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ts
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g
g
le
to
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ters
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ip
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a
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g
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lex
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lcu
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n
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ro
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b
a
c
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h
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lex
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w
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s
:
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lectr
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u
ca
tio
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I
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ter
ac
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ased
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eq
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Dep
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a
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r
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r
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I
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To
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ased
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ased
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c
o
m
p
lex
s
im
u
latio
n
m
eth
o
d
s
.
T
h
e
an
al
y
s
is
of
tr
a
n
s
f
o
r
m
e
r
eq
u
iv
ale
n
t
cir
c
u
its
is
wid
ely
r
ec
o
g
n
ized
as
a
f
u
n
d
a
m
en
tal
y
et
co
n
ce
p
tu
ally
c
h
allen
g
in
g
to
p
i
c
with
in
u
n
d
er
g
r
ad
u
ate
elec
tr
ical
en
g
in
ee
r
in
g
cu
r
r
ic
u
la,
h
i
g
h
lig
h
tin
g
t
h
e
n
ee
d
f
o
r
i
n
n
o
v
ativ
e
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
es
t
h
at
co
n
n
ec
t
a
b
s
tr
ac
t
th
eo
r
y
with
p
r
ac
tical
lab
o
r
at
o
r
y
e
x
p
er
ie
n
ce
[
1
]
.
T
h
e
d
ev
el
o
p
m
en
t
of
web
-
b
as
ed
an
d
v
ir
tu
al
to
o
ls
,
s
u
ch
as
th
e
“
T
r
an
s
f
o
r
m
er
e
q
u
iv
alen
t
cir
cu
it
an
d
an
aly
s
is
to
o
l”
d
escr
ib
ed
in
th
e
ab
s
tr
a
ct,
is
s
tr
o
n
g
ly
s
u
p
p
o
r
ted
by
r
ec
en
t
liter
atu
r
e
em
p
h
asizin
g
s
im
u
latio
n
-
b
ased
lear
n
in
g
as
a
m
ea
n
s
to
en
h
an
ce
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
tech
n
ical
u
n
d
er
s
tan
d
in
g
[
2
]
−
[
5
]
.
T
h
is
r
ev
iew
s
y
n
th
esizes
k
ey
s
tu
d
ies
on
th
e
u
s
e
of
s
im
u
latio
n
an
d
web
-
b
as
ed
to
o
ls
in
elec
tr
ical
en
g
in
ee
r
in
g
ed
u
ca
tio
n
,
with
a
f
o
cu
s
on
tr
an
s
f
o
r
m
er
a
n
aly
s
is
an
d
eq
u
iv
alen
t
cir
cu
its
.
In
ad
d
itio
n
,
it
in
teg
r
ates
o
n
lin
e
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
,
in
ter
ac
tiv
e
m
o
d
u
le
s
,
an
d
r
ea
l
-
wo
r
l
d
en
g
i
n
ee
r
in
g
p
r
o
b
lem
s
to
im
p
r
o
v
e
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
f
ac
ilit
ate
s
elf
-
d
ir
ec
ted
lear
n
in
g
co
m
p
ar
e
d
to
tr
a
d
itio
n
al
lectu
r
e
m
eth
o
d
s
.
In
m
o
d
er
n
en
g
i
n
ee
r
in
g
ed
u
ca
tio
n
,
co
m
p
u
ter
-
b
ased
lear
n
i
n
g
p
latf
o
r
m
s
ar
e
in
c
r
ea
s
in
g
ly
v
alu
ed
f
o
r
th
eir
f
lex
ib
ilit
y
,
in
ter
ac
tiv
ity
,
an
d
s
tab
ilit
y
[
1
]
.
T
h
e
g
lo
b
al
t
r
an
s
itio
n
to
e
-
lear
n
in
g
,
ac
ce
le
r
ated
d
u
r
in
g
r
ec
en
t
y
ea
r
s
,
h
as
p
ar
ticu
lar
ly
af
f
ec
t
ed
co
u
r
s
es
in
elec
tr
ical
m
ac
h
in
es,
wh
er
e
h
a
n
d
s
-
on
lab
o
r
ato
r
y
ex
p
er
ien
ce
is
ess
en
tial
[
4
]
.
Vir
tu
al
lab
o
r
at
o
r
ies
(
VL
ab
s
)
h
a
v
e
e
m
er
g
e
d
as
an
ef
f
ec
tiv
e
alter
n
ativ
e,
o
f
f
er
in
g
r
em
o
te
an
d
f
lex
ib
le
lear
n
i
n
g
o
p
p
o
r
tu
n
ities
wh
en
ac
ce
s
s
to
p
h
y
s
ical
f
a
cilities
is
lim
ited
[
6
]
,
[
7
]
.
V
L
ab
s
s
er
v
e
m
u
ltip
le
p
ed
ag
o
g
ical
f
u
n
ctio
n
s
:
−
Pre
p
ar
atio
n
a
n
d
r
ein
f
o
r
ce
m
en
t
:
th
ey
p
r
o
v
id
e
p
r
ep
a
r
ato
r
y
ex
e
r
cises
b
ef
o
r
e
p
h
y
s
ical
lab
s
ess
io
n
s
an
d
en
ab
le
s
tu
d
en
ts
to
v
er
if
y
ex
p
er
im
e
n
ta
l
r
esu
lts
ag
ain
s
t
ac
cu
r
ate
s
im
u
latio
n
s
[
1
]
.
−
Acc
ess
an
d
eq
u
ity
:
VL
ab
s
s
u
p
p
o
r
t
d
i
v
er
s
e
lear
n
i
n
g
m
o
d
es,
allo
win
g
s
tu
d
e
n
ts
to
co
n
d
u
ct
h
a
n
d
s
-
on
ac
tiv
ities
f
r
o
m
an
y
lo
ca
tio
n
,
p
r
o
m
o
tin
g
in
clu
s
iv
e
an
d
eq
u
ita
b
le
ed
u
ca
tio
n
[
6
]
.
−
C
o
n
ce
p
tu
al
d
ee
p
en
in
g
:
b
y
en
ab
lin
g
r
e
p
ea
ted
ex
p
e
r
im
en
tatio
n
in
a
s
af
e,
lo
w
-
c
o
s
t
en
v
ir
o
n
m
en
t,
v
ir
tu
al
to
o
ls
allo
w
s
tu
d
en
ts
to
co
ll
ec
t
ex
ten
s
iv
e
d
ata,
f
o
s
ter
in
g
d
ee
p
er
u
n
d
er
s
tan
d
in
g
a
n
d
cr
itical
th
in
k
in
g
s
k
ills
[
3
]
,
[
7
]
,
[
8
]
.
−
R
ea
l
-
tim
e
in
ter
ac
tio
n
:
b
y
p
r
o
d
u
cin
g
ac
cu
r
ate
s
im
u
lated
m
ea
s
u
r
em
en
t
r
esu
lts
an
d
en
h
an
ce
s
s
tu
d
en
ts
’
p
r
ac
tical
s
k
ills
co
m
p
ar
ed
to
t
r
ad
itio
n
al
p
h
y
s
ical
lab
m
eth
o
d
s
[
9
]
,
[
1
0
]
.
C
o
m
p
u
tatio
n
al
p
latf
o
r
m
s
,
p
ar
t
icu
lar
ly
MA
T
L
AB
/Si
m
u
lin
k
,
ar
e
wid
ely
u
s
ed
to
m
o
d
el
an
d
s
im
u
late
co
r
e
tr
a
n
s
f
o
r
m
e
r
c
o
n
ce
p
ts
[
1
1
]
,
[
1
2
]
.
Simu
lin
k
-
b
ased
v
ir
tu
a
l
lab
o
r
ato
r
ies
r
ep
licate
s
tan
d
ar
d
DC
,
o
p
en
cir
cu
it
(
OC
)
,
s
h
o
r
t
cir
cu
it
(
SC
)
,
an
d
lo
ad
test
s
,
en
ab
lin
g
s
tu
d
en
ts
to
ca
lcu
late
eq
u
iv
alen
t
cir
c
u
it
p
ar
am
eter
s
cr
itical
f
o
r
p
e
r
f
o
r
m
an
ce
m
etr
ics
s
u
ch
as
ef
f
icien
cy
an
d
v
o
ltag
e
r
e
g
u
latio
n
[
1
]
,
[
1
3
]
.
Acc
u
r
ate
m
o
d
els
d
em
o
n
s
tr
ate
m
in
im
al
er
r
o
r
r
elativ
e
to
p
h
y
s
ical
tr
an
s
f
o
r
m
er
s
,
v
alid
atin
g
th
eir
in
s
tr
u
ctio
n
al
ef
f
ec
tiv
e
n
ess
[
1
4
]
.
T
he
m
o
d
els
,
b
u
ilt
with
b
o
th
b
lo
c
k
-
d
iag
r
am
an
d
Simscap
e
ap
p
r
o
ac
h
es
an
d
v
alid
ated
a
g
ain
s
t
th
e
b
u
ilt
-
in
tr
an
s
f
o
r
m
er
b
l
o
ck
,
allo
w
p
ar
am
eter
m
o
d
if
icatio
n
an
d
en
h
an
ce
s
tu
d
e
n
t
lear
n
in
g
of
tr
an
s
f
o
r
m
er
b
eh
av
io
r
in
li
eu
of
p
h
y
s
ical
lab
s
[
1
2
]
.
Dy
n
am
ic
m
o
d
els
of
s
in
g
le
-
p
h
ase
two
-
win
d
in
g
tr
an
s
f
o
r
m
er
s
an
d
au
to
-
tr
an
s
f
o
r
m
er
s
allo
w
s
tu
d
en
ts
to
m
an
ip
u
late
s
y
s
tem
p
ar
am
eter
s
d
ir
ec
tly
,
r
ei
n
f
o
r
ci
n
g
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
an
d
b
r
id
g
in
g
th
e
g
ap
b
etwe
e
n
th
eo
r
etica
l
m
o
d
els
an
d
p
r
ac
tic
al
m
ea
s
u
r
em
en
ts
[
1
1
]
,
[
1
5
]
.
B
ey
o
n
d
d
esk
to
p
s
im
u
latio
n
s
,
web
-
b
ased
p
latf
o
r
m
s
with
g
r
ap
h
ical
in
ter
f
ac
es
(
e.
g
.
,
Py
th
o
n
-
or
MA
T
L
AB
-
b
a
s
ed
GUI
s
)
u
n
if
y
ca
lcu
latio
n
s
f
o
r
tr
an
s
f
o
r
m
er
p
ar
am
eter
s
,
v
o
ltag
e
r
eg
u
latio
n
,
an
d
ef
f
icien
c
y
[
1
6
]
.
Su
c
h
to
o
ls
allo
w
u
s
er
s
to
in
p
u
t
ex
p
er
im
en
tal
d
ata,
n
o
m
in
al
r
atin
g
s
,
a
n
d
test
r
esu
lts
,
en
ab
lin
g
r
ea
l
-
tim
e
v
is
u
a
lizatio
n
of
o
p
er
atin
g
co
n
d
itio
n
s
.
