次の文章を読み,間1~$7$ の設問に答えなさい。*が付いている語には,本文の後ろに注があります。 
$\bar{2} $ Imagine that an Alpha Centauran* scientist came to Earth $150,000$ years ago. She might note in 
passing that the newly evolved Homo sapiens were just a little better at tool use, cooperation, and 
communication than were their primate* relatives. But as a well$1$ trained evolutionary biologist, she'd be 
far more impressed by their remarkable and unique life history. 
“Life history” is the term biologists use to describe how organisms change over time: how long an 
animal lives, how long a childhood it has, how it nurtures its young, how it grows old. Human life 
history is weird. We have a much longer childhood than any other primate $-$ twice as long as chimps 
and that long childhood is related to our exceptional learning abilities. Fossil teeth suggest that this 
long childhood evolved in tandem* with our big brains; we even had a longer childhood than 
Neanderthals. We also rapidly developed special adaptations to care for our helpless $childnen-$ "pair 
bonding*” and“alloparents*.
" Fathers and unrelated kin help take care of human children, (2, which is 
not the case with our closest primate relatives. 
And we developed another unusual life-history feature - post-menopausal* grandmothers. The killer 
whale is the only other animal we know of that outlives its fertility. The human life span expanded at 
both ends - a longer childhood and a longer old age. In fact, anthropologists have argued that 
(3)grandmothers were a key to the evolution of learning and culture. They were crucial for the survival 
of those helpless children, and they also could pass on two generations' worth of knowledge. 
Natural selection often operates on life-history characteristics, and life history plays an important role 
in evolution in general. Biologists long distinguished between “K" species and “R* species. R species 
ー most fish, for example - may produce thousands of offspring, but most of them die and the rest live 
only a short time. In contrast, K species - like primates and whales - have only a few babies, invest a 
great deal in their care, and live a long time. Generally speaking, a K life-history strategy is correlated 
with a larger brain and higher intelligence. We are y the ultimate K species. 
Life history is also important because it's especially responsive to information from the environment, 
not only over evolutionary time but also in the lifetime of a single animal. Tiny water fleas* develop a 
. When the babies, or even their 
helmet when they mature to protect them from certain predators*
pregnant mothers, detect more predators in the environment, the developmental process speeds up 
the helmets grow earlier and larger, even at a cost to other functions. In the same way, in other animals, 
including human beings, early stress triggers a “live fast, die young" life history. Young animals who 
detect a poor and risky environment grow up more quickly and die sooner. 
Our unique human developmental trajectory* has cumulatively* led to much bigger differences in the 
way we live and behave. A hundred and fifty thousand years ago, the Alpha Centauran biologist 
wouldn't have seen much difference between adult humans and our closest primate relatives art, 
trade, religious ritual, and complex tools were still $\left(an$ in the future, not to mention agriculture and 
technology. Our long childhood and our extended investment in our children allowed those changes to 
happen; think of all the grandmothers passing on the wisdom of the past to a new generation of children. 
Each human generation had a chance to learna little more about the world from their caregivers, and to 
change the world a little more themselves. 
Evolutionary psychologists have tended to focus on adult men; hunting and fighting got a lot more 
attention than caregiving. We've all seen the canonical* museum diorama of the mighty early human 
. But the children and grandmothers in the background (6, were just 
hunters bringing down the mastodon*
as important parts of the story. 
You still often read psychological theories describing both the young and the old in terms of their 
deficiencies, as if they were just preparation for, or decline from, an ideal grown-up human. But new 
studies suggest that both the young and the old may be especially adapted to receive and transmit 
wisdom. We may have a wider focus and a greater openness to experience when we're young or old 
than we do in the hurly-burly* of feeding, fighting, and reproduction that preoccupies our middle years. 
“Life history” is an important idea in evolution, especially human evolution. But it also gives us a 
richer way of thinking about our lives. A human being isn't just a collection of fixed traits but part of an 
unfolding and dynamic story. (7) And that isn't just the story of our own lives; caregiving and culture link 
us both to the grandparents who were there before we were born and to the grandchildren who will 
carry on after we die. 
出典:Alison Gopnik. 
“Life History." Brockman John (ed.), This Idea Is Brilliant: Lost, Overlooked, and 
Underappreciated Scientific Concepts Everyone Should Know ($p.325-328$ ). Harper Perennial, 2018. 
(注) Alpha Centauran ケンタウルス座アルファ星の primate 霊長類(の) in tandem 同時に 
pair-bonding 雌雄の紳 alloparents 親代わり post$1$ menopausal 閉経後の water fleas ミジンコ 
predators 捕食動物 trajectory 軌跡 cumulatively 累積的に canonical 標準的な 
mastodon マストドン(長鼻類の晴乳動物) hurly-burly 大騒ぎ 

