結論：NEW TREASURE（ニュートレジャー）Stage 2のFurther Reading 1『Can Magnets Help the Growth of Soybean Seeds?』では、仮説・比較対象・条件の統一・数値・因果関係を区別して英語のプレゼンテーションを読み取ります。磁石が大豆の発芽や成長に良い影響を与えることを前提にしてはいけません。慶英会では架空の科学実験を題材にした独自英文2題・内容理解24問とデータ読解8問・全解答を公開します。
慶英会 塾長
慶英グループ CEO
一般選抜にて慶應義塾大学合格（英語入試正答率97％）
成績優秀者（慶應義塾維持会奨学生）として
慶應義塾大学を卒業（2023年）
一般財団法人 慶應連合三田会
慶應義塾横浜三田会 会員
高校在学中に英検1級取得
公益財団法人 日本英語検定協会「成績優秀者」に選出
中高主要科目で「オール5」
（最高評価・高校偏差値70）
国内最高峰の英語スピーチコンテスト
「高円宮杯全日本中学校英語弁論大会」
横浜市大会入賞・神奈川県大会進出
米国高校留学中、唯一の日本人として
全米最大級の高校生リーダーシップ団体
「FBLA」主催の英語スピーチコンテストに出場
ニューヨーク州大会準優勝・全米大会進出
米国の在籍高校代表として
「シカゴ国際模擬国連会議」に出場
慶應義塾大学在学中より英語指導を行い
「英語個別指導オンライン塾｜慶英会」を設立
小学生から、現役英語講師・英検面接官を含む
社会人まで数百名以上を指導
（最前列左から2人目：塾長）
Ｚ会公式カタログではStage2 Further Reading 1が『磁石の効果を検証する』というプレゼンテーションです。ここに掲載する数値（各12粒、発芽数など）は慶英会が学習用に設定した架空データで、実際の研究結果・磁石の効能・教科書本文ではありません。実験を行う場合は学校の安全指導と許可された資材を優先してください。
英文科学実験で分ける4つの情報
- Question：What does the experiment try to find out?（何を確かめたいか）
- Method：Which group had a magnet, and which conditions were kept similar?（比較と統制）
- Observation：How many seeds germinated in each group?（実際に数えたもの）
- Limitation：What was not measured or controlled?（分からないこと）
慶英会が独自に作った比較データ（実際の研究値ではありません）
| 架空の試行 | 磁石なし（12粒） | 磁石あり（12粒） |
|---|---|---|
| Trial 1 | 9粒発芽 | 8粒発芽 |
| Trial 2 | 8粒発芽 | 10粒発芽 |
Trial 1とTrial 2では差の向きが反対です。磁石の有無以外の条件をなるべく統一する、同じ方法で繰り返す、測定していない『茎の高さ』『収穫量』を数値から言い当てない、という点を中心に読解します。
問題編｜英語の科学プレゼンテーション2題
Read 1｜Can Magnets Help Soybean Seeds Grow? A Fair Test（405語）
全て架空の設定です。主語・時制・分数の母数を確認しながら読んでください。
In a fictional science club, students wanted to study a simple question: could placing a magnet near soybean seeds affect how many seeds started to grow? The students did not already know the answer. Their teacher asked them to write a hypothesis, design a comparison, and record what they observed. She reminded them that an interesting question is not the same thing as a scientific result.
Each test used two trays containing twelve soybean seeds. Tray A was the comparison group, without a magnet nearby, and Tray B had a teacher-approved magnet placed near it. Both trays used the same kind of soil and received the same amount of water. The class also tried to give the two groups similar light and temperature conditions. This did not guarantee that every seed or every small environmental condition was identical.
The students agreed to count germinated seeds after a fixed period rather than changing the observation date for one tray. They also wrote down what would count as germination before looking at the results. This was important because two students might otherwise count a tiny change differently. The teacher told them not to claim anything about magnetic effects until they had recorded both groups.
In the first trial, nine of twelve seeds in Tray A germinated, while eight of twelve seeds in Tray B did so. Some students thought the magnet had reduced germination, but another said that the difference was only one seed. One small experiment could not establish a general cause. The students did not measure root length or total plant height, so the trial could not answer whether the plants grew taller.
