EN： The preposition 'to' is used after 'welcome' to indicate the destination or place someone is being invited into. It functions as a directional marker.
中文： 介係詞 'to' 接在 'welcome' 之後，用來表示某人被邀請進入的目的地或場所。它在這裡起到了方向標記的作用。
Welcome to our new office in Taipei.
歡迎來到我們位於台北的新辦公室。
EN： Noun phrases like 'chemistry lab' use a noun (chemistry) to modify another noun (lab), creating a specific compound noun that defines the type of room.
中文： 名詞短語如 'chemistry lab' 使用一個名詞 (chemistry) 來修飾另一個名詞 (lab)，形成一個特定的複合名詞，用以定義房間的類型。
She is waiting in the computer lab.
她正在電腦實驗室裡等候。
EN： In academic and professional settings, it is common to use a person's first name if a mentor-student relationship is established, but the student would typically address the professor by their title (e.g., 'Professor').
中文： 在學術與專業場合中，如果建立了導師與學生的關係，導師通常會直呼學生的名字，但學生通常會以職稱（如 'Professor'）來稱呼教授。
EN： The present simple tense of the 'be' verb (am) is used with an adjective (excited) to describe a current emotional state. The adverb 'really' is placed before the adjective to add emphasis.
中文： 使用 be 動詞的現在簡單式 (am) 搭配形容詞 (excited) 來描述目前的心理狀態。副詞 'really' 置於形容詞之前以增加語氣強度。
I am really happy to meet you.
我真的很高興見到你。
EN： The 'to + infinitive' structure (to be here) acts as an adverbial phrase explaining the reason for the emotion (excited).
中文： 不定詞結構 (to + 原形動詞) 在此作為副詞片語，用來解釋產生該情緒 (excited) 的原因。
She was surprised to see him at the party.
她在派對上看到他感到很驚訝。
EN： In academic settings, it is common and respectful to address a professor by their title ('Professor') rather than their first name, especially in a first meeting or formal lab environment.
中文： 在學術場合中，以職稱「Professor」（教授）來稱呼老師是常見且禮貌的做法，特別是在初次見面或正式的實驗室環境中，而非直呼其名。
EN： Present Perfect Tense (Experience): Used to talk about life experiences at an unspecified time in the past. It is formed with 'have/has' + past participle.
中文： 現在完成式（經驗）：用於討論過去某個不確定時間點的生命經驗。結構為「have/has + 過去分詞」。
Have you ever traveled to Japan?
你曾經去過日本旅遊嗎？
EN： Gerund as Object of Preposition: After the preposition 'in', the noun phrase 'a lab' follows. If a verb were used, it would need to be in the -ing form.
中文： 介系詞後的受詞：在介系詞「in」之後接名詞片語「a lab」。若此處接動詞，則需使用動名詞（-ing）形式。
She is interested in learning chemistry.
她對學習化學感興趣。
EN： In academic and professional settings, 'That is wonderful to hear' is a common polite way to encourage students or colleagues when they express enthusiasm.
中文： 在學術和專業場合中，「That is wonderful to hear」是一種常見且禮貌的方式，用來鼓勵表達熱忱的學生或同事。
EN： Present Perfect Tense (have + past participle): Used here to describe a life experience that occurred at an unspecified time in the past up to the present.
中文： 現在完成式 (have + 過去分詞)：這裡用於描述從過去到現在為止，某個未明確說明時間點的生命經驗。
I have visited Tokyo three times.
我已經去過東京三次了。
EN： Adverb 'Only': Used to emphasize that something is limited to a specific place, person, or thing.
中文： 副詞 'Only' (只有/僅僅)：用於強調某事僅限於特定的地點、人物或事物。
He only eats vegetables.
他只吃蔬菜。
EN： In modern education, many students use YouTube as a primary learning resource. Mentioning this reflects a common contemporary reality where digital content precedes hands-on experience.
中文： 在現代教育中，許多學生將 YouTube 作為主要的學習資源。提到這一點反映了當代的普遍現實：在進行實際動手操作之前，通常已經先接觸過數位內容。
EN： The phrase 'be different from' is a common adjective pattern used to compare two things that are not the same. It is often followed by a noun or a gerund.
中文： 短語「be different from」是一個常見的形容詞句型，用於比較兩個不相同的事物。後面通常接名詞或動名詞。
The climate in Taiwan is quite different from that in England.
台灣的氣候與英國的氣候相當不同。
EN： The expression 'something comes first' is an idiom used to emphasize that a particular thing is the most important priority in a given situation.