C
o
n
s
o
lid
atin
g
m
u
ltip
le
s
o
lu
tio
n
ap
p
r
o
ac
h
es
—
in
clu
d
in
g
s
in
g
le
-
p
h
ase,
t
h
r
ee
-
p
h
ase,
a
n
d
p
er
-
u
n
it
m
eth
o
d
s
—
with
in
a
s
in
g
le
in
ter
ac
tiv
e
en
v
ir
o
n
m
en
t
m
i
r
r
o
r
s
th
e
d
esig
n
p
h
ilo
s
o
p
h
y
of
th
e
p
r
o
p
o
s
ed
web
-
b
ased
to
o
l.
Mo
r
eo
v
er
,
a
s
tu
d
en
t
b
eh
av
io
r
s
im
u
lato
r
b
ased
on
a
Dec
is
io
n
T
r
an
s
f
o
r
m
er
th
at
g
e
n
er
ates
s
y
n
th
etic
s
tu
d
en
t
–
ITS
in
ter
ac
tio
n
d
ata
to
ad
d
r
ess
th
e
s
ca
r
city
of
r
e
al
t
r
ain
in
g
d
atasets
is
p
r
o
p
o
s
ed
in
[
1
7
]
.
T
h
e
s
im
u
lated
d
ata
clo
s
ely
m
im
ic
r
ea
l
s
tu
d
en
ts
’
ac
tio
n
d
is
tr
ib
u
tio
n
s
an
d
can
im
p
r
o
v
e
th
e
tr
ain
i
n
g
ef
f
icien
cy
an
d
p
er
s
o
n
aliz
atio
n
of
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
.
I
n
ter
ac
tiv
e
s
im
u
latio
n
s
s
u
p
p
o
r
t
ac
tiv
e
lear
n
in
g
by
p
r
o
v
id
in
g
im
m
ed
iate
v
is
u
al
f
ee
d
b
ac
k
,
allo
win
g
s
tu
d
en
ts
to
ex
p
lo
r
e
how
ch
an
g
es
in
lo
ad
,
v
o
ltag
e,
an
d
p
o
wer
f
ac
to
r
af
f
ec
t
tr
an
s
f
o
r
m
er
b
eh
av
io
r
in
r
ea
l
tim
e
[
1
3
]
.
I
n
teg
r
atin
g
v
ir
tu
al
to
o
ls
with
p
ed
a
g
o
g
ical
s
tr
ateg
ies
s
u
ch
as
p
r
o
b
lem
-
b
ased
lear
n
i
n
g
(
PB
L
)
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
in
f
o
u
n
d
atio
n
a
l
elec
tr
ical
s
u
b
jects
[
2
]
.
E
q
u
ally
im
p
o
r
tan
t
is
th
e
r
o
le
of
th
e
in
s
tr
u
ct
o
r
as
a
h
u
m
an
m
e
d
iato
r
,
g
u
i
d
in
g
s
tu
d
en
ts
in
th
e
p
u
r
p
o
s
ef
u
l
u
s
e
of
VL
ab
s
,
d
esig
n
i
n
g
ac
ti
v
ities
,
an
d
e
v
alu
atin
g
lear
n
in
g
o
u
tco
m
es.
E
f
f
ec
tiv
e
in
te
g
r
atio
n
of
s
u
ch
to
o
ls
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
5
2
-
8
8
2
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I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
1
9
5
2
-
1
9
6
2
1954
with
in
th
e
cu
r
r
icu
lu
m
e
n
s
u
r
e
s
th
at
s
tu
d
en
ts
not
o
n
ly
ac
q
u
i
r
e
tech
n
ical
s
k
ills
but
also
d
e
v
elo
p
h
ig
h
er
-
o
r
d
er
co
g
n
itiv
e
ab
ilit
ies,
s
u
ch
as
cr
i
tical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
.
T
h
e
p
r
o
p
o
s
ed
web
-
b
ase
d
to
o
l,
d
esig
n
ed
as
b
o
th
a
s
tu
d
e
n
t
r
eso
u
r
ce
an
d
an
in
s
tr
u
cto
r
d
em
o
n
s
tr
atio
n
aid
,
alig
n
s
with
th
ese
ed
u
ca
tio
n
al
p
r
in
cip
les.
Acc
u
r
ate
tr
an
s
f
o
r
m
er
m
o
d
elin
g
d
ep
e
n
d
s
on
p
r
ec
is
e
eq
u
iv
al
en
t
cir
cu
it
p
ar
a
m
eter
s
,
ty
p
ical
ly
d
er
iv
e
d
f
r
o
m
OC
an
d
SC
test
s
[
1
8
]
.
W
h
ile
tr
ad
itio
n
al
lab
o
r
ato
r
y
m
eth
o
d
s
p
r
o
v
id
e
th
ese
v
alu
es,
s
tu
d
en
ts
o
f
te
n
s
tr
u
g
g
le
to
co
n
n
ec
t
test
r
esu
lts
to
ab
s
tr
ac
t
m
ath
em
atica
l
m
o
d
els
an
d
p
h
aso
r
d
ia
g
r
am
s
.
S
im
u
latio
n
s
o
f
twar
e
lik
e
MA
T
L
AB
/Si
m
u
lin
k
h
as
b
ee
n
wid
ely
em
p
lo
y
ed
to
v
is
u
alize
th
ese
ca
lcu
latio
n
s
an
d
r
ein
f
o
r
ce
u
n
d
er
s
tan
d
i
n
g
in
u
n
d
e
r
g
r
a
d
u
at
e
co
u
r
s
es
[
1
9
]
.
Fo
r
s
itu
atio
n
s
wh
er
e
p
h
y
s
ical
test
in
g
is
im
p
r
ac
tical,
non
-
in
te
r
r
u
p
tiv
e
o
p
tim
izatio
n
alg
o
r
ith
m
s
—
s
u
ch
as
g
en
etic
alg
o
r
ith
m
s
(
GA)
[
2
0
]
,
p
ar
ticle
s
war
m
o
p
tim
izatio
n
(
PS
O)
[
1
8
]
,
ar
tific
ial
h
u
m
m
in
g
b
ir
d
o
p
tim
izer
(
AHO)
,
jelly
f
is
h
s
ea
r
ch
o
p
tim
izer
(
J
S),
s
lim
e
m
o
l
d
o
p
tim
ize
r
[
2
1
]
,
g
r
a
v
itatio
n
al
s
ea
r
ch
alg
o
r
ith
m
(
GSA)
,
an
d
ch
ao
tic
o
p
tim
izatio
n
ap
p
r
o
ac
h
(
C
OA)
[
1
8
]
—
h
av
e
p
r
o
v
en
ef
f
ec
tiv
e
in
ac
cu
r
ately
esti
m
atin
g
s
in
g
le
-
p
h
ase
tr
an
s
f
o
r
m
er
e
q
u
iv
alen
t
cir
cu
it
p
ar
am
eter
s
(
SP
T
E
C
P
s
)
.
T
h
ese
tech
n
iq
u
es
m
in
im
ize
th
e
er
r
o
r
b
etwe
en
m
ea
s
u
r
ed
an
d
ca
lcu
lated
ter
m
i
n
al
q
u
an
titi
es,
s
u
ch
as
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
cu
r
r
en
ts
an
d
v
o
ltag
es,
an
d
r
ef
lect
th
e
f
u
n
ctio
n
of
th
e
“p
ar
a
m
eter
ca
lcu
lato
r
”
m
o
d
u
le
in
t
h
e
p
r
o
p
o
s
ed
to
o
l.
Ad
v
an
ce
d
tr
a
n
s
f
o
r
m
er
m
o
d
eli
n
g
can
be
d
ev
elo
p
e
d
by
in
c
o
r
p
o
r
atin
g
co
m
p
lex
r
ea
l
-
wo
r
ld
ef
f
ec
ts
to
en
h
an
ce
s
im
u
latio
n
ac
cu
r
ac
y
.
A
n
eq
u
i
v
alen
t
cir
cu
it
m
o
d
el
th
at
ac
co
u
n
ts
f
o
r
lo
n
g
-
d
is
tan
ce
co
n
d
u
cto
r
e
f
f
ec
ts
an
d
f
r
eq
u
e
n
cy
-
d
e
p
en
d
e
n
t
p
a
r
am
eter
s
is
d
ev
elo
p
e
d
an
d
v
alid
ated
ag
ain
s
t
m
ea
s
u
r
ed
im
p
u
ls
e
f
r
eq
u
en
c
y
r
esp
o
n
s
es,
im
p
r
o
v
i
n
g
p
r
ed
ict
iv
e
ac
cu
r
ac
y
of
tr
an
s
f
o
r
m
er
win
d
in
g
b
e
h
av
io
r
[
2
2
]
.
C
o
m
p
lem
en
tin
g
th
is
,
a
s
atu
r
ab
le
th
r
ee
-
p
h
ase
tr
a
n
s
f
o
r
m
er
m
o
d
el
is
p
r
o
p
o
s
ed
to
an
aly
ze
th
e
i
m
p
ac
t
of
g
e
o
m
a
g
n
etica
lly
in
d
u
ce
d
cu
r
r
en
ts
(
GI
C
s
)
,
d
em
o
n
s
tr
atin
g
h
o
w
DC
b
ias
an
d
s
atu
r
atio
n
d
is
to
r
t
tr
an
s
f
o
r
m
er
p
er
f
o
r
m
a
n
ce
[
2
3
]
.
T
o
g
et
h
er
,
th
ese
wo
r
k
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
of
s
o
p
h
is
ticated
,
p
h
y
s
ics
-
b
ased
m
o
d
elin
g
ap
p
r
o
ac
h
e
s
f
o
r
b
o
th
r
esear
ch
an
d
ed
u
ca
tio
n
al
s
im
u
latio
n
s
.
T
h
eir
m
eth
o
d
o
lo
g
ies
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
d
ev
elo
p
in
g
in
ter
ac
tiv
e
to
o
ls
th
at
b
r
id
g
e
t
h
eo
r
etica
l
m
o
d
els
an
d
r
ea
l
-
wo
r
ld
tr
an
s
f
o
r
m
er
b
e
h
av
io
r
.
Simu
latio
n
-
b
ased
,
i
n
ter
ac
tiv
e
p
latf
o
r
m
s
th
at
in
te
g
r
ate
M
AT
L
AB
/Si
m
u
lin
k
with
GUI
s
h
av
e
b
ee
n
v
alid
ated
as
ef
f
ec
tiv
e
in
en
h
an
cin
g
s
tu
d
en
t
c
o
m
p
r
eh
en
s
io
n
an
d
c
o
n
f
id
e
n
ce
in
tr
a
n
s
f
o
r
m
er
d
iag
n
o
s
tics
.
