I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
,
p
p
.
4
3
4
6
~
4
3
5
3
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
13
i
6
.
2
6
9
3
5
4346
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Enha
ncing
t
he
sci
entif
ic
arg
umenta
tion skil
ls o
f
pro
spectiv
e
chemis
try
teacher
using
integra
t
ed
chemica
l lit
eracy
stra
tegy
O
k
t
a
v
ia
Su
lis
t
ina
,
Sri R
a
ha
y
u,
I
Wa
y
a
n Da
s
na
,
Ya
hm
in
D
e
p
a
r
t
me
n
t
o
f
C
h
e
m
i
st
r
y
,
F
a
c
u
l
t
y
o
f
M
a
t
h
e
ma
t
i
c
s a
n
d
N
a
t
u
r
a
l
S
c
i
e
n
c
e
s
,
U
n
i
v
e
r
s
i
t
a
s
N
e
g
e
r
i
M
a
l
a
n
g
,
M
a
l
a
n
g
,
I
n
d
o
n
e
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Feb
25
,
2
0
2
3
R
ev
is
ed
J
u
l
31
,
2
0
2
4
Acc
ep
ted
Au
g
8
,
2
0
2
4
Th
is
re
se
a
rc
h
a
ims
to
e
n
h
a
n
c
e
p
ro
sp
e
c
ti
v
e
c
h
e
m
istry
tea
c
h
e
rs’
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
sk
il
ls
t
h
ro
u
g
h
in
t
e
g
ra
ted
c
h
e
m
ica
l
li
tera
c
y
stra
teg
y
(ICLS
)
lea
rn
in
g
a
n
d
to
e
x
a
m
in
e
t
h
e
p
a
tt
e
rn
s
o
f
re
lati
o
n
s
h
ip
b
e
twe
e
n
stu
d
e
n
ts’
sc
ien
ti
fic
a
rg
u
m
e
n
tati
o
n
s
k
il
ls
i
n
term
s
o
f
c
o
n
ten
t
a
n
d
so
c
i
o
-
sc
ien
t
ifi
c
issu
e
s
(S
S
I).
Th
e
stu
d
y
u
se
d
m
i
x
e
d
m
e
th
o
d
s:
t
h
e
e
m
b
e
d
d
e
d
d
e
si
g
n
with
e
m
b
e
d
d
e
d
e
x
p
e
rime
n
tal
m
o
d
e
l.
T
h
e
re
se
a
rc
h
sa
m
p
le
wa
s
8
8
stu
d
e
n
ts,
th
e
c
o
n
tr
o
l
a
n
d
th
e
e
x
p
e
rime
n
tal
g
ro
u
p
s
e
a
c
h
c
o
n
siste
d
o
f
4
4
st
u
d
e
n
ts.
Th
e
re
se
a
rc
h
in
stru
m
e
n
t
u
se
d
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
s
k
il
ls
tes
t:
a
n
o
p
e
n
a
n
d
c
lo
se
d
es
sa
y
tes
t,
a
n
d
in
terv
iew
s
with
1
0
stu
d
e
n
ts
a
s
se
lec
ted
re
sp
o
n
d
e
n
ts.
Da
ta
a
n
a
ly
sis
u
se
d
d
e
sc
rip
t
iv
e
a
n
a
ly
si
s,
N
-
g
a
in
,
M
a
n
n
-
W
h
it
n
e
y
tes
t,
e
ffe
c
t
siz
e
tes
t,
a
n
d
q
u
a
li
tati
v
e
a
n
a
ly
sis.
Th
e
re
su
lt
s
sh
o
we
d
th
a
t
IC
LS
sig
n
ifi
c
a
n
tl
y
h
a
d
a
g
re
a
t
in
flu
e
n
c
e
o
n
e
n
h
a
n
c
in
g
st
u
d
e
n
ts
’
sc
ien
ti
f
ic
a
rg
u
m
e
n
tati
o
n
sk
il
ls.
T
h
e
in
terv
iew
re
su
lt
s
sh
o
w
th
a
t:
t
h
e
lev
e
l
o
f
sc
ien
ti
fic
a
rg
u
m
e
n
tat
io
n
sk
il
ls
re
late
d
to
S
S
I
is
n
o
t
c
o
n
siste
n
tl
y
re
late
d
to
c
o
n
te
n
t
-
re
late
d
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
sk
il
l;
stu
d
e
n
ts
wh
o
h
a
v
e
sc
ien
ti
fic
a
rg
u
m
e
n
ta
ti
o
n
s
k
il
ls
re
late
d
to
S
S
I
lev
e
ls
4
,
3
,
a
n
d
2
c
a
n
p
r
o
v
i
d
e
t
h
e
c
o
rre
c
t
c
laim
,
d
a
ta,
wa
rra
n
t,
b
a
c
k
in
g
,
a
n
d
re
b
u
tt
a
l
t
o
sc
ien
t
ifi
c
a
rg
u
m
e
n
ts
re
late
d
t
o
c
o
n
ten
t
if
g
u
i
d
e
d
b
y
g
u
i
d
in
g
q
u
e
sti
o
n
s;
stu
d
e
n
t
t
h
a
t
h
a
d
h
ig
h
e
r
lev
e
l
o
f
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
sk
il
ls n
e
e
d
fe
we
r
g
u
i
d
in
g
q
u
e
stio
n
s.
K
ey
w
o
r
d
s
:
C
h
em
ical
liter
ac
y
C
h
em
is
tr
y
I
n
q
u
ir
y
Scien
tific
ar
g
u
m
en
tatio
n
So
cio
-
s
cien
tific
is
s
u
es
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Sri
R
ah
ay
u
Dep
ar
tm
en
t o
f
C
h
em
is
tr
y
,
Facu
lty
o
f
Ma
th
e
m
atics a
n
d
Natu
r
al
Scien
ce
s
,
Un
iv
er
s
itas
Neg
er
i M
alan
g
J
alan
Sem
ar
an
g
5
Ma
lan
g
,
6
5
1
4
5
Ma
lan
g
,
E
ast J
av
a,
I
n
d
o
n
esia
E
m
ail:
s
r
i.r
ah
ay
u
.
f
m
ip
a@
u
m
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Scien
tific
ar
g
u
m
en
tatio
n
is
a
n
im
p
o
r
tan
t
co
m
p
o
n
e
n
t
in
s
cien
ce
liter
ac
y
[
1
]
Ma
s
ter
in
g
s
cien
tific
liter
ac
y
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
th
in
g
s
in
th
is
ce
n
tu
r
y
[
2
]
.
Scien
tific
ar
g
u
m
en
tatio
n
b
y
s
cien
tis
ts
is
u
s
ed
to
s
u
p
p
o
r
t
th
e
o
r
ies,
m
o
d
els,
a
n
d
ex
p
lain
n
atu
r
al
f
ac
ts
[
3
]
.
I
n
th
is
ca
s
e
s
c
ien
tific
ar
g
u
m
en
ta
tio
n
ca
n
b
e
u
s
ed
as
a
p
er
s
u
asiv
e
co
m
m
u
n
icatio
n
i
n
ar
g
u
in
g
.
Ar
g
u
in
g
s
k
ills
ar
e
im
p
o
r
tan
t
to
d
ev
elo
p
i
n
s
cien
ce
ed
u
ca
tio
n
b
ec
a
u
s
e
th
ey
ca
n
h
elp
lear
n
er
s
in
:
i
)
d
ev
elo
p
in
g
s
k
ills
to
co
n
s
tr
u
ct
,
s
u
p
p
o
r
t,
ev
alu
ate
,
o
r
v
alid
at
e
a
claim
b
ased
o
n
s
cien
tific
ev
id
en
ce
[
4
]
;
ii
)
u
n
d
er
s
tan
d
c
o
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es,
d
ev
elo
p
r
ea
s
o
n
in
g
,
an
d
co
m
m
u
n
icatio
n
s
k
ills
[
5
]
;
iii
)
u
n
d
er
s
tan
d
co
n
te
n
t
k
n
o
wled
g
e
b
etter
a
n
d
m
o
r
e
d
ee
p
ly
[
6
]
;
a
n
d
iv
)
co
llab
o
r
ativ
e
wo
r
k
[
7
]
.
Stu
d
en
ts
’
ar
g
u
m
e
n
tatio
n
s
k
ills
ar
e
s
till
lo
w.
I
n
g
en
er
al,
lea
r
n
er
s
o
f
all
lev
els
o
f
ed
u
ca
tio
n
/ag
e
s
till
h
av
e
d
if
f
icu
lty
in
b
u
ild
i
n
g
ar
g
u
m
en
ts
well
[
1
]
.
Stu
d
en
ts
’
s
ci
en
tific
ar
g
u
m
en
tatio
n
s
k
ills
ar
e
s
till
d
o
m
in
ated
b
y
th
e
s
k
ill
o
f
g
iv
in
g
t
r
u
e
claim
s
b
u
t
h
av
e
n
o
t
b
ee
n
a
b
le
to
p
r
o
v
id
e
co
r
r
ec
t
e
x
p
lan
atio
n
s
an
d
r
eb
u
ttals
to
th
e
ev
id
en
ce
o
b
tain
ed
to
s
u
p
p
o
r
t
th
e
claim
s
[
8
]
,
[
9
]
.
T
h
e
lo
w
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
o
f
s
tu
d
e
n
ts
ar
e
ca
u
s
ed
b
y
:
i
)
s
tu
d
e
n
ts
’
lack
o
f
k
n
o
wled
g
e
ab
o
u
t
n
at
u
r
e
a
n
d
h
o
w
to
ar
g
u
e
f
o
r
g
o
o
d
s
c
ien
tific
ar
g
u
m
e
n
ts
.
L
ea
r
n
er
s
o
f
ten
ar
g
u
e
b
ased
o
n
p
er
s
o
n
al
v
alu
es
o
r
ex
p
er
ie
n
ce
s
r
ath
er
th
an
s
cien
tific
k
n
o
wled
g
e
[1
0
]
;
an
d
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
E
n
h
a
n
ci
n
g
th
e
s
cien
tifi
c
a
r
g
u
men
ta
tio
n
s
kills
o
f p
r
o
s
p
ec
tive
ch
emistr
y
tea
ch
er u
s
in
g
… (
Okta
via
S
u
lis
tin
a
)
4347
ii
)
lack
o
f
in
teg
r
atio
n
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
ex
p
licit
lear
n
in
g
.
L
ea
r
n
er
s
lack
th
e
o
p
p
o
r
t
u
n
ity
t
o
p
r
ac
tice
s
cien
tific
ar
g
u
m
en
tat
io
n
in
class
r
o
o
m
lear
n
in
g
s
itu
atio
n
s
[
1
]
,
[
1
1
]
.
On
ly
1
0
%
o
f
s
cien
ce
teac
h
er
s
teac
h
s
cien
ce
as
a
k
n
o
wled
g
e
th
at
is
test
ed
f
o
r
p
r
o
o
f
o
f
tr
u
th
th
r
o
u
g
h
r
ea
s
o
n
in
g
,
ev
alu
a
tin
g
ev
id
en
ce
,
an
d
co
n
s
id
er
in
g
co
u
n
ter
-
a
r
g
u
m
en
t
atio
n
[1
2
]
.
Scien
ce
ed
u
ca
tio
n
p
lace
s
m
o
r
e
em
p
h
asis
o
n
“
wh
at
to
b
eliev
e”
th
an
“
wh
y
”
to
b
eliev
e
[
3
]
.
L
ac
k
o
f
k
n
o
wled
g
e
ab
o
u
t
s
cien
tific
ar
g
u
m
en
tatio
n
an
d
th
eir
in
v
o
lv
em
en
t
i
n
ar
g
u
m
en
tatio
n
f
o
r
u
m
s
co
n
tr
ib
u
tes
to
th
e
in
ab
ilit
y
to
p
ar
ticip
ate
in
d
is
cu
s
s
io
n
s
o
f
s
o
cio
-
s
ci
en
tific
is
s
u
es
(
SS
I
)
[1
3
]
.
L
e
ar
n
er
s
ex
p
r
ess
th
eir
ar
g
u
m
en
ts
less
if
th
e
to
p
ic
i
s
n
ew
an
d
d
if
f
icu
lt
th
a
n
wh
en
d
is
cu
s
s
in
g
m
o
r
e
f
am
iliar
to
p
ics [
14
].
On
e
o
f
th
e
f
ac
to
r
s
th
at
ca
u
s
es
s
tu
d
en
ts
’
lo
w
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
is
th
e
teac
h
er
’
s
lack
o
f
p
r
ep
ar
atio
n
in
teac
h
i
n
g
th
o
s
e
s
k
ills
in
th
e
class
r
o
o
m
[
1
5
]
.
T
h
e
lack
o
f
p
r
ep
ar
atio
n
is
p
o
s
s
ib
le
b
ec
au
s
e
th
e
teac
h
er
lack
s
m
aster
y
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
O
n
e
o
f
th
e
r
esp
o
n
s
ib
ilit
ies
o
f
a
teac
h
er
is
to
g
u
id
e
s
tu
d
en
ts
in
d
e
v
elo
p
in
g
th
eir
p
er
s
p
ec
tiv
es
o
n
t
h
e
wo
r
l
d
,
ca
p
a
city
f
o
r
ec
o
n
o
m
ic
s
u
cc
ess
,
attitu
d
es
to
war
d
o
th
er
s
in
s
o
ciety
,
in
v
o
lv
em
e
n
t
in
s
o
cial
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
in
ter
ac
tio
n
s
with
th
e
en
v
ir
o
n
m
en
t
[1
6
]
.