中文： 表達方式「something comes first」是一個慣用語，用來強調在特定情況下，某件事是最高優先順序或最重要的。
When you are driving, safety should always come first.
開車時，安全永遠應該是首要考量。
EN： In Western academic and professional laboratory settings, 'Safety First' is not just a slogan but a strict legal and ethical requirement. Before any practical work begins, a safety briefing is mandatory.
中文： 在西方學術和專業實驗室環境中，「安全第一」不僅僅是一個口號，而是一項嚴格的法律和倫理要求。在任何實際操作開始之前，進行安全簡報是強制性的。
EN： The semi-modal verb 'need to' is used to express necessity or obligation. In questions, it follows the standard 'Do/Does + subject + need to + base verb' structure.
中文： 半助動詞 'need to' 用於表達必要性或義務。在疑問句中，它遵循標準的「Do/Does + 主詞 + need to + 原型動詞」結構。
What do I need to bring for the hike?
我遠足需要帶什麼？
EN： The conjunction 'before' introduces a subordinate clause of time. In this context, it uses the simple present tense ('we start') to refer to a future action.
中文： 連接詞 'before' 引導時間從句。在此語境下，它使用現在簡單式（'we start'）來指代未來的動作。
Please wash your hands before you eat.
吃飯前請洗手。
EN： In academic or professional settings, asking 'What do I need to do before we start?' demonstrates proactivity and a respect for safety protocols, which is highly valued in laboratory environments.
中文： 在學術或專業環境中，詢問「在我們開始之前我需要做什麼？」展現了主動性以及對安全規範的尊重，這在實驗室環境中非常受重視。
EN： The modal verb 'must' is used to express strong obligation or necessity. It is followed by the base form of the verb (in this case, 'put on').
中文： 助動詞 'must' 用於表達強烈的義務或必要性。其後接動詞原形（在此句中為 'put on'）。
You must follow the rules in the library.
你必須遵守圖書館的規定。
EN： The phrasal verb 'put on' means to place a garment or accessory on one's body. It is a separable phrasal verb, though here the object follows the particle.
中文： 片語動詞 'put on' 意為穿上或戴上衣物或配件。這是一個可拆分的片語動詞，但在本句中受詞接在介系詞之後。
Please put on your jacket before going outside.
出門前請穿上你的夾克。
EN： In Western academic and professional laboratory settings, 'Safety First' is a strict protocol. Wearing Personal Protective Equipment (PPE) like goggles and lab coats is often a legal requirement before any practical work begins.
中文： 在西方的學術與專業實驗室環境中，「安全第一」是嚴格的準則。在開始任何實際操作前，穿戴個人防護裝備（PPE），如護目鏡和實驗衣，通常是法律規定的必要程序。
EN： The modal verb 'should' is used to ask for advice or to check if an action is necessary or correct. In questions, the word order is 'Should + subject + base verb'.
中文： 情態助動詞 'should' 用於徵詢建議或確認某項行動是否必要或正確。在問句中，語序為「Should + 主詞 + 原型動詞」。
Should I bring an umbrella today?
我今天應該帶傘嗎？
EN： The word 'them' is an object pronoun used to refer back to a plural noun mentioned previously (in this context, the safety goggles and lab coat).
中文： 單字 'them' 是受格代名詞，用於指代前面提到過的複數名詞（在此語境中指安全護目鏡和實驗衣）。
I bought some apples and put them in the fridge.
我買了一些蘋果並把它們放進了冰箱。
EN： In a laboratory setting, safety protocols are strictly followed. Asking 'Should I...' demonstrates a responsible attitude toward safety and respect for the supervisor's expertise.
中文： 在實驗室環境中，安全規範被嚴格執行。使用「Should I...」詢問展現了對安全的負責態度，以及對指導者專業知識的尊重。
EN： Passive Voice (be + past participle): Used when the action is more important than the person performing it. Here, 'are required' emphasizes the rule/necessity.
中文： 被動語態 (be 動詞 + 過去分詞)：用於強調動作本身而非執行者。在此處 'are required' 強調了規則或必要性。
Helmets are required for all cyclists.
所有騎自行車的人都必須佩戴安全帽。
EN： Subordinating Conjunction 'because': Used to introduce a clause that provides a reason or explanation for the preceding statement.
中文： 從屬連接詞 'because'：用於引導一個子句，為前面的陳述提供原因或解釋。
I stayed home because it was raining.
