True or false, To an engineer in the classical sense, there is no such thing as a 'bad' outcome.<\/p>\n\n\n\n

<\/td>

True. All outcomes, if properly reviewed and investigated can lead to correct responses.<\/label> <\/span> <\/span><\/td>\n<\/tr>\n

<\/td>

False. The role of brainstorming for engineers to to always arrive at correct responses.<\/label> <\/span> Recall this quote: Consider these thoughts \"experiments are merely fact-finding missions that, over time, inch scientists toward greater understanding\"<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 2<\/div> The study of museum learning is relatively new but has gone through revolutionary changes in the past 20 years<\/p>\n\n\n\n <\/td> This statement is false.<\/label> Museums have been studied since the turn of the century. <\/span> <\/span><\/td>\n<\/tr>\n <\/td> This statement is true<\/label> <\/span> Museum learning has been around since the turn of the \r\ncentury. Most folks studying museum learning are \r\ndealing with the same issues since 1993.<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 3<\/div> Which of the following is true as it relates to selecting an instructional delivery methodology? \nNote that there may be<\/strong><\/span> more than one correct response.<\/p>\n\n\n\n\n\n\n\n <\/td> What are the lesson goals?<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> What is the scope and sequence of the lesson as it relates to the entire unit?<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Most teachers\/instructors tend to know their students better than you do<\/label> <\/span> Not sure how relevant this is. A good instructional designer will become knowledgeable of the intended student population <\/span><\/td>\n<\/tr>\n <\/td> An understanding of available resources<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Try to avoid direct instruction at all costs<\/label> <\/span> There is a time and place for every type of instruction, including lectures\/direct instruction<\/span><\/td>\n<\/tr>\n <\/td> An understanding of the background an attributes of the intended learners<\/label> <\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If no specific feedback is offered it may be because you have not selected all the \npossible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 4<\/div> Thinking question #1: Think about this following and jot down a few notes then compare your ideas to those offered:<\/p>\n Why do you think we were asking you to describe what a quadratic equation is?<\/p>\n<\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(4, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect4\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><p>Compare your response to these ideas:<\/p>\n<ol>\n<li>If you informally survey several math teachers, chances are they do not know how it is used in real life<\/li>\n<li>Most responses you find describe the math behind it rather than its application<\/li>\n<li>Knowing how it is used is fairly representative of the difference between how a mathematician and an engineer thinks about things.<\/li>\n<li>It is a lot more used in daily life than we all give it credit.<\/li>\n<li>Simply put it, differs from a linear equation simply because it can have more than one variable<\/li>\n<\/ol>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect4\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle4\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 5<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Thinking question #2: Think about this following and jot down a few notes then compare your ideas to those offered:<\/p>\n<p>Why do you think the Peter Stack article on STEM was provided as a reading assignment<\/p>\n<textarea rows=\"4\" style=\"width: 98%\" id=\"refectiveTextBoxID5\"><\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(5, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect5\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><p>Compare your response to these ideas:<\/p>\n<ol>\n<li>There exists an alternative view on whether a STEM crisis actually exists.<\/li>\n<li>If it does exist, it most likely is not the result of a faulty educational system.<\/li>\n<li>Such a shortage MAY be more difficult to solve than simply producing more science and math completers.<\/li>\n<li>We need another look at STEM teaching in order to make its benefits relevant to all students regardless of career choice.<\/li>\n<\/ol>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect5\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle5\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 6<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Why was the concept of a<a href=\"https:\/\/en.wikipedia.org\/wiki\/Stochastic\" target=\"_blank\"> Stochastic framework<\/a> discussed in the lesson on STEM?<br \/>\nThis question MAY have more than one correct response.<\/p>\n<table width=\"90%\">\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option14\" name=\"question6_option14\"><\/td><td><label for=\"option14\"> In 'engineer think' one needs to embrace randomness and change so he or she can control for it when experimenting.<\/label> <span id=\"correctFeedback14\" class=\"successText\" style=\"display:none\"><\/span> <span id=\"incorrectFeedback14\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option15\" name=\"question6_option15\"><\/td><td><label for=\"option15\"> Total control (i.e., situations where there are no variables) is quite possible possible when brainstorming... the engineer\/scientist merely\r\nneeds to factor them all in to the experiment<\/label> <span id=\"correctFeedback15\" class=\"successText\" style=\"display:none\"><\/span> <span id=\"incorrectFeedback15\" class=\"failText\" style=\"display:none\">Randomness is a natural part of the real world and total control of random behavior is difficult, if not impossible <br \/>\r\nto provide absolute control over.