does experiment have 3 syllables

SyllableWords NET

A comprehensive database of all the words and their syllables.

How many syllables in Experiment

How many syllables, 4 syllables, how it's divided, ex-per-i-ment.

• n. - Atrial or special observation, made to confirm or disprove something doubtful; esp., one under conditions determined by the experimenter; an act or operation undertaken in order to discover some unknown principle or effect, or to test, establish, or illustrate some suggest or known truth; practical test; poof.
• n. - Experience.
• v. t. - To make experiment; to operate by test or trial; -- often with on, upon, or in, referring to the subject of an experiment; with, referring to the instrument; and by, referring to the means; as, to experiment upon electricity; he experimented in plowing with ponies, or by steam power.
• v. t. - To try; to know, perceive, or prove, by trial experience.

Other 4 Syllable Words

4 Syllable Words Starting with?

overcivilization

O-ver-civ-i-li-za-tion.

This word has 7 syllables.

definitions

Experiments

How many syllables in experiments.

experiments has 4 syllables

Split Experiments into syllables?

ex-per-i-ments

Definition of Experiments

Experiments are scientific tests or procedures done to discover or test something.

How should Experiments divide into syllables

The word 'experiments' has three syllables. The first syllable 'ex' has the vowel 'e'. The second syllable 'per' has the vowel 'e'. The third syllable 'i-ments' has two vowels 'i' and 'e'. The remaining letters are consonants.

Part of Speech - Experiments

My science teacher assigned us experiments to do in class.

Sentences with Experiments

• We did some experiments in science class to see which materials conduct electricity.
• The scientist ran several experiments to test her hypothesis.
• I want to do an experiment to see if plants grow better with music playing.
• Experiments help us learn about the world around us.
• I wrote up my experiment and presented it to the class.
• The experiments were successful in proving the theory.
• We need to conduct more experiments to get accurate results.
• The experiments showed that the new medicine was effective.
• The scientist designed a new experiment to test the theory.
• I can't wait to try out my experiment and see what happens.

Quotes with Experiments

• All life is an experiment. The more experiments you make the better. - Ralph Waldo Emerson
• Experiment is the mother of knowledge. - Benjamin Franklin
• Science is simply common sense at its best, that is, rigidly accurate in observation, and merciless to fallacy in logic. - Thomas Huxley
• The best scientist is open to experience and begins with romance - the idea that anything is possible. - Ray Bradbury
• Science is organized knowledge. Wisdom is organized life. - Immanuel Kant
• The scientist is not a person who gives the right answers, he's one who asks the right questions. - Claude Levi-Strauss
• The greatest glory in living lies not in never falling, but in rising every time we fall. - Nelson Mandela
• If at first the idea is not absurd, then there is no hope for it. - Albert Einstein
• The important thing is not to stop questioning. Curiosity has its own reason for existing. - Albert Einstein
• The only source of knowledge is experience. - Albert Einstein

Number of characters in Experiments

11 ( e, x, p, e, r, i, m, e, n, t, s )

Unique letters in Experiments

9 ( e, x, p, r, i, m, n, t, s )

Experiments Backwards

stnemirepxe

Phonetic Transcription of Experiments

IPA (International): ɪˈksperʌmʌnts

ARA (American): ɪˈkspɛrʌmʌnts

EPA (English): ɪˈksperʌmʌnts

IH-KSPEH-RAH-MAH-NTS

More Experiments Synonyms

experimentation experiment tryout tests trials investigations studies research exploration explorations procedures operations exercises attempts undertakings ventures projects tasks assignments analyses observations examinations dissections

Experiments Rhymes

experiment's

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Consonants and Sounds

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Scientific Method Vocabulary Terms

The scientific method involves a hypothesis, variables, controls, experiments, and other concepts and terms that may be confusing. This is a glossary of key scientific method vocabulary terms and their definitions .

Glossary of Scientific Method Words

Anomaly: An anomaly is an observation that differs from expectation or from accepted scientific views. Anomalies lead scientists to revise a hypothesis or theory.

Central Limit Theorem:  The central limit theorem states that with a sufficiently large sample, the sample mean will be normally distributed. A normally distributed sample mean is necessary to apply the  t  test, so if you are planning to perform a statistical analysis of experimental data, it’s important to have a big sample.