T
h
is
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
th
e
r
o
le
p
lay
ed
b
y
ed
u
c
ato
r
s
in
h
elp
in
g
th
eir
p
u
p
il
s
ac
q
u
ir
e
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
An
y
s
c
h
o
o
l
r
ef
o
r
m
’
s
p
o
ten
tial
s
u
cc
e
s
s
d
ep
en
d
s
h
ea
v
ily
o
n
teac
h
e
r
s
[1
7
]
,
[
1
8
]
.
O
n
ly
wh
en
th
e
s
tar
tin
g
k
n
o
wled
g
e
,
attitu
d
es,
an
d
b
elief
s
o
f
teac
h
er
s
ar
e
tak
en
s
er
io
u
s
ly
will
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
r
ef
o
r
m
tak
e
p
lace
[
19
]
,
[
2
0
]
.
B
ased
o
n
th
is
d
escr
ip
tio
n
,
it
is
cr
u
cial
to
wo
r
k
o
n
a
p
r
o
s
p
ec
tiv
e
ch
em
is
tr
y
teac
h
er
'
s
s
cien
tific
ar
g
u
m
en
tatio
n
ab
ilit
y
.
L
ea
r
n
er
s
'
s
cien
tific
ar
g
u
m
e
n
t
atio
n
s
k
ills
ca
n
d
ev
elo
p
,
i
f
t
h
ey
a
r
e
in
v
o
lv
ed
in
th
e
ex
p
er
ien
ce
o
f
ac
q
u
ir
in
g
k
n
o
wled
g
e
in
a
r
ea
l
(
au
th
e
n
tic)
way
[2
1
]
–
[2
3
]
.
O
n
e
o
f
th
e
less
o
n
s
th
at
h
as
th
es
e
ch
ar
ac
ter
is
tics
is
in
q
u
ir
y
-
b
ased
lear
n
in
g
.
I
n
q
u
i
r
y
-
b
ased
lear
n
in
g
in
v
o
lv
es
lear
n
er
s
in
th
e
p
r
o
ce
s
s
o
f
au
th
en
tically
d
is
co
v
er
in
g
s
cien
tific
k
n
o
wled
g
e
t
h
r
o
u
g
h
a
s
er
ies
o
f
in
q
u
ir
y
p
r
o
ce
s
s
es
[2
4
]
,
[
2
5
]
.
T
h
e
p
r
esen
tatio
n
o
f
lea
r
n
in
g
with
au
th
en
tic
in
q
u
ir
y
ca
n
p
r
o
v
id
e
an
o
p
p
o
r
tu
n
ity
f
o
r
lear
n
er
s
t
o
ev
alu
ate
in
f
o
r
m
atio
n
,
d
e
v
el
o
p
c
o
n
clu
s
io
n
s
a
n
d
en
g
ag
e
in
ev
i
d
en
ce
-
b
ased
ar
g
u
m
en
ts
,
wh
ich
is
a
co
m
p
eten
ce
o
f
s
cien
ce
liter
ac
y
.
Sev
er
al
s
tu
d
ies
[2
1
]
,
[
2
6
]
,
[2
7
]
s
tate
d
th
at
in
q
u
ir
y
-
b
ased
lear
n
in
g
is
b
etter
wh
en
lin
k
e
d
to
s
o
cial
is
s
u
es.
L
ea
r
n
in
g
t
h
at
aim
s
to
in
v
o
l
v
e
s
tu
d
en
ts
to
u
s
e
th
eir
k
n
o
wled
g
e
in
u
n
d
er
s
tan
d
i
n
g
s
o
cial
is
s
u
es
th
at
ar
e
h
ap
p
en
in
g
is
SS
I
[
9
]
.
T
h
r
o
u
g
h
SS
I
,
lear
n
er
s
'
ab
ilit
y
to
m
ak
e
d
ec
is
io
n
s
in
cr
ea
s
es
[2
8
]
,
[
29
]
,
m
ak
i
n
g
lear
n
in
g
m
o
r
e
m
ea
n
in
g
f
u
l
[3
0
]
,
an
d
en
h
a
n
cin
g
ep
is
tem
ic
k
n
o
wled
g
e
(
th
e
n
at
u
r
e
o
f
s
cien
ce
)
[3
1
]
.
Ho
wev
e
r
,
in
q
u
ir
y
-
b
ased
lear
n
in
g
th
at
ex
p
licit
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
an
d
u
s
e
s
th
e
SS
I
co
n
tex
t
is
s
till
r
ar
e.
I
n
teg
r
ated
c
h
em
ical
liter
ac
y
s
tr
ateg
y
(
I
C
L
S)
lear
n
in
g
is
an
in
q
u
ir
y
-
b
ased
l
ea
r
n
in
g
s
tr
ateg
y
th
at
p
r
o
v
i
d
es
au
th
en
tic
s
cien
ce
ex
p
er
ien
ce
s
,
d
ev
elo
p
s
liter
ac
y
s
k
ills
,
p
r
o
m
o
tes
cu
r
io
s
ity
,
u
s
e
s
a
co
n
tex
tu
al
ap
p
r
o
ac
h
th
at
c
o
n
tain
s
co
n
tex
tu
al
co
n
ten
t
an
d
SS
I
,
an
d
ex
p
licit
s
cien
tific
ar
g
u
m
en
tatio
n
.
I
C
L
S
lear
n
in
g
is
b
ased
o
n
co
g
n
it
iv
e
lear
n
in
g
th
eo
r
y
an
d
is
a
m
o
d
if
icatio
n
,
f
u
s
io
n
an
d
ad
ju
s
tm
en
t
o
f
th
e
I
SLS
m
o
d
el
d
ev
el
o
p
ed
b
y
L
eo
n
ar
d
[3
2
]
an
d
Ar
g
u
m
e
n
t
Dr
iv
en
I
n
q
u
ir
y
(
ADI
)
d
ev
elo
p
e
d
b
y
W
alk
er
et
a
l
.
[3
3
]
.
B
ased
o
n
th
ese
p
r
o
b
lem
s
,
th
e
r
esear
ch
q
u
esti
o
n
was
:
h
o
w
to
i
m
p
r
o
v
e
s
cien
tific
ar
g
u
m
en
ta
tio
n
s
k
ills
u
s
in
g
I
C
L
S?
T
h
is
r
esear
ch
f
o
cu
s
es
o
n
th
e
in
f
lu
en
ce
o
f
I
C
L
S
o
n
th
e
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
o
f
p
r
o
s
p
ec
tiv
e
ch
e
m
is
tr
y
teac
h
e
r
th
at
aim
s
to
:
i
)
im
p
r
o
v
e
t
h
e
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
o
f
p
r
o
s
p
ec
tiv
e
ch
em
is
tr
y
teac
h
er
u
s
in
g
I
C
L
S
lear
n
in
g
;
an
d
ii
)
e
x
am
in
e
th
e
p
atter
n
s
o
f
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
ter
m
s
o
f
c
o
n
ten
t a
n
d
SS
I
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
u
s
ed
m
ix
ed
m
eth
o
d
s
,
th
e
em
b
ed
d
ed
d
esig
n
with
em
b
ed
d
e
d
ex
p
er
im
e
n
tal
m
o
d
el
ac
co
r
d
in
g
to
C
r
eswell
an
d
C
lar
k
[3
4
]
.
I
n
th
e
f
ir
s
t
s
tag
e,
th
e
r
esear
ch
b
eg
in
s
with
th
e
c
o
llectio
n
o
f
q
u
an
titativ
e
d
ata,
co
n
d
u
ctin
g
a
p
r
e
-
test
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
T
h
e
s
ec
o
n
d
s
tag
e
was
to
p
r
o
v
id
e
t
r
ea
tm
en
t
th
r
o
u
g
h
a
q
u
an
titativ
e
ap
p
r
o
ac
h
u
s
in
g
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
s
with
n
o
n
e
q
u
iv
alen
t
(
p
r
e
-
test
an
d
p
o
s
t
-
test
)
co
n
tr
o
l
-
g
r
o
u
p
d
esig
n
as sh
o
wn
in
T
ab
l
e
1
.
T
ab
le
1
.
Qu
asi
-
ex
p
er
im
en
tal
n
o
n
eq
u
i
v
alen
t (
p
r
e
-
test
an
d
p
o
s
t
-
test
)
co
n
tr
o
l
-
g
r
o
u
p
d
esig
n
1
C
l
a
s
s
Pre
-
t
e
st
Tr
e
a
t
me
n
t
P
o
st
-
t
e
st
Ex
p
e
r
i
m
e
n
t
O
X
O
C
o
n
t
r
o
l
O
-
O
Stu
d
en
ts
o
f
p
r
o
s
p
ec
tiv
e
ch
em
i
s
tr
y
teac
h
er
s
in
th
e
e
x
p
er
im
e
n
tal
class
wer
e
g
iv
en
tr
ea
tm
en
t (
X)
wh
ich
was
tau
g
h
t
b
y
I
C
L
S
an
d
s
tu
d
en
ts
in
th
e
co
n
tr
o
l
class
wer
e
tau
g
h
t
b
y
co
n
v
en
tio
n
al
s
tr
ateg
ies.
T
h
e
I
C
L
S
s
tep
co
n
s
is
ts
o
f
:
i
)
s
tim
u
li
;
ii
)
p
r
o
b
lem
s
tatem
en
t
;
iii
)
in
q
u
ir
y
i
n
v
esti
g
atio
n
;
iv
)
ar
g
u
m
en
tatio
n
an
d
p
r
esen
tatio
n
;
an
d
v
)
lin
e
o
f
lear
n
in
g
.
T
h
e
co
n
v
en
tio
n
al
s
tr
ateg
y
s
tep
c
o
n
s
is
ts
o
f
m
ater
ial
d
eliv
er
y
,
in
q
u
ir
y
p
h
ase,
an
d
p
r
esen
tatio
n
an
d
d
is
cu
s
s
io
n
.
T
h
e
th
ir
d
s
tag
e,
ca
r
r
ied
o
u
t
b
y
co
llectin
g
q
u
an
titativ
e
d
ata
an
d
q
u
alitativ
e
d
ata
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
3
4
6
-
4
3
5
3
4348
af
ter
th
e
tr
ea
tm
en
t
p
r
o
ce
s
s
.
Qu
an
titativ
e
d
ata
wer
e
co
llecte
d
f
r
o
m
t
h
e
s
co
r
es
o
f
p
o
s
t
-
test
s
tu
d
en
ts
'
s
c
ien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
Qu
alitativ
e
d
ata
wer
e
co
llected
f
r
o
m
t
h
e
r
esu
lts
o
f
in
ter
v
i
ews
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
T
h
e
f
o
u
r
th
s
tag
e,
an
an
aly
s
is
o
f
th
e
f
in
d
in
g
s
was
ca
r
r
ied
o
u
t.
T
h
e
f
in
d
in
g
s
o
b
tain
e
d
wer
e
in
th
e
f
o
r
m
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata.
T
h
e
r
esear
ch
s
am
p
le
u
s
ed
th
e
en
tire
s
tu
d
en
t
p
o
p
u
latio
n
o
f
p
r
o
s
p
ec
tiv
e
ch
e
m
is
tr
y
teac
h
er
s
wh
o
to
o
k
p
ar
t
in
th
e
B
asic
C
h
em
is
tr
y
c
o
u
r
s
e
at
o
n
e
o
f
t
h
e
s
tate
u
n
iv
er
s
ities
in
th
e
city
o
f
Ma
lan
g
,
I
n
d
o
n
esia.
T
h
e
8
8
s
tu
d
en
ts
wer
e
d
is
tr
ib
u
ted
in
f
o
u
r
o
f
f
er
in
g
s
,
b
ased
o
n
th
e
ex
is
tin
g
o
f
f
er
in
g
s
r
an
d
o
m
ly
s
elec
ted
two
o
f
f
er
i
n
g
s
as
an
ex
p
er
im
e
n
tal
g
r
o
u
p
(
4
4
s
tu
d
en
ts
)
,
an
d
2
o
f
f
er
in
g
s
(
4
4
s
tu
d
en
ts
)
as
a
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
m
in
im
u
m
s
am
p
le
s
ize
in
q
u
an
titativ
e
r
esear
ch
is
3
0
s
am
p
les
[3
5
]
.
B
ef
o
r
e
tr
ea
t
m
en
t,
s
tu
d
en
ts
in
th
e
e
x
p
er
im
e
n
tal
an
d
th
e
c
o
n
tr
o
l
g
r
o
u
p
s
wer
e
g
i
v
en
a
p
r
e
-
test
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
to
d
eter
m
in
e
th
ei
r
in
itial
ab
ilit
ies.
Pre
-
test
is
o
n
e
way
to
c
o
n
tr
o
l
c
o
n
f
o
u
n
d
in
g
v
ar
ia
b
les
[3
6
]
.
Pre
-
test
r
esu
lt
s
h
o
wed
th
at
b
o
t
h
th
e
ex
p
e
r
im
en
tal
class
an
d
th
e
co
n
tr
o
l
class
h
av
e
th
e
s
am
e
in
itial
ab
ilit
y
b
ased
o
n
th
e
Ma
n
n
-
W
h
itn
ey
(
U)
test
with
s
ig
n
if
ican
ce
v
alu
e=
0
.
7
0
7
.
Oth
er
way
s
to
co
n
tr
o
l
co
n
f
o
u
n
d
in
g
v
a
r
iab
les
wer
e
m
ak
in
g
co
n
s
tan
t
v
ar
iab
les
b
etwe
en
ex
p
er
im
en
t
a
n
d
co
n
tr
o
l
g
r
o
u
p
to
elim
in
ate
th
e
p
o
s
s
ib
le
ef
f
ec
ts
[
37
]
.
