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Jason Boyer

April 20, 2015


Physical Science Thematic Unit
EE316

Function Words Template 1


Use function words below to begin the unpacking process of teaching.
Physical Science Function Words
About
Beside
In
None
Since
Toward

Above
Between
Itself
Nothing
Several
Under

Across
By
Inside
On
Through
Until

After
Down
Into
Onto
That
Up

Around
Except
Like
Out of
Them
Upon

At
Each
Little
Outside
These
With

All
Either
Many
Over
They
Within

Another
For
Most
One
This
What

Any
From
Much
Other
Those
Which

Both
Few
Near
Past
To

Topic: The Four Properties of Flight


Main Question: What makes an airplane fly?
Sub Question 1: What forces are involved with flight?
Sub Question 2: Who invented the first airplane?
Sub Question 3: What is the Particle Theory?
Sub Question 4: What causes the wind to blow?
Sub Question 5: What is the difference between an airplane and a helicopter?
Sub Question 6: How does air pressure effect aerodynamics?
1. Students select from the word list to describe what they discovered about
_________________. Having students look at the function words will help them
understand the language used in science.
a. MANY individuals AROUND the world dreamed of flying. UNTIL the
Wright brothers had the first successful powered aircraft on December 17,
1903 this dream seems out of reach. UPON determining that they could alter
the wings using wires while in the air, airplane wings were stiff. The air
around us is always in motion. Particle theory states that there are particles all
around us that are constantly in motion. We can push the air molecules as we
walk or ride THROUGH the air but THOSE air molecules will push back on
us. MOST powered aircraft are heavier than air. To fly, THESE aircraft
require fast moving air to travel OVER their wings. The wings are shaped in
such a way that ACROSS the top of the wing is curved and the front of the
wing is thicker than the back of the wing. TOWARD the bottom of the wing
remains mostly flat. This type of winged shape is called an airfoil. The air
flowing over the top of the wing travels further than the air molecules
UNDER the wing. This generates pressure and causes lift. Lift is what causes
an airplane to lift up off the ground and take flight.
b. Class Discussion:
i. Did all of the groups come up with the same words or are there different
patterns?
ii. What do these patterns reveal?

iii. Record student responses.


2. Introduce a text about FLIGHT; include any new vocabulary students need to
know to understand what they are reading.
a) Meredith, S. (2010). How Do Aircraft Fly? New York, NY: Chelsea Clubhouse.
b) Dibben, C., & Thomas, M. (2007). Flight. Vero Beach, FL: Rourke Pub.
c) Kindersley, I. (1992). The visual dictionary of flight. London: Dorling Kindersley
;.
d) Oxlade, C. (2006). Airplanes: Uncovering technology. Buffalo: Firefly Books.
e) Hansen, O. (2003). The Story of Flight Helicopters. Crabtree Pub.
3. Discuss and choose the appropriate text structure.
a) How Do Aircraft Fly? By Susan Meredith- This book is a fantastic resource for
everything that takes place before and after an airplane takes off. The text is geared
towards the upper grades and for the topic being covered in depth, this book great for
that. I feel that students will get a wealth of information out of this book. The book
does not contain a lot of pictures but the ones included are full colored and detailed.
The book is mostly filled with informational text. That is one of the biggest draws of
this book. Each page contains a Did You Know? section that gives an interesting
fact about the topic being addressed on that page. The facts are interesting and
perfect for a quick read. The index and glossary are great in that both sections are
plentiful and the definitions are for words that may be difficult for upper grade
students. ISBN: 978-1-60413-464-3
b) Flight by Colin Dibben and Mike Thomas- This book covers many different topics
regarding flight and airplanes. It goes into depth on these specific topics and
discusses the many different types of aircraft including bombers, fighters, stealth
planes, and even the material used within the airplanes. However, the book does not
only focus on the different types of planes but covers how planes fly, what happens
inside of a planes cabin, and the evolution of how fast planes fly. The information is
given with text and a mix of illustrations and photographs. As with many other
books on this topic, the book does offer a Fact Bytes section on every page. These
are very short and often give information regarding a specific pilot. I really like the
Future of Flight section. Its very interesting to see where flight will be heading
and I think that young readers will agree but again, this book is geared for upper
grades. The glossary and index are detailed and easily read. ISBN: 1-60044-259-5
c) The Visual Dictionary of Flight- This book covers the topic of objects and crafts
that have flown. That is to say, the bulk of this book covers the topics of lighter than
air aircraft and heavier than air aircraft. It does discuss the shape of wings, engines,

