Al-Azhar University-Gaza Deanship of Postgraduate Studies Faculty of Engineering & Information Technology Master in Computing and Information Systems Intelligent Tutoring System for Teaching Introduction to Computer Science in Al-Azhar University, Gaza Prepared by Ahmad Mohammad Marouf Supervised by Prof. Dr. Samy S. Abu Naser A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master in Computing and Information Systems September – 2018 I ــــــشةــــــغ –ـــز ــــــــــــــــــت األسهـــجاهعـ ـــاــــــــــــــــــاث العليـــــــادة الدراســـــعوـــ ا الوعلىهاثــــت الهندست وحكنىلىجيـــــــكليـــ اثــــن الوعلىهـــــىسبت ونظـــــهاجسخيز الح الذكي عليننظام الخ جاهعت األسهز بغشة لخعلين هقدهت في علن الحاسىب لطلبت :الباحثإعداد هعزوفدمحم أحود إشزاف .د. ساهي سلين ابى ناصزأ لوخطلباث الحصىل على درجت قدهج هذه الزسالت اسخكوالا في الحىسبت ونظن الوعلىهاث الواجسخيز 0441 -ِؾشَ II  والصالة والسالم على سيدنا حممد وعلى آله وصحبه الطيبني الطاهرين III DECLARATION I declare that I have written this thesis and that this work has not being submitted -as a whole or any part of themfor any other degree or professional qualification or any other. I confirm that this work that submitted is my own, except where work which has formed part of jointly-authored publications has been included. My contribution and those of the other authors to this work have been explicitly indicated below. I confirm that appropriate credit has been given within this thesis where reference has been made to the work of others. Ahmed Mohammad Marouf IV DEDICATION  To my teachers: Prof. Dr. Samy Abu-Naser, Dr. Ahmad Mahmoud, Dr. Ihab Zaqout, Dr. Ahmad Issa, and Dr.Mustafa AbuNassr, and Mr.Alaa Akkila,  To my family and colleagues. V ACKNOWLEDGEMENTS All praises and much gratitude to almighty Allah, the most compassionate and magnificent, who gave me the power to work hard and persistence to complete this research work. I would like to specially thank my supervisor Prof. Dr. Samy Abu Naser who always provided me with the greatest support and help whenever I needed throughout my research work. I would like to thank the discussion committee: Dr. Ahmad Mahmoud and Dr. Zaher Jaber Al Haddad. I would like to thank all my reputable professors, honest friends and all those people in the faculty who assisted me throughout this research project and made this thesis blossom. Ahmed Mohammad Marouf VI ABSTRACT Intelligent Tutoring System ITS is a computer software that supplies direct and adaptive training or response to students without, or with little human teacher interfering. The main target of ITS is smoothing the learning-teaching process using the ultimate technology in computer science. The proposed system will be implemented using the ―ITSB‖ Authoring tool. The book "Introduction To Computer Science" is taught in Al-Azhar University in Gaza as a compulsory subject for students who study at humanities faculties. In this thesis, the researcher demonstrates an intelligent tutoring system for teaching the above mentioned subject. The system was assessed by a group of teachers and students and the results were promising . Keywords: ITS, Intelligent Tutoring System, ITSB, Intelligent Tutoring System Builder, Expert system, CAI, Computer Science, Artificial Intelligent. VII امللخص رذس٠ت ِجبؽش ٚ لبدس ػٍٝ اٌزألٍُ ٌٍطٍجخ ثذْٚ رذخً ، أٚ ثزذخً ٘ٛ ثشِغ١خ ؽبعٛة رٛفشITS إٌظبَ اٌزؼ١ٍّٟ اٌزوٟ إْ ل١ًٍ ، ِٓ لجً اٌّؼٍُ اٌجؾشٞ. اٌزؼ١ٍّخ ثبعزخذاَ أؽذس ِب رٛفٍذ إ١ٌٗ اٌزم١ٕخ فٟ ػٍُ –٘ٛ رغ١ًٙ اٌؼ١ٍّخ اٌزؼ١ّ١ٍخ ITSإْ اٌٙذف األعبعٟ ًٌ ‖ITSB―اٌىّج١ٛرش. ٚإٌظبَ اٌّمزشػ عٛف ٠طجك أداح اٌزأ١ٌف وزبة "ِمذِخ إٌٝ ػٍُ اٌؾبعٛة" ٠ُذسط فٟ عبِؼخ األص٘ش ثغضح وّزطٍت إعجبسٞ ٌطٍجخ و١ٍبد اٌؼٍَٛ اإلٔغب١ٔخ.إْ فٟ ٘زٖ األهشٚؽخ ٠مَٛ اٌجبؽش ثزٛم١ؼ و١ف١خ رؼ١ٍُ اٌّمشس اٌغبثك اٌزوش ثبعزخذاَ ٔظبَ رؼ١ٍّٟ روٟ. ظ ٚاػذح.رُ رم١١ُ إٌظبَ ثٛاعطخ ِغّٛػخ ِٓ اٌّؼ١ٍّٓ ٚاٌطٍجخ ٚوبٔذ إٌزبئ ,ITS, Intelligent Tutoring System, ITSB, Intelligent Tutoring System Builder :مفتاحيةكلمات Expert system, CAI, Computer Science, Artificial Intelligent. VIII TABLE OF CONTENTS DECLARATION III DEDICATION IV ACKNOWLEDGEMENTS V ABSTRACT VI VII امللخص TABLE OF CONTENTS VIII LIST OF TABLES X LIST OF FIGURES XI CHAPTER 1 INTRODUCTION 1 1.1 INTRODUCTION 2 1.2 STATEMENT OF THE PROBLEM 2 1.3 OBJECTIVES 2 1.4 SIGNIFICANCE OF THE STUDY 3 1.5 LIMITATION OF THE THESIS 3 1.6 RESEARCH METHODOLOGY 3 1.7 THESIS ORGANIZATION 4 CHAPTER 2 THEORETICAL BACKGROUND 5 2.1 INTELLIGENT TUTORING SYSTEMS(ITS) 6 2.1.1 DEFINITIONS OF ITS 7 2.1.2 ARCHITECTURE OF ITS 8 2.1.2.1 DOMAIN MODEL 8 2.1.2.2 STUDENT MODEL 8 2.1.2.3 PEDAGOGICAL MODEL 9 2.1.2.4 USER INTERFACE MODEL 9 2.1.3 HISTORY OF ITS 12 2.1.4 SOME EXAMPLES THAT HIGHLIGHT THE DEVELOPMENT OF ITS TECHNOLOGY: 12 2.2 ADVANTAGES OF ITS: 16 2.3 STUDY COMMUNITY 18 CHAPTER 3 LITERATURE REVIEW 19 3.1. LITERATURE REVIEW 20 3.2. COMMENTS ABOUT PREVIOUS STUDIES 24 CHAPTER 4 DESIGN AND DEVELOPMENT OF THE PROPOSED SYSTEM 25 4.1. OVERVIEW OF THE PROPOSED SYSTEM 26 4.2. AUTHORING LANGUAGE USED 26 4.3. ARCHITECTURE OF THE PROPOSED ITS SYSTEM 27 CHAPTER 5 EVALUATION AND RESULT DISCUSSION 43 IX 5.1. SYSTEM EVALUATION 44 5.2. ANALYSIS OF THE QUESTIONNAIRE THAT WAS CIRCULATED AMONG THE STUDENTS: 45 5.3. ANALYSIS OF THE QUESTIONNAIRE THAT WAS CIRCULATED AMONG THE PROFESSORS: 47 CHAPTER 6 CONCLUSION 53 6.1 CONCLUSION 54 6.2 FUTURE WORK 54 REFERENCES 55 APPENDIXES 59 X LIST OF TABLES Table 1: Likert Scale 44 Table 2: A legend for the previous charts: 52 XI LIST OF FIGURES Figure 1: The field of ITS is grounded on three disciplines: computer science, psychology, and education. 6 Figure 2: ITS components 8 Figure 3 :The face exposes emotions 10 Figure 4: Physiological states can be captured by the computer 10 Figure 5: A screenshot from ANDES Tutoring System whose interface consisted of several windows and multiple tools 11 Figure 6: Student achievement in classroom instruction (1:30 teacher/student ratio) was found to differ from achievement based on individual tutoring (1:1 teacher/student ratio) by about two standard deviations 17 Figure 7 : shows the authoring process as a flow chart 27 Figure 8:Overall System Architecture of ITSB 28 Figure 9: student's progress is controlled by the pedagogical model 32 Figure 10:Form for adding Lessons and Examples 33 Figure 11: Form for adding initial students' information 34 Figure 12: Form for adding constants of the system 34 Figure 13: Form for adjusting Fonts of all screens of the system 35 Figure 14: Student lessons and examples form 35 Figure15: Student Exercises form 36 Figure16: Student statistics form 36 Figure17: Logging Form in English Language 37 Figure18: Logging Form in Arabic language 37 Figure 19: Login screen 38 Figure20: Admin division 38 Figure21: Student division 39 Figure22:Interface for adding questions and answers 39 Figure23: (a) 40 Figure 24: User Exercises interface1 41 Figure 25: A message for a bad achiever 41 Figure 26: A message for a good achiever 41 Figure 27: Some statistics showing Students achievement 42 XII LIST OF ABBREVIATIONS: Abbreviation Stands for AI Artificial Intelligent AIWBES Adaptive Intelligent Web Based Education Systems ATS Affective Tutoring Systems BLEU Bilingual Evaluation Understudy(ًثذ٠) CAI Computer Aided Instruction CBM Constraint-Based Model CBR Case-based Reasoning CIN Curriculum Information Network EDM Educational Data Mining FIRT Fuzzy Item Response Theory IE Information Extraction ITS Intelligent Tutoring System ITSB Intelligent Tutoring System Builder LMS Leeds Modeling System LSA Latent Semantic Analysis M-Learning Mobile Learning MMS Multimedia Message Service NLP Natural Language Processing PELIRT Personalized Learning Item Response Theory SMS Short Message Service SOPHIE Sophisticated Instructional Environment SVD Singular Value Decomposition TA Tutoring agent WIMP Windows, Icons, Menu & Pointer WWW World Wide Web 1 Chapter 1 INTRODUCTION 2 1.1 Introduction Nowadays; enormous effort is paid toward education and learning, because simply education forms economy, industry, and the culture of humans. Therefore education technology has evolved exponentially. All great educators advocate involvement of technology in the teaching-learning environment as a facilitating tool or as a subject of study. No one can disregard the role of computer science and the power of artificial intelligent in educational systems. In the literature review we find numberless studies about computer science in education and how to improve teaching-learning process using this technology. My work will be a small contribution to enrich the educational process in my country. 1.2 Statement of the Problem Each humanities colleges student in Al-Azhar University of Gaza must go through a subject called ― Computer Science 1" . Due to the catastrophic circumstances in Gaza Strip (at the time of this study), learning and teaching become harder and harder. We can make it easier for teachers and students to get their share in education by involving computer and technology in the teaching-learning process. There is some of the difficulties to do that in the traditional teaching:  Individual differences among students: Some students learn slowly, with human teachers there is no sufficient time.  Availability: Some students cannot come to the university regularly. In addition teachers are not available every time and everywhere.  Innovation: Using computer in learning is interesting for most students.  Attendance: There are students with special needs, so they can't follow the teacher as their normal class mates do. All these problems can be solved by using ITS technology. 1.3 Objectives This project is expected to decrease the difficulties faced the students in learning computer science 1, and creating a suitable environment for studying. 3 1.4 Significance of the study The proposed ITS for teaching computer science 1 uses artificial intelligence to carry out educational tasks. It introduces the scientific material to the students and shows some examples that simplify the topics to them. Moreover; exercises are provided to evaluate students achievement. The system controls the students' progress related to their scores that they obtained. The student's performance is depicted through appropriate statistics. The questions, which are posed to the learner are chosen randomly from the system each time the student logs in. 1.5 Limitation of the thesis  The course was designed in Arabic language only. 1.6 Research Methodology In this section the researcher describes how he accomplished the work. These steps have been followed: 1. Get the Arabic version of the e-book: The English version was translated into Arabic successfully by Prof. Dr. Samy Abu Naser. 2. Organizing lessons: The units of the book being used were divided to several lessons depending on the scientific material contained in each unit, and each lesson was saved in rich-text format so that the author tool can identify them. Each lesson is given a difficulty level for its questions e.g. questions of lesson 1 are of difficulty level 1, and questions of lesson 2 are of difficulty level 2 ...etc. Since we have 21 lessons in the system, these levels are prepared in sequential order beginning from 1 to 21. (see appendix B.1) 3. Add the lessons to the authoring tool ITSB: ITSB is an authoring tool designed and developed to help teachers in constructing intelligent tutoring systems in multidisciplinary fields. 4. Prepare examples for each lesson to make matters as easy as possible. (See appendix B.2) 5. Attach each lesson with its examples. 6. Prepare questions: Each lesson has its associated questions. The questions are given grades according to their difficulty levels, in such a way that the student can't proceed to the next lesson without 4 finishing the current lesson.(See appendix B.3) 7. Prepare a hint for each question. These hints serve as help tool to solve the question. They give evidence or explain the question in more detail in such a way that the student can answer the question correctly. The hints are available when is needed.(See appendix B.4) 8. Prepare the final exam. Students are encouraged to test themselves to make sure that 9. they have a satisfiable understanding of the scientific material. (See appendix B.5) 10. Execute and test the system. 11. Let learners and professors use the system to make feedback. 12. Use the feedback to enhance the system. Some students and professors were chosen randomly to execute and test the system, and a questionnaire(see appendix A) was given to them to qualify the system. Results from the questionnaire were taken in account to improve the system. 13. Check the system again and again depending on the feedback gained from professors and learners. 1.7 Thesis organization The structure of thesis consists of six chapters, the first chapter will include the introduction, the second chapter will cover the theoretical background of ITS, the third chapter gives brief literature review about the ITS, the fourth chapter will outline the methodology conducted by the researcher, the fifth one will show the evaluation done for the system and the final chapter is the conclusion. Appendixes are appended at the end. 5 Chapter 2 THEORETICAL BACKGROUND 6 2.1 Intelligent Tutoring Systems(ITS) Thanks to advances in technology (computers, Internet, networks), advances in scientific progress (artificial intelligence, psychology), and improved understanding of how people learn (cognitive science, human learning), basic research in the field has expanded, and the impact of these tools on education is beginning to be felt. The fi eld now has a supply of techniques for assessing student knowledge and adapting instruction to learning needs. Software can reason about its own teaching process, know what it is teaching, and individualize instruction[6]. ITS is a software that provides teaching or training using artificial intelligent techniques, such as neural networks , face recognition and machine learning technologies. ITS can introduce the scientific material in many different ways depending on the profile of the student. Figure 1: The field of ITS is grounded on three disciplines: computer science, psychology, and education. Figure 1 shows that ITS makes use of several disciplines, hence it uses education to select teaching strategies suitable for students and to apply theories of teaching-learning process. Psychology helps to analyze the behavior of the students and to understand how students learn and how to motivate them properly. Computer science is crucial to build the software and to determine the hardware needed to help the students[6]. 