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towa
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l
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s
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n
d
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tera
c
ti
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rials.
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h
e
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re
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e
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p
o
siti
v
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ly
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lf
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,
it
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ti
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l
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p
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d
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q
u
a
te
train
in
g
a
n
d
o
n
g
o
in
g
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p
p
o
rt
f
o
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e
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e
re
su
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s
o
ffe
r
c
o
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re
t
e
a
v
e
n
u
e
s
fo
r
imp
r
o
v
i
n
g
th
e
q
u
a
li
t
y
o
f
tea
c
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in
g
i
n
p
h
y
sic
a
l
sc
ien
c
e
s
a
n
d
lea
rn
in
g
i
n
a
d
ig
it
a
l
e
n
v
ir
o
n
m
e
n
t
m
o
ti
v
a
tes
stu
d
e
n
ts i
n
M
o
ro
c
c
o
.
K
ey
w
o
r
d
s
:
Dif
f
icu
lties
Dig
ital r
eso
u
r
ce
s
L
ea
r
n
in
g
Nu
clea
r
p
h
y
s
ics
T
ea
ch
in
g
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
:
Aziz
T
ao
u
s
s
i
L
ab
o
r
ato
r
y
o
f
I
n
ter
d
is
cip
lin
ar
y
Ph
y
s
ics,
an
d
I
n
f
o
r
m
atics,
Scien
ce
s
,
E
n
g
in
ee
r
in
g
Scien
ce
s
an
d
T
ea
ch
in
g
Pro
f
ess
io
n
s
,
E
co
le
No
r
m
ale
S
u
p
ér
ieu
r
e
o
f
Fez,
Sid
i M
o
h
am
ed
B
en
Ab
d
ellah
Un
iv
e
r
s
ity
Fez,
Mo
r
o
cc
o
E
m
ail:
az
iz.
tao
u
s
s
i@
u
s
m
b
a.
ac
.
m
a
1.
I
NT
RO
D
UCT
I
O
N
T
h
is
r
esear
ch
f
o
cu
s
es
o
n
th
e
u
s
e
o
f
a
s
p
ec
if
ic
ty
p
e
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
,
d
ig
ital
r
eso
u
r
ce
s
f
o
r
lear
n
in
g
p
h
y
s
ics,
a
ty
p
e
o
f
l
ea
r
n
in
g
th
at
teac
h
e
r
s
an
d
le
ar
n
er
s
f
in
d
s
ev
er
al
d
if
f
icu
lties
[
1
]
.
T
h
u
s
,
it
co
v
e
r
s
two
d
o
m
ain
s
[
2
]
,
n
a
m
ely
th
e
I
C
T
d
o
m
ain
an
d
th
e
p
h
y
s
ics
teac
h
in
g
d
o
m
ain
,
in
a
teac
h
in
g
-
lea
r
n
in
g
co
n
tex
t
[
3
]
.
T
h
e
aim
o
f
lear
n
in
g
th
e
p
h
y
s
ical
s
cien
ce
s
is
to
awa
k
en
s
tu
d
en
ts
’
s
cien
tific
s
p
ir
it,
to
g
iv
e
th
e
m
a
tast
e
f
o
r
ex
p
lan
atio
n
,
an
d
t
o
en
a
b
le
th
e
m
to
d
ev
el
o
p
th
eir
o
wn
in
itiat
iv
e
in
r
esear
ch
.
T
o
ac
h
iev
e
th
ese
o
b
jectiv
es,
s
p
ec
ialis
ts
in
th
e
teac
h
in
g
o
f
th
is
s
u
b
ject
ar
e
c
o
n
s
tan
tly
d
e
v
is
in
g
an
d
d
e
v
elo
p
in
g
th
e
m
o
s
t
ef
f
ec
tiv
e
way
s
o
f
ex
p
lain
in
g
th
e
p
h
en
o
m
en
a
in
v
o
lv
ed
.
I
n
d
ee
d
,
th
e
r
e
n
ewa
l
an
d
u
s
e
o
f
im
p
r
o
v
ed
a
n
d
m
o
d
er
n
ize
d
teac
h
in
g
aid
s
p
r
o
m
o
tes
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
lear
n
er
’
s
an
aly
tical
a
n
d
c
r
itical
f
ac
u
lties
,
en
ab
lin
g
th
em
to
ac
q
u
ir
e
t
h
e
s
k
ills
n
ee
d
ed
to
r
ea
s
o
n
e
f
f
ec
tiv
ely
[
4
]
.
Star
tin
g
f
r
o
m
th
e
im
p
o
r
tan
ce
o
f
r
ec
o
g
n
izin
g
th
e
d
if
f
icu
lties
f
ac
in
g
th
e
teac
h
in
g
o
f
n
u
clea
r
p
h
y
s
ics,
as
it
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
s
ci
en
tific
s
u
b
jects,
th
is
s
tu
d
y
ca
m
e
to
i
d
en
tify
th
ese
d
if
f
icu
lties
an
d
s
u
g
g
ested
ap
p
r
o
p
r
iate
s
o
l
u
tio
n
s
in
th
e
f
o
r
m
o
f
d
ig
ital
teac
h
in
g
r
eso
u
r
ce
s
[
5
]
.
A
ls
o
,
we
will
t
r
y
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
:
c
an
we
r
ea
lly
id
en
tif
y
th
e
m
o
s
t
c
o
m
p
lex
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
n
a
lysi
s
o
f o
b
s
ta
cles in
tea
ch
i
n
g
a
n
d
lea
r
n
in
g
n
u
cle
a
r
p
h
ysics
:
to
w
a
r
d
s
a
d
ig
ita
l a
p
p
r
o
a
c
h
…
(
A
z
iz
Ta
o
u
s
s
i
)
3847
co
n
ce
p
ts
r
elate
d
to
n
u
clea
r
t
r
an
s
f
o
r
m
atio
n
s
in
teac
h
in
g
an
d
lear
n
in
g
,
a
n
d
p
r
o
p
o
s
e
s
o
lu
t
io
n
s
in
th
e
f
o
r
m
o
f
ad
ap
ted
d
i
g
ital r
eso
u
r
ce
s
,
s
p
ec
if
ically
f
o
r
q
u
alif
y
in
g
s
ec
o
n
d
a
r
y
ed
u
ca
tio
n
in
M
o
r
o
cc
o
?
T
h
e
p
r
esen
t
s
tu
d
y
s
ee
k
s
to
id
en
tify
th
e
ch
allen
g
es
in
teac
h
in
g
n
u
clea
r
p
h
y
s
ics
with
in
th
e
q
u
alif
y
in
g
s
ec
o
n
d
ar
y
cy
cle
f
o
r
s
cien
ce
s
tr
ea
m
s
in
Mo
r
o
cc
o
,
as
p
er
ce
iv
ed
b
y
p
h
y
s
ics
an
d
c
h
em
is
tr
y
teac
h
er
s
.
Sp
ec
if
ically
,
it
ad
d
r
ess
es
th
e
q
u
esti
o
n
o
f
h
o
w
to
d
esig
n
a
n
d
im
p
lem
en
t
a
d
ig
ital
teac
h
in
g
r
eso
u
r
ce
tailo
r
ed
to
th
e
teac
h
in
g
o
f
n
u
clea
r
tr
an
s
f
o
r
m
atio
n
s
in
s
ec
o
n
d
ar
y
p
h
y
s
ical
s
cien
ce
s
,
tak
in
g
in
to
ac
co
u
n
t
th
e
id
en
tifie
d
d
if
f
icu
lties
.
T
h
e
s
tu
d
y
will e
x
p
lo
r
e
s
ev
er
al
s
p
ec
if
ic
q
u
esti
o
n
s
:
i)
W
h
at
ch
allen
g
es d
o
s
tu
d
en
ts
f
ac
e
in
lear
n
in
g
n
u
clea
r
tr
an
s
f
o
r
m
atio
n
s
in
th
eir
f
in
al
y
ea
r
o
f
s
cien
ce
?
ii)
W
h
at
d
if
f
icu
lties
an
d
o
b
s
ta
cles
d
o
teac
h
er
s
en
co
u
n
ter
wh
en
teac
h
in
g
n
u
clea
r
tr
a
n
s
f
o
r
m
atio
n
s
in
Mo
r
o
cc
an
s
ec
o
n
d
ar
y
s
ch
o
o
ls
?
iii)
W
h
at
ar
e
th
e
teac
h
er
s
’
n
ee
d
s
f
o
r
d
ig
ital te
ac
h
in
g
r
eso
u
r
ce
s
to
ad
d
r
ess
th
ese
ch
allen
g
es?
iv
)
H
o
w
d
o
es
th
e
im
p
lem
en
tatio
n
o
f
s
u
ch
r
eso
u
r
ce
s
im
p
ac
t
lear
n
er
s
’
p
er
f
o
r
m
an
ce
in
u
n
d
er
s
ta
n
d
in
g
n
u
clea
r
p
h
y
s
ics co
n
ce
p
ts
?