Conclusion:  The conclusion is your determination of whether the hypothesis should be accepted or rejected. It is one of the steps of the scientific method.

Control Group :  The control group is the set of test subjects randomly assigned to  not  receive the experimental treatment. In other words, the independent variable is held constant for this group.

Control Variable :  A control is any variable that does not change during an experiment. It is also known as a  constant variable.

Correlation: A correlation is a relationship between two variables that can be used to predict the behavior or value of one variable if the other is known. Correlation is not the same as causality. In other words, correlating two variables doesn’t always imply one causes the other.

Data:  (singular: datum) Data refers to any facts, numbers, or values obtained in an experiment.

Data Table: This is a T-shaped diagram used to display data from a science experiment. It includes the values of the independent and dependent variables.

Dependent Variable:  The dependent variable is the variable that responds to the independent variable. It is the one that is measured in the experiment. It is also known as  the dependent measure ,  responding variable.

Double-blind :  When an experiment is double-blind, it means neither the researcher nor the subject knows whether the subject is receiving the treatment or a placebo. “Blinding” helps reduce biased results.

Empty Control Group:  An empty control group is a type of control group which does not receive any treatment, including a placebo.

Error : Error is a measure of the difference between a measured or calculated value and a true value.

Experiment : An experiment is a procedure that tests a hypothesis.

Experimental Group:  The experimental group is the set of test subjects randomly assigned to receive the experimental treatment.

Extraneous Variable:  Extraneous variables are extra variables (i.e., not the independent, dependent, or control variables) that may influence an experiment, but are not accounted for or measured or are beyond control. Examples may include factors you consider unimportant at the time of an experiment, such as the manufacturer of the glassware in a reaction or the color of paper used to make a paper airplane.

Fact: A fact is a statement based on evidence obtained from direct observation.

Graph: A graph is a picture that displays information. Examples of graphs include line graphs and bar graphs. The most common type of graph displays values of the independent and dependent variables.

Hypothesis:  A hypothesis is a prediction of whether the independent variable will have an effect on the dependent variable or a prediction of the nature of the effect.

Independence  or  Independently:  Independence means one factor does not exert influence on another. For example, what one study participant does should not influence what another participant does. They make decisions independently. Independence is critical for a meaningful statistical analysis.

Independent Random Assignment:  Independent random assignments means randomly selecting whether a test subject will be in a treatment or control group.

Independent Variable:  The independent variable is the variable that is manipulated or changed by the researcher. There is one independent variable in an experiment.

Independent Variable Levels: Independent variable levels refers to changing the independent variable from one value to another (e.g., different drug doses, different time duration). The different values are called “levels.”

Inferential Statistics:  Inferential statistics means applying statistics (math) to infer characteristics of a population based on a representative sample from the population.

Internal Validity:  An experiment is said to have internal validity if it can accurately determine whether the independent variable produces an effect.

Law : A scientific law is a generalization that describes what one expects to happen in a certain situation. For example, the law of gravity makes it possible to predict an object will fall if it is dropped. Laws can be used to predict behavior, but do not explain it.

Log Book: A log book or notebook records all of a scientist’s observations about an experiment. Entries are typically recorded in permanent ink.

Mean:  The mean is the average  calculated by adding up all the scores and then dividing by the number of scores.

Null Hypothesis :  Th null hypothesis is the “no difference” or “no effect” hypothesis, which predicts the treatment will not have an effect on the subject. The null hypothesis is easier to assess with a statistical analysis than other forms of a hypothesis.

Null Results (Nonsignificant Results):  If a researcher obtains nulls results, it means the results do not disprove the null hypothesis. Null results don’t  prove  the null hypothesis, because the results may have resulted from a lack of power. Some null results are type 2 errors.

Observation: An observation is information collected using one of the senses (sight, sound, touch, taste, scent).

p < 0.05:  This is an indication of how often chance alone could account for the effect of the experimental treatment. A value  p  < 0.05 means that 5 times out of a hundred, you could expect this difference between the two groups, purely by chance. Since the chance of the effect occurring by chance is so small, the researcher may conclude the experimental treatment did indeed have an effect. Note other  p  or probability values are possible. The 0.05 or 5% limit simply is a common benchmark of statistical significance.