7 2.1.1 Definitions of ITS 1. Abu Naser states: "An intelligent tutoring system (ITS) is a software that aims to provide immediate and customized instruction or feedback to learners, typically without interference from a human teacher. ITSs have the general aim to facilitate learning in anevocative and efficient way by using a diversity of computing technologies"[1]. 2. Giuseppe Fenza et al. defines ITS as: "An Intelligent Tutoring System (ITS) is a software system providing adaptiveeducational experiences."[2] 3. Yanjin Long et al. say that "Intelligent Tutoring Systems often are strongly systemcontrolled learning environmentsthat adaptively select problems for students based on their knowledge level"[31]. 4. Hoang Nam Ho et al. define ITS as : "ITSs are called cognitive tutors that must be able to achieve three main tasks: improvethe student's knowledge level, decide what to do next, adapt instruction accordingly andprovide feedback"[32]. 5. Dr. NeeluJyothiAhuja et al. define ITS as "It is a computer-basedprogram not only to emulate a  human tutor',but topersonalize the instructions based on thebackground and progress of each individual learner" [5]. From the definitions above we can see that they emphasis on adaptivity, self-decision-making, and individuality. So we can formulate the following understanding for the ITS: ITS is a computer system that is intelligent enough to tackle teaching tasks, in such a way that it can replace the human teacher as possible as it may be could. 8 2.1.2 Architecture of ITS Figure 2: ITS components 2.1.2.1 Domain Model Domain Model contains the knowledge about the actual teaching material (e.g. physics, computer science and mathematics). Domain Model represents the domain knowledge and how the expert performs in the domain of knowledge. Some literatures named it "expert model" while other literatures assumed that expert and domain models are two extinct models. [2] 2.1.2.2 Student Model It observes student's behavior and creates a qualitative representation of her/his cognitive and affective knowledge. Its purpose is to provide knowledge that is used to determine the conditions for adjusting feedback. It supplies data to other tutor modules. A primary goal for the student model is to ensure that the system has principled knowledge about each student, so it can respond effectively, engage students' interest, and promote learning. [4,6] There are three techniques to represent the students misconceptions[3]: 1. The overlay model: This model tries to compare the behavior of a student with the behavior of an expert. The difference between those two states can be seen as the skills and knowledge the student has not gained yet . 9 2. The perturbation model: This model adds bug library to the overlay model. It tries to model the student not only with regard to the correct knowledge but additionally with regard to known errors and misconceptions in the domain. 3. Another type of student modeling is the learner-based modeling. The focus of learner-based modeling lies in the process of knowledge acquisition because the misconceptions are produced during that process. Problem solving rules which explain the steps taken until a misconception was created by the student, can be generated by utilizing machine learning techniques. 2.1.2.3 Pedagogical Model It is called sometimes teaching model or expert model, it provides the knowledge infrastructure to select and plan the teaching elements according to the student model. It selects the suitable action (e.g. feedback or providing a hint) in order to react to the student's interaction with the system. Pedagogical model works depending on the teaching strategy adopted by the system, taking care of student's time of respond and student's profile. The main tasks of the expert model are summarized. It should [3]: select the content that is displayed by the communication model, select a tutoring strategy depending on the learning process,` control and adjust the speed of tutoring actions, select and generate questions to check the learning progress, select and generate constructive feedback, provide assistances and additional information to deal with gaps in student's knowledge, take actions to guarantee student's motivation during instruction. 2.1.2.4 User Interface Model Also called communication model it is responsible of the interaction between learner and system. The communication between the learner and the system can be of various types. We mention some of them:[6] 1) GRAPHIC COMMUNICATION, which can be of the following types: a. Animated pedagogical agents. They are intelligent computer characters that guide learners through an environment. b. Synthetic humans. They are pedagogical AI agents rendered as realistic human characters. c. Virtual reality. It immerses students in a graphic environment that includes the pedagogical agent. 10 2) SOCIAL INTELLIGENCE: emotional and social connection. This is done by: a. verbal analysis (e.g. problem-solving time, mistakes, and help requests) b. Visual systems, this includes facial emotion recognition , understanding eye movement . Figure 3 :The face exposes emotions c. Metabolic indicators. Student's affective states are sensed by noninvasive physiological devices (i.e. devices that do not puncture the skin or entering a body cavity) , that measure heart rate change, voice inflections, eye and body movements. Figure 4: Physiological states can be captured by the computer 11 d. Speech Cue recognition. Negative, neutral, and positive emotions can be extracted using speech cues. The best performing feature set contained both acoustic-prosodic and other types of linguistic features.[6] 3) COMPONENT INTERFACES: These interfaces process student input (understand formulas, equations, vectors) or evaluate symbols specific to discipline (e.g., molecular biology, chemistry)[6]. Figure 5: A screenshot from ANDES Tutoring System whose interface consisted of several windows and multiple tools 4) NATURAL LANGUAGE COMMUNICATION. There are four types of natural language-based tutors : 12 a. Mixed Initiative Dialogue: either tutor or students initiate and direct the conversation. b. Single-Initiative Dialogue Tutor: considers students' previous and next utterance; but only the tutor has true initiative. c. Directed Dialogue : tutor remains in control and prompts students for explicit information. Tutor understands short student answers and generates NL explanations. d. Finessed Dialogue: dialogue is simulated through menu-based input, logical forms, or semantic grammars[6]. 2.1.3 History of ITS Since the sixties, ITS have been announced as one of the hopeful methods to deliver individualized teaching. In the early 1960, programmed instruction, enhancing learning for low achievers, was educationally fashionable, moving towards structured and goal oriented instruction . The dawn of seventies saw a new era of ITS development with knowledge representation, student modeling, Socratic tutoring, skills and strategic knowledge, buggy library, expert systems and genetic graph. In the eighties the emphasis in ITS development was case-based reasoning, more buggy based systems, discovery worlds, progression of mental models, simulation, natural language processing, authoring systems and systems based on model tracing. Model tracing tutors contained a cognitive model or simulation of an expert's correct thinking in the domain. In the nineties focus shifted to learning theory that embodied concepts such as learner control, collaborative learning, information processing and virtual reality. In the 21st important issues related to ITS development concentrated on student modeling approach, learning through games, adaptation to emotional state of user, web based tutoring systems, knowledge modeling by fuzzy linguistic information, WIMP (windows, icons, menu & pointer) interfaces, summary assessment techniques, motion capture technology, interrelation between person's cognitive load and pupil's size and education data mining[7]. 2.1.4 Some examples that highlight the development of ITS technology: BASIC Instructional Program (1970) employed teaching procedural skills in learning programming language BASIC. Exercises were dynamically and individually selected per user using Curriculum Information Network (CIN). Carbonell's SCHOLAR (1970) used semantic net to represent domain knowledge as well as the student model. 13 Collins in 1975 outlined set of tutorial rules for Socratic tutoring. One such system was WHY. It stores domain knowledge in script hierarchy containing stereotypical sequences of events. WEST helped students to improve arithmetic expression manipulation skills. It was called issuebased tutoring. SOPHIE (Sophisticated Instructional Environment) assisted learners in developing electronic troubleshooting skills. SOPHIEI, SOPHIE II, SOPHIE III have extended the environment of their predecessors. BUGGY (1978) employed buggy library approach for diagnosis of student mistakes (bugs). It was a framework for modeling misconceptions underlying procedural errors in addition and subtraction exercises offered to student for solving. DEBUGGY was an offline version of a system based on BUGGY using the pattern of error. IDEBUGGY developed by Burton in 1982 was an on line version to diagnose student's procedure bit by bit while giving the learner a new problem to solve at each step. Limitation of buggy library was its inability to anticipate all possible misconceptions. MYCIN was a rule-based expert system for diagnosing certain Infectious diseases such as meningitis. Using the learning of MYCIN, GUIDON was constructed by Clancey in 1979 to interface with MYCIN for tutoring, interactively presenting the rules in the knowledge base to a student . WUSOR was the name of the on-line training for the game WUMPUS, developed by Stansfield, Carr and Goldstein in 1976 . LISP Tutor by Anderson Boyle and Reiser and a Geometry Tutor by Anderson Boyle and Yost arrived in mid-1980 employed the approach of model tracing. PROUST by Johnson and Littman Soloway in 1984 diagnosed non-syntactic student errors in PASCAL. PIXIE developed by Sleeman in 1987 is an online ITS based on Leeds Modeling System (LMS) having a diagnostic model for determining sources of errors in algebra due to incorrect (mal) rules that are inferred from basic principles and bugs at abstraction level. In late 1980 arrived the Case-based Reasoning (CBR) research by Schank and Kolodner which had a more adaptive learning environment, with the advantage of being suitable to domains where there are too many ways in which the rule can be applied (e.g. programming , game playing) and suggests approximate answers to complex problems. The year 1990 brought the new trend of graphic simulations. Hauk Mack III was a system that expanded number of components and complexity of animations by orders of magnitude . The other areas of research and development that gained prominence were Natural Language Processing (NLP) and authoring shells. 14 SOPHIE was built on a powerful and original NLP technique developed by Richard Burton; called Semantic Grammar. It represented a powerful combination of carefully selected keywords with algorithms that searched the context for meaningful variables and objects. Authoring shells are kind of e-learning systems that feature authoring environments for system users, simplify the software development life cycle. Domain knowledge in such systems can be represented by using different knowledge representation specifications. In recent years, progress has been towards providing adaptivity and personalization in computer based education through student modeling, mobile technologies, educational games and standalone educational applications. An adaptive educational system has to provide personalization to the specific needs, knowledge and background of each individual student which is challenging since students not only have different learning needs, but also different learning styles. The processes of observation of student's action and behavior in an adaptive and/or personalized tutoring system, and of induction, should be made automated by the system. A solution for this is machine learning, which is concerned with the formation of models from observations and has been extensively studied for automated induction. The cognitive theory attempts to explain human behavior during the learning process by understanding human's thinking and understanding. The Constraint-Based Model (CBM) proposed by Ohlsson in 1996 is based on Ohlsson's theory of learning from errors, and proposes that a learner often makes mistakes when performing a task, even when he/she has been taught the correct way to do it. Fuzzy Student Modeling was applied, by Stathacopoulou et al. in 2005 to a discovery-learning environment that aimed to help students to construct the concepts of vectors in physics and mathematics . Several student models have been built based on ontologies. These support the representation of abstract concepts and properties so as to be easily reused and, if necessary, extended in different application contexts. Adaptive Intelligent Web Based Education Systems (AIWBES) were developed as an alternative to traditional e-learning environments according to  one-size-fits-all' approach. Affective tutoring systems (ATS): The system utilizes a network of computer systems, prominently, embedded devices to detect student emotion and other significant bio-signals and adapt to the student's mood and display emotion via a life-like agent called Eve, whose tutoring adaptations are guided by a case-based method for adapting to student states confused, frustrated or angry. 