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Vo
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22
,
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3
,
J
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2
0
2
1
:
1
3
8
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5
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d
[
6
]
.
M
o
s
t
s
t
u
d
e
n
t
s
l
e
a
r
n
p
r
o
g
r
am
m
i
n
g
b
y
r
e
a
d
i
n
g
b
o
o
k
s
o
r
l
i
s
t
e
n
i
n
g
t
o
t
e
a
c
h
e
r
e
x
p
l
a
n
a
t
i
o
n
s
s
o
t
h
a
t
t
h
e
r
e
s
u
l
t
s
a
r
e
n
o
t
o
p
t
i
m
a
l
b
e
c
a
u
s
e
p
r
o
g
r
a
m
m
i
n
g
i
s
a
s
e
t
o
f
s
k
i
l
l
s
t
h
a
t
r
e
q
u
i
r
e
s
a
l
o
t
o
f
p
r
a
c
t
i
c
e
.
A
c
t
u
a
l
l
y
,
p
r
o
g
r
a
m
m
i
n
g
c
a
n
b
e
o
b
t
a
i
n
e
d
f
r
o
m
f
o
r
m
a
l
a
n
d
n
o
n
-
f
o
r
m
a
l
e
d
u
c
a
t
i
o
n
[
7
]
,
[
8
]
.
I
t
is
b
est
lear
n
ed
b
y
p
r
ac
tice
an
d
i
f
s
t
u
d
en
ts
w
a
n
t
to
lear
n
ef
f
ec
ti
v
e
l
y
,
s
o
m
e
p
r
ac
tices
m
u
s
t
b
e
s
el
f
-
d
ir
ec
ted
.
I
n
s
tr
u
c
to
r
'
s
k
e
y
r
o
le
is
to
d
ir
ec
t
s
tu
d
e
n
ts
to
d
o
ce
r
tain
p
r
o
ce
s
s
es
o
r
ac
tiv
ities
a
n
d
to
m
o
ti
v
ate
t
h
e
m
[
9
]
.
T
h
e
p
r
o
g
r
am
m
i
n
g
m
et
h
o
d
s
tar
ts
b
y
tu
r
n
i
n
g
t
h
e
p
r
o
b
lem
i
n
to
an
alg
o
r
ith
m
an
d
tr
an
s
lati
n
g
th
e
alg
o
r
ith
m
in
t
o
th
e
p
r
o
g
r
am
co
d
e.
As
a
r
esu
lt,
s
tu
d
en
t
s
ar
e
r
eq
u
ir
ed
to
h
av
e
ab
ilit
ies
in
all
p
r
o
ce
s
s
es
:
an
al
y
z
in
g
p
r
o
b
lem
s
,
d
esig
n
in
g
al
g
o
r
it
h
m
s
,
tr
an
s
lat
in
g
al
g
o
r
ith
m
s
in
to
p
r
o
g
r
a
m
co
d
e,
an
d
w
r
iti
n
g
p
r
o
g
r
a
m
co
d
e
w
it
h
t
h
e
co
r
r
ec
t
s
y
n
ta
x
[
1
0
]
.
A
s
t
u
d
y
co
n
d
u
c
ted
b
y
[
1
1
]
in
d
icate
d
th
at
th
e
ti
m
es
s
p
e
n
t
b
y
s
tu
d
e
n
ts
o
n
co
d
in
g
w
a
s
th
e
f
ac
to
r
th
at
p
o
ten
tiall
y
h
ad
s
ig
n
i
f
ica
n
t
i
m
p
ac
t
o
n
t
h
e
e
x
a
m
r
es
u
lts
.
A
s
t
u
d
en
t
's
p
er
f
o
r
m
a
n
ce
is
a
s
s
o
ciate
d
w
it
h
t
h
eir
p
r
o
g
r
am
m
i
n
g
ex
p
er
ien
ce
an
d
s
elf
-
co
n
f
id
e
n
ce
in
p
r
o
g
r
a
m
m
i
n
g
[
1
2
]
.
I
n
th
e
f
ield
o
f
ed
u
ca
tio
n
,
th
e
ex
is
ten
ce
o
f
lear
n
in
g
d
ev
ice
s
is
v
er
y
i
m
p
o
r
tan
t
to
h
elp
s
t
u
d
en
t
s
an
d
tea
ch
er
s
[
1
3
]
.
L
ik
e
w
i
s
e,
th
r
o
u
g
h
p
r
ac
tical
ac
tiv
ities
s
tu
d
e
n
ts
u
n
d
er
s
ta
n
d
th
e
b
asic
co
n
ce
p
ts
o
f
p
r
o
g
r
a
m
m
in
g
an
d
p
r
o
b
lem
s
o
lv
i
n
g
an
d
p
r
o
g
r
a
m
m
in
g
s
k
ills
.