Fo
r
a
n
u
m
b
er
o
f
y
ea
r
s
,
n
atio
n
al
an
d
in
ter
n
atio
n
al
r
esear
ch
in
to
th
e
d
id
ac
tics
o
f
p
h
y
s
ics
an
d
ch
em
is
tr
y
h
as
b
ee
n
aim
ed
at
i
d
en
tify
in
g
th
e
d
if
f
icu
lties
en
c
o
u
n
ter
ed
b
y
lear
n
er
s
,
u
n
d
e
r
s
tan
d
in
g
th
e
o
r
ig
i
n
o
f
th
ese
d
if
f
icu
lties
,
an
d
s
ee
k
in
g
s
o
lu
tio
n
s
to
o
v
er
co
m
e
a
n
d
r
e
s
o
lv
e
th
em
[
6
]
,
[
7
]
.
T
h
e
aim
o
f
lear
n
in
g
p
h
y
s
ical
s
cien
ce
s
is
to
awa
k
en
s
tu
d
en
ts
’
s
cien
tific
s
p
ir
it,
to
g
iv
e
t
h
em
a
tast
e
f
o
r
e
x
p
lan
atio
n
,
to
en
ab
le
th
e
m
to
f
lo
u
r
is
h
an
d
d
ev
elo
p
th
ei
r
in
itiativ
e
in
r
esear
ch
.
T
h
e
in
teg
r
a
tio
n
o
f
a
d
ig
ital
teac
h
in
g
r
eso
u
r
ce
(
a
tu
to
r
ial)
i
n
p
h
y
s
ical
s
cien
ce
s
th
at
is
in
ter
ac
tiv
e
an
d
ad
a
p
ted
to
th
e
lear
n
er
.
I
t
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
p
e
d
ag
o
g
y
an
d
en
ab
les lea
r
n
er
s
to
m
a
x
im
ize
th
eir
k
n
o
wled
g
e
[
8
]
.
Nass
er
et
a
l.
s
tu
d
y
[
9
]
aim
ed
to
id
en
tify
lea
r
n
in
g
d
if
f
ic
u
lties
in
p
h
y
s
ical
s
cien
ce
s
am
o
n
g
q
u
alif
y
in
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
u
p
ils
.
W
h
er
e
th
e
r
esear
ch
er
n
o
ted
t
h
at
h
e
ca
n
u
s
e
I
C
T
to
c
o
m
p
let
e
ex
p
er
im
en
ts
an
d
s
im
p
lify
th
e
r
ea
l
s
y
s
tem
s
b
ein
g
s
tu
d
ied
[
9
]
.
Acc
o
r
d
in
g
to
Pu
llicin
o
an
d
B
o
n
ello
[
1
0
]
,
t
h
e
l
ac
k
o
f
ex
p
er
im
en
tal
eq
u
ip
m
en
t
in
h
ig
h
s
ch
o
o
l
lab
o
r
ato
r
ies
m
ea
n
s
th
at
in
teg
r
atin
g
d
ig
ital
tech
n
o
lo
g
y
in
to
tea
ch
in
g
s
ee
m
s
to
b
e
a
s
o
lu
tio
n
f
o
r
b
o
th
lear
n
e
r
an
d
t
ea
ch
er
.
Un
f
o
r
tu
n
ately
,
t
h
e
av
a
ilab
ilit
y
o
f
d
ig
ital
r
eso
u
r
ce
s
f
o
r
s
cien
ce
,
n
u
clea
r
p
h
y
s
ics
in
p
ar
ticu
lar
,
at
n
atio
n
al
lev
el
is
f
ar
f
r
o
m
r
ich
[
1
1
]
.
Desp
ite
th
e
ef
f
o
r
ts
o
f
th
e
M
in
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
,
Pre
s
ch
o
o
l
an
d
Sp
o
r
ts
in
th
is
ar
ea
.
T
h
is
r
esear
ch
p
r
o
v
id
es
an
o
p
p
o
r
tu
n
ity
to
id
e
n
tify
th
e
d
if
f
icu
lties
o
f
teac
h
i
n
g
a
n
d
lear
n
in
g
n
u
cle
ar
p
h
y
s
ics
in
Mo
r
o
cc
an
s
ec
o
n
d
ar
y
q
u
alif
y
i
n
g
class
es
[
1
2
]
.
On
e
o
f
th
e
s
o
lu
tio
n
s
to
th
is
p
r
o
b
lem
is
th
e
d
esig
n
o
f
a
d
ig
ital
teac
h
in
g
r
eso
u
r
ce
to
u
n
d
er
s
tan
d
a
n
d
im
p
r
o
v
e
th
e
t
ea
ch
in
g
o
f
n
u
clea
r
p
h
y
s
ics,
u
s
in
g
it
as
a
d
id
ac
t
ic
to
o
l
in
q
u
alif
y
in
g
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
esp
ec
ially
i
n
th
e
2
n
d
y
ea
r
o
f
t
h
e
b
ac
ca
lau
r
ea
te
f
o
r
s
cien
ce
co
u
r
s
es
[
1
3
]
.
Var
io
u
s
s
tu
d
ies
r
ev
iewe
d
r
e
v
ea
l
m
ajo
r
d
if
f
ic
u
lties
in
l
ea
r
n
in
g
p
h
y
s
ics,
m
ain
ly
attr
ib
u
ted
to
in
ad
eq
u
ate
teac
h
in
g
m
eth
o
d
s
,
m
ath
em
atica
l
s
h
o
r
tco
m
in
g
s
a
n
d
a
lack
o
f
s
tu
d
en
t
en
g
a
g
em
en
t.
R
am
ad
h
an
i
an
d
T
an
ju
n
g
[
1
4
]
p
o
in
ts
o
u
t
th
at
te
ac
h
er
-
ce
n
ter
e
d
teac
h
in
g
a
n
d
a
lack
o
f
ed
u
ca
ti
o
n
al
r
eso
u
r
ce
s
l
im
it
th
e
an
aly
tical
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
r
ec
o
m
m
e
n
d
in
g
a
co
llab
o
r
ativ
e,
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
.
W
ah
y
u
d
i
et
a
l
.
[
1
5
]
id
en
tifie
d
in
ter
n
al
(
in
s
u
f
f
ici
en
t
p
r
e
p
ar
atio
n
,
r
elu
cta
n
ce
to
ask
q
u
esti
o
n
s
)
an
d
ex
ter
n
al
(
lack
o
f
m
u
ltime
d
ia
an
d
b
o
o
k
s
)
b
a
r
r
ier
s
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
,
ad
v
o
ca
tin
g
i
n
ter
ac
tiv
e
m
eth
o
d
s
to
im
p
r
o
v
e
p
e
r
f
o
r
m
an
ce
.
W
u
lan
d
ar
i
et
a
l
.
[
1
6
]
h
i
g
h
lig
h
ts
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
d
if
f
ic
u
lties
with
co
m
p
lex
m
ec
h
an
ical
co
n
ce
p
ts
d
u
e
to
in
s
u
f
f
icien
t
n
u
m
er
ac
y
s
k
ill
s
,
s
u
g
g
esti
n
g
d
etailed
ex
p
lan
atio
n
s
an
d
v
ar
ied
ex
er
cises
.
Qo
tr
u
n
n
a
d
a
[
1
7
]
,
a
f
ter
an
aly
zin
g
4
0
s
tu
d
ies,
r
ec
o
m
m
en
d
s
ac
tiv
e
a
p
p
r
o
ac
h
es
s
u
ch
as
p
r
o
b
lem
-
o
r
p
r
o
ject
-
b
ased
lear
n
in
g
,
as
w
ell
as
th
e
u
s
e
o
f
n
u
m
e
r
ical
s
im
u
latio
n
s
to
o
v
er
c
o
m
e
o
b
s
tacle
s
lin
k
ed
to
ab
s
tr
ac
tio
n
an
d
f
o
r
m
u
las
in
p
h
y
s
ics.
Fin
ally
,
W
an
g
ch
u
k
et
a
l
.
[
1
8
]
n
o
tes
th
at
5
9
.
6
%
o
f
s
tu
d
en
ts
f
in
d
p
h
y
s
ics
d
if
f
icu
lt
b
ec
au
s
e
o
f
its
ab
s
tr
a
ctio
n
an
d
m
ath
em
atica
l
d
em
a
n
d
s
,
p
r
o
p
o
s
in
g
p
r
ac
tical
s
tr
ateg
ies
an
d
en
r
ich
ed
r
eso
u
r
ce
s
to
m
ak
e
th
e
d
is
cip
lin
e
m
o
r
e
ac
ce
s
s
ib
le
an
d
m
o
tiv
atin
g
.
T
h
ese
wo
r
k
s
co
n
v
er
g
e
t
o
war
d
s
th
e
n
ee
d
f
o
r
an
ac
tiv
e
an
d
co
n
tex
tu
alize
d
p
ed
ag
o
g
y
to
m
ee
t
t
h
e
s
p
ec
i
f
ic
n
ee
d
s
o
f
lear
n
er
s
.
A
n
an
aly
s
is
o
f
p
r
ev
io
u
s
r
esear
ch
o
n
th
e
s
u
b
ject
r
ev
ea
ls
th
at
m
o
s
t
o
f
it
f
o
cu
s
es
o
n
id
en
tify
in
g
lear
n
i
n
g
d
if
f
ic
u
lties
in
th
e
p
h
y
s
ical
s
cien
ce
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
ese
s
tu
d
ies
h
av
e
b
ee
n
u
s
ef
u
l
in
d
ef
in
i
n
g
th
e
ap
p
r
o
p
r
iate
m
eth
o
d
o
l
o
g
y
,
f
o
r
m
u
latin
g
th
e
p
r
o
b
lem
a
n
d
ch
o
o
s
in
g
th
e
ty
p
e
o
f
s
tatis
tical
tr
ea
tm
en
t
f
o
r
th
e
c
u
r
r
en
t
s
tu
d
y
.