<\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option16\" name=\"question6_option16\"><\/td><td><label for=\"option16\"> Randomness only leads to confusion and, therefore, needs to be eliminated<\/label> <span id=\"correctFeedback16\" class=\"successText\" style=\"display:none\"><\/span> <span id=\"incorrectFeedback16\" class=\"failText\" style=\"display:none\">The world at large includes both balance and randomness and to an engineer, recognizing this fact, <br \/>\r\nhelps create a better feedback loop when designing <br \/>\r\nand testing<\/span><\/td>\n<\/tr>\n<\/table>\n<input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(6, 'check', '14', '14,15,16', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect6\" class=\"qtl_hidden\"><span class=\"correct QTLCorrectStyle6\">Correct<\/span><\/div><div id=\"exampleQuestionAnswerInCorrect6\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle6\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 7<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Providing credible empirical evidence about museum learning experience is a relatively easy.<\/p>\n<table width=\"90%\">\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"radio\" id=\"option19\" name=\"question8\" value=\"19\"><\/td><td><label for=\"option19\"> This statement is true<\/label> <span id=\"correctFeedback19\" class=\"successText\" style=\"display:none\"><\/span> <span id=\"incorrectFeedback19\" class=\"failText\" style=\"display:none\">According to Knutson and Crowley to understand learning in museums, one must also think through<br \/>\r\n the broader implications of the museum <br \/>\r\nenvironment. Visitors do not necessarily come to a <br \/>\r\nmuseum to learn. And museums do not solely exist to teach. <\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"radio\" id=\"option20\" name=\"question8\" value=\"20\"><\/td><td><label for=\"option20\"> This statement is false<\/label> <span id=\"correctFeedback20\" class=\"successText\" style=\"display:none\">In fact, certainty in education, whether in the literature about school learning or learning in the museum, <br \/>\r\nit may not be possible to arrive at certainty, according to Hein<\/span> <span id=\"incorrectFeedback20\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<\/table>\n<input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(8, 'radio', '20', '19,20', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect8\" class=\"qtl_hidden\"><span class=\"correct QTLCorrectStyle8\">Correct<\/span><\/div><div id=\"exampleQuestionAnswerInCorrect8\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle8\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 8<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Which of the following is true with regards to museum\/informal learning?<\/p>\n<p>Note that the <span style=\"color: #800000;\"><strong>MAY be<\/strong><\/span> more than one correct answer<\/p>\n<table width=\"90%\">\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option21\" name=\"question9_option21\"><\/td><td><label for=\"option21\"> Didactic\/expository teaching is different than stimulus response and is also different from discovery learning. \r\nOne must decide what is the goal?<\/label> <span id=\"correctFeedback21\" class=\"successText\" style=\"display:none\">Sometimes direct teaching is the most efficacious way to instruct. Don't discount lecture format needlessly without first thinking about the needs of the learner<\/span> <span id=\"incorrectFeedback21\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option22\" name=\"question9_option22\"><\/td><td><label for=\"option22\"> Has implications regarding how one is to work with wrong answers.<\/label> <span id=\"correctFeedback22\" class=\"successText\" style=\"display:none\">Constructivist learning requires two separate components. 1- a recognition that in order to learn the active participation <br \/>\r\nof the learner is required, and 2- constructivist education requires that the conclusions reached by the learner are not<br \/>\r\nvalidated by whether or not they conform to some external standard of truth but whether they make sense.<\/span> <span id=\"incorrectFeedback22\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option23\" name=\"question9_option23\"><\/td><td><label for=\"option23\"> \"Mistake\" and \"error\" are terms reserved for conclusions that don't correspond to the evidence at hand that differ\r\nfrom what a learner might reasonably conclude from all the \r\ninformation available to him or her at the time he or she reaches that conclusion.<\/label> <span id=\"correctFeedback23\" class=\"successText\" style=\"display:none\">This is also true.. sometimes there is not just one correct answer<\/span> <span id=\"incorrectFeedback23\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"checkbox\" id=\"option24\" name=\"question9_option24\"><\/td><td><label for=\"option24\"> It is not unusual in the museum environment for exhibit designers to put up an exhibition with a specific theme or goal\r\nonly to have visitors give it s completely different interpretation.<\/label> <span id=\"correctFeedback24\" class=\"successText\" style=\"display:none\">We have to accept the idea that it is inevitable that they do so, regardless of our efforts to constrain them.<\/span> <span id=\"incorrectFeedback24\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<\/table>\n<input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(9, 'check', '21,22,23,24', '21,22,23,24', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect9\" class=\"qtl_hidden\"><span class=\"correct QTLCorrectStyle9\">Correct<\/span><\/div><div id=\"exampleQuestionAnswerInCorrect9\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle9\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 9<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>There is no place for design thinking when one considers informal learning environments (or for STEM disciplines for that matter)<\/p>\n<table width=\"90%\">\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"radio\" id=\"option25\" name=\"question10\" value=\"25\"><\/td><td><label for=\"option25\"> This statement is true<\/label> <span id=\"correctFeedback25\" class=\"successText\" style=\"display:none\"><\/span> <span id=\"incorrectFeedback25\" class=\"failText\" style=\"display:none\">Design Thinking is the methods and processes for investigating ill-defined problems, acquiring information, analyzing knowledge, and positing solutions in the design and planning fields.. sounds just like what occurs in museums<\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"radio\" id=\"option26\" name=\"question10\" value=\"26\"><\/td><td><label