教えて下さい！

(2 ) 次の問い @) (<) において, それぞれ下の ① … ⑯ の語句を並べかえて空所を補い, 最も適当 な文章を完成させよ。解答は, ア ーー カ に入れるものの番号のみを答えよ。 ⑩ Itis well known thatCO。 ( )( アテ)( )( )(イ)( ) Whe earh warm. ①role ②imporant⑨keep ③plays ⑥0o ⑥am (b) Professor Ochanomizu ( )( ウ )( )( )( エ)( ) ahuman child. ①Dif ②were ⑨as のherobot ⑤i ⑥ tems ⑩ Mostdesktopcomputes ( 。 )(オ)( )( )(ヵ)( ) insleepmode. ① they ② than3watts ⑧ consume ④ are ⑤ nomore ⑥ while

この長文のサポーティングセンテンスはどれですか？

ーー ーーーーーーーーーーーーー、ー、 ーー NeasmsfrG0imnUmeiy Ater graduating from high school many stdents go on to niyersity DAt theirreasons forentering higher educationvary First many students attend univereity idy_a particular Subject in depth. Unlike high schools which require students Io take a wide range of classes, university curricuiums aow p/79/ Sndents to choose a major Im each majon a number of Specfalized courses are offered and they are taughtby experts mthe fiolds・ Moreover universities have various research faciiities that help students learil Another comfmon reason for going to university is that a college educatioi roften leads to a better career in the future。 m many countries: people with university degrees tend to fnd betterpaying jobs than Those without them。 In addition some universiies provide their students with opportunites to acquire practical skis that can be useful in the real world。 such as accounting, using Computersy apd speakdng foreign languages HOWver in spite

何も分かりません…教えて下さい。

次のプログラムは、直径 d と高さhを入力して。 円柱の体積 vV を求め出力するものである。プログラム中の①て④に適す るものを答えなさい。 妖nclude<stdio.h> int main(void) { float ① ,pai=3.14 : printf("直径を入力してください? 9): scanf("2fL&d): printf("高さを入力してください? 9): scanf ("2fL&h): 「= ② /2.0: vV=pai* ③ *h: ④ ("体積= %f\n"V): return 0: }

③の4を教えて欲しいです！

6マイ 9 のミタ生絢記入天着う アプへン了多器時の5 (en / <ddeq / 2Inser 9 BTA 了 還 *( AoP / reHo gd / 9 / Qt / 98S ) セ 【 【 本Pcこ "T00g (ds / eeoed / ono 9 / mr) [ 【 6 W パ(946 / 1 / dmo / emorq / 4rr ) _ Soj9q en ( ere / dods ed / seA / ゃ) ののの のミタ了明 5 ^S AS 宙 守害者ラ症うそツン直多呈還のod( ) [9qur9trar / ere / sr / 8urr/ edo] -9 98ed o』 Yooqxe1 xno< ieqdmnneuoudstd TBtrrnore

RからVは微分なのにVからSは積分というのがよくわカリマセン。

5 の 2 鞭度 の=(22二00) で送動している物体がある。7ー0から 7 のに物体が進む下華> をボめよ。 5 (eeeto)w- [jet te = ユキ2TtcT 3 速度 o(2Z.Z7.3Z0) 4 >0 , で運動している物体がある。#王0 におけ る物体の位置と。/ニアア における物体の位置との距離を求めよ。 っ (解) ?一0. 7一 7 における物体の ょ<座標の基 を, 2z,2ヵ2z とすると タニ/ xt |ゅ= LoP5 ・ 0(" 計28620DT* スールotdt = CK ・ 37 フタニ 細 stdt = [3etJt <- ョ1" = 0 な( 1 6 - Thすき 上 ni. 選 no

14-16のところを和訳してください。 そして14-16のところでthenが沢山ありますが、これらはどういうことを意味しているんですか？？

Final Academtir Reading re本 b 量 1 Ne | rp being 3 に maere yh amiami ュ slie ro eedue か 5 loanpey Te odaiswwect6ecause信 made fron youmeverseeany 7 la white sugaf TS 8 ei boneim Mostsodes 0 ei ea fyou Puta 東 mai imsoda the reaction いwill make the rustdisapPe3T* eople thinKthat this means anlikely this reaction | ea Te 12 wedisvey st ronge taGban hutyeuretomaepy 0 員 7を96がい 3 umoceueastheacidisvepy weak Fmalpy hesoda eitsorange tefrom chemistry。TNis happenW beauNe 本 then puttNese in the soda。 This formula then reacts 9 10 |dangeroue 1 0 かag73 間還ES Itmakes us taste oranges。 Yourknowiedgc of vocabulary Words from this Academic Reading Practice willbe evaluated on weekly tes

