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a
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g
we
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m
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firme
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e
U
n
it
e
d
S
tate
s
a
n
d
I
n
d
o
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e
sia
.
Ov
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th
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p
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th
e
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a
s
b
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n
a
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c
re
a
se
in
p
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s
c
o
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rse
s
f
o
c
u
sin
g
o
n
t
o
p
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i
n
k
in
e
m
a
ti
c
s,
fo
rc
e
a
n
d
m
o
ti
o
n
,
a
n
d
e
lec
tri
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it
y
.
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h
e
c
o
m
m
o
n
m
e
th
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p
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c
ti
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e
s
a
r
e
q
u
a
n
t
it
a
ti
v
e
a
n
d
q
u
a
li
tati
v
e
,
with
so
m
e
d
e
v
e
lo
p
in
g
lea
rn
i
n
g
.
T
h
e
imp
li
c
a
ti
o
n
s
o
f
th
is
re
se
a
rc
h
c
a
n
in
f
o
rm
e
d
u
c
a
ti
o
n
e
x
p
e
rts,
e
d
u
c
a
to
rs,
a
n
d
tec
h
n
o
l
o
g
ists
i
n
tere
ste
d
in
th
e
CT
e
n
v
iro
n
m
e
n
t
a
n
d
tec
h
n
o
l
o
g
ica
l
d
e
v
e
lo
p
m
e
n
t
in
p
h
y
sic
s
lea
rn
in
g
.
Co
m
p
u
tati
o
n
a
l
s
k
il
ls
i
n
p
h
y
sic
s
h
a
v
e
th
e
p
o
ten
ti
a
l
t
o
im
p
ro
v
e
c
o
g
n
it
iv
e
,
a
ffe
c
ti
v
e
,
a
n
d
p
sy
c
h
o
m
o
t
o
r
o
u
tco
m
e
s,
in
c
lu
d
in
g
stu
d
e
n
ts
’
th
i
n
k
i
n
g
a
b
il
it
ies
.
S
t
u
d
e
n
ts
c
a
n
b
e
n
e
fit
f
ro
m
th
e
ir
e
x
p
e
rien
c
e
lea
rn
i
n
g
p
h
y
sic
s
u
sin
g
t
h
e
c
o
n
c
e
p
t
o
f
CT
b
e
c
a
u
se
t
h
e
y
c
a
n
s
o
lv
e
tec
h
n
o
l
o
g
y
-
b
a
se
d
p
ro
b
lem
s
a
n
d
d
e
v
e
l
o
p
v
a
rio
u
s
c
o
m
p
e
ten
c
ies
n
e
e
d
e
d
i
n
lea
rn
in
g
p
h
y
sic
s.
K
ey
w
o
r
d
s
:
C
o
m
p
u
tatio
n
al
s
k
ills
C
o
m
p
u
tatio
n
al
th
in
k
i
n
g
Ph
y
s
ics lea
r
n
in
g
Sy
s
tem
atic
r
ev
iew
T
ec
h
n
o
lo
g
ical
r
eso
u
r
ce
s
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
:
R
iway
an
i
Dep
ar
tm
en
t o
f
Scien
ce
E
d
u
ca
t
io
n
,
Facu
lty
o
f
Ma
th
em
atics a
n
d
Natu
r
al
Scien
ce
Un
iv
er
s
itas
Neg
er
i
Yo
g
y
ak
ar
t
a
Yo
g
y
ak
ar
ta
,
I
n
d
o
n
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E
m
ail:
r
iway
an
i.2
0
2
2
@
s
tu
d
en
t.u
n
y
.
ac
.
i
d
1.
I
NT
RO
D
UCT
I
O
N
C
o
m
p
u
tatio
n
al
th
in
k
in
g
(
C
T
)
is
n
o
w
ess
en
tial
f
o
r
s
tu
d
en
ts
in
th
e
2
1
s
t
ce
n
tu
r
y
an
d
th
e
d
ig
ital
ag
e.
Hig
h
s
ch
o
o
l
an
d
co
lleg
e
ed
u
ca
to
r
s
p
r
o
m
o
te
CT
to
all
s
tu
d
en
ts
th
r
o
u
g
h
cu
r
r
icu
lu
m
i
n
teg
r
atio
n
[
1
]
.
CT
b
ec
o
m
es
a
th
in
k
i
n
g
m
o
d
el
f
o
r
s
tu
d
en
ts
in
ter
ested
in
co
m
p
u
te
r
s
cien
ce
,
m
ath
em
atics,
an
d
o
t
h
er
d
is
cip
lin
es
[
2
]
.
T
h
er
e
ar
e
ess
en
tial
p
r
in
cip
le
s
in
CT
,
n
am
ely
s
o
lv
in
g
p
r
o
b
lem
s
,
u
n
d
e
r
s
tan
d
in
g
c
o
m
p
le
x
s
y
s
tem
s
,
h
u
m
an
b
eh
av
io
r
[
3
]
,
an
d
in
f
o
r
m
atio
n
m
an
ag
e
m
en
t
[
4
]
.
I
n
a
d
d
itio
n
,
im
p
lem
e
n
tin
g
CT
ca
n
b
u
il
d
ess
en
tial
liter
ac
y
s
k
ills
an
d
en
co
u
r
a
g
e
en
g
i
n
ee
r
i
n
g
d
esig
n
p
r
in
cip
les an
d
ea
r
ly
ex
p
lo
r
atio
n
o
f
s
eq
u
en
cin
g
an
d
ca
u
s
ality
[
5
]
.
CT
is
a
s
k
il
l
o
r
th
o
u
g
h
t
p
r
o
ce
s
s
n
ee
d
ed
in
co
m
p
u
ter
s
cien
ce
,
b
u
t
th
is
s
k
ill
ca
n
also
b
e
in
teg
r
ated
in
to
ed
u
ca
tio
n
in
a
n
y
f
ield
[
6
]
.
CT
is
also
s
ee
n
as
an
ac
tiv
ity
t
h
at
p
r
o
m
o
tes
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
CT
[
7
]
.
Acc
o
r
d
i
n
g
to
W
in
g
[
1
]
,
CT
is
a
th
o
u
g
h
t
p
r
o
ce
s
s
in
v
o
lv
ed
in
f
o
r
m
u
lati
n
g
a
p
r
o
b
lem
an
d
ex
p
r
ess
in
g
t
h
e
s
o
lu
tio
n
s
o
th
at
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
R
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d
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SS
N:
2252
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8
2
2
A
s
ystema
tic
lite
r
a
tu
r
e
r
ev
ie
w
o
f c
o
mp
u
ta
tio
n
a
l th
in
ki
n
g
s
tu
d
y
in
p
h
ysics
lea
r
n
in
g
(
R
iw
a
ya
n
i
)
2699
co
m
p
u
ter
,
h
u
m
a
n
,
o
r
m
ac
h
in
e
ca
n
d
o
it
ef
f
ec
tiv
ely
.
CT
d
escr
ib
es
s
tu
d
en
ts
'
k
n
o
wled
g
e
to
d
esig
n
co
m
p
u
tatio
n
al
s
o
lu
tio
n
s
to
a
p
r
o
b
lem
,
c
o
d
in
g
,
an
d
alg
o
r
ith
m
ic
th
in
k
in
g
to
d
e
v
elo
p
s
tu
d
e
n
t
q
u
alities
s
u
ch
as
ab
s
tr
ac
t
th
in
k
in
g
,
p
atter
n
r
ec
o
g
n
itio
n
,
p
r
o
b
lem
-
s
o
lv
in
g
an
d
lo
g
ical
r
ea
s
o
n
i
n
g
[
8
]
.
CT
i
s
th
e
p
r
im
ar
y
wa
y
s
o
m
eo
n
e
u
n
d
er
s
tan
d
s
p
r
o
b
le
m
s
an
d
d
esig
n
s
p
r
o
b
lem
s
o
l
u
tio
n
s
[
9
]
.
CT
af
f
ec
ts
ev
er
y
o
n
e
alo
n
g
with
th
e
d
ev
elo
p
m
e
n
t o
f
s
cien
ce
,
tech
n
o
lo
g
y
,
an
d
s
o
ciety
a
n
d
b
ec
o
m
es a
ch
allen
g
e
in
ed
u
ca
tio
n
.
CT
is
a
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
a
teg
y
,
b
u
t
it
is
n
o
t
r
e
q
u
ir
ed
to
u
s
e
o
f
a
co
m
p
u
ter
[
1
0
]
.
CT
in
clu
d
es
lo
g
ical
th
in
k
in
g
,
alg
o
r
ith
m
ic
th
in
k
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
,
d
ec
o
m
p
o
s
itio
n
,
ab
s
tr
ac
tio
n
,
m
o
d
elin
g
,
an
d
ev
alu
atio
n
[
1
1
]
.
CT
b
u
ild
s
th
e
s
tr
u
ctu
r
al
th
in
k
i
n
g
,
c
r
ea
tiv
ity
,
an
d
cr
itical
p
o
wer
n
ee
d
ed
b
y
s
o
ciety
to
in
cr
ea
s
e
d
ig
ital
liter
ac
y
an
d
m
a
n
y
s
tr
a
teg
ies
f
o
r
lear
n
in
g
it
[
1
2
]
.
A
ctiv
ities
b
ased
o
n
CT
ar
e
th
e
p
r
im
ar
y
g
o
als
f
o
r
im
p
r
o
v
in
g
co
g
n
itiv
e
s
k
ills
an
d
s
u
p
p
o
r
tin
g
teac
h
in
g
a
n
d
lea
r
n
in
g
p
r
o
ce
s
s
es
[
1
3
]
.
On
th
e
o
th
er
h
a
n
d
,
t
h
er
e
ar
e
ad
v
an
tag
es to
im
p
lem
en
tin
g
CT
,
an
d
s
o
m
e
ch
allen
g
es a
r
e
f
ac
ed
b
y
ed
u
ca
to
r
s
,
s
u
ch
as th
e
l
o
w
lev
el
o
f
teac
h
er
k
n
o
wled
g
e
an
d
C
T
s
k
ills
o
f
te
ac
h
er
s
an
d
s
tu
d
e
n
ts
'
ac
ce
p
tan
ce
o
f
C
T
[
6
]
.
