高中一年级 · 阅读系列

Lesson 6 · A Mistake in the Lab Notes

文体：实验记录 · 朗读音轨 06

先听一遍

听听哪一处记录缺失，让‘长得快两倍’的结论站不住脚。

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Our biology group placed two bean plants by different windows to compare their growth. We measured each plant every Monday and wrote the numbers in a shared notebook. After three weeks, the plant by the north window seemed to have grown twice as fast.

I was ready to make a graph when Hana noticed a problem. The heights in the second week had no plant names beside them. We had written two numbers but had not marked which plant was which. If we guessed, our graph would look complete, but it might tell the wrong story.

We showed the notes to our teacher. She did not tell us to start over. Instead, she asked us to mark those two measurements as uncertain and continue observing. Our final report included the gap and explained why we could not make a strong claim about the difference.

I used to think good science meant having neat results. Now I think it also means showing where the evidence is weak.

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Our biology group placed two bean plants by different windows to compare their growth.
We measured each plant every Monday and wrote the numbers in a shared notebook.
After three weeks, the plant by the north window seemed to have grown twice as fast.
I was ready to make a graph when Hana noticed a problem.
The heights in the second week had no plant names beside them.
We had written two numbers but had not marked which plant was which.
If we guessed, our graph would look complete, but it might tell the wrong story.
We showed the notes to our teacher.
She did not tell us to start over.
Instead, she asked us to mark those two measurements as uncertain and continue observing.
Our final report included the gap and explained why we could not make a strong claim about the difference.
I used to think good science meant having neat results.
Now I think it also means showing where the evidence is weak.

读懂了什么？

读完后，试着用一句话说出本文的主要意思，并从原文找出支持它的一句话。

查看中文译文

生物小组把两株豆苗分别放在不同的窗边，比较它们的生长情况。我们每周一量一次高度，把数字写进共用笔记本。三周后，北窗旁那株看起来长得快了一倍。

我正要画图表，花奈却发现了问题：第二周的两项高度旁没有写植株名称。我们记录了两个数，却没标明哪个数属于哪株。若凭猜测补上，图表会显得完整，讲出的故事却可能是错的。

我们把记录拿给老师看。她没有让我们重做，而是请我们把那两项测量标成‘不确定’，继续观察。最终报告保留了这处空缺，并说明为什么不能就两株植物的差异下强结论。

过去我以为好的科学研究必须有整齐的结果。现在我觉得，它也要诚实地指出证据薄弱的地方。

本课重点词语

以下是本课重点词语的中文讲解；英文正文中有虚线的单词可悬停查看词义和发音。

compare: 比较；观察两株豆苗的生长差异。
measure: 测量；每周一记录高度。
seem to: 似乎；北窗植株看起来长得更快。
mark: 标记；给数字注明对应植株。
guess: 猜测；不能用猜的补实验记录。
complete: 完整的；图表看着完整不代表可信。
measurement: 测量结果；第二周的两项缺少标签。
uncertain: 不确定的；老师让小组如实注明。
claim: 论断；证据不足时不能下强结论。
evidence: 证据；记录缺口削弱了判断。

背景知识

实验数据若失去对象标签，就无法可靠比较。文中的小组没有猜测数字归属，而是标注不确定性；报告可以承认资料缺口，而不必伪装成证据完整。

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