Placebo (Placebo Treatment):  A placebo is a fake treatment that should have no effect, outside of the power of suggestion. Example: In drug trials, test patients may be given a pill containing the drug or a placebo, which resembles the drug (pill, injection, liquid) but doesn’t contain the active ingredient.

Placebo Effect : The placebo effect is a beneficial effect due to a subject’s belief in the power of the treatment. No active ingredient or other property of the placebo is responsible for the positive effect.

Population:  A population is the entire group the researcher is studying. If the researcher cannot gather data from the population, studying large random samples taken from the population may be used to estimate how the population would respond.

Power:  Power reflects the ability to observe differences or avoid making Type 2 errors .

Random   or Randomness:  To be random means to be selected or performed without following any pattern or method. To avoid unintentional bias, researchers often use random number generators or flip coins to make selections. (learn more)

Results:  The results are the explanation or interpretation of experimental data. This includes calculations made from the data.

Statistical Significance:  Statistical significance is the observation, based on the application of a statistical test, that a relationship probably is not due to pure chance. The probability is stated (e.g.,  p < 0.05) and the results are said to be  statistically significant .

Simple Experiment : A simple experiment is a basic experiment designed to assess whether there are a cause and effect relationship or test a prediction. A fundamental simple experiment may have only one test subject, compared with a controlled experiment, which has at least two groups.

Single-blind:  A single-blind conditions occurs when either the experimenter or subject is unaware whether the subject is getting the treatment or a placebo. Blinding the researcher helps prevent bias when the results are analyzed. Blinding the subject prevents the participant from having a biased reaction.

T-test:  The T-test is a common statistical data analysis applied to experimental data to test a hypothesis. The t-test computes the ratio between the difference between the group means and the standard error of the difference (a measure of the likelihood the group means could differ purely by chance). A rule of thumb is that the results are statistically significant if you observe a difference between the values that are three times larger than the standard error of the difference, but it’s best to look up the ratio required for significance on a  t  table.

Theory : A theory is a systematic explanation for phenomena, based on testing many hypotheses. Because they are evidence-based, theories are typically accepted by scientists, but they may be modified or discarded if new evidence is presented.

Type I Error (Type 1 error):  A type I error occurs when you reject the null hypothesis, but it was actually true. If you perform the t-test and set  p  < 0.05, there is less than a 5% chance you could make a Type I error by rejecting the hypothesis based on random fluctuations in the data.

Type II Error (Type 2 error):  A type II error occurs when you accept the null hypothesis, but it was actually false. The experimental conditions had an effect, but the researcher failed to find it statistically significant.

Further Study

Test your understanding of the scientific method glossary by taking a brief scientific method quiz . Solve a scientific method word search puzzle to gain familiarity with the terms.

Related Posts

Number of syllables in the word 'experiment'

Find out how many syllables are there in the word experiment.

• No of syllables in experiment : 4
• Divide syllables in experiment : ex-per-i-ment

More about the word - experiment

• Definition : A test under controlled conditions made to either demonstrate a known truth, examine the validity of a hypothesis, or determine the efficacy of something previously untried.
• Definition : Experience, practical familiarity with something.
• Definition : To conduct an experiment.
• Definition : To experience; to feel; to perceive; to detect.
• Definition : To test or ascertain by experiment; to try out; to make an experiment on.
• https://en.wiktionary.org/wiki/experiment

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Why is the syllable division in "experience" different from its pronunciation

Why is the syllable division in the word "experience" ex-pe-ri-ence, and not ex-per-i-ence?

• orthography

• 4 Because the rules of dividing written words into "syllables" only apply to letters, not to real syllables with real sounds. English spelling does not represent English pronunciation in a regular way. Sorry about that, but it's the truth. English spelling is good for Middle English, but it sucks for Modern English. –  John Lawler Commented Feb 11, 2017 at 15:07

2 Answers 2

Because when Webster first came up with the system of dividing words into syllables, experience was pronounced ex-pee-ri-ence and not ex-peer-i-ence , the way many of us do today. And they haven't bothered changing it since.

From Webster's 1892 dictionary :

Experience: (ĕks-pē′rĭ- e ns) — /ɛksˈpiː.rɪ.əns/. Experiment: (ĕks-pĕr′ĭ-m e nt) — /ɛksˈpɛr.ɪ.mənt/.

