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e
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a
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d
e
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g
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o
f
t
h
is
st
u
d
y
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e
-
g
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p
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e
sig
n
with
a
p
re
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tes
t
-
p
o
st
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tes
t
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e
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e
d
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tes
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A
t
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tal
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p
re
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se
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m
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p
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u
n
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e
rsit
y
i
n
v
o
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e
d
in
t
h
is
stu
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y
.
An
in
str
u
m
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t
,
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e
p
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with
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ta
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ly
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u
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ted
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e
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su
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e
re
su
lt
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o
we
d
t
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t
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a
sta
ti
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n
ifi
c
a
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ff
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t
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ti
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e
,
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lk
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9
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0
5
,
m
u
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riate
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ta
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d
=
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0
.
F
r
o
m
th
e
a
n
a
ly
sis,
i
t
c
a
n
b
e
c
o
n
c
lu
d
e
d
th
a
t
th
e
re
is
a
sta
ti
stica
ll
y
si
g
n
ifi
c
a
n
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e
ffe
c
t
fo
r
ti
m
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.
Th
u
s,
th
is
fi
n
d
i
n
g
sh
o
we
d
t
h
a
t
c
o
u
p
le
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n
q
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in
g
a
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h
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a
s
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ffe
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t
o
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e
n
h
a
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c
in
g
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sis
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d
e
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n
d
i
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g
a
m
o
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs.
F
ro
m
th
is
stu
d
y
,
it
is
su
g
g
e
ste
d
t
h
a
t
c
o
u
p
le
in
q
u
ir
y
lea
rn
in
g
a
p
p
ro
a
c
h
is
a
g
o
o
d
m
e
th
o
d
t
o
b
e
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se
d
in
lea
rn
i
n
g
a
b
stra
c
t
c
o
n
c
e
p
t
su
c
h
a
s m
e
io
sis.
K
ey
w
o
r
d
s
:
C
o
u
p
le
in
q
u
ir
y
Me
io
s
is
u
n
d
e
r
s
tan
d
in
g
Pre
-
s
er
v
ice
teac
h
er
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
No
o
r
aid
a
Yak
o
b
,
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies
,
Un
iv
er
s
iti Sain
s
Ma
lay
s
ia
,
1
1
8
0
0
Pen
an
g
,
Ma
lay
s
ia
.
E
m
ail:
n
o
o
r
aid
a@
u
s
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
B
io
lo
g
y
is
a
d
if
f
icu
lt
s
u
b
ject
f
o
r
m
o
s
t
o
f
s
tu
d
en
ts
[
1
,
2
]
b
ec
a
u
s
e
o
f
its
ab
s
tr
ac
t
co
n
ce
p
ts
[
1
,
3
]
an
d
its
teac
h
in
g
m
eth
o
d
s
[
1
]
ar
e
m
o
s
t
ly
teac
h
er
-
o
r
ien
ted
[
4
]
.
Acc
o
r
d
in
g
to
Z
ei
d
an
[
5
]
,
b
io
lo
g
y
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t
ig
n
o
r
ed
s
tu
d
en
ts
’
in
ter
est
to
lear
n
b
io
l
o
gy.
B
ec
au
s
e
o
f
th
ese,
s
tu
d
en
ts
ten
d
to
m
em
o
r
is
e
im
p
o
r
tan
t
f
ac
ts
in
o
r
d
e
r
to
p
ass
th
e
b
io
lo
g
y
ex
am
i
n
atio
n
with
o
u
t
u
n
d
er
s
tan
d
in
g
w
h
at
th
ey
h
av
e
lear
n
ed
.
T
h
u
s
,
teac
h
er
s
n
ee
d
to
r
ev
iew
an
d
r
e
f
lect
th
eir
teac
h
i
n
g
m
eth
o
d
s
in
e
n
s
u
r
in
g
b
io
lo
g
y
lear
n
in
g
is
m
o
r
e
m
ea
n
in
g
f
u
l.
Stu
d
en
ts
m
u
s
t
s
h
o
u
ld
b
e
in
v
o
lv
ed
in
th
eir
lear
n
in
g
p
r
o
c
ess
.
T
h
ey
s
h
o
u
ld
h
av
e
o
w
n
er
s
h
ip
in
th
eir
lea
r
n
in
g
[
6
]
.
I
n
Ma
lay
s
ia,
t
h
e
b
io
lo
g
y
c
u
r
r
i
cu
lu
m
f
o
r
s
ec
o
n
d
a
r
y
s
ch
o
o
l
a
im
s
to
p
r
o
d
u
ce
s
tu
d
e
n
ts
wh
o
ar
e
ac
tiv
e
lear
n
er
s
th
r
o
u
g
h
th
e
in
q
u
ir
y
a
p
p
r
o
ac
h
[
7
].
T
h
is
ap
p
r
o
ac
h
w
ill
en
ab
le
s
tu
d
en
ts
to
u
n
d
er
s
ta
n
d
an
d
a
p
p
r
ec
iate
b
io
lo
g
y
c
o
n
ce
p
ts
an
d
b
e
ab
le
to
ap
p
ly
it
in
th
eir
d
aily
life
.
Yet,
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
s
tu
d
en
ts
ar
e
f
ac
in
g
d
if
f
icu
lties
in
m
an
y
to
p
ics
s
u
c
h
as
wate
r
tr
an
s
p
o
r
t
in
p
lan
ts
,
p
r
o
tein
s
y
n
th
es
is
,
r
esp
ir
atio
n
a
n
d
p
h
o
to
s
y
n
th
esis
,
g
aseo
u
s
ex
ch
an
g
e,
en
e
r
g
y
,
ce
lls
,
m
ito
s
is
an
d
m
eio
s
is
,
o
r
g
a
n
s
,
p
h
y
s
io
lo
g
ical
p
r
o
ce
s
s
es,
h
o
r
m
o
n
al
r
eg
u
latio
n
,
o
x
y
g
e
n
tr
an
s
p
o
r
t,
g
en
etics,
M
en
d
elian
g
en
etics,
g
e
n
etic
en
g
in
ee
r
in
g
,
an
d
th
e
ce
n
tr
al
n
e
r
v
o
u
s
s
y
s
tem
[
1
,
2
]
.
Nev
e
r
th
eless
,
ce
ll
d
iv
is
io
n
is
a
h
ar
d
to
p
ic
to
teac
h
esp
ec
ially
in
m
eio
s
is
[
8
]
.
Stu
d
en
ts
in
Ma
lay
s
ia
ar
e
f
o
u
n
d
to
b
e
o
n
th
e
s
atis
f
ac
to
r
y
lev
el
o
f
ac
h
iev
em
en
t in
m
eio
s
is
[
9
]
.
Me
io
s
is
i
s
a
ch
allen
g
in
g
s
u
b
ject
to
th
e
s
tu
d
en
ts
d
u
e
to
its
ab
s
tr
ac
t n
atu
r
e.
I
t is
also
a
co
m
p
licated
an
d
d
if
f
icu
lt to
p
ic
f
o
r
th
e
s
tu
d
e
n
t te
ac
h
er
s
[
1
0
,
1
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
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c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
2
9
-
1
3
7
130
R
ea
s
o
n
s
f
o
r
s
tu
d
e
n
ts
h
ad
d
i
f
f
icu
lties
in
u
n
d
er
s
tan
d
i
n
g
m
eio
s
is
b
ec
au
s
e
o
f
th
ey
we
r
e
lack
in
g
k
n
o
wled
g
e
ab
o
u
t
c
h
r
o
m
o
s
o
m
es
an
d
th
eir
im
p
o
r
ta
n
ce
[
1
2
]
.
T
h
e
lear
n
in
g
d
if
f
ic
u
lties
in
m
eio
s
is
ar
e
ca
r
r
ied
o
n
f
r
o
m
th
e
s
ec
o
n
d
ar
y
le
v
el
to
th
e
u
n
d
er
g
r
ad
u
ate
lev
el
[
1
3
]
.
R
esear
ch
er
s
h
av
e
s
h
o
w
n
th
at
s
tu
d
e
n
ts
h
av
e
d
if
f
icu
lties
in
g
r
asp
in
g
th
e
co
n
ce
p
ts
an
d
p
r
o
ce
s
s
in
m
eio
s
is
[
1
2
-
1
4
]
.
T
h
is
f
ac
t
is
s
u
p
p
o
r
ted
b
y
th
e
f
i
n
d
in
g
in
th
e
an
aly
s
is
d
o
n
e
b
y
th
e
Ma
lay
s
ian
E
x
am
i
n
atio
n
Sy
n
d
icate
o
n
s
tu
d
en
ts
’
an
s
wer
s
in
th
e
Ma
lay
s
ian
C
er
tific
ate
o
f
E
d
u
ca
tio
n
ex
am
in
atio
n
.
I
n
th
e
y
ea
r
2
0
1
4
,
an
aly
s
is
f
o
r
B
io
lo
g
y
Pap
er
2
s
h
o
ws
a
lo
w
lev
el
o
f
u
n
d
er
s
tan
d
in
g
in
m
eio
s
is
.
T
h
e
s
tu
d
en
ts
d
id
n
o
t
m
aster
th
e
co
n
ce
p
ts
o
f
ce
ll
d
iv
is
io
n
an
d
wer
e
n
o
t
ab
le
to
d
eliv
e
r
th
eir
id
ea
s
u
s
in
g
th
e
co
r
r
ec
t
ter
m
s
a
n
d
s
cien
ce
c
o
n
ce
p
ts
.
T
h
ey
lack
ed
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
d
y
n
am
ic
p
r
o
ce
s
s
o
f
cr
o
s
s
in
g
o
v
e
r
,
f
o
r
m
atio
n
o
f
ch
iasma
in
m
eio
s
is
th
at
co
n
tr
ib
u
te
to
th
e
ex
ch
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e
o
f
g
e
n
etic
m
ater
ial
b
etwe
en
m
ater
n
al
an
d
p
ater
n
al
ch
r
o
m
o
s
o
m
e
o
cc
u
r
r
in
g
[
1
5
]
.
I
n
a
s
tu
d
y
d
o
n
e
b
y
C
h
atto
p
ad
h
y
ay
[
1
6
]
o
n
h
ig
h
er
s
ec
o
n
d
a
r
y
s
tu
d
en
ts
,
r
esu
lts
s
h
o
ws
th
at
a
s
ig
n
i
f
ican
t
n
u
m
b
er
o
f
th
e
s
tu
d
en
ts
d
id
n
o
t
u
n
d
er
s
tan
d
th
e
s
ig
n
if
ican
ce
o
f
h
ap
lo
id
n
u
m
b
e
r
o
f
th
e
ch
r
o
m
o
s
o
m
es.
He
also
m
en
tio
n
ed
th
at
th
e
s
tu
d
en
ts
d
id
n
o
t
u
n
d
er
s
tan
d
th
e
s
ig
n
if
ican
ce
an
d
im
p
licatio
n
s
o
f
r
e
co
m
b
in
atio
n
e
v
en
ts
d
u
r
in
g
m
eio
s
is
.
I
n
an
o
th
er
s
tu
d
y
,
s
tu
d
e
n
ts
’
u
n
d
er
s
tan
d
in
g
o
f
ce
ll
d
iv
is
io
n
was
m
ea
s
u
r
ed
th
r
o
u
g
h
a
two
-
tier
ed
m
u
ltip
le
-
ch
o
ice
d
iag
n
o
s
tic
test
.
I
t
was
f
o
u
n
d
th
at
p
er
f
o
r
m
a
n
c
e
d
r
o
p
p
e
d
o
n
th
e
s
ec
o
n
d
tier
[
1
7
]
.
T
h
is
m
ea
n
s
th
at
th
e
s
tu
d
en
ts
wer
e
n
o
t
ab
le
to
g
iv
e
th
e
co
r
r
ec
t
r
ea
s
o
n
in
g
f
o
r
th
eir
ch
o
ice
o
f
an
s
wer
in
th
e
f
ir
s
t
tier
.
B
o
th
o
f
th
ese
s
tu
d
ies
s
h
o
w
th
at
s
tu
d
en
ts
h
av
e
a
wea
k
u
n
d
er
s
tan
d
i
n
g
in
m
ei
o
s
is
.
C
h
atto
p
ad
h
y
ay
[
1
6
]
s
u
g
g
ested
th
at
s
tu
d
en
ts
ca
n
n
o
t
u
n
d
er
s
tan
d
m
eio
s
is
co
n
ce
p
t
b
ec
au
s
e
th
e
y
lack
e
d
r
ea
s
o
n
in
g
ab
ilit
y
wh
ic
h
is
tr
ig
g
e
r
ed
th
r
o
u
g
h
cr
itic
al
th
in
k
in
g
.
T
h
is
is
b
ec
au
s
e
in
ass
ess
m
en
t
wh
er
e
r
ea
s
o
n
in
g
an
d
p
r
o
b
lem
s
o
lv
in
g
is
n
ee
d
ed
,
cr
it
ical
th
in
k
in
g
af
f
ec
ts
s
tu
d
en
ts
’
ac
h
iev
em
en
t a
n
d
p
e
r
f
o
r
m
an
ce
.
Acc
o
r
d
in
g
to
C
h
atto
p
a
d
h
y
a
y
[
1
6
]
,
Dik
m
en
li
[
1
0
]
,
Ozc
an
,
Yil
d
ir
im
,
an
d
Ozg
u
r
[
1
8
]
,
th
e
d
if
f
icu
lties
in
m
eio
s
is
s
tem
s
f
r
o
m
th
e
s
tu
d
en
ts
’
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
c
atio
n
s
.
I
n
a
s
tu
d
y
b
y
Kar
ag
o
z
an
d
C
ak
ir
[
1
9
]
,
it
was
f
o
u
n
d
th
at
p
r
o
s
p
ec
tiv
e
b
io
lo
g
y
teac
h
er
s
f
ailed
to
em
p
h
asize
th
e
r
o
le
an
d
p
r
o
ce
s
s
o
f
m
eio
s
is
in
g
a
m
ete
f
o
r
m
atio
n
.