L
ea
r
n
i
n
g
o
f
b
asic
p
r
ac
tical
p
r
o
g
r
a
m
m
in
g
is
ap
p
lied
to
en
h
an
ce
s
tu
d
e
n
ts
'
p
r
o
g
r
a
m
m
i
n
g
s
k
ill
s
w
it
h
lo
ts
o
f
h
an
d
s
-
o
n
p
r
o
g
r
a
m
w
r
it
in
g
p
r
ac
tice.
A
c
tu
al
l
y
,
i
n
-
clas
s
r
o
o
m
p
r
ac
ticu
m
ac
t
iv
i
ties
ar
e
n
o
t
en
o
u
g
h
f
o
r
s
tu
d
e
n
ts
to
p
r
ac
tice
m
o
r
e
co
m
p
le
x
p
r
o
g
r
a
m
m
in
g
[
1
4
]
.
A
s
a
r
esu
lt,
m
an
y
p
r
ac
tical
ass
i
g
n
m
e
n
ts
en
d
ed
u
p
b
ec
o
m
in
g
h
o
m
e
w
o
r
k
f
o
r
th
e
m
a
n
d
th
e
r
esu
lts
h
ad
to
b
e
d
is
clo
s
ed
to
th
e
teac
h
er
.
T
h
e
teac
h
er
th
en
p
r
o
v
id
es
s
o
m
e
q
u
esti
o
n
s
an
d
f
ee
d
b
ac
k
o
n
t
h
e
s
tu
d
e
n
t
'
s
w
o
r
k
.
T
h
is
p
r
o
ce
s
s
is
a
n
in
teg
r
al
p
ar
t
o
f
cla
s
s
r
o
o
m
lear
n
i
n
g
s
o
it
tak
es a
lo
n
g
ti
m
e
[
1
2
]
.
I
t to
o
k
a
lo
n
g
ti
m
e
w
h
en
it c
a
m
e
to
as
s
ess
i
n
g
th
e
r
es
u
lt
s
o
f
s
tu
d
e
n
t p
r
ac
ticu
m
.
A
s
t
u
d
y
co
n
d
u
cted
b
y
[
1
5
]
p
o
r
tr
ay
ed
th
at
teac
h
er
s
o
f
te
n
h
ad
d
if
f
icu
l
t
y
in
v
alid
atin
g
s
tu
d
en
t
s
'
p
r
o
g
r
am
m
i
n
g
ta
s
k
s
.
So
t
h
at,
a
f
r
a
m
e
w
o
r
k
is
cr
ea
ted
to
ea
s
e
t
h
e
ta
s
k
o
f
lec
tu
r
er
ca
lled
a
n
a
u
to
m
ated
as
s
is
ta
n
ce
s
y
s
te
m
f
o
r
co
r
r
ec
tin
g
p
r
o
g
r
am
m
in
g
ex
er
ci
s
es
(
S
AC
)
u
s
i
n
g
a
w
eb
p
latf
o
r
m
.
T
h
is
ap
p
licatio
n
allo
w
s
teac
h
er
s
to
d
eter
m
i
n
e
an
d
d
escr
ib
e
as
s
ig
n
m
en
ts
/tra
i
n
i
n
g
p
r
o
g
r
a
m
s
w
h
ile
s
tu
d
e
n
ts
j
u
s
t
n
ee
d
to
u
p
lo
ad
th
e
r
esu
lts
o
f
t
h
eir
w
o
r
k
.
I
n
a
r
elativ
el
y
s
h
o
r
t
ti
m
e,
s
t
u
d
en
ts
ca
n
s
ee
f
ee
d
b
ac
k
s
f
r
o
m
t
h
e
an
s
w
er
s
.
A
n
o
t
h
er
ad
v
an
ta
g
e
th
a
t
ca
n
b
e
o
b
tain
ed
f
r
o
m
th
e
u
s
e
o
f
au
to
m
atic
a
s
s
es
s
m
en
t
to
o
ls
is
t
h
at
h
u
m
a
n
f
ac
to
r
s
n
o
l
o
n
g
er
s
i
g
n
i
f
ican
tl
y
in
v
o
l
v
ed
[
1
6
]
.
W
h
en
a
p
r
o
g
r
a
m
is
as
s
es
s
ed
m
a
n
u
al
l
y
,
it
i
s
u
s
u
all
y
p
o
s
s
ib
le
th
at
t
h
e
i
n
f
lu
en
ce
o
f
s
u
b
j
ec
tiv
it
y
w
il
l
b
e
i
n
f
l
u
e
n
ce
d
b
y
g
i
v
i
n
g
e
x
ce
s
s
iv
e
ass
e
s
s
m
e
n
ts
o
r
a
w
ar
d
s
to
ce
r
tain
s
t
u
d
en
ts
.