T
h
is
r
esear
ch
d
i
f
f
er
s
f
r
o
m
p
r
ev
io
u
s
o
n
es
i
n
th
at
it
is
o
n
e
o
f
t
h
e
f
ir
s
t
to
f
o
c
u
s
o
n
tea
ch
in
g
a
n
d
lear
n
in
g
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics
am
o
n
g
q
u
alif
y
in
g
s
ec
o
n
d
ar
y
s
ch
o
o
l p
u
p
ils
in
Mo
r
o
cc
o
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Sa
m
ple pre
s
ent
a
t
io
n
T
o
an
s
wer
th
ese
r
esear
ch
q
u
esti
o
n
s
,
we
ca
r
r
ied
o
u
t
th
is
s
tu
d
y
o
n
a
s
am
p
le
o
f
2
0
0
s
tu
d
en
ts
in
th
e
2
n
d
y
ea
r
o
f
th
e
b
ac
ca
lau
r
ea
te,
f
r
o
m
all
s
cien
tific
s
tr
ea
m
s
(
p
h
y
s
i
ca
l
s
cien
ce
s
,
m
ath
em
atica
l
s
ci
en
ce
s
,
an
d
life
an
d
ea
r
th
s
cien
ce
s
)
,
as
well
as
1
0
0
p
h
y
s
ics
-
ch
em
is
tr
y
teac
h
er
s
with
o
v
er
ten
y
ea
r
s
’
ex
p
e
r
ien
ce
.
Par
ticip
an
ts
co
m
e
f
r
o
m
ten
q
u
alif
y
i
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
th
e
Fez
d
eleg
atio
n
,
p
ar
t
o
f
th
e
Fez
-
Me
k
n
es
ac
ad
em
y
in
M
o
r
o
cc
o
.
Stu
d
en
ts
wer
e
s
elec
ted
b
y
s
tr
a
tifie
d
r
an
d
o
m
s
am
p
lin
g
to
en
s
u
r
e
b
alan
ce
d
r
ep
r
esen
tatio
n
o
f
d
if
f
er
en
t
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
,
wh
ile
teac
h
er
s
wer
e
ch
o
s
en
p
u
r
p
o
s
iv
ely
,
b
as
ed
o
n
t
h
eir
s
p
ec
ializatio
n
in
p
h
y
s
ics
-
ch
em
is
tr
y
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
4
6
-
3858
3848
s
ig
n
if
ican
t
p
r
o
f
ess
io
n
al
ex
p
er
i
en
ce
,
em
p
h
asizin
g
th
eir
ce
n
t
r
al
r
o
le
in
teac
h
in
g
p
h
y
s
ical
s
c
ien
ce
s
.
T
h
e
s
am
p
le
s
ize
o
f
2
0
0
s
tu
d
en
ts
allo
ws
f
o
r
ad
eq
u
ate
r
ep
r
esen
tatio
n
o
f
th
e
v
ar
io
u
s
s
tr
ea
m
s
,
an
d
f
ac
ilit
ates
th
e
id
en
tific
atio
n
o
f
d
if
f
icu
lties
s
p
ec
if
ic
to
th
e
teac
h
in
g
o
f
n
u
clea
r
p
h
y
s
ics.
L
ik
ewise,
t
h
e
1
0
0
ex
p
er
ie
n
ce
d
teac
h
er
s
p
r
o
v
i
d
e
v
alu
a
b
le
in
s
ig
h
ts
in
to
teac
h
in
g
p
r
ac
tices
a
n
d
ch
allen
g
es
en
co
u
n
ter
ed
in
th
e
class
r
o
o
m
.
Data
will
b
e
co
llected
v
ia
q
u
esti
o
n
n
air
es
s
en
t
to
lear
n
er
s
an
d
tea
ch
er
s
to
ass
e
s
s
th
eir
p
er
ce
p
tio
n
s
,
th
e
d
if
f
icu
lties
en
co
u
n
ter
e
d
in
n
u
clea
r
p
h
y
s
ic
s
,
an
d
th
e
im
p
ac
t
o
f
d
ig
ital r
eso
u
r
ce
s
in
teac
h
in
g
.
T
h
e
s
am
p
le
s
ize
was
d
eter
m
in
ed
ac
co
r
d
in
g
to
th
e
o
b
jectiv
es o
f
th
e
s
tu
d
y
,
th
e
s
tatis
tical
an
aly
s
es,
an
d
th
e
n
ee
d
to
en
s
u
r
e
r
eliab
le
r
ep
r
esen
tativ
en
ess
.
Fo
r
th
is
r
esea
r
ch
,
we
s
elec
ted
2
0
0
s
tu
d
e
n
ts
in
th
e
f
in
al
y
ea
r
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l.
T
h
is
ch
o
ice
was
g
u
id
ed
b
y
th
e
r
ec
o
m
m
e
n
d
atio
n
s
o
f
Kan
g
et
a
l.
[
1
9
]
,
w
h
o
em
p
h
asizes
th
at
a
m
in
im
u
m
s
am
p
le
s
ize
o
f
3
0
to
5
0
is
n
ec
ess
ar
y
f
o
r
r
o
b
u
s
t a
n
aly
s
es,
b
u
t th
at
a
lar
g
er
s
am
p
le
s
ize
s
ig
n
if
ican
tly
im
p
r
o
v
es
s
tatis
tical
p
o
wer
an
d
th
e
g
en
er
aliza
b
ilit
y
o
f
r
esu
lts
.
T
h
is
ap
p
r
o
ac
h
is
also
b
as
ed
o
n
th
e
w
o
r
k
o
f
P
av
lo
v
et
a
l
.
[
2
0
]
wh
o
r
ec
o
m
m
en
d
s
th
e
u
s
e
o
f
p
r
ec
is
e
s
am
p
le
s
ize
ca
lcu
latio
n
s
to
av
o
id
in
ter
p
r
etatio
n
b
ias
ass
o
ciate
d
with
s
am
p
le
s
th
at
ar
e
to
o
s
m
all
o
r
to
o
lar
g
e.
T
h
e
ch
o
s
en
s
am
p
le
s
ize
allo
ws
f
o
r
th
e
d
etec
tio
n
o
f
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
e
n
g
r
o
u
p
s
,
wh
ile
tak
in
g
in
to
a
cc
o
u
n
t
th
e
v
ar
iab
ilit
y
o
f
th
e
d
ata.
Stu
d
en
ts
wer
e
s
elec
ted
b
y
s
tr
atif
ied
r
a
n
d
o
m
s
am
p
lin
g
to
en
s
u
r
e
a
b
alan
ce
d
r
ep
r
esen
tatio
n
o
f
s
cien
tific
d
i
s
cip
lin
es
(
p
h
y
s
ical
s
cien
ce
s
,
m
ath
em
atica
l scien
c
es,
life
an
d
ea
r
th
s
cien
ce
s
)
.
I
n
ad
d
itio
n
,
1
0
0
teac
h
er
s
s
p
ec
ializin
g
in
p
h
y
s
ics an
d
ch
em
is
tr
y
an
d
with
o
v
e
r
10
y
ea
r
s
’
ex
p
e
r
ien
ce
wer
e
in
cl
u
d
ed
,
ch
o
s
en
o
n
th
e
b
asis
o
f
th
eir
p
ed
a
g
o
g
ical
ex
p
er
tis
e.
T
h
ese
n
u
m
b
er
s
g
u
a
r
an
tee
a
r
ich
an
d
r
elev
an
t
c
o
llectio
n
o
f
d
ata,
en
a
b
lin
g
u
s
to
r
esp
o
n
d
e
f
f
ec
tiv
ely
to
th
e
o
b
jectiv
es o
f
th
e
s
tu
d
y
a
n
d
to
ac
h
iev
e
s
tatis
tically
r
elia
b
le
an
d
p
ed
ag
o
g
ically
s
ig
n
if
ic
an
t r
esu
lts
.
2
.
2
.
P
re
s
ent
a
t
io
n o
f
s
urv
ey
qu
estio
nn
a
ires
T
h
is
s
u
r
v
ey
was
f
o
r
m
u
lated
o
n
th
e
b
asis
o
f
s
ev
er
al
r
ef
er
en
ce
s
.
T
h
e
q
u
esti
o
n
s
wer
e
s
elec
te
d
ac
co
r
d
in
g
to
s
p
ec
if
ic
cr
iter
ia
o
b
tain
e
d
f
r
o
m
a
p
r
ev
io
u
s
s
u
r
v
ey
o
f
teac
h
er
s
,
ed
u
ca
tio
n
al
in
s
p
ec
to
r
s
,
a
n
d
lear
n
er
s
.
T
h
is
s
u
r
v
ey
was
ca
r
r
ied
o
u
t
in
th
e
f
o
r
m
o
f
two
s
ep
ar
ate
q
u
esti
o
n
n
air
es,
o
n
e
f
o
r
teac
h
er
s
an
d
th
e
o
th
er
f
o
r
s
tu
d
en
ts
.