因為下雨，所以我待在家裡。
EN： In professional and educational lab settings in English-speaking countries, safety protocols are strictly enforced. The use of 'required' instead of 'should' emphasizes that this is a mandatory safety rule, not a suggestion.
中文： 在英語國家的專業和教學實驗室環境中，安全協議執行非常嚴格。使用 'required' (必須) 而非 'should' (應該) 強調了這是一項強制性的安全規定，而非建議。
EN： The causative verb 'let' is used to allow or permit someone to do something. It is followed by an object and the base form of a verb (bare infinitive).
中文： 使役動詞 'let' 用於允許某人做某事。其後接受詞，再接原形動詞（不帶 to 的不定詞）。
Let me help you with those heavy bags.
讓我幫你提那些沉重的袋子。
EN： Indirect questions function as noun clauses. When a question like 'How does temperature affect dissolving?' is embedded within a sentence, the word order changes to subject + verb (temperature affects).
中文： 間接問句作為名詞子句使用。當像「溫度如何影響溶解？」這樣的疑問句嵌入句子中時，語序會變為「主詞 + 動詞」（temperature affects）。
I don't know where he lives.
我不知道他住在哪裡。
EN： In academic and scientific settings, 'let me' is a polite way for a person in authority (like a professor) to transition to a new topic or instruction while maintaining a collaborative tone.
中文： 在學術和科學環境中，「let me」是權威人士（如教授）切換到新話題或指令的一種禮貌方式，同時保持合作的語氣。
EN： Linking Verbs (Sense Verbs): Verbs like 'sound', 'look', or 'feel' are followed by adjectives to describe the subject. They do not take an adverb in this context.
中文： 連綴動詞（感官動詞）：像 'sound'（聽起來）、'look'（看起來）或 'feel'（感覺起來）這類的動詞，後面接形容詞來修飾主詞，而非副詞。
The music sounds beautiful.
這音樂聽起來很美。
EN： Wh- Questions with 'Be' Verb: To ask for information, place the question word (What) at the beginning, followed by the 'be' verb and then the subject.
中文： Wh- 疑問句與 Be 動詞：為了詢問資訊，將疑問詞（What）放在句首，接著是 be 動詞，最後是主詞。
What is your plan?
你的計畫是什麼？
EN： In academic and scientific settings, using words like 'hypothesis' shows a professional approach to learning. It is common for students to use 'So' to transition from a comment to a specific question.
中文： 在學術與科學情境中，使用 'hypothesis'（假設）等詞彙展現了專業的學習態度。學生常用 'So' 作為開頭，從給予評論轉向提出具體問題，這在課堂互動中非常常見。
EN： The sentence uses a 'Noun Clause' starting with 'that' as a subject complement. This clause functions as a noun to explain what the 'hypothesis' is.
中文： 本句使用了由「that」引導的「名詞子句」作為主詞補語。這個子句的功能如同名詞，用來解釋「假設 (hypothesis)」的具體內容。
My belief is that practice makes perfect.
我的信念是熟能生巧。
EN： The Present Simple tense is used here to state a scientific fact or a general truth (sugar dissolving in water).
中文： 這裡使用「現在簡單式」來陳述科學事實或普遍真理（糖在水中溶解）。
Water boils at 100 degrees Celsius.
水在攝氏100度時沸騰。
EN： In academic and professional settings, 'Good question' is a common polite filler used by teachers or presenters to acknowledge a student's engagement before providing an answer.
中文： 在學術或專業場合中，「Good question」是老師或演講者常用的禮貌性墊場話，用來在回答之前肯定學生的參與和思考。
EN： The adverb 'actually' is used to emphasize a fact or to correct a misconception. In this context, it adds a layer of confirmation to the speaker's prior knowledge.
中文： 副詞「actually」用於強調事實或修正誤解。在此語境中，它為說話者先前的知識增添了一層確認感。
I actually finished the report two days ago.
我實際上在兩天前就完成報告了。
EN： The future simple tense (will + base verb) is used here to make a prediction based on personal opinion or belief.
中文： 未來簡單式（will + 原形動詞）在此處用於根據個人觀點或信念做出預測。
I think it will rain tomorrow.
我認為明天會下雨。
EN： In academic and scientific discussions, using 'actually' can signal that the speaker has done prior research or has background knowledge, which builds credibility even in a student-teacher dialogue.