I
n
th
is
s
tu
d
y
co
n
tr
o
lled
co
n
f
o
u
n
d
in
g
v
ar
iab
les,
e.
g
.
,
n
u
m
b
er
o
f
class
m
ee
tin
g
s
,
lectu
r
er
s
’
teac
h
in
g
ex
p
er
ien
ce
s
,
a
n
d
cu
r
r
icu
lu
m
.
T
h
e
r
esu
lts
o
f
p
r
e
-
a
n
d
p
o
s
t
-
test
s
test
in
g
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
wer
e
co
n
v
er
ted
in
to
q
u
an
titativ
e
d
ata.
T
h
e
s
cien
tifi
c
ar
g
u
m
e
n
tatio
n
s
k
ills
test
in
s
tr
u
m
en
ts
wer
e
in
th
e
f
o
r
m
o
f
an
o
p
e
n
an
d
clo
s
ed
ess
ay
test
,
ea
ch
with
1
v
alid
q
u
esti
o
n
an
d
h
as
h
i
g
h
r
eliab
ilit
y
(
C
r
o
n
b
ac
h
’
s
a
lp
h
a
=0
.
6
8
9
)
.
T
h
e
in
s
tr
u
m
en
t
was
p
r
ep
ar
e
d
to
r
ef
er
to
th
e
T
o
u
l
m
in
ar
g
u
m
e
n
t
f
r
am
ewo
r
k
wh
ich
h
as
s
ix
ca
teg
o
r
ies
o
f
asp
ec
ts
,
n
am
ely
claim
,
d
ata,
war
r
an
t,
b
ac
k
in
g
,
q
u
alif
i
er
,
an
d
r
eb
u
ttal
[
38
]
.
T
h
e
ass
ess
m
en
t
o
f
th
e
q
u
ality
o
f
s
cien
tific
ar
g
u
m
e
n
tatio
n
r
ef
er
s
to
Osb
o
r
n
e
et
a
l
.
[
39
]
.
I
n
itially
,
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
d
ata
wer
e
q
u
alitativ
e
d
ata,
th
en
t
h
ey
wer
e
co
n
v
er
ted
in
t
o
in
ter
v
al
d
ata.
T
h
e
d
ata
o
n
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
wer
e
as
s
es
s
ed
b
y
a
two
-
p
er
s
o
n
ass
es
s
m
en
t
team
,
th
en
th
e
r
esu
lts
o
f
th
e
ass
es
s
m
en
t
wer
e
te
s
ted
b
y
C
o
h
en
’
s
k
ap
p
a.
Pre
-
te
s
t
an
d
p
o
s
t
-
test
d
ata
wer
e
an
aly
ze
d
d
escr
ip
tiv
ely
t
o
d
eter
m
in
e
th
e
h
ig
h
est
s
co
r
e
,
lo
west
v
alu
e,
m
ea
n
an
d
N
-
g
ain
to
s
ee
wh
eth
er
th
er
e
is
an
im
p
r
o
v
em
en
t i
n
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
; p
o
s
t
-
test
d
ata
test
ed
b
y
Ma
n
n
-
W
h
itn
ey
t
o
s
ee
wh
eth
er
th
er
e
wer
e
d
if
f
er
en
ce
s
in
tr
ea
tm
en
t
f
o
r
en
h
an
c
in
g
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
,
an
d
ef
f
ec
t
s
ize
to
s
ee
h
o
w
m
u
ch
l
ea
r
n
in
g
af
f
ec
ts
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
E
f
f
ec
t
s
ize
c
lass
if
icatio
n
u
s
in
g
C
o
h
en
’
s
s
tan
d
ar
d
[4
0
]
.
T
h
e
f
in
d
in
g
s
o
f
ten
s
tu
d
e
n
ts
'
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews,
wh
ich
wer
e
r
ec
o
r
d
ed
,
s
er
v
ed
as
th
e
s
o
u
r
ce
o
f
q
u
alitativ
e
d
ata.
T
o
en
s
u
r
e
th
e
v
alid
ity
o
f
th
e
in
ter
v
iew
d
ata,
it
was
ca
r
r
ied
o
u
t
b
y
c
h
ec
k
in
g
t
h
e
tr
a
n
s
cr
ip
ts
ag
ain
b
y
m
atch
in
g
th
e
in
ter
v
i
ew
r
esu
lts
th
at
h
av
e
b
ee
n
m
ad
e
with
th
e
r
ec
o
r
d
ed
r
esu
lts
.
T
h
e
d
ata
was
u
s
ed
t
o
ex
p
lain
th
e
r
esu
lts
o
f
q
u
a
n
titativ
e
d
ata
an
d
to
ex
a
m
in
e
th
e
p
a
tter
n
s
o
f
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
ter
m
s
o
f
co
n
te
n
t a
n
d
SS
I
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
’
s
cie
ntif
ic
a
rg
um
ent
a
t
io
n
s
k
ills
S
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
t
atio
n
s
k
ills
d
ata
wer
e
o
b
tain
e
d
f
r
o
m
p
r
e
-
test
s
co
r
es
a
n
d
p
o
s
t
-
test
s
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
B
a
s
ed
o
n
C
o
h
en
'
s
k
ap
p
a
test
,
m
ea
s
u
r
em
en
t
d
ata
f
r
o
m
two
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
ass
ess
o
r
s
o
b
tain
e
d
a
Kap
p
a
m
ea
s
u
r
e
o
f
ag
r
ee
m
en
t
v
alu
e
o
f
0
.
8
7
0
(
h
av
in
g
a
v
er
y
h
ig
h
d
eg
r
ee
o
f
e
q
u
ality
)
.
A
d
escr
ip
tio
n
o
f
th
e
s
tu
d
en
t'
s
s
cien
t
if
ic
ar
g
u
m
en
tatio
n
s
k
ills
d
ata
was
p
r
esen
ted
in
T
ab
le
2
.
N
-
g
ain
d
ata
s
h
o
wed
th
at
th
e
im
p
r
o
v
em
e
n
t
o
f
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
th
e
I
C
L
S
(
ex
p
er
im
e
n
t)
class
was
h
ig
h
er
th
an
in
th
e
co
n
v
en
ti
o
n
al
(
c
o
n
tr
o
l)
class
.
T
h
e
ca
te
g
o
r
y
o
f
i
m
p
r
o
v
e
m
en
t
in
th
e
I
C
L
S c
lass
wa
s
m
ed
iu
m
an
d
i
n
th
e
co
n
v
en
tio
n
al
class
was l
o
w.
T
ab
le
2
.
Descr
ip
tio
n
o
f
s
tu
d
e
n
t
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
d
ata
G
r
o
u
p
P
re
-
t
e
st
P
o
st
-
t
e
st
N
-
g
a
i
n
Ex
p
e
r
i
m
e
n
t
0
4
0
.
33
C
o
n
t
r
o
l
0
3
0
.
21
Ma
n
n
-
W
h
itn
ey
'
s
test
r
esu
lts
s
h
o
wed
a
s
ig
n
if
ican
ce
v
alu
e
o
f
0
.
0
0
2
/2
=0
.
0
0
1
<0
.
0
5
0
,
wh
ich
m
ea
n
s
th
at
th
er
e
was
an
av
er
ag
e
d
if
f
er
e
n
ce
in
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
b
etwe
en
s
tu
d
en
ts
wh
o
wer
e
tau
g
h
t
with
I
C
L
S
lear
n
in
g
an
d
co
n
v
en
tio
n
al
s
tr
ateg
ies.
Stu
d
en
ts
wh
o
wer
e
tau
g
h
t
with
I
C
L
S
h
av
e
h
ig
h
er
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
(
s
u
m
o
f
r
an
k
s
=2
3
0
4
)
th
an
s
tu
d
en
ts
wh
o
wer
e
tau
g
h
t
with
c
o
n
v
e
n
tio
n
al
s
tr
ateg
ies
(
s
u
m
o
f
r
an
k
s
=1
6
1
2
)
.
T
h
e
r
esu
lts
o
f
th
e
ca
lcu
latio
n
o
f
eta
a
n
d
et
a
s
q
u
ar
ed
o
b
tain
ed
eta
(
r
)
v
al
u
es
o
f
0
.
3
3
a
n
d
eta
s
q
u
ar
ed
(
r
2
)
o
f
0
.
1
0
9
,
wh
ich
m
ea
n
s
t
h
at
I
C
L
S
h
a
d
a
g
r
ea
t
in
f
lu
en
ce
o
n
s
tu
d
e
n
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
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
E
n
h
a
n
ci
n
g
th
e
s
cien
tifi
c
a
r
g
u
men
ta
tio
n
s
kills
o
f p
r
o
s
p
ec
tive
ch
emistr
y
tea
ch
er u
s
in
g
… (
Okta
via
S
u
lis
tin
a
)
4349
B
ef
o
r
e
b
ein
g
ta
u
g
h
t
with
I
C
L
S,
ex
p
er
im
en
tal
class
s
tu
d
en
ts
wh
o
wer
e
s
elec
ted
as
r
esp
o
n
d
en
ts
wer
e
in
ter
v
iewe
d
r
eg
ar
d
in
g
th
eir
k
n
o
wled
g
e
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
s
tu
d
en
ts
'
k
n
o
wled
g
e
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
was
s
till
lo
w:
i
)
m
o
s
t
s
tu
d
en
ts
s
tated
th
at
s
cien
tific
ar
g
u
m
en
tatio
n
was
th
e
r
esu
lt
o
f
th
eir
o
wn
t
h
in
k
in
g
;
ii
)
a
s
m
all
n
u
m
b
er
o
f
t
h
em
s
tated
th
at
s
cien
tific
ar
g
u
m
en
tatio
n
was
an
o
p
in
io
n
s
u
p
p
o
r
te
d
b
y
e
v
id
en
c
e
;
an
d
iii
)
s
cien
tific
ar
g
u
m
en
t
atio
n
was
a
p
r
o
-
co
u
n
ter
o
p
in
io
n
.
Af
ter
s
tu
d
y
in
g
I
C
L
S,
th
ese
s
tu
d
en
ts
wer
e
a
g
ain
in
ter
v
iewe
d
with
th
e
s
am
e
to
p
ic.
T
h
e
r
esu
lts
s
h
o
wed
th
at
m
o
s
t
o
f
th
e
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
k
n
o
wled
g
e
in
c
r
ea
s
ed
.
T
h
e
f
o
llo
win
g
is
an
ex
ce
r
p
t
o
f
th
e
in
ter
v
iew
tr
an
s
cr
ip
t o
f
th
e
r
esear
ch
er
(
Q)
with
th
e
r
esp
o
n
d
en
t
(
R
)
.
Q:
Did
yo
u
p
r
a
ctice
a
r
g
u
men
ta
ti
o
n
in
lectu
r
es?
R:
Yes
,
w
e
d
id
.
Q:
Did
yo
u
s
till
r
eme
mb
er w
h
a
t c
o
mp
o
n
en
ts
o
f scien
tifi
c
a
r
g
u
m
en
ta
tio
n
a
r
e?
R:
Yea
h
.
cla
im,
d
a
t
a
,
w
a
r
r
a
n
t,
b
a
ck
in
g
,
r
eb
u
tta
l
Q:
Did
yo
u
kn
o
w
th
e
d
iffer
en
ce
?
P
lea
s
e
ex
p
la
in
?
R:
C
la
im
is
a
s
ta
teme
n
t.
Da
ta
a
r
e
th
e
fa
cts
o
r
ev
id
en
ce
th
a
t
s
u
p
p
o
r
ts
th
e
cla
im.
Wa
r
r
a
n
ts
a
r
e
ex
p
la
n
a
tio
n
s
a
b
o
u
t
t
h
e
d
a
ta
o
b
ta
in
ed
.
B
a
ck
in
g
s
a
r
e
th
e
t
h
eo
r
ies,
la
w
s
a
n
d
p
r
in
cip
les
th
a
t
u
p
h
o
ld
w
a
r
r
a
n
ts
.
Wh
erea
s
r
eb
u
tta
l is a
n
ex
ce
p
tio
n
.
Q:
Tell me
th
e
p
o
s
itive
th
in
g
s
th
a
t y
o
u
g
o
t a
fter
p
r
a
cticin
g
s
cien
tifi
c
a
r
g
u
men
ta
tio
n
?
R:
Wit
h
th
is
lea
r
n
in
g
,
I
h
a
ve
a
b
e
tter
u
n
d
ers
ta
n
d
in
g
o
f h
o
w
to
ex
p
r
ess
a
g
o
o
d
a
n
d
co
r
r
ec
t o
p
i
n
io
n
,
s
ta
r
tin
g
w
ith
cla
ims
,
d
a
ta
,
w
a
r
r
a
n
ts
,
b
a
ck
in
g
,
th
en
r
eb
u
tta
l.
S
o
,
I
ca
n
lea
r
n
h
o
w
to
p
u
t
fo
r
w
a
r
d
a
g
o
o
d
a
n
d
co
r
r
ec
t
s
cien
tifi
c
a
r
g
u
men
ta
tio
n
.
F
o
r
ex
a
mp
le,
a
t
th
e
time
o
f
th
e
d
eb
a
te
a
b
o
u
t
is
it
b
etter
to
u
s
e
P
erta
ma
x
o
r
P
e
r
ta
lite
a
s
tr
a
n
s
p
o
r
ta
tio
n
fu
el.
Th
r
ee
s
tu
d
en
t
g
r
o
u
p
s
s
ta
ted
th
e
y
w
ere
p
r
o
P
erta
ma
x
a
n
d
tw
o
s
tu
d
en
t
g
r
o
u
p
s
s
ta
ted
th
ey
w
ere
p
r
o
P
erta
lite
.
