Physics Education Physics Education in Canadain Canada

Tetyana Antimirova and Pedro GoldmanTetyana Antimirova and Pedro Goldman

Department of Physics,Department of Physics,Faculty of Engineering, Architecture and ScienceFaculty of Engineering, Architecture and Science Ryerson UniversityRyerson University

2008 OAPT Conference 2008 OAPT Conference 22-24 May 200822-24 May 2008

Welcome to Ryerson!Welcome to Ryerson!

OutlineOutline

State of physics teachingState of physics teaching What is PER and PER subfieldsWhat is PER and PER subfields Challenges of PEP in Canada due to Challenges of PEP in Canada due to

current funding model and our current funding model and our efforts to change itefforts to change it

Latest Canadian PER initiativesLatest Canadian PER initiatives Physics Education at RyersonPhysics Education at Ryerson Looking into the futureLooking into the future

Current State of Secondary Science Current State of Secondary Science Education in Canada: PISA 2006Education in Canada: PISA 2006

Programme for International Student Assessment (PISA):

57 countries took part in the assessment. Canada came up 3rd!

Only students from Finland and Hong-Kong, China outperformed Canadian students in science!

PISA2006PISA2006

However, science performance is uneven among the Canadian provinces.

Alberta is significantly better than any Canadian province, while Quebec, Ontario, and BC performed at the average level, and the rest of the provinces performed significantly below the Canadian average.

Challenges for Postsecondary Challenges for Postsecondary EducationEducation

Increasing expectations for student Increasing expectations for student engagement and satisfactionengagement and satisfaction

Meeting the needs caused by changing Meeting the needs caused by changing demographicsdemographics

Changing DemographicsChanging Demographics

More people than ever before pursue post-secondary More people than ever before pursue post-secondary educationeducation

Large Classes (100-200 students is a new norm, some Large Classes (100-200 students is a new norm, some classes are up to ~1500 students)classes are up to ~1500 students)

In Ontario: younger populationIn Ontario: younger population Too many distractionsToo many distractions Many students are forced to work while going to Many students are forced to work while going to

schoolschool

TrendsTrends

The transition from high school to university is very painful for many The transition from high school to university is very painful for many studentsstudents

Many programs/universities report low graduation ratesMany programs/universities report low graduation rates

The success or failure during the first year is a good predictor of student’s The success or failure during the first year is a good predictor of student’s future at the universityfuture at the university

Universities invest into lots of resources into first-year intervention to ease Universities invest into lots of resources into first-year intervention to ease the transition (first-year offices, orientation courses, additional free the transition (first-year offices, orientation courses, additional free tutoring, etc.) - but many of these measures are mostly tutoring, etc.) - but many of these measures are mostly subject non-specificsubject non-specific

Drastic differences between high school and university in study culture Drastic differences between high school and university in study culture and expectations are not taken into account yetand expectations are not taken into account yet

Ontario StatisticsOntario Statistics

One out of 6 high school students takes grade One out of 6 high school students takes grade 12 physics course12 physics course

95% of them pass the course95% of them pass the course

Overall, much lower success rate is reported in Overall, much lower success rate is reported in the University introductory physics coursesthe University introductory physics courses

University Introductory PhysicsUniversity Introductory Physics

Even by conservative estimates:Even by conservative estimates:

Up to 30% of those who attempt introductory physics Up to 30% of those who attempt introductory physics courses, drop these courses and take them latercourses, drop these courses and take them later

Up to 25-30% students fail introductory physics Up to 25-30% students fail introductory physics courses in their first attemptcourses in their first attempt

““Minus 15% rule”- For those who pass, the grade is Minus 15% rule”- For those who pass, the grade is lower by 15% on averagelower by 15% on average

Adjusting to UniversityAdjusting to University

First –Year Student Survey 2007 at Ryerson:First –Year Student Survey 2007 at Ryerson:

A lower percentage of respondents (64% in 2007 A lower percentage of respondents (64% in 2007 compared to 78% in 2004), reported success with compared to 78% in 2004), reported success with “performing adequately in courses requiring “performing adequately in courses requiring mathematical skills”mathematical skills”

General PopulationGeneral Population

According to various estimates, only between 0.5% According to various estimates, only between 0.5% and 2% of university population major in Physicsand 2% of university population major in Physics

