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英語 中学生

(1)の答えがD、(3)の答えがウ、(6)の答えがイ なんですけど、なんでそれになるかと、5⃣で3~5程の段落で分けるとしたらどこになるのか、またその段落はそれぞれどんな題名になるのかを教えて欲しいですm(_ _)m

学院) E J 5 次の英文を読んで、あとの問いに答えなさい。 < 星野改〉 High schools in Minnesota have a problem Many students are late to school. They are often tired. Some students fall asleep in class. They often get sick, too. The local governments take that as a problem. They make a small change.) It helps a school day a little later/ A lot! What do they do? They start the D- This small change makes a big difference. Why? Most teens are very tired early in the morning. They usually don't go to bed until after midnight In the morning, they wake up between 6:00 and 6:30 for school. So they don't get enough sleep! They are still tired early in the morning. But after the change/ teens are more awake and later start time is better for a teen's body clock I be ready/class/to/in). A be in ready class Everyone has a body clock. An adult's body clock works like this: most adults get tired between 9:00 and 11:00 at night. They usually go to bed before midnight. Adults can get up early in the morning. It's not a problem. But a teen's body clock is different. Teens don't get tired at midnight. They usually stay up later. But early in the morning, they need more sleep. B FO C The schools in Minnesota pay attention to the teen's body clock. They change the start of the school day from 7:20 a.m. to 8:40 a.m., 80 minutes later. Other schools in the United States change their start times too. Some schools change the time by only 30 minutes, but they still get good results. ( 2 ), the results are amazing! ③(Many) students are on time. Morning classes are easier to teach. Students are getting ①(good) grades. Students have fewer illnesses, so they are ⑤(little) absent. In Minnesota, there is another important effect: fewer students drop out of school or change schools. D Today, more and more high schools are starting later. Most schools can't start two hours later. But they can change the start time a little. A small change can make a very big difference! Just ask the students. Minnesota ミネソタ (アメリカ合衆国中央北部の州) (1) 次の英文を入れるのに最も適する位置を, 本文中のA~Dから1つ選びなさい。 Now the students are happier, and also the parents and teachers too. D(A) (2)下線部①の ( )内の語を並べかえて正しい英文を作るとき, 3番目にくるものをア~エから1つ選びなさい。 ア be イ ready ウ class I to (3) 20)( )に適するものを, ア~エから1つ選びなさい。 7 On the other hand (4) 3~50)( 1 However ウ In fact I Even so )内の語をそれぞれ比較級にかえなさい。 (3) much (5)本文の内容にあうものを,ア~エから1つ選びなさい。 more (T!) better ⑤⑤ fewer Less High school students in Minnesota are always taking classes seriously. Most teens usually go to bed as early as possible. Most adults don't stay up late because of their body clocks. I Some schools changed the school time but their students did not have good grades. 本文のタイトルとして最も適するものを,ア~エから1つ選びなさい。 7 Fewer Illnesses 1 Late Start Body Clock I Good Sleep イ (土)

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英語 中学生

(1)の答えがchoosing、(2)の答えがウ、(5)の答えがアで、それぞれなんでその答えになるのかと、 5⃣の本文を上から4行、4行、5行、4行、3行、2行で分けた時それぞれに題名を付けるとしたらどうなりますか? 教えて欲しいですm(_ _)m