中文： 在學術和科學討論中，使用「actually」可以顯示說話者曾做過事先研究或具備背景知識，這在師生對話中能建立可信度。
EN： The modal verb 'shall' is used with first-person pronouns (I/We) to express a future intention or determination. In modern English, it often sounds more formal or certain than 'will'.
中文： 助動詞 'shall' 與第一人稱代名詞（I/We）連用，用來表達未來的意圖或決心。在現代英語中，它通常比 'will' 聽起來更正式或更具確定性。
We shall overcome this challenge together.
我們將共同克服這項挑戰。
EN： The preposition 'before' can be followed by a gerund (V-ing) when the subject of the main clause and the prepositional phrase is the same. This shortens the sentence from 'before he/she decides'.
中文： 當主句與介系詞短語的主詞相同時，介系詞 'before' 後面可以接動名詞（V-ing）。這將句子從 'before he/she decides' 簡化。
Always wash your hands before eating.
吃飯前務必洗手。
EN： The phrase 'We shall see' is a common idiomatic expression used to withhold judgment until more information is available. It reflects the scientific principle of empiricism—relying on observation rather than assumptions.
中文： 短語 'We shall see' 是一個常見的習語，用於在獲得更多資訊之前保留判斷。這反映了科學的經驗主義原則——依賴觀察而非假設。
EN： The phrase 'Here is/are' is used to introduce or point out something that is physically present or being presented at the moment. Even though 'equipment' is the subject, the sentence starts with 'Here' for emphasis.
中文： 句型「Here is/are」用於引導或指出目前在場或正在呈現的事物。雖然「equipment」是主詞，但為了強調而將「Here」放在句首。
Here is the book you were looking for.
這就是你一直在找的那本書。
EN： The colon (:) is used to introduce a list that clarifies or specifies the noun mentioned before it (in this case, 'equipment').
中文： 冒號 (:) 用於引導一個清單，用來澄清或具體說明前面提到的名詞（在此句中為「equipment」設備）。
I need three things from the store: milk, eggs, and bread.
我需要從商店買三樣東西：牛奶、蛋和麵包。
EN： In a laboratory setting, 'equipment' is an uncountable noun in English, meaning we don't say 'equipments'. We use specific names like 'beakers' or 'thermometers' to count individual items.
中文： 在實驗室環境中，'equipment'（設備）在英文中是不可數名詞，因此不使用複數形 'equipments'。若要計算個別物品，我們會使用具體的名稱，如 'beakers'（燒杯）或 'thermometers'（溫度計）。
EN： The correlative pair 'one... and the other...' is used to refer to two specific items or people. 'One' identifies the first item, and 'the other' identifies the remaining one in a set of two.
中文： 相關對應詞「one... and the other...」用於指代兩個特定的物品或人。「One」標示第一個，而「the other」則標示兩者中剩下的那一個。
I have two pens; one is blue and the other is red.
我有兩枝筆；一枝是藍色的，另一枝是紅色的。
EN： The phrase 'I see' is a common idiomatic expression used to indicate that the speaker understands a situation or a piece of information.
中文： 短語「I see」是一個常見的慣用語，用來表示說話者理解了某個情況或某項資訊。
Oh, I see why you are late now.
喔，我現在明白你為什麼遲到了。
EN： In a scientific context, clarity and observation are key. Using 'I see' followed by a summary of what is observed is a standard way to confirm understanding of an experimental setup.
中文： 在科學情境中，清晰度與觀察是關鍵。使用「I see」後接觀察到的現象摘要，是確認理解實驗設置的標準方式。
EN： Imperative Mood: The sentence starts with the base form of the verb 'add' to give an instruction or command. In English, the subject 'you' is understood and omitted in imperative sentences.
中文： 祈使句：句子以動詞原形「add」開頭，用於下達指令或命令。在英文中，祈使句的主詞「you」通常被省略。
Mix the ingredients thoroughly before baking.
烘焙前將食材徹底混合。
EN： Prepositional Phrase 'at the same time': This is a common idiomatic expression used as an adverbial phrase to indicate that two or more actions happen simultaneously.
中文： 介係詞短語「at the same time」：這是一個常見的慣用語，作為副詞短語使用，表示兩個或多個動作同時發生。
They both started laughing at the same time.
他們兩個人同時笑了起來。
EN： In a laboratory setting, instructions are often given using the imperative mood to ensure clarity and safety. Precision (e.g., 'one spoon', 'at the same time') is crucial in scientific communication.