By
en
ab
lin
g
r
ea
l
-
tim
e
m
an
ip
u
latio
n
of
o
p
e
r
atio
n
al
co
n
d
itio
n
s
an
d
p
r
o
v
id
in
g
im
m
e
d
iate
v
is
u
al
f
ee
d
b
ac
k
,
th
ese
to
o
ls
r
ein
f
o
r
ce
th
e
co
n
n
ec
tio
n
b
etwe
en
th
eo
r
etica
l
m
o
d
els
an
d
p
r
ac
tical
o
u
tc
o
m
es
[
2
4
]
,
[
2
5
]
.
T
h
is
ar
ticle
in
tr
o
d
u
ce
s
a
n
o
v
el
,
web
-
b
ased
in
ter
ac
tiv
e
t
o
o
l
s
p
ec
if
ically
d
esig
n
ed
to
ad
d
r
ess
p
er
s
is
ten
t
ch
allen
g
es
in
teac
h
in
g
an
d
le
ar
n
in
g
tr
an
s
f
o
r
m
er
eq
u
iv
alen
t
cir
cu
its
.
Un
lik
e
tr
ad
itio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
or
s
tatic
s
im
u
latio
n
s
,
th
i
s
to
o
l
in
teg
r
ates
th
eo
r
etica
l
m
o
d
els,
lab
o
r
ato
r
y
test
d
ata,
an
d
d
y
n
am
ic
v
is
u
aliza
tio
n
s
in
to
a
s
in
g
le,
co
h
esiv
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t.
It
e
n
ab
les
s
tu
d
en
ts
to
ca
lcu
late
eq
u
iv
alen
t
cir
cu
it
p
ar
am
eter
s
,
an
aly
ze
v
o
ltag
e
r
eg
u
latio
n
,
an
d
ex
p
lo
r
e
th
e
ef
f
ec
ts
of
v
a
r
y
i
n
g
lo
ad
an
d
p
o
wer
f
ac
to
r
c
o
n
d
itio
n
s
in
r
ea
l
tim
e.
By
p
r
o
v
id
in
g
im
m
ed
iate
f
ee
d
b
ac
k
an
d
in
ter
ac
tiv
e
p
h
aso
r
v
is
u
aliza
tio
n
s
,
th
e
to
o
l
en
h
an
ce
s
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
,
f
o
s
ter
s
ac
tiv
e
lear
n
in
g
,
an
d
b
r
id
g
es
th
e
g
ap
b
etwe
en
ab
s
tr
ac
t
th
eo
r
y
an
d
p
r
ac
tical
ex
p
er
im
en
tatio
n
.
T
h
e
s
tu
d
y
f
u
r
th
er
co
n
tr
ib
u
tes
to
en
g
in
ee
r
in
g
ed
u
ca
tio
n
by
p
r
esen
tin
g
th
e
d
esig
n
f
r
am
ewo
r
k
,
p
ed
ag
o
g
ical
r
atio
n
ale,
an
d
e
v
alu
atio
n
of
th
is
to
o
l
as
a
r
ep
licab
le
m
o
d
el
f
o
r
in
teg
r
ati
n
g
s
im
u
latio
n
-
b
ased
lear
n
in
g
in
to
elec
tr
ical
en
g
in
e
er
in
g
cu
r
r
icu
la.
W
h
ile
ex
is
tin
g
p
latf
o
r
m
s
o
f
f
er
p
o
wer
f
u
l
s
im
u
latio
n
ca
p
a
b
ilit
ies,
th
ey
o
f
ten
c
o
m
e
with
a
s
teep
lear
n
in
g
cu
r
v
e
or
r
eq
u
ir
e
s
o
f
t
war
e
in
s
tallatio
n
,
cr
ea
tin
g
b
ar
r
ier
s
to
ac
ce
s
s
.
T
h
e
liter
atu
r
e
h
ig
h
lig
h
ts
a
n
ee
d
f
o
r
a
lig
h
tweig
h
t,
h
ig
h
ly
ac
ce
s
s
ib
le,
an
d
p
ed
ag
o
g
ically
f
o
cu
s
ed
to
o
l
th
at
s
ea
m
less
ly
in
teg
r
ates
th
eo
r
etica
l
co
n
ce
p
ts
with
em
p
ir
ical
d
ata
an
aly
s
is
.
T
h
is
s
tu
d
y
ad
d
r
es
s
es
th
at
n
ee
d
by
d
ev
elo
p
in
g
an
d
ev
alu
atin
g
a
b
r
o
wser
-
b
ased
p
latf
o
r
m
d
esig
n
ed
s
p
ec
if
ically
f
o
r
in
tu
itiv
e
ex
p
lo
r
atio
n
of
tr
an
s
f
o
r
m
er
p
r
in
cip
les.
To
g
u
id
e
th
is
ev
alu
atio
n
,
th
e
s
tu
d
y
is
f
r
a
m
ed
by
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
Ho
w
do
elec
tr
ical
en
g
i
n
ee
r
i
n
g
s
tu
d
en
ts
p
er
ce
i
v
e
th
e
u
s
ab
ilit
y
an
d
p
e
d
ag
o
g
ical
ef
f
e
ctiv
en
ess
of
th
e
in
ter
ac
tiv
e
web
to
o
l
f
o
r
lear
n
i
n
g
tr
an
s
f
o
r
m
er
e
q
u
iv
alen
t
cir
c
u
its
?
(
R
Q1
)
−
To
wh
at
ex
ten
t
d
o
es
th
e
t
o
o
l,
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
s
elf
-
r
ep
o
r
ted
e
x
p
er
ie
n
ce
s
,
h
elp
in
co
n
n
ec
tin
g
a
b
s
tr
ac
t
th
eo
r
etica
l
m
o
d
els
with
th
e
p
r
ac
tical
d
ata
o
b
tain
ed
f
r
o
m
la
b
o
r
ato
r
y
test
s
?
(
R
Q2
)
−
W
h
ich
s
p
ec
if
ic
f
ea
tu
r
es
of
t
h
e
to
o
l
(
e.
g
.
,
r
ea
l
-
tim
e
ca
lcu
latio
n
s
,
d
y
n
am
ic
p
h
aso
r
d
iag
r
a
m
s
,
s
tep
-
by
-
s
tep
s
o
lu
tio
n
s
)
ar
e
id
en
tifie
d
by
s
tu
d
en
ts
as
b
ein
g
m
o
s
t
b
en
ef
icial
to
th
eir
lear
n
i
n
g
p
r
o
ce
s
s
?
(
R
Q3
)
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
T
h
e
tr
an
s
f
o
r
m
e
r
eq
u
iv
alen
t
ci
r
cu
it
p
r
o
v
i
d
es
a
f
u
n
d
am
e
n
tal
r
ep
r
esen
tatio
n
of
tr
a
n
s
f
o
r
m
e
r
b
eh
av
io
r
u
n
d
er
v
ar
io
u
s
o
p
er
atin
g
co
n
d
itio
n
s
,
b
r
id
g
in
g
t
h
eo
r
etica
l
an
aly
s
is
with
p
r
ac
tical
p
er
f
o
r
m
an
ce
ev
al
u
atio
n
.
T
y
p
ically
,
th
e
eq
u
iv
alen
t
cir
cu
it
is
r
ef
er
r
ed
to
one
s
id
e
of
th
e
tr
an
s
f
o
r
m
er
—
co
m
m
o
n
ly
t
h
e
p
r
im
ar
y
—
th
o
u
g
h
it
can
be
m
ath
em
atica
lly
r
ef
er
r
ed
to
th
e
s
ec
o
n
d
ar
y
u
s
in
g
th
e
tu
r
n
s
r
atio
=
1
/
2
.
T
h
e
m
o
d
el
c
o
m
p
r
is
es
a
s
er
ies
b
r
an
ch
,
r
ep
r
esen
tin
g
win
d
in
g
r
esis
tan
ce
(
)
an
d
leak
ag
e
r
ea
ctan
ce
(
),
wh
ich
ac
co
u
n
ts
f
o
r
co
p
p
er
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
V
is
u
a
liz
in
g
co
mp
lexity:
a
n
i
n
tera
ctive
w
eb
to
o
l fo
r
ma
s
teri
n
g
tr
a
n
s
fo
r
mer …
(
Mo
h
a
ma
d
Y
.
A
b
o
u
S
h
a
h
in
e
)
1955
lo
s
s
es
an
d
leak
ag
e
f
lu
x
,
r
esp
e
ctiv
ely
,
an
d
a
s
h
u
n
t
b
r
an
c
h
,
r
e
p
r
esen
tin
g
th
e
m
ag
n
etizin
g
b
r
an
ch
with
co
r
e
-
lo
s
s
r
esis
tan
ce
(
)
an
d
m
ag
n
etizin
g
r
ea
ctan
ce
(
),
wh
ich
m
o
d
els
h
y
s
ter
esis
an
d
ed
d
y
cu
r
r
e
n
t
lo
s
s
es
alo
n
g
with
th
e
m
ag
n
etizin
g
c
u
r
r
e
n
t
n
ec
es
s
ar
y
to
estab
lis
h
th
e
f
lu
x
.
Acc
u
r
ate
d
ete
r
m
in
atio
n
of
th
ese
p
ar
am
eter
s
r
elies
on
two
s
tan
d
ar
d
test
s
:
th
e
o
p
e
n
-
cir
cu
it
test
(
OC
T
)
an
d
th
e
s
h
o
r
t
-
cir
cu
it
test
(
SC
T
)
.
In
t
h
e
OC
T
,
u
s
u
ally
co
n
d
u
cte
d
on
th
e
lo
w
-
v
o
ltag
e
s
id
e
with
th
e
h
ig
h
-
v
o
ltag
e
s
id
e
o
p
en
,
m
ea
s
u
r
em
en
ts
of
i
n
p
u
t
v
o
ltag
e
(
),
cu
r
r
en
t
(
),
an
d
p
o
wer
(
)
en
ab
l
e
th
e
ca
lcu
latio
n
of
th
e
s
h
u
n
t
b
r
an
ch
p
ar
am
ete
r
s
.
C
o
n
v
er
s
ely
,
th
e
SC
T
,
p
er
f
o
r
m
ed
on
t
h
e
h
ig
h
-
v
o
ltag
e
s
id
e
with
th
e
lo
w
-
v
o
ltag
e
s
id
e
s
h
o
r
ted
,
p
r
o
v
id
es
d
at
a
(
,
,
)
to
d
eter
m
in
e
t
h
e
s
er
ies
b
r
an
ch
p
ar
am
eter
s
.
C
o
n
s
is
ten
cy
ch
ec
k
s
,
s
u
ch
as
en
s
u
r
i
n
g
≤
an
d
≤
,
ar
e
n
ec
ess
ar
y
to
v
alid
ate
th
e
test
d
ata.
T
h
e
eq
u
atio
n
s
to
f
in
d
th
e
co
m
p
o
n
en
ts
ar
e
as:
=
(
)
(
1
)
=
√
2
−
2
(
)
(
2
)
=
(
3
)
=
(
4
)
=
(
5
)
=
2
(
6
)
=
√
2
−
2
(
7
)
Vo
ltag
e
r
eg
u
latio
n
(
VR
)
is
a
cr
itical
p
er
f
o
r
m
an
ce
in
d
icato
r
th
at
q
u
an
tifie
s
th
e
ch
an
g
e
in
s
ec
o
n
d
ar
y
v
o
ltag
e
f
r
o
m
no
-
lo
a
d
to
f
u
ll
-
lo
ad
co
n
d
itio
n
s
,
ty
p
ically
ex
p
r
ess
ed
as
a
f
u
n
ctio
n
of
lo
ad
cu
r
r
en
t
an
d
p
o
wer
f
ac
to
r
.
