なぜここの冠詞がaなのですか？

(No other student in my class painteda more wonderfúl pigtyre than Mike. NG. is as plecroafas time. 0 Ocher student in my class Dainted@more wonderfúl, pigtyre than MIRC. 16) uantelatahect |Mike painted the aldst uoldefu fpicture in my clas

途中まで頑張ったのですがここまであっているかもわかりません。 答えが2/3ということはわかっているのですが途中式がなくて困っています。 教えてください！

(log,25-log。5)log,2

生物の質問です🧬 ・(1)は、なぜF1からできる配偶子の分離の比が検定交雑の分離比と同じになるのでしょうか ・(4)は、左下の図をわざわざ全て考えて、足して比を求めるしかないのでしょうか どちらかでも構いません教えて頂きたいです！

妥湖名記 基本例題24 (1 う! がの ある植物において, Aと4, に対して優性である。AABB と aabb を両 モ接合体と交雑した結果, 次] 1 211 > 相となの78時炎の2 (() 色からできる配偶子の遺伝子の組み合わせとその比を答えよ。 (2②) F の遺伝子の位置関係を右 (3) A(4) と B(b) の組換え価を求めよ。 9 Fi を自家受精して得た次1 稚定交術の分離比が, Fiからできる配偶子の 比となる。 (2選但子の割合が4:1 : 1 4なので,AとB bが連鎖。 (11)/(4+1+1す4) X100=20(%) の結果は, 下の表のよ 4AB | 16[AB] [AB] | 4[AB で 了 1Ab | 4[AB] 1[Ab] 1IABI 2 AB] 細 4LAB]| IIAB]上IBTAb] 半鐘| 6[AB] | 4[Ab]| 4fpi1 5問題10。103 展 Bとbは対立遺伝子であり, Aはaに対して, BN 親として Fi(AaBb) を得た。Fi を劣性の渦 図に記人せよ。 時代の表現型の分離比はどうなるか。 RA 20% G)[AB] : Abl : [症工 ) =66: 9 : 9:16 世代の表現型とその比は[AB] : [Ab] : [aB] : [ab]=費 問いに答えよ。 分離 ! 罰四ミ議 (()AB:Ab:aB:D 1 2 RAMNNWNN 自家受精 : (2)右区

どうして、点Bの座標を(2，0)っていきなり書いてるんですか？ yは0とは限らなくないですか？ 教えてください🙇‍♂️

LEKBI OKはOILEFPI デル 回二ん し 木件 AP 5 人AB=2 である 2 定点 A, B に対して, 条件 AP?- BP2 たす点P の軌跡を求 Po橋を(て>)てすね。 まる成KCと9 刺とら/ とず2。

翻訳お願いします！

人 Have you ever read the picture book 5mwzy2 Swimmy and the other httle sh get together and pretend to be one big fsh. By doing so, they are able to drive away (追い払う) a big enemy fish. This story shows why many animals, fish, birds and insects (昆虫) gather together in nature. By acting together, they protect themselves from enemies, find food, and raise (育て2 children. PTher inteligent behavior (賢い行動) as a group enables them to survive in the real world, as Swimmy and bis fellow fish do in the picture book. Scientists think that the study ofwhat they call 'collective intelligence"(集国としての知 can be helpful to us humans. collective intelligence ofants. They watched ants mislowing down. Among the swarm (群れ) of ment out for food and came back. mark the path with a chemical called ants simply follow the signals on the am6lswarm as a wholeis! The scientis 記語n give us a hint for solvyins our

最終段落のピンクの赤線の部分とピンクの矢印からの一文の訳し方がわかりません 熟語とかあればそれも教えてください あか

The Earliest Writing ゞ Very cariy on ple must hawe felt the need to send messages andLKeep records. /Cave dwellers made little piles f stone to mark the boundaries 《f their land) Farmers made scratches on Jameso mark he mumberofdays since he tll moon Other cntches tok shepherds the number Jimsmherrneighbors owed them。 Villagers earned to communicate with diiant Plces using Code df oke agnadls 6PArembeats。 Humters made plctures in sand endon the wals faves From picture writing, called pictographs,( 40 ). jjmon&. some pictures were simplified Men roader meanings Thusza person could write in pictures without having Io Ha ik The picurcsbecame moreabstract orexamplp sing sHck fgtre torePreSenLa hime ang。 jn he other 』 few designs were chosen(om the pictograpDX 4ndywere used Io repreeit the Junds flanguagapd these became an alphabet 22 he development fpicturesyfhto letterS made it possible for more people to learn to readzand っ d mie This developmen also:enabled people to write quickly Trmade it easier or one generation AO V い 和 psonis bestides6 the net generation。Alphabets allowed people far apartto communicate eaSiIy idaury hc recording ofthe hitstory of viizaton was made possible by the carly development6f alphabetic writing) ) ( 41 ),themarks of paper are not important in themselves They are important for what they represent ad-for the job they do. MK) communicate with someone is to share your irmation, experiencescand emotions with that person。 SGmmefhing in one person's mind is put into iiten ymbols ( 42 )|anothertan share it CPerhaps it appears in the form apoemJxwhich an be read and enjoyed by many people. Eerhaps itis only a person' notetoa friend, asking for help. iiingspeaks forthe writeriitrepresents his or her thinking. Cam never be any beter than eees nkng Trthe writer is not thinking ina clearandorganized manner ( 43 ).共 ieyrierdoes notknov the subject/fis orherwritng wil show Hhie ignorane 2