helicopters, and gliders. It has a great mix of topics for students to research. The idea
behind this book is that it heavily focuses on pictures with some text. The book is
big enough to allow both mediums to be covered. The pictures are of the real
aircrafts being discussed with minimal illustrations. When an aircraft is given, it is
labeled in detail. I feel that for visual learners, this book is absolutely perfect for
them to research with. When an illustration is given, it is typically a dissection of an
airplane. When these are given, I can see how it would be confusing for some
students as they may get lost in the mass amounts of visual detail and information.
This does not happen on every page and therefore I feel that the book would have a
great place within an upper grade classroom. The basic idea of the book is to take
every piece of an airplane and give it its own page for explanation. The book does
have a index but does not have a glossary, though the definitions are given on the
page the word is located on. ISBN: 1-56458-101-2
d) Airplanes by Chris Oxlade- This book is filled with illustrations. The books
covers the many different topics of flight and aircraft. Much like The Visual
Dictionary of Flight, this book does a great job at including pictures and text to offer
a wealth of information. One great feature of this book is the included clear overlays.
The illustrations are given on a clear overlay and when that overlay is picked up, it
reveals the insides of the object. For example, a jet engine or an entire airplane. The
book follows the same route other books take by starting with the history of aircraft
and ending on the future of aircraft with a brief look at a helicopter but I feel that the
book would be a great addition to a school library. The books inclusion of the clear
layovers makes it stand out from the others and the illustrations a greatly detailed.
ISBN: 1-55407-134-8
e) The Story of Flight: Helicopters by Ole Steen Hansen- This book is a stand out
when it comes to flight because its focus is on just helicopters. The book covers a
range of topics from lift and torque, the first helicopters, sea and land helicopters,
and much more. It is essentially like the airplane books I have read but with an
emphasis on helicopters. It is filled with detailed illustrations and quite a bit of text.
The illustrations are the star of the book and I could see how a students would want
to continue reading the text based on the visuals alone. Unlike many of the other
books, this book does include both an index and a glossary. I feel that it is important
to include both so students can easily look in the back of the book for a definition to
a word or to just be introduced to new terms. Unfortunately, the index and glossary
section so quite small as they are both located on the same page. I feel that the book
would be a great addition for learning about flight and could potentially be included
in a compare and contrast assignment covering the airplanes and helicopters. ISBN:
0-7787-1208-7
4. Apply what we know about the chosen text structure to begin confirming or
adjusting student thoughts from the initial activity. (This also helps with
prediction skills)

a. Also, remind students to look for the function words provided in the initial
activity - these are clues.
5. Class discussion to find out what students discovered.
a. Record student responses.
Begin the: activity - experiment, or class project......

Science
Semantic Map Template 2
Description: This graphic organizer explains the two main forms of airplane flight; gliders and
powered aircraft. Both obtain the same basic flight principles but how they eventually achieve
flight is very different.
Use engines to
produce thrust.

Amount of
engines vary
according to
size.

Does not
produce lift on
its own.

Eventually
losses altitude
and is pulled
down by gravity.

Airplanes
Gliders

Powered

Produces lift
to stay in the
air.

Takes off
under its own
power.

Needs
assistance to
take off.

Flights last
from 1 to 5
hours.

Key Ideas: Though today many manmade objects have the ability to fly, two fixed winged
aircraft use the same basic principles but remain different on how they achieve this. Powered
aircraft use engines like jet or propellers to move forward and produce life. The air travels over
and under the wing and when this happens, lift occurs. The aircraft has taken off under its own
power and will stay in flight according to how much fuel the plane is capable of carrying.
Because gliders do not have engines they cannot take off under their own power and require
being pulled by another engine powered plane. Once the plane is going fast enough, lift is
achieved and the glider rides the air waves that are rising and falling. Gliders have a potential
flight time of one to five hours according to the amount of rising air in a given location.

Sequence Graphic Organizer 3


Description: This graphic organizer takes a look at the sequence involved in what makes the
wind blow.

Air molecules are constantly moving around the atmosphere.

Air molecules are stored within a high pressure system.

Because there are less air molecules in low pressure systems, the air
molecules rush out of the high and into the low pressure system.

The air molecules travel at a rapid pace and thus, the wind blows.

Key Ideas: Air molecules are always moving. They are constantly moving from
high pressure to low pressure areas. Being as there are high and low pressure
systems all over our atmosphere, the air molecules are always transitioning
between the two. High pressure systems always have more air than low pressure
systems so the air moves to the low pressure system at a rapid pace. The pace is
determined by the differences in pressure between the high and low systems.

Compare and Contrast Graphic Organizer 4


Description: This graphic organizer aims to help give a visual representation of the differences
between engine powered airplanes and helicopters.

