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Vo
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5
,
No
.
4
,
Dec
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b
er
201
6
,
p
p
.
32
3
~
33
0
I
SS
N:
2252
-
8822
323
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[
3
]
.
Fin
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u
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’
p
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ter
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
4
,
Dec
em
b
er
20
1
6
:
32
3
–
33
0
324
th
e
s
tu
d
e
n
ts
s
a
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[
4
]
.
I
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y
ca
n
also
in
ter
ac
t
w
it
h
s
t
u
d
en
t
s
th
r
o
u
g
h
d
ir
ec
tio
n
s
an
d
m
a
ter
ials
w
it
h
o
u
t
n
ee
d
i
n
g
to
b
e
in
th
e
s
a
m
e
en
v
ir
o
n
m
e
n
t
w
it
h
t
h
e
h
elp
o
f
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
[
6
]
-
[
7
]
.
P
o
s
itiv
e
o
u
tco
m
es
o
f
s
cien
ce
ed
u
ca
tio
n
s
u
p
p
o
r
ted
th
r
o
u
g
h
t
h
e
o
p
p
o
r
tu
n
itie
s
p
r
o
v
id
ed
b
y
t
ec
h
n
o
lo
g
y
m
ak
e
it
i
m
p
er
at
iv
e
to
m
a
k
e
b
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
s
m
o
r
e
u
s
e
f
u
l
b
y
e
n
r
ic
h
in
g
t
h
ei
r
co
n
ten
t.
L
ea
r
n
i
n
g
en
v
ir
o
n
m
e
n
t
s
w
h
ic
h
co
m
b
i
n
e
w
eb
-
a
s
s
i
s
ted
lear
n
i
n
g
a
n
d
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
ar
e
f
o
u
n
d
f
r
eq
u
e
n
tl
y
in
liter
atu
r
e
[
8
]
-
[
1
0
]
.
E
n
r
ich
i
n
g
th
e
co
n
te
n
t
o
f
s
u
c
h
p
r
esen
te
d
b
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
to
m
a
k
e
t
h
e
m
m
o
r
e
u
s
ef
u
l
h
a
s
b
ec
o
m
e
i
m
p
o
r
tan
t.
B
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
s
g
i
v
e
s
t
u
d
en
ts
th
e
o
p
p
o
r
tu
n
it
y
to
lear
n
at
th
e
r
ig
h
t
ti
m
e
an
d
in
th
e
r
ig
h
t
p
lace
[
1
1
]
.
C
r
ea
tin
g
w
eb
-
a
s
s
is
ted
en
v
ir
o
n
m
e
n
t
s
w
h
ic
h
p
r
o
v
id
e
s
tu
d
e
n
ts
w
it
h
th
e
o
p
p
o
r
tu
n
it
y
to
r
ea
ch
th
e
l
es
s
o
n
co
n
ten
t
w
h
er
ev
er
t
h
e
y
w
a
n
t
a
n
d
at
t
h
eir
o
w
n
s
p
ee
d
is
a
v
er
y
i
m
p
o
r
tan
t
o
p
p
o
r
tu
n
it
y
f
o
r
s
t
u
d
en
t
s
[
1
2
]
.
I
n
ad
d
itio
n
,
g
iv
in
g
s
t
u
d
en
t
s
t
h
e
o
p
p
o
r
tu
n
it
y
to
r
ev
ie
w
th
e
s
u
b
j
ec
t
f
ac
e
-
to
-
f
ac
e
in
t
h
e
cla
s
s
r
o
o
m
a
n
d
p
r
o
v
i
d
in
g
th
e
m
th
e
en
v
ir
o
n
m
e
n
t
to
q
u
est
io
n
t
h
eir
l
ea
r
n
i
n
g
w
il
l
m
ak
e
p
o
s
iti
v
e
co
n
tr
ib
u
tio
n
s
to
th
eir
lear
n
in
g
lev
els.
E
d
u
ca
tio
n
e
n
v
ir
o
n
m
e
n
t
s
w
h
ic
h
ar
e
d
y
n
a
m
ized
b
ased
o
n
w
e
b
-
ass
i
s
ted
m
o
d
elli
n
g
w
it
h
o
u
t
an
y
li
m
its
o
f
ti
m
e
an
d
p
lace
ca
n
ca
r
r
y
ed
u
ca
tio
n
to
ev
er
y
en
v
ir
o
n
m
en
t
o
u
ts
id
e
th
e
class
r
o
o
m
in
w
h
i
ch
co
m
p
u
ter
s
ex
is
t
.
L
es
s
o
n
m
ater
ials
w
h
ic
h
ar
e
d
ev
elo
p
ed
b
y
tak
i
n
g
in
to
co
n
s
id
er
atio
n
s
u
c
h
co
n
d
itio
n
s
an
d
n
ee
d
s
w
ill
b
e
ef
f
ec
tiv
e
r
eso
u
r
ce
s
f
o
r
teac
h
e
r
s
an
d
s
t
u
d
en
t
s
.
I
n
ad
d
itio
n
t
o
teac
h
er
s
’
u
s
in
g
w
eb
-
as
s
is
te
d
less
o
n
m
ater
ial
s
d
u
r
in
g
th
e
les
s
o
n
,
s
u
ch
m
a
ter
ials
’
b
ei
n
g
u
s
ed
b
y
s
t
u
d
en
ts
a
f
ter
less
o
n
to
r
ep
ea
t
w
h
at
t
h
e
y
lear
n
ed
w
ill
m
ak
e
p
o
s
itiv
e
co
n
tr
ib
u
tio
n
s
to
th
eir
lear
n
in
g
[
1
3
]
.
I
t
is
i
m
p
o
r
ta
n
t
f
o
r
s
t
u
d
en
t
s
w
h
o
w
a
n
t
to
u
s
e
b
le
n
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
s
i
n
d
iv
id
u
a
ll
y
to
h
av
e
id
ea
s
ab
o
u
t
th
eir
o
w
n
lear
n
in
g
.
I
n
cr
ea
tin
g
p
er
s
o
n
alize
d
b
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
s
,
s
tu
d
en
t
s
s
h
o
u
ld
b
e
g
iv
e
n
o
p
p
o
r
tu
n
it
ies
to
q
u
e
s
tio
n
t
h
eir
o
w
n
lear
n
in
g
.
S
tu
d
e
n
t
s
s
h
o
u
ld
k
n
o
w
h
o
w
ef
f
ec
ti
v
e
ac
tiv
itie
s
p
r
ep
ar
ed
f
o
r
b
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
ar
e
in
s
t
u
d
en
t
s
’
lear
n
i
n
g
.