15 Multi Criteria decision model has been employed to integrate expert's knowledge modeled by fuzzy linguistic information, enhancing accuracy of diagnosis for adaptation of computerized test of the student competence level. Pen-based tutoring systems are based on WIMP interfaces. Newton's Pen is a ―statics tutor‖ implemented on a   pen top computer,'' a writing instrument with an integrated digitizer and embedded processor. This project entailed the development of sketch understanding techniques and user interface principles for creating pedagogically sound instructional tools for pen top computers. Development on the pen top platform presented novel challenges because of limited memory and computational power resources . Automatic Summary Assessment has been a widely used mechanism. Several techniques such as latent semantic analysis (LSA), n-gram co-occurrence and BLEU ((bilingual evaluation understudy) is an algorithm for evaluating the quality of text which has been machine-translated from one natural language to another) have been proposed to support automatic evaluation of summaries. Landauer et al in 1998 first developed latent semantic analysis in the late'80s with the purpose of indexing documents and information retrieval. LSA works by using a matrix to capture words and frequency of the words appearing in a context that is transformed using Singular Value Decomposition (SVD). Based on the result of Landauer's experiment, LSA is capable of producing acceptable results. However, LSA does not make use of word order as Landauer claims that word order is not the most important factor in collecting the sense of a passage. Pérez et al. in 2004 modified the BLEU algorithm, which was originally developed for ranking machine translation systems, into one that is capable of marking students' essay. Lin and Hovy in 2003 conducted a study on using the two machine translation evaluation techniques, BLEU and NIST's n-gram cooccurrence scoring procedures, on the evaluation of summaries to measure the closeness of the candidate to the reference summary. With the recent success of e-learning and advances in other areas such as Information Extraction (IE) and NLP, automatic assessment of summary writings has become possible. Handwriting Based Intelligent Tutors use handwriting input . Educational Data Mining (EDM) is concerned with developing, researching, and applying computerized methods to detect student access patterns in large collections of educational data that would otherwise be hard or impossible to analyze due to the enormous volume of data within which they exist . Motion Capture Technology is being used in automated lesson generation systems for example one such system is  Dance Learning from Bottom-Up Structure (DL-BUS)' for guiding beginners to learn basic dance movement, analyzing the dance to generate a two-phase lesson (phase-1 to 16 divide dance into small segments and phase -2 to combine patterns in temporal order) providing suitable cognitive load thus offering an efficient learning experience. Intelligent Pupil Eye Analysis System, involving the interrelation between person's cognitive load and pupil size. This sensitivity of the pupil can provide exhaustive data about the cognitive loads. Different works such as by Klingner et al., in 2008; Partala and Surakka, in 2003; Valverde et al., in 2010; Klingner, in 2010; Just and Carpenter, in 1993; Backs and Walrath, in 1992; and Porter et al., in 2007 demonstrate that task-induced dilations can serve as reliable proxies for cognitive load, and the sizes of blink pupil dilations reliably reflect a diverse scale of the difficulty of different activities thus validating pupillary dilations. Non-crisp learner responses that are uncertain usually belong to completely understanding or not understanding case for the content of learned courseware. One of the Response Theory was Personalized Learning Item Response Theory (PELIRT),which including the fuzzy aspects, transformed into Fuzzy Item Response Theory (FIRT), proposed by Chih-Ming Chen and Ling-Jiun Duh correctly estimated learner ability via the fuzzy inference mechanism. UZWEBMAT: (Turkish abbreviation of Adaptive and Intelligent WEB based Mathematics teaching–learning system) -teaches secondary school level permutation, combination, binomial expansion and probability.[7] 2.2 Advantages of ITS: 1. Providing a teacher for every student. This is the holy grail of teaching technology. Studies showed that one-to-one teaching is able to boost students' achievement the following figure shows a comparison between one-to-one teaching, teaching by a conventional teacher, and teaching by a master teacher. The results were biased in behalf to the one-to-one teaching[6]. 17 Figure 6: Student achievement in classroom instruction (1:30 teacher/student ratio) was found to differ from achievement based on individual tutoring (1:1 teacher/student ratio) by about two standard deviations[6] 2. Protecting student privacy: Student privacy will be critical and a heavily protected portfolio for each student, including grades, learning level, past activities, and special needs will be maintained[6]. 3. Intelligent tutors work with students who have various abilities and disabilities. Some students have physical, visual or aural impairment, if they were put with other normal students they would face difficulties in learning and they would miss the learning opportunity. Using ITS helps such students take their chance in learning effectively. 4. Students can learn at their own pace. Interactive animated pedagogical agents offer a lowpressure learning environment that allows students to gain knowledge at their own pace[6]. 5. ITS makes team-work easier: Collaboration tools support synchronous, symmetric cooperation through the Internet and encourage students to question processes and monitor each other's reasoning. To an increasing degree, software transparently supports the exchange and sharing of information among students and provides artifacts or tools and services. Technology might direct students to interact with teammates or indicate how and when to communicate, or when to question, inform, and motivate one's teammate. Other technologies represent collaboration as a dialogue grammar, maintain a relational and hierarchical representation of dialogue, or ask participants to refine their beliefs[6]. 6. Progressing in science and technology: The field of artificial intelligence and education has many goals. One goal is to match the needs of individual students by providing alternative representations of content, alternative paths through material, and alternative means of interaction. The field moves toward generating highly individualized, pedagogically sound, and 18 accessible lifelong educational material. Another goal is to understand how human emotion influences individual learning differences and the extent to which emotion, cognitive ability, and gender impact learning[6]. 2.3 Study Community My study community is the students enrolled in Humanities colleges at Al-Azhar University in Gaza who have to pass the curriculum named as "Computer Science 1". 19 Chapter 3 LITERATURE REVIEW 20 3.1. Literature Review Because of the development of technology and massive development of computer science, human being has become dependent on computer applications heavily in most fields, especially in learning. Special effort was dedicated to intelligent tutoring systems. In this part of the study, the researcher reviews what has been fulfilled recently in the domain of ITS technology. 1. An Intelligent E-Learning System for Beginner Programming – Using Analogical Reminder for Error Classification and Explanation(a master thesis). It was designed by Robert Pollack, at OttoFriedrich University, Bamberg. The tutor system is a prototype of an Intelligent Tutoring System that assists a learner during solving programming exercises in the functional programming language SCHEME by displaying an example that has been solved correctly in the past[3]. 2. Expert tutoring system for teaching computer programming languages. By M.M. El-Khouly, B.H. Far, Z. Koono. This is an Expert tutoring system (E-TCL) for teaching computer programming languages through World Wide Web. In this version, many teachers can cooperate together to put the curriculum of one or more computer programming languages. Their contributions may include: a. Add or modify the commands' structure that will be taught; b. Generate different tutoring dialogs for the same command; and c. Generate different tutoring styles. On the contrary, the students can access the system through WWW, select any language they want to learn as well as the style of presentation they prefer and they can exchange their experiences. A personal assistant agent for teachers (PAA-T), a personal assistant agent for students (PAA-S) with an adaptive interface, and tutoring agent (TA) has been built. The TA resides on the server side and communicates via HTTP and IIOP with both the PAA-T and PAA-S on the clients side. This structure allows customization of the PAA-T and PAA-S to the needs of the teachers and students, without putting extra burden on the server. In addition, this allows having many teacher agents attending to the needs of a single or multiple student agent(s) [9]. 3. AnimalWatch. AnimalWatch supported students in solving arithmetic word problems about endangered species, thus integrating mathematics, narrative, and biology. Mathematics problems-addition, subtraction, multiplication, and division problems-were designed to motivate 10to 12-year-old students to use mathematics in the context of solving practical problems, embedded in an engaging narrative[6]. 4. PAT. It is a full-year algebra course for 12to 15-year-old students. PAT was developed by the Pittsburgh Advanced Cognitive Tutor (PACT) Center at Carnegie Melon University and through Carnegie Learning [6]. 21 5. Movafegh, H. et al. An adaptive and intelligent tutor by Expert systems for mobile devices. The aim of this application is to investigate the role of mobile devices and expert systems in disseminating and supporting the knowledge gained by intelligent tutors and to propose a system based on integration of intelligent M-Learning with expert systems. It acts as an intelligent tutor which can perform three processes pre-test, learning concept and post-test according to characteristic of the learner. The proposed system can improves the education efficiency highly as well as decreases costs. As a result, every time and everywhere (ETEW) simple and cheap learning would be provided via SMS, MMS and so on in this system. The global intention of M-Learning is to make learning ―a way of being‖ [10]. 6. Intelligent Tutoring Systems with Conversational Dialogue , by Arthur C. Graesser et al. The tutoring systems present challenging problems and questions to the learner, the learner types answers in English, and there is a lengthy multi-turn dialogue as complete solutions or answers evolve [11]. 7. A Critical Review of Development of Intelligent Tutoring Systems: Retrospect, Present and Prospect by Dr. Neelu Jyothi Ahuja et al. This paper introduces, Intelligent Tutoring Systems along with their typical architecture, developmental history, past and present systems and concludes with a broad discussion on wide-spanning focus areas for future developmental research. A critical analysis of the developmental history highlighting the theme behind the developed systems, their purpose and the key ITS concept, have been presented [12]. 8. In 2011 Van LEHN conducted a study to compare the effects of human tutoring, computer tutoring, and no tutoring on the achievement of the student .The researcher found no significant difference between human tutoring and intelligent computer tutoring systems [13]. 9. A similar study was executed by Ma, Wenting et al. in 2014 .And they got the same results as in the previous study [14]. 10. Recent research has indicated that misuse of intelligent tutoring software is correlated with substantially lower learning. Students who frequently engage in behavior termed ―gaming the system‖ (behavior aimed at obtaining correct answers and advancing within the tutoring curriculum by systematically taking advantage of regularities in the software's feedback and help) learn only 2/3 as much as similar students who do not engage in such behaviors. Baker and others presented a machine-learned Latent Response Model that can identify if a student is gaming the system in a way that leads to poor learning [15]. 22 11. Desmarais with other researchers published a paper in 2011, reviewing the learner models that have played the largest roles in the success of learning environments, and also the latest advances in the modeling and assessment of learner skills [16]. 12. The book " Advances in Intelligent Tutoring Systems" by Roger Nkambou and others ,published in2010, summarizes foundations, developments, strengths and weaknesses of ITS. And gives a solid floor for advanced research in this field [17]. 13. Recently, Jyothi Ahuja, Neelu proposed an intelligent tutoring system(ITS) that teaches geologyespecially seismography. His work was tested and accepted [18]. 14. Keeley Crockett and others plotted an ITS (called OSCAR) with the ability to predict the preferred learning style of the student using the natural language dialogue during tutoring [19]. 15. Jon Wetzel et al. describe the design and development of "Dragoon", an ITS that teaches the construction of models of dynamic systems. Dragoon can be classified as a step-based tutoring system that uses example-tracing, an explicit pedagogical policy and an open learner model. Dragoon can also be used for computer-supported collaborative learning, and provides tools for classroom orchestration [20]. 16. The most important thing to mention are the efforts made by Dr. Samy Abu Naser . He led a lot of studies in this field. I mention only some of them: a. Design and Development of Diabetes Intelligent Tutoring System. Implemented by Suheir H. Almurshidi, this is a desktop based intelligent tutoring system for teaching diabetes disease to the student to overcome the difficulties they face [21]. b. Development and Evaluation of the Oracle Intelligent Tutoring System (OITS). Implemented by Rami Aldahdooh. The system presents the topic of Introduction to Oracle with automatically generated problems for the students to solve. The system is dynamically adapted at run time to the student's individual progress [22]. c. An Intelligent Tutoring System for Learning Android Applications UI Development. Implemented by Hazem Al Rekhawi. It is a web based intelligent tutoring system for teaching Android Applications Development to students to overcome the difficulties they face [23]. d. DES-Tutor: An intelligent tutoring system for teaching DES information security Algorithm. Applied by Abed Elhaleem A Elnajjar. The DES-Tutor targets the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each lesson [24]. 23 e. CSS-Tutor: An intelligent tutoring system for CSS and HTML. Applied by Mariam W. Alawar. The learning material contains CSS and HTML. We divided the material in a group of lessons for novice learner which combines relational system and lessons in the process of learning. The student can learn using example of CSS, and types of CSS color. Furthermore, the intelligent tutoring system supports not only lessons; but exercises of different difficult levels for each lesson. When a student finish successfully the first difficulty level in a lesson, the student is allowed to move to the next difficulty level of the exercises of the lesson [25]. f. An Intelligent Tutoring System for Teaching Grammar English Tenses. implemented by Mahdi and Alhabbash. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level [26]. g. Design and Development of an Intelligent Tutoring System for C# Language. Implemented by AL-BASTAMI. This teaches C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students [27]. h. An intelligent tutoring system for teaching advanced topics in information security. Implemented by Mahdi and Alhabbash. It is intelligent tutoring system for teaching information security. This intelligent tutoring systems target the students enrolled in Advanced Topics in Information Security course in the faculty of Engineering and Information Technology at Al-Azhar University in Gaza [28]. i. An Intelligent Tutoring System for Learning Java Objects. Designed by a group of students in Al-Azhar University of Gaza. It is a web based intelligent tutoring system for teaching Java objects to students to overcome the difficulties they face. The basic idea of this system is a systematic introduction into the concept of Java objects. The system presents the topic of Java objects and administers automatically generated problems for the students to solve. The system is dynamically adapted at run time to the student's individual progress. The system provides explicit support for adaptive presentation constructs. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system on the performance of students enrolled in 24 computer science III in the Faculty of Engineering and Information technology at AlAzhar University, Gaza. The results showed a positive impact on the evaluators[29]. 17. Sunandan Chakraborty, Tamali Bhattacharya and others announced the design of an ITS authoring tool Shikshak. They claim that "Low literacy scenario in India and other developing nations demands an alternative learning environment to deal with the problem. Lack of trained teachers, high dropout rates are some of the major problems that need to be addressed. Intelligent Tutoring System (ITS) or ITS Authoring tools (ITSAT) can be thought of as a possible solution to these problems"[8]. 18. Sintija Petrovica, Alla Anohina-Naumeca, and Hazım Kemal Ekenel made a paper presenting an analysis of emotion recognition methods used in existing systems to enhance ongoing research on the improvement of tutoring adaptation. Regardless of the method chosen, the achievement of accurate emotion recognition requires collecting ground-truth data. To provide ground-truth data for emotional states, the authors have implemented a selfassessment method based on Self-Assessment Manikin". [30]. 3.2. Comments about previous studies Through reading the above mentioned studies, I found that the design of Intelligent Tutoring System is used for a variety of subjects and in many fields such as programming languages (Java, PHP, C#), Algebra, Mathematics, English grammar, and even in national security. In addition, ITS technology came through many stages of development and in various designs, and it still in developing and improving. My thesis is different from the previous studies in its goal that it makes benefit from the technology of ITS to make teaching-learning process easier and more efficient in Al-Azhar University of Gaza. 25 Chapter 4 DESIGN AND DEVELOPMENT OF THE PROPOSED SYSTEM 26 4.1. Overview of the Proposed System The system of our study has a role-based access control, i.e. there are two types of users that can log in the system: a) a teacher (or admin) user, and b) a student user. Once logged in the system decides which interface to introduce to the specific user. The teacher interface enables him ( or her ) to: 1) Add a new student. 2) Add new lessons or modify existing ones. 3) Add new examples or modify existing ones. 4) Add new questions and hints or modify existing ones. 5) Adjust the themes of the system. The student interface enables him ( or her ) to: 1) Read the scientific material and related examples. 2) Go through the lessons in a hierarchical pattern. 3) Solve the questions. 4) Request for hint. 5) Do the final exam. 6) See his (or her) result in a statistical view. 4.2. Authoring Language Used ITSB Authoring Tool Overview: ITSB authoring tool is a shell for creating intelligent tutoring systems. It is designed and developed using Delphi Embarcadero XE8, 2015; ITSB authoring tool is two systems in one application. The first one is the teacher system where he/she add the course materials, questions and answers etc. and the second system is the students where he/she learn the course material and practice exercises[1]. The authoring process goes through several steps as follows: Add lessons and examples, Add questions and hints, Put level difficulty for each question, and Add students. Every student has his own profile. The following figure explains the authoring process as a flow chart: 27 Figure 7 : shows the authoring process as a flow chart 4.3. Architecture of the proposed ITS system A normal ITS has four fundamental modules: domain model, teaching model, student model and user interfaces. The domain model adds the course configuration in an structured style. A course may have a variety of parts, such as division, sub-divisions, and topics. These parts are stored in the domain model together with their dependencies. All the materials and resources necessary to tutor a student are also kept in this module. The student model is the demonstration of the students the system is coping with. The student model provides the system with all required information so it can adapt itself with the student. Therefore, student model is a vital tool for the adaptation process. The teaching module contains all the decision-making procedure concerning course preparation and adaptation. Often, this module is called the control engine, because this module controls the entire system, by accepting inputs from the other parts. 28 Lastly, the user interfaces have two sections one for the student and the other for the teacher. Teacher's interface is accustomed to arrange and adjust the system and its different parts. So, the teacher's interface behaves as the authoring tool. By his interface, the teacher can add new lessons, adjust the established ones, and revise teaching methods. The student's interface is used to convey all the teaching commands. The sort and the type of these commands would differ with student's ability and performance level [1]. Figure 8:Overall System Architecture of ITSB 4.3.1 Domain Model The domain model (expert model) is concerned with the lessons, its arrangement and a range of elements. There are two fundamental components in domain model:  The first component: Domain Organization Model, deals with the arrangement and organization of the lessons and its topics.  The second one: Repository, deals with the materials being taught themselves [1]. The domain of my ITS system covers the following chapters: 1. Chapter 1: Introduction: A preliminary to computer science. It was divided into 3 lessons( lesson 1, lesson 2 and lesson 3) .It talks about computer literacy. It covers the following topics: A World of Computers, What is A Computer? The Components of A Computer, Advantages and Disadvantages of Using Computers, Networks and the Internet (in brief), Computer Software, Installing and Running Programs, Software Development, Categories of Computers, Personal Computers, Mobile Computers and Mobile Devices, 29 Game Consoles, Elements of an Information System, and Computer Applications in Society. 2. Chapter 2: The Internet And World Wide Web: It explains the main topics related to the Internet and the world wide web. It was divided into 4 lessons. It focuses on practical matter that is important for every internet user, namely: Evolution of the Internet, Internet2, Connecting to the Internet, Access Providers, ISP, How Data and Information Travel the Internet, Internet Addresses (IP), Browsing the Web, Web Addresses (URL), Navigating Web Pages, Searching the Web, Search Engines, Subject Directories, Types of Websites, Web Application, Evaluating a Web Site, Multimedia on the Web, Plug-ins, Web Publishing, E-Commerce, and Other Internet Services. 3. Chapter 3: Application Software: explains what application software are, and mentions the various types of them giving many examples about them. It was divided into 3 lessons. It includes the following titles: Packaged Software, Custom Software, Open Source Software, Shareware, Freeware, Public-Domain Software, The Role of System Software, Utility Programs, Working with Application Software, Business Software, Word Processing Software, Spreadsheet Software, Database Software, Presentation Software, Note Taking Software, Personal Information Manager Software, Business Software for Phones, Project Management Software, Accounting Software, Document Management Software, Enterprise Computing Software, Graphics and Multimedia Software, Computer-Aided Design, Desktop Publishing Software, Photo Editing Software (Professional), Multimedia Authoring Software, Web Page Authoring Software, software for Home, Personal, and Educational Use, Computer-Aided Instruction, Entertainment Software, and Web Applications. 4. Chapter 4: The Components Of The System Unit. It was divided into 2 lessons .In this chapter the electronic parts of the computer, such as the motherboard and main memory are introduced. It contains the following topics: The Motherboard, The Processor, The Control Unit, The Arithmetic Logic Unit, Machine Cycle, Registers, System Clock, Comparison Processors Of Personal Computers, Buying a Personal Computer, Processor Cooling, Parallel Processing, Data Representation, Bytes and Addressable Memory, Types of Memory, RAM Configurations, Cache Memory, Memory Access Times, Expansion Slots and Adapter Cards, Removable Flash Memory, and Ports and Connectors. 5. Chapter 5: Input Devices. It takes only one lesson. Various types of input devices are discussed, like keyboard and OCR. Titles were included: What Is Input ?Program Respond, User Response, What Are Input Devices? The Keyboard, Pointing Devices, Touch Screens and Touch-Sensitive Pads, Devices for Smart Phones Other Input, Game Controllers, Digital Cameras, Digital Camera photo Quality, Voice Input, Video Input, Video 30 Conference, Scanners and Reading Devices, Optical Character Recognition, Magnetic Stripe Card Readers, MICR reader, Data collection devices, Biometric devices, Signature Verification Systems, and ATM Machine. 6. Chapter 6: Output Devices. It was put in one lesson. Here a lot of output devices are exhibited, for example monitors and plotters. Titles were included: What is output? Display Devices, LCD technology, Graphics Chips and ports, Printers, Impact and Nonimpact Printers, Multifunction Peripheral, Plotters and Large-Format Printers, Speakers, Headphones, and Ear buds, and Other Output Devices such as game controllers and data projectors. 7. Chapter 7: Storage Devices. It is one lesson only. Handles nearly all types of storage devices that exist nowadays, such as hard disk and smart card. The topics it handles are: Storage capacity, The Hard Disk, Format, Redundant Array of Independent Disks RAID, Network Attached Storage, External and Removable Hard Disks, Miniature Hard Disks, Serial Advanced Tech. Attachment SATA, Small Computer System Interface SCSI, Maintaining Data Stored on a Hard Disk, Solid State Drives, Memory Cards, USB, Cloud Storage, Express Cards, Optical Discs , that include CD, DVD and Blue Ray discs, Tape, Cartridge, Microfilm & Microfiche, Magnetic Stripe Cards and Smart Cards, and Enterprise Storage. 8. Chapter 8: Operating Systems And Utility Programs. It was divided into 3 lessons. Discusses briefly the tasks of operating systems and sheds light on some types of operating systems and utility programs like stand-alone operating systems and server operating systems. Some utility programs, such as administering security and monitoring system performance, are also discussed. Titles are: Operating System Functions, Starting & Shutting Down a Computer, The Kernel, Shut Down Options, Graphical User Interface (GUI), Command-Line Interface, Managing Programs, Multiuser Operating System, Multiprocessing Operating System, Managing Memory, Coordinating Tasks, Configuring Devices, Monitoring Performance, Controlling a Network, Administering Security, Types of Operating Systems, File Manager, Image Viewer, Disk Cleanup, and Backup and Restore Utilities. 9. Chapter 9: Communication And Network. It was divided into 3 lessons. It explains some topics in computer communication such as network topology, network communications standards and communications devices. It covers the following topics: Uses of Computer Communications, Wireless Messaging Services, Wireless Internet Access Points, Hot Spots, Cybercafés, Global Positioning Systems GPS, Groupware, Voice Mail, Collaborative Software, Web Services, Networks, Value-added Network, LAN, WAN, MAN,WLAN, 31 Network Architectures, Network Topologies, Intranets, Network Communications Standards, TCP/IP, Wi-Fi, Bluetooth, Ultra Wide Band (UWB), IrDA, RFID, WiMAX, WAP, Communications Software, Communications over the Telephone Network, Dial-Up Lines, Dedicated Lines, Fiber To The Premises (FTTP), T-Carrier Lines, Communications Devices, Network Cards, Wireless Access Points, Routers, Modems, Hubs and Switches, Home Networks, Communications Channel, Cables, Microwaves, and Communications Satellites. These chapters are distributed in 21 lessons. Each lesson is related with many examples. From 3 to 17 questions are listed for each lesson, depending on length of the lesson, and each question is associated with a suitable hint. 4.3.2 Student Model State based approach was implemented in the student model. However, there are quite a few parameters for educational modeling of a student throughout a learning procedure. Two parameters were taken into account in this tool:  Coverage: the topics covered by a student and  Performance of a student: (measured through his ability to comprehend and his problem solving skills[1]. 4.3.3 Teaching Model Teaching model (Pedagogical model) is considered to be the most important component of an ITS. The primary task of this module is to arrange a sequence of teaching actions to be taken during a teaching process. These actions and their sequence should go with the student's ability, requirement and objectives. The arrangement is done at two stages. At the first stage, ordering of the topics for the student needs to be arranged. This stage begins from the initial state and finishes when all the topics are included in the sequence. At the second stage, after a topic is chosen another arrangement is essential to compute the exact technique of teaching that topic. This engages selecting the proper type of the document and the proper medium [1]. The student should read the lesson and its examples then he/ she should go through the exercises related to the lesson. If the student succeeds i.e. he /she obtained 75 points and the last lesson (lesson number 21) was not yet reached then he /she can study the next lesson else he/she should restudy the lesson he failed to pass through. (Note: 21 stands for the number of lessons stored in the system). 