Sentence examples for make quantitative comparisons from inspiring English sources

Furthermore, these metrics will help to make quantitative comparisons among different feedforward control schemes and tuning rules.

In this section, test images are the low-resolution images without ground truth; thus, it is not available to make quantitative comparisons.

By measuring the hull functions from atomic resolution images, we were able to make quantitative comparisons of experimental observations with molecular statics simulations of this boundary.

We forward that the resulting protocol is suitable to act as a localiser of tonotopic cortical fields in individuals, or to make quantitative comparisons between maps in dedicated tonotopic mapping studies.

Although we expect our results to be qualitatively correct, we do not expect to be able to make quantitative comparisons with experimental data without further specializing the model.

An Accurate Mass and Time Tag library, developed previously [34], was used to make quantitative comparisons of the abundance of individual peptides between samples.

We note however that there are some discrepancies between experimental data in similar samples that make quantitative comparison difficult.

Normally, sequential imaging of dynamic samples with different excitation conditions can make quantitative comparison nearly impossible unless large amounts of identical measurements are performed or the sample is completely static.

It should be noted, however, that the experimental design of the above mentioned findings (including ours) vary from one another and as such, it is not possible to make quantitative comparison.

As someone who writes about evolution and genetics – both of which involve the study of inheritance, and both of which rely on making quantitative comparisons between living things – I often receive letters from people associating Darwin with racism, usually citing the use of the words "favoured races" in the lengthy subtitle to his masterpiece, On the Origin of Species.

This work primarily made quantitative comparisons among experts and novices and fell short of richly characterizing the knowledge used by active-learning instructors.