T
h
e
no
-
lo
a
d
v
o
ltag
e
(
)
is
co
m
p
ar
ed
ag
ai
n
s
t
th
e
f
u
l
l
-
lo
ad
v
o
ltag
e
(
)
at
a
g
iv
en
p
o
wer
f
ac
to
r
,
wh
ich
can
be
d
er
iv
ed
u
s
in
g
K
ir
ch
h
o
f
f
’
s
v
o
ltag
e
law
(
KVL
)
ap
p
lied
to
th
e
tr
a
n
s
f
o
r
m
e
r
eq
u
iv
alen
t
cir
cu
it.
By
co
n
s
id
er
in
g
th
e
cu
r
r
en
t
p
h
aso
r
an
g
le
r
elativ
e
to
th
e
r
ef
er
en
c
e
v
o
ltag
e,
th
e
co
r
r
esp
o
n
d
in
g
p
o
wer
f
ac
to
r
can
be
d
eter
m
in
ed
,
allo
win
g
ca
lcu
lati
o
n
of
v
o
ltag
e
d
r
o
p
or
r
is
e
u
n
d
er
v
ar
io
u
s
lo
ad
in
g
s
ce
n
ar
io
s
.
Fo
r
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
,
v
o
ltag
e
r
eg
u
latio
n
is
ev
alu
ated
ac
r
o
s
s
a
r
an
g
e
of
lo
ad
cu
r
r
e
n
ts
,
f
r
o
m
ze
r
o
to
r
ated
f
u
ll
lo
ad
,
an
d
p
lo
tted
f
o
r
m
u
ltip
le
p
o
we
r
f
ac
to
r
s
,
o
f
f
er
in
g
a
v
is
u
al
an
d
q
u
a
n
titativ
e
ass
es
s
m
en
t
of
tr
an
s
f
o
r
m
er
p
er
f
o
r
m
a
n
ce
.
I
n
teg
r
atio
n
of
th
ese
th
eo
r
etica
l
p
r
in
cip
les
with
in
a
co
m
p
u
ta
tio
n
al
p
latf
o
r
m
e
n
ab
les
r
ea
l
-
tim
e
o
b
s
er
v
atio
n
of
eq
u
iv
alen
t
cir
cu
it
b
eh
av
i
o
r
an
d
s
u
p
p
o
r
ts
en
h
an
ce
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
th
r
o
u
g
h
in
ter
ac
tiv
e
s
im
u
latio
n
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
an
ex
p
l
o
r
ato
r
y
m
ix
ed
-
m
eth
o
d
s
r
esear
ch
d
esig
n
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
of
an
in
ter
ac
tiv
e,
web
-
b
ased
tr
an
s
f
o
r
m
er
an
aly
s
is
to
o
l.
T
h
is
ap
p
r
o
ac
h
was
ch
o
s
en
as
it
is
we
ll
-
s
u
ited
f
o
r
a
p
ilo
t
in
v
esti
g
atio
n
,
allo
win
g
f
o
r
th
e
co
llectio
n
of
b
o
th
q
u
an
titativ
e
d
ata
on
u
s
er
p
er
ce
p
tio
n
s
(
v
i
a
L
ik
er
t
s
ca
les)
an
d
r
ich
q
u
alitativ
e
in
s
ig
h
ts
(
v
ia
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
)
to
in
f
o
r
m
f
u
tu
r
e
d
e
v
elo
p
m
en
t
an
d
b
r
o
ad
er
im
p
lem
en
tatio
n
.
T
h
e
m
eth
o
d
o
lo
g
y
co
n
s
is
ted
of
th
r
ee
s
tag
es:
i
)
d
ev
elo
p
m
en
t
of
th
e
s
im
u
latio
n
to
o
l
;
ii
)
class
r
o
o
m
d
e
p
lo
y
m
e
n
t
an
d
s
tu
d
en
t
in
te
r
ac
tio
n
;
a
n
d
iii
)
s
tu
d
en
t
p
er
ce
p
tio
n
an
d
u
s
ab
ilit
y
ev
alu
atio
n
v
ia
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e.
3
.
1
.
T
o
o
l
dev
el
o
pm
ent
a
nd
des
ig
n a
pp
ro
a
ch
T
h
e
web
-
b
ased
“tr
a
n
s
f
o
r
m
e
r
eq
u
iv
alen
t
ci
r
cu
it
an
d
a
n
aly
s
is
to
o
l”
was
d
esig
n
ed
u
s
in
g
a
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ap
p
r
o
ac
h
,
em
p
h
asizin
g
r
ea
l
-
tim
e
f
ee
d
b
ac
k
,
ac
tiv
e
ex
p
e
r
im
en
t
atio
n
,
an
d
v
is
u
al
r
ein
f
o
r
ce
m
e
n
t
of
th
e
o
r
etica
l
co
n
ce
p
ts
.
T
h
e
to
o
l
was
d
ev
elo
p
ed
as
a
s
elf
-
co
n
tain
ed
,
s
in
g
le
-
p
ag
e
HT
M
L
ap
p
licatio
n
,
en
s
u
r
in
g
m
ax
im
u
m
ac
ce
s
s
ib
ilit
y
with
no
s
er
v
er
-
s
id
e
d
ep
e
n
d
en
cies.
All
ca
lcu
latio
n
s
ar
e
p
er
f
o
r
m
ed
on
th
e
clien
t
-
s
id
e
u
s
in
g
n
ativ
e
J
av
aScr
ip
t.
I
n
ter
ac
tiv
e
v
is
u
aliza
tio
n
s
,
in
clu
d
in
g
p
h
aso
r
d
ia
g
r
am
s
an
d
p
er
f
o
r
m
an
ce
cu
r
v
es,
ar
e
r
en
d
e
r
ed
d
y
n
am
ically
u
s
i
n
g
th
e
Plo
tly
.
js
o
p
e
n
-
s
o
u
r
ce
lib
r
ar
y
,
wh
ile
t
h
e
eq
u
iv
alen
t
ci
r
cu
it
d
iag
r
am
s
a
r
e
g
en
e
r
ated
as
s
ca
lab
le
v
ec
to
r
g
r
ap
h
ics
(
SVG)
f
o
r
clar
ity
an
d
s
ca
lab
ilit
y
.
Ph
aso
r
ca
lcu
latio
n
s
f
o
r
v
o
ltag
e
r
eg
u
l
atio
n
an
al
y
s
is
ar
e
h
a
n
d
led
r
o
b
u
s
tly
by
a
cu
s
to
m
J
av
aScr
ip
t
C
o
m
p
lex
n
u
m
b
er
class
,
en
ab
lin
g
ac
cu
r
ate
m
a
n
ip
u
latio
n
of
v
ec
to
r
q
u
an
titi
es.
T
h
e
to
o
l
co
n
s
is
ted
of
th
r
ee
i
n
teg
r
ated
m
o
d
u
les:
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
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
1
9
5
2
-
1
9
6
2
1956
−
Par
am
eter
ca
lcu
lato
r
:
allo
wed
s
tu
d
en
ts
to
en
ter
tr
an
s
f
o
r
m
er
r
atin
g
s
an
d
lab
o
r
ato
r
y
test
m
ea
s
u
r
em
en
ts
to
au
to
m
atica
lly
co
m
p
u
te
eq
u
i
v
alen
t
cir
cu
it
p
ar
am
eter
s
,
in
cl
u
d
in
g
c
o
r
e
-
lo
s
s
r
esis
tan
ce
(
R
c)
,
m
ag
n
etizin
g
r
ea
ctan
ce
(
Xm
)
,
e
q
u
iv
alen
t
r
e
s
is
tan
ce
(
R
eq
)
,
an
d
eq
u
iv
alen
t
r
ea
ctan
ce
(
Xeq
)
,
as
s
h
o
wn
in
Fig
u
r
e
1.
T
h
ese
ca
lcu
latio
n
s
wer
e
au
to
m
atica
lly
d
is
p
lay
ed
with
s
tep
-
by
-
s
tep
d
er
iv
atio
n
s
an
d
em
b
e
d
d
ed
er
r
o
r
ch
e
ck
in
g
(
e.
g
.
,
v
alid
atin
g
th
at
Ps
c/I
s
c²≤
Vsc/Isc
to
p
r
ev
en
t
n
o
n
-
p
h
y
s
ical
v
alu
es).
−
Vo
ltag
e
r
eg
u
latio
n
an
aly
ze
r
:
en
ab
led
s
tu
d
en
ts
to
v
ar
y
lo
a
d
lev
el
an
d
p
o
wer
f
ac
to
r
(
la
g
g
in
g
,
lead
in
g
,
u
n
ity
)
,
as
s
h
o
wn
in
Fig
u
r
e
2,
an
d
v
is
u
alize
v
o
ltag
e
r
eg
u
latio
n
ca
lcu
latio
n
s
,
tr
a
n
s
f
o
r
m
er
p
h
aso
r
d
iag
r
a
m
s
,
an
d
VR
-
v
er
s
u
s
-
lo
ad
p
lo
ts
in
r
ea
l
tim
e.
T
h
e
p
h
aso
r
d
is
p
lay
an
d
ζ
-
b
ased
d
r
o
p
co
m
p
u
tatio
n
wer
e
r
e
n
d
er
e
d
in
ter
ac
tiv
ely
u
s
in
g
c
o
m
p
lex
a
r
ith
m
etic
r
o
u
tin
es
em
b
e
d
d
ed
in
th
e
co
d
e.
−
T
h
eo
r
y
an
d
f
o
r
m
u
las
r
ef
er
en
ce
:
p
r
o
v
id
ed
an
em
b
ed
d
ed
c
o
n
ce
p
tu
al
r
ep
o
s
ito
r
y
s
u
m
m
a
r
izin
g
eq
u
iv
alen
t
cir
cu
it
th
eo
r
y
,
test
eq
u
atio
n
s
,
an
d
v
o
ltag
e
r
eg
u
latio
n
f
o
r
m
u
l
as,
en
ab
lin
g
r
ap
i
d
co
n
n
ec
tio
n
b
etwe
en
th
eo
r
y
an
d
s
im
u
latio
n
o
u
tp
u
t.
T
h
is
d
esig
n
s
tr
ateg
y
was
in
ten
d
ed
to
r
e
d
u
ce
co
g
n
itiv
e
lo
ad
by
tr
a
n
s
itio
n
in
g
s
tu
d
en
ts
f
r
o
m
s
y
m
b
o
lic
tr
an
s
f
o
r
m
er
m
o
d
els
to
v
is
u
al,
p
ar
am
eter
-
d
r
iv
en
a
n
aly
s
is
alig
n
ed
with
lab
o
r
ato
r
y
p
r
ac
tice.