Me
asu
r
i
n
g
a
s
tu
d
e
n
t’
s
lear
n
in
g
h
as
a
n
i
m
p
o
r
tan
t
r
o
le
in
s
c
ien
ce
ed
u
ca
tio
n
.
W
r
itten
e
x
a
m
i
n
atio
n
s
w
h
ic
h
ar
e
co
m
p
u
ls
o
r
y
d
o
n
o
t
g
i
v
e
i
n
f
o
r
m
atio
n
ab
o
u
t
h
o
w
m
u
c
h
a
n
d
h
o
w
s
t
u
d
en
t
s
lear
n
.
I
n
o
r
d
er
to
b
e
ab
le
to
r
ea
ch
q
u
alif
ied
as
s
ess
m
e
n
t
s
,
ed
u
ca
to
r
s
s
h
o
u
ld
f
i
n
d
o
u
t th
e
p
u
r
p
o
s
e
o
f
th
e
ass
e
s
s
m
e
n
t,
cr
it
er
ia
o
f
th
e
ass
e
s
s
m
e
n
t a
n
d
t
h
e
p
lan
n
ed
o
u
tco
m
e
[
1
4
]
-
[
1
5
]
.
W
ith
tr
ad
itio
n
al
ass
e
s
s
m
e
n
t
to
o
ls
,
it
is
m
o
s
tl
y
p
o
s
s
ib
le
to
ass
ess
th
e
e
x
te
n
t
o
f
ch
ar
ac
ter
i
s
tic
s
s
tu
d
e
n
ts
h
av
e
i
n
co
g
n
iti
v
e
lear
n
i
n
g
d
o
m
a
in
.
Ho
w
e
v
er
,
it
is
n
o
t
p
o
s
s
ib
le
to
ass
es
s
th
e
k
n
o
w
le
d
g
e,
attitu
d
e,
ab
ilit
y
an
d
s
k
i
lls
o
f
s
t
u
d
en
t
s
in
t
h
r
ee
l
ea
r
n
in
g
ar
ea
s
e
f
f
ec
t
iv
el
y
w
it
h
ass
es
s
m
en
t to
o
ls
,
m
et
h
o
d
s
an
d
tech
n
iq
u
es e
x
ce
p
t
tr
ad
itio
n
al
ass
es
s
m
en
t
to
o
ls
.
T
h
e
w
a
y
to
en
s
u
r
e
th
i
s
is
to
u
s
e
m
ater
ials
w
h
ic
h
h
a
v
e
alt
er
n
ativ
e
as
s
es
s
m
en
t
ch
ar
a
cter
is
tic
s
i
n
b
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
Alter
n
ati
v
e
ass
e
s
s
m
en
t
a
n
d
ev
al
u
atio
n
t
o
o
ls
,
m
et
h
o
d
s
an
d
tech
n
iq
u
es
ca
n
m
ee
t
t
h
is
n
ee
d
[
1
6
]
--
[
1
8
]
.
T
h
e
m
o
s
t
i
m
p
o
r
tan
t
ch
ar
ac
ter
is
tic
o
f
th
i
s
s
t
u
d
y
ab
o
u
t
d
esi
g
n
i
n
g
p
er
s
o
n
alize
d
b
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
i
s
t
h
e
f
ac
t
t
h
at
it
m
o
tiv
a
tes
s
t
u
d
en
ts
ac
co
r
d
in
g
to
t
h
e
r
esu
l
ts
o
f
lear
n
in
g
.
W
it
h
t
h
ese
m
o
ti
v
ati
o
n
s
,
t
h
e
ai
m
is
to
r
ea
ch
to
p
lev
el
lear
n
i
n
g
w
it
h
ac
ti
v
itie
s
th
at
ar
e
b
ased
o
n
m
o
d
ell
in
g
.
Fo
r
th
e
d
e
s
ig
n
o
f
p
er
s
o
n
a
li
ze
d
b
len
d
ed
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
s
b
ased
o
n
m
o
d
e
llin
g
,
“
Ma
t
ter
an
d
Hea
t”
u
n
it,
w
h
ich
is
o
n
e
o
f
th
e
s
u
b
j
ec
ts
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
6
th
g
r
ad
e
s
cie
n
ce
les
s
o
n
,
w
as
ch
o
s
e
n
.
I
t
i
s
th
o
u
g
h
t
th
at
cr
ea
ti
n
g
b
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
f
o
r
th
e
“
Ma
tter
a
n
d
Hea
t”
u
n
it,
w
h
ic
h
is
o
n
e
o
f
th
e
u
n
its
o
f
Scie
n
ce
le
s
s
o
n
th
a
t
i
n
clu
d
es
i
m
p
o
r
ta
n
t
s
u
b
j
ec
ts
an
d
m
i
s
co
n
ce
p
tio
n
s
o
f
s
t
u
d
en
ts
,
w
ill
b
e
u
s
e
f
u
l.
A
g
r
ea
t
n
u
m
b
er
o
f
s
t
u
d
ies
h
av
e
r
ep
o
r
ted
m
i
s
co
n
ce
p
tio
n
s
i
n
s
t
u
d
en
t
s
ab
o
u
t
th
e
s
u
b
j
ec
ts
o
f
“
Ma
tt
er
an
d
Hea
t”
u
n
i
t
[
1
9
]
-
[
2
2
]
.
Stu
d
ies
h
a
v
e
m
o
s
tl
y
r
ep
o
r
te
d
th
at
s
tu
d
e
n
ts
co
m
p
r
e
h
en
d
t
h
e
co
n
ce
p
ts
o
f
h
ea
t
an
d
te
m
p
er
atu
r
e
as
t
h
e
s
a
m
e
co
n
ce
p
t
a
n
d
h
av
e
d
if
f
ic
u
ltie
s
i
n
a
s
s
o
ciati
n
g
co
n
ce
p
t
s
s
u
c
h
a
s
m
atter
,
h
ea
t,
te
m
p
er
at
u
r
e
a
n
d
ch
a
n
g
e
o
f
s
tate
w
it
h
d
ail
y
l
if
e.
A
g
r
ea
t
n
u
m
b
er
o
f
s
t
u
d
ies
h
a
v
e
r
ep
o
r
ted
th
at
m
o
d
elin
g
tec
h
n
iq
u
e
ca
n
b
e
e
f
f
ec
t
iv
e
in
eli
m
i
n
ati
n
g
th
e
m
i
s
co
n
ce
p
tio
n
s
t
h
at
o
cc
u
r
[
2
2
]
.
