Unit 3 The world of science 实验报告（单元同步写作讲义）英语外研版必修第三册

必修第三册 Unit 3 The world of science 实验报告 Write an experiment report 单元写作早知道 写作任务 本单元的写作任务是写实验报告。实验报告是对实验过程、结果的记录与总结，通常包含三部分： · 第一部分：说明实验目的； · 第二部分：描述实验材料、步骤； · 第三部分：总结实验结果与收获。 常用表达 1. This experiment is designed to explore the principle of air pressure (through the "Magic bottle" experiment). 2. We know from the experiment instructions that we need a boiled egg, a glass bottle, and hot water. 3. You have asked for the details about this experiment with regard to its procedure and result. 4. I am writing to try to make some suggestions on how to conduct the "Magic bottle" experiment safely. 5. I am writing to express my views concerning the phenomenon and principle of the "Magic bottle" experiment. 6. I would like to suggest that you follow the teacher’s instructions when doing this experiment. 7. There are several things we could do: prepare materials first, then pour hot water into the bottle, etc. 8. Maybe it would be better to pour out the hot water quickly before putting the egg on the bottle. 9. Why don’t you remove the eggshell carefully to avoid breaking the egg? 10. Have you considered doing the experiment in a safe environment (with teacher supervision)? 11. I hope you will find these suggestions practical for conducting the "Magic bottle" experiment. 单元话题 上海模拟真题展示 高考链接 概要写作与实验报告融合 2023 届长宁区二模考 1. 上海高考英语：近年的概要写作题常涉及 “实验研究报告类” 文本（比如 2023 届长宁区二模考了袋鼠交流实验的报告类概要写作），这类题要求概括实验的目的、方法、结果和结论。 2. 模拟题：各地高三模拟题（如上海的二轮复习专题）中，“实验报告类” 是热点题型之一，会要求考生基于实验材料完成概要写作或报告撰写。 不过，全国卷（新课标卷）的高考英语写作题暂未出现 “实验报告” 类题型，主要以书信、报道、发言稿等应用文为主。 Read the following passage. Summarize in no more than 60 words the main idea of the passage and how it is illustrated. Use your own words as far as possible. Kangaroos can "talk" to us. Kangaroos can "talk" to people, according to a new study. The report is the first research of its kind to be done on marsupials a type of creature whose young get carried in skin pockets on their mother's body. It suggests kangaroos are cleverer than previously thought.Researchers from the University of Roehampton in the UK and the University of Sydney in Australia tested kangaroos at the Australian Reptile (爬行动物) Park, Wildlife Sydney Zoo and Kangaroo Protection Co-operative. The scientists put food in a box that the kangaroos could not open, and waited to see what the animals would do. Rather than giving up, 10 out of the 11 kangaroos actively looked at the person who had put the food in the box and then looked at the box.The researchers said this could be interpreted as the kangaroos requesting help to open the container. Dr Alexandra Green, a co-author of the study, told The Guardian newspaper that some of the kangaroos actually approached the person and started scratching() and sniffing (嗅)him, then looked back at the box. "So they were really trying to communicate," Green said.This behaviour is not uncommon in animals. However,it is usually only seen in domesticated animals, such as pets or farm animals. The lead author of the study, Dr Alan McElligott,explained, Through this study, we were able to see that communication between creatures can be learnt and that the behaviour of looking at humans to access food is not related to domestication. "Indeed, kangaroos showed a very similar pattern of behaviour we have seen in dogs,horses and even goats, when put to the same test," he added.It is hoped that the study will give people a more positive attitude towards kangaroos,which are sometimes seen as harmful creatures that damage farmers' crops. 本单元写作要求是写一个实验报告。首先要对文章给的part 1的内容进行整理归纳补充，并结合part 1的内容，完成part 2的内容。 Writing an experiment report Part1：Read the instructions for the experiment and answer the questions. 28 March Magic bottle Materials .A boiled egg . A glass bottle (bottleneck a bit smaller than the egg) . Hot water Procedure 1. Remove the shell of the egg. 2. Carefully pour some hot water into the bottle. 3. Shake the bottle gently. 4. Pour out the hot water. 5. Quickly put the egg on top of the bottle. Results Note: Do the experiment under the instructions of a teacher. 1 What do you think the results of this experiment will be? 2 What can you learn from this experiment? Part 2: Complete the boxes with the information in Activity 5. Do further research if necessary. Introduction(Introduce the aim of the experiment.) This experiment is designed to_____________________________________________________________ Main body(Describe the materials used in the experiment and explain the procedure.) I prepared_____________________________________________________________________________ to do this experiment. Procedure:_____________________________________________________________________________ Conclusion(Report the results and what you have learnt.) After the experiment, I can draw the conclusion that____________________________________________ 段落 内容 句子设计 第一段：引言（Introduction） 说明实验目的与准备：明确实验的核心目标（如验证某一物理/化学原理），简述实验前的准备工作（如查阅资料、熟悉流程） This experiment is designed to [探究 / 验证的内容（如：explore/verify...）]. The aim of this experiment is [实验要达成的目标（如：to show/prove...）]. We carry out this experiment [实验的核心意图（如：to observe/study...）]. 第二段：主体（Main Body） 描述实验材料与步骤 1. 列出所有实验材料，标注关键细节（如规格、用量）； 2. 按时间顺序清晰阐述实验步骤，使用准确的动作动词，避免模糊表述 材料部分 1. I prepared [材料清单（如：sth1, sth2 and sth3）] to do this experiment. 2. The materials needed for this experiment include [材料清单]. To carry out/make/do/perform the experiment,you need... The following things are needed... The following apparatuses are used... 【附-实验用品:apparatus(仪器),beaker(烧杯),equipment(设备), test tube(试管),test tube holder(试管夹),balance(天平),liquid(液体), solid(固体), gas(气体)】 步骤部分 1. Procedure: 1. First, [第一步操作（如：do sth1）]. 1. Next, [第二步操作（如：do sth2）]. 1. Then, [后续操作（如：do sth3）]. 1. Finally, [最后一步操作（如：do sth4）]. 2. To conduct the experiment, [按顺序简述步骤（如：start by doing..., then..., and finally...）]. 第三段：结论（Conclusion） 呈现实验结果与收获：客观记录实验现象与数据，分析结果背后的原理，总结实验中学到的知识或技能 After the experiment, I can draw the conclusion that [实验结果（如：sth happens because...）]. From this experiment, I learn that [实验揭示的原理（如：...is a key factor/powerful force）]. The result of this experiment shows that [实验体现的规律（如：when..., ...will...）]. 【必备句式】 第一部分：说明实验目的与准备 套语： 1. The aim of the experiment is to find out the temperature and what happens when water is boiling. 实验的目的是观察水沸腾的温度和现象。 