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英語 中学生

至急 問1教えてください!

3 次の英文を読んで、後の各問に答えよ。 Hiroshi is a junior high school student. One day in an English class, his teacher said, "We have many kinds of new technology around us. Computers, the Internet, and AI are good examples. Do you know any people who use them well? In our next project, I want you to introduce one person in class." So at home that night, Hiroshi asked his mother, and she said to him, "Your grandmother, Toshiko, uses new technology well." A few days later, Hiroshi talked with Toshiko on the Internet about the project. She said, "Well, you know I am a fruit farmer. I didn't use technology very much in the past. But now, I use it every day. There are many benefits of using new technology. I collect information about the weather from websites. I can understand my fruit's growth by keeping records and can share that information with researchers and farmers who live in other parts of Japan. Then I can get good ideas from them and make my fruit bigger and better. Now I don't need to give water to my fruit trees because AI technology can do 2 that job. Also, it is easy for me to sell more fruit by using the Internet. In these ways, new technology has changed my way of working and made it better. On my website, I show other farmers how to use new technology which helps us grow better fruit." Hiroshi decided to talk about her to his classmates. A month later, Hiroshi made a speech in front of his classmates. After the speech, his classmate, Asuka, said, “In your speech, I like the story of your grandmother's website. She shows her ideas about using new technology for agriculture. I hope people will be interested in her website. If they see it, they will learn her ways to grow fruit. Then, they will be influenced by her and start working like her. I really respect her." Hiroshi was very happy to hear that. He said to Asuka, "Using new technology in effective ways has been changing the lives of many people. I want to learn about this more and create a better society in the future." 受羽課題 プロジェクト

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理科 中学生

(2)の解説お願いします🙏

解答別冊 19ページ かっしゃ の まさつ 1 [仕事と仕事率] 次の実験について,あとの問いに答えなさい。 ただし, 物体, 滑車,ばねば かり,糸にはたらく摩擦力や空気の抵抗と, 滑車, ばねばかり,糸の重さ, および糸の伸び縮 みは考えないものとする。 ( 6点×3-18点) 〔実験1] 図1のように, 滑車とばねばかりを 〔図1] ゆか とりつけた重さ 2.4Nの物体を床から10cm はな 離れた位置に静止させる。 この状態から,物 体を1cm/sの速さで真上に 15cm 引き上げる。 〔実験2] 図2のように, 滑車をとりつけた重 さ2.4 Nの物体を, 滑車を動滑車として用いて, はし 糸の片方の端にばねばかりをとりつけ, 床か ら10cm離れた位置に静止させる。この状態 から,物体を一定の速さで真上に15cm 引き 上げる。 10cm 15cm 2cm/s 〔図2] 糸 動滑車 SPIN (1) 実験1において, 物体を15cm 引き上げるの に必要な仕事は何Jか求めなさい。 また,実験1と実験2のように、物体をある高さまで引き 上げるのに必要な仕事の量は, 道具を使っても使わなくても変わらない。 このことを何という か, ひらがな 7字で書きなさい。 (2) 実験1と実験2で, 物体を真上に 15cm 引き上げるときの仕事率が等しいとき, 実験2におけ (old 300 る, ばねばかりを引き上げる速さは何cm/sか求めなさい。 322 仕事 名称 (2) 036.J [ { " 2 9 | +" / ") 15 cm 10 cm 〔京都〕 (2 (3