T
h
ese
b
r
in
g
th
e
t
h
o
u
g
h
t
to
th
e
f
o
r
ef
r
o
n
t
th
at
s
tu
d
e
n
ts
’
m
is
co
n
ce
p
tio
n
s
ca
n
b
e
eli
m
i
n
ated
b
y
u
s
i
n
g
w
eb
-
a
s
s
i
s
ted
m
o
d
el
b
ased
in
s
tr
u
ctio
n
i
n
“
Ma
tter
an
d
Hea
t”
u
n
it.
I
n
teac
h
i
n
g
t
h
e
s
u
b
j
ec
ts
o
f
“M
atter
an
d
Hea
t”
u
n
i
t,
u
s
i
n
g
an
alo
g
ical
m
o
d
el
s
as
w
ell
a
s
s
i
m
u
la
tio
n
m
o
d
els
w
h
ic
h
m
a
k
e
it e
as
y
to
d
ef
i
n
e
c
o
n
ce
p
ts
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
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8822
Desig
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“
Ma
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2.
RE
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s
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y
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n
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o
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m
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A
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Ass
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m
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ch
ar
ac
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tics
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teac
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s
[
2
8
]
-
[
2
9
]
.
3.
DE
S
İ
G
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all,
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1
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2
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
J
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3
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Sty
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3
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T
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m
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a
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4
8
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F
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S
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a
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3
.
3
.
Select
M
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M
edia
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M
a
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W
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f
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ar
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ter
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s
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ten
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m
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w
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co
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w
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tel
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3
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4
.
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M
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h
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ac
ti
v
it
ies
in
th
e
p
r
ep
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m
ater
ial
c
o
u
ld
b
e
u
s
ed
d
u
r
i
n
g
lec
tu
r
e.
T
h
e
teac
h
er
w
il
l
b
e
ab
le
to
u
s
e
p
r
o
j
ec
to
r
f
o
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th
i
s
.
I
n
ad
d
itio
n
,
s
t
u
d
en
t
s
ca
n
b
e
allo
w
ed
to
u
s
e
co
m
p
u
ter
la
b
o
r
ato
r
y
f
o
r
in
d
iv
id
u
al
u
s
e.
I
n
in
d
i
v
id
u
a
l
u
s
e,
s
t
u
d
en
t
s
ar
e
g
u
id
ed
to
a
ctiv
itie
s
w
h
e
n
n
ec
ess
ar
y
ac
co
r
d
in
g
to
q
u
esti
o
n
s
an
d
an
s
w
er
s
.
3
.
5
.
Required
lea
rner
pa
rt
icipa
t
io
n
I
n
an
e
n
v
ir
o
n
m
en
t
w
h
er
e
s
t
u
d
en
ts
w
i
ll
ac
ti
v
el
y
p
ar
ticip
ate,
q
u
esti
o
n
an
d
a
n
s
w
er
m
et
h
o
d
an
d
w
eb
-
ass
is
ted
teac
h
i
n
g
w
i
ll b
e
u
s
ed
.
3
.
6
.
E
v
a
lua
t
e
a
nd
Rev
is
e
T
o
ass
ess
t
h
e
s
t
u
d
en
t
s
i
n
ter
m
s
o
f
o
b
j
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tiv
es,
ac
ti
v
it
y
b
as
ed
m
ea
s
u
r
e
m
en
t
an
d
ass
e
s
s
m
en
t
m
ater
ia
l
w
il
l
b
e
u
s
ed
.
Ma
ter
ial
co
n
te
n
t
an
d
p
r
ep
ar
atio
n
s
tag
e
s
ar
e
e
x
p
lain
ed
in
d
etail
b
elo
w
.
W
eb
ass
is
ted
alter
n
at
iv
e
m
ea
s
u
r
e
m
e
n
t
a
n
d
ass
es
s
m
en
t
m
ater
ial
d
ev
elo
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d
d
esig
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f
o
r
b
len
d
ed
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n
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g
e
n
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ir
o
n
m
en
ts
ca
n
al
s
o
teac
h
b
esid
e
s
m
ea
s
u
r
in
g
.
T
h
e
alg
o
r
it
h
m
o
f
w
eb
-
a
s
s
i
s
t
ed
m
ea
s
u
r
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m
en
t
a
n
d
ass
e
s
s
m
e
n
t
m
ater
ial
is
p
r
esen
ted
b
elo
w
.
Fig
u
r
e
2
.
Qu
esti
o
n
s
a
n
d
ac
tiv
i
ties
p
lan
p
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m
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ass
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t
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ater
ial
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h
e
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ts
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ep
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ec
ti
v
es
a
s
“
a
g
r
ee
”
o
r
“
d
is
a
g
r
ee
”.
W
h
en
th
e
a
n
s
w
er
g
iv
e
n
b
y
th
e
s
t
u
d
en
t
i
s
n
o
t
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r
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ec
t,
th
e
s
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d
en
t
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p
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te
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to
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er
ag
ai
n
a
d
if
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er
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n
t
q
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e
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tio
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b
elo
n
g
s
to
th
e
s
a
m
e
o
b
j
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tiv
e
(
Fi
g
u
r
e
3
)
.
T
h
e
s
tu
d
e
n
t
m
o
v
es
o
n
to
th
e
n
ex
t
o
b
j
ec
tiv
e
w
h
e
n
h
e/
s
h
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a
n
s
w
er
s
th
e
q
u
e
s
t
io
n
s
co
r
r
ec
tl
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Desig
n
o
f
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.
.
(
Mu
r
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327
Fig
u
r
e
3
.
Sa
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q
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ater
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p
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lete
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.
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h
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7
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if
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e
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d
1
4
q
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b
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tter
a
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it.
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ased
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t
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t
o
m
ea
s
u
r
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h
i
s
/
h
er
o
w
n
lear
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in
g
.
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elo
w
i
s
a
s
a
m
p
le
q
u
esti
o
n
an
d
an
ac
ti
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it
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h
ich
w
a
s
p
r
ep
ar
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b
ased
o
n
m
o
d
elin
g
(
Fi
g
u
r
e
4
)
.
I
n
th
e
ac
ti
v
it
y
i
n
Fi
g
u
r
e
4
,
a
g
lass
b
ar
a
n
d
a
m
e
tal
b
ar
ar
e
s
t
ar
ted
to
b
e
h
ea
ted
at
t
h
e
s
a
m
e
m
o
m
en
t
.
