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-2 横羽 Think 例題 245 体積(2) **** 底面の半径 a, 高さ 2a の直円柱がある。底面の1つの直径を含み,底 面と 45°の傾きをなす平面 α でこの直円柱を2つの部分に分けるとき,底 面と平面α とにはさまれた部分の体積を求めよ. 解答 考え方 この立体は回転体ではないから, x 軸を決め、 これに垂直な切断面の面積S(x) を求め, 積分する. 底面の切り口の直径をx軸とし, 円の中心を原点とする = x軸上の座標xの点において、 x軸に垂直な平面で求める立体 を切断すると,この切り口は、 直角をはさむ辺が, S を求め √a²-x² の直角二等辺三角形である. その面積S(x) は, | Focus 2 S(x)=(√²-x) = (a²-x²) よって, 求める体積Vは, a 1613HTOHET #912 45% √a²-x² まれた図 45° a ax 2) 80 1x1²7 注》x軸のとり方は、右の図の(1)(2)(1 ようにすることもできるが,どちら の場合も、切り口が相似な形でない から, S(x) が積分しやすい関数に はならない. (1) は, S(x)=2x√²xとなり、 これは数学ⅢIで学習する内容である. a 2 面積 463 Ax 3つの部分に分 v=f_s(x)dx="S" (a-x)dxが夢しいとき(-a)の S²(a²-x²) dx = [a²x - 3² x ²] = (S(x) 0 x x軸のとり方に注意 (下の注〉を参照) ま 三平方の定理を利用 (04 desem 偶関数の定積分 ²x+$²²₂(a²-x²)dx <とする。=2f'(ax)dx ECで掴まれた図形の面 CTICE 軸の決め方は切断面の面積S(x) が積分しやすい関数になるよ つまり、切断面が相似形になるように決める St 2) (大) XA x 4.7. tit x=曲 (I) 18*** whack is. S(x) 10 第 7 章

急ぎです！ステップ式理科ノート３年の答えをなくしてしまいました🥹 自分が悪いのですがどなたかエネルギーの範囲だけ送ってもらいたいです。🙇🏻‍♀️

これ1冊で 授業から復習まで! ステップ式 理科 日 ノート U 3. 年 啓 vrs 啓林館発行の教科書を してあります。 HIHAS CIM J

付箋で示した行のas ifばどういう意味ですか？

sual place. They as taken off the wall by the official museum photographer so he could shoot pictures of it up in his studio By Tuesday morning, when the Sat: painting ( Vreturned and it was not in 2 the photographer's studio, museum officials were notified. The painting was Once the Marn s gone! news became public, French newspapers made several claims as to the nature of the theft. One newspaper *proclaimed that an American collector stole the work and would have an exact copy made which would be returned to the museum. This collector" would then keep the original. Another newspaper said that the entire incident was a *hoax V+ 6 to show how easy it was to steal from the Louvre. Many people were questioned about the theft from museum employees to people who worked or lived nearby, Perhaps somebody ( 3go) someone acting *suspiciously? The police even questioned Pablo Picasso. Picasso had previously bought two stone *sculptures ( from a friend named Pieret. Pieret ( 4 ) these pieces from the Louvre months before V1. the Mona Lisa was stolen. After an *interrogation, the police concluded that Picasso knew nothing about the theft of the Mona Lisa. V+ 9 Luckily, the painting was recovered 27 months after it was stolen, An Italian man named Vincenzo Perugia tried to sell the work/to a gallery in Florence, Italy, for $100,000. Perugia claimed that he stole the work out of *patriotism. He didn't think such a work by famous Italian in France. What Perugia didn't realize was that although the Mona Lisa was probably painted in Italy, Leonardo took it with him to France and sold it 100 COOK 10 to *King Francis I for 4,000 gold coins. 861 od gainob 5 4

