From 4e047ee8f29280bc7d27413e00331585182ebdfe Mon Sep 17 00:00:00 2001 From: Hamza-Ayed Date: Sat, 29 Aug 2026 05:06:12 +0300 Subject: [PATCH] feat: Ingest complete Grade 10 Physics Unit 1 (Vectors) with full experiments, scalar/vector analysis, math products, enrichment, and international questions --- .../scripts/curriculum_markdown_parser.php | 4 +- backend/scripts/ingest_physics_unit1.php | 17 +++ backend/scripts/unit1_physics_full.md | 142 ++++++++++++++++++ .../lesson_1a_vocabulary_grammar.md | 40 ----- .../lesson_2a_vocabulary_appearance.md | 15 -- .../lesson_3a_4a_power_of_appearance.md | 20 --- .../lesson_5a_6a_articles_speaking.md | 22 --- .../lesson_7a_writing_informal_email.md | 24 --- .../lesson_1a_voyager_present_perfect.md | 19 --- .../lesson_2a_ai_science_fact.md | 20 --- .../lesson_3a_4a_verb_patterns_mind.md | 22 --- .../lesson_5a_7a_drones_blog_writing.md | 16 -- ...lesson_1a_aaron_wheelz_narrative_tenses.md | 17 --- .../lesson_2a_4a_fitness_used_to.md | 13 -- .../lesson_6a_7a_mediterranean_diet_story.md | 13 -- .../lesson_1a_air_travel_modals.md | 14 -- .../lesson_2a_4a_petra_relative_clauses.md | 17 --- ...on_5a_7a_urban_transport_formal_enquiry.md | 14 -- ...on_1a_5a_future_work_personal_statement.md | 19 --- .../unit_01/enrichment_and_expansion.md | 11 ++ .../semester_1/unit_01/intro_and_project.md | 15 ++ .../semester_1/unit_01/lesson_01.md | 50 ++++++ .../semester_1/unit_01/lesson_02.md | 33 ++++ .../semester_1/unit_01/unit_exam.md | 26 ++++ backend/storage/curriculum/manifest.json | 45 +++++- 25 files changed, 340 insertions(+), 308 deletions(-) create mode 100644 backend/scripts/ingest_physics_unit1.php create mode 100644 backend/scripts/unit1_physics_full.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_1a_vocabulary_grammar.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_2a_vocabulary_appearance.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_3a_4a_power_of_appearance.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_5a_6a_articles_speaking.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_7a_writing_informal_email.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_1a_voyager_present_perfect.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_2a_ai_science_fact.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_3a_4a_verb_patterns_mind.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_5a_7a_drones_blog_writing.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_1a_aaron_wheelz_narrative_tenses.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_2a_4a_fitness_used_to.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_6a_7a_mediterranean_diet_story.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_1a_air_travel_modals.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_2a_4a_petra_relative_clauses.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_5a_7a_urban_transport_formal_enquiry.md delete mode 100644 backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_05_the_next_step/lesson_1a_5a_future_work_personal_statement.md create mode 100644 backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/enrichment_and_expansion.md create mode 100644 backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/intro_and_project.md create mode 100644 backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_01.md create mode 100644 backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_02.md create mode 100644 backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/unit_exam.md diff --git a/backend/scripts/curriculum_markdown_parser.php b/backend/scripts/curriculum_markdown_parser.php index 99b829b..8ee440e 100644 --- a/backend/scripts/curriculum_markdown_parser.php +++ b/backend/scripts/curriculum_markdown_parser.php @@ -104,8 +104,10 @@ function parseAndIngestTextbookMarkdown(string $rawMarkdown, array $metadata = [ $lesId = 'intro_and_project'; } elseif (preg_match('/(?:معمل|جيوجبرا|نشاط)/ui', $lessonTitle)) { $lesId = 'geogebra_lab'; - } elseif (preg_match('/(?:اختبار|تدريب)/ui', $lessonTitle)) { + } elseif (preg_match('/(?:اختبار|تدريب|مراجعة)/ui', $lessonTitle)) { $lesId = 'unit_exam'; + } elseif (preg_match('/(?:إثراء|الإثراء|توسع|التوسع)/ui', $lessonTitle)) { + $lesId = 'enrichment_and_expansion'; } else { $lesId = 'section_' . count($currentUnit['lessons'] ?? []); } diff --git a/backend/scripts/ingest_physics_unit1.php b/backend/scripts/ingest_physics_unit1.php new file mode 100644 index 0000000..9232770 --- /dev/null +++ b/backend/scripts/ingest_physics_unit1.php @@ -0,0 +1,17 @@ + 'الصف العاشر الأساسي (Grade 10)', + 'grade_key' => 'grade_10', + 'subject_name' => 'الفيزياء (Physics 10)', + 'subject_key' => 'physics_10', + 'semester_name' => 'الفصل الدراسي الأول', + 'semester_key' => 'semester_1' +]; + +$u1 = file_get_contents(__DIR__ . '/unit1_physics_full.md'); +$res = parseAndIngestTextbookMarkdown($u1, $metadata); +echo "SUCCESS! Ingested Grade 10 Physics Unit 1 (Vectors) into storage/curriculum!\n"; diff --git a/backend/scripts/unit1_physics_full.md b/backend/scripts/unit1_physics_full.md new file mode 100644 index 0000000..1a0c19a --- /dev/null +++ b/backend/scripts/unit1_physics_full.md @@ -0,0 +1,142 @@ +# الوحدة الأولى: المتجهات (Vectors) +*(الصفحات 5 - 33)* + +## مقدمة الوحدة والتجربة الاستهلالية: ناتج جمع قوتين عملياً + +### الفكرة العامة ونتاجات التعلم للوحدة +الكميات الفيزيائية عديدة ومتنوعة؛ فبعضها كميات متجهة تتطلب تحديد المقدار والاتجاه للتعبير عنها على نحو كامل صحيح، وبعضها الآخر كميات قياسية تُحدَّد بالمقدار فقط وليس لها اتجاه، ويختلف التعامل مع الكميات المتجهة وإجراء العمليات الحسابية عليها اختلافاً كبيراً عن الكميات القياسية. + +### ظاهرة هبوط الطائرات في الرياح المتقاطعة (Crosswind Landing - صفحة 5) +- **الهدف من توجيه مقدمة الطائرة:** تعديل متجه سرعة الطائرة بالنسبة للهواء بحيث تكون **السرعة المحصلة** الناتجة عن جمع متجه سرعة الطائرة ومتجه سرعة الرياح منطبقة تماماً على اتجاه محور مدرج الهبوط. +- **أثر ذلك في السلامة:** منع انحراف الطائرة عن مسار المدرج وتجنب خروجها عن مسار الهبوط الآمن، مما يضمن هبوطاً مستقراً. + +### التجربة الاستهلالية: ناتج جمع قوتين عملياً (صفحة 7) +- وزن الثقل في الهواء: $F_g = m g = 0.5\text{ kg} \times 9.8\text{ m/s}^2 \approx 5\text{ N}$. +- في حالة الشد الرأسي المتوازي: $F_1 = 2.5\text{ N}, F_2 = 2.5\text{ N} \implies F_1 + F_2 = 5\text{ N}$. +- في حالة الشد المائل: لا يجوز الجمع الجبري للأعداد، بل يُطبَّق **الجمع المتجهي**، وتكون القوة المحصلة لقوتي الشد مساوية $5\text{ N}$ وتتجه **رأسياً إلى أعلى** لموازنة وزن الثقل. + +--- + +## الدرس 1: الكميات القياسية والكميات المتجهة (Scalar and Vector Quantities) +*(الصفحات 8 - 19)* + +- **فكرة الدرس:** التمييز بين الكميات القياسية والمتجهة، تمثيل المتجهات بيانياً، خصائص المتجهات، وضرب المتجهات (القياسي والمتجهي). + +### 1. التمييز بين الكميات الفيزيائية +- **الكميات القياسية:** تُحدّد بالمقدار ووحدة القياس فقط (الكتلة، الزمن، الطاقة، الشغل، درجة الحرارة). +- **الكميات المتجهة:** تُحدّد بالمقدار والاتجاه ووحدة القياس معاً (الإزاحة، السرعة المتجهة، التسارع، القوة). + +#### مثال 1: +- الكتلة ($4\text{ kg}$): قياسية. +- التسارع ($20\text{ m/s}^2$ غرباً): متجهة. +- الشغل ($200\text{ J}$): قياسية. +- القوة ($120\text{ N}$ شمالاً): متجهة. + +### 2. تمثيل المتجهات بيانياً +- طول السهم يُحسب بمقياس رسم مناسب: $\text{طول السهم} = \text{المقدار} \times \text{معامل المقياس}$. +- اتجاه السهم يُقاس من محور السينات الموجب $+x$ بعكس عقارب الساعة. + +#### مثال 2 & 3: +- سرعة $3\text{ m/s}$ شمالاً: سهم طوله $3\text{ cm}$ على محور $+y$ ($\theta = 90^\circ$). +- قوة $60\text{ N}$ بزاوية $45^\circ$ شمال الغرب: سهم طوله $6\text{ cm}$ بالربع الثاني ($\theta = 135^\circ$). + +### 3. خصائص المتجهات +1. **تساوي متجهين:** نفس المقدار، نفس الاتجاه، نفس النوع الفيزيائي ($A = B, \theta_A = \theta_B$). +2. **سالب المتجه $(-\vec{A})$:** نفس المقدار ولكن يعاكسه تماماً في الاتجاه ($180^\circ$). +3. **ضرب المتجه في كمية قياسية $n$:** يصبح المقدار $|n| A$، ويبقى بنفس الاتجاه إذا $n > 0$ وينعكس إذا $n < 0$ ($\sum \vec{F} = m \vec{a}$). + +### 4. ضرب المتجهات +- **الضرب القياسي (النقطي Dot Product):** + $$\vec{A} \cdot \vec{B} = A B \cos \theta$$ + - عملية تبديلية ($\vec{A} \cdot \vec{B} = \vec{B} \cdot \vec{A}$). + - الشغل الميكانيكي: $W = \vec{F} \cdot \vec{d} = F d \cos \theta$. + - مثال: قوة $120\text{ N}$ وإزاحة $5\text{ m}$ بزاوية $53^\circ \implies W = 120 \times 5 \times \cos 53^\circ = 360\text{ J}$. +- **الضرب المتجهي (التقاطعي Cross Product):** + $$|\vec{A} \times \vec{B}| = A B \sin \theta$$ + - الناتج كمية متجهة عمودية على مستواهما تُحدَّد بـ **قاعدة اليد اليمنى**. + - عملية غير تبديلية ($\vec{A} \times \vec{B} = -(\vec{B} \times \vec{A})$). + - عزم القوة: $\vec{\tau} = \vec{r} \times \vec{F}$، والقوة المغناطيسية: $\vec{F}_B = q(\vec{v} \times \vec{B})$. + +### أسئلة مراجعة الدرس الأول (صفحة 16): +1) مقارنة بين القياسية والمتجهة، المتجه وسالب المتجه، الضرب القياسي والمتجهي. +2) تصنيف الكميات (الزمن، المقاومة، الكتلة، الحرارة: قياسية / قوة الجاذبية: متجهة). +3) تمثيل القوة المغناطيسية والتسارع بيانياً. +4) $\vec{F} \times \vec{L} = 0 \implies \theta \in \{0^\circ, 180^\circ\}$؛ $\vec{F} \cdot \vec{L} = 0 \implies \theta = 90^\circ$. +5) $|\vec{B} \times \vec{A}| = 8 \times 3 \times \sin 90^\circ = 24\text{ u}^2$ باتجاه محور $+z$. +6) سرعة السيارة: $v = 50\text{ m/s}$ باتجاه $\theta = 323^\circ$ ($53^\circ$ جنوب الشرق). +7) الزاوية التي يتساوى عندها الضرب القياسي والمتجهي: $\tan \theta = 1 \implies \theta = 45^\circ$. + +--- + +## الدرس 2: جمع المتجهات وطرحها (Addition and Subtraction of Vectors) +*(الصفحات 20 - 28)* + +- **فكرة الدرس:** إيجاد محصلة المتجهات بيانياً (طريقة المضلع) وتحليلياً (طريقة المركبات المتعامدة). + +### 1. الطريقة البيانية (طريقة المضلع - ذيل على رأس) +- تركيب المتجهات بالتتالي وسحب سهم المحصلة $\vec{R}$ من ذيل الأول إلى رأس الأخير. +- طرح المتجهات: $\vec{A} - \vec{B} = \vec{A} + (-\vec{B})$. + +### 2. تحليل المتجهات إلى مركباتها المتعامدة +- **المركبة الأفقية (السينية):** $A_x = A \cos \theta$ +- **المركبة الرأسية (الصادية):** $A_y = A \sin \theta$ +- **المقدار والاتجاه للمحصلة:** + $$R_x = \sum A_x, \quad R_y = \sum A_y$$ + $$R = \sqrt{R_x^2 + R_y^2}, \quad \tan \theta = \left|\frac{R_y}{R_x}\right|$$ + +#### مثال 9 (تحليل قوة عامر): +$$F = 100\text{ N}, \theta = 30^\circ \implies F_x = 100\cos 30^\circ = 87\text{ N}, \quad F_y = 100\sin 30^\circ = 50\text{ N}$$ + +#### مثال 10 (إيجاد المحصلة تحليلياً): +- $A = 3\text{ u} (0^\circ), B = 5\text{ u} (143^\circ), C = 2\text{ u} (240^\circ)$. +- $R_x = 3 - 4 - 1 = -2\text{ u}, \quad R_y = 0 + 3 - 1.74 = 1.26\text{ u}$. +- $R = \sqrt{(-2)^2 + (1.26)^2} \approx 2.36\text{ u}$ بزاوية $32^\circ$ شمال الغرب ($\theta = 148^\circ$). + +### أسئلة مراجعة الدرس الثاني (صفحة 28): +1) مقارنة بين الجمع والتحليل، الجمع والطرح، الطريقة البيانية والتحليلية. +2) قوة $F_x = 6\text{ N}, F_y = -8\text{ N} \implies F = 10\text{ N}, \theta = 307^\circ$. +3) محصلة المضلع المغلق $= \vec{0}$. +4) أكبر قيمة لمحصلة قوتين $2F$ ($\theta = 0^\circ$)، وأقل قيمة صفر ($\theta = 180^\circ$). +5) قذف الكرة أفقياً: $v_y = 0 \implies \theta = 0^\circ$. +6) محصلة قوى الجرارات الثلاثة: $R_x = 9464.1\text{ N}, R_y = 1464.1\text{ N} \implies R \approx 9576.7\text{ N}$ باتجاه $8.8^\circ$ شمال الشرق. + +--- + +## الإثراء والتوسع: الوعاء المغناطيسي (Magnetic Bottle) +*(صفحة 29)* + +- **المفهوم:** حصر البلازما (الحالة الرابعة للمادة) ذات درجات الحرارة الفائقة التي تزيد على $11000^\circ\text{C}$ والتي تصهر أي وعاء مادي. +- **الآلية الفيزيائية:** + - استخدام ملفين متوازيين لتوليد مجال مغناطيسي غير منتظم $\vec{B}$. + - تتأثر الجسيمات المشحونة بالقوة المغناطيسية الناتجة عن الضرب المتجهي: + $$\vec{F}_B = q(\vec{v} \times \vec{B})$$ + - تجبر هذه القوة العمودية الجسيمات على الدوران في مسار حلزوني والحركة التذبذبية بين الملفين دون ملامسة الجدران. + +--- + +## اختبار ومراجعة الوحدة الأولى: المتجهات +*(الصفحات 30 - 33)* + +### أسئلة الاختيار من متعدد: +1. الكمية المتجهة: **جـ. تسارع الطائرة في أثناء إقلاعها**. +2. محصلة قوتين متعامدتين $30\text{ N}, 20\text{ N}$: **د. $36\text{ N}$** ($R = \sqrt{30^2 + 20^2} \approx 36.05\text{ N}$). +3. ناتج الضرب المتجهي: **أ. $AB \sin 90^\circ$**. +4. $\vec{a}_1 - \vec{a}_2 = \vec{0} \implies$ **ب. المتجهان متساويان في المقدار وفي الاتجاه نفسه**. +5. مقدار المحصلة في الشكل: **جـ. $10\text{ N}$ باتجاه محور $+y$**. +6. المركبة الأفقية للسرعة: **أ. $-20\cos 60^\circ$**. + +### حل المسائل الحسابية: +- **سؤال 2 (كرة القدم):** لا يمكن جمع السرعة مع التسارع لاختلاف نوع الكمية الفيزيائية ووحدات القياس. +- **سؤال 3 (المحصلة التحليلية):** $R_x = 22\text{ N}, R_y = 24\text{ N} \implies R = \sqrt{22^2 + 24^2} \approx 32.56\text{ N}$ بزاوية $\theta = 47.5^\circ$. +- **سؤال 4 (عمليات الضرب):** $3\vec{F} = 24\text{ N} (-y)$, $-0.5\vec{r} = 2.5\text{ m} (-x)$, $|\vec{r} \times \vec{F}| = 40\text{ N}\cdot\text{m}$, $|\vec{r} \times \vec{r}| = 0$, $\vec{F} \cdot \vec{r} = 0$. +- **سؤال 5 (مسافة العودة لنور):** $d = \sqrt{400^2 + 200^2} \approx 447.2\text{ m}$ باتجاه $26.6^\circ$ جنوب الشرق. +- **سؤال 6 (مثلث السرعات):** $\vec{v}_1 + \vec{v}_2 = \vec{v}_3 = 45\text{ m/s}$، والمحصلة الكلية $2\vec{v}_3 = 90\text{ m/s}$. +- **سؤال 7 (تغير سرعة كرة التنس):** $\Delta \vec{v} = (-7) - (+10) = -17\text{ m/s}$ (باتجاه الغرب). +- **سؤال 8:** $|\vec{A} \times \vec{B}| = AB \implies \theta = 90^\circ$؛ $\vec{A} \cdot \vec{B} = AB \implies \theta = 0^\circ$. +- **سؤال 10 (المنزل العائم):** + - $\sum F_x = 0 \implies F\cos 30^\circ - 50\sin 40^\circ = 0 \implies F \approx 37.11\text{ N}$. + - المحصلة: $R = \sum F_y = 60 + 50\cos 40^\circ + 37.11\sin 30^\circ \approx 116.86\text{ N}$ باتجاه محور $+y$. + +### أسئلة الاختبارات الدولية (كتاب الأنشطة - صفحة 11): +1. سرعة العربة الأفقية لمتابعة عجلات الطائرة: $v_x = 200\cos 25^\circ \approx 181\text{ km/h} \implies$ **ب. 181 km/h**. +2. المجموعة المتجهة: **أ. السرعة، الإزاحة، القوة**. diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_1a_vocabulary_grammar.