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n
t
r
e
q
u
i
r
e
s
m
a
i
n
t
e
n
a
n
c
e
t
h
a
t
i
s
n
o
t
e
a
s
y
a
n
d
c
h
e
a
p
.
T
h
e
r
e
f
o
r
e
,
p
r
o
v
i
d
i
n
g
s
t
a
n
d
a
r
d
i
z
e
d
l
a
b
o
r
a
t
o
r
i
e
s
o
n
e
v
e
r
y
c
a
m
p
u
s
r
e
q
u
i
r
e
s
a
c
o
l
l
e
c
t
i
v
e
e
f
f
o
r
t
f
r
o
m
v
a
r
i
o
u
s
p
a
r
t
i
e
s
.
L
a
c
k
o
f
a
c
c
e
s
s
t
o
l
a
b
o
r
a
t
o
r
i
e
s
c
a
n
h
i
n
d
e
r
s
t
u
d
e
n
t
s
'
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
[
7
]
–
[
9
]
.
P
h
y
s
i
c
a
l
l
a
b
o
r
a
t
o
r
i
e
s
a
r
e
o
f
t
e
n
n
e
c
e
s
s
a
r
y
f
o
r
p
r
a
c
t
i
c
a
l
e
x
p
e
r
i
m
e
n
t
s
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
s
t
h
a
t
c
a
n
n
o
t
b
e
d
o
n
e
e
f
f
e
c
t
i
v
e
l
y
th
r
o
u
g
h
tr
ad
itio
n
al
o
n
lin
e
lea
r
n
in
g
.
T
h
is
ca
n
r
ed
u
ce
s
tu
d
en
ts
'
p
r
ac
tical
u
n
d
er
s
tan
d
in
g
o
f
p
h
y
s
ics s
u
b
jects
.
T
h
e
g
o
v
er
n
m
en
t
h
as
tr
ie
d
to
eq
u
alize
in
ter
n
et
ac
ce
s
s
in
v
ar
io
u
s
r
e
g
io
n
s
o
f
I
n
d
o
n
esia,
in
clu
d
in
g
af
f
ir
m
ativ
e
r
eg
io
n
s
.
Alm
o
s
t
all
r
eg
io
n
s
g
iv
en
s
p
ec
ial
atte
n
tio
n
b
y
t
h
e
g
o
v
er
n
m
en
t
al
r
e
ad
y
h
av
e
a
d
eq
u
ate
in
ter
n
et
n
etwo
r
k
s
.
T
h
is
o
p
p
o
r
tu
n
ity
m
u
s
t
b
e
u
tili
ze
d
to
b
r
i
n
g
a
s
en
s
e
o
f
ju
s
tice
to
ac
ce
s
s
in
g
ed
u
ca
tio
n
a
n
d
m
in
im
ize
s
o
cieta
l
in
eq
u
ality
.
I
n
d
is
tan
ce
lear
n
in
g
,
tech
n
o
lo
g
y
is
th
e
k
ey
to
s
u
cc
ess
f
u
lly
b
r
id
g
in
g
th
e
in
ter
ac
tio
n
b
etwe
en
teac
h
er
s
a
n
d
lear
n
e
r
s
[
1
0
]
,
[
1
1
]
.
On
e
o
f
th
e
ef
f
o
r
ts
th
at
ca
n
b
e
m
ad
e
is
to
p
r
esen
t
a
ce
n
tr
a
l
lab
o
r
ato
r
y
th
at
ca
n
b
e
ac
ce
s
s
ed
b
y
all
g
r
o
u
p
s
r
em
o
tely
.
Stu
d
en
ts
f
r
o
m
lo
w
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
ca
n
ac
ce
s
s
p
h
y
s
ics
ex
p
er
im
en
ts
u
s
in
g
in
ter
n
et
f
ac
ilit
ies
lik
e
s
tu
d
en
ts
f
r
o
m
e
s
tab
lis
h
ed
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
.
C
am
p
u
s
es
in
r
em
o
te
ar
ea
s
with
in
ad
eq
u
ate
in
f
r
astru
ctu
r
e
ca
n
ea
s
ily
ac
ce
s
s
p
h
y
s
ics
ex
p
er
im
en
ts
.
So
th
a
t
I
n
d
o
n
esia'
s
u
n
iq
u
e
g
eo
g
r
a
p
h
ical
co
n
d
itio
n
s
ar
e
n
o
lo
n
g
er
a
p
r
o
b
lem
.
C
am
p
u
s
es
in
r
em
o
te
o
r
p
o
o
r
ar
ea
s
c
an
co
n
d
u
ct
jo
in
t
ex
p
e
r
im
en
ts
ac
r
o
s
s
in
s
titu
tio
n
s
[
1
2
]
,
[
1
3
]
.
T
h
ese
ca
m
p
u
s
es
ca
n
s
k
ip
p
r
o
cu
r
i
n
g
ex
p
e
n
s
iv
e
lab
o
r
ato
r
y
eq
u
ip
m
e
n
t,
co
m
p
lic
ated
m
ain
ten
an
ce
,
an
d
p
r
o
v
id
in
g
tr
ain
e
d
lab
o
r
at
o
r
y
p
e
r
s
o
n
n
el.