For the second trial, the class used a different set of seeds while keeping the same written procedure. This time, eight of twelve seeds germinated in the comparison tray and ten of twelve in the tray with the magnet. The direction of the difference had changed. The students knew that the two trials were too small to support a broad conclusion about soybeans or magnets.
At their practice presentation, the club said, ‘Our two small trials showed different results.’ They added the number of seeds, the conditions they had attempted to control, and the questions still unanswered. Their teacher encouraged them to think about more trials and other possible factors. The class had learned that responsible science requires clear methods, honest data, and a willingness to say ‘we do not know yet.’
- Q1. What question did the fictional students investigate?
- Q2. How many trays were used in each trial?
- Q3. How many seeds were in each tray?
- Q4. What made Tray B different?
- Q5. Name two conditions the class tried to keep the same.
- Q6. Why did they decide what counted as germination in advance?
- Q7. In Trial 1, how many comparison seeds germinated?
- Q8. How many magnet-group seeds germinated in Trial 1?
- Q9. What did the class not measure in Trial 1?
- Q10. What happened in Trial 2?
- Q11. Could these trials prove that magnets always improve growth?
- Q12. Retell the main lesson in two English sentences.
Read 2｜A Presentation That Separated Hypothesis and Evidence（388語）
全て架空の設定です。主語・時制・分数の母数を確認しながら読んでください。
Another fictional group prepared a presentation for the school science fair. The students wanted to discuss experiments and magnetic fields, but they were not conducting research for a university or making claims about real farmers. Their teacher provided imaginary practice data so that students could learn to read a table and explain uncertainty in English. The table showed two trials, each using a comparison group and a magnet group.
On the first slide, a student wrote, ‘The magnet makes soybean seeds grow better.’ Her partner asked what the table actually measured. It counted germinated seeds, not how tall the plants grew, how heavy they became, or how much food they produced. The class revised the statement to say that the table described seed counts in a small fictional experiment. This correction made the English more precise.
On the second slide, the group compared Trial 1 and Trial 2. In Trial 1, the comparison group had nine germinated seeds and the magnet group had eight. In Trial 2, the comparison group had eight and the magnet group had ten. Because the results went in opposite directions, the team could not describe one clear effect across the two trials. Different seeds or small changes in conditions might also matter.
The students next asked whether they should calculate percentages. Their teacher said that fractions or percentages could help communicate the counts, but would not fix a weak study design. A result of ten out of twelve can be written as about eighty-three percent, yet it remains only ten seeds from a small group. The group included both the numerator and denominator so that its audience could judge the scale.
During rehearsal, one student suggested using a real photograph found online as proof that magnets work. The teacher explained that a photograph of growing seedlings does not establish a cause, especially if the conditions of the image are unknown. The students used their own diagrams instead. They also stated that a classroom should follow the teacher’s safety instructions when any scientific equipment is used.
The final presentation had four parts: question, method, observations, and limitations. The audience was invited to suggest what a better future experiment would measure and control. The students were pleased that they had produced an accurate English report without pretending that their practice data were real scientific evidence.
- Q13. Were the class’s practice numbers real published research results?
- Q14. What was incorrect about ‘The magnet makes seeds grow better’?
- Q15. What was the comparison-group count in Trial 1?
- Q16. What was the magnet-group count in Trial 2?
- Q17. Did both trials point in the same direction?
- Q18. Name one factor other than the magnet that might affect results.
- Q19. Can a percentage fix weak experimental design?
- Q20. Approximately what percentage is ten out of twelve?
- Q21. Why should both numerator and denominator be reported?
- Q22. Does a photograph of seedlings establish why they grew?
- Q23. What were the four parts of the final presentation?
- Q24. Write a two-sentence summary.
科学英語・データ解釈の8問（Q25〜Q32）
- Q25. Identify the independent variable in the fictional experiment.
- Q26. What was the measured outcome?
- Q27. Write Trial 1 in one English sentence.
- Q28. What is the percentage for nine out of twelve?
- Q29. Is ten out of twelve exactly eighty-three percent?
- Q30. Use although to express the mixed results.
- Q31. Rewrite the overclaim ‘Magnets always help seeds grow’ cautiously.
- Q32. Write a good research question for a future study.
32問の全解答・根拠
各問1点、32点満点の自習用教材です。自由英作文は自然な別解も正答にできますが、架空の数値を実在する研究として述べたり、磁石の効果を証明済みと断定したりしないでください。
Read 1の解答（Q1〜Q12）
- Q1. Whether a nearby magnet might affect soybean-seed germination. — A research question is not a proven effect.
