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The effects of cold stratification combined with warm plus cold stratification and gibberellin A3 (GA3) on germination of Myrica adenophora and M. rubra were studied.

本文研究低温层积、暖低温组合层积和激勃素GA3等处理对恒春杨梅和杨梅种子休眠解除及发芽的影响。

We conclude that combined warm and cold stratification is able to release seed dormancy and enhance germination of the 2 Myrica species, and GA3 treatment is successful for germination of M. adenophora seeds without pre-stratification.

综合结果是暖低温层积能解除杨梅属种子的休眠,促进发芽,且激勃素GA3可使恒春杨梅种子在不预先层积处理下发芽成功。

The results showed: the major causes were obstacle of seed vessel, seed embryo dormancy and post-maturation; the major methods were treatments of hypothermal stratification and growth regulators; naked layer stratification and sand layer stratification had cosistent effect on relieving seed dormancy; hypothermal stratification with GA3 500~1000mg/L for days could relieve seed dormancy, compared to sand stratification it shortened 30 days, and its germiation percentage was higher than that of sand stratification.

结果表明,引起砂梨种子休眠的主要有种皮障碍、种胚休眠和种胚后熟;而解除休眠的主要方法为低温层积处理和植物生长调节剂处理。裸层积和沙层积在解除种子休眠上的发芽效果是一致的,使用GA3溶液浸种,不能完全打破种子休眠,用GA3 500~1000mg/L低温层积30d即可解除种子休眠,比直接沙层积缩短30d,其发芽率比直接沙层积高。

According to the results, the naked core by powder layering method is of smooth appearance but bad in sphericity.

在素丸的制备研究中,比较了粉末层积法及液相层积法工艺特点。

Seed dormancy of M. adenophora was broken by stratifying seeds at alternating temperatures of 30/20℃, 30/15℃, or at a constant temperature of 25℃ for 2mo followed by 5℃ for 3mo, and resulted in rapid germination.

恒春杨梅种子经2个月30/20℃、30/15℃变温层积,或25℃定温层积,接著3涸月5℃低温层积,皆能打破种子的休眠,使种子迅速发芽。

The method includes the following steps: depositing a non-magnetic layer (3) of sufficient thickness; anisotropically etching the non-magnetic layer to form a steep wall of suitable dimensions at the required position of a flux guide; depositing a magnetic material to form a magnetic layer (9) on the wall in such a manner that the magnetic layer has a thickness corresponding to the required track width; removing undesired deposits of magnetic material but maintaining the magnetic layer on the wall; depositing an insulating material (19a) to cover the magnetic layer.

该方法包括下列步骤:淀积足够厚度的一个非磁层(3);非均质地蚀刻该非磁层以便在磁通引导的要求位置形成适宜尺寸的阶跃内壁;淀积一个磁性材料,以便在该内壁上形成一个磁层(9),使得该磁层具有对应于该要求的磁迹宽度的一个厚度;去除不希望的淀积的磁性材料而保持在该内壁上的磁层;淀积一个绝缘材料(19a)以便覆盖该磁层。

The course is designed to acquaint students with the manufacturing techniques, utilization and performance of plywood, lumber core plywood, laminated veneer lumber, laminated veneer board and compreg…etc., which are the primary processed products of the wood veneer.

本课程旨在传授学生合板,木芯板,层积材,层积板及硬化层积材等以木材单板为原料的初级加工产品之制造技术,原理及使用性能等有关之知识。

In the eastern platform and its marginal reef tracts, it consits of TST composed of 4-7 aggrading parasequences and HST composed of 2-3 minor-prograding parasequences and condensed sections, 35-40 parasequences can be recongnized in the Late Permian.

东部的碳酸盐台地和台地边缘区,由4-7个副层序叠复加积的海进体系域和2-3副层序叠复的弱进积的高位体系域或密集层组成,整个晚二叠系包括35-40个副层序。

One second-order stacked sequence usually consists of a retrograding stacking third-order sequence set and a prograding stacking third-order sequence set.

一个二级叠加层序内通常发育一个退积的三级层序组和一个进积的三级层序组。

The same change is seen in the high systems tracts of a sequence or a prograding stacking sequences set, on the other hand, opposite changes occur in a transgressive systems tract or a retrograding stacking sequences set.

相同的变化发生于层序的高水位体系域或进积的层序组中,而层序的水进体系域或退积的层序组中则出现相反的变化。

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According to the clear water experiment, aeration performance of the new equipment is good with high total oxygen transfer coefficient and oxygen utilization ratio.

曝气设备的动力效率在叶轮转速为120rpm~150rpm时取得最大值,此时氧利用率和充氧能力也具有较高值。

The environmental stability of that world - including its crushing pressures and icy darkness - means that some of its most famous inhabitants have survived for eons as evolutionary throwbacks, their bodies undergoing little change.

稳定的海底环境─包括能把人压扁的压力和冰冷的黑暗─意谓海底某些最知名的栖居生物已以演化返祖的样态活了万世,形体几无变化。

When I was in school, the rabbi explained everythingin the Bible two different ways.

当我上学的时候,老师解释《圣经》用两种不同的方法。