So
,
p
r
esen
tin
g
a
r
em
o
te
p
h
y
s
ics
lab
o
r
ato
r
y
is
o
n
e
o
f
th
e
r
ig
h
t
s
o
lu
tio
n
s
to
cr
ea
te
eq
u
al
a
cc
ess
to
p
h
y
s
ics ex
p
er
im
e
n
ts
th
r
o
u
g
h
o
u
t
I
n
d
o
n
esia.
M
a
n
y
r
e
s
e
a
r
c
h
e
r
s
h
a
v
e
c
o
n
d
u
c
t
e
d
t
h
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
i
m
p
l
e
m
e
n
t
at
i
o
n
o
f
v
a
r
i
o
u
s
t
y
p
es
o
f
l
a
b
o
r
a
t
o
r
i
e
s
.
S
t
a
r
t
i
n
g
f
r
o
m
p
r
a
c
t
i
c
al
(
t
r
a
d
i
ti
o
n
a
l
)
l
a
b
o
r
a
t
o
r
ie
s
[
1
4
]
,
v
i
r
t
u
a
l
l
a
b
o
r
a
t
o
r
i
es
[1
5
]
–
[1
7
]
t
o
r
e
m
o
t
e
l
a
b
o
r
a
t
o
r
i
e
s
[1
8
]
.
T
r
a
d
i
t
i
o
n
al
la
b
o
r
a
t
o
r
i
e
s
p
r
o
v
i
d
e
d
i
r
e
c
t
e
x
p
e
r
i
e
n
c
e
t
o
s
t
u
d
e
n
ts
i
n
c
o
n
d
u
c
t
in
g
e
x
p
e
r
i
m
e
n
t
s
a
n
d
l
a
b
s
b
u
t
a
r
e
l
i
m
it
e
d
b
y
s
p
a
ce
an
d
e
q
u
i
p
m
e
n
t
l
i
m
i
ta
t
i
o
n
s
.
M
e
an
w
h
i
l
e
,
v
i
r
t
u
al
a
n
d
r
e
m
o
t
e
l
a
b
o
r
a
t
o
r
i
e
s
c
a
n
p
r
o
v
i
d
e
a
c
c
e
s
s
a
n
y
t
i
m
e
a
n
d
a
n
y
w
h
e
r
e
,
t
h
u
s
p
e
r
s
o
n
a
li
z
i
n
g
e
x
p
e
r
i
m
e
n
ts
a
n
d
t
r
a
n
s
c
e
n
d
i
n
g
p
h
y
s
i
c
al
b
o
u
n
d
a
r
i
e
s
[
19
]
,
[
20
]
.
Vir
tu
al
an
d
r
em
o
te
lab
o
r
ato
r
i
es
h
av
e
r
ec
en
tly
g
ain
e
d
m
o
m
en
tu
m
in
r
esear
ch
d
u
e
to
a
d
v
an
ce
s
in
tech
n
o
lo
g
y
an
d
n
etwo
r
k
co
m
m
u
n
icatio
n
.
Vir
tu
al
an
d
r
e
m
o
te
lab
o
r
ato
r
ies
o
f
f
er
u
n
i
q
u
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
[2
1
]
,
[
2
2
]
.
R
em
o
te
s
tu
d
en
ts
ca
n
ap
p
ly
th
ei
r
ac
q
u
ir
ed
k
n
o
wled
g
e
an
d
co
n
d
u
c
t
ex
p
er
im
e
n
ts
lik
e
on
-
ca
m
p
u
s
s
tu
d
en
ts
with
o
u
t
t
h
e
n
ee
d
to
b
e
p
h
y
s
ically
in
t
h
e
lab
o
r
ato
r
y
[
1
2
]
.
Vir
t
u
al
lab
o
r
ato
r
ies
p
r
o
v
id
e
a
s
af
e
an
d
ac
ce
s
s
ib
le
en
v
ir
o
n
m
e
n
t
f
o
r
s
tu
d
en
ts
[2
3
]
.
Ho
wev
er
,
th
e
co
m
p
lex
ity
o
f
r
ea
l
-
life
s
itu
atio
n
s
is
d
if
f
icu
lt
to
r
ep
licate
in
v
ir
tu
al
e
n
v
ir
o
n
m
en
ts
an
d
is
u
s
u
ally
ig
n
o
r
ed
in
th
eo
r
y
.
On
t
h
e
o
th
er
h
an
d
,
r
em
o
te
lab
o
r
ato
r
ies
s
till
illu
s
tr
ate
th
e
co
m
p
lex
ity
o
f
r
ea
l
-
life
s
itu
atio
n
s
.
R
em
o
te
p
h
y
s
ics
lab
o
r
ato
r
ies
h
av
e
b
ee
n
d
e
v
elo
p
ed
b
ef
o
r
e
[
2
4
]
.