I've translated Webster's notation into IPA, as nobody uses their 1892 phonetic notation anymore.

The American Heritage Dictionary's syllabifications are quite strange. They have:

ex·pe·ri·ence, ex·per·i·enced, ex·per·i·enc·ing, ex·per·i·enc·es.

I would guess they kept the original syllabification of experience for the sake of consistency, but they have updated all the inflections of the word to match the current pronunciation.

• I'm having a hard time producing contrasting pronunciations of experiment where there’s an open /piː/ syllable in one and a closed /piːr/ one in the other. Shouldn’t tense vowels be open syllables, checked ones closed? That said, there are definitely East Coast folks who pronounce this word differently than I do. They seem to strangely say “eggzbeeramint” — which sounds more like a failed hangover concoction of “eggs, beer, and mint” than it does the word I’m familiar with. I think I have a tense /per/ rather than lax /pɛr/, and I know I don’t have /piːr/. –  tchrist ♦ Commented Feb 11, 2017 at 16:28
• @tchrist: right: the difference between mirror and nearer disappeared in most American English accents a long time ago. Experience used to have the nearer vowel rather than the mirror vowel, which is why it was syllabified the way it was. (And I can't tell you exactly how nearer was pronounced in 1892.) –  Peter Shor Commented Feb 11, 2017 at 16:52
• I don't believe I ever have a lax vowel before /r/, whether in marry–merry–Mary , mirror–nearer , or horse–hoarse . Of those, only that first triplet can I easily perceive and produce the non-merged version of; the others I’m hazy on. I perceive my own production of all those before /r/ as tense monophthongs (so /er/, /ir/, /or/) , which is originally from the eastern Wisconsin–Illinois border. –  tchrist ♦ Commented Feb 11, 2017 at 17:13
• The real pronunciation of experience in American English syllabifies into /ɛk.spi.ri.əns/. The fact that the letter X represents a consonant cluster /ks/, and that the actual syllable boundary falls between the /k/ and the /s/ makes any syllabification scheme involving the letter X unsatisfactory. That's what I meant in my previous comment. –  John Lawler Commented Feb 11, 2017 at 18:18

Why do you assume ex-pe-ri-ence is wrong? That is how I say it. Therein lies the answer to your question. Because of different dialects and regional variances, there is no one true syllable division . Lexicographers basically choose the pronunciation they believe to be most common. They are usually correct, and their guidance is helpful. But 5 years from the dictionary's release, pronunciation may well have changed.

English is defined from the ground up. There is no governing body to declare standards. English educators, style guides, grammarians, lexicographers, etc., do their best atop constantly shifting sands.

• Not 5 years from the dictionary's release ... more like 125 years from the dictionary's release. Webster hasn't changed most of their syllabifications for over a century. –  Peter Shor Commented Feb 11, 2017 at 16:02
• @PeterShor It seems I was unclear. My point was that the language keeps changing while the book sits on its shelf. I'll edit that part for clarity. –  RichF Commented Feb 11, 2017 at 16:35

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Peterson and Peterson Experiment: Duration of Short-term Memory

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

When a person tries to memorize words or numbers, they rehearse the item to remember it for a longer time. In this experiment, rehearsal was prevented leading to decay in memory.

To investigate the duration of short-term memory.

Lloyd and Margaret Peterson aimed to test the hypothesis that information that is not rehearsed is lost quickly from short-term memory.

A lab experiment was conducted in which 24 participants (psychology students) had to recall trigrams (meaningless three-consonant syllables), such as TGH, CLS.

The trigrams were presented one at a time and had to be recalled after intervals of 3, 6, 9, 12, 15 or 18 seconds respectively for each trial.

No two successive trigrams contained any of the same letters.

After hearing a trigram, participants were asked to count backward in threes or fours from a specified random digit number until they saw a red light appear (then they recalled the trigram). This is known as the Brown Peterson technique, which aimed to prevent rehearsal.

The independent variable was the time interval between hearing the experimenter say the trigram and the participant recalling the trigram (after seeing a red light), e.g. 3, 6, 9, 12, 15, or 18 seconds.

The dependent variable was the number of trigrams correctly recalled by the participants after every trial. There were six trials in total.

