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ADDI
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C
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C
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C
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C
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Alia
Dep
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Seco
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d
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ca
tio
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So
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Scien
ce
s
Min
d
an
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State
Un
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s
ity
at
Naa
wan
Naa
wan
,
Misam
is
Or
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tal,
P
h
ilip
p
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leem
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c.
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m
s
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.
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u
.
p
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1.
I
NT
RO
D
UCT
I
O
N
C
h
em
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b
o
n
d
in
g
an
d
ch
em
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ca
l
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ea
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s
s
er
v
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f
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d
am
en
tal
co
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ce
p
ts
in
h
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h
s
ch
o
o
l
ch
em
is
tr
y
.
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h
e
co
n
v
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n
tio
n
al
cu
r
r
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l
u
m
p
lace
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em
p
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o
n
in
tr
o
d
u
ci
n
g
ch
em
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b
o
n
d
in
g
p
r
io
r
to
ch
em
ical
r
ea
ctio
n
s
,
u
n
d
er
th
e
ass
u
m
p
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th
at
c
o
m
p
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n
s
io
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f
b
o
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d
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g
is
v
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in
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r
d
e
r
to
g
r
asp
r
ea
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m
ec
h
a
n
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s
.
Ad
d
itio
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ally
,
s
tu
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e
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’
ch
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ac
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p
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d
ex
p
lan
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o
f
ch
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p
r
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p
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ties
[
1
]
–
[
4
]
.
T
h
e
im
p
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tan
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o
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co
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s
id
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an
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d
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tan
d
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[
5
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,
[
6
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.
Fu
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th
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r
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in
g
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eq
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ased
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m
o
d
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ca
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b
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f
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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Dev
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B
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4865
an
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7
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[
8
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.
R
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p
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lv
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[
9
]
,
[
1
0
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.
Desp
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ad
v
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en
ts
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th
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s
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m
.
Pre
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s
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h
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f
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ch
em
is
tr
y
ed
u
ca
tio
n
r
at
h
er
th
an
th
e
in
teg
r
ated
s
eq
u
e
n
ce
o
f
c
o
n
ce
p
t
p
r
esen
tatio
n
.
Ho
wev
er
,
th
e
in
v
esti
g
ativ
e
teac
h
in
g
s
eq
u
e
n
ce
,
a
p
r
o
p
o
s
ed
d
i
d
ac
tic
tr
an
s
p
o
s
itio
n
f
o
r
teac
h
i
n
g
ch
em
ical
b
o
n
d
s
,
aim
s
to
ad
d
r
ess
th
is
g
a
p
in
r
esear
ch
o
n
s
eq
u
e
n
cin
g
c
h
em
ical
b
o
n
d
in
g
an
d
r
ea
ctio
n
s
in
h
ig
h
s
ch
o
o
l
c
h
em
is
tr
y
cu
r
r
icu
lu
m
[
1
1
]
,
[
1
2
]
.
T
h
is
r
esear
ch
b
u
ild
s
o
n
th
e
f
o
u
n
d
at
io
n
al
th
eo
r
ies
o
f
co
g
n
itiv
e
lo
ad
an
d
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
p
r
o
p
o
s
in
g
th
at
an
ea
r
ly
in
tr
o
d
u
ctio
n
to
ch
e
m
ica
l
r
ea
ctio
n
s
m
ig
h
t
p
r
o
v
id
e
a
p
r
ac
tical
co
n
tex
t
th
at
en
h
an
ce
s
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
ch
em
ical
b
o
n
d
i
n
g
[
1
3
]
.
Fu
r
th
er
m
o
r
e,
it
also
aim
ed
t
o
ad
d
r
ess
a
cr
itical
g
ap
in
ch
em
is
tr
y
ed
u
ca
tio
n
,
s
p
ec
if
ically
,
th
e
im
p
ac
t
o
f
r
e
-
s
eq
u
en
cin
g
th
e
in
tr
o
d
u
ctio
n
o
f
ch
em
ical
b
o
n
d
in
g
an
d
ch
em
ical
r
ea
ctio
n
s
o
n
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
C
o
n
s
id
er
in
g
p
r
ev
io
u
s
r
esear
ch
es
h
as
h
ig
h
lig
h
ted
th
e
ad
v
an
tag
es
o
f
alter
n
ate
teac
h
i
n
g
a
p
p
r
o
ac
h
es,
th
e
r
e
is
n
o
e
m
p
ir
ical
d
ata
o
n
h
o
w
s
h
if
tin
g
th
e
o
r
d
er
o
f
t
o
p
ic
p
r
esen
tatio
n
im
p
r
o
v
es st
u
d
en
t
p
er
f
o
r
m
an
ce
.
T
h
e
n
e
ed
f
o
r
a
d
d
r
ess
i
n
g
c
o
m
p
et
e
n
ci
es
r
el
ate
d
to
d
if
f
e
r
e
n
t
t
y
p
es
o
f
c
h
e
m
i
ca
l
r
ea
cti
o
n
s
i
n
g
r
a
d
e
9
o
f
th
e
D
ep
a
r
tm
e
n
t
o
f
E
d
u
ca
ti
o
n
c
u
r
r
i
c
u
l
u
m
.
I
t
a
ls
o
p
o
i
n
ts
o
u
t
t
h
at
t
h
e
i
n
t
r
o
d
u
cti
o
n
o
f
th
ese
c
o
n
ce
p
ts
i
n
t
h
e
cu
r
r
ic
u
l
u
m
o
c
c
u
r
s
i
n
la
te
r
y
ea
r
s
.
T
h
is
d
e
la
y
m
a
y
p
o
s
e
c
h
al
le
n
g
es
f
o
r
F
ili
p
i
n
o
s
tu
d
en
ts
w
h
e
n
th
e
y
ar
e
ass
ess
ed
b
y
t
h
e
P
r
o
g
r
a
m
f
o
r
I
n
t
er
n
at
io
n
al
St
u
d
e
n
t
Ass
ess
m
e
n
t
(
P
I
SA
)
s
c
ie
n
c
e
f
r
a
m
ew
o
r
k
.
T
h
e
P
h
ili
p
p
i
n
es
h
as
co
n
s
is
t
e
n
tl
y
r
a
n
k
e
d
a
m
o
n
g
t
h
e
lo
w
est
-
p
e
r
f
o
r
m
i
n
g
co
u
n
t
r
ies
i
n
t
er
m
s
o
f
r
ea
d
i
n
g
c
o
m
p
r
e
h
e
n
s
io
n
,
m
a
th
em
ati
ca
l
an
d
s
cie
n
t
if
i
c
l
ite
r
a
c
y
i
n
P
I
S
A
test
s
[
1
4
]
,
[
1
5
]
.
T
h
e
l
ac
k
o
f
i
n
s
t
r
u
cti
o
n
al
m
ate
r
i
als
,
t
ex
tb
o
o
k
s
,
a
n
d
s
cie
n
c
e
eq
u
i
p
m
e
n
t
h
as
h
i
n
d
e
r
e
d
t
h
e
c
o
n
d
u
ct
o
f
s
cie
n
t
if
i
c
i
n
v
est
ig
ati
o
n
s
,
w
h
i
c
h
h
as
b
ee
n
a
n
o
n
g
o
i
n
g
c
o
n
ce
r
n
s
i
n
c
e
t
h
e
im
p
le
m
e
n
t
ati
o
n
o
f
t
h
e
K+
1
2
C
u
r
r
i
c
u
l
u
m
[
1
6
]
,
[
1
7
]
.
T
o
ad
d
r
e
s
s
th
ese
is
s
u
es
a
n
d
i
m
p
r
o
v
e
s
t
u
d
e
n
t
p
e
r
f
o
r
m
a
n
c
e,
ef
f
o
r
ts
s
h
o
u
l
d
b
e
m
a
d
e
t
o
p
r
o
v
i
d
e
ad
d
i
ti
o
n
al
r
es
o
u
r
ce
s
f
o
r
s
cie
n
c
e
te
ac
h
e
r
s
a
n
d
p
r
o
m
o
te
i
n
t
er
est
i
n
s
c
ie
n
c
e
am
o
n
g
s
t
u
d
e
n
ts
.
As
p
ar
t
o
f
t
h
i
s
e
f
f
o
r
t
,
t
h
e
r
ese
ar
c
h
ai
m
s
to
d
e
v
e
lo
p
a
n
d
e
v
al
u
ate
a
r
e
-
s
eq
u
e
n
c
e
d
in
te
r
v
e
n
ti
o
n
m
o
d
u
l
e
t
o
e
n
h
a
n
c
e
t
h
e
u
n
d
e
r
s
tan
d
i
n
g
o
f
c
h
e
m
ic
al
r
ea
cti
o
n
s
a
n
d
c
h
em
i
ca
l
b
o
n
d
i
n
g
c
o
n
c
ep
ts
a
m
o
n
g
g
r
ad
e
9
s
tu
d
e
n
ts
.
