下の写真の条件で酸化銅15gと炭素粉末0.90gを測り取り同様の実験を行った。反応後の試験管には赤色の物質と黒色の物質が混ざっていた。反応後の試験管内にある固体の物質の質量は合計何gですか？ 答えは12.6gでした。 考え方が分かりません。よろしくお願いします、

試験管B 石灰水 反応後の試験管内にある 固体の物質の質量[g] 4 一定量の酸酸化銅に炭素がどれだけ反応するかを調べるため, [実験1], [実験2] を行った。 次の問いに答えなさい。 図1 酸化銅と炭素の粉末の混合物 [実験1] 酸化鋼(黒色)6.0gと乾燥した炭素 の粉末(黒色)0.15gとをはかり取り、 これらをよく混ぜ,試験管Aの中に入れ た。この試験管にガラス管つきのゴム栓 を取りつけ、図1のような装置で十分に 加熱したところ, 試験管A内に赤色の物 質ができた。また, 気体が発生し、試験 管B内の石灰水が白くにごった。気体が 発生しなくなってから, 加熱をやめ, ガラス管を石灰水からぬいて,ゴム管を目玉クリ ップでとめた。試験管が冷えた後,試験管A内にある固体の物質の質量を測定した。 0 試験管入 図2 次に,[実験1] と同様の実験を酸化銅の質 量6.0gは変えずに, 炭素粉末の質量を0.30 g,0.45g,0.60g, 0.75g, 0.90gと変え それぞれ行った。 図2は, 横軸に加えた炭素粉 末の質量を、縦軸に反応後の試験管内にある固 体の物質の質量をとり, それぞれの結果をグラ フに表したものである。なお, 酸化銅と炭素粉 末が過不足なく反応するのは, 酸化鋼6.0gと 炭素粉末0.45gをよく混ぜて加熱した場合であ り,反応後の試験管内にある気体の質量は無視 できるものとする。 [実験2] 6.0 5.8 5.6 5.4 5.2 5.0 4.8 4.6 0 0.15 0.45 0.60 05 0.90 0.30 加えた炭素粉末の質量 [g]

5.ですが、なぜc.はいけないのですか？ （答えはb.です）

d. says that 5) Many people ( ) in the airplane crash. a. killed b. were killed C. died d. were died 6) His novels always ( ) well.

1、3、5は解けたのですがそれ以外が訳分からないので、教えてくれると嬉しいです！

取り組み日 再点 月 目標時間 STEP3 読解問題にアプローチ (2年7月改) 20分 The Latin word infans, from which “infant" comes, means "a person who is unable to speak" But all mothers know that communication begins long before actual speech. Babies “talk" to parents with their eyes, their expressions and their whole bodies, and parents respond to them in the same language. Human beings are different from other animals in our highly developed use of language and understanding. Ababy can hear conversations even while she is in her mother's womb. And then from the minute she is born she begins to feel the rhythms of her native language and gradually learns to recognize meaning. In South Africa, *the Bantu tribe celebrates the first time a child answers to her name witha special dinner. The best way to encourage your baby's language is to begin a two*way conversation. Mothers all over the world talk to their babies in a special language, known as "(ア)motherese" or “baby talk". Without learning how, we tend to use the simplest words, changing our grammar to make sentences shorter. Mothers talk of themselves in the third person, repeat things, and speak to their infants in a sing-song pitch. By looking at our babies while we are talking to them, we also teach them the facial expressions that come with speech. Babies start babbling from around three months, repeating easy sounds like “da", “ta", "ma", “ba" and “pa”. All around the world these first basic sounds are the roots of common names for other family members, most importantly “mother" and “father". For example, baba means “mother” among *the Gusii tribe of Kenya, while baban is “father" for *the Sambarivo people of Madagascar. The English word “daddy" is tata in Greek, tatasin Sanskrit and papa in French. Considering the amount of time she spends with her baby in the first months, a mother might expect her baby to say her name first. But this doesn't usually happen. Studies have shown that (イ)babies try to name their fathers before their mothers. Perhaps mothers want to hear their baby's first word as “daddy", in order to make a father feel more important and to add more meaning to his fatherhood. Or perhaps father, a familiar but often a little more distant person, is considered worth saying first. In Europe, the origins of the everyday words for “mother" are closely related to breastfeeding. Mom, Mam, Mummy - all these words come fronm the ancient Greek mamman, which means 17