T
h
e
r
em
o
te
p
h
y
s
ics
lab
o
r
ato
r
y
o
n
Plan
ck
’
s
co
n
s
tan
t
is
an
in
n
o
v
ativ
e
p
latf
o
r
m
th
at
allo
ws
s
tu
d
en
ts
to
m
ea
s
u
r
e
an
d
u
n
d
e
r
s
tan
d
o
n
e
o
f
th
e
f
u
n
d
am
e
n
tal
co
n
s
tan
ts
o
f
p
h
y
s
ics,
Plan
ck
’
s
co
n
s
tan
t
(
h
)
.
Plan
ck
’
s
co
n
s
tan
t
is
f
u
n
d
am
en
tal
in
q
u
an
tu
m
p
h
en
o
m
en
a
s
u
ch
as
th
e
p
h
o
t
o
elec
tr
ic
ef
f
ec
t.
T
h
r
o
u
g
h
a
n
o
n
lin
e
in
ter
f
ac
e,
u
s
er
s
ca
n
r
e
m
o
tely
ac
ce
s
s
an
d
co
n
tr
o
l
ex
p
er
im
e
n
ts
.
T
h
e
p
lat
f
o
r
m
p
r
o
v
id
es
an
in
ter
ac
tiv
e
an
d
im
m
e
r
s
iv
e
ex
p
er
ien
ce
in
lear
n
in
g
q
u
an
tu
m
co
n
ce
p
ts
,
ex
p
a
n
d
in
g
ac
ce
s
s
to
p
h
y
s
ics
ex
p
er
im
en
ts
th
at
m
ay
n
o
t
b
e
ac
ce
s
s
ib
le
lo
ca
ll
y
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
aim
s
to
d
e
v
elo
p
a
r
em
o
te
p
h
y
s
ics
lab
o
r
ato
r
y
ap
p
ar
atu
s
o
n
Plan
ck
’
s
c
o
n
s
tan
t.
T
h
u
s
,
th
e
r
esear
c
h
q
u
esti
o
n
s
ar
e
:
i
)
D
o
es
th
e
d
ev
elo
p
ed
R
-
Ph
y
L
a
b
h
av
e
g
o
o
d
f
u
n
ctio
n
ality
?
;
ii
)
D
o
es
R
-
Ph
y
L
ab
h
av
e
g
o
o
d
q
u
ality
ac
co
r
d
in
g
to
m
ed
ia
e
x
p
er
ts
?
;
an
d
iii
)
I
s
R
-
Ph
y
L
ab
ac
ce
p
tab
le
to
p
o
ten
tial u
s
er
s
?
2.
M
E
T
H
O
D
2
.
1
.
T
y
pe
o
f
re
s
ea
rc
h a
nd
re
s
ea
rc
h pro
ce
du
re
s
T
h
is
ty
p
e
o
f
r
esear
ch
is
in
clu
d
ed
in
d
ev
elo
p
m
en
t
r
ese
ar
ch
(
r
esear
ch
an
d
d
ev
elo
p
m
en
t
)
.
T
h
e
d
ev
elo
p
m
e
n
t
m
o
d
el
u
s
ed
is
th
e
d
ef
in
e,
d
esig
n
,
d
e
v
elo
p
,
a
n
d
d
is
s
em
in
ate
(
4
D)
m
o
d
el.
T
h
e
p
r
o
d
u
ct
d
ev
el
o
p
ed
is
an
ex
p
er
im
en
tal
ap
p
ar
atu
s
f
o
r
R
-
Ph
y
L
ab
o
n
Plan
ck
’
s
co
n
s
tan
t (
PC
R
-
Ph
y
L
ab
)
.
T
h
e
d
e
v
e
lo
p
m
en
t p
r
o
ce
d
u
r
e
f
o
llo
ws th
e
f
lo
wch
ar
t sh
o
wn
i
n
Fig
u
r
e
1
.
2
.
2
.
Resea
rc
h r
esp
o
nd
ent
s
B
ased
o
n
th
e
d
ev
elo
p
m
en
t
p
r
o
ce
d
u
r
e
th
at
h
as
b
ee
n
ca
r
r
ied
o
u
t,
f
iv
e
s
tu
d
e
n
ts
wer
e
in
v
o
l
v
ed
in
th
e
f
u
n
ctio
n
ality
test
s
tag
e
o
f
PC
R
-
Ph
y
L
ab
.
R
esp
o
n
d
en
ts
o
f
th
e
f
u
n
ctio
n
ality
test
s
tag
e
wer
e
s
elec
ted
th
r
o
u
g
h
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
,
n
am
ely
th
o
s
e
wh
o
h
a
v
e
tak
e
n
th
e
e
x
p
er
im
e
n
tal
p
h
y
s
ics
co
u
r
s
e
[2
5
]
.
A
to
tal
o
f
10
p
h
y
s
ics
ed
u
ca
tio
n
lectu
r
er
s
ac
ted
as
m
ed
ia
ex
p
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ts
to
a
s
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es
s
th
e
f
ea
s
ib
ilit
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o
f
th
e
t
o
o
l
f
r
o
m
th
e
m
e
d
ia
asp
ec
t.
