理科は習って将来役立つんですか？

Take away all the hours we "lose" moving from place to place, eating, etc,… (あちこちへの移動や食事などで失う時間全てを除いてしまうと、…) 〝moving from place to place... 続きを読む

なぜ2つの矢印の過程のような式変形が出来るのか、途中式を教えてください。お願いします

9()=s*_。 了 とまま ダテ うら9 は正であぁるので ー > 相加平均と相乗平均の大小関係から 2 プ(と) * ご 2 で 1 _ 疹 や 7 2 を み 2 であり, この等号は テ 葉/ のときに成り立つことがわかる。 2 9 ンス ー ヲ ト トシ 3 ② aro にか mf 実数をが 7(の=6 を 語にているとする。 ジーュピ ー であい。すwesg > -ち1 立。。 ト | 計 8 f: 3232e雪6 ンー uec isp が成り立つ。したがって 3*=レレタ |+ /[ネ| となり /=jogi ヌ |十,/ | ネノフ RS 6- 2--? であることがわかる。 4が 5 ' えよう 6 > 2ツーコテ こ と えよう。 7 (だす (3) (② で求めたの値に対して 2' の値を考 ンーのの?大ー 7 を< 2 og ヌ +/ほ2] = ⑭ がEtc はまるものを, 民2 (39] yoしka であるので, 2三 トン ー@ のうちから一つ選べ。 み @ logz3 @ logs

至急お願いします💦 高1の英語です 河合模試の部分です

第 3 問 (配点 10) 問1 At the contest, the choir club members, including the writer of 16 AA You found the following story in a blog written by an exchange student jn Your school. competed against choirs from other schools had trouble remembering their new songs 1 Showed videos of their hand movements Music Contest | ⑤@⑨③②ぐ@ぐ③ 5 sr Schools perform watched groups from some other schools perform | Tuesday, February 18 | た の 間2 Youlearned that the writer of this blog | 17 Tlove to sing in the choir at my school in Japan。 Many of my friends are m the brass band and zo drum club、but I jike using my voice as an | i ⑩ helped her choir win second place by improving her pitch | instrument. Mn ⑳ talked to her director and was impressed by a choir in long dresses Last week we participated in a music contest with other music groups 8 テッ | 0 6 う細 ⑧⑨ was sure her team would not win because another team had performed | from different schools. We practiced a lot, so we knew our songs well and our better itch was just right / ye didnt w [ ・ ・ 5 in first Me JPST Hght Although we didnt watch other 上Mgrform. 【 felt ⑳ wore flowers in her hair during her performance and came in firs Sure we had a chance of winning. 1 was surprised when we came in second place. I asked my director. 軸 | "Did the group that won really sound better than us?" | My director said. “Both groups Sang well but ] think we can learn | Something from them. Watch this video of them performing." | T saw what she meant Tright away. | The group wore costumes that looked | great and they made beautiful hand | movements that went well with the music. |+ realized that how you present your performance iS very important 1I was | | | etcited when my director said that our | choir would try something jike that too. ーa6 一 る

雨温図の問題が苦手なのですが、よければコツなどを教えてください🙇‍♀️

一次関数、本当にやばいです😭😭😭 誰か解説して下さい🙏

(@⑥万をのほそぞう 国人 右の図は, 方程 式, oz十07三6 のグラフ でのりり|のジラ に, 2点A(2, 6)、 B (一4 一3) がある 次の問いに答えなさい (1) o, 0の値を求め o三 6三 (2) 点 (⑳2, =6)が四の必ランク あるとはき| 7 の値を求めなさい。 Etc人3 I 1 I I 1 1 ! 1 I 1 I I 1 1 I I ! I I 1 1 I ! 1 ! i I i 1 ! 1 ! 「 ! 1 ! !

社会(歴史)の勉強方法を教えてください🙏

間違えても良いので教えてください． 写真2枚目の3の問題が分かりません。

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百人一首の、枕詞や序詞、係り結びをわかりやすく教えてください。お願いします。

【英語ですみません】答えがないので、答えを教えて欲しいです🙇‍♂️出来れば解説があると嬉しいです‼︎ よろしくお願いします🙏

28. Place the statements in the correct order to describe the process of water movement from the rOOtS to the leaves. (3 marks) 1. Root pressure forces water through the cells or along cell walls into the xylem. 2. Transpiration pull combined with the forces of adhesion and cohesion, draws water up the xylem VeSSCelS. 3. Ahigh concentration of solute in the root cellS causes Water tO ntCr the root hairs through the PrOCeSS Of OSmOSiS. 4. Evaporation through the stomata and lenticels creates tenSiOn. いま 5. Water in the leaves is used to manufacture sugar in photosynthesiS. 6. Water moves from the xylem into the ground tissue of the leaves. Section IV - Written Response (17 marks) 29. Describe the fluid mosaic model of the cell membrane. Include the components and their functions. Draw a sketch of the model.(7marks) 30. a) Describe how the water needed for photosynthesis moves from its source outside the plant to where it is needed in the leaf cells. Include specific structures and cell types. b) Describe how the sugar produced by photosynthesis moves from the leaf to where itis needed or stored. (6 marks) 31. Describe one practical application of our understanding of semipermeable membranes (2 marks) 20