Their results showed that the longer each student had to count backwards, the less well they were able to recall the trigram accurately.

• After 3 seconds 80% of the trigrams were recalled correctly.
• After 6 seconds this fell to 50%.
• After 18 seconds less than 10% of the trigrams were recalled correctly.

Short-term memory has a limited duration (of about 18 seconds) when rehearsal is prevented. It is thought that this information is lost from short-term memory from trace decay.

The results of the study also show the short-term memory is different from long-term memory in terms of duration. Thus supporting the multi-store model of memory .

If a person is not able to rehearse information, it will not transfer to their long-term memory store.

Critical Evaluation

In this study, the researchers used fixed timings for participants to count backwards from. They also eliminated noise and other factors that could have had an influence on memory.

The research can therefore be said to have good control, using standardized procedures to make sure all participants experienced the same process. This means that the study is scientific because it can be replicated and the reliability of the findings can be checked to make sure they were not a one-off result.

However, the experimental method lacked mundane realism and external validity as they used very artificial stimuli (i.e., people do not try to recall trigrams in real life).

Also, this study only considered short-term memory duration for one type of stimuli. They did not provide information about other types of stimuli such as pictures and melodies.

One important practical application of this study is that it demonstrates how interference in the form of verbal distractions can affect our ability to retain information.

This implies that when we are revising for an exam or trying to memorize a shopping list before we pop to the shop, we should take care to avoid distractions.

Peterson, L.R., & Peterson, M.J. (1959). Short-term retention of individual verbal items . Journal of Experimental Psychology , 58, 193-198

What is the Brown Peterson task method?

The Brown Peterson task is a cognitive psychology experimental method used to study the duration of short-term memory. Participants are presented with a series of items to remember, and then engaged in a distracting task to prevent rehearsal. They are later tested on their ability to recall the original items.

What was the dependent variable in Peterson and Peterson’s 1959 study on short-term memory?

The dependent variable in Peterson and Peterson’s 1959 study on short-term memory was the participants’ ability to recall and correctly reproduce the trigram (three-letter nonsense syllables) after a specified delay interval. The researchers measured the accuracy of recall to assess the duration of short-term memory.

What was the independent variable in Peterson and Peterson’s 1959 study on short-term memory?

The independent variable was the length of the delay interval between the presentation of the trigram (three-letter nonsense syllables) and the recall task. Different delay intervals, such as 3, 6, 9, 12, 15, or 18 seconds, were used to examine the effect of time on the decay of information in short-term memory.

Hermann Ebbinghaus and the Experimental Study of Memory

Hermann Ebbinghaus (1850 – 1909)

On January 24, 1850, German psychologist Hermann Ebbinghaus was born. Ebbinghaus pioneered the experimental study of memory, and is known for his discovery of the forgetting curve and the spacing effect .

“When we read how one mediæval saint stood erect in his cell for a week without sleep or food, merely chewing a plantain-leaf out of humility, so as not to be too perfect; how another remained all night up to his neck in a pond that was freezing over; and how others still performed for the glory of God feats no less tasking to their energies, we are inclined to think, that, with the gods of yore, the men, too, have departed, and that the earth is handed over to a race whose will has become as feeble as its faith.” – Hermann Ebbinghaus (1885) [8]

Hermann Ebbinghaus – Early Years

Hermann Ebbinghaus was born in Barmen , in the Rhine Province of the Kingdom of Prussia and attended the University of Bonn where he intended to study history and philology. In 1870, his studies were interrupted when he served with the Prussian Army in the Franco-Prussian War. Ebbinghaus evolved a great interest in philosophy and finished his dissertation on Eduard von Hartmann ‘s Philosophie des Unbewussten ( Philosophy of the Unconscious ). After earning his doctorate degree in 1873, Ebbinghaus spent much time in Halle and Berlin and also traveled through England and France. It is assumed that Ebbinghaus took teachers positions while on travel and apparently he discovered Gustav Fechner ‘s book Elemente der Psychophysik ( Elements of Psychophysics ) while in London.[ 4 ] The book highly inspired the young scientist to start his own research on memory studies.