2. To do/carry out/conduct the experiment, you need the following materials:beaker, thermometer, alcohol lamp and match.为了做实验,你需要下列材料:烧杯、温度计、酒精灯和火柴。 3. Below is a description of a simple scientific experiment on the idea of saving resources. 下面是一个关于节约资源这个想法的简单科学实验的描述。 第二部分：描述实验材料与步骤 常用句式： 1. I prepared a boiled egg (with its shell removed), a glass bottle (with a bottleneck slightly smaller than the egg), and some hot water to do this experiment. 我准备了一个去壳的熟鸡蛋、一个瓶颈略小于鸡蛋的玻璃瓶，以及一些热水来做这个实验。 2. The materials needed for this experiment include a shelled boiled egg, a suitable glass bottle, and hot water. 这个实验所需的材料包括一个去壳熟鸡蛋、一个合适的玻璃瓶和热水。 3. First, remove the shell of the boiled egg as the first step. 首先，第一步是去掉熟鸡蛋的蛋壳。 4. Next, carefully pour some hot water into the glass bottle and shake it gently. 接下来，小心地往玻璃瓶里倒入一些热水，并轻轻摇晃瓶子。 5. Then, pour out the hot water quickly from the bottle. 然后，迅速将热水从瓶子里倒出来。 6. Finally, place the shelled egg on top of the bottle immediately. 最后，立即将去壳的鸡蛋放在瓶口上方。 7. To conduct the experiment, start by removing the egg’s shell, then pour hot water into the bottle, shake it, pour out the water, and put the egg on the bottle. 进行实验时，先去掉鸡蛋的蛋壳，接着往瓶子里倒入热水、摇晃瓶子、倒出热水，再把鸡蛋放在瓶口上。 第三部分：呈现实验结果与收获 常用句式： 1. After the experiment, I can draw the conclusion that the egg is pulled into the bottle by the external air pressure (since the hot water reduces the air pressure inside the bottle). 实验结束后，我可以得出结论：鸡蛋是被外界的大气压力压进瓶子里的（因为热水降低了瓶子内部的气压）。 2. From this experiment, I learn that air pressure is a powerful force, and changes in temperature can affect air pressure (which further causes the movement of objects). 从这个实验中，我认识到气压是一种强大的力量，而且温度的变化会影响气压（这进而会导致物体发生移动）。 3. The result of this experiment shows that when the air pressure inside the bottle decreases, the higher external air pressure will push the egg into the bottle. 这个实验的结果表明：当瓶子内部的气压降低时，更大的外界气压就会把鸡蛋推进瓶子里。 【必背模板】 模板① Experiment Report: ____________________ Date: [填写日期，如：November 5th] The purpose of this experiment is to find out (加实验的目的)_______________________（Introduction）. We need （加材料） _______________________________________________(Materials). First, 步骤一________________. Next, 步骤二_________________________________. Then, 步骤三_______________________. Finally, 步骤四________________________________________.(Procedure) After the experiment, we find that （结论）____________________________________________. We learn that （学到的内容）____________________________.(Conclusion) 模板② Experiment Report: ____________________ Date: [填写日期，如：November 5th] This experiment is designed to explore the principle of______________________________. Its main aim is to show _______________________________________________________________________.(Introduction) The materials required for this experiment include ____________________________________________________________________________.(Materials) To conduct the experiment, we follow these steps: First, ________________________________. Next, ______________________________________________________________________________________. Then, ______________________________________________________________________________________. Finally, ___________________________________________________________________.(Procedure) After the experiment, we can draw the conclusion that________________________________. The reason is that___________________________________________________________________________. From this experiment, we learn that_____________________________________________.(Conclusion) 【升级策略】 一、 英语实验报告写作注意事项 1. 格式规范，结构清晰，采用“标题-目的-步骤-结果-结论”五段式，符合实验报告文体要求 2. 语言客观准确，避免口语化，禁用缩写（如 don’t → do not），多用实义动词（如 measure, observe ） 3. 时态统一，以一般过去时为主，描述实验过程用一般过去时，陈述科学事实用一般现在时 4. 逻辑连贯，使用连接词，如 first, then, finally, as a result 等 5. 数据真实，结果描述具体，用具体数字（如 10cm, 5 minutes）代替模糊表述（如 “a little”） 二、 写作方法与手段 1. 核心方法 - 结构化写作法：按照固定框架分段撰写，每段只表达一个核心内容，降低写作难度。 - 动词主导法：多用实验相关动词，让报告更具专业性，例如： - 准备类：prepare, set up, collect materials - 操作类：mix, heat, measure, observe - 记录类：record, write down, note - 对比描述法：对比实验前、中、后的变化，突出实验结果，例如：Before the experiment, the water was clear. After heating, it turned into vapor. 三、 主体段写作 英语实验报告主体段包含 实验目的、实验步骤、实验结果、实验结论 四部分，以下为分段落写作指导+句型积累（中英对应）。 1. 实验目的（Purpose） 写作任务：说明做实验的原因和要达成的目标 2. 实验步骤（Procedure） 写作任务：按顺序描述实验操作过程，使用连接词衔接 3. 实验结果（Results） 写作任务：客观描述实验中看到的现象和数据 4. 实验结论（Conclusion） 写作任务：根据实验结果得出结论，回应实验目的 4、 英语实验报告写作流程图 ( 得出实验结论 ) ( 写实验步骤 ) ( 列出实验器材 ) ( 确定实验目的 ) ( 确定实验主题 ) 假定你是李华，请写一篇实验报告，关于英语阅读策略对词汇习得影响。内容包括: 类别 具体内容 实验目的 探究不同英语阅读策略对高中生词汇习得效率与记忆保持的影响，为词汇学习提供实用建议 实验对象 2个高二平行班，每班40人，英语水平相近（经前测验证） 分组与方法 实验组：接受语境分析、词根词缀策略培训，每天用策略阅读30分钟，持续4周 对照组：采用传统阅读方式，无策略指导，同等时长阅读相同材料 测试安排 实验前：词汇前测 实验后：词汇后测 1个月后：跟进测试（检验词汇记忆保持） 实验结果 后测：实验组平均分85.6（前测68.3），对照组72.1 跟进测试：实验组遗忘率12%，对照组28% 实验结论 合理运用英语阅读策略，能有效提升高中生词汇习得效率与记忆持久性 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 An Experiment on the Influence of English Reading Strategies on Vocabulary Acquisition __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 审题 1．文体：实验报告。 2．时态：一般现在时为主。 3．人称：第三人称。 谋篇 第一段：实验的目的。 第二段：实验对象与实验准备 第三段：实验过程 第四段：实验结论与启示 遣词造句 【核心词汇】 实验相关 1. experiment (n. 实验) 2. conduct (v. 开展) 3. intervention (n. 干预) 4. subject (n. 实验对象) 5. control group (对照组) 6. experimental group (实验组) 7. pre-test (前测) 8. post-test (后测) 9. data (n. 数据) 10. analysis (n. 分析) 11. conclusion (n. 结论) 阅读与词汇相关 1. vocabulary acquisition (词汇习得) 2. reading strategy (阅读策略) 3. context analysis (语境分析) 4. word root and affix (词根词缀) 5. retention rate (记忆保持率) 6. forgetting rate (遗忘率) 7. efficiency (n. 效率) 逻辑连接词： while , thus 【连词成句】 1. This experiment aimed to explore how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, so as to provide practical suggestions for vocabulary learning. 2. Two parallel Senior Two classes (40 students each) with similar English proficiency (confirmed by a pre-test) were selected as subjects. 3. They were divided into an experimental group and a control group, using the same reading materials and difficulty-matched test papers. 4. The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks 5. The control group adopted traditional reading methods without any strategy guidance. 6. Weekly learning situations were recorded, with a post-test conducted after the experiment and a follow-up test a month later to check vocabulary retention. 7. The results showed the experimental group scored 85.6 in the post-test (vs 68.3 in the pre-test), far higher than the control group’s 72.1. 