急ぎです！ なぜ青の四角でかこった式になるのか教えてください！

562 第9章 整数・数 Think 例題269 不定方程式 57x+13y=1 の整数解を求めよ。 1 考え方 例題268のように特殊解を求めたいが, CE 方程式の整数解(3) Focus 係数が大きいため実際に値を代入して求めるのは困難である. 57 × (整数)+13×(整数) = 1 の式を作るために, ユークリッドの互除法を用いる。 pe TERY 解答 方程式 57x+13y=1 ...... ① の係数 57 と 13 について ユークリッドの互除法を用いる. 57=13×4+5 より, 13=5×2+3 より, 5=3×1+2 より, 3=2×1+1 より, ⑤ に ④ を代入して, m 3-(5-3×1)×1=1 3 ×2-5×1=1 これに3③ を代入して, ( 57-13×4=5 13-5×2=3 5-3×1=2 ...... ④ したがって, ①-⑥ より, ST ( 13-5×2)×2-5×1=1 mmm 13×2-5 ×5=1 これに② を代入して, 3-2×1=1….....⑤ 13 ×2-(57-13×4)×5=1 ax ...... 57 × (−5)+ 13×22=1 ARPETUSS 57(x +5)+13(y-22)=0 ·② ・③ HAI y=-57k+22 at S+AT=N ENSJAASEEBR 6 x+5=13k, すなわち, x=13k-5 これを⑦に代入すると, 57×13k=13(22-y) 57k=22-y より, よって, 求める一般解は, x=13k-5, y=-57k+22 (kは整数) 57(x+5)=13(22-y) ......7v 57 13 は互いに素であるから.x+5は13の倍数となる. したがって, kを整数として 5-3×1 I 1-7 | 13–5x 3 X2- |x= ① の (特殊

普通にmarryとかって現在形とか過去形で使う気がするんですけど、それと何がちがうんですか？？

s 詞 + 過去分詞〉は〈be 動詞+形容詞〉であると考 英語では受動態で表される表現 be married to ~(~と結婚している) □ be crowded with ~ (~で混んでいる) be dressed in ~(~を着ている) □ be born (生まれる) □ be raised (育つ) be seated (座る) He was born and raised in Fukuoka City. (彼は生まれも育ちも福岡市だった。) ■The train was crowded with high school students. (列車は高校生でいっぱいだった。) ■Donna was dressed ir る(⇒FOCUS

