实验报告英文
实验报告英文
实验报告英文Experimental Report。
Introduction。
The purpose of this experiment was to investigate the effects of different temperatures on the rate of enzyme activity. Enzymes are biological catalysts that speed up chemical reactions in living organisms. They are sensitive to changes in temperature, and extreme temperatures can denature them, leading to a loss of function. Understanding the relationship between temperature and enzyme activity is important in various fields, including medicine, agriculture, and biotechnology.Materials and Methods。
The enzyme used in this experiment was catalase, which is found in the cells of most living organisms and helps break down hydrogen peroxide into water and oxygen. Three test tubes were prepared, each containing a small amount of catalase solution. The first test tube was placed in an ice bath, the second at room temperature, and the third in a water bath at 40°C. A small amount of hydrogen peroxide was added to each test tube, and the rate of oxygen production was measured using a gas pressure sensor connected to a computer.Results。
英文实验报告的格式和写法
英文实验报告的格式和写法【转】2010-10-04 06:03一份最标准的实验报告的格式：1. Abstract2. Introduction3. Method4. Results5. Discussion6. Conclusion7. Reference分别来分享下近来学到的。
Abstract摘要摘要，就是整篇文章摘出来的要。
强烈建议整篇文章写完后再写摘要。
把文章每个部分选一些句子出来就可以拼凑成一个abstract了。
一个abstract 的模板：1 一两句话说明这个实验的主要理论依据，或者实验需要证明的假说。
2 一两句话说一下这个理论或者假说的相关的研究。
3 两三句话描述一下实验4 两三句话概括一下实验结果5 一句话说一个结论，解释一下这个实验的意义或结果的重要性转一个别人的example:Does a child’s focus correlate with barometric pressure? if so, does it correlate positively or negatively? Tucker (1999) hypothesized a negative correlation, but this assertion has never been tested. Our team used the MISHA CPT to measure the focus of a group of 150 third-grade students. we divided the students into three groups of 50 students. one group took the MISHA CPT when barometric pressure was low, another group took it when barometric pressure was neutral, and the final group took it when barometric pressure was high. the results found that children focused significantly better when barometric pressure was low than when barometric pressure was neutral or high. the results suggest that when diagnosing ADHD, practitioners should give the CPT when barometric pressure is neutral.IntroductionIntroduction以实验目的为开头，解释一下这个实验需要证明的东西。
临床实验报告_英文
Title: Efficacy and Safety of a Novel Antidepressant in Major Depressive DisorderIntroduction:Major depressive disorder (MDD) is a common mental health condition characterized by persistent feelings of sadness, loss of interest, and decreased energy. Current treatments for MDD include selective serotonin reuptake inhibitors (SSRIs), serotonin-norepinephrine reuptakeinhibitors (SNRIs), and tricyclic antidepressants (TCAs). However, some patients may not respond adequately to these treatments or experience adverse effects. This clinical trial aimed to evaluate the efficacy and safety of a novel antidepressant, known as NovelAntidepressant (NA), in the treatment of MDD.Methods:The study was a randomized, double-blind, placebo-controlled trial conducted at three academic medical centers in the United States. Participants were diagnosed with MDD according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria. Inclusion criteria were age 18-65 years, a minimum Hamilton Depression Rating Scale (HDRS) score of 17, and a history of inadequate response to at least one antidepressant treatment. Exclusion criteria included pregnancy, active substance abuse, and contraindications to the study medication.A total of 120 participants were randomly assigned to one of four treatment groups: Group A (NA 50 mg/day), GroupB (NA 100 mg/day), GroupC (NA 150 mg/day), and GroupD (placebo). Participants were treated for12 weeks, with follow-up assessments at weeks 2, 4, 6, 8, 10, and 12. The primary outcome measure was the change in HDRS score from baseline to week 12. Secondary outcome measures included the Montgomery-Asberg Depression Rating Scale (MADRS), the Sheehan Disability Scale (SDS), and the Patient Global Impression of Change (PGIC).Results:A total of 113 participants completed the study. The mean age of the participants was 38.2 ± 11.7 years, and 57.5% were female. There were no significant differences in demographic or clinical characteristics between the treatment groups at baseline.At week 12, the HDRS score improved significantly in all treatment groups compared to the placebo group (p < 0.001). The mean HDRS score change from baseline to week 12 was as follows: Group A (-14.2 ± 6.1), Group B (-15.8 ± 5.9), Group C (-16.5 ± 5.7), and Group D (-6.2 ±6.5). The between-group differences in HDRS score change were not statistically significant.Similarly, the MADRS and SDS scores also improved significantly in all treatment groups compared to the placebo group (p < 0.001). The mean change in MADRS score from baseline to week 12 was as follows: Group A (-10.5 ± 4.2), Group B (-11.8 ± 3.9), Group C (-12.2 ± 3.7), and Group D (-4.8 ± 4.5). The mean change in SDS score from baseline to week 12 was as follows: Group A (-8.3 ± 3.2), Group B (-9.1 ± 2.8), Group C (-9.8 ± 2.6), and Group D (-3.4 ± 3.1).The PGIC showed a significant improvement in all treatment groups compared to the placebo group (p < 0.001). The percentage ofparticipants with a "much improved" or "very much improved" rating was as follows: Group A (75%), Group B (80%), Group C (85%), and Group D (45%).Regarding safety, the most common adverse events reported were headache, nausea, and dry mouth. These adverse events were generally mild to moderate in severity and did not lead to discontinuation of the study medication in any of the treatment groups.Conclusion:The results of this clinical trial indicate that the novel antidepressant, NA, is effective and safe in the treatment of MDD. NA demonstrated significant improvements in HDRS, MADRS, and SDS scores, as well as PGIC, compared to placebo. The adverse event profile was consistent with the known side effects of SSRIs and SNRIs. Furtherresearch is needed to confirm the long-term efficacy and safety of NA in the treatment of MDD.Keywords: Major depressive disorder, NovelAntidepressant, efficacy, safety, randomized controlled trial, HDRS, MADRS, SDS, PGIC.。
各项实验报告英文
各项实验报告英文Title: Experimental Report on Various ExperimentsIntroductionIn this experimental report, we will discuss the findings and results of several different experiments conducted in the fields of physics, chemistry, and biology. Each experiment aimed to test a specific hypothesis and contribute to the overall understanding of the respective scientific discipline.Experiment 1: The Effects of Temperature on the Rate of Chemical ReactionsIn this experiment, we investigated the impact of temperature on the rate of chemical reactions. By varying the temperature of a reaction between two substances and measuring the rate of reaction at different temperatures, we were able to observe a clear correlation between temperature and reaction rate. Our findings indicated that as temperature increased, the rate of the chemical reaction also increased, supporting the well-established principle of the Arrhenius equation.Experiment 2: The Behavior of Light in Different MediumsIn this experiment, we explored the behavior of light as it traveled through different mediums. By passing a beam of light through various substances with different refractive indices, we were able to observe the phenomenon of refraction and understand how the speed of light changes in different mediums. Our results confirmed the well-known laws of refraction and provided valuable insights into the behavior of light.Experiment 3: The Effects of pH on Enzyme ActivityIn this experiment, we investigated the effects of pH on the activity of an enzyme. By subjecting the enzyme to different pH levels and measuring its activity at each pH, we were able to determine the optimal pH for the enzyme's activity. Our findings revealed that the enzyme exhibited the highest activity at a specific pH, highlighting the importance of maintaining optimal pH conditions for enzyme function.ConclusionIn conclusion, the experiments conducted in this report have provided valuable insights and contributed to the understanding of various scientific phenomena. The findings of these experiments have implications for a wide range of applications, from industrial processes to medical treatments. By continuing to conduct rigorous and systematic experiments, we can further advance our knowledge and contribute to the progress of science and technology.。
