Sentence examples for produce a significant difference from inspiring English sources

The different fixation times ranging from 8to4848 h did not produce a significant difference in lacZ activity with acetone (Fig.  2 d i), but the maxillae fixed in acetone had significantly higher lacZ activity than maxillae fixed in glutaraldehyde under the same conditions of time and temperature (Fig.  2 a c).

Time pressure was found to produce a significant difference in subjective workload ratings as well as secondary task performance scores, while target uncertainty was found to produce a significant difference in the primary task performance scores.

As the softening point of PVC was significantly lower than for PET it was possible to produce a significant difference in hydrophobicity, as judged using contact angle measurement.

In both cases, a sum of basic units, no matter how many, is insufficient to produce a significant difference.

The four annuals observed (C. pycnothrix, E. tenuifolia, E. fatmensis, and S. verticillata) were not sufficient to produce a significant difference.

Given the structural similarities and biological activity among compounds 1 5, the minor substitutions of the central core (pentacyclic triterpene) does not appear to produce a significant difference in the α-glucosidase inhibition.

Only CD3/CD28 stimulation produced a significant difference in cell death between uninfected and infected cells for both primary cultured TCM and Jurkat/J-DHIV cell line models as measured by propidium iodide (PI) staining (Fig. 4a,b).

A 2-fold increase in the mean particle size from 30 to 72 μm produced a significant difference (P < 0.001) in roughness from 4.8 and 9.7 μm.

Elevated carbohydrate levels (180 370 g kg−1) produced a significant difference (P < 0.05) in growth.

For the reading items, pattern C again produced a significant difference (F = 6.554, p < 0.01, df = 2, 149) and the reading items also produced a significant difference in the occurrence of pattern F (F = 4.905, p < 0.01, df = 2, 149) where participants had abandoned a correct answer offered in the short answer test in favor of an incorrect option in the multiple choice test.

However, students whose teachers possessed the statement 20 misconception had a 0.22 increase in the mean number of misconceptions from pre- to post-instruction as compared to a -0.01 mean decrease for students whose teachers possessed the accurate biological evolution concept, producing a significant difference between the two of p <.01.