Th
e
tw
o
p
r
o
-
co
n
tr
a
g
r
o
u
p
s
ea
ch
d
efen
d
th
eir
a
r
g
u
men
ts
.
We
a
r
e
a
p
r
o
P
erta
lite
s
tu
d
en
t
g
r
o
u
p
.
Th
r
o
u
g
h
th
e
d
a
ta
,
b
a
ck
in
g
,
w
a
r
r
a
n
ts
a
n
d
r
eb
u
tt
a
ls
th
a
t
w
e
s
u
b
mit,
w
e
ca
n
co
n
vin
ce
a
ll
g
r
o
u
p
s
to
a
g
r
ee
w
ith
o
u
r
a
r
g
u
men
t,
th
e
u
s
e
o
f
P
erta
lit
e
is
mo
r
e
p
r
o
fita
b
le
in
terms
o
f
c
o
s
ts
a
n
d
en
viro
n
men
ta
l
h
ea
lth
th
a
n
P
erta
ma
x
if p
e
o
p
le
p
r
efe
r
to
u
s
e
p
u
b
lic
tr
a
n
s
p
o
r
ta
tio
n
r
a
th
er th
a
n
u
s
in
g
p
r
iva
te
ve
h
i
cles.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
tes
t
an
d
in
ter
v
iew,
it
was
co
n
cl
u
d
ed
th
at
I
C
L
S
h
ad
a
h
ig
h
e
r
in
f
lu
en
ce
o
n
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
th
an
co
n
v
en
tio
n
al
s
tr
ateg
ies.
T
h
ese
r
esu
lts
ca
n
b
e
s
tr
en
g
t
h
en
ed
b
y
an
aly
zin
g
s
tu
d
en
ts
'
s
k
ill
s
in
an
s
wer
in
g
s
cien
tific
ar
g
u
m
e
n
tatio
n
test
s
o
n
clo
s
ed
-
ty
p
e
q
u
esti
o
n
s
an
d
o
p
en
-
ty
p
e
q
u
esti
o
n
s
.
I
n
clo
s
ed
-
ty
p
e
q
u
esti
o
n
s
,
s
tu
d
en
ts
ar
e
g
iv
e
n
th
e
h
elp
o
f
s
tatem
en
ts
b
o
th
s
u
p
p
o
r
tiv
e
an
d
o
u
twitti
n
g
s
tatem
en
ts
th
at
ca
n
lead
th
em
to
m
a
k
e
ar
g
u
m
en
ts
.
I
n
o
p
en
-
t
y
p
e
q
u
esti
o
n
s
,
s
tu
d
e
n
ts
co
m
p
il
e
th
eir
ar
g
u
m
e
n
ts
in
d
ep
en
d
en
tly
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
ar
e
p
r
esen
ted
in
F
ig
u
r
e
1
.
Fig
u
r
e
1
(
a)
an
d
(
b
)
s
h
o
wed
th
at
in
b
o
th
o
p
en
an
d
clo
s
ed
ty
p
e
ar
g
u
m
e
n
tatio
n
q
u
esti
o
n
s
,
s
tu
d
en
ts
wh
o
ar
e
tau
g
h
t
with
I
C
L
S
ac
h
iev
e
m
o
r
e
lev
el
s
3
an
d
4
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
i
lls
co
m
p
ar
ed
to
s
tu
d
en
ts
wh
o
ar
e
tau
g
h
t
with
co
n
v
en
tio
n
al
s
tr
ateg
y
.
Stu
d
en
ts
wh
o
h
a
v
e
r
ea
c
h
ed
le
v
el
s
3
an
d
4
,
h
av
e
b
ee
n
ab
le
t
o
p
r
o
v
id
e
r
eb
u
ttal.
R
eb
u
ttal
is
an
in
d
icato
r
o
f
h
ig
h
-
q
u
ality
,
an
d
ar
g
u
m
en
ts
th
at
in
clu
d
e
r
e
b
u
ttal a
r
e
m
o
r
e
p
er
s
u
asiv
e
ar
g
u
m
en
ts
[
6
]
,
[
39
]
.
T
h
e
d
if
f
e
r
en
ce
in
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
o
f
I
C
L
S
class
s
tu
d
en
ts
an
d
co
n
v
e
n
tio
n
al
class
es
i
s
s
in
ce
I
C
L
S
cla
s
s
e
s
tr
ain
s
tu
d
en
ts
to
m
ak
e
s
cien
tific
ar
g
u
m
en
ts
ex
p
licitly
,
wh
ile
co
n
v
en
tio
n
al
class
es
ar
e
im
p
licit.
T
h
ese
f
in
d
in
g
s
ar
e
in
lin
e
with
th
e
r
esu
lts
o
f
th
e
p
r
ev
io
u
s
r
esear
ch
[4
1
]
–
[4
3
]
.
Activ
ities
to
ex
p
lici
t
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
ar
e
ca
r
r
ied
o
u
t
at
th
e
s
tag
e
o
f
in
v
esti
g
atio
n
in
q
u
ir
y
s
tag
e,
th
e
ar
g
u
m
en
tatio
n
an
d
p
r
esen
tatio
n
,
an
d
th
e
lin
e
o
f
lear
n
in
g
.
At
th
e
in
v
esti
g
ativ
e
in
q
u
i
r
y
s
tag
e
s
tu
d
e
n
ts
ar
e
t
r
ain
ed
to
s
tate
th
eir
s
cien
tific
ar
g
u
m
en
ts
in
th
eir
co
llab
o
r
ativ
e
g
r
o
u
p
s
,
th
r
o
u
g
h
ten
tativ
e
ar
g
u
m
en
t
p
r
o
d
u
ctio
n
ac
tiv
ities
.
I
n
th
is
ac
tiv
ity
,
s
tu
d
en
ts
d
o
n
o
t
d
ir
ec
t
ly
s
tate
th
eir
ar
g
u
m
e
n
ts
in
d
ep
en
d
en
tly
,
b
u
t
s
tu
d
en
ts
ar
e
g
iv
en
s
ca
f
f
o
ld
in
g
to
b
e
ab
le
to
co
m
p
ile
th
eir
s
cien
tifi
c
ar
g
u
m
en
ts
p
r
o
p
er
l
y
.
Scaf
f
o
l
d
in
g
is
g
iv
en
g
r
ad
u
ally
u
n
til
f
in
ally
s
tu
d
en
ts
ca
n
b
e
r
elea
s
ed
to
ex
p
r
ess
th
eir
s
cien
tific
ar
g
u
m
e
n
ts
in
d
ep
en
d
en
t
ly
.
At
th
e
ar
g
u
m
en
tatio
n
a
n
d
p
r
e
s
en
tatio
n
s
tag
e,
th
e
d
ev
elo
p
m
en
t
o
f
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
i
s
ex
p
licit
th
r
o
u
g
h
ar
g
u
m
e
n
tatio
n
s
ess
io
n
ac
tiv
ities
.
I
n
th
is
ac
tiv
ity
,
s
tu
d
en
ts
p
r
esen
ted
t
h
eir
g
r
o
u
p
ar
g
u
m
en
ts
in
a
class
d
is
cu
s
s
io
n
f
o
r
u
m
.
T
o
ascer
tain
wh
ich
ass
er
tio
n
s
ar
e
th
e
m
o
s
t
cr
ed
ib
le
an
d
ac
ce
p
t
ab
le,
o
r
to
im
p
r
o
v
e
th
e
claim
s
to
m
ak
e
t
h
em
m
o
r
e
cr
ed
ib
le
an
d
ac
ce
p
ta
b
le,
s
tu
d
en
ts
d
is
cu
s
s
ar
g
u
m
en
ts
an
d
cr
itiq
u
es
m
ad
e
b
o
th
o
r
ally
an
d
in
wr
itin
g
.
I
n
th
e
li
n
e
o
f
lear
n
in
g
s
tag
e,
s
tu
d
e
n
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
ar
e
d
ev
elo
p
e
d
in
co
n
ce
p
t
ap
p
licatio
n
ac
tiv
ities
th
r
o
u
g
h
SS
I
.
I
n
th
is
ac
tiv
ity
,
s
tu
d
en
ts
ar
e
g
iv
en
a
d
ilem
m
a
o
r
s
o
cio
-
s
cien
ce
is
s
u
e
r
elate
d
to
th
er
m
o
ch
em
is
tr
y
co
n
ten
t,
t
h
en
s
tu
d
en
ts
ar
e
ask
ed
to
h
av
e
a
s
cien
tific
ar
g
u
m
en
t
o
n
t
h
e
g
iv
e
n
is
s
u
e.
Stu
d
en
ts
in
th
eir
co
llab
o
r
ativ
e
g
r
o
u
p
s
co
m
p
ile
s
cien
tific
ar
g
u
m
en
ts
to
m
ak
e
d
ec
is
io
n
s
r
elate
d
to
th
e
is
s
u
es
p
r
esen
ted
,
th
e
ar
g
u
m
en
ts
co
m
p
iled
ar
e
s
till
ten
tativ
e
ar
g
u
m
en
ts
.
T
h
en
co
n
tin
u
ed
th
e
ar
g
u
m
en
tatio
n
s
ess
io
n
,
wh
ich
was
d
eliv
er
ed
o
r
ally
,
n
am
ely
s
tu
d
e
n
ts
s
h
ar
in
g
ar
g
u
m
en
ts
with
ea
ch
o
t
h
er
an
d
co
n
v
ey
in
g
cr
iticis
m
to
d
eter
m
in
e
wh
ich
claim
s
ar
e
th
e
m
o
s
t
v
alid
an
d
ac
ce
p
tab
le
o
r
to
r
ef
in
e
claim
s
to
m
ak
e
th
em
m
o
r
e
v
alid
an
d
ac
ce
p
tab
le.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
3
4
6
-
4
3
5
3
4350
(
a)
(
b
)
Fig
u
r
e
1
.
L
e
v
el
o
f
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
e
n
tatio
n
in
a
n
s
wer
in
g
(
a
)
clo
s
ed
-
ty
p
e
q
u
esti
o
n
s
an
d
(
b
)
o
p
en
-
ty
p
e
q
u
esti
o
n
s
3
.
2
.
T
he
pa
t
t
er
ns
o
f
re
la
t
io
ns
hip
bet
wee
n
s
t
ud
e
nts’
s
cient
if
ic
a
rg
um
ent
a
t
io
n
s
k
ills
in
t
er
m
s
o
f
co
nte
nt
a
nd
s
o
cio
-
s
cient
if
ic
is
s
ues
T
h
e
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
d
ata
m
ea
s
u
r
ed
in
th
e
p
o
s
t
-
test
wer
e
s
cien
tific
ar
g
u
m
en
ts
r
elate
d
to
SS
I
.
T
o
illu
s
tr
ate
wh
eth
er
s
tu
d
en
ts
wh
o
h
av
e
a
h
ig
h
le
v
el
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
SS
I
ca
n
also
h
av
e
h
ig
h
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
co
n
ten
t,
s
tu
d
en
ts
ar
e
g
iv
en
q
u
esti
o
n
s
in
in
ter
v
iews
to
ex
p
r
ess
s
cien
tific
ar
g
u
m
en
ts
r
elate
d
to
c
o
n
te
n
t
is
s
u
es.
T
h
e
r
esu
lts
s
h
o
wed
th
at
s
tu
d
en
ts
wh
o
h
av
e
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
SS
I
lev
els
4
,
3
,
an
d
2
ca
n
p
r
o
v
i
d
e
th
e
co
r
r
ec
t
claim
s
,
d
ata,
war
r
an
ts
,
b
ac
k
in
g
,
an
d
r
e
b
u
tta
l
o
n
s
cien
tific
ar
g
u
m
en
ts
r
elat
ed
to
co
n
ten
t
if
g
u
id
e
d
b
y
g
u
i
d
in
g
q
u
esti
o
n
s
.
T
h
e
h
ig
h
er
th
e
lev
el
o
f
th
eir
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
,
th
e
f
ewe
r
g
u
id
i
n
g
q
u
esti
o
n
s
g
i
v
en
.
Ho
wev
er
,
th
e
lev
el
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
SS
I
was
n
o
t
co
n
s
is
ten
tly
r
elate
d
to
s
tu
d
en
ts
'
s
cien
tifi
c
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
co
n
ten
t.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
o
f
in
ter
v
iew
d
ata
s
h
o
w
th
at
:
i
)
lev
el
4
-
SS
I
s
tu
d
en
ts
ar
e
ab
le
to
p
r
o
v
id
e
t
h
e
r
ig
h
t
claim
s
,
d
ata,
b
ac
k
in
g
war
r
an
ts
,
an
d
r
eb
u
ttal
b
u
t
m
u
s
t
b
e
ass
is
ted
with
g
u
id
in
g
q
u
esti
o
n
s
;
ii
)
l
e
v
el
3
-
SS
I
s
tu
d
en
ts
ar
e
ab
le
to
p
r
o
v
id
e
ap
p
r
o
p
r
iate
claim
s
an
d
war
r
an
ts
,
b
u
t
d
ata,
b
ac
k
in
g
an
d
r
e
b
u
ttal
m
u
s
t
b
e
ass
is
ted
with
g
u
i
d
in
g
q
u
esti
o
n
s
;
iii
)
lev
el
2
-
SS
I
s
tu
d
en
ts
ar
e
ab
le
to
p
r
o
v
id
e
t
h
e
r
ig
h
t
claim
s
,
d
ata,
war
r
an
ts
,
an
d
b
ac
k
in
g
,
b
u
t
m
u
s
t
b
e
ass
is
ted
with
g
u
id
in
g
q
u
esti
o
n
s
;
an
d
iv
)
lev
el
1
-
SS
I
s
tu
d
en
ts
ca
n
p
r
o
v
i
d
e
th
e
r
ig
h
t c
laim
,
th
e
r
ig
h
t r
eb
u
ttal,
b
u
t h
av
e
n
o
t b
ee
n
ab
le
to
p
r
o
v
id
e
t
h
e
r
ig
h
t w
ar
r
a
n
t a
n
d
b
ac
k
in
g
.