实验报告的英文
实验报告的英文Experimental Report in EnglishIntroduction:In the realm of scientific research and academia, experimental reports play a crucial role in documenting and communicating the findings of various studies. These reports serve as a means to present the objective, methods, results, and conclusions of an experiment in a clear and concise manner. This article aims to explore the structure and key components of an experimental report, highlighting the importance of effective communication in scientific research. Objective:The objective section of an experimental report outlines the purpose and goal of the study. It provides readers with a clear understanding of what the researchers aimed to achieve through their experiment. This section often starts with a brief background, highlighting the significance of the research topic and the knowledge gap that the study intends to address.Methods:The methods section is a crucial part of an experimental report as it details the procedures and materials used in the study. It allows other researchers to replicate the experiment and verify the results. This section should include the experimental design, sample size, data collection methods, and any statistical analyses performed. Clear and concise descriptions are essential to ensure reproducibility and transparency.Results:The results section presents the findings of the experiment. It should be organized logically, using tables, graphs, or figures to represent the data collected. The results should be described objectively, avoiding any interpretation or speculation. It is important to include both quantitative and qualitative data, providing a comprehensive overview of the study's outcomes. Discussion:The discussion section provides an opportunity to interpret and analyze the results obtained. Here, researchers can compare their findings with existing literature, identify patterns or trends, and discuss the implications of their results. It is crucial to relate the findings back to the objective of the study and address any limitations or potential sources of error. This section should also highlight the significance of the research and suggest future directions for further investigation.Conclusion:The conclusion section summarizes the main findings of the experiment and reiterates their significance. It should be concise and avoid introducing any new information. This section plays a crucial role in reinforcing the key takeaways of the study and highlighting its contribution to the field of research. References:In an experimental report, it is essential to provide a list of references to acknowledge the sources of information and studies cited throughout thedocument. This section should follow a specific citation style, such as APA or MLA, and include all the necessary details for each reference.Appendices:Depending on the complexity of the study, additional information such as raw data, calculations, or supplementary materials may be included in the appendices. These should be clearly labeled and referenced within the main body of the report when necessary.Conclusion:In conclusion, an experimental report serves as a vital tool for researchers to communicate their findings and contribute to the scientific community. By adhering to a structured format and including key components such as objectives, methods, results, discussion, and conclusions, researchers can effectively present their work. The clarity and accuracy of the report are crucial for other scientists to understand, replicate, and build upon the findings. Therefore, mastering the art of writing an experimental report is essential for any aspiring researcher.。
化学实验报告英文版
化学实验报告英文版Title: Chemistry Experiment ReportIntroduction:In this experiment, we aimed to investigate the reaction between sodium hydroxide (NaOH) and hydrochloric acid (HCl) to understand the concept of neutralization and the formation of a salt and water.Materials:- 50 ml of 0.1 M NaOH- 50 ml of 0.1 M HCl- 100 ml beaker- Stirring rod- pH indicator- Bunsen burner- Safety gogglesProcedure:1. Measure 50 ml of 0.1 M NaOH and pour it into the 100 ml beaker.2. Measure 50 ml of 0.1 M HCl and pour it into a separate 100 ml beaker.3. Add a few drops of pH indicator to the NaOH solution and stir with the stirring rod.4. Carefully pour the HCl solution into the NaOH solution while stirring continuously with the stirring rod.5. Observe any changes in the solution, such as color or temperature.Results:Upon mixing the NaOH and HCl solutions, a neutralization reaction occurred, resulting in the formation of water and sodium chloride (NaCl) salt. The pH indicator changed color from basic to neutral, indicating the completion of the reaction. The solution also produced heat, indicating an exothermic reaction. Discussion:The reaction between NaOH and HCl is a classic example of a neutralization reaction. When an acid and a base react, they neutralize each other, forming a salt and water. In this case, the NaOH and HCl reacted to form NaCl and H2O. The heat produced during the reaction is a result of the exothermic nature of the neutralization reaction.Conclusion:This experiment successfully demonstrated the concept of neutralization and the formation of a salt and water from the reaction between NaOH and HCl. The results were consistent with the expected outcomes, and the experiment was conducted safely and effectively.Overall, this experiment provided valuable insight into the chemical reactions involving acids and bases, and the concept of neutralization in chemistry.。
实验报告英文版
The determination of nitrogen content in the ammonium salt(Formaldehyde method)一、The experiment purpose1、To study the application of acid-base titration2、Master the formaldehyde method principle and the method for determination of nitrogen content in the ammonium salt3、The use of master the volumetric flask and pipet二、The experimental principleBecause NH4 acid is too weak to directly with NaOH standard solution titration, we usually using formaldehyde is transformed into titratable acid:4NH4++6HCOH=(CH2)6N4H++3H++6H2OProducts, hydrogen ions and (CH2)6N4H+ can be directly for accurate titration,titration product (CH2)6N4 is weak alkaline, so using phenolphthalein as indicator.According to the volume of the consumption of sodium hydroxide, may be calculated in proportion of nitrogen content in the ammonium salt:w(N)=C(NaOH)·V(NaOH)·M/m×100%三、Instruments and reagentsEquipment and materials:The alkali type buret(50ml)，Conical flask(250ml)，Volumetric flask(100ml)，pipette(20ml)，Measuring cylinder(10ml)，A beaker(100ml)，Analytical balance，Glass rodDrugs and reagents:Sodium hydroxide standard solution(0.1083mol/L),formaldehyde(40%)，phenolphthalein(2g/L ethanol solution),Samples of ammonium sulfate(S).四、The experimental steps1、Accurately according to 0.60 ~ 0.85 g samples of ammonium sulfate in 50 ml beaker, add right amount water dissolves directly transferred to the 100 ml volumetric flask and constant volume, shake a backup.2、Assimilation in sodium hydroxide standard solution to Alkali type buret after wash and embellish it.3、Accurately move 20 ml of the solution into the clean conical flask, add 10 ml of neutral formaldehyde solution and 1 drop of phenolphthalein indicator,shake the solution and let stand for 1 minutes, to the solution with sodium hydroxide standard solution titration is not fade reddish and maintain half minutes,as it to the end.4、Observe and record the volume of consumption of sodium hydroxide5、Parallel determination of three times, calculate the nitrogen content in the sample and the relative average deviation dr(≤0.3%)W(N)=(20.99%+21.01%+21.01%)/3=21.00%d=(0.01%+0.01%+0.01%)/3=0.01%dr=d/w(N)=0.01%/21.00%×100%=0.05%.。
