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Un
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ti
v
el
y
a
p
p
l
y
i
n
g
f
l
u
i
d
m
ec
h
a
n
i
cs
p
r
i
n
c
ip
les
t
o
s
o
l
v
e
r
e
al
-
w
o
r
ld
ch
all
en
g
es
i
n
s
ec
t
o
r
s
s
u
c
h
as
ae
r
o
s
p
a
ce
,
au
to
m
o
ti
v
e
,
e
n
v
ir
o
n
m
e
n
tal
e
n
g
i
n
e
er
in
g
,
m
e
d
ic
in
e,
a
n
d
li
f
e
s
ci
e
n
ce
s
[
7
]
,
[
8
]
.
R
ec
en
t
r
ese
ar
c
h
i
n
d
ic
ates
th
at
t
r
a
d
i
ti
o
n
al
tea
c
h
i
n
g
m
et
h
o
d
s
o
f
t
e
n
f
ail
to
p
r
o
m
o
t
e
a
d
ee
p
co
n
ce
p
t
u
al
u
n
d
er
s
ta
n
d
i
n
g
o
f
ab
s
tr
ac
t
co
n
ce
p
ts
i
n
p
h
y
s
ics
[
9
]
,
p
ar
tic
u
l
a
r
l
y
in
f
l
u
i
d
m
ec
h
a
n
i
cs
[
1
0
]
,
[
1
1
]
.
Fo
r
e
x
a
m
p
le
,
s
tu
d
e
n
ts
t
a
u
g
h
t
th
r
o
u
g
h
t
r
a
d
i
tio
n
a
l
te
ac
h
i
n
g
a
n
d
le
ar
n
i
n
g
ap
p
r
o
ac
h
es
s
tr
u
g
g
le
t
o
u
n
d
e
r
s
tan
d
f
u
n
d
a
m
en
tal
co
n
c
e
p
ts
s
u
ch
as
B
e
r
n
o
u
l
li’s
p
r
i
n
ci
p
l
e,
A
r
c
h
i
m
e
d
es
’
p
r
i
n
ci
p
l
e,
a
n
d
s
u
r
f
ac
e
t
en
s
io
n
.
Pre
v
io
u
s
r
esear
ch
co
n
s
is
ten
tly
s
h
o
ws
th
at
STE
M
s
tu
d
en
t
s
o
f
ten
s
tr
u
g
g
le
to
co
n
ce
p
tu
alize
th
e
m
ec
h
an
is
m
s
o
f
f
l
u
id
s
,
as
r
ela
ted
co
n
ten
t
d
ea
ls
with
in
v
is
ib
le
f
o
r
ce
s
an
d
co
m
p
lex
p
h
en
o
m
en
a
in
g
ases
an
d
liq
u
id
s
.
As
a
r
esu
lt,
f
lu
id
m
ec
h
an
ics
is
r
eg
ar
d
ed
as
a
ch
allen
g
in
g
t
o
p
ic
[
1
1
]
–
[
1
3
]
.
Fo
r
ex
am
p
le,
a
s
tu
d
y
co
n
d
u
cte
d
in
t
h
e
USA
[
1
4
]
s
h
o
wed
th
at
s
tu
d
e
n
ts
h
ad
s
er
io
u
s
d
if
f
icu
lties
in
ap
p
l
y
in
g
A
r
ch
im
ed
es’
p
r
in
cip
le.
Ma
n
y
s
tu
d
e
n
ts
f
ailed
to
r
ec
o
g
n
ize
th
e
im
p
o
r
tan
ce
o
f
co
n
s
id
er
in
g
d
is
p
lace
d
v
o
lu
m
e
in
f
in
d
in
g
th
e
b
u
o
y
an
t
f
o
r
ce
.
Stu
d
e
n
ts
’
is
s
u
es
with
u
n
d
er
s
tan
d
in
g
h
y
d
r
o
s
tatic
p
r
es
s
u
r
e
an
d
r
elate
d
f
lu
id
m
ec
h
a
n
ics
co
n
ce
p
ts
h
av
e
b
ee
n
d
o
cu
m
en
te
d
in
v
ar
io
u
s
co
n
tex
ts
[
1
5
]
.
I
n
th
e
ar
ea
o
f
f
lu
id
d
y
n
am
ics,
Su
a
r
ez
et
a
l
.
[
1
6
]
f
o
u
n
d
th
at
s
tu
d
en
ts
o
f
ten
f
ail
to
r
elate
t
h
e
co
n
tin
u
ity
eq
u
atio
n
to
B
er
n
o
u
lli’s
p
r
in
ci
p
le.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
at
h
elp
in
g
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
f
u
n
d
am
en
tal
co
n
ce
p
ts
r
elate
d
to
f
lu
id
s
is
n
o
t
an
ea
s
y
task
.
I
t
ap
p
ea
r
s
th
at
th
e
m
o
s
t
cr
itical
lear
n
in
g
b
ar
r
ier
s
in
f
lu
id
m
ec
h
an
ics
o
cc
u
r
wh
e
n
s
tu
d
en
ts
f
ail
to
d
ev
elo
p
a
s
o
l
id
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
d
y
n
am
ics an
d
k
in
em
atics o
f
m
o
v
in
g
f
lu
i
d
s
.
Acc
o
r
d
in
g
t
o
Diy
an
a
et
a
l
.
[
1
5
]
,
f
o
r
s
tu
d
en
ts
to
ef
f
ec
ti
v
ely
ap
p
ly
f
lu
id
m
ec
h
an
ics
c
o
n
ce
p
ts
in
s
o
lv
in
g
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
an
d
ex
p
lain
i
n
g
n
atu
r
al
p
h
e
n
o
m
en
a,
th
ey
m
u
s
t
f
u
lly
u
n
d
er
s
tan
d
h
o
w
f
lu
i
d
m
ec
h
an
ics
co
n
ce
p
ts
co
n
n
ec
t
with
o
n
e
an
o
th
er
a
n
d
with
o
th
er
ar
ea
s
o
f
p
h
y
s
ics.
Sam
s
u
d
in
et
a
l
.
[
1
7
]
s
h
o
w
th
at
wh
en
s
tu
d
en
ts
f
ail
to
co
n
ce
p
t
u
alize
b
asic
f
lu
i
d
m
ec
h
an
ics,
th
ey
r
is
k
d
ev
el
o
p
in
g
s
tr
o
n
g
m
is
co
n
ce
p
tio
n
s
th
at
m
ay
b
e
d
i
f
f
icu
lt
to
co
r
r
ec
t.
