ّ ِﺔ ‪ .‬ﻳﻨﺘﻬﻲ‬
‫ﺍﻟﺰﻭﺍﺋ ِﺪ ﺍﻟﺸﺠﻴﺮﻳ ّ ِﺔ ﻟﺨﻠﻴ ّ ٍﺔ ﻋﺼﺒﻴ ّ ٍﺔ ﺃﺧﺮﻯ ‪.‬‬
‫ﺧﻠﻴّ ٌﺔ ﻋﺼﺒﻴّ ٌﺔ ﺑﻴﻨﻴّ ٌﺔ ﺃﻭ ﻣﻮﺻﱢ ﻠ ٌﺔ )ﺭﺍﺑﻄﺔٌ(‬ ‫‪2‬‬
‫‪32 ππμ°T‬‬
‫‪o μ°T‬‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ﺇﻟﻰ ﺍﻟﺨﻼﻳﺎ‬
‫ّ‬ ‫ِ‬
‫ﺔ‬ ‫ّ‬ ‫ﺍﻟﻌﺼﺒﻴ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻣﻦ ﺍﻟﺨﻼﻳﺎ‬ ‫ﱡ‬ ‫ﻳﻤﺮ ﺍﻟﺴﻴّﺎ ُﻝ‬ ‫ﱡ‬
‫ﺨﻚ ﺍﻟﺴﻴّﺎﻻ ِ‬
‫ﺕ‬ ‫ﻔﺴ ُﺮ ﻣ ﱡ‬ ‫ِ‬
‫ﺍﻟﻤﻮﺻﻠﺔ ﻓﻲ ﺍﻟﻤ ﱢﺦ ‪ .‬ﻳ ُ ﱢ‬ ‫ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﺒﻴﻨﻴّﺔ ﺃﻭ‬
‫ِ‬
‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ‬
‫ﻉ ﺍﻟﻟﺨﻼ‬
‫ﻮﺍ ُ‬
‫ﺃﻧﻮ‬
‫ﺃﻧﻮﺍ‬ ‫ﱢ‬
‫ﺍﻟﻬﺎﺗﻒ‬
‫َ‬ ‫ﻣﻦ ﺧﻼﻳﺎ ﻋﺼﺒﻴ ّ ٍﺔ ﺑﻴﻨﻴ ّ ٍﺔ ﻋﺪﻳﺪ ٍﺓ ‪ ،‬ﻭﻳﺠﻌﻠُﻚ ﺗﺘﺤﻘ ُّﻖ ﻣﻦ ﺃ ّﻥ‬
‫ِ‬
‫ﺍﻟﻬﺎﺗﻒ ‪.‬‬ ‫ﺠﻴﺐ ﻋﻠﻰ‬ ‫ﺃﻳﻀﺎ ﺃﻧ ّﻚ ﺳﺘ ُ ُ‬ ‫ﺨﻚ ً‬ ‫ﻘﺮ ُﺭ ﻣ ﱡ‬ ‫ﻳﺮ ﱡﻥ ‪ .‬ﻳ ُ ﱢ‬

‫ﺟﺴﻢ ﺍﻟﺨﻠﻴ ّ ِﺔ‬

‫ُ‬

‫ﺣﺴﻴّ ٌﺔ‬‫ﺧﻠﻴّ ٌﺔ ﻋﺼﺒﻴّ ٌﺔ ّ‬ ‫‪1‬‬

‫ﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﻋﻨﺪﻣﺎ‬ ‫ّ ُ‬ ‫ﺍﻟﺴﻴ‬ ‫ﻏﺎﻟﺒًﺎ ﻣﺎ ﺗﺒﺪﺃ ُ‬
‫ُﺴﻤﻰ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬ ‫ﺗﺮﺍﻛﻴﺐ ﺗ ّ‬ ‫ُ‬ ‫ﺗﻠﺘﻘ ُ‬
‫ﻂ‬
‫ﺮﺍﺕ‬
‫ُ‬ ‫ﱢ‬ ‫ﺍﻟﻤﺆﺛ‬ ‫ﻂ‬‫ُ‬ ‫ﺗﻠﺘﻘ‬ ‫‪.‬‬ ‫ِ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻣﻦ‬ ‫ٍ‬
‫ﺕ‬ ‫ﻣﺆﺛﱢﺮﺍ‬
‫ِ‬
‫ﺍﻟﻬﺎﺗﻒ ‪،‬‬ ‫ﺱ‬
‫ﺍﻟﺼﻮﺕ ﻣﻦ ﺟﺮ ِ‬ ‫َ‬ ‫ﻓﻲ ﺍﻷﺫ ِﻥ‬
‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ﺳﻴ ّ ًﺎﻻ ﻋﺼﺒﻴ ًّﺎ ﻣﻦ‬
‫ُ‬ ‫ﺛﻢ ﺗ ِ‬
‫ُﻄﻠ ُﻖ‬ ‫ّ‬
‫ِ‬
‫ﺍﻟﺤﺴﻴّﺔ ‪.‬‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔ‬
‫ﻣﺤﻮﺭ‬
‫ٌ‬ ‫ﺯﻭﺍﺋ ٌﺪ ﺷﺠﻴﺮﻳّﺔ ٌ‬
‫ﺧﻠﻴّ ٌﺔ ﻋﺼﺒﻴّ ٌﺔ ﺣﺮﻛﻴّ ٌﺔ‬ ‫‪3‬‬
‫ﺎﻻﺕ ﺑﻌ َﺪ ﺫﻟﻚ ﻋﻠﻰ ﻃﻮ ِﻝ‬ ‫ﺗﻨﺘﻘ ُﻞ ﺍﻟﺴﻴ ّ ُ‬
‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ﻓﻲ ﺍﻷﺫ ِﻥ‬
‫ُ‬ ‫ﻑ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﺤﺮﻛﻴ ّ ِﺔ ‪ .‬ﺗ ِ‬
‫ُﺮﺳ ُﻞ‬ ‫ﺁﻻ ِ‬
‫ِ‬
‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺍﻟﺤﺮﻛﻴّﺔ ُ ﺍﻟﺴﻴّﺎﻻﺕ ﺇﻟﻰ‬
‫ﺍﻟﻌﻀﻼﺕ ﺗ ُﻨﻔﱢ ُﺬ ﺍﻻﺳﺘﺠﺎﺑﺔَ‬
‫ُ‬ ‫ﺕ‪.‬‬ ‫ﺍﻟﻌﻀﻼ ِ‬
‫ِ‬ ‫ِ‬
‫ﺑﺴﻤﺎﻋﺔ ﺍﻟﻬﺎﺗﻒ ‪.‬‬ ‫ّ‬ ‫ِ‬
‫ﻭﺗﺠﻌﻠُﻚ ﺗ ُﻤﺴﻚُ‬
‫ﺍﻟﻌﻀﻼﺕ ﻓﻲ ﺍﻟﻴ ِﺪ‬
‫ُ‬

‫‪75‬‬
 ‫‪oá«Ñ°ü©dG‬‬ ‫)‪(äÉ°†ÑædG‬‬ ‫‪ä’É‬‬
‫‪o «°ùdG‬‬
‫‪Nerve Impulses‬‬
‫‪q‬‬ ‫‪o‬‬ ‫‪q‬‬

‫ﻛﻼ ﻣﻦ ﺍﻟﻄﺎﻗﺘﻴﻦ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻛﻲ‬ ‫ﺗﺴﺘﺨﺪﻡ ُ ﺍﻟﺨﻠﻴّﺔ ُ ﺍﻟﻌﺼﺒﻴّﺔ ُ ًّ‬

‫ﺍﻧﻈﺮ ﺛﺎﻧﻴﺔً ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ (33‬ﻟﺘﺘّﺒ َﻊ ﺍﻟﻌﻤﻠﻴّﺔَ ‪ .‬ﻳﻨﺘﻘ ُﻞ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪ْ .‬‬‫ﱠ‬ ‫ُﺮﺳ َﻞ ﺍﻟﺴﻴّﺎ َﻝ‬ ‫ﺗ ِ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻦ ﺍﻟﺰﻭﺍﺋ ِﺪ ﺍﻟﺸﺠﻴﺮﻳ ّ ِﺔ ﺇﻟﻰ ﺟﺴﻢ ِ ﺍﻟﺨﻠﻴ ّ ِﺔ ‪ ،‬ﻭﻣﻦ ﺟﺴﻢ ِ‬ ‫ﱡ‬ ‫ﺍﻟﺴﻴّﺎ ُﻝ‬
‫ﻟﻜﻦ ﻧﻬﺎﻳﺔَ ﺍﻟﻤﺤﻮ ِﺭ ﻻ‬ ‫ّ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺇﻟﻰ ﺍﻟﻤﺤﻮ ِﺭ ‪،‬‬
‫ﱡ‬ ‫ﺍﻟﺨﻠﻴ ّ ِﺔ ﻳﻨﺘﻘ ُﻞ ﺍﻟﺴﻴّﺎ ُﻝ‬
‫ﺑﻴﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ‬ ‫ﺲ ﺍﻟﺨﻠﻴّﺔَ ﺍﻟﻌﺼﺒﻴّﺔَ ﺍﻟﻤﺠﺎ ِﻭﺭ َﺓ ﻟﻬﺎ ‪ .‬ﻫﺬﻩ ﺍﻟﺜﻐﺮﺓُ َ‬ ‫ﺗ ِ‬
‫ُﻼﻣ ُ‬
‫ﻒ‬ ‫ﺢ ﻓﻲ ﺷﻜ ِﻞ )‪ . (33‬ﻳﺘﻮﻗ ّ ُ‬ ‫ﺿ ِ‬
‫ﺍﻟﻌﺼﺒﻲ ‪ synapse‬ﺍﻟﻤﻮ ّ‬ ‫ﱠ‬ ‫ُﺴﻤﻰ ﺍﻟﺘﺸﺎﺑﻚَ‬ ‫ﺗ ّ‬
‫ﺍﻟﻤﺤﻮﺭ ﻣﺎﺩّ ًﺓ ﻛﻴﻤﻴﺎﺋﻴّﺔً ﺇﻟﻰ‬ ‫ُ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨ َﺪ ﻫﺬﻩ ﺍﻟﺜﻐﺮ ِﺓ ‪ ،‬ﻫﻨﺎ ُ‬
‫ﻳﻔﺮﺯ‬ ‫ﱡ‬ ‫ﺍﻟﺴﻴّﺎ ُﻝ‬
‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺘﺸﺎﺑ ِ‬
‫ﻚ‬
‫ﺍﻟﻌﺼﺒﻲ ﺇﻟﻰ ﺍﻟﺰﺍﺋﺪ ِﺓ ﺍﻟﺸﺠﻴﺮﻳ ّ ِﺔ‬ ‫ﱢ‬ ‫ﺗ ُﺴﺘﺨﺪَﻡ ُ ﺍﻟﻄﺎﻗﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﻟﻨﻘ ِﻞ ﺍﻟﺴﻴّﺎ ِﻝ‬
‫ِ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺍﻟﺨﺎﺻ ِﺔ ﺑﺎﻟﺨﻠﻴ ّ ِﺔ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﻤﺠﺎ ِﻭﺭ ِﺓ ‪ .‬ﺗﻨﺘﻘ ُﻞ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ َ‬
‫ﻋﺒﺮ‬ ‫ّ‬
‫ﺕ ﻓﻲ ﺍﻟﺰﻭﺍﺋ ِﺪ ﺍﻟﺸﺠﻴﺮﻳ ّ ِﺔ ﻟﻠﺨﻠﻴ ّ ِﺔ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ‬ ‫ﻂ ﺑﺠﺰﻳﺌﺎ ٍ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻭﺗﺮﺗﺒ ُ‬ ‫ﱢ‬ ‫ﻚ‬‫ﺍﻟﺘﺸﺎﺑ ِ‬
‫ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ‬
‫ﱟ‬ ‫ﺐ ﺍﻟﻄﺎﻗﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺗﻮﻟﻴ َﺪ ﺳﻴّﺎ ٍﻝ‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ‪ .‬ﺗ ُﺴﺒﱢ ُ‬ ‫ﺍﻟﻤﺠﺎ ِﻭﺭ ِﺓ ﺃﻭ‬
‫ﺍﻟﺰﻭﺍﺋ ِﺪ ﺍﻟﺸﺠﻴﺮﻳ ّ ِﺔ ﻟﻬﺬﻩ ﺍﻟﺨﻠﻴ ّ ِﺔ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪.‬‬

‫‪33 πo μ°T‬‬
‫ﺍﻟﻌﺼﺒﻲ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺛﻐﺮ ٍﺓ‬
‫ﱡ‬ ‫ﺍﻟﺘﺸﺎﺑﻚُ‬
‫ﺑﻴﻦ ﻣﺤﻮ ِﺭ ﺧﻠﻴ ّ ٍﺔ ﻋﺼﺒﻴ ّ ٍﺔ‬ ‫ﺩﻗﻴﻘﺔ َ‬ ‫ٍ‬
‫ﻭﺯﺍﺋﺪ ٍﺓ ﺷﺠﻴﺮﻳ ّ ٍﺔ ﻟﺨﻠﻴ ّ ٍﺔ ﻋﺼﺒﻴّﺔٍ‬
‫ﻣﺠﺎ ِﻭﺭ ٍﺓ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺼ ُﻞ ﺳﻴّﺎ ٌﻝ‬
‫ُﻔﺮ ُﺯ‬ ‫ﻋﺼﺒﻲ ﺇﻟﻰ ِ‬
‫ﻧﻬﺎﻳﺔ ﺍﻟﻤﺤﻮ ِﺭ ‪ ،‬ﺗ َ‬
‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺇﻟﻰ ﺍﻟﺘﺸﺎﺑ ِ‬
‫ﱞ‬ ‫ﻣﺤﻮﺭ‬
‫ٌ‬
‫ﻚ‬
‫ُﻤﻜ ُﻦ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪ .‬ﺗ ﱢ‬
‫ﱢ‬
‫ﺍﻟﻌﺼﺒﻲ ﻣﻦ‬ ‫ﱠ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺍﻟﺴﻴّﺎ َﻝ‬
‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱢ‬ ‫ﻚ‬ ‫ِ‬
‫ﻣﻨﻄﻘﺔ ﺍﻟﺘﺸﺎﺑ ِ‬ ‫ﻋﺒﻮ ِﺭ‬

‫ﻋﺼﺒﻲ‬ ‫ﺗﺸﺎﺑﻚٌ‬ ‫ﻃﺮﻑ ﺍﻟﻤﺤﻮ ِﺭ‬

‫ُ‬
‫ﱞ‬

‫ﺯﺍﺋﺪﺓٌ ﺷﺠﻴﺮﻳّﺔ ٌ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺍﻟﺘﻲ ﺗﻨﻘ ُﻞ‬

‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﻋﺒﺮ ﺍﻟﺘﺸﺎﺑ ِ‬
‫ﻚ‬ ‫ﺕ َ‬ ‫ﺍﻟﺴﻴّﺎﻻ ِ‬

‫‪76‬‬
 ‫‪ïŸG‬‬
‫‪The Brain‬‬
‫‪t‬‬

‫ﻧﺴﻴﺠﺎ‬
‫ً‬ ‫ﺕ ﺧﻠﻴ ّ ٍﺔ ﻋﺼﺒﻴ ّ ٍﺔ ‪ ،‬ﱢ‬
‫ﻣﻜﻮﻧﺔً‬ ‫ﺃﻛﺜﺮ ﻣﻦ ‪ 10‬ﻣﻠﻴﺎﺭﺍ ِ‬ ‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﻤ ﱡﺦ ﻣﻦ َ‬ ‫ّ‬
‫ﺑﺎﻷﻏﺸﻴﺔ ﺍﻟﺘﻲ ﺗ ُﻐﺬّﻱ ﻭﺗﺤﻤﻲ‬ ‫ِ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫ﺍﻟﻨﺴﻴﺞ‬
‫ُ‬ ‫ﻋﺼﺒﻴ ًّﺎ ﺇﺳﻔﻨﺠﻴ ًّﺎ ‪ .‬ﻳُﺤﺎ ُ‬
‫ﻁ‬
‫ﻭﺗﻔﺴﻴﺮ ﺍﻟﺮﺳﺎﺋ ِﻞ ﺍﻟﻮﺍﺭﺩ ِﺓ ﻣﻦ‬
‫ُ‬ ‫ﺍﻟﻤ ﱠﺦ ‪ .‬ﺍﻟﻮﻇﻴﻔﺔ ُ ﺍﻷﺳﺎﺳﻴّﺔ ُ ﻟﻠﻤ ﱢﺦ ﻫﻲ ﺍﺳﺘﻘﺒﺎ ُﻝ‬
‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ ﺍﻷﺟﺰﺍﺀ َ ﺍﻟﺜﻼﺛﺔَ ﺍﻟﺮﺋﻴﺴﻴّﺔَ ﻟﻠﻤ ﱢﺦ‬ ‫ﺟﺴﻤﻚ ‪ .‬ﻳ ُ ِ‬‫ِ‬ ‫ﺧﺎﺭﺝ ﻭﺩﺍﺧ ِﻞ‬
‫ِ‬
‫ﻉ ﺍﻟﻤﺴﺘﻄﻴ ُﻞ‬ ‫ﺦ ‪ ،‬ﺍﻟﻨﺨﺎ ُ‬ ‫ﻓﻲ ﺷﻜ ِﻞ )‪ ، (34‬ﻭﻫﻲ ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬
‫ﺨﻴّﺔ ُ ‪ ،‬ﺍﻟﻤﺨﻴ ُ‬
‫‪34 πo μ°T‬‬
‫ﻉ‬ ‫ﺦ ‪ ،‬ﺍﻟﻨﺨﺎ ُ‬ ‫ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬
‫ﺨﻴّﺔ ُ ‪ ،‬ﺍﻟﻤﺨﻴ ُ‬
‫ﺍﻟﻤﺴﺘﻄﻴ ُﻞ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺍﻷﺟﺰﺍﺀِ‬ ‫ﺟﺬﻉ ﺍﻟﻤ ﱢﺦ( ‪.‬‬
‫ِ‬ ‫)ﻭﻫﻮ ﻳﻤﺜﱢ ُﻞ ﺍﻟﺠﺰﺀ ﺍﻟﺴﻔﻠﻲ ﻣﻦ‬
‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺮﺋﻴﺴﻴ ّ ِﺔ ﻟﻤ ﱢﺦ ﺍﻹﻧﺴﺎ ِﻥ ‪.‬‬ ‫ِ‬
‫ﺨﻴ ّ ِﺔ‬
‫ﻗﺪ ﺗ ﱠﻢ ﻓﺼ ُﻞ ﻧﺼﻔَﻲ ﺍﻟﻜﺮ ِﺓ ﺍﻟﻤ ّ‬ ‫ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬
‫ﺨﻴّﺔ ُ‬
‫ﺍﻟﻤﺨﻴﺦ‬
‫ِ‬ ‫ﻟﺘﻮﺿﻴﺢ‬
‫ِ‬ ‫ﺑﻌﻀﻬﻤﺎ‬‫ﻋﻦ ِ‬
‫ﻭﺍﻟﻨﺨﺎﻉ ﺍﻟﻤﺴﺘﻄﻴ ِﻞ ‪.‬‬
‫ِ‬
‫ﺙ ﻟﻠﻜﺮﺓِ‬ ‫ﺍﻟﻜﺮ ِﺓ‬ ‫ﻧﺼﻒ‬
‫ُ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺜﻼ ُ‬
‫ُ‬ ‫ﻣﺎ‬ ‫ِ‬
‫ِ‬ ‫ﺍﻷﻳﻤﻦ‬
‫ُ‬ ‫ﺔ‬ ‫ﺨّ‬
‫ﻴ‬ ‫ﺍﻟﻤ ّ‬
‫ﺨﻴّﺔ؟‬ ‫ﺍﻟﻤ ّ‬

‫ﺍﻟﻜﺮ ِﺓ‬ ‫ﻧﺼﻒ‬ ‫ﺦ‬

‫ﺍﻟﻤﺨﻴ ُ‬
‫ُ‬
‫ﺍﻷﻳﺴﺮ‬ ‫ِ‬
‫ﺔ‬ ‫ّ‬ ‫ﻴ‬ ‫ﺨ‬
‫ﺍﻟﻤ ّ‬
‫ُ‬
‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱡ‬ ‫ﺍﻟﺤﺒ ُﻞ‬
‫ﻉ ﺍﻟﻤﺴﺘﻄﻴ ُﻞ‬
‫ﺍﻟﻨﺨﺎ ُ‬

‫‪Cerebrum‬‬ ‫ﺍﻟﻜﺮﺓُ ﺍﻟﻤﺨّﻴّﺔ ُ‬

‫ﺍﻟﺘﻼﻓﻴﻒ(‬
‫ُ‬ ‫ﺍﻟﺜﻨﻴﺎﺕ )ﺃﻭ‬
‫ُ‬ ‫ﺨﻴّﺔ ُ ‪ .‬ﺗﺰﻳ ُﺪ‬ ‫ﺨﻚ ﻫﻮ ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬ ‫ﺍﻷﻛﺒﺮ ﻣﻦ ﻣ ﱢ‬ ‫ُ‬ ‫ﺍﻟﺠﺰﺀ ُ‬
‫ٍ‬
‫ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮ ٍﺓ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺠﺰﺀ ﻣﻦ ﺍﻟﻤ ﱢﺦ‬ ‫ﺳﻄﺢ ﻫﺬﺍ‬
‫ِ‬ ‫ِ‬
‫ﻣﺴﺎﺣﺔ‬ ‫ﺨﻴ ّ ِﺔ ﻣﻦ‬
‫ﻓﻲ ﺍﻟﻜﺮ ِﺓ ﺍﻟﻤ ّ‬
‫ﺍﻟﺴﻄﺢ ‪ ،‬ﺍﺯﺩﺍﺩَ ﻋﺪﺩُ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪.‬‬ ‫ِ‬ ‫ﺕ ﻣﺴﺎﺣﺔ ُ‬ ‫ﻓﻜﻠّﻤﺎ ﺍﺯﺩﺍﺩَ ْ‬
‫ﺍﻟﺤﺮﻛﺎﺕ‬
‫ُ‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ‪ ،‬ﺑﻤﺎ ﻓﻴﻬﺎ‬ ‫ِ‬ ‫ﺨﻴّﺔ ُ ﻓﻲ ﺍﻟﻌﺪﻳ ِﺪ ﻣﻦ‬ ‫ﺗﺘﺤ ّﻜ ُﻢ ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬
‫ﻭﺣﺮﻛﺔ ﺍﻟﻴ ِﺪ ﻭﻏﻴ ِﺮﻫﺎ ‪.‬‬ ‫ِ‬ ‫ﺍﻹﺭﺍﺩﻳّﺔ ُ ﻟﻠﺠﺴﻢ ِ ‪ ،‬ﻣﺜ ُﻞ ﺍﻟﻌﺪ ِﻭ ‪،‬‬
‫ﺍﻟﺤﺲ‬
‫ﱢ‬ ‫ِ‬
‫ﺃﻋﻀﺎﺀ‬ ‫ﺕ ﺍﻟﻌﺼﺒﻴّﺔَ ﺍﻟﺘﻲ ﺗﺄﺗﻲ ﻣﻦ‬ ‫ﺃﻳﻀﺎ ﺍﻟﺴﻴّﺎﻻ ِ‬ ‫ُﻔﺴ ُﺮ ﻛﺮﺓُ ﺍﻟﻤ ﱢﺦ ً‬ ‫ﺗ ﱢ‬
‫ُﻤﻜﻨُﻚ ﻣﻦ‬ ‫ﺍﻷﻧﻒ ‪ ،‬ﺍﻟﻠﺴﺎ ِﻥ ‪ ،‬ﺍﻟﺠﻠ ِﺪ( ‪ .‬ﻛﺮﺓُ ﺍﻟﻤ ﱢﺦ ﺗ ﱢ‬ ‫ِ‬ ‫)ﺍﻟﻌﻴﻨﻴﻦ ‪ ،‬ﺍﻷﺫﻧﻴﻦ ‪،‬‬
‫ِ‬
‫ﺍﻷﺷﻴﺎﺀ ‪.‬‬ ‫ﻭﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫ﺃﻥ ﺗﺮﻯ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔَ‬
‫َ‬

‫‪77‬‬
 ‫ﺍﻷﻳﺴﺮ ﻟﻜﺮ ِﺓ ﺍﻟﻤ ﱢﺦ ﻣﻘﺪﺭﺗ َﻚ ﻋﻠﻰ‬ ‫ُ‬ ‫ﺍﻟﻨﺼﻒ‬
‫ُ‬ ‫ﺗﻨﻘﺴﻢ ﻛﺮﺓُ ﺍﻟﻤ ﱢﺦ ﺇﻟﻰ ﻧﺼﻔﻴﻦ‪ :‬ﻳﻀﺒ ُ‬
‫ﻂ‬ ‫ُ‬
‫ﺍﻟﻨﺼﻒ‬
‫ُ‬ ‫ﻭﻏﻴﺮﻫﺎ ‪ ،‬ﺃﻣّﺎ‬
‫ﺍﻟﻤﻨﻄﻘﻲ َ‬ ‫ﱠ‬ ‫ﻭﺗﻔﻜﻴﺮﻙ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﻜﻼﻡ ِ ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻣَﻚ ﺍﻟﺮﻳﺎﺿﻴّﺎﺕ ‪،‬‬
‫ِ‬
‫ﻭﺗﻌﺒﻴﺮﺍﺗﻚ ﻋﻦ‬ ‫ﻭﺍﺑﺘﻜﺎﺭﺍﺗﻚ ﺍﻟﻔﻨّﻴ ّ ِﺔ ‪،‬‬
‫ِ‬ ‫ﻣﻮﻫﺒﺘﻚ ﺍﻟﻤﻮﺳﻴﻘﻴ ّ ِﺔ ‪،‬‬
‫ِ‬ ‫ﻣﺮﻛﺰ‬
‫ُ‬ ‫ﺍﻷﻳﻤﻦ ﻓﻬﻮ‬
‫ُ‬
‫ﺑﻴﻦ ﺍﻟﻨﺼﻔﻴﻦ ﺗﺠﻌﻠُﻬﻤﺎ ﻣﺘّﺼﻠﻴﻦ‬ ‫ﺍﻟﻤﺴﺎﺭﺍﺕ ﺍﻟﻌﺼﺒﻴّﺔ ُ َ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻌﻮﺍﻃﻒ ﻭﻏﻴ ِﺮﻫﺎ ‪.‬‬
‫ﺻﻔﺤﺔ ‪. 77‬‬ ‫ِ‬ ‫ﺑﺒﻌﻀﻬﻤﺎ ‪ .‬ﺍﻧﻈ ِﺮ ﺍﻟﺸﻜ َﻞ )‪ (34‬ﺍﻟﻤﻮﺟﻮﺩَ ﻓﻲ‬ ‫ِ‬

‫‪Cerebellum‬‬ ‫ﺍﻟﻤﺨﻴ ُﺦ‬

‫ﺦ ‪ ،‬ﻭﻫﻮ ﺍﻟﻤﺴﺆﻭ ُﻝ ﻋﻦ ﺍﻻﺗ ّﺰﺍ ِﻥ‬ ‫ﺍﻷﻛﺒﺮ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺍﻟﻤ ﱢﺦ ﻫﻮ ﺍﻟﻤﺨﻴ ُ‬ ‫ُ‬ ‫ﺍﻟﺠﺰﺀ ُ‬
‫ﺦ‬ ‫ﻟﻴﺘﺤﺮ َﻙ ‪ ،‬ﻓﺈ ّﻥ ﺍﻟﻤﺨﻴ َ‬
‫ّ‬ ‫ﺟﺴﻤﻚ‬‫َ‬ ‫ﺨﻴّﺔ ُ‬‫ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻋﻨﺪﻣﺎ ﺗ ُﻮﺟ ُﱢﻪ ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬
‫ﺕ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﺤﺮﻛﻴ ّ ِﺔ ‪،‬‬ ‫ﻂ ﺳﻴﺎﻻ ِ‬ ‫ﻳﺠﻌ ُﻞ ﺍﻟﺤﺮﻛﺔَ ﺳﻠﺴﺔً ‪ .‬ﻓﻬﻮ ﻳﻀﺒ ُ‬
‫ﺍﻵﻟﻲ ﻭﻻ ﺗﻜﻮ ُﻥ‬ ‫ﱢ‬ ‫ﻟﺬﺍ ﻓﺈ ّﻥ ﺍﻟﺤﺮﻛﺔَ ﺍﻟﺘﻲ ﺗ ُﺴﺒﱢﺒُﻬﺎ ﻻ ﺗ ُﺸﺒِ ُﻪ ﺣﺮﻛﺔَ ﺍﻹﻧﺴﺎ ِﻥ‬
‫ﻋﺒﺮ ﺃﻭﺗﺎ ِﺭ ﺍﻟﻜﻤﺎ ِﻥ ﻋﻨﺪﻣﺎ‬ ‫ﻗﻮﺱ ﺍﻟﻜﻤﺎ ِﻥ َ‬ ‫ﺤﺮ ُﻙ َ‬ ‫ﻓﻌﺎﺯﻑ ﺍﻟﻜﻤﺎ ِﻥ ﻳ ُ ﱢ‬
‫ُ‬ ‫ﻣﺮﺗﻌﺸﺔً ‪.‬‬
‫ﻂ‬ ‫ﺦ ﻳﻀﺒ ُ‬ ‫ﻑ ‪ .‬ﺍﻟﻤﺨﻴ ُ‬ ‫ﺕ ﺇﻟﻰ ﻳﺪﻱ ﻭﺫﺭﺍﻋﻲ ﺍﻟﻌﺎﺯ ِ‬ ‫ﺨﻴّﺔ ُ ﺳﻴﺎﻻ ٍ‬ ‫ُﺮﺳ ُﻞ ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬‫ﺗ ِ‬
‫ﺙ ﺻﻮﺗًﺎ ﻟﻄﻴﻔًﺎ ‪.‬‬ ‫ﻋﺎﺯﻑ ﺍﻟﻜﻤﺎ ِﻥ ﻳُﺤ ِﺪ ُ‬ ‫َ‬ ‫ﺑﺪﻗ ّ ٍﺔ ﺗﻠﻚ ﺍﻟﺤﺮﻛﺔَ؛ ﻟﺬﺍ ﻓﺈ ّﻥ‬

‫‪Medulla‬‬ ‫ﺍﻟﻨﺨﺎﻉُ ﺍﻟﻤﺴﺘﻄﻴ ُﻞ‬

‫ُﻮﺻ ُﻞ ﺃﻭ ﺗﺮﺑ ُ‬
‫ﻂ ﺍﻟﻜﺮ َﺓ‬ ‫ﺣﺰﻣﺔ ﻣﻦ ﺍﻷﻋﺼﺎ ِ‬
‫ﺏ ﺍﻟﺘﻲ ﺗ ﱢ‬ ‫ٍ‬ ‫ﻉ ﺍﻟﻤ ﱢﺦ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ﺟﺬ ُ‬
‫ﻉ ﺍﻟﻤﺴﺘﻄﻴ ُﻞ ﻫﻮ ﺍﻟﺠﺰﺀ ُ ﺍﻷﺳﻔ ُﻞ ﻣﻦ‬ ‫ﺍﻟﺸﻮﻛﻲ ‪ .‬ﺍﻟﻨﺨﺎ ُ‬
‫ﱢ‬ ‫ﺨﻴّﺔَ ﺑﺎﻟﺤﺒ ِﻞ‬‫ﺍﻟﻤ ّ‬
‫ﺍﻟﻨﺨﺎﻉ ﺍﻟﻤﺴﺘﻄﻴ ِﻞ ﺍﻟﻌﺪﻳ َﺪ‬‫ِ‬ ‫ﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﻣﻦ‬
‫ﻂ ﺍﻟﺴﻴ ّ ُ‬ ‫ﺟﺬﻉ ﺍﻟﻤ ﱢﺦ ‪ .‬ﺗﻀﺒ ُ‬‫ِ‬
‫ِ‬
‫ﺿﻐﻂ‬ ‫ﺲ‪،‬‬ ‫ِ‬
‫ﺕ ﺍﻟﻘﻠﺐ ‪ ،‬ﺍﻟﺘﻨ ّﻔ ِ‬ ‫ِ‬
‫ﺕ ﺍﻟﺠﺴﻢ ِ ﺍﻟﻼﺇﺭﺍﺩﻳّﺔ ‪ ،‬ﻣﺜ ِﻞ ﺿﺮﺑﺎ ِ‬ ‫ﻣﻦ ﻋﻤﻠﻴّﺎ ِ‬
‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱡ‬ ‫ﺍﻟﺤﺒ ُﻞ‬
‫ﻓﻘﺮﺍﺕ‬
‫ﺍﻟﺪﻡ ِ ‪.‬‬
‫ٌ‬

‫‪»cƒ°ûdG‬‬ ‫‪πo Ñ◊G‬‬

‫‪The Spinal Cord‬‬
‫‪t‬‬

‫ﺍﻟﻄﺮﻓﻲ ‪ .‬ﻳﻌﻤ ُﻞ ﻣﺜ َﻞ‬

‫ﱢ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﺍﻟﺸﻮﻛﻲ ﺍﻟﻤ ﱠﺦ ﺑﺎﻟﺠﻬﺎ ِﺯ‬ ‫ﱡ‬ ‫ﻮﺻ ُﻞ ﺍﻟﺤﺒ ُﻞ‬ ‫ﻳُ ﱢ‬
‫ﺎﻻﺕ‬
‫ﺗﻤﺮ ﺍﻟﺴﻴ ّ ُ‬ ‫ﺍﻟﻄﺮﻳ ِﻖ ﺍﻟﻌﺎ ﱢﻡ ﻟﻤﺮﻭ ِﺭ ﺍﻟﺮﺳﺎﺋ ِﻞ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ﻭﻣﻨﻪ ‪ .‬ﱡ‬
‫ﻳﺘﺤﺮ َﻙ ‪،‬‬
‫ّ‬ ‫ﺟﺴﻤﻚ ﺃﻥ‬‫َ‬ ‫ﺨﻚ‬ ‫ﺍﻟﺸﻮﻛﻲ ﻋﻨﺪﻣﺎ ﻳُﺨﺒِ ُﺮ ﻣ ﱡ‬
‫ﱢ‬ ‫ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺧﻼ َﻝ ﺍﻟﺤﺒ ِﻞ‬
‫ﺏ ‪ ،‬ﻭﺗ ُﺨﺒِ ُﺮ‬ ‫ُﻤﺴﻚُ ﺑﺎﻟﻜﻮ ِ‬ ‫ﺍﻟﻤﺎﺀ ‪ ،‬ﻓﻌﻨﺪﻫﺎ ﺗ ِ‬ ‫ﺏ ﻣﻦ ِ‬ ‫ﻣﺜﻼ ﻋﻨﺪﻣﺎ ﺗﺼ ُﻞ ﺇﻟﻰ ﻛﻮ ٍ‬ ‫ً‬
‫ﻋﺼﺐ‬
‫ٌ‬
‫ﺷﻮﻛﻲ‬
‫ﱞ‬ ‫ﺍﻟﺸﻮﻛﻲ ﻓﻲ ﺍﻻﺗ ّﺠﺎ ِﻩ ﺍﻵﺧ ِﺮ ﺍﻟﻤ ﱠﺦ ﺃ ّﻥ‬ ‫ﱢ‬ ‫ﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺧﻼ َﻝ ﺍﻟﺤﺒ ِﻞ‬ ‫ﺍﻟﺴﻴ ّ ُ‬
‫ﺍﻟﻜﻮﺏ ﺑﺎﺭﺩٌ ‪.‬‬
‫َ‬
‫ﺃﻧﺤﺎﺀ‬‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﺏ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ‬ ‫ﺍﻟﺸﻮﻛﻲ ﺑﺎﻷﻋﺼﺎ ِ‬ ‫ﱡ‬ ‫ﻳﺘّﺼ ُﻞ ﺍﻟﺤﺒ ُﻞ‬
‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ‬ ‫ﺍﻷﻋﺼﺎﺏ‬ ‫ﺏ ﺍﻟﺸﻮﻛﻴ ّ ِﺔ ‪ .‬ﻫﺬﻩ‬ ‫ﻋﺒﺮ ﺍﻷﻋﺼﺎ ِ‬ ‫ﺍﻟﺠﺴﻢ ِ‬
‫‪35 πo μ°T‬‬
‫ﺏ ﻓﻲ ﺍﻟﺤﺒ ِﻞ‬‫ﺗﺘ ﱡﻢ ﺣﻤﺎﻳﺔ ُ ﺍﻷﻋﺼﺎ ِ‬ ‫ّ‬ ‫ُ‬ ‫َ‬
‫ﺕ‪.‬‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻔﻘﺮﺍ ِ‬ ‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱢ‬ ‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱢ‬ ‫ﻑ ﺗﻤﺘ ﱡﺪ ﻣﻦ ﺍﻟﺤﺒﻞِ‬ ‫ﺑﻌﺾ ﺍﻷﻟﻴﺎ ِ‬ ‫ُ‬ ‫ﻑ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪.‬‬ ‫ﻧﻮﻋﻴﻦ ﻣﻦ ﺍﻷﻟﻴﺎ ِ‬
‫‪78‬‬
 ‫ﺍﻟﻌﻀﻼﺕ ‪ ،‬ﻭﻫﻲ‬‫ِ‬ ‫ﺍﻧﻘﺒﺎﺽ‬ ‫ﺐ‬ ‫ِ‬
‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ ﺧﻼﻳﺎ‬ ‫ّ‬ ‫َ‬ ‫ﺇﻟﻰ ﺍﻟﻌﻀﻼﺕ ﻭﺗُﺴﺒﱢ ُ‬
‫ﺍﻷﻟﻴﺎﻑ‬
‫ُ‬ ‫ُﺴﻤﻰ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔ َ ﺍﻟﺤﺮﻛﻴّﺔ َ ‪. motor neurons‬‬ ‫ﻋﺼﺒﻴ ّ ٍﺔ ﺗ ّ‬
‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱢ‬ ‫ﺍﻟﺤﺴﻴّﺔ َ ﺇﻟﻰ ﺍﻟﺤﺒﻞِ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺍﻷﺧﺮﻯ ﺗﺤﻤ ُﻞ‬
‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ‬ ‫ّ‬ ‫ﺍﻷﻟﻴﺎﻑ‬
‫ُ‬ ‫ﺮﺳﻠ ُﻬﺎ ﺑﻌ َﺪ ﺫﻟﻚ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ‪ ،‬ﻫﺬﻩ‬ ‫ﺍﻟﺬﻱ ﻳُ ِ‬
‫ﺑﻴﻦ‬
‫ﺎﻻﺕ ﻓﻲ ﻣﺎ َ‬ ‫ﺣﺴﻴّ ٍﺔ ‪ . sensory neurons‬ﺗﻨﺘﻘ ُﻞ ﺍﻟﺴﻴ ّ ُ‬ ‫ﺧﻼﻳﺎ ﻋﺼﺒﻴّ ٍﺔ ّ‬
‫ﺭﺍﺑﻄﺔ ﺃﻭ ﺑﻴﻨﻴ ّ ٍﺔ ﺃﻭ‬
‫ٍ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺧﻼﻳﺎ ﻋﺼﺒﻴ ّ ٍﺔ‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ﻭﺍﻟﺤﺮﻛﻴ ّ ِﺔ‬
‫ّ‬ ‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ‬
‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ ‪. (77‬‬ ‫ﻣﻮﺻ ٍﻠﺔ ‪) .‬ﺍﻧﻈ ِﺮ ﺍﻟﺸﻜ َﻞ ‪ 34‬ﻓﻲ‬ ‫ﱢ‬

‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ؟‬

‫ﱡ‬ ‫ﻣﺎﺫﺍ ﻳﻔﻌ ُﻞ‬
‫ﺍﻟﺴﻤﻊ ﻳﺘﻌﻠ ّ ُﻢ‬‫ِ‬ ‫ﺿﻌﻴﻒ‬
‫ُ‬ ‫ﻣﺮﺍﻫﻖ‬
‫ٌ‬ ‫ﻟﻴﻘﻬﺮ ﺍﻟﺘﺄﺗﺄ َﺓ ‪.‬‬ ‫َ‬ ‫ﺢ‬
‫ﻜﺎﻓ ُ‬ ‫ﺻﺒﻲ ﻓﻲ ﺍﻟﻌﺎﺷﺮ ِﺓ ﻣﻦ ﻋﻤ ِﺮﻩ ﻳ ُ ِ‬ ‫ﱞ‬
‫ﺍﻟﺸﺨﺺ ﺍﻟﺒﺎﻟ ُﻎ ﺍﻟﺬﻱ‬ ‫ِ‬ ‫ِ‬ ‫ّ‬
‫ﻋﻤﺮﻫﺎ ‪ 6‬ﺃﻋﻮﺍﻡ ٍ ﺗﻌﻤ ُﻞ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﺍﻟﻠﺪﻏﺔ ‪.‬‬ ‫ّ‬
‫ُ‬ ‫ﺖ ُ‬ ‫ﺃﻥ ﻳﺘﻜﻠ َﻢ ‪ .‬ﺑﻨ ٌ‬
‫ﺴﺎﻋ ُﺪ ﺟﻤﻴ َﻊ ﻫﺆﻻﺀ‬ ‫ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳ ُ ِ‬ ‫ُ‬ ‫ﺑﺒﻂﺀ ‪.‬‬ ‫ﺭﺃﺳﻪ ﻳﺴﺘﻌﻴ ُﺪ ﻛﻼﻣَﻪ ٍ‬ ‫ﺿﺮﺑﺔ ﻓﻲ ِ‬ ‫ٍ‬ ‫ﻳُﻌﺎﻧﻲ ﻣﻦ‬
‫ﻳﺨﺘﻠﻒ‬
‫ُ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ‪.‬‬ ‫ﱠ‬ ‫ﺴﻤﻰ‬
‫ﺹ ﺍﻟﺬﻳﻦ ﻳُﻌﺎﻧﻮﻥ ﻣﺸﺎﻛ َﻞ ﻓﻲ ﺍﻟﻜﻼﻡ ِ ﻳ ُ ّ‬ ‫ﺍﻷﺷﺨﺎ ِ‬
‫ﺠﻪ ‪.‬‬ ‫ﺏ ﺍﻟﻜﻼﻡ ِ ﺍﻟﺬﻱ ﻳُﻌﺎ ِﻟ ُ‬ ‫ﺐ ﺍﺿﻄﺮﺍ ِ‬ ‫ﻛﺜﻴﺮﺍ ﺑﺤﺴ ِ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ً‬ ‫ﱢ‬ ‫ﻉ ﻋﻤ ُﻞ‬ ‫ﻳﺘﻨﻮ ُ‬
‫ﺃﻭ ّ‬
‫ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﻤﺴﺘﺨﺪَﻣﺔ ُ ﻋﻠﻰ ﻋ ّﺪ ِﺓ‬
‫ُ‬ ‫ﻣﺨﺘﻠﻔﺔً ‪ .‬ﺗﻌﺘﻤ ُﺪ‬ ‫ِ‬ ‫ﻃﺮﺍﺋﻖ‬
‫َ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ‬ ‫ﱡ‬ ‫ﻣﻌﺎﻟﺠﺔ ﺍﻟﻤﺮﺿﻰ ‪ ،‬ﻳﺴﺘﺨﺪﻡ ُ‬ ‫ِ‬ ‫ﻋﻨ َﺪ‬
‫ﺗﺴﺠﻴﻞ ﻣﺮﺋﻴّﺔً‬
‫ٍ‬ ‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ﺁﻻ ِ‬
‫ﺕ‬ ‫ﱡ‬ ‫ﺍﻟﺤﺎﻟﺔ ‪ .‬ﻗﺪ ﻳﺴﺘﺨﺪﻡ ُ‬ ‫ِ‬ ‫ﺦ‬
‫ﺏ ﺍﻟﻜﻼﻡ ِ ‪ ،‬ﺗﺎﺭﻳ ُ‬ ‫ﻉ ﺍﺿﻄﺮﺍ ِ‬ ‫ﺍﻟﻌﻤﺮ ‪ ،‬ﻧﻮ ُ‬ ‫ﻋﻮﺍﻣ َﻞ ﻣﻨﻬﺎ‪:‬‬
‫ُ‬
‫ﺷﺎﺷﺔ ﺍﻟﺘﻠﻔﺰﻳﻮ ِﻥ ‪ ،‬ﻭﻳﺴﻤﻌﻮﺍ ﺃﺧﻄﺎﺀَﻫﻢ‬ ‫ِ‬ ‫ﺗﺘﺤﺮ ُﻙ ﻋﻠﻰ‬ ‫ّ‬ ‫ﻤﻜ ُﻦ ﻟﻠﻤﺮﺿﻰ ﺃﻥ ﻳﺮﻭﺍ ﺷﻔﺎﻫَﻬﻢ‬ ‫ِ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ‪ ،‬ﻳ ُ ِ‬ ‫ﻭﻣﺴﻤﻮﻋﺔً ‪ .‬ﺑﻬﺬﻩ‬
‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ‬‫ﱢ‬ ‫ﻭﺳﻤﺎﻉ ﺗﻠﻔ ِّﻆ‬
‫ِ‬ ‫ِ‬
‫ﺑﻤﺮﺍﻗﺒﺔ‬ ‫ٍ‬
‫ﺻﺤﻴﺤﺔ‬ ‫ٍ‬
‫ﺑﻄﺮﻳﻘﺔ‬ ‫ﺷﺮﻳﻂ ﺍﻟﺘﺴﺠﻴ ِﻞ ‪ .‬ﻳﺘﻌﻠ ّ ُﻢ ﺍﻟﻤﺮﺿﻰ ﺃﻥ ﻳﺘﻜﻠّﻤﻮﺍ‬ ‫ِ‬ ‫ﺍﻟﻜﻼﻣﻴّﺔَ ﻓﻲ‬
‫ﺇﺧﺼﺎﺋﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ﺍﻟﻤﺮﺿﻰ ﻳﻘﻮﻣﻮﻥ ِ‬
‫ﺑﺄﺩﺍﺀ‬ ‫ﱡ‬ ‫ﻉ‬
‫ﺻﺤﻴﺤﺔ ‪ .‬ﻓﻲ ﺁﺧ ِﺮ ﺍﻷﻣ ِﺮ ‪ ،‬ﻳﺪ ُ‬ ‫ٍ‬ ‫ﺕ ﺑﺼﻮﺭ ٍﺓ‬ ‫ﺕ ﻭﺍﻟﻜﻠﻤﺎ ِ‬ ‫ﺍﻟﻨﻄ ِﻖ ﻟﻸﺻﻮﺍ ِ‬
‫ﺱ ﺍﻟﺬﻳﻦ ﻳُﻌﺎﻧﻮﻥ ﻣﻦ‬ ‫ﺐ ﻣﺴﺎﻋﺪ َﺓ ﺍﻟﻨﺎ ِ‬ ‫ﺖ ﺗ ُِﺤ ﱡ‬ ‫ﻛﻼﻣﻬﻢ ‪ .‬ﺇﺫﺍ ﻣﺎ ﻛﻨْ َ‬ ‫ﻟﻤﺴﺎﻋﺪﺗﻬﻢ ﻋﻠﻰ ﺗﺤﺴﻴ ِﻦ ِ‬ ‫ِ‬ ‫ﺕ ﻟﺴﺎﻧﻴ ّ ٍﺔ‬ ‫ﺕ ﻭﺗﺪﺭﻳﺒﺎ ٍ‬ ‫ﺗﻤﺮﻳﻨﺎ ٍ‬
‫ﺣﺎﺟﺔ ﺇﻟﻰ ﺃﻥ ﺗﺤﺼ َﻞ ﻋﻠﻰ‬ ‫ٍ‬ ‫ﺕ ﻓﻲ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ‪ .‬ﻓﺄﻧﺖ ﻓﻲ‬ ‫ُﻘﺪﻡ ُ ﺩﺭﺍﺳﺎ ٍ‬ ‫ﺕﺗ ﱢ‬ ‫ﻣﺸﺎﻛ ِﻞ ﺍﻟﻜﻼﻡ ِ ‪ ،‬ﻓﺈ ّﻥ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﺍﻟﺠﺎﻣﻌﺎ ِ‬
‫ﺕ ﺍﻟﻜﻼﻡ ِ ﻓﻲ‬ ‫ﻛﺈﺧﺼﺎﺋﻲ ﻟﺘﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ﻗﺪ ﺗﻌﻤ ُﻞ ﻓﻲ ﻋﻴﺎﺩﺍ ِ‬ ‫ﱟ‬ ‫ﺩﺭﺟﺔ ﺍﻟﻤﺎﺟﺴﺘﻴ ِﺮ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﺠﺎ ِﻝ ﻛﻲ ﺗﻌﻤ َﻞ‬ ‫ِ‬
‫ﺪﺭﺳﻮﻥ‬ ‫ﺩﺭﺟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻓﻘﺪ ﻳ ُ ﱢ‬ ‫ِ‬ ‫ﺕ ‪ .‬ﺃﻣّﺎ ﺇﺧﺼﺎﺋﻴّﻮ ﺗﻘﻮﻳﻢ ِ ﺍﻟﻨﻄ ِﻖ ﺍﻟﺤﺎﺻﻠﻮﻥ ﻋﻠﻰ‬ ‫ﺕ ‪ ،‬ﺍﻟﺠﺎﻣﻌﺎ ِ‬ ‫ﺱ ‪ ،‬ﺍﻟﻤﺴﺘﺸﻔﻴﺎ ِ‬ ‫ﺍﻟﻤﺪﺍﺭ ِ‬
‫ﺃﻳﻀﺎ ﺑﺈﻋﺪﺍ ِﺩ ﺍﻷﺑﺤﺎ ِ‬
‫ﺙ‪.‬‬ ‫ﺕ ‪ ،‬ﻭﻳﻘﻮﻣﻮﻥ ً‬ ‫ﺕ ﺃﻭ ﺍﻟﺠﺎﻣﻌﺎ ِ‬ ‫ﻓﻲ ﺍﻟﻜﻠّﻴّﺎ ِ‬

‫‪¢ù‬‬ ‫‪p‬‬
‫‪o μ©æŸG πo ©ØdG‬‬
‫‪Reflex Action‬‬
‫ﺟﺪﺍ ‪ ،‬ﻟﻘﺪ ﺗﺮ ْﻛﺘَﻬﺎ ﻓﻲ‬ ‫ﻫﻞ ﺗﺘﺬ ّﻛﺮ ﺣﻤﻠَﻚ ﻓﻄﻴﺮ ًﺓ ﺳﺎﺧﻨﺔً؟ ﺇﻧّﻬﺎ ﺳﺎﺧﻨﺔ ٌ ًّ‬
‫ُ‬
‫ِ‬
‫ﻓﻌﻼ ﻣﻨﻌﻜ ًﺴﺎ ‪.‬‬ ‫ِ‬ ‫ﱢ‬
‫ﺍﻟﺤﺎ ِﻝ ﺩﻭ َﻥ ﺃﻥ ﺗ ُﻔﻜ َﺮ ﻓﻲ ﺍﻷﻣ ِﺮ ‪ .‬ﺗﺮ ُﻙ ﺍﻟﻔﻄﻴﺮﺓ ﻛﺎ َﻥ ً‬
‫ﺑﺴﻴﻄﺔ ﻷﺣ ِﺪ ﺍﻟﻤﺆﺛﱢ ِ‬
‫ﺮﺍﺕ ‪.‬‬ ‫ٍ‬ ‫ٍ‬
‫ﺍﺳﺘﺠﺎﺑﺔ‬ ‫ﺲ ‪ reflex action‬ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ِ‬
‫ﺍﻟﻔﻌ ُﻞ ﺍﻟﻤﻨﻌﻜ ُ‬
‫ﺲ‬ ‫ﺲ ﻭﻫﻮ ﻳﺘ ﱡﻢ ﺑﺼﻮﺭ ٍﺓ ﻻ ﺇﺭﺍﺩﻳ ّ ٍﺔ ‪ .‬ﻃﺮﻓﺔ ُ ﺍﻟﻌﻴ ِﻦ ﻓﻌ ٌﻞ ِ‬
‫ﻣﻨﻌﻜ ٌ‬ ‫ﺍﻟﻌﻄﺲ ﻓﻌ ٌﻞ ِ‬
‫ﻣﻨﻌﻜ ٌ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﻤﻨﻌﻜﺴﺔ ُ‬ ‫ّ‬
‫ﻤﻜ ُﻦ ﺍﻟﺘﺤﻜ ُﻢ ﻓﻴﻪ ‪ .‬ﺍﻷﻓﻌﺎ ُﻝ‬ ‫ٍ‬
‫ﺃﻳﻀﺎ ‪ ،‬ﻭﻗﺪ ﻳﺘ ﱡﻢ ﺑﺼﻮﺭ ٍﺓ ﻻ ﺇﺭﺍﺩﻳّﺔ ﺃﻭ ﻳ ُ ِ‬
‫ً‬
‫ﺍﻟﺸﻮﻛﻲ ‪.‬‬
‫ﱢ‬ ‫ﻳﺘ ﱡﻢ ﺿﺒﻄ ُﻬﺎ ﺃﻭ ﺍﻟﺘﺤ ّﻜ ُﻢ ﻓﻴﻬﺎ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﺤﺒ ِﻞ‬
‫‪79‬‬
 ‫ﺲ ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪. (36‬‬ ‫ِ‬
‫ﺍﻟﻤﻨﻌﻜ ِ‬ ‫ﺍﻟﺘﺨﻄﻴﻄﻲ ﻟﻠﻔﻌ ِﻞ‬
‫ﱢ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ‬ ‫ْ‬
‫ﺍﻟﺸﻮﻛﻲ ﻣﺒﺎﺷﺮ ًﺓ ﺇﻟﻰ ﺍﻟﺨﻠﻴ ّ ِﺔ‬
‫ﱢ‬ ‫ﺍﻟﺮﺳﺎﻟﺔ ُ ﺍﻟﻮﺍﺭﺩﺓُ ﻳﺘ ﱡﻢ ﺗﺤﻮﻳﻠُﻬﺎ ﻓﻲ ﺍﻟﺤﺒ ِﻞ‬
‫ٍ‬
‫ﺑﺴﺮﻋﺔ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻳﻨﺘﻘ ُﻞ ﺑﻌ َﺪ ﺫﻟﻚ‬
‫ﱡ‬ ‫ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﺤﺮﻛﻴ ّ ِﺔ ﺍﻟﺼﺎﺩﺭ ِﺓ ﻣﻨﻪ ‪ .‬ﺍﻟﺴﻴّﺎ ُﻝ‬
‫ٍ‬
‫ﺽ ﻟﻠﺨﻄ ِﺮ ‪ .‬ﻭﻫﻮ ﻳﺠﻌ ُﻞ ﺟﺰﺀ َ‬ ‫ﻣﻌﺮ ٍ‬
‫ﺁﺧﺮ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ﱠ‬ ‫ﺇﻟﻰ ﺍﻟﻴ ِﺪ ﺃﻭ ﺇﻟﻰ ﺟﺰﺀ َ‬
‫ﻳﺘﺤﺮ ُﻙ ﺑﻌﻴ ًﺪﺍ ﻋﻦ ﻣﺼﺪ ِﺭ ﺍﻟﻤﺆﺛ ﱢ ِﺮ ‪ .‬ﺍﻟﺮﺳﺎﻟﺔ ُ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ‬ ‫ّ‬ ‫ﺍﻟﺠﺴﻢ ِ‬
‫ﻉ ﻣﻦ‬ ‫ﺃﻳﻀﺎ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ‪ ،‬ﻟﻜ ﱠﻦ ﺍﺳﺘﺠﺎﺑﺔَ ﺍﻟﺠﺴﻢ ِ ﺗﻜﻮ ُﻥ ﺃﺳﺮ َ‬ ‫ُﺮﺳ ُﻞ ً‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ﺗ َ‬
‫ّ‬
‫ِ‬
‫ﻭﺻﻮ ِﻝ ﺭﺳﺎﻟﺔ ﺍﻷﻟﻢ ِ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ‪.‬‬
‫‪36 πo μ°T‬‬
‫ﺕ‬‫ﺑﻌﺾ ﺍﻟﺤﺮﻛﺎ ِ‬ ‫ُ‬ ‫ﺙ‬ ‫ﺗﺤﺪ ُ‬
‫ﻛﻨﺘﻴﺠﺔ ﻟﻤﺴﺎﺭﺍ ِ‬
‫ﺕ‬ ‫ٍ‬ ‫ِ‬
‫ﺍﻟﺴﺮﻳﻌﺔ‬
‫ِ‬
‫ﺍﻟﺴﻴّﺎ ِﻝ ﺍﻟﻘﺼﻴﺮﺓ ‪.‬‬

‫ِ‬
‫ﺍﻟﺠﺴﻢ‬
‫ُ‬ ‫ﺲ‪،‬‬
‫ﺍﻟﻤﻨﻌﻜ ِ‬
‫ﱢ‬
‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﻌ ِﻞ‬
‫ﺍﻟﺸﺎﺋﻚُ ﻫﻮ ﺍﻟﻤﺆﺛ ُﺮ ‪ .‬ﺍﻟﺨﻼﻳﺎ‬
‫‪1‬‬
‫ﺗﻜﺘﺸﻒ‬
‫ُ‬ ‫ﺍﻟﻌﺼﺒﻴّﺔ ُ ﻓﻲ ﺍﻟﺠﻠ ِﺪ‬
‫ُﺮﺳ ُﻞ ﺳﻴ ّ ًﺎﻻ ﻋﺼﺒﻴ ًّﺎ َ‬
‫ﻋﺒﺮ‬ ‫ﺍﻟﺸﻮ َﻙ ﻭﺗ ِ‬
‫ﺍﻟﺤﺴﻴ ّ ِﺔ ‪.‬‬ ‫ﺔ‬‫ِ‬ ‫ﺍﻟﻌﺼﺒﻴ‬ ‫ﺍﻟﺨﻠﻴ ّ ِﺔ‬
‫ﺍﻟﻌﺼﺒﻲ ﺇﻟﻰ‬
‫ﱡ‬ ‫ﻳﻨﺘﻘ ُﻞ ﺍﻟﺴﻴّﺎ ُﻝ‬ ‫‪4‬‬
‫ّ‬ ‫ّ‬ ‫ﺗﻨﻘﺒﺾ‬
‫ُ‬ ‫ﺕ ﻓﻲ ﺍﻟﻴ ِﺪ ‪.‬‬ ‫ﺍﻟﻌﻀﻼ ِ‬
‫ﺐ ﺍﻟﻴ ُﺪ ﺑﻌﻴﺪًﺍ ﻋﻦ‬ ‫ُﺴﺤ‬
‫َ ُ‬ ‫ﺗ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻀﻼﺕ‬
‫ُ‬
‫ﻚ‪.‬‬ ‫ﺍﻟﺠﺴﻢ ِ ﺍﻟﺸﺎﺋ ِ‬

‫ﺧﻠﻴّﺔ ٌ ﻋﺼﺒﻴّﺔ ٌ ﺣﺮﻛﻴّﺔ ٌ‬

‫ﺗﻜﺘﺸﻒ‬
‫ُ‬ ‫ﺍﻟﺸﻮﻛﻲ ‪،‬‬
‫ﱢ‬ ‫ﻓﻲ ﺍﻟﺤﺒ ِﻞ‬ ‫‪3‬‬ ‫ﺧﻠﻴّﺔ ٌ ﻋﺼﺒﻴّﺔ ٌ ﺑﻴﻨﻴّﺔ ٌ‬
‫ﺕ ﺍﻷﻟ ِﻢ‬ ‫ﺍﻟﺨﻠﻴّﺔ ُ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺇﺷﺎﺭﺍ ِ‬
‫ُﺮﺳ ُﻞ ﺳﻴ ّ ًﺎﻻ ﻋﺼﺒﻴ ًّﺎ ﺇﻟﻰ ﺍﻟﺨﻠﻴ ّ ِﺔ‬ ‫ﻭﺗ ِ‬ ‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱡ‬ ‫ﺍﻟﺤﺒ ُﻞ‬
‫ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺍﻟﺤﺮﻛﻴ ّ ِﺔ ‪.‬‬
‫ﺣﺴﻴّﺔ ٌ‬
‫ﺧﻠﻴّﺔ ٌ ﻋﺼﺒﻴّﺔ ٌ ّ‬
‫ﺍﻟﻌﺼﺒﻲ ﺇﻟﻰ ﺍﻟﺤﺒ ِﻞ‬
‫ﱡ‬ ‫ﻳﻨﺘﻘ ُﻞ ﺍﻟﺴﻴّﺎ ُﻝ‬ ‫‪2‬‬
‫ﺃﻛﺒﺮ ﻣﻦ‬
‫َ‬ ‫ٍ‬
‫ﺑﺴﺮﻋﺔ‬ ‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱢ‬
‫ٍ‬
‫ﻣﺘﺮﺍ ‪ /‬ﺛﺎﻧﻴﺔ ‪.‬‬ ‫‪ً 90‬‬

‫‪80‬‬
 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ُ‬
‫ُ‬
‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗ ِﺮ‬
‫ﱡ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‬
‫ُ‬
‫)‪(X-ray computed tomography‬‬
‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗ ِﺮ ﺑﻴﻦ ﻋﻠﻢ ِ ﺍﻷﺷ ّﻌ ِﺔ ﺍﻟﺴﻴﻨﻴ ّ ِﺔ ﻭﺗﻘﻨﻴ ّ ِﺔ‬ ‫ﱡ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‬
‫ُ‬ ‫ﻳﺠﻤﻊ‬
‫ُ‬
‫ِ‬
‫ﺗﺮﻛﻴﺰﺍ ﻭﺃﻛﺜﺮ ﺇﻣﺪﺍ ًﺩﺍ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻘﺎﺭﻧﺔً‬ ‫ً‬ ‫ﺃﻛﺜﺮ‬‫ﻹﻧﺘﺎﺝ ﺻﻮ ٍﺭ َ‬ ‫ِ‬ ‫ﺍﻟﻜﻤﺒﻴﻮﺗ ِﺮ‬
‫ﺻﻮﺭﺍ ﻭﺍﺿﺤﺔً ﻟﻠﻌﻈﻢ ِ‬ ‫ً‬ ‫ﺍﻟﺼﻮﺭ ﺍﻟﻤﻘﻄﻌﻴّﺔ ُ‬ ‫ُ‬ ‫ﺑﺎﻷﺷ ّﻌ ِﺔ ﺍﻟﺴﻴﻨﻴ ّ ِﺔ ‪ .‬ﻭﺗ ُ‬
‫ُﻨﺘﺞ‬
‫ﺕ ﻭﺍﻟﺤﺒ ِﻞ‬ ‫ﻭﺍﻟﻐﻀﺎﺭﻳﻒ ﺑﻴﻦ ﺍﻟﻔﻘﺮﺍ ِ‬ ‫ِ‬ ‫ِ‬
‫ﻭﺍﻷﻋﻀﺎﺀ‬ ‫ﻭﺍﻷﻧﺴﺠﺔ ﺍﻟﺮﺧﻮ ِﺓ‬ ‫ِ‬
‫ﺾ‬‫ﺕ ﺍﻷﺳﻮ ِﺩ‪/‬ﺍﻟﺮﻣﺎﺩﻱﱢ ‪/‬ﺍﻷﺑﻴ ِ‬ ‫ﺇﻧﺘﺎﺝ ﺍﻟﺼﻮ ِﺭ ﺑﺪﺭﺟﺎ ِ‬ ‫ُ‬ ‫ﻤﻜﻦ‬
‫ﺍﻟﺸﻮﻛﻲ ‪ .‬ﻭﻳ ُ ُ‬ ‫ﱢ‬
‫ﺾ‬ ‫ﺣﻘﻦ ﺻﺒﻐﺔ ﻓﻲ ﺍﻟﻤﺮﻳ ِ‬ ‫ٍ‬ ‫ُ‬ ‫ﻳﻤﻜﻦ‬
‫ُ‬ ‫ِ‬ ‫ِ‬
‫ﺃﻭ ﺑﺎﻷﻟﻮﺍ ِﻥ ‪ .‬ﻭﻟﺰﻳﺎﺩﺓ ﺣ ّﺪﺓ ﺍﻟﺼﻮﺭﺓ‪،‬‬ ‫ِ‬
‫ﺻﻮﺭﺍ ﺷﻌﺎﻋﻴّﺔً ﻋﻠﻰ ﺷﻜ ِﻞ ﻣﻘﺎﻃ َﻊ ﻟﻠﺠﺴﻢ ِ ‪.‬‬ ‫ﺃﺛﻨﺎﺀ َ ﺍﻻﺧﺘﺒﺎ ِﺭ ‪ .‬ﺗ ُﻌﻄﻲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ُ ً‬
‫ﺟﻬﺎﺯ ﺍﻟﺘﺼﻮﻳ ِﺮ ﺟﻬﺎ ُﺯ ﺍﻟﺘﺼﻮﻳ ِﺮ‬ ‫ﺴﻤﻰ‬ ‫ﺧﺎﺹ ‪ ،‬ﻳ ُ ّ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺟﻬﺎ ٍﺯ‬ ‫ِ‬ ‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗ ِﺮ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‬ ‫ﻳَﺠﺮﻱ‬
‫‪CG 37 πo μ°T‬‬
‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗﺮ‬
‫ﱢ‬ ‫َ‬ ‫ﱟ‬ ‫ﱡ‬ ‫ُ‬
‫ﺍﻟﻤﺎﺳﺤﺔ ﺍﻟﻤﻘﻄﻌﻴ ّ ِﺔ ﺍﻟﺤﺎﺳﻮﺑﻴ ّ ِﺔ‪ .‬ﺗﺘﻤﻴ ّ ُﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ُ ﺑﺪﻗ ِّﺘﻬﺎ ‪،‬‬ ‫ِ‬ ‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗ ِﺮ ﺃﻭ‬ ‫ﱢ‬
‫ﺐ‬ ‫ﻷﻣﺎﻛﻦ ﻗﺪ ﻳﻜﻮ ُﻥ ﻣﻦ ﺍﻟﺼﻌ ِ‬ ‫َ‬ ‫ﺻﻮﺭﺍ‬
‫ً‬ ‫ﺗﻌﻄﻲ‬ ‫ﻤﻜﻦ ﺃﻥ‬ ‫ﺻﻮﺭﺍ ﻭﺍﺿﺤﺔً ‪ ،‬ﻭﻳ ُ ُ‬ ‫ً‬ ‫ﺇﺫ ﺗ ُﻌﻄﻲ‬
‫َ‬
‫ﺳﺮﻳﻊ ﻭﺩﻗﻴ ٍﻖ ‪.‬‬ ‫ٍ‬ ‫ﺑﺸﻜﻞ‬
‫ٍ‬ ‫ﻳﻤﻜﻦ ﻋﻤﻠُﻬﺎ‬ ‫ُ‬ ‫ﺍﻟﺸﻌﺎﻋﻲ ﺍﻟﺘﻘﻠﻴﺪﻱﱢ ‪ ،‬ﻛﺬﻟﻚ‬ ‫ﱢ‬ ‫ﺗﺼﻮﻳﺮﻫﺎ ﺑﺎﻟﺘﺼﻮﻳ ِﺮ‬ ‫ُ‬
‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗ ِﺮ‪:‬‬ ‫ﱢ‬ ‫ﺮ‬
‫ِ‬ ‫ﺍﻟﺘﺼﻮﻳ‬ ‫ﻣﻦ‬ ‫ﻧﻮﻋﺎﻥ‬ ‫ﻫﻨﺎﻙ‬
‫ﺍﻟﻤﺤﻮﺭﻱ ﺑﺎﻟﻜﻤﺒﻴﻮﺗ ِﺮ )‪، (Computer Axial Tomography CAT‬‬ ‫ﱡ‬ ‫ﺍﻟﻤﻘﻄﻌﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‬
‫ُ‬
‫ﻣﺴﺢ‬
‫ٌ‬ ‫ﱠ‬
‫ﺍﻟﻤﺮﻳﺾ ﺩﺍﺧ َﻞ ﺁﻟﺔ ﻛﺘﻠﻚ ﺍﻟﻤﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪– 37‬ﺃ( ﻭﻳُﻨﻔ ُﺬ‬ ‫ِ‬ ‫ﱠ‬ ‫ٍ‬ ‫ُ‬ ‫ﻳﻮﺿﻊ‬
‫ُ‬ ‫ﻭﻓﻴﻪ‬
‫ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‬
‫ُ‬ ‫ﺺ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ﻭﻳﺴﺘﻘﺒ ُﻞ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻷﺷ ّﻌ ِﺔ ﺍﻟﺴﻴﻨﻴ ّ ِﺔ ﻟﻠﻘﺴﻢ ِ ﻗﻴ ِﺪ ﺍﻟﺘﺸﺨﻴ ِ‬ ‫ِ‬ ‫ﺷﺎﻣ ٌﻞ‬
‫ﻣﺴﺤﻬﺎ‪ .‬ﻏﺎﻟﺒًﺎ ﻣﺎ‬ ‫ُ‬ ‫ﻟﻠﺸﺮﻳﺤﺔ ﺍﻟﺘﻲ ﺗ ﱠﻢ‬‫ِ‬ ‫ﻣﻔﺼ ٍﻠﺔ‬ ‫ﻭﻳﺤﻮﻟُﻬﺎ ﺇﻟﻰ ﺻﻮﺭ ٍﺓ ّ‬ ‫ﱢ‬ ‫ﺕ‬ ‫ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﻉ ﻣﻦ ﺍﻟﺘﺼﻮﻳ ِﺮ‬ ‫ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻤ ﱢﺦ ‪ ،‬ﻭﻳُﺴﺘﺨﺪﻡ ُ ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬ ‫ٍ‬ ‫ﺢ ﻋﺪﻳﺪ ٍﺓ‬ ‫ﺗﺼﻮﻳﺮ ﺷﺮﺍﺋ َ‬ ‫ُ‬ ‫ﻳﺘ ﱡﻢ‬
‫ﺙ‪.‬‬ ‫ﻭﺗﻀﺮﺭ ﺍﻟﻤ ﱢﺦ ﻣﻦ ﺍﻟﺤﻮﺍﺩ ِ‬ ‫ﱢ‬ ‫ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﺴﺮﻃﺎ ِﻥ‬ ‫ِ‬ ‫ﺺ‬
‫ﺍﻟﻤﻘﻄﻌﻲ ﻟﺘﺸﺨﻴ ِ‬ ‫ﱢ‬
‫ﺕ )‪، (Positron Emission Tomography PET‬‬ ‫ﺙ ﺍﻟﺒﻮﺯﻳﺘﺮﺍﻧﺎ ِ‬ ‫ﺍﻟﻤﻘﻄﻌﻲ ﺑﺎﻧﺒﻌﺎ ِ‬ ‫ﱡ‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‬
‫ُ‬
‫‪Ü 37 πo μ°T‬‬ ‫ﺻﻮﺭﺍ‬
‫ً‬ ‫ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‬
‫ُ‬ ‫ﻭﻳﻜﻮ ُﻥ‬
‫ﱢ‬ ‫ﺟﺮﻋﺔ ﺻﻐﻴﺮ ٍﺓ ﻣﻦ ﻣﻮﺍﺩﱠ ﻣﺸ ّﻌ ٍﺔ‬ ‫ٍ‬ ‫ﻉ‬
‫ﻭﺗﺘﻀﻤ ُﻦ ﻫﺬﻩ ﺍﻟﻮﺳﻴﻠﺔ ُ ﺍﺑﺘﻼ َ‬ ‫ّ‬
‫ﺗ ُﺴﺘﺨﺪَﻡ ُ ﺍﻷﺷ ّﻌﺔ ُ ﺍﻟﻤﻘﻄﻌﻴّﺔ ُ ﻻﻛﺘﺸﺎﻑِ‬
‫ﺹ ﺍﻟﻤﺼﺎﺑﻴﻦ‬ ‫ﻉ ﻣﻦ ﺍﻟﺘﺼﻮﻳ ِﺮ ﻋﻠﻰ ﺍﻷﺷﺨﺎ ِ‬ ‫ﻧﺸﺎﻁ ﺍﻟﻤ ﱢﺦ ‪ .‬ﻳُﺴﺘﺨﺪَﻡ ُ ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬ ‫ِ‬ ‫ﺗﺪ ﱡﻝ ﻋﻠﻰ‬
‫ﻣﺸﺎﻛ ِﻞ ﺍﻟﻤ ﱢﺦ ﻣﺜ ِﻞ ﺍﻷﻭﺭﺍﻡ ِ ‪.‬‬
‫ﻭﺍﻟﺼﺮﻉ ‪.‬‬‫ِ‬ ‫ﺽ ﺍﻟﺰﻫﺎﻳﻤﺮ‬ ‫ﺽ ﻋﻘﻠﻴ ّ ٍﺔ ﻭﺃﻣﺮﺍ ِ‬ ‫ﺑﺄﻣﺮﺍ ٍ‬

‫ﺍﻟﺪﺭﺱ ‪1-3‬‬
‫ُ‬

‫‪.1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪u Ap GõLCG …Ct G .2‬‬

‫‪. É¡æe πx c án Ø«Xh ∞r °Uh‬‬ ‫‪p »Ñ°ü©dG‬‬
‫‪u‬‬ ‫‪Rp É¡÷G Ap GõLCÉH ák ªFÉb ÖàcG‬‬ ‫‪r‬‬

‫‪n Jo :èr àp æà°SG .3‬‬

‫‪? p∫hCq ’G p∫GDƒ°ùdG øY áp HÉLEÓd É¡àn eóîà°SG‬‬ ‫‪r‬‬ ‫‪ób ïŸG‬‬
‫‪, áp «MGô÷G‬‬
‫‪q‬‬ ‫‪p «∏ª©dG‬‬
‫‪äÉ‬‬ ‫‪q‬‬ ‫‪AÉæKC‬‬
‫‪n G In QóîŸG‬‬‫‪u‬‬ ‫‪án jhOC’G ≈ª°ù‬‬ ‫‪q Jo »àdG ÒbÉ≤©dG‬‬
‫‪o‬‬ ‫‪Ωo óîà°ù‬‬
‫‪∞«c . áp «Ñ°ü©dG‬‬
‫‪q‬‬ ‫‪p‬‬
‫‪äÉμHÉ°ûàdG‬‬ ‫‪‘ áp «Ñ°ü©dG‬‬
‫‪q‬‬ ‫‪p «°ùdG‬‬
‫‪ä’É‬‬ ‫‪q ∫É≤àfG‬‬
‫‪n‬‬ ‫‪∞o bu ƒJo Io QóîŸG‬‬
‫‪u‬‬ ‫‪áo jhOC’G √òg‬‬

‫‪.4‬‬
‫‪?áo «MGô÷G‬‬
‫‪q‬‬ ‫‪áo «∏ª©dG‬‬
‫‪q‬‬ ‫‪¬d iôŒo »c ¢†jôŸG‬‬ ‫‪n‬‬ ‫‪ôeC‬‬
‫‪o ’G Gòg óo YÉ°ù‬‬ ‫‪p jo‬‬
‫‪áp «Ñ°ü©dG‬‬
‫‪q‬‬ ‫‪áp «∏ÿG‬‬
‫‪q ∫ÓN‬‬ ‫‪n‬‬ ‫‪»Ñ°ü©dG‬‬
‫‪t‬‬ ‫‪∫É‬‬‫‪o «°ùdG‬‬
‫‪q π≤àæj‬‬
‫‪o‬‬ ‫‪∞«c ío °Vƒ‬‬ ‫‪u jo ÉLPƒ‰‬‬
‫‪k‬‬ ‫‪¿r ƒc‬‬‫‪u :ÉLPƒ‰‬‬ ‫‪k‬‬ ‫‪™æ°UG‬‬
‫‪r‬‬
‫‪. »Ñ°ü©dG‬‬
‫‪u‬‬ ‫‪p‬‬
‫‪∂HÉ°ûàdG‬‬ ‫‪ÈYh‬‬
‫‪n‬‬
‫‪81‬‬
 ‫‪2-3‬‬
‫‪The Senses‬‬
‫‪¢SGƒ◊G‬‬
‫‪t‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﺤﺴﻴ ّ ِﺔ ‪.‬‬
‫ّ‬ ‫ﺕ‬ ‫ﻳﺼﻒ ﻭﻇﻴﻔﺔَ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬ ‫َ‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬
‫ُ‬ ‫ﻟﻠﺤﻮﺍﺱ ﺃﻥ ﺗﻜﺘﺸﻔَﻬﺎ ‪.‬‬‫ﱢ‬ ‫ﻦ‬ ‫ﻤﻜ‬‫ِ‬ ‫ﻳ‬ ‫ﺍﻟﺘﻲ‬ ‫َ‬ ‫ﺔ‬ ‫ﻔ‬ ‫ِ‬
‫ﺍﻟﻤﺨﺘﻠ‬ ‫ِ‬
‫ﺕ‬ ‫ﺮﺍ‬ ‫ﱢ‬ ‫ﺍﻟﻤﺆﺛ‬ ‫ﺤﺪ َ‬
‫ﺩ‬ ‫ﻳُ ﱢ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‬ ‫ِ‬
‫ﺍﻟﻄﺒﺎﻋﺔ‬ ‫ﻗﺮﺍﺀﺓُ‬ ‫ُ ُ‬
‫ﺲ‪.‬‬‫ﻕ ﻭﺍﻟﻠﻤ ِ‬ ‫ﻭﺍﻟﺘﺬﻭ ِ‬
‫ّ‬ ‫ﻭﺍﻟﺴﻤﻊ ﻭﺍﻟﺸ ﱢﻢ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺮﺅﻳﺔ‬ ‫ﻳُﺨﻄ ﱢ َﻂ ﻋﻤﻠﻴّﺎ ِ‬
‫ﺕ‬
‫ﻑ‬‫ﻣﻄﺒﻮﻉ ﺑﺤﺮﻭ ٍ‬
‫ٍ‬ ‫ﻧﺺ‬ ‫ﺚ ﻋﻦ ﱟ‬ ‫ﺍﺑﺤ ْ‬ ‫ِ‬ ‫ﺍﺳﺘﻨﺘﺎﺟﺎ ﻋﻦ ﺍﻷﺳﺒﺎ ِ‬
‫ﺍﻟﻤﻤﻜﻨﺔ ﻟﻠﺼﻤﻢ ِ ‪.‬‬ ‫ﺏ‬ ‫ً‬ ‫ﻳﻀﻊَ‬
‫ﺖ ‪ ،‬ﺑﻌ َﺪ ﺫﻟﻚ‬ ‫ﺻﻐﻴﺮ ٍﺓ ﻣﺜ ِﻞ ﺍﻟﻔﻬﺮﺳ ِ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺸﺒﻜﻴّﺔَ ‪ ،‬ﺇﻧﺴﺎ َﻥ ﺍﻟﻌﻴ ِﻦ ‪ ،‬ﺍﻟﻘﺰﺣﻴّﺔَ ‪ ،‬ﻃﺒﻠﺔَ ﺍﻷﺫ ِﻥ ‪ ،‬ﺍﻟﻘﻮﻗﻌﺔَ ‪.‬‬
‫ِ‬ ‫ﻑ‬‫ﻳُ ﱢﻌﺮ َ‬
‫ﺎﺑﺔ ﻓﻲ ﻳ ِﺪﻙ‬ ‫ﺇﺻﺒﻊ ﺍﻟﺴﺒ ّ ِ‬
‫ِ‬ ‫ﻗ ُْﻢ ﺑﺜﻨ ِﻲ‬
‫ﺟﺪﺍ ‪ .‬ﺍﺟﻌ ِﻞ‬ ‫ﻜﻮ َﻥ ﺛﻘﺒًﺎ ﺩﻗﻴﻘًﺎ ًّ‬ ‫ﻟﺘ ُ ﱢ‬ ‫ﺣﺎﺳ ِﺔ ﺍﻟﺒﺼ ِﺮ؟ ﻛﻴﻒ ﺳﺘﺘّﺼ ُﻞ ﺑﺎﻟﻨﺎ ِ‬
‫ﺱ‬ ‫ّ‬ ‫ﺳﺘﺨﺘﻠﻒ ﺣﻴﺎﺗ ُﻚ ﻣﻦ ﺩﻭ ِﻥ‬
‫ُ‬ ‫ﻛﻴﻒ‬
‫ﺍﻟﺼﻔﺤﺔَ ﺍﻟﻤﻄﺒﻮﻋﺔَ ﻗﺮﻳﺒﺔً ًّ‬ ‫ﺖ‬
‫ﺟﺪﺍ ﻣﻦ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺴﻤ َﻊ؟ ﻛﻴﻒ ﺳﺘﺘﻤﺘ ّ ُﻊ ﺑﺘﻨﺎﻭ ِﻝ ﺍﻟﻄﻌﺎﻡ ِ ﺇﺫﺍ ﻛﻨْ َ‬
‫ُ‬ ‫ﺖﻻ‬ ‫ﺇﺫﺍ ﻛﻨْ َ‬
‫ٍ‬
‫ﻭﺍﺿﺤﺔ‬ ‫ﻏﻴﺮ‬
‫ﺢ َ‬ ‫ﻋﻴﻨﻴﻚ ﺣﺘّﻰ ﺗ ُﺼﺒِ َ‬ ‫ﺨﻚ ﻛﻲ‬ ‫ﻣﺠﺘﻤﻌﺔً ﻣﻊ ﻣ ﱢ‬
‫ِ‬ ‫ﺗﺘﺬﻭ َﻕ ﻃﻌﺎﻣَﻚ؟ ﺣﻮﺍﺳﱡﻚ ﺗﻌﻤ ُﻞ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ّ‬
‫ُ‬ ‫ﻻ‬
‫ﺾ ﺇﺣﺪﻯ ﻋﻴﻨﻴﻚ ‪.‬‬ ‫ﺃﻏﻤ ْ‬ ‫ﺑﺎﻟﻜﺎ ِﺩ ‪ِ .‬‬
‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ ﻣﻦ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ‬ ‫ﺗﻤﻨﺤﻚ ﺍﻟﺒﻬﺠﺔَ‬ ‫ُ‬ ‫ﺑﻴﺌﺘﻚ ‪ .‬ﻓﻬﻲ‬ ‫ﻋﺎﻟﻤﺎ ﺑﻤﺎ ﻳﺠﺮﻱ ﻣﻦ ﺣﻮ ِﻟﻚ ﻓﻲ ِ‬
‫ﺗﺠﻌﻠَﻚ ً‬
‫ﺑﻌ َﺪ ﺫﻟﻚ ‪ْ ،‬‬
‫ﺑﻌﻴﻨﻚ ﻣﻔﺘﻮﺣﺔً ‪.‬‬ ‫ﺐ ِ‬ ‫ﺧﻼ ِﻝ ﺍﻟﺜﻘ ِ‬ ‫ُﺴﺎﻋ ُﺪﻙ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋ ِﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ‪.‬‬ ‫ﻭﺍﻟﺴﺮﻭﺭ ‪ ،‬ﺗﺤﻔﻈُﻚ ﻣﻦ ﺍﻟﺨﻄ ِﺮ ‪ ،‬ﺗ ِ‬
‫َ‬
‫ﺙ؟ ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬

‫‪Sensory Receptors‬‬
‫‪oá«q °ù◊G‬‬
‫‪q‬‬ ‫‪äÓÑ≤à°ùŸG‬‬
‫‪o‬‬

‫ﺧﻠﻖ ﻋﻴﻨﻴﻚ ﻛﻲ ﺗﺮﻯ ‪ ،‬ﺃﺫﻧﻴﻚ ﻛﻲ‬ ‫َ‬ ‫ﺗﻌﺮﻑ ﺃ ّﻥ ﺍﮊَ ﺳﺒﺤﺎﻧَﻪ ﻭﺗﻌﺎﻟﻰ‬ ‫ُ‬ ‫ﺃﻧﺖ‬
‫ﺗﺸﻌﺮ ‪.‬‬‫َ‬ ‫ﺗﺤﺲ ﺃﻭ‬‫ﱠ‬ ‫ﺗﺘﺬﻭ َﻕ ‪ ،‬ﺟﻠﺪَﻙ ﻛﻲ‬ ‫ﺗﺴﻤ َﻊ ‪ ،‬ﺃﻧﻔَﻚ ﻛﻲ ﺗﺸ ﱠﻢ ‪ ،‬ﻟﺴﺎﻧَﻚ ﻛﻲ ّ‬
‫ﺕ ﻣﻌﻴ ٍﱠﻨﺔ ﻣﻦ ﺍﻟﻌﺎﻟﻢ ِ ﺣﻮﻟَﻚ ‪.‬‬ ‫ﺎﺱ ﻟﻤﺆﺛّﺮﺍ ٍ‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ّ‬ ‫ِ‬ ‫ﻛ ﱞﻞ ﻣﻦ ﻫﺬﻩ‬
‫ﺣﺴ ٌ‬ ‫ّ‬ ‫ﺍﻷﻋﻀﺎﺀ‬
‫ﺕ ‪ .‬ﻋﻴﻨﺎﻙ ﺗﺮﻳﺎﻥ ‪،‬‬ ‫ﻳﻜﺸﻒ ﻧﻮ ًﻋﺎ ﻣﻌﻴﱠﻨًﺎ ﻣﻦ ﺍﻟﻤﺆﺛﱢﺮﺍ ِ‬ ‫َ‬ ‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺃﻥ‬ ‫ﻛ ﱞﻞ ﻣﻨﻬﺎ ٌ‬
‫ِ‬
‫ﺍﻟﻀﻮﺀ ‪.‬‬ ‫ﺑﻮﺍﺳﻄﺔ ﺃﺷ ّﻌ ِﺔ‬
‫ِ‬ ‫ﺑﺎﻟﺘﻘﺎﻁ ﺍﻟﻤﺆﺛ ﱢ ِﺮ ﺍﻟﻤﺤﻤﻮ ِﻝ‬ ‫ِ‬ ‫ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪،‬‬
‫ﻱ ﻭﻇﺎﺋﻔَﻬﺎ؟ ﺇﻧّﻬﺎ ﺗﺤﺘﻮﻱ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﺃﻥ ﺗ ُﺆﺩﱢ َ‬ ‫ّ‬ ‫ﺃﻋﻀﺎﺅﻙ‬
‫ُ‬ ‫ﺗﺴﺘﻄﻴﻊ‬
‫ُ‬ ‫ﻛﻴﻒ‬
‫ﺍﻟﺤﺴﻴّﺔَ ‪ .‬ﻭﻇﻴﻔﺔ ُ‬ ‫ّ‬ ‫ﺕ‬ ‫ُﺴﻤﻰ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬ ‫ﺧﺎﺻ ٍﺔ ﺗ ّ‬ ‫ّ‬ ‫ﻋﻠﻰ ﺧﻼﻳﺎ ﻋﺼﺒﻴ ّ ٍﺔ‬
‫ﺕ‬ ‫ﺍﻟﺤﺴ ﱢﻲ ﻫﻲ ﺍﺳﺘﻘﺒﺎ ُﻝ ﺍﻟﻤﺆﺛ ﱢ ِﺮ ﻭﺗﺤﻮﻳﻠُﻪ ﺇﻟﻰ ﺳﻴّﺎﻻ ٍ‬ ‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒ ِﻞ‬
‫ﺕ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ‪ .‬ﻭﻫﻨﺎ‬ ‫ﻤﻜ ُﻦ ﺑﻌﺪ ﺫﻟﻚ ﺃﻥ ﻳﺘ ﱠﻢ ﻧﻘ ُﻞ ﻫﺬﻩ ﺍﻟﺴﻴّﺎﻻ ِ‬ ‫ﻋﺼﺒﻴ ّ ٍﺔ ‪ ،‬ﻳ ُ ِ‬
‫ﻟﻤﺴﺎ ﺃﻭ ﺷﻤًّﺎ ‪.‬‬ ‫ﺇﺑﺼﺎﺭﺍ ﺃﻭ ﺻﻮﺗًﺎ ﺃﻭ ﻣﺬﺍﻗًﺎ ﺃﻭ ً‬ ‫ً‬ ‫ﺢ‬
‫ﺗ ُﺼﺒِ ُ‬
‫ﻂ‬ ‫ﺗﻜﺘﺸﻒ ﺍﻷﺷ ّﻌﺔَ ﺍﻟﻀﻮﺋﻴّﺔَ ‪ .‬ﺗﻠﺘﻘ ُ‬ ‫ُ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﻓﻲ ﻋﻴﻨﻴﻚ‬ ‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬
‫ُﻜﻮ ُﻥ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔَ ﻭﺗ ﱢ‬‫ِ‬ ‫ﺳﻄﻮﻋﻬﺎ‬‫ِ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔَ ﻭﺩﺭﺟﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ﺍﻷﻟﻮﺍ َﻥ‬ ‫ُ‬
‫ﺗﺤﺲ ﺑﺎﻟﻤﻮﺍﺩﱢ‬ ‫ﱡ‬ ‫ﻭﺃﻧﻔﻚ‬ ‫ﻟﺴﺎﻧﻚ ِ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﻓﻲ ِ‬ ‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﺕ ﻋﺼﺒﻴّﺔً ‪.‬‬ ‫ﺳﻴّﺎﻻ ٍ‬
‫ﺍﻟﺤﺴﻴّﺔ ُ‬ ‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﺗﺴﺘﺠﻴﺐ‬
‫ُ‬ ‫ﺍﻟﻤﺨﺘﻠ ِﻔﺔ ‪ .‬ﻓﻲ ﺃﺫﻧﻴﻚ ‪،‬‬ ‫ِ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ‬
‫ﻳﻜﺘﺸﻒ‬
‫ُ‬ ‫ﺕ ﻓﻲ ﺟﻠ ِﺪﻙ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬ ‫ِ‬ ‫ﺕ ﺍﻟﺼﻮﺗﻴ ّ ِﺔ ‪ .‬ﺃﺣ ُﺪ‬ ‫ﻟﻠﻤﻮﺟﺎ ِ‬
‫ﻳﺤﺲ ﺑﺎﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫ﱡ‬ ‫ﺁﺧﺮ‬‫ﻉ ُ‬ ‫ﻂ ‪ ،‬ﻭﻧﻮ ٌ‬ ‫ﺍﻟﻀﻐ َ‬

‫‪82‬‬
 ‫‪oájDhôdGh Aƒ°†dG‬‬
‫‪o‬‬
‫‪Light and Seeing‬‬
‫ﺗﺪﺧ ُﻞ ﺍﻷﺷ ّﻌﺔ ُ ﺍﻟﻀﻮﺋﻴّﺔ ُ ﻋﻴﻨﻴﻚ ‪ .‬ﻭﻳﻌﻤ ُﻞ ﻣ ﱡ‬
‫ﺨﻚ ﻭﻋﻴﻨﺎﻙ ﺳﻮﻳ ًّﺎ ﻟﺘﻜﻮﻳ ِﻦ‬
‫ِ‬
‫ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﺗﺮﺍﻫﺎ ‪.‬‬ ‫ﻭﺗﻔﺴﻴ ِﺮ ﺻﻮ ِﺭ‬
‫ﺗﺮﻛﻴﺐ ﺍﻟﻌﻴ ِﻦ‬
‫ُ‬
‫ﻑ‬‫ﺕ‪ :‬ﺍﻟﻐﻼ ِ‬ ‫ﺙ ﻃﺒﻘﺎ ٍ‬ ‫ﺗﺘﻜﻮ ُﻥ ﻋﻴﻨﺎﻙ ﻣﻦ ﺛﻼ ِ‬ ‫ّ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪. (38‬‬ ‫ْ‬
‫ﺍﻟﻄﺒﻘﺔ ﺍﻟﻮﺳﻄﻰ‬ ‫ِ‬ ‫ﺍﻟﺼﻠﺒﺔَ ‪، sclera‬‬ ‫ﺴﻤﻰ ُ‬ ‫ﺍﻟﺨﺎﺭﺟﻲ ﻟﻠﻌﻴ ِﻦ ﻳ ُ ّ‬
‫ﱢ‬ ‫ﺾ‬
‫ﺍﻟﻤﺘﻴ ِﻦ ﺍﻷﺑﻴ ِ‬
‫ﺐ ﺍﻟﻌﻴ ِﻦ ﻣﻦ‬‫ﺍﻟﺨﻠﻔﻲ ﻭﺟﻮﺍﻧ ِ‬ ‫ﱢ‬ ‫ِ‬
‫ﺍﻟﺠﺰﺀ‬ ‫ِ‬
‫ﺑﻄﺎﻧﺔ‬ ‫ﻫﻲ ﻃﺒﻘﺔ ُ ﺍﻟﻤﺸﻴﻤﻴ ّ ِﺔ ‪، choroid‬‬
‫ﺍﻟﺪﺍﺧﻞِ ﻫﻲ ﺍﻟﺸﺒﻜﻴّﺔ ُ ‪. retina‬‬
‫ﺍﻟﺒﺆﺑﺆ ﺃﻭ‬
‫َ‬ ‫ُﺴﻤﻰ‬ ‫ﻃﺒﻘﺔ ﺍﻟﻤﺸﻴﻤﻴّ ِﺔ ﺗ ّ‬ ‫ﺟ ُﺪ ﻓ ُﺘﺤﺔ ٌ ﻓﻲ ِ‬ ‫ﻓﻲ ﱠ‬
‫ﻣﻘﺪﻡ ِ ﺍﻟﻌﻴ ِﻦ ‪ ،‬ﺗﻮ َ‬
‫ﺴﻤﻰ‬ ‫ﻣﺴﺘﺪﻳﺮ ﻣﻠ ﱠﻮﻥٌ ﻳ ُ ّ‬ ‫ٌ‬ ‫ﻗﺮﺹ‬
‫ٌ‬ ‫ﺇﻧﺴﺎﻥ َ ﺍﻟﻌﻴ ِﻦ ‪ . pupil‬ﻭﻳُﺤﻴ ُﻂ ﺑﺎﻟﺒﺆﺑﮎ‬
‫ﺍﻟﻌﻴﻦ ﺑﺘﻐﻴﻴ ِﺮ‬
‫َ‬ ‫ﺍﻟﻀﻮﺀ ﺍﻟﺬﻱ ﻳﺪﺧ ُﻞ‬ ‫ِ‬ ‫ﺍﻟﻘﺰﺣﻴّﺔ َ ‪ . iris‬ﺗﺘﺤ ّﻜ ُﻢ ﺍﻟﻘﺰﺣﻴّﺔ ُ ﻓﻲ ﻣﻘﺪﺍ ِﺭ‬
‫ﺴﻤﻰ ﺍﻟﻌﺪﺳﺔَ ‪.‬‬ ‫ﻑ ﻳُ ّ‬ ‫ﻧﺴﻴﺞ ﺷ ّﻔﺎ ٍ‬
‫ٍ‬ ‫ﺟ ُﺪ ﻗﻄﻌﺔ ٌ ﻣﻦ‬ ‫ﺧﻠﻒ ﺍﻟﺒﺆﺑﮎ ﺗﻮ َ‬
‫َ‬ ‫ﺣﺠﻢ ِ ﺍﻟﺒﺆﺑﮎ ‪.‬‬
‫ﺍﻟﻌﺪﺳﺔ ‪ .‬ﺍﻟﺸﺒﻜﻴّﺔ ُ‬ ‫ِ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﺗ ُﻐﻴﱢ َﺮ ﺷﻜ َﻞ‬ ‫ﺕ ﺍﻟﺘﻲ ﻳ ُ ِ‬ ‫ﺗﺘﻌﻠ ّ ُﻖ ﺍﻟﻌﺪﺳﺔ ُ ﺑﺎﻟﻌﻀﻼ ِ‬
‫ُﺴﻤﻰ ﺍﻟﺨﻼﻳﺎ‬ ‫ﺕﺗ ّ‬ ‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ ﻣﺴﺘﻘﺒﻼ ٍ‬ ‫ّ‬ ‫ﻋﺼﺒﻲ‬
‫ﱟ‬ ‫ﻧﺴﻴﺞ‬
‫ٍ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ ٍ‬
‫ﻃﺒﻘﺔ ﻣﻦ‬
‫ﺗﻜﺘﺸﻒ ﺍﻟﻀﻮﺀ َ ﻭﺍﻟﻠﻮ َﻥ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﻌﺼﻮﻳﺔَ ﻭﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﺨﺮﻭﻃﻴﺔَ ﺍﻟﺘﻲ‬

‫ﺍﻟﻌﺼﺐ ﺍﻟﺒﺼﺮﻱﱡ‬
‫ُ‬
‫ﺍﻟﻘﺰﺣﻴّﺔ ُ‬
‫ﺍﻟﻌﺪﺳﺔ ُ‬
‫ﺍﻟﺒﺆﺑﺆ )ﺇﻧﺴﺎ ُﻥ ﺍﻟﻌﻴ ِﻦ(‬
‫ُ‬
‫ﺍﻟﻘﺮﻧﻴّﺔ ُ‬
‫ﺍﻟﺸﺒﻜﻴّﺔ ُ‬ ‫ﺍﻟﻤﺎﺋﻲ‬
‫ﱡ‬ ‫ﺍﻟﺴﺎﺋ ُﻞ‬
‫ﺍﻟﻤﺸﻴﻤﻴّﺔ ُ‬
‫ﺍﻟﺼﻠﺒﺔ ُ‬
‫ُ‬
‫‪38 πo μ°T‬‬
‫ﻋﻴﻦ ﺍﻹﻧﺴﺎ ِﻥ‬
‫ُ‬

‫ﺍﻟﻀﻮﺀُ ﻭﺍﻟﺼﻮﺭﺓُ‬
‫ﺑﻌﺾ‬
‫ُ‬ ‫ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﻣﻦ ﺣﻮ ِﻟﻨﺎ ‪ ،‬ﻭﻳﺪﺧ ُﻞ‬ ‫ِ‬ ‫ﻳﻨﻌﻜﺲ ﺍﻟﻀﻮﺀ ُ ﻋﻦ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻤﺮﺗﺪ ﻋﻴﻨﻴﻚ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪ ،‬ﺗ ُﺠﻤﱢ ُﻊ ﺍﻟﻌﺪﺳﺔ ُ ﺃﺷ ّﻌﺔَ ﺍﻟﻀﻮﺀ ﻣﻊ‬ ‫ﱢ‬ ‫ِ‬
‫ﺍﻟﻀﻮﺀ‬
‫ﺗﻨﻜﺴﺮ‬
‫ُ‬ ‫ﻣﻘﺪﺍﺭ ﺍﻷﺷ ّﻌ ِﺔ ﺍﻟﻀﻮﺋﻴ ّ ِﺔ ﺍﻟﺘﻲ‬
‫َ‬ ‫ﺷﻜﻠﻬﺎ ‪ ،‬ﺗ ُﻐﻴﱢ ُﺮ ﺍﻟﻌﺪﺳﺔ ُ‬ ‫ِ‬
‫ﺑﻌﻀﻬﺎ ‪ .‬ﺑﺘﻐﻴﻴ ِﺮ ِ‬

‫‪83‬‬
 ‫ﺑﺆﺭﺗﻬﺎ‬ ‫ﺍﻟﻀﻮﺀ ﻓﻲ ِ‬ ‫ِ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﺗ ُﺮﻛﱢ ُﺰ ﺍﻟﻌﺪﺳﺔ ُ ﺃﺷ ّﻌﺔَ‬
‫ِ‬ ‫ﻋﺒﺮﻫﺎ ‪ .‬ﺑﻬﺬﻩ‬ ‫ﺗﻤﺮ َ‬ ‫ﻋﻨﺪﻣﺎ ﱡ‬
‫ﻂ ﻋﻠﻰ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ‪ .‬ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓُ‬ ‫ُﻜﻮ َﻥ ﺻﻮﺭ ًﺓ ﻭﺍﺿﺤﺔً ﻋﻨﺪﻣﺎ ﺗﺴﻘ ُ‬ ‫ﺣﺘّﻰ ﺗ ﱢ‬
‫ﺕ ﻋﻨﻪ ﺍﻷﺷ ّﻌﺔ ُ ﺍﻟﻀﻮﺋﻴّﺔ ُ ‪.‬‬ ‫ﻣﻘﻠﻮﺑﺔ ﻟﻠﺠﺴﻢ ِ ﺍﻟﺬﻱ ﱠ‬
‫ﺍﺭﺗﺪ ْ‬ ‫ٍ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺻﻮﺭ ٍﺓ‬
‫ُﺤﻮﻟُﻪ‬‫ﻂ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﻮﻳﺔ ُ ﻭﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﺨﺮﻭﻃﻴﺔ ُ ﻓﻲ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ﺍﻟﻀﻮﺀ َ ﻭﺗ ﱢ‬ ‫ﺗﻠﺘﻘ ُ‬
‫ﺐ ﺍﻟﺒﺼﺮﻱﱢ ‪.‬‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﺼ ِ‬ ‫ﺕ ﻋﺼﺒﻴ ّ ٍﺔ ﺗ َ‬
‫ُﺮﺳ ُﻞ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ‬ ‫ﺇﻟﻰ ﺳﻴّﺎﻻ ٍ‬
‫ﺕ ﻟﻴُﻌﻴ َﺪ ﺗﺸﻜﻴ َﻞ ﺍﻟﺼﻮﺭ ِﺓ ‪ .‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴ ّ ِﺔ ‪،‬‬ ‫ﻳﺴﺘﺨﺪﻡ ُ ﺍﻟﻤ ﱡﺦ ﺍﻟﺴﻴّﺎﻻ ِ‬
‫ﺃﻳﻀﺎ ﺍﻟﺼﻮﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﻭﻳﺠﻤﻊ ً‬
‫ُ‬ ‫ٍ‬
‫ﻣﻌﺘﺪﻟﺔ ‪.‬‬ ‫ﺤﻮ ُﻝ ﺍﻟﻤ ﱡﺦ ﺍﻟﺼﻮﺭ َﺓ ﺇﻟﻰ ﺻﻮﺭ ٍﺓ‬ ‫ﻳُ ﱢ‬
‫ﻜﻮ َﻥ ﺻﻮﺭ ًﺓ ﺛﻼﺛﻴّﺔَ ﺍﻷﺑﻌﺎ ِﺩ ‪.‬‬ ‫ﻣﻦ ﻛ ﱢﻞ ﻋﻴ ٍﻦ ﻟﻴ ُ ﱢ‬

‫‪Qp É°üHE’G ܃«Y‬‬

‫ﺃﻧﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫‪o‬‬

‫ﺃﻗﺮﻳﺐ ﺟ ًّﺪﺍ ﺃﻡ ﺑﻌﻴ ٌﺪ؟‬

‫ٌ‬
‫ﺕ‬ ‫ﺕ ﺃﻭ ﻋﺪﺳﺎ ٍ‬ ‫ﺗﻌﺮﻑ ﺃﻧّﻬﻢ ﻳﺮﺗﺪﻭﻥ ﻧﻈّﺎﺭﺍ ٍ‬ ‫ُ‬ ‫ﺹ ﺍﻟﺬﻳﻦ‬ ‫ﻛﻢ ﻋﺪﺩُ ﺍﻷﺷﺨﺎ ِ‬
‫ﺕ؟ ﻋﻴﻮ ُﻥ‬ ‫ﺹ ﻟﻠﻨﻈّﺎﺭﺍ ِ‬ ‫ﺍﺭﺗﺪﺍﺀ ﺍﻷﺷﺨﺎ ِ‬ ‫ِ‬ ‫ﺏ‬ ‫ﺑﻌﺾ ﺃﺳﺒﺎ ِ‬ ‫ُ‬ ‫ﻻﺻﻘﺔً؟ ﻣﺎ‬
‫ﺑﻮﻇﻴﻔﺘﻬﺎ ﺑﺼﻮﺭ ٍﺓ ﻃﺒﻴﻌﻴ ّ ٍﺔ ‪.‬‬ ‫ِ‬ ‫ﺩﺍﺋﻤﺎ ﻗﺎﺩﺭ ًﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ِ‬ ‫ﺹ ﻻ ﺗﻜﻮ ُﻥ ً‬ ‫ﺍﻷﺷﺨﺎ ِ‬
‫ﺍﻟﺮﺅﻳﺔ ﻟﺪﻯ‬ ‫ِ‬ ‫ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﻼﺻﻘﺔ ُ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﻣﺸﺎﻛ ِﻞ‬ ‫ُ‬ ‫ﺢ ﺍﻟﻨﻈ ّ ُ‬
‫ﺎﺭﺍﺕ ﺃﻭ‬ ‫ُﺼﺤ ُ‬ ‫ﺗ ﱢ‬
‫ﻗﺼﺮ‬ ‫ُ‬ ‫ﺹ ﻫﻤﺎ‪:‬‬ ‫ﺑﻴﻦ ﺍﻷﺷﺨﺎ ِ‬ ‫ﺍﻧﺘﺸﺎﺭﺍ َ‬ ‫ً‬ ‫ﺍﻷﻛﺜﺮ‬
‫ُ‬ ‫ﺹ ‪ .‬ﻣﺸﻜﻠﺘﺎ ﺍﻟﻨﻈ ِﺮ‬ ‫ﺍﻷﺷﺨﺎ ِ‬
‫ﺍﻟﻨﻈ ِﺮ ﻭﻃﻮ ُﻝ ﺍﻟﻨﻈ ِﺮ )ﺑُﻌ ُﺪ ﺍﻟﻨﻈ ِﺮ( ‪.‬‬
‫ﻜﻮ َﻥ‬ ‫ﺤﺎ ﻟﺘ ُ ﱢ‬ ‫ﺃﻛﺜﺮ ﺗﺴﻄ ّ ً‬ ‫ﺷﻲﺀ ﺑﻌﻴ ٍﺪ ﻓﺈ ّﻥ ﻋﺪﺳﺔَ ِ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﺇﻟﻰ ٍ‬
‫ﺢ َ‬ ‫ﻋﻴﻨﻚ ﺗ ُﺼﺒِ ُ‬ ‫ُ‬
‫ﻂ ﺍﻟﺼﻮﺭﺓُ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺗﺴﻘ ُ‬
‫ﱢ‬ ‫ﺺ‬ ‫ِ‬
‫ﺍﻟﺸﻲﺀ ﺍﻟﺒﻌﻴﺪ ﻋﻦ ﺍﻟﻌﺪﺳﺔ ‪ .‬ﻋﻨ َﺪ ﺍﻟﺸﺨ ِ‬ ‫ِ‬ ‫ِ‬ ‫ﺻﻮﺭ َﺓ‬
‫ﺗﺘﻜﻮ ُﻥ‬ ‫ﺟﺪﺍ ‪ ،‬ﻓﺈ ّﻥ ﺍﻟﺼﻮﺭ َﺓ‬ ‫ﺖ ﻛﺮﺓُ ﺍﻟﻌﻴ ِﻦ ﻃﻮﻳﻠﺔً ًّ‬ ‫ﻋﻠﻰ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ‪ .‬ﺇﺫﺍ ﻛﺎﻧ َ ْ‬
‫ّ‬
‫ﺍﻷﺷﺨﺎﺹ ﻗﺼﻴﺮﻭ ﺍﻟﻨﻈ ِﺮ‬ ‫ُ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ ﻓﻲ ﺷﻜ ِﻞ )‪. (39‬‬ ‫ﺃﻣﺎﻡَ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ‪ .‬ﻛﻤﺎ ﻳ ُ ِ‬
‫ﻂ ﻗﺼ ِﺮ ﺍﻟﻨﻈ ِﺮ ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ﻤﻜ ُﻦ ﺿﺒ ُ‬ ‫ﺑﻮﺿﻮﺡ ‪ .‬ﻳ ُ ِ‬
‫ٍ‬ ‫ﺍﻷﺷﻴﺎﺀ ﺍﻟﺒﻌﻴﺪ ِﺓ‬ ‫ِ‬ ‫ﻤﻜﻨُﻬﻢ ﺭﺅﻳﺔ ُ‬ ‫ﻻ ﻳُ ِ‬
‫ﺕ ﻣﻘﻌﱠﺮ ٍﺓ( ‪ .‬ﻫﺬﻩ‬ ‫ﻭﺳﻤﻴﻜﺔ ﻋﻨ َﺪ ﺍﻟﺤﻮﺍﻑﱢ )ﻋﺪﺳﺎ ٍ‬ ‫ٍ‬ ‫ِ‬
‫ﺍﻟﻮﺳﻂ‬ ‫ٍ‬
‫ﺭﻗﻴﻘﺔ ﻓﻲ‬ ‫ﺍﺭﺗﺪﺍﺀ ﻋﺪﺳﺎ ٍ‬
‫ﺕ‬ ‫ِ‬
‫ﺍﻟﺨﻠﻒ ﻟﺘﺼ َﻞ ﺇﻟﻰ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ‪.‬‬ ‫ِ‬ ‫ﺇﺳﻘﺎﻁ ﺍﻟﺼﻮﺭ ِﺓ ﺇﻟﻰ‬ ‫ِ‬ ‫ُﺴﺎﻋ ُﺪ ﻋﻠﻰ‬ ‫ﺍﻟﻌﺪﺳﺎﺕ ﺗ ِ‬
‫ُ‬

‫ﻂ ﺻﻮﺭ ُﺓ‬ ‫ﺍﻟﻌﺪﺳﺔ ﻛﻲ ﺗﺴﻘ َ‬‫ِ‬ ‫ﺐ ﻳﺰﺩﺍﺩُ ﺳﻤﻚُ‬ ‫ﺷﻲﺀ ﻗﺮﻳ ٍ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﺇﻟﻰ ٍ‬
‫ُ‬
‫ًّ‬
‫ﺖ ﻛﺮﺓُ ﺍﻟﻌﻴ ِﻦ ﻗﺼﻴﺮ ًﺓ ﺟﺪﺍ ‪،‬‬ ‫ِ‬
‫ﺃﻗﺮﺏ ﺇﻟﻰ ﺍﻟﻌﺪﺳﺔ ‪ .‬ﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫َ‬ ‫ﺍﻟﺸﻲﺀ ﻓﻲ ﻣﻜﺎ ٍﻥ‬ ‫ِ‬
‫ﺷﺨﺺ ﻣﺎ ﺭﺅﻳﺔَ‬ ‫ٌ‬ ‫ﺧﻠﻒ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ‪ .‬ﺇﺫﺍ ﻟﻢ ﻳﺴﺘﻄ ْﻊ‬ ‫َ‬ ‫ﺗﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ﻓﺈ ّﻥ ﺍﻟﺼﻮﺭ َﺓ‬
‫ﺍﻟﺸﺨﺺ‬
‫ُ‬ ‫ﻣﺼﺎﺏ ﺑﻄﻮ ِﻝ ﻧﻈ ٍﺮ ‪ .‬ﻳﺮﺗﺪﻱ‬ ‫ٌ‬ ‫ﺑﻮﺿﻮﺡ ‪ ،‬ﻓﺈﻧّﻪ‬
‫ٍ‬ ‫ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ‬ ‫ِ‬
‫ﺍﻷﺷﻴﺎﺀ‬
‫ٍ‬
‫ﻭﺭﻗﻴﻘﺔ ﻋﻨ َﺪ ﺍﻟﺤﻮﺍﻑﱢ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﻨﺘﺼﻒ‬ ‫ٍ‬
‫ﺳﻤﻴﻜﺔ ﻓﻲ‬ ‫ﺍﻟﻄﻮﻳ ُﻞ ﺍﻟﻨﻈ ِﺮ ﻋﺪﺳﺎ ٍ‬
‫ﺕ‬
‫ﻂ ﺍﻟﺼﻮﺭﺓُ ﻋﻠﻰ ﺍﻟﺸﺒﻜﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻟﻌﺪﺳﺎﺕ ﺗﺜﻨﻲ ﺍﻷﺷ ّﻌﺔَ ﺍﻟﻀﻮﺋﻴّﺔَ ‪ ،‬ﻟﺬﺍ ﺗﺴﻘ ُ‬ ‫ُ‬ ‫ﻫﺬﻩ‬
‫ﺃﻛﺜﺮ ﺻﻌﻮﺑﺔً‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ ﻓﻲ ﺑﺆﺭ ِﺓ‬ ‫ِ‬ ‫ﺿﺒ ُ‬
‫ﺢ َ‬ ‫ﺍﻟﻌﺪﺳﺔ ﻏﺎﻟﺒًﺎ ﻣﺎ ﻳُﺼﺒِ ُ‬ ‫ﺍﻷﺷﻴﺎﺀ‬ ‫ﻂ ﺻﻮ ِﺭ‬

‫‪84‬‬
 ‫ﺕ ﻓﻲ ﻋﻴﻨﻴﻚ ﺗﺰﺩﺍﺩُ‬ ‫ﺍﻟﺴﺒﺐ ﻫﻮ ﺃ ّﻥ ﺍﻟﻌﺪﺳﺎ ِ‬‫ُ‬ ‫ﺖ ﻓﻲ ﺍﻟﻌﻤ ِﺮ ‪،‬‬ ‫ﻛﻠّﻤﺎ ﺗﻘﺪّﻣْ َ‬
‫ﺻﻼﺑﺔً ﻭﺗﻔﻘ ُﺪ ﻗﺎﺑﻠﻴّﺘَﻬﺎ ﻟﺘﻐﻴﻴ ِﺮ ﺍﻟﺸﻜ ِﻞ ‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈ ّﻥ ﺍﻟﻌﺪﺳﺎ ِ‬
‫ﺕ ﻻ ﻳُ ِ‬
‫ﻤﻜ ُﻦ‬
‫ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻷﺷﻴﺎﺀ‬ ‫ِ‬
‫ﻟﺮﺅﻳﺔ‬ ‫ٍ‬
‫ﻛﺎﻓﻴﺔ‬ ‫ٍ‬
‫ﺑﺪﺭﺟﺔ‬ ‫ﺢ ﺳﻤﻴﻜﺔً‬ ‫ﺃﻥ ﺗ ُﺼﺒِ َ‬

‫ﺇﺑﺼﺎﺭ ﻗﺼ ِﺮ ﺍﻟﻨﻈ ِﺮ‬

‫ُ‬ ‫ﺇﺑﺼﺎﺭ ﺑُﻌ ِﺪ ﺍﻟﻨﻈ ِﺮ‬
‫ُ‬

‫ﻋﺪﺳﺔ ٌ ﻣﻘﻌﱠﺮﺓٌ‬ ‫ﻋﺪﺳﺔ ٌ ﱠ‬

‫ﻣﺤﺪﺑﺔ ٌ‬

‫ﻋﻼﺝ ﻗﺼ ِﺮ ﺍﻟﻨﻈ ِﺮ‬

‫ُ‬ ‫ﻋﻼﺝ ﺑُﻌ ِﺪ ﺍﻟﻨﻈ ِﺮ‬
‫ُ‬

‫‪39 πo μ°T‬‬
‫ﺍﻟﻌﺪﺳﺔ ُ ﺍﻟﻤﻘﻌﱠﺮﺓُ )ﺇﻟﻰ ﺍﻟﻴﺴﺎ ِﺭ(‬
‫ﻗﺼﺮ ﺍﻟﻨﻈ ِﺮ ‪ .‬ﺍﻟﻌﺪﺳﺔ ُ‬
‫ﻂ َ‬ ‫ﺗﻀﺒ ُ‬
‫ﱠ‬
‫ﺍﻟﻤﺤﺪﺑﺔ ُ )ﺇﻟﻰ ﺍﻟﻴﻤﻴ ِﻦ( ﺗﻀﺒ ُ‬
‫ﻂ‬
‫ﺑﻌ َﺪ ﺍﻟﻨﻈ ِﺮ ‪.‬‬

‫‪™ª°ùdGh‬‬ ‫‪䃰üdG‬‬
‫‪Sound and Hearing‬‬
‫‪o‬‬ ‫‪o‬‬

‫ﻟﻠﺨﺎﺭﺝ ‪.‬‬
‫ِ‬ ‫ﻳﺒﺮﺯ ﺛﻼﺛﺔ ُ ِ‬
‫ﺃﺭﺑﺎﻋﻬﺎ‬ ‫ﺿ ْﻊ ﻣﺴﻄﺮ ًﺓ ﻋﻠﻰ ﺣﺎﻓ ّ ِﺔ ﻣﻜﺘﺒِ ﻚ ﺑﺤﻴﺚ ُ‬ ‫َ‬
‫ﺖ ﺃﻭ‬‫ﻆ ﺃﻧّﻪ ﻛﻠّﻤﺎ ﺗﺬﺑﺬﺑَ ْ‬ ‫ﺗﺴﻤﻊ؟ ِ‬
‫ﻻﺣ ْ‬ ‫ُ‬ ‫ﻃﺮﻑ ﺍﻟﻤﺴﻄﺮ ِﺓ ﺑﺮﻓ ٍﻖ ‪ ،‬ﻣﺎﺫﺍ‬
‫َ‬ ‫ﺍﻃﺮ ْﻕ‬
‫ﺖ ﺻﻮﺗًﺎ ‪.‬‬ ‫ﺍﻫﺘ ﱠﺰ ِ‬
‫ﺕ ﺍﻟﻤﺴﻄﺮﺓُ ‪ ،‬ﺃﺣﺪﺛ َ ْ‬
‫ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴّﺔ ُ‬
‫ُ‬
‫ﺟﺴﻢ ﻣﺎ ﻓﺈﻧّﻪ ﻳﺠﻌ ُﻞ‬
‫ٌ‬ ‫ﺕ ﺗﺄﺗﻲ ﻣﻦ ﺍﻻﻫﺘﺰﺍ ِﺯ ‪ .‬ﻋﻨﺪﻣﺎ ﻳﻬﺘ ﱡﺰ‬ ‫ﺟﻤﻴﻊ ﺍﻷﺻﻮﺍ ِ‬ ‫ُ‬
‫ﺛﻢ ﺗﺒﺘﻌ ُﺪ ﻋﻦ ِ‬
‫ﺑﻌﻀﻬﺎ ‪.‬‬ ‫ﻂ ﻣﻊ ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﻣﺎ ﺣﻮﻟَﻪ ﺗﺘﻀﺎﻏ ُ‬ ‫ِ‬ ‫ﺟﺰﻳﺌﺎ ِ‬
‫ﺑﻌﻀﻬﺎ ّ‬ ‫ﺕ‬
‫ﺍﻟﻤﻮﺟﺎﺕ‬
‫ُ‬ ‫ﺗﺘﺤﺮ ُﻙ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻫﻲ ﺍﻟﻤﻮﺟﺔ ُ ﺍﻟﺼﻮﺗﻴّﺔ ُ ‪.‬‬ ‫ِ‬ ‫ﻫﺬﻩ ﺍﻟﺤﺮﻛﺔ ُ ﻟﺠﺰﻳﺌﺎ ِ‬
‫ﺕ‬
‫ّ‬
‫ﻋﺒﺮ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ﻤﻜ ُﻦ ﺃﻥ ﺗﻨﺘﻘ َﻞ َ‬ ‫ﺍﻟﺨﺎﺭﺝ ﻣﻦ ﻣﺼﺪ ِﺭ ﺍﻻﻫﺘﺰﺍ ِﺯ ‪ ،‬ﻭﻳ ُ ِ‬‫ِ‬ ‫ﺍﻟﺼﻮﺗﻴّﺔ ُ ﺇﻟﻰ‬
‫ُﺤﻮﻟُﻬﺎ‬
‫ﺕ ﺍﻟﺼﻮﺗﻴّﺔَ ﻭﺗ ﱢ‬‫ﻂ ﺍﻷﺫ ُﻥ ﺍﻟﻤﻮﺟﺎ ِ‬ ‫ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴﻮﺍﺋ ِﻞ ﻭﺍﻟﻐﺎﺯﺍ ِ‬
‫ﺕ ‪ .‬ﺗﻠﺘﻘ ُ‬ ‫ِ‬
‫ﺕ‬‫ﺕ ﺍﻟﺼﻮﺗﻴّﺔَ ﻛﺄﺻﻮﺍ ٍ‬ ‫ﻑ ﺍﻟﻤﻮﺟﺎ ِ‬ ‫ﺗﺘﻌﺮ َ‬
‫ﻤﻜﻨُﻚ ﺃﻥ ّ‬ ‫ﺕ ﻋﺼﺒﻴ ّ ٍﺔ ‪ .‬ﻳ ُ ِ‬ ‫ﺇﻟﻰ ﺳﻴّﺎﻻ ٍ‬
‫ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﻤ ﱢﺦ ‪.‬‬
‫‪85‬‬
 ‫ﺍﻟﺴﻤﻊ‬
‫ُ‬
‫ﺃﺫﻧﻚ ﻣﺨﺘﻔﻴﺔ ٌ ﺩﺍﺧ َﻞ‬ ‫ﻣﻌﻈﻢ ِ‬
‫ُ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (40‬ﻛﻤﺎ ﺗﺮﻯ ‪،‬‬ ‫ْ‬
‫ﺟﻤﻊ‬
‫ِ‬ ‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ‬ ‫ﻗﻤﻊ ﻓﻘﻂ ﻳ ُ ِ‬ ‫ٍ‬ ‫ﺭﺃﺳﻚ ‪ .‬ﺍﻷﺫ ُﻥ ﺍﻟﺨﺎﺭﺟﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ِ‬
‫ﻭﺗﺮﺗﻄﻢ‬
‫ُ‬ ‫ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴّﺔ ُ ﺧﻼ َﻝ ﻗﻨﺎ ِﺓ ﺍﻷﺫ ِﻥ‬‫ُ‬ ‫ﻭﺗﻤﺮ‬
‫ﱡ‬ ‫ﺕ ﺍﻟﺼﻮﺗﻴ ّ ِﺔ ‪،‬‬ ‫ﺍﻟﻤﻮﺟﺎ ِ‬
‫ﺴﻤﻰ ﻃﺒﻠﺔ َ ﺍﻷﺫ ِﻥ ‪. eardrum‬‬ ‫ﺑﻐﺸﺎﺀ ﺭﻗﻴ ٍﻖ ﻣﺴﺘﺪﻳ ٍﺮ ﻣﺸﺪﻭ ٍﺩ ﺑﺈﺣﻜﺎﻡ ِ ﻳ ُ ّ‬ ‫ٍ‬
‫ﺑﻄﺒﻠﺔ ﺍﻷﺫ ِﻥ ﻓﺈﻧّﻬﺎ ﺗﻬﺘ ﱡﺰ ‪ .‬ﺗﺘّﺼ ُﻞ‬ ‫ِ‬ ‫ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴّﺔ ُ‬
‫ُ‬ ‫ﺗﺮﺗﻄﻢ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ُ‬
‫ﺭﻗﻴﻘﺔ ‪.‬‬ ‫ٍ‬ ‫ﺛﻼﺛﺔ ﻋﻈﺎﻡ ٍ‬‫ِ‬ ‫ﻟﻄﺒﻠﺔ ﺍﻷﺫ ِﻥ ﺳﻠﺴﻠﺔ ٌ ﻣﻦ‬ ‫ِ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﱢ‬ ‫ﺑﺎﻟﺴﻄﺢ‬
‫ِ‬
‫ُﻤﺮ ُﺭ ﺍﻟﻌﻈﺎﻡ ُ‬ ‫ِ‬
‫ﺍﻫﺘﺰﺍﺯﺍﺕ ﻃﺒﻠﺔ ﺍﻷﺫ ِﻥ ﺇﻟﻰ ﻫﺬﻩ ﺍﻟﻌﻈﺎﻡ ِ ﺍﻟﺜﻼﺛﺔ ‪ .‬ﺗ ﱢ‬ ‫ِ‬ ‫ُ‬ ‫ﺗﻨﺘﻘ ُﻞ‬
‫ﻜﻮﻥُ‬ ‫ﺗﺮﻛﻴﺐ ﻣﻤﺘﻠﺊٌ ﺑﺴﺎﺋﻞٍ ﻳُ ﱢ‬ ‫ٌ‬ ‫ﺍﻟﻘﻮﻗﻌﺔ ‪ ، cochlea‬ﻭﻫﻲ‬ ‫ِ‬ ‫ﺕ ﺇﻟﻰ‬ ‫ﺍﻻﻫﺘﺰﺍﺯﺍ ِ‬
‫ﺍﻻﻫﺘﺰﺍﺯﺍﺕ ﺧﻼ َﻝ ﺍﻟﺴﺎﺋ ِﻞ ﺍﻟﻤﻮﺟﻮ ِﺩ ﻓﻲ‬ ‫ُ‬ ‫ﺗﺘﺤﺮ ُﻙ‬
‫ّ‬ ‫ﺍﻷﺫﻥ َ ﺍﻟﺪﺍﺧﻠﻴّﺔ َ ‪.‬‬
‫ﺕ‬ ‫ﺗﻜﺘﺸﻒ ﺍﻻﻫﺘﺰﺍﺯﺍ ِ‬ ‫ُ‬ ‫ﺕ ﻋﺼﺒﻴ ّ ٍﺔ‬ ‫ﺍﻟﻘﻮﻗﻌﺔ ‪ .‬ﺗﺤﺘﻮﻱ ﺍﻟﻘﻮﻗﻌﺔ ُ ﻋﻠﻰ ﻧﻬﺎﻳﺎ ٍ‬ ‫ِ‬
‫ﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ﻋﻦ‬ ‫ﺕ ﻋﺼﺒﻴ ّ ٍﺔ ‪ .‬ﺗﻨﺘﻘ ُﻞ ﺍﻟﺴﻴ ّ ُ‬ ‫ُﺤﻮﻟُﻬﺎ ﺇﻟﻰ ﺳﻴّﺎﻻ ٍ‬ ‫ﻭﺗ ﱢ‬
‫ﺍﻟﺴﻤﻌﻲ ‪.‬‬
‫ﱢ‬ ‫ﺐ‬‫ﻃﺮﻳ ِﻖ ﺍﻟﻌﺼ ِ‬
‫ﺍﻻﺗّﺰﺍﻥُ‬
‫)ﺍﻟﻬﻼﻟﻴﺔ( ﺍﻟﺘﻲ ﺗﺮﺍﻫﺎ ﻓﻲ ﺷﻜ ِﻞ )‪(40‬‬ ‫ِ‬ ‫ﻧﺼﻒ ﺍﻟﺪﺍﺋﺮﻳ ّ ِﺔ‬
‫ُ‬ ‫ﺍﻟﻘﻨﻮﺍﺕ‬
‫ُ‬
‫ﻆ ﻋﻠﻰ ِ‬ ‫ُﻤﻜﻨُﻚ ﻣﻦ ﺃﻥ ﺗ ِ‬
‫ُﺤﺎﻓ َ‬ ‫ﺍﻟﺴﻤﻊ ‪ .‬ﻫﻲ ﺗ ﱢ‬
‫ﺗﻮﺍﺯﻧﻚ ‪ .‬ﺗﻤﺘﻠﺊُ‬ ‫ِ‬ ‫ﻻ ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻓﻲ‬
‫ﺭﺃﺳﻚ ﻓﺈ ّﻥ‬‫ُﺪﻳﺮ َ‬ ‫ﺕ ﺣﺮﻛﻴ ّ ٍﺔ ‪ ،‬ﻋﻨﺪﻣﺎ ﺗ ﱢ‬
‫ُﺤﺮ ُﻙ ﺃﻭ ﺗ ُ‬ ‫ﺑﺴﺎﺋﻞ ﻭﻣﺴﺘﻘﺒﻼ ٍ‬ ‫ٍ‬ ‫ﺍﻟﻘﻨﻮﺍﺕ‬
‫ُ‬
‫ﺕ‪،‬ﺗ ِ‬
‫ُﺮﺳ ُﻞ‬ ‫ﱢ‬
‫ﺕ ﻳﺘﻐﻴ ّ ُﺮ ﻣﺆﺛ ًﺮﺍ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﺣﺮﻛﺔ ﺍﻟﺴﺎﺋ ِﻞ ﻓﻲ ﺍﻟﻘﻨﻮﺍ ِ‬ ‫ِ‬ ‫ﺍﺗ ّﺠﺎﻩَ‬
‫ﻳﻜﺘﺸﻒ ﺍﻟﻄﺮﻳﻘﺔَ ﺍﻟﺘﻲ‬
‫ُ‬ ‫ﺕ ﻋﺼﺒﻴّﺔً ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ﺳﻴّﺎﻻ ٍ‬
‫ُ‬
‫ﺕ ﺍﻟﻌﻀﻠﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺗﺤﻔﻈُﻚ ﻣﺘّﺰﻧًﺎ ‪.‬‬‫ﺑﻴﻦ ﺍﻟﺤﺮﻛﺎ ِ‬‫ﻨﺴ ُﻖ ﻓﻲ ﻣﺎ َ‬ ‫َﺖ ﺑﻬﺎ ﻭﻳ ُ ﱢ‬ ‫ﺗﺤﺮﻛ ْ‬
‫ّ‬
‫ﻧﺼﻒ ﺩﺍﺋﺮﻳ ّ ٍﺔ‬
‫ُ‬ ‫ﻗﻨﻮﺍﺕ‬
‫ٌ‬
‫ﺍﻟﺴﻨﺪﺍ ُﻥ ﺍﻟﻤﻄﺮﻗﺔ ُ‬ ‫)ﻫﻼﻟﻴّﺔ ٌ(‬
‫ﺍﻟﺮﻛﺎﺏ‬
‫ُ‬

‫ﺍﻟﻌﺼﺐ‬
‫ُ‬
‫ﺍﻟﺴﻤﻌﻲ‬
‫ﱡ‬
‫ﺍﻟﻘﻮﻗﻌﺔ ُ‬

‫ﻃﺒﻠﺔ ُ ﺍﻷﺫ ِﻥ‬

‫ﻗﻨﺎﺓُ ﺍﻷﺫ ِﻥ‬

‫‪40 πo μ°T‬‬
‫ﺍﻷﻧﺎﺑﻴﺐ ﺍﻟﻤﻨﺤﻨﻴﺔ ُ ﻓﻲ ﺍﻟﺼﻮﺭ ِﺓ‬
‫ُ‬ ‫ﺍﻷﺫ ُﻥ ﻟﺍﻟﺨﺎﺭﺟﻴّﺔ ُ‬
‫ﻷ‬ ‫ﺍﻟﻮﺳﻄﻰ‬
‫ﺍﻷﺫ ُﻥ ﻟ ﻄ‬
‫ﻷ‬ ‫ﺍﻟﺪﺍﺧﻠﻴّﺔ ُ‬
‫ﺍﻷﺫ ُﻥ ﻟ ﻠ‬
‫ﻷ‬
‫ﺕ‬‫ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴ ّ ِﺔ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺍﻟﻘﻨﻮﺍ ِ‬
‫ِ‬
‫)ﺍﻟﻬﻼﻟﻴﺔ( ‪.‬‬ ‫ﻧﺼﻒ ﺍﻟﺪﺍﺋﺮﻳ ّ ِﺔ‬
‫ِ‬
‫‪86‬‬
 ‫‪º°ûdG‬‬
‫‪Smell‬‬
‫‪t‬‬

‫ﺍﻟﺮﻭﺍﺋﺢ؟‬‫ُ‬ ‫ﺏ ﻣﻨﻚ ‪ .‬ﻣﺎ‬ ‫ﺙ ﻟﻚ ﻋﻨﺪﻣﺎ ﺗ ُﻄﻬﻰ ﻭﺟﺒﺔ ٌ ﺑﺎﻟﻘﺮ ِ‬ ‫ﻓﻜ ْﺮ ﻓﻲ ﻣﺎ ﻳﺤﺪ ُ‬ ‫ﱢ‬
‫ﺍﻟﺮﻭﺍﺋﺢ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻣﻮﺍﺩﱠ ﻛﻴﻤﻴﺎﺋﻴ ّ ٍﺔ‬ ‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ُ‬ ‫ﺨﻚ؟‬ ‫ﻭﻛﻴﻒ ﻳﻜﺘﺸﻔُﻬﺎ ﻣ ﱡ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﻣﺤﻤﻮﻟﺔ ﻓﻲ‬‫ٍ‬
‫ﻣﺨﺘﻠﻔﺔ ٌ ﻋﻨﺪﻣﺎ ﻳﺘ ﱡﻢ‬ ‫ِ‬ ‫ﺗﺨﺮﺝ ﻣﻦ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺬﻱ ﺳﺘﺘﻨﺎﻭﻟُﻪ ﻣﻮﺍﺩﱡ ﻛﻴﻤﻴﺎﺋﻴّﺔ ٌ‬ ‫ُ‬
‫ﺣﺎﻟﺔ ﻏﺎﺯﻳ ّ ٍﺔ ‪.‬‬
‫ٍ‬ ‫ﺕ ﻓﻲ‬ ‫ﻃﻬﻴُﻪ ‪ .‬ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺟﺰﻳﺌﺎ ٍ‬
‫ﺗﺬﻭﺏ‬ ‫ُ‬ ‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫َ‬ ‫ﺗﺴﺘﻨﺸﻖ ﺍﻟﻬﻮﺍﺀ َ ﻓﺈﻧّﻚ ﺗﺄﺧ ُﺬ‬ ‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﺕ‬ ‫ﺃﻧﻔﻚ ‪ ،‬ﻭﻫﻲ ﺗ ُﻨﺒﱢ ُﻪ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬ ‫ﺍﻟﻤﺨﺎﻁ ﺍﻟﺬﻱ ﻳُﺒﻄﱢ ُﻦ ﺍﻷﻧﺴﺠﺔَ ﺩﺍﺧ َﻞ ِ‬ ‫ِ‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﺍﻟﺸﻤﻴﺔ( ‪ ،‬ﻭﺗ ُﻐﻴﱢ ُﺮ‬ ‫ِ‬ ‫ِ‬
‫)ﺍﻟﺒﺼﻠﺔ‬ ‫ﺍﻟﻨﺴﻴﺞ‬
‫ِ‬ ‫ﺍﻟﺤﺴﻴّﺔَ ﺍﻟﻤﻮﺟﻮﺩ َﺓ ﻓﻲ ﻫﺬﺍ‬ ‫ّ‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪. (41‬‬ ‫ﺕ ﻋﺼﺒﻴ ّ ٍﺔ ‪ْ .‬‬ ‫ﺍﻟﺮﺍﺋﺤﺔ ﺇﻟﻰ ﺳﻴّﺎﻻ ٍ‬ ‫ِ‬ ‫ﺕ‬ ‫ﻣﺆﺛﱢﺮﺍ ِ‬
‫ﻳﺮﺟﻊ‬
‫ُ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ُﻤﻴﱢ َﺰ ﺭﺍﺋﺤﺔً ﻋﻦ ﺃﺧﺮﻯ ‪ .‬ﻗﺪ‬ ‫ﺍﻟﻮﺍﺿﺢ ﻛﻴﻒ ﻳ ُ ِ‬ ‫ِ‬ ‫ﻣﻦ ﻏﻴ ِﺮ‬
‫ﺍﻟﻤﺨﺘﻠ ِﻔﺔ‬‫ِ‬ ‫ﻟﻸﻧﻮﺍﻉ‬
‫ِ‬ ‫ﺗﺴﺘﺠﻴﺐ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔَ‬ ‫ِ‬
‫ﺍﻟﺮﺍﺋﺤﺔ‬ ‫ﺫﻟﻚ ﺇﻟﻰ ﺃ ّﻥ ﻣﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬
‫ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ‪.‬‬

‫ﺍﻟﺸﻤﻴّﺔ ُ‬
‫ّ‬ ‫ﺍﻷﻋﺼﺎﺏ‬
‫ُ‬ ‫ﺍﻟﺸﻤﻴّﺔ ُ‬
‫ّ‬ ‫ﺍﻟﺒﺼﻠﺔ ُ‬

‫‪41 πo μ°T‬‬
‫ِ‬
‫ﺍﻟﺮﺍﺋﺤﺔ ﻓﻲ‬ ‫ﻣﺴﺘﻘﺒﻼﺕ‬
‫ُ‬
‫ِ‬
‫ﺍﻷﻧﻒ‬

‫ﺍﻟﺨﻠﻴّﺔ ُ ﺍﻟﺸﻤﻴﺔ‬
‫ّ ّ ُ ﺑﻄﺎﻧﺔ ٌ ﻣﺨﺎﻃﻴّﺔ ٌ‬

‫ﺍﻟﺸﻤﻴّﺔ ُ‬
‫ّ‬ ‫ﺍﻟﺸﻌﻴﺮﺍﺕ‬
‫ُ‬

‫‪¥GòŸG‬‬
‫‪Taste‬‬
‫‪o‬‬

‫ﺗﺬﻭ ِﻗﻪ ‪ .‬ﺍﻟﻤﺬﺍ ُ‬

‫ﻕ ‪ ،‬ﻣﺜ ُﻞ‬ ‫ﺗﺮﻏﺐ ﻓﻲ ّ‬ ‫ُ‬ ‫ﻧﻜﻬﺔ ُ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺬﻱ ﺗ ُِﺤﺒﱡﻪ ﺗﺠﻌﻠُﻚ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﻧﺘﻴﺠﺔ ﻟﻠﻤﻮﺍﺩﱢ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﺍﻟﺘﻲ ﻳﺘ ﱡﻢ ﺍﻛﺘﺸﺎﻓُﻬﺎ‬
‫ٍ‬ ‫ﺍﻟﺸ ﱢﻢ ‪ ،‬ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ﺗﺴﺘﺠﻴﺐ‬
‫ُ‬ ‫ِ‬
‫ﻟﺴﺎﻧﻚ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﻓﻲ‬
‫ّ‬ ‫ﻓﺎﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ‪.‬‬
‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬
‫ِ‬
‫ﺍﻟﺬﺍﺋﺒﺔ ﻓﻲ ﺍﻟﺴﻮﺍﺋ ِﻞ ‪.‬‬ ‫ﺕ‬ ‫ِ‬
‫ﺍﻟﺴﺎﺋﻠﺔ ﺃﻭ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫ِ‬
‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﺕ ﻓﻲ‬‫ﻟﻠﺠﺰﺋﻴﺎ ِ‬
‫‪87‬‬
 ‫ﺑﺮﺍﻋﻢ‬
‫َ‬ ‫ُﺴﻤﻰ‬
‫ﻟﺴﺎﻧﻚ ﺗ ّ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﻓﻲ ِ‬
‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪. (42‬‬ ‫ْ‬
‫ﺍﻟﻤﺎﻟﺢ ‪،‬‬
‫ِ‬ ‫ﻔﺔ ﻣﻦ ﺍﻟﻤﺬﺍﻗﺎ ِ‬
‫ﺕ‪:‬‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ٍ‬ ‫ﻕ ‪ ،‬ﻭﻫﻲ ﺗ ُﻌﻄﻴﻚ ﺃﺭﺑﻌﺔَ‬ ‫ﺍﻟﺘﺬﻭ ِ‬
‫ّ‬
‫ﺾ( ‪.‬‬ ‫ﺍﻟﻼﺫﻉ )ﺍﻟﺤﺎﻣ ِ‬ ‫ِ‬ ‫ﺍﻟﻤﺮ ‪،‬‬
‫ﺍﻟﺤﻠ ِﻮ ‪ ،‬ﱢ‬
‫ﺃﻛﺜﺮ ﺣﺴﺎﺳﻴّﺔً‬ ‫ﺟﻤﻴﻌﻬﺎ ﻣﺘﻤﺎﺛﻠﺔ ٌ ًّ‬
‫ﺑﻌﻀﻬﺎ ُ‬ ‫ﻟﻜﻦ َ‬ ‫ّ‬ ‫ﺟﺪﺍ ‪،‬‬ ‫ُ‬ ‫ﺍﻟﺘﺬﻭﻗﻴّﺔ ُ‬
‫ّ‬ ‫ﺑﺮﺍﻋﻤﻚ‬
‫ُ‬
‫ﺺ‬ ‫ﺗﺘﺨﺼ ُ‬ ‫ّ‬ ‫ﻔﺴ ُﺮ ﻛﻴﻒ‬ ‫ﺍﻷﺭﺑﻌﺔ ‪ .‬ﻫﺬﺍ ﻗﺪ ﻳ ُ ﱢ‬ ‫ِ‬ ‫ﺕ‬‫ﺕ ﺍﻟﻤﺬﺍﻗﺎ ِ‬ ‫ﻟﻜ ﱟﻞ ﻣﻦ ﺇﺣﺴﺎﺳﺎ ِ‬
‫ِ‬
‫ﺍﻟﺤﻤﻮﺿﺔ ﺃﻭ‬ ‫ِ‬
‫ﺑﺎﻟﻤﻠﻮﺣﺔ ﺃﻭ ﺍﻟﺤﻼﻭ ِﺓ ﺃﻭ‬ ‫ﺱ ﺇﻣّﺎ‬ ‫ﻣﻨﺎﻃﻖ ﺍﻟﻠﺴﺎ ِﻥ ﻓﻲ ﺍﻹﺣﺴﺎ ِ‬ ‫ُ‬
‫ﻣﻮﺿﻊ ﻫﺬﻩ ﺍﻟﻤﻨﺎﻃ ِﻖ ﻓﻲ ﺷﻜ ِﻞ )‪. (42‬‬ ‫ِ‬ ‫ﺍﻟﻤﺮﺍﺭ ِﺓ ‪ْ .‬‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ‬
‫ﺐ ﻋﻠﻴﻚ‬ ‫ﺖ ﺑﺎﻟﺰﻛﺎﻡ ِ ﻛﻴﻒ ﻛﺎ َﻥ ﻣﻦ ﺍﻟﺼﻌ ِ‬ ‫ﻳﻮﻣﺎ ﺣﻴﻦ ﺃ ُ ِﺻﺒ ْ َ‬ ‫ﺖ ً‬ ‫ﻫﻞ ﻻﺣﻈ ْ َ‬
‫ﺗﺠﻤﻊ ﻓﻲ‬‫ُ‬ ‫ﺍﻟﻮﺍﻗﻊ‬
‫ِ‬ ‫ﺕ ﻓﻲ‬‫ﻣﻌﻈﻢ ﺍﻟﻤﺬﺍﻗﺎ ِ‬ ‫َ‬ ‫ﺐ ﺃ ّﻥ‬ ‫ﺗﺘﺬﻭ َﻕ ﺍﻟﻄﻌﺎﻡَ؟ ﻫﺬﺍ ﺑﺴﺒ ِ‬ ‫ﺃﻥ ّ‬
‫ﻭﺍﻟﺸﻢﻢ ‪.‬‬
‫ﻕ ﻭﺍﻟﺸ ﱢ‬ ‫ﺍﻟﺘﺬﻭ ِ‬
‫ّ‬ ‫ﺑﻴﻦ‬
‫ﻣﺎ َ‬
‫ﺍﻟﻤﺮ‬
‫ﱡ‬

‫)ﺍﻟﺤﺎﻣﺾ(‬
‫ُ‬ ‫ﻉ‬
‫ﺍﻟﻼﺫ ُ‬

‫ﺍﻟﻤﺎﻟﺢ‬
‫ُ‬
‫‪42 πo μ°T‬‬
‫ﻕ ﻓﻲ ﺍﻟﻠﺴﺎ ِﻥ )ﺇﻟﻰ‬ ‫ﺍﻟﺘﺬﻭ ِ‬
‫ّ‬ ‫ﺑﺮﺍﻋﻢ‬
‫ُ‬
‫ﺍﻟﻴﻤﻴ ِﻦ(؛ ﺻﻮﺭﺓٌ ﻓﻮﺗﻮﻏﺮﺍﻓﻴّﺔ ٌ‬
‫ﻕ )ﺇﻟﻰ‬ ‫ﺍﻟﺘﺬﻭ ِ‬
‫ّ‬ ‫ﺕ ﺑﺮﺍﻋﻢ ِ‬‫ﻟﺘﺠﻤﻌﺎ ِ‬
‫ّ‬
‫ﺍﻟﻴﺴﺎ ِﺭ(‬
‫ﺍﻟﺤﻠﻮ‬
‫ُ‬