英文版实验报告
英文版实验报告英文版实验报告Introduction:In this report, we present the findings and analysis from a recent experiment conducted to investigate the effects of caffeine on cognitive performance. Caffeine, a widely consumed psychoactive substance, is known to have stimulant effects on the central nervous system. The objective of this experiment was to examine whether caffeine could enhance cognitive abilities such as attention, memory, and reaction time.Methodology:Participants: A total of 50 healthy adult volunteers aged between 18 and 30 years were recruited for the study. They were randomly assigned to two groups: the experimental group (received caffeine) and the control group (received a placebo).Procedure: Participants arrived at the laboratory after an overnight fast and were instructed to abstain from consuming any caffeinated beverages or food for at least 12 hours prior to the experiment. They were then given either a capsule containing 200mg of caffeine or a placebo capsule. The experimenters, as well as the participants, were blinded to the group assignments.Cognitive tests: After a 30-minute absorption period, participants completed a battery of cognitive tests. These included a sustained attention task, a memory recall task, and a reaction time test. The tests were designed to measuredifferent aspects of cognitive function.Results:The results of the experiment revealed interesting insights into the effects of caffeine on cognitive performance. Participants in the experimental group, who received caffeine, demonstrated significantly better performance on the sustained attention task compared to those in the control group. They also exhibited improved memory recall and faster reaction times.Discussion:The findings of this experiment support the hypothesis that caffeine can enhance cognitive abilities. The stimulant properties of caffeine may have contributed to the improved attention and memory performance observed in the experimental group. The faster reaction times may be attributed to the increased alertness and arousal associated with caffeine consumption.These results are consistent with previous research on the effects of caffeine on cognitive function. Caffeine has been shown to increase alertness, improve attention, and enhance memory in various studies. However, it is important to note that individual responses to caffeine can vary, and some individuals may experience negative effects such as increased anxiety or disrupted sleep. Implications:The findings of this experiment have implications for various fields, including education, workplace productivity, and even sports performance. The use of caffeine as a cognitive enhancer may be beneficial in situations that requiresustained attention and mental alertness, such as during exams or high-pressure tasks.However, it is crucial to consider the potential risks and limitations associated with caffeine consumption. Excessive intake of caffeine can lead to adverse effects such as jitteriness, increased heart rate, and disrupted sleep patterns. Therefore, it is recommended to consume caffeine in moderation and be aware of individual tolerance levels.Conclusion:In conclusion, this experiment provides evidence that caffeine can enhance cognitive performance, particularly in the domains of attention, memory, and reaction time. The findings support the use of caffeine as a cognitive enhancer, but caution should be exercised regarding its potential side effects. Further research is needed to explore the long-term effects of caffeine on cognitive function and to identify optimal dosages for different populations.。
实验报告的英文模板
Title:[Insert the title of your experiment here]Student’s Name:[Your Name]Student’s ID:[Your Student ID]Course Name:[Name of the Course]Course Code:[Course Code]Date of Experiment:[Date of the Experiment]Objective:[State the main objective of the experiment in a single sentence.]Background Information:[Provide a brief overview of the scientific principles or theories related to the experiment. This section should include the history, significance, and relevance of the topic.]---Abstract:[Write a concise summary of the experiment, including the objective, methodology, results, and conclusions. This section should be around 150-200 words.]---1. Introduction[Provide a detailed introduction to the experiment, including the following sections:]1.1 Problem Statement:[Clearly state the problem or research question that the experiment aims to address.]1.2 Literature Review:[Summarize the existing research or theories related to the experiment, highlighting any gaps or questions that your experiment aims to fill or answer.]1.3 Hypothesis:[State the hypothesis or prediction that you are testing in the experiment.]1.4 Significance:[Explain the importance and potential impact of the experiment on the field of study.]---2. Materials and Methods[Describe the materials, procedures, and techniques used in the experiment. Include the following sections:]2.1 Materials:[List all the equipment, chemicals, samples, or other materials used in the experiment.]2.2 Procedure:[Provide a step-by-step description of the experimental procedure, including any measurements, observations, or data collection methods.]2.3 Control and Variable:[Identify the control variables and explain how they were controlled. Also, describe the independent and dependent variables and how they were manipulated or measured.]2.4 Data Analysis:[Explain the methods used to analyze the data collected during the experiment.]---3. Results[Present the results of the experiment in a clear and organized manner. Include the following sections:3.1 Raw Data:[Provide tables, charts, or graphs that present the raw data collected during the experiment.]3.2 Observations:[Record any observations made during the experiment that are relevant to the results.]3.3 Analysis:[Discuss the analysis of the data, including any calculations,statistical tests, or other methods used to interpret the results.]---4. Discussion[Analyze and interpret the results in the context of the experiment’s objective and hypothesis. Include the following sections:4.1 Results Validation:[Discuss the validity of the results, considering any potential sources of error or limitations in the experiment.]4.2 Hypothesis Testing:[Evaluate whether the results support or contradict the hypothesis.]4.3 Comparison with Literature:[Compare the results with those reported in the literature, highlighting any similarities or differences.]4.4 Implications:[Discuss the implications of the results for the field of study and any potential applications.]---5. Conclusion[Summarize the main findings of the experiment and restate the conclusion in relation to the hypothesis. Include the following sections:5.1 Summary:[Provide a brief summary of the experiment, including the objective, methodology, and results.]5.2 Conclusion:[State the conclusion based on the results and discuss whether the hypothesis was supported or refuted.]5.3 Recommendations:[Offer suggestions for future research or improvements to the experiment.]---6. References[List all the references cited in the report in the appropriate citation style (e.g., APA, MLA, Chicago).---Appendices[Include any additional information, such as detailed data tables, code, or additional figures that are not part of the main text but may be useful for understanding the experiment.]---Note: This template is a guide and should be customized according to the specific requirements of your experiment and the guidelines provided by your instructor or institution.。