T
o
ad
d
r
ess
th
e
ch
allen
g
es
r
e
lated
to
s
tu
d
en
ts
’
lear
n
in
g
i
n
f
lu
id
m
ec
h
an
ics,
r
esear
ch
er
s
ar
o
u
n
d
th
e
g
lo
b
e
h
av
e
ex
p
lo
r
ed
v
ar
io
u
s
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
an
d
tech
n
o
l
o
g
ies
th
at
co
u
ld
b
e
u
s
ed
as
in
s
tr
u
ctio
n
al
to
o
ls
to
en
h
an
ce
s
tu
d
en
ts
’
lear
n
in
g
in
f
lu
id
m
ec
h
an
ics
[
1
8
]
,
[
1
9
]
.
Mu
ch
ef
f
o
r
t
h
as
b
ee
n
in
v
ested
to
m
a
k
e
th
e
to
p
ics
o
f
f
lu
i
d
m
ec
h
a
n
ics
m
o
r
e
ac
c
ess
ib
le,
as
ev
id
en
ce
d
b
y
v
ar
i
o
u
s
co
n
tr
i
b
u
tio
n
s
in
r
esear
ch
p
u
b
licatio
n
s
an
d
o
th
e
r
in
itiativ
es,
s
u
ch
as
th
e
a
v
ailab
ilit
y
o
f
v
ar
io
u
s
tex
t
b
o
o
k
s
an
d
th
e
d
ev
elo
p
m
en
t
o
f
r
elate
d
c
o
n
ce
p
t
in
v
e
n
to
r
i
es
[
2
0
]
–
[
2
3
]
.
Ho
wev
er
,
its
ab
s
tr
ac
t
n
atu
r
e
co
n
tin
u
es
to
p
o
s
e
b
ar
r
ier
s
to
u
n
d
er
s
tan
d
i
n
g
th
e
k
ey
co
n
ce
p
ts
f
o
r
s
tu
d
en
ts
f
r
o
m
tec
h
n
ical
c
o
lleg
es,
wh
o
h
av
e
n
o
t
ch
o
s
en
it
as
th
eir
ca
r
ee
r
o
f
s
tu
d
y
.
T
h
e
s
tu
d
e
n
ts
’
in
ter
est
in
lear
n
in
g
p
h
y
s
ics
m
o
d
u
les
m
ay
also
b
e
im
p
e
d
ed
b
y
s
o
m
e
o
th
er
f
ac
to
r
s
,
s
u
ch
as
lim
ited
ac
ce
s
s
to
tech
n
o
lo
g
y
to
o
ls
,
in
ad
eq
u
ate
k
n
o
wled
g
e
o
f
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
to
o
ls
,
an
d
f
a
ls
e
b
elief
s
ab
o
u
t
s
cien
ce
ed
u
ca
tio
n
,
th
at
it
is
h
ar
d
to
lear
n
.
All
th
ese
n
ee
d
m
u
ch
ef
f
o
r
t
to
c
h
an
g
e
th
e
ex
is
tin
g
s
itu
atio
n
,
wh
er
eb
y
tec
h
n
o
lo
g
y
-
en
h
a
n
ce
d
in
s
tr
u
ctio
n
o
n
p
o
ly
tech
n
ic
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
k
ey
co
n
ce
p
ts
in
f
lu
id
m
ec
h
an
ics ca
n
b
e
h
el
p
f
u
l.
R
esear
ch
er
s
in
s
cien
ce
ed
u
ca
t
io
n
r
ec
o
m
m
en
d
th
e
u
s
e
o
f
in
t
er
ac
tiv
e
en
g
a
g
em
en
t
ap
p
r
o
ac
h
es
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
a
s
tr
o
n
g
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
o
f
f
l
u
id
m
ec
h
an
ics
co
n
ce
p
ts
.
I
n
th
is
ap
p
r
o
ac
h
,
th
e
in
s
tr
u
ctio
n
em
p
h
asizes
d
em
o
n
s
tr
atin
g
to
lear
n
er
s
th
e
in
co
n
s
is
ten
cies
in
th
eir
r
ea
s
o
n
in
g
in
d
if
f
er
en
t
s
itu
atio
n
s
an
d
g
u
id
in
g
th
em
th
r
o
u
g
h
a
v
ar
iety
o
f
ac
tiv
ities
to
r
esh
ap
e
th
eir
u
n
d
er
s
tan
d
i
n
g
in
lin
e
with
co
r
r
ec
t
s
cien
tific
r
ea
s
o
n
in
g
[
9
]
,
[
2
4
]
.
W
h
ile
th
e
lear
n
in
g
s
co
p
e
o
f
f
l
u
id
m
e
c
h
an
ics
is
v
er
y
v
ast
with
wid
e
ap
p
licatio
n
s
,
m
o
r
e
ef
f
o
r
ts
ar
e
n
ee
d
e
d
f
o
r
in
ter
d
is
cip
lin
ar
y
d
ialo
g
u
e
f
o
r
its
teac
h
in
g
at
all
lev
els
an
d
in
d
if
f
er
en
t
d
is
cip
lin
es
[
8
]
.
Fo
llo
win
g
th
e
r
ap
id
ly
g
r
o
win
g
tr
en
d
in
tech
n
o
lo
g
y
u
s
e
in
ed
u
ca
tio
n
to
e
n
h
an
ce
s
tu
d
en
ts
’
lear
n
in
g
,
t
h
er
e
is
a
lar
g
e
b
o
d
y
o
f
r
ec
e
n
t
wo
r
k
th
at
h
ig
h
lig
h
ts
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
p
h
y
s
ics
ed
u
ca
tio
n
tech
n
o
lo
g
y
(
Ph
E
T
)
s
im
u
latio
n
s
an
d
Yo
u
T
u
b
e
v
i
d
eo
s
in
ad
d
r
ess
in
g
v
ar
io
u
s
is
s
u
es r
elatin
g
to
p
h
y
s
ics ed
u
ca
tio
n
[
2
5
]
,
[
2
6
]
.
Sev
er
al
s
tu
d
ies
f
r
o
m
R
wan
d
a
a
n
d
o
u
ts
id
e
h
ig
h
lig
h
t
th
e
p
o
s
itiv
e
ef
f
ec
t
o
f
Ph
E
T
s
im
u
latio
n
s
alo
n
e
o
n
s
tu
d
e
n
ts
’
lear
n
in
g
in
p
h
y
s
ics
[
2
7
]
.
So
m
e
o
f
th
e
c
u
r
r
en
t
s
tu
d
ies
s
u
g
g
e
s
t
th
at
Ph
E
T
s
im
u
latio
n
s
ca
n
s
er
v
e
as
a
v
alu
ab
le
co
n
n
ec
tio
n
th
at
lin
k
s
class
r
o
o
m
in
s
tr
u
ctio
n
with
h
an
d
s
-
o
n
la
b
o
r
ato
r
y
ex
p
e
r
im
en
ts
in
p
h
y
s
i
cs c
o
u
r
s
es a
t h
ig
h
er
ed
u
ca
tio
n
lev
els.