8. Its forgetting rate was only 12%, compared with the control group’s 28%. 9. Thus, reasonable use of reading strategies can effectively improve vocabulary acquisition efficiency and memory retention. 【句式升级】 将4、5句合成一个句子（用对比逻辑词while 链接）： The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks, while the control group adopted traditional reading methods without any strategy guidance. 组句成篇 用适当的过渡词语，把以上词汇和句式，再加上联想内容，组成一篇英语实验报告。 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【第一部分 基础题】 1、 词性转换训练​​ （一）将下列动词转换为名词或形容词，用于建议句式： 1.suggest → (n.) ______ 2.acquire→ (n.) ______ 3.efficient → (n.) ______ 4.experiment → (adj.) ______ 5.guide→ (n.) ______ 6.reason→ (adj.) ______ （二）用括号内单词的正确形式填空： 1.Weekly learning situations ______________( record), with a post-test conducted after the experiment and a follow-up test a month later to check vocabulary retention. 2. Its ______________________(forget) rate was only 12%, compared with the control group’s 28%. 二、句子仿写改写​​ （一）基础层：结构调整 1. 原句（实验目的）：This experiment aimed to explore how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, so as to provide practical suggestions for vocabulary learning. → 合并为复合句：_________________________________________________________________________. → 用非谓语动词改写：_____________________________________________________________________. 2. 原句（实验设计）：Two parallel Senior Two classes (40 students each) with similar English proficiency (confirmed by a pre-test) were selected as subjects. They were divided into an experimental group and a control group, using the same reading materials and difficulty-matched test papers. → 合并为复合句：_________________________________________________________________________. → 转为主动语态（委婉表述实验设计）：________________________________________________________. （二）提分层：高阶句型 1. 原句（实验过程）：The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks, while the control group adopted traditional reading methods without any strategy guidance. → 虚拟语气（假设场景）：____________________________________________________________________. → 倒装句（强调对比）：______________________________________________________________________. 2. 原句（实验结果与结论）：Thus, reasonable use of reading strategies can effectively improve vocabulary acquisition efficiency and memory retention. → 强调重要性：____________________________________________________________________________. → 高阶状语从句（强化结论）：________________________________________________________________. 三、翻译句子​​ 1. 复合句（非限制性定语从句）：这项聚焦于每日英语阅读时长与初中生阅读理解分数相关性的研究，在 200 名八年级学生中开展。 2. 非谓语动词改写（现在分词作状语）:通过收集前测、后测以及学生问卷的数据，研究人员分析了这种新教学方法的有效性。 3. 倒装句（强调对比）:实验班的学生不仅比普通班多掌握了 50 个新单词，而且对英语学习表现出了更高的兴趣。 4. 强调句型（强调重要性）: 显而易见，坚持进行泛读练习对培养学生的英语语言能力大有裨益。 5. 高阶状语从句（原因状语 in view of the fact that）: 鉴于大多数学生在阅读中难以攻克长难句，老师设计了一项针对性的句子拆分训练方案 6. 复合句（宾语从句 + 定语从句）: 老师发现，使用关键词提取策略的学生能比同龄人更快完成阅读任务。 7. 非谓语动词改写（过去分词作定语）: 从为期三个月的实验中得出的结果证明，互动式阅读模式更适合初中生。 8. 倒装句（否定词 Never 置于句首）: 在新策略实施之前，学生们从未表现出如此强烈的参与英语阅读活动的意愿。 9. 强调句型（强调方式状语）:正是通过小组讨论和同伴互评，学生才能有效加深对阅读材料的理解。 10. 高阶状语从句（让步状语 regardless of the fact that）尽管部分学生初始英语水平较低，但在使用个性化阅读计划后，他们依然取得了显著进步。 【第二部分 提升题】 1. 假定你是李华，请写一篇实验报告，关于柠檬汁和小苏打观察酸碱反应。内容包括: 项目 内容 实验名称 用柠檬汁和小苏打观察酸碱反应 实验目的 观察酸（柠檬汁）与碱（小苏打）的中和反应现象 实验材料 柠檬汁、小苏打（碳酸氢钠）、玻璃杯、勺子、红卷心菜汁（pH指示剂，可选） 实验步骤 1. 倒入50ml柠檬汁 2. 加入半勺小苏打并观察 3. 可提前加入红卷心菜汁辅助观察颜色变化 实验现象 1. 迅速产生大量气泡（二氧化碳） 2. 混合物剧烈冒泡 3. 颜色由红向紫/蓝绿色转变（若使用指示剂） 实验结论 气泡与颜色变化证实酸碱中和反应发生，生成二氧化碳、水和盐 注意: 1. 词数80字左右； 2. 可适当加细节以使行文连贯。 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 Observing Acid-Base Reaction with Lemon Juice and Baking Soda __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. 假定你是李华，请写一篇实验报告，关于观察洋葱表皮细胞结构。内容包括: 项目 内容 实验名称 观察洋葱表皮细胞结构 实验目的 通过制作临时装片并使用显微镜，观察植物细胞的基本结构（重点：细胞壁与细胞核） 实验材料 显微镜、载玻片、盖玻片、洋葱、碘液、镊子、滴管 实验步骤 1. 用镊子撕取洋葱内表皮一层透明薄膜 2. 将表皮平铺于载玻片 3. 滴加一滴碘液染色 4. 盖上盖玻片（避免气泡） 5. 置于显微镜下，从低倍镜开始观察 实验现象 1. 视野中出现大量排列整齐的矩形结构（植物细胞） 2. 细胞外围可见清晰的厚壁（细胞壁） 3. 部分细胞内部可见被染成深色的近圆形结构（细胞核） 实验结论 成功观察到植物细胞特有结构，细胞壁与细胞核清晰可见，明确了动植物细胞的结构差异，加深了对细胞生物学知识的理解。 注意: 1. 词数80字左右； 2. 可适当加细节以使行文连贯。 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 Examining the Structure of Onion Epidermal Cells __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.2.假定你是李华，请写一篇实验报告，关于形状与漂浮能力的关系。内容包括: 项目 内容 实验名称 探究浮力：形状与漂浮能力的关系 实验目的 研究物体形状对漂浮能力的影响，理解浮力与排水体积的关系 实验材料 盛水容器、等量橡皮泥（造型黏土）、厨房秤（可选） 实验步骤 1. 取两块等量橡皮泥 2. 第一块捏成实心球 3. 第二块捏成碗状/船形 4. 分别轻放水面观察现象 实验现象 实心球立即下沉，船形物体稳定漂浮（二者质量体积相同） 实验结论 验证阿基米德原理：船形结构排水体积更大，产生足够浮力平衡重力；形状是影响漂浮的关键因素 注意: 1. 词数80字左右； 2. 可适当加细节以使行文连贯。 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 Exploring Buoyancy: The Relationship between Shape and Floating __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【链接高考模拟】 Directions: Read the following passage. Summarize in no more than 60 words the main idea of the passage and how it is illustrated. Use your own words as far as possible. Kangaroos can "talk" to us Kangaroos can "talk" to people, according to a new study. The report is the first research of its kind to be done on marsupials a type of creature whose young get carried in skin pockets on their mother's body. It suggests kangaroos are cleverer than previously thought.Researchers from the University of Roehampton in the UK and the University of Sydney in Australia tested kangaroos at the Australian Reptile (爬行动物) Park, Wildlife Sydney Zoo and Kangaroo Protection Co-operative. The scientists put food in a box that the kangaroos could not open, and waited to see what the animals would do. Rather than giving up, 10 out of the 11 kangaroos actively looked at the person who had put the food in the box and then looked at the box.The researchers said this could be interpreted as the kangaroos requesting help to open the container. Dr Alexandra Green, a co-author of the study, told The Guardian newspaper that some of the kangaroos actually approached the person and started scratching and sniffing (嗅)him, then looked back at the box. "So they were really trying to communicate," Green said.This behaviour is not uncommon in animals. However,it is usually only seen in domesticated animals, such as pets or farm animals. The lead author of the study, Dr Alan McElligott,explained, Through this study, we were able to see that communication between creatures can be learnt and that the behaviour of looking at humans to access food is not related to domestication. "Indeed, kangaroos showed a very similar pattern of behaviour we have seen in dogs,horses and even goats, when put to the same test," he added.It is hoped that the study will give people a more positive attitude towards kangaroos,which are sometimes seen as harmful creatures that damage farmers' crops. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 12 / 17 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 必修第三册 Unit 3 The world of science 实验报告 Write an experiment report 单元写作早知道 写作任务 本单元的写作任务是写实验报告。实验报告是对实验过程、结果的记录与总结，通常包含三部分： · 第一部分：说明实验目的； · 第二部分：描述实验材料、步骤； · 第三部分：总结实验结果与收获。 常用表达 1. This experiment is designed to explore the principle of air pressure (through the "Magic bottle" experiment). 2. We know from the experiment instructions that we need a boiled egg, a glass bottle, and hot water. 3. You have asked for the details about this experiment with regard to its procedure and result. 4. I am writing to try to make some suggestions on how to conduct the "Magic bottle" experiment safely. 5. I am writing to express my views concerning the phenomenon and principle of the "Magic bottle" experiment. 6. I would like to suggest that you follow the teacher’s instructions when doing this experiment. 7. There are several things we could do: prepare materials first, then pour hot water into the bottle, etc. 8. Maybe it would be better to pour out the hot water quickly before putting the egg on the bottle. 9. Why don’t you remove the eggshell carefully to avoid breaking the egg? 10. Have you considered doing the experiment in a safe environment (with teacher supervision)? 11. I hope you will find these suggestions practical for conducting the "Magic bottle" experiment. 单元话题 上海模拟真题展示 高考链接 概要写作与实验报告融合 2023 届长宁区二模考 1. 上海高考英语：近年的概要写作题常涉及 “实验研究报告类” 文本（比如 2023 届长宁区二模考了袋鼠交流实验的报告类概要写作），这类题要求概括实验的目的、方法、结果和结论。 2. 模拟题：各地高三模拟题（如上海的二轮复习专题）中，“实验报告类” 是热点题型之一，会要求考生基于实验材料完成概要写作或报告撰写。 不过，全国卷（新课标卷）的高考英语写作题暂未出现 “实验报告” 类题型，主要以书信、报道、发言稿等应用文为主。 Read the following passage. Summarize in no more than 60 words the main idea of the passage and how it is illustrated. Use your own words as far as possible. Kangaroos can "talk" to us. Kangaroos can "talk" to people, according to a new study. The report is the first research of its kind to be done on marsupials a type of creature whose young get carried in skin pockets on their mother's body. It suggests kangaroos are cleverer than previously thought.Researchers from the University of Roehampton in the UK and the University of Sydney in Australia tested kangaroos at the Australian Reptile (爬行动物) Park, Wildlife Sydney Zoo and Kangaroo Protection Co-operative. The scientists put food in a box that the kangaroos could not open, and waited to see what the animals would do. Rather than giving up, 10 out of the 11 kangaroos actively looked at the person who had put the food in the box and then looked at the box.The researchers said this could be interpreted as the kangaroos requesting help to open the container. Dr Alexandra Green, a co-author of the study, told The Guardian newspaper that some of the kangaroos actually approached the person and started scratching() and sniffing (嗅)him, then looked back at the box. "So they were really trying to communicate," Green said.This behaviour is not uncommon in animals. However,it is usually only seen in domesticated animals, such as pets or farm animals. The lead author of the study, Dr Alan McElligott,explained, Through this study, we were able to see that communication between creatures can be learnt and that the behaviour of looking at humans to access food is not related to domestication. "Indeed, kangaroos showed a very similar pattern of behaviour we have seen in dogs,horses and even goats, when put to the same test," he added.It is hoped that the study will give people a more positive attitude towards kangaroos,which are sometimes seen as harmful creatures that damage farmers' crops. 本单元写作要求是写一个实验报告。首先要对文章给的part 1的内容进行整理归纳补充，并结合part 1的内容，完成part 2的内容。 Writing an experiment report Part1：Read the instructions for the experiment and answer the questions. 28 March Magic bottle Materials .A boiled egg . A glass bottle (bottleneck a bit smaller than the egg) . Hot water Procedure 1. Remove the shell of the egg. 2. Carefully pour some hot water into the bottle. 3. Shake the bottle gently. 4. Pour out the hot water. 5. Quickly put the egg on top of the bottle. Results Note: Do the experiment under the instructions of a teacher. 1 What do you think the results of this experiment will be? 2 What can you learn from this experiment? Part 2: Complete the boxes with the information in Activity 5. Do further research if necessary. Introduction(Introduce the aim of the experiment.) This experiment is designed to_____________________________________________________________ Main body(Describe the materials used in the experiment and explain the procedure.) I prepared_____________________________________________________________________________ to do this experiment. Procedure:_____________________________________________________________________________ Conclusion(Report the results and what you have learnt.) After the experiment, I can draw the conclusion that____________________________________________ 段落 内容 句子设计 第一段：引言（Introduction） 说明实验目的与准备：明确实验的核心目标（如验证某一物理/化学原理），简述实验前的准备工作（如查阅资料、熟悉流程） This experiment is designed to [探究 / 验证的内容（如：explore/verify...）]. The aim of this experiment is [实验要达成的目标（如：to show/prove...）]. We carry out this experiment [实验的核心意图（如：to observe/study...）]. 第二段：主体（Main Body） 描述实验材料与步骤 1. 列出所有实验材料，标注关键细节（如规格、用量）； 2. 按时间顺序清晰阐述实验步骤，使用准确的动作动词，避免模糊表述 材料部分 1. I prepared [材料清单（如：sth1, sth2 and sth3）] to do this experiment. 2. The materials needed for this experiment include [材料清单]. To carry out/make/do/perform the experiment,you need... The following things are needed... The following apparatuses are used... 【附-实验用品:apparatus(仪器),beaker(烧杯),equipment(设备), test tube(试管),test tube holder(试管夹),balance(天平),liquid(液体), solid(固体), gas(气体)】 步骤部分 1. Procedure: 1. First, [第一步操作（如：do sth1）]. 1. Next, [第二步操作（如：do sth2）]. 1. Then, [后续操作（如：do sth3）]. 1. Finally, [最后一步操作（如：do sth4）]. 2. To conduct the experiment, [按顺序简述步骤（如：start by doing..., then..., and finally...）]. 第三段：结论（Conclusion） 呈现实验结果与收获：客观记录实验现象与数据，分析结果背后的原理，总结实验中学到的知识或技能 After the experiment, I can draw the conclusion that [实验结果（如：sth happens because...）]. From this experiment, I learn that [实验揭示的原理（如：...is a key factor/powerful force）]. The result of this experiment shows that [实验体现的规律（如：when..., ...will...）]