‫ﺍﻟﻤﻼﺣﻈﺔ ُ‬
‫‪¢ùª∏dG‬‬
‫‪Touch‬‬
‫‪o‬‬
‫ﺲ‬
‫ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻠﻤ ِ‬
‫ُ‬
‫ﺃﺣﻀ ِﺮ ﺍﻷﺷﻴﺎﺀ َ ﺍﻟﺘﺎﻟﻴﺔَ‪ :‬ﺇﻧﺎﺀ ً ﻣﻤﻠﻮﺀًﺍ‬ ‫ِ‬
‫ِ‬ ‫ِ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ‬ ‫ﺗﺸﻌﺮ ﺑﻬﺎ ﻓﻲ ﺟﻠ ِﺪﻙ؟ ﻳ ُ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ ُ ﺍﻟﺘﻲ ﻗﺪ‬ ‫ِ‬ ‫ﺍﻹﺣﺴﺎﺳﺎﺕ‬
‫ُ‬ ‫ﻣﺎ‬
‫ﺑﺎﻟﻤﺎﺀ‬ ‫ﺑﺎﻟﻤﺎﺀ ﺍﻟﺒﺎﺭ ِﺩ ‪ ،‬ﻭﺇﻧﺎﺀ ً ﻣﻤﻠﻮﺀًﺍ‬
‫ﺑﻤﺎﺀ ﺳﺎﺧ ٍﻦ‬ ‫ﺍﻟﺪﺍﻓﮒ ‪ ،‬ﻭﺛﺎﻟﺜًﺎ ﻣﻤﻠﻮﺀﺍ ٍ‬ ‫ﺲ‬
‫ﺶ ﻭﻟﻤ ِ‬ ‫ﺲ ﺍﻟﺮﻳ ِ‬ ‫ﺑﻴﻦ ﻟﻤ ِ‬
‫ُﻘﺮ َﺭ ﺍﻟﻔﺮ َﻕ َ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ﱢ‬ ‫ﻭﺍﻟﺤﺮ ‪ .‬ﻭﻳ ُ ِ‬
‫ﱠ‬ ‫ﺗﻜﺘﺸﻒ ﺍﻟﺒﺮﺩَ‬
‫َ‬
‫ً‬
‫ﺲ‪.‬‬ ‫ﻛﺎﻓﻴﺔ ﻟﻠّﻤ ِ‬
‫ٍ‬ ‫ٍ‬
‫ﺑﺪﺭﺟﺔ‬ ‫ﺗﺸﻌﺮ ﺑﺄﻟﻢ ِ ﺍﻟﻮﺧ ِﺰ ﻭﺍﻷﻟﻢ ِ ﺍﻟﻤﺘﻮﺍﺻ ِﻞ‬ ‫َ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ‬ ‫ﺹ ‪ .‬ﻳُ ِ‬ ‫ﻳ ِﺪ ﺃﺣ ِﺪ ﺍﻷﺷﺨﺎ ِ‬
‫ﺿ ْﻊ ﺳﺒّﺎﺑﺔَ ﺇﺣﺪﻯ ﺍﻟﻴﺪﻳﻦ ﻓﻲ‬ ‫‪َ .1‬‬ ‫ﻧﻮﻉ ﻣﻌﻴﱠ ٍﻦ ﻣﻦ‬ ‫ٍ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﻒ‬
‫ُﻜﺘﺸ ُ‬ ‫ﺕ ﺗ َ‬ ‫ﺍﻟﺨﻔﻴﻒ ‪ .‬ﻛ ﱡﻞ ﻫﺬﻩ ﺍﻹﺣﺴﺎﺳﺎ ِ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ ﺍﻟﺴﺎﺧ ِﻦ ‪ ،‬ﻭﺍﻟﺴﺒّﺎﺑﺔَ ﺍﻷﺧﺮﻯ‬ ‫ِ‬
‫ِ‬ ‫ﺍﻟﺤﺴﻴ ّ ِﺔ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ‪.‬‬‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬
‫ٍ‬
‫ﺩﻗﻴﻘﺔ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﺒﺎﺭ ِﺩ ﻟﻤ ّﺪ ِﺓ‬ ‫ﻓﻲ‬
‫ﻭﺍﺣﺪ ٍﺓ ‪.‬‬ ‫ﺕ‬‫ﺍﻟﺘﺎﻟﻴﺔ ﺃ ّﻥ ﻫﺬﻩ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺮﻯ ﻓﻲ ﺷﻜ ِﻞ )‪ (43‬ﻓﻲ‬ ‫ﻳُ ِ‬
‫ﺍﻟﻤﺎﺀ ﺍﻟﺪﺍﻓﮒ ‪.‬‬ ‫ﺿ ِﻊ ﺍﻟﺴﺒّﺎﺑﺘﻴﻦ ﻓﻲ ِ‬ ‫‪َ .2‬‬ ‫ﺑﺸﻜﻞ ﻏﻴ ِﺮ‬
‫ٍ‬ ‫ﻔﺔ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ‪ .‬ﻭﻫﻲ ً‬
‫ﺃﻳﻀﺎ ﻣﻮ ﱠﺯﻋﺔ ٌ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﺕ ِ‬ ‫ﺟ ُﺪ ﻋﻨ َﺪ ﻣﺴﺘﻮﻳﺎ ٍ‬ ‫ﺗﻮ َ‬
‫ﺙ ‪ .‬ﻣﺎ ﺍﻟﺬﻱ‬ ‫ﻒ ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ِﺻ ْ‬ ‫ﺕ‬ ‫ﺃﻛﺜﺮ ﺑﻜﺜﻴ ٍﺮ ﻣﻦ ﻣﺴﺘﻘﺒﻼ ِ‬ ‫ﻣﺴﺘﻘﺒﻼﺕ ﺃﻟﻢ ٍ ُ‬
‫ُ‬ ‫ﻣﻨﻈﱠﻢ ٍ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻟﺪﻳﻚ‬
‫ِ‬ ‫ﺗﺴﺘﺪ ﱡﻝ ﻋﻠﻴﻪ ﻣﻦ‬ ‫ﻭﺍﻟﻀﻐﻂ ﻓﻲ ﺍﻟﻴﺪﻳﻦ ﻭﺃﻃﺮﺍ ِ‬
‫ﻣﻼﺣﻈﺎﺗﻚ ﻋﻦ‬ ‫ﻑ‬ ‫ِ‬ ‫ﺲ‬‫ﻣﺴﺘﻘﺒﻼﺕ ﺍﻟﻠﻤ ِ‬
‫ُ‬ ‫ﺍﻟﺒﺮﻭﺩ ِﺓ ‪ .‬ﺗﺘﺮ ّﻛ ُﺰ‬
‫ﺲ؟‬‫ﺣﺎﺳ ِﺔ ﺍﻟﻠﻤ ِ‬ ‫ّ‬
‫‪88‬‬
 ‫ﺟﺴﻤﻚ‬ ‫ِ‬ ‫ﺲ ﻓﻲ‬ ‫ﺟ ُﺪ ﺃﻋﺪﺍﺩٌ ﻛﺒﻴﺮﺓٌ ﻣﻦ ﻣﺴﺘﻘﺒﻼ ِ‬
‫ﺕ ﺍﻟﻠﻤ ِ‬ ‫ﺍﻷﺻﺎﺑﻊ ‪ .‬ﺃﻳﻦ ﺗﻮ َ‬
‫ِ‬
‫ﺃﻳﻀﺎ؟‬
‫ً‬
‫ﺕ‪،‬‬ ‫ﺃﻧﻮﺍﻉ ﻋﺪﻳﺪ ٍﺓ ﻣﻦ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ٍ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃ ّﻥ ﺍﻟﺠﻠ َﺪ ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﺕ ﺭﺋﻴﺴﻴ ّ ٍﺔ ﻣﻨﻬﺎ ‪ .‬ﻳﺮﺻ ُﺪ ﻛ ﱞﻞ ﻣﻦ ﻣﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬ ‫ﺙ ﻣﺠﻤﻮﻋﺎ ٍ‬ ‫ﺟ ُﺪ ﺛﻼ ُ‬
‫ﺇﻻ ﺃﻧّﻪ ﺗﻮ َ‬
‫ﻣﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﻭﺗﺴﺘﺠﻴﺐ‬
‫ُ‬ ‫ﺍﻟﻀﻐﻂ ﺍﻟﺤﺮﻛﺔَ ﻭﺍﻟﻀﻐ َ‬
‫ﻂ‪،‬‬ ‫ِ‬ ‫ﺲ ﻭﻣﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬ ‫ﺍﻟﻠﻤ ِ‬
‫ﻣﺴﺘﻘﺒﻼﺕ ﺍﻷﻟﻢ ِ‬
‫ُ‬ ‫ﺗﻜﺘﺸﻒ‬
‫ُ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫ﺕ‬ ‫ِ‬
‫ﻭﺍﻟﺴﺨﻮﻧﺔ ﻟﺘﻐﻴّﺮﺍ ِ‬ ‫ﺍﻟﺒﺮﻭﺩ ِﺓ‬
‫ﺧﺎﺻ ٍﺔ‬
‫ّ‬ ‫ٍ‬
‫ﻣﺠﻤﻮﻋﺔ ﻭﺍﺣﺪ ٍﺓ‬ ‫ﺿ ُﻊ ﻓﻲ‬ ‫ﺕ ‪ ،‬ﻟﻜﻨّﻬﺎ ﺗﻮ َ‬ ‫ﺃﻧﻮﺍ ًﻋﺎ ﻋﺪﻳﺪ ًﺓ ﻣﻦ ﺍﻟﻤﺆﺛﱢﺮﺍ ِ‬
‫ﺑﻬﺎ ‪.‬‬

‫ﺳﻄﺢ ﺍﻟﺠﻠ ِﺪ‬

‫ُ‬

‫ﺑﺮﻭﺩﺓٌ‬
‫‪43 πo μ°T‬‬
‫ِ‬
‫ﻣﺨﺘﻠﻔﺔ ٌ ﻣﻦ‬ ‫ﻉ‬
‫ﺟ ُﺪ ﺃﻧﻮﺍ ٌ‬ ‫ﺗﻮ َ‬
‫ﺕ ﻓﻲ ﺍﻟﺠﻠ ِﺪ ‪.‬‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﺗﻘﻊ ﻗﺮﻳﺒﺔً ﻣﻦ‬
‫ﺲ ُ‬
‫ﻣﺴﺘﻘﺒﻼﺕ ﺍﻟﻠﻤ ِ‬
‫ُ‬ ‫ﺿﻐ ٌ‬
‫ﻂ‬ ‫ﺃﻟﻢ‬
‫ٌ‬
‫ﻣﺴﺘﻘﺒﻼﺕ ﺍﻷﻟ ِﻢ‬
‫ُ‬ ‫‪.‬‬ ‫ﺪ‬‫ِ‬ ‫ﺍﻟﺠﻠ‬ ‫ﺳﻄﺢ‬
‫ِ‬
‫ِ‬
‫ﺗﻘﻊ ﺩﺍﺧ َﻞ ﺍﻟﺠﻠﺪ ‪.‬‬‫ُ‬ ‫ﺣﺮﺍﺭﺓٌ‬
‫ﻟﻤﺲ‬
‫ٌ‬

‫ﻟﻠﺒﻘﺎﺀ ﻋﻠﻰ ﻗﻴ ِﺪ ﺍﻟﺤﻴﺎ ِﺓ ‪ .‬ﺗﺼﻮ ْﱠﺭ‬ ‫ِ‬ ‫ﺧﺼﻮﺻﺎ‬

‫ً‬ ‫ﻣﻬﻤﺔ ٌ‬
‫ّ‬ ‫ﺣﺎﺳﺔ ٌ‬
‫ّ‬ ‫ﺍﻷﻟﻢ‬
‫ُ‬
‫ِ‬ ‫ِ‬
‫ﺱ ﺍﻟﻤﻠﻬﺐ ﻟﻸﺷﻴﺎﺀ ﺍﻟﺴﺎﺧﻨﺔ ‪.‬‬‫ِ‬ ‫ﺗﺸﻌﺮ ﺑﺎﻹﺣﺴﺎ ِ‬ ‫ِ‬
‫ﺃﻧّﻪ ﻻ ﻳُﻤﻜﻨُﻚ ﺃﻥ‬
‫َ‬
‫ﻔﺔ ‪ .‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺇﺫﺍ ﻣﺎ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬ ‫ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻟﻢ ِ ﺑﻄﺮ ٍ‬
‫ﻕ‬ ‫ُ‬ ‫ﻳﺘ ﱡﻢ‬
‫ﺳﺮﻳﻊ‬
‫ٍ‬ ‫ﺗﻌﺮﻑ ﺃ ّﻥ ﺍﻟﻨﺘﻴﺠﺔَ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺃﻟﻢ ٍ‬ ‫ُ‬ ‫ﻧﻔﺴﻚ ‪ ،‬ﻓﺈﻧّﻚ‬ ‫َ‬ ‫ﺖ‬
‫ﺣ َ‬ ‫ﺟﺮ ْ‬
‫ﺍﻟﻤﺆﻟﻢ ﻋﺎﺩ ًﺓ ﻣﺎ‬
‫َ‬ ‫ﺍﻟﺸﻌﻮﺭ‬
‫َ‬ ‫ﻕ ﻣﺎ ‪ ،‬ﻓﺈ ّﻥ‬‫ﺖ ﻳ ُﺪﻙ ﻟﺤﺮ ٍ‬ ‫ﺿ ْ‬ ‫ﺷﺪﻳ ٍﺪ ‪ .‬ﺇﺫﺍ ﻣﺎ ّ‬
‫ﺗﻌﺮ َ‬
‫ﻣﺘﻮﺍﺻﻞ‬
‫ٍ‬ ‫ﻳﻮﻣﺎ ﻣﺎ ﻷﻟﻢ ٍ‬
‫ﺽ ً‬ ‫ﺗﺘﻌﺮ ْ‬
‫ﻃﻮﻳﻠﺔ ‪ .‬ﺃﻟﻢ ّ‬ ‫ٍ‬ ‫ﻳﻜﻮ ُﻥ ﺑﻄﻴ ًﺌﺎ ﻭﻳﺒﻘﻰ ﻟﻔﺘﺮ ٍﺓ‬
‫ﺕ؟‬ ‫ﺷﻌﺮ َ‬
‫ﺑﻢ ْ‬ ‫ﺧﻔﻴﻒٍ ؟ َ‬

‫‪89‬‬
 ‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺟﻤﻊ‬
‫ُ‬
‫‪Skill Builder‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻛﺴﺎﺏ‬
‫ُ‬
‫ِ‬
‫ﺗﺘﺬﻭ ُﻕ ﻣﻦ ﺩﻭﻥ ﺷ ﱟﻢ؟‬‫ﻫﻞ ّ‬
‫ﺖ ‪ ،‬ﺍﻟﺒﺼ ِﻞ ‪ ،‬ﻣﺘﺴﺎﻭﻳﺔً ﺟﻤﻴ َﻌﻬﺎ ﻓﻲ‬ ‫ﺲ ‪ ،‬ﺍﻟﺠﺰ ِﺭ ‪ ،‬ﺍﻟﻠﻔ ِ‬ ‫ّﺎﺡ ‪ ،‬ﺍﻟﺒﻄﺎﻃ ِ‬ ‫ﺸﺮ ًﺓ ﻣﻦ ﺍﻟﺘﻔ ِ‬ ‫ﺕ ﺻﻐﻴﺮ ًﺓ ﻣﻘ ﱠ‬ ‫ﺃﺣﻀ ْﺮ ﻣﻜ ّﻌﺒﺎ ٍ‬ ‫ِ‬
‫ﺐ ﺍﻟﺬﻱ‬ ‫ﻉ ﺍﻟﻤﻜ ّﻌ ِ‬ ‫ﺯﻣﻼﺋﻚ ﺣﺘّﻰ ﻻ ﻳﺴﺘﻄﻴ َﻊ ﺃﻥ ﻳﺮﻯ ﻧﻮ َ‬ ‫ِ‬ ‫ﺐ ﻋﻴﻨﻲ ﺃﺣ ِﺪ‬ ‫ﻭﺃﻋﺼ ْ‬ ‫ِ‬ ‫ٍ‬
‫ﻟﻮﺣﺔ ‪،‬‬ ‫ﺿ ِﻊ ﺍﻟﻘﻄ َﻊ ﻋﻠﻰ‬ ‫ﺍﻟﺤﺠﻢ ِ ‪َ .‬‬
‫ﻣﻀﻎ‬
‫ِ‬ ‫ﻳﻨﺘﻬﻲ ﺯﻣﻴﻠُﻚ ﻣﻦ‬ ‫ٍ‬
‫ﻣﻠﻌﻘﺔ ‪ .‬ﺑﻌ َﺪ ﺃﻥ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺗﻀﻊ ﻣﻜ ّﻌﺒًﺎ ﻋﻠﻰ ِ‬
‫ﻟﺴﺎﻧﻪ‬ ‫ُ‬ ‫ﻳﺴﺪ ﺃﻧﻔَﻪ ﺑﻴﻨﻤﺎ‬ ‫ﺗﺨﺘﺎﺭﻩ ‪ .‬ﺃﺧﺒِ ْﺮ ﺯﻣﻴﻠَﻚ ﺃﻥ ﱠ‬ ‫ُ‬
‫َ‬
‫ﺍﺭﺳﻢ‬
‫ْ‬ ‫‪.‬‬ ‫ِ‬ ‫ﻡ‬ ‫ﺍﻟﻄﻌﺎ‬ ‫ﻧﻮﻉ‬
‫ِ‬ ‫ﻞ‬
‫َ‬ ‫ﺃﺳﻔ‬ ‫ﻝ‬
‫ِ‬ ‫ﺍﻟﺠﺪﻭ‬ ‫ﻓﻲ‬ ‫ِ‬
‫ﺒﺔ‬ ‫ِ‬
‫ﺍﻟﻤﻨﺎﺳ‬ ‫ِ‬
‫ﺍﻟﺨﺎﻧﺔ‬ ‫ﻓﻲ‬ ‫ً‬ ‫ﺔ‬ ‫ﻋﻼﻣ‬ ‫ﻊ‬
‫ْ‬ ‫ﺿ‬‫َ‬ ‫‪.‬‬ ‫ﻪ‬‫َ‬ ‫ﻟ‬ ‫ﺗﻨﺎﻭ‬ ‫ﻗﺪ‬ ‫ٍ‬ ‫ﻡ‬ ‫ﻃﻌﺎ‬ ‫ﺃﻱ‬‫ﱠ‬ ‫ﻪ‬‫ْ‬ ‫ﻟ‬ ‫ﺍﺳﺄ‬ ‫‪،‬‬ ‫ِ‬
‫ﺐ‬ ‫ﻌ‬
‫ﺍﻟﻤﻜ ّ‬
‫ﺧﻤ َﻦ ﺻﺪﻳﻘُﻚ ﺑﺼﻮﺭ ٍﺓ‬ ‫ﺻﺤﻴﺤﺔ ‪ .‬ﺇﺫﺍ ّ‬ ‫ٍ‬ ‫ﺐ ﺍﻟﻄﻌﺎﻡ ِ ﺑﺼﻮﺭ ٍﺓ‬ ‫ﻣﻀﻎ ﻣﻜ ّﻌ ِ‬ ‫ِ‬ ‫ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ‬
‫ُ‬ ‫ﻑ ﻓﻴﻬﺎ‬ ‫ﻳﺘﻌﺮ ُ‬‫ﺍﻟﺨﺎﻧﺔ ﺍﻟﺘﻲ ّ‬ ‫ِ‬ ‫ﻧﺠﻤﺎ ﻓﻲ‬ ‫ً‬
‫ﺍﻟﺪﻭﺭ ‪.‬‬
‫َ‬ ‫ﻣﻌﻪ‬ ‫ﻝ‬ ‫ْ‬ ‫َ‬ ‫ﺩ‬ ‫ﺗﺒﺎ‬ ‫‪،‬‬ ‫ٍ‬ ‫ﻡ‬ ‫ﻃﻌﺎ‬ ‫ﱠ‬
‫ﻞ‬ ‫ﻛ‬ ‫ﻚ‬ ‫ُ‬ ‫ﻠ‬ ‫ﺯﻣﻴ‬ ‫ﻕ‬ ‫ﻳﺘﺬﻭ‬
‫ّ َ‬ ‫ﺃﻥ‬ ‫ﺪ‬
‫َ‬ ‫ﺑﻌ‬ ‫‪.‬‬ ‫ﻬﺎ‬ ‫ِ‬
‫ﻧﻔﺴ‬ ‫ِ‬
‫ﺍﻟﺨﺎﻧﺔ‬ ‫ﻓﻲ‬ ‫ﺳﻴﻜﻮﻧﺎﻥ‬ ‫ﻭﺍﻟﻨﺠﻢ‬
‫َ‬ ‫َ‬ ‫ﺔ‬ ‫ﺍﻟﻌﻼﻣ‬ ‫ّ‬
‫ﻥ‬ ‫ﻓﺈ‬ ‫‪،‬‬ ‫ٍ‬
‫ﺻﺤﻴﺤﺔ‬
‫ﻕ ﺃﻧﺖ ﺑﻴﻨﻤﺎ ﻳُﺴﺠﱢ ُﻞ ﺯﻣﻴﻠُﻚ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ ‪.‬‬ ‫ﺳﺘﺘﺬﻭ ُ‬
‫ّ‬ ‫ﺍﻟﻤﺮ ِﺓ‬
‫ﻓﻲ ﻫﺬﻩ ّ‬
‫ﺭﻗﻢ‬
‫ُ‬
‫ﺑﺼ ٌﻞ‬ ‫ﺖ‬
‫ﻟﻔ ٌ‬ ‫ﺟﺰﺭ‬
‫ٌ‬ ‫ﺑﻄﺎﻃﺲ‬
‫ُ‬ ‫ﺡ‬
‫ٌ‬ ‫ﺎ‬‫ّ‬ ‫ﻔ‬ ‫ﺗ‬ ‫ِ‬
‫ﺍﻟﻤﺤﺎﻭﻟﺔ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫ﻉ ﺍﻟﻄﻌﺎﻡ ِ ﺍﻟﺬﻱ ﺗﻨﺎﻭﻟْﺘَﻪ؟‬ ‫ﺐ ﻋﻠﻴﻚ ﺃﻥ ﺗ ﱢ‬
‫ُﺤﺪﺩَ ﻧﻮ َ‬ ‫ﻟﻤﺎﺫﺍ ﻛﺎ َﻥ ﻣﻦ ﺍﻟﺼﻌ ِ‬ ‫‪.1‬‬
‫ﺃﺻﻌﺐ ﻓﻲ ﺗﻤﻴﻴ ِﺰﻩ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫َ‬ ‫ﺃﻱﱡ ﻃﻌﺎﻡ ٍ ﻛﺎ َﻥ‬ ‫‪.2‬‬
‫ْﺕ ﺇﻟﻴﻪ ﻓﻲ ﺗﺤﺪﻳ ِﺪ ﻣﺎ ﻛﻨْ َ‬
‫ﺖ ﺗﺘﻨﺎﻭﻝُ؟‬ ‫ﻣﺎ ﺍﻟﺬﻱ ﺍﺳﺘﻨﺪ َ‬ ‫‪.3‬‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺷ ﱢﻢ ﺍﻟﻄﻌﺎﻡِ؟‬
‫ﺍﻛﺘﺐ ﻟﻤﺎﺫﺍ ﻣﻦ ﺍﻟﻤﻬ ﱢﻢ ﺃﻥ ﺗﻜﻮ َﻥ ً‬
‫ْ‬ ‫ﻕ ﺍﻟﻄﻌﺎﻡِ؟‬ ‫ﺗﺬﻭ ِ‬
‫ﻏﻴﺮ ﻗﺎﺩ ٍﺭ ﻋﻠﻰ ّ‬
‫ﺖ َ‬ ‫ﻣﺘﻰ ﻛﻨْ َ‬ ‫‪.4‬‬

‫ﺍﻟﺪﺭﺱ ‪2-3‬‬
‫ُ‬

‫‪pπÑ≤à°ùŸG áo Ø«Xh Ée .1‬‬

‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪r u .2‬‬
‫‪?»u °ù◊G‬‬
‫‪q‬‬

‫‪o ©dG hóÑJ ∞«c :øpr jÉHh ¿pr QÉb .3‬‬

‫‪. áp ëØ°üdG √òg ‘ äɪ∏μdG‬‬
‫‪p‬‬ ‫‪iôJ ¿CG ∂æo μp Áo ∞«c öùa‬‬

‫‪…Cu G ‘ :èr àp æà°SG .4‬‬

‫‪?GÒeÉμdGh Ú‬‬
‫‪p ©dG Ú‬‬ ‫‪p‬‬
‫‪n H ±ÓàN’G‬‬ ‫‪¬o LhCG Ée ?GÒeÉμdG πãe‬‬ ‫‪n Ú‬‬
‫‪Öo Ñ°ù‬‬
‫‡‪u jo É‬‬ ‫‪u ¤EG Ap »°ûdG øe 䃰üdG‬‬
‫‪q ïŸG‬‬ ‫‪p‬‬ ‫‪∫É≤àfG‬‬
‫‪o‬‬ ‫‪∞n bq ƒàj ¿CG øo μp Áo ™°VGƒŸG‬‬
‫‪p‬‬
‫‪?ºª°üdG‬‬
‫‪n‬‬

‫‪90‬‬
 ‫‪Rp GôaE’G Ro É¡L 3-3‬‬
‫‪Endocrine System‬‬
‫‪»∏NGódG‬‬
‫‪u‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﺼﻤﺎﺀ َ ﺍﻟﺮﺋﻴﺴﻴّﺔَ ﻭﻭﻇﺎﺋﻔَﻬﺎ ‪.‬‬‫ّ‬ ‫ﻳﺼﻒ ﺍﻟﻐﺪﺩَ‬
‫َ‬
‫ﺕ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻬﺮﻣﻮﻧﺎ ِ‬ ‫ﱠ‬
‫ﻔﺴ َﺮ ﻛﻴﻒ ﺗ ُﻨﻈ ُﻢ‬
‫ُ‬ ‫ﻳُ ﱢ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺕ ﻓﻲ ﺟﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫ﺤﺪﺩ َ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﺍﻻﺧﺘﻼﻻ ِ‬ ‫ﻳُ ﱢ‬
‫ﺺ ﺍﻟﻌﺎﺩﻱﱢ ‪.‬‬‫ﺍﻟﻨﻤﻮ ﻋﻠﻰ ﺍﻟﺸﺨ ِ‬ ‫ﱢ‬ ‫ﺕ ﺯﻳﺎﺩ ِﺓ ﻣﺴﺘﻮﻯ ﻫﺮﻣﻮ ِﻥ‬ ‫ﻳﺘﻮﻗ َّﻊ ﺗﺄﺛﻴﺮﺍ ِ‬
‫ﺕ‪.‬‬‫ﺍﻟﺼﻤﺎﺀ َ ‪ ،‬ﺍﻟﻬﺮﻣﻮﻧﺎ ِ‬
‫ّ‬ ‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﻐ ّﺪ َﺓ ‪ ،‬ﺍﻟﻐﺪﺩَ‬
‫ِ‬ ‫ﻑ‬
‫ﻳُ ﱢﻌﺮ َ‬

‫ﺃﻛﺒﺮ ﻣﻦ‬‫ﻬﺎﺟ ُﻤﻪ َ‬ ‫ﺐ ﻳُ ِ‬ ‫ﻳﺨﺎﻑ ﻣﻦ ﻛﻠ ٍ‬ ‫ُ‬ ‫ﺺ ﺍﻟﺬﻱ‬ ‫ﻟﻤﺎﺫﺍ ﺗﻜﻮ ُﻥ ﺳﺮﻋﺔ ُ ﺍﻟﺸﺨ ِ‬
‫ﺕ ِ‬
‫ﺍﻟﻤﺌﺔ ﻣﺘ ٍﺮ؟‬ ‫ﺳﺮﻋﺔ ﺍﻟﻌﺪّﺍﺋﻴﻦ ﻓﻲ ﻣﺴﺎﺑﻘﺎ ِ‬ ‫ِ‬
‫ﺍﻷﺩﺭﻳﻨﺎﻟﻴﻦ ﺗ ُﻌﻄﻴﻚ ﺍﻟﻌﻮ َﻥ ﻋﻨﺪﻣﺎ ﺗﻜﻮ ُﻥ‬ ‫َ‬ ‫ُﺴﻤﻰ‬ ‫ﺍﻹﺟﺎﺑﺔ ُ ﻫﻲ ﺃ ّﻥ ﻣﺎﺩّ ًﺓ ﺗ ّ‬
‫ﺟﺴﻤﻚ ‪ ،‬ﻫﺬﻩ‬ ‫ِ‬ ‫ﺕ ﻋﺪﻳﺪ ًﺓ ﺳﺮﻳﻌﺔً ﻓﻲ‬ ‫ﺍﻷﺩﺭﻳﻨﺎﻟﻴﻦ ﺗﻐﻴّﺮﺍ ٍ‬
‫ُ‬ ‫ﺐ‬
‫ﺧﺎﺋﻔًﺎ ‪ .‬ﻳُﺴﺒﱢ ُ‬
‫ﺍﻟﺤﺎﻻﺕ‬
‫ُ‬ ‫ﻉ ﻭﺃﻗﻮﻯ ﻟﻔﺘﺮ ٍﺓ ﻗﺼﻴﺮ ٍﺓ ﻣﻦ ﺍﻟﺰﻣ ِﻦ ‪ .‬ﻣﺎ‬ ‫ﺮﺍﺕ ﺗﺠﻌﻠُﻚ ﺃﺳﺮ َ‬ ‫ﺍﻟﺘﻐﻴ ّ ُ‬
‫ﺟﺴﻤﻚ؟‬ ‫ِ‬ ‫ﺗﺸﻌﺮ ﻓﻴﻬﺎ ﺑﺰﻳﺎﺩ ِﺓ ﺍﻷﺩﺭﻳﻨﺎﻟﻴ ِﻦ ﻓﻲ‬ ‫ُ‬ ‫ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ‬
‫ﺟﻬﺎﺯ ﺍﻹﻓﺮﺍ ِﺯ‬
‫َ‬ ‫ﺴﻤﻰ‬ ‫ﺟﺴﻤﻚ ﻳ ُ ّ‬ ‫ِ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺟﻬﺎ ٍﺯ ﻓﻲ‬ ‫ِ‬ ‫ﺍﻷﺩﺭﻳﻨﺎﻟﻴﻦ‬
‫ُ‬ ‫ﻳُﻨﺘَ ُﺞ‬
‫ﻂ‬‫ﺍﻟﻌﺼﺒﻲ ‪ .‬ﺗﻀﺒ ُ‬
‫ﱢ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﺑﺪﻗ ّ ٍﺔ ﻣﻊ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﱢ‬ ‫ﺟﻬﺎﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫ُ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ‪ .‬ﻳﻌﻤ ُﻞ‬
‫ﱢ‬
‫ﺕ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻣﺜ ِﻞ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﺍﻟﻌﻤﻠﻴّﺎ ِ‬ ‫ﱢ‬ ‫ﻭﻇﺎﺋﻒ ﺟﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫ُ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﻳﺴﺘﺨﺪﻡ ُ ﻣﻮﺍﺩﱠ ﻛﻴﻤﻴﺎﺋﻴّﺔً ‪،‬‬ ‫ﱢ‬ ‫ﺟﻬﺎﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫َ‬ ‫ﻟﻜﻦ‬
‫ﺍﻟﻌﺼﺒﻲ ‪ّ ،‬‬ ‫ﱢ‬ ‫ﺍﻟﺠﻬﺎ ِﺯ‬
‫ِ‬
‫ﻭﻇﺎﺋﻔﻪ ‪.‬‬ ‫ﺕ ﻋﺼﺒﻴّﺔً ‪ ،‬ﻛﻲ ﻳﻘﻮﻡَ ِ‬
‫ﺑﺄﺩﺍﺀ‬ ‫ﻻ ﺳﻴّﺎﻻ ٍ‬
‫‪AÉo ª°üdG‬‬ ‫‪Oó¨dG‬‬
‫‪Endocrine Glands‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺍﻟﻐ ّﺪﺓُ ‪ gland‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻋﻀ ٍﻮ ﻳُﻨ ِﺘ ُﺞ ﻣﺎﺩّ ًﺓ ﻛﻴﻤﻴﺎﺋﻴّ ًﺔ ﺗﻠﺰﻡُ ﻟﻤﻜﺎ ٍﻥ ﻣﺎ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ﻉ‬‫ﻗﻨﻮﺍﺕ ‪ ،‬ﻓﻬﻲ ﺗ ُﻮ ﱢﺯ ُ‬ ‫ٌ‬ ‫ﺳﺒﻖ ﻋﻦ ﺍﻟﻐﺪ ِﺩ ﺍﻟﺘﻲ ﻟﻬﺎ‬ ‫َ‬ ‫ﺖ ﻓﻲ ﻣﺎ‬ ‫ﻟﻘﺪ ﺗﻌﻠ ّ ْﻤ َ‬
‫ﺁﺧﺮ ﻣﻦ ﺍﻟﻐﺪ ِﺩ ‪ ،‬ﻣﺜ ِﻞ‬ ‫ﻉ ُ‬ ‫ﺁﺧﺮ ‪ .‬ﻧﻮ ٌ‬ ‫ﻣﻮﺍﺩﱠﻫﺎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﻣﺒﺎﺷﺮ ًﺓ ﺇﻟﻰ ﻋﻀ ٍﻮ َ‬
‫ﻗﻨﻮﺍﺕ ﻭﺗﻔﺮﺯ ُ ﺍﻟﻤﻮﺍﺩﱠ‬ ‫ﻟﻴﺲ ﻟﻬﺎ‬ ‫ِ‬ ‫ِ‬
‫ٌ‬ ‫ﺍﻟﻐﺪﺩ ﺍﻟﺼﻤّﺎﺀ ‪َ ، endocrine glands‬‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ َ ﺍﻟﺘﻲ ﺗﺼﻨﻌُﻬﺎ ﻓﻲ ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ ﻣﺒﺎﺷﺮ ًﺓ ‪.‬‬
‫ﺍﻟﺪﺍﺧﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺼﻤﺎﺀ ُ ﻫﻲ ﺍﻷﻋﻀﺎﺀ ُ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﻟﺠﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫ّ‬ ‫ﺍﻟﻐﺪﺩُ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﺪ ِﺩ ﺍﻟﺼﻤّ ِﺎﺀ ﺗُﺴﻤّﻰ‬ ‫ِ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺍﻟﺘﻲ ﺗُﺼﻨ َ ُﻊ‬
‫ٍ‬
‫ﺃﻋﻀﺎﺀ‬ ‫ﺕ ﻓﻲ‬ ‫ﺍﻟﻬﺮﻣﻮﻧﺎﺕ ﺗﻐﻴّﺮﺍ ٍ‬
‫ُ‬ ‫ﺐ‬‫ﺍﻟﻬﺮﻣﻮﻧﺎﺕ ‪ . hormones‬ﺗ ُﺴﺒﱢ ُ‬ ‫ِ‬
‫ٍ‬
‫ﺭﺋﻴﺴﺔ‬ ‫ﺳﺒﻊ ﻏﺪ ٍﺩ ّ‬
‫ﺻﻤﺎﺀ َ‬ ‫ﺟ ُﺪ ُ‬ ‫ﺃﻧﺸﻄﺔ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﺗﻮ َ‬ ‫ِ‬ ‫ﺃﺧﺮﻯ ‪ ،‬ﻭﺗ ُﻨﻈﱢ ُﻢ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ‬
‫ﻭﺃﻛﺜﺮ ﻣﻦ ﺧﻤﺴﻴﻦ ﻫﺮﻣﻮﻧًﺎ ِ‬
‫ﻣﺨﺘﻠﻔًﺎ ‪.‬‬ ‫ُ‬ ‫ﻓﻲ ﺟﺴﻢ ِ ﺍﻹﻧﺴﺎ ِﻥ‬
‫‪91‬‬
 ‫‪»∏NGódG‬‬ ‫‪Rp GôaE’G RÉ¡L‬‬
‫‪The Endocrine System‬‬
‫‪u‬‬ ‫‪o‬‬

‫ﺩﻭﺭ ﻣﻨﻈﱢ ٌﻢ ﻣﻬ ﱞﻢ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ِ .‬‬

‫ﻻﺣ ْ‬
‫ﻆ‬ ‫ﺍﻟﺼﻤ ِﺎﺀ ﻟﻬﺎ ٌ‬
‫ّ‬ ‫ﻛ ﱡﻞ ﻏ ّﺪ ٍﺓ ﻣﻦ ﺍﻟﻐﺪ ِﺩ‬
‫ﺠﻬﺎ ‪.‬‬ ‫ﻭﻭﻇﺎﺋﻒ ﺍﻟﻬﺮﻣﻮﻧﺎ ِ‬
‫ﺕ ﺍﻟﺘﻲ ﺗ ُِﻨﺘ ُ‬ ‫َ‬ ‫ﻣﻮﻗ َﻊ ﻛ ﱢﻞ ﻏ ّﺪ ٍﺓ‬
‫‪Hypothalamus‬‬ ‫ﺗﺤﺖ ﺍﻟﻤﻬﺎﺩِ‬‫َ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ‪،‬‬
‫ﱢ‬ ‫ﺍﻟﻌﺼﺒﻲ ﺑﺠﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬
‫ﱠ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫َ‬ ‫ﻂ‬ ‫ِ‬
‫ﺗﺤﺖ ﺍﻟﻤﻬﺎﺩ ﻳﺮﺑ ُ‬ ‫َ‬
‫ﻂ ﻋﻤ َﻞ ﺍﻟﻐ ّﺪ ِﺓ ﺍﻟﻨﺨﺎﻣﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺑﺪﻭ ِﺭﻫﺎ ﺗ ُﻨﻈﱢ ُﻢ ﻋﻤ َﻞ ﺍﻟﻐﺪﺩِ‬ ‫ﻭﻳﻀﺒ ُ‬
‫ﺍﻟﺼﻤ ِﺎﺀ ﺍﻷﺧﺮﻯ ‪.‬‬ ‫ّ‬

‫‪Pituitary gland‬‬ ‫ﺍﻟﻐ ّﺪ ُﺓ ﺍﻟﻨﺨﺎﻣﻴّ ُﺔ‬

‫ﺍﻟﻨﻤﻮ ‪،‬‬
‫ﱢ‬ ‫ﺗ ُﻨﻈﱢ ُﻢ ﺍﻟﻐ ّﺪﺓُ ﺍﻟﻨﺨﺎﻣﻴّﺔ ُ ﻋﻤﻠﻴّﺎﺕ ﺍﻟﺠﺴﻢ ِ ﺍﻟﻤﺨﺘﻠﻔﺔَ ﻣﺜ َﻞ‬
‫ِ‬ ‫ِ‬
‫ﻫﺮﻣﻮﻧﺎﺕ ﺍﻟﻐ ّﺪ ِﺓ‬
‫ُ‬ ‫ﺍﻟﻤﺎﺋﻲ ‪ .‬ﺗ ِ‬
‫ُﺴﺎﻋ ُﺪ‬ ‫ﱢ‬ ‫ﺿﻐﻂ ﺍﻟﺪﻡ ِ ‪ ،‬ﺍﻟﺘﻮﺍﺯ ِﻥ‬‫ِ‬
‫ﺍﻟﺼﻤ ِﺎﺀ ﺍﻷﺧﺮﻯ ‪.‬‬ ‫ّ‬ ‫ِ‬
‫ﺃﻧﺸﻄﺔ ﺍﻟﻐﺪ ِﺩ‬ ‫ِ‬
‫ﺿﺒﻂ‬ ‫ﺃﻳﻀﺎ ﻋﻠﻰ‬‫ﺍﻟﻨﺨﺎﻣﻴ ّ ِﺔ ً‬

‫ﺟﺎﺭ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ‬

‫ﺍﻟﻐﺪﺩُ ُ‬

‫ﺍﻟﻐ ّﺪ ُﺓ ﺍﻟﺪﺭﻗﻴّ ُﺔ ‪Thyroid gland‬‬

‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﻫﺮﻣﻮﻧﺎﺕ ﺍﻟﻐ ّﺪ ِﺓ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ ﺍﻧﻄﻼ َﻕ‬
‫ُ‬ ‫ﺗﻀﺒ ُ‬
‫ﻂ‬
‫ﺲ ﺍﻟﺨﻠﻮﻱﱢ ‪.‬‬ ‫ﻣﻦ ﺟﺰﻳﺌﺎ ِ‬
‫ﺕ ﺍﻟﻄﻌﺎﻡ ِ ﺃﺛﻨﺎﺀ َ ﺍﻟﺘﻨ ّﻔ ِ‬

‫ﺍﻟﻐﺪّﺗﺎﻥ ﺍﻟﻜﻈﺮﻳّﺘﺎﻥ‬

‫ﺍﻟﻐ ّﺪﺓُ ﺍﻟﺘﻴﻤﻮﺳﻴّﺔ ُ )ﺍﻟﺴﻌﺘﺮﻳّﺔ ُ(‬

‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ‬
‫ُ‬

‫ﺍﻟﻤﺒﻴﻀﺎﻥ ‪Ovaries‬‬ ‫ﺍﻟﺨﺼﻴﺘﺎﻥ ‪Testes‬‬

‫ﻂ‬ ‫ِ‬
‫ﻳﻔﺮﺯ ﺍﻟﻤﺒﻴﻀﺎﻥ ﺍﻟﻬﺮﻣﻮﻧﺎﺕ ﺍﻟﺠﻨﺴﻴّﺔَ ﺍﻷﻧﺜﻮﻳّﺔَ ‪ .‬ﻳﻀﺒ ُ‬ ‫ُ‬ ‫ﺗﻔﺮﺯ ﺍﻟﺨﺼﻴﺘﺎﻥ ﻫﺮﻣﻮ َﻥ ﺍﻟﺘﺴﺘﻮﺳﺘﻴﺮﻭﻥ ﺍﻟﺬﻱ ﻳﺤﺎﻓ ُ‬
‫ﻆ‬ ‫ُ‬
‫ﺖ‬‫ﺕ ﻓﻲ ﺟﺴﻢ ِ ﺍﻟﺒﻨ ِ‬ ‫ﻫﺮﻣﻮ ُﻥ ﺍﻹﺳﺘﺮﻭﺟﻴ ِﻦ ﺍﻟﺘﻐﻴّﺮﺍ ِ‬ ‫ﺕ ﺍﻟﺠﻨﺴﻴّﺔِ‬
‫ﺍﻟﺘﻨﺎﺳﻠﻲ ﻭﻋﻠﻰ ﺍﻟﺼﻔﺎ ِ‬
‫ﱢ‬ ‫ﻋﻠﻰ ﺟﻬﺎ ِﺯ ﺍﻟﺬﻛ ِﺮ‬
‫ﺍﻟﻤﺮﺍﻫﻘﺔ ‪ .‬ﻳُﻨﻈﱢ ُﻢ ﻫﺮﻣﻮﻧﺎ ﺍﻹﺳﺘﺮﻭﺟﻴ ِﻦ ﻭﺍﻟﺒﺮﻭﺟﺴﺘﻴﺮﻭ ِﻥ‬
‫ِ‬ ‫ﺍﻟﺬﻛﺮﻳ ّ ِﺔ ﺍﻟﺜﺎﻧﻮﻳ ّ ِﺔ ‪.‬‬
‫ﺾ‪.‬‬‫ﺗﻄﻮ َﺭ ﺍﻟﺒﻴ ِ‬ ‫ﻣﻊ ِ‬
‫ﺑﻌﻀﻬﻤﺎ ﻧﻤ ﱠﻮ ﺃﻭ ّ‬

‫‪44 πo μ°T‬‬
‫ﺃﺟﻬﺰﺓُ ﺍﻹﻓﺮﺍ ِﺯ ﻋﻨ َﺪ ﺍﻹﻧﺴﺎ ِﻥ‬

‫‪92‬‬
 ‫ﺍﻟﻮﻇﻴﻔﺔ ُ‬ ‫ﺍﻟﻬﺮﻣﻮﻥُ‬ ‫ﺍﻟﻐ ّﺪﺓُ‬
‫ﺟﺪﻭ ُﻝ )‪(3‬‬
‫ﻳﻨﻈﱢ ُﻢ ﻧﻤ ﱠﻮ ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ﺍﻟﻨﻤﻮ‬
‫ﱢ‬ ‫ﻫﺮﻣﻮ ُﻥ‬
‫ﺍﻟﻐﺪﺩُ ﺍﻟﺼﻤّﺎﺀُ‬
‫ﻳُﺤﻔﱢ ُﺰ ﺃﻭ ﻳُﻨﺒﱢ ُﻪ ﺍﻟﻐ ّﺪ َﺓ ﺍﻟﺪﺭﻗﻴّﺔَ‬
‫ﺍﻟﻬﺮﻣﻮ ُﻥ ﻣﺤﻔﱢ ُﺰ ﺍﻟﻐ ّﺪ ِﺓ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ‬
‫ِ‬
‫ﻫﺮﻣﻮﻧﺎﺗﻬﺎ‬ ‫ﻹﻓﺮﺍ ِﺯ‬ ‫ﺍﻟﻨﺨﺎﻣﻴّﺔ ُ‬

‫ﺗﻄﻮ ِﺭ‬
‫ّ‬ ‫ﻧﻤﻮ ﺃﻭ‬ ‫ﱢ‬ ‫ﻳُﺆﺛ ﱢ ُﺮ ﻋﻠﻰ‬ ‫ﻂ ﺍﻷﺟﻬﺰ ِﺓ‬
‫ﺍﻟﻬﺮﻣﻮ ُﻥ ﻣﻨ ﱢﺸ ُ‬
‫ِ‬
‫ﺍﻷﻋﻀﺎﺀ ﺍﻟﺠﻨﺴﻴ ّ ِﺔ‬ ‫ِ‬
‫ﺍﻟﺘﻨﺎﺳﻠﻴﺔ‬
‫ﺾ ﻓﻲ‬ ‫ﺕ ﺍﻷﻳ ِ‬ ‫ﻂ ﻋﻤﻠﻴّﺎ ِ‬ ‫ﻳُﻨ ﱢﺸ ُ‬
‫ﺍﻟﺜﻴﺮﻭﻛﺴﻴﻦ‬
‫ُ‬
‫ﺍﻟﺠﺴﻢ ِ‬
‫ﺍﻟﺪﺭﻗﻴّﺔ ُ‬
‫ﻂ ﻣﺴﺘﻮﻯ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ‬ ‫ﻳﻀﺒ ُ‬
‫ﺍﻟﻜﺎﻟﺴﻴﺘﻮﻧﻴﻦ‬
‫ُ‬
‫ﻭﺍﻟﻔﻮﺳﻔﻮ ِﺭ ﻓﻲ ﺍﻟﺪﻡ ِ‬

‫ﻳُﻨﻈﱢ ُﻢ ّ‬
‫ﻛﻤﻴّﺔَ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻓﻲ‬
‫ﺍﻟﺒﺎﺭﺍﺛﻴﺮﻭ ُﻥ‬ ‫ﺟﺎﺭ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ‬
‫ﺍﻟﻌﻈﺎﻡ ِ‬ ‫ُ‬

‫ﺗﺴﺘﺠﻴﺐ‬
‫َ‬ ‫ﻳُﺤﻔﱢ ُﺰ ﺍﻷﻋﻀﺎﺀ َ ﻛﻲ‬
‫ِ‬ ‫ﺍﻷﺩﺭﻳﻨﺎﻟﻴﻦ‬
‫ُ‬ ‫ﺍﻟﻜﻈﺮﻳّﺘﺎﻥ‬
‫ﺍﻟﻄﺎﺭﺋﺔ‬ ‫ﻟﻠﺤﺎﻻ ِ‬
‫ﺕ‬

‫ﻳُﺤﻔﱢ ُﺰ ﺍﻧﻄﻼ َﻕ ﺍﻟﺠﻠﻮﻛﻮ ِﺯ ﻣﻦ‬

‫ﺍﻟﺠﻠﻮﻛﺎﺟﻮ ُﻥ‬
‫ﺍﻟﻜﺒ ِﺪ‬
‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ‬
‫ُ‬
‫ﺗﺨﺰﻳﻦ ﺍﻟﺠﻠﻮﻛﻮ ِﺯ ﻓﻲ‬‫َ‬ ‫ﻳُﺤﻔﱢ ُﺰ‬
‫ﺍﻷﻧﺴﻮﻟﻴﻦ‬
‫ُ‬
‫ﺍﻟﻜﺒ ِﺪ‬
‫ﺕ ﺍﻟﺠﻨﺴﻴّﺔَ‬ ‫ﻳ ُ ِﻨﺘ ُﺞ ﺍﻟﺼﻔﺎ ِ‬
‫ﺍﻹﺳﺘﺮﻭﺟﻴﻦ‬
‫ُ‬
‫ﺍﻟﺒﻠﻮﻍ(‬
‫ِ‬ ‫ﺍﻷﻧﺜﻮﻳّﺔَ ﺍﻟﺜﺎﻧﻮﻳّﺔَ )ﺑﻌ َﺪ‬ ‫ﺍﻟﻤﺒﻴﻀﺎﻥ‬
‫ِ‬
‫ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ ِ‬ ‫ﻳُﺤﻔﱢ ُﺰ ﻧﻤ ﱠﻮ‬ ‫ﺍﻟﺒﺮﻭﺟﺴﺘﻴﺮﻭ ُﻥ‬
‫ﺕ ﺍﻟﺠﻨﺴﻴّﺔَ‬ ‫ﻳ ُ ِﻨﺘ ُﺞ ﺍﻟﺼﻔﺎ ِ‬
‫ﺍﻟﺘﺴﺘﻮﺳﺘﻴﺮﻭ ُﻥ‬ ‫ﺍﻟﺨﺼﻴﺘﺎﻥ‬
‫ﺍﻟﺒﻠﻮﻍ(‬
‫ِ‬ ‫ﺍﻟﺬﻛﺮﻳّﺔَ ﺍﻟﺜﺎﻧﻮﻳّﺔَ )ﺑﻌ َﺪ‬

‫‪93‬‬
 ‫‪áp «fƒeô¡dG‬‬ ‫‪p‬‬
‫‪äÉjƒà°ùª∏d‬‬ ‫‪oá©LGôdG oájò¨àdG‬‬
‫‪Feedback Control of Hormone Levels‬‬
‫‪q‬‬

‫ﺕ‬ ‫ﺟﺪﺍ ﻟﻠﻬﺮﻣﻮ ِﻥ ﻣﺸﻜﻼ ٍ‬ ‫ﺾ ًّ‬ ‫ِ‬

‫ﺍﻟﻤﻨﺨﻔ ُ‬ ‫ﺐ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻲ ًّ‬
‫ﺟﺪﺍ ﺃﻭ‬ ‫ﻗﺪ ﻳُﺴﺒﱢ ُ‬
‫ﺑﻮﺍﺳﻄﺔ ﻧﻈﺎﻡ ِ‬‫ِ‬ ‫ﺕ ﺍﻟﻬﺮﻣﻮﻧﻴ ّ ِﺔ ﺑﺈﺣﻜﺎﻡ ٍ‬ ‫ﻂ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫ﺻﺤﻴّﺔً ﺧﻄﻴﺮ ًﺓ ‪ .‬ﻳﺘ ﱡﻢ ﺿﺒ ُ‬ ‫ّ‬
‫ﻤﻜﻨُﻚ ﺃﻥ‬ ‫ﺍﻟﺼﻤ ِﺎﺀ ‪ .‬ﻳ ُ ِ‬ ‫ّ‬ ‫ﻒ ﻋﻤ َﻞ ﺍﻟﻐ ّﺪ ِﺓ‬ ‫ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﺬﻱ ﻳُﺤﻔﱢ ُﺰ ﺃﻭ ﻳُﻮﻗ ﱢ ُ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺘﻐﺬﻳﺔ‬
‫ﺗﺮﺗﻔﻊ‬
‫ُ‬ ‫ﺕ ﻓﻲ ﻣﻨﺰ ِﻟﻚ ‪ .‬ﻓﻌﻨﺪﻣﺎ‬ ‫ﺗ ُﻘﺎ ِﺭ َﻥ ﺍﻟﺘﻐﺬﻳﺔَ ﺍﻟﺮﺍﺟﻌﺔَ ﺑﺠﻬﺎ ِﺯ ﺍﻟﺘﺮﻣﻮﺳﺘﺎ ِ‬
‫ﺟﺔ‬ ‫ﺍﻟﺜﻼ ِ‬
‫ﺕ ّ‬ ‫ﻂ ﺗﺮﻣﻮﺳﺘﺎ ِ‬ ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﺗ ﱠﻢ ﺿﺒ ُ‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺃﻋﻠﻰ ﻣﻦ‬
‫ﺟﺔ ﻓﺘﻌﻤ ُﻞ ‪.‬‬ ‫ﺍﻟﺜﻼ ِ‬ ‫ﺮﺳ ُﻞ ﺇﺷﺎﺭ ًﺓ ﺇﻟﻰ ﻣﻮﺗﻮ ِﺭ ّ‬ ‫ﺍﻟﺘﺮﻣﻮﺳﺘﺎﺕ ﻳ ُ ِ‬
‫َ‬ ‫ﻋﻨﺪَﻫﺎ ‪ ،‬ﻓﺈ ّﻥ‬
‫ﺩﺭﺟﺔ‬ ‫ِ‬ ‫ﺟﺔ ﺇﻟﻰ‬ ‫ﺍﻟﺜﻼ ِ‬ ‫ﺙ ﻋﻨﺪﻣﺎ ﺗﺼ ُﻞ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺩﺍﺧ َﻞ ّ‬ ‫ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ﺮﺳ ُﻞ ﺇﺷﺎﺭ ًﺓ‬ ‫ﺍﻟﺘﺮﻣﻮﺳﺘﺎﺕ ﻳ ُ ِ‬
‫ُ‬ ‫ﺕ ﻋﻨﺪَﻫﺎ؟‬ ‫ﻂ ﺍﻟﺘﺮﻣﻮﺳﺘﺎ ِ‬ ‫ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﺗ ﱠﻢ ﺿﺒ ُ‬
‫ﻒ ﻋﻦ ﺍﻟﻌﻤ ِﻞ ‪.‬‬ ‫ﺟﺔ ﻓﺘﺘﻮﻗ ّ ُ‬ ‫ﺍﻟﺜﻼ ِ‬
‫ﺇﻟﻰ ﻣﻮﺗﻮ ِﺭ ّ‬
‫ﻧﻔﺴﻬﺎ ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻜﻮ ُﻥ‬ ‫ﺑﺎﻟﻄﺮﻳﻘﺔ ِ‬ ‫ِ‬ ‫ﺟﺴﻤﻚ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺮﺍﺟﻌﺔ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﺘﻐﺬﻳﺔ‬ ‫ﺗﻌﻤ ُﻞ ﺁﻟﻴّﺔ ُ‬
‫ﺍﻟﻤﻨﺎﺳﺒﺔَ ﻛﻲ‬ ‫ِ‬ ‫ﻫﻨﺎﻙ ﺣﺎﺟﺔ ٌ ﺇﻟﻰ ﺍﻟﻬﺮﻣﻮ ِﻥ ‪ ،‬ﺗ ُﺨﺒِ ُﺮ ﺇﺷﺎﺭﺓٌ ﻛﻴﻤﻴﺎﺋﻴّﺔ ٌ ﺍﻟﻐ ّﺪ َﺓ‬
‫ﻛﻤﻴّﺔ ٌ ﻛﺎﻓﻴﺔ ٌ ﻣﻦ ﺍﻟﻬﺮﻣﻮ ِﻥ‬ ‫ﺟ ُﺪ ّ‬ ‫ﺗﺼﻨ َﻊ ﺍﻟﻤﺰﻳ َﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﻬﺮﻣﻮ ِﻥ ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻮ َ‬
‫ﺍﻟﺘﺄﺛﻴﺮ ﻳﻌﻤ ُﻞ‬ ‫ﺗﺄﺛﻴﺮﺍ ﻣﻌﻴﱠﻨًﺎ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ .‬ﻫﺬﺍ‬ ‫ﺐ ً‬ ‫ِ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﻓﺈﻧّﻪ ﻳُﺴﺒﱢ ُ‬ ‫ِ‬
‫ﻟﺘﺄﺩﻳﺔ ﺗﻠﻚ‬
‫ُ‬
‫ﺇﻧﺘﺎﺝ ﺫﻟﻚ ﺍﻟﻬﺮﻣﻮ ِﻥ ‪.‬‬ ‫َ‬ ‫ﻛﺈﺷﺎﺭ ٍﺓ ﻟﻠﻐ ّﺪ ِﺓ ﻟﺘُﻮﻗ ﱢ َ‬
‫ﻒ‬

‫‪45 πo μ°T‬‬ ‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ ﻳﻌﻤ ُﻞ‬

‫ُ‬
‫ﱠ‬
‫ﻀﺢ ﻛﻴﻒ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﺨﻄ ِﻂ ﻳﺘ ّ ُ‬
‫ﻂ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ ﺍﻟﺪﻡ ِ‬ ‫ﻳﺘ ﱡﻢ ﺿﺒ ُ‬
‫ِ‬
‫ﺍﻟﺘﻐﺬﻳﺔ‬ ‫ﻓﻲ ﺍﻟﺠﺴﻢ ِ ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ﺇﻓﺮﺍﺯ ﻫﺮﻣﻮ ِﻥ‬
‫ﻉ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ ﺍﻟﺪﻡ ِ‬
‫ﺍﺭﺗﻔﺎ ُ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﺮﺍﺟﻌﺔ ‪.‬‬ ‫ﺍﻷﻧﺴﻮﻟﻴ ِﻦ‬

‫ﻒ ﻫﺮﻣﻮ ِﻥ‬ ‫ﺗﻮﻗ ّ ُ‬

‫ﺍﻷﻧﺴﻮﻟﻴ ِﻦ‬ ‫ﺍﻧﺨﻔﺎﺽ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ ﺍﻟﺪﻡ ِ‬
‫ُ‬

‫ﺱ‬ ‫ﺗﻮﻗ ّ ُ‬
‫ﻒ ﺍﻟﺒﻨﻜﺮﻳﺎ ِ‬

‫‪94‬‬
 ‫ِ‬
‫ﺍﻟﺮﺍﺟﻌﺔ‬ ‫ِ‬
‫ﺍﻟﺘﻐﺬﻳﺔ‬ ‫ﻂ ﺁﻟﻴّﺔ ُ‬ ‫ﺢ ﻛﻴﻒ ﺗﻀﺒ ُ‬ ‫ﺿ ُ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ (45‬ﺍﻟﺬﻱ ﻳُﻮ ﱢ‬ ‫ْ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺟﻠﻮﻛﻮ ِﺯ ﺍﻟﺪﻡ ِ ﺃﻗ ﱠﻞ ﻣﻦ‬ ‫ُ‬ ‫ﺗﻨﺨﻔﺾ‬
‫ُ‬ ‫ﺕ ﺳ ّﻜ ِﺮ ﺍﻟﺪﻡ ِ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ﻣﺴﺘﻮﻳﺎ ِ‬
‫ﺍﻟﺒﻨﻜﺮﻳﺎﺱ ﺑﺈﻓﺮﺍ ِﺯ ﻫﺮﻣﻮ ِﻥ ﺍﻟﺠﻠﻮﻛﻮﺟﻴ ِﻦ‬ ‫ُ‬ ‫ﻳﺴﺘﺠﻴﺐ‬
‫ُ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻌﺎﺩﻱﱢ ‪،‬‬
‫ﻋﻤﻠﻪ ‪،‬‬‫ﻣﻌﺪ ِﻝ ِ‬‫ﺍﻟﺠﻠﻮﻛﻮﺟﻴﻦ ﻋﻠﻰ ﺍﻟﻜﺒ ِﺪ ﻟﻴﺰﻳ َﺪ ﻣﻦ ﱠ‬ ‫ُ‬ ‫ﺇﻟﻰ ﺗﻴّﺎ ِﺭ ﺍﻟﺪﻡ ِ ‪ .‬ﻳﺆﺛ ﱢ ُﺮ‬
‫ﺍﻟﺠﻠﻮﻛﻮﺯ ﺍﻟﻤﺨﺘ َﺰ ُﻥ ﻓﻲ ﺍﻟﻜﺒ ِﺪ ﻋﻠﻰ ﺷﻜ ِﻞ ﺍﻟﺠﻠﻮﻛﻮﺟﻴ ِﻦ ﺇﻟﻰ ﺳ ّﻜ ِﺮ‬ ‫ُ‬ ‫ﻳﺘﺤﻮ ُﻝ‬
‫ّ‬
‫ﺇﻓﺮﺍﺯ ﺍﻷﻧﺴﻮﻟﻴ ِﻦ‬
‫ُ‬ ‫ﻳﺮﺗﻔﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ ﺍﻟﺪﻡ ِ ﻳﺘ ﱡﻢ‬ ‫ُ‬ ‫ﺟﻠﻮﻛﻮ ٍﺯ ‪ .‬ﻋﻨﺪﻣﺎ‬
‫ﺍﻷﻧﺴﻮﻟﻴﻦ ﻧﻘ َﻞ ﺍﻟﺠﻠﻮﻛﻮ ِﺯ ﻣﻦ ﺍﻟﺪﻡ ِ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺱ ‪ ،‬ﻓﻴﺰﻳ ُﺪ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﺒﻨﻜﺮﻳﺎ ِ‬ ‫ِ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ‪ .‬ﻭﺑﺬﻟﻚ‬ ‫ﺍﻧﺨﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ ﺍﻟﺪﻡ ِ ّ‬ ‫َ‬ ‫ﺍﻟﺨﻼﻳﺎ ‪ ،‬ﻣﺴﺒﱢﺒًﺎ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﻫﺬﻳﻦ‬ ‫ﺣﺎﻟﺔ ﺗﻮﺍﺯ ٍﻥ‬ ‫ِ‬ ‫ﻓﺈ ّﻥ ﻣﺴﺘﻮﻯ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ ﺍﻟﺪﻡ ِ ﻳﻜﻮ ُﻥ ﻓﻲ‬
‫ﺍﻟﻬﺮﻣﻮﻧﻴﻦ ‪.‬‬

‫‪»∏NGódG‬‬ ‫‪Rp GôaE’G Rp É¡L äÉHGô£°VG‬‬

‫‪Disorders of the Endocrine System‬‬
‫‪u‬‬ ‫‪o‬‬

‫ﺾ ﺍﻷﺣﻴﺎ ِﻥ ﻻ ﺗﻌﻤ ُﻞ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻓﻲ ِ‬

‫ﺣﺎﻟﺔ ﺍﺗ ّﺰﺍ ٍﻥ ﺩﻗﻴ ٍﻖ ‪ .‬ﻓﻲ ﺑﻌ ِ‬ ‫ﱢ‬ ‫ﺟﻬﺎﺯ ﺍﻹﻓﺮﺍ ِﺯ‬
‫ُ‬
‫ﺍﻟﺼﻤ ِﺎﺀ ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﻭﻳﺨﺘ ﱡﻞ ﺍﺗ ّﺰﺍ ُﻥ ﻫﺬﺍ ﺍﻟﺠﻬﺎ ِﺯ ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ ُ ﻫﻲ‬
‫ّ‬ ‫ﺇﺣﺪﻯ ﺍﻟﻐﺪ ِﺩ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﺍﻟﻤﺒﻴ ِﱠﻨﺔ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ )‪. (4‬‬
‫ﱢ‬ ‫ﺃﺣ ُﺪ ﺍﺿﻄﺮﺍﺑﺎ ِ‬
‫ﺕ ﺍﻹﻓﺮﺍ ِﺯ‬
‫ﺟﺪﻭ ُﻝ )‪(4‬‬ ‫ﺍﻟﺴﺒﺐ‬
‫ُ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ُ‬ ‫ﺍﻻﺿﻄﺮﺍﺏ‬
‫ُ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﺧﺘﻼﻻﺕ ﺍﻹﻓﺮﺍ ِﺯ‬
‫ُ‬ ‫ﻋﺪﻡ ُ ﻣﻘﺪﺭ ِﺓ ﺍﻟﺨﻼﻳﺎ ﻋﻠﻰ‬
‫ﺍﻧﺨﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺍﻷﻧﺴﻮﻟﻴ ِﻦ‬
‫ُ‬
‫ٍ‬
‫ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮﺓٍ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﺠﻠﻮﻛﻮ ِﺯ ﻛﻤﺎ‬ ‫ﺍﻟﺒﻮ ُﻝ ﺍﻟﺴ ّﻜﺮﻱﱡ‬
‫ﻳﻨﺒﻐﻲ‬
‫ﺍﻧﺨﻔﺎﺽ ﻣﺴﺘﻮﻯ ﻫﺮﻣﻮ ِﻥ‬ ‫ُ‬
‫ﺍﻟﻨﻤ ﱢﻮ ﻓﻲ ﺍﻹﻧﺴﺎ ِﻥ ﺑﺪﺭﺟﺔٍ‬ ‫ﺍﻟﻨﻤﻮ ﺑﺼﻮﺭ ٍﺓ ﻃﺒﻴﻌﻴ ّ ٍﺔ‬
‫ﻋﺪﻡ ُ ﱢ‬ ‫ﺍﻟﻘﺰﺍﻣﺔ ُ‬
‫ﻛﺒﻴﺮ ٍﺓ‬
‫ﻉ ﻣﺴﺘﻮﻯ ﻫﺮﻣﻮ ِﻥ‬ ‫ﺍﺭﺗﻔﺎ ُ‬
‫ٍ‬
‫ﺑﺪﺭﺟﺔ‬ ‫ﺍﻟﻨﻤﻮ ﻓﻲ ﺍﻹﻧﺴﺎ ِﻥ‬ ‫ﱢ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﺎﺩﻱﱢ‬
‫ﺍﻟﻨﻤ ﱡﻮ ُ‬ ‫ﺍﻟﻌﻤﻠﻘﺔ ُ‬
‫ﻛﺒﻴﺮ ٍﺓ‬
‫ﺍﻧﺨﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺍﻟﻴﻮ ِﺩ‬ ‫ُ‬ ‫ﺨ ُﻢ ﺍﻟﻐ ّﺪ ِﺓ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ‬ ‫ﺗﻀ ّ‬
‫ﻕ‬
‫ﺍﻟﺪﺭﺍ ُ‬
‫ٍ‬
‫ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮ ٍﺓ‬ ‫ﻓﻲ ﺍﻟﻄﻌﺎ ِﻡ‬ ‫ﻭﺍﻟﻌﻨ ِﻖ‬
‫ﻉ ﻣﺴﺘﻮﻯ ﻫﺮﻣﻮ ِﻥ‬ ‫ﺍﺭﺗﻔﺎ ُ‬ ‫ﻓﻘﺪﺍ ُﻥ ﺍﻟﻮﺯ ِﻥ ﻭﺍﻟﻌﺼﺒﻴّﺔ ُ‬
‫ﺍﻟﻨﺸﺎ ُ‬
‫ﻁ ﺍﻟﺰﺍﺋ ُﺪ‬
‫ﺍﻟﺜﻴﺮﻭﻛﺴﻴ ِﻦ‬ ‫ﺍﻟﺰﺍﺋﺪﺓُ‬

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 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﺍﻟﺼﻨﺎﻋﻲ )ﺍﻟﻤﺨﻠ ﱠ ُﻖ(‬
‫ﱢ‬ ‫ﺍﻟﻨﻤﻮ‬
‫ﻫﺮﻣﻮﻥُ ﱢ‬
‫ﺃﺷﺨﺎﺹ ﻣﻌﻴﱠﻨﻮﻥ ﺃﺑ ًﺪﺍ‬ ‫ٌ‬ ‫ﻛﺎ َﻥ ﺍﻟﻌﻠﻤﺎﺀ ُ ﻓﻲ ﺍﻟﻤﺎﺿﻲ ﻻ ﻳﻌﺮﻓﻮﻥ ﻟﻤﺎﺫﺍ ﻻ ﻳﻨﻤﻮ‬
‫ﺚ‬
‫ﺍﻟﺒﺤ ُ‬ ‫ِ‬
‫ﺍﻟﻘﺰﺍﻣﺔ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ِ‬ ‫ﻣﻌﻈﻢ‬
‫َ‬ ‫ﺍﻛﺘﺸﺎﻑ ﺃ ّﻥ‬
‫ُ‬ ‫ﺇﻟﻰ ﺍﻟﺤﺠﻢ ِ ﺍﻟﻌﺎﺩﻱﱢ ‪ .‬ﺑﻌ َﺪ ﺫﻟﻚ ‪ ،‬ﺗ ﱠﻢ‬
‫ﺍﻟﺒﻮ ُﻝ ﺍﻟﺴﻜّﺮﻱﱡ‬ ‫ﻛﻤﻴّﺔً ﻗﻠﻴﻠﺔً ﻣﻦ ﺍﻟﻬﺮﻣﻮ ِﻥ ﺍﻟﺒﺸﺮﻱﱢ‬ ‫ﺙ ﻋﻨﺪﻣﺎ ﺗ ُِﻨﺘ ُﺞ ﺍﻟﻐ ّﺪﺓُ ﺍﻟﻨﺨﺎﻣﻴّﺔ ُ ّ‬ ‫ﺗﺤﺪ ُ‬
‫ﺗﺘﻮﺻ َﻞ ﺇﻟﻰ ﺍﻟﻤﺰﻳ ِﺪ ﻣﻦ‬
‫ّ‬ ‫ﺣﺎ ِﻭ ْﻝ ﺃﻥ‬ ‫ﻑ ﺣﺎﻭ َﻝ ﺍﻟﻌﻠﻤﺎﺀ ُ ﺃﻥ ﻳُﻌﺎ ِﻟﺠﻮﺍ ﺍﻟﻘﺰﺍﻣﺔَ ‪ ،‬ﻓﻘﺎﻣﻮﺍ‬ ‫)‪ . (HGH‬ﺑﻬﺬﺍ ﺍﻻﻛﺘﺸﺎ ِ‬
‫ﺽ‪.‬‬ ‫ﺕ ﻋﻦ ﻫﺬﺍ ﺍﻟﻤﺮ ِ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﺣﻘﻦ ﻫﺬﺍ ﺍﻟﻬﺮﻣﻮ ِﻥ‬ ‫ُ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ﻣﻦ ﺍﻟﻤﻮﺗﻰ ‪ .‬ﺗ ﱠﻢ‬ ‫ﱢ‬ ‫ﺹ ﻫﺮﻣﻮ ِﻥ‬ ‫ﺑﺎﺳﺘﺨﻼ ِ‬
‫ﻛﻴﻒ ﻳُﻌﺎﻟ َ ُﺞ ﺍﻟﺒﻮ ُﻝ ﺍﻟﺴ ّﻜﺮﻱﱡ‬ ‫ﻛﻤﻴّﺔً ﻛﺎﻓﻴﺔً ﻣﻦ‬ ‫ﺍﻟﺒﺸﺮﻱﱢ ﻓﻲ ﺃﺟﺴﺎﻡ ِ ﺍﻷﻃﻔﺎ ِﻝ ﺍﻟﺬﻳﻦ ﻻ ﺗ ُِﻨﺘ ُﺞ ﻏﺪﺩُﻫﻢ ﺍﻟﻨﺨﺎﻣﻴّﺔ ُ ّ‬
‫ﺭﺍﺕ‬
‫ﺍﻟﺘﻄﻮ ُ‬ ‫ّ‬ ‫ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣّ ٍﺔ؟ ﻣﺎ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ‪ .‬ﻧﻤﺎ ﺍﻷﻃﻔﺎ ُﻝ ﺇﻟﻰ ﺍﻟﻄﻮ ِﻝ ﺍﻟﻌﺎﺩﻱﱢ ﺑﻌ َﺪ ِ‬
‫ﺣﻘﻨﻬﻢ ﺑﻬﺬﺍ‬ ‫ﱢ‬ ‫ﻫﺮﻣﻮ ِﻥ‬
‫ﺍﻟﺘﻮﺻ ُﻞ ﺇﻟﻴﻬﺎ ﻓﻲ ﺍﻟﺒﺤ ِ‬
‫ﺚ‬ ‫ّ‬ ‫ﺍﻟﺘﻲ ﺗ ﱠﻢ‬
‫ﻛﻤﻴّﺔ ُ ﻫﺮﻣﻮ ِﻥ‬ ‫ﺖ ّ‬ ‫ﺟﻬﺔ ﺃﺧﺮﻯ ‪ ،‬ﻛﺎﻧ َ ْ‬ ‫ﻤﺔ ‪ .‬ﻣﻦ ٍ‬ ‫ﻣﻨﺘﻈ ٍ‬ ‫ﺍﻟﻬﺮﻣﻮ ِﻥ ﺍﻟﺒﺸﺮﻱﱢ ﺑﺼﻮﺭ ٍﺓ ِ‬
‫ﺗﻘﺮﻳﺮﺍ ﻣﻦ‬ ‫ً‬ ‫ﺍﻛﺘﺐ‬
‫ْ‬ ‫ﺍﻟﻌﻼﺝ؟‬
‫ِ‬ ‫ﻋﻦ‬
‫ﺟﺪﺍ ‪ .‬ﻓﻲ ﺍﻟﻌﺎﻡ ِ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﻣﺤﺪﻭﺩ ًﺓ ًّ‬ ‫ِ‬ ‫ﺟﻤﻌﻬﺎ ﺑﻬﺬﻩ‬ ‫ُ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ﺍﻟﺘﻲ ﻳﺘ ﱡﻢ‬ ‫ﱢ‬
‫ﺖ‬ ‫ﺗﻮﺻﻠ ْ َ‬
‫ّ‬ ‫ﺻﻔﺤﺔ ﻭﺍﺣﺪ ٍﺓ ّ‬
‫ﻋﻤﺎ‬ ‫ٍ‬
‫ﺇﻟﻴﻪ ‪.‬‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ﻣﻦ ﺧﻼ ِﻝ‬ ‫ﱢ‬ ‫ﻟﺼﻨﻊ ﻫﺮﻣﻮ ِﻥ‬ ‫ِ‬ ‫ﺑﺮﻣﺠﺔ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ‬ ‫ِ‬ ‫ﺢ ﺍﻟﻌﻠﻤﺎﺀ ُ ﻓﻲ‬ ‫‪ ، 1979‬ﻧﺠ َ‬
‫ﺕ‬ ‫ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻮﺭﺍﺛﻴ ّ ِﺔ ‪ .‬ﻓﻘﺪ ﺗ ﱠﻢ ﺇﺩﺧﺎ ُﻝ ﺍﻟﺠﻴ ِﻦ ﺍﻟﺒﺸﺮﻱﱢ ﺍﻟﺬﻱ ﻳﺤﻤ ُﻞ ﺍﻟﺘﻌﻠﻴﻤﺎ ِ‬ ‫ِ‬ ‫ﺗﻘﻨﻴ ّ ِﺔ‬
‫ﺖ‬ ‫ﺨ ْ‬ ‫ﺾ ‪ DNA‬ﻟﻠﺒﻜﺘﻴﺮﻳﺎ ‪ .‬ﻭﺍﺳﺘ ُ ِﻨﺴ َ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ﺇﻟﻰ ﺣﻤ ِ‬ ‫ﱢ‬ ‫ﺑﺼﻨﻊ ﻫﺮﻣﻮ ِﻥ‬ ‫ِ‬ ‫ﺍﻟﺨﺎﺻﺔَ‬
‫ّ‬
‫ﺟﻤﻊ‬ ‫ُ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ‪ .‬ﺗ ﱠﻢ‬ ‫ﱢ‬ ‫ِ‬ ‫ِ‬
‫ﺃﻋﺪﺍﺩٌ ﻏﻔﻴﺮﺓٌ ﻣﻦ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﺍﻟﻤﺤﺘﻮﻳﺔ ﻋﻠﻰ ﺟﻴ ِﻦ ﻫﺮﻣﻮﻥ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻪ‬ ‫ِ‬ ‫ﺻ ﱢﺪ َﻕ ﻋﻠﻰ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ‪ ،‬ﻗﺪ ُ‬ ‫ِ‬ ‫ﺞ‬
‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ﺍﻟﻤﻨﺘ َ ِ‬ ‫ﱢ‬ ‫ﻫﺮﻣﻮ ِﻥ‬
‫ﻋﻼﺝ‬
‫ِ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ ﺍﻟﻤﻨﺘ َ ُﺞ ﻓﻲ‬ ‫ﱢ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﻓﻲ ﻋﺎﻡ ِ ‪ . 1985‬ﺍﺳﺘُﺨ ِﺪﻡَ ﻫﺮﻣﻮ ُﻥ‬ ‫ِ‬ ‫ﺑﻬﺬﻩ‬
‫ﺍﻟﻨﻤﻮ ﻋﻦ ﺍﻟﻌﺎﺩﻱﱢ ‪.‬‬ ‫ﱢ‬ ‫ﺍﻷﻃﻔﺎ ِﻝ ﺍﻟﺬﻳﻦ ﻳُﻌﺎﻧﻮﻥ ﻣﻦ ﺗﺄﺧّ ِﺮ‬
‫ﺍﻟﻨﻤﻮ ﺇﻟﻰ ﺍﻟﻄﻮ ِﻝ ﺍﻟﻌﺎﺩﻱﱢ ‪.‬‬ ‫ﱢ‬ ‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﻃﻔﺎ ِﻝ ﻋﻠﻰ‬ ‫َ‬ ‫ﺍﻟﺼﻨﺎﻋﻲ ﺳﺎﻋ َﺪ‬
‫ﱡ‬ ‫ﺍﻟﻬﺮﻣﻮ ُﻥ‬
‫ﺗﻨﻈﻴﻢ ﺃﻭ‬ ‫ُ‬ ‫ﺾ ﺍﻟﻤﺨﺎﻃ ِﺮ ‪.‬‬ ‫ﺟﻬﺔ ﺃﺧﺮﻯ ‪ ،‬ﺇ ّﻥ ﺃﺧ َﺬ ﺍﻟﻬﺮﻣﻮ ِﻥ ﻳﻜﻮ ُﻥ ﻣﺤﻔﻮﻓًﺎ ﺑﺒﻌ ِ‬ ‫ﻣﻦ ٍ‬
‫ﺍﻟﺼﻌﻮﺑﺔ ‪ .‬ﻛﺬﻟﻚ ﻗﺪ ﻳُﺤﻔﱢ ُﺰ‬ ‫ِ‬ ‫ﺃﻣﺮﺍ ﻏﺎﻳﺔَ‬ ‫ﻃﻔﻞ ﻳ ُ َﻌ ﱡﺪ ً‬ ‫ٍ‬ ‫ﺍﻟﺠﺮﻋﺔ ﺍﻟﻤﻌﻄﺎ ِﺓ ﻟﻜ ﱢﻞ‬ ‫ِ‬ ‫ﺗﺤﺪﻳ ُﺪ‬
‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﺗﻨﺰﻟﻖ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺩﺭﺟﺔ ﺃﻧّﻬﺎ ﻗﺪ‬ ‫ِ‬ ‫ﺟﺪﺍ ﺇﻟﻰ‬ ‫ﺍﻟﻬﺮﻣﻮ ُﻥ ﺍﻟﻌﻈﺎﻡَ ﺍﻟﻄﻮﻳﻠﺔَ ﺃﻥ ﺗﻨﻤﻮ ﺳﺮﻳ ًﻌﺎ ًّ‬
‫َ‬
‫ﺍﻟﻨﻤﻮ‬ ‫ﱢ‬ ‫ﺱ ﺃ ّﻥ ﺍﺳﺘﺨﺪﺍﻡَ ﻫﺮﻣﻮ ِﻥ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻨﺎ ِ‬ ‫ُ‬ ‫ﺽ( ‪ .‬ﻳﻌﺘﻘ ُﺪ‬ ‫ﻕ ﺍﻟﺤﻮ ِ‬ ‫ﺽ )ﻧﻄﺎ ِ‬ ‫ﺣ ﱢﻖ ﺍﻟﺤﻮ ِ‬
‫ﺍﻟﺒﺸﺮﻱﱢ ﻳﺴﺘﺤ ﱡﻖ ﺍﻟﻤﺨﺎﻃﺮ َﺓ ‪.‬‬

‫ﺍﻟﺪﺭﺱ ‪3-3‬‬
‫ُ‬

‫‪.1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬
‫‪m¿ƒeôg πu c áp Ø«XƒHh É¡éo àp æJo »àdG äÉfƒeô¡dGh‬‬
‫‪p‬‬ ‫‪áp «°ù«FôdG‬‬
‫‪q‬‬ ‫‪Ap ɪ°üdG‬‬
‫‪q‬‬ ‫‪Op ó¨dÉH ák ªFÉb ÖàcG‬‬ ‫‪r‬‬

‫‪¿Cq G »æ©j GPÉe .2‬‬

‫‪. É¡æe‬‬

‫‪¿Cq G áp aô©Ã :èr àp æà°SG .3‬‬

‫‪?áp ©LGôdG áp jò¨àdG p≥jôW øY É¡£Ñ°V‬‬ ‫‪o‬‬ ‫‪ºàj‬‬
‫‪t án «fƒeô¡dG‬‬
‫‪q‬‬ ‫‪p‬‬
‫‪äÉjƒà°ùŸG‬‬
‫‪Ip ó¨dG‬‬
‫‪q ≈∏Y ôo Ku Dƒjo ’ÓàNG‬‬
‫‪k‬‬ ‫‪u jo Ap Gò¨dG ‘ Op ƒ«dG öp üæY ¢ü≤f‬‬
‫‪Öo Ñ°ù‬‬ ‫‪n‬‬

‫‪òn NCG GPEG :™r bs ƒJ .4‬‬

‫‪?pÚ°ùchÒãdG p¿ƒeôg øY èàæà°ùJ‬‬ ‫‪n‬‬ ‫‪¿CG ∂æo μp Áo GPÉe , áp «bQódG‬‬‫‪q‬‬
‫‪?GPÉŸ ?çóëj‬‬
‫‪o‬‬ ‫‪ób …òdG ɪa , ƒªædG‬‬‫‪u‬‬ ‫‪p¿ƒeôg øe ák YôL »©«ÑW‬‬ ‫‪w‬‬ ‫‪≠l dÉH ¢üî°T‬‬‫‪l‬‬
‫‪?…öûÑdG‬‬
‫‪u‬‬ ‫‪ƒªædG‬‬
‫‪u‬‬ ‫‪¿ƒeôg‬‬
‫‪n‬‬ ‫‪»©«ÑW‬‬
‫‪w‬‬ ‫‪≥gGôe‬‬
‫‪l‬‬ ‫‪¢üî°T‬‬
‫‪l‬‬ ‫‪òn NCG GPEG çóëj‬‬
‫‪o‬‬ ‫‪ób GPÉe‬‬

‫‪96‬‬
 ‫‪Concept Summary‬‬ ‫ﺺ ﺍﻟﻤﻔﺎﻫﻴ ِﻢ‬
‫ﻣﻠﺨّ ُ‬
‫ﺍﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫)‪ (1 - 3‬ﺍﻟﺠﻬﺎ ُﺯ‬
‫ﺍﻟﺸﻮﻛﻲ ‪ ،‬ﺍﻷﻋﺼﺎ ِ‬
‫ﺏ‪.‬‬ ‫ﱢ‬ ‫ِ‬
‫ﺟﺴﻤﻚ ‪ .‬ﻳﺸﺘﻤ ُﻞ ﻋﻠﻰ ﺍﻟﻤ ﱢﺦ ‪ ،‬ﺍﻟﺤﺒ ِﻞ‬ ‫ﻭﺍﻟﻀﺒﻂ ﺃﻭ ﺍﻟﺘﺤ ّﻜﻢ ِ ﻓﻲ‬
‫ِ‬ ‫ﺟﻬﺎﺯ ﺍﻻﺗ ّﺼﺎ ِﻝ‬
‫ُ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻫﻮ‬
‫ﱡ‬ ‫ﺍﻟﺠﻬﺎﺯ‬
‫ُ‬ ‫•‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ﻋﺒﺮ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ‬
‫ﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّﺔ ُ َ‬
‫• ﺗﻨﺘﻘ ُﻞ ﺍﻟﺴﻴ ّ ُ‬
‫ِ‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﺍﻟﺸﻮﻛﻲ ﺍﻟﻤ ﱠﺦ ﺑﺒﺎﻗﻲ‬ ‫ﻮﺻ ُﻞ ﺍﻟﺤﺒ ُﻞ‬
‫ﺍﻟﻨﺨﺎﻉ ﺍﻟﻤﺴﺘﻄﻴ ِﻞ ‪ .‬ﻳ ُ ﱢ‬ ‫ﺍﻟﻤﺨﻴﺦ ‪،‬‬ ‫ﺨﻴ ّ ِﺔ ‪،‬‬
‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﻤ ﱡﺦ ﻣﻦ ﺍﻟﻜﺮ ِﺓ ﺍﻟﻤ ّ‬
‫ﱡ‬ ‫ِ‬ ‫ِ‬ ‫• ّ‬

‫ﺍﻟﺤﻮﺍﺱ‬
‫ﱡ‬ ‫)‪(2 - 3‬‬
‫ﺣﺎﺳ ٍﺔ ‪.‬‬ ‫ﱢ‬ ‫ِ‬
‫ﺟﺴﻤﻚ ﺑﺘﺤﻮﻳ ِﻞ ﺍﻟﻤﺆﺛ ِﺮ ﺇﻟﻰ ّ‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﻓﻲ‬
‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﺗﺴﻤﺢ ﻟﻚ‬
‫ُ‬ ‫•‬
‫ﺗﺴﻤﻊ ‪.‬‬
‫ُ‬ ‫ﺗﻠﻤﺲ ‪ ،‬ﺗﺮﻯ ‪،‬‬
‫ُ‬ ‫ﻕ‪،‬‬ ‫ﺍﻟﺤﻮﺍﺱ ﺗﺠﻌﻠُﻚ ﺗﺸ ﱡﻢ ‪ّ ،‬‬
‫ﺗﺘﺬﻭ ُ‬ ‫ﱡ‬ ‫•‬
‫ﻑ ﺇﻟﻰ ِ‬
‫ﺑﻴﺌﺘﻚ ‪.‬‬ ‫ﺗﺘﻌﺮ ُ‬ ‫ﺨﻚ ِ‬
‫ﻟﺠﻌﻠﻚ ّ‬ ‫• ﺗﻌﻤ ُﻞ ﺣﻮﺍﺳﱡﻚ ﻣﻊ ﻣ ﱢ‬
‫‪3 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﱢ‬ ‫ﺍﻹﻓﺮﺍﺯ‬
‫ِ‬ ‫)‪ (3 - 3‬ﺟﻬﺎ ُﺯ‬
‫ﺍﻟﺠﺴﻢ ﺇﻟﻰ ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ ﻣﺒﺎﺷﺮ ًﺓ ‪.‬‬
‫ُ‬ ‫ﻳﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ‬
‫ُ‬ ‫ﺍﻟﺼﻤﺎﺀ ُ ﻣﻮﺍﺩﱠ ﻛﻴﻤﻴﺎﺋﻴّﺔً‬
‫ّ‬ ‫ﺗﻔﺮﺯ ﺍﻟﻐﺪﺩُ‬
‫• ُ‬
‫ﺟﺎﺭ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ ‪ ،‬ﺍﻟﻜﻈﺮﻳّﺔ ُ ‪ ،‬ﺍﻟﻤﺒﻴﻀﺎﻥ )ﻓﻲ ﺍﻹﻧﺎ ِ‬
‫ﺙ( ‪ ،‬ﺍﻟﺨﺼﻴﺘﺎﻥ‬ ‫ُ‬ ‫ﺍﻟﺼﻤﺎﺀ ُ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﻫﻲ‪ :‬ﺍﻟﻨﺨﺎﻋﻴّﺔ ُ ‪ ،‬ﺍﻟﺪﺭﻗﻴّﺔ ُ ‪،‬‬
‫ّ‬ ‫• ﺍﻟﻐﺪﺩُ‬
‫)ﻓﻲ ﺍﻟﺬﻛﻮ ِﺭ( ‪.‬‬
‫ِ‬
‫ﺍﻷﻋﻀﺎﺀ ﺍﻷﺧﺮﻯ‬ ‫ﺕ ﻓﻲ‬‫ﺍﻟﻬﺮﻣﻮﻧﺎﺕ ﺗﻐﻴّﺮﺍ ٍ‬
‫ُ‬ ‫ﺐ‬‫ﺍﻟﺼﻤ ِﺎﺀ ‪ .‬ﺗ ُﺴﺒﱢ ُ‬
‫ّ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﺪ ِﺩ‬ ‫ﺕ ﺍﻟﻬﺮﻣﻮﻧﻴ ّ ِﺔ ﻓﻲ ﺍﻟﺠﺴﻢ ِ‬‫ﺗﻨﻈﻴﻢ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫• ﻳﺘ ﱡﻢ‬
‫ُ‬
‫ِ‬
‫ﺃﻧﺸﻄﺔ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﻭﺗ ُﻨﻈﱢ ُﻢ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﺧﺘﻼﻻﺕ ﺟﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬
‫ُ‬ ‫• ﺍﻟﺒﻮ ُﻝ ﺍﻟﺴ ّﻜﺮﻱﱡ ‪ ،‬ﺍﻟﻘﺰﺍﻣﺔ ُ ‪ ،‬ﺍﻟﻌﻤﻠﻘﺔ ُ ‪ ،‬ﺍﻟﻨﺸﺎ ُ‬
‫ﻁ ﺍﻟﺰﺍﺋ ُﺪ ﻫﻲ‬

‫‪Check your Vocabulary‬‬ ‫ﺍﺧﺘ ِﺒ ْﺮ ﻣﻔﺮﺩﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬

‫ِﺢ ﺻﺤﻴﺤﺔً‪:‬‬ ‫ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻼﺯﻣﺔ َ ﻹﻛﻤﺎ ِﻝ ﺍﻟﺠﻤﻞِ ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﺣﺘّﻰ ﺗُﺼﺒ َ‬ ‫ِ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫ﺕ ﺍﻟﺼﻮﺗﻴّﺔَ ﺇﻟﻰ ‪. ..................‬‬ ‫‪ .1‬ﺗﻨﻘ ُﻞ ﺍﻟﻌﻈﺎﻡ ُ ﺍﻟﺜﻼﺛﺔ ُ ﻓﻲ ﺍﻷﺫ ِﻥ ﺍﻟﺬﺑﺬﺑﺎ ِ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ‪. ..................‬‬ ‫ﺍﻟﻬﺮﻣﻮﻧﺎﺕ ﻣﺒﺎﺷﺮ ًﺓ ﺇﻟﻰ ﺗﻴّﺎ ِﺭ ﺍﻟﺪﻡ ِ‬
‫ُ‬ ‫‪ .2‬ﺗ َ‬
‫ُﻔﺮ ُﺯ‬
‫ُﺮﺳ ُﻞ ﺭﺳﺎﺋ َﻞ ﻛﻬﺮﺑﺎﺋﻴّﺔً ‪.‬‬ ‫‪ .3‬ﺍﻟﺨﻠﻴّﺔ ُ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺃﻭ ‪ ..................‬ﺗﺴﺘﻘﺒ ُﻞ ﻭﺗ ِ‬
‫ﺍﻟﻀﻮﺀ ﻭﺍﻟﻠﻮ ِﻥ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻓﻲ ‪ ..................‬ﻣﻦ ﻣﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬ ‫ﱡ‬ ‫ﺍﻟﻨﺴﻴﺞ‬
‫ُ‬ ‫ﻳﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫‪.4‬‬
‫ﻣﺴﺘﺪﻳﺮ ﻣﻠ ﱠﻮ ٌﻥ ‪.‬‬
‫ٌ‬ ‫ﻗﺮﺹ‬
‫ٌ‬ ‫ِ‬
‫ﻂ ﺍﻟﻀﻮﺀ ﺍﻟﺪﺍﺧ ِﻞ ﺇﻟﻰ ﺍﻟﻌﻴ ِﻦ ﺑﻮﺍﺳﻄﺔ ‪ ..................‬ﻭﻫﻲ‬ ‫ِ‬ ‫‪ .5‬ﻳﺘ ﱡﻢ ﺿﺒ ُ‬
‫ﺟﺴﻤﻚ ‪.‬‬ ‫ِ‬ ‫ﺾ ﻓﻲ‬ ‫ﺕ ﺍﻷﻳ ِ‬ ‫ﺍﻟﺜﻴﺮﻭﻛﺴﻴﻦ ﻫﻮ ‪ ..................‬ﻳُﻨﻈﱢ ُﻢ ﻋﻤﻠﻴّﺎ ِ‬
‫ُ‬ ‫‪.6‬‬
‫ُﺴﻤﻰ ‪. ..................‬‬ ‫ﺕﺗ ّ‬ ‫ﺍﻟﺸﻮﻛﻲ ﺇﻟﻰ ﺍﻟﻌﻀﻼ ِ‬ ‫ﱢ‬ ‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺍﻟﺘﻲ ﺗﻤﺘ ﱡﺪ ﻣﻦ ﺍﻟﺤﺒ ِﻞ‬ ‫ُ‬ ‫‪.7‬‬
‫ُﺴﻤﻰ ‪. ..................‬‬‫ﺍﻟﺸﻮﻛﻲ ﺗ ّ‬‫ﱢ‬ ‫ﺍﻟﺤﺴﻴّﺔَ ﺇﻟﻰ ﺍﻟﺤﺒ ِﻞ‬ ‫ّ‬ ‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴّﺔ ُ ﺍﻟﺘﻲ ﺗﻨﻘ ُﻞ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﺕ‬ ‫ُ‬ ‫‪.8‬‬
‫ُﺴﻤﻰ ‪. ..................‬‬ ‫ِ‬
‫ﺟ ُﺪ ﻟﻄﺒﻘﺔ ﺍﻟﻤﺸﻴﻤﺔ ﻓ ُﺘﺤﺔ ٌ ﺗ ّ‬ ‫ِ‬ ‫ﺍﻷﻣﺎﻣﻲ ﻣﻦ ﺍﻟﻌﻴ ِﻦ ‪ ،‬ﺗﻮ َ‬
‫ﱢ‬ ‫‪ .9‬ﻓﻲ ﺍﻟﺠﺰﺀ‬
‫ِ‬
‫ﺑﻴﻦ ﺇﺣﺪﻯ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ﻭﺍﻟﺨﻠﻴ ّ ِﺔ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ‬ ‫ﺗﻘﻊ َ‬ ‫ُﻔﺮ ُﺯ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺇﻟﻰ ﺍﻟﺜﻐﺮ ِﺓ ﺍﻟﺼﻐﻴﺮ ِﺓ ‪ ،‬ﺃﻭ ‪ ، ..................‬ﺍﻟﺘﻲ ُ‬ ‫‪ .10‬ﺗ َ‬
‫ﺍﻟﻤﺠﺎ ِﻭﺭ ِﺓ ﻟﻬﺎ ‪.‬‬
‫ﻣﻤﺎ ﻳﺠﻌﻠُﻬﺎ ﺗﻬﺘ ﱡﺰ ‪.‬‬ ‫ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴّﺔ ُ ﺑـ ‪ّ ..................‬‬
‫ُ‬ ‫‪ .11‬ﺗﺼﻄﺪﻡ ُ‬
‫‪Write your Vocabulary‬‬ ‫ﺍﻛﺘﺐ ﺗﻌﺒﻴﺮﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ْ‬
‫ﺗﻌﺮﻑ ﻣﺎ ﺗﻌﻨﻴﻪ ﻛ ﱡﻞ ٍ‬
‫ﻛﻠﻤﺔ ‪.‬‬ ‫ُ‬ ‫ِ‬
‫ﻛﻠﻤﺎﺕ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ‪ .‬ﻭﺿ ْﱢﺢ ﺃﻧّﻚ‬ ‫ِ‬
‫ﻣﻔﺮﺩﺍﺕ‬ ‫ﺟﻤﻼ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ‬
‫ﺍﻛﺘﺐ ً‬
‫ْ‬

‫‪97‬‬
 ‫ﺑﺠﻤﻠﺔ ٍ‬
‫ﻛﺎﻣﻠﺔ‪:‬‬ ‫ٍ‬ ‫ﺐ ﻋﻤّﺎ ﻳﺄﺗﻲ‬ ‫ﺃ ِﺟ ْ‬
‫ﺍﻟﻌﺼﺒﻲ؟‬
‫ﱢ‬ ‫‪ .1‬ﻣﺎ ﻭﻇﻴﻔﺔ ُ ﺍﻟﺠﻬﺎ ِﺯ‬
‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﺳﻢ ﺍﻟﺠﺰﺀﻳﻦ ﺍﻟﺮﺋﻴﺴﻴّﻴﻦ ﻟﻠﺠﻬﺎ ِﺯ‬ ‫‪ .2‬ﺍﺫﻛ ِﺮ َ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ‪.‬‬
‫ﱢ‬ ‫ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺟﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫َ‬ ‫ﺻﻤﺎﺀ َ‬ ‫ﺙ ﻏﺪ ٍﺩ ّ‬ ‫ﺍﺫﻛﺮ ﺃﺳﻤﺎﺀ َ ﺛﻼ ِ‬ ‫ْ‬ ‫‪.3‬‬
‫ِ‬
‫ﺍﻷﻣﺜﻠﺔ ‪.‬‬ ‫ﺍﻟﺤﺴﻴّﺔ ُ ﻣﺴﺘﻌﻴﻨًﺎ ﺑﺄﺣ ِﺪ‬ ‫ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻼﺕ‬
‫ُ‬ ‫ﻒ ﻣﺎ ﺗﻘﻮﻡ ُ ﺑﻪ‬ ‫‪ِ .4‬ﺻ ْ‬
‫ﺴﺔ؟‬ ‫ﺍﻟﻤﻨﻌﻜ ِ‬
‫ِ‬ ‫ﻂ ﺍﻷﻓﻌﺎ ِﻝ‬ ‫ﺍﻟﻤﻨﻌﻜﺲ؟ ﺃﻳﻦ ﻳﺘ ﱡﻢ ﺿﺒ ُ‬ ‫ُ‬ ‫‪ .5‬ﻣﺎ ﺍﻟﻔﻌ ُﻞ‬
‫ﺃﺳﺒﺎﺏ ﻛ ﱟﻞ ﻣﻨﻬﻤﺎ؟‬ ‫ُ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ‪ .‬ﻣﺎ‬
‫ﱢ‬ ‫ﻒ ﺍﺿﻄﺮﺍﺑﻴﻦ ﻟﺠﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫‪ِ .6‬ﺻ ِ‬
‫ﺑﺄﺟﺰﺍﺀ ﺍﻟﻤ ﱢﺦ ‪.‬‬ ‫ِ‬ ‫ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔً‬ ‫ْ‬ ‫‪.7‬‬
‫ٍ‬
‫ﺻﺤﻴﺤﺔ ‪ ،‬ﱢﺑﺪ ِﻝ‬ ‫ِ‬ ‫ِ‬ ‫ٍ‬ ‫ٍ‬ ‫ﱢ‬
‫ﻏﻴﺮ‬
‫ﺍﻛﺘﺐ ﺻﺤﻴﺤ ًﺔ ﺇﺫﺍ ﻛﺎﻧَﺖ ﺍﻟﺠﻤﻠﺔ ُ ﺻﺤﻴﺤ ًﺔ ‪ .‬ﺇﺫﺍ ﻛﺎﻧَﺖ ﺍﻟﺠﻤﻠﺔ ُ َ‬ ‫ﺻﺤﻴﺤﺔ ‪ْ .‬‬ ‫ﺖ ﻛ ﱡﻞ ﺟﻤﻠﺔ ﺻﺤﻴﺤ ًﺔ ﺃﻡ َ‬
‫ﻏﻴﺮ‬ ‫ﺣﺪ ْﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧ َ ْ‬
‫ِﺢ ﺍﻟﺠﻤﻠﺔ ُ ﺻﺤﻴﺤﺔً‪:‬‬ ‫ﺧﻂ ﻛﻲ ﺗُﺼﺒ َ‬ ‫ﺍﻟﻜﻠﻤﺔ َ ﺍﻟﺘﻲ ﺗﺤﺘَﻬﺎ ﱞ‬

‫‪3 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺨﻴّﺔ ُ ‪.‬‬ ‫ﺟﺰﺀ ﻣﻦ ﺍﻟﻤ ﱢﺦ ﻫﻮ ﺍﻟﻜﺮﺓُ ﺍﻟﻤ ّ‬ ‫‪ .8‬ﺃﻛﺒﺮ ٍ‬
‫ُ‬
‫ﺍﻟﻌﺼﺒﻲ ‪.‬‬
‫ﱢ‬ ‫ﺯ‬
‫ِ‬ ‫ﺍﻟﺠﻬﺎ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺍﻟﻬﺮﻣﻮﻧﺎﺕ‬
‫ُ‬ ‫ﺞ‬ ‫‪ .9‬ﺗ ُﻨﺘ َ ُ‬
‫ﺍﻟﺤﺴﻴ ّ ِﺔ ‪.‬‬
‫ّ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻤﺴﺘﻘﺒﻼ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﻜﺘﺸﻔﺔ‬ ‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ‬ ‫ﻕ ﻫﻮ ﻧﺘﻴﺠﺔ ُ‬ ‫‪ .10‬ﺍﻟﻤﺬﺍ ُ‬
‫ﺕ ﻋﺼﺒﻴ ّ ٍﺔ ‪.‬‬ ‫ُﺤﻮﻟ ُﻬﺎ ﺇﻟﻰ ﺳﻴّﺎﻻ ٍ‬ ‫ﺕ ﺍﻟﺼﻮﺗﻴّﺔَ ﻭﺗ ﱢ‬ ‫ﻂ ﺍﻷﺫ ُﻥ ﺍﻟﻤﻮﺟﺎ ِ‬ ‫‪ .11‬ﺗﻠﺘﻘ ُ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐ ّﺪ ِﺓ ﺍﻟﺪﺭﻗﻴ ّ ِﺔ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱﱢ‬ ‫ﱢ‬ ‫‪ .12‬ﻳُﻨﺘ َ ُﺞ ﻫﺮﻣﻮ ُﻥ‬
‫ﻒ ﻋﻦ ﺍﻟﻌﻤ ِﻞ‬ ‫ﺍﻟﺼﻤﺎﺀ َ ﺗﻌﻤ ُﻞ ﺃﻭ ﺗﺘﻮﻗ ّ ُ‬
‫ّ‬ ‫ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﺬﻱ ﻳﺠﻌ ُﻞ ﺍﻟﻐ ّﺪ َﺓ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺘﻐﺬﻳﺔ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺟﻬﺎ ِﺯ‬ ‫ِ‬ ‫ﺕ ﺍﻟﻬﺮﻣﻮﻧﻴ ّ ِﺔ‬ ‫ﻂ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫‪ .13‬ﻳﺘ ﱡﻢ ﺿﺒ ُ‬
‫ﺁﻟﻴ ًّﺎ ‪.‬‬
‫ﺕ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﺍﻷﻓﻜﺎ ِﺭ ‪،‬‬ ‫ﺟﻤﻴﻊ ﻋﻤﻠﻴّﺎ ِ‬‫ِ‬ ‫ﺑﻴﻦ‬
‫ﻨﺴ ُﻖ ﻓﻲ ﻣﺎ َ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﺠﺴﻢ ِ ﻷﻧّﻪ ﻳُﻮﺟ ُﱢﻪ ﻭﻳ ُ ﱢ‬ ‫ﱠ‬ ‫ﺴﻤﻰ ﺍﻟﻤ ﱡﺦ ﻣﺮﻛ َﺰ ﺍﻟﺘﺤ ّﻜﻢ ِ‬ ‫‪ .14‬ﻳ ُ ّ‬
‫ﺕ‪ ،‬ﻮ ِ‬
‫ﺍﻟﻌﻮﺍﻃﻒ ‪.‬‬ ‫ﺍﻟﺴﻠﻮﻛﻴّﺎ ِ‬ ‫ﻮ‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻛ ﱢﻞ ﺳﺆﺍ ٍﻝ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ‬ ‫ﻃﺒﱢ ِﻖ‬
‫َ‬
‫ﺷﻲﺀ ﺣﺎﺩﱟ ‪.‬‬ ‫ﺷﺨﺺ ﻗﺪﻣَﻪ ﻋﻠﻰ ٍ‬ ‫ٌ‬ ‫ﻳﻀﻊ‬
‫ُ‬ ‫ﺙ ﻋﻨﺪﻣﺎ‬ ‫ﺲ ﺍﻟﺬﻱ ﻳﺤﺪ ُ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻌﻜ ِ‬ ‫ﻣﺴﺎﺭ ﺍﻟﻔﻌ ِﻞ‬ ‫َ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗ ُﺪ‪ِ :‬ﺻ ْ‬
‫ﻒ‬ ‫ُ‬ ‫‪.1‬‬
‫ﱢ‬
‫ﻕ؟‬‫ﺍﻟﺘﺬﻭ ِ‬
‫ّ‬ ‫ﺣﺎﺳ ِﺔ‬ ‫‪ .2‬ﻟﻤﺎﺫﺍ ﺗ ُﺆﺛ ُﺮ ﺇﺻﺎﺑﺘُﻚ ﺑﺎﻟﺰﻛﺎﻡ ِ ﻋﻠﻰ ّ‬
‫ﺍﻟﻌﺼﺒﻲ ‪ .‬ﻛﻴﻒ ﻳﺘﺸﺎﺑﻬﺎﻥ؟ ﻛﻴﻒ ﻳﺨﺘﻠﻔﺎﻥ؟‬ ‫ﱢ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻟﺠﻬﺎ ِﺯ‬
‫ﱢ‬ ‫ﺑﻴﻦ ﺟﻬﺎ ِﺯ ﺍﻹﻓﺮﺍ ِﺯ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗ ُﺪ‪ :‬ﻗﺎ ِﺭ ْﻥ َ‬ ‫ُ‬ ‫‪.3‬‬
‫ﺢ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔَ ﻟﻺﻧﺴﺎ ِﻥ ‪ .‬ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴّﺔ ُ‬ ‫ﺿ ُ‬ ‫ﺻﻔﺤﺔ )‪ (76‬ﺗ ُﻮ ﱢ‬‫ِ‬ ‫‪ .4‬ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻐﺎﻣﻀﺔ ُ‪ :‬ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴّﺔ ُ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ‪.‬‬
‫ﱢ‬ ‫ﻏﻴﺮ ﺣﻘﻴﻘﻴ ّ ِﺔ ﺍﻷﻟﻮﺍ ِﻥ‪ :‬ﻓﺎﻟﺼﻮﺭﺓُ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴّﺔ ُ ﻣﺄﺧﻮﺫﺓٌ ﺑﺎﻟﻤﻴﻜﺮﻭﺳﻜﻮ ِ‬
‫ﺏ‬ ‫ُ‬
‫ﺗﻔﻌﻞ؟‬‫) ﺃ ( ﻣﺎ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّﺔُ؟ ﻭﻣﺎﺫﺍ ُ‬
‫ﺎﻻﺕ ﺍﻟﻌﺼﺒﻴّ ُﺔ ﻫﺬﻩ ﺍﻟﺜﻐﺮﺓَ؟‬ ‫ﺗﻌﺒﺮ ﺍﻟﺴﻴّ ُ‬‫ﺑﻴﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴّ ِﺔ؟ ﻭﻛﻴﻒ ُ‬ ‫)ﺏ( ﻣﺎ ﺍﻟﺜﻐﺮ ُﺓ ﺍﻟﻤﻮﺟﻮﺩ ُﺓ َ‬
‫ﻑ‪.‬‬‫ﺍﻟﺘﻌﺮ ِ‬
‫ﺍﻟﺤﺎﺳﺔَ ﺍﻟﻀﺮﻭﺭﻳّﺔَ ﻹﻧﺠﺎ ِﺯ ﻫﺬﺍ ّ‬ ‫ّ‬ ‫ﺣﺪ ِﺩ‬‫ﺗﺘﻌﺮﻓَﻬﺎ ﻣﻦ ﺩﻭ ِﻥ ﺣﻮﺍﺳﱢﻚ ‪ .‬ﱢ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ّ‬ ‫ﻒ ﺛﻼﺛﺔَ ﺃﺷﻴﺎﺀ َ ﻻ ﻳ ُ ِ‬ ‫ﺗﻄﺒﻴﻖ‪ِ :‬ﺻ ْ‬ ‫ٌ‬ ‫‪.5‬‬
‫ﺲ ‪ .‬ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻌﻜ ِ‬ ‫ﺁﺧﺮ ﻣﻦ ﺍﻟﻔﻌ ِﻞ‬ ‫ﻧﻮﻉ َ‬ ‫ٍ‬ ‫ﻉ ﻣﻦ ﺃﻱﱢ‬ ‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺃﺳﺮ ُ‬ ‫ﺗﺼﺪﺭ ﻋﻦ ﻣﺴﺘﻘﺒﻼ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﻨﻌﻜﺴﺔ ُ ﺍﻟﺘﻲ‬‫ِ‬ ‫‪ .6‬ﺗﻮ ﱠﺳ ْﻊ‪ :‬ﺍﻷﻓﻌﺎ ُﻝ‬
‫ﻟﺠﺴﻤﻚ؟‬ ‫ِ‬ ‫ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻟﻤﺎﺫﺍ ﻳُﻌﺘﺒَ ُﺮ ﻫﺬﺍ ﻣﻬﻤًّﺎ‬
‫ُﺴﺎﻋﺪَﻙ ﺍﻟﻐ ّﺪﺓُ ﺃﻭ ﺍﻟﻐﺪﺩُ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﺗ ِ‬ ‫ﻒ ﻛﻴﻒ ﻳ ُ ِ‬ ‫ِ‬
‫ﺍﻟﺴﺒﺎﺣﺔ؟ ِﺻ ْ‬ ‫ُﺴﺎﻋ ُﺪﻙ ﻋﻠﻰ ﺍﻟﻔﻮ ِﺯ ﺑﺴﺒﺎ ِ‬
‫ﻕ‬ ‫ﺍﻟﺼﻤﺎﺀ ﺍﻟﺘﻲ ﺗ ِ‬
‫ّ ُ‬ ‫‪ .7‬ﻣﺎ ﺍﻟﻐ ّﺪﺓُ ﺃﻭ ﻣﺎ ﺍﻟﻐﺪﺩُ‬
‫ﺍﻟﻮﺿﻊ ‪.‬‬
‫ِ‬ ‫ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺗﺸﻌﺮ ﻛﺄﻧّﻚ ﻣﺎ ﺯﻟ ْ َ‬
‫ﺖ‬ ‫ُ‬ ‫ﺕ ﻭﺑﻌ َﺪ ﺗﻮﻗ ّ ِﻔﻪ‬ ‫ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﺤﻠﻘﺎ ِ‬ ‫ٍ‬ ‫ﺕ ﺍﻟﺬﻱ ﻳﺮﺣ ُﻞ ﺑﻚ ﺧﻼ َﻝ‬ ‫ﺏ ﻗﻄﺎ ِﺭ ﺍﻟﻤﻮ ِ‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺝ‪ :‬ﺑﻌ َﺪ ﺭﻛﻮ ِ‬ ‫ُ‬ ‫‪.8‬‬
‫ﺱ؟ ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﻂ ﺑﻬﺬﺍ ﺍﻹﺣﺴﺎ ِ‬ ‫ﺍﻟﺤﺎﺳﺔ ُ ﺍﻟﺘﻲ ﺗﺮﺗﺒ ُ‬‫ّ‬ ‫ﺗﺪﻭﺭ ‪ ،‬ﻣﺎ‬ ‫ُ‬
‫‪98‬‬
 ‫ﺖ ‪ ،‬ﻓﺈﻧّﻬﻤﺎ ﻳﺘّﺴﻌﺎﻥ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻀﻮﺀ ﺍﻟﺨﺎﻓ ِ‬ ‫ﺗﺘﺤﺮ ُﻙ ﺇﻟﻰ‬
‫ّ‬ ‫ﺢ ﺑﺆﺑﺆﺍ ﻋﻴﻨﻴﻚ ﺻﻐﻴﺮﻳﻦ ‪ .‬ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﺴﺎﻃﻊ ‪ ،‬ﻳُﺼﺒِ ُ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻀﻮﺀ‬ ‫‪ .9‬ﻋﻨﺪﻣﺎ ﺗﻜﻮ ُﻥ ﻓﻲ‬
‫ﻱ ﻳﻳﻀﺒﺒ ُ‬
‫ﻂ ﻫﺬﺍ ﺍﻟﺘﻐﻴ ّ َﺮ؟‬ ‫ﺟﺰﺀ ُ ﺍﻟﻌﻴﻴ ِﻦ ﺍﻟﺬﻱ‬
‫ﻣﺎ ﺰ‬

‫ﻜﻤﻞَ ﻛ ﱠﻞ ٍ‬
‫ﻧﺸﺎﻁ‪:‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﻧﻤّ ْﻴﺘَﻬﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ﻛﻲ ﺗُ ِ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫‪Interpret Data‬‬ ‫‪äÉfÉ«ÑdG‬‬
‫‪p‬‬ ‫‪p u .1‬‬
‫‪öùa‬‬
‫ﺢ‬ ‫ﺍﻷﺻﻮﺍﺕ ﺍﻟﺘﻲ ﺗﺘﻌﺪّﻯ ‪ 20 000‬ﻫﺮﺗﺰ ‪ .‬ﻳُﻮ ﱢ‬
‫ﺿ ُ‬ ‫َ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺍﻹﻧﺴﺎ ُﻥ ﺃﻥ ﻳﺴﻤ َﻊ‬
‫ُ‬ ‫ﺍﻟﺼﻮﺕ َﺑﻮﺣﺪ ٍﺓ ﺗ ّ‬
‫ُﺴﻤﻰ ﺍﻟﻬﺮﺗﺰ )‪ . (Hz‬ﻻ‬ ‫ُ‬ ‫ﻘﺎﺱ‬
‫ﻳُ ُ‬
‫ﺐ ﻋﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪:‬‬ ‫ﺛﻢ ِ‬
‫ﺃﺟ ْ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ‪ّ ،‬‬
‫ﱠ‬ ‫ﺱ ﺍﻟﺸﻜ َﻞ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﻔﺔ ‪ .‬ﺍﺩﺭ ِ‬ ‫ﺕ ِ‬ ‫ﺍﻟﺴﻤﻊ ﻟﻜﺎﺋﻨﺎ ٍ‬
‫ِ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﺇﻟﻰ ﺍﻟﻴﺴﺎ ِﺭ ﻣﺪﻯ‬
‫ﱡ‬ ‫ﺍﻟﺸﻜ ُﻞ‬
‫ٌ‬
‫ﻣﺘﻤﺎﺛﻞ؟‬ ‫ﺳﻤﻊ‬ ‫ِ‬
‫ﺍﻟﻜﺎﺋﻨﺎﺕ ﻟﻬﺎ ﻣﺪﻯ ٍ‬ ‫)ﺃ( ﱡ‬
‫ﺃﻱ‬
‫ﻭﺍﺳﻊ ‪.‬‬
‫ٌ‬ ‫ﺳﻤﻊ‬
‫ﺍﻟﻜﺎﺋﻦ ﻟﻪ ﻣﺪﻯ ٍ‬
‫َ‬ ‫ﺗﻌﺘﻘﺪ ﺃﻥّ ﻫﺬﺍ‬
‫ُ‬ ‫ﻓﺴ ْﺮ ﻟﻤﺎﺫﺍ‬ ‫ِ‬
‫ﻟﻸﺻﻮﺍﺕ؟ ﱢ‬ ‫ﺃﻛﺜﺮ‬
‫ﺎﺱ َ‬ ‫ﺣﺴ ٌ‬‫ﻛﺎﺋﻦ ّ‬
‫ﺃﻱ ٍ‬ ‫)ﺏ( ﱡ‬
‫‪Data Bank‬‬ ‫‪o∂æH .2‬‬
‫ِ‬
‫‪äÉfÉ«ÑdG‬‬
‫ﺍﺳﺘﺨ ِﺪﻡْ ﻣﻌﻠﻮﻣﺎ ِ‬
‫‪p‬‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪:‬‬ ‫ﺍﻷﻭ ِﻝ‬
‫ﺱ ّ‬ ‫ﺕ ﺍﻟﺪﺭ ِ‬
‫‪3 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﻋﻤﺮ ﺧﻼﻳﺎ ﱢ‬
‫ﺍﻟﻤﺦ؟‬ ‫ﻃﻮﻝ ِ‬ ‫) ﺃ ( ﻣﺎ ُ‬
‫ﺃﻃﻮﻝ ﻣﻦ ﺧﻼﻳﺎ‬‫َ‬ ‫ﺗﻌﻴﺶ ﺧﻼﻳﺎ ﱢ‬
‫ﺍﻟﻤﺦ ﻓﺘﺮ ًﺓ‬ ‫ُ‬ ‫)ﺏ( ‪ :èr àp æà°SG‬ﻟﻤﺎﺫﺍ‬
‫‪100 000‬‬
‫ِ‬
‫ﺍﻟﺠﻠﺪ؟‬
‫‪10 000‬‬ ‫‪Define Operationally‬‬ ‫‪É«v ∏ªY Or óu M .3‬‬
‫ﻓﻌﻼ ِ‬
‫ﻣﻨﻌﻜ ًﺴﺎ ﺃﻡ ً‬
‫ﻓﻌﻼ ﺇﺭﺍﺩﻳ ًّﺎ‪:‬‬ ‫ﱢﻗﺮ ْﺭ ﻣﺎ ﺇﺫﺍ ﻛﺎ َﻥ ﻛ ﱞﻞ ّ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ً‬
‫‪1000‬‬
‫ُ‬
‫ﻫﺮﺗﺰ‬

‫ﺍﻟﺘﻮﺍﺑﻞ ‪.‬‬
‫ِ‬ ‫ﻛﺜﻴﺮ‬
‫ﻃﻌﺎﻡ ِ‬ ‫ﺗﻨﺎﻭﻝ ٍ‬
‫ِ‬ ‫ﺑﻌﺪ‬
‫ﺍﻟﺴﻌﺎﻝ َ‬ ‫)ﺃ(‬
‫‪100‬‬ ‫ﺍﻷﺷﺠﺎﺭ ‪.‬‬
‫ِ‬ ‫)ﺏ( ﺗﺴﻠّ ُﻖ ﺇﺣﺪﻯ‬
‫ﺫﺑﺎﺑ ٌﺔ ﺻﻐﻴﺮ ٌﺓ ﺇﺣﺪﻯ ﻋﻴﻨﻴﻚ ‪.‬‬ ‫ُ‬
‫ﺗﺪﺧﻞ ﺫﺑﺑ‬ ‫ﺍﻟﻌﻴﻦ ﻋﻨﺪﻣﺎ‬
‫ﻃﺮﻓﺔﺔ ِ‬
‫)ﺟـ( ﻃﺮﻓ ُ‬
‫ﺩﻟﻔﻴﻦ‬
‫ٌ‬ ‫ﻃﺎﺋﺮ ﺳﻤﻜﺔ ٌ‬
‫ٌ‬ ‫ّﺎﺵ‬
‫ﺛﻌﺒﺎ ٌﻥ ﺇﻧﺴﺎ ٌﻥ ﺧﻔ ٌ‬
‫ﺍﻟﻜﺎﺋﻨﺎﺕ‬
‫ُ‬

‫ﺍﳉﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﳌﺮﻛﺰﻱ‬ ‫‪Link the Concepts‬‬ ‫‪ºp «gÉØŸG áo £jôN .1‬‬
‫ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‬
‫ﻂ ُ‬ ‫ﺢ ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺇﻟﻰ ﺍﻟﻴﺴﺎ ِﺭ ﻛﻴﻒ ﺗﺮﺗﺒ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺿ ُ‬
‫ﺍﻧﺴﺦ‬ ‫ِ‬
‫ﺍﻟﺨﺮﻳﻄﺔ ‪.‬‬ ‫ﺑﺒﻌﻀﻬﺎ ‪ .‬ﻭﻗﺪ ﺗ ﱠﻢ ﻣﻞﺀ ٍ‬
‫ﺟﺰﺀ ﻣﻦ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ِ‬
‫ﺟﺰﺁﻩ ﻫﻤﺎ‬
‫ِ‬ ‫ُ‬
‫؟‬ ‫ﺍﳌﺦ‬
‫ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻮﺍﺭﺩ َﺓ ﻓﻲ ﻫﺬﺍ‬
‫َ‬ ‫ﺕ‬‫ﻭﺃﻛﻤﻠْﻬﺎ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ ﺍﻟﻜﻠﻤﺎ ِ‬
‫ﺍﻟﺨﺮﻳﻄﺔَ ِ‬
‫ﺃﺟﺰﺍﺅﻩ‬ ‫ﺍﻟﻔﺼ ِﻞ ‪.‬‬
‫‪øt ØdGh Ωo ƒ∏©dG .2‬‬
‫ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫‪Science and Art‬‬
‫ﺟﺬﻉ ﺍﳌﺦ‬
‫ﻟﻠﺨﺪﻉ ﺍﻟﺒﺼﺮﻳ ّ ِﺔ ‪ .‬ﺑﻌ َﺪ‬ ‫ﺐ ﺍﻟﻔ ﱢﻦ ﺍﻟﻤﺮﺟﻌﻴ ّ ِﺔ ﻋﻦ ٍ‬‫ﺚ ﻓﻲ ﻛﺘ ِ‬
‫؟‬ ‫؟‬
‫ِ‬ ‫ﺃﻣﺜﻠﺔ‬ ‫ﺍﺑﺤ ْ‬
‫ﺍﻷﻋﺼﺎﺏ‬

‫ﺍﻟﺨﺪﻉ ﺍﻟﺒﺼﺮﻳ ّ ِﺔ ﻓﻲ ﺍﻟﺮﺳﻮﻣﺎ ِ‬ ‫ِ‬

‫ﹼ‬
‫ﺍﻧﻈﺮ‬
‫ﺕ ﻭﺍﻟﺘﻠﻮﻳ ِﻦ ‪ْ ،‬‬ ‫ﺾ ﻫﺬﻩ‬‫ﺩﺭﺍﺳﺔ ﺑﻌ ِ‬
‫ﹼ‬
‫ﻳﺘﺤﻜﻢ ﻓﻲ‬ ‫ﹼ‬
‫ﺗﺘﺤﻜﻢ ﻓﻲ‬ ‫ﻳﺘﺤﻜﻢ ﻓﻲ‬
‫ِ‬
‫ﺍﻟﺘﻲ ﺗﺘﺄﻟﻒ ﻣﻦ‬
‫ِ‬ ‫ﺾ ﻣﻨﻬﺎ ِ‬
‫ﺍﳊﺮﻛﺔ ‪،‬‬
‫ﺭﺳﻮﻣﺎﺗﻚ‬ ‫ﺍﻋﺮﺽ‬
‫ْ‬ ‫ﺑﻨﻔﺴﻚ ‪.‬‬ ‫ﺭﺳﻢ ﺑﻌ ٍ‬
‫ﺗﺴﺘﻄﻴﻊ َ‬
‫ُ‬ ‫ﺖ‬
‫ﻣﺎ ﺇﺫﺍ ﻛﻨْ َ‬
‫؟‬ ‫ﺍﳊﻮﺍﺱ‬ ‫؟‬
‫؟‬
‫ﺗﻌﺮ ِ‬
‫ﻑ‬ ‫ﻳﻨﺠﺢ ﻓﻲ ّ‬ ‫ُ‬ ‫ﺍﻧﻈﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎ َﻥ ﺯﻣﻴﻠُﻚ ﻗﺪ‬ ‫ِ‬
‫ﺯﻣﻼﺋﻚ‪ْ :‬‬ ‫ﻋﻠﻰ ﺃﺣ ِﺪ‬
‫ﻉ ﺍﻟﺒﺼﺮﻳّﺔَ؟‬ ‫ﺧﺪﻋﻚ ﺍﻟﺒﺼﺮﻳ ّ ِﺔ ‪ .‬ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻟﻤﺎﺫﺍ ﺗﺮﻯ ﺍﻟﺨﺪ َ‬ ‫ِ‬
‫‪Science and You‬‬ ‫‪Ωo ƒ∏©dGh âfCG .3‬‬
‫ﻏﺪﺍﺋﻚ ‪ .‬ﺃﻳ ًّﺎ ﻣﻦ ﺣﻮﺍﺳﱢﻚ ﺗﺴﺘﺨﺪﻡ ُ ﻓﻲ ﻫﺬﻩ‬ ‫ﺗﻨﻈﻴﻒ ِ‬
‫ﺃﺳﻨﺎﻧﻚ ﺃﻭ ﺗﻨﺎﻭ ِﻝ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﺗﻔﻌﻠُﻬﺎ ﻛ ﱠﻞ ﻳﻮﻡ ٍ ‪ ،‬ﻣﺜ ِﻞ‬ ‫ﺾ‬ ‫ﱢ‬
‫ﻓﻜ ْﺮ ﻓﻲ ﺑﻌ ِ‬
‫ﺍﻟﺤﻮﺍﺱ‬
‫ﱡ‬ ‫ْﺕ ﺇﺣﺪﻯ ﺣﻮﺍﺳﱢﻚ ﻣﺜ ِﻞ ﺍﻟﺒﺼ ِﺮ ‪ .‬ﻣﺎ‬
‫ﺖ ﻗﺪ ﻓﻘﺪ َ‬‫ﻧﻔﺴﻬﺎ ﺇﺫﺍ ﻛﻨْ َ‬ ‫ِ‬
‫ﺍﻷﻧﺸﻄﺔ ِ‬ ‫ِ‬
‫ﺍﻷﻧﺸﻄﺔ؟ ﺗﺨﻴﱠ ْﻞ ﻛﻴﻒ ﺳﺘﻘﻮﻡ ُ ﺑﻬﺬﻩ‬
‫ﺍﻟﺤﺎﺳ ِﺔ ﺍﻟﻤﻔﻘﻮﺩ ِﺓ؟‬
‫ّ‬ ‫ﻋﻮﺿﺎ ﻋﻦ‬‫ً‬ ‫ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﻗﺪ ﺗﺴﺘﺨﺪﻣُﻬﺎ‬

‫‪99‬‬
 oábÉ£dGh Io OÉŸG
q
Matter and Energy

»FÉ«ª«μdG
u Op É–’G
q Úo fGƒbh áo «FÉ«ª«μdG
q ≠o «°üdGh Ro ƒeôdG ∫o hq C’G π°üØdG
o

áo jq QòdG
q áo «æÑdG o
ÊÉãdG π°üØdG

100
101
 (‫ﻓﻠﺰ )ﻣﻌﺪﻥ‬

‫ﺷﺒﻪ ﻓﻠﺰ‬

‫ﻻ ﻓﻠﺰ‬
18
He
13 16 17
2

14 15
‫ﺍﻟﻬﻴﻠﻴﻮﻡ‬
Helium

B C N O F Ne
4.003
5 6 7 8 9 10

‫ﺍﻟﺒﻮﺭﻭﻥ‬ ‫ﺍﻟﻜﺮﺑﻮﻥ‬ ‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬ ‫ﺍﻟﻔﻠﻮﺭ‬ ‫ﺍﻟﻨﻴﻮﻥ‬

Boron Carbon Nitrogen Oxygen Fluorine Neon

Al Si P S Cl Ar
10.811 12.011 14.007 15.999 18.998 20.180

10 11 12
13 14 15 16 17 18

‫ﺍﻷﻟﻮﻣﻴﻨﻴﻮﻡ‬ ‫ﺍﻟﺴﻴﻠﻴﻜﻮﻥ‬ ‫ﺍﻟﻔﻮﺳﻔﻮﺭ‬ ‫ﺍﻟﻜﺒﺮﻳﺖ‬ ‫ﺍﻟﻜﻠﻮﺭ‬ ‫ﺍﻷﺭﺟﻮﻥ‬

Aluminium Silicon Phosphorus Sulphur Chlorine Argon

Kr
32.066 39.948

Ni Cu Zn Ga Ge As Se Br
26.982 28.086 30.974 35.453
28 29 30 31 32 33 34 35 36

‫ﺍﻟﻨﻴﻜﻞ‬ ‫ﺍﻟﻨﺤﺎﺱ‬ ‫ﺍﻟﺨﺎﺭﺻﻴﻦ‬ ‫ﺍﻟﺠﺎﻟﻴﻮﻡ‬ ‫ﺍﻟﺠﺮﻣﺎﻧﻴﻮﻡ‬ ‫ﺍﻟﺰﺭﻧﻴﺦ‬ ‫ﺍﻟﺴﻴﻠﻨﻴﻮﻡ‬ ‫ﺍﻟﺒﺮﻭﻡ‬ ‫ﺍﻟﻜﺮﻳﺒﺘﻮﻥ‬

Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton

Pd Ag Cd In Sn Sb Te I Xe
58.69 63.546 65.39 69.723 72.61 74.922 78.96 79.904 83.80
46 47 48 49 50 51 52 53 54

‫ﺍﻟﺒﻼﺩﻳﻮﻡ‬ ‫ﺍﻟﻔﻀﺔ‬ ‫ﺍﻟﻜﺎﺩﻣﻴﻮﻡ‬ ‫ﺍﻹﻧﺪﻳﻮﻡ‬ ‫ﺍﻟﻘﺼﺪﻳﺮ‬ ‫ﺍﻷﻧﺘﻴﻤﻮﻥ‬ ‫ﺍﻟﺘﻴﻠﻮﺭﻳﻮﻡ‬ ‫ﺍﻟﻴﻮﺩ‬ ‫ﺍﻟﺰﻳﻨﻮﻥ‬

Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon

Hg
114.818

Au
112.411 118.710

Pt Tl Pb Bi Po At
106.42 107.868 127.60 126.904 131.29

Rn
121.75
78 79 80 81 82 83 84 85 86

‫ﺍﻟﺒﻼﺗﻴﻦ‬ ‫ﺍﻟﺬﻫﺐ‬ ‫ﺍﻟﺰﺋﺒﻖ‬ ‫ﺍﻟﺜﺎﻟﻴﻮﻡ‬ ‫ﺍﻟﺮﺻﺎﺹ‬ ‫ﺍﻟﺒﺰﻣﻮﺙ‬ ‫ﺍﻟﺒﻮﻟﻮﻧﻴﻮﻡ‬ ‫ﺍﻷﺳﺘﺎﺗﻴﻦ‬ ‫ﺍﻟﺮﺍﺩﻭﻥ‬

Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon

Ds Rg Uub Uut Uuq Uup Uuh Uus Uuo

195.08 196.967 200.59 204.383 207.2 208.980 (209) (210) (222)
110 111 112 113 114 115 116 117 118

‫ﺩﺍﺭﻣﺸﺘﺎﺗﻴﻮﻡ‬ ‫ﺭﻭﻧﺘﺠﻴﻨﻴﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﺒﻴﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﺘﺮﻳﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﻜﺎﺩﻳﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﺒﻨﺘﻴﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﻴﻜﺴﻴﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﺴﺒﺘﻴﻮﻡ‬ ‫ﺍﻟﻴﻮﻧﻴﻨﻮﻛﺘﻴﻮﻡ‬

Darmstadtium Roentgenium Ununbium Ununtrium Ununquadium Ununpentium Ununhexium Ununseptium Ununoctium
(269) (272) (272) (284) (289) (288) (292) (unknown) (294)

Eu Gd Tb Dy Ho Er Tm Yb Lu
63 64 65 66 67 68 69 70 71

‫ﺍﻟﻴﻮﺭﻭﺑﻴﻮﻡ‬ ‫ﺍﻟﺠﺎﺩﻭﻟﻴﻨﻴﻮﻡ‬ ‫ﺍﻟﺘﺮﻳﺒﻴﻮﻡ‬ ‫ﺍﻟﺪﻳﺴﺒﺮﻭﺯﻳﻮﻡ‬ ‫ﺍﻟﻬﻮﻟﻤﻴﻮﻡ‬ ‫ﺍﻹﺭﺑﻴﻮﻡ‬ ‫ﺍﻟﺜﻮﻟﻴﻮﻡ‬ ‫ﺍﻹﻳﺘﺮﺑﻴﻮﻡ‬ ‫ﺍﻟﻠﻮﺛﻴﺘﻴﻮﻡ‬

Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium

Am Cm Bk Cf Es Fm Md No Lr
151.965 157.25 158.925 162.50 164.930 167.26 168.934 173.04 174.967
95 96 97 98 99 100 101 102 103

‫ﺍﻷﻣﻴﺮﻳﻜﻴﻮﻡ‬ ‫ﺍﻟﻜﻮﺭﻳﻮﻡ‬ ‫ﺍﻟﺒﺮﻛﻠﻴﻮﻡ‬ ‫ﺍﻟﻜﺎﻟﻴﻔﻮﺭﻧﻴﻮﻡ‬ ‫ﺍﻷﻳﻨﺸﺘﺎﻧﻴﻮﻡ‬ ‫ﺍﻟﻔﺮﻣﻴﻮﻡ‬ ‫ﺍﻟﻤﻨﺪﻟﻴﻔﻴﻮﻡ‬ ‫ﺍﻟﻨﻮﺑﻠﻴﻮﻡ‬ ‫ﺍﻟﻠﻮﺭﺍﻧﺴﻴﻮﻡ‬

Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
(243) (247) (247) (251) (252) (257) (258) (259) (260)

102
 C ‫ﺻﻠﺐ‬

Br ‫ﺳﺎﺋﻞ‬
H ‫ﻏﺎﺯ‬

1 H
1

‫ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ‬

2
Hydrogen
1.008

Li Be
2
3 4

‫ﺍﻟﻠﻴﺜﻴﻮﻡ‬ ‫ﺍﻟﺒﻴﺮﻳﻠﻴﻮﻡ‬
Lithium Beryllium

Na Mg
6.941 9.012

3 3 4 5 6 7 8 9
11 12

‫ﺍﻟﺼﻮﺩﻳﻮﻡ‬ ‫ﺍﻟﻤﻐﻨﺴﻴﻮﻡ‬
Sodium Magnesium

K Ca Sc Ti V Cr Mn Fe Co
22.990 24.305

4
19 20 21 22 23 24 25 26 27

‫ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ‬ ‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ‬ ‫ﺍﻟﺴﻜﺎﻧﺪﻳﻮﻡ‬ ‫ﺍﻟﺘﻴﺘﺎﻧﻴﻮﻡ‬ ‫ﺍﻟﻔﺎﻧﺎﺩﻳﻮﻡ‬ ‫ﺍﻟﻜﺮﻭﻡ‬ ‫ﺍﻟﻤﻨﺠﻨﻴﺰ‬ ‫ﺍﻟﺤﺪﻳﺪ‬ ‫ﺍﻟﻜﻮﺑﺎﻟﺖ‬

Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt

Rb Sr Y Zr Nb Mo Tc Ru
50.942 54.938

Rh
39.098 40.078 44.956 47.88 51.996 55.847 58.933

5
37 38 39 40 41 42 43 44 45

‫ﺍﻟﺮﻭﺑﻴﺪﻳﻮﻡ‬ ‫ﺍﺳﺘﺮﻧﺸﻴﻮﻡ‬ ‫ﺍﻟﻴﺘﺮﻳﻮﻡ‬ ‫ﺍﻟﺰﺭﻛﻮﻧﻴﻮﻡ‬ ‫ﺍﻟﻨﻴﻮﺑﻴﻮﻡ‬ ‫ﺍﻟﻤﻮﻟﻴﺒﺪﻧﻮﻡ‬ ‫ﺍﻟﺘﻜﻨﻴﺘﻴﻮﻡ‬ ‫ﺍﻟﺮﻭﺛﻴﻨﻴﻮﻡ‬ ‫ﺍﻟﺮﻭﺩﻳﻮﻡ‬

Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium
(98)

Ba
85.468 91.224 92.906 95.94 102.906

Cs La Hf Ta W Re Os
87.62 88.906 101.07

Ir
6
55 56 57 72 73 74 75 76 77

‫ﺍﻟﺴﻴﺰﻳﻮﻡ‬ ‫ﺍﻟﺒﺎﺭﻳﻮﻡ‬ ‫ﺍﻟﻼﻧﺜﺎﻧﻮﻡ‬ ‫ﺍﻟﻬﻔﻨﻴﻮﻡ‬ ‫ﺍﻟﺘﺎﻧﺘﺎﻟﻮﻡ‬ ‫ﺍﻟﺘﻨﺠﺴﺘﻦ‬ ‫ﺍﻟﺮﻳﻨﻴﻮﻡ‬ ‫ﺍﻷﻭﺯﻣﻴﻮﻡ‬ ‫ﺍﻹﺭﻳﺪﻳﻮﻡ‬

Cesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium

Fr Ra Ac Rf Db Sg Bh Hs Mt
132.905 137.327 138.906 178.49 180.948 183.85 186.207 190.23 192.22

7
87 88 89 104 105 106 107 108 109

‫ﺍﻟﻔﺮﺍﻧﺴﻴﻮﻡ‬ ‫ﺍﻟﺮﺍﺩﻳﻮﻡ‬ ‫ﺍﻷﻛﺘﻴﻨﻴﻮﻡ‬ ‫ﺍﻟﺮﺫﺭﻓﻮﺭﺩﻳﻮﻡ‬ ‫ﺍﻟﺪﻭﺑﻨﻴﻮﻡ‬ ‫ﺍﻟﺴﻴﺒﻮﺭﺟﻴﻮﻡ‬ ‫ﺍﻟﺒﻮﺭﻳﻮﻡ‬ ‫ﺍﻟﻬﺎﺳﻴﻮﻡ‬ ‫ﺍﻟﻤﻴﺘﻨﻴﺮﻳﻮﻡ‬

Francium Radium Actinium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium
(223) 226.025 227.028 (261) (262) (263) (262) (265) (266)

Ce Pr Nd Pm Sm
58 59 60 61 62

‫ﺍﻟﺴﻴﺮﻳﻮﻡ‬ ‫ﺍﻟﺒﺮﺍﺳﻴﻮﺩﻳﻤﻴﻮﻡ‬ ‫ﺍﻟﻨﻴﻮﺩﻳﻤﻴﻮﻡ‬ ‫ﺍﻟﺒﺮﻭﻣﻴﺜﻴﻮﻡ‬ ‫ﺍﻟﺴﺎﻣﺎﺭﻳﻮﻡ‬

Cerium Praseodymium Neodymium Promethium Samarium

Pa Np Pu
(145)

Th U
140.115 140.908 144.24 150.36
90 91 92 93 94

‫ﺍﻟﺜﻮﺭﻳﻮﻡ‬ ‫ﺍﻟﺒﺮﻭﺗﻜﺘﻨﻴﻮﻡ‬ ‫ﺍﻟﻴﻮﺭﺍﻧﻴﻮﻡ‬ ‫ﺍﻟﻨﺒﺘﻮﻧﻴﻮﻡ‬ ‫ﺍﻟﺒﻠﻮﺗﻮﻧﻴﻮﻡ‬

Thorium Protactinium Uranium Neptunium Plutonium
232.038 231.036 238.029 237.048 (244)

103
 ∫o hq C’G π°üØdG
o
oÚfGƒbh áo «FÉ«ª«μdG
q ≠o «°üdGh o RƒeôdG
»FÉ«ª«μdG
u q
pOÉ–’G
Chemical Symbols and Formulas,
the Laws of Chemical Bonding

π°üØdG
p ¢ShQO
o

ÉLPƒ‰
k iôJ , pIQƒ°üdG √òg ¤EG o ô¶æJ ÉeóæY áo «FÉ«ª«μdG
q ≠o «°üdGh o RƒeôdG 1-1
pIqQòd n ôNBGh Ú p LhQó«¡dG pIqQòd Évjôjƒ°üJ
¿ÉJqQòdG ¿ÉJÉg ∞∏àîJh o .Ú
p é°ùcC’G »FÉ«ª«μdG
u q oÚfGƒb
pOÉ–’G 2-1
p LhQó«¡dG o IqQP …ƒàëàa . …
Ú u q QòdG ɪ¡pÑ«cÎH
m
IqQP …ƒà– ɪæ«H , óMGh ¿ m hÎμdEG ≈∏Y
m
. äÉfhÎμdE G 8 ≈∏Y Ú
p é°ùcC’G

104
 ‫‪oá«FÉ«ª«μdG‬‬ ‫‪≠o «°üdGh RƒeôdG‬‬ ‫‪1-1‬‬
‫‪Chemical Symbols and Formulas‬‬
‫‪q‬‬ ‫‪o‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ِ‬
‫ﺍﻟﺠﺪﻭﻟﺔ‬ ‫ﺗﻨﻤﻴﺔ ُ ِ‬
‫ﻣﻬﺎﺭﺓ‬ ‫ﺑﻌﺾ ﺍﻟﺮﻣﻮ ِﺯ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﻳﻜﺘﺐ َ‬
‫َ‬
‫ﻋﻨﺼﺮ ﻭﻣﺮﻛﱠ ٌ‬
‫ﺐ‬ ‫ٌ‬ ‫ﺍﻟﺼﻴﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﺍﻋﺘﻤﺎ ًﺩﺍ ﻋﻠﻰ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ‪.‬‬
‫ِ‬ ‫ﺑﻌﺾ‬
‫ﻳﻜﺘﺐ َ‬ ‫َ‬
‫ِ‬
‫ﺍﻛﺘﺐ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻜﻠﻤﺘﻴﻦ‪:‬‬ ‫ْ‬ ‫ِ‬
‫ﻭﺍﻟﺼﻴﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ‪.‬‬ ‫ِ‬ ‫ﺑﻴﻦ ﺍﻟﺮﻣﻮ ِﺯ‬
‫ﻳُﻘﺎ ِﺭﻥ َ َ‬
‫ﺛﻢ ِ‬
‫ﺃﻛﻤ ْﻞ‬ ‫ﱠ‬
‫ﺐ" ‪ّ ،‬‬ ‫"ﻋﻨﺼﺮ ﻭﻣﺮﻛ ٌ‬ ‫ٌ‬ ‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺼﻴﻐﺔَ ﺍﻟﺠﺰﻳﺌﻴّﺔَ ‪ ،‬ﺍﻷﻛﺴﺪ َﺓ ﻭﺍﻻﺧﺘﺰﺍ َﻝ ‪ ،‬ﻭﺍﻟﻌﺎﻣ َﻞ ﺍﻟﻤﺆﻛﺴ َﺪ ‪،‬‬ ‫ِ‬ ‫ﻑ‬‫ﻳُ ﱢﻌﺮ َ‬
‫ِ‬
‫ﺑﻜﺘﺎﺑﺔ ﻗﺎﺋﻤﺔٍ‬ ‫ﻛ ﱠﻞ ﻣﺠﻤﻮﻋﺔٍ‬ ‫ﻭﺍﻟﻌﺎﻣ َﻞ ﺍﻟﻤﺨﺘﺰﻝ ‪َ.‬‬
‫ﺾ‬‫ﺾ ﺍﻟﻌﻨﺎﺻ ِﺮ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻭﺑﻌ ِ‬ ‫ﻟﺒﻌ ِ‬
‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ‪.‬‬ ‫ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺍﻟﺼﻴﻎ‬
‫ِ‬ ‫ﺍﻟﺴﺎﺑﻊ ﻋﻦ ﺍﻟﺮﻣﻮ ِﺯ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻟﻠﻌﻨﺎﺻ ِﺮ ﻭﻋﻦ‬‫ِ‬ ‫ﺍﻟﺼﻒ‬
‫ﱢ‬ ‫ﺖ ﻓﻲ‬ ‫ﺗﻌﻠ ّ ْﻤ َ‬
‫ﺾ ﺭﻣﻮ ِﺯ‬
‫ﺱ ﻋﻠﻰ ﺑﻌ ِ‬ ‫ﻑ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﺗﺘﻌﺮ ُ‬
‫ﺕ ‪ .‬ﻭﺳﻮﻑ ّ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻟﻠﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﻟﻠﻌﻨﺎﺻ ِﺮ ‪ ،‬ﻭﻋﻠﻰ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫ﱢ‬ ‫ﺍﻟﻌﻨﺎﺻ ِﺮ ﻭﻣﺪﻟﻮ ِﻝ ﺍﻟﺮﻣ ِﺰ‬
‫ِ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ‪.‬‬ ‫ﺍﻟﺼﻴﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ‬
‫ِ‬ ‫ِ‬
‫ﻟﻜﺘﺎﺑﺔ‬ ‫ﻭﺃﻫﻤﻴ ِّﺘﻬﺎ‬
‫ّ‬
‫ِ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ؟‬ ‫ﻣﺎ ﻫﻲ ﻟﻐﺔ ُ‬
‫ﺕ‬ ‫ﺍﻟﺤﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎ ِ‬ ‫َ‬ ‫ﻧﻌﺮﻑ‬
‫َ‬ ‫ﻳﺠﺐ ﺃﻥ‬ ‫ُ‬ ‫ّﺙ ﺍﻟﻠﻐﺔَ ﺍﻟﻌﺮﺑﻴّﺔَ ‪،‬‬ ‫ﻟﻜﻲ ﻧﺘﺤﺪ َ‬
‫ﻧﻌﺮﻑ‬ ‫َ‬ ‫ﻳﺠﺐ ﺃﻥ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ ‪،‬‬ ‫ﻋﻠﻢ‬
‫ﻧﻔﻬﻢ َ‬ ‫َ‬ ‫ﺐ ﺟﻤﻠﺔً ‪ .‬ﺇﺫًﺍ ﻟﻜﻲ‬ ‫ﻭﻣﻌﺎﻧﻴَﻬﺎ ﻟﻨُﺮﻛﱢ َ‬
‫ﺕ ﻛﻴﻤﻴﺎﺋﻴّﺔً ﻧُﻌﺒﱢ ُﺮ‬ ‫ﻜﻮ َﻥ ﻣﻌﺎﺩﻻ ٍ‬ ‫ﻛﺘﺎﺑﺘﻬﺎ ﻟﻨ ُ ﱢ‬ ‫ﺍﻟﺮﻣﻮﺯ ﻭﺍﻟﺼﻴ َﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﻭﻗﻮﺍﻋ َﺪ ِ‬ ‫َ‬
‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ‪.‬‬
‫ﺑﻬﺎ ﻋﻦ ﺍﻟﺘﻔﺎﻋﻼ ِ‬
‫ِ‬
‫ﺧﺎﺻﺔً ﺑﻬﻢ‬ ‫ّ‬ ‫ﻃﻮ َﺭ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﻮﻥ ﻟﻐﺔً‬ ‫ﻟﻐﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺀ ﻫﻲ ﻟﻐﺔ ُ ﺍﻟﻜﻮ ِﻥ ‪ .‬ﻭﻟﻘﺪ ّ‬
‫ﺍﻟﺼﻴﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻓﻲ‬ ‫ِ‬ ‫ﻭﺗﺘﻀﻤ ُﻦ ﺍﺳﺘﻌﻤﺎ َﻝ‬ ‫ّ‬ ‫ِ‬
‫ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ ِ ‪،‬‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﺗ ُﻔ َﻬ ُﻢ ﻓﻲ‬
‫ﻣﻔﺮﺩﺍﺕ‬
‫ُ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﻫﻲ‬ ‫ﺭﻣﺰﺍ ﺧﺎﺻًّ ﺎ ﺑﻪ ‪ .‬ﺇﺫًﺍ ‪،‬‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ‪ ،‬ﺣﻴﺚ ﺇ ّﻥ ﻟﻜ ﱢﻞ ﻋﻨﺼ ٍﺮ ً‬ ‫ِ‬
‫ُ‬
‫ﻧﺎﺕ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﻟﻜ ﱢﻞ‬ ‫ﺍﻟﻤﻜﻮ ُ‬
‫ﱢ‬ ‫ﻧﻔﺴﻪ ‪ ،‬ﻭﻫﻲ‬ ‫ﺙ ﺑﻬﺎ ﺍﻟﻜﻮ ُﻥ ﻋﻦ ِ‬ ‫ِ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺘﻲ ﻳﺘﺤ ّﺪ ُ‬
‫ﺕ‪.‬‬‫ﻣﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻜﻮ ِﻥ ﻣﻦ ﻣﻮﺟﻮﺩﺍ ٍ‬

‫‪p UÉæ©dG RƒeQ‬‬

‫ﻋﻨﺪ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬ ‫ﺍﻟﺘﺮﻣﻴﺰ‬ ‫ﻳﻌﻮﺩُ‬
‫‪ö‬‬
‫‪SSymbols of Elements‬‬
‫ﱡ‬ ‫ُ‬
‫‪o‬‬
‫ﺍﻟﺨﻴﻤﻴﺎﺋﻴّﻴﻦ ﺇﻟﻰ ﻋﻠﻢ ِ ﺍﻟﺘﻨﺠﻴﻢ ِ ‪.‬‬

‫ﺍﻟﺘﺎﺭﻳﺦ؟‬
‫ِ‬ ‫ﻋﺒﺮ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﻟﻠﻌﻨﺎﺻ ِﺮ َ‬
‫ﱢ‬ ‫ﺖ ﻋﻤﻠﻴّﺔ ُ ﺍﻟﺘﺮﻣﻴ ِﺰ‬ ‫ﺗﻤ ْ‬
‫ﻛﻴﻒ ّ‬
‫َ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺇﻟﻰ ﺍﻟﺨﻴﻤﻴﺎﺋﻴّﻴﻦ ﺍﻟﺬﻳﻦ ﺍﺳﺘﻌﻤﻠﻮﺍ‬ ‫ﱢ‬ ‫ﺦ ﺍﻟﺘﺮﻣﻴ ِﺰ‬ ‫ﻳﻌﻮﺩُ ﺗﺎﺭﻳ ُ‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﻤﺎﺩّ ِﺓ ﺍﻋﺘﻤﺎ ًﺩﺍ ﻋﻠﻰ ﻧﻈﺮﻳ ّ ِﺔ ﺃﻣﺒﺪﻗﻠﺲ‬
‫ِ‬ ‫ﺧﺎﺻﺔً ﻟﺘﻤﺜﻴ ِﻞ ﺷﺘّﻰ‬‫ّ‬ ‫ﻋﻼﻣﺎ ٍ‬
‫ﺕ‬
‫ﻭﺍﻟﻨﺎﺭ( ‪.‬‬
‫ُ‬ ‫َ)ﺍﻟﺘﺮﺍﺏ ﻭﺍﻟﻬﻮﺍﺀ ُ ﻭﺍﻟﻤﺎﺀ ُ‬
‫ُ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺭﺑﻌﺔ‬
‫َ‬ ‫‪ Empedocle‬ﺍﻟﺘﻲ ﻣﺜّﻠ َ ِ‬
‫ﺖ‬
‫ﺭﻣﻮﺯﻫﺎ ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ُ‬ ‫ﻓﻜﺎﻧَﺖ‬
‫‪105‬‬
 ‫ﺍﻟﻨﺎﺭ‬
‫ُ‬ ‫ﺍﻟﻤﺎﺀ ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ﺍﻟﺘﺮﺍﺏ‬
‫ُ‬
‫ﻟﻘﺪ ﻣﺜّﻠﻮﺍ ﺍﻟﻤﺒﺎﺩﻯﺀ ﺍﻟﺜﻼﺛﺔ )ﺍﻟﻤﻠﺢ ﻭﺍﻟﺰﺋﺒﻖ ﻭﺍﻟﻜﺒﺮﻳﺖ(‪:‬‬