32 This is illustrated in the next figure: Figure 9: student's progress is controlled by the pedagogical model 4.3.4 User interface model Interfaces are an essential part of the ITSB system. There are two class of users, teachers and the students. The ITSB authoring tool has both interfaces. Each class of users see different interface for their interactions with the system. The teachers interface is the shell of ITSB for configuration and adjustment of the system. The teacher's interface or the authoring interface consists of three parts, used to configure the different parts of the system, one to configure the Student Model, one for authoring the Domain Organization Model and the third for maintaining the Repository (see Fig. 4). Through these interfaces a teacher can configure various aspects of the system, like initial information about the student , enter students lessons, questions and answers, configure and adjust the color, font name and size of all menus, buttons, combo boxes etc. Thus, this interface provides 33 the system with the required flexibility and robustness. Moreover, due to this interface the system can become domain independent [1]. Screen shots from the teacher's interface is shown in Figures 6 through 9. Figure 6 shows the screen where the teacher can add new lessons and examples. Figure 7 shows the screen where the teacher can add new students. Figure 8 shows the screen where the teacher can add constants of the project, such as : the author name and the title of the tutor. Figure 9 shows the screen where the author can adjust colors of buttons and the other controls of the program. Figure 10:Form for adding Lessons and Examples 34 Figure 11: Form for adding initial students' information Figure 12: Form for adding constants of the system 35 Figure 13: Form for adjusting Fonts of all screens of the system Student interface is the front-end for the student to interact with the system. The interface has a bidirectional communication mechanism (see Fig. 4). The system presents all the learning documents and test materials to the student through this interface. Performance of the student in the tests is conveyed back to the system, specifically to the student model by it. This feedback is vital because the adaptation process would depend on this. So, the success of adaptive planning depends on it and its communication with teaching module (See Fig 10, Fig11, Fig12).[1] Figure 14: Student lessons and examples form 36 Figure15: Student Exercises form Figure16: Student statistics form Multiple Language Support ITSB authoring tool support currently two languages. The default language is English language. If the user prefers Arabic Language, He/she can just click on one button in first Login form. Once the user clicks the Arabic button, it translate all buttons, menus, titles, and subtitles; furthermore it switch the direction of the forms from Left-to-Right into Right-to-Left (See Fig 13, Fig 14).[1] 37 Figure17: Logging Form in English Language Figure18: Logging Form in Arabic language 4.3.5 Screen captures These are some screen samples for the proposed ITS system. This is the login screen where the user enters his (or her) number, and the system will recognize the person if he (or she) is a student or a teacher. This is called role based authorization. 38 Figure 19Login screen When logged in as administrator, sections of adding new lessons, exercises, students and editing existing ones are activated. Figure20Admin division When logged in as a student previous sections are closed (made inactive) and only exercises section is allowed to be accessed (highlighted as active) 39 Figure21: Student division The following figure shows the interface where the teacher can add new question or edit existing ones. Here we can see the spaces for the question and the spaces for the multiple choices. Note we can put true or false questions by letting two choices only namely: "True" and "False" Figure22:Interface for adding questions and answers When choosing a lesson, its related examples are shown automatically, as shown in figure 14(a) and 14(b) 40 Figure23 (a) Figure19(b) 41 Figure 24: User Exercises interface1 Figure 25: A message for a bad achiever Figure 26: A message for a good achiever 42 Figure 27: Some statistics showing Students achievement 43 Chapter 5 EVALUATION AND RESULT DISCUSSION 44 5.1. System Evaluation In evaluating the proposed ITS system, evaluators (39 students and 5 professors) were required to use the proposed ITS system. After that, they were asked to provide their feedback about the proposed ITS system through filling the questionnaire which consists of 13 questions. Beside the questions we let a space in the questionnaire for the participants to write their suggestions of system improvements (see appendix A).In this way, effectiveness, efficiency and satisfaction of the proposed ITS system were measured. The results were very positive. According to the American scientist Rensis Likert, the questionnaire was divided into five columns: strongly disagree, disagree, neutral, agree, and strongly agree. Every category was given a weight as follows: WEIGHT CATEGORY 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree To average Likert scale we compute the sum the products of number of responses Ri times the weight of related category weight Wi, divided by the number of respondents n, in symbols: (∑ ) Where V must be between 1, which means: "strongly disagree", and 5, which means: "strongly agree". If V<3 then it indicates disapproval, while if V>3 then it indicates approval, and if V=3 then it indicates neutrality. Example: we will compute V for the first question: Table 1: Likert Scale Weights 5 4 3 2 1 # Question Strongly agree Agree Neutral Disagree Strongly disagree 1 The ITS is easy to use 13 23 3 0 0 45 V = (0*1 + 0*2 + 3*3 + 23*4 + 13*5) / 39 = (0 + 0 + 9 + 92 + 65) / 39 = 4. 3 5.2. Analysis of the questionnaire that was circulated among the students: Question 1 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ عًٙ االعزخذاَ The ITS is easy to use 4. 3  The first question is about if the system is easy to use. According to the average acquired of this question which is greater than 3 : the system is easy to use. Question 2 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِّزغ The ITS is interesting 4.3  This question is about if the system is interesting or not. Clearly read from the average : the system is really interesting. Question 3 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِف١ذ عذا The ITS is very useful 4.1  Is the system useful? The average here indicates that the system is pretty useful. Question 4 Average أعئٍخ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِٕبعجخ ٌٍطبٌت The questions contained in the ITS are suitable for the students 4  If the questions of the system are appropriate for the students (not so easy nor very hard). The average indicates that the questions in the system are appropriate for the students. Question 5 Average (0األعئٍخ اٌّٛعٛدح فٟ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِٕبعجخ ٌٍّمشس اٌذساعٟ ػٍَٛ ؽبعٛة ) The questions contained in the ITS are suitable for the curriculum "Computer Science 1" 4. 4  Are the questions in the system suitable for the curriculum (they meet the pedagogical goals of the curriculum)? The average 4.4 tells that they are. 46 Question 6 Average اٌّٛمٛع اٌزٞ ٠ؾشؽٗ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ُِٙ The subject that is taught by the ITS is important 4  Is the subject that is taught by the tutoring system important? The average tells it is. Question 7 Average اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غٕٟ اٌطبٌت ػٓ ؽنٛس اٌّؾبمشاد The ITS is a replacement for the lectures 2.8  Does the tutoring system make attending lectures redundant? The average 2.8 , which is less than 3, indicates it doesn't. Question 8 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ رٚ عٛدح ػب١ٌخ The ITS is of a high quality 3.2  Has the tutoring system high quality? This average tells that the quality cannot be decided definitely. Question 9 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غبػذ ػٍٝ فُٙ أوضش ٌٍّبدح اٌؼ١ٍّخ The ITS makes it easier to understand the scientific material 4  The tutoring system makes it easier to understand the scientific material? The average 4 tells: Yes, it does. Question 10 Average اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غؼً رؼٍُ اٌّبدح اٌّمشسح اوضش عٌٙٛخ The use of ITS makes learning the curriculum easier 4  The tutoring system makes it easier to learn the scientific material? The average 4 tells: Yes, it does. Question 11 Average أٔقؼ ثبعزؼّبي ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٌّمشساد دساع١خ أخشٜ I recommend to use the ITS in other curricula 4  I recommend the tutoring system to teach other curricula. According to the average 4, the participants do recommend to use the system in other curricula. 47 Question 12 Average ٠ّىٓ اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ وأداح ِغبػذح ِغ اٌّمشس اٌذساعٟ The ITS can be used as a help tool during learning the curriculum 4.3  The tutoring system can be used as a help tool for the curriculum . The average 4.3 indicates : Yes , it can be helpful for the student to study the curriculum. Question 13 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠ؾزبط إٌٝ رؾغ١ٕبد وض١شح The tutoring system needs a lot of improvements 3.5  The tutoring system needs a lot of improvements. 3.5 tells us that it needs a lot of improvements. Because of this result we gave a chance to the participants to write their opinions and suggestions to improve the system. Some suggestions are: 1. make the font of lessons larger, 2. make the system faster , 3. add more visual and acoustic effects to the lessons and 4. make other systems related to their fields of study such as pharmacy and medicine. Student evaluation results: From the questionnaire analysis we concluded that:  The system is easy to use,  The system is useful and interesting,  The system is good in explaining the scientific matter and has appropriate questions and hints,  The system has the ability to conduct teaching but it doesn't make lecturer abundant,  The system is recommended for other curricula,  The system needed a lot of improvements. These improvements were suggested by the participants and we applied them to the system as it may be possible. 5.3. Analysis of the questionnaire that was circulated among the professors: Question 1 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ عًٙ االعزخذاَ The ITS is easy to use 4.8  The first question is about if the system is easy to use. 48 According to the average acquired of this question which is greater than 3 : the system is easy to use. Question 2 Average اٌزؼ١ٍُ اٌزوٟ ِّزغٔظبَ The ITS is interesting 4.2  This question is about if the system is interesting or not. Clearly read from the average : the system is really interesting. Question 3 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِف١ذ عذا The ITS is very usefu 4.2  Is the system useful? The average here indicates that the system is pretty useful. Question 4 Average أعئٍخ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِٕبعجخ ٌٍطبٌت The questions contained in the ITS are suitable for the students 4.4  If the questions of the system are appropriate for the students (not so easy nor very hard). The average indicates that the questions in the system are appropriate for the students. Question 5 Average (0األعئٍخ اٌّٛعٛدح فٟ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِٕبعجخ ٌٍّمشس اٌذساعٟ ػٍَٛ ؽبعٛة ) The questions contained in the ITS are suitable for the curriculum "Computer Science 1" 4. 4  Are the questions in the system suitable for the curriculum (they meet the pedagogical goals of the curriculum)? The average 4.4 tells that they are. Question 6 Average اٌّٛمٛع اٌزٞ ٠ؾشؽٗ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ُِٙ The subject that is taught by the ITS is important 4.4  Is the subject that is taught by the tutoring system important? The average tells it is. Question 7 Average اٌطبٌت ػٓ ؽنٛس اٌّؾبمشاد اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غٕٟ The ITS is a replacement for the lectures 3.6  Does the tutoring system make attending lectures redundant? The average 3.6 , indicates it does that somehow. 49 Question 8 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ رٚ عٛدح ػب١ٌخ The ITS is of a high quality 4  Has the tutoring system high quality? This average tells that the system is. Question 9 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غبػذ ػٍٝ فُٙ أوضش ٌٍّبدح اٌؼ١ٍّخ The ITS makes it easier to understand the scientific material 4  The tutoring system makes it easier to understand the scientific material? The average 4 tells: Yes, it does. Question 10 Average اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غؼً رؼٍُ اٌّبدح اٌّمشسح اوضش عٌٙٛخ The use of ITS makes learning the curriculum easier 4.4  The tutoring system makes it easier to learn the scientific material? The average 4.4 tells: Yes, it does. Question 11 Average أٔقؼ ثبعزؼّبي ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٌّمشساد دساع١خ أخشٜ I recommend to use the ITS in other curricula 4.8  I recommend the tutoring system to teach other curricula. According to the average 4.8, the participants do recommend to use the system in other curricula. Question 12 Average ٠ّىٓ اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ وأداح ِغبػذح ِغ اٌّمشس اٌذساعٟ The ITS can be used as a help tool during learning the curriculum 4.8  The tutoring system can be used as a help tool for the curriculum . The average 4.8 indicates : Yes , it can be helpful for the student to study the curriculum. Question 13 Average ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠ؾزبط إٌٝ رؾغ١ٕبد وض١شح The tutoring system needs a lot of improvements 3.4  The tutoring system needs a lot of improvements. 3.4 tells us that it needs a lot of improvements. Because of this result we gave a chance to the participants to write their opinions and suggestions to improve the system. 