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even number相关的网络例句

查询词典 even number

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

Since this is an even number of holes, a parity hole would be added.

因为这是一个偶数的孔,孔平价将增加。

However, one can find such a pair of prime numbers, if any, for a given even number.

但是,如果对于给定的一个偶数,存在这样一对素数的话,人们是可以找到的。

Long with an even number of pinnate; stipules large, semi-arrow-shaped, the edge of a white membranous, top with degradation tendril axis.

长着偶数的羽状复叶;托叶较大,半箭头状,边缘还有白色膜质,叶轴顶端具退化卷须。

A four-digit even number with a digit less than 5 in the tens place and a digit greater than 5 in the thousands place.

一个四位数的偶数,10位数的数字小於5,千位数的数字大於5。

Usage: suitable for automatic wire winding of even number slot micro motor rotors.

用途:适用于偶数槽微电机转子的自动绕线。

Usage: suitable for automatic wire winding of even number slot motor with hook commutator rotor.

用途:适用于偶数槽电机带钩换向器转子的自动绕线。

Any of various hoofed mammals of the order Artiodactyla, which includes cattle, deer, camels, hippopotamuses, sheep, and goats, that have an even number of toes, usually two or sometimes four, on each foot.

偶蹄动物一种偶蹄目有蹄的哺乳动物,包括牛,鹿,骆驼,河马,绵羊和山羊,这些动物有偶数脚趾,通常每只脚有两个或有时四个

Any of various hoof ed mammals of the order Artiodactyla,which includes cattle,deer,camels,hippopotamuses,sheep,and goats,that have an even number of toes,usually two or sometimes four,on each foot.

偶蹄动物一种偶蹄目有蹄的哺乳动物,包括牛,鹿,骆驼,河马,绵羊和山羊,这些动物有偶数脚趾,通常每只脚有两个或有时四个

If the implementation of components Extended component identifier corresponding to an even number, then with the implementation of components corresponding to the retraction component identifier for the odd-numbered.

如果与执行元件伸出相对应的元件标识符为偶数,则与执行元件回缩相对应的元件标识符则为奇数。

The qualitative methods employed in this study included pretest and posttest, concept map, interview and learning journal. Twelve students were chosen by a purposive sampling method from the class. According to their Raven's Standard Progressive Matrices Testresults, the students were classified into low level of 3, medium level of 6 and high level of 3 with even number of gender. They were interviewed individually about the teaching activities designed by the researcher for this study. The findings were summarized as follows

本研究先采方便取样,选取台北市内湖某国小五年级27位学童为研究对象,进行资料搜集与分析,另采立意取样,依据瑞文氏测验(Raven's Standard Progressive Matrices Test,以下简称SPM),选取低推理能力3人,中推理能力6人,高推理能力3人,共计12人,男女各半;利用CMDA、前后测以及一对一多次的诊断性晤谈,深入分析 12名访谈对象在教学前、后,对「物质与热」单元的概念学习历程。

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