英文工科实验报告模板
英文工科实验报告模板Experimental Report: A Study on the Mechanical Properties of Materials1. IntroductionThe mechanical properties of materials are crucial for understanding their behavior under external forces. In this experiment, the focus is on studying the tensile and bending properties of different materials, including metals and polymers. The objective is to determine the elastic modulus and yield strength of these materials, which are essential for engineering applications.2. Materials and Methods2.1 Materials: The materials used in this experiment include steel, aluminum, and nylon. These materials were chosen due to their widespread use in various engineering fields.2.2 Tensile Testing: Tensile tests were performed on the materials using a universal testing machine. Specimens of each material were prepared, and their dimensions were measured precisely. The specimens were then subjected to an increasing tensile force until they fractured. The load-displacement data was recorded throughout the test.2.3 Bending Test: The bending properties of the materials were determined using a three-point bending setup. Rectangular specimens were placed on supports, and a load was applied at the center of the specimen until fracture occurred. The deflection and load were recorded during the test.3. Results3.1 Tensile Testing: The load-displacement data obtained from the tensile tests were used to calculate the stress-strain curves for each material. The elastic modulus was determined from the linear region of the curve, and the yield strength was determined as the stress at which plastic deformation begins.3.2 Bending Test: The deflection-load data obtained from the bending tests were used to calculate the flexural modulus and yield strength for each material. The flexural modulus was determined from the linear portion of the load-deflection curve, and the yield strength was determined as the maximum stress before fracture.4. DiscussionThe results obtained from the experiment showed that steel exhibited the highest elastic modulus and yield strength among the materials tested. Aluminum had a lower elastic modulus compared to steel but still demonstrated a high yield strength. Nylon, being a polymer, had a significantly lower elastic modulus and yield strength compared to the metals. This is expected due to the different atomic structures and bonding mechanisms of these materials.5. ConclusionThe experiment successfully determined the mechanical properties of the materials tested. Steel demonstrated the highest elastic modulus and yield strength, followed by aluminum. Nylon had the lowest values for these properties. These results provide valuable insights into the behavior of different materials under applied forces, which can be useful for engineering design and material selection.Overall, this experiment highlights the importance of understanding the mechanical properties of materials for engineering applications. The results obtained can be used to optimize the design of structures and select appropriate materials based on their mechanical behavior.。
FormatforLaboratoryReports（实验报告格式英文版本）
Format for Laboratory Reports
This text describes a general format for lab reports. A good lab report does more than present data; it demonstrates the writer's comprehension of the concepts behind the data. Merely recording the expected and observed results is not sufficienBt.e a r in mind that a format, however helpful, cannot replace clear thinking and organized wri ng. You s ll need to organize your ideas carefully and express them coherently.
英文实验报告作文
英文实验报告作文Experiment Report。
The experiment was a total disaster. Nothing went according to plan. The chemicals spilled everywhere, the equipment malfunctioned, and the results were completely unexpected. It was a complete mess from start to finish.I couldn't believe how poorly everything turned out. I had spent weeks preparing for this experiment, and it all fell apart in a matter of minutes. It was frustrating and disappointing, to say the least. I had high hopes for this project, but it was a total bust.Despite the failure of the experiment, I learned a valuable lesson. I learned that not everything in science goes as planned, and sometimes you have to be prepared for the unexpected. It was a humbling experience that taught me the importance of perseverance and adaptability in the face of challenges.Moving forward, I will take this experience as a learning opportunity. I will use it to improve my skills and become a better scientist. I will be more cautious in my preparations, double-check my equipment, and be ready to pivot if things don't go as expected. This experiment may have been a failure, but it will not define me as a scientist.In conclusion, the experiment was a disaster, but it was also a valuable learning experience. It taught me important lessons about resilience, adaptability, and the unpredictable nature of science. Despite the setbacks, I am determined to continue pursuing my passion for research and discovery. Failure is just a stepping stone on the path to success.。
实验报告模板英文
Title:[Experiment Title]Student Name:[Your Full Name]Student ID:[Your Student ID]Course Name:[Course Name]Course Number:[Course Number]Date of Experiment:[Date of Experiment]Introduction:[Provide a brief background on the experiment. Explain the purpose, the significance of the study, and any relevant theories or concepts that will be tested.]Objective:[State the specific objectives of the experiment. What do you aim to achieve or find out?]Materials and Methods:[Describe the materials used and the methods employed in the experiment. Include details such as the following:]1. Materials:- List all the equipment, chemicals, samples, or other materials used in the experiment.- Provide descriptions of any specialized equipment or apparatus used, including specifications.2. Apparatus:- Describe the setup of the experiment, including the arrangement of equipment and the sequence of operations.3. Procedures:- Outline the step-by-step procedures followed during the experiment.- Include any safety precautions or measures taken.4. Data Collection:- Explain how data was collected during the experiment.- Include details on measurements, observations, and any other data points recorded.5. Variables:- Identify the independent and dependent variables in the experiment.- Describe how the variables were controlled or manipulated.Results:[Present the data collected during the experiment. Include tables, graphs, and figures as appropriate. Discuss the following:]1. Raw Data:- Present the raw data in tables or figures.- Include all relevant measurements, observations, and calculations.2. Analysis:- Analyze the data collected.- Discuss any patterns, trends, or relationships observed.3. Discussion of Results:- Interpret the results in the context of the experiment's objectives and background information.