I
t
s
h
o
wed
th
at,
th
ese
p
r
e
-
s
er
v
ice
teac
h
e
r
s
h
ad
an
i
n
co
m
p
lete
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
m
eio
s
is
co
n
ce
p
t.
I
n
an
o
th
er
s
tu
d
y
,
Ku
r
t,
E
k
ici,
Ak
s
u
,
an
d
Ak
tas
[
2
0
]
,
f
o
u
n
d
t
h
at
p
r
e
-
s
er
v
ice
b
io
lo
g
y
teac
h
e
r
s
h
av
e
in
c
o
m
p
lete
m
en
tal
s
tr
u
ctu
r
es o
f
th
e
r
e
p
r
o
d
u
ctio
n
co
n
ce
p
t w
h
ich
is
lin
k
ed
with
m
eio
s
is
.
B
io
lo
g
y
p
r
e
-
s
er
v
ice
teac
h
er
s
wer
e
f
o
u
n
d
to
h
av
e
s
er
io
u
s
p
r
o
b
l
em
s
with
th
e
co
n
ce
p
t
o
f
m
eio
s
is
b
y
b
ein
g
co
n
f
u
s
ed
wi
th
th
e
s
tag
es
an
d
th
e
ev
en
ts
in
th
e
s
tag
es
[
1
0
]
.
T
h
ese
s
tu
d
ies
s
h
o
wed
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
h
a
v
e
a
lo
w
u
n
d
er
s
tan
d
i
n
g
in
m
eio
s
is
.
I
f
th
is
p
r
o
b
lem
was
n
o
t
r
eso
lv
ed
,
th
ey
wo
u
ld
in
h
er
i
t
th
e
m
eio
s
is
m
i
s
u
n
d
er
s
tan
d
in
g
to
th
eir
s
tu
d
en
ts
.
T
h
u
s
,
an
ef
f
ec
tiv
e
teac
h
in
g
ap
p
r
o
ac
h
is
n
ee
d
ed
s
o
th
at
it
will
n
o
t
b
e
tr
an
s
f
er
r
ed
to
th
eir
s
tu
d
en
ts
in
s
ch
o
o
l [
1
0
,
2
0
]
.
As
p
r
e
-
s
er
v
ice
teac
h
er
s
,
th
ey
n
ee
d
to
m
aster
m
ei
o
s
is
co
n
ce
p
ts
s
in
ce
u
n
d
er
s
tan
d
in
g
is
d
ef
in
ed
a
s
a
m
atter
o
f
b
ei
n
g
ab
le
to
d
o
a
v
ar
iety
o
f
th
o
u
g
h
t
-
d
em
an
d
in
g
th
in
g
s
with
a
to
p
ic
-
lik
e
ex
p
lain
in
g
,
f
in
d
in
g
ev
id
en
ce
a
n
d
e
x
am
p
les,
g
e
n
e
r
alizin
g
,
ap
p
ly
in
g
,
an
alo
g
izin
g
,
an
d
r
ep
r
esen
tin
g
th
e
to
p
ic
in
a
n
ew
wa
y
[
2
1]
.
I
n
th
e
m
eio
s
is
,
wh
en
t
h
ey
u
n
d
er
s
to
o
d
t
h
e
to
p
ic,
th
ey
s
h
o
u
ld
ab
le
to
ex
p
lai
n
with
e
x
am
p
les,
ap
p
ly
in
g
an
d
an
alo
g
izin
g
th
e
ter
m
s
o
f
m
eio
s
is
wh
ich
in
clu
d
es
d
ip
lo
id
ch
r
o
m
o
s
o
m
al
n
u
m
b
er
s
,
h
ap
lo
id
g
am
etes,
b
iv
alen
t/tetra
d
,
c
r
o
s
s
in
g
o
v
er
,
h
o
m
o
lo
g
o
u
s
c
h
r
o
m
o
s
o
m
es
an
d
n
o
n
-
s
is
ter
ch
r
o
m
atid
s
.
Yet,
t
h
e
k
n
o
wled
g
e
ab
o
u
t
m
eio
s
is
is
v
ital
to
u
n
d
er
s
ta
n
d
g
en
etics
[
2
2
]
in
p
a
r
ticu
lar
th
e
p
r
o
ce
s
s
o
f
g
a
m
ete
f
o
r
m
atio
n
.
A
s
tr
o
n
g
u
n
d
er
s
tan
d
i
n
g
o
f
b
io
lo
g
ical
in
h
er
itan
ce
n
ec
ess
itates
a
clea
r
c
o
m
p
r
eh
e
n
s
io
n
o
f
ce
ll
d
i
v
is
io
n
an
d
th
e
im
p
o
r
tan
c
e
o
f
m
eio
s
is
[
1
2
]
.
T
h
er
e
f
o
r
e,
m
e
io
s
is
p
r
o
v
id
es th
e
b
asic f
o
r
g
en
etics a
n
d
in
h
er
itan
ce
r
en
d
e
r
i
n
g
it c
r
u
cial
to
h
av
e
a
s
tr
o
n
g
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
ts
in
m
eio
s
is
.
On
e
m
eth
o
d
to
ac
h
iev
e
th
is
is
th
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
th
e
in
q
u
ir
y
ap
p
r
o
ac
h
wh
ich
was
s
ta
ted
in
th
e
B
io
lo
g
y
cu
r
r
ic
u
lu
m
s
p
ec
if
icatio
n
[
2
3
]
.
T
h
e
im
p
le
m
en
tatio
n
o
f
i
n
q
u
ir
y
-
b
ased
a
p
p
r
o
ac
h
is
s
tr
o
n
g
ly
ad
v
o
ca
ted
f
o
r
th
e
teac
h
in
g
a
n
d
lear
n
in
g
o
f
s
cien
ce
[
2
4
]
.
I
n
a
m
eta
-
an
aly
s
is
co
m
p
ar
in
g
in
q
u
ir
y
to
o
th
er
f
o
r
m
s
o
f
in
s
tr
u
ctio
n
,
it
was
f
o
u
n
d
th
a
t
in
q
u
ir
y
teac
h
in
g
en
h
a
n
ce
s
lear
n
in
g
[
2
5
]
.
Stu
d
ies
h
av
e
s
h
o
w
n
th
at
in
q
u
ir
y
-
b
ased
lear
n
in
g
h
ad
a
p
o
s
itiv
e
im
p
ac
t
o
n
ac
h
iev
em
en
t
[
2
6
-
2
8
]
wh
ich
m
ea
n
s
th
at
th
er
e
is
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
u
n
d
er
s
tan
d
i
n
g
.
Stu
d
ies
h
av
e
s
h
o
wn
th
at
in
q
u
ir
y
-
b
ased
lea
r
n
i
n
g
is
an
ap
p
r
o
ac
h
th
at
u
p
h
o
l
d
s
s
tu
d
en
ts
’
g
r
o
wth
in
p
r
o
b
lem
s
o
lv
in
g
[
2
6
,
2
9
-
3
1
]
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Co
up
le
-
inq
uiry
ba
s
ed
a
pp
ro
a
ch
T
h
e
ad
v
an
tag
e
o
f
an
in
q
u
ir
y
-
b
ased
lear
n
in
g
is
th
at
s
tu
d
en
ts
a
r
e
eq
u
ip
p
ed
to
b
u
ild
th
eir
o
wn
co
n
ce
p
tu
al
k
n
o
wled
g
e
wh
ich
will
tr
an
s
lates
in
to
a
lo
n
g
-
ter
m
m
em
o
r
y
b
y
a
r
ep
ea
ted
ex
p
o
s
u
r
e
to
th
e
s
cien
ce
co
n
ce
p
ts
[
3
2
]
.
T
h
u
s
,
in
q
u
ir
y
-
b
ased
lear
n
in
g
is
an
ap
p
r
o
ac
h
wh
ich
ca
n
ad
d
r
ess
b
o
th
th
e
n
ee
d
to
e
n
h
an
ce
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
u
n
d
e
r
s
tan
d
in
g
a
n
d
t
r
ig
g
er
s
cr
itical
th
in
k
in
g
in
th
e
p
r
o
ce
s
s
o
f
co
n
s
tr
u
ctin
g
k
n
o
wled
g
e
in
m
eio
s
is
.
E
s
s
en
tially
,
in
th
e
in
q
u
ir
y
-
b
a
s
ed
lear
n
in
g
th
er
e
ar
e
f
iv
e
ty
p
es
o
f
in
q
u
ir
y
lear
n
in
g
wh
ic
h
ar
e
co
n
f
ir
m
ato
r
y
in
q
u
ir
y
,
s
tr
u
ctu
r
ed
i
n
q
u
ir
y
,
g
u
id
ed
in
q
u
ir
y
,
c
o
u
p
led
in
q
u
ir
y
an
d
o
p
e
n
in
q
u
ir
y
.
Ho
wev
er
,
i
n
th
is
s
tu
d
y
,
co
u
p
led
in
q
u
ir
y
ap
p
r
o
ac
h
is
s
u
g
g
ested
as
a
teac
h
in
g
ap
p
r
o
ac
h
s
in
ce
it
ca
n
b
e
co
n
s
id
er
ed
as
a
n
in
ter
m
ed
iate
lev
el
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
effec
t o
f c
o
u
p
led
in
q
u
ir
y
-
5
E
in
en
h
a
n
cin
g
th
e
u
n
d
ers
ta
n
d
in
g
o
f Meio
s
is
co
n
ce
p
t
(
N
o
o
r
a
id
a
Ya
ko
b
)
131
b
etwe
en
g
u
i
d
ed
i
n
q
u
ir
y
an
d
o
p
en
i
n
q
u
ir
y
.
Fu
r
t
h
er
m
o
r
e,
th
is
wo
u
ld
b
e
an
e
x
p
o
s
u
r
e
f
o
r
th
em
to
e
x
p
er
ien
ce
th
e
o
p
en
in
q
u
ir
y
,
a
h
ig
h
er
lev
e
l o
f
in
q
u
ir
y
.
T
h
u
s
,
th
e
m
ain
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
in
v
esti
g
ate
th
e
ef
f
ec
t o
f
co
u
p
led
-
i
n
q
u
ir
y
ap
p
r
o
ac
h
to
w
ar
d
s
m
eio
s
is
u
n
d
er
s
tan
d
in
g
a
m
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Acc
o
r
d
in
g
to
Du
n
k
h
ase
[
3
3
]
,
co
u
p
led
in
q
u
ir
y
is
a
co
m
b
in
atio
n
o
f
th
e
“tea
ch
er
g
u
id
e
d
”
in
q
u
ir
y
f
o
llo
wed
b
y
a
“f
u
ll”
o
r
“
o
p
en
”
in
q
u
ir
y
.
Acc
o
r
d
in
g
to
h
im
,
co
u
p
led
in
q
u
ir
y
is
ap
p
r
o
p
r
iate
f
o
r
th
e
teac
h
er
s
wh
o
wan
ted
to
tr
y
in
q
u
ir
y
-
b
ased
le
ar
n
in
g
b
u
t
a
r
e
h
esit
an
t
d
u
e
to
i
s
s
u
es
o
f
co
n
tr
o
l
o
v
e
r
co
n
ten
t
a
n
d
cu
r
r
icu
lu
m
g
o
als.
He
also
m
en
tio
n
ed
th
at
c
o
u
p
l
ed
in
q
u
ir
y
ad
d
r
ess
es
th
e
n
ee
d
f
o
r
co
n
tr
o
l
a
n
d
co
n
f
ir
m
atio
n
to
m
ak
e
s
u
r
e
t
h
at
th
e
s
tu
d
en
ts
h
av
e
lear
n
t
wh
a
t
th
ey
ar
e
s
u
p
p
o
s
ed
to
lear
n
.
T
h
is
i
s
m
ad
e
p
o
s
s
ib
le
d
u
e
to
th
e
s
tr
u
ctu
r
e
o
f
th
e
co
u
p
le
d
in
q
u
ir
y
in
w
h
ich
t
h
e
teac
h
er
s
m
ay
m
ak
e
m
o
d
if
ic
atio
n
s
f
o
r
an
ef
f
ec
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
co
u
p
led
in
q
u
ir
y
lear
n
i
n
g
cy
cle
b
e
g
in
s
with
a
g
u
id
ed
in
q
u
ir
y
in
v
esti
g
atio
n
a
n
d
p
r
o
ce
ed
ed
to
an
in
ter
m
e
d
iat
e
p
latf
o
r
m
w
h
ich
en
a
b
les
th
e
s
tu
d
e
n
ts
to
g
o
o
n
to
th
e
o
p
e
n
in
q
u
ir
y
in
v
esti
g
a
tio
n
.
Acc
o
r
d
in
g
to
Ma
r
tin
-
Han
s
en
[
3
4
]
,
th
e
ap
p
r
o
ac
h
o
f
h
av
in
g
a
g
u
id
e
d
in
q
u
ir
y
b
ef
o
r
e
an
o
p
en
in
q
u
ir
y
r
esu
lts
in
s
tu
d
en
ts
g
en
er
atin
g
q
u
esti
o
n
s
to
b
e
in
v
esti
g
ated
in
th
e
o
p
en
in
q
u
ir
y
p
h
ase
wh
ich
ar
e
clo
s
ely
r
elate
d
to
th
e
b
en
c
h
m
ar
k
f
r
o
m
th
e
teac
h
e
r
-
g
u
i
d
ed
in
v
e
s
tig
atio
n
.
T
h
is
en
s
u
r
es
th
at
wh
at
th
e
s
tu
d
en
ts
ar
e
in
v
esti
g
atin
g
is
f
u
lf
illi
n
g
th
e
lear
n
in
g
o
b
jectiv
e
o
r
in
ten
d
ed
lear
n
in
g
o
u
tco
m
e.