Her
e,
th
e
s
tu
d
e
n
ts
ar
e
g
i
v
e
n
in
f
o
r
m
atio
n
ab
o
u
t
w
h
ic
h
b
ar
w
il
l
b
e
h
ea
ted
f
ir
s
t
an
d
w
h
y
t
h
is
h
ea
ti
n
g
ta
k
es
p
lac
e
in
d
if
f
er
en
t
r
ates
in
t
h
e
b
ar
s
.
I
n
th
i
s
ac
ti
v
it
y
,
an
alo
g
ical
m
o
d
elin
g
,
w
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ic
h
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er
y
e
f
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ter
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s
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t
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to
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e
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w
as
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s
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.
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r
ad
i
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r
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t
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f
f
aster
m
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ticles
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ak
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atter
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ticles
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at
m
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l
m
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k
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m
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r
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en
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t
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r
.
A
ctiv
itie
s
p
r
ep
ar
ed
w
h
ich
ar
e
b
ased
o
n
th
is
m
o
d
eli
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g
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d
s
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ilar
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’
s
ar
e
u
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as
w
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s
ites
a
s
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in
m
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e
m
en
t
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d
as
s
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m
e
n
t
d
i
m
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io
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(
Fi
g
u
r
e
5
)
.
Fig
u
r
e
4
.
A
s
a
m
p
le
ac
ti
v
it
y
Fig
u
r
e
5
.
Sa
m
p
le
ac
ti
v
ities
f
o
r
b
ased
o
n
m
o
d
elli
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
4
,
Dec
em
b
er
20
1
6
:
32
3
–
33
0
328
T
h
is
w
eb
-
as
s
is
ted
en
v
ir
o
n
m
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n
t
w
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o
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y
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e
teac
h
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d
u
r
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g
f
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e
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to
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f
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u
ca
tio
n
.
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s
p
ec
iall
y
w
h
ile
teac
h
i
n
g
ab
s
tr
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t
co
n
ce
p
ts
,
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tiv
itie
s
b
ased
o
n
m
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p
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.
W
ith
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th
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clas
s
r
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m
,
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g
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t b
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t
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4.
D
I
SCU
SS
I
O
N
W
h
en
s
t
u
d
en
ts
’
in
d
i
v
id
u
al
d
i
f
f
er
en
ce
s
ar
e
tak
e
n
i
n
to
co
n
s
id
er
atio
n
,
th
e
y
m
a
y
n
ee
d
m
o
r
e
ti
m
e
o
r
ex
a
m
p
le
s
u
n
d
er
s
o
m
e
c
ir
cu
m
s
ta
n
ce
s
.
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n
s
u
ch
cir
cu
m
s
t
an
ce
s
,
w
h
e
n
t
h
e
l
i
m
ited
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cla
s
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,
o
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ac
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to
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f
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u
ca
tio
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in
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clas
s
r
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m
ca
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n
o
t
m
ee
t
s
t
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d
en
t
s
’
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n
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id
u
a
l
n
ee
d
s
.
P
r
esen
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g
s
tu
d
e
n
ts
w
it
h
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n
d
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id
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d
y
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n
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r
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m
w
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m
an
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m
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ta
n
t
o
p
p
o
r
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n
it
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f
o
r
s
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c
h
n
ee
d
s
.
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o
s
itiv
e
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u
d
es
o
f
s
tu
d
e
n
ts
to
w
ar
d
s
tech
n
o
lo
g
y
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e
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i
m
p
o
r
tan
t
d
etail
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n
d
esig
n
in
g
s
u
c
h
e
n
v
ir
o
n
m
e
n
ts
.
B
len
d
ed
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n
i
n
g
en
v
ir
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n
m
en
ts
w
h
ich
ar
e
p
r
ep
ar
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b
as
ed
o
n
w
eb
-
a
s
s
i
s
ted
m
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d
eli
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co
m
e
to
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h
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f
o
r
ef
r
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n
t
at
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i
s
p
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t.
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h
ile
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esi
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le
n
d
ed
lear
n
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n
g
e
n
v
ir
o
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m
e
n
ts
,
w
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en
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d
i
m
en
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io
n
o
f
teac
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i
n
g
an
d
lear
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n
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m
a
y
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n
t
s
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u
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m
m
is
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n
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er
s
tan
d
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n
g
s
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o
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ld
b
e
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aid
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tio
n
to
.
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h
at
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s
t
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ts
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m
i
s
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ce
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tio
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lack
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s
u
r
ed
b
y
t
h
eir
a
n
s
w
er
s
to
th
e
q
u
e
s
tio
n
s
.
W
h
e
n
s
u
c
h
a
n
ass
es
s
m
en
t
is
m
ad
e,
t
h
e
s
t
u
d
e
n
t
ca
n
i
m
m
ed
iatel
y
b
e
d
ir
ec
ted
to
t
h
e
r
elate
d
ac
tiv
it
y
a
n
d
m
ad
e
to
co
v
er
th
is
lac
k
.
O
u
r
s
t
u
d
y
,
w
h
ic
h
w
a
s
p
r
ep
ar
ed
b
y
ta
k
i
n
g
s
u
c
h
n
ee
d
s
a
n
d
s
it
u
atio
n
s
in
to
co
n
s
id
er
atio
n
,
co
m
es
to
t
h
e
f
o
r
ef
r
o
n
t
w
it
h
i
ts
w
eb
-
as
s
is
ted
teac
h
in
g
a
n
d
m
ea
s
u
r
i
n
g
d
i
m
en
s
io
n
.
E
n
v
ir
o
n
m
e
n
t
s
b
ased
o
n
b
len
d
ed
lear
n
in
g
ap
p
r
o
ac
h
w
h
ich
u
s
e
s
tec
h
n
o
lo
g
y
ef
f
ec
ti
v
el
y
w
ill
h
elp
s
tu
d
e
n
ts
to
f
o
r
m
th
eir
t
h
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
.
S
u
c
h
en
v
ir
o
n
m
e
n
ts
w
ill
h
elp
s
t
u
d
en
ts
to
g
et
r
ea
d
y
to
p
ar
ticip
ate
in
in
ter
ac
ti
v
e
ac
tiv
ities
s
u
ch
as
p
r
o
b
le
m
s
o
lv
in
g
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
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ea
ch
er
s
s
h
o
u
ld
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s
e
w
eb
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ted
b
len
d
ed
lear
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n
g
en
v
i
r
o
n
m
e
n
ts
n
o
t o
n
l
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to
s
u
p
p
o
r
t t
h
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teac
h
in
g
m
et
h
o
d
s
b
u
t a
l
s
o
to
h
elp
s
t
u
d
en
t
s
to
f
o
r
m
t
h
eir
o
w
n
lear
n
in
g
b
y
u
s
in
g
co
m
m
u
n
icatio
n
tec
h
n
o
lo
g
ies
[
3
0
]
.