CT
is
b
ein
g
r
ec
o
g
n
ized
as
a
cr
itical
co
m
p
o
n
e
n
t
o
f
s
tu
d
en
t
s
u
cc
ess
to
d
ay
.
Ma
n
y
o
p
i
n
io
n
s
an
d
r
esear
ch
in
teg
r
ate
CT
in
to
t
h
e
co
r
e
c
u
r
r
icu
l
u
m
as
an
ap
p
r
o
p
r
iate
m
eth
o
d
f
o
r
d
ev
elo
p
in
g
s
tu
d
en
ts
'
CT
.
Su
n
g
an
d
B
lack
[
1
4
]
co
n
d
u
ct
ed
lear
n
in
g
m
ath
em
atics
b
y
em
b
e
d
d
in
g
CT
to
s
u
p
p
o
r
t
th
i
n
k
in
g
-
d
o
in
g
.
Fu
r
th
er
m
o
r
e,
Peel
et
a
l.
[
1
5
]
s
tu
d
ied
b
io
lo
g
y
o
n
th
e
to
p
ic
o
f
n
atu
r
al
s
elec
tio
n
th
r
o
u
g
h
CT
with
an
em
p
h
asis
o
n
alg
o
r
ith
m
ic
ex
p
lan
atio
n
s
.
C
h
o
n
g
o
et
a
l.
[
1
6
]
ap
p
lie
d
a
CT
m
o
d
u
le
to
s
ee
its
ef
f
ec
tiv
en
ess
o
n
s
tu
d
en
ts
'
ch
em
is
tr
y
ac
h
iev
em
en
t.
Fu
r
th
er
m
o
r
e,
Fay
an
to
et
a
l.
[
1
7
]
an
aly
ze
d
co
m
p
ar
ativ
e
o
f
p
h
y
s
ics
CT
s
k
ill
in
ex
p
e
r
im
en
t
lab
o
r
ato
r
y
.
T
h
e
a
p
p
licatio
n
o
f
C
T
h
as
b
ee
n
m
ad
e
in
t
h
e
f
ield
o
f
s
cien
ce
.
T
h
e
a
p
p
licatio
n
o
f
CT
h
as
b
ee
n
m
ad
e
in
th
e
f
ield
o
f
s
cien
ce
.
Ho
wev
er
,
th
er
e
is
y
et
to
b
e
a
co
n
s
en
s
u
s
o
n
th
e
c
o
n
ce
p
t
u
aliza
tio
n
o
f
C
T
to
f
ac
ilit
ate
th
is
in
teg
r
atio
n
.
T
h
e
r
e
ar
e
s
till
f
ew
attem
p
ts
to
c
r
itically
an
aly
ze
an
d
s
y
n
t
h
esize
r
esear
ch
o
n
C
T
in
teg
r
atio
n
[
1
8
]
.
On
e
ef
f
o
r
t
ca
n
b
e
m
ad
e
to
co
n
d
u
ct
a
liter
atu
r
e
r
ev
iew
o
n
CT
.
C
u
r
r
en
tly
,
s
ev
er
al
r
esear
ch
er
s
h
av
e
co
n
d
u
cte
d
liter
atu
r
e
s
tu
d
ies
o
n
C
T
,
s
u
ch
as
in
th
e
f
ield
o
f
m
a
th
em
atics
[
1
9
]
,
in
th
e
f
ield
o
f
s
cien
ce
an
d
STE
M
e
d
u
ca
tio
n
[
2
0
]
.
Ho
we
v
er
,
n
o
C
T
liter
atu
r
e
r
ev
iew
h
as
f
o
c
u
s
ed
o
n
th
e
f
ield
o
f
p
h
y
s
ics.
T
h
i
s
s
tu
d
y
n
ee
d
s
to
b
e
ca
r
r
ied
o
u
t
to
f
ac
ilit
ate
C
T
i
n
p
h
y
s
ics.
E
v
en
,
c
o
m
p
u
tatio
n
h
as
s
h
if
ted
f
r
o
m
b
ei
n
g
m
er
e
ly
a
h
elp
f
u
l
aid
i
n
s
cien
tific
r
esear
ch
to
b
ec
o
m
in
g
ab
s
o
lu
tely
ess
en
tial
to
wh
at
it
m
ea
n
s
to
co
n
d
u
ct
s
cien
ce
[
2
1
]
.
T
h
e
n
o
v
elty
o
f
th
is
an
aly
s
is
allo
ws
th
e
f
in
d
i
n
g
th
at
ap
p
ly
i
n
g
a
CT
en
v
ir
o
n
m
en
t
ca
n
b
e
th
e
p
r
im
a
r
y
ch
o
ice
in
lear
n
in
g
p
h
y
s
ics,
wh
ich
in
f
lu
e
n
ce
s
v
ar
io
u
s
s
k
ills
an
d
s
tu
d
en
t
lea
r
n
in
g
o
u
tco
m
es.
T
ea
c
h
er
s
a
n
d
s
tu
d
en
ts
f
am
iliar
with
co
d
in
g
ac
tiv
ities
in
p
h
y
s
ics
lear
n
in
g
will
d
ev
el
o
p
o
t
h
er
in
cr
ea
s
in
g
ly
c
o
n
v
in
ci
n
g
ac
tiv
ities
in
th
is
tech
n
o
lo
g
ical
er
a.
C
u
r
r
en
tly
,
C
T
h
as
b
ee
n
wid
ely
ad
o
p
te
d
b
y
s
ev
er
al
d
is
cip
lin
es.
CT
co
m
es
f
r
o
m
th
e
t
h
in
k
in
g
o
f
co
m
p
u
ter
s
cien
tis
ts
.
CT
is
o
n
e
o
f
th
e
s
k
ills
n
ee
d
ed
in
co
m
p
u
ter
s
cien
ce
[
6
]
.
Alth
o
u
g
h
t
h
er
e
h
as
b
ee
n
m
u
c
h
d
eb
ate
a
b
o
u
t
in
teg
r
atin
g
CT
i
n
d
is
cip
lin
es
o
t
h
er
th
an
co
m
p
u
ter
s
cien
ce
,
CT
h
as
b
en
ef
its
in
o
th
e
r
d
is
cip
lin
es.
I
n
ad
d
itio
n
,
th
is
ty
p
e
o
f
t
h
in
k
in
g
is
s
til
l
r
ec
o
g
n
ized
as
a
f
o
r
m
o
f
th
in
k
in
g
to
s
o
lv
e
p
r
o
b
lem
s
f
o
r
an
y
o
n
e
an
d
h
elp
s
d
ea
l
with
life
'
s
p
r
o
b
lem
s
.
T
h
u
s
,
th
e
in
te
g
r
atio
n
o
f
CT
is
m
ain
ly
ca
r
r
ie
d
o
u
t
in
d
is
cip
lin
es
o
th
er
th
a
n
co
m
p
u
ter
s
cien
ce
,
o
n
e
o
f
w
h
ich
is
ed
u
ca
tio
n
.
CT
is
p
ar
t
o
f
u
p
d
atin
g
th
e
in
teg
r
atio
n
o
f
th
e
e
d
u
ca
tio
n
al
cu
r
r
icu
lu
m
f
o
r
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
esp
ec
ially
in
em
p
o
wer
in
g
d
ig
ital liter
ac
y
[
2
2
]
.
CT
h
as
b
ee
n
r
ec
o
g
n
ized
as
ess
en
tial
f
o
r
s
tu
d
en
t
s
u
cc
ess
in
th
e
d
ig
ital
ag
e
[
1
8
]
.
T
h
e
ess
en
ce
o
f
CT
in
v
o
lv
es
b
r
ea
k
i
n
g
a
co
m
p
lex
p
r
o
b
le
m
in
to
m
an
a
g
ea
b
le
an
d
m
o
r
e
f
am
iliar
s
u
b
p
r
o
b
lem
s
(
p
r
o
b
lem
d
ec
o
m
p
o
s
itio
n
)
,
u
s
in
g
a
s
eq
u
en
ce
o
f
s
tep
s
to
s
o
lv
e
a
p
r
o
b
lem
(
alg
o
r
ith
m
ic
t
h
in
k
in
g
)
,
e
x
am
in
in
g
h
o
w
th
e
s
o
lu
tio
n
ca
n
b
e
tr
an
s
f
er
r
ed
to
s
im
ilar
p
r
o
b
lem
s
(
a
b
s
tr
ac
t)
an
d
s
p
ec
if
y
in
g
a
c
o
m
p
u
ter
c
an
h
elp
s
o
lv
e
th
ese
p
r
o
b
lem
s
m
o
r
e
ef
f
icien
tly
(
a
u
t
o
m
atio
n
)
[
2
3
]
.
T
h
e
m
o
s
t
s
u
b
s
tan
tial
r
ea
s
o
n
f
o
r
in
teg
r
atin
g
CT
in
th
e
e
d
u
ca
tio
n
s
y
s
tem
is
to
d
ep
ar
t
f
r
o
m
th
e
p
r
o
b
lem
.
On
e
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
es
i
s
th
at
s
tu
d
en
ts
ca
n
s
o
lv
e
p
r
o
b
lem
s
ab
o
u
t
lear
n
in
g
,
s
cien
ce
,
a
n
d
p
r
o
b
lem
s
f
ac
ed
in
th
eir
liv
es.
So
m
e
r
esear
ch
er
s
ar
e
b
eg
in
n
i
n
g
to
in
teg
r
ate
CT
in
to
ed
u
ca
tio
n
b
ec
au
s
e
it
h
as
b
en
ef
its
in
en
h
an
cin
g
o
th
er
s
k
ills
.
Acc
o
r
d
in
g
to
Said
in
et
a
l.
[
6
]
,
CT
ca
n
im
p
r
o
v
e
cr
itical
an
d
a
n
aly
tical
th
in
k
in
g
s
k
ills
,
p
ed
a
g
o
g
y
,
an
d
cu
r
r
icu
lu
m
.
