查询词典 divide into groups

The continental divide refers to an imaginary line in the North American Rockies that divides the waters flowing into the Atlantic Ocean from those flowing into the Pacific.

大陆分水岭是指北美洛矶山脉上的一道想象线，该线把大陆分水岭是指北美洛矶山脉上的一道想象线，大西洋流域和太平洋流域区分开来。

The continental divide refers to an imaginary line in the North American Rockies that divides the waters flowing into the Atlantic Ocean from those flowing into the Pacific.

大陆分水岭是指北美洛矶山脉上的一道想象线，该线把大西洋流域和

He continental divide refers to an imaginary line in the North American Rockies that divides the waters flowing into the Atlantic Ocean from those flowing into the Pacific.

大陆分水岭是指北美洛矶山脉上的一道想象线，该线把大西洋流域和太平洋流域区分开来。

The continental divide refers to an imaginary line in the North American Rockies that divides the waters flowing into the Atlantic Ocean from those flowing into the Pacific.

大陆分水岭是指北美洛矶山脉上的一道想象线，刍该线把大西洋流域和太平洋流域区分开来。凥

This text tries to optimize the physical experiment teaching of junior middle school, will demonstrate partly the experiment will be dealt with to students, improve students and study the physical interest, strengthen students' sense of participation; Will demonstrate partly the experiment changes into and divides into groups to probe into the experiment, enable students to practise physics and probe into the course, grasp the scientific research approach; Organize students to join the interest group, make the teaching aid of physical experiment, strengthen student's manipulative ability, arouse students and study physical enthusiasm; Encourage students to develop the new experiment in the experiment lesson, protect students' curiosity; Increase the interesting experiment and verify the experiment, strengthen student's perceptual knowledge to the physical phenomenon, and broaden student's outlook and thinking; Increase experiment and phenomenon involved in the exercise flexibly, utilize practice to prove the theory is derived, strengthen convincingness.

本文尝试优化初中物理实验教学，将部分演示实验交给学生处理，提高学生学习物理兴趣，增强学生的参与感；将部分演示实验改为分组探究实验，让学生能实践物理探究过程，掌握科学研究方法；组织学生参加兴趣小组，制作物理实验教具，增强学生动手能力，调动学生学习物理积极性；在实验课中鼓励学生开发新实验，保护学生的好奇心；增加趣味实验以及验证实验，加强学生对物理现象的感性认识，并且开阔学生的视野和思维；灵活增加习题中涉及到的实验和现象，利用实践证明理论推导，增强说服力。

Wild adzuki bean from Burma and China, were clustered into two groups, respectively. The last three groups were from Japan and Korea.

来源于缅甸和中国的野生型小豆种质各聚为1个类群，韩国和日本的种质混聚为3个类群。

Methods Wistar rats were fed with highfructose diet for 12 weeks to induce Type 2 diabetes meilitus. Forty Wistar rats were randomly divided into 5 groups: a control group; a diabetic group; and a low (1 mg/kg), medium (5 mg/kg), or high (10 mg/kg) dose of arecoline groups.

采用高果糖饲料饲养Wistar大鼠12周制备2型糖尿病大鼠模型，40只实验动物随机分为5组：对照组、模型组、模型+1 mg/kg槟榔碱组、模型+5 mg/kg槟榔碱组、模型+10 mg/kg槟榔碱组。

Methods 63 cases of coxa arthropathy associated with AS were divided into two groups,experimental group and control group.Both groups received a basal treatment of taking sulfasalazine and nabumetone.In EG intra-articular injection of sodium hyaluronate and was carried out once a week in 33 patients with coxa arthropathy associated with AS.Each case received 5 injections in all,only in first injection combined with compound betamethasone.

63例强直性脊柱炎伴髋关节病变患者随机分为两组，均在给予柳氮磺吡啶1.0g，每日2次及萘丁美酮1.0g，每日1次的基础治疗上，试验组患者进行玻璃酸钠和复方倍他米松髋关节腔内注射，每周1次，第1周同时注射两种药物，后第2～5周，仅注射玻璃酸钠，而对照组仅于疗程第1天给予复方倍他米松肌肉注射1次，连续5周为1个疗程。

Based on Phylogenetic analysis of sequences from these 10 phytoplasmas using PAUP (phylogenetic analysis using parsimony) software, these phytoplasmas could be classified into five groups. These phytoplasmas groups and strains were: group 1, sweetpotato witches' broom, mainland China strain of sweetpotato witches' broom, peanut witches' broom and Ipomoea obscura witches' broom; group 2, loofah witches' broom; group 3, elm yellows; group 4, rice yellow dwarf and sugarcane white leaf disease; group 5, New Jersey strain of aster yellows and western strain of aster yellows.

从spacer序列堆衍的亲缘演化树显示这10种植物菌质体可分为5群：第一群，甘薯簇叶病、甘薯簇叶病、花生簇叶病及细花牵牛簇叶病等菌质体；第二群，丝瓜簇叶病菌质体；第三群，榆树黄化病菌质体；第四群，水稻黄萎病及甘蔗白叶病菌质体；第五群，翠菊黄化病菌质体。

The patients with SAP were divided into groups on the basis of differet genotypes,and th relative clinical date(the scores of Balthazar CT、APACHEⅡand MODS) were compared among different groups and the score of Balthazar CT and APACHEⅡwere compared between SAPⅠand SAPⅡ.The statistics software SPSS13.0 was used to finish't'test and'χ2'test.

SAP人群按不同基因型分组，队列-对照比较各组间相关临床指标(BalthazarCT评分、APACHEⅡ评分和MODS评分)，比较SAPⅠ型和SAPⅡ型的BalthazarCT评分和APACHEⅡ评分，数据用SPSS13.0统计软件进行t检验及χ2检验。

Continuously improve the production mechanism, to provide customers with better quality products and services.

不断的完善生产机制，给客户提供更优质的产品及服务。

B:Yes, he was the very prize-winner in the court tennis ten years ago?

是的，他是十年前的世界网球冠军。