英語がとっても苦手で何が書いてあるか全く分かりません。 明日の朝提出しなければならないのでどなたか解いてください。お願いしますお願いします。

44 15 20 25 30 Lecturer 10 Class times Office hours* Classroom Textbook Reading Read the following passage and answer the questions. English Writing Core I 43 ► This course is for foreign students to learn basic academic writing skills. The course is divided into three classes according to the results of a placement test. ► The placement test is on Tuesday, September 2 at 9:00 in Bldg. 10 Room 1. ▸ After the test, students must visit the student office by September 9 to register. This is a half-year course, and students who have completed one level can enter the next level in the spring term without taking the placement test. Level 1 Level 2 Level 3 Prof. Smith Friday 9:00 a.m.-10:30 a.m. Friday 10:45 a.m.-12:00 p.m. Bldg. 12 Room 1 "Advanced Writing Strategies Level 1: This course introduces students to the basics of English academic writing. Students will begin by learning how to write a coherent paragraph and then apply this skill to writing a five-paragraph essay. They will learn how to create an effective thesis statement, topic sentences, introduction and conclusion, as well as how to organize supporting sentences logically. Students are required to submit one single-paragraph composition, one essay outline and two essays on pre-selected topics at the end of the course for assessment. | 43-45 英 Green Valley University, Autumn Semester Level 2: In this course students focus on gaining an in-depth understanding of the form and function of *argumentative writing and compare and contrast representative essays. Emphasis is placed on writing effective thesis statements and developing paragraphs. Students also learn effective citation, paraphrasing and summarizing skills. Reading academic articles to improve their writing style and vocabulary is a key feature of this course. Assessment is based on two short essays and a paraphrasing and summarizing task. 4 Bldg. 19 pre-selected 24 paraphrase Prof. Simpson Prof. Wheeler Wednesday 9:00 a.m.-10:30 a.m. Monday 10:30 a.m.-12:00 p.m. Wednesday 10:45 a.m-12:00 p.m. Monday 1:20 p.m.-2:50 p.m. Bldg. 10 Room 1 "Have Fun Writing" Bldg. 10 Room 5 "Essay Writing Skills" Level 3: For more experienced students, this course aims to develop advanced essay. writing skills. Emphasis is placed on taking a position in an argumentative essay, researching, evaluating sources and logically developing ideas throughout the essay Students will also learn how to effectively integrate a range of sources into their writing. Assessment is based on one long essay on an academic topic chosen by the student. (379 words) * office hours: 大学の研究室などで教員に面談が可能な時間帯 thesis statement: (エッセイの) 主題文 argumentative: Words & Phrases 32 9 Prof. 20 assessment 29 take a position 15 coherent 21 in-depth 31 integrate A into B 19 composition 24 citation 31 a range of~ Read the passage and put T (True) or F (False) in the brackets. (各2点) (1) Students cannot choose the level of the course they want to take. (2) Students who have finished the level 2 course can enter the level 3 course without taking a test. ( ) (3) All students, whichever level they are taking, must submit at least one essay on a topic chosen by the student for assessment. ) 2 Questions Answer the following questions. [1] Choose one word which has the same pronunciation as the underlined part of the following word from the passage. (4点) thesis a. beneath b. breathe c. worthy d. smooth [2] Complete the answer to the following question. "What is a placement test?" "It is a test to [3] Hiroshi wants to see the lecturer of the Level 2 course to ask some questions. Tell him what to do to see the lecturer. (6点) [4] Choose the suitable word for each blank. (1) Level 1 students focus on how to write logical and well paragraphs. a. devised b. organized c. known (2) Level 3 students have to make their opinion essay. a. correct b. decent c. clear [5] Choose the suitable phrase for the blank. "Level 2 students are required to fully understand a. what argumentative writing is b. how important it is to write an effective thesis statement c. what the basic structure of English academic writing is d. how argumentative writing is evaluated 3 Listening Quiz (1) a. Visit the lecturer at the specified time. b. Go to Room 1 in Building 10 by September 9. d. spoken d. different (5点) c. Buy the textbook during the specified period. d. Register at the student office by the closing day. (2) a. To learn how to organize supporting sentences logically. b. To improve their writing style and vocabulary. c. To create an effective thesis statement. d. To develop ideas logically throughout the essay. (各4点) Listen to the recording and choose the best option. in an argumentative (5点) 45 回 (各3点) 33

写真の文についてわからないことが2つあります。 ①avarage outは「〜を平均化する」という意味でしょうか？(調べても複数の意味があったのでわからないです) ②こちらがメインなのですが、、A of Bを素直に訳すと「BのA」という訳になりますが、黄線部は日本語訳を見る... 続きを読む

Enozzol 4 Certain ancient Greek philosophers, (including Pythagoras), believed that S 0'2 01- beauty was based on symmetry and regularity), and they were convinced that mathematics was at the core of true beauty). This concept (therefore) く、 0 convince 人 that S'V' の受動態 <this + 名詞 → まとめ表現 was discovered (when they noticed that objects [which matched the golden more attractive (than objects [that were more random S V- (s) V ratio] appeared to be (c)] in shape]))). ³Symmetry and regularity (also) seem to play a part (in physical beauty). 4 (At the end of the 19th century), British anthropologist Francis Galton 固有名詞具体例 discovered that "averaging" out human faces (by mixing them) (to form one image) achieved a level of regularity [that was more attractive than each of the individual components]). OCUPLE 訳 ピタゴラスなど一部の古代ギリシャの哲学者たちは,美は対称性と規則性に基づ くと考え, したがって, 数学が真の美の中核を成すと確信していた。この考え方が発見さ れたのは、黄金比に一致する物は、形が不規則な物よりも魅力的に見えることに彼らが気 づいたときのことだった。 対称性と規則性はまた、身体的な美においても一役を担ってい るようである。19世紀末、イギリスの人類学者フランシス・ゴルトンは、人間の顔をミ ックスして 「平均化」し、1つの像を形成すると、個々の構成要素よりも魅力的なレベル の規則性が達成されることを発見した。 句 1 /b