All
th
e
s
tag
es
ar
e
in
a
f
o
r
m
o
f
cy
cle
as
s
h
o
w
n
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
T
h
e
co
m
p
lete
co
u
p
led
-
in
q
u
i
r
y
cy
cle
m
o
d
el
Du
n
k
h
a
s
e
[
3
3
]
B
ased
o
n
F
ig
u
r
e
1
,
th
e
f
ir
s
t
s
ta
g
e
is
“
I
n
v
itatio
n
to
in
q
u
ir
y
”
.
I
n
th
is
s
tag
e,
s
tu
d
en
ts
’
in
ter
est
i
n
th
e
to
p
ic
o
r
co
n
ce
p
t
to
b
e
i
n
v
esti
g
ated
is
s
tim
u
lated
b
y
u
s
in
g
a
d
esig
n
ed
ac
tiv
ity
s
u
ch
as
a
d
em
o
n
s
tr
atio
n
b
y
th
e
teac
h
er
,
cu
r
r
en
t e
v
en
ts
,
f
ie
ld
tr
ip
s
o
r
th
e
p
r
esen
ce
o
f
a
g
u
est s
p
ea
k
er
.
T
h
is
is
an
o
p
p
o
r
tu
n
ity
f
o
r
t
h
e
teac
h
er
to
g
et
th
e
s
tu
d
en
ts
p
er
s
o
n
ally
i
n
v
o
lv
e
d
,
en
g
a
g
ed
a
n
d
in
v
ested
in
th
e
q
u
est
o
f
u
n
d
er
s
tan
d
in
g
th
e
to
p
ic
o
r
co
n
ce
p
t
to
b
e
in
v
esti
g
ated
.
Nex
t
is
th
e
co
u
p
le
i
n
q
u
ir
y
s
tag
e.
I
t
s
tar
ts
with
“
I
n
itiated
Gu
id
ed
i
n
q
u
ir
y
”
.
I
n
th
is
s
tag
e,
a
teac
h
er
g
iv
es
an
o
p
p
o
r
tu
n
it
y
to
d
ir
ec
t
th
e
s
tu
d
en
ts
to
war
d
s
th
e
s
p
ec
if
ic
co
n
ce
p
t
o
b
je
ctiv
es
r
eq
u
ir
ed
b
y
th
e
cu
r
r
ic
u
lu
m
.
I
t
g
i
v
es
th
e
teac
h
er
c
o
n
tr
o
l
o
v
e
r
th
e
d
ir
ec
tio
n
an
d
o
u
tc
o
m
e
o
f
th
e
in
v
esti
g
atio
n
.
Alth
o
u
g
h
t
h
e
teac
h
er
d
esig
n
e
d
th
e
q
u
esti
o
n
an
d
in
v
esti
g
at
io
n
,
it
is
th
e
s
tu
d
en
ts
wh
o
m
ak
e
th
e
p
r
ed
ictio
n
,
co
n
d
u
ct
th
e
in
v
esti
g
atio
n
,
r
ec
o
r
d
th
e
d
ata,
i
n
ter
p
r
et
th
e
r
esu
lts
,
f
o
r
m
claim
s
,
ex
p
lain
an
d
p
r
esen
t
th
eir
f
in
d
in
g
s
.
T
h
e
th
ir
d
s
tag
e
is
“E
x
p
lo
r
e
o
n
y
o
u
r
o
w
n
”
.
T
h
is
is
th
e
m
o
s
t
im
p
o
r
tan
t
s
tag
e
o
f
th
e
co
u
p
l
ed
in
q
u
i
r
y
cy
cle
s
in
ce
it
ex
p
licitly
s
tim
u
lates
lear
n
er
s
’
cu
r
io
s
ity
b
y
p
r
o
v
id
in
g
th
e
o
p
p
o
r
tu
n
ity
to
tr
y
o
u
t
th
eir
id
ea
s
with
ad
d
itio
n
al
m
ate
r
ials
an
d
t
o
g
e
n
er
ate
th
eir
o
wn
q
u
esti
o
n
s
.
T
h
is
is
a
m
ir
r
o
r
o
f
h
o
w
s
cien
tis
ts
o
p
er
ate
wh
en
th
e
y
ar
e
ex
p
lo
r
in
g
a
n
ew
id
ea
o
r
p
h
en
o
m
en
a
b
ef
o
r
e
em
b
ar
k
in
g
o
n
a
f
o
r
m
al
r
esear
ch
p
r
o
ject.
Fo
u
r
th
s
tag
e
is
“Op
en
”
in
q
u
i
r
y
wh
er
e
th
e
s
tu
d
en
ts
d
esig
n
th
e
i
n
v
esti
g
atio
n
,
ca
r
r
y
o
u
t
th
e
i
n
v
e
s
tig
atio
n
,
r
ec
o
r
d
d
ata,
an
aly
ze
th
e
d
ata,
i
n
ter
p
r
et
th
e
r
esu
lt,
p
r
esen
t
an
d
ex
p
lain
th
eir
f
in
d
in
g
s
to
th
e
teac
h
er
an
d
th
e
r
est
o
f
th
e
class
.
T
h
e
s
t
ag
e
is
s
im
i
lar
to
th
o
s
e
in
th
e
g
u
id
ed
in
q
u
ir
y
s
tag
e,
b
u
t
th
e
d
if
f
er
en
ce
is
th
at
th
e
q
u
esti
o
n
u
n
d
er
i
n
v
esti
g
atio
n
an
d
th
e
p
r
o
ce
d
u
r
e
f
o
r
t
h
e
in
v
esti
g
atio
n
a
r
e
g
en
er
ate
d
b
y
th
e
s
tu
d
en
ts
.
T
h
e
f
if
th
s
tag
e
is
“I
n
q
u
ir
y
R
eso
lu
tio
n
”
.
I
n
th
is
s
tag
e,
th
e
teac
h
er
r
ev
iews
th
e
s
tu
d
en
ts
’
in
q
u
ir
y
p
r
esen
tatio
n
to
f
in
d
co
m
m
o
n
u
n
d
er
s
tan
d
in
g
s
.
T
h
e
teac
h
er
m
a
y
ask
th
em
wh
at
th
ey
h
av
e
lear
n
t,
wh
at
th
ey
wo
u
ld
in
v
esti
g
ate
n
ex
t,
a
n
d
m
a
y
ch
a
llen
g
e
o
r
s
u
p
p
o
r
t
th
eir
f
in
d
in
g
s
b
y
d
o
i
n
g
a
d
em
o
n
s
tr
atio
n
.
I
f
it
is
n
ec
ess
ar
y
to
clar
if
y
th
e
d
e
f
in
itio
n
a
n
d
s
cien
ce
co
n
ce
p
t,
t
h
e
teac
h
er
m
ay
ev
en
d
o
s
o
m
e
d
ir
ec
t in
s
tr
u
ctio
n
.
As
f
o
r
th
e
f
in
al
s
tag
e,
it
is
“I
n
q
u
ir
y
ass
ess
m
en
t”
an
d
f
o
r
th
is
s
tag
e,
two
ty
p
es
o
f
as
s
es
s
m
en
t
will
b
e
in
v
o
lv
ed
,
f
o
r
m
ativ
e
as
s
ess
m
en
t
an
d
s
u
m
m
ativ
e
ass
ess
m
en
t.
T
h
e
f
o
r
m
ativ
e
ass
ess
m
en
t
is
d
o
n
e
in
ea
ch
o
f
th
e
s
tag
es
in
th
e
co
u
p
led
in
q
u
ir
y
cy
cle.
I
t
is
im
p
o
r
tan
t
s
in
ce
it
in
f
o
r
m
th
e
teac
h
er
ab
o
u
t
th
e
s
tu
d
en
ts
’
p
r
o
g
r
ess
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
2
9
-
1
3
7
132
an
d
wh
at
co
n
ten
t iss
u
es o
r
q
u
e
s
tio
n
s
n
ee
d
to
b
e
ad
d
r
ess
ed
b
y
d
ir
ec
t in
s
tr
u
ctio
n
in
th
e
in
q
u
ir
y
r
eso
lu
tio
n
s
tag
e.
W
h
ile
f
o
r
a
s
u
m
m
ativ
e
ass
ess
m
en
t
,
it
is
a
test
to
c
o
n
f
ir
m
th
a
t
th
e
s
tu
d
e
n
ts
h
av
e
u
n
d
er
s
to
o
d
th
e
s
cien
ce
co
n
ce
p
t
in
d
ep
th
wh
ic
h
en
a
b
les th
em
to
u
s
e
th
e
u
n
d
er
s
tan
d
in
g
in
th
e
g
iv
en
s
itu
atio
n
.
W
ith
all
th
ese
s
tag
es,
s
tu
d
en
t
s
’
co
g
n
itiv
e
ab
ilit
y
wo
u
ld
b
e
m
ax
im
is
ed
.
Du
n
k
h
ase
[
3
3
]
p
o
s
ited
th
at
co
u
p
led
in
q
u
ir
y
lear
n
in
g
c
y
cle
b
alan
ce
th
e
n
ee
d
s
o
f
th
e
teac
h
er
s
to
co
n
tr
o
l
c
o
n
ten
t
an
d
cu
r
r
icu
lu
m
g
o
al
wh
ile
at
th
e
s
am
e
tim
e
c
o
m
p
ly
i
n
g
to
th
e
v
is
io
n
o
f
a
tr
u
e
s
tu
d
e
n
t
-
ce
n
t
er
ed
“
f
u
ll”
in
q
u
ir
y
.
He
also
p
r
o
p
o
s
ed
th
at
th
e
co
u
p
led
in
q
u
ir
y
cy
cle
is
em
b
ed
d
e
d
in
tr
ad
itio
n
al
in
s
tr
u
c
tio
n
al
cy
cle
m
o
d
els
s
u
ch
as
th
e
B
y
b
ee
5
E
m
o
d
el
[
3
5
]
an
d
Sear
ch
,
So
lv
e,
C
r
ea
te
an
d
Sh
ar
e
(
SS
C
S)
m
o
d
el
b
y
Pizzin
i
[
3
6
]
.
Ho
wev
er
,
th
e
5
E
in
s
tr
u
ctio
n
al
cy
cl
e
m
o
d
el
is
ch
o
s
en
to
b
e
ap
p
lie
d
in
t
h
is
s
tu
d
y
o
n
th
e
b
asis
t
h
at
it
h
as
b
ee
n
s
h
o
wn
th
at
ea
ch
p
h
ase
o
f
th
e
5
E
in
s
tr
u
ctio
n
al
cy
cle
m
o
d
el
is
cl
ea
r
ly
ap
p
licab
le
in
an
in
q
u
ir
y
-
b
ased
teac
h
in
g
[
3
7
]
an
d
ca
n
b
e
co
n
s
id
er
e
d
as
a
n
ef
f
ec
tiv
e
ap
p
r
o
ac
h
o
f
lear
n
in
g
[
3
8
]
.
T
h
is
m
o
d
el
h
as
n
o
t
o
n
l
y
b
ee
n
u
s
ed
wid
ely
in
th
e
liter
atu
r
e,
it
h
as
also
b
ee
n
ex
ten
s
iv
ely
u
s
ed
in
ac
tu
al
class
r
o
o
m
s
[
3
9
]
a
n
d
it
was
s
u
g
g
ested
in
Ma
lay
s
ian
C
u
r
r
icu
lu
m
I
n
s
tr
u
ctio
n
.
T
h
e
5
E
in
s
tr
u
ctio
n
al
m
o
d
el
is
s
o
lid
ly
g
r
o
u
n
d
ed
i
n
ed
u
ca
tio
n
al
th
eo
r
y
s
u
ch
as
co
n
s
tr
u
ctiv
is
m
[
4
0
]
an
d
in
a
d
d
itio
n
to
h
av
in
g
a
g
r
o
win
g
b
ase
o
f
r
esear
ch
to
s
u
p
p
o
r
t
its
ef
f
ec
tiv
en
ess
,
it
h
as
a
p
o
wer
f
u
l
im
p
ac
t
o
n
s
cien
ce
ed
u
ca
tio
n
[
4
1
]
.
Fu
r
th
er
m
o
r
e,
i
t is su
itab
le
to
s
tu
d
en
ts
with
v
ar
iety
o
f
lear
n
in
g
s
ty
le
[
4
2
]
.
2
.
2
.
Co
up
led
in
qu
iry
a
pp
ro
a
c
h
-
5
E
T
h
e
5
E
lear
n
in
g
c
y
cle
co
n
s
is
ted
f
iv
e
s
tag
es
an
d
ea
c
h
s
tag
e
h
as
a
d
is
tin
ct
f
u
n
ctio
n
wh
ic
h
co
n
tr
ib
u
tes
to
th
e
teac
h
er
’
s
s
y
s
tem
atic
in
s
tr
u
ctio
n
an
d
t
h
e
s
tu
d
en
t’
s
d
ev
elo
p
in
g
a
b
etter
u
n
d
er
s
ta
n
d
in
g
o
f
s
cien
tific
k
n
o
wled
g
e,
attitu
d
es
an
d
s
k
i
lls
[
4
3
]
.
T
h
e
f
ir
s
t
s
tag
e
o
f
t
h
e
5
E
lear
n
in
g
c
y
cle
is
th
e
en
g
ag
em
e
n
t
s
tag
e.
I
n
th
is
s
tag
e,
th
e
r
o
le
o
f
th
e
teac
h
er
is
to
p
r
esen
t th
e
s
itu
atio
n
,
id
en
tify
th
e
in
s
tr
u
ctio
n
al
task
,
s
ets th
e
r
u
les an
d
p
r
o
ce
d
u
r
es
f
o
r
estab
lis
h
in
g
th
e
task
.
T
h
e
teac
h
er
elicits
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wled
g
e
a
n
d
h
el
p
s
th
em
to
b
ec
o
m
e
en
g
ag
ed
in
a
n
ew
c
o
n
ce
p
t
b
y
t
h
e
u
s
e
o
f
s
h
o
r
t a
ctiv
ities
wh
ich
p
r
o
m
o
te
th
e
s
tu
d
e
n
ts
’
cu
r
io
s
ity
.
