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P
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n
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e
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p
ro
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(AR)
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h
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re
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se
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d
m
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m
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s.
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ter
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iza
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s
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re
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h
o
o
l
stu
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e
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ts
i
n
p
h
y
sic
s
lea
rn
in
g
.
Th
e
fin
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in
g
s
fu
rth
e
r
i
n
d
ica
ted
th
a
t
sc
a
ffo
ld
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n
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t
e
m
p
lo
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d
in
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iza
AR
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a
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fe
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tu
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fied
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ll
su
b
t
o
p
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h
e
lp
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o
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n
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re
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se
c
o
n
fid
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n
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e
a
m
o
n
g
stu
d
e
n
ts
i
n
p
h
y
sic
s
lea
rn
i
n
g
.
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o
n
se
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u
e
n
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lea
rn
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n
g
k
it
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n
h
a
n
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e
h
i
g
h
sc
h
o
o
l
st
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d
e
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ts
’
u
n
d
e
rsta
n
d
in
g
o
f
p
h
y
sic
s.
Th
is
st
u
d
y
fo
u
n
d
th
a
t
in
teg
ra
ti
n
g
sc
a
ffo
l
d
in
g
a
n
d
AR
wo
u
l
d
h
e
l
p
p
h
y
sic
s e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Au
g
m
en
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r
ea
lity
L
ea
r
n
in
g
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it
Mix
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m
eth
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d
Ph
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ics lea
r
n
in
g
Pro
b
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-
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g
Scaf
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o
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in
g
T
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s
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o
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rticle
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n
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CC B
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A
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Facu
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U
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m
y
1.
I
NT
RO
D
UCT
I
O
N
T
ec
h
n
o
lo
g
y
an
d
in
n
o
v
atio
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co
n
s
tan
tly
ev
o
lv
e
o
v
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tim
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T
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p
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ad
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m
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f
to
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wo
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ld
h
as
ch
an
g
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v
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tio
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lear
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i
n
g
to
tech
n
o
l
o
g
y
-
b
ased
lear
n
in
g
[
1
]
,
[
2
]
.
T
ec
h
n
o
lo
g
y
-
b
ased
lear
n
in
g
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ab
le
to
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im
en
s
io
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lear
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am
o
n
g
s
tu
d
en
ts
in
p
r
im
a
r
y
,
s
ec
o
n
d
ar
y
an
d
h
ig
h
er
le
v
e
ls
.
I
n
lin
e
with
th
e
f
o
u
r
th
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
(
SDG)
wh
ich
em
p
h
asizes
th
e
asp
ec
t
o
f
q
u
ality
ed
u
ca
tio
n
,
th
e
u
s
e
o
f
tech
n
o
lo
g
y
is
ex
p
ec
ted
to
p
r
o
v
id
e
q
u
ality
ed
u
ca
tio
n
am
o
n
g
s
tu
d
en
ts
[
3
]
.
T
h
er
e
is
an
in
cr
ea
s
e
in
th
e
u
s
e
o
f
au
g
m
en
ted
r
ea
lity
(
AR
)
in
l
ea
r
n
in
g
with
tech
n
o
lo
g
ies
[
4
]
.
T
h
e
r
e
ar
e
v
ar
io
u
s
tech
n
o
lo
g
ies
th
at
ca
n
h
elp
teac
h
in
g
an
d
lear
n
i
n
g
;
o
n
e
o
f
wh
ich
is
AR
.
AR
ca
n
b
e
d
escr
ib
ed
wh
er
e
u
s
er
s
ca
n
s
ee
a
m
ix
tu
r
e
o
f
o
b
jects
in
th
e
v
ir
tu
al
an
d
r
e
al
wo
r
ld
in
r
ea
l
tim
e
[
5
]
.
AR
is
a
wid
ely
u
s
ed
tech
n
o
lo
g
y
in
m
a
n
y
f
ac
ets
o
f
o
u
r
liv
es
[
6
]
wh
ich
co
m
b
in
es
th
e
r
ea
l
w
o
r
l
d
an
d
th
e
v
ir
tu
al
wo
r
ld
c
r
ea
te
d
th
r
o
u
g
h
co
m
p
u
ter
s
[
7
]
–
[
9
]
.
AR
h
as
th
e
ab
ilit
y
to
f
ac
ilit
ate
m
u
ltime
d
ia
lear
n
in
g
b
ec
au
s
e
it
cr
ea
tes
an
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
ca
p
ab
le
o
f
p
r
o
v
id
in
g
a
lear
n
in
g
e
x
p
er
ien
ce
s
im
ilar
to
th
e
r
ea
l w
o
r
ld
[
10
]
,
[
11
]
an
d
o
f
f
er
in
g
b
etter
u
n
d
e
r
s
tan
d
in
g
[
12
]
.
Ph
y
s
ics
is
a
b
r
an
ch
o
f
s
cien
c
e
th
at
s
tu
d
ies
all
n
atu
r
al
p
h
en
o
m
en
a
[
13
]
.
Ph
y
s
ics
is
o
f
ten
lab
elled
as
a
d
if
f
icu
lt
s
u
b
ject
[
14
]
,
[
15
]
an
d
s
tu
d
en
ts
o
f
ten
f
ac
e
c
o
n
ce
p
tu
al
m
is
u
n
d
er
s
tan
d
in
g
s
[
16
]
.
Fu
r
th
er
m
o
r
e
,
Evaluation Warning : The document was created with Spire.PDF for Python.
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Vo
l
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14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
0
5
-
5
1
1
6
5106
s
tu
d
en
ts
also
ex
p
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p
r
o
b
l
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s
in
ap
p
ly
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p
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co
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th
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elate
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p
h
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in
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p
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lem
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[
17
]
in
v
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lv
in
g
m
ath
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atica
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latio
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s
.
Gr
av
itatio
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to
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ic
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Ma
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K
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r
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m
S
ta
n
d
a
r
d
S
ek
o
la
h
Men
en
g
a
h
(
KSSM)
[
18
]
.
T
h
is
to
p
ic
em
p
h
asizes
escap
e
v
elo
city
th
at
r
e
q
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ir
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r
o
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lem
s
o
lv
in
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s
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ills
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lv
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at
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em
atica
l
ca
lcu
l
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s
an
d
ab
s
tr
ac
t
c
o
n
ce
p
ts
i
n
p
h
y
s
ics.
Ou
r
s
tu
d
y
f
o
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u
s
es
o
n
th
e
in
teg
r
atio
n
o
f
s
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f
f
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in
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d
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to
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elp
s
tu
d
en
ts
in
s
o
lv
in
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p
r
o
b
lem
s
in
v
o
lv
in
g
m
ath
e
m
atica
l
ca
lcu
latio
n
s
.
A
s
tu
d
y
h
as
b
ee
n
co
n
d
u
cted
to
d
ete
r
m
in
e
th
e
ef
f
ec
tiv
en
ess
o
f
Gr
av
iSTE
M
Mo
d
u
le
in
v
o
lv
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g
New
to
n
’
s
u
n
iv
er
s
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law
o
f
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r
av
itat
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[
14
]
,
wh
ile
an
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r
s
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d
y
h
as b
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o
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e
to
d
ev
elo
p
Gr
av
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G
am
e
Kep
ler
s
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l
aw
[
19
]
.
Ho
wev
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tu
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ies
f
o
cu
s
ed
o
n
New
to
n
’
s
u
n
iv
er
s
al
law
o
f
g
r
av
itatio
n
b
u
t
d
id
n
o
t
ex
am
in
e
th
e
to
p
ic
o
f
escap
e
v
elo
city
to
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
an
d
d
i
d
n
o
t
u
s
e
tech
n
o
lo
g
y
a
p
p
lic
atio
n
s
s
u
ch
as
AR
.
A
q
u
asi
-
ex
p
er
im
e
n
tal
s
tu
d
y
co
n
d
u
cte
d
am
o
n
g
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
h
as
s
h
o
wn
m
ar
k
ed
im
p
r
o
v
e
m
en
t
with
th
e
u
s
e
o
f
AR
in
b
io
lo
g
y
[
20
]
.
An
o
th
er
s
tu
d
y
f
o
c
u
s
ed
o
n
d
ev
elo
p
in
g
AR
lear
n
in
g
m
ed
ia
in
s
cien
ce
s
u
b
ject
[
2
1
]
.
AR
-
b
ased
lear
n
in
g
ca
n
m
ak
e
lear
n
in
g
m
o
r
e
e
f
f
ec
tiv
e.
Var
io
u
s
s
tu
d
ies
in
v
o
lv
e
n
u
m
er
o
u
s
s
u
b
jects
th
at
in
clu
d
e
teac
h
in
g
an
d
lear
n
in
g
u
s
in
g
AR
s
u
ch
as
m
ath
e
m
atics
[
22
]
,
[
2
3
]
,
ch
em
is
tr
y
[
2
4
]
–
[
26
]
,
p
h
y
s
ical
ed
u
ca
tio
n
[
27
]
,
b
i
o
lo
g
y
[
28
]
,
[
2
9
]
,
s
cien
ce
[
30
]
,
ea
r
ly
ch
ild
h
o
o
d
ed
u
c
atio
n
[
31
]
,
an
d
p
h
y
s
i
cs
[
32
]
,
[
33
]
.
AR
i
s
ca
p
ab
le
to
f
ac
ilit
ate
an
d
g
u
i
d
e
s
tu
d
en
ts
b
ec
au
s
e
it
cr
ea
tes
an
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
wh
er
e
s
tu
d
en
ts
ca
n
b
etter
u
n
d
e
r
s
tan
d
th
e
r
ea
l
wo
r
ld
with
th
e
p
r
esen
ce
o
f
m
u
ltime
d
ia
ass
is
tan
ce
th
at
in
t
eg
r
ates
s
ca
f
f
o
ld
in
g
[
10
]
,
[
11
]
.
R
esear
ch
er
s
ar
e
s
till
lef
t
with
th
is
q
u
esti
o
n
o
n
h
o
w
AR
h
elp
s
in
teac
h
in
g
an
d
lear
n
i
n
g
:
w
h
at
m
eth
o
d
s
s
h
o
u
ld
teac
h
er
s
u
s
e
in
u
s
in
g
AR
m
ater
ials
to
en
s
u
r
e
th
at
th
e
AR
m
ater
ials
ac
h
ie
v
e
th
e
o
b
jectiv
es
o
f
th
e
less
o
n
s
?
T
h
er
ef
o
r
e,
an
ap
p
r
o
p
r
iate
a
p
p
r
o
ac
h
an
d
s
elec
tio
n
s
h
o
u
ld
b
e
im
p
lem
e
n
ted
.
On
e
o
f
th
e
m
eth
o
d
s
b
ein
g
s
u
g
g
ested
is
s
ca
f
f
o
ld
in
g
.
Scaf
f
o
ld
in
g
p
lay
s
a
cr
itical
r
o
le
in
p
r
o
m
o
tin
g
lear
n
in
g
in
a
b
etter
en
v
ir
o
n
m
en
t
b
y
o
f
f
er
in
g
s
tu
d
en
ts
o
r
g
an
ized
s
u
p
p
o
r
t
to
h
elp
th
e
m
b
ec
o
m
e
m
o
r
e
in
d
e
p
en
d
e
n
t
in
th
eir
lear
n
in
g
.
Scaf
f
o
ld
i
n
g
tech
n
iq
u
es
in
th
e
lear
n
in
g
p
r
o
ce
s
s
h
ig
h
lig
h
t
le
ar
n
in
g
in
f
o
r
m
atio
n
n
ee
d
ed
to
h
el
p
s
tu
d
e
n
ts
p
r
o
ce
ed
to
th
e
n
e
x
t
lev
el
o
f
k
n
o
wled
g
e
[
34
]
.