Phobia of physicsPhobia of physics

The rest:The rest:

Take required physics courses for engineering, pre- Take required physics courses for engineering, pre- medical, other science programs medical, other science programs or have no exposure or have no exposure to physics at allto physics at all

““The task of the physics teacher today is to The task of the physics teacher today is to figurefigure

out how to help a much larger fraction of theout how to help a much larger fraction of thepopulation understand how the world works, population understand how the world works,

how tohow tothink logically, and how to evaluate science”think logically, and how to evaluate science”

Joe RedishJoe Redish

““Teaching physics can be both Teaching physics can be both inspirational and frustrating”inspirational and frustrating”

Joe RedishJoe Redish

What is Physics Education What is Physics Education Research (PER)?Research (PER)? PER Subfields PER Subfields

Cognitive mechanism Cognitive mechanism Curriculum and instructionCurriculum and instruction Epistemology and attitudes Epistemology and attitudes Institutional changeInstitutional change Problem solving and reasoning Problem solving and reasoning Research methods Research methods Socio-cultural mechanisms Socio-cultural mechanisms Student conceptions Student conceptions Teacher education and TA trainingTeacher education and TA training Effective use of technology in teachingEffective use of technology in teaching

What Are We Concerned What Are We Concerned With?With?

empirical investigations of student empirical investigations of student understandingunderstanding

modeling student learningmodeling student learning PER-based curricular materials PER-based curricular materials

(development, testing, evaluation, (development, testing, evaluation, implementation)implementation)

PER-based diagnostic instruments and PER-based diagnostic instruments and assessments-our research toolsassessments-our research tools  

Practicalities: A four-step, Scientific Practicalities: A four-step, Scientific Approach to TeachingApproach to Teaching

1.1. EstablishEstablish what students should learn what students should learn2.2. Scientifically Scientifically measuremeasure what students are actually learning what students are actually learning 3.3. AdaptAdapt instructional methods and curriculum and incorporate instructional methods and curriculum and incorporate

effective use of technology and pedagogical research to effective use of technology and pedagogical research to achieve desired learning outcomesachieve desired learning outcomes

4.4. ShareShare findings, disseminate and adopt what works findings, disseminate and adopt what works

Four-step approach from Carl Wieman Science Education Initiative (CWSEI) Four-step approach from Carl Wieman Science Education Initiative (CWSEI)

Tools:Tools: Using Technology in Using Technology in Science TeachingScience Teaching

Interactive engagement in large lectures Interactive engagement in large lectures (Clickers)(Clickers)

Using live data collection (sensors and Using live data collection (sensors and probes, Loggerprobes, LoggerProPro) to provide students with ) to provide students with the opportunity to test their ideas about the opportunity to test their ideas about sciencescience

Using video-based motion analysisUsing video-based motion analysis

Using online computer simulations (PhET) in Using online computer simulations (PhET) in large lectures as well as in labs, tutorials and large lectures as well as in labs, tutorials and homework assignmentshomework assignments

Using online interactive homework systems, Using online interactive homework systems, such as MasteringPhysicssuch as MasteringPhysics

Logger Pro 3.4.6.lnk

Evaluating Impact:Evaluating Impact: Action Research Action Research

To know where we are going:To know where we are going:

Monitoring introduced changesMonitoring introduced changes Pre- and post-instruction testingPre- and post-instruction testing Use of standardized conceptual tests for Use of standardized conceptual tests for

measuring the impactmeasuring the impact

Science Education Research Groups in CanadaScience Education Research Groups in Canada

PER in CanadaPER in Canada Unlike the USA, Europe, Australia and Latin America, Unlike the USA, Europe, Australia and Latin America,

there are only few Physics Education groups in Canadathere are only few Physics Education groups in Canada

All PER initiatives in Canada happen despite the lack of All PER initiatives in Canada happen despite the lack of PER funding on national and provincial levelsPER funding on national and provincial levels

These initiatives are initiated by individuals, small groups These initiatives are initiated by individuals, small groups and some universitiesand some universities

PER movement in Canada is building from the ground PER movement in Canada is building from the ground up!up!

Science Education Funding in Science Education Funding in CanadaCanada

22

Sc. Ed.