T
h
is
f
in
d
in
g
is
in
li
n
e
with
th
e
r
esu
lts
o
f
Nu
s
s
b
au
m
an
d
Ast
er
h
an
r
esear
c
h
[4
4
]
.
T
h
e
y
f
o
u
n
d
th
a
t
s
tu
d
en
ts
ex
p
er
ien
ce
d
s
o
m
e
d
i
f
f
icu
lties
in
tr
an
s
f
er
r
i
n
g
a
r
g
u
m
en
ts
f
r
o
m
o
n
e
co
n
te
x
t
to
a
n
o
th
er
,
in
th
is
ca
s
e
f
r
o
m
c
o
n
tex
ts
r
elate
d
to
SS
I
to
co
n
tex
ts
r
elate
d
t
o
co
n
ten
t.
Stu
d
en
ts
h
a
v
e
d
i
f
f
icu
lty
d
ev
elo
p
in
g
d
i
f
f
er
en
t
u
n
d
er
s
tan
d
i
n
g
s
ab
o
u
t
th
e
n
e
e
d
f
o
r
ev
id
en
c
e
in
ar
g
u
m
e
n
ts
an
d
lack
o
f
e
x
p
er
tis
e
o
r
k
n
o
wled
g
e
in
u
n
f
am
iliar
co
n
tex
ts
m
ay
lim
it th
e
a
b
ilit
y
to
u
tili
ze
o
r
ad
j
u
d
icate
ev
id
e
n
c
e.
14%
41%
34%
7%
0%
32%
59%
7%
0
0
0%
1
0
%
2
0
%
3
0
%
4
0
%
5
0
%
6
0
%
7
0
%
1
2
3
4
5
%
Student
L
ev
els
o
f
s
cient
if
ic
a
rg
um
ent
a
t
io
n
s
k
ills
E
x
p
er
im
en
t c
lass
C
o
n
tr
o
l c
lass
14%
68%
9%
9%
0%
32%
30%
16%
4%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
1
2
3
4
5
%
Student
s
L
ev
els
o
f
s
cient
if
ic
a
rg
um
ent
a
t
io
n
s
k
ills
E
x
p
e
r
im
e
n
t c
la
s
s
C
o
n
tr
o
l c
lass
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
E
n
h
a
n
ci
n
g
th
e
s
cien
tifi
c
a
r
g
u
men
ta
tio
n
s
kills
o
f p
r
o
s
p
ec
tive
ch
emistr
y
tea
ch
er u
s
in
g
… (
Okta
via
S
u
lis
tin
a
)
4351
I
n
itially
r
esp
o
n
d
en
ts
wer
e
g
iv
en
co
n
te
x
t
ab
o
u
t
t
h
e
p
h
en
o
m
e
n
o
n
o
f
SO
3
g
as
r
esu
ltin
g
f
r
o
m
v
o
lca
n
ic
er
u
p
tio
n
s
.
T
h
e
g
as
ea
s
ily
r
ea
cts
with
wate
r
an
d
ca
n
ca
u
s
e
ac
id
r
ain
.
SO
3
g
as
is
d
if
f
icu
lt
t
o
d
u
p
licate
in
th
e
lab
o
r
ato
r
y
th
r
o
u
g
h
th
e
s
u
lf
u
r
co
m
b
u
s
tio
n
r
ea
ctio
n
.
T
h
en
a
q
u
esti
o
n
was
g
iv
en
with
t
h
e
ai
m
o
f
e
x
p
lo
r
i
n
g
th
eir
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
r
eg
ar
d
in
g
th
e
c
o
n
ten
t,
“
d
o
y
o
u
ag
r
ee
with
th
e
s
tatem
en
t
o
f
th
e
en
th
alp
y
o
f
th
e
f
o
r
m
atio
n
o
f
SO
3
g
as
f
r
o
m
s
u
lf
u
r
co
m
b
u
s
tio
n
ca
n
n
o
t
b
e
d
eter
m
in
e
d
?
”
T
h
e
f
o
llo
win
g
was
a
s
n
ip
p
et
o
f
in
ter
v
iews
f
r
o
m
s
tu
d
en
ts
wh
o
h
av
e
lev
el
4
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
r
elate
d
to
S
SI
(
c
an
p
r
o
v
id
e
claim
s
,
d
ata,
war
r
an
ts
,
b
ac
k
in
g
,
an
d
r
eb
u
ttal)
,
b
u
t
to
m
a
k
e
s
cien
tifi
c
ar
g
u
m
e
n
ts
r
elate
d
to
co
n
ten
t
th
ey
m
u
s
t
g
iv
e
a
g
u
id
in
g
q
u
esti
o
n
to
d
is
clo
s
e
r
e
b
u
ttal.
R
-
lev
el
4
-
SS
I
:
I
d
is
a
g
r
ee
(
cla
im)
.
I
t
h
in
k
th
e
r
ea
ctio
n
o
f
S
O
3
g
a
s
fo
r
ma
tio
n
fr
o
m
s
u
lfu
r
co
mb
u
s
tio
n
ca
n
b
e
d
etermin
ed
∆H
th
r
o
u
g
h
Hess
’
s
La
w
(
b
a
ck
in
g
)
.
We
ca
n
ca
lcu
la
te
∆
H
f
o
f S
O
3
g
a
s
fr
o
m
th
e
r
ea
ctio
n
d
a
ta
o
f (
1
)
s
u
lfu
r
w
ith
o
xy
g
en
g
a
s
fixin
g
SO
2
g
a
s
w
ith
∆H
=
-
2
9
7
kJ
;
a
n
d
(
2
)
S
O
2
g
a
s
w
ith
o
xy
g
e
n
g
a
s
fo
r
ms
g
a
s
S
O
3
w
ith
∆H
=
-
1
9
8
kJ
.
Ho
w
to
ca
lcu
la
te
it
b
y
mu
ltip
lyin
g
th
e
e
q
u
a
ti
o
n
o
f
th
e
fir
s
t
r
ea
ctio
n
b
y
th
e
s
ec
o
n
d
th
e
n
th
e
s
a
me
a
n
d
o
p
p
o
s
ite
o
n
es
cro
s
s
ed
o
u
t
a
n
d
th
en
s
u
mmin
g
u
p
th
e
∆H
(
d
a
t
a
,
w
a
r
r
a
n
t)
.
B
ec
a
u
s
e
∆H
is
a
fu
n
ctio
n
o
f
s
ta
te,
s
o
I
th
in
k
t
h
is
ca
n
a
lr
ea
d
y
ex
p
la
in
a
b
o
u
t ∆
H
S
O
3
(
b
a
ck
in
g
)
.
Ar
e
all
th
e
u
n
k
n
o
wn
r
ea
ctio
n
s
∆H
o
f
it d
eter
m
i
n
ed
th
r
o
u
g
h
Hess
’
s
L
aw
?
(
g
u
id
in
g
q
u
esti
o
n
)
.
R
-
lev
el
4
-
SS
I
:
I
d
o
n
’
t
th
in
k
s
o
.
Th
e
p
r
o
b
lem
is
th
a
t
in
Hess
’
s
La
w
,
w
e
s
t
ill
n
ee
d
d
a
ta
,
d
a
ta
o
n
o
th
er
r
ela
ted
r
ea
ctio
n
eq
u
a
tio
n
s
.
S
o
,
if
fo
r
ex
a
mp
le
th
ere
is
n
o
o
th
er
d
a
t
a
,
yo
u
ca
n
n
o
t c
a
lcu
la
te
th
e
∆H
(
r
eb
u
tta
l)
.
4.
CO
NCLU
SI
O
N
Scien
tific
ar
g
u
m
e
n
tatio
n
is
an
im
p
o
r
ta
n
t
co
m
p
o
n
e
n
t
in
s
cien
ce
liter
ac
y
,
wh
ich
n
ee
d
s
to
b
e
m
aster
ed
b
y
s
tu
d
en
ts
wh
o
ar
e
p
r
o
s
p
ec
t
iv
e
ch
em
is
tr
y
teac
h
er
s
.
I
C
L
S
g
iv
es
th
e
ex
p
er
ien
ce
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
ex
p
licit
in
its
lear
n
in
g
s
tag
es.
T
h
e
r
esu
lts
s
h
o
wed
th
at
I
C
L
S
im
p
r
o
v
es
s
tu
d
en
t
’
s
s
cien
t
if
ic
ar
g
u
m
e
n
tatio
n
s
k
ills
.
T
h
e
im
p
r
o
v
em
en
t
o
f
s
t
u
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tati
o
n
s
k
ills
in
I
C
L
S
class
is
h
ig
h
er
th
an
th
at
o
f
th
e
co
n
v
en
tio
n
al
class
.
Sig
n
if
ican
tly
I
C
L
S
lear
n
in
g
h
as
a
h
ig
h
e
r
in
f
lu
en
ce
in
en
h
a
n
cin
g
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
th
an
co
n
v
en
tio
n
al
s
tr
ateg
ies.
T
h
e
r
esu
lts
o
f
t
h
is
s
tu
d
y
ca
n
co
n
tr
ib
u
te
to
ef
f
o
r
ts
to
im
p
r
o
v
e
2
1
s
t
ce
n
tu
r
y
s
k
ills
,
esp
ec
ial
ly
ch
em
ical
lit
er
ac
y
s
k
ills
as
p
ar
t
o
f
s
cien
c
e
liter
ac
y
.
I
C
L
S
ca
n
b
e
ap
p
lied
o
r
m
o
d
if
ie
d
b
y
teac
h
er
s
,
p
r
ac
titi
o
n
er
s
an
d
r
e
s
ea
r
ch
er
s
in
lear
n
in
g
wh
o
s
p
ec
if
ically
wan
t
to
d
ev
elo
p
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
b
y
p
r
esen
tin
g
co
n
tex
t
wh
ich
v
ar
ies
b
o
th
r
elate
d
to
SS
I
an
d
r
elate
d
to
co
n
ten
t.
I
n
th
is
s
tu
d
y
,
it
was
f
o
u
n
d
th
at
s
tu
d
en
ts
’
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
co
n
ten
t
s
till
n
ee
d
to
b
e
g
u
id
ed
b
y
g
u
id
in
g
q
u
esti
o
n
s
to
b
e
ab
le
to
p
r
o
v
id
e
th
e
co
r
r
ec
t
claim
,
d
ata,
war
r
an
t,
b
ac
k
in
g
,
an
d
r
eb
u
ttal.
A
s
tu
d
en
t’
s
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
lev
el
r
elate
d
to
SS
I
is
n
o
t
co
n
s
is
ten
tly
r
elate
d
to
th
eir
ar
g
u
m
en
tatio
n
s
k
ills
r
elate
d
to
co
n
ten
t.
B
ased
o
n
th
ese
f
in
d
in
g
s
,
it
is
n
ec
es
s
ar
y
to
ca
r
r
y
o
u
t f
u
r
th
er
r
esear
c
h
to
ex
p
lo
r
e
th
e
ca
u
s
al
f
ac
to
r
s
an
d
ex
p
lo
r
e
th
e
I
C
L
S
teac
h
in
g
s
tag
es
th
at
n
ee
d
to
b
e
p
er
f
ec
te
d
to
d
ev
elo
p
s
tu
d
e
n
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
ab
ilit
ies ev
en
b
etter
.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
D
r
i
v
e
r
,
P
.
N
e
w
t
o
n
,
a
n
d
J.
O
s
b
o
r
n
e
,
“
Es
t
a
b
l
i
sh
i
n
g
t
h
e
n
o
r
ms
o
f
s
c
i
e
n
t
i
f
i
c
a
r
g
u
me
n
t
a
t
i
o
n
i
n
c
l
a
ssr
o
o
ms,”
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
4
,
n
o
.
3
,
p
p
.
2
8
7
–
3
1
2
,
M
a
y
2
0
0
0
,
d
o
i
:
1
0
.
1
0
0
2
/
(
S
I
C
I
)
1
0
9
8
-
2
3
7
X
(
2
0
0
0
0
5
)
8
4
:
3
<
2
8
7
:
:
A
I
D
-
S
C
E1
>
3
.
0
.
C
O
;
2
-
A.
[
2
]
W
o
r
l
d
E
c
o
n
o
mi
c
F
o
r
u
m
,
N
e
w
v
i
si
o
n
f
o
r e
d
u
c
a
t
i
o
n
u
n
l
o
c
k
i
n
g
t
h
e
p
o
t
e
n
t
i
a
l
o
f
t
e
c
h
n
o
l
o
g
y
.
G
e
n
e
v
a
:
W
o
r
l
d
Ec
o
n
o
mi
c
F
o
r
u
m,
2
0
1
5
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
i
d
g
e
t
s.w
e
f
o
r
u
m
.
o
r
g
/
n
v
e
-
2
0
1
5
/
i
n
d
e
x
.
h
t
ml
[
3
]
S
.
Er
d
u
r
a
n
,
D
.
A
r
d
a
c
,
a
n
d
B
.
Y
a
k
ma
c
i
-
G
u
z
e
l
,
“
L
e
a
r
n
i
n
g
t
o
t
e
a
c
h
a
r
g
u
m
e
n
t
a
t
i
o
n
:
c
a
se
st
u
d
i
e
s
o
f
p
r
e
-
ser
v
i
c
e
s
e
c
o
n
d
a
r
y
s
c
i
e
n
c
e
t
e
a
c
h
e
r
s,”
EU
RA
S
I
A
J
o
u
r
n
a
l
o
f
Ma
t
h
e
m
a
t
i
c
s
,
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
–
1
4
,
Ju
n
.
