④〜⑥の各段階の生成物の構造を教えてください！ また、どの不純物がどのタイミングで除かれているか教えてください！

1. アニリンの合成と性質 実験操作 ① ニトロベンゼン1mLを太い試験管に入れ, 外観やにおいを確認する。 その後, 粒状の スズ7~8粒(3g程度)と濃塩酸3mL を加える。 ② 上層と下層が混ざるように試験管を振りながら, おだやかに加熱する。 ③ 残ったスズが入らないよう ② の中身を100mL三角フラスコに移して 6 mol/L水酸化 ナトリウム水溶液を中身が乳濁液になるまで振り混ぜながら加える。 アニリン ④③の中身を太い試験管に移し、トルエン 2mLを加えてよく振り、2層に分離するまで 静置する｡ ⑤ ④の上層 (トルエン層)を駒込ピペットで別の太い試験管に分取し, 6mol/L塩酸3mLを 加えてよく振り, 2層に分離するまで静置する。 ⑥ ⑤ の下層(水層)を駒込ピペットで別の試験管に分取し, 6mol/L水酸化ナトリウム水溶 3mLを少量ずつ加えてよく振り混ぜる。 ⑦ ⑥ にさらし粉水溶液1mL を加え, 変化を観察する。

小学生高学年〜中学1年生の中で楽しかった理科の実験、教えてほしいです！！

なるべく早く答えて欲しいです！！ これの真ん中部分の和訳がわかんないんですけど、どう訳せばいいか教えてくださいm(*_ _)m 1枚目の写真だと、赤線が引いてある線と、長い黒線が引いてある部分です。2枚目の写真は、真ん中らへんのearth millions の黄色線が引いて... 続きを読む

10 20 called trunks, w eir mouths. Elephants cannot see very well. Their eyes are on the state of their heads, so they have to move 全体 their whole body to look at things. The phants have very good hearing, but 耳 they do not all have big ears. The elephants in Africa have very big ears. They 耳 use their ears to help them cool down on hot days. Elephants in other countries do not have such big ears. 両方とも Elephants live in both Africa and Asia. They can live for about 70 years. たいていの That is a long time. Most of an elephant's life is spent eating. Elephants spend 75% of their day eating. They eat a lot of plants and trees. They do not eat other animals. Elephants also need to drink a lot of water. They drink more than 250 liters of water a day. That is like drinking more than 700 small bottles of water a day. Elephants do not like to be on their own. They travel around in groups, いつも usuall 全体 aily with about 10 other elephants. When new elephants are born, the whole group helps to look after the new baby elephants. Elephants are very lucky because other animals do not attack them. クニッ Sometimes baby elephants are attacked by lions and crocodiles. However, 26 there is a bigger problem for elephants than lions and crocodiles. The bigger ~の部分 problem is humans. Humans kill many elephants. Parts of the elephant are 価値 worth a lot of money, so people want to get these parts and sell them. KR さらに、 ゾウ People also kill 'elephants

（1）解き方を教えて欲しいです！

76 第3章 化学反応式の利用 次の文を読み, (1) ~ (5) に答えよ。 必要があれば次の数値を用いること。 原子量 H=1.00 C=12.0, 016.0,S=32.1,K=39.1, Mn=54.9 演習問題8 酸化還元反応 (1) シュウ酸二水和物(COOH)2･2H2Oの結晶を水に溶かし,メスフラスコを用いて0.0500mol/L水溶液 を調製した。この水溶液 10.0 mL をホールピペットを用いてコニカルビーカーに入れ,純水を約 20 mL 加え,さらに3mol/Lの硫酸水溶液を5mL加えた。この溶液を約70℃に温めた後,濃度のわからない 過マンガン酸カリウム水溶液を器具Aを用いて少しずつ滴下した。 11.0mL滴下したときに溶液の赤紫色 が消えなくなったので、この点を滴定の終点とした。 (1)シュウ酸二水和物(COOH)2・2H2Oの結晶を水に溶かして 0.0500 mol/Lの水溶液を調製するのに最 も適当な方法を以下の(ア) ~ (オ) から選び, 記号で記せ。 反応促 するため (ア) 結晶 4.50gを水1000mLに溶かす。 (イ) 結晶 4.50 g を水995.5gに溶かす。 I 結晶 3.15gを水に溶かして500mLにする。 結晶 4.50gを水に溶かして1000mL にする。 (オ) 結晶 6.30gを水993.7g に溶かす。 LO. IL 品 1 1 旦 演出たのの折な

全てわからないです😭

14. 食酢(しょくす) に含まれる酸(酢酸CH COOH) の濃度を調べるために,次のような実験 を行った。 H=1.0,C=12,0=16 (i) 食酢を正確に5倍に薄めた。 (ii) 5倍に薄めた食酢 10mLをホールピペットで正確にはかりとり, コニカルビー カーに入れた。 (i) 指示薬としてフェノールフタレイン溶液を2,3滴加えた。 (iv) ビュレットから, 0.20 mol/Lの水酸化ナトリウム水溶液を滴下して酸を中和し たところ, 7.0mLを要した。 (1) フェノールフタレインの色は, 中和が終わるところでどのように変化するか。 (イ) 無色 → 赤色 (ウ) 赤色 (ア) 赤色 青色 無色 赤色 (工)青色 (2) 酢酸は何価の酸か。 (3) 5倍に薄めた食酢のモル濃度を求めよ。 (4) 薄める前の食酢のモル濃度を求めよ。 (5) 食酢 1.0Lに含まれる酢酸は何gか。 (6) 食酢の密度を1.0g/cm3 とすると,食酢 1.0Lは何gか。 (7) (5) (6) より, 食酢中の酢酸の質量パーセント濃度を求めよ。 ( ( ( ( ( 1 価 ( ]mol/L ]mol/L ( )g ]g 1%