Sp
ec
i
f
i
ca
l
ly
,
t
h
e
s
t
u
d
y
aim
e
d
to
ass
ess
t
h
e
im
p
a
ct
o
f
in
tr
o
d
u
ci
n
g
c
h
e
m
ic
al
r
e
ac
ti
o
n
s
f
i
r
s
t
o
n
th
e
lea
r
n
i
n
g
o
f
c
h
e
m
ic
al
b
o
n
d
i
n
g
am
o
n
g
g
r
ad
e
9
lea
r
n
e
r
s
,
as
p
e
r
c
ei
v
e
d
b
y
b
o
t
h
t
h
e
r
es
p
o
n
d
e
n
ts
a
n
d
t
h
e
t
ea
c
h
er
s
in
v
o
l
v
e
d
i
n
t
h
e
im
p
l
em
e
n
tat
io
n
o
f
t
h
e
m
o
d
u
le
i
n
c
h
e
m
ic
al
b
o
n
d
i
n
g
.
T
h
u
s
,
t
h
e
r
ese
ar
ch
s
ee
k
s
t
o
a
d
d
r
ess
t
h
e
f
o
ll
o
wi
n
g
q
u
est
io
n
s
:
i)
W
h
at
is
th
e
ev
alu
atio
n
o
f
th
e
r
esp
o
n
d
en
ts
in
u
s
in
g
th
e
r
e
-
s
eq
u
en
ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
in
ch
em
ical
b
o
n
d
in
g
?
ii)
W
h
at
is
t
h
e
e
v
al
u
ati
o
n
o
f
th
e
t
ea
c
h
e
r
s
o
n
t
h
e
r
e
-
s
e
q
u
e
n
ce
d
i
n
ter
v
en
ti
o
n
m
o
d
u
le
i
n
c
h
e
m
ic
al
b
o
n
d
i
n
g
?
iii)
W
h
at
is
t
h
e
le
v
e
l
o
f
co
m
p
et
e
n
c
y
in
u
s
i
n
g
t
h
e
r
e
-
s
e
q
u
e
n
c
e
d
in
te
r
v
e
n
ti
o
n
m
o
d
u
l
e
i
n
c
h
e
m
ic
al
b
o
n
d
i
n
g
b
et
we
en
t
h
e
c
o
n
t
r
o
l
g
r
o
u
p
a
n
d
ex
p
e
r
i
m
e
n
t
al
g
r
o
u
p
i
n
te
r
m
s
o
f
its
p
r
e
-
t
ests
a
n
d
p
o
s
t
-
tes
ts
?
iv
)
I
s
t
h
e
r
e
a
s
i
g
n
if
ic
an
t
d
i
f
f
er
en
c
e
b
etw
ee
n
th
e
le
v
el
o
f
c
o
m
p
e
ten
c
y
a
m
o
n
g
t
h
e
r
esp
o
n
d
e
n
ts
wh
e
n
g
r
o
u
p
ed
b
et
we
en
t
h
e
c
o
n
t
r
o
l
g
r
o
u
p
a
n
d
ex
p
e
r
i
m
e
n
t
al
g
r
o
u
p
i
n
u
s
i
n
g
th
e
r
e
-
s
e
q
u
e
n
c
ed
i
n
t
er
v
en
ti
o
n
m
o
d
u
le?
v)
I
s
th
er
e
a
s
i
g
n
if
i
ca
n
t
ass
o
ci
ati
o
n
b
e
twe
en
t
h
e
l
e
v
el
o
f
co
m
p
et
en
c
y
i
n
c
h
e
m
i
ca
l
b
o
n
d
i
n
g
an
d
t
h
ei
r
ev
al
u
at
io
n
s
o
f
t
h
e
u
s
ef
u
l
n
ess
u
s
in
g
th
e
r
e
-
s
eq
u
e
n
ce
d
in
te
r
v
e
n
tio
n
m
o
d
u
le
a
m
o
n
g
t
h
e
r
esp
o
n
d
e
n
ts
?
Fu
r
th
er
m
o
r
e
,
th
e
n
o
v
elty
o
f
th
is
r
esear
ch
is
o
n
th
e
r
e
-
s
eq
u
e
n
cin
g
ch
em
ical
r
ea
ctio
n
s
b
ef
o
r
e
ch
em
ical
b
o
n
d
in
g
,
a
d
ir
ec
t
r
ev
er
s
al
o
f
th
e
co
n
v
en
tio
n
al
s
eq
u
en
c
e
o
f
m
o
s
t
h
ig
h
s
ch
o
o
l
ch
em
is
tr
y
cu
r
r
icu
lu
m
to
p
ics
th
r
o
u
g
h
a
r
e
-
s
eq
u
en
ce
d
in
te
r
v
en
tio
n
m
o
d
u
le
u
s
in
g
th
e
an
aly
s
is
,
d
esig
n
,
d
ev
elo
p
m
e
n
t,
im
p
lem
en
tatio
n
,
ev
alu
atio
n
(
ADDI
E
)
m
o
d
el.
Mo
r
eo
v
er
,
it
d
em
o
n
s
tr
ates
th
o
s
e
s
ig
n
if
ican
t
id
ea
s
f
r
o
m
b
o
th
co
n
ten
t
ar
ea
s
wh
ile
also
attem
p
tin
g
to
d
eter
m
in
e
t
h
r
o
u
g
h
wh
ich
o
r
d
er
o
f
co
n
ce
p
t
p
r
esen
tatio
n
h
as
m
o
r
e
o
f
a
n
im
p
ac
t
o
n
s
tu
d
en
t
co
n
f
u
s
io
n
,
m
o
tiv
atio
n
,
an
d
test
p
er
f
o
r
m
an
ce
.
I
ts
k
ey
c
o
n
tr
ib
u
tio
n
is
th
at
it
is
o
n
e
o
f
th
e
f
ir
s
t
em
p
ir
ical
s
tu
d
ies
to
ex
am
in
e
th
e
im
p
ac
t
o
f
r
e
-
s
eq
u
en
cin
g
o
n
lear
n
in
g
o
u
tco
m
es
—
a
cr
itical
g
ap
in
ch
em
is
tr
y
ed
u
ca
tio
n
r
esear
ch
.
T
h
e
s
tu
d
y
also
p
r
e
s
en
ts
a
u
n
iq
u
e
cu
r
r
icu
lu
m
a
p
p
r
o
ac
h
g
r
o
u
n
d
ed
in
th
e
t
h
eo
r
ies
o
f
ed
u
ca
tio
n
al
r
ec
o
n
s
tr
u
ctio
n
a
n
d
c
o
g
n
itiv
e
l
o
ad
an
d
ad
d
r
ess
es th
e
p
r
o
b
lem
o
f
n
atio
n
al
ed
u
ca
tio
n
s
et,
p
ay
i
n
g
d
u
e
atten
tio
n
to
p
ar
ticu
lar
lear
n
i
n
g
d
if
f
icu
lties
o
f
Fil
ip
in
o
p
u
p
ils
,
m
o
s
tly
s
ee
n
in
th
e
r
ep
o
r
ts
o
f
PISA.
2.
M
E
T
H
O
D
T
h
e
o
b
jectiv
e
o
f
th
e
s
tu
d
y
is
to
d
ev
elo
p
an
d
ev
alu
ate
a
r
e
-
s
eq
u
en
ce
d
in
ter
v
en
tio
n
m
o
d
u
le
in
th
e
ch
em
ical
b
o
n
d
i
n
g
less
o
n
s
an
d
ch
em
ical
r
ea
ctio
n
s
u
s
in
g
th
e
ADDI
E
m
o
d
el
with
r
ef
er
en
ce
to
d
esig
n
-
b
ased
r
esear
ch
.
R
esear
ch
r
esp
o
n
d
e
n
t
s
wer
e
th
e
g
r
ad
e
9
s
tu
d
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n
ts
en
r
o
lled
in
s
ch
o
o
l
y
ea
r
2
0
2
3
-
2
0
2
4
[
1
8
]
.
A
to
tal
o
f
1
2
9
s
tu
d
e
n
ts
g
r
o
u
p
ed
in
f
o
u
r
s
ec
tio
n
s
wer
e
s
elec
ted
as
th
e
r
esp
o
n
d
en
ts
o
f
th
e
s
tu
d
y
f
o
r
t
h
e
im
p
lem
en
tatio
n
p
h
ase.
T
h
e
two
s
ec
tio
n
s
wer
e
ass
ig
n
ed
f
o
r
th
e
co
n
tr
o
l
g
r
o
u
p
an
d
th
e
o
t
h
er
two
f
o
r
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
.
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
.
6
,
Dec
em
b
er
20
25
:
4
8
6
4
-
4
8
7
3
4866
C
lu
s
ter
r
an
d
o
m
s
am
p
lin
g
an
d
a
r
an
d
o
m
izatio
n
to
o
l
was
u
s
ed
to
p
r
o
v
id
e
th
e
u
tm
o
s
t
ce
r
tain
ty
in
th
e
d
ata
ac
q
u
ir
ed
.