5 次の英文を読んで, あとの問いに答えなさい。 <川越東改> Origami is the Japanese art of folding paper. To do origami, the artist starts with a square piece of paper. Some people like to use special origami paper that is two colors. The front of the paper is one color, and the back of the paper is another color. Other people like to use origami paper that has patterns on it. After ①(choose) your paper, you can find many instructions for folding the paper into different things. Many people enjoy (make) origami flowers, animals, or things ( 3 ). For all of these things, there are a few kinds of folds that you need to use. For example, sometimes you need to fold the paper in half. Sometimes, the paper must be folded from corner to corner. If you follow the directions carefully, you can create a beautiful paper flower or animal. However, origami is more than folding paper. First, origami is an important part of Japanese life. For example, nature is important in Japan. In Japan, people care about the seasons, weather, water, or other things in nature. Origami is also a part of nature. That is why the most popular origami shapes are things like animals. Birds, fish, flowers, and stars are all popular shapes. It is a quiet activity, and can calm the mind and body. People who do origami like the activity as much as the art. They like it because origami demands a lot of attention. When people think hard about creating something, they forget about their problems. This allows them ④ to calm down. ⑤ Origami is also good for teaching children. They also learn to work carefully. Also, origami has squares and triangles. These shapes are important in all kinds of learning. Origami helps children to learn about these shapes. Maybe you can try to do origami yourself. You only need some paper and a book of instructions. You can find instructions for many origami shapes on the Internet. instruction direction (1)①,②の( )内の語を適する形にかえなさい。 (2) 30( に適するものを, ア~エから1つ選びなさい。 (3) (4) 7 to paint with 1 to talk with 1 (2) making. to play with I to help with (イ) ④に適するものを,ア~エから1つ選びなさい。 Origami is also easy to learn. 1 Origami is also good for your imagination. Origami is also difficult to learn. I Origami is also good for your mind. ⑤にはA~Cの文が入ります。 自然な流れの文章になる配列を, ア~エから1つ選びなさい。 A Children must follow these steps exactly. B First, origami has many steps. C This way, children can learn to follow instructions. ア A-B-C イ A-C-B B-A-C I B-C-A (5)本文の内容にあうものを, ア~エから1つ選びなさい。 If you follow some instructions for paper folds, you can enjoy many different origami shapes. Learning origami gives us a good chance to help animals on the earth. You may feel tired if you try hard to do origami carefully. I The most important thing for children's education is origami. (土)

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化学 高校生

(5)のカの求め方がよく分かりません。 あと(6)のオレンジで印のつけてあるv’1>v’2のところで平衡2の方が1よりアンモニアは少ないからアンモニアを分解する逆反応v’2がv’1より大きくなってv’2>v1と考えることもできませんか?

問2 次の文章を読んで, 設問 (1)~(6)に答えよ。 7mol 3mal 窒素 N21.0mol. 水素 H2 3.0molの混合気体を少量の四酸化三鉄 FeO』とともに容 積可変の密閉容器に入れ、 ある温度で反応させると, 式 (1) の反応が起こり, アンモニ アNH』 が生じた。 2mol N2 + 3H2 2NH3 チュ Ett (1) 2コ 容器内の圧力をP 〔Pa] に保つと、 混合気体中の物質量の比がN: H2: NH3 =1:3: 2になったところで平衡状態となった (平衡状態1とする)。 また,平衡状態における各気体の分圧をPNa. PH, PN4 とすると,圧平衡定数 K, は 式 (2) のようになり, P1 を用いてK を表すと式(3)のようになる。 (PNH) 2 K₁ = PN2X (PH2 ) 3 ア [ウ Kp= P1 イ 平衡状態1から温度を一定に保ったままで, 圧力を Pi 〔Pa] よりも 設問(5) 空欄 ク にあてはまる整数を記せ。 設問(6) 平衡状態における正反応によるNH』の生成速度を11. 逆反応による NH3 の分解速度をvi', 平衡状態2における正反応による NH3の生成速度をV2, 逆反応によるNH の分解速度を vzとする。また,平衡状態1から平衡状態 2に変化する過程でのある時間における正反応によるNH3 の生成速度を Ut, 逆反応による NH3 の分解速度を ur' とする。 次の(a)~(c)に示した反応速 度の大小関係を等号もしくは不等号を用いて表せ。 (a) (b) vi v₂ (C) vt v2 平 1→2 平衡状態では 1→ 2 (2) →正 NH ←反応 (3) NHD減らす反応の 方が速い 正反と反の亜同じ ひび NHS だんだん NHSの増える 速度 ひこぴ ひとくひと ひとつひ 平衡2の方がより NH ひょうひ エ(高い低い) P2 〔Pa] に保つと,平衡がオ(右左に移動し,N2, H2, NH3 の 物質量の比が1 カ 1になったところで新たな平衡状態となった (平衡状態 2 とする)。 P1とP2 の間には式 (4) の関係が成り立つ。 P2= -P1 (4) ク 設問 (1) 式 (1) のアンモニアを合成する方法の名称を記せ。 設問(2) 平衡状態1 における NH3 の物質量を有効数字2桁で記せ。 設問(3) 空欄 ア ~ ウ にあてはまる整数を記せ。 設問 (4) 空欄 エ オ に括弧内の語句のいずれかを記せ。 い ひょうひょ