Current State of Science Education Current State of Science Education Funding in CanadaFunding in Canada

NSERC

Latest Development:Latest Development: Lobbying for Funding Lobbying for Funding

Model ChangeModel Change

Lobbying for joint committees of major CanadianLobbying for joint committees of major Canadiangranting agencies (NCERS, SSHRC and CIHR) to granting agencies (NCERS, SSHRC and CIHR) to

review review grant applications in subject-based Science Educationgrant applications in subject-based Science EducationResearchResearch

Currently the signatures are being collected in theCurrently the signatures are being collected in thesupport of the initiative of Dr. M.Milner-Bolotin and support of the initiative of Dr. M.Milner-Bolotin and Dr. P.Walden.Dr. P.Walden.

Looking Into the FutureLooking Into the Future

Physics Education Research (as any subject-based science Physics Education Research (as any subject-based science education research) requires consistent funding for research education research) requires consistent funding for research and curriculum development and evaluation, preferably from and curriculum development and evaluation, preferably from national granting agenciesnational granting agencies

Subject-based Science education research (PER in particular) Subject-based Science education research (PER in particular) should be centered at science departmentsshould be centered at science departments

Science (physics) departments should be involved in the Science (physics) departments should be involved in the training of science teacherstraining of science teachers

Despite Current Obstacles…Despite Current Obstacles… A Few Canadian Post-Secondary A Few Canadian Post-Secondary

Science Education InitiativesScience Education Initiatives

University of British Columbia: Carl Wieman Science University of British Columbia: Carl Wieman Science Education Initiative (CWSEI) - $12 million over 5 years, Education Initiative (CWSEI) - $12 million over 5 years, started January 2006. Funded by the University.started January 2006. Funded by the University.

University of Toronto: Renovation of Undergraduate Physics University of Toronto: Renovation of Undergraduate Physics Labs (studio-based physics teaching) - funded mainly by the Labs (studio-based physics teaching) - funded mainly by the UniversityUniversity

Alan Slavin’s work at Trent University on Students’ Alan Slavin’s work at Trent University on Students’ Achievements in Introductory Physics CoursesAchievements in Introductory Physics Courses

A Few Canadian Post-Secondary A Few Canadian Post-Secondary Science Education Initiatives Science Education Initiatives

(continued)(continued)

Ryerson University: Hired two tenure track physics education Ryerson University: Hired two tenure track physics education faculty at the Department of Physics; the scope of our PER-faculty at the Department of Physics; the scope of our PER-related activities is growingrelated activities is growing

Perimeter Institute initiativesPerimeter Institute initiatives

Toronto District School Board (TDSB) involvement with PERToronto District School Board (TDSB) involvement with PER

University of Calgary: Undergraduate Laboratory project University of Calgary: Undergraduate Laboratory project funded by University, includes hiring postdoctoral researcher funded by University, includes hiring postdoctoral researcher for PER-for PER-Latest development! Latest development!

Carl Wieman Science Education Carl Wieman Science Education Initiative (CWSEI)Initiative (CWSEI)

University of British Columbia – Carl Wieman Science University of British Columbia – Carl Wieman Science Education Initiative (CWSEI) Education Initiative (CWSEI)

$12 million over 5 years, started January 2006. Funded by the $12 million over 5 years, started January 2006. Funded by the University. University.

Science Education in the 21st Century: Using the Tools of Science Education in the 21st Century: Using the Tools of Science to Teach ScienceScience to Teach Science

Achieving the most effective, evidence-based science Achieving the most effective, evidence-based science educationeducation

Undergraduate Physics Labs at University of Undergraduate Physics Labs at University of TorontoToronto

Renovation of Undergraduate Physics Labs (studio-Renovation of Undergraduate Physics Labs (studio-based physics teaching) based physics teaching)

4.7 million4.7 million

State-of-the-art studio: both space and equipmentState-of-the-art studio: both space and equipment

Merging laboratory and tutorials, while preserving Merging laboratory and tutorials, while preserving lectureslectures

Impact studyImpact study

The Latest!The Latest! Calgary Initiative Calgary Initiative

Modernization of Undergraduate Physics Labs Modernization of Undergraduate Physics Labs Includes hiring a postdoctoral researcher to Includes hiring a postdoctoral researcher to

conduct PERconduct PER 2-year project funded by the University2-year project funded by the University Impact study Impact study