次 の 文章 を 読み , 間 1 ~ 7 の 設問 に 答え なさい 。 * が 付い て いる 語 に は , 本文 の 後ろ に 注 が あり ます 。

この文章の要約をお願いしたいです。大変だとは思いますがよろしくお願いします。

Lesson 1 A Small Crime 
1 When he was nine years old he was brought to the door by a 
policeman who kept one hand on his arm as if to stop him from running 
away. He had been caught writing with a crayon $onnm3nx$ subway 
station and his parents were expected to discipline him. The entire 
rest of the day he stayed in his room waiting for his father to come 
home from the shirt factory. "A slap in the face," he thought, "perhaps 
that's all I'll get." And maybe no allowance for the coming week. Still, 
he could not help but be apprehensive. 
2 At five thirty he heard the front door open. His mother was talking 
to his father. They talked for a long time, much longer than he felt 
was necessary. Then the family ate supper. He was not invited and 
he felt that his punishment had already started. This saddened him 
greatly because he enjoyed eating supper with his father and telling 
him about the day's adventure. He tried to pass the time by reading 
through his comic books, but he was anxious and could not follow 
through from beginning to end. At seven o'elock he heard the 
television come on as the family sat down in the living room. Every so 
often someone changed a channel. By eight thirty night had fallen 
and he felt more alone than he had ever been at any time in his life. 
He looked out into the garden behind his room. He could see the 
outline of the young tree his grandfather had planted a month before. 
It was beginning to sprout leaves and he tried to decide how many it 
would have that summer. He decided on fifteen. That knowledge 
made him feel better. By nine o'clock he was feeling drowsy and had 
stretched out on his bed. 
3 Shortly afterwards his father came into the room and sat down on 
the bed. The boy sat up, putting his feet over the side of the bed. His 
father looked at him then turned away, clasping his hands together. 
They were sitting side by side. The boy looked down at the floor the 
whole time. 
4 I remember when I left Romania," his father said. "I went to the 
train station in my town and had to sit in a special section for people 
who were emigrating from the country. There were many other people 
sitting there, and I remember how funny it was that we all looked the 
same with our best clothes and old suiteases almost bursting with 
clothes. But what I remember most of all were the walls. It seemed 
that every peraon who had ever sat in that part of the railway station 
had written on the wall his name, his home town and the new place to 
which he was going. I spent a long time reading all the names on the 
wall. Many towns were represented, and I even recognized the names 
of many people with whom I had once been friends. And do you know 
what I did? I took out my pen, found a clear space on the wall and wrote 
my own name, my home town, and the date. But you see, I did not 
write on the wall out of mischief no, it was my own way of saying this 
is who I am now I am ending an ald life and starting a new one. 
Perhaps one day you will have the same reason. But as long as times 
are good and we are welcome here, there are other and better ways of 
letting the world know who you are." 
5 He put his hand on the boy's shoulder as if to say, "Don't worry, 
everything is all right." Then he rose slowly and $0111$ "Be good to your 
mother and me and leave the walls alone." Then he left the room. 
6 The boy lay back on his bed. Ordinarily, it took him only two ar 
three minutes to fall asleep. That night he lay awake for almost half 
an hour. 