合っているでしょうか

トニー .。 "リン4 1 次の文の( )の中から適当なものを選びなさい. 1) Tne moon has (no/o le ) light of its own. (2) We met in the dark, so I (could nof hardly could hardly ) recognize her. (3 T didnt attend ( ether neither ) of the meetings. ④⑰ Turn othe TV wil you? (Agybody Nobody ) is watching 寺。 (5) Wi Peter get better by this Summer? 一 not ) . 9⑰了to】d my fpiend (not to go, to pot go) there log m (not afraid, a

2,3,4について教えてくださいm(_ _)m 全くわかりません…（._."Ⅱ）

9 交代名瑞についての習です。 関係代名詞ー sho。 hs: 人や人以外の物について補足の説明をする場合に使います。】 吾奏8 6 ページの Tareet や学習寺を読みましょう。 時 ) に関係代名詞の who か which のどちらかを書きなさい。 ・ 完成 した英文をそれぞれ日本語に直して下線部に書きなさい。 OHinawa also lost alot ofpigs ( wi 。 ) wereraised there. (本画) 字更(は奈そにで全くされた 多く77を多いれた。 ) goes around my city. ) js known to people around the world、

ヘンダーソン・ハッセルバルヒの式を用いる問題です。 (4ー2)と(4ー3)がわからないので教えてください。 わかりやすく説明していただけると助かります

酢酸緩衝液の理論的な pH 値は、次式 (一般に、 Henderson-Haselbalch で計算できる。 equaton: ヘンダーソン・ハッセルバルクの式と呼ばれる) でき にで [cg.COO7] p = KK。- [czcoo] 2 ただし、 pKa : 酢酸の本解離定数 [CHJCOOH] : 酢酸の濃度 [CH。COO] : 酢酸ナトリウムの濃度 (4-1) 酢酸の水溶液中における化学平衡を考慮して、 上記の式を誘導 しなさい。 (ヒント :酢酸の水溶液中における解離は次式で示され 、 る。この式から平衡定数を導き、上の式と同じくなるように、両 辺の対数をとる。) CFPiCO0ガ7 + 万O キーー 7のO* + Cp、COO- (4-2) ヘングーツン・ハッセルバルクの式を用いて、0.10 M 酢酸沙 答液 10 mL と 0.10 M 酢酸ナトリウム水溶液 10 mL を混合し て得られる酢酸緩衝液の pH 値を求めぶさい、また、 その値と本 実験で得られた実測値を比較しなさい、。 (4-3) (4-2) の酢酸緩衝液に、 0.10 M 水酸化ナトリウム水溶渡を 1.0 mL、 3.0 mL、 5.0 mL 加えたときに得られる pH の理論値をへ 9リルイリ ンダーソツン・ハヘッセルバルクの式を用いて計算 し、本実験で得ら れた実測値と比較しなさい。 16

和訳お願いします🙇‍♀️ [4]と[5]を教えてください

WT [2] Why did such companies make these decisions2/The wanted to increase business and make their companies mOre 如 this goal) their employees needed to be able to communicate in Engh Sch abihisyjwould lead them to pay slot of money in afguage costs Tese costs include 8 ony translation_costs but the_damage that can 2 misunderstandings、 too) (To avoid such costsl the comps 1 employees to be able to work smoothly with non-Japanese stafPin their ofhces 9 They also wanted them to be_able to negotiate (Gin Enghish)with companie8 overseas)AL these things considered, the benefits would be more thanjustcost . savings。 xt前流 [3](Ofcourse)there are many levels of abihityjin uSing a 1anguage』HHow good nies need to become at PreheheTme resident 6 one'of the companies)sayslthat the English that businessmen need is “Globi which is different from the English 6f native speakersiHe botewes mate jis employees should have answer islthat the\ lobal achieve did employees Of these compal mastering special English expressions for business de trouble communicating in the language atwon Some people have questioned this new way oF thinking *English divide'"一a split between those o is /They betieve an emphasis on English may create an who understand English and those who do not. For example, sorneon whx very good at their work but not very good at English may not have the respect of other employees, Another problem is *avoidance,” which sometimes happens among learners of a foreign language They may stay silent they find difficult to use a foreign 1anguage to express their thoughts/This defeats the very purpose of having language for communication. [ The decision by companies to make English an oficial language nther offices has certainly provided an opportunity for the Japanese to think about the importance of speaking a foreign language: 'The company president mentio