‫ﺖ‬
‫ﺍﻟﻜﺒﺮﻳ ُ‬ ‫ﺍﻟﺰﺋﺒﻖ‬
‫ُ‬ ‫ﺍﻟﻤﻠﺢ‬
‫ُ‬
‫‪46 πo μ°T‬‬ ‫ﺛﻢ ﻣﺜّﻠﻮﺍ ﺍﻟﻤﻌﺎﺩﻥَ‪ ،‬ﻭﻣﻨﻬﺎ ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎﻝِ‪:‬‬
‫ّ‬
‫ﺟﻮﻥ ﺩﺍﻟﺘﻮﻥ )‪1844-1766‬ﻡ(‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ ﺍﻹﻧﺠﻠﻴﺰﻱﱟ‬ ‫ِ‬ ‫ﻋﺎﻟﻢ‬ ‫ُﻭ ِﻟ َﺪ‬
‫ُ‬
‫ﺟﻮﻥ ﺩﺍﻟﺘﻮﻥ ﻋﺎﻡَ ‪. 1766‬‬
‫ﱢﺲ ﺍﻟﻨﻈﺮﻳ ّ ِﺔ‬ ‫ﻭﻫﻮ ﻳُﻌﺘﺒَ ُﺮ ﻣﺆﺳ َ‬ ‫ﺍﻟﺬﻫﺐ‬
‫ُ‬ ‫ﺍﻟﻨﺤﺎﺱ‬
‫ُ‬ ‫ﺍﻟﺤﺪﻳ ُﺪ‬ ‫ﺍﻟﻔﻀﺔ ُ‬
‫ّ‬
‫ُﺸﻴﺮ ﺇﻟﻰ‬ ‫ِ‬ ‫ّ ِ‬
‫ﺍﻟﺬﺭﻳّﺔ ﺍﻟﺤﺪﻳﺜﺔ ﺍﻟﺘﻲ ﺗ ُ‬
‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ ﻋﺪ ٍﺩ ﻣﻦ‬ ‫ّ‬ ‫ﺃ ّﻥ ﺍﻟﻤﺎﺩّ َﺓ‬
‫ِ‬
‫ﻟﻠﺘﺠﺰﺋﺔ ‪،‬‬ ‫ِ‬
‫ﺍﻟﻘﺎﺑﻠﺔ‬ ‫ﺕ ﻏﻴ ِﺮ‬ ‫ﺍﻟﺠﺰﻳﺌﺎ ِ‬
‫ﺍﺕ ‪ .‬ﻭﻗﺪ ﺃﺟﺮﻯ‬ ‫ﺍﻟﺬﺭ ُ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﺬﺭﻳّﺔَ ﻋﺎﻡ‬
‫ﺍﻹﻧﺠﻠﻴﺰﻱ ﺩﺍﻟﺘﻮﻥ ‪ ،‬ﺍﻟﺬﻱ ﻭﺿ َﻊ ﺍﻟﻨﻈﺮﻳّﺔَ ّ‬
‫ﱡ‬ ‫ﺍﻟﻌﺎﻟﻢ‬
‫ُ‬ ‫ﻭﺍﺳﺘﺨﺪﻡَ‬
‫ّ‬
‫ﺗﺠﺎﺭﺏ ﻹﺛﺒﺎﺕِ‬ ‫َ‬ ‫ﺩﺍﻟﺘﻮﻥ ﻋ ّﺪ َﺓ‬ ‫ﺭﻣﻮﺯﺍ ﺗﺸﻜﻴﻠﻴّﺔً‬
‫ً‬ ‫ِ‬
‫ﺩﺭﺍﺳﺘﻬﺎ ‪ .‬ﻓﻮﺿ َﻊ‬ ‫ﺗﺮﻣﻴﺰﺍ ﻛﻴﻤﻴﺎﺋﻴ ًّﺎ ﻟﻠﻌﻨﺎﺻ ِﺮ ﻟﺘﺴﻬﻴ ِﻞ‬
‫ً‬ ‫‪، 1803‬‬
‫ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻋﻤﻠﻪِ‬ ‫ِ‬ ‫ﻧﻈﺮﻳ ِّﺘﻪ ‪.‬‬
‫ِ‬ ‫ﺩﺍﺧﻠﻬﺎ ﻧﻘﻄﺔً ‪ ،‬ﻭﺧﻄﻮﻃًﺎ ‪،‬‬‫ِ‬ ‫ﻟﻠﻌﻨﺎﺻ ِﺮ ﺗﻌﺘﻤ ُﺪ ﻋﻠﻰ ﺍﻟﺪﻭﺍﺋ ِﺮ ‪ ،‬ﻭﺗﺤﻤ ُﻞ ﻓﻲ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ ‪ ،‬ﻳ ُ َﻌ ﱡﺪ ﻣﻦ ﻣﻜﺘﺸﻔﻲ‬ ‫ﻓﻲ‬
‫ﺱ ‪ ،‬ﻭﻗﺪ‬ ‫ﻋﻤﻰ ﺍﻷﻟﻮﺍ ِﻥ ﻟﺪﻯ ﺍﻟﻨﺎ ِ‬ ‫ﻭﺣﺮﻭﻓًﺎ ‪.‬‬
‫ﻧﻔﺴﻪ ﻣﺼﺎﺑًﺎ ﺑﻪ ‪.‬‬ ‫ﻛﺎ َﻥ ﻫﻮ ُ‬ ‫ﺑﻌﻀﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﺮﻣﻮ ِﺯ ‪:‬‬ ‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ ً‬ ‫ﺿ ُ‬‫ﻳُﻮ ﱢ‬

‫‪106‬‬
 ‫ﻑ ﺍﻻﻧﺠﻠﻴﺰﻳ ّ ِﺔ‬‫ﻓﻌﻤ َﻢ ﺍﺳﺘﻌﻤﺎ َﻝ ﺍﻟﺤﺮﻭ ِ‬
‫ﺍﻟﺴﻮﻳﺪﻱ ﺑﺮﺯﻳﻠﻴﻮﺱ ّ‬ ‫ﱡ‬ ‫ﺍﻟﻌﺎﻟﻢ‬
‫ُ‬ ‫ﻭﺟﺎﺀ َ‬
‫ﻑ ﺗﺴﻬﻴ ِﻞ ِ‬
‫ﺣﻔﻈﻬﺎ ‪.‬‬ ‫ﺑﺪﻻ ﻣﻦ ﺭﻣﻮ ِﺯ ﺩﺍﻟﺘﻮ ِﻥ ﺑﻬﺪ ِ‬ ‫ﻓﻲ ﺍﻟﺮﻣ ِﺰ ً‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬ ‫ﻕ ﺍﻟﺮﻣﻮ ِﺯ ﻟﻠﻘﻮﺍﻋ َﺪ‬ ‫ﻭﻳﺨﻀﻊ ﺍﺷﺘﻘﺎ ُ‬
‫ُ‬
‫ﺍﻷﻭ ِﻝ ﻣﻦ ﺍﻻﺳﻢ ِ ﺍﻹﻧﺠﻠﻴﺰﻱﱢ‬‫ﻑ ّ‬ ‫ﻒ ﻣﻦ ﺍﻟﺤﺮ ِ‬ ‫‪ .1‬ﻳُﻤﺜ ﱠ ُﻞ ﻛ ﱡﻞ ﻋﻨﺼ ٍﺮ ﺑﺮﻣ ٍﺰ ﻳﺘﺄﻟ ّ ُ‬
‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ‪:‬‬
‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ ً‬ ‫ﺑﺸﻜﻞ ﻛﺒﻴ ٍﺮ ‪ .‬ﻭﻳُﻮ ﱢ‬
‫ﺿ ُ‬ ‫ٍ‬ ‫ﺐ‬‫ﻟﻠﻌﻨﺼ ِﺮ ﻭﻳُﻜﺘ َ ُ‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﺭﻣﺰﻩ‬
‫ُ‬
‫‪47 πo μ°T‬‬ ‫ﺑﺎﻹﻧﺠﻠﻴﺰﻳّ ِﺔ‬ ‫ﺑﺎﻟﻌﺮﺑﻴّ ِﺔ‬
‫ﺟﻮﻧﺰ ﺟﺎﻛﻮﺏ ﺑِ ﺮ ِﺯﻳﻠﻴﻮﺱ ‪،‬‬ ‫‪H‬‬ ‫‪Hydrogen‬‬ ‫ﻫﻴﺪﺭﻭﺟﻴﻦ‬
‫ٌ‬
‫)‪ 1848-1779‬ﻡ( ‪ ،‬ﻋﺎﻟﻢ ﻛﻴﻤﻴﺎﺀٍ‬ ‫‪B‬‬ ‫‪Boron‬‬ ‫ﺑﻮﺭﻭ ٌﻥ‬
‫ُ‬
‫ﺑﺎﺭﺯ ‪ ،‬ﻗ ّﺪﻡَ ﺇﺳﻬﺎﻣﺎ ٍ‬
‫ﺕ‬ ‫ﺳﻮﻳﺪﻱﱞ ٌ‬
‫ِ‬
‫ﺍﻟﺬﺭﻳّﺔ ‪.‬‬ ‫ِ‬ ‫‪O‬‬ ‫‪Oxygen‬‬ ‫ﺃﻛﺴﺠﻴﻦ‬
‫ٌ‬
‫ﻗﻴّﻤﺔً ﻓﻲ ﺗﻄﻮﻳ ِﺮ ﺍﻟﻨﻈﺮﻳّﺔ ّ‬
‫‪P‬‬ ‫‪Phosphorus‬‬ ‫ﻓﻮﺳﻔﻮﺭ‬
‫ٌ‬
‫‪C‬‬ ‫‪Carbon‬‬ ‫ﻛﺮﺑﻮ ٌﻥ‬
‫‪I‬‬ ‫‪Iodine‬‬ ‫ﻳﻮﺩٌ‬
‫‪S‬‬ ‫‪Sulfur‬‬ ‫ﺖ‬
‫ﻛﺒﺮﻳ ٌ‬
‫ﺭﻣﺰ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ﺍﻷﻭ ِﻝ ‪ ،‬ﻳﻜﻮ ُﻥ ُ‬‫ﻑ ّ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﻋﻨﺼ ٍﺮ ﻓﻲ ﺍﻟﺤﺮ ِ‬
‫‪ .2‬ﺇﺫﺍ ﺍﺷﺘﺮ َﻙ ُ‬
‫ﻓﻴﺘﻜﻮ ُﻥ‬
‫ّ‬ ‫ﺍﻵﺧﺮ‬
‫ُ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫ُ‬ ‫ﺍﻷﻭ ِﻝ ‪ ،‬ﺃﻣّﺎ‬
‫ﻑ ّ‬‫ﻒ ّﺃﻭ ًﻻ ﻣﻜ ﱠﻮﻧًﺎ ﻣﻦ ﺍﻟﺤﺮ ِ‬
‫ﺍﻟﺬﻱ ﺍﻛﺘ ُ ِﺸ َ‬
‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ‬ ‫ﺻﻐﻴﺮ ‪ .‬ﻭﻳُﻮ ﱢ‬
‫ﺿ ُ‬ ‫ٌ‬ ‫ﻛﺒﻴﺮ ﻭﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻷﻭ ُﻝ ٌ‬ ‫ﺭﻣﺰﻩ ﻣﻦ ﺣﺮﻓﻴﻦ ‪ّ ،‬‬ ‫ُ‬
‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ‪:‬‬‫ً‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﺭﻣﺰﻩ‬
‫ُ‬
‫ﺑﺎﻹﻧﺠﻠﻴﺰﻳّ ِﺔ‬ ‫ﺑﺎﻟﻌﺮﺑﻴّ ِﺔ‬
‫‪He‬‬ ‫‪Helium‬‬ ‫ﻫﻴﻠﻴﻮﻡ ٌ‬
‫‪Be‬‬ ‫‪Beryllium‬‬ ‫ﺑﺮﻳﻠﻴﻮﻡ ٌ‬
‫‪Ca‬‬ ‫‪Calcium‬‬ ‫ﻛﺎﻟﺴﻴﻮﻡ ٌ‬
‫‪Cl‬‬ ‫‪Chlorine‬‬ ‫ﻛﻠﻮﺭ‬
‫ٌ‬
‫‪Cr‬‬ ‫‪Chromium‬‬ ‫ﻛﺮﻭﻡ ٌ‬
‫‪Cd‬‬ ‫‪Cadmium‬‬ ‫ﻛﺎﺩﻣﻴﻮﻡ ٌ‬
‫‪Pt‬‬ ‫‪Platinum‬‬ ‫ﺑﻼﺗﻴﻦ‬
‫ٌ‬
‫‪Si‬‬ ‫‪Silicon‬‬ ‫ﺳﻴﻠﻴﻜﻮ ٌﻥ‬

‫‪107‬‬
‫ﺑﻌﻀﺎ‬
‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ ً‬ ‫ﺍﻟﻼﺗﻴﻨﻲ ﻟﻠﻌﻨﺼ ِﺮ ‪ .‬ﻭﻳُﻮ ﱢ‬
‫ﺿ ُ‬ ‫ﱢ‬ ‫ﺑﻌﺾ ﺍﻟﺮﻣﻮ ِﺯ ﻣﻦ ﺍﻻﺳﻢ ِ‬
‫‪ .3‬ﺗﺄﺗﻲ ُ‬
‫ﻣﻨﻬﺎ‪:‬‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﺭﻣﺰﻩ‬
‫ُ‬
‫ﺑﺎﻟﻼﺗﻴﻨﻴّ ِﺔ‬ ‫ﺑﺎﻻﻧﺠﻠﻴﺰﻳّﺔِ‬ ‫ﺑﺎﻟﻌﺮﺑﻴّ ِﺔ‬
‫‪Na‬‬ ‫‪Natrium‬‬ ‫‪Sodium‬‬ ‫ﺻﻮﺩﻳﻮﻡ ُ‬
‫‪K‬‬ ‫‪Kalium‬‬ ‫‪Potassium‬‬ ‫ﺑﻮﺗﺎﺳﻴﻮﻡ ُ‬
‫‪Cu‬‬ ‫‪Cuprum‬‬ ‫‪Copper‬‬ ‫ﻧﺤﺎﺱ‬ ‫ٌ‬
‫‪Fe‬‬ ‫‪Ferrum‬‬ ‫‪Iron‬‬ ‫ﺣﺪﻳ ٌﺪ‬
‫‪Au‬‬ ‫‪Aurum‬‬ ‫‪Gold‬‬ ‫ﺫﻫﺐ‬
‫ٌ‬
‫‪Ag‬‬ ‫‪Argentum‬‬ ‫‪Silver‬‬ ‫ﻓﻀّ ﺔ ٌ‬
‫‪Hg‬‬ ‫‪Hydrargyrum‬‬ ‫‪Mercury‬‬ ‫ﺯﺋﺒﻖ‬
‫ٌ‬
‫‪Pb‬‬ ‫‪Plumbum‬‬ ‫‪Lead‬‬ ‫ﺭﺻﺎﺹ‬
‫ٌ‬
‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ‬
‫ﺿ ُ‬ ‫ِ‬
‫ﺍﻟﻌﻠﻤﺎﺀ ‪ .‬ﻭﻳُﻮ ﱢ‬ ‫ِ‬
‫ﺃﺳﻤﺎﺀ ﻣﻜﺘﺸﻔﻴﻬﺎ ﻣﻦ‬ ‫ﺑﻌﺾ ﺍﻟﺮﻣﻮ ِﺯ ﻣﻦ‬
‫‪ .4‬ﺗﺄﺗﻲ ُ‬
‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ‪:‬‬
‫ً‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﺭﻣﺰﻩ‬
‫ُ‬ ‫ﻒ‬ ‫ِ‬
‫ﺍﻟﻤﻜﺘﺸ ُ‬ ‫ﺍﻟﻌﺎ ِﻟﻢ‬
‫ﺑﺎﻹﻧﺠﻠﻴﺰﻳّ ِﺔ‬ ‫ﺑﺎﻟﻌﺮﺑﻴّ ِﺔ‬
‫‪Cm‬‬ ‫‪Curium‬‬ ‫ﻛﻮﺭﻳﻮﻡ ُ‬ ‫ﻣﺪﺍﻡ ﻛﻮﺭﻱ‬
‫‪Es‬‬ ‫‪Einsteinium‬‬ ‫ﺇﻳﻨﺸﺘﺎﻧﻴﻮﻡ ُ‬ ‫ﺃﻟﺒﺮﺕ ﺇﻧﺸﺘﺎﻳﻦ‬
‫‪No‬‬ ‫‪Nobelium‬‬ ‫ﻧﻮﺑﻠﻴﻮﻡ ُ‬ ‫ﺃﻟﻔﺮﻳﺪ ﻧﻮﺑﻞ‬
‫‪Md‬‬ ‫‪Mendelevium‬‬ ‫ﻣﺎﻧﺪﻟﻴﻔﻴﻮﻡ ُ‬ ‫ﻣﻨﺪﻟﻴﻒ‬
‫‪Fm‬‬ ‫‪Fermium‬‬ ‫ﻓﺮﻳﻤﻴﻮﻡ ُ‬ ‫ﺃﻧﺮﻳﻜﻮ ﻓﻴﺮﻣﻲ‬

‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ‬ ‫َﺖ ‪ .‬ﻭﻳُﻮ ﱢ‬

‫ﺿ ُ‬ ‫ﺑﻌﺾ ﺍﻟﺮﻣﻮ ِﺯ ﻣﻦ ﺇﺳﻢ ِ ﺍﻟﻤﻜﺎ ِﻥ ﺣﻴﺚ ﺍﻛﺘ ُ ِﺸﻔ ْ‬
‫‪ .5‬ﺗﺄﺗﻲ ُ‬
‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ‪:‬‬
‫ً‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﺭﻣﺰﻩ‬
‫ُ‬ ‫ﻣﻜﺎﻥُ ﺍﻻﻛﺘﺸﺎ ِ‬
‫ﻑ‬
‫ﺑﺎﻹﻧﺠﻠﻴﺰﻳّ ِﺔ‬ ‫ﺑﺎﻟﻌﺮﺑﻴّ ِﺔ‬

‫‪Cf‬‬ ‫‪Californium‬‬ ‫ﻛﺎﻟﻴﻔﻮﺭﻧﻴﻮﻡ ُ‬ ‫ﺟﺎﻣﻌﺔ ُ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‬

‫‪Po‬‬ ‫‪Polonium‬‬ ‫ﺑﻮﻟﻮﻧﻴﻮﻡ ُ‬ ‫ﺑﻮﻟﻨﺪﺍ‬

‫ﻣﺪﻳﻨﺔ ُ ﺑﺮﻳﻜﻴﻠﻲ‬
‫‪Bk‬‬ ‫‪Berkelium‬‬ ‫ﺑﺮﻳﻜﻠﻴﻮﻡ ُ‬ ‫ﺍﻷﻣﻴﺮﻛﻴّﺔ ُ‬
‫‪Am‬‬ ‫‪Americium‬‬ ‫ﺃﻣﺮﻳﻜﻴﻮﻡ ُ‬ ‫ﺃﻣﻴﺮﻛﺎ‬

‫‪108‬‬
 ‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ‬
‫ﺿ ُ‬ ‫ﺑﻌﺾ ﺍﻟﺮﻣﻮ ِﺯ ﻣﻦ ﺇﺳﻢ ِ ﺍﻟﻜﻮﺍﻛ ِ‬
‫ﺐ ﺍﻟﺴﻴّﺎﺭ ِﺓ ‪ .‬ﻭﻳُﻮ ﱢ‬ ‫ُ‬ ‫‪ .6‬ﺗﺄﺗﻲ‬
‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ‪:‬‬
‫ﺍﻟﺘﺎﻟﻲ ً‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﺭﻣﺰﻩ‬
‫ُ‬ ‫ﺍﺳﻢ ﺍﻟﻜﻮﻛ ِ‬
‫ﺐ‬ ‫ُ‬
‫ﺑﺎﻹﻧﺠﻠﻴﺰﻳّ ِﺔ‬ ‫ﺑﺎﻟﻌﺮﺑﻴّ ِﺔ‬

‫‪U‬‬ ‫‪Uranium‬‬ ‫ﻳﻮﺭﺍﻧﻴﻮﻡ ٌ‬ ‫ﺃﻭﺭﺍﻧﻮﺱ‬

‫ُ‬

‫‪Pu‬‬ ‫‪Plutonium‬‬ ‫ﺑﻠﻮﺗﻮﻧﻴﻮﻡ ٌ‬ ‫ﺑﻠﻮﺗﻮ‬

‫‪Np‬‬ ‫‪Neptunium‬‬ ‫ﻧﺒﺘﻮﻧﻴﻮﻡ ٌ‬ ‫ﻧﺒﺘﻮ ُﻥ‬

‫‪p üæ©∏d »FÉ«ª«μdG õp eôdG ∫ƒdóe‬‬

‫‪ö‬‬
‫‪Significance of the Element's Chemical Symbol‬‬
‫‪u‬‬ ‫‪o‬‬

‫ﻟﻴﺲ ﻣﻜ ﱠﻮﻧًﺎ ﻣﻦ ﺭﻣﻮ ِﺯ ﺍﻟﻌﻨﺎﺻ ِﺮ‬ ‫ﻋﻨﺪﻣﺎ ﺗ ِ‬

‫ُﺸﺎﻫ ُﺪ ﺟﺰﻳ ًﺌﺎ ﻛﻴﻤﻴﺎﺋﻴ ًّﺎ ‪ ،‬ﺗﺮﻯ ﺃﻧّﻪ َ‬
‫ﻣﺜﻼ ﻫﻮ‬‫ﺍﻟﻤﺎﺀ ً‬‫ﻟﺠﺰﻱﺀ ِ‬
‫ِ‬ ‫ﺃﻳﻀﺎ ‪ ،‬ﻓﺎﻟﺼﻴﻐﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ‬
‫ﻓﺤﺴﺐ ﺑﻞ ﻣﻦ ﺃﺭﻗﺎﻡ ٍ ً‬ ‫ُ‬
‫ﺗﻔﻬﻢ ﻣﻌﻨﻰ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ِ ‪ ،‬ﺍﻧﻈ ِﺮ‬ ‫َ‬ ‫‪ . H2O‬ﻣﺎﺫﺍ ﺗﻌﻨﻲ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡُ؟ ﻟﻜﻲ‬
‫ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫َ‬ ‫ﺍﻟﺠﺪﻭ َﻝ‬

‫ﻳﺪﻝﱡ ﻋﻠﻰ‬ ‫ﺍﻟﺮﻣﺰ ﻣﻊ ﺍﻟﺮﻗﻢ ِ‬

‫ُ‬
‫ﺫﺭ ٍﺓ ﻭﺍﺣﺪ ٍﺓ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ‬
‫ّ‬ ‫‪O‬‬
‫ﺫﺭﺗﻴﻦ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻏﻴ ِﺮ ﻣﺘﺮﺍﺑﻄﺘﻴﻦ‬
‫ّ‬ ‫‪2O‬‬
‫ٍ‬
‫ﺟﺰﻱﺀ ﻭﺍﺣ ٍﺪ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ّ‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ‬
‫‪O2‬‬
‫ﺫﺭﺗﻴﻦ ﻣﺘﺮﺍﺑﻄﺘﻴﻦ‬
‫ّ‬
‫ٍ‬
‫ﺟﺰﻱﺀ‬ ‫ﺕ ﺃﻛﺴﺠﻴ ٍﻦ ‪ ،‬ﻭﻛ ﱡﻞ‬ ‫ِ‬
‫ﺛﻼﺛﺔ ﺟﺰﻳﺌﺎ ِ‬
‫‪3O2‬‬
‫ﺫﺭﺗﻴﻦ ﻣﺘﺮﺍﺑﻄﺘﻴﻦ‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ّ‬
‫ّ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ﺃ ّﻥ ﺟﺰﻱﺀ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ِ‬ ‫ﺖ ﻓﻲ ﺍﻟﻔﻘﺮ ِﺓ‬ ‫ﺟﺰﻱﺀ ِ‬
‫ﺍﻟﻤﺎﺀ ‪ .‬ﺗﻌﻠ ّ ْﻤ َ‬ ‫ِ‬ ‫ﻔﺴ َﺮ ﺍﻵﻥ ﻣﻌﻨﻰ‬‫ﻟﻨ ُ ﱢ‬
‫َ‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﻋﻨﺼﺮﻱ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﻭﺍﻷﻛﺴﺠﻴ ِﻦ‬ ‫ّ‬ ‫ﻭﺍﻋﻠﻢ ﺃﻧّﻪ‬
‫ْ‬ ‫ﺐ ‪، H2O‬‬ ‫ﻳُﻜﺘ َ ُ‬
‫ﻜﻮﻧﺎ ﺟﺰﻱﺀ ِ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫ﺑﻌﻀﻬﻤﺎ ﻟﻴ ُ ﱢ‬ ‫ﻣﺮﺗﺒﻄﻴﻦ ﻣﻊ ِ‬
‫َ‬
‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ِ‬
‫ِ‬
‫ﻧﺴﺘﻨﺘﺞ ﺃ ّﻥ ﺟﺰﻱﺀ َ‬
‫ُ‬ ‫ﻟﻠﻤﺎﺀ ‪،‬‬ ‫ﻭﻣﻦ ﺧﻼ ِﻝ ﺍﻟﺮﻗﻢ ِ ‪ 2‬ﻓﻲ‬
‫ﻭﺫﺭ ِﺓ ﺃﻛﺴﺠﻴ ٍﻦ ‪.‬‬
‫ﺫﺭﺗﻲ ﻫﻴﺪﺭﻭﺟﻴ ٍﻦ ّ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ ﻳﺘﻜ ﱠﻮ ُﻥ ﻣﻦ ﺍﺗ ّﺤﺎ ِﺩ ّ‬

‫‪109‬‬
 ‫ﺗﻄﺒﻴﻖ‪:‬‬
‫ٌ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪ 3H‬؟‬
‫ﱡ‬ ‫ﺭﻣﺰﻩ‬
‫ﻣﺎ ﻫﻮ ﻣﺪﻟﻮ ُﻝ ﻋﻨﺼ ِﺮ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﺍﻟﺬﻱ ُ‬
‫ﻣﺎ ﻫﻮ ﻣﺪﻟﻮ ُﻝ ﻣﺮﻛﱠ ِ‬
‫ﺐ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺍﻟﺬﻱ ﺻﻴﻐﺘُﻪ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ‪ CO2‬؟‬
‫ﺕ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ ﺍﻟﺬﻱ ﺻﻴﻐﺘُﻪ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ‬ ‫ﺐ ﻛﺒﺮﻳﺘﺎ ِ‬ ‫ﻣﺎ ﻫﻮ ﻣﺪﻟﻮ ُﻝ ﻣﺮﻛﱠ ِ‬
‫‪ Al2(SO4)3‬؟‬
‫ﻚ ﺍﻟﺬﻱ ﺻﻴﻐﺘُﻪ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّﺔ ُ ﺍﻟﻌﺪﺩُ ّ‬
‫ﺍﻟﺬﺭﻱﱡﱡ ‪ :‬ﻋﺪﺩُ ﻟﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬
‫ﺕ‬ ‫ﺾ ﺍﻟﻬﻴﺪﺭﻭﻛﻠﻮﺭﻳ ِ‬ ‫ﺐ ﺣﻤ ِ‬ ‫ﻣﺎ ﻫﻮ ﻣﺪﻟﻮ ُﻝ ﻣﺮﻛﱠ ِ‬
‫ﺍﻟﺬﺭ ِﺓ ‪.‬‬
‫ﻓﻲ ﻧﻮﺍ ِﺓ ّ‬ ‫‪ HCl‬؟‬
‫ﻉ ﺃﻋﺪﺍ ِﺩ‬‫ﺍﻟﻜﺘﻠﻲ‪ :‬ﻣﺠﻤﻮ ُ‬
‫ﱡ‬ ‫ﺍﻟﻌﺪﺩُ‬
‫ﺕ ﻓﻲ‬ ‫ﺕ ﻭﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎ ِ‬ ‫ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬
‫ﺍﻟﺬﺭ ِﺓ ‪.‬‬
‫ﻧﻮﺍ ِﺓ ّ‬
‫‪äÉÑcôŸG ≠«°U‬‬
‫‪Formulas of Compounds‬‬
‫‪F‬‬
‫ﻣﺎﺋﺔ ﻋﻨﺼ ٍﺮ ‪ ،‬ﻭﻋﺪﺩُ‬ ‫ﺍﻟﻤﻌﺮﻭﻓﺔ ﺣﺘﻰ ﺍﻵﻥ ﺃﻛﺜﺮ ﻣﻦ ِ‬ ‫ِ‬ ‫ﻳﺒﻠ ُﻎ ﻋﺪﺩُ ﺍﻟﻌﻨﺎﺻ ِﺮ‬
‫ﺍﻟﻨﺼﻒ ‪ .‬ﻓﻤﻦ ﺃﻳﻦ ﻳﺄﺗﻲ‬ ‫ِ‬ ‫ﺍﻟﺸﺎﺋﻊ ﻭﺍﻟﻤﺴﺘﺨﺪﻡ ِ ﻣﻨﻬﺎ ﻓﻲ ﺍﻟﺤﻴﺎ ِﺓ ﺍﻟﻌﻤﻠﻴ ّ ِﺔ ﺣﻮﺍﻟﻲ‬ ‫ِ‬
‫ﺗﻌﺪ‬‫ﺖ ﺃﻥ ﱠ‬ ‫ﻘﺪ ُﺭ ﺑﺎﻟﻤﻼﻳﻴ ِﻦ؟ ﻭﻟﻮ ﺣﺎﻭﻟ ْ َ‬ ‫ﻫﺬﺍ ﺍﻟﻌﺪﺩُ ﺍﻟﻬﺎﺋ ُﻞ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ﻭﺍﻟﺬﻱ ﻳ ُ ﱠ‬
‫ﻑ ﻣﻨﻬﺎ ‪.‬‬ ‫ْﺕ ﺃ ّﻥ ﻗﺎﺋﻤﺘَﻚ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻵﻻ ِ‬ ‫ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﺘﻲ ﺗﻌﺮﻓُﻬﺎ ﻟﻮﺟﺪ َ‬
‫ﺍﻟﻌﻨﺎﺻﺮ‬
‫َ‬ ‫ﺍﻟﺠﻮﺍﺏ ﻋﻦ ﺗﺴﺎﺅ ِﻟﻨﺎ ﻋﻦ ﻋﺪ ِﺩ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻜﺒﻴ ِﺮ ﻓﻲ ﺃ ّﻥ‬ ‫ُ‬ ‫ﻭﻳﻜﻤﻦ‬
‫ُ‬
‫ِ‬ ‫ﱠ‬
‫ﻫﺎﺋﻼ ﻣﻦ ﺍﻟﻤﺮﻛﺒﺎﺕ ‪،‬‬ ‫ﻓﺘﻜﻮ ُﻥ ﻋﺪ ًﺩﺍ ً‬
‫ﱢ‬ ‫ٍ‬ ‫ِ‬ ‫َ‬
‫ﻂ ﻣﻊ ﺑﻌﻀﻬﺎ ﺑﺮﻭﺍﺑﻂ ﻣﺨﺘﻠﻔﺔ ‪،‬‬ ‫ِ‬ ‫ﺗﺮﺗﺒ ُ‬
‫ﻛﺎﻟﻤﺎﺀ ‪ ،‬ﻭﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪،‬‬ ‫ِ‬ ‫ﻭﻣﺄﻟﻮﻑ ﻟﺪﻳﻚ‬
‫ٌ‬ ‫ﻣﻌﺮﻭﻑ‬
‫ٌ‬ ‫ﻭﻣﻨﻬﺎ ﻣﺎ ﻫﻮ‬
‫ﻭﻣﻠﺢ ﺍﻟﻄﻌﺎﻡ ِ ‪ ،‬ﻭﻏﻴ ِﺮﻫﺎ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺬﺭ ِ‬
‫ﺍﺕ‬ ‫ﺭﻣﺰﻱ ﻳﺪﻟﻨ ﱡﺎ ﻋﻠﻰ ﻧﻮ ِﻉ ّ‬ ‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﺠﺰﻳﺌﻴّﺔ ُ ‪ molecular formula‬ﻫﻲ ﺗﻤﺜﻴ ٌﻞ ﱞ‬
‫ِ‬
‫ﺍﻟﺠﺰﻱﺀ‬ ‫ﺍﻟﻤﻜﻮ ِﻧﺔ ﻟﻬﺬﺍ‬
‫ﱢ‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺕ‬ ‫ﺭﻣﻮﺯ ّ‬ ‫َ‬ ‫ﻓﻨﻜﺘﺐ‬
‫ُ‬ ‫ﻟﻠﺠﺰﻱﺀ ﻭﻋﺪ ِﺩﻫﺎ ‪.‬‬‫ِ‬ ‫ﺍﻟﻤﻜﻮ ِﻧﺔ‬
‫ﱢ‬
‫ﺕ ﺍﻟﺘﻲ‬ ‫ﻳﻤﻴﻨﻪ ﻭﺇﻟﻰ ﺍﻷﺳﻔ ِﻞ ﻳﺪ ﱡﻝ ﻋﻠﻰ ﻋﺪ ِﺩ ّ‬
‫ﺍﻟﺬﺭﺍ ِ‬ ‫ﺐ ﻋﻠﻰ ِ‬ ‫ﻣﻘﺮﻭﻧﺔً ﺑﺮﻗﻢ ٍ ﻳُﻜﺘ َ ُ‬
‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ‪:‬‬ ‫ﺍﻟﺠﺰﻱﺀ ‪ .‬ﻭﻳُﻤﺜﱢ ُﻞ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ ً‬ ‫ِ‬ ‫ﺗﺪﺧ ُﻞ ﻓﻲ ﺗﻜﻮﻳ ِﻦ‬

‫ﺍﻟﺼﻴﻐﺔ ُ‬ ‫ﺍﻟﺠﺰﻱﺀُ‬ ‫ﺍﻟﺼﻴﻐﺔ ُ‬ ‫ﺍﻟﺠﺰﻱﺀُ‬

‫‪O3‬‬ ‫ﺍﻷﻭﺯﻭ ُﻥ‬ ‫‪H2‬‬ ‫ﻏﺎﺯ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ‬
‫ُ‬
‫‪HgO‬‬ ‫ﺃﻛﺴﻴ ُﺪ ﺍﻟﺰﺋﺒ ِﻖ‬ ‫‪O2‬‬ ‫ﻏﺎﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ‬
‫ُ‬

‫‪C2H6O‬‬ ‫ﻛﺤﻮ ُﻝ ﺍﻹﻳﺜﻴ ِﻞ‬ ‫‪H2O‬‬ ‫ﺍﻟﻤﺎﺀ ُ‬

‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ‬
‫‪N2‬‬ ‫ﻏﺎﺯ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ‬
‫ُ‬ ‫‪CO2‬‬
‫ﺍﻟﻜﺮﺑﻮ ِﻥ‬

‫‪110‬‬
 ‫ﺃﻛﺴﻴ ُﺪ ﺍﻟﺰﺋﺒ ِﻖ ﻭﻛﺤﻮ ُﻝ ﺍﻹﻳﺜﻴ ِﻞ ﺗ ُﻌﺘﺒَ ُﺮ ﻣﺮﻛﱠ ٌ‬
‫ﺒﺎﺕ ‪.‬‬
‫ﺃﻛﺜﺮ‬
‫ﺖ ﻣﻦ َ‬ ‫ﺒﺎﺕ ﻛﻤﺎ ﻻﺣﻈ ْ َ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻤﺮﻛﱠ ُ‬
‫ﺒﺎﺕ؟ ّ‬ ‫ﺗﻌﺮﻑ ﻣﺎ ﻫﻲ ﺍﻟﻤﺮﻛﱠ ُ‬ ‫ُ‬ ‫ﻫﻞ‬
‫ﺃﻛﺜﺮ ﻣﻦ‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ َ‬ ‫ّ‬ ‫ﻓﻤﺜﻼ ‪ ،‬ﻳُﻌﺘﺒَ ُﺮ ﺍﻟﻤﺎﺀ ُ ﻣﺮﻛﱠﺒًﺎ ‪ ،‬ﻟﻤﺎﺫﺍ؟ ﻷﻧّﻪ‬
‫ﻣﻦ ﻋﻨﺼ ٍﺮ ‪ً .‬‬
‫ﺐ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ﻋﻨﺼ ٍﺮ‪ :‬ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ‪ .‬ﻟﻜﻦ ﻟﻤﺎﺫﺍ ﻛﺘﺒْﻨﺎ ﺻﻴﻐﺔَ ﻣﺮﻛﱠ ِ‬
‫ﺐ‬‫ﺑﻤﻬﻤ ِﺔ ﺗﺮﻛﻴ ِ‬
‫ّ‬ ‫ﺩﻭﺭ ﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻷﻧّﻪ ﻫﻮ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ُ‬ ‫ﺑﻬﺬﺍ ﺍﻟﺸﻜ ِﻞ؟ ﻳﺄﺗﻲ ُ‬
‫ﺻﺤﻴﺢ ‪ .‬ﻟﻨﻌﺮﻑ ﺇﺫًﺍ ﻋﺪﺩ ﺍﻟﺘﺄﻛﺴﺪ ‪.‬‬ ‫ٍ‬ ‫ﺑﺸﻜﻞ‬
‫ٍ‬ ‫ﺭﻣﻮ ِﺯ ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺕ‬

‫‪∫GõàN’Gh‬‬ ‫‪Io ó°ùcC’G‬‬

‫‪Oxidation - Reduction‬‬
‫‪o‬‬

‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ‬ ‫ﺗﻔﺎﻋﻼﺕ ﺍﻷﻛﺴﺪ ِﺓ ﻭﺍﻻﺧﺘﺰﺍ ِﻝ ﻧﻮ ًﻋﺎ ﻣﻬﻤًّﺎ ﻣﻦ ﺍﻟﻌﻤﻠﻴّﺎ ِ‬ ‫ُ‬ ‫ﺗ ُﻤﺜﱢ ُﻞ‬
‫ﺃﺟﺴﺎﻣﻨﺎ‬‫ِ‬ ‫ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴ ّ ِﺔ ‪ .‬ﻓﺎﻟﻄﻌﺎﻡ ُ ﺍﻟﺬﻱ ﻧﺄﻛﻠُﻪ ﻳﺘﺄﻛﺴ ُﺪ ﻓﻲ‬ ‫ﺙ ﻓﻲ ِ‬ ‫ﺍﻟﺘﻲ ﺗﺤﺪ ُ‬
‫ِ‬
‫ﺑﺎﻟﻄﺎﻗﺔ‬ ‫ﻭﺗﺘﺤﺮ ُﻙ ﺍﻟﺴﻴّﺎﺭﺓُ ﻭﺍﻟﻄﺎﺋﺮﺓُ‬
‫ّ‬ ‫ِ‬
‫ﻟﻠﺤﺮﻛﺔ ﻭﺍﻟﻌﻤ ِﻞ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻼﺯﻣﺔ‬ ‫ِ‬
‫ﺑﺎﻟﻄﺎﻗﺔ‬ ‫ﱠ‬
‫ﻟﻴﻤﺪﻧﺎ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻦ‬
‫ﱢ‬ ‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺃﻛﺴﺪ ِﺓ ﺍﻟﻮﻗﻮ ِﺩ ‪ ،‬ﻭﻛﺬﻟﻚ ﻧﺤﺼ ُﻞ ﻋﻠﻰ ﺍﻟﺘﻴّﺎ ِﺭ‬ ‫ِ‬
‫ﺕ ﺍﻷﻛﺴﺪ ِﺓ ﻭﺍﻻﺧﺘﺰﺍ ِﻝ ‪ .‬ﻭﻳﺼﺪﺃ ُ ﺍﻟﺤﺪﻳ ُﺪ‬ ‫ﺕ ﻣﻦ ﺧﻼ ِﻝ ﻋﻤﻠﻴّﺎ ِ‬ ‫ﺍﻟﺒﻄﺎﺭﻳّﺎ ِ‬
‫ﺕ ﻣﺜ ِﻞ ﺍﻟﺤﺪﻳ ِﺪ‬ ‫ﺍﺳﺘﺨﻼﺹ ﺍﻟﻔﻠ ّﺰﺍ ِ‬
‫َ‬ ‫ﺗﻌﺮ ِﺿﻪ ﻟﻌﻤﻠﻴ ّ ِﺔ ﺃﻛﺴﺪ ٍﺓ ‪ .‬ﻛﻤﺎ ﺃ ّﻥ‬ ‫ﻧﺘﻴﺠﺔَ ّ‬
‫‪48 πo μ°T‬‬
‫ِ‬
‫ﺧﺎﻣﺎﺗﻬﺎ ‪.‬‬ ‫ﻭﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ ﻳﺘ ﱡﻢ ﺑﺎﺧﺘﺰﺍ ِﻝ‬
‫ﻭﺗﺮﻛﻪ ﻓﻲ‬‫ِ‬ ‫ّﺎﺡ‬
‫ﻋﻨ َﺪ ﺗﻘﺸﻴ ِﺮ ﺍﻟﺘﻔ ِ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ؟‬ ‫ﺑﻘﻲ ﻣ ّﺪ ًﺓ ﻓﻲ‬ ‫ﻳﻮﻣﺎ ﻟﻤﺎﺫﺍ ﻳﺘﻐﻴ ّ ُﺮ ﻟﻮ ُﻥ ﺍﻟﺘ ّﻔ ِ‬ ‫ﻫﻞ ﺗﺴﺎﺀﻟ ْ َ‬
‫ﺎﺡ ﺑﻌ َﺪ ﺗﻘﺸﻴ ِﺮﻩ ﺇﺫﺍ َ‬ ‫ﺖ ً‬
‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﺗﺤﺼ ُﻞ ﻋﻤﻠﻴّﺔ ُ ﺗﺄﻛﺴ ٍﺪ‬ ‫ِ‬
‫ﺍﻟﺠﻮﻳ ّ ِﺔ ‪ ،‬ﻭﻳُﺼﺒِ ُ‬
‫ﺢ ﻟﻮ ُﻥ‬ ‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ‬ ‫ﺑﻔﻌ ِﻞ‬
‫ﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻮﻗ ِ‬ ‫ِ‬
‫ّ‬
‫ّﺎﺡ ﺑﻨّﻴ ًّﺎ ‪.‬‬
‫ﺍﻟﺘﻔ ِ‬
‫ﺖ ‪ ،‬ﺗﺠ ُﺪ ﺃ ّﻥ ﻟﻮ َﻥ‬ ‫ٍ‬ ‫ﺍﻟﻐﺮﻓﺔ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻘ ّﺸ ُﺮ ﺍﻟﺘ ّﻔﺎﺣﺔَ ﻭﺗﺘﺮﻛُﻬﺎ ﻓﻲ‬
‫ِ‬ ‫ﻳﺘﺤﻮ ُﻝ ﺇﻟﻰ ﺍﻟﺒﻨ ّ ﱢﻲ ﺑﻔﻌ ِﻞ ﺍﻷﻛﺴﺠﻴ ِﻦ ﺍﻟﻤﻮﺟﻮ ِﺩ ﻓﻲ‬ ‫ﺍﻟﺘ ّﻔ ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻭﻫﺬﺍﺍ‬ ‫ﺎﺣﺔ ﺑﺪﺃ َ ّ‬
‫ﻑ ﺑﺎﻷﻛﺴﺪ ِﺓ )ﺍﻟﺸﻜ ُﻞ ‪. (48‬‬ ‫ﻌﺮ ُ‬ ‫ﻣﺎ ﻳ ُ َ‬
‫ِ‬
‫ﺍﻷﻛﺴﺪﺓ ﻭﺍﻻﺧﺘﺰﺍ ِﻝ‬ ‫ﺚ ﻟﻌﻤﻠﻴّ ِﺔ‬
‫ﺍﻟﻤﻔﻬﻮﻡُ ﺍﻟﺤﺪﻳ ُ‬
‫ﺍﻟﻤﻔﻬﻮﻡُ ﺍﻟﻘﺪﻳﻢ ﻟﻌﻤﻠﻴّ ِﺔ ﻷ ِ‬
‫ﺍﻷﻛﺴﺪﺓ‬ ‫ُ‬
‫ﺫﺭ ُﺓ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ ﺇﻟﻜﺘﺮﻭﻧًﺎ‬‫ﻋﻨﺪﻣﺎ ﻳﺘﻔﺎﻋ ُﻞ ﺍﻟﺼﻮﺩﻳﻮﻡ ُ ﻣﻊ ﺍﻟﻜﻠﻮ ِﺭ ‪ ،‬ﺗﻔﻘ ُﺪ ّ‬
‫ﻭﺍﻻﺧﺘﺰﺍ ِﻝ‬ ‫ﺟ ٍ‬
‫ﺐ‬ ‫ﻳﺘﺤﻮ ُﻝ ﺍﻟﺼﻮﺩﻳﻮﻡ ُ ﺇﻟﻰ ﺃﻳﻮ ٍﻥ ﻣﻮ َ‬
‫ّ‬ ‫ﺫﺭﺓُ ﺍﻟﻜﻠﻮ ِﺭ ‪ .‬ﻭﻋﻨﺪ ﺫﻟﻚ ‪،‬‬
‫ﻭﺗﻜﺘﺴﺒُﻪ ّ‬
‫ﺍﻷﻛﺴﺪﺓُ‪ :‬ﻫﻲ ﻋﻤﻠﻴّﺔ ٌ ﻳﺘ ﱡﻢ ﻓﻴﻬﺎ‬ ‫ﻭﺍﻟﻜﻠﻮﺭ ﺇﻟﻰ ﺃﻳﻮ ٍﻥ ﺳﺎﻟ ٍ‬
‫ﺐ‪.‬‬ ‫ُ‬
‫ﺍﺗ ّﺤﺎﺩُ ﺍﻟﻤﺎﺩّ ِﺓ ﻣﻊ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪.‬‬
‫ﺍﻻﺧﺘﺰﺍﻝُ‪ :‬ﻫﻮ ﻋﻤﻠﻴّﺔ ٌ ﻳﺘ ﱡﻢ ﻓﻴﻬﺎ‬
‫‪2Na + Cl2‬‬ ‫‪2Na+ + 2Cl-‬‬
‫ﻓﻘ ُﺪ ﺍﻟﻤﺎﺩّ ِﺓ ﻟﻸﻛﺴﺠﻴ ِﻦ ‪.‬‬ ‫ﺖ ﻟﻪ ﻋﻤﻠﻴّﺔ ُ ﺃﻛﺴﺪ ٍﺓ‪:‬‬ ‫ﻓﻴُﻘﺎ ُﻝ ﻫﻨﺎ ﺇ ّﻥ ﺍﻟﺼﻮﺩﻳﻮﻡَ ﺣﺪﺛ َ ْ‬
‫‪Na‬‬ ‫‪Na+ + 1e-‬‬
‫ﺍﻻﻛﺴﺪﺓُ ﻭﺍﻻﺧﺘﺰﺍ ُﻝ ﻫﻤﺎ‬ ‫ﺖ ﻟﻪ ﻋﻤﻠﻴّﺔ ُ ﺍﺧﺘﺰﺍﻝٍ‪:‬‬ ‫ﺍﻟﻜﻠﻮﺭ ﻓﺤﺪﺛ َ ْ‬
‫ُ‬ ‫ﺃﻣّﺎ‬
‫ﻋﻤﻠﻴّﺘﺎﻥ ﻣﺘﻼﺯﻣﺘﺎﻥ ‪.‬‬
‫‪Cl + 1e-‬‬
‫ﺗﻔﺎﻋﻞ ُﻭ ِﺟﺪ ْ‬
‫َﺕ‬ ‫ٍ‬ ‫ﺃﻱ‬
‫ﻓﻔﻲ ّ‬
‫‪Cl-‬‬
‫ﺑﺪ ﻣﻦ ﻭﺟﻮ ِﺩ‬ ‫ﺇﺣﺪﺍﻫﻤﺎ ‪ ،‬ﻻ ﱠ‬ ‫ِ‬
‫ﻟﻺﻟﻜﺘﺮﻭﻧﺎﺕ ‪.‬‬ ‫ﺍﻷﻛﺴﺪﺓُ ‪ Oxidation‬ﻫﻲ ﻋﻤﻠﻴّﺔ ٌ ﻳﺘ ﱡﻢ ﻓﻴﻬﺎ ﻓﻘ ُﺪ ﺍﻟﻤﺎﺩّ ِﺓ‬
‫ﺍﻷﺧﺮﻯ ‪.‬‬
‫ِ‬
‫ﻟﻺﻟﻜﺘﺮﻭﻧﺎﺕ ‪.‬‬ ‫ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﺎﺩّ ِﺓ‬
‫ُ‬ ‫ﻭﺍﻻﺧﺘﺰﺍ ُﻝ ‪ Reduction‬ﻫﻲ ﻋﻤﻠﻴّﺔ ٌ ﻳﺘ ﱡﻢ ﻓﻴﻬﺎ‬
‫‪111‬‬
 ‫ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﻣﻦ ﻣﺎﺩّ ٍﺓ ﺃﺧﺮﻯ ‪.‬‬ ‫ﺍﻟﻤﺆﻛﺴ ُﺪ ‪ oxiding agent‬ﻫﻮ ﻣﺎﺩّﺓٌ ﺗﺴﺘﻘﺒ ُﻞ‬ ‫ِ‬ ‫ﺍﻟﻌﺎﻣ ُﻞ‬
‫ﺍﻟﻤﺆﻛﺴ ِﺪ ﻋﻤﻠﻴّﺔَ ﺍﺧﺘﺰﺍﻝٍ( ‪.‬‬
‫ِ‬ ‫ﺙ ﻟﻠﻌﺎﻣ ِﻞ‬‫)ﺗﺤﺪ ُ‬
‫ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﻟﻤﺎﺩّ ٍﺓ ﺃﺧﺮﻯ ‪.‬‬ ‫ﺍﻟﻌﺎﻣ ُﻞ ﺍﻟﻤﺨﺘ ِﺰ ُﻝ ‪ reducing agent‬ﻫﻮ ﻣﺎﺩّﺓٌ ُ‬
‫ﺗﻤﻨﺢ‬
‫ﺙ ﻟﻠﻌﺎﻣ ِﻞ ﺍﻟﻤﺨﺘ ِﺰ ِﻝ ﻋﻤﻠﻴّﺔَ ﺃﻛﺴﺪ ٍﺓ( ‪.‬‬ ‫)ﺗﺤﺪ ُ‬
‫ﺕ ‪ ،‬ﻟﺘﻔﺴﻴ ِﺮ‬ ‫ﺙ ﻓﻴﻬﺎ ﺍﻧﺘﻘﺎ ٌﻝ ﻛﺎﻣ ٌﻞ ﻟﻺﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ﺗﻔﺎﻋﻼﺕ ﻻ ﻳﺤﺪ ُ‬‫ٌ‬ ‫ﻟﻜﻦ ﻫﻨﺎﻙ‬
‫ﺕ ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ ُ ﻣﻔﻬﻮﻡ ِ ﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ‪.‬‬ ‫ﻣﺜ ِﻞ ﻫﺬﻩ ﺍﻟﺘﻔﺎﻋﻼ ﱠ ِ‬

‫‪p ÉàdG OGóYCG‬‬

‫‪ó°ùcC‬‬
‫‪Oxidation Numbers‬‬
‫‪o‬‬

‫ﺲ‬
‫ﺗﻮﺿﻴﺢ ﺃﺳ ِ‬ ‫ُ‬ ‫ﻟﻘﺪ ﺃﺩﺧ َﻞ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﻮﻥ ﻣﻔﻬﻮﻡَ ﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻟﻜﻲ ﻳﺴﻬ َﻞ‬
‫ﻋﺪﺩُ ﺗﺄﻛﺴ ِﺪ ﺍﻟﺸ ﱢﻖ ﺍﻟﻔﻠ ّﺰﻱﱢ ‪:‬‬ ‫ﺕ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻭﺍﻻﺧﺘﺰﺍ ِﻝ ‪ .‬ﻓﻤﺎ ﺍﻟﻤﻘﺼﻮﺩُ ﺑﻌﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ؟ ﻭﻛﻴﻒ‬ ‫ﺗﻔﺎﻋﻼ ِ‬
‫ﻧﻔﺴﻪ‬
‫ﺗﻜﺎﻓﺆ ﺍﻟﻌﻨﺼ ِﺮ ُ‬ ‫ُ‬ ‫ﻫﻮ‬ ‫ﺕ؟‬ ‫ﻟﻠﺬﺭﺍ ِ‬‫ﺣﺴﺎﺏ ﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ّ‬ ‫ُ‬ ‫ﻳﻤﻜﻦ‬
‫ُ‬
‫ﺟ ٍﺒﺔ ﻷ ّﻥ‬ ‫ﻣﺴﺒﻮﻗًﺎ ﺑﺈﺷﺎﺭ ٍﺓ ﻣﻮ َ‬
‫ﺕ ﺗﻔﻘ ُﺪ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ‬ ‫ﺍﻟﻔﻠ ّﺰﺍ ِ‬ ‫ﻳﻤﺜﱢ ُﻞ ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺍﻟﺸﺤﻨﺔَ )ﺍﻟﻤﻮﺟﺒﺔَ ﺃﻭ ﺍﻟﺴﺎﻟﺒﺔَ( ﺍﻟﺘﻲ ﺗﺤﻤﻠُﻬﺎ ّ‬
‫ﺍﻟﺬﺭﺓُ ﻋﻨ َﺪ‬
‫ﺟ ٍﺒﺔ ‪.‬‬ ‫ﻜﻮ ُﻥ ﺃﻳﻮﻧﺎ ٍ‬ ‫ﻭﺗﺠﺪﺭ ﺍﻹﺷﺎﺭﺓُ ﺇﻟﻰ‬‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ‪.‬‬ ‫ﺕ ﻓﻲ ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺍﺭﺗﺒﺎﻃﻬﺎ ﺑﻐﻴ ِﺮﻫﺎ ﻣﻦ ّ‬ ‫ِ‬
‫ﺕ ﻣﻮ َ‬ ‫ﻓﺘ ُ ﱢ‬
‫ﺐ ﺍﻟﺬﻱ‬ ‫ﻑ ﺍﻟﻤﺮﻛﱠ ِ‬ ‫ﻧﻔﺴﻬﺎ ﺗﺒ ًﻌﺎ ﻻﺧﺘﻼ ِ‬ ‫ﻟﻠﺬﺭ ِﺓ ِ‬ ‫ﺃﻥ ﻋﺪﺩَ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻗﺪ‬ ‫ﱠ‬
‫ﻋﺪﺩُ ﺗﺄﻛﺴ ِﺪ ﺍﻟﺸ ﱢﻖ ﺍﻟﻼﻓﻠ ّﺰﻱﱢ ‪:‬‬ ‫ﻳﺨﺘﻠﻒ ّ‬
‫ُ‬
‫ﻧﻔﺴﻪ‬‫ﺗﻜﺎﻓﺆ ﺍﻟﻌﻨﺼ ِﺮ ُ‬ ‫ُ‬ ‫ﻫﻮ‬ ‫ﺗﻮﺟ ُﺪ ﻓﻴﻪ ‪.‬‬
‫ٍ‬
‫ﺳﺎﻟﺒﺔ‬ ‫ﻣﺴﺒﻮﻗًﺎ ﺑﺈﺷﺎﺭ ٍﺓ‬
‫ﺗﻜﺘﺴﺐ‬ ‫ﻷ ّﻥ ﺍﻟﻼﻓﻠ ّﺰﺍ ِ‬
‫ﺕ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ﺳﻮﺍﺀ َ‬ ‫ﺑﻴﻦ ﺍﻟﺘﻜﺎﻓﮎ ﻭﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ‪ ،‬ﻭﺫﻟﻚَ ﺑﻮﺟﻮ ِﺩ ِ‬
‫ﻧﻮﻉ‬ ‫ﻕ َ‬ ‫ﻫﻨﺎﻙ ﻓﺮ ٌ‬
‫ُ‬
‫ﻜﻮ ُﻥ ﺃﻳﻮﻧﺎ ٍ‬
‫ﺕ‬ ‫ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ ﻓﺘ ُ ﱢ‬ ‫ﺖ ﻣﻮﺟﺒﺔً ﺃﻡ ﺳﺎﻟﺒﺔً ‪.‬‬ ‫ﺃﻛﺎﻧ َ ْ‬
‫ﺳﺎﻟﺒﺔً ‪.‬‬ ‫ﺃﻥ ﺍﻟﻌﺪﺩَ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺗﻜﺎﻓﮎ‬ ‫ﺍﻟﺸﺤﻨﺔ ﻳﻌﻨﻲ ﱠ‬ ‫ِ‬ ‫ﻧﻮﻉ‬
‫ِ‬ ‫ﻓﻌﺪﻡ ُ ﻭﺟﻮ ِﺩ‬
‫ﺗﻌﺮﻳﻒ ﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ‪.‬‬ ‫ِ‬ ‫ﺗﻤﺎﻣﺎ ﻋﻦ‬
‫ً‬ ‫ﻣﺨﺘﻠﻒ‬
‫ٌ‬ ‫ﻭﺗﻌﺮﻳﻒ ﺍﻟﺘﻜﺎﻓﮎ‬
‫ُ‬ ‫ﺍﻟﺬﺭ ِﺓ ‪،‬‬
‫ّ‬
‫ﺍﻟﻤﻜﺘﺴ ِﺒﺔ ﺃﻭ ﺍﻟﻤﻔﻘﻮﺩ ِﺓ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋ ِﻞ‬
‫َ‬ ‫ﺕ‬ ‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻫﻮﻋﺪﺩُ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪.‬‬
‫ﱢ‬
‫ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎﻝِ‪:‬‬
‫ﺧﻼ َﻝ ﺍﻟﺘﻔﺎﻋ ِﻞ ﺑﻴﻦ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻭﺍﻟﻜﻠﻮ ِﺭ ‪:‬‬
‫ﺫﺭﺓُ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ‪:‬‬ ‫ﺗﻔﻘ ُﺪ ّ‬
‫‪Ca‬‬ ‫‪Ca2+ + 2e-‬‬
‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻟﻸﻳﻮ ِﻥ ‪ Ca2+‬ﻳﺴﺎﻭﻱ ‪. +2‬‬
‫ﺫﺭﺓُ ﺍﻟﻜﻠﻮ ِﺭ ﺇﻟﻜﺘﺮﻭﻧًﺎ ﻭﺍﺣ ًﺪﺍ ‪:‬‬
‫ﺗﻜﺘﺴﺐ ّ‬
‫ُ‬
‫‪Cl + 1e-‬‬ ‫‪Cl-‬‬
‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻟﻸﻳﻮ ِﻥ ‪ Cl-‬ﻳﺴﺎﻭﻱ ‪. -1‬‬
‫ﺑﺬﺭ ِﺓ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ‪.‬‬ ‫ِ‬
‫ﺍﻻﺭﺗﺒﺎﻁ ّ‬ ‫ﺫﺭ ِﺓ ﺍﻟﻌﻨﺼ ِﺮ ﻋﻠﻰ‬
‫ﺍﻟﺘﻜﺎﻓﺆ ﻫﻮ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻣﻘﺪﺭ ِﺓ ّ‬
‫ُ‬

‫‪112‬‬
 ‫ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎﻝِ‪:‬‬
‫ِ‬
‫ﺟﺰﻱﺀ ﺍﻟﻨﺸﺎﺩ ِﺭ ‪: NH3‬‬ ‫ﻓﻲ‬
‫ﺗﻜﺎﻓﺆ‬
‫ُ‬ ‫ﺕ ﻫﻴﺪﺭﻭﺟﻴ ٍﻦ ‪ ،‬ﻟﺬﻟﻚ ﻳﺴﺎﻭﻱ‬ ‫ﺫﺭﺍ ِ‬
‫ﺙ ّ‬‫ﺫﺭﺓُ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﺑﺜﻼ ِ‬ ‫ﻂ ّ‬‫ﺗﺮﺗﺒ ُ‬
‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪. 3‬‬
‫ﺑﺬﺭ ٍﺓ ﻭﺍﺣﺪ ٍﺓ ﻣﻦ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ ،‬ﻟﺬﻟﻚ‬
‫ﺫﺭ ٍﺓ ﻣﻦ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ّ‬ ‫ﻂ ﻛ ﱡﻞ ّ‬ ‫ﺗﺮﺗﺒ ُ‬
‫ﺗﻜﺎﻓﺆ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ‪.1‬‬
‫ُ‬ ‫ﻳﺴﺎﻭﻱ‬
‫ﺗﻄﺒﻴﻖ‪:‬‬
‫ٌ‬
‫ﺟﺰﻱﺀ ِ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫ِ‬ ‫ﺫﺭ ِﺓ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻓﻲ‬
‫ﺗﻜﺎﻓﺆ ّ‬
‫َ‬ ‫ﺐ‬
‫ﺃﺣﺴ ْ‬
‫ُ‬
‫ﺑﻴﻦ ﺍﻟﺘﻜﺎﻓﮎ ﻭﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫ﺍﻻﺧﺘﻼﻑ َ‬
‫ُ‬
‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ‬ ‫ﺍﻟﺘﻜﺎﻓﺆ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﻘﺎﺭﻧﺔ‬ ‫ﻭﺟﻪُ‬
‫ﻫﻮ ﻋﺪﺩُ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺕ‬
‫ﻫﻮ ﺍﻟﻌﺪﺩُ ﺍﻟﺬﻱ ﻣﺜ ّ َﻞ ﺍﻟﺸﺤﻨﺔَ‬ ‫ﺍﻟﺬﺭﺓُ ﺃﻭ‬
‫ﺍﻟﺘﻲ ﺗﻔﻘ ُﺪﻫﺎ ّ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴّﺔَ ﺍﻟﺘﻲ ﺗﺤﻤﻠُﻬﺎ ّ‬
‫ﺫﺭﺓُ‬ ‫ُ‬
‫ﺗﻜﺘﺴﺒُﻬﺎ ﺃﻭ ﺗ ُﺸﺎ ِﺭﻙ ﺑﻬﺎ‬ ‫ﺗﻌﺮﻳﻔُﻪ‬
‫ﺐ ﺃﻭ ﺍﻷﻳﻮ ِﻥ ‪.‬‬ ‫ﺍﻟﻌﻨﺼ ِﺮ ﻓﻲ ﺍﻟﻤﺮ ّﻛ ِ‬ ‫ﺫﺭ ِﺓ‬ ‫ِ‬
‫ﺗﻔﺎﻋﻠﻬﺎ ﻣﻊ ّ‬ ‫ﻋﻨﺪ‬
‫ﺁﺧﺮ ‪.‬‬
‫ﻋﻨﺼ ٍﺮ َ‬
‫ﺻﺤﻴﺢ ﻟﻪ ﺷﺤﻨﺔ ٌ )ﺇﺷﺎﺭﺓٌ(‬‫ٌ‬ ‫ﻋﺪﺩٌ‬ ‫ﺻﺤﻴﺢ ﻟﻴﺲ ﻟﻪ‬‫ٌ‬ ‫ﻋﺪﺩٌ‬ ‫ﻗﻴﻤﺘُﻪ‬
‫ﺟﺒﺔ ٌ ﺃﻭ ﺳﺎﻟﺒﺔ ٌ ‪.‬‬‫ﻣﻮ َ‬ ‫ﺟﺒﺔ ٌ ﺃﻭ ﺳﺎﻟﺒﺔ ٌ ‪.‬‬ ‫ﺇﺷﺎﺭﺓ ٌﻣﻮ َ‬

‫ﺐ ﻋﻠﻴﻚ ّﺃﻭ ًﻻ ﺃﻥ ﺗﻜﻮ َﻥ‬ ‫ﺗﺤﺴﺐ ﻋﺪﺩَ ﺍﻟﺘﺄﻛﺴ ِﺪ ﻟﻌﻨﺼ ٍﺮ ﻣﺎ ‪ ،‬ﻳﺘﻮ ّ‬

‫ﺟ ُ‬ ‫َ‬ ‫ﻟﻜﻲ‬
‫ﺍﻟﺬﺭﻳ ّ ِﺔ ‪ ،‬ﻭﻛﺬﻟﻚ ِ‬
‫ﻧﻮﻉ ﺍﻟﻌﻨﺼ ِﺮ ﺃﻱ ﻣﻦ‬ ‫ﺕ ّ‬ ‫ﻣﻠﻤًّﺎ ﺑﺘﻜﺎﻓﮎ ﺍﻟﻌﻨﺎﺻ ِﺮ ﻭﺍﻟﻤﺠﻤﻮﻋﺎ ِ‬
‫ﻉ ِ‬
‫ﺃﻳﻮﻧﻪ ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﺟﺒًﺎ ﺃﻭ ﺳﺎﻟﺒًﺎ ‪.‬‬ ‫ﺚ ﻧﻮ ُ‬
‫ﺣﻴ ُ‬
‫ﺍﻟﻼﻓﻠﺰﻳّﺔ ُ‬
‫ّ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ‬
‫ُ‬ ‫ﺍﻟﻔﻠﺰﻳّﺔ ُ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ّ‬
‫ُ‬
‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ‬ ‫ﺭﻣﺰ ﺍﻷﻳﻮ ِﻥ‬
‫ُ‬ ‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬ ‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ‬ ‫ﺭﻣﺰ ﺍﻷﻳﻮ ِﻥ‬
‫ُ‬ ‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫‪-1‬‬ ‫‪F-‬‬ ‫ﻓﻠﻮﺭ‬ ‫‪+1‬‬ ‫‪Na+‬‬ ‫ﺻﻮﺩﻳﻮﻡ‬
‫‪-1‬‬ ‫‪Cl-‬‬ ‫ﻛﻠﻮﺭ‬ ‫‪+1‬‬ ‫‪K+‬‬ ‫ﺑﻮﺗﺎﺳﻴﻮﻡ‬
‫‪-1‬‬ ‫‪Br-‬‬ ‫ﺑﺮﻭﻡ‬ ‫‪+1‬‬ ‫‪Li+‬‬ ‫ﻟﻴﺜﻴﻮﻡ‬
‫‪-1‬‬ ‫‪I-‬‬ ‫ﻳﻮﺩ‬ ‫‪+1‬‬ ‫‪Ag+‬‬ ‫ﻓﻀﺔ‬
‫‪-2‬‬ ‫‪O2-‬‬ ‫ﺃﻛﺴﺠﻴﻦ‬ ‫‪+2‬‬ ‫‪Mg2+‬‬ ‫ﻣﻐﻨﺴﻴﻮﻡ‬
‫‪-1, +1‬‬ ‫‪H-, H+‬‬ ‫ﻫﻴﺪﺭﻭﺟﻴﻦ‬ ‫‪+2‬‬ ‫‪Ca2+‬‬ ‫ﻛﺎﻟﺴﻴﻮﻡ‬
‫‪-2, +6‬‬ ‫‪S2-, S6+‬‬ ‫ﻛﺒﺮﻳﺖ‬ ‫‪+2‬‬ ‫‪Ba2+‬‬ ‫ﺑﺎﺭﻳﻮﻡ‬
‫‪+2‬‬ ‫‪Zn2+‬‬ ‫ﺧﺎﺭﺻﻴﻦ )ﺯﻧﻚ(‬
‫‪+1, +2‬‬ ‫‪Cu+,Cu2+‬‬ ‫ﻧﺤﺎﺱ‬
‫‪+2, +4‬‬ ‫‪Pb2+,Pb4+‬‬ ‫ﺭﺻﺎﺹ‬
‫‪+3‬‬ ‫‪Al‬‬ ‫‪3+‬‬
‫ﺃﻟﻮﻣﻨﻴﻮﻡ‬
‫‪+2, +3‬‬ ‫‪Fe2+,Fe3+‬‬ ‫ﺣﺪﻳﺪ‬

‫‪113‬‬
 ‫‪oá«fƒjC‬‬
‫‪q‬‬ ‫‪’G ¥ƒ≤°ûdG‬‬
‫‪o‬‬
‫‪Radical Ions‬‬
‫ِ‬
‫ﻣﺨﺘﻠﻔﻴﻦ ﻣﻦ‬ ‫ﺐ ﻋﻠﻰ ﺷ ّﻘﻴﻦ‪ ،‬ﺃﻳﻮﻧﻴﻴﻦ‪ ،‬ﻳﺤﻤﻼﻥ ﻧﻮﻋﻴﻦ‬ ‫ﻳﺤﺘﻮﻱ ﻛ ﱡﻞ ﻣﺮﻛﱠ ِ‬
‫ﻕ ﺍﻷﻳﻮﻧﻴّﺔ ُ ﺇﻟﻰ ﻧﻮﻋﻴﻦ ﻫﻤﺎ ‪:‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﻟﺸﻘﻮ ُ‬
‫ُ‬ ‫ٍ‬
‫ﻭﺳﺎﻟﺒﺔ ‪.‬‬ ‫ﺟ ٍﺒﺔ‬ ‫ﺍﻟﺸﺤﻨﺎ ِ‬
‫ﺕ‪ :‬ﻣﻮ َ‬
‫‪Simple Radical Ions‬‬ ‫ﺍﻟﺸﻘﻮ ُﻕ ﺍﻷﻳﻮﻧﻴّﺔ ُ ﺍﻟﺒﺴﻴﻄﺔ ُ‬
‫ﻧﻔﺴﻪ ‪،‬‬‫ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﻨﺼ ِﺮ ِ‬ ‫ﺫﺭ ٍﺓ ﻭﺍﺣﺪ ٍﺓ ﺃﻭ َ‬
‫ﻕ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ّ‬ ‫ﻫﻲ ﺍﻟﺸﻘﻮ ُ‬
‫ِ‬
‫ﺍﻟﺒﺴﻴﻄﺔ‪:‬‬ ‫ﻕ ﺍﻷﻳﻮﻧﻴ ّ ِﺔ‬‫ﺾ ﺍﻟﺸﻘﻮ ِ‬
‫ﺗﺮﻛﻴﺐ ﺑﻌ ِ‬
‫ُ‬ ‫ً‬
‫ﺟﺪﻭﻻ ﻓﻴﻪ‬ ‫ﻣﺜﻼ ً ‪ . Na‬ﻭﻭﺿ ْﻌﻨﺎ‬

‫ﺍﻷﻳﻮﻧﺎﺕ ﺍﻟﻤﻮﺟﺒَﺔ ُ‬
‫ُ‬
‫ﺍﺳﻢ ﺍﻷﻳﻮ ِﻥ‬
‫ُ‬
‫ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ُ‬ ‫ﺍﻟﺤﺪﻳ ُﺪ‬ ‫ﺍﻟﻨﺤﺎﺱ‬
‫ُ‬ ‫ﺍﻟﻔﻀّ ﺔ ُ‬ ‫ﺍﻟﻮﻣﻨﻴﻮﻡ ُ‬

‫‪Mg2+‬‬ ‫‪Fe2+, Fe3+‬‬ ‫‪Cu+, Cu2+‬‬ ‫‪Ag+‬‬ ‫‪Al3+‬‬ ‫ﺻﻴﻐﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫‪+2‬‬ ‫‪+2, +3‬‬ ‫‪+1, +2‬‬ ‫‪+1‬‬ ‫‪+3‬‬ ‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ‬

‫ﺍﺳﻢ ﺍﻷﻳﻮ ِﻥ‬

‫ُ‬
‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ُ‬ ‫ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ُ‬ ‫ﺍﻟﺼﻮﺩﻳﻮﻡ ُ‬ ‫ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ‬
‫ُ‬

‫‪Ca2+‬‬ ‫‪K+‬‬ ‫‪Na+‬‬ ‫‪H+‬‬ ‫ﺻﻴﻐﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫‪+2‬‬ ‫‪+1‬‬ ‫‪+1‬‬ ‫‪+1‬‬ ‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ‬

‫ﺍﻷﻳﻮﻧﺎﺕ ﺍﻟﺴﺎﻟﺒﺔ ُ‬
‫ُ‬

‫ﺍﻟﻔﻠﻮﺭﻳ ُﺪ‬ ‫ﺍﻟﻴﻮﺩﻳ ُﺪ‬ ‫ﺍﻟﺒﺮﻭﻣﻴ ُﺪ‬ ‫ﺍﻟﻜﻠﻮﺭﻳ ُﺪ‬ ‫ﺍﻟﻜﺒﺮﻳﺘﻴ ُﺪ‬ ‫ﺍﻷﻛﺴﻴ ُﺪ‬ ‫ﺍﺳﻢ ﺍﻷﻳﻮ ِﻥ‬
‫ُ‬

‫‪F-‬‬ ‫‪I-‬‬ ‫‪Br-‬‬ ‫‪Cl-‬‬ ‫‪S2-‬‬ ‫‪O2-‬‬ ‫ﺻﻴﻐﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫‪-1‬‬ ‫‪-1‬‬ ‫‪-1‬‬ ‫‪-1‬‬ ‫‪-2‬‬ ‫‪-2‬‬ ‫ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ‬

‫‪114‬‬
 ‫ﺍﻟﺸﻘﻮ ُﻕ ﺍﻷﻳﻮﻧﻴّﺔ ُ ﺍﻟﻤﺮﻛﱠﺒﺔ ُ ‪Complex Radical Ions‬‬
‫ﻔﺔ ﺗﺪﺧ ُﻞ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬ ‫ﻋﻨﺎﺻﺮ‬
‫َ‬ ‫ﺃﻛﺜﺮ ﻣﻦ‬
‫ﺫﺭﺗﻴﻦ ﺃﻭ َ‬ ‫ﻕ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ّ‬ ‫ﻫﻲ ﺍﻟﺸﻘﻮ ُ‬
‫ﻛﻮﺣﺪ ٍﺓ ﻭﺍﺣﺪ ٍﺓ ‪.‬‬‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ َ‬ ‫ﻓﻲ ﺍﻟﺘﻔﺎﻋﻼ ِ‬
‫ﺕ‬‫ﺫﺭﺍ ٍ‬
‫ﺑﺄﺭﺑﻊ ّ‬
‫ِ‬ ‫ﺖ ﻣﺘّﺤﺪ ٍﺓ‬ ‫ﺫﺭ ِﺓ ﻛﺒﺮﻳ ٍ‬
‫ﺕ ‪ SO4‬ﻣﻦ ّ‬
‫ِ ‪2-‬‬
‫ﻳﺘﻜﻮ ُﻥ ﺃﻳﻮ ُﻥ ﺍﻟﻜﺒﺮﻳﺘﺎ‬
‫ّ‬ ‫ً‬
‫ﻣﺜﻼ‬
‫ﻕ ﺍﻷﻳﻮﻧﻴ ّ ِﺔ ﺍﻟﻤﺮﻛﱠ ِﺒﺔ ‪:‬‬
‫ﺾ ﺍﻟﺸﻘﻮ ِ‬‫ﺗﺮﻛﻴﺐ ﺑﻌ ِ‬
‫ُ‬ ‫ً‬
‫ﺟﺪﻭﻻ ﻓﻴﻪ‬ ‫ﺃﻛﺴﺠﻴ ٍﻦ ‪ .‬ﻭﺿ ْﻌﻨﺎ‬
‫ﺍﻷﻳﻮﻧﺎﺕ ﺍﻟﻤﺮ ّﻛﺒﺔ‬

‫ﻓﻮﺳﻔﺎﺕ‬ ‫ﺳﻠﻴﻜﺎﺕ‬ ‫ﻛﺮﺑﻮﻧﺎﺕ‬ ‫ﻛﺒﺮﻳﺘﺎﺕ‬ ‫ﺍﺳﻢ ﺍﻷﻳﻮ ِﻥ‬

‫ُ‬
‫ٌ‬ ‫ٌ‬ ‫ٌ‬ ‫ٌ‬
‫‪PO4‬‬
‫‪3-‬‬
‫‪SiO3‬‬
‫‪2-‬‬
‫‪CO3‬‬
‫‪2-‬‬
‫‪SO4‬‬
‫‪2-‬‬ ‫ﺻﻴﻐﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫‪-3‬‬ ‫‪-2‬‬ ‫‪-2‬‬ ‫‪-2‬‬ ‫ﺷﺤﻨﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫ﻛﺮﺑﻮﻧﺎﺕ‬
‫ٌ‬ ‫ﺍﺳﻢ ﺍﻷﻳﻮ ِﻥ‬
‫ﻧﻴﺘﺮﺍﺕ‬
‫ٌ‬ ‫ﻫﻴﺪﺭﻭﻛﺴﻴ ٌﺪ‬ ‫ﺃﻣﻮﻧﻴﻮﻡ ٌ‬
‫ﻫﻴﺪﺭﻭﺟﻴﻨﻴّﺔ ٌ‬

‫‪NO3‬‬
‫‪-‬‬
‫‪HCO3‬‬
‫‪-‬‬
‫‪OH-‬‬ ‫‪NH4‬‬
‫‪+‬‬
‫ﺻﻴﻐﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫‪-1‬‬ ‫‪-1‬‬ ‫‪-1‬‬ ‫‪+1‬‬ ‫ﺷﺤﻨﺔ ُ ﺍﻷﻳﻮ ِﻥ‬

‫‪p‬‬
‫‪É¡Fɪ°SC‬‬ ‫‪p côŸG‬‬
‫‪Gh äÉÑ‬‬ ‫‪p‬‬
‫‪≠p «°U áHÉàc‬‬ ‫‪p‬‬
‫‪‘ Ió°ùcC‬‬ ‫‪p‬‬
‫‪’G OGóYC‬‬ ‫‪G ∞«XƒJ‬‬
‫‪Using Oxidation Numbers in Writing‬‬
‫‪s‬‬ ‫‪o‬‬

‫‪Compounds' Formulas and Names‬‬

‫ﻛﻴﻤﻴﺎﺋﻲ؟‬
‫ﱟ‬ ‫ﻧﻜﺘﺐ ﺻﻴﻐﺔَ ﻣﺮ ّﻛ ٍ‬
‫ﺐ‬ ‫ُ‬ ‫ﻛﻴﻒ‬
‫ِ‬
‫ﺃﺳﻤﺎﺋﻬﺎ ‪.‬‬ ‫ﺕ ﻭﻛﺘﺎﺑﺔ ُ‬ ‫ﺻﻴﻎ ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬‫ِ‬ ‫ﻤﻜ ُﻦ ﺗﻮﻗ ّ ُﻊ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﺃﻋﺪﺍ ِﺩ ﺍﻷﻛﺴﺪ ِﺓ ﻳ ُ ِ‬
‫ﺻﻴﻎ ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺕ‪:‬‬ ‫ِ‬ ‫ِ‬
‫ﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﺗ ّﺒِ ِﻊ ﺍﻟﺨﻄﻮﺍ ِ‬
‫ﺕ ﺍﻟﺘﺎﻟﻴﺔَ‬
‫ﺍﻟﺬﺭﻳ ّ ِﺔ )ﺍﻟﺸ ﱢﻖ( ﻋﻠﻰ ﺃﻥ ﺗﻜﻮ َﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ُ‬ ‫ِ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ّ‬ ‫‪ .1‬ﻛﺘﺎﺑﺔ ُ ﺭﻣ ِﺰ ﺍﻟﻌﻨﺼ ِﺮ ﺃﻭ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ﺇﻟﻰ ﺍﻟﻴﻤﻴ ِﻦ ‪.‬‬ ‫ﺍﻟﺸﺤﻨﺔ ﺇﻟﻰ ﺍﻟﻴﺴﺎ ِﺭ ﻭﺳﺎﻟﺒﺔ ُ‬ ‫ِ‬ ‫ﺟﺒَﺔ ُ‬
‫ﺍﻟﺬﺭﻳّﺔ ُ ﻣﻮ َ‬
‫ّ‬
‫ِ‬
‫ﻛﺘﺎﺑﺔ‬ ‫ﺍﻟﺬﺭﻳ ّ ِﺔ ﺑﺪﻭ ِﻥ‬ ‫ِ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ّ‬ ‫ﺗﺤﺖ ﺍﻟﻌﻨﺼ ِﺮ ﺃﻭ‬ ‫َ‬ ‫‪ .2‬ﻛﺘﺎﺑﺔ ُ ﻋﺪ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫ﺖ ﻣﺘﺴﺎﻭﻳﺔً(‪.‬‬ ‫ﺐ ﺃﻋﺪﺍﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ﺍﻟﺸﺤﻨﺔ ‪ +‬ﺃﻭ ‪) -‬ﻻ ﺗ ُﻜﺘ َ ُ‬ ‫ِ‬

‫‪115‬‬
 ‫ﺍﻟﻤﻘﺺ( ‪.‬‬
‫ﱢ‬ ‫ﺕ ﺍﻷﻳﻮ ِﻥ )ﻋﻤﻠﻴّﺔ ُ‬ ‫‪ .3‬ﺗﺒﺎﺩ ُﻝ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺃﻭ ﺷﺤﻨﺎ ِ‬
‫ﺿ ُﻊ ﺍﻟﻤﺠﻤﻮﻋﺔ ُ‬ ‫ﺐ ‪ ،‬ﻭﺗﻮ َ‬ ‫ﺐ ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ ﻟﻠﻤﺮﻛﱠ ِ‬ ‫‪ .4‬ﺗ ُﻜﺘ َ ُ‬
‫ٍ‬
‫ﺷﺤﻨﺔ‬ ‫ﺐ ﻋﺪﺩُ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺑﺪﻭ ِﻥ‬ ‫ﺍﻟﺬﺭﻳّﺔ ُ ‪ ،‬ﺇﺫﺍ ُﻭ ِﺟﺪﺕ ‪ ،‬ﺩﺍﺧ َﻞ ﺍﻟﻘﻮ ِ‬
‫ﺱ ‪ ،‬ﻭﻳُﻜﺘ َ ُ‬ ‫ّ‬
‫ﺱ‪.‬‬
‫ﺑﻌ َﺪ ﺍﻟﻘﻮ ِ‬
‫ﺐ‪.‬‬ ‫ﺟ ِ‬‫ﺛﻢ ﺑﺎﻷﻳﻮ ِﻥ ﺍﻟﻤﻮ َ‬ ‫ِ‬
‫ﺑﺎﻟﺒﺪﺀ ﺑﺎﻷﻳﻮ ِﻥ ﺍﻟﺴﺎﻟ ِ‬
‫ﺐ‪ّ ،‬‬ ‫‪ .5‬ﺗﺘ ﱡﻢ ﺍﻟﺘﺴﻤﻴﺔ ُ‬
‫ﻂ ﺍﻟﺘﺎﻟﻲ ﻫﺬﻩ ﺍﻟﺨﻄﻮﺍ ِ‬
‫ﺕ‪:‬‬ ‫ﺢ ﺍﻟﻤﺨﻄ ّ ُ‬ ‫ﺿ ُ‬‫ﻭﻳُﻮ ﱢ‬
‫ّﺃﻭ ًﻻ‪ :‬ﻋﻨﺪ ﺍﺗّﺤﺎ ِﺩ ﻓﻠ ﱟﺰ ﺑﻼﻓﻠ ﱟﺰ‬
‫ﺗﻄﺒﻴﻘﻲ‬
‫ﱞ‬ ‫ﻣﺜﺎ ٌﻝ‬
‫ﻛﻠﻮﺭﻳ ُﺪ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ‬

‫ﺍﻟﻔﻠ ﱡﺰ ﺃﻭ‬ ‫ﺍﻟﻼﻓﻠ ﱡﺰ‬

‫ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ‬
‫‪3+‬‬ ‫‪-‬‬

‫ُ‬
‫‪Al‬‬ ‫‪Cl‬‬

‫ﺍﻟﺮﻣﺰ‬
‫ُ‬ ‫ﺍﻟﺮﻣﺰ‬
‫ُ‬ ‫‪.1‬‬
‫‪3+‬‬ ‫‪-‬‬
‫‪Al‬‬ ‫‪Cl‬‬

‫ﻋﺪﺩُ‬ ‫ﻋﺪﺩُ‬ ‫‪.2‬‬

‫ﺍﻟﺘﺄﻛﺴ ِﺪ‬ ‫ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫‪3‬‬ ‫‪1‬‬

‫‪ .3‬ﺗﺒﺎﺩ ُﻝ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬

‫‪1‬‬ ‫‪3‬‬

‫>‬ ‫>‬
‫‪AlCl3‬‬ ‫ﻧﻜﺘﺐ ﺍﻟﺼﻴﻐﺔَ ﺍﻟﻨﻬﺎﺋﻴﺔَ‬
‫ّ‬ ‫ُ‬ ‫‪.4‬‬

‫ﻛﻠﻮﺭﻳ ُﺪ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ‬ ‫‪ .5‬ﺗﺴﻤﻴﺔ ُ ﺍﻟﻤﺮﻛﱠ ِ‬

‫ﺐ‬

‫‪116‬‬
 ‫ﺫﺭﻳّ ٍﺔ(‬ ‫ٍ‬
‫)ﻣﺠﻤﻮﻋﺔ ّ‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﻋﻨﺪﻣﺎ ﻳﺤﺘﻮﻱ ﺍﻟﻤﺮﻛﱠ ُ‬
‫ﺐ ﻋﻠﻰ ﺷﻖﱟ‬ ‫ً‬

‫ﺗﻄﺒﻴﻘﻲ‬
‫ﱞ‬ ‫ﻣﺜﺎ ٌﻝ‬
‫ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ‬
‫ُ‬

‫ﺍﻟﻔﻠ ﱡﺰ ﺃﻭ‬ ‫ﺍﻟﺸﻖﱡ‬

‫ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ‬
‫ُ‬ ‫ﺍﻟﺬﺭﻳّﺔ ُ‬
‫ﻭﺍﻟﻤﺠﻤﻮﻋﺔ ُ ّ‬
‫‪+‬‬ ‫‪2-‬‬
‫‪Na‬‬ ‫‪CO3‬‬

‫ﺻﻴﻐﺔ ُ‬
‫‪Na‬‬
‫‪+‬‬
‫‪CO3‬‬
‫‪2-‬‬
‫ﺍﻟﺮﻣﺰ‬
‫ُ‬ ‫ﺍﻟﺸ ﱢﻖ‬
‫‪.1‬‬

‫ﻋﺪﺩُ‬ ‫ﻋﺪﺩُ‬ ‫‪.2‬‬

‫‪1‬‬ ‫‪2‬‬ ‫ﺍﻟﺸﺤﻨﺎﺕِ‬ ‫ﺍﻟﺸﺤﻨﺎﺕِ‬

‫‪ .3‬ﺗﺒﺎﺩ ُﻝ ﺍﻟﺸﺤﻨﺎ ِ‬
‫ﺕ‬

‫‪2‬‬ ‫‪1‬‬

‫>‬ ‫>‬‫ﻧﻜﺘﺐ ﺍﻟﺼﻴﻐﺔَ ﺍﻟﻨﻬﺎﺋﻴﺔَ‬ ‫‪.4‬‬

‫‪Na2CO3‬‬ ‫ّ‬ ‫ُ‬
‫ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ‬
‫ُ‬ ‫‪ .5‬ﺗﺴﻤﻴﺔ ُ ﺍﻟﻤﺮﻛﱠ ِ‬
‫ﺐ‬

‫‪117‬‬
 ‫ﺧﻄﻮﺍﺕ ِ‬
‫ﻛﺘﺎﺑﺔ ﺍﻟﺼﻴ ِﻎ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺐ ﺍﻟﺼﻴ َﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﻟﻠﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺕ‬ ‫ﺍﻛﺘ ِ‬

‫‪Agg+‬‬ ‫‪B‬‬
‫‪Br-‬‬ ‫ﺍﻟﻔﻀ ِﺔ‬
‫‪ .1‬ﺑﺮﻭﻣﻴ ُﺪ ّ‬
‫ﻛﺘﺎﺑﺔ ُ ﺭﻣ ِﺰ ﺍﻷﻳﻮ ِﻥ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ(‬ ‫ﻛﺘﺎﺑﺔ ُ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺃﺳﻔ َﻞ ﺍﻟﻌﻨﺼ ِﺮ )ﻣﻊ ﺣﺬ ِ‬
‫ﻑ‬
‫‪1‬‬ ‫‪1‬‬
‫)ﺍﻟﻤﻘﺺ(‬
‫ﱡ‬ ‫ﺗﺒﺎﺩ ُﻝ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ‪AgBr :‬‬

‫‪Al3+‬‬
‫‪Al‬‬ ‫‪O2-‬‬ ‫‪ .2‬ﺃﻛﺴﻴﺪ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ‬
‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺮﻣﻮ ِﺯ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ(‬ ‫ﻛﺘﺎﺑﺔ ُ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺃﺳﻔ َﻞ ﺍﻟﻌﻨﺼ ِﺮ )ﻣﻊ ﺣﺬ ِ‬
‫ﻑ‬
‫‪3‬‬ ‫‪2‬‬
‫)ﺍﻟﻤﻘﺺ(‬
‫ﱡ‬ ‫ﺗﺒﺎﺩ ُﻝ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ‪Al2O3 :‬‬
‫‪ .3‬ﻫﻴﺪﺭﻭﻛﺴﻴ ُﺪ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ‬
‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺮﻣﻮ ِﺯ‬
‫‪Ca2+‬‬ ‫‪OH-‬‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ(‬ ‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺸﺤﻨﺔ ﺃﺳﻔ َﻞ ﺍﻟﻌﻨﺼ ِﺮ )ﻣﻊ ﺣﺬ ِ‬
‫ﻑ‬
‫)ﺍﻟﻤﻘﺺ(‬
‫ﱡ‬ ‫ﺗﺒﺎﺩ ُﻝ ﺍﻟﺸﺤﻨﺔ‬
‫‪2‬‬ ‫‪1‬‬
‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ‪Ca(OH)2 :‬‬
‫ﻛﺒﺮﻳﺘﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ‬
‫ُ‬ ‫‪.4‬‬
‫‪Na+‬‬ ‫‪SO42-‬‬ ‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺮﻣﻮ ِﺯ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ(‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﺸﺤﻨﺔ ﺃﺳﻔﻞ ﺍﻟﻌﻨﺼﺮ )ﻣﻊ ﺣﺬ ِ‬
‫ﻑ‬
‫)ﺍﻟﻤﻘﺺ(‬
‫ﱡ‬ ‫ﺗﺒﺎﺩﻝ ﺍﻟﺸﺤﻨﺔ‬
‫‪1‬‬ ‫‪2‬‬
‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ‪Na2SO4 :‬‬
‫‪ .5‬ﺃﻛﺴﻴ ُﺪ ﺍﻟﺒﺎﺭﻳﻮﻡ ِ‬
‫‪Ba2+‬‬ ‫‪O2-‬‬ ‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺮﻣﻮ ِﺯ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ(‬ ‫ﻛﺘﺎﺑﺔ ُ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ ﺃﺳﻔ َﻞ ﺍﻟﻌﻨﺼ ِﺮ )ﻣﻊ ﺣﺬ ِ‬
‫ﻑ‬
‫‪2‬‬ ‫‪2‬‬ ‫)ﺍﻟﻤﻘﺺ(‬
‫ﱡ‬ ‫ﺗﺒﺎﺩ ُﻝ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‬
‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ‪BaO :‬‬
‫ﻧﻴﺘﺮﺍﺕ ﺍﻷﻣﻮﻧﻴﻮﻡ‬
‫ُ‬ ‫‪.6‬‬
‫‪NH4+‬‬ ‫‪NO3-‬‬
‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺮﻣﻮ ِﺯ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ(‬ ‫ﻛﺘﺎﺑﺔ ُ ﺍﻟﺸﺤﻨﺔ ﺃﺳﻔﻞ ﺍﻟﻌﻨﺼﺮ )ﻣﻊ ﺣﺬ ِ‬
‫ﻑ‬
‫‪1‬‬ ‫‪1‬‬ ‫ﺗﺒﺎﺩﻝ ﺍﻟﺸﺤﻨﺔ )ﺍﻟﻤﻘﺺ(‬
‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻨﻬﺎﺋﻴّﺔ ُ ‪NH4NO3‬‬

‫‪118‬‬
 ‫ﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ﺃﻧ َ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﻓﻲ ﺟﺴﻢ ِ ﺍﻻﻧﺴﺎ ِﻥ ‪. . .‬‬
‫ُ‬
‫ًّ‬
‫ﺗﺮﻛﻴﺰﺍ ﺩﺍﺧ َﻞ ﺍﻟﺨﻼﻳﺎ ‪ ،‬ﻭﻫﻮ ﻣﻬ ﱞﻢ ﺟﺪﺍ ﻓﻲ‬
‫ً‬ ‫ﺍﻷﻛﺜﺮ‬ ‫ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ُ‪ :‬ﻫﻮ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺬﺍﺋﺒﺔ‬
‫ِ‬
‫َ‬
‫ﻧﻘﺼﻪ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ُ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ‪ .‬ﻳُﺆﺩّﻱ‬ ‫ِ‬ ‫ﺍﻟﻌﻀﻠﻲ ﻭﺍﻧﺘﻘﺎ ِﻝ ﺍﻹﺷﺎﺭﺍ ِ‬
‫ﺕ‬ ‫ﱢ‬ ‫ﺽ‬‫ﺍﻻﻧﻘﺒﺎ ِ‬
‫ﻭﺑﺸﻜﻞ‬
‫ٍ‬ ‫ﻭﺍﻟﺨﻀﺮﻭﺍﺕ ‪،‬‬
‫ُ‬ ‫ﺍﻟﻔﻮﺍﻛﻪ‬
‫ُ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪:‬‬ ‫ُ‬ ‫ﺕ ﻋﻀﻠﻴ ّ ٍﺔ ‪.‬‬ ‫ﻕ ﺍﻟﺸﺪﻳ ِﺪ ‪ ،‬ﺇﻟﻰ ﺗﻘﻠّﺼﺎ ٍ‬ ‫ﺍﻟﺘﻌﺮ ِ‬
‫ّ‬
‫ﻭﺍﻟﺰﺑﻴﺐ ﻭﺍﻟﺒﻄﺎﻃﺎ ﻭﺍﻟﻔﺎﺻﻮﻟﻴﺎﺀ ُ ‪.‬‬ ‫ُ‬ ‫ﻭﺍﻟﺘﻤﻮﺭ‬
‫ُ‬ ‫ﻭﺍﻷﻧﺎﻧﺎﺱ ﻭﺍﻟﺒﺮﺗﻘﺎ ُﻝ ﻭﺍﻟﺘ ّﻔ ُ‬
‫ﺎﺡ‬ ‫ُ‬ ‫ﺍﻟﻤﻮﺯ‬
‫ُ‬ ‫ﺧﺎﺹ‬‫ﱟ‬
‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫َ‬ ‫ﺐ ﺍﻟﻬﻴﻤﻮﺟﻠﻮﺑﻴ ِﻦ ﻭﺍﻟﻤﻴﻮﺟﻠﻮﺑﻴ ِﻦ ﺍﻟﺬﻱ ﻳﻨﻘ ُﻞ‬ ‫ﺍﻟﺤﺪﻳ ُﺪ‪ :‬ﻳﺪﺧ ُﻞ ﻓﻲ ﺗﺮﻛﻴ ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪.‬‬ ‫ِ‬ ‫ﺇﻧﺘﺎﺝ‬
‫ِ‬ ‫ﺕ ‪ ،‬ﻭﻓﻲ‬ ‫ﺐ ﺍﻹﻧﺰﻳﻤﺎ ِ‬ ‫ﺕ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻭﻓﻲ ﺗﺮﻛﻴ ِ‬ ‫ﺇﻟﻰ ﻋﻀﻼ ِ‬
‫ﺍﻷﻋﻀﺎﺀ ﺍﻟﺪﺍﺧﻠﻴ ّ ِﺔ ﻣﺜ ُﻞ ﺍﻟﻜﺒ ِﺪ ﻭﺍﻟﻜﻠﻰ( ‪ ،‬ﺍﻷﺳﻤﺎ ِﻙ ‪،‬‬ ‫ِ‬ ‫ﺧﺎﺹ ﻟﺤﻮﻡ ُ‬ ‫ﱟ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪ :‬ﺍﻟﻠﺤﻮﻡ ُ )ﻭﺑﺸﻜﻞ‬ ‫ُ‬
‫ِ‬
‫ﺱ(‪ ،‬ﺍﻟﻔﻮﺍﻛﻪ ﺍﻟﻤﺠﻔﻔﺔ ‪ ،‬ﺍﻟﺠﻮ ِﺯ ‪ ،‬ﺭﻗﺎﺋ ِﻖ ﺍﻟﺬﺭﺓ ‪.‬‬ ‫ِ‬ ‫ﱠ‬ ‫ِ‬ ‫ﺺ ‪ ،‬ﻓﻮ ٍﻝ ‪ ،‬ﻋﺪ ٍ‬ ‫)ﺣﻤ ٍ‬ ‫ّ‬ ‫ِ‬
‫ﺾ ‪ ،‬ﺍﻟﺒﻘﻮﻟﻴّﺎﺕ‬ ‫ﻭﺻﻔﺎ ِﺭ ﺍﻟﺒﻴ ِ‬
‫ﺕ ﺍﻟﺤﻴﻮﻳ ّ ِﺔ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪،‬‬ ‫ﺃﻧﻮﺍﻉ ﻋﺪﻳﺪ ٍﺓ ﻣﻦ ﺍﻹﻧﺰﻳﻤﺎ ِ‬ ‫ٍ‬ ‫ﺐ‬ ‫)ﺍﻟﺰﻧﻚ(‪ :‬ﻳﺪﺧ ُﻞ ﻓﻲ ﺗﺮﻛﻴ ِ‬ ‫ُ‬ ‫ﺍﻟﺨﺎﺭﺻﻴﻦ‬
‫ُ‬
‫ﻭﻣﻨﻊ ﻓﻘ ِﺮ ﺍﻟﺪﻡ ِ ‪،‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻄﺒﻴﻌﻲ ﻟﻸﻋﻀﺎﺀ ﺍﻟﺘﻨﺎﺳﻠﻴّﺔ ‪،‬‬ ‫ِ‬ ‫ﱢ‬ ‫ﻂ ﻋﻤ َﻞ ﺍﻷﻧﺴﻮﻟﻴ ِﻦ ‪ .‬ﻫﻮ ﺿﺮﻭﺭﻱﱞ ﻟﻠﻨﻤ ِﻮ‬ ‫ﻭﻳُﻨ ﱢﺸ ُ‬
‫ﺃﻱ ﻣﺎﺩّﺓ ﺑﺮﻭﺗﻴﻨﻴ ّ ٍﺔ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪ :‬ﱡ‬ ‫ﺑﺸﻜﻞ ﻋﺎﻡﱟ ‪.‬‬ ‫ٍ‬ ‫ﺍﻟﻨﻤﻮ‬
‫ﱢ‬ ‫ﻭﺗﻨﺸﻴﻂ ﻋﻤﻠﻴّﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺍﻟﺠﺮﻭﺡ ‪،‬‬ ‫ِ‬ ‫ِ‬
‫ﻭﺷﻔﺎﺀ‬
‫ُ‬
‫ﻭﺍﻟﺒﻴﺾ ‪.‬‬ ‫ُ‬ ‫ﻭﺍﻟﺠﻮﺯ ‪،‬‬ ‫ُ‬ ‫ﻋﺪﺱ( ‪،‬‬ ‫ٌ‬ ‫ﺺ‪،‬‬ ‫ﺣﻤ ٌ‬ ‫ّ‬ ‫ﺎﺕ )ﻓﻮ ٌﻝ ‪،‬‬ ‫ﺣﻴﻮﺍﻧﻲ ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﺒﻘﻮﻟﻴ ّ ُ‬ ‫ﱟ‬ ‫ﻣﻦ ﻣﺼﺪ ٍﺭ‬
‫ﺒﺮ ﺃﺣ ُﺪ‬ ‫ﺑﺨﺎﺻ ٍﺔ ﺍﻟﻤﺎﺀ ُ ‪ ،‬ﻭﻳُﻌﺘ َ ُ‬ ‫ّ‬ ‫ﺗﻮﺯﻳﻊ ﺳﻮﺍﺋ ِﻞ ﺍﻟﺠﺴﻢ ِ‬ ‫ِ‬ ‫ﺍﻟﺼﻮﺩﻳﻮﻡ ُ‪ :‬ﻳﻌﻤ ُﻞ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ِ‬
‫ﺍﻟﺤﻤﻀﻲ ﻭﺍﻟﻘﺎﻋﺪﻱﱢ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪.‬‬ ‫ﱢ‬ ‫ﺍﻟﻤﺴﺆﻭﻟﺔ ﻋﻦ ﺍﻟﺘﻮﺍﺯﻧﻴﻦ‬ ‫ِ‬ ‫ﺕ‬‫ﺕ ﺍﻟﺒﻴﻜﺮﺑﻮﻧﺎ ِ‬ ‫ﻣﻜﻮﻧﺎ ِ‬ ‫ﱢ‬
‫ﺍﻟﻤﻠﺢ ‪.‬‬ ‫ِ‬ ‫ﺃﻱ ﻣﺎﺩّ ٍﺓ ﻏﺬﺍﺋﻴ ّ ٍﺔ ﺗﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫ﱡ‬ ‫ﻣﻠﺢ ﺍﻟﻄﻌﺎﻡ ِ ﺃﻭ‬ ‫ُ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪:‬‬ ‫ُ‬
‫ﺗﺮﻛﻴﺰﺍ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻳﺪﺧ ُﻞ ‪ 99%‬ﻣﻨﻪ ﻓﻲ‬ ‫ً‬ ‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ُ‪ :‬ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ُ ﻣﻦ ﺃﻛﺜ ِﺮ ﺍﻟﻤﻌﺎﺩ ِﻥ‬
‫ﺙ‬‫ﺒﺮ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ُ ﺿﺮﻭﺭﻳ ًّﺎ ﻟﺤﺪﻭ ِ‬ ‫ﺕ ‪ .‬ﻳُﻌﺘ َ ُ‬ ‫ﺐ ﺍﻟﻌﻈﺎﻡ ِ ﻭﺍﻷﺳﻨﺎ ِﻥ ‪ ،‬ﻭﺍﻟﺒﺎﻗﻲ ﻓﻲ ﺍﻟﻌﻀﻼ ِ‬ ‫ﺗﺮﻛﻴ ِ‬
‫ﻣﺼﺎﺩﺭﻩ‬ ‫ُ‬ ‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ ﺗﺨﺜ ّ ِﺮ ﺍﻟﺪﻡ ِ ‪.‬‬ ‫ﺕ ﺍﻟﻌﺼﺒﻴ ّ ِﺔ ‪ ،‬ﻭﻳ ُ ِ‬ ‫ﺍﻟﻌﻀﻠﻲ ﻭﺍﻧﺘﻘﺎ ِﻝ ﺍﻹﺷﺎﺭﺍ ِ‬ ‫ﱢ‬ ‫ﺽ‬
‫ﺍﻻﻧﻘﺒﺎ ِ‬
‫ﻭﺍﻟﺨﻀﺎﺭ ﺍﻟﻮﺭﻗﻴّﺔ ُ ﺍﻟﺪﺍﻛﻨﺔ ُ ﺍﻟﻠﻮﻥ ‪.‬‬ ‫ُ‬ ‫ﻭﺍﻟﺒﻴﺾ ‪ ،‬ﻭﺍﻷﺳﻤﺎ ُﻙ ‪،‬‬ ‫ُ‬ ‫ﺍﻟﺤﻠﻴﺐ ﻭﻣﺸﺘ ّﻘﺎﺗ ُﻪ ‪،‬‬ ‫ُ‬ ‫ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪:‬‬
‫ﺐ ﺍﻟﻌﻈﺎﻡ ِ ﻭﺍﻷﺳﻨﺎ ِﻥ ‪ ،‬ﻭﻳﺘﺮ ّﻛ ُﺰ ‪ 80%‬ﻣﻦ‬ ‫ﺍﻟﻔﻮﺳﻔﻮﺭ ﻣﻊ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ ﻓﻲ ﺗﺮﻛﻴ ِ‬ ‫ُ‬ ‫ﺍﻟﻔﻮﺳﻔﻮﺭ‪ :‬ﻳﺘﺸﺎﺭ ُﻙ‬ ‫ُ‬
‫ﺾ ﺃﻭ‬ ‫ﺺ ﻣﻦ ﺍﻟﺤﻮﺍﻣ ِ‬ ‫ّ‬
‫ﺍﻟﻔﻮﺳﻔﻮﺭ ﻓﻲ ﻋﻤﻠﻴّﺔ ﺍﻟﺘﺨﻠ ِ‬ ‫ِ‬ ‫ُ‬ ‫ﻓﻮﺳﻔﻮ ِﺭ ﺍﻟﺠﺴﻢ ِ ﻓﻲ ﺗﻠﻚ ﺍﻟﻤﻨﺎﻃ ِﻖ ‪ .‬ﻭﻳﺪﺧ ُﻞ‬
‫ﺏ‪ ،‬ﻭﻳﺪﺧ ُﻞ ﻓﻲ‬ ‫ﻭﻧﺸﺎﻁ ﺍﻷﻋﺼﺎ ِ‬ ‫ِ‬ ‫ﺽ ﺍﻟﻌﻀﻼ ِ‬
‫ﺕ‬ ‫ﺍﻟﻘﻮﺍﻋ ِﺪ ﺍﻟﺰﺍﺋﺪ ِﺓ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪ ،‬ﻛﻤﺎ ﺃﻧّﻪ ﺿﺮﻭﺭﻱﱞ ﻻﻧﻘﺒﺎ ِ‬
‫ﺑﻴﻦ ﺍﻷﻓﺮﺍ ِﺩ ‪ .‬ﻭﻳﺪﺧ ُﻞ ﻓﻲ‬ ‫ﺕ ﺍﻟﻮﺭﺍﺛﻴ ّ ِﺔ َ‬ ‫ﺍﻟﻤﺴﺆﻭﻟﺔ ﻋﻦ ﻧﻘ ِﻞ ﺍﻟﺼﻔﺎ ِ‬ ‫ِ‬ ‫ﺽ ﺍﻟﻨﻮﻭﻳ ّ ِﺔ ﺍﻷﺳﺎﺳﻴ ّ ِﺔ‬ ‫ﺐ ﺍﻷﺣﻤﺎ ِ‬ ‫ﺗﺮﻛﻴ ِ‬
‫ﺃﻧﻮﺍﻋﻬﺎ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﺠﻮﺯ ‪ ،‬ﺍﻟﻠﺤﻮﻡ ُ ﻋﻠﻰ‬ ‫ُ‬ ‫ﺐ‪،‬‬ ‫ﺎﺕ ﺍﻟﺤﻠﻴ ِ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪ :‬ﻣﺸﺘ ّﻘ ُ‬ ‫ُ‬ ‫ﺕ‪.‬‬ ‫ﺾ ﺍﻹﻧﺰﻳﻤﺎ ِ‬ ‫ﺐ ﺑﻌ ِ‬ ‫ﺗﺮﻛﻴ ِ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺤﻴﻮﻳ ّ ِﺔ ﻓﻲ‬ ‫ِ‬ ‫ﺑﻌﺾ‬
‫َ‬ ‫ﺕ ‪ ،‬ﻭﻳُﻨﻈﱢ ُﻢ‬ ‫ﺾ ﺍﻟﻔﻴﺘﺎﻣﻴﻨﺎ ِ‬ ‫ﺕ ﻭﺑﻌ ِ‬ ‫ﺐ ﺍﻟﻬﺮﻣﻮﻧﺎ ِ‬ ‫ﺍﻟﻜﺒﺮﻳﺖ‪ :‬ﻳﺪﺧ ُﻞ ﻓﻲ ﺗﺮﻛﻴ ِ‬ ‫ُ‬
‫ﻭﺍﻟﺠﺒﻦ ‪ ،‬ﻭﺍﻟﻔﺎﺻﻮﻟﻴﺎﺀ ُ ‪.‬‬ ‫ُ‬ ‫ﻭﺍﻟﺒﻴﺾ ‪،‬‬ ‫ُ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪ :‬ﺍﻟﻠﺤﻮﻡ ُ ‪ ،‬ﻭﺍﻟﻜﺒ ُﺪ ‪ ،‬ﻭﺍﻷﺳﻤﺎ ُﻙ ‪،‬‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ﺾ ﺃﻧﺰﻳﻤﺎﺕ‬ ‫ﺐ ﺍﻟﻌﻈﺎﻡ ِ ﻭﺑﻌ ِ‬ ‫ﺍﻟﻌﺼﺒﻲ ‪ ،‬ﻭﻳﺪﺧ ُﻞ ﻓﻲ ﺗﺮﻛﻴ ِ‬ ‫ﱢ‬ ‫ﺕ ﻭﺍﻟﺠﻬﺎ ِﺯ‬ ‫ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ُ‪ :‬ﺿﺮﻭﺭﻱﱞ ﻟﻠﻌﻀﻼ ِ‬
‫ﻭﺍﻟﻘﻤﺢ ‪ ،‬ﻭﺍﻟﺬﺭﺓُ ‪ ،‬ﻭﺍﻟﺸﻮﻛﻮﻻ ‪،‬‬ ‫ُ‬ ‫ﺎﺕ ‪ ،‬ﻭﻓﻮ ُﻝ ﺍﻟﺼﻮﻳﺎ ‪،‬‬ ‫ﺍﻟﺠﻮﺯ ‪ ،‬ﻭﺍﻟﺒﻘﻮﻟﻴ ّ ُ‬ ‫ُ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪:‬‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ّ‬
‫ﻭﺍﻟﺒﺎﺯﻻﺀ ُ ‪.‬‬ ‫ﻭﺍﻟﺠﺰﺭ ‪ ،‬ﻭﺍﻷﻃﻌﻤﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ‪،‬‬ ‫ُ‬
‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﻓﻲ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘﻔﺎﻋﻼ ِ‬ ‫ِ‬ ‫ﺐ ﻫﺮﻣﻮ ِﻥ ﺍﻟﺜﻴﺮﻭﻛﺴﻴ ِﻦ ﺍﻟﻀﺮﻭﺭﻱﱢ ﻟﺰﻳﺎﺩ ِﺓ‬ ‫ﺍﻟﻴﻮﺩُ‪ :‬ﻳﺪﺧ ُﻞ ﻓﻲ ﺗﺮﻛﻴ ِ‬
‫ﻚ‪،‬‬ ‫ﺖ ﺍﻟﺴﻤ ِ‬ ‫ﺍﻟﻤﻘﻮﻯ ﺑﺎﻟﻴﻮ ِﺩ ‪ ،‬ﻭﺍﻷﻃﻌﻤﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ‪ ،‬ﻭﺯﻳ ُ‬ ‫ّ‬ ‫ﻣﻠﺢ ﺍﻟﻄﻌﺎﻡ ِ‬ ‫ُ‬ ‫ﻣﺼﺎﺩﺭﻩ ﺍﻟﻐﺬﺍﺋﻴّﺔ ُ‪:‬‬ ‫ُ‬ ‫ﺍﻟﺠﺴﻢ ِ ‪.‬‬
‫ﺗﺮﺑﺔ ﻏﻨﻴ ّ ٍﺔ ﺑﺎﻟﻴﻮ ِﺩ ‪.‬‬ ‫ﻉ ﻓﻲ ٍ‬ ‫ُﺰﺭ ُ‬ ‫ﻭﺍﻟﺨﻀﺎﺭ ﺍﻟﺘﻲ ﺗ َ‬ ‫ُ‬

‫‪119‬‬
 ‫ﺍﻟﺠﺰﻳﺌﻲ‬
‫ﱢ‬ ‫ﺝ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﻨﻤﻮﺫ ِ‬
‫ﺝ‬ ‫ﺗﻨﻤﻴﺔ ُ ِ‬
‫ﻣﻬﺎﺭﺓ ﺻﻨ ِﻊ ﺍﻟﻨﻤﺎﺫ ِ‬
‫ﻣﺨﺘﻠ ِﻔﺔ ﺍﻷﺣﺠﺎﻡ ِ ﻭﺍﻷﻟﻮﺍ ِﻥ ‪.‬‬
‫ﺕ ِ‬ ‫ﺍﺕ ﺑﻜﺮﻳّﺎ ٍ‬ ‫ﺍﻟﺠﺰﻳﺌﻲ‪ :‬ﺗ ُﻤﺜ ﱠ ُﻞ ّ‬
‫ﺍﻟﺬﺭ ُ‬ ‫ﱡ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ‬
‫ُ‬
‫ﺍﻟﻌﺮﺑﻲ‬
‫ﱡ‬ ‫ﺍﻻﺳﻢ‬
‫ُ‬
‫ﻧﻤﻮﺫﺟُﻬﺎ‬ ‫ﺭﻣﺰﻫﺎ‬
‫ُ‬ ‫ﺍﻟﻼﺗﻴﻨﻲ‬
‫ﱡ‬ ‫ﺍﻻﺳﻢ‬
‫ُ‬ ‫ﻟﻠﺬﺭﺓِ‬
‫‪H‬‬ ‫‪Hydrogen‬‬ ‫ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ‬
‫ُ‬
‫‪O‬‬ ‫‪Oxygen‬‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫ُ‬

‫‪N‬‬ ‫‪Nitrogen‬‬ ‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ‬

‫ُ‬

‫‪C‬‬ ‫‪Carbon‬‬ ‫ﺍﻟﻜﺮﺑﻮ ُﻥ‬

‫‪Cl‬‬ ‫‪Chlorine‬‬ ‫ﺍﻟﻜﻠﻮﺭ‬

‫ُ‬
‫ٍ‬
‫ﻣﺮﺗﺒﻄﺔ ‪.‬‬ ‫ﺫﺭ ِﺍﺗﻬﺎ ﺑﻜﺮﻳّﺎ ٍ‬
‫ﺕ‬ ‫ﻧﻤﺎﺫﺝ ﺟﺰﻳﺌﻴ ّ ٍﺔ ‪ ،‬ﻧُﻤﺜﱢ ُﻞ ّ‬
‫َ‬ ‫ﺍﻟﺠﺰﻳﺌﻲ‪ :‬ﻟﻠﺤﺼﻮ ِﻝ ﻋﻠﻰ‬
‫ﱡ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ‬
‫ُ‬

‫ﺻﻴﻐﺘُﻬﺎ‬ ‫ﺍﻟﺠﺰﻳﺌﻲ‬
‫ﱡ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺠﺰﻱﺀ‬ ‫ﺍﺳﻢ‬
‫ُ‬
‫‪Cl2‬‬ ‫ﻏﺎﺯ ﺍﻟﻜﻠﻮ ِﺭ‬
‫ُ‬
‫‪O2‬‬ ‫ﻏﺎﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ‬
‫ُ‬
‫‪N2‬‬ ‫ﻏﺎﺯ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ‬
‫ُ‬
‫‪H2O‬‬ ‫ﺟﺰﻱﺀ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ُ‬
‫‪CO2‬‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬

‫‪CH4‬‬ ‫ﺟﺰﻱﺀ ُ ﺍﻟﻤﻴﺜﺎ ِﻥ‬

‫ِ‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻴﻨًﺎ ﺑﺎﻟﺠﺪﺍﻭ ِﻝ‬ ‫ﻧﻤﻮﺫﺟﺎ ﺟﺰﻳﺌﻴ ًّﺎ ﻟﻜ ﱟﻞ ﻣﻦ ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺕ‬ ‫ً‬ ‫ﺍﺻﻨ ْﻊ‬
‫‪HCl ، NH3 ، CCl4‬‬

‫ﺍﻟﺪﺭﺱ ‪1-1‬‬
‫ُ‬

‫‪n H ¿pr QÉb .1‬‬

‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬

‫‪p .2‬‬
‫‪. ≠«°üdGh‬‬
‫‪p‬‬ ‫‪Rp ƒeôdG Ú‬‬
‫‪, ΩƒjOƒ°üdG‬‬
‫‪p‬‬ ‫‪ójQƒ∏c‬‬
‫‪o‬‬ ‫‪:óp °ùcCÉàdG Op GóYCG ≈∏Y Góªà©e‬‬
‫‪k‬‬ ‫‪áp «dÉàdG äÉÑ‬‬
‫‪p côª∏d‬‬
‫‪s‬‬ ‫‪án «FÉ«ª«μdG‬‬
‫‪q‬‬ ‫‪≠«°üdG‬‬
‫‪n‬‬ ‫‪ÖàcG‬‬

‫‪Ée .3‬‬
‫‪. Ωƒ«°ù«æ¨ŸG‬‬
‫‪p‬‬ ‫‪äÉàjÈc‬‬
‫‪o‬‬ ‫‪, Ωƒ«°ùdÉμdG‬‬
‫‪p‬‬ ‫‪äGΫf‬‬
‫‪o‬‬ ‫‪, Ωƒ«°SÉJƒÑdG‬‬
‫‪p‬‬ ‫‪ó«àjÈc‬‬
‫‪o‬‬
‫‪. H , 2H , H2 , 3H2 :áp «dÉàdG Rp ƒeôdG ∫ƒdóe‬‬
‫‪o‬‬
‫‪120‬‬
 ‫‪»FÉ«ª«μdG‬‬ ‫‪p –’G‬‬
‫‪OÉ‬‬ ‫‪q ÚfGƒb‬‬ ‫‪2-1‬‬
‫‪Laws of Chemical Bonding‬‬
‫‪u‬‬ ‫‪o‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ِ‬
‫ﺍﻟﻜﺘﻠﺔ ‪.‬‬ ‫ﻑ ﻗﺎﻧﻮ َﻥ ِ‬
‫ﺑﻘﺎﺀ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ِ‬
‫ﺍﻟﻜﺘﻠﺔ ‪.‬‬ ‫ﻳُﻄﺒﱢ َﻖ ﻗﺎﻧﻮ َﻥ ِ‬
‫ﺑﻘﺎﺀ‬
‫ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ‪.‬‬ ‫ﻑ ﻗﺎﻧﻮ َﻥ ﺍﻟﻨﺴ ِ‬
‫ﺐ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ‪.‬‬ ‫ﻳُﻄﺒﱢ َﻖ ﻗﺎﻧﻮ َﻥ ﺍﻟﻨﺴ ِ‬
‫ﺐ‬
‫ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ‪.‬‬ ‫ﺐ‬ ‫ِ‬
‫ﺍﻟﻜﺘﻠﺔ ‪ ،‬ﻗﺎﻧﻮ َﻥ ﺍﻟﻨﺴ ِ‬ ‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﻗﺎﻧﻮ َﻥ ِ‬
‫ﺑﻘﺎﺀ‬ ‫ِ‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬

‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪،‬‬
‫ﱢ‬ ‫ﺱ ﻋﻦ ﺍﻟﻘﻮﺍﻧﻴ ِﻦ ﺍﻷﺳﺎﺳﻴ ّ ِﺔ ﻟﻼﺗ ّﺤﺎ ِﺩ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠ ّ ُﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻜﺘﻠﺔ ﻭﻗﺎﻧﻮ ُﻥ ﺍﻟﻨﺴ ِ‬
‫ﺐ‬ ‫ﻭﻫﻤﺎ ﻗﺎﻧﻮ ُﻥ ِ‬
‫ﺑﻘﺎﺀ‬
‫ُﺴﻤﻰ ﺍﻟﺘﻔﺎﻋ َﻞ ‪ ،‬ﻭﻫﻲ ﺗﺪ ﱡﻝ ﻋﻠﻰ ﺍﺗ ّﺤﺎ ِﺩ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ ﻇﺎﻫﺮﺓٌ ﺗ ّ‬ ‫ِ‬ ‫ﺗﻮﺟﺪ ﻓﻲ‬
‫ﻭﺗﺤﻮﻝ ﻫﺎﺗﺎﻥ ﺍﻟﻤﺎﺩّﺗﺎﻥ ﺍﻟﻤﺘّﺤﺪﺗﺎﻥ ﺇﻟﻰ ﻣﻮﺍﺩﱠ‬ ‫ّ‬ ‫ﺃﻛﺜﺮ ﻛﻴﻤﻴﺎﺋﻴ ًّﺎ ‪،‬‬ ‫ﻣﺎﺩّﺗﻴﻦ ﺃﻭ َ‬
‫ﺐ‪.‬‬ ‫ﺍﻟﺨﻮﺍﺹ ﻭﺍﻟﺘﺮﻛﻴ ِ‬
‫ﱢ‬ ‫ﺃﺻﻠﻬﺎ ﻣﻦ ﺣﻴﺚ‬ ‫ﺗﺨﺘﻠﻒ ﻋﻦ ِ‬ ‫ُ‬ ‫ﺃﺧﺮﻯ ﺟﺪﻳﺪ ٍﺓ‬
‫ُﺴﻤﻰ‬ ‫ُﺴﻤﻰ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻤﺘﻔﺎﻋﻠﺔ ُ ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﺪﺍﺧﻠﺔَ ﻓﻲ ﺍﻟﺘﻔﺎﻋ ِﻞ ‪ ،‬ﺑﻴﻨﻤﺎ ﺗ ّ‬ ‫ﻭﺗ ّ‬
‫ﺗﻨﺘﺞ ﻋﻦ ﺍﻟﺘﻔﺎﻋ ِﻞ ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻨﺎﺗﺠﺔَ ﻋﻦ ﺍﻟﺘﻔﺎﻋ ِﻞ ‪ .‬ﻭﺗﻜﻮ ُﻥ‬ ‫ُ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﺘﻲ‬
‫ﻛﺎﻟﺘﺎﻟﻲ‪:‬‬
‫ﻲ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ‬
‫‪A+B‬‬ ‫‪C+D‬‬
‫ﻣﻮﺍﺩﱡ ﺩﺍﺧﻠﺔ ٌ ﻓﻲ ﺍﻟﺘﻔﺎﻋﻞِ‬ ‫ﻣﻮﺍﺩﱡ ﻧﺎﺗﺠﺔ ٌ ﻋﻦ ﺍﻟﺘﻔﺎﻋﻞِ‬
‫ِ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ ﻣﺠﻤﻮﻋﺔً ﻣﻦ ﺍﻟﻘﻮﺍﻧﻴ ِﻦ ﺍﻟﻤﺒﻨﻴ ّ ِﺔ ﻋﻠﻰ‬ ‫ﺍﺳﺘﺨﻠﺺ ﻋﻠﻤﺎﺀ ُ‬
‫َ‬ ‫ﻭﻗﺪ‬
‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﻭﺗ ُﻨﻈﱢ ُﻤﻬﺎ ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ‬ ‫ﺗﺤﻜﻢ ﺍﻟﺘﻔﺎﻋﻼ ِ‬ ‫ُ‬ ‫ﺍﻟﺤﻘﺎﺋ ِﻖ ﺍﻟﺘﻲ‬
‫ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ﺃﻭ ﻗﺎﻧﻮ ُﻥ ﺑﺮﻭﺳﺖ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻜﺘﻠﺔ ‪ ،‬ﻭﻗﺎﻧﻮ ُﻥ ﺍﻟﻨﺴ ِ‬
‫ﺐ‬ ‫ﺍﻟﻘﻮﺍﻧﻴ ِﻦ‪ :‬ﻗﺎﻧﻮ ُﻥ ِ‬
‫ﺑﻘﺎﺀ‬
‫‪Law of Conservation of Mass‬‬ ‫ِ‬
‫ﺍﻟﻜﺘﻠﺔ‬ ‫ﻗﺎﻧﻮﻥُ ِ‬
‫ﺑﻘﺎﺀ‬
‫ﺍﻟﺘﺠﺮﺑﺔ ُ ﺍﻷﻭﻟﻰ )ﺗﺠﺮﺑﺔ ُ ﺑﺮﻳﺴﺘﻠﻲ(‪:‬‬
‫ﺍﻟﺒﺮﻳﻄﺎﻧﻲ ﺑﺮﻳﺴﺘﻠﻲ ﻋﺪﺳﺔً ﻻﻣّﺔً ﻟﻴُﺮﻛﱢ َﺰ ﺃﺷ ّﻌﺔَ ﺍﻟﺸﻤ ِ‬
‫ﺲ‬ ‫ﱡ‬ ‫ﺍﻟﻌﺎﻟﻢ‬
‫ُ‬ ‫ﺍﺳﺘﻌﻤ َﻞ‬
‫ﻆ‬‫)ﺍﻟﺜﻨﺎﺋﻲ( ‪ ،‬ﻭﻫﻮ ﻣﺎﺩّﺓٌ ﺗﺮﺍﺑﻴّﺔ ٌ ﺣﻤﺮﺍﺀ ُ ‪ ،‬ﻓﻼﺣ َ‬
‫ﱢ‬ ‫ﻋﻠﻰ ﺃﻛﺴﻴ ِﺪ ﺍﻟﺰﺋﺒ ِﻖ ‪II‬‬
‫‪49 πo μ°T‬‬
‫ﺍﻟﻔﻀ ﱠﻲ‬
‫ﺍﻟﺰﺋﺒﻖ ّ‬
‫َ‬ ‫ﺨ َﻦ‬
‫ﺛﻢ ﺳ ّ‬
‫ﺍﻟﻔﻀ ﱢﻲ ﻭﺗﺼﺎﻋ َﺪ ﻏﺎ ِﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ّ ،‬‬ ‫ﺗﻜﻮ َﻥ ﺍﻟﺰﺋﺒ ِﻖ ّ‬ ‫ّ‬
‫ﺍﻟﻌﺎﻟﻢ ﺍﻹﻧﻜﻠﻴﺰﻱﱡ ﺟﻮﺯﻳﻒ‬ ‫ﺍﺷﺘﻬﺮ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ‪،‬‬ ‫ِ‬ ‫ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﻓﺘﻜﻮﻧَﺖ ﺍﻟﻤﺎﺩّﺓُ ﺍﻟﺤﻤﺮﺍﺀ ُ ّ‬ ‫ﻓﻲ ﻭﻋﺎﺀ ﻣﻐﻠ ٍﻖ ﻣﻤﻠﻮﺀ ﺑﺎﻟﻬﻮﺍﺀ ‪،‬‬
‫ُ‬ ‫َ‬
‫ﺑﺮﻳﺴﺘﻠﻲ )‪1733-1804‬ﻡ( ﻓﻲ‬ ‫ّ‬
‫ِ‬ ‫ﺗﻔﺴﻴﺮ ﻇﻮﺍﻫ ِﺮ‬ ‫ِ‬
‫ﺍﻟﻮﻋﺎﺀ ‪ .‬ﻟﻢ ﻳﺴﺘﻄ ْﻊ ﺑﺮﻳﺴﺘﻠﻲ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ‬ ‫ﻛﻤﻴّﺔ ُ‬
‫ﺖ ّ‬ ‫ﻭﻧﻘﺼ ْ‬
‫َ‬
‫ﺍﻛﺘﺸﻒ‬
‫َ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ ﺑﺄﻧّﻪ ّﺃﻭ ُﻝ ﻣﻦ‬ ‫ﺗﺎﺭﻳﺦ‬
‫ِ‬ ‫َ‬
‫ِ‬
‫ﺗﻌﺮﻳﻒ‬ ‫ِ‬
‫ﺍﻷﻛﺴﺠﻴﻦ ‪ ،‬ﻭﺇﻥ ﻟﻢ ﻳﻬﺘﺪ ﺇﻟﻰ‬
‫َ‬ ‫ﺍﻟﻌﺎﻟﻢ ﻻﻓﻮﺍﺯﻳﻪ ﺑﺘﻔﺴﻴ ِﺮﻫﺎ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻌﻠﻤﺎﺀ ‪ ،‬ﻓﻘﺎﻡَ‬ ‫ﻉ‬ ‫ِ‬
‫ﺍﻟﺘﺠﺮﺑﺔ ﻭﺇﻗﻨﺎ َ‬ ‫ﻫﺬﻩ‬
‫ِ‬
‫ﺧﺼﺎﺋﺼﻪ ﻭﺗﺮﻛﻴﺒِ ﻪ ‪.‬‬ ‫َ‬

‫‪121‬‬
 ‫ﺍﻟﺘﺠﺮﺑﺔ ُ ﺍﻟﺜﺎﻧﻴﺔ ُ )ﻻﻓﻮﺍﺯﻳﻪ(‪:‬‬
‫ﺍﻟﻌﺎﻟﻢ ﻻﻓﻮﺍﺯﻳﻪ ﺗﺠﺮﺑﺔَ ﺑﺮﻳﺴﺘﻠﻲ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ ﺍﻟﻤﻴﺰﺍ َﻥ ﻭﺍﺳﺘﻨﺘ َﺞ ﻣﺎ‬ ‫ُ‬ ‫ﺃﻋﺎﺩَ‬
‫ﻣﻬﺎﺭﺓُ ﺍﻟﺘﻮﻗ ّ ِﻊ‬ ‫ﻳﻠﻲ‪:‬‬
‫ﺿ ْﻊ ﺧﻠﻴﻄًﺎ ﻣﻦ ﻳﻮﺩﻳ ِﺪ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ِ‬ ‫َ‬ ‫ﺍﻟﻔﻀ ﱢﻲ = ﻛﺘﻠﺔَ‬ ‫ﺗﺤﻮ ِﻟﻪ ﺇﻟﻰ ﺍﻟﻠﻮ ِﻥ ّ‬ ‫ﺍﻟﻨﻘﺺ ﻓﻲ ِ‬
‫ﻭﻫﻴﺪﺭﻭﻛﺴﻴ ِﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ ﻓﻲ‬ ‫ﻛﺘﻠﺔ ﺍﻟﺰﺋﺒ ِﻖ ﺍﻷﺣﻤ ِﺮ ﻋﻨ َﺪ ّ‬ ‫ُ‬ ‫‪.1‬‬
‫ٍ‬
‫ِ‬
‫ﺍﻟﻤﺘﺼﺎﻋ ِﺪ‬ ‫ﻏﺎ ِﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ‬
‫ﻕ ﻋﻠﻰ‬ ‫ﺇﻧﺎﺀ ﻣﺤﻜﻢ ِ ﺍﻻﻏﻼ ِ‬
‫ﺇﺣﺪﻯ ﻛﻔّﺘﻲ ﻣﻴﺰﺍ ٍﻥ ﺣﺴﺎ ٍ‬
‫ﺱ‬ ‫ﻣﺮ ًﺓ‬ ‫ﺗﺤﻮ ِﻟﻪ ﺇﻟﻰ ﺍﻟﻠﻮ ِﻥ ﺍﻷﺣﻤ ِﺮ ّ‬ ‫ﺍﻟﻔﻀ ﱢﻲ ﻋﻨ َﺪ ّ‬ ‫ّ‬ ‫‪ .2‬ﺍﻟﺰﻳﺎﺩﺓُ ﻓﻲ ِ‬
‫ﻛﺘﻠﺔ ﺍﻟﺰﺋﺒ ِﻖ‬
‫ﺛﻢ ﺣﻘﻖ ﺍﻟﺘﻮﺍﺯﻥ ‪.‬‬ ‫ﺇﻟﻜﺘﺮﻭﻧﻲ ‪ّ ،‬‬
‫ﱟ‬ ‫ِ‬
‫ﺍﻟﻮﻋﺎﺀ‬ ‫ﻧﻘﺺ ﻓﻲ‬‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺬﻱ َ‬ ‫ِ‬ ‫ﺃﺧﺮﻯ = ﻛﺘﻠﺔَ‬
‫ِ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻔﺎﻋ ُﻞ ﻳﻮﺩﻳﺪ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ِ‬
‫ﻣﻊ ﻫﻴﺪﺭﻭﻛﺴﻴ ِﺪ ﺍﻟﺼﻮﺩﻳﻮﻡِ‪،‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﻣﻮﺍﺩﱠ ﺃﺧﺮﻯ ‪ ،‬ﻓﺎﺳﺘﻨﺘ َﺞ‬ ‫ً‬ ‫ﻛﺮ َﺭ ﻻﻓﻮﺍﺯﻳﻪ ﺍﻟﺘﺠﺮﺑﺔَ‬ ‫ّ‬
‫ﻫﻞ ﻳﺒﻘﻰ ﺍﻟﺘﻮﺍﺯﻥ ﻣﺤﻘﱠﻘًﺎ؟ ﱢﺑﺮ ِﺭ‬ ‫ﻗﺎﻧﻮﻥ َ ﺑﻘﺎﺀ ﺍﻟﻜﺘﻠﺔ ‪ Law of conservation of mass‬ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ِ‬ ‫ِ‬
‫ِ‬
‫ﺍﻹﺟﺎﺑﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫ﻛﻴﻤﻴﺎﺋﻲ ‪ ،‬ﺃﻱ ﺃﻥّ ﻣﺠﻤﻮﻉ َ ﻛﺘﻞِ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ﱟ‬ ‫ﻻ ﺗﺘﻐﻴّ ُﺮ ﻛﻤّﻴّﺔ ُ ﺍﻟﻤﺎﺩّ ِﺓ ﺃﺛﻨﺎﺀ َ ﺃﻱﱢ ﺗﻔﺎﻋ ٍﻞ‬
‫ﻛﻴﻤﻴﺎﺋﻲ ‪،‬‬
‫ﱟ‬ ‫ﺗﻔﺎﻋﻞ‬
‫ٍ‬ ‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺘﻔﺎﻋﻞِ ‪ .‬ﻭﻓﻲ ﺃﻱﱢ‬ ‫ِ‬ ‫ﻳﺴﺎﻭﻱ ﻣﺠﻤﻮﻉ َ ﻛﺘﻞِ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ﺟﻤﻴﻊ‬
‫ُ‬ ‫ﺙ ‪ ،‬ﻓﻬﻲ ﺑﺎﻗﻴﺔ ٌ ‪ .‬ﺍُﻧﻈ ِﺮ ﺍﻟﺸﻜ َﻞ )‪. (51‬‬ ‫ﻻ ﺗﻔﻨﻰ ﺍﻟﻤﺎﺩّﺓُ ﻭﻻ ﺗ ُﺴﺘﺤ َﺪ ُ‬
‫ِ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ‪ ،‬ﺃﻱ ﺃﻧّﻪ‬ ‫ﺟﺪﺕ ﻓﻲ ﺍﻟﻤﻮﺍﺩﱢ‬‫ْ‬ ‫ﺩﺧﻠﺖ ﻓﻲ ﺍﻟﺘﻔﺎﻋ ِﻞ ُﻭ‬ ‫ْ‬ ‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺬﺭﺍ ِ‬ ‫ّ‬
‫ﺙ ﺗﻐﻴ ّ ٌﺮ ﻓﻲ‬ ‫ﺍﺕ ‪ ،‬ﻳﺤﺪ ُ‬ ‫ﺫﺭ ٌ‬
‫ﺍﺕ ﻭﻻ ﺗﺨﺘﻔﻲ ّ‬ ‫ﺫﺭ ٌ‬ ‫ﺗﻈﻬﺮ ّ‬‫ُ‬ ‫ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋ ِﻞ ﻻ‬
‫ﺾ‪.‬‬‫ﺑﻌﻀﻬﺎ ﺑﺒﻌ ٍ‬ ‫ﺕ ِ‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺗﺮﺍﺑﻂ ّ‬ ‫ِ‬

‫‪0‬‬

‫ﻣﻮﺍﺩ ﻧﺎﺗﺠﺔ‬ ‫ﻣﻮﺍﺩ ﻣﺘﻔﺎﻋﻠﺔ‬

‫‪50 πo μ°T‬‬
‫ﺃﻧﻄﻮﺍﻥ‪-‬ﻟﻮﺭﺍﻥ ﺩﻭ ﻻﻓﻮﺍﺯﻳﻪ‬
‫)‪1794-1743‬ﻡ( ‪ ،‬ﻫﻮ ﺃﺣ ُﺪ‬
‫ﺍﻟﻨﺒﻼﺀ ﺍﻟﻔﺮﻧﺴﻴّﻴﻦ ﺍﻟﻤﺸﻬﻮﺭﻳﻦ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ ﻭﺍﻟﺘﻤﻮﻳ ِﻞ‬ ‫ﺗﺎﺭﻳﺦ‬
‫ِ‬ ‫ﻓﻲ‬
‫ﻭﺍﻷﺣﻴﺎﺀ ﻭﺍﻻﻗﺘﺼﺎ ِﺩ ‪ .‬ﻭﻫﻮ‬ ‫ِ‬
‫ِ‬
‫ﺣﻔﻆ‬ ‫ﻍ ﻗﺎﻧﻮ َﻥ‬ ‫ّﺃﻭ ُﻝ ﻣﻦ ﺻﺎ َ‬ ‫‪51 πo μ°T‬‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻑ‬ ‫ﺍﻟﻤﺎﺩّ ِﺓ )ﺑﻘﺎﺀ ﺍﻟﻜﺘﻠﺔ( ‪ّ ،‬‬
‫ﻭﺗﻌﺮ َ‬ ‫ﺍﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫ﻧﻼﺣ ُ‬
‫ﻆ ﺃ ّﻥ ﻛﺘﻠﺔَ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ﻋﻠﻰ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ ،‬ﻭﺳﺎﻋ َﺪ‬ ‫ِ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ‪.‬‬ ‫ﺗﺴﺎﻭﻱ ﻛﺘﻠﺔَ ﺍﻟﻤﻮﺍﺩﱢ‬
‫ِ‬
‫ﺍﻟﺘﺴﻤﻴﺔ‬ ‫ﻓﻲ ﺗﺸﻜﻴ ِﻞ ﻧﻈﺎﻡ ِ‬
‫ﺸﺎﺭ ﻋﺎﺩ ًﺓ ﺇﻟﻰ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪ .‬ﻭﻳ ُ ُ‬
‫ﱢ‬
‫ﺁﺑﺎﺀ ﺍﻟﻜﻴﻤﻴﺎﺀِ‬‫ﻻﻓﻮﺍﺯﻳﻪ ﺑﺄﻧّﻪ ﺃﺣ ُﺪ ِ‬
‫ِ‬
‫ﺍﻟﺤﺪﻳﺜﺔ ‪.‬‬

‫‪122‬‬
 ‫ﺗﻄﺒﻴﻖ‬
‫ٌ‬
‫ِ‬
‫ﻛﺒﺮﻳﺘﺎﺕ ﺍﻟﻨﺤﺎﺱِ ‪II‬‬ ‫‪ .1‬ﺗﻔﺎﻋﻞَ ﻣﺤﻠﻮ ُﻝ ﺍﻟﺼﻮﺩﺍ )ﻫﻴﺪﺭﻭﻛﺴﻴ ُﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ( ﻣﻊ ﻣﺤﻠﻮ ِﻝ‬
‫ﻣﺤﻠﻮﻝ ﻋﺪﻳﻢ ﺍﻟﻠﻮﻥ‬ ‫ﻣﺤﻠﻮﻝ ﺍﻟﺼﻮﺩﺍ‬ ‫ﻣﺤﻠﻮﻝ ﻛﺒﺮﻳﺘﺎﺕ ﺍﻟﻨﺤﺎﺱ ‪II‬‬

‫ﺭﺍﺳﺐ ﺃﺯﺭﻕ‬
‫‪135.6g‬‬ ‫‪135.6g‬‬

‫ﺑﻌﺪ ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﻗﺒﻞ ﺍﻟﺘﻔﺎﻋﻞ‬

‫ﻭﻧﺴﺘﻨﺘﺞ‬
‫ُ‬ ‫ﻧﻔﺴﻪ ‪ ،‬ﻓﺈ ّﻥ ﺍﻟﻜﺘﻠﺔَ ﻟﻢ ﺗﺘﻐﻴ ّ ْﺮ ‪.‬‬ ‫ﺸﻴﺮ ﺇﻟﻰ ﺍﻟﻤﻘﺪﺍ ِﺭ ِ‬ ‫ﺑﻤﺎ ﺃ ّﻥ ﺍﻟﻤﻴﺰﺍ َﻥ ﻳ ُ ُ‬
‫ﺍﻟﻤﺘﻜﻮ ِﻥ‬
‫ﱢ‬ ‫ﻛﺘﻠﺔ ﺍﻟﻤﺤﻠﻮ ِﻝ‬ ‫ﻉ ِ‬ ‫ﻉ ﻛﺘﻠﺘﻲ ﺍﻟﻤﺤﻠﻮﻟﻴﻦ ﻳُﺴﺎﻭﻱ ﻣﺠﻤﻮ َ‬ ‫ﺃ ّﻥ ﻣﺠﻤﻮ َ‬
‫ﻕ‪.‬‬ ‫ﺐ ﺍﻷﺯﺭ ِ‬ ‫ﻭﻛﺘﻠﺔ ﺍﻟﺮﺍﺳ ِ‬‫ِ‬
‫‪ .2‬ﺗﻔﺎﻋ ُﻞ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻨﺤﺎﺱِ ‪ II‬ﻣﻊ ﺍﻟﻜﺮﺑﻮ ِﻥ‬
‫ﺛﻢ ﻗ ُ ْﻢ ﺑﺘﺴﺨﻴ ِﻦ‬‫ﻕ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪ّ ،‬‬ ‫ﺱ ‪ II‬ﻭﻣﺴﺤﻮ ِ‬ ‫ﺍﻣﺰﺝ ﻣﺴﺤﻮ َﻕ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻨﺤﺎ ِ‬ ‫ْ‬
‫ﺍﻟﻨﻘﻲ ‪.‬‬ ‫ﻣﺎﺀ ﺍﻟﺠﻴ ِﺮ‬ ‫ﺍﻟﻐﺎﺯ ﺍﻟﻨﺎﺗ َﺞ ﻋﻠﻰ ِ‬ ‫ﻣﺮ ِﺭ َ‬
‫ﱢ‬ ‫ﺛﻢ ّ‬‫ﺍﻟﻤﺰﻳﺞ ‪ّ ،‬‬
‫ِ‬
‫ﺃﺣﻤﺮ ﺍﻟﻠﻮ ِﻥ ‪.‬‬ ‫ﻭﺗﻜﻮ َﻥ ﺟﺴﻢ ٍ‬ ‫ِ‬
‫ﻆ ﺗﻌ ّﻜ َﺮ ﻣﺎﺀ ﺍﻟﺠﻴ ِﺮ ‪،‬‬ ‫ﻻﺣ ْ‬ ‫ِ‬
‫َ‬ ‫ّ‬
‫ﻏﺎﺯ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ﻳﻨﺘﺞ َ‬‫ﺱ ‪ II‬ﻣﻊ ﺍﻟﻜﺮﺑﻮ ِﻥ ُ‬ ‫ﻋﻨﺪ ﺗﻔﺎﻋ ِﻞ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻨﺤﺎ ِ‬
‫ﺱ )‪. (Cu‬‬ ‫ﻭﻓﻠ ﱠﺰ ﺍﻟﻨﺤﺎ ِ‬
‫ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ﻴ ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ِ‬ ‫ﻧُﻌﺒﱢ ُﺮ ﻋﻦ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋ ِﻞ‬
‫ﻧﻧﺤﺎﺱ ‪ +‬ﻏﺎﺯ ﺛﺎﻧﻲ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‬ ‫ﻛﺮﺑﻮﻥ ‪ +‬ﺃﻛﺴﻴﺪ ﺍﻟﻨﺤﺎﺱ ‪II‬‬

‫ِ‬
‫ﺍﻟﻨﺎﺗﺠﺔ‪:‬‬ ‫ِ‬
‫ﺍﻟﻤﺘﻔﺎﻋﻠﺔ ﻭﺍﻟﻤﻮﺍﺩﱢ‬ ‫ﺍﻟﻤﻜﻮ ِﻧﺔ ﻟﻠﻤﻮﺍﺩﱢ‬
‫ﱢ‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺕ‬ ‫ﻉ ّ‬ ‫ﺃﻧﻮﺍ ُ‬
‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻨﺎﺗﺠﺔ ُ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻤﺘﻔﺎﻋﻠﺔ ُ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ‬ ‫ﺃﻛﺴﻴ ُﺪ‬
‫ﺍﻟﻨﺤﺎﺱ‬
‫ُ‬ ‫ﻛﺮﺑﻮ ٌﻥ‬ ‫ﺃﺳﻤﺎﺀُ ﺍﻷﺟﺴﺎﻡ ِ‬
‫ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ﺱ ‪II‬‬ ‫ﺍﻟﻨﺤﺎ ِ‬
‫‪Cu‬‬ ‫‪CO2‬‬ ‫‪C‬‬ ‫‪CuO‬‬ ‫ﺻﻴ ُﻎ ﺍﻷﺟﺴﺎﻡ ِ‬
‫‪Cu, C, O‬‬ ‫‪C, O, Cu‬‬ ‫ﺍﻟﺬﺭ ِ‬
‫ﺍﺕ‬ ‫ﺭﻣﻮﺯ ُ ﻧﻮ ِﻉ ّ‬
‫ِ‬
‫ﺍﻟﻤﺘﻔﺎﻋﻠﺔ ‪.‬‬ ‫ﺍﻟﻤﻜﻮ ِﻧﺔ ﻟﻠﻤﻮﺍﺩﱢ‬
‫ﱢ‬ ‫ﻟﻠﺬﺭﺍ ِ‬
‫ﺕ‬ ‫ﺍﻟﻨﻮﻉ ِ‬
‫ﻧﻔﺴﻪ ّ‬ ‫ِ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻨﺎﺗﺠﺔ ُ ﻣﻦ‬‫ّ‬
‫ﺃﻳﻀﺎ ‪.‬‬
‫ﻆ ً‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺕ ﻳُﺤ َﻔ ُ‬ ‫ﺑﻤﺎ ﺃ ّﻥ ﻛﺘﻠﺔَ ﺍﻟﻤﺎﺩّ ِﺓ ﺗ ُﺤ َﻔ ُ‬
‫ﻆ ‪ ،‬ﻓﺈ ّﻥ ﻋﺪﺩَ ّ‬