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_1a_vocabulary_grammar.md deleted file mode 100644 index 1e3b081..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_1a_vocabulary_grammar.md +++ /dev/null @@ -1,40 +0,0 @@ -# Unit 01: Looking Good -## Lesson 1A: Vocabulary and Grammar — A Day to Remember (pp. 4–5) - -### 📖 Reading Text: A Day to Remember -It’s the last day of the school year and, next to the library, a group of young people, well-dressed in their school uniforms, are either looking around nervously or chatting and taking selfies. Exams are finished and everyone is waiting for their results. For them, it is the last day of school because they are not coming back next year. They are already looking for jobs or are excited about starting university after the school holidays. - -Before that happens, however, the students want to celebrate the end of the year with their family and friends. Some are organising a gathering. Others are planning a celebration at home with their families. In any case, they can now take a break from their school uniforms and wear something smart. It is important to look good on a day like this. Nobody wants to dress casually or be underdressed. - -In the school hall, Fadi, the editor of the school newspaper, is interviewing some school-leavers: -- **Ali:** "People usually organise their own end-of-year celebrations at home, but it’s becoming more and more common for students to meet with friends, and that’s what we’re doing this year." -- **Hani:** "I work hard at school every day and now it’s time to enjoy myself a little. I’ve also bought a few small presents to say 'thank you' to our teachers who are so kind and helpful." -- **Adnan:** "I’m having a family dinner to celebrate the end of the exams and my sister has made me a fantastic cake!" - ---- - -### 🔤 Vocabulary Focus: Verb Phrases with Dress & Appearance -- **dress casually:** to wear informal, comfortable everyday clothes. -- **dressed up as:** wearing special clothes to look like someone or something else. -- **get dressed / get undressed:** to put on or take off clothes. -- **overdressed:** wearing clothes that are too formal or smart for the occasion. -- **underdressed:** wearing clothes that are too informal or casual for an event. -- **well-dressed:** wearing attractive, stylish, and high-quality clothes. - ---- - -### ⚖️ Grammar Clinic: Present Simple vs. Present Continuous & State Verbs -1. **Present Simple:** - - **Facts and general truths:** *The sun rises in the east.* - - **Routines and habits:** *I work hard at school every day.* - - **State verbs:** *want, know, prefer, remember, understand, mean, imagine, appear, seem, believe.* - - *Time expressions:* always, every day, regularly, usually, often, sometimes, hardly ever, never. -2. **Present Continuous ($S + is/am/are + V_{ing}$):** - - **Actions happening right now:** *Everyone is waiting for their results.* - - **Temporary situations:** *I'm having a family dinner tonight.* - - **Changing situations:** *It is becoming more and more common to meet with friends.* - - *Time expressions:* now, at the moment, these days, nowadays, this year. - -> **Watch Out! (State vs. Action):** -> - *I think it's a great idea.* (Opinion $\rightarrow$ Present Simple) -> - *I am thinking of going home.* (Mental process / action $\rightarrow$ Present Continuous) diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_2a_vocabulary_appearance.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_2a_vocabulary_appearance.md deleted file mode 100644 index a6ecb30..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_2a_vocabulary_appearance.md +++ /dev/null @@ -1,15 +0,0 @@ -# Unit 01: Looking Good -## Lesson 2A: Vocabulary — Appearance, Clothes & Fabrics (p. 6) - -### 📖 Reading Text: My Wardrobe -- **Outfit 1:** "This long-sleeved jumper with wide sleeves is one of my favourites. It’s incredibly comfortable and it matches perfectly with these loose-fitting trousers. I always choose clothes made from natural fabrics like cotton and wool because they’re very soft and easy to look after. I prefer clothes in plain colours to patterns like polka dots or paisley. When I want to look more stylish, I wear this outfit with a wide-brimmed hat and a shoulder bag." -- **Outfit 2:** "At work, I dress quite formally. I tend to wear a suit with a striped blouse and a cashmere cardigan. But in traditional settings, I like to wear a thobe. The material and pattern of the thobe can vary greatly (cotton, silk, nylon), and it might have an embroidered design. My favourite thobe is black and red, paired with a plain black headscarf." -- **Outfit 3:** "I have short dark-brown hair and a beard and I usually dress casually. My favourite piece of clothing is my black leather jacket. For my daily college routine, I often wear dark-blue jeans with a classic belt, a v-necked T-shirt and a hoodie, and sometimes the red and white checked hattah that my friend from Jordan gave me." - ---- - -### 🔤 Comprehensive Vocabulary Matrix: -- **Materials:** *denim, leather, linen, cashmere, cotton, silk, nylon, wool.* -- **Patterns:** *checked, plain, striped, polka dots, paisley, embroidered.* -- **Shape & Fit:** *baggy, loose-fitting, narrow, long-sleeved, v-necked, wide-brimmed, full-length.* -- **Accessories & Footwear:** *headscarf, cardigan, handbag, vintage sunglasses, backpack, sandals, trainers, belt, hattah.* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_3a_4a_power_of_appearance.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_3a_4a_power_of_appearance.md deleted file mode 100644 index 42d3990..