T
h
is
ca
n
p
r
o
m
o
te
a
lear
n
e
r
-
ce
n
ter
e
d
le
ar
n
in
g
ap
p
r
o
ac
h
as
s
tr
o
n
g
ly
ad
v
o
ca
ted
b
y
th
e
co
n
s
tr
u
ctiv
is
t th
eo
r
y
o
f
lear
n
in
g
.
I
n
ed
u
ca
tio
n
s
ettin
g
s
,
Yo
u
T
u
b
e
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[
2
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.
I
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[
2
8
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s
h
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wed
th
at
th
e
R
wan
d
an
s
tu
d
en
ts
ex
p
r
ess
ed
a
s
tr
o
n
g
p
r
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en
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f
o
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e
u
s
e
o
f
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u
ter
s
im
u
latio
n
s
,
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im
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n
s
,
an
d
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u
T
u
b
e
v
i
d
eo
s
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in
ter
ac
tiv
e
ap
p
r
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ac
h
es
s
u
itab
le
f
o
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q
u
a
n
tu
m
p
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y
s
ics
in
s
tr
u
ctio
n
.
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h
ey
also
r
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ted
t
h
at
less
o
n
s
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co
r
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o
r
atin
g
v
is
u
aliza
tio
n
tech
n
iq
u
es
wer
e
m
o
r
e
en
g
a
g
in
g
an
d
en
jo
y
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le
co
m
p
ar
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o
s
e
d
eli
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ed
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o
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t
s
u
c
h
m
eth
o
d
s
.
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ite
th
e
d
o
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m
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n
ted
b
en
ef
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E
T
s
im
u
lat
io
n
s
an
d
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u
T
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b
e
v
id
e
o
s
s
ep
ar
ately
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m
b
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ed
with
o
th
er
lear
n
in
g
a
p
p
r
o
ac
h
e
s
in
s
o
m
e
b
r
a
n
ch
es
o
f
p
h
y
s
ics,
th
er
e
ar
e
s
till
g
ap
s
in
r
esear
c
h
co
n
ce
r
n
in
g
t
h
eir
co
m
b
in
ed
u
s
e
to
en
h
a
n
ce
th
e
c
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
am
o
n
g
s
tu
d
en
ts
at
p
o
ly
tech
n
ic
co
lle
g
es.
T
h
at
is
,
wh
ile
s
o
m
e
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
t
h
e
ef
f
ec
t
o
f
ea
ch
o
f
th
ese
in
s
tr
u
ctio
n
al
to
o
ls
o
n
s
tu
d
en
ts
’
l
ea
r
n
in
g
s
ep
ar
ately
,
cu
r
r
en
t
r
esear
ch
th
at
s
p
ec
if
i
ca
lly
tar
g
ets
th
eir
co
m
b
in
ed
ef
f
ec
t
is
lim
ited
,
p
ar
tic
u
lar
ly
r
eg
ar
d
in
g
f
lu
id
m
ec
h
an
ics
lear
n
in
g
in
R
wan
d
a
P
o
ly
tech
n
ic
(
R
P)
co
lleg
es.
I
n
r
esp
o
n
s
e
to
th
is
g
ap
,
th
is
s
tu
d
y
in
v
esti
g
ated
th
e
p
o
ten
tial
o
f
in
te
g
r
atin
g
Ph
E
T
s
im
u
latio
n
s
an
d
well
-
ch
o
s
en
Yo
u
T
u
b
e
v
id
eo
s
as
in
ter
ac
tiv
e
an
d
v
is
u
al
lear
n
in
g
to
o
ls
to
im
p
r
o
v
e
s
tu
d
e
n
ts
’
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
in
f
lu
id
m
ec
h
an
ics.
B
y
ex
p
lo
r
in
g
th
e
co
m
b
in
ed
e
f
f
ec
t
o
f
th
ese
tech
n
o
lo
g
ies,
th
e
r
esear
ch
aim
ed
to
b
r
id
g
e
th
e
e
x
is
tin
g
g
ap
an
d
p
r
o
v
id
e
in
s
ig
h
ts
in
to
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
tailo
r
ed
to
th
e
p
o
ly
tec
h
n
ic
c
o
lleg
es
in
th
e
R
wan
d
an
c
o
n
tex
t.
I
n
th
is
s
tu
d
y
,
we
ad
d
r
ess
ed
th
is
r
esear
ch
q
u
est
io
n
:
h
o
w
d
o
Ph
E
T
s
im
u
latio
n
s
an
d
Yo
u
T
u
b
e
v
id
e
o
s
in
f
l
u
en
ce
RP
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
in
d
if
f
er
en
t a
r
ea
s
o
f
f
lu
id
m
ec
h
an
i
cs c
o
m
p
ar
ed
t
o
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
a
pp
ro
a
ch
B
ein
g
g
r
o
u
n
d
ed
o
n
th
e
p
o
s
t
-
p
o
s
itiv
is
t
p
ar
ad
ig
m
,
th
is
s
tu
d
y
f
o
llo
wed
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
in
wh
ich
n
u
m
er
ical
d
ata
in
ter
m
s
o
f
s
tu
d
en
ts
’
test
s
co
r
es
wer
e
co
llected
a
n
d
a
n
aly
ze
d
f
r
o
m
ad
m
in
is
ter
ed
f
lu
id
m
ec
h
an
ics co
n
ce
p
t
u
al
u
n
d
er
s
tan
d
in
g
test
s
.
2
.
2
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
with
p
r
e
-
a
n
d
p
o
s
t
-
test
s
.
T
h
is
ty
p
e
o
f
d
esig
n
was
ad
o
p
ted
as
th
e
r
e
was
n
o
r
an
d
o
m
s
elec
tio
n
o
f
p
ar
ticip
an
ts
an
d
allo
ca
tio
n
in
to
g
r
o
u
p
s
,
as
th
ey
wer
e
c
h
o
s
en
f
r
o
m
e
x
is
tin
g
co
lleg
es
f
o
llo
win
g
ce
r
tain
s
elec
tio
n
cr
iter
ia.
I
t
en
ab
led
th
e
c
o
m
p
ar
is
o
n
b
e
twee
n
co
n
tr
o
l
an
d
ex
p
er
im
en
tal
g
r
o
u
p
s
to
in
v
esti
g
ate
th
e
in
f
lu
en
ce
o
f
th
e
tr
ea
tm
en
t
o
n
s
tu
d
en
ts
’
co
n
ce
p
tu
a
l
u
n
d
er
s
tan
d
in
g
o
f
v
ar
io
u
s
ar
ea
s
o
f
f
lu
id
m
ec
h
an
i
cs
in
a
n
atu
r
al
s
ettin
g
.