Me
d
ia
ex
p
er
ts
wer
e
s
elec
ted
b
ased
o
n
th
e
in
clu
s
io
n
cr
iter
ia:
i)
p
h
y
s
ics
ed
u
ca
tio
n
l
ec
tu
r
er
s
wh
o
f
o
cu
s
o
n
ex
p
er
im
e
n
tal
p
h
y
s
ics
;
ii)
h
av
e
a
m
in
im
u
m
d
eg
r
ee
o
f
m
aster
o
f
p
h
y
s
ics
ed
u
ca
tio
n
;
iii)
h
av
e
a
m
in
im
u
m
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
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
3
0
-
1
9
3
8
1932
teac
h
in
g
ex
p
er
ien
ce
o
f
3
y
ea
r
s
;
an
d
iv
)
h
a
v
e
th
e
a
b
ilit
y
t
o
ev
alu
ate
lea
r
n
in
g
in
s
tr
u
m
e
n
ts
.
T
h
e
ex
cl
u
s
io
n
cr
iter
ia
ar
e:
i)
h
av
e
n
o
ex
p
er
ie
n
ce
in
d
ev
elo
p
i
n
g
p
h
y
s
ics
ex
p
er
im
en
tal
to
o
ls
;
ii)
n
o
t
co
m
p
e
ten
t
in
th
e
f
ield
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
;
an
d
i
ii)
n
o
t
willin
g
to
b
e
a
v
alid
at
o
r
.
T
o
o
b
tain
d
ata
s
tab
ilit
y
w
ith
an
ac
cu
r
ac
y
o
f
0
.
5
lo
g
its
an
d
a
co
n
f
id
en
ce
le
v
el
o
f
9
5
%,
a
s
am
p
le
s
ize
o
f
6
4
-
1
4
4
p
eo
p
le
is
r
ec
o
m
m
en
d
ed
[
26
]
.
T
h
er
ef
o
r
e,
8
4
p
h
y
s
ics
ed
u
ca
tio
n
s
tu
d
e
n
ts
in
v
o
lv
ed
in
th
e
u
s
er
ac
ce
p
tan
ce
test
m
et
th
e
r
e
q
u
ir
em
e
n
ts
.
D
u
r
in
g
th
e
u
s
er
test
,
r
esp
o
n
d
en
ts
wer
e
s
elec
ted
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tec
h
n
iq
u
e:
s
tu
d
en
ts
f
r
o
m
th
r
ee
p
ar
tn
er
u
n
iv
e
r
s
ities
wh
o
h
ad
ta
k
en
th
e
ex
p
er
im
e
n
t
al
p
h
y
s
ics co
u
r
s
e.
Fig
u
r
e
1
.
Flo
wch
ar
t
o
f
p
r
o
d
u
c
t d
ev
elo
p
m
e
n
t p
r
o
ce
d
u
r
e
d
esig
n
2
.
3
.
Resea
rc
h
ins
t
rum
ent
s
T
h
r
ee
ty
p
es
o
f
in
s
tr
u
m
en
ts
wer
e
u
s
ed
to
ass
e
s
s
th
e
q
u
ality
o
f
th
e
d
ev
elo
p
ed
a
p
p
a
r
atu
s
.
T
h
e
f
u
n
ctio
n
ality
test
in
s
tr
u
m
en
t
f
o
r
p
o
ten
tial
u
s
er
s
co
n
s
is
ts
o
f
2
1
item
s
s
p
r
ea
d
o
v
er
s
ix
asp
ec
ts
,
n
am
ely
:
tech
n
ical,
u
s
er
ex
p
er
ie
n
ce
(
U
X)
,
p
ed
a
g
o
g
ical,
f
u
n
ctio
n
alit
y
,
en
v
ir
o
n
m
en
tal
u
s
e,
an
d
ec
o
n
o
m
ic
an
d
s
o
cial
asp
ec
ts
.
T
h
e
m
ed
ia
ex
p
e
r
t
a
s
s
es
s
m
en
t
in
s
tr
u
m
en
t
co
n
s
is
ts
o
f
2
2
item
s
s
p
r
ea
d
o
v
er
eig
h
t
asp
ec
ts
:
u
s
er
in
ter
f
ac
e,
m
u
ltime
d
ia
q
u
ality
,
tech
n
o
lo
g
y
an
d
p
er
f
o
r
m
an
ce
,
ac
ce
s
s
ib
ilit
y
,
ex
p
er
im
en
tatio
n
f
u
n
ctio
n
ality
,
u
s
er
s
u
p
p
o
r
t,
in
teg
r
atio
n
an
d
co
llab
o
r
atio
n
,
an
d
u
s
er
ev
al
u
atio
n
a
n
d
f
ee
d
b
ac
k
.
Usef
u
ln
ess
,
s
atis
f
ac
tio
n
,
a
n
d
ea
s
e
o
f
u
s
e
(
USE
)
q
u
esti
o
n
n
air
e
to
ev
alu
ate
th
e
lev
el
o
f
u
s
er
ac
ce
p
tan
ce
.