2
0
0
6
,
d
o
i
:
1
0
.
1
2
9
7
3
/
e
j
m
st
e
/
7
5
4
4
2
.
[
4
]
C
.
C
i
g
d
e
mo
g
l
u
,
H
.
O
.
A
r
sl
a
n
,
a
n
d
A
.
C
a
m,
“
A
r
g
u
me
n
t
a
t
i
o
n
t
o
f
o
st
e
r
p
r
e
-
serv
i
c
e
s
c
i
e
n
c
e
t
e
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
,
c
o
mp
e
t
e
n
c
y
,
a
n
d
a
t
t
i
t
u
d
e
o
n
t
h
e
d
o
ma
i
n
s
o
f
c
h
e
m
i
c
a
l
l
i
t
e
r
a
c
y
o
f
a
c
i
d
s
a
n
d
b
a
ses
,
”
C
h
e
m
i
s
t
ry
E
d
u
c
a
t
i
o
n
Re
s
e
a
r
c
h
a
n
d
Pra
c
t
i
c
e
,
v
o
l
.
1
8
,
n
o
.
2
,
p
p
.
2
8
8
–
3
0
3
,
2
0
1
7
,
d
o
i
:
1
0
.
1
0
3
9
/
C
6
R
P
0
0
1
6
7
J
.
[
5
]
M
.
P
.
J
i
mé
n
e
z
-
A
l
e
i
x
a
n
d
r
e
a
n
d
S
.
Er
d
u
r
a
n
,
Arg
u
m
e
n
t
a
t
i
o
n
i
n
sc
i
e
n
c
e
e
d
u
c
a
t
i
o
n
:
a
n
o
v
e
rv
i
e
w
.
i
n
S
c
i
e
n
c
e
& Te
c
h
n
o
l
o
g
y
Ed
u
c
a
t
i
o
n
Li
b
r
a
r
y
.
D
o
r
d
r
e
c
h
t
:
S
p
r
i
n
g
e
r
N
e
t
h
e
r
l
a
n
d
s
,
2
0
0
7
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
1
-
4
0
2
0
-
6
6
7
0
-
2.
[
6
]
C
.
v
o
n
A
u
f
sc
h
n
a
i
t
e
r
,
S
.
Er
d
u
r
a
n
,
J.
O
sb
o
r
n
e
,
a
n
d
S
.
S
i
m
o
n
,
“
A
r
g
u
i
n
g
t
o
l
e
a
r
n
a
n
d
l
e
a
r
n
i
n
g
t
o
a
r
g
u
e
:
c
a
se
st
u
d
i
e
s o
f
h
o
w
s
t
u
d
e
n
t
s’
a
r
g
u
me
n
t
a
t
i
o
n
r
e
l
a
t
e
s
t
o
t
h
e
i
r
sc
i
e
n
t
i
f
i
c
k
n
o
w
l
e
d
g
e
,
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
rc
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
5
,
n
o
.
1
,
p
p
.
1
0
1
–
1
3
1
,
J
a
n
.
2
0
0
8
,
d
o
i
:
1
0
.
1
0
0
2
/
t
e
a
.
2
0
2
1
3
.
[
7
]
A
.
V
e
e
r
ma
n
,
J.
A
n
d
r
i
e
ss
e
n
,
a
n
d
G
.
K
a
n
se
l
a
a
r
,
“
C
o
l
l
a
b
o
r
a
t
i
v
e
a
r
g
u
me
n
t
a
t
i
o
n
i
n
a
c
a
d
e
m
i
c
e
d
u
c
a
t
i
o
n
,
”
I
n
st
r
u
c
t
i
o
n
a
l
S
c
i
e
n
c
e
,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
1
5
5
–
1
8
6
,
2
0
0
2
,
d
o
i
:
1
0
.
1
0
2
3
/
A
:
1
0
1
5
1
0
0
6
3
1
0
2
7
.
[
8
]
L.
L
.
H
e
n
g
,
J
.
S
u
r
i
f
,
C
.
H
.
S
e
n
g
,
a
n
d
N
.
H
.
I
b
r
a
h
i
m,
“
M
a
s
t
e
r
y
o
f
sc
i
e
n
t
i
f
i
c
a
r
g
u
m
e
n
t
a
t
i
o
n
o
n
t
h
e
c
o
n
c
e
p
t
o
f
n
e
u
t
r
a
l
i
z
a
t
i
o
n
i
n
c
h
e
mi
s
t
r
y
:
a
M
a
l
a
y
s
i
a
n
p
e
r
sp
e
c
t
i
v
e
,
”
M
a
l
a
y
si
a
n
J
o
u
r
n
a
l
o
f
L
e
a
rn
i
n
g
a
n
d
I
n
st
ru
c
t
i
o
n
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
8
5
–
1
0
1
,
2
0
1
5
,
d
o
i
:
1
0
.
3
2
8
9
0
/
mj
l
i
2
0
1
5
.
1
2
.
5
.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
3
4
6
-
4
3
5
3
4352
[
9
]
T.
D
.
S
a
d
l
e
r
,
“
I
n
f
o
r
ma
l
r
e
a
so
n
i
n
g
r
e
g
a
r
d
i
n
g
s
o
c
i
o
s
c
i
e
n
t
i
f
i
c
i
ssu
e
s:
a
c
r
i
t
i
c
a
l
r
e
v
i
e
w
o
f
r
e
sea
r
c
h
,
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
1
,
n
o
.
5
,
p
p
.
5
1
3
–
5
3
6
,
M
a
y
2
0
0
4
,
d
o
i
:
1
0
.
1
0
0
2
/
t
e
a
.
2
0
0
0
9
.
[1
0
]
S
.
C
h
a
n
g
a
n
d
M
.
C
h
i
u
,
“
La
k
a
t
o
s’
s
c
i
e
n
t
i
f
i
c
r
e
s
e
a
r
c
h
p
r
o
g
r
a
mm
e
s
a
s
a
f
r
a
mew
o
r
k
f
o
r
a
n
a
l
y
si
n
g
i
n
f
o
r
ma
l
a
r
g
u
me
n
t
a
t
i
o
n
a
b
o
u
t
so
c
i
o
-
s
c
i
e
n
t
i
f
i
c
i
ss
u
e
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
0
,
n
o
.
1
3
,
p
p
.
1
7
5
3
–
1
7
7
3
,
O
c
t
.
2
0
0
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
6
9
0
7
0
1
5
3
4
5
8
2
.
[1
1
]
C.
-
C
.
Ts
a
i
,
“
N
e
st
e
d
e
p
i
st
e
mo
l
o
g
i
e
s
:
s
c
i
e
n
c
e
t
e
a
c
h
e
r
s’
b
e
l
i
e
f
s
o
f
t
e
a
c
h
i
n
g
,
l
e
a
r
n
i
n
g
a
n
d
sc
i
e
n
c
e
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
i
e
n
c
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
4
,
n
o
.
8
,
p
p
.
7
7
1
–
7
8
3
,
A
u
g
.
2
0
0
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
6
9
0
1
1
0
0
4
9
1
3
2
.
[1
2
]
J.
F
.
O
sb
o
r
n
e
a
n
d
A
.
P
a
t
t
e
r
s
o
n
,
“
S
c
i
e
n
t
i
f
i
c
a
r
g
u
me
n
t
a
n
d
e
x
p
l
a
n
a
t
i
o
n
:
a
n
e
c
e
ssar
y
d
i
st
i
n
c
t
i
o
n
?
”
S
c
i
e
n
c
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
9
5
,
n
o
.
4
,
p
p
.
6
2
7
–
6
3
8
,
J
u
l
.
2
0
1
1
,
d
o
i
:
1
0
.
1
0
0
2
/
sce
.
2
0
4
3
8
.
[1
3
]
T.
D
.
S
a
d
l
e
r
a
n
d
D
.
L
.
Ze
i
d
l
e
r
,
“
Th
e
mo
r
a
l
i
t
y
o
f
s
o
c
i
o
s
c
i
e
n
t
i
f
i
c
i
ss
u
e
s
:
c
o
n
st
r
u
a
l
a
n
d
r
e
s
o
l
u
t
i
o
n
o
f
g
e
n
e
t
i
c
e
n
g
i
n
e
e
r
i
n
g
d
i
l
e
mm
a
s
,
”
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
8
,
n
o
.
1
,
p
p
.
4
–
2
7
,
J
a
n
.
2
0
0
4
,
d
o
i
:
1
0
.
1
0
0
2
/
sc
e
.
1
0
1
0
1
.
[1
4
]
I
.
A
b
i
‐
El
‐
M
o
n
a
a
n
d
F
.
A
b
d
‐
E
l
‐
K
h
a
l
i
c
k
,
“
A
r
g
u
m
e
n
t
a
t
i
v
e
d
i
sc
o
u
r
s
e
i
n
a
h
i
g
h
sc
h
o
o
l
c
h
e
mi
s
t
r
y
c
l
a
ssr
o
o
m,
”
S
c
h
o
o
l
S
c
i
e
n
c
e
a
n
d
Ma
t
h
e
m
a
t
i
c
s
,
v
o
l
.
1
0
6
,
n
o
.
8
,
p
p
.
3
4
9
–
3
6
1
,
D
e
c
.
2
0
0
6
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
9
4
9
-
8
5
9
4
.
2
0
0
6
.
t
b
1
7
7
5
5
.
x
.
[1
5
]
M
.
D
.
Y
a
ş
a
r
a
n
d
M
.
S
ö
z
b
i
l
i
r
,
“
T
e
a
c
h
e
r
s’
v
i
e
w
s
a
b
o
u
t
2
0
0
7
c
h
e
m
i
st
r
y
c
u
r
r
i
c
u
l
u
m
a
n
d
p
r
o
b
l
e
ms
e
n
c
o
u
n
t
e
r
i
n
g
d
u
r
i
n
g
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
:
t
h
e
c
a
s
e
o
f
Er
z
u
r
u
m
,
”
Erz
i
n
c
a
n
U
n
i
v
e
rs
i
t
y
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
F
a
c
u
l
,
v
o
l
.
1
4
,
n
o
.
2
,
p
p
.
3
5
9
–
3
9
2
,
2
0
1
2
.
[1
6
]
R
.
M
c
K
e
o
w
n
a
n
d
C
.
H
o
p
k
i
n
s,
“
W
e
a
v
i
n
g
su
st
a
i
n
a
b
i
l
i
t
y
i
n
t
o
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
p
r
o
g
r
a
ms,
”
i
n
T
e
a
c
h
i
n
g
su
st
a
i
n
a
b
i
l
i
t
y
a
t
u
n
i
v
e
rsi
t
i
e
s:
T
o
w
a
rd
s
c
u
rri
c
u
l
u
m
g
r
e
e
n
i
n
g
,
W
.
L.
F
i
l
h
o
,
E
d
.
,
F
r
a
n
k
f
u
r
t
,
G
e
r
man
y
:
P
e
t
e
r
L
a
n
g
,
2
0
0
2
,
p
p
.
2
5
1
–
2
7
4
.
[1
7
]
R
.
D
.
A
n
d
e
r
s
o
n
a
n
d
J.
V
.
H
e
l
ms
,
“
T
h
e
i
d
e
a
l
o
f
s
t
a
n
d
a
r
d
s
a
n
d
t
h
e
r
e
a
l
i
t
y
o
f
sc
h
o
o
l
s:
n
e
e
d
e
d
r
e
sea
r
c
h
,
”
J
o
u
r
n
a
l
o
f
Re
se
a
r
c
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
3
8
,
n
o
.
1
,
p
p
.
3
–
1
6
,
Ja
n
.
2
0
0
1
,
d
o
i
:
1
0
.
1
0
0
2
/
1
0
9
8
-
2
7
3
6
(
2
0
0
1
0
1
)
3
8
:
1
<
3
:
:
A
I
D
-
TEA
2
>
3
.
0
.
C
O
;
2
-
V.
[1
8
]
J.
H
a
t
t
i
e
,
“
T
h
e
b
l
a
c
k
b
o
x
o
f
t
e
r
t
i
a
r
y
a
ssessm
e
n
t
:
a
n
i
mp
e
n
d
i
n
g
r
e
v
o
l
u
t
i
o
n
,
”
i
n
T
e
rt
i
a
r
y
Assessm
e
n
t
&
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
O
u
t
c
o
m
e
s:
Po
l
i
c
y
,
Pr
a
c
t
i
c
e
& R
e
se
a
r
c
h
,
L.
H
.
M
e
y
e
r
,
E
d
.
,
W
e
l
l
i
n
g
t
o
n
,
N
e
w
Ze
a
l
a
n
d
:
A
k
o
A
o
t
e
a
r
o
a
,
2
0
0
9
,
p
p
.
2
5
9
–
2
7
5
.
[
19
]
J.
J.
H
a
n
e
y
,
C
.
M
.
C
z
e
r
n
i
a
k
,
a
n
d
A
.
T
.
Lu
m
p
e
,
“
T
e
a
c
h
e
r
b
e
l
i
e
f
s
a
n
d
i
n
t
e
n
t
i
o
n
s
r
e
g
a
r
d
i
n
g
t
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
sci
e
n
c
e
e
d
u
c
a
t
i
on
r
e
f
o
r
m
st
r
a
n
d
s,”
J
o
u
r
n
a
l
o
f
R
e
se
a
rc
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
3
3
,
n
o
.
9
,
p
p
.