- Q2. Two. — One comparison and one magnet group.
- Q3. Twelve. — Each tray had 12 seeds.
- Q4. A teacher-approved magnet was placed near it. — The variable the group wanted to compare.
- Q5. Soil type and water amount (also light and temperature). — Fair-test controls.
- Q6. To count the results consistently. — Avoid changing measurement rules after seeing results.
- Q7. Nine. — Trial 1 Tray A = 9/12.
- Q8. Eight. — Trial 1 Tray B = 8/12.
- Q9. Root length or total plant height. — Seed germination counts do not give these data.
- Q10. Eight comparison seeds and ten magnet-group seeds germinated. — The direction of the difference changed.
- Q11. No. — Small mixed results cannot establish a universal effect.
- Q12. The students compared soybean seeds with and without a nearby magnet in two small trials. Their results differed, so they did not conclude that magnets improved growth. — Accurate comparison and limitation.
Read 2の解答（Q13〜Q24）
- Q13. No. They were imaginary practice data. — Paragraph 1 explicitly labels them fictional.
- Q14. The table measured germination counts, not overall plant growth. — A broad conclusion exceeded the measurements.
- Q15. Nine out of twelve. — The third paragraph provides it.
- Q16. Ten out of twelve. — The third paragraph gives the value.
- Q17. No. — One trial showed fewer, the next more, in the magnet group.
- Q18. Variation among seeds or small differences in conditions. — The third paragraph names alternatives.
- Q19. No. — Percentages express the results but do not improve study quality.
- Q20. About eighty-three percent. — 10/12 × 100 ≈ 83.3%.
- Q21. To show the sample size behind a percentage. — The size of the sample matters.
- Q22. No. — A photo does not prove cause.
- Q23. Question, method, observations, and limitations. — The final paragraph lists the structure.
- Q24. The class presented fictional soybean-germination counts from two trials. It explained that a small mixed result cannot prove a general effect of magnets. — Keep the hypothetical nature and limits.
Q25〜Q32の解答
- Q25. Whether a teacher-approved magnet was placed near the tray. — It was the planned difference between groups.
- Q26. The number of seeds that germinated. — Not plant height or future harvest.
- Q27. In Trial 1, nine comparison seeds and eight magnet-group seeds germinated. — Preserve the groups and values.
- Q28. Seventy-five percent. — 9÷12×100 = 75%.
- Q29. No. It is about 83.3 percent. — Distinguish rounding from exact equality.
- Q30. Although Trial 2 had more germinated seeds in the magnet group, Trial 1 did not. — Concessive relation.
- Q31. These small fictional trials do not establish whether magnets affect soybean germination. — Avoid universal claims without evidence.
- Q32. Does placing a magnet near seeds change germination rates under controlled conditions? — A testable question, not a predetermined conclusion.
データから言えること・言えないこと
磁石ありの12粒のうち10粒発芽した場合、10/12 ≈ 83.3%と計算できます。ただし、その割合は小規模な架空の試行を説明する数字です。比較群の存在や統計的な不確実性を無視して『磁石が発芽率を83%にする』と一般化してはいけません。
7日間の学習プラン
1日目にRead1、2日目に条件と比較群の役割、3日目にRead2、4日目に百分率・分母・未測定事項、5日目に8問の応用英作文を復習します。6日目にはQuestion→Method→Results→Limitationsの英語4文を作成し、7日目に32問を再テストします。
よくある質問
磁石を置くと本当に大豆がよく育ちますか？
本記事の架空の試験結果からは答えられません。実際の科学研究を検討する場合は条件・対照群・再現性を確認する必要があります。
この発芽数はＺ会教科書の数字ですか？
違います。慶英会独自の仮想データです。
発芽数だけで背丈や収穫量も分かりますか？
分かりません。測定していない量は推測として区別します。
英語の実験レポートで重要なことは？
研究質問、方法、観察結果、まだ分からないことを明確に説明することです。
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参照した公式情報・数値の扱い
2026年10月26日確認。実験設定と結果の数値、オリジナル英文2題・全32問の設問と解答は慶英会が独自制作しました。実在の科学研究、出版社の教科書本文や学校の実験結果の転載ではありません。