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英語 中学生

問6でなぜunderstoodではだめなのですか? わかるではないということですか? 教えてほしいですお願いします🙏

(注) Graph 1 TAIと一緒に働くことに抵抗がありますか」 に対する (アメリカ) 20.7 5.3 4 拓也 (Takuya) さんは、 クラスメートの彩 (Aya) さん ジュディ (Judy)さんと 「科学技術と人々の生活」をテーマとした高校生による国際会議 (international conference) の発表者として選ばれました。 国際会議で発表する前に、拓也さんは発表の 内容についてクラスの生徒たちに説明しています。 グラフ(graph)とクラスでの説明の原 稿を読んで、あとの各問に答えなさい。 46.4 (62%) 27.5 ■非常にある ある程度ある □あまりない □まったくない 領域別学習判定 34.0 Graph 2 「Aと一緒に働くことに抵抗がありますか」 に対する回答結果 (日本) 17.8 19.9 MESEN BION 45 S AI AI air conditioner: エアコン BM (単位:%) 28.3 ■非常にある ある程度ある □あまりない □まったくない (artificial intelligence) Graph 3 「今後取得したいAIを活用するための力 技能等は何ですか」 に対する回答結果(複数回答可) 50 40 30 20 evaluate: 評価する performance be ready to 〜 : 〜する準備ができている 10 a - 5 - 23.5 19.9 Al $ AI M するための力作る技能 Al 活用方法を 考える力 I'm Takuya. My classmates, Aya and Judy, and I decided to talk about AI in our lives at the international conference. AI is like a brain in a machine. In our lives, we can see many kinds of machines with AI like smartphones, robot cleaners, and air conditioners. Last weekend, I found a robot with AI at a new shopping mall. It said, " "I said, "Where can I buy a CD here?" Then the robot answered the question quickly. I was very surprised. At the international conference, we are going to show examples of machines with Al first, and then we are going to talk about a difference between Japanese and American people. Aya found Graph 1 and Graph 2 on the Internet. The question in あ of the American them is, "How do you feel when you have to work with machines with AI? The graphs show the answers to the question. Graph 1 shows that about people are not happy to work with machines with AI. In America, people are often evaluated by their work performance. So they are afraid of losing their jobs when job than them. Graph 2 shows that more than 50% of the (2) machines with Al do Japanese people think it is OK to work with machines with AI. Judy found another graph. It's Graph 3. People over 20 years old answered the % of the Japanese people think they don't question on the graph. It shows about need to learn any skills to use AI. I believe the Japanese people will need to learn the I think Japanese people skills. We should do something to improve the situation. should be ready to live with machines with AI. But from the graph, we can also see that some of the Japanese people want to (A) AI and think about how to use it. I'm B) a lot of ( C ) Japanese people are interested in AI. Machines with AI are part of our lives. We should think about how to ( D ) our lives by using AI. Aya, Judy and I are going to ask the students some questions about living with AI at (3) the conference. What questions will we ask at the conference? We haven't We are going to talk about the questions later. Thank you for listening. 15.2 力や技能を 身につける ■アメリカ □ 日本 brain : shopping mall : ショッピングモール T

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英語 中学生

New Horizonの中1のP60~64なんですけど、日本語訳が分からなくて日本語訳を知りたいです!出来れば単語と日本語訳をセットで… あ、本文のみで大丈夫です

Story ② entence 朝美のスピーチが続きます。 本文と質問を聞き、 答えを○で囲みましょう。 [⑩ Takuya writes a blog about school life. local food, nature, and nice spots for diving in Cebu. He doesn't write very offten, but he gets a lot of nice comments. I enjoy his blog very much. Takuya usually posts pictures on his blog, but hes can't take pictures in the sea. waterproof camera. So he wants one. loves the beautiful sea life. Thank you. He doesn't have a He really 卓也はなぜ防水カメラをほしがっているのでしょうか。 近な Takuya writes a blog. Takuya does not write a blog. tice 例 Takuya doesn't write a blog. 皮の友人の習慣や様子です。 ya / have / a bike ② he / call / his family © ] もしもし [70 words] & New Words blog 0 local spot(s) ✓ does □comment(s) pöst(s) waterproof ✓ camera a lot of... very much doesn't does not 小学校の単語 write(s) life nature much take family ► p.66 Grammar 4 主語が 1, you以外で単数の場合、 否定文 では動詞の前に does not [doesn't] が 入る。このとき動詞にはs, es をつけない。 Yuna / like / scuba diving mehoity Listen ・ピー 1 ジョシュのスピーチを聞いて、正しいほうを選びましょう。 ① 友達の亜実 (Ami)は ②亜実は トランペット 毎日 2 海斗のスピーチを聞いて、正しいものを選びましょう。 ① 飼い犬のモモの見た目は ② モモと海斗はよく公園で 相手の名前( ① 年齢 ② 住んでいる場所 ③ペット Speak & Write 1 ペアになり,次の ① ~ ④ についてインタビューしましょう。 質問が終わったら、下の表にメモしましょう。 ④ 趣味 (好きなこと) pp.59-60 ① She [He] is (2) 4 [ いっしょに走る □ フルート] をふく。 ○ ときどき] 朝早く学校で練習する ) □ ボール遊びをする]。 21 のインタビューでわかったことをまとめましょう。 is my friend. How old are you? Where do you live? Do you have any pets ? 何かペット A Speech out my What do you do in your free time? 自由な時間 p.154 好きなこと years old. nike 書いた文はp.63の活動 また使うよ。 しっかり記録しておこ in her [his] free 彼女の

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