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Mathematics Senior High

Cn= のところから、どのように解けばよいのか教えていただきたいです。お願いします

atd:5 2attd;ll 第3問~第5問は, いずれか2問を選択し,解答しなさい。 第4問(選択問題) dig (配点 20) a2:atd(e-1)- g as-atd(5-0-L 数列{am}は等差数列で, a,=5. as=11 である。数列{an}の初項は 公差は アム」で、 イであり,{an}の一般項は 3t2n-1) 2ne1 3nlbrla)) nEarn ods an= ウn+ エ である。自然数nに対して Sn=2a。 とおくと sn(6tla)e) n カn である。 bntr Pat)taca12+。 数列(6}は一般項が6,= bn?+ gn +* というnの2次式で表され, 32nt9 n+2h bn+1=36。 を満たすとする。このとき 2= bhttうbn- パ+2h 3.0 T.O 80 sErE. BOrs oa-l キ、 ケ bne-n-Sh p= a81E q= n サ ア= ク。 m×3。 30 である。すると b、= シとなる。 コう Tsre 80TE.386 TOCES88 s80n 数列{ca}は c.= m であり, dar guts を満たすとする。 Pretトe2pntqnt9+h ner -2Pvtt Cn+1=3c,- S(n=1, 2, 3, ……) RAD Ca- bn-du 数列{d,}を d= bn- Cn(n=1, 2, 3, …)として定めると,①, ②より ;3- m Tn+1=| ス,(n=1, 2, 3, …) Ca-snnt- 3" -2Pパ4 Cび 1.9 S.S 8.8 が成り立つ。したがって(m3D bのとき, 数列{C}の一般項は Erep 8e8p、ae8 Osen DEEB セ タ n+ チ atep Cn= n+ ツ ソ Eaep. Eree ree 8aep 0.S T.S 8.S aea.1aseb. sea.AseA. (数学Ⅱ 数学B 第4問は次ページに続く。) である。 TTe ereb. lereb Sree 「aee。 reb. larep. re. aep 08e0 88ep reA bney=3m-8n JCrtt=3Ch-8n bnei-Cntl =3(bm- bnt - Cary= 3 dn clntl - 12 - Jみりb

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English Senior High

教えてください!

■仮定法過去は〈f+S+過去形~, S'+ would [could/ might/ should]+動詞の原形 ..> という形 「もしSが~ならば, S'は…する[できる]だろう」 という意味。 現在の事実に反する内容を述べるときに いる。動詞の過過去形が be 動詞の場合は原則的に were にする. 口語では was も使用される。 A)次の( )から適切な語句を選びなさい。 1. If I (had / have / am having) a chance, I would try again. 2. If it(is /will be /were) fine, I would go on a picnic. 3. If I (am/ were / will be) you, I would go there to study music. 4. If I had a car, I (can drive / drove / could drive) you home. 5. If Ben were here, I (will be /would be / am) happy. 6. If I could speak English better, he (will / may / might) employ me. 7. If I (sing / can sing / could sing) a song well, I would sing in front of you. 8. If she(take / takes / took) a taxi, she would not be late for the meeting. 9. If he (is /were / will be) taller. he could reach the box on the shelf. 10. If I lived in Tokyo, I (will / can / could) go to the concert. 11. If I had more time, I (may / can / could) play with you in the park. B 次の日本語の意味に合うように,( )内の語句を適切な形にして全文を書きなさい。 12. もし時間があれば,彼に会いに行けるのだが If I (have) time, I (can go) to see him. 13.彼女の住所がわかれば,手紙を書くのだが、 If I (know) her address, I (will write) to her. 14.私があなたなら,そのようなことは決してしないだろう. IfI (am) you, I (will never do) such a thing. 15.君が私の家の近くに住んでいたなら, 君と登校するのだが. If you (live) near my house, I (will go) to school with you. 16. ミユキがここにいたなら, 彼女は何と言うだろう。 If Miyuki (is) here, what (will she say)? 17. ブラウンさんがその知らせを聞いたなら, 驚くだろう. If Ms. Brown (hear) the news, she (will be) surprised.

