【英語ですみません】最後の12番は何を書いたら良いのでしょうか…？ Video C の実験では、aqueous solution にlead(ii) nitrate, aqueous solution にPottasium iodide を入れていました。 2KI (aq)... 続きを読む

With lead (I) nitrate solution. This precipitation reaction produces a bright yellow solid. (point values in parentheses) Part 1: 1. Copy the unbalanced reaction below into your lab notebook. Balance the reaction by adding coefficients. (1) KI (aq) Pb(NO,), (aq) KNO, (aq) Pbl, (s) 2. a) Which trial are you assigned? b) Copy the data table below into your notebook. Watch video A (make sure it's the correct trial!) and collect your data. You may need to pause or rewatch the video, it goes quickly. (1.5) Mass of Empty Beaker (g) Mass of Beaker+ solid Pb(NO,)。(g) Volume of 1.0 M KI (aq) (mL) For the following calculations, show all your work for full credit. 3. What mass of solid Pb(N0,), was added to the beaker? (1) 4. If the solid Pb(NO,), was dissolved in 45 mL of water, what is the molarity of the Pb(NO,)。 solution? (2.5) 5. Which compound is the limiting reactant? (4) 6. What mass of lead (II) iodide (PbL,) should be produced? (2) Part 2: 7. Watch video B (make sure it's the correct trial!) to see the complete reaction and collection of the product. Copy the data table below and record your data. (1) Mass of filter paper (g) Mass of filter paper + dried precipitate (g) 8. What mass of precipitate was collected? Show your work. (1) Calculate the percent yield for the reaction. Show your work. (2) 10. For your trial, which three ions were present in the filtered solution at the end of the reaction? In other words, which three ions are still dissolved at the end of the reaction? Defend/explain your 9. answer. (3) 11. Watch video C - watch both tests for your trial and record your observations. (1) a) Add lead (II) nitrate - b) Add potassium iodide - 12. These tests were conducted to prove the identity of the limiting reactant. Considering your answers to the previous two questions, describe how these tests support the prediction you made in question 5 about which compound is the limiting reactant. (2)

a piece ofinformationは出来て、one of informationと出来ないのは何故ですか？ 教科書とはあまり関係ないと思いますが、一応載せておきます。

When Words Won't Work picto gram pictáire work 働く(新務す3) 機能す3 *うまくいく Words are words and pictures are pictures. Mostof pur Tnformation comes from words. But we arè getting more and ~>pと more information from little pictures. "pictograms."なぜ「ますます働くの未私たちの情報』なのに、 三単現のTS」かかる ピクト22ムのが? (絵文字)受7ntormation」は不可算名調であり、単教扱いたかじ We call them G-1(2) Language 今段 of is G-1(3) あいさっをかわ、す important an means most ot~ ほとんどの~ communication. You exchange greetings. At schoo! 交換する。 ろしいさっ you listen to your teachers, have discussions, and sa piece of)informatin ひとつの小青段 ム可第名詞を教える時に イ保う(paper, sheetime G2 論 St home you Y enjoy talking with your classmates. do your homework. For all of these activities you 10 use language. Yet, there is another important means of yet = but の不可名詞 communication. Look around carefully, and G-3 will notice lots of pictograms. Take a look at the countable xn countable 定の急味 you を見る take a look at cf. look at ~ one of -(~の内の)1つ following. Even little kids may know them. 支持者 因 # と 緊急 15 The one on the left shows an emérgency exit. 中間、 The one in the middle shows a restroom. The one トイレ TF on the right shows an escalator. pictogram [piktagráèm] means [mi:nz] greeting Igri:tm] discussion [diskáfan] following [fáloum] emergency [má:rdgansi] exit [égzat] middle [mid] つ東化を表す *2.more and more More and more people are visiting Tokyo. →よく進子形と一緒に使れれる 12. look around Lookaround to be sure it's safe. restroom [réstrù:m] G-3 Iwill be 16 next month. G-2 We enjoyed playing baseball. Q-1 When do you use language at school ? Q-2 What other means of communication do we often use? 5

これなんで②が答えなんですか？？なぜ③はダメなんでしょうか？？

(7) Can you see a sign that 0xの 7 “Danger”? (1) stands 0 (3 writes dco (4) builds says

She looked at piece of paper was left on the table. この文だと、was left ではなく、left が適切と解答解説に書いてあったのですが、 なぜですか教えてください。また、was leftを入れても文は通じると思うので... 続きを読む

この大きい1と2の問題が分かりません教えてください！

本時制 進行形 15 B 1 次の文中の誤りを正して全文を書け。 (1) Iam not believing in ghosts. I izut bel in ghos ts, (2) It snowed heavily when I got off the train. elieving (3) We're flying over the Pacific this time tomorrow. On, you want to read this book ? Then I'm going to lend it to you. (下線部のみ) (5) Answer the phone, Bob! I have a bath. (6) Iwill play with my friends until it will get dark. 2 次の( )内の語(句)を並べかえて, 英文を完成させよ。 (1) The newspaper (coming / that / Japan / was / said / the President / to).. The nespoper Wns. (2) Tom (dinner/ having / when / his family / was / with) I visited him. (3)(zoo / are / children/ the / taking/ our / we / to) tomorrow. (4)(going / spend / yoú / to/holidays / are / where / your)? Where youe