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英語 中学生

ピンクで囲ってる部分について質問です! この模範解答は 例)How about going to  で、 私は Would you going と答えました! これが合ってるか教えて欲しいです! また、もし違うのであれば、なぜ違うのか、と出来れば他にどのような回答がある... 続きを読む

対話文 ■平成27年度問題 2 次の英文は,由貴 (Yuki) と健太 (Kenta) が ジョーンズ先生 (Mr. Jones) と会話を している場面である。 これを読んで,後の各問に答えよ。 EN Mr. Jones: Hi, Yuki and Kenta. Kenta : Hi, Mr. Jones. Yuki : Hello, Mr. Jones. Mr. Jones: What are you going to do this weekend? Toob I Kenta : I will go to Asahi Park with my dog. I go there with him every weekend. Yuki : Oh, do you? I'm going to visit a pet shop with my family to buy a dog. ①I (wanted, am, one, for, have ) a long time. 1 Kenta Mr. Jones I like dogs very much. Do you have any pets, Mr. Jones? Yes. I have a cat. I got her at an animal shelter. Kenta Mr. Jones : Animal shelter? Yuki Kenta And I am still Right. It's a home for animals without owners. In fact, some of them were abandoned by their owners. : Really? I don't want to be an owner like them. : Why did you get your cat at an animal shelter? Mr. Jones: I heard about shelters from one of my friends and I was interested in them. Then I visited an animal shelter and saw many animals without owners in cages. 2 A volunteer ( standing, front, of, was, in ) a cage said, “They need new owners." So I got my cat from the shelter. Kenta Yuki Mr. Jones Yuki : I see. It's important to take care of pets with love. : I agree. I hope all pets will be happy with kind owners. My cat is a treasure for my family now. an animal shelter? : This evening I will talk to my family about it. I want to get a dog there and live with it. I hope it will be my good friend. (注) animal shelter・・・・・・ 動物保護施設 abandon ・・~を捨てる owner(s)......飼い主 ・・・・・・ 物の)おり volunteer... ボランティアとして働いている人

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英語 中学生

③に適する英語を書きなさいという問題で、 答えはBecauseなのですが、 「Becauseを文頭に置く場合は前に情報がないといけない」と言う部分が引っかかっています 解説お願いします🙇🏻‍♀️⸒⸒