Fu
r
th
er
m
o
r
e,
t
h
e
ac
tiv
ities
o
f
C
T
u
s
u
ally
r
eq
u
ir
e
s
tu
d
en
ts
to
p
r
ac
tice
th
ei
r
s
k
ills
in
p
r
o
b
lem
d
ec
o
m
p
o
s
itio
n
,
ab
s
tr
ac
tio
n
,
a
lg
o
r
ith
m
d
esig
n
,
d
eb
u
g
g
in
g
,
iter
atio
n
,
an
d
g
en
er
aliza
tio
n
[
2
4
]
.
I
n
ad
d
itio
n
,
ap
p
ly
in
g
CT
h
elp
s
d
e
v
elo
p
in
d
iv
id
u
al
th
in
k
in
g
s
k
ills
,
s
u
ch
as
b
ein
g
m
o
r
e
cr
ea
tiv
e
an
d
t
h
in
k
in
g
cr
itically
in
p
r
o
b
lem
-
s
o
lv
in
g
[
2
5
]
.
Acc
o
r
d
in
g
to
B
ee
ch
er
[
1
1
]
,
th
e
co
n
ce
p
t
o
f
CT
is
as
:
i
)
L
o
g
i
ca
l
th
in
k
in
g
is
b
ein
g
ab
le
to
d
is
tin
g
u
is
h
b
etwe
en
r
ig
h
t
an
d
wr
o
n
g
ar
g
u
m
en
ts
;
ii
)
Alg
o
r
ith
m
ic
th
i
n
k
in
g
ca
n
s
eq
u
en
ce
clea
r
s
tep
s
s
tar
t
-
en
d
p
o
in
t
co
r
r
ec
tly
;
iii
)
Pro
b
lem
-
s
o
lv
in
g
ca
n
d
e
f
in
e
th
e
c
h
ar
ac
ter
is
tics
o
f
th
e
p
r
o
b
lem
a
n
d
th
e
g
o
als
to
b
e
ac
h
iev
ed
;
iv
)
Dec
o
m
p
o
s
itio
n
,
n
am
el
y
b
ein
g
ab
le
to
b
r
ea
k
d
o
wn
lar
g
e
an
d
co
m
p
lex
p
r
o
b
lem
s
in
to
s
m
all
an
d
s
im
p
le
p
r
o
b
lem
s
;
v
)
Ab
s
tr
ac
tio
n
is
a
way
o
f
ex
p
r
ess
in
g
id
ea
s
in
a
p
a
r
ticu
lar
co
n
tex
t
wh
ile
at
th
e
s
am
e
tim
e
s
u
p
p
r
ess
in
g
d
etails
th
at
ar
e
ir
r
elev
an
t
in
th
at
co
n
te
x
t;
(
m
o
d
e
lin
g
is
a
ty
p
e
o
f
a
b
s
tr
ac
tio
n
th
at
r
ep
r
esen
ts
id
ea
s
o
r
s
o
lu
tio
n
s
;
an
d
iv
)
E
v
alu
ati
o
n
(
ev
alu
ati
o
n
)
is
to
r
e
-
a
n
aly
ze
wh
eth
er
th
e
s
o
lu
tio
n
p
r
o
v
i
d
ed
is
ex
em
p
lar
y
.
Acc
o
r
d
in
g
to
t
h
e
v
a
r
io
u
s
d
em
an
d
s
o
f
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
an
d
th
e
b
en
ef
its
o
f
in
te
g
r
atin
g
CT
in
lear
n
in
g
,
th
is
is
a
n
ew
c
o
n
ce
p
t
in
th
e
ed
u
ca
tio
n
s
y
s
tem
.
I
n
ad
d
itio
n
to
s
k
ills
an
d
e
x
p
er
ien
ce
in
in
teg
r
atin
g
CT
,
en
lig
h
ten
m
e
n
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
9
8
-
27
09
2700
o
f
id
ea
s
an
d
id
ea
s
is
also
n
e
ed
ed
to
o
p
tim
ize
cu
r
r
icu
l
u
m
in
teg
r
atio
n
.
T
h
is
liter
atu
r
e
r
ev
iew
ca
n
p
r
o
v
id
e
in
s
ig
h
t in
to
th
e
in
teg
r
atio
n
o
f
CT
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
esp
ec
ially
in
th
e
r
e
v
iew
o
f
p
h
y
s
i
cs lea
r
n
in
g
.
T
h
is
r
esear
ch
aim
s
to
s
y
n
th
esize
th
e
b
est
av
ailab
le
ev
id
en
ce
o
n
th
e
a
p
p
licatio
n
o
f
CT
.
T
h
r
ee
p
o
ten
tial
r
esear
ch
p
r
o
b
lem
s
a
r
e
f
o
r
m
u
lated
as
:
i
)
an
aly
zin
g
th
e
im
p
ac
t
o
f
a
CT
en
v
ir
o
n
m
en
t
in
lear
n
i
n
g
;
ii
)
ex
am
in
in
g
th
e
tech
n
o
lo
g
y
u
s
ed
in
im
p
lem
en
tin
g
a
CT
e
n
v
ir
o
n
m
en
t;
an
d
iii
)
in
v
esti
g
a
tin
g
wh
at
v
ar
iab
les
in
f
lu
en
ce
th
e
ap
p
licatio
n
o
f
CT
in
p
h
y
s
ics
lear
n
in
g
.
T
h
e
m
a
in
co
n
tr
ib
u
tio
n
o
f
th
is
r
esear
ch
is
to
p
r
o
v
id
e
id
ea
s
th
at
s
h
o
w
th
e
lev
el
o
f
ef
f
ec
tiv
en
ess
,
f
ac
to
r
s
,
an
d
ch
allen
g
es
f
ac
ed
in
lear
n
i
n
g
CT
d
u
r
i
n
g
p
h
y
s
ics
lear
n
in
g
.
I
t
will e
n
ab
le
p
r
o
p
e
r
an
d
ef
f
icien
t m
o
n
ito
r
in
g
an
d
d
ev
elo
p
m
en
t
o
f
lear
n
i
n
g
s
tr
ateg
ies an
d
f
u
tu
r
e
r
esear
ch
.
2.
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
,
th
e
m
eth
o
d
u
s
ed
is
q
u
alitativ
e
r
esear
ch
wit
h
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
d
esig
n
.
A
s
y
s
tem
atic
r
ev
iew
is
a
r
esear
ch
s
y
n
th
esis
to
s
y
s
tem
atica
lly
s
ee
k
s
,
as
s
ess
e
s
,
an
d
s
y
n
th
esizes r
esear
ch
ev
id
en
ce
,
f
o
llo
win
g
g
u
id
elin
es
in
s
tu
d
ies
an
d
u
s
in
g
s
tr
at
eg
ies
to
lim
it
b
ias
[
2
6
]
.
Sy
s
tem
atic
r
ev
iews
ca
n
p
r
esen
t
f
in
d
in
g
s
to
p
o
licies
an
d
p
o
licy
m
ak
e
r
s
,
s
u
ch
as
illu
m
in
atin
g
p
o
licy
is
s
u
es,
ch
allen
g
in
g
,
o
r
d
e
v
elo
p
in
g
p
o
licy
ass
u
m
p
tio
n
s
,
o
f
f
er
in
g
im
p
ac
ts
,
o
r
im
p
lem
e
n
tin
g
p
o
licy
o
p
tio
n
s
an
d
c
o
n
s
id
er
i
n
g
th
e
d
i
v
er
s
ity
o
f
co
n
tex
ts
[
2
7
]
.
T
h
e
liter
atu
r
e
r
ev
iew
aim
s
to
f
in
d
tex
tu
a
l
in
f
o
r
m
atio
n
,
tak
e
its
co
lle
ctiv
e
s
tr
en
g
th
s
a
n
d
wea
k
n
ess
es,
f
in
d
p
atter
n
s
o
f
r
elatin
g
d
if
f
er
e
n
t
item
s
to
g
eth
e
r
,
an
d
s
u
m
m
a
r
ize
wh
at
was
d
o
n
e
o
r
n
o
t
s
aid
an
d
wh
at
it
m
ea
n
s
f
o
r
o
u
r
r
esear
ch
r
ea
d
er
s
[
2
6
]
.
T
h
e
p
u
r
p
o
s
e
o
f
t
h
is
s
y
s
tem
atic
r
ev
iew
o
f
r
esear
ch
is
to
p
r
o
v
id
e
a
r
ep
u
tatio
n
f
o
r
th
e
m
o
d
er
n
liter
atu
r
e
o
n
CT
in
p
h
y
s
ics
lear
n
in
g
.
T
h
e
s
y
s
tem
atic
r
ev
iew
o
f
th
is
s
tu
d
y
f
o
llo
ws
th
e
s
tep
s
o
f
Hasesk
i
et
a
l.
[
2
8
]
,
wh
ich
co
n
s
is
ts
o
f
a
s
ea
r
ch
s
tr
ateg
y
,
s
ettin
g
in
clu
s
io
n
-
ex
c
lu
s
io
n
cr
iter
ia,
an
d
an
aly
tical
p
r
o
ce
d
u
r
es.
T
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
d
u
r
e
o
f
t
h
is
s
tu
d
y
f
o
llo
ws th
at
o
f
E
r
ten
an
d
Kö
s
eo
ğ
lu
[
2
9
]
,
wh
ich
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
R
eso
u
r
ce
p
r
o
ce
d
u
r
e
A
co
m
p
r
eh
e
n
s
iv
e
s
ea
r
ch
was
p
er
f
o
r
m
ed
o
n
an
elec
tr
o
n
ic
d
a
tab
ase
with
k
ey
wo
r
d
s
d
ef
in
ed
b
ased
o
n
s
tu
d
y
o
b
jectiv
es
a
n
d
ac
ce
s
s
in
g
p
u
b
licatio
n
s
ab
o
u
t
C
T
.
T
h
e
k
ey
wo
r
d
s
u
s
ed
wer
e
“
co
m
p
u
tatio
n
al
th
in
k
in
g
in
p
h
y
s
ics
lear
n
in
g
”
.
T
h
e
s
ea
r
ch
p
r
o
ce
s
s
is
ca
r
r
ied
o
u
t
i
n
two
s
tag
es.
