モーメントのつりあいでTsin60×lsin60がだめな理由を教えて欲しいです

水平方 Tcos 45°Fcos 45°= 0 よって T=F 鉛直方向の力のつりあいより Tsin 45° + Fsin 45°-W = 0 T+F=√2w T=F=√2 sino T 45° G 0 A Tcos 45 B Fcoso 図 C W ① ②式より ・W 2 2 -x60=30√2 =42N2 [別解点Bのまわりの 力のモーメントのつりあいより Wx0.30-Tsin45" x 0.60-0 よってTw -W42N Rx-Tcos60°=0 Rx-1T=0 ここがポイント 96 . の向きを仮定し、水平 鉛直2方向のつりあいの式と力のモーメントのつりあいの式を立てる。 解答 抗力の向きを図のように仮定する。 C 水平方向の力のつりあいより10 30° ① MO 鉛直方向の力のつりあいより Ry+ Tsin 60°-W = 0 A Ry R Rx -Zsin 30° -Ry+ -T-W=0 T T'sin 60° 2 60° Ma の向きが正確に分から なくても、ある向きに仮定す ることにより解くことができ る。 その場合, Rx, Ryが負 の値であれば、仮定した向き と逆向きであると考えればよ い。 2 参考 抗力の大き と向き 京 点Aのまわりの力のモーメントのつりあ。 OS 12 30° -sin 60° B より Tcos 60° Ry [mm] m02.0 m08.0 W (080) OL T×lsin30° W x 12sin60°= 0 3 +--0 x/1/23 (x) 0 Rx (1) ③式より T=- √3 W mos.0 m01.0 (2)Tの値を①式に代入してR-12T=4W(右向き) Tの値を②式に代入して Ry=W- √3 = -W 上向き 2 R2=Rx²+R,2 = (4) + (12/0 4 w2 よってR=/12/2W Ry 1 (Stan0= Rx√3 ここがポイ 97 棒にはたらく から受ける垂直 m00 LO molよって0=30° (87) MO-08+0=3 ありをつるした糸の張力 W (おもりにはたらく重力は等し ける垂直抗力 NA と床から受ける摩擦であ あいの式を連立させて解く。

この英文の文法を教えて欲しいです。 (関係代名詞、不定詞など) 英語が苦手なのでどのような使い方をするのかなど教えてもらえるとありがたいです。

onference ánf(a)rans] im [éim] articipant artisǝpǝnt] sappointment isapintment] opose [prǝpouz] allenging elindsin] me to do mto do on one's appointment ... at all stantial stanf(ǝ)!] road [réilroud] instream instri:m] t is how ... e hope that... an impact on 3 In How did they come to publish their own paper? 2002, there was a study conference held by CHETNA an NGO that aims to help the children in slums. Among the participants, there were some children from a slum in South Delhi. They were shocked to learn that adults had no idea about what really goes on in a slum! To their disappointment, the children also learned that the media did not cover the issue at all! So they decided to join a project proposed by CHETNA. It was a G1 challenging plan to start a newspaper to let people know about the terrible conditions of kids living in the slums. G1 That is how Balaknama started. The children chose this name in the hope that their paper would serve as "the voice of children." In fact, their articles have sometimes had a substantial impact on society. In 15 2015, a shocking article appeared in Balaknama. It was about slum kids forced by police officers to remove bodies after railroad accidents. The mainstream media reported on the article and the government finally acted and stopped the police. 20 nsion Check id the children learn at a study conference held by CHETNA? roject did CHETNA propose? d the children name the newspaper Balaknama?

この英文の文法やtheyやitが何を表しているかなど詳しく教えて欲しいです。

onference ánf(a)rans] im [éim] articipant artisǝpǝnt] sappointment isapintment] opose [prǝpouz] allenging elindsin] me to do mto do on one's appointment ... at all stantial stanf(ǝ)!] road [réilroud] instream instri:m] t is how ... e hope that... an impact on 3 In How did they come to publish their own paper? 2002, there was a study conference held by CHETNA an NGO that aims to help the children in slums. Among the participants, there were some children from a slum in South Delhi. They were shocked to learn that adults had no idea about what really goes on in a slum! To their disappointment, the children also learned that the media did not cover the issue at all! So they decided to join a project proposed by CHETNA. It was a G1 challenging plan to start a newspaper to let people know about the terrible conditions of kids living in the slums. G1 That is how Balaknama started. The children chose this name in the hope that their paper would serve as "the voice of children." In fact, their articles have sometimes had a substantial impact on society. In 15 2015, a shocking article appeared in Balaknama. It was about slum kids forced by police officers to remove bodies after railroad accidents. The mainstream media reported on the article and the government finally acted and stopped the police. 20 nsion Check id the children learn at a study conference held by CHETNA? roject did CHETNA propose? d the children name the newspaper Balaknama?