. 【小试牛刀】 范文1（简单版） Experiment Report: Magic Bottle Date: 28 March This experiment is designed to find out how air pressure works with a boiled egg and a bottle. I prepared a shelled boiled egg, a glass bottle (bottleneck smaller than the egg), and hot water to do this experiment. Procedure: First, take off the hard shell of the boiled egg and make sure the egg is clean and intact. Next, carefully pour some hot water into the empty glass bottle and then shake the bottle gently for a few seconds. After that, pour out the hot water from the bottle as fast as you can to avoid letting too much cool air get inside. Finally, put the shelled boiled egg on top of the bottle’s opening right away and wait for the result. After the experiment, I can draw the conclusion that the egg is pulled into the bottle. Hot water makes the air pressure inside the bottle low, so the outside air pushes the egg in. I learn that air pressure is a strong force. 范文2（进阶版） Experiment Report: Magic Bottle Date: 28 March This experiment is designed to demonstrate the effect of air pressure differences by using a "Magic bottle" setup. It aims to verify how temperature-induced changes in air pressure can drive an object (a shelled boiled egg) into a confined space (a glass bottle). I prepared a shelled boiled egg, a glass bottle (with a bottleneck marginally smaller than the egg’s diameter), and a sufficient amount of hot water to do this experiment. Procedure: Begin by removing the hard shell of the boiled egg to ensure its surface is smooth and flexible. Then, carefully pour hot water into the glass bottle, shaking it gently to evenly heat the inner surface of the bottle—this step raises the temperature of the air inside the container. Subsequently, pour out the hot water rapidly to minimize the re-entry of external air into the bottle. Finally, immediately place the shelled egg on the bottleneck, sealing the opening completely to keep the internal environment isolated from the outside. Conclusion After the experiment, I can draw the conclusion that the egg is drawn into the bottle due to the imbalance in air pressure. The hot water initially heats the air inside the bottle, and when the water is poured out, the remaining air cools and contracts—lowering the internal air pressure. The higher atmospheric pressure outside the bottle then pushes the flexible egg into the bottle to equalize the pressure. This experiment reveals that air pressure is a ubiquitous force, and temperature variations can alter air pressure, which in turn produces observable mechanical effects. 【必备句式】 第一部分：说明实验目的与准备 套语： 1. The aim of the experiment is to find out the temperature and what happens when water is boiling. 实验的目的是观察水沸腾的温度和现象。 2. To do/carry out/conduct the experiment, you need the following materials:beaker, thermometer, alcohol lamp and match.为了做实验,你需要下列材料:烧杯、温度计、酒精灯和火柴。 3. Below is a description of a simple scientific experiment on the idea of saving resources. 下面是一个关于节约资源这个想法的简单科学实验的描述。 第二部分：描述实验材料与步骤 常用句式： 1. I prepared a boiled egg (with its shell removed), a glass bottle (with a bottleneck slightly smaller than the egg), and some hot water to do this experiment. 我准备了一个去壳的熟鸡蛋、一个瓶颈略小于鸡蛋的玻璃瓶，以及一些热水来做这个实验。 2. The materials needed for this experiment include a shelled boiled egg, a suitable glass bottle, and hot water. 这个实验所需的材料包括一个去壳熟鸡蛋、一个合适的玻璃瓶和热水。 3. First, remove the shell of the boiled egg as the first step. 首先，第一步是去掉熟鸡蛋的蛋壳。 4. Next, carefully pour some hot water into the glass bottle and shake it gently. 接下来，小心地往玻璃瓶里倒入一些热水，并轻轻摇晃瓶子。 5. Then, pour out the hot water quickly from the bottle. 然后，迅速将热水从瓶子里倒出来。 6. Finally, place the shelled egg on top of the bottle immediately. 最后，立即将去壳的鸡蛋放在瓶口上方。 7. To conduct the experiment, start by removing the egg’s shell, then pour hot water into the bottle, shake it, pour out the water, and put the egg on the bottle. 进行实验时，先去掉鸡蛋的蛋壳，接着往瓶子里倒入热水、摇晃瓶子、倒出热水，再把鸡蛋放在瓶口上。 第三部分：呈现实验结果与收获 常用句式： 1. After the experiment, I can draw the conclusion that the egg is pulled into the bottle by the external air pressure (since the hot water reduces the air pressure inside the bottle). 实验结束后，我可以得出结论：鸡蛋是被外界的大气压力压进瓶子里的（因为热水降低了瓶子内部的气压）。 2. From this experiment, I learn that air pressure is a powerful force, and changes in temperature can affect air pressure (which further causes the movement of objects). 从这个实验中，我认识到气压是一种强大的力量，而且温度的变化会影响气压（这进而会导致物体发生移动）。 3. The result of this experiment shows that when the air pressure inside the bottle decreases, the higher external air pressure will push the egg into the bottle. 这个实验的结果表明：当瓶子内部的气压降低时，更大的外界气压就会把鸡蛋推进瓶子里。 【必背模板】 模板① Experiment Report: ____________________ Date: [填写日期，如：November 5th] The purpose of this experiment is to find out (加实验的目的)_______________________（Introduction）. We need （加材料） _______________________________________________(Materials). First, 步骤一________________. Next, 步骤二_________________________________. Then, 步骤三_______________________. Finally, 步骤四________________________________________.(Procedure) After the experiment, we find that （结论）____________________________________________. We learn that （学到的内容）____________________________.(Conclusion) 模板② Experiment Report: ____________________ Date: [填写日期，如：November 5th] This experiment is designed to explore the principle of______________________________. Its main aim is to show _______________________________________________________________________.(Introduction) The materials required for this experiment include ____________________________________________________________________________.(Materials) To conduct the experiment, we follow these steps: First, ________________________________. Next, ______________________________________________________________________________________. Then, ______________________________________________________________________________________. Finally, ___________________________________________________________________.(Procedure) After the experiment, we can draw the conclusion that________________________________. The reason is that___________________________________________________________________________. From this experiment, we learn that_____________________________________________.(Conclusion) 【升级策略】 一、 英语实验报告写作注意事项 1. 格式规范，结构清晰，采用“标题-目的-步骤-结果-结论”五段式，符合实验报告文体要求 2. 