Fig
u
r
e
1.
T
h
e
to
o
l
p
ar
am
eter
c
alcu
lato
r
Fig
u
r
e
2.
T
h
e
v
o
lta
g
e
r
eg
u
latio
n
an
aly
ze
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
V
is
u
a
liz
in
g
co
mp
lexity:
a
n
i
n
tera
ctive
w
eb
to
o
l fo
r
ma
s
teri
n
g
tr
a
n
s
fo
r
mer …
(
Mo
h
a
ma
d
Y
.
A
b
o
u
S
h
a
h
in
e
)
1957
3
.
2
.
Cla
s
s
ro
o
m
deplo
y
m
ent
a
nd
s
t
ud
ent
i
nte
ra
ct
io
n
T
h
e
to
o
l
was
d
e
p
lo
y
e
d
as
p
a
r
t
of
th
e
E
E
NG4
8
2
:
elec
tr
ica
l
s
y
s
tem
s
s
im
u
latio
n
co
u
r
s
e,
a
r
eq
u
ir
ed
m
o
d
u
le
f
o
r
elec
tr
ical
en
g
in
ee
r
in
g
s
tu
d
en
ts
.
Stu
d
en
ts
en
g
ag
e
d
with
th
e
to
o
l
af
ter
co
m
p
letin
g
lab
o
r
ato
r
y
o
p
en
-
cir
cu
it
an
d
s
h
o
r
t
-
cir
cu
it
tr
an
s
f
o
r
m
er
test
s
,
en
s
u
r
in
g
alig
n
m
en
t
b
etwe
en
d
ig
ital
s
im
u
latio
n
s
an
d
h
an
d
s
-
on
ac
tiv
ities
.
Stu
d
en
ts
ac
ce
s
s
ed
th
e
to
o
l
th
r
o
u
g
h
a
web
b
r
o
w
s
er
an
d
co
m
p
lete
d
s
tr
u
ctu
r
ed
lear
n
in
g
ex
e
r
cises
in
v
o
lv
in
g
in
p
u
ttin
g
ac
tu
al
la
b
o
r
ato
r
y
OC
/SC
v
alu
es,
o
b
s
er
v
in
g
au
to
-
co
m
p
u
ted
eq
u
iv
alen
t
-
cir
cu
it
p
ar
am
ete
r
s
,
co
m
p
ar
in
g
p
r
im
ar
y
-
a
n
d
s
ec
o
n
d
ar
y
-
r
ef
er
r
ed
ci
r
cu
its
,
ex
p
lo
r
in
g
v
o
ltag
e
r
eg
u
latio
n
u
n
d
er
v
ar
io
u
s
lo
a
d
in
g
an
d
p
o
wer
-
f
ac
to
r
co
n
d
itio
n
s
,
an
d
i
n
ter
p
r
etin
g
p
h
aso
r
an
d
p
er
f
o
r
m
an
ce
p
lo
ts
.
3
.
3
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
Fo
llo
win
g
th
e
i
n
ter
ac
tio
n
,
s
tu
d
en
ts
co
m
p
leted
th
e
ev
alu
atio
n
q
u
esti
o
n
n
air
e
.
A
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
to
m
ea
s
u
r
e
u
s
ab
ilit
y
,
co
n
c
ep
tu
al
s
u
p
p
o
r
t,
p
er
ce
i
v
ed
lear
n
in
g
im
p
r
o
v
em
e
n
t,
an
d
en
g
a
g
em
en
t.
T
h
e
in
s
tr
u
m
en
t
co
n
s
is
ted
of
L
ik
er
t
-
s
ca
le
item
s
(1
–
5)
an
d
o
p
e
n
-
en
d
ed
q
u
esti
o
n
s
ac
r
o
s
s
s
ix
d
im
en
s
io
n
s
.
T
h
ese
d
im
e
n
s
io
n
s
wer
e
ad
ap
ted
f
r
o
m
estab
lis
h
ed
u
s
ab
ilit
y
an
d
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
ev
alu
atio
n
f
r
a
m
ewo
r
k
s
,
f
o
cu
s
in
g
on
k
e
y
asp
ec
ts
of
th
e
s
tu
d
en
t
lear
n
in
g
e
x
p
er
ien
c
e.
T
h
e
d
im
en
s
io
n
s
wer
e:
ea
s
e
o
f
u
s
e
an
d
ac
ce
s
s
ib
ilit
y
,
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
,
f
ea
tu
r
e
-
s
p
ec
if
ic
lear
n
in
g
v
alu
e
,
co
m
p
ar
is
o
n
with
tr
ad
itio
n
al
m
eth
o
d
s
,
s
tu
d
en
t e
n
g
ag
em
e
n
t a
n
d
c
o
n
f
id
e
n
ce
,
an
d
o
v
er
all
e
v
alu
atio
n
a
n
d
s
u
g
g
e
s
tio
n
s
.
R
ep
r
esen
tativ
e
item
s
in
clu
d
ed
ev
alu
atin
g
in
ter
f
ac
e
clar
ity
,
th
e
u
s
ef
u
ln
ess
of
au
to
-
g
en
er
ated
d
iag
r
am
s
an
d
p
h
aso
r
p
lo
ts
,
an
d
m
o
tiv
atio
n
to
ex
p
l
o
r
e
“
wh
at
-
if
”
s
ce
n
ar
io
s
.
Qu
an
titativ
e
d
a
ta
f
r
o
m
th
e
5
-
p
o
in
t
L
ik
er
t
-
s
ca
le
r
esp
o
n
s
es
(
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
to
5
=stro
n
g
ly
a
g
r
ee
)
wer
e
a
n
aly
ze
d
f
o
r
d
escr
ip
tiv
e
s
tatis
tic
s
an
d
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
(
C
r
o
n
b
ac
h
’
s
alp
h
a)
.
Qu
alitati
v
e
r
esp
o
n
s
es
wer
e
co
d
e
d
u
s
in
g
th
em
atic
co
n
ten
t
an
aly
s
is
to
id
en
tify
co
m
m
o
n
s
tr
en
g
th
s
,
u
s
ab
ilit
y
is
s
u
es,
an
d
p
er
ce
iv
e
d
lear
n
in
g
b
en
ef
its
.
Par
ticip
an
ts
wer
e
in
f
o
r
m
e
d
th
at
th
eir
f
ee
d
b
ac
k
was
f
o
r
r
esear
ch
a
n
d
i
n
s
tr
u
ctio
n
al
im
p
r
o
v
em
e
n
t
p
u
r
p
o
s
es
o
n
ly
an
d
wo
u
ld
not
af
f
ec
t
th
eir
co
u
r
s
e
g
r
a
d
e,
co
n
s
is
ten
t
with
eth
ical
g
u
id
elin
es
f
o
r
ed
u
ca
tio
n
al
r
esear
ch
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
Web
-
t
o
o
l per
f
o
r
m
a
nce
re
s
ults
A
to
tal
of
25
u
n
d
er
g
r
ad
u
ate
e
lectr
ical
en
g
in
ee
r
in
g
s
tu
d
en
ts
h
as
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
Af
ter
th
e
s
tu
d
en
ts
’
in
ter
ac
tio
n
with
th
e
o
n
lin
e
to
o
l,
th
e
to
o
l
s
u
cc
ess
f
u
lly
p
er
f
o
r
m
ed
eq
u
i
v
alen
t
-
cir
cu
it
p
ar
a
m
eter
ca
lcu
latio
n
f
r
o
m
OC
/SC
test
in
p
u
ts
,
as
s
ee
n
in
Fig
u
r
e
3,
au
to
m
atic
d
er
iv
atio
n
of
,
,
,
,
r
ea
l
-
ti
m
e
v
o
ltag
e
r
eg
u
latio
n
s
im
u
latio
n
v
s
.
lo
ad
an
d
p
o
wer
f
ac
to
r
,
as
s
h
o
wn
in
Fig
u
r
e
4,
in
ter
ac
tiv
e
p
h
aso
r
d
ia
g
r
am
s
an
d
VR
-
p
er
f
o
r
m
an
ce
c
u
r
v
es,
a
n
d
a
s
h
o
w
-
s
tep
ca
lcu
latio
n
f
ea
tu
r
e
an
d
t
h
eo
r
y
r
ef
er
e
n
ce
tab
.
Stu
d
en
ts
co
n
s
is
ten
tly
r
ep
o
r
ted
th
at
in
p
u
ttin
g
v
alu
es
in
s
tan
tly
u
p
d
ate
d
r
esu
lts
an
d
d
iag
r
a
m
s
,
an
d
th
e
VR
an
d
p
h
aso
r
p
lo
ts
ch
an
g
ed
co
r
r
ec
tly
with
PF
lag
/lead
.
I
n
ad
d
itio
n
to
th
at,
th
e
to
o
l
r
esp
o
n
d
ed
r
eliab
ly
with
n
o
cr
ash
es
o
r
in
c
o
r
r
ec
t
o
u
tp
u
t
s
.
T
h
ese
o
b
s
er
v
atio
n
s
v
alid
at
e
th
e
to
o
l
f
u
n
ctio
n
ality
an
d
c
o
n
f
ir
m
it
m
ee
ts
th
e
in
ten
d
ed
lear
n
in
g
o
b
jectiv
es.
Fig
u
r
e
3.
T
h
e
eq
u
iv
alen
t
cir
cu
it
d
iag
r
am
r
ef
e
r
r
ed
to
th
e
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
id
es
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
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
1
9
5
2
-
1
9
6
2
1958
Fig
u
r
e
4.
Vo
ltag
e
r
eg
u
latio
n
v
er
s
u
s
lo
ad
f
o
r
d
if
f
er
e
n
t
p
o
we
r
f
ac
to
r
s
4
.
2
.
Q
ues
t
io
nn
a
ire
des
cr
iptiv
e
re
s
ults
All
22
L
ik
er
t
-
s
ca
le
q
u
esti
o
n
s
of
th
e
q
u
esti
o
n
n
air
e
wer
e
a
n
aly
ze
d
.
I
n
ter
n
al
c
o
n
s
is
ten
cy
r
eliab
ilit
y
an
aly
s
is
in
d
icate
d
s
tr
o
n
g
r
eliab
ilit
y
ac
r
o
s
s
th
e
q
u
esti
o
n
n
ai
r
e
d
o
m
ain
s
,
with
an
o
v
er
all
C
r
o
n
b
ac
h
’
s
α
=
0
.
9
2
,
ex
ce
ed
in
g
th
e
r
ec
o
m
m
en
d
ed
0
.
7
0
th
r
esh
o
ld
f
o
r
ed
u
ca
tio
n
al
r
esear
ch
in
s
tr
u
m
en
ts
.
T
h
e
d
etailed
r
eliab
ilit
y
r
esu
lts
s
h
o
wn
in
T
ab
le
1
d
e
m
o
n
s
tr
ate
th
at
th
e
q
u
esti
o
n
n
air
e
item
s
wer
e
h
ig
h
ly
co
n
s
i
s
ten
t
in
m
ea
s
u
r
in
g
s
tu
d
en
t
p
er
ce
p
tio
n
s
.