- Compare the results with theoretical predictions or previous studies.Conclusion:[Summarize the findings of the experiment. Address the following:]1. Summary of Results:- Restate the key findings and their significance.2. Objective Achievement:- Discuss whether the experiment achieved its objectives.3. Limitations:- Identify any limitations of the experiment, including potential sources of error or biases.4. Future Work:- Suggest areas for future research or improvements to the experiment.Discussion:[Provide a more in-depth analysis of the experiment. Include the following:]1. Comparison with Theoretical Predictions:- Compare the results with theoretical predictions or existing literature.2. Errors and Sources of Uncertainty:- Discuss any errors or sources of uncertainty in the experiment.3. Alternative Methods:- Consider alternative methods that could be used to achieve similar results.4. Practical Applications:- Discuss the potential practical applications of the experiment's findings.References:[List all the sources cited in the report, including books, journal articles, online resources, etc. Follow the appropriate citation style as required by your institution.]Appendices:[Include any additional information or data that is relevant to the experiment but not included in the main body of the report. This may include raw data tables, detailed calculations, or additional figures.]---Note: This template is a guide and should be adapted to fit the specific requirements of your experiment and the course. The length of the report will vary depending on the complexity of the experiment and the depth of analysis required.。
实验报告英文格式
实验报告英文格式Experimental Report FormatIntroductionIn scientific research, experimental reports play a crucial role in presenting the findings and conclusions of a study. These reports follow a specific format, which ensures clarity, consistency, and reproducibility. In this article, we will discuss the key components of an experimental report in English, highlighting their importance and providing examples where necessary.TitleThe title of an experimental report should be concise and informative, accurately reflecting the essence of the study. It should be written in a way that captures the attention of the reader while conveying the main focus of the experiment. For instance, a suitable title for a study investigating the effects of caffeine on cognitive performance could be "The Impact of Caffeine Consumption on Cognitive Function: A Controlled Experiment."AbstractThe abstract provides a brief summary of the experiment, highlighting the objectives, methods, results, and conclusions. It should be concise, usually ranging from 100 to 250 words. The abstract serves as a snapshot of the entire report, allowing readers to quickly determine if the study is relevant to their area of interest.IntroductionThe introduction section provides background information on the topic, justifies the need for the study, and outlines the research question or hypothesis. It should include a literature review, highlighting previous research related to the experiment. The introduction sets the context for the experiment and helps the reader understand the significance of the study. For example, in a report investigating the effects of exercise on mood, the introduction could discuss the existing literature on the relationship between physical activity and mental well-being.MethodsThe methods section describes in detail how the experiment was conducted. It should include information on the participants, materials used, procedures followed, and data collection methods. This section should be written in a clear and concise manner, allowing other researchers to replicate the study. For instance, in a report on a study examining the impact of a new drug on blood pressure, the methods section would include details on the dosage, administration, and monitoring procedures.ResultsThe results section presents the findings of the experiment. It should be organized in a logical and systematic manner, using tables, graphs, and figures to enhance clarity. The results should be presented objectively, without interpretation or discussion. For example, if the experiment involved measuring the growth rate of plants under different lighting conditions, the results sectionwould include the measurements recorded and any statistical analysis performed.DiscussionThe discussion section allows the researchers to interpret the results, compare them with previous studies, and draw conclusions. It should address the research question or hypothesis and provide explanations for the findings. Additionally, any limitations or potential sources of error should be acknowledged. The discussion section offers an opportunity to critically analyze the experiment and suggest future directions for research. For instance, in a report on a study investigating the effects of a new teaching method on student performance, the discussion section would analyze the results and discuss their implications for educational practices.ConclusionThe conclusion section summarizes the main findings of the experiment and restates the significance of the study. It should be concise and avoid introducing new information. The conclusion provides closure to the report and emphasizes the key takeaways for the reader.ReferencesThe references section lists all the sources cited within the report. It should follow a specific citation style, such as APA or MLA, ensuring proper credit is given to the original authors.In conclusion, an experimental report in English follows a structured format thatincludes a title, abstract, introduction, methods, results, discussion, conclusion, and references. Each section serves a specific purpose, contributing to the overall clarity and comprehensibility of the report. By adhering to this format, researchers can effectively communicate their findings and contribute to the scientific knowledge in their respective fields.。
实验报告 英文
实验报告英文Title: An Experimental Report on Language Learning StrategiesIntroduction:Language learning is an essential skill in today's globalized world. With the increasing importance of communication across cultures, it is crucial to explore effective language learning strategies. This experimental report aims to investigate the effectiveness of different language learning techniques and their impact on language proficiency.Methodology:To conduct this experiment, a group of 50 participants with varying levels of English proficiency was selected. They were divided into two groups: Group A and Group B. Group A was taught using traditional classroom methods, while Group B was exposed to a variety of language learning strategies. Experimental Procedures:1. Group A: Traditional Classroom Methods- The participants in Group A attended regular English classes, following a structured curriculum.- The teaching approach included grammar drills, vocabulary exercises, and reading comprehension activities.- The progress of the students was assessed through periodic tests and exams.2. Group B: Language Learning Strategies- The participants in Group B were introduced to a range of language learningstrategies, including:a) Vocabulary Expansion Techniques: Participants were encouraged to use flashcards, mnemonic devices, and online vocabulary apps to enhance their word acquisition.b) Listening and Speaking Practice: Regular listening exercises, conversation practice, and role-playing activities were incorporated into the learning process.c) Immersion Experience: Participants were exposed to authentic English materials, such as movies, TV shows, and music, to develop their listening and comprehension skills.d) Language Exchange: Participants were paired up with native English speakers or advanced English learners for language exchange sessions.e) Self-Assessment and Reflection: Participants were encouraged to evaluate their progress, identify areas for improvement, and set personal language learning goals.Results and Analysis:After six months of learning, both groups were assessed using standardized English proficiency tests. The results were then analyzed to determine the effectiveness of the different learning approaches.1. Group A: Traditional Classroom Methods- The average improvement in English proficiency among Group A participants was 15%.