I
n
t
h
e
lig
h
t
o
f
r
ea
d
e
r
s
’
co
m
m
e
n
ts
an
d
s
u
g
g
esti
o
n
s
,
b
o
th
q
u
esti
o
n
n
a
ir
es
wer
e
r
ec
tifie
d
.
T
h
ese
m
ea
s
u
r
es we
r
e
d
ee
m
ed
s
u
f
f
icien
t to
g
u
a
r
an
tee
th
e
r
eliab
ilit
y
o
f
b
o
th
q
u
esti
o
n
n
air
es.
T
h
e
f
ir
s
t
q
u
esti
o
n
n
air
e
was
d
r
awn
u
p
an
d
p
u
t
o
n
lin
e
v
ia
Go
o
g
le
Fo
r
m
s
f
o
r
teac
h
er
s
.
I
t
in
clu
d
es
g
en
er
al
in
f
o
r
m
atio
n
,
lear
n
in
g
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics,
o
b
jectiv
es
to
b
e
ac
h
iev
ed
,
in
t
eg
r
atio
n
o
f
d
ig
ital
r
eso
u
r
ce
s
in
teac
h
in
g
,
an
d
s
o
l
u
tio
n
s
to
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics.
T
h
e
s
ec
o
n
d
q
u
esti
o
n
n
air
e
was
cr
ea
te
d
an
d
p
u
b
lis
h
ed
o
n
lin
e
u
s
in
g
Go
o
g
le
Fo
r
m
s
s
p
ec
if
ically
f
o
r
s
tu
d
en
ts
,
with
clo
s
ed
a
n
d
o
p
e
n
-
en
d
e
d
q
u
esti
o
n
s
f
o
cu
s
in
g
o
n
th
e
f
o
llo
win
g
p
o
i
n
ts
:
g
en
er
al
in
f
o
r
m
atio
n
,
lear
n
in
g
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics,
th
e
in
teg
r
atio
n
o
f
d
ig
ital
r
eso
u
r
ce
s
in
to
teac
h
in
g
,
an
d
s
o
lu
tio
n
s
to
d
if
f
icu
lti
es
in
n
u
clea
r
p
h
y
s
ics.
T
h
e
test
q
u
esti
o
n
n
air
e
s
ar
e
s
tr
u
ctu
r
ed
ar
o
u
n
d
th
e
f
o
llo
win
g
o
b
jectiv
es
,
as
p
r
esen
ted
in
T
ab
le
1.
T
ab
le
1
.
Pre
s
en
tatio
n
o
f
th
e
q
u
esti
o
n
n
air
e
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
Q
u
e
st
i
o
n
n
a
i
r
e
O
b
j
e
c
t
i
v
e
s
Te
a
c
h
e
r
q
u
e
st
i
o
n
n
a
i
r
e
G
e
n
e
r
a
l
i
n
f
o
r
ma
t
i
o
n
:
w
o
r
k
i
n
g
h
o
u
r
s/
n
u
m
b
e
r
o
f
h
o
u
r
s
t
a
u
g
h
t
/
n
u
m
b
e
r
o
f
st
u
d
e
n
t
s
i
n
c
l
a
ss
/
c
o
m
p
u
t
e
r
sk
i
l
l
s
/
a
c
a
d
e
m
i
c
l
e
v
e
l
/
w
o
r
k
i
n
g
e
n
v
i
r
o
n
men
t
.
Le
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s
i
n
n
u
c
l
e
a
r
p
h
y
si
c
s:
su
f
f
i
c
i
e
n
t
o
r
i
n
s
u
f
f
i
c
i
e
n
t
h
o
u
r
l
y
v
o
l
u
me
/
t
e
a
c
h
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s
/
c
a
u
s
e
s/
s
o
l
u
t
i
o
n
s
/
e
f
f
e
c
t
s
o
n
st
u
d
e
n
t
s
’
g
r
a
d
e
s/
a
n
d
o
n
s
u
c
c
e
ss
/
p
e
r
c
e
n
t
a
g
e
o
f
st
u
d
e
n
t
s
a
b
l
e
t
o
s
o
l
v
e
t
e
s
t
e
x
e
r
c
i
s
e
s/
s
t
u
d
e
n
t
s fa
c
i
n
g
o
b
s
t
a
c
l
e
s
.
D
e
g
r
e
e
o
f
a
t
t
a
i
n
m
e
n
t
o
f
c
o
n
c
e
p
t
s
:
k
n
o
w
t
h
e
d
e
g
r
e
e
t
o
w
h
i
c
h
t
h
e
st
u
d
e
n
t
h
a
s
a
c
q
u
i
r
e
d
t
h
e
ma
i
n
c
o
n
c
e
p
t
s
o
f
t
h
e
f
o
l
l
o
w
i
n
g
l
e
ss
o
n
s
:
“
r
a
d
i
o
a
c
t
i
v
e
d
e
c
a
y
”
a
n
d
“
n
u
c
l
e
i
-
mass
a
n
d
e
n
e
r
g
y
”
.
I
n
t
e
g
r
a
t
i
n
g
d
i
g
i
t
a
l
r
e
s
o
u
r
c
e
s
i
n
t
o
t
e
a
c
h
i
n
g
:
i
m
p
a
c
t
o
f
d
i
g
i
t
a
l
t
e
a
c
h
i
n
g
r
e
s
o
u
r
c
e
s
o
n
st
u
d
e
n
t
mo
t
i
v
a
t
i
o
n
i
n
t
h
e
“
n
u
c
l
e
a
r
t
r
a
n
sf
o
r
m
a
t
i
o
n
s
”
u
n
i
t
.
S
o
l
u
t
i
o
n
s
t
o
d
i
f
f
i
c
u
l
t
i
e
s
i
n
n
u
c
l
e
a
r
p
h
y
si
c
s
:
s
o
l
u
t
i
o
n
s t
o
d
i
f
f
i
c
u
l
t
i
e
s i
n
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
n
u
c
l
e
a
r
p
h
y
s
i
c
s
.
S
t
u
d
e
n
t
q
u
e
st
i
o
n
n
a
i
r
e
G
e
n
e
r
a
l
i
n
f
o
r
ma
t
i
o
n
:
g
e
n
d
e
r
/
a
g
e
/
s
e
c
t
o
r
.
Le
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s
i
n
n
u
c
l
e
a
r
p
h
y
si
c
s:
u
n
d
e
r
s
t
a
n
d
i
n
g
o
r
n
o
t
u
n
d
e
r
st
a
n
d
i
n
g
t
h
e
c
o
n
c
e
p
t
s
i
n
t
h
e
l
e
ss
o
n
/
p
r
e
se
n
c
e
o
f
l
e
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s
f
o
r
t
h
e
c
o
n
c
e
p
t
s
i
n
t
h
e
l
e
ss
o
n
“
r
a
d
i
o
a
c
t
i
v
e
d
e
c
a
y
”
/
p
r
e
sen
c
e
o
f
l
e
a
r
n
i
n
g
d
i
f
f
i
c
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,
ca
llin
g
in
to
q
u
esti
o
n
th
eir
c
o
m
m
itm
en
t to
lear
n
i
n
g
n
u
clea
r
p
h
y
s
ics
[
1
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
4
6
-
3858
3850
Fig
u
r
e
2
.
L
ea
r
n
in
g
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics
-
D
e
g
r
e
e
o
f
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
t
h
e
c
o
n
c
e
p
t
-
r
a
d
i
o
a
c
t
i
v
e
d
e
ca
y
T
h
e
an
aly
s
is
in
Fig
u
r
e
3
r
ev
ea
ls
an
o
v
er
all
s
atis
f
ac
to
r
y
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
co
m
p
o
s
itio
n
o
f
t
h
e
n
u
cleu
s
,
with
m
an
y
p
a
r
ticip
an
ts
h
av
in
g
an
in
ter
m
ed
iate
lev
e
l
an
d
s
o
m
e
d
is
p
lay
in
g
m
ax
im
u
m
co
m
p
r
e
h
en
s
io
n
.
Ho
wev
er
,
u
n
d
er
s
tan
d
in
g
o
f
th
e
n
u
clid
e
was
s
lig
h
tly
les
s
g
o
o
d
.
Sig
n
if
ican
t
d
if
f
ic
u
lties
we
r
e
n
o
ted
in
co
n
ce
p
ts
s
u
ch
as
is
o
to
p
y
,
th
e
r
ad
io
ac
tiv
e
n
u
cleu
s
,
th
e
(
N,
Z
)
d
iag
r
a
m
,
r
ad
io
ac
tiv
ity
,
an
d
th
e
law
o
f
r
ad
io
ac
tiv
e
d
ec
a
y
,
wh
er
e
a
s
ig
n
if
ican
t
n
u
m
b
er
o
f
p
ar
ticip
an
ts
in
d
icate
d
m
in
i
m
al
u
n
d
er
s
tan
d
i
n
g
.
T
h
ese
s
h
o
r
tco
m
in
g
s
u
n
d
er
lin
e
th
e
n
ee
d
to
im
p
r
o
v
e
teac
h
in
g
.
I
t
is
cr
u
cial
to
im
p
lem
en
t
v
ar
i
ed
teac
h
in
g
ap
p
r
o
ac
h
es
a
n
d
a
d
ap
ted
r
eso
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r
ce
s
to
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elp
lear
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er
s
o
v
er
co
m
e
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eir
d
if
f
icu
lties
an
d
d
ee
p
e
n
th
eir
u
n
d
er
s
tan
d
in
g
o
f
n
u
clea
r
p
h
y
s
ics co
n
ce
p
ts
[
2
3
]
.