T
ab
le
1
.
C
r
o
n
b
ac
h
’
s
m
ea
s
u
r
e
o
f
th
e
s
tu
d
e
n
t q
u
esti
o
n
n
ai
r
e
S
e
c
t
i
o
n
C
r
o
n
b
a
c
h
’
s α
Ea
se
o
f
u
se
a
n
d
a
c
c
e
s
si
b
i
l
i
t
y
0
.
8
8
C
o
n
c
e
p
t
u
a
l
u
n
d
e
r
st
a
n
d
i
n
g
0
.
9
1
F
e
a
t
u
r
e
-
s
p
e
c
i
f
i
c
u
sefu
l
n
e
ss
0
.
9
0
C
o
m
p
a
r
i
so
n
w
i
t
h
t
r
a
d
i
t
i
o
n
a
l
me
t
h
o
d
s
0
.
8
7
En
g
a
g
e
m
e
n
t
a
n
d
c
o
n
f
i
d
e
n
c
e
0
.
8
5
O
v
e
r
a
l
l
0
.
9
2
T
h
e
ea
s
e
-
of
-
u
s
e
r
esu
lts
as
s
h
o
wn
in
T
ab
le
2
co
n
f
ir
m
ed
s
tr
o
n
g
u
s
ab
ilit
y
a
n
d
v
e
r
y
h
i
g
h
s
atis
f
ac
tio
n
with
a
m
ea
n
M=
4
.
4
2
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
SD=0
.
5
4
.
C
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
r
esu
lts
as
s
h
o
wn
i
n
T
ab
le
3
s
h
o
wed
m
ajo
r
lea
r
n
i
n
g
g
ain
s
in
k
ey
t
r
an
s
f
o
r
m
e
r
t
o
p
ics,
with
M=
4
.
3
8
an
d
SD=0
.
6
2
.
Mo
r
eo
v
er
,
th
e
f
ea
tu
r
e
-
s
p
ec
if
ic
ev
alu
atio
n
r
es
u
lts
as
s
h
o
wn
in
T
ab
le
4
,
with
M=
4
.
5
1
,
h
av
e
p
r
o
v
e
d
th
at
s
tu
d
en
ts
h
av
e
g
r
ea
tly
v
alu
ed
th
e
v
is
u
aliza
tio
n
o
f
th
eo
r
y
.
R
eg
ar
d
in
g
th
e
c
o
m
p
a
r
is
o
n
with
tr
ad
itio
n
al
lear
n
in
g
a
s
s
h
o
wn
in
T
ab
le
5
,
h
av
in
g
M=
4
.
4
,
9
3
%
r
ep
o
r
te
d
tim
e
s
av
in
g
s
,
s
ig
n
if
ican
t
ef
f
icien
cy
g
ai
n
s
,
in
cr
ea
s
ed
i
n
ter
est,
an
d
g
r
ea
ter
ex
p
er
im
en
tatio
n
,
in
ad
d
itio
n
t
o
f
ee
lin
g
m
o
r
e
c
o
n
f
id
e
n
t
p
o
s
t
-
u
s
e.
Fig
u
r
e
5
illu
s
tr
ates
th
e
r
ep
o
r
ted
tim
e
s
av
ed
b
y
s
tu
d
en
ts
.
T
ab
le
2.
E
ase
-
of
-
u
s
e
r
esu
lts
(
N=
2
5
)
S
t
a
t
e
me
n
t
A
g
r
e
e
(
%)
I
n
t
u
i
t
i
v
e
i
n
t
e
r
f
a
c
e
a
n
d
n
a
v
i
g
a
t
i
o
n
9
2
.
8
C
l
e
a
r
i
n
p
u
t
s
t
e
p
s
8
5
.
7
V
i
su
a
l
f
e
e
d
b
a
c
k
i
s e
a
sy
t
o
i
n
t
e
r
p
r
e
t
1
0
0
Th
e
t
o
o
l
w
o
r
k
e
d
r
e
l
i
a
b
l
y
9
2
.
8
T
ab
le
3.
C
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
r
esu
lts
(
N=
2
5
)
S
t
a
t
e
me
n
t
A
g
r
e
e
(
%)
O
C
/
S
C
t
e
st
→
p
a
r
a
m
e
t
e
r
s
u
n
d
e
r
s
t
a
n
d
i
n
g
8
5
.
7
P
r
i
mary
v
s
sec
o
n
d
a
r
y
v
i
s
u
a
l
i
z
a
t
i
o
n
9
2
.
8
V
o
l
t
a
g
e
r
e
g
u
l
a
t
i
o
n
a
n
d
P
F
e
f
f
e
c
t
8
5
.
7
P
h
a
s
o
r
d
i
a
g
r
a
m
h
e
l
p
f
u
l
7
1
.
4
Th
e
o
r
y
→
a
p
p
l
i
c
a
t
i
o
n
l
i
n
k
9
2
.
8
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
V
is
u
a
liz
in
g
co
mp
lexity:
a
n
i
n
tera
ctive
w
eb
to
o
l fo
r
ma
s
teri
n
g
tr
a
n
s
fo
r
mer …
(
Mo
h
a
ma
d
Y
.
A
b
o
u
S
h
a
h
in
e
)
1959
T
ab
le
4
.
Featu
r
e
-
s
p
ec
if
ic
ev
al
u
atio
n
r
esu
lts
(
N=
2
5
)
T
ab
le
5
.
C
o
m
p
a
r
is
o
n
with
tr
ad
itio
n
al
lear
n
in
g
r
esu
lts
(
N=
2
5
)
F
e
a
t
u
r
e
H
e
l
p
f
u
l
(
%)
R
e
a
l
-
t
i
me
u
p
d
a
t
i
n
g
9
2
.
8
S
h
o
w
c
a
l
c
u
l
a
t
i
o
n
s
t
e
p
s
8
5
.
7
Eq
u
i
v
a
l
e
n
t
c
i
r
c
u
i
t
d
i
a
g
r
a
ms
8
5
.
7
V
R
v
s
L
o
a
d
p
l
o
t
s
9
2
.
8
Th
e
o
r
y
t
a
b
9
2
.
8
S
t
a
t
e
me
n
t
A
g
r
e
e
(
%)
B
e
t
t
e
r
t
h
a
n
l
e
c
t
u
r
e
/
m
a
n
u
a
l
o
n
l
y
1
0
0
R
e
d
u
c
e
d
t
i
m
e
a
n
d
e
f
f
o
r
t
1
0
0
En
c
o
u
r
a
g
e
d
e
x
p
e
r
i
me
n
t
a
t
i
o
n
8
5
.
7
I
n
c
r
e
a
se
d
i
n
t
e
r
e
s
t
8
5
.
7
M
o
r
e
c
o
n
f
i
d
e
n
t
p
o
st
-
u
se
8
5
.
7
Fig
u
r
e
5.
Stu
d
e
n
t
-
r
ep
o
r
ted
tim
e
s
av
ed
on
lea
r
n
in
g
task
s
co
m
p
ar
ed
to
t
r
ad
itio
n
al
m
eth
o
d
s
(
N=
2
5
)
C
o
n
ce
r
n
in
g
th
e
o
p
en
-
e
n
d
ed
f
ee
d
b
ac
k
,
th
e
m
o
s
t
lik
ed
f
ea
t
u
r
es,
as
s
tu
d
en
ts
h
av
e
co
m
m
en
ted
,
ar
e
in
s
tan
t/re
al
-
tim
e
u
p
d
ates,
s
tep
-
by
-
s
tep
ca
lc
u
latio
n
s
,
a
f
ast,
s
im
p
le,
clea
n
in
ter
f
ac
e,
p
h
aso
r
a
n
d
VR
v
is
u
aliza
tio
n
,
an
d
tim
e
-
s
av
in
g
v
s
MA
T
L
AB
/m
an
u
al.
Ov
er
all,
an
d
as
m
en
tio
n
ed
b
ef
o
r
e,
th
e
to
o
l
h
as
s
h
o
wn
s
tr
o
n
g
en
d
o
r
s
em
en
t
f
o
r
co
n
t
in
u
ed
ad
o
p
tio
n
,
with
an
o
v
e
r
all
ag
r
ee
m
en
t
p
er
ce
n
tag
e
o
f
9
2
.
8
%
r
eg
ar
d
i
n
g
p
o
s
itiv
e
ag
r
ee
m
en
t,
tim
e
s
av
in
g
s
,
an
d
r
eliab
ilit
y
.
4
.
3
.
Dis
cus
s
io
n
T
h
is
s
ec
tio
n
in
ter
p
r
ets
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
by
d
ir
ec
tly
ad
d
r
ess
in
g
th
e
r
esear
ch
q
u
esti
o
n
s
o
u
tlin
ed
in
th
e
in
tr
o
d
u
ctio
n
.
T
h
e
r
esu
lts
in
d
icate
th
at
th
e
web
-
b
ased
to
o
l
was
p
er
ce
iv
ed
by
s
tu
d
en
ts
as
a
h
ig
h
ly
ef
f
ec
tiv
e
an
d
u
s
ab
le
s
u
p
p
lem
en
t
f
o
r
lear
n
in
g
tr
an
s
f
o
r
m
er
c
o
n
ce
p
ts
.
T
h
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
(
R
Q1
)
p
er
ce
p
tio
n
s
o
f
u
s
ab
ilit
y
a
n
d
p
e
d
ag
o
g
ical
ef
f
ec
tiv
e
n
ess
,
ex
am
in
e
d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
of
th
e
to
o
l
’
s
u
s
ab
ilit
y
an
d
o
v
e
r
all
p
ed
a
g
o
g
ical
ef
f
ec
tiv
en
ess
.
T
h
e
q
u
a
n
titativ
e
d
ata
s
h
o
w
ex
ce
p
tio
n
ally
s
tr
o
n
g
u
s
ab
ilit
y
,
with
1
0
0
%
of
s
tu
d
en
ts
(
2
5
/2
5
)
a
g
r
ee
in
g
th
at
th
e
v
is
u
al
f
ee
d
b
ac
k
was
ea
s
y
to
in
ter
p
r
et
an
d
o
v
e
r
92%
f
in
d
in
g
th
e
in
ter
f
ac
e
in
tu
itiv
e
,
as
s
h
o
wn
in
T
ab
le
2.
T
h
is
h
ig
h
d
e
g
r
ee
of
u
s
ab
ilit
y
is
cr
itical,
as
it
s
u
g
g
ests
th
e
to
o
l
’
s
d
esig
n
s
u
cc
ess
f
u
lly
av
o
id
s
i
m
p
o
s
in
g
ex
tr
an
e
o
u
s
co
g
n
itiv
e
lo
ad
;
s
tu
d
en
ts
can
f
o
cu
s
on
th
e
e
n
g
in
ee
r
i
n
g
co
n
ce
p
ts
r
ath
er
th
an
s
tr
u
g
g
lin
g
w
ith
th
e
s
o
f
twar
e
its
elf
.