Ryerson DevelopmentsRyerson Developments

Ryerson University: Hired two tenure track physics Ryerson University: Hired two tenure track physics education faculty at the Department of Physics (2004 education faculty at the Department of Physics (2004 and 2007)and 2007)

Two more faculty members are involved in PER on a Two more faculty members are involved in PER on a part-time basis part-time basis

The scope of our PER-related activities is increasing The scope of our PER-related activities is increasing steadilysteadily

TDSB ActivitiesTDSB Activities

Conferences (for example, “Eureka” in Conferences (for example, “Eureka” in November 2007)November 2007)

Growing collaboration with UniversitiesGrowing collaboration with Universities Involvement with OAPT, STAOInvolvement with OAPT, STAO Involvement with physics teachers trainingInvolvement with physics teachers training Teachers’ professional developmentTeachers’ professional development

DisclaimerDisclaimer

This is rather a snapshot, not a comprehensive This is rather a snapshot, not a comprehensive account of physics education in Canadaaccount of physics education in Canada

Only relatively new developments and trends were Only relatively new developments and trends were mentionedmentioned

We might be not aware of some of the initiatives We might be not aware of some of the initiatives taking placetaking place

If you happen to know the groups that we did not If you happen to know the groups that we did not

mention, we would like to hear about them!mention, we would like to hear about them!

Physics Education @ RyersonPhysics Education @ Ryerson

http://www.physics.ryerson.ca/

PROGRAMS:

●BSc in Medical Physics

●MSc in Biomedical Physics

●Applied to OCGS for PhD in Biomedical Physics

●Long-term goal: MSc in Science (Physics) Education

Our FacultyOur Faculty 15 faculty members (10 in Medical Physics, 2 15 faculty members (10 in Medical Physics, 2

in Physics Education)in Physics Education) Largest university-based Biomedical Physics Largest university-based Biomedical Physics

group in Ontariogroup in Ontario Physics Education is designated as our second Physics Education is designated as our second

area of expansion (2 full-time and 2 part-time area of expansion (2 full-time and 2 part-time faculty members)faculty members)

We believe that we are the only Physics We believe that we are the only Physics Department in Canada which hired tenure-Department in Canada which hired tenure-track faculty for PERtrack faculty for PER

We Teach…We Teach…

Introductory physics courses for over 800 students in Introductory physics courses for over 800 students in Engineering ProgramsEngineering Programs

Introductory physics courses for over 300 students for Introductory physics courses for over 300 students for Science Program (Medical Physics, Chemistry, Science Program (Medical Physics, Chemistry, Biology and Contemporary Science)Biology and Contemporary Science)

Our typical undergraduate physics classes have Our typical undergraduate physics classes have lecture section between 100 and 200 studentslecture section between 100 and 200 students

We Teach (continued)…We Teach (continued)…

Advanced physics courses for our own undergraduate BSc Advanced physics courses for our own undergraduate BSc program in Medical Physicsprogram in Medical Physics

Graduate courses for our graduate MSc program in Graduate courses for our graduate MSc program in Biomedical PhysicsBiomedical Physics

Several elective courses for Liberal Arts Program (including Several elective courses for Liberal Arts Program (including very popular Astronomy course)very popular Astronomy course)

Innovative Course for Architectural Science Program Innovative Course for Architectural Science Program (new!)(new!)

Bachelor of Science in Medical Physics at Bachelor of Science in Medical Physics at Ryerson UniversityRyerson University

A new Bachelor of Science in Medical Physics A new Bachelor of Science in Medical Physics program at Ryerson University, Toronto, Ontario was program at Ryerson University, Toronto, Ontario was launched in Fall 2006 (first intake of second-year launched in Fall 2006 (first intake of second-year students). students).

Small at first, but very strong group of students will Small at first, but very strong group of students will graduate after Winter 2009graduate after Winter 2009

Bachelor of Science in Medical Physics Bachelor of Science in Medical Physics Program at Ryerson UniversityProgram at Ryerson University

Beyond first year courses include such topics as Beyond first year courses include such topics as radiation therapy, image analysis, medical diagnostics radiation therapy, image analysis, medical diagnostics and computer modeling techniques. and computer modeling techniques.

In the final year the students undertake an In the final year the students undertake an independent, faculty-supervised thesis project in an independent, faculty-supervised thesis project in an area of personal research interest. area of personal research interest.