T
h
ese
s
tu
d
en
ts
,
d
is
t
r
ib
u
ted
ac
r
o
s
s
f
o
u
r
in
tact
class
s
ec
tio
n
s
,
wer
e
s
elec
ted
th
r
o
u
g
h
to
tal
p
o
p
u
latio
n
s
am
p
lin
g
,
as a
ll
av
ailab
le
lear
n
er
s
at
t
h
e
g
r
ad
e
lev
el
we
r
e
in
clu
d
ed
to
r
ef
lect
a
u
th
en
tic
clas
s
r
o
o
m
c
o
n
tex
ts
a
n
d
en
s
u
r
e
ec
o
lo
g
ical
v
alid
ity
[
1
9
]
.
T
h
is
s
tr
ateg
y
is
ap
p
r
o
p
r
i
ate
in
s
ch
o
o
l
-
b
ased
r
esear
c
h
,
as
it
m
in
im
izes
d
is
r
u
p
tio
n
t
o
n
o
r
m
al
teac
h
in
g
ar
r
an
g
em
e
n
ts
wh
ile
m
ai
n
tain
in
g
in
te
r
n
al
v
alid
it
y
in
q
u
asi
-
ex
p
e
r
im
en
tal
d
esig
n
s
.
Als
o
,
alth
o
u
g
h
v
ar
iab
le
co
n
f
o
u
n
d
in
g
was
n
o
t
co
n
d
u
cted
d
u
e
to
p
r
ac
tic
al
lim
itatio
n
s
,
th
e
m
eth
o
d
o
l
o
g
ical
s
tr
ateg
ies
em
p
lo
y
ed
a
r
e
co
n
s
is
ten
t
with
ac
ce
p
ted
s
tan
d
ar
d
s
in
e
d
u
c
atio
n
al
in
ter
v
en
tio
n
r
esear
ch
[
2
0
]
,
[
2
1
]
.
I
n
ad
d
itio
n
,
th
e
q
u
esti
o
n
n
air
e
s
an
d
lear
n
in
g
m
ater
ials
u
s
ed
in
th
is
s
tu
d
y
wer
e
v
alid
ated
f
o
r
co
n
ten
t
an
d
r
eliab
ilit
y
.
E
x
p
er
ts
wh
o
v
alid
ated
th
e
m
o
d
u
le
in
th
e
d
es
ig
n
an
d
d
ev
el
o
p
m
en
t
p
h
ase,
in
clu
d
in
g
ass
ess
m
en
t
in
s
tr
u
m
en
ts
wer
e
two
u
n
iv
er
s
ity
ch
em
is
tr
y
ass
i
s
tan
t
p
r
o
f
ess
o
r
s
an
d
s
ix
ex
p
er
ien
ce
d
s
cien
ce
h
ig
h
s
ch
o
o
l
teac
h
er
s
.
C
r
o
n
b
ac
h
’
s
alp
h
a
was
also
co
m
p
u
ted
to
ass
ess
in
ter
n
al
c
o
n
s
is
ten
cy
,
y
iel
d
in
g
a
h
ig
h
r
eliab
ilit
y
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
q
u
esti
o
n
n
air
e
was
b
o
th
v
alid
a
n
d
r
eliab
le
f
o
r
e
v
alu
atin
g
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
an
d
p
er
ce
p
tio
n
s
r
elate
d
to
c
h
e
m
ical
b
o
n
d
in
g
an
d
r
ea
ctio
n
s
.
T
h
e
f
ir
s
t
p
h
ase
b
eg
a
n
with
ass
ess
in
g
th
e
n
ee
d
to
p
r
o
d
u
ce
an
alter
n
ativ
e
teac
h
i
n
g
an
d
lear
n
i
n
g
m
ater
ial
f
o
r
teac
h
in
g
c
h
em
ical
b
o
n
d
in
g
less
o
n
s
in
g
r
ad
e
9
b
y
r
ev
iewin
g
e
x
is
tin
g
m
o
d
u
les
u
s
ed
b
y
t
h
e
teac
h
er
s
a
n
d
ass
ess
in
g
th
e
n
ee
d
s
o
f
g
r
ad
e
9
s
t
u
d
en
ts
in
Naa
wan
,
Misam
is
Or
ien
tal.
Af
ter
th
e
n
ee
d
s
an
aly
s
is
,
a
r
e
-
s
eq
u
e
n
ce
d
in
ter
v
en
tio
n
m
o
d
u
le
in
ch
e
m
ical
b
o
n
d
i
n
g
was
d
esig
n
ed
b
ased
s
alien
t
f
in
d
in
g
s
wh
ich
em
er
g
ed
f
r
o
m
th
e
a
n
aly
s
is
.
T
h
e
d
ev
elo
p
m
en
t
o
f
th
e
m
o
d
u
le
f
o
llo
wed
th
e
ADDI
E
m
o
d
el
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
is
m
o
d
el
is
a
g
u
id
e
th
r
o
u
g
h
t
h
e
p
r
o
ce
s
s
o
f
cr
ea
tin
g
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
c
o
u
r
s
es
an
d
m
ate
r
ials
f
o
r
y
o
u
r
tar
g
et
au
d
ien
ce
an
d
it
h
as
b
ee
n
u
s
ed
t
o
d
e
v
elo
p
cu
r
r
icu
lu
m
in
d
iv
er
s
e
f
ield
s
s
u
ch
as
lib
r
ar
y
i
n
s
tr
u
ctio
n
an
d
p
r
o
g
r
am
s
[
2
2
]
,
[
2
3
]
.
I
t
is
an
i
n
s
tr
u
ctio
n
al
d
esig
n
m
o
d
el
th
at
h
as
s
to
o
d
th
e
test
o
f
tim
e
an
d
ap
p
licatio
n
an
d
will
ass
i
s
t
in
th
in
k
in
g
th
r
o
u
g
h
th
e
d
esig
n
o
f
th
e
ch
em
is
tr
y
m
o
d
u
le.
I
t
is
an
ef
f
icien
t
an
d
ap
p
r
o
p
r
i
ate
f
iv
e
-
s
tep
m
eth
o
d
to
g
u
id
e
th
e
d
ev
elo
p
m
e
n
t
an
d
v
alid
atio
n
o
f
s
tu
d
en
t
-
b
ased
ch
em
is
tr
y
m
o
d
u
les f
o
r
c
h
em
ic
al
r
ea
ctio
n
s
as we
ll a
s
b
o
n
d
in
g
co
n
ce
p
ts
.
T
h
e
m
o
d
u
le
d
ev
el
o
p
m
en
t
,
as
d
es
cr
ib
ed
i
n
F
i
g
u
r
e
1
,
s
ta
r
te
d
wit
h
t
h
e
an
al
y
s
is
p
h
as
e,
a
r
e
v
iew
o
f
t
h
e
ex
is
ti
n
g
m
o
d
u
les
d
o
n
e
a
n
d
u
n
co
v
e
r
e
d
g
a
p
s
i
n
co
n
t
e
n
t
u
s
i
n
g
P
I
SA
cr
i
te
r
ia
a
n
d
n
ee
d
s
a
n
a
l
y
s
is
s
o
d
e
v
el
o
p
e
r
s
n
e
ed
e
d
to
r
e
o
r
d
er
an
d
r
e
v
is
e
t
h
e
c
o
n
t
en
t.
T
h
e
d
esi
g
n
p
h
a
s
e
i
m
p
le
m
en
te
d
tw
o
m
ai
n
ta
s
k
s
wh
ic
h
i
n
v
o
l
v
ed
o
b
je
cti
v
e
al
ig
n
m
e
n
t
wit
h
n
a
tio
n
a
l
ed
u
ca
ti
o
n
a
l
g
u
i
d
el
in
es
a
n
d
t
h
e
c
o
n
s
t
r
u
cti
o
n
o
f
f
o
u
r
s
t
u
d
e
n
t
-
o
r
i
e
n
te
d
ex
p
e
r
i
en
tia
l
less
o
n
s
s
u
ch
as
c
h
em
i
ca
l
r
e
ac
t
io
n
s
a
n
d
i
o
n
ic
b
o
n
d
i
n
g
an
d
c
o
v
a
le
n
t
b
o
n
d
i
n
g
a
n
d
m
eta
llic
b
o
n
d
in
g
.
Scien
ce
p
r
o
f
ess
io
n
als
ev
alu
at
ed
th
e
d
ev
el
o
p
ed
m
o
d
u
les
in
p
h
ase
3
f
o
llo
wed
b
y
f
ee
d
b
a
ck
-
b
ased
r
e
v
is
in
g
b
ef
o
r
e
co
n
d
u
ctin
g
th
e
p
ilo
t
test
in
v
o
lv
in
g
g
r
a
d
e
9
s
tu
d
en
t
s
wh
o
wer
e
p
ar
t
o
f
an
ex
p
er
i
m
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
.
Du
r
in
g
p
h
ase
4
(
i
m
p
lem
en
tatio
n
)
,
th
e
d
ev
elo
p
e
d
m
ater
ial
was
ap
p
lied
to
an
o
th
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
wh
er
eb
y
ad
ju
s
ted
m
ater
ials
wer
e
im
p
lem
en
ted
to
an
o
th
e
r
g
r
o
u
p
o
f
s
tu
d
en
ts
.