W
eb
-
ass
is
ted
ac
ti
v
i
ties
s
h
o
u
ld
n
o
t
b
e
in
ter
p
r
eted
as
u
p
lo
ad
in
g
o
n
lin
e
less
o
n
m
a
ter
ials
f
o
r
s
t
u
d
en
t
s
to
r
ea
d
.
T
h
ey
s
h
o
u
ld
f
u
n
cti
o
n
as
a
to
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l
to
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elp
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tu
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e
n
ts
to
p
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esen
t
w
h
at
t
h
e
y
lear
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t
h
r
o
u
g
h
w
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a
n
d
to
d
e
v
elo
p
th
e
d
esi
g
n
o
f
s
u
b
j
ec
ts
w
h
ic
h
ar
e
d
is
c
u
s
s
ed
[
3
]
.
B
ased
o
n
th
is
p
er
s
p
ec
tiv
e,
teac
h
er
s
s
h
o
u
ld
o
r
g
an
ize
i
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d
iv
id
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d
g
r
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w
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r
k
s
b
ased
o
n
s
tr
u
ct
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r
alis
t
ap
p
r
o
ac
h
in
th
eir
in
-
cla
s
s
teac
h
in
g
-
lear
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g
ac
ti
v
itie
s
.
5.
CO
NCLU
SI
O
N
B
esid
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e
e
f
f
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iv
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c
h
ar
ac
t
er
is
tics
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n
ter
ac
ti
v
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in
g
,
it
is
al
s
o
p
o
s
s
ib
le
to
m
ee
t
s
itu
at
io
n
s
w
h
ic
h
ca
n
b
e
n
e
g
ati
v
e
in
te
r
m
s
o
f
s
tu
d
e
n
ts
.
T
h
e
s
tu
d
e
n
t
ca
n
n
ee
d
an
e
f
f
ec
t
t
h
at
h
e/
s
h
e
m
a
y
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ea
lize
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m
is
co
n
ce
p
tio
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o
r
t
h
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co
n
s
eq
u
en
ce
s
th
i
s
m
is
co
n
ce
p
tio
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u
r
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n
g
s
el
f
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lear
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g
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n
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cir
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m
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ta
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ted
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ten
t
th
at
i
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ted
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l
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ased
o
n
m
o
d
eli
n
g
m
a
y
n
o
t
b
e
ef
f
ec
ti
v
e.
W
eb
-
ass
is
ted
m
ea
s
u
r
i
n
g
an
d
ass
e
s
s
m
en
t
is
i
m
p
o
r
tan
t
in
s
o
l
v
in
g
t
h
e
p
r
o
b
lem
s
t
h
at
m
a
y
ar
i
s
e.
W
eb
-
ass
i
s
ted
alt
er
n
ativ
e
m
ea
s
u
r
i
n
g
an
d
ass
e
s
s
m
e
n
t
d
i
m
e
n
s
io
n
,
wh
ich
is
o
n
e
o
f
t
h
e
e
f
f
ec
tiv
e
s
i
d
es
o
f
t
h
is
s
t
u
d
y
,
h
as
ch
ar
ac
t
er
is
tics
w
h
ic
h
m
a
y
g
u
id
e
th
e
s
t
u
d
en
t
s
i
n
s
u
ch
cir
cu
m
s
ta
n
ce
s
.
I
t
is
th
o
u
g
h
t
th
a
t
u
s
in
g
s
u
c
h
ac
tiv
ities
in
b
len
d
ed
lear
n
in
g
s
t
u
d
ies
w
il
l b
e
u
s
e
f
u
l.
A
cti
v
it
ies
b
ased
o
n
m
o
d
eli
n
g
w
h
ic
h
w
er
e
p
r
ep
ar
ed
f
o
r
th
i
s
s
tu
d
y
ca
n
al
s
o
b
e
u
s
ed
b
y
t
h
e
teac
h
er
d
u
r
in
g
f
ac
e
-
to
-
f
ac
e
ed
u
ca
t
io
n
w
ith
in
th
e
clas
s
r
o
o
m
.
W
h
e
n
th
e
ad
v
an
tag
e
s
o
f
f
ac
e
-
to
-
f
a
ce
ed
u
ca
tio
n
in
t
h
e
class
r
o
o
m
an
d
w
eb
-
a
s
s
i
s
ted
teac
h
in
g
ar
e
ass
es
s
ed
to
g
et
h
er
,
th
e
d
esig
n
o
f
s
u
ch
e
n
v
ir
o
n
m
en
ts
b
ec
o
m
es
m
o
r
e
i
m
p
o
r
tan
t.
Su
c
h
en
v
ir
o
n
m
e
n
ts
ca
n
b
e
cr
ea
te
d
in
o
th
er
s
u
b
j
e
cts
o
f
s
cien
ce
les
s
o
n
s
an
d
th
ei
r
in
f
l
u
en
ce
s
ca
n
b
e
r
esear
ch
ed
.
W
h
ile
th
i
s
s
t
u
d
y
i
s
in
ten
d
ed
f
o
r
s
cie
n
ce
les
s
o
n
,
it
ca
n
also
b
e
ap
p
lied
to
all
o
th
er
d
is
cip
lin
es.
ACK
NO
WL
E
D
G
E
M
E
NT
S
I
n
th
i
s
s
t
u
d
y
,
p
r
esen
ted
as
o
r
al
p
r
esen
tatio
n
to
“
6
t
h
W
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ld
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n
E
d
u
ca
tio
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l
T
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lo
g
y
R
es
ea
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ch
e
s
,
Ke
m
er
/
An
ta
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a,
T
R
/
Ma
y
1
2
-
1
4
,
2
0
1
6
”
.
T
h
is
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tu
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y
w
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s
s
u
p
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ted
b
y
Or
d
u
Un
i
v
er
s
it
y
Scie
n
ti
f
ic
R
esear
ch
e
s
U
n
it (
YKD
-
3
7
8
)
.
RE
F
E
R
E
NC
E
S
[1
]
I.
Yu
rd
a
b
a
k
a
n
,
“
Ya
p
ıl
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n
d
ırm
a
c
ı
Ku
ra
m
ın
De
ğ
e
rlen
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irm
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a
k
ışı
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im
d
e
A
lt
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rn
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ti
f
De
ğ
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rlen
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irme
Yö
n
tem
leri
[
T
h
e
Vie
w
o
f
Co
n
stru
c
ti
v
ist
T
h
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o
ry
o
n
A
ss
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ss
m
e
n
t:
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lt
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ti
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s
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e
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t
M
e
th
o
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s
in
Ed
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c
a
ti
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n
]
,”
A
n
k
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r
a
Ün
ive
rs
it
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si E
ğ
it
im
Bi
li
mle
ri F
a
k
ü
lt
e
si De
rg
isi
,
v
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ss
u
e
:
4
4
(1
)
,
p
p
.
51
-
7
7
,
2
0
1
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
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N:
2252
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8822
Desig
n
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P
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is
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.
.
.
.
(
Mu
r
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t Cetin
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)
329
[2
]
B.
Ak
p
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a
r
a
n
d
K.
Ay
d
ın
,
“
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ü
rk
iy
e
v
e
B
a
z
ı
Ül
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Eğ
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Re
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ların
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Ka
rşılaş
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a
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[
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Re
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u
Bö
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rg
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p
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.
82
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8
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.
[3
]
S
.
J.
Ja
n
g
,
“
Ex
p
lo
ra
ti
o
n
o
f
S
e
c
o
n
d
a
ry
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tu
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e
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ts’
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a
ti
v
it
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b
y
İn
teg
ra
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se
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T
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to
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c
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rricu
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Co
mp
u
ter
s &
Ed
u
c
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n
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v
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:
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2
(
1
),
pp.
2
4
7
-
2
5
5
,
2
0
0
9
.
[4
]
D.
H.
S
c
h
u
n
k
,
“
Öğ
re
n
m
e
T
e
o
ril
e
ri
Eğ
it
im
se
l
Bir
Ba
k
ışla
[
L
e
a
rn
in
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th
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o
ries
o
f
a
n
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d
u
c
a
ti
o
n
a
l
p
e
rsp
e
c
ti
v
e
]
,”
Çe
v
iri
Ed
it
.
M
u
z
a
f
fe
r
Ş
a
h
in
,
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n
k
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,
No
b
e
l
Ya
y
ın
Da
ğ
ıt
ı
m
,
2
0
0
9
.
[5
]
B.
Uğ
u
r,
“
Öğ
re
n
c
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rin
Ka
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m
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Öğ
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m
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len
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[
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in
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stu
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b
len
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th
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p
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th
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m
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th
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rd
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to
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n
t,
g
e
n
d
e
r
a
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d
lea
rn
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n
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sty
l
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s]
,”
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k
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s T
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Ha
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Ün
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site
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stit
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sü
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A
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k
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r
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2
0
0
7
.
[6
]
C.
R.
G
ra
h
a
m
a
n
d
C.
Dz
iu
b
a
n
,
“
Blen
d
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L
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a
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in
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En
v
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m
e
n
ts
,
”
i
n
M
.
J.
B
ish
o
p
,
M
.
J.
(E
d
.
)
,“
Ha
n
d
b
o
o
k
o
f
Re
se
a
rc
h
o
n
E
d
u
c
a
ti
o
n
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l
C
o
m
m
u
n
ica
ti
o
n
s
a
n
d
T
e
c
h
n
o
lo
g
y
,”
Ne
w
Yo
rk
,
L
a
w
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n
c
e
Erl
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u
m
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s
s
o
c
iate
s,
p
p
.
2
6
9
-
2
7
6
,
2
0
0
8
.
[7
]
A
.
P
e
se
n
a
n
d
O.
Be
h
ç
e
t,
“
Ha
rm
a
n
lan
m
ış
Öğ
re
n
m
e
Ya
k
l
a
şı
m
ın
ın
Öğ
re
t
m
e
n
A
d
a
y
ların
ın
Ak
a
d
e
m
i
k
Ba
şa
rısın
a
V
e
G
ü
d
ü
len
m
e
Dü
z
e
y
in
e
Et
k
isi
[
T
h
e
Eff
e
c
t
O
f
Blen
d
e
d
L
e
a
rn
ın
g
A
p
p
ro
a
c
h
On
A
c
a
d
e
m
ıc
S
u
c
c
e
ss
A
n
d
M
o
tı
v
a
tı
o
n
Of
T
e
a
c
h
e
r
Ca
n
d
ıd
a
t
e
s
]
,”
El
e
k
tro
n
ik
S
o
sy
a
l
Bi
li
mle
r De
rg
isi
,
v
o
l
/i
s
su
e
:
15
(
5
8
)
,
2
0
1
6
.
[8
]
H.
Ün
sa
l,
“
Ha
r
m
a
n
lan
m
ış
Ö
ğ
re
n
m
e
n
in
Ba
şa
rı
V
e
M
o
ti
v
a
sy
o
n
a
Et
k
isi
[
T
h
e
Ef
f
e
c
t
O
f
Blen
d
e
d
L
e
a
r
n
in
g
On
M
o
ti
v
a
ti
o
n
A
n
d
S
u
c
c
e
ss
]
,”
T
ü
rk
E
ğ
it
im
Bi
li
mle
ri De
rg
isi
,
v
o
l/
issu
e
:
1
0
(
1
),
2
0
1
2
.
[9
]
M.
S
a
rıt
e
p
e
c
i
a
n
d
H.
Yıl
d
ız,
“
Ha
r
m
a
n
lan
m
ış
Ö
ğ
re
n
m
e
Ort
a
m
la
rı
n
ın
Öğ
re
n
c
il
e
rin
De
rse
Ka
tı
lı
m
V
e
De
rse
Ka
rşı
M
o
ti
v
a
sy
o
n
lar
ı
Üz
e
rin
e
Et
k
isin
i
n
İn
c
e
len
m
e
si
[
T
h
e
Ef
f
e
c
t
o
f
Blen
d
e
d
L
e
a
rn
in
g
E
n
v
iro
n
m
e
n
ts
o
n
S
tu
d
e
n
ts'
En
g
a
g
e
m
e
n
t
to
C
o
u
rse
a
n
d
M
o
t
iv
a
ti
o
n
t
o
w
a
rd
th
e
Co
u
rse
]
,”
A
h
i
Evr
a
n
Ü
n
ive
rs
it
e
si
Kırş
e
h
ir
Eğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
,
v
o
l/
issu
e
:
1
5
(
1
),
2
0
1
4
.
[1
0
]
F.