T
h
e
o
p
en
-
en
d
e
d
f
ee
d
b
ac
k
s
u
p
p
o
r
ted
th
is
,
with
one
s
tu
d
en
t
n
o
tin
g
t
h
e
to
o
l
h
as
a
“
f
ast,
s
im
p
le,
clea
n
in
ter
f
ac
e.
”
T
h
e
to
o
l
’
s
o
v
er
all
ef
f
ec
tiv
en
ess
is
f
u
r
th
er
ev
id
e
n
ce
d
by
th
e
1
0
0
%
ag
r
ee
m
e
n
t
th
at
it
was
“
b
etter
th
a
n
lectu
r
e/m
an
u
al
o
n
ly
”
as
s
h
o
wn
in
T
ab
le
5,
h
ig
h
lig
h
tin
g
it
i
s
p
er
ce
iv
ed
v
alu
e
as
a
p
ed
ag
o
g
ical
r
eso
u
r
ce
.
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
(
R
Q2
)
b
r
i
d
g
in
g
th
e
th
e
o
r
y
-
p
r
ac
tice
g
ap
,
ask
ed
if
th
e
t
o
o
l
h
elp
e
d
co
n
n
ec
t
ab
s
tr
ac
t
th
e
o
r
y
with
p
r
ac
tical
lab
o
r
ato
r
y
d
ata.
T
h
e
r
esu
lts
s
tr
o
n
g
ly
af
f
ir
m
t
h
is
.
A
s
ig
n
if
ican
t
9
2
.
8
%
of
s
tu
d
en
ts
ag
r
ee
d
th
at
th
e
to
o
l
clar
if
ied
th
e
lin
k
b
etwe
en
th
eo
r
y
an
d
ap
p
licatio
n
,
an
d
8
5
.
7
%
co
n
f
ir
m
e
d
it
im
p
r
o
v
e
d
th
eir
u
n
d
er
s
tan
d
in
g
of
how
OC
/SC
tes
t
r
esu
lts
tr
an
s
late
in
to
cir
cu
it
p
ar
am
eter
s
as sh
o
wn
in
T
ab
le
3.
T
h
is
s
u
g
g
ests
th
e
to
o
l
’
s
co
r
e
d
esig
n
—
allo
win
g
s
tu
d
en
t
s
to
in
p
u
t
th
eir
o
wn
ex
p
er
im
en
tal
d
ata
an
d
im
m
ed
iately
s
ee
th
e
r
esu
ltin
g
cir
cu
it
m
o
d
el
a
n
d
p
er
f
o
r
m
an
c
e
p
lo
ts
—
d
ir
ec
tly
ad
d
r
ess
es
th
e
well
-
d
o
cu
m
e
n
ted
p
ed
ag
o
g
ical
g
ap
.
By
au
to
m
ati
n
g
th
e
lab
o
r
io
u
s
ca
lcu
latio
n
s
,
th
e
to
o
l
ap
p
ea
r
s
to
h
av
e
f
r
ee
d
s
tu
d
en
ts
’
co
g
n
itiv
e
r
eso
u
r
ce
s
to
f
o
cu
s
on
th
e
c
o
n
c
ep
tu
al
co
n
n
ec
tio
n
s
.
As
one
s
tu
d
en
t
co
m
m
en
ted
,
th
e
“
s
tep
-
by
-
s
tep
ca
lcu
latio
n
s
”
f
ea
tu
r
e
was
cr
u
cial
f
o
r
“
lin
k
in
g
th
e
f
o
r
m
u
las
f
r
o
m
class
to
th
e
f
in
al
n
u
m
b
er
s
.
”
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
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
1
9
5
2
-
1
9
6
2
1960
T
h
e
th
ir
d
r
esear
ch
q
u
esti
o
n
(
R
Q3
)
m
o
s
t
b
en
ef
icial
lear
n
in
g
f
ea
tu
r
es
,
s
o
u
g
h
t
to
id
e
n
tify
th
e
s
p
ec
if
ic
f
ea
tu
r
es
s
tu
d
en
ts
f
o
u
n
d
m
o
s
t
v
alu
ab
le.
T
h
e
f
ea
tu
r
e
-
s
p
ec
if
i
c
d
ata
in
T
ab
le
4
is
p
ar
ticu
l
ar
ly
r
e
v
ea
lin
g
.
T
h
e
h
ig
h
est
-
r
ated
f
ea
tu
r
es
wer
e
‘
R
ea
l
-
tim
e
u
p
d
atin
g
,
’
‘
VR
vs
L
o
ad
p
lo
ts
,
’
a
n
d
th
e
‘
T
h
eo
r
y
tab
’
(
all
9
2
.
8
%
h
elp
f
u
l)
.
T
h
is
f
in
d
i
n
g
u
n
d
er
s
c
o
r
es
th
e
im
p
o
r
tan
ce
of
im
m
e
d
iate,
d
y
n
a
m
ic
f
ee
d
b
ac
k
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
ab
ilit
y
to
m
an
ip
u
late
an
in
p
u
t
(
lik
e
th
e
p
o
wer
f
ac
to
r
)
an
d
in
s
tan
tly
o
b
s
er
v
e
its
ef
f
ec
t
on
a
g
r
a
p
h
ical
o
u
tp
u
t
(
th
e
VR
cu
r
v
e)
s
u
p
p
o
r
ts
a
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
m
o
d
el.
Stu
d
e
n
ts
ar
e
n
o
t
ju
s
t
p
a
s
s
iv
ely
co
n
s
u
m
in
g
in
f
o
r
m
atio
n
;
th
ey
ar
e
ac
tiv
ely
b
u
ild
in
g
th
eir
m
en
tal
m
o
d
els
by
test
in
g
“
wh
at
-
if
”
s
ce
n
ar
io
s
.
T
h
e
h
ig
h
r
atin
g
of
th
e
‘
Ph
aso
r
d
iag
r
am
’
(
7
1
.
4
%
h
elp
f
u
l)
an
d
‘
E
q
u
i
v
alen
t
cir
cu
it
d
iag
r
am
s
’
(
8
5
.
7
%)
f
u
r
th
er
i
n
d
icate
s
th
e
v
alu
e
of
v
is
u
al
r
ep
r
esen
tatio
n
s
in
d
e
m
y
s
tify
in
g
ab
s
tr
ac
t
c
o
n
ce
p
ts
th
at
ar
e
o
t
h
er
wis
e
co
n
f
in
e
d
to
m
ath
e
m
atica
l
eq
u
atio
n
s
.
In
s
u
m
m
ar
y
,
th
e
d
is
cu
s
s
io
n
of
th
e
r
esu
lts
v
alid
ates
th
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
an
d
s
y
s
tem
d
esig
n
.
T
h
e
in
ter
ac
tiv
e
v
is
u
aliza
tio
n
s
f
o
s
ter
d
ee
p
er
lear
n
er
in
v
o
lv
em
en
t,
alig
n
in
g
with
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les,
wh
ile
th
e
au
to
m
atio
n
of
ca
lc
u
latio
n
s
r
ed
u
ce
s
ex
tr
an
e
o
u
s
co
g
n
itiv
e
lo
ad
,
allo
win
g
s
tu
d
en
ts
to
f
o
cu
s
on
c
o
n
ce
p
t
u
al
ex
p
lo
r
atio
n
.
T
h
e
s
tr
o
n
g
p
o
s
itiv
e
f
ee
d
b
ac
k
an
d
p
er
ce
iv
ed
ti
m
e
s
av
in
g
s
as
s
h
o
wn
in
Fig
u
r
e
5
s
u
g
g
est
th
at
to
o
ls
lik
e
th
is
can
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
t
e
n
g
ag
em
e
n
t
an
d
lear
n
in
g
ef
f
icien
cy
in
ch
all
en
g
in
g
e
n
g
in
ee
r
i
n
g
to
p
ics.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
esen
ted
th
e
d
esig
n
,
im
p
lem
en
tatio
n
,
an
d
p
ed
a
g
o
g
ical
e
v
alu
atio
n
of
an
in
ter
ac
tiv
e
web
-
b
ased
to
o
l
d
ev
elo
p
ed
to
s
u
p
p
o
r
t
s
tu
d
en
t
lear
n
in
g
of
tr
a
n
s
f
o
r
m
er
eq
u
iv
ale
n
t
cir
cu
its
an
d
v
o
ltag
e
r
eg
u
latio
n
.
T
h
e
to
o
l
s
u
cc
ess
f
u
lly
b
r
id
g
e
d
th
e
g
ap
b
etwe
en
th
eo
r
etica
l
an
aly
s
is
an
d
lab
o
r
at
o
r
y
d
at
a
in
ter
p
r
etatio
n
by
in
teg
r
atin
g
r
ea
l
-
tim
e
c
o
m
p
u
tatio
n
,
d
y
n
am
ic
p
h
aso
r
v
is
u
aliza
tio
n
,
eq
u
iv
alen
t
-
cir
cu
it
d
iag
r
am
s
,
an
d
an
em
b
ed
d
e
d
th
eo
r
y
r
ef
e
r
en
ce
m
o
d
u
le.
Qu
an
titativ
e
an
d
q
u
alitativ
e
r
e
s
u
lts
f
r
o
m
an
ev
alu
atio
n
with
25
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
d
e
m
o
n
s
tr
ated
s
tr
o
n
g
ag
r
ee
m
e
n
t
th
at
th
e
to
o
l
im
p
r
o
v
e
d
co
n
ce
p
t
u
al
u
n
d
e
r
s
tan
d
in
g
,
e
n
h
an
ce
d
en
g
a
g
em
en
t
,
r
ed
u
ce
d
c
o
g
n
itiv
e
ef
f
o
r
t,
an
d
en
co
u
r
ag
ed
e
x
p
lo
r
ato
r
y
lear
n
in
g
wh
en
co
m
p
ar
e
d
with
tr
ad
itio
n
al
m
eth
o
d
s
.
Stu
d
en
ts
p
ar
ticu
lar
l
y
v
alu
ed
th
e
im
m
ed
iate
v
is
u
al
f
ee
d
b
ac
k
,
s
tep
-
by
-
s
tep
ca
lcu
latio
n
tr
an
s
p
ar
en
cy
,
an
d
th
e
ab
ilit
y
to
m
an
ip
u
late
lo
ad
an
d
p
o
wer
f
ac
t
o
r
to
o
b
s
e
r
v
e
co
r
r
esp
o
n
d
in
g
p
er
f
o
r
m
a
n
c
e
ch
an
g
es
in
r
ea
l
-
tim
e.
T
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
im
p
o
r
tan
ce
of
i
n
ter
ac
tiv
e
ed
u
ca
tio
n
al
to
o
ls
th
at
tr
an
s
f
o
r
m
a
b
s
tr
ac
t
elec
tr
ical
en
g
i
n
e
er
in
g
c
o
n
ce
p
ts
in
t
o
in
tu
itiv
e,
v
is
u
al
ex
p
er
ien
ce
s
.