すべてわかりません…教えてください！

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

教えてくださる方お願いします！！至急です！！ 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1

(4)です。　シュウ酸水溶液と水と硫酸を入れたら 　シュウ酸水溶液が水と混ざって110mlにならないんですか？

録 JUS り S J [0 m 1 39 〈過マンガン酸カリウムの滴定②) 防衛医科大学校|★★★★☆ | 12分 | 実施日 過マンガン酸カリウム3.05gを水1Lに溶かした過マンガン酸カリウム水溶液 を用い, [滴定1]~[滴定3] を行った。 [滴定1] 0.0500mol/Lシュウ酸標準水溶液10.00mLをホールピペットで, 水 100mL と (あ) 2mol/L 硫酸17mLをメスシリンダーではかりとりコニカル ビーカーに入れた。 この混合液を約70℃に加温し, ビュレットに満たし た過マンガン酸カリウム水溶液で滴定を行った。 表1に過マンガン酸カリ ウム水溶液の滴下量を示した。 [滴定2] 0.0500mol/Lシュウ酸標準水溶液10.00mL, 水100mLと1mol/L水酸 化ナトリウム水溶液10mLをコニカルビーカーに入れて約70℃に加温 し,過マンガン酸カリウム水溶液の滴下を始めた。 しかしコニカルビー カー内の混合液はすぐに濁りはじめ滴定の終点を決められなかった。 [滴定3] 硫酸鉄(ⅡI)水溶液10.00mL, 水 100mLと2mol/L硫酸17mLをコニカ 15ルビーカーに入れたのち加温せずに過マンガン酸カリウム水溶液で滴定を (2) 行った(表2)。 11 数 1回目 2回目 3回目 滴下量 (mL) 10.52 10.56 10.51 第5章 酸化還元 表2 [滴定3] 回数 1回目 2回目 3回目 滴下量(mL) 12.61 12.64 12.64 (化学基礎) 物質の変化 202 CO 問1 下線部(あ) で, 硫酸ではなく塩酸を用いるとどうなるか。 説明せよ。 S □問2 EMN □問3 下線部(い) で, 滴定の終点を決められなかった理由を述べよ。 ✓ 問4 実験で用いた過マンガン酸カリウム水溶液と硫酸鉄(ⅡI)水溶液のモル 濃度 [mol/L] を有効数字3桁で答えよ。 で起きた変化をイオン反応式で示せ。 [滴定1]~[滴定3]

すみません、至急お願いします。 問1から問9まで教えてください🙇‍♀️

Unit 4 長文問題] もしも時間を戻せたら? ) able to change the past? If you 1 Do you ever wish you (2) had that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. Hou 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the which he received from his students were for the good of answers (う) others. Target ① 関係代名詞 ②仮定法・間接疑問文 66 4 A very common answer he found was, “(4)If I could turn back the clock, I would take back some things that I said to a friend.” Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 7) hurt their 5 (7) (6) Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. turn back and M (時計を) 巻き戻す pleasantly 心地よく expected to 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. 〜するだろうと思う good majority , t take back 取り消す apparently close to どうやら~らしい t be nice to 〜にやさしい de 問 1 (1) ( 問2 問3 い。 1.9 ( junk food ジャンクフード concern for . 〜への気遣い、配慮 (4

(5)の解説がよくわからないので教えてください！ グラフから10:3はどうやって出したのでしょうか？ できれば全部解説してくれると嬉しいです！

次の文を読み, 各問いに答えよ。 中和滴定の実験を行った。 純粋な炭酸ナトリウムおよび炭酸水素ナトリウムをそれ ぞれ蒸留水に溶解し, 0.050mol/L の溶液を調製した。 その溶液20.0mLをピペットで 取り,100mLの三角フラスコへ移した。 ビュレットより 0.100mol/Lの塩酸を滴下し, 塩酸の滴下量とpHメーターで測定したpHとの関係を求めた。 その結果を図の曲線 I (炭酸ナトリウム)および曲線ⅡI (炭酸水素ナトリウム)で示す。一方、炭酸ナトリ ウムと炭酸水素ナトリウムとの混合物 (試料 X) を蒸留水に溶解し, その溶液20.0mL を同じ塩酸で滴定した。その結果を曲線 X で示す。 炭酸ナトリウムの水溶液に酸を加 えていくとpH が 8.3 のところで炭酸イオンが完全に炭酸水素イオンとなり､ pH が 4.0 のところで炭酸水素イオンが完全に分解することがわかっている。試料Xについては, pH が 8.3 になるまでに要した塩酸の量は 10.0mLであり, pH が 4.0 になるまでには 23.0mLであった。 (1) 曲線ⅠのA点のpH を 11.3, 曲線ⅡIのB点のpH を 8.3 とする。 A点およびB点 での水酸化物イオンの濃度はいくらか。 10g10 2=0.3 とする。 (2) 炭酸ナトリウムおよび炭酸水素ナトリウムの加水分解を化学反応式で書け。 (3) A点での炭酸イオンおよびB点での炭酸水素イオンのうち何パーセントが水と反 応しているか。 (4) (2)の反応の水の役割を, ブレンステッドの酸・塩基の定義に基づいて説明せよ。 (5) 試料X中の炭酸ナトリウムの質量パーセントを求めよ。 原子量を, Na=23, H=1, C=12, 0 16 とする。 1