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English Senior High

Ocean currents carry it to the creaという文は何が動詞ですか?文の構造を教えてください

0 [The growing amount of garbage] is a serious environmental problem. In Tokyo 「増えている」 「東京だけで」 alone/「the total amount of garbage] is about five million tons a year. This is (almost) 「1年につき」 equal to [the weight of one million elephants]. 「…に等しい」 2 A lot of unburnable garbage ends up in [what are called landfills]. Some of 「最後に…に行き着く」 「いわゆる」 5 these landfill sites can be very large. Indeed,/[the attractions of the Odaiba area of 助~でありうる Tokyo]are built/on a large landfill. ③ You may be surprised,/however,/to hear[that| the world's largest “garbage dump" be surprised to do 「~して驚く」 is not on land,/but in the middle of the Pacific Ocean」. The Western Garbage Patch not A but B「AでなくB」 is between Japan and Hawaii,/and the Eastern Garbage Patch is between Hawaii and V1 California. Together/ they are known as the Great Pacific Garbage Patch/and cover be known as 「……として知られている」 an area of 1.4 million square kilometers,which is more than three times as large as 10 「合わせて」 S V2 O 1siijmateu 「平方キロメートル」 「…を超える」 and it Japan. Who dumps garbage <wayXout> in the ocean? Of course,/ no human beings 「はるかに」「彼方に」 in Hobinb throw garbage (there),/but/ocean currents carry it to that area. Surprisingly,/[more than 「…の3倍の大きさ」 =way out in the ocean =the garbage four million tons of garbage] has drifted<there). 現在死了(完了) =to that area 4 The Great Pacific Garbage Patch is (mostly》 made up of pieces of plastic. The I0 boog ed ot mo banicu bns ram be made up of …から成り立っている」 sun's light breaks them into smaller pieces, /but/they never completely disappear. 「…の破片」 break O into. 「○を分解して…にする」 These tiny plastic pieces are poisonous/and marine animals and birds mistake them for food. mistake A for B「AをBと間違える」 6 Midway Island is near the Hawaiian Islands. Every year,/albatrosses raise half 「…を育てる」 a million chicks/on this island. These days,/however,/forty percent of the chicks die/ 100万の半分=50万 because they have eaten plastic which) was (mistakenly》 given to them/ by their 現在完了(完了) plastic parents). 6 While [some of this floating mass of garbage]comes from ships,/eighty percent 圏「~ではあるが」 Comes from land. [Cleaning up the ocean] seems to be a very difficult task,/ bu 動名詞 seems to be C 「Cのように思われる」 Lreducing waste on land]is something ( we can all do). So,/next time you are at e 動名詞 store,/think about [|whether you really need a plastic bag]. That bag might end up I (which) next time S V 「今後~する時は」

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English Senior High

Power on 2のLesson 6です!写真が本文なのですが、Part 3にはいくつの長所が書かれてますか?

Tas Lesson6 Vegetable Factories 予習プリント PAF Task-1: Translate underlined parts into Japanese C C PART 1 Takumi: Angelina, have you ever heard of vegetable factories? I learned about them for the first time on TV last night. Such factories were first built in Denmark in 1957, and similar factories were PAI also introduced in the US in the 1970s. Angelina: Vegetable factories-yes, 1 know about them, too. In Japan, they were first built in the early 1980s to produce kaiware sprouts. These factories are now attracting much attention as a new type of agriculture I hear new vegetables like frilice lettuce and ice plant are being produced there. Takumi: Wow! You really knowa lot about vegetable factories. Angelina: Would you like to know more? Takumi: Definitely! もちろみ に C フリルレタズ C PA C C C PART 2 C You may be surprised to hear that we can grow vegetables without the sun and soil. But that is what people do in vegetable factories. In these factories, electric light and fertilized water are used instead of the sun and soil. Temperature and humidity are also controlled. It seems that limited space in vegetable factories is not a big problem. Workers fully use the space by stacking shelves of vegetables. Actually, you can find small vegetable factories in the previolisly wasted space of office buildings or restaurants. At present, the main crops from vegetable factories are leaf vegetables. But in the near future, PA C C Ta more varieties of vegetables are sure to come. し]必ず…する PART 3 What are the good points of vegetable factories compared to traditional agriculture? For one thing, they can provide a stable supply of vegetables, even in bad weather conditions. For another thing, vegetables grow much faster in a controlled environment. Other good points include no use of chemicals and good taste with more vitamins. Unfortunately, vegetable factories still face one challenge. Running them requires a lot of money. Because of this cost, these vegetables are expensive to buy. Hopefully, in the near future, we will have solved this problem. うまくいけば PART 4 文に、科に Talkumi: Agriculture without the sun and soil. Hmm. That's a great idea indeed. Honestly, Ive got a bit of, ahem, “agriculture shock" from what you've just told me in a good way though. Angelina: Ha-hal Have you? Good. If we can develop vegetable factories on a large scale, we may be able to solve the problem of food shortages. Takumi: Yeah, I agree. And the way we view vegetables may change whether we like it or not. Oh, by the way, Angelina, culture and agriculture are closely related, as you can see from the words. Agri-means “farming," and culture means “to grow something." Angelina: Oh, so you're giving alecture now! 422words

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English Senior High

ものすごく至急です💦今日授業で当てられそうなのですか答えが確実じゃなくて焦っています 答えだけでいいのでほんとうによろしくお願いします 根拠の場所あれば教えて欲しいです