関係代名詞は後ろが不完全文、関係副詞は完全文、ですよね？ 10は③が正解なのですが、④ではダメですか？ 追記 2枚目の写真の⑤（正誤問題です）で、③が間違いだったのですが、②でthatに変えるのでは？？

wait ) lives in the next-door apartment helps me with my homework. ④ whom 10. Sométimes the man ( O What 2 which 不検文 3 who, ila fothar ineisted that she should wash the dishes and ( 1 ). 0S

このmany of which〜dailies，の部分はどういう働きですか？

In Britain there are a number of Sunday newspaperS, many of | |which are connected with the “dailies,” though not run by the 次の英文の下線部を | papers and usually contain a greater proportion of articles | |concerned with comment and general information rather than | (駒沢大) | same editor and staff. The Sunday papers are larger than the daily| news. 英語は「節約の言語」です。 共通関係を駆使した英文構成もその1つですし、 解 法語句の省略も技法の1つです。 この課では, 時·条件·譲歩などの副詞節の中 で 《S+ be動詞〉が省略されているのを見抜くのがポイントです。 まず,第1文の関係詞節中に組み込まれた though not run に注目してください。 後にby ~が続いていますから, 明らかに run は過去分詞です。とすると, 接続調 though の後に(S + be + run> と続くと節の形が整いますね。らで番販共会 共 10 これは誰でも知 には 英国 ある いろいろ 新聞の日曜版が (In Britain), there are a number of Sunday newspapers, (形) 変S兵館 (先) の界 〈文全) 33億> M (副) Vi 多くは (その) ~とつながりがある Imany(of which) are connected(with the “dailies”), 日刊新聞 S(代) (関代) V(受) ,5系国 自さうま、おざ見る をさし M ~だけれども 日曜版の多くは いない [though(they 運営されてによって 日刊と同じ 編集長 や 編集部員 re not run (by thesame editor and staff)」。 (S+be)省略 Vt(過分) このように,though の後に, (they are)を捕 常は副詞節中の主語は主節」 uems ho LGTUGIIPEL 10 飾」

(7)ってなぜ、it がいるのですか？

STEP 2 D 次の各文には誤りが1箇所ずつある。その部分に下線を引き, 訂正しなさい。 (1) She took some ffeezing vegetables out of the refrigerator. (2) I found a really surdfiseetory in the newspaper. Cerdzen Cyitel (3) There is a picture_paihting by Monet on the wall. (4) He was surprised whep-hg/saw his sistérscolding by his father.(Ceolded (5) Mike is busy to paing the wall. (6) Seging from here, the mountains are really beautiful. Being/Sunday, her family went to church. 1C en

このthatは何ですか？

approach. The students át Berry Elementary School in Waldorf, Maryland, edit" 20 each other's papers so that)by_the time teachers_add their markings,/the S colorg hey use aren't_th£nportait. T'don't think changing/to purpleor green will make a huge differencg/ if the teaching doesn't go along with it," Jones said. “If you avoid the color red, the students might/hot be as frightened, but they also might not

319(3) 解答は理解できたんですが 写真のような解き方はなぜダメなんですか？

第Ⅲ章熱力学 よし ヒント B→Cは, かV=一定なので, 等温変化である。 気体の内部エネルギーは, 絶対 温度に比例する。また, 気体は、その体積が減少するときに正の仕事をされる。 例題42 319. C,と Crの関係 物質量nの理想気体を,圧 九か、体積VI,温度 T;の状態Aから, 圧カー定の ふとでゆっくり加熱すると,体積V2,温度 T, の状 能Cとなった。定圧モル比熱を Co, 定積モル比熱 を Cvとして,次の各問に答えよ。 (1) 状態AからCの間に,気体が吸収した熱量は いくらか。また,外部にした仕事はいくらか。 状態Aから体積一定のもとでゆっくり加熱すると, 圧力 p2, 温度 T,の状態Bとなった。 (2) 状態AからBの間に,気体が吸収した熱量はいくらか。 (3) さらに,状態Bから等温変化をして, 状態Cになったとする。状態AからBを経て Cとなった場合の, 内部エネルギーの増加量はいくらか。 さい026テれに (4)(3)における内部エネルギーの増加量は, 状態AからCに直接変化した場合の内部 エネルギーの増加量と等しい。この関係から, Cp Cv, および気体定数Rとの間に成 り立つ関係式を求めよ。 B p2 Tz C A V 0 V V。 HこA0 →例題42) ヒント(4) 状態A, Cにおいて,それぞれ気体の状態方程式を立てる。 らの距 320.気体の状態変化 単原子分子からなる理想気 tp[X10°Pa)