これを読んで問題を解いてください。よろしくお願いします

「クリック コンテンツ CAN-DO エネルギー問題に関する説明文を読んで、 概要を理解し, 自分の考えや意見を述べることができる。 Pre-reading What does "power" in this title mean? New Words ○ electricity [ilèktrísati] 電力 |cut [kåt] ← cut [kôt]...を切る, ･･･の供給をとめる じゅうでん charge [tfa:rdz] ･･･を充電する ✓ smartphone (s) [smártfôun(z)] スマートフォン ○ oil [5il] 石油 ○ coal [kóul] 石炭 ○ natural gas [nætfaral gés] 天然ガス ひかく ○ relatively [rélativli] 比較的 ✓ release [rilí:s] ・・・を放出する ■ dangerous [déindzaras] 危険な ✓ chemical(s) [kémikal(z)] 化学物質 health [hél0] 健康 fossil fuel(s) [fásl fjù:al(z)] 化石燃料 carbon dioxide [ka:rban daiáksaid] 二酸化炭素 ○ run out of ･･･ を使い果たす If the electricity were cut for one week, what would happen to our lives? The lights would be off. Trains コンテンツ would stop. We could not charge our smartphones. We depend on electricity to power most of our daily activities. How can we make the electricity we need for our future? 5 2 Japan uses a lot of oil, coal, and natural gas to make electricity. These resources are called “fossil fuels.” Fossil fuels have some good points. They are relatively cheap, and they can be used for many things. However, scientists say that we may run out of fossil 10 fuels in 100 years. There are other problems, too. Fossil fuels release carbon dioxide and other dangerous chemicals. They increase global warming and damage our health. [123 words] In-reading 1 What do we depend on to power our daily activities? 2 What do fossil fuels release? ●日本の一次エネルギー国内供給の割合 まいぞう ●世界のエネルギー資源の可採年数と確認可採埋蔵量 エネルギーなど 7.8 Other renewable energy, etc その他の再生可能 Natural gas 石油 51年 天然ガス 53年 石炭 153年 Oil 石油 187兆m3 39.7 天然ガス Water power 23.8 水力 3.3 1兆7,067億 バーレル Coal 石炭 25.4 資源エネルギー庁 (2016) 106 one hundred and six TIT 11,393億トン 日本原子力文化財団 (2016)

（3）①that→what （4）②which→whose なんですが解説お願いします🤲

(2) With Da huge smile, Catherine ②waved her hand ③happily as she approached to me. (3) ①That is most dramatic is to see ③how broad and deep the support has become. (4) For a nation ②which food culture is admired ③all over the world, Japan ①depends to a surprising degree on imported food. how ther

教えてください🙇‍♀️

Onomatopoeia and verbs Lap Roar Click Howl Whimper Crunch Screamed Screech Whir Gurgle Chirp Squeak Splash Panting Clatter Thud Tinkle Clang Flap Murmur Rustle (BONUS use correct form -plain, -ing, -ed) o. The car screeched loudly when it stopped suddenly 1. The gentle waves hhhh at the shore. 2. "Ooowwwww," Sarah loudly when she fell down. 3. The dog is quietly because it is lonely. 4. 5. "Its Mrs. Green Apple!" the girls ! I walked on the icy snow. loudly when they saw the door open! 6. The blender 7. I could hear the small river 8. The little bird 9. as it makes the milkshake. in the background. happily. ! The floor was noisy when I walked on it. 10. Tom made a loud 11. "Wow, that was a long run!" I 12. The dishes when he jumped into the swimming pool. hard. onto the floor. 13. The book dropped onto the floor with a loud_ 14. The wind chime 15. The when the wind blew. gates warned a train was coming.

物理得意な方いないですか？ 分からない問題が出てきたときに、教えていただきたいです…

ゆく人 1023000 9+ 難問題の素材と その ○解き方 問題集 カフェイン12mg SONG Clor NERG リンク CAFFEINE 第3版 よ みやすく 使いやすく なりました! 新装第3版 物理 力学・熱波動 Cosmic Wave 代表 服部嗣雄 著 問題集の 東大・京大 決定版! 受験生必携の書! ぶつり 20246/12~ 基礎から実践へ! 例題と93の演習問題で受験

教えてほしいです。 お願いします。

B 各組の文がほぼ同じ意味になるように, 下線部に適語を入れなさい。 (1) Feeling very excited about the game, people shouted. very excited about the game, they shouted. (2) Turning around, Bob waved to me. around, (3) Being wounded in the leg, the dog could not run. the dog in the leg, it could not run. (4) Being written in French, this book is too difficult for me. this book in French, (5) Coming back to the room, the mother found her child sleeping. back to the room, (6) Not having *cash, I bought the coat with a credit card. did waved to me. (7) Knowing that she told a lie, I still cannot hate her. (8) Raising his hand, the boy stood up. * he stood up. The boy raised his hand, (9) Being treated unfairly, the woman didn't complain at all. unfairly, is too difficult for me. found her child sleeping. 現金 cash, I bought the coat with a credit card. that she told a lie, I still cannot hate her. didn't complain at all. (€

ポレポレの例題26番についてです なぜif not〜の節はofまでなんですか？参考書の説明やYouTubeで調べましたがよく分かりませんでした positiveで切っても良くないですか？

例題26 There is general apathy to if not positive distrust of FAU science itself as a search for truth; for, to the ordinary 010 American, science is identified with mechanical inventions. Ask an American to name the greatest scientist of this country and he will very likely reply, "Edison." As a nation, we respect only the practical application of science and have regard for the efforts of inventors and promoters rather than those of the scientific discoverers. 早稲田大>