Stu
d
en
ts
in
b
o
th
g
r
o
u
p
s
lear
n
ed
th
e
s
a
m
e
co
n
ten
t,
wh
ich
alig
n
ed
with
s
p
ec
if
ic
f
l
u
id
m
ec
h
an
ics
co
n
ce
p
ts
as
p
r
escr
ib
ed
in
th
e
R
P
cu
r
r
icu
lu
m
f
o
r
lev
el
6
.
T
h
e
m
ai
n
co
v
er
ed
co
n
ten
t
was
r
elate
d
t
o
:
Pas
ca
l’
s
an
d
h
y
d
r
o
s
tatic
p
r
in
cip
les,
th
e
u
s
e
o
f
Ar
ch
im
ed
es’
p
r
in
cip
le
an
d
ca
p
illar
ity
in
th
e
s
tu
d
y
o
f
s
tati
c
f
lu
id
s
,
B
er
n
o
u
lli’s
p
r
in
cip
le,
v
is
co
s
ity
,
an
d
Sto
k
es’
law
o
f
f
lu
id
b
eh
a
v
io
r
.
T
h
e
in
ter
v
en
tio
n
last
ed
s
ix
wee
k
s
,
u
s
in
g
6
h
o
u
r
s
p
er
wee
k
as
p
er
th
e
u
n
iv
er
s
ity
cu
r
r
icu
lu
m
an
d
ca
len
d
ar
,
in
teg
r
atin
g
Ph
E
T
in
te
r
ac
tiv
e
s
im
u
latio
n
s
an
d
well
-
s
elec
ted
Yo
u
T
u
b
e
v
id
eo
s
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
lear
n
e
d
th
r
o
u
g
h
a
tr
ad
itio
n
al
lectu
r
e
-
b
ased
ap
p
r
o
ac
h
.
Ho
wev
e
r
,
th
e
p
ar
ticip
an
ts
co
u
ld
n
eith
er
s
ee
th
e
q
u
esti
o
n
s
o
n
th
e
test
b
ef
o
r
e
ad
m
in
is
tr
atio
n
,
n
o
r
b
e
to
ld
w
h
ich
g
r
o
u
p
(
e
x
p
er
im
en
tal
o
r
c
o
n
tr
o
l
)
th
ey
b
elo
n
g
ed
to
.
T
h
ey
also
d
id
n
o
t
in
ter
ac
t
with
ea
ch
o
th
e
r
to
av
o
id
b
ias
an
d
s
id
e
ef
f
ec
t
s
.
T
h
e
p
ar
ticip
an
ts
s
ig
n
ed
an
in
f
o
r
m
e
d
co
n
s
en
t
af
ter
ex
p
lan
atio
n
s
ab
o
u
t
t
h
e
aim
,
eth
ical
is
s
u
es,
m
itig
atio
n
o
f
r
is
k
s
(
s
u
ch
as
co
n
f
id
en
tiality
o
f
d
ata)
,
an
d
b
en
ef
its
o
f
th
e
s
tu
d
y
.
Du
r
in
g
th
e
in
ter
v
e
n
tio
n
,
less
o
n
p
lan
s
wer
e
d
ev
elo
p
e
d
f
o
r
t
h
e
ex
p
e
r
im
en
tal
g
r
o
u
p
,
an
d
t
h
e
teac
h
er
r
ec
eiv
ed
tr
ain
in
g
to
e
n
s
u
r
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
.
T
h
e
p
h
y
s
ics
f
ac
ilit
ato
r
was
tr
ain
e
d
to
in
teg
r
ate
Ph
E
T
s
im
u
latio
n
s
an
d
s
elec
ted
Yo
u
T
u
b
e
v
id
eo
s
,
f
o
llo
w
a
s
tr
u
ctu
r
ed
less
o
n
s
eq
u
en
ce
,
p
r
o
m
o
te
in
ter
ac
tiv
e
lear
n
in
g
,
an
d
ad
d
r
ess
s
tu
d
en
ts
’
m
is
co
n
ce
p
tio
n
s
in
f
lu
id
m
ec
h
an
ics.
T
h
e
less
o
n
p
lan
s
wer
e
f
ir
s
t
p
i
lo
ted
at
an
o
th
er
R
P
c
o
lleg
e
to
r
ef
in
e
th
e
ap
p
r
o
ac
h
b
ef
o
r
e
f
u
ll
im
p
lem
e
n
tatio
n
.
T
ea
ch
er
tr
ain
in
g
,
f
ee
d
b
ac
k
f
r
o
m
th
e
p
ilo
t,
a
n
d
r
eg
u
lar
d
is
cu
s
s
io
n
s
with
th
e
ex
p
er
im
en
tal
g
r
o
u
p
teac
h
e
r
en
s
u
r
ed
a
s
h
ar
ed
u
n
d
er
s
tan
d
i
n
g
,
m
in
im
ized
b
ias,
an
d
s
t
a
n
d
a
r
d
i
z
e
d
i
n
s
t
r
u
c
ti
o
n
a
l
p
r
o
c
e
d
u
r
e
s
t
o
r
e
d
u
c
e
v
a
r
i
a
t
i
o
n
s
t
h
at
c
o
u
l
d
a
f
f
e
c
t
t
h
e
s
t
u
d
y
r
e
s
u
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[
2
9
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d
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ce
s
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p
lin
g
[
3
0
]
b
a
s
ed
o
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th
e
av
ailab
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o
f
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m
p
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s
in
th
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T
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e
p
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ce
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r
e
co
n
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is
ted
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id
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tify
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th
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m
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er
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f
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t
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ld
ac
c
o
m
m
o
d
ate
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d
en
ts
wh
o
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l
d
b
e
in
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ed
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th
e
ex
p
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im
e
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tal
g
r
o
u
p
.
T
h
e
ch
o
ice
o
f
th
ese
s
tu
d
en
ts
d
e
p
en
d
e
d
o
n
th
e
f
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t
th
at
th
e
two
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e
s
h
ad
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eir
p
h
y
s
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m
o
d
u
le
in
th
e
s
am
e
teac
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in
g
r
o
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n
d
.
No
r
m
ally
,
m
o
d
u
les
in
R
P
co
lleg
es
ar
e
d
eliv
er
ed
in
d
if
f
e
r
en
t
r
o
u
n
d
s
.
E
ac
h
ac
ad
em
ic
y
ea
r
h
as
two
s
em
ester
s
,
an
d
ea
ch
s
em
est
er
h
as
two
r
o
u
n
d
s
.