Du
r
in
g
p
h
ase
5
(
e
v
alu
atio
n
)
,
ass
ess
m
en
ts
wer
e
co
n
d
u
cted
b
y
s
u
r
v
ey
f
ee
d
b
a
ck
an
d
test
r
esu
lts
to
d
eter
m
i
n
e
lear
n
in
g
o
u
tc
o
m
es
an
d
s
tu
d
e
n
t
p
e
r
c
ep
ti
o
n
s
t
o
r
ea
ch
c
o
n
cl
u
s
i
o
n
s
a
b
o
u
t
m
o
d
u
l
e
p
e
r
f
o
r
m
a
n
c
e
a
n
d
p
r
o
p
o
s
e
wa
y
s
to
u
s
e
t
h
em
i
n
t
h
e
f
u
tu
r
e.
R
s
ta
tis
ti
ca
l
s
o
f
twa
r
e
w
as
u
s
e
d
t
o
d
ete
r
m
i
n
e
th
e
d
i
f
f
e
r
en
ce
b
etw
ee
n
t
h
e
l
ev
el
o
f
co
m
p
et
e
n
c
y
am
o
n
g
t
h
e
r
es
p
o
n
d
e
n
ts
i
n
t
h
e
p
r
e
-
test
a
n
d
p
o
s
t
-
test
d
et
er
m
i
n
e
d
if
t
h
e
s
tu
d
e
n
ts
h
ad
d
e
v
el
o
p
e
d
th
ei
r
p
e
r
f
o
r
m
a
n
c
e
o
n
t
h
e
s
u
b
ject.
Stu
d
en
ts
’
ev
alu
atio
n
s
wer
e
also
o
b
tain
ed
th
r
o
u
g
h
t
h
e
u
s
e
o
f
a
s
u
r
v
ey
an
d
q
u
esti
o
n
n
air
e
b
ef
o
r
e
an
d
af
ter
u
s
in
g
th
e
m
o
d
u
le
u
s
in
g
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
t
o
c
o
llect
ad
d
itio
n
al
q
u
alitativ
e
s
u
p
p
o
r
t
f
in
d
in
g
s
f
o
r
th
e
s
tu
d
y
.
B
e
th
at
th
e
m
o
d
el
m
ay
lo
o
k
lin
ea
r
,
it
d
o
es
n
o
t
h
av
e
to
b
e
f
o
llo
wed
r
i
g
id
ly
i
n
a
lin
ea
r
m
an
n
er
,
esp
ec
ially
if
th
e
m
o
d
u
le
h
a
s
alr
ea
d
y
b
ee
n
p
r
ep
ar
e
d
,
in
s
tead
,
th
e
m
o
d
u
le
ca
n
b
e
r
ef
in
ed
to
tailo
r
t
h
e
o
p
p
o
r
tu
n
ities
o
f
th
e
s
tu
d
en
t.
T
o
illu
s
tr
ate
th
e
p
r
o
ce
s
s
,
th
e
p
h
ases
o
f
d
e
v
elo
p
m
e
n
t
an
d
e
v
alu
atio
n
is
d
escr
ib
ed
in
Fig
u
r
e
1
.
Ana
ly
s
is
p
ha
s
e
-
R
e
v
i
e
w
o
f
e
x
i
st
i
n
g
mo
d
u
l
e
s
.
-
I
d
e
n
t
i
f
i
c
a
t
i
o
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o
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p
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e
d
s
Desig
n
p
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s
e
-
A
ssess
m
o
d
u
l
e
f
o
r
mat
,
o
b
j
e
c
t
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e
s,
a
n
d
a
c
t
i
v
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y
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z
a
t
i
o
n
.
-
Ev
a
l
u
a
t
e
a
ssessm
e
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t
t
o
o
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n
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r
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s.
Dev
elo
pm
ent
p
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s
e
-
V
a
l
i
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t
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ssessm
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.
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P
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t
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st
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o
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t
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q
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c
e
d
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t
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o
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e
.
I
m
plem
ent
a
t
io
n
p
ha
s
e
-
A
p
p
l
i
c
a
t
i
o
n
a
n
d
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d
b
a
c
k
o
f
t
h
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e
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seq
u
e
n
c
e
d
i
n
t
e
r
v
e
n
t
i
o
n
mo
d
u
l
e
.
E
v
a
lua
t
io
n
ph
a
s
e
-
A
n
a
l
y
z
e
p
e
r
f
o
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m
a
n
c
e
d
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t
a
a
n
d
s
u
r
v
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r
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s
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l
t
s.
-
V
a
l
i
d
a
t
e
a
n
d
e
v
a
l
u
a
t
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t
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d
u
l
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a
n
d
r
e
v
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s
e
d
ma
t
e
r
i
a
l
.
Fig
u
r
e
1
.
ADDI
E
m
o
d
el
f
o
r
m
o
d
u
le
d
e
v
elo
p
m
e
n
t
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 a
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d
ev
a
lu
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tio
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o
f a
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e
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en
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N
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eq
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ia
)
4867
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Respo
nd
e
nts’
ev
a
lua
t
io
n us
i
ng
t
he
re
-
s
equenced
i
nte
rv
ent
io
n m
o
du
le
in chem
ica
l bo
nd
ing
Fig
u
r
e
2
p
r
esen
t
s
an
a
n
aly
s
i
s
o
f
r
esp
o
n
d
e
n
ts
’
v
iews
ab
o
u
t
th
e
r
e
-
s
eq
u
en
ce
d
ch
em
ica
l
b
o
n
d
in
g
in
ter
v
en
tio
n
m
o
d
u
le
.
T
h
e
r
e
s
u
lts
s
h
o
wed
p
o
s
itiv
e
r
esu
lts
th
r
o
u
g
h
th
e
c
o
m
b
in
atio
n
o
f
1
8
.
3
3
%
s
tr
o
n
g
ag
r
ee
m
en
t
an
d
6
3
.
9
3
%
ag
r
ee
m
en
t
d
em
o
n
s
tr
atin
g
u
n
iv
e
r
s
al
ac
ce
p
tan
ce
o
f
its
ef
f
e
ctiv
en
ess
.
Su
r
v
ey
r
esp
o
n
d
en
ts
wh
o
d
is
ag
r
ee
d
w
ith
th
e
r
e
-
s
eq
u
e
n
ce
d
in
ter
v
en
tio
n
m
o
d
u
le
r
ea
ch
e
d
1
6
.
0
7
%
alo
n
g
with
1
.
6
7
%
wh
o
s
tr
o
n
g
ly
d
is
ag
r
ee
d
.
T
h
e
a
n
aly
s
is
r
ev
ea
led
t
h
at
r
esp
o
n
d
e
n
ts
’
ea
r
lier
s
tr
u
g
g
les
with
s
cie
n
ce
an
d
ch
e
m
is
tr
y
ex
p
lain
ed
th
eir
n
eg
ativ
e
v
iews m
o
r
e
th
an
ac
tu
al
wea
k
n
ess
es
f
o
u
n
d
in
th
e
m
o
d
u
le.
C
h
em
is
tr
y
ed
u
ca
tio
n
s
h
o
ws
ev
id
en
ce
o
f
m
u
ltip
le
estab
lis
h
ed
m
is
co
n
ce
p
tio
n
s
p
ar
ticu
la
r
ly
in
ab
s
tr
ac
t
s
u
b
jects
s
in
ce
s
tu
d
en
ts
f
r
eq
u
en
tly
co
n
s
id
er
c
h
em
is
tr
y
to
b
e
ch
al
len
g
in
g
[
2
4
]
,
[
2
5
]
.
On
th
e
o
th
er
h
an
d
,
an
o
th
e
r
d
ata
s
et
o
n
t
h
e
r
esp
o
n
s
e
o
f
th
e
s
tu
d
en
ts
to
n
eg
ativ
ely
p
h
r
ase
d
s
tatem
en
ts
ab
o
u
t
th
e
m
o
d
u
l
e
in
d
icate
m
o
s
t
s
tu
d
en
ts
d
is
a
g
r
ee
d
with
n
eg
ativ
e
ass
er
tio
n
s
,
wh
ich
s
u
p
p
o
r
ts
th
e
m
o
d
u
le'
s
ef
f
ec
tiv
en
ess
as
d
escr
ib
ed
b
y
th
e
r
esp
o
n
s
es
f
r
o
m
th
e
p
ar
ticip
an
ts
,
s
h
ed
d
in
g
lig
h
t o
n
th
e
cr
itical
p
er
s
p
ec
tiv
es r
eg
ar
d
in
g
th
e
u
tili
za
tio
n
o
f
r
e
-
s
eq
u
en
ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
in
th
e
co
n
tex
t o
f
ch
em
ical
b
o
n
d
i
n
g
.
Fig
u
r
e
3
d
escr
ib
e
s
th
e
lev
el
o
f
ag
r
ee
m
en
t
i
n
th
e
ev
al
u
atio
n
o
f
th
e
m
o
d
u
le.
A
c
o
n
s
id
er
ab
le
p
o
r
tio
n
o
f
r
esp
o
n
d
en
ts
co
n
cu
r
,
s
p
ec
if
ically
,
4
1
.
