Cho hình chóp có đáy là hình vuông, vuông góc với mặt phẳng đáy. Mệnh đề nào sau đây đúng?

Các hoạt động kĩ thuật có tính chất bắt buộc, dự phòng theo kế hoạch để duy trì tình trạng kĩ thuật tốt của ô tô, ngăn ngừa các hư hỏng có thể xảy ra là?

Cho các phương trình nhiệt hóa học sau:

(1) 2NaHCO₃(s) → Na₂CO₃(s) + H₂O(l) + CO₂(g)      \({{\Delta }_{\text{r}}}\text{H}_{298}^{0}=+20,33kJ\)

(2) 4NH₃(g) + 3O₂(g) → 2N₂(g) + 6H₂O(l)                            \({{\Delta }_{\text{r}}}\text{H}_{298}^{0}=-1531kJ\)         

Nhận xét đúng là

Mark the letter A, B, C or D on your answer sheet to indicate the best arrangement of utterances or sentences to make a meaningful exchange or text in each of the following questions from 13 to 17.

a. Although many items end up in the trash after we use them, some clever designers are creating things that can be fixed or recycled when they break.

b. When I bought my water bottle last year, I chose one that will last a long time because it is made from strong materials that don't harm nature.

c. Since more people care about the environment, which makes me hopeful, many shops now sell products that are designed to be part of the circular economy.

d. When companies make products that can be reused, they help our planet stay clean and healthy.

e. If we build phones that are easy to repair, which saves us money, we won't need to buy new ones so often.

Trong các hoạt động kinh tế cơ bản không bao gồm hoạt động nào sau đây?

CHỦ ĐỀ 2

(Tham khảo bài văn của chủ đề trong đường link dưới đây ở trang 39)

https://tvsthpt.dlib.vn/app/doc-sach-ebook/d0a01a0e4114

Và trả lời câu hỏi sau:

Chọn từ trong ngoặc phù hợp điền vào ô trống:

Khi điện phân dung dịch NaCl, thì ion \(Na^{+}}\) sẽ di chuyển về cực (âm, dương) (…a…) hay còn gọi là (catot, anot) (…b…). Còn ion \(Cl^{-}}\) sẽ di chuyển về cực (âm, dương) (…c…) hay còn gọi là (catot, anot) (…d…).

Vị trí (d) là ________.

Phát biểu nào sau đây không đúng khi nói về các nguyên tố hóa học có trong tế bào?

Trong nước tiểu chính thức của một người có nồng độ glucose cao thì người đó có khả năng mắc bệnh nào sau đây?

Thu điếu được viết theo thể thơ nào?

Vua A-cơ-ba (Ấn Độ) trị vì dưới vương triều

Cho $A=\big\{ x \in \mathbb{R} \, \big| \, x+2\ge 0 \big\}, \, B=\big\{ x \in \mathbb{R} \, \big| \,5-x\ge 0 \big\}$. Khi đó $A\backslash B$ là

Một vật nhỏ có khối lượng 200 g dao động điều hòa trên quỹ đạo thẳng dài 20 cm với tần số góc 5 rad/s. Gia tốc cực đại của vật là

Read the passage carefully. Choose an option (A, B, C or D) that best answers each question from 23 to 30.

1. How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening?

2. Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them.

3. For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom.

4. Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programs show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher.

What does the author believe children should learn about wildlife?

X là nguyên tố phổ biến nhất trong Mặt Trời, chiếm khoảng 74% khối lượng Mặt Trời. Biết một loại nguyên tử của nguyên tố X chỉ tạo nên bởi proton và electron (không có neutron). Nguyên tố X là

Read the passage carefully. Choose an option (A, B, C or D) that best answers each question from 23 to 30.

1. How do children learn about wildlife? And is what they learn the sort of thing they should be learning? It is my belief that children should not just be acquiring knowledge of animals but also developing attitudes and feelings towards them based on exposure to the real lives of animals in their natural habitats. But is this happening?

2. Some research in this area indicates that it is not. Learning about animals in school is often completely disconnected from the real lives of real animals, with the result that children often end up with little or no understanding or lasting knowledge of them. They learn factual information about animals, aimed at enabling them to identify them and have various abstract ideas about them, but that is the extent of their learning. Children's storybooks tend to personify animals as characters rather than teach about them.

3. For direct contact with wild and international animals, the only opportunity most children have is visiting a zoo. The educational benefit of this for children is often given as the main reason for doing it but research has shown that zoo visits seldom add to children's knowledge of animals – the animals are simply like exhibits in a museum that the children look at without engaging with them as living creatures. Children who belong to wildlife or environmental organizations or who watch wildlife TV programmes, however, show significantly higher knowledge than any other group of children studied in research. The studies show that if children learn about animals in their natural habitats, particularly through wildlife-based activities, they know more about them than they do as a result of visiting zoos or learning about them in the classroom.

4. Research has also been done into the attitudes of children towards animals. It shows that in general terms, children form strong attachments to individual animals, usually their pets, but do not have strong feelings for animals in general. This attitude is the norm regardless of the amount or kind of learning about animals they have at school. However, those children who watch television wildlife programs show an interest in and affection for wildlife in its natural environment, and their regard for animals in general is higher.

What can be inferred from paragraph 4 about children's attitudes to animals?

Với Chính sách kinh tế mới, nhân dân Xô viết đã hoàn thành như thế nào?

Nội dung nào sau đây phản ánh đúng điểm tương đồng giữa văn hóa và văn minh?