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E
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Un
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4
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B
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@
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m
y
1.
I
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RO
D
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I
O
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Pro
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m
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p
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p
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tial
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tech
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f
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[1
-
4]
.
B
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p
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b
asic
r
eq
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Ho
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with
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[
5
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Var
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[
7
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t
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x
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in
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th
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m
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tiv
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wo
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[
8
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p
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t
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s
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o
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p
r
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r
am
m
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[
9
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1
5
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.
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9
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v
atio
n
s
f
o
u
n
d
th
at
th
e
g
r
o
u
p
o
f
s
tu
d
e
n
ts
wh
o
s
tar
ted
lear
n
in
g
p
r
o
g
r
am
m
i
n
g
with
Scr
atch
'
s
v
is
u
al
s
o
f
twar
e
h
av
e
h
ig
h
er
ac
h
iev
em
en
t
a
n
d
m
o
tiv
atio
n
t
h
an
th
e
o
th
er
g
r
o
u
p
.
T
h
e
r
esu
lts
o
f
th
e
q
u
alitativ
e
s
tu
d
y
c
o
n
d
u
cted
b
y
[
10
]
ar
e
also
in
lin
e
with
th
e
ab
o
v
e
o
b
s
er
v
atio
n
s
.
T
h
e
wo
r
k
p
r
o
p
o
s
ed
th
e
u
s
ag
e
o
f
an
i
n
teg
r
ated
m
eth
o
d
o
f
p
r
o
g
r
a
m
m
in
g
lear
n
in
g
u
s
in
g
web
ap
p
licatio
n
s
co
m
b
in
in
g
f
o
r
m
al
teac
h
in
g
in
th
e
class
r
o
o
m
an
d
p
r
ac
ticin
g
u
s
in
g
Scr
atch
s
o
f
twar
e.
A
n
o
th
er
wo
r
k
by
[
11
]
a
n
aly
s
ed
th
e
ef
f
ec
tiv
en
ess
o
f
in
ter
ac
tiv
e
p
r
o
g
r
a
m
m
in
g
s
o
f
twar
e
th
at
en
ab
les
r
ea
l
-
tim
e
f
ee
d
b
ac
k
g
i
v
en
to
s
tu
d
en
ts
wh
en
wr
itin
g
p
r
o
g
r
am
m
es.
Ot
h
er
in
ter
ac
tiv
e
to
o
ls
lik
e
Pen
cil
C
o
d
e
co
llab
o
r
ativ
e
s
o
f
twar
e
[
1
2
]
,
R
eso
u
r
ce
Flo
w
Diag
r
am
(
R
FD)
[
1
3
]
,
Alice
m
icr
o
wo
r
ld
[
1
4
]
,
an
d
v
ir
tu
al
r
ea
lity
[
1
5
]
wer
e
also
u
s
ed
to
p
r
o
m
o
te
in
t
u
itiv
e
lear
n
in
g
.
T
h
e
u
s
e
o
f
th
e
in
ter
ac
tiv
e
f
ee
d
b
ac
k
s
y
s
tem
d
em
o
n
s
tr
ates a
n
im
p
r
o
v
em
en
t
in
o
v
er
all
s
tu
d
en
t a
c
h
i
ev
em
en
t.
T
h
e
u
s
e
o
f
r
o
b
o
tic
s
s
y
s
tem
s
i
n
p
r
o
g
r
am
m
in
g
co
u
r
s
es
h
as
also
s
h
o
wn
th
at
it
ca
n
en
h
a
n
ce
th
e
co
d
in
g
s
k
ill
o
f
s
tu
d
en
ts
an
d
in
cu
lcat
e
co
m
p
u
tatio
n
al
th
in
k
in
g
am
o
n
g
th
em
[
1
6
-
18
]
.
A
r
o
b
o
t
p
latf
o
r
m
wa
s
u
s
ed
in
[
1
9
]
to
in
cr
ea
s
e
th
e
ab
ilit
y
o
f
elec
tr
o
n
ic
en
g
in
ee
r
in
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
to
b
u
ild
al
g
o
r
ith
m
s
.
T
h
e
s
tu
d
en
ts
wer
e
ask
ed
to
b
u
ild
a
lo
w
-
co
s
t
r
o
b
o
t
an
d
u
s
e
C
p
r
o
g
r
am
m
in
g
f
o
r
co
d
i
n
g
th
e
r
o
b
o
t
b
eh
a
v
io
u
r
.
Ass
es
s
m
en
t
o
f
s
tu
d
en
ts
'
m
o
tiv
atio
n
m
ea
s
u
r
ed
u
s
in
g
Keller
’
s
atten
tio
n
,
r
elev
an
ce
,
c
o
n
f
i
d
en
ce
,
an
d
s
atis
f
ac
tio
n
(
AR
SC
)
m
o
d
el
f
o
u
n
d
th
at
th
e
lev
els
o
f
atten
tio
n
,
c
o
n
f
id
e
n
c
e
an
d
s
atis
f
ac
tio
n
o
f
s
tu
d
e
n
ts
’
o
v
e
r
r
id
e
th
at
o
f
a
co
n
tr
o
l
g
r
o
u
p
wh
o
d
id
n
o
t
u
s
e
r
o
b
o
ts
.
Me
an
wh
ile,
a
n
o
n
li
n
e
lab
o
r
ato
r
y
ex
p
er
im
en
t
th
at
in
co
r
p
o
r
ates
L
e
g
o
Min
d
s
to
r
m
s
p
r
o
g
r
a
m
m
in
g
f
o
r
r
o
b
o
t
lear
n
in
g
was
d
ev
elo
p
ed
in
[
2
0
]
.
Fiv
e
ch
allen
g
es
wer
e
g
iv
en
to
th
e
s
tu
d
en
t
s
r
elate
d
to
th
e
co
n
tr
o
l
o
f
r
o
b
o
t
m
o
v
e
m
en
ts
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
7
1
%
o
f
t
h
e
s
tu
d
e
n
ts
ag
r
ee
d
th
at
th
e
u
s
ag
e
o
f
r
o
b
o
t
m
o
d
u
les
e
ases
p
r
o
g
r
am
m
i
n
g
.
A
n
o
th
er
clo
s
er
ap
p
r
o
ac
h
to
r
o
b
o
ti
cs
ap
p
licatio
n
s
in
p
r
o
g
r
a
m
m
in
g
is
ca
lled
g
am
if
i
ca
tio
n
[
21
,
22
].
An
o
th
er
p
r
o
m
is
i
n
g
m
eth
o
d
o
f
lear
n
in
g
is
v
ia
an
e
x
p
er
ien
tia
l
lear
n
in
g
a
p
p
r
o
ac
h
.
T
h
e
Ko
l
b
lear
n
in
g
m
o
d
el
is
a
p
r
o
m
in
e
n
t e
x
p
er
ie
n
tial le
ar
n
in
g
ap
p
r
o
ac
h
.
Ma
n
y
wo
r
k
s
h
av
e
s
h
o
wn
th
at
th
e
Ko
lb
m
o
d
el
is
s
u
itab
le
to
b
e
im
p
lem
en
ted
in
en
g
in
ee
r
in
g
co
u
r
s
es
as
an
alter
n
ativ
e
ap
p
r
o
ac
h
to
s
tu
d
e
n
ts
’
lear
n
in
g
s
ty
le
s
[
2
3
]
.
T
h
e
Ko
lb
m
o
d
el
was
im
p
lem
en
te
d
in
[
2
4
]
to
d
esig
n
lab
o
r
ato
r
y
ac
tiv
ities
o
f
m
ec
h
an
ics
o
f
m
ater
ials
co
u
r
s
e
f
o
r
u
n
d
er
g
r
ad
u
ate
m
ec
h
an
ical
en
g
in
ee
r
in
g
s
tu
d
e
n
ts
.
T
h
e
s
u
r
v
ey
an
aly
s
is
f
o
u
n
d
th
at
th
e
m
eth
o
d
en
c
o
u
r
a
g
es
s
tu
d
en
ts
to
ex
p
er
ien
ce
h
an
d
s
-
o
n
lear
n
in
g
f
o
r
co
m
p
lem
e
n
tin
g
th
eo
r
etica
l
k
n
o
wled
g
e
th
e
y
lear
n
ed
in
class
.
T
h
e
Ko
lb
m
o
d
el
was
ad
o
p
ted
in
[
25
]
to
f
ac
ilit
ate
s
o
cial
co
llab
o
r
a
tio
n
in
m
o
b
ile
cl
o
u
d
-
b
ased
lea
r
n
in
g
am
o
n
g
team
m
em
b
er
s
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
ap
p
r
o
ac
h
ca
n
f
i
ll
th
e
g
ap
o
f
s
o
cio
-
tech
n
ical
m
ec
h
an
is
m
s
to
en
h
an
ce
team
wo
r
k
p
er
f
o
r
m
an
ce
b
y
c
o
n
s
id
er
in
g
lear
n
er
s
’
b
eh
a
v
io
u
r
s
an
d
p
r
e
f
er
r
ed
co
m
p
u
tati
o
n
al
ch
o
ices.
Oth
er
ex
p
er
ien
tial
lear
n
i
n
g
m
eth
o
d
s
th
at
wer
e
p
r
e
v
io
u
s
ly
in
v
esti
g
ated
b
y
r
esear
ch
er
s
ar
e
p
air
p
r
o
g
r
am
m
in
g
[
2
6
]
,
en
g
in
ee
r
in
g
d
esig
n
[
2
7
]
,
g
am
e
r
ea
lis
m
[
2
8
]
,
an
d
q
u
asi
-
ex
p
e
r
im
en
tal
d
esig
n
[
2
9
]
.
T
h
is
wo
r
k
p
r
esen
ts
an
in
teg
r
ated
ap
p
r
o
ac
h
th
at
a
d
o
p
ts
a
r
o
b
o
tics
p
r
o
ject
co
m
b
in
ed
with
th
e
K
o
lb
m
o
d
el
o
f
ex
p
er
ien
tial
lear
n
in
g
ap
p
r
o
ac
h
in
a
p
r
o
g
r
am
m
in
g
co
u
r
s
e
atten
d
ed
b
y
1
1
4
f
ir
s
t
-
y
ea
r
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
o
f
elec
tr
ical
a
n
d
el
ec
tr
o
n
ics
en
g
in
ee
r
in
g
p
r
o
g
r
a
m
m
e
at
th
e
Facu
lty
o
f
E
n
g
in
ee
r
in
g
a
n
d
B
u
ilt
E
n
v
ir
o
n
m
en
t,
Un
iv
er
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia
in
th
e
2
0
1
6
/
2
0
1
7
ac
a
d
em
ic
s
ess
io
n
.
B
y
im
p
lem
en
tin
g
th
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
,
s
tu
d
en
ts
wer
e
g
iv
en
th
e
o
p
p
o
r
tu
n
ity
to
test
th
eir
p
r
o
g
r
a
m
m
in
g
s
k
ill
s
b
y
d
ev
elo
p
in
g
p
r
o
g
r
a
m
m
in
g
c
o
d
es
f
o
r
a
m
icr
o
co
n
tr
o
ller
s
y
s
tem
th
at
is
r
esp
o
n
s
ib
le
f
o
r
r
o
b
o
t
m
o
v
em
en
ts
.
T
h
e
m
icr
o
co
n
tr
o
ller
s
y
s
tem
is
an
i
m
p
o
r
tan
t
ap
p
licatio
n
in
to
d
ay
’
s
au
to
m
atio
n
in
d
u
s
tr
y
.
I
t
is
w
id
ely
u
s
ed
n
o
t
o
n
ly
in
r
o
b
o
t
ic
s
ap
p
licatio
n
s
but
als
o
in
m
o
s
t
m
o
d
er
n
s
m
ar
t e
lectr
o
n
ic
d
ev
ices.
T
h
e
p
r
im
ar
y
c
o
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
is
th
e
m
eth
o
d
u
s
ed
to
im
p
lem
en
t
an
ex
p
e
r
ien
ti
al
lear
n
in
g
ap
p
r
o
ac
h
b
ased
o
n
th
e
Ko
lb
m
o
d
el
in
a
r
o
b
o
tics
p
r
o
g
r
a
m
m
in
g
p
r
o
jec
t.
T
h
e
s
ec
o
n
d
co
n
tr
ib
u
tio
n
is
t
h
e
ev
alu
atio
n
to
m
e
asu
r
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
m
eth
o
d
to
s
tr
en
g
th
en
p
r
o
g
r
am
m
in
g
s
k
ills
am
o
n
g
p
ar
ticip
ated
s
tu
d
en
ts
.
T
h
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
is
d
esig
n
ed
with
th
e
g
o
al
o
f
f
ac
ilit
atin
g
s
tu
d
en
ts
to
tr
an
s
f
er
th
e
th
eo
r
eti
ca
l
k
n
o
wled
g
e
lear
n
e
d
in
class
to
th
e
task
o
f
b
u
ild
in
g
c
o
m
p
u
ter
p
r
o
g
r
am
m
es
f
o
r
r
o
b
o
t
n
av
i
g
atio
n
p
r
o
b
lem
s
.
I
n
t
h
is
p
r
o
ject,
s
tu
d
en
ts
ef
f
ec
tiv
el
y
lear
n
an
d
ex
p
er
ie
n
ce
ex
ter
n
al
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
th
e
ef
f
ec
tiv
en
ess
o
f
b
u
ild
in
g
p
r
o
g
r
am
m
es.
Stu
d
en
ts
ar
e
r
eq
u
ir
e
d
to
m
ak
e
o
b
s
er
v
atio
n
s
v
ia
a
s
e
r
ies
o
f
ex
p
e
r
im
en
ts
an
d
im
p
r
o
v
e
th
ei
r
p
r
o
g
r
am
m
e
s
co
n
tin
u
o
u
s
ly
th
r
o
u
g
h
o
u
t th
e
p
r
o
ject.
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
S
tr
en
g
th
en
in
g
p
r
o
g
r
a
mmin
g
s
kills
a
mo
n
g
en
g
in
ee
r
in
g
s
tu
d
e
n
ts
th
r
o
u
g
h
…
(
Mo
h
d
F
a
is
a
l I
b
r
a
h
im
)
941
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
ex
p
er
ien
tial le
ar
n
i
n
g
ap
p
r
o
ac
h
ad
o
p
ted
in
th
i
s
wo
r
k
is
b
ased
o
n
th
e
Ko
lb
m
o
d
el
[
3
0
]
.
T
h
e
m
o
d
el
s
tates th
at
ex
p
er
ien
t
ial
lear
n
in
g
h
as f
o
u
r
s
tag
es in
o
n
e
lear
n
i
n
g
cy
cle
th
at
ar
e
1
)
E
x
p
e
r
im
e
n
t
,
2
)
E
x
p
er
ien
ce
,
3
)
R
ef
lect,
an
d
4
)
C
o
n
ce
p
tu
alis
e.
I
n
ac
co
r
d
an
ce
with
t
h
e
Ko
lb
m
o
d
el,
s
tu
d
en
ts
ca
n
b
eg
in
th
eir
lear
n
in
g
ex
p
er
ien
ce
at
an
y
s
tag
e
b
u
t
s
h
o
u
ld
f
o
llo
w
th
e
f
o
u
r
s
tag
e
s
in
s
e
q
u
en
ce
.
I
n
th
e
f
ir
s
t
s
tag
e,
ca
lled
a
ctiv
e
ex
p
er
im
en
tatio
n
,
s
tu
d
e
n
ts
d
ev
elo
p
o
r
c
h
o
o
s
e
th
eir
e
x
p
er
im
e
n
ts
o
n
th
e
b
asis
o
f
th
eir
p
r
e
-
e
x
is
tin
g
ex
p
er
ien
c
e
o
r
th
eo
r
etica
l
k
n
o
wled
g
e.
T
h
e
s
e
co
n
d
s
tag
e,
r
e
f
er
r
e
d
to
as
c
o
n
c
r
ete
ex
p
e
r
ien
ce
,
s
tu
d
en
ts
ac
q
u
ir
e
n
ew
ex
p
er
ie
n
ce
f
r
o
m
th
eir
ex
p
e
r
im
en
ts
co
n
d
u
cted
in
th
e
p
r
ec
ed
in
g
s
tag
e.
On
th
e
b
asis
o
f
th
is
ex
p
e
r
ien
c
e,
in
th
e
th
ir
d
s
tag
e
(
r
ef
lectiv
e
o
b
s
er
v
atio
n
)
,
s
tu
d
e
n
ts
o
b
s
er
v
e
to
f
in
d
r
elatio
n
s
h
i
p
s
b
etwe
en
th
eir
n
ew
ex
p
er
ie
n
ce
an
d
th
e
o
r
etica
l
k
n
o
wled
g
e
o
r
c
o
n
ce
p
ts
.
Fin
all
y
,
in
th
e
ab
s
tr
ac
t
co
n
ce
p
tu
alis
atio
n
s
tag
e,
th
e
s
tu
d
e
n
ts
b
u
ild
a
n
ew
o
r
u
p
d
ated
co
n
ce
p
t
o
n
th
e
b
asis
o
f
th
eir
r
ef
lectio
n
s
in
th
e
th
ir
d
s
tag
e.
Usi
n
g
th
ese
f
o
u
r
s
tag
es,
s
tu
d
en
ts
ca
n
r
ep
ea
t
th
e
cy
cle
s
ev
er
al
tim
es
to
ac
h
iev
e
an
y
g
iv
en
lear
n
in
g
o
b
jectiv
e(
s
)
.
T
h
i
s
m
o
d
el
is
u
s
ef
u
l
in
ac
h
iev
in
g
co
m
p
lex
lear
n
in
g
o
b
jectiv
es b
y
b
r
ea
k
in
g
d
o
wn
ea
c
h
o
b
jectiv
e
in
to
a
s
er
ies o
f
ea
s
y
s
u
b
-
o
b
jectiv
es.
A
r
o
b
o
tics
p
r
o
g
r
am
m
in
g
p
r
o
ject
was
co
n
d
u
cted
to
test
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
Ko
lb
m
o
d
el
ap
p
r
o
ac
h
.
T
h
e
p
r
o
ject
r
eq
u
ir
e
s
th
e
s
tu
d
en
ts
to
b
u
ild
co
m
p
u
ter
p
r
o
g
r
am
m
es
f
o
r
th
e
n
a
v
i
g
atio
n
o
f
a
m
o
b
ile
r
o
b
o
t.
I
t
was
ex
ec
u
ted
f
o
r
t
h
r
ee
wee
k
s
with
a
3
-
h
o
u
r
s
co
n
tact
s
ess
io
n
p
er
wee
k
.
Fi
g
u
r
e
1
illu
s
tr
ates
a
s
u
m
m
ar
y
o
f
th
e
co
n
d
u
cte
d
s
ess
io
n
s
.
T
h
e
p
r
o
ject
s
tar
ted
wi
th
a
b
r
ief
in
g
s
ess
io
n
o
n
r
o
b
o
t
ics
n
av
ig
atio
n
an
d
m
icr
o
co
n
tr
o
ller
-
b
ased
m
o
b
ile
r
o
b
o
t.
Stu
d
en
ts
wer
e
d
iv
i
d
ed
in
to
g
r
o
u
p
s
with
th
e
m
ax
im
u
m
g
r
o
u
p
’
s
s
ize
o
f
f
iv
e.
Nex
t,
f
o
u
r
co
n
tact
s
ess
i
o
n
s
wer
e
c
o
n
d
u
cted
th
r
o
u
g
h
o
u
t
th
e
p
r
o
ject.
E
ac
h
co
n
tact
s
ess
io
n
to
o
k
1
o
r
2
h
o
u
r
s
o
f
lear
n
in
g
tim
e.
I
n
t
h
is
s
ess
io
n
,
s
tu
d
en
ts
d
ev
elo
p
ed
r
o
b
o
tics
n
av
ig
atio
n
p
r
o
g
r
am
m
es
g
r
ad
u
ally
f
r
o
m
a
s
im
p
le
p
r
o
g
r
am
m
e
to
a
co
m
p
l
ex
an
d
co
m
p
lete
n
a
v
ig
atio
n
p
r
o
g
r
am
m
e.
Af
ter
f
i
n
is
h
in
g
th
e
p
r
o
g
r
a
m
m
in
g
task
,
all
g
r
o
u
p
s
co
m
p
eted
in
a
r
o
b
o
t
co
m
p
etitio
n
h
o
s
ted
b
y
th
e
Dep
ar
tm
en
t
o
f
E
l
ec
tr
ical,
E
le
ctr
o
n
ic
an
d
Sy
s
tem
s
E
n
g
in
ee
r
in
g
(
J
KE
E
S)
UKM
an
d
its
s
tu
d
en
t
clu
b
I
NVE
B
OT
.
T
h
e
aim
o
f
th
e
co
m
p
etitio
n
,
wh
ich
is
n
am
ed
as
Ma
ze
R
u
n
n
er
R
o
b
o
t
C
o
m
p
etit
io
n
,
is
to
n
av
ig
ate
a
m
o
b
ile
r
o
b
o
t
au
to
n
o
m
o
u
s
ly
th
r
o
u
g
h
o
u
t a
g
iv
en
co
u
r
s
e
o
n
a
m
az
e
f
r
o
m
a
s
tar
ti
n
g
lo
ca
tio
n
to
a
d
esti
n
atio
n
lo
ca
tio
n
.
T
h
e
co
m
p
etitio
n
h
as
f
o
u
r
r
o
u
n
d
s
,
wh
er
e
ea
ch
r
o
u
n
d
h
as
a
d
if
f
er
en
t
co
u
r
s
e
s
etu
p
.
T
h
e
f
o
r
m
at
o
f
th
e
co
m
p
etitio
n
is
a
k
n
o
ck
-
o
u
t
s
y
s
tem
.
I
n
ev
er
y
s
tag
e,
ea
ch
g
r
o
u
p
u
p
lo
ad
e
d
th
eir
p
r
o
g
r
am
m
es
i
n
to
th
e
r
o
b
o
t’
s
m
icr
o
co
n
t
r
o
ll
e
r
an
d
r
an
th
e
r
o
b
o
t
in
th
e
m
az
e.
T
h
e
n
av
ig
atio
n
tim
e
o
f
th
e
r
o
b
o
t
was
r
ec
o
r
d
e
d
b
y
th
e
ju
d
g
e.
T
h
e
f
aster
th
e
r
o
b
o
t
g
o
es
with
o
u
t
a
n
y
co
llis
io
n
,
th
e
h
ig
h
er
t
h
e
ch
an
ce
s
to
win
th
e
g
am
e.
T
h
e
im
p
lem
en
tatio
n
o
f
th
e
K
o
lb
m
o
d
el
in
th
e
r
o
b
o
tics
p
r
o
g
r
am
m
in
g
p
r
o
ject
is
s
h
o
wn
i
n
Fig
u
r
e
2
.
Fo
u
r
Ko
lb
m
o
d
el
cy
cles
wer
e
co
n
d
u
cte
d
d
u
r
in
g
th
e
c
o
m
p
letio
n
o
f
th
e
r
o
b
o
tics
p
r
o
g
r
a
m
m
in
g
task
s
.
E
ac
h
co
n
tact
s
ess
io
n
in
Fig
u
r
e
1
r
ep
r
esen
ts
o
n
e
cy
cle
o
f
Ko
lb
m
o
d
e
l
im
p
lem
en
tatio
n
.
I
n
ea
ch
cy
cle,
th
e
f
o
u
r
s
tag
es
o
f
ac
tiv
e
ex
p
e
r
im
en
tatio
n
,
c
o
n
cr
ete
ex
p
er
ie
n
ce
,
r
ef
lectiv
e
o
b
s
er
v
atio
n
a
n
d
ab
s
tr
ac
t
co
n
ce
p
tu
alis
atio
n
wer
e
g
o
n
e
th
r
o
u
g
h
.
Fig
u
r
e
1
.
C
o
n
tact
s
ess
io
n
s
f
o
r
th
e
r
o
b
o
tic
s
p
r
o
g
r
am
m
in
g
p
r
o
j
ec
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
3
9
-
9
4
6
942
Fig
u
r
e
2
.
T
h
e
c
o
m
p
lete
p
r
o
ce
s
s
o
f
th
e
r
o
b
o
tic
s
p
r
o
g
r
am
m
i
n
g
p
r
o
ject
i
n
v
o
lv
in
g
f
o
u
r
Ko
lb
m
o
d
el
cy
cles
B
ef
o
r
e
s
tar
tin
g
th
e
p
r
o
ject,
s
tu
d
en
ts
wer
e
tau
g
h
t
o
n
t
h
e
co
n
ce
p
t
o
f
p
r
o
g
r
am
m
in
g
lan
g
u
ag
e
v
ia
lectu
r
e
an
d
tu
to
r
ial
s
ess
io
n
s
s
p
an
n
i
n
g
1
1
wee
k
s
.
W
ith
th
e
t
h
eo
r
etica
l
co
n
ce
p
ts
th
ey
h
av
e
lear
n
ed
an
d
a
b
r
ief
in
tr
o
d
u
ctio
n
to
th
e
r
o
b
o
tics
s
y
s
tem
,
s
tu
d
en
ts
s
tar
ted
th
e
f
ir
s
t
s
ess
io
n
(
cy
cle
1
)
with
th
e
ac
ti
v
e
ex
p
er
im
e
n
tatio
n
s
tag
e
o
f
th
e
Ko
lb
m
o
d
el.
At
t
h
is
s
tag
e,
s
tu
d
en
ts
ex
ec
u
ted
a
n
ex
p
e
r
im
e
n
t
th
at
was
d
esig
n
ed
f
o
r
th
em
.
I
n
th
is
ex
p
er
im
en
t,
th
ey
attem
p
ted
t
o
p
r
o
g
r
a
m
m
e
a
m
icr
o
co
n
tr
o
ller
ca
lled
Ar
d
u
in
o
Un
o
f
o
r
th
e
f
ir
s
t
tim
e.
T
h
e
ex
p
er
im
en
t
o
b
jectiv
e
is
to
o
b
t
ain
th
e
r
ea
d
in
g
o
f
u
ltra
s
o
n
ic
d
is
tan
ce
s
en
s
o
r
s
an
d
to
co
n
tr
o
l
th
e
r
o
b
o
t’
s
wh
ee
ls
s
p
ee
d
v
ia
th
e
m
icr
o
co
n
tr
o
ller
.
On
ce
th
e
p
r
o
g
r
am
m
e
was
r
ea
d
y
,
s
tu
d
en
ts
u
p
lo
a
d
ed
it
in
to
t
h
e
m
icr
o
co
n
tr
o
ller
,
tu
r
n
ed
o
n
th
e
r
o
b
o
t
h
ar
d
war
e
an
d
o
b
s
er
v
e
d
th
e
r
esp
o
n
s
e
f
r
o
m
s
en
s
o
r
s
an
d
wh
ee
l
m
o
to
r
s
.
T
h
ese
ac
tio
n
s
wer
e
d
o
n
e
at
th
e
c
o
n
cr
ete
ex
p
er
ien
ce
s
tag
e.
Nex
t,
at
th
e
r
ef
lectiv
e
o
b
s
er
v
atio
n
s
tag
e,
s
tu
d
e
n
ts
co
m
p
ar
ed
th
e
r
esu
lt
b
etwe
en
th
e
ex
p
e
cted
r
esp
o
n
s
e
o
n
th
e
b
asis
o
f
th
eir
k
n
o
wle
d
g
e
wh
e
n
b
u
ild
in
g
th
e
p
r
o
g
r
a
m
m
e
an
d
th
e
ac
tu
al
r
esp
o
n
s
e
f
r
o
m
th
e
h
a
r
d
war
e.
I
f
b
o
t
h
r
esp
o
n
s
es
ar
e
n
o
t
s
im
ilar
,
th
en
th
e
s
tu
d
en
t
m
ay
s
y
s
t
em
atica
lly
f
in
d
th
e
ca
u
s
e,
co
r
r
ec
t
th
e
p
r
o
g
r
am
m
e
an
d
test
th
e
h
ar
d
war
e
ag
ain
u
n
til
th
e
in
ten
d
e
d
r
esp
o
n
s
e
is
ac
h
iev
ed
.
Fin
ally
,
b
ef
o
r
e
f
in
is
h
in
g
th
e
f
ir
s
t
s
ess
io
n
,
s
tu
d
e
n
ts
co
m
p
leted
th
e
ab
s
tr
ac
t
co
n
ce
p
tu
alis
atio
n
s
tag
e.
Stu
d
en
ts
an
aly
s
ed
th
e
r
esp
o
n
s
e
d
ata
an
d
u
p
d
ated
th
e
p
r
elim
in
ar
y
co
n
ce
p
t
b
y
c
o
n
s
id
er
in
g
f
ac
to
r
s
s
u
ch
as
s
en
s
o
r
n
o
is
e
an
d
wh
ee
l
alig
n
m
en
t in
r
ea
l
-
wo
r
ld
a
p
p
lic
atio
n
s
.
I
n
th
e
s
ec
o
n
d
s
ess
io
n
(
cy
cle
2
)
,
s
tu
d
en
ts
wer
e
g
iv
en
an
o
p
p
o
r
tu
n
ity
to
b
u
ild
th
eir
o
wn
e
x
p
er
im
en
ts
.
I
n
th
is
o
p
e
n
-
en
d
ed
e
x
p
er
im
e
n
t,
s
tu
d
en
ts
b
u
ilt
a
s
im
p
le
r
o
b
o
tics
n
av
ig
atio
n
p
r
o
g
r
am
m
e
th
at
co
n
tr
o
ls
th
e
r
o
b
o
t’
s
wh
ee
ls
m
o
v
em
en
t
b
as
ed
o
n
th
e
f
ee
d
b
ac
k
o
f
s
en
s
o
r
r
ea
d
in
g
o
f
o
n
e
u
ltra
s
o
n
ic
s
en
s
o
r
lo
ca
ted
eith
er
o
n
th
e
lef
t o
r
t
h
e
r
i
g
h
t
s
id
e
o
f
th
e
r
o
b
o
t.
T
h
e
p
r
o
g
r
am
m
e
m
u
s
t
b
e
ab
le
to
ch
a
n
g
e
th
e
d
ir
ec
tio
n
o
f
r
o
b
o
t
m
o
v
em
en
t
s
u
ch
th
at
th
e
p
ar
allel
d
is
tan
c
e
b
etwe
en
th
e
r
o
b
o
t
an
d
th
e
s
id
ewa
ll
is
m
ain
tain
ed
at
a
ce
r
tain
v
alu
e.
T
h
e
p
r
o
g
r
a
m
m
e
is
also
k
n
o
wn
as
t
h
e
wall
-
f
o
llo
wer
alg
o
r
ith
m
.
T
o
p
r
o
d
u
ce
s
u
ch
a
p
r
o
g
r
am
m
e,
s
tu
d
en
ts
m
u
s
t
u
s
e
th
e
n
ew
c
o
n
c
ep
ts
t
h
ey
o
b
tain
e
d
in
cy
cle
1
to
p
lan
an
ex
p
er
i
m
en
t.
T
h
u
s
,
th
e
s
tu
d
en
ts
s
tar
te
d
th
is
cy
cle
with
an
ac
tiv
e
ex
p
er
im
en
tatio
n
s
tag
e
a
s
in
s
e
s
s
io
n
1
.
Ho
wev
er
,
th
is
t
im
e
ea
ch
g
r
o
u
p
m
ay
h
av
e
d
i
f
f
er
en
t
ex
p
er
im
e
n
tal
p
r
o
ce
d
u
r
es
d
ep
e
n
d
in
g
o
n
th
eir
ex
p
er
im
en
t’
s
p
la
n
.
Ag
ain
,
all
o
th
er
s
tag
es
in
th
e
Ko
lb
m
o
d
e
l
wer
e
f
o
llo
wed
i
n
s
eq
u
en
ce
.
An
ex
a
m
p
le
o
f
c
o
m
m
o
n
o
b
s
er
v
atio
n
am
o
n
g
s
tu
d
en
ts
in
th
is
cy
cle
is
th
e
li
m
itatio
n
o
f
s
en
s
o
r
r
ea
d
in
g
o
n
a
ce
r
tain
an
g
le
r
e
lativ
e
to
th
e
s
id
ewa
ll.
I
n
itiall
y
,
s
tu
d
en
ts
ass
u
m
e
th
e
s
en
s
o
r
will
g
iv
e
co
r
r
ec
t
d
is
tan
ce
r
ea
d
in
g
s
r
eg
ar
d
less
o
f
th
e
an
g
le
o
f
r
ef
lectio
n
b
etw
ee
n
th
e
s
en
s
o
r
an
d
th
e
wall.
Ho
wev
er
,
d
u
r
i
n
g
th
e
ex
p
er
im
en
t,
s
tu
d
e
n
ts
ca
n
o
b
s
er
v
e
th
at
th
e
d
is
tan
ce
r
ea
d
in
g
f
r
o
m
th
e
s
en
s
o
r
is
in
co
r
r
ec
t
w
h
en
th
e
r
o
b
o
t
an
g
le
r
elativ
e
to
th
e
wall
in
cr
e
as
es.
T
h
er
ef
o
r
e,
o
n
th
e
b
asis
o
f
th
is
o
b
s
er
v
atio
n
,
s
tu
d
en
ts
r
ed
esig
n
ed
th
eir
p
r
o
g
r
a
m
m
e.
I
n
th
is
m
a
n
n
er
,
t
h
e
wh
ee
ls
’
m
o
t
o
r
s
ac
t
r
ap
i
d
ly
to
en
s
u
r
e
t
h
at
th
e
r
o
b
o
t
is
alwa
y
s
in
a
v
alid
an
g
le
r
elativ
e
to
th
e
wall.
T
h
e
Ko
lb
m
o
d
el
c
y
cles
co
n
tin
u
ed
in
s
ess
io
n
3
an
d
4
.
T
h
e
ta
s
k
in
th
e
later
s
ess
io
n
is
m
o
r
e
co
m
p
le
x
th
an
th
at
in
th
e
p
r
ec
e
d
in
g
s
ess
io
n
.
E
ac
h
s
ess
io
n
also
r
eq
u
ir
ed
in
p
u
ts
f
r
o
m
t
h
e
p
r
ev
i
o
u
s
s
ess
io
n
(
s
)
.
Ses
s
io
n
4
was
th
e
last
cy
cle,
wh
er
e
th
e
o
b
jectiv
e
is
to
b
u
ild
a
co
m
p
le
te
r
o
b
o
t
n
av
i
g
atio
n
p
r
o
g
r
a
m
m
e
f
o
r
v
ar
io
u
s
m
az
e
co
u
r
s
es
an
d
m
u
ltip
le
s
en
s
o
r
s
.
T
h
e
p
r
o
g
r
a
m
m
e
f
r
o
m
th
is
f
i
n
al
s
ess
io
n
was
u
s
ed
b
y
th
e
s
tu
d
en
ts
in
a
m
az
e
r
u
n
n
er
r
o
b
o
t c
o
m
p
etitio
n
.
Fin
a
lly
,
all
ex
p
er
ien
ce
s
an
d
n
ew
c
o
n
ce
p
ts
lear
n
ed
b
y
th
e
s
tu
d
en
t
s
wer
e
d
o
cu
m
en
te
d
b
y
th
e
m
.
T
h
e
d
o
cu
m
en
ts
we
r
e
u
s
ed
as
ev
id
e
n
ce
f
o
r
ass
ess
in
g
th
e
ab
ilit
y
o
f
th
e
s
tu
d
e
n
ts
to
p
e
r
f
o
r
m
t
h
e
r
o
b
o
tics
p
r
o
g
r
am
m
in
g
p
r
o
ject
u
s
in
g
Ko
lb
’
s
e
x
p
er
ien
tial
lea
r
n
in
g
a
p
p
r
o
ac
h
.
T
h
e
d
o
cu
m
e
n
ts
co
n
s
is
t
o
f
:
1
)
a
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
S
tr
en
g
th
en
in
g
p
r
o
g
r
a
mmin
g
s
kills
a
mo
n
g
en
g
in
ee
r
in
g
s
tu
d
e
n
ts
th
r
o
u
g
h
…
(
Mo
h
d
F
a
is
a
l I
b
r
a
h
im
)
943
tech
n
ical
r
ep
o
r
t
o
n
th
e
d
escr
ip
tio
n
o
f
th
e
p
r
o
g
r
am
m
e
b
ein
g
b
u
ilt
;
2
)
a
cr
ea
tiv
e
v
i
d
eo
d
escr
ib
in
g
th
e
r
o
b
o
t
a
n
d
th
e
ex
p
er
ien
ce
o
f
b
u
ild
in
g
th
e
r
o
b
o
t
p
r
o
g
r
am
m
es
;
an
d
3
)
a
s
elf
-
ass
es
s
m
en
t
f
o
r
m
allo
win
g
s
tu
d
en
ts
to
ass
e
s
s
th
eir
s
k
ills
an
d
team
wo
r
k
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
d
is
cu
s
s
es
th
e
f
in
d
in
g
s
o
n
th
e
d
esig
n
ated
r
esear
c
h
q
u
est
io
n
“
Ho
w
d
o
es
Ko
l
b
e
x
p
er
ien
tial
lear
n
in
g
ap
p
r
o
ac
h
im
p
lem
e
n
ted
in
th
e
r
o
b
o
tic
s
p
r
o
g
r
am
m
in
g
p
r
o
ject
af
f
ec
t
s
tu
d
en
ts
’
p
r
o
g
r
am
m
in
g
s
k
ill
s
?
”
Qu
an
titativ
e
d
ata
o
f
th
e
c
o
u
r
s
e
wer
e
g
ath
e
r
ed
to
a
n
aly
s
e
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
p
r
o
je
ct
in
s
tr
en
g
th
en
in
g
s
tu
d
en
ts
’
p
r
o
g
r
a
m
m
in
g
s
k
ills
.
T
h
e
p
r
im
ar
y
d
ata
u
s
ed
f
o
r
t
h
e
an
aly
s
is
ar
e
th
e
p
r
o
ject
m
ar
k
s
,
m
id
-
s
em
ester
ex
am
in
atio
n
m
a
r
k
s
an
d
f
i
n
al
ex
am
in
atio
n
m
a
r
k
s
.
T
h
e
p
r
o
j
ec
t
m
ar
k
s
co
n
s
is
t
o
f
a
f
ew
ass
ess
m
en
ts
,
n
am
ely
,
tech
n
ical
r
ep
o
r
t
(
5
0
%),
v
id
e
o
p
r
esen
tatio
n
(
3
0
%),
s
tu
d
e
n
ts
’
c
o
m
m
itm
en
t
(
1
0
%),
an
d
co
m
p
etitio
n
r
esu
lt
(
1
0
%).
Mid
-
s
em
ester
ex
am
i
n
a
tio
n
an
d
f
in
al
e
x
am
in
atio
n
co
n
tain
two
m
ajo
r
p
ar
ts
in
p
r
in
cip
le.
T
h
e
f
ir
s
t p
ar
t
is
a
s
et
o
f
q
u
esti
o
n
s
ass
ess
in
g
th
e
b
asic
k
n
o
wled
g
e
o
f
p
r
o
g
r
a
m
m
in
g
(
5
0
%),
wh
er
ea
s
th
e
s
ec
o
n
d
p
ar
t
is
an
o
t
h
er
s
et
o
f
q
u
esti
o
n
s
r
elate
d
to
t
h
e
ap
p
licatio
n
o
f
p
r
o
g
r
am
m
in
g
in
s
o
lv
in
g
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
(
5
0
%).
T
h
e
m
id
-
s
em
ester
ex
am
in
atio
n
h
ad
b
e
en
co
n
d
u
cted
b
ef
o
r
e
th
e
p
r
o
j
ec
t
ex
ec
u
tio
n
.
Me
an
wh
ile,
th
e
f
in
al
ex
am
in
atio
n
was
o
r
g
an
is
ed
af
ter
th
e
p
r
o
jec
t
h
ad
b
ee
n
co
m
p
let
ed
.
I
n
th
is
an
aly
s
is
,
th
e
m
id
-
s
em
ester
ex
am
in
atio
n
an
d
f
i
n
al
ex
am
in
atio
n
r
e
p
r
esen
t th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
m
ar
k
s
,
r
esp
e
ctiv
ely
.
T
o
m
ea
s
u
r
e
th
e
d
eg
r
ee
o
f
e
f
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
,
two
g
r
o
u
p
s
o
f
s
tu
d
en
ts
ar
e
co
m
p
ar
ed
.
T
h
e
f
ir
s
t
g
r
o
u
p
is
an
ex
p
e
r
im
en
tal
g
r
o
u
p
,
t
h
at
i
s
,
th
e
s
tu
d
en
ts
’
c
o
h
o
r
t
wh
o
u
n
d
er
wen
t
t
h
e
Ko
lb
m
o
d
el
-
b
ased
r
o
b
o
tics
p
r
o
g
r
a
m
m
in
g
p
r
o
ject.
T
h
e
s
ec
o
n
d
g
r
o
u
p
is
a
co
n
tr
o
l
g
r
o
u
p
,
th
at
i
s
,
th
e
p
ast
s
tu
d
en
ts
’
co
h
o
r
t
wh
o
d
id
n
o
t
ex
p
er
ien
c
e
th
e
Ko
lb
m
o
d
el
-
b
ased
p
r
o
je
ct.
T
h
e
n
u
m
b
e
r
s
o
f
s
tu
d
en
ts
f
o
r
th
e
ex
p
er
im
e
n
tal
an
d
co
n
t
r
o
l
g
r
o
u
p
s
ar
e
1
1
4
an
d
9
1
,
r
esp
ec
tiv
ely
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
p
er
f
o
r
m
e
d
a
co
n
v
en
ti
o
n
al
p
r
o
b
lem
-
b
ased
lear
n
in
g
p
r
o
ject.
Gr
o
u
p
s
’
m
e
m
b
er
s
an
d
p
r
o
ject
titl
es
wer
e
p
r
e
-
d
eter
m
i
n
ed
b
y
th
e
lectu
r
e
r
.
T
h
e
ex
ec
u
tio
n
o
f
th
e
p
r
o
ject
is
m
ain
ly
d
e
p
en
d
i
n
g
o
n
a
n
u
n
g
u
id
ed
ap
p
r
o
ac
h
as
lo
n
g
as
th
e
s
tu
d
e
n
ts
ca
n
s
u
b
m
it
a
ll
r
eq
u
ir
e
d
o
u
tp
u
t in
cl
u
d
in
g
s
am
p
le
p
r
o
g
r
am
m
es,
p
ee
r
r
e
v
iew
an
d
p
r
esen
tatio
n
s
lid
es.
3
.
1
.
Ana
ly
s
is
o
f
pre
-
t
est
a
nd
po
s
t
-
t
est
m
a
r
k
s
Pre
-
test
an
d
p
o
s
t
-
test
m
ar
k
s
o
f
b
o
th
g
r
o
u
p
s
ar
e
u
s
ed
to
o
b
s
er
v
e
an
y
s
ig
n
if
ican
t
d
if
f
er
e
n
c
es
in
ter
m
s
o
f
th
e
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
e
n
ts
in
p
r
o
g
r
a
m
m
in
g
co
u
r
s
e.
T
h
e
r
esu
lt
in
d
icate
s
t
h
e
im
p
r
o
v
em
en
t
o
f
s
tu
d
en
ts
’
ab
ilit
y
to
im
p
lem
en
t
p
r
o
g
r
am
m
in
g
s
k
ills
in
s
o
lv
in
g
p
r
o
b
lem
s
.
T
ab
le
1
s
h
o
ws
th
e
m
ea
n
o
f
p
r
e
-
test
m
ar
k
s
an
d
p
o
s
t
-
test
m
ar
k
s
f
o
r
b
o
th
g
r
o
u
p
s
.
T
h
e
d
ata
r
e
v
e
aled
th
at
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
h
as
a
m
ea
n
o
f
5
1
.
1
%
an
d
4
8
.
4
%
f
o
r
p
r
e
-
test
m
ar
k
s
an
d
p
o
s
t
-
test
m
ar
k
s
,
r
esp
ec
tiv
ely
.
T
h
u
s
,
th
e
m
ea
n
g
ain
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
is
−2
.
7
%.
T
h
e
d
ec
r
ea
s
e
in
th
e
m
ea
n
s
co
r
e
is
ex
p
ec
t
ed
,
g
i
v
en
t
h
at
th
e
co
g
n
itiv
e
le
v
el
o
f
q
u
esti
o
n
s
f
o
r
th
e
f
in
al
ex
am
i
n
atio
n
is
ty
p
ic
ally
h
ig
h
er
th
an
th
at
f
o
r
th
e
m
id
-
s
em
ester
ex
am
in
atio
n
.
Fo
r
co
m
p
ar
is
o
n
,
t
h
e
m
ea
n
o
f
p
r
e
-
test
m
ar
k
s
a
n
d
p
o
s
t
-
test
m
ar
k
s
o
f
th
e
c
o
n
tr
o
l
g
r
o
u
p
ar
e
5
2
.
6
%
an
d
3
4
.
1
%,
r
esp
ec
tiv
ely
,
g
i
v
in
g
th
e
to
tal
m
ea
n
g
ain
o
f
a
p
p
r
o
x
im
ately
−1
8
.
5
%.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
im
p
lem
en
tatio
n
o
f
th
e
Ko
lb
m
o
d
el
-
b
ased
p
r
o
ject
im
p
r
o
v
es
s
tu
d
e
n
ts
’
p
r
o
g
r
am
m
in
g
s
k
ills
m
ea
s
u
r
ed
v
ia
th
eir
f
o
r
m
ativ
e
ass
ess
m
en
t
m
ar
k
s
with
8
5
.
4
% o
f
th
e
m
ea
n
g
ain
.
T
ab
le
1
.
Me
an
s
o
f
p
r
etest (
m
i
d
-
s
em
ester
ex
am
m
ar
k
s
)
an
d
p
o
s
t
-
test
(
f
in
al
ex
a
m
m
ar
k
s
)
G
r
o
u
p
S
a
mp
l
e
s
Pre
-
t
e
st
me
a
n
P
o
st
-
t
e
st
me
a
n
M
e
a
n
g
a
i
n
Ex
p
e
r
i
m
e
n
t
a
l
1
1
4
5
1
.
1
%
4
8
.
4
%
−
2
.
7
%
C
o
n
t
r
o
l
91
5
2
.
6
%
3
4
.
1
%
−
1
8
.
5
%
T
o
v
er
if
y
th
e
r
esu
lts
,
th
e
f
o
llo
win
g
n
u
ll h
y
p
o
th
esis
,
H
o
is
tes
ted
:
H
o
:
No
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
is
f
o
u
n
d
b
etwe
en
th
e
m
ea
n
p
e
r
f
o
r
m
a
n
ce
m
ar
k
s
o
f
t
h
e
s
tu
d
e
n
ts
wh
o
u
n
d
er
wen
t
th
e
Ko
lb
m
o
d
el
-
b
ased
p
r
o
ject
(
ex
p
er
im
en
tal
g
r
o
u
p
)
an
d
th
e
s
tu
d
en
ts
wh
o
u
n
d
er
wen
t
p
r
o
g
r
am
m
in
g
p
r
o
ject
with
o
u
t K
o
lb
m
o
d
el
im
p
lem
e
n
tatio
n
(
co
n
tr
o
l g
r
o
u
p
)
.
T
o
test
th
e
h
y
p
o
th
esis
,
th
e
s
tatis
tical
d
ata
o
f
m
i
d
-
s
em
ester
ex
am
m
ar
k
s
an
d
f
in
al
ex
am
m
ar
k
s
f
o
r
b
o
th
g
r
o
u
p
s
ar
e
an
aly
s
ed
with
u
n
p
ai
r
ed
s
tu
d
en
t’
s
T
-
test
an
a
ly
s
is
.
T
ab
le
2
a
n
d
T
ab
le
3
tab
u
late
th
e
r
esu
lts
o
f
th
e
an
aly
s
is
.
T
ab
le
2
p
r
o
v
es
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
m
id
-
s
em
ester
ex
am
m
ar
k
s
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
(
M:
5
1
.
1
3
9
,
SD:
1
6
.
6
7
8
)
an
d
th
e
c
o
n
t
r
o
l
g
r
o
u
p
(
M:
5
2
.
5
9
9
,
SD:
1
6
.
5
4
0
)
with
p
-
v
al
u
e
0
.
5
3
2
6
.
T
h
is
r
esu
lt
s
h
o
ws
th
a
t
b
o
th
g
r
o
u
p
s
h
a
v
e
p
r
o
g
r
a
m
m
in
g
s
k
ills
ca
p
ab
ilit
y
n
ea
r
ly
at
th
e
s
am
e
s
tr
en
g
t
h
b
ef
o
r
e
th
e
p
r
o
ject
s
tar
ted
.
Fro
m
T
ab
le
3
,
th
e
s
tatis
tical
d
ata
in
d
icate
an
ex
tr
em
ely
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
m
id
-
s
em
ester
ex
am
m
ar
k
s
f
o
r
th
e
ex
p
e
r
im
e
n
tal
g
r
o
u
p
(
M:
4
8
.
4
4
3
,
SD:
1
8
.
8
4
8
)
an
d
c
o
n
tr
o
l
g
r
o
u
p
(
M:
3
4
.
0
7
7
,
SD:
1
4
.
3
3
4
)
with
p
-
v
alu
e
<0
.
0
0
0
1
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
a
s
tati
s
tica
lly
s
ig
n
if
ican
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
3
9
-
9
4
6
944
im
p
r
o
v
em
e
n
t
o
f
f
in
al
ex
am
m
ar
k
s
to
th
e
ex
p
er
im
en
tal
g
r
o
u
p
co
m
p
a
r
ed
with
th
e
c
o
n
tr
o
l
g
r
o
u
p
.
T
h
u
s
,
th
e
n
u
ll
h
y
p
o
th
esis
ca
n
b
e
r
ejec
ted
.
T
h
is
f
in
d
in
g
is
p
ar
allel
to
th
e
r
esu
lt
in
[
9
]
th
at
u
tili
s
ed
ac
ad
e
m
ic
ac
h
iev
em
en
t
to
m
ea
s
u
r
e
th
e
s
tu
d
en
ts
’
ab
ilit
y
t
o
lear
n
p
r
o
g
r
am
m
in
g
lo
g
ic.
T
a
b
l
e
2
.
S
t
u
d
e
n
t
’
s
T
-
t
e
s
t
r
e
s
u
l
t
s
o
f
t
h
e
m
i
d
-
s
e
m
e
s
t
e
r
e
x
a
m
f
o
r
t
h
e
e
x
p
e
r
i
m
e
n
t
a
l
a
n
d
c
o
n
t
r
o
l
g
r
o
u
p
s
G
r
o
u
p
Ex
p
e
r
i
m
e
n
t
a
l
C
o
n
t
r
o
l
M
e
a
n
(
M
)
5
1
.
1
3
9
5
2
.
5
9
9
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(
S
D
)
1
6
.
6
7
8
1
6
.
5
4
0
S
t
a
n
d
a
r
d
e
r
r
o
r
m
e
a
n
(
S
E
M
)
1
.
5
6
2
1
.
7
3
4
N
o
.
o
f
sa
mp
l
e
s
(
N
)
1
1
4
91
Tw
o
-
t
a
i
l
e
d
p
-
v
a
l
u
e
=
0
.
5
3
2
6
(
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
)
T
a
b
l
e
3
.
S
t
u
d
e
n
t
’
s
T
-
t
e
s
t
r
e
s
u
l
t
s
o
f
t
h
e
f
i
n
a
l
e
x
a
m
f
o
r
t
h
e
e
x
p
e
r
i
m
e
n
t
a
l
a
n
d
c
o
n
t
r
o
l
g
r
o
u
p
s
G
r
o
u
p
Ex
p
e
r
i
m
e
n
t
a
l
C
o
n
t
r
o
l
M
e
a
n
(
M
)
4
8
.
4
4
3
3
4
.
0
7
7
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(
S
D
)
1
8
.
8
4
8
1
4
.
3
3
4
S
t
a
n
d
a
r
d
e
r
r
o
r
m
e
a
n
(
S
E
M
)
1
.
7
6
5
1
.
5
0
3
N
o
.
o
f
sa
mp
l
e
s
(
N
)
1
1
4
91
Tw
o
-
t
a
i
l
e
d
p
-
v
a
l
u
e
<
0
.
0
0
0
1
(
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
)
3
.
2
.
Ana
ly
s
is
o
f
f
ina
l
e
x
a
m
qu
estio
ns
re
la
t
ed
t
o
t
he
a
pp
lica
t
io
n
o
f
pro
g
r
a
mm
ing
t
o
re
a
l
-
wo
rld
pro
blem
s
An
o
b
jectiv
e
o
f
th
is
p
r
o
ject
is
to
p
r
o
v
id
e
s
tu
d
en
ts
with
am
p
l
e
ex
p
er
ien
ce
to
im
p
lem
en
t p
r
o
g
r
am
m
in
g
s
k
ills
f
o
r
s
o
lv
in
g
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
.
Pro
b
lem
s
o
lv
in
g
s
k
ill
is
an
im
p
o
r
tan
t
r
eq
u
ir
ed
s
k
ill
to
lear
n
p
r
o
g
r
a
m
m
in
g
an
d
r
e
m
ain
s
a
s
a
g
r
ea
t
ch
allen
g
e
f
o
r
s
tu
d
en
ts
[
5
]
.
On
th
is
b
asis
,
we
m
ea
s
u
r
e
h
o
w
s
u
ch
ex
p
er
ien
ce
b
en
ef
its
s
tu
d
en
ts
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
in
a
n
s
wer
in
g
q
u
esti
o
n
s
in
th
e
f
in
al
ex
am
r
elate
d
to
th
e
ap
p
licatio
n
o
f
p
r
o
g
r
am
m
in
g
to
r
ea
l
-
wo
r
l
d
p
r
o
b
lem
s
c
o
m
p
ar
ed
with
th
e
c
o
n
tr
o
l
g
r
o
u
p
.
Fo
r
th
is
ty
p
e
o
f
q
u
esti
o
n
s
in
th
e
f
in
al
ex
am
,
s
tu
d
en
ts
ca
n
s
u
p
p
o
s
ed
ly
1
)
tr
an
s
late
a
g
iv
en
p
r
o
b
lem
in
t
o
a
lo
g
ical
f
lo
w
o
f
p
r
o
ce
s
s
u
s
in
g
a
f
lo
wc
h
ar
t,
2
)
cr
ea
te
C
p
r
o
g
r
am
m
es
b
ased
o
n
th
e
f
lo
wch
a
r
t
an
d
3
)
te
s
t
th
e
lo
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ic
o
f
th
e
p
r
o
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r
a
m
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e
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y
in
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er
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g
a
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cif
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o
f
v
ar
ia
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les
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s
ed
in
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e
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g
r
am
m
es.
Fig
u
r
e
3
s
h
o
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th
e
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x
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l
o
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o
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th
e
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T
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o
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f
in
d
in
g
is
alig
n
ed
wit
h
th
e
s
tu
d
y
b
y
[
1
9
]
th
at
s
h
o
ws s
tu
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ts
ac
ad
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ic
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h
iev
em
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t in
c
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ased
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Fig
u
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e
3
.
B
o
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o
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al
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co
n
tr
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l a
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d
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p
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im
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r
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T
ab
le
4
s
h
o
ws
th
e
s
tat
is
tical
an
aly
s
is
o
f
s
tu
d
en
t’
s
T
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A
s
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s
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ig
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if
ican
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a
l
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m
a
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o
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r
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p
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b
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q
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o
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s
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th
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ex
p
e
r
im
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tal
g
r
o
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p
(
M:
2
1
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8
6
4
,
SD:
1
1
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1
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2
)
a
n
d
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o
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with
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0
0
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1
.
T
h
u
s
,
th
e
Ko
lb
m
o
d
el
-
b
ased
p
r
o
ject
ca
n
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el
p
s
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n
ts
in
d
esig
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in
g
s
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tio
n
s
f
o
r
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
with
p
r
o
g
r
a
m
m
in
g
.
T
h
e
f
in
d
in
g
is
also
in
lin
e
with
th
e
s
tu
d
y
b
y
[
7
]
i
n
th
e
co
n
tex
t
o
f
a
k
n
o
wled
g
e
-
ce
n
tr
e
ap
p
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ac
h
th
at
s
tu
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ts
will
b
e
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m
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tiv
ated
wh
e
n
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tex
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alis
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ap
p
licatio
n
s
o
f
p
r
o
g
r
am
m
in
g
ar
e
em
p
h
asized
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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.
3
.
3
.
Co
rr
ela
t
io
n bet
wee
n pro
j
ec
t
m
a
r
k
s
a
nd
f
ina
l m
a
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k
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T
h
is
test
aim
s
to
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v
e
wh
e
th
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s
tu
d
en
ts
in
th
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p
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im
e
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tal
g
r
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u
p
w
h
o
d
id
b
etter
in
th
e
p
r
o
ject
wer
e
also
g
o
t
g
o
o
d
m
ar
k
s
i
n
t
h
e
f
in
al
ex
am
in
atio
n
.
Fo
r
v
e
r
i
f
y
in
g
wh
eth
er
th
e
ca
s
e
is
tr
u
e
,
Sp
ea
r
m
an
’
s
r
an
k
co
r
r
elatio
n
test
is
ca
lcu
lated
b
etwe
en
th
e
p
r
o
ject
m
ar
k
s
an
d
f
in
al
ex
am
in
atio
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m
a
r
k
s
.
A
s
a
co
m
p
ar
is
o
n
,
th
e
s
tatis
t
ical
test
was
u
s
ed
b
y
[
1
3
]
to
f
in
d
co
r
r
elatio
n
b
etwe
en
v
id
eo
-
b
ased
lear
n
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m
ate
r
ials
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d
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o
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ts
to
u
n
d
e
r
s
tan
d
p
r
o
g
r
a
m
m
in
g
.
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h
e
s
co
r
es
o
f
1
1
4
s
tu
d
en
ts
wer
e
r
an
k
e
d
f
o
r
th
e
p
r
o
ject
a
n
d
th
e
f
in
al
ex
am
in
atio
n
.
T
h
e
lo
wer
th
e
r
an
k
,
th
e
lo
wer
th
e
m
ar
k
s
o
f
a
s
tu
d
en
t
co
m
p
ar
e
d
with
th
e
o
t
h
er
s
,
an
d
v
ice
v
e
r
s
a.
T
ab
le
5
s
h
o
ws
th
e
r
esu
lts
o
f
Sp
ea
r
m
an
’
s
r
an
k
co
r
r
elatio
n
an
aly
s
is
f
o
r
th
e
r
an
k
in
g
o
f
t
h
e
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
b
ased
o
n
p
r
o
ject
m
ar
k
s
an
d
f
in
al
ex
am
m
ar
k
s
.
T
h
e
tab
le
p
r
esen
ts
S
p
ea
r
m
an
'
s
co
r
r
elatio
n
co
ef
f
ici
en
t,
its
s
ig
n
if
ican
ce
v
alu
e
(
p
-
v
alu
e)
a
n
d
th
e
s
am
p
l
e
s
ize
N.
Sp
ea
r
m
an
'
s
co
r
r
elatio
n
co
ef
f
i
cien
t
is
0
.
2
4
1
.
I
t
is
s
tatis
tical
l
y
s
ig
n
if
ican
t
with
p
-
v
alu
e
0
.
0
0
9
9
1
(
9
5
%
co
n
f
id
e
n
ce
in
te
r
v
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.
T
h
u
s
,
th
e
co
ef
f
icien
t
in
d
icate
s
a
co
r
r
elatio
n
b
etwe
en
th
e
r
an
k
in
g
s
o
f
s
tu
d
en
ts
in
th
e
p
r
o
ject
an
d
f
in
al
ex
am
m
ar
k
s
.
Ho
wev
er
,
th
is
m
in
im
u
m
co
r
r
elatio
n
m
ig
h
t
b
e
co
n
tr
ib
u
ted
b
y
th
e
m
ix
tu
r
e
o
f
ev
alu
atio
n
o
f
in
d
iv
id
u
al
an
d
g
r
o
u
p
ass
ess
m
en
ts
in
th
e
p
r
o
ject.
Alth
o
u
g
h
it
is
n
o
t
s
tr
o
n
g
ly
m
o
n
o
t
o
n
ically
r
elate
d
,
th
e
ten
d
en
cy
o
f
a
s
tu
d
en
t
to
p
er
f
o
r
m
b
etter
in
th
e
f
in
al
ex
am
wh
en
h
e
d
id
w
ell
in
h
is
p
r
o
ject
is
p
r
o
m
is
in
g
.
T
ab
le
5
.
Sp
ea
r
m
an
s
’
s
r
an
k
co
r
r
elatio
n
an
aly
s
is
f
o
r
r
an
k
in
g
o
f
s
tu
d
en
ts
in
ex
p
e
r
im
en
tal
g
r
o
u
p
P
r
o
j
e
c
t
F
i
n
a
l
e
x
a
m
S
p
e
a
r
m
a
n
’
s
r
h
o
P
r
o
j
e
c
t
C
o
r
r
e
l
a
t
i
o
n
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o
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f
f
i
c
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e
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t
1
.
0
0
0
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2
4
1
Tw
o
-
t
a
i
l
e
d
p
-
v
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l
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e
0
.
0
0
9
9
1
F
i
n
a
l
e
x
a
m
C
o
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l
a
t
i
o
n
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o
e
f
f
i
c
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e
n
t
0
.
2
4
1
1
.
0
0
0
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o
-
t
a
i
l
e
d
p
-
v
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l
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e
0
.
0
0
9
9
1
A
l
l
c
a
l
c
u
l
a
t
i
o
n
i
s
b
a
se
d
o
n
s
a
mp
l
e
si
z
e
N
=
1
1
4
4.
CO
NCLU
SI
O
N
T
h
is
p
ap
er
p
r
esen
ts
an
ex
p
er
ie
n
tial
lear
n
in
g
-
b
ased
r
o
b
o
tics
p
r
o
ject
to
s
tr
en
g
th
e
n
p
r
o
g
r
am
m
in
g
s
k
ills
am
o
n
g
elec
tr
ical
an
d
elec
tr
o
n
ics
en
g
in
ee
r
in
g
s
tu
d
en
ts
.
T
h
e
a
p
p
r
o
ac
h
was
s
u
cc
ess
f
u
lly
im
p
lem
en
ted
b
y
u
s
in
g
th
e
Ko
lb
lea
r
n
in
g
m
o
d
el
.
T
h
e
p
r
o
ject
h
as
f
o
u
r
cy
cles
in
wh
i
ch
ea
ch
cy
cle
im
p
lem
en
ts
f
o
u
r
s
tag
es
o
f
th
e
Ko
lb
m
o
d
el.
T
h
e
an
al
y
s
is
s
h
o
ws
th
at
th
e
im
p
lem
en
tatio
n
o
f
th
e
Ko
lb
m
o
d
el
-
b
ased
r
o
b
o
tic
s
p
r
o
ject
im
p
r
o
v
es
th
e
s
co
r
e
o
f
s
tu
d
en
ts
’
f
o
r
m
ativ
e
a
s
s
es
s
m
en
t
o
f
ap
p
r
o
x
im
ately
8
5
.
4
%
f
r
o
m
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
th
e
p
o
s
t
-
test
r
esu
lts
r
ep
o
r
tin
g
s
tatis
t
ically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
o
f
f
in
al
ex
a
m
m
ar
k
s
o
f
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
.
T
h
er
e
is
also
a
co
r
r
ela
tio
n
b
etwe
en
th
e
r
an
k
in
g
s
o
f
s
tu
d
en
ts
in
t
h
e
p
r
o
ject
a
n
d
f
i
n
al
ex
am
m
ar
k
s
.
I
n
ad
d
itio
n
,
th
e
Ko
lb
m
o
d
el
-
b
ased
r
o
b
o
tics
p
r
o
ject
im
p
r
o
v
es
en
g
in
ee
r
in
g
s
tu
d
en
ts
’
p
r
o
g
r
a
m
m
in
g
s
k
ills
in
th
e
co
n
tex
t
o
f
u
n
d
er
s
tan
d
in
g
th
e
co
n
ce
p
t
o
f
p
r
o
g
r
am
m
in
g
,
in
te
r
est
in
p
r
o
g
r
am
m
i
n
g
lan
g
u
ag
e
s
an
d
th
e
a
b
ilit
y
to
s
o
lv
e
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
with
co
d
in
g
.
ACK
NO
WL
E
DG
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RE
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[1
]
F
.
Ka
m
a
ru
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a
m
a
n
,
R.
Ha
m
id
,
A.A
.
M
u
talib
a
n
d
M
.
S
.
Ra
su
l,
“
Co
m
p
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riso
n
o
f
En
g
i
n
e
e
rin
g
S
k
il
ls
with
IR
4
.
0
S
k
il
ls
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
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l
o
f
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li
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g
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g
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o
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1
0
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p
p
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8
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1
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.
[2
]
A.M
.
S
e
o
a
n
e
-
P
a
rd
o
,
“
Co
m
p
u
tati
o
n
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l
T
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k
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e
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h
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f
'
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ra
l
M
a
c
h
in
e
s'
in
Et
h
ica
l
Va
lu
e
s
Clas
sro
o
m
,”
IEE
E
Rev
ista
Ib
e
ro
a
me
ric
a
n
a
d
e
T
e
c
n
o
lo
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a
s d
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l
A
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1
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o
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1
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p
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2
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9
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2
0
1
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.
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[3
]
A.
Ba
b
a
to
p
e
,
e
t
a
l
.
,
“
Co
m
p
e
ten
c
e
-
d
riv
e
n
e
n
g
in
e
e
ri
n
g
e
d
u
c
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ti
o
n
:
A
c
a
se
fo
r
T
-
sh
a
p
e
d
e
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g
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e
e
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n
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tea
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,
”
In
ter
n
a
t
io
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J
o
u
rn
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o
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lu
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1
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p
.
3
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.
[4
]
A.Z
.
Ab
i
d
i
n
,
E
.
Isti
y
o
n
o
,
N.
F
a
d
i
lah
,
W.
S
.
B.
Dw
a
n
d
a
ru
,
“
A
c
o
m
p
u
teriz
e
d
a
d
a
p
t
iv
e
tes
t
fo
r
m
e
a
su
ri
n
g
th
e
p
h
y
sic
s
c
rit
ica
l
th
in
k
i
n
g
s
k
il
ls
,
”
I
n
t.
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
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Ed
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c
a
ti
o
n
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
3
7
6
-
3
8
3
,
2
0
1
9
.
[5
]
R.
P
.
M
e
d
e
ir
o
s,
G
.
L.
Ra
m
a
lh
o
a
n
d
T.
P
.
F
a
lca
o
,
“
A
S
y
ste
m
a
ti
c
Li
tera
tu
re
Re
v
iew
o
n
Tea
c
h
i
n
g
a
n
d
Lea
rn
in
g
In
t
ro
d
u
c
t
o
ry
P
ro
g
ra
m
m
in
g
i
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
,”
IEE
E
T
ra
n
sa
c
ti
o
n
s o
n
Ed
u
c
a
t
io
n
,
v
o
l.
6
2
,
n
o
.
2
,
p
p
.
7
7
-
9
0
,
2
0
1
9
.
[6
]
N.D.S
.
Ch
e
tt
y
,
e
t
a
l.
,
“
Lea
rn
i
n
g
st
y
les
a
n
d
tea
c
h
in
g
sty
les
d
e
term
in
e
stu
d
e
n
ts’
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
s
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Re
se
a
rc
h
i
n
E
d
u
c
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ti
o
n
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
6
1
0
-
6
1
5
,
2
0
1
9
.
[7
]
N.A.
Az
m
i,
K.
M
o
h
d
-
Yu
so
f
,
F
.
A
.
P
h
a
n
g
a
n
d
S
.
A.H.
S
y
e
d
Ha
ss
a
n
,
“
M
o
t
iv
a
ti
n
g
En
g
i
n
e
e
rin
g
S
t
u
d
e
n
ts
to
E
n
g
a
g
e
in
Lea
rn
in
g
C
o
m
p
u
ter P
ro
g
ra
m
m
in
g
”
In
:
Au
e
r
M
.
,
Kim
KS.
(
E
d
s
)
,
E
n
g
in
e
e
rin
g
Ed
u
c
a
ti
o
n
fo
r
a
S
m
a
rt
S
o
c
iety
.
W
EE
F
2
0
1
6
,
G
EDC
2
0
1
6
.
A
d
v
a
n
c
e
s i
n
I
n
telli
g
e
n
t
S
y
ste
ms
a
n
d
C
o
mp
u
ti
n
g
,
v
o
l.
6
2
7
,
S
p
ri
n
g
e
r,
C
h
a
m
,
2
0
1
8
.
[8
]
J.D.
Bo
we
n
,
“
M
o
ti
v
a
ti
n
g
Civ
il
En
g
i
n
e
e
rin
g
S
t
u
d
e
n
ts
t
o
Lea
rn
C
o
m
p
u
ter
P
ro
g
ra
m
m
in
g
with
a
S
t
ru
c
tu
ra
l
De
sig
n
P
ro
je
ct
,”
2
0
0
4
Pro
c
.
Ame
ric
a
n
S
o
c
iety
f
o
r
En
g
in
e
e
rin
g
Ed
u
c
a
ti
o
n
A
n
n
u
a
l
C
o
n
fer
e
n
c
e
a
n
d
Exp
o
siti
o
n
,
p
p
.
9
.
9
3
1
.
1
-
9
.
9
3
1
.
1
1
2
0
0
4
.
[9
]
O.
Ero
l
a
n
d
A.
Ku
r
t,
“
Th
e
Eff
e
c
t
s
o
f
Tea
c
h
in
g
P
ro
g
ra
m
m
in
g
wit
h
S
c
ra
tch
o
n
P
re
-
S
e
rv
ice
In
f
o
rm
a
ti
o
n
Tec
h
n
o
l
o
g
y
Tea
c
h
e
rs’ M
o
ti
v
a
ti
o
n
a
n
d
A
c
h
iev
e
m
e
n
t
,”
Co
mp
u
ter
s i
n
Hu
m
a
n
Be
h
a
v
io
r
,
v
o
l.
7
7
,
n
o
.
1
,
p
p
.
1
1
-
1
8
,
2
0
1
7
.
[1
0
]
J.
Cá
rd
e
n
a
s
-
Co
b
o
,
e
t
a
l.
,
“
Re
c
o
m
m
e
n
d
in
g
Ex
e
rc
ise
s
in
S
c
ra
tch
:
An
In
teg
ra
ted
A
p
p
r
o
a
c
h
fo
r
En
h
a
n
c
i
n
g
th
e
Lea
rn
in
g
o
f
C
o
m
p
u
ter
P
ro
g
ra
m
m
in
g
,”
I
n
:
Au
e
r
M
.
,
Kim
KS
.
(
E
d
s
)
,
En
g
i
n
e
e
rin
g
E
d
u
c
a
ti
o
n
f
o
r
a
S
ma
rt
S
o
c
iety
.
W
EE
F
2
0
1
6
,
GEDC 2
0
1
6
.
V
ol
.
6
2
7
,
p
p
.
2
5
5
-
2
7
1
,
S
p
ri
n
g
e
r,
Ch
a
m
,
2
0
1
8
.
[1
1
]
J.
Co
e
n
e
n
,
S
.
G
ro
ss
a
n
d
N.
P
i
n
k
wa
rt,
“
Co
m
p
a
riso
n
o
f
F
e
e
d
b
a
c
k
S
trate
g
ies
fo
r
S
u
p
p
o
rti
n
g
P
r
o
g
ra
m
m
in
g
Lea
rn
in
g
in
I
n
teg
ra
ted
De
v
e
lo
p
m
e
n
t
E
n
v
i
ro
n
m
e
n
ts
(IDEs)
,”
In
:
Le
NT
.
,
v
a
n
D
o
T
.
,
N
g
u
y
e
n
N
.
,
T
h
i
H.
(e
d
s)
,
A
d
v
a
n
c
e
d
Co
mp
u
t
a
ti
o
n
a
l
M
e
th
o
d
s f
o
r Kn
o
wled
g
e
En
g
i
n
e
e
rin
g
.
ICCS
A
M
A
2
0
1
7
.
v
o
l
6
2
9
,
p
p
.
7
2
-
8
3
,
S
p
ri
n
g
e
r,
Ch
a
m
,
2
0
1
8
.
[1
2
]
W.
B.
De
n
g
,
e
t
a
l
.
,
“
P
e
n
c
il
C
o
d
e
imp
ro
v
e
s
lea
rn
e
rs'
c
o
m
p
u
tati
o
n
a
l
t
h
in
k
in
g
a
n
d
c
o
m
p
u
ter
lea
rn
in
g
a
tt
it
u
d
e
,”
Co
mp
u
ter
A
p
p
li
c
a
ti
o
n
s i
n
E
n
g
in
e
e
rin
g
E
d
u
c
a
t
io
n
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
9
0
-
1
0
4
,
2
0
1
9
.
[1
3
]
S.
Tsu
k
u
ta,
T.
Ya
m
a
g
u
c
h
i
,
T.
Ka
n
o
,
Y.
Kish
imo
t
o
a
n
d
E
.
Nu
n
o
h
iro
,
“
P
ra
c
ti
c
a
l
p
ro
b
lem
-
b
a
se
d
p
ro
g
ra
m
m
in
g
lea
rn
in
g
u
sin
g
v
id
e
o
,”
Arti
fi
c
i
a
l
L
if
e
a
n
d
R
o
b
o
ti
c
s
,
v
o
l.
2
4
,
n
o
.
3
,
p
p
.
4
2
2
-
4
2
9
,
2
0
1
9
.
[1
4
]
J.
M
.
C
o
sta
,
“
M
icr
o
wo
rl
d
s
wit
h
Diffe
re
n
t
P
e
d
a
g
o
g
ica
l
Ap
p
ro
a
c
h
e
s
in
In
tr
o
d
u
c
to
r
y
P
ro
g
ra
m
m
in
g
L
e
a
rn
in
g
:
Eff
e
c
ts
in
P
r
o
g
ra
m
m
in
g
Kn
o
wle
d
g
e
a
n
d
Lo
g
ica
l
Re
a
so
n
in
g
,”
In
f
o
rm
a
ti
c
a
,
v
o
l
.
4
3
,
n
o
.
1
,
p
p
.
1
4
5
-
1
4
7
,
2
0
1
9
.
[1
5
]
M
.
D.G
.
Rio
s
a
n
d
M
.
P
.
Ve
las
c
o
,
“
Au
g
m
e
n
ted
Re
a
li
ty
a
s
a
M
e
th
o
d
o
l
o
g
y
to
De
v
e
lo
p
m
e
n
t
o
f
Lea
rn
in
g
in
P
ro
g
ra
m
m
in
g
,”
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
o
n
T
e
c
h
n
o
l
o
g
y
T
re
n
d
s
,
v
o
l.
8
9
5
,
p
p
.
3
2
7
-
3
4
0
,
2
0
1
9
.
[1
6
]
Y.
Oh
n
is
h
i,
e
t
a
l.
,
“
Ev
a
l
u
a
ti
o
n
f
o
r
Tas
k
Ac
h
ie
v
e
m
e
n
t
o
f
R
o
b
o
ti
c
s
P
ro
g
ra
m
m
in
g
Ba
se
d
o
n
Im
a
g
e
In
fo
rm
a
ti
o
n
,”
J
o
u
rn
a
l
o
f
R
o
b
o
ti
c
s &
M
e
c
h
a
tro
n
ics
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
4
2
7
-
4
3
3
,
2
0
1
9
.
[1
7
]
J.T
.
Ap
a
ricio
,
S
.
P
e
re
ira,
M
.
A
p
a
ricio
a
n
d
C.
J
.
Co
sta
,
“
Lea
rn
in
g
P
ro
g
ra
m
m
in
g
Us
i
n
g
E
d
u
c
a
ti
o
n
a
l
Ro
b
o
ti
c
s
,”
14
th
Ib
e
ria
n
C
o
n
fer
e
n
c
e
o
n
I
n
fo
rm
a
ti
o
n
S
y
ste
ms
a
n
d
T
e
c
h
n
o
lo
g
ies
,
v
o
l.
5
6
0
,
p
p
.
2
1
5
-
2
2
2
,
2
0
1
9
.
[1
8
]
B.
L.
S
.
L
ima
,
e
t
a
l.
,
“
Ro
b
o
t
ics
Ap
p
li
c
a
ti
o
n
P
ro
jec
t
-
Orie
n
ted
P
ro
g
ra
m
m
in
g
:
Lea
rn
in
g
a
n
d
Co
m
p
e
ti
ti
o
n
,”
In
ter
n
a
t
io
n
a
l
C
o
n
fer
e
n
c
e
o
n
A
p
p
l
ied
Ph
y
sic
s,
P
o
we
r a
n
d
M
a
ter
i
a
l
S
c
ien
c
e
,
v
o
l.
1
1
7
2
,
p
p
.
1
-
1
0
,
2
0
1
9
.
[1
9
]
O.O.
Ortiz,
e
t
a
l.
,
“
In
n
o
v
a
ti
v
e
M
o
b
i
le
Ro
b
o
t
M
e
th
o
d
:
Im
p
r
o
v
i
n
g
th
e
Lea
rn
i
n
g
o
f
P
r
o
g
ra
m
m
in
g
Lan
g
u
a
g
e
s
i
n
En
g
i
n
e
e
rin
g
De
g
re
e
s
,”
IEE
E
T
r
a
n
s.
o
n
E
d
u
c
a
ti
o
n
,
v
o
l
.
6
0
,
n
o
.
2
,
p
p
.
1
4
3
-
1
4
8
,
2
0
1
7
.
[2
0
]
T.
O.
Alm
e
id
a
,
J.F
.
M
.
Ne
tt
o
a
n
d
M
.
L.
Ri
o
s,
“
Re
m
o
te
ro
b
o
ti
c
s
lab
o
ra
to
ry
a
s
su
p
p
o
rt
to
tea
c
h
in
g
p
r
o
g
ra
m
m
in
g
,”
I
n
Pro
c
.
IEE
E
Fro
n
ti
e
rs
in
E
d
u
c
a
ti
o
n
Co
n
fer
e
n
c
e
,
p
p
.
1
-
6
,
2
0
1
7
.
[2
1
]
A.
Ro
jas
-
Lo
p
e
z
,
e
t
a
l.
,
“
En
g
a
g
e
m
e
n
t
in
th
e
c
o
u
rse
o
f
p
ro
g
ra
m
m
in
g
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
th
r
o
u
g
h
t
h
e
u
se
o
f
g
a
m
ifi
c
a
ti
o
n
,”
Un
ive
rs
a
l
Acc
e
ss
In
T
h
e
In
f
o
rm
a
ti
o
n
S
o
c
iety
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
5
8
3
-
5
9
7
,
2
0
1
9
.
[2
2
]
R.
M
.
F
lo
re
s
a
n
d
M
.
M
.
T
R
o
d
ri
g
o
,
“
Wh
e
e
l
-
S
p
in
n
in
g
M
o
d
e
ls
in
a
No
v
ice
P
ro
g
ra
m
m
in
g
C
o
n
tex
t
,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Co
mp
u
ti
n
g
Res
e
a
rc
h
,
v
o
l.
5
8
,
n
o
.
6
,
2
0
2
0
.
(Early
a
c
c
e
ss
).
[2
3
]
L.
S
.
J.
Art
u
r
o
a
n
d
P
.
N.
Za
p
a
ta,
“
L
e
a
rn
in
g
sty
les
,
a
c
o
rre
latio
n
a
l
stu
d
y
in
e
n
g
i
n
e
e
rin
g
stu
d
e
n
ts
,”
In
2
0
1
0
Pro
c
.
IEE
E
ANDES
CON
,
p
p
.
1
-
9
,
2
0
1
0
.
[2
4
]
M
.
M
u
sc
a
t
a
n
d
P
.
M
o
l
li
c
o
n
e
,
“
Us
in
g
K
o
lb
'
s
Lea
rn
i
n
g
Cy
c
le
t
o
E
n
h
a
n
c
e
th
e
Tea
c
h
i
n
g
a
n
d
Lea
rn
in
g
o
f
M
e
c
h
a
n
ics
o
f
M
a
teria
ls
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
M
e
c
h
a
n
ica
l
En
g
in
e
e
rin
g
E
d
u
c
a
t
io
n
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
6
6
-
7
8
,
2
0
1
2
.
[2
5
]
G
.
S
u
n
a
n
d
J.
S
h
e
n
,
“
F
a
c
il
it
a
ti
n
g
S
o
c
ial
Co
ll
a
b
o
ra
ti
o
n
i
n
M
o
b
il
e
C
lo
u
d
-
Ba
se
d
Lea
rn
in
g
:
A
Tea
m
wo
rk
a
s
a
S
e
rv
ice
(T
a
a
S
)
Ap
p
r
o
a
c
h
,”
IEE
E
T
ra
n
sa
c
ti
o
n
s
o
n
L
e
a
rn
in
g
T
e
c
h
n
o
l
o
g
ies
v
o
l.
7
,
n
o
.
3
,
p
p
.
2
0
1
7
-
2
2
0
,
2
0
1
4
.
[2
6
]
T.
A.N.
d
e
Oli
v
e
ira
a
n
d
A.D.
R
e
b
o
u
c
a
s,
“
Th
e
u
se
o
f
P
a
ir
p
r
o
g
ra
m
m
in
g
to
su
p
p
o
rt
i
n
tro
d
u
c
t
o
r
y
p
r
o
g
ra
m
m
in
g
tea
c
h
i
n
g
:
A
q
u
a
li
tativ
e
st
u
d
y
,
”
In
Pro
c
.
XII
I
L
a
ti
n
Ame
ric
a
n
Co
n
f
.
o
n
L
e
a
rn
i
n
g
T
e
c
h
n
o
lo
g
ies
,
p
p
.
6
5
-
6
8
,
2
0
1
8
.
[2
7
]
W.
F
.
Lu
,
H.W
.
Li
m
a
n
d
K.H.
G
o
h
,
“
E
n
g
i
n
e
e
rin
g
De
sig
n
a
n
d
E
d
u
c
a
ti
o
n
:
A
Ca
se
S
t
u
d
y
o
n
De
sig
n
in
g
a
C
o
m
p
e
ti
ti
o
n
F
u
e
l
Eff
icie
n
t
Ve
h
icle
th
r
o
u
g
h
Ex
p
e
rien
t
ial
Lea
rn
in
g
,”
In
Pro
c
.
T
h
e
AS
M
E
I
n
ter
n
a
ti
o
n
a
l
De
sig
n
En
g
in
e
e
rin
g
T
e
c
h
n
ica
l
C
o
n
fer
e
n
c
e
s a
n
d
Co
mp
u
ter
s a
n
d
In
fo
rm
a
t
io
n
In
En
g
in
e
e
rin
g
C
o
n
fer
e
n
c
e
,
p
p
.
7
4
1
-
7
5
0
,
2
0
1
2
.
[2
8
]
A.C.
Urq
u
id
i
-
M
a
rti
n
,
C
.
Tam
a
ri
t
-
Az
n
a
r
a
n
d
J.
S
a
n
c
h
e
z
-
G
a
rc
ia,
“
De
term
in
a
n
ts
o
f
t
h
e
Eff
e
c
ti
v
e
n
e
ss
o
f
Us
in
g
Re
n
e
wa
b
le
Re
so
u
rc
e
M
a
n
a
g
e
m
e
n
t
-
Ba
se
d
S
im
u
latio
n
s
i
n
th
e
De
v
e
lo
p
m
e
n
t
o
f
Crit
ica
l
Th
in
k
in
g
:
A
n
Ap
p
li
c
a
ti
o
n
o
f
th
e
Ex
p
e
rien
ti
a
l
Lea
rn
in
g
T
h
e
o
ry
,”
S
u
sta
in
a
b
il
it
y
,
v
o
l.
1
1
,
n
o
.
1
9
,
p
p
.
1
-
1
5
,
2
0
1
9
.
[2
9
]
M
u
tma
in
a
h
,
Ru
k
a
y
a
h
a
n
d
M
.
In
d
riay
u
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
e
x
p
e
rien
ti
a
l
lea
rn
in
g
-
b
a
se
d
t
e
a
c
h
i
n
g
m
a
teria
l
i
n
M
a
th
e
m
a
ti
c
s
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
5
7
-
6
3
,
2
0
1
9
.
[3
0
]
D.A.
Ko
lb
,
Exp
e
rie
n
ti
a
l
le
a
rn
i
n
g
:
Exp
e
rie
n
c
e
a
s
th
e
so
u
rc
e
o
f
le
a
rn
in
g
a
n
d
d
e
v
e
lo
p
me
n
t
(
2
n
d
Ed
.)
.
Ne
w
Je
rse
y
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
1
5
.
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