First,
th
e
s
ea
r
ch
p
r
o
c
ess
as
th
e
p
r
im
ar
y
s
o
u
r
ce
is
ca
r
r
ied
o
u
t
i
n
elec
tr
o
n
ic
d
atab
ases
,
s
u
ch
as
Scien
ce
Dir
ec
t
,
Sco
p
u
s
,
C
lar
iv
ate
an
aly
tics
W
eb
o
f
Scien
ce
(
W
o
S)
,
an
d
Sag
e
Pu
b
licatio
n
s
.
Fu
r
th
er
m
o
r
e,
th
e
s
ea
r
ch
p
r
o
ce
s
s
is
ca
r
r
ied
o
u
t
o
n
e
lectr
o
n
ic
d
atab
ases
s
u
ch
as
Go
o
g
le
Sch
o
la
r
an
d
Me
n
d
eley
Sear
ch
.
T
h
ese
two
s
tag
es
aim
to
o
b
tain
a
b
r
o
a
d
er
tar
g
et
ar
ticle
ab
o
u
t
CT
in
p
h
y
s
ics
lear
n
in
g
.
T
h
e
ta
r
g
et
ar
ticles
ac
ce
s
s
ed
wer
e
p
u
b
lis
h
ed
f
o
r
th
e
last
ten
y
ea
r
s
,
f
r
o
m
2
0
1
2
to
2
0
2
2
.
T
h
e
ar
ticle
s
ea
r
ch
was
ca
r
r
ied
o
u
t
b
y
alter
n
atin
g
th
e
y
ea
r
o
f
p
u
b
licatio
n
an
d
s
tar
tin
g
in
2
0
2
2
.
Fo
r
ea
ch
ar
ticle
th
at
ex
am
in
es
CT
d
u
r
in
g
th
e
last
ten
y
ea
r
s
,
it
is
c
o
llected
i
n
a
d
atab
ase:
n
am
e
o
f
ar
ticle
an
d
a
u
th
o
r
,
jo
u
r
n
al
n
am
e,
y
ea
r
o
f
p
u
b
licatio
n
,
r
e
s
ea
r
ch
q
u
esti
o
n
,
r
esear
ch
m
eth
o
d
(
d
ata
c
o
llectio
n
m
eth
o
d
,
ty
p
e
o
f
d
ata,
an
d
s
am
p
le)
,
a
tech
n
o
lo
g
y
u
s
ed
,
p
h
y
s
ics
to
p
ic
an
d
r
esear
ch
r
e
s
u
lts
.
Fin
ally
,
th
e
o
v
er
all
r
es
u
lts
ar
e
ca
teg
o
r
ized
b
ased
o
n
th
e
s
y
n
th
esis
o
f
th
e
a
r
ticles p
r
esen
ted
to
u
n
d
er
s
tan
d
h
o
w
CT
is
in
lear
n
in
g
p
h
y
s
ics.
T
h
e
p
u
r
p
o
s
e
o
f
t
h
e
f
ir
s
t
cr
iter
io
n
is
f
o
r
ev
id
en
ce
-
b
ased
s
y
n
t
h
esis
an
d
p
r
im
a
r
y
r
esear
ch
s
o
u
r
ce
s
[
3
0
]
an
d
th
e
tar
g
et
o
f
h
ig
h
er
q
u
ality
an
d
r
elev
a
n
t a
r
ticles
[
3
1
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
ec
o
n
d
cr
ite
r
io
n
is
to
lim
it
CT
to
p
h
y
s
ics
o
n
ly
,
an
d
CT
in
o
th
er
s
u
b
ject
ar
ea
s
is
ex
clu
d
ed
f
r
o
m
th
e
an
aly
s
is
.
An
o
th
er
p
u
r
p
o
s
e
o
f
th
is
cr
iter
io
n
is
also
to
an
aly
ze
r
elate
d
p
h
y
s
ics
to
p
ics
ap
p
lied
.
T
h
e
th
ir
d
cr
iter
io
n
aim
s
to
ac
ce
s
s
q
u
ality
an
d
in
ter
n
atio
n
ally
in
d
ex
ed
p
u
b
licatio
n
s
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
f
o
u
r
th
cr
iter
io
n
is
to
in
clu
d
e
s
tu
d
ies
th
at
h
av
e
b
e
en
u
n
d
er
ta
k
en
in
a
b
r
o
ad
e
r
tim
e
f
r
am
e
an
d
a
r
e
r
ec
en
t.
T
h
e
f
if
th
cr
iter
io
n
'
s
p
u
r
p
o
s
e
is
to
ea
s
e
ac
ce
s
s
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
tar
g
et
ar
ticle.
I
n
t
h
is
s
tu
d
y
,
t
h
e
in
clu
s
io
n
-
e
x
clu
s
io
n
cr
iter
i
a
wer
e
d
eter
m
in
e
d
as
:
i
)
th
e
ar
ticle
is
p
r
im
ar
y
r
esear
ch
,
n
o
t
a
liter
atu
r
e
r
ev
ie
w;
ii
)
th
e
a
r
ticle
is
ab
o
u
t
C
T
in
p
h
y
s
ics
lear
n
in
g
;
iii
)
p
u
b
li
s
h
ed
b
y
Sco
p
u
s
o
r
W
o
S;
iv
)
th
e
ar
ticle
was a
p
u
b
licatio
n
in
2
0
1
2
-
2
0
2
2
; a
n
d
v
)
ar
ticles
in
E
n
g
lis
h
.
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
A
s
ystema
tic
lite
r
a
tu
r
e
r
ev
ie
w
o
f c
o
mp
u
ta
tio
n
a
l th
in
ki
n
g
s
tu
d
y
in
p
h
ysics
lea
r
n
in
g
(
R
iw
a
ya
n
i
)
2701
Ma
n
u
al
co
n
ten
t
an
aly
s
is
was
ca
r
r
ied
o
u
t
o
n
s
ev
er
al
asp
ec
ts
,
s
u
ch
as
th
e
ty
p
e
an
d
au
th
o
r
o
f
th
e
s
tu
d
y
(
lo
ca
tio
n
,
y
ea
r
o
f
p
u
b
licatio
n
,
an
d
n
am
e
o
f
th
e
jo
u
r
n
al)
,
th
e
m
eth
o
d
u
s
ed
,
th
e
to
p
ic
o
f
p
h
y
s
ics
an
d
tech
n
o
lo
g
y
ap
p
lied
,
a
n
d
th
e
r
esear
ch
r
esu
lts
.
T
h
e
r
esu
lts
o
f
t
h
e
ar
ticle
s
y
n
th
esis
ar
e
ca
te
g
o
r
ized
b
a
s
ed
o
n
th
e
r
esear
ch
q
u
esti
o
n
s
.
Fin
ally
,
we
ex
p
lain
th
e
im
p
o
r
tan
ce
o
f
th
is
s
y
s
tem
atic
r
ev
iew
f
o
r
f
u
r
th
e
r
r
esear
c
h
,
th
e
lim
itatio
n
s
o
f
th
e
r
esear
ch
,
a
n
d
o
f
f
er
o
p
tio
n
s
f
o
r
p
o
licy
m
a
k
er
s
.
T
h
e
au
th
o
r
s
r
ep
o
r
t
th
at
t
h
er
e
is
n
o
co
n
f
lict
o
f
in
ter
est
in
t
h
e
r
ep
o
r
tin
g
o
f
th
is
r
esear
ch
an
d
th
at
n
o
h
u
m
a
n
p
ar
ticip
a
n
ts
wer
e
u
s
ed
in
th
is
s
tu
d
y
.
Data
will
b
e
m
ad
e
av
ailab
le
b
y
s
u
b
m
itti
n
g
a
n
in
d
i
v
id
u
al
r
e
q
u
est to
th
e
f
ir
s
t a
u
th
o
r
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
er
e
wer
e
2
2
s
cien
tific
p
ap
e
r
s
o
n
CT
in
p
h
y
s
ics
lear
n
in
g
f
r
o
m
2
0
1
2
to
2
0
2
2
,
as
s
h
o
wn
in
T
ab
le
1
.
E
ac
h
s
tu
d
y
id
en
tifie
s
m
o
r
e
s
p
ec
if
ic
k
n
o
wled
g
e
a
b
o
u
t
CT
in
p
h
y
s
ics
lear
n
in
g
to
a
n
s
wer
th
e
s
tated
SLR
o
b
jectiv
es.
A
to
tal
o
f
3
,
269
p
ar
ticip
an
ts
o
n
th
at
p
ap
e
r
co
n
s
is
ted
o
f
2
,
7
5
2
co
lleg
e
s
tu
d
e
n
ts
,
4
3
9
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
3
2
ju
n
i
o
r
h
i
g
h
s
ch
o
o
l stu
d
en
ts
,
2
0
elem
en
tar
y
s
tu
d
en
ts
,
2
1
teac
h
er
s
,
a
n
d
f
i
v
e
lib
r
ar
y
s
taf
f
.
T
h
is
s
y
s
tem
atic
r
ev
iew
aim
s
to
d
eter
m
in
e
w
h
at,
wh
er
e,
b
y
wh
o
m
,
h
o
w,
wh
e
n
,
an
d
wh
a
t
is
f
o
u
n
d
r
eg
ar
d
in
g
a
p
p
ly
in
g
CT
in
p
h
y
s
ics
lear
n
in
g
.
T
h
r
o
u
g
h
th
is
tech
n
iq
u
e,
th
e
au
th
o
r
s
ca
n
an
al
y
ze
r
esear
ch
r
esu
lts
f
r
o
m
v
ar
io
u
s
s
tu
d
ies,
s
u
ch
as
h
o
w
an
d
wh
at
ar
e
th
e
ch
allen
g
es
o
f
im
p
lem
e
n
tin
g
CT
in
p
h
y
s
ics
lear
n
in
g
.
T
h
e
r
esu
lts
o
f
th
is
an
aly
s
is
ca
n
h
elp
to
p
lan
f
u
tu
r
e
r
esear
ch
.