- The majority of participants showed progress in grammar and readingcomprehension skills.- However, there was limited development in speaking and listening abilities.2. Group B: Language Learning Strategies- The average improvement in English proficiency among Group B participants was 25%.- Participants demonstrated significant progress in all language skills, including grammar, reading comprehension, speaking, and listening.- The use of language learning strategies facilitated a more holistic and immersive learning experience.Conclusion:This experimental report highlights the effectiveness of incorporating diverse language learning strategies in language education. The results indicate that traditional classroom methods alone may not be sufficient to foster comprehensive language proficiency. By integrating vocabulary expansion techniques, listening and speaking practice, immersion experiences, language exchange, and self-assessment, learners can enhance their language skills more effectively. The findings of this experiment emphasize the importance of adopting a multifaceted approach to language learning to achieve optimal results.。
英文实验报告范例模板
Title:Investigation of [Experiment Name]Introduction:The purpose of this experiment is to [briefly describe the objective of the experiment]. This report outlines the methodology used, the results obtained, and the conclusions drawn from the experiment.Objective:To [state the specific objective of the experiment].Materials and Methods:1. Materials:- [List all the materials used in the experiment, e.g., chemicals, equipment, samples, etc.]2. Methods:- Step 1: [Description of the first step in the procedure]- Step 2: [Description of the second step in the procedure]- Step 3: [Description of the third step in the procedure]- ...- Step n: [Description of the final step in the procedure]Procedure:1. [Detailed description of the experimental procedure, including any measurements taken, observations made, or data recorded]2. [Any additional steps or modifications to the procedure]3. [Finalization of the experiment]Results:1. Data Collection:- [Present the data collected during the experiment in tables, figures, or graphs]- [Include raw data and any calculations performed]2. Analysis:- [Discuss the analysis of the data, including any statistical methods used]- [Present the results of the analysis]3. Discussion:- [Interpret the results in the context of the experiment's objective]- [Compare the results with existing literature or theories]- [Identify any unexpected results and possible explanations]Conclusion:Based on the results of this experiment, [state the main conclusion(s)]. The experiment [supported/refuted] the hypothesis that [briefly state the hypothesis]. Further research is needed to [suggest any additional studies or investigations].Discussion:1. Limitations:- [Discuss any limitations of the experiment, such as equipment limitations, sample size, or procedural issues]2. Recommendations:- [Suggest improvements to the experiment, such as using different equipment, modifying the procedure, or expanding the scope of the study]Appendices:- [Include any additional information, such as detailed data tables, code, or additional figures that support the experiment]References:- [List all the references cited in the report, following the appropriate citation style]Acknowledgments:- [Thank any individuals, institutions, or organizations that contributed to the experiment or report]Author Information:- [Include the author's name, affiliation, and contact information]---Note: This template is a general guideline and should be adapted to fit the specific requirements of the experiment and the reporting guidelines of the institution or journal.。
英文滴定实验报告
英文滴定实验报告Title: Titration Experiment ReportAbstract:The purpose of this experiment was to determine the concentration of a given solution using the technique of titration. This involved the reaction between the given solution and a standardized solution of known concentration. The volume of the standardized solution required to completely react with the given solution was used to calculate the concentration of the latter. The experiment was conducted with precision and care, and the results were analyzed to determine the accuracy of the calculated concentration.Introduction:Titration is a common laboratory technique used to determine the concentration of a solution. It involves the controlled addition of one solution (the titrant) to another solution (the analyte) until the reaction between the two is complete. The point at which the reaction is complete is called the equivalence point, and it is typically indicated by a color change in the solution. The volume of titrant required to reach the equivalence point can be used to calculate the concentration of the analyte.Materials and Methods:The experiment was conducted using a burette, a flask, a pipette, and the necessary reagents for the titration. The analyte solution was placed in the flask, and the titrant solution was added from the burette in small increments whilethe solution was stirred. The endpoint of the titration was determined using an indicator that changed color when the reaction was complete. The volume of titrant used at the endpoint was recorded, and the experiment was repeated to ensure accuracy.Results:The volume of titrant required to reach the endpoint was recorded for each trial, and the average volume was calculated. Using the known concentration of the titrant solution, the concentration of the analyte solution was determined using the equation: C1V1 = C2V2, where C1 is the concentration of the titrant, V1 is the volume of titrant used, C2 is the concentration of the analyte, and V2 is the volume of the analyte. The calculated concentration was compared to the known concentration of the analyte solution to determine the accuracy of the experiment.Discussion:The results of the experiment showed that the calculated concentration of the analyte solution was within an acceptable range of the known concentration. This indicated that the titration was conducted with precision and accuracy. Any discrepancies between the calculated and known concentrations were attributed to experimental error, and steps were taken to minimize these errors in future experiments.Conclusion:The titration experiment was successful in determining the concentration of thegiven solution. The results were analyzed and found to be accurate, demonstrating the effectiveness of the titration technique in quantitative analysis. This experiment provided valuable experience in the use of titration as a laboratory technique and in the calculation of solution concentrations.。
实验报告格式 英文
实验报告格式英文Title: The Effects of Different Fertilizers on Plant GrowthObjective:The objective of this experiment is to determine the effects of different types of fertilizers on the growth of plants.Materials:- 3 pots- Soil- 3 different types of fertilizers (e.g. organic, chemical, and homemade)- 3 identical plants- Water- Measuring cup- RulerProcedure:1. Fill each pot with the same amount of soil.2. Plant one identical plant in each pot.3. Label each pot with the type of fertilizer it will receive.4. Water each plant with the same amount of water.5. Apply the designated fertilizer to each plant according to the instructions on the packaging.6. Water the plants regularly and measure their growth every week for a period of 4 weeks.Results:After 4 weeks, the plants that received organic fertilizer showed the most growth, followed by the plants that received homemade fertilizer. The plants that received chemical fertilizer showed the least amount of growth.Conclusion:Based on the results of the experiment, it can be concluded that organic and homemade fertilizers are more effective in promoting plant growth compared to chemical fertilizers. This suggests that natural and homemade fertilizers may be a better choice for promoting healthy plant growth. Further research could be conducted to explore the long-term effects of different fertilizers on plant growth and the overall health of the plants.。
