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英語 高校生

【至急】この文章の題名として最も適切なものは何かという問いです。私は、②だと思ったのですが、解答は①です。 よろしくお願い致します。

次の英文を読んで、 問 1 ~ 問8に答えなさい。 (配点50点) Inspired by fierce family battles for the last remaining piece of cake, a team of three high schoolers in southwestern Japan's Oita *Prefecture have invented a device that cuts round cake and pizza evenly, no matter how many pieces are sliced, and their creation won the top prize in the prefecture's invention contest in 2021. The three students are members of the industrial technology club at Oita Prefectural Kunisaki High School. Their clever invention to solve a daily life problem with a flexible *2mindset won the governor's award in the competition and is gathering attention. Twelve students in the electronics department of the school ( 1 ) to the industrial technology club, which has continued to submit works to the invention contest for about 40 years. Five of their creations won prizes in the high school division of the 2021 edition of the competition that was launched in 1941. The top prize-winning device, whose name translates to "Let's kindly divide it up," was invented by second-year students Wataru Onoda, 16, Rinto Kimura, 17, and third-year student Mitsumi Zaizen, 18. It was inspired by bbattles for birthday cake in Onoda’s family. He needed to defeat his rival two sisters in games of rock-paper-scissors to get the last remaining piece because the cake was always cut into eight pieces despite his family having seven members. Based on Onoda's idea to equally divide a cake into seven pieces, Kimura created a drawing and computer program to precisely make parts for the device. While Zaizen could not be involved in the actual production due to preparations for her university entrance she created a video for the presentation, using her experience of winning a prize in the competition for two years in a row. exams, (2 ) a two-month trial and error process, the device was completed. When a cake or pizza is placed on a turntable made with a laser beam machine, it can be cut evenly into

未解決 回答数: 1
化学 高校生

(4)で水酸化カルシウム1molに対して水酸化物イオンは2molになるのはどうしてですか?

72 物質量 次の各問いに答えよ。 例題 20 PERIGOS A Jeform 1.0 アボガドロ定数NA =6.0×102/mol 原子量 H=1.0, 0 16, Ca=40 (1) 水 2.7g に含まれている水分子の数は何個か。 (2) 0℃,1.013×10Pa で,窒素分子 №2 1.5×1024個が占める体積は何Lか。 (3) 0℃,1.013×10Pa で, 11.2L の水素 H2 の質量は何gか。 3047 ALO (4) 水酸化カルシウムCa(OH)27.4g 中の水酸化物イオン OH-は何個か。 ● KeyPoint モル質量・・・原子量・分子量 式量にg/mol をつける。 解法 (1) H2O 分子量=1.0×2+16=18 水 2.7gの物質量は, 2.7g 18 g/mol 6.0×1023 / mol× 2.7g_=9.0×1022(個) 18g/mol ●)) センサー ●分子量 式量 ● 分子・イオンを表す化 学式・組成式中の全構 成原子の原子量の総和。 モル質量 物質1mol 当たりの質 量。 ●気体のモル体積・ 物質の種類に関係なく, 0℃, 1.013 × 105Paで ほぼ 22.4L/mol。 気体22.4Lの質量が その気体のモル質量と 等しい。 第Ⅱ部 物質の変化 -- (2) N2 1.5×1024 個の物質量は, 22.4L/mol× 解答 1.5×1024 6.0×1023 /mol -=56 LU 1.5×1024 6.0×1023 /mol 91~93 7.4g___ 74g/mol BACK PAD g 001 JOS だから. 11.2L 22.4L/mol (3) H2=2.0 だから, 2.0g/mol× (4) Ca(OH)2の式量 =40+ (16+1.0)×2=74 【Ca(OH)21mol 当たり OHは2mol 存在するので、 6.0×1023/mol× ×2=1.2×1023(個) だから, =1.0g 22 (1) 9.0×10個 (2) 56L (3) 1.0g (4) 1.2×10個

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英語 高校生

解いたのがあっているか教えてください。

第 01 章 15 13 Michelle loves her dog, and ( ① washes Try! My father usually ( ② washed ① woke ② wakes 12 1 Section 1 現在時制 過去時制 ・進行形 ・時制の問題のポイント 動詞を入れる問題では, 時を表す語句を探す。 文意や空所の前後の語句に注目し, 空所の品詞や形を判断する。 Nick ( ① leaves Field 1 文法 2. The game ( ① starts My brother ( 1 watches ③ is watched Try! Maria ( COMPLEME Try! 1.Scott (move) the chair to our classroom last Monday. 時制 2. Everyone ( 1 is known ③ is washing ) up at 5 o'clock these days. LANTL 3 wake ② has started ) home about two hours ago. (le ② is leaving ③ left ④ has left ) the dog every Sunday. ④ wash an hour ago. 1 was talking ③ has been talking ④ woken PSACCH ② is watching 4 is being watched ③ will start E AS Try! Keiko is in the kitchen. She's () a pot of tea. ① is making > 2 making 3 makes 4 make SLADI When I entered the room, David (5) TV. ① has been watching ② is watching 3 was watching ④ watches ④ started ) TV in the living room at the moment. ② is knowing ) with Jan when I saw her 30 minutes ago. ② has talked ④ is talking 合 章 30 AR TO ) about his success in business. i 3 know ④ knows J&J 語形変化 She ( ) that doll very much. 80 ① like ② likes ③ was liking ④ has been liking Try! 1. I hated chemistry when I was in junior high school, but now I (like) it. (神田外語大) 現在の習慣的動作 ・ 状態を表す動詞の形 は? JOSEHONE4 (東京工芸大 主語が Michelle であ ることと every Sunday に注目 T100 過去の動作・状 態を表す動詞の形 は? about two hours ago 「約2時間前に」が示す ,現在,過去,未 来のどれ? ( 椙山女学園大 ) (湘南工科大)文 T100 今している最中 の動作を表す動詞の 形は? 主語が my brother で あることと watch と at the moment の関係に 注目 T100 過去のある時点 進行中の動作を表 す動詞の形は? When I entered the room 「私がその部屋に 入ったとき」という過去 のある時点でDavid が ainenしていたことを表すに は? 10 原則として進行形にし ない動詞とは? like 「・・・ が好きである」 は進行形にできるか できないか? Sec 6 Try 17 TE F 8

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TOEIC・英語 大学生・専門学校生・社会人

2つ質問があります。 一つ目のマーカーのところの「to be」、これはSVOCを振るとすればO(目的語)でしょうか。 二つ目のマーカーの分構造はどうなっているのでしょうか。where以下で動詞が見つけられず、意味がとれません。

Type 8 意図問題 Exercise 19 The author mentions "a cellphone call" in order to ni ed nsp pniwaliofanit toallanitý A compare how different ways of receiving information affects memory emsp erit vert A ® emphasize the importance of repetition to absorb information on ob on ob veriT (8 O demonstrate ways to counteract retroactive inhibition work so ton ob O show how new information can hinder the retention of previously learned TO information € it vit vedT 0. vedtok れ れ to that can changed copia Tvo There are a number of events that can cause humans to forget information they have already learned and stored in their memory. One cause is believed to be a type of interference phenomenon known as retroactive inhibition, where a sudden influx of new information blocks the retention of older learned material. A driver might hear a phone number on the radio that he wants to call, so he repeats it out loud until he can recite it from memory. Then, the driver receives a cellphone call from his manager. In the time it takes the driver to absorb the information from his manager, he has forgotten the number he repeated just a few seconds before. Vildo L

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