写真のin whatever 〜について質問です。 解説ではこのwhatever it is〜 は強調構文であり、it,is,thatを外すと、you have decided whatever is necessary to justify your existenceと... 続きを読む

trying to become the world's greatest expert in whatever it is that you have decided is necessary to justify your existence this year, you might focus instead on something a little simpler: cultivating a "beginner's mind". (Kelly, Jamina. January 5, 2023. "We should enter new year with a beginner's 1 Tim th 治) 1 " T

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[文法 BC Grammar & Vocabulary 文法・語い Theme 形容詞･副詞の語法 語いD] B 日本文の意味に合うように、( )に適語を入れなさい。 (1) 一般的に,銀の価格は金の価格よりも安い。 In general, the price of silver is ( (2) かなりの数のアメリカ人が和食を食べるのを楽しんでいる。 Quite a ( (3) 早くも3月には桜が咲き始めた。 ) Americans enjoy eating Japanese food. UNT 14 ) than that of gold. The cherry blossoms began to bloom as ( (4) 彼は一生懸命取り組めば多くのことを成しとげる能力がある。 He is ( ) of accomplishing many things if he works hard. (5) 霧のために,私たちには前方の道がほとんど見えなかった。 Because of the fog, we could ( ) see the road ahead of us. C 日本文の意味に合うように, (1) 棚にあるDVD の3分の1はビリーのものだ。 ( the shelf / third / the DVDs / of / on / one) are Billy's. 内の語(句) を並べかえなさい。 ) as March. (4) これは私が買いたかった, まさにその本です。 This (book / the / is / I / wanted / that / buy / very / to ). ⑥ familiar (2) Having worked here for two years, ⓒ guilty of b aware of 127 /10 (各3点) (2) 電車に乗り遅れないように6時きっかりに来ることを忘れないでください。 Don't forget to come at (the train / sharp / that / don't / we / six o'clock / miss / so ). (3) エレンは,ロイから受け取った手紙をほとんどすべて燃やした。 Ellen burned (from / all / received / the / Roy / she / letters / almost ). 獨協大学 @abrupt (各3点) D に入る適切な語(句)を下から選び,記号で答え, 下線部を和訳しなさい。 (各5点) (1) Jane was very hungry, so she ordered an extra large pizza for lunch. When it arrived, it was ( ). She could only eat half of it. ⓒ offensive @enormous 〈立正大学 〉 Harry has become ( ) the work. ⓒ accustomed to ⓓ relevant to Expr E

a+2√2＝0ならば、a＝0かつb＝0でないと仮定するのはダメなのですか？ 解説では、b≠0になってます。

例題106 背理法 (2) ことを用いてもよい。 α, b が有理数のとき、次の問いに答えよ、ただし√2が無理数である。 考え方 B44 (1)a+b2 = 0 ならば, a = 0 かつ 6=0 であることを背理法を用い て証明せよ. (2) α (2+√2)+b(1-√2)=5+4√2 を満たす α, b の値を求めよ. Focus a+b√2=0 より,√2= (1) √2が無理数であるという条件を利用できるよう, まず b≠0 と仮定する。 (2) (1) の結果を利用する. (1) 6=0 と仮定する. √2=-² /6 b ここで,a,b は有理数より も有理数となる が､このことは√2が無理数であることに矛盾する したがって, b=0 である. これをa+b√2=0 に代入して, よって, a,bが有理数のとき, a+b√2=0 ならば, a = 0 かつ 6=0 である. (2) α(2+√2)+b(1-√2)=5+4√2 2a+a√2+b-b√2-5-4√2=0 a=0 (2a+b-5)+(a-b-4)√2=0 US a b が有理数より, 2a+6-5, a-b-4 も有理数 となる. したがって, (1)より, よって, これを解いて, [2a+b=5=0 la-b-4=0 3 命題と証明 203 α=3. b=-1 **** tout "ATTT TEATALI この時点では「b=0」で あることしか導かれて いないので、ここから 「b=0」 を用いて 「a=0」 を導く. 第3章 √2について整理する. 2a+b-5, a-b-4 がともに有理数であ ることを必ず確認す る. 2824 〔1〕 Max M