for=\"option26\"> This statement is false<\/label> <span id=\"correctFeedback26\" class=\"successText\" style=\"display:none\">Its broader use in describing a particular style of creative thinking-in-action is having an increasing influence on twenty-first century education across disciplines. In this respect, it is similar to systems thinking in naming a particular approach to understanding and solving problems<\/span> <span id=\"incorrectFeedback26\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<\/table>\n<input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(10, 'radio', '26', '25,26', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect10\" class=\"qtl_hidden\"><span class=\"correct QTLCorrectStyle10\">Correct<\/span><\/div><div id=\"exampleQuestionAnswerInCorrect10\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle10\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 10<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Thinking question #3: Think about this statement and place some comments\/notes in the box provided. The compare your<br \/>\nideas to those provided by checking your response:<\/p>\n<blockquote><p><em>The quadratic equation not only represents a mathematical factor but also is a metaphor for design thinking<\/em><\/p><\/blockquote>\n<textarea rows=\"4\" style=\"width: 98%\" id=\"refectiveTextBoxID11\"><\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(11, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect11\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><ul>\n<li>If we are actually serious about implementing a constructivist learning experience,<br \/>\nthen we must change the way we approach the problem... we cannot look at it in a linear way.<\/li>\n<li>Design is most often thought of as a noun but is more of a process or a verb.<\/li>\n<li>In the IDEO model one needs to factor out the variables to come to some conclusion.. the quadratic equation is<br \/>\nwhat a mathematician uses.. and becomes a the 'technology' or tool for the engineer.<\/li>\n<\/ul>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect11\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle11\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 11<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Thinking Question #4:<\/p>\n<p>What does the following statement mean? Think about it for a while and then jot down some thoughts. The compare your ideas to what is being offered when you select the 'check response' button:<\/p>\n<blockquote>\n<pre><code>\u2018<span style=\"color: #800000;\">There exists a designerly way of thinking and communicating that is different from scientific and \r\nscholarly ways of thinking and communicating, but is as powerful. \r\nof inquiry when applied to its own kinds of problems<\/span>\u2019.<\/code><\/pre>\n<\/blockquote>\n<textarea rows=\"4\" style=\"width: 98%\" id=\"refectiveTextBoxID13\"><\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(13, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect13\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><ul>\n<li>First of all, the two concepts do not have to be mutually exclusive<\/li>\n<li>Second, design think, if the designer\/research becomes a part of the stakeholders,<br \/>\ncan actually contribute more to the situation than a researcher doing summative assessment.<\/li>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect13\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle13\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 12<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>True or False:<br \/>\nThe basis for success in museum learning is what is known as 'free choice learning\". The implication is that<br \/>\nmuseums are, in effect the perfect solution to motivate and engage all Learners. <\/p>\n<table width=\"90%\">\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"radio\" id=\"option27\" name=\"question14\" value=\"27\"><\/td><td><label for=\"option27\"> True<\/label> <span id=\"correctFeedback27\" class=\"successText\" style=\"display:none\"><\/span> <span id=\"incorrectFeedback27\" class=\"failText\" style=\"display:none\">The truth is not all free choice learning works ... museums are not a perfect world.<br \/>\r\nLearning that is too unstructured does not work either. There is the issue of ensuring there is a true depth of learning and issues to make the experiences truly educational.<\/span><\/td>\n<\/tr>\n<tr>\n<td width=\"8\" valign=\"top\"><input type=\"radio\" id=\"option28\" name=\"question14\" value=\"28\"><\/td><td><label for=\"option28\"> False<\/label> <span id=\"correctFeedback28\" class=\"successText\" style=\"display:none\">The conceptual design\/premise of informal learning is great but<br \/>\r\ninstructional designers often face many of the same design<br \/>\r\nchallenges as do those working in formal classrooms.<\/span> <span id=\"incorrectFeedback28\" class=\"failText\" style=\"display:none\"><\/span><\/td>\n<\/tr>\n<\/table>\n<input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(14, 'radio', '28', '27,28', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect14\" class=\"qtl_hidden\"><span class=\"correct QTLCorrectStyle14\">Correct<\/span><\/div><div id=\"exampleQuestionAnswerInCorrect14\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle14\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><\/div><\/div><br \/>\n\u00a0<br \/>\n\u00a0<br \/>\n\u00a0<br \/>\n\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0 \u00a0 \u00a0 \u00a0<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[151],"tags":[],"class_list":["post-41470","post","type-post","status-publish","format-standard","hentry","category-activities-6675"],"_links":{"self":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts\/41470","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=41470"}],"version-history":[{"count":10,"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts\/41470\/revisions"}],"predecessor-version":[{"id":41502,"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts\/41470\/revisions\/41502"}],"wp:attachment":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=41470"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=41470"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=41470"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}