添削をお願いしたいです！（画像が送りきれないので回答者の方が返信したら追加で送ります） 自分の解答↓ 短い時間、レンジで加熱すると心臓病のリスクを下げるフラボノイドを増加させることができるが、長い時間加熱したり多すぎる水の中で加熱するとむしろフラボノイドは低下してしまう。た... 続きを読む

一般に,電子レンジでの調理は,他の調理法に比べると栄養素 16 の保持には好ましいとされるが,調理時間が長かったり、多量の 水を使って調理したりするとブロッコリーでは心疾患のリスクを減らす フラボノイド類が減少するという報告がある。 ただ、食材によって栄養保 持の結果はさまざまであり,統一見解はない。電子レンジ調理にプラスチ ック容器を使うと, 可塑剤のフタラートなどの化学物質が溶け出すが, こうした物質は微量であってもホルモンや代謝系を乱すほか、 生殖問題や ぜんそく, ADHD との関連性など,さまざまな悪影響を及ぼすことが指 摘されている。また, 高温になる電子レンジでの加熱で分子の結合が変わ り,新たな高エネルギーの分子が作り出される。 これがDNA と反応し て突然変異を引き起こすとされており, ジャガイモを電子レンジ加熱した ことで,発がん物質として働くアクリルアミドが生成した例が報告されて いる。(400字以内)発 当 解答編

高3 英語表現です。 合っているかのチェックと、あれば訂正もお願いします。

STRESEMO SI In many cases, *cyber-bullying can be even more painful than face-to-face bullying. A lot of cyber-bullying can be done without using a real name, (1)( ) you may not be sure who is targeting you. This can make you feel even more threatened and can encourage bullies, (2)( ) they believe online secrecy means they're less likely to 秘密にすること おどされる いじめをする人 get caught. Since cyber-bullies can't see your reaction, they will often go much further in 〜ので ) they would do face-to-face with you. farate their harassment or ridicule (3)( 冷やかし (Adapted from Dealing with Bullying and Cyber-bullying by HelpGuide.org) (注)*cyber-bullying: コンピュータや携帯電話, ソーシャルネットワークなどを利用したいじめ ameldorg Inanitouha a'cijama Jarít (1) Ⓡ still (2) 1 as (3) 1 so that and pas 2 nevertheless 3 otherwise にもかかわらず さもなければ 5 but 2 though Kithet 2 such that 3 but however 3 than MTU 3 because 4 before when s vous diely you? Hosely odi otai genom gnigned Jaemmourvne yaibanorve adi bas orent page 4 4 unless 2 mnib sa roue olil magitom robom ~ように Sound travels in the same way as water waves (1) 2 still pond. The water is perfectly still (2)( O the stone falls in, waves are sent out in all directions. ) the stone hits the water. But once travels in all directions It is important to realize that sound spreads out (3) from its source. You can, (4)( 6 ), direct some sounds, for example, the human voice by using a megaphone. This makes the voice seem louder, (5)( is pointing the sound in one direction rather than letting it spread out (6) Ⓡ ) in fact it ) it would normally. ~ない限り 4 when 文章問題 Diw ob of saidton syar ns of alushur n (大阪医科大) noun at vide ) a stone is thrown into a (名古屋工業大)

英語で答えを教えてください!!!赤枠を教えてください!!!英語のところにも線を引いてくれるとありがたいです!!

ら、はるか昔、それはそれほ 現代では私たち ろい歴史があります。 6,000年前、エジプト人は らに時間を教にました。 6 154 5 About 700 years ago, people started to make メキあニクる mechanical clocks. パウア power these clocks. The clocks told the hour with ウェイツ "At first, they used weights to ヘヴィ べるズ bells. Fowever, the weights were big and heavy, so 6 these clocks were difficult to move. ムーヴ "About 500 years ago, people improved their clocks. They used springs to power the clocks. The springs were small and light. So people could move キあり ビギン イヴェンチュアリ the clocks easily. Eventually, people began to carry watches. In-reading [74 words] 10 - (機械式の時計についての問題は何でしたか。) What was the problem with mechanical clocks? To improve the clocks, what did people do? (時計を改良するために, 人々は何をしましたか。) 約700年前,人々は機械式の置き時計を作り始めました。はじめは、これらの時 計に動力を供給するためにおもりを使いました。その時計はかねの音で時間を教えまし た。しかしながら, そのおもりは大きくて重かったため,これらの時計を動かすのは困 難でした。 約500年前, 人々は時計を改良しました。 彼らは時計に動力を供給するためにぜ んまいを使いました。 そのぜんまいは小さく軽いものでした。そのため人々はその時 計を簡単に動かすことができました。 最後には、人々は腕時計を持ち運び始めました。 MOZKLO

写真の問題の2行目のit dose は何を指していますか？

(B) If the discipline of linguistics has so little to be said in its favour, one might wonder how it continues to flourish as widely as it does. It was never the case that all universities contained a linguistics department, and there are probably fewer of them today than there were in the immediate aftermath of the 1960s wave of enthusiasm. But the many linguistics departments that still exist are fairly secure. In the 21st century, decisions about which subjects should be offered in a university are made not in terms of their intellectual solidity but of which will be cost-effective, by attracting a market of student takers. Linguistics departments are well placed there, for two reasons. (Sampson, Geoffrey. 2017. The Linguistics Delusion, Equinox)