Fig
u
r
e
3
.
Deg
r
ee
o
f
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
-
r
ad
io
ac
ti
v
e
d
ec
ay
-
D
e
g
r
e
e
o
f
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
t
h
e
c
o
n
c
e
p
t
-
c
o
r
e
s
-
m
as
s
a
n
d
e
n
er
g
y
T
h
e
r
esu
lts
in
F
ig
u
r
e
4
r
e
v
ea
l
v
ar
iatio
n
s
in
p
a
r
ticip
an
ts
’
u
n
d
er
s
tan
d
in
g
o
f
d
if
f
e
r
en
t
n
u
cle
ar
p
h
y
s
ic
s
co
n
ce
p
ts
.
Fo
r
th
e
n
o
tio
n
s
o
f
m
ass
d
ef
ec
t
an
d
b
i
n
d
in
g
en
er
g
y
,
p
a
r
ticip
an
ts
s
h
o
wed
lev
el
s
o
f
u
n
d
er
s
tan
d
in
g
s
p
lit
b
etwe
en
m
in
im
u
m
,
in
ter
m
ed
iate
,
an
d
m
ax
im
u
m
co
m
p
r
eh
en
s
io
n
.
Similar
ly
,
p
ar
ticip
a
n
ts
s
h
o
wed
v
ar
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in
g
d
eg
r
ee
s
o
f
u
n
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er
s
tan
d
in
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f
o
r
u
n
its
,
b
in
d
in
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e
n
er
g
y
p
er
n
u
cleo
n
an
d
“
m
ass
-
en
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y
”
e
q
u
iv
alen
ce
.
I
n
co
n
t
r
ast,
r
elativ
ely
lo
w
u
n
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er
s
tan
d
in
g
was
o
b
s
er
v
ed
f
o
r
s
p
ec
if
ic
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n
ce
p
ts
s
u
ch
as
th
e
Ast
o
n
cu
r
v
e,
n
u
clea
r
f
is
s
io
n
,
an
d
n
u
clea
r
f
u
s
io
n
,
with
a
m
ajo
r
ity
o
f
p
a
r
ticip
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ts
s
h
o
win
g
m
i
n
im
al
u
n
d
e
r
s
tan
d
in
g
.
T
h
ese
r
esu
lts
u
n
d
er
lin
e
th
e
n
ee
d
to
im
p
r
o
v
e
p
a
r
ticip
an
t
s
’
u
n
d
er
s
tan
d
i
n
g
in
v
ar
io
u
s
ar
ea
s
o
f
n
u
clea
r
p
h
y
s
ics,
f
o
cu
s
in
g
o
n
less
well
-
u
n
d
er
s
to
o
d
co
n
ce
p
ts
.
T
ar
g
eted
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es
an
d
ad
ap
ted
d
ig
ital
r
eso
u
r
ce
s
ca
n
b
e
im
p
lem
en
ted
to
f
ill th
ese
id
en
t
if
ied
g
ap
s
in
u
n
d
er
s
tan
d
in
g
[
2
2
]
,
[
2
4
]
.
D
e
g
r
e
e
o
f
c
o
n
c
e
p
t
u
n
d
e
r
st
a
n
d
i
n
g
:
1
=
mi
n
i
m
u
m;
3
=
ma
x
i
m
u
m
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
n
a
lysi
s
o
f o
b
s
ta
cles in
tea
ch
i
n
g
a
n
d
lea
r
n
in
g
n
u
cle
a
r
p
h
ysics
:
to
w
a
r
d
s
a
d
ig
ita
l a
p
p
r
o
a
c
h
…
(
A
z
iz
Ta
o
u
s
s
i
)
3851
D
e
g
r
e
e
o
f
c
o
n
c
e
p
t
u
n
d
e
r
st
a
n
d
i
n
g
:
1
=
mi
n
i
m
u
m;
3
=
ma
x
i
m
u
m
Fig
u
r
e
4
.
Deg
r
ee
o
f
co
n
ce
p
tu
a
l u
n
d
er
s
tan
d
i
n
g
-
c
o
r
es
-
m
ass
an
d
en
er
g
y
-
I
n
t
e
g
r
a
t
in
g
d
i
g
i
t
a
l
r
es
o
u
r
c
es
i
n
t
o
t
e
a
c
h
in
g
T
h
e
r
esu
lts
in
F
ig
u
r
e
5
s
h
o
w
th
at
5
8
.
8
2
%
o
f
p
ar
ticip
an
ts
u
s
e
d
ig
ital
r
eso
u
r
ce
s
f
o
r
teac
h
i
n
g
n
u
clea
r
p
h
y
s
ics,
wh
ile
4
1
.
1
8
%
d
o
n
o
t.
Am
o
n
g
th
o
s
e
wh
o
d
o
no
t
u
s
e
th
em
,
th
e
r
ea
s
o
n
s
g
iv
en
wer
e
m
ain
ly
th
e
lack
o
f
r
elev
an
ce
o
f
t
h
e
r
eso
u
r
ce
s
(
6
4
.
7
1
%),
f
o
llo
wed
b
y
lack
o
f
tr
ain
in
g
(
1
4
.
1
2
%)
an
d
tim
e
a
n
d
co
s
t
co
n
s
tr
ain
ts
(
2
1
.
1
8
%).
W
ith
r
e
g
ar
d
to
t
h
e
u
s
e
o
f
r
eso
u
r
ce
s
d
u
r
in
g
lear
n
in
g
s
ess
io
n
s
,
p
ar
ticip
a
n
ts
r
ep
o
r
te
d
u
s
in
g
s
im
u
latio
n
s
(
3
4
.
1
2
%),
a
n
im
at
io
n
s
(
3
8
.
8
2
%)
an
d
d
ig
ital
r
eso
u
r
ce
s
in
g
en
e
r
al
(
2
7
.
0
6
%).
A
lar
g
e
m
aj
o
r
ity
o
f
p
ar
ticip
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ts
(
8
9
.
4
1
%)
r
ep
o
r
t
ed
th
at
t
h
e
in
teg
r
atio
n
o
f
d
ig
ital
r
eso
u
r
ce
s
h
a
d
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
m
o
tiv
atio
n
o
f
2
n
d
y
ea
r
B
ac
ca
lau
r
ea
te
s
tu
d
en
ts
[
2
5
]
,
wh
ile
o
n
ly
1
0
.
5
9
%
s
aid
th
ey
d
i
d
n
o
t
s
ee
th
is
im
p
ac
t.
I
n
ter
m
s
o
f
s
o
lu
tio
n
s
to
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics,
th
e
u
s
e
o
f
d
ig
ital r
eso
u
r
ce
s
was id
en
tifie
d
as a
s
o
lu
tio
n
b
y
5
0
.
5
9
%
o
f
p
ar
ticip
an
ts
.
Oth
e
r
ap
p
r
o
ac
h
es
in
cl
u
d
ed
th
e
u
s
e
o
f
m
o
d
els
an
d
im
ag
es
(
1
4
.
1
2
%),
th
e
u
s
e
o
f
in
n
o
v
ativ
e
teac
h
in
g
tech
n
iq
u
e
s
(
3
1
.
7
6
%)
a
n
d
th
e
u
s
e
o
f
tec
h
n
o
lo
g
y
(
3
.
5
2
%).
Fig
u
r
e
5
.
I
n
teg
r
atin
g
d
ig
ital r
e
s
o
u
r
ce
s
in
to
teac
h
in
g
b.
Gu
id
ed
s
tu
d
en
t
q
u
esti
o
n
n
air
e
-
Gen
er
al
in
f
o
r
m
atio
n
T
h
e
r
esu
lts
in
F
ig
u
r
e
6
s
h
o
w
th
at
am
o
n
g
th
e
p
ar
ticip
a
n
ts
,
4
9
%
ar
e
m
ale,
wh
ile
5
1
%
ar
e
f
em
ale.
I
n
ter
m
s
o
f
ag
e,
th
e
m
ajo
r
ity
o
f
p
ar
ticip
an
ts
wer
e
1
7
(
5
6
.
5
%),
f
o
llo
wed
b
y
th
o
s
e
ag
e
d
1
6
(
2
5
.
5
%)
an
d
1
8
(
1
8
%).
I
n
ter
m
s
o
f
f
ield
o
f
s
tu
d
y
,
3
7
.
5
%
o
f
p
ar
ticip
an
ts
ar
e
in
th
e
2
n
d
y
ea
r
o
f
th
e
b
ac
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lau
r
ea
te
in
p
h
y
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ical
s
cien
ce
s
,
3
3
%
ar
e
in
l
if
e
an
d
ea
r
t
h
s
ci
en
ce
s
,
1
6
%
a
r
e
in
m
ath
e
m
atica
l
s
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ce
s
A
,
an
d
1
3
.
5
%
a
r
e
in
m
ath
em
atica
l
s
cien
ce
s
B
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
4
6
-
3858
3852
Fig
u
r
e
6
.