T
h
e
s
ec
o
n
d
s
tag
e
in
t
h
e
5
E
le
ar
n
in
g
cy
cle
is
th
e
e
x
p
lo
r
atio
n
s
tag
e.
On
ce
th
e
s
tu
d
en
ts
ar
e
e
n
g
ag
ed
in
th
e
ac
tiv
ities
in
th
e
f
ir
s
t stag
e,
th
ey
h
a
v
e
a
p
s
y
ch
o
lo
g
ical
n
ee
d
f
o
r
tim
e
to
e
x
p
lo
r
e
o
b
jects,
e
v
en
ts
o
r
s
itu
atio
n
s
.
T
h
u
s
,
th
e
ac
tiv
ities
in
th
e
s
e
co
n
d
s
tag
e
ar
e
d
esig
n
ed
as
h
an
d
s
o
n
an
d
c
o
n
cr
ete
to
p
r
o
v
id
e
s
tu
d
en
ts
with
a
co
m
m
o
n
a
n
d
co
n
cr
ete
ex
p
er
i
en
ce
o
n
wh
ich
t
h
ey
will
b
e
ab
l
e
o
p
er
ate
o
n
t
o
f
o
r
m
u
late
co
n
c
ep
ts
,
p
r
o
ce
s
s
es
an
d
s
k
ills
.
As
a
r
esu
lt
o
f
th
eir
m
en
tal
an
d
p
h
y
s
ical
in
v
o
lv
em
e
n
t
in
th
e
ac
tiv
ities
,
s
tu
d
en
ts
-
b
u
ilt
r
elatio
n
s
h
ip
s
,
o
b
s
er
v
e
p
atter
n
s
,
id
en
tify
v
ar
iab
les
an
d
q
u
esti
o
n
ev
en
ts
.
T
h
e
teac
h
er
’
s
r
o
le
is
a
s
a
f
ac
il
itato
r
wh
o
i
n
itiates
th
e
ac
tiv
it
ies
an
d
allo
ws
s
tu
d
en
ts
tim
e
an
d
o
p
p
o
r
tu
n
ity
to
p
r
o
b
e
o
b
jects,
tan
g
ib
le
m
ater
ials
an
d
s
itu
atio
n
s
b
ased
o
n
th
eir
o
wn
id
ea
s
.
T
h
e
th
ir
d
s
tag
e
is
th
e
ex
p
lan
atio
n
s
tag
e.
I
n
th
is
s
tag
e,
th
e
t
ea
ch
er
ask
s
th
e
s
tu
d
en
ts
to
p
r
esen
t
th
eir
ex
p
lan
atio
n
b
ef
o
r
e
i
n
tr
o
d
u
cin
g
s
cien
tific
ex
p
la
n
atio
n
in
a
d
ir
ec
t,
ex
p
licit
an
d
f
o
r
m
al
m
an
n
er
.
T
h
e
p
r
o
ce
s
s
o
f
ex
p
lan
atio
n
f
o
cu
s
es
th
e
s
tu
d
en
ts
’
atten
tio
n
o
n
a
p
ar
ticu
l
ar
asp
ec
t
o
f
th
eir
en
g
a
g
em
e
n
t
an
d
e
x
p
lo
r
atio
n
ex
p
er
ien
ce
s
wh
ile
p
r
o
v
id
i
n
g
th
em
with
an
o
p
p
o
r
t
u
n
ity
to
d
em
o
n
s
tr
ate
th
eir
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
an
d
p
r
o
ce
s
s
s
k
ills
.
T
h
e
teac
h
er
h
as
th
e
o
p
p
o
r
tu
n
ity
to
d
ir
ec
tly
in
tr
o
d
u
ce
a
co
n
ce
p
t,
p
r
o
ce
s
s
o
r
s
k
ill
to
g
u
id
e
lear
n
e
r
s
to
war
d
a
d
ee
p
e
r
u
n
d
er
s
tan
d
in
g
af
ter
th
e
s
tu
d
en
ts
’
e
x
p
lan
at
io
n
.
T
h
e
k
ey
i
n
th
is
s
ta
g
e
is
to
p
r
esen
t
co
n
ce
p
t,
p
r
o
ce
s
s
es o
r
s
k
ills
in
a
b
r
ief
,
s
im
p
le,
clea
r
an
d
d
ir
ec
t m
a
n
n
er
an
d
to
m
o
v
e
o
n
to
th
e
n
e
x
t stag
e.
T
h
e
f
o
u
r
th
s
tag
e
in
th
e
5
E
lear
n
in
g
cy
cle
is
th
e
elab
o
r
atio
n
s
tag
e.
T
h
is
p
h
ase
f
ac
ilit
ates
th
e
tr
an
s
f
er
o
f
co
n
ce
p
ts
b
y
in
v
o
lv
in
g
th
e
s
tu
d
en
ts
in
n
ew
s
itu
atio
n
s
an
d
p
r
o
b
lem
s
wh
ich
r
eq
u
i
r
es
th
e
tr
an
s
f
er
o
f
id
en
tical
o
r
s
im
ilar
ex
p
lan
atio
n
s
.
B
y
d
o
i
n
g
s
o
,
th
e
s
tu
d
e
n
ts
ar
e
ch
allen
g
ed
to
e
x
ten
d
th
eir
co
n
ce
p
tu
a
l
u
n
d
er
s
tan
d
i
n
g
an
d
s
k
ills
to
d
ev
elo
p
a
d
ee
p
e
r
an
d
b
r
o
a
d
er
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
n
ew
e
x
p
er
ien
ce
s
.
E
lab
o
r
atio
n
ac
tiv
ities
also
p
r
o
v
id
e
ad
d
itio
n
al
tim
e
an
d
ad
d
itio
n
al
ex
p
er
ien
ce
s
o
f
lea
r
n
in
g
f
o
r
s
tu
d
e
n
ts
wh
o
m
ay
s
till
h
a
v
e
m
is
co
n
ce
p
tio
n
s
.
T
h
e
f
in
al
s
tag
e
o
f
th
e
5
E
lear
n
in
g
cy
cle
is
th
e
ev
alu
atio
n
s
tag
e.
I
n
f
o
r
m
al
ev
alu
atio
n
m
a
y
tak
e
p
lace
at
th
e
b
eg
in
n
i
n
g
an
d
th
r
o
u
g
h
o
u
t
th
e
5
E
c
y
cle
an
d
a
c
o
m
p
lete
f
o
r
m
al
ev
alu
atio
n
is
co
m
p
leted
af
te
r
th
e
elab
o
r
atio
n
s
tag
e.
I
n
th
is
s
t
ag
e,
s
tu
d
en
ts
a
r
e
g
iv
en
an
im
p
o
r
tan
t o
p
p
o
r
tu
n
ity
to
u
s
e
th
eir
ac
q
u
ir
ed
s
k
ills
an
d
to
ev
alu
ate
th
eir
o
wn
u
n
d
er
s
tan
d
in
g
b
y
r
ec
eiv
i
n
g
f
ee
d
b
ac
k
o
n
th
e
ad
eq
u
ac
y
o
f
th
eir
ex
p
lan
atio
n
s
.
I
n
th
is
s
tag
e,
th
e
teac
h
er
m
u
s
t
ass
ess
ed
u
ca
tio
n
al
o
u
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m
es
an
d
ad
m
i
n
is
ter
ass
ess
m
en
ts
to
d
eter
m
in
e
ea
ch
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tu
d
en
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lev
el
o
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u
n
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er
s
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d
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T
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u
s
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ir
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5
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n
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tag
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in
Fig
u
r
e
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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.
I
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2252
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8
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Th
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133
Fig
u
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T
h
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co
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5
E
s
lear
n
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g
s
tag
es
(
Ad
ap
ted
f
r
o
m
Du
n
k
h
ase
[
3
3
]
an
d
B
y
b
ee
[
3
5
]
)
T
h
is
s
tu
d
y
u
s
ed
t
h
is
f
r
am
ewo
r
k
o
n
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p
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ir
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Fo
r
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teac
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ite
s
t
u
d
en
ts
to
in
q
u
ir
e
ab
o
u
t
th
e
lear
n
in
g
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n
ce
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ts
.
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n
th
e
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p
lo
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a
n
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e
x
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lan
a
tio
n
s
tag
e,
teac
h
er
will
p
u
t
in
t
o
p
r
ac
tis
e
th
e
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u
p
led
in
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u
ir
y
s
tag
e.
T
h
is
is
wh
er
e
in
q
u
ir
y
tak
es
p
lace
in
th
e
s
en
s
e
th
at
s
tu
d
en
ts
ca
r
r
y
o
u
t
in
v
esti
g
atio
n
to
test
th
eir
p
r
ed
ictio
n
,
co
llect
d
ata,
in
te
r
p
r
et
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esu
lt,
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in
d
ex
p
lan
ati
o
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a
n
d
p
r
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t
t
h
eir
claim
an
d
f
in
d
in
g
s
.
T
h
e
teac
h
er
ac
ts
as
a
f
ac
ilit
ato
r
a
n
d
th
e
ac
tiv
ities
an
d
m
ater
ials
ar
e
h
an
d
s
-
o
n
s
o
th
at
s
tu
d
en
ts
h
av
e
a
co
n
cr
ete
lear
n
in
g
ex
p
er
ien
ce
.
E
x
p
lo
r
atio
n
s
tag
e
p
r
o
v
id
es c
o
n
cr
ete
ex
p
er
ien
ce
wh
ich
is
estab
lis
h
ed
th
r
o
u
g
h
t
h
e
g
u
id
e
d
in
q
u
ir
y
s
tag
e.
I
n
th
e
elab
o
r
atio
n
s
tag
e,
t
h
e
teac
h
er
will
ap
p
ly
th
e
i
n
q
u
ir
y
r
eso
lu
tio
n
s
tag
e.
T
h
e
teac
h
er
r
ev
iew
s
tu
d
en
ts
’
p
r
esen
tatio
n
an
d
m
ay
also
ch
allen
g
e
th
eir
f
in
d
in
g
s
to
ex
ten
d
th
eir
c
o
n
ce
p
t
u
al
u
n
d
er
s
tan
d
i
n
g
.
I
n
s
o
m
e
ca
s
es,
d
ir
ec
t
in
s
tr
u
ctio
n
m
ig
h
t
b
e
n
ec
ess
ar
y
to
clar
if
y
s
cien
ce
co
n
ten
t.
Fin
ally
,
in
t
h
e
ev
alu
atio
n
s
tag
e,
th
e
teac
h
er
will
im
p
lem
e
n
t
th
e
in
q
u
ir
y
ass
ess
m
en
t
s
tag
e.
T
h
is
s
tag
e
is
im
p
o
r
tan
t
s
in
ce
it
will
in
f
o
r
m
th
e
teac
h
er
ab
o
u
t
s
tu
d
en
ts
’
le
ar
n
in
g
p
r
o
g
r
ess
in
clu
d
e
d
ev
alu
atin
g
s
tu
d
e
n
ts
’
u
n
d
er
s
tan
d
in
g
an
d
g
iv
e
f
ee
d
b
ac
k
o
n
th
e
a
d
eq
u
a
cy
f
r
o
m
t
h
eir
ex
p
lan
atio
n
s
.
B
esid
es,
in
th
is
s
tag
e,
s
tu
d
en
ts
ar
e
g
iv
en
an
o
p
p
o
r
tu
n
ity
to
ap
p
ly
th
eir
k
n
o
wled
g
e
i
n
a
n
o
v
el
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ity
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Sa
m
pli
ng
A
to
tal
o
f
3
1
p
r
e
-
s
er
v
ice
teac
h
er
s
f
r
o
m
o
n
e
p
u
b
lic
u
n
i
v
er
s
ity
in
v
o
lv
ed
in
t
h
is
s
tu
d
y
s
in
c
e
th
is
was
th
e
o
n
ly
co
h
o
r
t
f
o
r
th
e
s
cien
ce
ed
u
ca
tio
n
p
r
o
g
r
am
m
e.
T
h
e
y
wer
e
s
elec
ted
s
in
ce
th
ey
wer
e
in
th
e
th
ir
d
y
ea
r
an
d
th
ey
will
u
n
d
er
g
o
th
eir
teac
h
i
n
g
p
r
ac
tical
n
ex
t
s
em
ester
.
B
ase
d
o
n
Gay
et.
al
[
4
4
]
a
m
in
im
u
m
s
am
p
le
s
ize
i
s
3
0
.
T
h
u
s
,
a
s
am
p
le
o
f
3
1
was a
cc
e
p
tab
le
an
d
f
u
lf
illed
th
e
s
am
p
le
s
ize.
3
.
2
.
I
nte
rv
ent
io
n a
nd
I
n
s
t
rum
ent
s
T
h
is
s
tu
d
y
p
er
f
o
r
m
e
d
a
s
in
g
le
g
r
o
u
p
p
r
etest
-
p
o
s
ttes
t
(
Fig
u
r
e
3
)
d
esig
n
s
in
ce
th
e
tr
u
e
ex
p
e
r
im
en
tal
d
esig
n
was
n
o
t
ap
p
licab
le
i
n
th
e
s
o
cial
s
ettin
g
d
u
e
to
th
e
lim
it
n
u
m
b
er
o
f
th
e
s
am
p
le.
Acc
o
r
d
in
g
to
T
h
o
m
p
s
o
n
[
4
5
]
,
t
h
is
d
esig
n
w
as
f
lex
ib
le
an
d
r
ed
u
ce
d
in
ter
p
r
etatio
n
b
ias
[
4
6
]
.
I
n
ad
d
itio
n
,
r
an
d
o
m
ass
ig
n
m
e
n
t
o
f
th
e
p
a
r
ticip
an
ts
o
f
th
e
s
tu
d
y
ca
n
n
o
t
b
e
m
ad
e
s
in
ce
th
e
y
ar
e
alr
ea
d
y
ass
ig
n
ed
to
th
eir
class
es [
4
7
]
.