この英作文の添削をしてほしいです🙇🏻‍♀️⸒⸒ Psychology: 心理学 伝えたいこと(意訳程度) ・私は大学で心理学を学びたい ・理由は2つ ・1つ目は、私の家族や友達の振る舞いがたまに理解不能なため、それを理解できればもっと積極的になれて親密になれる。 ・2... 続きを読む

I want to study psychology, at university. I have two reasons. First, I interested in psychology. This is because, I sometimes don't understand my family and friends. Their behavin make me confused. So, If I can understand their thinking and habit, I can be more friendly. Second, I'm not good at math. But I'm good at Japanese and h and history, If I go to Science class. I can't understand everything. So, I hope go to university that I can research psychology well. I

答えの意味がわからないです教えてください！！

n→∞ 1 _(4) Sm=1- 1 1 + 3 5 1 1 1 T + 2 4 6 π lim S,=4. lim Th n ··+(-1)"-1 +(-1)"- 2n-1' (2 1 たとえば、 F.Dail 2n+gol (n=1,2,……) とおくとき 4' TimT.12 log2 を示せ. n→∞ n→∞ A 11:15 180M

4問とも答えを教えてください！

BC 2 日本語に合うように,( )に適切な語を入れなさい。 1) その女の子は大声で泣きながら, お母さんのところへ走っていきました。 The girl ran to her mother ( b) loudly. 2) 中国語で書かれているので,その手紙を理解するのは難しいです。 ) in Chinese, the letter is difficult to understand. 3) 図書館で勉強していた時, 私はその背の高い男の子を見ました。 ( ) in the library, I saw the tall boy. 4) 何をすべきか分からなかったので、 私は先生に助言を求めました。 ( ) ( 文分 Ox nwo eru bnuote bs eilpna nielo ni na ) what to do, I asked my teacher for advice.

(3)の問題で、なぜIn＞0、In+2＞0がいるんですか？？

384 第5章 積分法 go 例題 177 定積分と漸化式 (3) **** goleil= Stan"xds In="tan"xdx (n=0, 1, 2, ......) とする. ただし, tanx=1 とする. lim mil (1) Io, I を求めよ. (2) In+In+2= を示せ をとったもの 1 n+1 (3) lim=0 を示せ. →∞ (4) S=1- + .......+ (−1)"-1_ 1 1 3 5 T 1 1 1 + n 2 4 6 gof-1-Spol S-*-*golx たとえば、 1 2n-1' (+2) (2n+1 -......+(-1)*ト n-] Dmil (n=1, 2, ………) とおくとき 2n lim S. 7. limT=12log2 を示せ. n→∞ 4 n→∞ 2-13-14-10

このマーカーのとこの文構造を教えて欲しいです。 左の見えづらいとこはsupposedとreproducedです。

is vague best and that issues and dynamics traditionally bestan 動 pposed to be confined to the former cross over into the latter and are fand reproduced there but also the reverse. People's (B),aldives and their lationships to those with whom they live together, are subject to many 201

I＝0のときV＝Eとありますが、もともとV＝RIだからI＝0のときE＝0になりませんか？

20 図⑥)。これは,電池が起電力E (b. 1.8 をつくりだすとともに,内部に抵 1.7 抗 (内部抵抗)をもつと考えるとう internal resistance 15 まく説明することができる。 この [V] 1.3 65 端子電圧VM 一起電力 E[V] 1.6 1.5 V=E-rI 1.4 グラフは,内部抵抗の抵抗値をr とすると,次の式で表される。 1.2 1.1 0 0.2 0.4 0.6 0.8 電流I [A] V=E-rl (49) つまり,電池の端子電圧Vは 電池の起電力Eから内部抵抗に よる電圧降下を引いた値にな る。 また, I=0のときV=Eと なるので,起電力は電流が流れて いないときの端子電圧であること がわかる。 図59 電池の内部抵抗 直列につな れた R[Ω] の可変抵抗器と [Ω]の内部 E[V] の電圧が加わるので E = RI+rI RIは電池の端子電圧Vと等しいので E=V+rI よって V=E-r1 (V-IV軸での切片E. 傾き -yの ラフトスト

(C)に当てはまる単語を選び形を変えて入れる問題です。入る単語はlookで、回答はlooksでしたがなぜlookedがダメなのかが分かりません。理由を教えて欲しいです。

d times ir way in the early morning hours. Another concern has to do with the cost implications of delaying school start - an ever-present issue in the age of increasingly tight school budgets, and decreasing tax revenues. The move could lead to a range of initial up-front costs, with budget-watchers worried most ( 2 ) costs/associated with changing bus schedules and additional lighting for athletic fields because after-school activities would be pushed later in the day. However, our recently released research for the RAND Corporation ( B ) that delaying school start times to 8:30 a.m. could actually result in significant economic statewide benefits that would be realized within a matter of years. Over the span of about a decade, the United States could stand to make financial gains of around $83 billion if teenagers were able to get more sleep. In California alone the financial gains would be just over $10 billion. Within even two years, most states would break even in terms of the initial costs of the move versus the economic benefits. These gains are based on a macroeconomic model that ( C ) at two key effects of better-rested teens: improved academic performance and reduced motor vehicle crashes. In terms of academic performance, research published ( 3 ) the apt title