50 Professors evaluation results: From the questionnaire analysis we can see that the professors response is very similar to that of the students:  The system is easy to use,  The system is useful and interesting,  The system is good in explaining the scientific matter and has appropriate questions and hints,  The system has the ability to conduct teaching but it can replace the lecturer in some way,  The system is recommended for other curricula,  The system needed a lot of improvements. These improvements were suggested by the participants and we applied them to the system as it may be possible. 51 Chart 1: The results that were obtained from the students' questionnaire Chart 2: The results that were obtained from the professors' questionnaire 52 Table 2: A legend for the previous charts: Code الزهش Question السؤال Q1 ٔظبَ اٌزؼ١ٍُ اٌزوٟ عًٙ االعزخذاَ The ITS is easy to use Q2 ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِّزغ The ITS is interesting Q3 ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِف١ذ عذا The ITS is very useful Q4 أعئٍخ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِٕبعجخ ٌٍطبٌت The questions contained in the ITS are suitable for the students Q5 (0األعئٍخ اٌّٛعٛدح فٟ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ِٕبعجخ ٌٍّمشس اٌذساعٟ ػٍَٛ ؽبعٛة ) The questions contained in the ITS are suitable for the curriculum "Computer Science 1" Q6 اٌّٛمٛع اٌزٞ ٠ؾشؽٗ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ُِٙ The subject that is taught by the ITS is important Q7 اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غٕٟ اٌطبٌت ػٓ ؽنٛس اٌّؾبمشاد The ITS is a replacement for the lectures Q8 ٔظبَ اٌزؼ١ٍُ اٌزوٟ رٚ عٛدح ػب١ٌخ The ITS is of a high quality Q9 ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غبػذ ػٍٝ فُٙ أوضش ٌٍّبدح اٌؼ١ٍّخ The ITS makes it easier to understand the scientific material Q10 اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠غؼً رؼٍُ اٌّبدح اٌّمشسح اوضش عٌٙٛخ The use of ITS makes learning the curriculum easier Q11 أٔقؼ ثبعزؼّبي ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٌّمشساد دساع١خ أخشٜ I recommend to use the ITS in other curricula Q12 ٠ّىٓ اعزخذاَ ٔظبَ اٌزؼ١ٍُ اٌزوٟ وأداح ِغبػذح ِغ اٌّمشس اٌذساعٟ The ITS can be used as a help tool during learning the curriculum Q13 ٔظبَ اٌزؼ١ٍُ اٌزوٟ ٠ؾزبط إٌٝ رؾغ١ٕبد وض١شح The tutoring system needs a lot of improvements 53 Chapter 6 CONCLUSION 54 6.1 Conclusion The importance of intelligent tutors is evident. And providing students with their own intelligent computerized tutor is the holy grail of education technology. And my project demonstrated these facts. In this study, the Intelligent Tutoring System's theory and architecture have been described. An Intelligent Tutoring System (ITS)was designed and developed to help students learn in AlAzhar University, in Gaza strip. My study concluded that intelligent tutoring systems are very useful and interesting tool to learn scientific materials such as computer science. This can be easily extracted from the questionnaire analysis we used in the study. Where students and teachers are agree that ITS can be very helpful in studying and some have suggested to make other ITS for various subjects such as pharmacy and medicine. At last the researcher found that the ITSB is a useful and efficient tool for building Intelligent tutoring systems. 6.2 Future Work ITS will keep developing over time. 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Yanjin Long and Vincent Aleven, Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation Tutor, Springer International Publishing Switzerland 2016, A. Micarelli et al. (Eds.): ITS 2016, LNCS 9684, pp. 90–100, 2016. DOI: 10.1007/978-3-319-39583-8_9 32. Hoang Nam Ho , Mourad Rabah , Samuel Nowakowski , and Pascal Estraillier, Toward a Trace-Based PROMETHEE II Method to Answer―What Can Teachers Do?‖ in Online 58 Distance Learning Applications, Springer International Publishing Switzerland 2016, A. Micarelli et al. (Eds.): ITS 2016, LNCS 9684, pp. 480–484, 2016. DOI: 10.1007/978-3-31939583-8. 59 Appendixes 60 Appendix A: The questionnaire used in the study: اسخبياى (0ٔظبَ اٌزذس٠ت اٌزوٟ ٌزذس٠ظ ِمشس ػٍَٛ ؽبعٛة )  اٌج١بٔبد األعبع١خ ذكر  أنثى  الجنس طالب  المهنة  محاضر/دكتور  اإلعزج١بْ فمشاد ٔضّٓ ٌىُ رؼبٚٔىُ ِٓ خالي رؼجئزىُ ٌٙزٖ االعزجبٔخ اٌزيٟ رؼجيش ػيٓ ِيب ٔطّيؼ إٌيٝ رؾم١ميٗ ِيٓ رقي١ُّ . 0ٚرط٠ٛش ٔظبَ رذس٠ت روٝ ٌزذس٠ظ ِمشس ػٍَٛ ؽبعٛة فمشح.فٟ اٌّغزٜٛ اٌزٞ ٠ٕبعجه أِبَ وً )×( ٠شعٝ ٚمغ اإلؽبسح غير موافق بشده غير موافق موافق محايد موافق بشده م الفقرة .1 سهل االستخدامنظام التعلٌم الذكً .2 ممتع الذكًنظام التعلٌم .3 الذكً مفٌد جدانظام التعلٌم .4 مناسبة للطالب الذكًأسئلة نظام التعلٌم مناسبة الذكًاألسئلة الموجودة فً نظام التعلٌم (1علوم حاسوب ) للمقرر الدراسً 5. .6 همم الذكًالموضوع الذي ٌشرحه نظام التعلٌم عن الطالب غنً ٌ الذكًاستخدام نظام التعلٌم حضور المحاضرات 7. 61 .8 عالٌةجودة ذو الذكًنظام التعلٌم فهم أكثر للمادة على ساعدالذكً ٌنظام التعلٌم العلمٌة 9. المادة تعلم ٌجعل الذكًاستخدام نظام التعلٌم اكثر سهولة المقررة 11. لمقررات الذكًنصح باستعمال نظام التعلٌم أ أخرىدراسٌة 11. الذكً كأداة مساعدة نظام التعلٌم ٌمكن استخدام مع المقرر الدراسً 12. .13 ٌحتاج إلى تحسٌنات كثٌرة الذكًنظام التعلٌم o هل لدٌك أٌة اقتراحات لتحسٌن النظام؟ ___________________________________________________________________________________________ __________________________________________________________________._________________________ ___________________________________________________________________________________________ _________________________________________.__________________________________________________ ___________________________________________________________________________________________ ________________.___________________________________________________________________________ __________________________________________________________________________________. خبٌـ اٌؾىش ال٘زّبِىُ اٌجبؽش: أؽّذ دمحم ِؼشٚف 62 Appendix B: A guide to the program: B.1 : Difficulty levels of questions مستىي املىضىع الدرس م الصعىبة 1 مقدمة الدرس األول –الفصل األول .1 2 مقدمة الدرس الثانً –الفصل األول .2 3 مقدمة الدرس الثالث –الفصل األول .3 4 االنترنت الدرس األول –الفصل الثانً .4 5 االنترنت الدرس الثانً –الفصل الثانً .5 6 االنترنت الدرس الثالث –الفصل الثانً .6 7 االنترنت الدرس الرابع –الفصل الثانً .7 8 البرامج التطبٌقٌة الدرس األول –الفصل الثالث .8 9 البرامج التطبٌقٌة الدرس الثانً –الفصل الثالث .9 11 البرامج التطبٌقٌة الدرس الثالث –الفصل الثالث .11 11 مكونات وحدة النظام الدرس األول –الفصل الرابع .11 12 مكونات وحدة النظام الدرس الثانً –الفصل الرابع .12 13 أجهزة اإلدخال الفصل الخامس .13 14 أدوات اإلخراج الفصل السادس .14 15 التخزٌن الفصل السابع .15 16 أنظمة التشغٌل الدرس األول –الفصل الثامن .16 17 أنظمة التشغٌل الدرس الثانً –الفصل الثامن .17 18 أنظمة التشغٌل الدرس الثالث –الفصل الثامن .18 19 اتصاالت الحاسوب الدرس األول –الفصل التاسع .19 21 اتصاالت الحاسوب الدرس الثانً –الفصل التاسع .21 21 اتصاالت الحاسوب الدرس الثالث –الفصل التاسع .21 63 B.2 : Examples used in the program: الدرس األول: –أمثلة الفصل األول مصطلحات هامة -0 ٚؽذح اٌّؼبٌغخ اٌّشوض٠خ -2 أدٚاد اإلدخبي -3 أدٚاد اإلخشاط -4 :الثاني الدرس–أمثلة الفصل األول ثؼل أٔٛاع اٌؾٛاع١ت -0 0أٔٛاع اٌىّج١ٛرش -2 2أٔٛاع اٌىّج١ٛرش -3 خطٛاد رط٠ٛش اٌجشِغ١بد -4 :الثالث الدرس–أمثلة الفصل األول اعزخذاَ اٌىّج١ٛرش فٟ اٌطت .0 االٔزبط ثّغبػذح اٌىّج١ٛرش .2 فٟ اٌزؼ١ٍُ ٚاٌؾىِٛخاٌىّج١ٛرش .3 إٌؾش ثبعزخذاَ اٌىّج١ٛرش .4 األول الدرس–أمثلة الفصل الثاني االٔزشٔذ ٠ٛفً اٌؼبٌُ .0 2. Examples of Internet services 3. Internet history1 4. Internet history2 5. Internet history3 فٛد اٌّٛدَ فبوظ .6 :الثاني الدرس–أمثلة الفصل الثاني أِضٍخ ػٍٝ ِؾشوبد اٌجؾش -0 أعّبء ٔطبلبد ػ١ٍب ِؾٙٛسح -2 رم١ٕبد ٌزؾغ١ٓ اٌجؾش فٟ ِؾشن اٌجؾش عٛعً -3 أٔٛاع أدٌخ اٌّٛام١غ -4 64 :الثالث الدرس–أمثلة الفصل الثاني أِضٍخ ػٍٝ ِٛالغ ِغّؼخ اٌّؾز٠ٛبد -0 أِضٍخ ػٍٝ ِٛالغ ٠ٚىٟ -2 أِضٍخ ػٍٝ ِٛالغ إداسح األػّبي -3 ثؼل ِٛالغ اٌزٛافً االعزّبػٟ -4 اٌّقغشحِضبي ػٍٝ اعزخذاَ اٌقٛس -5 أِضٍخ ػٍٝ ِٛالغ إخجبس٠خ -6 الرابع الدرس–أمثلة الفصل الثاني ثؼل ِٛالغ اٌزغبسح االٌىزش١ٔٚخ .0 ثؼل ِٛالغ اٌجش٠ذ اإلٌىزشٟٚٔ .2 الدرس األول –أمثلة الفصل الثالث عذٚي ٠ج١ٓ اٌفئبد األسثؼخ اٌشئ١غ١خ ٌٍجشِغ١بد .0 دٚس رطج١مبد إٌظبَ .2 اٌجشِغ١بد اٌزغبس٠خ اٌؾ١ٙشح .3 اإلمبف١خ فٟ ِؼبٌغخ إٌقٛؿا١ٌّضاد .4 ٚاعٙخ ثشٔبِظ ِؼبٌغخ إٌقٛؿ ٚٚسد .5 ٚاعٙخ ثشٔبِظ ِؼبٌظ اٌغذاٚي اإلٌىزش١ٔٚخ إوغً .6 دٚاي ثشاِظ عذاٚي اٌج١بٔبد .7 ثؼل اٌّخططبد اٌزٟ ٠ؾز٠ٛٙب إوغً .8 الثاني الدرس–أمثلة الفصل الثالث Accessاٌغذٚي فٟ ثشٔبِظ لٛاػذ اٌج١بٔبد .0 اٌزمذ٠ّٟ ثبٚسث٠ٕٛذٚاعٙخ ثشٔبِظ اٌؼشك .2 اٌجشِغ١بد اٌزغبس٠خ ٌٍٙٛارف .3 ثشِغ١بد اٌشعِٛبد ٚ اٌٛعبئو اٌّزؼذدح اٌؾ١ٙشح .4 65 اٌّقّّْٛ اٌّؾزشفْٛ ٚاٌشعبِْٛ ٠غزخذِْٛ ثشاِظ إٌؾش اٌّىزجٟ .5 ٘زا اٌفٕبْ ٠غزخذَ ثشٔبِظ اٌطالء ٌشعُ اٌؾخق١بد فٟ ٌؼجخ وّج١ٛرش .6 الثالث الدرس–أمثلة الفصل الثالث اٌف١ذ٠ٛ ثشِغ١خ ٌزؾش٠ش .0 ثشِغ١بد رأ١ٌف اٌٛعبئو اٌّزؼذدح .2 فؾبد ا٠ٌٛت .3 ثشِغ١خ ٌزأ١ٌف ثشِغ١بد ٌالعزخذاَ إٌّضٌٟ .4 أِضٍخ ػٍٝ ثشِغ١بد ِٕض١ٌخ .5 رطج١مبد ا٠ٌٛت اٌّؾٙٛسح .6 اٌجشِغ١بد اٌزطج١م١خ ٌالرقبالد .7 األول الدرس–أمثلة الفصل الرابع ٚؽذح إٌظبَع١ّغ األؽغبَ ِٓ أعٙضح اٌؾبعٛة ٚاألعٙضح إٌمبٌخ ٌذ٠ٙب .0 ٚؽذح إٌظبَ فٟ عٙبص اٌؾبعٛة اٌؾخقٟ ٌٚٛؽخ األَ .2 األعٙضح اٌّزقٍخ ثغٙبص اٌؾبعٛة ٚارقبٌٙب ِغ اٌّؼبٌظ ٌزٕف١ز اٌّّٙخ .3 Machine cycleخطٛاد دٚسح اٌغٙبص .4 ِؼظُ اٌّؼبٌغبد اٌّزؼذدح إٌٜٛ اٌّزبؽخ ؽب١ٌب .5 َ اٌؾبعٛةرؾذ٠ذ ٔٛع اٌّؼبٌظ ػٕذ ؽشاء عٙبص اٌؾبعٛة ٠ؼزّذ ػٍٝ اعزخذا .6 ٚعبئً رجش٠ذ اٌّؼبٌظ .7 رمغ١ُ ٚ رٛص٠غ اٌّؾىٍخ ػٍٝ ػذد ِٓ اٌّؼبٌغبد ١ٌزُ رٕف١ز٘ب ثبعزخذاَ اٌّؼبٌغخ اٌّزٛاص٠خ .8 ASCIIاٌشِٛص ِّضٍخ ثــ .9 الثاني الدرس–أمثلة الفصل الرابع أؽغبَ اٌزاوشح .0 ٠DRAMج١ٓ ٘زا اٌغذٚي االخزالفبد ِٓ سلبئك .2 ٚاٌٝ راوشح اٌٛفٛي اٌؼؾٛائٟخطٛاد ٔمً رؼ١ٍّبد اٌجشٔبِظ ِٓ .3 66 فٛسح ٚؽذح اٌزاوشح اٌزٟ ٠زُ إدساعٙب فٟ اٌٍٛؽخ األَ .4 عذٚي ٠ٛمؼ االسؽبداد ألؽغبَ راوشح اٌٛفٛي اٌؼؾٛائٟ ؽغت ؽبعخ اٌجشاِظ اٌّغزخذِخ .5 اعزخذاَ راوشح اٌىبػ فٟ عٙبص اٌؾبعٛة .6 اٌّقطٍؾبد اٌّغزخذِخ ٌزؾذ٠ذ أٚلبد اٌٛفٛي .7 ١ب ٚٚظبئفٙبثطبلبد اٌّؾٛي اٌّغزخذِخ ؽبٌ .8 ؽىً ٠ٛمؼ أِضٍخ ػٍٝ راوشح اٌفالػ اٌمبثٍخ ٌإلصاٌخ أصٕبء اٌزؾغ١ً .9 إٌّبفز .01 أِضٍخ ػٍٝ أٔٛاع ِخزٍفخ ِٓ إٌّبفز ػٍٝ ٚؽذح إٌظبَ .00 ساَ ػٍٝ اٌٍٛؽخ األَ .02 أمثلة الفصل اخلامس أدٚاد اإلدخبي .0 أدٚاد إدخبي ؽ٠ٛ١خ .2 أدٚاد إدخبي ِخزٍفخ .3 أمثلة الفصل السادس اٌؾبؽبدثؼل أٔٛاع .0 أدٚاد اإلخشاط .2 أػٍٝ dpiعزالؽع عٛدح أزبط أفنً ِغ اٌطبثؼبد اٌزٟ ف١ٙب .3 ٘زا اٌؾىً ٠ج١ٓ و١ف رؼًّ هبثؼخ ٔفش اٌؾجش .4 5. LCD and Smart Whiteboard أمثلة الفصل السابع خقبئـ اٌمشؿ اٌقٍت .0 و١ف١خ ػًّ اٌمشؿ اٌقٍت .2 أدٚاد اٌزخض٠ٓ .3 67 ِقطٍؾبد اٌفقً اٌغبثغ .4 ٚؽذاد ل١بط اٌزاوشح .5 ِضبي ػٍٝ رخض٠ٓ اٌغؾبثخ .6 ِمبسٔخ ث١ٓ ثؼل أٔٛاع ثطبلبد اٌزاوشح .7 ٚ لشؿ ِقغش solid stateلشؿ .8 فٛسِبد اٌمشؿ .9 عٙبص ١ِىشٚ ف١ٍُ .01 Blue rayلشؿ ثٍٛ سٞ .00 ِغبس رغغ١ً اٌج١بٔبد ػٍٝ اٌمشؿ اٌّنغٛه .02 expressلشؿ فٍت خبسعٟ ٚ ثطبلخ .03 لشؿ فٍت ٠غزخذَ ٚفٍخ عبرب .04 smart cardاٌجطبلخ اٌزو١خ .05 األول الدرس–أمثلة الفصل الثامن إلػبدح اٌزؾغ١ً .0 ٚظبئف أٔظّخ اٌزؾغ١ً .2 خطٛاد رؾغ١ً اٌؾبعٛة .3 4. Command line interface ِذ٠ش اٌّٙبَ ٠ؼشك لبئّخ ثأعّبء اٌجشاِظ ل١ذ اٌزؾغ١ً .5 Windowsِشالت ِٛاسد .6 ؽىً ٠ٛمؼ اٌؼاللخ ث١ٓ اٌّغزخذَ ٚٔظبَ اٌزؾغ١ً ٚاٌؾبعٛة .7 ٚظبئف ٔظبَ اٌزؾغ١ً .8 الثاني الدرس–أمثلة الفصل الثامن 7ٚاعٙخ ٠ٕٚذٚص .0 2. Windows 7 interface os xٚاعٙخ .3 68 اٌشع١ِٛخ UNIXٚاعٙخ ٔظبَ اٌزؾغ١ً .4 ٘برف روٟ ٠غزخذَ ٔظبَ اٌزؾغ١ً ٠ٕٚذٚص ِٛثب٠ً .5 6. GNOM Desktop ٠ٚWindows Embedded CEٕذٚص اٌّنّٓ .7 الثالث الدرس–أمثلة الفصل الثامن إلصاٌخ اٌجشاِظ .0 ؽبؽخ رٕظ١ف اٌمشؿ فٟ ٠ٕٚذٚص .2 أدٚاد رذل١ك األخطبء ٚإٌغبء اٌزغضئخ ٚإٌغخ االؽز١بهٟ فٟ ٠ٕٚذٚص .3 ِؾغً ٚعبئو ِؾٙٛس .4 ثشٔبِظ اٌق١بٔخ اٌّؾٙٛس ٌّغزخذِٟ ٠ٕٚذٚ .5 7ِزقفؼ اٌٍّفبد ٚاٌّغٍذاد فٟ ٠ٕٚذٚص .6 أداح اٌجؾش ػٓ اٌٍّفبد .7 7ػبسك اٌقٛس فٟ ٠ٕٚذٚص .8 لاألو الدرس–أمثلة الفصل التاسع ٠GPSٛمؼ ٘زا اٌؾىً و١ف١خ ػًّ ٔظبَ رؾذ٠ذ اٌّٛالغ .0 ػالِخ اٌجمؼخ اٌغبخٕخ ٌـ ٚاٞ فبٞ .2 3. Webex logo الثاني الدرس–أمثلة الفصل التاسع فٛائذ ؽجىبد اٌؾبعٛة .0 ث١ٕخ اٌؾجىخ .2 رقب١ُِ اٌؾجىخ .3 4. BitTorrent protocol 69 5. RFID basics 6. RSS logo الثالث الدرس–أمثلة الفصل التاسع ػٍٝ ث١ٕخ ؽجىخ اٌٙبرفّٔٛرط .0 ADSLارقبالد .2 ِٛدَ وبثً .3 ؽجىخ ٚاٞ فبٞ ِٕض١ٌخ .4 عشػبد إٌمً ألٔٛاع ِخزٍفخ ِٓ اٌؾجىبد اٌّؾ١ٍخ ثبعزخذاَ ٚعبئو إٌمً اٌف١ض٠بئ١خ .5 ٚعبئو إٌمً اٌف١ض٠بئ١خ .6 ِؼذالد إٌمً ٌألٔٛاع اٌّخزٍفخ ِٓ ٚعبئو اإلسعبي اٌالعٍى١خ .7 ألّبس االرقبالد .8 ثؼل أعٙضح اٌؾجىخ .9 ىخوشد ؽج .11 70 B.3 : Questions in the program )difficulty level = 1(: الدرس األول –الفصل األول no اٌغؤاي اٌخ١بساد خ بث ع ال ا ؾخ ؾ١ ق اٌ op1 op2 op3 op4 1 Computer literacyاٌضمبفخ اٌؾبعٛث١خ: ػٓ رزنّٓ ِؼشفخ اعزخذاَ اٌؾبعٛة ِٚؼشفخ ػبِخ و١ف١خ ػٍّٗ خطأ فؼ op1 2 ٘ٛعٙبص إٌىزشٟٚٔ، ٠ؼًّ ٚفمب ٌزؼ١ٍّبد اٌزؾىُ اٌّخضٔخ فٟ راوشرٗ،، ٠غزمجالٌج١بٔبد األ١ٌٚخ ِٓ أعٙضح اإلدخبي ١ٌمِٛجّؼبٌغزٙبٚإخشاعٙب ػٍٝ ؽىً ِؼٍِٛبد ِف١ذح ػٍٝ أعٙضح اإلخشاط أٚ رخض٠ٕٙب فٟ أعٙضح اٌزخض٠ٓ اٌضب٠ٛٔخ ٌالعزخذاَ اٌّغزمجٍٟ اٌؾبعٛة اٌطبثؼخ األلّبس اٌقٕبػ ٠خ أعٙضح اإلدخبي ٚاإلخشا ط op2 3 ِٓ ١ِّضاد اعزخذاَ اٌؾبعٛة اٌغشػخ االػزّبد ٠خ اٌضجبد وً ِب عجك op4 4 ػجبسح ػٓ رغّغ ػبٌّٟ ِٓ اٌؾجىبد اٌّشرجطخ ِغ ثؼنٙب اٌجؼل ٚاٌزٟ رشثو ث١ٓ ِال١٠ٓ ِٓ األفشاد ٚ ٚاٌّؼب٘ذ اٌؾى١ِٛخاٌؾشوبد اٌزغبس٠خ، اٌٛوبالد اٌزؼ١ّ١ٍخ اٌؾجىخ اٌؾبعٛة اإلٔزشٔ د Intern et op3 اٌّٛدَ 5 ISP ِضٚد اٌخذِخ Interne t Service Provid er أدٚاد اٌزخض٠ٓ أ + ة op4 (difficulty level = 2)الدرس الثاني –الفصل األول no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 6 رخجش اٌؾبعٛة ١ّبدرؾزٛٞ ػٍٝ عٍغٍخ ِٓ اٌزؼٍ باٌّٙبَ اٌّطٍٛة ِٕٗ إرّبِٙ ِب ٟ٘ Software program اٌجشِغ١خ وً ِب عجك op4 7 ػجبسح ػٓ ِغّٛػخ ِٓ اٌجشاِظ اٌزٟ رٕغك وً إٌؾبهبد اٌزٟ رزُ ث١ٓ ِىٛٔبد اٌؾبعٛة اٌّبد٠خ اٌّخزٍفخ أٔظّخ اٌزؾغ١ً اٌجشاِظ اٌّغبػذح اٌجشاِظ اٌزطج١م١خ ِؼبٌغبد إٌقٛ ؿ op1 8 MS Access ِضبي ػٍٝ ثشٔبِظ لٛاػذ اٌج١بٔبد ِؼبٌغبد إٌقٛؿ اٌغذاٚي اإلٌىزشٚٔ ٠خ اٌؼشٚك اٌزمذ١ّ٠خ op1 9 Programmerاٌّجشِظ ٠ؼشف ٌغخ ثشِغخ أٚ أوضش ٘ٛ اٌؾخـ اٌزٞ ٠مَٛ ثزط٠ٛشاٌجشِغ١بد ِذ٠ش اٌؾجىخ أ + ة op4 71 ( = 3difficulty level)الدرس الثالث –الفصل األول no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 10 ٠ّىٓ اعزخذاَ اٌؾبعٛة فٟ اٌزؼ١ٍُ ِٓ أعً رٛم١ؼ اٌّغبئً اٌؼ١ٍّخ رق١ٍؼ أٚساق االِزؾبٔبد ؽغبة دسعخ اٌطبٌت فٟ ِغبق ِؼ١ٓ وً ِب عجك فؾ١ؼ op4 11 ِٓ األِضٍخ ػٍٝ اعزخذاَ اٌؾبعٛة فٟ إداسح األػّبي ٚاألِٛاي ECommerc e E-Medicine E-Learning E-Mail op1 12 ٠ّىٓ رؾخ١ـ األِشاك ٚإعشاء اٌؼ١ٍّبد اٌغشاؽ١خ ثبعزخذاَ اٌؾبعٛة خطأ فؼ op1 ( = 4difficulty level)الدرس األول –الفصل الثاني no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 13 اٌؾجىبد فٟ ع١ّغ أٔؾبء اٌؼبٌُ رشثو ٟ٘ ِغّٛػخ ِٓ اٌّال١٠ٓ ِٓ اٌؾشوبد ٚا١ٌٙئبد اٌؾى١ِٛخ ٚاٌزؼ١ّ١ٍخ ٚاٌّؤعغبد ٚاألفشاد االٔزشٔذ األلّبس اٌقٕبػ١خ اٌّؼبٌغخ اٌّزٛاص٠خ ثشٚرٛوٛي اٌقٛد ػٍٝ االٔزشٔذ op1 14 WWW رؼٕٟ االٔزشٔذ اٌؾجىخ اٌؼٕىجٛر١خ اٌؼب١ٌّخ اٌؾجىخ اٌّؾ١ٍخ اٌجش٠ذ االٌىزشٟٚٔ op2 15 فؼ أَ خطأ اإلل١ّ١ٍخ ٠ٛفش اٌٛفٛي إٌٝ اإلٔزشٔذ فٟ اٌّذْ ISPإْ ٚاٌجٍذاد فٟ داخً اٌٛهٓ خطأ فؼ op2 16 Internet2 رزطٍت أزشٔذ عش٠غ عذا ِؾشٚع غ١ش سثؾٟ رفؾـ ٚرطٛس رم١ٕبد اٌؾجىخ اٌّزطٛسح op4 وً ِب عجك 17 DSL رٛف١ً أزشٔذ ثطٟء وبثً األ١ٌبف اٌنٛئ١خ خو اٌّؾزشن اٌشلّٟ ؽجىخ اٌشاد٠ٛ اٌخ٠ٍٛخ op3 72 ( = 5difficulty level)الدرس الثاني –الفصل الثاني no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 18 اٌّٛلغ www.philips.com.au ِٛعٛد فٟ اعزشا١ٌب ٠غزخذَ خذِخ اٌؾجىخ اٌؼٕىجٛر١خ اٌذ١ٌٚخ ٔطبق اٌّغزٜٛ االػٍٝ ٌٗ رغبسٞ op4 وً ِبعجك 19 اٌقفؾبد اٌذ٠ٕب١ِى١خ ِؾزٛا٘ب ٠زغ١ش ؽغت اٌّغزخذَ صبثذ وً اٌّغزخذ١ِٓ ٠ؾب٘ذْٚ ٔفظ اٌّؾزٜٛ op2 ١ٌظ ِّب عجك 20 أؽٙش ِزقفؾبد اإلٔزشٔذ Internet Explorer Firefox Google Chrome وً ِب عجك op4 21 hypermediaاٌٛعبئو اٌفبئمخ ِغزٕذح ٠ؾ١ش إٌٝ سٚاثو ٌٛصبئك ٔق١خ http إٌـ اٌزؾؼجٟ رغّغ اٌشٚاثو اٌّغزٕذح إٌٝ ٔقٛؿ ِغ اٌشعُ، ٚاٌقٛد، ٚٚفالد اٌف١ذ٠ٛ op4 22 اٌجشٔبِظ اٌزٞ ٠غذ اٌّٛالغ ػٍٝ فؾبد ؽجىخ اإلٔزشٔذ، ٚ ا٠ٌٛت، ٚاٌقٛس، ٚاٌف١ذ٠ٛ، ٚاألخجبس ٚاٌخشائو، ٚغ١ش٘ب ِٓ اٌّؼٍِٛبد اٌّشرجطخ ثّٛمٛع ِؼ١ٓ ٘ٛ searchِؾشن اٌجؾش engine website hypertext youtube op1 23 اٌؼ١ت اٌشئ١غٟ ِغ د١ًٌ اٌّٛمٛع ٠غذ اٌّغزخذِْٛ فؼٛثخ فٟ رؾذ٠ذ اٌفئبد اٌزٟ ٠غت اخز١بس٘ب ٠ٛفش اٌمٛائُ اٌّقٕفخ ِٓ اٌشٚاثو اٌّشرجخ ؽغت اٌّٛمٛع ٠ؼشك د١ًٌ اٌّٛمٛع لبئّخ سٚاثو فشػ١خ op1 ١ٌظ ِّب عجك ( = 6difficulty level)الدرس الثالث –الثاني الفصل no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 24 CNN ٘ٛ ِٛلغ op1 ِذٚٔخ ِؼٍِٛبد اعزّبػٟ إخجبسٞ 25 ِٓ أؽٙش ِٛالغ اٌزٛافً االعزّبػٟ Facebook Wikimapia IBM Ask Jeeves op1 26 فؼ أَ خطأ؟ ٠مذَ ػشٚك رؼ١ّ١ٍخ اٌّٛلغ اٌزؼ١ٍّٟ ػٍٝ اإلٔزشٔذ عزاثخ ِٕٚبفغخ ٌٍزذس٠ظ ٚاٌزؼٍُ اٌشعّٟ ٚغ١ش اٌشعّٟ خطأ فؼ op1 27 Google Documentsِغزٕذاد عٛعً ٟ٘ ِضبي ػٍٝ ِٛلغ اٌزٛافً االعزّبػٟ رطج١مبد ا٠ٌٛت ِذٚٔخ ِٛلغ إخجبسٞ op3 اٌشِض اٌزبٌٟ ٠ذي ػٍٝ 28 RSS Really simple syndication ٌزّى١ٓ ٚع١ٍخ ٟ٘ إٌظُ َٚ اٌجشِغ١بد وً ِب عجك فؾ١ؼ op4 29 JPG , GIF , BMP ٟ٘ رٕغ١مبد ٍِفبد ف١ذ٠ٛ ٍِفبد فٛد ِغٍذاد ٍِفبد فٛس op4 30 MP3 , OGG , WAV ٟ٘ رٕغ١مبد ٍِفبد فٛس ٍِفبد ف١ذ٠ٛ ٍِفبد فٛر١خ ٍِفبد ٔق١خ op1 73 ( = 7difficulty level)الدرس الرابع –الفصل الثاني no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 31 E-Commerce ٘ٛ اخزقبس اٌّضاد اٌؼٍٕٟ ػٍٝ االٔزشٔذ اٌزغبسح اإلٌىزش١ٔٚخ op2 ١ٌظ ِّب عجك اٌزغبسح ثبٌٍغخ اإلٔغ١ٍض٠خ 32 PayPal ِشرجطخ ثـ اٌذفغ ػٍٝ االٔزشٔذ االلزشاك االٌىزشٟٚٔ op1 ١ٌظ ِّب عجك اعزخذاَ اٌؼٍّخ اٌفٍغط١ٕ١خ 33 VoIp ٠غبػذ فٟ ٔمً اٌف١ذ٠ٛ ػٍٝ االٔزشٔذ ٔمً اٌقٛد ػٍٝ االٔزشٔذ ٔمً اٌقٛس ػٍٝ االٔزشٔذ ٔمً إٌقٛؿ ػٍٝ االٔزشٔذ op2 34 ِٓ ثشاِظ اٌجش٠ذ االٌىزشٟٚٔ Outlook AutoCad MatLab Wikipedia op1 35 ِىبْ ػٍٝ ٍِمُ إٔزشٔذ اٌزٞ ٠غّؼ ٌٍّغزخذ١ِٓ ثبٌذسدؽخ ِغ ثؼنُٙ اٌجؼل ٛ٘ Hotmail Yahoo Google غشفخ اٌذسدؽخ op4 36 ٌؼًّ ِىبٌّخ ٘برف١خ ثبإلٔزشٔذ، رؾزبط إٌٝ DSL خذِخ اإلٔزشٔذ اٌٙبرف١خ وً ِب عجك ١ِىشٚفْٛ أٚ ٘برف op4 37 ِغبي ِجبؽش ٌٍّغزخذ١ِٓ ٌزجبدي إٌّبلؾبد اٌّىزٛثخ ؽٛي ِٛمٛع ِؾذد ٛ٘ op1 ١ٌظ ِّب عجك messenger skype ِغّٛػخ األخجبس 38 FTP ٠شِض إٌٝ ثشٚرٛوٛي ٔمً اٌٍّفبد File Transfer Pro اٌجشٚرٛوٛي اٌم١بعٟ اٌزٞ ٠غّؼ ثشفغ ٚرٕض٠ً اٌٍّفبد وً ِب عجك فؾ١ؼ op4 ( = 8difficulty level)الدرس األول –الفصل الثالث no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 39 ؽضَ اٌجشِغ١بد اٌغب٘ضح Packaged Software :ٟ٘ رؤدٞ ٚظبئف ِؾذدح ٌٍزغبسح أٚ اٌقٕبػخ رٕزظ ثى١ّبد وج١شح، ِؾفٛظخ اٌؾمٛق، رجبع ثبٌزغضئخ ثشٔبِظ ٠ز١ؼ ٌٍّغزخذَ اٌٛفٛي ٚاٌزفبػً ِغ ِٛلغ ا٠ٌٛت ِٓ خالي ثشٔبِظ ِٓ أٞ شوّج١ٛر اٌجشِغ١بد اٌزٟ ٠زُ رٛف١ش٘ب ٌالعزخذاَ أٚ اٌزؼذ٠ً، أٚ إلػبدح اٌزٛص٠غ op2 40 اٌجشِغ١بد اٌزغش٠ج١خ Shareware ٟ٘ اٌجشِغ١بد ِفزٛؽخ اٌّقذس ثشِغ١بد ِغغٍخ رخنغ الرفبل١خ رشخ١ـ ٠مَٛ ِطٛسٚ٘ب ثٕؾش٘ب ؽزٝ ٠زّىٓ ِٓ ٠ش٠ذ اعزخذاِٗ ١ٌظ ِّب عجك رطج١مبد ا٠ٌٛت op2 41 رغغ١ً اٌجشٔبِظ ٠ؤٍ٘ه ٌٍؾقٛي ػٍٝ ِغبػذح ٚلذ اٌؾبعخ ٠ؤٍ٘ه ٌٍؾقٛي ػٍٝ رؾذ٠ضبد اٌجشٔبِظ ٌفزشح ص١ِٕخ ِؾذدح ٠غبػذ اٌّغزخذ١ِٓ ػٍٝ اٌؾفبظ ٚ اٌغ١طشح ػٍٝ رؾغ١ً اٌىّج١ٛرش op1 وً ِب عجك 42 ثشِغ١بد ِؼبٌغخ إٌقٛؿ ٠ز١ؼ ٌٍّغزخذ١ِٓ أؾبء ِٚؼبٌغخ اٌغذاٚي االٌىزش١ٔٚخ ٠ز١ؼ ٌٍّغزخذ١ِٓ أؾبء ِٚؼبٌغخ اٌؼشٚك اٌزمذ١ّ٠خ أ ٚ ة ِؼب ٠ز١ؼ ٌٍّغزخذ١ِٓ أؾبء ِٚؼبٌغخ اٌّغزٕذاد اٌزٟ رؾزٛٞ ػٍٝ إٌـ غبٌجب ٚ اٌشعِٛبد op4 43 ِضبي ػٍٝ ثشِغ١بد Winword powerpoint Excel SPSS op3 74 اٌج١بٔبد ٌَخ َٚ َغْذ ُّ اٌ 44 ٠غّٝ رمبهغ ػّٛد ٚفف فٟ ٚسلخ إوغً op4 اٌخ١ٍخ ػّٛد ِخطو ث١بٟٔ ِقٕف ( = 9difficulty level)الدرس الثاني –الفصل الثالث no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 45 ٟ٘ ِغّٛػخ ِٓ اٌج١بٔبد إٌّظّخ ثطش٠مخ رغّؼ ثبٌٛفٛي إ١ٌٙب ٚاعزشعبػٙب، ٚاعزخذاِٙب اٌٛعبئو اٌّزؼذدح ثشاِظ رطج١م١خ لبػذح اٌج١بٔبد ١ٌظ ِّب روش op1 46 فٟ ثشاِظ اٌؼشٚك اٌزمذ١ّ٠خ ٠ّىٓ ٌٍّغزخذ١ِٓ رؼ١١ٓ ػٕذ ثٕبء اٌؼشك، رٛل١ذ ٌٍؾش٠ؾخ ثؾ١ش ٠ؼشك رٍمبئ١ب اٌؾش٠ؾخ اٌزب١ٌخ ثؼذ فزشح ص١ِٕخ خطأ فؼ op1 47 Notebook ٘ٛ ِضبي ػٍٝ ثشاِظ عذاٚي إٌىزش١ٔٚخ لٛاػذ ث١بٔبد ػشٚك رمذ١ّ٠خ رذ٠ٚٓ اٌّالؽظبد op4 48 ثشِغ١بد إداسح اٌّؾبس٠غ Project Managemen t Software ٌٍّغزخذَ ثبٌزخط١و ٚ رغّؼ اٌغذٌٚخ اٌض١ِٕخ ٌٍّؾشٚع ٠غزخذَ ٌغذٌٚخ ػ١ٍّخ إداسح أساء اٌؼّالء، ٚرمذ٠ُ اٌزٛف١بد وً ِب عجك فؾ١ؼ op4 49 رز١ؼ ٌٍّق١ّّٓ اٌّؾزشف١ٓ إٔؾبء ِغزٕذاد ِزطٛسح رؾزٛٞ ػٍٝ إٌـ، اٌشعِٛبد ٚاٌؼذ٠ذ ِٓ األٌٛاْ ٟ٘ ثشِغ١بد لٛاػذ اٌج١بٔبد إوغً اٌّىزجٟثشِغ١بد إٌؾش ثشِغ١بد إداسح اٌّغزٕذاد op2 50 ثشِغ١بد رؾش٠ش اٌقٛس اٌشل١ّخ ٌٍّؾزشف١ٓ رذ٠ش ِؼٍِٛبد اٌّٛظف رغّؼ ٌٍّقٛس٠ٓ، ٚإٌّٙذع١ٓ ٚاٌؼٍّبء، ثزؾش٠ش ٚرخق١ـ اٌقٛس اٌشل١ّخ ٚع١ٍخ ٌٍزجبدي ٚاٌزٛص٠غ ٚاٌجؾش ِٓ خالي اٌّغزٕذاد ١ٌظ ِّب عجك op2 75 (0difficulty level = 1)الدرس الثالث –الفصل الثالث no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 51 رغّؼ ٌٍّؾزشف١ٓ ثزؼذ٠ً عضء )ِمطغ ( ِٓ ؽش٠و ف١ذ٠ٛ ثشِغ١بد رؾش٠ش إٌقٛؿ ثشِغ١بد رؾش٠ش اٌقٛس ثشِغ١بد رؾش٠ش اٌقٛد ثشِغ١بد رؾش٠ش اٌف١ذ٠ٛ op4 52 اٌزؾىُ فٟ ِغ ٘زا اٌجشٔبِظ، ٠ّىٓ ٌٍّغزخذ١ِٓ ِٛمغ إٌـ ٚاٌقٛس ِٚذح األفٛاد، ٚاٌف١ذ٠ٛ ثشٔبِظ رأ١ٌف اٌٛعبئو اٌّزؼذدح ثشٔبِظ رؾش٠ش اٌقٛد ٚاٌف١ذ٠ٛ ثشٔبِظ رط٠ٛش فؾبد االٔزشٔذ ثشٔبِظ ِؾبعجخ op1 53 ثشِغ١بد اٌز٠ًّٛ اٌؾخقٟ ثشاِظ ِؾبعجخ ِجغطخ رغبػذ فٟ إػذاد اٌٛصبئك اٌمب١ٔٛٔخ رغبػذ فٟ رؼجئخ إٌّبرط اٌنش٠ج١خ وً ِب عجك فؾ١ؼ op1 54 رز١ؼ ٌٍّغزخذ١ِٓ ػشك اٌخشائو ٚرؾذ٠ذ ارغب٘بد اٌطش٠ك، ٚرؾذ٠ذ اٌّؼبٌُ اٌٙبِخ اٌجشاِظ إٌّض١ٌخ ثشِغ١بد اٌغفش ٚسعُ اٌخشائو ثشاِظ إػذاد اٌنشائت اٌجشاِظ اٌمب١ٔٛٔخ op2 55 اٌزذس٠ت اٌمبئُ ػٍٝ اٌؾبعٛة CBT CAI اٌزؼ١ٍُ ثّغبػذح اٌىّج١ٛرش وً ِب عجك فؾ١ؼ op4 56 WBT ٛ٘ اٌزذس٠ت اٌمبئُ ػٍٝ اٌىّج١ٛرش اٌزذس٠ت اٌمبئُ ػٍٝ ا٠ٌٛت اٌزذس٠ت اٌمبئُ ػٍٝ اٌٛلغ االفزشامٟ ١ٌظ ِّب عجك op2 ( = 11difficulty level)الدرس األول –الفصل الرابع no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 57 System Unit ٟ٘ ٚؽذح إٌظبَ اٌّىٛٔبد اإلٌىزش١ٔٚخ فٟ اٌؾبعٛة ٚاٌزٟ رغزخذَ ٌّؼبٌغخ اٌج١بٔبد أ+ة ِؼب ١ٌظ ِّب روش op3 58 ٌٛؽخ اٌذائشح اٌشئ١غ١خ ٌٛؽذح إٌظبَ ٚ اٌؼذ٠ذ ِٓ اٌّىٛٔبد اإلٌىزش١ٔٚخ رضجذ ػ١ٍٙب ٟ٘ اٌٍٛؽخ األَ اٌّؼبٌظ سلبلخ اٌؾبعٛة اٌزاوش ح op3 59 أ٠نب ٚؽذح اٌّؼبٌظ ، ٠ٚغّٝ اٌّؼبٌغخ اٌّشوض٠خ ٚؽذح (CPU) ٠خشط اٌّؼٍِٛبد ٘ٛ اٌزٞ ٠فغش ٚ ٠ٕفز اٌزؼ١ٍّبد األعبع١خ ػٍٝ اٌؾبعٛة ٠ذ٠ش ِؼظُ اٌؼ١ٍّبد فٟ اٌؾبعٛة ة + عـ op4 60 اٌّؼبٌغبد رؾزٛٞ ػٍٝ ساَ ٚ سَٚ dual core and quad core ٚؽذح اٌزؾىُ ٚ ٚؽذح اٌؾغبة ٚإٌّطك وً ِب عجك op3 61 أثشص اٌؾشوبد اٌّقٕؼخ ٌشلبئك اٌّؼبٌغبد اٌؾخق١خ ٟ٘ Intel and AMD ِب٠ىشٚعٛفذ sun ros wel op1 62 اٌّؼبٌغخ اٌّزٛاص٠خ ٟ٘ أعٍٛة ٠غزخذَ ػذح ِؼبٌغبد فٟ ٚلذ ٚاؽذ ٌزٕف١ز ثشٔبِظ ٚاؽذ أٚ ِّٙخ ٚاؽذح رمغُ اٌّؾىٍخ أٚ اٌّّٙخ اٌٝ أعضاء ؽزٝ رٕفز ػٍٝ ػذح ِؼبٌغبد أ + ة ١ٌظ ِّب عجك op3 63 اٌزش١ِض األوضش اعزخذاِب فٟ رّض١ً اٌج١بٔبد فٟ اٌؾبعٛة ASCII EBCDEC Wingdings Mor se op1 64 Unicode 06٘ٛ ٔظبَ رش١ِض ٠غزخذَ ثذ ٘ٛ ٔظبَ رش١ِض لبدس ػٍٝ رّض١ً وً ٌغبد اٌؼبٌُ ٘ٛ ٔظبَ رش١ِض ٠ذػُ ٌغبد اٌجشِغخ ٚرؾًّ ثشاِظ عبفب، ِب٠ىشٚعٛفذ أٚف١ظ، ٚ أٚسا وً وً ِب عجك فؾ ٠ؼ op4 76 (2difficulty level = 1)الدرس الثاني –الفصل الرابع no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 65 Kilobyteاٌى١ٍٛثب٠ذ ١ِغبثب٠ذ 0124 ثب٠ذ 0124 ثب٠ذ 0111 0 ١ِغبثب ٠ذ op2 66 RAM Random Access Memory ٟراوشح اٌٛفٛي اٌؼؾٛائ Read Access Memory أ + ة ِؼب op4 67 اٌؾفع ٛ٘ ػ١ٍّخ ٔغخ اٌج١بٔبد، اٌزؼ١ٍّبد ٚاٌّؼٍِٛبد ِٓ عٙبص رخض٠ٓ إٌٝ راوشح اٌٛفٛي اٌؼؾٛائٟ ػ١ٍّخ ٔغخ اٌج١بٔبد، اٌزؼ١ٍّبد ٚاٌّؼٍِٛبد ِٓ راوشح اٌٛفٛي اٌؼؾٛائٟ إٌٝ عٙبص رخض٠ٓ رٕف١ز رؼ١ٍّبد اٌجشٔبِظ اٌّٛعٛد فٟ راوشح اٌٛفٛي اٌؼؾٛائٟ ١ٌظ ِّب عجك op2 68 راوشح اٌىبػ وٍّب صادد عؼزٙب صادد عشػخ اٌؾبعٛة لذ رىْٛ فٟ ؽش٠ؾخ اٌّؼبٌظ أٚ ِٕفقٍخ ػٕٙب وٍّب صادد عؼزٙب لً صِٓ رٕف١ز األٚاِش وً ِب عجك فؾ١ؼ op4 69 اٌمشاءح فموراوشح ٟ٘ RAM ِزطب٠شح رخضْ اٌج١بٔبد ثبعزخذاَ اٌطبلخ اٌّغٕبه١غ١خ ١ٌظ ِّب عجك op4 70 ثطبلخ اٌقٛد رغؼً اٌؾبعٛة لبدسا ػٍٝ اٌزؼبًِ ِغ ٍِفبد اٌقٛد اٌشل١ّخ رؾ٠ًٛ ِخشعبد اٌؾبعٛة إٌٝ ف١ذ٠ٛ أ + ة ِؼب ١ٌظ ِّب عجك op1 71 إٌمطخ اٌزٟ ٠ّىٓ ِٓ األعٙضح خالٌٙب سثو اٌطشف١خ ِغ ٚؽذح إٌظبَ ٛ٘ op1 سَٚ إٌبلً اٌزغٍغٍٟ إٌّفز راوشح اٌفالػ (3difficulty level = 1)الفصل اخلامس no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 72 ِغّٛػخ ِٓ اٌؼٕبفش اٌزٟ رؾزبط ٌؼ١ٍّخ ِؼبٌغخ ٚرؾًّ إٌقٛؿ ، األسلبَ ، اٌقٛس، اٌقٛد ، ٚاٌف١ذ٠ٛ op1 اٌّؼبٌغخ اٌؼ١ٍّبد اٌّؼٍِٛبد اٌج١بٔبد 73 ٌٍّغزخذ١ِٓ ثئدخبي اٌج١بٔبد ِىْٛ ِبدٞ ٠غّؼ ٚاٌزؼ١ٍّبد إٌٝ اٌؾبعٛة عٙبص اإلدخبي عٙبص اإلخشاط عٙبص اٌزخض٠ٓ op2 عٙبص اٌّؼبٌغخ 74 ٠مًٍ ِٓ ٔغجخ رنشس رق١ُّ ٌٙب ٌٛؽخ ِفبر١ؼ اٌشعغ ٚا١ٌذ٠ٓ ٟ٘ ٌٛؽخ ِفبر١ؼ أغ١ٍض٠خ ِفبر١ؼ ٌٍّق١ّّٓ ٌٛؽخ ٌٛؽخ اٌّفبر١ؼ اٌّش٠ؾخ op3 ١ٌظ ِّب عجك 75 اٌزأؽ١ش اعزخذاِب ف ٟ ِٓ أوضش أٔٛاع أعٙضح اٌّىزج١خ األعٙضح ا١ٌّىشٚفْٛ ػقب األٌؼبة ٌٛؽخ اٌّفبر١ؼ اٌّبٚط op1 76 أعٙضح ػشك ؽغبعخ ٌٍّظ اٌمٍُ اٌنٛئٟ اٌى١جٛسد اٌّبٚط ؽبؽخ اٌٍّظ op1 77 ِٓ ٚعبئً اإلدخبي فٟ اٌٙٛارفبٌزو١خ اٌّب٠ىشٚفْٛ لٍُ اٌىزبثخ - ٌٛؽبد اٌّفبر١ؾبٌنٛئ ٠خ op4 وً ِب عجك 78 رمبط دلخ اٌىب١ِشا اٌشل١ّخ ثـ ٔمطخ فٟ اٌغطش عطش فٟ االٔؼ ث١ىغً فٟ االٔؼ op3 د٠غ١جً 79 رذػُ اٌزؼشف ػٍٝ ثؼل أٔظّخ اٌزؾغ١ً § Windows اٌقٛد ِضً خطأ فؼ op1 77 80 ٌّؤرّشاد اٌف١ذ٠ٛ ٔؾزبط إٌٝ ثشِغ١خ ِؤرّش ف١ذ٠ٛ وب١ِشاف١ذ٠ٛ ِب٠ىشٚفْٛ ٚعّبػبد op4 وً ِب عجك 81 أعٙضح إدخبي ؽغبعخ ٌٍنٛء، رمَٛ ثمشاءح ٟ٘ إٌقٛؿ اٌّطجٛػخ ٚاٌقٛس، ٚرزشعُ إٌزبئظ ٠زّىٓ اٌؾبعٛة ِٓ ِؼبٌغزٙب إٌٝ ف١غخ األٌؼبةػقب ا١ٌّىشٚفْٛ اٌّبعؼ اٌنٛئٟ اٌؾبؽخ op2 82 OCR ٠شِض إٌٝ اٌزؼشف ػٍٝ اٌشِٛص lمٛئ١ب اٌزؼشف ػٍٝ اٌؾشٚف مٛئ١ب لبسئبد اٌؾفشح اٌّخططخ اٌّطبثمخ ػٓ هش٠ك رشدد اٌشاد٠ٛ op2 83 ATM عٙبص٠غّؼ ٌٍّغزخذ١ِٓ اٌٛفٛي إٌٝ اٌجٕى١خ ؽغبثبرُٙ اٌطشف١خ ٘ٛ أؽذ األعٙضح اٌّؾزش٠بد، اٌزٞ ٠غغً ػ١ٍّبد اٌذفغ ٠ٚؼبٌظ رم١ٕخ رغزخذَ ٌمشاءح أّٔبه اٌؼ١ٓ لضؽ١خ رم١ٕخ رغزخذَ ٌمشاءح أّٔبه ثقّخ اإلفجغ op1 (4difficulty level = 1)الفصل السادس no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 84 ِٓ أٔٛاع اٌّخشعبد op4 وً ِب عجك اٌقٛد اٌشعِٛبد إٌـ 85 ِٓ أعٙضح اإلخشاط ِىجشاد اٌقٛد ٚعّبػبد اٌشأط اٌطبثؼخ ٚاٌّب٠ىشٚ فْٛ اٌى١جٛسد اٌّبٚط op1 86 Monochromeأؽبد٠خ اٌٍْٛ ٠ؼٕٟ اٌّؼٍِٛبد رظٙش ثٍْٛ ٚاؽذ ػٍٝ خٍف١خ ثٍْٛ ِخزٍف اٌّؼٍِٛبد رظٙش ث١ٍٔٛٓ اٌّؼٍِٛبد رظٙش ثأسثؼخ أٌٛاْ اٌّؼٍِٛبد رظٙش ثؼؾش٠ٓ ٌْٛ op1 87 ؽبؽخ خف١فخ اٌٛصْ ِغطؾخ ػّمٙب ٚرغزخذَ ػبدح اٌغبئً اٌجٍٛسٞ فغ١ش أٚ رىٌٕٛٛع١ب غبص اٌجالصِب اٌؾبؽخ اٌجٍٛس٠خ اٌؾبؽخ اٌج١نبء ؽبؽخ أؽؼخ اٌّٙجو ؽبؽخ اٌؼشك اٌّغطؾخ op4 88 أٚ ؽبؽخ LCDعٛدح عٙبص اٌؼشك LCD ٍٝرؼزّذ ثبٌذسعخ األٌٚٝ ػ اٌذلخ صِٓ االعزغبثخ وً ِب عجك دسعخ إٌمبه op4 89 ؽبؽبد اٌجالصِب رؾزٛٞ ػٍٝ أٔجٛة أؽؼخ اٌىبصٛد أؽبد٠خ اٌٍْٛ عٙبص اٌؼشك اٌزٞ ٠غزخذَ رم١ٕخ غبص اٌجالصِب، ٚ٘زا اٌغبص ِؾقٛس ث١ٓ ٌٛؽ١ٓ ِٓ اٌضعبط op3 وً ِب عجك 90 ِضبي ٌٍطبثؼبد اٌطبسلخ Dot-matrix Printers Laserjet Printers أ + ة ِؼب ١ٌظ ِّب عجك op1 91 اٌؾشاس٠خِٓ أٔٛاع اٌطبثؼبد هبثؼخ ٔمً اٌؾّغ اٌؾشاس٠خ هبثؼخ رقؼ١ذ اٌقجغخ أ + ة ِؼب ١ٌظ ِّب عجك op3 92 اٌغٙبص اٌزٞ ٠أخز إٌـ ٚاٌقٛس ٚاٌّؾبس٠غ ٠ٚؼشمٙب ػٍٝ ؽبؽخ اٌؾبعٛة صُ ٠ؼشمٙب ػٍٝ اٌؾبؽخ اٌىج١شح ٌذسعخ أٔٗ ٠ّىٓ ٌٍغّٙٛس أْ ٠شٜ اٌقٛسح ثٛمٛػ ػبسك اٌج١بٔبد أٌٛاػ اٌىزبثخ اٌزفبػ١ٍخ op1 اٌىب١ِشا اٌطبثؼخ اٌىج١شح 78 (5difficulty level = 1)الفصل السابع no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 93 ال ٠ّىٓ اٌمشاءح ٚاٌىزبثخ ػٍٝ اٌمشؿ اٌضبثذ ػذح ِشاد خطأ فؼ op2 94 رزشاٚػ عشػخ دٚساْ اٌمشؿ اٌقٍت ِٓ اٌذل١مخٌفخ فٟ 05111ٌفخ إٌٝ 5411 خطأ فؼ op1 95 4رقً عؼخ أعٙضح اٌزخض٠ٓ اٌؾجىٟ إٌٝ غ١غب ثب٠ذ ػٍٝ األوضش خطأ فؼ op2 96 رغزخذَ عبرب إؽبساد رغٍغ١ٍخ ٌٕمً اٌج١بٔبد ٚاٌزؼ١ٍّبد ٚاٌّؼٍِٛبد خطأ فؼ op1 97 اإلؽبساد اٌّزغٍغٍخ ٌٕمً SCSIرغزخذَ اٌج١بٔبد خطأ فؼ op2 98 ثطبلخ االوغجش٠ظ ٟ٘ عٙبص لبثً ٌإلصاٌخ ؽ١ش ُِ ٠ٚىْٛ ػٍٝ ؽىً ؽشف ٠75ىْٛ ػٍٝ هٛي L ه٠ٍٛخ خطأ فؼ op1 99 رز١ّض ألشاؿ اٌجٍٛ ساٞ ثأْ ٌذ٠ٙب عؼخ رخض١ٕ٠خ GB 100رقً إٌٝ خطأ فؼ op1 10 0 ٟ٘ ػ١ٍّخ رمغ١ُ اٌمشؿ إٌٝ ِغبساد ٚ لطبػبد ، ثؾ١ش ٠ّىٓ رخض٠ٓ ٔظبَ اٌزؾغ١ً ٚ اٌج١بٔبد ٚ رؾذ٠ذ اٌّؼٍِٛبد ػٍٝ اٌمشؿ اٌز١ٙئخ اٌمشاءح ِٓ اٌمشؿ اٌىزبثخ إٌٝ اٌمشؿ رٕظ١ف اٌمشؿ op3 10 1 ٟ٘ عٙبص رخض٠ٕٟ ٠غزخذَ راوشح اٌفالػ ٌزخض٠ٓ اٌج١بٔبد ٚ اٌزؼ١ٍّبد ٚ اٌّؼٍِٛبد ِؾشوبد األلشاؿ فٟ اٌؾبٌخ اٌقٍجخ رخض٠ٓ اٌغؾبثخ اٌمشؿ اٌنٛئٟ اٌمشؿ اٌّذِظ op1 10 2 ِٓ ١ِّضاد اٌؾش٠و اٌّّغٕو رخض٠ٓ اٌج١بٔبد ثى١ّبد وج١شح ٚثزىٍفخ ِٕخفنخ اٌٛع١ٍخ اٌشئ١غ١خ ٌٍزخض٠ٓ ٠ّىٓ اٌىزبثخ ػ١ٍٗ ٚ ال ٠ّىٓ اٌىزبثخ ػ١ٍٗ عش٠غ فٟ إؽنبس اٌج١بٔبد op1 10 3 ِؤعغخ اٌزخض٠ٓ رغزخذَ فٟ اٌؾٛاع١ت ٚ ؽجىبد اٌؾبعٛة ٌزخض٠ٓ و١ّبد وج١شح ِٓ اٌّؼٍِٛبد رٛفش ثؼل أٔظّخ 085اٌزخض٠ٓ أوضش ِٓ TB عؼخ رخض١ٕ٠خ رؾزٛٞ ػٍٝ ِئبد األلشاؿ اٌنٛئ١خ وً ِب عجك op4 79 ( = 16difficulty level)الدرس األول –الفصل الثامن no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 104 أٔظّخ اٌزؾغ١ً رز١ؼ ٌٍّغزخذ١ِٓ اٌغ١طشح األِٓػٍٝ اٌؾجىخ ٚ إداسح رٛفش ٚاعٙخ ٌٍّغزخذَ، ٚإداسح اٌجشاِظ، ٚإداسح اٌزاوشح ٠زُ رضج١زٙب ػٍٝ اٌمشؿ اٌقٍت فٟ اٌؾبعٛة وً ِب عجك op4 105 Warmٌٍزؾ١ًّ ػٍٝ اٌذافئ Boot اثذأ صُ ٔنغو اٌغُٙ ثغٛاس وٍّخ "إ٠مبف اٌزؾغ١ً" صُ 1ٔخزبس "إػبدح اٌزؾغ١ً " ٔنغو صس اٌطبلخ اثذأ صُ وبفخ اٌجشاِظ صُ اٌجشاِظ اٌٍّؾمخ صُ اٌزؾ١ًّ ػٍٝ اٌذافٟء وً ِب عجك op1 106 ٟ٘ لٍت ٔظبَ اٌزؾغ١ً اٌزٞ ٠ذ٠ش اٌزاوشح ٚاألعٙضح، ٠ٚؾبفع ػٍٝ عبػخ اٌؾبعٛة BIOS POST op1 ِضٚد اٌطبلخ إٌٛاح 107 فٟ وً ِٓ ٚمغ اٌغىْٛ ٚ اٌغجبد ،رمَٛ ثزخض٠ٓ اٌؾبٌخ اٌجشاِظ ٚ اٌشإ٘خ ٌغ١ّغ اٌّغزٕذاد اٌّفزٛؽخ خطأ فؼ op1 108 ٠زؼبًِ ِؼظُ اٌّغزخذ١ِٓ ا١ٌَٛ ِغ ٚاعٙخ عطش األٚاِش خطأ فؼ op2 109 ٔظبَ رؾغ١ً ِغزخذَ ٚاؽذ / ِزؼذد اٌّٙبَ ٠غّؼ ٌّغزخذَ ٚاؽذ فمو ثزؾغ١ً ثشٔبِظ ٚاؽذ فٟ ٚلذ ٚاؽذ خطأ فؼ op2 110 اٌغشك ِٓ إداسح اٌزاوشح ٘ٛ رؾغ١ٓ اعزخذاَ راوشح اٌمشاءح (ROMفمو) خطأ فؼ op2 111 ثشٔبِظ رؾغ١ً اٌغٙبص ٘ٛ ثشٔبِظ فغ١ش ٠خجش ٔظبَ اٌزؾغ١ً ثى١ف١خ اٌزٛافً ِغ عٙبص ِؼ١ٓ فؼ خطأ op1 ٘ٛ ٔظبَ رؾغ١ً اٌخبدَ 112 اٌؾخـ اٌزٞ ٠ؾشف ػٍٝ ػ١ٍّبد اٌؾجىخ ٔظبَ اٌزؾغ١ً اٌزٞ ٠ٕظُ ػذد ِٓ ٠ٕٚغك و١ف١خ ٚفٛي اٌّغزخذ١ِٓ ٌٍّٛاسد ػٍٝ اٌؾجىخ اٌجشٔبِظ اٌزٞ ٠ُم١ُ ٚ ٠مذَ رمبس٠ش ثبٌّؼٍِٛبد ؽٛي ِٛاسد اٌؾبعٛة اٌّخزٍفخ ٚع١ٍخ إلعشاء االرقبي ثبإلٔزشٔذ op2 80 (7difficulty level = 1)الدرس الثاني –الفصل الثامن no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 113 اٌزؾغ١ً اٌمبئُ ثزارٗٔظبَ ٛ٘ ٔظبَ رؾغ١ً وبًِ ٠ؼًّ ػٍٝ عٙبص ؽبعٛة ِىزجٟ أٚ عٙبص ؽبعٛة ِؾّٛي اٌجشٔبِظ اٌزٞ ٠ؼًّ فمو ػٍٝ ٔٛع ِؼ١ٓ ِٓ أعٙضح اٌؾبعٛة ِٓ أزبط ؽشوخ ِب٠ىشٚعٛفذ op1 فُّ ٌٍٕزجٛن 114 7فٟ ٔظبَ اٌزؾغ١ً ٠ٕٚذٚص ٠ّىٓ ٌٍّغزخذ١ِٓ فٟ إٌّبصي ٚ اٌّىبرت إٔؾبء ؽجىخ اٌقغ١شح ِغ عذاس ؽّب٠خ ثغٌٙٛخ ٠ّىٓ ٌٍّغزخذ١ِٓ فٕبػخ ألشاؿ DVD ٍِفبد ِٓ اٌف١ذ٠ٛ اٌشل١ّخ ثغٌٙٛخ ٠ّىٓ ٌٍّغزخذ١ِٓ ػشك ِغّٛػخ ِزٕٛػخ ِٓ األدٚاد ػٍٝ عطؼ اٌّىزت ٠ٕٚذٚص وً ِب عجك op4 115 Mac OS X ِٓ أزبط ؽشوخ ِبوٕزٛػ ٠زنّٓ ِغزؼشك ٠ٚت عش٠غ مجو ٠غًٙ ػٍٝ األً٘ رقشفبد أثٕبئُٙ وً ِب عجك op4 116 ١ٌLinuxٕىظ ِٓ أزبط ِخزجشاد ث١ً أؽذ أٔٛع ٔظبَ اٌزؾغ١ً UNIX op2 ِغٍك اٌّقذس 2114ظٙش ػبَ 117 ِٓ األِضٍخ ػٍٝ أٔظّخ اٌزؾغ١ً اٌزٟ رؾًّ اٌخبدَ Windows XP Symbian Windows 98 se ١ٌظ ِّب عجك op4 118 األعٙضح ٔظبَ اٌزؾغ١ً ػٍٝ إٌمبٌخ ٚاٌؼذ٠ذ ِٓ األعٙضح اإلٌىزش١ٔٚخ االعزٙالو١خ ٛ٘ ٔظبَ اٌزؾغ١ً اٌّنّٓ ِخضْ ػٍٝ سلبلخ ROM op3 ١ٌظ ِّب عجك أ + ة ِؼب 119 رغّؼ أؽذس ٔغخخ ِٓ ٔظبَ اٌزؾغ١ً ثبٌُ ثزؾذ٠ذ ا٠ٌٛٙخ اٌج١ِٛزش٠خ ٚرذػُ اعزخذاَ اٌجطبلبد اٌزو١خ خطأ فؼ op1 120 ٔظبَ اٌزؾغ١ً ثالن ث١شٞ ٠ؼًّ ػٍٝ األعٙضح اٌّؾٌّٛخ اٌزٟ IBMرمذِٙب ؽشوخ خطأ فؼ op2 (8difficulty level = 1)الدرس الثالث –الفصل الثامن no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 121 ِذ٠ش اٌٍّفبد ٛ٘ األداح اٌزٟ رؤدٞ ٚظبئف رزؼٍك ثئداسح اٌٍّفبد اٌٍّفبد ٠ؼشك لبئّخ اٌّٛعٛدح ػٍٝ ٚعو اٌزخض٠ٓ op3 ١ٌظ ِّب روش أ + ة ِؼب 122 اٌجشٔبِظ اٌزٞ ٠ؾبٚي رؾذ٠ذ ِٛلغ ٍِف ػٍٝ عٙبص اٌؾبعٛة اٌخبؿ ثه ٛ٘ ػبسك اٌقٛس ِذ٠ش اٌٍّف أداح اٌجؾش إٌغخ االؽز١بهٟ ٌٍٍّفبد op1 123 ٟ٘ األداح اٌزٟ رؼ١ذ رشر١ت اٌٍّفبد ٚاٌّغبؽخ غ١ش اٌّغزخذِخ ػٍٝ اٌمشؿ اٌضبثذ ٌٍؾبعٛة ؽزٝ ٠زغٕٝ ٌٕظبَ اٌزؾغ١ً اٌٛفٛي إٌٝ اٌج١بٔبد ثغشػخ أوجش إٌغبء رغضئخ اٌمشؿ ر١ٙئخ اٌمشؿ أدٚاد إٌغخ االؽز١بهٟ op2 ١ٌظ ِّب روش 124 إرا ٌُ ٠ىٓ ٕ٘بن ٔؾبه ٠ؾذس ِٓ ٌٛؽخ اٌّفبر١ؼ أٚ اٌّبٚط ٌفزشح ص١ِٕخ ِؾذدح ٠غٍك اٌغٙبص ال ٠ؾذس ؽٟء ؽبؽخ ٠زُ رفؼ١ً اٌزٛلف إػبدح رؾغ١ً اٌؾبعٛة op3 81 125 أِضٍخ ػٍٝ اٌجشِغ١بد اٌخج١ضخ. Malware op4 وً ِب عجك ؽقبْ هشٚادح اٌذ٠ذاْ اٌف١شٚعبد 126 ِغ اٌنغو ثذْٚ ثخغبسح ، عٛدح اٌٍّف عزٕخفل ل١ٍال خطأ فؼ op2 127 