問3です。なぜ現在完了形になるのですか？

3 各文を[ 〕内の指示にしたがって書きかえなさい. 3 1) You must see the doctor at once. [反対の意味に] 1)参p.1 p.12 You see the doctor at once. see a d 2) You may enter my room. [強い禁止を表す文に] 「医者に 2)参p.1 You enter my room. 3)「~した 3) I'm sure that she enjoyed sightseeing in Rome. いる」→ (助動詞を用いた文に] がいない。 She _must bave ebjoyed sgbseeing in Rome. sightse

between individuals and nations という表現は、個人と国家間 という訳ではなく、個人間や国家間 という訳になる理由を教えてください🙏💦

緊急です！どなたかこの問題解いて下さいませんか？お願いします。

11:07 7月20日(火) 全 100% A campus.clark.ed.jp 1/2 クラーク記念国際高等学校 報告課題 コミュニケーション英語I Lesson 4 第5回 ○教科書「AII Aboard! Communication EnglishⅢ」p.33~40 を読んで,次の問題に取り組みましょう。 )内に入れるのに最も適切なものを選び,マークしなさい。 解答番号1~3 A p. 34~p.37 の英文を読んで,( (1) The Ogasawara Islands are home to many ( |1 ) species. ア indigenous. イ individual ウ international ェ indifferent The Ogasawara Islands became a World Natural Heritage Site due to their unique ( 2 process and rich ecosystem. ア evolve イ revolution ウ revolve evolution エ (3) We should share the (3 )of protecting the site for future generations. ア response イ responsible ウ responsibility respond エ B )内に入れるのに最も適切なものを選び,マークしなさい。解答番号4|~7 He does not have ( ) money with him now. ア イ any ウ many Some エ no (2) I don't want to see ( |5 ) today. ア anybody イ nobody ウ somebody エ Someone (3) Icould ( )understand what he said, because the students were very noisy. ウ usually ) believe his words, because he was always telling lies. ウ scarcely ア hard イ sadly hardly エ (4) I could( ア often ィ hard occasionally エ )内の語(句)を正しく並べ替え,マークしなさい。但し c 次の日本語に合う英文になるように,( 文頭に来る語も小文字で記してあります。 解答番号8~10 (1) ボブには姉妹が1人もいない。 Bob (ア sisters / イ have / ウ does / エ not |オ any ). Bob 8 へ (2)「遅刻しないように,私はもう帰ります。」 “Tm going to leave now so (ア to / イ late / ウ | エ be / オ not)." as → Tm going to leave now so (9 (3)「靴の泥をふき取ってください」 “(ア off / イ please / ウ the mud / ェ wipe / オ your )shoes." (10 ) shoes."

