高校三年生の論理表現の前置詞についての問題です。 解答を教えていただきたいです。

A 基本的な前置詞 ① of 〈所属部分〉 のイメージ At last we reached the top of the mountain. (ついに私たちは山の頂上に到達した) She is a person of importance in the political world. (彼女は政界の重要人物だ) * of importance = important ②with 〈同伴〉のイメージ ・Who is that girl walking with Tom? (トムと一緒に歩いているあの女の子はだれですか ) That man with gray hair is Dan's father. of : 一部 of : 性質 ・特徴 with : 同伴「~と一緒に」 with : 所有・付属 「~を持った, 〜の付いた」| あの白髪の男性はダンのお父さんだ) *反意語は without (~を持たないで, 〜なしで) ・I should have brought an umbrella with me. with : 携帯 「~の手元にあって、~を身につけて (傘を持ってくるべきだった) We must handle these old books with (great) care. (私たちはこれらの古い本を (非常に)慎重に扱わなくてはいけない) ・I wash my hands with soap as soon as I get home. (私は家に帰るとすぐに石けんで手を洗う) ③through 通り抜ける〉 イメージ . Our train passed through a long tunnel. (私たちの乗った列車は長いトンネルを通り抜けた) Alice wants to travel through Japan. (アリスは日本中をあちこち旅行したがっている) 時間についても同様の用法がある。 ・ I was able to sleep soundly through the night. (一晩中ぐっすり眠ることができた) EXERCISES 1 with :「(様子・状態)でもって」 * with care carefully ( )に of, with, without, through のいずれかを入れなさい。 (1) Alex traveled (4 (2) No animal could live ( (3) Afriend ( . with : 手段 ・ 道具「~を使って」 through: 「~を通り抜けて」 through: 「~のいたるところを」 ←端から端までずっと through: 「〜の間ずっと」 ←始めから終わりまで ) Shikoku. 3 ) water. ) mine told me that Ms. Davis would get married. うわさ てんこう (4) The rumor about Lisa's transfer to another school spread quickly ( (5) Your advice was ( (6) Don't you have any money ) great use. Thank you very much. (7) A large herd of deer were running ( (8) Ellen solved a problem in physics (9) Please fill in the blanks ( (10) She is said to live in a big house ( )you? ) the forest. ease. ) a pen. ) a pool. 52 52 ) her class.

3行目(It sets us〜the work place.)の品詞がどうなっているのか、解説をお願いしたいです！ 特に、whichがどこに掛かっているのかがわかりません。 その辺りをより丁寧に、お願いします！ 一応全訳の写真もつけておきます。 よろしくお願いします🙇🏻

[5] While Big C creativity is valued and celebrated, it is often small c creativity that has allowed humans to flourish over 栄える。 thousands of years. It sets us apart from other animals and it is also the type of creativity which can be fostered through our 育、低ばす(有能など) education system and beyond into the workplace. 【6】 [6] Traditionally, research tells us that creativity has been largely associated with the arts. Our previous research has shown that

写真 2枚目の 英文のshooting apart は、jetのことなんでしょうか？ 日本語訳は写真の枚数的に後半しか写せませんでした。ちなみに疑問点の和訳は赤で線を引いているところです。

Ⅱ 英文を読み、下記の問いに答えなさい。 (7) Like a tiny submarine, the chambered nautilus speeds through the ocean on little jets that it creates by sucking in water and spitting it out. However, as ways of movement go, jet propulsion is not usually a (8) very good use of energy. In the ocean's depths where oxygen gets thin, the nautilus seems to be putting itself at risk by expending so much effort on movement. Fish use far less energy by pushing at the water with their fins. So how does it manage to jet around unscathed in the ocean's depths? Graham Askew, a biomechanics professor at the University of Leeds, set out with a graduate student, Thomas Neil, to understand better how this shellfish moves. They found that the nautilus is actually a (9) highly efficient jet-propelled creature, wasting much less energy than

2段落目の2行目についてです。 和訳を見たところ、ミカル シュワルツの研究に基づいて設立された、とあります。 ここで、"基づいて "は英文中のfound onのことなんでしょうか？