T
h
e
f
u
n
ctio
n
ality
test
in
s
tr
u
m
en
t
f
o
r
p
r
o
s
p
ec
tiv
e
u
s
er
s
an
d
th
e
m
e
d
ia
ex
p
er
t
ass
ess
m
en
t
in
s
tr
u
m
en
t
h
av
e
b
ee
n
ag
r
ee
d
u
p
o
n
an
d
d
ec
lar
ed
f
ea
s
ib
le
b
y
th
r
ee
p
h
y
s
ics lea
r
n
in
g
m
ed
i
a
ex
p
er
ts
.
USE
q
u
esti
o
n
n
ai
r
e
was a
d
ap
ted
f
r
o
m
L
u
n
d
[
27
]
.
2
.
4
.
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
e
s
P
o
t
e
n
t
i
a
l
u
s
e
r
f
u
n
c
t
i
o
n
a
l
i
t
y
t
e
s
t
s
a
n
d
m
e
d
i
a
e
x
p
e
r
t
v
a
l
i
d
a
t
i
o
n
w
e
r
e
a
n
a
l
y
z
e
d
u
s
i
n
g
t
h
e
A
i
k
e
n
V
t
e
c
h
n
i
q
u
e
.
T
h
i
s
tech
n
iq
u
e
m
ak
es
i
t
p
o
s
s
ib
le
t
o
o
b
tain
ag
r
ee
m
en
t
f
r
o
m
s
ev
er
al
r
ater
s
.
User
ac
ce
p
tan
ce
l
e
v
e
l
s
w
e
r
e
an
aly
ze
d
u
s
in
g
th
e
R
asch
Mo
d
ellin
g
a
p
p
r
o
ac
h
,
a
co
m
b
in
atio
n
o
f
th
e
W
r
ig
h
t
m
ap
an
d
lo
g
it v
alu
e
o
f
item
(
L
VI
)
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
r
esear
ch
e
x
am
in
es
th
e
d
e
v
elo
p
m
en
t
o
f
a
r
em
o
te
-
b
ased
p
h
y
s
ics
ex
p
er
im
en
t
to
o
l,
PC
R
-
Ph
y
L
ab
,
d
esig
n
ed
to
en
h
a
n
ce
th
e
lear
n
in
g
an
d
teac
h
in
g
ex
p
er
ien
ce
in
th
e
c
o
n
tex
t
o
f
p
h
y
s
ics
ex
p
e
r
im
en
ts
.
T
h
e
s
y
s
tem
aim
s
to
p
r
o
v
id
e
an
ef
f
ec
tiv
e
s
o
lu
tio
n
in
ca
r
r
y
in
g
o
u
t
Plan
ck
’
s
co
n
s
tan
t
e
x
p
er
im
e
n
ts
r
em
o
tely
to
s
u
p
p
o
r
t
eq
u
itab
le
ed
u
ca
tio
n
.
T
h
e
d
ev
e
lo
p
m
en
t
o
f
PC
R
-
Ph
y
L
ab
co
n
s
id
er
s
p
ed
ag
o
g
ical
p
r
i
n
cip
les
an
d
ea
s
e
o
f
ac
ce
s
s
f
o
r
u
s
er
s
.
T
h
is
s
tu
d
y
ev
al
u
ated
th
e
s
y
s
tem
ar
ch
itectu
r
e,
to
o
l
f
u
n
ctio
n
ality
,
v
alid
atio
n
b
y
m
ed
ia
ex
p
er
ts
,
an
d
u
s
er
ac
ce
p
tan
ce
lev
el.
3
.
1
.
P
C
R
-
P
hy
L
a
b
a
rc
hite
ct
ure
Fig
u
r
e
2
s
h
o
ws
th
e
s
y
s
tem
a
r
c
h
itectu
r
e
o
f
th
e
r
em
o
te
ex
p
e
r
im
en
t
o
n
th
e
Plan
ck
co
n
s
tan
t
d
ev
ice
(
PC
R
-
Ph
y
L
ab
)
.
As
s
h
o
wn
in
Fig
u
r
e
2
,
th
e
PC
R
-
Ph
y
L
ab
ar
ch
it
ec
tu
r
e
in
clu
d
es
two
m
ain
co
m
p
o
n
en
ts
:
lab
s
er
v
er
an
d
web
s
er
v
er
.
T
h
e
lab
s
er
v
er
u
s
es
th
e
L
a
b
VI
E
W
p
r
o
g
r
a
m
m
in
g
la
n
g
u
a
g
e
to
d
ev
elo
p
a
n
d
r
u
n
t
h
e
g
r
ap
h
ica
l
u
s
er
in
ter
f
ac
e
(
GUI
)
in
th
e
d
ata
ac
q
u
is
itio
n
s
o
f
twar
e
[
28
]
,
all
o
win
g
u
s
er
s
to
c
o
n
tr
o
l
lab
o
r
ato
r
y
d
ev
ices
d
u
r
in
g
ex
p
er
im
en
ts
r
em
o
tely
.