Ho
w
ev
er
,
w
h
en
th
e
u
s
e
o
f
au
to
m
at
ic
ass
e
s
s
m
e
n
t is ap
p
lie
d
th
is
w
ill
n
o
t h
ap
p
en
a
n
y
m
o
r
e.
An
a
u
to
m
atic
p
r
o
g
r
a
m
m
in
g
ass
es
s
m
en
t
t
o
o
l
is
an
au
to
m
ated
to
o
l
u
s
ed
to
ass
is
t
in
s
t
r
u
cto
r
s
i
n
ass
es
s
i
n
g
p
r
o
g
r
a
m
m
i
n
g
tas
k
s
[
1
7
]
.
I
t
is
i
m
p
o
r
tan
t
to
n
o
te
th
at
A
u
to
m
atic
P
r
o
g
r
a
m
m
in
g
Ass
es
s
m
en
t
T
o
o
ls
ar
e
g
o
o
d
ex
a
m
p
les
f
o
r
in
telli
g
e
n
t
s
y
s
te
m
s
t
h
at
w
o
u
ld
r
ath
er
p
r
o
m
o
te
h
u
m
a
n
-
m
ac
h
i
n
e
c
o
ex
is
ten
ce
in
th
e
er
a
o
f
ar
tif
icial
i
n
telli
g
e
n
ce
d
r
iv
en
a
u
to
m
at
io
n
[
1
8
]
.
Gr
o
u
p
in
g
s
t
u
d
en
ts
ac
co
r
d
in
g
to
th
eir
lev
el
o
f
co
m
p
eten
ce
w
ill
m
ak
e
t
e
a
ch
e
r
s
e
as
i
e
r
t
o
m
o
n
i
to
r
t
h
e
e
a
ch
s
tu
d
en
t’
s
a
b
i
li
ty
.
T
h
is
g
r
o
u
p
i
n
g
a
s
s
ig
n
m
en
t
w
i
ll
b
e
m
o
r
e
d
i
r
e
c
t
e
d
in
a
c
c
o
r
d
a
n
c
e
w
it
h
th
e
t
a
r
g
e
t
[
1
9
]
,
[
2
0
]
.
D
a
t
a
g
r
o
u
p
in
g
is
th
e
p
r
o
c
e
s
s
o
f
ex
t
r
a
c
tin
g
p
a
t
te
r
n
s
th
a
t
w
e
r
e
p
r
ev
i
o
u
s
ly
u
n
k
n
o
w
n
,
v
a
li
d
,
u
s
ef
u
l
,
a
n
d
h
id
d
e
n
f
r
o
m
l
a
r
g
e
d
a
t
a
s
et
s
.
T
h
e
m
a
in
g
o
al
i
s
t
o
d
iv
i
d
e
s
tu
d
en
ts
i
n
t
o
h
o
m
o
g
e
n
e
o
u
s
g
r
o
u
p
s
in
w
h
i
ch
th
is
t
ec
h
n
i
q
u
e
i
s
m
o
s
t
w
id
e
ly
u
s
e
d
in
m
a
p
p
i
n
g
[
2
1
]
-
[
2
3
]
.
E
d
u
c
a
ti
o
n
al
d
a
t
a
m
in
in
g
(
E
DM
)
,
b
a
s
e
d
o
n
t
a
s
k
s
,
is
d
iv
i
d
e
d
b
y
m
an
y
c
at
eg
o
r
i
e
s
,
n
am
ely
:
cl
as
s
i
f
i
c
a
ti
o
n
[
2
4
]
,
[
2
5
]
,
c
lu
s
t
e
r
in
g
[
2
6
]
,
a
s
s
o
c
i
at
i
o
n
an
al
y
s
is
[
2
7
]
T
h
is
ap
p
licatio
n
h
elp
s
teac
h
er
s
a
n
d
s
t
u
d
en
t
s
to
i
m
p
r
o
v
e
p
r
o
g
r
a
m
m
in
g
s
k
ills
.
T
h
is
s
t
u
d
y
u
s
es
clu
s
ter
a
n
al
y
s
is
to
d
iv
id
e
s
tu
d
e
n
ts
i
n
to
g
r
o
u
p
s
ac
co
r
d
in
g
to
th
eir
ch
ar
ac
ter
is
tics
[
2
8
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
t
e
c
h
n
o
l
o
g
y
u
s
e
d
i
n
t
h
i
s
a
p
p
l
i
c
a
t
i
o
n
i
s
b
a
s
e
d
o
n
o
p
e
n
s
o
u
r
c
e
,
n
a
m
e
l
y
U
b
u
n
t
u
,
L
i
n
u
x
,
M
y
S
Q
L
,
L
a
r
a
v
e
l
a
n
d
N
g
i
n
x
.
