解説も良ければお願いしたいです、😭😭

that 以外の関係代名詞を、空所に記入しなさい。 (1点引) ①They live in a house roof is red. is good at music. I have a friend The fish She is the girl 6 Do you know the boy 6 He has a dog he caught was big. I met in the park. hair is long? can run fast.

教えて欲しいです😭🙇‍♀️

1) 次の文を日本語にしなさい。(5点引) ①We saw a cat whose eyes were brown. He lives in a house whose roof is blue. 3 A girl whose hair was long came here. That mountain whose top is covered with snow is Mt. Fuji. 2)関係代名詞 whose を使って, 2文を1文にしなさい。 (5点引) ①Nancy has a dog. Its name is John. I know a boy. His father is a scientist. the stop. They live in a house. Its roof is green. music.

ICTとAIの違いってなんですか？

中学英語です。 私の母は私に、もっと勉強をしなさいと言う。 My mom tells me that I must study more. これってなんでyou must study moreじゃないんですか？💦

中学２年生　物理分野　電磁気の単元です。 質問したい問題は(３)です。 答えはエでした。 なぜなのか、教えていただきたいです。 宜しくお願い致します！

3 図1の装置をつくり, スイッチを入れると,導 図1 線のX-Yの部分がaの向きに動いた。 次の問 電源装置 いに答えなさい。 (各5点x 315点) (1) U字形磁石のN極とS極を入れかえてスイッチ を入れると, 導線のX-Yの部分は,図1のa~ dのどの向きに動くか。 [ (2)電源の電圧を変えて, 導線に流れる電流を大き a くすると, 導線 X-Yの部分が動く大きさはどうなるか。 木の棒 スイッチ 電熱線 P N S (3) 図1のスイッチを開いて磁針Pを導線の真上から見ると, 磁針の向きは、 図2の ようになっていた。スイッチを入れたと図2 ア きの磁針の向きを,右のア~エから選び, NS A B 記号で答えなさい。 4 右の図のように コイルの中に棒磁石のN極を入れる I

(3)のこのような文法の時はisが最後に来ると習ったんですがこの文は違うのでなんでですか？😭

(1) 私は健がいつ来たか知っています。 { when / know I know when Ken came1/ came じろう (2) あなたは次郎がなぜイヌをほしがるのかわかりますか。 { wants / do / you / Jiro / understand p.18-19 why / a dog / ? } CP Do you understand why Jiro wants a dog? (3)ホワイト先生は生徒たちに科学はおもしろいということを示します。 p.22-23 LG {is/shows/science/ interesting the students / Ms. White / that /. } Ms. White shows the students that science is interesting. 2 show that

穴埋めの問題です。答えと考え方が知りたいです

15 11 10 5 This article shows ( students / *sharing / other / ideas/is/ with) useful for learning. In one *experiment, two groups of a ( あ ) students ( to solve the same math problems in different ways. Those math problems were difficult.] The students in both groups had about *equal math skills. In the first group, the teacher told students to listen to him carefully, and ask him questions about the way to solve the problems. In the second group, he only told to *exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didn't have to talk *among their group members. The students in the second group talked a lot. But they were not able to find the right answers *by themselves, and *finally he gave them some advice. Later, the two groups were (give) a test on the same kind of math problem. Can you *guess the *result? The second group got much group. By (work) hard together without remembered better how to solve the problem. solve problems is more important results than the first (ask) for teacher's help, the students I think *putting our heads together to just getting the answers in a short time.

国家権力からの自由と国家による自由はなにが違うのでしょうか？

largeとbigの違いってなんですか？

こそをかしけれ　を現代仮名遣い、現代語訳にしてください