1枚目の問の分はharry Potter is read by many people all over the world.という文でした。2枚目の文は同じような表現なのにfromが途中で入っています。統一性がなく困っています。 解説お願いします

6 次の日本文に合うように,( )内の語句を並べかえて, 全文を書きなさい。 (1) 『ハリー・ポッター』は世界中で多くの人々に読まれています。 Harry Potter (all, by, people, read, over, many, is) the world. = (₂) その自は1枚の紙でできているのですか ( 6点×4-24点 [沖縄一

こちらの問題についてです。答えは以下の通りなのですが、解説の線引きしたところがよく分かりません。なぜ「垂直に2等分する」から全ての辺が等しくなるのですか？？教えていただきたいです。

B' [□] 146 重心と垂心が一致する三角形は正三角形であることを証明せよ。 教 p.71 問7 B OL

この問題の②イ③カなのですがどうしてこの答えになるのですか？

2 ① 43% 40% 3 31% 次の英文は, 南アメリカの先住民に伝わる, クリキンディ (Kurikindi) という名前のハチ ドリ hummingbird) の短い物語を題材に書かれたものです。 (①)~(③)に 最もよく当てはまる語を,それぞれ下のア~カから1つ選び, 記号で答えなさい。 <宮崎県改気 I'd like to introduce a short story of a hummingbird. A hummingbird is a very little bird. The little bird's name in this story is Kurikindi. Kurikindi lived in a forest. One day there was a * fire in the forest. The little bin stayed there and tried to *put out the fire. But all the other animals hurried to *escape. When they saw Kurikindi on the way, they asked Kurikindi, “Why are you doing that?" Kurikindi answered, “I'm only doing something I can do." After ( ① ) this short story, I thought about a few things. For example, did the hummingbird believe he could put out the fire? Why did all the other animals want to escape from the forest? Kurikindi did (②) so small that others thought his *actions meant (③). Many people often think like that. What do you think about Kurikindi? * fire (火事) put out (消す) escape (逃げる) action (行動) ア read イ something ウ reading I came オ excuse カ nothing 動物は いであ はクリ 3 Alt 文にな に bel 分詞と 多く とされ stops 停」と 意味が が競 を選 (要約) 私の 催され 私の女 国人 に駅に い 私は

どうして➂はダメなのでしょうか？？

8. Methods for predicting the outcome of horse races are not ( coin. 1 any more than reliable 3 reliable any more than (2) any more reliable than (4) reliable more than any 1) tossing a

第7段落の下線部ですが、訳の意味がわかりません。わかる方教えてください！！

as ys 5 6 One day, a college professor named Denis Osborne came to lecture on physics, giving Mpemba an opportunity to talk to an expert on the subject. He repeated his question, but this time he got a quite different reaction. The professor first smiled and asked, “Is it true? Have you done it?" After Mpemba la horruitnos ewenibaa admon M answered "Yes," the professor said, "I do not know, but I promise to try this experiment when I am back at my college." 7 Professor Osborne kept his word and carried out the experiment himself. He found that for temperatures up to 20°C, the time was roughly proportional to the temperature above freezing, up to a maximum of 100 minutes at 20°C. For higher temperatures, however, the time dropped dramatically, down to 40 15 minutes for water at 80°C. le 10► 700

このグラフの15≦x≦45の部分の式、解説ではy＝60x＋300と書いてあったのですが、切片の＋300のところ、300ではなくて1200じゃないんですか？なんで300なのでしょう。

#10 図書館 3000 学校 1200 HORAS 家 030 y (m) Ja -3 = 602 +300 ? D M Paaste 0815 45 x(分) estetomuS

(2)についてなのですが、赤線部分がよく分かりません。よろしくお願いします🙇‍♀️

4 の値が っておく。 三明する。 あるか 「 基本 例題150 三角方程式・不等式の解法 (8) ... 倍角の公式 のとき、次の方程式、不等式を解け sin 20=cos 0 方程式から 2sinocos0=coso ゆえに cos 0(2sin0-1)=0 cos0= 0, sin0= ① 2倍角の公式 sin20=2sin Acos 0, cos 20=1-2sin'0=2cos²0-1 を用いて、ト 関数の種類と角を0に統一する。 因数分解して,(1) なら AB=0, (2)ならAB≧0の形に変形する。 1≦sin01,-1≦ cos b≦1に注意して、方程式・不等式を解く。 CHART 6と20が混在した式 倍角の公式で角を統一する よって B<2πであるから cos0=0&n sin0 == より 1/1/22 以上から,解は 0= よって したがって、解は 3 25 2 π 5 6⁹ 6 (2) 不等式から 整理すると ゆえに 0≦B <2では, cos 0-1≦0 であるから Une atsine Cos6-1=0,2cos 0-1≦0 π π cos0=1, cos 0≤ 0 ≤ 1/1/201 1 2 2 cos 20-3 cos 0+2≥0 -1 TC 0=0,5≤0≤ 3 2 ya 1 0 $+1 Jel 5 0=76, 7, 8×, 3× 1 = 28 m π 2 Adse STAHOROJDE 2 10,800$+nik ya 1 ON 0-92051470 cos0 0 程度は、図がなく しても導けるように。 0=1-0a003+0200 2cos²0-1-3cos0+2≧0 2倍角の公式 cos26=2cos²0-1 2 cos² 0-3 cos 0+1208A0A30 $30 (8) (cos 0-1)(2cos 0-1)≧0 0800 80="HA sin20=2sin Acoso 種類の統一はできないが, 積=0 の形になるので、 解 決できる。 303 1x AB=0AJ ometA=0またはB=0(1)(S) 7312 in の参考図。 基本149 11 x BASCO sta sinaの3次式) 【cos6-1=0を忘れないよ うに注意｡ なお,図はCOSO 1/28の参 "AD="CA AOS- 図 5_(1-0'800 $)S-15 S 800-115-1+1= π 30 2005+-(0200 S-1)-02051-1= OKI 235 4 2