语言客观准确，避免口语化，禁用缩写（如 don’t → do not），多用实义动词（如 measure, observe ） 3. 时态统一，以一般过去时为主，描述实验过程用一般过去时，陈述科学事实用一般现在时 4. 逻辑连贯，使用连接词，如 first, then, finally, as a result 等 5. 数据真实，结果描述具体，用具体数字（如 10cm, 5 minutes）代替模糊表述（如 “a little”） 二、 写作方法与手段 1. 核心方法 - 结构化写作法：按照固定框架分段撰写，每段只表达一个核心内容，降低写作难度。 - 动词主导法：多用实验相关动词，让报告更具专业性，例如： - 准备类：prepare, set up, collect materials - 操作类：mix, heat, measure, observe - 记录类：record, write down, note - 对比描述法：对比实验前、中、后的变化，突出实验结果，例如：Before the experiment, the water was clear. After heating, it turned into vapor. 三、 主体段写作 英语实验报告主体段包含 实验目的、实验步骤、实验结果、实验结论 四部分，以下为分段落写作指导+句型积累（中英对应）。 1. 实验目的（Purpose） 写作任务：说明做实验的原因和要达成的目标 2. 实验步骤（Procedure） 写作任务：按顺序描述实验操作过程，使用连接词衔接 3. 实验结果（Results） 写作任务：客观描述实验中看到的现象和数据 4. 实验结论（Conclusion） 写作任务：根据实验结果得出结论，回应实验目的 4、 英语实验报告写作流程图 ( 得出实验结论 ) ( 写实验步骤 ) ( 列出实验器材 ) ( 确定实验目的 ) ( 确定实验主题 ) 假定你是李华，请写一篇实验报告，关于英语阅读策略对词汇习得影响。内容包括: 类别 具体内容 实验目的 探究不同英语阅读策略对高中生词汇习得效率与记忆保持的影响，为词汇学习提供实用建议 实验对象 2个高二平行班，每班40人，英语水平相近（经前测验证） 分组与方法 实验组：接受语境分析、词根词缀策略培训，每天用策略阅读30分钟，持续4周 对照组：采用传统阅读方式，无策略指导，同等时长阅读相同材料 测试安排 实验前：词汇前测 实验后：词汇后测 1个月后：跟进测试（检验词汇记忆保持） 实验结果 后测：实验组平均分85.6（前测68.3），对照组72.1 跟进测试：实验组遗忘率12%，对照组28% 实验结论 合理运用英语阅读策略，能有效提升高中生词汇习得效率与记忆持久性 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 An Experiment on the Influence of English Reading Strategies on Vocabulary Acquisition __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 审题 1．文体：实验报告。 2．时态：一般现在时为主。 3．人称：第三人称。 谋篇 第一段：实验的目的。 第二段：实验对象与实验准备 第三段：实验过程 第四段：实验结论与启示 遣词造句 【核心词汇】 实验相关 1. experiment (n. 实验) 2. conduct (v. 开展) 3. intervention (n. 干预) 4. subject (n. 实验对象) 5. control group (对照组) 6. experimental group (实验组) 7. pre-test (前测) 8. post-test (后测) 9. data (n. 数据) 10. analysis (n. 分析) 11. conclusion (n. 结论) 阅读与词汇相关 1. vocabulary acquisition (词汇习得) 2. reading strategy (阅读策略) 3. context analysis (语境分析) 4. word root and affix (词根词缀) 5. retention rate (记忆保持率) 6. forgetting rate (遗忘率) 7. efficiency (n. 效率) 逻辑连接词： while , thus 【连词成句】 1. This experiment aimed to explore how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, so as to provide practical suggestions for vocabulary learning. 2. Two parallel Senior Two classes (40 students each) with similar English proficiency (confirmed by a pre-test) were selected as subjects. 3. They were divided into an experimental group and a control group, using the same reading materials and difficulty-matched test papers. 4. The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks 5. The control group adopted traditional reading methods without any strategy guidance. 6. Weekly learning situations were recorded, with a post-test conducted after the experiment and a follow-up test a month later to check vocabulary retention. 7. The results showed the experimental group scored 85.6 in the post-test (vs 68.3 in the pre-test), far higher than the control group’s 72.1. 8. Its forgetting rate was only 12%, compared with the control group’s 28%. 9. Thus, reasonable use of reading strategies can effectively improve vocabulary acquisition efficiency and memory retention. 【句式升级】 将4、5句合成一个句子（用对比逻辑词while 链接）： The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks, while the control group adopted traditional reading methods without any strategy guidance. 组句成篇 用适当的过渡词语，把以上词汇和句式，再加上联想内容，组成一篇英语实验报告。 This experiment aimed to explore how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, so as to provide practical suggestions for vocabulary learning. Two parallel Senior Two classes (40 students each) with similar English proficiency (confirmed by a pre-test) were selected as subjects. They were divided into an experimental group and a control group, using the same reading materials and difficulty-matched test papers. The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks, while the control group adopted traditional reading methods without any strategy guidance. Weekly learning situations were recorded, with a post-test conducted after the experiment and a follow-up test a month later to check vocabulary retention. The results showed the experimental group scored 85.6 in the post-test (vs 68.3 in the pre-test), far higher than the control group’s 72.1. Its forgetting rate was only 12%, compared with the control group’s 28%. Thus, reasonable use of reading strategies can effectively improve vocabulary acquisition efficiency and memory retention. 【第一部分 基础题】 1、 词性转换训练​​ （一）将下列动词转换为名词或形容词，用于建议句式： 1.suggest → (n.) ______ 2.acquire→ (n.) ______ 3.efficient → (n.) ______ 4.experiment → (adj.) ______ 5.guide→ (n.) ______ 6.reason→ (adj.) ______ （二）用括号内单词的正确形式填空： 1.Weekly learning situations ______________( record), with a post-test conducted after the experiment and a follow-up test a month later to check vocabulary retention. 2. Its ______________________(forget) rate was only 12%, compared with the control group’s 28%. ​​【参考答案】 （一）1.suggestion (n.); 2.acquisition (n.); 3. efficiency (n.); 4.experimental (adj.); 5.guidance (n.); 6.reasonable (adj.) （二）1.were recorded; 2. forgetting 二、句子仿写改写​​ （一）基础层：结构调整 1. 原句（实验目的）：This experiment aimed to explore how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, so as to provide practical suggestions for vocabulary learning. → 合并为复合句：_________________________________________________________________________. → 用非谓语动词改写：_____________________________________________________________________. ​【参考答案】 → 合并为复合句：This experiment, which aimed to explore how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, was designed to provide practical suggestions for vocabulary learning. → 用非谓语动词改写：Aimed at exploring how different English reading strategies influence high school students’ vocabulary acquisition efficiency and retention, this experiment provided practical suggestions for vocabulary learning. 2. 原句（实验设计）：Two parallel Senior Two classes (40 students each) with similar English proficiency (confirmed by a pre-test) were selected as subjects. They were divided into an experimental group and a control group, using the same reading materials and difficulty-matched test papers. → 合并为复合句：_________________________________________________________________________. → 转为主动语态（委婉表述实验设计）：________________________________________________________. 