9
7
1
–
9
9
3
,
N
o
v
.
1
9
9
6
,
d
o
i
:
1
0
.
1
0
0
2
/
(
S
I
C
I
)
1
0
9
8
-
2
7
3
6
(
1
9
9
6
1
1
)
3
3
:
9
<
9
7
1
:
:
A
I
D
-
TEA
2
>
3
.
0
.
C
O
;
2
-
S.
[2
0
]
K
.
Tr
i
g
w
e
l
l
,
M
.
P
r
o
ss
e
r
,
a
n
d
P
.
T
a
y
l
o
r
,
“
Q
u
a
l
i
t
a
t
i
v
e
d
i
f
f
e
r
e
n
c
e
s
i
n
a
p
p
r
o
a
c
h
e
s
t
o
t
e
a
c
h
i
n
g
f
i
r
st
y
e
a
r
u
n
i
v
e
r
s
i
t
y
sci
e
n
c
e
,
”
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
7
,
n
o
.
1
,
p
p
.
7
5
–
8
4
,
J
a
n
.
1
9
9
4
,
d
o
i
:
1
0
.
1
0
0
7
/
B
F
0
1
3
8
3
7
6
1
.
[2
1
]
P
.
D
.
P
e
a
r
so
n
,
E.
M
o
j
e
,
a
n
d
C
.
G
r
e
e
n
l
e
a
f
,
“
Li
t
e
r
a
c
y
a
n
d
sc
i
e
n
c
e
:
e
a
c
h
i
n
t
h
e
serv
i
c
e
o
f
t
h
e
o
t
h
e
r
,
”
S
c
i
e
n
c
e
,
v
o
l
.
3
2
8
,
n
o
.
5
9
7
7
,
p
p
.
4
5
9
–
4
6
3
,
A
p
r
.
2
0
1
0
,
d
o
i
:
1
0
.
1
1
2
6
/
sci
e
n
c
e
.
1
1
8
2
5
9
5
.
[2
2
]
P
.
W
e
b
b
,
“
T
o
w
a
r
d
s
a
n
i
n
t
e
g
r
a
t
e
d
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s
a
p
p
r
o
a
c
h
t
o
p
r
o
m
o
t
i
n
g
s
c
i
e
n
t
i
f
i
c
l
i
t
e
r
a
c
y
i
n
t
h
e
S
o
u
t
h
A
f
r
i
c
a
n
c
o
n
t
e
x
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
v
i
ro
n
m
e
n
t
a
l
a
n
d
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
3
,
p
p
.
3
1
3
–
3
3
4
,
2
0
0
9
.
[2
3
]
R
.
M
i
l
l
a
r
,
“
T
o
w
a
r
d
a
s
c
i
e
n
c
e
c
u
r
r
i
c
u
l
u
m f
o
r
p
u
b
l
i
c
u
n
d
e
r
st
a
n
d
i
n
g
,
”
S
c
h
o
o
l
S
c
i
e
n
c
e
Re
v
i
e
w
,
v
o
l
.
7
7
,
n
o
.
2
8
0
,
p
p
.
7
–
1
8
,
1
9
9
6
.
[2
4
]
W
.
W
.
C
o
b
e
r
n
e
t
a
l
.
,
“
E
x
p
e
r
i
m
e
n
t
a
l
c
o
m
p
a
r
i
s
o
n
o
f
i
n
q
u
i
r
y
a
n
d
d
i
r
e
c
t
i
n
st
r
u
c
t
i
o
n
i
n
sci
e
n
c
e
,
”
R
e
se
a
rc
h
i
n
S
c
i
e
n
c
e
&
T
e
c
h
n
o
l
o
g
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
8
1
–
9
6
,
A
p
r
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
3
5
1
4
0
9
0
3
5
1
3
5
9
9
.
[2
5
]
A
.
H
u
m
e
a
n
d
R
.
C
o
l
l
,
“
A
u
t
h
e
n
t
i
c
s
t
u
d
e
n
t
i
n
q
u
i
r
y
:
t
h
e
m
i
sma
t
c
h
b
e
t
w
e
e
n
t
h
e
i
n
t
e
n
d
e
d
c
u
r
r
i
c
u
l
u
m
a
n
d
t
h
e
s
t
u
d
e
n
t
‐
e
x
p
e
r
i
e
n
c
e
d
c
u
r
r
i
c
u
l
u
m
,
”
Re
s
e
a
rc
h
i
n
S
c
i
e
n
c
e
&
T
e
c
h
n
o
l
o
g
i
c
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
4
3
–
6
2
,
A
p
r
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
3
5
1
4
0
9
0
3
5
1
3
5
6
5
.
[2
6
]
K
.
C
h
o
i
,
H
.
Le
e
,
N
.
S
h
i
n
,
S
.
K
i
m,
a
n
d
J.
K
r
a
j
c
i
k
,
“
R
e
‐
c
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
o
f
s
c
i
e
n
t
i
f
i
c
l
i
t
e
r
a
c
y
i
n
S
o
u
t
h
K
o
r
e
a
f
o
r
t
h
e
2
1
st
c
e
n
t
u
r
y
,
”
J
o
u
rn
a
l
o
f
Re
s
e
a
r
c
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
8
,
n
o
.
6
,
p
p
.
6
7
0
–
6
9
7
,
A
u
g
.
2
0
1
1
,
d
o
i
:
1
0
.
1
0
0
2
/
t
e
a
.
2
0
4
2
4
.
[2
7
]
D
.
A
l
l
c
h
i
n
,
“
F
r
o
m
sc
i
e
n
c
e
st
u
d
i
e
s
t
o
s
c
i
e
n
t
i
f
i
c
l
i
t
e
r
a
c
y
:
a
v
i
e
w
f
r
o
m
t
h
e
c
l
a
ssr
o
o
m
,
”
S
c
i
e
n
c
e
&
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
3
,
n
o
.
9
,
p
p
.
1
9
1
1
–
1
9
3
2
,
S
e
p
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
9
1
-
0
1
3
-
9
6
7
2
-
8.
[2
8
]
F
.
A
b
d
-
el
-
k
h
a
l
i
c
k
,
S
o
c
i
o
sc
i
e
n
t
i
f
i
c
i
ss
u
e
s
i
n
p
re
-
c
o
l
l
e
g
e
sci
e
n
c
e
c
l
a
ssr
o
o
m
s
:
t
h
e
p
ri
m
a
c
y
o
f
l
e
a
r
n
e
r
s’
e
p
i
st
e
m
o
l
o
g
i
c
a
l
o
r
i
e
n
t
a
t
i
o
n
s
a
n
d
v
i
e
w
s
o
f
n
a
t
u
re
o
f
sc
i
e
n
c
e
.
D
o
r
d
r
e
c
h
t
:
S
p
r
i
n
g
e
r
N
e
t
h
e
r
l
a
n
d
s
,
2
0
0
3
.
[
29
]
Y
.
C
.
Le
e
,
“
Ex
p
l
o
r
i
n
g
t
h
e
r
o
l
e
s a
n
d
n
a
t
u
r
e
o
f
sci
e
n
c
e
:
a
c
a
s
e
st
u
d
y
o
f
s
e
v
e
r
e
a
c
u
t
e
r
e
s
p
i
r
a
t
o
r
y
s
y
n
d
r
o
me
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
0
,
n
o
.
4
,
p
p
.
5
1
5
–
5
4
1
,
M
a
r
.
2
0
0
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
6
9
0
7
0
1
2
2
3
3
6
8
.
[3
0
]
D
.
L.
Z
e
i
d
l
e
r
a
n
d
B
.
H
.
N
i
c
h
o
l
s,
“
S
o
c
i
o
sci
e
n
t
i
f
i
c
i
ss
u
e
s
:
t
h
e
o
r
y
a
n
d
p
r
a
c
t
i
c
e
,
”
J
o
u
r
n
a
l
o
f
E
l
e
m
e
n
t
a
r
y
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
1
,
n
o
.
2
,
p
p
.
4
9
–
5
8
,
M
a
r
.
2
0
0
9
,
d
o
i
:
1
0
.
1
0
0
7
/
B
F
0
3
1
7
3
6
8
4
.
[3
1
]
R
.
L.
B
e
l
l
,
J
.
J
.
M
a
t
k
i
n
s,
a
n
d
B
.
M
.
G
a
n
s
n
e
d
e
r
,
“
I
mp
a
c
t
s
o
f
c
o
n
t
e
x
t
u
a
l
a
n
d
e
x
p
l
i
c
i
t
i
n
st
r
u
c
t
i
o
n
o
n
p
r
e
ser
v
i
c
e
e
l
e
men
t
a
r
y
t
e
a
c
h
e
r
s’
u
n
d
e
r
s
t
a
n
d
i
n
g
s
o
f
t
h
e
n
a
t
u
r
e
o
f
sc
i
e
n
c
e
,
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
8
,
n
o
.
4
,
p
p
.
4
1
4
–
4
3
6
,
A
p
r
.
2
0
1
1
,
d
o
i
:
1
0
.
1
0
0
2
/
t
e
a
.
2
0
4
0
2
.
[3
2
]
S
.
L.
Le
o
n
a
r
d
,
“
S
c
i
e
n
t
i
f
i
c
l
i
t
e
r
a
c
y
a
n
d
e
d
u
c
a
t
i
o
n
f
o
r
s
u
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
:
d
e
v
e
l
o
p
i
n
g
s
c
i
e
n
t
i
f
i
c
l
i
t
e
r
a
c
y
i
n
i
t
s
f
u
n
d
a
m
e
n
t
a
l
a
n
d
d
e
r
i
v
e
d
s
e
n
ses,
”
P
h
.
D
.
d
i
ssert
a
t
i
o
n
,
N
e
l
s
o
n
M
a
n
d
e
l
a
M
e
t
r
o
p
o
l
i
t
a
n
U
n
i
v
e
r
si
t
y
,
P
o
r
t
El
i
z
a
b
e
t
h
,
S
o
u
t
h
A
f
r
i
c
a
,
2
0
1
2
.
[3
3
]
V
.
S
a
m
p
s
o
n
,
J
.
P
.
W
a
l
k
e
r
,
J.
G
r
o
o
ms,
B
.
A
n
d
e
r
so
n
,
C
.
O
.
Z
i
mm
e
r
m
a
n
,
a
n
d
A
.
I
.
A
d
i
,
“
A
r
g
u
m
e
n
t
-
d
r
i
v
e
n
i
n
q
u
i
r
y
i
n
u
n
d
e
r
g
r
a
d
u
a
t
e
c
h
e
mi
s
t
r
y
l
a
b
s
:
t
h
e
i
mp
a
c
t
o
n
s
t
u
d
e
n
t
s’
c
o
n
c
e
p
t
u
a
l
u
n
d
e
r
st
a
n
d
i
n
g
,
a
r
g
u
men
t
s
k
i
l
l
s,
a
n
d
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
sc
i
e
n
c
e
,
”
J
o
u
r
n
a
l
o
f
C
o
l
l
e
g
e
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
1
,
n
o
.
4
,
p
p
.
7
4
–
8
1
,
2
0
1
2
.
[3
4
]
J.
W
.
C
r
e
sw
e
l
l
a
n
d
V
.
C
l
a
r
k
,
D
e
s
i
g
n
i
n
g
a
n
d
c
o
n
d
u
c
t
i
n
g
m
i
x
e
d
m
e
t
h
o
d
s r
e
s
e
a
r
c
h
.
T
h
o
u
s
a
n
d
O
a
k
s
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s,
2
0
1
7
.
[3
5
]
F
.
N
.
K
e
r
l
i
n
g
e
r
a
n
d
B
.
L.
H
o
w
a
r
d
,
F
o
u
n
d
a
t
i
o
n
s
o
f
b
e
h
a
v
i
o
ra
l
r
e
se
a
rc
h
,
4
t
h
e
d
.
O
r
l
a
n
d
o
,
F
L
:
H
a
r
c
o
u
r
t
I
n
c
.
,
2
0
0
0
.
[3
6
]
A
.
Ew
e
r
t
a
n
d
J
.
S
i
b
t
h
o
r
p
,
“
C
r
e
a
t
i
n
g
o
u
t
c
o
m
e
s
t
h
r
o
u
g
h
e
x
p
e
r
i
e
n
t
i
a
l
e
d
u
c
a
t
i
o
n
:
t
h
e
c
h
a
l
l
e
n
g
e
o
f
c
o
n
f
o
u
n
d
i
n
g
v
a
r
i
a
b
l
e
s,
”
J
o
u
rn
a
l
o
f
Ex
p
e
ri
e
n
t
i
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
3
7
6
–
3
8
9
,
M
a
r
.
2
0
0
9
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
5
3
8
2
5
9
0
8
0
3
1
0
0
3
0
5
.
[
37
]
J.
R
.
F
r
a
e
n
k
e
l
a
n
d
N
.
E.
W
a
l
l
e
n
,
H
o
w
t
o
d
e
si
g
n
a
n
d
e
v
a
l
u
a
t
e
res
e
a
rc
h
i
n
e
d
u
c
a
t
i
o
n
,
7
t
h
e
d
.
N
e
w
Y
o
r
k
:
M
c
G
r
a
w
-
H
i
l
l
,
2
0
0
9
.
[
38
]
S
.
E.
To
u
l
mi
n
,
T
h
e
u
ses
o
f
a
rg
u
m
e
n
t
(
u
p
d
a
t
e
d
e
d
i
t
i
o
n
)
.
N
e
w
Y
o
r
k
:
C
a
m
b
r
i
d
g
e
U
n
i
v
e
r
s
i
t
y
P
r
e
s
s,
2
0
0
3
.
[
39
]
J.