T
h
is
s
y
s
tem
atic
r
ev
iew
f
o
cu
s
es
o
n
s
ev
er
al
r
esear
ch
q
u
esti
o
n
s
wh
ich
in
clu
d
e:
i
)
th
e
r
esear
ch
f
o
cu
s
ed
o
n
th
e
co
u
n
tr
y
;
ii
)
th
e
in
ter
est
o
f
r
esear
c
h
er
s
wh
o
in
v
esti
g
ate
CT
in
p
h
y
s
ics
lear
n
in
g
;
iii
)
th
e
m
o
s
t
s
y
s
tem
atic
an
d
p
r
ac
tical
m
eth
o
d
s
u
s
ed
;
an
d
iv
)
o
b
je
ctiv
e
s
tu
d
ies
f
o
cu
s
o
n
th
e
im
p
ac
t o
f
a
p
p
ly
in
g
CT
in
lear
n
in
g
p
h
y
s
ics.
3
.
1
.
G
eo
g
ra
ph
ic
s
co
pe
T
h
er
e
ar
e
f
o
u
r
co
u
n
tr
ies
th
at
d
o
m
in
ate
r
esear
ch
o
n
CT
s
k
ills
in
p
h
y
s
ics.
Mo
s
t
o
f
th
e
r
esear
ch
p
ap
er
s
th
at
ex
am
in
e
CT
s
k
ills
in
p
h
y
s
ics
lear
n
in
g
co
m
e
f
r
o
m
th
e
Un
ited
States
(
6
8
%)
an
d
I
n
d
o
n
esia
(
2
3
%)
,
as
s
ee
n
in
T
ab
le
1
.
A
s
m
all
n
u
m
b
er
o
f
co
u
n
tr
ies
ar
e
s
tu
d
y
in
g
CT
in
p
h
y
s
ics
lear
n
in
g
s
u
ch
as
Alb
an
ia
(
5
%)
an
d
th
e
Neth
er
lan
d
s
(
5
%).
Of
th
e
6
3
%
o
f
au
th
o
r
s
s
tu
d
y
in
g
CT
in
p
h
y
s
ics
at
th
e
tim
e
o
f
p
u
b
licatio
n
,
th
ese
au
th
o
r
s
wer
e
af
f
iliated
with
u
n
iv
er
s
i
ties
lo
ca
ted
in
th
e
U
n
ited
S
tates.
Oth
er
au
th
o
r
af
f
iliatio
n
s
at
th
e
tim
e
o
f
p
u
b
licatio
n
ar
e
I
n
d
o
n
esia
(
2
5
%),
Alb
an
ia
(
1
%),
Neth
er
lan
d
s
(
5
%),
K
u
wait
(
2
%),
Fin
lan
d
(
1
%),
E
g
y
p
t
(
1
%)
,
an
d
L
at
v
ia
(
1
%).
T
h
er
e
a
r
e
5
4
d
if
f
er
en
t
au
th
o
r
s
af
f
iliated
with
in
s
titu
tio
n
s
o
r
co
lleg
es
i
n
th
e
Un
ited
States
,
with
f
iv
e
au
th
o
r
s
co
n
d
u
ctin
g
th
r
ee
s
tu
d
ies
an
d
f
o
u
r
au
th
o
r
s
co
n
d
u
ctin
g
two
s
tu
d
ies.
R
eg
ar
d
in
g
I
n
d
o
n
esia,
th
er
e
is
o
n
e
a
u
th
o
r
wh
o
c
o
n
d
u
cted
two
d
if
f
e
r
en
t
s
tu
d
ies.
Fiv
e
wr
iter
s
ar
e
af
f
iliated
with
th
e
Neth
er
lan
d
s
,
o
n
e
f
r
o
m
Alb
an
ia
,
Fin
lan
d
,
E
g
y
p
t,
L
atv
ia,
an
d
N
o
r
way
,
a
n
d
two
f
r
o
m
Ku
wait.
I
n
th
e
Un
ited
States
r
eg
i
o
n
,
a
s
u
r
v
ey
with
a
n
in
ter
n
atio
n
al
s
co
p
e
h
as
b
ee
n
c
o
n
d
u
cted
t
o
i
n
v
esti
g
ate
th
e
in
tr
o
d
u
ctio
n
o
f
d
is
cip
lin
es
th
at
f
o
c
u
s
o
n
teac
h
in
g
h
o
w
c
o
m
p
u
tin
g
s
y
s
tem
s
wo
r
k
.
Ho
w
ev
er
,
th
e
r
esu
lts
o
f
th
is
s
u
r
v
ey
ar
e
im
p
o
s
s
ib
le
d
u
e
to
th
e
h
o
m
o
g
e
n
eo
u
s
co
m
p
ar
is
o
n
b
etwe
en
co
u
n
tr
ies
b
ec
au
s
e
th
e
ed
u
ca
tio
n
s
y
s
tem
is
v
er
y
d
if
f
er
en
t.
Oth
er
asp
ec
ts
o
f
d
ig
ital
tech
n
o
lo
g
y
th
at
ar
e
im
p
o
r
tan
t
in
ed
u
c
atio
n
in
clu
d
e
b
asic
d
ig
ital
liter
ac
y
,
th
e
ab
ilit
y
to
u
s
e
co
m
p
u
ter
s
an
d
th
e
in
t
er
n
et
(
p
r
o
f
ess
io
n
ally
)
,
an
d
th
e
ab
ilit
y
to
ap
p
ly
tech
n
o
lo
g
y
to
s
u
p
p
o
r
t scien
tifi
c
d
is
cip
lin
es o
r
o
th
er
f
ield
s
[
3
2
]
.
CT
h
as
b
ee
n
ad
o
p
ted
i
n
to
th
e
cu
r
r
icu
lu
m
o
f
m
a
n
y
s
tates
in
th
e
Un
ited
States
.
Sev
er
al
attem
p
ts
h
av
e
b
ee
n
m
ad
e
to
o
v
er
c
o
m
e
th
e
wea
k
n
ess
es
o
f
CT
.
Fu
tu
r
e
ef
f
o
r
ts
ar
e
p
lan
n
ed
to
f
o
cu
s
o
n
th
e
d
is
p
o
s
itio
n
s
an
d
attitu
d
es
o
f
CT
.
I
t
ca
n
h
elp
lear
n
CT
s
k
ills
an
d
r
ev
ea
l
p
o
te
n
tial
m
is
co
n
ce
p
tio
n
s
in
ac
q
u
ir
in
g
CT
co
m
p
eten
cies
[
3
3
]
.
Fin
ally
,
m
o
r
e
ass
ess
m
e
n
ts
n
ee
d
to
ad
d
r
ess
th
e
p
er
s
p
ec
tiv
e
o
f
CT
an
d
ex
am
in
e
its
r
elatio
n
s
h
ip
to
lear
n
in
g
o
u
tco
m
es a
n
d
p
o
te
n
tial g
en
d
er
d
if
f
er
e
n
ce
s
with
in
th
e
Un
ited
States
.
I
n
I
n
d
o
n
esia,
s
tu
d
ies
o
n
CT
r
ef
er
to
f
u
t
u
r
e
r
esear
ch
p
lan
s
lo
o
k
in
g
at
CT
i
n
s
ev
er
al
s
u
b
j
ec
ts
.
I
t
is
n
ec
ess
ar
y
to
r
ev
iew
wh
eth
er
th
e
co
n
ce
p
t
o
f
CT
will
b
e
in
cl
u
d
ed
in
th
e
s
ch
o
o
l
cu
r
r
icu
l
u
m
in
I
n
d
o
n
esia
[
3
4
]
.
I
n
d
o
n
esian
s
tu
d
en
ts
'
CT
s
k
ill
s
n
ee
d
to
b
e
im
p
r
o
v
ed
.
W
h
er
e
asp
ec
ts
th
at
I
n
d
o
n
esian
s
tu
d
en
t
s
m
u
s
t im
p
r
o
v
e
ar
e
n
o
t
o
n
ly
c
o
g
n
itiv
e
asp
ec
ts
b
u
t
also
af
f
ec
tiv
e
asp
ec
ts
b
ec
au
s
e
th
ese
two
asp
ec
ts
in
f
lu
en
ce
ea
ch
o
th
e
r
to
ac
h
iev
e
s
u
cc
ess
in
CT
[
3
5
]
.
E
d
u
ca
tio
n
in
CT
h
as
y
et
t
o
b
e
wid
ely
im
p
lem
en
ted
i
n
I
n
d
o
n
esia.
T
h
e
n
atio
n
al
cu
r
r
icu
lu
m
is
s
u
ed
b
y
th
e
Min
i
s
tr
y
cu
r
r
en
tly
d
o
es
n
o
t
co
n
tain
co
m
p
u
ter
ed
u
ca
tio
n
co
u
r
s
es.
Ho
wev
er
,
s
ch
o
o
ls
ca
n
co
n
d
u
ct
th
eir
c
o
m
p
u
te
r
-
r
elate
d
ed
u
ca
tio
n
as
p
ar
t
o
f
th
e
cu
r
r
icu
lu
m
o
r
as
an
a
d
d
itio
n
al
ac
tiv
ity
.
R
ec
o
g
n
izin
g
th
is
co
n
d
itio
n
as
a
p
r
o
b
lem
f
o
r
c
o
m
p
u
te
r
ed
u
ca
tio
n
,
s
ev
er
al
co
m
p
u
t
er
p
r
ac
titi
o
n
er
s
at
u
n
iv
er
s
ities
in
I
n
d
o
n
esia
d
ec
i
d
ed
to
h
o
l
d
a
CT
p
r
o
g
r
am
.
T
h
is
p
r
o
ject
aim
s
to
m
ea
s
u
r
e
s
tu
d
en
ts
'
CT
s
k
ills
an
d
p
r
o
m
o
te
th
e
co
n
c
ep
t
o
f
CT
in
I
n
d
o
n
esia.
T
h
is
p
r
o
ject
h
as
b
ee
n
r
u
n
n
in
g
s
in
ce
2
0
1
6
an
d
h
as
b
ee
n
d
esig
n
ated
an
an
n
u
al
ev
e
n
t
[
3
6
]
.
CT
is
r
elate
d
to
tax
o
n
o
m
ic
b
lo
o
m
,
wh
er
e
th
e
lear
n
in
g
b
ase
in
I
n
d
o
n
esia
also
ap
p
lies
tax
o
n
o
m
ic
b
lo
o
m
.