O
1
: Pr
etest
O
2
: Po
s
ttes
t
O
3
: D
elay
ed
p
o
s
ttes
t
X:
C
o
u
p
led
I
n
q
u
ir
y
L
ea
r
n
in
g
(
I
n
ter
v
en
tio
n
)
Fig
u
r
e
3
.
On
e
g
r
o
u
p
p
r
etest
-
p
o
s
ttes
t w
ith
d
elay
ed
p
o
s
ttes
t d
esig
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
2
9
-
1
3
7
134
Pre
test
i
s
d
o
n
e
o
n
e
wee
k
b
ef
o
r
e
th
e
in
ter
v
en
tio
n
.
T
h
en
,
th
ey
will
u
n
d
er
g
o
th
e
co
u
p
l
ed
-
in
q
u
i
r
y
ap
p
r
o
ac
h
f
o
r
f
o
u
r
s
ess
io
n
s
in
f
o
u
r
wee
k
s
.
Fo
u
r
wee
k
s
’
in
ter
v
en
tio
n
p
e
r
io
d
is
s
u
f
f
icien
t
s
in
c
e
th
is
s
tu
d
y
f
o
cu
s
es
o
n
a
s
in
g
le
well
-
d
ef
in
e
d
to
p
ic
[
4
8
]
.
Du
r
in
g
th
e
in
ter
v
e
n
tio
n
,
f
o
u
r
less
o
n
wer
e
u
s
ed
wh
ich
f
o
llo
wed
th
e
C
o
u
p
le
in
q
u
ir
y
-
5
E
s
tag
es.
I
n
th
e
f
ir
s
t
less
o
n
p
lan
,
s
tu
d
en
ts
d
id
h
an
d
s
-
o
n
ac
tiv
ities
,
ex
tr
ac
t
DNA
u
s
i
n
g
f
is
h
es
an
d
p
lan
ts
wh
ile
in
th
e
s
ec
o
n
d
less
o
n
p
lan
s
,
s
tu
d
en
ts
d
id
in
ter
n
et
ex
p
lo
r
atio
n
u
s
in
g
g
u
i
d
ed
q
u
esti
o
n
s
p
o
s
ted
b
y
a
teac
h
er
.
I
n
th
e
3
rd
,
m
eio
s
is
m
o
d
el
was
p
r
o
v
id
ed
,
an
d
s
tu
d
en
ts
n
ee
d
to
d
is
cu
s
s
an
d
r
aised
q
u
esti
o
n
s
an
d
is
s
u
es
o
n
m
eio
s
is
.
I
n
th
e
4
th
less
o
n
p
lan
,
s
tu
d
en
ts
tr
ied
to
f
in
d
s
o
lu
tio
n
s
o
n
th
e
is
s
u
es
u
s
in
g
v
id
eo
s
ex
p
lo
r
atio
n
.
Fin
ally
,
s
tu
d
en
ts
p
r
e
s
en
ted
th
eir
s
o
lu
tio
n
s
.
T
h
e
p
o
s
ttes
t
is
ad
m
in
is
ter
ed
i
m
m
ed
iately
af
te
r
th
e
in
ter
v
e
n
tio
n
is
co
m
p
leted
.
I
n
o
r
d
er
t
o
m
in
im
ize
m
atu
r
atio
n
ef
f
ec
t
,
a
d
elay
e
d
p
o
s
ttes
t
is
co
n
d
u
cted
two
wee
k
s
af
ter
th
e
p
o
s
ttes
t
to
as
s
e
s
s
th
e
r
eten
tio
n
o
f
th
e
in
ter
v
e
n
tio
n
im
p
ac
t
[
4
9
]
.
Acc
o
r
d
in
g
to
Am
ir
ian
an
d
Hesh
m
at
[
5
0
]
,
if
t
h
e
in
te
r
v
al
was
m
o
r
e
th
a
n
two
wee
k
s
,
it
m
ay
ca
u
s
e
f
u
r
th
e
r
lear
n
in
g
o
n
th
eir
o
wn
.
T
h
u
s
,
th
e
d
elay
ed
p
o
s
ttes
t
is
co
n
d
u
cted
two
wee
k
s
af
ter
th
e
p
o
s
t
-
test
to
ev
alu
ate
if
th
er
e
is
an
y
r
eten
tio
n
o
f
th
e
in
ter
v
en
tio
n
e
f
f
ec
t
o
v
er
tim
e.
T
h
e
teac
h
er
w
h
o
will
b
e
ca
r
r
y
in
g
o
u
t
th
e
in
ter
v
en
tio
n
h
as
b
ee
n
t
r
ain
ed
f
o
r
two
wee
k
s
o
n
h
o
w
t
o
u
s
e
th
e
less
o
n
p
lan
s
,
m
ater
ia
ls
an
d
q
u
esti
o
n
s
to
b
e
ask
ed
in
t
h
e
class
.
T
o
m
ea
s
u
r
e
th
e
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
to
war
d
s
m
e
i
o
s
is
,
a
1
9
m
u
ltip
le
ch
o
ice
ad
o
p
te
d
f
r
o
m
Kala
s
et
a
l.
[
5
1
]
an
d
Sad
i
ah
[
5
2
]
a
n
d
th
r
ee
s
tr
u
ct
u
r
ed
q
u
esti
o
n
s
.
All
th
e
q
u
esti
o
n
s
u
s
ed
co
g
n
itiv
e
d
o
m
ain
s
o
f
B
lo
o
m
’
s
T
ax
o
n
o
m
y
.
B
ased
o
n
C
r
o
we,
Dir
k
s
,
an
d
W
en
d
e
r
o
th
[
5
3
]
,
b
y
im
p
lem
en
tin
g
B
lo
o
m
’
s
T
ax
a
n
o
m
y
m
u
ltip
le
ch
o
ice
q
u
esti
o
n
s
,
it
h
as
th
e
ch
ar
ac
ter
is
tic
o
f
co
n
ce
p
ts
’
u
n
d
er
s
tan
d
in
g
.
I
n
a
d
d
itio
n
,
th
ey
claim
ed
th
at
th
e
p
o
s
s
ib
le
an
s
wer
s
in
clu
d
e
s
ig
n
if
ican
t
d
is
tr
ac
ter
s
wh
ich
ar
e
an
s
wer
s
th
at
r
ep
r
esen
t
co
m
m
o
n
s
tu
d
e
n
ts
’
m
is
co
n
ce
p
tio
n
.
T
h
u
s
,
th
e
r
eliab
ilit
y
,
KR
-
2
0
f
o
r
th
is
test
at
.
8
2
.
T
h
is
s
tu
d
y
ap
p
lied
ANOV
A
o
n
e
-
way
r
ep
ea
ted
m
ea
s
u
r
es
ANOV
A.
Al
l
as
s
u
m
p
tio
n
s
h
av
e
b
ee
n
f
u
lf
ille
d.
T
h
e
s
ig
n
if
ican
t
v
alu
e
f
o
r
th
e
in
f
er
en
tial
s
tati
s
tic
i
s
s
et
at
.
0
5
(
p
<0
.
0
5
)
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Acc
o
r
d
in
g
to
T
ab
le
1
,
it
s
h
o
wed
th
at
th
e
m
ea
n
o
f
th
e
p
o
s
ttes
t
i
s
h
ig
h
er
co
m
p
ar
ed
to
th
e
m
ea
n
o
f
th
e
p
r
etest.
T
h
is
m
ea
n
s
th
at
th
er
e
is
a
s
ig
n
if
ican
t
c
h
an
g
e
o
f
u
n
d
er
s
tan
d
in
g
in
m
eio
s
i
s
f
o
u
r
wee
k
s
af
ter
th
e
in
ter
v
en
tio
n
.
Ho
wev
er
,
th
e
r
e
is
o
n
ly
a
s
lig
h
t
in
cr
ea
s
e
in
th
e
m
ea
n
s
co
r
e
o
f
th
e
d
elay
ed
p
o
s
ttes
t
wh
ich
s
h
o
ws
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
ch
an
g
e
o
f
th
e
u
n
d
er
s
tan
d
i
n
g
in
m
eio
s
is
two
wee
k
s
af
ter
th
e
p
o
s
ttes
t.
T
h
is
m
ea
n
s
th
at
th
e
r
esp
o
n
d
en
ts
r
etain
ed
th
e
lev
el
o
f
u
n
d
er
s
tan
d
in
g
i
n
m
eio
s
is
.
T
ab
le
1
.
R
esu
lts
o
f
th
e
d
escr
ip
tiv
e
s
tatis
tic
s
f
o
r
p
r
etest,
p
o
s
ttes
t a
n
d
d
elay
ed
p
o
s
ttes
t
Te
st
s
N
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
Ti
me
1
(
P
r
e
t
e
s
t
)
31
1
0
.
1
9
4
.
3
1
Ti
me
2
(
P
o
s
t
t
e
s
t
)
31
1
2
.
2
6
3
.
3
8
Ti
me
3
(
D
e
l
a
y
e
d
p
o
st
t
e
s
t
)
31
1
2
.
4
5
3
.
8
2
I
n
o
r
d
e
r
to
ass
ess
th
e
ef
f
ec
t
o
f
co
u
p
le
in
q
u
ir
y
to
war
d
s
th
e
m
eio
s
is
u
n
d
er
s
tan
d
in
g
,
o
n
e
-
way
ANOV
A
r
ep
ea
ted
m
ea
s
u
r
es
was
co
n
d
u
c
ted
to
co
m
p
ar
e
s
co
r
es
o
n
th
e
u
n
d
er
s
tan
d
in
g
in
m
eio
s
is
with
s
t
atis
tic
te
s
t
at
p
r
etest
(
p
r
io
r
to
i
n
ter
v
en
tio
n
)
,
p
o
s
ttes
t
(
f
o
llo
win
g
th
e
in
ter
v
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n
tio
n
)
an
d
d
elay
ed
p
o
s
ttes
t
(
2
wee
k
s
f
o
llo
w
-
u
p
)
.
T
h
e
f
in
d
in
g
s
h
o
wed
th
at
t
h
er
e
was
a
s
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was
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f
f
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in
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etain
in
g
th
e
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n
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wh
o
s
ca
f
f
o
ld
s
th
e
lear
n
in
g
p
r
o
ce
s
s
b
y
p
r
o
v
id
in
g
s
u
p
p
o
r
t
ac
co
r
d
in
g
to
th
e
s
tu
d
en
t’
s
co
g
n
itiv
e
ab
i
lity
an
d
g
r
ad
u
ally
with
d
r
awin
g
it
as
th
e
lear
n
er
g
ain
co
n
f
i
d
en
ce
.
T
h
e
s
ca
f
f
o
ld
in
g
was
p
r
o
v
id
ed
i
n
ea
ch
s
tag
e
o
f
th
e
co
u
p
led
in
q
u
ir
y
lear
n
in
g
an
d
esp
ec
ially
ev
id
e
n
t
d
u
r
in
g
th
e
h
a
n
d
s
-
on
ac
tiv
it
y
.
I
n
th
e
t
h
ir
d
less
o
n
p
lan
,
a
m
eio
s
is
m
o
d
el
was
p
r
o
v
id
e
d
with
d
if
f
e
r
en
t
s
ets
o
f
ch
r
o
m
o
s
o
m
es
as
a
s
tim
u
lu
s
f
o
r
v
is
u
alis
in
g
th
e
ab
s
tr
ac
t
co
n
ce
p
t
o
f
m
eio
s
is
.
B
y
wo
r
k
in
g
o
n
th
e
m
eio
s
is
m
o
d
el,
th
e
s
tu
d
en
ts
em
b
ar
k
o
n
s
elf
-
d
is
co
v
er
y
lear
n
in
g
.
At
th
e
s
am
e
tim
e,
th
eir
r
ef
lectiv
e
th
in
k
in
g
was
ac
tiv
ated
to
f
ig
u
r
e
o
u
t
t
h
e
lo
g
ical
ar
r
an
g
em
en
t
o
f
th
e
d
if
f
er
en
t
s
ets
o
f
ch
r
o
m
o
s
o
m
es.
T
h
ey
h
av
e
to
th
in
k
wh
y
an
d
h
o
w
was
th
e
f
ir
s
t
attem
p
t
to
ar
r
an
g
e
th
e
m
o
d
el
wr
o
n
g
an
d
h
o
w
t
o
co
r
r
ec
t
it.
I
n
o
t
h
er
wo
r
d
s
,
s
tu
d
en
ts
war
e
tr
y
in
g
to
f
in
d
an
d
m
a
k
e
a
m
ea
n
i
n
g
to
t
h
e
ar
r
an
g
em
e
n
t
o
f
th
e
ch
r
o
m
o
s
o
m
e.
B
y
g
ai
n
in
g
m
ea
n
in
g
,
th
e
s
tu
d
en
ts
b
u
il
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
c
o
n
ce
p
t
o
f
ch
r
o
m
o
s
o
m
e
s
ep
ar
atio
n
in
m
eio
s
is
.
B
ec
au
s
e
m
eio
s
is
was
an
ab
s
tr
ac
t
co
n
ce
p
t,
s
ca
f
f
o
ld
in
g
is
a
n
ee
d
s
in
ce
it
p
r
o
v
id
es
s
u
p
p
o
r
t
in
a
c
o
n
cr
ete
way
to
ac
co
m
m
o
d
ate
th
e
lear
n
er
’
s
co
g
n
itiv
e
ab
ilit
y
.
T
h
is
will
h
elp
s
tu
d
en
ts
to
r
etain
th
e
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
i
n
g
.
Mo
s
t
o
f
th
e
s
tu
d
e
n
ts
’
p
r
e
v
io
u
s
ex
p
e
r
ien
ce
an
d
ex
is
tin
g
k
n
o
wled
g
e
was
n
o
t
in
th
e
co
n
c
r
ete
f
o
r
m
s
in
ce
d
r
a
win
g
an
d
p
ictu
r
e
was
a
2
D
f
o
r
m
.