C
o
m
p
i
l
e
a
n
d
e
v
a
l
u
a
t
e
p
r
o
g
r
a
m
s
w
i
t
h
G
N
U
c
o
m
p
i
l
e
r
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I
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4752
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.
RE
F
E
R
E
NC
E
S
[1
]
A
.
Ji
m
o
y
ian
n
is,
“
T
e
a
c
h
in
g
o
f
p
r
o
g
ra
m
m
in
g
a
n
d
a
lg
o
rit
h
m
ic
p
r
o
b
le
m
so
lv
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se
n
io
r
h
ig
h
sc
h
o
o
l
.
In
E
d
u
c
a
ti
o
n
a
l
M
a
teria
l
f
ro
m
“
In
f
o
r
m
a
ti
c
s
T
e
a
c
h
e
rs’
Ed
u
c
a
ti
o
n
”
P
r
o
jec
t.
CT
I,
”
En
c
y
c
lo
p
e
d
i
a
o
f
t
h
e
S
c
ien
c
e
s
o
f
L
e
a
rn
i
n
g
.
p
p
.
2
8
4
5
–
2
8
4
5
,
2
0
0
8
.
[2
]
S
.
M
a
rk
a
n
to
n
a
to
s,
C.
P
a
n
a
g
io
ta
k
o
p
o
u
lo
s,
a
n
d
V
.
V
e
ry
k
io
s,
“
De
sig
n
,
Im
p
le
m
e
n
tatio
n
,
a
n
d
Ev
a
lu
a
ti
o
n
o
f
a
n
Ed
u
c
a
ti
o
n
a
l
S
o
f
tw
a
r
e
f
o
r
th
e
T
e
a
c
h
in
g
o
f
th
e
P
r
o
g
ra
m
m
in
g
V
a
riab
le
Co
n
c
e
p
t
,
”
Res
.
e
-
L
e
a
r
n
i
n
g
IC
T
E
d
u
c
.
,
p
p
.
3
1
5
–
3
2
2
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
3
1
9
-
9
5
0
5
9
-
4
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1
9
.
[3
]
G
.
R.
Be
rg
e
rse
n
,
D.
I.
K.
S
j
ø
b
e
rg
,
a
n
d
T
.
Dy
b
a
,
“
Co
n
stru
c
ti
o
n
a
n
d
v
a
li
d
a
ti
o
n
o
f
a
n
in
stru
m
e
n
t
f
o
r
m
e
a
su
rin
g
p
ro
g
ra
m
m
in
g
s
k
il
l,
”
IEE
E
T
ra
n
s
a
c
ti
o
n
s
o
n
S
o
ft
w
a
re
E
n
g
i
n
e
e
rin
g
,
v
o
l.
4
0
,
n
o
.
1
2
,
p
p
.
1
1
6
3
–
1
1
8
4
,
De
c
.
2
0
1
4
,
d
o
i:
1
0
.
1
1
0
9
/T
S
E.
2
0
1
4
.
2
3
4
8
9
9
7
.
[4
]
S
.
Y.
Ly
e
a
n
d
J.
H.
L
.
Ko
h
,
“
Re
v
ie
w
o
n
tea
c
h
in
g
a
n
d
lea
rn
in
g
o
f
c
o
m
p
u
tatio
n
a
l
th
in
k
in
g
th
r
o
u
g
h
p
ro
g
ra
m
m
in
g
:
W
h
a
t
is n
e
x
t
f
o
r
K
-
1
2
?
,
”
Co
m
p
u
t.
Hu
ma
n
Beh
a
v
.
,
v
o
l.
4
1
,
p
p
.
5
1
–
6
1
,
2
0
1
4
,
d
o
i:
1
0
.
1
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1
6
/
j.
c
h
b
.
2
0
1
4
.
0
9
.
0
1
2
.
[5
]
D.
T
o
p
a
ll
i
a
n
d
N.
E
.
Ca
g
il
tay
,
“
Im
p
ro
v
in
g
p
ro
g
ra
m
m
in
g
s
k
il
ls
in
e
n
g
in
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.
[9
]
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.
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3
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6
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Hy
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7
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E.
G
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C.
Ro
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ro
,
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.
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De
Ca
stro
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c
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ter
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.
[2
8
]
S
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ter
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rc
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d
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l.
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.
0
5
,
2
0
1
7
.
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