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_3a_4a_power_of_appearance.md +++ /dev/null @@ -1,20 +0,0 @@ -# Unit 01: Looking Good -## Lesson 3A & 4A: Reading & Active Listening — The Power of Appearance (pp. 7–9) - -### 📖 Reading Article: The Power of Appearance -When we see someone for the first time, our brains instantly notice things like their age, hair, eye and skin colour, height and voice. We use this information to make assumptions about their education, social position and character. Without realising it, we then make important decisions — such as who to vote for, who to give a job to, or who to trust. - -A few years ago, social scientists set up an experiment in 45 different countries, in which people had to guess what 120 individuals were like based on pictures of their faces. The results showed that in every region of the world, people rated men and women over 40 as more confident, responsible, sociable and reliable. Studies also show that we perceive grey-haired individuals as wise or mature, and people wearing glasses as intelligent. - -The clothes we wear don’t just affect what others think of us; they also affect how we feel about ourselves: -- **The White Coat Experiment:** In a fascinating study, scientists demonstrated that when participants wore a white coat believing it was a doctor’s coat, their attention span and cognitive concentration increased sharply. When wearing the exact same white coat believing it belonged to a painter, no cognitive improvement occurred! -- *Conclusion:* "The clothes we wear have power not only over others, but also over ourselves." - ---- - -### 🔤 Phrasal Verbs & Expressions: -- **look up to:** to admire and respect someone. -- **look down on:** to consider yourself superior to someone else. -- **bring out the best in:** to emphasize or develop someone's finest qualities. -- **set up:** to establish or organize an experiment / company. -- **facial features:** *double chin, long eyelashes, smooth skin, wrinkles, bags under the eyes.* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_5a_6a_articles_speaking.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_5a_6a_articles_speaking.md deleted file mode 100644 index 8bc84a6..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_5a_6a_articles_speaking.md +++ /dev/null @@ -1,22 +0,0 @@ -# Unit 01: Looking Good -## Lesson 5A & 6A: Grammar (Articles) & Speaking Workshop (pp. 10–11) - -### ⚖️ Grammar Clinic: Articles (a / an / the / $\varnothing$) -1. **No article ($\varnothing$):** - - Plural and uncountable nouns in general: *$\varnothing$ Clothes say a lot about us.* - - Continents, most countries, and cities: *in $\varnothing$ Jordan, in $\varnothing$ Italy, in $\varnothing$ Amman.* -2. **Indefinite Article (a / an):** - - Singular countable nouns mentioned for the first time: *I work as a sales assistant.* - - Occupations and professions: *He is an architect.* -3. **Definite Article (the):** - - Specific things already mentioned or unique: *The shop specialises in clothes.* - - Superlatives and ordinal numbers: *the first prize, the worst thing in the world.* - - Specific country names with plural/union: *the UAE, the UK, the USA.* - ---- - -### 🗣️ Speaking: Participating in Conversations -- **Clarify your message:** *What I mean is... / The thing is... / Let me put it another way.* -- **Hold attention:** *Just a second, I haven’t finished. / Hold on! Let me finish!* -- **Check understanding:** *Do you know what I mean? / Does that make sense?* -- **Interrupt politely:** *Excuse me, can I say something? / Sorry to interrupt, but...* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_7a_writing_informal_email.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_7a_writing_informal_email.md deleted file mode 100644 index 4033fe3..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_7a_writing_informal_email.md +++ /dev/null @@ -1,24 +0,0 @@ -# Unit 01: Looking Good -## Lesson 7A: Writing Workshop — An Informal Email (pp. 12–13) - -### ✉️ Model Email (Huda to Dalia): -```text -To: Dalia -Subject: dinner - -Hey Dalia, -How’s it going? Great to see you Saturday night. I ate so much!!! Had to go to the gym today to get some exercise ... -Got your invitation 4 next week. Thx! I can’t wait! A family meal in the garden is a great idea. And everyone loves wood-fired oven taboon! Everyone’s excited and I can’t wait to see your parents again! -I’m trying to decide what to wear. I want to wear something appropriate but not be overdressed, obviously. Not sure about the footwear. I think I’ll wear my blue trainers because they’re comfortable for being outside. It might be too cold for sandals. And a nice dress, of course, as it is a special occasion. -What do you reckon? Do you fancy decorating for the event together? Let me know! -Bye 4 now, -Huda -``` - ---- - -### ✍️ Informal Writing Guidelines: -- **Salutation:** *Hey / Hi there [Name]* -- **Tone & Style:** Chatty, short sentences, abbreviations (*thx, btw, CU*), contractions (*How's, can't, I'm*). -- **Omission of Pronouns:** *Great to see you (instead of It was great to see you).* -- **Sign-off:** *Bye 4 now / Love / CU soon.* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_1a_voyager_present_perfect.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_1a_voyager_present_perfect.md deleted file mode 100644 index cba7112..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_1a_voyager_present_perfect.md +++ /dev/null @@ -1,19 +0,0 @@ -# Unit 02: The Digital Mind -## Lesson 1A: Vocabulary & Grammar — The Voyager Programme (pp. 14–15) - -### 📖 Reading Text: The Voyager Probes -The mission of the Voyager space probes is to study the outer planets and to voyage beyond our solar system into interstellar space. -- They have been travelling for over 40 years. **Voyager 2** left Earth on 20 August 1977, and 16 days later, on 5 September, **Voyager 1** was launched. -- **Voyager 1** has travelled over 23 billion kilometres. No man-made object has ever gone so far from the Sun. It has flown past Jupiter and Saturn and their moons. In August 2012, it left the Sun’s magnetic field and since then it has been travelling in interstellar space, passing through the constellation Ophiuchus. -- **Voyager 2** has visited four planets in the solar system: Jupiter, Saturn, Uranus, and Neptune. -- The probes have continuously sent back radio waves together with images and valuable scientific data about our galaxy. - ---- - -### ⚖️ Grammar Clinic: Present Perfect Simple vs. Present Perfect Continuous -1. **Present Perfect Simple ($S + have/has + V_3$):** - - Focuses on the **result or completion** of an action: *I have read three units of the book.* - - Specifies quantity or number of times: *Voyager 1 has visited two planets.* -2. **Present Perfect Continuous ($S + have/has + been + V_{ing}$):** - - Focuses on the **duration and ongoing activity**: *They have been travelling for 40 years.