4
6
%
s
tr
o
n
g
ly
d
is
ag
r
ee
d
an
d
1
5
.
4
5
%
ex
p
r
ess
ed
d
is
a
g
r
ee
m
en
t
with
th
e
n
eg
ativ
ely
p
h
r
ased
s
tatem
en
t
s
ab
o
u
t
th
e
r
e
-
s
eq
u
e
n
ce
d
i
n
ter
v
en
tio
n
m
o
d
u
le.
Simp
ly
b
e
ca
u
s
e
s
o
m
e
o
f
th
e
r
esp
o
n
d
en
ts
n
o
ted
th
at
,
“
th
e
y
feel
co
n
fid
en
t
a
b
o
u
t
th
eir
kn
o
w
led
g
e
a
b
o
u
t
th
e
to
p
ic
a
n
d
th
e
t
ea
ch
er
a
fter
u
s
in
g
th
e
mo
d
u
le
,
”
s
o
m
e
s
tated
t
h
at
“
th
e
mo
d
u
le
h
elp
ed
cla
r
ified
a
n
y
mis
co
n
ce
p
ti
o
n
s
a
b
o
u
t
th
e
to
p
ic
,
”
“
th
e
mo
d
u
le
a
id
e
d
th
e
less
o
n
s
,
”
an
d
s
o
m
e
s
aid
t
h
at
“
1
0
0
%
h
elp
fu
l
in
u
n
d
ers
ta
n
d
in
g
t
h
e
t
o
p
ic
b
ec
a
u
s
e
I
w
a
n
t
to
b
e
a
d
o
cto
r
in
th
e
fu
tu
r
e
.
”
T
h
is
s
u
g
g
ests
th
at
d
e
s
p
ite
th
e
n
eg
ativ
e
p
r
ec
o
n
ce
iv
ed
n
o
tio
n
ab
o
u
t
th
e
s
u
b
ject
th
ey
f
in
d
th
e
m
o
d
u
le
u
s
ef
u
l
in
lear
n
in
g
th
e
less
o
n
.
So
m
e
f
in
d
th
e
m
o
d
u
le
u
s
ef
u
l
b
ec
au
s
e
o
f
th
eir
in
tr
in
s
ic
an
d
o
r
ex
t
r
in
s
ic
m
o
tiv
atio
n
an
d
m
o
s
tly
h
o
w
t
h
ey
f
in
d
th
e
m
o
d
u
l
e
u
s
ef
u
l.
I
n
d
ee
d
,
m
o
tiv
atio
n
a
f
f
ec
ts
r
esp
o
n
d
en
ts
’
lear
n
in
g
an
d
en
g
ag
em
en
t i
n
f
o
r
m
al,
s
em
i
-
f
o
r
m
al,
an
d
i
n
f
o
r
m
al
ac
tiv
ities
[
2
6
]
.
Fig
u
r
e
2
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
th
e
p
e
r
ce
p
tio
n
s
o
f
th
e
r
e
s
p
o
n
d
en
ts
u
s
in
g
t
h
e
r
e
-
s
eq
u
e
n
ce
d
in
ter
v
en
tio
n
m
o
d
u
le
in
ch
em
ical
b
o
n
d
in
g
Fig
u
r
e
3
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
th
e
ev
alu
atio
n
s
o
f
th
e
r
e
s
p
o
n
d
en
ts
u
s
in
g
t
h
e
r
e
-
s
eq
u
e
n
ce
d
in
ter
v
en
tio
n
m
o
d
u
le
in
ch
em
ical
b
o
n
d
in
g
1
8
.3
3
%
6
3
.9
3
%
1
6
.0
7
%
1
.6
7
%
0%
1
0
%
2
0
%
3
0
%
4
0
%
5
0
%
6
0
%
7
0
%
S
tr
o
n
g
ly A
g
r
e
e
A
g
r
e
e
Di
sa
g
r
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e
S
tr
o
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ly Di
s
a
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P
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t
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Res
p
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e
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Res
p
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e
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g
r
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e
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
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d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
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b
er
20
25
:
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8
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3
4868
Ho
w
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er
,
1
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t
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f
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ce
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in
t
h
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ti
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m
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l
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a
m
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e
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n
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ts
.
T
h
e
r
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te
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e
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a
g
r
ee
m
e
n
t
wi
th
th
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e
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y
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r
a
m
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d
s
t
ate
m
e
n
ts
i
m
p
li
es
th
a
t
th
e
r
esp
o
n
d
e
n
ts
'
ap
p
r
o
ac
h
es
o
r
u
t
iliz
ati
o
n
o
f
t
h
e
r
e
-
s
e
q
u
en
ce
d
i
n
te
r
v
e
n
ti
o
n
m
o
d
u
le
d
i
d
h
el
p
n
av
ig
ate
t
h
e
to
p
ic
b
u
t
th
e
n
eg
ati
v
e
p
e
r
c
e
p
ti
o
n
s
ab
o
u
t
t
h
e
s
u
b
j
ec
t
s
t
ill
o
v
er
wh
e
lm
t
h
e
r
es
p
o
n
d
e
n
ts
.
Sp
ec
if
ical
ly
,
s
o
m
e
o
f
t
h
e
r
es
p
o
n
d
e
n
ts
'
f
e
e
d
b
ac
k
was:
“
I
t
h
o
u
g
h
t
u
s
i
n
g
th
e
m
o
d
u
le
w
o
u
l
d
b
e
h
a
r
d
b
u
t
it
is
r
e
a
ll
y
ea
s
y
”
o
r
“
I
t
h
o
u
g
h
t
it
w
ill
b
e
h
a
r
d
fo
r
me
t
o
u
n
d
ers
t
a
n
d
b
u
t
I
f
ee
l
i
n
t
eres
t
ed
t
o
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o
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o
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mic
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l
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p
o
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ts
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f
o
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d
s
o
m
e
o
f
t
h
e
a
cti
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it
ies
t
o
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e
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h
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t
t
h
e
y
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eir
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est
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o
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e
a
r
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e
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h
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t
h
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t
th
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y
alr
ea
d
y
“
ex
p
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h
a
t
l
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r
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g
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t
p
o
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le
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t
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ll
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ve
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a
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e
r
s
m
e
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ti
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t
h
at
“
th
ey
c
a
n
l
e
a
r
n
f
a
s
ter
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g
t
h
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l
e
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t
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t
th
eir
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a
z
i
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ess
.
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Misc
o
n
c
e
p
t
io
n
s
ab
o
u
t
a
b
s
t
r
a
ct
co
n
c
e
p
ts
in
c
h
e
m
is
t
r
y
,
s
u
c
h
as
c
h
e
m
ic
al
b
o
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d
s
,
a
r
e
c
o
m
m
o
n
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m
o
n
g
r
es
p
o
n
d
e
n
ts
an
d
a
r
e
d
if
f
ic
u
l
t
t
o
el
im
i
n
ate
u
s
i
n
g
t
r
a
d
i
ti
o
n
al
m
et
h
o
d
s
[
2
7
]
.
T
h
is
i
m
p
lies
t
h
a
t
it
is
p
o
s
s
ib
l
e
to
o
v
e
r
c
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m
e
n
eg
ati
v
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s
a
b
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t
th
e
d
i
f
f
ic
u
lt
y
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f
t
h
e
s
u
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t w
h
e
n
ex
p
o
s
e
d
to
l
o
n
g
e
r
u
s
e
o
f
t
h
e
r
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s
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q
u
e
n
c
ed
i
n
t
er
v
e
n
t
io
n
m
o
d
u
l
e.
3
.
2
.
Science
t
ea
cher
s
’
ev
a
lua
t
io
n o
n t
he
re
-
s
equenced
i
nte
rv
ent
io
n m
o
du
le
in chem
ica
l bo
nd
ing
T
h
e
ev
alu
atio
n
o
f
s
cien
ce
h
i
g
h
s
ch
o
o
l
teac
h
er
s
a
n
d
s
cien
ce
ed
u
ca
tio
n
p
r
o
f
ess
o
r
s
s
u
m
m
ar
ized
in
F
ig
u
r
e
4
r
ef
lect
s
tr
o
n
g
ag
r
ee
m
en
t
th
at
th
e
m
o
d
u
le
was
v
e
r
y
s
atis
f
ac
to
r
y
ac
r
o
s
s
all
ev
alu
ated
ar
ea
s
s
u
ch
as
co
n
ten
t,
o
b
jectiv
es,
an
d
ac
cu
r
ac
y
.
T
h
is
p
r
o
v
i
d
ed
a
b
r
ea
k
d
o
wn
o
f
d
ata
r
ep
r
esen
tin
g
th
e
ev
alu
atio
n
o
f
teac
h
er
s
o
n
th
e
ch
ap
ter
with
f
o
u
r
s
eq
u
en
ce
d
m
o
d
u
les
r
elate
d
to
ch
em
ical
b
o
n
d
in
g
.