1 When he was nine years old he was brought to the door by a

日本語で100字要約お願いします！

Imagine that an Alpha Centauran* Scientist came to Earth ago. She might note in 
passing that the newly evolved Homo sapiens were just a little $130,000$ $yearsa$ $beter$ $at$ $tool$ use, cooperation, and 
communication than were their primate* relatives. But as a well-trained evolutionary biologist, she'd be 
far more impressed by their remarkable and unique life history. 
“Life history” is the term biologists use to describe how organisms change over time: how long an 
animal lives, how long a childhood it has, how it nurtures its young, how it grows old. Human life 
history is weird. We have a much longer childhood than any other primate twice as long as chimps 
- and that long childhood is related to our exceptional learning abilities. Fossil teeth suggest that this 
long childhood evolved in tandem* with our big brains; we even had a longer childhood than 
Neanderthals. We also rapidly developed special adaptations to care for our helpless $chi1dnen→$ “$pair$ 
bonding*” and “alloparents*" Fathers and unrelated kin help take care of human children, (2) which is 
.
not the case with our closest primate relatives. 
And we developed another unusual life-history feature - post-menopausal* grandmothers. The killer 
whale is the only other animal we know of that outlives its fertility. The human life span expanded at 
both ends - a longer childhood and a longer old age. In fact, anthropologists have argued that 
agrandmothers were a key to the evolution of learning and culture. They were crucial for the survival 
of those helpless children, and they also could pass on two generations' worth of knowledge. 
Natural selection often operates on life-history characteristics, and life history plays an important role 
in evolution in general. Biologists long distinguished between “K" species and “R" species. R species 
ー most fish, for example - may produce thousands of offspring, but most of them die and the rest live 
only a short time. In contrast, K species $-lik$ primates and whales - have only a few babies, invest a 
great deal their care, and live a long time. Generally speaking, a K life-history strategy is correlated 
with a larger brain and higher intelligence. We are (4 the ultimate K species. 
Life history is also important because it's especially responsive to information from the environment, 
not only over evolutionary time but also in the lifetime of a single animal. Tiny water fleas* develop a 
helmet when they mature to protect them from certain predators*
. When the babies, or even their 
pregnant mothers, detect more predators in the environment, the developmental process speeds up 
the helmets grow earlier and larger, even at a cost to other functions. In the same way, in other animals, 
including human beings, early stress triggers a “live fast, die young” life history. Young animals who 
detect a poor and risky environment grow up more quickly and die sooner. 
Our unique human developmental trajectory* has cumulatively* led to much bigger differences in the 
way we live and behave. (5)A hundred and fifty thousand years ago, the Alpha Centauran biologist 
wouldn't have seen much difference between adult humans and our closest primate relatives - art, 
trade, religious ritual, and complex tools were still far in the future, not to mention agriculture and 
technology. Our long childhood and our extended investment in our children allowed those changes to 
happen; think of all the grandmothers passing on the wisdonm of the past toa new generation of children. 
Each human generation had a chance to learn a little more about the world from their caregivers, and to 
change the world a little more themselves. 
Evolutionary psychologists have tended adult men; hunting and fighting got a lot more 
attention than caregiving. We've all seen $t0$ $the$ $th$ $f_{ocus}$ $on$ $canonica$ $children$ * museum $diorama$ of the mighty early human 
hunters bringing down the mastodon*
. But and grandmothers in the background (6) were just 
as important parts of the story. 
You still often read psychological $neoies$ $ootb$ the young and the old in terms of their 
deficiencies, as if they were just preparation $r$ $i$ $bing$ $f^{desc}or$ $de$ $or,$ $old$ $may$ 
decline from, an ideal grown-up human. But new 
studies suggest that both the young $and$ the be especially $adapted$ to receive and transmit 
wisdom. We may have a wider focus and a greater openness to experience when we're young or old 
than we do in the hurly-burly* of feeding, fighting, and reproduction that preoccupies our middle years. 
“Life history” is an important idea in evolution, especially human evolution. But it also gives us a 
richer way of thinking about our lives. A human being isn't just a collection of fixed traits but part of an 
unfolding and dynamic story. (And that isn't just the story of our own lives; caregiving and culture link 
us both to the grandparents who were there before we were born and $t0$ the grandchildren who will 
carry on after we die. 
“Life History.” Brockman John (ed.), $Thi$ $IdeaIs$ Brilliant: Lost, Overlooked, and 
出典:Alison Gopnik. 
Underappreciated Scientific Concepts Everyone Should Know $pp.$ $\left(\left(0\right)^{325-328}$ $i$ $n$ $t$ tandem 同時に 
(注) Alpha Centauran ケンタウルス座アルファ星の primate 霊長類 の) in ). Harper Perennial, 2018. 
pair-bonding 雌雄の紳 alloparents 親代わり post-menopausal 閉経後の water fleas ミジンコ 
predators 捕食
動物 trajectory 軌跡 cumulatively 累積的に canonical 標準的な 
mastodon マストドン(長鼻類の輔乳動物) hurly-burly 大騒ぎ 