* - - Action started in the past and is still happening: *I have been revising Chemistry all day.* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_2a_ai_science_fact.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_2a_ai_science_fact.md deleted file mode 100644 index 72ce509..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_2a_ai_science_fact.md +++ /dev/null @@ -1,20 +0,0 @@ -# Unit 02: The Digital Mind -## Lesson 2A: Reading & Vocabulary — Science Fiction or Science Fact? (pp. 16–17) - -### 📖 Article: Artificial Intelligence (AI) -The existence of super-intelligent machines in which lifelike robots obey and perform complicated tasks has moved rapidly from science fiction to science fact: - -1. **Narrow AI:** AI that focuses on a particular task it has been programmed to do (e.g. GPS navigation, voice recognition, automated social media algorithms, medical image scanning). -2. **General AI:** A theoretical form of AI where machines learn, reason, and make judgements based on experience just like human beings. Experts predict General AI could emerge by 2045. -3. **Safety & Ethics:** If technological creations become more intelligent than humans, how do we retain control? Experts advocate speeding up research on AI safety and alignment immediately. - ---- - -### 🔤 Word Formation: Verbs to Nouns -- **achieve** $\rightarrow$ **achievement** -- **develop** $\rightarrow$ **development** -- **interact** $\rightarrow$ **interaction** -- **possess** $\rightarrow$ **possession** -- **propose** $\rightarrow$ **proposal** -- **recognise** $\rightarrow$ **recognition** -- **require** $\rightarrow$ **requirement** diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_3a_4a_verb_patterns_mind.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_3a_4a_verb_patterns_mind.md deleted file mode 100644 index 2e120a5..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_3a_4a_verb_patterns_mind.md +++ /dev/null @@ -1,22 +0,0 @@ -# Unit 02: The Digital Mind -## Lesson 3A & 4A: Science Vocabulary, Idioms & Verb Patterns (pp. 18–19) - -### 🔤 Idiomatic Phrases with "Mind" and "Think": -- **think outside the box:** to think creatively and unconventionally. -- **blow someone's mind:** to impress or amaze someone intensely. -- **broaden your mind:** to increase your knowledge and understanding. -- **make up your mind:** to make a definite decision. -- **my mind has gone blank:** to suddenly forget everything. -- **can't hear yourself think:** an environment that is excessively noisy. - ---- - -### ⚖️ Grammar Clinic: Verb Patterns (-ing vs. Infinitive) -1. **Verbs followed by -ing:** *admit, avoid, can't stand, enjoy, fancy, finish, hate, imagine, keep, mind, miss, practise, recommend, suggest.* -2. **Verbs followed by infinitive with 'to':** *agree, allow, decide, expect, hope, learn, need, offer, plan, promise, refuse, seem, want, would like.* -3. **Verbs followed by bare infinitive:** Modal verbs (*must, might, should, will, can, could*), *make*, and *let*. -4. **Verbs with Meaning Change:** - - *remember to do:* remember an obligation before doing it (*Remember to switch off your computer*). - - *remember doing:* recall a past memory (*I remember switching off the lights*). - - *stop to do:* halt an activity in order to do another. - - *stop doing:* quit an action permanently. diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_5a_7a_drones_blog_writing.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_5a_7a_drones_blog_writing.md deleted file mode 100644 index 403222a..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_5a_7a_drones_blog_writing.md +++ /dev/null @@ -1,16 +0,0 @@ -# Unit 02: The Digital Mind -## Lesson 5A, 6A & 7A: Drones, Presentation Skills & Blog Writing (pp. 20–25) - -### 🛸 Uses of Drones in Modern Society: -- **Aerial photography & filming:** capturing cinematic vistas and news coverage. -- **Search and rescue operations:** locating lost hikers or disaster survivors in rugged terrain. -- **Commercial deliveries:** rapid transport of emergency medical supplies and organs. -- **Law enforcement & traffic monitoring:** monitoring highway congestion and public safety. -- **Weather forecasting:** collecting atmospheric pressure and storm data. - ---- - -### 📝 Zeinab's Blog Post: Switch It Off! Is Tech Bad for Your Brain? -- **Negative Impacts:** Blue light causes sleep disorders; cognitive offloading and constant smartphone notifications impede long-term memory encoding. -- **Positive Impacts:** Instant access to global scientific knowledge, interactive stimulation, multi-tasking fluency. -- **Conclusion:** Technology is like salt — highly beneficial in moderation, harmful in excess. diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_1a_aaron_wheelz_narrative_tenses.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_1a_aaron_wheelz_narrative_tenses.md deleted file mode 100644 index a780444..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_1a_aaron_wheelz_narrative_tenses.md +++ /dev/null @@ -1,17 +0,0 @@ -# Unit 03: Active and Healthy -## Lesson 1A: Vocabulary & Grammar — Aaron 'Wheelz' Fotheringham (pp. 26–27) - -### 📖 Reading Biography: Aaron 'Wheelz' Fotheringham -Aaron Fotheringham was born with spina bifida, a condition that made walking impossible. However, by the age of four, he had learned to get around on crutches, and later transitioned to a wheelchair. - -One life-changing day at a local skate park in Las Vegas, his brother suggested he try dropping into a ramp in his wheelchair. Aaron accepted the challenge, fell on his first attempt, but persevered. He pioneered a thrilling new action sport called **wheelchair motocross (WCMX)**. -- He achieved the world’s first wheelchair backflip in 2008 and double backflip in 2010. -- In 2012, while performing with Nitro Circus in Brazil, he successfully cleared a 15-metre mega-ramp gap. -- In 2016, Aaron opened the Rio Paralympic Games, inspiring millions worldwide to overcome adversity. - ---- - -### ⚖️ Grammar Clinic: Narrative Tenses (Past Simple, Continuous & Past Perfect) -1. **Past Simple:** Finished sequential past events (*He fell, tried again, and succeeded*). -2. **Past Continuous:** Ongoing background action interrupted by a shorter action (*While he was performing in Brazil, he jumped a 15-metre gap*). -3. **Past Perfect ($S + had + V_3$):** Action completed prior to another past event (*By the time he was four, he had learnt to walk on crutches*). diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_2a_4a_fitness_used_to.