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英語 高校生

ピンクで囲んだ部分のdestroyingとforcing、makingが何故ingが着いているのか分かりません😿分詞構文でしょうか?

You are preparing a presentation for the school science club, using this article from a scientific website. Reaching a Tipping Point: What to Do About the Problem of Space Junk? For over fifty years, slowly at first, but with increasing intensity, we've been sending objects up into orbit. Most of these items begin life as useful 使節を開始する有用な devices, such as the thousands of satellites that bring us information and give 装置として us our 21st century communication, but even these eventually fall out of use 結仕 使われなくなる or break. These satellites, living or dead, share an increasingly crowded layer, 混雑した層 known as near-earth orbit, with rocket parts, tools, and pieces of metal from objects that have already crashed together and broken into pieces. 粉々になる ?? This garbage poses a threat both (to working" satellites of which there are thousands), and (to the earth itself.) For example, in 2009 a disused Russian 使われなくなった module crashed into an active US satellite) destroying both and forcing the International Space Station to change course to avoid the thousands of broken ためらう pieces. While most junk that falls back to earth burns up in the atmosphere. 大気圏上空で larger chunks can occasionally hit the ground, posing a threat to people and Pieces that do burn up] leave pollutants in the atmosphere, such as Property aluminum particles, which can destroy the ozone layer アルミニウム 粒子 It's clear that removing space junk is vital if we are to maintain and build upon our current satellite network. The problem has been discussed continuously since the 1970s, when Donald Kessler, a senior scientist at NASA 継続的に described a scenario (later known as Kessler syndrome) (where a runaway 制御不能の others more and more likely. While the 2009 incident may be the first large cycle of collisions begins, with each collision creating more debris, making 衝突のサイクル near-earth collision, it is thought that Kessler syndrome has already begun with smaller objects. Since Kessler syndrome was first described, many solutions have been proposed, from using lasers to robotic garbage collectors, but cost has been an obstacle to most. In 2021, a Japan-based company named Astroscale launched ELSA-d (short for "End-of-Life Services by Astroscale Demonstration") to show

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化学 高校生

化学基礎の問題です(甲南大-改) (2)の硝酸カリウムの質量を求め方を教えてください🙇🏻‍♂️ 硝酸銅(Ⅱ)無水分は188g/mol x 0.0875mol=16.5g、硫酸カリウムの質量174g/mol x 0.0875mol=15.2gで求められましたが、硝酸カリウムが... 続きを読む

8 |(9) | (10) 2 硫酸銅(Ⅱ)無水物, 硝酸カリウム, 硝酸銅(Ⅱ)無水物, 硫酸カリウムの溶解度を右表に示す。 今、硫酸銅(Ⅱ)無 水物14gと硝酸カリウム286gを溶解した60℃の水溶 液が600gある。 下の問いに答えなさい。 式量 CuSO4 =160,KNO3=101, Cu(NO3)2=188, K2SO4=174, 温度(℃ 溶質名 0 20 40 60 硫酸銅(Ⅱ) 無水物 14.0 20.0 28.7 40.0 硝酸カリウム 13.3 32.0 63.9 109 硝酸銅(II) 無水物 83.5 125 163 182 硫酸カリウム 7.80 11.1 14.8 18.2 分子量H2O = 18.0とし,質量は小数第1位まで求めなさい。 (1)この水溶液中に含まれる Cu2+, SO とK+, NO の物質量を有効数字3桁で求めよ。 (2)この水溶液と溶質となるイオンの種類と、その濃度がまったく同じ溶液を硝酸銅(Ⅱ)無水物, 硫酸 カリウム、硝酸カリウムを用いて,調整するには、 それぞれどのくらい必要か。 その質量 〔g〕 を答えよ。 (3)この水溶液を20℃まで冷却したとき析出する結晶の化学式と質量 〔g〕を記せ。 [甲南大改〕 (1) Cu2+ (2) 硝酸銅(II)無水物 (3) 化学式 SO2 K+ 硫酸カリウム 質量 NO3- 硝酸カリウム

解決済み 回答数: 1