T
h
er
ef
o
r
e,
th
e
s
tu
d
e
n
ts
o
f
y
ea
r
o
n
e,
co
n
s
tr
u
ctio
n
tech
n
o
lo
g
y
at
b
o
t
h
R
P
co
lleg
es,
co
in
ci
d
en
tally
h
ad
to
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th
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s
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m
o
d
u
le
in
th
e
s
am
e
f
ir
s
t
r
o
u
n
d
,
an
d
ad
v
an
tag
e
was
tak
en
to
co
llect
d
ata
f
r
o
m
b
o
th
g
r
o
u
p
s
in
th
e
s
am
e
p
er
io
d
.
T
h
e
p
a
r
ticip
an
ts
h
ad
s
im
ilar
ch
ar
ac
ter
is
tics
in
b
o
th
g
r
o
u
p
s
,
s
o
th
er
e
was
n
o
s
ig
n
if
ican
t
is
s
u
e
with
allo
ca
tin
g
o
n
e
as th
e
ex
p
er
im
en
tal
g
r
o
u
p
a
n
d
th
e
o
th
er
as th
e
co
n
tr
o
l
g
r
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u
p
.
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p
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m
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is
ter
ed
to
th
e
s
tu
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o
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n
in
g
g
ain
s
f
o
r
e
ac
h
s
tu
d
en
t
[
3
5
]
,
[
3
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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u
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20
26
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7
3030
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Ana
ly
s
is
f
ro
m
des
cr
iptiv
e
a
nd
infe
re
ntia
l st
a
t
is
t
ics
Af
ter
r
u
n
n
in
g
th
e
n
o
r
m
ality
te
s
t,
s
u
f
f
icien
t
ev
id
e
n
ce
s
h
o
wed
th
at
b
o
th
th
e
co
n
tr
o
l
an
d
ex
p
er
im
en
tal
g
r
o
u
p
s
’
p
r
e
-
an
d
p
o
s
t
-
test
r
esu
lts
ap
p
ea
r
to
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
,
as
th
e
o
b
tain
e
d
p
-
v
alu
es
ar
e
g
r
ea
ter
th
an
th
e
c
o
m
m
o
n
alp
h
a
lev
el
o
f
0
.
0
5
.
T
h
is
p
e
r
m
itted
th
e
r
esear
ch
er
s
to
u
s
e
a
p
ar
am
etr
ic
test
,
n
am
ely
a
n
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
,
f
o
r
co
m
p
ar
in
g
th
e
m
ea
n
s
co
r
es
o
f
b
o
t
h
g
r
o
u
p
s
.
T
ab
le
1
p
r
esen
ts
s
tu
d
en
ts
’
p
r
e
-
an
d
p
o
s
t
-
test
r
esu
lts
in
b
o
th
g
r
o
u
p
s
r
eg
ar
d
in
g
t
h
eir
lev
el
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
.
Tab
le
1
.
C
o
m
p
ar
is
o
n
b
etwe
en
s
tu
d
en
ts
’
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es in
b
o
th
g
r
o
u
p
s
G
r
o
u
p
t
e
st
N
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
C
o
n
t
r
o
l
p
r
e
-
t
e
s
t
87
4
14
8
.
8
5
2
.
8
5
5
Ex
p
e
r
i
m
e
n
t
a
l
p
r
e
-
t
e
st
81
4
16
9
.
5
3
3
.
4
1
7
C
o
n
t
r
o
l
p
o
st
-
t
e
s
t
87
6
22
1
4
.
2
3
4
.
0
3
7
Ex
p
e
r
i
m
e
n
t
a
l
p
o
st
-
t
e
st
81
13
28
2
1
.
4
6
3
.
7
4
2
T
h
e
an
aly
s
is
o
f
th
e
d
escr
ip
tiv
e
s
tatis
t
ics
in
T
ab
le
1
s
h
o
wed
th
at
th
e
d
if
f
er
en
ce
in
p
r
e
-
test
m
ea
n
s
co
r
es
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
b
etwe
en
t
h
e
two
g
r
o
u
p
s
was
n
o
t
s
ig
n
if
ican
t
ac
co
r
d
in
g
to
th
e
i
n
f
er
e
n
tial
s
tatis
t
ics.
T
h
e
s
tat
is
tical
test
was
p
er
f
o
r
m
ed
u
s
in
g
a
n
in
d
e
p
en
d
en
t
s
am
p
les
t
-
test
,
an
d
th
e
alp
h
a
v
alu
e
was
(
α
=0
.
1
6
2
)
.
On
th
e
o
th
e
r
h
an
d
,
th
e
in
d
ep
e
n
d
en
t
s
am
p
les
t
-
t
est
p
er
f
o
r
m
ed
o
n
p
o
s
t
-
test
s
c
o
r
es
s
h
o
ws
th
at
th
e
d
if
f
er
en
ce
in
m
ea
n
s
co
r
es
b
etwe
en
th
e
ex
p
e
r
im
en
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
o
f
7
.
2
3
is
s
tatis
ti
ca
lly
s
ig
n
if
ican
t,
as
th
er
e
was
a
t
-
s
tatis
t
ic
o
f
1
2
.
0
0
9
with
1
6
6
d
eg
r
ee
s
o
f
f
r
ee
d
o
m
(
d
f
)
an
d
a
s
ig
n
if
ican
ce
v
a
lu
e
(
Sig
.
2
-
tailed
)
o
f
0
.
0
0
0
.
T
h
is
s
ig
n
if
ican
ce
v
alu
e
(
also
k
n
o
wn
as
th
e
p
-
v
alu
e
)
is
les
s
th
an
th
e
ty
p
ical
s
ig
n
if
ican
ce
th
r
esh
o
ld
o
f
0
.
0
5
,
wh
ic
h
s
h
o
ws
a
s
tatis
ti
ca
lly
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
.
Fu
r
t
h
er
m
o
r
e
,
th
e
9
5
%
co
n
f
id
en
ce
in
ter
v
al
o
f
th
e
d
if
f
er
en
ce
r
a
n
g
es
f
r
o
m
8
.
4
1
5
to
6
.
0
3
9
,
s
u
g
g
esti
n
g
t
h
at
th
e
tr
u
e
m
ea
n
d
if
f
er
en
ce
lies
with
in
th
is
r
an
g
e
with
9
5
% p
r
o
b
ab
ilit
y
.
T
h
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
im
p
r
o
v
em
en
t
b
etwe
en
th
e
two
g
r
o
u
p
s
s
u
g
g
ests
th
e
ex
p
er
im
en
tal
g
r
o
u
p
’
s
in
ter
v
e
n
tio
n
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
im
p
r
o
v
in
g
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
co
m
p
ar
ed
to
th
at
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
.
Similar
r
esu
lts
wer
e
f
o
u
n
d
b
y
Dew
i
et
a
l
.
[
3
1
]
an
d
T
h
ah
ir
et
a
l
.