T
h
e
m
e
an
an
d
p
er
ce
n
tag
es
ass
o
ciate
d
with
ea
ch
ca
teg
o
r
y
s
h
ed
lig
h
t o
n
th
e
o
v
er
all
s
atis
f
ac
tio
n
lev
els o
f
teac
h
e
r
s
ac
r
o
s
s
th
e
m
o
d
u
les.
T
h
e
f
ir
s
t
m
o
d
u
le
r
ec
eiv
ed
a
h
ig
h
lev
el
o
f
s
atis
f
ac
tio
n
,
with
m
o
r
e
th
an
9
6
%
o
f
teac
h
e
r
s
ex
p
r
ess
in
g
eith
er
v
er
y
s
atis
f
ac
to
r
y
o
r
s
atis
f
ac
to
r
y
o
p
in
io
n
s
.
T
h
e
p
o
s
itiv
e
r
ec
ep
tio
n
s
u
g
g
ests
th
at
m
o
d
u
le
1
ef
f
ec
tiv
ely
alig
n
s
with
th
e
ex
p
ec
tatio
n
s
an
d
r
eq
u
ir
em
en
ts
o
f
teac
h
in
g
.
Mo
d
u
le
2
ex
h
i
b
its
a
s
im
ilar
tr
en
d
,
with
a
h
ig
h
p
er
ce
n
tag
e
o
f
teac
h
er
s
ex
p
r
ess
in
g
v
e
r
y
s
atis
f
ac
to
r
y
o
r
s
atis
f
ac
to
r
y
e
v
alu
atio
n
s
.
T
h
e
s
lig
h
t
i
n
cr
ea
s
e
in
th
e
v
er
y
s
atis
f
ac
to
r
y
ca
teg
o
r
y
s
u
g
g
ests
a
p
o
ten
tial
en
h
a
n
ce
m
en
t
o
r
r
ef
in
em
en
t
in
m
o
d
u
le
1
co
m
p
ar
ed
to
m
o
d
u
le
2
.
W
h
ile
th
e
th
ir
d
m
o
d
u
le
m
ai
n
tain
s
a
h
ig
h
lev
el
o
f
s
atis
f
ac
tio
n
,
th
er
e
is
a
s
lig
h
t d
ec
r
ea
s
e
in
th
e
v
er
y
s
atis
f
ac
to
r
y
ca
teg
o
r
y
c
o
m
p
ar
e
d
to
m
o
d
u
le
s
1
an
d
2
.
T
h
e
r
ea
s
o
n
s
f
o
r
t
h
is
s
h
if
t
wo
u
ld
b
en
ef
it
f
r
o
m
f
u
r
th
er
ex
p
lo
r
atio
n
to
id
en
tify
ar
ea
s
f
o
r
im
p
r
o
v
em
e
n
t.
Mo
d
u
le
4
s
tan
d
s
o
u
t
as
th
e
m
o
d
u
le
with
th
e
h
ig
h
est
p
er
ce
n
tag
e
o
f
v
er
y
s
atis
f
ac
to
r
y
ev
alu
atio
n
s
.
T
h
is
s
u
g
g
ests
th
at
m
o
d
u
le
4
is
p
ar
ticu
lar
ly
well
-
r
ec
eiv
ed
b
y
t
ea
ch
er
s
,
p
o
te
n
tially
in
d
icatin
g
s
u
cc
ess
f
u
l im
p
lem
e
n
tatio
n
o
r
alig
n
m
en
t w
ith
i
n
s
tr
u
ctio
n
al
o
b
jectiv
es.
Alto
g
eth
er
,
r
esu
lts
s
h
o
wed
an
o
v
er
all
p
o
s
itiv
e
ev
alu
atio
n
f
r
o
m
teac
h
er
s
r
eg
a
r
d
in
g
th
e
r
e
-
s
eq
u
en
ce
d
in
ter
v
en
tio
n
m
o
d
u
les
in
ch
e
m
ical
b
o
n
d
i
n
g
.
T
h
e
s
co
p
e,
r
a
n
g
e,
an
d
d
e
p
th
o
f
th
e
r
e
-
s
eq
u
en
ce
d
in
te
r
v
en
tio
n
m
o
d
u
le,
as
co
n
ten
t
an
d
to
p
ic
s
,
ar
e
ev
alu
ated
v
er
y
s
atis
f
ac
to
r
ily
wh
ich
im
p
lies
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
m
o
d
u
le
t
o
th
e
r
esp
o
n
d
en
ts
’
le
ar
n
in
g
n
ee
d
s
.
T
h
u
s
,
th
e
m
ater
i
al
r
ein
f
o
r
c
es,
en
r
ich
es,
an
d
o
r
lead
s
to
m
aster
y
o
f
ce
r
tain
lear
n
in
g
co
m
p
eten
cies.
Similar
ly
,
Me
d
in
a
an
d
B
ar
aq
u
ia
[
2
7
]
d
e
v
elo
p
e
d
d
is
co
v
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y
-
b
ased
m
o
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am
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m
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el
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d
o
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th
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t
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tab
le,
a
n
d
well
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b
y
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o
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ch
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p
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d
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o
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d
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m
es u
s
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d
ev
el
o
p
ed
m
ater
ia
l o
n
p
r
o
b
lem
s
o
lv
i
n
g
s
k
ills
[
2
8
]
.
Fig
u
r
e
4
.
Per
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tr
ib
u
ti
o
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o
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’
e
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atio
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o
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th
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M
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3
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pet
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in us
in
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o
du
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in chem
ica
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bet
wee
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co
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Fig
u
r
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5
r
ev
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t
h
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d
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u
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d
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r
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eq
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d
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ter
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m
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d
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d
e
m
o
n
s
tr
ated
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r
le
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in
g
im
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r
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v
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e
n
ts
.
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h
e
s
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r
v
ey
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s
h
o
wed
m
o
s
t
p
ar
ticip
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ts
f
r
o
m
b
o
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g
r
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s
r
ea
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ed
th
e
f
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ly
s
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s
f
ac
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y
an
d
s
atis
f
ac
to
r
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p
er
f
o
r
m
an
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lev
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in
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e
p
r
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test
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.
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ile
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r
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ated
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ely
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r
esu
lts
,
b
u
t n
o
n
e
o
f
th
em
ac
h
ie
v
ed
lev
els
ab
o
v
e
v
er
y
s
atis
f
ac
to
r
y
.
T
h
e
r
esu
lts
ar
e
s
im
ilar
to
t
h
e
f
in
d
in
g
s
r
eg
a
r
d
in
g
p
er
f
o
r
m
an
ce
im
p
r
o
v
em
e
n
t
th
r
o
u
g
h
in
ter
ac
tiv
e
teac
h
in
g
m
eth
o
d
s
wh
ile
s
u
p
p
o
r
tin
g
th
o
s
e
wh
o
o
b
s
er
v
e
d
im
p
r
o
v
e
d
s
tu
d
en
t
en
g
ag
e
m
en
t
with
o
u
t
co
n
s
is
ten
t
to
p
ac
h
ie
v
em
en
t
lev
els.
T
h
e
r
e
-
s
tr
u
ctu
r
ed
e
d
u
ca
tio
n
al
m
ater
ial
p
r
o
v
ed
s
u
cc
ess
f
u
l
in
h
elp
in
g
s
tu
d
en
ts
d
ev
elo
p
th
eir
co
m
p
eten
cies
p
ar
ticu
lar
ly
am
o
n
g
s
tu
d
en
ts
at
av
er
ag
e
an
d
b
elo
w
av
er
ag
e
lev
els
y
et
tr
ad
itio
n
al
teac
h
in
g
ap
p
r
o
a
ch
es f
ailed
to
elev
ate
s
tu
d
e
n
t a
ch
iev
em
en
t to
h
ig
h
er
lev
els [
2
9
]
,
[
3
0
]
.
I
n
g
en
er
al,
th
e
r
e
-
s
eq
u
e
n
ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
was
s
u
cc
ess
f
u
l
in
m
ee
ti
n
g
t
h
e
n
e
ed
s
o
f
th
e
r
esp
o
n
d
en
ts
a
n
d
f
ac
ilit
atin
g
a
b
asic
lev
el
o
f
co
m
p
eten
c
y
.
T
h
e
m
o
d
e
r
ate
p
e
r
ce
n
tag
e
in
th
e
“f
air
ly
s
atis
f
ac
to
r
y
”
ca
teg
o
r
y
c
o
u
ld
b
e
in
d
icativ
e
o
f
ar
ea
s
wh
er
e
th
e
r
e
-
s
eq
u
en
ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
m
ig
h
t
b
en
e
f
it
f
r
o
m
r
ef
in
em
en
t
o
r
a
d
d
itio
n
al
s
u
p
p
o
r
t
to
e
n
h
an
ce
p
ar
ticip
a
n
t
u
n
d
er
s
tan
d
in
g
an
d
co
n
f
id
en
ce
.
