1) mixed fluorine efficacy
混合氟效应
2) Mixing effect
混合效应
1.
The spread of interface is caused by the mixing effect during the sputtering process and the uneven bottom of the crater.
轰击离子在样品内所引起的混合效应，以及坑底的不平整导致了某一时刻的二次离子来自样品中的不同深度。
2.
In this paper, based on the Anderson s model, the contributions of s-d Mixing effect on the added specific heat of s and d electrons are estimited numerically for a dilute magnetic alloy.
根据ＡｎｄｅｒｓｏｎＭｏｄｅｌ定量地估计了稀磁合金中有磁解与非磁解的情况下ｓ－ｄ混合效应所引起的杂质电子与传导电子的附加比热。
3) mixed effects
混合效应
1.
To the mixed effects models, we take the errors distribution exp{-cx~2} for example to construct a new process of D-optimal design of various errors distributions in heteroscedastic models, and prove the optimality with the Generalized KWT(GKWT).
对于混合效应模型,本文在异方差模型中,以误差分布exp{-cx2}为例,对于多种误差分布,构造出一种新的D-最优设计过程,并用广义化一般等价定理(GKWT)验证这种设计的最优性。
2.
To the mixed effects models which the number of support points is equal to the number of parameters, we construct D-optimal block designs.
本文对将驻点个数等于参数个数的混合效应模型做D-最优设计。
3.
This article is about mixed effects Ⅱ models.
本文研究的是混合效应-Ⅱ模型,首先,给出二阶模型存在D 最优回归设计点的必要条件。
4) mixed alkali effect
混合碱效应
1.
The relationships between mixed alkali effect of several alkali-metal oxides and the physical properties of the glasses such as thermal expansion coefficient,electric resistivity and dielectric loss were discussed.
用传统熔体冷却方法制得R2O-MO-Al2O3-SiO2多元系统玻璃(R为碱金属元素,M为碱土金属元素),研究玻璃组成中多种碱金属之间的混合碱效应与热膨胀系数、电阻率、以及介电损耗之间的关系。
2.
Electrical conductivity measurements have shown that the mixed alkali effect is pronounced in the glass involving copper ions.
本文研究了xCuBr - (4 0 -x)NaBr - 55P2 O5- 5CaO玻璃的混合碱效应。
5) self-mixing effect
自混合效应
1.
The estimation of the parameters in the model of the self-mixing effect in semiconductor lasers;
一种半导体激光自混合效应模型参数的测量方法
2.
The velocity sensor based on the self-mixing effect of the laser diode was described.
设计了基于激光二极管自混合效应的速度传感器,提出了基于线性预测二阶自回归光谱计算的信号处理方法,并对该速度传感器在干燥、洁净的路面进行了测试,其标准偏差为σ≈0。
6) hybrid field
混合场效应
补充资料：混合能力分组效应
混合能力分组效应
effect of mixed-ability grouping
混合能力炎睡目效应(effeet of mixed一abilitygrouPing)把能力水平不同的学生编在一个班级所产生的效果。研究表明，一个班中学习潜力高的学生超过1/3，班上学生积极地投入学习，对学习任务关注，能为潜力高的和低的学生提供提高成就水平的学习环境:学生间潜力差异悬殊，合作和投入任务的水平低。分组情况还会影响教师的行为。班中学习潜力高的学生居多，教师的讲解更少含糊不清，且对大部分学生作出积极反应，有助于提高学生的成就水平。 (蒋兆灿撰牟丈博审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条