次の英文を読み,下の問いに答えなさい。 We all know the saying “To err is human." And this is true enough. When somethine 80es wrong, the cause is overwhelmingly attributed to human error: airplane crashes (70 percent), car wrecks (90 percent), workplace accidents (also 90 percent), You name it, and humans are usually to blame, And once a human is blamed, the inquiry usually stops ans ISL stu an 止 there. But it shouldn'tー atleast not if we want to eliminate the error. S In many cases, our mistakes are not our fault, at least not entirely. For we all have certain biases" in the way we see, remember, and perceive the world around us, and these biases make us commit certain kinds of errors, Right-handed people, for instance, tend to turn right when entering a building, even though that may not afford the best route to take. And most of us, whether left- or right-handed, show a preference for the number 7 and the color blue. We are also so persuaded by our first impressions of things that we are reluctant to change our first answer on a test; yet many studies have shown we would be better off if we did exactly this. Qur expectations can shape the way we see the world and often the way we act in itas well, In one case, people encountered an unknown man and were later told his occupation. When they were told that the man was a truck driver, they said he weighed more%; when they were told he was a dancer, they said he weighed less. In another case, half the people in a restaurant were told their free glass of wine that night came from France; the other half were told their wine came from somewhere else. Not only did the second group eat less of their meals, but they headed for the doors more quickly. Farmers too show the same tendency. Farmers who believe in global warming, for instance, have been shown to remember temperatures as being warmer than those recorded in statistical tables, And what about farmers who do not believe in global warming? They remembered temperatures that were colder than those in the record books. What's important about these examples is not that we think a truck driver is fatter than a dancer or that temperatures are warmer than they used to be. What'simportant is that these effects occur largely outside of our consciousness; we're biased ー we just don't know we' re biased. Some of these tendencies are so strone that eyen_when_we do know

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English Senior High

英文一段落3文目featuring family mealsのfeaturingとはどういう意味でしょうか?? 調べてみたのですが上手く合いそうな訳が出てきませんでした どなたか教えて下さると幸いです。

第4問 次の問い (A.B)に答えよ。 (配点 40) 次の文章はある説明文の一部である。この文章と表を読み, 下の問い(問1~ に入れるのに最も適当なものを、 それぞれ下の0~ A 4)の 33 36 のうちから一つずつ選べ。 Art may reflect the ways people lived. \Researchers have discussed how One study was conducted to art portrays clothing and social settings. determine if this idea could be extended to paintings featuring family meals. The results of this study might help illustrate why certain kinds of foods were painted. (The researchers examined 140 paintings of family meals painted from the years 1500 to 2000. These came from five countries: the United States, France, Germany, Italy, and the Netherlands. The researchers examined each painting for the presence of 91 foods, with absence coded as 0 and presence coded as 1. For example, when one or more onions appeared in a painting, the researchers coded it as 1. Then they calculated the percentage of the paintings from these countries that included each food. Table 1 shows the percentage of paintings with selected foods. The researchers discussed several findings. First, some paintings from these countries included foods the researchers had expected. Shellfish were most common in the Netherlands' (Dutch) paintings, which was anticipated as nearly half of its border touches the sea. Sécopd, some paintings did not include foods the researchers had expected. Shellfish and fish each appeared in less than 12% of the paintings from the United States, France, and Italy although large portions of these countries border oceans or seas. Chicken, a common food, seldom appeared in the paintings. Thipd, some paintings included foods the researchers had not expected. For example, among German paintings, 20% of them included shellfish although only 6% of the country touches the sea. Also, lemons were most common in paintings from the Netherlands, even though they do not grow there naturally. - 18 - (2610-18)

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English Senior High

関係代名詞がわからないので教えてください

(1) 私が話しかけた学生 is from Australia. (1 spoke to the student.) EXERCISES 1関係代名詞を用いて下線部を英語にしなさい。 (1), (2)は ( 59 )内を参考にすること。)『A す s が普 is 彼がその写真を撮ったカメラ、(He took the picture with the camera.) is from Australia. This is is located near Fukuoka. (4) 兄が働いている銀行 is around here. is around here. 2関係代名詞 what を用いて下線部を英語にしなさい。 19e suort sitl B 1) 重要なこと is never to give up. ode vob sfi et biowiot nile is never to give up. 0) This library is 私たちの町が必要としているもの。 2 lo ntrdh This library is (3)この本に書かれていることis very important. is very important. (4) This is 長年私が買いたいと思っていたもの. This is 3 日本語の意味を表すように,( (1) ガラパゴス諸島はいわゆる自然の驚異です。 )内に適切な語を入れなさい。 dot orit C 3 The Galapagos Islands are ( (2) 勤勉さがルーシーを今日の彼女にした。 Diligence has made Lucy ( (3) 私たちは森で道に迷った。さらに悪いことには, 雪が降り出した。 )a wonder of nature. ) today. We lost our way in the woods, and ( D の ), it began to snow. ( )内より適切な語を選びなさい。総合 (1) She buys anything (what/that) her grandchildren want. (2)(That/ What) makes me happy is good music. B2 →B12 →A★注題(2) (3) He sent me an article in (which / that) he discussed his new economic policies. *rely on :…に頼る 4) The man on (who/whom) Ted relies for support has gone abroad. →A★注意(3) 四日本語の意味を表すように, ( ) 内の語句を正しく並べかえなさい。 総合 時の学校制度は今日のものとは大きく違っていた。 und audyos s oi →C』 ne school system in those days was very (is /it/from / what/ different) today. The school system in those days was very today. →B2 19 あなたが最初にしなければならないことは, 謝ることです。 (do / have / to / you / what) first is apologize. first is apologize. This is the student ! told you about yesterday. (会話文) 61 4

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