【参考答案】 → 合并为复合句：Two parallel Senior Two classes (40 students each) with similar English proficiency, which was confirmed by a pre-test, were selected as subjects and divided into an experimental group and a control group, both using the same reading materials and difficulty-matched test papers. → 转为主动语态（委婉表述实验设计）：We selected two parallel Senior Two classes (40 students each) with similar English proficiency (confirmed by a pre-test) as subjects, dividing them into an experimental group and a control group with the same reading materials and difficulty-matched test papers. （二）提分层：高阶句型 1. 原句（实验过程）：The experimental group received training in context analysis and word-root affix strategies and applied them daily for 30 minutes over 4 weeks, while the control group adopted traditional reading methods without any strategy guidance. → 虚拟语气（假设场景）：____________________________________________________________________. → 倒装句（强调对比）：______________________________________________________________________. 【参考答案】 → 虚拟语气（假设场景）：If the control group had received the same training in context analysis and word-root affix strategies as the experimental group, it might not have adopted traditional reading methods without any strategy guidance. → 倒装句（强调对比）：Not only did the experimental group receive training in context analysis and word-root affix strategies, but it also applied them daily for 30 minutes over 4 weeks, whereas the control group adopted traditional reading methods without any strategy guidance. 2. 原句（实验结果与结论）：Thus, reasonable use of reading strategies can effectively improve vocabulary acquisition efficiency and memory retention. → 强调重要性：____________________________________________________________________________. → 高阶状语从句（强化结论）：________________________________________________________________. 【参考答案】 → 强调重要性：It is undeniable that the reasonable use of reading strategies plays a crucial role in improving vocabulary acquisition efficiency and memory retention. → 高阶状语从句（强化结论）：Given that the experimental group outperformed the control group significantly in both post-test scores and vocabulary retention, the reasonable use of reading strategies can undoubtedly improve vocabulary acquisition efficiency and memory retention. 三、翻译句子​​ 1. 复合句（非限制性定语从句）：这项聚焦于每日英语阅读时长与初中生阅读理解分数相关性的研究，在 200 名八年级学生中开展。 2. 非谓语动词改写（现在分词作状语）:通过收集前测、后测以及学生问卷的数据，研究人员分析了这种新教学方法的有效性。 3. 倒装句（强调对比）:实验班的学生不仅比普通班多掌握了 50 个新单词，而且对英语学习表现出了更高的兴趣。 4. 强调句型（强调重要性）: 显而易见，坚持进行泛读练习对培养学生的英语语言能力大有裨益。 5. 高阶状语从句（原因状语 in view of the fact that）: 鉴于大多数学生在阅读中难以攻克长难句，老师设计了一项针对性的句子拆分训练方案 6. 复合句（宾语从句 + 定语从句）: 老师发现，使用关键词提取策略的学生能比同龄人更快完成阅读任务。 7. 非谓语动词改写（过去分词作定语）: 从为期三个月的实验中得出的结果证明，互动式阅读模式更适合初中生。 8. 倒装句（否定词 Never 置于句首）: 在新策略实施之前，学生们从未表现出如此强烈的参与英语阅读活动的意愿。 9. 强调句型（强调方式状语）:正是通过小组讨论和同伴互评，学生才能有效加深对阅读材料的理解。 10. 高阶状语从句（让步状语 regardless of the fact that）尽管部分学生初始英语水平较低，但在使用个性化阅读计划后，他们依然取得了显著进步。 【参考答案】 1. This research, which focused on the correlation between daily English reading time and middle school students’ reading comprehension scores, was conducted among 200 participants from Grade 8. 2. Collecting data from pre-tests, post-tests and student questionnaires, the researchers analyzed the effectiveness of the new teaching method. 3. Not only did the students in the experimental class master 50 more new words than those in the regular class, but they also showed higher interest in English learning. 4. It is obvious that consistent practice of extensive reading contributes greatly to the development of students’ English language competence. 5. In view of the fact that most students struggled with long complex sentences in reading, the teacher designed a targeted training program for sentence parsing. 6. The teacher found that the students who used the keyword extraction strategy could finish the reading tasks much faster than their peers. 7. The results obtained from the three-month experiment proved that the interactive reading mode was more suitable for junior high school students. 8. Never had the students shown such a strong willingness to participate in English reading activities before the implementation of the new strategy. 9. It is through group discussion and peer feedback that students can deepen their understanding of the reading materials effectively. 10. Regardless of the fact that some students had lower initial English levels, they still made remarkable progress after using the personalized reading plan. 【第二部分 提升题】 1. 假定你是李华，请写一篇实验报告，关于柠檬汁和小苏打观察酸碱反应。内容包括: 项目 内容 实验名称 用柠檬汁和小苏打观察酸碱反应 实验目的 观察酸（柠檬汁）与碱（小苏打）的中和反应现象 实验材料 柠檬汁、小苏打（碳酸氢钠）、玻璃杯、勺子、红卷心菜汁（pH指示剂，可选） 实验步骤 1. 倒入50ml柠檬汁 2. 加入半勺小苏打并观察 3. 可提前加入红卷心菜汁辅助观察颜色变化 实验现象 1. 迅速产生大量气泡（二氧化碳） 2. 混合物剧烈冒泡 3. 颜色由红向紫/蓝绿色转变（若使用指示剂） 实验结论 气泡与颜色变化证实酸碱中和反应发生，生成二氧化碳、水和盐 注意: 1. 词数80字左右； 2. 可适当加细节以使行文连贯。 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 Observing Acid-Base Reaction with Lemon Juice and Baking Soda __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【佳作欣赏】 Observing Acid-Base Reaction with Lemon Juice and Baking Soda Purpose: The aim of this experiment is to observe the basic chemical reaction between an acid (lemon juice) and a base (baking soda), and to identify the signs of a neutralization process. Materials: Fresh lemon juice, baking soda (sodium bicarbonate), a small glass, a spoon, and red cabbage juice (as a natural pH indicator, optional). Procedure: First, I poured about 50ml of lemon juice into the glass. Then, I added half a spoon of baking soda to it. I observed the mixture immediately. To better see the change, I added a little red cabbage juice beforehand, which turns red in acid and green in base. Results: Upon adding the baking soda, rapid bubbling occurred immediately, producing a gas (carbon dioxide). The mixture fizzed vigorously. When using the cabbage indicator, the color changed from red (acidic lemon juice) towards a purple or blue-green shade, indicating a reduction in acidity. Conclusion: The observed fizzing and color change confirmed an acid-base neutralization reaction. The lemon juice (citric acid) reacted with baking soda (a base) to produce carbon dioxide gas, water, and a salt. This simple experiment effectively demonstrates the basic principle of neutralization. 2. 假定你是李华，请写一篇实验报告，关于观察洋葱表皮细胞结构。内容包括: 项目 内容 实验名称 观察洋葱表皮细胞结构 实验目的 通过制作临时装片并使用显微镜，观察植物细胞的基本结构（重点：细胞壁与细胞核） 实验材料 显微镜、载玻片、盖玻片、洋葱、碘液、镊子、滴管 实验步骤 1. 用镊子撕取洋葱内表皮一层透明薄膜 2. 将表皮平铺于载玻片 3. 滴加一滴碘液染色 4. 盖上盖玻片（避免气泡） 5. 置于显微镜下，从低倍镜开始观察 实验现象 1. 视野中出现大量排列整齐的矩形结构（植物细胞） 2. 细胞外围可见清晰的厚壁（细胞壁） 3. 部分细胞内部可见被染成深色的近圆形结构（细胞核） 实验结论 成功观察到植物细胞特有结构，细胞壁与细胞核清晰可见，明确了动植物细胞的结构差异，加深了对细胞生物学知识的理解。 注意: 1. 词数80字左右； 2. 可适当加细节以使行文连贯。 