Imagine that an Alpha Centauran * Scientist came to Earth ago . She might note in

この英文の全訳お願いします。

2006年度 )本試験 (P 26) 
Ye4)提出 生物講文の解きおを確択してから解う 名前 200年度東 $81$ m 
第6間の交章を食み、下の間い(A. B)に答えよ. (配点 45)) 
れた分はの受け目又らない、テストら 3点,を引く wwful" he said "Mom wrapped my hand in a towel and told s we had to fn 
While 1 was growing up in our small town, Rosemont, I always thought of adoctor 
my neighbor. Mr. Peal, as a strange and somewhat frightening old man. He But the bos Sack into toes was sot dae for aoer four hors. The tre 
was always yelling at me and my playmates to stay away from his yard and decided they wold hve to wsk dows the reed back so tow Howr, thet 
his old truck My parents never said much about Mr. Peal and only told me to but I could tell that she was realy worried We were all scared 
leave him alone, so I never had any reason to believe he was anything more 
too, would take more than as hour. "My mother ept telling me to be b 
than an unpleasant old man. 
t then, a small bar trick came op the rued in froet of them 
But sometimes, at times and places we least expect, we learn something what had happened and asked the driver, an old man it he wld sake ue ists 
new about people that changes how we look at them. Such a thing happened 
"Mom started waving and yelling, and the truck topped he elaine 
to me last year at my university, a hundred miles from home. fown see a doctor. 
One day I was in the cafeteria talking with a classmate about my other doctor in the area was asother thirty miles vay n the oher side of 
But the man told ber that the doctor was out of tows and thet the only 
hometown. Suddenly a student who was sitting next to us interrupted and Rosemont. "He told us to bop in and that there was some lce for y and in 
said, "Did you say you come from Rosemont? Do you know an old man named bucket in the truck 
Peal there? He drove an old blue truck 
"Why, yes," I answered. "He's my neighbor. Do you know him? The student continued his story, selling me that be coeld sot mber 
mach about the trip to the doctor. Bowever, when he finally wallnd tof the 
"T dol What coincidence" said the student and he began to tell me a doctor's room with bis fingers bandaged. Mr. Pal was sing the wiing 
story. He told me that he lived in Sunnydale, where the university is, and that room with his mother and sister 
one day seven years ago he, his mother, and his little sister decided to spend a "He said he would drive us back to Rosemont so we cld eanch the l 
day in the mountains near my hometown. We had to take a train to train bome. On the way back he told us that he had so grdehdren ot dhat 
he said 
Rosemont early the morning, and then a bus from there into the mountains, his $\left($ $4$ nrighbors had a daughter named Sarah arnd my s s le 
knew how Mom must have felt. You mat be Sarah 1 gess When ou 
He said that he and his sister began using rocks to make a small pool in a Mr. Peal again. tell him that Im majring in $=$ $-53x$ My hnd is 
mountain stream. "We wanted to catch baby fish and collect them the pool perfectly fine. 
so that the three of us could watch them swim around for a while before we let Tl do that." I answered., 
them escape back into the river." 
He was arranging one of the rocks in the wall when suddenly his sister this story. Dut 1 did see Mr. Peal sgain 1 see bies with r 
Our university is large, and I never again met the todent e hed told me $△$ 
accidentally dropped a large rock right on top of his left hand. It cut his am glad I have a neighbor Eke him 
fingers to the bone and made terrible wound. "It hurt so much, and it looked 
2006年度英額 (記)本試験 (P.28) 
2008年度$1$ 本 P29 
A 次の問い調1~5)に対する答えとして最も適当なものを、 それぞれ下の0~ 間4 After the young man found out Sarah was Mr. Pral's eighbor, why did be 
Oのうちから一つずつ選べ。 43 47 decide to tell the story? 
間1 Why were the young man and his sister making a small pool? $\bar{43} $ O He wanted to share an important experience ln his Me 
の He wanted to persuade Sarah to change hr opinion. 
They wanted to take some fish home He wanted to tell his friends about a good place for fiabing 
2 They wanted to swim somewhere safely He wanted to thank Mr. Peal for teaching him guitar 
They wanted to watch the fish swim. 
They wanted somewhere cool and comfortable to rest. 間5 What did Sarah learn from the young mn in the cafeteria? $\bar{\square } $ 
間2 Where were the mother and ber children going when they met Mr. Peal? She realized that ber childhood impression was mistaken 
44 She learned that she could make new friends easily 
She found out one of her classmates was a neighbor. 
4She discovered a new stream in the mountaina 
To Sunnydale 
To the nearest town. B 本文の内容と合っているものを、次の0~6のうちから三つ選べ、ただし、解 
3 To a mountain stream. 答の原序は同わない。 48 50 
A To the bus stop. 
O Sarah's parents did not want their daughter to bother their neigbbor 
間3 How did Mr. Peal belp the three get to the doctor? 45 の When Sarah was in ber classroom, a student introduced himsel 
The mother was worried that she and her children would miss the bos 
He took them to the doctor's in his own truck 4 While they were walking, a truck approached the young man's family 
の He told them the doctor was out of town. from behind. 
3 He asked his neighbor to take them in the neighbor's car. SMr. Peal offered to stop in Rosemont for lce before going on ta the next 
4 He drove them to the nearest bus stop. town 
Mr. Peal was kind to the young man because he had a daughter aroand Z006 
his age 
Sarah and the young man sever became friends athough they both 
knew Mr. Feal 
Mr. Peal helped make it possible for the young man to play the guitar. 
$203=$ 