T
h
e
m
o
d
el
i
n
th
e
h
a
n
d
s
-
o
n
ac
tiv
ity
was
3
D
in
th
e
s
en
s
e
th
at
i
t
ca
n
b
e
to
u
ch
ed
,
h
an
d
led
an
d
m
an
ip
u
la
ted
.
T
h
is
was
a
co
n
cr
ete
f
o
r
m
o
f
s
ca
f
f
o
ld
in
g
th
e
s
tu
d
en
t’
s
co
g
n
itiv
e
ab
ilit
y
b
y
p
r
o
v
id
in
g
a
co
n
cr
ete
m
o
d
el
f
o
r
th
e
ab
s
tr
ac
t c
o
n
ce
p
t o
f
m
e
io
s
is
.
Du
r
in
g
th
e
co
u
p
led
in
q
u
ir
y
le
ar
n
in
g
,
ac
tiv
e
s
u
p
p
o
r
t
was
p
r
o
v
id
ed
b
y
th
e
teac
h
er
b
y
ask
in
g
q
u
esti
o
n
s
wh
ich
f
ac
ilit
ate
r
ef
lectiv
e
th
in
k
in
g
an
d
s
elf
-
d
is
co
v
er
y
lear
n
in
g
.
As
th
e
s
tu
d
en
ts
wer
e
ar
r
an
g
in
g
th
e
ch
r
o
m
o
s
o
m
es
i
n
a
wr
o
n
g
way
,
th
e
teac
h
er
ca
m
e
o
v
er
an
d
p
r
o
v
id
es
s
u
p
p
o
r
t
b
y
ask
in
g
t
h
em
q
u
esti
o
n
s
wh
ic
h
m
ad
e
th
em
th
in
k
in
a
r
ef
lectiv
e
m
an
n
er
.
T
h
e
s
tu
d
e
n
ts
’
u
n
d
er
s
tan
d
in
g
in
m
eio
s
is
w
as
in
cr
e
ased
b
ec
au
s
e
o
f
th
e
f
ea
tu
r
es
o
f
co
u
p
le
in
q
u
ir
y
.
First,
th
e
co
u
p
led
in
q
u
i
r
y
lear
n
in
g
ap
p
r
o
ac
h
g
e
n
er
ates
s
elf
-
d
ir
ec
tio
n
lear
n
i
n
g
.
Seco
n
d
,
th
e
h
an
d
s
-
o
n
ac
tiv
ity
in
th
e
c
o
u
p
le
d
in
q
u
ir
y
lear
n
i
n
g
wer
e
p
r
o
v
id
ed
with
d
if
f
e
r
en
t
s
tim
u
lu
s
wh
ich
lead
s
to
r
ef
le
ctiv
e
th
in
k
in
g
an
d
s
elf
-
d
is
co
v
er
y
lear
n
in
g
wh
il
e
ass
is
tin
g
in
v
is
u
alis
in
g
ab
s
tr
ac
t
co
n
ce
p
t.
T
h
ir
d
,
th
e
q
u
esti
o
n
s
ask
ed
b
y
th
e
tea
ch
er
f
ac
ilit
ate
r
ef
lectiv
e
th
in
k
i
n
g
an
d
s
elf
-
d
is
co
v
er
y
lear
n
in
g
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
th
e
cy
cle
in
th
e
co
u
p
led
in
q
u
ir
y
was
ef
f
ec
tiv
e
in
en
h
an
cin
g
th
e
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
in
m
eio
s
is
esp
ec
ially
in
s
tag
e
2
,
3
an
d
4
o
f
t
h
e
cy
cle.
T
h
e
r
ea
s
o
n
was in
th
o
s
e
s
tag
es,
th
ey
wer
e
p
r
o
v
id
e
d
with
a
c
o
n
cr
ete
e
x
p
e
r
ien
ce
to
ex
p
lo
r
e
t
h
e
ab
s
tr
ac
t c
o
n
ce
p
t o
f
m
eio
s
is
,
g
en
e
r
ate
th
eir
o
wn
q
u
es
tio
n
to
b
e
in
v
esti
g
ated
,
ex
p
lo
r
e
th
e
an
s
wer
s
an
d
d
ec
id
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o
n
th
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b
est
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p
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th
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.
T
h
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s
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tu
d
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ts
we
r
e
ac
tiv
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eir
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d
t
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o
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r
esp
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ich
co
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t
r
ib
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ted
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war
d
s
th
e
ir
m
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n
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e
r
s
tan
d
in
g
.
Ho
wev
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,
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e
teac
h
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’
s
r
o
le
in
th
e
th
r
ee
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es
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attain
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h
ile
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s
tag
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5
an
d
6
,
s
tu
d
en
ts
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tr
en
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th
en
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n
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e
r
s
tan
d
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o
lu
tio
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s
u
s
in
g
p
o
w
er
p
o
in
t a
n
d
m
in
d
-
m
ap
.
5.
CO
NCLU
SI
O
N
T
h
er
ef
o
r
e,
to
in
cu
lcate
a
s
tr
o
n
g
u
n
d
er
s
tan
d
i
n
g
in
m
eio
s
is
,
co
u
p
led
in
q
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ir
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-
5
E
ap
p
r
o
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h
was
r
ec
o
m
m
en
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ed
as
a
n
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f
ec
tiv
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to
o
l.
A
ch
a
n
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e
in
th
e
teac
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m
eth
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d
f
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o
m
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v
e
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tio
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o
f
ab
s
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co
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ce
p
t
ar
e
m
em
o
r
ized
s
h
o
u
ld
b
e
alter
e
d
to
co
u
p
led
in
q
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y
-
5
E
a
p
p
r
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wh
ich
e
n
co
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ag
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lear
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s
’
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aliza
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e
ab
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tr
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ce
p
t
in
to
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n
cr
ete
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t.
T
h
e
ch
a
n
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e
is
cr
u
cial
in
o
r
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e
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to
p
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t c
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t o
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-
5
E
ap
p
r
o
ac
h
h
as
a
lar
g
e
p
o
ten
tial
to
b
e
im
p
lem
en
te
d
in
th
e
2
1
st
ce
n
tu
r
y
s
in
ce
it
p
r
o
m
o
ted
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e
r
o
le
o
f
s
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d
e
n
ts
as
ac
tiv
e
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er
s
with
th
e
teac
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e
r
p
r
o
v
id
in
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s
u
p
p
o
r
t
in
f
ac
ilit
atin
g
th
e
lear
n
in
g
p
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s
s
.
I
t
is
t
im
e
f
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teac
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s
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m
ak
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p
ar
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o
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le
d
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q
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ir
y
-
5
E
f
ac
ilit
ated
th
e
p
r
o
g
r
ess
o
f
in
q
u
ir
y
f
r
o
m
th
e
g
u
id
e
d
in
q
u
ir
y
to
t
h
e
o
p
e
n
in
q
u
ir
y
b
y
p
r
o
v
id
in
g
an
i
n
ter
m
ed
iate
p
latf
o
r
m
wo
u
ld
b
en
e
f
it st
u
d
en
ts
an
d
tea
ch
er
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
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1
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Ma
r
ch
2
0
2
0
:
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2
9
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3
7
136
RE
F
E
R
E
NC
E
S
[1
]
Çim
e
r,
A.
“
Wh
a
t
m
a
k
e
s
b
io
l
o
g
y
lea
rn
in
g
d
iffi
c
u
lt
a
n
d
e
ffe
c
ti
v
e
:
S
tu
d
e
n
ts’
v
iew
s
,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
a
n
d
Rev
iews
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
61
-
71
,
2
0
1
2
.
[2
]
Tek
k
a
y
a
,
C
.
,
Oz
k
a
n
,
O.
a
n
d
S
u
n
g
u
r,
S
.
“
Bio
l
o
g
y
c
o
n
c
e
p
ts
p
e
rc
e
iv
e
d
a
s
d
iff
icu
lt
b
y
Tu
r
k
ish
Hig
h
S
c
h
o
o
l
stu
d
e
n
ts
,”
J
o
u
rn
a
l
o
f
Ha
c
e
tt
e
p
e
Un
ive
rs
it
y
Fa
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
,
v
o
l
.
2
1
,
p
p
.
1
4
5
-
1
5
0
,
2
0
0
1
.
[3
]
Laz
a
ro
witz,
R.
,
&
P
e
n
so
,
S
.
“
Hi
g
h
sc
h
o
o
l
st
u
d
e
n
ts'
d
iffi
c
u
lt
ies
i
n
lea
rn
in
g
b
io
lo
g
y
c
o
n
c
e
p
ts
,”
J
o
u
rn
a
l
o
f
Bi
o
g
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
26
,
n
o
.
3
,
p
p
.
2
1
5
-
2
2
3
,
1
9
9
2
.
[4
]
Ne
ik
,
T.
X.,
S
o
n
g
,
B.
K.
a
n
d
Da
v
i
d
so
n
,
P
.
“
P
o
p
u
larit
y
o
f
v
a
ri
o
u
s
te
a
c
h
in
g
m
e
th
o
d
s in
a
p
o
st
-
se
c
o
n
d
a
ry
b
i
o
l
o
g
y
c
las
s
in
a
M
a
lay
sia
n
P
ri
v
a
te
In
stit
u
ti
on
,”
Asia
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
in
g
a
n
d
L
e
a
r
n
in
g
i
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
-
25
,
2
0
1
6
.
[5
]
Zeid
a
n
,
A.
“
Th
e
re
latio
n
sh
i
p
b
e
t
we
e
n
g
ra
d
e
1
1
P
a
les
ti
n
ian
a
tt
it
u
d
e
s
to
wa
rd
b
i
o
lo
g
y
a
n
d
th
e
ir
p
e
r
c
e
p
ti
o
n
s
o
f
t
h
e
b
io
l
o
g
y
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
t
h
e
ma
ti
c
s
E
d
u
c
a
t
io
n
,
v
o
l.
8
,
n
o
.
5
,
p
p
.
7
8
3
-
800
,
2
0
1
0
.
[6
]
Ba
e
ten
,
M
.
,
K
y
n
d
t,
E.
,
S
tru
y
v
e
n
,
K.,
&
Do
c
h
y
,
F
.
“
Us
in
g
stu
d
e
n
t
-
c
e
n
tred
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts
t
o
stim
u
late
d
e
e
p
a
p
p
ro
a
c
h
e
s
to
lea
rn
in
g
:
F
a
c
to
rs
e
n
c
o
u
ra
g
i
n
g
o
r
d
isc
o
u
ra
g
i
n
g
t
h
e
ir
e
ffe
c
ti
v
e
n
e
ss
,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
r
c
h
Rev
iew
,
v
o
l.
5
,
p
p
.
2
4
3
–
2
6
0
,
2
0
1
0
.
[7
]
Cu
rricu
l
u
m
De
v
e
lo
p
m
e
n
t
Ce
n
ter
,
Cu
rr
icu
lu
m
S
p
e
c
if
ica
ti
o
n
s
Bi
o
lo
g
y
Fo
rm
4
,
In
te
g
ra
ted
Cu
rr
icu
lu
m
fo
r
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls
,
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
2
0
0
5
.
[8
]
Öz
tap
,
H.,
Oz
a
y
,
E
a
n
d
Oz
tap
,
F
.
“
Tea
c
h
in
g
c
e
ll
d
iv
isio
n
to
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts:
a
n
in
v
e
stig
a
ti
o
n
o
f
d
iffi
c
u
lt
ies
e
x
p
e
rien
c
e
d
b
y
T
u
rk
ish
tea
c
h
e
rs,
J
o
u
rn
a
l
o
f
Bi
o
lo
g
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
38
,
n
o
.
1
,
p
p
.
13
-
15,
2
0
0
3
.
[9
]
Az
iz,
N.,
&
Am
i
No
r
li
y
a
n
a
,
S
.
K.
“
S
tu
d
e
n
ts'
lev
e
l
o
f
u
n
d
e
rsta
n
d
in
g
o
f
th
e
c
o
n
c
e
p
t
o
f
Ce
ll
Distri
b
u
ti
o
n
in
KBSM
Bio
lo
g
y
le
v
e
l
fo
u
r
(i
n
M
a
lay
),
”
No
t
p
u
b
li
sh
e
d
.
Fro
m
:
h
tt
p
:/
/ep
rin
ts
.
u
tm.
my
/1
1
2
2
0
/1
/
T
a
h
a
p
_
Pem
a
h
a
m
a
n
_
Pela
j
a
r_
T
e
rh
a
d
a
p
_
Ko
n
se
p
_
Pem
b
a
h
a
g
ia
n
_
S
e
l_
Da
la
m_
M
a
t
a
_
P
e
la
ja
ra
n
_
Bi
o
l
o
g
i
_
KB
S
M
_
T
i
n
g
k
a
t
a
n
_
Emp
a
t.
p
d
f
,
2
0
1
1
.
[1
0
]
Dik
m
e
n
li
,
M
.
“
M
isc
o
n
c
e
p
t
io
n
s
o
f
c
e
ll
d
iv
isi
o
n
h
e
ld
b
y
st
u
d
e
n
t
tea
c
h
e
rs
in
b
i
o
lo
g
y
:
A
d
ra
win
g
a
n
a
l
y
sis
,”
S
c
ie
n
ti
f
ic
Res
e
a
rc
h
a
n
d
Essa
y
s
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
2
3
5
-
2
4
7
,
2
0
1
0
.
[1
1
]
Ya
k
ışa
n
,
M
.
“
Are
t
h
e
g
e
n
e
ti
c
m
a
teria
ls
o
f
g
a
m
e
tes
a
n
d
s
o
m
a
ti
c
c
e
ll
s
d
iffere
n
t?
T
h
e
c
o
n
c
e
p
ti
o
n
s
o
f
p
re
-
se
rv
ice
tea
c
h
e
rs
.
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
En
v
iro
n
me
n
ta
l
&
S
c
ien
c
e
E
d
u
c
a
t
io
n
,
v
o
l.