[
3
7
]
th
at
th
e
tr
ea
tm
e
n
t
g
r
o
u
p
p
er
f
o
r
m
ed
b
etter
th
a
n
th
e
co
n
tr
o
l
g
r
o
u
p
.
Ho
wev
e
r
,
th
ei
r
s
tu
d
ies
i
n
v
o
lv
e
d
a
d
if
f
e
r
en
t
in
ter
v
en
tio
n
a
n
d
class
if
ied
s
tu
d
en
ts
in
f
o
u
r
d
if
f
e
r
en
t
ca
t
eg
o
r
ies
ac
co
r
d
i
n
g
to
th
eir
l
ev
el
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
(
s
o
u
n
d
,
p
ar
tial,
alter
n
ativ
e,
an
d
n
o
u
n
d
er
s
tan
d
in
g
)
.
Als
o
,
b
etter
im
p
r
o
v
em
e
n
t
was
o
b
s
er
v
ed
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
c
o
m
p
ar
e
d
to
th
at
in
th
e
co
n
t
r
o
l
g
r
o
u
p
[
2
3
]
,
b
u
t
th
eir
s
tu
d
y
was
co
n
d
u
c
ted
s
o
lely
o
n
f
l
u
id
s
tatics,
n
o
t
f
lu
id
m
ec
h
an
ics
as
a
wh
o
le.
Fu
r
th
er
m
o
r
e,
Sam
s
u
d
in
et
a
l
.
[
1
7
]
f
o
u
n
d
s
im
ilar
ch
an
g
es
in
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
Ho
wev
er
,
th
eir
s
tu
d
y
in
v
o
l
v
ed
a
p
ee
r
teac
h
in
g
m
o
d
el
as
a
tr
ea
t
m
en
t
tech
n
i
q
u
e
f
o
r
f
lu
id
d
y
n
am
ics r
ath
er
t
h
an
th
e
wh
o
le
b
r
an
c
h
o
f
f
lu
id
m
ec
h
an
i
cs
.
T
h
e
b
a
r
c
h
ar
ts
s
h
o
wn
in
Fig
u
r
e
2
r
ep
r
esen
t
th
e
lev
el
o
f
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
in
ea
c
h
to
p
ic
ar
ea
o
f
f
l
u
id
m
ec
h
an
ic
s
d
u
r
in
g
th
e
p
r
e
-
a
n
d
p
o
s
t
-
test
s
,
s
h
o
win
g
co
r
r
ec
t
r
esp
o
n
s
es
in
p
r
e
-
test
an
d
p
o
s
t
-
test
,
an
d
th
e
av
er
ag
e
Hak
e’
s
n
o
r
m
alize
d
g
ain
[
3
5
]
.
T
h
e
b
ar
ch
ar
ts
f
o
r
th
e
co
n
tr
o
l
g
r
o
u
p
ar
e
s
h
o
wn
in
Fig
u
r
e
2
(
a)
,
wh
ile
th
o
s
e
f
o
r
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
ar
e
s
h
o
wn
in
Fig
u
r
e
2
(
b
)
.
Fro
m
Fig
u
r
e
2
,
it
ca
n
b
e
n
o
ted
th
at
at
th
e
b
eg
in
n
in
g
o
f
in
s
tr
u
ctio
n
(
b
l
u
e
b
ar
s
o
n
th
e
lef
t,
f
o
r
ea
c
h
to
p
ic
a
r
ea
)
,
b
o
th
g
r
o
u
p
s
ex
h
ib
ited
a
s
ig
n
if
ican
t
lack
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
o
f
f
lu
id
m
ec
h
a
n
ics
co
n
ce
p
ts
.
I
t
is
ev
id
en
ce
d
b
y
th
e
co
n
s
is
ten
tly
lo
w
p
er
ce
n
ta
g
e
o
f
co
r
r
ec
t
r
es
p
o
n
s
es
f
o
r
ea
ch
to
p
ic,
wh
ich
is
co
m
m
o
n
ly
less
th
an
3
0
%
a
cr
o
s
s
b
o
th
g
r
o
u
p
s
.
T
h
is
s
h
o
ws
th
at
all
s
tu
d
en
ts
f
r
o
m
b
o
th
g
r
o
u
p
s
h
a
d
alm
o
s
t
th
e
s
am
e
lo
w
lev
el
o
f
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
in
alm
o
s
t
all
ar
ea
s
o
f
f
lu
id
m
ec
h
an
ics
b
ef
o
r
e
a
n
y
in
s
tr
u
ctio
n
.
T
h
e
f
ig
u
r
e
also
s
h
o
w
th
at,
af
ter
th
e
p
o
s
t
-
test
(
r
ep
r
esen
ted
b
y
th
e
o
r
an
g
e
b
ar
s
in
th
e
m
id
d
le,
f
o
r
ea
ch
t
o
p
ic
ar
ea
)
,
th
e
av
er
ag
e
n
u
m
b
er
o
f
s
tu
d
e
n
ts
wh
o
r
esp
o
n
d
ed
co
r
r
e
ctly
in
b
o
th
g
r
o
u
p
s
in
cr
ea
s
ed
f
o
r
ea
c
h
ar
ea
o
f
f
lu
id
m
ec
h
an
ics.
Ho
wev
er
,
it
is
im
p
er
ativ
e
to
n
o
te
th
at
th
e
av
e
r
ag
e
n
u
m
b
er
o
f
c
o
r
r
ec
t
r
esp
o
n
s
es
in
cr
ea
s
ed
s
ig
n
if
ican
tly
f
o
r
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
(
Fig
u
r
e
2
(
b
)
)
co
m
p
ar
ed
to
th
e
c
o
n
tr
o
l
g
r
o
u
p
(
F
ig
u
r
e
2
(
b
)
)
in
ea
c
h
ar
ea
o
f
f
lu
i
d
m
ec
h
an
ics.
I
t
ca
n
b
e
n
o
ted
th
at
th
e
n
u
m
b
er
o
f
c
o
r
r
ec
t
r
esp
o
n
s
es
f
o
r
ea
ch
to
p
ic
ar
ea
i
n
th
e
co
n
t
r
o
l
g
r
o
u
p
is
q
u
ite
b
elo
w
4
5
%
af
ter
th
e
p
o
s
t
-
test
(
Fig
u
r
e
2
(
b
)
)
,
wh
ile
th
at
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
is
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
th
at
p
er
ce
n
tag
e
i
n
th
e
m
ajo
r
ity
o
f
ar
ea
s
(
Fig
u
r
e
2
(
b
)
)
.