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‫‪3‬‬
 ‫ﺐ ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ﺃﻭ ﻗﺎﻧﻮﻥُ ﺑﺮﻭﺳﺖ‬ ‫ﻗﺎﻧﻮﻥُ ﺍﻟﻨﺴ ِ‬
‫‪Law of Constant Proportions or Proust's Law‬‬
‫ﺍﻟﺜﺎﺑﺘﺔ ‪ Law of constant proportions‬ﻋﻠﻰ ﺃ ّﻥ‬ ‫ﺐ ِ‬ ‫ﻳﻨﺺ ﻗﺎﻧﻮﻥُ ﺍﻟﻨﺴ ِ‬ ‫ﱡ‬
‫ﺐ‬ ‫ﺖ ﻃﺮ ُﻕ ﺗﺤﻀﻴ ِﺮﻩ ﺃﻭ ﺍﻟﺤﺼﻮ ِﻝ ﻋﻠﻴﻪ ‪ ،‬ﻳﺘﺮ ّﻛ ُ‬ ‫ﻧﻘﻲ ‪ ،‬ﻣﻬﻤﺎ ﺍﺧﺘﻠﻔ َ ْ‬ ‫ﻛﻴﻤﻴﺎﺋﻲ ﱟ‬
‫ﱟ‬ ‫ﻛ ﱠﻞ ﻣﺮﻛﱠ ٍ‬
‫ﺐ‬
‫ﺛﺎﺑﺘﺔ ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃ ّﻥ ﺍﻟﻨﺴﺒﺔَ َ‬
‫ﺑﻴﻦ‬ ‫ﺐ ﻛﺘﻠﻴّ ٍﺔ ٍ‬ ‫ﻧﻔﺴﻬﺎ ﻣﺘّﺤﺪ ًﺓ ﺑﺒﻌﻀﻬﺎ ﺑﻨﺴ ٍ‬ ‫ﻣﻦ ﻋﻨﺎﺻ ِﺮﻩ ِ‬
‫ﻓﻤﺜﻼ ‪ ،‬ﺍﻟﻤﺎﺀ ُ‬ ‫ﺐ ﺗﻜﻮ ُﻥ ﺛﺎﺑﺘﺔً ﻭﻻ ﺗﺘﻐﻴ ّ ُﺮ ‪ً .‬‬ ‫ُﻜﻮ ُﻥ ﺍﻟﻤﺮﻛﱠ َ‬ ‫ﻛﺘ ِﻞ ﺍﻟﻌﻨﺎﺻ ِﺮ ﺍﻟﺘﻲ ﺗ ﱢ‬
‫ﺑﻨﺴﺒﺔ ‪ ، 8 : 1‬ﺃﻱ ﺃ ّﻥ ‪9‬‬ ‫ِ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﻭﺍﻷﻛﺴﺠﻴ ِﻦ‬ ‫ّ‬ ‫ﺐ‬ ‫ﻣﺮﻛﱠ ٌ‬
‫ﺕ‬ ‫ﺗﺘﻜﻮ ُﻥ ﻣﻦ ﺟﺮﺍﻡ ٍ ﻭﺍﺣ ٍﺪ ﻣﻦ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﻭ‪ 8‬ﺟﺮﺍﻣﺎ ٍ‬ ‫ِ‬ ‫ﺟﺮﺍﻣﺎ ٍ‬
‫ﺕ ﻣﻦ ﺍﻟﻤﺎﺀ ّ‬
‫‪52 πo μ°T‬‬ ‫ﺐ ﺍﻟﻘﺎﻧﻮ ِﻥ ‪ ،‬ﺇ ّﻥ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔَ ﺛﺎﺑﺘﺔ ٌ ‪ ،‬ﺣﻴﺚ ﺃﻧّﻪ ﺇﺫﺍ‬ ‫ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ .‬ﻭﺑﺤﺴ ِ‬
‫ﻋﺮﻑ ﺟﻮﺯﻳﻒ ﻟﻮﻱ ﺑﺮﻭﺳﺖ‬ ‫ﺗﺘﻜﻮ ُﻥ ‪9‬‬ ‫ﺕ ﻣﻦ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ّ ،‬‬ ‫ﺗﻔﺎﻋ َﻞ ‪ 2‬ﺟﺮﺍﻡ ٍ ﻣﻦ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﻣﻊ ‪ 8‬ﺟﺮﺍﻣﺎ ٍ‬
‫)‪1826 - 1754‬ﻡ( ‪ ،‬ﻋﺎﻟﻢ ﺍﻟﻜﻴﻤﻴﺎﺀ‬
‫ِ‬
‫ﺑﻤﺴﺎﻧﺪﺗﻪ ﻟﻔﻜﺮ ِﺓ ﺃ ّﻥ ﻛ ﱠﻞ‬ ‫ﺍﻟﻔﺮﻧﺴﻲ ‪،‬‬ ‫ﺗﻔﺎﻋﻞ ‪ ،‬ﻓﻨﺴﺒﺔ ُ‬ ‫ٍ‬ ‫ﺍﻟﻤﺎﺀ ﻭﻳﺒﻘﻰ ﺟﺮﺍﻡ ٌ ﻭﺍﺣ ٌﺪ ﻣﻦ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﺩﻭ َﻥ‬ ‫ﺕ ﻣﻦ ِ‬ ‫ﺟﺮﺍﻣﺎ ٍ‬
‫ﻧﻘﻲ ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫ﻛﻴﻤﻴﺎﺋﻲ ﱟ‬
‫ﱠ‬
‫ﱟ‬
‫ٍ‬
‫ﻣﺮ ّﻛ ٍ‬
‫ﺐ‬
‫ﺏ‬ ‫ﻳﺴﻤﺢ ﻟﻨﺎ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮ ُﻥ ﺑﺤﺴﺎ ِ‬ ‫ُ‬ ‫ﺍﻟﻨﻘﻲ ﻻ ﺗﺘﻐﻴ ّ ُﺮ ﺃﺑ ًﺪﺍ ‪.‬‬
‫ﱢ‬ ‫‪ 8 : 1‬ﻓﻲ ِ‬
‫ﺍﻟﻤﺎﺀ‬
‫ﻭﻳﻘﺮ ﺍﻟﻌﻠﻤﺎﺀ ُ‬
‫ﱡ‬ ‫ﻣﺤﺪﺩ ٍﺓ ‪.‬‬ ‫ﺑﻨﺴﺒﺔ‬ ‫ﻋﻨﺎﺻﺮ‬
‫َ‬
‫ﺍﻟﻴﻮﻡ ﺑﻬﺬﻩ ﺍﻟﻔﻜﺮ ِﺓ ﻓﻲ ﻗﺎﻧﻮ ِﻥ ﺍﻟﻨﺴﺐِ‬ ‫ﺐ‪:‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳ ّ ِﺔ ﻟﻜ ﱢﻞ ﻋﻨﺼ ٍﺮ ﻓﻲ ﺍﻟﻤﺮﻛﱠ ِ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﺜﺎﺑﺘﺔ ‪.‬‬
‫ﻛﺘﻠﺔَ ﺍﻟﻌﻨﺼ ِﺮ ‪100 x‬‬
‫ﺍﻟﻤﺮﻛﱠ ِ‬ ‫ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻠﻌﻨﺼ ِﺮ =‬
‫ﺐ‬ ‫ﻛﺘﻠﺔ ﺍﻟ ﻛ‬ ‫ﻛ ﻠ ِﻠﺔ‬
‫ﻣﺜﺎ ٌﻝ‬
‫ﺟﺮﺍﻣﺎ‬ ‫ً‬ ‫ﻳﻨﺘﺞ ‪20‬‬
‫ﺟﺮﺍﻣﺎ ﻣﻦ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ ﻓﻲ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ُ ،‬‬ ‫ً‬ ‫ﺇﺫﺍ ﺃﺣﺮﻗْﻨﺎ ‪12‬‬
‫ﻣﻦ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ )‪ . (MgO‬ﻓﻤﺎ ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻌﻨﺼﺮﻱ ﺍﻷﻛﺴﺠﻴ ِﻦ‬
‫ﺐ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡِ؟‬ ‫ﻭﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ ﻓﻲ ﻣﺮﻛﱠ ِ‬
‫ﺍﻟﺤ ﱡﻞ‪:‬‬
‫ﻛﺘﻠﺔ ُ ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ +‬ﻛﺘﻠﺔَ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ = ﻛﺘﻠﺔَ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ‬
‫ﺃﻛﺴﻴﺪ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ – ﻛﺘﻠﺔَ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ‬ ‫ِ‬ ‫ﻛﺘﻠﺔ ُ ﺍﻷﻛﺴﺠﻴ ِﻦ = ﻛﺘﻠﺔَ‬
‫ﻛﺘﻠﺔ ُ ﺍﻷﻛﺴﺠﻴ ِﻦ= ‪ 8= 12-20‬ﺟﺮﺍﻣﺎ ٍ‬
‫ﺕ‬
‫‪1100‬‬ ‫‪00 x 1122 100‬‬ ‫ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻮﻡ ِ ‪100 x‬‬
‫ﻛﺘﻠﺔَ ﺍﻟﻤﻤﻐﻨﻴﻴﺴﻴ‬ ‫ﻛﺘﻠﺔ‬
‫=‬ ‫ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻠﻤﻐﻨﺴﻴﻮﻡ ِ =‬
‫‪20‬‬ ‫ﻛﺘﻠﺔ ﺍﻟﻤﺮﻛﱠ ِ‬
‫ﺐ‬ ‫ِ‬
‫= ‪60%‬‬
‫‪100 x 8 1100‬‬
‫‪100‬‬ ‫ﺍﻷﻛﺴﺠﻴﻴ ِﻦ ‪00 x‬‬
‫ﻷﻛﺴﺠ‬‫ﻛﺘﻠﺔَ ﺍﻷ‬
‫ﻛﺘﻠﺔ‬
‫=‬ ‫ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻸﻛﺴﺠﻴ ِﻦ =‬
‫‪20‬‬ ‫ِ‬ ‫ﱠ‬ ‫ِ‬
‫ﻛﺘﻠﺔ ﺍﻟﻤﺮﻛﺐ‬
‫= ‪40%‬‬

‫‪124‬‬
 ‫ِ‬
‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻨﻬﺎﺋﻴ ّ ِﺔ ‪ ،‬ﺗ َ‬
‫ُﻘﺴ ُﻢ ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻠﻤﻐﻨﻴﺴﻴﻮﻡ ِ ﻋﻠﻰ‬ ‫ِ‬ ‫ﻟﺤﺴﺎ ِ‬
‫ﺏ‬
‫ﺍﻟﻤﺌﻮﻳ ّ ِﺔ ﻟﻸﻛﺴﺠﻴ ِﻦ‪:‬‬
‫‪3‬‬ ‫‪3300 60 660%‬‬ ‫‪0%‬‬
‫=‬ ‫= =‬
‫‪2‬‬ ‫‪2200 40‬‬ ‫‪40 440%‬‬ ‫‪0%‬‬
‫ِ‬
‫ﺑﻨﺴﺒﺔ ‪. 2 : 3‬‬ ‫ﺐ ﻳﺘﻜ ﱠﻮ ُﻥ ﻣﻦ ﻣﻐﻨﻴﺴﻴﻮﻡ ٍ ﻭﺃﻛﺴﺠﻴ ٍﻦ‬ ‫ﻓﻨﺴﺘﻨﺘﺞ ﱠ‬
‫ﺃﻥ ﺍﻟﻤﺮﻛﱠ َ‬ ‫ُ‬

‫ﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ﺃﻧ َ‬
‫ِ‬
‫ﻟﻸﺟﻬﺰﺓ ﺍﻟﻤﻨﺰﻟﻴّ ِﺔ‬ ‫ﺍﻟﻤﺮﻛﱠ ُ‬
‫ﺒﺎﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ‬
‫ﺕ‬ ‫ﺐ ﻣﻦ ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬‫ﻷﻛﺜﺮ ﻣﻦ ‪ 48‬ﻣﺮﻛﱠ ٍ‬‫َ‬ ‫ﺃﻓﺎﺩَ ﺑﺎﺣﺜﻮﻥ ﺃﻣﻴﺮﻛﻴّﻮﻥ ﺃﻧّﻬﻢ ﻋﺜﺮﻭﺍ ﻋﻠﻰ ﺁﺛﺎ ٍﺭ‬
‫ﺕ‬‫ﺍﻟﺸﺎﺋﻌﺔ ﺍﻻﺳﺘﻌﻤﺎ ِﻝ ﻓﻲ ﺍﻟﺤﻴﺎ ِﺓ ﺍﻟﻴﻮﻣﻴ ّ ِﺔ ﻟﻺﻧﺴﺎ ِﻥ ‪ ،‬ﻓﻲ ﻋﻴّﻨﺎ ِ‬ ‫ِ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﺍﻟﺴﺎﻣّ ِﺔ‬
‫ﺹ ‪ .‬ﻭﻣﻦ ﺑﻴ ِﻦ ﺗﻠﻚ ﺍﻟﻤﻮﺍﺩﱢ ‪ ،‬ﻣﻮﺍﺩﱡ‬ ‫ﺾ ﺍﻷﺷﺨﺎ ِ‬ ‫ﺕ ﻣﻦ ﺑﻌ ِ‬ ‫ﺍﻟﺪﻡ ِ ﻭﺍﻟﺒﻮ ِﻝ ﺍﻟﺘﻲ ﺃ ُ ِﺧ َﺬ ْ‬
‫ﺍﻟﻤﻨﺰﻟﻲ ‪ ،‬ﻭﻓﻲ ﺃﺟﻬﺰ ِﺓ ﺍﻟﺘﻠﻔﺰﻳﻮ ِﻥ‬
‫ﱢ‬ ‫ﺙ‬ ‫ِ‬
‫ﻟﺼﻨﺎﻋﺔ ﺍﻷﺛﺎ ِ‬ ‫ﻣﺎﻧﻌﺔ ٌ ﻟﻠﺤﺮﺍﺋ ِﻖ ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻋﺎﺩ ًﺓ‬
‫ﺕ ‪ .‬ﻭﻛﺬﻟﻚ ﻣﻮﺍﺩﱡ ﺍﻟﺘﻴﻔﻠﻮ ِﻥ ﻓﻲ ﺃﻭﺍﻧﻲ ﺍﻟﻄﻬ ِﻲ ‪ ،‬ﻭﻣﻮﺍﺩﱡ ﺃﺧﺮﻯ‬ ‫ﻭﺍﻟﻜﻮﻣﺒﻴﻮﺗﺮﺍ ِ‬
‫ﺕ ﻭﺍﻟﻘﻨﺎﻧﻲ ﺍﻟﺒﻼﺳﺘﻴﻜﻴ ّ ِﺔ‪.‬‬ ‫ﺍﻟﻌﺒﻮﺍ ِ‬ ‫ِ‬ ‫ﱠ‬
‫ﺻﻨﺎﻋﺔ ّ‬ ‫ﻒ ﻓﻲ‬ ‫ﺗ ُﻮﻇ ُ‬

‫ﺍﻟﺪﺭﺱ ‪2-1‬‬
‫ُ‬

‫‪q .1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬
‫‪áp æ«©dG‬‬ ‫‪p LhQó«¡dG áo ∏àc âr fn Éc GPEÉa 10 g É¡ào ∏àc H2O »≤ædG‬‬
‫‪q √òg ‘ Ú‬‬ ‫‪u‬‬ ‫‪Ap ÉŸG øe ál æ«Y‬‬

‫‪Ör pLCG .2‬‬

‫‪. áp æ«©dG‬‬
‫‪q √òg ‘ Ú‬‬ ‫‪p LhQó«¡dGh Ú‬‬ ‫‪p é°ùcC’G øe πx c án Ñ°ùf Ö°ùMG‬‬
‫‪r‬‬ ‫‪1.11g‬‬
‫‪:ón pLho ɪæjCG nCÉ£ÿG íp ë°Uh‬‬ ‫‪,áp «dÉàdG äGô≤ØdG‬‬
‫‪p‬‬ ‫‪n G mCÉ£N hCG í°üH‬‬
‫‪ΩÉeC‬‬
‫• ‪p q ‘ ák XƒØfi áo ∏àμdG ≈≤ÑJ‬‬
‫‪u‬‬ ‫‪x‬‬
‫‪. »FÉ«ª«μdG‬‬ ‫‪Ò¨àdG‬‬
‫•‬
‫‪u‬‬
‫‪m‬‬
‫‪. ®ƒØfi‬‬ ‫‪ÒZ áp «FÉ«ª«μdG‬‬
‫‪q‬‬ ‫‪p‬‬
‫‪äÓYÉØàdG‬‬ ‫‪‘ äG‬‬ ‫‪p QòdG‬‬
‫‪q OóY‬‬ ‫‪o‬‬

‫‪125‬‬
 ‫ِ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ‪ ،‬ﻣﻊ ﺗﺼﺤﻴ ِﺢ ﺍﻟﺨﻄ ِﺄ ﺇﻥ ُﻭ ِﺟ َﺪ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻌﺒﺎﺭﺓ ﻏﻴ ِﺮ‬ ‫ِ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﻭﻋﻼﻣﺔ َ )‪ (Х‬ﺃﻣﺎﻡ َ‬ ‫ِ‬
‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺿ َ ْﻊ ﻋﻼﻣﺔ َ )√( ﺃﻣﺎﻡ َ‬
‫ﺕ ﺟﺪﻳﺪ ٍﺓ ) ( ‪.‬‬ ‫ﺫﺭﺍ ٍ‬
‫ﺍﺳﺘﺤﺪﺍﺙ ّ‬
‫َ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬
‫ﱡ‬ ‫‪ .1‬ﻳﺸﻤ ُﻞ ﺍﻟﺘﻔﺎﻋ ُﻞ‬
‫‪ .2‬ﺃﻋﺎﺩَ ﺑﺮﻭﺳﺖ ﺗﺠﺮﺑﺔَ ﺑﺮﻳﺴﺘﻠﻲ ﻣﺴﺘﻌﻴﻨًﺎ ﺑﺎﻟﻤﻴﺰﺍ ِﻥ ) ( ‪.‬‬
‫ِ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻛ ﱢﻞ ﺳﺆﺍ ٍﻝ ‪.‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ‬ ‫ﻃﺒﱢ ِﻖ‬
‫َ‬
‫ﺐ )‪(Au‬‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﺼﻮﺩﻳﻮﻡ ِ )‪ (Na‬ﻭﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ِ )‪ (K‬ﻭﺍﻟﺬﻫ ِ‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺕ‬ ‫ﺭﻣﻮﺯ ّ‬
‫ُ‬ ‫ﺍﻷﺳﻤﺎﺀ ﺍﻷﺻﻠﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺍﺷﺘُﻘﱠ ْ‬
‫ﺖ ﻣﻨﻬﺎ‬ ‫ِ‬ ‫ﺚ ﻋﻦ‬ ‫‪ .3‬ﺍﺑﺤ ْ‬
‫ﻭﺍﻟﺘﻨﺠﺴﺘﻴ ِﻦ )‪. (W‬‬
‫ﺐ ﺍﻟﺼﻴ َﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﻟﻜ ﱟﻞ ّ‬
‫ﻣﻤﺎ ﻳﻠﻲ‪:‬‬ ‫‪ .4‬ﺍﻛﺘ ِ‬
‫ٍ‬
‫ﺟﺰﻱﺀ‬ ‫ﻭﺫﺭﺗﻲ ﺃﻛﺴﺠﻴ ٍﻦ ﻟﻜ ّﻞ‬
‫ﺖ ّ‬ ‫ﺫﺭ ِﺓ ﻛﺒﺮﻳ ٍ‬ ‫)ﺃ( ﻣﺮﻛﱠ ٌ‬
‫ﺐ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ّ‬
‫ٍ‬
‫ﺟﺰﻱﺀ‬ ‫ﺫﺭﺍ ِ‬
‫ﺕ ﺃﻛﺴﺠﻴ ٍﻦ ﻟﻜ ّﻞ‬ ‫ﺙ ّ‬‫ﻭﺫﺭ ِﺓ ﻛﺮﺑﻮ ٍﻥ ﻭﺛﻼ ِ‬
‫ﺫﺭﺗﻲ ﺻﻮﺩﻳﻮﻡ ٍ ّ‬ ‫)ﺏ( ﻣﺮﻛﱠ ٌ‬
‫ﺐ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ّ‬

‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ٍ‬
‫ﺟﺰﻱﺀ‬ ‫ﺫﺭﺍ ِ‬
‫ﺕ ﻛﻠﻮ ٍﺭ ﻟﻜ ّﻞ‬ ‫ﺙ ّ‬‫ﺫﺭ ِﺓ ﺃﻟﻮﻣﻨﻴﻮﻡ ٍ ﻭﺛﻼ ِ‬ ‫)ﺝ( ﻣﺮﻛﱠ ٌ‬
‫ﺐ ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ّ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪3H2 :‬؛ ‪2H2SO4‬؛ ‪Al2(SO4)3‬؛ ‪5Na‬‬ ‫ﻭﺍﻟﺼﻴﻎ‬
‫ِ‬ ‫ﻣﺪﻟﻮﻻﺕ ﺍﻟﺮﻣﻮ ِﺯ‬
‫ُ‬ ‫‪ .5‬ﻣﺎ‬

‫ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫َ‬
‫ِ‬
‫ﺃﻛﻤ ِﻞ ﺍﻟﺠﺪﻭ َﻝ‬ ‫‪.1‬‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬
‫ﱡ‬ ‫ﺍﻟﺮﻣﺰ‬
‫ُ‬ ‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ‬
‫ُ‬
‫ﻓﻮﺳﻔﻮﺭ‬
‫ٌ‬
‫ﺑﻮﺗﺎﺳﻴﻮﻡ ٌ‬
‫‪F‬‬
‫‪Cr‬‬
‫‪Hg‬‬
‫ﻣﻨﺠﻨﻴ ٌﺰ‬
‫ﺑﺮﻭﻡ ٌ‬
‫ﺣﺪﻳ ٌﺪ‬
‫‪S‬‬
‫‪Ag‬‬
‫‪Au‬‬

‫‪126‬‬
 ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬
‫ِ‬ ‫ﺍﻟﻨﻘﻲ ﺣﺼﻠْﻨﺎ ﻋﻠﻰ‬
‫ﱢ‬ ‫ِ‬
‫ﺷﺮﻳﻂ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ‬ ‫ﺙ ﻋﻴّﻨﺎ ٍ‬
‫ﺕ ﻣﻦ‬ ‫‪ .2‬ﻟﺪﻯ ﺍﻻﺣﺘﺮﺍ ِ‬
‫ﻕ ﺍﻟﻜﺎﻣ ِﻞ ﻟﺜﻼ ِ‬

‫ﻛﺘﻠﺔ ُ ﺍﻟﻨﺎﺗ ِﺞ )‪(g‬‬ ‫ﻛﺘﻠﺔ ُ ﺍﻟﻤﻐﻨﻴﺴﻴﻮﻡ ِ )‪(g‬‬

‫‪2.4‬‬ ‫‪1.44‬‬ ‫‪1‬‬
‫‪3.47‬‬ ‫‪20.8‬‬ ‫‪2‬‬
‫‪5.32‬‬ ‫‪3.19‬‬ ‫‪3‬‬
‫ِ‬
‫ﺍﻟﺜﻼﺛﺔ؟ ﻭﻣﺎ ﺍﻟﻘﺎﻧﻮ ُﻥ ﺍﻟﻤﺴﺘﺨﺪَﻡُ؟‬ ‫ﺍﻟﻨﻮﺍﺗﺞ‬
‫ِ‬ ‫ﺐ ﺍﻟﻨﺴﺒﺔَ ﺍﻟﻤﺴﺘﺨﺪَﻣﺔَ ﻟﻠﻤﻐﻨﻴﺴﻴﻮﻡ ِ ﻓﻲ ﻛ ﱟﻞ ﻣﻦ‬ ‫ﺍﺣﺴ ِ‬
‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ ﻭﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﺍﻷﻛﺴﺠﻴ ِﻦ ‪ ،‬ﺇﺫﺍ ﻛﺎﻧ َ ْ‬
‫ﺖ‬ ‫ّ‬ ‫‪ .3‬ﻣﺎ ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻜ ﱟﻞ ﻣﻦ ﺍﻟﻌﻨﺎﺻ ِﺮ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ ﻣﺮﻛﱠ ٍ‬
‫ﺐ‬
‫ﺗﺮﻛﻴﺒﺔ ‪ 11.5 g‬ﻣﻦ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ ﻭ‪ 3 g‬ﻣﻦ ﺍﻟﻜﺮﺑﻮ ِﻥ؟‬ ‫ِ‬ ‫ﺐ ‪ 26.5 g‬ﻭﻗﺪ ﺩﺧ َﻞ ﻓﻲ‬ ‫ﻛﺘﻠﺔ ُ ﺍﻟﻤﺮﻛﱠ ِ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻣﻌﺘﻤ ًﺪﺍ ﻋﻠﻰ ﺃﻋﺪﺍ ِﺩ ﺍﻟﺘﺄﻛﺴ ِﺪ‪:‬‬ ‫ﺕ‬ ‫‪ .4‬ﺍﻛﺘ ِ‬
‫ﺐ ﺍﻟﺼﻴ َﻎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﻟﻠﻤﺮﻛﱠﺒﺎ ِ‬
‫)ﺃ( ﻛﻠﻮﺭﻳ ُﺪ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ‬
‫)ﺏ( ﻛﺒﺮﻳﺘﻴ ُﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ‬
‫ﻧﻴﺘﺮﺍﺕ ﺍﻷﻣﻮﻧﻴﻮﻡ ِ‬
‫ُ‬ ‫)ﺝ(‬
‫)ﺩ(‬
‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﻛﺒﺮﻳﺘﺎﺕ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ‬
‫ُ‬
‫ﺍﻟﺘﺎﻟﻲ ﺍﻟﻤﺘﻌﻠﱢ َﻖ ﺑﺄﻛﺴﻴ ِﺪ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ‪:‬‬
‫َ‬
‫ِ‬
‫ﺃﻛﻤ ِﻞ ﺍﻟﺠﺪﻭ َﻝ‬ ‫‪.5‬‬
‫ﻛﺘﻠﺔ ُ ﻣﺮﻛﱠ ِ‬
‫ﺐ‬ ‫ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ‬ ‫ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ‬
‫ﻛﺘﻠﺔ ُ ﺍﻷﻛﺴﺠﻴ ِﻦ‬ ‫ﻛﺘﻠﺔ ُ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ‬
‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ِ‬ ‫ﻟﻸﻛﺴﺠﻴ ِﻦ‬ ‫ﻟﻠﻜﺎﻟﺴﻴﻮﻡ ِ‬
‫‪18.4 g‬‬ ‫‪46 g‬‬
‫‪14 g‬‬ ‫‪71.42%‬‬

‫ﺐ‬ ‫ﻣﻤﺎ ﺗﺴﺒ ّ َ‬ ‫ٍ‬

‫ﻋﺪﺳﺔ ‪ّ ،‬‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺹ‬
‫ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﺮﺻﺎ ِ‬ ‫ٍ‬ ‫ﺲ ﻋﻠﻰ‬ ‫ﺑﺘﺴﻠﻴﻂ ﺣﺮﺍﺭ ِﺓ ﺍﻟﺸﻤ ِ‬
‫ِ‬ ‫ﺍﻟﻌﺎﻟﻢ ﻻﻓﻮﺍﺯﻳﻪ ﺗﺠﺮﺑﺔً ﻗﺎﻡَ ﺑﻬﺎ‬ ‫ُ‬ ‫‪ .1‬ﺃﺟﺮﻯ‬
‫ﺹ ﺑﻌ َﺪ ِ‬
‫ﺣﺮﻗﻬﺎ‪.‬‬ ‫ِ‬
‫ﻗﻄﻌﺔ ﺍﻟﺮﺻﺎ ِ‬ ‫ﻆ ﺯﻳﺎﺩ ًﺓ ﻓﻲ ِ‬
‫ﻛﺘﻠﺔ‬ ‫ﺹ ‪ ،‬ﻓﻼﺣ َ‬ ‫ﻕ ﺍﻟﺮﺻﺎ ِ‬ ‫ﺑﺤﺮ ِ‬
‫ٍ‬
‫ﻣﺤﻔﻮﻇﺔ؟‬ ‫ﻏﻴﺮ‬ ‫ِ‬ ‫ﺍﻟﻜﺘﻠﺔ؟ ﻭﻫﻞ ﻳﻌﻨﻲ ﻫﺬﺍ ﺃ ّﻥ ﺍﻟﻜﺘﻠﺔَ ﻓﻲ ﺍﻟﺘﻔﺎﻋﻼ ِ‬ ‫ِ‬ ‫ُﻔﺴ ُﺮ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩ َﺓ ﻓﻲ‬ ‫ﻛﻴﻒ ﺗ ﱢ‬
‫ﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ‬
‫ﱢﺑﺮ ْﺭ ﺇﺟﺎﺑﺘَﻚ ‪.‬‬
‫ﻧﻔﺴﻬﺎ ﻳﺰ ُﻥ‬ ‫ﻛﻤﻴّﺔ ُ ِ‬
‫ﺍﻟﻤﺎﺀ ُ‬ ‫ﻭﻗﺮﺻﺎ ﻣﻦ ﻓﻴﺘﺎﻣﻴ ِﻦ ‪ C‬ﻭﺯﻧُﻪ ‪ 4 g‬ﻭﻭﻋﺎﺀﻳﻦ ﻣﺘﻤﺎﺛﻠﻴﻦ ﻓﻴﻬﻤﺎ ّ‬ ‫ً‬ ‫ﻋﻤﺮ ﻗﻄﻌﺔَ ﺳ ّﻜ ٍﺮ ﻭﺯﻧُﻬﺎ ‪5 g‬‬ ‫ﺃﺣﻀﺮ ُ‬ ‫َ‬ ‫‪.2‬‬
‫ﺣﺴﺎﺳﻴﻦ ﺇﻟﻜﺘﺮﻭﻧﻴّﻴﻦ ﻣﺘﻤﺎﺛﻠﻴﻦ‪.‬‬ ‫ﻛ ﱞﻞ ﻣﻨﻬﻤﺎ ‪ ، 60 g‬ﻭﻣﻴﺰﺍﻧﻴﻦ ّ‬
‫ﻭﻋﺎﺀ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﻮﻋﺎﺀ ﺍﻟﺜﺎﻧﻲ ﻭﻣﺒﺎﺷﺮ ًﺓ ﻭﺿ َﻊ ﻛ ﱠﻞ ٍ‬ ‫ﺹ ﺍﻟﻔﻴﺘﺎﻣﻴ ِﻦ ‪ C‬ﻓﻲ‬
‫ﺍﻷﻭ ِﻝ ﻭﻗﺮ ِ‬ ‫ِ‬
‫ﺍﻟﻮﻋﺎﺀ ّ‬ ‫ﻗﻄﻌﺔ ﺍﻟﺴ ّﻜ ِﺮ ﻓﻲ‬
‫ِ‬ ‫ﺑﻮﺿﻊ‬
‫ِ‬ ‫ﻗﺎﻡَ ﺑﻌ َﺪ ﺫﻟﻚ‬
‫ﻛﻔ ِّﺔ ﺍﻟﻤﻴﺰﺍ ِﻥ ﺳﺎﻭﻯ ﺗﻮﺍﺯ َﻥ ﻛﻔّﺘﻲ ﻛ ﱟﻞ ﻣﻦ ﺍﻟﻤﻴﺰﺍﻧﻴﻦ ‪.‬‬
‫ﺍﺷﺮﺡ ‪.‬‬
‫ْ‬ ‫ﺙ ﻟﺘﻮﺍﺯ ِﻥ ﺍﻟﻤﻴﺰﺍﻧﻴﻦ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻧﺘﻬﺎﺀ ﻓﻴﺘﺎﻣﻴ ِﻦ ‪ C‬ﻣﻦ ﺍﻟﻔﻮﺭﺍ ِﻥ ‪ ،‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ﻗﻄﻌﺔ ﺍﻟﺴ ّﻜ ِﺮ‬
‫ِ‬ ‫ﺑﻌ َﺪ ﺫﻭﺑﺎ ِﻥ‬

‫ﺑﻌﻀﺎ ‪.‬‬ ‫ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺍﻷﺳﺎﺳﻴ ّ ِﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ﻣﻊ ِ‬

‫ﺑﻌﻀﻬﺎ ً‬ ‫ﻂ َ‬ ‫ﺢ ﺗﺮﺍﺑ َ‬ ‫ﻣﻔﺎﻫﻴﻢ ﺗ ُﻮ ﱢ‬
‫ﺿ ُ‬ ‫َ‬ ‫ﺍﺭﺳﻢ ﺧﺮﻳﻄﺔَ‬
‫ْ‬ ‫ﺭﺑ ُﻂ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‪:‬‬

‫‪١٢٧‬‬
‫‪127‬‬
 o
ÊÉãdG π°üØdG
áo «fhÎμdE
q ’G áo «æÑdG
Electronic Structure

π°üØdG
p ¢ShQO
o
ºμdG
u o OGóYCGh áo q jqQòdG áo «æÑdG 1 - 2
p
äÉfhôJƒ«ædG ¿q CG í
o °Vƒj
u √ÓYCG pIQƒ°üdG ‘ pIqQòdG oπμ°T
pIqQòdG p õcôe ‘ á k Ø«ãc á p
k ≤£æe tπà– äÉfƒJhÈdGh tÊhÎμdE’G ™o jRƒàdG 2 - 2
. pIGƒædG √òg ∫
n ƒM äÉfhÎμdE
o ’G o QhóJh , nIGƒædG ≈ª°ùo
q J

128
 ‫‪ºμdG‬‬ ‫‪OGóYC‬‬ ‫‪Gh oájq QòdG‬‬ ‫‪oá«æÑdG‬‬ ‫‪1-2‬‬
‫‪Structure of the Atom and Quantum‬‬
‫‪u‬‬ ‫‪o‬‬ ‫‪q‬‬
‫‪numbers‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬ ‫ﻓﻲ ِ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺍﻟﺘﻄﻮ ِ‬
‫ﺭﺍﺕ‬ ‫ﻣﻬﺎﺭﺓ ﺳﺮ ِﺩ ّ‬
‫ﺗﻨﻤﻴﺔ ُ ِ‬ ‫ﺗﺠﺮﺑﺔ ﺭﺫﺭﻓﻮﺭﺩ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﺬﺭ ِﺓ ﻣﻦ ﺧﻼ ِﻝ‬ ‫ﻳﺴﺘﻨﺘﺞ ﺑﻨﻴﺔَ ّ‬
‫َ‬
‫ﺍﻟﺬﺭ ِﺓ‬
‫ﻧﻤﺎﺫﺝ ّ‬‫ُ‬ ‫ﻟﺬﺭﺓ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ‪.‬‬ ‫ِ‬ ‫ﻧﻤﻮﺫﺝ ﺑﻮ ِﺭ ّ‬
‫َ‬ ‫ﻑ‬
‫ﻳﺘﻌﺮ َ‬
‫ّ‬
‫ﺗﻄﻮ ِ‬
‫ﺭﺍﺕ‬ ‫ﺖ ﻋﻦ ّ‬ ‫ﺍﺑﺤﺚ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧ ِ‬ ‫ﱠ‬
‫ﺍﻟﺜﺎﻧﻮﻱ ‪ ،‬ﻋﺪﺩَ ﺍﻟﻜ ﱢﻢ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ‪ ،‬ﻋﺪﺩَ ﺍﻟﻜ ﱢﻢ‬ ‫ﻢ‬ ‫ﺍﻟﻜ‬ ‫ﺩ‬ ‫ﻋﺪ‬ ‫ِ‬
‫ْ َ‬ ‫ﱠ‬ ‫ﱢ‬ ‫َ‬ ‫‪:‬‬‫َ‬ ‫ﺔ‬ ‫ّ‬ ‫ﺍﻷﺳﺎﺳﻴ‬ ‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ‬ ‫ﻑ‬‫ﻳُ ﱢﻌﺮ َ‬
‫ِ‬
‫ﻭﻣﻜﻮﻧﺎﺗﻬﺎ ‪ ،‬ﻭﺣﺎ ِﻭ ْﻝ ﺃﻥ‬
‫ﱢ‬ ‫ﺍﻟﺬﺭ ِﺓ‬ ‫ِ‬
‫ﺑﻨﻴﺔ ّ‬ ‫ﺍﻟﻤﻐﺰﻟﻲ ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ ‪ ،‬ﻋﺪﺩَ ﺍﻟﻜ ﱢﻢ‬‫ﱠ‬
‫ِ‬
‫ﺍﻷﺣﺪﺙ ‪.‬‬ ‫ﺗُﺠﺪ ِﻭﻟﻬﺎ ﻣﻦ ﺍﻷﻗﺪﻡ ِ ﺇﻟﻰ‬
‫ﺍﻟﺘﺎﺭﻳﺦ‬
‫ِ‬ ‫ﺍﻟﺬﺭ ِﺓ َ‬
‫ﻋﺒﺮ‬ ‫ﻧﻤﻮﺫﺝ ّ‬
‫ِ‬ ‫ﺗﻄﻮ ِﺭ‬
‫ﺍﻟﺴﺎﺑﻊ ﻋﻦ ّ‬
‫ِ‬ ‫ﺍﻟﺼﻒ‬
‫ﱢ‬ ‫ﺖ ﻓﻲ‬ ‫ﺳﺒﻖ ﺃﻥ ﺗﻌﻠ ّ ْﻤ َ‬
‫ﺱ ﺍﻟﺘﺄﻛﻴ َﺪ‬
‫)ﺩﺍﻟﺘﻮﻥ ﻭﻃﻮﻣﺴﻮﻥ ﻭﺭﺫﺭﻓﻮﺭﺩ ﻭﺑﻮﺭ( ‪ .‬ﺳﻨُﺤﺎ ِﻭ ُﻝ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫ﱢ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ‬
‫ِ‬ ‫ﺍﻟﻤﻌﺪ ِﻝ ﻟﻜﻲ ﻳﺘﺴﻨﻰ ﻟﻚ ﻛﺘﺎﺑﺔَ‬ ‫ﱠ‬ ‫ﻧﻤﻮﺫﺝ ﺑﻮ ِﺭ‬‫ِ‬ ‫ﻋﻠﻰ‬
‫ﻟﺬﺭ ٍﺓ ﻣﺎ ‪.‬‬
‫ّ‬
‫ﺍﻟﺬﺭ ِﺓ ‪.‬‬
‫ﺕ ّ‬ ‫ﻣﻜﻮﻧﺎ ِ‬‫ﺗﺬﻛﺮ ﱢ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ُ‬ ‫ﺍﻟﺒﺪﺀ ﻓﻲ ﺍﻟﺘﻔﺎﺻﻴ ِﻞ ‪،‬‬ ‫ﻗﺒ َﻞ ِ‬
‫َ‬
‫ﺍﻟﺬﺭﺓُ ﺗﺤﺘﻮﻱ‬ ‫ﻣﺘﺠﺎﻧﺴﺎ؟ ﻭﻫﻞ ّ‬ ‫ً‬ ‫ﺍﻟﺬﺭ ِﺓ ‪ ،‬ﻭﻫﻞ ﺗﻤﺘﻠﻚُ ﺑﻨﺎﺀًﺍ‬ ‫ﻣﺎ ﻫﻮ ﺷﻜ ُﻞ ّ‬
‫ﻓﺮﺍﻍ ﺃﻡ ﺃﻧّﻬﺎ ﻣﺼﻤﺘﺔ ٌ؟‬ ‫ٍ‬ ‫ﻋﻠﻰ‬
‫ﻂ ﺍﻟﺤﻘﺎﺋ ِﻖ ﻟﻴﺨﺮﺟﻮﺍ‬ ‫ِ‬
‫ﻭﺍﻟﻜﻴﻤﻴﺎﺀ ﺭﺑ َ‬ ‫ِ‬
‫ﺍﻟﻔﻴﺰﻳﺎﺀ‬ ‫ِ‬
‫ﻋﻠﻤﺎﺀ‬ ‫ﻟﻘﺪ ﺣﺎﻭ َﻝ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ‬
‫ﺍﻟﺤﻘﺎﺋﻖ ﺗﺘﻮﺍﻟﻰ ﻓﻲ‬
‫ُ‬ ‫ﺕ ﻫﺬﻩ‬ ‫ﺍﻟﺬﺭ ِﺓ ‪ ،‬ﻭﻗﺪ ﺃﺧ َﺬ ْ‬‫ﺑﻨﻴﺔ ّ‬ ‫ﻟﺤﻘﻴﻘﺔ ِ‬‫ِ‬ ‫ﺻﺤﻴﺢ‬
‫ٍ‬ ‫ﺑﺘﺼﻮ ٍﺭ‬
‫ّ‬
‫ﻋﺸﺮ ﻭﺍﻟﻘﺮ ِﻥ ﺍﻟﻌﺸﺮﻳﻦ ‪.‬‬ ‫َ‬ ‫ﺍﻟﻘﺮ ِﻥ ﺍﻟﺘﺎﺳ َﻊ‬

‫‪129‬‬
 ‫‪OQƒaQPQ êPƒ‰‬‬
‫‪Rutherford's model‬‬
‫‪o‬‬

‫ﺗﺠﺮﺑﺔ ُ ﺭﺫﺭﻓﻮﺭﺩ‬
‫ﺟ ِﺒﺔ‬ ‫ﺳﻴﻞ ﻣﻦ ﺩﻗﺎﺋ ِﻖ ﺃﻟﻔﺎ ﺍﻟﻤﻮ َ‬ ‫ٍ‬ ‫ﻗﺎﻡَ ﺭﺫﺭﻓﻮﺭﺩ ﺑﺈﺭﺳﺎ ِﻝ‬
‫ﺐ )ﺍﻟﺸﻜ ُﻞ ‪، (53‬‬ ‫ﺭﻗﻴﻘﺔ ﻣﻦ ﺍﻟﺬﻫ ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﺷﺮﻳﺤﺔ‬ ‫ﺍﻟﺸﺤﻨﺔ ﻋﻠﻰ‬ ‫ِ‬
‫ﻆ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫ﻭﻻﺣ ْ‬ ‫ِ‬
‫ﻑ ﻓﻲ‬ ‫ﻣﺮﻭﺭ ﻋﺪ ٍﺩ ﻛﺒﻴ ٍﺮ ﻣﻦ ﺩﻗﺎﺋ ِﻖ ﺃﻟﻔﺎ ﺑﺪﻭ ِﻥ ﺍﻧﺤﺮﺍ ٍ‬ ‫ُ‬ ‫•‬
‫ﻣﺴﺎ ِﺭﻫﺎ ‪.‬‬
‫ﺑﻌﻀﻬﺎ ﺍﻵﺧ ِﺮ ‪.‬‬‫ﻭﺍﻧﻌﻜﺎﺱ ِ‬
‫ُ‬ ‫ﺾ ﺩﻗﺎﺋ ِﻖ ﺃﻟﻔﺎ‬ ‫ﺍﻧﺤﺮﺍﻑ ﺑﻌ ِ‬
‫ُ‬ ‫•‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ‪:‬‬
‫ُ‬
‫‪53 πo μ°T‬‬ ‫ِ‬
‫ﺗﺠﺮﺑﺘﻪ ﺃﻥّ‪:‬‬ ‫ﺍﺳﺘﻨﺘ َﺞ ﺭﺫﺭﻓﻮﺭﺩ ﻣﻦ‬
‫ﺗﺠﺮﺑﺔ ُ ﺭﺫﺭﻓﻮﺭﺩ‬
‫ﻑ ﻓﻲ ﻣﺴﺎ ِﺭﻫﺎ ﻳﺪ ﱡﻝ ﺇﻟﻰ ﺃﻧّﻬﺎ‬ ‫ﻣﺮﻭﺭ ﻋﺪ ٍﺩ ﻛﺒﻴ ٍﺮ ﻣﻦ ﺩﻗﺎﺋ ِﻖ ﺃﻟﻔﺎ ﺑﺪﻭ ِﻥ ﺍﻧﺤﺮﺍ ٍ‬ ‫َ‬ ‫•‬
‫ﺷﻲﺀ ‪.‬‬‫ﺃﻱ ٍ‬ ‫ﻃﺮﻳﻘﻬﺎ ﱠ‬ ‫ﻑ ﻓﻲ ِ‬ ‫ﻟﻢ ﺗ ُﺼﺎ ِﺩ ْ‬
‫ﺑﻌﻀﻬﺎ ﺍﻵﺧ ِﺮ ﻳﺪ ﱡﻝ‬‫ﻭﺍﻧﻌﻜﺎﺱ ِ‬ ‫َ‬ ‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ‬ ‫ﺟ ِﺒﺔ‬
‫ﺾ ﺩﻗﺎﺋ ِﻖ ﺃﻟﻔﺎ ﺍﻟﻤﻮ َ‬ ‫ﺍﻧﺤﺮﺍﻑ ﺑﻌ ِ‬
‫َ‬ ‫•‬
‫ﺳﻤﺎﻩ ﺍﻟﻨﻮﺍ َﺓ ‪.‬‬ ‫ﺍﻟﺸﺤﻨﺔ ‪ ،‬ﻭﺍﻟﺬﻱ ّ‬ ‫ِ‬ ‫ﺟ ِ‬
‫ﺐ‬ ‫ﻋﻠﻰ ﻭﺟﻮ ِﺩ ﻣﺮﻛ ٍﺰ ﻣﻮ َ‬
‫ﺍﻟﺬﺭﺓ‬
‫ﺍﻟﻨﻮﺍﺓ‬

‫ﻟﻠﺬﺭ ِﺓ ﻛﻤﺎ‬
‫ﻤﺎ‬ ‫ﻧﻤﻮﺫﺟﺎ ّ‬ ‫ً‬ ‫ﺍﻗﺘﺮﺡ‬
‫َ‬ ‫ﺗﻮﺻ َﻞ ﺇﻟﻴﻬﺎ ﺭﺫﺭﻓﻮﺭﺩ ‪،‬‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ّ‬
‫ِ‬ ‫ﻓﻲ ِ‬
‫ﺿﻮﺀ‬
‫‪54 πo μ°T‬‬ ‫ﻳﻠﻲ‪:‬‬
‫ﺗﺘﻤﺮﻛﺰ‬
‫ُ‬ ‫ﺫﺭﺓُ ﺭﺫﺭﻓﻮﺭﺩ ﺣﻴﺚ‬‫ّ‬ ‫ﺍﻟﺬﺭ ِﺓ ﻓﺮﺍﻍٌ ‪.‬‬
‫ﻣﻌﻈﻢ ّ‬
‫ُ‬ ‫•‬
‫ِ‬
‫ﻛﺘﻠﺘُﻬﺎ ﻓﻲ ﺍﻟﻨﻮﺍﺓ ‪.‬‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ‪،‬‬ ‫ﺍﻟﺬﺭ ِﺓ ‪ ،‬ﻭﻫﻲ ﻣﻮ َ‬
‫ﺟﺒﺔ ُ‬ ‫ﺗﻘﻊ ﻓﻲ ﻣﺮﻛ ِﺰ ّ‬‫ﺟﺪﺍ ُ‬ ‫• ﻭﺟﻮﺩُ ﻧﻮﺍ ٍﺓ ﺻﻐﻴﺮ ٍﺓ ًّ‬
‫ﺍﻟﺬﺭ ِﺓ ‪.‬‬
‫ﻛﺘﻠﺔ ّ‬ ‫ﻭﺗﺘﺮ ّﻛ ُﺰ ﻓﻴﻬﺎ ﻣﻌﻈﻢ ِ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ﺗﺤﻮﻡ ُ ﺣﻮ َﻝ ﺍﻟﻨﻮﺍ ِﺓ ‪.‬‬ ‫ِ‬
‫ﺳﺎﻟﺒﺔ‬ ‫• ﻭﺟﻮﺩُ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ‬

‫‪130‬‬
 ‫‪QƒH êPƒ‰‬‬
‫‪Bohr's model‬‬
‫‪o‬‬

‫ﻟﺬﺭ ِﺓ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ‬

‫ﻧﻤﻮﺫﺝ ﺑﻮﺭ ّ‬
‫ُ‬
‫ﺫﺭﻱﱟ‬
‫ﻧﻤﻮﺫﺝ ّ‬
‫ٍ‬ ‫ﺍﻟﺪﺍﻧﻤﺮﻛﻲ ﻧﻴﻠﺰ ﺑﻮﺭ )‪ (1962 - 1885‬ﺇﻟﻰ‬ ‫ﱡ‬ ‫ﺍﻟﻌﺎﻟﻢ‬
‫ُ‬ ‫ﺗﻮﺻ َﻞ‬
‫ّ‬
‫ﺟﺪﻳ ٍﺪ ﺇﻓﺘﺮﺽ ﻓﻴﻪ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻟﺬﺭ ِﺓ ﻓﻲ ﻣﺴﺘﻮﻯ ٍ‬
‫ﻃﺎﻗﺔ ﻣﻌﻴﱠ ٍﻦ ﺑﺪﻭ ِﻥ ﺃﻥ‬ ‫ﻳﺪﻭﺭ ﺍﻹﻟﻜﺘﺮﻭ ُﻥ ﺣﻮ َﻝ ﻧﻮﺍ ِﺓ ّ‬ ‫ُ‬ ‫‪.1‬‬
‫ﺗﻨﻄﻠﻖ ﻣﻨﻪ ﻃﺎﻗﺔً ‪.‬‬ ‫ﻳﻜﺘﺴﺐ ﻃﺎﻗﺔً ﺃﻭ‬
‫‪55 πo μ°T‬‬
‫ﺫﺭ ِﺓ ﺑﻮﺭ ﺣﻴﺚ ﺗﺤﻴ ُ‬
‫ﻂ‬ ‫ﻧﻤﻮﺫﺝ ّ‬
‫ُ‬ ‫َ‬ ‫َ‬
‫ِ‬
‫ﻣﻨﺎﻃﻖ‬
‫َ‬
‫ِ‬
‫ﻓﻲ‬ ‫ﺓ‬ ‫ﺑﺎﻟﻨﻮﺍ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ‬
‫ُ‬
‫ُﺴﻤﻰ ﻣﺴﺘﻮﻳﺎ ِ‬ ‫ﺕ ﺣﻮ َﻝ ﺍﻟﻨﻮﺍ ِﺓ ﻳﻤﺘﻠﻚُ ﺍﻹﻟﻜﺘﺮﻭ ُﻥ ﻓﻲ‬ ‫ﺍﻟﻄﺎﻗﺔ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻣﺪﺍﺭﺍ ٍ‬ ‫ِ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬
‫ُ‬ ‫‪.2‬‬
‫ﺍﻟﻄﺎﻗﺔ ‪.‬‬ ‫ﺕ‬ ‫ﻣﺤﺪّﺩ ٍﺓ ﺗ ّ‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪.‬‬ ‫ﱠ‬
‫ﻣﺤﺪﺩ ًﺓ ﻭﻣﻌﻴﱠﻨﺔً ﻣﻦ‬ ‫ﻛ ﱟﻞ ﻣﻨﻬﺎ ّ‬
‫ﻛﻤﻴّﺔً‬
‫ﻭﻳﺼﻒ ﻃﺎﻗﺘَﻪ ‪.‬‬
‫ُ‬ ‫‪ .3‬ﻳُﻌﺒ ُﱠﺮ ﻋﻦ ﻛ ﱢﻞ ﻣﺴﺘﻮﻯ ٍ‬
‫ﻃﺎﻗﺔ ﺑﺮﻗﻢ ٍ ﻳُﻤﻴﱢ ُﺰﻩ‬
‫ﱠ‬
‫ﻣﺤﺪﺩ ًﺓ ‪ ،‬ﻓﺈﻧّﻪ ﻳﻨﺘﻘ ُﻞ ﻣﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ‬ ‫ﺍﻛﺘﺴﺐ ﺍﻹﻟﻜﺘﺮﻭ ُﻥ ﻃﺎﻗﺔً‬
‫َ‬ ‫‪ .4‬ﺍﺫﺍ‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪.‬‬ ‫ﻳﺸﻐﻠُﻪ ﺇﻟﻰ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ ﻣﻨﻪ ﻓﻲ‬

‫ﻟﻨﻤﻮﺫﺝ ﺑﻮﺭ‪:‬‬
‫ِ‬ ‫ﺖ‬ ‫ﺕ ﺍﻟﺘﻲ ُﻭ ﱢ‬
‫ﺟ َﻬ ْ‬ ‫ﻣﻦ ﺍﻻﻧﺘﻘﺎﺩﺍ ِ‬
‫ﺕ‪.‬‬‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺫﺭ ِﺓ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﺩﻭ َﻥ ﻏﻴ ِﺮﻫﺎ ﻣﻦ ّ‬
‫ﺍﻗﺘﺼﺎﺭﻩ ﻋﻠﻰ ّ‬‫ُ‬ ‫‪.1‬‬
‫ﻳﻤﻜﻦ‬
‫ُ‬ ‫ﻳﺪﻭﺭ ﻓﻴﻪ ‪ ،‬ﻟﻜﻦ‬
‫ﺍﻟﻔﺮﺍﻍ ﺍﻟﺬﻱ ُ‬
‫ِ‬ ‫ﻣﻮﺿﻊ ﺍﻻﻟﻜﺘﺮﻭ ِﻥ ﻓﻲ‬
‫ِ‬ ‫‪ .2‬ﺻﻌﻮﺑﺔ ُ ﺗﺤﺪﻳ ِﺪ‬
‫ﻭﺗﺴﻤﻰ ﺍﻟﺴﺤﺎﺑﺔَ ﺍﻻﻟﻜﺘﺮﻭﻧﻴّﺔَ ‪.‬‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻳُﺤﺘﻤ ُﻞ ﻭﺟﻮﺩُﻩ ﻓﻴﻬﺎ ‪،‬‬ ‫ﺗﺤﺪﻳ ُﺪ‬

‫‪Ip Qòd‬‬
‫‪q áo «fhÎμdE‬‬
‫‪q‬‬ ‫‪’G áo HÉë°ùdG‬‬ ‫‪Ip GƒædG Ú‬‬‫‪n H ÆGôa‬‬
‫‪m On ƒLh ßMÓf‬‬ ‫‪o‬‬
‫‪.Ú‬‬ ‫‪p LhQó«¡dG‬‬ ‫‪. áp «fhÎμdE‬‬
‫‪q‬‬ ‫‪’G áp HÉë°ùdGh‬‬

‫‪131‬‬
 ‫)ﻧﻤﻮﺫﺝ ﺑﻮﺭ ﺍﻟﻤﻌ ّﺪ ُﻝ(‬
‫ُ‬ ‫ﻟﻠﺬﺭ ِﺓ‬
‫ﺍﻟﺤﺎﻟﻲ ّ‬
‫ﱡ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ‬
‫ُ‬
‫ﺕ‬‫ﺕ ﻭﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎ ِ‬ ‫ﺍﻟﺬﺭ ِﺓ ﻧﻮﺍﺓٌ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬ ‫‪ .1‬ﻳﻮﺟ ُﺪ ﻓﻲ ﻣﺮﻛ ِﺰ ّ‬
‫ﻭﺟﺴﻴﻤﺎﺕ ﺃﺧﺮﻯ ‪.‬‬ ‫َ‬
‫ﺫﺭﺍ ِ‬
‫ﺕ ﺍﻟﻌﻨﺎﺻ ِﺮ‬ ‫ﺕ ﻓﻲ ّ‬ ‫ِ‬
‫ﺍﻟﻤﺸﻐﻮﻟﺔ ﺑﺎﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬
‫ُ‬ ‫‪.2‬‬
‫ﺍﻟﻤﻌﺮﻭﻓﺔ ﺣﺘّﻰ ﺍﻵﻥ ﻋﺪﺩُﻫﺎ ﺳﺒﻌﺔ ٌ ‪.‬‬ ‫ِ‬
‫ﺣﺴﺐ ِ‬
‫ﻃﺎﻗﺘﻬﺎ ‪.‬‬ ‫َ‬ ‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ ﺣﻮ َﻝ ﺍﻟﻨﻮﺍ ِﺓ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬
‫ُ‬ ‫ّﺐ‬
‫‪ .3‬ﺗﺘﺮﺗ ُ‬
‫ﺭﻗﻤﻪ ‪.‬‬
‫ﺕ ﻳُﺴﺎﻭﻱ َ‬ ‫ﺖ ﻣﺴﺘﻮﻳﺎ ٍ‬ ‫ﻳﻨﻘﺴﻢ ﺇﻟﻰ ﻋﺪ ٍﺩ ﻣﻦ ﺗﺤ ِ‬ ‫ُ‬ ‫ﺭﺋﻴﺴﻲ‬
‫ﱟ‬ ‫‪ .4‬ﻛ ﱡﻞ ﻣﺴﺘﻮﻯ ٍ‬
‫ﻃﺎﻗﺔ‬
‫ﺭﺋﻴﺴﻲ ﻋﺪﺩٌ ﻣﻌﻴ ٌﱠﻦ ﻣﻦ ﺍﻷﻓﻼ ِﻙ ‪.‬‬
‫ﱟ‬ ‫ﻣﺴﺘﻮﻯ ﻓﻲ ﺃﻱﱢ ﻣﺴﺘﻮﻯ ٍ‬
‫ﻃﺎﻗﺔ‬ ‫ً‬ ‫‪ .5‬ﻟﻜ ﱢﻞ ﺗﺤ ِ‬
‫ﺖ‬
‫ﺍﻟﻜﺘﻠﻲ ‪Mass Number‬‬
‫ﱡ‬ ‫ﺍﻟﺬﺭ ﱡﻱ ‪ Atomic Number‬ﻭﺍﻟﻌﺪﺩُ‬
‫ﺍﻟﻌﺪﺩُ ّ‬
‫ﺕ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ ﻧﻮﺍ ِﺓ ﺃﻱﱢ‬ ‫ﻱ )‪ (Z‬ﻫﻮ ﻋﺪﺩُ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬ ‫ﺍﻟﺬﺭ ﱡ‬
‫ّ‬ ‫ﺍﻟﻌﺪﺩُ‬
‫ﻱ = ﻋﺪﺩَ‬ ‫ﺍﻟﺬﺭ ﱡ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻤﺘﻌﺎﺩﻟﺔ ﻛﻬﺮﺑﺎﺋﻴ ًّﺎ ‪ ،‬ﻳﻜﻮ ُﻥ ﺍﻟﻌﺪﺩُ‬ ‫ﺍﻟﺬﺭ ِﺓ‬
‫ّ‬ ‫ﺫﺭ ٍﺓ ‪ .‬ﻭﻓﻲ‬‫ّ‬
‫ﺕ )‪ (e‬ﺣﻮ َﻝ ﺍﻟﻨﻮﺍ ِﺓ ‪.‬‬ ‫ﺕ )‪ (p‬ﻓﻲ ﺍﻟﻨﻮﺍ ِﺓ = ﻋﺪﺩَ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬
‫ﺕ )‪(N‬‬ ‫ﻣﺠﻤﻮﻉ ﻋﺪ ِﺩ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬
‫ﺕ )‪ (p‬ﻭﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎ ِ‬ ‫ِ‬ ‫ﺍﻟﻜﺘﻠﻲ )‪ (A‬ﻫﻮ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ﱡ‬ ‫ﻭﺍﻟﻌﺪﺩُ‬
‫ﺍﻟﺬﺭ ِﺓ ﺗﺘﺮ ّﻛ ُﺰ ﻓﻲ ِ‬
‫ﻧﻮﺍﺗﻬﺎ ‪.‬‬ ‫ﻣﻌﻈﻢ ِ‬
‫ﻛﺘﻠﺔ ّ‬ ‫َ‬ ‫ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ ﻧﻮﺍ ِﺓ ﺃﻱﱢ ّ‬
‫ﺫﺭ ٍﺓ ‪ ،‬ﻷ ّﻥ‬
‫ﺕ( ‪ +‬ﻋﺪﺩَ ﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎ ِ‬
‫ﺕ‬ ‫ﻱ )ﻋﺪﺩَ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬ ‫ﺍﻟﺬﺭ ﱠ‬
‫ﺍﻟﻜﺘﻠﻲ = ﺍﻟﻌﺪﺩَ ّ‬ ‫ﱡ‬ ‫ﺍﻟﻌﺪﺩُ‬
‫‪A= Z + N‬‬

‫ﺍﻟﺘﺤﻠﻴ ُﻞ‬
‫ﺍﻟﺘﺎﻟﻲ ﻣﺴﺘﻌﻴﻨًﺎ ﺑﺎﻟﺠﺪﻭ ِﻝ ﺍﻟﺪﻭﺭﻱﱢ ﻟﻠﻌﻨﺎﺻ ِﺮ‪:‬‬ ‫ِ‬
‫ﺃﻛﻤ ِﻞ ﺍﻟﺠﺪﻭ َﻝ‬
‫َ‬
‫‪Si‬‬ ‫‪U‬‬ ‫ﺍﻟﺮﻣﺰ‬
‫ُ‬
‫‪17‬‬ ‫‪8‬‬ ‫‪92‬‬ ‫ِ‬
‫ﺍﻟﺒﺮﻭﺗﻮﻧﺎﺕ‬ ‫ﻋﺪﺩُ‬

‫‪14‬‬ ‫‪20‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪6‬‬ ‫ِ‬

‫ﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎﺕ‬ ‫ﻋﺪﺩُ‬
‫‪200‬‬ ‫‪27‬‬ ‫‪17‬‬ ‫‪16‬‬ ‫‪238‬‬ ‫ﺍﻟﻜﺘﻠﻲ‬
‫ﱡ‬ ‫ﺍﻟﻌﺪﺩُ‬
‫‪13‬‬ ‫‪12‬‬ ‫‪92‬‬ ‫ﺍﻟﻌﺪﺩُ ﺍﻟﺬﺭﻱﱡ‬
‫‪14‬‬ ‫‪82‬‬ ‫‪8‬‬ ‫ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ‬ ‫ﻋﺪﺩُ‬

‫‪132‬‬
 ‫‪ºμdG‬‬ ‫‪OGóYC‬‬ ‫‪G‬‬
‫‪Quantum Numbers‬‬
‫‪u‬‬ ‫‪o‬‬
‫ﺗﻘﻨﻴﺔ ُ ﺍﻟﻨﺎﻧﻮ‬
‫ﺗﻘﻨﻴﺔ ﺍﻟﻨﺎﻧﻮ ﻋﻠﻰ ﺍﻋﺘﺒﺎ ِﺭ‬ ‫ﻳﻌﺘﻤ ُﺪ ﻣﻔﻬﻮﻡ ُ ِ‬
‫ﺣﺠﻤﻬﺎ‬ ‫ﺕ ﺍﻟﺘﻲ ﻳﻘ ﱡﻞ‬ ‫ﺃ ّﻥ ﺍﻟﺠﺴﻴﻤﺎ ِ‬ ‫ﺢ ﻭﺿ َﻊ ﺍﻹﻟﻜﺘﺮﻭ ِﻥ ﻭﻫﻲ‪:‬‬ ‫ﺟ ُﺪ ‪ 4‬ﺃﻋﺪﺍ ِﺩ ﻛ ﱟﻢ ﺗ ُﻮ ﱢ‬
‫ﺿ ُ‬ ‫ﺗﻮ َ‬
‫ُ‬
‫”ﺍﻟﻨﺎﻧﻮﻣﺘﺮ ﺟﺰﺀ ٌ ﻣﻦ‬ ‫ﻋﻦ ِ‬
‫ﻣﺎﺋﺔ ﻧﺎﻧﻮﻣﺘ ٍﺮ‬
‫ُ‬
‫ﺃﻟﻒ ﻣﻠﻴﻮ ٍﻥ ﻣﻦ ﺍﻟﻤﺘ ِﺮ“ ﺗ ُﻌﻄﻲ ﻟﻠﻤﺎﺩّ ِﺓ‬ ‫ِ‬ ‫‪Principal quantum number‬‬ ‫ﺍﻟﺮﺋﻴﺴﻲ )‪(n‬‬
‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺧﺼﺎﺋﺺ‬ ‫َ‬ ‫ﺍﻟﺘﻲ ﺗﺪﺧ ُﻞ ﻓﻲ ﺗﺮﻛﻴﺒِ ﻬﺎ‬
‫ﺕ ﺟﺪﻳﺪ ًﺓ ‪ .‬ﻭﻫﺬﺍ ﺑﺴﺒﺐِ‬ ‫ﻭﺳﻠﻮﻛﻴﺎ ٍ‬ ‫ﺤﺪﺩُ ﺑُﻌ َﺪ ﺍﻹﻟﻜﺘﺮﻭ ِﻥ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ‪ principal quantum number‬ﻳُ ﱢ‬ ‫ﱡ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﻳﺘﺤﺮ ُﻙ‬ ‫ﺍﻟﻨﻮﺍﺓ ﻭﻳُﺸﻴﺮ ﺇﻟﻰ ِ‬
‫ﻃﺎﻗﺔ ﺍﻹﻟﻜﺘﺮﻭ ِﻥ ‪ ،‬ﻭﻣﻦ ﺛﻢ ِ‬ ‫ﻋﻦ ِ‬
‫ﻣﻔﺎﻫﻴﻢ‬
‫َ‬ ‫ِ‬
‫ﺃ ّﻥ ﻫﺬﻩ ﺍﻟﺠﺴﻴﻤﺎﺕ ﺗ ُﺒﺪﻱ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ّ‬
‫ﱢ‬ ‫ﻃﺎﻗﺔ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ّ‬ ‫ُ‬
‫ﻣﻤﺎ‬ ‫ّ‬ ‫‪،‬‬ ‫ً‬
‫ﺓ‬ ‫ﻓﻴﺰﻳﺎﺋﻴّﺔً ﻭﻛﻴﻤﻴﺎﺋﻴّﺔً ﺟﺪﻳﺪ‬
‫ﻳﻘﻮﺩُ ﺇﻟﻰ ﺳﻠﻮ ٍﻙ ﺟﺪﻳ ٍﺪ ﻳﻌﺘﻤ ُﺪ ﻋﻠﻰ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﻮﺟﺒ َ ِﺔ ﺃﻱ ‪. 7، 6، 5، 4، 3، 2، 1‬‬
‫ِ‬ ‫ﻓﻴﻪ ‪ ،‬ﻭﻳﺄﺧ ُﺬ ﺃﺣ َﺪ ﺍﻟﻘﻴﻢ ِ ﺍﻟﻌﺪﺩﻳّ ِﺔ‬
‫ﺣﺠﻢ ِ ﺍﻟﺠﺴﻴﻤﺎ ِ‬
‫ﺕ‪.‬‬ ‫ﻑ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ ﺑﺤﺮﻭ ٍ‬ ‫ﺸﺎﺭ ﺃﺣﻴﺎﻧًﺎ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬
‫ﺕ‬ ‫ﻭﻳ ُ ُ‬
‫ﺭﻗﻢ‬
‫ُ‬
‫ﺍﻟﺴﺎﺑﻊ‬
‫ُ‬ ‫ﺍﻟﺴﺎﺩﺱ‬
‫ُ‬ ‫ﺍﻟﺨﺎﻣﺲ‬
‫ُ‬ ‫ﺍﻟﺮﺍﺑﻊ‬
‫ُ‬ ‫ﺚ‬
‫ﺍﻟﺜﺎﻟ ُ‬ ‫ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻷﻭ ُﻝ‬
‫ّ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬
‫‪Q‬‬ ‫‪P‬‬ ‫‪O‬‬ ‫‪N‬‬ ‫‪M‬‬ ‫‪L‬‬ ‫‪K‬‬ ‫ﺍﻟﺮﻣﺰ‬
‫ُ‬
‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱡ‬

‫ﺟ َﺪ ﻓﻲ‬
‫ﻤﻜ ُﻦ ﺃﻥ ﺗﻮ َ‬ ‫ﻤﻜ ُﻦ ﻣﻌﺮﻓﺔ ُ ﺍﻟﻌﺪ ِﺩ ﺍﻷﻗﺼﻰ ﻣﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺕ ﺍﻟﺘﻲ ﻳ ُ ِ‬ ‫ﻳُ ِ‬
‫ِ‬
‫ﺍﻟﻌﻼﻗﺔ‪2n2 :‬‬ ‫ﺍﻟﺬﺭ ِﺓ ﻣﻦ‬
‫ﺭﺋﻴﺴﻲ ﻓﻲ ّ‬
‫ﱟ‬ ‫ﻣﺴﺘﻮﻯ‬
‫ً‬ ‫ﻛ ﱢﻞ‬
‫ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ‬ ‫ﻋﺪﺩُ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱢ‬ ‫ﺭﻗﻢ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ِ‬ ‫ُ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺟﺪﻭﻟﺔ ُ‬
‫‪2n2 = 2x12 = 2‬‬ ‫ﺍﻷﻭ ُﻝ‬
‫ّ‬
‫ﺗﺠﻤﻊ ﻓﻴﻪ ﻋﺪﺩ َ ﺍﻟﻜ ﱢﻢ‬
‫ُ‬ ‫ً‬
‫ﺟﺪﻭﻻ‬ ‫ﺍﺻﻨﻊ‬
‫ْ‬
‫ِ‬
‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﺔِ‬ ‫ﺍﻟﺮﺋﻴﺲِ ﻣﻊ ﺭﻣﻮ ِﺯ‬ ‫‪2n2 = 2x22 = 8‬‬ ‫ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺴﺘﻮﻯ‬
‫ً‬ ‫ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﻓﻲ ﻛ ﱢﻞ‬ ‫ﻭﻋﺪ ِﺩ‬ ‫‪2n2 = 2x32 = 18‬‬ ‫ﺚ‬
‫ﺍﻟﺜﺎﻟ ُ‬
‫‪p‬‬
‫‪‘ äÉfhÎμdE‬‬ ‫‪’G Oo óY‬‬

‫ﺲ‪.‬‬
‫ﺭﺋﻴ ٍ‬ ‫‪2n2 = 2x42 = 32‬‬ ‫ﺍﻟﺮﺍﺑﻊ‬
‫ُ‬
‫‪áp °ù«FôdG äÉjƒà°ùŸG‬‬
‫‪p‬‬

‫‪Secondary quantum number‬‬ ‫ﺍﻟﺜﺎﻧﻮﻱ )‪(l‬‬

‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺍﻷﻭ ِﻝ ﻋﻠﻰ ﻋ ّﺪ ِﺓ ﺗﺤ ِ‬
‫ﺖ‬ ‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﺔ ُ ﻋﺪﺍ ﺍﻟﻤﺴﺘﻮﻯ ّ‬
‫ُ‬ ‫ﺗﺤﺘﻮﻱ‬
‫‪K‬‬ ‫ﻑ ﻳﺪ ﱡﻝ ﻋﻠﻴﻪ ﻭﻫﻲ ﻣﺮﺗ ّﺒﺔ ٌ‬‫ﻣﺴﺘﻮﻯ ﺑﺤﺮ ٍ‬‫ً‬ ‫ﺕ ﻳُﺮﻣَ ُﺰ ﻟﻜ ﱢﻞ ﺗﺤ ِ‬
‫ﺖ‬ ‫ﻣﺴﺘﻮﻳﺎ ٍ‬
‫ﺑﺤﺴ ِ‬
‫‪L M‬‬

‫ﺐ ِ‬
‫ﻃﺎﻗﺘﻬﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪N‬‬

‫‪f, d, p, s‬‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺗﺰﺍﻳ ُﺪ‬

‫‪áo °ù«FôdG äÉjƒà°ùŸG‬‬

‫‪o‬‬

‫‪133‬‬
 ‫ﻳﺼﻒ ﺷﻜﻞَ ﺗﺤ ِ‬
‫ﺖ‬ ‫ُ‬ ‫ﺍﻟﺜﺎﻧﻮﻱ ‪secondary quantum number‬‬ ‫ﱡ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱡﻢ‬
‫ﺍﺑﺘﺪﺍﺀﺍ ﻣﻦ ﺍﻟﺼﻔ ِﺮ ﺇﻟﻰ‬
‫ً‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﻌﺪﺩﻳّﺔ َ‬
‫ﻳﺘﺤﺮ ُﻙ ﻓﻴﻪ ﺍﻹﻟﻜﺘﺮﻭﻥُ ‪ ،‬ﻭﻳﺄﺧ ُﺬ َ‬
‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ ّ‬
‫ﺗﻮﺿﻴﺢ ﺫﻟﻚ ﺑﺎﻟﺠﺪﻭ ِﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ُ‬ ‫ﻤﻜ ُﻦ‬‫)‪ . (n-1‬ﻭﻳ ُ ِ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻗﻴﻤﺔ ُ ﻋﺪ ِﺩ ﺍﻟﻜ ﱢﻢ ﺍﻟﺜﺎﻧﻮﻱﱢ‬
‫‪s‬‬ ‫ﺻﻔﺮ‬
‫‪p‬‬ ‫‪1‬‬
‫‪d‬‬ ‫‪2‬‬
‫‪f‬‬ ‫‪3‬‬
‫ﻭﺍﻟﺨﺎﺻﻴّﺔ ُ ﺍﻟﻔﻴﺰﻳﺎﺋﻴّﺔ ُ ﺍﻟﻤﺮﺗﺒﻄﺔ ُ ﺑﻌﺪ ِﺩ ﺍﻟﻜ ﱢﻢ ﺍﻟﺜﺎﻧﻮﻱﱢ ﻫﻲ ﺗﺤﺪﻳ ُﺪ ﺍﻟﺸﻜ ِﻞ‬
‫ّ‬
‫ﻚ‪.‬‬ ‫ﺍﻟﻌﺎ ﱢﻡ ﻟﻠﻔﻠ ِ‬
‫ﺍﻟﻔﻠﻚ ‪s‬‬
‫ُ‬
‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ ‪ ،‬ﻭﻳﻜﻮ ُﻥ ﺷﻜﻠُﻪ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺟﻤﻴﻊ ﻣﺴﺘﻮﻳﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﻳﻮﺟ ُﺪ ﺍﻟﻔﻠﻚُ ‪ s‬ﻓﻲ‬
‫ﺲ ﻛﻤﺎ ﻓﻲ‬ ‫ﺍﻟﻜﻤ ﱢﻲ ﺍﻟﺮﺋﻴ ِ‬
‫ّ‬ ‫ﺣﺠﻤﻪ ﺑﺎﺯﺩﻳﺎ ِﺩ ﺍﻟﻌﺪ ِﺩ‬
‫ُ‬ ‫ﺩﺍﺋﻤﺎً ﻛﺮﻭﻳ ًّﺎ ‪ ،‬ﻭﻳﺰﺩﺍﺩُ‬
‫‪z‬‬ ‫ﺍﻟﺸﻜ ِﻞ ‪:‬‬

‫‪y‬‬

‫‪x‬‬

‫‪s‬‬
‫ﺃﻓﻼ ُﻙ ‪p‬‬
‫ﺲ ﺍﻟﺜﺎﻧﻲ ‪ ،‬ﻭﻋﺪﺩُﻫﺎ ﻓﻲ‬ ‫ﺍﻟﺬﺭ ِﺓ ﺑﺪﺀًﺍ ﻣﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺮﺋﻴ ِ‬
‫ﻳﺒﺪﺃ ُ ﻭﺟﻮﺩُﻫﺎ ﻓﻲ ّ‬
‫ﺛﻼﺛﺔ ﺃﻓﻼ ٍﻙ ‪ .‬ﻭﻳﻜﻮ ُﻥ ﺷﻜ ُﻞ ﻛ ﱟﻞ ﻣﻨﻬﺎ ) ( ‪،‬‬ ‫ﻓﺮﻋﻲ ﻣﻦ ِ‬ ‫ﱟ‬ ‫ﻣﺴﺘﻮﻯ‬
‫ً‬ ‫ﻛ ﱢﻞ‬
‫ﺑﻴﻦ ﻛ ﱢﻞ ﻓﻠ ٍ‬
‫ﻚ‬ ‫ﺕ ﻓﺮﺍﻏﻴّﺔً ﻣﺘﻌﺎﻣﺪ ًﺓ ﻋﻠﻰ ِ‬
‫ﺑﻌﻀﻬﺎ ‪ .‬ﻓﺎﻟﺰﺍﻭﻳﺔ ُ َ‬ ‫ﻭﺗﺘّﺨ ُﺬ ﺍﺗ ّﺠﺎﻫﺎ ٍ‬
‫ﺠﻪ ﻛ ﱞﻞ ﻣﻨﻬﺎ ﻋﻠـﻰ ﺃﺣ ِﺪ ﺍﻟﻤﺤﺎﻭ ِﺭ ﺍﻹﺣﺪﺍﺛﻴ ّ ِﺔ ‪x , y ,‬‬
‫ﻭﺁﺧﺮ ﻣﻨﻬﺎ ‪ ، 90‬ﻭﻳﺘ ّ ُ‬‫َ‬
‫‪ . z‬ﻟﺬﻟﻚ ﻳُﺮﻣَ ُﺰ ﻟﻬﺬﻩ ﺑﺎﻟﺮﻣﻮ ِﺯ ‪ px , py , pz‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜ ِﻞ ‪:‬‬
‫‪z‬‬ ‫‪z‬‬ ‫‪z‬‬ ‫‪z‬‬
‫‪y‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪y‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫‪x‬‬
‫‪px‬‬ ‫‪py‬‬
‫‪pz‬‬ ‫ﺃﻓﻼ ُﻙ ‪ p‬ﻣﺠﺘﻤﻌﺔً‬
‫‪134‬‬
 ‫ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫َ‬ ‫ﺃﻧﻈ ِﺮ ﺍﻟﺠﺪﻭ َﻝ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ُ‬ ‫ﻗﻴﻤﺔ ُ ﻋﺪ ِﺩ ﺍﻟﻜ ﱢﻢ ﺍﻟﺜﺎﻧﻮﻱﱢ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫‪1s‬‬ ‫ﺻﻔﺮ‬ ‫‪1‬‬
‫‪2s, 2p‬‬ ‫ﺻﻔﺮ‪1 ،‬‬ ‫‪2‬‬
‫‪3s, 3p, 3d‬‬ ‫ﺻﻔﺮ‪2 ،1 ،‬‬ ‫‪3‬‬
‫‪4s, 4p, 4d, 4f‬‬ ‫ﺻﻔﺮ‪3 ،2 ،1 ،‬‬ ‫‪4‬‬

‫‪Magnetic quantum number‬‬ ‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ )‪(m‬‬

‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ ‪ magnetic quantum number‬ﻳُ ﱢ‬
‫ﺤﺪﺩُ ﻋﺪﺩ َ‬ ‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺍﻟﻘﻴﻢ‬ ‫ِ‬ ‫ﺍﻷﻓﻼ ِﻙ ﻟﻜ ﱢﻞ ﺗﺤ ِ‬
‫ﻣﺴﺘﻮﻯ ﻭﺃﺷﻜﺎﻟ َﻬﺎ ﻭﻃﺎﻗﺘَﻬﺎ ﻭﺍﺗّﺠﺎﻫﺎﺗﻬﺎ ﺍﻟﻔﺮﺍﻏﻴّﺔ َ ‪ .‬ﻭﻳﺄﺧ ُﺬ َ‬
‫ﺖ ً‬
‫ﺍﻟﻌﺪﺩﻳّﺔ َ ﺍﻟﺼﺤﻴﺤﺔ َ ﻣﻦ )‪ (- 3‬ﺣﺘّﻰ )‪ (+ 3‬ﺑﻤﺎ ﻓﻴﻬﺎ ﻗﻴﻤﺔ ُ ﺍﻟﺼﻔ ِﺮ ‪.‬‬
‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱢ‬ ‫ﻗﻴﻤﺔ ُ ﻋﺪ ِﺩ ﺍﻟﻜ ﱢﻢ‬ ‫ﻋﺪﺩُ ﺍﻷﻓﻼ ِﻙ‬ ‫ﻗﻴﻤﺔ ُ ﻋﺪ ِﺩ ﺍﻟﻜ ﱢﻢ ﺍﻟﺜﺎﻧﻮﻱﱢ‬
‫ﺻﻔﺮ‬ ‫‪1‬‬ ‫ﺻﻔﺮ‬
‫‪-1, 0 ,1‬‬ ‫‪3‬‬ ‫‪1‬‬
‫‪-2, -1, 0, 1, 2‬‬ ‫‪5‬‬ ‫‪2‬‬
‫‪-3, -2, -1, 0, 1, 2, 3‬‬ ‫‪7‬‬ ‫‪3‬‬

‫‪Spin quantum number‬‬ ‫ﺍﻟﻤﻐﺰﻟﻲ )‪(ms‬‬

‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ِ‬
‫ﺣﺮﻛﺔ‬ ‫ﺍﻟﻤﻐﺰﻟﻲ ‪ spin quantum number‬ﻳُ ﱢ‬
‫ﺤﺪﺩُ ﺍﺗّﺠﺎﻩ َ‬ ‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺍﻹﻟﻜﺘﺮﻭ ِﻥ ﺍﻟﻤﻐﺰﻟﻴّ ِﺔ ﺣﻮﻝَ ﻣﺤﻮ ِﺭﻩ ‪.‬ﻭﻫﻨﺎﻙ ﻗﻴﻤﺘﺎﻥ ﻣﻤﺜﱢﻠﺘﺎﻥ ﻟﻬﺬﺍ ﺍﻟﻌﺪﺩ ½‪+‬‬
‫ﻭ ½‪. -‬‬

‫ﺍﻟﺪﺭﺱ ‪1-2‬‬
‫ُ‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬
‫‪º°SQoG .1‬‬
‫‪u Op óY øe πw c õo eôj GPÉe ¤EG .2‬‬
‫‪. Ip Qò∏d‬‬
‫‪q ∫ó©ŸG‬‬‫‪q‬‬ ‫‪QƒH êPƒ‰‬‬
‫‪n‬‬

‫‪Öo Jq ÎJ ∞«c .3‬‬

‫‪. …ƒfÉãdG‬‬
‫‪u‬‬ ‫‪u Op óYh »°ù«FôdG‬‬
‫‪ºμdG‬‬ ‫‪u‬‬ ‫‪ºμdG‬‬
‫‪?É¡àp bÉW Ö°ùëH äÉjƒà°ùŸG‬‬
‫‪p‬‬ ‫‪â–h áo °ù«FôdG äÉjƒà°ùŸG‬‬
‫‪o‬‬

‫‪135‬‬
 ‫‪ÊhÎμdE‬‬
‫‪t‬‬ ‫‪’G ™jRƒàdG‬‬ ‫‪2-2‬‬
‫‪The Electronic Distribution‬‬
‫‪o‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺕ ﺍﻟﺮﺋﻴﺴﻴ ّ ِﺔ ‪.‬‬‫ﻟﻠﺬﺭ ِﺓ ﻭﻓﻖ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ّ‬
‫ﱠ‬ ‫ﻳﻜﺘﺐ ﺍﻟﺘﻮﺯﻳ َﻊ‬
‫َ‬
‫ﻟﻠﺬﺭ ِﺓ ﻭﻓﻖ ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ‪ِ.‬‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ّ‬
‫ﱠ‬ ‫ﻳﻜﺘﺐ ﺍﻟﺘﻮﺯﻳ َﻊ‬
‫َ‬
‫ﺍﻟﺜﺎﻧﻲ ﻷﻭﻓﺒﺎﻭ ‪ ،‬ﺍﻟﺘﻮﺯﻳ َﻊ‬ ‫ﺍﻷﻭ َﻝ ﻷﻭﻓﺒﺎﻭ ‪ ،‬ﺍﻟﻤﺒﺪﺃ َ‬
‫ّ‬ ‫َ‬ ‫ﺃ‬ ‫ﺍﻟﻤﺒﺪ‬ ‫‪:‬‬ ‫ﺔ‬
‫َّ‬ ‫ﺍﻷﺳﺎﺳﻴ‬ ‫ِ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫َ‬
‫ﻟﻠﺬﺭ ِﺓ ‪ ،‬ﻣﺒﺪﺃ َ ﺍﻻﺳﺘﺒﻌﺎ ِﺩ ‪ ،‬ﻗﺎﻋﺪ َﺓ ﻫﻮﻧﺪ ‪.‬‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ّ‬
‫ﱠ‬

‫ﺍﻟﺬﺭ ِﺓ ‪.‬‬
‫ﺕ ﻓﻲ ّ‬ ‫ِ‬
‫ﻟﺤﺮﻛﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻋﺒﺎﺭ ٌﺓ ﻋﻦ ﻭﺻﻒٍ‬
‫ﱡ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ‪،‬‬ ‫ﺕ ﻧﻮﻋﻴﻦ ﻣﻦ‬ ‫ﺍﻟﺴﺎﺑﻊ ﺃ ّﻥ ﻟﻺﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ِ‬ ‫ﺍﻟﺼﻒ‬
‫ﱢ‬ ‫ﻭﻛﻤﺎ ﺗﻌﻠ ّ َ‬
‫ﻤﺖ ﻓﻲ‬
‫ﻧﻔﺴﻬﺎ ﻭﺣﺮﻛﺘُﻬﺎ ﺣﻮﻝ ﺍﻟﻨﻮﺍ ِﺓ ‪ ،‬ﺳﺘﺘﻌﻠ ّ ُﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺱ‬ ‫ﺣﺮﻛﺘُﻬﺎ ﺣﻮﻝ ِ‬
‫ﺕ‬‫ﺕ ﺍﻟﺮﺋﻴﺴﻴ ّ ِﺔ ﻭﻓﻲ ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻟﻠﻤﺴﺘﻮﻳﺎ ِ‬
‫ﱠ‬ ‫ﺍﻟﺘﻮﺯﻳ َﻊ‬
‫ﻟﻠﺬﺭ ِﺓ ‪.‬‬
‫)‪ّ (f, d, p, s‬‬

‫‪áp «°ù«FôdG‬‬ ‫‪p‬‬

‫‪äÉjƒà°ùŸG‬‬ ‫‪p‬‬
‫‪Ö°ùëH‬‬ ‫‪ÊhÎμdE‬‬ ‫‪’G ™jRƒàdG‬‬
‫‪Electronic Distribution According to the‬‬
‫‪q‬‬ ‫‪t‬‬ ‫‪o‬‬

‫‪Principal Levels‬‬
‫ٍ‬
‫ﻣﺨﺘﻠﻔﺔ ﻋﻦ‬ ‫ﺕ‬‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺣﻮ َﻝ ﺍﻟﻨﻮﺍ ِﺓ ﻋﻠﻰ ﺃﺑﻌﺎ ٍﺩ ﻭﻣﺴﺘﻮﻳﺎ ٍ‬ ‫ُ‬ ‫ﺗﺘﺤﺮ ُﻙ‬
‫ّ‬
‫ﻳﻤﺘﻠﻜﻬﺎ ﺍﻹﻟﻜﺘﺮﻭ ُﻥ ‪ ،‬ﻓﻜﻠّﻤﺎ ﺍﺑﺘﻌ َﺪ ﺍﻹﻟﻜﺘﺮﻭ ُﻥ ﻋﻦ‬ ‫ُ‬ ‫ِ‬
‫ﻟﻠﻄﺎﻗﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﻮﺍ ِﺓ ﺗﺒ ًﻌﺎ‬
‫ﺏ ﺍﻟﻨﻮﺍ ِﺓ ﻟﻺﻟﻜﺘﺮﻭ ِﻥ‬ ‫ﻗﻮ ِﺓ ﺟﺬ ِ‬ ‫ﺿﻌﻒ ّ‬ ‫ُ‬ ‫ﻭﺍﻟﺴﺒﺐ ﻫﻮ‬
‫ُ‬ ‫ﺕ ﻃﺎﻗﺘُﻪ ‪،‬‬ ‫ﺍﻟﻨﻮﺍ ِﺓ ﺍﺯﺩﺍﺩَ ْ‬
‫ﺣﺮﻛﺘﻬﺎ ﺣﻮ َﻝ‬ ‫ِ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﻓﻲ‬
‫ُ‬ ‫ﺗﺨﻀﻊ‬
‫ُ‬ ‫ﻛﻠّﻤﺎ ﺍﺑﺘﻌ َﺪ ﻋﻦ ﺍﻟﻨﻮﺍ ِﺓ ‪ ،‬ﺣﻴﺚ‬
‫ﺏ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ ﻓﻲ ﺍﻟﻤﻘﺪﺍ ِﺭ ﻭﻣﺘﻌﺎﻛﺴﺘﻴﻦ ﻓﻲ ﺍﻻﺗ ّﺠﺎ ِﻩ ‪،‬‬ ‫ﻟﻘﻮﺗﻲ ﺟﺬ ٍ‬ ‫ﺍﻟﻨﻮﺍ ِﺓ ّ‬
‫‪K‬‬ ‫‪L‬‬ ‫‪M‬‬ ‫ِ‬
‫ﺍﻟﻨﺎﺗﺠﺔ‬ ‫ﻭﺍﻟﻘﻮ ِﺓ ﺍﻟﻤﺮﻛﺰﻳ ّ ِﺔ‬ ‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ﻧﺤﻮ ﺍﻟﺪﺍﺧ ِﻞ‬ ‫ِ‬
‫ﻣﻮﺟﺒﺔ‬ ‫ﺏ ﺍﻟﻨﻮﺍ ِﺓ‬ ‫ﻗﻮ ِﺓ ﺟﺬ ِ‬
‫ّ‬ ‫ّ‬
‫ﺍﻟﺨﺎﺭﺝ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﻋﻦ ﺍﻟﺤﺮﻛﺔ ﺇﻟﻰ‬
‫ﺕ ﻳُﺮﻣَ ُﺰ ﻟﻬﺎ‬ ‫ﻉ ﻓﻲ ﻣﺴﺘﻮﻳﺎ ٍ‬ ‫ﺕ ﺗﺘﻮ ّﺯ ُ‬ ‫ﻳُﻌﺘﺒَ ُﺮ ﺑﻮﺭ ّﺃﻭ َﻝ ﻣﻦ ﺑﻴ ّ َﻦ ﺃ ّﻥ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫‪+‬‬ ‫‪2‬‬ ‫‪8 18‬‬

‫ﻑ‪K, L, M … :‬‬ ‫ﺑﺎﻟﺤﺮﻭ ِ‬

‫ﻉ‬ ‫ﻳﺘﺮﺍﻭﺡ ﺑﻴﻦ ‪ 1‬ﻭ‪ 18‬ﺗﺘﻮ ّﺯ ُ‬ ‫ُ‬ ‫ﺕ ﺍﻟﻌﺪ ِﺩ ﺍﻟﺬﺭﻱﱢ ﺍﻟﺬﻱ‬ ‫ﺕ ﺫﺍ ِ‬ ‫ﻟﻠﺬﺭﺍ ِ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ّ‬ ‫ِ‬
‫ﺃﻗﺼﻰ ﻋﺪﺩُ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻭﻓﻖ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫ﺕ ‪ K‬ﻭ‪ L‬ﻭ ‪َ M‬‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﻓﻲ ﻣﺴﺘﻮﻳﺎ ِ‬ ‫ُ‬
‫‪2‬‬ ‫‪K‬‬ ‫ﺕ‪.‬‬ ‫ﻣﺤﺪ ٍﺩ ﻣﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ﱠ‬ ‫ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻋﺪ ٍﺩ‬
‫َ‬ ‫ﻤﻜ ُﻦ ﻟﻜ ﱢﻞ ﻣﺴﺘﻮﻯ ﺃﻥ‬ ‫• ﻳُ ِ‬
‫‪8‬‬ ‫‪L‬‬ ‫ﺛﻢ ‪ ، M‬ﻭﻻ ﻳﺘ ﱡﻢ ﺍﻻﻧﺘﻘﺎ ُﻝ‬ ‫ﺛﻢ ‪ّ L‬‬ ‫ﺕ ﺑﺪﺀًﺍ ﺑﺎﻟﻤﺴﺘﻮﻯ ‪ّ K‬‬ ‫ﺗﻮﺯﻳﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ُ‬ ‫ﻳﺘ ﱡﻢ‬
‫‪18‬‬ ‫‪M‬‬

‫‪136‬‬
 ‫ﺕ‪.‬‬‫ﺗﻤﺎﻣﺎ ﺑﺎﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺇﻟﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻠﻴﻪ ﺣﺘّﻰ ﻳﺘﺸﺒ ّ َﻊ ﺍﻟﺬﻱ ﻗﺒﻠَﻪ ً‬
‫ﺴﻤﻰ‬
‫ﺕ ﻳُ ّ‬ ‫• ﻛ ﱡﻞ ﻣﺴﺘﻮﻯ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻋﺪ ِﺩﻩ ﺍﻷﻗﺼﻰ ﻣﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﻣﺴﺘﻮﻯ ﻣﺸﺒ ﱠ ًﻌﺎ ‪.‬‬
‫ً‬
‫ﻭﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻲ‬
‫ُ‬ ‫ﺍﻟﺨﺎﺭﺟﻲ ‪،‬‬
‫ﱠ‬ ‫ﺍﻷﺧﻴﺮ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ُ‬ ‫ﺴﻤﻰ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫• ﻳُ ّ‬
‫ﺕ ﺩﺍﺧﻠﻴّﺔً ‪.‬‬ ‫ُﺴﻤﻰ ﻣﺴﺘﻮﻳﺎ ٍ‬ ‫ﺗﺤﺘَﻪ ﺗ ّ‬
‫ﺕ ﺍﻟﻌﺪ ِﺩ ّ‬
‫ﺍﻟﺬﺭﻱﱢ ‪13‬‬ ‫ﻟﺬﺭ ِﺓ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ِ ﺫﺍ ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ّ‬
‫ﱡ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ‬
‫ُ‬ ‫ﻣﺜﺎﻝٌ‪:‬‬
‫ُﻜﺘﺐ )‪. (2-8-3‬‬‫ﺑﺎﻟﺒﻨﻴﺔ ﺍﻹﻛﺘﺮﻭﻧﻴ ّ ِﺔ ﻭﺗ ُ‬
‫ِ‬ ‫ﺴﻤﻰ‬ ‫‪ K L M‬ﻭﻫﺬﺍ ﻣﺎ ﻳ ُ ّ‬
‫‪2 8‬‬ ‫‪3‬‬

‫‪p‬‬
‫‪äÉjƒà°ùŸG‬‬ ‫‪p‬‬
‫–‪â‬‬ ‫‪p‬‬
‫‪Ö°ùëH‬‬ ‫‪ÊhÎμdE‬‬ ‫‪’G ™jRƒàdG‬‬
‫‪Electronic Distribution According to the‬‬
‫‪t‬‬ ‫‪o‬‬

‫‪Sublevels‬‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺍﻟﻘﻮﺍﻋ َﺪ ﺍﻟﺘﺎﻟﻴﺔَ‪:‬‬
‫ﱡ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ‬
‫ُ‬ ‫ﺒﻊ‬
‫ﻳﺘ ّ ُ‬
‫ﺍﻷﻭ ُﻝ ﻷﻭﻓﺒﺎﻭ ‪:Aufbau's First Principle‬‬ ‫‪ .1‬ﺍﻟﻤﺒﺪﺃ ُ ّ‬
‫ِ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﺗُﻤﻸ ُ ّﺃﻭ ًﻻ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺫﻭﺍﺕ‬
‫ُ‬ ‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ‬
‫ُ‬
‫‪ .2‬ﺍﻟﻤﺒﺪﺃ ُ ﺍﻟﺜﺎﻧﻲ ﻷﻭﻓﺒﺎﻭ ‪:Aufbau's Second Principle‬‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻭﺍﻟﺜﺎﻧﻮﻱﱢ )‪(l+n‬‬
‫ﱢ‬ ‫ﺖ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻜﻮﻥُ ﻣﺠﻤﻮﻉُ ﻗﻴﻢ ِ ﻋﺪﺩﻱ ﺍﻟﻜ ﱢﻢ‬ ‫ﺗﺤ َ‬
‫ﺖ ﻣﺴﺘﻮﻳﻴﻦ ﻓﻲ ِ‬
‫ﻗﻴﻤﺔ ﻣﺠﻤﻮ ِﻉ‬ ‫ِ‬
‫ﺑﺎﻹﻟﻜﺘﺮﻭﻧﺎﺕ ّﺃﻭ ًﻻ ‪ .‬ﻓﺈﺫﺍ ﺗﺴﺎﻭﻯ ﺗﺤ َ‬ ‫ﻟﻪ ﺃﻗ ﱠﻞ ‪ ،‬ﻳُﻤﻸَ ُ‬
‫ﺭﺋﻴﺴﻲ‬
‫ﱟ‬ ‫ﻗﻴﻤﺔ ﻋﺪ ِﺩ ﻛ ﱟﻢ‬
‫ﺖ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻟﻪ ﺃﺻﻐﺮ ِ‬
‫ُ‬ ‫ﻋﺪﺩﻱ ﺍﻟﻜ ﱢﻢ )‪ (l+n‬ﻟﻬﻤﺎ ‪ ،‬ﺗﺤ َ‬
‫)‪ (n‬ﻳُﻤﻸَ ُ ّﺃﻭ ًﻻ ‪.‬‬
‫ﺗﻄﺒﻴﻖ‬
‫ٌ‬
‫ﺍﻟﺬﺭﺍﺕِ‬ ‫ِ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻟﻜ ﱟﻞ ﻣﻦ ّ‬ ‫َ‬ ‫ﺣﺴﺐ‬
‫َ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫ﱠ‬ ‫ﺃﻛﺘﺐ ﺍﻟﺘﻮﺯﻳ َﻊ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃﻛﺴﺠﻴﻦ )‪(Z= 8‬‬
‫‪1s2 2s2 2p4‬‬
‫ﻛﺎﻟﺴﻴﻮﻡ )‪(Z= 20‬‬
‫‪1s2 2s2 2p6 3s2 3p6 4s2‬‬
‫ﺣﺪﻳﺪ )‪(Z= 26‬‬
‫‪1s2 2s2 2p6 3s2 3p6 4s2 3d6‬‬
‫ﺑﺮﻭﻣﻴﻦ )‪(Z= 35‬‬
‫‪1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p5‬‬

‫‪137‬‬
 ‫ﺗﻠﺨﻴﺺ ﺫﻟﻚ ﺑﻤﺎ ﻳﻠﻲ‪:‬‬ ‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ﻭﻳ ُ ِ‬
‫ِ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ّﺃﻭ ًﻻ ‪،‬‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺕ ﺫﺍ ِ‬
‫ﺕ‬ ‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫َ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ‬
‫ُ‬ ‫ﺗﺸﻐ ُﻞ‬
‫‪1s‬‬
‫ﺕ ﺣﺘّﻰ ﺗﺸﻐ َﻞ ﻣﺠﺎﻻ ِ‬
‫ﺕ‬ ‫ﺖ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ﻟﺘﺤ ِ‬ ‫ﺝ ﻓﻲ ﺳﻠّﻢ ِ‬
‫ﺗﺘﺪﺭ ُ‬
‫ﺛﻢ ّ‬ ‫ّ‬
‫‪2s‬‬ ‫‪2p‬‬ ‫ِ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺗﺼﺎﻋﺪﻳ ًّﺎ‬
‫َ‬ ‫ﺗﺮﺗﻴﺐ‬
‫ُ‬ ‫ِ‬ ‫ِ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻷﻋﻠﻰ ‪ .‬ﻭﻳُﻤﻜ ُﻦ‬ ‫ِ‬
‫‪3s‬‬ ‫‪3p‬‬ ‫‪3d‬‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫‪4s‬‬ ‫‪4p‬‬ ‫‪4d‬‬ ‫‪4f‬‬

‫‪5s‬‬ ‫‪5p‬‬ ‫‪5d‬‬ ‫‪5f‬‬

‫‪6s‬‬ ‫‪6p‬‬ ‫‪6d‬‬

‫‪ .3‬ﻣﺒﺪﺃ ُ ﺍﻻﺳﺘﺒﻌﺎ ِﺩ "ﻗﺎﻋﺪﺓُ ﺑﺎﻭﻟﻲ" ‪:Pauli's Exclusion Principle‬‬

‫‪…óYÉ°üàdG‬‬
‫‪u‬‬ ‫‪Ap ÉæÑdG oCGóÑe‬‬

‫ﻳﺤﻜﻢ ﺗﻮﺯﻳ َﻊ ﺍﻻﻟﻜﺘﺮﻭﻧﺎ ِ‬

‫ﺕ ﺣﻮ َﻝ‬ ‫ُ‬ ‫ﻭﺿ َﻊ ﺑﺎﻭﻟﻲ ﻋﺎﻡَ ‪ 1925‬ﻣﺒﺪﺃ ً ﻣﻬﻤًّﺎ‬
‫ﻭﻳﻨﺺ ﻋﻠﻰ ﺃﻧّﻪ‪:‬‬
‫ﱡ‬ ‫ﺕ‪،‬‬‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺃﻧﻮﻳﺔ ّ‬ ‫ِ‬
‫ِ‬
‫ﺍﻷﺭﺑﻌﺔ‬ ‫ﺍﻟﺬﺭ ِﺓ ﺍﻣﺘﻼ ُﻙ ﻧﻔﺲِ ﻗﻴﻢ ِ ﺃﻋﺪﺍ ِﺩ ﺍﻟﻜ ﱢﻢ‬
‫ﺃﻛﺜﺮ ﻓﻲ ﻧﻔﺲِ ّ‬
‫ﻻ ﻳُﻤﻜ ُﻦ ﻹﻟﻜﺘﺮﻭﻧﻴﻦ ﺃﻭ َ‬
‫ِ‬
‫ﻤﻜ ُﻦ ﺃﻥ ﻳﺸﺘﺮﻛﺎ ﻓﻲ ﺭﻗﻢ ٍ ﻭﺍﺣ ٍﺪ ﺃﻭ ﺭﻗﻤﻴﻦ ﺃﻭ ِ‬
‫ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡٍ‬ ‫) ‪ ، (n , l , m , m‬ﺑﻴﻨﻤﺎ ﻳُ ِ‬
‫‪s‬‬
‫ﻓﻘﻂ ‪.‬‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺇﻟﻜﺘﺮﻭﻧﻴ ِﻦ ‪ً ،‬‬
‫ﻓﻤﺜﻼ‪:‬‬ ‫ﻳﺴﺘﻮﻋﺐ ﺍﻟﻔﻠﻚُ ﺍﻟﻮﺍﺣ ُﺪ َ‬
‫ُ‬ ‫ﻭﻧﺘﻴﺠﺔً ﻟﺬﻟﻚ ﻻ‬
‫ﻚ ﻭﺍﺣ ٍﺪ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺗﻜﻮ ُﻥ ﺳﻌﺘُﻪ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ )‪ (s‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻓﻠ ٍ‬ ‫َ‬ ‫‪.1‬‬
‫ﺍﻟﻘﺼﻮﻯ ﺗ ُﺴﺎﻭﻱ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ‪.‬‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ )‪ (p‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ ِ‬
‫ﺛﻼﺛﺔ ﺃﻓﻼ ٍﻙ ‪ ،‬ﻓﺘﻜﻮ ُﻥ ﺳﻌﺘُﻪ ﺍﻟﻘﺼﻮﻯ‬ ‫َ‬ ‫‪.2‬‬
‫ﺕ‪.‬‬‫‪ 6‬ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ِ‬
‫ﺧﻤﺴﺔ ﺃﻓﻼ ٍﻙ ‪ ،‬ﻓﺘﻜﻮ ُﻥ ﺳﻌﺘُﻪ‬ ‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ )‪ (d‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫َ‬ ‫‪.3‬‬
‫ﺕ‪.‬‬ ‫ﺍﻟﻘﺼﻮﻯ ‪ 10‬ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺳﺒﻌﺔ ﺃﻓﻼ ٍﻙ ‪ ،‬ﻓﺘﻜﻮ ُﻥ ﺳﻌﺘُﻪ ﺍﻟﻘﺼﻮﻯ‬‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ )‪ (f‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ ِ‬ ‫َ‬ ‫‪.4‬‬
‫‪ 14‬ﺇﻟﻜﺘﺮﻭﻧًﺎ ‪.‬‬
‫ﺫﺭ َﺓ ﺍﻟﻬﻴﻠﻴﻮﻡ ِ )‪ (He‬ﻛﻤﺜﺎ ٍﻝ ﻭﺍﻟﺘﻲ‬ ‫ﻭﻟﺘﻮﺿﻴﺢ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳ ّ ِﺔ ‪ ،‬ﻧﺄﺧ ُﺬ ّ‬
‫ِ‬
‫ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ )‪ ، (1s‬ﻭﻗﻴﻤﺔ ُ )‪ (n‬ﻟﻬﺬﺍ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ﻗﻴﻢ ﺃﻋﺪﺍﺩ ﺍﻟﻜﻢ‬
‫ﺻﻔﺮﺍ ‪ ،‬ﻟﺬﺍ ﺗﻜﻮ ُﻥ ُ‬
‫ً‬ ‫ﻭﻗﻴﻢ ﻛ ﱟﻞ ﻣﻦ )‪ (l‬ﻭ )‪= (m‬‬ ‫ُ‬ ‫=‪،1‬‬
‫ﺍﻷﺭﺑﻌﺔ ﻟﻠﻤﺴﺘﻮﻯ ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫ِ‬
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 ‫ﺃﻋﺪﺍﺩُ ﺍﻟﻜ ﱢﻢ‬
‫‪ms‬‬ ‫‪m‬‬ ‫‪l‬‬ ‫‪n‬‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻥُ‬
‫‪+1/2‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫ﻗﻴﻢ ﺃﻋﺪﺍ ِﺩ ﺍﻟﻜ ﱢﻢ ﻟﻺﻟﻜﺘﺮﻭ ِﻥ ّ‬
‫ﺍﻷﻭ ِﻝ‬ ‫ُ‬
‫‪-1/2‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫ﻗﻴﻢ ﺃﻋﺪﺍ ِﺩ ﺍﻟﻜ ﱢﻢ ﻟﻺﻟﻜﺘﺮﻭ ِﻥ ﺍﻟﺜﺎﻧﻲ‬
‫ُ‬

‫ﺽ ﺍﻟﺴﺎﺑ ِﻖ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻆ ﻣﻦ ﺧﻼ ِﻝ ﺍﻟﻌﺮ ِ‬ ‫ﻧُ ِ‬
‫ﻼﺣ ُ‬

‫ﺴﻊ ﺍﻟﻔﻠﻚُ ﺍﻟﻮﺍﺣ ُﺪ ﻷﻛﺜ ِﺮ ﻣﻦ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ‪.‬‬

‫‪ .1‬ﻻ ﻳﺘ ّ ُ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺍﻟﺘﻲ ﺗﺸﻐ ُﻞ ﺍﻟﻔﻠﻚَ َ‬
‫ﻧﻔﺴﻪ ﻣﺘﻌﺎﻛﺴﺔَ ﺍﻟﻐﺰ ِﻝ ‪.‬‬ ‫ُ‬ ‫‪ .2‬ﺗﻜﻮ ُﻥ‬
‫ﺕ ﻟﻠﻤﺪﺍ ِﺭ ﺍﻟﻮﺍﺣ ِﺪ ﻳُﺴﺎﻭﻱ )‪. 2(n2‬‬‫ﺃﻛﺒﺮ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫‪ُ .3‬‬
‫ِ‬
‫ﻗﺎﻋﺪﺓ ﺑﺎﻭﻟﻲ؟‬ ‫ﻚ )‪ 2(px‬ﻣﻊ‬ ‫ﺛﻼﺛﺔ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ ﻓﻲ ﺍﻟﻔﻠ ِ‬ ‫ﻛﻴﻒ ﻳﺘﻌﺎﺭﺽ ﻭﺟﻮﺩُ ِ‬
‫ُ‬
‫ﺕ‬‫ﺛﻼﺛﺔ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬ ‫ِ‬ ‫ﻭﺿﻊ‬
‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ِ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ‪ ،‬ﻻ ﻳ ُ ِ‬ ‫ﻣﻦ ﺧﻼ ِﻝ ﺍﻻﺳﺘﻨﺘﺎﺟﺎ ِ‬
‫ﺕ‬
‫ﺍﻟﻤﻐﺰﻟﻲ ﻷ ّﻥ ﻟﻪ ﻗﻴﻤﺘﻴﻦ‬ ‫ﱢ‬ ‫ﻚ ﺍﻟﻮﺍﺣ ِﺪ ﻷﻧّﻬﺎ ﺳﺘﺘﺴﺎﻭﻯ ﻓﻲ ﺭﻗﻢ ِ ﺍﻟﻜ ﱢﻢ‬ ‫ﻓﻲ ﺍﻟﻔﻠ ِ‬
‫ﻣﻤﺎ ﻳﻌﻨﻲ ﺃﻧّﻨﺎ ﺳﻨﺠ ُﺪ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ﺑﺎﺗ ّﺠﺎ ِﻩ ﻏﺰ ٍﻝ ﻭﺍﺣ ٍﺪ ‪.‬‬ ‫ﻓﻘﻂ ‪ّ ،‬‬
‫ﺢ ﻟﻺﻟﻜﺘﺮﻭﻧﻴﻦ ﺃﻋﺪﺍﺩُ ﺍﻟﻜ ﱢﻢ‬ ‫ﻟﻤﺒﺪﺃ ﺍﻻﺳﺘﺒﻌﺎ ِﺩ ﺣﻴﺚ ﺳﻴُﺼﺒِ ُ‬ ‫ِ‬ ‫ﻒ‬ ‫ﻭﻫﺬﺍ ﻣﺨﺎ ِﻟ ٌ‬
‫ﻧﻔﺴﻬﺎ ‪.‬‬ ‫ﺍﻷﺭﺑﻌﺔ ُ ُ‬
‫ﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬
‫ﺕ‬ ‫ﻣﺎ ﻫﻮ ﻋﺪﺩُ ﺍﻷﻓﻼ ِﻙ ﻭﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﻋﺪﺩُ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕِ‬ ‫ﻋﺪﺩُ ﺍﻷﻓﻼ ِﻙ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻂ ﺑﻴﻨَﻬﺎ؟‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺍﻟﻌﻼﻗﺔ ُ ﺍﻟﺮﻳﺎﺿﻴّﺔ ُ ﺍﻟﺘﻲ ﺗﺮﺑ ُ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ‬
‫‪2‬‬ ‫‪1‬‬ ‫ﺍﻷﻭ ُﻝ‬
‫ّ‬ ‫ﺭﺋﻴﺴﻲ ‪. (n)2‬‬
‫ﱟ‬ ‫ﻣﺴﺘﻮﻯ‬‫ً‬ ‫ﺃ( ﻳُﺴﺎﻭﻱ ﻋﺪﺩُ ﺍﻷﻓﻼ ِﻙ ﻓﻲ ﺃﻱﱢ‬
‫‪8‬‬ ‫‪4‬‬ ‫ﺍﻟﺜﺎﻧﻲ‬
‫ﺃﻱ‬
‫ﺕ ﺍﻟﺘﻲ ﻳﺴﺘﻮﻋﺒُﻬﺎ ﱡ‬ ‫ﺏ( ﻳُﺴﺎﻭﻱ ﻋﺪﺩُ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫‪18‬‬ ‫‪9‬‬ ‫ﺚ‬ ‫ﺍﻟﺜﺎﻟ ُ‬
‫‪32‬‬ ‫‪16‬‬ ‫ﺍﻟﺮﺍﺑﻊ‬
‫ُ‬ ‫ﺭﺋﻴﺴﻲ] )‪. [2(n2‬‬
‫ﱟ‬ ‫ﻣﺴﺘﻮﻯ ٍ‬
‫ﻃﺎﻗﺔ‬
‫‪ .4‬ﻗﺎﻋﺪﺓُ ﻫﻮﻧﺪ ‪:Hund's Rule‬‬
‫ﻣﺴﺘﻮﻯ ﻣﻌﻴ ﱠ ٍﻦ ّﺇﻻ ﺑﻌ َﺪ ﺃﻥ ﺗُﺸﻐَﻞَ‬ ‫ﺖ ً‬ ‫ﻚ ﺗﺤ َ‬ ‫ﺙ ﺍﺯﺩﻭﺍ ٌﺝ ﺑﻴﻦَ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ﻓﻲ ﻓﻠ ِ‬ ‫ﻻ ﻳﺤﺪ ُ‬
‫ﺑﻄﺮﻳﻘﺔ ﻓﺮﺩﻳّ ٍﺔ ّﺃﻭ ًﻻ ﻟﺘﻘﻠﻴﻞِ ﺍﻟﺘﻨﺎﻓ ِﺮ ﺑﻴﻨَﻬﻤﺎ ‪.‬‬
‫ٍ‬ ‫ﺃﻓﻼ ُﻛﻪ‬
‫ِ‬
‫ﺛﻤﺎﻧﻴﺔ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺍﻟﺬﻱ ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫َ‬ ‫ﻭﻟﺘﻮﺿﻴﺢ ﻗﺎﻋﺪ ِﺓ ﻫﻮﻧﺪ ‪ ،‬ﻧﺄﺧ ُﺬ‬ ‫ِ‬
‫ﺕ‪.‬‬ ‫ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‪:‬‬ ‫ﺕ ﻋﻠﻰ ﺍﻷﻓﻼ ِﻙ ﺑﺤﺴ ِ‬
‫ﺐ‬ ‫ﺑﺘﻮﺯﻳﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ِ‬ ‫ﻧﺒﺪﺃ ُ‬
‫‪8‬‬
‫‪O = 1s2 2s2 2p4‬‬
‫ﺍﻷﻭ ِﻝ‬‫ﺍﻟﺮﺋﻴﺴﻲ ّ‬ ‫ﱢ‬ ‫ﺍﻷﻭ َﻝ ﻭﺍﻟﺜﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻭﺿﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﻦ ّ‬ ‫ُ‬ ‫ﻳﺘ ﱡﻢ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺜﺎﻧﻲ )‪(2s‬‬ ‫ﱢ‬ ‫ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﺮﺍﺑ َﻊ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫َ‬ ‫)‪ ، (1s‬ﻭﺍﻹﻟﻜﺘﺮﻭﻧﻴﻦ‬
‫ﺐ ﻗﺎﻋﺪ ِﺓ ﺍﻻﺳﺘﺒﻌﺎ ِﺩ ﻟﺒﺎﻭﻟﻲ ‪.‬‬ ‫ﺑﻐﺰ ٍﻝ ﻣﺨﺘﻠﻒٍ ﺑﺤﺴ ِ‬

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‫ﻭﺿﻌﻬﺎ ﻓﻲ‬ ‫ُ‬ ‫ﻓﻴﺘﻢ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺍﻟﺨﺎﻣﺴﺔ ُ ﻭﺍﻟﺴﺎﺩﺳﺔ ُ ﻭﺍﻟﺴﺎﺑﻌﺔ ُ ‪ّ ،‬‬ ‫ُ‬ ‫ﺃﻣّﺎ‬
‫ﺿ ُﻊ‬‫ﺛﻢ ﻳﻮ َ‬ ‫ﺑﻄﺮﻳﻘﺔ ﻓﺮﺩﻳ ّ ٍﺔ ﺑﺎﺗ ّﺠﺎ ِﻩ ﺍﻟﻐﺰ ِﻝ ِ‬
‫ﻧﻔﺴﻪ ‪ّ ،‬‬ ‫ٍ‬ ‫ﺍﻷﻓﻼ ِﻙ )‪(2px, 2py, 2pz‬‬
‫ﻚ )‪. (2px‬‬ ‫ﺍﻟﺨﺎﻣﺲ ﻓﻲ ﺍﻟﻔﻠ ِ‬
‫َ‬ ‫ﺝ ﺍﻹﻟﻜﺘﺮﻭ َﻥ‬
‫ﺍﻟﺜﺎﻣﻦ ﻟﻴُﺰﺍ ِﻭ َ‬
‫ُ‬ ‫ﺍﻹﻟﻜﺘﺮﻭ ُﻥ‬
‫ﺐ ﻗﺎﻋﺪ ِﺓ ﻫﻮﻧﺪ ﺍﻷﻛﺜ ِﺮ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﻸﻛﺴﺠﻴ ِﻦ ﺑﺤﺴ ِ‬ ‫ﱡ‬ ‫ﺍﻟﺘﺮﺗﻴﺐ‬
‫ُ‬ ‫ﺢ‬
‫ﻳُﺼﺒِ َ‬
‫ﺛﺒﺎﺗًﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪PS PS PS - -‬‬
‫‪1s 2s 2px 2py 2pz‬‬

‫ﺕ ﺳﺎﻟﺒﺔً ﻭﺗﻤﻴ ُﻞ‬ ‫ﺕ ﺗﺤﻤ ُﻞ ﺷﺤﻨﺎ ٍ‬ ‫ﻭﺑﺸﻜﻞ ﻋﺎﻡﱟ ‪ ،‬ﺑﻤﺎ ﺃ ّﻥ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ٍ‬
‫ﺍﻻﻧﺘﺸﺎﺭ ﻭﺷﻐ َﻞ‬
‫َ‬ ‫ﺑﻌﻀﻬﺎ ﻋﻨ َﺪ ﻭﺟﻮ ِﺩﻫﺎ ﻣ ًﻌﺎ ‪ ،‬ﻓﺈﻧّﻬﺎ ﺗ ﱢ‬
‫ُﻔﻀ ُﻞ‬ ‫ﺇﻟﻰ ﺍﻟﺘﻨﺎﻓ ِﺮ ﻣﻊ ِ‬
‫ﺍﻻﺯﺩﻭﺍﺝ ﻛﻤﺎ ﻓﻲ ﺍﻟﺮﺳﻢ ِ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ِ‬ ‫ﺑﻄﺮﻳﻘﺔ ﻓﺮﺩﻳ ّ ٍﺔ ﻗﺒ َﻞ ِ‬
‫ﺍﻟﺒﺪﺀ ﺑﻌﻤﻠﻴ ّ ِﺔ‬ ‫ٍ‬ ‫ﺍﻷﻓﻼ ِﻙ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺍﻟﺜﻼﺛﺔ ُ ﻋﻠﻰ ﺃﻓﻼ ِﻙ )‪ (p‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ُ‬ ‫ﻉ‬
‫ﺗﺘﻮ ّﺯ ُ‬
‫‪- - -‬‬
‫‪2px 2py 2pz‬‬

‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺍﻷﺭﺑﻌﺔ ُ ﻋﻠﻰ ﺃﻓﻼ ِﻙ )‪ (p‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫ُ‬ ‫ﻉ‬
‫ﺗﺘﻮ ّﺯ ُ‬
‫‪PS - -‬‬
‫‪2px 2py 2pz‬‬

‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺍﻟﺨﻤﺴﺔ ُ ﻋﻠﻰ ﺃﻓﻼ ِﻙ )‪ (p‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫ُ‬ ‫ﻉ‬
‫ﺗﺘﻮ ّﺯ ُ‬
‫‪PS PS -‬‬
‫‪2px 2py 2pz‬‬

‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﺍﻟﺴﺘّﺔ ُ ﻋﻠﻰ ﺃﻓﻼ ِﻙ )‪ (p‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫ُ‬ ‫ﻉ‬
‫ﺗﺘﻮ ّﺯ ُ‬
‫‪PS PS PS‬‬
‫‪2px 2py 2pz‬‬

‫ﺳﺒﻖ ﺃﻧّﻪ‪:‬‬
‫ﻣﻤﺎ َ‬ ‫ﻆ ّ‬ ‫ﻼﺣ ُ‬ ‫ﻧُ ِ‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ﻣﺜ ِﻞ )‪(2px , 2py , 2pz‬‬ ‫ِ‬
‫ﺍﻟﻤﺘﺴﺎﻭﻳﺔ ﻓﻲ‬ ‫ﺗﺰﺍﻭﺝ ﻓﻲ ﺍﻷﻓﻼ ِﻙ‬
‫ٌ‬ ‫ﺙ‬
‫‪ .1‬ﻻ ﻳﺤﺪ ُ‬
‫ﻭﺿﻊ ﺇﻟﻜﺘﺮﻭ ٍﻥ ﻓﻲ ﻛ ﱟﻞ ﻣﻨﻬﺎ‪.‬‬ ‫ُ‬ ‫ﻣﺎ ﻟﻢ ﻳﺘ ﱠﻢ‬
‫ﻣﻤﺘﻠﺌﺔ ﺃﻭ ﺃﻗ ﱠﻞ ﻣﻦ‬
‫ٍ‬ ‫ﻧﺼﻒ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫‪ .2‬ﻋﻨﺪﻣﺎ ﺗﻜﻮ ُﻥ ﺍﻷﻓﻼ ُﻙ ﺍﻟﻤﺘﺴﺎﻭﻳﺔ ُ ﻓﻲ‬
‫ﺃﻛﺜﺮ‬
‫ﻧﻔﺴﻪ ‪ ،‬ﻓﻴﻜﻮ ُﻥ َ‬ ‫ﺕ ﺑﺎﺗ ّﺠﺎ ِﻩ ﺍﻟﻐﺰ ِﻝ ِ‬ ‫ﻳﺠﺐ ﺃﻥ ﺗﻜﻮ َﻥ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ُ‬ ‫ﺫﻟﻚ ‪،‬‬
‫ﺕ‪.‬‬‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ ﻟﻐﺰ ِﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﱢ‬ ‫ﻋﻤﻼ ﺑﻘﺎﻋﺪ ِﺓ ﺍﻟﺘﺄﺛﻴ ِﺮ‬‫ﺛﺒﺎﺗًﺎ ً‬

‫‪140‬‬
 :‫ﺕ‬ ِ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﺘﺤ‬
ِ ‫ﺖ ﺍﻟﻤﺴﺘﻮﻳﺎ‬ ‫ﱠ‬ ‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﺘﺎﻟﻲ ﺍﻟﺘﻮﺯﻳ َﻊ‬ ‫ﻳُﻮ ﱢ‬
ُ ‫ﺿ‬
ِ
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ ﻓﻲ ﺍﻷﻓﻼ ِﻙ‬ ‫ﺗﻮﺯﻳﻊ‬
ُ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ‬
ُ ‫ﺍﻟﺬﺭﻱﱡ‬
ّ ُ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
ُ
- 1s1 1 ‫ﻫﻴﺪﺭﻭﺟﻴﻦ‬
ٌ
1s
PS 1s2 2 ٌ‫ﻫﻴﻠﻴﻮﻡ‬
1s
PS - 1s2 2s1 3 ٌ‫ﻟﻴﺜﻴﻮﻡ‬
1s 2s
PS PS 1s2 2s2 4 ٌ‫ﺑﺮﻳﻠﻴﻮﻡ‬
1s 2s
1s2 2s2 2p1 5 ٌ‫ﺑﻮﺭﻭﻥ‬
PS PS -
1s 2s 2px 2py 2pz

1s2 2s2 2p2 6 ٌ‫ﻛﺮﺑﻮﻥ‬

PS PS - -
1s 2s 2px 2py 2pz

1s2 2s2 2p3 7 ‫ﻧﻴﺘﺮﻭﺟﻴﻦ‬

PS PS - - -
1s 2s 2px 2py 2pz ٌ
PS PS PS - - 1s2 2s2 2p4 8 ‫ﺃﻛﺴﺠﻴﻦ‬
ٌ
1s 2s 2px 2py 2pz
1s2 2s2 2p5 9 ‫ﻓﻠﻮﺭ‬
PS PS PS PS -
1s 2s 2px 2py 2pz ٌ

1s2 2s2 2p6 10 ٌ‫ﻧﻴﻮﻥ‬

PS PS PS PS PS
1s 2s 2px 2py 2pz

1s2 2s2 2p6 3s1 11 ٌ‫ﺻﻮﺩﻳﻮﻡ‬

PS PS PS PS PS -
1s 2s 2px 2py 2pz 3s

1s2 2s2 2p6 3s2 12 ٌ‫ﻣﻐﻨﻴﺴﻴﻮﻡ‬

PS PS PS PS PS PS
1s 2s 2px 2py 2pz 3s

1s2 2s2 2p6 3s2 3p1 13 ٌ‫ﺃﻟﻮﻣﻨﻴﻮﻡ‬

PS PS PS PS PS PS -
1s 2s 2px 2py 2pz 3s 3px 3py 3pz

1s2 2s2 2p6 3s2 3p2 14 ٌ‫ﺳﻴﻠﻴﺴﻴﻮﻡ‬

PS PS PS PS PS PS - -
1s 2s 2px 2py 2pz 3s 3px 3py 3pz

1s2 2s2 2p6 3s2 3p3 15 ‫ﻓﻮﺳﻔﻮﺭ‬

PS PS PS PS PS PS - - -
1s 2s 2px 2py 2pz 3s 3px 3py 3pz ٌ

1s2 2s2 2p6 3s2 3p4 16 ‫ﺖ‬

ٌ ‫ﻛﺒﺮﻳ‬
PS PS PS PS PS PS PS - -
1s 2s 2px 2py 2pz 3s 3px3py 3pz

1s2 2s2 2p6 3s2 3p5 17 ‫ﻛﻠﻮﺭ‬

PS PS PS PS PS PS PS PS -
1s 2s 2px 2py 2pz 3s 3px 3py 3pz ٌ

1s2 2s2 2p6 3s2 3p6 18 ٌ‫ﺃﺭﺟﻮﻥ‬

PS PS PS PS PS PS PS PS PS
1s 2s 2px 2py 2pz 3s 3px 3py 3pz
141
 ‫ﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ﺃﻧ َ‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻌﻨﺎﺻ ِﺮ‬
‫ُ‬
‫ﻳﻌﺘﻤ ُﺪ ﺍﺳﺘﺨﺪﺍﻡ ُ ﺍﻟﻌﻨﺼ ِﺮ ﻓﻲ ﻣﺠﺎ ٍﻝ ﻣﺎ ﻋﻠﻰ ﻋ ّﺪ ِﺓ ﻋﻮﺍﻣ َﻞ ﻣﻨﻬﺎ‪:‬‬
‫ِ‬
‫ﺍﻟﻤﻼﺋﻤﺔ‬ ‫ِ‬
‫ﺍﻟﺼﻔﺎﺕ‬ ‫‪ .1‬ﺗﻮﻓ ُّﺮ‬
‫ﻓﺎﻟﺘﺮﻛﻴﺐ‬
‫ُ‬ ‫ِ‬
‫ﻭﺻﻔﺎﺗﻪ ‪،‬‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫ﱢ‬ ‫ﺑﻴﻦ ﺍﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﻌﻨﺼ ِﺮ ﻭﺗﺮﻛﻴﺒِ ﻪ‬ ‫ﻫﻨﺎﻟﻚ ﻋﻼﻗﺔ ٌ َ‬
‫ﺕ ﻣﻌﻴ ٍﱠﻨﺔ ‪.‬‬ ‫ﺕ ﻣﻌﻴ ّ ٍﻨﺔ ﻟﻠﻌﻨﺼ ِﺮ ‪ ،‬ﺗ ُﺆﻫﱢﻠُﻪ ﻻﺳﺘﺨﺪﺍﻣﺎ ٍ‬ ‫ﻳﻤﻨﺢ ﺻﻔﺎ ٍ‬ ‫ُ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫ﱡ‬
‫ﻣﻮﺻ ٌﻞ ﺟﻴ ّ ٌﺪ ﻟﻠﺤﺮﺍﺭ ِﺓ‬ ‫ﱢ‬ ‫ﺻﻨﺎﻋﺔ ﺍﻷﺳﻼ ِﻙ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ ﻷﻧّﻪ‬ ‫ِ‬ ‫ﺍﻟﻨﺤﺎﺱ ﻓﻲ‬‫ُ‬ ‫ﻓﻤﺜﻼ ﻳُﺴﺘﺨﺪَﻡ ُ‬ ‫ً‬
‫ﺟﻬﺔ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ‪ ،‬ﻭﻣﻦ ٍ‬ ‫ِ‬
‫ﺍﻟﺤﺮﻛﺔ ﻓﻲ ﺗﺮﻛﻴﺒِ ﻪ‬ ‫ﺣﺮ ِﺓ‬ ‫ﻻﺣﺘﻮﺍﺋﻪ ﻋﻠﻰ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬ ‫ِ‬ ‫ِ‬
‫ﱢ‬ ‫ﺕ ّ‬ ‫ﻭﺍﻟﻜﻬﺮﺑﺎﺀ‬
‫ﻧﻔﺴﻪ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ‬ ‫ﺽ ِ‬ ‫ﺱ ﻭﻟﻜﻨّﻪ ﻻ ﻳُﺴﺘﺨﺪَﻡ ُ ﻟﻠﻐﺮ ِ‬ ‫ﺃﺧﺮﻯ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ُ ﻓﻠ ﱞﺰ ﻛﺎﻟﻨﺤﺎ ِ‬
‫ِ‬ ‫ِ‬
‫ﺣﺮ ِﺓ ﺍﻟﺤﺮﻛﺔ ﻷﻧّﻪ ﻃﺮﻱﱞ ﻭﺩﺭﺟﺔ ُ ﺍﻧﺼﻬﺎ ِﺭﻩ ﻣﻨﺨﻔﻀﺔ ٌ ُ‬
‫ﻭﻏﻴﺮ‬ ‫ﺕ ّ‬ ‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬ ‫ﺍﺣﺘﻮﺍﺋﻪ ً‬
‫ﺱ‪.‬‬ ‫ﺐ ﻛﺎﻟﻨﺤﺎ ِ‬ ‫ﻗﺎﺑﻞ ﻟﻠﺴﺤ ِ‬ ‫ٍ‬
‫ﺗﻮﺍﻓﺮﻩ‬
‫ُ‬ ‫‪.2‬‬
‫ﺕ ﻛﺒﻴﺮ ٍﺓ ﻣﻨﻪ ‪.‬‬ ‫ﻛﻤﻴّﺎ ٍ‬
‫ﺐ ّ‬ ‫ﺕ ﺍﻟﺘﻲ ﺗﺘﻄﻠ ّ ُ‬ ‫ﻤﻜ ُﻦ ﺍﺳﺘﺨﺪﺍﻣُﻬﺎ ﻓﻲ ﺍﻟﺼﻨﺎﻋﺎ ِ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﻧﺎﺩﺭﺓُ ﺍﻟﻮﺟﻮ ِﺩ ﻻ ﻳ ُ ِ‬ ‫ُ‬
‫‪ .3‬ﻛﻠﻔﺔ ُ ﺍﺳﺘﺨﺮﺍﺟﻪِ‬
‫ﺕ ﻛﺒﻴﺮ ٍﺓ ﻣﻨﻬﺎ ‪.‬‬ ‫ﻛﻤﻴّﺎ ٍ‬
‫ﺐ ﺍﺳﺘﻬﻼ َﻙ ّ‬ ‫ﺕ ﺍﻟﺘﻲ ﺗﺘﻄﻠ ّ ُ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺜﻤﻴﻨﺔَ ﻓﻲ ﺍﻟﻤﺠﺎﻻ ِ‬ ‫َ‬ ‫ﻤﻜ ُﻦ ﺍﺳﺘﺨﺪﺍﻡ ُ‬ ‫ﻻ ﻳُ ِ‬
‫ﻣﻮﺻ ًﻼ‬
‫ﱢ‬ ‫ﻛﻮﻧﻪ‬‫ﺻﻨﺎﻋﺔ ﺍﻷﺳﻼ ِﻙ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ِ‬ ‫ِ‬ ‫ﺐ ﻓﻲ‬ ‫ﻤﻜ ُﻦ ﺍﺳﺘﺨﺪﺍﻡ ُ ﺍﻟﺬﻫ ِ‬ ‫ﻓﻤﺜﻼ ﻻ ﻳ ُ ِ‬ ‫ً‬
‫ِ‬
‫ﺍﻟﻌﺎﻟﻴﺔ ‪.‬‬ ‫ِ‬
‫ﻟﻜﻠﻔﺘﻪ‬ ‫ﺍﻟﻄﺒﺦ ﻭﺫﻟﻚ‬ ‫ِ‬ ‫ﺻﻨﺎﻋﺔ ﺃﺩﻭﺍ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﻟﻠﻜﻬﺮﺑﺎﺀ ‪ ،‬ﺃﻭ ﺃﻥ ﻳُﺴﺘﺨ َﺪﻡَ ﻓﻲ‬ ‫ِ‬ ‫ﺟﻴ ّ ًﺪﺍ‬
‫‪ .4‬ﺳﻬﻮﻟﺔ ُ ﺗﺤﻀﻴ ِﺮﻩ‬
‫ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻ ِﺮ ﺍﻟﻤﻤﺜ ﱠ ِﻠﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗ ُﻬﺎ‬ ‫ُ‬
‫ﻧﻔﺴﻬﺎ ﺃﻭ ﻣﻊ ﻏﻴ ِﺮﻫﺎ ﻣﻦ‬ ‫ﺍﻟﻄﺒﻴﻌﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭ ِﺓ ﺍﻟﻌﻨﺼﺮﻳ ّ ِﺔ ﺃﻭ ﻣﺘّﺤﺪ ٍﺓ ﻣﻊ ِ‬ ‫ِ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﻓﻲ‬‫ُ‬ ‫ﺟ ُﺪ‬ ‫ﺗﻮ َ‬
‫ﻣﺼﺎﺩﺭ ﻟﻠﻌﻨﺎﺻ ِﺮ ﻭﻫﻲ‪:‬‬ ‫َ‬ ‫ﺍﻟﻌﻨﺎﺻ ِﺮ ‪ .‬ﻭﻫﻨﺎﻟﻚ ﻋ ّﺪﺓُ‬
‫ﻱ‪.‬‬
‫ﺍﻟﺠﻮ ﱡ‬
‫ﺍﻟﺒﺤﺎﺭ ‪ . 3 .‬ﺍﻟﻬﻮﺍﺀ ُ ّ‬ ‫ُ‬ ‫‪ . 1‬ﺍﻟﻘﺸﺮﺓُ ﺍﻷﺭﺿﻴّﺔ ُ ‪. 2 .‬‬

‫ﺍﻟﺪﺭﺱ ‪2-2‬‬
‫ُ‬

‫‪p oG .1‬‬
‫‪r u ÈàNG‬‬
‫‪öùah‬‬ ‫‪rp‬‬
‫‪Ip Qòd‬‬ ‫‪p‬‬
‫‪q äÉjƒà°ùŸG‬‬ ‫‪p Ö°ùMh‬‬
‫–‪â‬‬ ‫‪n‬‬ ‫‪áp «°ù«FôdG‬‬
‫‪q‬‬ ‫‪p‬‬
‫‪äÉjƒà°ùŸG‬‬ ‫‪Ö°ùM‬‬
‫‪n‬‬ ‫‪Ê‬‬
‫‪s hÎμdE’G ™jRƒàdG‬‬
‫‪n‬‬ ‫‪Öàc‬‬
‫‪áp °ù«FôdG áp bÉ£dG äÉjƒà°ùe‬‬
‫‪p‬‬ ‫‪OóY‬‬ ‫‪q , 14Si , 13Al , 12Mg , 11Na :áp «JB’G öp UÉæ©dG‬‬
‫‪n ór pLhCG ºK‬‬

‫‪øe πx μd äÉfhÎμdE’G øe á©°S ≈°übCG Ée .2‬‬

‫‪. öm üæY πu c Ip QP‬‬ ‫‪p‬‬
‫‪q ‘ äÉjƒà°ùŸG‬‬ ‫‪â– OóYh‬‬
‫‪n‬‬
‫‪p:á«dÉàdG ä’É◊G‬‬
‫‪p‬‬ ‫‪p‬‬ ‫‪m‬‬
‫‪N, M, L, K áo °ù«FôdG áp bÉ£dG äÉjƒà°ùe‬‬ ‫•‬
‫•‬
‫‪o‬‬
‫‪f, d, p, s äÉjƒà°ùŸG‬‬
‫‪p‬‬ ‫–‪â‬‬
‫‪n‬‬

‫‪142‬‬
 ‫ﻛﻼ ﻣﻦ ﺍﻟﺠﻤﻞِ ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﻜﻤ ُﻞ ًّ‬ ‫ِ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺘﻲ ﺗُ ِ‬ ‫ِ‬
‫ﻟﻺﺟﺎﺑﺔ‬ ‫ﺿ َ ْﻊ ﻋﻼﻣﺔ َ )√( ﻓﻲ ﺍﻟﻤﺮﺑّ ِﻊ ﺍﻟﻤﻘﺎﺑﻞِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﺻﺤﻴﺤﺔ ٌ ﻣﺎ ﻋﺪﺍ ﻋﺒﺎﺭ ًﺓ ﻭﺍﺣﺪ ًﺓ ﻭﻫﻲ‪:‬‬‫ِ‬ ‫ِ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻨﺼ ِﺮ ‪ 178X‬ﻓﺈ ّﻥ ﺟﻤﻴ َﻊ ﺍﻟﻌﺒﺎﺭﺍ ِ‬
‫ﺕ‬ ‫‪.1‬‬
‫ﺍﻟﻜﺘﻠﻲ = ‪17‬‬ ‫ﱡ‬ ‫ﺍﻟﻌﺪﺩُ‬ ‫ﺍﻟﺬﺭﻱﱡ = ‪8‬‬ ‫ّ‬ ‫ﺍﻟﻌﺪﺩُ‬
‫ﺕ=‪9‬‬ ‫ﻋﺪﺩُ ﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎ ِ‬ ‫ﺕ = ‪17‬‬ ‫ﻋﺪﺩُ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬
‫ﺍﻟﺬﺭ ِﺓ ﻓﺮﺍﻍٌ ‪ ،‬ﻭﻛﺎ َﻥ ﺩﻟﻴﻠُﻪ ﺇﺣﺪﻯ‬
‫ﻣﻌﻈﻢ ّ‬
‫َ‬ ‫ﺭﻗﻴﻘﺔ ﻣﻦ ﺍﻟﺬﻫ ِ‬
‫ﺐ ‪ ،‬ﺍﺳﺘﻨﺘ َﺞ ﺃ ّﻥ‬ ‫ٍ‬ ‫ٍ‬
‫ﺻﻔﻴﺤﺔ‬ ‫ﺃﻃﻠﻖ ﺭﺫﺭﻓﻮﺭﺩ ﺟﺴﻴﻤﺎ ِ‬
‫ﺕ ﺃﻟﻔﺎ ﻋﻠﻰ‬ ‫َ‬ ‫‪ .2‬ﻋﻨﺪﻣﺎ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻭﻫﻲ‪:‬‬ ‫ﺍﻟﻤﺸﺎﻫﺪﺍ ِ‬
‫ﺕ‬
‫ﻑ‬ ‫ﻧﻔﺎﺫُ ﻣﻌﻈﻢ ِ ﺟﺴﻴﻤﺎ ِ‬
‫ﺕ ﺃﻟﻔﺎ ﺑﺪﻭ ِﻥ ﺍﻧﺤﺮﺍ ٍ‬ ‫ﻧﻔﺎﺫُ ﻛ ﱢﻞ ﺟﺴﻴﻤﺎ ِ‬
‫ﺕ ﺃﻟﻔﺎ ﺑﺪﻭ ِﻥ ﺍﻧﺤﺮﺍ ٍ‬
‫ﻑ‬
‫ﺍﻧﺤﺮﺍﻑ ﻋﺪ ٍﺩ ﻛﺒﻴ ٍﺮ ﻣﻦ ﺟﺴﻴﻤﺎ ِ‬
‫ﺕ ﺃﻟﻔﺎ ﻋﻦ ﻣﺴﺎ ِﺭﻩ‬ ‫ُ‬ ‫ﺕ ﺃﻟﻔﺎ ﻓﻲ ﺍﺗ ّﺠﺎ ِﻩ ﻣﺼﺪ ِﺭﻩ‬
‫ﺍﺭﺗﺪﺍﺩُ ﻣﻌﻈﻢ ِ ﺟﺴﻴﻤﺎ ِ‬
‫ﺍﻟﻤﻐﺰﻟﻲ ﺑﺎﻟﺮﻣ ِﺰ‪:‬‬
‫ﱢ‬ ‫‪ .3‬ﻳُﺮﻣَ ُﺰ ﺇﻟﻰ ﻋﺪ ِﺩ ﺍﻟﻜ ﱢﻢ‬
‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫‪ms‬‬ ‫‪m‬‬ ‫‪l‬‬ ‫‪n‬‬

‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﺻﺤﻴﺤﺔ ٌ ﻣﺎ ﻋﺪﺍ ﻋﺒﺎﺭ ًﺓ ﻭﺍﺣﺪ ًﺓ ﻭﻫﻲ‪:‬‬ ‫ﺍﻟﺮﺍﺑﻊ ‪ ،‬ﻓﺈ ّﻥ ﺟﻤﻴ َﻊ ﺍﻟﻌﺒﺎﺭﺍ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱢ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ِ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻮﻯ‬ ‫‪.4‬‬
‫ﺕ‬‫ﺖ ﻣﺴﺘﻮﻳﺎ ٍ‬‫ﺃﺭﺑﻊ ﺗﺤ ِ‬
‫ﻳﻨﻘﺴﻢ ﺇﻟﻰ ِ‬
‫ُ‬
‫ﻳﻤﺘﻠﻰﺀ ُ ﺑـ ‪ 32‬ﺇﻟﻜﺘﺮﻭﻧًﺎ‬
‫ﻳﻨﻘﺴﻢ ﺇﻟﻰ ‪ً 16‬‬
‫ﻓﻠﻜﺎ‬ ‫ُ‬
‫ﻳُﺮﻣَ ُﺰ ﻟﻪ ﺑﺎﻟﺮﻣ ِﺰ ‪M‬‬
‫ﺕ ﺑﺎﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺕ ﻫﻮ‪:‬‬ ‫ﺖ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫ﺢ ﺃﻓﻀﻠﻴّﺔَ ِ‬
‫ﻣﻞﺀ ﺗﺤ ِ‬ ‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﻳُﻮ ﱢ‬
‫ﺿ ُ‬ ‫ُ‬ ‫‪.5‬‬
‫‪5s‬‬ ‫‪3d‬‬ ‫‪4p‬‬ ‫‪4s‬‬ ‫‪5s‬‬ ‫‪4d‬‬ ‫‪4s‬‬ ‫‪3d‬‬
‫‪4p‬‬ ‫‪5s‬‬ ‫‪4s‬‬ ‫‪3d‬‬ ‫‪5s‬‬ ‫‪4p‬‬ ‫‪3d‬‬ ‫‪4s‬‬
‫ﺍﻟﺬﺭ ِﺓ ﻳﺴﺎﻭﻱ‪:‬‬
‫ﺚ ﻓﻲ ّ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺜﺎﻟ ِ‬
‫ﱢ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺴﻊ ﻟﻪ ﻣﺴﺘﻮﻯ‬ ‫‪ .6‬ﺃﻗﺼﻰ ﻋﺪ ٍﺩ ﻟﻺﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺕ ﻳﺘ ّ ُ‬
‫‪18‬‬ ‫‪12‬‬ ‫‪6‬‬ ‫‪3‬‬

‫‪١٤٣‬‬
‫‪143‬‬
 ‫ﺍﻟﺘﺎﻟﻴﺔ ﺑﻤﺎ ﻳﻨﺎﺳﺒُﻬﺎ ﻹﺗﻤﺎﻡ ِ ﺍﻟﻤﻌﻨﻰ‪:‬‬ ‫ﺍﻟﻔﺮﺍﻏﺎﺕ ﻓﻲ ﺍﻟﺠﻤﻞِ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻣﻸ‬
‫ﺕﻭ‪...................‬‬ ‫ﻻﺣﺘﻮﺍﺋﻬﺎ ﻋﻠﻰ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬ ‫ِ‬ ‫ﺍﻟﺬﺭ ِﺓ ﻣﺮﻛﱠﺰﺓٌ ﻓﻲ ِ‬
‫ﻧﻮﺍﺗﻬﺎ‬ ‫‪ .7‬ﻛﺘﻠﺔ ُ ّ‬
‫ﺫﺭﺓُ ‪. . . . . . . . . . . . . . . . . . .‬‬
‫ﻧﻤﻮﺫﺟﺎ ﻭﻫﻲ ّ‬ ‫ً‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺕ‬ ‫ﻂ ّ‬ ‫ﻟﻠﺬﺭ ِﺓ ﺃﺑﺴ َ‬
‫ﻧﻤﻮﺫﺟﻪ ّ‬ ‫ِ‬ ‫ﺍﺧﺘﺎﺭ ﺑﻮﺭ ﻓﻲ‬‫َ‬ ‫‪.8‬‬
‫ﺕ ﻳُﺴﺎﻭﻱ ‪ . . . . . . . . . . . . . . . . . . .‬ﻭﺫﻟﻚ ﺣﺘّﻰ‬ ‫ﺖ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬ ‫ﻳﻨﻘﺴﻢ ﺇﻟﻰ ﻋﺪ ٍﺩ ﻣﻦ ﺗﺤ ِ‬ ‫ُ‬ ‫ﺭﺋﻴﺴﻲ‬
‫ﱟ‬ ‫ﻃﺎﻗﺔ‬‫‪ .9‬ﻛ ﱡﻞ ﻣﺴﺘﻮﻯ ٍ‬
‫ﺍﻟﺮﺍﺑﻊ ‪.‬‬
‫ِ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱢ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺜﺎﻧﻲ ﻳُﺴﺎﻭﻱ ‪. . . . . . . . . . . . . . . . . . .‬‬‫ﱢ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﻳﻨﻘﺴﻢ ﺇﻟﻴﻬﺎ ﻣﺴﺘﻮﻯ‬ ‫ُ‬ ‫ﺕ ﺍﻟﻔﺮﻋﻴ ّ ِﺔ ﺍﻟﺘﻲ‬ ‫‪ .10‬ﻋﺪﺩُ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻋﻦ ﺍﻟﻨﻮﺍ ِﺓ ﻓﺈ ّﻥ ﻃﺎﻗﺘَﻪ ‪. . . . . . . . . . . . . . . . . . .‬‬ ‫ﱢ‬ ‫‪ .11‬ﻛﻠّﻤﺎ ﺯﺍﺩَ ﺑُﻌ ُﺪ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ ‪ s‬ﻣﻜ ﱠﻮ ٌﻥ ﻣﻦ ‪. . . . . . . . .‬‬ ‫َ‬ ‫‪.12‬‬
‫ﺫﺭ ِﺓ ﺍﻟﺼﻮﺩﻳﻮﻡ ِ ‪ 11Na‬ﻫﻮ ‪. . . . . . . . .‬‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﻺﻟﻜﺘﺮﻭ ِﻥ ﺭﻗﻢ ِ ‪ 11‬ﻓﻲ ّ‬ ‫ﱢ‬ ‫‪ .13‬ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ ‪. . . . . . . . . f‬‬ ‫َ‬ ‫ﺕ ﺍﻟﺘﻲ ﻳﺘﺸﺒ ّ ُﻊ ﺑﻬﺎ‬ ‫‪ .14‬ﻋﺪﺩُ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ‪ n‬ﺗ ُﺴﺎﻭﻱ ‪. . . . . . . . .‬‬
‫ﱡ‬ ‫ﺕ ﺍﻟﺘﻲ ﻳﺘﺸﺒ ّ ُﻊ ﺑﻬﺎ ﺍﻟﻤﺴﺘﻮﻯ‬ ‫‪ .15‬ﻋﺪﺩُ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ِ‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﺗﺪﻝﱡ ﻋﻠﻴﻪ ﻛ ﱞﻞ ﻣﻦ‬ ‫ﱠ‬ ‫ﺍﻟﻤﺼﻄﻠﺢ‬
‫َ‬ ‫ﺍﻛﺘ ِ‬
‫ﺐ‬
‫) ‪(. . . . . . . . . . . . . . . . .‬‬ ‫ﺍﻟﺬﺭ ِﺓ ‪.‬‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻓﻲ ّ‬‫ﱢ‬ ‫ﺭﻗﻢ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ﺤﺪﺩُ َ‬‫‪ .16‬ﻋﺪﺩُ ﻛ ﱟﻢ ﻳ ُ ﱢ‬

‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺭﺋﻴﺴﻲ ‪(. . . . . . . . . . . . . . . . . ) .‬‬
‫ﱟ‬ ‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻔﺮﻋﻴ ّ ِﺔ ﻟﻜ ﱢﻞ ﻣﺴﺘﻮﻯ ٍ‬
‫ﻃﺎﻗﺔ‬ ‫ِ‬ ‫ﺕ‬‫ﺤﺪﺩُ ﻋﺪﺩَ ﻣﺴﺘﻮﻳﺎ ِ‬‫‪ .17‬ﻋﺪﺩُ ﻛ ﱟﻢ ﻳ ُ ﱢ‬
‫ِ‬
‫ّﺠﺎﻫﺎﺗﻬﺎ ﺍﻟﻔﺮﺍﻏﻴّﺔَ ‪(. . . . . . . . . . . . . . . . . ) .‬‬ ‫ﺤﺪﺩُ ﻋﺪﺩَ ﺍﻷﻓﻼﻙ ﻟﻜ ﱢﻞ ﺗﺤﺖ ﻣﺴﺘﻮﻯ ﻭﺃﺷﻜﺎﻟَﻬﺎ ﻭﻃﺎﻗﺘَﻬﺎ ﻭﺍﺗ‬ ‫‪ .18‬ﻋﺪﺩُ ﻛ ﱟﻢ ﻳ ُ ﱢ‬
‫ﺣﺮﻛﺔ ﺍﻻﻟﻜﺘﺮﻭ ِﻥ ﺍﻟﻤﻐﺰﻟﻴ ّ ِﺔ ﺣﻮ َﻝ ﻣﺤﻮ ِﺭﻩ ‪(. . . . . . . . . . . . . . . . . ) .‬‬
‫ِ‬ ‫ﺤﺪﺩُ ﺍﺗﺠﺎﻩَ‬‫‪ .19‬ﻋﺪﺩُ ﻛ ﱟﻢ ﻳ ُ ﱢ‬