I
t
s
h
o
ws
th
at
th
e
d
ev
elo
p
m
en
t
o
f
CT
in
I
n
d
o
n
esia
d
o
es
f
o
llo
w
th
e
ap
p
l
icab
le
cu
r
r
icu
lu
m
.
CT
ca
n
b
e
f
ac
ilit
ated
b
y
u
s
in
g
r
o
b
o
tics
.
So
t
h
at
in
I
n
d
o
n
esia,
f
u
tu
r
e
r
esear
ch
will
f
o
c
u
s
m
o
r
e
o
n
test
in
g
r
o
b
o
tics
to
s
u
p
p
o
r
t
CT
s
k
ills
[
3
6
]
.
T
a
b
le
1
s
h
o
ws th
e
n
u
m
b
e
r
o
f
co
u
n
tr
ies an
d
r
esear
ch
er
s
b
y
af
f
iliatio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
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2
-
8
8
2
2
I
n
t
J
E
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&
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c
,
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l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
9
8
-
27
09
2702
T
ab
le
1
.
T
h
e
n
u
m
b
er
o
f
co
u
n
tr
ies an
d
r
esear
ch
er
s
C
o
u
n
t
r
y
S
t
u
d
y
l
o
c
a
t
i
o
n
A
u
t
h
o
r
’
s
a
f
f
i
l
i
a
t
i
o
n
N
%
N
%
U
n
i
t
e
d
S
t
a
t
e
s
15
0
.
6
8
54
66
I
n
d
o
n
e
si
a
5
0
.
2
3
22
22
A
l
b
a
n
i
a
1
0
.
0
5
1
1
D
u
t
c
h
1
0
.
0
5
5
5
K
u
w
a
i
t
-
-
2
2
F
i
n
l
a
n
d
-
-
1
1
Eg
y
p
t
-
-
1
1
La
t
v
i
a
-
-
1
1
N
o
r
w
a
y
-
-
1
2
22
89
3
.
2
.
Sco
pe
by
y
ea
r
T
h
er
e
a
r
e
2
2
r
esear
ch
a
r
ticles
r
ev
iewe
d
u
s
in
g
th
e
SLR
m
eth
o
d
,
as
p
r
esen
ted
c
o
m
m
u
tativ
ely
in
Fig
u
r
e
1
.
Ov
er
all,
th
e
av
er
ag
e
n
u
m
b
er
o
f
r
esear
ch
ar
ticles p
u
b
lis
h
ed
ev
er
y
y
ea
r
f
o
r
th
e
last
1
0
y
ea
r
s
is
two
(
2
)
ar
ticles.
T
h
is
r
ev
iew
o
f
ar
ticles
f
r
o
m
2
0
1
2
to
2
0
2
2
is
d
iv
id
ed
in
to
two
eq
u
al
p
er
io
d
s
o
f
5
y
ea
r
s
ea
ch
to
class
if
y
tr
en
d
s
in
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
th
at
h
av
e
b
e
en
p
u
b
lis
h
ed
.
Fro
m
2
0
1
2
to
2
0
1
6
,
p
ap
e
r
s
wer
e
p
u
b
lis
h
ed
o
n
ly
p
ar
tially
ab
s
en
t,
o
r
th
e
a
v
er
ag
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
was
0
.
6
p
e
r
y
ea
r
.
Ho
wev
er
,
th
e
r
e
h
as
b
ee
n
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
th
e
p
u
b
licatio
n
o
f
CT
in
p
h
y
s
i
cs
class
es
f
r
o
m
th
e
f
ir
s
t
p
e
r
io
d
(
2
0
1
2
to
2
0
1
6
)
o
f
th
r
ee
p
u
b
licatio
n
s
to
th
e
s
e
co
n
d
p
er
io
d
(
2
0
1
7
t
o
2
0
2
2
)
o
f
1
9
p
u
b
licatio
n
s
o
r
an
a
v
er
ag
e
n
u
m
b
e
r
o
f
p
u
b
licatio
n
s
o
f
3
.
8
p
e
r
y
ea
r
.
T
h
at
is
th
e
eq
u
iv
alen
t
o
f
s
ix
ti
m
es
th
e
n
u
m
b
er
o
f
r
esear
c
h
p
ap
er
s
p
u
b
lis
h
ed
f
i
v
e
y
ea
r
s
ag
o
.
Ov
e
r
all,
o
f
th
e
t
o
tal
r
esear
ch
ar
ticles
r
ev
iewe
d
,
1
3
.
6
%
o
f
t
h
e
r
esear
ch
was
p
u
b
lis
h
ed
in
th
e
f
ir
s
t
p
er
io
d
(
2
0
1
2
-
2
0
1
6
)
.
T
h
e
n
th
er
e
was
a
v
er
y
lar
g
e
in
c
r
ea
s
e
in
th
e
s
ec
o
n
d
p
e
r
io
d
,
wh
e
r
e
8
6
.
4
%
wer
e
p
u
b
lis
h
ed
in
th
e
s
ec
o
n
d
p
er
io
d
(
2
0
1
7
-
2
0
2
2
)
.
Fig
u
r
e
2
s
h
o
ws th
e
f
r
eq
u
e
n
cy
o
f
r
esear
ch
p
ap
er
e
x
am
in
i
n
g
CT
in
p
h
y
s
ics.
Fig
u
r
e
2
.
C
u
m
u
lativ
e
f
r
eq
u
en
c
y
o
f
r
esear
c
h
p
a
p
er
ex
am
i
n
in
g
b
y
y
ea
r
3
.
3
.
Sco
pe
by
f
ield
I
n
cr
ea
s
in
g
th
e
atten
tio
n
to
CT
in
p
h
y
s
ics
lear
n
in
g
h
as
b
ee
n
s
tu
d
ied
in
1
4
d
if
f
er
e
n
t
jo
u
r
n
als
an
d
co
n
f
er
e
n
ce
s
er
ies
with
v
ar
io
u
s
f
ield
s
,
as
s
ee
n
in
T
ab
le
2
.
I
t
in
v
o
l
v
es
ac
ad
em
ic
jo
u
r
n
als
o
n
th
e
to
p
ics
o
f
k
in
em
atics
(
3
6
%),
f
o
r
ce
an
d
m
o
tio
n
(
2
3
%),
elec
tr
icity
an
d
m
ag
n
etis
m
(
1
8
%),
a
n
d
4
.
5
%
e
ac
h
o
n
th
e
t
o
p
ics
o
f
co
m
p
u
tatio
n
al
p
h
y
s
ics,
m
ater
ial
p
h
y
s
ics,
Kep
ler
’
s
l
aw,
w
av
e
m
o
tio
n
a
n
d
n
o
t
m
en
tio
n
ed
.
T
h
e
J
o
u
r
n
al
o
f
Scien
ce
E
d
u
ca
tio
n
an
d
T
ec
h
n
o
lo
g
y
,
with
f
iv
e
r
esear
ch
p
ap
er
s
,
is
d
o
m
in
ated
b
y
jo
u
r
n
als
as
s
ess
in
g
CT
in
p
h
y
s
ics lea
r
n
in
g
.
Kin
em
atics
s
tu
d
ies
th
e
m
o
tio
n
o
f
o
b
jects
with
o
u
t
r
eg
ar
d
to
wh
at
ca
u
s
es
th
ese
o
b
jects
to
m
o
v
e
ap
p
r
o
p
r
iately
.
R
eg
ar
d
in
g
CT
f
o
r
th
e
th
r
ee
k
i
n
em
atics
u
n
its
(
v
elo
city
,
g
r
a
p
h
,
an
d
d
is
tan
ce
)
,
th
e
tim
e
s
p
en
t
o
n
r
eso
u
r
ce
d
o
m
ain
s
d
ec
r
ea
s
es.
Kin
em
atics
q
u
esti
o
n
s
te
s
t
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
is
tan
ce
,
s
p
ee
d
,
an
d
ac
ce
ler
a
tio
n
ass
o
ciate
d
with
in
d
icato
r
s
o
f
cr
itical
th
in
k
in
g
ab
ilit
y
.
I
n
ea
ch
u
n
it,
n
ew
co
n
ce
p
ts
ar
e
i
n
clu
d
ed
th
at
b
u
ild
o
n
t
h
e
co
n
ce
p
ts
p
r
esen
ted
in
th
e
p
r
ev
i
o
u
s
u
n
it.
T
h
er
e
f
o
r
e,
th
e
r
ea
d
tim
e
is
r
ed
u
ce
d
,
b
u
t
n
o
t
s
ig
n
if
ican
tly
[
3
7
]
.
Stu
d
ies
th
at
ca
n
b
e
c
o
n
n
ec
ted
b
etwe
en
CT
an
d
k
in
em
atics
ar
e
:
i
)
1
D
g
r
o
u
n
d
tr
a
n
s
p
o
r
tatio
n
i
n
v
o
lv
i
n
g
co
n
s
tan
t
ac
ce
ler
atio
n
an
d
d
ec
eler
atio
n
;
ii
)
2
D
c
o
n
s
tan
t
v
elo
city
m
o
tio
n
f
o
r
tr
an
s
p
o
r
tatio
n
ac
r
o
s
s
r
iv
er
s
;
an
d
iii
)
2
D
ac
ce
ler
ated
m
o
tio
n
(
with
a
f
ac
to
r
o
f
g
r
av
ity
)
f
o
r
s
h
ip
p
in
g
o
b
jects,
in
r
em
o
te
ar
ea
s
u
s
in
g
f
ly
in
g
d
r
o
n
es
[
1
7
]
.
9
2
6
0
2
0
0
0
1
1
1
0
2
4
6
8
10
2022
2021
2020
2019
2018
2017
2016
2015
2014
2013
2012
Cumu
lat
iv
e
f
re
q
u
e
n
cy
Y
e
ar
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
u
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I
SS
N:
2252
-
8
8
2
2
A
s
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tic
lite
r
a
tu
r
e
r
ev
ie
w
o
f c
o
mp
u
ta
tio
n
a
l th
in
ki
n
g
s
tu
d
y
in
p
h
ysics
lea
r
n
in
g
(
R
iw
a
ya
n
i
)
2703
Fo
r
th
e
co
n
ce
p
ts
o
f
f
o
r
ce
an
d
m
o
tio
n
,
th
e
q
u
esti
o
n
s
g
iv
en
s
till
h
av
e
to
u
s
e
in
d
icato
r
s
o
f
CT
an
d
th
eir
p
r
ev
io
u
s
ex
p
e
r
ien
ce
a
n
d
q
u
es
tio
n
s
ab
o
u
t
co
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ten
t
s
u
c
h
as
c
alcu
latin
g
f
o
r
ce
an
d
ac
ce
ler
at
io
n
[
3
7
]
.