Scaf
f
o
ld
in
g
i
s
also
k
n
o
wn
as
th
e
p
r
o
ce
s
s
b
y
wh
ich
a
m
o
r
e
k
n
o
wled
g
ea
b
le
p
ee
r
o
r
teac
h
er
o
f
f
er
s
ass
is
tan
ce
th
at
en
ab
le
s
s
tu
d
en
ts
to
co
m
p
lete
task
s
th
at
m
ay
b
e
d
if
f
icu
lt
f
o
r
th
em
to
co
m
p
lete
in
d
ep
en
d
en
tly
[
35
]
.
Vy
g
o
ts
k
y
s
tated
th
at
th
e
r
i
g
h
t
g
u
id
a
n
ce
will
h
elp
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
lea
r
n
in
g
.
I
t
g
r
a
d
u
ally
i
n
cr
ea
s
es
d
if
f
ic
u
lty
an
d
h
el
p
s
b
u
ild
o
n
ex
is
tin
g
k
n
o
wled
g
e
[
35
]
.
Scaf
f
o
ld
in
g
is
f
u
r
t
h
er
ch
ar
ac
ter
ized
as
ju
s
t
-
in
-
tim
e
s
u
p
p
o
r
t.
I
t
p
r
o
v
id
es
im
m
ed
iate
ass
is
tan
ce
wh
en
n
ee
d
ed
a
n
d
s
u
p
p
o
r
ts
co
n
tex
t
u
al
h
in
ts
an
d
ex
p
lan
atio
n
s
[
3
6
]
.
T
h
e
ty
p
es
o
f
s
u
p
p
o
r
t
th
at
ar
e
in
clu
d
e
d
in
s
ca
f
f
o
l
d
in
g
ar
e
ch
u
n
k
in
g
a
n
d
m
o
d
ellin
g
.
C
h
u
n
k
i
n
g
is
as
a
p
r
o
ce
s
s
o
f
b
r
ea
k
in
g
d
o
wn
ch
allen
g
in
g
lear
n
in
g
ac
tiv
ities
in
to
s
m
all
an
d
m
an
ag
ea
b
le
ch
u
n
k
s
o
f
co
m
p
o
n
en
ts
[
37
]
,
wh
ile
m
o
d
ellin
g
is
g
iv
in
g
co
n
cr
ete
ex
am
p
les
b
y
d
em
o
n
s
tr
atin
g
co
n
ce
p
ts
an
d
task
s
[
38
]
.
T
h
e
p
r
in
cip
les
o
f
s
ca
f
f
o
ld
in
g
a
r
e
s
tr
ess
ed
in
co
n
tin
u
ity
an
d
co
n
tin
g
en
cy
.
I
t
en
s
u
r
es
th
at
h
elp
is
co
n
s
is
ten
t a
n
d
ad
j
u
s
ts
to
th
e
lear
n
er
’
s
ch
a
n
g
in
g
r
eq
u
ir
em
e
n
ts
[
39
]
.
I
t
h
as
b
ee
n
d
em
o
n
s
tr
ated
th
at
ef
f
ec
tiv
e
s
ca
f
f
o
ld
in
g
f
o
r
m
ats,
in
clu
d
in
g
in
ter
ac
tiv
e
s
ea
tin
g
ar
r
an
g
em
e
n
ts
an
d
m
n
em
o
n
ic
s
tr
ateg
ies,
im
p
r
o
v
e
s
tu
d
en
ts
’
ab
ilit
y
to
s
o
lv
e
p
r
o
b
lem
s
in
p
ar
ticu
lar
p
h
y
s
ics
d
is
cip
lin
es,
s
u
ch
as
tem
p
er
atu
r
e
co
n
v
er
s
io
n
[
40
]
.
Ph
y
s
ics
lear
n
in
g
o
u
tco
m
es
ar
e
also
im
p
r
o
v
ed
b
y
t
h
e
u
s
e
o
f
s
ca
f
f
o
ld
in
g
-
b
ased
wo
r
k
s
h
ee
ts
in
d
is
co
v
er
y
lear
n
i
n
g
m
o
d
e
ls
,
wh
ich
in
cr
e
ase
s
tu
d
en
t
c
o
m
p
r
eh
e
n
s
io
n
a
n
d
en
g
ag
em
e
n
t
[
41
]
.
Ad
d
itio
n
all
y
,
s
ca
f
f
o
ld
in
g
tech
n
iq
u
es
th
at
p
r
o
m
o
te
d
e
b
ate
an
d
g
r
o
u
p
lear
n
in
g
im
p
r
o
v
e
s
cien
tific
ex
p
lan
atio
n
ab
ilit
ies,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
o
f
o
r
g
an
ized
ass
is
tan
ce
in
f
o
s
ter
in
g
cr
itical
th
i
n
k
in
g
[
42
]
.
An
o
th
er
s
tu
d
y
s
h
o
ws
th
at
s
ca
f
f
o
ld
in
g
im
p
r
o
v
es
lan
g
u
ag
e
ac
q
u
is
itio
n
b
y
s
im
p
lify
i
n
g
d
if
f
icu
lt
co
n
ce
p
ts
an
d
in
cr
ea
s
e
co
m
p
eten
ce
in
l
ea
r
n
er
s
[
4
3
]
.
T
h
e
u
s
e
o
f
s
ca
f
f
o
ld
in
g
in
th
e
g
am
e
-
b
ased
lear
n
in
g
asp
ec
t
in
th
e
d
ev
elo
p
m
e
n
t
o
f
C
r
ay
o
n
Ph
y
s
i
cs
Delu
x
e
h
as
in
cr
ea
s
ed
u
n
d
e
r
s
tan
d
in
g
an
d
ev
en
a
m
p
lifie
d
s
tu
d
en
t
cr
ea
tiv
ity
[
4
4
]
.
I
t
s
h
o
ws
m
an
y
s
tu
d
ies
th
at
h
av
e
in
teg
r
ated
s
ca
f
f
o
l
d
in
g
in
th
e
teac
h
in
g
a
n
d
lea
r
n
in
g
h
a
v
e
p
o
s
itiv
e
im
p
ac
ts
an
d
cr
ea
te
m
ea
n
in
g
f
u
l
lear
n
in
g
e
n
v
ir
o
n
m
en
t.
W
h
en
th
e
d
esig
n
h
ig
h
lig
h
ts
th
e
s
ca
f
f
o
ld
in
g
asp
ec
t
an
d
is
i
n
teg
r
ated
with
AR
,
lear
n
i
n
g
i
n
an
ac
tiv
e
en
v
ir
o
n
m
en
t
will
b
e
ab
le
to
i
n
cr
ea
s
e
s
tu
d
en
ts
’
k
n
o
wled
g
e.
Scaf
f
o
ld
in
g
is
u
s
ed
to
b
r
id
g
e
th
e
g
ap
b
etwe
en
s
tu
d
en
t
u
n
d
er
s
tan
d
in
g
an
d
m
at
h
em
atica
l
p
r
o
b
lem
-
s
o
lv
in
g
s
k
i
lls
.
R
esear
ch
o
n
th
e
in
teg
r
atio
n
o
f
AR
in
p
h
y
s
ics
lear
n
in
g
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
lear
n
in
g
in
th
e
co
n
te
x
t
o
f
p
h
y
s
ics
ed
u
ca
tio
n
[
45
]
–
[
48
]
,
h
elp
s
d
ev
elo
p
n
ew
k
n
o
wled
g
e,
a
n
d
im
p
r
o
v
es
s
tu
d
en
ts
’
ab
ilit
y
in
p
h
y
s
ics
[
49
]
.
T
h
er
e
f
o
r
e,
th
is
s
tu
d
y
ai
m
s
to
im
p
r
o
v
e
th
e
k
n
o
wled
g
e
in
g
r
av
itatio
n
al
to
p
ics
esp
ec
ially
in
th
e
to
p
ics
o
f
escap
e
v
elo
city
b
y
d
e
v
elo
p
in
g
an
d
im
p
lem
e
n
tin
g
teac
h
in
g
m
ate
r
ial
with
th
e
in
te
g
r
atio
n
o
f
s
ca
f
f
o
ld
in
g
a
n
d
AR
k
n
o
wn
as
FizaAR.
T
h
e
s
tu
d
y
aim
s
to
p
r
o
p
o
s
e
an
ap
p
r
o
ac
h
to
in
teg
r
atin
g
s
ca
f
f
o
ld
in
g
an
d
AR
in
s
o
lv
in
g
m
ath
em
atica
l
p
r
o
b
lem
s
in
p
h
y
s
ics.
FizaAR
w
is
h
es
to
d
iv
er
s
if
y
s
tu
d
en
t
r
eso
u
r
ce
s
i
n
p
h
y
s
ics
ed
u
ca
tio
n
.
Stu
d
en
ts
ar
e
also
in
lin
e
with
to
d
ay
’
s
tech
n
o
lo
g
y
,
esp
ec
ially
AR
,
an
d
ar
e
n
o
lo
n
g
e
r
tied
t
o
tr
ad
itio
n
al
lear
n
in
g
b
e
ca
u
s
e
FizaAR
ca
n
b
e
u
s
ed
as
an
in
ter
ac
tiv
e
lear
n
in
g
r
eso
u
r
ce
th
at
ca
n
s
tim
u
late
s
tu
d
en
ts
’
in
ter
est.
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
Th
e
in
teg
r
a
tio
n
o
f sca
ffo
ld
i
n
g
a
n
d
a
u
g
men
ted
r
ea
lity in
p
h
ys
ics lea
r
n
in
g
(
S
iti N
u
r
q
u
a
lb
ia
h
Ma
t Ka
r
im
)
5107
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
es
th
e
ca
s
e
s
tu
d
y
ap
p
r
o
ac
h
.
T
h
e
ca
s
e
s
tu
d
y
a
p
p
r
o
ac
h
c
o
m
b
in
es
b
o
th
q
u
alitativ
e
an
d
q
u
an
titativ
e
d
ata
to
p
r
esen
t
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ic
[
50
]
.
Stu
d
y
s
h
o
ws
b
y
u
s
in
g
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
an
aly
s
es,
in
ca
s
e
s
tu
d
ies,
w
ill en
h
an
ce
th
e
r
esear
ch
p
r
o
ce
s
s
[
51
]
.
An
o
th
er
f
i
n
d
in
g
s
also
s
h
o
w
th
e
in
cr
ea
s
in
g
m
ar
k
s
in
s
tu
d
en
ts
’
d
ata
r
ep
r
esen
tati
o
n
s
u
s
in
g
a
ca
s
e
s
tu
d
y
r
esear
c
h
th
at
em
p
h
asizes
th
e
im
p
o
r
ta
n
ce
o
f
s
tr
u
ctu
r
e
d
in
q
u
ir
y
f
o
r
s
tatis
tical
liter
ac
y
[
5
2
]
.
T
r
en
d
s
o
f
q
u
an
titat
iv
e
an
d
q
u
alitativ
e
ap
p
r
o
ac
h
es
ar
e
m
o
r
e
u
s
ef
u
l
wh
en
u
s
ed
to
g
eth
er
th
an
wh
e
n
eith
er
is
u
s
ed
alo
n
e,
b
u
t
w
h
en
co
m
b
in
e
d
,
m
a
y
p
r
o
d
u
ce
r
ich
er
an
d
d
ee
p
er
r
esear
ch
f
in
d
in
g
s
[
53
]
.
