( ( ( ( Students , ) ( for example ) ) , ) ( ( should ( learn ( that ( there ( is ( ( ( ( ( ( no ( one ( scientific method ) ) ) , ) ( observations ( are theory-laden ) ) ) , ) and ) ( ( ( the relationship ) ( of ( facts ( , ( laws ( , ( and theories ) ) ) ) ) ) ) ( -LRB- ( ( ( McComas , ) 1996 ) -RRB- ) ) ) ) ) ) ) ) ) . ) )
(ROOT (S (NP (NP (NNS Students)) (, ,) (PP (IN for) (NP (NN example))) (, ,)) (VP (MD should) (VP (VB learn) (SBAR (IN that) (S (NP (EX there)) (VP (VBZ is) (NP (NP (DT no) (CD one) (JJ scientific) (NN method)) (, ,) (SBAR (S (NP (NNS observations)) (VP (VBP are) (ADJP (JJ theory-laden))))) (, ,) (CC and) (NP (NP (DT the) (NN relationship)) (PP (IN of) (NP (NNS facts) (, ,) (NNS laws) (, ,) (CC and) (NNS theories))) (PRN (-LRB- -LRB-) (NP (NNP McComas)) (, ,) (NP (CD 1996)) (-RRB- -RRB-))))))))) (. .)))
Students, for example, should learn that there is no one scientific method, observations are theory-laden, and the relationship of facts, laws, and theories (McComas, 1996).
(ROOT (S (NP (NP (DT The) (NN law)) (PP (IN of) (NP (NN parsimony)))) (VP (VBZ is) (NP (NP (DT the) (JJ scientific) (NN concept)) (VP (VBG stating) (SBAR (IN that) (S (SBAR (WHADVP (WRB when)) (S (VP (VBG looking) (PP (IN at) (NP (CD two))) (NP (VBG competing) (NNS theories))))) (, ,) (NP (NP (DT the) (NN one)) (PP (IN with) (NP (JJR fewer) (NNS assumptions)))) (VP (MD should) (VP (VB be) (VP (VBN chosen))))))))) (. .)))