Fo
r
ex
am
p
le,
f
o
r
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
in
th
e
ar
ea
o
f
“f
ac
t
o
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r
y
lar
g
e
[
3
3
]
a
n
d
i
n
d
icate
s
tr
o
n
g
ev
id
e
n
ce
f
o
r
th
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p
o
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im
p
ac
t
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ter
v
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en
h
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cin
g
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ex
p
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tal
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r
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a
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d
s
.
R
ec
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tly
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Fo
s
ter
[
3
4
]
h
as
p
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p
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o
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f
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th
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r
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th
e
co
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tr
o
l
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L
i
k
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C
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llo
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g
Fo
s
ter
[
3
4
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,
we
f
o
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n
d
=
2
.
10
,
wh
ich
is
also
v
er
y
lar
g
e
an
d
i
n
d
i
ca
tes
an
ef
f
ec
tiv
e
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ter
v
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tio
n
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r
t
h
e
ex
p
er
im
en
tal
g
r
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p
co
m
p
ar
ed
to
th
at
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o
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th
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l g
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Ou
r
f
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ar
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is
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Ma
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er
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s
co
g
n
itiv
e
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eo
r
y
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m
u
ltime
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ia
lear
n
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n
g
,
wh
ich
em
p
h
asizes
th
e
co
m
b
in
atio
n
o
f
b
o
th
v
is
u
al
an
d
au
d
ito
r
y
co
m
p
o
n
en
ts
in
in
s
tr
u
ctio
n
al
ac
tiv
ities
.
T
h
ese
ac
tiv
ities
en
h
an
ce
s
tu
d
en
ts
’
le
ar
n
in
g
b
y
r
ed
u
cin
g
co
g
n
itiv
e
o
v
er
lo
ad
a
n
d
p
r
o
m
o
tin
g
a
d
e
ep
er
u
n
d
e
r
s
tan
d
in
g
o
f
ab
s
tr
ac
t
co
n
ce
p
ts
[
4
1
]
.
T
h
is
is
also
in
lin
e
with
th
e
f
ac
t
th
at
au
d
ito
r
y
an
d
v
is
u
al
aid
s
s
h
o
w
p
r
o
m
is
e
in
en
h
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cin
g
lear
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s
’
co
n
ce
p
tu
al
lear
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in
g
t
h
r
o
u
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d
y
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am
ic,
en
g
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i
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a
n
d
v
is
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al
r
ep
r
esen
tatio
n
s
o
f
a
b
s
tr
ac
t
co
n
ce
p
ts
[
3
2
]
.
T
h
e
in
s
tr
u
ctio
n
with
well
-
p
lan
n
ed
s
im
u
latio
n
s
an
d
Yo
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T
u
b
e
v
id
e
o
s
cr
ea
tes
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n
d
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civ
e
en
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o
n
m
en
t
o
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n
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ch
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n
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ten
t
with
th
e
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ctiv
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t
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o
f
in
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tr
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ctio
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,
wh
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em
p
h
asizes
th
e
ac
tiv
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lea
r
n
in
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p
r
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s
s
o
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s
wh
o
in
ter
ac
t
with
a
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itab
le
en
v
ir
o
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m
e
n
t
a
n
d
in
ter
p
r
et
in
f
o
r
m
atio
n
as
p
er
th
eir
p
r
i
o
r
u
n
d
er
s
tan
d
in
g
[
9
]
.
T
h
e
f
in
d
in
g
s
o
f
o
u
r
s
tu
d
y
also
ag
r
ee
with
s
ev
er
al
wo
r
k
s
r
elate
d
to
p
h
y
s
ics
lear
n
in
g
.
Fo
r
ex
am
p
le,
B
an
d
a
an
d
Nza
b
ah
i
m
an
a
[
4
2
]
h
ig
h
li
g
h
t
th
at
th
e
r
ev
iewe
d
liter
atu
r
e
s
tr
o
n
g
ly
s
u
p
p
o
r
ts
th
at
Ph
E
T
in
te
r
ac
tiv
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s
im
u
l
atio
n
s
ca
n
g
r
ea
tly
im
p
r
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v
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s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
t
an
d
in
g
o
f
p
h
y
s
ics
co
n
ce
p
ts
an
d
ca
n
b
e
in
c
o
r
p
o
r
ated
in
to
v
ar
io
u
s
ac
tiv
e
teac
h
i
n
g
an
d
lear
n
i
n
g
m
et
h
o
d
s
.
I
t
i
s
wo
r
th
n
o
tin
g
th
at
th
ese
s
tu
d
ies u
s
ed
Ph
E
T
in
ter
a
ctiv
e
s
im
u
latio
n
s
,
leav
in
g
th
e
ed
u
ca
tio
n
al
Yo
u
T
u
b
e
v
id
eo
s
b
eh
in
d
.
R
esu
lts
s
im
ilar
to
o
u
r
f
in
d
in
g
s
wer
e
f
o
u
n
d
b
y
W
r
ig
h
t
et
a
l
.
[
1
9
]
,
th
at
s
im
u
latio
n
s
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
e
n
ts
’
ac
h
iev
em
e
n
t
o
f
lear
n
in
g
o
u
tco
m
es
in
a
f
lu
id
m
ec
h
an
ics
co
u
r
s
e
b
y
in
te
g
r
atin
g
s
im
u
latio
n
s
in
to
en
g
in
ee
r
in
g
co
u
r
s
es.
I
t
is
,
h
o
wev
er
,
wo
r
th
n
o
tin
g
th
at
th
eir
s
tu
d
y
f
o
cu
s
ed
s
o
lely
o
n
in
ter
ac
tiv
e
s
im
u
latio
n
s
in
g
e
n
er
al,
with
n
o
p
ar
ticu
la
r
atten
tio
n
to
Ph
E
T
s
im
u
latio
n
s
o
r
ed
u
ca
tio
n
al
Y
o
u
T
u
b
e
v
id
e
o
s
.
A
s
tu
d
y
co
n
d
u
cted
o
n
th
e
u
s
e
o
f
web
-
b
ased
r
ec
itatio
n
ac
tiv
ities
also
s
h
o
wed
an
im
p
r
o
v
e
m
en
t
in
I
n
d
o
n
esian
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
ta
n
d
in
g
o
f
f
lu
id
m
ec
h
an
ics,
an
d
th
e
s
tu
d
en
ts
s
h
o
wed
m
o
tiv
atio
n
to
war
d
s
th
is
p
r
o
g
r
a
m
[
1
5
]
.
A
s
tu
d
y
b
y
Nev
es
[
4
3
]
o
n
th
e
u
s
e
o
f
c
o
m
p
u
tatio
n
al
m
o
d
elin
g
in
a
Mo
d
ellu
s
en
v
ir
o
n
m
en
t
f
o
r
Po
r
tu
g
u
ese
s
tu
d
en
ts
s
h
o
wed
t
h
at
th
ey
co
u
ld
m
ea
n
in
g
f
u
lly
u
s
e
th
ese
m
o
d
els
a
n
d
s
ig
n
if
ic
an
tly
im
p
r
o
v
ed
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
co
n
ce
p
ts
r
ela
ted
to
h
y
d
r
o
s
tatics,
a
s
u
b
-
b
r
an
ch
o
f
f
lu
id
m
ec
h
an
ics.