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_2a_4a_fitness_used_to.md deleted file mode 100644 index c0573b0..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_2a_4a_fitness_used_to.md +++ /dev/null @@ -1,13 +0,0 @@ -# Unit 03: Active and Healthy -## Lesson 2A–4A: Fitness, Injuries & "Used to / Would" (pp. 28–30) - -### 🔤 Sports & Medical Terminology: -- **Fitness Collocations:** *get into shape, build up muscles, out of breath, lift weights, do someone the world of good.* -- **Injuries & Emergencies:** *concussion, sprained wrist, twisted ankle, cuts and bruises, faint, emergency call (911 in Jordan & US).* - ---- - -### ⚖️ Grammar Clinic: Used to vs. Would -- **Used to + Infinitive:** Past habits and past states that are no longer true (*I used to love leather shoes / I used to be on a basketball team*). -- **Would + Infinitive:** Repeated past actions/routines only (*We would go to the gym after school* — NOT for states like *be/have*). -- **Past Simple:** Single one-off events in the past (*One day someone knocked me over*). diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_6a_7a_mediterranean_diet_story.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_6a_7a_mediterranean_diet_story.md deleted file mode 100644 index eb35be6..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_6a_7a_mediterranean_diet_story.md +++ /dev/null @@ -1,13 +0,0 @@ -# Unit 03: Active and Healthy -## Lesson 6A & 7A: Reading (Say 'Yum' to Healthy Eating) & Short Story Writing (pp. 32–35) - -### 📖 Reading: Say 'Yum' to Healthy Eating! (The Mediterranean Diet) -The Mediterranean diet is internationally acclaimed as one of the healthiest nutritional models: -- **Core Components:** Abundant fresh vegetables, legumes, whole grains, nuts, olive oil, moderate fish/poultry, and minimal processed red meat. -- **Educational Impact:** In Italian and Mediterranean school systems, school lunches are integrated into cultural education, teaching students about local seasonal ingredients and the "slow food" movement. - ---- - -### ✍️ Short Story Writing Workshop: The Lifeguard's Heroic Save -- **Plot Structure:** Sunny day at the beach $\rightarrow$ sudden shark fin appears $\rightarrow$ brave lifeguard dives in and punches the shark $\rightarrow$ miraculous rescue. -- **Linkers of Dramatic Action:** *all of a sudden, out of the blue, without warning, just then, in the end.* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_1a_air_travel_modals.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_1a_air_travel_modals.md deleted file mode 100644 index 0ffb3c8..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_1a_air_travel_modals.md +++ /dev/null @@ -1,14 +0,0 @@ -# Unit 04: Time to Move -## Lesson 1A: Vocabulary & Modal Verbs — Career in the Sky (pp. 36–37) - -### ✈️ Flight Attendant Scenarios & Modal Verbs: -- **Necessity / Obligation:** *must* (internal feeling) vs. *have to* (external rule/law). -- **Prohibition:** *mustn't, can't, may not* (*You mustn't leave luggage unattended*). -- **Advice / Duty:** *should, ought to* (*Passengers ought to wear seatbelts*). -- **Permission & Requests:** *can, could, may* (*May I recline my seat?*). -- **Ability:** *can* (present), *could* (past), *be able to* (perfect & future tenses). - ---- - -### 🔤 Air Travel Collocations: -*book a flight, choose an aisle/window seat, go through security, proceed to gate, stow hand luggage in overhead locker, fasten seatbelt, switch phone to flight mode.* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_2a_4a_petra_relative_clauses.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_2a_4a_petra_relative_clauses.md deleted file mode 100644 index 96baad8..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_2a_4a_petra_relative_clauses.md +++ /dev/null @@ -1,17 +0,0 @@ -# Unit 04: Time to Move -## Lesson 2A–4A: Family Holiday in Jordan & Relative Clauses (pp. 38–41) - -### 📖 Reading Blog: How to Have the Perfect Family Holiday (Exploring Petra) -- A family travels to Jordan, rents a car, and explores Petra. -- **Rule 1: Positive Attitude:** Appreciate simple pleasures and ask parents about their youth. -- **Rule 2: See the Funny Side:** Getting lost in Wadi Musa and interacting with warm, hospitable Bedouin locals. -- **Rule 3: Give Parents Downtime:** Everyone needs rest and individual space. - ---- - -### ⚖️ Grammar Clinic: Defining vs. Non-Defining Relative Clauses -1. **Defining Relative Clauses:** Essential information that identifies the noun; no commas; *that* can replace *who/which*; relative pronoun can be omitted if it is the object. - - *Example:* The American girl who visited our school is staying in Oregon. -2. **Non-Defining Relative Clauses:** Extra non-essential information; enclosed between commas; *that* cannot be used; relative pronoun cannot be omitted. - - *Example:* Irbid, which is 88 km north of Amman, is a large historical city. - - *Example:* Thor’s Well, whose waters can be dangerous, is seven metres deep. diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_5a_7a_urban_transport_formal_enquiry.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_5a_7a_urban_transport_formal_enquiry.md deleted file mode 100644 index 61fe05e..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_5a_7a_urban_transport_formal_enquiry.md +++ /dev/null @@ -1,14 +0,0 @@ -# Unit 04: Time to Move -## Lesson 5A–7A: Urban Transport, Pollution & Formal Email of Enquiry (pp. 42–47) - -### 🏙️ Urban Transport & Environmental Lexis: -- **Pollution & Ecology:** *congestion, exhaust fumes, smog, diesel engines, renewable fuels, sustainable transit, bike lanes, pedestrianise.* - ---- - -### ✍️ Writing: A Formal Email of Enquiry -- **Formal Salutation:** *Dear Mr. Ross / Dear Sir or Madam* -- **Opening Statement:** *I am writing to enquire about the adventure expeditions...* -- **Formal Linkers:** *Furthermore, In addition to this, Concerning, With regard to.* -- **Indirect Questions:** *I wonder if you could confirm how many participants are in each group.* -- **Formal Sign-off:** *Yours sincerely (when name is known) / Yours faithfully (when Dear Sir/Madam).