Sam
p
lin
g
is
th
e
p
r
o
ce
s
s
o
f
tak
in
g
a
s
u
b
s
et
o
f
th
e
p
o
p
u
latio
n
,
o
b
s
er
v
in
g
t
h
em
,
an
d
th
en
e
x
t
r
ap
o
latin
g
th
e
r
esu
lts
to
th
e
lar
g
er
p
o
p
u
l
atio
n
[
54
]
.
T
h
e
s
tu
d
y
u
s
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
es.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
is
also
k
n
o
wn
as
ju
d
g
m
en
t
s
a
m
p
lin
g
,
in
wh
ich
s
am
p
le
ele
m
en
ts
f
r
o
m
t
h
e
p
o
p
u
latio
n
th
at
ar
e
th
o
u
g
h
t
to
b
e
ty
p
ical,
o
r
r
ep
r
esen
tativ
e
ar
e
s
elec
ted
[
54
]
.
T
o
g
u
ar
an
tee
th
a
t
th
e
s
am
p
le
i
s
p
er
tin
en
t
to
th
e
g
o
als
o
f
th
e
s
tu
d
y
,
p
ar
ticip
an
ts
ar
e
s
elec
ted
b
ase
d
o
n
th
ei
r
ca
p
ac
ity
to
s
h
ed
lig
h
t
o
n
th
e
r
esear
ch
s
u
b
ject
[
55
]
.
T
h
e
tech
n
iq
u
e
o
f
s
elec
tin
g
th
e
n
u
m
b
er
o
f
s
ets
o
f
co
m
p
o
n
en
ts
in
s
u
ch
a
way
th
at
th
e
o
b
ject
d
ep
en
d
in
g
o
n
m
ak
es
ap
p
r
o
x
im
ately
th
e
s
am
e
esti
m
atio
n
as
th
e
p
o
p
u
latio
n
f
o
r
th
o
s
e
p
er
s
o
n
al
c
h
ar
ac
ter
is
tics
th
at
ar
e
cu
r
r
en
tly
th
e
s
u
b
ject
o
f
d
ata
g
ath
er
in
g
[
56
]
.
T
h
e
s
tu
d
y
in
v
o
lv
ed
1
5
s
tu
d
en
ts
in
a
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
l.
T
h
e
y
ar
e
at
th
e
ag
e
o
f
1
6
y
ea
r
s
o
l
d
wh
o
wer
e
s
elec
ted
am
o
n
g
s
tu
d
en
ts
wh
o
en
r
o
lled
in
p
h
y
s
ics.
T
h
e
p
a
r
ticip
an
ts
o
f
th
e
s
tu
d
y
ar
e
am
o
n
g
s
tu
d
en
ts
with
lo
w
lev
el
o
f
k
n
o
wled
g
e
in
a
p
r
e
-
lim
in
ar
y
s
ch
o
o
l
test
an
d
am
o
n
g
s
tu
d
en
ts
wh
o
ca
n
u
s
e
tech
n
o
lo
g
y
an
d
h
av
e
h
a
d
ex
p
o
s
u
r
e
t
o
m
o
d
e
r
n
tech
n
o
lo
g
y
lear
n
in
g
s
u
ch
as
o
n
lin
e
lear
n
in
g
a
n
d
lea
r
n
in
g
u
s
in
g
m
o
b
ile
ap
p
licatio
n
s
.
C
ase
s
tu
d
y
r
ese
ar
ch
ty
p
ically
in
v
o
lv
es
t
h
e
d
e
tailed
an
d
in
ten
s
iv
e
an
aly
s
is
o
f
a
s
in
g
le
ca
s
e
o
r
a
s
m
all
n
u
m
b
er
o
f
ca
s
es.
T
h
e
aim
is
n
o
t
to
g
en
er
alize
s
tati
s
tically
,
b
u
t
to
u
n
d
er
s
tan
d
th
e
d
y
n
am
ics
with
in
p
ar
ticu
lar
s
ettin
g
s
[
57
]
.
Pre
-
test
an
d
p
o
s
t
-
test
d
esig
n
wi
th
a
s
in
g
le
g
r
o
u
p
is
s
u
itab
le
f
o
r
p
r
elim
in
ar
y
in
v
esti
g
atio
n
o
f
a
n
in
ter
v
e
n
tio
n
’
s
ef
f
ec
t
[
58
]
a
n
d
d
e
m
o
n
s
tr
at
e
th
e
ex
p
er
im
e
n
tal
ef
f
ec
t
[
59
]
.
T
h
e
p
re
-
test
an
d
p
o
s
t
-
test
h
av
e
b
ee
n
u
s
ed
in
th
is
r
esear
ch
a
n
d
h
as
b
ee
n
e
v
alu
ated
an
d
v
a
lid
ated
b
y
ex
p
er
t
teac
h
er
in
p
h
y
s
ics
.
T
h
e
q
u
esti
o
n
s
in
th
e
p
re
-
test
an
d
p
o
s
t
-
test
h
as
b
ee
n
v
alid
ate
d
b
y
th
e
asp
ec
ts
o
f
f
o
r
m
attin
g
an
d
s
u
itab
ilit
y
;
th
e
asp
ec
t
o
f
t
h
e
q
u
esti
o
n
s
ar
e
in
lin
e
with
t
h
e
latest
cu
r
r
icu
lu
m
o
f
p
h
y
s
ics
s
ec
o
n
d
ar
y
s
ch
o
o
l
in
Ma
lay
s
ia.
T
h
e
q
u
esti
o
n
s
h
a
v
e
also
b
ee
n
v
alid
ated
b
y
th
e
a
p
p
r
o
p
r
iaten
ess
an
d
m
atch
th
e
lear
n
in
g
o
u
tco
m
es
o
f
th
e
p
h
y
s
ics
less
o
n
s
.
T
h
e
q
u
esti
o
n
s
th
at
b
ein
g
s
elec
ted
ar
e
q
u
esti
o
n
s
f
r
o
m
p
r
ev
io
u
s
y
ea
r
q
u
esti
o
n
s
o
f
th
e
ex
am
in
atio
n
o
f
h
ig
h
s
ch
o
o
l
ed
u
ca
tio
n
ce
r
tific
ate
Ma
lay
s
ia
al
s
o
k
n
o
wn
as
“
Sij
i
l
Pelajar
a
n
Ma
lay
s
ia
”
(
SP
M)
an
d
in
ter
s
tate
lev
el
tr
ial
q
u
esti
o
n
s
S
PM.
SP
M
i
s
a
wel
l
-
k
n
o
wn
n
atio
n
al
lev
el
o
f
ex
am
in
atio
n
at
th
e
en
d
o
f
h
i
g
h
s
ch
o
o
l
ed
u
ca
tio
n
s
y
s
tem
.
T
h
e
tech
n
ical
asp
ec
ts
o
f
v
alid
atio
n
s
also
in
v
o
lv
e
s
u
itab
le
in
s
tr
u
ctio
n
s
,
ap
p
r
o
p
r
i
ate
d
iag
r
am
an
d
s
im
p
le
lan
g
u
a
g
e
u
s
ed
in
th
e
test
.
T
h
e
r
esear
ch
in
s
tr
u
m
en
ts
u
s
ed
in
th
is
s
tu
d
y
ar
e
p
r
e
-
test
,
p
o
s
t
-
test
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew.
T
h
e
p
re
-
test
q
u
esti
o
n
s
ar
e
th
e
q
u
esti
o
n
s
b
ased
o
n
th
e
s
elec
ted
to
p
ic
in
ac
h
iev
in
g
th
e
lear
n
i
n
g
o
u
tc
o
m
e
in
t
h
e
to
p
ic
o
f
g
r
a
v
itatio
n
.
T
h
e
s
ele
cted
to
p
ic
in
v
o
lv
e
d
is
f
in
d
in
g
th
e
v
alu
e
o
f
escap
e
v
elo
city
.
T
h
e
d
esig
n
a
n
d
d
ev
elo
p
m
e
n
t
o
f
FizaAR
in
v
o
lv
ed
in
th
r
ee
p
h
ases
.
T
h
e
f
ir
s
t
p
h
ase
in
v
o
lv
ed
th
e
n
ee
d
an
aly
s
is
o
f
th
e
d
ev
elo
p
m
e
n
t
a
tech
n
o
lo
g
y
-
b
a
s
ed
m
ater
ial
an
d
th
e
to
p
ics
b
y
in
ter
v
iewin
g
teac
h
er
s
in
Pen
in
s
u
lar
Ma
lay
s
ia.
T
h
e
s
ec
o
n
d
p
h
ase
in
v
o
l
v
es
th
e
d
esig
n
a
n
d
d
ev
elo
p
m
en
t
o
f
FizaAR
th
at
in
teg
r
ates
th
e
ele
m
en
ts
o
f
s
ca
f
f
o
ld
in
g
an
d
AR
.
Fin
ally
,
th
e
th
ir
d
p
h
ase
is
th
e
im
p
lem
en
tatio
n
an
d
ev
alu
atio
n
p
h
ase.
Af
ter
th
e
im
p
lan
tatio
n
o
f
FizaAR,
s
tu
d
en
ts
will
u
n
d
er
g
o
th
e
p
o
s
t
-
test
an
d
s
elec
ted
s
tu
d
en
ts
wer
e
also
b
ein
g
in
ter
v
iewe
d
to
f
in
d
th
ei
r
ex
p
er
ien
ce
u
s
in
g
FizaAR.
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
wer
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews wh
er
e
th
e
th
em
e
is
allo
ca
ted
with
th
e
s
u
p
p
o
r
t
o
f
ea
c
h
s
ca
f
f
o
ld
in
g
asp
ec
ts
in
teg
r
atin
g
AR
in
FizaAR.
T
h
e
im
p
lem
en
tatio
n
o
f
FizaAR
wa
s
co
n
d
u
cted
f
o
r
f
o
u
r
p
er
io
d
s
o
f
im
p
lem
en
ta
tio
n
.
T
h
e
im
p
lem
en
tatio
n
was
u
s
in
g
an
ap
p
r
o
ac
h
o
f
b
r
in
g
y
o
u
r
o
w
n
d
ev
ices
(
B
YOD)
am
o
n
g
s
tu
d
en
ts
.
T
h
e
s
tu
d
en
ts
b
r
o
u
g
h
t
t
h
eir
o
wn
An
d
r
o
id
m
o
b
ile
p
h
o
n
e
to
th
e
s
ch
o
o
l
d
u
r
i
n
g
im
p
lem
en
tatio
n
.
T
h
e
y
will
n
ee
d
to
d
o
wn
l
o
ad
th
e
AR
lear
n
in
g
k
it
th
at
is
b
ei
n
g
p
r
e
p
ar
ed
t
o
tally
b
y
U
n
ity
a
p
p
licatio
n
.
E
ac
h
s
tu
d
en
t
will
b
e
g
iv
en
a
p
r
in
te
d
-
o
u
t
AR
m
ar
k
er
f
o
r
t
h
em
to
ex
p
er
ien
ce
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
in
AR
.
Stu
d
en
ts
n
ee
d
to
s
o
lv
e
all
th
e
q
u
esti
o
n
s
in
v
o
lv
i
n
g
t
h
e
escap
e
v
elo
city
in
th
e
e
x
er
cises
g
iv
en
.
T
h
e
q
u
esti
o
n
s
in
clu
d
e
f
i
n
d
in
g
t
h
e
v
al
u
e
o
f
escap
e
v
elo
city
an
d
f
in
d
in
g
t
h
e
r
ad
iu
s
o
f
ce
r
tain
p
lan
ets
ac
co
r
d
in
g
l
y
.