Sev
er
al
s
tu
d
ies
co
n
d
u
cted
in
Af
r
ica
an
d
Asi
a
also
d
em
o
n
s
tr
ated
th
at
in
co
r
p
o
r
ati
n
g
co
m
p
u
ter
s
im
u
latio
n
s
an
d
v
id
eo
s
,
o
r
o
n
ly
s
im
u
latio
n
s
,
in
to
lear
n
in
g
a
n
d
teac
h
in
g
im
p
r
o
v
e
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
o
p
tics
[
2
5
]
,
elec
tr
ic
cir
cu
its
[
4
4
]
,
a
n
d
ato
m
ic
p
h
y
s
ics an
d
r
ad
io
ac
tiv
ity
[
4
5
]
.
T
h
e
p
h
y
s
ics
ed
u
ca
to
r
s
an
d
cu
r
r
icu
la
d
esig
n
er
s
o
f
p
o
l
y
tech
n
ic
co
lleg
es
ar
e
r
ec
o
m
m
en
d
ed
to
p
lan
to
u
s
e
Ph
E
T
s
im
u
latio
n
s
an
d
Yo
u
T
u
b
e
v
id
e
o
s
in
a
s
y
s
tem
atic
way
f
o
r
a
lo
n
g
e
x
p
o
s
u
r
e
f
o
r
s
t
u
d
en
ts
.
T
h
ey
s
h
o
u
ld
n
o
te
th
at
Ph
E
T
s
im
u
latio
n
s
f
o
llo
w
a
lay
er
ed
ap
p
r
o
ac
h
th
at
en
ab
les
s
tu
d
en
ts
at
v
ar
io
u
s
lev
els
to
in
itia
lly
ex
p
lo
r
e
an
d
d
ev
elo
p
a
co
n
c
ep
tu
al
u
n
d
er
s
tan
d
i
n
g
u
s
in
g
s
im
p
lifie
d
eq
u
ip
m
e
n
t
b
ef
o
r
e
p
r
o
g
r
ess
in
g
to
th
e
co
m
p
lex
ities
f
o
u
n
d
in
r
ea
l
-
wo
r
ld
s
ce
n
ar
io
s
[
4
6
]
.
T
h
ey
s
h
o
u
l
d
also
n
o
te
t
h
at
g
ettin
g
a
n
ex
p
er
tis
e
in
co
m
p
le
x
co
n
ce
p
ts
an
d
p
r
in
ci
p
les
n
ee
d
s
an
ef
f
ec
tiv
e
o
r
g
an
izatio
n
o
f
k
n
o
wled
g
e
s
tr
u
ctu
r
es
f
o
r
th
eir
ea
s
y
ac
tiv
atio
n
an
d
th
eir
ap
p
licatio
n
s
in
a
f
le
x
ib
le
way
in
d
if
f
er
en
t
co
n
d
itio
n
s
an
d
v
ar
io
u
s
co
n
te
x
ts
,
wh
ic
h
r
e
q
u
ir
es
a
lo
n
g
ex
p
o
s
u
r
e
o
f
th
e
lear
n
er
.
I
t
is
e
v
id
en
t
f
r
o
m
d
if
f
e
r
en
t
s
tu
d
ies
o
n
th
e
co
g
n
itiv
e
s
cien
ce
o
f
p
h
y
s
ics
co
n
ce
p
ts
an
d
p
r
o
b
lem
-
s
o
lv
in
g
[
4
7
]
,
n
eu
r
al
p
atter
n
s
o
f
p
h
y
s
ics co
n
ce
p
ts
[
4
8
]
,
d
ee
p
lear
n
in
g
o
f
n
eu
r
al
n
etwo
r
k
s
[
4
9
]
,
an
d
th
e
n
eu
r
o
s
cien
ce
o
f
s
cien
tific
co
n
ce
p
ts
[
5
0
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
ed
to
ass
ess
t
h
e
ef
f
ec
t
o
f
Ph
E
T
s
im
u
latio
n
s
an
d
Yo
u
T
u
b
e
v
i
d
eo
s
o
n
p
o
ly
tech
n
ic
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
in
f
lu
id
m
ec
h
an
ics.
T
o
th
e
b
est
o
f
th
e
r
esear
ch
er
s
’
k
n
o
wled
g
e,
th
er
e
was
n
o
s
tu
d
y
c
o
n
d
u
cted
p
r
i
o
r
to
th
is
in
v
o
lv
in
g
t
h
e
s
am
e
in
ter
v
en
tio
n
an
d
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
r
e
v
ea
led
th
at
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
s
h
o
wed
f
ar
en
h
an
ce
d
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
in
d
if
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esear
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s
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p
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e
r
atio
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o
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d
if
f
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f
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alize
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ain
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f
o
r
ex
p
e
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im
en
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d
co
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tr
o
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ec
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izes
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s
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d
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en
t
ap
p
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h
o
w
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at
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ef
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t
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th
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ter
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tio
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ex
p
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r
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ig
n
if
ican
tly
lar
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p
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ac
h
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r
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n
tr
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l
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co
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ar
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u
r
f
in
d
in
g
s
with
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m
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ely
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lated
s
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ies
o
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th
e
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s
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ased
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ter
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th
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r
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ics lea
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n
in
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ter
n
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d
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al
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ticu
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m
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ize,
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im
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latio
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,
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tu
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y
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ig
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tly
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p
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k
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eg
ar
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th
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ef
f
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tiv
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tech
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aid
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ical
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tr
ateg
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if
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M
ed
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ca
tio
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,
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ar
ticu
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o
ly
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.
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h
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p
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aly
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tech
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iq
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a
p
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m
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in
g
d
ir
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tio
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f
o
r
f
u
t
u
r
e
r
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ch
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n
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ter
v
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tio
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aim
ed
at
p
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g
a
d
ee
p
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s
tu
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en
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co
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ce
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t
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al
u
n
d
er
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tan
d
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n
g
o
f
f
lu
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m
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n
ics
an
d
r
elate
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f
ield
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.
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h
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p
h
asizes
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e
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ased
,
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tio
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m
m
en
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s
f
o
r
e
d
u
ca
ti
o
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al
p
o
licy
an
d
p
r
ac
tice.
Par
ticu
lar
ly
f
o
r
s
cien
ce
cu
r
r
ic
u
l
u
m
d
ev
elo
p
er
s
an
d
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