なるべく急ぎです 自分でやってみたものの、友人と答えが違ったので、一通り解いたものを教えて頂きたいです！

42 in Louisville 。olay wasborn in 19 black and aa Clay w Cmssiu 7.S.A. ayinthe D れ America could not go to goo Kent ople in uime black peopl 和 Joe ger good jobs。 So Clay praciced herd ana school ameaboxer Whenhewme eighteenu he became ee he Olympic champion, but he threw his gold meda the iver when a white waitress in America refusea iv er and became world to serve him. He became a Mushm Afer this。 he became a professional bo hampion in 1964。 But he was still not hapPy ad Ai. Im 1967, the American and changed his name to Muhamm yecome a soldier and fight in Vietnam. Ai government wanted him to bx efused。 So he was arrested by the police and lost his world title. He won the world Gitle jm 1970, Ali was allowed to fight again. again。 Also, he began to do charity work in America and abroad.。 He helped to feed people jn many countries. He etired 人from boxing in 1981. He was sick. many times his brain was damaged. But he continued to work to help poor He had been hitso people all over the world. Many people know his face, and heissGillvery famous. He was voted Sportsman ofthe Century in 1999. So heis known as the Greatest. refie⑰ 拓C Miodkm イスラス生島 Ndhamsnad| utammad Ah モい本アリ ガロ ドアリ Amedian fprerameat 全国痛 widier 大

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... 続きを読む

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e 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 given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... 続きを読む

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.

Q1、②の□□に適する分を次のアからエから1つ選びなさい ア、the first group got much better results than thesecond group. イ、the second group got... 続きを読む

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e 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 given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

この問題出来ますか？ 分からないんです！ 教科書をみてもよく分からなくて。

02フミ 。) fmeisit? Es seven in the morning. ) do you study math or Rngtish? Tstudy English every day ) jsthe curry? TIEedelicious. ) dayisittoday? Its8unday RI ) are my booke? Theyareinyourbag. 6 ( ) jshefrom? Heisfrom Aichi. NR( ) jsthe weather? TEsoloudy RW ( ) bookisthis? Ishim. DR ) jsthis girl? Sheismyasister 10.( ) 1anguage does he speak at home? Hegpeake English at home. DON ) jsthat? tieanoctopus. 12. ( ) is my dictionary? TEe nnderthe desk. 18.( ) season is赤jn Japan? TPwinter. 今 14. ( ) does he do after echool? Heplayetennie. 15、( ) is your favorite subject? My favorite subject is science。 16. ( ) is wrong? Thaveafever. 193( ) pene are they? They are my pens. 18. ( ) do you have for breakfast? LThavetoast and milk. E9:提( ) do you have for breakfast toast or rice? Thaverice. 20.( ) many Engtish books do you have? Thave fnve Rngtish books.

house highがこたえなのですが、house expensiveってダメなのですか？

玉が本文の内容と合うようにするとき, ( )に入れるのに最も適切な語をそれぞれ1語ず きなさい。 The price of cans of soup sold at the store near the man's ( ⑨③ ) was not as ( ⑤ ) as the price of ones sold at Mr. Miller's store.

(5)の問題の解き方が分からないです！ 教えて下さい！

右の図のような装置で、4Q のヒーターを使い、電源装置の電 圧を 6Y にして電流を流した。下の表は、水をかき混ぜながら、1 分 ごとに水の上昇温度を測定した結果をまとめたものである。 ただし、 1g の水の温度を 1で上昇させるためには熱量を 4. 21 必要とする・ 時間 (分〕 oilkgsll8lL2 sl 本で) 0 milzuls2lerlsol | 語ら この実験で用いる水は「室昌と同じく らいにした水」が適切で ある。その理由は「( ① ) により ( ② ) が変化しないように するため」である。①、 ②にあてはまる語句をそれぞれ答えな 560kリスチレンの反 さい。 (2) このヒーターの電力は何W か。 ⑬ ヒーターが 5 分間に発生した熱量は何 ! か。 5 (4⑳ 水100gが5 分間で得た熱量は何 〕 か。 。 (⑮) 今回の実験で、 水の上昇温度に使われた熱量は、 ヒーターの発熱量の価: 位を四捨五入し、 整数で答えなさい<。 0 ER 2080和市 了 ⑪

問５で答えが336なのですが解説がついておらず、なぜこの値になるのかわかりません😭誰かわかりやすく教えてください💦

d え た。 1 図1のように亜鈴を入れた試験管にうす い塩棒を加え。 気体を発生させ 則1 図1のような気 | 体の集め方を何と いいますか。 すい手際 則み :半生した気体 答えなさい。 加和 問3 この気体の性質として適切なものを, 次から 1つ選び, 記号で答えなさい。 ア 空気中に体積で約78%含まれている。 イ 石灰水を白くにごらせる。 ウツ 火のついた線香を入れると, 激しく燃える< エ 黄緑色の気体で 居白作用や殺菌作用を示す< ォ 火を近づけると, 音を立てて燃える。 次に, 発生する気体の体積を調べる実験を行った。試験簿ををメスシリンダーに変 え。 亜人0.5gを入れた別の試験簿を6本用意し, 加えるうすい才隊の体積を変え、う すい塩騰の量とそのとき発生する気体の体積を澤定した。表1 はその結果を示したも のである。なお, 発生する気体は問2で答えた気体のみとする。また, 一定の量の亜 銘に対し, 反応するうすい才隊の量には限度があり、うすい塩松の量と発生する気体 の体積は比例するものとする。 表1 ) 加えた塩酸の体積 (cm 9 4 8 | 12 16 | 20 発生した気体の体横 (cm 9| 49| solizo|iao|iao 問4 表1から亜鉛0.5gをすべて反応させるために。 必要なうすい塩酸の最小の体積 は何cm*ですか。 問5 亜鉛1.2gを入れた試験鶴に。この実験で用いたうすい塩酸で同様の実験をした。 発生する気体の体積は何cm*ですか。

What gives electricity to the clock? ーIt are solar cells . 答え方当たっていますか？内容ではなくて、文の作り方とか複数形とかです。

至急❗️❗️❗️ なぜ答えがウになるかが分かりません

次のよ 【還 はるみさんは, 気体が発生する化学変化の前後の質基の関係を調べるため うな実験を行いました。 (1) (6) の各問いに符えなさい。 で実験> 水素ナトリウムを加えた場合の反応の前後の質量を比べる。 1. ビーカーにうすい才酸 40 cm を測りとる。 2。 うすい塩酸の入ったビーカーの質量を測る。(図1) 3. うすい塩酸に放酸水素ナトリウムを加え, 二酸化炭素が発生しなくなるまで反応 きせる。(還2) 4. 反応後のビピーカー全体の質量を測定する。(還3) ※ 炭酸水素ナトリウムの質量を, 10gから70gまで10gごとに変えて1こ4 をそれぞれ行う。 恒穫 友褒前のビーカー全体の質基(sg) |esolssolssolesolesolssolso 加えた譜酸水素ナトリウムの質量 (gl | 19| zo| 9| 4o| sol so| 7o 反応後のビーカー全体の質量 (g) |s3slsols4sl95ol9eol97olso