Du
r
in
g
th
e
im
p
le
m
en
tatio
n
,
s
tu
d
en
ts
n
ee
d
to
s
ca
n
th
e
AR
m
ar
k
er
t
o
g
et
th
e
r
elev
an
t
s
im
u
latio
n
.
An
au
d
io
elem
en
t
is
also
in
clu
d
ed
f
o
r
s
tu
d
en
ts
s
o
th
ey
ca
n
c
h
o
o
s
e
to
lis
ten
f
o
r
f
u
r
th
er
e
x
p
lan
atio
n
s
.
T
h
e
an
aly
s
is
d
u
r
in
g
th
e
e
v
alu
a
tio
n
p
h
ase
was
ca
r
r
ied
o
u
t
u
s
i
n
g
NViv
o
v
er
s
io
n
1
4
wh
ich
w
as
u
s
ed
to
id
en
tify
s
ev
er
al
th
em
es
f
r
o
m
th
e
in
ter
v
iews
co
n
d
u
cted
.
T
h
e
in
ter
v
iews
wer
e
th
en
an
a
ly
ze
d
b
y
th
em
atic
an
aly
s
is
.
T
h
e
s
tatis
tical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
(
SP
SS
)
s
o
f
twar
e
v
er
s
io
n
2
9
was
u
s
ed
to
an
aly
s
es
th
e
d
escr
ip
tiv
e
an
aly
s
is
wh
ich
is
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
.
E
ac
h
s
tu
d
en
t
wh
o
was
in
v
o
lv
e
d
in
th
e
s
tu
d
y
an
d
was
in
ter
v
iewe
d
h
a
d
wr
itten
c
o
n
s
en
t
f
r
o
m
th
eir
p
ar
e
n
ts
an
d
g
u
ar
d
ian
s
.
I
n
a
d
d
itio
n
,
th
e
s
tu
d
y
also
h
ad
b
ee
n
o
b
tain
ed
p
er
m
is
s
io
n
f
r
o
m
th
e
E
d
u
ca
tio
n
R
esear
ch
Ap
p
licatio
n
Sy
s
tem
(
E
R
AS)
o
f
th
e
Mi
n
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia,
th
e
State
E
d
u
ca
tio
n
Dep
ar
tm
en
t a
n
d
th
e
Dis
tr
ict
E
d
u
ca
tio
n
Of
f
ice.
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
:
5
1
0
5
-
5
1
1
6
5108
3.
RE
SU
L
T
S
3
.
1
.
De
m
o
g
r
a
ph
ic
p
ro
f
ile
T
h
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
t
h
e
s
tu
d
en
ts
in
v
o
lv
e
ar
e
as
s
h
o
wn
.
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
ap
h
ics
o
f
th
e
p
ar
ticip
an
ts
.
T
h
e
an
aly
s
is
s
h
o
wed
th
at
th
e
p
ar
ticip
an
ts
c
o
n
s
is
t
o
f
8
6
.
6
7
%
f
em
ale
w
h
ile
1
3
.
3
3
%
ar
e
m
ale.
T
h
e
s
tu
d
y
c
o
n
s
is
ts
o
f
a
to
tal
o
f
1
5
s
tu
d
en
ts
.
T
ab
le
1
.
T
h
e
ch
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
en
ts
in
v
o
l
v
ed
in
t
h
e
s
tu
d
y
C
h
a
r
a
c
t
e
r
i
s
t
i
c
I
t
e
m
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
2
1
3
.
3
F
e
mal
e
13
8
6
.
6
7
3
.
2
.
T
he
inte
g
ra
t
io
n
o
f
s
ca
f
f
o
ldi
ng
elem
ent
in F
iza
AR
T
h
e
d
esig
n
an
d
d
ev
elo
p
m
en
t
o
f
FizaAR
is
a
m
o
b
ile
ap
p
lic
atio
n
with
th
e
in
teg
r
atio
n
o
f
s
ca
f
f
o
ld
in
g
.
I
t
is
m
ea
n
t
to
b
e
d
esig
n
with
ch
u
n
k
o
f
v
id
eo
s
an
d
an
im
atio
n
s
p
r
o
v
i
d
ed
to
h
el
p
ass
i
s
tin
g
s
tu
d
en
ts
u
n
d
er
s
tan
d
i
n
g
.
T
h
e
an
im
atio
n
an
d
v
id
eo
elem
en
ts
in
FizaA
R
wer
e
d
esire
d
to
h
elp
in
s
o
lv
in
g
m
ath
em
atica
l
p
r
o
b
lem
s
in
p
h
y
s
ics
esp
ec
ial
ly
in
f
in
d
in
g
th
e
v
alu
e
o
f
escap
e
v
elo
city
.
Stu
d
en
ts
h
av
e
th
e
ex
p
er
ien
ce
o
f
lear
n
in
g
b
y
watc
h
in
g
s
m
all
s
ize
ch
u
n
k
v
id
e
o
s
as
g
u
id
an
ce
.
Fig
u
r
e
1
s
h
o
ws
th
e
v
id
eo
an
d
an
im
atio
n
elem
en
ts
in
th
e
FizaAR
to
ex
p
lain
th
e
t
h
eo
r
y
o
f
escap
e
v
elo
city
an
d
th
e
ca
lcu
latio
n
s
in
v
o
lv
e
d
.
Fig
u
r
e
1
(
a
)
s
h
o
ws
th
e
ex
p
lan
atio
n
o
n
th
e
th
eo
r
y
o
f
escap
e
v
elo
city
.
I
t a
ls
o
s
h
o
ws t
h
e
f
o
r
m
u
lae
ass
o
ciate
d
with
th
e
to
p
ic.
Fig
u
r
e
1
(
b
)
s
h
o
ws th
e
s
tep
-
by
-
s
tep
v
id
e
o
p
r
o
ce
d
u
r
e
o
n
h
o
w
t
o
s
o
lv
e
p
r
o
b
lem
s
in
v
o
lv
in
g
ca
lcu
latio
n
.
(
a)
(
b
)
Fig
u
r
e
1
.
T
h
e
v
id
e
o
an
d
an
im
a
tio
n
elem
en
ts
in
th
e
FizaAR
:
(
a)
th
e
ex
p
la
n
atio
n
o
n
th
e
t
h
eo
r
y
o
f
escap
e
v
elo
city
an
d
(
b
)
th
e
s
tep
-
by
-
s
tep
v
id
eo
o
n
h
o
w
to
s
o
lv
e
p
r
o
b
lem
s
in
v
o
lv
in
g
ca
lc
u
latio
n
T
h
e
in
teg
r
atio
n
o
f
s
ca
f
f
o
ld
in
g
elem
en
ts
in
FizaAR
h
as
s
h
o
wn
th
at
it h
as
b
ee
n
p
r
e
p
ar
ed
in
s
im
p
lifie
d
,
s
m
all
s
u
b
to
p
ics.
Af
ter
th
e
i
m
p
lem
en
tatio
n
,
th
er
e
wer
e
s
em
i
s
tr
u
ctu
r
ed
in
ter
v
iewe
d
with
th
e
s
elec
ted
8
s
tu
d
en
ts
in
v
o
lv
e
d
in
th
e
s
tu
d
y
.
T
h
e
lear
n
in
g
ex
p
er
ien
ce
b
as
ed
u
s
in
g
FizaAR
am
o
n
g
s
tu
d
e
n
ts
h
as
s
h
o
wn
th
at
th
e
an
im
atio
n
s
an
d
v
i
d
eo
s
in
t
eg
r
atin
g
th
e
elem
en
t
o
f
s
ca
f
f
o
ld
in
g
.
I
t
h
as
b
ee
n
p
r
o
v
i
d
ed
i
n
s
im
p
lifie
d
,
s
m
all
s
u
b
to
p
ics.
FizaAR
in
s
im
p
lifi
ed
s
m
all
ch
u
n
k
o
f
v
id
e
o
s
an
d
an
im
atio
n
s
h
ad
h
el
p
ed
in
in
c
r
ea
s
in
g
co
n
f
id
e
n
ce
am
o
n
g
s
tu
d
e
n
ts
.
Stu
d
en
ts
s
tat
ed
th
at
p
r
ev
i
o
u
s
ly
,
th
ey
lac
k
ed
co
n
f
id
e
n
ce
an
d
d
o
u
b
ts
,
esp
ec
ially
in
s
o
lv
in
g
p
r
o
b
lem
s
in
v
o
l
v
in
g
m
ath
em
a
tics
in
p
h
y
s
ics
.
FizaA
R
,
ac
c
o
r
d
in
g
to
th
eir
o
p
in
io
n
,
h
av
e
h
elp
ed
th
em
in
in
cr
ea
s
in
g
th
eir
co
n
f
id
e
n
ce
w
h
ich
h
as th
e
f
ea
t
u
r
e
o
f
r
ed
u
cin
g
th
e
co
g
n
itiv
e
lo
ad
o
f
s
tu
d
e
n
t
s
.
“
Th
e
a
p
p
s
F
iz
a
A
R
is
in
s
imp
lifi
ed
.
I
t
’
s
kin
d
o
f
fu
n
.
I
n
th
e
p
r
ev
io
u
s
cla
s
s
,
I
d
o
n
’
t
r
ea
lly
u
n
d
ers
ta
n
d
.”
(
P1
)
“
P
r
ev
io
u
s
ly,
I
d
id
n
’
t
r
ea
lly
u
n
d
ers
ta
n
d
.
I
ca
n
’
t
d
o
it
r
ig
h
t
a
w
a
y.
A
fter
imp
leme
n
ta
tio
n
,
I
th
in
k
I
ca
n
d
o
it
.”
(
P2
)
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
Th
e
in
teg
r
a
tio
n
o
f sca
ffo
ld
i
n
g
a
n
d
a
u
g
men
ted
r
ea
lity in
p
h
ys
ics lea
r
n
in
g
(
S
iti N
u
r
q
u
a
lb
ia
h
Ma
t Ka
r
im
)
5109
3
.
3
.
T
he
inte
g
ra
t
io
n
o
f
s
ca
f
f
o
ldi
ng
elem
ent
wit
h AR
T
h
e
in
teg
r
atio
n
o
f
AR
elem
en
ts
in
FizaA
R
also
b
ein
g
d
ev
el
o
p
ed
in
s
m
all
an
d
m
an
ag
ea
b
le
ex
er
cises
task
.
Fig
u
r
e
2
s
h
o
ws
th
e
s
ca
f
f
o
ld
in
g
elem
e
n
t
in
teg
r
atin
g
AR
in
th
e
ex
er
cises
task
p
r
o
v
id
ed
b
y
FizaAR.
T
h
er
e
ar
e
n
in
e
task
s
in
ca
lcu
latin
g
a
n
d
s
o
lv
in
g
p
r
o
b
lem
s
in
th
e
v
al
u
e
o
f
escap
e
v
elo
city
.
Stu
d
e
n
ts
h
av
e
to
ty
p
e
i
n
th
e
d
esire
d
v
alu
e
in
th
e
allo
ca
ted
s
p
ac
e.
T
h
en
,
t
h
ey
will c
h
ec
k
t
h
e
an
s
wer
if
it is
co
r
r
ec
t
o
r
wr
o
n
g
.
Fig
u
r
e
2
.