NortonSystemWorksٔٛسرْٛ ٟ٘ أداح ف١بٔخ اٌؾبعٛة اٌؾخقٟ ألٔظّخ اٌّقّّخ اٌزؾغ١ً ٠ٕٚذٚص ثشٔبِظ ٌقٕبػخ األعطٛأبد ِؾغً اٌٛعبئو ٠ّٕغ اإلػالٔبد إٌّجضمخ ِٓ اٌؼشك فؾبد ا٠ٌٛت ػٍٝ op1 (9difficulty level = 1)الدرس األول –الفصل التاسع no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 128 االرقبالد إٌبعؾخ، رؾزبط إٌٝ op4 وً ِب عجك عٙبص االعزمجبي لٕبح االرقبي عٙبص إسعبي 129 WISP اخزقبس ٌـ ِضٚد خذِخ اإلٔزشٔذ اٌالعٍى١خ ِضٚد خذِخ اإلٔزشٔذ اٌغٍى١خ ِضٚد اٌشعبئً اٌمق١شح op1 ١ٌظ ِّب روش 130 SMS ٠ؼٕٟ اٌشعبئً إٌق١خ خذِخ اٌشعبئً اٌمق١شح op2 سعبئً اٌقٛد سعبئً اٌف١ذ٠ٛ 131 سعبٌخ ثٙب فٛسح إٌٝ إرا لّذ ثئسعبي ٘برف ١ٌظ ٌذ٠ٗ لذسح سعبئً اٌقٛسح ال رقً اٌشعبٌخ ٠ؼشك اٌٙبرف سعبٌخ ٔق١خ رٛعٗ فؾخ اٌّغزخذَ إٌٝ ا٠ٌٛت اٌزٟ رؾزٛٞ ػٍٝ سعبٌخ اٌقٛسح رٛعٗ اٌشعبٌخ ٌّغزخذَ آخش op2 ١ٌظ ِّب روش 132 ؽجىخ العٍى١خ رٛفش ارقبالد اإلٔزشٔذ ٚاألعٙضح ألعٙضح اٌؾبعٛة اٌّؾٌّٛخ األخشٜ ٟ٘ op4 اٌجمؼخ اٌغبخٕخ ِضٚد االٔزشٔذ ِشوض اٌٛفٛي اٌجمؼخ اٌجبسدح 133 ٔطبق رغط١خ اٌٛا٠فبٞ أٚعغ ثىض١ش ِٓ ٔطبق رغط١خ اٌجمغ اٌغبخٕخ ٌٍٛاٞ ِبوظ خطأ فؼ op2 134 Cybercafés ٘ٛ ِقطٍؼ ٠ؼٕٟ ِمٙٝ االٔزشٔذ ِمٙٝ اٌٛالغ االفزشامٟ ِؾشٚع أزشٔذ ل١ذ اٌزط٠ٛش ١ٌظ ِّب روش op1 135 ( GPSٔظبَ رؾذ٠ذ اٌّٛالغ اٌؼب١ٌّخ ) ٘ٛ ٔظبَ اٌّالؽخ اٌزٟ ٠زىْٛ ِٓ ٚاؽذ أٚ أوضش ِٓ أعٙضح االعزمجبي اٌمبئّخ ػٍٝ األسك اٌزٟ رمجً ٚرؾًٍ اإلؽبساد اٌزٟ رشعٍٙب األلّبس اٌقٕبػ١خ ٌزؾذ٠ذ اٌّٛلغ اٌغغشافٟ ٌٍّغزمجً خطأ فؼ op1 136 اٌجشِغ١بد اٌغّبػ١خ عضء ِٓ ؽٛعجخ ِغّٛػخ اٌؼًّ خطأ فؼ op1 137 Mashupاٌّضط ٔظبَ إداسح اٌٛصبئك ػٍٝ ؽجىخ اإلٔزشٔذ اؽذٜ اٌجشاِظ اٌزؼب١ٔٚخ رطج١ك ٠ٚت اٌزٞ ٠غّغ ث١ٓ خذِبد ِٓ اص١ٕٓ أٚ أوضش ِٓ اٌّقبدس، ٌخٍك رطج١ك عذ٠ذ اعزّبع ػجش اإلٔزشٔذ op3 82 ( = 20difficulty level)الدرس الثاني –الفصل التاسع no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 138 ِٓ ِضا٠ب اعزخذاَ اٌؾجىخ رغ١ًٙ االرقبالد ِؾبسوخ األعٙضح ٚاٌّٛاسد فٟ ث١ئخ ؽجى١خ رجبدي اٌج١بٔبد ٚاٌّؼٍِٛبد op4 وً ِب عجك 139 اٌشخقخ اٌؾجى١خ ٟ٘ ارفبق لبٟٔٛٔ ِغزخذ١ِٓ ٌٍٛفٛي إٌٝ ٠غّؼ ٌؼذح اٌجشِغ١بد ػٍٝ خبدَ ٚاؽذ خطأ فؼ op1 140 رؾ٠ًٛ األِٛاي اإلٌىزشٟٚٔ ٠غّؼ ٌٍّغزخذ١ِٓ اٌّزق١ٍٓ ثؾجىخ ٌزؾ٠ًٛ األِٛاي ِٓ ؽغبة ِقشفٟ إٌٝ آخش ػٓ هش٠ك ٚعبئو ٔمً خطأ فؼ op1 141 ( رشثو أعٙضح LANاٌؾجىخ اٌّؾ١ٍخ ) اٌؾبعٛة ٚاألعٙضح األخشٜ فٟ ِٕطمخ عغشاف١خ ٚاعؼخ عذا خطأ فؼ op2 142 ( رشثو اٌؾجىبد MANؽجىخ اٌّذْ ) اٌّؾ١ٍخ فٟ ِٕطمخ ِب ِضً اٌّذ٠ٕخ أٚ اٌجٍذح ٚرؼبٌظ اٌغضء األوجش ِٓ ٔؾبهبد االرقبالد ػجش رٍه إٌّطمخ خطأ فؼ op1 143 (: ٟ٘ ؽجىخ WANاٌؾجىخ اٌّٛعؼخ ) رغطٟ ِغبؽخ عغشاف١خ ِؾذٚدح خطأ فؼ op2 144 رزطٍت ِؼظُ ؽجىبد اٌؼ١ًّ/ اٌخبدَ ؽخـ ٌٍؼًّ وّغؤٚي ؽجىخ ثغجت اٌؾغُ اٌىج١ش ٌٍؾجىخ خطأ فؼ op1 145 -Internet Peerأزشٔذ إٌذ ٌٍٕذ : to-Peer P2Pرغّٝ رغّٝ ؽجىخ رجبدي اٌٍّفبد op3 ١ٌظ ِّب عجك أ + ة ِؼب 146 أوجش خطش ػٍٝ ؽجىخ إٌبلً ٘ٛ أْ لذ ٠قجؼ غ١ش فبٌؼ إٌبلً ٔفغٗ ٌٍؼًّ ٚ إرا ؽذس رٌه، فئْ اٌؾجىخ رجمٝ ِؼطٍخ ؽزٝ ٠زُ رق١ٍؼ إٌبلً خطأ فؼ op1 147 فٟ اٌزق١ُّ ِٓ إٌٛع إٌغّخ إرا رؼطً أؽذ األعٙضح رؼطٍذ ثبلٟ األعٙضح خطأ فؼ op2 148 إرا فؾً اٌؾبعٛة أٚ عٙبص ػٍٝ ؽجىخ اٌؾٍمخ، ِٓ اٌّؾزًّ أْ رزٛلف اٌؾجىخ ثبٌىبًِ ػٓ اٌؼًّ خطأ فؼ op1 149 إ٠ضشٔذ ٘ٛ ِؼ١بس اٌؾجىخ اٌزٞ ٠ٕـ ػٍٝ أٗ ال ع١طشح ٌىّج١ٛرش ِشوضٞ أٚ عٙبص ػٍٝ اٌؾجىخ فٟ رؾذ٠ذ ِٛػذ ٔمً اٌج١بٔبد أعٙضح اٌؾبعٛة اٌّٛعٛدح ػٍٝ اٌؾجىخ رزؾبسن إؽبسح خبفخ رغّٝ Token ٖفٟ ارغب ، ٚاؽذ و١ف ع١زُ رمغ١ُ إٌٝ سصَ اٌّؼٍِٛبد ٚإسعبٌٙب ػجش اإلٔزشٔذ ١ٌظ ِّب روش op1 150 اٌجٍٛرٛس ٘ٛ ِؼ١بس اٌؾجىخ اٌزٞ ٠ؾذد و١ف١خ اعزخذاَ عٙبص٠ٓ ِٓ أعٙضح Bluetooth ِٛعبد اٌشاد٠ٛ اٌمق١شح خطأ فؼ op1 83 اٌّذٜ ٌٕمً اٌج١بٔبد 151 WAP ٛ٘ ٠ؾذد و١ف رمَٛ األعٙضح اٌّؾٌّٛخ ِضً اٌٙٛارف اٌزو١خ ِٓ ثؼشك اٌّؾزٜٛ خذِبد اإلٔزشٔذ ثشٚرٛوٛي اٌزطج١مبد اٌالعٍى١خ ٠ؼًّ عٕجب إٌٝ عٕت / IPِغ ِؼ١بس ؽجىخ TCP وً ِب عجك op4 ( = 21difficulty level)الدرس الثالث –لفصل التاسع ا no اٌغؤاي op1 op2 op3 op4 االعبثخ اٌقؾ١ؾخ 152 إْ ثشِغ١بد االرقبالد رغبػذ اٌّغزخذ١ِٓ ػٍٝ ارقبي إٌٝ رأع١ظ ؽبعٛة آخش أٚ ؽجىخ رذ٠ش ٔمً اٌج١بٔبد ٚاٌزؼ١ٍّبد ٚ اٌّؼٍِٛبد رٛف١ش ٚاعٙخ ٌٍّغزخذ١ِٓ ٌٍزٛافً ِغ ثؼنُٙ اٌجؼل وً ِب عجك op4 153 ؽجىخ اٌٙبرف ٟ٘ عضء ال ٠زغضأ ِٓ ارقبالد اٌؾبعٛة خطأ فؼ op1 154 ٠زُ ٔمً اٌج١بٔبد ٚاٌزؼ١ٍّبد ٚاٌّؼٍِٛبد ػجش ؽجىخ اٌٙبرف ثبعزخذاَ خطٛه اٌطٍت اٌٙبرفٟ فمو خطأ فؼ op2 155 ، خو اٌٙبرف ISDNثبعزخذاَ ٠ّشس إؽبسح عٙبص ؽبعٛة ٚاؽذ فمو خطأ فؼ op2 156 FTTP ٠غزخذَ وبثً ِٕبأل١ٌبف اٌجقش٠خ ٌزٛف١ش اٌٛفٛي إٌٟ اإلٔزشٔذ ثغشػخ فبئمخ عذا خطأ فؼ op1 157 ِٛدَ اٌطٍت اٌٙبرفٟ ٘ٛ عٙبص االرقبالد اٌزٞ ٠ؾٛي اإلؽبساد اٌشل١ّخ إٌٝ إؽبساد رٕبظش٠خ فمو خطأ فؼ op2 158 ِٛدَ وبثً ِٛدَ إٌطبق اٌؼش٠ل ٘ٛ اٌّٛدَ اٌشلّٟ اٌزٞ ٠شعً ٠ٚغزمجً اٌج١بٔبد اٌشل١ّخ ػجش وبثً ؽجىخ اٌزٍفض٠ْٛ ٠شعً اٌج١بٔبد اٌشل١ّخ ٚاٌّؼٍِٛبد ِٓ اٌؾبعٛة إٌٝ خو DSL op4 أ + ة ِؼب 159 ٠ٕغك وشد اٌؾجىخ ٔمً ٚاعزالَ اٌج١بٔبد ٚاٌزؼ١ٍّبد ٚاٌّؼٍِٛبد ِٓ ٚإٌٝ عٙبص اٌؾبعٛة خطأ فؼ op1 160 عٙبص اٌزٛع١ٗ ٘ٛ عٙبص االرقبالد اٌزٞ ٠شثو اٌؼذ٠ذ ِٓ أعٙضح اٌؾبعٛة أٚ أعٙضح اٌزٛع١ٗ األخشٜ ِؼب ٠ٕٚمً اٌج١بٔبد إٌٝ اٌٛعٙخ اٌقؾ١ؾخ اٌخبفخ ثٗ ػٍٝ اٌؾجىخ خطأ فؼ op1 161 وً ؽبعٛة ِزقً ثبٌؾجىخ فٟ إٌّضي ٌذ٠ٗ اٌمذسح ػٍٝ االرقبي ثبإلٔزشٔذ فٟ ٔفظ اٌٛلذ ِؾبسوخ األعٙضح اٌطشف١خ ِضً اٌطبثؼخ ٚ اٌّبعؼ اٌنٛئٟ االؽزشان فٟ اعزخذاَ اٌقٛد ػجش ثشٚرٛوٛي VoIPاإلٔزشٔذ op4 وً ِب عجك 162 ؽجىخ اٌخو اٌىٙشثبئٟ إٌّض١ٌخ ٟ٘ ػجبسح ػٓ ؽجىخ رغزخذَ خطأ فؼ op2 84 ٔفظ خطٛه اٌٙبرف فٟ إٌّضي 163 -Co" أٚ"Coaxرُذػٝ أؽ١بٔب " ax" ٟ٘ اٌىٛاثً اٌٍّز٠ٛخ اٌّضدٚعخ op3 اٌنٛمبء وبثً األ١ٌبف اٌجقش٠خ اٌىٛاثً اٌّؾٛس٠خ 164 رؾًّ أٔٛاع ٚعبئو إٌمً فٟ اٌالعٍى١خ اٌّغزخذِخ االرقبالد األؽؼخ رؾذ اٌؾّشاء ٚ ثش اٌشاد٠ٛ، اٌشاد٠ٛ اٌخ٠ٍٛخ ٚ ١ِىش٠ٚٚف، ٚألّبس االرقبالد األؽؼخ رؾذ اٌؾّشاء ٚ ثش اٌشاد٠ٛ، اٌشاد٠ٛ اٌخ٠ٍٛخ ٚ ١ِىش٠ٚٚف، ٚ األ٠بف اٌجقش٠خ اٌىٛاثً اٌّؾٛس٠خ ٚ ثش اٌشاد٠ٛ، اٌشاد٠ٛ اٌخ٠ٍٛخ ٚ ١ِىش٠ٚٚف، ٚألّبس االرقبالد عجكوً ِب op1 165 اٌغ١ً األٚي ِٓ فئبد اإلسعبي G1اٌخٍٛٞ ٠ؼٕٟ ثٕمً اٌج١بٔبد اٌزٕبظش٠خ خطأ فؼ op1 166 رؾًّ األعٙضح اٌزٟ رغزخذَ PCS اٌٙٛارف اٌّؾٌّٛخ ٚأعٙضح اٌّغبػذ اٌشلّٟ PDAsاٌؾخقٟ خطأ فؼ op1 167 فٟ Uplinkاإلسعبي ارقبالد األلّبس اٌقٕبػ١خ ٠ؼٕٟ ِٓ األلّبس اٌقٕبػ١خ االٔزمبي إٌٝ ِؾطخ ِٛعٛدح ػٍٝ األسك خطأ فؼ op2 85 B.4 : The hints used in the program Hint اٌّغزٜٛ سلُ اٌغؤاي ٘زا ٘ٛ ٘ذف اٌّمشس 1 1 ٘زا اٌزؼش٠ف ٠زنّٓ رؼش٠ف اٌؾبعٛة 1 2 ٌٍؾبعٛة ١ِّضاد أوضش ِٓ رٌه 1 3 ٘زا رؼش٠ف ع١ذ ٌٍٕزشٔذ 1 4 ِؼشفخ ِؼبٟٔ اٌىٍّبد االٔغ١ٍض٠خػ١ٍه 1 5 وً ِب ٘ٛ ثشٔبِظ فٙٛ عٛفذ ٠ٚش 2 6 اٌجشاِظ اٌّغبػذح ٔؾزبعٙب فمو ٌٍق١بٔخ ِٚؼبٌغبد إٌقٛؿ أؽذ اٌجشاِظ اٌزطج١م١خ 2 7 اٌغذاٚي االٌىزش١ٔٚخ ٚاٌؼشٚك اٌزمذ١ّ٠خ ٠مَٛ ثٙب اوغً ٚ ثبٚسث٠ٕٛذ 2 8 ٌغخ ثشِغخ أٚ أوضشِٓ ٠مَٛ ثزط٠ٛش اٌجشاِظ ٠غت أْ ٠زؼٍُ 2 9 فٟ أ٠بِٕب ٘زٖ رغٍغً اٌؾبعٛة فٟ أغٍت ؽئْٛ اٌزؼ١ٍُ 3 10 اٌخ١بس اٌضبٟٔ ٠ؼٕٟ اٌطجبثخ االٌىزش١ٔٚخ 3 11 اِىبٔبد اٌؾبعٛة اٌطج١خ وض١شح عذا 3 12 اٌخ١بساْ اٌضبٟٔ ٚاٌضبٌش ال ٠زنّٓ ٚعٛد ؽجىخ 4 13 14 4 World Wide Web = WWW داخً اٌٛهٓ ٠غّٝ ٚه١ٕب ١ٌٚظ ال١ّ١ٍب ِٓ ٠ٛفش االٔزشٔذ 4 15 ال رؼبسك ث١ٓ اٌخ١بساد 4 16 17 4 Digital Subscriber Line = DSL 18 5 au = Australia وٍّخ د٠ٕب١ِىٟ رؼٕٟ ِزغ١ش 5 19 ٕ٘بن أٔٛاع وض١شح ِٓ اٌّزقمؾبد اٌّؾٙٛسح 5 20 اٌٛعبئو ٟ٘ اٌقٛس ٚاٌف١ذ٠ٛ ٚاٌقٛد 5 21 اٌجؾش ٟ٘ إ٠غبد األؽ١بءٚظ١فخ ِؾشن 5 22 اػزبد اٌّغزخذِْٛ ػٍٝ اٌؼًّ ِٓ خالي لٛائُ ِؼشٚمخ ٌٍشٚاثو 5 23 24 6 NN=News Network ثذْٚ رؼ١ٍك 6 25 ثذْٚ رؼ١ٍك 6 26 اٌّذٚٔبد ال رذ٠ش اٌّغزٕذاد 6 27 ال رؼبسك ث١ٓ اٌخ١بساد 6 28 اٌّغٍذاد ال رٕغ١مبد ٌٙب 6 29 3= اَ ثٟ أؽٙش رٕغ١مبد اٌقٛد 6 30 31 7 E = Electronic غبٌجب 32 7 Pay = ٠ذفغ 33 7 Vo = Voice 34 7 Matlab١ٌظ رطج١ك أزشٔذ ثذْٚ رؼ١ٍك 7 35 ثذْٚ رؼ١ٍك 7 36 عىب٠ت ٌالرقبي ِٓ خالي االٔزشٔذ 7 37 الرؼبسك ث١ٓ اٌخ١بساد 7 38 اٌّىزجبد ٘زٖ اٌجشِغ١بد رجبع وّب ٟ٘ ٚرؾجٗ اٌىزت اٌزٟ رجبع فٟ 8 39 اٌجشِغ١بد اٌزغش٠ج١خ ٠ّىٓ اْ رىْٛ غ١ش ِفزٛؽخ اٌّقذس 8 40 ال ٠ؾزشه رؾذ٠ش اٌجشاِظ رغغ١ٍٙب 8 41 ثشاِظ ِؼبٌغخ إٌقٛؿ اٌّزطٛسح رّىٓ ِٓ امبفخ فٛس إٌٝ اٌّغزٕذاد 8 42 اٌّمقٛد ِٓ ِغذٌٚخ: أٔٙب ِشرجخ فٟ عذاٚي 8 43 اٌّقٕف ٠ؾزٛٞ ػذح ٚسلبد 8 44 أُ٘ ٚظبئف ثشِغ١بد لٛاػذ اٌج١بٔبد ٘ٛ رٕظ١ُ اٌج١بٔبد ٌزغ١ًٙ اٌٛفٛي إ١ٌٙبِٓ 9 45 ٌجشاِظ اٌؼشٚك اٌزمذ١ّ٠خ اٌؾذ٠ضخ ِٙبَ ِزطٛسح أ٠نب 9 46 86 47 9 note رؼٕٟ ِالؽظخ ال رؼبسك ث١ٓ اٌخ١بساد 9 48 49 9 ِضً اٌىزت، ٚإٌؾشاد ثشاِظ إٌؾش اٌّىزجٟ ٌٍّؾزشف١ٓ ِضب١ٌخ إلٔزبط ِغزٕذاد ٍِٛٔخ ػب١ٌخ اٌغٛدح اإلخجبس٠خ 50 9 ٠ّىٓ أْ رؾًّ اٌزؼذ٠الد رؼذ٠ً أٚ رؾغ١ٓ أٌٛاْ اٌقٛسح، إمبفخ اٌّؤصشاد اٌخبفخ ِضً اٌظالي ٚاإلمبءح، ٚإٔؾبء اٌشعَٛ اٌّزؾشوخ، ٚخ١بهخ اٌقٛسح ثذْٚ رؼ١ٍك 10 51 اٌٛعبئو اٌّزؼذدح رؾزٛٞ ػٍٝ ٔقٛؿ ٚفٛد ٚفٛس ٚف١ذ٠ٛ 10 52 53 10 رغبػذ فٟ ِٛاصٔخ دفبرش اٌؾ١ىبد اٌخبفخ ثبألؽخبؿ ٚدفغ اٌفٛار١ش، ٚرزجغ اإل٠شاداد إٔٙب ٚاٌّقشٚفبد اٌؾخق١خ رؾذ٠ذ ارغبٖ اٌطش٠ك ُِٙ ٌٍّغبفش٠ٓ 10 54 اٌزؼ١ٍُ ٚاٌزذس٠ت ِزشادفبْ 10 55 56 10 W رؼٕٟ ٠ٚت ٚؽذح إٌظبَ رؾزٛٞ اٌّىٛٔبد االٌىزش١ٔٚخ 11 57 ألٔٙب رنُ وً اٌّىٛٔبد االٌىزش١ٔٚخع١ّذ األَ 11 58 اإلخشاط ٌٗ أعٙضح أخشٜ 11 59 اٌخ١بس اٌضبٟٔ ٘ٛ ِٓ أٔٛاع اٌّؼبٌغبد 11 60 إٌغ اٌخ١بس اٌضبٌش 11 61 اٌّؼبٌغخ اٌّزٛاص٠خ رٕفز اٌّّٙخ اٌٛاؽذح ػٍٝ ػذح ِؼبٌغبد 11 62 63 11 EBCDEC ُٔظبَ رش١ِض لذ٠ ال رؼبسك ث١ٓ اٌخ١بساد 11 64 ١ِغبثب٠ذ 0و١ٍٛثب٠ذ رغبٚٞ 0124 12 65 هبثك ث١ٓ وً وٍّخ ٚرشعّزٙب 12 66 راوشح اٌٛفٛي اٌؼؾٛائٟ راوشح ِزطب٠شح 12 67 ال رؼبسك ث١ٓ اٌخ١بساد 12 68 راوشح اٌمشاءح فمو غ١ش ِزطب٠شح 12 69 ثذْٚ رؼ١ٍك 12 70 إٌبلً اٌزغٍغٍٟ ٘ٛ أؽذ أٔٛاع إٌّبفز 12 71 ػ١ٍٗ اٌّؼبٌغخ فٙٛ ث١بٔبدوً ِب ٠مغ 13 72 ثذْٚ رؼ١ٍك 13 73 وٍّب صاد اٌزؼت صاد اٌنشس 13 74 عٙبص اٌزأؽ١ش ٠ؾشن اٌّؤؽش ػٍٝ ؽبؽخ اٌىّج١ٛرش 13 75 ثذْٚ رؼ١ٍك 13 76 اٌٙٛارف اٌزو١خ ٌٙب ػذح ٚعبئً ٌإلدخبي 13 77 د٠غ١جً ٚؽذح ل١بط رىج١ش اٌّٛعبد 13 78 ٌٙب إِىبٔبد ِزمذِخأٔظّخ اٌزؾغ١ً اٌؾذ٠ضخ 13 79 ال رؼبسك ث١ٓ اٌخ١بساد 13 80 اٌؾبؽخ ٚع١ٍخ إخشاط 13 81 82 13 C رشِض إٌٝ ؽشف 83 13 ATM = Automated Teller Machine اٌّخشعبد ٘ٛ ِب رزٍمبٖ ِٓ اٌىّج١ٛرش 14 84 اٌّب٠ىشٚفْٛ ِٓ أدٚاد اإلدخبي 14 85 أؽبدٞ = ٚاؽذ 14 86 ػّمٙب وج١شؽبؽخ أؽؼخ اٌّٙجو 14 87 ال رؼبسك ث١ٓ اٌخ١بساد 14 88 ؽبؽبد اٌجالصِب ٍِٛٔخ ١ٌٚظ ٌٙب وبصٛد 14 89 هبثؼبد ا١ٌٍضس ال رطشق ػٍٝ اٌٛسق 14 90 ٠زُ رقؼ١ذ اٌقجغخ ثٛاعطخ اٌؾشاسح 14 91 LCDػبسك اٌج١بٔبد ٠غّٝ ػبدح 14 92 اٌّمقٛد ثبٌمشؿ اٌضبثذ ٘ٛ اٌمشؿ اٌقٍت 15 93 87 ِؼمٌٛخعشػبد 15 94 ع١غبثب٠ذ 021ألً لشؿ فٍت ِؾٍٟ رقً عؼزٗ إٌٝ 15 95 اٌغ١ٓ فٟ عبرب رؼٕٟ ِزغٍغً 15 96 عىبصٞ ال ٠ؾجٗ اٌغبرب 15 97 Lثطبلخ االوغجش٠ظ رؾجٗ ؽشف 15 98 الشاؿ اٌجٍٛساٞ ِزطٛسح أوضش ِٓ الشاؿ اي دٞ فٟ دٞ 15 99 ٘زا رؼش٠ف ع١ذ ٌز١ٙئخ األلشاؿ 15 100 رخض٠ٓ اٌغؾبثخ ٠ؼٕٟ اٌزخض٠ٓ ػٍٝ االٔزشٔذ 15 101 اٌؾش٠و اٌّّغٕو غ١ش عش٠غ فٟ إؽنبس اٌج١بٔبد ٌٚىٕٗ ل١ًٍ اٌزىٍفخ 15 102 ال رؼبسك ث١ٓ اٌخ١بساد 15 103 ال رؼبسك ث١ٓ اٌخ١بساد 16 104 105 16 Warm boot = Restart 106 16 Bios and Post are seprated from Operating system ٠ّىٕه رغش٠ت رٌه ثٕفغه 16 107 ثذْٚ رؼ١ٍك 16 108 ِزؼذد اٌّٙبَ ٠غّؼ ٌّغزخذَ ٚاؽذ رؾغ١ً أوضش ِٓ ثشٔبِظ فٟ ٔفظ اٌٛلذ -ِغزخذَ ٚاؽذ 16 109 ٠ّىٕه أْ رفىش ثزاوشح ساَ ثذي سَٚ 16 110 device driverثشٔبِظ اٌغٙبص = 16 111 ال ٠ّىٓ أْ ٠ىْٛ ٔظبَ اٌزؾغ١ً ؽخقب 16 112 ٔظبَ اٌزؾغ١ً اٌمبئُ ثزارٗ ِٕزؾش أوضش ِٓ ٔظبَ اٌزؾغ١ً اٌخبدَ 17 113 ألٔظّخ اٌزؾغ١ً ِضا٠ب ِزمذِخ أوضش ِٓ رٌه 17 114 ال رغزغشة ِٓ رٌه 17 115 ١ٔٛ٠ىظ ٠ؼًّ ػٍٝ أعٙضح ِبوٕزٛػ ١ٌٕٚٛوظ ٠ؼًّ ػٍٝ أعٙضح آٞ ثٟ إَ 17 116 أعّبء غش٠جخ ػٍٝ أٔظّخ رؾغ١ً اٌخبدَ 17 117 ِنّٓ = ِجشِظ فٟ اٌٙبسد٠ٚش 17 118 ال رغزغشة ِٓ رٌه 17 119 IBMال رخٍو ث١ٓ 17 120 ٚ RIM ٘زا اٌغؤاي ٠زنّٓ رؼش٠ف ثّذ٠ش اٌٍّفبد ٚثؼل ٚظبئفٗ 18 121 ١ٌظ ِٓ ٚظ١فخ ِذ٠ش اٌٍّفبد رؾذ٠ذ ِٛلغ اٌٍّف ػٍٝ اٌغٙبص 18 122 ر١ٙئخ اٌمشؿ رّغؼ وً ؽٟء ػ١ٍٗ 18 123 رؾغ١ً ؽبؽخ اٌزٛلف اخز١بسٞ ٌٚىٕٕب ٕٔقؼ ثٗ ٌؾّب٠خ اٌغٙبص 18 124 ٌمذ عّؼذ ثٙزٖ اٌّقطٍؾبد ِٓ لجً 18 125 ً٘ ٠ؼمً ٘زا 18 126 127 18 system works = َف١بٔخ إٌظب ٠جذٚ ِٕطم١ب 19 128 129 19 W = ٟال عٍى ال أؽذ ٠غًٙ رٌه 19 130 أخشٜلذ ال رقً اٌشعبٌخ ٌٚىٓ رقً سعبٌخ 19 131 ِضٚد االٔزشٔذ ال ٠ؾزشه أْ ٠ىْٛ ال عٍى١ب 19 132 ِبوظ اخزقبس ٌىٍّخ اٌم١ّخ اٌمقٜٛ 19 133 134 19 Cyber = Relating to or on the internet 135 19 GPS = Global Positioning System ٠جذٚ ِٕطم١ب 19 136 اٌّضط = اٌغّغ 19 137 ال رؼبسك ث١ٓ اٌخ١بساد 20 138 139 20 ٌذػُ اٌٛفٛي اٌّزؼذد ٌٍّغزخذ١ِٓ إٌٝ اٌجشِغ١بد، ثج١غ ِؼظُ اٌجبػخ إفذاساد ؽجى١خ أٚ رشاخ١ـ اٌجشِغ١بد اٌخبفخ ثُٙ 140 20 ِٓ افؾبة اٌؾشوبد ٚاٌّغزٍٙى١ٓ ٠ذفغ اٌفٛار١ش ػجش اإلٔزشٔذ، ٚثبٌزبٌٟ ٠ٛػض ٌٍّقشف العزخذاَ EFT ٌٍذفغ اٌٝ اٌذائ١ٕٓ خ ٚاعؼخ عذا ال رغّٝ ِؾ١ٍخإرا وبٔذ إٌّطم 20 141 88 ٠جذٚ ِٕطم١ب 20 142 ٠ؾجٗ اٌغؤاي لجً اٌغبثك 20 143 ِغؤٚي اٌؾجىخ ٠ٕظُ ٚفٛي اٌضثبئٓ إٌٝ ِٛاسد اٌؾجىخ ػٓ هش٠ك اٌخبدَ 20 144 ٌٙب اعّبْ 20 145 إرأمطغ وبثً اٌىٙشثبء ػٓ ؽبسع فئْ وً إٌّبصي فٟ رٌه اٌؾبسع رزؼطً 20 146 إٌغّخ ال ٠ؼزّذ أٞ عٙبص ػٍٝ آخش فٟ اٌزٛف١ً فٟ رق١ُّ 20 147 رؾجٗ ؽجىخ إٌبلً فٟ رٌه 20 148 فٟ ٘زا اٌّؼ١بس رؾبٚي وً ػمذح ٔمً اٌج١بٔبد ػٕذِب رؾذد أْ اٌؾجىخ ِزبؽخ ٌزٍمٟ اٌج١بٔبد 20 149 ٠جذٚ ِٕطم١ب 20 150 ال رؼبسك ث١ٓ اٌخ١بساد 20 151 ال رؼبسك ث١ٓ اٌخ١بساد 21 152 ٚخبفخ ؽجىخ االٔزشٔذ 21 153 ٕ٘بن أوضش ِٓ ٚع١ٍخ ٌٍٕمً 21 154 ألوضش ِٓ عٙبص 21 155 156 21 FTTP = Fiber To The Premises إرا وبْ وزٌه فال ٠غّٝ ِٛدَ 21 157 خو دٞ إط إي ٌٗ ِٛدَ ِخزٍف 21 158 159 21 اٌزٛافً ٌٍٛفٛي إٌٝ ٠ٚغّٝ أؽ١بٔب وشد ٚاعٙخ اٌؾجىخ ؽ١ش ٠غؼً اٌىّج١ٛرش لبدسا ػٍٝ ػٍٝ اٌؾجىخ ٠ٚRouterغّٝ وزٌه ساٚرش 21 160 ال رؼبسك ث١ٓ اٌخ١بساد 21 161 ٌٛ ٚفً اٌخو اٌىٙشثبئٟ ثخو اٌٙبرف ٌؾقً ؽٟء فظ١غ 21 162 163 21 Coax رؼٕٟ راد ِؾٛس ِؾزشن اٌىٛاثً اٌّؾٛس٠خ ٚاأل١ٌبف اٌجقش٠خ فٟ اٌؾجىبد اٌغٍى١خ 21 164 االرقبالد اػزّذ ػٍٝ اٌّٛعبد اٌزٕبظش٠خ فٟ ثذا٠بد 21 165 166 21 PCS = خذِبد االرقبالد اٌؾخق١خ 167 21 Up = ٍٝإٌٝ أػ 89 B.5 : The final exam ( = 22difficulty level)االمتحان النهائي no اٌغؤاي op1 op2 op3 op4 خ بث ع ال ا ؾخ ؾ١ ق اٌ 168 ػجبسح ػٓ رغّغ ػبٌّٟ ِٓ اٌؾجىبد اٌّشرجطخ ِغ ثؼنٙب اٌجؼل ٚاٌزٟ رشثو ث١ٓ ِال١٠ٓ ِٓ األفشاد ٚ اٌؾشوبد اٌزغبس٠خ، اٌٛوبالد اٌزؼ١ّ١ٍخ ٚاٌّؼب٘ذ اٌؾى١ِٛخ Internet Op4اإلٔزشٔذ اٌّٛدَ اٌؾجىخ اٌؾبعٛة 169 ػجبسح ػٓ ِغّٛػخ ِٓ اٌجشاِظ اٌزٟ ث١ٓ رٕغك وً إٌؾبهبد اٌزٟ رزُ ِىٛٔبد اٌؾبعٛة اٌّبد٠خ اٌّخزٍفخ أٔظّخ اٌزؾغ١ً اٌجشاِظ اٌزطج١م١خ اٌجشاِظ اٌّغبػذح ِؼبٌغبد إٌقٛؿ Op4 170 WWW رؼٕٟ اٌؾجىخ اٌؼٕىجٛر١خ اٌؼب١ٌّخ اٌجش٠ذ االٌىزشٟٚٔ اٌؾجىخ اٌّؾ١ٍخ االٔزشٔذ Op1 171 ِٓ األِضٍخ ػٍٝ اعزخذاَ اٌؾبعٛة فٟ إداسح األػّبي ٚاألِٛاي E-Commerce E-Medicine E-Learning E-Mail Op1 172 أؽٙش ِزقفؾبد اإلٔزشٔذ Internet Explorer Firefox Google Chrome وً ِب عجك Op4 173 JPG , GIF , BMP ٟ٘ رٕغ١مبد Op2 ٍِفبد فٛد ٍِفبد ف١ذ٠ٛ ٍِفبد فٛس ِغٍذاد 174 VoIp ٠غبػذ فٟ ٔمً اٌف١ذ٠ٛ ػٍٝ االٔزشٔذ ػٍٝ ٔمً اٌقٛس االٔزشٔذ ٔمً اٌقٛد ػٍٝ االٔزشٔذ ٔمً إٌقٛؿ ػٍٝ االٔزشٔذ Op3 175 Packagedؽضَ اٌجشِغ١بد اٌغب٘ضح Software :ٟ٘ رؤدٞ ٚظبئف ِؾذدح ٌٍزغبسح أٚ اٌقٕبػخ رٕزظ ثى١ّبد وج١شح، ِؾفٛظخ اٌؾمٛق، رجبع ثبٌزغضئخ ثشٔبِظ ٠ز١ؼ ٌٍّغزخذَ اٌٛفٛي ٚاٌزفبػً ِغ ِٛلغ ا٠ٌٛت ِٓ خالي ثشٔبِظ ِٓ أٞ ؽبعٛة اٌجشِغ١بد اٌزٟ ٠زُ رٛف١ش٘ب ٌالعزخذاَ أٚ اٌزؼذ٠ً، أٚ إلػبدح اٌزٛص٠غ op2 176 ٟ٘ ِغّٛػخ ِٓ اٌج١بٔبد إٌّظّخ ثطش٠مخ رغّؼ ثبٌٛفٛي إ١ٌٙب ٚاعزشعبػٙب، ٚاعزخذاِٙب op1 ١ٌظ ِّب روش اٌٛعبئو اٌّزؼذدح ثشاِظ رطج١م١خ لبػذح اٌج١بٔبد 177 اٌزذس٠ت اٌمبئُ ػٍٝ اٌؾبعٛة CBT CAI اٌزؼ١ٍُ ثّغبػذح اٌىّج١ٛرش op4 وً ِب عجك فؾ١ؼ 178 اٌّؼبٌظ ، ٠ٚغّٝ أ٠نب ٚؽذح اٌّؼبٌغخ (CPUاٌّشوض٠خ ٚؽذح ) ٠خشط اٌّؼٍِٛبد ٘ٛ اٌزٞ ٠فغش ٚ ٠ٕفز اٌزؼ١ٍّبد األعبع١خ ػٍٝ اٌؾبعٛة ٠ذ٠ش ِؼظُ اٌؼ١ٍّبد فٟ اٌؾبعٛة op4 ة + عـ 179 ثطبلخ اٌقٛد رؾ٠ًٛ ِخشعبد اٌؾبعٛة إٌٝ ف١ذ٠ٛ رغؼً اٌؾبعٛة لبدسا ػٍٝ اٌزؼبًِ ِغ ٍِفبد اٌقٛد اٌشل١ّخ ١ٌظ ِّب عجك أ + ة ِؼب Op2 180 ثؼل أٔظّخ اٌزؾغ١ٍزذػُ اٌزؼشف ػٍٝ اٌقٛد خطأ فؼ op1 181 ٌٍطبثؼبد أْ رخشط اٌّؼٍِٛبد ٠ّىٓ ػٍٝ اٌؾبؽخ خطأ فؼ Op2 90 182 ال ٠ّىٓ اٌمشاءح ٚاٌىزبثخ ػٍٝ اٌمشؿ اٌضبثذ ػذح ِشاد خطأ فؼ op2 183 فٟ وً ِٓ ٚمغ اٌغىْٛ ٚ اٌغجبد ،رمَٛ ثزخض٠ٓ اٌؾبٌخ اٌشإ٘خ ٌغ١ّغ اٌجشاِظ ٚ اٌّغزٕذاد اٌّفزٛؽخ خطأ فؼ op1 184 رغّؼ أؽذس ٔغخخ ِٓ ٔظبَ اٌزؾغ١ً ثبٌُ ثزؾذ٠ذ ا٠ٌٛٙخ اٌج١ِٛزش٠خ ٚرذػُ اعزخذاَ اٌجطبلبد اٌزو١خ خطأ فؼ op1 185 ِغ اٌنغو ثذْٚ ثخغبسح ، عٛدح اٌٍّف عزٕخفل ل١ٍال خطأ فؼ op2 186 اٌجٍٛرٛس ٘ٛ ِؼ١بس اٌؾجىخ اٌزٞ ٠ؾذد و١ف١خ اعزخذاَ عٙبص٠ٓ ِٓ أعٙضح Bluetooth ِٛعبد اٌشاد٠ٛ اٌمق١شح اٌّذٜ ٌٕمً اٌج١بٔبد خطأ فؼ op1 187 WAP ٛ٘ ٠ؾذد و١ف رمَٛ األعٙضح اٌّؾٌّٛخ ِضً اٌٙٛارف اٌزو١خ ثؼشك اٌّؾزٜٛ ِٓ خذِبد اإلٔزشٔذ ثشٚرٛوٛي اٌزطج١مبد اٌالعٍى١خ ٠ؼًّ عٕجب إٌٝ عٕت / IPِغ ِؼ١بس ؽجىخ TCP وً ِب عجك op