‫‪144‬‬
 ‫‪21‬‬
‫‪M‬‬ ‫‪8‬‬
‫‪Z‬‬ ‫‪7‬‬
‫‪Y‬‬ ‫‪X‬‬
‫‪12‬‬
‫ﺍﻟﺮﻣﻮﺯ ﺍﻻﻓﺘﺮﺍﺿﻴّﺔ ُ ﺍﻟﺘﺎﻟﻴﺔ ُ‪:‬‬
‫ُ‬ ‫ﻋﻨﺎﺻﺮ ﻟﻬﺎ‬
‫ُ‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﺍﻹﺟﺎﺑﺔ ُ ﻋﻤّﺎ ﻳﻠﻲ‪:‬‬
‫ُ‬
‫ﺍﺳﻢ ﺍﻟﻌﻨﺼ ِﺮ ‪ 12X‬ﻫﻮ ‪. . . . . . . . . . . . . . . . . . .‬‬
‫ُ‬ ‫‪.1‬‬
‫ﺍﻻﻓﺘﺮﺍﺿﻲ ‪. . . . . . . . . . . . . . . . . . . 8Z‬‬
‫ﱢ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﻌﻨﺼ ِﺮ‬
‫ﱡ‬ ‫ﺍﻟﺮﻣﺰ‬
‫ُ‬ ‫‪.2‬‬
‫ِ‬
‫ﺍﻟﺮﺋﻴﺴﺔ ‪. . . . . . . . . . . . . . . . . . . .‬‬ ‫ﺣﺴﺐ ﺍﻟﻤﺴﺘﻮﻳﺎ ِ‬
‫ﺕ‬ ‫َ‬ ‫‪12‬‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﻠﻌﻨﺼ ِﺮ ‪X‬‬
‫ﱠ‬ ‫‪ .3‬ﺍﻛﺘ ِ‬
‫ﺐ ﺍﻟﺘﻮﺯﻳ َﻊ‬
‫ﺕ ﻟﻠﻌﻨﺼ ِﺮ ‪. . . . . . . . . . . . . . . . . . . 21M‬‬ ‫ﺍﻛﺘﺐ ﻋﺪﺩَ ﺍﻟﺒﺮﻭﺗﻮﻧﺎ ِ‬‫ْ‬ ‫‪.4‬‬
‫ﺫﺭ ِﺓ ‪. . . . . . . . . . . . . . . . . . . 7Y‬‬ ‫‪ .5‬ﻋﺪﺩُ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﺕ ﺍﻟﻤﻔﺮﺩ ِﺓ ﻓﻲ ّ‬
‫ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﺍﺗ ّﺤﺎ ِﺩ ﺍﻟﻌﻨﺼ ِﺮ ‪ 12X‬ﻣﻊ ﺍﻟﻌﻨﺼ ِﺮ ‪ 8Z‬ﻫﻲ ‪. . . . . . . . . . . . . . . . . . .‬‬‫ِ‬ ‫‪ .6‬ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﻟﻠﻤﺮﻛﱠ ِ‬
‫ﺐ‬
‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺐ ﻋﻦ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺕ‪ِ ،‬‬

‫ﺃﺟ ْ‬ ‫ﺍﻟﺬﺭﻳّﺔ ُ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ )‪ . (9-12-18-20‬ﻣﻦ ﺧﻼ ِﻝ ﺗﻠﻚ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﻋﻨﺎﺻﺮ ﺃﻋﺪﺍﺩُﻫﺎ ّ‬
‫َ‬ ‫‪ .1‬ﺃﺭﺑﻌﺔ ُ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﻜ ﱢﻞ ﻋﻨﺼ ٍﺮ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻ ِﺮ ‪.‬‬
‫ﱠ‬ ‫ﺢ ﺑﺎﻟﺮﺳﻢ ِ ﺍﻟﺘﻮﺯﻳ َﻊ‬ ‫)ﺃ( ﻭ ﱢ‬
‫ﺿ ْ‬
‫ﱠ‬
‫ﺍﻟﺪﻭﺭﻱ ﻟﻠﻌﻨﺎﺻ ِﺮ ‪.‬‬ ‫ﺍﺳﻢ ﻛ ﱢﻞ ﻋﻨﺼ ٍﺮ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻ ِﺮ؟ ﺇﺳﺘﺨﺪﻡ ِ ﺍﻟﺠﺪﻭ َﻝ‬
‫)ﺏ( ﻣﺎ ُ‬
‫ﻣﻤﺎ ﻳﻠﻲ‪:‬‬ ‫‪ .2‬ﻋﻠﱢ ْﻞ ًّ‬
‫ﻛﻼ ّ‬
‫ﻭﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ ‪ d‬ﻳﺘﺸﺒ ّ ُﻊ ﺑﻌﺸﺮ ِﺓ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ‪.‬‬ ‫َ‬ ‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ ‪ p‬ﻳﺘﺸﺒ ّ ُﻊ ﺑﺴﺘ ّ ِﺔ ﺇﻟﻜﺘﺮﻭﻧﺎ ٍ‬
‫ﺕ‬ ‫َ‬ ‫)ﺃ(‬
‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ‪. 3d‬‬ ‫ﺗﺤﺖ ﻣﺴﺘﻮﻯ‬
‫َ‬ ‫ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ ‪ 4s‬ﻗﺒ َﻞ‬
‫َ‬ ‫ﻤﻸ ُ‬
‫)ﺏ( ﻳ ُ َ‬
‫ﺫﺭ ِﺓ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻻ ﻳﺪﺧ ُﻞ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ‪. 3s‬‬ ‫ﺍﻟﺜﺎﻣﻦ ﻓﻲ ّ‬
‫ُ‬ ‫)ﺝ( ﺍﻹﻟﻜﺘﺮﻭ ُﻥ‬
‫ﺍﻟﻤﻘﺎﺭﻧﺔ ﺍﻟﻤﺒﻴ ِﱠﻨﺔ ﺃﻣﺎﻡَ ﻛ ﱟﻞ ﻣﻨﻬﺎ ‪:‬‬
‫ِ‬ ‫ِ‬
‫ﺃﻭﺟﻪ‬ ‫ﺣﺴﺐ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﺯﻭﺍﺝ‬
‫ِ‬ ‫ﺯﻭﺝ ﻣﻦ‬
‫ٍ‬ ‫‪ .3‬ﻗﺎ ِﺭ ْﻥ َ‬
‫ﺑﻴﻦ ﻛ ﱢﻞ‬
‫‪35‬‬
‫‪17‬‬‫‪X‬‬ ‫‪37‬‬
‫‪17‬‬ ‫‪X‬‬ ‫ِ‬
‫ﺍﻟﻤﻘﺎﺭﻧﺔ‬ ‫ﻭﺟﻪُ‬
‫ِ‬
‫ﺍﻟﻨﻴﻮﺗﺮﻭﻧﺎﺕ‬ ‫ﻋﺪﺩُ‬
‫ِ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﺎﺕ‬ ‫ﻋﺪﺩُ‬
‫ِ‬
‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬ ‫ﻋﺪﺩُ ﺗﺤ ِ‬
‫ﺖ‬

‫ﺍﺫﻛﺮ ﺃﻫ ﱠﻢ ﺃﻋﻤﺎ ِﻝ ﺍﻟﻌﺎﻟﻤﻴ ِﻦ ﺭﺫﺭﻓﻮﺭﺩ ﻭﺑﻮﺭ ‪.‬‬

‫ْ‬ ‫‪.1‬‬
‫ﺑﻌﻀﺎ ‪.‬‬ ‫ﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺍﻷﺳﺎﺳﻴ ّ ِﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ﻣﻊ ِ‬
‫ﺑﻌﻀﻬﺎ ً‬ ‫ﺢ ﺗﺮﺍﺑ َ‬
‫ﻂ ﺑﻌ ِ‬ ‫ﺿ ُ‬‫ﻣﻔﺎﻫﻴﻢ ﺗ ُﻮ ﱢ‬
‫َ‬ ‫ﺍﺭﺳﻢ ﺧﺮﻳﻄﺔَ‬
‫ْ‬ ‫ﻂ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‪:‬‬ ‫‪ .2‬ﺭﺑ ُ‬

‫‪١٤٥‬‬
‫‪145‬‬
 p Ód …t ƒ÷G
¢VQC q ±Ó¨dG
o

…t ƒ÷G
q ±Ó¨dG
o ∫o hq C’G π°üØdG
o

ñÉæŸGh
o ¢ù≤£dG
o o
ÊÉãdG π°üØdG

146
147
 ‫‪∫o hq C’G π°üØdG‬‬
‫‪o‬‬
‫‪o‬‬
‫‪…t ƒq ÷G ±Ó¨dG‬‬
‫‪The Atmosphere‬‬

‫‪π°üØdG‬‬
‫‪p‬‬ ‫‪¢ShQO‬‬
‫‪o‬‬

‫ﺍﻟﻘﻄﺐ‬
‫ِ‬ ‫ﻗﺮﻳﺒﺎ ﻣﻦ‬ ‫ِ‬
‫ﺍﻟﺸﻤﺎﻝ ﺍﻟﺘﻲ ﺗُﺮﻯ ً‬ ‫ﺗﺪﻋﻰ ﺃﺿﻮﺍ ُﺀ‬
‫‪p AGƒ¡dG øe AÉ£Z‬‬
‫‪l‬‬ ‫‪1-1‬‬

‫ﺍﻟﻘﻄﺒﻲ‬
‫ﱠ‬ ‫ﺍﻟﺸﻔﻖ‬
‫َ‬ ‫ﻟﻸﺭﺽ ‪،‬‬
‫ِ‬ ‫ﺍﻟﺸﻤﺎﻟﻲ‬
‫ﱢ‬ ‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱢ‬
‫ﻗﺮﻳﺒﺎ ﻣﻦ‬
‫ﺍﻟﺸﻤﺎﻟﻲ ‪ .‬ﻭﺗُﺪﻋﻰ ﺍﻷﺿﻮﺍ ُﺀ ﺍﻟﺘﻲ ﺗُﺮﻯ ً‬
‫ﱠ‬
‫‪…u ƒ÷G‬‬
‫‪q ±‬‬‫‪p Ó¨dG Ö«côJ‬‬
‫‪o‬‬ ‫‪2-1‬‬

‫ﺍﻟﺸﻔﻖ‬
‫َ‬ ‫ﻟﻸﺭﺽ ‪،‬‬
‫ِ‬ ‫ﺍﻟﺠﻨﻮﺑﻲ‬
‫ﱢ‬ ‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱢ‬ ‫ﺍﻟﻘﻄﺐ‬
‫ِ‬
‫ﺍﻟﺠﻨﻮﺑﻲ ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﻘﻄﺒﻲ‬
‫ﱠ‬
‫‪Ò¨àŸG‬‬
‫‪ou‬‬ ‫‪…u ƒ÷G‬‬ ‫‪o‬‬
‫‪q ±Ó¨dG‬‬ ‫‪3-1‬‬

‫‪o‬‬
‫‪áHƒWôdG‬‬ ‫‪4-1‬‬

‫‪148‬‬
 ‫‪A Blanket of Air‬‬
‫‪Ap Gƒ¡dG øe Al É£Z 1-1‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﻳﺼﻒ ﺍﻟﻄﺮ َﻕ ﺍﻟﺘﻲ ﺗﻨﺘﻘ ُﻞ ﺑﻬﺎ ﺍﻟﺤﺮﺍﺭﺓُ ﻓﻲ‬ ‫َ‬
‫ﺽ‪.‬‬
‫ﺍﻟﺸﻤﺴﻲ ﺃﺛﻨﺎﺀ َ ﻣﺮﻭ ِﺭﻩ ﺇﻟﻰ ﺍﻷﺭ ِ‬
‫ﱢ‬ ‫ﻟﻺﺷﻌﺎﻉ‬
‫ِ‬ ‫ﺙ‬
‫ﻔﺴ َﺮ ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ﻳُ ﱢ‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻔﺴ َﺮ ﻣﺎ ﻋﻼﻗﺔ ُ ﻛﺜﺎﻓﺔ ﺍﻟﻬﻮﺍﺀ ﺑﺎﻟﻀﻐﻂ‬ ‫ﻳُ ﱢ‬
‫ّ‬
‫ﺍﻟﻤﻼﺣﻈﺔ ُ‬ ‫ﺮﺍﺕ ﻓﻲ ﺩﻭﺭ ِﺓ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻭﺩﻭﺭ ِﺓ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﺛﺎﻧﻲ ﺃﻛﺴﻴﺪِ‬ ‫ﱢ‬
‫ﻳﺴﺘﻨﺘﺞ ﻛﻴﻒ ﺗﺆﺛ ُﺮ ﺍﻟﺘﻐﻴ ّ ُ‬‫َ‬
‫ِ‬ ‫ِ‬
‫ﻣﻜﻮﻧﺎﺕ ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻜﺮﺑﻮﻥ ﻋﻠﻰ ﱢ‬
‫ﻓﻴﺰﻳﺎﺋﻴّﺔ ُ ﺍﻟﺒﻄﺎﻃﺲِ‬ ‫ِ‬
‫َ‬ ‫ِ‬ ‫َ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺩﻭﺭﺓ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﺛﺎﻧﻲ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ‪ ،‬ﺩﻭﺭﺓ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪،‬‬ ‫ِ‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﺑﻄﺎﻃﺲ ﻋﻠﻰ ﺍﻟﻤﻨﻀﺪ ِﺓ ‪.‬‬ ‫ﺿ ْﻊ ﺣﺒّﺔَ‬‫َ‬ ‫ﱠ‬
‫ﺍﻟﺠﻮﻱ ‪.‬‬ ‫َ‬
‫َ‬ ‫ﺍﻟﻀﻐﻂ ّ‬
‫ﻃﺮﻑ ﺷﻔ ِ‬
‫ّﺎﻃﺔ‬ ‫َ‬ ‫ٍ‬
‫ﺑﺴﺮﻋﺔ‬ ‫ﺍﻏﺮﺯ ﻓﻴﻬﺎ‬
‫ْ‬
‫ﺿ ْﻊ‬ ‫ﺙ؟ َ‬‫ﻚ ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ﺑﻼﺳﺘﻴ ٍ‬ ‫ﻣﺮ ٍﺓ ﻓﻲ‬
‫ﺖ ﺣﻮﺍﻟﻰ ‪ّ 43000‬‬ ‫ﺗﻌﺮﻑ ﺃﻧّﻚ ﺗﻨ ّﻔ ْﺴ َ‬
‫ُ‬ ‫ﺧُ ْﺬ ً‬
‫ﻧﻔﺴﺎ ﻋﻤﻴﻘًﺎ ‪ .‬ﻗﺪ ﻻ‬
‫ﻑ ﺷﻔ ٍ‬
‫ّﺎﻃﺔ‬ ‫ﺳﺒّﺎﺑﺘَﻚ ﻋﻠﻰ ﻃﺮ ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﺍﻟﻴﻮﻡ ِ ﺗﻘﺮﻳﺒًﺎ ‪ .‬ﻣﻦ ﺩﻭ ِﻥ‬ ‫ﺍﻟﻴﻮﻡ ِ ‪ .‬ﺗﺴﺘﻘﺒ ُﻞ ﺭﺋﺘﺎﻙ ‪ 10 000‬ﻟﺘ ٍﺮ ﻣﻦ‬
‫ٍ‬
‫ﺑﺴﺮﻋﺔ ﻓﻲ‬ ‫ﺍﻏﺮﺯﻫﺎ‬
‫ْ‬ ‫ﺛﻢ‬
‫ﺃﺧﺮﻯ ‪ّ ،‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺟﻤﻴﻊ ﺍﻟﻜﺎﺋﻨﺎ ِ‬
‫ﺕ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺗﺤﺘﺎﺝ‬
‫ُ‬ ‫ﺩﻗﺎﺋﻖ ‪.‬‬
‫َ‬ ‫ﺑﻀﻊ‬
‫ِ‬ ‫ﺗﻌﻴﺶ ﺳﻮﻯ‬‫ُ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻻ‬
‫ﺙ؟‬ ‫ﺲ ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ﺣﺒ ّ ِﺔ ﺍﻟﺒﻄﺎﻃ ِ‬ ‫ﺣﺘّﻰ ﺗﻈ ﱠﻞ ﻋﻠﻰ ﻗﻴ ِﺪ ﺍﻟﺤﻴﺎ ِﺓ ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃﻧّﻚ ﻟﻢ ﺗ ﱢ‬
‫ُﻔﻜ ْﺮ ﻓﻲ ﺫﻟﻚ ّﺇﻻ‬
‫ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﺃ ّﻥ ﺍﻟﻬﻮﺍﺀ ﻣﻬ ﱞﻢ ًّ‬
‫ﺽ‪.‬‬ ‫ﺟﺪﺍ ﻻﺳﺘﻤﺮﺍ ِﺭ ﺍﻟﺤﻴﺎ ِﺓ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫َ‬
‫‪p‬‬
‫‪AGƒ¡dG‬‬ ‫‪Ö«côJ‬‬
‫‪Composition of Air‬‬
‫‪o‬‬

‫ﻆ ﺣﻮﺍﻟﻰ ‪78%‬‬ ‫ﻻﺣ ْ‬‫ﺢ ﻓﻲ ﺷﻜ ِﻞ )‪ِ . (56‬‬ ‫ﺿ ِ‬‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﻤﻮ ﱠ‬ ‫ِ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺗﺮﻛﻴ ِ‬
‫ﺐ‬ ‫ْ‬
‫ﺕ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻜﺎﺋﻨﺎ ِ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﻧﻴﺘﺮﻭﺟﻴ ٍﻦ ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃ ّﻥ‬ ‫ِ‬
‫ﻣﻦ ﺍﻟﻬﻮﺍﺀ‬
‫َ‬ ‫ّ‬
‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ‬
‫َ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡَ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﺑﺼﻮﺭ ٍﺓ ﻣﺒﺎﺷﺮ ٍﺓ ‪ّ ،‬ﺇﻻ ﺃ ّﻥ‬ ‫ُ‬ ‫ﻻ‬
‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫ُ‬ ‫ﺕ ﺿﺮﻭﺭﻳّﺔً ﻟﻠﺤﻴﺎ ِﺓ ‪.‬‬ ‫ﻜﻮ َﻥ ﻣﺮﻛﱠﺒﺎ ٍ‬ ‫ﻋﻨﺎﺻﺮ ﺃﺧﺮﻯ ﻟﻴ ُ ﱢ‬ ‫َ‬ ‫ﻳﺘﻔﺎﻋ ُﻞ ﻣﻊ‬
‫‪56 πo μ°T‬‬
‫ﻋﻨﺎﺻﺮ ﻛﻴﻤﻴﺎﺋﻴ ّ ٍﺔ‬
‫َ‬ ‫ﻳﺘﻜﻮ ُﻥ ﺍﻟﻬﻮﺍﺀ ُ ﻣﻦ‬
‫ّ‬
‫ﻭﻣﺨﺘﻠ ٍ‬
‫ﻔﺔ ‪.‬‬ ‫ِ‬ ‫ﻋﺪﻳﺪ ٍﺓ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫َ‬ ‫ﻭﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ُ‬ ‫ﺍﻟﺤﻴﻮﺍﻧﺎﺕ‬
‫ُ‬ ‫ﻫﻮ ﺛﺎﻧﻲ ﻏﺎ ٍﺯ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻓﺮﺓُ ‪ .‬ﺗﺴﺘﺨﺪﻡ ُ‬
‫ﺲ ‪ .‬ﺗ ُِﻨﺘ ُﺞ‬‫ﺍﻟﻐﺬﺍﺀ ﺧﻼ َﻝ ﺍﻟﺘﻨ ّﻔ ِ‬ ‫ِ‬ ‫ﻕ ِ‬
‫ﻃﺎﻗﺔ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻹﻃﻼ ِ‬ ‫ِ‬ ‫ﺑﺼﻮﺭ ٍﺓ ﻣﺒﺎﺷﺮ ٍﺓ ﻣﻦ‬
‫ﺍﻟﻀﻮﺋﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺧﻼ َﻝ ﻋﻤﻠﻴ ّ ِﺔ ِ‬
‫ﺍﻟﺒﻨﺎﺀ‬ ‫َ‬ ‫ﺃﻳﻀﺎ‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ ً‬ ‫ُ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ِ‬ ‫ﻛﻤﻴّﺔَ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺍﻟﻤﻮﺟﻮﺩ َﺓ ﻓﻲ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃ ّﻥ ّ‬
‫ﻧﻴﺘﺮﻭﺟﻴﻦ ‪78%‬‬
‫ٌ‬
‫ﺕ ‪ .‬ﺧﻼ َﻝ‬ ‫ﺟﺪﺍ ‪ّ ،‬ﺇﻻ ﺃ ّﻥ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺿﺮﻭﺭﻱﱞ ﻟﺤﻴﺎ ِﺓ ﺍﻟﻨﺒﺎ ِ‬ ‫ﺿﺌﻴﻠﺔ ٌ ًّ‬
‫َ‬
‫ﻋﻤﻠﻴ ّ ِﺔ ِ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﺿﻮﺀ َ‬ ‫ﺍﻟﻨﺒﺎﺗﺎﺕ َ‬
‫ُ‬ ‫ﺍﻟﻀﻮﺋﻲ ﺗﺴﺘﺨﺪﻡ ُ‬ ‫ﱢ‬ ‫ﺍﻟﺒﻨﺎﺀ‬
‫ﺃﻛﺴﺠﻴﻦ ‪21%‬‬
‫ٌ‬ ‫ﺛﺎﻧﻲ‬ ‫ﺑﺴﻴﻂ‬ ‫ٍ‬ ‫ﻹﻧﺘﺎﺝ ﺍﻟﺠﻠﻮﻛﻮ ِﺯ ﺍﻟﺬﻱ ﻫﻮ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺳ ّﻜ ٍﺮ‬ ‫ِ‬ ‫ﺲ ﻭﺍﻟﻤﺎﺀ َ‬ ‫ﺍﻟﺸﻤ ِ‬
‫ﺃﻛﺴﻴ ِﺪ‬ ‫ﻭﺍﻟﻨﻤﻮ ‪.‬‬
‫ﱢ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﻹﻧﺘﺎﺝ‬
‫ِ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﺒﺎﺗﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﻳُﺴﺘﺨﺪَﻡ ُ‬
‫ﺍﻟﻜﺮﺑﻮ ِﻥ‬
‫ﺃﺭﺟﻮ ٌﻥ ‪0.9%‬‬
‫ﻭﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﻨﺎﺩﺭﺓُ ﻣﺜ ُﻞ ﺍﻟﻨﻴﻮ ِﻥ ﻭﺍﻟﻬﻴﻠﻴﻮﻡ ِ ‪ ،‬ﻣﻦ‬ ‫ُ‬ ‫ﺍﻟﻤﺎﺀ ﻭﺍﻷﺭﺟﻮ ُﻥ‬ ‫ﺑﺨﺎﺭ ِ‬
‫‪0.03%‬‬ ‫ُ‬
‫ﻏﺎﺯﺍﺕ ﺃﺧﺮﻯ ‪0.07%‬‬
‫ٌ‬ ‫ﻳﻤﺘﺺ‬ ‫ﱡ‬ ‫ﺧﺎﺻﺔ ٌ ﻷﻧّﻪ‬ ‫ّ‬ ‫ﺃﻫﻤﻴّﺔ ٌ‬ ‫ِ‬
‫ﺑﺨﺎﺭ ﺍﻟﻤﺎﺀ ﻟﻪ ّ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ِ‬
‫ُ‬
‫ﻭﺍﻟﻤﻄﺮ ‪.‬‬ ‫ﺍﻟﺴﺤﺐ‬
‫َ‬ ‫ﺲ ﻭﻳ ُ ﱢ‬
‫ﺸﻜ ُﻞ‬ ‫ﺍﻟﻄﺎﻗﺔَ ﺍﻟﺤﺮﺍﺭﻳّﺔَ ﻣﻦ ﺍﻟﺸﻤ ِ‬
‫َ‬

‫‪149‬‬
 ‫‪p‬‬
‫‪¿ƒHôμdG‬‬ ‫‪p‬‬
‫‪ó«°ùcC‬‬ ‫‪p‬‬
‫‪G ÊÉK - Úé°ùcC‬‬ ‫‪’G Io QhO‬‬
‫‪The Oxygen-Carbon Dioxide Cycle‬‬
‫ﺩﻭﺭﺓُ ﺍﻷﻛﺴﺠﻴ ِﻦ ﻭﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪oxygen-carbon dioxide cycle‬‬
‫ﻋﺒﺎﺭﺓٌ ﻋﻦ ٍ‬
‫ﺩﻭﺭﺓ ٍ‬
‫ﻣﻐﻠﻘﺔ ‪ ،‬ﺣﻴﺚ ﺗﻈ ﱡﻞ ﻓﻴﻬﺎ ﺍﻟﻜﻤّﻴّﺔ ُ ﺍﻟﻜﻠّﻴّﺔ ُ ﻟﻠﻜﺮﺑﻮ ِﻥ ﻭﺍﻷﻛﺴﺠﻴ ِﻦ ﺛﺎﺑﺘ ًﺔ ‪.‬‬
‫ﺍﻟﺠﻮﻱﱢ ‪ ،‬ﻭﻓﻲ‬ ‫ّ‬ ‫ﺑﻴﻦ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (57‬ﻳﺘﻨ ّﻘ ُﻞ ﺍﻟﻜﺮﺑﻮ ُﻥ ﻓﻲ ﻣﺎ َ‬ ‫ْ‬
‫ﺽ ﻛﻮﻗﻮ ٍﺩ ﺃﺣﻔﻮﺭ ﱟﻱ ‪ .‬ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ‬ ‫ﺕ ‪ ،‬ﻭﺩﺍﺧ َﻞ ﺍﻷﺭ ِ‬ ‫ِ‬
‫ﺍﻟﺘﺮﺑﺔ ‪ ،‬ﻭﻓﻲ ﺍﻟﻤﺤﻴﻄﺎ ِ‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ُ‬ ‫ﺗﻤﺘﺺ‬
‫ﱡ‬ ‫ﺾ ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ‪.‬‬‫ﺐ ﻭﺑﻌ ِ‬ ‫ﺕ ﻭﺍﻟﻄﺤﺎﻟ ِ‬ ‫ﺍﻟﻜﺮﺑﻮ ِﻥ ﺿﺮﻭﺭﻱﱞ ﻟﻠﻨﺒﺎ ِ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﺍﻷﻛﺴﺠﻴﻦ ﺇﻟﻰ‬ ‫ﻭﺍﻟﻄﺤﺎﻟﺐ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﺗ ِ‬
‫ُﻄﻠ ُﻖ‬
‫َ‬ ‫ُ َ‬
‫‪57 πo μ°T‬‬
‫ِ‬
‫ﺍﻟﻄﺒﻴﻌﺔ‬ ‫ﺍﻟﺪﻭﺭﺍﺕ ﻓﻲ‬
‫ُ‬

‫ﺃﻛﺴﺠﻴﻦ‬
‫ٌ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬

‫ﺢ‬ ‫ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﻤﻴﺘﺔ ُ ﺍﻟﺘﻲ ﻻ ﺗﺘﺤﻠ ّ ُﻞ ﺗ ُﺼﺒِ ُ‬

‫ُ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬
‫ﻕ ﺍﻟﻮﻗﻮ ِﺩ‬ ‫ﻭﻗﻮ ًﺩﺍ ﺃﺣﻔﻮﺭﻳ ًّﺎ ‪ .‬ﻋﻨ َﺪ ﺍﺣﺘﺮﺍ ِ‬
‫ﺍﻷﺣﻔﻮﺭﻱﱢ ﺍﻟﻤﻮﺟﻮ ِﺩ ﻓﻲ ﺻﻮﺭ ِﺓ ﻓﺤﻢ ٍ ‪،‬‬
‫ﻳﺮﺟﻊ‬
‫ُ‬ ‫ﺖ ﺑﺘﺮﻭ ٍﻝ ‪ ،‬ﺃﻭ ﺟﺎﺯﻭﻟﻴ ٍﻦ‬ ‫ﺃﻭ ﺯﻳ ِ‬
‫ﺍﻟﺠﻮﻱﱢ ﻓﻲ‬ ‫ّ‬ ‫ﺍﻟﻜﺮﺑﻮ ُﻥ ﺇﻟﻰ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬
‫ﺻﻮﺭ ِﺓ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪.‬‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻏﺎﺯ ﺍﻷﻛﺴﺠﻴ ِﻦ ﺇﻟﻰ‬ ‫ﻳﺨﺮﺝ ُ‬ ‫ُ‬
‫ﺕ ﺧﻼ َﻝ ﻋﻤﻠﻴ ّ ِﺔ ﺍﻟﺘﻤﺜﻴ ِﻞ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﺒﺎ ِ‬
‫ﺍﻟﻀﻮﺋﻲ ‪.‬‬
‫ﱢ‬

‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬

‫ﻭﺍﻟﺤﻴﻮﺍﻧﺎﺕ ‪،‬‬
‫ُ‬ ‫ﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ُ‬ ‫ﺗﻤﻮﺕ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﻳﺮﺟﻊ ﺍﻟﻜﺮﺑﻮ ُﻥ ﺍﻟﻤﻮﺟﻮﺩُ ﻓﻲ ﺍﻟﻜﺎﺋﻨﺎﺕِ‬
‫ُ‬
‫ﻼﺕ‬ ‫ّ‬
‫ﺽ ‪ .‬ﺣﻴﺚ ﺗﻌﻤ ُﻞ ﺍﻟﻤﺤﻠ ُ‬ ‫ﺇﻟﻰ ﺍﻷﺭ ِ‬
‫ﻋﻠﻰ ﺗﺤﻠ ّ ِﻞ ﺃﺟﺴﺎﻡ ِ ﺍﻟﻜﺎﺋﻨﺎﺕ ‪ِ.‬‬

‫‪150‬‬
 ‫‪p‬‬
‫‪ÚLhΫædG‬‬ ‫‪Io QhO‬‬
‫‪The Nitrogen Cycle‬‬
‫ﺩﻭﺭﺓ ٍ‬
‫ﻣﻐﻠﻘﺔ ‪ ،‬ﺣﻴﺚ ﺗﻈ ﱡﻞ ﺍﻟﻜﻤّﻴّﺔ ُ‬ ‫ﺩﻭﺭﺓُ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ nitrogen cycle‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ٍ‬
‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ ﻋﻠﻰ ﺩﻋﻢ ِ ﺍﻟﺤﻴﺎ ِﺓ ﻋﻦ‬
‫ُ‬ ‫ﺍﻟﻜﻠّﻴّﺔ ُ ﻟﻠﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻋﻠﻰ ﺍﻷﺭﺽِ ﺛﺎﺑﺘ ًﺔ ‪ .‬ﻳ ُ ِ‬
‫ﺴﺎﻋ ُﺪ‬
‫ﺕ ﺍﻟﺠﺴﻢ ِ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ ّ ِﺔ ﺍﻷﺧﺮﻯ ‪.‬‬ ‫ﺑﻨﺎﺀ ﺍﻟﺒﺮﻭﺗﻴ ِﻦ ﻭﻣﺮﻛﱠﺒﺎ ِ‬
‫ﻃﺮﻳ ِﻖ ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻣﺒﺎﺷﺮ ًﺓ ‪ ،‬ﻭﻛﻲ‬‫ِ‬ ‫ﺕ ﺍﻟﺤﻴ ّ ِﺔ ﺍﺳﺘﺨﺪﺍﻡ ُ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻣﻦ‬ ‫ﻤﻜ ُﻦ ﻟﻠﻜﺎﺋﻨﺎ ِ‬‫ﻻ ﻳُ ِ‬
‫ﺗﺤﻮ ِﻝ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﺇﻟﻰ ﻣﺮﻛﱠﺒﺎ ٍ‬
‫ﺕ‬ ‫ﺑﻌ َﺪ ّ‬
‫ﻕ ‪ ،‬ﻓﺈﻧّﻪ ﻳُﺰﺍ ُﻝ ﻣﻦ‬‫ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﺒﺮ ِ‬ ‫ﻜﻮ َﻥ ﻣﺮﻛﱠﺒﺎ ٍ‬
‫ﺕ‬ ‫ﺑﻌﻨﺎﺻﺮ ﺃﺧﺮﻯ ﻟﻴ ُ ﱢ‬
‫َ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻭﻳﺘّﺤ ُﺪ‬ ‫ﺺ ﻣﻦ‬ ‫ﻳُﺴﺘﻔﺎﺩَ ﻣﻨﻪ ﻳُﺴﺘﺨﻠ َ ُ‬
‫ﺐ‬‫ﻟﻴﺘﺮﺳ َ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﻤﻄ ِﺮ‬ ‫ﺗﺜﺒﻴﺖ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪.‬‬
‫َ‬ ‫ُﺴﻤﻰ‬‫ﻧﻴﺘﺮﻭﺟﻴﻨﻴّﺔً ‪ .‬ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴّﺔ ُ ﺗ ّ‬
‫ِ‬
‫ﺍﻟﺘﺮﺑﺔ ‪.‬‬ ‫ﺩﺍﺧ َﻞ‬

‫ﺃﻛﺎﺳﻴ ٌﺪ ﻧﻴﺘﺮﻭﺟﻴﻨﻴّﺔ ٌ‬

‫ﺃﻛﺎﺳﻴ ٌﺪ ﻧﻴﺘﺮﻭﺟﻴﻨﻴّﺔ ٌ‬

‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ ﻓﻲ ﺻﻮﺭ ِﺓ ﺃﻛﺎﺳﻴ ٍﺪ‬

‫ُ‬ ‫ﻳﻨﻄﻠﻖ‬
‫ُ‬
‫ﺍﻟﻤﺼﺎﻧﻊ ‪.‬‬ ‫ِ‬
‫ﺕ‬ ‫ﻔﺎ‬‫ﱠ‬ ‫ﻣﺨﻠ‬ ‫ﻣﻦ‬ ‫ٍ‬
‫ﺔ‬ ‫ﻧﻴﺘﺮﻭﺟﻴﻨﻴ‬
‫ِ‬ ‫ّ‬

‫ﺍﻟﺘﺮﺑﺔ ﻣﺮﻛﱠﺒﺎ ٍ‬
‫ﺕ‬ ‫ِ‬ ‫ﺗ ُِﻨﺘ ُﺞ ﺑﻜﺘﻴﺮﻳﺎ‬
‫ﺕ‬‫ﺕ ﺍﻟﻤﺘﺤﻠﱢﻼ ِ‬
‫ﻧﻴﺘﺮﻭﺟﻴﻨﻴّﺔً ﻣﻦ ﺍﻟﻜﺎﺋﻨﺎ ِ‬
‫ﺕ ‪ .‬ﺍﻟﺒﻜﺘﻴﺮﻳﺎ‬ ‫ﺕ ﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬ ‫ﻭﻓﻀﻼ ِ‬
‫ﻧﺎﺯﻋﺔ ُ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﺗ ُﺤﻄﱢ ُﻢ ﻫﺬﻩ‬
‫ﺖ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﺗﻘﻮﻡ ُ‬ ‫ﺧﻼ َﻝ ﺗﺜﺒﻴ ِ‬
‫ﻏﺎﺯ‬ ‫ِ‬
‫ﺍﻟﻨﻬﺎﻳﺔ َ‬ ‫ﻜﻮ َﻥ ﻓﻲ‬
‫ﺕ ﻟﺘ ُ ﱢ‬ ‫ﺍﻟﻤﺮﻛﱠﺒﺎ ِ‬
‫ﺗﻌﻴﺶ ﻓﻲ ﺍﻟﻌﻘ ِﺪ ﺍﻟﺠﺬﺭﻳ ّ ِﺔ‬‫ُ‬ ‫ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﺍﻟﺘﻲ‬
‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪.‬‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺍﻟﻨﻘﻲ ﻣﻦ‬‫ﺹ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﱢ‬‫ﺑﺎﺳﺘﺨﻼ ِ‬
‫ُﺤﻮﻟ ُﻪ ﺇﻟﻰ ﻣﺮﻛﱠﺒﺎ ٍ‬
‫ﺕ ﻧﻴﺘﺮﻭﺟﻴﻨﻴ ّ ٍﺔ ‪.‬‬ ‫ﻭﺗ ﱢ‬

‫ﻣﺮﻛﱠ ٌ‬
‫ﺒﺎﺕ ﻧﻴﺘﺮﻭﺟﻴﻨﻴّﺔ ٌ‬ ‫ﻧﻴﺘﺮﻭﺟﻴﻦ‬
‫ٌ‬

‫ﺍﻟﻤﺤﻠﻼﺕ‬
‫‪151‬‬
 ‫‪p‬‬
‫‪AGƒ¡dG‬‬ ‫‪oáaÉãc‬‬
‫‪Air Density‬‬
‫ﻟﻜﺘﻠﺔ ﻣﺎ ﺩﺍﺧ َﻞ ﺣﺠﻢ ٍ ﻣﻌﻴﱠ ٍﻦ ‪ .‬ﺑﻤﺎ ﺃ ّﻥ‬ ‫ٍ‬ ‫ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ ﺍﻟﻜﺜﺎﻓﺔَ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻗﻴﺎ ٍ‬
‫ﺱ‬
‫ﺕ ﻏﺎﺯﻳ ّ ٍﺔ ﻓﺎﻟﻬﻮﺍﺀ ُ ﻟﻪ ﻛﺜﺎﻓﺔ ٌ ‪ .‬ﺗﻘ ﱡﻞ ﺍﻟﻜﺜﺎﻓﺔ ُ ﻛﻠّﻤﺎ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ﺟﺰﻳﺌﺎ ٍ‬ ‫ﺍﻟﻬﻮﺍﺀ َ ّ‬
‫ﺽ‪.‬‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺍﺑﺘﻌﺪْﻧﺎ ﻋﻦ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺍﻷﻛﺜﺮ ﻛﺜﺎﻓﺔً؟ ﻋﻨ َﺪ ﻗﻤﻢ ِ ﺍﻟﺠﺒﺎ ِﻝ ﺃﻡ ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ‬ ‫َ‬ ‫ﺃﻳﻦ ﺗﺠ ُﺪ ﺍﻟﻬﻮﺍﺀ َ‬
‫ﺽ ‪ ،‬ﻟﺬﺍ ﻓﺈ ّﻥ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺗﻘﻊ ﺑﻌﻴ ًﺪﺍ ﻋﻦ‬ ‫ﻗﻤﻢ ﺍﻟﺠﺒﺎ ِﻝ ُ‬ ‫ﺍﻟﺒﺤ ِﺮ؟ ﺑﻤﺎ ﺃ ّﻥ َ‬
‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﻤﻮﺟﻮﺩَ ﻋﻨﺪَﻫﺎ ﺃﻗ ﱡﻞ ﻛﺜﺎﻓﺔً ﻣﻦ ﺫﻟﻚ ﺍﻟﻤﻮﺟﻮ ِﺩ ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ‬
‫ﺑﺪﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺛﺎﻧﻴﺔ ‪ ،‬ﺗﺘﺄﺛ ّ ُﺮ ﻛﺜﺎﻓﺔ ُ‬‫ﻧﺎﺣﻴﺔ ٍ‬
‫ٍ‬ ‫ﻭﻣﻦ‬
‫ﺗﻜﺘﺴﺐ‬ ‫ﻳﺴﺨﻦ ﺍﻟﻬﻮﺍﺀ ُ ‪،‬‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺪﺍﻓﮒ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ِ‬ ‫ﺃﻛﺜﺮ ﻛﺜﺎﻓﺔً ﻣﻦ‬
‫ُ‬ ‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺒﺎﺭﺩُ ُ‬
‫ﺢ‬ ‫ﺑﻌﻀﺎ ‪ ،‬ﻭﻫﻨﺎ ﻳُﺼﺒِ ُ‬ ‫ﺑﻌﻀﻬﺎ ً‬ ‫ﺍﻟﺘﺤﺮ ِﻙ ﺑﻌﻴ ًﺪﺍ ﻋﻦ ِ‬ ‫ُﺴﺎﻋ ُﺪﻫﺎ ﻋﻠﻰ‬‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﻃﺎﻗﺔً ﺗ ِ‬
‫ُ‬
‫ّ‬
‫ﺛﻢ‬ ‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﺍﻟﻄﺎﻗﺔَ ‪ ،‬ﻭﻣﻦ ّ‬ ‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﺃﻗ ﱠﻞ ﻛﺜﺎﻓﺔً ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺒﺮﺩُ ﺍﻟﻬﻮﺍﺀ ُ ﺗﻔﻘ ُﺪ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﺑﻌﻀﻬﺎ ﻭﺑﻬﺬﺍ ﺗﺰﺩﺍﺩُ ﻛﺜﺎﻓﺔ ُ‬ ‫ﺗﺘﻘﺎﺭﺏ ﻣﻦ ِ‬
‫ُ‬

‫ﺍﻟﻤﻼﺣﻈﺔ ُ‬
‫‪Skill Builder‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻛﺴﺎﺏ‬
‫ُ‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﻭﻛﺜﺎﻓﺔ ُ ﺍﻟﻬﻮﺍﺀِ‬
‫ِ‬ ‫ﺩﺭﺟﺔ ُ‬
‫ﺑﻌﻀﻬﺎ ﺃﻭ ﺗﺘﺒﺎﻋ ُﺪ ‪ .‬ﺗ ﱢ‬
‫ُﺤﺪﺩُ‬ ‫ﺗﺘﻘﺎﺭﺏ ﻣﻦ ِ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺕ ﻓﻲ‬ ‫ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺗﺠﻌ ُﻞ ﺍﻟﺠﺰﻳﺌﺎ ِ‬
‫ﺢ‬
‫ﺿ ُ‬‫ﺍﻟﻤﺤﺼﻮﺭ ﺩﺍﺧ َﻞ ﺑﺎﻟﻮ ٍﻥ ﻳُﻮ ﱢ‬ ‫ِ‬ ‫ِ‬ ‫ﺑﻴﻦ ﺍﻟﺠﺰﻳﺌﺎ ِ‬
‫ُ‬ ‫ﻛﺜﺎﻓﺔ ﺍﻟﻬﻮﺍﺀ ‪ .‬ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ﺕ ﻣﺪﻯ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ُ َ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ِ‬
‫ﻛﺜﺎﻓﺔ‬ ‫ﻛﻴﻒ ﺗ ُﺆﺛ ﱢ ُﺮ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻋﻠﻰ‬
‫ﺱ ﻣﺘﺮﻱﱟ ﻛﻤﺎ ﻫﻮ‬ ‫ﺷﺮﻳﻂ ﻗﻴﺎ ٍ‬‫ِ‬ ‫ﻂ ﺍﻟﺒﺎﻟﻮ ِﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ‬ ‫ﺲ ﻣﺤﻴ َ‬ ‫ﺦ ﺑﺎﻟﻮﻧًﺎ ﻛﺮﻭﻳ ًّﺎ ‪ِ ،‬ﻭﻗ ْ‬ ‫ﺍﻧﻔ ْ‬
‫ﻂ ﺍﻟﺒﺎﻟﻮ ِﻥ ‪.‬‬ ‫ﺢ ﺑﺎﻟﺸﻜ ِﻞ ‪ .‬ﺳﺠﱢ ْﻞ ﻣﺤﻴ َ‬ ‫ﺿ ٌ‬‫ﻣﻮ ﱠ‬
‫ﺲ ﻣﺤﻴﻄَﻪ‬ ‫ﺍﺭﻓﻊ ﺍﻟﺒﺎﻟﻮ َﻥ ِﻭﻗ ْ‬ ‫ِ‬ ‫ﺩﻗﺎﺋﻖ ‪.‬‬
‫َ‬ ‫ﻣﺎﺀ ﺳﺎﺧ ٍﻦ ﻟﻤ ّﺪ ِﺓ ‪10‬‬ ‫ﺿ ِﻊ ﺍﻟﺒﺎﻟﻮ َﻥ ﻓﻲ ٍ‬ ‫َ‬
‫ﺞ ﻟﻤ ّﺪ ِﺓ ‪10‬‬ ‫ﺿﻊ ﺍﻟﺒﺎﻟﻮ َﻥ ﻓﻲ ٍ ﱠ‬
‫ﺍﺭﻓﻊ‬
‫ِ‬ ‫ﺩﻗﺎﺋﻖ ‪،‬‬
‫َ‬ ‫ﻣﺎﺀ ﻣﺜﻠ ٍ‬ ‫ﻭﺳﺠﱢ ْﻞ ﻗﺮﺍﺀﺗ َﻚ ‪ .‬ﻋﻨﺪﺋ ٍﺬ َ ِ‬
‫ﺲ ﻣﺤﻴﻄَﻪ ﻭﺳﺠﱢ ِﻞ ﺍﻟﻘﺮﺍﺀ َﺓ ‪.‬‬ ‫ﺍﻟﺒﺎﻟﻮ َﻥ ِﻭﻗ ْ‬
‫ﺃﺻﻐﺮ؟‬
‫ُ‬ ‫ﺃﻛﺒﺮ؟ ﻭﺃﻳ ﱡﻬﻤﺎ‬ ‫ﺃﻱ ﺍﻟﻤﺤﻴﻄﻴﻦ ﻟﻠﺒﺎﻟﻮ ِﻥ ُ‬ ‫‪ .1‬ﱡ‬
‫ﻳﻜﺒﺮ؟ ﻣﺘﻰ ﺗﺠﻌﻠُﻪ ﻳﻘ ﱡﻞ؟‬ ‫ﻂ ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺣﺘّﻰ ﺗﺠﻌ َﻞ ﺍﻟﻤﺤﻴ َ‬ ‫ِ‬ ‫ﺙ ﻟﺠﺰﻳﺌﺎ ِ‬
‫ﺕ‬ ‫‪ .2‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ﺃﻛﺜﺮ ﻛﺜﺎﻓﺔً؟ ﺃﻗ ﱠﻞ‬ ‫ِ‬
‫ﺟﺰﻳﺌﺎﺕ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ُ‬ ‫ﺕ ﺍﻟﺒﺎﻟﻮ ِﻥ ﻛﺎﻧ َ ْ‬
‫ﺖ‬ ‫ﺣﺎﻟﺔ ﻣﻦ ﺣﺎﻻ ِ‬ ‫ٍ‬ ‫‪ .3‬ﻓﻲ ﺃﻱﱢ‬
‫ُﺤﺪﺩَ ﺫﻟﻚ؟‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ﱢ‬ ‫ﻛﺜﺎﻓﺔً؟ ﻛﻴﻒ ﻳ ُ ِ‬
‫ِ‬
‫ﺑﺪﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻣﻔﺴ ًﺮﺍ ﻛﻴﻒ ﺗﺘﺄﺛ ّ ُﺮ ﻛﺜﺎﻓﺔ ُ‬ ‫ﻗﺼﻴﺮﺍ ﱢ‬ ‫ﺗﻘﺮﻳﺮﺍ‬ ‫ﺍﻛﺘﺐ‬
‫ْ‬
‫ً‬ ‫ً‬

‫‪152‬‬
 ‫‪…t ƒ÷G‬‬ ‫‪§¨°†dG‬‬
‫‪Air Pressure‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺃﻳﻀﺎ‬ ‫ﺍﻟﻐﺎﺯ ً‬
‫َ‬ ‫ﺍﻟﻐﺎﺯ ﻣﺎﺩّﺓٌ ‪ ،‬ﻭﺑﻤﺎ ﺃ ّﻥ ﺟﻤﻴ َﻊ ﺍﻟﻤﻮﺍﺩﱢ ﻟﻬﺎ ﻛﺘﻠﺔ ٌ ‪ ،‬ﻓﺈ ّﻥ‬ ‫َ‬ ‫ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ‬
‫ﺳﻄﺢ‬ ‫ﻧﺤﻮ‬ ‫ﻧﺤﻮ ِ‬ ‫ِ‬
‫ِ‬ ‫ﺑﻌﻀﻬﺎ ﻭﺇﻟﻰ ﺃﺳﻔ َﻞ َ‬ ‫ﺍﻟﻐﺎﺯﺍﺕ ﻓﻲ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ُ‬ ‫ﺗﺘﺪﺍﻓﻊ‬
‫ُ‬ ‫ﻟﻪ ﻛﺘﻠﺔ ٌ ‪.‬‬
‫ﻆ ﺯﻳﺎﺩ ًﺓ ﻓﻲ‬ ‫ُﻼﺣ َ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ِ‬ ‫ﺍﺟﺔ ﻳ ُ ِ‬ ‫ﺩﺭ ٍ‬ ‫ﺇﻃﺎﺭ ّ‬ ‫ﺦ ﺑﺎﻟﻮﻧًﺎ ﺃﻭ َ‬ ‫ﺽ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﻨﻔ ُ‬ ‫ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﺐ ‪ .‬ﻭﺯﻥُ ﻋﻤﻮ ِﺩ‬ ‫ﻧﺤﻮ ﺍﻟﺠﻮﺍﻧ ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﻮﺍﻗ ِﻊ ﻋﻤﻮﺩﻳًّﺎ‬ ‫ﻳﻨﺪﻓﻊ ﺍﻟﻬﻮﺍﺀ ُ َ‬ ‫ُ‬ ‫ﺍﻟﻀﻐﻂ ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﺍﻟﺠﻮ ﱠﻱ ‪. air pressure‬‬ ‫ﻂ ّ‬ ‫ﺍﻟﻤﺴﺎﺣﺎﺕ ﻣﻦ ﺳﻄ ٍﺢ ﻣﺎ ﻳُﺴﻤّﻰ ﺍﻟﻀﻐ َ‬ ‫ِ‬ ‫ﻭﺣﺪﺓ‬‫ِ‬ ‫ﻋﻠﻰ‬
‫ُ‬
‫ﺳﻄﺢ‬‫ِ‬ ‫ﻱ ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻟﺠﻮ ﱡ‬‫ّ‬ ‫ﻂ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻫﻮ ﺍﻟﻀﻐ ُ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺱ‬
‫ﺍﻟﻤﺴﺘﺨﺪَﻡ ُ ﻟﻘﻴﺎ ِ‬
‫ﺍﻟﺒﺤ ِﺮ ‪.‬‬
‫ﺕ ﻣﻦ ﺍﻟﻐﺎ ِﺯ‬ ‫ﺑﻮﺍﺳﻄﺔ ﻋ ّﺪ ِﺓ ﻛﻴﻠﻮﺟﺮﺍﻣﺎ ٍ‬ ‫ِ‬ ‫ﻟﻠﺪﻓﻊ‬
‫ِ‬ ‫ﺟﺴﻤﻚ ﻛ ﱠﻞ ﻳﻮﻡ ٍ‬ ‫ِ‬ ‫ﺽ ﻛﺎﻣ ُﻞ‬ ‫ﻳﺘﻌﺮ ُ‬ ‫ّ‬
‫ﻳﺪﻓﻊ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ُ‬ ‫ﺟﺴﻤﻚ‬ ‫َ‬ ‫ﻂ ﺍﻟﻬﺎﺋ َﻞ ﻷ ّﻥ‬ ‫ﻆ ﺫﻟﻚ ﺍﻟﻀﻐ َ‬ ‫ُﻼﺣ ُ‬ ‫ﺍﻟﻮﺍﻗﻊ ﻓﻮﻗَﻚ ‪ .‬ﺇﻧّﻚ ﻻ ﺗ ِ‬ ‫ِ‬
‫ﻧﻔﺴﻪ ﻭﻓﻲ ﺍﻻﺗ ّﺠﺎ ِﻩ ﺍﻟﻤﻀﺎﺩﱢ ‪.‬‬ ‫ﺍﻵﺧﺮ ﺑﺎﻟﻤﻘﺪﺍ ِﺭ ِ‬ ‫ُ‬ ‫ﻫﻮ‬
‫ﺢ ﺷﻜ ُﻞ )‪(58‬‬ ‫ﺿ ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪ .‬ﻳُﻮ ﱢ‬ ‫ﺍﻟﻀﻐﻂ ّ‬ ‫ِ‬ ‫ﺕ ﺍﻟﻐﺎ ِﺯ ﻃﺮﺩﻳ ًّﺎ ﻣﻊ‬ ‫ﺗﺘﻨﺎﺳﺐ ﻛﺜﺎﻓﺔ ُ ﺟﺰﻳﺌﺎ ِ‬ ‫ُ‬
‫ﺕ‬ ‫ﻔﺔ ‪ .‬ﻋﻨ َﺪ ﺍﻻﺭﺗﻔﺎﻋﺎ ِ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬ ‫ﺕ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻋﻨ َﺪ ﺍﺭﺗﻔﺎﻋﺎ ٍ‬ ‫ّ‬ ‫ِ‬
‫ﻟﻠﻀﻐﻂ‬ ‫ﺙ‬ ‫ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬
‫ﺃﻳﻀﺎ ‪.‬‬‫ﻱ ً‬ ‫ﺍﻟﺠﻮ ﱡ‬
‫ّ‬ ‫ﺛﻢ ﻳﻘ ﱡﻞ ﺍﻟﻀﻐ ُ‬
‫ﻂ‬ ‫ﺕ ﻭﻣﻦ ّ‬ ‫ﺍﻟﺸﺎﻫﻘﺔ ﺗﻘ ﱡﻞ ﻛﺜﺎﻓﺔ ُ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫ِ‬
‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﻓﻲ‬
‫ُ‬ ‫ﺢ‬
‫ﺍﻟﻜﺜﺎﻓﺔ ‪ .‬ﺗ ُﺼﺒِ ُ‬‫ِ‬ ‫ﺑﺪﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻣﺜ َﻞ‬ ‫ِ‬ ‫ﻱ‬‫ﺍﻟﺠﻮ ﱡ‬ ‫ّ‬ ‫ﻂ‬‫ﻳﺘﺄﺛ ّ ُﺮ ﺍﻟﻀﻐ ُ‬
‫ﺟﻮﻳ ًّﺎ ﺃﻗ ﱠﻞ ‪ .‬ﺇﺫﺍ ﺑﺮﺩَ‬ ‫ِ‬ ‫ِ‬
‫ﺐ ﺿﻐﻄًﺎ ّ‬ ‫ﺍﻟﻜﺜﺎﻓﺔ ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﺗﺴﺒﱢ ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺪﺍﻓﮒ ﻗﻠﻴﻠﺔَ‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻟﻀﻐﻂ‬ ‫ِ‬
‫ﺍﻟﻜﺜﺎﻓﺔ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﻳﺰﺩﺍﺩُ ﻛ ﱞﻞ ﻣﻦ‬
‫‪58 πo μ°T‬‬
‫ِ‬
‫ِ‬
‫ﻭﺍﻟﻀﻐﻂ‬ ‫ﺍﻟﻬﻮﺍﺀ‬ ‫ِ‬
‫ﻛﺜﺎﻓﺔ‬ ‫ﻣﺎ ﻋﻼﻗﺔ ُ‬ ‫ّ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺑﺎﻻﺭﺗﻔﺎﻉ ﻓﻮ َﻕ‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ‬
‫ّ‬ ‫ﺟﺰﻳﺌﺎﺕ‬
‫ُ‬ ‫ﻱ‪.‬‬ ‫ﺍﻟﺠﻮ ﱠ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﺗ ُﻐﻴﱢ َﺮ ﺍﻟﻀﻐ َ‬
‫ﻂ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻳ ُ ِ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ﻛﻤﻴّﺔ ُ ﺑﺨﺎ ِﺭ ِ‬ ‫ّ‬
‫ﺽ؟‬
‫ﺍﻷﺭ ِ‬ ‫ّ‬
‫ﺕ ﻏﺎﺯﻳ ّ ٍﺔ ﻛﺜﻴﺮﺮ ٍﺓ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺤ ﱡﻞ ﺰ ُ‬
‫ﺟﺰﻳﺌﺎﺕ‬ ‫ﺟﺰﻳﺌﺎ ٍ‬ ‫ﻦ ﺰ‬ ‫ﻭﺃﺧﻒ ﻣﻦ‬ ‫ﱡ‬ ‫ﺃﺻﻐﺮ‬ ‫ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ‬
‫ُ‬
‫ﺕ‬ ‫ﺍﻟﻤﺎﺀ ﻣﻜﺎ َﻥ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫ِ‬
‫ﺍﻷﻛﺒ ِﺮ ﻭﺍﻷﻋﻠﻰ ﻛﺜﺎﻓﺔً ﻳﻘ ﱡﻞ‬
‫ﻱ‪.‬‬ ‫ﺍﻟﺠﻮ ﱡ‬
‫ّ‬ ‫ﺍﻟﻀﻐ ُ‬
‫ﻂ‬
‫ﻋﻨﺪ ‪ 10.5 km‬ﻳﻜﻮﻥُ‬ ‫َ‬
‫ﻱ‪4‬‬ ‫ّ‬ ‫ُ‬
‫ﺍﻟﻀﻐﻂ ﺍﻟﺠﻮ ﱡ ‪1‬‬
‫ﺍﻟﻀﻐﻂ ﺍﻟﻤﻮﺟﻮﺩِ َ‬
‫ﻋﻨﺪ‬ ‫ِ‬
‫ﺍﻷﺭﺽ ‪.‬‬
‫ِ‬ ‫ﺳﻄﺢ‬
‫ِ‬

‫ﻋﻨﺪ ‪ 5.5 km‬ﻳﻜﻮﻥُ‬ ‫َ‬

‫ﱡ ‪1‬‬
‫ﺍﻟﺠﻮﻱ ‪2‬‬
‫ّ‬ ‫ُ‬
‫ﺍﻟﻀﻐﻂ‬
‫ِ‬
‫ﺍﻟﻀﻐﻂ ﺍﻟﻤﻮﺟﻮﺩِ َ‬
‫ﻋﻨﺪ‬
‫ﺍﻷﺭﺽ ‪.‬‬
‫ِ‬ ‫ﺳﻄﺢ‬
‫ِ‬

‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺰﺀِ ﻣﻦ‬

‫ﺍﻟﻨﻤﻮﺫﺝ ‪ ،‬ﻳُﻤﺜﱠ ُﻞ‬
‫ِ‬
‫ﺍﻟﺠﻮ ﱡﻱ َ‬
‫ﻋﻨﺪ‬ ‫ّ‬ ‫ُ‬
‫ﺍﻟﻀﻐﻂ‬
‫ﺍﻷﺭﺽ ‪.‬‬‫ِ‬ ‫ﺢ‬
‫ﺳﻄ ِ‬

‫‪153‬‬
 ‫‪p‬‬
‫‪AGƒ¡dG‬‬ ‫‪‘ oábÉ£dG‬‬
‫‪Energy in the Air‬‬
‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺗﻐﻴﻴ ِﺮ‬ ‫ِ‬ ‫ِ‬ ‫ﺗﻘﻮﻡ ُ ﺣﺮﻛﺔ ُ ﺍﻟﺠﺰﻳﺌﺎ ِ‬
‫ﺏ‬‫ﺍﻛﺘﺸﺎﻑ ﺍﻷﺳﺒﺎ ِ‬
‫ُ‬ ‫ﺕ ﺍﻟﻐﺎﺯﻳّﺔ ﻓﻲ ﺍﻟﻬﻮﺍﺀ ﺑﻤﺎ ﻫﻮ ُ‬
‫ﻓﺮﻥٌ ﻣﺴﺨ ٌﱠﻦ ﻣﺴﺒَﻘًﺎ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﺃﻳﻀﺎ ﺩﺭﺟﺔَ ﺣﺮﺍﺭ ِﺓ‬ ‫ُﺤﺪﺩُ ً‬ ‫ﺕ ﺍﻟﻐﺎﺯﻳ ّ ِﺔ ﺗ ﱢ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪ .‬ﻃﺎﻗﺔ ُ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫ّ‬
‫ِ‬
‫ﺃﺣﻀ ْﺮ ﻭﻋﺎﺀﻳﻦ ‪.‬‬ ‫ﺗﺮﻓﻊ ﺑﺪﻭ ِﺭﻫﺎ ﺩﺭﺟﺔَ ﺣﺮﺍﺭﺓِ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﺳﺮﻳﻌﺔ ُ ﺍﻟﺤﺮﻛﺔ ﺣﺮﺍﺭ ًﺓ‬ ‫ُ‬ ‫ﺐ‬
‫ﺗ ُﺴﺒﱢ ُ‬
‫ﺛﻢ‬ ‫ِ‬ ‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﻃﺎﻗﺔً ‪ ،‬ﺗﻘ ﱡﻞ ﺳﺮﻋﺔ ُ‬ ‫ِ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﻷﺣ ِﺪ‬
‫ﱠ‬ ‫ﺢ‬‫َﻂ ﺍﻟﺴﻄ َ‬‫‪ .1‬ﻏ ﱢ‬ ‫ﺣﺮﻛﺘﻬﺎ ‪ ،‬ﻭﻣﻦ ّ‬ ‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﻔﻘ ُﺪ‬
‫ﻭﺍﻵﺧﺮ‬ ‫ﺍﻟﻮﻋﺎﺀﻳﻦ ﺑﻮﺭ ٍ‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻳ ُ ِ‬ ‫ﺕ ﺍﻟﻐﺎ ِﺯ ﻓﻲ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ .‬ﻃﺎﻗﺔ ُ ﺟﺰﻳﺌﺎ ِ‬ ‫ِ‬ ‫ﺗﻨﺨﻔﺾ ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ‬
‫ُ‬
‫َ‬ ‫ﻕ ﺃﺳﻮﺩَ‬
‫ﺃﺑﻴﺾ ‪.‬‬
‫ﻕ َ‬ ‫ﺑﻮﺭ ٍ‬ ‫ﺍﻹﺷﻌﺎﻉ ‪.‬‬
‫ِ‬ ‫ﻔﺔ‪ :‬ﺍﻟﺘﻮﺻﻴ ِﻞ ‪ ،‬ﺍﻟﺤﻤ ِﻞ ‪،‬‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﺕ ِ‬ ‫ﺗﺘﻐﻴ ّ َﺮ ﻋﻦ ﻃﺮﻳ ِﻖ ﻋﻤﻠﻴّﺎ ٍ‬
‫ﺿ ْﻊ ﻛﻼ ﺍﻟﻮﻋﺎﺀﻳﻦ ﻓﻲ ِ‬
‫ﺿﻮﺀ‬ ‫َ‬ ‫‪.2‬‬
‫ﺍﻟﺴﺎﻃﻊ ‪.‬‬
‫ِ‬ ‫ﺲ‬
‫ﺍﻟﺸﻤ ِ‬ ‫‪Heat Transfer‬‬ ‫ِ‬
‫ﺍﻟﺤﺮﺍﺭﺓ‬ ‫ﺍﻧﺘﻘﺎ ُﻝ‬
‫ﺲ ﺩﺭﺟﺔَ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺑﻌ َﺪ‬ ‫ِﻗ ْ‬ ‫‪.3‬‬ ‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻋﻨ َﺪ‬ ‫ﺑﻴﻦ ﺩﺭﺟﺎ ِ‬ ‫ﺗﻘﻮﻡ ُ ﺍﻟﻌﺪﻳ ُﺪ ﻣﻦ ﺍﻟﻌﻤﻠﻴّﺎ ِ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺹ ﺍﻟﻔﺮ ِﻕ َ‬ ‫ﺕ ﺑﺈﻧﻘﺎ ِ‬
‫ٍ‬
‫ﺳﺎﻋﺔ ‪ .‬ﺃﻳ ﱡﻬﻤﺎ ﺃﻋﻠﻰ ﺣﺮﺍﺭﺓً؟‬ ‫ﺍﻟﻌﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻐﻼ ِ‬ ‫ِ‬ ‫ﺽ ﻭﻋﻨ َﺪ ﺍﻻﺭﺗﻔﺎﻋﺎ ِ‬
‫ﺍﻟﺠﻮﻱﱢ ‪ .‬ﺍﻟﺘﻮﺻﻴ ُﻞ ﻫﻮ ﺇﺣﺪﻯ‬ ‫ﻑ ّ‬ ‫ﺕ‬ ‫ﺍﻷﺭ ِ‬
‫ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﺽ‪.‬‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺕ ﺍﻟﺘﻲ ﺗ ُِﺒﻌ ُﺪ ﺍﻟﺤﺮﺍﺭ َﺓ ﻋﻦ‬ ‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴّﺎ ِ‬
‫ٍ‬
‫ﺁﺧﺮ ‪ .‬ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻤﺒﺎﺷﺮ ﻟﻠﺤﺮﺍﺭ ِﺓ ﻣﻦ ﺟﺰﻱﺀ ﺇﻟﻰ َ‬ ‫ُ‬ ‫ﻭﺍﻟﺘﻮﺻﻴ ُﻞ ﻫﻮ ﺍﻻﻧﺘﻘﺎ ُﻝ‬
‫ﺧﺎﺻﻴ ّ ِﺔ ﺍﻟﺘﻮﺻﻴ ِﻞ ‪ .‬ﺍﻧﺘﻘﺎ ُﻝ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻣﻦ‬ ‫ﻳﺴﺨﻦ ﻋﻦ ﻃﺮﻳ ِﻖ ّ‬ ‫ُ‬ ‫ﺽ‬
‫ﻳﻤﺲ ﺳﻄ َﺢ ﺍﻷﺭ ِ‬ ‫ﱡ‬
‫ﺍﻟﻬﻮﺍﺀ ﻳﻨﻘ ُﻞ ﺍﻟﺤﺮﺍﺭ َﺓ ﺑﻌﻴ ًﺪﺍ ﻋﻦ ﺍﻷﺭ ِ‬
‫ﺽ‪.‬‬ ‫ِ‬ ‫ﺍﻟﺴﻄﺢ ﺇﻟﻰ‬
‫ِ‬
‫ﺽ‪،‬‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺗ ُﺆﺩّﻱ ﻋﻤﻠﻴّﺔ ٌ ﺃﺧﺮﻯ ﺇﻟﻰ ﺍﻧﺘﻘﺎ ِﻝ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺑﻌﻴ ًﺪﺍ ﻋﻦ‬
‫ِ‬
‫ﺗﺮﻓﻊ ﺍﻟﻬﻮﺍﺀ َ‬‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺴﺎﺧ ِﻦ‬ ‫ﺎﺭﺍﺕ ﺍﻟﺤﻤ ِﻞ ﻓﻲ‬ ‫ﻭﻫﻲ ﻋﻤﻠﻴّﺔ ُ ﺍﻟﺤﻤ ِﻞ ‪ .‬ﺗﻴ ّ ُ‬
‫ﺍﻟﺴﺎﺧﻦ‬
‫َ‬ ‫ﺎﺭﺍﺕ ﺍﻟﺤﻤ ِﻞ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ُﺤﺮ ُﻙ ﺗﻴ ّ ُ‬
‫ﺣﻤﻞ ‪ .‬ﺗ ﱢ‬ ‫ٍ‬ ‫ﻜﻮ َﻥ ﺗﻴّﺎﺭﺍ ِ‬
‫ﺕ‬ ‫ﻭﺗ ﱢُﺒﺮﺩُﻩ ﻟﻴ ُ ﱢ‬
‫ﺎﺭﺍﺕ ﺍﻟﺤﻤ ِﻞ‬ ‫ﺟ ُﺪ ﺗﻴ ّ ُ‬ ‫ﺢ ﻓﻲ ﺷﻜ ِﻞ )‪ . (59‬ﺗﻮ َ‬ ‫ﺿ ٌ‬ ‫ﻟﻴ ُ ِﺪﻓﺊَ ﺍﻟﺤﺠﺮ َﺓ ﻛﻤﺎ ﻫﻮ ﻣﻮ ﱠ‬
‫ﺍﻻﺧﺘﻼﻑ ﻓﻲ‬
‫ُ‬ ‫ﺽ‪.‬‬ ‫ﻂ ﺑﺎﻷﺭ ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﺬﻱ ﻳُﺤﻴ ُ‬ ‫ﻫﻮﺍﺀ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﺃﻳﻀﺎ ﻓﻲ ِ‬ ‫ً‬
‫ّ‬
‫ﻳﺮﺟﻊ ﺇﻟﻰ ﺍﻧﺘﻘﺎ ِﻝ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ ﺇﻟﻰ ﺍﻟﻘﻄﺒﻴﻦ‬ ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻣﻦ ﱢ‬
‫ﺧﻂ‬ ‫ِ‬
‫ﺕ ﺍﻟﺤﻤ ِﻞ ‪.‬‬ ‫ﺍﻟﻬﻮﺍﺀ ﻋﻦ ﻃﺮﻳ ِﻖ ﻛ ﱟﻞ ﻣﻦ ﺍﻟﺘﻮﺻﻴ ِﻞ ﻭﺗﻴّﺎﺭﺍ ِ‬ ‫ِ‬ ‫ﻓﻲ‬

‫‪59 πo μ°T‬‬
‫ِ‬
‫ﻟﺘﺪﻓﺌﺔ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺎﺭﺍﺕ ﺍﻟﺤﻤ ِﻞ ﻓﻲ‬‫ﺗﺘﻜﻮ ُﻥ ﺗﻴ ّ ُ‬
‫ّ‬
‫ﺁﺧﺮ ﻓﻲ ﻣﻨﺰ ِﻟﻚ ﻗﺪ‬
‫َ‬ ‫ﻥ‬ ‫ٍ‬ ‫ﻣﻜﺎ‬ ‫ﺃﻱﱢ‬ ‫ﻓﻲ‬ ‫‪.‬‬ ‫ِ‬
‫ﺓ‬ ‫ﺍﻟﺤﺠﺮ‬
‫ﺕ ﺍﻟﺤﻤ ِﻞ؟‬‫ﺗﺠ ُﺪ ﺗﻴّﺎﺭﺍ ِ‬

‫‪154‬‬
 ‫‪Radiation‬‬ ‫ﺍﻹﺷﻌﺎﻉُ‬
‫ُﺴﻤﻰ ﺍﻟﻄﺎﻗﺔَ ﺍﻟﻤﺸ ّﻌﺔَ ﺃﻭ‬ ‫ﺍﻟﻔﺮﺍﻍ ﺗ ّ‬
‫ِ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﺗ ُﻨ َﻘ َﻞ ﺧﻼ َﻝ‬ ‫ﺍﻟﻄﺎﻗﺔ ُ ﺍﻟﺘﻲ ﻳ ُ ِ‬
‫ﺚ‬ ‫ﺍﻹﺷﻌﺎﻉ ‪ .‬ﺗﻨﺒﻌ ُ‬ ‫ِ‬ ‫ﺲ ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ﺍﻷﺭﺽ ﻃﺎﻗﺔَ ﺍﻟﺸﻤ ِ‬ ‫ُ‬ ‫ﻉ ‪ .‬ﺗﺴﺘﻘﺒ ُﻞ‬ ‫ﺍﻹﺷﻌﺎ َ‬
‫ِ‬
‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻋﻠﻢ‬ ‫ﻓﻮﻕ‬ ‫َ‬ ‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﺸ ّﻌ ِﺔ ﻣﺜ ِﻞ ﺍﻷﺷ ّﻌ ِﺔ‬ ‫ِ‬ ‫ﺻﻮﺭ ﺃﺧﺮﻯ ﻣﻦ‬ ‫ﺃﻳﻀﺎ‬ ‫ﺲ ً‬ ‫ﻣﻦ ﺍﻟﺸﻤ ِ‬
‫ُ‬ ‫ٌ‬
‫ِ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺚ ﻓﻲ ِ‬
‫ﺷﺒﻜﺔ‬ ‫ﺑﺤ ٌ‬ ‫ﺍﻟﻤﺮﺋﻲ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻟﻀﻮﺀ‬ ‫ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬
‫ﱢ‬
‫ﺍﻟﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻟﺸﻤﺲِ )‪(SPF‬‬ ‫ِ‬ ‫ﻋﺎﻣ ُﻞ‬ ‫ﺠﻪ‬
‫ﺲ ﻋﻨﺪﻣﺎ ﻳﺘ ّ ُ‬ ‫ﻹﺷﻌﺎﻉ ﺍﻟﺸﻤ ِ‬ ‫ِ‬ ‫ﺙ‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (60‬ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ْ‬
‫ﺑﻴﻦ ﺭﻗﻢ ِ‬ ‫ِ‬
‫ﺍﻟﻌﻼﻗﺔ َ‬ ‫ﺃﺟ ِﺮ ﺑﺤﺜًﺎ ﻋﻦ‬
‫ِ‬ ‫ﺍﻟﺸﻤﺴﻲ‬ ‫ﱢ‬ ‫ﺍﻹﺷﻌﺎﻉ‬
‫ِ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ‪ 50%‬ﻣﻦ‬ ‫ﺲ ُ‬ ‫َ‬
‫ﺺ ﺃﻭ ﻳُﻌﻜ ُ‬ ‫ﺽ؟ ﻳُﻤﺘ َ ﱡ‬ ‫ﻧﺤﻮ ﺍﻷﺭ ِ‬ ‫َ‬
‫ﺲ‬
‫ﺍﻟﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ﻋﺎﻣ ِﻞ‬
‫ِ‬
‫ﻟﻠﺤﻤﺎﻳﺔ‬ ‫ِ‬
‫ﺍﻟﻼﺯﻣﺔ‬ ‫ﻭﺍﻟﻔﺘﺮ ِﺓ ﺍﻟﺰﻣﻨﻴ ّ ِﺔ‬ ‫ﺺ ﻛ ﱡﻞ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ‬ ‫ﺐ ‪ ،‬ﺗ ُﻤﺘ َ ﱡ‬ ‫ﺽ ‪ .‬ﻓﻲ ﺍﻟﻐﺎﻟ ِ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﻗﺒ َﻞ ﻭﺻﻮ ِﻟﻪ ﺇﻟﻰ‬
‫ﺲ‪.‬‬ ‫ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ﺍﻟﻔﻀﺎﺀ ﺣﻮﺍﻟﻰ ‪ 25%‬ﻣﻦ‬ ‫ِ‬ ‫ﺍﻟﺴﺤﺐ ﺇﻟﻰ‬
‫ُ‬ ‫ﺗﻌﻜﺲ‬ ‫ﺍﻟﻀﺎﺭ ِﺓ ‪.‬‬
‫ّ‬ ‫ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬
‫ُ‬
‫ﺽ‪.‬‬
‫ﻧﺤﻮ ﺍﻷﺭ ِ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﺤﻤﺎﻳﺔ‬ ‫ﻣﺎ ﻫﻮ ﱠ‬
‫ﻣﻌﺪ ُﻝ ﺭﻗﻢ ِ ﻛﺮﻳﻢ ِ‬ ‫ﺍﻟﻤﺮﺋﻲ ﺍﻟﺬﻱ ﻳﻨﺘﻘ ُﻞ َ‬ ‫ﱢ‬ ‫ﺍﻟﻀﻮﺀ‬
‫ﺗﺤﻤﻠُﻪ ﻓﻲ ﻳﻮﻡ ٍ‬ ‫ﺍﻟﺬﻱ ﻳ ُ ِ‬
‫ﻤﻜ ُﻦ‬
‫ّ‬ ‫ﻭﻳﻨﻌﻜﺲ‬ ‫ُ‬ ‫ﺽ‪،‬‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺍﻹﺷﻌﺎﻉ ﺍﻟﺬﻱ ﻳﺼ ُﻞ ﺇﻟﻰ‬ ‫ِ‬ ‫ﺑﻌﺾ‬
‫ُ‬ ‫ﺺ‬ ‫ﻳُﻤﺘ َ ﱡ‬
‫ﱠ‬
‫ﺍﻟﻤﻌﺪ ُﻝ ﻓﻲ ﻳﻮﻡ ٍ‬ ‫ﺻﻴﻔﻲ؟ ﻭﻣﺎ ﻫﻮ‬ ‫ﱟ‬
‫ﺷﺘﻮﻱﱟ ؟‬
‫ﻳﺨﺘﻠﻒ‬ ‫ُ‬ ‫ﺽ‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺍﻵﺧﺮ ‪ .‬ﺍﻟﻄﺎﻗﺔ ُ ﺍﻟﺸﻤﺴﻴّﺔ ُ ﺍﻟﺘﻲ ﺗﺼ ُﻞ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺑﻌﻀﻪ‬‫ُ‬
‫ﺣﺎﻟﺔ‬ ‫ﺍﻟﻨﻘﻲ ﺇﻟﻰ ‪ 5%‬ﻓﻲ ِ‬ ‫ﱢ‬ ‫ﺣﺎﻟﺔ ﺍﻟﺠﻠﻴ ِﺪ ﺍﻷﺑﻴ ِ‬
‫ﺾ‬ ‫ﺍﻧﻌﻜﺎﺳﻬﺎ ﻣﻦ ‪ 95%‬ﻓﻲ ِ‬ ‫ُ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﺸﻤﺴﻴ ّ ِﺔ ﺍﻟﺘﻲ ﺗﺼ ُﻞ ﺇﻟﻰ‬ ‫ِ‬ ‫ﻕ ﺍﻷﺳﻔﻠﺘﻴ ّ ِﺔ ‪ .‬ﺣﻮﺍﻟﻰ ‪ 70%‬ﻣﻦ‬ ‫ﺍﻟﻄﺮ ِ‬
‫ﺐ‬ ‫ﺹ ﺗ ُﺴﺒﱢ ُ‬ ‫ﺍﻣﺘﺼﺎﺻﻬﺎ ‪ .‬ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻌﺎﻟﻴﺔ ُ ﻣﻦ ﺍﻻﻣﺘﺼﺎ ِ‬ ‫ُ‬ ‫ﺽ ﻳﺘ ﱡﻢ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﺣﻴﺚ ﺗﻈ ﱡﻞ‬ ‫ﱢ‬ ‫ِ‬ ‫ﺕ ﺣﺮﺍﺭ ٍﺓ ﻋﺎﻟﻴﺔً ﻓﻲ ﺍﻟﻤﻨﺎﻃ ِﻖ‬ ‫ﺩﺭﺟﺎ ِ‬
‫‪60 πo μ°T‬‬
‫ِ‬
‫ﻟﻠﻄﺎﻗﺔ‬ ‫ﺙ‬
‫ﻣﺎ ﺍﻟﺬﻱ ﻗﺪ ﻳﺤﺪ ُ‬
‫ﺽ؟‬
‫ﻧﺤﻮ ﺍﻷﺭ ِ‬
‫ﺠﻪ َ‬ ‫ﺍﻟﻤﺸ ّﻌ ِﺔ ﺍﻟﺘﻲ ﺗﺘ ّ ُ‬ ‫ﺍﻟﻄﺎﻗﺔ‬ ‫ِ‬ ‫ﺍﻣﺘﺼﺎﺹ ﻣﻌﻈﻢ ِ‬ ‫ُ‬ ‫ﺕ ﻋﺪﻳﺪ ٍﺓ ‪ ،‬ﻟﺬﻟﻚ ﻳﺘ ﱡﻢ‬ ‫ﺍﻟﺸﻤﺲ ﺳﺎﻃﻌﺔً ﻟﺴﺎﻋﺎ ٍ‬ ‫ُ‬
‫ﺍﻟﺸﻤﺴﻴ ّ ِﺔ ‪.‬‬

‫ﺍﻟﻔﻀﺎﺀ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﻐﺒﺎ ِﺭ ﻭﺑﺨﺎ ِﺭ ِ‬

‫ﺍﻟﻤﺎﺀ‬ ‫ِ‬ ‫ﻳﻨﻌﻜﺲ ﺇﻟﻰ‬
‫ُ‬

‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻷﻭﺯﻭ ِﻥ‬ ‫ﺺ‬
‫ﻳُﻤﺘ َ ﱡ‬
‫ِ‬
‫ﺍﻟﻔﻀﺎﺀ‬ ‫ﻳﻨﻌﻜﺲ ﺇﻟﻰ‬
‫ُ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﺴﺤ ِ‬
‫ﺐ‬

‫ﺍﻟﺠﻮﻱﱢ‬
‫ّ‬ ‫ﻑ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﻼ ِ‬ ‫ﺺ‬
‫ﻳُﻤﺘ َ ﱡ‬
‫ﺑﻮﺍﺳﻄﺔ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ِ‬ ‫ﺺ‬
‫ﻳُﻤﺘ َ ﱡ‬
‫ﺐ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﺴﺤ ِ‬ ‫ﺺ‬
‫ﻳُﻤﺘ َ ﱡ‬

‫ﺽ‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﻳﻨﻌﻜﺲ ﻣﻦ‬
‫ُ‬
‫ﺽ‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺺ‬
‫ﻳُﻤﺘ َ ﱡ‬

‫‪155‬‬
 ‫ﺃﻧﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ﺲ‬
‫ﻧﻔﺴﻚ ﻣﻦ ﺍﻟﺸﻤ ِ‬
‫ﺍﺣﻢ ِ َ‬
‫ﺑﺎﻟﺨﺎﺭﺝ ﻓﻲ‬ ‫ِ‬ ‫ﺍﻟﻤﺸﻤﺴﺔ ‪ ،‬ﻗﺪ ﺗ ُﻤﻀﻲ ﻭﻗﺘًﺎ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺪﺍﻓﺌﺔ‬ ‫ﻓﻲ ﺃﺣ ِﺪ ﺍﻷﻳّﺎﻡ ِ‬
‫ﻉ‬ ‫ﻓﻨﺎﺀ ﻣﻨﺰ ِﻟﻚ ‪ ،‬ﻭﻗﺪ ﻳُﺆﺩّﻱ ﺳﻄﻮ ُ‬ ‫ﻣﺜﻼ ﺃﻭ ﻋﻠﻰ ﺍﻟﺸﺎﻃﮒ ﺃﻭ ﻓﻲ ِ‬ ‫ﺍﻟﺤﺪﻳﻘﺔ ً‬ ‫ِ‬
‫ﺲ‬ ‫ﺙ ﻓﻲ ﺍﻟﺸﻤ ِ‬ ‫ﻣﻼﺑﺴﻚ ﻭﺟﻠ ِﺪﻙ ‪ .‬ﺑﻌ َﺪ ﺍﻟﻤﻜﻮ ِ‬ ‫ِ‬ ‫ﺲ ﺇﻟﻰ ﺗﺴﺨﻴ ِﻦ‬ ‫ﺍﻟﺸﻤ ِ‬
‫ﺃﺳﻤﺮ ﺍﻟﻠﻮ ِﻥ‬ ‫َ‬ ‫ﺢ ﻏﺎﻣﻘًﺎ ﺃﻭ‬ ‫ﻆ ﺃ ّﻥ ﺟﻠﺪَﻙ ﺃﺻﺒ َ‬ ‫ُﻼﺣ ُ‬ ‫ﺖ ‪ ،‬ﻗﺪ ﺗ ِ‬ ‫ﻟﻔﺘﺮ ٍﺓ ﻣﻦ ﺍﻟﻮﻗ ِ‬
‫ﺃﺣﻤﺮ ﺃﻭ ﻗﺪ‬ ‫ﺢ ﺟﻠ ُﺪﻙ‬ ‫ﺲ ‪ ،‬ﺃﻭ ﻗﺪ ﻳُﺼﺒِ ُ‬ ‫ﺿﺔ ﻟﻠﺸﻤ ِ‬ ‫ﺍﻟﻤﻌﺮ ِ‬ ‫ﱠ‬ ‫ِ‬
‫ﺍﻷﺟﺰﺍﺀ‬ ‫ﻓﻲ‬
‫َ‬
‫ﺃﻧﻮﺍﻉ‬
‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ُ‬ ‫ﺲ ‪ .‬ﺗﺘﺄﺛ ّ ُﺮ‬ ‫ﺗﻌﺮ ِﺿﻪ ﻷﺷ ّﻌ ِﺔ ﺍﻟﺸﻤ ِ‬ ‫ﻕ ﻧﺘﻴﺠﺔَ ّ‬ ‫ﺼﺎﺏ ﺑﺤﺮﻭ ٍ‬ ‫ُ‬ ‫ﻳُ‬
‫ﺑﻌﺾ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬ ‫ﺲ‪ُ .‬‬ ‫ﺑﺎﻹﺷﻌﺎﻉ ﺍﻟﻘﺎﺩﻡ ِ ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ِ‬ ‫ﺍﻟﺠﻠ ِﺪ‬
‫ﻭﻟﻜﻦ‬
‫ّ‬ ‫ﻋﻈﺎﻣﻚ ‪،‬‬ ‫ِ‬ ‫ﻧﻤﻮ‬
‫ﺴﺎﻋ ُﺪ ﻋﻠﻰ ﱢ‬ ‫ﻹﻧﺘﺎﺝ ﻓﻴﺘﺎﻣﻴ ِﻦ »‪ «D‬ﺍﻟﺬﻱ ﻳ ُ ِ‬ ‫ِ‬ ‫ﺿﺮﻭﺭﻳّﺔ ٌ‬
‫ﺽ‬ ‫ﺕ ﻛﺒﻴﺮ ًﺓ ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ﺗ ُ َﻌ ﱡﺪ ﺧﻄﻴﺮ ًﺓ ﻋﻠﻰ ﺃﻱﱢ ﻓﺮ ٍﺩ ‪ّ .‬‬
‫ﺍﻟﺘﻌﺮ ُ‬ ‫ﻛﻤﻴّﺎ ٍ‬ ‫ّ‬
‫ﺐ ﺣﺮﻭﻗًﺎ ﺷﻤﺴﻴّﺔً ﺃﻭ ﺳﺮﻃﺎ َﻥ ﺍﻟﺠﻠ ِﺪ‬ ‫ﻒ ﻟﻸﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ﻗﺪ ﻳُﺴﺒﱢ ُ‬ ‫ﺍﻟﻤﻜﺜ ﱠ ُ‬
‫ﺐ‬ ‫ﺃﻳﻀﺎ ﺑﺴﺒ ِ‬ ‫ﺦ ﺍﻟﺠﻠ ُﺪ ً‬ ‫ﺍﻟﺰﺭﻗﺎﺀ ‪ ،‬ﻭﻗﺪ ﻳﺸﻴ ُ‬ ‫ِ‬ ‫ﺍﻟﻌﻴﻦ ﺑﺎﻟﻤﻴﺎ ِﻩ‬ ‫ُﺼﺎﺏ‬
‫ُ‬ ‫ﻋﻤﻰ ﻭﻗﺪ ﺗ‬ ‫ﺃﻭ ً‬
‫ُ‬
‫ﺾ‬ ‫ﺽ ﻟﻬﺬﻩ ﺍﻷﺷ ّﻌ ِﺔ ﻗﺪ ﻳُﺨﻔﱢ ُ‬ ‫ﻓﺎﻟﺘﻌﺮ ُ‬
‫ّ‬ ‫ﺍﻟﻤﺴﺘﻤﺮ ﻟﻸﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ‪،‬‬ ‫ﱢ‬ ‫ﺽ‬‫ﺍﻟﺘﻌﺮ ِ‬ ‫ّ‬
‫ُﺼﻴﺐ ﺍﻟﺠﻠ َﺪ ‪.‬‬ ‫ُ‬ ‫ﺽ ﺍﻟﺘﻲ ﻗﺪ ﺗ‬ ‫ِ‬
‫ﻗﺪﺭﺓ ﺍﻟﺠﺴﻢ ِ ﻋﻠﻰ ﻣﻘﺎﻭﻣﺔ ﺍﻷﻣﺮﺍ ِ‬ ‫َ‬
‫ﺕ ﻛﺒﻴﺮ ٍﺓ ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ‪،‬‬ ‫ﻟﻜﻤﻴّﺎ ٍ‬‫ّ‬ ‫ﺽ ﺟﻠ ِﺪﻙ‬ ‫ﺗﻌﺮ َ‬ ‫ﺐ ّ‬ ‫ﻟﺘﺘﺠﻨ ّ َ‬
‫ﺑﻴﻦ‬
‫ﻤﻜ ُﻦ ﻣﺎ َ‬ ‫ﺍﻷﺷﻴﺎﺀ ‪ .‬ﺍﻷﺷ ّﻌﺔ ُ ﺍﻟﺸﻤﺴﻴّﺔ ُ ﺗﻜﻮ ُﻥ ﺃﻗﻮﻯ ﻣﺎ ﻳ ُ ِ‬ ‫ِ‬ ‫ﺾ‬
‫ﻤﻜﻨُﻚ ﺍﻟﻘﻴﺎﻡ ُ ﺑﺒﻌ ِ‬ ‫ﻳُ ِ‬
‫ﻭﺍﻟﺜﺎﻟﺜﺔ ﺑﻌ َﺪ ﺍﻟﻈﻬ ِﺮ ﺣﺘّﻰ ﻓﻲ ﺍﻷﻳّﺎﻡ ِ ﺍﻟﺘﻲ ﻳﻜﻮ ُﻥ ﻓﻴﻬﺎ ﺍﻟﺠ ﱡﻮ ﻣﻠﺒ ﱠ ًﺪﺍ‬ ‫ِ‬ ‫ﺻﺒﺎﺣﺎ‬
‫ً‬ ‫‪10‬‬
‫ﻣﻼﺑﺲ‬ ‫َ‬ ‫ﻭﺍﻟﺒﺲ‬ ‫ْ‬ ‫ﺲ‪،‬‬ ‫ﺽ ﻟﻠﺸﻤ ِ‬ ‫ﺍﻟﺘﻌﺮ َ‬
‫ّ‬ ‫ﻣﻨﺘﺼﻒ ﺍﻟﻨﻬﺎ ِﺭ ‪ ،‬ﺗﺠﻨﱠ ِ‬
‫ﺐ‬ ‫ِ‬ ‫ﺑﺎﻟﻐﻴﻮﻡ ِ ‪ .‬ﺃﺛﻨﺎﺀ َ‬
‫ﺕ‬‫ﺲ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺸﺘﺮﻱ ﻛﺮﻳﻤﺎ ِ‬ ‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ِ‬ ‫ﺕ‬ ‫ﻭﺍﻗﻴﺔً ﺃﻭ ﺍﺳﺘﺨ ِﺪﻡْ ﻛﺮﻳﻤﺎ ِ‬
‫ﺲ ‪ SPF‬ﻋﻠﻰ‬ ‫ﺍﻟﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ِ‬ ‫ﺚ ﻋﻦ ﻋﺎﻣ ِﻞ‬ ‫ﺲ ‪ ،‬ﺍﺑﺤ ْ‬ ‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ِ‬
‫ﺣﺠﺐ‬‫َ‬ ‫ﺍﻟﻜﺮﻳﻢ‬ ‫ﻳﺴﺘﻄﻴﻊ ﻫﺬﺍ‬
‫ُ‬ ‫ﺍﻟﺮﻗﻢ ﻳُﺨﺒِ ُﺮﻙ ﺇﻟﻰ ﺃﻱﱢ ﻣ ًﺪﻯ‬ ‫ﺍﻟﺰﺟﺎﺟﺔ ‪ .‬ﻫﺬﺍ‬ ‫ِ‬
‫ُ‬ ‫ُ‬
‫ﺭﻗﻢ ‪ SPF 15‬ﻳﻌﻨﻲ ﺃﻧّﻪ ﻳﻠﺰﻡ ُ ‪15‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻷﺷ ّﻌﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴّﺔ ‪ .‬ﺍﺳﺘﺨﺪﺍﻡ ُ ﻛﺮﻳﻢ ٍ ﻟﻪ ُ‬
‫ﺳﺎﻋﺔ ﻭﺍﺣﺪ ٍﺓ‬ ‫ٍ‬ ‫ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺗﺴﺘﻘﺒﻠُﻬﺎ ﻓﻲ‬ ‫ﻛﻤﻴّﺔَ ﺍﻷﺷ ّﻌ ِﺔ ﺍﻟﺸﻤﺴﻴ ّ ِﺔ َ‬ ‫ﺳﺎﻋﺔً ﻟﺘﺴﺘﻘﺒ َﻞ ّ‬
‫ﺲ‪.‬‬ ‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﻟﺸﻤ ِ‬ ‫ِ‬ ‫ﻣﻦ ﺩﻭ ِﻥ ﺍﺳﺘﺨﺪﺍﻡ ِ ﻛﺮﻳﻢ ِ‬

‫ﺍﻟﺪﺭﺱ ‪1-1‬‬
‫ُ‬
‫ﻭﻓﺴ ْﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ؟ ﺃﻭ‬
‫ِ‬ ‫ﻧﺒﺎﺗﺎﺕ؟ ﺃﻭ ﺑﻜﺘﻴﺮﻳﺎ ﻣﺜﺒﱠﺘ ُﺔ‬
‫ٌ‬ ‫ﺗﻜﻦ ﻫﻨﺎﻙ‬‫ﺗﺮﻛﻴﺐ ﺍﻟﻬﻮﺍﺀِ ﻟﻮ ﻟﻢ ْ‬‫ُ‬ ‫‪ .1‬ﺍﺳﺘﻨﺘِ ْﺞ‪ :‬ﻛﻴﻒ ﻳﺘﻐﻴّ ُﺮ‬
‫ﺒﺎﺕ ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻨﻴّ ِﺔ؟‬ ‫ﱠ‬
‫ﻣﻔﻜﻜ ٌﺔ ﻟﻠﻤﺮﻛ ِ‬ ‫ﺑﻜﺘﻴﺮﻳﺎ ﱢ‬

‫‪ْ .2‬‬
‫ﺗﺼﻌﺪ‬ ‫ﺍﻟﺠﻮ ﱢﻱ ﻋﻨﺪﻣﺎ‬ ‫ِ‬ ‫ْﺖ ً‬ ‫ﻓﻜﺮ ﻭﺍﺳﺘﻨﺘِ ْﺞ‪ :‬ﻛﺜﺎﻓ ُﺔ ﺍﻟﻬﻮﺍﺀِ ﱡ‬
‫ﺗﻘﻞ ﻛﻠّﻤﺎ ﺗﺴﻠّﻘ َ‬ ‫ﱢ‬
‫ُ‬ ‫ﻟﻠﻀﻐﻂ ّ‬ ‫ﻳﺤﺪﺙ‬
‫ُ‬ ‫ﺟﺒﻼ ‪ .‬ﻣﺎﺫﺍ‬
‫ﺇﻟﻰ ﺃﻋﻠﻰ؟ ﻟﻤﺎﺫﺍ؟‬
‫ﺍﻟﺤﻤﻞ ‪.‬‬
‫ِ‬ ‫ﺍﻟﺘﻮﺻﻴﻞ ﺃﻭ‬
‫ِ‬ ‫ﻃﺮﻳﻖ‬
‫ِ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺍﻟﺤﺮﺍﺭﺓِ ﻋﻦ‬
‫ِ‬ ‫َ‬
‫ﺧﻼﻝ‬ ‫ﺟﺰﻳﺌﺎﺕ ﺍﻟﻬﻮﺍﺀِ‬
‫ِ‬ ‫‪ِ .3‬ﺻ ْﻒ ﺣﺮﻛ َﺔ‬
‫ﺍﻷﺭﺽ ‪.‬‬
‫ِ‬ ‫ﺳﻄﺢ‬
‫ِ‬ ‫ﻧﺤﻮ‬
‫ﺍﻟﺸﻤﺲ َ‬ ‫ِ‬ ‫ُ‬
‫ﻳﻨﺘﻘﻞ ﻣﻦ‬ ‫ﺍﻟﻤﺮﺋﻲ ﻋﻨﺪﻣﺎ‬
‫ﱢ‬ ‫ﻳﺤﺪﺙ ﻟﻠﻀﻮﺀِ‬ ‫ُ‬ ‫‪ِ .4‬ﺻ ْﻒ ﻣﺎﺫﺍ‬

‫‪156‬‬
 ‫‪2-1‬‬
‫‪Structure of the Atmosphere‬‬
‫‪…u ƒ÷G‬‬ ‫‪p‬‬
‫‪q ±Ó¨dG‬‬ ‫‪Ö«côJ‬‬
‫‪o‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺽ‪.‬‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻣﺮﺗﱠﺒﺔً ﻣﻦ ﺍﻷﻗﺮ ِ‬
‫ﺏ ﺇﻟﻰ ﺍﻷﺑﻌ ِﺪ ﻋﻦ‬ ‫ّ‬ ‫ﺕ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﻳُﺴﻤﱢﻲ ﻃﺒﻘﺎ ِ‬
‫َ‬
‫ﺽ‪.‬‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺠﻮﻱﱡ‬ ‫ﺍﻟﻐﻼﻑ‬ ‫ﺮ‬‫ﻔﺴﺮ ﻛﻴﻒ ﻳﺆﺛ ﱢ‬
‫ِ‬ ‫ُ‬ ‫ُ ُ‬ ‫ﻳُ ﱢ َ‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬
‫ﻑ ّ‬ ‫ﻃﺒﻘﺎﺕ ﻟﻠﻐﻼ ِ‬
‫ٌ‬ ‫ﺗﻜﻦ ﻫﻨﺎﻙ‬
‫ﺽ ﻟﻮ ﻟﻢ ُ‬ ‫ﺙ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫ﺕ ﺍﻟﺘﻲ ﻗﺪ ﺗﺤﺪ ُ‬ ‫ﻳﺘﻮﻗ َّﻊ ﺍﻟﺘﻐﻴّﺮﺍ ِ‬
‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺟﻤﻊ‬
‫ُ‬
‫ﻱ‪.‬‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪:‬‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﻓﻲ ﺍﻟﺴﻤﺎﺀِ‬ ‫ﺲ ﻗﺪ ﺗﺮﻯ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﺍﻟﺴﺤ ِ‬ ‫ِ‬
‫ﺐ‬ ‫ﺍﻟﺴﻤﺎﺀ ﻓﻲ ﻳﻮﻡ ٍ ﻣﺸﻤ ٍ‬ ‫ﺗﻨﻈﺮ ﻋﺎﻟﻴًﺎ ﺇﻟﻰ‬
‫ﻋﻨﺪﻣﺎ ُ‬
‫ﺷﻲﺀ ﺗﺮﺍﻩ ﻓﻲ‬ ‫ٍ‬ ‫ﺿ ْﻊ ﻗﺎﺋﻤﺔً ﻟﻜ ﱢﻞ‬ ‫َ‬ ‫ِ‬
‫ﺍﻟﺴﻤﺎﺀ‬ ‫ﺗﻤﺮ ﺧﻼ َﻝ‬‫ﻑ( ‪ ،‬ﺃﻭ ﻃﺎﺋﺮ ًﺓ ﱡ‬ ‫ﺵ )ﺍﻟﻤﻨﺪﻭ ِ‬ ‫ِ‬
‫ﺍﻟﺮﻗﻴﻘﺔ ‪ ،‬ﻛﺎﻟﻘﻄ ِﻦ ﺍﻟﻤﻨﻔﻮ ِ‬
‫ِ‬ ‫ِ‬
‫ﺿ ﱠﻢ ﻗﺎﺋﻤﺘَﻚ ﺇﻟﻰ ﻗﻮﺍﺋﻢ ِ‬ ‫ﺍﻟﺴﻤﺎﺀ ‪ ،‬ﻭ ُ‬ ‫ٍ‬
‫ﺻﺎﻓﻴﺔ ﺗﺮﻯ‬ ‫ﻧﻬﺎﻳﺔ ‪ .‬ﻓﻲ ٍ‬
‫ﻟﻴﻠﺔ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺮﻯ ﺇﻟﻰ ﻣﺎ ﻻ ٍ‬
‫ُ‬ ‫ﺍﻟﺰﺭﻗﺎﺀ ‪ .‬ﺗﺒﺪﻭ ﻭﻛﺄﻧّﻚ‬
‫ﺍﻟﻘﺎﺳﻢ‬ ‫ﺯﻣﻼﺋﻚ ﻓﻲ ﺍﻟﻔﺼ ِﻞ ‪ .‬ﻣﺎ‬ ‫ِ‬
‫ُ‬
‫ﺍﻟﻀﻮﺀ َ ﺍﻟﻘﺎﺩﻡَ ﻣﻦ ﻧﺠﻮﻡ ٍ ﻛﺜﻴﺮ ٍﺓ ﻳﺨﺘﺮ ُ‬
‫ﻕ ﺍﻟﺴﻤﺎﺀ َ ‪.‬‬
‫ﺍﻟﻤﺸﺘﺮ ُﻙ َ‬
‫ﺑﻴﻦ ﻫﺬﻩ ﺍﻟﻘﻮﺍﺋﻢِ؟‬ ‫َ‬ ‫ﺍﻟﻌﺎﻡﱡ‬
‫‪…u ƒ÷G‬‬ ‫‪p‬‬
‫‪±Ó¨dG‬‬ ‫‪äÉ≤ÑW‬‬
‫‪Atmospheric Layers‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺑﺎﻟﻜﺮﺓ ﺍﻷﺭﺿﻴّ ِﺔ‬ ‫ِ‬ ‫ﺕ ﺗﺤﻴ ُﻂ‬ ‫ﺧﻠﻴﻂ ﻏﺎﺯﺍ ٍ‬ ‫ﺍﻟﺠﻮ ﱠﻱ ‪ atmosphere‬ﻫﻮ ﻃﺒﻘﺔ ٌ ﻣﻦ ِ‬ ‫ﺍﻟﻐﻼﻑ ّ‬ ‫َ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺽ ﻣﻦ‬ ‫ﻱ ﻟﻸﺭ ِ‬ ‫ﺍﻟﺠﻮ ﱡ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ِ‬ ‫ِ‬
‫ﻣﺠﺬﻭﺑ ًﺔ ﺇﻟﻴﻬﺎ ﺑﻔﻌﻞِ ﺍﻟﺠﺎﺫﺑﻴّﺔ ﺍﻷﺭﺿﻴّﺔ ‪ .‬ﻳﻤﺘ ﱡﺪ‬
‫ﺕ‬ ‫ﺃﺭﺑﻊ ﻃﺒﻘﺎ ٍ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻣﻦ ِ‬ ‫ﻳﻘﺎﺭﺏ ‪ . 1000km‬ﻭﻫﻮ ّ‬ ‫ُ‬ ‫ﺍﺭﺗﻔﺎﻉ ﻣﺎ‬
‫ِ‬ ‫ﺽ ﺣﺘّﻰ‬ ‫ﺍﻷﺭ ِ‬
‫ﺍﻟﻄﺒﻘﺎﺕ ﻫﻲ‪:‬‬ ‫ُ‬ ‫ﻣﺴﺘﺤﻴﻞ ‪ .‬ﻭﻫﺬﻩ‬ ‫ٍ‬ ‫ﻣﻤﺎ ﻳﺠﻌ ُﻞ ﺍﻟﻔﺼ َﻞ ﺑﻴﻨﻬﺎ ﺷﺒ َﻪ‬ ‫ﺭﺋﻴﺴﺔ ﺗﺘﺪﺍﺧ ُﻞ ﻣ ًﻌﺎ ّ‬ ‫ٍ‬
‫ﻳﻌﻴﺶ ﻓﻴﻬﺎ ﺍﻹﻧﺴﺎ ُﻥ ‪ ،‬ﻭﻫﻲ‬ ‫ُ‬ ‫‪ .1‬ﺍﻟﺘﺮﻭﺑﻮﺳﻔﻴﺮ ‪ :Troposphere‬ﺍﻟﻄﺒﻘﺔ ُ ﺍﻟﺘﻲ‬
‫ﻑ‬ ‫ﻫﻮﺍﺀ ﺍﻟﻐﻼ ِ‬ ‫ﺽ ‪ .‬ﺗﺤﺘﻮﻱ ﻋﻠﻰ ‪ 75%‬ﻣﻦ ﻭﺯ ِﻥ ِ‬ ‫ﻟﺴﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﻣﻼﺻﻘﺔ ٌ‬
‫ﻣﺴﺎﻓﺔ‬ ‫ِ‬ ‫ﻣﺴﺎﻓﺔ ‪ 11 km‬ﻓﻮ َﻕ ﺍﻟﻘﻄﺒﻴﻦ ﻭﺇﻟﻰ‬ ‫ِ‬ ‫ﻭﺗﺮﺗﻔﻊ ﺇﻟﻰ‬
‫ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻛﻠﱢﻪ ‪،‬‬
‫ﺍﻻﺭﺗﻔﺎﻉ ‪.‬‬ ‫ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻣﻊ‬ ‫ُ‬ ‫ﺍﻻﺳﺘﻮﺍﺀ ‪ .‬ﺗﻘ ﱡﻞ ﻓﻴﻬﺎ‬‫ِ‬ ‫ﺧﻂ‬‫‪ 18 km‬ﻓﻮ َﻕ ﱢ‬
‫ِ‬
‫ﺍﻟﺘﺮﻭﺑﻮﺳﻔﻴﺮ‬
‫َ‬ ‫ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴﺮ ‪ :Strastospere‬ﻭﻫﻲ ﺍﻟﻄﺒﻘﺔ ُ ﺍﻟﺘﻲ ﺗﻌﻠﻮ‬ ‫ُ‬ ‫‪.2‬‬
‫ﺽ ‪ .‬ﻭﺗﺘﻤﻴ ّ ُﺰ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﻭﺗﻤﺘ ﱡﺪ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ِ ‪ 21‬ﺇﻟﻰ ‪ 80 km‬ﺗﻘﺮﻳﺒًﺎ ﻓﻮ َﻕ‬
‫ﺲ ﻻﻧﻌﺪﺍﻡ ِ ﺑﺨﺎ ِﺭ‬ ‫ﺕ ﺍﻟﻄﻘ ِ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺃﻭ ﺗﻘﻠّﺒﺎ ِ‬ ‫ِ‬ ‫ﺑﺨﻠﻮﻫﺎ ﻣﻦ‬ ‫ﱢ‬ ‫ﻫﺬﻩ ﺍﻟﻄﺒﻘﺔ ُ‬
‫ﺗﺤﺖ ﺍﻟﺼﻔ ِﺮ ‪.‬‬ ‫َ‬ ‫ﺩﺭﺟﺔ ﻣﺌﻮﻳ ّ ٍﺔ‬ ‫ٍ‬ ‫ﺣﺮﺍﺭﺗﻬﺎ ‪40°‬‬ ‫ِ‬ ‫ِ‬
‫ﺩﺭﺟﺔ‬ ‫ﻣﺘﻮﺳ ُ‬
‫ﻂ‬ ‫ّ‬ ‫ﺍﻟﻤﺎﺀ ‪ .‬ﻳﺒﻠ ُﻎ‬ ‫ِ‬
‫ﻑ ﺍﻟﻌﻠﻴﺎ‬ ‫ﺗﻘﻊ ﻫﺬﻩ ﺍﻟﻄﺒﻘﺔ ُ ﻓﻴﻤﺎ ﻭﺭﺍﺀ َ ﺍﻷﻃﺮﺍ ِ‬ ‫ﺍﻟﻤﻴﺰﻭﺳﻔﻴﺮ ‪ُ :Mesosphere‬‬ ‫‪.3‬‬
‫ُ‬
‫ﻗﺴﻤﻬﺎ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ِ‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺑﺎﺭﺗﻔﺎﻉ‬
‫ِ‬ ‫ﻟﻄﺒﻘﺔ ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴ ِﺮ ‪ ،‬ﻭﺗﺘﻤﻴ ّ ُﺰ‬ ‫ِ‬
‫ِ‬
‫ﻟﻠﻄﺒﻘﺔ ‪.‬‬ ‫ﺕ ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﺇﻟﻰ ﺃﻋﻠﻰ ﺍﻟﻨﻬﺎﻳﺎ ِ‬ ‫ِ‬ ‫ﺗﻨﺨﻔﺾ ﻣﻊ‬ ‫ُ‬ ‫ﺛﻢ‬
‫ﺍﻟﺴﻔﻠﻲ ‪ّ ،‬‬ ‫ﱢ‬
‫ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻄﺒﻘﺔ‬ ‫ﺍﻟﺜﻴﺮﻣﻮﺳﻔﻴﺮ ‪ :Thermosphere‬ﻓﻲ ﻫﺬﻩ‬ ‫‪.4‬‬
‫ُ‬
‫ﺕ ﻓﻲ‬ ‫ﺩﺭﺟﺔ ﻣﺌﻮﻳ ّ ٍﺔ ‪ .‬ﺇ ّﻥ ﺍﻟﻐﺎﺯﺍ ِ‬ ‫ٍ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﻟﺘﺼ َﻞ ﺇﻟﻰ ‪12 000°‬‬ ‫ِ‬ ‫ٍ‬
‫ﺑﺴﺮﻋﺔ ﻣﻊ‬
‫ﺲ‪.‬‬ ‫ﺕ ﺍﻟﺸﻤ ِ‬ ‫ﻛﺜﻴﺮﺍ ﺑﺈﺷﻌﺎﻋﺎ ِ‬ ‫ﻟﻴﺴﺖ ﻛﺜﻴﻔﺔً ﻭ ﺗﺘﺄﺛ ّ ُﺮ ً‬ ‫ْ‬ ‫ﺍﻟﻄﺒﻘﺔ‬‫ِ‬ ‫ﻫﺬﻩ‬
‫‪157‬‬
 ‫ﺷﻜﻞُ ‪61‬‬
‫ﺍﻟﺠﻮ ﱢﻱ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ ّ‬ ‫ﻃﺒﻘﺎﺕ‬
‫ُ‬
‫‪Layers of the Atmosphere‬‬

‫‪500 km‬‬ ‫ﺍﻟﺠﻮ ﱡﻱ ﺇﻟﻰ ﺃﺭﺑ ِﻊ ﻃﺒﻘﺎ ٍ‬

‫)ﻳﻘﻊ‬ ‫ﺕ‪:‬‬ ‫ﺍﻟﻐﻼﻑ ّ‬
‫ُ‬ ‫ﻘﺴ ُﻢ‬
‫ﻳُ َ‬
‫ﺍﻹﻛﺴﻮﺳﻔﻴﺮ ُ‬
‫ُ‬
‫ﺃﻋﻠﻰ ﻣﻦ ‪(550 km‬‬ ‫ﺗﺮﻭﺑﻮﺳﻔﻴ ٍﺮ ‪ ،‬ﺳﺘﺮﺍﺗﻮﺳﻔﻴ ٍﺮ ‪ ،‬ﻣﻴﺰﻭﺳﻔﻴ ٍﺮ ‪،‬‬
‫ﻭﺻﻮﺭ‬
‫ُ‬ ‫ﻣﻜﺎﻟﻤﺎﺕ ﺍﻟﺘﻠﻔﻮ ِﻥ‬
‫ُ‬ ‫ﻳﻨﻘﺴﻢ ﱠ‬
‫ﻣﺠﺪ ًﺩﺍ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺍﻟﺜﻴﺮﻣﻮﺳﻔﻴﺮ‬
‫ُ‬ ‫ﺛﻴﺮﻣﻮﺳﻔﻴ ٍﺮ ‪.‬‬
‫ﺍﻟﺘﻠﻔﺰﻳﻮ ِﻥ ﻏﺎﻟﺒًﺎ ﻣﺎ ﺗﺼ ُﻞ‬ ‫ﺍﻷﻳﻮﻧﻮﺳﻔﻴ ِﺮ ﻭﺍﻹﻛﺴﻮﺳﻔﻴ ِﺮ ‪.‬‬
‫ﺇﻟﻴﻚ ﻋﻦ ﻃﺮﻳ ِﻖ ﺃﻗﻤﺎ ِﺭ‬
‫ﺍﻻﺗ ّﺼﺎ ِﻝ ﺍﻟﺼﻨﺎﻋﻴ ّ ِﺔ ﺍﻟﺘﻲ‬
‫ﺽ ﻓﻲ‬ ‫ﺗﺪﻭﺭ ﺣﻮ َﻝ ﺍﻷﺭ ِ‬‫ُ‬
‫ِ‬
‫ﻃﺒﻘﺔ ﺍﻹﻛﺴﻮﺳﻔﻴ ِﺮ ‪.‬‬
‫‪400 km‬‬

‫ﺍﻷﻳﻮﻧﻮﺳﻔﻴﺮ‬ ‫‪300 km‬‬

‫ُ‬
‫)‪(400 km - 80 km‬‬
‫ِ‬
‫ﻃﺒﻘﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻳﻮﻧﺎﺕ‬
‫ُ‬
‫ﺗﻌﻜﺲ‬‫ُ‬ ‫ﺮ‬‫ِ‬ ‫ﺍﻷﻳﻮﻧﻮﺳﻔﻴ‬
‫ﺕ ﺍﻟﺮﺍﺩﻳﻮ ﺇﻟﻰ‬ ‫ﻣﻮﺟﺎ ِ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ‪ .‬ﻇﺎﻫﺮﺓُ‬ ‫ﺽ ّ‬ ‫ﺍﻷﺭ ِ‬
‫ﺍﻟﺸﻤﺎﻟﻲ )ﺃﺭﻭﺭﺍ‬
‫ﱢ‬ ‫ِ‬
‫ﺍﻟﻀﻮﺀ‬
‫ﺙ ﻓﻲ‬ ‫ﺑﻮﺭﻳﺎﻟﻴﺲ( ﺗﺤﺪ ُ‬
‫ﻃﺒﻘﺔ ﺍﻷﻳﻮﻧﻮﺳﻔﻴ ِﺮ ‪.‬‬ ‫ِ‬ ‫‪200 km‬‬
‫)ﻳﻘﻊ ﺃﻋﻠﻰ ﻣﻦ ‪(80 km‬‬
‫ﺍﻟﺜﻴﺮﻣﻮﺳﻔﻴﺮ ُ‬
‫ُ‬
‫ﺍﺭﺗﻔﺎﻉ ‪ 80 km‬ﻓﻮ َﻕ‬
‫ِ‬ ‫ﺍﻟﺜﻴﺮﻣﻮﺳﻔﻴﺮ ﻣﻦ‬
‫ُ‬ ‫ﻳﻤﺘ ﱡﺪ‬
‫ﻟﻴﺲ‬ ‫ِ‬
‫ﺍﻟﺨﺎﺭﺟﻲ ‪َ .‬‬
‫ﱢ‬ ‫ﺍﻟﻔﻀﺎﺀ‬ ‫ﺽ ﺇﻟﻰ‬‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬
‫ﻭﻳﻨﻘﺴﻢ ﺇﻟﻰ‬
‫ُ‬ ‫‪.‬‬ ‫ﺧﺎﺭﺟﻲ‬
‫ﱞ‬ ‫ﱞ‬
‫ﺪ‬ ‫ﺣ‬ ‫ﺍﻟﻮﺍﻗﻊ‬
‫ِ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬
‫ﺍﻷﻳﻮﻧﻮﺳﻔﻴ ِﺮ ﻭﺍﻹﻛﺴﻮﺳﻔﻴ ِﺮ ‪.‬‬

‫‪100 km‬‬
‫ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴﺮ‬
‫ُ‬
‫)‪(50 km - 12 km‬‬ ‫‪80 km‬‬ ‫ﺍﻟﻤﻴﺰﻭﺳﻔﻴﺮ )‪(80 km - 50 km‬‬
‫ُ‬
‫ﺗﻤﺎﻣﺎ ﻓﻲ ِ‬
‫ﻃﺒﻘﺔ ﺍﻟﻤﻴﺰﻭﺳﻔﻴ ِﺮ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻨﻴﺎﺯ ِﻙ ﺗﺤﺘﺮ ُ‬
‫ﻕ ً‬
‫ﻣﻌﻈﻢ ﺍﻟﻄﺎﺋﺮﺍ ِ‬
‫ﺕ ﻓﻲ‬ ‫ُ‬ ‫ﺗﺤﻠﱢ ُﻖ‬ ‫ُ‬
‫ﺐ‪.‬‬‫ﺣﺎﻟﺔ ﺍﻟﺸﻬ ِ‬ ‫ﻣﺨﻠﱢﻔﺔً ً‬
‫ﺫﻳﻮﻻ ﻣﻀﻴﺌﺔً ﻓﻲ ِ‬
‫ﺾ ﻣﻦ ِ‬
‫ﻃﺒﻘﺔ‬ ‫ﺍﻟﻘﺴﻢ ِ ﺍﻟﻤﻨﺨﻔ ِ‬ ‫‪50 km‬‬
‫ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴ ِﺮ ‪.‬‬

‫ﺍﻟﺘﺮﻭﺑﻮﺳﻔﻴﺮ )‪(0km - 12km‬‬

‫ُ‬
‫ﻭﻣﻌﻈﻢ‬
‫ُ‬ ‫ﻭﺍﻟﻌﻮﺍﺻﻒ‬
‫ُ‬ ‫ﺍﻟﻤﻄﺮ ﻭﺍﻟﺠﻠﻴ ُﺪ‬
‫ُ‬
‫ِ‬
‫ﺙ ﻓﻲ ﻃﺒﻘﺔ ﺍﻟﺘﺮﻭﺑﻮﺳﻔﻴ ِﺮ ‪.‬‬ ‫ﺐ ﺗﺤﺪ ُ‬‫ﺍﻟﺴﺤ ِ‬
‫‪12 km‬‬
‫‪158‬‬
 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﻋﺎ ٍﻝ ﻭﻭﺍﺿ ٌﺢ؟‬
‫ﺍﻟﻤﻔﻀ ِﻠﺔ ﻟﺪﻳﻚ ‪،‬‬ ‫ﱠ‬ ‫ﻋﻨﺪﻣﺎ ﺗ ُﻐﻴﱢ ُﺮ ﻣﺤﻄّﺔَ ﺍﻟﺮﺍﺩﻳﻮ ﻟﺘﺴﺘﻤ َﻊ ﺇﻟﻰ ﺍﻟﻤﻮﺳﻴﻘﻰ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﺘْﻬﺎ ﺍﻹﺷﺎﺭﺓُ ﺍﻹﺫﺍﻋﻴّﺔ ُ‬ ‫ِ‬ ‫ُﻔﻜ ُﺮ ﻓﻲ ﻣﺪﻯ ﺑﻌ ِﺪ‬ ‫ﺭﺑّﻤﺎ ﻻ ﺗ ﱢ‬
‫ﺕ‬‫ﺑﺚ ﻣﻮﺟﺎ ِ‬ ‫ﺍﻟﺨﺎﺹ ﺑﻚ ‪ .‬ﻓﻲ ﺃﺟﻬﺰ ِﺓ ﱢ‬ ‫ﱢ‬ ‫ﺣﺘّﻰ ﺗﺼ َﻞ ﺇﻟﻰ ﺟﻬﺎ ِﺯ ﺍﻟﺮﺍﺩﻳﻮ‬
‫ﻃﺒﻘﺔ ﺍﻷﻳﻮﻧﻮﺳﻔﻴ ِﺮ‬ ‫ﺕ ﺇﻟﻰ ِ‬ ‫ﺑﺚ ﺍﻟﻤﻮﺟﺎ ِ‬ ‫ﺍﻟـ ‪ AM‬ﺗﻨﺘﻘ ُﻞ ﺍﻹﺷﺎﺭﺓُ ﻣﻦ ﺃﺟﻬﺰ ِﺓ ﱢ‬
‫ﻣﻮﺟﺎﺕ ﺍﻟـ ‪AM‬‬ ‫ُ‬ ‫ﻧﺤﻮ ﺟﻬﺎ ِﺯ ﺍﻻﺳﺘﻘﺒﺎ ِﻝ ﻓﻲ ﺍﻟﺮﺍﺩﻳﻮ ‪.‬‬ ‫ﻭﺗﺮﺗ ﱡﺪ ﺭﺍﺟﻌﺔً َ‬
‫ِ‬
‫ﻭﻃﺒﻘﺔ‬ ‫ﺽ‬
‫ﺑﻴﻦ ﺍﻷﺭ ِ‬ ‫ﺍﻟﻤﻮﺟﺔ ﺗﺘﺮﺩّﺩُ َ‬ ‫ِ‬ ‫ﻭﺇﺷﺎﺭﺍﺕ ﺍﻟﺮﺍﺩﻳﻮ ﺍﻷﺧﺮﻯ ﺍﻟﻘﺼﻴﺮﺓُ‬ ‫ُ‬
‫ِ‬ ‫ِ‬ ‫ﱠ‬
‫ﺍﻷﻳﻮﻧﻮﺳﻔﻴ ِﺮ ﺫﻫﺎﺑًﺎ ﻭﺇﻳﺎﺑًﺎ ﻣﺴﺎﻓﺔً ﺗ ُﻘﺪ ُﺭ ﺑﺂﻻﻑ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ ‪ .‬ﺃﻣّﺎ‬
‫ﻃﺒﻘﺔ ﺍﻷﻳﻮﻧﻮﺳﻔﻴ ِﺮ ‪ ،‬ﻭﻟﻬﺬﺍ‬ ‫ِ‬ ‫ﺗﻨﻌﻜﺲ ﻣﻦ‬ ‫ُ‬ ‫ﻣﻮﺟﺎﺕ ﺍﻟـ ‪ FM‬ﻓﺈﻧّﻬﺎ ﻻ‬ ‫ُ‬
‫ٍ‬
‫ﺗﻘﻄﻊ ﻣﺴﺎﻓﺎﺕ ﺑﻌﻴﺪ ًﺓ ‪.‬‬ ‫ُ‬ ‫ﻓﻬﻲ ﻻ‬
‫ِ‬
‫ﻭﺍﻟﻌﻠﻤﺎﺀ‬ ‫ِ‬
‫ﺍﻟﻔﻀﺎﺀ‬ ‫ﺭﻭﺍ ِﺩ‬ ‫ﺑﻴﻦ ّ‬ ‫ﻣﻬﻤﺔ ٌ ﻟﻌﻤﻠﻴ ّ ِﺔ ﺍﻻﺗ ّﺼﺎ ِﻝ َ‬ ‫ﺇﺷﺎﺭﺍﺕ ﺍﻟﺮﺍﺩﻳﻮ ّ‬ ‫ُ‬
‫ﻑ‬ ‫ِ‬
‫ﺽ ‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ ﺗﺒﺪﺃ ُ ﺳﻔﻴﻨﺔ ُ ﺍﻟﻔﻀﺎﺀ ﺑﺪﺧﻮ ِﻝ ﺍﻟﻐﻼ ِ‬ ‫ﻋﻠﻰ ﺍﻷﺭ ِ‬
‫ﺙ ﻗﻄ ٌﻊ ﻟﻺﺷﺎﺭ ِﺓ ﻗﺪ ﻳﺪﻭﻡ ُ ﻣﻦ ‪ 10‬ﺇﻟﻰ ‪15‬‬ ‫ﺽ ﻳﺤﺪ ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺇﻟﻰ ﺍﻷﺭ ِ‬ ‫ّ‬
‫ﺙ‬‫ﺍﻟﻤﻴﺘﺔ ‪ .‬ﺗﺤﺪ ُ‬ ‫ِ‬ ‫ﺍﻟﻤﻌﺘﻤﺔ ﺃﻭ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ‬ ‫ُﺴﻤﻰ ﻧﻄﺎ َﻕ‬ ‫ﺩﻗﻴﻘﺔً ‪ .‬ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ ُ ﺗ ّ‬
‫ِ‬
‫ﻟﺪﺭﺟﺔ‬ ‫ﺑﺎﻟﺴﻔﻴﻨﺔ ﻳُﺴ ﱢ‬ ‫ِ‬ ‫ِ‬ ‫ﺍﻟﻤﻨﻄﻘﺔ ُ ﺍﻟﻤﻌﺘﻤﺔ ُ ﻷ ّﻥ ﺍﺣﺘﻜﺎ َﻙ‬
‫ﺨ ُﻦ ﺍﻟﻬﻮﺍﺀ َ‬ ‫ﺍﻟﻬﻮﺍﺀ‬
‫ﺍﻟﻔﻀﺎﺀ ﻣﺤﺎﻃﺔً‬ ‫ِ‬ ‫ﺢ ﺳﻔﻴﻨﺔ ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺗﺘﺄﻳ ّ ُﻦ ‪ .‬ﺗ ُﺼﺒِ ُ‬ ‫ِ‬ ‫ﻋﺎﻟﻴﺔ ﺗﺠﻌ ُﻞ ﺟﺰﻳﺌﺎ ِ‬
‫ﺕ‬ ‫ﺣﺮﺍﺭ ٍﺓ ٍ‬
‫ِ‬
‫ﺍﻟﻔﻀﺎﺀ ‪.‬‬ ‫ِ‬
‫ﻭﺳﻔﻴﻨﺔ‬ ‫ﺽ‬
‫ﺑﻴﻦ ﺍﻷﺭ ِ‬ ‫ﺃﻱ ﺍﺗ ّﺼﺎ ِﻝ ﺭﺍﺩﻳﻮ َ‬ ‫ﺗﻤﻨﻊ ﱠ‬
‫ُ‬ ‫ﺕ‬ ‫ﺑﺄﻳﻮﻧﺎ ٍ‬

‫ﺍﻟﺪﺭﺱ ‪2-1‬‬
‫ُ‬
‫ﻭﻓﺴ ْﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﺍﻷﺭﺽ ‪.‬‬
‫ِ‬ ‫ﺳﻄﺢ‬
‫ِ‬ ‫ِ‬
‫ﺍﻷﺑﻌﺪ ﻋﻦ‬ ‫ﺍﻷﻗﺮﺏ ﺇﻟﻰ‬
‫ِ‬ ‫ﺍﻟﺠﻮ ﱢﻱ ﻣﻦ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ِ‬
‫ﻃﺒﻘﺎﺕ‬ ‫‪َ .1‬ﺳ ﱢﻢ‬
‫ﻓﺴ ْﺮ ﺗﻌﻠﻴ َﻠﻚ ‪.‬‬‫ﺍﻷﺭﺽ؟ ﱢ‬
‫ِ‬ ‫ﺍﻟﺠﻮ ﱡﻱ ًّ‬
‫ﻣﻬﻤﺎ ﻟﻠﺤﻴﺎﺓِ ﻋﻠﻰ‬ ‫ّ‬ ‫ُ‬
‫ﺍﻟﻐﻼﻑ‬ ‫‪ .2‬ﻟﻤﺎﺫﺍ ﻳُ َﻌ ﱡﺪ‬
‫ﺍﻟﺠﻮ ﱢﻱ ﻓﺠﺄﺓً؟‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ِ‬
‫ﻃﺒﻘﺎﺕ‬ ‫َﺖ ﱡ‬
‫ﻛﻞ ﻃﺒﻘﺔٍ ﻣﻦ‬ ‫ﺍﻷﺭﺽ ﻟﻮ ﺍﺧﺘﻔ ْ‬
‫ُ‬ ‫‪ .3‬ﺗﻮﻗﱠ ْﻊ‪:‬ﻛﻴﻒ ﺳﺘﺘﻐﻴّ ُﺮ‬

‫‪159‬‬
 ‫‪3-1‬‬
‫‪The Changing Atmosphere‬‬
‫‪Ò¨àŸG‬‬
‫‪ou‬‬ ‫‪…t ƒ÷G‬‬
‫‪q ±Ó¨dG‬‬
‫‪o‬‬
‫ﺍﻻﻓﺘﺮﺍﺽ‬ ‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ُ‬ ‫ﻓﻲ ِ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬ ‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ّﺎﻋﺎﺕ ﺍﻟﻤﺘﺼﺎﻋﺪﺓُ‬
‫ﺍﻟﻔﻘ ُ‬ ‫ﺽ‪.‬‬ ‫ﺍﻟﻘﺪﻳﻢ ﻟﻸﺭ ِ‬‫َ‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ﻱ‬ ‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﻳﺼﻒ‬‫َ‬
‫ﻣﻌﻈﻢ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬ ‫ﺍﻟﺠﻮﻱﱡ ﻣﻊ ﺍﻟﺰﻣ ِﻦ ‪.‬‬ ‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ﺮ‬ ‫َّ‬ ‫ﺗﻐﻴ‬ ‫ﻛﻴﻒ‬ ‫ﻳﺸﺮﺡ‬
‫َ‬
‫ُ‬ ‫ﱠ‬ ‫ﱠ‬
‫ﺍﻟﺠﻮﻱﱢ‬ ‫ِ‬
‫ﻑ‬ ‫ﺍﻟﻐﻼ‬ ‫ﻓﻲ‬ ‫ِ‬
‫ﺩ‬ ‫ﺍﻟﻤﻮﺟﻮ‬ ‫ﺍﻟﺤﺎﻟﻲ ‪.‬‬
‫ﱠ‬ ‫ﻱ‬ ‫ﺍﻟﺠﻮ‬
‫ّ‬ ‫ﻭﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﺍﻟﻘﺪﻳﻢ‬
‫َ‬ ‫ﻱ‬ ‫ﺍﻟﺠﻮ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﻳُﻘﺎ ِﺭﻥ َ‬
‫ّ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬ ‫ِ‬
‫ﺑﺎﻟﻀﻐﻂ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ِ‬
‫ﻛﺜﺎﻓﺔ‬ ‫ﻔﺴ َﺮ ﻣﺎ ﻋﻼﻗﺔ ُ‬
‫ﺑﻮﺍﺳﻄﺔ‬‫ِ‬ ‫ﺍﻣﺘﺼﺎﺻﻪ‬ ‫ﺍﻟﻘﺪﻳﻢ ِ ﺗ ﱠﻢ‬ ‫ّ‬ ‫ﻳُ ﱢ‬
‫ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬ ‫ﺙ ﻋﻠﻰ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﺍﻟﺘﻠﻮ ِ‬
‫ﺍﻟﻤﺤﻴﻄﺎﺕ‬ ‫ﺖ‬ ‫ﺃﺻﺒﺤ ِ‬ ‫ِ‬
‫ﺍﻟﻤﺤﻴﻂ ‪ .‬ﺇﺫﺍ‬ ‫ّ‬ ‫ﺗﺄﺛﻴﺮ ّ‬ ‫ﻳﺘﻮﻗ َّﻊ َ‬
‫ُ‬ ‫َ‬ ‫ﺍﻟﺪﺧﺎﻧﻲ ‪ ،‬ﻇﺎﻫﺮ َﺓ ﺍﻟﺪﻓﻴﺌﺎ ِ‬
‫ﺕ‪.‬‬ ‫ﱠ‬ ‫ﺍﻟﻀﺒﺎﺏ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪:‬‬ ‫ﻑ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﺛﺎﻧﻲ‬ ‫ِ‬
‫ﺗﻤﺘﺺ ﺃﻭ ﺗ ُﻄﻠ ُﻖ َ‬ ‫ﱡ‬ ‫ﺃﺩﻓﺄ َ ‪ ،‬ﻓﻬﻞ‬
‫ﺕ‬‫ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ؟ ﺍﺟﻤ ْﻊ ﺑﻴﺎﻧﺎ ٍ‬ ‫ﻱ ﺣﻮﻟَﻚ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ‪ ،‬ﻓﺄﺛﻨﺎﺀ َ ِ‬
‫ﻗﺮﺍﺀﺗﻚ ﻫﺬﺍ‬ ‫ﺍﻟﺠﻮ ﱡ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ﻳﺘﻐﻴ ّ ُﺮ ﺍﻟﺠ ﱡﻮ ﺃﻭ‬
‫ﺗ ِ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻛ ﱠﻞ ّ‬
‫ﺽ‪.‬‬ ‫ُﺴﺎﻋ ُﺪﻙ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ِ ﺑﺎﻓﺘﺮﺍ ٍ‬
‫ِ‬
‫ﻣﺮ ٍﺓ‬ ‫َ‬ ‫ﻭﺗﺰﻓﺮ‬
‫ُ‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫َ‬ ‫ﺗﺴﺘﻨﺸﻖ‬
‫ُ‬ ‫ﺍﻟﻜﺘﺎﺏ‬
‫َ‬
‫ﻣﻘﺎﺭﻧﺔ‬ ‫ﺿﻚ ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ﺍﺧﺘﺒِ ِﺮ ﺍﻓﺘﺮﺍ َ‬
‫ﻛﻤﻴ ّ ِﺔ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺍﻟﺬﻱ‬ ‫ﺃﻳﻀﺎ ﺇﻟﻰ ﻋ ّﺪ ِﺓ ﺻﻮ ٍﺭ ﻛﻴﻤﻴﺎﺋﻴ ّ ٍﺔ ﺃﺧﺮﻯ‬
‫ﺍﻷﻛﺴﺠﻴﻦ ً‬
‫ُ‬ ‫ﻳﺘﺤﻮ ُﻝ‬
‫ّ‬ ‫ﺲ ﻓﻴﻬﺎ ‪.‬‬ ‫ﺗﺘﻨ ّﻔ ُ‬
‫ّ‬
‫ﺍﻟﻤﺸﺮﻭﺑﺎﺕ ﺍﻟﻐﺎﺯﻳّﺔ ُ ﻋﻨ َﺪ‬ ‫ُ‬ ‫ﺗ ِ‬
‫ُﻄﻠﻘُﻪ‬ ‫ﻕ ﺍﻟﻮﻗﻮﺩَ ‪ .‬ﺇﺫﺍ‬‫ﻭﺍﻟﻤﺼﺎﻧﻊ ﺍﻟﺘﻲ ﺗﺤﺮ ُ‬
‫ِ‬ ‫ﺕ ﺍﻟﻨﻘ ِﻞ‬ ‫ﺕ ﻭﻋﺮﺑﺎ ِ‬ ‫ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻟﺴﻴّﺎﺭﺍ ِ‬
‫ﻔﺔ ‪.‬‬‫ﻣﺨﺘﻠ ٍ‬
‫ﺕ ﺣﺮﺍﺭ ٍﺓ ِ‬ ‫ﺩﺭﺟﺎ ِ‬ ‫ﺃﻟﻒ ٍ‬
‫ﺳﻨﺔ‬ ‫ﺛﺎﺑﺘﺔ ‪ ،‬ﻓﻤﺎ ﻫﻮ ﺍﻟﺤﺎ ُﻝ ﻣﻦ ِ‬ ‫ﺕ ٍ‬ ‫ﺑﻤﻌﺪﻻ ٍ‬ ‫ﱠ‬ ‫ﻱ ﻳﺘﻐﻴ ّ ُﺮ‬ ‫ﺍﻟﺠﻮ ﱡ‬
‫ﺍﻟﻐﻼﻑ ّ‬ ‫ُ‬ ‫ﻛﺎ َﻥ‬
‫ﺖ؟‬‫ﻣﻀ ْ‬ ‫ﺳﻨﺔ َ‬ ‫ﺖ؟ ﻣﻦ ﻣﻠﻴﻮ ِﻥ ٍ‬ ‫ﻣﻀ ْ‬ ‫َ‬
‫‪…u ƒ÷G‬‬ ‫‪p‬‬
‫‪±Ó¨dG‬‬ ‫‪πo °UCG‬‬
‫‪Origin of the Atmosphere‬‬
‫‪q‬‬

‫ﺍﻷﺭﺟﺢ‬
‫ِ‬ ‫ﻣﺘﻜﻮﻧًﺎ ﻋﻠﻰ‬
‫ﱢ‬ ‫ﻱ‬
‫ﺍﻟﺠﻮ ﱡ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ﺖ ﻛﺎ َﻥ‬ ‫ﻣﻀ ْ‬
‫ﺳﻨﺔ َ‬ ‫ﻣﻦ ‪ 4.6‬ﻣﻠﻴﻮ َﻥ ٍ‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﻘﺪﻳﻢ ِ ﻗﺪ‬
‫ّ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ُ‬ ‫ﻣﻦ ﻏﺎﺯﻱ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ ﻭﺍﻟﻬﻴﻠﻴﻮﻡ ِ ‪.‬‬
‫ﺤﺘﻤ ُﻞ ﺃﻥ ﻳﻜﻮ َﻥ‬
‫ﺽ ‪ .‬ﻳُ َ‬ ‫ﻭﺃﻓﻠﺖ ﻣﻦ ﺍﻷﺭ ِ‬ ‫َ‬ ‫ﺐ ﻋﻠﻰ ﺍﻟﺠﺎﺫﺑﻴ ّ ِﺔ ﺍﻷﺭﺿﻴ ّ ِﺔ‬ ‫ﺗﻐﻠ ّ َ‬
‫‪62 πo μ°T‬‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﻘﺪﻳﻢ ِ ‪.‬‬
‫ّ‬ ‫ﺗﻜﻮ ِﻥ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﺍﻟﺒﺮﻛﺎﻧﻲ ﻫﻮ ﺍﻟﻤﺴﺆﻭ َﻝ ﻋﻦ ّ‬ ‫ﱡ‬ ‫ﻁ‬‫ﺍﻟﻨﺸﺎ ُ‬
‫ﻱ‬ ‫ﺍﻟﺠﻮ ﱠ‬ ‫ﺍﻟﻐﻼﻑ‬ ‫ﺍﻟﻤﺤﺘﻤ ِﻞ ﺃ ّﻥ‬ ‫ﻣﻦ‬
‫ّ‬ ‫َ‬
‫ﺗﻜﻮ َﻥ ﻧﺘﻴﺠﺔَ ﺍﻟﺜﻮﺭﺍ ِﻥ‬
‫َ‬
‫ﺍﻟﻘﺪﻳﻢ‬ ‫ﺕ ﻛﺒﻴﺮ ًﺓ ﻣﻦ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ‬ ‫ﻛﻤﻴّﺎ ٍ‬ ‫ﺍﻟﺒﺮﺍﻛﻴﻦ ّ‬
‫ُ‬ ‫ﻛﻴﻒ ﻗﺬﻓ َ ِ‬
‫ﺖ‬ ‫َ‬ ‫ﺢ ﺷﻜ ُﻞ )‪(62‬‬ ‫ﺿ ُ‬ ‫ﻳﻮ ّ‬
‫ّ‬ ‫َ‬
‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻳﻌﻤ ُﻞ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻜﺮﺑﻮﻥ ﻭﺑﺨﺎ ِﺭ ﺍﻟﻤﺎﺀ ﻭﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ .‬ﻭﻷ ّﻥ َ‬
‫ﺍﻟﺒﺮﻛﺎﻧﻲ ‪.‬‬
‫ﱢ‬
‫ﺽ‪،‬‬ ‫ِ‬
‫ﺍﻟﻤﻨﻌﻜﺴﺔ ﻣﻦ ﺍﻷﺭ ِ‬ ‫ﺹ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺑﺎﻣﺘﺼﺎ ِ‬ ‫ّ‬ ‫ﻑ‬ ‫ِ‬
‫ﺗﺪﻓﺌﺔ ﺍﻟﻐﻼ ِ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﻟﺬﺍ ﻓﺈ ّﻥ‬
‫ﺍﻟﻘﺪﻳﻢ ﻛﺎ َﻥ‬
‫َ‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ﻱ‬ ‫ّ‬
‫ﺟﺪﺍ ﺑﺎﻟﻤﻘﺎﺭﻧﺔِ‬ ‫ﺩﺍﻓ ًﺌﺎ ًّ‬
‫ﺍﻟﺤﺎﻟﻲ ‪.‬‬
‫ﱢ‬ ‫ﻣﻊ ﺍﻟﻮﻗ ِ‬
‫ﺖ‬

‫‪160‬‬
 ‫ﻒ ﺑﺨﺎ ِﺭ‬ ‫ﺽ ﻭﺗﻜﺜ ّ ِ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺒﺮﻛﺎﻧﻴ ّ ِﺔ ﻣﻊ ﺑﺮﻭﺩ ِﺓ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﺕ‬‫ﺍﻧﺨﻔﺎﺽ ﻣﻌ ﱠﺪﻻ ِ‬
‫ُ‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﺒﺤﺮﻳّﺔَ ﺍﻟﺒﺪﺍﺋﻴّﺔَ‬
‫َ‬ ‫ﺕ ‪ .‬ﻛﻤﺎ ﺃ ّﻥ‬ ‫ﻭﺃﻧﻬﺎﺭﺍ ﻭﺑﺤﻴﺮﺍ ٍ‬
‫ً‬ ‫ﻜﻮ َﻥ ﺳﺤﺒًﺎ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ ﻟﻴ ُ ﱢ‬
‫ﺗﺤﻮ َﻝ ﺛﺎﻧﻲ‬ ‫ﺃﻧﺘﺠ ِ‬ ‫ﺖ ﺑﻌﻤﻠﻴ ّ ِﺔ ِ‬
‫ﺍﻷﻛﺴﺠﻴﻦ ﺣﻴﺚ ّ‬‫َ‬ ‫ﺖ‬ ‫‪،‬ﺛﻢ َ‬ ‫ﺍﻟﻀﻮﺋﻲ ّ‬
‫ﱢ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﻗﺎﻣَ ْ‬
‫ﺍﻟﺘﻮﻗ ُّﻊ‬ ‫ﻣﻤﺎ ﺃﺩّﻯ ﺇﻟﻰ ﺍﺧﺘﺰﺍ ِﻝ ﻣﺴﺘﻮﻯ ﺛﺎﻧﻲ‬ ‫ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺇﻟﻰ ﺃﻛﺴﺠﻴ ٍﻦ ‪ّ ،‬‬
‫ﺍﻟﺠﻮﻱﱢ‬ ‫ﺣﺎﻻﺕ ﺍﻟﻐﻼ ِ‬ ‫ﺍﻷﺭﺽ ﻻﺳﺘﻘﺒﺎ ِﻝ ﺍﻟﺤﻴﺎ ِﺓ ‪.‬‬ ‫ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﻫﻴّﺄ َ‬
‫ﻑ ّ‬ ‫ُ‬ ‫َ‬
‫ﺩﺍﺋﻢ ﺍﻟﺘﻐﻴ ّ ِﺮ ‪ .‬ﺗﻮﻗ ﱠ ْﻊ‬
‫ﺍﻟﺠﻮﻱﱡ ُ‬‫ﺍﻟﻐﻼﻑ ّ‬
‫ُ‬
‫ﺍﻟﺠﻮﻱﱡ‬
‫ﱢ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ﻳﺨﺘﻠﻒ‬
‫ُ‬ ‫ﻛﻴﻒ‬ ‫‪‹É◊G‬‬ ‫‪…t ƒ÷G‬‬ ‫‪±Ó¨dG‬‬
‫‪The Current Atmosphere‬‬
‫‪t‬‬ ‫‪o‬‬
‫ﻋﻤﺎ ﻫﻮ ﻋﻠﻴﻪ ﺍﻵﻥ ‪.‬‬ ‫ﺑﻌ َﺪ ‪ 100‬ﻋﺎﻡ ٍ ّ‬
‫‪q‬‬
‫ﺕ؟‬ ‫ﺐ ﻫﺬﻩ ﺍﻟﺘﻐﻴّﺮﺍ ِ‬ ‫ﻣﺎ ﺍﻟﺬﻱ ﻳُﺴﺒﱢ ُ‬
‫ﺽ‪.‬‬ ‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﻘﺪﻳﻢ ِ ﻟﻸﺭ ِ‬ ‫ّ‬ ‫ﻑ‬‫ﻱ ﺣﺎﻟﻴ ًّﺎ ﻋﻦ ﺍﻟﻐﻼ ِ‬ ‫ﺍﻟﺠﻮ ﱡ‬ ‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ﻳﺨﺘﻠﻒ‬
‫ُ‬
‫ﺽ ﺑﺬﻟﻚ‬ ‫ﺍﻟﻘﺪﻳﻢ ﻟﻸﺭ ِ‬‫َ‬ ‫ﻱ‬‫ﺍﻟﺠﻮ ﱠ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﺍﻧﻈ ِﺮ ﺍﻟﺠﺪﻭ َﻝ )‪ ، (5‬ﻛﻴﻒ ﺗ ُﻘﺎ ِﺭ ُﻥ‬
‫ﻳﺸﻜ ُﻞ ﻛ ﱞﻞ ﻣﻦ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻭﺍﻷﻛﺴﺠﻴ ِﻦ ﺣﻮﺍﻟﻰ‬ ‫ﱢ‬ ‫ﺍﻟﻤﻮﺟﻮ ِﺩ ﺍﻵﻥ؟ ﺣﺎﻟﻴ ًّﺎ‬
‫ﺕ‬‫ﺃﻳﻀﺎ ﻧﺴﺒﺔ ٌ ﺿﺌﻴﻠﺔ ٌ ﻣﻦ ﻏﺎﺯﺍ ٍ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪ ،‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ً‬ ‫ّ‬ ‫‪ 99%‬ﻣﻦ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬
‫ﺃﺧﺮﻯ ﻛﺜﻴﺮ ٍﺓ ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﻗﻠ ّ ِﺔ ﺗﺮﻛﻴ ِﺰﻫﺎ ‪ّ ،‬ﺇﻻ ﺃ ّﻥ ﺍﻟﻌﺪﻳ َﺪ ﻣﻦ ﻫﺬﻩ‬
‫ﺕ ﻣﻬ ﱞﻢ ًّ‬
‫ﺟﺪﺍ ‪.‬‬ ‫ﺍﻟﻐﺎﺯﺍ ِ‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ ﺇﻟﻰ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻟﻠﻘﻴﺎﻡ ِ ﺑﻌﻤﻠﻴ ّ ِﺎﺗﻬﺎ ﺍﻟﺤﻴﻮﻳ ّ ِﺔ ‪.‬‬ ‫ُ‬ ‫ﺗﺤﺘﺎﺝ‬
‫ُ‬ ‫•‬
‫ﺽ‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺕ ﺍﻟﻤﻨﺒﻌﺜﺔَ ﻣﻦ‬ ‫ﻳﻤﺘﺺ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺍﻹﺷﻌﺎﻋﺎ ِ‬ ‫ﱡ‬
‫ﺍﻟﻬﻮﺍﺀ ﻣﻼﺋﻤﺔً ﻭﻣﺮﻳﺤﺔً ‪ .‬ﻣﻦ ﺩﻭ ِﻥ ﺛﺎﻧﻲ ﺃﻛﺴﻴﺪِ‬ ‫ِ‬ ‫ﻣﻤﺎ ﻳﺠﻌ ُﻞ ﺩﺭﺟﺔَ ﺣﺮﺍﺭﺓِ‬ ‫ّ‬
‫ﺽ ﺣﻮﺍﻟﻰ ‪. 10°C‬‬ ‫ِ‬
‫ﺢ ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭﺓ ﺍﻷﺭ ِ‬ ‫ﺍﻟﻜﺮﺑﻮ ِﻥ ‪ ،‬ﺳﺘُﺼﺒِ ُ‬
‫ﺕ ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ‬ ‫ﺕ ‪ ،‬ﻓﻬﻮ ﻳﺤﻤﻲ ﺍﻟﻜﺎﺋﻨﺎ ِ‬ ‫ﻏﺎﺯ ﺿﺮﻭﺭﻱﱞ ﻟﻠﻜﺎﺋﻨﺎ ِ‬ ‫• ﺍﻷﻭﺯﻭ ُﻥ ٌ‬
‫ﺹ ﺍﻷﺷ ّﻌ ِﺔ ﻗﺒ َﻞ ﺃﻥ ﺗﺼ َﻞ ﺇﻟﻰ‬ ‫ﺍﻟﻀﺎﺭ ِﺓ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﻣﺘﺼﺎ ِ‬ ‫ّ‬ ‫ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬
‫ﺽ‪.‬‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬
‫ﺕ ﻋﻠﻰ‬ ‫ﺕ ﻭﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬ ‫ﺟﻤﻴﻊ ﺍﻟﻨﺒﺎﺗﺎ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﺎﺀ ﺿﺮﻭﺭﻱﱞ ﻟﻠﺤﻴﺎ ِﺓ ‪ .‬ﺗﻌﺘﻤ ُﺪ‬ ‫• ﺑﺨﺎﺭ ِ‬
‫ُ‬
‫ﺍﻟﺴﺤﺐ ﺍﻟﺘﻲ ﺗ ِ‬
‫ُﺴﺎﻋ ُﺪ‬ ‫َ‬ ‫ﺎ‬ ‫ﺃﻳﻀ‬
‫ً‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ﺑﺨﺎﺭ‬ ‫ﻥ‬‫ُ ﱢ ُ‬‫ﻜﻮ‬ ‫ﻳ‬ ‫‪.‬‬ ‫ِ‬
‫ﺓ‬ ‫ﺍﻟﺤﻴﺎ‬ ‫ﻓﻲ‬ ‫ﺭ‬
‫ِ‬ ‫ﻟﻼﺳﺘﻤﺮﺍ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ‬
‫ُ‬
‫ﺍﻟﺠﻮ ‪.‬‬
‫ﱢ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ِ‬
‫ﺿﺒﻂ‬ ‫ﻋﻠﻰ‬