11
,
n
o
.
4
,
p
p
.
4
0
9
-
4
2
0
,
2
0
1
6
.
[1
2
]
Wi
ll
iam
s,
M
.
,
De
Ba
rg
e
r,
A
.
H.,
M
o
n
tg
o
m
e
ry
,
B.
L.
,
Z
h
o
u
,
X
.
,
&
Tate
,
E.
“
Ex
p
lo
ri
n
g
m
id
d
le
sc
h
o
o
l
stu
d
e
n
ts'
c
o
n
c
e
p
ti
o
n
s
o
f
th
e
re
lati
o
n
s
h
ip
b
e
twe
e
n
g
e
n
e
ti
c
i
n
h
e
rit
a
n
c
e
a
n
d
c
e
ll
d
iv
isio
n
,”
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
96
,
n
o
.
1
,
p
p
.
78
-
1
0
3
,
2
0
1
2
.
[1
3
]
Wr
ig
h
t,
L.
K.,
&
Ne
wm
a
n
,
D.
L.
“
An
in
tera
c
ti
v
e
m
o
d
e
li
n
g
les
so
n
i
n
c
re
a
se
s
stu
d
e
n
ts'
u
n
d
e
rsta
n
d
i
n
g
o
f
p
l
o
id
y
d
u
rin
g
m
e
io
sis
,
Bi
o
c
h
e
mistry
a
n
d
M
o
lec
u
la
r B
io
l
o
g
y
E
d
u
c
a
ti
o
n
,
v
o
l.
39
,
n
o
.
5
,
p
p
.
3
4
4
-
3
5
1
,
2
0
1
1
.
[1
4
]
Ne
wm
a
n
,
D.
L.
,
Ca
tav
e
ro
,
C
.
M
.
,
&
Wr
ig
h
t,
L.
K.
“
S
t
u
d
e
n
ts
fa
il
t
o
tran
sfe
r
k
n
o
wle
d
g
e
o
f
c
h
r
o
m
o
so
m
e
stru
c
tu
re
to
to
p
ics
p
e
rtain
in
g
t
o
c
e
ll
d
iv
isi
o
n
,”
CBE
-
L
if
e
S
c
ien
c
e
s E
d
u
c
a
ti
o
n
,
v
o
l.
11
,
n
o
.
4
,
p
p
.
4
2
5
-
4
3
6
,
2
0
1
2
.
[1
5
]
F
a
z
li
jan
,
M
.
A.
K.,
&
M
o
n
a
,
M
.
“
Eff
e
c
ti
v
e
n
e
ss
o
f
v
isu
a
l
a
n
ima
ti
o
n
-
n
a
rra
ti
o
n
p
re
se
n
tatio
n
o
n
st
u
d
e
n
t
'
s
a
c
h
iev
e
m
e
n
t
in
t
h
e
lea
rn
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n
g
o
f
M
e
i
o
sis
,”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
i
o
ra
l
S
c
ien
c
e
s
,
v
o
l.
46
,
p
p
.
5
6
6
6
-
5
6
7
1
,
20
12
a
n
d
G
a
ss
,
S
.
,
M
a
c
k
e
y
,
A.
,
&
Ro
ss
‐F
e
ld
m
a
n
,
L
.
“
Tas
k
‐b
a
se
d
in
tera
c
ti
o
n
s
in
c
las
sro
o
m
a
n
d
lab
o
ra
to
ry
s
e
tt
i
n
g
s
,”
L
a
n
g
u
a
g
e
lea
rn
i
n
g
,
v
o
l.
55
,
n
o
.
4
,
p
p
.
5
7
5
-
6
1
1
,
2
0
0
5
.
[1
6
]
Ch
a
tt
o
p
a
d
h
y
a
y
,
A.
“
Un
d
e
rsta
n
d
i
n
g
o
f
m
it
o
sis
a
n
d
m
e
io
sis
in
h
ig
h
e
r
se
c
o
n
d
a
ry
st
u
d
e
n
ts
o
f
n
o
rt
h
e
a
st
in
d
ia
a
n
d
th
e
imp
li
c
a
ti
o
n
s f
o
r
g
e
n
e
ti
c
s e
d
u
c
a
ti
o
n
,”
Ed
u
c
a
ti
o
n
,
v
o
l.
2
,
n
o
.
3
,
p
p
.
41
-
47
,
2
0
1
2
.
[1
7
]
S
e
sli,
E.
,
&
Ka
ra
,
Y.
“
De
v
e
lo
p
m
e
n
t
a
n
d
a
p
p
li
c
a
ti
o
n
o
f
a
tw
o
-
ti
e
r
m
u
lt
ip
le
-
c
h
o
ice
d
ia
g
n
o
stic
tes
t
f
o
r
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts’
u
n
d
e
rsta
n
d
i
n
g
o
f
c
e
ll
d
iv
isi
o
n
a
n
d
re
p
ro
d
u
c
ti
o
n
,”
J
o
u
rn
a
l
o
f
Bi
o
l
o
g
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
46
,
n
o
.
4
,
p
p
.
2
1
4
-
225
,
2
0
1
2
.
[1
8
]
Oz
c
a
n
,
T.
,
Yild
iri
m
,
O.,
&
Oz
g
u
r,
S
.
“
De
term
in
in
g
o
f
th
e
u
n
i
v
e
rsity
fre
sh
m
e
n
stu
d
e
n
ts’
m
isc
o
n
c
e
p
ti
o
n
s
a
n
d
a
lt
e
rn
a
ti
v
e
c
o
n
c
e
p
ti
o
n
s
a
b
o
u
t
m
it
o
sis
a
n
d
m
e
io
sis
,”
Pro
c
e
d
i
a
-
S
o
c
ia
l
a
n
d
Be
h
a
v
io
r
a
l
S
c
ie
n
c
e
s
,
v
o
l.
46
,
p
p
.
3
6
7
7
-
3
6
8
0
,
2
0
1
2
.
[1
9
]
Ka
ra
g
o
z
,
M
.
,
&
Ca
k
ir,
M
.
“
P
r
o
b
lem
so
lv
i
n
g
i
n
g
e
n
e
ti
c
s
:
Co
n
c
e
p
tu
a
l
a
n
d
p
ro
c
e
d
u
ra
l
d
iffi
c
u
lt
ies
,”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
a
n
d
Pra
c
ti
c
e
,
v
o
l.
11
,
n
o
.
3
,
p
p
.
1
6
6
8
-
1
6
7
4
,
2
0
1
1
.
[2
0
]
Ku
rt,
H.,
Ek
ici,
G
.
,
Ak
su
,
Ö.
,
&
Ak
tas
,
M
.
“
De
term
in
i
n
g
c
o
g
n
it
i
v
e
stru
c
tu
re
s
a
n
d
a
lt
e
rn
a
ti
v
e
c
o
n
c
e
p
ti
o
n
s
o
n
th
e
c
o
n
c
e
p
t
o
f
re
p
ro
d
u
c
ti
o
n
(th
e
c
a
se
o
f
p
re
-
se
rv
ice
b
io
l
o
g
y
tea
c
h
e
rs)
,”
Cre
a
ti
v
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
,
n
o
.
9
,
p
p
.
5
7
2
,
2
0
1
3
.
[2
1
]
P
e
rk
in
s,
D
.
,
&
Bl
y
th
e
,
T.
“
P
u
tt
i
n
g
u
n
d
e
rsta
n
d
i
n
g
u
p
fro
n
t
,”
E
d
u
c
a
ti
o
n
a
l
L
e
a
d
e
rs
h
ip
,
v
o
l.
51
.
,
n
o
.
5
,
p
p
.
4
-
7
,
1
9
9
4
.
[2
2
]
Ald
a
h
m
a
sh
,
A.
H.
,
&
Alsh
a
y
a
,
F
.
S
.
“
S
e
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts’
a
lt
e
rn
a
ti
v
e
c
o
n
c
e
p
ti
o
n
s
a
b
o
u
t
g
e
n
e
ti
c
s
,”
El
e
c
tro
n
ic
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
16
,
n
o
.
1
,
p
p
.
1
-
21
,
2
0
1
2
.
[2
3
]
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
.
“
In
teg
ra
te
d
C
u
rr
icu
lu
m
fo
r
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls,
C
u
rr
icu
lu
m
S
p
e
c
if
ica
ti
o
n
s,
Bi
o
lo
g
y
Fo
rm
4
,”
P
u
traja
y
a
,
M
in
istry
o
f
E
d
u
c
a
ti
o
n
M
a
lay
sia
,
2
0
0
5
.
[2
4
]
M
in
stre
ll
,
J.,
&
Va
n
Zee
,
E.
“
Tea
c
h
in
g
in
t
h
e
in
q
u
ir
y
-
b
a
se
d
s
c
ien
c
e
c
las
sro
o
m
,”
W
a
sh
in
g
to
n
,
DC
Ame
ric
a
n
Asso
c
ia
ti
o
n
f
o
r t
h
e
Ad
v
a
n
c
e
me
n
t
o
f
S
c
ien
c
e
,
2
0
0
0
.
[2
5
]
Alfieri,
L.
,
Br
o
o
k
s,
P
.
J.
,
Ald
ric
h
,
N.
J.,
&
Ten
e
n
b
a
u
m
,
H.
R.
“
Do
e
s
d
isc
o
v
e
ry
-
b
a
se
d
in
str
u
c
ti
o
n
e
n
h
a
n
c
e
lea
rn
in
g
?
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
1
0
3
,
n
o
.
1
,
p
p
.
1
,
2
0
1
1
.
[2
6
]
M
a
x
we
ll
,
D.
O.,
Lam
b
e
th
,
D.
T
.
,
&
Co
x
,
J.
T.
“
Eff
e
c
ts
o
f
u
sin
g
i
n
q
u
ir
y
-
b
a
se
d
lea
rn
in
g
o
n
sc
ien
c
e
a
c
h
iev
e
m
e
n
t
fo
r
fift
h
-
g
ra
d
e
stu
d
e
n
ts
,”
Asi
a
-
Pa
c
if
i
c
Fo
ru
m
o
n
S
c
ien
c
e
L
e
a
rn
i
n
g
&
T
e
a
c
h
in
g
,
v
o
l.
16
,
n
o
.
1
,
p
p
.
1
0
6
-
136
,
2
0
1
5
.
[2
7
]
S
e
v
e
r,
D.,
&
G
ü
v
e
n
,
M
.
“
Eff
e
c
t
o
f
I
n
q
u
ir
y
-
b
a
se
d
Lea
rn
in
g
Ap
p
ro
a
c
h
o
n
S
tu
d
e
n
t
Re
sista
n
c
e
in
a
S
c
ien
c
e
a
n
d
Tec
h
n
o
l
o
g
y
Co
u
rse
,”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
&
Pr
a
c
ti
c
e
,
v
o
l.
14
,
n
o
.
5
,
p
p
.
1
6
0
1
-
1
6
0
5
,
2
0
1
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
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8
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2
Th
e
effec
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f c
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)
137
[2
8
]
S
u
,
G
.
A.
O.
“
Re
latio
n
s
h
ip
b
e
tw
e
e
n
sc
ien
c
e
tea
c
h
in
g
p
ra
c
ti
c
e
s
a
n
d
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
i
n
S
in
g
a
p
o
re
,
Ch
i
n
e
se
Taip
e
i,
a
n
d
th
e
US:
A
n
a
n
a
ly
si
s
u
sin
g
TIM
S
S
2
0
1
1
da
ta
,”
Fr
o
n
ti
e
rs
o
f
Ed
u
c
a
ti
o
n
i
n
Ch
in
a
,
v
o
l.
9
,
n
o
.
4
,
p
p
.
5
1
9
-
551
,
2
0
1
4
.
[2
9
]
Du
ra
n
,
M
.
,
&
Dö
k
m
e
,
İ.
“
Th
e
e
f
fe
c
t
o
f
t
h
e
i
n
q
u
iry
-
b
a
se
d
lea
rn
in
g
a
p
p
ro
a
c
h
o
n
st
u
d
e
n
t'
s
c
rit
ica
l
-
th
in
k
in
g
s
k
il
ls
,”
Eu
ra
sia
J
o
u
r
n
a
l
o
f
M
a
th
e
ma
t
ics
,
S
c
ien
c
e
&
T
e
c
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l
.
12
,
n
o
.
1
2
,
p
p
.
2
8
8
7
-
2
9
0
8
,
,
2
0
1
6
.
[3
0
]
P
u
sp
it
a
sa
ri,
D.
A.,
&
Na
sru
d
in
,
H
.
“
In
c
re
a
sin
g
o
f
c
rit
ica
l
t
h
in
k
in
g
s
k
il
ls
u
sin
g
in
q
u
iry
lea
rn
in
g
m
o
d
e
l
in
su
b
m
a
teria
l
so
lu
b
il
it
y
a
n
d
so
l
u
b
il
i
ty
p
r
o
d
u
c
t
i
n
g
ra
d
e
XI
RS
BI
S
e
n
i
o
r
Hi
g
h
S
c
h
o
o
l
1
B
o
j
o
n
e
g
o
ro
,
Un
e
sa
J
o
u
rn
a
l
o
f
Ch
e
mic
a
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
76
-
82
,
2
0
1
2
.
[3
1
]
Th
a
ip
o
sri,
P
.
,
&
Wan
n
a
p
iro
o
n
,
P
.
“
En
h
a
n
c
i
n
g
stu
d
e
n
ts’
c
rit
ica
l
th
in
k
in
g
sk
il
ls
th
ro
u
g
h
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
b
y
in
q
u
iry
-
b
a
se
d
lea
rn
in
g
a
c
ti
v
it
ies
u
sin
g
s
o
c
ial
n
e
two
r
k
a
n
d
c
lo
u
d
c
o
m
p
u
ti
n
g
,”
Pr
o
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
io
ra
l
S
c
ien
c
e
s
,
v
o
l
.
1
7
4
,
p
p
.