O
sb
o
r
n
e
,
S
.
Er
d
u
r
a
n
,
a
n
d
S
.
S
i
m
o
n
,
“
En
h
a
n
c
i
n
g
t
h
e
q
u
a
l
i
t
y
o
f
a
r
g
u
me
n
t
a
t
i
o
n
i
n
s
c
h
o
o
l
s
c
i
e
n
c
e
,
”
J
o
u
rn
a
l
o
f
R
e
s
e
a
r
c
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
1
,
n
o
.
1
0
,
p
p
.
9
9
4
–
1
0
2
0
,
D
e
c
.
2
0
0
4
,
d
o
i
:
1
0
.
1
0
0
2
/
t
e
a
.
2
0
0
3
5
.
[4
0
]
L.
A
.
B
e
c
k
e
r
,
“
Ef
f
e
c
t
s
i
z
e
me
a
s
u
r
e
s f
o
r
t
w
o
i
n
d
e
p
e
n
d
e
n
t
g
r
o
u
p
s,
”
J
o
u
r
n
a
l
:
Ef
f
e
c
t
S
i
ze
Be
c
k
e
r
,
v
o
l
.
6
3
,
p
p
.
9
2
8
–
9
3
7
,
2
0
0
0
.
[4
1
]
V
.
S
a
m
p
so
n
,
J.
P
.
W
a
l
k
e
r
,
J.
G
r
o
o
ms,
B
.
A
n
d
e
r
s
o
n
,
C
.
O
.
Z
i
mm
e
r
ma
n
,
a
n
d
A
.
I
.
A
d
i
,
“
A
r
g
u
me
n
t
d
r
i
v
e
n
i
n
q
u
i
r
y
:
a
n
i
n
s
t
r
u
c
t
i
o
n
a
l
mo
d
e
l
f
o
r
u
s
e
i
n
u
n
d
e
r
g
r
a
d
u
a
t
e
c
h
e
m
i
st
r
y
l
a
b
s,
”
i
n
P
a
p
e
r
p
r
e
se
n
t
e
d
at
t
h
e
2
0
1
0
A
n
n
u
a
l
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
f
t
h
e
N
a
t
i
o
n
a
l
Asso
c
i
a
t
i
o
n
o
f
Re
s
e
a
rc
h
i
n
S
c
i
e
n
c
e
T
e
a
c
h
i
n
g
(
N
A
RS
T
)
,
2
0
1
0
[4
2
]
T.
D
e
mi
r
c
i
o
g
l
u
a
n
d
S
.
U
c
a
r
,
“
I
n
v
e
s
t
i
g
a
t
i
n
g
t
h
e
e
f
f
e
c
t
o
f
a
r
g
u
m
e
n
t
-
d
r
i
v
e
n
i
n
q
u
i
r
y
i
n
l
a
b
o
r
a
t
o
r
y
i
n
s
t
r
u
c
t
i
o
n
,
”
E
d
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s:
T
h
e
o
ry
& Pr
a
c
t
i
c
e
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
2
6
7
–
2
8
3
,
2
0
1
5
,
d
o
i
:
1
0
.
1
2
7
3
8
/
e
s
t
p
.
2
0
1
5
.
1
.
2
3
2
4
.
[4
3
]
W
.
S
o
n
g
s
i
l
,
P
.
P
o
n
g
s
o
p
h
o
n
,
B
.
B
o
o
n
s
o
o
n
g
,
a
n
d
A
.
C
l
a
r
k
e
,
“
D
e
v
e
l
o
p
i
n
g
s
c
i
e
n
t
i
f
i
c
a
r
g
u
m
e
n
t
a
t
i
o
n
st
r
a
t
e
g
i
e
s
u
s
i
n
g
r
e
v
i
s
e
d
a
r
g
u
me
n
t
-
d
r
i
v
e
n
i
n
q
u
i
r
y
(
r
A
D
I
)
i
n
sc
i
e
n
c
e
c
l
a
ssr
o
o
ms
i
n
T
h
a
i
l
a
n
d
,
”
As
i
a
-
P
a
c
i
f
i
c
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
1
–
2
2
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
8
6
/
s4
1
0
2
9
-
0
1
9
-
0
0
3
5
-
x.
[4
4
]
E.
M
.
N
u
ss
b
a
u
m
a
n
d
C
.
S
.
C
.
A
st
e
r
h
a
n
,
“
T
h
e
p
s
y
c
h
o
l
o
g
y
o
f
f
a
r
t
r
a
n
sf
e
r
f
r
o
m
c
l
a
ssr
o
o
m
a
r
g
u
m
e
n
t
a
t
i
o
n
,
”
i
n
T
h
e
p
s
y
c
h
o
l
o
g
y
o
f
a
rg
u
m
e
n
t
:
C
o
g
n
i
t
i
v
e
a
p
p
r
o
a
c
h
e
s
t
o
a
rg
u
m
e
n
t
a
t
i
o
n
a
n
d
p
e
rs
u
a
s
i
o
n
,
L.
B
o
n
e
l
l
i
,
F
.
P
a
g
l
i
e
r
i
,
a
n
d
S
.
F
e
l
l
e
t
t
i
,
E
d
s.,
Lo
n
d
o
n
:
C
o
l
l
e
g
e
P
u
b
l
i
c
a
t
i
o
n
s
,
2
0
1
6
,
p
p
.
4
0
7
–
4
2
3
.
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
E
n
h
a
n
ci
n
g
th
e
s
cien
tifi
c
a
r
g
u
men
ta
tio
n
s
kills
o
f p
r
o
s
p
ec
tive
ch
emistr
y
tea
ch
er u
s
in
g
… (
Okta
via
S
u
lis
tin
a
)
4353
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
O
k
ta
v
i
a
S
u
li
stin
a
re
c
e
iv
e
d
th
e
P
h
.
D.
d
e
g
re
e
i
n
c
h
e
m
istry
e
d
u
c
a
ti
o
n
fr
o
m
Un
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
.
S
h
e
is
a
n
a
ss
istan
t
p
ro
fe
ss
o
r
a
n
d
lec
tu
re
a
t
De
p
a
rtme
n
t
o
f
Ch
e
m
istry
,
U
n
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
I
n
d
o
n
e
sia
.
S
h
e
a
lso
t
h
e
n
a
ti
o
n
a
l
in
str
u
c
to
r
o
f
tea
c
h
e
r
train
in
g
p
ro
g
ra
m
s
in
In
d
o
n
e
sia
.
S
h
e
h
a
s
a
wid
e
ra
n
g
e
o
f
r
e
se
a
rc
h
in
tere
sts
in
c
lu
d
i
n
g
so
c
io
-
sc
ien
ti
fic
issu
e
s,
id
e
n
ti
fica
t
io
n
,
d
e
sig
n
a
n
d
imp
lem
e
n
tatio
n
o
f
in
terv
e
n
ti
o
n
tea
c
h
in
g
a
n
d
lea
rn
in
g
b
a
se
d
-
i
n
q
u
ir
y
'
s
stra
teg
y
to
imp
r
o
v
e
stu
d
e
n
ts'
s
k
il
l
o
f
c
h
e
m
ica
l
li
tera
c
y
,
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
,
a
n
d
e
n
v
ir
o
n
m
e
n
t
a
l
a
wa
re
n
e
ss
,
S
TE
M
,
c
h
e
m
ist
ry
e
d
u
c
a
ti
o
n
fo
r
su
sta
in
a
b
le
d
e
v
e
lo
p
m
e
n
t.
S
h
e
c
a
n
b
e
c
o
n
tac
te
d
a
t
e
m
a
il
:
o
k
tav
ia.su
li
stin
a
.
fm
i
p
a
@u
m
.
a
c
.
id
.
S
r
i
Ra
h
a
y
u
is
a
p
ro
fe
ss
o
r
o
f
s
c
ien
c
e
e
d
u
c
a
ti
o
n
a
t
th
e
Un
i
v
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
In
d
o
n
e
sia
.
S
h
e
re
c
e
iv
e
d
t
h
e
P
h
.
D.
d
e
g
re
e
i
n
c
h
e
m
istry
e
d
u
c
a
ti
o
n
fr
o
m
th
e
Ok
a
y
a
m
a
Un
iv
e
rsity
,
Ja
p
a
n
.
S
h
e
h
a
s o
v
e
r
2
0
y
e
a
rs o
f
e
x
p
e
rien
c
e
a
s a
n
Ac
a
d
e
m
icia
n
with
t
h
e
Un
i
v
e
rsitas
Ne
g
e
ri
M
a
lan
g
(UM)
,
a
n
d
tea
c
h
e
s
u
n
d
e
rg
ra
d
u
a
te,
m
a
ste
rs,
a
n
d
d
o
c
to
ra
l
c
h
e
m
istry
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
s
a
t
De
p
a
rtm
e
n
t
o
f
Ch
e
m
istry
,
UM.
S
h
e
is
a
c
ti
v
e
in
writi
n
g
sc
ien
ti
fic
p
a
p
e
rs,
re
se
a
rc
h
in
g
,
a
n
d
d
e
v
e
lo
p
i
n
g
lea
r
n
in
g
in
n
o
v
a
ti
o
n
i
n
c
h
e
m
istry
.
H
e
r
c
u
rre
n
t
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
sc
ien
ti
fic
li
tera
c
y
,
c
h
e
m
i
c
a
l
li
tera
c
y
,
so
c
io
-
sc
ien
ti
fic
issu
e
s,
c
o
n
c
e
p
tu
a
l
c
h
a
n
g
e
,
a
n
d
S
TE
M
t
o
p
ics
.
S
h
e
h
a
s
b
e
e
n
a
k
e
y
n
o
te
sp
e
a
k
e
r
a
t
se
v
e
ra
l
c
o
n
fe
re
n
c
e
s
a
t
n
a
ti
o
n
a
l
a
n
d
in
tern
a
ti
o
n
a
l
lev
e
ls an
d
h
a
s a
lso
b
e
e
n
a
n
e
x
a
m
in
e
r
fo
r
d
o
c
to
ra
l
p
ro
g
ra
m
s a
t
se
v
e
ra
l
u
n
iv
e
rsiti
e
s
in
In
d
o
n
e
sia
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sr
irah
a
y
u
_
u
m
@h
o
tma
il
.
c
o
m
;
sri.
ra
h
a
y
u
.
fm
i
p
a
@u
m
.
a
c
.
id
.
I
Wa
y
a
n
Da
sn
a
re
c
e
iv
e
d
th
e
P
h
.
D.
d
e
g
re
e
in
c
h
e
m
istry
fro
m
th
e
Un
iv
e
rsitē
d
e
Re
n
n
e
s,
F
ra
n
c
e
.
He
h
a
s
o
v
e
r
2
0
y
e
a
rs
o
f
e
x
p
e
rien
c
e
a
s
a
n
Ac
a
d
e
m
icia
n
with
th
e
Un
i
v
e
rsitas
Ne
g
e
ri
M
a
lan
g
(UM)
,
w
h
e
re
h
e
is
c
u
rre
n
tl
y
a
n
As
so
c
iate
P
r
o
fe
ss
o
r.
He
tea
c
h
e
s
u
n
d
e
r
g
ra
d
u
a
te,
m
a
ste
rs,
a
n
d
d
o
c
to
ra
l
c
h
e
m
istry
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
s
a
t
De
p
a
rtme
n
t
o
f
C
h
e
m
istry
,
UM
.
He
h
a
s
se
rv
e
d
a
s
v
ice
-
c
h
a
n
c
e
ll
o
r
fo
r
c
o
o
p
e
ra
ti
o
n
,
c
h
a
irma
n
o
f
LP
3
,
a
n
d
n
o
w
se
rv
e
s
a
s
u
n
iv
e
rsity
se
c
re
tary
.
His
c
u
rre
n
t
re
se
a
rc
h
i
n
t
e
re
sts
in
c
lu
d
e
c
h
e
m
istry
e
d
u
c
a
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
m
a
teria
ls sc
ien
c
e
,
p
h
y
sic
s,
a
n
d
c
ry
sta
ll
o
g
ra
p
h
y
.
He
c
a
n
b
e
c
o
n
tac
te
d
a
t
:
i
d
a
sn
a
@u
m
.
a
c
.
id
.
Ya
h
m
i
n
re
c
e
iv
e
d
th
e
P
h
.
D.
d
e
g
re
e
in
c
h
e
m
istry
fr
o
m
th
e
ITB
,
Ba
n
d
u
n
g
.
He
h
a
s
o
v
e
r
2
0
y
e
a
rs
o
f
e
x
p
e
rien
c
e
a
s
a
n
Ac
a
d
e
m
icia
n
with
th
e
Un
iv
e
r
sitas
Ne
g
e
ri
M
a
lan
g
(UM)
,
wh
e
re
h
e
is
c
u
rre
n
tl
y
a
n
As
so
c
iat
e
P
ro
fe
ss
o
r.
He
tea
c
h
e
s
u
n
d
e
rg
ra
d
u
a
te,
m
a
ste
rs,
a
n
d
d
o
c
to
ra
l
c
h
e
m
istry
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
s
a
t
De
p
a
rtme
n
t
o
f
Ch
e
m
istry
,
U
M
.
He
is
t
h
e
n
a
ti
o
n
a
l
i
n
stru
c
t
o
r
o
f
tea
c
h
e
r
train
i
n
g
p
r
o
g
ra
m
s
i
n
I
n
d
o
n
e
sia
.
His
c
u
rre
n
t
re
se
a
rc
h
in
te
re
sts
in
c
lu
d
e
c
h
e
m
istry
a
n
d
c
h
e
m
istry
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
y
a
h
m
in
.
fm
ip
a
@u
m
.
a
c
.
i
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.