Gen
e
r
al
in
f
o
r
m
atio
n
-
L
e
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
ie
s
i
n
n
u
c
le
a
r
p
h
y
s
i
c
s
T
h
e
s
u
r
v
ey
s
h
o
ws
th
at
8
1
%
o
f
p
ar
ticip
an
ts
en
j
o
y
n
u
clea
r
p
h
y
s
ics,
b
u
t
5
6
.
5
%
f
in
d
it
co
m
p
licated
.
T
h
e
m
ajo
r
ity
(
6
8
.
5
%)
f
in
d
it
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
th
e
lec
tu
r
es,
p
ar
ticu
lar
ly
th
o
s
e
o
n
r
a
d
io
ac
tiv
e
d
ec
ay
a
n
d
m
ass
/en
er
g
y
r
elatio
n
s
h
ip
s
.
T
h
e
m
o
s
t
d
if
f
icu
lt
co
n
ce
p
ts
in
clu
d
e
th
e
(
N,
Z
)
d
iag
r
am
(
3
3
%
)
an
d
r
a
d
io
ac
tiv
ity
(
2
8
.
5
%).
Desp
ite
th
ese
o
b
s
tac
les,
9
2
%
o
f
s
tu
d
en
ts
wo
u
ld
li
k
e
f
u
r
th
e
r
ex
p
lan
atio
n
s
.
T
h
e
Ast
o
n
cu
r
v
e
(
2
6
%),
n
u
clea
r
f
u
s
io
n
(
2
5
%),
a
n
d
n
u
c
lear
f
is
s
io
n
(
2
4
.
5
%)
ar
e
p
er
ce
i
v
ed
as
th
e
m
o
s
t
d
if
f
icu
lt
co
n
c
ep
ts
.
T
h
e
co
n
ce
p
ts
o
f
b
in
d
in
g
en
er
g
y
(
4
.
5
%)
a
n
d
m
ass
-
en
er
g
y
eq
u
i
v
alen
ce
(
8
%)
ar
e
co
n
s
id
er
ed
m
o
d
e
r
ately
d
if
f
icu
lt,
wh
ile
b
in
d
in
g
en
er
g
y
p
er
n
u
cleo
n
a
n
d
u
n
its
ar
e
co
n
s
id
er
e
d
m
o
r
e
ac
ce
s
s
ib
le
(
4
.
5
%
an
d
4
%).
A
d
eq
u
ate
s
u
p
p
o
r
t
an
d
clea
r
ex
p
lan
atio
n
s
ar
e
ess
en
tial to
h
elp
s
tu
d
en
ts
[
2
6
]
,
as
s
ee
n
in
Fig
u
r
e
7
.
Fig
u
r
e
7
.
L
ea
r
n
in
g
d
if
f
icu
lties
in
n
u
clea
r
p
h
y
s
ics
-
I
n
t
e
g
r
a
t
i
n
g
d
i
g
i
t
al
r
e
s
o
u
r
c
es
i
n
to
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e
a
c
h
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g
T
h
e
r
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lts
i
n
F
ig
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r
e
8
s
h
o
w
t
h
at
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e
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s
e
o
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i
g
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tal
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o
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r
ce
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u
c
le
ar
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e
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its
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h
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ar
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th
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1
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d
ec
la
r
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g
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h
at
it
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p
r
o
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t
h
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r
l
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u
r
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m
o
r
e
,
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o
f
le
a
r
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e
r
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r
ec
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g
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iz
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r
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e
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c
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i
f
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ic
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lt
ies
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n
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q
u
ir
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g
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u
cle
ar
p
h
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i
cs
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o
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ce
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ts
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T
h
ese
r
es
u
lt
s
s
u
g
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est
t
h
a
t
d
i
g
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tal
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o
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r
ce
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h
av
e
t
h
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o
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ti
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e
r
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ta
n
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i
n
g
a
n
d
ass
i
m
ila
ti
o
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o
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c
o
m
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l
ex
c
o
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ce
p
ts
.
I
n
a
d
d
iti
o
n
,
8
0
.
5
%
o
f
l
ea
r
n
er
s
b
eli
e
v
e
th
a
t
d
ig
ita
l
r
es
o
u
r
ce
s
ar
e
ef
f
e
cti
v
e
as
ac
a
d
e
m
ic
r
em
ed
iat
io
n
to
o
ls
,
i
n
d
ic
ati
n
g
t
h
at
th
e
y
c
an
h
el
p
b
r
i
d
g
e
g
a
p
s
a
n
d
o
v
e
r
c
o
m
e
d
i
f
f
ic
u
l
ties
e
n
co
u
n
te
r
e
d
in
l
ea
r
n
i
n
g
n
u
cle
a
r
p
h
y
s
ics
[
2
7
]
.
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
n
a
lysi
s
o
f o
b
s
ta
cles in
tea
ch
i
n
g
a
n
d
lea
r
n
in
g
n
u
cle
a
r
p
h
ysics
:
to
w
a
r
d
s
a
d
ig
ita
l a
p
p
r
o
a
c
h
…
(
A
z
iz
Ta
o
u
s
s
i
)
3853
Fig
u
r
e
8
.
I
n
teg
r
atin
g
d
ig
ital r
e
s
o
u
r
ce
s
in
to
teac
h
in
g
-
S
o
l
u
t
i
o
n
s
t
o
n
u
c
l
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a
r
p
h
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ic
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c
h
a
l
l
e
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g
e
s
As
s
h
o
wn
in
Fig
u
r
e
9
,
6
3
.
5
%
o
f
lear
n
er
s
r
ec
o
g
n
ize
t
h
e
i
m
p
o
r
tan
ce
o
f
in
ter
ac
tiv
e
an
i
m
atio
n
s
an
d
v
is
u
aliza
tio
n
s
f
o
r
u
n
d
er
s
tan
d
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n
g
n
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clea
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p
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s
ics.
T
h
e
5
.
5
%
m
en
tio
n
t
h
e
u
s
ef
u
ln
ess
o
f
o
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lin
e
r
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r
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s
s
u
c
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as
co
u
r
s
es,
wh
ile
8
.
5
%
ex
p
r
e
s
s
an
in
ter
est
in
in
n
o
v
ativ
e
te
ac
h
in
g
tech
n
iq
u
es.
I
n
ad
d
itio
n
,
2
2
.
5
%
s
tr
ess
th
e
n
ee
d
to
u
s
e
d
ig
ital
r
eso
u
r
ce
s
ad
ap
ted
to
th
e
teac
h
in
g
o
f
n
u
clea
r
p
h
y
s
ics.
T
h
ese
r
esu
lts
u
n
d
er
lin
e
th
e
im
p
o
r
tan
ce
o
f
v
is
u
al
to
o
ls
,
in
ter
ac
tiv
e
ap
p
r
o
ac
h
es a
n
d
s
p
ec
if
ic
r
eso
u
r
ce
s
to
en
h
an
ce
lear
n
i
n
g
[
2
8
]
.
Fig
u
r
e
9
.
So
lu
tio
n
s
to
d
if
f
ic
u
lties
in
n
u
clea
r
p
h
y
s
ics
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
r
esu
lts
s
h
o
w
th
at
lear
n
in
g
an
d
teac
h
in
g
n
u
clea
r
tr
a
n
s
f
o
r
m
atio
n
s
in
th
e
f
in
al
y
ea
r
o
f
s
cien
ce
in
Mo
r
o
cc
o
f
ac
es
s
ev
er
al
ch
alle
n
g
es.
Stu
d
en
ts
s
tr
u
g
g
le
to
u
n
d
er
s
tan
d
co
m
p
lex
co
n
ce
p
ts
s
u
ch
as
th
e
Ast
o
n
cu
r
v
e,
n
u
clea
r
f
is
s
io
n
an
d
f
u
s
io
n
,
an
d
th
e
law
o
f
r
a
d
io
ac
ti
v
e
d
ec
ay
.
T
h
e
m
ajo
r
ity
o
f
lear
n
er
s
r
eg
ar
d
th
ese
co
n
ce
p
ts
as
d
if
f
ic
u
lt,
m
ak
i
n
g
it
d
if
f
icu
lt
f
o
r
th
e
m
to
s
o
lv
e
ex
er
cises
,
alth
o
u
g
h
9
2
%
s
ee
k
clar
if
icatio
n
f
r
o
m
th
eir
teac
h
er
s
[
2
9
]
.
On
th
e
te
ac
h
er
s
’
s
id
e,
th
e
m
ain
o
b
s
tacl
es
in
clu
d
e
in
s
u
f
f
icien
t
tim
e
t
o
co
v
e
r
th
e
u
n
it
o
f
n
u
clea
r
tr
a
n
s
f
o
r
m
atio
n
s
i
n
d
e
p
th
,
o
v
er
cr
o
w
d
ed
class
es
(
3
0
to
4
0
s
tu
d
en
ts
)
an
d
d
if
f
icu
lty
in
teac
h
in
g
s
p
ec
if
ic
n
o
tio
n
s
s
u
ch
as
m
ass
-
en
er
g
y
eq
u
iv
alen
ce
o
r
th
e
p
r
in
cip
les
o
f
n
u
clea
r
f
is
s
io
n
an
d
f
u
s
io
n
,
wh
ich
n
eg
ativ
ely
im
p
ac
ts
s
tu
d
en
t
p
er
f
o
r
m
an
ce
[
3
0
]
.
Desp
ite
4
5
.