2
1
3
7
-
2
1
4
4
,
2
0
1
5
.
[3
2
]
M
a
rsh
a
ll
,
J.
C.
“
S
u
c
c
e
e
d
in
g
wit
h
i
n
q
u
iry
in
sc
ien
c
e
a
n
d
ma
t
h
c
la
ss
r
o
o
ms
,”
Ale
x
a
n
d
ria,
VA
:
ASCD
,
2
0
1
3
.
[3
3
]
Du
n
k
h
a
se
,
J.
A.
”
Th
e
c
o
u
p
led
-
i
n
q
u
ir
y
c
y
c
le:
a
tea
c
h
e
r
c
o
n
c
e
rn
s
-
b
a
se
d
m
o
d
e
l
f
o
r
e
ffe
c
ti
v
e
st
u
d
e
n
t
i
n
q
u
iry
,”
S
c
ien
c
e
Ed
u
c
a
to
r
,
v
o
l.
12
,
n
o
.
1
,
p
p
.
10
-
1
5
.
[3
4
]
M
a
rti
n
-
Ha
n
se
n
,
L.
“
De
fin
i
n
g
in
q
u
ir
y
:
E
x
p
l
o
ri
n
g
th
e
m
a
n
y
ty
p
e
s
o
f
i
n
q
u
iry
in
th
e
sc
ien
c
e
c
las
sro
o
m
,”
S
c
ien
c
e
T
e
a
c
h
e
r
,
v
o
l.
69
,
n
o
.
2
,
p
p
.
34
-
37
,
2
0
0
2
.
[3
5
]
By
b
e
e
,
R.
“
Ach
iev
in
g
sc
ien
t
if
ic l
it
e
ra
c
y
,”
P
o
rtsm
o
u
t
h
,
NH
:
He
in
e
m
a
n
n
,
1
9
9
7
.
[3
6
]
P
izz
in
i,
E.
L.
,
S
h
e
p
a
r
d
so
n
,
D.
P
.
,
&
Ab
e
ll
,
S
.
K.
“
A
ra
ti
o
n
a
le
fo
r
a
n
d
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
a
p
ro
b
lem
-
so
lv
i
n
g
m
o
d
e
l
o
f
in
stru
c
ti
o
n
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,”
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
73
,
n
o
.
5
,
p
p
.
5
2
3
-
5
3
4
,
1
9
8
9
.
[3
7
]
G
o
ld
sto
n
,
M
.
J.,
Da
n
tzle
r,
J.,
Da
y
,
J.,
&
Web
b
,
B.
“
A
p
s
y
c
h
o
m
e
tri
c
a
p
p
ro
a
c
h
t
o
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
a
5
E
les
so
n
p
lan
sc
o
rin
g
in
str
u
m
e
n
t
f
o
r
i
n
q
u
iry
-
b
a
se
d
tea
c
h
in
g
,”
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
T
e
a
c
h
e
r
E
d
u
c
a
t
io
n
,
v
o
l.
24
,
n
o
.
3
,
p
p
.
5
2
7
-
551
,
2
0
1
3
.
[3
8
]
G
u
z
z
e
tt
i
B.
,
Tay
lo
r
,
T.
E
,
G
las
s,
G.V.
a
n
d
G
a
m
m
a
s,
W.
S
.
“
P
ro
m
o
t
i
n
g
c
o
n
c
e
p
tu
a
l
c
h
a
n
g
e
in
sc
ien
c
e
:
A
c
o
m
p
a
ra
ti
v
e
m
e
ta
-
a
n
a
ly
sis
o
f
i
n
stru
c
ti
o
n
a
l
in
terv
e
n
ti
o
n
s
fr
o
m
re
a
d
i
n
g
e
d
u
c
a
t
io
n
a
n
d
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
”
Rea
d
in
g
Res
e
a
rc
h
Qu
a
rte
rl
y
,
v
o
l.
28
,
p
p
.
1
1
7
-
1
5
9
,
1
9
9
3
.
[3
9
]
Bu
n
term
,
T.
,
Lee
,
K.,
N
g
Lan
K
o
n
g
,
J.,
S
rik
o
o
n
,
S
.
,
Va
n
g
p
o
o
m
y
a
i,
P
.
,
Ra
tt
a
n
a
v
o
n
g
sa
,
J.,
&
Ra
c
h
a
h
o
o
n
,
G
.
“
D
o
d
iffere
n
t
lev
e
ls
o
f
in
q
u
ir
y
lea
d
to
d
iffere
n
t
lea
rn
in
g
o
u
tco
m
e
s?
A
c
o
m
p
a
riso
n
b
e
twe
e
n
g
u
id
e
d
a
n
d
str
u
c
tu
re
d
i
n
q
u
ir
y
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
36
,
n
o
.
1
2
,
p
p
.
1
9
3
7
-
1
9
5
9
,
2
0
1
4
.
[4
0
]
Du
ra
n
,
L.
B
.
,
&
Du
ra
n
,
E.
“
Th
e
5
E
in
str
u
c
ti
o
n
a
l
m
o
d
e
l:
A
lea
rn
in
g
c
y
c
le
a
p
p
r
o
a
c
h
fo
r
i
n
q
u
ir
y
-
b
a
se
d
sc
ien
c
e
tea
c
h
in
g
,
”
S
c
ien
c
e
Ed
u
c
a
ti
o
n
Rev
iew
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
49
-
58
,
2
0
0
4
.
[4
1
]
By
b
e
e
,
R.
W.
,
Tay
l
o
r,
J.
A.,
G
a
rd
n
e
r,
A.,
Va
n
S
c
o
tt
e
r,
P
.
,
P
o
we
ll
,
J.
C.
,
Wes
tb
ro
o
k
,
A.,
&
Lan
d
e
s,
N.
“
Th
e
BS
CS
5
E
in
stru
c
ti
o
n
a
l
m
o
d
e
l:
Ori
g
in
s a
n
d
e
ffe
c
ti
v
e
n
e
ss
,”
Co
lo
ra
d
o
S
p
ri
n
g
s,
Co
:
B
S
CS
,
v
o
l.
5
,
p
p
.
88
-
98
,
2
0
0
6
.
[4
2
]
Tan
n
e
r,
K.
a
n
d
Allen
,
D.
”A
p
p
ro
a
c
h
e
s
to
b
i
o
lo
g
y
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
:
lea
rn
in
g
sty
les
a
n
d
t
h
e
p
ro
b
lem
o
f
in
stru
c
ti
o
n
a
l
se
lec
ti
o
n
-
e
n
g
a
g
in
g
a
ll
stu
d
e
n
ts
i
n
sc
ien
c
e
c
o
u
rse
s
,”
Ce
ll
Bi
o
l
o
g
y
E
d
u
c
a
t
io
n
,
Wi
n
ter
,
v
o
l
.
3
,
n
o
.
4
,
p
p
.
1
9
7
-
201
,
2
0
0
4
.
[4
3
]
By
b
e
e
,
R.
W.
“
T
h
e
BS
C
S
5
E
in
str
u
c
ti
o
n
a
l
m
o
d
e
l
a
n
d
2
1
st ce
n
t
u
ry
sk
il
ls
,”
Co
lo
ra
d
o
S
p
ri
n
g
s: B
S
CS
,
2
0
0
9
.
[4
4
]
G
a
y
,
L.
R.
,
M
il
ls,
G
.
E.
,
&
Aira
si
a
n
,
P
.
W.
“
E
d
u
c
a
t
io
n
a
l
re
se
a
rc
h
:
Co
mp
e
ten
c
ies
fo
r
a
n
a
lys
is
a
n
d
a
p
p
li
c
a
ti
o
n
s
(
1
0
t
h
Ed
.
)
,”
L
o
n
d
o
n
:
P
e
a
rso
n
,
2
0
1
4
.
[4
5
]
Th
o
m
p
s
o
n
,
C.
K.
“
F
lex
ib
il
it
y
o
f
sin
g
le
-
su
b
jec
t
e
x
p
e
rime
n
tal
d
e
sig
n
s.
P
a
rt
III:
Us
in
g
flex
ib
il
i
ty
t
o
d
e
sig
n
o
r
m
o
d
if
y
e
x
p
e
rime
n
ts
,”
T
h
e
J
o
u
rn
a
l
o
f
S
p
e
e
c
h
a
n
d
He
a
rin
g
Diso
r
d
e
rs
,
v
o
l.
51
,
n
o
.
3
,
p
p
.
2
1
4
-
25
,
1
9
8
6
.
[4
6
]
M
o
ra
n
,
D
.
J.,
&
Tai,
W
.
“
Re
d
u
c
i
n
g
b
ias
e
s
in
c
li
n
ica
l
ju
d
g
m
e
n
t
wit
h
sin
g
le
su
b
je
c
t
trea
tme
n
t
d
e
sig
n
,”
T
h
e
Beh
a
v
i
o
r
An
a
lys
t
T
o
d
a
y
,
v
o
l
.
2
,
n
o
.
3,
p
p
.
1
9
6
-
2
0
3
,
Re
tri
e
v
e
d
fro
m
h
tt
p
:/
/d
x
.
d
o
i.
o
rg
/1
0
.
1
0
3
7
/h
0
0
9
9
9
3
0
,
2
0
0
1
.
[4
7
]
Cre
sw
e
ll
,
J.
W.
“
E
d
u
c
a
t
io
n
a
l
re
se
a
rc
h
:
Pl
a
n
n
in
g
,
c
o
n
d
u
c
ti
n
g
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
ti
t
a
ti
v
e
a
n
d
q
u
a
li
ta
ti
v
e
re
se
a
rc
h
,”
Up
p
e
r
S
a
d
d
le Ri
v
e
r,
N.J.:
P
e
a
rso
n
M
e
rril
l
P
re
n
ti
c
e
Ha
ll
,
2
0
0
5
.
[4
8
]
S
lav
in
,
R.
E.
,
Lak
e
,
C.
,
Ha
n
ley
,
P
.
,
&
Th
u
rsto
n
,
A.
“
Ex
p
e
rime
n
tal
e
v
a
lu
a
ti
o
n
s
o
f
e
lem
e
n
tary
sc
ien
c
e
p
ro
g
ra
m
s:
A
b
e
st‐e
v
id
e
n
c
e
sy
n
th
e
sis
,”
J
o
u
rn
a
l
o
f
re
se
a
rc
h
i
n
S
c
ien
c
e
T
e
a
c
h
in
g
,
v
o
l.
51
,
n
o
.
7
,
p
p
.
8
7
0
-
9
0
1
,
2
0
1
4
.
[4
9
]
G
a
ss
,
S
.
,
M
a
c
k
e
y
,
A.,
&
R
o
ss
‐F
e
ld
m
a
n
,
L
.
“
Tas
k
‐
b
a
se
d
i
n
tera
c
ti
o
n
s
in
c
las
sro
o
m
a
n
d
lab
o
ra
to
r
y
se
tt
i
n
g
s
,”
L
a
n
g
u
a
g
e
lea
rn
in
g
,
v
o
l
.
55
,
n
o
.
4
,
p
p
.
5
7
5
-
6
1
1
,
2
0
0
5
.
[5
0
]
Am
iri
a
n
,
S
.
M
.
R.
,
&
He
sh
m
a
ti
fa
r
,
Z.
“
Th
e
imp
a
c
t
o
f
u
sin
g
e
lec
tro
n
i
c
d
ictio
n
a
ry
o
n
v
o
c
a
b
u
lary
lea
rn
in
g
a
n
d
re
ten
ti
o
n
o
f
Ira
n
ian
EF
L
lea
rn
e
rs
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
S
t
u
d
ies
in
E
d
u
c
a
t
io
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
35
-
44
,
2
0
1
3
.
[5
1
]
Ka
las
,
P
.
,
O’N
e
il
l,
A.,
P
o
ll
o
c
k
,
C
.
,
&
Bir
o
l,
G
.
“
De
v
e
lo
p
m
e
n
t
o
f
a
m
e
io
sis
c
o
n
c
e
p
t
i
n
v
e
n
to
r
y
,”
CB
E
-
L
if
e
S
c
ien
c
e
s
Ed
u
c
a
ti
o
n
,
v
o
l
.
12
,
n
o
.
4
,
p
p
.
6
5
5
-
6
6
4
,
2
0
1
3
.
[5
2
]
S
a
d
iah
,
B.
“
T
h
e
e
ff
e
c
t
o
f
lea
rn
i
n
g
c
y
c
le
a
n
d
c
o
n
c
e
p
t
ma
p
p
i
n
g
o
n
st
u
d
e
n
ts'
c
o
n
c
e
p
ti
o
n
s
o
f
c
e
ll
d
iv
isio
n
(in
M
a
l
a
y
)
,”
(P
h
D T
h
e
sis),
Un
i
v
e
rsiti
S
a
in
s
M
a
lay
sia
,
2
0
0
8
.
[5
3
]
Cro
we
,
A.,
Dir
k
s,
C.
,
&
Wen
d
e
ro
th
,
M
.
P
.
“
Bio
l
o
g
y
i
n
b
lo
o
m
:
imp
lem
e
n
ti
n
g
B
lo
o
m
'
s
tax
o
n
o
m
y
t
o
e
n
h
a
n
c
e
stu
d
e
n
t
lea
rn
in
g
in
b
i
o
lo
g
y
,”
C
BE
-
L
if
e
S
c
ien
c
e
s E
d
u
c
a
t
io
n
,
v
o
l.
7
,
n
o
.
4
,
p
p
.
3
6
8
-
3
8
1
,
2
0
0
8
.
[5
4
]
Co
h
e
n
,
L.
,
M
a
n
io
n
,
L
.
,
&
M
o
rriso
n
,
K.
“
Res
e
a
rc
h
me
th
o
d
in
e
d
u
c
a
ti
o
n
(
5
th
e
d
.
)
,”
L
o
n
d
o
n
:
Ro
u
tl
e
d
g
e
F
a
lme
r
,
2
0
1
1
.
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