Our Graduate ProgramsOur Graduate Programs Master of Science in Biomedical Physics launched in Master of Science in Biomedical Physics launched in

Fall 2006Fall 2006

Our own MSc. Students will graduate this summerOur own MSc. Students will graduate this summer

Application for PhD program in Biomedical Physics Application for PhD program in Biomedical Physics is submitted to OCGSis submitted to OCGS

Tentative plans for Master’s Program in Science Tentative plans for Master’s Program in Science Education (starting with Physics Education) fit well Education (starting with Physics Education) fit well with the University’s Academic planwith the University’s Academic plan

Our PER-Related Our PER-Related ActivitiesActivities

Common theme: Common theme: the impact of new technologies on the impact of new technologies on students learningstudents learning: : ClickersClickers Probe/sensor technologies for real-time data Probe/sensor technologies for real-time data

acquisition, Logger Proacquisition, Logger Pro Interactive computer simulations (PhET)Interactive computer simulations (PhET) On-line tutoring/homework systems (Mastering On-line tutoring/homework systems (Mastering

Physics)Physics) Video-based motion analysisVideo-based motion analysis

Our Goal: to implement activity-based, inquiry Our Goal: to implement activity-based, inquiry based learning in all our coursesbased learning in all our courses

Personal Response Personal Response SystemsSystems

Our Department was instrumental in Our Department was instrumental in University-wide adoption of eInstruction University-wide adoption of eInstruction clickers in Fall 2007clickers in Fall 2007

Members of our Department piloted clickers in Members of our Department piloted clickers in several Physics courses for Science program several Physics courses for Science program students in 2005-2006students in 2005-2006

Currently clickers are used in several large Currently clickers are used in several large enrollment physics courses for Sciences and enrollment physics courses for Sciences and Engineering programsEngineering programs

Our Ongoing PER ActivitiesOur Ongoing PER Activities

Plans for total undergraduate lab renovations Plans for total undergraduate lab renovations (we are still in a fundraising stage)(we are still in a fundraising stage)

Implementation of video-analysis assignments Implementation of video-analysis assignments (in progress)(in progress)

Action research in our introductory Physics Action research in our introductory Physics course for Science programs (pre- and post- course for Science programs (pre- and post- testing)testing)

High School Physics Courses Experience High School Physics Courses Experience and Learning Outcomes in University and Learning Outcomes in University

Introductory Physics CoursesIntroductory Physics Courses

The common introductory physics course for all The common introductory physics course for all Science Programs (~300 students) at Ryerson combines Science Programs (~300 students) at Ryerson combines the students who took Ontario grade 12 high school the students who took Ontario grade 12 high school physics or its equivalent, and those who did notphysics or its equivalent, and those who did not

This natural split allowed us to probe how the previous This natural split allowed us to probe how the previous exposure to high school physics influences the learning exposure to high school physics influences the learning outcomes in the university introductory physics coursesoutcomes in the university introductory physics courses

Science Programs ClassScience Programs Classat Ryersonat Ryerson

60% took grade 12 physics course or equivalent60% took grade 12 physics course or equivalent

40% did not 40% did not

We teach them in one classWe teach them in one class

FALL 2007: Did you take high FALL 2007: Did you take high school physics?school physics?

42%

58%

1.1. YESYES

2.2. NONO

((self-identifiedself-identified))

Our ConclusionsOur Conclusions Although there are huge variations in individual Although there are huge variations in individual

performance, statistically, the knowledge gap performance, statistically, the knowledge gap between the two groups (with and without high school between the two groups (with and without high school physics background) does not shrink after the physics background) does not shrink after the instruction. instruction.

Course dropout rates are significantly higher among Course dropout rates are significantly higher among the students who did not take grade12 physics or the students who did not take grade12 physics or equivalentequivalent

The high school exposure to sciences does matter!The high school exposure to sciences does matter!