中文： 在實驗室環境中，指令通常使用祈使句給出，以確保清晰與安全。在科學溝通中，精確性（例如「一匙」、「同時」）至關重要。
EN： Present Continuous Tense: Used here to describe an action or process happening at the moment of speaking (is dissolving).
中文： 現在進行式：在此用於描述說話當下正在發生的動作或過程（is dissolving）。
The ice is melting quickly under the sun.
冰塊在陽光下正快速融化。
EN： Comparative Adverbs with 'Much': The word 'much' is used as an intensifier before a comparative adverb (faster) to show a significant difference.
中文： 比較級副詞與 Much 的修飾：單字 'much' 用作比較級副詞 (faster) 前的加強語，用以表示顯著的差異。
He runs much faster than I do.
他跑得比我快得多。
EN： In a laboratory setting, 'Done!' is a common informal way to signal the completion of a step or the start of an observation. It reflects the hands-on, active nature of scientific experiments.
中文： 在實驗室環境中，「Done!」是一種常見的非正式表達方式，用來表示完成了一個步驟或開始進行觀察。這反映了科學實驗動手實作、積極參與的本質。
EN： The relative clause starting with 'when' functions as an adjective clause to modify the noun 'time', specifying which particular time is being referred to.
中文： 以 'when' 開頭的關係子句作為形容詞子句，用來修飾名詞 'time'（時間），明確指出是指哪一個特定的時間點。
I remember the day when we first met.
我記得我們第一次見面的那天。
EN： The imperative mood is used to give instructions or requests. It typically starts with a base verb (like 'write') and often includes 'please' for politeness.
中文： 祈使句用於給予指令或請求。通常以動詞原形（如 'write'）開頭，並常加入 'please' 以示禮貌。
Please turn off the lights before you leave.
請在離開前關燈。
EN： In academic and scientific settings, professors often use positive reinforcement like 'Excellent observation' to encourage students' critical thinking and engagement.
中文： 在學術和科學環境中，教授經常使用如 'Excellent observation'（出色的觀察）之類的正面鼓勵，以激發學生的批判性思考和參與感。
EN： The use of 'one' as a pronoun to avoid repeating a previously mentioned noun (in this case, 'sample'). It makes the sentence more concise and natural.
中文： 使用代名詞「one」來避免重複前面提到的名詞（在此句中指「sample」）。這能使句子更簡潔且自然。
I have two pens; the blue one is my favorite.
我有兩枝筆；藍色的那枝是我最喜歡的。
EN： The verb 'take' is used to express the amount of time required to complete an action or process.
中文： 動詞「take」用於表達完成某個動作或過程所需的時間量。
The flight to Tokyo takes four hours.
飛往東京的航程需要四個小時。
EN： The modal verb 'can' is used here to express ability or possibility. In a question format, the modal verb is placed before the subject (Subject-Auxiliary Inversion).
中文： 助動詞「can」在此處用於表達能力或可能性。在疑問句中，助動詞會置於主詞之前（主詞-助動詞倒裝）。
What can we learn from this experience?
我們能從這次經驗中學到什麼？
EN： The preposition 'from' indicates the source or basis of a conclusion or information.
中文： 介係詞「from」在此處表示結論或資訊的來源或依據。
I can tell from your face that you are happy.
我從你的臉色就能看出你很高興。
EN： In academic and scientific contexts, professors often use open-ended questions like this to encourage students to practice critical thinking rather than just giving them the answer.
中文： 在學術和科學背景下，教授經常使用這類開放式問題，以鼓勵學生練習批判性思考，而不是直接給予答案。
EN： The sentence uses a 'Noun Clause' starting with 'that' as the direct object of the verb 'shows'. This structure allows you to state a fact or a finding as a complete thought within another sentence.
中文： 本句使用了由 'that' 引導的「名詞子句」作為動詞 'shows' 的直接受詞。這種結構讓你能在一個句子中陳述一個完整的事實或發現。
The study shows that sleep is important for health.
研究顯示睡眠對健康很重要。
EN： The Present Simple tense is used here to express a scientific fact or a general truth (e.g., 'hot water dissolves sugar faster').
中文： 這裡使用「現在簡單式」來表達科學事實或普遍真理（例如：熱水溶解糖的速度更快）。
The sun rises in the east.
太陽從東邊升起。
EN： In academic and scientific contexts, using structured language like 'The result shows that...' and 'Our hypothesis was...' is standard practice for reporting findings objectively.