8
8
%
o
f
teac
h
e
r
s
h
av
in
g
a
n
a
d
v
an
ce
d
c
o
m
m
a
n
d
o
f
d
ig
ital
to
o
ls
,
th
ey
ex
p
r
ess
a
n
ee
d
f
o
r
ad
a
p
ted
r
eso
u
r
ce
s
,
i
n
-
s
er
v
ice
tr
ain
in
g
an
d
tim
e
to
in
teg
r
ate
th
e
s
e
to
o
ls
in
to
th
eir
p
r
ac
tice.
Ho
wev
er
,
d
ig
ital
r
es
o
u
r
ce
s
ar
e
p
er
ce
iv
ed
as
an
e
f
f
ec
tiv
e
s
o
lu
tio
n
:
th
e
9
1
%
o
f
s
tu
d
en
ts
r
ep
o
r
t
th
at
th
ey
im
p
r
o
v
e
co
m
p
r
e
h
en
s
io
n
,
r
ed
u
ce
d
if
f
icu
lties
,
an
d
in
c
r
e
ase
m
o
tiv
atio
n
[
3
1
]
.
I
n
ter
ac
ti
v
e
an
im
atio
n
s
an
d
v
is
u
aliza
tio
n
s
m
ak
e
ab
s
tr
ac
t
co
n
ce
p
ts
m
o
r
e
ac
ce
s
s
ib
le,
wh
ile
ac
tin
g
as
a
m
ea
n
s
o
f
r
em
ed
iatio
n
[
3
2
]
.
T
h
ese
r
esu
lts
u
n
d
er
lin
e
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
in
g
teac
h
er
s
with
r
elev
an
t
d
ig
ital
tr
ain
in
g
an
d
r
eso
u
r
ce
s
to
ad
d
r
ess
p
ed
ag
o
g
ical
ch
allen
g
es a
n
d
i
m
p
r
o
v
e
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
n
u
clea
r
p
h
y
s
ics co
n
ce
p
ts
[
3
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
4
6
-
3858
3854
T
h
e
ad
d
e
d
v
alu
e
o
f
th
is
r
esear
ch
lies
in
its
ab
ilit
y
to
id
en
tify
an
d
ad
d
r
ess
th
e
s
p
ec
if
ic
ch
allen
g
es
ass
o
ciate
d
with
teac
h
in
g
an
d
lear
n
in
g
n
u
clea
r
tr
a
n
s
f
o
r
m
ati
o
n
s
,
s
u
ch
as
th
e
co
m
p
lex
ity
o
f
th
e
co
n
ce
p
ts
an
d
o
r
g
an
izatio
n
al
co
n
s
tr
ain
ts
lik
e
lim
ited
tim
e
a
n
d
o
v
er
c
r
o
w
d
ed
class
r
o
o
m
s
.
I
t
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
d
ig
ital
to
o
ls
an
d
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
teac
h
er
s
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
tr
ain
in
g
,
ad
a
p
ted
r
eso
u
r
ce
s
an
d
lo
g
is
tical
s
u
p
p
o
r
t,
wh
ile
o
f
f
er
i
n
g
a
r
o
ad
m
a
p
f
o
r
b
etter
tech
n
o
lo
g
ical
in
teg
r
atio
n
in
teac
h
i
n
g
[
3
4
]
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ate
th
e
p
o
s
itiv
e
im
p
a
ct
o
f
d
ig
ital
r
eso
u
r
ce
s
,
wh
ich
i
m
p
r
o
v
e
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
,
r
e
d
u
ce
lear
n
in
g
d
if
f
icu
lties
an
d
b
o
o
s
t
th
eir
m
o
tiv
atio
n
,
v
alid
atin
g
th
eir
r
el
ev
an
ce
in
a
f
ield
as
co
m
p
lex
as
n
u
clea
r
p
h
y
s
ics
[
3
5
]
.
I
n
ad
d
itio
n
,
th
e
d
ata
c
o
llected
p
r
o
v
id
e
c
o
n
cr
ete
e
v
id
en
ce
to
g
u
id
e
d
ec
is
io
n
-
m
a
k
er
s
an
d
e
d
u
ca
to
r
s
to
war
d
s
n
ec
ess
ar
y
ad
ju
s
tm
en
t
s
,
s
u
ch
as
i
n
cr
ea
s
in
g
th
e
tim
e
d
ed
icate
d
t
o
ce
r
tain
u
n
its
o
r
i
m
p
r
o
v
i
n
g
class
r
o
o
m
co
n
d
itio
n
s
.
Fin
ally
,
th
is
r
esear
ch
en
r
ich
es
ex
is
tin
g
s
tu
d
ies
o
n
th
e
in
teg
r
atio
n
o
f
I
C
T
in
s
p
ec
ialized
s
cien
ce
s
u
b
jects,
wh
ile
p
r
o
v
id
in
g
a
v
alu
ab
le
lo
ca
l
p
er
s
p
ec
tiv
e
o
n
p
ed
ag
o
g
ical
ch
allen
g
es
in
Mo
r
o
cc
o
[
3
6
]
.
I
t
o
f
f
e
r
s
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
th
e
teac
h
i
n
g
o
f
n
u
clea
r
tr
an
s
f
o
r
m
atio
n
s
,
an
d
ar
g
u
es f
o
r
th
e
s
tr
ateg
ic
ad
o
p
tio
n
o
f
d
ig
ital to
o
ls
in
m
o
d
er
n
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
[
3
7
]
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
m
ajo
r
c
h
allen
g
es
in
teac
h
i
n
g
n
u
clea
r
p
h
y
s
ics
in
Mo
r
o
cc
o
a
n
d
o
f
f
e
r
s
co
n
cr
ete
s
o
lu
tio
n
s
.
A
k
e
y
f
in
d
in
g
is
th
e
lack
o
f
teac
h
e
r
tr
ain
i
n
g
in
th
e
u
s
e
o
f
d
ig
ital
r
eso
u
r
c
es
an
d
in
ter
ac
tiv
e
ap
p
r
o
ac
h
es,
wh
ich
lim
its
th
e
ac
ce
s
s
ib
ilit
y
o
f
co
m
p
lex
co
n
ce
p
ts
s
u
ch
as
r
ad
io
ac
tiv
ity
.
T
o
ad
d
r
ess
th
is
,
in
itial
an
d
o
n
g
o
in
g
tr
ain
i
n
g
m
o
d
u
le
s
f
o
cu
s
ed
o
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies,
in
clu
d
in
g
s
im
u
latio
n
s
an
d
in
ter
ac
tiv
e
an
im
atio
n
s
,
ar
e
r
ec
o
m
m
en
d
e
d
.
T
h
e
lack
o
f
ed
u
ca
tio
n
al
in
f
r
astru
ctu
r
e,
p
ar
ticu
lar
ly
in
r
u
r
a
l
ar
ea
s
,
r
e
p
r
esen
ts
an
o
th
er
o
b
s
tacle
.
Sp
ec
if
ic
f
u
n
d
in
g
is
n
ee
d
ed
to
e
q
u
ip
la
b
o
r
ato
r
ies,
p
r
o
v
i
d
e
d
ig
ital
li
b
r
ar
ies,
an
d
e
n
s
u
r
e
in
ter
n
et
ac
ce
s
s
.
I
n
ter
ac
tiv
e
d
ig
ital
r
eso
u
r
ce
s
co
u
ld
en
r
ic
h
th
e
lear
n
in
g
ex
p
er
ien
ce
.
T
h
e
s
tu
d
y
also
em
p
h
asizes
th
e
n
ee
d
to
r
ev
is
e
cu
r
r
icu
la
t
o
allo
ca
te
m
o
r
e
tim
e
to
co
m
p
lex
co
n
ce
p
ts
an
d
i
n
teg
r
ate
p
r
a
ctica
l
ac
tiv
ities
,
wh
ile
p
r
o
m
o
tin
g
f
o
r
m
ativ
e
ass
es
s
m
en
t
to
ad
ap
t
teac
h
in
g
to
th
e
s
tu
d
en
ts
’
n
ee
d
s
.
W
e
u
n
d
er
lin
e
th
e
im
p
o
r
tan
ce
o
f
s
tr
en
g
th
en
in
g
a
p
p
r
o
p
r
iate
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
an
d
cr
ea
t
in
g
in
s
titu
tio
n
al
p
ar
tn
er
s
h
ip
s
to
d
ev
elo
p
co
n
ten
t
tailo
r
ed
to
th
e
Mo
r
o
cc
an
c
o
n
tex
t.
I
n
v
o
lv
in
g
all
s
tak
eh
o
ld
er
s
an
d
p
r
o
m
o
tin
g
in
ter
ac
ti
v
e
an
d
m
o
tiv
atin
g
m
eth
o
d
s
is
a
k
ey
lev
er
to
tr
a
n
s
f
o
r
m
th
e
ed
u
ca
tio
n
s
y
s
tem
a
n
d
b
etter
ad
d
r
ess
cu
r
r
e
n
t
ch
all
en
g
es.
