mathematical induction

mathematical induction的基本解释

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[计] 数学归纳法

与mathematical induction相关的网络例句 [注：此内容来源于网络，仅供参考]

ANP and CX43 began to express at 2nd week after induction and increased gradually,about 60% of the resulting myogenic cells were positive at 4th week after induction ,they were negative for uninduced cells.hMSCs'surface antigen profiles obtained by Flow Cytometry were negative for CD31\CD34\CD45 before and after induction,but CD90 expressed higher after induction while was weak positive before induction(P.05). Apotosis index was correlated with the cultural time after induction,The apoptosis rate of induced hMSCs was remarkably higher than control group(P.01),and the variation between groups was notable(P.05),the cell cycle analysis showed that the percentages of G_0/G_1phases were reduced significantly after induction. The expresstion levels ofβ-MHC and CTNT mRNA were undetectable before induction,began to increase at 1st、4th week after induction,reached the peak at 6th week and decreased after that,the expression of Bcl-2 and Bax mRNA varied regularly after treated with 5-azacytidine. hMSCs'resting membrane potential、range and rate of depolarization were heightened gradually after being induced.

结果：hMSCs诱导前为纺锤形，诱导后第2天部分细胞即开始发生形变，呈球形或短棒状，1周后胞浆中颗粒增多，约20～30%细胞边缘呈毛刷样变化；hMSCs表面抗原CD31、CD34、CD45在诱导前后差异无统计学意义，CD90未诱导时表达呈弱阳性，诱导后明显增高(P.05)；ANP和CX43在诱导前无表达，诱导后第2周开始表达且表达随时间逐渐增强，但CX43在诱导后第5周表达量开始降低。hMSCs诱导后凋亡指数随诱导后培养时间增加，低浓度诱导组低于标准浓度诱导组，组间差异有统计学意义(P.05)，G_0/G_1期细胞比例诱导后较对照组显著减少(P.05)；β-MHC和CTNT基因分别在诱导后第1周和第4周时表达开始增强，在第6周时均达到高峰，第8周时表达开始衰减，Bcl-2、Bax基因表达呈时间依赖性变化，hMSCs经诱导后随心肌样细胞特征的表达膜静息电位、去极化幅值和去极化速率逐渐增高。

Abridgement ）:Mathematics Olympiad entitled to carriers, a mathematical way of thinking on the meaning: mathematical thinking is to understand the nature of mathematical knowledge, from some of the specific content of mathematics and mathematical understanding of the excessive rise in refining a mathematical point of view, is a mathematics knowledge Structure of the essence and soul of the commander in chief and it played the dominant role of mathematical knowledge.

以数学竞赛题为载体，阐述了数学思想方法的涵义：数学思想就是对数学知识的本质认识，是从某些具体的数学内容和对数学的认识过重中提炼上升的数学观点，是数学知识结构的精髓和灵魂，它起到统帅和支配数学知识的作用。

Chapter 4, lists the teaching cases in teacher's teaching, combined the cases dissecting the teaching methods of mathematics and mathematical cerebration and methods in the point of view of psychology, then infers that to proceed the teaching of mathematical cerebration and methods is necessary. In the other hand, I compared and studied the association between the basic mathematical cerebration and methods and other mathematical knowledge, answer the questions that which mathematical cerebration and methods are more worthy to jut out. At last, infers a mode of the teaching in mathematical cerebration and methods.

第四章列举了教师在授课中的教学案例，结合案例从心理学角度对中学数学教学与数学思想方法教学进行剖析，得出进行数学思想方法教学是十分必要的；同时对中学数学教学中的数学基本思想方法与其它数学知识的关系进行了对比分析，对在中学数学教学中突出哪些数学基本思想方法为好做了解答；最后给出了数学思想方法教学的一个教学模式。

与mathematical induction相关的网络解释 [注：此内容来源于网络，仅供参考]

mathematical induction：数学归纳法

数学归纳法(Mathematical Induction) 虽然是一个强有力的证明工具, 在使用上稍 ... 例题二: 某人想要用数学归纳法证明「平面上任意n 条直线, 若其中没有任何两条线互相 ...... 根据数学归纳法,当n为任意自然数时都成立,n可以到无限大,所以人力是无限大!

mathematical induction：数学感应

mathematical function 数学函数 | mathematical induction 数学感应 | mathematical model 数学模式

mathematical induction：数学归纳

数学发现 mathematical discovery | 数学归纳 mathematical induction | 反例 negative example

mathematical induction：数学归纳法=>数学的帰納法

mathematical horizon 理想地平 | mathematical induction 数学归纳法=>数学的帰納法 | mathematical linguistics 数理言語学

mathematical induction method：数学归纳法

数学形态学方法:mathematical morphology method | 数学归纳法:mathematical induction method | 数学思想方法:mathematical thought and method