On
t
h
e
o
th
er
h
a
n
d
,
th
e
web
s
er
v
er
is
eq
u
ip
p
ed
with
Mo
o
d
le
le
ar
n
in
g
m
an
ag
em
en
t
s
y
s
tem
(
L
MS)
s
o
f
twar
e,
wh
ich
p
r
o
v
id
es
lear
n
in
g
m
ater
ials
an
d
m
ed
ia,
as
well
as
co
m
m
u
n
icatio
n
f
ea
tu
r
es
f
o
r
in
ter
ac
tio
n
b
etwe
en
u
s
er
s
,
teac
h
er
s
,
an
d
ad
m
i
n
is
tr
ato
r
s
[
29
]
,
[
30
]
.
T
h
e
s
y
s
tem
is
d
esig
n
ed
to
s
u
p
p
o
r
t
an
o
p
tim
al
lear
n
in
g
ex
p
e
r
ien
ce
b
y
in
teg
r
atin
g
r
elev
an
t e
x
p
er
im
en
tal
m
ater
ials
an
d
to
o
ls
[3
1
]
.
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
Dev
elo
p
men
t o
f a
r
emo
te
p
h
ysics
la
b
o
r
a
to
r
y
to
s
u
p
p
o
r
t e
q
u
ita
b
le
a
cc
ess
to
ed
u
c
a
tio
n
(
I
s
h
a
fit
)
1933
Fig
u
r
e
2
.
PC
R
-
Ph
y
L
ab
ar
c
h
itectu
r
e
3
.
2
.
P
C
R
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P
hy
L
a
b
f
un
ct
io
na
lity
t
est
T
h
e
r
esu
lts
o
f
th
e
PC
R
-
Ph
y
L
ab
f
u
n
ctio
n
ality
test
ac
co
r
d
in
g
to
p
o
ten
tial u
s
er
s
ar
e
s
h
o
wn
in
Fig
u
r
e
3
.
T
h
e
PC
R
-
Ph
y
L
ab
f
u
n
ctio
n
ali
ty
test
r
esu
lts
,
as
s
h
o
wn
in
Fig
u
r
e
3
,
s
h
o
wed
g
o
o
d
v
alid
ity
in
v
ar
io
u
s
asp
ec
ts
.
T
h
e
en
v
ir
o
n
m
en
tal
u
s
e
asp
ec
t
o
b
tain
ed
th
e
h
ig
h
est Aik
en
V
in
d
ex
o
f
0
.
9
7
,
in
d
icatin
g
th
at
t
h
e
PC
R
-
Ph
y
L
ab
is
s
u
itab
le
f
o
r
r
em
o
te
ex
p
er
im
e
n
tatio
n
.
T
h
e
p
e
d
ag
o
g
ical
asp
ec
t
also
s
h
o
wed
a
h
ig
h
v
alu
e
o
f
0
.
9
5
,
s
ig
n
alin
g
th
e
ef
f
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tiv
en
ess
o
f
PC
R
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Ph
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L
a
b
in
s
u
p
p
o
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ti
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g
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s
.
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n
a
d
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itio
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,
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e
t
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h
n
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ca
l
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d
UX
asp
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s
co
r
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9
3
ea
ch
,
in
d
icatin
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ex
ce
llen
t
tech
n
ical
q
u
ality
an
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UX
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9
1
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8
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8
7
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l f
u
lf
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o
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r
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Alth
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o
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ic
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eq
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ality
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g
eo
g
r
ap
h
ical
co
n
d
itio
n
s
in
I
n
d
o
n
esia
[3
2
]
.
T
h
ese
r
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lts
in
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icate
th
at
th
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PC
R
-
Ph
y
L
ab
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as a
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ig
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tial f
o
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Fig
u
r
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3
.
T
h
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n
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-
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3
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ca
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also
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al
ex
p
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im
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in
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p
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lab
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Usi
n
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th
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ca
n
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with
a
lear
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p
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d
s
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an
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to
an
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
3
0
-
1
9
3
8
1934
in
tu
itiv
e
in
ter
f
ac
e
a
n
d
r
ele
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t
lear
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in
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ate
r
ials
.
I
n
lin
e
w
ith
th
is
,
Atien
za
an
d
Hu
s
s
ein
[
34
]
r
ep
o
r
ted
th
at
u
s
in
g
r
em
o
te
h
ar
d
war
e
in
d
ig
i
tal
d
esig
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u
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s
es r
esu
lted
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e
q
u
al
o
r
b
etter
lear
n
in
g
o
u
tco
m
es f
o
r
s
tu
d
en
ts
.
PC
R
-
Ph
y
L
ab
en
s
u
r
es
th
at
u
s
er
s
'
in
ter
ac
tio
n
s
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m
an
ip
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latio
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s
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d
o
b
s
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.
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h
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s
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en
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ce
,
ev
en
w
h
e
n
co
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d
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cted
r
e
m
o
tely
.
3
.
3
.
M
edia
ex
pert
v
a
lid
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t
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n r
esu
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s
T
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Fi
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4
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T
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V
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9
5
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f
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d
b
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9
4
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t
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9
3
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c
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p
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.
T
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l
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a
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9
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T
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r
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d
0
.