T
h
e
s
ca
f
f
o
ld
i
n
g
ele
m
en
t in
teg
r
atin
g
AR
in
to
n
in
e
ex
er
cises
task
s
p
r
o
v
id
ed
b
y
FizaAR
T
h
r
ee
d
im
en
s
io
n
al
(
3
D)
im
ag
es
o
f
AR
a
s
p
ec
ts
wer
e
d
ev
elo
p
ed
with
th
e
in
ten
tio
n
to
m
ak
e
f
u
n
in
p
h
y
s
ics
lear
n
in
g
.
T
h
e
AR
s
i
m
u
latio
n
o
f
r
o
ck
et
f
lo
wn
u
p
war
d
is
b
ein
g
s
h
o
wn
wh
en
t
h
e
co
r
r
ec
t
v
alu
e
is
en
ter
ed
wh
ile
th
e
wr
o
n
g
a
n
s
wer
ed
will
s
h
o
w
th
e
wr
o
n
g
ed
s
i
g
n
.
Stu
d
en
ts
h
a
v
e
to
co
m
p
lete
th
e
n
in
e
cy
cles
o
f
ca
lcu
latio
n
-
b
ased
ac
tiv
ity
ass
o
ciate
d
with
th
e
to
p
ic
o
f
esca
p
e
v
elo
city
.
T
h
e
Un
ity
g
am
e
en
g
in
e
was
u
s
ed
to
d
ev
elo
p
th
e
FizaAR
with
th
e
in
teg
r
atio
n
with
Mic
r
o
s
o
f
t
Vis
u
al
B
asics
o
n
co
d
in
g
f
o
r
ca
lcu
latio
n
task
in
v
o
lv
in
g
m
ath
e
m
atica
l
f
u
n
ctio
n
.
Fin
d
i
n
g
s
f
r
o
m
th
e
in
te
r
v
iew
s
h
o
ws
th
at
FizaAR
h
as
h
elp
ed
s
tu
d
e
n
ts
in
v
is
u
alizin
g
an
d
im
ag
i
n
in
g
th
e
co
n
ce
p
ts
in
v
o
l
v
ed
.
Stu
d
en
t
s
ex
p
r
ess
ed
th
eir
ab
ilit
y
t
o
i
m
ag
in
e
p
lan
ets
an
d
s
im
u
latio
n
s
d
is
p
lay
ed
in
AR
an
d
f
u
r
th
er
im
p
r
o
v
e
k
n
o
wled
g
e
.
Fo
r
ex
am
p
le:
“
Wh
en
I
s
ee
th
e
g
r
a
p
h
ic.
I
c
a
n
ima
g
in
e
it.
B
ec
a
u
s
e
th
ere
th
e
F
iz
a
A
R
,
I
ca
n
ima
g
in
e
.”
(
P3
)
“
I
t
p
u
s
h
e
d
me
f
u
r
t
h
er
to
s
t
u
d
y
p
h
ysi
cs
.
F
o
r
ex
a
m
p
le
,
w
e
c
a
n
ima
g
i
n
e
.
B
u
t
a
f
ter
u
s
i
n
g
t
h
e
F
iz
a
A
R
,
w
e
c
a
n
u
n
d
ers
t
a
n
d
.
I
t
ca
n
b
e
i
ma
g
i
n
e
d
a
n
d
u
n
d
ers
t
o
o
d
.
So,
t
h
er
e
is
n
o
m
is
c
o
n
ce
p
t
io
n
.”
(
P
4
)
Seco
n
d
ly
,
FizaAR
h
av
e
b
ee
n
an
o
r
g
an
ized
,
s
im
p
le
an
d
co
m
p
ac
t
m
ater
ial.
Fin
d
i
n
g
s
f
r
o
m
s
tu
d
en
ts
’
in
ter
v
iews
s
tatin
g
th
at
Fiza
A
R
in
th
eir
o
p
in
io
n
is
s
im
p
lifie
d
co
m
p
ar
e
d
to
th
e
tex
tb
o
o
k
a
n
d
is
well
o
r
g
an
ized
.
FizaAR
h
av
e
h
elp
ed
im
p
r
o
v
e
s
tu
d
en
t
k
n
o
wled
g
e
b
ec
au
s
e
it
is
d
ev
elo
p
ed
in
a
m
an
ag
ea
b
le
n
av
ig
atio
n
.
I
t
ca
n
h
elp
s
tu
d
en
ts
to
r
e
f
er
b
ac
k
if
t
h
ey
f
o
r
g
et
an
y
in
f
o
r
m
atio
n
r
el
ated
to
th
e
to
p
ic.
Fo
r
ex
a
m
p
le:
“
I
t is ma
n
a
g
ed
i
n
a
g
o
o
d
flo
w
.
S
o
th
a
t
yo
u
c
a
n
u
n
d
ers
ta
n
d
.”
(
P2
)
“
It
ca
n
g
u
i
d
e
yo
u
b
a
ck
o
n
t
h
e
a
p
p
lica
tio
n
.
I
t
h
el
p
s
in
th
a
t
w
e
ca
n
r
efer
b
a
ck
to
a
n
y
ex
p
l
a
n
a
tio
n
w
h
en
w
e
n
ee
d
it
.
”
(
P4
)
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
:
5
1
0
5
-
5
1
1
6
5110
T
h
ir
d
ly
,
FizaAR
also
h
as
h
el
p
ed
im
p
r
o
v
e
d
s
tu
d
e
n
t
k
n
o
wl
ed
g
e
b
ec
a
u
s
e
it
ap
p
lies
th
e
c
o
n
ce
p
t
o
f
p
lay
in
g
wh
ile
lear
n
i
n
g
.
T
h
e
elem
en
t
o
f
p
lay
i
n
g
wh
ile
lea
r
n
in
g
ca
n
also
c
r
ea
te
co
m
p
et
itio
n
b
etwe
en
p
ee
r
s
d
u
r
in
g
th
e
im
p
lem
e
n
tatio
n
.
I
t
will th
en
m
ak
e
th
e
lear
n
in
g
t
o
b
e
m
o
r
e
f
u
n
an
d
f
ill with
ex
citem
en
t.
“
P
la
y
w
h
ile
lea
r
n
in
g
a
n
d
d
o
c
a
lcu
la
tio
n
s
.
B
e
ca
u
s
e
w
e
h
a
ve
to
ca
lcu
la
te
.
I
t
is
a
n
a
d
r
en
a
lin
e
r
u
s
h
.
I
w
a
s
co
mp
etin
g
w
ith
my
fr
ie
n
d
.
C
o
mp
etin
g
w
h
eth
er
h
is
a
n
s
w
er
is
co
r
r
ec
t
o
r
if
my
a
n
s
w
er
i
s
co
r
r
ec
t
.”
(
P3
)
T
h
e
te
ac
h
i
n
g
a
n
d
l
ea
r
n
in
g
u
s
in
g
Fi
za
AR
h
as
th
e
a
b
i
lit
y
t
o
m
a
k
e
t
h
e
le
ar
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
t
o
b
e
ex
citi
n
g
.
T
h
e
f
i
n
d
i
n
g
s
f
r
o
m
t
h
e
i
n
t
er
v
i
ews
s
h
o
w
ed
t
h
at
s
t
u
d
e
n
ts
e
x
p
r
ess
e
d
ex
cit
em
en
t
an
d
f
u
n
d
u
r
i
n
g
le
ar
n
i
n
g
s
ess
io
n
s
u
s
in
g
Fiz
aAR.
I
t
m
a
y
b
e
a
s
l
ig
h
t
ly
d
i
f
f
er
en
t
lea
r
n
i
n
g
ex
p
er
ie
n
c
e
t
h
a
n
b
e
f
o
r
e
.
St
u
d
en
ts
a
ls
o
t
h
i
n
k
t
h
at
it
is
m
o
r
e
f
u
n
t
h
a
n
l
ea
r
n
i
n
g
u
s
in
g
te
x
t
b
o
o
k
s
.
M
o
s
t
o
f
th
e
s
t
u
d
e
n
ts
ex
p
r
ess
e
d
t
h
ei
r
in
iti
al
p
e
r
c
ep
ti
o
n
ab
o
u
t
t
h
is
to
p
ic
w
h
i
c
h
was
c
o
n
s
i
d
e
r
e
d
q
u
it
e
d
i
f
f
ic
u
l
t,
an
d
t
h
e
n
t
h
e
y
s
ta
r
te
d
t
o
b
e
i
n
te
r
es
te
d
i
n
th
is
to
p
ic.
I
n
t
h
ei
r
o
p
i
n
i
o
n
,
it
h
as
t
h
e
a
b
i
lit
y
in
i
n
c
r
ea
s
i
n
g
t
h
ei
r
i
n
te
r
es
t
an
d
u
n
d
e
r
s
t
a
n
d
in
g
.
F
o
r
ex
am
p
l
e,
t
h
e
s
t
u
d
e
n
t
s
ta
t
ed
as:
“
It
’
s
ex
cited
.
I
t
s
ee
ms
th
a
t
t
h
e
F
iz
a
A
R
is
mo
r
e
u
n
d
ers
ta
n
d
a
b
le.
A
fter
th
a
t
it
lo
o
ks
cu
te.
Th
e
p
la
n
ets
lo
o
k
cu
te.
Th
en
a
fte
r
a
n
s
w
erin
g
th
e
q
u
esti
o
n
,
a
r
o
ck
et
w
a
s
flo
w
n
.
A
fter
u
s
in
g
th
e
ma
teri
a
l,
I
u
n
d
ers
ta
n
d
b
etter.
F
o
r
ex
a
mp
le,
th
ere
is
a
s
tep
-
by
-
s
tep
ca
lcu
la
tio
n
s
h
o
w
n
.
S
o
,
w
e
b
etter u
n
d
ers
ta
n
d
o
n
h
o
w
to
u
s
e
th
is
fo
r
mu
la
.”
(
P2
)
“
I
n
a
w
a
y,
it
’
s
p
o
r
ta
b
le.
B
ec
a
u
s
e
it
is
u
s
ed
o
n
th
e
mo
b
ile
p
h
o
n
e.
On
e
mo
r
e
th
in
g
if
w
e
w
a
n
t
to
u
s
e
a
b
o
o
k,
it
feels
h
e
a
vy
to
b
r
in
g
th
e
b
o
o
k.
B
u
t
if
it
’
s
a
mo
b
ile
p
h
o
n
e,
it
’
s
mo
r
e
fu
n
,
e
a
s
ier
.
F
iz
a
A
R
h
elp
.
B
ec
a
u
s
e
it is
ea
s
y
to
u
n
d
ers
ta
n
d
.
I
t
’
s
ev
en
m
o
r
e
in
teres
tin
g
th
a
n
th
e
b
o
o
k
.”
(
P3
)
“
I
’
m
in
teres
ted
b
ec
a
u
s
e
d
u
r
in
g
my
mid
-
term
test
,
my
p
h
ysics
s
co
r
e
w
a
s
b
a
d
.
B
ec
a
u
s
e
o
f
th
is
F
iz
a
A
R
,
I
b
ec
a
me
i
n
teres
ted
.”
(
P4
)
“
A
t
fir
s
t,
w
h
en
I
s
tu
d
y,
I
d
o
n
’
t
u
n
d
ers
ta
n
d
.
A
fter
th
a
t,
w
h
en
I
u
s
e
F
iz
a
A
R
,
th
en
I
s
ee
m
to
b
e
a
b
le
to
u
n
d
ers
ta
n
d
.
I
ca
n
u
n
d
ers
ta
n
d
a
n
d
c
a
n
d
o
t
h
e
ca
lc
u
la
tio
n
s
.