‫ﺍﻟﺠﻮ ﱡﻱ ﺣﺎﻟﻴًّﺎ‬
‫ﺍﻟﻐﻼﻑ ّ‬
‫ُ‬ ‫ﻗﺪﻳﻤﺎ‬
‫ﺍﻟﺠﻮ ﱡﻱ ً‬
‫ﺍﻟﻐﻼﻑ ّ‬
‫ُ‬ ‫ﻧﻮﻉُ ﺍﻟﻐﺎ ِﺯ‬
‫‪0.03%‬‬ ‫‪92.2%‬‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬
‫‪78.1‬‬ ‫‪5.1‬‬ ‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ‬
‫ُ‬
‫ﺁﺛﺎﺭ‬ ‫‪2.3‬‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺒﺮﻳﺖِ‬
‫ﺟﺪﻭ ُﻝ )‪(5‬‬ ‫ٌ‬
‫ﺁﺛﺎﺭ‬ ‫‪0.2‬‬ ‫ﻛﺒﺮﻳﺘﻴ ُﺪ ﺍﻟﻬﻴﺪﺭﻭﺟﻴ ِﻦ‬
‫ﺍﻟﺠﻮﻱﱢ‬ ‫ﻏﺎﺯﺍﺕ ﻣﻮﺟﻮﺩﺓٌ ﻓﻲ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ٌ‬ ‫ٌ‬
‫ّ‬
‫ﻭﺍﻟﺤﺎﻟﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﻘﺪﻳﻢ ِ‬ ‫ﺁﺛﺎﺭ‬ ‫ٌ‬ ‫‪0.1‬‬ ‫ﺍﻟﻨﺸﺎﺩﺭ‬
‫ُ‬
‫ﺁﺛﺎﺭ‬ ‫ٌ‬ ‫‪0.1‬‬ ‫ﺍﻟﻤﻴﺜﺎ ُﻥ‬
‫‪20.9‬‬ ‫‪0‬‬ ‫ﺍﻷﻛﺴﺠﻴﻦ‬
‫ُ‬
‫‪0.9‬‬ ‫‪0‬‬ ‫ﺍﻷﺭﺟﻮ ُﻥ‬

‫‪161‬‬
 ‫ﺍﻟﺪﺧﺎﻧﻲ )ﺍﻟﻀﺒﺨﺎﻥُ( ‪Smog‬‬ ‫ﱡ‬ ‫ﺍﻟﻀﺒﺎﺏ‬
‫ُ‬
‫ﺤﺔ ﻓﻲ ﺷﻜ ِﻞ )‪(63‬؟‬ ‫ﺿ ِ‬ ‫ﺍﻟﻤﺪﻳﻨﺔ ﺍﻟﻤﻮ ﱠ‬ ‫ِ‬ ‫ﺲ ﻓﻮ َﻕ‬ ‫ﻆ ﻋﻦ ﺍﻟﻄﻘ ِ‬ ‫ُﻼﺣ ُ‬‫ﻣﺎﺫﺍ ﺗ ِ‬
‫ﻧﺸﺎﻁ ﺍﻹﻧﺴﺎ ِﻥ ‪ .‬ﺇﻧّﻪ ﻧﻮﻉٌ ﻣﻦ‬ ‫ِ‬ ‫ﻳﻨﺘﺞ ﻋﻦ‬ ‫ﺍﻟﻤﺪﻳﻨﺔ ُ‬ ‫ِ‬ ‫ﺍﻟﺮﻗﻴﻖ ‪ haze‬ﻓﻮ َﻕ‬ ‫ُ‬ ‫ﺍﻟﻀﺒﺎﺏ‬
‫ُ‬
‫ِ‬ ‫ﺗﻠﻮ ِ‬
‫ﻳﺘﻜﻮﻥُ‬‫ﺍﻟﺪﺧﺎﻧﻲ ‪ ، smog‬ﻭﺍﻟﺬﻱ ّ‬ ‫ﱠ‬ ‫ﺍﻟﻀﺒﺎﺏ‬
‫َ‬ ‫ﺴﻤﻰ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺬﻱ ﻳ ُ ّ‬ ‫ﺙ‬ ‫ﺃﻧﻮﺍ ِﻉ ّ‬
‫ﻧﺘﻴﺠﺔ َ ﺍﺣﺘﺮﺍ ِﻕ ﺍﻟﻮﻗﻮ ِﺩ ﺍﻷﺣﻔﻮﺭﻱﱢ ‪ ،‬ﻣﺜﻞِ ﺍﻟﺠﺎﺯﻭﻟﻴ ِﻦ ﻭﺍﻟﻔﺤﻢ ِ ‪ .‬ﺍﻋﺘﻤﺎ ًﺩﺍ ﻋﻠﻰ‬
‫ﻣﺨﺘﻠﻔﺎﻥ ﻣﻦ‬ ‫ِ‬ ‫ﺍﻟﻤﻨﻄﻘﺔ ‪ ،‬ﻫﻨﺎ َﻙ ﻧﻮﻋﺎﻥ‬ ‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻓﻲ‬ ‫ّ‬ ‫ﺍﻟﺘﻠﻮ ِ‬
‫ﺙ‬ ‫ﻭﻧﻮﻉ ّ‬ ‫ِ‬ ‫ﺍﻟﻤﻨﺎﺥ‬
‫ِ‬
‫ﺍﻟﺮﻣﺎﺩﻱ ﻭﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺒﻨ ّ ﱡﻲ ‪.‬‬ ‫ﱡ‬ ‫ﻳﺘﻜﻮﻧﺎ‪ :‬ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ّ‬ ‫ﺍﻟﺪﺧﺎ ِﻥ ﻳ ُ ِ‬
‫ﺙ‬ ‫ﺍﻟﺘﻠﻮ ُ‬
‫ﻂ ّ‬ ‫ﺐ ﺣﻴﺚ ﻳﺮﺗﺒ ُ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻷﺑﺮ ِﺩ ﻭﺍﻟﺮﻃ ِ‬ ‫ِ‬ ‫ﺍﻟﺮﻣﺎﺩﻱ ﻓﻲ‬
‫ﱡ‬ ‫ﺙ ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ﻳﺤﺪ ُ‬
‫ﻜﻮ َﻥ ﺿﺒﺎﺑًﺎ ﺭﻗﻴﻘًﺎ ﺭﻣﺎﺩﻳ ًّﺎ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻟﻴ ُ ﱢ‬ ‫ِ‬
‫ﺑﺎﻟﺮﻃﻮﺑﺔ ﻓﻲ‬
‫ِ‬
‫ﻭﺍﻟﻤﺸﻤﺴﺔ ‪.‬‬ ‫ﺍﻟﺤﺎﺭ ِﺓ ﻭﺍﻟﺠﺎﻓ ّ ِﺔ‬ ‫ّ‬ ‫ﺕ ﺍﻟﻤﻨﺎﻃ ِﻖ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺒﻨ ّ ﱡﻲ ﻳُﻌﺘﺒَ ُﺮ ﻣﻦ ﻣﻤﻴﱢﺰﺍ ِ‬
‫ﻜﻮ َﻥ ﺩﺧﺎﻧًﺎ ﺑﻨّﻴ ًّﺎ ‪ .‬ﻳُﻄﻠ َ ُﻖ‬ ‫ﺲ ﻟﻴ ُ ﱢ‬ ‫ﺿﻮﺀ ﺍﻟﺸﻤ ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻳﺘﻔﺎﻋ ُﻞ ﻣﻊ ِ‬ ‫ِ‬ ‫ﺙ ﻓﻲ‬ ‫ﺍﻟﺘﻠﻮ ُ‬ ‫ّ‬
‫ﻳﺘﻜﻮ َﻥ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻀﻮﺀ ﺣﺘّﻰ ّ‬ ‫ُ‬ ‫ﺍﻟﻀﻮﺋﻜﻴﻤﻴﺎﺋﻲ ﻷﻧّﻪ‬
‫ﱟ‬ ‫ﺍﺳﻢ‬
‫ﻋﻠﻰ ﺍﻟﻬﻮﺍﺀ ﺍﻟﺒﻨ ّ ﱢﻲ ُ‬
‫ﺻﺤ ِﺔ ﺍﻹﻧﺴﺎ ِﻥ ‪ ،‬ﻓﻬﻤﺎ ﻳُﺴﺒﱢﺒﺎﻥ ﺣﺮﻗﺔً ﻓﻲ‬ ‫ﺳﻠﺒﻲ ﻋﻠﻰ ّ‬ ‫ﱞ‬ ‫ﺃﺛﺮ‬
‫ﻛﻼ ﺍﻟﻨﻮﻋﻴﻦ ﻟﻪ ٌ‬
‫‪63 πo μ°T‬‬
‫ﺎﺭﺍﺕ ﺩﺧﺎﻧًﺎ ﻓﻮ َﻕ‬
‫ﺗﺨﻠﻖ ﺍﻟﺼﻨﺎﻋﺔ ُ ﻭﺍﻟﺴﻴ ّ ُ‬
‫ُ‬
‫ﻓﺮﺍﻧﻜﻔﻮﺭﺕ ﻓﻲ ﺃﻟﻤﺎﻧﻴﺎ ‪ .‬ﻣﻦ ﺍﻟﻠﻮ ِﻥ ‪ ،‬ﻋﻴﱢ ْﻦ‬ ‫ﺍﻟﻌﻴﻮ ِﻥ ﻭﺻﺪﺍ ًﻋﺎ ﻭﻣﺸﺎﻛ َﻞ ﺗﻨ ّﻔﺴﻴّﺔً ‪.‬‬
‫ﻉ ﺍﻟﺪﺧﺎ ِﻥ ﺍﻟﺬﻱ ﺗﺮﺍﻩ ﻓﻮ َﻕ ﻓﺮﺍﻧﻜﻔﻮﺭﺕ ‪.‬‬ ‫ﻧﻮ َ‬
‫‪Greenhouse Effect‬‬ ‫ِ‬
‫ﺍﻟﺪﻓﻴﺌﺎﺕ‬ ‫ﻇﺎﻫﺮﺓُ‬
‫ﺥ‪،‬‬ ‫ﺤﺪﺩَ ﺍﻟﻤﻨﺎ َ‬ ‫ﻑ ﺍﻟﻐﺎﺯﻱﱢ ﺗﺘّﺤ ُﺪ ﻟﺘ ُ ﱢ‬ ‫ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ ﺍﻟﻐﻼ ِ‬ ‫ٌ‬
‫ﺍﻟﺒﺸﺮﻱ ﺍﻵﻥ‬ ‫ﱠ‬ ‫ﻭﻟﻜﻦ ﺍﻟﻨﺸﺎ َﻁ‬
‫ّ‬ ‫ﺕ ﺑﻤﺮﻭ ِﺭ ﺍﻟﺰﻣ ِﻦ ‪،‬‬ ‫ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ ﻗﺪ ﺗﻐﻴ ّ َﺮ ْ‬
‫ﺳﺮﻳﻌﺔ ًّ‬
‫ﺟﺪﺍ ‪.‬‬ ‫ٍ‬ ‫ﺑﻤﻌﺪﻻ ٍ‬
‫ﺕ‬ ‫ﱠ‬ ‫ﻳﺠﻌﻠُـﻬﺎ ﺗﺘﻐﻴ ّ ُﺮ‬
‫ﻤﺲ ِ‬
‫ﺍﻟﺸ‬
‫ﻣﻦ‬ ‫ﺕ ﻛﺒﻴﺮ ًﺓ ﻣﻦ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻛ ﱠﻞ‬ ‫ﻛﻤﻴّﺎ ٍ‬ ‫ِ‬
‫ﺍﻷﻧﺸﻄﺔ ّ‬ ‫ﺑﻌﺾ‬‫ُﻄﻠ ُﻖ ُ‬ ‫ﺗ ِ‬
‫ﻃﺎﻗﺔ ٌ ﺣﺮﺍﺭﻳّﺔ ٌ ﻣﻨﺒﻌﺜﺔ ٌ ﻣﻦ‬
‫ﺽ‬
‫ﺍﻷﺭ ِ‬
‫ﻌﺜﺔ ٌ‬
‫ﻣﻨﺒ‬ ‫ﺕ‬‫ﻕ ﺍﻟﻐﺎﺑﺎ ِ‬ ‫ﺕ ‪ ،‬ﻭﺍﺣﺘﺮﺍ ِ‬ ‫ﻕ ﺍﻟﺠﺎﺯﻭﻟﻴ ِﻦ ﻓﻲ ﺍﻟﺴﻴّﺎﺭﺍ ِ‬ ‫ﺳﻨﺔ ‪ ،‬ﻣﺜ ِﻞ ﺍﺣﺘﺮﺍ ِ‬ ‫ٍ‬
‫ﺭﻳّﺔ ٌ‬
‫ﻃﺎﻗﺔ ٌ ﻣﺤﺘﺒﺴﺔ ٌ‬
‫ﺣﺮﺍ‬
‫ﺎﻗﺔ ٌ‬ ‫ﻕ‬ ‫ﻋﻤﻠﻬﺎ ﻋﻠﻰ ﺍﺣﺘﺮﺍ ِ‬ ‫ﺕ ﺍﻟﻘﻮﻯ ﺍﻟﺘﻲ ﺗﻌﺘﻤ ُﺪ ﻓﻲ ِ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻴ ّ ِﺔ ‪ ،‬ﻭﻣﺤﻄّﺎ ِ‬
‫ﻃ‬
‫ﺽ‬
‫ﺕ ﺇﻟﻰ ﺍﻷﺭ ِ‬ ‫ﱠ‬
‫ﺍﺭﺗﺪ ْ‬ ‫ﺕ ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﻐﺎ ِﺯ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻓﻲ‬ ‫ﺍﻟﻔﺤﻢ ِ ‪ .‬ﻗﺪ ﺗﺰﺍﻳ َﺪ ِ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ‬‫ّ‬
‫ﺑﺎﻟﺘﺪﺭﻳﺞ ﺧﻼ َﻝ ﺍﻟﻘﺮﻧﻴﻦ ﺍﻟﻤﺎﺿﻴﻴﻦ ‪ ،‬ﻭﻗﺪ ﻳُﺆﺩّﻱ ﻫﺬﺍ ﺍﻟﺘﺰﺍﻳ ُﺪ ﺇﻟﻰ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬
‫ﺍﻟﺪﻓﻴﺌﺎﺕ ‪ ، greenhouse effect‬ﻭﻫﻲ ﻋﺒﺎﺭﺓٌ‬ ‫ِ‬ ‫ُﺴﻤﻰ ﻇﺎﻫﺮﺓ َ‬ ‫ﻋﻤﻠﻴ ّ ٍﺔ ﺗ ّ‬
‫ﺍﻟﺠﻮﻱﱡ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ّ‬ ‫ُ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺛﺎﻧﻲ‬ ‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﺍﺭﻳّ ِﺔ‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻧﺘﻴﺠﺔ َ ﺍﺣﺘﺒﺎﺱِ‬
‫ﻑ ّ‬ ‫ﺗﺪﻓﺌﺔ ﺍﻟﻐﻼ ِ‬ ‫ِ‬ ‫ﻋﻦ‬
‫ِ‬
‫ﻭﺍﻟﻐﺎﺯﺍﺕ ﺍﻷﺧﺮﻯ ‪.‬‬ ‫ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ‬
‫ﺽ ‪ ،‬ﻭﺗ ُﺆﺩّﻱ ﻫﺬﻩ ﺍﻟﺘﺪﻓﺌﺔ ُ ﺇﻟﻰ‬ ‫ﺩﻑﺀ ﺍﻷﺭ ِ‬‫ِ‬ ‫ﻗﺪ ﺗ ُﺆﺩّﻱ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓُ ﺇﻟﻰ‬
‫‪64 πo μ°T‬‬ ‫ﻣﻌﺪ ٍﻝ ﻗﺪ‬ ‫ﻧﻌﺮﻑ ﺑﺎﻟﺘﺤﺪﻳ ِﺪ ﺑﺄﻱﱢ ﱠ‬ ‫ُ‬ ‫ﺍﻟﻤﻨﺎﺥ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻢ ِ ‪ .‬ﻻ‬ ‫ِ‬ ‫ﺗﻐﻴ ّ ِﺮ‬
‫ﺕ ﺍﻟﻄﺎﻗﺔَ ﺍﻟﺸﻤﺴﻴّﺔَ‬ ‫ﺗﺤﺘﺒﺲ ﻇﺎﻫﺮﺓُ ﺍﻟﺪﻓﻴﺌﺎ ِ‬
‫ُ‬
‫ﻟﻴﺪﻓﺄ َ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻣﻦ ‪1.4‬‬ ‫ِ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ﻭﻟﻜﻦ ﺍﺭﺗﻔﺎ ًﻋﺎ ﻓﻲ‬
‫ّ‬ ‫ﺙ ﻫﺬﺍ ﺍﻟﺪﻑﺀ ُ ‪،‬‬ ‫ﻳﺤﺪ ُ‬
‫ﺗﺄﺛﻴﺮﻫﺎ‬
‫ُ‬ ‫ﻱ‬ ‫ّ‬ ‫ﺩ‬ ‫ﺆ‬‫ُ‬ ‫ﻳ‬ ‫ﻭﻗﺪ‬ ‫‪.‬‬ ‫ﻱﱡ‬ ‫ﺍﻟﺠﻮ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬
‫ﻋﺎﻟﻤﻲ ‪.‬‬
‫ﱟ‬ ‫ﺱ ﺣﺮﺍﺭﻱﱟ‬ ‫ﺇﻟﻰ ﺍﺣﺘﺒﺎ ٍ‬ ‫ﺢ ﻣﺘﻮﻗ ﱠ ًﻌﺎ ‪.‬‬
‫ﺍﻟﺤﺎﻟﻲ ﺃﺻﺒ َ‬
‫ﱢ‬ ‫ِ‬
‫ﻧﻬﺎﻳﺔ ﺍﻟﻘﺮ ِﻥ‬ ‫ﺕ ﻣﺌﻮﻳ ّ ٍﺔ ﺑﺤﻠﻮ ِﻝ‬ ‫ﺇﻟﻰ ‪ 5.8‬ﺩﺭﺟﺎ ٍ‬
‫ﺥ ﺗﺤﻠﻴ َﻞ ﻭﺗﻮﻗ ّ َﻊ ﻛﻴﻔﻴ ّ ِﺔ ﺗﺄﺛﻴ ِﺮ ﻫﺬﻩ‬ ‫ﻳُﺤﺎ ِﻭ ُﻝ ﺍﻟﻌﻠﻤﺎﺀ ُ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻤﻨﺎ َ‬
‫ﺽ‪.‬‬ ‫ﺕ ﻋﻠﻰ ﺍﻟﺤﻴﺎ ِﺓ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫ﺍﻟﺘﻐﻴّﺮﺍ ِ‬
‫‪162‬‬
 ‫‪Ozone Depletion‬‬ ‫ﺍﺳﺘﻨﺰﺍﻑ ﺍﻷﻭﺯﻭ ِﻥ‬ ‫ُ‬
‫ﺕ ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ‬ ‫ﻃﺒﻘﺔ ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴ ِﺮ ﻳﺤﻤﻲ ﺍﻟﻜﺎﺋﻨﺎ ِ‬ ‫ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ ﺍﻷﻭﺯﻭ َﻥ ﻓﻲ ِ‬
‫ﺍﻟﺸﻤﺲ ‪ .‬ﺍﻷﺷ ّﻌﺔ ُ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬ ‫ُ‬ ‫ُﻄﻠﻘُﻬﺎ‬ ‫ﺍﻟﻀﺎﺭ ِﺓ ﺍﻟﺘﻲ ﺗ ِ‬ ‫ّ‬ ‫ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬
‫ﺍﻷﻭﺯﻭ ُﻥ‬ ‫ﺽ ﺍﻟﺰﺍﺋ َﺪ ﻟﻬﺎ‬ ‫ﺍﻟﺘﻌﺮ َ‬
‫ّ‬ ‫ﻭﻟﻜﻦ‬
‫ّ‬ ‫ﺿﺮﻭﺭﻳّﺔ ٌ ﻟﺘﻜﻮﻳ ِﻦ ﻓﻴﺘﺎﻣﻴ ِﻦ »‪ «D‬ﻓﻲ ﺍﻹﻧﺴﺎ ِﻥ ‪،‬‬
‫‪2009‬‬ ‫ﻋﺪﺳﺔ ﺍﻟﻌﻴ ِﻦ ‪ ،‬ﺳﺮﻃﺎ َﻥ‬ ‫ِ‬ ‫ﺿﺮﺭﺍ ﻓﻲ‬ ‫ً‬ ‫ﺐ ﺍﻟﺤﺮﻭ َﻕ ﺍﻟﺸﻤﺴﻴّﺔَ ‪،‬‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﻳُﺴﺒﱢ َ‬ ‫ﻳُ ِ‬
‫ﺃﻳﻀﺎ‬ ‫ﺍﻟﺠﻠ ِﺪ ‪ .‬ﻛﻤﺎ ﺃ ّﻥ ﺍﻟﺰﻳﺎﺩ َﺓ ﺍﻟﻜﺒﻴﺮ َﺓ ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ﺗ ُِﻀ ﱡﺮ ً‬
‫ﺕ‪.‬‬ ‫ﺕ ﻭﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬ ‫ﺑﺎﻟﻨﺒﺎﺗﺎ ِ‬
‫ﺗﻨﻄﻠﻖ ﻣﻦ ﺃﺟﻬﺰ ِﺓ‬ ‫ُ‬ ‫ُﺴﻤﻰ ﻛﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ َﻥ‬ ‫ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺍﻟﺘﻲ ﺗ ّ‬
‫ﻭﻣﺼﺎﺩﺭ ﺃﺧﺮﻯ ‪ .‬ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩﱡ‬ ‫َ‬ ‫ﺐ ﺍﻷﻳﺮﻭﺳﻮ ِﻝ‬ ‫ﻚ ﻭﻋﻠ ِ‬ ‫ﺍﻟﺘﻜﻴﻴﻒ ﻭﺍﻟﺒﻼﺳﺘﻴ ِ‬ ‫ِ‬
‫‪2010‬‬ ‫ﻃﺒﻘﺔ ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴ ِﺮ ﻭﺗ ُﺤﻄﱢ ُﻢ ﺍﻷﻭﺯﻭ َﻥ ‪.‬‬ ‫ﺗﺮﺗﻔﻊ ﺇﻟﻰ ِ‬ ‫ُ‬
‫ﺢ ﻓﻲ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ ﻣﻮ ﱠ‬
‫ﺿ ٌ‬ ‫ِ‬ ‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ‬ ‫ِ‬ ‫ﺍﺳﺘﻨﻔﺎﺩُ‬
‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ ﺑﻮﺻﻮ ِﻝ ﺍﻟﻤﺰﻳ ِﺪ ﻣﻦ‬ ‫ِ‬ ‫ﺗﺴﻤﺢ ﻗﻠّﺔ ُ ﺳﻤ ِ‬
‫ﻚ‬ ‫ُ‬ ‫ﺷﻜ ِﻞ )‪. (65‬‬
‫ﺽ ‪ .‬ﺗ ُﺒ َﺬ ُﻝ ﺍﻟﺠﻬﻮﺩُ ﺍﻵﻥ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺍﻟﻀﺎﺭ ِﺓ ﺇﻟﻰ‬
‫ّ‬ ‫ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ‬
‫ﺾ‬ ‫ِ‬
‫ﻣﻨﺨﻔ ٌ‬ ‫ِ‬
‫ﻣﺮﺗﻔ ٌﻊ‬ ‫ِ‬
‫ﺍﻧﺒﻌﺎﺛﻪ‬ ‫ﻋﺎﻟﻤﻲ ﻟﻠﺘﺤ ّﻜﻢ ِ ﻓﻲ ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ ﻭﺧﻔ ِ‬
‫ﺾ‬ ‫ﱟ‬ ‫ﻋﻠﻰ ﺻﻌﻴ ٍﺪ‬
‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ ‪ .‬ﻳُﺴﺘﺒ َﺪ ُﻝ ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ُﻥ ﺍﻵﻥ‬ ‫ِ‬ ‫ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ‬ ‫ِ‬
‫‪65 πo μ°T‬‬ ‫ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺒﻠﺪﺍ ِﻥ ﺑﺤﻈ ِﺮ ﺍﺳﺘﺨﺪﺍﻡ ِ‬ ‫ﺿﺎﺭ ٍﺓ ﺑﺎﻷﻭﺯﻭ ِﻥ ‪ .‬ﺗﻘﻮﻡ ُ ٌ‬ ‫ﺕ ﻏﻴ ِﺮ ّ‬ ‫ﺑﻤﺮﻛﱠﺒﺎ ٍ‬
‫ﺍﺳﺘﻨﺰﺍﻑ ﺍﻷﻭﺯﻭ ِﻥ‬
‫ُ‬ ‫ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ ‪.‬‬

‫ﺐ ﺍﻷﻭﺯﻭ ِﻥ‬
‫ﺚ ﻋﻦ ﺛﻘ ِ‬
‫ﺍﻟﺒﺤ ُ‬
‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺛﻘﺐ ﺍﻷﻭﺯﻭ ِﻥ ﻳ ُ َﻌ ﱡﺪ ﻣﻦ ﺃﻫ ﱢﻢ ﺍﻟﺘﺤﺪّﻳﺎ ِ‬ ‫َ‬ ‫ﺃﺧﻴﺮﺍ ﻋﻠﻰ ﺃ ّﻥ‬ ‫ً‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻲ ﺃُﺟ ِﺮﻳَ ْ‬
‫ﺖ‬ ‫ُ‬ ‫ﺗ ُﺆﻛﱢ ُﺪ‬
‫ﺐ‬ ‫ﺖ ﻓﻲ ﺍﻟﻘﻄ ِ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻲ ﺃُﺟ ِﺮﻳَ ْ‬
‫ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪ .‬ﻭﻗﺪ ﺃﺛﺒﺘ َ ِ‬
‫ﺖ‬ ‫ﻛﻴﻤﻴﺎﺀ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ِ‬ ‫ُﻮﺍﺟ ُﻪ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻓﻲ‬ ‫ﺗ ِ‬
‫ّ‬
‫ِ‬
‫ﺗﺂﻛﻼ ﺷﺪﻳ ًﺪﺍ ﻓﻲ ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ‬ ‫ﺖ ً‬ ‫ﺤ ْ‬‫ﺿ َ‬ ‫ﺕ ﺍﻟﻤﺒﺪﺋﻴّﺔَ ﻭ ّ‬ ‫ﺍﻟﺠﻨﻮﺑﻲ ﻣﻨﺬ ﺍﻟﻌﺎﻡ ِ ‪ 1986‬ﺃ ّﻥ ﺍﻟﻘﻴﺎﺳﺎ ِ‬ ‫ﱢ‬
‫ﻛﻤﻴّﺔِ‬
‫ﺾ ّ‬ ‫ﺕ ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮﻥ ﻫﻲ ﺍﻟﻤﺴﺆﻭﻟﺔ ُ ﻋﻦ ﺧﻔ ِ‬ ‫ِ‬ ‫ﺍﻟﺠﻨﻮﺑﻲ ‪ ،‬ﻭﺃ ّﻥ ﻣﺮﻛﱠﺒﺎ ِ‬ ‫ﱢ‬ ‫ﻓﻮ َﻕ ﺍﻟﻘﻄ ِ‬
‫ﺐ‬
‫ﻃﺒﻘﺔ ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴ ِﺮ ‪.‬‬ ‫ﺍﻷﻭﺯﻭ ِﻥ ﻓﻲ ِ‬
‫ﺍﻟﺠﻨﻮﺑﻲ ‪ ،‬ﻭﺍﻛﺘﺸﻔﻮﺍ ﺃ ّﻥ‬ ‫ﱢ‬ ‫ﺕ ﺍﻷﻭﺯﻭ ِﻥ ﻓﻮ َﻕ ﺍﻟﻘﻄ ِ‬
‫ﺐ‬ ‫ﻣﺮﺍﻗﺒﺔ ﻣﺴﺘﻮﻳﺎ ِ‬ ‫ِ‬ ‫ﺍﺳﺘﻤﺮ ﺍﻟﻌﻠﻤﺎﺀ ُ ﻓﻲ‬
‫ﱠ‬ ‫ﻭﻗﺪ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﻭﺯﻭﻥ ﺗﺘﻐﻴ ّ ُﺮ ﻣﻦ ﺳﻨﺔ ﺇﻟﻰ ﺃﺧﺮﻯ ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺫﻟﻚ ‪ ،‬ﻣﺎ ﺯﺍ َﻝ ﺍﻟﻔﻘﺪﺍ ُﻥ‬ ‫ٍ‬ ‫ِ‬ ‫ِ‬
‫ﺽ ﺃﻗ ﱠﻞ ‪.‬‬ ‫ِ‬
‫ﺧﻄﻮﻁ ﻋﺮ ٍ‬ ‫ﺗﻘﻊ ﻋﻨ َﺪ‬‫ﻧﺤﻮ ﺍﻟﻤﻨﺎﻃ ِﻖ ﺍﻟﺘﻲ ُ‬ ‫ﺴﻊ َ‬ ‫ﺙ ﻭﻳﺘ ّ ُ‬ ‫ﺍﻟﺸﺪﻳ ُﺪ ﻟﻸﻭﺯﻭ ِﻥ ﻳﺤﺪ ُ‬
‫ﺍﻟﺠﻨﻮﺑﻲ؟ ﻭﻣﺎﺫﺍ ﺍﻛﺘﺸﻔﻮﺍ؟‬ ‫ﱢ‬ ‫ﺐ‬‫ﻱ ﻓﻮ َﻕ ﺍﻟﻘﻄ ِ‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﺩﺭﺱ ﺍﻟﻌﻠﻤﺎﺀ ُ‬ ‫‪ .1‬ﻟﻤﺎﺫﺍ َ‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﺤﺎﻟﻴّﺔَ ﻭﺍﻟﺘﻲ ﺗ ﱠﻢ‬ ‫ّ‬ ‫ﺕ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﺢ ﺍﻟﺼﻮﺭﺓُ ﺩﺭﺍﺳﺎ ِ‬ ‫ﺿ ُ‬ ‫ﺚ‪ :‬ﺗ ُﻮ ﱢ‬ ‫‪ .2‬ﺇﺟﺮﺍﺀُ ﺑﺤ ٍ‬
‫ﺃﻭﺟ ْﺪ‬‫ﺍﻟﻤﺨﺘﻠﻔﺔ ‪ِ ،‬‬‫ِ‬ ‫ﺍﻟﺠﻨﻮﺑﻲ ‪ .‬ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﻤﺼﺎﺩ ِﺭ ﺍﻟﻌﻠﻤﻴ ّ ِﺔ‬ ‫ﱢ‬ ‫ﺐ‬‫ﺇﺟﺮﺍﺅﻫﺎ ﻓﻲ ﺍﻟﻘﻄ ِ‬ ‫ُ‬
‫ﺖ ‪ .‬ﻛﻴﻒ ﺗﺄﺛ ّ َﺮ ِ‬
‫ﺕ‬ ‫ﻣﻀ ْ‬
‫ﺕ َ‬‫ﺍﻟﺠﻨﻮﺑﻲ ﻟﻌ ّﺪ ِﺓ ﺳﻨﻮﺍ ٍ‬
‫ﱢ‬ ‫ﺐ‬‫ﻓﻮﻕ ﺍﻟﻘﻄ ِ‬
‫ﺕ ﺍﻷﻭﺯﻭ ِﻥ َ‬‫ﻣﺴﺘﻮﻳﺎ ِ‬
‫ﺍﻟﺠﻨﻮﺑﻲ ﺑﺬﻟﻚ؟‬
‫ﱢ‬ ‫ﺗﻌﻴﺶ ﻓﻲ ﺍﻟﻘﻄ ِ‬
‫ﺐ‬ ‫ُ‬ ‫ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﻟﺘﻲ‬
‫ُ‬

‫‪163‬‬
 ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬
‫ُ‬ ‫ﺍﻟﻌﻠﻢ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻟﺘﻠﻮ ِ‬
‫ﺙ‬ ‫ﺣﻠﻮ ٌﻝ ّ‬
‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺟﻤﻊ‬
‫ُ‬ ‫ﱢ‬
‫ِ‬
‫ﺱ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻋﻠﻰ ﺍﻟﻨﺎ ِ‬ ‫ﺙ‬ ‫ﻓﻲ ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻛﻴﻒ ﺳﻴُﺆﺛ ُﺮ ّ‬
‫ﺗﻠﻮ ُ‬
‫ﺒﺎﺕ ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ‬
‫ﻣﺮﻛﱠ ُ‬ ‫ﺃﻧﺎﺳﺎ ﻳﻠﺒﺴﻮﻥ ﺃﻗﻨﻌﺔَ‬ ‫ﻤﻜﻨُﻚ ﺃﻥ ﺗﺘﺨﻴ ّ َﻞ ً‬ ‫ﺽ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒ ِﻞ؟ ﻳ ُ ِ‬ ‫ﻋﻠﻰ ﺍﻷﺭ ِ‬
‫ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔً ﻋﻦ ﻣﺼﺎﺩ ِﺭ‬‫ْ‬ ‫‪.1‬‬ ‫ﻟﺤﻤﺎﻳﺔ ﺟﻠﻮ ِﺩﻫﻢ‬ ‫ِ‬ ‫ﻛﺎﻣﻠﺔ ﻟﻠﺠﺴﻢ ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﺗﻐﻄﻴﺔ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﻔﺎﺳ ِﺪ ‪ ،‬ﺃﻭ‬ ‫ِ‬ ‫ِ‬
‫ﻟﺘﻨﻘﻴﺔ‬ ‫ﻏﺎ ٍﺯ‬
‫ﻣﺮﻛﱠﺒﺎﺕ ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ‬ ‫ِ‬ ‫ﺢ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓُ ﺍﻟﻤﺰﻋﺠﺔ ُ‬ ‫ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ‪ .‬ﺗﺄﻣ ﱠ ْﻞ ّﺃﻻ ﺗ ُﺼﺒِ َ‬
‫ِ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻣﻦ‬ ‫ﺙ‬ ‫ﺕ ﻋﺪﻳﺪ ٍﺓ ﻟﻠﺘﺤ ّﻜﻢ ِ ﻓﻲ ﺍﻧﺒﻌﺎ ِ‬ ‫ﺣﻘﻴﻘﻴّﺔً ‪ .‬ﻳﺘ ﱡﻢ ﺣﺎﻟﻴ ًّﺎ ﺍﺗ ّﺨﺎﺫُ ﺧﻄﻮﺍ ٍ‬
‫ﺕ‬‫ﺃﺟ ِﺮ ﺑﺤﺜًﺎ ﻋﻦ ﻣﺼﺎﺩ ِﺭ ﻣﺮﻛﱠﺒﺎ ِ‬ ‫‪.2‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﺕ‬ ‫ﻣﻠﻮﺛﺎ ِ‬ ‫ﱢ‬
‫ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ ﻟﻴﻮﻡ ٍ‬ ‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻠﻮﺛﺎ ِ‬ ‫ﱢ‬ ‫ﻟﻜﻤﻴ ّ ِﺔ‬
‫ّ‬ ‫ﻣﻌﺎﻳﻴﺮ‬ ‫ﺍﻟﻬﻴﺌﺎﺕ ﺍﻟﻌﺎﻟﻤﻴّﺔ ُ‬ ‫ُ‬ ‫ﻭﻗﺪ ﻭﺿ َﻌ ِ‬
‫ﺖ‬
‫َ‬
‫ﻭﺍﺣ ٍﺪ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﺐ ﺃﻥ ﺗﻘﻮﻡَ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻄﻠ ّ ُ‬ ‫ﺑﺈﻃﻼﻗﻬﺎ ﻓﻲ‬ ‫ﺍﻟﺴﻤﺎﺡ‬
‫ُ‬ ‫ﻤﻜ ُﻦ‬ ‫ﻳُ ِ‬
‫ﺳﺠﱢ ْﻞ ﻛ ﱠﻞ ﻣﺼﺪ ِﺭ ﻣﺮﻛﱠﺒﺎ ِ‬
‫ﺕ‬ ‫‪.3‬‬ ‫ﺍﻟﺠﻮ ‪ .‬ﺗ ُ َﻌ ﱡﺪ‬
‫ﱢ‬ ‫ﺗﻨﻄﻠﻖ ﺇﻟﻰ‬ ‫ُ‬ ‫ﺙ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻠﻮ ِ‬ ‫ﻛﻤﻴ ّ ِﺔ‬ ‫ﺾ ّ‬ ‫ﺎﺭﺍﺕ ﺑﺨﻔ ِ‬ ‫ﺍﻟﻤﺼﺎﻧﻊ ﻭﺍﻟﺴﻴ ّ ُ‬ ‫ُ‬
‫ّ‬
‫ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ ﻣﻤﻜ ٍﻦ‬ ‫ﺖ ﻣﺤﻠّﻴّﺔً ‪ ،‬ﻭﻟﻠﻤﺴﺎﻋﺪ ِﺓ ﻋﻠﻰ‬ ‫ﻇﺎﻫﺮﺓُ ﺍﺳﺘﻨﺰﺍ ِ‬
‫ﻭﻟﻴﺴ ْ‬‫ﻑ ﺍﻷﻭﺯﻭ ِﻥ ﻣﺸﻜﻠﺔً ﻋﺎﻟﻤﻴّﺔً َ‬
‫ُﻼﺣﻈُﻪ ‪ ،‬ﻋﻠﻰ ٍ‬
‫ﻭﺭﻗﺔ ‪.‬‬ ‫ﻗﺪ ﺗ ِ‬ ‫ﺣﻀﺮ ِ‬ ‫ﺖ ‪ 112‬ﺩﻭﻟﺔً ‪ .‬ﻭﻗﺪ ﻭﺍﻓ َﻘ ِ‬ ‫ﺣﻤﺎﻳﺔ ِ‬ ‫ِ‬
‫ﺕ‬ ‫َ‬ ‫ﺖ ﺍﻟﺒﻼﺩُ ﺍﻟﺘﻲ‬ ‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ ﺗﻌﺎﻭﻧ َ ْ‬
‫ﺖ‬ ‫ﻛﻢ ﻋﺪﺩُ ﺍﻟﻤﺼﺎﺩ ِﺭ ﺍﻟﺘﻲ ﺍﺳﺘﻄ ْﻌ َ‬ ‫ﻒ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ِ ﻣﺎﺩّ ِﺓ‬ ‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ ﻋﻠﻰ ﺍﻟﺘﻮﻗ ّ ِ‬ ‫ِ‬ ‫ِ‬
‫ﻟﺤﻤﺎﻳﺔ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬
‫ﱠ‬ ‫ﺍﻟﻤﺆﺗﻤﺮ‬
‫َ‬
‫ﺃﻥ ﺗﺠﻤ َﻌﻬﺎ ﻓﻲ ﻳﻮﻡ ٍ ﻭﺍﺣ ٍﺪ؟ ﻫﻞ‬ ‫ﻂ ﻋﻠﻰ‬ ‫ﻭﺿﻊ ﺿﻮﺍﺑ َ‬ ‫ُ‬ ‫ﺍﻋﺘﺒﺎﺭﺍ ﻣﻦ ﺍﻟﻌﺎﻡ ِ ‪ ، 2000‬ﻛﻤﺎ ﺗ ﱠﻢ‬ ‫ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ‬
‫ً‬
‫ﺃﻱ ﺍﺗ ّﺠﺎﻫﺎ ٍ‬
‫ﺕ‬ ‫ﺢ ﺑﻴﺎﻧﺎﺗ ُﻚ ﱠ‬ ‫ﺿ ُ‬ ‫ﺗ ُﻮ ﱢ‬ ‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ ‪.‬‬ ‫ﻣﻮﺍﺩﱠ ﺃﺧﺮﻯ ﺗ ُﺆﺩّﻱ ﺇﻟﻰ ﺗﺂﻛ ِﻞ ِ‬
‫ﺕ‬‫ﻟﻠﻤﻨﺎﻃ ِﻖ ﺍﻟﺘﻲ ﺗﺘﻤﻴ ّ ُﺰ ﺑﺘﺮﻛﻴﺰﺍ ٍ‬ ‫ِ‬
‫ﺕ ﻭﺣﺪَﻫﺎ ‪ ،‬ﺑﻞ‬ ‫ﺖ ﻣﺴﺆﻭﻟﻴّﺔَ ﺍﻟﺤﻜﻮﻣﺎ ِ‬ ‫ﻟﻴﺴ ْ‬ ‫ﺍﻟﻬﻮﺍﺀ َ‬ ‫ﺙ‬ ‫ﺗﻠﻮ ِ‬ ‫ﺇ ّﻥ ﺣ ﱠﻞ ﻣﺸﺎﻛ ِﻞ ّ‬
‫ﺕ‬ ‫ﻋﺎﻟﻴﺔ ﻣﻦ ﻣﺼﺎﺩ ِﺭ ﻣﺮﻛﱠﺒﺎ ِ‬ ‫ٍ‬
‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ِ‬
‫ُﺴﺎﻫ َﻢ‬ ‫ﺟﻤﻴﻊ ﺍﻟﺒﻼ ِﺩ ‪ .‬ﻳ ُ ِ‬ ‫ِ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳُﺸﺎ ِﺭ َﻙ ﻓﻲ ﺫﻟﻚ ﺍﻟﻤﻮﺍﻃﻨﻮﻥ ﻓﻲ‬ ‫ُ‬
‫ﺍﻟﻜﻠﻮﺭﻭﻓﻠﻮﺭﻭﻛﺮﺑﻮ ِﻥ؟‬ ‫ﺐ ﻭﺍﻟﺰﺟﺎﺟﺎ ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻋﻦ ﻃﺮﻳ ِﻖ ﺇﻋﺎﺩ ِﺓ ﺗﺪﻭﻳ ِﺮ ﺍﻟﻌﻠ ِ‬ ‫ِ‬ ‫ﺗﻠﻮ ِ‬
‫ﺑﺪﻻ‬ ‫ﺕ ً‬ ‫ﺙ‬ ‫ﺾ ّ‬ ‫ﻓﻲ ﺧﻔ ِ‬
‫ﻕ‬ ‫ﻭﺍﻟﻤﺪﺭﺳﺔ ﺑﺈﻏﻼ ِ‬ ‫ِ‬ ‫ﺖ‬‫ﺍﻟﻄﺎﻗﺔ ﻓﻲ ﺍﻟﺒﻴ ِ‬ ‫ِ‬ ‫ﻤﻜﻨُﻚ ﺍﻟﺤﻔﺎ ُﻅ ﻋﻠﻰ‬ ‫ﺭﻣﻴﻬﺎ ﺑﻌﻴ ًﺪﺍ ‪ .‬ﻳ ُ ِ‬ ‫ﻣﻦ ِ‬
‫ﺃﻳﻀﺎ‬ ‫ﻤﻜﻨُﻚ ً‬ ‫ﺍﻷﺿﻮﺍﺀ ﻏﻴ ِﺮ ﺍﻟﻀﺮﻭﺭﻳ ّ ِﺔ ‪ .‬ﻳ ُ ِ‬ ‫ِ‬ ‫َﻣﺔ ﻭﻛﺬﻟﻚ‬ ‫ﺍﻷﺟﻬﺰ ِﺓ ﻏﻴ ِﺮ ﺍﻟﻤﺴﺘﺨﺪ ِ‬
‫ﺗﻀﺮ‬‫ﺕ ﺍﻟﺘﻲ ﻻ ﱡ‬ ‫ﻃﺒﻘﺔ ﺍﻷﻭﺯﻭ ِﻥ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﻤﻨﺘَﺠﺎ ِ‬ ‫ﺍﻟﻤﺴﺎﻫﻤﺔ ُ ﻓﻲ ﺇﻧﻘﺎ ِﺫ ِ‬
‫ﻚ‪.‬‬ ‫ﺑﺪﻻ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴ ِ‬ ‫ﺕ ﺍﻟﻮﺭﻗﻴ ّ ِﺔ ً‬ ‫ﺑﻬﺎ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ُ ﺍﻟﻤﻨﺘَﺠﺎ ِ‬

‫ﺍﻟﺪﺭﺱ ‪3-1‬‬
‫ُ‬
‫ﻭﻓﺴﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﻟﻸﺭﺽ ‪.‬‬‫ِ‬ ‫ﺍﻟﻘﺪﻳﻢ‬
‫َ‬ ‫ﺍﻟﺠﻮ ﱠﻱ‬
‫ّ‬ ‫َ‬
‫ﺍﻟﻐﻼﻑ‬ ‫‪ِ .1‬ﺻ ِﻒ‬
‫ﺍﻟﻘﺪﻳﻢ؟‬
‫ِ‬ ‫ﺍﻟﺠﻮ ﱢﻱ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ﻭﺍﻷﻛﺴﺠﻴﻦ ﻓﻲ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻜﺮﺑﻮﻥ‬ ‫ِ‬
‫ﺃﻛﺴﻴﺪ‬ ‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ ﻭﺛﺎﻧﻲ‬
‫ِ‬ ‫ﻣﺼﺪﺭ‬
‫ُ‬ ‫‪ .2‬ﻣﺎ‬
‫ِ‬
‫ﺑﺎﻟﻐﺎﺯﺍﺕ‬ ‫ﺍﻟﻤﺒﻜﺮ‬
‫ِ‬ ‫ﺍﻟﺠﻮ ﱢﻱ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ِ‬
‫ﺍﻟﻐﺎﺯﺍﺕ ﻓﻲ‬ ‫ﻘﺎﺭﻥَ‬‫ﺭﺳﻤﺎ ﺑﻴﺎﻧﻴًّﺎ ﻋﻤﻮﺩﻳًّﺎ ﻟﺘُ ِ‬ ‫ﺍﺭﺳﻢ ً‬
‫ْ‬ ‫‪ِ .3‬‬
‫ﻗﺎﺭﻥْ ‪:‬‬
‫ﺍﻟﺤﺎﻟﻲ ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺠﻮ ﱢﻱ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓِ ﻓﻲ‬
‫ِ‬
‫ﺍﻷﻭﺯﻭﻥ؟‬ ‫ِ‬
‫ﺍﺳﺘﻨﺰﺍﻑ‬ ‫ﺍﻟﺪﻓﻴﺌﺎﺕ ﻭﺑﺰﻳﺎﺩﺓِ‬
‫ِ‬ ‫‪ .4‬ﺗﻮﻗﱠ ْﻊ‪ :‬ﻛﻴﻒ ﺗﺘﺄﺛّ ُﺮ ﺍﻟﺤﻴﺎ ُﺓ ﺑﻈﺎﻫﺮﺓِ‬

‫‪164‬‬
 ‫‪Humidity‬‬
‫‪áo HƒWôdG 4-1‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ﻳﺸﺮﺡ ﻣﻔﻬﻮﻡَ‬
‫َ‬
‫ِ‬ ‫ﱢ‬
‫ﻳﺼﻒ ﻛﻴﻒ ﺗ ُﺆﺛ ُﺮ ﺍﻟﺮﻃﻮﺑﺔ ُ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ‪.‬‬ ‫َ‬
‫ِ‬ ‫ِ‬
‫ﺕ ﻣﻮﺟﻮﺩ ًﺓ ﻓﻲ ﺟﺪﻭ ِﻝ ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴّﺔ ‪.‬‬ ‫ﻔﺴﺮ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻳُ ﱢ َ‬
‫ِ‬
‫ﻑ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﺍﻟﺮﻃﻮﺑﺔَ ‪ ،‬ﺍﻟﺮﻃﻮﺑﺔَ ﺍﻟﻨﺴﺒﻴّﺔَ ‪.‬‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ِ‬
‫ﻭﺍﻟﺴﺎﺋﻠﺔ‬ ‫ﺍﻟﺜﻠﺞ ‪،‬‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﺼﻠﺒﺔ ﻛﻤﺎ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﺙ ﺣﺎﻻ ٍ‬
‫ﺕ‪:‬‬ ‫ﺟ ُﺪ ﺍﻟﻤﺎﺀ ُ ﻓﻲ ﺛﻼ ِ‬
‫ﻳﻮ َ‬
‫ﻛﻤﻴّﺔ ُ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ ﻛ ﱢﻞ‬ ‫ﺍﻟﻤﺎﺀ ‪ ،‬ﻭﺍﻟﻐﺎﺯﻳ ّ ِﺔ ﻛﻤﺎ ﻓﻲ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ‪ .‬ﺗﺘﺄﺛ ّ ُﺮ ّ‬ ‫ﻛﻤﺎ ﻓﻲ ِ‬
‫ﺐ‪،‬‬ ‫ﺕ ‪ ،‬ﻋﺪ ِﺩ ﺍﻟﺴﺤ ِ‬ ‫ِ‬
‫ﺍﻟﻄﺒﻴﻌﺔ ﺑﻌ ّﺪ ِﺓ ﺃﺷﻴﺎﺀ َ ‪ ،‬ﻣﺜ ِﻞ ﻋﻤ ِﻖ ﺍﻟﻤﺤﻴﻄﺎ ِ‬ ‫ﺣﺎﻟﺔ ﻓﻲ‬‫ٍ‬
‫ﺑﻴﻦ‬ ‫ﻑ ﻋﻠﻰ ﻛﻴﻔﻴ ّ ِﺔ ﺗﺤﻮ ِﻝ ِ‬
‫ﺍﻟﻤﺎﺀ َ‬ ‫ﺍﻟﺘﻌﺮ ُ‬ ‫ِ‬ ‫ﺍﻟﺮﻃﻮﺑﺔ ﻓﻲ ِ‬
‫ِ‬
‫ّ‬ ‫ﺍﻟﺤﺪﻳﻘﺔ ‪ّ .‬‬ ‫ﺗﺮﺑﺔ‬ ‫ﻣﺤﺘﻮﻯ‬
‫ِ‬
‫ﻭﻣﻨﺎﺧﻬﺎ ‪.‬‬ ‫ﺽ‬
‫ﺙ ﻣﻬ ﱞﻢ ﻟﻔﻬﻢ ِ ﺍﻷﺭ ِ‬ ‫ﺣﺎﻻﺗﻪ ﺍﻟﺜﻼ ِ‬
‫ِ‬

‫‪p‬‬
‫‪AGƒ¡dG‬‬ ‫‪p‬‬
‫‪‘ AÉŸG‬‬ ‫‪QÉîH‬‬
‫‪Water Vapor in the Air‬‬
‫‪o‬‬

‫ﺽ ‪ ،‬ﺍﻧﻈﺮ ﺇﻟﻰ ٍ‬ ‫ﻣﺴﺘﻤﺮ ٍﺓ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫ﻳﺘﺤﺮ ُﻙ ﻓﻲ ﺩﻭﺭ ٍﺓ‬ ‫ﱠ‬

‫‪66 πo μ°T‬‬
‫ﺟﺰﺀ‬ ‫ﺗﺬﻛ ْﺮ ﺃ ّﻥ ﺍﻟﻤﺎﺀ َ ّ‬
‫ِ‬
‫ﺍﻟﻤﺎﺀ ‪،‬‬ ‫ﺟﺰﺀ ﻣﻦ ﺩﻭﺭ ِﺓ‬ ‫ٍ‬ ‫ﺧﻼ َﻝ‬
‫ِ‬ ‫ِ‬ ‫ْ‬ ‫ّ‬
‫ﺑﺨﺎﺭ ﺍﻟﻤﺎﺀ ﺇﻟﻰ ﺍﻟﻬﻮﺍﺀ ‪.‬‬
‫ُ‬ ‫ﻀﺎﻑ‬
‫ُ‬ ‫ﻳُ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﻭﺭ ِﺓ ﻓﻲ ﺍﻟﺸﻜ ِﻞ )‪ . (66‬ﻳﺪﺧ ُﻞ ﺑﺨﺎﺭ ِ‬
‫ُ‬
‫ﺐ ﺃﻭ‬ ‫ﺨ ُﺮ ﺍﻟﻤﺎﺀ ُ ﺍﻟﺴﺎﺋ ُﻞ ﻣﻦ ﺗﻠﻚ ﺍﻷﻣﺎﻛ ِﻦ ﻣﺜ َﻞ ﺍﻷﺟﺴﺎﻡ ِ ﺍﻟﻤﺎﺋﻴ ّ ِﺔ ﺃﻭ ﺍﻟﻌﺸ ِ‬ ‫ﻳﺘﺒ ّ‬
‫ِ‬ ‫ِ‬
‫ﻣﺮﺋﻲ ‪ ،‬ﻭﻟﻜﻦ‬ ‫ﱟ‬ ‫ﻏﻴﺮ‬
‫ﺑﺨﺎﺭ ﺍﻟﻤﺎﺀ ُ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﺬﻱ ﻳﻐﻠﻲ ﻋﻠﻰ ﺍﻟﻤﻮﻗ ِﺪ ﻓﻲ ﻣﻨﺰ ِﻟﻚ ‪ُ .‬‬
‫ﺍﻟﻤﺮﺋﻲ ﻓﻲ ﻛ ﱢﻞ ﻣﻜﺎ ٍﻥ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﻤﺎﺀ ﻏﻴ ِﺮ‬‫ﺕ ﺑﺨﺎ ِﺭ ِ‬ ‫ﺃﺛﺮ ﺟﺰﻳﺌﺎ ِ‬ ‫ﻳُ ِ‬
‫ﱢ‬ ‫ﻤﻜ ُﻦ ﻣﻼﺣﻈﺔ ُ َ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ﺟﺰﻳﺌﺎﺕ ِ‬
‫ُ‬ ‫ﺢ‬ ‫ﻳﺤﺘﻮﻱ ﺍﻟﻬﻮﺍﺀ ﻋﻠﻰ ﺍﻟﻜﺜﻴ ِﺮ ﻣﻦ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﺗ ُﺼﺒِ ُ‬ ‫ُ‬
‫ﺕ ﺻﻐﻴﺮ ًﺓ ﻋﻨﺪﻣﺎ ﻳﺒﺮﺩُ ﺍﻟﻬﻮﺍﺀ ُ ‪،‬‬ ‫ﻜﻮ َﻥ ﻗﻄﺮﺍ ٍ‬ ‫ﻒ ﺍﻟﻤﺎﺀ ُ ﻟﻴ ُ ﱢ‬ ‫ﺣﺠﻤﺎ ‪ .‬ﻳﺘﻜﺜ ّ ُ‬ ‫ً‬ ‫ﺃﻛﺒﺮ‬
‫َ‬
‫ﺍﻟﺪﺵ ﺍﻟﺴﺎﺧ ِﻦ ﻋﻠﻰ‬ ‫ﱢ‬ ‫ﺍﻟﺒﺨﺎﺭ ﺍﻟﻤﺘﺼﺎﻋ ُﺪ ﻣﻦ‬ ‫ُ‬ ‫ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻳﺤﺘﻮﻱ‬
‫ﻣﺎﺀ ﺩﻗﻴﻘﺔً ‪.‬‬ ‫ﺕ ٍ‬‫ﻗﻄﺮﺍ ِ‬
‫ﻭﻛﻤﻴّﺔ ُ ﺑﺨﺎ ِﺭ‬
‫ّ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺮﻃﻮﺑﺔ َ ‪. humidity‬‬ ‫ِ‬ ‫ُﺴﻤﻰ ﻛﻤﻴﺔ ُ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ﺗ ّ‬
‫ّّ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺍﻟﻜﻤﻴّﺔ ُ ﻋﻠﻰ‬ ‫ّ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻲ ﺍﻟﺠ ﱢﻮ ﻣﺤﺪﻭﺩﺓٌ ‪ .‬ﺗﻌﺘﻤ ُﺪ ﻫﺬﻩ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻣﻘﺎﺭﻧ ًﺔ ﺑﺎﻟﻜﻤّﻴّ ِﺔ ﺍﻟﻜﻠّﻴّ ِﺔ ﻣﻦ ﺑﺨﺎ ِﺭ‬ ‫ِ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ﺗﺮﻛﻴﺰ ﺑﺨﺎ ِﺭ ِ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬
‫ﺴﻤﻰ‬ ‫ﺣﺮﺍﺭﺓ ﻣﻌﻴ ﱠ ٍﻨﺔ ﻳ ُ ّ‬ ‫ٍ‬ ‫ﺩﺭﺟﺔ‬‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻋﻨ َﺪ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﻤﻤﻜ ِﻦ ﺗﻮﺍﺟ ُﺪﻫﺎ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴ ّ ِﺔ‬‫ِ‬ ‫ﺍﻟﺮﻃﻮﺑﺔ َ ﺍﻟﻨﺴﺒﻴّﺔ َ ‪ . relative humidity‬ﻳُﻌﺒ ُﱠﺮ ﻋﻦ‬
‫ﺐ ﺍﻟﻤﺌﻮﻳ ّ ِﺔ ‪.‬‬ ‫ﺑﺎﻟﻨﺴ ِ‬

‫‪165‬‬
 ‫ﻳﺴﺘﻄﻴﻊ‬
‫ُ‬ ‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻻ‬ ‫ِ‬ ‫ﺕ ﺣﺮﺍﺭ ٍﺓ ﻣﻌﻴ ٍﱠﻨﺔ ﺇﻟﻰ‬ ‫ﻳﺼ ُﻞ ﺍﻟﻬﻮﺍﺀ ُ ﻋﻨ َﺪ ﺩﺭﺟﺎ ِ‬
‫ﺢ ﺍﻟﻬﻮﺍﺀ ُ ﻣﺸﺒ ًﻌﺎ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻨﻘﻄﺔ ﻳُﺼﺒِ ُ‬ ‫ﺍﻟﻤﺎﺀ ‪ .‬ﻋﻨ َﺪ ﻫﺬﻩ‬‫ﺗﺤﻤ َﻞ ﺍﻟﻤﺰﻳ ِﺪ ﻣﻦ ِ‬ ‫ﻋﻨﺪَﻫﺎ ّ‬
‫ﺍﻟﻤﺸﺒﻊ ﺗ ُﺴﺎﻭﻱ ‪ 100%‬ﻟﻮ ﺃ ّﻥ ﺍﻟﺮﻃﻮﺑﺔَ ﺍﻟﻨﺴﺒﻴّﺔَ ‪، 50%‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺭﻃﻮﺑﺔ ُ‬
‫ِ‬
‫ﻟﻠﻬﻮﺍﺀ ﺃﻥ‬ ‫ﺍﻟﻤﺎﺀ ﻓﻘﻂ ﺍﻟﺬﻱ ﻳ ُ ِ‬
‫ﻤﻜ ُﻦ‬ ‫ﻛﻤﻴ ّ ِﺔ ﺑﺨﺎ ِﺭ ِ‬ ‫ﻧﺼﻒ ّ‬ ‫ِ‬ ‫ﻓﺎﻟﻬﻮﺍﺀ ُ ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻫﺬﻩ ‪.‬‬ ‫ِ‬ ‫ﻳﺤﻮﻳَﻬﺎ ﻋﻨ َﺪ‬
‫ﺖ‬ ‫ﻭﺍﻟﻀﻐﻂ ‪ .‬ﻛﻠّﻤﺎ ﻛﺎﻧ َ ِ‬ ‫ِ‬ ‫ﻟﺪﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺗﺘﻐﻴ ّ ُﺮ ﺍﻟﺮﻃﻮﺑﺔ ُ ﺍﻟﻨﺴﺒﻴّﺔ ُ ﺗﺒ ًﻌﺎ‬
‫ﺕ ﺃﻛﺒﺮ ﻣﻦ ﺑﺨﺎ ِﺭ ِ‬ ‫ﺍﻟﺤﺮﺍﺭﺓُ ﺃﺩﻓﺄ َ ‪ ،‬ﺍﺣﺘﻮﻯ ﺍﻟﻬﻮﺍﺀ ُ ﻋﻠﻰ ّ‬
‫ﺍﻟﻤﺎﺀ ﻭﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﻛﻤﻴّﺎ ٍ َ‬
‫ﺕ ِ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (67‬ﻛﻢ ﻋﺪﺩُ ﺟﺮﺍﻣﺎ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ﺭﻃﻮﺑﺔ ﻧﺴﺒﻴ ّ ٍﺔ ﺃﻋﻠﻰ ‪ْ .‬‬ ‫ٍ‬
‫ﺍﻟﻬﻮﺍﺀ ﺃﻥ ﻳﺤﻮﻳَﻬﺎ ﻋﻨ َﺪ ‪ 40°‬ﺩﺭﺟﺔً ﻣﺌﻮﻳّﺔً‬ ‫ِ‬ ‫ﺐ ﻣﻦ‬ ‫ﻤﻜ ُﻦ ﻟﻠﻤﺘ ِﺮ ﺍﻟﻤﻜ ّﻌ ِ‬ ‫ﺍﻟﺘﻲ ﻳ ُ ِ‬
‫ﺐ ﻣﻦ‬ ‫ﻤﻜ ُﻦ ﻟﻠﻤﺘ ِﺮ ﺍﻟﻤﻜ ّﻌ ِ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﺘﻲ ﻳ ُ ِ‬‫ﺕ ِ‬ ‫ﻗﺒ َﻞ ﺍﻟﺘﺸﺒ ّ ِﻊ؟ ﻛﻢ ﻋﺪﺩُ ﺟﺮﺍﻣﺎ ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺃﻥ ﻳﺤﻮﻳَﻬﺎ ﻋﻨ َﺪ ‪ -20°‬ﻗﺒ َﻞ ﺍﻟﺘﺸﺒ ّ ِﻊ؟‬ ‫ِ‬

‫‪67 πo μ°T‬‬
‫ﺨ ِﺮ ﺍﻟﺘﻲ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺀ ﺍﻟﻤﺘﺒ ﱢ‬ ‫ﻛﻤﻴّﺔ ُ‬
‫ﺗﺘﻐﻴ ّ ُﺮ ّ‬
‫َ‬
‫ﺗﺤﻤﻠﻬﺎ‬
‫ّ‬ ‫ﺐ ﻣﺘﺮﻱﱞ‬ ‫ﻳﺴﺘﻄﻴﻊ ﻣﻜ ّﻌ ٌ‬
‫ُ‬
‫ﻣﻊ ﺗﻐﻴ ّ ِﺮ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫‪50‬‬
‫ﺑﺨﺎ ُﺭ ِ‬
‫‪40‬‬
‫ﺍﻟﻤﺎﺀ )ﺟﺮﺍ ٌﻡ ِ‬

‫‪30‬‬
‫‪20‬‬
‫ﻟﻠﻤﺘﺮ ﺍﻟﻤﻜ ّﻌ ِﺐ(‬

‫‪10‬‬
‫‪0‬‬
‫‪40 30 20 10 0 -10 -20‬‬
‫ﺍﻟﺤﺮﺍﺭﺓ )ﺩﺭﺟ ٌﺔ ﻣﺌﻮﻳّﺔٌ(‬
‫ِ‬ ‫ﺩﺭﺟ ُﺔ‬

‫‪p‬‬
‫‪IÉ«◊G‬‬ ‫‪p‬‬
‫‪≈∏Y áHƒWôdG‬‬ ‫‪oôKCG‬‬
‫‪Effects of Humidity on Life‬‬
‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ‪،‬‬ ‫ِ‬
‫ﻧﺴﺒﺔ‬ ‫ﺺ‬ ‫ﺽ ﺟﺎﻓّﺔ ٌ ًّ‬
‫ﺟﺪﺍ ﻧﺘﻴﺠﺔً ﻟﻨﻘ ِ‬ ‫ﺑﻌﺾ ﺍﻟﻤﻨﺎﻃ ِﻖ ﻣﻦ ﺍﻷﺭ ِ‬ ‫ُ‬
‫ﺕ ﺍﻟﻤﻤﻄﺮ ِﺓ ﺍﻻﺳﺘﻮﺍﺋﻴ ّ ِﺔ ﻓﻲ‬ ‫ِ‬
‫ﻣﻨﻄﻘﺔ ﺍﻟﻐﺎﺑﺎ ِ‬ ‫ﻣﻨﺎﻃﻖ ﺃﺧﺮﻯ ﻣﺜ َﻞ‬
‫َ‬ ‫ﻓﻲ ﺣﻴ ِﻦ ﺃ ّﻥ‬
‫ﻭﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻓﻲ ﻫﺬﻩ‬
‫ُ‬ ‫ﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ُ‬ ‫ﻒ‬ ‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ‪ .‬ﺗﺘﻜﻴ ّ ُ‬ ‫ﺃﻣﺮﻳﻜﺎ ﺍﻟﺠﻨﻮﺑﻴ ّ ِﺔ ﺷﺪﻳﺪﺓُ‬
‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ‪.‬‬ ‫ﻑ ﺩﺭﺟﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﻤﻨﺎﻃ ِﻖ ﻣﻊ ﺍﺧﺘﻼ ِ‬

‫‪166‬‬
 ‫ِ‬
‫ﺑﺎﻟﻨﺒﺎﺗﺎﺕ‬ ‫ﺟﺪﺍ‬‫ًّ‬ ‫ﺿﺎﺭ ٌﺓ‬‫ّ‬ ‫ﺍﻟﺮﻃﻮﺑ ُﺔ ﺍﻟﻤﻨﺨﻔِ ﻀ ُﺔ‬
‫ﺑﻌﺾ‬‫ُ‬ ‫ِ‬
‫ﺍﻟﻨﺒﺎﺕ ﻟﻠﺘﺒﺨّ ِﺮ ‪.‬‬ ‫ﺗﻌﺮ ِﺽ ﻣﺎﺀِ‬
‫ﺑﺴﺒﺐ ّ‬ ‫ِ‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﺼﺤﺮﺍﻭﻳّﺔِ ﻛﺎﻟﺼﺒّ ِﺎﺭ ﻟﺪﻳﻬﺎ ﻏﻼﻑٌ‬ ‫ِ‬
‫ُ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ﺃﺷﻮﺍﻛﻬﺎ ﻭﺟﺬ َﻋﻬﺎ ‪ .‬ﻫﺬﺍ‬ ‫َ‬ ‫ﻒ‬‫ﺷﻤﻌﻲ ﻳُﻐﻠﱢ ُ‬
‫ﱞ‬
‫ِ‬
‫ﺍﻟﻨﺒﺎﺕ ‪Ë .‬‬ ‫ﻳﻤﻨﻊ ﻓﻘﺪﺍﻥَ ﺍﻟﻤﺎﺀِ ﻣﻦ ﺃﻧﺴﺠﺔِ‬ ‫ُ‬

‫ِ‬
‫ﺍﻟﻐﺎﺑﺎﺕ‬ ‫ﺍﻟﺮﻃﺐ ﻓﻲ ﺑﻴﺌﺔِ‬
‫ِ‬ ‫ﻓﻲ ﺍﻟﻬﻮﺍﺀِ‬
‫‪Ë‬‬
‫ﺑﻌﻴﺪﺍ ﻋﻦ‬ ‫ﺍﻷﻭﺭﻛﻴﺪ ً‬ ‫ُ‬ ‫ﺔِ‬
‫ﺍﻟﻤﻤﻄﺮﺓِ ﺍﻻﺳﺘﻮﺍﺋﻴّ ﻳﻨﻤﻮ‬
‫ﺍﻷﺷﺠﺎﺭ ‪.‬‬
‫ِ‬ ‫ﻭﺟﺬﻭﻉ‬
‫ِ‬ ‫ﻓﺮﻭﻉ‬
‫ِ‬ ‫ﺍﻷﺭﺽ ﻋﻠﻰ‬‫ِ‬
‫ِ‬
‫ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻗﺪﺭﺗَﻬﺎ‬ ‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫ﻃﻮ َﺭ‬ ‫ﺍﻟﻤﺎﺀ ﻣﻦ ﺍﻟﺘﺮﺑﺔِ‬
‫َ‬ ‫ﺗﺠﻤﻊ‬
‫ُ‬ ‫ﻻ‬ ‫ﺔ‬
‫ُ‬ ‫ّ‬ ‫ﻳ‬ ‫ﺍﻟﺰﻫﺮ‬ ‫ﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ُ‬ ‫ﻫﺬﻩ‬
‫ُ‬ ‫ّ‬
‫‪Ë‬‬
‫ﺍﻟﺼﻐﻴﺮ‬ ‫ﺍﻟﺼﺤﺮﺍﺀِ‬ ‫ﻓﻔﺄﺭ‬ ‫‪،‬‬ ‫ﺑﺎﻟﻤﺎﺀِ‬ ‫ِ‬
‫ﺍﻻﺣﺘﻔﺎﻅ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺠﻤﻊ ﺍﻟﺮﻃﻮﺑ َﺔ ﺍﻟﻤﻮﺟﻮﺩ َﺓ ﻓﻲ ﺍﻟﻬﻮﺍﺀِ ﻣﻦ‬ ‫ُ‬ ‫ﺇﻧّﻤﺎ‬
‫ُ‬ ‫ُ‬ ‫ﺍﻟﻤﻤﺘﺪﺓِ ﻓﻲ ﺍﻟﻬﻮﺍﺀِ‬ ‫ﺑﻮﺍﺳﻄﺔِ‬ ‫ﺣﻮﻟِ‬
‫ِ‬
‫ﺍﻷﻧﻔﺎﻕ‬ ‫َ‬ ‫ﱠ‬
‫ﻳﺤﺘﻔﻆ ﺑﺮﻃﻮﺑﺘِ ﻪ ﺑﺄﻥ ﻳﻈﻞ ﺩﺍﺧﻞ‬ ‫ُ‬ ‫ّ‬ ‫ﺟﺬﻭﺭﻫﺎ‬
‫ِ‬ ‫ﻬﺎ‬
‫ﺍﻷﺭﺽ‬ ‫ﺗﺤﺖ‬ ‫ﺍﻟﻨﻬﺎﺭ ‪ .‬ﺗﺤﻤﻲ ﺍﻷﻧﻔﺎﻕُ‬ ‫َ‬
‫ﺧﻼﻝ‬ ‫ﺍﻟﺮﻃﺐ ‪.‬‬ ‫ِ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ‬
‫ﱢ‬
‫ِ‬ ‫َ‬ ‫ِ‬
‫ﺍﻟﺸﻤﺲ ‪ ،‬ﻭﺩﺭﺟ ُﺔ ﺍﻟﺮﻃﻮﺑﺔِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻣﻦ‬
‫ﺍﻷﺭﺽ ‪.‬‬ ‫ِ‬ ‫ﺳﻄﺢ‬ ‫ِ‬ ‫ﻋﻠﻰ‬ ‫ﻣﻨﻬﺎ‬ ‫ﺃﻋﻠﻰ‬ ‫ِ‬
‫ﺍﻷﻧﻔﺎﻕ‬ ‫َ‬
‫ﺩﺍﺧﻞ‬

‫ﺍﻟﻘﻴﺎﺱ‬
‫ُ‬
‫‪Skill Builder‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻛﺴﺎﺏ‬
‫ُ‬
‫ﺍﻟﺠﻮ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺗﻌﻴﻴﻦ ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴّﺔ ﺑﻮﺍﺳﻄﺔ ﻣﻘﻴﺎﺱِ ﺭﻃﻮﺑﺔ ﱢ‬
‫ُ‬
‫ﺃﺣﻀ ْﺮ‪ :‬ﺗﺮﻣﻮﻣﺘﺮﻳﻦ ‪،‬‬ ‫ﻟﻔﺼﻠﻚ ‪ِ ،‬‬ ‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴ ّ ِﺔ ِ‬ ‫ِ‬ ‫ﺍﻟﺠﻮ ﻟﺘﻌﻴﻴ ِﻦ‬ ‫ﺭﻃﻮﺑﺔ ﱢ‬ ‫ِ‬ ‫ﻣﻘﻴﺎﺱ‬
‫َ‬ ‫ﻟﺘﺼﻨ َﻊ‬
‫ﺑﻌﺾ ِ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫ﺷﺎﺵ ﻗﻄ ٍﻦ ‪ ،‬ﻟﻮﺣﺔَ ﻛﺮﺗﻮ ٍﻥ ‪َ ،‬‬ ‫َ‬
‫ﻣﺴﺘﻮﺩﻉ ﺃﺣﺪِ‬ ‫ﺍﻟﺸﺎﺵ ﻭﻟُﻔﻪ ﺣﻮ َﻝ‬ ‫ﱠ‬ ‫ﱢ‬ ‫ﱠ‬
‫ﺍﻟﻤﺴﺘﻮﺩﻉ ﺍﻟﻤﺒﻠ ِﻞ ‪ ،‬ﺑﻠ ِﻞ‬ ‫ﻟﺼﻨﻊ ﺗﺮﻣﻮﻣﺘ ٍﺮ ﺫﻱ‬
‫ِ‬ ‫َ‬ ‫ِ‬ ‫ِ‬
‫ﻉ ﺟﺎﻓﺎًّ‬ ‫ِ‬
‫ﻣﺴﺘﻮﺩﻉ ﺟﺎﻑﱟ ‪ ،‬ﺍﺗﺮﻙ ﺍﻟﻤﺴﺘﻮﺩ َ‬ ‫ﺍﻟﺘﺮﻣﻮﻣﺘﺮﻳﻦ ‪ .‬ﻟﻠﺤﺼﻮ ِﻝ ﻋﻠﻰ ﺗﺮﻣﻮﻣﺘ ٍﺮ ﺫﻱ‬
‫ٍ‬
‫ﺢ ﻓﻲ‬ ‫ﺿ ٌ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻛﻤﺎ ﻫﻮ ﻣﻮ ﱠ‬ ‫ِ‬ ‫ﻭﻣﻜﺸﻮﻓًﺎ ‪ .‬ﺍﺳﺘﺨ ِﺪﻡْ ﻛﺘﺎﺑًﺎ ﻟﺘﻀ َﻊ ﻋﻠﻴﻪ ﺍﻟﺘﺮﻣﻮﻣﺘﺮﻳﻦ ﻓﻲ‬
‫ﻟﻮﺣﺔ ﺍﻟﻜﺮﺗﻮ ِﻥ ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﺣﺮ ِﻙ ﺍﻟﻬﻮﺍﺀ َ ﻓﻮ َﻕ ﺍﻟﺘﺮﻣﻮﻣﺘﺮﻳﻦ‬ ‫ﺍﻟﺸﻜ ِﻞ ‪ .‬ﱢ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ‬‫ِ‬ ‫ﻆ ﻗﺮﺍﺀ َﺓ‬ ‫ﺑﺎﻟﻠﻮﺣﺔ ‪ِ .‬‬
‫ﻻﺣ ْ‬ ‫ِ‬ ‫ﻳﺮﺗﻄﻢ ﺍﻟﺘﺮﻣﻮﻣﺘﺮﺍﻥ‬ ‫َ‬ ‫ُﻦ ﻳﻘﻈًﺎ ﺣﺘّﻰ ﻻ‬ ‫ﻛ ْ‬
‫ﻣﺴﺘﻮﻯ ﻟﻬﺎ ‪ .‬ﺳﺠﱢ ْﻞ ﺩﺭﺟﺔَ‬ ‫ً‬ ‫ﺍﻟﻤﺴﺘﻮﺩﻉ ﺍﻟﻤﺒﻠﱠ ِﻞ ﻋﻨﺪﻣﺎ ﺗﺼ ُﻞ ﺃﻗ ﱠﻞ‬ ‫ِ‬ ‫ﻓﻲ ﺍﻟﺘﺮﻣﻮﻣﺘ ِﺮ ﺫﻱ‬
‫ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬
‫ﺍﻟﻤﺴﺘﻮﺩﻉ ﺍﻟﻤﺒﻠﱠ ِﻞ؟‬
‫ِ‬ ‫ﺍﻟﺘﺮﻣﻮﻣﺘﺮ ﺫﻭ‬
‫ُ‬ ‫‪ .1‬ﻣﺎ ﺃﻗ ﱡﻞ ﺣﺮﺍﺭ ٍﺓ ﺳ ّ‬
‫ﺠﻠَﻬﺎ‬
‫ﺍﻟﺘﺮﻣﻮﻣﺘﺮ ﺍﻟﺠﺎﻑﱡ ؟‬ ‫ُ‬ ‫ﺠﻠَﻬﺎ‬ ‫‪ .2‬ﻣﺎ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﺳ ّ‬
‫ﺍﻟﻤﺴﺠ ِﻠﺔ ﻟﻠﺘﺮﻣﻮﻣﺘ ِﺮ ﺍﻟﻤﺒﻠﱠ ِﻞ‬ ‫ﱠ‬ ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺍﻃﺮﺡ ﻗﻴﻤﺔَ‬
‫ْ‬ ‫‪.3‬‬
‫ﺠﻠْﺘَﻬﺎ ﻟﻠﺘﺮﻣﻮﻣﺘ ِﺮ ﺍﻟﺠﺎﻑﱢ ‪ .‬ﺳﺠﱢ ِﻞ ﺍﻟﻔﺮ َﻕ ‪.‬‬ ‫ﻣﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﺳ ّ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴ ّ ِﺔ ‪ .‬ﻣﺎ‬ ‫ِ‬ ‫‪ .4‬ﺍﺳﺘﺨ ِﺪﻡْ ﺟﺪﻭ َﻝ )‪ (6‬ﻟﻠﺤﺼﻮ ِﻝ ﻋﻠﻰ‬
‫ﻣﻘﺪﺍﺭﻫﺎ؟‬
‫ُ‬
‫ﺑﺎﻟﺨﺎﺭﺝ؟‬
‫ِ‬ ‫ﺕ ﻗﺮﺍﺀﺗ َﻚ‬ ‫ْ‬
‫ﻧﻔﺴﻬﺎ ﻟﻮ ﺃﺧﺬ َ‬ ‫‪ .5‬ﻫﻞ ﺗﻌﺘﻘ ُﺪ ﺃﻥ ﺍﻟﺮﻃﻮﺑﺔَ ﺍﻟﻨﺴﺒﻴّﺔَ ﺳﺘﻜﻮ ُﻥ َ‬ ‫ّ‬
‫ﺍﺷﺮﺡ ﻣﻊ ﺍﻟﺘﻌﻠﻴ ِﻞ ‪.‬‬ ‫ْ‬ ‫ﻟﻤﺎﺫﺍ؟‬
‫‪167‬‬
 ‫ﺕ ﺍﻟﺘﺎﻟﻴﺔَ‪:‬‬ ‫ـﻊ ﺍﻟﺨﻄﻮﺍ ِ‬ ‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴ ّ ِﺔ ﺍﺳﺘﺨ ِﺪﻡ ِ ﺍﻟﺠﺪﻭ َﻝ )‪ (6‬ﻭﺍﺗ ّﺒِ ِ‬
‫ِ‬ ‫* ﻟﺘﺤﺪﻳ ِﺪ‬
‫ﺑﻴﻦ ﻗﺮﺍﺀﺗ َﻲ ﺍﻟﺘﺮﻣﻮﻣﺘ ِﺮ ﺍﻟﺠﺎﻑﱢ ﻭﺍﻟﺘﺮﻣﻮﻣﺘ ِﺮ ﺍﻟﻤﺒﻠﱠ ِﻞ ‪.‬‬ ‫• ﺍﺣﺴ ِ‬
‫ﺐ ﺍﻟﻔﺮ َﻕ َ‬
‫ﺤﺪﺩَ‬‫• ﺍﺳﺘﺨ ِﺪﻡْ ﻫﺬﺍ ﺍﻟﻔﺮ َﻕ ﻭﺍﻟﺤﺮﺍﺭ َﺓ ﺍﻟﻤﻘﺎﺳﺔَ ﺑﺎﻟﺘﺮﻣﻮﻣﺘ ِﺮ ﺍﻟﺠﺎﻑﱢ ﻟﺘ ُ ﱢ‬
‫ﺑﻴﻦ ﺍﻟﻤﻴﺰﺍﻧﻴﻦ‬ ‫ﻕ َ‬ ‫)ﻣﺜﻼ ﺇﺫﺍ ﻛﺎ َﻥ ﺍﻟﻔﺮ ُ‬ ‫ً‬ ‫ﺍﻟﺮﻃﻮﺑﺔَ ﺍﻟﻨﺴﺒﻴّﺔَ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ‬
‫‪ 4°‬ﺳﻴﻠﻴﺰﻳّﺔً ﻭﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ ﺍﻟﻤﻴﺰﺍ ِﻥ ﺍﻟﺠﺎﻑﱢ ‪ 14°‬ﺳﻴﻠﻴﺰﻳّﺔً ‪ ،‬ﻓﺴﻴُﺒﻴﱢ ُﻦ‬
‫ﺍﻟﺠﺪﻭ ُﻝ ﺃ ّﻥ ﺍﻟﺮﻃﻮﺑﺔَ ﺍﻟﻨﺴﺒﻴّﺔَ ﻫﻲ ‪. (60٪‬‬

‫ﺟﺪﻭ ُﻝ )‪(6‬‬
‫ﻭﺍﻟﺘﺮﻣﻮﻣﺘﺮ ﱠ‬
‫ﺍﻟﻤﺒﻠ ِﻞ )‪(°C‬‬ ‫ﱢ‬
‫ﺍﻟﺠﺎﻑ‬ ‫ﺍﻟﺘﺮﻣﻮﻣﺘﺮ‬ ‫ﺣﺮﺍﺭﺓ‬
‫ِ‬ ‫ﺑﻴﻦ‬ ‫ُ‬
‫ﺍﻟﻔﺮﻕ َ‬
‫ِ‬ ‫ِ‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10 11 12 13 14 15 16‬‬
‫‪0‬‬ ‫‪81‬‬ ‫‪64‬‬ ‫‪46‬‬ ‫‪29‬‬ ‫‪13‬‬
‫‪2‬‬ ‫‪84‬‬ ‫‪68‬‬ ‫‪52‬‬ ‫‪37‬‬ ‫‪22‬‬ ‫‪7‬‬
‫‪4‬‬ ‫‪85‬‬ ‫‪71‬‬ ‫‪57‬‬ ‫‪43‬‬ ‫‪29‬‬ ‫‪16‬‬
‫ﺩﺭﺟ ُﺔ‬

‫‪6‬‬ ‫‪86‬‬ ‫‪73‬‬ ‫‪60‬‬ ‫‪48‬‬ ‫‪35‬‬ ‫‪24‬‬ ‫‪11‬‬

‫‪8‬‬ ‫‪87‬‬ ‫‪75‬‬ ‫‪63‬‬ ‫‪51‬‬ ‫‪40‬‬ ‫‪29‬‬ ‫‪19‬‬ ‫‪8‬‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﻓﻲ‬

‫‪10‬‬ ‫‪88‬‬ ‫‪77‬‬ ‫‪66‬‬ ‫‪55‬‬ ‫‪44‬‬ ‫‪34‬‬ ‫‪24‬‬ ‫‪15‬‬ ‫‪6‬‬
‫ِ‬

‫‪12‬‬ ‫‪89‬‬ ‫‪78‬‬ ‫‪68‬‬ ‫‪58‬‬ ‫‪48‬‬ ‫‪39‬‬ ‫‪29‬‬ ‫‪21‬‬ ‫‪12‬‬
‫ﺍﻟﺘﺮﻣﻮﻣﺘﺮ‬

‫‪14‬‬ ‫‪90‬‬ ‫‪79‬‬ ‫‪70‬‬ ‫‪60‬‬ ‫‪51‬‬ ‫‪42‬‬ ‫‪34‬‬ ‫‪26‬‬ ‫‪18‬‬ ‫‪10‬‬
‫‪16‬‬ ‫‪90‬‬ ‫‪81‬‬ ‫‪71‬‬ ‫‪63‬‬ ‫‪54‬‬ ‫‪46‬‬ ‫‪38‬‬ ‫‪30‬‬ ‫‪23‬‬ ‫‪15‬‬ ‫‪8‬‬
‫ِ‬

‫‪18‬‬ ‫‪91‬‬ ‫‪82‬‬ ‫‪73‬‬ ‫‪65‬‬ ‫‪57‬‬ ‫‪49‬‬ ‫‪41‬‬ ‫‪34‬‬ ‫‪27‬‬ ‫‪20‬‬ ‫‪14‬‬ ‫‪7‬‬
‫ﺍﻟﺠﺎﻑ‬

‫‪20‬‬ ‫‪91‬‬ ‫‪83‬‬ ‫‪74‬‬ ‫‪66‬‬ ‫‪59‬‬ ‫‪51‬‬ ‫‪44‬‬ ‫‪37‬‬ ‫‪31‬‬ ‫‪24‬‬ ‫‪18‬‬ ‫‪12 6‬‬
‫ﱢ‬

‫‪22‬‬ ‫‪92‬‬ ‫‪83‬‬ ‫‪76‬‬ ‫‪68‬‬ ‫‪61‬‬ ‫‪54‬‬ ‫‪47‬‬ ‫‪40‬‬ ‫‪34‬‬ ‫‪28‬‬ ‫‪22‬‬ ‫‪17 11 6‬‬
‫‪24‬‬ ‫‪92‬‬ ‫‪84‬‬ ‫‪77‬‬ ‫‪69‬‬ ‫‪62‬‬ ‫‪56‬‬ ‫‪49‬‬ ‫‪43‬‬ ‫‪37‬‬ ‫‪31‬‬ ‫‪26‬‬ ‫‪20 15 10 5‬‬
‫‪26‬‬ ‫‪92‬‬ ‫‪85‬‬ ‫‪78‬‬ ‫‪71‬‬ ‫‪64‬‬ ‫‪58‬‬ ‫‪51‬‬ ‫‪46‬‬ ‫‪40‬‬ ‫‪34‬‬ ‫‪29‬‬ ‫‪24 19 14 10‬‬ ‫‪5‬‬

‫ﺍﻟﺪﺭﺱ ‪4-1‬‬
‫ُ‬

‫ﻭﻓﺴ ْﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ٍ‬
‫ﻣﻜﺎﻥ ﻣﺎ؟‬ ‫‪ .1‬ﻣﺎ ﺍﻟﺮﻃﻮﺑ ُﺔ ﺍﻟﻨﺴﺒﻴّﺔُ؟ ﻛﻴﻒ ﺗ ﱠ‬
‫ُﺤﺪ ُﺩ ﺍﻟﺮﻃﻮﺑ ُﺔ ﺍﻟﻨﺴﺒﻴّ ُﺔ ﻓﻲ‬
‫ﺗﻌﻮ َﺩ ﺍﻟﻤﻌﻴﺸ َﺔ‬
‫ﺁﺧﺮ ّ‬ ‫ِ‬
‫ﻣﻨﺨﻔﻀﺔٍ ﻭﻛﺎﺋ ًﻨﺎ َ‬ ‫ﺫﺍﺕ ﺭﻃﻮﺑﺔٍ ﻧﺴﺒﻴّﺔٍ‬ ‫‪ِ .2‬ﺻ ْﻒ ﻛﺎﺋ ًﻨﺎ ﻣﺎ ّ‬
‫ﺗﻌﻮ َﺩ ﺍﻟﻤﻌﻴﺸ َﺔ ﻓﻲ ﺑﻴﺌﺔٍ ِ‬
‫ٍ‬
‫ﺑﻄﺮﻕ‬ ‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴّ ِﺔ‬
‫ِ‬ ‫ﱞ‬
‫ﺗﻌﺎﻳﺶ ﻛﻞ ﻣﻨﻬﻤﺎ ﻣﻊ‬ ‫َ‬ ‫ﻓﺴ ْﺮ ﻛﻴﻒ‬ ‫ﻓﻲ ﺑﻴﺌﺔٍ ِ‬
‫ﺫﺍﺕ ﺭﻃﻮﺑﺔٍ ﻧﺴﺒﻴّﺔٍ ﻋﺎﻟﻴﺔٍ ‪ .‬ﱢ‬
‫ِ‬
‫ﻣﺨﺘﻠﻔﺔٍ ‪.‬‬

‫‪168‬‬
 ‫‪Concept Summary‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬
‫ِ‬ ‫ﺺ‬‫ﻣﻠﺨ ُ‬
‫ّ‬
‫)‪ (1 - 1‬ﻏﻄﺎ ٌﺀ ﻣﻦ ﺍﻟﻬﻮﺍ ِﺀ‬
‫ﻭﺍﻷﻛﺴﺠﻴﻦ ‪.‬‬ ‫ﺍﻟﻨﻴﺘﺮﻭﺟﻴﻦ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻫﻤﺎ‬ ‫ﺍﻷﻛﺜﺮ ﺷﻴﻮ ًﻋﺎ ﻓﻲ‬ ‫• ﺍﻟﻐﺎﺯﺍﻥ‬
‫ُ‬ ‫ُ‬ ‫ُ‬
‫)ﺗﺤﺮﻳﺮ( ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻓﻲ‬
‫ُ‬ ‫ﻕ‬
‫ﺖ ﻭﺍﻃﻼ ُ‬ ‫ﻆ ﺩﻭﺭﺓُ )ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ -‬ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ( ﻣﺴﺘﻮﻳﺎ ِ‬
‫ﺕ ﺍﻟﻜﺮﺑﻮ ِﻥ ﺛﺎﺑﺘﺔً ‪ .‬ﺗﺜﺒﻴ ُ‬ ‫• ﺗﺤﻔ ُ‬
‫ﻆ ﻣﺴﺘﻮﻳﺎ ِ‬
‫ﺕ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﺛﺎﺑﺘﺔً ‪.‬‬ ‫ﺩﻭﺭ ِﺓ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻳﺤﻔ ُ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﺕ ﻓﻲ ﺣﺠﻢ ٍ ﻣﻌﻴﱠ ٍﻦ ﻣﻦ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻫﻲ ﻛﺘﻠﺔ ُ ﺍﻟﺠﺰﻳﺌﺎ ِ‬ ‫• ﻛﺜﺎﻓﺔ ُ‬
‫ﺍﻟﺠﻮﻱﱡ ‪.‬‬‫ّ‬ ‫ﻣﺴﺎﺣﺔ ﻣﺎ ﻫﻮﺍﻟﻀﻐ ُ‬
‫ﻂ‬ ‫ٍ‬ ‫• ﺍﻟﻀﻐ ُ‬
‫ﻂ ﺍﻟﺬﻱ ﻳﺒﺬﻟ ُﻪ ﺍﻟﻬﻮﺍﺀ ُ ﻋﻠﻰ‬
‫ِ‬
‫• ﺍﻟﺘﻮﺻﻴ ُﻞ ﻭﺍﻟﺤﻤ ُﻞ ﻳﻨﻘﻼﻥ ﺍﻟﻄﺎﻗﺔَ ﺍﻟﺤﺮﺍﺭﻳّﺔَ ﺧﻼ َﻝ ﺍﻟﻬﻮﺍﺀ ‪.‬‬
‫ﺍﻟﺠﻮ ﱢﻱ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ ّ‬ ‫ﺗﺮﻛﻴﺐ‬
‫ُ‬ ‫)‪(2 - 1‬‬
‫ﺍﻹﻛﺴﻮﺳﻔﻴﺮ ‪.‬‬
‫ُ‬ ‫ﺍﻟﺜﻴﺮﻣﻮﺳﻔﻴﺮ ‪،‬‬
‫ُ‬ ‫ﺍﻟﻤﻴﺰﻭﺳﻔﻴﺮ ‪،‬‬
‫ُ‬ ‫ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴﺮ ‪،‬‬
‫ُ‬ ‫ﺍﻟﺘﺮﺑﻮﺳﻔﻴﺮ ‪،‬‬
‫ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻫﻲ‪:‬‬
‫ّ‬ ‫ﻑ‬‫ﻃﺒﻘﺎﺕ ﺍﻟﻐﻼ ِ‬
‫ُ‬ ‫•‬
‫ﺟﻤﻴﻊ ﺃﺷﻜﺎ ِﻝ ﺍﻟﺤﻴﺎ ِﺓ ﻣﻮﺟﻮﺩﺓٌ ﻓﻲ ﺍﻟﺘﺮﺑﻮﺳﻔﻴ ِﺮ ‪.‬‬
‫ُ‬ ‫•‬
‫ﺍﻟﺠﻮ ﱡﻱ ﺍﻟﻤﺘﻐﻴﱢﺮُ‬ ‫ُ‬
‫ﺍﻟﻐﻼﻑ ّ‬ ‫)‪(3 - 1‬‬
‫ﺍﻟﻘﺪﻳﻢ ‪.‬‬
‫َ‬ ‫ﻱ‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﻛﻮﻧﺎ‬
‫ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ ﻭﺍﻟﻬﻴﻠﻴﻮﻡ ُ ّ‬
‫ُ‬ ‫•‬
‫ﺍﻟﻤﺒﻜﺮ ‪.‬‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ﻱ‬ ‫ﺍﻟﻐﻼﻑ‬ ‫ﻛﻮﻧ َ ِ‬
‫ﺖ‬ ‫ﺕ ﺍﻟﺒﺤﺮﻳ ّ ِﺔ ﺍﻟﺒﺪﺍﺋﻴ ّ ِﺔ ّ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﺒﺎﺗﺎ ِ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻠﻘﺔ ُ‬ ‫ﻭﺍﻷﻛﺴﺠﻴﻦ‬ ‫ﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﺒﺮﻛﺎﻧﻴّﺔ ُ‬ ‫•‬
‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫َ‬ ‫ّ‬ ‫َ‬ ‫ُ‬ ‫ُ‬

‫ﺍﻟﺠﻮﻱﱢ ﻓﻲ ﺍﻷﻳّﺎﻡ ِ ﺍﻟﺤﺎﻟﻴ ّ ِﺔ ﻫﻲ‪:‬‬ ‫ّ‬ ‫ﺍﻟﻤﻬﻤﺔ ُ ﻟﻠﻐﻼ ِ‬
‫ﻑ‬ ‫ّ‬ ‫ﻧﺎﺕ‬
‫ﺍﻟﻤﻜﻮ ُ‬
‫ﱢ‬ ‫•‬
‫ﺍﻷﻳﺮﻭﺳﻮﻻﺕ ‪.‬‬
‫ُ‬ ‫ِ‬
‫ﺑﺨﺎﺭ ﺍﻟﻤﺎﺀ ‪،‬‬ ‫ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ‪ ،‬ﺍﻷﻭﺯﻭ ُﻥ ‪،‬‬
‫ُ‬
‫ﺍﻟﺠﻮﻱﱢ ﺣﺎﻟﻴ ًّﺎ ‪.‬‬ ‫ﺕ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﱢ‬
‫ﺛﺎﺕ ﻣﻌﻴّﻨﺔ ٌ ﺗ ُﺆﺛ ُﺮ ﻓﻲ ﻃﺒﻘﺎ ِ‬ ‫ﻭﻣﻠﻮ ٌ‬ ‫ﺕ ﻭﺍﻟﺪﺧﺎ ُﻥ‬ ‫ﻇﺎﻫﺮﺓُ ﺍﻟﺪﻓﻴﺌﺎ ِ‬
‫ّ‬ ‫ّ‬
‫)‪ (4 - 1‬ﺍﻟﺮﻃﻮﺑ ُﺔ‬
‫ُﺴﻤﻰ ﺍﻟﺮﻃﻮﺑﺔَ ﺍﻟﻨﺴﺒﻴّﺔَ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺗ ّ‬ ‫ُﺤﺪﺩُ ﺍﻟﺮﻃﻮﺑﺔَ ‪ .‬ﺍﻟﻨﺴﺒﺔ ُ ﺍﻟﻤﺌﻮﻳّﺔ ُ ﻟﺒﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺗ ﱢ‬ ‫ﻛﻤﻴّﺔ ُ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫• ّ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ﺍﻟﻨﺴﺒﻴ ّ ِﺔ ‪.‬‬
‫ِ‬ ‫ﺍﻟﺠﻮ ﻭﺟﺪﻭ ِﻝ‬‫ﱢ‬ ‫ِ‬
‫ﺭﻃﻮﺑﺔ‬ ‫ﺱ‬ ‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﻣﻘﻴﺎ ِ‬ ‫ﻗﻴﺎﺱ‬
‫ﻤﻜ ُﻦ ُ‬ ‫• ﻳُ ِ‬

‫‪Check your Vocabulary‬‬ ‫ﺍﺧﺘ ِﺒ ْﺮ ﻣﻔﺮﺩﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬

‫ِﺢ ﺻﺤﻴﺤﺔً‪:‬‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ﺣﺘّﻰ ﺗُﺼﺒ َ‬ ‫ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻼﺯﻣﺔ َ ﻹﻛﻤﺎ ِﻝ ﺍﻟﺠﻤﻞِ ِ‬ ‫ِ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫ﱠ‬
‫ﻭﺍﻟﺮﻣﺎﺩﻱ ﻫﻮ ‪. ............‬‬ ‫ُﺴﻤﻰ ﺍﻟﻬﻮﺍﺀ َ ﺍﻟﺒﻨ ّ ﱠﻲ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺘﻲ ﺗ ّ‬ ‫ِ‬ ‫ﺗﻠﻮ ِ‬
‫ﺙ‬ ‫ﺃﻧﻮﺍﻉ ّ‬
‫ِ‬ ‫ﺍﻻﺳﻢ ﺍﻟﺬﻱ ﻳُﻄﻠ َ ُﻖ ﻋﻠﻰ‬ ‫ُ‬ ‫‪.1‬‬
‫ﻂ ﻛﻮﻛﺒًﺎ ﻣﺎ ‪. ............‬‬ ‫ﺴﻤﻰ ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺬﻱ ﻳُﺤﻴ ُ‬ ‫‪ .2‬ﻳ ُ ّ‬
‫ِ‬
‫ﻛﻤﻴّﺔ ُ ﺑﺨﺎ ِﺭ ﺍﻟﻤﺎﺀ ﺍﻟﻤﻮﺟﻮﺩﺓُ ﻓﻲ ﺍﻟﻬﻮﺍﺀ ﻫﻲ ‪. ............‬‬ ‫ِ‬ ‫‪ّ .3‬‬
‫ﻳﻤﺘﺺ ﺍﻷﺷ ّﻌﺔَ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ﻫﻮ ‪. ............‬‬ ‫ﱡ‬ ‫ﻃﺒﻘﺔ ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴ ِﺮ ﻭﺍﻟﺬﻱ‬ ‫ﺍﻟﻐﺎﺯ ﺍﻟﻤﻮﺟﻮﺩُ ﻓﻲ ِ‬ ‫ُ‬ ‫‪.4‬‬
‫)ﺍﻟﺘﺤﺮﻳﺮ( ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺟﺰﺀﻳﻦ ﻣﻦ ‪. ............‬‬ ‫ُ‬ ‫ﻕ‬
‫ﺖ ﻭﺍﻻﻃﻼ ُ‬ ‫‪ .5‬ﺍﻟﺘﺜﺒﻴ ُ‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﺘﻲ ﺗﺸﻤ ُﻞ ﺟﻤﻴ َﻊ ﺃﺷﻜﺎ ِﻝ ﻭﺻﻮ ِﺭ ﺍﻟﺤﻴﺎ ِﺓ ﻫﻲ ‪. ............‬‬ ‫ّ‬ ‫‪ .6‬ﻃﺒﻘﺔ ُ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬
‫ﺴﻤﻰ ‪. ............‬‬ ‫ﻣﺴﺎﺣﺔ ﻣﺎ ﻳ ُ ّ‬ ‫ٍ‬ ‫ﻂ ﺍﻟﺬﻱ ﻳﺒﺬﻟ ُﻪ ﺍﻟﻬﻮﺍﺀ ُ ﻓﻲ‬ ‫‪ .7‬ﺍﻟﻀﻐ ُ‬
‫ﺴﻤﻰ ‪. ............‬‬ ‫ﺁﺧﺮ ﻳ ُ ّ‬‫‪ .8‬ﺍﻧﺘﻘﺎ ُﻝ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻣﺒﺎﺷﺮ ًﺓ ﻣﻦ ﺟﺴﻢ ٍ ﺇﻟﻰ َ‬
‫ُﺴﻤﻰ ‪. ............‬‬ ‫ﺗﻤﺘﺺ ﺍﻟﺤﺮﺍﺭ َﺓ ﺗ ّ‬ ‫ﱡ‬ ‫ﺕ ﺍﻟﺘﻲ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﺎﺯﺍ ِ‬ ‫ﺍﻟﺠﻮﻱﱢ‬
‫ّ‬ ‫ﻑ‬‫‪ .9‬ﺗﺪﻓﺌﺔ ُ ﺍﻟﻐﻼ ِ‬
‫ﻭﻓﺴ ْﺮ ﻟﻤﺎﺫﺍ‪:‬‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻤّﺎ ﻳﺄﺗﻲ ﱢ‬ ‫ٍ‬ ‫ﺍﻟﻤﺼﻄﻠﺢ ﺍﻟﺬﻱ ﻻ ﻳﻨﺘﻤﻲ ﺇﻟﻰ ﻛ ﱢﻞ‬ ‫َ‬ ‫ﺣﺪ ِﺩ ﺍﻟﻜﻠﻤﺔ َ ﺃﻭ‬ ‫ﱢ‬
‫ﺍﻟﺴﺘﺮﺍﺗﻮﺳﻔﻴﺮ ‪ ،‬ﺍﻷﻭﺯﻭ ُﻥ ‪.‬‬
‫ُ‬ ‫ﺍﻟﺘﺮﻭﺑﻮﺳﻔﻴﺮ ‪،‬‬
‫ُ‬ ‫‪.10‬‬
‫ﺍﻟﻀﻮﺋﻲ ‪.‬‬
‫ﱡ‬ ‫ﺖ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ ،‬ﺍﻟﺒﻨﺎﺀ ُ‬ ‫‪ .11‬ﺍﻟﺒﻜﺘﻴﺮﻳﺎ ﻧﺎﺯﻋﺔ ُ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ ،‬ﺗﺜﺒﻴ ُ‬
‫ﺍﻟﺠﻮﻱﱡ ‪ ،‬ﺍﻟﺘﻮﺻﻴ ُﻞ ‪.‬‬ ‫ّ‬ ‫‪ .12‬ﺍﻟﺤﻤ ُﻞ ‪ ،‬ﺍﻟﻀﻐ ُ‬
‫ﻂ‬

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 ‫‪Write your Vocabulary‬‬ ‫ﺍﻛﺘﺐ ﺗﻌﺒﻴﺮﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ْ‬
‫ﺗﻌﺮﻑ ﻣﺎ ﺗﻌﻨﻴﻪ ﻛ ﱡﻞ ٍ‬
‫ﻛﻠﻤﺔ ‪.‬‬ ‫ُ‬ ‫ِ‬
‫ﻣﻔﺮﺩﺍﺕ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ‪ .‬ﻭﺿ ْﱢﺢ ﺃﻧّﻚ‬ ‫ﺟﻤﻼ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ‬
‫ﺍﻛﺘﺐ ً‬
‫ْ‬

‫ﺑﺠﻤﻠﺔ ٍ‬
‫ﻛﺎﻣﻠﺔ‪:‬‬ ‫ٍ‬ ‫ﺃ ِﺟ ْ‬
‫ﺐ ﻋﻤّﺎ ﻳﺄﺗﻲ‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﻤﺒﻜ ِﺮ؟‬
‫ّ‬
‫ﺍﻟﻤﺤﺘﻤ ُﻞ ﻟﺒﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫َ‬ ‫ﺍﻟﻤﺼﺪﺭ‬
‫ُ‬ ‫ﻣﺎ‬ ‫‪.1‬‬
‫ﺽ؟‬‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺍﻷﺑﻌ ُﺪ ﻋﻦ‬
‫ّ‬ ‫ﻃﺒﻘﺔ ﻓﻲ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ٍ‬ ‫ﺃﻱﱡ‬ ‫‪.2‬‬
‫ﺃﺳﺒﺎﺏ ﺍﻟﺪﺧﺎ ِﻥ؟‬‫ُ‬ ‫ﻣﺎ‬ ‫‪.3‬‬
‫ﺽ؟‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬‫ِ‬ ‫ﺍﻟﻤﻨﻄﻠ ِﻘﺔ ﻣﻦ ﺍﻟﺸﻤ ِ‬
‫ﺲ ﺍﻟﺘﻲ ﺗﺼ ُﻞ ﺇﻟﻰ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﻣﻘﺪﺍﺭ‬
‫ُ‬ ‫ﻣﺎ‬ ‫‪.4‬‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﻓﺴ ْﺮ ﻛﻴﻒ ﻳُﺆﺛ ﱢ ُﺮ ﺍﻟﺤﻤ ُﻞ ﻋﻠﻰ‬ ‫ﱢ‬ ‫‪.5‬‬

‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺽ؟‬
‫ﺍﻟﻘﺪﻳﻢ ﻟﻸﺭ ِ‬ ‫َ‬ ‫ﻱ‬‫ﺍﻟﺠﻮ ﱠ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫َ‬ ‫ﻛﻮﻧ َ ِ‬
‫ﺖ‬ ‫ﻣﺎ ﺍﻟﻤﻮﺍﺩﱡ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔ ُ ﺍﻟﺘﻲ ّ‬ ‫‪.6‬‬
‫ﺽ؟‬
‫ﺗﻌﻴﺶ ﻋﻠﻰ ﺍﻷﺭ ِ‬
‫ُ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﻳُﺆﺛ ﱢ َﺮ ﺍﺳﺘﻨﻔﺎﺩُ ﺍﻷﻭﺯﻭ ِﻥ ﻋﻠﻰ ﺍﻟﻜﺎﺋﻨﺎ ِ‬
‫ﺕ ﺍﻟﺤﻴ ّ ِﺔ ﺍﻟﺘﻲ‬ ‫ﻛﻴﻒ ﻳ ُ ِ‬ ‫‪.7‬‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬
‫ّ‬ ‫ﻑ‬‫ﺍﻷﻛﺜﺮ ﺷﻴﻮ ًﻋﺎ ﻓﻲ ﺍﻟﻐﻼ ِ‬‫َ‬ ‫ﺍﺳﻢ ﺍﻟﻐﺎ ِﺯ‬
‫ﺍﺫﻛ ِﺮ َ‬ ‫‪.8‬‬
‫ﺃﻛﺜﺮ ﻛﺜﺎﻓﺔً ‪ ،‬ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺒﺎﺭﺩُ ﺃﻡ ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺪﺍﻓﺊُ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫ﺃﻳ ﱡﻬﻤﺎ ُ‬ ‫‪.9‬‬
‫ﺕ‪.‬‬ ‫ﻣﺜﺎﻻ ﻷﺣ ِﺪ ﺍﻷﻳﺮﻭﺳﻮﻻ ِ‬ ‫ﺍﺫﻛﺮ ً‬
‫ْ‬ ‫‪.10‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﱞ‬

‫ِ‬ ‫ﺖ ﺧﻄﺄً ‪ ،‬ﻏﻴّ ِﺮ‬
‫ِﺢ‬
‫ﺧﻂ ﻟﺘُﺼﺒ َ‬ ‫َ‬ ‫ﺍﻛﺘﺐ ﺻﺤﻴﺤ ًﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺻﺤﻴﺤ ًﺔ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ﺖ ﺍﻟﻌﺒﺎﺭﺓُ ﺻﺤﻴﺤ ًﺔ ﺃﻡ ﺧﻄﺄً ‪ْ .‬‬ ‫ﺣﺪ ْﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧ ِ‬
‫ﱢ‬
‫ﺍﻟﻌﺒﺎﺭﺓُ ﺻﺤﻴﺤﺔً‪:‬‬
‫ﻗﻤ ِﺔ ﺍﻟﺠﺒ ِﻞ ﻣﻨﻪ ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺒﺤ ِﺮ ‪.‬‬ ‫‪ .11‬ﺍﻟﻬﻮﺍﺀ ُ ُ‬
‫ﺃﻛﺜﺮ ﻛﺜﺎﻓﺔً ﻋﻨ َﺪ ّ‬
‫ﺍﻟﻌﺎﻟﻤﻲ ‪.‬‬
‫ﱢ‬ ‫ﺱ ﺍﻟﺤﺮﺍﺭﻱﱢ‬
‫ﺕ ﺇﻟﻰ ﺍﻻﺣﺘﺒﺎ ِ‬ ‫‪ .12‬ﻗﺪ ﺗ ُﺆﺩّﻱ ﻇﺎﻫﺮﺓُ ﺍﻟﺪﻓﻴﺌﺎ ِ‬

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 ‫ِ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻛ ﱢﻞ ﺳﺆﺍ ٍﻝ ‪.‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ‬ ‫ﻃﺒﱢ ِﻖ‬
‫َ‬
‫ﺃﻣﺮﺍ ﻣﻬﻤًّﺎ؟‬
‫ﺍﻟﺠﻮﻱﱢ ﻳﻮﻣﻴ ًّﺎ ً‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫‪ .1‬ﱢ‬
‫ﻓﺴ ْﺮ ﻟﻤﺎﺫﺍ ﺗ ُﻌﺘﺒَ ُﺮ ﻣﻌﺮﻓﺔ ُ‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﺘﻮﺻﻴ ِﻞ ﻭﺍﻟﺤﻤ ِﻞ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺑﻴﻦ ﺍﻧﺘﻘﺎ ِﻝ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻓﻲ‬ ‫‪ .2‬ﻗﺎ ِﺭ ْﻥ َ‬
‫ﺍﻟﻤﻘﻄﻊ ﺑﻜ ﱢﻞ ٍ‬
‫ﻃﺒﻘﺔ ﻣﻦ‬ ‫ِ‬ ‫ﻓﺴ ْﺮ ﻋﻼﻗﺔَ ﻫﺬﺍ‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﻤﻘﻄ َﻊ »ﺳﻔﻴﺮ« ‪ .‬ﱢ‬
‫ّ‬ ‫ﺕ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﻃﺒﻘﺔ ﻣﻦ ﻃﺒﻘﺎ ِ‬ ‫ﺍﺳﻢ ﻛ ﱢﻞ ٍ‬ ‫ِ‬
‫ﺍﺳﺘﻨﺘ ْﺞ‪ :‬ﻳﺤﻮﻱ ُ‬ ‫‪.3‬‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬
‫ّ‬ ‫ﺍﻟﻐﻼ ِ‬
‫ﻑ‬
‫ِ‬
‫ﺍﻟﻤﺪﺭﺳﺔ؟‬ ‫ﺧﺎﺭﺝ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺏ ِ‬
‫ﻣﺨﺘﻠﻔًﺎ ﻋﻦ‬ ‫ﺑﺎﻟﻄﻼ ِ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻤﻤﺘﻠﺌﺔ‬ ‫ِ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻛﻴﻒ ﺳﻴﻜﻮ ُﻥ ﺍﻟﻬﻮﺍﺀ ُ ﻓﻲ ﺣﺠﺮ ِﺓ‬ ‫‪.4‬‬
‫ﺕ‪.‬‬ ‫ﻂ ﺍﻻﺣﺘﺒﺎﺱ ﺍﻟﺤﺮﺍﺭﻱﱡ ﺑﻈﺎﻫﺮ ِﺓ ﺍﻟﺪﻓﻴﺌﺎ ِ‬
‫ُ‬ ‫ﻓﺴ ْﺮ ﻛﻴﻒ ﻳﺮﺗﺒ ُ‬ ‫ﱢ‬ ‫‪.5‬‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﻘﺪﻳﻢ ِ ‪.‬‬
‫ّ‬ ‫ﺍﻟﺤﺎﻟﻲ ﻣﺎﺯﺍ َﻝ ﻣﺜ َﻞ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﱡ‬ ‫ﺍﻟﺠﻮﻱﱡ‬
‫ّ‬ ‫ﺍﻟﻐﻼﻑ‬
‫ُ‬ ‫ﺍﻟﻌﺎﻟﻢ ِ‬
‫ﻣﺨﺘﻠﻔًﺎ ﻟﻮ ﻛﺎ َﻥ‬ ‫ُ‬ ‫ﺶ ﻛﻴﻒ ﺳﻴﻜﻮ ُﻥ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗ ُﺪ‪ِ :‬‬
‫ﻧﺎﻗ ْ‬ ‫ُ‬ ‫‪.6‬‬
‫ِ‬
‫ﻣﺜﺎﻻ ﻟﻠﺘﻮﺻﻴ ِﻞ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺼﻠﺒﺔ ‪.‬‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺙ ﺍﻟﺘﻮﺻﻴ ُﻞ ﻓﻲ ﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴﻮﺍﺋ ِﻞ ‪ ،‬ﻭﻛﺬﻟﻚ ﻓﻲ ﺍﻟﻬﻮﺍﺀ ‪ .‬ﺃﻋﻂ ً‬ ‫ﺗﻮ ﱠﺳ ْﻊ‪ :‬ﻳﺤﺪ ُ‬ ‫‪.7‬‬
‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ِ‬
‫ُﺴﺎﻋ َﺪ ﻋﻠﻰ‬ ‫ﺽ ‪ .‬ﻛﻴﻒ ﻳ ُ ِ‬ ‫ﺐ ﺍﻷﺭ ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻭﻧﻔﺎﺫُ ﺍﻷﻭﺯﻭ ِﻥ ﻣﺸﻜﻠﺘﻴﻦ ﺗ ُﺆﺛﱢﺮﺍﻥ ﻓﻲ ﻛﻮﻛ ِ‬ ‫ِ‬ ‫ﺙ‬
‫ﺗﻠﻮ ُ‬‫ﺗﻄﺒﻴﻖ‪ :‬ﻣﺎ ﺯﺍ َﻝ ّ‬ ‫ٌ‬ ‫‪.8‬‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﺍﻟﻤﻨﻄﻠ ِﻘﺔ ﺇﻟﻰ‬
‫ِ‬ ‫ﺍﻟﻤﻠﻮﺛﺎ ِ‬
‫ﺕ‬ ‫ﱢ‬ ‫ﻛﻤﻴ ّ ِﺔ‬
‫ﺍﺧﺘﺰﺍ ِﻝ ّ‬

‫ﺖ ﺗﻨﻤﻴﺘُﻬﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ﻹﻛﻤﺎ ِﻝ ﻛ ﱢﻞ ٍ‬

‫ﻧﺸﺎﻁ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻤﱠ ْ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫‪Interpret Data‬‬ ‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ .1‬ﱢ‬
‫ﻓﺴ ِﺮ‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬
‫ّ‬ ‫ﺕ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬ ‫ﺾ ﻃﺒﻘﺎ ِ‬
‫ﺍﻟﻤﺘﻨﻮﻋﺔَ ﻓﻲ ﺑﻌ ِ‬
‫ﱢ‬ ‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ﺢ ﺩﺭﺟﺎ ِ‬‫ﺿ ُ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﺘﺎﻟﻲ ﻳُﻮ ﱢ‬
‫ﱡ‬ ‫ﺍﻟﺸﻜ ُﻞ‬
‫ﺣﺮﺍﺭﺗﻬﺎ ﺃﻋﻠﻰ؟ ﻭﺃﻳ ﱡﻬﺎ ﺍﻷﺑﺮﺩُ؟‬‫ِ‬ ‫ٍ‬
‫ﻃﺒﻘﺔ ﺩﺭﺟﺔ ُ‬ ‫)ﺃ( ﺃﻱﱡ‬
‫‪150‬‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ ﺍﻟﺘﺮﻭﺑﻮﺳﻔﻴ ِﺮ؟‬ ‫)ﺏ( ﻣﺎ ﻣﺪﻯ‬
‫ِ‬
‫ﻕ ﻓﻲ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ُ‬
‫ﺃﻛﺒﺮ؟‬ ‫ٍ‬
‫ﻃﺒﻘﺔ ﺍﻟﻔﺮ ُ‬ ‫)ﺝ( ﻓﻲ ﺃﻱﱢ‬
‫ﺛﺮﻣﻮﺳﻔﻴﺮ‬
‫ٌ‬
‫‪100‬‬
‫‪Data Bank‬‬ ‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ُ .2‬‬
‫ﺑﻨﻚ‬
‫ﺍﻻﺭﺗﻔﺎﻉُ )‪(km‬‬

‫ﻣﻴﺰﻭﺳﻔﻴﺮ‬
‫ٌ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ‬ ‫ﺕ ﺍﻟﺴﺎﺑﻘﺔَ‬‫ﺍﺳﺘﺨ ِﺪﻡ ِ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫‪50‬‬ ‫ﻗﻤﺔ ُ‬
‫ّ‬
‫ﺳﺘﺮﺍﺗﻮﺳﻔﻴﺮ‬
‫ٌ‬ ‫ﺇﻓﺮﺳﺖ‬ ‫ﺻﺤ ِﺔ‬
‫ّ‬ ‫ﻷﻭ ِﻝ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻋﻠﻰ‬ ‫ﺍﻟﺘﺄﺛﻴﺮﺍﺕ ﻗﺮﻳﺒﺔ ُ ﺍﻷﻣ ِﺪ ّ‬
‫ُ‬ ‫ﻣﺎ‬
‫ﺗﺮﻭﺑﻮﺳﻔﻴﺮ‬
‫ٌ‬
‫‪0‬‬ ‫ﺕ ﺑﻌﻴﺪ ِﺓ ﺍﻷﻣ ِﺪ؟‬‫ﺑﻌﺾ ﺍﻟﺘﺄﺛﻴﺮﺍ ِ‬
‫ﺍﻟﺒﺸ ِﺮ؟ ﻭﻣﺎ ُ‬
‫‪0‬‬ ‫‪100‬‬
‫‪-90 -55‬‬ ‫‪20‬‬
‫ِ‬
‫ﺍﻟﺤﺮﺍﺭﺓ )‪(C°‬‬ ‫ﺩﺭﺟﺔ ُ‬

‫‪171‬‬
 ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪ .‬ﺇﺫﺍ‬ ‫ِ‬
‫ﺑﺈﺯﺍﻟﺔ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻣﻦ‬ ‫ﺍﻷﺷﺠﺎﺭ‬
‫ُ‬ ‫ﺕ ‪ .‬ﺗﻘﻮﻡ ُ‬ ‫ﺐ‪ :‬ﻳُﺨ ﱠﺰ ُﻥ ﺍﻟﻜﺮﺑﻮ ُﻥ ﻓﻲ ﺍﻟﺨﺸ ِ‬
‫ﺐ ﻭﺍﻟﻨﺒﺎﺗﺎ ِ‬ ‫ﺍﻟﺴﺒﺐ ﻭﺍﻟﻤﺴﺒﱢ ُ‬
‫ُ‬ ‫‪.3‬‬
‫ﻕ ﺍﻷﺷﺠﺎ ِﺭ‬ ‫ﱢ‬ ‫ﱢ‬
‫ﻗﻄﻊ ﺍﻷﺷﺠﺎ ِﺭ ‪ ،‬ﻓﻜﻴﻒ ﻗﺪ ﻳُﺆﺛ ُﺮ ﺫﻟﻚ ﻋﻠﻰ ﺩﻭﺭ ِﺓ )ﺍﻷﻛﺴﺠﻴ ِﻦ ‪ -‬ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ(؟ ﻛﻴﻒ ﻳُﺆﺛ ُﺮ ﺣﺮ ُ‬ ‫ﺗ ﱠﻢ ُ‬
‫ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺪﻭﺭ ِﺓ؟‬

‫‪Link the Concepts‬‬ ‫‪ .1‬ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‬

‫ﺍﻧﺴﺦ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﺨﺮﻳﻄﺔ ‪.‬‬ ‫ﺑﺒﻌﻀﻬﺎ ‪ .‬ﻭﻗﺪ ﺗ ﱠﻢ ﻣﻞﺀ ٍ‬
‫ﺟﺰﺀ ﻣﻦ‬ ‫ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ِ‬‫ﻂ ُ‬ ‫ﺢ ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺍﻟﺘﺎﻟﻴﺔ ُ ﻛﻴﻒ ﺗﺮﺗﺒ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺿ ُ‬
‫ُ‬
‫ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻮﺍﺭﺩ َﺓ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ‪.‬‬
‫َ‬ ‫ﻭﺃﻛﻤﻠْﻬﺎ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ ﺍﻟﻜﻠﻤﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﺨﺮﻳﻄﺔَ ِ‬

‫ﺍﻟﺠﻮ ّﻱ‬
‫ّ‬ ‫ﻃﺒﻘﺎﺕ ﺍﻟﻐﻼﻑ‬

‫‪1 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺗﺮﻭﺑﻮﺳﻔﻴﺮ‬ ‫ﺗﺘﻜﻮﻥ ﻣﻦ‬
‫ّ‬ ‫ﺳﺘﺮﺍﺗﻮﺳﻔﻴﺮ‬
‫ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬ ‫ﻳﻤﺘﺪ ﺇﻟﻰ‬
‫ّ‬
‫؟‬ ‫؟‬

‫ﺛﺮﻣﻮﺳﻔﻴﺮ‬ ‫؟‬

‫ﻳﺤﺘﻮﻱ ﻋﻠﻰ‬

‫؟‬ ‫؟‬

‫ﻳﻌﻜﺲ‬ ‫ﺗﺪﻭﺭ ﻓﻴﻪ‬

‫ُ‬
‫؟‬ ‫ﺃﻗﻤﺎﺭ ﺻﻨﺎﻋﻴّ ٌﺔ‬
‫ٌ‬

‫‪Science and Writing‬‬ ‫ﺍﻟﻜﺘﺎﺑﻲ‬

‫ﱡ‬ ‫ﻭﺍﻟﺘﺄﻟﻴﻒ‬
‫ُ‬ ‫‪ .2‬ﺍﻟﻌﻠﻮﻡُ‬
‫ﺕ ﺍﻷﺷ ّﻌ ِﺔ ﺍﻷﺧﺮﻯ ﻣﻦ‬ ‫ِ‬
‫ﺭﺣﻼﺗﻚ ﻭﺃﺻﺪﻗﺎﺋﻚ ﻣﻦ ﻣﻮﺟﺎ ِ‬ ‫ﻗﺼﺔً ﻋﻦ‬
‫ﺍﻛﺘﺐ ّ‬
‫ْ‬ ‫ﻧﻔﺴﻚ ﻣﻮﺟﺔً ﻣﻦ ﺍﻷﺷ ّﻌ ِﺔ ﻓﻮ َﻕ ﺍﻟﺒﻨﻔﺴﺠﻴ ّ ِﺔ ‪.‬‬
‫ﺗﺨﻴﱠ ْﻞ َ‬
‫ِ‬
‫ﻷﺻﺪﻗﺎﺋﻚ ‪.‬‬ ‫ﺙ‬ ‫ﺽ ‪ .‬ﺗﺬﻛﱠ ْﺮ ﺃﻥ ﺗ ﱢ‬
‫ُﻔﺴ َﺮ ﻣﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﺲ ﺇﻟﻰ‬
‫ﺍﻟﺸﻤ ِ‬

‫‪Science and You‬‬ ‫‪ .3‬ﺃﻧ َ‬

‫ﺖ ﻭﺍﻟﻌﻠﻮﻡُ‬
‫ﺍﻟﻄﻘﺲ‬ ‫ﺃﺳﺒﻮﻉ ﻭﺍﺣ ٍﺪ ‪ .‬ﺳﺠﱢ ْﻞ ً‬
‫ﺃﻳﻀﺎ‬ ‫ٍ‬ ‫ﺍﻟﺘﻘﺎﺭﻳﺮ ﻟﻤ ّﺪ ِﺓ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪ .‬ﻣﺜﱢ ْﻞ ﺑﻴﺎﻧﻴ ًّﺎ‬ ‫ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﻧﻮﻋﻴ ّ ِﺔ‬ ‫ِ‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻦ‬ ‫ﺾ ﻣﺼﺎﺩ ِﺭ‬
‫ﺚ ﻓﻲ ﺑﻌ ِ‬ ‫ﺍﺑﺤ ْ‬
‫َ‬ ‫َ‬ ‫َ‬
‫ﺍﻟﻄﻘﺲ ﻓﻲ‬
‫ُ‬ ‫ﺍﻷﺳﺒﻮﻉ؟ ﻟﻤﺎﺫﺍ؟ ﻫﻞ ﻳُﺆﺛ ﱢ ُﺮ‬
‫ِ‬ ‫ﺍﻷﺳﺒﻮﻉ ﺃﻡ ﻓﻲ ﻧﻬﺎﻳﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺃﻛﺜﺮ ﺳﻮﺀًﺍ ‪ ،‬ﻓﻲ ﺃﻳّﺎﻡ ِ‬ ‫ِ‬ ‫ﻓﻲ ﻛ ﱢﻞ ﻳﻮﻡ ٍ ‪ .‬ﻣﺘﻰ ﻛﺎﻧ َ ْ‬
‫ﺖ ﻧﻮﻋﻴّﺔ ُ ﺍﻟﻬﻮﺍﺀ َ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ؟‬ ‫ﻧﻮﻋﻴ ّ ِﺔ‬

‫‪172‬‬
 ‫‪o‬‬
‫‪ÊÉãdG π°üØdG‬‬
‫‪ño ÉæŸGh ¢ù≤£dG‬‬
‫‪o‬‬
‫‪Weather and Climate‬‬

‫‪π°üØdG‬‬
‫‪p‬‬ ‫‪¢ShQO‬‬
‫‪o‬‬

‫‪p AGƒ¡dG ácôM‬‬

‫‪o‬‬ ‫‪1-2‬‬
‫ﻋﺒﺮ ﺍﻷﻗﻤﺎ ِﺭ ﺍﻟﺼﻨﺎﻋﻴّ ِﺔ ‪ .‬ﺃﺭﻯ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺘُﻘﻄ َْﺖ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓُ ﻣﻦ ﺍﻟﻔﻀﺎﺀ َ‬
‫ﺍﻟﻌﻠﻮﻱ ﻣﻦ ﺃﻓﺮﻳﻘﻴﺎ ‪ .‬ﺍﻷﺷﻴﺎﺀُ‬‫ﱠ‬ ‫ِ‬
‫ﺍﻟﺼﻮﺭﺓ ﺃﻭﺭﻭﺑﺎ ﻭﺍﻟﺠﺰﺀ َ‬ ‫ﻓﻲ‬ ‫‪2-2‬‬
‫ِ‬
‫‪o‬‬
‫‪∞°UGƒ©dG‬‬
‫ﺑﺎﻟﺪﻭﺍﻣﺔ ﻫﻲ ﺍﻟﻐﻴﻮﻡُ ‪ .‬ﺗُﺸﺒِﻪُ ﺍﻟﻐﻴﻮﻡُ ﻓﻲ‬
‫ّ‬ ‫ﺍﻟﺒﻴﻀﺎﺀُ ﺍﻟﺸﺒﻴﻬﺔ ُ‬
‫ﺗﻬﺐ ﻣﻦ ﺟﺮﻳﻨﻼﻧﺪ ﺃﻭ‬ ‫ﺍﻟﺪﻭﺍﻣﺔ َ ﻷﻧّﻬﺎ ﺟﺒﻬﺔ ٌ ﺑﺎﺭﺩﺓٌ ﱡ‬ ‫ِ‬
‫ﺍﻟﺼﻮﺭﺓ ّ‬ ‫‪p¢ù≤£dG p ádÉM ™o bƒJ‬‬
‫‪q 3-2‬‬
‫ﻣﻦ ﻛﻨﺪﺍ ‪.‬‬
‫‪pñÉæŸG ÜÉÑ°SC‬‬
‫‪o‬‬ ‫‪G 4-2‬‬

‫‪o‬‬
‫‪pñÉæŸG ∞«æ°üJ‬‬ ‫‪5-2‬‬

‫‪173‬‬
 ‫‪Air motion‬‬
‫‪Ap Gƒ¡dG áo côM 1-2‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ ﻋﻤﻠﻴًّﺎ‬ ‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ُ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﻓﻲ ِ‬
‫ِ‬
‫ﺃﺣﻀ ْﺮ ﻣﻈﻠ ّ ًﺔ‬ ‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﻉ ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺍﻟﺴﺖﱢ ‪.‬‬‫ﺤﺪﺩ َ ﺃﻧﻮﺍ َ‬
‫ﻳُ ﱢ‬
‫ِ‬
‫ﺍﻟﻤﺪﻳﻨﺔ‬ ‫ﺧﺎﺭﺝ‬
‫ِ‬ ‫ﺗﺨﻴﱠ ْﻞ ﺻﺪﻳﻘًﺎ ﻣﻦ‬ ‫ﺍﻟﺮﻳﺎﺡ ‪.‬‬ ‫ﺗﺘﻜﻮ ُﻥ‬ ‫ﻔﺴ َﺮ ﻛﻴﻒ‬
‫ُ‬ ‫ّ‬ ‫ﻳُ ﱢ‬
‫ﻟﺰﻳﺎﺭﺗﻚ ﻭﺳﺄﻟَﻚ ﻫﺎﺗﻔﻴ ًّﺎ ﻋﻦ‬‫ِ‬ ‫ﺟﺎﺀ َ‬ ‫ﻗﻴﺎﺳﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﺒﺎﺭﻭﻣﺘ ِﺮ ‪.‬‬ ‫ِ‬ ‫ﻳﺴﺘﻨﺘﺞ ﺍﻻﺧﺘﻼﻓﺎ ِ‬
‫ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺘ ﱡﻢ ُ‬ ‫ﺕ ﻓﻲ‬ ‫َ‬
‫ﺲ ﻓﻲ ِ‬
‫ﻣﺪﻳﻨﺘﻚ ‪ .‬ﺑﻤﺎﺫﺍ ﺗ ُﺨﺒِ ُﺮ‬ ‫ﺍﻟﻄﻘ ِ‬ ‫ﻑ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﻛﺘﻠﺔً ﻫﻮﺍﺋﻴّﺔً ‪.‬‬
‫ِ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﺇﺟﺎﺑﺘﻚ ‪،‬‬ ‫ِ‬ ‫ﺻﺪﻳﻘَﻚ؟ ﺑﻨﺎﺀ ً ﻋﻠﻰ‬
‫ﺍﻟﺨﺎﺭﺟﻲ ﻫﻮ‬ ‫ﺍﻟﺨﺎﺭﺟﻲ ‪ .‬ﻫﻞ ﺍﻟﺠ ﱡﻮ‬ ‫ﻟﻠﺠﻮ‬ ‫ﺽ‬ ‫ﺗﺘﻌﺮ ُ‬
‫ﺗﺨﺮﺝ ﻓﻴﻬﺎ ّ‬ ‫ﻛ ﱠﻞ ّ‬
‫ﻣﺮ ٍﺓ‬
‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺿ ْﻊ ﻻﺋﺤﺔً ﺑﺎﻟﻤﺘﻐﻴﱢﺮﺍ ِ‬ ‫َ‬ ‫ﱢ‬
‫ﱡ‬ ‫ﱢ‬ ‫ُ‬
‫ﺍﻟﻄﻘﺲ ‪.‬‬
‫َ‬ ‫ﺗﺼﻨﻊ‬
‫ُ‬ ‫ﺍﻟﺠﻮ‬
‫ﱢ‬ ‫ﺍﻟﻈﺮﻭﻑ ﻓﻲ‬‫ُ‬ ‫ﻳﺨﺘﻠﻒ؟ ﻏﺎﻟﺒًﺎ ﻣﺎ ﺗﺘﻐﻴ ّ ُﺮ‬
‫ُ‬ ‫ﻧﻔﺴﻪ ﻻ ﻳﺘﻐﻴ ّ ُﺮ ﻛ ﱠﻞ ﻳﻮﻡ ٍ ‪ ،‬ﺃﻡ‬ ‫ُ‬
‫ًّ‬
‫ﻣﺘﺤﺮﻛًﺎ ‪ ،‬ﺟﺎﻓﺎ ﺃﻭ ﺭﻃﺒًﺎ‬ ‫ﱢ‬ ‫ﺣﺎﺭﺍ ﺃﻭ ﺑﺎﺭ ًﺩﺍ ‪ ،‬ﺳﺎﻛﻨًﺎ ﺃﻭ‬‫ﺍﻟﺨﺎﺭﺟﻲ ‪ .‬ﻗﺪ ﻳﻜﻮ ُﻥ ًّ‬ ‫ﱢ‬
‫ﺖ ﻣﻌﻴﱠ ٍﻦ ﻭﻓﻲ ﻣﻜﺎ ٍﻥ‬ ‫ﺧﺎﺭﺝ ﺍﻟﻤﻨﺰ ِﻝ ﻓﻲ ﻭﻗ ٍ‬ ‫َ‬ ‫ﺍﻟﺠﻮ ﺍﻟﻌﺎﻣّﺔ ُ‬
‫ﱢ‬ ‫ﻣﻊ ﺃﻣﻄﺎ ٍﺭ ‪ .‬ﺣﺎﻟﺔ ُ‬
‫ِ‬
‫ﺲ‪ :‬ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻏﻄﺎﺀ ُ‬ ‫ﻋﻨﺎﺻﺮ ﺍﻟﻄﻘ ِ‬
‫ُ‬ ‫ﺍﻟﻄﻘﺲ ‪.‬‬
‫َ‬ ‫ُﺴﻤﻰ‬
‫ﻣﻌﻴﱠ ٍﻦ ﺗ ّ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪.‬‬ ‫ﻱ ‪ ،‬ﺣﺮﻛﺔ ُ‬ ‫ﺍﻟﺠﻮ ﱡ‬ ‫ﺐ ‪ ،‬ﻫﻄﻮ ُﻝ ﺍﻷﻣﻄﺎ ِﺭ ‪ ،‬ﺍﻟﺮﻃﻮﺑﺔ ُ ‪ ،‬ﺍﻟﻀﻐ ُ‬
‫ﻂ‬ ‫ﺍﻟﺴﺤ ِ‬
‫ّ‬

‫‪oá«FGƒ¡dG‬‬ ‫‪πo àμdG‬‬

‫‪Air Masses‬‬
‫‪q‬‬

‫ﻛﺘﻠﺔ ﻫﻮﺍﺋﻴ ّ ٍﺔ ﺗﻤﺘ ﱡﺪ ﺇﻟﻰ‬ ‫ﺗﻘﻊ ﻓﻲ ٍ‬ ‫ﺍﻟﻄﻘﺲ ﺣﻮﻟَﻚ؟ ﺇﻧّﻚ ﻏﺎﻟﺒًﺎ ﻣﺎ ُ‬ ‫ُ‬ ‫ﻟﻤﺎﺫﺍ ﻳﺘﻐﻴ ّ ُﺮ‬
‫ﺕ ﺧﻼ َﻝ‬ ‫ﻣﺮﺍ ٍ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻓﻮﻗَﻚ ‪ .‬ﺗﺘﻐﻴ ّ ُﺮ ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺣﻮﻟَﻚ ﻋ ّﺪ َﺓ ّ‬ ‫ّ‬ ‫ﻑ‬ ‫ﺍﻟﻐﻼ ِ‬
‫ﺗﺘﺤﺮ ُﻙ ؟‬ ‫ﱠﺖ ﻭﻛﻴﻒ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻣﻦ ﺃﻳﻦ ﻫﺒ ْ‬ ‫ِ‬ ‫ﺧﺼﺎﺋﺺ ِ‬
‫ﻛﺘﻠﺔ‬ ‫ُ‬ ‫ﺍﻟﺸﻬ ِﺮ ﺍﻟﻮﺍﺣ ِﺪ ‪.‬‬
‫ّ‬
‫ﺲ‪.‬‬‫ﻛ ﱡﻞ ﺫﻟﻚ ﻳُﺆﺛ ﱢ ُﺮ ﻓﻲ ﺍﻟﻄﻘ ِ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺳﻤﻜﻬﺎ ‪ 12 000 m‬ﻣﻦ‬ ‫ُ‬ ‫ﺙ ﺩﺍﺧ َﻞ ٍ‬
‫ﻃﺒﻘﺔ‬ ‫ﺲ ﺗﺤﺪ ُ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﻄﻘ ِ‬ ‫ِ‬ ‫ﻛ ﱡﻞ‬
‫ﺗﺴﺨﻦ‬
‫ُ‬ ‫ﺗﺮﻭﺑﻮﺳﻔﻴﺮ‬
‫َ‬ ‫ُﺴﻤﻰ‬‫ﻳﻘﻊ ﻓﻮﻗَﻚ ﻣﺒﺎﺷﺮ ًﺓ ‪ .‬ﻫﺬﻩ ﺍﻟﻄﺒﻘﺔ ُ ﻭﺍﻟﺘﻲ ﺗ ّ‬ ‫ﺍﻟﺬﻱ ُ‬
‫ﺽ‪.‬‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺗﻼﻣﺴﻬﺎ ﺍﻟﻤﺒﺎﺷ ِﺮ ﻣﻊ‬ ‫ِ‬ ‫ﺃﻭ ﺗﺒﺮﺩُ ﻧﺘﻴﺠﺔَ‬
‫ﺽ ﺗﻘﻮﻡ ُ ﺍﻟﻄﺎﻗﺔ ُ ﺍﻟﺤﺮﺍﺭﻳّﺔ ُ ﺑﺘﺴﺨﻴ ِﻦ‬ ‫ﻟﺴﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺲ‬
‫ﻣﻊ ﺗﺴﺨﻴ ِﻦ ﺍﻟﺸﻤ ِ‬
‫ﺍﻟﻮﺍﻗﻊ ﻓﻮﻗَﻬﺎ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺘﻮﺍﺟ ُﺪ ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ‪ air mass‬ﻭﻫﻲ ﻛﻤّﻴّﺔ ٌ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬
‫ﺗﺘﻜﻮ ُﻥ ﻛﺘﻠﺔ ٌ ﻫﻮﺍﺋﻴّﺔ ٌ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻓﻮﻕَ ﺃﺣ ِﺪ ﺍﻟﻤﻮﺍﻗ ِﻊ ﻟﻌ ّﺪ ِﺓ ﺃﻳّﺎﻡٍ ‪،‬‬ ‫ِ‬ ‫ﻛﺒﻴﺮﺓٌ ﺟ ًّﺪﺍ ﻣﻦ‬
‫ّ‬
‫ِ‬
‫ﻭﺭﻃﻮﺑﺔ‬ ‫ﺧﺎﺻ ٍﺔ ‪ .‬ﺗﺄﺧ ُﺬ ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺩﺭﺟﺔَ ﺣﺮﺍﺭ ِﺓ‬ ‫ّ‬ ‫ﺕ‬‫ﺫﺍﺕ ﺻﻔﺎ ٍ‬ ‫ُ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺒﺎﺭﺩﺓُ‬‫ِ‬ ‫ﺗﻘﻊ ﻓﻴﻪ ‪ ،‬ﻓﻌﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻛﺘﻠﺔ ُ‬ ‫ﻧﻔﺴﻬﺎ ﺍﻟﺬﻱ ُ‬ ‫ﺍﻟﻤﻮﻗﻊ َ‬ ‫ِ‬
‫ِ‬
‫ﺗﺘﻜﻮ ُﻥ ﺣﻴﺚ‬ ‫ﺽ ﺍﻟﺒﺎﺭﺩ ِﺓ ‪ ،‬ﻛﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺀ ﺍﻟﺮﻃﺒﺔ ُ ّ‬ ‫ﺕ ﺍﻷﺭ ِ‬ ‫ﺗﺘﻜﻮ ُﻥ ﻓﻮ َﻕ ﻣﺴﺎﺣﺎ ِ‬ ‫ّ‬
‫ﺗﺘﻜﻮ ُﻥ ﻓﻮ َﻕ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺠﺎﻓّﺔ ُ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻛﺘﻠﺔ ُ‬ ‫ﺨ َﺮ ﻓﻲ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﺎﺀ ُ ﺃﻥ ﻳﺘﺒ ّ‬ ‫ُ‬
‫ّ‬
‫ِ‬
‫ﺍﻷﺳﻄﺢ ﺍﻟﺠﺎﻓّﺔ ‪.‬‬ ‫ِ‬
‫‪174‬‬
 ‫‪áp «FGƒ¡dG‬‬ ‫‪p‬‬
‫‪πàμdG‬‬ ‫‪´GƒfC‬‬
‫‪o G‬‬
‫‪Types of Air Masses‬‬
‫‪q‬‬

‫ِ‬
‫ﺣﺮﺍﺭﺗﻬﺎ ‪.‬‬ ‫ﻣﺼﺪﺭﻫﺎ ﻭﺩﺭﺟﺔ ُ‬
‫ُ‬ ‫ﺗﺨﺘﻠﻒ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻣﻦ ﺣﻴﺚ‬
‫ُ‬

‫‪Continental Polar‬‬ ‫ﺍﻟﻘﺎﺭﻳّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ‬

‫‪ .1‬ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ّ‬
‫ﺽ ﺍﻟﺠﺎﻓ ّ ِﺔ‬ ‫ٍ‬
‫ﻣﺴﺎﺣﺔ ﻣﻦ ﺍﻷﺭ ِ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﻘﺎﺭﻳّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ ﻓﻮ َﻕ‬
‫ّ‬
‫ﺗﺘﻜﻮ ُﻥ ﻫﺬﻩ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻓﻮ َﻕ ﻛﻨﺪﺍ ‪.‬‬ ‫ِ‬ ‫ًّ‬
‫ﻭﺍﻟﺒﺎﺭﺩ ِﺓ ﺟﺪﺍ ‪ .‬ﻓﻲ ﻓﺼ ِﻞ ﺍﻟﺸﺘﺎﺀ‬
‫ّ‬
‫ﺗﺘﺤﺮ ُﻙ ﻫﺬﻩ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻣﺘّﺠﻬﺔً‬
‫ّ‬ ‫ﺑﻌ َﺪ ﻣﺮﻭ ِﺭ ﻋ ّﺪ ِﺓ ﺃﻳّﺎﻡ ٍ ﺃﻭ ﺃﺳﺎﺑﻴ َﻊ ﻗﺪ‬
‫ﺕ ﺍﻟﻤﺘّﺤﺪ ِﺓ ‪.‬‬‫ُﺸﻜ ُﻞ ﻫﺬﻩ ﺍﻟﻜﺘ ُﻞ ﻫﻮﺍﺀ ً ﻧﺸﻄًﺎ ﻭﺑﺎﺭ ًﺩﺍ ﻓﻮ َﻕ ﺍﻟﻮﻻﻳﺎ ِ‬ ‫ﺟﻨﻮﺑًﺎ ‪ .‬ﻭﺗ ﱢ‬
‫‪Continental Tropical‬‬ ‫ﺍﻟﻘﺎﺭﻳّﺔ ُ ﺍﻟﻤﺪﺍﺭﻳّﺔ ُ‬
‫‪ .2‬ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ّ‬
‫ﺍﻟﻘﺎﺭﻳ ّ ِﺔ ﺍﻟﻤﺪﺍﺭﻳ ّ ِﺔ ‪.‬‬
‫ﺗﺤﺖ ﺗﺄﺛﻴ ِﺮ ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ّ‬
‫َ‬ ‫ﺍﻟﻄﻘﺲ ﺩﺍﻓ ًﺌﺎ ﻭﺟﺎﻓًّﺎ‬
‫ُ‬ ‫ﺢ‬
‫ﻳُﺼﺒِ ُ‬
‫ﻭﺍﻟﺤﺎﺭ ِﺓ ‪.‬‬
‫ّ‬ ‫ﻉ ﻣﻦ ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﻓﻮ َﻕ ﺍﻷﺭﺍﺿﻲ ﺍﻟﺠﺎﻓ ّ ِﺔ‬ ‫ﻳﺘﻜﻮ ُﻥ ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬
‫ّ‬
‫‪Maritime Polar‬‬ ‫‪ .3‬ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ‬
‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ ﻋﻨﺪﻣﺎ ﻳﺒﺮﺩُ ﺍﻟﻬﻮﺍﺀ ُ ﻓﻮ َﻕ‬ ‫ّ‬
‫ﺗﺘﺤﺮ ُﻙ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ‬
‫ّ‬ ‫ﺢ ﺭﻃﺒًﺎ ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫ﺕ ﺍﻟﻘﻄﺒﻴ ّ ِﺔ ﺍﻟﺒﺎﺭﺩ ِﺓ ﻭﻳُﺼﺒِ ُ‬
‫ﺍﻟﻤﺤﻴﻄﺎ ِ‬
‫ﺍﻟﻄﻘﺲ ﺑﺎﺭ ًﺩﺍ‬
‫ُ‬ ‫ﺢ‬‫ﺽ ﻳُﺼﺒِ ُ‬
‫ﺕ ﻣﻦ ﺍﻷﺭ ِ‬ ‫ﺍﻟﺒﺤﺮﻳّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ ﻣﺘﻨﻘﱢﻠﺔً ﻓﻮ َﻕ ﻣﺴﺎﺣﺎ ٍ‬
‫ﻭﺭﻃﺒًﺎ ‪.‬‬
‫‪ .4‬ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ﺍﻟﻤﺪﺍﺭﻳّﺔ ُ ‪Maritime Tropical‬‬
‫ﻉ ﻣﻦ‬ ‫ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ﺍﻟﻤﺪﺍﺭﻳّﺔ ُ ﺩﺍﻓﺌﺔ ٌ ﻭﺭﻃﺒﺔ ُ ‪ .‬ﻳﺘﺸ ّﻜ ُﻞ ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬
‫ﺐ ﺍﻟﻜﺘ ُﻞ‬ ‫ِ‬
‫ﺍﻟﺪﺍﻓﺌﺔ ‪ .‬ﻏﺎﻟﺒًﺎ ﻣﺎ ﺗ ُﺴﺒﱢ ُ‬ ‫ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﻓﻮ َﻕ ﺍﻷﺟﺴﺎﻡ ِ ﺍﻟﻤﺎﺋﻴ ّ ِﺔ‬
‫ﺣﺎﺭﺍ ﻭﺭﻃﺒًﺎ ﻣﻊ ﻫﻄﻮ ِﻝ ﺍﻟﻤﻄ ِﺮ ﻭﺃﺣﻴﺎﻧًﺎ‬ ‫ﻃﻘﺴﺎ ًّ‬ ‫ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﺒﺤﺮﻳّﺔ ُ ﺍﻟﻤﺪﺍﺭﻳّﺔ ُ ً‬
‫ﻋﻮﺍﺻﻒ ﺭﻋﺪﻳ ّ ٍﺔ ‪.‬‬
‫َ‬ ‫ﺣﺪﻭﺙ‬
‫َ‬
‫‪ .5‬ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻻﺳﺘﻮﺍﺋﻴّﺔ ُ ‪Equatorial‬‬
‫ﻉ‬ ‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ ‪ .‬ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬ ‫ﺏ ﻣﻦ ﱢ‬
‫ﺧﻂ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻻﺳﺘﻮﺍﺋﻴّﺔ ُ ﺑﺎﻟﻘﺮ ِ‬
‫ّ‬
‫ِ‬ ‫ِ‬
‫ﻣﻦ ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ﺷﺪﻳ ُﺪ ﺍﻟﺤﺮﺍﺭﺓ ‪.‬‬
‫‪Arctic‬‬ ‫‪ .6‬ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ ﺍﻟﺸﻤﺎﻟﻴّﺔ ُ‬
‫ﺍﻟﺸﻤﺎﻟﻲ ‪.‬‬
‫ﱢ‬ ‫ﺏ ﻣﻦ ﺍﻟﻘﻄ ِ‬
‫ﺐ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ ﺍﻟﺸﻤﺎﻟﻴّﺔ ُ ﺑﺎﻟﻘﺮ ِ‬
‫ّ‬
‫ﻉ ﻣﻦ ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺷﺪﻳ ُﺪ ﺍﻟﺒﺮﻭﺩ ِﺓ ‪.‬‬ ‫ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬

‫‪175‬‬
 ‫‪oácô◊Gh …t ƒ÷G‬‬ ‫‪§¨°†dG‬‬
‫‪Air Pressure and Movement‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﻱ‬ ‫ﺍﻟﺠﻮ ﱡ‬ ‫ﻂ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ ،‬ﻭﻳﻌﺎﺩ ُﻝ ﺍﻟﻀﻐ ُ‬ ‫ِ‬ ‫ﻱ ﻧﺘﻴﺠﺔَ ﺗﺄﺛﻴ ِﺮ ﻭﺯ ِﻥ‬ ‫ﺍﻟﺠﻮ ﱡ‬ ‫ﻳﻨﺸﺄ ُ ﺍﻟﻀﻐ ُ‬
‫ﻂ‬
‫ّ‬ ‫ّ‬
‫ﺍﻟﺼﻠﺔ ُ ﺑﺎﻟﻌﻠﻮﻡ ِ ﺍﻟﻄﺒﻴﻌﻴّ ِﺔ‬ ‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ﻋﻤﻮ ًﺩﺍ ﻣﻦ ﺍﻟﺰﺋﺒ ِﻖ ﺍﺭﺗﻔﺎﻋُﻪ ‪ ، 76cm‬ﻭﺗ ُﻌﺘﺒَ ُﺮ ﻗﻴﻤﺔ ُ‬ ‫ﻋﻨ َﺪ‬
‫ﻻﺣ ْ‬‫ِ‬
‫ِ‬
‫ﺍﻧﺴﻴﺎﺏ ﺍﻟﺪﺧﺎ ِﻥ‬
‫َ‬ ‫ﻆ ﻭﻗﺎ ِﺭ ِﻥ‬ ‫ِ‬
‫ِ‬ ‫ٍ‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬ ‫ّ‬ ‫ﻟﻠﻀﻐﻂ‬ ‫ﺯﺋﺒﻘﻲ ﺍﻟﻘﻴﻤﺔَ ﺍﻟﻨﻈﺎﻣﻴّﺔَ‬ ‫ﱟ‬ ‫‪ 1013.25‬ﻣﻴﻠﻴﺒﺎﺭ ﺃﻭ ‪ 760‬ﻣﻠﻢ‬
‫ﺇﻃﻔﺎﺋﻬﺎ ﺑﺠﻮﺍ ِﺭ‬ ‫ﺷﻤﻌﺔ ﺑﻌ َﺪ‬ ‫ﻣﻦ‬
‫ﻕ ﺍﻟﻘﻴﻤﺔَ ﺍﻟﻨﻈﺎﻣﻴّﺔَ ‪،‬‬ ‫ﺖ ﻗﻴﻤﺘُﻪ ﺗﻔﻮ ُ‬ ‫ﻱ ﻣﺮﺗﻔ ًﻌﺎ ﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ﺍﻟﺠﻮ ﱡ‬ ‫ّ‬ ‫ﻭﻳ ُ َﻌ ﱡﺪ ﺍﻟﻀﻐ ُ‬
‫ﻂ‬
‫ﻭﻣﺮ ًﺓ ﺃﺧﺮﻯ ﺑﺠﻮﺍ ِﺭ‬‫ﺷﺒّﺎ ٍﻙ ﻣﻐﻠ ٍﻖ ‪ّ ،‬‬
‫ﻣﻔﺘﻮﺡ ‪.‬‬
‫ٍ‬ ‫ﺷﺒّﺎ ٍﻙ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﻈﺎﻣﻴ ّ ِﺔ ‪.‬‬ ‫ِ‬ ‫ﺖ ﻗﻴﻤﺘُﻪ ﺗﻘ ﱡﻞ ﻋﻦ‬ ‫ﻭﻣﻨﺨﻔﻀﺎ ﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ً‬
‫ﻳﻨﺴﺎﺏ ﺍﻟﺪﺧﺎ ُﻥ‬
‫َ‬ ‫ﻳﺠﺐ ﺃﻥ‬ ‫ُ‬ ‫ﻫﻞ‬ ‫ﺳﻄﺢ ﺍﻟﻜﺮ ِﺓ‬ ‫ِ‬ ‫ﻭﺁﺧﺮ ﻋﻠﻰ‬ ‫َ‬ ‫ﻣﻮﻗﻊ‬
‫ٍ‬ ‫ﺑﻴﻦ‬
‫ﺍﻟﺠﻮﻱﱢ ﻣﺎ َ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻗﻴﻢ‬
‫ﺗﺨﺘﻠﻒ ُ‬ ‫ُ‬
‫ﻣﺨﺘﻠ ٍ‬ ‫ٍ‬
‫ﻔﺔ ﻋﻨ َﺪ ﺗﻜﺮﺍ ِﺭ‬ ‫ِ‬ ‫ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻷﺭﺿﻴ ّ ِﺔ ﺗﺒ ًﻌﺎ ﻟﻌﻮﺍﻣ َﻞ ﻋﺪﻳﺪ ٍﺓ ﺇﻣّﺎ ﺣﺮﺍﺭﻳّﺔً ﺃﻭ ﺩﻳﻨﺎﻣﻴﻜﻴّﺔً ﺃﻭ ﺍﻻﺛﻨﻴ ِﻦ ﻣ ًﻌﺎ ‪ .‬ﻟﺬﺍ‬
‫ﻔﺔ ﻣﻦ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ِ‬ ‫ﺍﻟﺘﺠﺮﺑﺔ ﻓﻲ ﺃﻭﻗﺎ ٍ‬
‫ﺕ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﻀﻐﻂ ‪:‬‬ ‫ﺽ ﺇﻟﻰ ﻋﺪ ٍﺩ ﻣﻦ ﻧﻄﺎﻗﺎ ِ‬
‫ﺕ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ُ‬ ‫ﻘﺴ ُﻢ‬ ‫ﻳُ َ‬
‫ﻓﺴ ْﺮ ‪.‬‬ ‫ﺍﻟﻴﻮﻡِ؟ ﱢ‬
‫ﺽ ‪. 90 °‬‬ ‫ﺧﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ِ‬ ‫ﺍﻟﻘﻄﺒﻲ‪ :‬ﻋﻨ َﺪ‬ ‫ﱢ‬ ‫ﺍﻟﻤﺮﺗﻔﻊ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫• ﺣﺰﺍﻡ ُ‬
‫ﺽ‬
‫ﺧﻂ ﻋﺮ ِ‬ ‫ﺍﻟﻘﻄﺒﻲ ‪ :‬ﻧﺠ ُﺪﻩ ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ ﱢ‬ ‫ﱢ‬ ‫ﺾ ِ‬
‫ﺷﺒﻪ‬ ‫ﺍﻟﻀﻐﻂ ﺍﻟﻤﻨﺨﻔ ِ‬ ‫ِ‬ ‫• ﺣﺰﺍﻡ ُ‬
‫‪ 50 °‬ﻭ ‪. 60 °‬‬
‫ﺽ‬‫ﺧﻂ ﻋﺮ ِ‬ ‫ﺷﺒﻪ ﺍﻟﻤﺪﺍﺭﻳ ّ ِﺔ ‪ :‬ﻧﺠ ُﺪﻫﺎ ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ ﱢ‬ ‫ﺍﻟﻀﻐﻮﻁ ﺍﻟﻌﻠﻴﺎ ِ‬ ‫ِ‬ ‫ﺣﺰﺍﻡ ُ‬
‫‪. 30 °‬‬
‫ﺽ ‪. 0°‬‬ ‫ﺧﻂ ﺍﻟﻌﺮ ِ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ‪ :‬ﻋﻨ َﺪ ﱢ‬ ‫ﱢ‬ ‫ﺾ‬
‫• ﺣﺰﺍﻡ ُ ﺍﻟﻤﻨﺨﻔ ِ‬
‫ﺾ‪،‬‬ ‫ﺍﻟﻀﻐﻂ ﺍﻟﻤﻨﺨﻔ ِ‬ ‫ِ‬ ‫ﺍﻟﻤﺮﺗﻔﻊ ﻭﻣﻨﺎﻃ ِﻖ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺧﺮﻳﻄﺔ ﻟﻤﻨﺎﻃ ِﻖ‬ ‫ٍ‬ ‫ﻭﻟﺮﺳﻢ ِ‬
‫ﺣ ٍﺪ‬ ‫ﺖ ﻣﻮ ﱠ‬ ‫ﺍﻟﻤﻘﺎﺳﺔ ﻓﻲ ﺗﻮﻗﻴ ٍ‬ ‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﺴﻄﺤﻴ ّ ِﺔ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻳﺘ ﱡﻢ ﺗﺤﺪﻳ ُﺪ ﻗﻴﻢ ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ِ‬ ‫ﻗﺮﺏ ﻛ ﱢﻞ ﻣﺤﻄ ّ ٍﺔ ‪ ،‬ﻣﻊ ﺍﻷﺧ ِﺬ ﺑﻌﻴ ِﻦ ﺍﻻﻋﺘﺒﺎ ِﺭ ﻋﻤﻠﻴ ِﱠﺔ ﺗﻌﺪﻳ ِﻞ ﻗﻴﻢ ِ‬ ‫َ‬
‫ﺍﻟﻀﻐﻂ ﻭﻳﺘ ﱡﻢ‬ ‫ِ‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﻤﺘﺸﺎﺑﻬﺔ ُ ﻣﻦ‬ ‫ُ‬ ‫ﺱ‬ ‫ُﺪﺭ ُ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﺸﺎﺫ ّ ِﺓ ‪ ،‬ﻭﺑﻌ َﺪ ﺫﻟﻚ ﺗ َ‬ ‫ّ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ِ‬ ‫ﺧﻄﻮﻁ ﺗ َﺴﺎﻭﻱ‬ ‫ِ‬ ‫ﻑ ﺑﺎﺳﻢ ِ‬ ‫ُﻌﺮ ُ‬ ‫ﺧﻄﻮﻁ ﻣﻨﺤﻨﻴﺔ ﺗ َ‬‫ٍ‬ ‫ٍ‬ ‫ﺍﻟﺘﻮﺻﻴ ُﻞ ﺑﻴﻨﻬﺎ ﺑﺮﺳﻢ ِ‬
‫ﺗﺘﻘﺎﻃﻊ ‪.‬‬ ‫ُ‬ ‫ﺑﻜﻮﻧﻬﺎ ﻣﻨﺤﻨﻴﺔً ﻭﻻ‬ ‫ﻁ ِ‬ ‫)ﺧﻄﻮﻁ ﺍﻵﻳﺰﻭﺑﺎ ِﺭ( ‪ ،‬ﻭﺗﺘﻤﻴ ّ ُﺰ ﻫﺬﻩ ﺍﻟﺨﻄﻮ ُ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ِ‬ ‫ِ‬
‫ﻭﻟﺨﻄﻮﻁ‬ ‫ﻑ )‪(H‬‬ ‫ﺍﻟﻤﺮﺗﻔﻊ ﺑﺎﻟﺤﺮ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻟﺨﻄﻮﻁ‬ ‫ِ‬ ‫ﻭﻳُﺮﻣَ ُﺰ‬
‫ﻑ )‪. (L‬‬ ‫ﺾ ﺑﺎﻟﺤﺮ ِ‬ ‫ﺍﻟﻤﻨﺨﻔ ِ‬
‫ﺃﺳﺎﺳﻲ‬
‫ﱟ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺑﺸﻜﻞ ٍ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺍﺧﺘﻼﻑ‬
‫ُ‬ ‫ﺃﻭﺿﺤﻨﺎ ‪ ،‬ﻳﺮﺗﺒ ُ‬
‫ﻂ‬ ‫ْ‬ ‫ﻭﻛﻤﺎ‬
‫ﻱ‬ ‫ﺍﻟﺠﻮ ﱡ‬ ‫ﻂ‬ ‫ﻳﺘﻨﺎﺳﺐ ﺍﻟﻀﻐ ُ‬ ‫ُ‬ ‫ﺍﻟﻤﺤﻴﻂ ‪ ،‬ﺣﻴﺚ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺑﺎﺧﺘﻼ ِ‬
‫ﻑ‬
‫ّ‬
‫ﺖ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪ ،‬ﻳﺘﻤ ّﺪﺩُ‬ ‫ﺍﻟﻬﻮﺍﺀ ‪ .‬ﻓﺈﺫﺍ ﻣﺎ ﺍﺭﺗﻔ َﻌ ْ‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﻋﻜﺴﻴ ًّﺎ ﻣﻊ‬
‫ﻭﺍﻟﻌﻜﺲ‬ ‫ُ‬ ‫ﻳﺘﻨﺎﻗﺺ ﻭﺯﻧُﻪ ﻭﺿﻐﻄ ُﻪ ‪.‬‬ ‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﺇﻟﻰ ﺃﻋﻠﻰ ﻭﺗﻘ ﱡﻞ ﻛﺜﺎﻓﺘُﻪ ‪ّ ،‬‬
‫ﺛﻢ‬
‫ﻂ ﺍﻟﻬﻮﺍﺀ ُ ﻭﻳﺰﺩﺍﺩُ ﻭﺯﻧُﻪ ‪.‬‬ ‫ﺖ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪ ،‬ﻳﻨﻀﻐ ُ‬ ‫ﺍﻧﺨﻔﻀ ْ‬ ‫َ‬ ‫ﺻﺤﻴﺢ ‪ ،‬ﻓﺈﺫﺍ‬ ‫ٌ‬

‫‪176‬‬
 ‫ﺍﻟﺨﺎﺭﺝ ‪،‬‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻣﻦ ﺍﻟﺪﺍﺧ ِﻞ ﺇﻟﻰ‬ ‫َﻔﻊ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﺍﻟﻤﺮﺗ ِ‬ ‫ﻭﺗﻜﻮ ُﻥ ﺣﺮﻛﺔ‬
‫ّ‬
‫ﺍﻟﺨﺎﺭﺝ ﺇﻟﻰ‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻣﻦ‬ ‫ﺾ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﺍﻟﻤﻨﺨﻔ ِ‬ ‫ﻓﻲ ﺣﻴ ِﻦ ﺗﻜﻮ ُﻥ ﺣﺮﻛﺔ ُ‬
‫ّ‬
‫ﺑﺸﻜﻞ ﻋﺎﻡﱟ ‪،‬‬
‫ٍ‬ ‫ﺍﻟﺠﻮﻱﱢ ( ‪ .‬ﺃﻱ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ ّ‬ ‫ِ‬
‫ﺧﺮﻳﻄﺔ‬ ‫ﺢ ﻓﻲ‬‫ﺿ ٌ‬ ‫ﺍﻟﺪﺍﺧ ِﻞ )ﻛﻤﺎ ﻫﻮ ﻣﻮ ﱠ‬
‫ﺍﻟﺠﻮﻱﱢ ﺇﻟﻰ ﺍﻟﻘﻴﻢ ِ ﺍﻷﻗ ﱢﻞ‪.‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ ّ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻣﻦ ﺍﻟﻘﻴﻢ ِ ﺍﻷﻋﻠﻰ ﻓﻲ‬ ‫ﺗﻜﻮ ُﻥ ﺣﺮﻛﺔ ُ‬
‫‪p‬‬
‫‪ìÉjôdG‬‬ ‫‪¿o ƒμJ‬‬
‫‪The Formation of Winds‬‬
‫‪t‬‬

‫ﺍﻻﺧﺘﻼﻑ‬ ‫ُ‬ ‫ﺍﻟﺮﻳﺎﺡ ‪ .‬ﱢ‬

‫ﻳﺤﺪﺩُ‬ ‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺗﻜ ﱡﻮ َﻥ‬ ‫ﺍﻟﻀﻐﻂ ّ‬ ‫ِ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ‬
‫ُ‬ ‫ﺐ‬‫ﺗﺴﺒﱢ ُ‬
‫ﻗﻮ َﺓ‬ ‫ﺾ ّ‬
‫ﺿﻐﻂ ﻣﻨﺨﻔ ٍ‬ ‫ٍ‬ ‫ِ‬
‫ﻭﻣﻨﻄﻘﺔ‬ ‫ﻣﺮﺗﻔﻊ‬
‫ٍ‬ ‫ٍ‬
‫ﺿﻐﻂ‬ ‫ِ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺑﻴﻦ‬ ‫ﺍﻟﻀﻐﻂ ّ‬ ‫ِ‬ ‫ﻓﻲ‬
‫ﺃﻛﺒﺮ‬
‫َ‬ ‫ﺍﻟﺠﻮﻱﱢ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ‬
‫ُ‬ ‫ﺍﻟﺮﻳﺎﺡ ‪ ،‬ﻟﺬﻟﻚ ﻛﻠّﻤﺎ ﺃﺻﺒﺤ ِ‬
‫ﺖ‬ ‫ِ‬
‫ﺍﻟﺮﻳﺎﺡ ﺃﻗﻮﻯ ‪.‬‬‫ُ‬ ‫ﺻﺎﺭ ِ‬
‫ﺕ‬
‫ﺍﻟﻀﻐﻂ‬‫ِ‬ ‫ﺕ ﻓﻲ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺇﻟﻰ ﺗﻐﻴّﺮﺍ ٍ‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺮﺍﺕ ﻓﻲ‬ ‫ﺃﻳﻀﺎ ﺍﻟﺘﻐﻴ ّ ُ‬ ‫ﺗﺆﺩّﻱ ً‬
‫ﺕ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺩﺭﺟﺎ ِ‬ ‫ُ‬ ‫ﺍﻟﺮﻳﺎﺡ ‪ .‬ﺗﺤﺼ ُﻞ‬ ‫َ‬ ‫ﺐ ﺑﺪﻭ ِﺭﻫﺎ‬ ‫ﺍﻟﺠﻮﻱﱢ ﺗﺴﺒ ّ ُ‬ ‫ّ‬ ‫ﺍﻟﺠﻮﻱﱢ‬ ‫ّ‬
‫ﺑﺸﻜﻞ ﻏﻴ ِﺮ ﻣﺘﺴﺎ ٍﻭ ‪ .‬ﻳﻜﻮ ُﻥ ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ٍ‬ ‫ﺍﻷﺭﺽ‬
‫َ‬ ‫ﺍﻟﺸﻤﺲ ﺗ ُﺪﻓﺊُ‬ ‫َ‬ ‫ﺍﻟﺤﺮﺍﺭﺓ ﻷ ّﻥ‬‫ِ‬
‫ﺍﻟﻤﺮﺗﻔﻊ ﻣﻨﻄﻘﺔ ُ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﻓﺘﻨﺘﺞ ﻋﻦ ﻫﺬﺍ‬ ‫ُ‬ ‫ﻳﺮﺗﻔﻊ ‪،‬‬
‫ُ‬ ‫ﺍﻷﻛﺜﺮ ﺩﻓ ًﺌﺎ ﺃﻗ ﱠﻞ ﻛﺜﺎﻓﺔً ‪ ،‬ﻟﺬﺍ‬ ‫ُ‬
‫ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀِ‬ ‫ﱢ‬ ‫ﺲ ﻋﻨﺪ‬ ‫ﻓﻤﺜﻼ ‪ ،‬ﺗﻜﻮ ُﻥ ﺣﺮﺍﺭﺓُ ﺍﻟﺸﻤ ِ‬ ‫ً‬ ‫ﺾ‪.‬‬‫ﺿﻐﻂ ﻣﻨﺨﻔ ٍ‬ ‫ٍ‬
‫ﻉ ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﻤﻮﺟﻮﺩُ‬ ‫ﻭﻳﺮﺗﻔﻊ ‪ .‬ﻓﻴُﺴﺮ ُ‬‫ُ‬ ‫ﻓﻴﺴﺨﻦ ﺍﻟﻬﻮﺍﺀ ُ ﻫﻨﺎﻙ‬ ‫ُ‬ ‫ﻋﻠﻰ ﺃ ُﺷ ﱢﺪﻫﺎ ‪،‬‬
‫ِ‬ ‫ﺽ ﻟﻴﺤ ﱠﻞ ﻣﺤ ﱠﻞ‬
‫ﺼﺒﺢ ﺍﻟﻬﻮﺍﺀ ُ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺴﺎﺧ ِﻦ ‪ ،‬ﻭﺑﻬﺬﺍ ﻳ ُ ُ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﻓﻮﻕ‬
‫ﺭﻳﺎﺣﺎ ﺳﻄﺤﻴّﺔً ‪.‬‬ ‫ً‬ ‫ﺍﻟﻤﺘﺤﺮ ُﻙ‬
‫ّ‬

‫ﺑﺨﺮﻳﻄﺔ ﻹﻇﻬﺎ ِﺭ‬ ‫ٍ‬ ‫ﻤﻜ ُﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ُ‬ ‫ﻳُ ِ‬

‫ﺃﻣﺎﻛﻦ‬ ‫ﻗﺮﺍﺀﺍﺕ ﻟﻠﺒﺎﺭﻭﻣﺘ ِﺮ ﻓﻲ‬ ‫ٍ‬
‫‪Ë‬‬

‫َ‬
‫ﻧﻔﺴﻪ ‪.‬‬ ‫ﺖ ِ‬ ‫ﻔﺔ ﻓﻲ ﺍﻟﻮﻗ ِ‬ ‫ﻣﺨﺘﻠ ٍ‬ ‫ِ‬ ‫ِ‬
‫ﻣﺮﺗﻔ ٌﻊ‬
‫ُﺴﻤﻰ ﺧﻄﻮ َﻁ ﺗﺴﺎﻭﻱ‬ ‫ﻁ ﺗ ّ‬ ‫ﺧﻄﻮ ٌ‬
‫ﺃﻣﺎﻛﻦ‬
‫َ‬ ‫ﺑﻴﻦ‬
‫ﺍﻟﺠﻮﻱﱢ ﺗﺼ ُﻞ َ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻮ ِﺍﺀ‬
‫ﺍﻟﺠﻮﻱﱡ‬ ‫ﻳﺘﺴﺎﻭﻯ ﻓﻴﻬﺎ ﺍﻟﻀﻐ ُ‬
‫ﻂ‬ ‫ﺍﻟﻬ‬
‫ّﺠﺎﻩ ُ‬
‫‪1004‬‬
‫ّ‬
‫ﻁ ﺗﺴﺎﻭﻱ‬ ‫ﺍﻟﺒﺎﺭﻭﻣﺘﺮﻱﱡ ‪ .‬ﺧﻄﻮ ُ‬ ‫ﺍﺗ‬
‫ﺩﻭﺍﺋﺮ‬ ‫ﱢ‬
‫ﺍﻟﺠﻮﻱﱢ ﺍﻟﺘﻲ ﺗ ُﺸﻜ ُﻞ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬
‫َ‬ ‫ّ‬
‫ﺿﻐﻂ‬ ‫ٍ‬ ‫ﺕ‬‫ﺃﻣﺎﻛﻦ ﺫﺍ ِ‬ ‫َ‬ ‫ﻣﻘﻔﻠﺔً ﺗﺪ ﱡﻝ ﻋﻠﻰ‬ ‫ﺾ‬ ‫ِ‬
‫ﻣﻨﺨﻔ ٌ‬
‫ﺾ ‪ .‬ﻳﻨﺘﻘ ُﻞ‬ ‫ِ‬
‫ﻣﺮﺗﻔ ٍﻊ ﺃﻭ ﻣﻨﺨﻔ ٍ‬ ‫ِ‬ ‫ﺟﻮﻱﱟ‬‫ّ‬
‫ﺍﻟﺠﻮ‬
‫ّ ﻱﱢ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻖ‬
‫ِ‬ ‫ﻣﻨﺎﻃ‬ ‫ﻣﻦ‬ ‫ُ‬ ‫ﺍﻟﻬﻮﺍﺀ‬
‫ﺍﻟﺠﻮﻱﱢ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺍﻟﻤﺮﺗﻔ ِﻊ ﺇﻟﻰ ﻣﻨﺎﻃ ِﻖ‬ ‫ِ‬
‫ﺾ‪.‬‬‫ﺍﻟﻤﻨﺨﻔ ِ‬ ‫ِ‬

‫‪177‬‬
 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﻃﺎﻗﺔ ُ ﺍﻟﺮﻳﺎﺡِ‬
‫ﺗﻬﺐ‬ ‫ﱡ‬ ‫ﺽ ﺍﻟﺘﻲ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺾ ﺍﻟﻤﻨﺎﻃﻖ ﻋﻠﻰ‬ ‫ﻗﺎﻡَ ﺍﻟﻤﻬﻨﺪﺳﻮﻥ ﻓﻲ ﺑﻌ ِ‬
‫ﺍﻟﺮﻳﺎﺡ‬
‫ِ‬ ‫ﺍﻟﺮﻳﺎﺡ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ‪ ،‬ﺑﺘﻄﻮﻳ ِﺮ ﻭﺳﺎﺋ َﻞ ﻻﺳﺘﺨﺪﺍﻡ ِ ﻫﺒﻮ ِ‬
‫ﺏ‬ ‫ُ‬ ‫ﻋﻠﻴﻬﺎ‬
‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺷﺎﻫ ِﺪ ﺍﻟﺘﻮﺭﺑﻴﻨﺎ ِ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺀ ﻣﻨﺬ ﻋﺎﻡ ِ ‪ِ . 1970‬‬ ‫ِ‬ ‫ﺍﻟﻤﺴﺘﻤﺮ ﻟﺘﻮﻟﻴ ِﺪ‬ ‫ﱢ‬
‫ﺕ‬ ‫ﻉ ﻣﻦ ﺍﻟﺘﻮﺭﺑﻴﻨﺎ ِ‬ ‫ﺑﺎﻟﺮﻳﺎﺡ ﻓﻲ ﺷﻜ ِﻞ )‪ . (68‬ﻳُﻌﺘﺒَ ُﺮ ﻫﺬﺍ ﺍﻟﻨﻮ ُ‬ ‫ِ‬ ‫ﺗﻌﻤ ُﻞ‬
‫ِ‬
‫ﺖ ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻓﻲ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺘﻲ ﻛﺎﻧ َ ْ‬ ‫ﺃﻛﺜﺮ ﻛﻔﺎﺀ ًﺓ ﻣﻦ ﻃﻮﺍﺣﻴ ِﻦ‬ ‫ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ َ‬
‫ﺚ‬ ‫ﺍﻟﻬﻮﺍﺋﻲ ﺍﻟﺤﺪﻳ ُ‬ ‫ﱡ‬ ‫ﺍﻟﺘﻮﺭﺑﻴﻦ‬ ‫ﺨ َﺮ‬‫ﻤﻜ ُﻦ ﺃﻥ ﻳُﺴ ﱢ‬ ‫ﺍﻟﻤﺎﺀ ‪ .‬ﻳ ُ ِ‬ ‫ﺍﻟﻤﺎﺿﻲ ﻟﻀ ﱢﺦ ِ‬
‫ُ‬
‫ﻤﻜ ُﻦ ﻟﻌﺸﺮﻳﻦ‬ ‫ﺍﻟﺮﻳﺎﺡ ‪ .‬ﻳ ُ ِ‬
‫ِ‬ ‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﻮﺟﻮﺩ ِﺓ ﻓﻲ‬ ‫ِ‬ ‫ﺣﻮﺍﻟﻰ ‪ 35%‬ﻣﻦ‬
‫ﺑﺎﻟﻄﺎﻗﺔ‬ ‫ِ‬ ‫ٍ‬
‫ﻛﺎﻣﻠﺔ‬ ‫ﺗﻮﺭﺑﻴﻨًﺎ ﻫﻮﺍﺋﻴ ًّﺎ ﺃﻥ ﻳُﻮﻟﱢﺪﻭﺍ ﻛﻬﺮﺑﺎﺀ َ ﺗﻜﻔﻲ ﻹﻣﺪﺍ ِﺩ ٍ‬
‫ﻗﺮﻳﺔ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ ‪.‬‬
‫ﺐ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻤﻨﺎﺳ ِ‬ ‫ِ‬ ‫ﺍﻟﺮﻳﺎﺡ ﻓﻲ ﺇﻳﺠﺎ ِﺩ ﺍﻟﻤﻜﺎ ِﻥ‬ ‫ِ‬ ‫ﺗﻜﻤﻦ ﺻﻌﻮﺑﺔ ُ ﺍﺳﺘﻐﻼ ِﻝ ِ‬
‫ﻃﺎﻗﺔ‬ ‫ُ‬
‫ﻣﺴﺘﻤﺮ ًﺓ‬
‫ّ‬ ‫ﺎ‬ ‫ﺭﻳﺎﺣ‬
‫ً‬ ‫ﺐ‬ ‫ُ‬ ‫ّ‬ ‫ﻠ‬ ‫ﻳﺘﻄ‬ ‫ﺍﻟﻬﻮﺍﺋﻲ‬
‫ﱡ‬ ‫ﺍﻟﺘﻮﺭﺑﻴﻦ‬
‫ُ‬ ‫‪.‬‬ ‫ٍ‬
‫ﻭﺛﺎﺑﺘﺔ‬ ‫ﺓ‬‫ٍ‬ ‫ﻣﺴﺘﻤﺮ‬
‫ّ‬ ‫ﺔ‬‫ٍ‬ ‫ٍ ّ‬‫ﻳ‬ ‫ﻗﻮ‬ ‫ﺑﺮﻳﺎﺡ‬ ‫ﻳﺘﻤﻴ ّ ُﺰ‬
‫‪68 πo μ°T‬‬
‫ﻛﻢ‪/‬ﺳﺎﻋﺔ ﻟﻴﻌﻤ َﻞ ﺑﻜﻔﺎﺀ ٍﺓ ‪ .‬ﻳﻘﻀﻲ ﻋﻠﻤﺎﺀ ُ‬ ‫ٍ‬ ‫ﺑﺴﺮﻋﺔ ﻻ ﺗﻘ ﱡﻞ ﻋﻦ ‪20‬‬ ‫ِ‬ ‫ﻭﻣﻨﺘﻈﻤﺔً‬ ‫ِ‬
‫ﺕ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ُ ﺍﻟﺘﻮﺭﺑﻴﻨﺎ ِ‬
‫ﺍﻟﻤﻮﻗﻊ ﻗﺒ َﻞ ﺗﺮﻛﻴ ِ‬ ‫ﺕ ﻓﻲ ﺍﻟﺒﺤ ِ‬ ‫ﺍﻷﺭﺻﺎ ِﺩ ﻭﺍﻟﻤﻬﻨﺪﺳﻮﻥ ﺳﻨﻮﺍ ٍ‬
‫ِ‬
‫ﺑﻤﻘﺎﺭﻧﺘﻬﺎ‬ ‫ﺍﻟﻤﺎﺀ ﻳُﻮﻓ ﱢ ُﺮ ﺍﻟﻄﺎﻗﺔَ‬
‫ﻟﻀ ﱢﺦ ِ‬ ‫ﺐ ﺍﻟﺘﻮﺭﺑﻴ ِﻦ‬ ‫ِ‬ ‫ﺚ ﻋﻦ‬
‫ِ‬
‫ﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴّﺔ ‪.‬‬ ‫ﺨﺎ ِ‬‫ﺑﺎﻟﻤﻀ ّ‬ ‫ﺍﻟﻬﻮﺍﺋﻲ ‪.‬‬
‫ﱢ‬
‫ﺙ ﻭﻳُﻮﻓ ﱢ َﺮ ﻓﻲ‬ ‫ﺍﻟﺘﻠﻮ ِ‬
‫ّ‬ ‫ﺕ‬‫ﻣﻌﺪﻻ ِ‬ ‫ﺾ ﱠ‬ ‫ﺍﻟﺮﻳﺎﺡ ﻋﻠﻰ ﺧﻔ ِ‬ ‫ِ‬ ‫ﺴﺎﻋ ُﺪ ﺍﺳﺘﺨﺪﺍﻡ ُ ِ‬
‫ﻃﺎﻗﺔ‬ ‫ﻳُ ِ‬
‫ﱠ‬
‫ﺍﻻﺣﻔﻮﺭﻱ‬ ‫ﻤﻜ ُﻦ ﺃﻥ ﺗ َﺴﺘﺒ ِﺪ َﻝ ﺍﻟﻮﻗﻮﺩَ‬ ‫ﻏﻴﺮ ﺃﻧّﻬﺎ ﻻ ﻳ ُ ِ‬ ‫ﺕ ﺍﻟﻮﻗﻮ ِﺩ ﺍﻻﺣﻔﻮﺭﻱﱢ ‪َ .‬‬ ‫ﺍﻣﺪﺍﺩﺍ ِ‬
‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ ﻫﻨﺎﻙ‬ ‫ُ‬ ‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ ‪ ،‬ﻭﺫﻟﻚ ﻷﻧّﻪ‬ ‫ِ‬ ‫ﺕ ﺗﻮﻟﻴ ِﺪ‬‫ﻛﻠّﻴ ًّﺎ ﻓﻲ ﻣﺤﻄّﺎ ِ‬
‫ﺍﻟﺮﻳﺎﺡ ‪.‬‬
‫ِ‬ ‫ﻫﺒﻮﺏ‬‫ُ‬ ‫ﻒ‬ ‫ﺣﻴﻦ ﻳﺘﻮﻗ ّ ُ‬ ‫ﻤﻜ ُﻦ ﺍﺳﺘﺨﺪﺍﻣُﻪ َ‬ ‫ﻧﻈﺎﻡ ٌ ﻳﻌﻤ ُﻞ ﺑﺎﻟﻮﻗﻮ ِﺩ ﺍﻻﺣﻔﻮﺭﻱﱢ ﻳ ُ ِ‬
‫ﻧﻈﺮﺍ ﻟﻘﺮﺑِ ﻬﺎ‬
‫ﺍﻟﺮﻳﺎﺡ ً‬ ‫ِ‬ ‫ﺍﻟﻤﻨﺎﺳ ِﺒﺔ ﻻﺳﺘﺨﺪﺍﻡ ِ ِ‬
‫ﻃﺎﻗﺔ‬ ‫ِ‬ ‫ﺑﻌﺾ ﺍﻟﻤﻨﺎﻃ ِﻖ ﻏﻴ ِﺮ‬ ‫ﺃﻳﻀﺎ ‪ ،‬ﻫﻨﺎﻙ ُ‬ ‫ً‬
‫ﻣﻦ ﺍﻟﻤﺪ ِﻥ ‪.‬‬

‫ﺍﻟﺪﺭﺱ ‪1-2‬‬
‫ُ‬
‫ﻭﻓﺴﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ِ‬
‫ﺻﻔﺎﺗﻬﺎ؟‬ ‫ﺗﻜﺘﺴﺐ‬
‫ُ‬ ‫ﺑﺎﻟﻜﺘﻠﺔ ﺍﻟﻬﻮﺍﺋﻴّ ِﺔ؟ ﻭﻛﻴﻒ‬
‫ِ‬ ‫‪ .1‬ﻣﺎ ﺍﻟﻤﻘﺼﻮ ُﺩ‬
‫ﺍﻟﻴﻮﻡ ﺍﻟﺤﺎ ﱢﺭ ‪.‬‬ ‫ِ‬
‫ﻣﻨﺨﻔﻀ ًﺔ ﺃﻭ ﻋﺎﻟﻴ ًﺔ ﻓﻲ ِ‬ ‫ﺍﻟﺒﺎﺭﻭﻣﺘﺮ ﻗﺮﺍﺀ ًﺓ‬
‫ُ‬ ‫‪ .2‬ﺍﺳﺘﻨﺘِ ْﺞ‪ :‬ﻓﻲ ﺍﻋﺘﻘﺎﺩِ ﻙ ‪ ،‬ﻫﻞ ﺳﻴُﻌﻄﻲ‬
‫ﻓﺴ ْﺮ ﻟﻤﺎﺫﺍ ‪.‬‬
‫ﱢ‬

‫‪178‬‬
 ‫‪Storms‬‬
‫‪∞°UGƒ©dG‬‬
‫‪o‬‬ ‫‪2-2‬‬
‫ﺍﺳﺘﻨﺘﺎ ٌﺝ‬
‫ﺿﻌﻴﻒ‬
‫ٌ‬ ‫ﺭﻳ ٌﺢ‬ ‫ﺍﻷﻫﺪﺍﻑ‬
‫ِ‬ ‫ﱢ‬
‫ُ‬
‫ﺑﺎﻟﻬﻮﺍﺀ ‪.‬‬ ‫ٍ‬
‫ﻣﻤﻠﻮﺀ‬ ‫ﻓﻜ ْﺮ ﻓﻲ ﺑﺎﻟﻮ ٍﻥ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﻳﻨﺪﻓﻊ ﺍﻟﻬﻮﺍﺀ ُ‬
‫ُ‬ ‫ﻓﺘﺢ ﻋﻨ ِﻖ ﺍﻟﺒﺎﻟﻮ ِﻥ‬
‫ﻋﻨ َﺪ ِ‬ ‫ِ‬
‫ﻟﻠﻌﻮﺍﺻﻒ ‪.‬‬ ‫ﻉ ﺍﻟﺜﻼﺛﺔَ ﺍﻟﺮﺋﻴﺴﻴّﺔَ‬ ‫ﻑ ﺍﻷﻧﻮﺍ َ‬ ‫ﻳﺘﻌﺮ َ‬‫ّ‬
‫ﺧﺎﺭﺟﺎ ‪.‬‬
‫ً‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺮﻋﺪﻳّﺔَ ‪.‬‬ ‫ﺞ‬ ‫ِ‬
‫ُﻨﺘ‬ ‫ﺗ‬ ‫ﺍﻟﺘﻲ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫َ‬ ‫ﺔ‬ ‫ﺣﺮﻛ‬ ‫ﻳﺼﻒ‬
‫َ‬ ‫ُ‬ ‫َ‬
‫ﻕ ﻓﻲ‬ ‫ﻧﻮﻉ ﻣﻦ ﺍﻟﻔﺮ ِ‬ ‫ٍ‬ ‫ﺍﺷﺮﺡ ﱠ‬
‫ﺃﻱ‬ ‫ْ‬ ‫ِ‬
‫ﻣﻨﻄﻘﺘﻪ ‪.‬‬ ‫ﺙ ﻓﻲ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺘﻲ ﺗﺤﺪ ُ‬ ‫َ‬ ‫ﻳﺼﻒ‬
‫َ‬
‫ﺣﺪﻭﺙ ﺫﻟﻚ ‪.‬‬‫َ‬ ‫ﺐ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ ﻳُﺴﺒﱢ ُ‬
‫ﺗﺴﻤﻊ‬
‫ُ‬ ‫ﻕ ﻋﻦ ﺑﻌ ٍﺪ ‪.‬‬ ‫ﻭﻣﻴﻀﺎ ﻣﻦ ﺍﻟﺒﺮ ِ‬ ‫ً‬ ‫ﺙ ﻋﻨﺪﻣﺎ ﺗﺮﻯ‬ ‫ﻓﻜ ْﺮ ﻓﻲ ﻣﺎ ﻳﺤﺪ ُ‬ ‫ﱢ‬
‫ﻭﺗﻤﻄﺮ ﺍﻟﺴﻤﺎﺀ ُ ﺑﺸ ّﺪ ٍﺓ ‪ .‬ﺇﻧّﻚ ﺗﺸﻬ ُﺪ ﻋﺎﺻﻔﺔً ‪ .‬ﻗﺪ‬ ‫ُ‬ ‫ﺍﻟﺮﻳﺎﺡ ‪،‬‬
‫ُ‬ ‫ﺗﻬﺐ‬
‫ﱡ‬ ‫ﺍﻟﺮﻋ َﺪ ‪،‬‬
‫ِ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ‪.‬‬ ‫ﺃﺭﺟﺎﺀ ﺍﻟﻌﺎﻟﻢ ِ ﻇﺮﻭﻓًﺎ ِ‬
‫ﻣﻤﺎﺛﻠﺔً ﻣﻦ‬ ‫ِ‬ ‫ﺟﻤﻴﻊ‬
‫ِ‬ ‫ﺍﻟﻨﺎﺱ ﻓﻲ‬ ‫ﻋﺎﺵ‬‫َ‬
‫ُ‬
‫ﺳﺎﻋﺔ ﻓﻲ‬ ‫ٍ‬ ‫ﺙ ﻛ ﱠﻞ‬‫ﻋﺎﺻﻔﺔ ﺭﻋﺪﻳ ّ ٍﺔ ﺗﺤﺪ ُ‬ ‫ٍ‬ ‫ﻘﺪ ُﺭ ﺍﻟﻌﻠﻤﺎﺀ ُ ﺃ ّﻥ ﺣﻮﺍﻟﻰ ‪2000‬‬ ‫ﻳُ ﱢ‬
‫ِ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ‪.‬‬ ‫ﺃﻧﻮﺍﻉ‬
‫ِ‬ ‫ﺽ ‪ .‬ﺍﻟﻌﺎﺻﻔﺔ ُ ﺍﻟﺮﻋﺪﻳّﺔ ُ ﻫﻲ ﺍﺣﺪﻯ‬ ‫ﻣﻜﺎ ٍﻥ ﻣﺎ ﻋﻠﻰ ﺍﻷﺭ ِ‬
‫ﺙ‬ ‫ﻷﻋﺎﺻﻴﺮ ﺍﺳﺘﻮﺍﺋﻴ ّ ٍﺔ ‪ .‬ﺗﺤﺪ ُ‬ ‫َ‬ ‫ﺽ‬ ‫ﺗﺘﻌﺮ ُ‬ ‫ﻣﻨﻄﻘﺔ ﺳﺎﺣﻠﻴ ّ ٍﺔ ﻗﺪ ّ‬
‫ٍ‬ ‫ﺗﻌﻴﺶ ﻓﻲ‬
‫ُ‬ ‫ﺖ‬
‫ﻟﻮ ﻛﻨْ َ‬
‫ِ‬
‫ﺍﻟﻌﻮﺍﺻﻒ‬ ‫ﻣﻨﺎﻃﻖ ﻋﺪﻳﺪ ٍﺓ ‪ .‬ﻛ ﱡﻞ ٍ‬
‫ﻧﻮﻉ ﻣﻦ‬ ‫َ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺠﻠﻴﺪﻳّﺔ ُ ﺍﻟﺸﺘﻮﻳّﺔ ُ ﻓﻲ‬ ‫ُ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ﺻﻐﻴﺮ ًﺓ ﻭﻣﺤﺪﻭﺩ ًﺓ ‪ ،‬ﺃﻭ ﻗﺪ‬ ‫ُ‬ ‫ﻣﺨﺘﻠﻔًﺎ ‪ .‬ﻗﺪ ﺗﻜﻮ ُﻥ‬ ‫ِ‬ ‫ﻃﻘﺴﺎ‬
‫ً‬ ‫ﺐ‬
‫ﻳُﺴﺒﱢ ُ‬
‫ﺃﻳﻀﺎ ﻣﻦ‬ ‫ﻧﻮﻉ ً‬ ‫ﻳﺘﻜﻮ ُﻥ ﻛ ﱡﻞ ٍ‬ ‫ّ‬ ‫ٍ‬
‫ﻣﻨﻄﻘﺔ ﻛﺒﻴﺮ ٍﺓ ‪.‬‬ ‫ﻭﺍﺳﻊ ﻓﻲ‬
‫ٍ‬ ‫ﺙ ﻋﻠﻰ ﻧﻄﺎ ٍ‬
‫ﻕ‬ ‫ﺗﺤﺪ ُ‬
‫ﻔﺔ ‪.‬‬‫ﻣﺨﺘﻠ ٍ‬
‫ﻣﻨﺎﻃﻖ ﺟﻐﺮﺍﻓﻴ ّ ٍﺔ ِ‬ ‫َ‬ ‫ﻔﺔ ﻣﻦ ﺍﻟﻌﺎﻡ ِ ﺃﻭ ﻓﻲ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ﻓﻲ ﻓﺼﻮ ٍﻝ ِ‬ ‫ِ‬

‫‪p‬‬
‫‪∞°UGƒ©dG‬‬ ‫‪¢üFÉ°üN‬‬
‫‪Characteristics of Storms‬‬
‫‪o‬‬

‫ﺕ ﻫﻮﺍﺋﻴ ّ ٍﺔ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﻣﻊ ﺟﺒﻬﺎ ٍ‬

‫‪69 πo μ°T‬‬
‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺮﻋﺪﻳّﺔ ُ ﺷﺎﺋﻌﺔ ٌ‬
‫ُ‬ ‫ﻫﻞ‬ ‫ﺾ‪.‬‬
‫ﺟﻮﻱﱟ ﻣﻨﺨﻔ ٍ‬ ‫ٍ‬
‫ﻭﺿﻐﻂ ّ‬ ‫ُ‬ ‫ﺗﺘﺮﺍﻓﻖ‬
‫ُ‬ ‫ﻏﺎﻟﺒًﺎ ﻣﺎ‬
‫ِ‬
‫ﺩﺍﻓﺌﺔ ‪ ،‬ﺗﺘﺸ ّﻜ ُﻞ ﺟﺒﻬﺔ ٌ‬
‫ﻛﺘﻠﺔ ﻫﻮﺍﺋﻴ ّ ٍﺔ ٍ‬ ‫ﺗﺘﺤﺮ ُﻙ ﻛﺘﻠﺔ ٌ ﻫﻮﺍﺋﻴّﺔ ٌ ﺑﺎﺭﺩﺓٌ ﻧﺤﻮ ٍ‬
‫ﺗﻌﻴﺶ ﻓﻴﻪ؟‬ ‫ﺍﻟﺬﻱ‬ ‫ﻥ‬ ‫ﺍﻟﻤﻜﺎ‬ ‫ﻓﻲ‬
‫ُ‬
‫ّ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﻒ ﺑﺨﺎﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﺍﻟﺬﻱ‬ ‫ﺍﻟﺴﺎﺧﻦ ﻭﻳﺒﺮﺩُ ‪ ،‬ﻭﻳﺘﻜﺜ ّ ُ‬ ‫ﻫﻮﺍﺋﻴّﺔ ٌ ﺑﺎﺭﺩﺓٌ ‪.‬‬
‫ُ‬ ‫ُ‬ ‫ﻳﺮﺗﻔﻊ ﺍﻟﻬﻮﺍﺀ ُ‬
‫ُ‬
‫ﺍﻷﻣﻄﺎﺭ ‪ .‬ﻋﻠﻰ‬
‫ُ‬ ‫ﺍﻟﺴﺤﺐ ﺍﻟﺘﻲ ﺑﺪﻭ ِﺭﻫﺎ ﺗﻮﻟ ّ ُﺪ‬
‫ُ‬ ‫ﻓﻴﻪ ‪ ،‬ﻓﺘﺘﺸ ّﻜ ُﻞ‬
‫ﻳﺮﺗﻔﻊ ﻋﻨﺪﻣﺎ ﻳُﺪﻓ َ ُﻊ ﺑﻪ ﻓﻮﻕ‬ ‫ُ‬ ‫ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﺇ ّﻥ ﺍﻟﻬﻮﺍﺀ َ ﺍﻟﺬﻱ‬
‫ﻋﺎﺻﻔﺔ ﻣﺤﻠّﻴ ّ ٍﺔ ﻣﻤﻄﺮ ٍﺓ ‪.‬‬ ‫ٍ‬ ‫ﺙ‬‫ﺐ ﺑﺤﺪﻭ ِ‬ ‫ﺟﺒﻞ ﻣﺎ ﻗﺪ ﻳﺘﺴﺒ ّ ُ‬ ‫ٍ‬

‫‪179‬‬
‫ﺍﻟﺮﻳﺎﺡ ﺍﻟﺤﻠﺰﻭﻧﻴ ّ ِﺔ‬
‫ِ‬ ‫ﺍﻟﺮﻳﺎﺡ ﺍﻟﻌﺎﻟﻴﺔَ ‪ .‬ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ ﻧﻤ َ‬
‫ﻂ‬ ‫َ‬ ‫ﺃﻳﻀﺎ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ً‬
‫ُ‬ ‫ﺗﺸﻤ ُﻞ‬
‫ِ‬
‫ﺍﻟﺴﺎﻋﺔ ﺣﻮ َﻝ‬ ‫ﻋﻜﺲ ﻋﻘﺎﺭ ِ‬
‫ﺏ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺎﺭﺍﺕ‬
‫ﺗﺪﻭﺭ ﻓﻴﻬﺎ ﺗﻴ ّ ُ‬ ‫ٍ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫َ‬ ‫ُ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺤﻠﺰﻭﻧﻴ ّ ِﺔ ﺇﻟﻰ ﺍﻟﺪﺍﺧ ِﻞ‬ ‫ﺍﻟﻀﻐﻂ ‪ .‬ﻣﻊ ﺩﻭﺭﺍ ِﻥ ﺗﻴّﺎﺭﺍ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺾ‬
‫ﻣﻨﺨﻔ ِ‬ ‫ﻣﺮﻛ ٍﺰ ِ‬
‫ﺣﺮﻛﺘﻪ ‪ ،‬ﺣﻴﻨﺌ ٍﺬ ُ‬
‫ﺗﻨﺘﺞ‬ ‫ِ‬ ‫ﻉ ﺍﻟﻬﻮﺍﺀ ُ ﻓﻲ‬ ‫ﺴﺮ ُ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ ‪ ،‬ﻳ ُ ﱢ‬ ‫ﺾ‬ ‫ِ‬
‫ﻣﻨﺨﻔ ِ‬ ‫ﻧﺤﻮ ﺍﻟﻤﺮﻛ ِﺰ‬
‫َ‬
‫ﺍﻟﺮﻳﺎﺡ ﺍﻟﻌﺎﻟﻴﺔ ُ ‪.‬‬
‫ُ‬

‫‪oájóYôdG‬‬ ‫‪∞°UGƒ©dG‬‬
‫‪Thunderstorms‬‬
‫‪q‬‬ ‫‪o‬‬

‫ﺐ ﺍﻟﺪﺍﻓﮒ ﺇﻟﻰ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺮﻃ ِ‬‫ِ‬ ‫ﺗﺤﺮ ِﻙ ﻛﺘ ِﻞ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻌﺎﺻﻔﺔ ُ ﺍﻟﺮﻋﺪﻳّﺔ ُ ﻋﻨ َﺪ ّ‬ ‫ّ‬
‫ﺿﺤﺔَ ﻓﻲ ﺷﻜ ِﻞ )‪. (70‬‬ ‫ﺱ ﺍﻟﻌﺎﺻﻔﺔَ ﺍﻟﺮﻋﺪﻳّﺔَ ﺍﻟﻤﻮ ﱠ‬ ‫ﺑﺴﺮﻋﺔ ‪ .‬ﺍﺩﺭ ِ‬ ‫ٍ‬ ‫ﺃﻋﻠﻰ‬
‫ﻳﺮﺗﻔﻊ ﺇﻟﻰ ﺃﻋﻠﻰ ﺣﺘّﻰ‬ ‫ُ‬ ‫ﺽ‬
‫ﻣﻼﻣﺴﺘﻪ ﻟﻸﺭ ِ‬ ‫ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺬﻱ ﺗ ﱠﻢ ﺗﺴﺨﻴﻨُﻪ ﻧﺘﻴﺠﺔَ‬
‫ﻒ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﺗ ُﻔ َﻘ ُﺪ ﻓﻴﻪ ﻣﻘﺪﺭﺗ ُﻪ ﻋﻠﻰ ﺍﻟﻄﻔ ِﻮ ‪ .‬ﻗﺪ ﻳﺘﻮﻗ ّ ُ‬ ‫ِ‬ ‫ﻳﺼ َﻞ ﺇﻟﻰ‬
‫ﻛﺎﻓﻴﺔ ‪ .‬ﺳﻮﻑ‬ ‫ٍ‬ ‫ٍ‬
‫ﺑﺪﺭﺟﺔ‬ ‫ﺍﻟﻬﺒﻮﻁ ﺇﺫﺍ ﺑﺮﺩَ‬ ‫ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ُ ﻋﻦ ﺍﻟﺼﻌﻮ ِﺩ ﺃﻭ ﻗﺪ ﻳﺄﺧ ُﺬ ﻓﻲ‬
‫ﻜﻮ َﻥ ﺳﺤﺎﺑﺔً ‪.‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻟﻴ ُ ﱢ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﻤﻮﺟﻮﺩُ ﻓﻲ‬ ‫ﻒ ﺑﺨﺎﺭ ِ‬ ‫ﻳﺘﻜﺜ ّ ُ‬
‫ُ‬
‫ﺍﻟﻬﻮﺍﺀ ﺣﻮﻟَﻬﺎ ‪.‬‬ ‫ِ‬ ‫ﺖ ﺃﺩﻓﺄ َ ﻣﻦ‬ ‫ﺗﺴﺘﻤﺮ ﺍﻟﺴﺤﺎﺑﺔ ُ ﻓﻲ ﺍﻟﺼﻌﻮ ِﺩ ﻷﻧّﻬﺎ ﻣﺎ ﺯﺍﻟ َ ْ‬ ‫ﱡ‬ ‫ﻗﺪ‬
‫ﻘﺔ ﻓﻲ‬ ‫ﺕ ﻣﺎﺋﻴ ّ ٍﺔ ﻣﻌﻠﱠ ٍ‬‫ﺍﻟﺴﺤﺎﺑﺔ ﺑﺘﻜﻮﻳ ِﻦ ﻗﻄﺮﺍ ٍ‬ ‫ِ‬ ‫ﻒ ﻓﻲ‬ ‫ﺍﻟﻤﺎﺀ ﺍﻟﻤﺘﻜﺜﱢ ِ‬‫ﻳﺒﺪﺃ ُ ﺑﺨﺎﺭ ِ‬
‫ُ‬
‫ﺍﻟﻘﻄﺮﺍﺕ ﻓﻲ ﺍﻟﺤﺠﻢ ِ ﺭﻭﻳ ًﺪﺍ ﺭﻭﻳ ًﺪﺍ‬ ‫ُ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ‪ ،‬ﻭﺗﺰﺩﺍﺩُ‬
‫ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻵﺧ ِﺬ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﺴﺤﺎﺑﺔ ﻓﻲ‬‫ِ‬ ‫ﻂ ﻣﻦ‬ ‫ﻳﺴﻤﺢ ﻟﻬﺎ ﺃﻥ ﺗﺴﻘ َ‬ ‫ُ‬ ‫ﺇﻟﻰ ﺃﻥ ﺗﺼ َﻞ ﺇﻟﻰ ﺍﻟﺤﺠﻢ ِ ﺍﻟﺬﻱ‬
‫ﺻﻮﺭ ِﺓ ﻣﻄ ٍﺮ ‪.‬‬
‫ﺗﺘﻜﻮ ُﻥ ﺳﺤﺎﺑﺔ ٌ ﺿﺨﻤﺔ ٌ‬ ‫ّ‬ ‫ٍ‬
‫ﺑﺴﺮﻋﺔ ‪،‬‬ ‫ﺍﻟﺮﻃﺐ‬
‫ُ‬ ‫ﻳﺮﺗﻔﻊ ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﺪﺍﻓﺊُ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﺕ ﺟﺪﻳﺪ ًﺓ‬ ‫ﻣﻜﻮﻧﺎ ٍ‬ ‫ُﻀﻴﻒ ﱢ‬ ‫ُ‬ ‫ﺐ ﺍﻟﺪﺍﻓﮒ ﺗ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺮﻃ ِ‬‫ِ‬ ‫ﻛﺎﻟﺒﺮﺝ ‪ .‬ﻛ ﱡﻞ ٍ‬
‫ﺩﻓﻌﺔ ﻣﻦ‬ ‫ِ‬
‫ُﺴﻤﻰ ﺍﻟﺴﺤﺎﺑﺔ ُ ﺍﻟﺮﻛﺎﻣﻴّﺔ ُ ﺃﺣﻴﺎﻧًﺎ‬ ‫ﺗﻜﺒﺮ ﻓﻲ ﺍﻟﺤﺠﻢ ِ ‪ .‬ﺗ ّ‬ ‫ﺛﻢ‬
‫ﻟﻠﺴﺤﺎﺑﺔ ﻭﻣﻦ ّ‬ ‫ِ‬
‫ُ‬
‫ﻭﺃﻛﺜﺮ ﻣﻦ‬
‫َ‬ ‫ﺽ‬
‫ﺕ ﻓﻲ ﺍﻟﻌﺮ ِ‬ ‫ﺳﺤﺎﺑﺔً ﺭﻋﺪﻳّﺔً ﻗﺪ ﺗﺼ ُﻞ ﻣﻦ ‪ 5‬ﺇﻟﻰ ‪ 8‬ﻛﻴﻠﻮﻣﺘﺮﺍ ٍ‬
‫ﺍﻻﺭﺗﻔﺎﻉ ‪.‬‬
‫ِ‬ ‫ﺕ ﻓﻲ‬ ‫‪ 10‬ﻛﻴﻠﻮﻣﺘﺮﺍ ٍ‬

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 ‫ﺍﻟﺴﺤﺎﺑﺔ ﺗﺼ ُﻞ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺕ ﺩﺍﺧ َﻞ‬ ‫ﺍﺭﺗﻔﺎﻉ ﺣﻮﺍﻟﻰ ‪ 5‬ﻛﻴﻠﻮﻣﺘﺮﺍ ٍ‬ ‫ِ‬ ‫ﻋﻨ َﺪ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪.‬‬ ‫ﺍﻟﺜﻠﺞ‬
‫ِ‬ ‫ﺑﻌﺾ ﺑﻠّﻮﺭﺍ ِ‬
‫ﺕ‬ ‫ﺗﺘﻜﻮ ُﻥ ُ‬ ‫ﺍﻟﺘﺠﻤ ِﺪ ‪ ،‬ﺣﻴﺚ ّ‬ ‫ّ‬ ‫ِ‬
‫ﺩﺭﺟﺔ‬ ‫ﺇﻟﻰ ﻣﺎ ﺩﻭ ِﻥ‬
‫ﺍﻟﺸﺤﻨﺔ ﻭﺃﺧﺮﻯ ﺳﺎﻟﺒﺔ ُ‬ ‫ِ‬ ‫ﺟﺒﺔ ُ‬
‫ﺕ ﺗﻨﻔﺼ ُﻞ ﺃﺟﺰﺍﺀ ٌ ﻣﻮ َ‬ ‫ﻣﻊ ﺗﺼﺎﺩﻡ ِ ﻫﺬﻩ ﺍﻟﺒﻠّﻮﺭﺍ ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﻤﺘﺼﺎﻋ ِﺪ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ﻣﻊ‬ ‫ﺟﺒﺔ ُ‬‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﺍﻟﺼﻐﻴﺮﺓُ ﻣﻮ َ‬
‫ُ‬ ‫ُﺤﻤ ُﻞ‬
‫ﺍﻟﺸﺤﻨﺔ ‪ .‬ﺗ َ‬‫ِ‬
‫ﻗﺎﻉ‬
‫ﺗﺘﺮﺍﻛﻢ ﻓﻲ ِ‬ ‫ِ‬
‫ﺍﻟﺸﺤﻨﺔ ﻓﺈﻧّﻬﺎ‬ ‫ﺍﻟﺠﺰﻳﺌﺎﺕ ﺍﻟﻜﺒﻴﺮﺓُ ﺳﺎﻟﺒﺔ ُ‬
‫ُ‬ ‫ﺇﻟﻰ ﺃﻋﻠﻰ ‪ ،‬ﺃﻣّﺎ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﺴﺤﺎﺑﺔ ‪.‬‬
‫ﺍﻟﺸﺤﻨﺔ ﻓﺠﺄ ًﺓ ﻛﺸﺮﺍﺭ ٍﺓ ﻛﻬﺮﺑﺎﺋﻴ ّ ٍﺔ ‪.‬‬ ‫ِ‬ ‫ﻕ‬‫ﺙ ﺍﻟﺒﺮ ُﻕ ﻋﻨﺪﻣﺎ ﻳﺘ ﱡﻢ ﺗﻔﺮﻳ ُﻎ ﻓﺮ ِ‬ ‫ﻳﺤﺪ ُ‬
‫ﺑﺴﺮﻋﺔ ﻣﺤ ِﺪﺛًﺎ‬
‫ٍ‬ ‫ﻣﻤﺎ ﻳﺠﻌ ُﻞ ﺍﻟﻬﻮﺍﺀ َ ﻳﺘﻤ ّﺪﺩُ‬ ‫ﻏﻴﺮ ﻋﺎﺩﻳ ّ ٍﺔ ّ‬
‫ﻕ ﺣﺮﺍﺭ ًﺓ َ‬ ‫ﻭﻣﻴﺾ ﺍﻟﺒﺮ ِ‬ ‫ُ‬ ‫ﻳُﻮﻟ ﱢ ُﺪ‬
‫ﺴﻤﻰ ﺍﻟﺮﻋ َﺪ ‪.‬‬ ‫ﺻﻮﺗًﺎ ﻋﺎﻟﻴًﺎ ﻳ ُ ّ‬

‫ﺍﻻﻧﺠﺮﺍﻑ ﺇﻟﻰ ﺃﻋﻠﻰ‬ ‫ُ‬ ‫ﻕ ﻓﻲ‬

‫ِ‬ ‫ﺢ ﺍﻟﻔﺮ ُ‬ ‫ﻋﻨﺪﻣﺎ ﻳُﺼﺒِ ُ‬
‫ﺍﻟﺴﺤﺎﺑﺔ‬ ‫ﻭﺃﺳﻔ َﻞ ﺩﺍﺧ َﻞ‬ ‫ﺑﺪﺭﺟﺔ ﻛﺎﻓﻴﺔٍ‬
‫ٍ‬ ‫ِ‬
‫ﻛﺒﻴﺮﺍ‬
‫ﺍﻟﺸﺤﻨﺔ ً‬
‫ﺐ ﻫﻄﻮ َﻝ‬‫ﺍﻟﺮﻋﺪﻳ ّ ِﺔ ﻳُﺴﺒﱢ ُ‬ ‫ﺙ ﺷﺮﺍﺭﺓٌ ﻛﻬﺮﺑﺎﺋﻴّﺔ ٌ‬
‫ﺍﻟﻤﻄ ِﺮ ﻭﺍﻟﺒﺮﺩَ ‪.‬‬ ‫ﺗﺤﺪ ُ‬
‫ُﺴﻤﻰ ﺍﻟﺒﺮ َﻕ ‪.‬‬
‫ﻋﻤﻼﻗﺔ ٌ ﺗ ّ‬

‫ﺍﻟﺸﺤﻨﺔ ُ ﺍﻟﻜﻬﺮﺑﺎﺋﻴّﺔ ُ ﺍﻟﺴﺎﻟﺒﺔ ُ‬

‫ِ‬
‫ﺍﻟﺴﺤﺎﺑﺔ‬ ‫ﻗﺎﻉ‬
‫ِ‬ ‫ﺗﺘﺮﺍﻛﻢ ﻓﻲ‬
‫ُ‬
‫ﺟﺒﺔً‬
‫ﻣﺴﺒﱢﺒﺔً ﺷﺤﻨﺔً ﻛﻬﺮﺑﺎﺋﻴّﺔً ﻣﻮ َ‬
‫ﺽ‪.‬‬ ‫ﻋﻨ َﺪ ﻣﺴﺘﻮﻯ ﺍﻷﺭ ِ‬

‫‪70 πo μ°T‬‬
‫ﺍﻟﻌﺎﺻﻔﺔ ﺍﻟﺮﻋﺪﻳ ّ ِﺔ‬
‫ِ‬ ‫ﺩﺍﺧ َﻞ‬

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 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﺗﺤﺬﻳﺮﺍﺕ ﺍﻟﻌﻮﺍﺻ ِ‬
‫ﻒ‬ ‫ُ‬
‫ِ‬
‫ﻟﻌﻮﺍﺻﻒ‬ ‫ﺖ ﺩﻭﻟﺔَ ﺍﻟﻜﻮﻳ ِ‬
‫ﺖ‬ ‫ﺿ ْ‬ ‫ﺗﻌﺮ َ‬
‫ﺩﻳﺴﻤﺒﺮ ﺳﻨﺔَ ‪ 1934‬ﻭﺳﻨﺔَ ‪ّ 1954‬‬ ‫َ‬ ‫ﻓﻲ‬
‫ﺖ ﺍﻟﻬﺪّﺍﻣﺔَ ﺍﻷﻭﻟﻰ ‪ 1934‬ﻭﺍﻟﻬﺪّﺍﻣﺔَ ﺍﻟﺜﺎﻧﻴﺔَ ‪، 1954‬‬ ‫ﺃﻣﻄﺎ ٍﺭ ﻛﺒﻴﺮ ٍﺓ ُﺳﻤﱢﻴَ ْ‬
‫ﺕ ﺇﻟﻰ ﻫﺪﻡ ِ ﺍﻟﻌﺪﻳ ِﺪ ﻣﻦ ﺍﻟﻤﻨﺎﺯ ِﻝ‬ ‫ﺖ ﺍﻟﺒﻼﺩُ ﺇﻟﻰ ﺃﻣﻄﺎ ٍﺭ ﻏﺰﻳﺮ ٍﺓ ﺃﺩﱠ ْ‬ ‫ﺿ ِ‬ ‫ﺗﻌﺮ َ‬ ‫ﺣﻴﺚ ّ‬
‫ﺗﻜﻦ ﻣﺠ ﱠﻬﺰ ًﺓ‬ ‫ْ‬ ‫ﻕ ﺍﻟﺘﻲ ﻟﻢ‬ ‫ﺖ ﺍﻟﻄﺮ ُ‬ ‫ﻣﻌﻈﻤﻬﺎ ﻣﻦ ﻃﻴ ٍﻦ ‪ ،‬ﻭﻏﺮﻗ َ ِ‬ ‫ُ‬ ‫ﺖ‬
‫ﺍﻟﺘﻲ ﻛﺎﻧ َ ْ‬
‫ﻣﻌﻈﻢ ﺍﻟﻤﻨﺎﻃ ِﻖ ﻓﻲ‬ ‫َ‬ ‫ﺃﻣﻄﺎﺭ ﻏﺰﻳﺮﺓٌ‬ ‫ٌ‬ ‫ﻑ ‪ .‬ﻭﻋﺎﻡَ ‪ 1997‬ﺃﻏﺮﻗ َ ْ‬
‫ﺖ‬ ‫ﺑﻤﺠﺎﺭﻱ ﺍﻟﺼﺮ ِ‬
‫ﺕ‬ ‫ﺑﻌﺾ ﺍﻟﺒﻴﻮ ِ‬ ‫ﺕ ُ‬ ‫ﻭﺍﻧﻬﺎﺭ ْ‬‫َ‬ ‫ﺹ‪،‬‬ ‫ﺖ ﻓﻲ ﻭﻓﺎ ِﺓ ﻋ ّﺪ ِﺓ ﺃﺷﺨﺎ ٍ‬ ‫ﺖ ﻭﺗﺴﺒّﺒَ ْ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ِ‬
‫ﻋﻮﺍﺻﻒ ﺭﻣﻠﻴّﺔ ٌ ﻣﻨﻬﺎ ﻓﻲ‬ ‫ُ‬ ‫ﺖ‬‫ﺖ ﺩﻭﻟﺔَ ﺍﻟﻜﻮﻳ ِ‬ ‫ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﻨﺎﻃ ِﻖ ‪ .‬ﻛﻤﺎ ﺿﺮﺑَ ْ‬
‫ِ‬
‫ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺍﻟﺮﺅﻳﺔ ﻭﻫﻼﻛًﺎ ﻟﻠﻤﺰﺭﻭﻋﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺍﻧﻌﺪﺍﻣﺎ ﻓﻲ‬
‫ً‬ ‫ﻣﺎﺭﺱ ‪ 2009‬ﻣﺴﺒﱢﺒﺔً‬ ‫َ‬ ‫‪11‬‬
‫ﻭﺍﻟﺠﻮﻱﱢ ‪.‬‬ ‫ّ‬ ‫ﺍﻟﺒﺮﻱﱢ ﻭﺍﻟﺒﺤﺮﻱﱢ‬ ‫ﺣﺮﻛﺔ ﺍﻟﻨﻘ ِﻞ ّ‬ ‫ِ‬ ‫ﺍﻟﺠﻮ ﻭﺗﻌﻄ ّ ِﻞ‬ ‫ﱢ‬ ‫ﺗﻠﻮ ِ‬
‫ﺙ‬ ‫ﺇﻟﻰ ّ‬
‫ﺑﺎﻟﻌﺎﺻﻔﺔ ‪ ،‬ﻳﺸﺘﻤ ُﻞ ﻫﺬﺍ‬ ‫ِ‬ ‫ﺗﺤﺬﻳﺮﺍ‬
‫ً‬ ‫ﺍﻟﺠﻮﻳ ّ ِﺔ‬
‫ّ‬ ‫ﻋﻨﺪﻣﺎ ﺗ ُﺼ ِﺪ ُﺭ ﺍﻟﻬﻴﺌﺔ ُ ﺍﻟﻌﺎﻣّﺔ ُ ﻟﻸﺭﺻﺎ ِﺩ‬
‫ﺑﺪ ﻭﺃﻥ‬ ‫ﺍﻟﻌﺎﺻﻔﺔ ﻻ ﱠ‬ ‫ِ‬ ‫ﺗﺤﺬﻳﺮ‬ ‫ﺻﺪﺭ‬
‫َ‬ ‫ﻑ ‪ .‬ﻟﻮ‬ ‫ﺍﻟﺘﺼﺮ ِ‬ ‫ّ‬ ‫ﺕ ﻋﻦ ﻛﻴﻔﻴ ّ ِﺔ‬ ‫ﺍﻟﺘﺤﺬﻳﺮ ﻋﻠﻰ ﺗﻮﺟﻴﻬﺎ ٍ‬
‫ُ‬ ‫ُ‬
‫‪71 πo μ°T‬‬ ‫ﺍﺫﻫﺐ ﺇﻟﻰ‬‫ْ‬ ‫ِ‬
‫ﻣﺒﺎﺷﺮﺍ ﻟﺤﻤﺎﻳﺔ ﻧﻔﺴﻚ ﻭﺣﻤﺎﻳﺔ ﺍﻵﺧﺮﻳﻦ ‪ .‬ﻓﻲ ﺣﺎﻟﺔ ﺍﻹﻋﺼﺎ ِﺭ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ً‬ ‫ﺗﺘّﺨ َﺬ ﺇﺟﺮﺍﺀ ً‬
‫ﺑﻤﺮﺍﻗﺒﺔ ﺍﻹﻋﺼﺎ ِﺭ ﻣﺴﺒَﻘًﺎ ﻗﺒ َﻞ‬‫ِ‬ ‫ِ‬
‫ﺍﻟﻘﺎﺳﻴﺔ ‪ ،‬ﺍﺗ ِّﺨ ْﺬ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺮﻋﺪﻳ ّ ِﺔ‬ ‫ِ‬ ‫ﻚ ‪ .‬ﻓﻲ ِ‬
‫ﺣﺎﻟﺔ‬ ‫ﻭﺍﺑﺘﻌ ْﺪ ﻋﻦ ﺍﻟﺸﺒﺎﺑﻴ ِ‬ ‫ﺳﻔﻠﻲ ‪ِ ،‬‬ ‫ﱟ‬ ‫ﺃﻱﱢ ﻃﺎﺑ ٍﻖ‬
‫ﻳﺴﺘﻄﻴﻊ‬ ‫ﻭﺻﻮ ِﻟﻪ ﺇﻟﻰ ﺍﻟﺸﺎﻃﮒ ‪،‬‬
‫ُ‬
‫ِ‬
‫ٍ‬
‫ﻋﺎﺻﻔﺔ‬ ‫ﺗﺤﺬﻳﺮ ﺑﻔﻴﻀﺎ ٍﻥ ﺃﻭ‬ ‫ٌ‬ ‫ﺻﺪﺭ‬
‫َ‬ ‫ﻭﺍﻟﺮﻳﺎﺡ ﺍﻟﻘﻮﻳّﺔَ ‪ .‬ﻟﻮ‬ ‫َ‬ ‫ﺐ ﺍﻟﺒﺮ َﻕ‬ ‫ﻣﻠﺠﺄ ً ﻓﻲ ﺍﻟﻤﺒﻨﻰ ﻟﺘﺘﺠﻨ ّ َ‬
‫ﺣﻤﺎﻳﺔ ﺃﻋﻤﺎ ِﻟﻬﻢ‬ ‫ﺍﻟﻨﺎﺱ ﻣﺤﺎﻭﻟﺔَ‬
‫ُ‬
‫ﻭﻣﻨﺎﺯ ِﻟﻬﻢ ﻣﻦ ﺍﻟﺪﻣﺎ ِﺭ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻟﻌﻮﺍﺻﻒ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺜﻠﺠﻴ ّ ِﺔ‬ ‫ِ‬ ‫ِ‬
‫ﺣﺎﻟﺔ‬ ‫ﻋﺎﻟﻴﺔ ‪ .‬ﻓﻲ‬ ‫ٍ‬ ‫ﺑﺤﺮﻳ ّ ٍﺔ ‪ ،‬ﺍﺗ ِّﺨ ْﺬ ﻣﻠﺠﺄ ً ﻓﻲ ﺃﺭ ٍ‬
‫ﺽ‬
‫ﺕ ﺍﻟﻴﺪﻭﻳّﺔَ ﻓﻲ ﻣﺘﻨﺎﻭ ِﻝ‬ ‫ﺕ ﻭﺍﻟﻜ ّﺸﺎﻓﺎ ِ‬ ‫ﺖ ﻭﺍﺟﻌ ِﻞ ﺍﻟﺒﻄّﺎﻧﻴّﺎ ِ‬ ‫ﺚ ﺩﺍﺧ َﻞ ﺍﻟﺒﻴ ِ‬ ‫ﺍﻟﺮﻣﻠﻴ ّ ِﺔ ‪ ،‬ﺍﻣﻜ ْ‬
‫ِ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺀ ‪.‬‬ ‫ﺍﻧﻘﻄﺎﻉ‬
‫ِ‬ ‫ﻳ ِﺪﻙ ﻓﻲ ِ‬
‫ﺣﺎﻟﺔ‬

‫ﺍﻟﺪﺭﺱ ‪2-2‬‬
‫ُ‬
‫ﻭﻓﺴﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﻣﺨﺘﺼ ًﺮﺍ ﻟﻪ ‪.‬‬
‫َ‬ ‫ﺍﻛﺘﺐ ﻭﺻﻔًﺎ‬ ‫ْ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺮﺋﻴﺴﻴّ ِﺔ؟‬
‫ِ‬ ‫‪ .1‬ﻣﺎ ُ‬
‫ﺃﺣﺪ ﺃﻧﻮﺍﻉ‬
‫ِ‬
‫ﻭﺍﻟﺮﻋﺪ؟‬ ‫ﻛﻞ ﻣﻦ ِ‬
‫ﺍﻟﺒﺮﻕ‬ ‫ﻳﺤﺪﺙ ﱞ‬
‫ُ‬ ‫ﺇﻧﺘﺎﺝ ﻋﺎﺻﻔﺔٍ ﺭﻋﺪﻳّﺔٍ ؟ ﻟﻤﺎﺫﺍ‬
‫َ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺣﺮﻛ ُﺔ ﺍﻟﻬﻮﺍﺀِ‬
‫ُ‬ ‫‪ .2‬ﻛﻴﻒ‬
‫ﺗﻌﻴﺶ ﻓﻴﻬﺎ ‪.‬‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﻤﺜﻴﺮﺓِ ﺍﻟﺘﻲ ﺣﺪﺛَ ْﺖ ﻓﻲ‬
‫ِ‬ ‫‪ِ .3‬ﺻ ْﻒ ﺍﺛﻨﺘﻴﻦ ﺃﻭ َ‬
‫ﺃﻛﺜﺮ ﻣﻦ‬

‫‪182‬‬
 ‫‪áp dÉM ™o bq ƒJ 3-2‬‬
‫‪Weather Forecast‬‬
‫‪p‬‬
‫‪¢ù≤£dG‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﺍﺳﺘﻨﺘﺎ ٌﺝ‬ ‫ﻓﻲ ِ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺍﻟﻄﻘﺲ‬
‫َ‬ ‫ﺗﻮﻗ ﱠ ِﻊ‬ ‫ﺲ‪.‬‬ ‫ِ‬
‫ﺧﺮﻳﻄﺔ ﺍﻟﻄﻘ ِ‬ ‫ِ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ُ ﻋﻠﻰ‬ ‫ﺲ‬
‫ﻇﺮﻭﻑ ﺍﻟﻄﻘ ِ‬
‫ُ‬ ‫ﻳﺼﻒ ﻛﻴﻒ ﺗﺒﺪﻭ‬ ‫َ‬
‫ﻧﺎﻓﺬﺗﻚ ﻓﻲ‬‫ِ‬ ‫ﺗﻨﻈﺮ ﻣﻦ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺲ‪.‬‬ ‫ﺲ ﺣﺎﻟﺔَ ﺍﻟﻄﻘ ِ‬ ‫ّ‬
‫ﺶ ﻛﻴﻒ ﻳﺘﻮﻗ ُﻊ ﻋﻠﻤﺎﺀ ُ ﺍﻟﻄﻘ ِ‬ ‫ﻳُ ِ‬
‫ﻨﺎﻗ َ‬
‫ُ‬ ‫ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎ ِ‬
‫ُﻘﺮ َﺭ‬ ‫ﺍﻟﺼﺒﺎﺡ ﻫﻞ ﻳ ُ ِ‬ ‫ﺲ‪.‬‬‫ﺕ ﺣﻮ َﻝ ﺃﺣﻮﺍ ِﻝ ﺍﻟﻄﻘ ِ‬ ‫َ‬ ‫ﻳُﻘﺎ ِﺭﻥ َ ﻭﻳُﺒﺎﻳِﻦَ‬
‫ﻤﻜﻨُﻚ ﺃﻥ ﺗ ﱢ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺲ‪.‬‬‫ﻳﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳ ِﻖ ﻣﻼﺣﻈﺔ ﻇﺮﻭﻑ ﺍﻟﻄﻘ ِ‬ ‫ِ‬ ‫َ‬
‫ﺍﻟﻄﻘﺲ؟ ﻣﺎ‬
‫ُ‬ ‫ﻣﺎ ﺳﻴﻜﻮ ُﻥ ﻋﻠﻴﻪ‬
‫ﺍﻟﻤﻼﺣﻈﺎﺕ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ُ ﺑﻬﺎ؟ ﻣﺎ‬
‫ُ‬
‫ﺗﺴﺘﺨﻠﺼﻬﺎ‬
‫ُ‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺘﻲ‬
‫ُ‬ ‫ﺍﻟﻄﻘﺲ ﺳﻴﻜﻮ ُﻥ ﺩﺍﻓ ًﺌﺎ‬
‫َ‬ ‫ُﻘﺮ ُﺭ ﺃ ّﻥ‬‫ﺍﻟﺼﺒﺎﺡ ﺗ ﱢ‬
‫ِ‬ ‫ﺍﻟﺨﺎﺭﺝ ﻓﻲ‬
‫ِ‬ ‫ﺗﻨﻈﺮ ﺇﻟﻰ‬
‫ُ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ٍ‬
‫ﻣﻼﺣﻈﺔ؟‬ ‫ﻣﻦ ﻛ ﱢﻞ‬ ‫ﺑﻨﻔﺴﻚ ‪ ،‬ﻭﺗﺒﻨﻲ ﺗﻮﻗ ّ َﻌﻚ ﻋﻠﻰ‬‫ﺲ ِ‬ ‫ﻭﻣﺸﻤﺴﺎ ‪ .‬ﺃﻧﺖ ﺗﻘﻮﻡ ُ ﺑﺘﻮﻗ ّ ِﻊ ِ‬
‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ً‬
‫ﺲ ﻣﻬ ﱞﻢ ًّ‬
‫ﺟﺪﺍ‬ ‫ِ‬
‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ِ‬
‫ﺍﻟﻤﺎﺿﻴﺔ ‪ .‬ﺗﻮﻗ ّ ُﻊ‬ ‫ِ‬
‫ﻭﺧﺒﺮﺗﻚ‬ ‫ِ‬
‫ﻣﻼﺣﻈﺎﺗﻚ‬ ‫ﺱ‬
‫ﺃﺳﺎ ِ‬
‫ﻳﺤﺘﺎﺝ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﺇﻟﻰ‬‫ُ‬ ‫ﺱ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ ﺍﻟﻤﺜﺎ ِﻝ ‪،‬‬ ‫ِ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻌﺪﻳ ِﺪ ﻣﻦ ﺍﻟﻨﺎ ِ‬
‫ﻟﺰﺭﺍﻋﺔ ﺍﻟﻤﺤﺎﺻﻴ ِﻞ ﺃﻭ ﺣﺼ ِﺪﻫﺎ ‪.‬‬‫ِ‬ ‫ﻣﻼﺋﻤﺎ‬
‫ً‬ ‫ﺍﻟﻄﻘﺲ ﺳﻴﻜﻮ ُﻥ‬
‫ُ‬ ‫ِ‬
‫ﻣﻌﺮﻓﺔ ﺇﻥ ﻛﺎ َﻥ‬

‫‪p‬‬
‫‪¢ù≤£dG‬‬ ‫‪ä’ÉM‬‬
‫‪Weather Forecast‬‬
‫‪o‬‬

‫ﺲ ﺍﻟﺘﻲ ﺗﺮﺍﻫﺎ ﻓﻲ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺃﻭ‬ ‫ﺑﺤﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ِ‬ ‫ﻟﻠﻘﻴﺎﻡ ِ ﺑﺈﻋﺪﺍ ِﺩ ﻧﺸﺮ ِﺓ ﺍﻟﺘﻮﻗ ّ ِﻊ‬
‫ﺕ‬ ‫ﺕ ﻋﻦ ﺣﺎﻻ ِ‬ ‫ﺑﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎ ِ‬
‫ِ‬ ‫ﺲ‬
‫ﺍﻟﺼﺤﻒ ‪ ،‬ﻳﻘﻮﻡ ُ ﻋﻠﻤﺎﺀ ُ ﺍﻟﻄﻘ ِ‬ ‫ِ‬ ‫ﺗﻘﺮﺃُﻫﺎ ﻓﻲ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ‬
‫ُ‬ ‫ٍ‬
‫ﻭﺍﺳﻌﺔ ‪ .‬ﻫﺬﻩ‬ ‫ٍ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺍﻟﺤﺎﻟﻲ ﻋﻠﻰ‬ ‫ﱢ‬ ‫ﺲ‬
‫ﺍﻟﻄﻘ ِ‬
‫ﺲ ﻋﻦ‬ ‫ﻭﺍﻟﺮﻳﺎﺡ ﺗ ُﺨﺒِ ُﺮ ﻋﻠﻤﺎﺀ َ ﺍﻟﻄﻘ ِ‬ ‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ‬ ‫ّ‬ ‫ِ‬
‫ﻭﺍﻟﻀﻐﻂ‬ ‫ﻣﻌﺪ ِﻝ ﺍﻟﻤﻄ ِﺮ‬ ‫ﻭﻋﻦ ﱠ‬
‫ﺕ ﻓﻲ‬ ‫ﻣﻼﺣﻈﺔ ﺍﻟﺘﻐﻴّﺮﺍ ِ‬ ‫ِ‬ ‫ﺾ ‪ .‬ﻣﻦ ﺧﻼ ِﻝ‬ ‫ﻭﺍﻟﻤﻨﺨﻔ ِ‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻤﺮﺗﻔ ِﻊ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﻣﻮﺍﻗ َﻊ‬
‫ﺗﺤﺮ ِﻛﻬﺎ‬ ‫ّ‬ ‫ِ‬
‫ﺳﺮﻋﺔ‬ ‫ﺗﺼﻮ َﺭ ﻣﺪﻯ‬ ‫ّ‬ ‫ﺲ‬
‫ﻳﺴﺘﻄﻴﻊ ﻋﻠﻤﺎﺀ ُ ﺍﻟﻄﻘ ِ‬ ‫ُ‬ ‫ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ‪،‬‬
‫ﺃﻳﻀﺎ ﺗﻮﻗ ّ َﻊ ﺃﻳﻦ ﺳﺘﻜﻮ ُﻥ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻓﻲ‬ ‫ّﺠﺎﻫﺎﺗﻬﺎ ‪ ،‬ﻭﻳﺴﺘﻄﻴﻌﻮﻥ ً‬ ‫ِ‬ ‫ﻭﺍﺗ‬
‫ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻟﻜﺘ ِﻞ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ‬ ‫ِ‬ ‫ﺲ‬
‫ﺑﻨﻮﻉ ﺍﻟﻄﻘ ِ‬‫ِ‬ ‫ﻣﻌﺮﻓﺘﻬﻢ‬‫ِ‬ ‫ﺍﻟﻤﺴﺘﻘﺒ ِﻞ ‪ .‬ﺑﻨﺎﺀ ً ﻋﻠﻰ‬
‫ﻔﺔ ‪.‬‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﻣﻨﺎﻃﻖ ِ‬ ‫َ‬ ‫ﺲ ﺍﻟﺴﺎﺋ ِﺪ ﻓﻲ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻌﻠﻤﺎﺀ ُ ﺗﻮﻗ ّ َﻊ ﺍﻟﻄﻘ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﺨﺘﻠ ِﻔﺔ ‪،‬‬
‫ِ‬
‫ﺍﻟﻜﺜﻴﺮ‬
‫َ‬ ‫ﺐ ﻫﺬﺍ‬ ‫ﻣﻘﺪ ًﻣﺎ ‪ ،‬ﻳﺘﻄﻠ ّ ُ‬ ‫ﻳﻮﻣﺎ ﺃﻭ ﻳﻮﻣﻴﻦ ﱠ‬ ‫ﺲ ً‬ ‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ﻟﻠﻘﻴﺎﻡ ِ ﺑﺘﻮﻗ ّ ِﻊ ِ‬
‫ﺲ ﺑﺘﺤﺴﻴ ِﻦ ﺩﻗ ّ ِﺔ ﺍﻟﺘﺨﻤﻴ ِﻦ ﻃﻮﻳ ِﻞ ﺍﻷﺟ ِﻞ ‪،‬‬ ‫ﻣﻦ ﺍﻟﺘﺨﻤﻴ ِﻦ ‪ .‬ﻳﻘﻮﻡ ُ ﻋﻠﻤﺎﺀ ُ ﺍﻟﻄﻘ ِ‬
‫ﺗﺴﺘﻄﻴﻊ‬
‫ُ‬ ‫ﺐ‪.‬‬ ‫ﺍﻟﻤﺼﻨﻮﻋﺔ ﻋﻠﻰ ﺍﻟﺤﻮﺍﺳﻴ ِ‬ ‫ِ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬
‫ِ‬ ‫ﻭﻟﻜﻦ ﻋﻦ ﻃﺮﻳ ِﻖ ﺍﺳﺘﺨﺪﺍﻡ ِ‬
‫ﺕ ﻛﺜﻴﺮ ٍﺓ‬ ‫ﻣﻌﺮﻓﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ِ‬ ‫ﺍﻟﺴﺮﻋﺔ ﺃﻥ ﺗﻘﻮﻡَ ﺑﺘﻮﻗ ّ ٍﻊ ﺑﻨﺎﺀ ً ﻋﻠﻰ‬ ‫ِ‬ ‫ﺍﻟﺤﻮﺍﺳﻴﺐ ﻓﺎﺋﻘﺔ ُ‬
‫ُ‬
‫ﺲ‪.‬‬ ‫ﺕ ﺍﻟﻄﻘ ِ‬ ‫ﺟﺪﺍ ﻣﻦ ﺑﻴﺎﻧﺎ ِ‬ ‫ًّ‬

‫‪183‬‬
 ‫‪p‬‬
‫‪¢ù≤£dG‬‬ ‫‪p‬‬
‫‪äÉfÉ«H‬‬ ‫‪QOÉ°üe‬‬
‫‪Sources of Weather Data‬‬
‫‪o‬‬

‫ﺍﻟﻈﺮﻭﻑ‬
‫َ‬ ‫ﺗﺼﻒ‬
‫ُ‬ ‫ﺕ ﺍﻟﺘﻲ‬ ‫ﺲ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎ ِ‬ ‫ِ‬
‫ﺑﺤﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ﻳﻌﺘﻤ ُﺪ ﺍﻟﺘﻮﻗ ّ ُﻊ ﺍﻟﺠﻴ ّ ُﺪ‬
‫ﺍﻟﺨﺎﺻ ِﺔ‬
‫ّ‬ ‫ﻣﺼﺎﺩﺭ ﺭﺋﻴﺴﻴ ّ ٍﺔ ﻟﻠﺒﻴﺎﻧﺎ ِ‬
‫ﺕ‬ ‫َ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪ .‬ﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ ُ‬
‫ّ‬ ‫ﻓﻲ ﺍﻟﻐﻼ ِ‬
‫ﻑ‬
‫ِ‬
‫ﺍﻟﺼﻔﺤﺔ ‪.‬‬ ‫ﺱ ﺍﻷﻣﺜﻠﺔَ ﺍﻟﻤﻮﺟﻮﺩ َﺓ ﻓﻲ ﻫﺬﻩ‬ ‫ﺍﻟﺠﻮﻱﱢ ‪ .‬ﺍﺩﺭ ِ‬ ‫ّ‬ ‫ﺑﺎﻟﻐﻼ ِ‬
‫ﻑ‬

‫ﺍﻟﺨﺎﺻﺔ ُ ﺑﺎﻟﻄﻘﺲِ‬
‫ّ‬ ‫ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴّﺔ ُ‬
‫ُ‬

‫‪Ë‬‬
‫ﻧﻘﺎﻁ‬ ‫ﺑﺎﻟﻄﻘﺲ ﻣﺘﻤﺮﻛﺰ ٌﺓ َ‬
‫ﻋﻨﺪ ٍ‬ ‫ِ‬ ‫ﺍﻟﺨﺎﺻ ُﺔ‬
‫ّ‬ ‫ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴّ ُﺔ‬
‫ُ‬
‫ﺻﻮﺭ‬ ‫ٍ‬ ‫ﺑﺈﺭﺳﺎﻝ‬
‫ِ‬ ‫ﺍﻷﻗﻤﺎﺭ‬
‫ُ‬ ‫ﺍﻷﺭﺽ ‪ .‬ﺗﻘﻮ ُﻡ‬ ‫ِ‬ ‫ﻋﺪﻳﺪﺓٍ ﻓﻮﻕَ‬
‫ﺍﻟﺴﺤﺐ ‪.‬‬ ‫ِ‬ ‫ﺗﺤﺮ ِ‬
‫ﻛﺎﺕ‬ ‫ّ‬ ‫ﺎﺕ ﺍﻷﺭﺿﻴّﺔِ ﻋﻦ‬ ‫ّ‬
‫ﺍﻟﻤﺤﻄ ِ‬ ‫ﺇﻟﻰ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺩﺭﺟﺔِ ﺣﺮﺍﺭﺓِ‬
‫ِ‬ ‫ﺑﺠﻤﻊ‬
‫ِ‬ ‫ﺃﻳﻀﺎ‬
‫ﺍﻷﻗﻤﺎﺭ ً‬‫ُ‬ ‫ﺗﻘﻮ ُﻡ‬
‫ﺍﻟﺴﺤﺐ ‪ ،‬ﻭﺍﻟﺮﻃﻮﺑﺔِ ﻭﺩﺭﺟﺔِ ﺍﻟﺤﺮﺍﺭﺓِ ﺍﻟﺴﻄﺤﻴّﺔِ‬ ‫ِ‬
‫ِ‬
‫ﻭﺍﻟﻤﺤﻴﻄﺎﺕ ‪.‬‬ ‫ﻟﻸﺭﺽ‬‫ِ‬

‫ﺭﺍﺩﺍﺭ ﺍﻟﻄﻘﺲِ‬
‫ُ‬
‫‪Ë‬‬

‫ﺍﻟﻄﻘﺲ ﺑﻤﺮﺍﻗﺒﺔِ‬ ‫ِ‬ ‫ﺭﺍﺩﺍﺭ‬

‫ُ‬ ‫ﻳﻘﻮ ُﻡ‬
‫ﻗﻴﺎﺱ‬ ‫ِ‬ ‫ﺎﺕ‬ ‫ّ‬
‫ﺍﻟﻄﻘﺲ ﺣﻮﻝ ﻣﺤﻄ ِ‬ ‫َ‬ ‫ِ‬
‫ﺑﺈﺭﺳﺎﻝ‬ ‫ِ‬ ‫ﺍﻟﺮﺍﺩﺍﺭ‬
‫ُ‬ ‫ﻡ‬ ‫ُ‬ ‫ﻳﻘﻮ‬ ‫‪.‬‬ ‫ﺍﻟﻄﻘﺲ‬‫ِ‬
‫ﺗﻨﻌﻜﺲ‬ ‫ُ‬ ‫ﺇﺷﺎﺭﺍﺕ ﺍﻟﺮﺍﺩﻳﻮ ﺍﻟﺘﻲ‬ ‫ِ‬
‫ﻮﺿ ُﺢ‬ ‫ﻭﺍﻟﺠﻠﻴﺪ ‪ .‬ﻳُ ﱢ‬ ‫ِ‬ ‫ﺍﻟﻤﻄﺮ‬
‫ِ‬ ‫ﻣﻦ‬
‫ﺃﻳﻀﺎ ﺃﻳﻦ ﺗﺘﻤﺮﻛ ُﺰ‬ ‫ً‬ ‫ﺍﻟﺮﺍﺩﺍﺭ‬
‫ُ‬
‫ﺃﻱ ﺍﺗّﺠﺎﻩٍ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﻭﻓﻲ ﱢ‬ ‫ُ‬
‫ﻫﻄﻮﻝ‬ ‫ِ‬ ‫ﺎﺕ‬
‫ﻛﻤﻴّ ُ‬ ‫ﺗﻈﻬﺮ ّ‬
‫ُ‬ ‫ﺗﺘﺤﺮ ُﻙ ‪.‬‬ ‫ّ‬
‫ﺍﻟﺮﺍﺩﺍﺭ‬
‫ِ‬ ‫ِ‬
‫ﺧﺮﺍﺋﻂ‬ ‫ﺍﻟﻤﻄﺮ ﻋﻠﻰ‬ ‫ِ‬
‫ﺑﺄﻟﻮﺍﻥ ﻣﺨﺘﻠِ ﻔﺔٍ ‪.‬‬ ‫ٍ‬

‫ﺑﺎﻟﻮﻧﺎﺕ ﺍﻟﻄﻘﺲِ‬
‫ُ‬
‫ﺑﺎﻟﻬﻴﻠﻴﻮﻡ‬ ‫ﺍﻟﻄﻘﺲ ﺍﻟﻤﻤﻠﻮﺀ ُﺓ‬ ‫ﺑﺎﻟﻮﻧﺎﺕ‬
‫ﻣﺤﻄ ّ ُ‬
‫ﺎﺕ ﺍﻟﻄﻘﺲِ‬
‫‪Ë‬‬

‫ِ‬ ‫ِ‬ ‫ُ‬

‫ٍ‬
‫ﺑﻴﺎﻧﺎﺕ‬ ‫ﱡ‬ ‫ﱢ‬
‫ﺍﻟﺠﻮﻱ ﺗﺒﺚ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻐﻼﻑ‬ ‫ﻭﺍﻟﻤﺮﺗﻔِ ﻌ ُﺔ ﻓﻲ‬
‫‪Ë‬‬
‫ﻃﻘﺲ ﻛﺒﻴﺮ ٌﺓ ﻭﺻﻐﻴﺮ ٌﺓ‬ ‫ٍ‬ ‫ﺎﺕ‬ ‫ّ‬
‫ﻣﺤﻄ ُ‬ ‫ﻫﻨﺎﻙ‬
‫ﺍﻟﻀﻐﻂ ‪ ،‬ﺍﻟﺮﻃﻮﺑﺔِ ‪.‬‬ ‫ِ‬ ‫ﻋﻦ ﺩﺭﺟﺔِ ﺍﻟﺤﺮﺍﺭﺓِ ‪،‬‬ ‫ﺍﻟﻌﺎﻟﻢ ‪ .‬ﺗُﺰ ﱢﻭ ُﺩﻧﺎ ﻫﺬﻩ‬ ‫َ‬
‫ﺣﻮﻝ‬ ‫ﺓ‬ ‫ٌ‬ ‫ﻣﺘﻤﺮﻛﺰ‬
‫ﺎﺕ ﺍﻷﺭﺿﻴّ ُﺔ ﺣﺮﻛ َﺔ ﺍﻟﺒﺎﻟﻮﻥِ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻤﺤﻄ ُ‬ ‫ﺒﻊ‬
‫ﺗﺘّ ُ‬ ‫ﺑﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺩﺭﺟﺔِ ﺍﻟﺤﺮﺍﺭﺓِ ‪،‬‬ ‫ٍ‬ ‫ﺎﺕ‬
‫ﺍﻟﻤﺤﻄ ُ‬ ‫ّ‬
‫ﺍﺭﺗﻔﺎﻉ‬
‫ِ‬ ‫ﻋﻨﺪ‬
‫َ‬ ‫ﺍﻟﻄﻘﺲ‬
‫ِ‬ ‫َ‬
‫ﻭﻇﺮﻭﻑ‬ ‫ﺍﻟﺮﻳﺎﺡ‬
‫َ‬ ‫ﺩ‬
‫َ‬ ‫ﱢ‬
‫ﺤﺪ‬ ‫ﻟﺘُ‬ ‫ﺍﻟﺴﺤﺐ ‪ ،‬ﱠ‬
‫ﻣﻌﺪ ِﻝ‬ ‫ِ‬ ‫‪،‬‬ ‫ﺍﻟﺮﻳﺎﺡ‬
‫ِ‬ ‫‪،‬‬ ‫ﺍﻟﺮﻃﻮﺑﺔِ‬
‫ﺍﻻﺭﺗﻔﺎﻉ ‪،‬‬
‫ِ‬ ‫ﻫﺬﺍ‬ ‫ﻋﻨﺪ‬
‫ُ َ‬ ‫ﻓﺎﻟﺮﻳﺎﺡ‬ ‫‪.‬‬ ‫ﻣﺘﺮ‬
‫ٍ‬ ‫‪5‬‬ ‫‪500‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ُﺮﺳ ُﻞ ﻫﺬﻩ‬
‫ُ‬ ‫ﺍﻷﻣﻄﺎﺭ ‪ .‬ﺗ َ‬ ‫ِ‬ ‫ﻫﻄﻮﻝ‬‫ِ‬
‫ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺗُﺆﺛﱢ ُﺮ ﻓﻲ ﺍﻻﺗّﺠﺎﻩِ ﺍﻟﺬﻱ‬ ‫ِ‬ ‫ﺳﺒﻴﻞ‬
‫ﻋﻠﻰ ِ‬ ‫ُﺮﺳ ُﻠﻬﺎ‬‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗ ِ‬ ‫ﻢ‬ ‫ُﺮﺳ‬ ‫ﺗ‬ ‫‪.‬‬ ‫ﺳﺎﻋﺔٍ‬ ‫ﱠ‬
‫ﻛﻞ‬
‫ُ‬ ‫َ ُ‬
‫ﺗﺘﺤﺮ ُﻙ ﻓﻴﻪ ﺍﻟﻌﺎﺻﻔ ُﺔ ‪.‬‬ ‫ّ‬ ‫ﺳﻮﻑ‬ ‫ﺍﻟﻄﻘﺲ‬ ‫ِ‬
‫ﺧﺮﺍﺋﻂ‬ ‫ﺎﺕ ﻋﻠﻰ‬ ‫ّ‬
‫ِ‬ ‫ﺍﻟﻤﺤﻄ ُ‬
‫ﺍﻟﻄﻘﺲ ‪.‬‬
‫ِ‬ ‫ُﺴﺘﺨﺪ ُﻡ ﻓﻲ ﺗﻮﻗ ِّﻊ ﺣﺎﻟﺔِ‬ ‫َ‬ ‫ﻭﺗ‬

‫‪184‬‬
 ‫‪áp jq ƒ÷G‬‬ ‫‪p‬‬
‫‪OÉ°UQC‬‬ ‫‪’G oá£fi‬‬
‫‪The National Weather Service‬‬
‫‪q‬‬ ‫‪q‬‬

‫ﺑﺒﺚ ﺗﻮﻗ ّ ِﻊ‬ ‫ﺍﻟﺠﻮﻳ ّ ِﺔ ﻓﻲ ﻛﺜﻴ ٍﺮ ﻣﻦ ﺩﻭ ِﻝ ﺍﻟﻌﺎﻟﻢ ِ ﱢ‬ ‫ّ‬ ‫ﺗﻘﻮﻡ ُ ﻣﺤﻄّﺔ ُ ﺍﻷﺭﺻﺎ ِﺩ‬
‫ﻣﻘﺎﺭﻧﺔ ٌ‬ ‫ﺕ ﻋﻦ‬ ‫ﺲ ﻟﻠﺴ ّﻜﺎ ِﻥ ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻡ ُ ﺑﻌﻤ ِﻞ ﻣﻼﻳﻴ ِﻦ ﺍﻟﻤﻼﺣﻈﺎ ِ‬ ‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ِ‬
‫ﺗﻨﺒّ ُﺆ ﻃﻘﺲِ ﺍﻟﻐ ِﺪ‬ ‫ﺲ ﻣﻦ‬ ‫ﺲ ﺳﻨﻮﻳ ًّﺎ ‪ ،‬ﻛﻤﺎ ﺗﺴﺘﻘﺒ ُﻞ ﺑﻴﺎﻧﺎ ٍ‬ ‫ﺣﺎﻻ ِ‬
‫ﺕ ﻋﺎﻟﻤﻴّﺔً ﻋﻦ ﺍﻟﻄﻘ ِ‬ ‫ﺕ ﺍﻟﻄﻘ ِ‬
‫ﺲ ﻛ ﱠﻞ ﻳﻮﻡ ٍ‬ ‫ﺗﻘﺎﺭﻳﺮ ﺍﻟﻄﻘ ِ‬‫َ‬ ‫ﺍﺟﻤ ْﻊ‬
‫ﺍﻟﺪﻭ ِﻝ ﺣﻮ َﻝ ﺍﻟﻌﺎﻟﻢ ِ ‪.‬‬
‫ﺷﻜﻼ ﺑﻴﺎﻧﻴ ًّﺎ‬‫ً‬ ‫ﺍﺭﺳﻢ‬ ‫ﻟﻤ ّﺪ ِﺓ ‪ 3‬ﺃﻳّﺎﻡ ٍ ‪.‬‬
‫ﺲ ﺍﻟﺘﻲ ﺗ ُﺼ ِﺪ ُﺭﻫﺎ ﻣﺤﻄ ّ ُ‬ ‫ﻌﺎﺕ ﺣﺎﻻ ِ‬
‫ْ‬
‫ﻣﻨﻄﻘﺘﻚ ‪ ،‬ﻭﻷﻗﺮ ِ‬
‫ﺏ‬ ‫ِ‬ ‫ﻋﻦ ﺑﻴﺎﻧﺎ ِ‬
‫ﺕ‬ ‫ﺎﺕ‬ ‫ﺕ ﺍﻟﻄﻘ ِ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺗﻮﻗ ّ ُ‬ ‫ُ‬ ‫ﺗ ُﺴﺘﺨﺪَﻡ ُ‬
‫ﺍﻟﻄﻘﺲ‬
‫َ‬ ‫ﺙ ‪ .‬ﺗﻮﻗ ّ ِﻊ‬ ‫ﻣﺪﻳﻨﺘﻴﻦ ﺃﻭ ﺛﻼ ٍ‬ ‫ﺍﻟﺠﻮﻳ ّ ِﺔ ﻓﻲ ﻋ ّﺪ ِﺓ ﺃﻏﺮﺍ ٍ‬
‫ﺽ‪.‬‬ ‫ّ‬ ‫ﺍﻷﺭﺻﺎ ِﺩ‬
‫ﺕ‬ ‫ﻟﻠﻴﻮﻡ ِ ﺍﻟﻤﻘﺒ ِﻞ ﺑﻨﺎﺀ ً ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎ ِ‬ ‫ﻌﺎﺗﻬﻢ‬ ‫ﺕ ﻹﻋﺪﺍ ِﺩ ﺗﻮﻗ ّ ِ‬ ‫ﺲ ﻓﻲ ﺍﻟﺘﻠﻔﺰﻳﻮ ِﻥ ﺍﻟﺒﻴﺎﻧﺎ ِ‬ ‫ﻳﺴﺘﺨﺪﻡ ُ ﻣﺬﻳﻌﻮ ﺍﻟﻄﻘ ِ‬
‫ﺍﻟﺘﻲ ﺟﻤ ْﻌﺘَﻬﺎ ‪.‬‬ ‫ﺍﻟﻄﻘﺲ‬
‫َ‬ ‫ﻭﺷﺮﻛﺎﺕ ﺍﻟﺸﺤ ِﻦ‬
‫ُ‬ ‫ﻁ ﺍﻟﻄﻴﺮﺍ ِﻥ‬ ‫ﺐ ﺧﻄﻮ ُ‬ ‫ﺍﻟﺨﺎﺻ ِﺔ ‪ .‬ﺗ ُ ِ‬
‫ﺮﺍﻗ ُ‬ ‫ّ‬
‫ﻳﺘﻄﺎﺑﻖ ﺗﻮﻗ ّ ُﻌﻚ‬
‫ُ‬ ‫ﻗﺎ ِﺭ ْﻥ ﺇﻟﻰ ﺃﻱﱢ ﻣ ًﺪﻯ‬ ‫ﺕ‬ ‫ﺲ ﺣﺘّﻰ ﻳﺘﺴﻨّﻰ ﻟﻠﻤﺴﺎﻓﺮﻳﻦ ﻭﺍﻟﺸﺤﻨﺎ ِ‬ ‫ِ‬ ‫ﺍﻟﻄﻘ‬ ‫ﺕ‬‫ِ‬ ‫ﺣﺎﻻ‬ ‫ﺕ‬‫ِ‬ ‫ﻌﺎ‬‫ﻭﺗﻮﻗ ّ‬
‫ﺕ‬‫ﺍﻟﺮﺳﻤﻲ ﻭﺣﺎﻻ ِ‬ ‫ﱢ‬ ‫ﻣﻊ ﺍﻟﺘﻮﻗ ّ ِﻊ‬ ‫ﺍﻟﻤﻨﻘﻮﻟﺔ ﺃﻥ ﺗﺼ َﻞ ﺑﺴﻼﻡ ٍ ‪.‬‬ ‫ِ‬
‫ﻤﻜﻨُﻚ‬ ‫ﺲ ﺍﻟﻔﻌﻠﻴ ّ ِﺔ؟ ﻛﻴﻒ ﻳ ُ ِ‬ ‫ﺍﻟﻄﻘ ِ‬ ‫ﻭﺷﺮﻛﺎﺕ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴ ّ ِﺔ‬ ‫ُ‬ ‫ﺍﻟﺒﻨﺎﺀ ﻭﺍﻟﺘﺸﻴﻴ ِﺪ ‪،‬‬ ‫ِ‬ ‫ﺷﺮﻛﺎﺕ‬
‫ُ‬ ‫ﺐ‬
‫ُﺮﺍﻗ ُ‬ ‫ﺗ ِ‬
‫ﺲ‪.‬‬‫ﺗﺤﺴﻴﻦ ﺩﻗ ّ ِﺔ ﺗﻮﻗ ّ ِﻌﻚ ﺑﺎﻟﻄﻘ ِ‬ ‫ﺍﻟﻄﻘﺲ ﻋﻦ ﻛﺜ ٍ‬ ‫ِ‬ ‫ﺴﺎﺕ ﺍﻟﻄﺮ ِ‬
‫ُ‬ ‫ﺐ ﺣﺘّﻰ ﻳﺘﺴﻨّﻰ ﻟﻬﺎ ﺇﻋﺪﺍﺩَ‬ ‫َ‬ ‫ﺍﻟﺴﺮﻳﻌﺔ‬ ‫ﻕ‬ ‫ﻭﻣﺆ ﱠﺳ ُ‬
‫ﺟﺪﺍﻭ ِﻝ ﺍﻟﻌﻤ ِﻞ ‪.‬‬

‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺗﻔﺴﻴﺮ‬
‫ُ‬
‫‪Skill Builder‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻛﺴﺎﺏ‬
‫ُ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻨﺎﺧﻴّﺔ ُ‬
‫ُ‬
‫ﻧﻈﺮﺍ‬‫ﺕ ﻣﺌﻮﻳ ّ ٍﺔ ﻓﻘﻂ؟ ً‬ ‫ﺻﻴﻔﻲ ‪ ،‬ﻫﻞ ﺗﺘﻮﻗ ّ ُﻊ ﺃﻥ ﺗﺼ َﻞ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺇﻟﻰ ‪ 5°‬ﺩﺭﺟﺎ ٍ‬ ‫ﱟ‬ ‫ﺧﻼ َﻝ ﻳﻮﻡ ٍ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﻤﻮﺳﻤﻴ ّ ِﺔ‬
‫ِ‬ ‫ﻏﻴﺮ ﻣﺘﻮﻗ ﱠ ٍﻊ ‪ .‬ﻣﺘﻮ ﱢﺳ ُ‬
‫ﻂ‬ ‫ﺗﻌﺮﻑ ﺃ ّﻥ ﺫﻟﻚ ُ‬ ‫ُ‬ ‫ﺍﻟﻤﻨﺎﺥ ﻓﺈﻧّﻚ‬
‫ِ‬ ‫ِ‬
‫ﻟﻤﻌﻠﻮﻣﺎﺗﻚ ﺣﻮ َﻝ‬
‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﺗﺘﻮﻗ ّ ُﻌﻬﺎ ﺧﻼ َﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺳﻢ ِ ‪ .‬ﻟﻬﺬﺍ‬ ‫ﻟﻤﻮﻗﻊ ﻣﻌﻴﱠ ٍﻦ ﻳُﻌﺘﺒَ ُﺮ ﻣﺆ ﱢﺷ ًﺮﺍ ﻟﻤﺪﻯ ﺩﺭﺟﺎ ِ‬
‫ٍ‬
‫ﻌﺎﺗﻬﻢ ‪.‬‬‫ﺕ ﺍﻟﻤﻨﺎﺧﻴّﺔَ ﻋﻨﺪﻣﺎ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻮﻗ ّ ِ‬ ‫ﺲ ﻓﻲ ﺍﻻﻋﺘﺒﺎ ِﺭ ﺍﻟﺒﻴﺎﻧﺎ ِ‬
‫ﺐ ‪ ،‬ﻳﺄﺧ ُﺬ ﻋﻠﻤﺎﺀ ُ ﺍﻟﻄﻘ ِ‬ ‫ﺍﻟﺴﺒ ِ‬
‫ﺖ ﻣﻼﺣﻈﺘُﻬﺎ‬ ‫ﺢ ﺩﺭﺍﺳﺔ ُ ﺍﻟﺠﺪﻭ ِﻝ ﺍﻟﻤﺒﻴﱠ ِﻦ ﻻﺣﻘًﺎ ﺩﺭﺟﺔَ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻔﻌﻠﻴّﺔَ ﺍﻟﺘﻲ ﺗﻤﱠ ْ‬ ‫ﺿ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺍﻟﻤﻮﺳﻤﻲ‬
‫ﱠ‬ ‫ﺍﻟﻔﺼﻠﻲ ﺃﻭ‬
‫ﱠ‬ ‫ﺢ ﺍﻟﺠﺪﻭ ُﻝ ﺍﻟﻤﺘﻮ ﱢﺳ َ‬
‫ﻂ‬ ‫ﺿ ُ‬‫ﻔﺔ ﻛﻤﺎ ﻳُﻮ ﱢ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﺃﺭﺑﻊ ﻣﺪ ٍﻥ ِ‬ ‫ﻋﻠﻰ ﻣﺪﻯ ِ‬
‫ﺛﻼﺛﺔ ﺃﻳّﺎﻡ ٍ ﻓﻲ ِ‬
‫ﻟﻬﺬﻩ ﺍﻟﻤﻨﺎﻃ ِﻖ ‪.‬‬
‫ٍ‬
‫ﻣﺪﻳﻨﺔ ﺃﺩﻓﺄ ُ ﻣﻦ ﺍﻟﻤﺘﻮ ﱢﺳ ِﻂ‬ ‫ﺃﻱ‬
‫ﱡ‬ ‫ﺍﻟﻤﻨﺎﺧﻲ؟‬
‫ﱢ‬ ‫ﻣﺪﻳﻨﺔ ﻟﻬﺎ ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ٍﺓ ﻗﺮﻳﺒﺔ ٌ ﻣﻦ ﺍﻟﻤﺘﻮ ﱢﺳ ِﻂ‬ ‫ٍ‬ ‫ﺃﻱ‬‫‪ .1‬ﱡ‬
‫ﺍﻟﻤﻨﺎﺧﻲ؟‬‫ﱢ‬
‫ِ‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﻘﺼﻮﻯ‬ ‫ﺩﺭﺟﺔ ُ‬ ‫ﻟﻮﺣ َ‬
‫ﻆ‬ ‫ﺩﺭﺟﺎﺕ ﺣﺮﺍﺭ ٍﺓ ِ‬ ‫ٍ‬
‫ﻣﺪﻳﻨﺔ ﻟﻬﺎ‬ ‫‪ .2‬ﱡ‬
‫ﺃﻱ‬
‫ُ‬
‫ﺍﻟﻤﻮﺳﻤﻲ‬
‫ﱡ‬ ‫ﺍﻟﻤﺘﻮ ﱢﺳ ُﻂ‬ ‫ﺃﻛﺜﺮ ﺗﻐﻴ ّ ًﺮﺍ؟‬
‫ﺃﻛﺜﺮ ﺛﺒﺎﺗًﺎ؟ ﻭﺃﻳ ﱡﻬﺎ ُ‬ ‫ﺃﻧّﻬﺎ ُ‬
‫ﺍﻟﻤﺸﺎﻫﺪﺓُ‬ ‫ﺍﻟﻤﺪﻳﻨﺔ ُ‬
‫ﻳﻮﻡٌ ﻳﻮﻣﺎﻥ ‪ 3‬ﺃﻳّﺎﻡٍ‬ ‫ﺕ‬‫ﻂ ﺍﻟﺬﻱ ﺗﻼﺣﻈُﻪ ﻓﻲ ﺩﺭﺟﺎ ِ‬ ‫‪ .3‬ﻣﺎ ﺍﻟﻨﻤ ُ‬
‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫)ﺃ(‬ ‫ِ‬
‫ﻟﻤﺪﻳﻨﺔ )ﺃ(؟‬ ‫ﺖ ﻣﻼﺣﻈﺘُﻬﺎ‬ ‫ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﺗﻤﱠ ْ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫)ﺏ(‬ ‫ﺍﻟﻨﻤﻂ ‪ ،‬ﻣﺎ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ‬‫ِ‬ ‫ﺑﻨﺎﺀ ً ﻋﻠﻰ ﻫﺬﺍ‬
‫‪23‬‬ ‫‪28‬‬ ‫‪28‬‬ ‫‪28‬‬ ‫)ﺝ(‬ ‫ﺍﻟﺮﺍﺑﻊ؟‬
‫ِ‬ ‫ﺍﻟﺘﻲ ﺗﺘﻮﻗ ّ ُﻌﻬﺎ ﻟﻠﻴﻮﻡ ِ‬
‫‪27‬‬ ‫‪34‬‬ ‫‪25‬‬ ‫‪30‬‬ ‫)ﺩ(‬
‫‪185‬‬
 ‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ُ‬
‫ﺲ ﺍﻟﺼﻨﺎﻋﻴّﺔ ُ‬
‫ﺃﻗﻤﺎﺭ ﺍﻟﻄﻘ ِ‬
‫ُ‬
‫ﺲ ﻓﻲ ﻧﺸﺮ ِﺓ ﺍﻷﺧﺒﺎ ِﺭ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴ ّ ِﺔ ﻋﺎﺩ ًﺓ ﻋﻠﻰ ﺻﻮﺭ ٍﺓ‬ ‫ﺗﻘﺮﻳﺮ ﺍﻟﻄﻘ ِ‬ ‫ُ‬ ‫ﻳﺤﺘﻮﻱ‬
‫ﺐ ﻣﻦ‬ ‫ﺻﻮﺭ ﺍﻟﺴﺤ ِ‬ ‫ُ‬ ‫ﺍﻟﺼﻨﺎﻋﻲ ‪ .‬ﺗ ُﺒَ ﱡ‬
‫ﺚ‬ ‫ﱢ‬ ‫ﺐ ﻛﻤﺎ ﺗ ُﺮﻯ ﻣﻦ ﺍﻟﻘﻤ ِﺮ‬ ‫ﻟﻠﺴﺤ ِ‬
‫ﺴﻤﻰ‬ ‫ﺽ ‪ .‬ﻳُ ّ‬ ‫ﺍﻟﻤﻮﻗﻊ ﻋﻠﻰ ﺑﻌ ِﺪ ‪ 35 200‬ﻛﻴﻠﻮﻣﺘ ٍﺮ ﻓﻮ َﻕ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺃﻗﻤﺎ ٍﺭ ِ‬
‫ﺛﺎﺑﺘﺔ‬
‫ﺽ ﻛ ﱠﻞ ‪ 24‬ﺳﺎﻋﺔً ‪ ،‬ﻭﺣﻴﺚ‬ ‫ﻳﺪﻭﺭ ﺣﻮ َﻝ ﺍﻷﺭ ِ‬ ‫ُ‬ ‫ﺍﻟﻤﻮﻗﻊ ﻷﻧّﻪ‬‫ِ‬ ‫ﺛﺎﺑﺖ‬
‫َ‬ ‫ﺍﻟﻘﻤﺮ‬
‫ُ‬
‫ﱠ‬
‫ﺗﺪﻭﺭ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ ﺣﻮﻝ ﻧﻔﺴﻬﺎ ﻛﻞ ‪ 24‬ﺳﺎﻋﺔً ‪ ،‬ﻳﺒﻘﻰ‬ ‫ِ‬ ‫َ‬ ‫ً‬ ‫ً‬ ‫ُ‬ ‫ﺍﻷﺭﺽ‬‫َ‬ ‫ﺇ ّﻥ‬
‫ﺽ‪.‬‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬ ‫ِ‬ ‫ﺩﺍﺋﻤﺎ‬
‫ﻣﻮﻗﻌﻪ ً‬ ‫ﺍﻟﻘﻤﺮ ﻓﻲ ِ‬ ‫ُ‬
‫ﺽ ﺗﻘﻮﻡ ُ‬ ‫ﺍﻟﻤﻮﻗﻊ ﺣﻮ َﻝ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺲ ِ‬
‫ﺛﺎﺑﺘﺔ‬ ‫ﻫﻨﺎﻟﻚ ﻋﺎﺩ ًﺓ ﺧﻤﺴﺔ ُ ﺃﻗﻤﺎ ِﺭ ﻃﻘ ٍ‬
‫ﺍﻟﺼﻮﺭ ﻭﺗﻘﻮﻡ ُ ﺑﺈﺭﺳﺎ ِﻟﻬﺎ ﺇﻟﻰ‬ ‫َ‬ ‫ﺍﻷﻗﻤﺎﺭ‬
‫ُ‬ ‫ﺽ ‪ .‬ﺗ ُﺠﻤﱢ ُﻊ‬ ‫ﻛﺎﻣﻠﺔ ﻟﻸﺭ ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﺑﺘﻐﻄﻴﺔ‬
‫ِ‬
‫ﺑﺎﻟﺘﻘﺎﻁ‬ ‫ﺍﻟﻘﻤﺮ‬
‫ُ‬ ‫ﺐ ‪ .‬ﺧﻼ َﻝ ﺍﻟﻨﻬﺎ ِﺭ ﻳﻘﻮﻡ ُ‬ ‫ﺩﻗﺎﺋﻖ ﻓﻲ ﺍﻟﻐﺎﻟ ِ‬ ‫َ‬ ‫ﺽ ﻛ ﱠﻞ ﺧﻤ ِ‬
‫ﺲ‬ ‫ﺍﻷﺭ ِ‬
‫ﺽ‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ُ‬ ‫ﻛﻤﻴ ّ ِﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﻳ ُ ِﺸﻌﱡﻬﺎ‬ ‫ﺍﻟﺼﻮ ِﺭ ﻭﺇﺭﺳﺎ ِﻟﻬﺎ ﻣﻌﺘﻤ ًﺪﺍ ﻋﻠﻰ ّ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺐ ﺃﻗ ﱠﻞ ﻣﻦ‬ ‫ﻭﺍﻟﺴﺤﺐ ‪ .‬ﻋﺎﺩ ًﺓ ﻣﺎ ﺗﻜﻮ ُﻥ ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ ﺍﻟﺴﺤ ِ‬ ‫ُ‬
‫ﺍﻟﺴﺤﺐ ‪.‬‬
‫َ‬ ‫ﺍﻟﺤﺎﺳﻮﺏ ﺃﻥ ﻳﺘﺒﻴ ّ َﻦ‬
‫ُ‬ ‫ﻳﺴﺘﻄﻴﻊ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﺤﺎﻟﺔ ‪،‬‬ ‫ﺽ ‪ .‬ﻓﻲ ﻫﺬﻩ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬
‫ﺲ ﻓﻮ َﻕ‬ ‫ﺕ ﺍﻟﻄﻘ ِ‬ ‫ﺟﻤﻊ ﺑﻴﺎﻧﺎ ِ‬ ‫ِ‬ ‫ﻣﻬﻤﺔً ﻓﻲ‬ ‫ّ‬ ‫ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴّﺔ ُ ﻭﺳﻴﻠﺔً‬ ‫ُ‬ ‫ﺗ ُﻌﺘﺒَ ُﺮ‬
‫ﺲ‪.‬‬‫ﺕ ﺭﺻ ِﺪ ﺍﻟﻄﻘ ِ‬ ‫ﺟ ُﺪ ﺍﻟﻘﻠﻴ ُﻞ ﻣﻦ ﻣﺤﻄّﺎ ِ‬ ‫ﺕ ‪ ،‬ﺣﻴﺚ ﻳﻮ َ‬ ‫ﺍﻟﻤﺤﻴﻄﺎ ِ‬
‫ِ‬
‫ﻭﻣﺮﺍﻗﺒﺔ‬ ‫ﺙ ﺍﻟﻌﻠﻤﻴ ّ ِﺔ ﺑﺮﺻ ِﺪ‬ ‫ﺖ ﻟﻸﺑﺤﺎ ِ‬ ‫ﺖ ﻗﺎﻡَ ﻣﻌﻬ ُﺪ ﺍﻟﻜﻮﻳ ِ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ِ‬ ‫ﻓﻲ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺮﻣﻠﻴ ّ ِﺔ ﻣﻦ ﺧﻼ ِﻝ ﺗﺤﻠﻴ ِﻞ ﻭﺗﻔﺴﻴ ِﺮ ﺻﻮ ِﺭ‬ ‫ِ‬ ‫ﺕ ﺍﻟﻐﺒﺎ ِﺭ ﺧﻼ َﻝ ﻓﺘﺮ ِﺓ‬ ‫ﻣﻮﺟﺎ ِ‬
‫ﺏ ﺍﻟﻐﺒﺎ ِﺭ ‪.‬‬ ‫ﺍﻟﺴﺎﻋﺔ ﻃﻴﻠﺔَ ﻓﺘﺮ ِﺓ ﻫﺒﻮ ِ‬ ‫ِ‬ ‫ﺍﻷﻗﻤﺎ ِﺭ ﺍﻟﺼﻨﺎﻋﻴ ّ ِﺔ ‪ Meteostat‬ﻋﻠﻰ ﻣﺪﺍ ِﺭ‬
‫‪72 πμ°T‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺘﺠﻤﱢﻌﺔ ُ ﻋﻦ ﻃﺮﻳ ِﻖ‬
‫‪o‬‬
‫ُ‬
‫ﺍﻷﻗﻤﺎ ِﺭ ﺍﻟﺼﻨﺎﻋﻴ ّ ِﺔ ﻣﺜ ِﻞ ‪GOES-D‬‬ ‫ِ‬
‫ﺍﻟﻤﻨﺸﺄ‬ ‫ﻣﻨﺎﻃﻖ‬
‫ُ‬ ‫ﺍﻟﺼﻮﺭ ﻛ ﱠﻞ ﺍﻟﺘﻔﺎﺻﻴ ِﻞ ﺣﻮ َﻝ ﺍﻟﻐﺒﺎ ِﺭ ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ‬ ‫ُ‬ ‫ﻭﺃﻭﺿﺤ ِ‬
‫ﺖ‬ ‫َ‬
‫ﻓﻲ )ﺍﻟﺼﻮﺭ ِﺓ ﺍﻟﻌﻠﻴﺎ( ﺗ ُﺴﺘﺨﺪَﻡ ُ ﻓﻲ‬
‫ﻂ ﻋﺎﻟﻤﻴ ّ ٍﺔ ﻟﻬﻄﻮ ِﻝ ﺍﻟﻤﻄ ِﺮ‬
‫ﻋﻤ ِﻞ ﺧﺮﺍﺋ َ‬ ‫ﻭﺛﺒﺖ ﺃ ّﻥ‬
‫َ‬ ‫ﻋﺒﺮﺗ ْﻬﺎ ‪.‬‬ ‫ﻟﻠﻌﻮﺍﺻﻒ ﻭﻃﺒﻴﻌﺔ ُ ﺍﻷﺭﺍﺿﻲ ﺍﻟﺘﻲ َ‬ ‫ِ‬ ‫ﺕ ﺍﻟﻄﺒﻴﻌﻴ ّ ِﺔ‬ ‫ﻭﺍﻟﻤﺴﺎﺭﺍ ِ‬
‫)ﺍﻟﺼﻮﺭﺓُ ﺍﻟﺴﻔﻠﻰ( ‪.‬‬ ‫ﻣﺼﺪﺭ ﺍﻟﻐﺒﺎ ِﺭ ﺧﻼ َﻝ ﺍﻟﻔﺘﺮ ِﺓ ﻣﻦ ‪ 17‬ﺇﻟﻰ ‪ 19‬ﻣﺎﻳﻮ ‪ 2009‬ﻫﻮ ﺍﻟﺼﺤﺮﺍﺀ ُ ﺍﻟﻐﺮﺑﻴّﺔ ُ‬ ‫َ‬
‫ﺐ ﺍﻟﻐﺒﺎﺭﻳّﺔِ‬ ‫ﻆ ﺃ ّﻥ ﻃﻮ َﻝ ﺍﻟﺴﺤ ِ‬ ‫ِ‬ ‫ِ‬
‫ﻕ ﻭﺃﺟﺰﺍﺀ ٌ ﻣﻦ ﺍﻟﺠﺰﻳﺮﺓ ﺍﻟﻌﺮﺑﻴّﺔ ‪ ،‬ﻭﻗﺪ ﻟﻮﺣ َ‬ ‫ِ‬ ‫ﻓﻲ ﺍﻟﻌﺮﺍ ِ‬
‫ﺃﻛﺜﺮ ﻣﻦ ‪ 200‬ﻛﻴﻠﻮﻣﺘ ٍﺮ ‪.‬‬ ‫ﻳﺼ ُﻞ ﺇﻟﻰ َ‬
‫ﻘﺔ‬ ‫ﺕ ﻣﺴﺒَ ٍ‬ ‫ﺍﻟﻨﺎﺱ ﺃﻥ ﻳﺤﻈﻮﺍ ﺑﺘﺤﺬﻳﺮﺍ ٍ‬ ‫ُ‬ ‫ﻳﺴﺘﻄﻴﻊ‬
‫ُ‬ ‫ﻣﻦ ﺩﻭ ِﻥ ﺍﻷﻗﻤﺎ ِﺭ ﺍﻟﺼﻨﺎﻋﻴ ّ ِﺔ ﻻ‬
‫ِ‬
‫ﺍﻟﻘﺎﺩﻣﺔ ‪.‬‬ ‫ﺲ‬
‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ﻋﻦ ِ‬

‫ﺍﻟﺪﺭﺱ ‪3-2‬‬
‫ُ‬
‫ﻭﻓﺴﺮ‬ ‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﺍﻟﻄﻘﺲ؟‬
‫ِ‬ ‫ِ‬
‫ﺣﺎﻻﺕ‬ ‫ﺍﻟﻄﻘﺲ ﻟﺘﻮﻗ ِّﻊ‬
‫ِ‬ ‫ﻋﻠﻤﺎﺀ‬
‫ُ‬ ‫ﻳﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ‬
‫ُ‬ ‫ﺍﻟﻄﻘﺲ ﺍﻟﺘﻲ‬
‫ِ‬ ‫ِ‬
‫ﺑﻴﺎﻧﺎﺕ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ُ‬ ‫‪ .1‬ﻣﺎ‬
‫ﺍﻟﻄﻘﺲ؟‬
‫ِ‬ ‫ِ‬
‫ﺣﺎﻻﺕ‬ ‫ﺍﻟﻤﺴﺘﺨﺪ ِﻣﺔ ﻟﺘﻮﻗ ِّﻊ‬
‫َ‬ ‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻣﺼﺎﺩﺭ‬
‫ُ‬ ‫ﻗﺎﺭﻥْ ﻭﺑﺎﻳ ِْﻦ‪ :‬ﻣﺎ‬ ‫‪ِ .2‬‬
‫ﻧﻤﻮﺫﺟﺎ‬
‫ً‬ ‫ﺍﺭﺳﻢ‬
‫ْ‬ ‫ﺍﻟﻴﻮﻡ ‪.‬‬
‫ﺧﻼﻝ ِ‬‫َ‬ ‫ﻣﺮ ٍ‬
‫ﺍﺕ‬ ‫ﺃﺭﺑﻊ ّ‬‫ﻣﻨﻄﻘﺘﻚ َ‬ ‫ِ‬ ‫ﺍﻟﻄﻘﺲ ﻓﻲ‬
‫ِ‬ ‫ِ‬
‫ﺣﺎﻻﺕ‬ ‫ﻻﺣ ْﻆ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ِ :‬‬
‫ِ‬ ‫‪ .3‬ﺟﻤ ُﻊ‬
‫ِ‬
‫ﺍﻟﻤﻼﺣﻈﺎﺕ ‪.‬‬ ‫ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔٍ ﻣﻦ‬ ‫ﺍﻟﻄﻘﺲ ﱢ‬
‫ِ‬ ‫ِ‬
‫ﺭﺻﺪ‬ ‫ﺔ‬‫ِ‬ ‫ّ‬
‫ﻟﻤﺤﻄ‬

‫‪186‬‬
 ‫‪o G 4-2‬‬
‫‪Causes of Climate‬‬
‫‪ñÉæŸG‬‬
‫‪p‬‬ ‫‪ÜÉÑ°SC‬‬
‫ﺍﺳﺘﻨﺘﺎ ٌﺝ‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﺣﺪﻳﻘﺔ ٌ ﺻﺤﺮﺍﻭﻳّﺔ ٌ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﻄﺎﻟﺐ ً‬ ‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬
‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻔﻌ َﻞ ﻟﺘُﻐﻴﱢ َﺮ‬
‫ُ‬ ‫ﻣﺎﺫﺍ‬ ‫ﻭﺍﻟﻤﻨﺎﺥ ‪.‬‬
‫ِ‬ ‫ﺲ‬
‫ﻳُﻤﻴﱢ َﺰ ﺑﻴﻦ ﺍﻟﻄﻘ ِ‬
‫ﺽ ﺍﻟﺠﺎﻓ ّ ِﺔ ﺇﻟﻰ‬ ‫ﻗﻄﻌﺔً ﻣﻦ ﺍﻷﺭ ِ‬ ‫ﻣﺨﺘﻠﻔﺘﻴﻦ ‪.‬‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ٍﺓ ﻣﻨﻄﻘﺘﻴﻦ‬ ‫ِ‬ ‫ﺑﻴﻦ‬
‫ﻳُﻘﺎ ِﺭﻥ َ َ‬
‫ﺣﺪﻳﻘﺔ ٍ‬
‫ﻧﺎﻣﻴﺔ؟‬ ‫ٍ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﺤﻠ ّ ﱢﻲ ‪.‬‬
‫ِ‬ ‫ﻳﺴﺘﻨﺘﺞ ﺍﻟﻌﻮﺍﻣ َﻞ ﺍﻟﺘﻲ ﺗ ُﺆﺛ ﱢ ُﺮ ﻓﻲ‬
‫َ‬
‫ﺍﻟﻤﻨﺎﺥ ‪.‬‬ ‫ﻋﻠﻰ‬ ‫ُ‬
‫ﻂ‬ ‫ﺍﻟﻤﺤﻴ‬ ‫ﺑﻬﻤﺎ‬ ‫ﺮ‬‫ﻳﺼﻒ ﻃﺮﻳﻘﺘﻴﻦ ﻳﺆﺛ ﱢ‬
‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﻋﺪ ِﺩ ﺍﻟﻄﺮ َﻕ ﺍﻟﺘﻲ ﻳ ُ ِ‬
‫ﱢ‬ ‫ِ‬ ‫ُ ُ‬ ‫َ‬
‫ﻉ‪.‬‬
‫َ‬ ‫ﺍﻻﺭﺗﻔﺎ‬ ‫‪،‬‬ ‫ﺽ‬‫ِ‬ ‫ﺍﻟﻌﺮ‬ ‫ﱠ‬
‫ﺧﻂ‬ ‫‪،‬‬ ‫ﺥ‬
‫َ‬ ‫ﺍﻟﻤﻨﺎ‬ ‫‪:‬‬ ‫ﺔ‬ ‫ﺍﻷﺳﺎﺳﻴ‬ ‫ِ‬
‫ﺍﻟﻤﺼﻄﻠﺤﺎﺕ‬ ‫ﻑ‬
‫َّ‬ ‫ﻳُ ﱢﻌﺮ َ‬
‫ﺗﺴﺘﺨﺪﻣَﻬﺎ ﻟﺘُﻐﻴﱢ َﺮ ﺩﺭﺟﺔَ ﺍﻟﺤﺮﺍﺭ ِﺓ‬
‫ٍ‬
‫ﻣﻨﻄﻘﺔ ﻣﺎ ‪.‬‬ ‫ﻭﺍﻟﺮﻃﻮﺑﺔَ ﻓﻲ‬
‫ﺻﺎﻓﻴﺔ ﻓﻲ ﺃﺣ ِﺪ‬ ‫ٍ‬ ‫ٍ‬
‫ﺳﻤﺎﺀ ﺯﺭﻗﺎﺀ َ‬ ‫ﺗﺤﺖ‬
‫َ‬ ‫ﺍﻷﻭ ِﻝ ﻣﻦ ﻳﻮﻟﻴﻮ ‪،‬‬ ‫ﺗﺨﻴﱢ ْﻞ ﺃﻧّﻚ ﻓﻲ ّ‬
‫ﺍﻟﻮﺍﻗﻌﺔ ﻓﻲ ﺷﻤﺎ ِﻝ ﺃﻭﺭﻭﺑﺎ ﻣﺜ ِﻞ ﺍﻟﻨﻤﺴﺎ ‪ ،‬ﺳﺘﺠ ُﺪ ﻫﻨﺎﻙ‬ ‫ِ‬ ‫ﺍﻟﺒﻠﺪﺍ ِﻥ ﺍﻷﻭﺭﻭﺑّﻴ ّ ِﺔ‬
‫ﻟﻠﺠﻮ ﺍﻟﺒﺎﺭ ِﺩ‬
‫ﱢ‬ ‫ﺞ ﻋﻠﻰ ﺍﻟﺠﻠﻴ ِﺪ ً‬
‫ﻧﻈﺮﺍ‬ ‫ِ‬
‫ﺭﻳﺎﺿﺔ ﺍﻟﺘﺰﻟ ّ ِ‬ ‫ِ‬
‫ﺑﻤﻤﺎﺭﺳﺔ‬ ‫ﺃﻧﺎﺳﺎ ﻳﻘﻮﻣﻮﻥ‬ ‫ً‬
‫ﺍﻟﻌﺮﺑﻲ ﻓﻲ‬
‫ﱢ‬ ‫ﻟﻠﺨﻠﻴﺞ‬
‫ِ‬ ‫ﺍﻟﻐﺮﺑﻲ‬
‫ﱢ‬ ‫ﺍﻟﺸﻤﺎﻟﻲ‬
‫ﱢ‬ ‫ﻧﻔﺴﻪ ﻭﻓﻲ ﺍﻟﺮﻛ ِﻦ‬ ‫ﺖ ِ‬ ‫ﺍﻟﺠﻠﻴﺪﻱﱢ ‪ .‬ﻓﻲ ﺍﻟﻮﻗ ِ‬
‫ﻗﺮﺏ ﺟﺰﻳﺮ ِﺓ ﻋﻮﻫﺔ ‪ .‬ﻟﻤﺎﺫﺍ‬ ‫ﺃﻧﺎﺳﺎ ﺁﺧﺮﻳﻦ ﻳﺴﺒﺤﻮﻥ َ‬ ‫ﻣﺜﻼ ﺗﺠ ُﺪ ً‬ ‫ﺖ ً‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ِ‬
‫ﻒ‬ ‫ﻳﻮﺻ ُ‬
‫ﺍﻟﻄﻘﺲ ﻫﻜﺬﺍ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺃﻧّﻪ ﻓﻲ ﻛﻼ ﺍﻟﻤﻮﻗﻌﻴﻦ َ‬ ‫ُ‬ ‫ﻳﺨﺘﻠﻒ‬
‫ُ‬
‫ﻒ‬ ‫ﺍﻟﺨﺎﺹ ﺑﻬﻤﺎ ﺑﺄﻧّﻪ ﻣﻌﺘﺪﻝٌ؟ ﻋﻠﻰ ﺍﻷﻗ ﱢﻞ ﻫﻨﺎﻙ ﻋﺎﻣ ٌﻞ ﻭﺍﺣ ٌﺪ ِ‬
‫ﻣﺨﺘﻠ ٌ‬ ‫ﱡ‬ ‫ﺍﻟﻄﻘﺲ‬
‫ُ‬
‫ٍ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺗﺨﺘﻠﻒ ﻷ ّﻥ ﻛ ﱠﻞ‬ ‫ُ‬ ‫ﺑﻴﻨَﻬﻤﺎ ﻫﻮ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪ .‬ﻭﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ‬
‫ٍ‬
‫ﻟﻤﻨﻄﻘﺔ ﻣﺎ ﻓﻲ‬ ‫ﺍﻟﻄﻘﺲ ﺍﻟﻤﻤﻴﱠﺰ‬ ‫ﺧﺎﺹ ﺑﻬﺎ ‪ .‬ﺍﻟﻤﻨﺎ ُﺥ ‪ climate‬ﻫﻮ‬ ‫ﱞ‬ ‫ﺥ‬
‫ﻟﻬﺎ ﻣﻨﺎ ٌ‬
‫ُ‬
‫‪73 πo μ°T‬‬
‫ﺥ ﻓﻲ ﻫﺎﺗﻴﻦ‬
‫ﻳﺨﺘﻠﻒ ﺍﻟﻤﻨﺎ ُ‬ ‫ﻛﻴﻒ‬
‫ُ‬
‫ﺍﻟﻤﻨﻄﻘﺘﻴﻦ؟‬ ‫ﺥ ﻫﻤﺎ ﺩﺭﺟﺔ ُ‬ ‫ﺤﺪﺩﺍﻥ ﺍﻟﻤﻨﺎ َ‬ ‫ﻃﻮﻳﻠﺔ ‪ .‬ﺍﻟﻈﺮﻓﺎﻥ ﺍﻷﺳﺎﺳﻴّﺎﻥ ﺍﻟﻠﺬﺍﻥ ﻳ ُ ﱢ‬ ‫ٍ‬ ‫ﻓﺘﺮﺓ ﺯﻣﻨﻴّ ٍﺔ‬ ‫ٍ‬
‫ﻭﻣﻌﺪ ُﻝ ﻫﻄﻮ ِﻝ ﺍﻟﻤﻄ ِﺮ ‪.‬‬ ‫ﱠ‬ ‫ﺍﻟﺤﺮﺍﺭ ِﺓ‬

‫‪187‬‬
 ‫‪p‬‬
‫‪IQGô◊G‬‬ ‫‪oáLQO‬‬
‫‪Temperature‬‬
‫ﻣﻨﻄﻘﺔ ﻣﺎ ﻋﻠﻰ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﻌﻮﺍﻣ ِﻞ ﺍﻟﺘﻲ ﺗﺸﻤ ُﻞ‬ ‫ٍ‬ ‫ﺗﻌﺘﻤ ُﺪ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻓﻲ‬
‫ﺗﺮﺟﻊ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣ ُﻞ ﺇﻟﻰ‬ ‫ِ‬
‫ﺍﻟﻤﺤﻴﻂ ‪.‬‬ ‫ﻉ ﻭﺍﻟﺒﻌ َﺪ ﻋﻦ‬ ‫ﺽ ‪ ،‬ﺍﻻﺭﺗﻔﺎ َ‬ ‫ﺧﻂ ﺍﻟﻌﺮ ِ‬ ‫ﱠ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻤﻨﻄﻠﻘﺔَ‬ ‫ﺲ ‪ .‬ﺗﺬﻛﱠ ْﺮ ﺃ ّﻥ ﺍﻟﻄﺎﻗﺔَ‬ ‫ﺍﻷﺭﺽ ﻣﻦ ﺍﻟﺸﻤ ِ‬‫ُ‬ ‫ﺍﻟﺤﺮﺍﺭ ِﺓ ﺍﻟﺘﻲ ﺗﺴﺘﻤ ﱡﺪﻫﺎ‬
‫ﺤﻮﻟُﻪ‬
‫ﺑﻌﻀﻬﺎ ﻭﻳ ُ ﱢ‬‫ﻳﻤﺘﺺ َ‬ ‫ﱡ‬ ‫ﺽ ‪ ،‬ﺣﻴﺚ‬ ‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺲ ﺗﺼ ُﻞ ﺇﻟﻰ‬ ‫ﻣﻦ ﺍﻟﺸﻤ ِ‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺗﻨﻌﻜﺲ ﻣﻦ‬
‫ُ‬ ‫ﺍﻣﺘﺼﺎﺻﻬﺎ ‪ ،‬ﻭﻟﻜﻨّﻬﺎ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ ﻻ ﻳﺘ ﱡﻢ‬ ‫ﺇﻟﻰ ﺣﺮﺍﺭ ٍﺓ ‪ُ .‬‬
‫ﺑﻌﺾ‬
‫ﻣﺮ ًﺓ ﺃﺧﺮﻯ ‪.‬‬ ‫ِ‬
‫ﺽ ﺇﻟﻰ ﺍﻟﻔﻀﺎﺀ ّ‬ ‫ﺍﻷﺭ ِ‬

‫ﺧﻂﱡ ﺍﻟﻌﺮﺽِ‬ ‫‪Latitude‬‬

‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ ﻳُﺴﻤّﻰ‬ ‫ﱢ‬
‫ﺧﻂ‬ ‫ﺏ‬ ‫ِ‬
‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﺷﻤﺎ ِﻝ ﻭﺟﻨﻮ ِ‬ ‫ِ‬
‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﻗﻴﺎﺱ‬
‫ُ‬
‫ﺽ ﻭﺩﺭﺟﺔ ُ ﻣﻴ ِﻞ ﻣﺤﻮ ِﺭ ﺩﻭﺭﺍ ِﻥ ﺍﻷﺭ ِ‬
‫ﺽ‬ ‫ﱡ‬
‫ﻂ ﺍﻟﻌﺮﺽِ ‪ . latitude‬ﺧﻂ ﺍﻟﻌﺮ ِ‬‫ﺧ ﱠ‬
‫ﻔﺔ ﻣﻦ‬ ‫ﻣﺨﺘﻠ ٍ‬
‫ﻣﻨﺎﻃﻖ ِ‬
‫َ‬ ‫ﺲ ﻋﻠﻰ‬ ‫ﻂ ﺃﺷ ّﻌﺔ ُ ﺍﻟﺸﻤ ِ‬ ‫ﺤﺪﺩﺍﻥ ﺍﻟﺰﺍﻭﻳﺔَ ﺍﻟﺘﻲ ﺑﻬﺎ ﺗﺴﻘ ُ‬ ‫ﻳُ ﱢ‬
‫ﺽ‪.‬‬
‫ﺍﻷﺭ ِ‬
‫ﺽ ﻋﻤﻮﺩﻳ ًّﺎ‬ ‫ﺲ ﺍﻟﺘﻲ ﺗﺼ ُﻞ ﺇﻟﻰ ﺍﻷﺭ ِ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ . (74‬ﺃﺷ ّﻌﺔ ُ ﺍﻟﺸﻤ ِ‬ ‫ْ‬
‫ﺽ ﻣﺎﺋﻠﺔً ‪.‬‬ ‫ِ‬
‫ﺃﻛﺒﺮ ﻣﻦ ﺍﻷﺷ ّﻌﺔ ﺍﻟﺘﻲ ﺗﺼ ُﻞ ﺇﻟﻰ ﺍﻷﺭ ِ‬ ‫ٍ‬
‫ﺽ ﺑﺼﻮﺭﺓ َ‬ ‫ﺗ ُﺴ ﱢﺨ ُﻦ ﺳﻄ َﺢ ﺍﻷﺭ ِ‬
‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ‬ ‫ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﻘﺮﻳﺒﺔَ ﻣﻦ ﱢ‬
‫ﺧﻂ‬ ‫َ‬ ‫ﻣﻌﻈﻢ ﺍﻷﺷ ّﻌ ِﺔ ﺍﻟﻌﻤﻮﺩﻳ ّ ِﺔ ﺗﺼﺪﻡ ُ‬ ‫ﻻﺣ ْ‬
‫ﻆ ﺃ ّﻥ‬ ‫ِ‬
‫َ‬
‫ﺍﺭﺗﻔﺎﻉ‬ ‫ﺩﺭﺟﺔ ‪ .‬ﺗﻜﻮ ُﻥ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻓﻲ ﺃﻗﺼﻰ‬ ‫ٍ‬ ‫ﺻﻔﺮ‬ ‫ﻭﺍﻟﺘﻲ ﻟﻬﺎ ﱡ‬
‫ٍ‬ ‫ﺽ ُ‬ ‫ﺧﻂ ﻋﺮ ٍ‬
‫ﺑﺪﺭﺟﺔ ﺣﺮﺍﺭ ٍﺓ ٍ‬
‫ﻋﺎﻟﻴﺔ‬ ‫ِ‬ ‫ﻓﺎﻟﻤﻨﺎﻃﻖ ﺍﻻﺳﺘﻮﺍﺋﻴّﺔ ُ ﺗﺘﻤﻴ ّ ُﺰ‬
‫ُ‬ ‫ﻟﻬﺎ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻨﺎﻃ ِﻖ ‪ ،‬ﻟﺬﺍ‬
‫ﺽ ‪ ،‬ﺗﺰﻳ ُﺪ‬ ‫ِ‬
‫ﺧﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ﺣﺎﺭ ‪ .‬ﻣﻊ ﺍﻻﺯﺩﻳﺎ ِﺩ ﻓﻲ‬ ‫ﺥ ﱞ‬ ‫ﻓﻴﻨﺘﺞ ﻋﻨﻬﺎ ﻣﻨﺎ ٌ‬
‫ُ‬ ‫ﻣﻨﺘﻈ ٍ‬
‫ﻤﺔ‬ ‫ِ‬
‫ﺕ ﺃﻭﺳ َﻊ ‪.‬‬ ‫ﺽ ﻭﻋﻠﻰ ﻣﺴﺎﺣﺎ ٍ‬ ‫ﻂ ﺑﻬﺎ ﺍﻷﺷ ّﻌﺔ ُ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ُ ﺍﻟﺘﻲ ﺗﺴﻘ ُ‬
‫ﺟ ُﺪ ﻋﻨ َﺪ ﺍﻟﻘﻄﺒﻴﻦ؟‬ ‫ﺽ ﺗﻮ َ‬ ‫ﻟﻤﺎﺫﺍ ﺗﻌﺘﻘ ُﺪ ﺃ ّﻥ ﺃﺑﺮﺩَ ﺍﻷﻣﺎﻛ ِﻦ ﻋﻠﻰ ﺍﻷﺭ ِ‬

‫ً‬
‫ﺷﻤﺎﻻ‬ ‫‪75°‬‬
‫ﺍﻟﺸﻤﺲ‬
‫ِ‬ ‫ﺃﺷﻌ ُﺔ‬
‫ّ‬ ‫ﺷﻤﺎ ًﻻ‬
‫‪60°‬‬
‫ﺷﻤﺎ ًﻻ‬
‫‪30°‬‬
‫ﺍﻟﺸﻤﺲ‬
‫ِ‬ ‫ﺃﺷﻌ ُﺔ‬
‫ّ‬
‫ﺳﺘﻮﺍﺀِ‬
‫ﱡﻂ ﺍﻻ‬
‫‪74 πμ°T‬‬
‫ﺧ‬
‫‪o‬‬
‫ﺽ ﻋﻤﻮﺩﻳّﺔً‬ ‫ﺲ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫ﻂ ﺃﺷ ّﻌﺔ ُ ﺍﻟﺸﻤ ِ‬ ‫ﺗﺴﻘ ُ‬
‫ﻀﺔ )ﻋﻨﺪ ﺧﻂﱢ‬ ‫ﺍﻟﻤﻨﺨﻔ ِ‬
‫ِ‬ ‫ﺽ‬ ‫ِ‬
‫ﺧﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ﻋﻨ َﺪ‬
‫ﺽ ﺍﻟﻌﺎﻟﻴﺔِ‬ ‫ِ‬
‫ﺃﻛﺜﺮ ﻣﻨﻪ ﻋﻨﺪ ﺧﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ( َ‬
‫ﻆ ﻛﻴﻒ ﺗﺒﺪﻭ ﺍﻷﺷ ّﻌ ُﺔ‬ ‫ﻻﺣ ْ‬ ‫)ﻋﻨﺪ ﺍﻟﻘﻄﺒﻴﻦ( ‪ِ .‬‬
‫ِ‬
‫ﺍﻟﻌﺎﻟﻴﺔ ‪.‬‬ ‫ﺽ‬ ‫ِ‬
‫ﺧﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ﺗﻔﺮﻗًﺎ ﻋﻨ َﺪ‬
‫ﺃﻛﺜﺮ ّ‬
‫َ‬