T
h
er
e
a
r
e
s
ev
er
al
ex
am
p
les
o
f
h
o
w
th
e
r
esear
ch
er
s
h
av
e
p
r
esen
ted
in
te
g
r
atin
g
th
e
c
o
n
ce
p
t
o
f
CT
with
th
e
to
p
ic
o
f
f
o
r
ce
an
d
m
o
tio
n
.
Fo
r
ex
am
p
le,
t
o
f
o
r
m
u
late
an
alg
o
r
ith
m
s
u
ch
as
p
o
s
itio
n
in
g
a
f
allin
g
o
b
ject,
s
tu
d
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n
ts
co
n
ce
p
tu
ally
n
ee
d
to
u
n
d
er
s
tan
d
th
e
d
e
f
in
itio
n
o
f
ac
ce
ler
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n
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t,
th
ey
d
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h
o
w
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p
r
esen
t
th
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p
t
as
a
co
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p
tu
al
(
d
i
ag
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am
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alg
o
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ith
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(
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ath
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atica
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co
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(
en
co
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t
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e
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s
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co
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p
ts
,
esp
ec
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f
o
r
ce
an
d
m
o
tio
n
[
3
8
]
.
T
ab
le
2
s
h
o
ws th
e
f
ield
o
f
CT
in
p
h
y
s
i
cs.
T
ab
le
2
.
T
h
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f
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CT
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h
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ics
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N
o
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n
t
i
o
n
-
3
13
T
h
er
e
ar
e
s
o
m
e
b
e
n
ef
its
to
u
s
in
g
tech
n
o
lo
g
y
in
CT
d
u
r
in
g
p
h
y
s
ics
lear
n
in
g
.
Py
th
o
n
is
a
n
ef
f
icien
t
an
d
f
lex
i
b
le
h
ig
h
-
lev
el
p
r
o
g
r
am
m
in
g
lan
g
u
ag
e
with
m
an
y
ap
p
licatio
n
s
in
ar
tific
ial
in
t
ellig
en
ce
an
d
d
ata
m
in
in
g
.
T
h
is
ap
p
licatio
n
'
s
ad
v
an
tag
es
ar
e
th
at
p
r
o
g
r
am
m
in
g
is
s
im
p
le,
ea
s
y
to
u
n
d
e
r
s
tan
d
,
o
p
e
n
s
o
u
r
ce
a
n
d
v
alu
ab
le,
an
d
ca
n
b
e
c
o
m
b
in
ed
with
o
th
er
p
r
o
g
r
a
m
s
[
4
2
]
.
Oth
er
ad
v
an
tag
es
o
f
u
s
in
g
Py
th
o
n
lan
g
u
ag
e
ar
e:
i
)
Py
th
o
n
is
av
ailab
le
to
e
n
h
a
n
ce
n
o
n
co
m
p
u
ter
m
ajo
r
p
r
o
g
r
am
m
in
g
a
p
p
licatio
n
s
a
n
d
ii
)
Py
th
o
n
tr
ai
n
in
g
ca
n
ef
f
ec
tiv
ely
tr
ain
an
d
d
ev
elo
p
CT
in
d
aily
life
[
4
3
]
.
Py
th
o
n
ca
n
b
e
u
s
ed
f
o
r
s
ev
er
al
task
s
:
i
)
as
a
ca
lcu
lato
r
;
ii
)
ca
lcu
late
v
ar
iab
les
au
to
m
at
ically
;
iii
)
ev
alu
ate
d
ata,
r
ea
d
d
ata
f
r
o
m
tex
t
f
iles
,
an
d
wr
ite
d
ata
to
tex
t
f
iles
;
iv
)
v
is
u
alize
r
esu
lts
with
g
r
ap
h
s
an
d
p
lo
ts
;
v
)
s
av
e
g
r
ap
h
ics
as
h
ig
h
-
q
u
ality
im
a
g
es
in
f
o
r
m
ats
,
s
u
ch
as
p
n
g
,
p
d
f
,
an
d
jp
eg
;
vi
)
an
aly
ze
d
ata
an
d
p
er
f
o
r
m
lin
ea
r
r
e
g
r
ess
io
n
;
an
d
v
ii
)
d
is
p
lay
th
e
r
esu
lts
o
f
d
ata
an
aly
s
is
as
well
-
f
o
r
m
atted
ta
b
les
in
Ma
r
k
d
o
wn
o
r
HT
ML
[
4
4
]
.
C
o
m
m
u
n
icatio
n
class
es
f
o
r
s
en
d
in
g
a
n
d
r
ec
eiv
in
g
m
ess
ag
es
ar
e
also
p
r
o
v
id
ed
b
y
th
e
Py
th
o
n
in
ter
f
ac
e
[
4
5
]
.
Py
th
o
n
is
th
er
ef
o
r
e
a
g
r
ea
t
ch
o
ice
f
o
r
lear
n
in
g
th
r
o
u
g
h
CT
.
Fig
u
r
e
3
s
h
o
ws th
e
Py
th
o
n
ap
p
licatio
n
in
ter
f
ac
e.
An
o
th
er
ap
p
licatio
n
u
s
ed
i
n
t
esti
n
g
CT
in
p
h
y
s
ics
is
Ar
d
u
in
o
.
T
h
e
ad
v
a
n
tag
e
o
f
Ar
d
u
i
n
o
lies
in
its
f
lex
ib
ilit
y
,
u
n
lim
ited
p
o
s
s
ib
ilit
ies
f
o
r
its
u
s
e,
an
d
allo
win
g
s
tu
d
en
ts
to
u
s
e
it
ac
co
r
d
in
g
to
th
eir
n
ee
d
s
[
4
6
]
.
Ma
n
y
b
en
ef
its
o
f
Ar
d
u
in
o
f
a
m
ily
b
o
ar
d
s
s
u
ch
as:
i
)
th
er
e
ar
e
m
an
y
o
p
tio
n
s
av
ailab
le
with
o
u
t
-
of
-
t
h
e
-
b
o
x
,
m
o
s
t
s
u
itab
le
co
n
tr
o
ller
s
h
av
in
g
a
wid
e
r
an
g
e
o
f
v
ar
ia
b
le
p
ar
am
eter
s
;
ii
)
th
er
e
ar
e
ex
p
an
s
io
n
b
o
ar
d
s
to
in
cr
ea
s
e
f
u
n
ctio
n
ality
an
d
p
er
f
o
r
m
s
p
ec
if
ic
tec
h
n
ical
task
s
with
o
u
t
th
e
n
ee
d
to
d
esig
n
ad
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itio
n
al
p
er
ip
h
er
als
y
o
u
r
s
elf
;
iii
)
co
m
p
letely
u
s
er
-
ad
ap
ted
p
r
o
g
r
am
m
in
g
en
v
ir
o
n
m
en
t
s
u
itab
le
f
o
r
all
Ar
d
u
i
n
o
k
its
an
d
clo
n
es,
in
clu
d
in
g
s
o
f
twar
e
f
o
r
p
r
o
g
r
a
m
m
in
g
c
o
n
tr
o
ller
s
;
iv
)
f
r
ee
li
ce
n
s
e
f
o
r
d
ev
ice
an
d
s
o
f
twar
e
;
an
d
v
)
t
h
er
e
is
a
n
Ar
d
u
in
o
lan
g
u
ag
e
tr
an
s
latio
n
d
esig
n
ed
to
o
v
er
c
o
m
e
th
e
lan
g
u
ag
e
b
a
r
r
ier
[
4
7
]
.
Stu
d
e
n
ts
'
r
esp
o
n
s
e
to
u
s
in
g
Ar
d
u
in
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cr
ea
te
a
cir
c
u
it
was
also
o
v
er
wh
elm
in
g
ly
f
av
o
r
a
b
le
[
4
8
]
.
T
h
er
ef
o
r
e,
Ar
d
u
in
o
i
s
v
er
y
s
u
itab
le
f
o
r
lear
n
in
g
p
h
y
s
ics b
ased
o
n
CT
.
Fig
u
r
e
4
s
h
o
ws th
e
Ar
d
u
in
o
a
p
p
licatio
n
in
ter
f
ac
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
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d
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N:
2252
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8
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2
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A
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R
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2705
Fig
u
r
e
3
.
Py
th
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n
Fig
u
r
e
4
.
Ar
d
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ex
am
in
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e
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m
en
t
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CT
ac
tiv
ities
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in
clu
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C
o
llab
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ativ
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C
o
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p
u
tatio
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M
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m
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o
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tiv
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STE
PP
lear
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g
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tu
d
en
t
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k
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p
r
o
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ased
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o
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r
o
v
e
C
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d
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ased
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tu
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en
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ts
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s
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d
m
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h
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Fu
r
th
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r
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Ar
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ased
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.
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ab
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5
s
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o
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R
with
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Ma
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e
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s
d
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elo
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g
i
n
p
h
y
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ics
lear
n
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g
.
T
h
e
r
esu
lts
o
f
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e
v
elo
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n
t
s
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o
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itiv
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ac
t
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s
tu
d
en
ts
.
On
e
o
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Hu
tch
in
s
et
a
l.
[
4
9
]
,
wh
o
d
e
v
elo
p
e
d
th
e
C
2
STE
M
lear
n
in
g
en
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t
in
p
h
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Stu
d
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with
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M
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ev
elo
p
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
co
n
ce
p
ts
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
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t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
9
8
-
27
09
2706
p
h
y
s
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p
r
ac
tices,
a
n
d
CT
s
k
i
lls
th
an
s
tu
d
en
ts
wh
o
s
tu
d
y
t
h
r
o
u
g
h
t
h
e
tr
a
d
itio
n
al
c
u
r
r
icu
lu
m
.