* diff --git a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_05_the_next_step/lesson_1a_5a_future_work_personal_statement.md b/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_05_the_next_step/lesson_1a_5a_future_work_personal_statement.md deleted file mode 100644 index 3382a1f..0000000 --- a/backend/storage/curriculum/grade_10/jordan_high_note_10/semester_1/unit_05_the_next_step/lesson_1a_5a_future_work_personal_statement.md +++ /dev/null @@ -1,19 +0,0 @@ -# Unit 05: The Next Step -## Lessons 1A–7A: Future Careers, Gig Economy & University Personal Statement (pp. 48–57) - -### 💼 The Future of Work & Emerging Careers: -- **Key Themes:** Automation, Artificial Intelligence, the Gig Economy, remote cross-border collaboration. -- **Personality Adjectives for Careers:** *resilient, adaptable, conscientious, innovative, articulate, methodical.* - ---- - -### ⚖️ Grammar Clinic: Future Continuous & Future Perfect -1. **Future Continuous ($S + will + be + V_{ing}$):** Action in progress at a specific time in the future (*This time next year, I will be studying engineering at university*). -2. **Future Perfect ($S + will + have + V_3$):** Action completed before a specific future deadline (*By 2030, AI will have transformed medical surgery*). - ---- - -### ✍️ Writing Workshop: University Application Personal Statement -- **Section 1: Academic Passion & Motivation:** Why this specific field of study? -- **Section 2: Relevant Skills & Achievements:** Projects, extracurricular leadership, Olympiad competitions. -- **Section 3: Career Goals & Contribution:** How you plan to contribute to Jordan's development and global research. diff --git a/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/enrichment_and_expansion.md b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/enrichment_and_expansion.md new file mode 100644 index 0000000..834483d --- /dev/null +++ b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/enrichment_and_expansion.md @@ -0,0 +1,11 @@ +## الإثراء والتوسع: الوعاء المغناطيسي (Magnetic Bottle) +*(صفحة 29)* + +- **المفهوم:** حصر البلازما (الحالة الرابعة للمادة) ذات درجات الحرارة الفائقة التي تزيد على $11000^\circ\text{C}$ والتي تصهر أي وعاء مادي. +- **الآلية الفيزيائية:** + - استخدام ملفين متوازيين لتوليد مجال مغناطيسي غير منتظم $\vec{B}$. + - تتأثر الجسيمات المشحونة بالقوة المغناطيسية الناتجة عن الضرب المتجهي: + $$\vec{F}_B = q(\vec{v} \times \vec{B})$$ + - تجبر هذه القوة العمودية الجسيمات على الدوران في مسار حلزوني والحركة التذبذبية بين الملفين دون ملامسة الجدران. + +--- \ No newline at end of file diff --git a/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/intro_and_project.md b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/intro_and_project.md new file mode 100644 index 0000000..ec24e48 --- /dev/null +++ b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/intro_and_project.md @@ -0,0 +1,15 @@ +## مقدمة الوحدة والتجربة الاستهلالية: ناتج جمع قوتين عملياً + +### الفكرة العامة ونتاجات التعلم للوحدة +الكميات الفيزيائية عديدة ومتنوعة؛ فبعضها كميات متجهة تتطلب تحديد المقدار والاتجاه للتعبير عنها على نحو كامل صحيح، وبعضها الآخر كميات قياسية تُحدَّد بالمقدار فقط وليس لها اتجاه، ويختلف التعامل مع الكميات المتجهة وإجراء العمليات الحسابية عليها اختلافاً كبيراً عن الكميات القياسية. + +### ظاهرة هبوط الطائرات في الرياح المتقاطعة (Crosswind Landing - صفحة 5) +- **الهدف من توجيه مقدمة الطائرة:** تعديل متجه سرعة الطائرة بالنسبة للهواء بحيث تكون **السرعة المحصلة** الناتجة عن جمع متجه سرعة الطائرة ومتجه سرعة الرياح منطبقة تماماً على اتجاه محور مدرج الهبوط. +- **أثر ذلك في السلامة:** منع انحراف الطائرة عن مسار المدرج وتجنب خروجها عن مسار الهبوط الآمن، مما يضمن هبوطاً مستقراً. + +### التجربة الاستهلالية: ناتج جمع قوتين عملياً (صفحة 7) +- وزن الثقل في الهواء: $F_g = m g = 0.5\text{ kg} \times 9.8\text{ m/s}^2 \approx 5\text{ N}$. +- في حالة الشد الرأسي المتوازي: $F_1 = 2.5\text{ N}, F_2 = 2.5\text{ N} \implies F_1 + F_2 = 5\text{ N}$. +- في حالة الشد المائل: لا يجوز الجمع الجبري للأعداد، بل يُطبَّق **الجمع المتجهي**، وتكون القوة المحصلة لقوتي الشد مساوية $5\text{ N}$ وتتجه **رأسياً إلى أعلى** لموازنة وزن الثقل. + +--- \ No newline at end of file diff --git a/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_01.md b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_01.md new file mode 100644 index 0000000..645993c --- /dev/null +++ b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_01.md @@ -0,0 +1,50 @@ +## الدرس 1: الكميات القياسية والكميات المتجهة (Scalar and Vector Quantities) +*(الصفحات 8 - 19)* + +- **فكرة الدرس:** التمييز بين الكميات القياسية والمتجهة، تمثيل المتجهات بيانياً، خصائص المتجهات، وضرب المتجهات (القياسي والمتجهي). + +### 1. التمييز بين الكميات الفيزيائية +- **الكميات القياسية:** تُحدّد بالمقدار ووحدة القياس فقط (الكتلة، الزمن، الطاقة، الشغل، درجة الحرارة). +- **الكميات المتجهة:** تُحدّد بالمقدار والاتجاه ووحدة القياس معاً (الإزاحة، السرعة المتجهة، التسارع، القوة). + +#### مثال 1: +- الكتلة ($4\text{ kg}$): قياسية. +- التسارع ($20\text{ m/s}^2$ غرباً): متجهة. +- الشغل ($200\text{ J}$): قياسية. +- القوة ($120\text{ N}$ شمالاً): متجهة. + +### 2. تمثيل المتجهات بيانياً +- طول السهم يُحسب بمقياس رسم مناسب: $\text{طول السهم} = \text{المقدار} \times \text{معامل المقياس}$. +- اتجاه السهم يُقاس من محور السينات الموجب $+x$ بعكس عقارب الساعة. + +#### مثال 2 & 3: +- سرعة $3\text{ m/s}$ شمالاً: سهم طوله $3\text{ cm}$ على محور $+y$ ($\theta = 90^\circ$). +- قوة $60\text{ N}$ بزاوية $45^\circ$ شمال الغرب: سهم طوله $6\text{ cm}$ بالربع الثاني ($\theta = 135^\circ$). + +### 3. خصائص المتجهات +1. **تساوي متجهين:** نفس المقدار، نفس الاتجاه، نفس النوع الفيزيائي ($A = B, \theta_A = \theta_B$). +2. **سالب المتجه $(-\vec{A})$:** نفس المقدار ولكن يعاكسه تماماً في الاتجاه ($180^\circ$). +3. **ضرب المتجه في كمية قياسية $n$:** يصبح المقدار $|n| A$، ويبقى بنفس الاتجاه إذا $n > 0$ وينعكس إذا $n < 0$ ($\sum \vec{F} = m \vec{a}$). + +### 4. ضرب المتجهات +- **الضرب القياسي (النقطي Dot Product):** + $$\vec{A} \cdot \vec{B} = A B \cos \theta$$ + - عملية تبديلية ($\vec{A} \cdot \vec{B} = \vec{B} \cdot \vec{A}$). + - الشغل الميكانيكي: $W = \vec{F} \cdot \vec{d} = F d \cos \theta$. + - مثال: قوة $120\text{ N}$ وإزاحة $5\text{ m}$ بزاوية $53^\circ \implies W = 120 \times 5 \times \cos 53^\circ = 360\text{ J}$. +- **الضرب المتجهي (التقاطعي Cross Product):** + $$|\vec{A} \times \vec{B}| = A B \sin \theta$$ + - الناتج كمية متجهة عمودية على مستواهما تُحدَّد بـ **قاعدة اليد اليمنى**. + - عملية غير تبديلية ($\vec{A} \times \vec{B} = -(\vec{B} \times \vec{A})$). + - عزم القوة: $\vec{\tau} = \vec{r} \times \vec{F}$، والقوة المغناطيسية: $\vec{F}_B = q(\vec{v} \times \vec{B})$. + +### أسئلة مراجعة الدرس الأول (صفحة 16): +1) مقارنة بين القياسية والمتجهة، المتجه وسالب المتجه، الضرب القياسي والمتجهي. +2) تصنيف الكميات (الزمن، المقاومة، الكتلة، الحرارة: قياسية / قوة الجاذبية: متجهة). +3) تمثيل القوة المغناطيسية والتسارع بيانياً. +4) $\vec{F} \times \vec{L} = 0 \implies \theta \in \{0^\circ, 180^\circ\}$؛ $\vec{F} \cdot \vec{L} = 0 \implies \theta = 90^\circ$. +5) $|\vec{B} \times \vec{A}| = 8 \times 3 \times \sin 90^\circ = 24\text{ u}^2$ باتجاه محور $+z$. +6) سرعة السيارة: $v = 50\text{ m/s}$ باتجاه $\theta = 323^\circ$ ($53^\circ$ جنوب الشرق). +7) الزاوية التي يتساوى عندها الضرب القياسي والمتجهي: $\tan \theta = 1 \implies \theta = 45^\circ$. + +--- \ No newline at end of file diff --git a/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_02.md b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_02.md new file mode 100644 index 0000000..757da58 --- /dev/null +++ b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/lesson_02.md @@ -0,0 +1,33 @@ +## الدرس 2: جمع المتجهات وطرحها (Addition and Subtraction of Vectors) +*(الصفحات 20 - 28)* + +- **فكرة الدرس:** إيجاد محصلة المتجهات بيانياً (طريقة المضلع) وتحليلياً (طريقة المركبات المتعامدة). + +### 1. الطريقة البيانية (طريقة المضلع - ذيل على رأس) +- تركيب المتجهات بالتتالي وسحب سهم المحصلة $\vec{R}$ من ذيل الأول إلى رأس الأخير. +- طرح المتجهات: $\vec{A} - \vec{B} = \vec{A} + (-\vec{B})$. + +### 2. تحليل المتجهات إلى مركباتها المتعامدة +- **المركبة الأفقية (السينية):** $A_x = A \cos \theta$ +- **المركبة الرأسية (الصادية):** $A_y = A \sin \theta$ +- **المقدار والاتجاه للمحصلة:** + $$R_x = \sum A_x, \quad R_y = \sum A_y$$ + $$R = \sqrt{R_x^2 + R_y^2}, \quad \tan \theta = \left|\frac{R_y}{R_x}\right|$$ + +#### مثال 9 (تحليل قوة عامر): +$$F = 100\text{ N}, \theta = 30^\circ \implies F_x = 100\cos 30^\circ = 87\text{ N}, \quad F_y = 100\sin 30^\circ = 50\text{ N}$$ + +#### مثال 10 (إيجاد المحصلة تحليلياً): +- $A = 3\text{ u} (0^\circ), B = 5\text{ u} (143^\circ), C = 2\text{ u} (240^\circ)$. +- $R_x = 3 - 4 - 1 = -2\text{ u}, \quad R_y = 0 + 3 - 1.74 = 1.26\text{ u}$. +- $R = \sqrt{(-2)^2 + (1.26)^2} \approx 2.36\text{ u}$ بزاوية $32^\circ$ شمال الغرب ($\theta = 148^\circ$). + +### أسئلة مراجعة الدرس الثاني (صفحة 28): +1) مقارنة بين الجمع والتحليل، الجمع والطرح، الطريقة البيانية والتحليلية. +2) قوة $F_x = 6\text{ N}, F_y = -8\text{ N} \implies F = 10\text{ N}, \theta = 307^\circ$. +3) محصلة المضلع المغلق $= \vec{0}$. +4) أكبر قيمة لمحصلة قوتين $2F$ ($\theta = 0^\circ$)، وأقل قيمة صفر ($\theta = 180^\circ$). +5) قذف الكرة أفقياً: $v_y = 0 \implies \theta = 0^\circ$. +6) محصلة قوى الجرارات الثلاثة: $R_x = 9464.1\text{ N}, R_y = 1464.1\text{ N} \implies R \approx 9576.7\text{ N}$ باتجاه $8.8^\circ$ شمال الشرق. + +--- \ No newline at end of file diff --git a/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/unit_exam.md b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/unit_exam.md new file mode 100644 index 0000000..149cc35 --- /dev/null +++ b/backend/storage/curriculum/grade_10/physics_10/semester_1/unit_01/unit_exam.md @@ -0,0 +1,26 @@ +## اختبار ومراجعة الوحدة الأولى: المتجهات +*(الصفحات 30 - 33)* + +### أسئلة الاختيار من متعدد: +1. الكمية المتجهة: **جـ. تسارع الطائرة في أثناء إقلاعها**. +2. محصلة قوتين متعامدتين $30\text{ N}, 20\text{ N}$: **د. $36\text{ N}$** ($R = \sqrt{30^2 + 20^2} \approx 36.05\text{ N}$). +3. ناتج الضرب المتجهي: **أ. $AB \sin 90^\circ$**. +4. $\vec{a}_1 - \vec{a}_2 = \vec{0} \implies$ **ب. المتجهان متساويان في المقدار وفي الاتجاه نفسه**. +5. مقدار المحصلة في الشكل: **جـ. $10\text{ N}$ باتجاه محور $+y$**. +6. المركبة الأفقية للسرعة: **أ. $-20\cos 60^\circ$**. + +### حل المسائل الحسابية: +- **سؤال 2 (كرة القدم):** لا يمكن جمع السرعة مع التسارع لاختلاف نوع الكمية الفيزيائية ووحدات القياس. +- **سؤال 3 (المحصلة التحليلية):** $R_x = 22\text{ N}, R_y = 24\text{ N} \implies R = \sqrt{22^2 + 24^2} \approx 32.56\text{ N}$ بزاوية $\theta = 47.5^\circ$. +- **سؤال 4 (عمليات الضرب):** $3\vec{F} = 24\text{ N} (-y)$, $-0.5\vec{r} = 2.5\text{ m} (-x)$, $|\vec{r} \times \vec{F}| = 40\text{ N}\cdot\text{m}$, $|\vec{r} \times \vec{r}| = 0$, $\vec{F} \cdot \vec{r} = 0$. +- **سؤال 5 (مسافة العودة لنور):** $d = \sqrt{400^2 + 200^2} \approx 447.2\text{ m}$ باتجاه $26.6^\circ$ جنوب الشرق. +- **سؤال 6 (مثلث السرعات):** $\vec{v}_1 + \vec{v}_2 = \vec{v}_3 = 45\text{ m/s}$، والمحصلة الكلية $2\vec{v}_3 = 90\text{ m/s}$. +- **سؤال 7 (تغير سرعة كرة التنس):** $\Delta \vec{v} = (-7) - (+10) = -17\text{ m/s}$ (باتجاه الغرب). +- **سؤال 8:** $|\vec{A} \times \vec{B}| = AB \implies \theta = 90^\circ$؛ $\vec{A} \cdot \vec{B} = AB \implies \theta = 0^\circ$. +- **سؤال 10 (المنزل العائم):** + - $\sum F_x = 0 \implies F\cos 30^\circ - 50\sin 40^\circ = 0 \implies F \approx 37.11\text{ N}$. + - المحصلة: $R = \sum F_y = 60 + 50\cos 40^\circ + 37.11\sin 30^\circ \approx 116.86\text{ N}$ باتجاه محور $+y$. + +### أسئلة الاختبارات الدولية (كتاب الأنشطة - صفحة 11): +1. سرعة العربة الأفقية لمتابعة عجلات الطائرة: $v_x = 200\cos 25^\circ \approx 181\text{ km/h} \implies$ **ب. 181 km/h**. +2. المجموعة المتجهة: **أ. السرعة، الإزاحة، القوة**. \ No newline at end of file diff --git a/backend/storage/curriculum/manifest.json b/backend/storage/curriculum/manifest.json index 79afe82..ff878df 100644 --- a/backend/storage/curriculum/manifest.json +++ b/backend/storage/curriculum/manifest.json @@ -526,8 +526,49 @@ "name": "الفصل الدراسي الأول", "units": { "unit_01": { - "name": "الوحدة الأولى: المتجهات (Vectors) — (الصفحات 5 - 33)", - "lessons": [] + "name": "الوحدة الأولى: المتجهات (Vectors)", + "lessons": [ + { + "id": "intro_and_project", + "title": "مقدمة الوحدة والتجربة الاستهلالية: ناتج جمع قوتين عملياً", + "outcomes": [ + "مقدمة الوحدة والتجربة الاستهلالية: ناتج جمع قوتين عملياً" + ], + "file": "grade_10\/physics_10\/semester_1\/unit_01\/intro_and_project.md" + }, + { + "id": "lesson_01", + "title": "الدرس 1: الكميات القياسية والكميات المتجهة (Scalar and Vector Quantities)", + "outcomes": [ + "الدرس 1: الكميات القياسية والكميات المتجهة (Scalar and Vector Quantities)" + ], + "file": "grade_10\/physics_10\/semester_1\/unit_01\/lesson_01.md" + }, + { + "id": "lesson_02", + "title": "الدرس 2: جمع المتجهات وطرحها (Addition and Subtraction of Vectors)", + "outcomes": [ + "الدرس 2: جمع المتجهات وطرحها (Addition and Subtraction of Vectors)" + ], + "file": "grade_10\/physics_10\/semester_1\/unit_01\/lesson_02.md" + }, + { + "id": "enrichment_and_expansion", + "title": "الإثراء والتوسع: الوعاء المغناطيسي (Magnetic Bottle)", + "outcomes": [ + "الإثراء والتوسع: الوعاء المغناطيسي (Magnetic Bottle)" + ], + "file": "grade_10\/physics_10\/semester_1\/unit_01\/enrichment_and_expansion.md" + }, + { + "id": "unit_exam", + "title": "اختبار ومراجعة الوحدة الأولى: المتجهات", + "outcomes": [ + "اختبار ومراجعة الوحدة الأولى: المتجهات" + ], + "file": "grade_10\/physics_10\/semester_1\/unit_01\/unit_exam.md" + } + ] }, "unit_02": { "name": "الوحدة الثانية: الحركة والقوة (Motion and Forces) — (الصفحات 33 - 85)",