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 Examining the Structure of Onion Epidermal Cells __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【佳作欣赏】 Examining the Structure of Onion Epidermal Cells Purpose: This experiment aims to prepare a slide of onion skin and use a microscope to observe the basic structure of plant cells, focusing on the cell wall and nucleus. Materials: A microscope, glass slide and cover slip, an onion, iodine solution, tweezers, and a dropper. Procedure: First, I carefully used tweezers to peel a thin, transparent layer from the inner side of an onion scale. I placed it flat on the glass slide. Next, I added one drop of iodine solution over the tissue to stain it, making the structures more visible. Then, I gently lowered the cover slip to avoid air bubbles. Finally, I placed the slide under the microscope, starting with the lowest magnification. Results: Under the microscope, I observed many rectangular-shaped units arranged like bricks in a wall. These were the plant cells. The thick boundary of each cell, the cell wall, was clearly visible. Inside many cells, a darker, roundish structure—the nucleus—could be seen, stained by the iodine. Conclusion: The experiment successfully allowed me to view basic plant cell structures. The clear observation of the rigid cell wall and the nucleus confirmed fundamental differences between plant and animal cells. This hands-on activity deepened my understanding of cell biology.(Word count: 155)请将上面的文章翻译成中文。 3.2.假定你是李华，请写一篇实验报告，关于形状与漂浮能力的关系。内容包括: 项目 内容 实验名称 探究浮力：形状与漂浮能力的关系 实验目的 研究物体形状对漂浮能力的影响，理解浮力与排水体积的关系 实验材料 盛水容器、等量橡皮泥（造型黏土）、厨房秤（可选） 实验步骤 1. 取两块等量橡皮泥 2. 第一块捏成实心球 3. 第二块捏成碗状/船形 4. 分别轻放水面观察现象 实验现象 实心球立即下沉，船形物体稳定漂浮（二者质量体积相同） 实验结论 验证阿基米德原理：船形结构排水体积更大，产生足够浮力平衡重力；形状是影响漂浮的关键因素 注意: 1. 词数80字左右； 2. 可适当加细节以使行文连贯。 注意： 1．词数80左右； 2．题目已给出，不计入总词数； 3．可以适当增加细节，以使行文连贯。 Exploring Buoyancy: The Relationship between Shape and Floating __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【佳作欣赏】 Exploring Buoyancy: The Relationship between Shape and Floating Purpose: To investigate how the shape of an object affects its ability to float in water, demonstrating the concept of buoyancy and displacement. Materials: A large bowl or basin filled with water, modeling clay (plasticine) of the same amount, a small kitchen scale (optional). Procedure: I took two equal pieces of modeling clay. I shaped the first piece into a solid, compact ball. I shaped the second piece into a wide, bowl-like or boat-shaped object. Then, I gently placed the clay ball on the surface of the water and observed. After that, I did the same with the clay boat. Results: The solid clay ball sank to the bottom immediately. In contrast, the clay boat floated on the water surface. Even though they had the same mass and volume, their behavior was completely different. Conclusion: The result clearly illustrates Archimedes' principle. The clay boat displaces a greater volume of water due to its shape, resulting in a greater upward buoyant force that balances its weight, allowing it to float. The ball, displacing less water, experiences insufficient buoyancy and sinks. This shows that for a given weight, shape is crucial for floating. 【链接高考模拟】 Directions: Read the following passage. Summarize in no more than 60 words the main idea of the passage and how it is illustrated. Use your own words as far as possible. Kangaroos can "talk" to us Kangaroos can "talk" to people, according to a new study. The report is the first research of its kind to be done on marsupials a type of creature whose young get carried in skin pockets on their mother's body. It suggests kangaroos are cleverer than previously thought.Researchers from the University of Roehampton in the UK and the University of Sydney in Australia tested kangaroos at the Australian Reptile (爬行动物) Park, Wildlife Sydney Zoo and Kangaroo Protection Co-operative. The scientists put food in a box that the kangaroos could not open, and waited to see what the animals would do. Rather than giving up, 10 out of the 11 kangaroos actively looked at the person who had put the food in the box and then looked at the box.The researchers said this could be interpreted as the kangaroos requesting help to open the container. Dr Alexandra Green, a co-author of the study, told The Guardian newspaper that some of the kangaroos actually approached the person and started scratching and sniffing (嗅)him, then looked back at the box. "So they were really trying to communicate," Green said.This behaviour is not uncommon in animals. However,it is usually only seen in domesticated animals, such as pets or farm animals. The lead author of the study, Dr Alan McElligott,explained, Through this study, we were able to see that communication between creatures can be learnt and that the behaviour of looking at humans to access food is not related to domestication. "Indeed, kangaroos showed a very similar pattern of behaviour we have seen in dogs,horses and even goats, when put to the same test," he added.It is hoped that the study will give people a more positive attitude towards kangaroos,which are sometimes seen as harmful creatures that damage farmers' crops. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【佳作欣赏1】 A study found kangaroos can ask humans for help. Researchers put food in a closed box. Most kangaroos looked at the human and then the box, asking for help. This shows they are smarter than we thought and can learn to communicate with people, even though they are wild animals. (55 words) 【佳作欣赏2】 Research shows kangaroos can communicate with humans to get help. When faced with a food box they couldn't open, most kangaroos looked at the human and then the box, some even approached the person. This suggests communication with humans isn't limited to pets and that kangaroos are more intelligent than previously believed. (58 words) 【佳作欣赏3】 The study reveals that wild kangaroos can intentionally communicate with humans through gaze, similar to domesticated animals. When unable to open a food container, they actively sought human assistance by looking between the person and the box. This challenges the belief that such communication is unique to domesticated species and indicates higher cognitive abilities in marsupials. (60 words) 12 / 17 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $