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3
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201
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I
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In
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id
1.
I
NT
RO
D
UCT
I
O
N
P
h
y
s
ic
s
is
a
s
u
b
j
ec
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tical
s
k
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o
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s
t
u
d
en
ts
[
1
]
-
[
2
]
.
P
h
y
s
ics
is
al
s
o
b
e
an
i
m
p
o
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tan
t
s
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[
3
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-
[
4
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.
Du
e
to
th
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o
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ta
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ce
o
f
p
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s
ics,
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is
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u
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t
al
w
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lear
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ar
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ch
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o
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A
cc
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Dep
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s
[
5
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,
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teac
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g
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to
p
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ase
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1
9
4
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ta
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d
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b
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th
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en
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m
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t,
w
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v
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m
en
t.
As
s
tated
b
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S
ez
g
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n
et
al.
,
[
6
]
th
e
v
is
io
n
o
f
p
h
y
s
ica
l
ed
u
ca
tio
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in
j
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p
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w
h
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tan
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ce
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te
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o
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g
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s
k
ill
s
d
ev
elo
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m
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cie
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ti
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attitu
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cr
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k
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ter
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ce
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tech
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A
lt
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as
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m
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n
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lt
o
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lear
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i
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p
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till
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A
cc
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A
b
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Asan
[
7
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n
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,
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p
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s
s
o
f
lear
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ch
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T
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teac
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w
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s
teac
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ed
,
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y
j
u
s
t
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av
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s
o
m
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f
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m
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ex
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p
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tu
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d
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m
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ex
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w
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ex
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
211
–
2
1
5
212
co
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ce
p
ts
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Mo
r
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ab
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p
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p
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teac
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ar
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en
co
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ag
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ch
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m
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s
w
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in
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th
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u
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j
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m
atter
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tau
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ac
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v
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m
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f
s
t
u
d
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t
s
in
lear
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.
Me
k
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n
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en
[
8
]
w
as
s
tated
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at
w
h
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a
lear
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p
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s
s
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m
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ts
.
A
cc
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A
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[
9
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,
s
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ac
to
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s
th
a
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ca
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co
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s
id
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in
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(
d
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k
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)
,
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co
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el.
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[
1
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,
[
1
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,
w
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p
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attain
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[
1
3
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T
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[
1
3
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Ku
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[
1
5
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also
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m
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f
f
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in
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m
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A
lt
h
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as
b
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k
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n
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m
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in
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ev
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t,
esp
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t
m
ater
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s
in
8
th
C
lass
o
f
s
tu
d
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ts
at
T
h
e
9
th
State
J
u
n
io
r
Hig
h
Sch
o
o
l
o
f
Am
b
o
n
,
h
as
n
e
v
er
b
ee
n
d
o
n
e.
So
,
th
is
r
esear
c
h
w
a
s
co
n
d
u
cted
w
it
h
t
h
e
ai
m
w
a
s
to
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p
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w
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p
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Dr
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k
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m
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attain
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m
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tu
d
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in
t
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9
th
s
tate
J
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n
i
o
r
Hig
h
Sc
h
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l
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f
Am
b
o
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
Qu
asi
ex
p
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m
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esi
g
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as
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m
p
lo
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s
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esear
c
h
.
T
h
e
p
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p
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latio
n
s
tu
d
y
w
as
al
l
8
th
g
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t
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State
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b
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.
Sa
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to
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t
w
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3
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(
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213
3.
RE
SU
L
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A
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D
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ased
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le
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le
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e
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n
it
ial
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te
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o
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t r
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s
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ail
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ized
(
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T
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le
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ig
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ar
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le
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T
h
e
R
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lt o
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te
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A
n
al
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v
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g
n
i
f
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c
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n
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e
D
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g
r
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f
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e
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d
o
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t
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e
0
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0
5
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.
0
1
%
2
.
6
3
8
1
.
6
7
0
.
1
3
.
4
1
6
T
h
ese
r
esu
lt
s
i
n
d
icate
s
t
h
at
s
cien
ce
-
p
h
y
s
ic
s
lear
n
i
n
g
ac
h
ie
v
e
m
e
n
t
o
f
s
tu
d
e
n
t
b
y
u
s
in
g
d
r
ill
s
k
il
ls
m
o
d
el
i
s
b
etter
w
h
e
n
co
m
p
ar
ed
w
ith
s
tu
d
e
n
t
w
h
o
s
e
ta
u
g
h
t
w
it
h
co
n
ce
p
t
attain
m
e
n
t
m
o
d
el.
T
h
is
d
if
f
er
e
n
ce
w
a
s
ca
u
s
ed
b
y
t
h
e
ab
ilit
y
o
f
d
r
ill
s
k
ill
m
o
d
el
to
in
c
r
ea
s
e
s
t
u
d
en
ts
to
u
n
d
er
s
ta
n
d
in
g
t
h
e
s
u
b
j
ec
t
m
atter
.
P
r
in
c
e
an
d
Feld
er
[
1
6
]
an
d
Dela
ze
r
et
al
[
1
7
]
s
tated
th
at
th
e
ac
tiv
e
e
x
er
cise
ca
n
i
m
p
r
o
v
e
ab
s
o
r
p
tio
n
,
m
a
k
i
n
g
lear
n
in
g
m
o
r
e
a
u
to
m
a
ted
an
d
allo
w
s
s
t
u
d
en
t
s
to
tr
an
s
f
er
lear
n
i
n
g
to
n
e
w
s
itu
a
tio
n
s
.
B
r
ek
k
e
an
d
Ho
g
s
tad
[
1
8
]
th
at
o
n
e
ap
p
r
o
ac
h
in
d
r
ill
s
k
i
ll
m
o
d
el
i
s
t
h
e
ap
p
licatio
n
f
r
o
m
t
h
eo
r
y
to
p
r
ac
tice,
an
d
th
e
f
ee
d
b
ac
k
a
b
ilit
y
o
f
s
tu
d
e
n
t
ca
n
b
e
r
ec
o
g
n
ize
a
n
d
ca
n
b
e
i
n
cr
ea
s
e.
T
h
is
i
s
in
lin
e
w
i
t
h
s
tu
d
e
n
ts
e
x
p
er
ien
ce
d
u
r
in
g
le
ar
n
in
g
p
r
o
ce
s
s
w
ich
w
a
s
tau
g
h
t
w
i
th
t
h
i
s
m
o
d
el.
W
ith
th
is
m
o
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el,
lear
n
i
n
g
b
ec
o
m
e
s
m
o
r
e
i
n
ter
esti
n
g
,
b
ec
au
s
e
t
h
e
s
t
u
d
en
ts
ar
e
d
ir
ec
ted
to
ex
er
cise
t
h
eir
in
d
i
v
id
u
al
ab
ilit
ies
a
n
d
s
k
ills
a
s
w
ell,
s
o
it
w
ill
a
u
to
m
a
ticall
y
af
f
ec
t
s
t
u
d
en
ts
'
m
o
ti
v
atio
n
to
lear
n
,
an
d
w
i
ll
g
iv
e
a
p
o
s
iti
v
e
in
f
l
u
en
ce
o
n
t
h
eir
lear
n
in
g
ac
h
iev
e
m
e
n
t.
An
o
th
er
s
i
tu
atio
n
w
as
f
o
u
n
d
in
s
cien
ce
-
p
h
y
s
ics
lear
n
in
g
ac
h
iev
e
m
e
n
t
w
it
h
co
n
ce
p
t
attain
m
e
n
t
m
o
d
el
.
I
t
d
o
n
o
t
s
h
o
w
a
s
i
g
n
i
f
ica
n
t
i
n
f
l
u
e
n
ce
o
n
s
tu
d
e
n
t
le
ar
n
in
g
ac
h
iev
e
m
e
n
t,
w
h
en
co
m
p
ar
ed
to
th
e
d
r
ill
s
k
il
l
lear
n
i
n
g
m
o
d
el.
B
as
icall
y
th
e
co
n
ce
p
t
attai
n
m
e
n
t
m
o
d
el
is
also
o
n
e
o
f
lear
n
i
n
g
m
o
d
el
th
at
is
e
m
er
g
i
n
g
to
d
ay
to
in
cr
ea
s
e
t
h
e
lev
el
o
f
s
tu
d
en
t
m
as
ter
y
.
T
h
er
e
ar
e
s
ev
er
al
ad
v
an
ta
g
es
o
f
th
i
s
m
o
d
el
as
p
r
o
p
o
s
ed
b
y
A
r
e
n
d
s
[
9
]
in
clu
d
i
n
g
u
s
e
f
u
l
l
t
o
h
elp
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
t
h
e
co
n
ce
p
t
an
d
m
a
k
e
t
h
e
s
t
u
d
en
ts
m
o
r
e
ef
f
ec
ti
v
e
in
g
et
tin
g
t
h
e
co
n
ce
p
t a
n
d
h
o
w
to
u
n
d
er
s
ta
n
d
th
e
s
tr
ate
g
y
o
f
th
in
k
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
211
–
2
1
5
214
Ho
w
e
v
er
,
it
m
u
s
t
b
e
k
ee
p
i
n
m
i
n
d
th
at
n
o
t
all
lear
n
i
n
g
m
o
d
els
o
r
n
o
t
all
m
et
h
o
d
s
o
f
lear
n
in
g
al
w
a
y
s
ef
f
ec
tiv
e
f
o
r
all
s
p
ec
if
ic
lear
n
in
g
s
i
tu
a
t
io
n
s
,
o
r
f
o
r
a
p
ar
ti
cu
lar
s
u
b
j
ec
t
m
atter
.
W
ith
s
u
ch
a
m
o
d
el
m
a
y
b
e
ef
f
ec
tiv
e
f
o
r
o
n
e
m
ater
ial,
b
u
t
n
o
t
n
ec
e
s
s
ar
il
y
s
u
itab
le
an
d
ef
f
ec
tiv
e
f
o
r
o
th
er
m
ater
ial.
I
n
th
is
s
tu
d
y
,
it
w
a
s
f
o
u
n
d
th
at
d
r
ill
s
k
ill
m
o
d
el
is
s
u
p
er
io
r
in
i
m
p
r
o
v
i
n
g
s
tu
d
en
t
lear
n
i
n
g
ac
h
i
e
v
e
m
en
t,
e
s
p
ec
iall
y
f
o
r
lig
h
t
co
n
ce
p
t
.
C
o
n
ce
p
t
attai
n
m
e
n
t
m
o
d
el
h
a
s
n
o
t
p
r
o
v
id
ed
a
g
o
o
d
in
f
l
u
en
ce
o
n
s
t
u
d
en
t
lear
n
in
g
,
b
ec
au
s
e
lear
n
i
n
g
w
it
h
th
i
s
m
o
d
el
t
h
er
e
ar
e
s
o
m
e
th
i
n
g
s
m
a
y
n
o
t
h
a
v
e
b
ee
n
p
er
f
o
r
m
ed
b
y
teac
h
er
s
as
p
r
o
p
o
s
ed
b
y
A
r
en
d
s
[
9
]
i.e
:
(
1
)
teac
h
er
s
h
o
u
ld
h
av
e
a
n
s
u
p
p
o
r
tiv
e
atti
tu
d
e
o
f
t
h
e
h
y
p
o
t
h
esi
s
o
f
s
t
u
d
en
t
s
,
(
2
)
tea
ch
er
s
h
o
u
ld
p
r
o
v
id
e
d
ir
ec
tio
n
f
o
r
s
t
u
d
en
ts
to
p
r
o
v
id
e
ar
g
u
m
en
t
s
i
n
te
s
ti
n
g
h
y
p
o
t
h
ese
s
a
m
o
n
g
t
h
e
m
,
an
d
(
3
)
teac
h
er
s
h
o
u
ld
estab
lis
h
th
e
s
tu
d
e
n
ts
to
f
o
cu
s
o
n
s
p
ec
if
ic
e
x
a
m
p
le
s
.
On
t
h
e
o
t
h
er
s
id
e,
th
e
co
n
ce
p
t
attain
m
e
n
t
m
o
d
el
r
eq
u
ir
e
s
s
a
m
p
les
to
b
e
d
eliv
er
ed
to
s
t
u
d
en
ts
.
T
h
i
s
i
s
m
ea
n
s
th
a
t
th
e
s
u
cc
s
e
s
s
f
u
ln
e
s
s
o
f
s
t
u
d
en
t
i
n
lear
n
i
n
g
r
eq
u
ir
es
t
h
e
in
v
o
lv
e
m
e
n
t
o
f
s
t
u
d
en
ts
d
ir
ec
tl
y
i
n
th
e
ex
p
er
ts
'
co
n
ce
p
t.
I
l
m
i
[
1
9
]
w
as
s
tate
d
th
at
t
h
e
ac
h
iev
e
m
e
n
t
o
f
a
co
n
ce
p
t
(
co
n
ce
p
t
attai
n
m
en
t)
is
a
p
r
o
ce
s
s
to
id
en
ti
f
y
a
n
d
d
ef
i
n
e
co
n
ce
p
t
s
t
h
r
o
u
g
h
d
is
co
v
er
y
o
f
t
h
e
m
o
s
t
ess
e
n
tial
attr
ib
u
te
i
n
ac
co
r
d
an
ce
w
i
th
th
e
co
n
ce
p
t.
I
f
th
e
s
e
f
ac
to
r
s
ar
e
n
o
t
m
et,
th
e
ac
h
ie
v
e
m
e
n
t
o
f
t
h
e
co
n
c
ep
t
is
n
o
t
n
ec
e
s
s
ar
il
y
ab
le
to
p
r
o
v
id
e
a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
t
h
e
lear
n
i
n
g
it
s
e
lf
.
A
cc
o
r
d
in
g
to
Setia
n
i
n
g
r
u
m
an
d
A
n
g
g
ar
y
a
n
i
[
14
]
th
e
co
n
ce
p
t
attain
m
e
n
t
m
o
d
el
m
u
s
t
b
e
co
m
b
i
n
ed
w
it
h
th
e
d
ev
elo
p
m
e
n
t
o
f
attit
u
d
es
an
d
v
alu
e
s
b
ec
au
s
e
th
i
s
ca
n
in
cr
ea
s
e
s
tu
d
e
n
t
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u
n
d
er
s
ta
n
d
in
g
o
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h
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co
n
ce
p
t.
An
o
th
er
r
esear
ch
er
w
as
r
ep
o
r
ted
th
at
th
e
d
is
ad
v
a
n
tag
e
s
o
f
co
n
ce
p
t
attain
m
en
t
m
o
d
el
is
it
n
o
t
al
w
a
y
s
w
o
r
k
w
it
h
all
a
g
e
g
r
o
u
p
s
o
r
to
p
ics,
an
d
th
e
s
t
u
d
en
t
s
m
a
y
b
ec
o
m
e
to
o
v
er
b
al
an
d
s
h
o
u
t
o
u
t
a
n
s
w
er
s
[
2
0
]
.
T
h
u
s
,
th
e
lear
n
in
g
m
o
d
el
o
f
s
k
il
l
t
r
ain
i
n
g
o
r
d
r
ill
s
k
ill
,
b
e
an
ap
p
r
o
p
r
iate
m
o
d
el
f
o
r
tea
ch
in
g
a
n
d
i
m
p
r
o
v
e
lear
n
in
g
ac
h
iev
e
m
e
n
t
o
f
s
cie
n
ce
-
p
h
y
s
ic
s
esp
ec
iall
y
f
o
r
s
t
u
d
en
ts
o
f
8
th
g
r
ad
e
o
f
s
t
u
d
en
t
i
n
th
e
9
th
s
tate
j
u
n
io
r
h
ig
h
s
c
h
o
o
l o
f
Am
b
o
n
.
4.
CO
NCLU
SI
O
N
B
as
e
d
o
n
th
e
r
es
u
lt
a
n
d
d
is
cu
s
s
io
n
,
i
t
ca
n
b
e
co
n
cl
u
d
ed
th
a
t
th
e
r
e
is
d
i
f
f
er
en
ce
s
in
t
h
e
i
n
i
tial
ab
ilit
y
o
f
s
tu
d
e
n
t
b
ef
o
r
e
ta
u
g
h
t
w
ith
t
w
o
lear
n
i
n
g
m
o
d
els
.
T
h
e
r
esu
l
t
o
f
s
tu
d
e
n
t
lear
n
i
n
g
ac
h
ie
v
e
m
en
t
s
h
o
w
t
h
at
d
r
ill
s
k
il
l
m
o
d
el
is
b
etter
t
h
an
t
h
e
co
n
ce
p
t
attain
m
e
n
t
m
o
d
el
,
an
d
th
e
r
e
is
s
i
g
n
i
f
ica
n
ce
d
i
f
f
er
e
n
ce
s
i
n
t
h
e
lev
el
o
f
m
aster
y
a
m
o
n
g
s
t
u
d
en
t
s
ta
u
g
h
t
u
s
in
g
a
d
r
ill
s
k
i
ll
m
o
d
el,
a
n
d
w
i
th
t
h
e
s
tu
d
e
n
ts
w
h
o
s
e
t
au
g
h
t
b
y
u
s
in
g
th
e
co
n
ce
p
t a
ttain
m
e
n
t
m
o
d
el.
RE
F
E
R
E
NC
E
S
[1
]
U.
S
id
d
iq
u
i
a
n
d
T.
Kh
a
t
o
o
n
,
―
T
e
a
c
h
in
g
P
h
y
sic
a
l
S
c
ien
c
e
:
S
h
o
u
ld
W
e
I
m
p
le
m
e
n
t
Tea
c
h
e
r
-
Ce
n
tere
d
CA
I
o
r
S
tu
d
e
n
t
-
Ce
n
tere
d
CA
I
a
t
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
L
e
v
e
l
in
In
d
ia
,
‖
Eu
ro
p
e
a
n
S
c
ien
c
e
J
o
u
rn
a
l
,
v
o
l/
i
ss
u
e
:
1
9
(1
0
)
,
p
p.
1
-
1
4
,
2
0
1
3
.
[2
]
L
.
W
a
n
g
,
―
Us
in
g
n
e
w
stra
t
e
g
ies
to
im
p
ro
v
e
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
in
a
F
u
n
d
a
m
e
n
tal
P
h
y
sic
s
c
o
u
rse
,‖
T
h
e
Ch
in
a
Pa
p
e
rs
,
p
p
.
1
-
4
,
2
0
0
5
.
[3
]
D.
Ch
e
c
k
h
ley
,
―
Hi
g
h
S
c
h
o
o
l
S
t
u
d
e
n
ts
P
e
rc
e
p
ti
o
n
s o
f
P
h
y
sic
s
,
‖
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
L
e
th
b
rid
g
e
,
A
lb
e
rta
,
2
0
1
0
.
[4
]
J.
M
.
Ch
a
n
g
e
iy
o
,
―
In
v
e
stig
a
ti
o
n
s
o
f
S
tu
d
e
n
t’s
M
o
ti
v
a
ti
o
n
t
o
w
a
rd
s
L
e
a
rn
in
g
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
P
h
y
sisc
s
t
h
ro
u
g
h
M
a
ste
r
y
L
e
a
rn
in
g
A
p
p
ro
a
c
h
,
‖
In
t
e
rn
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
th
e
ma
t
ic
Ed
u
c
a
ti
o
n
,
v
ol
.
9
,
p
p
.
1
3
3
3
-
1
3
5
0
,
2
0
1
2
.
[5
]
De
p
d
ik
n
a
s
,
―
Un
d
a
n
g
-
Un
d
a
n
g
Re
p
u
b
li
k
In
d
o
n
e
sia
No
m
o
r
2
0
T
a
h
u
n
2
0
0
3
,
ten
tan
g
S
istem
P
e
n
d
i
d
i
k
a
n
Na
sio
n
a
l
,
‖
2
0
0
3
.
[6
]
S
.
G.
S
e
z
g
i
n
,
M.
S
a
h
i
n
,
K
.
U
.
A
ç
ı
k
g
ö
z
,
―
T
h
e
e
ff
e
c
ts
o
f
le
a
rn
in
g
stra
teg
y
in
stru
c
ti
o
n
o
n
a
c
h
iev
e
m
e
n
t,
a
tt
it
u
d
e
,
a
n
d
a
c
h
iev
e
m
e
n
t
m
o
ti
v
a
ti
o
n
in
a
P
h
y
s
ics
c
o
u
rse
,
‖
Res
e
a
rc
h
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
ol
.
41
,
p
p
.
3
9
-
6
2
,
2
0
1
1
.
[7
]
A
.
A
b
d
e
lrah
e
e
m
,
A
.
A
sa
n
,
T
h
e
e
ff
e
c
ti
v
e
n
e
ss
o
f
in
q
u
iry
-
b
a
se
d
tec
h
n
o
lo
g
y
e
n
h
a
n
c
e
d
c
o
l
lab
o
ra
ti
v
e
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
,‖
In
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
lo
g
y
in
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
in
g
,
v
o
l
/
i
ss
u
e
:
2
(
2
),
p
p
.
6
5
-
8
7
,
2
0
0
6
.
[8
]
S.
M
e
k
o
n
n
e
n
,
―
P
ro
b
lem
s
c
h
a
ll
e
n
g
in
g
th
e
a
c
a
d
e
m
ic
p
e
r
f
o
rm
a
n
c
e
o
f
p
h
y
sic
s
stu
d
e
n
ts
in
h
ig
h
e
r
g
o
v
e
rn
m
e
n
tal
in
stit
u
ti
o
n
s
in
t
h
e
c
a
se
o
f
A
rb
a
m
i
n
c
h
,
W
o
lay
it
a
S
o
d
o
,
Ha
w
a
ss
a
a
n
d
Dill
a
Un
iv
e
rsiti
e
s
,
‖
Na
tu
ra
l
S
c
i
e
n
c
e
,
v
ol
.
6
,
p
p
.
362
-
3
7
5
,
2
0
1
4
.
h
tt
p
:
//
d
x
.
d
o
i.
o
rg
/1
0
.
4
2
3
6
/n
s.
2
0
1
4
.
6
5
0
3
7
.
[9
]
R.
A
re
n
d
s,
―
L
e
a
rn
in
g
to
tea
c
h
,
‖
Ne
w
Yo
rk
,
M
c
G
r
a
w
Hill
Co
m
p
a
n
ies
,
2
0
0
2
.
[1
0
]
J.
M
.
Ha
rriso
n
,
L
.
A.
P
re
e
c
e
,
C.
L
.
Bla
k
e
n
m
o
re
,
R.
P
.
Rich
a
rd
s,
P
.
W
il
k
in
so
n
,
―
Eff
e
c
t
o
f
t
w
o
in
stru
c
ti
o
n
a
l
m
o
d
e
ls:
sk
il
l
tea
c
h
in
g
a
n
d
m
a
ste
r
y
lea
rn
i
n
g
o
n
sk
il
l
d
e
v
e
lo
p
m
e
n
t,
k
n
o
w
l
wd
g
e
,
se
l
f
e
ff
ica
c
y
,
a
n
d
g
a
m
e
p
la
y
in
v
o
ll
e
y
b
a
ll
,
‖
J
o
u
rn
a
l
o
f
T
e
a
c
h
in
g
a
n
d
Ph
y
sic
a
l
Ed
u
c
a
ti
o
n
,
v
ol
.
19
,
p
p
.
3
4
-
5
7
,
1
9
9
9
.
[1
1
]
A
.
I.
Ga
m
b
a
ri,
M
.
O.
Yu
su
f
,
―
E
ff
e
c
ti
v
e
n
e
ss
o
f
c
o
m
p
u
ter
-
a
ss
iste
d
sta
d
c
o
o
p
e
ra
ti
v
e
lea
rn
in
g
stra
t
e
g
y
o
n
p
h
y
sic
s
p
ro
b
lem
so
lv
in
g
,
a
c
h
iev
e
m
e
n
t
a
n
d
re
ten
ti
o
n
,
‖
M
a
l
a
y
sia
n
On
li
n
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l/
i
ss
u
e
:
3
(3
),
p
p
.
1
-
1
5
,
2
0
1
5
.
[1
2
]
B.
Jo
y
c
e
,
M.
W
e
il
,
E.
Ca
lh
o
u
n
,
―
M
o
d
e
ls
o
f
tea
c
h
in
g
(9
th
e
d
.
)
,‖
B
o
sto
n
,
P
e
a
rso
n
E
d
u
c
a
ti
o
n
,
In
c
,
2
0
1
4
.
[1
3
]
J.
R.
M
a
y
e
r,
―
Eff
e
c
ts
o
f
u
sin
g
th
e
c
o
n
c
e
p
t
a
tt
a
in
m
e
n
t
m
o
d
e
l
w
it
h
i
n
d
u
c
ti
v
e
re
a
so
n
in
g
w
it
h
h
ig
h
sc
h
o
o
l
b
i
o
lo
g
y
stu
d
e
n
ts
,
‖
M
o
n
tan
a
S
tate
U
n
iv
e
rsity
,
2012
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
C
o
mp
a
r
a
tive
S
tu
d
y
B
etw
ee
n
Dri
ll S
kill a
n
d
C
o
n
ce
p
t A
tta
in
men
t Mo
d
el
to
w
a
r
d
s
.
.
.
.
(
I
z
a
a
k
Hen
d
r
ik
W
en
n
o
)
215
[1
4
]
E.
E.
S
e
p
ti
a
n
in
g
ru
m
,
M.
A
n
g
g
a
r
y
a
n
i,
―
P
e
n
e
ra
p
a
n
p
e
m
b
e
laja
ra
n
in
tera
k
ti
f
d
a
la
m
m
o
d
e
l
p
e
n
c
a
p
a
ian
k
o
n
se
p
u
n
tu
k
m
e
n
in
g
k
a
tk
a
n
h
a
sil
b
e
laja
r
sis
w
a
p
a
d
a
m
a
t
e
ri
u
sa
h
a
d
a
n
e
n
e
rg
y
,
‖
J
u
rn
a
l
I
n
o
v
a
si
Pe
n
d
i
d
ika
n
Fi
sik
a
,
v
o
l/
i
ss
u
e
:
3
(2
)
,
p
p
.
6
-
9
,
2
0
1
4
.
[1
5
]
A
.
Ku
m
a
r,
M.
M
a
th
u
r,
―
Ef
fe
c
t
o
f
c
o
n
c
e
p
t
a
tt
a
in
m
e
n
t
m
o
d
e
l
o
n
a
c
q
u
isit
i
o
n
o
f
p
h
y
sic
s
c
o
n
c
e
p
ts
,‖
Un
iv.
J
.
o
f
Ed
.
Res
,
v
o
l/
i
ssu
e
:
1
(
3
)
,
p
p
.
1
6
5
-
1
6
9
,
2
0
1
3
.
[1
6
]
M
.
J.
P
ri
n
c
e
,
R.
M
.
F
e
ld
e
r,
―
In
d
u
c
ti
v
e
tea
c
h
in
g
a
n
d
lea
rn
in
g
m
e
th
o
d
s:
d
e
f
in
it
io
n
s,
c
o
m
p
a
riso
n
s,
a
n
d
re
se
a
rc
h
b
a
se
s
,
‖
J
o
u
rn
a
l
o
f
En
g
in
e
e
rin
g
a
n
d
E
d
u
c
a
ti
o
n
,
v
o
l/
i
ss
u
e
:
9
5
(
2
)
,
p
p
.
1
2
3
–
1
3
8
,
2
0
0
6
.
[1
7
]
A
.
De
la
z
e
r,
A
.
Isc
h
e
b
e
c
k
,
F.
Do
m
a
h
s,
L.
Zam
a
rian
,
F.
Ko
p
p
e
lstae
tt
e
r,
C.
M
.
S
ied
e
n
to
p
f
,
L.
Ka
u
fm
a
n
n
,
T.
Be
n
k
e
,
S
.
F
e
lb
e
r,
―
L
e
a
rn
in
g
b
y
stra
t
e
g
ies
a
n
d
lea
rn
in
g
b
y
d
ril
l
—
e
v
id
e
n
c
e
f
ro
m
a
n
f
M
RI
stu
d
y
,
‖
Ne
u
ro
Im
a
g
e
,
v
ol
/i
ss
u
e
:
2
5
(
2
0
0
5
)
,
p
p
.
8
3
8
-
8
4
9
,
2
0
0
9
.
[1
8
]
M.
Bre
k
k
e
,
P
.
H.
Ho
g
sta
d
,
―
Ne
w
t
e
a
c
h
in
g
m
e
th
o
d
s
-
Us
in
g
c
o
m
p
u
ter
tec
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n
o
lo
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in
p
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si
c
s,
m
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th
e
m
a
ti
c
s
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n
d
c
o
m
p
u
ter sc
ien
c
e
,
‖
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Dig
i
ta
l
S
o
c
iety
(IJD
S
),
v
o
l/
i
ss
u
e
:
1
(
1
),
p
p
.
1
8
-
2
4
,
2
0
1
0
.
[1
9
]
M.
Ilm
i,
―
P
e
n
g
e
m
b
a
n
g
a
n
p
e
ra
n
g
k
a
t
m
o
d
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l
p
e
m
b
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laja
ra
n
p
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m
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ro
leh
a
n
k
o
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se
p
(c
o
n
c
e
p
t
a
tt
a
in
m
e
n
t)
u
n
tu
k
m
e
n
in
g
k
a
tk
a
n
h
a
sil
b
e
laja
r
sis
wa
p
a
d
a
p
e
laja
ra
n
F
isik
a
d
i
S
M
P
,‖
h
tt
p
:/
/j
o
u
r
n
a
l.
u
n
ip
d
u
.
a
c
.
id
i
n
d
e
x
.
Dia
k
se
s
3
0
S
e
p
tem
b
e
r
2
0
1
4
.
[2
0
]
I.
Clark
,
―
A
ss
e
s
s
m
e
n
t
is
f
o
r
lea
rn
in
g
:
F
o
rm
a
ti
v
e
a
s
se
ss
m
e
n
t
a
n
d
p
o
siti
v
e
lea
rn
in
g
in
tera
c
ti
o
n
s
,‖
Fl
o
rid
a
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Ad
mi
n
istra
t
io
n
a
n
d
Po
li
c
y
,
v
o
l/
i
ss
u
e
:
2
(
1
),
p
p.
1
-
1
6
,
2
0
0
8
.
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