T
h
e
p
er
f
o
r
m
a
n
ce
o
f
r
esp
o
n
d
en
ts
u
s
in
g
v
alid
ated
m
o
d
u
les
in
ch
e
m
is
tr
y
was
f
o
u
n
d
to
b
e
p
o
s
itiv
e
an
d
ef
f
ec
tiv
e
wh
ich
is
s
u
p
p
o
r
te
d
b
y
m
u
ltip
le
s
tu
d
ies
o
n
e
in
wh
ich
th
e
d
ev
elo
p
e
d
d
is
co
v
er
y
-
b
ased
m
o
d
u
les
wer
e
r
ated
as
ex
ce
llen
t
in
d
icatin
g
th
eir
v
alid
ity
an
d
u
s
ef
u
ln
ess
.
An
o
th
er
s
tu
d
y
s
h
o
wed
t
h
at
a
c
h
em
is
tr
y
lear
n
i
n
g
m
o
d
u
le
b
as
ed
o
n
v
ar
io
u
s
r
ed
o
x
m
ater
ial
r
ep
r
esen
tatio
n
s
was c
o
n
s
id
er
ed
h
elp
f
u
l a
n
d
r
ec
ei
v
e
d
p
o
s
itiv
e
r
esp
o
n
s
es f
r
o
m
r
esp
o
n
d
en
ts
[
3
1
]
.
Fig
u
r
e
5
.
Pre
-
test
an
d
p
o
s
t
-
test
lev
el
o
f
co
m
p
eten
cy
in
th
e
e
x
p
er
im
en
tal
an
d
co
n
tr
o
l g
r
o
u
p
af
ter
u
s
in
g
th
e
re
-
s
eq
u
en
ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
3
.
4
.
Dif
f
er
ence
in
t
he
lev
el
o
f
co
m
pet
ency
us
ing
t
he
re
-
s
eque
nced
inte
rv
ent
io
n
m
o
du
le
w
hen
cla
s
s
if
ie
d
wit
hin
t
he
co
ntr
o
l g
ro
up
a
nd
t
he
ex
perim
ent
a
l g
r
o
up
’
s
pre
-
t
ests a
nd
po
s
t
-
t
ests
T
a
b
l
e
1
s
h
o
w
s
t
h
e
d
i
f
f
e
r
e
n
c
e
b
e
t
w
e
e
n
t
h
e
c
o
n
t
r
o
l
g
r
o
u
p
a
n
d
e
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
t
e
s
t
s
co
r
e
s
o
n
i
t
s
p
r
e
-
t
e
s
t
a
n
d
p
o
s
t
-
t
es
t
u
s
i
n
g
t
h
e
r
e
-
s
e
q
u
e
n
c
e
d
i
n
t
e
r
v
e
n
t
i
o
n
m
o
d
u
l
e
.
P
r
e
-
t
e
s
t
s
c
o
r
e
s
t
o
p
o
s
tte
s
t
s
c
o
r
es
i
m
p
r
o
v
e
d
s
i
g
n
i
f
i
c
a
n
t
l
y
f
o
r
b
o
t
h
g
r
o
u
p
s
a
cc
o
r
d
i
n
g
t
o
t
h
e
i
r
p
-
v
a
l
u
es
i
n
d
i
ca
t
i
n
g
t
h
a
t
b
o
t
h
c
o
n
t
r
o
l
a
n
d
e
x
p
e
r
i
m
e
n
t
a
l
t
r
e
a
t
m
e
n
ts
allo
wed
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
.
Ho
wev
er
,
th
e
ex
p
e
r
im
en
tal
in
ter
v
en
tio
n
am
o
n
g
th
e
s
e
co
n
d
g
r
o
u
p
y
ield
e
d
g
r
ea
ter
r
esu
lts
as th
eir
ef
f
ec
t si
ze
m
ea
s
u
r
em
en
t sto
o
d
at
d
=0
.
5
4
co
m
p
ar
ed
t
o
th
e
co
n
tr
o
l
g
r
o
u
p
’
s
d
=
0
.
3
9
.
I
n
co
m
p
ar
is
o
n
to
th
e
co
n
tr
o
l
g
r
o
u
p
,
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
o
b
tain
ed
a
s
u
p
er
io
r
o
u
tco
m
e
m
ea
s
u
r
e
th
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
th
e
r
e
-
s
eq
u
en
ce
d
teac
h
in
g
m
eth
o
d
.
R
esear
ch
h
as
v
alid
ated
th
at
u
n
u
s
u
al
ed
u
ca
tio
n
al
m
eth
o
d
s
g
en
er
ate
b
etter
r
esu
lts
wh
ile
s
u
p
p
o
r
tin
g
th
e
cu
r
r
e
n
t
s
tu
d
y
’
s
f
in
d
i
n
g
s
.
Simu
latio
n
-
b
ased
ch
em
is
tr
y
lab
o
r
ato
r
y
wo
r
k
p
r
o
d
u
ce
d
b
etter
s
tu
d
e
n
t
o
u
tco
m
es
th
an
r
eg
u
lar
lab
o
r
at
o
r
y
m
eth
o
d
s
[
3
2
]
,
wh
ile
m
icr
o
s
ca
le
ex
p
er
im
e
n
ts
h
ad
b
etter
ef
f
ec
ts
o
n
lear
n
i
n
g
t
h
a
n
m
ac
r
o
s
co
p
ic
ex
p
er
im
en
ts
[
3
3
]
.
R
esear
ch
cites
in
ter
v
en
tio
n
d
esig
n
as
cr
itical
f
o
r
s
u
cc
ess
an
d
lear
n
er
-
co
n
tr
o
lled
en
v
ir
o
n
m
en
ts
to
g
eth
er
wi
th
PQ4
R
an
d
th
eir
r
o
le
in
en
h
an
cin
g
ch
em
is
tr
y
le
ar
n
in
g
[
3
4
]
–
[
3
6
]
.
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
.
6
,
Dec
em
b
er
20
25
:
4
8
6
4
-
4
8
7
3
4870
T
o
f
u
r
th
e
r
test
th
e
d
if
f
er
e
n
ce
b
etwe
en
th
e
lev
el
o
f
co
m
p
eten
c
y
am
o
n
g
th
e
r
esp
o
n
d
en
ts
wh
e
n
g
r
o
u
p
ed
b
etwe
en
th
e
c
o
n
tr
o
l
g
r
o
u
p
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
,
a
n
in
d
ep
en
d
en
t
t
-
test
was
u
s
ed
,
as
s
h
o
wn
in
T
a
b
le
2
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ate
m
ath
em
atica
l
s
ig
n
if
ican
ce
b
etwe
en
test
s
u
b
ject
s
an
d
co
n
tr
o
l
p
ar
ticip
an
ts
.
T
h
e
u
n
p
air
ed
t
-
test
(
p
=0
.
0
2
)
an
d
Ma
n
n
-
W
h
itn
ey
U
test
(
p
=
0
.
0
4
)
s
h
o
wed
r
esu
lts
b
elo
w
0
.
0
5
s
ig
n
if
ican
ce
.
T
h
is
m
ea
n
s
th
at
th
e
r
e
-
d
esig
n
ed
s
eq
u
en
ce
ad
d
e
d
to
th
e
i
n
ter
v
en
t
io
n
cu
r
r
icu
lu
m
led
s
tu
d
en
ts
t
o
ac
h
iev
e
s
tr
o
n
g
er
lev
els
o
f
co
m
p
eten
c
y
in
ch
e
m
ical
b
o
n
d
in
g
.
I
n
ad
d
itio
n
,
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
o
b
tai
n
ed
s
u
p
e
r
io
r
m
ea
n
p
er
f
o
r
m
an
ce
r
esu
lts
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an
th
e
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n
tr
o
l
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r
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u
p
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ich
d
e
m
o
n
s
tr
ates
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
in
ter
v
en
tio
n
.
A
C
o
h
en
’
s
U₃
v
alu
e
o
f
0
.
3
7
i
n
d
icate
s
m
o
d
er
ate
ef
f
ec
ts
s
ize
b
etwe
en
p
er
f
o
r
m
an
ce
d
is
tr
ib
u
tio
n
s
wh
ich
s
h
o
ws
a
d
is
tin
g
u
is
h
ab
le
s
ep
ar
atio
n
b
etwe
en
g
r
o
u
p
s
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ile
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ee
p
in
g
p
o
r
tio
n
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o
f
th
eir
s
co
r
e
r
an
g
es
cr
o
s
s
-
o
v
er
.
T
h
e
m
o
d
er
ate
ef
f
ec
t
s
ize
v
alu
e
o
f
0
.
3
2
d
em
o
n
s
tr
ates
m
ea
n
in
g
f
u
l
p
r
ac
tical
im
p
ac
t
f
r
o
m
th
e
im
p
lem
en
tatio
n
o
f
th
is
in
ter
v
en
tio
n
.
T
h
e
o
u
tc
o
m
e
f
r
o
m
s
m
all
ed
u
ca
tio
n
al
p
r
o
g
r
ess
m
ak
es su
b
s
tan
tial d
if
f
er
en
ce
s
in
s
tu
d
en
t a
ca
d
em
ic
ad
v
an
ce
m
e
n
t
[
3
7
]
.