T
h
e
to
o
l,
th
er
e
f
o
r
e,
r
ep
r
esen
t
s
a
v
alu
ab
le
s
u
p
p
lem
en
tar
y
lear
n
in
g
r
eso
u
r
ce
f
o
r
p
o
wer
e
n
g
in
ee
r
i
n
g
ed
u
ca
tio
n
.
I
ts
b
r
o
wser
-
b
ased
,
s
elf
-
c
o
n
tain
ed
d
esig
n
m
ak
es
it
ac
ce
s
s
ib
le
with
o
u
t
in
s
tallatio
n
,
s
u
p
p
o
r
tin
g
f
lex
i
b
le
d
ep
lo
y
m
en
t
ac
r
o
s
s
in
-
cl
ass
d
em
o
n
s
tr
atio
n
s
,
lab
o
r
ato
r
y
in
teg
r
atio
n
,
a
n
d
in
d
ep
en
d
en
t
s
tu
d
en
t
lear
n
in
g
.
We
ac
k
n
o
wled
g
e
s
ev
er
al
lim
itatio
n
s
in
th
is
s
tu
d
y
.
T
h
e
e
v
alu
atio
n
was
c
o
n
d
u
cted
wit
h
a
s
m
all
s
am
p
le
of
25
s
tu
d
en
ts
at
a
s
in
g
le
u
n
iv
er
s
ity
,
wh
ich
lim
its
th
e
g
en
er
aliza
b
ilit
y
of
th
e
f
in
d
in
g
s
to
a
wid
er
s
tu
d
en
t
p
o
p
u
latio
n
.
T
h
e
s
tu
d
y
’
s
m
eth
o
d
o
lo
g
y
also
r
elied
on
s
elf
-
r
ep
o
r
ted
p
er
ce
p
tio
n
d
at
a
r
ath
er
th
an
d
ir
ec
t
m
ea
s
u
r
em
en
t
of
lear
n
in
g
g
ai
n
s
,
f
o
r
in
s
tan
ce
,
t
h
r
o
u
g
h
a
p
r
e
-
test
/p
o
s
t
-
test
ex
p
er
im
en
tal
d
esig
n
.
C
o
n
s
eq
u
e
n
tly
,
wh
ile
th
e
r
esu
lts
in
d
icate
a
s
tr
o
n
g
p
o
s
itiv
e
p
er
ce
p
tio
n
,
t
h
ey
do
not
q
u
an
titativ
ely
p
r
o
v
e
an
in
c
r
ea
s
e
in
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
aim
to
ad
d
r
ess
th
ese
lim
itatio
n
s
.
A
q
u
asi
-
ex
p
er
im
e
n
tal
s
tu
d
y
with
a
c
o
n
tr
o
l
g
r
o
u
p
co
u
ld
be
c
o
n
d
u
cted
to
q
u
an
titativ
ely
ass
ess
th
e
to
o
l
’
s
im
p
ac
t
on
s
tu
d
en
t
ex
am
s
co
r
es
an
d
co
n
ce
p
tu
a
l
u
n
d
er
s
tan
d
i
n
g
.
Fu
r
t
h
er
d
e
v
elo
p
m
en
t
of
th
e
to
o
l
its
elf
is
als
o
p
lan
n
e
d
,
with
p
o
ten
tial
ex
p
an
s
io
n
s
to
in
clu
d
e
m
o
d
u
les
f
o
r
th
r
ee
-
p
h
ase
tr
a
n
s
f
o
r
m
er
s
,
ef
f
icien
c
y
ca
lcu
lati
o
n
s
,
an
d
p
er
-
u
n
it
an
al
y
s
is
,
th
er
eb
y
in
c
r
ea
s
in
g
its
u
tili
ty
ac
r
o
s
s
th
e
elec
tr
ical
en
g
in
ee
r
in
g
cu
r
r
icu
lu
m
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
th
an
k
th
e
s
tu
d
en
ts
of
th
e
E
E
N
G4
8
2
c
o
u
r
s
e
at
L
eb
an
ese
I
n
t
er
n
atio
n
al
Un
iv
er
s
ity
f
o
r
th
eir
p
ar
ticip
ati
o
n
an
d
v
alu
a
b
le
f
ee
d
b
ac
k
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was
f
u
n
d
ed
by
th
e
L
eb
an
ese
I
n
ter
n
atio
n
al
Un
iv
er
s
ity
.
AUTHO
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RI
B
UT
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O
NS
ST
A
T
E
M
E
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T
T
h
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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
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to
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ec
o
g
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ize
in
d
iv
id
u
al
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th
o
r
co
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u
tio
n
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r
ed
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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
.
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i
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i
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CO
NF
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OF
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ST
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NT
T
h
e
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th
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s
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tate
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ter
est.
DATA
AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
p
r
esen
ted
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th
is
s
tu
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y
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e
av
ailab
le
on
r
eq
u
es
t
f
r
o
m
th
e
c
o
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r
esp
o
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d
in
g
au
th
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r
.
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h
e
co
m
p
u
tatio
n
al
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l
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p
lem
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ted
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s
in
g
le
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ag
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HT
ML
an
d
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ip
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th
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tly
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js
lib
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ar
y
,
a
n
d
it
is
also
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ailab
le
upon
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eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
K
o
o
c
h
a
k
i
,
“
Te
a
c
h
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n
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c
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l
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mer
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r
ses,
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n
d
i
a
n
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o
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5
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v
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1
7
/
5
9
1
8
2
.
[
2
]
B.
M
u
st
a
q
i
m,
D
.
O
.
O
p
e
t
u
,
A
.
M
.
S
i
b
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e
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,
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.
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i
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n
,
a
n
d
A
.
J
u
n
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i
d
i
,
“
En
h
a
n
c
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l
e
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n
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t
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o
me
s
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n
b
a
s
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c
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y
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n
d
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t
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c
s
:
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h
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g
,
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o
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l
:
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.
v
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1
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3
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5
.
[
3
]
N
.
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n
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a
,
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.
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h
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r
,
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.
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t
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t
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6
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2
/
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.
v
3
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1
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1
9
1
7
.
[
4
]
A
.
D
.
A
.
M
o
t
a
,
L
.
T
.
M
.
M
o
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a
,
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n
d
A
.
M
o
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l
a
t
o
,
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a
c
h
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n
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o
w
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g
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e
e
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b
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si
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s
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s
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n
g
a
d
v
a
n
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d
w
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t
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e
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n
d
p
r
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-
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se
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l
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n
v
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r
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n
me
n
t
,
”
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E
EE
T
r
a
n
sa
c
t
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Po
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l
.
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9
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:
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9
/
TPW
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S
.
2
0
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8
2
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0
4
.
[
5
]
T.
d
e
Jo
n
g
,
S
.
S
o
t
i
r
i
o
u
,
a
n
d
D
.
G
i
l
l
e
t
,
“
I
n
n
o
v
a
t
i
o
n
s
i
n
s
t
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m
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d
u
c
a
t
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o
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:
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l
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b
f
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a
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n
o
f
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n
l
i
n
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l
a
b
s,
”
S
m
a
rt
L
e
a
rn
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n
g
En
v
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e
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t
s
,
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l
.
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o
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s
4
0
5
6
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-
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4
-
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0
0
3
-
6.
[
6
]
J.
H
a
ssa
n
,
A
.
D
e
v
i
,
a
n
d
B
.
R
a
y
,
“
V
i
r
t
u
a
l
l
a
b
o
r
a
t
o
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e
s
i
n
t
e
r
t
i
a
r
y
e
d
u
c
a
t
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o
n
:
c
a
s
e
st
u
d
y
a
n
a
l
y
s
i
s
b
y
l
e
a
r
n
i
n
g
t
h
e
o
r
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e
s
,
”
Ed
u
c
a
t
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o
n
S
c
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e
s
,
v
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l
.
1
2
,
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o
.
8
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p
.
5
5
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3
3
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d
u
c
sc
i
1
2
0
8
0
5
5
4
.
[
7
]
M
.
M
.
P
.
H
e
r
n
á
n
d
e
z
,
“
D
e
v
e
l
o
p
me
n
t
o
f
v
i
r
t
u
a
l
l
a
b
o
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a
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o
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w
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p
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p
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o
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o
f
u
n
d
e
r
g
r
a
d
u
a
t
e
st
u
d
e
n
t
s
,
”
H
U
MA
N
REVI
EW
.
I
n
t
e
r
n
a
t
i
o
n
a
l
H
u
m
a
n
i
t
i
e
s
Re
v
i
e
w
/
Re
v
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s
t
a
I
n
t
e
rn
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c
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l
D
e
H
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m
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n
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d
a
d
e
s
,
v
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l
.
1
5
,
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o
.
3
,
p
p
.
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–
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,
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2
,
d
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:
1
0
.
3
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8
1
9
/
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e
v
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u
ma
n
.
v
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5
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3
.
1
3
4
5
.
[
8
]
N
.
D
.
F
i
n
k
e
l
st
e
i
n
e
t
a
l
.
,
“
W
h
e
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l
e
a
r
n
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n
g
a
b
o
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t
t
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e
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w
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l
d
i
s b
e
t
t
e
r
d
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n
e
v
i
r
t
u
a
l
l
y
:
a
st
u
d
y
o
f
su
b
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g
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m
p
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s
f
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b
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a
t
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y
e
q
u
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p
me
n
t
,
”
P
h
y
si
c
a
l
R
e
v
i
e
w
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p
e
c
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a
l
T
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s E
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TPE
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.
1
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0
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0
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0
3
.
[
9
]
T.
M
.
N
a
ss
e
f
,
A
.
A
b
o
s
h
o
s
h
a
,
A
.
H
a
g
g
a
g
,
a
n
d
S
.
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e
ssi
m
,
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n
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f
f
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t
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l
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m
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l
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t
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w
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b
-
b
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d
t
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l
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n
t
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rn
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t
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Re
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,
v
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.
8
,
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5
,
p
p
.
2
0
–
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7
,
2
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2
0
.
[
1
0
]
D
.
S
.
K
u
mar,
A
.
S
h
a
r
ma,
B
.
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e
n
,
S
.
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.
K
r
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s
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n
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n
,
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.
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K
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,
”
i
n
2
0
2
4
I
EEE
I
n
t
e
rn
a
t
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C
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,
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t
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(
T
ALE)
,
D
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.
2
0
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4
,
p
p
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1
–
6
.
d
o
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:
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1
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6
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4
5
2
.
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4
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4
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6
7
.
[
1
1
]
L.
M
a
t
a
k
a
s
,
V
.
N
.
M
a
c
h
a
d
o
,
F
.
O
.
M
a
r
t
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n
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,
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n
d
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.
K
o
mat
su
,
“
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a
r
n
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n
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t
r
a
n
sf
o
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mer
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g
:
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h
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h
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(
S
PE
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/
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BEP)
,
I
EEE,
N
o
v
.
2
0
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3
,
p
p
.
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–
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.
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5
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4
3
6
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2
0
2
3
.
1
0
4
0
8
6
8
0
.
[
1
2
]
J.
M
.
C
a
mp
o
s
-
S
a
l
a
z
a
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