11 脊髄再生医療 英文] 11 It was a miracle of almost biblical proportions. In 1998, scientists in Israel revealed that rats whose spinal cords had been severed had called walked again after an injection of healing immune cells macrophages. Their hopes buoyed by enthusiastic media coverage, = paralysed patients began to dream of taking their own tentative steps. 12 Five years on, the status of those dreams remains unclear. Proneuron Biotechnologies, a Los Angeles-based company founded on the back of the research of lead investigator Michal Schwartz at the Weizmann Institute of Science in Rehovot, is expected soon to release the results of an initial trial of the procedure on eight patients with spinal injuries. Media reports have indicated that some patients have recovered some feeling and movement, but many researchers do not expect a repeat of the rodent miracle. Indeed, they claim that at least one group has since tried, and failed, to reproduce Schwartz's original animal results.

本文4行目のonly whenの部分はonlyが否定的表現なので後のS Vが倒置の形である必要があると思ったのですが倒置は起きないのですか？

さつか cer はどっちも 5 B まったく 完全(じゅんすい) It's easy enough to say terrorists represent pure evil, but it's also V3 仮 helpful to ask: What is it in U.S. behavior that drove them to such hatred? 〈From their perspective, they see an imperialist America acting 便利つごうよく as the world's policeman only when it conveniently serves U.S. economic 大料 かなう、立つ V3 経済へ ✓いさいから interests. But where was the U.S. when thousands of African civilians economical were massacred by military regimes*? And what are we doing as 今また VI millions die of AIDS in Africa and children still starve in many countries? I can see why posturing* by a rich country is seen as arrogant. お金の せっかく

英語の問題です。 ほぼ同じような内容になるように（）に当てはまる語を入れる問題です。1-4を教えてください。

(10) あなたはこの雑誌を読みませんでしたね。 はい、読みませんでした You didn't read this magazine, ( ) you? ( ) 3. 次の各組の英文がほぼ同じ内容を表すように、 空所に適語を入れな (1) If you don't hurry up, you'll be late for the party. Hurry up, ( ) you'll be late for the party. (2) What a careful driver your mother is! () ( ) your mother drives! 7

学校から出された英作文の添削をお願いします！ TOPIC some people say that zoos are cruel and inhumane, you are opinion? I agree with that zoos are cruel and in... 続きを読む

生物 精子形成 黄色で囲んだところはなぜ増えたのでしょうか？

動物の配偶子のもととなるのは始原生殖細胞である。 始原生 殖細胞は,発生の早い時期に体細胞とは異なる細胞として出現 ぶんか せいらん げんさいぼう げん し,生殖巣に移動して分化し,精(卵) 原細胞となったあと,減 すうぶんれつ いちじせいらん ぼ さいぼう 数分裂を始める。減数分裂を始めた細胞を一次精(卵)母細胞, にじせいらんぼ さいぼう 1回目の分裂を終えた細胞を二次精 (卵) 母細胞という。精子形 成では,1個の一次精母細胞から4個の精細胞ができる。精細胞 は,形が大きく変わり精子となる。卵形成では,1個の一次卵母 細胞から1個の卵細胞しかできない。 減数分裂の初期に細胞が ふく 大きく成長する過程が含まれ, 減数分裂の2回の分裂では,母 むすめさいぼう ① 細胞とほぼ同じ大きさの娘細胞と, 極端に小さい娘細胞を生じる。 2n lol 始原生殖 細胞 2n la 始原生殖 細胞 体細胞分裂 2n 2n lal 精原細胞 体細胞分裂 2n las 2n 2n lal 2n las 2n lav 2n los 2n lal 2n 2n 今 2n 2n 2n 長 成長 2n 一次精母細胞 卵黄を蓄積 して著しく成長 2n 減数分裂 n In 減数分裂 n I 二次精母細胞 第一分裂(第二分裂) n h n 1母細胞とほぼ同じ大 の娘細胞はやがて卵と 極端に小さい娘細胞 (極 はのちに消失する。 卵 で, 極体が生じた側を! 極,その反対側を植物 いう。 しょくぶつ I n lı 第一極体 第一分裂)(第二分裂) n n I n 10= 変態 精細胞 n n n 第二 ⑩ 極体 n 精 の 失 極 動物 る) 卵 (卵母 細胞質 部分を 継いて 卵原細胞 一次卵母細胞 二次卵母細胞 ▲図1 精子形成(上)と卵形成(下) 精細胞は、大部分の細胞質を失って形を変え、精子になる。一次卵母細胞 数分裂の第一分裂の前期に止まって大きく成長する。 1個の一次卵母細胞から,1個の卵しかつくられない。 卵:egg 精子: sperm 受精 : fertilization 受精卵: fertilized egg 発生: development 配偶子: gamete 減数分裂: meic 動物極: animal pole 植物極: vegetal F