Experimental Psychology

Ebbinghaus’ famous work, Memory: A Contribution to Experimental Psychology was already published in 1885 and was so successful that he was appointed professor at the University of Berlin. Ebbinghaus and Arthur König founded the Psychological journal Zeitschrift für Physiologie und Psychologie der Sinnesorgane in 1890. Ebbinghaus joined the University of Breslau, Poland and studied how children’s mental ability declined during the school day. He also founded a psychological testing laboratory there. Die Grundzüge der Psychologie where published in 1902, which was an instant success. Two years later, Ebbinghaus moved to Halle. His last and quite successful work Abriss der Psychologie ( Outline of Psychology ) was published in 1908.

Prior Knowledge, Understanding, and Learning

Contrary to most scientists studying higher mental processes, Ebbinghaus believed that research could be conducted through experiments. He developed a system recognizing the fact that learning is always affected by prior knowledge and understanding. Ebbinghaus figured that he would need something that would be memorized easily but without prior cognitive associations. The scientist created the so called “ nonsense syllables “. This can be understood as a consonant-vowel-consonant combination, where the consonant does not repeat and the syllable does not have prior meaning, like DAX, BOK, and YAT. After creating the collection of syllables, Ebbinghaus pulled out a number of random syllables from a box and then write them down in a notebook. Then, to the regular sound of a metronome, and with the same voice inflection, he would read out the syllables, and attempt to recall them at the end of the procedure. One investigation alone required 15,000 recitations.

The Forgetting Curve

However, there were also some limitations in Ebbinghaus’ work on memory. For instance, he was the only subject in the study and therefore it was not generalizability to the population. Also, a large bias is to be expected when a subject is a participant in the experiment as well as the researcher. Still, Ebbinghaus managed to contribute significantly to the research on memory. His most famous finding is probably the forgetting curve , which describes the exponential loss of information that one has learned. His results roughly state that just 20 minutes after learning, we can only recall 60% of what we have learned. After one hour, only 45% of what has been learned is still in our memory, and after one day only 34%. Six days after learning, the memory has already shrunk to 23%; only 15% of what has been learned is permanently stored.

The Ebbinghaus Illusion – The two orange circles in the middle are the same size.

The Ebbinghaus Illusion

In the most famous version of this illusion, two circles of identical size are placed close to each other and one is surrounded by large circles while the other is surrounded by smaller circles; the first central circle appears smaller than the second central circle. This illusion has been used extensively in research in cognitive psychology to learn more about the different perceptual pathways in our brain. In the English-speaking world, the circles were published by Edward Bradford Titchener in a book on experimental psychology in 1901, hence their alternative name Titchener circles .

Shortly after the publication of  Abriss der Psychologie , on February 26, 1909, Ebbinghaus died from pneumonia at the age of 59.

References and Further Reading:

• [1]  Hermann Ebbinghaus at the Human Intelligence
• [2]  Hermann Ebbinghaus at Famous Psychologists
• [3]  Hermann Ebbinghaus at Britannica
• [4]  Gustav Fechner and Psychophysics , SciHi Blog, April 19, 2016.
• [5]  Works by or about Hermann Ebbinghaus  at  Internet Archive
• [6]  Hermann Ebbinghaus at the Human Intelligence website
• [7]  Ebbinghaus, H. (1885).  Memory: A contribution to experimental psychology .  New York: Dover.
• [8]  Ebbinghaus, H.  “ Experiments in Memory ,” in   Science   Vol. 6, 1885, p. 198
• [9] Hermann Ebbinghaus at Wikidata
• [10]  Chris Dula,  Memory: Forgetting Curve and Serial Position Effect , 2014, East Tennessee State University @ youtube
• [11] Ebbinghaus, H. (1908).   Psychology: An elementary textbook.   New York: Arno Press.
• [12] Timeline of German Psychologists , via DBpedia and Wikidata

Tabea Tietz

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Modal title

How many syllables in experimental .

Experimental has 5 syllables and the stress is on the fourth syllable.