8
7
,
i
n
d
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c
a
t
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t
h
a
t
t
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c
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i
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h
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y
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0
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8
8
,
i
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r
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t
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a
p
a
b
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t
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es
.
A
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f
0
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7
3
,
s
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t
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t
P
C
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al
t
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.
T
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ev
alu
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n
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ac
k
asp
ec
t
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t
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e
h
ig
h
est
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atin
g
,
s
ig
n
if
y
in
g
th
e
o
u
ts
tan
d
in
g
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f
ec
tiv
en
ess
o
f
PC
R
-
Ph
y
L
ab
in
p
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v
id
in
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co
n
s
tr
u
ctiv
e
an
d
tim
ely
f
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d
b
ac
k
to
u
s
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s
.
T
h
e
h
ig
h
s
co
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e
o
n
th
e
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s
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alu
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a
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f
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in
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an
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ata
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ately
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T
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k
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co
m
p
o
n
en
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
35
]
,
as
it
allo
w
s
u
s
er
s
to
u
n
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ith
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ib
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ir
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ills
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ak
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ab
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icien
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ly
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t
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th
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ati
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in
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Fig
u
r
e
4
.
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ia
ex
p
er
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alid
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r
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lts
o
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PC
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Ph
y
L
ab
3
.
4
.
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a
cc
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u
r
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5
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o
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ased
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u
r
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5
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ig
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is
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e
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al
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es
in
d
icate
th
at
th
er
e
is
r
o
o
m
f
o
r
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
Dev
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.
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Fig
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r
e
5
.
User
ac
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p
ta
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ce
lev
el
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f
PC
R
-
Ph
y
L
ab
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
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y
co
n
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d
th
at
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e
R
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ab
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h
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s
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.
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Very high
acceptance
level
High
acceptance
level
Medium
acceptance
level
Low acceptance
level
Ease of Learning
0.30 Logit
Ease to Use
0.52 Logit
Satisfaction
-
0.40
Usefulness
-
0.51 Logit
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
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
3
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-
1
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1936
T
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itio
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is
s
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y
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lly
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ca
n
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esia,
esp
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[
1
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.
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[
20
]
Z.
L
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.
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[
21
]
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.
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,
C
.
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.
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g
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a
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t
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0
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[
22
]
G
.
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me
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.
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4
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.
[
23
]
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.
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s
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o
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Ph
y
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s:
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[
24
]
T.
K
.
I
n
d
r
a
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o
,
Y
.
D
.
P
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a
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.
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La
b
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s E
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4
.
[
25
]
S
.
C
a
mp
b
e
l
l
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t
a
l
.
,
“
P
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p
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:
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p
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o
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Re
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[
26
]
J.
M
.
L
i
n
a
c
r
e
,
“
S
a
m
p
l
e
si
z
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a
n
d
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t
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m
c
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,
”
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s
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ra
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s
,
v
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l
.
7
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p
.
3
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8
,
1
9
9
4
.
[
27
]
A
.
M
.
L
u
n
d
,
“
M
e
a
su
r
i
n
g
u
s
a
b
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t
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q
u
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s
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n
n
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i
r
e
,
”
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T
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sa
b
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.
8
,
n
o
.
2
,
p
p
.
1
–
4
,
2
0
0
1
.
[
28
]
M
.
S
.
R
a
h
m
a
n
,
M
.
S
a
h
a
,
M
.
M
.
H
o
ssai
n
,
A
.
K
.
M
.
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I
sl
a
m
,
a
n
d
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.
M
o
n
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r
,
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e
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n
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f
a
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me
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m
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i
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o
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d
c
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L
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T
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.
[
29
]
W
.
N
.
W
.
A
h
m
a
d
,
A
.
R
.
A
.
R
o
d
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u
a
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,
a
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d
C
.
S
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mu
n
,
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M
a
p
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m
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n
a
g
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me
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t
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m
f
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su
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s
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d
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si
g
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st
r
a
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g
i
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s
t
o
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f
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p
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ma
n
a
g
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m
e
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t
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y
st
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m,”
I
n
t
e
rn
a
t
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o
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a
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o
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r
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/
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9
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6
6
.
[
30
]
I
.
L
.
P
a
n
t
o
,
L
.
F
e
l
i
s
c
u
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o
,
a
n
d
C
.
B
.
P
a
n
t
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o
n
,
“
D
e
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n
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a
n
d
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m
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m
e
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m
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m
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m
t
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r
a
m
m
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n
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p
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c
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c
y
:
a
s
t
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d
y
a
t
A
M
A
c
o
m
p
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t
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r
l
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r
n
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c
o
l
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(
A
C
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C
)
,
O
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m
o
c
C
a
m
p
u
s
,
”
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n
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4
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3
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h
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n
t
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I
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8
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–
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9
7
.
2
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4
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5
4
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0
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.
[
31
]
N
.
H
.
S
.
S
i
man
u
l
l
a
n
g
a
n
d
J.