Usu
a
lly,
if
I
d
o
p
h
ysics
,
I
c
a
n
’
t
g
et
th
e
co
r
r
ec
t a
n
s
w
er.
N
o
w
,
I
ca
n
.
I
a
m
a
b
le
to
u
n
d
ers
ta
n
d
.”
(
P2
)
3
.
4
.
T
he
a
chiev
em
ent
a
mo
ng
p
hy
s
ics s
t
u
dents bef
o
re
a
n
d a
f
t
er
t
ea
ching
a
nd
lea
rning
us
ing
F
iza
AR
T
h
e
ac
h
iev
em
en
t
o
f
th
e
s
tu
d
en
ts
is
m
ea
s
u
r
ed
f
r
o
m
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
.
T
h
e
q
u
es
tio
n
s
wer
e
ad
ap
ted
f
r
o
m
th
e
q
u
esti
o
n
s
o
f
th
e
ex
am
in
atio
n
h
ig
h
s
ch
o
o
l
ed
u
ca
tio
n
ce
r
tific
ate
Ma
lay
s
ia
o
r
SP
M
an
d
f
r
o
m
th
e
co
m
p
ilatio
n
o
f
s
tate
SP
M
tr
ial
q
u
esti
o
n
s
an
d
h
av
e
o
b
tain
ed
co
n
ten
t
v
alid
ity
f
r
o
m
th
e
p
h
y
s
ics
ex
p
er
t
teac
h
er
.
Fig
u
r
e
3
s
h
o
ws
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es
f
o
r
ea
ch
s
tu
d
en
t
in
v
o
l
v
ed
i
n
th
e
s
tu
d
y
.
T
h
e
s
tu
d
e
n
ts
h
av
e
b
ee
n
lab
ele
d
as
s
tu
d
en
t
s
1
,
2
,
3
u
n
til
1
5
as
th
e
to
tal
n
u
m
b
er
in
v
o
lv
ed
wer
e
o
n
ly
1
5
s
tu
d
en
ts
.
T
h
e
r
esu
lts
s
h
o
w
a
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
f
o
r
ea
ch
in
d
iv
id
u
al
s
tu
d
e
n
t
f
o
r
t
h
eir
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es.
T
ab
le
2
s
h
o
ws
th
e
m
in
im
u
m
an
d
m
a
x
im
u
m
s
co
r
e
f
o
r
ea
ch
p
r
e
-
te
s
t
an
d
p
o
s
t
-
test
.
I
t
also
s
h
o
ws
th
e
v
alu
e
f
o
r
th
e
p
re
-
t
est
with
m
ea
n
=3
1
.
6
2
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
=1
0
.
8
3
.
Fo
r
th
e
p
o
s
t
-
t
est,
th
e
m
ea
n
=
8
4
.
7
with
s
tan
d
a
r
d
d
ev
iat
io
n
=1
0
.
4
0
.
T
h
e
m
in
im
u
m
s
co
r
e
in
t
h
e
p
re
-
test
is
1
6
.
7
%
an
d
th
e
m
a
x
im
u
m
s
co
r
e
ar
e
5
8
.
3
%.
T
h
e
s
tu
d
y
s
h
o
ws
a
s
co
r
e
r
an
g
e
o
f
4
1
.
6
%.
T
h
e
m
in
im
u
m
s
co
r
e
o
b
tai
n
ed
f
o
r
th
e
p
o
s
t
-
t
est
ar
e
6
2
.
5
%
an
d
th
e
m
ax
im
u
m
s
co
r
e
ar
e
9
5
.
8
%.
T
h
is
h
as sh
o
wn
an
in
cr
ea
s
e
in
th
e
m
ea
n
v
a
lu
e
o
f
s
co
r
e
f
o
r
p
o
s
t
-
t
est co
m
p
ar
ed
to
th
e
p
re
-
t
est.
T
h
e
n
in
e
s
tu
d
en
ts
o
u
t
o
f
a
to
t
al
o
f
1
5
s
tu
d
en
ts
,
wh
ich
is
6
0
%,
h
av
e
ac
h
iev
ed
a
m
in
im
u
m
s
co
r
e
in
cr
ea
s
e
o
f
at
least 5
0
% f
r
o
m
th
e
p
r
e
-
test
s
c
o
r
e
.
A
to
tal
o
f
f
o
u
r
s
tu
d
e
n
ts
h
av
e
ac
h
iev
ed
a
s
co
r
e
i
n
cr
ea
s
e
o
f
at
least 4
0
% f
r
o
m
th
e
p
r
e
-
test
s
co
r
e.
L
astl
y
,
two
s
tu
d
en
ts
h
av
e
ac
h
iev
e
d
a
s
co
r
e
in
cr
ea
s
e
o
f
at
least 3
0
% f
r
o
m
th
e
p
r
e
-
test
s
co
r
e.
Fig
u
r
e
3
.
T
h
e
s
co
r
es o
f
p
r
e
-
tes
t a
n
d
p
o
s
t
-
test
20.83
29.17
25
29.17
33.33
20.8
58.33
41.67
33.33
16.67
25
25
33.33
45.17
37.5
83.3
87.5
95.8
87.5
95.8
87.5
91.67
83.3
66.67
62.5
83.3
70.8
87.5
91.67
95.8
0
20
40
60
80
100
120
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Ma
rk
s
o
b
ta
in
e
d
Stu
d
e
n
t
S
co
r
es
o
f
pr
e
-
t
est
an
d p
o
s
t
-
t
est
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
Th
e
in
teg
r
a
tio
n
o
f sca
ffo
ld
i
n
g
a
n
d
a
u
g
men
ted
r
ea
lity in
p
h
ys
ics lea
r
n
in
g
(
S
iti N
u
r
q
u
a
lb
ia
h
Ma
t Ka
r
im
)
5111
T
ab
le
2
.
Sh
o
w
m
in
im
u
m
a
n
d
m
ax
im
u
m
s
co
r
e
f
o
r
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
R
e
se
a
r
c
h
i
n
s
t
r
u
m
e
n
t
s
M
a
x
i
m
u
m
M
i
n
i
m
u
m
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
Pre
-
t
e
st
1
6
.
7
5
8
.
3
3
1
.
6
2
1
0
.
8
3
P
o
st
-
t
e
st
6
2
.
5
9
5
.
8
8
4
.
7
1
0
.
4
0
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
h
av
e
s
h
o
w
n
a
n
in
cr
ea
s
e
in
s
co
r
es
f
o
r
ea
ch
in
d
iv
id
u
al
s
tu
d
en
t
u
s
in
g
FizaAR.
T
h
e
in
cr
ea
s
e
in
test
s
co
r
es
h
as
s
h
o
wn
th
at
s
tu
d
en
ts
’
k
n
o
wle
d
g
e
h
as
in
cr
ea
s
ed
.
L
ea
r
n
in
g
ac
tiv
ities
u
s
in
g
FizaAR
h
av
e
also
in
cr
ea
s
ed
s
tu
d
en
ts
’
co
n
f
id
en
ce
,
esp
ec
ially
in
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
v
o
lv
in
g
m
at
h
em
atics.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
in
lin
e
with
p
r
e
v
io
u
s
s
tu
d
ies
th
at
s
tated
p
o
s
itiv
e
im
p
ac
t
[
1
]
b
y
im
p
r
o
v
i
n
g
s
tu
d
en
ts
’
co
g
n
itiv
e
ab
ilit
ies
[
6
0
]
,
i
n
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
an
d
en
g
ag
e
m
en
t
[
6
1
]
wh
en
lear
n
in
g
in
v
o
lv
es th
e
u
s
e
o
f
AR
.
Stu
d
y
s
h
o
ws
th
e
s
ca
f
f
o
ld
in
g
a
p
p
r
o
ac
h
h
as
s
h
o
wn
a
n
im
p
r
o
v
em
en
t
in
asp
ec
ts
o
f
s
tu
d
e
n
t
s
e
lf
-
lear
n
in
g
[
6
2
]
.
A
s
tu
d
y
in
cu
lcatin
g
zo
n
e
o
f
p
r
o
x
im
al
d
ev
elo
p
m
en
t
(
Z
PD
)
p
r
o
m
o
tes
s
tu
d
en
ts
to
b
u
ild
n
ew
u
n
d
er
s
tan
d
i
n
g
s
b
ased
o
n
p
r
io
r
k
n
o
wled
g
e,
o
f
ten
with
th
e
h
e
lp
o
f
a
teac
h
er
o
r
p
ee
r
[
6
3
]
.
E
f
f
ec
tiv
e
s
ca
f
f
o
ld
in
g
g
iv
es
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
to
s
u
cc
ee
d
,
r
ed
u
cin
g
f
ea
r
a
n
d
in
cr
ea
s
in
g
en
g
a
g
em
en
t.
C
o
o
p
er
ativ
e
lear
n
i
n
g
an
d
in
te
r
ac
tiv
e
ed
u
ca
tio
n
ar
e
v
ital
in
th
is
ap
p
r
o
ac
h
[
6
3
]
.
Scaf
f
o
ld
in
g
elem
e
n
t
en
tails
in
co
r
p
o
r
atin
g
p
r
e
-
p
lan
n
ed
s
u
p
p
o
r
t
s
tr
u
ctu
r
es
in
t
o
th
e
lear
n
in
g
p
r
o
ce
s
s
,
en
s
u
r
in
g
th
at
s
tu
d
en
ts
m
a
y
ac
ce
s
s
r
elev
an
t
r
eso
u
r
ce
s
an
d
ad
v
ice
th
r
o
u
g
h
o
u
t
th
eir
ass
ig
n
m
en
ts
[
6
4
]
.
T
h
e
co
n
ce
p
t
o
f
f
a
d
in
g
ass
is
tan
ce
is
v
ital,
wh
ich
is
al
s
o
o
n
e
o
f
th
e
asp
ec
t
o
f
e
f
f
ec
tiv
e
s
ca
f
f
o
ld
in
g
.
I
t
e
m
p
h
asizes
in
teac
h
er
s
g
r
a
d
u
ally
less
en
th
eir
h
elp
as
s
tu
d
en
ts
b
ec
o
m
e
m
o
r
e
p
r
o
f
icien
t,
en
co
u
r
ag
i
n
g
a
u
to
n
o
m
y
a
n
d
co
n
f
id
en
ce
in
t
h
eir
t
ea
ch
in
g
a
n
d
lear
n
in
g
.
T
h
is
p
la
y
s
as
an
ele
m
en
t
o
f
g
r
ad
u
al
r
ed
u
ctio
n
o
f
s
u
p
p
o
r
t in
s
ca
f
f
o
ld
in
g
[
6
5
]
.
A
s
tu
d
y
in
a
s
ch
o
o
l
in
J
am
b
i
C
ity
,
I
n
d
o
n
esia
r
ev
ea
le
d
th
at
s
ca
f
f
o
ld
in
g
a
n
d
cr
ea
tiv
e
th
i
n
k
in
g
s
k
ills
im
p
ac
ted
s
tu
d
en
ts
in
s
cien
ce
p
r
o
ce
s
s
s
k
ills
[
6
6
]
.
Un
d
e
r
s
tan
d
in
g
an
d
s
o
lv
in
g
p
h
y
s
ics
p
r
o
b
lem
s
r
eq
u
ir
es
g
o
o
d
u
s
e
o
f
m
at
h
em
atica
l
s
y
m
b
o
ls
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
ts
’
p
r
o
f
icien
c
y
in
m
at
h
em
atica
l
lan
g
u
a
g
e
[
6
7
]
.