Ba
la
m
a
n
,
“
Bir
De
r
sin
Ha
r
m
a
n
lan
m
ış
Öğ
r
e
n
m
e
Yö
n
tem
i
y
le
İşle
n
m
e
sin
in
Öğ
re
n
c
il
e
rin
A
k
a
d
e
m
i
k
G
ü
d
ü
len
m
e
lerin
e
Et
k
isi
[
T
h
e
Eff
e
c
t
O
f
Tea
c
h
ın
g
A
Co
u
rse
B
y
Us
ın
g
T
h
e
M
e
th
o
d
A
s
Blen
d
e
d
L
e
a
rn
ın
g
Up
o
n
T
h
e
A
c
a
d
e
m
ıc M
o
tı
v
a
tı
o
n
L
e
v
e
ls
O
f
S
tu
d
e
n
ts
]
,”
Uş
a
k
Ün
ive
rs
it
e
si S
o
s
y
a
l
Bi
li
mle
r De
rg
isi
,
v
o
l.
2
5
,
2
0
1
5
.
[1
1
]
K.
T
h
o
rn
e
,
“
Blen
d
e
d
L
e
a
rn
in
g
:
H
o
w
T
o
In
teg
ra
te On
li
n
e
&
T
ra
d
it
io
n
a
l
L
e
a
rn
in
g
,
”
Ko
g
a
n
P
a
g
e
L
i
m
i
ted
,
2
0
0
3
.
[1
2
]
H.
Ça
k
ır,
“
İn
tern
e
t
T
e
m
e
ll
i
Öğ
re
ti
m
Tas
a
rı
m
ı
v
e
Tek
n
o
lo
ji
d
e
Ye
n
i
Yö
n
e
l
im
ler,
İn
tern
e
t
T
e
m
e
ll
i
Öğ
re
n
m
e
[
I
n
tern
e
t
-
Ba
se
d
İn
stru
c
ti
o
n
a
l
De
sig
n
A
n
d
Ne
w
T
r
e
n
d
s
İn
T
e
c
h
n
o
lo
g
y
,
In
tern
e
t
-
Ba
se
d
L
e
a
rn
in
g
]
,”
Ed
.
Ya
lı
n
,
H.
,
A
n
k
a
r
a
,
No
b
e
l
Ya
y
ın
Da
ğ
ıt
ı
m
,
2
0
0
8
.
[1
3
]
N.
Ku
n
d
u
z
a
n
d
N.
S
e
ç
k
e
n
,
“
De
v
e
lo
p
m
e
n
t
A
n
d
A
p
p
li
c
a
ti
o
n
Of
7
E
Lea
rn
ig
M
o
d
e
l
Ba
se
d
Co
m
p
u
te
r
-
A
ss
isted
T
e
a
c
h
in
g
M
a
teria
ls
On
P
re
c
ip
it
a
ti
o
n
T
it
ra
ti
o
n
s
,
”
J
o
u
r
n
a
l
o
f
B
a
lt
ic
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
2
(
6
),
p
p
.
7
8
4
-
7
9
2
,
2
0
1
3
.
[1
4
]
J.
G
a
y
tan
,
“
M
e
a
n
in
g
f
u
l
A
lt
e
rn
a
ti
v
e
S
tu
d
e
n
t
A
s
se
ss
m
e
n
t:
In
n
o
v
a
ti
v
e
A
p
p
ro
a
c
h
e
s
,”
Ge
o
rg
ia
B
u
sin
e
ss
Ed
u
c
a
ti
o
n
Asso
c
ia
ti
o
n
J
o
u
rn
al
,
v
o
l/
issu
e
:
2
0
(1
),
pp.
19
-
2
2
,
2
0
0
2
.
[1
5
]
J.
Ga
y
tan
a
n
d
B.
C.
M
c
Ew
e
n
,
“
E
ff
e
c
ti
v
e
On
li
n
e
In
stru
c
ti
o
n
a
l
a
n
d
A
s
se
ss
m
e
n
t
S
trate
g
ies
,
”
T
h
e
Ame
ric
a
n
J
o
u
r
n
a
l
o
f
Dista
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
2
1
(3
),
pp.
1
1
7
-
1
3
2
,
2
0
0
7
.
[1
6
]
S
.
K.
W
.
Ch
u
,
e
t
a
l.
,
“
Us
in
g
Co
ll
a
b
o
ra
ti
v
e
T
e
a
c
h
in
g
A
n
d
In
q
u
iry
P
r
o
jec
t
-
Ba
se
d
L
e
a
rn
in
g
to
He
lp
P
rim
a
r
y
S
c
h
o
o
l
S
tu
d
e
n
ts
De
v
e
lo
p
I
n
f
o
rm
a
ti
o
n
L
it
e
ra
c
y
A
n
d
In
f
o
rm
a
ti
o
n
S
k
il
l
s
,
”
L
ib
ra
ry
&
In
fo
rm
a
ti
o
n
S
c
ien
c
e
Res
e
a
rc
h
,
v
o
l/
issu
e
:
3
3
(2
),
p
p
.
1
3
2
-
1
4
3
,
2
0
1
1
.
[1
7
]
G
.
J.
H
w
a
n
g
,
e
t
a
l.
,
“
A
n
In
tera
c
ti
v
e
Co
n
c
e
p
t
M
a
p
A
p
p
ro
a
c
h
to
S
u
p
p
o
rti
n
g
M
o
b
i
le
L
e
a
rn
in
g
Ac
ti
v
it
i
e
s
f
o
r
Na
tu
ra
l
S
c
ien
c
e
Co
u
rse
s
,
”
Co
mp
u
ter
s
&
E
d
u
c
a
t
io
n
,
v
o
l/
iss
u
e
:
5
7
(4
)
,
p
p
.
2
2
7
2
-
2
2
8
0
,
2
0
1
1
.
[1
8
]
Y.
A
.
Öz
tü
rk
a
n
d
C.
Ş
a
h
in
,
“
Th
e
Ef
fe
c
ts
o
f
A
lt
e
rn
a
ti
v
e
As
se
s
s
m
e
n
t
A
n
d
Ev
a
lu
a
ti
o
n
M
e
th
o
d
s
o
n
A
c
a
d
e
m
i
c
A
c
h
ie
v
e
m
e
n
t,
P
e
rsiste
n
c
e
o
f
L
e
a
rn
in
g
,
”
S
e
lf
-
Ef
f
ica
c
y
Per
c
e
p
ti
o
n
An
d
At
ti
t
u
d
e
s.