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兵庫県立大学　2018　文系英語です

次の2次不等式を解きなさい。 
$4x^{2}+20\times +25\leq 0$ 
$x=-\dfrac {\dfrac {①} {②}} {-}$ 

イ代入法 次の連立方程式を解きなさい。 
(1) $y=x-2$ 
$2x+y=2$ (2) 5エエ$-3y=$ $4-y$ ジ 4 $\left(3\right)$ $ \begin{cases} 4x-y=8 \\ y=3x- \end{cases} $ 
エー
かっこをふくむ連立方程式 次の連立方程程式を解きなさい。 
(1 $2\left(x-1\right)-3y=1$ (2 $ \begin{cases} x=9-3y \\ 3\left(x-y\right)+4y=11 \end{cases} $ $\left(3\right)$ $ \begin{cases} 2 \\ 2 \end{cases} $ エエ$y=3$ $+y\right)-\left(x-8\right)=7$ 
$-x+4y=4$ 
ふくむ
3分数を連立方程式 次の連立方程式を解きなさい。 
$-x+y=2$ 
(1) $\dfrac {2} {3}x+y=$ $2$ (2) $\dfrac {x} {2}+\dfrac {y} {4}=2$ $\left(3\right)$ $ \begin{cases} x+2y=10 \\ \dfrac {x} {2}-\dfrac {y} {3}=1 \end{cases} $ 
$x+4y=2$ 
連立方程式 次の連立方程式を解きなさい。 
くチェック023 )4 小数をふくむ
(1) $0.3x+0.1y=0.7$ $\left(2\right)$ $\left(3x+y=13$ 
$2x+y=4$ $0.6x-0.7y+1=0$ $\left(3\right)$ $ \begin{cases} 3x+y=-3 \\ 0.15x+0.2y=-15 \end{cases} $ 
チェック4 $A=B=C$ の形の連立方程式 次の連立方程式を解きなさい。 
$\left(1\right)$ $3x-y=x-y+3=3$ $\left(2\right)$ $2x+3y+4=3x-y-5=x+2y+3$ 
6比例式と連立方程式 次の連立方程式を解きなさい。 $b$ 
$\left(1\right)$ $ \begin{cases} 3x-2y=10 \\ x:y=3:2 \end{cases} $ $\left(2\right)$ $ \begin{cases} 4x-3y=9 \\ x:y=4:5 \end{cases} $ $a:b=c:d$ 
のとき、 
$ad=bc$ 
が成り立つ。 

(1 2(x-1)-3y=1 (2 \begin{cases}x=9-3y\\3(x-y)+4y=11\end{cases} (3) \begin{cases}2\\2\end{cases} エエ y=3

