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数学 高校生

カッコアの問題でθ=α-βとして解答してると思うんですが、なぜマイナスなんですか?α+βでは間違いなのでしょうか。

1 直線/なす角 2 直線のなす角 2直線のなす角は,交点のまわりに角を 集め、回転角でとらえよう. 傾き m の直線から傾き m2の直 線に反時計回りに測った角はtanの加法定理でとらえられる. 図2において, 0=β-αであるから, (ア) 2直線æ-3y+5=0, x+2y+4=0 のなす角 0 2 100ses)を求めよ. (高知工科大-後 (0 (イ) 原点を通り,直線x+2y4=0と45°の角をなす直線の方程式を求めよ. 傾きは tan O 直線と軸の正方向とのなす角 (反時計 回りに測った回転角) を0とすると, 1の傾きは tan0 (ただし, 0≠90° である. (高崎経済大 (=tana) 図1 図2 Ay 傾きm2(=tanβ) 傾き m 傾きtane 84 O a B 軸に平行 tanβ-tana tan0=tan(β-α)= m2-m1 1+tan βtana 1+m2m1 また,m と 0からm2をとらえることもできて, m2=tan (α+0)=- 1-m₁tan なる.ただし直線がy軸に平行なときや, 2直線が垂直 (mm2=1) のときは使えないことに注意. 13円 8 tana +tano 1-tana tan m1 +tan と 解答 曲 To (ア) 右図のように,回転角α,βを定めると tana-tanβ tan0=tan (α-β)= 1+tanatan B 565-6 12 1 3 1+ 13 1/ 1 - 12 =1 0 =π/4 (イ) x軸の正方向から19 a B0 X y=-- 12 x-2 x-3y+5=0のとき, 5 y x+ x+2y+4=0のとき, y=- X- 2 tana= 1 3' tanß=-1 2

解決済み 回答数: 1
英語 高校生

間違っているところがあったら教えてください🙇‍♂️

1 Choose the best answer to fill in the blanks. (81) (1) Peter ( 1 teaches 3 will teach ) for ten years next month. 2 will be teaching will have taught /13 ( 東京電機大 ) (2) In my class, there are three students from abroad. One is from England and ( are from Australia. ①another (3) Our teacher is ( 2 others 3 the other the others ) to come by the time we promised to get together. 2 possible 3 probable A definite ) of the two men standing at the gate. I likely (4) My father is ( 1 more tall 2 taller (5) My parents objected ( ①to my climbing 3 the tall ) the mountain alone in winter. 2me of climbing 4 on me to climb the taller (京都産業大) (関西学院大) (近畿大) ト TИIO (千葉工業大) hearing (実践女子大 ). to consider (摂南 3 me to climbing (6) She had to shout to make herself ( I have heard 2 hear ③ heard (7) The project could be called a success, all things ( 2 considered 3 considering ) the sky, it will rain this afternoon. 1 consider (8)( ①Judging from 3 Though 2 Generally speaking ④It being (9) You must leave now; ( ), you will be late for your social studies class. ①instead 2 therefore 3 otherwise accordingly (10) We are now in the ( ) half of our training camp. 1 late 2 latter 3 later ④last ) wise and hardworking. 3 need ④needed (大阪学 (センタ (11) All teachers and students are not ( ①necessarily (12)( 2 necessary ) had the war begun when ①The moment ? No wonder terrorists hijacked a plane. 3 Hardly (13) Next week's seminar ought to provide ( 1 ours our ④As soon as ) with a lot of new information. ourselves 4 us

解決済み 回答数: 1
英語 高校生

以前画像3枚目の様に修飾限定予告のthatというものを習ったので今回もその形なのかと思い、それらのと入れずに訳してしまったのですがこのthoseの識別は文脈判断ということでしょうか? 教えて頂きたいです。よろしくお願いいたします。

実理 K The starting point for today's *meritocracy, of course, is the idea that intelligence exists and can be measured, like weight or strength or fluency in French. The most obvious difference between intelligence and these other traits is that all the others are presumably changeable. If someone weighs too much, he can go on a その人 →Heyで受けるのが一般的 5 diet; if he's weak, he can lift weights; if he wants to learn French, he can take a course. But in principle he can't change his intelligence. There is another important difference 原則として MV between intelligence and other traits. Height and weight and speed and strength and サフィス体例 関係性が強い文がくる even conversational fluency are real things; there's no doubt about what's being 間違いなん measured. Intelligence is a much murkier concept. Some people are generally (2) m2 Vogue 10 smarter than others, and some are obviously talented in specific ways; they're chess 天才 S masters, math *prodigies. But can the factors that make one person seem quicker than another be measured precisely, like height and weight? Can we confidently say that one person is 10 percent smarter than another, in the same way we can say he's 10 へんて、いつだっ S percent faster in the hundred-yard dash? And can we be confident that two thirds of 櫂へん 言いかえ 15 all people have IQs within one standard deviation of the norm that is, between 90 ように and 110 - - as we can be sure that two thirds of all people have heights within one standard deviation of the norm for height? Yes, they can, and yes, we can. besure least, are the answers that the IQ part of the meritocracy rests on. Those, at (3)-

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