Eğ
it
imd
e
Ku
r
a
m
v
e
Uy
g
u
la
ma
,
v
o
l/
issu
e
:
1
0
(4
),
p
p
.
1
0
2
2
-
1
0
4
6
,
2
0
1
4
.
[1
9
]
S.
P
a
ik
,
e
t
a
l.
,
“
Ko
re
a
n
4
-
T
o
1
1
-
Ye
a
r
-
Old
S
tu
d
e
n
t
C
o
n
c
e
p
t
io
n
s
O
f
He
a
t
A
n
d
T
e
m
p
e
ra
tu
re
,
”
J
o
u
rn
a
l
Of
Res
e
a
rc
h
İn
S
c
ien
c
e
T
e
a
c
h
in
g
,
v
o
l/
issu
e
:
44
(2
),
p
p
.
2
8
4
-
3
0
2
,
2
0
0
7
.
[2
0
]
E.
Ev
re
k
li
,
e
t
a
l.
,
“
F
e
n
ö
ğ
re
ti
m
in
d
e
k
a
v
ra
m
k
a
ri
k
a
tü
rleri
v
e
z
ih
in
h
a
rit
a
ların
ın
b
irl
ik
te
k
u
ll
a
n
ım
ın
ın
e
tk
il
e
ri
ü
z
e
rin
e
b
ir
a
ra
ştırm
a
[
A
Re
se
a
rc
h
o
n
th
e
Ef
f
e
c
ts
o
f
U
sin
g
Co
n
c
e
p
t
Ca
rto
o
n
s
a
n
d
M
in
d
M
a
p
s
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
]
,”
Ne
c
a
ti
b
e
y
Eğ
it
im
Fa
k
ü
lt
e
si E
lek
tro
n
ik F
e
n
v
e
M
a
tem
a
ti
k
Eğ
it
imi
De
rg
isi
,
v
o
l/
issu
e
:
5
(
2
),
p
p
.
2
0
1
1
.
[2
1
]
M.
Uz
o
ğ
lu
a
n
d
F
.
G
ü
rb
ü
z
,
“
F
e
n
V
e
T
e
k
n
o
lo
ji
Öğ
re
tm
e
n
A
d
a
y
l
a
rın
ın
Isı
V
e
S
ıca
k
lı
k
Ko
n
u
su
n
d
a
k
i
Ka
v
ra
m
Ya
n
ıl
g
ıl
a
rın
ın
Be
li
rlen
m
e
sin
d
e
Öğ
re
n
m
e
Am
a
ç
lı
M
e
k
tu
p
Y
a
z
m
a
Ak
ti
v
it
e
sin
in
Ku
ll
a
n
ıl
m
a
sı
[
Us
ın
g
O
f
W
rıt
ın
g
T
o
L
e
a
rn
T
a
s
k
s
In
De
ter
m
ın
a
tı
o
n
M
ısc
o
n
c
e
p
tı
o
n
s
Of
P
r
o
sp
e
c
tı
v
e
S
c
ıen
c
e
A
n
d
T
e
c
n
o
lo
g
y
T
e
a
c
h
e
rs
O
n
S
u
b
jec
t
He
a
t
A
n
d
T
e
m
p
e
ra
tu
re
]
,”
T
h
e
J
o
u
rn
a
l
Of
Aca
d
e
mic
S
o
c
ia
l
S
c
ien
c
e
S
t
u
d
i
e
s
,
v
o
l/
issu
e
:
6
(
4
),
p
p
.
5
0
1
-
5
1
7
,
2
0
1
3
.
[2
2
]
S
.
E.
Na
s
a
n
d
S
.
Çe
p
n
i,
“
Re
h
b
e
r
M
a
ter
y
a
ll
e
rin
Öğ
re
n
c
il
e
rin
Ola
y
l
a
rı
Ne
d
e
n
leri
İle
A
ç
ık
l
a
m
a
ları
Üz
e
r
in
e
Et
k
isi:
M
a
d
d
e
V
e
Isı
Örn
e
ğ
i
[
Ef
f
e
c
ti
v
e
n
e
ss
o
f
th
e
G
u
id
e
M
a
teria
l
o
n
S
tu
d
e
n
ts’
Ex
p
lai
n
in
g
Ev
e
n
ts
w
it
h
R
e
a
so
n
s:
“
M
a
tt
e
r
a
n
d
He
a
t” S
a
m
p
le]
,”
Al
a
n
E
ğ
it
imi
Ara
ştırma
la
rı
De
rg
isi
,
v
o
l/
issu
e
:
2
(1
),
p
p
.
27
-
4
2
,
2
0
1
6
.
[2
3
]
A
.
G
.
Ha
rri
so
n
a
n
d
D.
F
.
T
re
a
g
u
st,
“
M
o
d
e
ll
in
g
in
S
c
ien
c
e
L
e
ss
o
n
s:
A
re
T
h
e
re
Be
tt
e
r
W
a
y
s
T
o
L
e
a
rn
W
it
h
M
o
d
e
ls?
,
”
S
c
h
o
o
l
S
c
ien
c
e
a
n
d
M
a
th
e
ma
t
ics
,
v
o
l/
issu
e
:
9
8
(
8
),
p
p
.
4
20
-
4
2
9
,
1
9
9
8
.
[2
4
]
J.
D.
G
o
b
e
rt
a
n
d
A
.
P
a
ll
a
n
t,
“
F
o
ste
rin
g
S
tu
d
e
n
ts
Ep
istem
o
lo
g
ies
o
f
M
o
d
e
ls
V
ia
A
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5
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I
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s,
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ro
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rs
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stu
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ts:
li
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u
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ter
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io
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5
.
[2
8
]
J.
D.
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ss
e
ll
,
“
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m
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le
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ra
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s
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ss
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l
,
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.
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.
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n
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l
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1
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),
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p.
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0
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.
[2
9
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.
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a
n
,
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e
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tas
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e
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ir
u
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u
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ama
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su
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c
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n
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d
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l
a
n
d
a
sa
m
p
le ap
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li
c
a
ti
o
n
]
,”
P
a
p
e
r
p
re
se
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ted
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t
th
e
X
III.
Ul
u
sa
l
Eğ
it
im
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i
m
leri
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a
lat
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a
,
2
0
0
4
.
[3
0
]
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it
,
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t
a
l.
,
“
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re
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m
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e
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leri
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ı
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c
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T
e
c
h
n
o
l
o
g
y
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n
d
M
a
teria
l
De
sig
n
]
,”
T
ra
b
z
o
n
,
A
k
a
d
e
m
i
Kitab
e
v
i,
2
0
0
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.