英語の問題です。 わかる方教えていただきたいです🙇‍♀️

め考に 空所に適語を補いまし」 ーーエーいで jn stder does Volunteer activiies ( ) 名私と同じくらい府必にポランティア衝動をします| RAlonateiy( )1do. 還Gomcenn5 )( ) dificult ( ポランティアおりやことは。 あなたが思うほ華くせ有 dk 3 We can clean this park ( )togehee( 尾 人でするよりもいっしょにするほうが. より時<この人をeems 4.Tm( ) interested in Yolunteering ( ) John i 中 私はジョンよりもボランティアをすることに興味があります = 5. We can do volunteer activities ( ) th > 1i ie second time も the first time. 1 2 私たちは 1 回目よりも 2 回目のほうがうまくポランティア活動ができます。 日本店を参考に, ( )内の語句を並べかえましょう。 Rearange the words in the appropriate order 1.Tm (in / interested / more / than / volunteering) in club activities. 私は部活動よりもボランティアをすることに興味があります。 Tpicked up (as / cans / empty / many) in the rivertoday asIdid yesterday. 今日. 川で昨日と同じくらいたくさんの空き缶を拾いました。 So, the river is much (before / cleaner / than). だから川は以前よりずっときれいです。 Sometimes volunteering jS (4S / aS / e35y / not) 1 think. ポランティアをすることは. 思うほど簡単ではないときもあります。 etter / doing volunteer activites / feel / than) fl 5. But I always (after /

埋めてください。

Vsion Guest Englsh Expression r Lesson13 制服に筑成? 反対々 Fsk 1] sight Translaton 。 To reaqL to leten te. men to tak to ppeier ne tvdent viireed Enolah phas by phraee and he Cherdl kt "paneee 私の学校では / |徒は制服を革 しかし彼らはそれ |ていまう。 In my hool 7 れればなりません / stdents have to wemr a untform/ ついてきまざまな意見を持っ|but they have diTerent opinione abont] 後ら半人かは / ーー |tmem7 2 |それに友誇で /. ae amnet 誠にの平んなデザインのために。 |because of its boring design. |邊らは思っていません They do think 彼らの個性を出せるとは [that they can express their own jndisauaty / |それを填ることで、 when they wear 固の生傘たちは言います / Ode students sey/ 間服は彼らに一体感を与えると |that the uniform gives them a senael |あるいはそれは反済的だと rumiy/ |なぜならたくさんの服を買 う必要がないので。 |or that it is economical / lbecause they do ok nsed to buy an laothes Sc2] Tue crFase 全) Answerthe questions. 1. Opinions about school uniforms yary from students to students。 ( ) 2. 8ome of the studente think the design of their uniform is boring. ( ) 3. Other students think wearing the unitorm is expensive ( ) Word Hunting Try to find the word which the sentence refers to In the teXt 。 1. atype of clothing worn by all the children at a school ( ) 2 to show or make known a feeling, an opinion etc. by words1ooks or actions ( ) the qualities that make sb/sth diferent from other people or thinge ( ) 4 not spending money more than necessary (

第3問が③になるのはなんでですか？ (問題文みにくかったらすいません)

のうちから一つずつ居べ。 re often accompanied by When we sing or histen to music. our losely at this movement HKoweyAr untl reccntiy, few rescarchcrs had looked reladonship. To cxplore (5 agroup of researchers ar a Belgian university focused on one type of movement. walking. and examined whether people could match their walking tempo with the tempd sic Tn the study, the researchers asked 20 。 to_match their walldng empo to sound fragments_nrescnted in >。 Each set consisted of 34 musical fragments with a lcngtht of 1 minaee each and 6 metronome fragments with a length of 30 seconds cach. The tempo of the fragments ranged from 50 BPM (beats per minute) to 190 BPM. The participants used a portable music player to histen to the fragments through headphones. The researchers recorded the walking tempo (the number of steps taken per minute) with a small recorder attached to one of the shoes worm by each participant. The participants were instructed to start walking at the tempo they perceived as each fragment began and to continue alking at that tempo. There wasa Short pause after each fragment. Durimg each pausc. they had to stop amd Yait for the next fragment.

第3問が③になるのはなんでですか？ (問題文みにくかったらすいません)

のうちから一つずつ居べ。 re often accompanied by When we sing or histen to music. our losely at this movement HKoweyAr untl reccntiy, few rescarchcrs had looked reladonship. To cxplore (5 agroup of researchers ar a Belgian university focused on one type of movement. walking. and examined whether people could match their walking tempo with the tempd sic Tn the study, the researchers asked 20 。 to_match their walldng empo to sound fragments_nrescnted in >。 Each set consisted of 34 musical fragments with a lcngtht of 1 minaee each and 6 metronome fragments with a length of 30 seconds cach. The tempo of the fragments ranged from 50 BPM (beats per minute) to 190 BPM. The participants used a portable music player to histen to the fragments through headphones. The researchers recorded the walking tempo (the number of steps taken per minute) with a small recorder attached to one of the shoes worm by each participant. The participants were instructed to start walking at the tempo they perceived as each fragment began and to continue alking at that tempo. There wasa Short pause after each fragment. Durimg each pausc. they had to stop amd Yait for the next fragment.