‫‪188‬‬
 ‫‪Altitude‬‬ ‫ﺍﻻﺭﺗﻔﺎﻉُ‬
‫ﻧﻔﺴﻪ‬ ‫ﺽ ِ‬ ‫ﺧﻂ ﺍﻟﻌﺮ ِ‬ ‫ﻳﻘﻊ ﻛﻼ ﺍﻟﻤﻜﺎﻧﻴﻦ ﻋﻠﻰ ﱢ‬ ‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺸﻜ ِﻞ )‪ُ . (75‬‬ ‫ْ‬
‫ﻆ ﺃ ّﻥ ﺃﺣ َﺪ ﺍﻟﻤﻮﻗﻌﻴﻦ ﻳﺘﻤﻴ ّ ُﺰ ﺑﻨﺒﺎﺗﺎﺕٍ‬ ‫ﻻﺣ ْ‬ ‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ ‪ِ .‬‬ ‫ﺏ ﻣﻦ ﺧﻂﱢ‬ ‫ﺑﺎﻟﻘﺮ ِ‬
‫ﺍﻷﺭﺽ‬‫َ‬ ‫ﺕ ﻭﻳُﻐﻄّﻲ ﺍﻟﺠﻠﻴ ُﺪ‬ ‫ﻓﻘﻴﺮ ﻓﻲ ﺍﻟﻨﺒﺎﺗﺎ ِ‬ ‫ﺍﻵﺧﺮ ٌ‬ ‫ُ‬ ‫ﺍﻟﻤﻮﻗﻊ‬
‫ُ‬ ‫ٍ‬
‫ﻣﻮﺭﻗﺔ ‪.‬‬ ‫ﺍﺳﺘﻮﺍﺋﻴ ّ ٍﺔ‬
‫ﻒ‪.‬‬ ‫ﻣﺨﺘﻠ ٌ‬ ‫ﻉ ﺍﻟﻤﻜﺎﻧﻴﻦ ِ‬ ‫ﻳﺤﺪﺙ ﻫﺬﺍ؟ ﺍﺭﺗﻔﺎ ُ‬‫َ‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﻃﻮ َﻝ ﺍﻟﻌﺎﻡ ِ ‪ .‬ﻛﻴﻒ ﻳ ُ ِ‬
‫ﺍﻻﺭﺗﻔﺎﻉُ ‪ altitude‬ﻫﻮ ﺍﻟﻤﺴﺎﻓﺔ ُ ﺍﻟﺮﺃﺳﻴّﺔ ُ ﺑﻴﻦَ ﺍﻟﻤﻮﻗ ِﻊ ﻭﻣﺴﺘﻮﻯ ﺳﻄ ِﺢ ﺍﻟﺒﺤ ِﺮ ‪.‬‬
‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ﺑﺄﻣﺘﺎ ٍﺭ‬ ‫ِ‬ ‫ﺑﻌﻴﺪﺍ ﻋﻦ‬
‫ﻳﻘﻊ ً‬ ‫ﺍﻷﻳﺴﺮ ُ‬ ‫ُ‬ ‫ﺍﻟﻤﻮﻗﻊ‬
‫ُ‬ ‫ﻓﻲ ﺷﻜ ِﻞ )‪، (75‬‬
‫ﻑ ﺍﻷﻣﺘﺎ ِﺭ ‪.‬‬ ‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ﺑﺂﻻ ِ‬ ‫ِ‬ ‫ﻓﻮﻕ‬
‫ﻓﻴﻘﻊ َ‬ ‫ُ‬ ‫ﺍﻷﻳﻤﻦ‬
‫ُ‬ ‫ﺍﻟﻤﻮﻗﻊ‬
‫ُ‬ ‫ﻗﻠﻴﻠﺔ ‪ .‬ﺃﻣّﺎ‬ ‫ٍ‬
‫ﺍﻻﺭﺗﻔﺎﻉ ﻷ ّﻥ‬‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺗﻘ ﱡﻞ ﻣﻊ ﺯﻳﺎﺩ ِﺓ‬ ‫ﺍﻟﺼﻮﺭ ﺃ ّﻥ ﺩﺭﺟﺔَ ﺣﺮﺍﺭ ِﺓ‬ ‫ﺢ‬
‫ﺿ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺟﺰﻳﺌﺎﺕ‬
‫ُ‬ ‫ﺗﻨﺘﺸﺮ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ‪،‬‬
‫ِ‬ ‫ﻳﻨﺨﻔﺾ ‪ .‬ﻣﻊ ﺯﻳﺎﺩ ِﺓ‬ ‫ُ‬ ‫ﺍﻟﺠﻮ ﱠ‬
‫ﻱ‬ ‫ﻂ‬ ‫ﺍﻟﻀﻐ َ‬
‫ُ‬ ‫ّ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻬﻮﺍﺀ ُ ﺍﻟﻘﻠﻴ ُﻞ‬ ‫ُ‬ ‫ﺢ ﺍﻟﻬﻮﺍﺀ ُ ﺃﻗ ﱠﻞ ﻛﺜﺎﻓﺔً ‪ .‬ﻻ‬ ‫ﺑﻌﻀﻬﺎ ﻭﻳُﺼﺒِ ُ‬ ‫ﺑﻌﻴ ًﺪﺍ ﻋﻦ ِ‬
‫ﺗﻨﺨﻔﺾ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫ُ‬ ‫ﺑﻜﻤﻴ ّ ٍﺔ ﻛﺒﻴﺮ ٍﺓ ﻣﻦ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻭﻟﺬﺍ‬ ‫ﺍﻟﻜﺜﺎﻓﺔ ﺍﻻﺣﺘﻔﺎ َﻅ ّ‬ ‫ِ‬

‫‪75 πμ°T‬‬
‫ﺑﺎﻻﺭﺗﻔﺎﻉ‬ ‫ﻛﻴﻒ ﻳﺘﺄﺛ ّ ُﺮ ﺍﻟﻤﻨﺎ ُ‬
‫ﺥ‬
‫‪o‬‬
‫ِ‬
‫ٍ‬
‫ﻣﻨﻄﻘﺔ؟‬ ‫ﻓﻲ ﻛ ﱢﻞ‬

‫‪189‬‬
 ‫ﺍﻟﻤﺤﻴﻂ ‪Distance from an Ocean‬‬ ‫ِ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ُ ﻣﻦ‬
‫ﻳﺴﺨﻦ‬
‫ُ‬ ‫ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻴﺎﺑﺴﺔ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺗﺄﺛﻴﺮ ﻣﻠﺤﻮ ٌﻅ ﻋﻠﻰ‬ ‫ٌ‬ ‫ﻟﻠﻤﺤﻴﻄﺎ ِ‬
‫ﺕ‬
‫ﺍﻟﺨﺎﺻﻴّﺔ ُ ﺇﻟﻰ ﺟﻌ ِﻞ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻴﺎﺑﺴﺔ ‪ .‬ﺗﻤﻴ ُﻞ ﻫﺬﻩ‬ ‫ﻉ ﻣﻦ‬
‫ﺑﻤﻌﺪ ٍﻝ ﺃﺳﺮ َ‬ ‫ﱠ‬ ‫ﻂ ﻭﻳﺒﺮﺩُ‬ ‫ﺍﻟﻤﺤﻴ ُ‬
‫ﺗﺴﺨﻦ ﺍﻟﻤﻴﺎﻩُ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﺼﻴﻒ ‪،‬‬ ‫ً‬
‫ﺍﻋﺘﺪﺍﻻ ‪ .‬ﻓﻲ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ ﺍﻟﻤﻨﺎﻃ ِﻖ ﺍﻟﺴﺎﺣﻠﻴ ّ ِﺔ َ‬
‫ﺃﻛﺜﺮ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ ﺍﻟﻤﻴﺎ ِﻩ ﺍﻟﺴﺎﺣﻠﻴ ّ ِﺔ ﻭﺍﻷﺭ ِ‬
‫ﺽ‬ ‫ِ‬ ‫ﻆ ﻋﻠﻰ‬‫ﺤﺎﻓ ُ‬ ‫ﻣﻤﺎ ﻳ ُ ِ‬ ‫ﺑﺒﻂﺀ ّ‬ ‫ﺍﻟﺸﺎﻃﺌﻴّﺔ ُ ٍ‬
‫ﺑﺒﻂﺀ ﻭﺗﻈ ﱡﻞ ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ‬ ‫ﺍﻟﺸﺘﺎﺀ ‪ ،‬ﺗﺒﺮﺩُ ﺍﻟﻤﻴﺎﻩُ ﺍﻟﺴﺎﺣﻠﻴّﺔ ُ ٍ‬ ‫ِ‬ ‫ﺍﻟﻘﺮﻳﺒﺔ ﺑﺎﺭﺩ ًﺓ ‪ .‬ﻓﻲ‬ ‫ِ‬
‫ِ‬
‫ﺍﻟﻤﺤﻴﻂ ﺗﺒﺮﺩُ‬ ‫ﺍﻷﺭﺽ ﺍﻟﺒﻌﻴﺪ َﺓ ﻋﻦ‬ ‫َ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻣﺘﻮ ﱢﺳﻄﺔً ﻧﺴﺒﻴ ًّﺎ ‪ .‬ﻓﻲ ﺍﻟﻤﻘﺎﺑِ ِﻞ ‪ ،‬ﻓﺈ ّﻥ‬ ‫ِ‬
‫ﻭﺷﺘﺎﺀ ﺑﺎﺭ ٍﺩ ‪.‬‬ ‫ٍ‬ ‫ﻓﺎﻟﻤﻨﺎﻃﻖ ﺍﻟﺪﺍﺧﻠﻴّﺔ ُ ﺗﺘﻤﻴ ّ ُﺰ ﺑﺼﻴﻒٍ ﱟ‬
‫ﺣﺎﺭ‬ ‫ُ‬ ‫ﺑﺴﺮﻋﺔ ‪ .‬ﻟﺬﻟﻚ‬ ‫ٍ‬ ‫ﻭﺗﺴﺨﻦ‬
‫ُ‬
‫ﺱ ﺍﻟﺠﺪﻭ َﻝ )‪. (7‬‬ ‫ﺍﺩﺭ ِ‬
‫ﻣﻨﻄﻘﺔ ﺳﺎﺣﻠﻴ ّ ٍﺔ؟ ﻭﺃﻳ ﱡﻬﺎ ﺩﺍﺧﻠﻴّﺔ ٌ؟‬ ‫ٍ‬ ‫ﺗﻘﻊ ﻓﻲ‬ ‫ﺃﻱﱞ ﻣﻦ ﺍﻟﻤﺪ ِﻥ ﺍﻟﻤﺪﻭﱠ ِﻧﺔ ﻓﻲ ﺍﻟﺠﺪﻭ ِﻝ ُ‬
‫ِ‬
‫ﺍﻟﻤﺤﻴﻂ‬ ‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻓﻲ ﻛﻠﺘﺎ ﺍﻟﻤﺪﻳﻨﺘﻴﻦ ‪ .‬ﺗ ُﺆﺛ ﱢ ُﺮ ﺗﻴ ّ ُ‬
‫ﺎﺭﺍﺕ‬ ‫ﺑﻴﻦ ﻣﺪﻯ ﺩﺭﺟﺎ ِ‬ ‫ﻗﺎ ِﺭ ْﻥ َ‬
‫ِ‬
‫ﺍﻟﻤﺤﻴﻂ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ ﺍﻟﻤﻨﺎﻃ ِﻖ ﺍﻟﺴﺎﺣﻠﻴ ّ ِﺔ ‪ .‬ﺗﻴ ّ ُ‬
‫ﺎﺭﺍﺕ‬ ‫ِ‬ ‫ﺃﻳﻀﺎ ﻓﻲ‬ ‫ﺍﻟﺴﻄﺤﻴّﺔ ُ ً‬
‫ﻣﺤﺪ ٍﺩ ﻋﻠﻰ‬ ‫ﱠ‬ ‫ﺗﻨﺴﺎﺏ ﻓﻲ ﻣﺴﺎ ٍﺭ‬ ‫ُ‬ ‫ﻋﺮﻳﻀﺔ ﻣﻦ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ٍ‬ ‫ٍ‬
‫ﺃﺷﺮﻃﺔ‬ ‫ﺍﻟﺴﻄﺤﻴّﺔ ُ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ﻧﺤﻮ‬ ‫ِ‬ ‫ﱢ‬ ‫ِ‬
‫ﺎﺭﺍﺕ ﺍﻟﺪﺍﻓﺌﺔ ُ ﺍﻟﻤﺎﺀ َ ﺍﻟﺪﺍﻓﺊَ ﻣﻦ ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ َ‬ ‫ﺍﻟﻤﺤﻴﻂ ‪.‬ﺗﺤﻤ ُﻞ ﺍﻟﺘﻴ ّ ُ‬ ‫ﺳﻄﺢ‬
‫ِ‬
‫ﺎﺭﺍﺕ ﺍﻟﺒﺎﺭﺩﺓُ ﺍﻟﻤﺎﺀ َ ﺍﻟﺒﺎﺭﺩَ ﺑﻌﻴ ًﺪﺍ ﻋﻦ ﺍﻟﻘﻄﺒﻴﻦ ﻓﻲ ﺍﺗ ّﺠﺎ ِﻩ‬ ‫ﺍﻟﻘﻄﺒﻴﻦ ‪ .‬ﻭﺗﺤﻤ ُﻞ ﺍﻟﺘﻴ ّ ُ‬
‫ﺨ ُﻦ ﺃﻭ ﺗ ﱢُﺒﺮﺩُ ﺍﻟﻬﻮﺍﺀ َ ﺍﻟﻮﺍﻗ َﻊ ﻓﻮﻗَﻬﺎ ‪.‬‬ ‫ﺎﺭﺍﺕ ﺍﻟﺴﻄﺤﻴّﺔ ُ ﺗ ُﺴ ﱢ‬ ‫ﺍﻻﺳﺘﻮﺍﺀ ‪ .‬ﺍﻟﺘﻴ ّ ُ‬ ‫ِ‬ ‫ﱢ‬
‫ﺧﻂ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﺍﻟﻤﻨﺎﻃ ِﻖ‬ ‫ِ‬ ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ِ‬ ‫ﺕ ﺍﻟﺴﻄﺤﻴ ّ ِﺔ ﻳُﺆﺛ ﱢ ُﺮ ﻓﻲ‬ ‫ﻭﻟﻬﺬﺍ ﻓﻮﺟﻮﺩُ ﺍﻟﺘﻴّﺎﺭﺍ ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺴﺎﺣ ِﻞ ‪.‬‬ ‫ِ‬

‫ِ‬
‫ﺍﻟﺤﺮﺍﺭﺓ‬ ‫ِ‬
‫ﺩﺭﺟﺎﺕ‬ ‫ﺟﺪﻭ ُﻝ )‪ (7‬ﻣﺘﻮ ﱢﺳ ُﻂ‬
‫ﻣﺪﻳﻨﺔ ُ )ﺏ(‬ ‫ﻣﺪﻳﻨﺔ ُ )ﺃ(‬
‫ﺣﻮﺍﻟﻰ ‪ 38°‬ﺣﻮﺍﻟﻰ ‪37°‬‬ ‫ﺍﻟﺘﺎﺭﻳ ُﺦ‬
‫ً‬
‫ﺷﻤﺎﻻ‬ ‫ً‬
‫ﺷﻤﺎﻻ‬
‫‪10°‬‬ ‫‪- 2°‬‬ ‫ﻳﻨﺎﻳﺮ‬
‫ُ‬
‫‪15°‬‬ ‫‪26°‬‬ ‫ﻳﻮﻟﻴﻮ‬
‫ﺍﻟﻤﻌ ّﺪ ُﻝ‬
‫‪13°‬‬ ‫‪13°‬‬
‫ﻓﻲ ﺍﻟﻌﺎ ِﻡ‬

‫‪190‬‬
 ‫‪76 πμ°T‬‬
‫‪o‬‬
‫ﺗﺄﺛﻴﺮ ﻣﻠﺤﻮ ٌﻅ‬
‫ٌ‬ ‫ﺕ‬‫ﻟﻠﻤﺤﻴﻄﺎ ِ‬
‫ِ‬
‫ﺍﻟﻴﺎﺑﺴﺔ ‪.‬‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ﻋﻠﻰ‬

‫ﺍﻟﺪﺭﺱ ‪4-2‬‬
‫ُ‬
‫ﻭﻓﺴ ْﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﻃﻘﺴﻪ؟‬ ‫ﻣﻮﻗﻊ ﻣﺎ ﻋﻦ ِ‬ ‫ﻣﻨﺎﺥ ٍ‬ ‫ﻳﺨﺘﻠﻒ ُ‬ ‫ُ‬ ‫‪ .1‬ﻛﻴﻒ‬
‫ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺴﺎﺣﻠﻴّ ِﺔ ‪.‬‬
‫ِ‬ ‫ﻣﻨﺎﺥ‬
‫ﺍﻟﻤﺤﻴﻂ ﻓﻲ ِ‬ ‫ُ‬ ‫‪ِ .2‬ﺻ ْﻒ ﻃﺮﻳﻘﺘﻴﻦ ﻳُﺆﺛ ُﺮ ﺑﻬﻤﺎ‬
‫ﱢ‬
‫ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓِ ﻓﻲ ﺷﻬﺮﻱ َ‬
‫ﻳﻨﺎﻳﺮ ﻭﻳﻮﻟﻴﻮ ﻟﻤﺪﻳﻨﺔٍ‬ ‫ِ‬ ‫ﻤﻜ ُﻦ ﻣﻘﺎﺭﻧ ُﺔ‬ ‫ﻗﺎﺭﻥْ ‪ :‬ﻓﻲ ﺍﻋﺘﻘﺎﺩِ ﻙ ‪ ،‬ﻛﻴﻒ ﻳُ ِ‬ ‫‪ِ .3‬‬
‫ﻓﺴ ْﺮ ﻣﺒ ﱢﺮ ِ‬
‫ﺭﺍﺗﻚ ‪.‬‬ ‫ﺍﻟﻤﺮﻛﺰﻱ ﻣﻦ ِ‬
‫ﺍﻟﺒﻠﺪ؟ ﱢ‬ ‫ﱢ‬ ‫ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓِ ﻓﻲ ﺍﻟﺠﺰﺀِ‬ ‫ِ‬ ‫ﻣﺘﻮﺳ ِﻂ‬
‫ﱢ‬ ‫ﺳﺎﺣﻠﻴّﺔٍ ﻣﻊ‬
‫ﻭﺿ ْﺢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥَ ﺭﻃﺒﺎ ﺃﻡ ًّ‬
‫ﺟﺎﻓﺎ ‪ ،‬ﺣﺎ ًّﺭﺍ ﺃﻡ ﺑﺎﺭ ًﺩﺍ ‪،‬‬ ‫ً‬ ‫ﺗﻌﻴﺶ ﻓﻴﻪ ‪ .‬ﱢ‬ ‫ُ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺬﻱ‬
‫َ‬ ‫‪ .4‬ﺍﺳﺘﻨﺘِ ْﺞ‪ِ :‬ﺻ ِﻒ‬
‫ﺍﺳﺘﻨﺘﺞ ﻛﻴﻒ ﺗُﺆﺛﺮﱢ‬
‫ُ‬ ‫ﻭﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓِ ‪ْ ِ .‬‬ ‫ِ‬ ‫ﺍﻷﻣﻄﺎﺭ‬
‫ِ‬ ‫ﻫﻄﻮﻝ‬
‫ِ‬ ‫ﺮﺍﺕ ﻓﺼﻠﻴّ ٌﺔ ﻓﻲ‬ ‫ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧ َْﺖ ﻓﻴﻪ ﺗﻐﻴّ ٌ‬
‫ﺗﻌﻴﺶ ﻓﻴﻬﺎ ‪.‬‬‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ‬ ‫ﻣﻨﺎﺥ‬
‫ﺍﻟﺪﺭﺱ ﻓﻲ ِ‬ ‫ِ‬ ‫ﺗﻤ ْﺖ ﻣﻨﺎﻗﺸﺘُﻬﺎ ﻓﻲ ﻫﺬﺍ‬ ‫ُ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﱠ‬

‫‪191‬‬
 ‫‪5-2‬‬
‫‪Climate Classification‬‬
‫‪ñÉæŸG‬‬
‫‪p‬‬ ‫‪∞«æ°üJ‬‬
‫‪o‬‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ُ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬‫ﺍﻟﻄﺎﻟﺐ ً‬
‫ُ‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮ َﻥ‬ ‫ُ‬ ‫ﺱ‬
‫ﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭ ِ‬ ‫ﻓﻲ ِ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺜﻼﺛﺔَ ﺍﻟﺮﺋﻴﺴﻴّﺔَ ‪.‬‬
‫ِ‬ ‫)ﻣﻨﺎﻃﻖ(‬
‫َ‬ ‫ﻧﻄﻖ‬
‫ﻭﻳﺼﻒ َ‬ ‫َ‬ ‫ﻳُﺴﻤﱢ َﻲ‬
‫ﻭﺃﺟﺰﺍﺀ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﻌﺎﻟﻢ ِ ‪.‬‬‫ٍ‬ ‫ﺍﻟﻤﻨﺎﺥ ﻓﻲ ِ‬
‫ﻣﺪﻳﻨﺘﻪ‬ ‫ِ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ِ‬ ‫ﺑﻴﻦ‬
‫ﻳُﻘﺎ ِﺭﻥ َ َ‬
‫ﺍﻟﻤﻨﺎﺥ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﺥ ﺑﻨﺎﺀ ً ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ‬‫ﱢﻒ ﺍﻟﻤﻨﺎ َ‬
‫ﻳُﺼﻨ َ‬
‫ﻑ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻷﺳﺎﺳﻴّﺔ َ‪ :‬ﻧﻄﺎﻗًﺎ ﻣﻨﺎﺧﻴ ًّﺎ ‪.‬‬
‫ِ‬ ‫ﻳُ ﱢﻌﺮ َ‬

‫ﺽ‬ ‫ﻣﻨﺎﺥ ﺍﻟﺪﻭ ِﻝ ‪ .‬ﺍﻓﺘ ِﺮ ْ‬‫ِ‬ ‫ﻭﺍﺿﺢ ﻓﻲ‬

‫ٌ‬ ‫ﺥ ﻭﺍﻟﺤﺮﺍﺭ َﺓ ﻭﺍﻟﻤﻮﺍﻗ َﻊ ﻟﻬﺎ ٌ‬
‫ﺃﺛﺮ‬ ‫ﺇ ّﻥ ﺍﻟﻤﻨﺎ َ‬
‫ﺛﻢ ﺇﻟﻰ‬ ‫ﺑﺮﺣﻠﺔ ﻣﻦ ﺷﻤﺎ ِﻝ ﺳﻮﺭﻳﺎ ﺇﻟﻰ ﺍﻟﺨﺮﻃﻮﻡ ِ ﻓﻲ ﺍﻟﺴﻮﺩﺍ ِﻥ ّ‬ ‫ٍ‬ ‫ﺖ‬‫ﻗﻤ َ‬
‫ﺃﻧّﻚ ْ‬
‫ﺍﻟﻤﻼﺣﻈﺔ ُ‬
‫ﺩﻳﺴﻤﺒﺮ ‪ .‬ﺳﻮﻑ ﺗﺠ ُﺪ ﺃ ّﻥ ﺍﻟﺠ ﱠﻮ ﻓﻲ ﺷﻤﺎ ِﻝ‬ ‫َ‬ ‫ﺖ ﻓﻲ ﺃﻭﺍﺧ ِﺮ ﺷﻬ ِﺮ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬‫ِ‬
‫ﺍﻟﻤﻨﺎ ُﺥ ﻭﺍﻟﺤﻴﺎﺓُ‬
‫ﺍﻟﺜﻠﻮﺝ ﺃﺣﻴﺎﻧًﺎ ﻭﺃ ّﻥ ﺩﺭﺟﺔَ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺗﻘ ﱡﻞ ﻋﻦ ﺍﻟﺼﻔ ِﺮ‬ ‫ِ‬ ‫ِ‬
‫ﺗﺴﺎﻗﻂ‬ ‫ﺳﻮﺭﻳﺎ ﺑﺎﺭﺩٌ ﻣﻊ‬
‫ﺕ ﻭﺍﻟﻨﺒﺎﺗﺎ ِ‬
‫ﺕ‬ ‫ﻉ ﺍﻟﺤﻴﻮﺍﻧﺎ ِ‬ ‫ﻣﺎ ﺃﻧﻮﺍ ُ‬ ‫ِ‬
‫ﻭﺍﻟﺼﺤﺮﺍﺀ‬ ‫ﻭﺻﻮﻻ ﺇﻟﻰ ﺳﻴﻨﺎﺀ َ‬ ‫ً‬ ‫ﺑﻔﻠﺴﻄﻴﻦ‬
‫َ‬ ‫ﻣﺮﻭﺭﺍ‬
‫ً‬ ‫ﺠﻪ ﺟﻨﻮﺑًﺎ‬ ‫ﻗﻠﻴﻼ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺘ ّ ُ‬ ‫ً‬
‫ﻣﻨﻄﻘﺘﻚ؟ ﱢ‬
‫ﻋﺪﺩْﻫﺎ‬ ‫ِ‬ ‫ﺗﻌﻴﺶ ﻓﻲ‬ ‫ﺍﻟﺘﻲ‬
‫ﺍﻟﺸﺮﻗﻴ ّ ِﺔ ﺍﻟﻤﺼﺮﻳ ّ ِﺔ ﺳﺘﺠ ُﺪ ﺍﻟﺠ ﱠﻮ ﺟﺎﻓًّﺎ ﻭﺑﺎﺭ ًﺩﺍ ﻧﻮ ًﻋﺎ ﻣﺎ ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺼ ُﻞ ﺇﻟﻰ ﺍﻟﻨﻴ ِﻞ‬
‫ُ‬
‫ﻉ‬‫ﺍﻛﺘﺐ ﻣﺎ ﻧﻮ ُ‬
‫ْ‬ ‫ﺍﻟﻤﺴﺘﻄﺎﻉ ‪.‬‬
‫ِ‬ ‫ﺑﻘﺪ ِﺭ‬
‫ﻣﻨﻄﻘﺘﻚ ‪ .‬ﻫﻞ‬ ‫ِ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺋ ِﺪ ﻓﻲ‬
‫ِ‬ ‫ﻣﻤﻄﺮﺍ ﻓﻲ ﺍﻟﺨﺮﻃﻮﻡ ِ‬ ‫ً‬ ‫ﺣﺎﺭﺍ‬
‫ﺢ ًّ‬ ‫ﺃﻛﺜﺮ ﺩﻓ ًﺌﺎ ﻟﻴُﺼﺒِ َ‬
‫ﺢ ﺍﻟﺠ ﱡﻮ َ‬ ‫ﺠﻪ ﺟﻨﻮﺑًﺎ ﻳُﺼﺒِ ُ‬ ‫ﻭﺗﺘ ّ ُ‬
‫ﻣﻤﻄﺮ؟ ﺑﺎﺭﺩٌ؟ ﻓﻲ‬‫ٌ‬
‫ًّ‬
‫ﺣﺎﺭ ﺟﺪﺍ؟‬ ‫ﻫﻮ ﱞ‬ ‫ﺖ ﻓﻴﻜﻮ ُﻥ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ﺣﻴﺚ ﺗﺘﻌﺪّﻯ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪ 25°‬ﻣﺌﻮﻳّﺔً ‪ ،‬ﺃﻣّﺎ ﻓﻲ ِ‬
‫ﱢ‬
‫ﺍﻋﺘﻘﺎ ِﺩﻙ ‪ ،‬ﻛﻴﻒ ﻳُﺆﺛ ُﺮ ﺍﻟﻤﻨﺎ ُ‬
‫ﺥ ﻋﻠﻰ‬ ‫ﺧﺼﻮﺻﺎ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺣ ِﻞ‬ ‫ً‬ ‫ِ‬
‫ﺍﻟﺮﻃﻮﺑﺔ‬ ‫ِ‬
‫ﻧﺴﺒﺔ‬ ‫ﻣﻌﺘﺪﻻ ﻣﻊ ﺍﺯﺩﻳﺎ ٍﺩ ﻓﻲ‬ ‫ً‬ ‫ﺥ‬
‫ﺍﻟﻤﻨﺎ ُ‬
‫ﺗﻌﻴﺶ ﻓﻲ‬ ‫ﺕ ﺍﻟﺤﻴ ّ ِﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﺎﺋﻨﺎ ِ‬
‫ُ‬
‫ِ‬
‫ﻣﻨﻄﻘﺘﻚ؟‬
‫ﺐ‬ ‫ﺃﻣﻄﺎﺭ ﻗﻠﻴﻠﺔ ٌ ﺑﺴﺒ ِ‬ ‫ٌ‬ ‫ﺍﻟﺮﻳﺎﺡ ﺍﻟﺠﻨﻮﺑﻴ ّ ِﺔ ﺍﻟﺸﺮﻗﻴ ّ ِﺔ ‪ ،‬ﻛﻤﺎ ﺗﻬﻄ ُﻞ‬ ‫ِ‬ ‫ﺐ ﻫﺒﻮ ِ‬
‫ﺏ‬ ‫ﺑﺴﺒ ِ‬
‫ﺗﺴﺎﻗﻂ ﺃﻣﻄﺎ ٍﺭ ﻗﻮﻳ ّ ٍﺔ ‪.‬‬ ‫ِ‬ ‫ﺟﻮﻳ ّ ٍﺔ ﻣﻊ ﺇﻣﻜﺎﻧﻴ ّ ِﺔ‬
‫ﺕ ّ‬ ‫ﻭﺟﻮ ِﺩ ﻣﻨﺨﻔﻀﺎ ٍ‬

‫‪p‬‬
‫‪(ñÉæŸG‬‬ ‫)‪≥WÉæe‬‬ ‫‪p‬‬
‫‪ñÉæŸG‬‬ ‫‪≥£f‬‬
‫‪Climate Zones‬‬
‫‪o‬‬ ‫‪o‬‬

‫ُﺴﻤﻰ ﻧﻄﺎﻗًﺎ ﻣﻨﺎﺧﻴًّﺎ ‪، climate zone‬‬ ‫ِ‬

‫ﺍﻟﺤﺮﺍﺭﺓ ﺗ ّ‬ ‫ِ‬
‫ﺩﺭﺟﺎﺕ‬ ‫ﺃﻱ ٍ‬
‫ﻣﻨﻄﻘﺔ ﻟﻬﺎ ًﻣﺪﻯ ﻣﻤﻴ ﱠ ٌﺰ ﻣﻦ‬ ‫ﱡ‬
‫ﻓﺎﻟﻤﻨﺎﻃﻖ ﺍﻟﻤﻨﺎﺧﻴّﺔ ُ ﺗﻌﺘﻤ ُﺪ‬
‫ُ‬ ‫ﺽ ‪ .‬ﻟﺬﺍ‬‫ﺑﺨﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ِ‬ ‫ﻷ ّﻥ ﺩﺭﺟﺔَ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺗﺘﺄﺛ ّ ُﺮ‬
‫ﺽ‪.‬‬ ‫ﻋﻠﻰ ﱢ‬
‫ﺧﻂ ﺍﻟﻌﺮ ِ‬
‫ﻕ ﺍﻟﻤﻌﺘﺪ ُﻝ ‪،‬‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ ‪ ،‬ﻭﺍﻟﻨﻄﺎ ُ‬
‫ﱡ‬ ‫ﻕ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﻫﻲ ﺍﻟﻨﻄﺎ ُ‬ ‫ِ‬ ‫ﻧﻄﻖ‬
‫ُ‬
‫ﺑﻴﻦ‬
‫ﻭﻳﻘﻊ َ‬
‫ُ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ ﻳ ُ َﻌ ﱡﺪ ﺃﺩﻓﺄ َ ﻫﺬﻩ ﺍﻟﻨﻄ ِﻖ‬
‫ﱡ‬ ‫ﻕ‬
‫ﺍﻟﻘﻄﺒﻲ ‪ .‬ﺍﻟﻨﻄﺎ ُ‬ ‫ﱡ‬ ‫ﻕ‬
‫ﻭﺍﻟﻨﻄﺎ ُ‬
‫ﻕ ﺍﻟﻤﻌﺘﺪ ُﻝ ﻋﻠﻰ ﺟﺎﻧﺒﻲ‬ ‫ﺷﻤﺎﻻ ﻭ‪ 30°‬ﺟﻨﻮﺑًﺎ ‪ .‬ﺍﻟﻨﻄﺎ ُ‬ ‫ً‬ ‫ﺽ ‪30°‬‬ ‫ﺧﻄّﻲ ﻋﺮ ٍ‬
‫ﺍﻟﻘﻄﺒﻲ ‪،‬‬
‫ﱡ‬ ‫ﻕ‬
‫ﺷﻤﺎﻻ ﻭﺟﻨﻮﺑًﺎ ‪ .‬ﺍﻟﻨﻄﺎ ُ‬ ‫ً‬ ‫ﻣﻤﺘﺪﺍ ﺇﻟﻰ ‪60°‬‬ ‫ًّ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ‬
‫ﱢ‬ ‫ﺍﻟﻨﻄﺎ ِ‬
‫ﻕ‬
‫ﺽ ‪60°‬‬ ‫ﺑﻴﻦ ﺧﻄّﻲ ﻋﺮ ٍ‬ ‫ﻳﻘﻊ َ‬ ‫ﺍﻟﺜﻼﺛﺔ ‪ ،‬ﻭﻫﻮ ُ‬ ‫ِ‬ ‫ﺕ‬‫ﻛﻤﺎ ﺗﺘﻮﻗ ّ ُﻊ ﻫﻮ ﺃﺑﺮﺩُ ﺍﻟﻨﻄﺎﻗﺎ ِ‬
‫ﺷﻤﺎﻻ ﻭﺟﻨﻮﺑًﺎ ‪.‬‬ ‫ً‬ ‫ﻭﺣﺘّﻰ ﺍﻟﻘﻄﺒﻴﻦ‬
‫‪192‬‬
 ‫‪p‬‬
‫‪ñÉæŸG‬‬ ‫‪´GƒfC‬‬
‫‪o G‬‬
‫‪Climate Types‬‬
‫ﺇﻋﺎﺩﺓُ ﺑﺤ ٍ‬
‫ﺚ‬ ‫ﻕ‬ ‫ﺽ ﻓﻲ ﻧﻄﺎ ِ‬ ‫ﻭﺍﻷﻛﺜﺮ ﺟﻔﺎﻓًﺎ ﻋﻠﻰ ﺍﻷﺭ ِ‬ ‫ُ‬ ‫ﺍﻷﻛﺜﺮ ﺭﻃﻮﺑﺔً‬ ‫ُ‬ ‫ﺍﻷﻣﺎﻛﻦ‬
‫ُ‬ ‫ﺗﻘﻊ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﺤﺎﻻﺕ‬ ‫ﺃﻗﺼﻰ‬ ‫ﺗﻤﺎﻣﺎ ﻓﻲ‬ ‫ً‬ ‫ﻣﺨﺘﻠﻔﺎﻥ‬ ‫ِ‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻘ َﻊ ﻣﻨﺎﺧﺎﻥ‬ ‫ُ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ ‪ .‬ﻛﻴﻒ‬ ‫ﱢ‬ ‫ﺍﻟﻤﻨﺎﺥ‬
‫ِ‬
‫ﺃﺭﻃﺐ ﻭﺃﺟﻒﱠ‬‫َ‬ ‫ﺣﺎ ِﻭ ْﻝ ﺃﻥ ﺗﺠ َﺪ‬ ‫ﺧﻄﻮﻁ‬ ‫ِ‬ ‫ﻧﻔﺴﻪ؟ ﺍﻹﺟﺎﺑﺔ ُ ﻫﻲ ﺃ ّﻥ ﻫﻨﺎﻙ ﻋﻮﺍﻣ َﻞ ﻋﺪﻳﺪ ًﺓ َ‬
‫ﻏﻴﺮ‬ ‫ﺍﻟﻤﻨﺎﺧﻲ ِ‬ ‫ﱢ‬ ‫ﻕ‬ ‫ﺍﻟﻨﻄﺎ ِ‬
‫ﻣﻨﻄﻘﺔ ﻓﻲ ﺍﻟﺒﻠ ِﺪ ﺍﻟﺬﻱ‬
‫ٍ‬ ‫ﻭﺃﺣﺮ ﻭﺃﺑﺮﺩَ‬
‫ﱠ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ٍ‬ ‫ﻣﻨﺎﺧﻲ ﺇﻟﻰ‬ ‫ﱟ‬ ‫ﻘﺴ ُﻢ ﻛ ﱡﻞ ﻧﻄﺎ ٍ‬
‫ﻕ‬ ‫ﻣﻨﻄﻘﺔ ‪ .‬ﻳ ُ َ‬ ‫ٍ‬ ‫ﻣﻨﺎﺥ‬
‫ِ‬ ‫ﺽ ﺗ ُﺆﺛ ﱢ ُﺮ ﻓﻲ‬ ‫ﺍﻟﻌﺮ ِ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﻤﻴﱢ ِﺰ‬ ‫ﻉ‬
‫ﺗﻌﻴﺶ ﻓﻴﻪ ‪ .‬ﻣﺎ ﻧﻮ ُ‬
‫ِ‬ ‫ُ‬ ‫ﺗﺼﻨﻴﻒ‬ ‫ِ‬ ‫ﻑ ﻣﻔﻴ ٍﺪ ﻓﻲ‬ ‫ﻑ ﻣﻌﻴ ٍﱠﻨﺔ ‪ .‬ﺃﻫ ﱡﻢ ﻇﺮ ٍ‬ ‫ﺧﺎﺻ ٍﺔ ﺗﺸﺘﺮ ُﻙ ﻓﻲ ﻇﺮﻭ ٍ‬ ‫ّ‬ ‫ﻣﻨﺎﺧﻴ ّ ٍﺔ‬
‫ﻟﻜ ﱢﻞ ﻣﻜﺎ ٍﻥ؟‬
‫ﻣﻌﺪ ُﻝ ﻫﻄﻮ ِﻝ ﺍﻟﻤﻄ ِﺮ ﺍﻟﺬﻱ ﺗﺴﺘﻘﺒﻠُﻪ ﻣﻨﻄﻘﺔ ٌ ﻣﺎ ‪.‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﻫﻮ ﱠ‬ ‫ِ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ِ‬
‫ﻭﻣﻌﺪ ِﻝ‬ ‫ﱠ‬ ‫ﺍﻟﺮﻳﺎﺡ‬
‫ِ‬ ‫ﺕ ﺍﻟﻔﺼﻠﻴ ّ ِﺔ ﻓﻲ‬ ‫ﻭﺍﻻﺭﺗﻔﺎﻉ ﻭﺍﻟﺘﻐﻴّﺮﺍ ِ‬ ‫ِ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﻨﺒﺎﺗﺎ ِ‬
‫ﺕ‬ ‫ِ‬ ‫ﺃﻫ ﱡﻢ‬
‫ﺍﻟﻤﻨﺎﺥ ‪.‬‬
‫ِ‬ ‫ِ‬
‫ﺗﺼﻨﻴﻒ‬ ‫ﺃﻳﻀﺎ ﻓﻲ ﻋﻴ ِﻦ ﺍﻻﻋﺘﺒﺎ ِﺭ ﻋﻨ َﺪ‬ ‫ﺧ ُﺬ ً‬ ‫ﻫﻄﻮ ِﻝ ﺍﻟﻤﻄ ِﺮ ﺗ ُﺆ َ‬
‫ﺿﺤﺔ ٌ ﻓﻲ ﺷﻜ ِﻞ )‪ ، (77‬ﺑﻨﺎﺀ ً‬ ‫ﺍﻟﻤﻨﺎﺥ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻢ ِ ﻣﻮ ﱠ‬ ‫ِ‬ ‫ﺃﻧﻮﺍﻉ‬
‫ِ‬ ‫ﻧُﺴﺨﺔ ٌ ﻣﻦ‬
‫ﺣﻪ ﻓﻼﺩﻣﻴﺮ ﻛﻮﺑﻦ ‪Waldimir Koppen‬‬ ‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺬﻱ ﺍﻗﺘﺮ َ‬ ‫ِ‬ ‫ﻋﻠﻰ ﻧﻈﺎﻡ ِ‬
‫ﺲ ﻫﺬﻩ ﻫﻲ ﻧُﺴﺨﺔ ٌ ﻣﺒﺴﱠ ﻄﺔ ٌ ﻋﻦ‬ ‫ﺍﻷﻟﻤﺎﻧﻲ ‪ .‬ﺧﺮﻳﻄﺔ ُ ﺍﻟﻄﻘ ِ‬ ‫ﱡ‬ ‫ﺲ‬ ‫ﻋﺎﻟﻢ ﺍﻟﻄﻘ ِ‬ ‫ُ‬
‫ﺍﻟﻤﻨﺎﺥ ‪ .‬ﻻﺣﻆ ﺃ ّﻥ ﻫﺬﻩ ﺍﻟﺨﺮﻳﻄﺔَ‬ ‫ْ‬ ‫ِ‬ ‫ِ‬ ‫ﺍﻟﺨﺮﻳﻄﺔ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣُﻬﺎ ﻋﻠﻤﺎﺀ ُ‬ ‫ِ‬
‫ﺖ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ﻣﻔﺘﺎﺡ ﻣﻠ ﱠﻮ ٌﻥ ﻭﺍﺣ ٌﺪ ‪ .‬ﺇ ّﻥ ﻣﻮﻗ َﻊ ِ‬ ‫ٌ‬ ‫ﻭﻛﺬﻟﻚ ﺍﻟﺠﺪﻭ َﻝ )‪ (8‬ﻟﻬﻤﺎ‬
‫ﺃﺛﺮ‬ ‫ﺍﻟﻤﻮﻗﻊ ﻟﻪ ٌ‬ ‫ُ‬ ‫ﺷﻤﺎﻻ ‪ .‬ﻫﺬﺍ‬ ‫ً‬ ‫ﺽ ‪ 28.30‬ﻭ‪30.6‬‬ ‫ﺑﻴﻦ ﺩﺍﺋﺮﺗﻲ ﻋﺮ ٍ‬ ‫ﺍﻟﻔﻠﻜﻲ َ‬ ‫ﱠ‬
‫ﺖ ‪ ،‬ﻛﻤﺎ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ﻣﻨﺎﺥ ِ‬ ‫ِ‬ ‫ﺍﻟﺤﺎﺭ ﻋﻠﻰ‬ ‫ﱢ‬ ‫ﻭﺍﺿﺢ ﻓﻲ ﻇﻬﻮ ِﺭ ﺍﻟﺘﺄﺛﻴ ِﺮ ﺍﻟﻤﺪﺍﺭﻱﱢ‬ ‫ٌ‬
‫ﺷﺒﻪ ﺍﻟﺠﺰﻳﺮ ِﺓ‬ ‫ﺍﻟﺸﺮﻗﻲ ﻣﻦ ِ‬ ‫ﱢ‬ ‫ﺍﻟﺸﻤﺎﻟﻲ‬
‫ﱢ‬ ‫ِ‬
‫ﺍﻟﺠﺰﺀ‬ ‫ﺖ ﻓﻲ‬‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ﺃ ّﻥ ﻭﺟﻮﺩَ ِ‬
‫ﻗﺎﺭﺗﻲ‬ ‫ﺍﻟﻤﻤﺘﺪ ﻓﻲ ّ‬ ‫ﱢ‬ ‫ﻕ ﺍﻟﺼﺤﺮﺍﻭﻱﱢ ﺍﻟﻀﺨﻢ ِ‬ ‫ﺍﻟﻌﺮﺑﻴ ّ ِﺔ ﻗﺪ ﺟﻌﻠَﻬﺎ ﺟﺰﺀًﺍ ﻣﻦ ﺍﻟﻨﻄﺎ ِ‬
‫ﺍﻹﻗﻠﻴﻢ‬
‫َ‬ ‫ﺿﻤﻦ‬
‫َ‬ ‫ﱢﻒ‬
‫ﺖ ﻳُﺼﻨ ُ‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳ ِ‬ ‫ﺥ ِ‬ ‫ﺁﺳﻴﺎ ﻭﺃﻓﺮﻳﻘﻴﺎ ‪ .‬ﻫﻨﺎ ﻧﺠ ُﺪ ﺃ ّﻥ ﻣﻨﺎ َ‬
‫ﺑﻴﻦ‬
‫ﺍﻟﺴﺮﻳﻊ َ‬ ‫ُ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻻﻧﺘﻘﺎ ُﻝ‬ ‫ِ‬ ‫ﺕ ﻫﺬﺍ‬ ‫ﺍﻟﺠﺎﻑ ‪ .‬ﻭﻣﻦ ﻣﻤﻴﱢﺰﺍ ِ‬ ‫ﱠ‬ ‫ﱠ‬
‫ﺍﻟﺼﺤﺮﺍﻭﻱ‬
‫ِ‬
‫ﻭﺍﻟﺼﻴﻒ ‪.‬‬ ‫ِ‬
‫ﺍﻟﺸﺘﺎﺀ‬

‫‪193‬‬
 ‫‪80°‬ﺵ‬
‫ﺐ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺒﺎﺭ ِﺩ ﺍﻟﺮﻃ ِ‬ ‫ِ‬ ‫ﻉ‬
‫ﺟ ُﺪ ﺃﻧﻮﺍ ُ‬ ‫ﺗﻮ َ‬
‫ﺍﻟﺼﻴﻒ‬‫ُ‬ ‫ﻕ ﺍﻟﻤﻌﺘﺪ ِﻝ ‪.‬‬ ‫ﻓﻲ ﺷﻤﺎ ِﻝ ﺍﻟﻨﻄﺎ ِ‬
‫‪60°‬ﺵ‬ ‫ﱠ‬
‫ﻗﺼﻴﺮ ﻧﻮ ًﻋﺎ ﻣﺎ ﻭﺩﺍﻓﺊٌ ﻣﻊ ﻣﻌﺪ ٍﻝ ﻛﺒﻴ ٍﺮ‬ ‫ٌ‬
‫ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﱡ‬ ‫ﻟﻬﻄﻮ ِﻝ ﺍﻷﻣﻄﺎ ِﺭ ‪ .‬ﺍﻟﻔﺼ ُﻞ‬
‫ِ‬
‫ﺑﺪﺭﺟﺔ ﺣﺮﺍﺭ ٍﺓ‬ ‫ﻫﻮ ﺍﻟﺸﺘﺎﺀ ُ ﺍﻟﺬﻱ ﻳﺘﻤﻴ ّ ُﺰ‬
‫ﺟﺪﺍ ‪.‬‬‫ﺑﺎﺭﺩ ٍﺓ ًّ‬
‫‪40°‬ﺵ‬

‫‪20°‬ﺵ‬
‫ﺏ ﻣﻦ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻤﻨﺎﻃ ِﻖ ﺑﺎﻟﻘﺮ ِ‬
‫ُ‬ ‫ﺗﺘﻤﻴ ّ ُﺰ‬
‫ﺍﺳﺘﻮﺍﺋﻲ ﻣﻤﻄ ٍﺮ ‪.‬‬
‫ﱟ‬ ‫ﺑﻤﻨﺎﺥ‬ ‫ِ‬
‫ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ‬ ‫ﱢ‬
‫ﱡ‬
‫ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀِ‬ ‫ٍ‬
‫ﺃﻛﺜﺮ ﻣﻦ ‪0°‬‬‫َ‬ ‫ﻣﻨﺎﻃﻖ ﻋﺪﻳﺪﺓٌ‬
‫ُ‬ ‫ﺗﺴﺘﻘﺒ ُﻞ‬
‫ٍ‬ ‫ﱠ‬
‫‪ 200cm‬ﻣﻦ ﺍﻟﻤﻄ ِﺮ ﻛﻞ ﺳﻨﺔ ‪.‬‬

‫‪20°‬ﺝ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺠﺎﻑﱢ ﻋﻠﻰ‬ ‫ِ‬ ‫ﻉ‬
‫ﺗﻘﻊ ﺃﻧﻮﺍ ُ‬
‫ُ‬
‫ﺑﻴﻦ ﺧﻄّﻲ‬ ‫ﻣﺎ‬ ‫ِ‬
‫ﺍﻻﺳﺘﻮﺍﺀ‬ ‫ﱢ‬
‫ﺧﻂ‬ ‫ﺟﺎﻧﺒﻲ‬
‫َ‬
‫ً‬
‫ﺷﻤﺎﻻ ﻭﺟﻨﻮﺑًﺎ ‪.‬‬ ‫ﺽ ‪ 15°‬ﻭ‪30°‬‬ ‫ﻋﺮ ٍ‬
‫‪40°‬ﺝ‬
‫ﺃﺟﻒ‬
‫ﱢ‬ ‫ﺑﻌﻀﺎ ﻣﻦ‬
‫ﺗﺸﻤ ُﻞ ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ ُ ً‬
‫ﺽ ﻣﺜ ِﻞ ﺻﺤﺎﺭﻯ‬ ‫ﺻﺤﺎﺭﻯ ﺍﻷﺭ ِ‬
‫ﺷﻤﺎ ِﻝ ﺃﻓﺮﻳﻘﻴﺎ ‪.‬‬
‫‪60°‬ﺝ‬

‫‪80°‬ﺝ‬

‫‪77 πo μ°T‬‬
‫ﺍﻟﻤﻨﺎﺥ ﺣﻮ َﻝ ﺍﻟﻌﺎﻟﻢ ِ‬
‫ِ‬ ‫ﻉ‬
‫ﺃﻧﻮﺍ ُ‬

‫‪194‬‬
 ‫ﺟﺪﻭ ُﻝ )‪ (8‬ﺃﻧﻮﺍﻉُ ﺍﻟﻤﻨﺎ ِ‬
‫ﺥ‬

‫ﻣﺘﻮ ﱢﺳ ُﻂ ﺍﻷﻣﻄﺎ ِﺭ‬ ‫ِ‬

‫ﺍﻟﺤﺮﺍﺭﺓ‬ ‫ﺩﺭﺟﺔ ُ‬ ‫ﻧﻮﻉُ‬
‫ﺍﻟﺴﻨﻮﻱ‬
‫ﱡ‬ ‫ﺥ‬
‫ﺍﻟﻤﻨﺎ ِ‬
‫‪cm 150 - 25‬‬ ‫‪ -20‬ﺇﻟﻰ ‪30‬‬
‫ﺃﻗ ﱡﻞ ﻣﻦ ‪cm 25‬‬ ‫‪ 5‬ﺇﻟﻰ ‪60‬‬
‫‪cm 500 - 200‬‬ ‫‪ -3‬ﺇﻟﻰ ‪18‬‬
‫ﺃﻗ ﱡﻞ ﻣﻦ ‪cm 30‬‬ ‫‪ -40‬ﺇﻟﻰ ‪10‬‬
‫‪cm 125 - 40‬‬ ‫‪ -30‬ﺇﻟﻰ ‪30‬‬ ‫‪80°‬ﺵ‬

‫ﻂ ﻭﺷﺮ َﻕ ﺃﻣﻴﺮﻛﺎ ﺍﻟﺸﻤﺎﻟﻴ ّ ِﺔ ﻭﺃﺟﺰﺍﺀ ٌ‬ ‫ﻭﺳ َ‬ ‫‪60°‬ﺵ‬

‫ﺥ ﻣﻌﺘﺪ ٌﻝ ‪.‬‬ ‫ﻣﻦ ﺁﺳﻴﺎ ﻭﺃﻭﺭﻭﺑّﺎ ﻟﻬﺎ ﻣﻨﺎ ٌ‬
‫ﺣﺎﺭ‬
‫ﱟ‬ ‫ﺍﻟﻤﻨﺎﻃﻖ ﺑﺼﻴﻒٍ‬‫ُ‬ ‫ﺗﺘﻤﻴ ّ ُﺰ ﻫﺬﻩ‬
‫ﺗﺘﺒﺎﻳﻦ ﻓﻴﻬﺎ‬
‫ُ‬ ‫ٍ‬ ‫ٍ‬
‫ﺐ ﻭﺷﺘﺎﺀ ﺑﺎﺭﺩ ‪ ،‬ﺣﻴﺚ‬ ‫ﺭﻃ ٍ‬
‫ٍ‬
‫ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮ ٍﺓ ‪.‬‬ ‫ﺍﻟﻔﺼﻮ ُﻝ‬ ‫‪40°‬ﺵ‬

‫‪20°‬ﺵ‬
‫ِ‬
‫ﺧﻄﻮﻁ‬ ‫ﺥ ﺍﻟﺠﺎﻑﱡ ﻋﻨ َﺪ‬ ‫ﺟ ُﺪ ﺍﻟﻤﻨﺎ ُ‬ ‫ﻳﻮ َ‬
‫ﺑﻴﻦ ‪ 35°‬ﻭ‪50°‬‬ ‫ِ‬
‫ﺽ ﺍﻟﻤﺘﻮﺳﱢﻄﺔ ﻣﺎ َ‬ ‫ﺍﻟﻌﺮ ِ‬
‫ﺏ ﺃﻣﻴﺮﻛﺎ ﺍﻟﺸﻤﺎﻟﻴ ّ ِﺔ‬ ‫ﺷﻤﺎﻻ ﻓﻲ ﻏﺮ ِ‬ ‫ً‬ ‫‪0°‬‬
‫ﺍﻟﻘﺎﺭ ِﺓ ﺍﻵﺳﻴﻮﻳ ّ ِﺔ ‪.‬‬
‫ّ‬ ‫ﻞ‬‫َ‬ ‫ﻭﺩﺍﺧ‬
‫ﻣﻌﺪ ُﻝ ﺍﻟﻤﻄ ِﺮ ﻗﻠﻴ ٌﻞ ‪ .‬ﻳﺘﻤﻴ ّ ُﺰ ﻫﺬﺍ‬ ‫ﻫﻨﺎ ﱠ‬
‫ﺑﺸﺘﺎﺀ ﺑﺎﺭ ٍﺩ ﻭﺻﻴﻒٍ‬ ‫ٍ‬ ‫ﺍﻟﻤﻨﺎﺥ‬
‫ِ‬ ‫ﻉ ﻣﻦ‬ ‫ﺍﻟﻨﻮ ُ‬
‫ﺣﺎﺭ ًّ‬
‫ﺟﺪﺍ ‪.‬‬ ‫ﱟ‬ ‫ﺇﻟﻰ‬ ‫‪20°‬ﺝ ﺩﺍﻓﮔ‬

‫‪40°‬ﺝ‬
‫ﺍﻟﻘﻄﺒﻲ ﺑﺎﺭﺩﺓٌ‬
‫ﱢ‬ ‫ﺍﻟﻤﻨﺎﺥ‬
‫ِ‬ ‫ﻣﻨﺎﻃﻖ ﻧﻄﺎ ِ‬
‫ﻕ‬ ‫ُ‬
‫ﺍﻟﻘﻄﺒﻲ ‪،‬‬
‫ﱢ‬ ‫ﺍﻟﺜﻠﺠﻲ‬
‫ﱢ‬ ‫ِ‬
‫ﻭﺟﺎﻓّﺔ ٌ ‪ .‬ﻋﻨ َﺪ ﺍﻟﻐﻄﺎﺀ‬
‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ‬
‫ﻂ ﺩﺭﺟﺎ ِ‬ ‫ﻻ ﻳﺘﻌﺪّﻯ ﻣﺘﻮ ﱢﺳ ُ‬ ‫‪60°‬ﺝ‬
‫ﺍﻟﻤﺌﻮﻱ ﻣﻄﻠَﻘًﺎ ‪.‬‬ ‫ﱠ‬ ‫ﺍﻟﺼﻔﺮ‬
‫َ‬
‫ﺍﻟﻤﻨﺎﻃﻖ ﺑﺼﻴﻒٍ ﺑﺎﺭ ٍﺩ‬ ‫ُ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺘﻤﻴ ّ ُﺰ‬
‫ًّ‬
‫ﻃﻮﻳﻞ ﺟﺪﺍ ‪.‬‬ ‫ٍ‬ ‫ٍ‬
‫ﻗﺼﻴ ٍﺮ ﻭﺷﺘﺎﺀ‬
‫‪80°‬ﺝ‬

‫ﻣﻤﻄﺮ‬
‫ٌ‬ ‫ﺍﺳﺘﻮﺍﺋﻲ‬
‫ﱞ‬
‫ٌ‬
‫ﻣﻌﺘﺪﻝ‬
‫ﱞ‬
‫ﺟﺎﻑ‬
‫ﺭﻃﺐ‬
‫ٌ‬ ‫ﺑﺎﺭ ٌﺩ‬
‫ﻗﻄﺒﻲ‬
‫ﱞ‬
‫‪195‬‬
 ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬
‫ُ‬ ‫ﺍﻟﻌﻠﻢ‬
‫ُ‬
‫ﺍﻟﺪﻗﻴﻖ ﻭﺍﻟﺰﺭﺍﻋﺔ ُ‬
‫ُ‬ ‫ﺍﻟﻤﻨﺎ ُﺥ‬
‫ﺍﻟﺴﻔﻦ«؟‬ ‫ُ‬ ‫ﺍﻟﺮﻳﺎﺡ ﺑﻤﺎ ﻻ ﺗﺸﺘﻬﻲ‬ ‫ُ‬ ‫ﺖ ﻗﻮ َﻝ ﺍﻟﺸﺎﻋ ِﺮ »ﺗﺠﺮﻱ‬ ‫ﻫﻞ ﺳﻤ ْﻌ َ‬
‫ﺍﻟﻄﻘﺲ ﻳﺘﺤ ّﻜ ُﻢ ﻓﻲ‬ ‫َ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ ‪ ،‬ﻓﺈ ّﻥ‬ ‫ﱢ‬ ‫ﺑﻐﺾ ﺍﻟﻨﻈ ِﺮ ﻋﻦ ﺍﻟﻤﻌﻨﻰ‬ ‫ﱢ‬
‫ِ‬
‫ﺇﻗﺎﻣﺔ‬ ‫ﺍﻟﺰﺭﺍﻋﺔ ‪ ،‬ﺍﻟﺼﻴ ِﺪ ‪،‬‬ ‫ِ‬ ‫ﺱ ﻣﺜ ِﻞ ﺍﻹﺑﺤﺎ ِﺭ ‪،‬‬ ‫ﺶ ﺍﻟﻨﺎ ِ‬ ‫ﺏ ﻋﻴ ِ‬ ‫ﺃﺳﻠﻮ ِ‬
‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﻬﺎﺋ ِﻞ‬ ‫ﱢ‬ ‫ﺍﻟﺨﺎﺻ ِﺔ ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ِ ﻣﻦ ﺍﻟﺘﻘ ّﺪﻡ ِ‬ ‫ّ‬ ‫ﺕ‬‫ﺍﻟﻤﻨﺸﺂ ِ‬
‫ﺲ ‪ ،‬ﻭﻟﻜﻦ‬ ‫ﺗﻐﻴﻴﺮ ﺍﻟﻄﻘ ِ‬ ‫َ‬ ‫ﺍﻟﺬﻱ ﻧﺸﻬ ُﺪﻩ ﺣﺎﻟﻴ ًّﺎ ‪ ،‬ﻟﻢ ﻳﺴﺘﻄ ْﻊ ﺃﺣ ٌﺪ‬
‫ﺥ ﻋﻠﻰ‬ ‫ﻘﺔ ﻣﺤﺪﻭﺩ ٍﺓ ‪ .‬ﺍﻟﻤﻨﺎ ُ‬ ‫ﻣﻨﺎﻃﻖ ﺿﻴ ّ ٍ‬ ‫َ‬ ‫ﺍﻟﻤﻨﺎﺥ ﻓﻲ‬
‫ِ‬ ‫ﺗﻐﻴﻴﺮ‬
‫ُ‬ ‫ﻤﻜﻨُﻬﻢ‬ ‫ﻳُ ِ‬
‫ﺥ‬‫ﺴﻤﻰ ﺍﻟﻤﻨﺎ َ‬ ‫ّﺴﺎﻉ ﻳ ُ ّ‬ ‫ﻟﻤﻨﻄﻘﺔ ﻣﺤﺪﻭﺩ ِﺓ ﺍﻻﺗ ِ‬ ‫ٍ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻀﻴ ّ ِﻖ‬
‫ﺍﻟﺪﻗﻴﻖ ‪. microclimate‬‬ ‫َ‬
‫ﻋﺎﻣﻞ‬
‫ٍ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺃﻱﱢ‬ ‫ﻣﻨﺎﺥ ﺩﻗﻴ ٍﻖ َ‬ ‫ٍ‬ ‫ﻛﺜﻴﺮﺍ ﻓﻲ ﺧﻠ ِﻖ‬ ‫ﺕ ﺍﻟﺰﺭﺍﻋﺔ ُ ً‬ ‫ﻗﺪ ﺳﺎﻋ َﺪ ِ‬
‫ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﺤﺎﺻﻴ ِﻞ ‪ ،‬ﻏﺎﻟﺒًﺎ ﻣﺎ ﻳﻘﻮﻡ ُ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﺑﺘﻐﻴﻴ ِﺮ‬ ‫ِ‬ ‫ﺁﺧﺮ ‪.‬‬
‫َ‬ ‫ﺑﺸﺮﻱﱟ‬
‫ِ‬ ‫ﺍﻟﻈﺮﻭ ِ‬
‫ﻳﺠﻠﺐ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﺍﻟﻤﺎﺀ َ‬ ‫ُ‬ ‫ﻣﺰﺍﺭﻋﻬﻢ ‪ .‬ﺑﺎﺳﺘﺨﺪﺍﻡ ِ ﺍﻟﺮﻱﱢ ‪،‬‬ ‫ﻑ ﺩﺍﺧ َﻞ‬
‫ﺽ‬
‫ﺍﻷﺭﺽ ﺍﻟﺠﺮﺩﺍﺀ َ ﺇﻟﻰ ﺃﺭ ٍ‬ ‫َ‬ ‫ﺣﻮ َﻝ ﻫﺬﺍ ﺍﻟﻤﺎﺀ ُ‬ ‫ﻟﻠﻤﻨﺎﻃ ِﻖ ﺍﻟﺠﺎﻓ ّ ِﺔ ﻣﻦ ﺍﻟﻌﺎﻟﻢ ِ ‪ّ .‬‬
‫ﻭﺧﺼﺒﺔ ‪.‬‬ ‫ٍ‬ ‫ﺯﺭﺍﻋﻴ ّ ٍﺔ ﻏﻨﻴ ّ ٍﺔ‬
‫‪78 πo μ°T‬‬
‫ﻉ ﺍﻷﺭ ﱢﺯ ﻓﻲ ﺃﻧﺪﻭﻧﻴﺴﻴﺎ ﺇﻟﻰ ﺃﺭ ٍ‬
‫ﺽ‬ ‫ﺗﺤﺘﺎﺝ ﻣﺰﺍﺭ ُ‬
‫ُ‬
‫ﺕ ﻛﺒﻴﺮ ٍﺓ ﻣﻦ ِ‬ ‫ﻭﻛﻤﻴّﺎ ٍ‬ ‫ﻣﺴﻄ ﱠ ٍ‬ ‫ﺍﻟﻈﺮﻭﻑ‬ ‫َ‬ ‫ﺒﺪﻟﻮﻥ‬ ‫ﻉ ﺍﻷﺭ ﱠﺯ ‪ ،‬ﻣﺜ ِﻞ ﺍﻟﺼﻴ ِﻦ ‪ ،‬ﻳ ُ ﱢ‬ ‫ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﻓﻲ ﺍﻟﺒﻠﺪﺍ ِﻥ ﺍﻟﺘﻲ ﺗﺰﺭ ُ‬
‫ﺍﻟﻤﺎﺀ ‪.‬‬ ‫ّ‬ ‫ﺤﺔ‬
‫ﺕ‬‫ﻣﻌﻈﻢ ﺍﻷﺭﺍﺿﻲ ﺍﻟﺰﺭﺍﻋﻴ ّ ِﺔ ﻋﻠﻰ ﻣﻨﺤﺪﺭﺍ ٍ‬ ‫ُ‬ ‫ﺗﻘﻊ‬
‫ﻂ ﺑﺄﺭﺍﺿﻴﻬﻢ ‪ُ .‬‬ ‫ﺍﻟﺘﻲ ﺗ ُﺤﻴ ُ‬
‫ﺕ‬ ‫ﺽ ﻣﺴﻄﱠﺤﺔً ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻤﻨﺤﺪﺭﺍ ِ‬ ‫ﺖ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﺃﺭﺍ ٍ‬ ‫ﺷﺪﻳﺪ ٍﺓ ‪ .‬ﻳﻨﺤ ُ‬
‫ﻟﻠﺤﻔﺎﻅ‬ ‫ِ‬ ‫ﻣﺎﺀ ﻛﺜﻴ ٍﺮ ‪.‬‬ ‫ﻳﺤﺘﺎﺝ ﺍﻷﺭ ﱡﺯ ﺇﻟﻰ ٍ‬ ‫ُ‬ ‫ﺕ‪،‬‬ ‫ﺑﻤﺠﺮ ِﺩ ﺍﻹﻧﺒﺎ ِ‬ ‫ﱠ‬ ‫ﻟﺰﺭﺍﻋﺔ ﺍﻷﺭ ﱢﺯ ‪.‬‬ ‫ِ‬
‫ﺕ ﻛﺒﻴﺮ ٍﺓ ﻣﻦ‬ ‫ﻛﻤﻴّﺎ ٍ‬ ‫ﺍﺑﺘﻜﺮ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﻃﺮﻗًﺎ ﻟﻨﻘ ِﻞ ّ‬ ‫َ‬ ‫ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍ ِﺭ ﺭﻱﱢ ﺍﻟﻨﺒﺎ ِ‬
‫ﺕ‬
‫ﺕ ﺍﻷﺭ ﱢﺯ ‪.‬‬ ‫ﻣﺪﺭﺟﺎ ِ‬ ‫ﺍﻟﻤﺎﺀ ﺇﻟﻰ ﺃﻋﻠﻰ ﻟﺘﺼ َﻞ ﺇﻟﻰ ﱠ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴ ِﻞ‬ ‫ِ‬ ‫ﻳُﺤﺎ ِﻭ ُﻝ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﺃﺣﻴﺎﻧًﺎ ﺍﻟﺘﺤ ّﻜ َﻢ ﻓﻲ‬
‫ﺐ‬ ‫ﺕ ‪ .‬ﻟﺘﺠﻨ ّ ِ‬ ‫ﺍﻟﻔﺠﺎﺋﻲ ﻣﺤﺎﺻﻴ َﻞ ﺍﻟﺤﻤﻀﻴّﺎ ِ‬ ‫ﱡ‬ ‫ﺍﻟﺼﻘﻴﻊ‬
‫ُ‬ ‫ﺍﻟﻤﺜﺎ ِﻝ ‪ ،‬ﻗﺪ ﻳُﺤﻄﱢ ُﻢ‬
‫ﺩﺭﺟﺔ‬ ‫ِ‬ ‫ﻟﻤﻨﻊ‬
‫ِ‬ ‫ﺍﻟﻤﺮﺍﻭﺡ ﺍﻟﻌﻤﻼﻗﺔَ‬ ‫َ‬ ‫ﺫﻟﻚ ‪ ،‬ﻳﺴﺘﺨﺪﻡ ُ ﺍﻟﻤﺰﺍﺭﻋﻮﻥ ﺍﻟﺪﺧﺎ َﻥ ﺃﻭ‬
‫ﺍﻟﺘﺠﻤ ِﺪ‬ ‫ّ‬ ‫ِ‬
‫ﺩﺭﺟﺔ‬ ‫ﺗﺤﺖ‬
‫َ‬ ‫ﺽ‬
‫ﺕ ﻣﻦ ﺍﻻﻧﺨﻔﺎ ِ‬ ‫ﺍﻟﺤﺮﺍﺭ ِﺓ ﻓﻲ ﺑﺴﺎﺗﻴ ِﻦ ﺍﻟﺤﻤﻀﻴّﺎ ِ‬
‫ﺍﻟﺜﻤﺎﺭ ‪.‬‬ ‫َ‬ ‫ﻭﺑﻬﺬﺍ ﻳ ُ ِﻨﻘﺬﻭﻥ‬

‫ﺍﻟﺪﺭﺱ ‪5-2‬‬
‫ُ‬
‫ﻭﻓﺴ ْﺮ‬
‫ﺍﺧﺘﺒِ ْﺮ ﱢ‬
‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺮﺋﻴﺴﻴّ ِﺔ ‪.‬‬
‫ِ‬ ‫ﺍﻟﻤﻨﺎﺥ‬
‫ِ‬ ‫ﻧﻄﻖ‬
‫ﻭﺻﻒ ِ‬
‫َ‬ ‫‪ْ .1‬‬
‫ﺍﺫﻛﺮ‬

‫‪196‬‬
 ‫‪Concepts Summary‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬
‫ِ‬ ‫ﺺ‬
‫ﻣﻠﺨ ُ‬
‫ّ‬
‫)‪ (1 - 2‬ﺣﺮﻛ ُﺔ ﺍﻟﻬﻮﺍﺀِ‬
‫ِ‬
‫ﺣﺮﺍﺭﺗﻬﺎ ‪.‬‬ ‫ِ‬
‫ﻭﺩﺭﺟﺔ‬ ‫ﺗﺨﺘﻠﻒ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻓﻲ ِ‬
‫ﺃﺻﻠﻬﺎ‬ ‫ُ‬ ‫•‬
‫ٍ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺿﻐﻂ ِ‬
‫ﻣﺮﺗﻔ ٍﻊ ﺇﻟﻰ‬ ‫ٍ‬ ‫ﻣﻨﻄﻘﺔ ﺫﺍ ِ‬
‫ﺕ‬ ‫ٍ‬ ‫ﺍﻟﺮﻳﺎﺡ ﻣﻦ‬
‫ُ‬ ‫ﺗﺘﺤﺮ ُﻙ‬
‫ّ‬ ‫ﺭﻳﺎﺣﺎ ‪.‬‬
‫ً‬ ‫ﺽ‬
‫ﺳﻄﺢ ﺍﻷﺭ ِ‬
‫ِ‬ ‫ﺍﻟﺠﻮﻱﱢ ﻋﻠﻰ‬
‫ّ‬ ‫ِ‬
‫ﺍﻟﻀﻐﻂ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ‬
‫ُ‬ ‫• ﺗ ُِﻨﺘ ُﺞ‬
‫ﺾ‪.‬‬ ‫ِ‬
‫ﻣﻨﺨﻔ ٍ‬ ‫ٍ‬
‫ﺿﻐﻂ‬ ‫ﺃﺧﺮﻯ ﺫﺍ ِ‬
‫ﺕ‬
‫ﺍﻟﻌﻮﺍﺻﻒ‬
‫ُ‬ ‫)‪(2 - 2‬‬
‫ﺐ ﺍﻟﻤﺘﺼﺎﻋ ِﺪ ﺍﻟﻠﺬﻳﻦ ﻳُﺴﺒﱢﺒﺎﻥ ﻫﻄﻮ َﻝ ﺍﻷﻣﻄﺎ ِﺭ ‪.‬‬ ‫ِ‬
‫ﻭﺍﻟﻬﻮﺍﺀ ﺍﻟﺮﻃ ِ‬ ‫ِ‬
‫ﺍﻟﻌﺎﺗﻴﺔ‬ ‫ﺍﻟﺮﻳﺎﺡ‬
‫ِ‬ ‫ﺍﻟﻌﻮﺍﺻﻒ ﻋﻠﻰ‬
‫ُ‬ ‫• ﺗﺸﺘﻤ ُﻞ‬
‫ٍ‬
‫ﺑﺴﺮﻋﺔ ﻛﺒﻴﺮ ٍﺓ ‪.‬‬ ‫ﺐ ﺇﻟﻰ ﺃﻋﻠﻰ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﺪﺍﻓﮒ ﺍﻟﺮﻃ ِ‬ ‫ﺗﺘﺤﺮ ُﻙ ﻛﺘ ٌﻞ ﻣﻦ‬ ‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻌﺎﺻﻔﺔ ُ ﺍﻟﺮﻋﺪﻳّﺔ ُ ﻋﻨﺪﻣﺎ‬ ‫•‬
‫ّ‬ ‫ّ‬
‫• ﺗ ُِﻨﺘ ُﺞ ﺍﻟﺴﺤﺎﺑﺔ ُ ﺍﻟﺮﻛﺎﻣﻴّﺔ ُ ﺍﻟﺒﺮﺟﻴّﺔ ُ ﺍﻟﻀﺨﻤﺔ ُ ً‬
‫ﻣﻄﺮﺍ ﻛﺜﻴﻔًﺎ ﻭﺑﺮﻗًﺎ ‪.‬‬
‫ﺍﻟﻄﻘﺲ‬
‫ِ‬ ‫)‪ (3 - 2‬ﺗﻮﻗّ ُﻊ ِ‬
‫ﺣﺎﻟﺔ‬
‫ﻣﻨﻄﻘﺔ ﻣﺘ ّ ٍ‬
‫ﺴﻌﺔ ‪.‬‬ ‫ٍ‬ ‫ﺲ ﻣﻦ‬‫ﺕ ﺍﻟﻄﻘ ِ‬ ‫ﺲ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ِ‬ ‫ﻌﺎﺕ ِ‬
‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫• ﺗﻌﺘﻤ ُﺪ ﺗﻮﻗ ّ ُ‬
‫ﺲ ﺍﻟﺼﻨﺎﻋﻴ ّ ِﺔ ﻭﺭﺍﺩﺍ ِﺭ ﺍﻟﻄﻘ ِ‬
‫ﺲ‪.‬‬ ‫ﺲ ﻭﺃﻗﻤﺎ ِﺭ ﺍﻟﻄﻘ ِ‬
‫ﺕ ﺍﻟﻄﻘ ِ‬ ‫ﺕ ﺃﺭﺻﺎ ِﺩ ﺍﻟﻄﻘ ِ‬
‫ﺲ ﻭﺑﺎﻟﻮﻧﺎ ِ‬ ‫ﺲ ﻣﻦ ﻣﺤﻄّﺎ ِ‬
‫ﺑﻴﺎﻧﺎﺕ ﺍﻟﻄﻘ ِ‬
‫ُ‬ ‫ُﺠﻤ ُﻊ‬
‫•ﺗ َ‬
‫ﺍﻟﻤﻨﺎﺥ‬ ‫ﺃﺳﺒﺎﺏ‬
‫ُ‬ ‫)‪(4 - 2‬‬
‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ِ‬
‫ِ‬
‫ﺗﺴﺎﻗﻂ‬ ‫ﱠ‬
‫ﻭﻣﻌﺪ ِﻝ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ‬ ‫ﺥ ﻏﺎﻟﺒًﺎ ﻋﻦ ﻃﺮﻳ ِﻖ‬ ‫ﻃﻮﻳﻠﺔ ‪ .‬ﻳ ُ ﱠ‬
‫ﺤﺪﺩُ ﺍﻟﻤﻨﺎ ُ‬ ‫ٍ‬ ‫ﻣﻨﻄﻘﺔ ﻣﺎ ﺧﻼ َﻝ ﻓﺘﺮ ٍﺓ ﺯﻣﻨﻴ ّ ٍﺔ‬
‫ٍ‬ ‫ﺥ ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻃﻘ ِ‬
‫ﺲ‬ ‫• ﺍﻟﻤﻨﺎ ُ‬
‫ﺍﻷﻣﻄﺎ ِﺭ ‪.‬‬
‫ﺽ‪.‬‬‫ﺳﻄﺢ ﺍﻷﺭ ِ‬ ‫ِ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﻋﻦ‬
‫ِ‬ ‫ﺗﻨﺨﻔﺾ ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻣﻊ‬‫ُ‬ ‫ﻋﻤﻮﻣﺎ ‪،‬‬
‫ً‬ ‫•‬
‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ‪.‬‬
‫ِ‬ ‫ﻉ ﻫﻮ ﺍﻟﻤﺴﺎﻓﺔ ُ ﺍﻟﺮﺃﺳﻴّﺔ ُ ﻓﻮ َﻕ ﻣﺴﺘﻮﻯ‬‫ﻉ ‪ .‬ﺍﻻﺭﺗﻔﺎ ُ‬ ‫ﺽ ﻛﻠّﻤﺎ ﺯﺍﺩَ ﺍﻻﺭﺗﻔﺎ ُ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﺇﻟﻰ ﺍﻻﻧﺨﻔﺎ ِ‬ ‫• ﺗﻤﻴ ُﻞ ﺩﺭﺟﺔ ُ ﺣﺮﺍﺭ ِﺓ‬
‫ِ‬
‫ﺍﻟﻘﺮﻳﺒﺔ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻴﺎﺑﺴﺔ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ِﺓ‬ ‫ﻒ ﻋﻠﻰ‬ ‫ﺗﺄﺛﻴﺮ ﻣﻠﻄﱢ ٌ‬
‫ﺕ ٌ‬ ‫• ﻟﻠﻤﺤﻴﻄﺎ ِ‬
‫ﺍﻟﻤﻨﺎﺥ‬
‫ِ‬ ‫ﺗﺼﻨﻴﻒ‬
‫ُ‬ ‫)‪(5 - 2‬‬
‫ﺍﻟﻘﻄﺒﻲ ‪.‬‬
‫ﱡ‬ ‫ﻕ‬
‫ﻕ ﺍﻟﻤﻌﺘﺪ ُﻝ ﻭﺍﻟﻨﻄﺎ ُ‬ ‫ﺍﻻﺳﺘﻮﺍﺋﻲ ﻭﺍﻟﻨﻄﺎ ُ‬
‫ﱡ‬ ‫ﻕ‬‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﺍﻟﺜﻼﺛﺔ ُ ﻫﻲ‪ :‬ﺍﻟﻨﻄﺎ ُ‬
‫ِ‬ ‫)ﻣﻨﺎﻃﻖ(‬
‫ُ‬ ‫ﻧﻄﻖ‬
‫ُ‬ ‫•‬
‫ﻟﻜﻤﻴ ّ ِﺔ ﺍﻷﻣﻄﺎ ِﺭ ‪.‬‬ ‫ﺍﻟﻤﻨﺎﺥ ‪ ،‬ﻭﺗ ُﺼﻨﱠ ُ‬
‫ﻒ ﺗﺒ ًﻌﺎ ّ‬ ‫ِ‬ ‫ﺃﻧﻮﺍﻉ ﻣﻦ‬
‫ٍ‬ ‫)ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻨﺎﺧﻴ ّ ِﺔ( ﺗﻮ َ‬
‫ﺟ ُﺪ ﻋ ّﺪﺓُ‬ ‫ِ‬ ‫ﺍﻟﻤﻨﺎﺧﻲ‬
‫ﱢ‬ ‫• ﺩﺍﺧ َﻞ ﺍﻟﻨﻄﺎ ِ‬
‫ﻕ‬
‫ِ‬
‫ﺍﻟﻤﺴﺎﺣﺔ ‪.‬‬ ‫ﻳﺨﺺ ﻣﻨﻄﻘﺔً ﺻﻐﻴﺮ ًﺓ ﺃﻭ ﻣﺤﺪﻭﺩ َﺓ‬ ‫ﱡ‬ ‫ﻣﻨﺎﺥ ﻣﻌﻴﱠ ٍﻦ‬
‫ٍ‬ ‫ﺍﻟﺪﻗﻴﻖ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ُ‬ ‫• ﺍﻟﻨﻄﺎ ُ‬
‫ﻕ‬
‫‪Check your Vocabulary‬‬ ‫ﺍﺧﺘ ِﺒ ْﺮ ﻣﻔﺮﺩﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ِﺢ ﺻﺤﻴﺤﺔً‪:‬‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ﺣﺘّﻰ ﺗُﺼﺒ َ‬ ‫ِ‬
‫ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻼﺯﻣﺔ َ ﻹﻛﻤﺎ ِﻝ ﺍﻟﺠﻤﻞِ ِ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫ﺗﺘﻜﻮ ُﻥ ‪. .............‬‬
‫ّ‬ ‫ﺍﻟﻤﻮﺍﻗﻊ ﻟﻌ ّﺪ ِﺓ ﺃﻳّﺎﻡ ٍ ‪،‬‬
‫ِ‬ ‫ﺍﻟﻬﻮﺍﺀ ﻓﻮ َﻕ ﺃﺣ ِﺪ‬ ‫ِ‬ ‫ﻛﻤﻴّﺔ ٌ ﻛﺒﻴﺮﺓٌ ًّ‬
‫ﺟﺪﺍ ﻣﻦ‬ ‫ﺗﺠﺜﻢ ّ‬ ‫ُ‬ ‫‪ .1‬ﻋﻨﺪﻣﺎ‬
‫ﻧﻔﺴﻪ ‪.‬‬
‫ﻂ ﺍﻟﺒﺎﺭﻭﻣﺘﺮﻱﱡ ُ‬‫ﺍﻷﻣﺎﻛﻦ ﺍﻟﺘﻲ ﻟﻬﺎ ﺍﻟﻀﻐ ُ‬
‫َ‬ ‫ﻂ‬‫ُﺴﻤﻰ ‪. .............‬ﺗﺮﺑ ُ‬ ‫ﻁﺗ ّ‬ ‫ُﺮﺳ ُﻢ ﺧﻄﻮ ٌ‬‫ﺲ‪،‬ﺗ َ‬ ‫ﺧﺮﻳﻄﺔ ﺍﻟﻄﻘ ِ‬ ‫ِ‬ ‫‪ .2‬ﻋﻠﻰ‬
‫ِ‬
‫‪.‬ﺍﻟﺜﻼﺛﺔ ‪.‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﻓﻲ ﻛ ﱟﻞ ﻣﻦ ‪.............‬‬ ‫ِ‬ ‫ﻉ ﻋﺪﻳﺪﺓٌ ﻣﻦ‬ ‫ﺟ ُﺪ ﺃﻧﻮﺍ ٌ‬ ‫‪ .3‬ﺗﻮ َ‬
‫ﺴﻤﻰ ‪. .............‬‬ ‫ٍ‬
‫ﻃﻮﻳﻠﺔ ﻳ ُ ّ‬ ‫ﺙ ﺧﻼ َﻝ ﻓﺘﺮ ٍﺓ ﺯﻣﻨﻴ ّ ٍﺔ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺬﻱ ﻳﺤﺪ ُ‬ ‫ﻃﻘﺲ‬
‫ُ‬ ‫‪.4‬‬
‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ‪.‬‬
‫ِ‬ ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻫﻮ ‪ ، .............‬ﺃﻱ ﺍﻟﻌﻠ ﱡﻮ ﻓﻮ َﻕ ﻣﺴﺘﻮﻯ‬ ‫ِ‬ ‫‪ .5‬ﺃﺣ ُﺪ ﺍﻟﻤﺆﺛﱢﺮﺍ ِ‬
‫ﺕ ﻋﻠﻰ‬
‫ِ‬
‫ﺍﻟﻤﺴﺎﺣﺔ ‪. .............‬‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺼﻐﻴﺮ ِﺓ ﻣﺤﺪﻭﺩ ِﺓ‬ ‫ﺥ‬
‫ﺴﻤﻰ ﻣﻨﺎ ُ‬ ‫‪ .6‬ﻳ ُ ّ‬
‫‪Write your Vocabulary‬‬ ‫ﺍﻛﺘﺐ ﺗﻌﺒﻴﺮﺍ ِﺗﻚ ﺍﻟﻠﻐﻮﻳّﺔ َ‬
‫ْ‬
‫ﺗﻌﺮﻑ ﻣﺎ ﺗﻌﻨﻴﻪ ﻛ ﱡﻞ ٍ‬
‫ﻛﻠﻤﺔ ‪.‬‬ ‫ُ‬ ‫ِ‬
‫ﻣﻔﺮﺩﺍﺕ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ‪ .‬ﻭﺿ ْﱢﺢ ﺃﻧّﻚ‬ ‫ﺟﻤﻼ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ‬
‫ﺍﻛﺘﺐ ً‬
‫ْ‬

‫‪197‬‬
 ‫ﺑﺠﻤﻠﺔ ٍ‬
‫ﻛﺎﻣﻠﺔ‪:‬‬ ‫ٍ‬ ‫ﺃ ِﺟ ْ‬
‫ﺐ ﻋﻤّﺎ ﻳﺄﺗﻲ‬
‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔُ؟‬
‫ّ‬ ‫ﻣﺎ ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔُ؟ ﻛﻴﻒ‬ ‫‪.1‬‬
‫ﺲ؟‬‫ﻛﻴﻒ ﺗ ُﺆﺛ ﱢ ُﺮ ﺍﻟﻜﺘ ُﻞ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﻓﻲ ﺍﻟﻄﻘ ِ‬ ‫‪.2‬‬
‫ﺲ‪.‬‬‫ﺍﻟﻤﻨﺎﺥ ﻭﺍﻟﻄﻘ ِ‬
‫ِ‬ ‫ﺑﻴﻦ‬
‫ﺍﻻﺧﺘﻼﻑ َ‬
‫َ‬ ‫ﻓﺴ ِﺮ‬
‫ﱢ‬ ‫‪.3‬‬
‫ِ‬
‫ﻭﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪.‬‬ ‫ﺽ‬ ‫ِ‬
‫ﺧﻄﻮﻁ ﺍﻟﻌﺮ ِ‬ ‫ﺑﻴﻦ‬
‫ﻒ ﺍﻟﻌﻼﻗﺔَ َ‬ ‫ِﺻ ِ‬ ‫‪.4‬‬
‫ﻣﺎ ﺍﻟﻌﺎﺻﻔﺔُ؟‬ ‫‪.5‬‬
‫ﻳﺘﻜﻮﻥُ؟‬
‫ﺍﻟﺪﻗﻴﻖ؟ ﻛﻴﻒ ّ‬
‫ُ‬ ‫ﺥ‬
‫ﻣﺎ ﺍﻟﻤﻨﺎ ُ‬ ‫‪.6‬‬
‫ﺍﻟﻌﺎﺻﻔﺔ ﺍﻟﺮﻋﺪﻳ ّ ِﺔ؟‬
‫ِ‬ ‫ﻕ ﻭﺍﻟﺮﻋ ُﺪ ﺃﺛﻨﺎﺀ َ‬
‫ﺙ ﺍﻟﺒﺮ ُ‬‫ﻟﻤﺎﺫﺍ ﻳﺤﺪ ُ‬ ‫‪.7‬‬
‫ﻓﺴ ْﺮ ﻟﻤﺎﺫﺍ؟‬
‫ﺲ؟ ﱢ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ُ ﻟﺘﻮﻗ ّ ِﻊ ِ‬
‫ﺣﺎﻟﺔ ﺍﻟﻄﻘ ِ‬ ‫ُ‬ ‫ﻣﺎ‬ ‫‪.8‬‬

‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ ﺍﻟﺜﻼﺛﺔُ؟ ﻣﺎ ﺍﻟﺤﺪﻭﺩُ ﺍﻟﻔﺎﺻﻠﺔ ُ ﻓﻲ ﻣﺎ ﺑﻴﻨَﻬﺎ؟‬
‫ِ‬ ‫ﻧﻄﻖ‬
‫ﻣﺎ ُ‬ ‫‪.9‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﱞ‬

‫ِ‬ ‫ﺖ ﺧﻄﺄً ‪ ،‬ﻏﻴّ ِﺮ‬
‫ِﺢ‬
‫ﺧﻂ ﻟﺘُﺼﺒ َ‬ ‫َ‬ ‫ﺍﻛﺘﺐ ﺻﺤﻴﺤ ًﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺻﺤﻴﺤ ًﺔ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧ َ ْ‬ ‫ﺖ ﺍﻟﻌﺒﺎﺭﺓُ ﺻﺤﻴﺤ ًﺔ ﺃﻡ ﺧﻄﺄً ‪ْ .‬‬ ‫ﺣﺪ ْﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧ ِ‬
‫ﱢ‬
‫ﺍﻟﻌﺒﺎﺭﺓُ ﺻﺤﻴﺤﺔً‪:‬‬
‫ﺕ ﺍﻟﻘﻄﺒﻴ ّ ِﺔ ﺍﻟﺒﺎﺭﺩ ِﺓ ‪.‬‬
‫ﺍﻟﻘﺎﺭﻳّﺔ ُ ﻓﻮ َﻕ ﺍﻟﻤﺤﻴﻄﺎ ِ‬
‫ﺗﺘﻜﻮ ُﻥ ﺍﻟﻜﺘﻠﺔ ُ ﺍﻟﻬﻮﺍﺋﻴّﺔ ُ ﺍﻟﻘﻄﺒﻴّﺔ ُ ّ‬
‫ّ‬ ‫‪.10‬‬
‫ِ‬
‫ﺍﻟﻀﻐﻂ ﺍﻟﻌﺎﻟﻲ ‪.‬‬ ‫ﺑﺴﺮﻋﺔ ﻓﻲ ﺍﺗ ّﺠﺎ ِﻩ ﻣﺮﻛ ِﺰ‬
‫ٍ‬ ‫ﺍﻟﺮﻳﺎﺡ‬
‫ُ‬ ‫ﺗﺘﺤﺮ ُﻙ‬
‫ّ‬ ‫‪.11‬‬

‫‪198‬‬
 ‫ِ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻛ ﱢﻞ ﺳﺆﺍ ٍﻝ ‪.‬‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﺗﻌﻠ ّ ْﻤﺘَﻬﺎ‬ ‫ﻃﺒﱢ ِﻖ‬
‫َ‬
‫ﻳﺠﺐ ﺃﻥ ﺗﺘﻮﻗ ّ َﻌﻪ؟ ﻣﺎ ﻧﻮ ُ‬
‫ﻉ‬ ‫ُ‬ ‫ﺲ ﺍﻟﺬﻱ‬ ‫ﻉ ﺍﻟﻄﻘ ِ‬
‫ﺗﻌﻴﺶ ﻓﻴﻬﺎ ‪ ،‬ﻣﺎ ﻧﻮ ُ‬ ‫ُ‬ ‫ِ‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ‬ ‫ﺗﺘﺤﺮ ُﻙ ﻛﺘﻠﺔ ٌ ﻫﻮﺍﺋﻴّﺔ ٌ ّ‬
‫ﺑﺤﺮﻳّﺔ ٌ ﻗﻄﺒﻴّﺔ ٌ ﺇﻟﻰ‬ ‫ّ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫‪.1‬‬
‫ﺍﻟﻘﺎﺭﻳ ّ ِﺔ؟‬
‫ﺍﻟﻜﺘﻠﺔ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺍﻻﺳﺘﻮﺍﺋﻴ ّ ِﺔ ّ‬
‫ِ‬ ‫ﻳﺠﺐ ﺃﻥ ﺗﺘﻮﻗ ّ َﻌﻪ ﻣﻦ‬
‫ُ‬ ‫ﺲ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻄﻘ ِ‬
‫ِ‬
‫ﺍﻟﻀﻐﻂ ‪.‬‬ ‫ِ‬
‫ﺃﺣﺰﻣﺔ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗ ُﺪ‪ :‬ﻗﺎ ِﺭ ْﻥ َ‬
‫ﺑﻴﻦ ﺍﺛﻨﻴ ِﻦ ﻣﻦ‬ ‫ُ‬ ‫‪.2‬‬
‫ِ‬ ‫ٍ‬ ‫ٍ‬
‫ﺲ ﺿﺮﻭﺭﻱﱞ ﻟﺘﻮﻓﻴ ِﺮ ﺻﻮﺭﺓ ﻛﺎﻣﻠﺔ ﻋﻦ ﺍﻟﻈﺮﻭﻑ ﻓﻲ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﻓﺴ ْﺮ ﻟﻤﺎﺫﺍ ﻭﺟﻮﺩُ ﻛﻞ ﻣﻦ ﺍﻟﻤﺼﺎﺩ ِﺭ ﺍﻟﺮﺋﻴﺴﻴّﺔ ﺍﻷﺭﺑﻌﺔ ﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻄﻘ ِ‬ ‫ﱟ‬ ‫ﱢ‬ ‫‪.3‬‬
‫ﺍﻟﺠﻮﻱﱢ ‪.‬‬
‫ّ‬ ‫ﻑ‬‫ﺍﻟﻐﻼ ِ‬
‫ﻧﻔﺴﻪ ﻭﻋﻠﻰ ﺍﺭﺗﻔﺎﻋﻴﻦ ِ‬
‫ﻣﺨﺘﻠﻔﻴﻦ ‪.‬‬ ‫ﺽ ِ‬ ‫ﺧﻂ ﺍﻟﻌﺮ ِ‬ ‫ﺥ ﻣﻨﻄﻘﺘﻴﻦ ﺗﻘﻌﺎﻥ ﻋﻨ َﺪ ﱢ‬ ‫ﻳﺨﺘﻠﻒ ﻣﻨﺎ ُ‬
‫ُ‬ ‫ﻓﺴ ْﺮ ﻛﻴﻒ‬ ‫ﱢ‬ ‫‪.4‬‬
‫ِ‬
‫ﻣﻨﻄﻘﺘﻚ؟‬ ‫ﻋﺎﺻﻔﺔ ﺭﻋﺪﻳ ّ ٍﺔ ﻓﻲ‬ ‫ٍ‬ ‫ﺗﺤﺬﻳﺮﺍ ﻋﻦ ﻫﺒﻮ ِ‬
‫ﺏ‬ ‫ً‬ ‫ﺗﺴﻤﻊ‬
‫ُ‬ ‫ﺣﻴﻦ‬
‫ﻳﺠﺐ ﺃﻥ ﺗﻔﻌ َﻞ َ‬ ‫ُ‬ ‫ﺗﻄﺒﻴﻖ‪ :‬ﻣﺎﺫﺍ‬
‫ٌ‬ ‫‪.5‬‬
‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺖ ﺗﻨﻤﻴﺘُﻬﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞِ ﻹﻛﻤﺎ ِﻝ ﻛ ﱢﻞ ٍ‬

‫ﻧﺸﺎﻁ ‪.‬‬ ‫ِ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻤﱠ ْ‬ ‫ﺍﺳﺘﺨ ِﺪﻡ ِ‬
‫‪Interpret Data‬‬ ‫ِ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ .1‬ﱢ‬
‫ﻓﺴ ِﺮ‬
‫ِ‬
‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﺐ ﻋﻦ‬ ‫ﺛﻢ ِ‬
‫ﺃﺟ ْ‬ ‫ﺱ ﺍﻟﺸﻜ َﻞ ‪ّ ،‬‬ ‫ﻣﻨﻄﻘﺔ ﻣﺎ ﺧﻼ َﻝ ٍ‬
‫ﺳﻨﺔ ‪ .‬ﺍﺩﺭ ِ‬ ‫ٍ‬ ‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻓﻲ‬ ‫ﻂ ﻣﺪﻯ ﺩﺭﺟﺎ ِ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﺘﺎﻟﻲ ﻣﺘﻮ ﱢﺳ َ‬
‫ﱡ‬ ‫ﺢ ﺍﻟﺸﻜ ُﻞ‬ ‫ﺿ ُ‬ ‫ﻳُﻮ ﱢ‬
‫‪15‬‬ ‫ﻳﻮﻟﻴﻮ‬
‫ِ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪10‬‬ ‫ﺃﻏﺴﻄﺲ ﻳﻮﻧﻴﻮ‬ ‫ُ‬
‫‪5‬‬ ‫ﺳﺒﺘﻤﺒﺮ‬
‫‪0‬‬ ‫ﻣﺎﻳﻮ‬ ‫ُ‬
‫‪-5‬‬ ‫ﺃﻛﺘﻮﺑﺮ‬
‫ُ‬
‫ﺩﺭﺟﺔ ُ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪°C‬‬

‫‪-10‬‬ ‫ُ‬
‫ﺃﺑﺮﻳﻞ‬
‫‪-15‬‬ ‫ﻧﻮﻓﻤﺒﺮ‬
‫ُ‬
‫‪-20‬‬ ‫ﻣﺎﺭﺱ‬
‫ُ‬ ‫ﺩﻳﺴﻤﺒﺮ‬
‫ُ‬
‫ﻳﻨﺎﻳﺮ ‪-25‬‬
‫ﻓﺒﺮﺍﻳﺮ ُ‬
‫ُ‬
‫‪-30‬‬
‫‪-35‬‬
‫‪-40‬‬
‫)ﺃ( ﻣﺎ ﺃﺩﻓﺄ ُ ﺷﻬ ٍﺮ؟ ﻣﺎ ﺃﺑﺮﺩُ ﺷﻬ ٍﺮ؟‬
‫ﻧﻮﻓﻤﺒﺮ؟‬
‫َ‬ ‫ِ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭ ِﺓ ﺧﻼ َﻝ ﺃﺑﺮﻳ َﻞ؟ ﻭﺧﻼ َﻝ‬ ‫)ﺏ( ﻣﺎ ﻣﺘﻮ ﱢﺳ ُ‬
‫ﻂ‬
‫ﺗﻌﺮﻑ ﺫﻟﻚ؟‬
‫ُ‬ ‫ﺍﺳﺘﻮﺍﺋﻲ؟ ﻛﻴﻒ‬
‫ﱞ‬ ‫ﻗﻄﺒﻲ ﺃﻡ ﻣﻌﺘﺪ ٌﻝ ﺃﻡ‬
‫ﱞ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ‪:‬‬
‫ﱡ‬ ‫ﺤﻪ ﺍﻟﺸﻜ ُﻞ‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺋ ِﺪ ﺍﻟﺬﻱ ﻳُﻮ ﱢ‬
‫ﺿ ُ‬ ‫ِ‬ ‫ﻉ‬
‫)ﺝ( ﻣﺎ ﻧﻮ ُ‬

‫‪199‬‬
 ‫‪Link the Concepts‬‬ ‫‪ .1‬ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ‬
‫ﺍﻧﺴﺦ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﺨﺮﻳﻄﺔ ‪.‬‬ ‫ﺑﺒﻌﻀﻬﺎ ‪ .‬ﻭﻗﺪ ﺗ ﱠﻢ ﻣﻞﺀ ٍ‬
‫ﺟﺰﺀ ﻣﻦ‬ ‫ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ِ‬ ‫ﻂ ُ‬‫ﺢ ﺧﺮﻳﻄﺔ ُ ﺍﻟﻤﻔﺎﻫﻴﻢ ِ ﺍﻟﺘﺎﻟﻴﺔ ُ ﻛﻴﻒ ﺗﺮﺗﺒ ُ‬ ‫ﺗ ُﻮ ﱢ‬
‫ﺿ ُ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻌﻮﺍﺻﻒ ‪.‬‬ ‫ﺃﻃﺮﺍ ﻋﻠﻰ‬
‫ﺿ ْﻊ ً‬‫ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻮﺍﺭﺩ َﺓ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼ ِﻞ ‪َ .‬‬
‫َ‬ ‫ﻭﺃﻛﻤﻠْﻬﺎ ﻣﺴﺘﺨ ِﺪ ًﻣﺎ ﺍﻟﻜﻠﻤﺎ ِ‬
‫ﺕ‬ ‫ﺍﻟﺨﺮﻳﻄﺔَ ‪ِ .‬‬

‫ﺍﻟﻄﻘﺲ‬

‫ﻳﺘﻐﻴّﺮ ﺑﺴﺒﺐ‬
‫ﺩﺍﻓﺌ ًﺔ‬ ‫؟‬
‫؟‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‬

‫‪2 π°üØdG á©LGôe á∏Ä°SCG‬‬

‫ﺭﻃﺒ ًﺔ‬
‫؟‬ ‫ﺣﻴﺚ‬

‫؟‬ ‫ﻳﻨﺘﺞ‬ ‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﻮﺍﺀ ﺍﻟﺴﺎﺧﻦ‬

‫‪Science and Art‬‬ ‫‪ .2‬ﺍﻟﻌﻠﻮﻡُ ﻭﺍﻟﻔ ﱡﻦ‬

‫ِ‬
‫ﺍﻟﻌﻮﺍﺻﻒ‬ ‫ِ‬
‫ﻭﻋﺎﺋﻠﺘﻚ ﻣﻦ‬ ‫ﻧﻔﺴﻚ‬ ‫ِ‬
‫ﻟﺤﻤﺎﻳﺔ ِ‬ ‫ﺢ ﻣﺎ ﺍﻷﻓﻌﺎ ُﻝ ﺍﻟﺘﻲ ﺗﺄﺧ ُﺬﻫﺎ‬
‫ﺿ ْ‬‫ﺍﻟﻌﻮﺍﺻﻒ ‪ .‬ﻭ ﱢ‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ‬ ‫ﺻﻤﱢ ْﻢ ﻻﻓﺘﺔً ﺇﻋﻼﻧﻴّﺔً ﻋﻦ‬
‫ﺍﻟﺨﻄﻴﺮ ِﺓ ‪ ،‬ﻣﺜ ِﻞ ﺍﻹﻋﺼﺎ ِﺭ ّ‬
‫ﺍﻟﻘﺎﺭﻱﱢ ﻭﺍﻹﻋﺼﺎ ِﺭ ﺍﻟﺒﺤﺮﻱﱢ ‪.‬‬
‫‪Science and Technology‬‬ ‫‪ .3‬ﺍﻟﻌﻠﻮﻡُ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻟﻤﺨﺘﻠ ِﻔﺔ ‪ .‬ﻣﺎ ُ‬
‫ﺃﺑﺮﺯ ﺍﻟﻤﻌﺎﻟﻢ ِ ﺍﻟﺘﻲ ﺗﺘﻮﻗ ّ ُﻊ ﺃﻥ ﺗﺠﺪَﻫﺎ ﻓﻲ ﻣﻨﺰ ٍﻝ ﺗ ﱠﻢ ُ‬
‫ﺑﻨﺎﺅﻩ ﻓﻲ‬ ‫ِ‬ ‫ﻔﺔ ﻓﻲ ﺍﻟﻤﻨﺎﻃ ِﻖ ﺍﻟﻤﻨﺎﺧﻴ ّ ِﺔ‬
‫ﻣﺨﺘﻠ ٍ‬
‫ﻕ ِ‬ ‫ﺗ ُﺒﻨﻰ ﺍﻟﻤﻨﺎﺯ ُﻝ ﺑﻄﺮ ٍ‬
‫ﻗﻄﺒﻲ؟‬
‫ﱟ‬ ‫ﻣﻨﺎﺥ‬
‫ٍ‬ ‫ﺕ‬‫ﻣﻨﻄﻘﺔ ﺫﺍ ِ‬
‫ٍ‬ ‫ﺃﺑﺮﺯ ﺍﻟﻤﻌﺎﻟﻢ ِ ﺍﻟﺘﻲ ﺗﺘﻮﻗ ّ ُﻊ ﺃﻥ ﺗﺠﺪَﻫﺎ ﻓﻲ ﻣﻨﺰ ٍﻝ ﺗ ﱠﻢ ُ‬
‫ﺑﻨﺎﺅﻩ ﻓﻲ‬ ‫ِ‬
‫ﺍﻟﺼﺤﺮﺍﺀ؟ ﻭﻣﺎ ُ‬
‫‪Science and Society‬‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬
‫ُ‬ ‫‪ .4‬ﺍﻟﻌﻠﻮﻡُ‬
‫ﺍﻟﺒﺸﺮ‬
‫ُ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺃﻭﻟﺌﻚ‬
‫ُ‬ ‫ﻟﺘﻜﺘﺸﻒ ﻛﻴﻒ‬
‫َ‬ ‫ِ‬
‫ﺍﻷﻭﺳﻂ ‪ .‬ﺃﺟ ِﺮ ﺑﺤﺜًﺎ‬ ‫ﺍﻟﺒﺪﻭ ﻓﻲ ﺻﺤﺎﺭﻯ ﺍﻟﺸﺮ ِ‬
‫ﻕ‬ ‫َ‬ ‫ُﺴﻤﻰ‬
‫ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻟﺒﺸ ِﺮ ﺗ ّ‬
‫ٌ‬ ‫ﺗﻌﻴﺶ‬
‫ُ‬
‫ﻑ‪.‬‬ ‫ِ‬
‫ﺍﻟﻘﺎﺳﻴﺔ ﻣﻦ ﺍﻟﺤﺮﺍﺭ ِﺓ ﻭﺍﻟﺠﻔﺎ ِ‬ ‫ﻑ‬‫ﺗﺤﺖ ﺍﻟﻈﺮﻭ ِ‬
‫َ‬ ‫ﺍﻟﻌﻴﺶ‬
‫َ‬

‫‪200‬‬
 ‫‪äÉØjô©J‬‬
‫ﺃ‬
‫‪l‬‬
‫ﺕ ‪) .‬ﺹ ‪(111‬‬ ‫ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﺎﺩّ ِﺓ ﻟﻺﻟﻜﺘﺮﻭﻧﺎ ِ‬‫ُ‬ ‫ﺍﺧﺘﺰﺍ ٌﻝ ‪ :reduction‬ﻋﻤﻠﻴّﺔ ٌ ﻳﺘ ﱡﻢ ﻓﻴﻬﺎ‬
‫ﺗﻨﺸﺪ ﺃﻭ ﺗﺘﻤ ّﺪﺩَ ‪) .‬ﺹ ‪(19‬‬‫ﱠ‬ ‫ﻤﻜ ُﻦ ﺃﻥ‬ ‫ﺃﻧﺴﺠﺔ ﺿﺎﻣّ ٍﺔ ٍ‬
‫ﻣﺮﻧﺔ ﻳ ُ ِ‬ ‫ٍ‬ ‫ﺃﺭﺑﻄﺔ ٌ ‪ :ligaments‬ﻋﺒﺎﺭﺓٌ ﻋﻦ‬
‫ﺳﻄﺢ ﺍﻟﺒﺤ ِﺮ ‪) .‬ﺹ ‪(189‬‬ ‫ِ‬ ‫ﺍﻟﻤﻮﻗﻊ ﻭﻣﺴﺘﻮﻯ‬
‫ِ‬ ‫ﺍﺭﺗﻔﺎﻉٌ ‪ :altitude‬ﺍﻟﻤﺴﺎﻓﺔ ُ ﺍﻟﺮﺃﺳﻴّﺔ ُ َ‬
‫ﺑﻴﻦ‬
‫ﺕ ‪) .‬ﺹ ‪(111‬‬ ‫ﺃﻛﺴﺪﺓٌ ‪ :oxidation‬ﻋﻤﻠﻴّﺔ ٌ ﻳﺘ ﱡﻢ ﻓﻴﻬﺎ ﻓﻘ ُﺪ ﺍﻟﻤﺎﺩّ ِﺓ ﻟﻺﻟﻜﺘﺮﻭﻧﺎ ِ‬
‫ﻃﺒﻘﺔ ﺍﻟﻤﺸﻴﻤﻴ ّ ِﺔ ‪) .‬ﺹ ‪(83‬‬
‫ﺇﻧﺴﺎﻥُ ﺍﻟﻌﻴ ِﻦ ‪ :pupil‬ﻓُﺘﺤﺔ ٌ ﻓﻲ ِ‬
‫ﺕ ﺑﺎﻟﻌﻈﺎﻡ ِ ‪) .‬ﺹ ‪(19‬‬ ‫ﻂ ﺍﻟﻌﻀﻼ ِ‬ ‫ﺃﻭﺗﺎﺭ ‪ :tendons‬ﺃﻧﺴﺠﺔ ٌ ﺿﺎﻣّﺔ ٌ ﺗﺮﺑ ُ‬
‫ٌ‬
‫ﺕ ﺍﻟﺪﻣﻮﻳ ّ ِﺔ ﺗﺤﻤ ُﻞ ﺍﻟﺪﻡَ ﻋﺎﺋ ًﺪﺍ ﻧﺤﻮ ﺍﻟﻘﻠ ِ‬
‫ﺐ ‪) .‬ﺹ ‪(48‬‬ ‫ﺃﻭﺭﺩﺓٌ ‪ :veins‬ﺃﻭﻋﻴﺔ ٌ ﺩﻣﻮﻳّﺔ ٌ ﻣﺘﺠﻤﱢﻌﺔ ٌ ﻣﻦ ﺍﻟﺸﻌﻴﺮﺍ ِ‬

‫ﺡ‬
‫ِ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ‪) .‬ﺹ ‪(59‬‬ ‫ﺱ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ‬
‫ﺣﻮﻳﺼﻼﺕ ﻫﻮﺍﺋﻴّﺔ ٌ ‪ :alveoli‬ﺗ َﺠﻤ ﱡ ٌﻊ ﻣﻦ ﺍﻷﻛﻴﺎ ِ‬
‫ٌ‬

‫ﺥ‬
‫ِ‬ ‫ﺏ ﱢ‬ ‫ﺕ ﺷﻤﺎ ِﻝ ﻭﺟﻨﻮ ِ‬ ‫ِ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻟﺪﺭﺟﺎ ِ‬ ‫ﱡ‬
‫ﺍﻻﺳﺘﻮﺍﺀ ‪) .‬ﺹ ‪(188‬‬ ‫ﺧﻂ‬ ‫ﺧﻂ ﺍﻟﻌﺮﺽِ ‪ُ :latitude‬‬
‫ﻗﻴﺎﺱ‬
‫ﺐ‬ ‫ﺍﻟﺸﻮﻛﻲ ﺇﻟﻰ ﺍﻟﻌﻀﻼ ِ‬
‫ﺕ ﻭﺗ ُﺴﺒﱢ ُ‬ ‫ﱢ‬ ‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﺘﻲ ﺗﻤﺘ ﱡﺪ ﻣﻦ ﺍﻟﺤﺒ ِﻞ‬
‫ُ‬ ‫ﺧﻼﻳﺎ ﻋﺼﺒﻴّﺔ ٌ ﺣﺮﻛﻴّﺔ ٌ ‪:motor neurons‬‬
‫ﺕ ‪) .‬ﺹ ‪(79‬‬ ‫ﺍﻧﻘﺒﺎﺽ ﺍﻟﻌﻀﻼ ِ‬
‫َ‬
‫ﺍﻟﺸﻮﻛﻲ‬
‫ﱢ‬ ‫ﺍﻟﺤﺴﻴّﺔَ ﺇﻟﻰ ﺍﻟﺤﺒ ِﻞ‬
‫ّ‬ ‫ﺍﻷﻟﻴﺎﻑ ﺍﻟﺘﻲ ﺗﺤﻤ ُﻞ ﺍﻟﻤﻌﻠﻮﻣﺎ ِ‬
‫ﺕ‬ ‫ُ‬ ‫ﺣﺴﻴّﺔ ٌ ‪:sensory neurons‬‬
‫ﺧﻼﻳﺎ ﻋﺼﺒﻴّﺔ ٌ ّ‬
‫ﺍﻟﺬﻱ ﻳﺮﺳﻠُﻬﺎ ﺑﻌ َﺪ ﺫﻟﻚ ﺇﻟﻰ ﺍﻟﻤ ﱢﺦ ‪) .‬ﺹ ‪(79‬‬
‫ﻧﺘﻮﺀﺍﺕ ﺇﺻﺒﻌﻴّﺔ ُ ﺍﻟﺸﻜ ِﻞ ﺗﺒﻄﱢ ُﻦ ﺍﻷﻣﻌﺎﺀ َ ﺍﻟﺪﻗﻴﻘﺔَ ‪) .‬ﺹ ‪(43‬‬
‫ٌ‬ ‫ﺑﺮﻭﺯﺍﺕ ﺃﻭ‬
‫ٌ‬ ‫ﺧﻤﻼﺕ ‪:villi‬‬
‫ٌ‬

‫ﺩ‬
‫ٍ‬
‫ﻣﻐﻠﻘﺔ ‪،‬‬ ‫ﺩﻭﺭﺓُ )ﺍﻷﻛﺴﺠﻴ ِﻦ‪-‬ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ( ‪ :oxygen-carbon dioxide cycle‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺩﻭﺭ ٍﺓ‬
‫ﺍﻟﻜﻤﻴّﺔ ُ ﺍﻟﻜﻠّﻴّﺔ ُ ﻟﻠﻜﺮﺑﻮ ِﻥ ﻭﺍﻷﻛﺴﺠﻴ ِﻦ ﺛﺎﺑﺘﺔً ‪) .‬ﺹ ‪(150‬‬
‫ّ‬ ‫ﺣﻴﺚ ﺗﻈ ﱡﻞ ﻓﻴﻬﺎ‬
‫ﺍﻟﻜﻤﻴّﺔ ُ ﺍﻟﻜﻠّﻴّﺔ ُ ﻟﻠﻨﻴﺘﺮﻭﺟﻴ ِﻦ ﻋﻠﻰ‬
‫ّ‬ ‫ٍ‬
‫ﻣﻐﻠﻘﺔ ‪ ،‬ﺣﻴﺚ ﺗﻈ ﱡﻞ‬ ‫ﺩﻭﺭﺓُ ﺍﻟﻨﻴﺘﺮﻭﺟﻴ ِﻦ ‪ :nitrogen cycle‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ﺩﻭﺭ ٍﺓ‬
‫ﺽ ﺛﺎﺑﺘﺔً ‪) .‬ﺹ ‪(151‬‬ ‫ﺍﻷﺭ ِ‬

‫‪201‬‬
 ‫ﺭ‬
‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ‪) .‬ﺹ ‪(165‬‬ ‫ﻛﻤﻴّﺔ ُ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ﺭﻃﻮﺑﺔ ٌ ‪ّ :humidity‬‬
‫ﺑﺎﻟﻜﻤﻴ ّ ِﺔ ﺍﻟﻜﻠّﻴ ّ ِﺔ ﻣﻦ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ‬ ‫ّ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻣﻘﺎﺭﻧﺔً‬ ‫ﺗﺮﻛﻴﺰ ﺑﺨﺎ ِﺭ ِ‬
‫ﺍﻟﻤﺎﺀ ﻓﻲ‬ ‫ُ‬ ‫ﺭﻃﻮﺑﺔ ٌ ﻧﺴﺒﻴّﺔ ٌ ‪:relative humidity‬‬
‫ِ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭ ٍﺓ ﻣﻌﻴ ٍﱠﻨﺔ ‪) .‬ﺹ ‪(165‬‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻋﻨ َﺪ‬ ‫ﺍﻟﻤﻤﻜ ِﻦ ﺗﻮﺍﺟ ُﺪﻫﺎ ﻓﻲ‬

‫ﺱ‬
‫ﺧﺸﻦ ﻳﻐﻄّﻲ ﺳﺎ َﻕ ﺍﻟﻌﻈﻢ ِ ﺍﻟﻄﻮﻳ ِﻞ ‪) .‬ﺹ ‪(17‬‬
‫ٌ‬ ‫ﺳﻤﺤﺎ ٌﻕ ‪ :periosteum‬ﻏﺸﺎﺀ ٌ ٌ‬
‫ﺃﺑﻴﺾ‬

‫ﺵ‬
‫ٍ‬
‫ﻭﻣﺮﻧﺔ ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺤﻤ ُﻞ ﺍﻟﺪﻡَ ﺍﻟﺬﻱ‬ ‫ﺳﻤﻴﻜﺔ ﻭﻗﻮﻳ ّ ٍﺔ‬
‫ٍ‬ ‫ﺕ ﺟﺪ ٍﺭ‬ ‫ﺃﻧﺎﺑﻴﺐ ﺫﺍ ِ‬
‫َ‬ ‫ﺷﺮﺍﻳﻴﻦ ‪ :arteries‬ﻫﻲ ﻋﺒﺎﺭﺓٌ ﻋﻦ‬ ‫ٌ‬
‫ﺍﻟﻘﻠﺐ ‪) .‬ﺹ ‪(48‬‬‫َ‬ ‫ﻳﻐﺎﺩﺭ‬
‫ُ‬
‫ﻭﺟﻮﺍﻧﺐ ﺍﻟﻌﻴ ِﻦ ﻣﻦ ﺍﻟﺪﺍﺧ ِﻞ ‪) .‬ﺹ ‪(83‬‬‫ُ‬ ‫ﺍﻟﺨﻠﻔﻲ‬
‫ﱢ‬ ‫ِ‬
‫ﺍﻟﺠﺰﺀ‬ ‫ﺷﺒﻜﻴّﺔ ٌ ‪ :retina‬ﺑﻄﺎﻧﺔ ُ‬
‫ﺍﻟﻘﺼﺒﺔ ﺍﻟﻬﻮﺍﺋﻴ ّ ِﺔ ﺇﻟﻰ ﺃﻧﺒﻮﺑﺘﻴﻦ ﺿﻴّﻘﺘﻴﻦ ‪) .‬ﺹ ‪(59‬‬
‫ِ‬ ‫ﻉ ﻣﻦ ﻗﺎﻋﺪ ِﺓ‬ ‫ﺷﻌﺒﺔ ٌ ‪ّ :bronchiole‬‬
‫ﺗﻔﺮ ٌ‬
‫ﺻﻐﺮﺍ ‪) .‬ﺹ ‪(48‬‬ ‫ً‬ ‫ﺍﻷﻛﺜﺮ‬
‫ُ‬ ‫ﺷﻌﻴﺮﺍﺕ ﺩﻣﻮﻳّﺔ ٌ ‪ :capillairies‬ﺍﻷﻭﻋﻴﺔ ُ ﺍﻟﺪﻣﻮﻳّﺔ ُ‬
‫ٌ‬

‫ﺹ‬
‫ِ‬
‫ﻟﻠﺠﺰﻱﺀ‬ ‫ﺍﻟﻤﻜﻮ ِﻧﺔ‬
‫ﱢ‬ ‫ﺍﻟﺬﺭﺍ ِ‬
‫ﺕ‬ ‫ﻧﻮﻉ ّ‬‫ِ‬ ‫ﺍﻟﺼﻴﻐﺔ ُ ﺍﻟﺠﺰﻳﺌﻴّﺔ ُ ‪ :molecular formula‬ﺗﻤﺜﻴ ٌﻞ ﺭﻣﺰﻱﱞ ﻳﺪﻟﱡﻨﺎ ﻋﻠﻰ‬
‫ﻭﻋﺪ ِﺩﻫﺎ ‪) .‬ﺹ ‪(110‬‬

‫ﺽ‬
‫ﻕ ﺍﻟﻮﻗﻮ ِﺩ ﺍﻷﺣﻔﻮﺭﻱﱢ ‪ ،‬ﻣﺜ ِﻞ‬
‫ﻭﻳﺘﻜﻮ ُﻥ ﻧﺘﻴﺠﺔَ ﺍﺣﺘﺮﺍ ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺙ‬‫ﺗﻠﻮ ِ‬ ‫ﺩﺧﺎﻧﻲ ‪ :smog‬ﻧﻮ ٌ‬
‫ﺿﺒﺎﺏ ﱞ‬
‫ّ‬ ‫ﺃﻧﻮﺍﻉ ّ‬
‫ِ‬ ‫ﻉ ﻣﻦ‬ ‫ٌ‬
‫ﺍﻟﺠﺎﺯﻭﻟﻴ ِﻦ ﻭﺍﻟﻔﺤﻢ ِ ‪) .‬ﺹ ‪(162‬‬
‫ﺍﻟﻮﺍﻗﻊ ﻋﻤﻮﺩﻳ ًّﺎ ﻋﻠﻰ ﻭﺣﺪ ِﺓ ﺍﻟﻤﺴﺎﺣﺎ ِ‬ ‫ِ‬ ‫ﺟﻮ ﱞﻱ ‪ :air pressure‬ﻫﻮ ﻭﺯ ُﻥ ﻋﻤﻮ ِﺩ‬
‫ﺳﻄﺢ‬
‫ٍ‬ ‫ﺕ ﻣﻦ‬ ‫ِ‬ ‫ﺍﻟﻬﻮﺍﺀ‬ ‫ﺿﻐ ٌﻂ ّ‬
‫ﻣﺎ ‪) .‬ﺹ ‪(153‬‬

‫ﻁ‬
‫ﻣﺴﺘﺪﻳﺮ ﻣﺸﺪﻭﺩٌ ﺑﺈﺣﻜﺎﻡ ٍ ﺩﺍﺧ َﻞ ﺍﻷﺫ ِﻥ ‪) .‬ﺹ ‪(86‬‬
‫ٌ‬ ‫ﻃﺒﻠﺔ ُ ﺍﻷﺫ ِﻥ ‪ :eardrum‬ﻏﺸﺎﺀ ٌ ٌ‬
‫ﺭﻗﻴﻖ‬

‫‪202‬‬
 ‫ﻅ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﺍﺭﻳ ّ ِﺔ‬
‫ِ‬ ‫ﺱ‬
‫ﺍﻟﺠﻮﻱﱢ ﻧﺘﻴﺠﺔَ ﺍﺣﺘﺒﺎ ِ‬
‫ﻑ ّ‬ ‫ﺍﻟﺪﻓﻴﺌﺎﺕ ‪ :greenhouse effect‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ِ‬
‫ﺗﺪﻓﺌﺔ ﺍﻟﻐﻼ ِ‬ ‫ِ‬ ‫ﻇﺎﻫﺮﺓُ‬
‫ﺕ ﺍﻷﺧﺮﻯ ‪) .‬ﺹ ‪(162‬‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺛﺎﻧﻲ ﺃﻛﺴﻴ ِﺪ ﺍﻟﻜﺮﺑﻮ ِﻥ ﻭﺍﻟﻐﺎﺯﺍ ِ‬

‫ﻉ‬
‫ﺕ ﻣﻦ ﻣﺎﺩّ ٍﺓ ﺃﺧﺮﻯ ‪) .‬ﺹ ‪(112‬‬ ‫ﻣﺆﻛﺴ ٌﺪ ‪ :oxiding agent‬ﻣﺎﺩّﺓٌ ﺗﺴﺘﻘﺒ ُﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ﻋﺎﻣ ٌﻞ ِ‬
‫ﺕ ﻟﻤﺎﺩّ ٍﺓ ﺃﺧﺮﻯ ‪) .‬ﺹ ‪(112‬‬ ‫ﺗﻤﻨﺢ ﺍﻹﻟﻜﺘﺮﻭﻧﺎ ِ‬ ‫ُ‬ ‫ﻋﺎﻣ ٌﻞ ﻣﺨﺘ ِﺰ ٌﻝ ‪ :reducing agent‬ﻣﺎﺩّﺓٌ‬
‫ﻳﺘﺤﺮ ُﻙ ﻓﻴﻪ‬‫ّ‬ ‫ﻳﺼﻒ ﺷﻜ َﻞ ﺗﺤﺖ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ‬ ‫ُ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ ﺍﻟﺜﺎﻧﻮﻱﱢ ‪:Secondary quantum number‬‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﻌﺪﺩﻳّﺔَ ﺍﺑﺘﺪﺍﺀ ً ﻣﻦ ﺍﻟﺼﻔ ِﺮ ﺇﻟﻰ )‪) . (n-1‬ﺹ ‪(134‬‬ ‫َ‬ ‫ﺍﻹﻟﻜﺘﺮﻭ ُﻥ ‪ ،‬ﻭﻳﺄﺧ ُﺬ‬
‫ﻃﺎﻗﺔ‬ ‫ﺤﺪﺩُ ﺑُﻌ َﺪ ﺍﻹﻟﻜﺘﺮﻭ ِﻥ ﻋﻦ ﺍﻟﻨﻮﺍ ِﺓ ﻭﻳﺸﻴﺮ ﺇﻟﻰ ِ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ ﺍﻟﺮﺋﻴﺲِ ‪ :principal quantum number‬ﻳ ُ ﱢ‬
‫ُ‬
‫ِ‬
‫ﺍﻟﻤﻮﺟﺒﺔ‬ ‫ِ‬
‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﻳﺘﺤﺮ ُﻙ ﻓﻴﻪ ‪ ،‬ﻭﻳﺄﺧ ُﺬ ﺃﺣ َﺪ ﺍﻟﻘﻴﻢ ِ ﺍﻟﻌﺪﺩﻳ ّ ِﺔ‬ ‫ّ‬ ‫ﺲ ﺍﻟﺬﻱ‬ ‫ﻃﺎﻗﺔ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺮﺋﻴ ِ‬ ‫ﺛﻢ ِ‬ ‫ﺍﻹﻟﻜﺘﺮﻭ ِﻥ ‪ّ ،‬‬
‫ﺃﻱ ‪) . 7، 6، 5، 4، 3، 2، 1‬ﺹ ‪(133‬‬
‫ﺣﺮﻛﺔ ﺍﻹﻟﻜﺘﺮﻭ ِﻥ ﺍﻟﻤﻐﺰﻟﻴ ّ ِﺔ ﺣﻮﻝ ﻣﺤﻮ ِﺭﻩ ‪.‬‬ ‫ِ‬ ‫ﺍﻟﻤﻐﺰﻟﻲ ‪ :spin quantum number‬ﻳﺤ ّﺪﺩُ ﺍﺗ ّﺠﺎﻩَ‬ ‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫)ﺹ ‪(135‬‬
‫ﻣﺴﺘﻮﻯ‬
‫ً‬ ‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ ‪ :magnetic quantum number‬ﻳﺤ ّﺪﺩُ ﻋﺪﺩَ ﺍﻷﻓﻼ ِﻙ ﻟﻜ ﱢﻞ ﺗﺤﺖ‬ ‫ﱢ‬ ‫ﻋﺪﺩُ ﺍﻟﻜ ﱢﻢ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﻌﺪﺩﻳّﺔَ ﺍﻟﺼﺤﻴﺤﺔَ ﻣﻦ )‪ (-3‬ﺣﺘّﻰ )‪ (+3‬ﺑﻤﺎ ﻓﻴﻬﺎ‬ ‫َ‬ ‫ِ‬
‫ﻭﺍﺗﺠﺎﻫﺎﺗﻬﺎ ﺍﻟﻔﺮﺍﻏﻴّﺔَ ‪ .‬ﻭﻳﺄﺧ ُﺬ‬ ‫ﻭﺃﺷﻜﺎﻟَﻬﺎ ﻭﻃﺎﻗﺘَﻬﺎ‬
‫ﻗﻴﻤﺔ ُ ﺍﻟﺼﻔ ِﺮ ‪) .‬ﺹ ‪(135‬‬
‫ﺐ ﺍﺳﺘﻘﺎﻣﺔَ ﺍﻟﻤﻔﺼ ِﻞ ‪) .‬ﺹ ‪(26‬‬ ‫ﻋﻀﻠﺔ ٌ ﺑﺎﺳﻄﺔ ٌ ‪ :extensor‬ﻋﻀﻠﺔ ٌ ﺗ ُﺴﺒﱢ ُ‬
‫ﺛﻨﻲ ﺍﻟﻤﻔﺼ ِﻞ ‪) .‬ﺹ ‪(26‬‬ ‫ﺐ َ‬ ‫ﻋﻀﻠﺔ ٌ ﻗﺎﺑﻀﺔ ٌ ‪ :flexor‬ﻋﻀﻠﺔ ٌ ﺗ ُﺴﺒﱢ ُ‬
‫ِ‬
‫ﺍﻟﻤﻠﺴﺎﺀ ‪) .‬ﺹ ‪(25‬‬ ‫ِ‬
‫ﺍﻟﻌﻀﻠﺔ‬ ‫ﻋﻀﻠﺔ ٌ ﻗﻠﺒﻴّﺔ ٌ ‪ :cardiac muscle‬ﻫﻲ ﺗ ُﺸﺒِ ُﻪ ﺍﻟﻌﻀﻠﺔَ ﺍﻟﻬﻴﻜﻠﻴّﺔَ ﻭﺗﻌﻤ ُﻞ ﻣﺜ َﻞ‬
‫ﻋﻀﻠﺔ ٌ ﻣﻠﺴﺎﺀُ ‪ :smooth muscle‬ﻫﻲ ﻋﻀﻠﺔ ٌ ﻻﺇﺭﺍﺩﻳّﺔ ٌ ‪) .‬ﺹ ‪(24‬‬
‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﻭﺗ ٍﺮ‬ ‫ﺙ ﺍﻟﺤﺮﻛﺔَ ﻋﻨ َﺪ ﺍﻟﻤﻔﺎﺻ ِﻞ ﻷﻧّﻬﺎ ﺗﺘّﺼ ُﻞ ﺑﺎﻟﻌﻈﺎﻡ ِ‬ ‫ﻋﻀﻠﺔ ٌ ﻫﻴﻜﻠﻴّﺔ ٌ ‪ :skeletal muscle‬ﺗ ُﺤ ِﺪ ُ‬
‫ﺧﺸ ٍﻦ ﻣﺮ ٍﻥ ‪) .‬ﺹ ‪(23‬‬

‫‪203‬‬
 ‫ﻍ‬
‫ﺍﻟﻐ ّﺪﺓُ ‪ :gland‬ﻋﺒﺎﺭﺓٌ ﻋﻦ ﻋﻀ ٍﻮ ﻳ ُ ِﻨﺘ ُﺞ ﻣﺎﺩّ ًﺓ ﻛﻴﻤﻴﺎﺋﻴّﺔً ﺗﻠﺰﻡ ُ ﻟﻤﻜﺎ ٍﻥ ﻣﺎ ﻓﻲ ﺍﻟﺠﺴﻢ ِ ‪) .‬ﺹ ‪(91‬‬
‫ﺗﺼﻨﻌﻬﺎ ﻓﻲ ﻣﺠﺮﻯ ﺍﻟﺪﻡ ِ‬ ‫ُ‬ ‫ﺗﻔﺮﺯ ﺍﻟﻤﻮﺍﺩﱠ ﺍﻟﻜﻴﻤﻴﺎﺋﻴّﺔَ ﺍﻟﺘﻲ‬
‫ُ‬ ‫ﻏﺪﺩٌ ﺻﻤّﺎﺀُ ‪ :endocrine glands‬ﻏﺪﺩٌ‬
‫ﻣﺒﺎﺷﺮ ًﺓ ‪) .‬ﺹ ‪(91‬‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ِ ﺍﻟﺸﻜ َﻞ ‪) .‬ﺹ ‪(18‬‬‫ِ‬ ‫ﺑﻌﺾ‬
‫ﺐ َ‬ ‫ﻧﺴﻴﺞ ﻗﻮﻱﱞ ﻣﺮ ٌﻥ ﻳ ُ ِ‬
‫ﻜﺴ ُ‬ ‫ٌ‬ ‫ﻏﻀﺮﻭﻑ ‪:cartilage‬‬
‫ٌ‬
‫ﻂ ﺑﺎﻟﻜﺮ ِﺓ ﺍﻷﺭﺿﻴ ّ ِﺔ ﻣﺠﺬﻭﺑﺔً ﺇﻟﻴﻬﺎ ﺑﻔﻌ ِﻞ‬ ‫ﺧﻠﻴﻂ ﻏﺎﺯﺍ ٍ‬
‫ﺕ ﺗ ُﺤﻴ ُ‬ ‫ِ‬ ‫ﺍﻟﺠﻮ ﱡﻱ ‪ :atmosphere‬ﻃﺒﻘﺔ ٌ ﻣﻦ‬ ‫ﺍﻟﻐﻼﻑ ّ‬
‫ُ‬
‫ﺍﻟﺠﺎﺫﺑﻴ ّ ِﺔ ﺍﻷﺭﺿﻴ ّ ِﺔ ‪) .‬ﺹ ‪(157‬‬

‫ﻑ‬
‫ﻓﻌ ٌﻞ ﻣﻨﻌﻜﺲ ‪ :reflex action‬ﺍﺳﺘﺠﺎﺑﺔ ٌ ﺑﺴﻴﻄﺔ ٌ ﻷﺣ ِﺪ ﺍﻟﻤﺆﺛّﺮﺍ ِ‬
‫ﺕ ‪) .‬ﺹ ‪(79‬‬ ‫ٌ‬

‫ﻕ‬
‫ﻳﻨﺺ ﻋﻠﻰ ﺃ ّﻥ ﻛﻤﻴّﺔَ ﺍﻟﻤﺎﺩّ ِﺓ ﻻ ﺗﺘﻐﻴ ّ ُﺮ ﺃﺛﻨﺎﺀ َ ﺃﻱﱢ‬ ‫ﺍﻟﻜﺘﻠﺔ ‪ :Law of conservation of mass‬ﻗﺎﻧﻮ ٌﻥ ﱡ‬ ‫ِ‬ ‫ﻗﺎﻧﻮﻥُ ِ‬
‫ﺑﻘﺎﺀ‬
‫ﺍﻟﻤﺘﻔﺎﻋﻠﺔ ‪) .‬ﺹ ‪(122‬‬ ‫ِ‬ ‫ِ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺘﻔﺎﻋ ِﻞ ﻛﺘﻠﺔَ ﺍﻟﻤﻮﺍﺩﱢ‬ ‫ﻛﻴﻤﻴﺎﺋﻲ ‪ ،‬ﻭﺗﺴﺎﻭﻱ ﻛﺘﻠﺔ ُ ﺍﻟﻤﻮﺍﺩﱢ‬ ‫ﱟ‬ ‫ﺗﻔﺎﻋﻞ‬
‫ٍ‬
‫ﻛﻴﻤﻴﺎﺋﻲ‬
‫ﱟ‬ ‫ﻳﻨﺺ ﻋﻠﻰ ﺃ ّﻥ ﻛ ﱠﻞ ﻣﺮﻛﱠ ٍ‬
‫ﺐ‬ ‫ﺍﻟﺜﺎﺑﺘﺔ ‪ :Law of constant proportions‬ﻗﺎﻧﻮ ٌﻥ ﱡ‬ ‫ِ‬ ‫ﻗﺎﻧﻮﻥُ ﺍﻟﻨﺴ ِ‬
‫ﺐ‬
‫ﺑﺒﻌﻀﻬﺎ‬ ‫ﻧﻔﺴﻬﺎ ﻣﺘّﺤﺪ ًﺓ ِ‬ ‫ﺐ ﻣﻦ ﻋﻨﺎﺻ ِﺮﻩ ِ‬ ‫ﻕ ﺗﺤﻀﻴ ِﺮﻩ ﺃﻭ ﺍﻟﺤﺼﻮ ِﻝ ﻋﻠﻴﻪ ‪ ،‬ﻳﺘﺮ ّﻛ ُ‬ ‫ﺍﺧﺘﻠﻔﺖ ﻃﺮ ُ‬
‫ْ‬ ‫ﻧﻘﻲ ‪ ،‬ﻣﻬﻤﺎ‬‫ﱟ‬
‫ﺛﺎﺑﺘﺔ ‪) .‬ﺹ ‪(124‬‬ ‫ﺐ ﻛﺘﻠﻴ ّ ٍﺔ ٍ‬ ‫ﺑﻨﺴ ٍ‬
‫ﻂ ﺑﺎﻟﺒﺆﺑﮎ ‪) .‬ﺹ ‪(83‬‬ ‫ﻣﺴﺘﺪﻳﺮ ﻣﻠ ﱠﻮ ٌﻥ ﻳُﺤﻴ ُ‬
‫ٌ‬ ‫ﻗﺰﺣﻴّﺔ ٌ ‪ٌ :iris‬‬
‫ﻗﺮﺹ‬
‫ﻜﻮ ُﻥ ﺍﻷﺫ َﻥ ﺍﻟﺪﺍﺧﻠﻴّﺔَ ‪) .‬ﺹ ‪(86‬‬ ‫ﺑﺴﺎﺋﻞ ﻳ ُ ﱢ‬
‫ٍ‬ ‫ﺗﺮﻛﻴﺐ ﻣﻤﺘﻠﺊٌ‬
‫ٌ‬ ‫ﻗﻮﻗﻌﺔ ٌ ‪:cochlea‬‬
‫ﻣﺴﺘﻮﻯ ﻣﻌﻴﱠ ٍﻦ ّﺇﻻ ﺑﻌ َﺪ ﺃﻥ‬ ‫ً‬ ‫ﺗﺤﺖ‬
‫َ‬ ‫ﻚ‬‫ﺑﻴﻦ ﺇﻟﻜﺘﺮﻭﻧﻴﻦ ﻓﻲ ﻓﻠ ِ‬ ‫ﺍﺯﺩﻭﺍﺝ َ‬
‫ٌ‬ ‫ﻗﺎﻋﺪﺓُ ﻫﻮﻧﺪ ‪ :Hund's Rule‬ﻻ ﻳﺤﺪ ُ‬
‫ﺙ‬
‫ﺑﻄﺮﻳﻘﺔ ﻓﺮﺩﻳ ّ ٍﺔ ّﺃﻭ ًﻻ ﻟﺘﻘﻠﻴ ِﻞ ﺍﻟﺘﻨﺎﻓ ِﺮ ﺑﻴﻨَﻬﻤﺎ ‪) .‬ﺹ ‪(139‬‬
‫ٍ‬ ‫ﺗ ُﺸﻐَ َﻞ ﺃﻓﻼﻛُﻪ‬

‫ﻙ‬
‫ﺍﻟﻤﻮﺍﻗﻊ ﻟﻌ ّﺪ ِﺓ ﺃﻳﺎﻡ ٍ ‪) .‬ﺹ ‪(174‬‬
‫ِ‬ ‫ِ‬
‫ﺍﻟﻬﻮﺍﺀ ﻓﻮ َﻕ ﺃﺣ ِﺪ‬ ‫ﻛﻤﻴّﺔ ٌ ﻛﺒﻴﺮﺓٌ ًّ‬
‫ﺟﺪﺍ ﻣﻦ‬ ‫ﻛﺘﻠﺔ ٌ ﻫﻮﺍﺋﻴّﺔ ٌ ‪ّ :air mass‬‬

‫‪204‬‬
 ‫ﻡ‬
‫ﺃﻛﺜﺮ ﻣ ًﻌﺎ ‪) .‬ﺹ ‪(19‬‬ ‫ِ‬ ‫ﻣﻔﺼ ٌﻞ ‪ :joint‬ﻫﻮ‬
‫ﻣﻮﻗﻊ ﺍﻟﺘﻘﺎﺀ ﻋﻈﻤﺘﻴﻦ ﺃﻭ َ‬‫ُ‬
‫ٍ‬
‫ﻃﻮﻳﻠﺔ ‪) .‬ﺹ ‪(187‬‬ ‫ﻟﻤﻨﻄﻘﺔ ﻣﺎ ﻓﻲ ﻓﺘﺮ ٍﺓ ﺯﻣﻨﻴ ّ ٍﺔ‬
‫ٍ‬ ‫ﺍﻟﻄﻘﺲ ﺍﻟﻤﻤﻴﱢ ُﺰ‬
‫ُ‬ ‫ﺥ ‪:climate‬‬ ‫ﻣﻨﺎ ٌ‬
‫ﻭﻳﻨﻤﻮ ‪) .‬ﺹ ‪(38‬‬‫َ‬ ‫ﻳﻌﻴﺶ‬
‫َ‬ ‫ﺍﻟﺠﺴﻢ ﻟﻜﻲ‬
‫ُ‬ ‫ﻳﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ‬
‫ُ‬ ‫ﻣﻮﺍﺩﱡ ﻏﺬﺍﺋﻴّﺔ ٌ ‪ :nutrients‬ﻣﻮﺍﺩﱡ ﻣﻮﺟﻮﺩﺓٌ ﻓﻲ ﺍﻟﻄﻌﺎﻡ ِ‬
‫ِ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﺗ ُﻤﻸ ُ‬ ‫ِ‬
‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺫﻭﺍﺕ‬
‫ُ‬ ‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﻴّﺔ ُ‬
‫ُ‬ ‫ﺍﻷﻭ ُﻝ ﻷﻭﻓﺒﺎﻭ ‪:Aufbau's first principle‬‬ ‫ﺍﻟﻤﺒﺪﺃ ُ ّ‬
‫ّﺃﻭ ًﻻ ‪) .‬ﺹ ‪(137‬‬
‫ﺍﻟﺬﺭ ِﺓ ﺍﻣﺘﻼ ُﻙ‬
‫ﺲ ّ‬ ‫ﺃﻛﺜﺮ ﻓﻲ ﻧﻔ ِ‬
‫ﻤﻜ ُﻦ ﻹﻟﻜﺘﺮﻭﻧﻴﻦ ﺃﻭ َ‬ ‫ﻣﺒﺪﺃ ُ ﺍﻻﺳﺘﺒﻌﺎ ِﺩ ‪ :Pauli's Exclusion Principle‬ﻻ ﻳ ُ ِ‬
‫ﻤﻜ ُﻦ ﺃﻥ ﻳﺸﺘﺮﻛﺎ ﻓﻲ ﺭﻗﻢ ٍ ﻭﺍﺣ ٍﺪ ﺃﻭ ﺭﻗﻤﻴﻦ ﺃﻭ‬ ‫ِ‬
‫ﺍﻷﺭﺑﻌﺔ )‪ ، (n , l , m , ms‬ﺑﻴﻨﻤﺎ ﻳ ُ ِ‬ ‫ﺲ ﻗﻴﻢ ِ ﺃﻋﺪﺍ ِﺩ ﺍﻟﻜ ﱢﻢ‬
‫ﻧﻔ ِ‬
‫ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ٍ ﻓﻘﻂ ‪).‬ﺹ ‪(138‬‬ ‫ِ‬

‫ﻥ‬
‫ﺕ ﺍﻟﺤﺮﺍﺭ ِﺓ ‪) .‬ﺹ ‪(192‬‬ ‫ﻣﻨﻄﻘﺔ ﻟﻬﺎ ﻣ ًﺪﻯ ﻣﻤﻴﱠ ٌﺰ ﻣﻦ ﺩﺭﺟﺎ ِ‬
‫ٍ‬ ‫ﻣﻨﺎﺧﻲ ‪ :climate zone‬ﱡ‬
‫ﺃﻱ‬ ‫ﻧﻄﺎ ٌﻕ ﱞ‬
‫ﺍﻷﻣﻼﺡ ﻭﺍﻟﻤﻮﺍﺩﱢ ﺍﻟﻐﺬﺍﺋﻴ ّ ِﺔ ‪) .‬ﺹ ‪(64‬‬
‫ِ‬ ‫ﻭﺑﻌﺾ‬
‫َ‬ ‫ﺗﺮﺷﺢ ﺍﻟﻤﺎﺀ َ‬
‫ُ‬ ‫ﺗﺮﺍﻛﻴﺐ ﺩﻗﻴﻘﺔ ٌ‬
‫ُ‬ ‫ﻧﻔﺮﻭﻧﺎﺕ ‪:nephrons‬‬
‫ٌ‬

‫ﻫـ‬
‫ﺍﻟﺼﻤ ِﺎﺀ ‪) .‬ﺹ ‪(91‬‬
‫ّ‬ ‫ِ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﺪ ِﺩ‬ ‫ﻫﺮﻣﻮﻧﺎﺕ ‪ :hormones‬ﻣﻮﺍﺩﱡ ﻛﻴﻤﻴﺎﺋﻴّﺔ ٌ ﺗ ُﺼﻨَ ُﻊ‬‫ٌ‬
‫ﺍﻟﺠﺴﻢ ﺍﺳﺘﺨﺪﺍﻣَﻬﺎ ‪.‬‬ ‫ﻂ ﺗﺮﻛﻴﺒًﺎ ﻛﻲ ﻳﺴﺘﻄﻴ َﻊ‬ ‫ﺃﺟﺰﺍﺀ ﺃﺑﺴ َ‬‫ٍ‬ ‫ﺖ ﺍﻟﻄﻌﺎﻡ ِ ﺇﻟﻰ‬ ‫ﻫﻀﻢ ‪ :digestion‬ﻫﻲ ﻋﻤﻠﻴّﺔ ُ ﺗﻔﺘ ّ ِ‬
‫ُ‬ ‫ٌ‬
‫)ﺹ ‪(38‬‬
‫ﺕ ﻛﻴﻤﻴﺎﺋﻴّﺔً ﻟﻠﻄﻌﺎﻡ ِ ‪) .‬ﺹ ‪(39‬‬ ‫ﺐ ﺗﻐﻴّﺮﺍ ٍ‬ ‫ﻛﻴﻤﻴﺎﺋﻲ ‪:chemical digestion‬ﻫﻲ ﺍﻟﻌﻤﻠﻴّﺔ ُ ﺍﻟﺘﻲ ﺗ ُﺴﺒﱢ ُ‬ ‫ﱞ‬ ‫ﻫﻀﻢ‬ ‫ٌ‬
‫ﻣﻴﻜﺎﻧﻴﻜﻲ ‪ :mechanical digestion‬ﻫﻲ ﺍﻟﻌﻤﻠﻴّﺔ ُ ﺍﻟﺘﻲ ﺗﺘ ﱡﻢ ﺍﻟﺘﻐﻴ ّ ُ‬
‫ﺮﺍﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴّﺔ ُ ﻟﻠﻄﻌﺎﻡ ِ ﻧﺘﻴﺠﺔً ﻟﻬﺎ ‪.‬‬ ‫ﱞ‬ ‫ﻫﻀﻢ‬
‫ٌ‬
‫)ﺹ ‪(38‬‬

‫‪205‬‬
 ‫ﺗﻄﺮﺡ ﺳﻠﺴﻠﺔ ﺍﻟﻌﻠﻮﻡ ﻣﻀﻤﻮﻧًﺎ ﺗﺮﺑﻮ ًﻳﺎ ﻣﻨﻮ ًﱠﻋﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺟﻤﻴﻊ‬
‫ﻼﺏ‪.‬‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﱡ‬
‫ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ ﺍﻟﻄ ّ‬

‫ﺍﻟﻌﻠﻮﻡ‬
‫ﱡ‬
‫ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻳﻮﻓّﺮ ﻛﺘﺎﺏ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻤﻌﻤﻠﻴّﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ ﺗﻌﺰﺯ ﻣﺤﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺍﻳﻀﺎ ﻧﻤﺎﺫﺝ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻟﺘﻘﻴﻴﻢ ﺍﺳﺘﻴﻌﺎﺏ‬ ‫ﻳﺘﻀ ّﻤﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ً‬

‫ﺍﻟﻄﻼﺏ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﺤﻘﻴﻘﻬﻢ ﻟﻸﻫﺪﺍﻑ ﻭﺍﻋﺪﺍﺩﻫﻢ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ‬ ‫ّ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬

‫ﺍﻟﺼﻒ ﺍﻟﺘﺎﺳﻊ‬
‫ﹼ‬
‫ﺗﺘﻜ ّﻮﻥ ﺍﻟﺴﻠﺴﻠﺔ ﻣﻦ‪:‬‬
‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬
‫ﻛﺘﺎﺏ ﺍﻟﻤﻌ ّﻠﻢ‬
‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ّ‬
‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ّ‬

‫ﺍﳉﺰﺀ ﺍﻷ ﹼﻭﻝ‬
‫ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﹼ‬ ‫ﺍﳌﺮﺣﻠﺔ‬
‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﻟﻰ‬

‫‪™`````°`````SÉ`````à`````dG ∞```````°```````ü```````dG‬‬
‫‪q‬‬
‫‪∫hCq ’G Aõ÷G‬‬ ‫‪ÖdÉ```£dG ÜÉ``à`c‬‬
‫‪á````£````°```q `Sƒ````à````ŸG á`````∏`````Mô`````ŸG‬‬