問4が解説を読んでも理解できないです。どう考えればいいですか？ちなみに答えはイです。お願いします🙇‍♂️

grammatical functions " Moreover, each sentence has been themselves, but have interpreted them “in their particular message means that we have not only recognized the words 25 interpretedSemantically; that is to say, we have given the 20 min. And mature reading implies even more than getting the literal (6 meaning. It means evaluating the ideas for truth, validity, or importance. We do this by checking them against our own lr feon we 347 words experience or knowledge. We think of the implications for future 30 actions. And we may make inferences or draw conclusions that go far beyond what is explicitly stated in the text. When this is done, we are really engaging in "reasoning” or “thinking." And indeed, to read at the highest level of maturity means thinking 次の英文を読んで, 設問に答えなさい。 Reading, like playing an instrument, is a complex skill that is It lachieve / takes / many years / to / most people] a skillful performance. And like piano playing ther。 are wide variations among individuals exXposed to the same 5 amount of practice. Some may achieve only in two or four years a level of proficiency that others may reach in eight or more, or not learned all at once. and reasoning, and having an advanced command of language, 3s concept, and experience. (徳島大) 下線部(1)の語(句)を文意が通るように並べ換えなさい。 下線部(2)を日本語に訳しなさい。 空所( 3 )に入れるのに最も適当なものを,次のア~エから1つ選び 問1 perhaps never. What do we mean by reading? More specifically, what is the essential reading skill? The essential skill in reading is getting meaning from a printed 問2 問3 なさい。 10 ウ、for エ、with ア. by イ. in or written message. Thus, reading and listening have much in common,( 3 ) language being the common component of both. There 問4 下線部(4)の内容として最も適当なものを、次のア~エから1つ選びなさ い。 differences between reading and are Some ア. reading is much more than getting the literal meaning of the understanding spoken messages. The written message does not 15 have the intonation, stress, and emphasis of the spoken message. But the written message has punctuation and other conventions of print to tell the reader when to pause, and what to emphasize. Of course, reading is much more than getting the literal meaning of the message itself- although even, this is qulte 20 accomplishment, when we stop to think about it. For as John D. Carroll so aptly put it, to get the literal nmeaning of a vet message itself イ. getting the literal meaning of the message itself ウ. the literal meaning of the message itself エ, the message itself 問5 下線部 5)の意味として最も適当なものを,次のア~エから1つ選びなさ (4 い。 ア、according to grammar イ、in terms of meaning ウ、 in a different way エ、in our favor 問6 下線部(6)の説明として本文中に述べられていないものを,次のア~エか (5 ら1つ選びなさい。 13 proper meaning to each of the key words in the sentence. 12

theの後のprogressを動詞として捉えて良いのでしょうか。 自分は、theの後は名詞が来ると考えてしました。

CD 本文:p.2 O We all know(from a study of history)the progress (of the working people) from the stage Of barbarism to that of slavery, serfdom and later individual freedor) In the ēarly days of human history the wants of the masses were few and simple.

【至急】一枚目の写真を参考にして2枚目のを解かなきゃいけないんですが、時間が無くて焦ってます💦💦出来ればできた文の焼くまで教えて貰えると嬉しいです！！！！

1S+V+O+O, S+V+O+Cの受動態 119 1. Santa Claus gives children wonderful presents. 0 → a. Children are given wonderful presents by Santa Claus. b. Wonderful presents are given to children by Santa Claus. 2. My classmates call the dog Ichiro. 120 0 C The dog is called Ichiro by my classmates. 1.0(人), 0(物)のそれぞれを話題の中心(=主語)にした表現が考えられる。 give 型:give, lend, send, show, tell, etc. O(人)を主語にした場合(→a) 0(物)を主語にした場合(→b): 普通はO(人)の前に to をつける。 buy 型:buy, make, cook, choose, get, etc. O(人)は主語にはしない。 25g GUCG gnuuk is uid T0ob sd O(物)を主語にし,必ずO(人)の前にfor をつける。 His grandmother made John this cake. 0T airdt nssla 0 * This cake was made for John by his grandmother. 2.0を主語にし, Cは〈be動詞+過去分詞〉の後にそのまま残す。 OLSUBca m 2 注意すべき受動態の表現 Saoforig 3. They say that she is the most popular singer in the U.S. 121 → a. It is said that she is the most popular singer in the U.S. b. She is said to be the most popular singer in the U.S. 4.I was spoken to by the girl yesterday. 5. The soccer player is known to many people in the world. 123 122 3. They say that (…と言われている, …だそうだ)の表現。 目的語(that 節)を主語にした場合(→a) that 節の主語を文全体の主語にした場合(→b) 4.群動詞を含む表現: 群動詞全体を1語の他動詞とみなす。 len3 ni gniwolo 1 The girl spoke to me yesterday. 5. by以外の前置詞を使った表現:be caught in ~, be covered with [in] ~、 be filled with ~, be made from [of] ~, etc. 3 日本語では能動態で表すが英語では受動態を使う表現 6. We were surprised at the newsflash. 124 その 7. Ten people were injured in the accident. 125 be 6.感情や心理状態を表す表現: be disappointed with [at/by] ~, be shocked by [at] ~, be excited about [at] ~, be interested in ~, be pleased ye be d be r be worried about ~, etc. with ~, be satisfied with ~, 7.被害を表す表現: be delayed, be hurt, be killed, be wounded, etc. ovel be b 9

Individuals who showed the best results were those who wrote about topics that they had activity refrained from telling others about. この文... 続きを読む