A
s
tu
d
y
s
h
o
w
th
at
u
s
in
g
a
tr
an
s
f
er
o
f
m
ath
em
atics
k
n
o
wled
g
e
m
o
d
el
ca
n
g
r
ea
tly
im
p
r
o
v
e
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
a
b
ilit
ies
in
p
h
y
s
ics,
o
u
tp
er
f
o
r
m
in
g
co
n
v
en
tio
n
al
teac
h
in
g
m
eth
o
d
s
[
6
8
]
.
T
h
is
s
tu
d
y
d
is
co
v
er
ed
th
at
s
tu
d
en
ts
wh
o
wer
e
tau
g
h
t
u
tili
zin
g
th
e
tr
a
n
s
f
er
o
f
m
ath
em
atica
l
k
n
o
wl
ed
g
e
-
m
o
d
el
s
h
o
wed
im
p
r
o
v
e
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
An
o
th
er
r
esear
ch
s
u
g
g
ests
th
at
alg
eb
r
aic
s
k
ill
s
h
av
e
a
m
o
r
e
s
ig
n
if
ican
t
im
p
ac
t
o
n
p
h
y
s
ics
p
r
o
b
lem
-
s
o
lv
in
g
th
an
g
e
o
m
etr
ic
s
k
ills
,
im
p
ly
in
g
a
s
p
ec
if
ic
co
n
ce
n
tr
a
tio
n
o
n
al
g
eb
r
a
in
ed
u
ca
tio
n
al
co
n
tex
ts
[
6
9
]
.
O
u
r
s
tu
d
y
s
h
o
ws
th
at
s
ca
f
f
o
ld
i
n
g
with
t
h
e
in
te
g
r
atio
n
o
f
AR
h
elp
s
i
n
in
c
r
ea
s
ed
s
tu
d
en
ts
’
co
n
f
id
en
ce
,
esp
ec
ially
in
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
v
o
lv
in
g
m
at
h
em
atics
in
p
h
y
s
ics
.
I
t
s
h
o
ws
th
at
th
e
in
teg
r
atio
n
o
f
s
ca
f
f
o
ld
i
n
g
an
d
tech
n
o
lo
g
y
,
esp
ec
ially
AR
with
alg
eb
r
aic
an
d
ca
lcu
latio
n
s
h
elp
s
in
p
h
y
s
ics
lear
n
in
g
.
An
o
th
er
s
tu
d
y
in
teg
r
atin
g
s
c
af
f
o
ld
in
g
in
s
cien
ce
e
d
u
ca
tio
n
s
h
o
wed
tier
ed
e
-
s
ca
f
f
o
ld
in
g
en
h
an
ce
s
s
cien
tific
r
ea
s
o
n
in
g
co
n
s
id
er
ab
ly
b
y
ass
is
tin
g
s
tu
d
en
ts
w
ith
less
b
ac
k
g
r
o
u
n
d
k
n
o
wled
g
e
in
in
ter
n
alizin
g
co
m
p
licated
id
ea
s
th
r
o
u
g
h
i
n
q
u
ir
y
-
b
ased
lear
n
in
g
(
I
B
L
)
[
7
0
]
.
Scaf
f
o
ld
in
g
also
s
h
o
wn
a
d
is
co
v
er
y
in
em
o
tio
n
al
ass
is
tan
ce
am
o
n
g
t
h
e
s
tu
d
en
ts
.
W
h
en
s
ca
f
f
o
ld
i
n
g
is
ef
f
ec
tiv
ely
im
p
lem
e
n
ted
,
s
tu
d
en
ts
r
ep
o
r
t
less
an
x
iety
an
d
m
o
r
e
in
v
o
lv
em
e
n
t,
in
d
icatin
g
a
p
o
s
itiv
e
em
o
tio
n
al
in
f
lu
en
ce
o
n
lea
r
n
in
g
b
ased
o
n
a
s
tu
d
y
d
o
n
e
in
Sp
ain
[
7
1
]
.
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
with
s
tu
d
en
ts
wh
o
to
o
k
th
e
I
n
d
u
s
tr
ial
E
lectr
o
n
ics
an
d
R
o
b
o
tics
Ass
o
ciate
Deg
r
ee
u
s
in
g
a
p
r
e
-
p
o
s
t
d
esig
n
.
Ho
wev
e
r
,
th
e
s
tu
d
y
in
d
icate
s
th
at
s
tu
d
e
n
ts
v
alu
e
teac
h
e
r
s
ca
f
f
o
ld
in
g
m
o
r
e
th
a
n
tech
n
o
l
o
g
ical
s
ca
f
f
o
ld
in
g
.
Fin
d
in
g
s
also
s
u
g
g
ests
th
e
d
e
v
elo
p
m
en
t
o
f
lear
n
in
g
m
ater
i
als
with
AR
in
v
o
lv
es
in
ter
ac
tiv
ity
in
th
e
f
o
r
m
o
f
o
r
g
a
n
ized
,
s
im
p
le
a
n
d
co
m
p
ac
t
m
ater
ial.
FizaAR
th
r
o
u
g
h
th
e
asp
ec
t
o
f
in
ter
ac
tiv
ity
h
elp
s
in
t
h
e
asp
ec
t
o
f
co
m
b
in
in
g
lim
ited
wo
r
k
in
g
m
em
o
r
y
an
d
f
u
r
t
h
er
to
war
d
s
th
e
s
tr
en
g
th
en
in
g
o
f
m
em
o
r
y
in
th
e
lo
n
g
ter
m
[
7
2
]
,
[
7
3
]
.
T
h
e
u
s
e
o
f
A
R
also
s
h
o
ws
th
at
it
in
cr
ea
s
es
ac
h
iev
em
en
t
am
o
n
g
s
tu
d
en
ts
,
an
d
in
f
ac
t,
it
ca
n
r
ed
u
ce
t
h
e
s
co
r
e
g
ap
b
etwe
en
h
ig
h
ac
h
iev
er
an
d
lo
w
ac
h
iev
er
class
s
tu
d
en
ts
[
7
4
]
.
T
h
e
v
is
u
aliza
tio
n
asp
ec
t
is
o
n
e
o
f
th
e
elem
en
ts
th
at
h
el
p
s
tu
d
en
ts
u
n
d
er
s
tan
d
ab
s
tr
a
ct
asp
ec
ts
.
T
h
e
im
p
o
r
tan
ce
o
f
v
is
u
aliza
tio
n
in
ed
u
ca
tio
n
is
th
at
it
b
o
o
s
ts
co
g
n
itiv
e
p
r
o
ce
s
s
es
b
y
en
g
a
g
in
g
v
is
u
al
th
in
k
in
g
an
d
b
o
o
s
tin
g
m
em
o
r
y
r
eten
tio
n
[
7
5
]
.
T
h
is
is
also
in
lin
e
with
th
e
f
in
d
in
g
s
o
f
a
s
tu
d
y
b
y
C
ai
et
a
l.
[
7
6
]
w
h
ich
s
tates
th
a
t
th
e
v
is
u
aliza
tio
n
asp
ec
t
in
lan
g
u
ag
e
lear
n
in
g
h
as
g
iv
en
a
n
ew
lear
n
i
n
g
ex
p
er
ien
ce
th
at
h
as
in
cr
ea
s
ed
s
tu
d
en
t
ac
h
iev
em
e
n
t.
T
h
is
s
tu
d
y
also
s
h
o
ws
th
at
t
h
e
v
is
u
aliza
tio
n
asp
ec
t
h
as h
elp
e
d
in
h
ig
h
lig
h
tin
g
th
eir
s
elf
-
co
n
f
id
en
ce
an
d
a
b
ilit
y
in
lear
n
in
g
.
A
n
o
th
er
s
tu
d
y
e
m
p
h
asizin
g
th
e
asp
ec
ts
o
f
v
is
u
aliza
tio
n
in
v
o
lv
e
in
a
f
ield
s
tu
d
y
ex
p
e
r
im
en
t
d
esig
n
ed
to
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
em
p
h
asizin
g
th
e
v
is
u
aliza
tio
n
asp
ec
t
in
two
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
less
o
n
s
,
k
in
em
atics
an
d
New
t
o
n
’
s
laws
o
f
m
o
tio
n
,
b
y
u
tili
zin
g
co
m
p
u
ter
-
aid
ed
lear
n
in
g
m
ater
ials
s
u
ch
as
ap
p
r
o
p
r
iate
d
iag
r
am
s
d
is
p
lay
ed
o
n
a
co
m
p
u
ter
s
cr
ee
n
,
v
id
eo
clip
s
,
an
im
atio
n
s
,
an
d
s
im
u
latio
n
s
.
T
h
e
s
tu
d
y
em
p
lo
y
ed
a
p
r
e
-
test
an
d
p
o
s
t
-
test
ex
p
er
im
en
tal
d
esig
n
with
th
e
p
ar
ticip
atio
n
o
f
1
8
4
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
f
r
o
m
th
r
ee
g
o
v
er
n
m
en
t
s
ch
o
o
ls
in
Sri
L
an
k
a
[
7
7
]
.
A
R
elem
en
ts
h
av
e
h
elp
ed
in
b
u
ild
in
g
co
n
c
r
ete
u
n
d
er
s
tan
d
i
n
g
b
ec
a
u
s
e
o
f
a
b
s
tr
ac
t c
o
n
ce
p
ts
th
r
o
u
g
h
v
is
u
aliz
atio
n
asp
ec
ts
[
7
8
]
–
[
8
0
]
.
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
:
5
1
0
5
-
5
1
1
6
5112
FizaAR
also
in
d
icate
s
th
e
d
e
v
elo
p
m
en
t
o
f
m
ater
ials
th
at
i
n
teg
r
ated
s
ca
f
f
o
ld
in
g
an
d
AR
p
r
o
m
o
tes
p
lay
in
g
wh
ile
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
is
is
in
lin
e
with
a
s
tu
d
y
in
GB
L
h
as
b
ee
n
f
o
u
n
d
to
g
r
ea
tly
im
p
r
o
v
e
s
tu
d
en
t
m
o
tiv
atio
n
an
d
en
g
ag
em
en
t.
Fo
r
ex
am
p
le,
u
p
p
er
s
ec
o
n
d
ar
y
p
u
p
ils
d
em
o
n
s
tr
ated
g
o
o
d
p
la
y
er
ex
p
er
ien
ce
s
an
d
b
etter
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
af
ter
p
lay
in
g
a
b
o
ar
d
g
am
e
d
esig
n
ed
t
o
teac
h
f
o
r
ce
r
eso
lu
tio
n
in
p
h
y
s
ics
lear
n
in
g
[
8
1
]
.
I
n
a
s
tu
d
y
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
th
e
elem
e
n
t
o
f
p
lay
wh
ile
lear
n
in
g
i
n
a
GB
L
r
esu
lted
ef
f
ec
tiv
en
ess
in
lear
n
in
g
o
u
tco
m
es,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
n
o
t
o
n
ly
e
n
jo
y
e
d
th
e
p
r
o
ce
s
s
b
u
t
also
ac
q
u
ir
ed
h
i
g
h
lev
els
o
f
k
n
o
wled
g
e
[
8
2
]
.
E
lem
en
ts
o
f
p
la
y
in
g
wh
ile
lear
n
in
g
also
o
f
f
e
r
tan
g
ib
le
lear
n
in
g
.
Ph
y
s
ics
to
y
s
ar
e
p
o
wer
f
u
l
in
s
tr
u
m
en
ts
f
o
r
m
ak
in
g
ab
s
tr
ac
t
s
u
b
jects
m
o
r
e
ap
p
r
o
ac
h
ab
le,
im
p
r
o
v
in
g
cr
itica
l
th
in
k
in
g
a
n
d
u
n
d
er
s
tan
d
in
g
a
m
o
n
g
s
tu
d
e
n
ts
o
f
d
if
f
er
en
t a
b
i
liti
es
[
8
3
]
.