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determination of heavy metals in soil by atomic absorption spectrometry(aas)name: xufei group: the 3rd groupdate: sep. 20th 2012part 1 the introduction1.1the purposes(1)learn how to operate the atomic absorption spectrometry;(2)learn how to do the pretreatment of soil samples;(3)get familiar with the application of atomic absorption spectrometry.1.2the principlesatomic absorption spectrometry (aas) is a technique for measuring quantities of chemical elements present in environmental samples by measuring the absorbed radiation by the chemical element of interest. this is done by reading the spectra produced when the sample is excited by radiation. the atoms absorb ultraviolet or visible light and make transitions to higher energy levels .the concentration is calculated based on the beer-lambert law. absorbance is directly proportional to the concentration of the analyte absorbed for theexisting set of conditions. the concentration is usually determined from a calibration curve, obtained using standards of known concentration. calibration curve method: prepare standard solutions of at least three different concentrations, measure the absorbance of these standard solutions, and prepare a calibration curve from the values obtained. then measure the absorbance of thetest solution adjusted in concentration to a measurable range, and determine the concentration of the element from the calibration curve.part 2 the materials and apparatuspart 3 the procedure3.1 operating procedure for aas(2) instal l required hollow cathode lamp. select ¡°t¡± before turning to the power and hollow cathode lamp. then select appropriate la mp current and preheat for 30min.(3) make sure electrical meter to point to zero and then turn on high-voltage power.(4) select appropriate slit width.(5) rotate monochromator and select required wavelength. if the power meteris too high or low, adjust negative high voltage until the meter reads full scale.(6) adjust light point and wavelength so that the meter represents the maximum value.(8) inject distilled water into the flame and continue to preheat the burner. inject distilled water into the flame after each sample.(9) select ¡°e¡±, inject blank solution into the flame and adjust the meter to zero.(10) optimize analysis conditions and measure standard solution and samples.(12) select ¡°t¡± before turning off high voltage power, decrease lamp current and then turn off the lamp. at the same time, all buttons should be on original positions.(13) check the equipment before leaving the laboratory.3.2 determination of soil samples(1) preparation of extracting solution (0.05 mol/l edta solution)18.6 g of edta is dissolved with water in a beaker (500 ml). the ph is adjusted to 7.0 using dilute ammonia. the mixture is transferred into a volumetric flask (1000ml), dilute to the mark and mixed well.(2) treatment of soil samples2.50 g of air-dried soil (60- 100 mesh) is put into an erlenmeyer flask with stopper (100 ml). 12.5 ml of edta solution is added. the mixture is shaken for 1h and then filtered. the filtrate is preserved for analysis.(3) preparation of cu standard stock solution0.10 g of cu is dissolved in 15 ml of (1:1) nitric acid solution. the mixture is transferred into a volumetric flask (1000 ml) and diluted to the mark with re-distilled water. the concentration of the stock standard solution is 100g/ml. (the concentration should be calculated according to the mass of cu).the working cu standard solution (10¦Ìg/ml) is obtained by diluting 10 ml of cu standard stock solution to 100 ml withre-distilled water.(4) plotting of the standard curve0 ml, 1 ml, 2 ml, 3 ml, 4 ml and 5 ml of cu standard solution (10¦Ìg/ml) are added respectively to 6 volumetric flask (10 ml) with 1 ml of 5 mol/l hydrochloric acid. the mixture is diluted with re-distilled water and mixed well to give0¦Ìg/ml, 1.00¦Ìg/ml,2.00¦Ìg/ml, 3.00¦Ìg/ml, 4.00¦Ìg/ml, 5.00¦Ìg/ml of cu, respectively. the absorbance is measured at wavelengths of 3247 ?. the standard curve is constructed by plotting absorbance vs. concentration.(5) determination of samplesthe sample solution is analyzed using the same procedure and conditions asfor the standard curve. the concentration of cu is obtained from the standard curve based on the absorbance.part 4 the results4.1 the raw data4.2 aas standard curve4.3 calculationthe absorbance of sample is 0.0511.according to the formula above :y=0.0446x+0.0024,r2=0.9997the concentration of cu in the sample is:1.091mg/l.part 5 discussionin this experiment, we use the aas to determine cu in soil. i learn how to operate the aas and the limitation. in the experimental process, standard solution was prepared in strict accordance with the experimental requirements and i learn how to deal with the data. finally we get the standard curve, then, the sample concentration is calculated according to the absorbance of the sample.ultimately, we get the linear formula is y = 0.0446x + 0.0024 and r2=0.9997. from according to the formula and the absorbance of cu in the sample is 0.0511, we draw the concentration of cu in the sample is 1.091¦Ìg/ml. we have known that the concentration of test sample measured by instrument is 1.091mg/l.we can say our result of experiment is so very accurate from the standard curve of cu and the value of r(r2=0.09997). the accurate data is due to theefforts of we everyone. thanks for every members of our group.i have some suggestions for our experiments. firstly when we¡¯ll do an experiment, we must prepare our pre-lab by ourselves and translate it intochinese .only do like this, we can understand the experiment well. secondly we should prefer to solute the problems in the experiment rather than ask for ta. finally, everyone should understand his own task in theexperiment.ƪ¶þ£ºÓ¢ÎÄʵÑ鱨¸æµÄ¸ñʽºÍд·¨Ó¢ÎÄʵÑ鱨¸æµÄ¸ñʽºÍд·¨¡¾×ª¡¿2010-10-04 06:03Ò»·Ý×î±ê×¼µÄʵÑ鱨¸æµÄ¸ñʽ£º1.abstract2.introduction3.method4.results5.discussion6.conclusion7.reference·Ö±ðÀ´·ÖÏíϽüÀ´Ñ§µ½µÄ¡£¡£abstractÕªÒªÕªÒª£¬¾ÍÊÇÕûƪÎÄÕÂÕª³öÀ´µÄÒª¡£Ç¿ÁÒ½¨ÒéÕûƪÎÄÕÂдÍêºóÔÙдժҪ¡£°ÑÎÄÕÂÿ¸ö²¿·ÖѡһЩ¾ä×Ó³öÀ´¾Í¿ÉÒÔÆ´´Õ³ÉÒ»¸öabstractÁË¡£Ò»¸öabstract µÄÄ£°å£º1.