どうしても訳が分かりません！disfluencies reflect a lack of control over one's material.「言いよどみはその話に関して知識が不足していることを表す。」なぜこのように訳せるのでしょうか？

を修正できることが大切です (as S'V' は ｢様態(~するように)｣)。 1 6 (Moreover), there's reason [to question the assumption] (that 同格のthat | disfluencies reveal a speaker's lack of knowledge). 2 (In a study [led by Kathryn Womack]), experienced physicians and newly qualified doctors 固有名詞→ 具体例 <S' + be 動詞〉の省略 V looked at images of various skin conditions (while talking their way to a diagnosis). 3 (Not surprisingly), the expert doctors were more accurate (in their 4 diagnoses) (than the new doctors). They (also) produced more complex sentences, and a greater number of disfluencies, (calling into question the idea (that disfluencies reflect a lack of control [over one's material])). 5 (On the V S S 同格のthat 1- S contrary), the authors of the study suggest that the experienced doctors had more disfluent speech (because they had (s)- a larger body of knowledge [to (v)- (o)- < (S) + be 動詞〉 の省略 work with] and were constructing more detailed explanations (while planning (v)- (o)- their speech))). 言いよどみによって話し手の知識不足がばれるという前提を疑うべき根 と医師免許

What an author writesのところ私は 筆者が書くことはと訳したのですが 「こと」で訳すときと「何」で訳すときってどうやって使い分けるのですか？

第2文 1969 ouping worl et egnisd rishud er firoda għidt sidibéroni SifT IT ことを楽しませる The 10 「物書きがを書くかは基づいている ている Trigter ond に に その VOTEL 目的 STI... [ What an author writes] is based (on his purpose): (to entertain, ... ino SO ( 疑代) S Vt V (受) emuse omdw (不) (Vt) What-節の範囲は writes (Vt 現在形) と is (be 動詞 現在形) がつながらないことか らも, is の前 ( 23 課) です。 or で結ばれた3つの to V は his readers を共通の 0 にしていて、3つの to V が his purpose の同格語である点は第1文と同じです。た だし or が選択を示す等なので purpose と単数形です。 ・文 DO

全文訳お願いします！

4 20 科学 420 words Chapter 1 The recipe for making any creature is written in its DNA. So last year, when 1-1 geneticists* published the near-complete DNA sequence of the long-extinct woolly mammoth, there was much speculation about whether we could bring this giant creature back to life. 5 東京理科大学 Creating a living, breathing creature from a genome* sequence that exists only in a computer's memory is not possible right now. But someone someday is sure to try it, predicts Stephan Schuster, a molecular biologist at Pennsylvania State University and a driving force behind the mammoth genome project. So besides the mammoth, what other extinct beasts might we bring back to life? Well, 12 10 it is only going to be possible with creatures for which we can recover a complete genome Without one, there is no chance. And usually when a creature dies, the (1) - DNA in any flesh left untouched is soon destroyed as it is attacked by sunshine and bacteria. sequence. There are, however, some circumstances in which DNA can be preserved. If your 15 specimen froze to death in an icy wasteland such as Siberia, or died in a dark cave or a really dry region, for instance, then the probability of finding some intact stretches of DNA is much higher. Even in ideal conditions, though, no genetic information is likely to survive more than a million years. - so dinosaurs are out and only much younger remains are likely to yield good-quality DNA. "It's really only worth studying specimens that are less than 100,000 years old," says Schuster. The genomes of several extinct species besides the mammoth are already being sequenced, but turning these into living creatures will not be easy. "It's hard to say that something will never ever be possible," says Svante Pääbo of the Max Planck Institute 25 for Evolutionary Anthropology in Germany, "but it would require technologies so far removed from what we currently have that I cannot imagine how it would be done." But then (3) 50 years ago, who would have believed we would now be able to read the instructions for making humans, fix inherited diseases, clone mammals and be close to creating artificial life? Assuming that we will develop the necessary technology, we have 30 selected ten extinct creatures that might one day be resurrected. Our choice is based not just on practicality, but also on each animal's "charisma" - just how exciting the prospect of resurrecting these animals is. 1-3