通りです。 en you take pictures. afe One la [2] 次の英文は千葉県に住んでいる中学生の恵子が, 長野県に住む祖母の家にでかけたときの 体験をまとめ、 夏休み明けの英語の授業で発表したものです。 この文章を読んで問いに答え なさい。 I have a grandmother in Nagano. She lives alone in a small village. I have been But this summer was ( ①) to her house with my family in summer many times. because only my brother, Akira, and I went there by train. saw our grandmother at the station. We felt relieved when we One Our We stayed at her house for two weeks and we had a lot of fun. In the morning, we often went to catch insects after we helped our grandmother with the housework. We tried to catch fish in the river in the afternoon, but we didn't catch many. day, we went to a mountain near her house and we found some mushrooms. grandmother said, "These will be good for dinner." "Can we really eat those?" I asked. She answered, "Yes." And later, we cooked them together. sometimes told us some interesting old stories of Nagano. We enjoyed ( At night, she ② ) to her. Two weeks was very short. ( ③ ) we were having a very good time, we wanted to stay longer. But the end of August came, and we had to come back to Chiba for school. On the morning of the last day, we got up at 5:00 to make breakfast for our grandmother with the mushrooms. When she came into the kitchen, she said, "This looks very good. Thank you so much." We said to her, "We have been really happy with you. Can we come in winter next time?" You She answered, “Sure. can ski here in winter." When we eat mushrooms, we Akira and I still talk about the summer in Nagano. think about our grandmother. Now, everyone, look at these mushrooms. This evening, we're going to cook them for our parents. If you like, I'll tell you how. Why don't you try at your home? (注) grandmother alone ひとりで village : * felt relieved : ほっとした catch : 捕まえる insect: housework F : parents: mushroom : きのこ end : 終わり kitchen: <-4-

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生物 高校生

この問題の(4)について、11ー5ー9と11ー9ー5を出すところまではあってたんですが、 図示するところを見てみると回答には、 11ー9ー5の切断パターンしかなく、 11ー5ー9のパターンが書いてないと思うのですが、なぜでしょうか?

163 制限酵素は、2本鎖DNAの特定の配列を認識し、 切断する酵素である。 例えば。 「Smal」 という制限酵素は,図1のように 5-COCGGG-3'」という6塩基配列を認識し、 DNA 素地図)を作製したい。 現在、このDNAについてわかっていることは、以下の4点であ を切断する。今、 図2に示した 25 kbp の長さをもつ線状2本鎖DNA の DNA 地図 (制限酵 る。 ① 制限酵素 および制限酵素によってそれぞれの矢印の位置で切断される。 ② 制限酵素入で切断して得られる DNA 断片は 10 15 kbp の2本である。 ③制限酵素で切断して得られるDNAは7k khpの2本である。 18 ④ ②で切断して得られるDNA 断片は5kg 9kg 11kbpの3本である。 注1) Thip, tp 対の数で表したDNAの長さを示す。 kbp=1,000bp および 注2) DNAの鎖には一定の方向があり,「5」 および 「3′」 と書いて表す。 ここで は線状2本鎖DNAを模式的に 5'3' と表す 。 (1) 下の塩基配列をもつ線2本 DNA されるか その位置を図に矢印で示せ. Socal で処理した場合、どこで切断 5-ACGGTACCOGGGTAGGTGACCCGGGAAATTCTAGGGCCCATGCTTTGACT- 1111 |||||||||||| 3-TGCCATGGGCCCATCCACTGGGCCCTTTAAGATCCCGGGTACGAAACTGA- (2) 図2に示した 25kbp の線状2本鎖DNAを制限酵素とで同時に切断すると何本 kbp, 8kbp/7kbp のDNA断片が得られるか、また、それぞれの長さは何kbp か。 (3)図2に示した25 kbp の線状2本鎖DNAを制限酵素 ©が切断するパターンは全部で 何通りと考えられるか。 (4) この25kbpの線状2本鎖DNAを制限酵素人と②で同時に切断すると1kbp, 5kbp, 9kbp, 10kbp の4本の DNA 断片が, 制限酵素とで同時に切断すると2kbp 5kbp, 7 Hip 5p の4本の DNA 断片が得られたこのとき、 制限酵素©が切断する位置はどこか。 考えられる2つのパターンを答えよ。 ただし, 解答は図2を参考にして図示せよ。 (弘前大) 図 1 図2 53 5' CCCGGG. 3' •GGGCCC .5' min 3' 10kbp A 15kbp DNA (25kbp) 5' 3' 53 5' -CCC GGG- 3' 18kbp 7kbp 3' -GGG CCC- 5' B

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