Ò»Á½¾ä»°ËµÃ÷Õâ¸öʵÑéµÄÖ÷ÒªÀíÂÛÒÀ¾Ý£¬»òÕßʵÑéÐèÒªÖ¤Ã÷µÄ¼Ù˵¡£ 2Ò»Á½¾ä»°ËµÒ»ÏÂÕâ¸öÀíÂÛ»òÕß¼Ù˵µÄÏà¹ØµÄÑо¿¡£3 Á½Èý¾ä»°ÃèÊöÒ»ÏÂʵÑé4 Á½Èý¾ä»°¸ÅÀ¨Ò»ÏÂʵÑé½á¹û5 Ò»¾ä»°ËµÒ»¸ö½áÂÛ£¬½âÊÍÒ»ÏÂÕâ¸öʵÑéµÄÒâÒå»ò½á¹ûµÄÖØÒªÐÔתһ¸ö±ðÈ˵Äexample:does a child¡¯s focus correlate with barometric pressure? if so, does it correlate positively or negatively? tucker (1999) hypothesized a negative correlation, but this assertion has never been tested. our team used the misha cpt to measure the focus of a group of 150 third-grade students. we divided the students into three groups of 50 students. one group took the misha cpt when barometric pressure was low, another group took it when barometric pressure was neutral, and the final group took it when barometric pressure was high. theresults found that children focused significantly better when barometric pressure was low than whenbarometric pressure was neutral or high. the results suggest that when diagnosing adhd, practitioners should give the cpt when barometric pressure is neutral.introductionintroductionÒÔʵÑéÄ¿µÄΪ¿ªÍ·£¬½âÊÍÒ»ÏÂÕâ¸öʵÑéÐèÒªÖ¤Ã÷µÄ¶«Î÷¡£¾ßÌåʵÑéÄ¿µÄÊÓȫƪʵÑ鱨¸æ³¤¶È¶ø¶¨£¬¼¸¶Îµ½¼¸Ò³¶¼Óеġ£ÊµÑéÄ¿µÄдÍêºó½éÉÜʵÑé»ù±¾ÀíÂÛ¡£ ½éÉÜÒ»ÏÂÇ°ÈË»òÕßÎÄÏ×ÀïµÄÏà½üÏà¹ØµÄʵÑ飬дһÏÂËûÃǵijɹûÒÔ¼°²»µ½Î»µÄµØ·½¡££¨well, Èç¹ûÊÇѧУ°²ÅŵÄÿÄ궼Ҫ×öµÄʵÑé¾ÍддÀàËÆÏà¹ØʵÑéµÄÓÅÁÓ°É£©£¬Õⲿ·Ö×¢Òâдreference¡£È»ºó½éÉÜÒ»ÏÂʵÑé¹ý³Ì¡£ Èç¹ûʵÑéÓÃÁËһЩ·Ç³£¼ûµÄÒÇÆ÷£¬Ò²¿ÉÒÔÔÚÕâ¸ö²¿·Ö×öÒ»¸ö¼òÒª½éÉÜ¡£ÔÙתһƪÎÒÈÏΪдµÃºÜºÃµÄintroduction exampleintroductionin this lab, we explore the theory of optimal foraging and the theory of central place foraging using beavers as the model animal. foraging refers to the mammalian behavior associated with searching for food. the optimal foraging theory assumes that animals feed in a way that maximizes their net rate of energy intake per unit time (pyke et al. 1977). an animal may either maximize its daily energy intake (energy maximizer) or minimize the time spent feeding (time minimizer) in order to meet minimumthe central place theory is used to describe animals that collect food and store it in a fixed location in their home range, the central place (jenkins 1980). the factors associated with the optimal foraging theory also apply to the central place theory. the central place theory predicts that retrieval costs increase linearly with distance of the resource from the central place (rockwood andhubbell 1987). central place feeders are very selective when choosing food that is far from the central place since they have to spend time and energy hauling itback to the storage site (schoener 1979).the main objective of this lab was to determine beaver (castor canadensis) food selection based on tree species, size, and distance. since beavers are energy maximizers (jenkins 1980, belovsky 1984) and central place feeders (mcginley and whitam 1985), they make an excellent test animal for the optimal foraging theory. beavers eat several kinds of herbaceous plants as well as the leaves, twigs, and bark of most species of woody plants that grow near water (jenkins and busher 1979). by examining the trees that are chewed or not-chewed in the beavers¡¯ home range, an accurate assessment of food preferences among tree species may be gained (jenkins 1975). the purpose of this lab was to learn about the optimal foraging theory. we wanted to know if beavers put the optimal foraging theory into action when selecting food.we hypothesized that the beavers in this study will choose trees that aresmall in circumference and closest to the water. since the energy yield of tree species may vary significantly, we also hypothesized that beavers will show a preference for some species of trees over others regardless of circumference sizeor distance from the central area. the optimal foraging theory and central place theory lead us to predict that beavers,like most herbivores, will maximize their net rate of energy intake per unit time. in order to maximize energy, beavers will choose trees that are closest to their central place (the water) and require the least retrieval cost. sincebeavers are trying to maximize energy, wehypothesized that they will tend to select some species of trees over others on the basis of nutritional value.methodsÕⲿ·Öͨ³£°üÀ¨material ºÍ procedureÁ½¸ö²¿·Ö¡£material£ºÏêϸµÄд³öʵÑéÓõ½µÄ²ÄÁÏ£¬É豸£¬Æ÷²Ä¡£ÏñÏÂÃæÕâÑùÊDz»¹»Ï꾡µÄ£º chromatographylight bulbs±È½ÏÒ»ÏÂÏÂÃæµÄ£ºlc-10avp plus high-performance liquid chromatography24 incandescent 60w light bulbs arranged in a 6*4 rectangular matrix (see figure 2)dell precision t7500 (xeon x5550 2.66ghz, 6gb ram, 64 bit windows 7 professional)ÁíÍ⣬Èç¹ûʵÑé¶ÔÏóÖÐÓÐÈ˵Ļ°£¬½éÉÜÈËÊý£¬ÈºÌå±³¾°¡£ÓÃsubjects À´³Æºô¡£±ÈÈçsubjectswe tested 150 third-grade students chosen at random from a pool of 346 applicants from eight london public and private elementary schools. the students represented a fairly wide range of economic backgrounds. all agreed to participate in our study in exchange for a 25 pounds gift certificate from a local toy store.procedureÏêϸд³öÿһ²½²½Öè¡£ ²»ÒªÐé¹¹ÀíÏ뻯ʵÑ飬 ²»Òª¿ä´óij¸ö¹ý³ÌÈçʵÐðÊö¼´¿É¡£Èç¹û²½Öè±È½Ï¶à¾ÍÓÃÊý×Ö±ê³öÿһ²½¡£example:t = mr (g-a),where a is the acceleration of the mass. if the assumption holds that theonly friction affecting the potentiometer was constant coulomb friction, then each mass would undergo a constant acceleration.the potentiometer measured voltage versus time for the masses as they dropped, but the measurement of interest to us was position versus time. for that reason, a ¡®calibration¡¯ was performed before we measured any data. in the calibration, the potentiometer¡¯s initial voltage was measured. then the string was pulled a set distance (2 inches), and the voltage was recorded. this process of pulling the string a set distance and recording the voltage continued another two times (see appendix a for the results). to determine the relationship between voltage and position, the differences in the voltages were averaged and divided by the length. the resulting relationship was 0.9661 volts/inch.five different masses were used to test the assumption of constant acceleration. for each mass, the string was rolled up on the shaft, the oscilloscope was triggered, and the shaft was released. as each mass dropped, the oscilloscope collec ted the potentiometer¡¯s voltage versus the time. afterobtaining plots for each mass, we used thevoltage-position relationship, mentioned above, to convert the data from the form voltage versus time to the form position versus time squared.the residuals of the data determined whether the assumption of constant acceleration was valid.resultsʵÑéµÄÊý¾Ý£¬¹«Ê½£¬Í¼±í£¬¼ÆËã¹ý³Ì£¬ÓÃÒ»ÖÖ¶Ô¶ÁÕß×îÓѺõÄÐÎʽչʾ³öÀ´¡£ ʵÑéµÄÔʼÊý¾Ýͨ³£¶¼ÊÇ·ÅÔÚ¸½Â¼µÄ£¬ÕâÀﶼÊÇ·Å´¦Àí¹ýµÄÊý¾Ý¡£Èç¹ûÓдóÁ¿µÄ¼ÆË㣬ÖÁÉÙÒªÁгöÆäÖÐÒ»¸ösa mple calculation.results²¿·ÖµÄ¿ªÍ·×îºÃÖظ´Ò»ÏÂʵÑéÄ¿µÄ¡£Èç¹û½á¹ûºÜ¶à£¬×îºÃ·Ö³É²»Í¬µÄsectionexample:resultsoverall, beavers showed a preference for certain species of trees, and their preference was based on distance from the central place.measurements taken at the study site show that beavers avoided oaks and musclewood (fig. 1) and show a significant food preference (x2=447.26, d.f.=9,p<.05). no avoidance or particular preference was observed for the other tree species. the mean distance of 8.42 m away from the water for not-chewed trees was significantly greater than the mean distance of6.13 m for chewed trees (t=3.49, d.f.=268, p<.05) (fig. 2). the tree species that were avoided were not significantly farther from the water (t=.4277, d.f.=268, p>.05) than selected trees. for the selected tree species, no significant difference in circumference was found between trees that were not chewed (mean=16.03 cm) and chewed (mean=12.80 cm)(t=1.52, d.f.=268, p>.05) (fig. 3).discussions¶ÔÓÚresultsÖÐÃèÊöµÄʵÑéÊý¾Ý£¬ÔÚÕâ¸ö²¿·ÖÖнøÒ»²½Ú¹ÊÍ£¬½âÊÍÿ¸ö½á¹ûµÄº¬Ò壬ΪºóÃæconclusion×ö×¼±¸¡£È»ºó¼¸¸ö·½Ãæ˵Ã÷Õâ¸ö¹Ûµãwhat results confirm the opinionis there reasonable doubt for your opinion? any possible flaws in the experimental design or holes in the results?example:our team attempted to determine whether barometric pressure influenceschildren¡¯s ability to focus. in particular, we tested tucker¡¯s (1999) hypothesis, which states that children¡¯s focus correlates negatively with barometric pressure.th e result show partial support for tucker¡¯s hypothesis. in particular, children focus significantly better when the barometric pressure is low than they do when the barometric pressure is neutral or high. however, children focused only slightly worse during high pressure than normal pressure. the unusually high standard deviation on the high -pressure day (thursday) suggests that high barometric pressure might affect some children greatly and others very little.the results suggest that, when diagnosing adhd, practitioners should give the cpt when barometric pressure is neutral.conclusion¸ÅÀ¨Ò»ÏÂresults and thediscussionµÄ×îÖ÷Òª×»ªµÄ²¿·Ö¡£ÒòΪabstractºÍconclusionÊDZ»×î³£¿´µÄ²¿·Ö¡£ discussion ºÍconclusions ÓÀÔ¶ÊÇÁ½¸ö²»Í¬µÄ²¿·Ö¡£（注：可编辑下载，若有不当之处，请指正，谢谢!）。