T
h
e
co
m
b
in
atio
n
o
f
r
esear
c
h
f
in
d
in
g
s
d
em
o
n
s
tr
ates
th
at
s
tr
a
teg
ic
in
s
tr
u
ctio
n
al
ar
r
an
g
em
e
n
t
d
eliv
er
s
wo
r
th
w
h
ile
lear
n
in
g
im
p
r
o
v
em
en
ts
b
etwe
en
ac
ad
em
ic
s
u
b
jects.
Hen
ce
,
th
e
r
esu
lts
co
n
f
ir
m
s
th
at
tr
ea
tm
e
n
t
p
r
o
d
u
ce
s
r
elev
an
t
ed
u
ca
tio
n
al
ad
v
a
n
ce
m
en
t
in
c
h
em
is
tr
y
th
er
e
f
o
r
e
d
em
o
n
s
tr
atin
g
its
p
o
ten
tial a
s
an
ef
f
ec
tiv
e
ap
p
r
o
ac
h
f
o
r
class
r
o
o
m
u
s
e.
T
ab
le
1
.
Dif
f
e
r
en
ce
in
t
h
e
lev
e
l o
f
co
m
p
eten
cy
u
s
in
g
r
e
-
s
eq
u
en
ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
wh
en
class
if
ied
with
in
th
e
co
n
tr
o
l a
n
d
e
x
p
er
i
m
en
tal
g
r
o
u
p
’
s
p
r
e
-
test
s
an
d
p
o
s
t
-
test
s
s
co
r
e
G
r
o
u
p
/
T
e
st
M
e
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
SD
t
-
v
a
l
u
e
p
-
v
a
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Pre
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0
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l
e
v
e
l
o
f
s
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g
n
i
f
i
c
a
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e
T
ab
le
2
.
Dif
f
e
r
en
ce
b
etwe
en
th
e
lev
el
o
f
c
o
m
p
eten
cy
am
o
n
g
th
e
r
esp
o
n
d
en
ts
wh
en
g
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o
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p
e
d
b
etwe
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th
e
co
n
tr
o
l g
r
o
u
p
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d
ex
p
e
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im
en
t
al
g
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o
u
p
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u
s
in
g
th
e
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e
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s
eq
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ce
d
in
ter
v
e
n
tio
n
m
o
d
u
le
G
r
o
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p
s
M
e
a
n
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n
p
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t
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p
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5
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0
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0
1
6
0
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0
3
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0
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3
7
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f
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3
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0
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3
.
5
.
Ass
o
cia
t
io
n
bet
wee
n
t
he
le
v
el
o
f
co
m
pet
ency
in
chemica
l
bo
nd
ing
a
nd
t
heir
per
ce
ptio
ns
a
nd
a
pp
ro
a
ches o
n t
he
us
ef
uln
e
s
s
o
f
t
he
re
-
s
equenced
inte
rv
e
ntio
n m
o
du
le
a
m
o
ng
t
he
re
s
po
nd
ent
s
T
ab
le
3
p
r
esen
ts
th
e
an
aly
s
i
s
o
n
th
e
ass
o
ciatio
n
b
etwe
en
th
e
lev
el
o
f
co
m
p
eten
cy
in
ch
em
ical
b
o
n
d
in
g
an
d
th
eir
p
er
ce
p
tio
n
s
an
d
ap
p
r
o
ac
h
es
o
n
th
e
u
s
ef
u
ln
ess
o
f
th
e
r
e
-
s
eq
u
en
ce
d
in
ter
v
en
tio
n
m
o
d
u
le.
T
h
e
co
ef
f
icien
t
f
o
r
ap
p
r
o
ac
h
e
s
is
-
0
.
0
4
5
with
a
s
tan
d
ar
d
e
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r
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f
0
.
0
6
9
.
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h
e
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-
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5
1
9
,
in
d
icatin
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th
at
ap
p
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o
t
s
tatis
ti
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lly
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if
ican
t.
T
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u
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ests
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at
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er
e
is
n
o
s
ig
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if
ican
t
ass
o
ciatio
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b
etwe
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r
esp
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d
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n
ts
’
p
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p
tio
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s
an
d
ap
p
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h
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o
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th
e
u
s
ef
u
ln
ess
o
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th
e
r
e
-
s
eq
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en
ce
d
in
ter
v
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tio
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m
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d
u
le
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d
th
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co
m
p
eten
c
y
lev
el
in
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h
e
m
ical
b
o
n
d
i
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g
.
Gen
e
r
ally
,
r
es
p
o
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d
e
n
ts
p
er
ce
iv
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ch
e
m
is
tr
y
a
s
a
co
m
p
lex
s
u
b
ject
r
esu
ltin
g
in
lo
w
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
[
3
8
]
,
b
u
t
n
o
t
in
t
h
is
ca
s
e,
wh
ich
s
im
p
ly
m
ea
n
s
th
at
ev
en
in
th
e
ab
s
en
ce
o
f
s
p
ec
if
ic
ass
o
ciati
o
n
to
th
e
r
esp
o
n
d
en
ts
’
p
er
c
ep
tio
n
s
o
r
ap
p
r
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ac
h
es
to
war
d
th
e
r
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-
s
eq
u
en
ce
d
in
ter
v
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tio
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m
o
d
u
le,
th
e
r
esp
o
n
d
en
ts
s
till
ex
h
i
b
it
a
ce
r
tain
lev
el
o
f
c
o
m
p
eten
c
y
in
ch
e
m
ical
b
o
n
d
in
g
.
T
h
is
b
aselin
e
co
m
p
eten
cy
co
u
l
d
r
e
f
lect
th
e
in
h
er
e
n
t
k
n
o
wled
g
e
o
r
s
k
ills
p
o
s
s
ess
ed
b
y
in
d
iv
id
u
als
ir
r
esp
ec
tiv
e
o
f
th
eir
attitu
d
es
o
r
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e
h
av
io
r
s
t
o
war
d
th
e
s
u
b
ject,
t
o
p
ic,
o
r
m
o
d
u
le.
Giv
e
n
th
at
th
e
r
esp
o
n
d
e
n
ts
’
lear
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in
g
ap
p
r
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ac
h
is
a
m
u
lti
-
f
ac
to
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ia
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co
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s
tr
u
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in
v
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atin
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s
h
ip
b
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two
v
ar
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in
lo
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g
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al
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p
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wo
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also
p
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b
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in
s
ig
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in
to
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ass
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b
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clim
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d
r
esp
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d
en
ts
’
lear
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in
g
ap
p
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ac
h
es [
3
9
]
.
T
ab
le
3
.
Po
is
s
o
n
r
eg
r
ess
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an
aly
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is
o
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th
e
r
elatio
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ip
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tu
d
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ch
em
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b
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d
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g
co
m
p
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cy
an
d
th
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p
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p
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s
o
f
th
e
r
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-
s
eq
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d
in
ter
v
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tio
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m
o
d
u
le
V
a
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Est
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.
Er
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co
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lear
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jects
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e
m
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Ph
ilip
p
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it
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o
m
s
tr
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co
n
ten
t
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d
e
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in
g
k
n
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d
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l
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.
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h
e
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t
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u
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c
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l
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m
d
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s
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d
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u
ca
to
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s
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p
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h
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p
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am
th
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n
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ca
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m
eth
o
d
s
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d
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tio
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ap
p
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Fu
r
th
er
m
o
r
e
,
it
is
r
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o
m
m
e
n
d
ed
to
g
ath
er
q
u
alitativ
e
f
ee
d
b
ac
k
th
r
o
u
g
h
in
ter
v
iews
o
r
o
p
en
-
en
d
ed
s
u
r
v
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s
to
b
etter
u
n
d
er
s
tan
d
n
eg
ativ
e
p
er
ce
p
tio
n
s
an
d
r
ef
i
n
e
th
e
m
o
d
u
le.
C
o
m
p
ar
ativ
e
an
aly
s
is
o
f
m
o
d
u
les
co
u
ld
h
elp
i
d
e
n
t
i
f
y
e
f
f
e
c
t
i
v
e
i
n
s
t
r
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c
t
i
o
n
a
l
s
t
r
a
te
g
i
e
s
f
o
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m
p
r
o
v
e
m
e
n
t
.
S
m
a
l
l
p
e
r
f
o
r
m
a
n
c
e
d
if
f
er
en
ce
s
b
etwe
en
g
r
o
u
p
s
s
u
g
g
est
t
h
e
n
ee
d
to
in
v
esti
g
ate
co
n
tex
t
u
al
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
lear
n
in
g
o
u
tco
m
es.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
also
r
ep
licate
th
e
m
o
d
u
le
wh
ile
ad
d
r
ess
in
g
ch
allen
g
es
to
o
p
tim
ize
its
ef
f
ec
tiv
en
ess
.
A
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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&
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14
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.
6
,
Dec
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b
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20
25
:
4
8
6
4
-
4
8
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3
4872
RE
F
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R
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NC
E
S
[
1
]
A
.
L
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2
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[
3
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-
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[
4
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.
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m
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u
c
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5
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C
.
K
.
A
r
v
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,
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C
h
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mi
c
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[
6
]
E.
N
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sa’a
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,
L
.
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l
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,
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C
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[
7
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F
.
Y
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n
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,
“
Le
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C
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[
8
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A
.
Ta
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