R
a
j
a
g
u
k
g
u
k
,
“
Le
a
r
n
i
n
g
man
a
g
e
men
t
sy
st
e
m
(
LM
S
)
b
a
sed
o
n
M
o
o
d
l
e
t
o
i
mp
r
o
v
e
st
u
d
e
n
t
s
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
y
,
”
J
o
u
rn
a
l
o
f
Ph
y
si
c
s:
C
o
n
f
e
ren
c
e
S
e
ri
e
s
,
v
o
l
.
1
4
6
2
,
n
o
.
1
,
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e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
4
6
2
/
1
/
0
1
2
0
6
7
.
[
32
]
F
.
F
i
t
r
a
w
a
t
y
,
“
T
h
e
a
n
a
l
y
si
s
o
f
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n
e
q
u
a
l
i
t
y
o
n
e
c
o
n
o
mi
c
g
r
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w
t
h
i
n
I
n
d
o
n
e
s
i
a
,
”
R
a
n
d
w
i
c
k
I
n
t
e
r
n
a
t
i
o
n
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
J
o
u
r
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a
l
,
v
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l
.
1
,
n
o
.
3
,
p
p
.
4
9
9
–
5
1
2
,
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c
t
.
2
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0
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d
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1
0
.
4
7
1
7
5
/
r
i
ss
j
.
v
1
i
3
.
1
0
3
.
[
33
]
K
.
A
c
h
u
t
h
a
n
,
D
.
R
a
g
h
a
v
a
n
,
B
.
S
h
a
n
k
a
r
,
S
.
P
.
F
r
a
n
c
i
s,
a
n
d
V
.
K
.
K
o
l
i
l
,
“
I
mp
a
c
t
o
f
r
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m
o
t
e
e
x
p
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r
i
me
n
t
a
t
i
o
n
,
i
n
t
e
r
a
c
t
i
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i
t
y
a
n
d
p
l
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t
f
o
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m
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f
f
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t
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I
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I
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14
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No
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3
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1938
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Is
h
a
fit
is
a
n
a
ss
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p
ro
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e
ss
o
r
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th
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p
a
rtme
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t
o
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P
h
y
sic
s
Ed
u
c
a
ti
o
n
a
t
Un
iv
e
rsitas
Ah
m
a
d
Da
h
lan
.
He
r
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c
e
iv
e
d
h
is
d
o
c
t
o
ra
l
d
e
g
re
e
a
t
Un
iv
e
rsitas
Ne
g
e
ri
Yo
g
y
a
k
a
rt
a
in
2
0
2
1
a
n
d
h
a
s
tau
g
h
t
p
h
y
sic
s
fo
r
o
v
e
r
2
5
y
e
a
rs.
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c
u
rre
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t
re
se
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rc
h
in
tere
sts
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re
lab
o
ra
to
ry
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se
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h
y
sic
s
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str
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c
ti
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d
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se
d
p
h
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e
x
p
e
rime
n
ts.
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c
a
n
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e
c
o
n
tac
ted
a
t
e
m
a
il
:
ish
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fit
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fis.
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a
d
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.
id
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h
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m
a
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k
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ss
istan
t
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r
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ss
o
r
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t
Un
iv
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rsit
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s
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m
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d
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lan
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h
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d
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ti
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c
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h
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ti
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n
),
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k
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d
o
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re
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ra
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iv
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ri
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rta
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Y)
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3
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se
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se
s
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h
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s
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u
c
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ti
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isc
o
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ti
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n
,
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tac
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ll
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g
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n
b
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tac
ted
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t
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m
a
il
:
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k
a
re
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n
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fis.
u
a
d
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c
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id
.
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i
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u
s
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r
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t
n
o
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ss
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t
p
ro
fe
ss
o
r
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t
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i
v
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m
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h
lan
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o
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re
se
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rc
h
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se
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h
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c
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h
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g
y
.
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c
a
n
b
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n
tac
ted
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t
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m
a
il
:
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o
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ik
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ff.
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d
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c
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id
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ia
ti
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t
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ss
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r
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ss
o
r
a
t
Un
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v
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rsit
a
s
Ah
m
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d
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h
lan
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rtme
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h
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c
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ti
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n
,
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lt
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ti
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d
o
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se
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c
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se
s
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n
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h
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sic
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e
d
u
c
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ti
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a
n
d
e
n
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iro
n
m
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tal
p
h
y
sic
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
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m
a
il
:
a
riati.
d
in
a
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a
d
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a
c
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id
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g
a
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a
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t
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t
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h
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l
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o
ra
to
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y
(LT
P
S
)
U
n
iv
e
rsitas
Ah
m
a
d
Da
h
lan
.
C
u
rre
n
tl
y
h
e
is
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c
ti
v
e
ly
p
a
rt
o
f
th
e
tea
m
d
e
v
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lo
p
in
g
th
e
Re
m
o
te
P
h
y
sic
s
Lab
o
ra
to
r
y
(R
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P
h
y
lab
)
.
He
c
a
n
b
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c
o
n
tac
ted
a
t
e
m
a
il
:
y
o
g
a
.
p
ra
b
o
wo
@s
taff.u
a
d
.
a
c
.
id
.
Evaluation Warning : The document was created with Spire.PDF for Python.