和訳してほしいです！

あなたはで書かれた目をうけましたが、苦くてページがバラバラになっていました。それぞ れの髪を読んで、苦いに負けかえ、境に記号で答えなさい。【完西 4点】 I walked for two days. I found a small village! I went into an old house there. *There is a woman. When she looked at me, she was surprised. But she gove "a cup of tea to me. I said "Please tell me your name." But she said "It's a secret." village # *There is 〜がいる・ある a cup of 一杯の It was snowy today. But I went shopping in a city. Then, I met the woman. When she found me, she smiled and "waved her hand. I was happy!! And her smile was so cute!!! wave 振る ウ I went to a mountain today, because I wanted to take pictures of animals. But it has a lot of snow here. *Suddenly, it was a "blizzard. So I lost my way... I am cold... I want to drink "something hot...... *blizzard ** *Suddenly *something Today was a beautiful day! I went to the village in the mountain, because I wanted to meet her. don't forget her smile. But... I *could not find the old house and see the woman. I asked some people in the village. But everyone did not know the old house and the woman... *could not できなかった 問題 Julius 先生から皆さんに向けた手紙が届きました。 Julius 発生が最も伝えたい内容を1~4の中から 1つ選び数学で答えなさい。 【2点】 Dear Gyokusen Junior High School students. How are you? Do you like English class? I like communication. So I enjoy talking with you in English class. All students have great ideas. Please listen to your friend's idea and tell your ideas to your friends! Enjoy communication with your friends! I look forward to the next class.

生物の食物連鎖とかの問題だと思うんですけど誰かわかる方いますか？？？ 英語すみません💦

hhmi Biolnteractive Some Animals Are More Equal than Others: Trophic Cascades and Keystone Species Mean Leaf Area per Plant Over 18 Months without beetle with beetle Leaf Area per Plant (cm²) Control Ecology 2400 2200 2000 1800 1600 1400 1200 1000 800 Experimental 0 T 2 www.BioInteractive.org 8 10 12 14 16 Months After Start of Experiment 4 6 Refer to the figure to answer questions 12 through 17. 12. For both the plots with the beetles added and the control plots, state the mean tree leaf area per plot that the scientists recorded after running the experiment for 18 months. The mean tree leaf area per plot that the Scientist recorded after running the experiment for 18 months wit the beetles added is 1.7m², S 2.2m² 13. Compare the trends in mean tree leaf area per plot for both the plots with the beetles added and the control plots over the 18 months of the experiment. The area of the control plat for thinoceros beetles has d has increased at a nearly constant rate, the other is a gradua decrease at first, then a sudden decrease, and finally a dradua 18 Figure 2. Mean leaf area per tree. Initial measurements were taken before (0 to 2 months) and after (7 to 18 months) beetles were added to 40 of 80 plants. The light gray round markers represent measurements taken of the control plots, to which beetles were not added. The black square markers represent measurements taken of the experimental plots, to which beetles were added. Measurements were made on all leaves to calculate the mean leaf area per plant. Error bars represent standard error of the mean. 14. Draw two diagrams that show the food chains for both the experimental and control plots. Include increase. interactions among predatory beetles (if present), ants, caterpillars, and piper plants. Revised January 2018 Page 4 of 5