$\bar{B3} $ 袋の中に赤E1個、青玉2額玉2個の合計5の王が入っている。 この袋の中を。 
くかき混ぜ、1個ずつ玉を取り出して色を調べる操作を行い、取り出した玉の色が3種類と 
なった時点で操作を終了する。ただし、 1度取り出した玉は袋の中に戻きない。 
$-1$ 青玉、黄玉。 青玉赤玉の順に4個の王を取り出して終了する確率を未めよ。 
$2$ ちょうど3個目に本玉を取り出して終了する確率を求めよ。 
3) 最後に赤玉を取り出して終了する確率を求めよ。 、このとき、5個の玉を取り出し 
ている条件付き確半を求めよ。 ( $4$ 

\bar{B3} 袋の中に赤E1個 、 青玉2額 玉2個の合計5 の王が入っている 。 この袋の中を 。

$\bar{B3} $ 袋の中に赤玉1個 青玉2個 黄玉2個の合計5例の王が入っている、 この袋の中を 
くかき混ぜ、1個ずつ玉を 取り出して色を調べる操作を行い、取り出した玉の色が3種類と 
なった時点で操作を終了する。 ただし、 1度取り出した王は袋の中に戻さない。 
$1$ 青王 黄王青王 赤玉の順に4個の王を取り出して終了する確率を末めよ。 
ちょうど3個目に本玉を 取り出して終了する確率を未めよ。 
3) 最後に赤玉を取り出して終了する確率を求めよ。ま2、 このとき、 個の王を取り出し 
ている条件付き確率を求めよ。 配点 $40$ 

\bar{B3} 袋の中に赤玉1個 青玉2 個 黄玉2個の合計5 例の王が入っている 、 この袋の中を

(39) Thousands of years ago, people in Australia 
[B] 1 had trouble learning how to read road signs. 
Songlines 2 got lost when they were trying to find places. 
Nowadays, when people are traveling long distances, they 3 did not have maps or signs to follow when they traveled. 
usually follow maps and signs to get to where they are going. 4 did not travel because there were too many mountains. 
Thousands of years ago in Australia, however, there were no maps or 
signs, but people still traveled long distances without getting lost. (40) The Rainbow Serpent song 
Aboriginal people had a special way to help them travel. They used 1 tells the story of how snakes were first created. 
songs to describe the mountains, rivers, and rocks that people would 2 shows Aboriginal people which path to follow. 
see while they were traveling. By following the directions in these 3 teaches people that they should take care of nature. 
songs, called songlines, people could travel without getting lost. 4 is sung by Aboriginal people to forget their problems. 
Aboriginal people believe that songlines tell the story of the 
beginning of the world. They believe that before people lived on the (41) Why can people understand songlines that are sung in different 
earth, there were gods that lived here. The mountains, rivers, and languages? 
valleys were created by these gods. For example, the Rainbow 
Serpent song tells the story of a snake god who created rivers and 1 They can ask other people to explain the directions in the 
song. 
mountains while traveling around northern Australia. Aboriginal 2 Most Aboriginal people can speak many different languages. 
people sang this song and followed the same path. 
There are songlines that describe almost every part of Australia, 3 The songs are easy to learn because there are not many 
and they are sung in many different Aboriginal languages. However, words. 
even if people do not understand the language in the song, they can 4 Not only the words but also the sounds describe the land. 
follow its directions. This is because both the words and the music 
help people to imagine what the land looks like. For example, a high (42) What is one thing that changed when the British arrived in 
sound means that something tall like a mountain is being described. Australia? 
Songlines were an important part of Aboriginal culture for 1 Aboriginal families spent more time singing songlines 
thousands of years, but this began to change when the British arrived together. 
in Australia in 1788. Aboriginal children had to go to British schools 2 Aboriginal children began to spend less time learning their 
instead of spending time in nature and learning songlines from their culture. 
families. Slowly, people began to forget the songlines. However, these 3 British children began to study about Aboriginal culture in 
days, the Australian government is working hard to save the school. 
songlines. 4 British families taught their children songlines to keep them 
safe. 

Nowadays, when people are traveling long distances, they 3 did not have maps or signs to follow when they traveled.

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