We must communicate this information to the We must communicate this information to the students, parents, teachers and high school counselorsstudents, parents, teachers and high school counselors

Pilot studyPilot study

Impact of Student Major on their Achievement Impact of Student Major on their Achievement

in Introductory Physicsin Introductory Physics

Implement pre- and post testing Implement pre- and post testing (FCI, FMCE)(FCI, FMCE)

Implement Attitude Towards Science Implement Attitude Towards Science surveyssurveys

Experiential LearningExperiential Learning

Dr. Marina Milner-Bolotin developed innovative Dr. Marina Milner-Bolotin developed innovative course (PCS107) for first-year students Architectural course (PCS107) for first-year students Architectural and Building Science Programand Building Science Program

Dr. Carl Kumaradas will introduce project-based Dr. Carl Kumaradas will introduce project-based small-group learning in our second-year small-group learning in our second-year

Introduction to Medical Physics courseIntroduction to Medical Physics course

High School-University High School-University TransitionTransition

Why to collaborate?Why to collaborate? Postsecondary and secondary education have similar Postsecondary and secondary education have similar

goals: goals: to provide successful student-centered teaching to provide successful student-centered teaching and learningand learning

Face somewhat similar challengesFace somewhat similar challenges Both systems can benefit from sharing experiences Both systems can benefit from sharing experiences

and exchanging ideasand exchanging ideas Help our students with smooth transition from high Help our students with smooth transition from high

school to universityschool to university

Mutual University-High School VisitsMutual University-High School Visits In Fall 2007 David Doucette visited my In Fall 2007 David Doucette visited my

PCS120 first year class for students enrolled in PCS120 first year class for students enrolled in Sciences Programs Sciences Programs

I visited grade 11, grade 12 and advanced I visited grade 11, grade 12 and advanced placement physics classes in David’s high placement physics classes in David’s high school in Richmond Hills.school in Richmond Hills.

University instructors can learn a lot from University instructors can learn a lot from high school teachers: group work, inquiry-high school teachers: group work, inquiry-based teaching and student-centered approachbased teaching and student-centered approach

What We Can OfferWhat We Can Offer

To send our Faculty to your class to talk about To send our Faculty to your class to talk about Medical Physics and BiophysicsMedical Physics and Biophysics

To invite your high school classes for a site visit at To invite your high school classes for a site visit at RyersonRyerson

Once we get new teaching labs we will be able to Once we get new teaching labs we will be able to provide workshops for teachers if neededprovide workshops for teachers if needed

Looking Into the FutureLooking Into the Future

PER movement is gaining momentum at all PER movement is gaining momentum at all levels of educational systemlevels of educational system

We hope there will be even more We hope there will be even more opportunities if the funding model problem opportunities if the funding model problem gets solvedgets solved

The community of educators is ready for a The community of educators is ready for a

change, but the institutional support is change, but the institutional support is needed for consistent and sustainable needed for consistent and sustainable changeschanges

ResourcesResources

1. Antimirova, T., M. Milner-Bolotin, et al. "Physics 1. Antimirova, T., M. Milner-Bolotin, et al. "Physics Education on the Move in Canada" Education on the Move in Canada" Newsletter of the Newsletter of the International Consortium on Physics Education International Consortium on Physics Education (ICPE), Spring 2008.(ICPE), Spring 2008.

2. Milner-Bolotin, M. and T. Antimirova (2007). 2. Milner-Bolotin, M. and T. Antimirova (2007). "Physics Education in Canada: Recent "Physics Education in Canada: Recent developments." developments." Canadian Undergraduate Physics Canadian Undergraduate Physics Journal Journal VI(1): 28-29.VI(1): 28-29.

IF YOU HAVE ANY QUESTIONS… IF YOU HAVE ANY QUESTIONS… SUGGESTIONS… IDEAS…SUGGESTIONS… IDEAS…

Please feel freePlease feel free to contact usto contact us::

Phone: (416) 9795000 x 17416Phone: (416) 9795000 x 17416Email: antimiro@ryerson.caEmail: antimiro@ryerson.ca

Tetyana AntimirovaTetyana AntimirovaAssistant Professor Assistant Professor Assistant Chair for theAssistant Chair for theUndergraduate StudiesUndergraduate StudiesDepartment of PhysicsDepartment of PhysicsRyerson UniversityRyerson University

Phone: (416) 9795000 x 16538Phone: (416) 9795000 x 16538Email: goldman@ryerson.caEmail: goldman@ryerson.ca

Pedro GoldmanPedro GoldmanProfessor and ChairProfessor and ChairDepartment of PhysicsDepartment of PhysicsRyerson UniversityRyerson University

We would like to thank Marina We would like to thank Marina Milner-Bolotin for providing some Milner-Bolotin for providing some

materials for this presentation.materials for this presentation.

Thank you!Thank you!