中文： 在學術和科學語境中，使用如 'The result shows that...' (結果顯示...) 和 'Our hypothesis was...' (我們的假設是...) 這種結構化的語言是客觀報告研究結果的標準做法。
EN： The Present Perfect Tense (have + past participle) is used here to describe an action that has just been completed, emphasizing the result in the present.
中文： 現在完成式（have + 過去分詞）在此用於描述剛剛完成的動作，強調該動作對現在造成的結果或成就。
I have finished my homework already.
我已經完成我的作業了。
EN： Adverbs of Manner (successfully) are often placed at the end of a sentence or after the direct object to describe how an action was performed.
中文： 情狀副詞（successfully）通常放在句尾或直接受詞之後，用來描述動作進行的方式。
She passed the driving test successfully.
她成功通過了駕駛考試。
EN： In academic and professional settings, 'Well done' is a common and encouraging way to provide positive feedback. It acknowledges both the effort and the successful outcome.
中文： 在學術與專業場合中，「Well done」是一種常見且具鼓勵性的正面回饋方式。它同時肯定了對方的努力以及成功的結果。
EN： The structure 'much more than' is used to emphasize a comparative difference. 'Much' acts as an intensifier for the comparative adjective or adverb.
中文： 結構 'much more than' 用於強調比較級的差異。'Much' 在此作為加強語氣的副詞，修飾後方的比較級形容詞或副詞，表示「得多」、「遠遠超過」。
This new laptop is much more expensive than my old one.
這台新筆電比我舊的那台貴得多。
EN： Gerunds (verb + -ing) can function as the object of a preposition. In this sentence, 'watching' is a gerund following the preposition 'than'.
中文： 動名詞（動詞 + -ing）可以作為介係詞的受詞。在本句中，'watching' 是接在介係詞 'than' 後面的動名詞。
She is better at drawing than singing.
她擅長繪畫勝過唱歌。
EN： In academic settings, it is standard to address a professor by their title ('Professor') to show respect, rather than using their first name, especially in a formal lab environment.
中文： 在學術場合中，通常會以職稱（如 Professor）來稱呼教授以示尊重，而非直呼其名，尤其是在正式的實驗室環境中。
EN： The structure 'Subject + be + adjective + to-infinitive' is used to express feelings or reactions to a specific action or piece of information.
中文： 結構「主詞 + be動詞 + 形容詞 + 不定詞 (to V)」用於表達對特定行為或訊息的感受或反應。
She was surprised to see him at the party.
她很驚訝在派對上見到他。
EN： The future tense 'will + base verb' is used here to express a plan or a promise made by the speaker for a future time (next week).
中文： 未來式「will + 原型動詞」在此用於表達說話者對未來時間（下週）所做的計劃或承諾。
We will visit the museum tomorrow morning.
我們明天早上將會參觀博物館。
EN： In academic settings, professors often use encouraging phrases like 'I am glad to hear that' to build rapport and motivate students. The transition to 'your own experiment' signifies a shift from guided learning to independent inquiry, which is a key value in Western science education.
中文： 在學術環境中，教授經常使用如「I am glad to hear that」之類的鼓勵性語句來建立良好關係並激勵學生。轉向「你自己的實驗」象徵著從引導式學習轉向獨立探究，這是西方科學教育中的核心價值。
重要單字附有 IPA 發音、定義、例句和互動式測驗。
在本文中： 化學，研究物質組成、性質及其變化規律的科學。
在本文中： 實驗，為了檢驗某種理論或假設而進行的操作過程。
在本文中： 護目鏡，用於保護眼睛免受化學品或異物傷害的眼鏡。
在本文中： 化學製品或化學物質。
在本文中： 溶解，固體物質在液體中分解並均勻分布的過程。
在本文中： 假設，根據已知事實提出的待驗證的推論。
在本文中： 設備、器材，指進行特定活動所需的成套工具。
在本文中： 燒杯，實驗室中常用的圓柱形玻璃容器。
在本文中： 觀察，指仔細察看事物以獲取資訊的行為。
在本文中： 推斷、得出結論，根據事實或證據做出判斷。
片語包含類型標示、雙語定義、用法說明和例句。
Safety is the most important thing to consider in a situation.
安全第一
To place a piece of clothing or equipment on one's body.
穿上、戴上
Simultaneously; happening or being done together.
同時
To record information on paper.
寫下、記錄
To provide evidence that suggests a theory or hypothesis is correct.
支持（假說）
A specific portion of a substance or material that is being studied or tested.
樣本 / 試樣
To plan the specific procedures, variables, and controls of a scientific study.
設計（實驗）