Stu
d
e
n
ts
also
d
em
o
n
s
tr
ate
th
e
ab
ilit
y
to
tr
an
s
f
er
co
n
ce
p
ts
an
d
ex
p
a
n
d
an
d
en
h
an
ce
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
in
n
ew
p
r
o
b
lem
-
s
o
lv
in
g
s
itu
atio
n
s
.
Stu
d
en
ts
s
ee
m
ed
m
o
r
e
m
o
tiv
ate
d
an
d
w
o
r
k
ed
h
a
r
d
er
o
n
th
eir
p
h
y
s
ics
ass
ig
n
m
en
ts
,
ev
en
wh
en
th
ey
h
a
d
d
if
f
ic
u
lties
.
I
n
ad
d
itio
n
,
th
e
d
ev
elo
p
m
en
t
o
f
l
ea
r
n
in
g
b
ased
o
n
CT
in
p
h
y
s
ics
ca
n
im
p
r
o
v
e
th
e
ab
ilit
y
o
f
th
is
s
k
ill,
e
s
p
ec
ially
in
asp
ec
ts
o
f
ab
s
tr
ac
tio
n
f
r
o
m
co
m
p
lex
p
r
o
b
lem
s
,
alg
o
r
it
h
m
au
to
m
atio
n
,
d
ata
co
llectio
n
,
r
ep
r
esen
tatio
n
,
a
n
d
an
aly
s
is
[
5
0
]
.
I
n
ad
d
itio
n
,
th
is
s
y
s
tem
atic
r
ev
iew
h
as
f
o
u
n
d
th
at
s
ev
er
al
v
ar
iab
les
ca
n
b
e
im
p
r
o
v
ed
th
r
o
u
g
h
CT
,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
m
o
tiv
atio
n
,
te
ac
h
er
p
er
c
ep
tio
n
s
,
s
elf
-
co
n
f
id
en
ce
,
co
m
p
u
tatio
n
a
l
m
o
d
elin
g
,
an
d
p
h
y
s
ics
co
n
ce
p
ts
.
T
h
u
s
,
CT
-
b
ased
lear
n
in
g
i
n
p
h
y
s
ics
lear
n
in
g
p
o
s
itiv
ely
im
p
ac
ts
lear
n
in
g
.
T
ab
le
5
.
R
elatio
n
o
f
C
R
with
o
th
er
v
a
r
iab
les
C
a
t
e
g
o
r
y
o
f
r
e
se
a
r
c
h
q
u
e
st
i
o
n
N
%
D
e
v
e
l
o
p
m
e
n
t
o
f
CT
a
c
t
i
v
i
t
i
e
s
7
0
.
2
2
C
a
u
se
e
f
f
e
c
t
CT
-
p
r
o
b
l
e
m
so
l
v
i
n
g
a
n
d
m
o
t
i
v
a
t
i
o
n
1
0
.
0
3
CT
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p
h
y
si
c
s
k
n
o
w
l
e
d
g
e
1
0
.
0
3
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e
l
f
-
c
o
n
f
i
d
e
n
c
e
-
CT
3
0
.
0
9
A
r
d
u
i
n
o
a
c
t
i
v
i
t
i
e
s
-
CT
1
0
.
0
3
M
a
k
e
r
a
c
t
i
v
i
t
i
e
s
-
CT
1
0
.
0
3
P
r
o
b
l
e
m
b
a
se
d
l
e
a
r
n
i
n
g
-
CT
1
0
.
0
3
R
e
se
a
r
c
h
b
a
s
e
d
l
e
a
r
n
i
n
g
-
CT
1
0
.
0
3
C
o
m
p
u
t
a
t
i
o
n
a
l
m
o
d
e
l
l
i
n
g
-
CT
2
0
.
0
6
P
e
r
c
e
p
t
i
o
n
2
0
.
0
6
A
ssessme
n
t
t
o
m
e
a
s
u
r
e
C
T
4
0
.
1
3
A
p
p
l
i
c
a
t
i
o
n
o
f
C
T
i
n
t
h
e
c
l
a
ssr
o
o
m
8
0
.
2
5
4.
CO
NCLU
SI
O
N
A
s
y
s
tem
atic
r
ev
iew
h
as
p
r
es
en
ted
r
esear
ch
r
esu
lts
o
n
a
p
p
l
y
in
g
o
r
in
teg
r
atin
g
CT
in
p
h
y
s
ics.
T
h
i
s
s
tu
d
y
f
o
u
n
d
th
at
r
esear
c
h
o
n
t
h
is
to
p
ic
h
as
b
ee
n
d
o
m
in
ated
b
y
two
co
u
n
tr
ies
with
lar
g
e
ter
r
ito
r
ies,
n
am
ely
th
e
Un
ited
States
an
d
I
n
d
o
n
esia.
Ov
er
th
e
p
ast
ten
y
ea
r
s
,
th
er
e
h
as
b
ee
n
an
in
cr
ea
s
e
i
n
p
h
y
s
i
cs
co
u
r
s
es
f
o
c
u
s
in
g
o
n
to
p
ics
in
k
in
em
atics,
f
o
r
ce
an
d
m
o
tio
n
,
an
d
elec
tr
icity
.
Py
th
o
n
(
2
2
%)
is
th
e
m
o
s
t
p
o
p
u
lar
p
latf
o
r
m
to
u
s
e
in
ap
p
licatio
n
s
to
en
g
ag
e
CT
in
th
e
v
is
u
aliza
tio
n
o
f
p
h
y
s
ics
lear
n
in
g
.
T
h
e
c
o
m
m
o
n
m
eth
o
d
u
s
ed
in
th
e
r
ev
iewe
d
s
tu
d
ies
is
d
o
m
in
ated
b
y
q
u
a
n
titativ
e
an
d
q
u
ali
tativ
e
r
esear
ch
m
eth
o
d
s
,
with
s
o
m
e
d
ev
elo
p
i
n
g
lear
n
in
g
.
T
h
e
d
e
v
elo
p
m
e
n
t o
f
CT
in
p
h
y
s
ics s
ig
n
if
ican
tly
co
n
tr
ib
u
ted
s
ig
n
if
ica
n
tly
to
lear
n
in
g
.
T
h
er
e
a
r
e
s
ev
er
al
im
p
o
r
tan
t
a
s
p
ec
ts
o
f
CT
in
p
h
y
s
ics
in
p
r
ac
tice
f
o
r
lear
n
in
g
a
p
p
licatio
n
s
.
T
h
ese
asp
ec
ts
co
v
er
e
x
tr
ac
tin
g
co
m
p
u
tatio
n
al
in
s
ig
h
ts
,
b
u
ild
in
g
co
m
p
u
tatio
n
al
m
o
d
els,
an
d
d
ata
p
r
ac
tice
s
tar
tin
g
f
r
o
m
d
ata
c
o
llectio
n
,
a
n
aly
s
is
,
an
d
in
f
e
r
en
ce
.
Ad
d
itio
n
ally
,
th
er
e
ar
e
asp
ec
ts
o
f
d
eb
u
g
g
i
n
g
,
d
em
o
n
s
tr
atin
g
ch
an
g
es
to
co
m
p
u
tatio
n
,
an
d
wo
r
k
in
g
in
g
r
o
u
p
s
o
n
c
o
m
p
u
tatio
n
al
m
o
d
els,
as
well
as
s
elf
-
p
r
ac
tice.
Ma
n
y
co
n
tex
tu
al
f
ac
to
r
s
,
in
clu
d
in
g
a
ctiv
ity
f
o
r
m
at,
co
m
p
u
tin
g
p
lat
f
o
r
m
,
an
d
g
r
o
u
p
co
m
p
o
s
itio
n
,
af
f
ec
t
CT
ab
ilit
ies
.
T
h
e
ap
p
licatio
n
o
f
CT
,
wh
ich
is
d
if
f
er
en
t
f
o
r
ea
ch
im
p
lem
e
n
tatio
n
,
is
in
f
lu
en
ce
d
b
y
th
e
r
o
le
an
d
p
e
r
ce
p
tio
n
s
o
f
th
e
teac
h
er
.
T
h
e
m
o
r
e
teac
h
er
s
ar
e
in
v
o
lv
e
d
,
th
e
ea
s
ier
i
t
will
b
e
to
i
d
en
tify
ex
am
p
les
o
f
CT
t
o
p
r
o
d
u
ce
o
p
tim
al
lear
n
in
g
q
u
ality
.
Dif
f
er
en
t
p
e
d
ag
o
g
ical
ch
o
ices
a
ls
o
in
f
lu
en
ce
th
e
f
r
eq
u
en
cy
an
d
o
cc
u
r
r
en
ce
o
f
p
r
ac
tice.
T
h
er
e
f
o
r
e,
d
ev
elo
p
in
g
a
CT
en
v
ir
o
n
m
en
t in
p
h
y
s
ics lea
r
n
in
g
m
u
s
t b
e
c
o
n
tin
u
e
d
i
n
th
e
f
u
t
u
r
e.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
g
r
atef
u
lly
ac
k
n
o
wled
g
e
th
e
g
en
er
o
u
s
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
s
p
r
o
v
id
e
d
b
y
Un
iv
er
s
itas
Neg
er
i
Yo
g
y
ak
ar
ta
th
r
o
u
g
h
o
u
t
th
e
p
r
ep
ar
atio
n
an
d
co
m
p
let
io
n
o
f
th
is
s
cien
tific
ar
ticle.
T
h
eir
f
ac
ilit
ies
an
d
ac
ad
em
ic
en
v
ir
o
n
m
e
n
t w
er
e
i
n
s
tr
u
m
en
tal
in
th
e
s
u
cc
ess
f
u
l e
x
ec
u
tio
n
o
f
th
is
r
esear
ch
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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RE
F
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NC
E
S
[
1
]
J.
M
.
W
i
n
g
,
“
C
o
m
p
u
t
a
t
i
o
n
a
l
t
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i
n
k
i
n
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’
s
i
n
f
l
u
e
n
c
e
o
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s
e
a
r
c
h
a
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d
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d
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c
a
t
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o
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f
o
r
a
l
l
,
”
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t
a
l
i
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
2
5
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