Fin
ally
,
t
h
is
s
tu
d
y
alig
n
s
with
th
e
s
tr
ateg
ic
v
is
io
n
o
f
th
e
M
o
r
o
cc
a
n
s
ch
o
o
l
r
ef
o
r
m
2
0
3
0
,
d
ev
elo
p
e
d
b
y
th
e
Hig
h
er
C
o
u
n
cil
f
o
r
E
d
u
ca
tio
n
,
T
r
ai
n
in
g
,
a
n
d
Scien
tific
R
esear
ch
,
af
ter
a
th
o
r
o
u
g
h
d
iag
n
o
s
is
an
d
ev
alu
ati
o
n
o
f
th
e
e
d
u
ca
tio
n
s
y
s
tem
’
s
s
itu
atio
n
,
in
o
r
d
er
t
o
ad
d
r
ess
s
ev
er
al
d
y
s
f
u
n
ctio
n
s
an
d
g
ap
s
in
teac
h
in
g
p
h
y
s
ical
s
c
ien
ce
s
an
d
id
en
tify
t
h
e
d
if
f
icu
lties
f
ac
ed
b
y
teac
h
er
s
o
f
th
is
s
u
b
ject
in
t
r
an
s
m
itti
n
g
s
cien
tific
k
n
o
wled
g
e
to
s
tu
d
en
ts
a
n
d
ac
h
iev
in
g
th
e
co
m
p
eten
cies
aim
ed
b
y
its
teac
h
in
g
[
3
7
]
,
[
3
8
]
.
T
ab
le
3
(
s
ee
Ap
p
en
d
ix
)
s
h
o
ws
th
e
s
u
m
m
ar
y
t
h
at
co
m
p
ar
es th
e
r
esu
lts
o
f
th
e
s
ea
r
ch
with
th
o
s
e
o
f
p
r
e
v
io
u
s
s
ea
r
ch
es,
h
ig
h
lig
h
tin
g
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
as
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
t
ch
allen
g
es
ass
o
cia
ted
with
teac
h
in
g
n
u
clea
r
p
h
y
s
ics
in
th
e
s
cien
tific
s
tr
ea
m
s
o
f
M
o
r
o
cc
o
’
s
q
u
alif
y
in
g
s
ec
o
n
d
a
r
y
cy
c
le.
Am
o
n
g
th
e
m
ain
d
if
f
icu
l
ties
id
en
tifie
d
,
th
e
in
s
u
f
f
icien
t
am
o
u
n
t
o
f
tim
e
d
e
v
o
ted
t
o
th
e
“
n
u
clea
r
tr
an
s
f
o
r
m
atio
n
s
”
ch
ap
te
r
in
p
a
r
ticu
lar
s
tan
d
s
o
u
t,
lim
itin
g
th
e
in
-
d
e
p
th
s
tu
d
y
o
f
c
o
m
p
le
x
co
n
ce
p
ts
s
u
ch
as
t
h
e
Ast
o
n
cu
r
v
e
,
n
u
clea
r
f
is
s
io
n
a
n
d
f
u
s
io
n
.
T
ea
ch
er
s
also
h
av
e
to
co
p
e
with
o
v
er
c
r
o
wd
ed
class
es,
o
f
ten
co
m
p
r
is
in
g
3
0
-
4
0
s
tu
d
en
ts
,
wh
ich
co
m
p
l
icate
s
p
ed
ag
o
g
ical
m
an
ag
em
en
t
an
d
th
e
in
d
iv
id
u
al
atten
tio
n
r
e
q
u
ir
ed
to
e
n
s
u
r
e
o
p
tim
u
m
u
n
d
er
s
tan
d
in
g
o
f
c
o
n
ce
p
ts
.
T
h
e
s
tu
d
y
d
is
co
v
er
ed
th
at
s
tu
d
e
n
ts
h
av
e
m
ajo
r
d
if
f
icu
lties
ass
im
ilatin
g
th
e
ab
s
tr
ac
t
co
n
ce
p
ts
o
f
n
u
clea
r
p
h
y
s
ics
in
th
e
ab
s
en
ce
o
f
lab
o
r
ato
r
y
ex
p
er
im
en
ts
.
T
h
ese
d
if
f
icu
lties
ar
e
ac
c
en
tu
ated
b
y
th
e
in
t
r
in
s
ic
co
m
p
lex
ity
o
f
c
o
n
ce
p
ts
s
u
ch
as
r
ad
io
ac
tiv
e
d
ec
ay
,
t
h
e
m
ass
-
en
er
g
y
r
elatio
n
s
h
ip
a
n
d
n
u
clea
r
tr
an
s
f
o
r
m
atio
n
s
.
Desp
ite
th
ese
o
b
s
tacle
s
,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
s
h
o
w
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
e
s
u
b
ject,
d
em
o
n
s
tr
atin
g
t
h
eir
willin
g
n
ess
to
d
ee
p
en
t
h
eir
u
n
d
er
s
tan
d
i
n
g
,
p
ar
ticu
lar
ly
th
r
o
u
g
h
f
u
r
th
e
r
e
x
p
lan
atio
n
s
f
r
o
m
th
eir
teac
h
e
r
s
.
I
n
a
d
d
itio
n
,
th
e
r
esu
lts
o
f
m
y
r
esear
ch
s
h
o
we
d
th
at
th
e
in
teg
r
ati
o
n
o
f
d
ig
ital
r
eso
u
r
ce
s
in
to
th
e
teac
h
in
g
o
f
n
u
clea
r
p
h
y
s
ics
was
v
iewe
d
f
av
o
r
ab
ly
b
y
b
o
th
g
r
o
u
p
s
(
teac
h
er
s
an
d
s
tu
d
en
ts
)
.
T
h
ese
t
o
o
ls
ar
e
d
ee
m
ed
u
s
e
f
u
l
f
o
r
v
is
u
alizin
g
ab
s
tr
ac
t c
o
n
ce
p
ts
,
in
cr
ea
s
in
g
s
tu
d
en
t e
n
g
ag
em
en
t,
an
d
o
f
f
er
i
n
g
f
lex
ib
ilit
y
in
th
e
p
ac
e
o
f
lea
r
n
in
g
.
Nev
er
th
eless
,
teac
h
er
s
ex
p
r
es
s
ed
th
e
n
ee
d
f
o
r
m
o
r
e
r
elev
an
t
an
d
ad
ap
ted
r
eso
u
r
ce
s
,
a
s
well
as
o
n
g
o
in
g
tr
ain
in
g
to
m
ax
im
iz
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
to
o
ls
.
W
ith
r
eg
ar
d
to
its
lim
itatio
n
s
,
th
is
s
tu
d
y
f
o
cu
s
es
s
o
lely
o
n
id
en
tify
i
n
g
th
e
d
if
f
ic
u
lties
an
d
o
b
s
tacle
s
to
teac
h
in
g
-
lear
n
in
g
p
h
y
s
ics
(
n
u
clea
r
tr
an
s
f
o
r
m
atio
n
)
en
co
u
n
ter
ed
b
y
teac
h
er
s
an
d
lear
n
er
s
in
Mo
r
o
cc
an
q
u
alif
y
in
g
s
ec
o
n
d
ar
y
cl
ass
es.
T
h
er
ef
o
r
e,
it
is
r
ec
o
m
m
en
d
ed
th
at
f
u
r
th
e
r
s
tu
d
ies o
n
th
e
cu
r
r
en
t to
p
ic
is
to
d
ev
elo
p
in
ter
ac
tiv
e
d
ig
ital e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
to
n
u
clea
r
p
h
y
s
ics,
wh
ich
d
ir
ec
tly
ad
d
r
ess
th
e
d
if
f
icu
lties
i
d
en
tifie
d
.
T
h
ese
r
eso
u
r
ce
s
s
h
o
u
ld
b
e
d
esig
n
e
d
to
en
ab
le
p
r
o
g
r
ess
iv
e
u
n
d
er
s
tan
d
in
g
,
with
clea
r
ex
p
la
n
atio
n
s
an
d
co
n
cr
ete
ex
am
p
les
illu
s
tr
atin
g
co
m
p
lex
co
n
ce
p
ts
in
co
llab
o
r
atio
n
wit
h
ex
p
er
ts
in
p
h
y
s
ics
d
id
ac
tics
,
d
ev
elo
p
er
s
o
f
d
ig
ital
ed
u
ca
ti
o
n
al
r
eso
u
r
ce
s
,
a
n
d
teac
h
er
s
to
cr
ea
te
p
e
d
ag
o
g
ical
co
n
ten
t ta
ilo
r
ed
t
o
th
e
n
ee
d
s
o
f
Mo
r
o
cc
a
n
s
tu
d
en
ts
.
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
n
a
lysi
s
o
f o
b
s
ta
cles in
tea
ch
i
n
g
a
n
d
lea
r
n
in
g
n
u
cle
a
r
p
h
ysics
:
to
w
a
r
d
s
a
d
ig
ita
l a
p
p
r
o
a
c
h
…
(
A
z
iz
Ta
o
u
s
s
i
)
3855
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
ex
p
r
ess
th
eir
s
in
ce
r
e
th
an
k
s
to
th
e
É
co
le
No
r
m
ale
Su
p
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ieu
r
e
o
f
Fez,
Sid
i
Mo
h
am
ed
B
en
Ab
d
ellah
Un
i
v
er
s
ity
in
Mo
r
o
cc
o
,
f
o
r
its
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
ey
also
ex
p
r
ess
th
eir
d
ee
p
g
r
atitu
d
e
to
all
th
o
s
e
wh
o
to
o
k
p
ar
t in
th
is
s
u
r
v
e
y
.
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
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
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