Syllables in experimental

• How many syllables in experimental? 5 syllables
• Divide experimental into syllables: ex-per-i-men-tal
• Stressed syllable in experimental: ex-per-i- men -tal
• Secondary stressed syllable: ex- per -i-men-tal
• How to pronounce experimental: iksperimentul
• IPA-notation: ɪkspɛˌɹɪmɛˈntʌl
• Numbers of characters: 12 (a, e, e, e, i, l, m, n, p, r, t, x)
• Unique letters: 10 (a, e, i, l, m, n, p, r, t, x)
• Experimental backwards: latnemirepxe
• Experimental sorted alphabetically: aeeeilmnprtx

Words like experimental

Experimental in a sentence.

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Introduction:

Dividing words into syllables is an essential skill for reading, writing, and pronunciation. Understanding how to break down complex words makes them easier to read and spell. In this article, we’ll explore three methods for dividing words into syllables to improve your language skills.

Method 1 – Syllable Counting Based on Vowel Sounds

One way to divide words into syllables is by focusing on the vowel sounds in the word. Each syllable contains at least one vowel sound (which can consist of a single vowel or a combination of vowels). Here’s how to do it:

1. Identify all vowel sounds in the word.

2. Count the number of vowel sounds.

3. The word will have as many syllables as there are vowel sounds.

Example: Consider the word “entertainment”:

– There are five vowel sounds: e, e, ai, e, and e.

– The word is divided into five syllables: en-ter-tain-ment.

Method 2 – Breaking Words Based on Prefixes and Suffixes

Another way to divide words into syllables is by identifying prefixes and suffixes in the word. Both prefixes and suffixes can affect how a word is divided into syllables. Here’s how to use this method:

1. Recognize common prefixes or suffixes within the word.

2. Separate the prefix or suffix from the rest of the word.

3. Break the remaining part of the word into syllables using other methods.

Example: Consider the word “unbelievable”:

– The prefix “un-” and the suffix “-able” are identifiable.

– Remove these affixes, leaving us with “believ”.

– Divide the remaining part using method 1: be-liev

– Reassemble with affixes: un-be-liev-able

Method 3 – Syllable Breaks Based on Consonant Clusters

Consonant clusters are groups of two or more consonants that appear together in a word without any vowel sounds between them. When dividing words into syllables, these clusters can help you determine where to split the word. Here’s how:

1. Identify consonant clusters in the word.

2. Divide the word such that most of the consonants remain with the preceding syllable unless it affects pronunciation.

3. If pronunciation is affected, experiment with different divisions to maintain the flow of speech.

Example : Consider the word “strength”:

– The consonant cluster here is “ngth”.

– Dividing before the cluster results in two syllables: stren-gth, which causes pronunciation issues.

– By splitting in-between the cluster, we have three syllables: stre-ng-th.

Conclusion:

Dividing words into syllables can improve your reading fluency, spelling accuracy, and pronunciation skills. By employing these three methods — counting vowel sounds, breaking words based on prefixes and suffixes, and utilizing consonant clusters — you’ll effectively divide words into their correct syllabic structure.

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Want to see a cool trick? Make a tiny battery with these 3 household items

Emily Kwong

Rebecca Ramirez

Madeline K. Sofia

Electrical circuit can be created with lemons to power a small light source. A chemical reaction between the copper and zinc plates and the citric acid produces a small current, thus powering a light bulb. Andriy Onufriyenko/Getty Images hide caption

Electrical circuit can be created with lemons to power a small light source. A chemical reaction between the copper and zinc plates and the citric acid produces a small current, thus powering a light bulb.

We're going "Back to School" today, revisiting a classic at-home experiment that turns lemons into batteries — powerful enough to turn on a clock or a small lightbulb. But how does the science driving the "lemon battery" show up in those household batteries we use daily?

We get into just that today with environmental engineer Jenelle Fortunato about the fundamentals of electric currents and the inner workings of batteries.

You can build your very own lemon battery using Science U's design here , written by Fortunato and Christopher Gorski of Penn State College of Engineering.

A reminder: Do NOT play with household batteries. Be safe out there, scientists!

Want us to cover more science basics? Email us your ideas at [email protected] — we might feature them on a future episode!

Listen to every episode of Short Wave sponsor-free and support our work at NPR by signing up for Short Wave+ at plus.npr.org/shortwave .

Listen to Short Wave on Spotify , Apple Podcasts and Google Podcasts .

This episode was originally produced by Rebecca Ramirez and edited by Viet Le. The encore version was produced and edited by Rebecca Ramirez.

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• STEM education
• electric currents

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