5.
CO
NCLU
SI
O
N
T
h
e
in
teg
r
atio
n
o
f
s
ca
f
f
o
ld
in
g
an
d
AR
ar
e
am
o
n
g
th
e
asp
ec
ts
em
p
h
asized
d
u
r
in
g
th
e
d
ev
el
o
p
m
en
t
o
f
FizaAR.
T
h
is
s
tu
d
y
s
h
o
ws th
e
in
teg
r
atio
n
o
f
s
ca
f
f
o
ld
in
g
elem
en
ts
an
d
AR
h
av
e
p
o
s
itiv
e
e
f
f
ec
t o
n
th
e
lear
n
in
g
ex
p
er
ien
ce
.
Sm
all,
s
im
p
lifie
d
s
u
b
to
p
ics
ap
p
lied
i
n
FizaAR
h
elp
r
ed
u
ce
th
e
c
o
g
n
itiv
e
lo
ad
am
o
n
g
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
im
p
lies
a
r
ec
o
m
m
en
d
atio
n
f
o
r
s
ch
o
o
l
teac
h
er
s
to
d
iv
er
s
if
y
tech
n
o
lo
g
y
-
b
ased
lear
n
in
g
m
ate
r
ials
d
u
r
in
g
teac
h
in
g
.
I
n
ad
d
itio
n
,
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
th
e
Dis
tr
ict
E
d
u
ca
tio
n
Of
f
ice
ca
n
p
r
o
p
o
s
e
a
tr
ain
in
g
co
u
r
s
es
f
o
r
teac
h
er
s
in
b
u
ild
in
g
ef
f
ec
tiv
e
tech
n
o
l
o
g
y
-
b
ased
m
ater
ials
,
esp
ec
ially
AR
.
T
r
ain
in
g
ar
e
also
p
r
o
p
o
s
ed
t
o
th
e
teac
h
er
s
o
n
h
o
w
to
d
e
v
elo
p
a
teac
h
i
n
g
m
ater
ial
with
th
e
elem
en
t
o
f
s
ca
f
f
o
ld
in
g
th
at
will
b
e
b
en
ef
it to
th
e
s
tu
d
en
ts
.
Fu
r
t
h
er
m
o
r
e
,
f
r
o
m
th
e
in
ter
v
iew
th
at
h
as b
ee
n
co
n
d
u
cte
d
,
th
e
s
t
u
d
en
ts
v
iew
th
at
th
e
m
ain
elem
en
t
o
f
s
ca
f
f
o
ld
in
g
i
s
FizaA
R
in
s
m
all,
s
im
p
lifie
d
m
ater
ial
h
as
b
ee
n
a
m
ajo
r
r
o
le
in
th
eir
lear
n
in
g
th
at
h
elp
ed
th
em
.
T
h
e
in
teg
r
at
io
n
o
f
s
ca
f
f
o
l
d
in
g
an
d
AR
will
b
e
h
elp
f
u
l
an
d
m
ak
e
th
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
to
b
e
in
ter
esti
n
g
an
d
f
u
n
.
T
h
e
r
esear
ch
th
at
h
as
b
ee
n
ca
r
r
ied
o
u
t
h
ig
h
lig
h
ted
th
at
th
e
s
elec
tio
n
o
f
th
e
ap
p
r
o
p
r
iate
th
eo
r
y
a
n
d
ap
p
r
o
ac
h
ca
n
h
elp
s
tu
d
en
ts
in
im
p
r
o
v
in
g
th
eir
k
n
o
wled
g
e
a
n
d
ac
h
iev
in
g
th
e
d
esire
d
lear
n
in
g
o
b
jectiv
es a
n
d
f
u
r
th
er
in
d
icate
d
th
at
h
a
v
e
in
cr
ea
s
ed
s
tu
d
en
ts
’
in
ter
est,
u
n
d
e
r
s
tan
d
in
g
an
d
m
o
tiv
atio
n
.
T
h
is
s
tu
d
y
aim
s
to
in
c
r
ea
s
e
th
e
k
n
o
wled
g
e
am
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
g
r
av
itatio
n
al
to
p
ics,
esp
ec
ially
th
e
to
p
ics
o
f
esca
p
e
v
elo
city
,
b
y
d
e
v
elo
p
in
g
a
n
d
d
ep
lo
y
in
g
teac
h
in
g
m
ater
ials
th
at
in
teg
r
ate
s
ca
f
f
o
ld
in
g
a
n
d
AR
.
I
t
is
also
s
u
g
g
ested
th
at
t
h
e
s
ca
f
f
o
l
d
in
g
elem
en
t
in
FizaAR,
wh
ich
h
as
th
e
attr
ib
u
te
o
f
s
m
all,
s
im
p
lifie
d
s
u
b
to
p
ics,
h
elp
s
to
in
cr
ea
s
e
s
tu
d
en
ts
’
c
o
n
f
id
en
ce
in
p
h
y
s
ics
lear
n
in
g
esp
ec
ially
m
ak
in
g
ca
lcu
latio
n
s
.
FizaAR
wis
h
es
to
d
iv
er
s
if
y
s
tu
d
en
t
r
eso
u
r
ce
s
to
b
e
ap
p
lied
with
v
ar
i
o
u
s
l
ea
r
n
in
g
ac
tiv
ities
.
T
h
is
s
tu
d
y
p
r
o
v
id
es
in
s
ig
h
tf
u
l
in
f
o
r
m
atio
n
ab
o
u
t
h
o
w
s
tu
d
en
ts
v
iew
th
e
u
s
e
o
f
AR
lear
n
in
g
m
ater
ial
in
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Fu
r
th
er
r
esear
ch
th
at
is
b
ein
g
s
u
g
g
ested
in
v
o
lv
es
p
r
o
b
lem
s
o
lv
in
g
i
n
Ma
th
em
atics
in
an
o
th
er
to
p
ic
in
p
h
y
s
ics.
I
t
is
a
ls
o
s
u
g
g
ested
th
at
th
e
s
tu
d
en
ts
in
v
o
lv
ed
in
clu
d
e
s
tu
d
en
ts
f
r
o
m
r
u
r
al
an
d
u
r
b
an
ar
ea
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wis
h
to
ex
p
r
ess
th
e
u
tm
o
s
t
ap
p
r
ec
iatio
n
to
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
,
Un
iv
er
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia
(
UKM
)
,
Dr
I
n
tan
Far
ah
an
a
Kam
s
in
(
lectu
r
er
in
Facu
lty
o
f
E
d
u
ca
ti
o
n
,
UKM
)
,
E
n
cik
W
an
Mu
h
am
m
ad
Aim
r
an
(
le
ctu
r
er
in
Dep
ar
tm
e
n
t
o
f
Ap
p
lied
Ph
y
s
ics,
Facu
lty
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
UKM
)
,
Pro
f
L
ilia
b
in
ti
Hali
m
(
Pro
f
ess
o
r
in
Facu
lty
o
f
E
d
u
ca
tio
n
,
UKM
)
,
Dr
Sh
ar
iz
a
b
in
ti
Sh
ah
a
r
i
an
d
Dr
Asma
h
B
o
h
ar
i
f
r
o
m
T
ea
c
h
er
’
s
E
d
u
ca
tio
n
I
n
s
titu
te,
f
o
r
p
r
o
v
id
i
n
g
p
er
s
o
n
al
ass
is
tan
ce
an
d
s
u
p
p
o
r
tin
g
th
e
au
th
o
r
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
wis
h
to
ex
p
r
ess
th
e
u
tm
o
s
t
ap
p
r
ec
iatio
n
to
th
e
Facu
lty
E
d
u
ca
tio
n
UKM
R
esear
ch
Gr
an
t
[
GG
-
2024
-
0
2
9
]
an
d
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
Ma
lay
s
ia
f
o
r
s
u
p
p
o
r
tin
g
t
h
is
wo
r
k
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
in
teg
r
a
tio
n
o
f sca
ffo
ld
i
n
g
a
n
d
a
u
g
men
ted
r
ea
lity in
p
h
ys
ics lea
r
n
in
g
(
S
iti N
u
r
q
u
a
lb
ia
h
Ma
t Ka
r
im
)
5113
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Sit
i N
u
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[
FK
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.
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wh
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to
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s
.
RE
F
E
R
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NC
E
S
[
1
]
A
.
B
a
b
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a
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d
Y
.
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[
2
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D
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[
3
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X
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Ji
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[
5
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H
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S
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,
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.
N
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z
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.
[
6
]
Z.
M
a
k
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a
t
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v
a
a
n
d
H
.
A
.
V
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r
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[
7
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J.
C
a
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mi
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n
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n
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,
B
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,
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[
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M
.
A
.
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sh
a
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,
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T.
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[
10
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A
.
H
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d
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M
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,
a
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d
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22
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n
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o
o
r
d
i
n
,
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e
v
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o
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g
a
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me
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ma
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u
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a
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2
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2
8
4
5
4
.
[
24
]
N
.
F
.
S
a
i
d
i
n
,
N
.
D
.
A
.
H
a
l
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m,
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n
d
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.
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h
a
y
a
,
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r
a
mew
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0
.
[
2
5
]
I
.
J.
F
i
t
r
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y
a
h
,
M
.
F
.
M
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u
k
i
,
a
n
d
Y
.
A
f
f
r
i
y
e
n
n
i
,
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C
H
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:
a
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me
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ssi
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d
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mat
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a
l
,
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i
n
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h
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n
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t
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l
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o
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m
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s,
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1
2
5
7
7
1
.
[
2
6
]
V
.
F
.
N
i
n
g
r
u
m,
W
.
S
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m
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r
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,
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n
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o
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e
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me
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f
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f
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y
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m
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u
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[
27
]
N
.
A
.
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.
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.
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.
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.
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A
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0
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2
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.
[
2
8
]
M
u
l
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a
n
i
,
B
.
S
.
H
a
n
d
a
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a
n
i
,
T.
A
.
Le
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a
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.
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e
t
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a
d
i
,
“
T
h
e
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f
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o
f
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S
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e
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a
ss
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b
y
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d
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a
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b
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y
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a
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g
o
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t
c
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mes,
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u
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l
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r M
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[
2
9
]
M
.
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,
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.
I
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s
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A
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s:
d
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me
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f
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me
d
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a
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m
a
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s
e
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so
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ms,
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3
.
[
30
]
G
.
S
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d
O
.
K
a
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a
mu
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f
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o
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s’
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c
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e
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u
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n
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o
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o
4
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1
.
[
31
]
R
.
M
.
Y
i
l
ma
z
,
“
Ed
u
c
a
t
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o
n
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l
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o
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7
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4
0
.
[
32
]
F
.
C
.
W
i
b
o
w
o
,
D
.
R
.
D
a
r
ma
n
,
B
.
K
.
P
r
a
h
a
n
i
,
a
n
d
M
.
N
.
F
a
i
z
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n
,
“
O
p
t
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s
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(
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o
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Ph
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s:
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.
[
33
]
A
.
D
.
R
a
h
m
a
t
,
H
.
K
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sw
a
n
t
o
,
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.
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n
g
,
a
n
d
R
.
P
e
r
d
a
n
a
,
“
I
mp
l
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m
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m
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b
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t
s,
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o
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a
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[
34
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K
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b
b
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,
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:
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p
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[
35
]
D
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.
B
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[
36
]
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