Airplanes
- Requires wings to produce
lift.
- Must keep moving forward
to sustain flight.
- Are able to transport many
people for longer periods of
time and distances.
- Engines must continue to
produce thrust in order to
combat the effects of drag.

Helicopters
-Require engines
to fly.
- Produce lift to
fly.
- Used for many
forms of
transportation.
- Come in many
different shapes
and sizes.

- Able to get into smaller places.


- Often used as a rescue vehicle.
- Requires rotary power to produce
lift.
- Requires much more engine power
than a winged aircraft.
- Require two rotors to combat the
effects of torque.
-

Key Ideas: Though winged aircraft and rotary aircraft both fly, the way they achieve flight is
very different. Airplanes must remain in motion and their engines must continue to create thrust
in order to create life and reverse the effects of the drag that the air causes when the airplane is in
motion. Helicopters use two different rotors with blades on them. Helicopters produce torque
causing the blades to spin. The air passes over these blades and the helicopter lifts off. Airplanes
much remain in motion but helicopters, because of their rotary blades, can sustain flight without
moving, making them ideal for rescue vehicles.

Cause/Effect and Problem/Solution Template 5


Description: This graphic organizer aims to help understand the effects of drag and how the
aerodynamics of the wings and fuselage help the airplane sustain flight.
An airplane moves through the sky at
high speeds.

The air molecules push back on the


surface of the wings causing drag.

Airplanes must be able to sustain flight


through the air.

Airplane wings are shaped in such a way


that the top of the wing is curved and the
bottom of the wing is flat to produce lift.

The fuselage of the plane also has


massive amounts of air pushing down
and back on it creating drag.

The fuselage of the airplane is oval


shaped and pointed off at the front to
help the air flow equally around it.

Key Ideas: As airplanes fly through the sky they create an abundance of drag. This is caused by
the air molecules pushing back upon the surface of the plane. The help combat this effect, each
section of the airplane is shaped in a unique way. The wings are rounded at the top and flat at the
bottom to help air molecules pass over with ease. This also helps to create lift. The fuselage of
the airplane is oval or round in shape and comes to a rounded off point at the front. This helps
the air pass over the entire body of the airplane and be equally distributed throughout the surface
of the airplane.

Literature Evaluation Template 6


How Do Aircraft Fly? By Susan Meredith
Questions about the
literature
Is the literature age
appropriate?
What is the publication
date? Is the book
outdated?
Is the Science material
presented accurately?
Is the Science material
presented clearly?
Does the literature add
to the understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature sensitive
to your minority
students?
Is the literature sensitive
to your low
socioeconomic students?
Is the minority or low
socioeconomic student
presented negatively?
Does the literature leave
students ready to
participate in the science
lesson?

Yes
X

No

X
X
X
X
X
X
X
X
X

Science Topic: Flight


Comments
After choosing this book, I concluded that it is
appropriate for 4th and 5th graders.
The book was published in 2009. The
information is not outdated.
The material in the book is presented accurately
through the use of text.
I feel that the book makes reading the
information easy for the age group.
Even if a student does have knowledge of the
subject, I feel that the text could add to the
understanding of flight.
The book does promote an interest in flight and
science but I feel that the text could use more
visuals.
There is no discussion on diversity in the book.
The information is presented in facts and
visuals.
The information is conducted in regards to
giving facts about Saturn. The information is
universal in regards to any student.
The book does not address minority or
socioeconomic students.
Yes. After reading the text, I feel that the
students will be left with a want to learn more
about the topic.

Flight by Colin Dibben and Mike Thomas


Questions about the
literature
Is the literature age
appropriate?
What is the publication
date? Is the book
outdated?
Is the Science material
presented accurately?
Is the Science material
presented clearly?
Does the literature add
to the understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature sensitive
to your minority
students?
Is the literature sensitive
to your low
socioeconomic students?
Is the minority or low
socioeconomic student
presented negatively?
Does the literature leave
students ready to
participate in the science
lesson?

Yes
X

No

X
X

The material is presented accurately through


the use of pictures and illustrations.
The science material is presented accurately.
This is mostly represented within the text.
When concerning the different types of aircraft,
the book does a great job at explaining why
certain elements effect different parts of
specific airplanes.
Through the use of pictures and many visuals,
yes.

X
X

X
X
X
X
X

Science Topic: Flight


Comments
The book is age appropriate and could be used
by students older than 4th and 5th grade.
The book was published in 2005. The book is
not out of date.

There is no discussion on diversity in the book.


The information is presented in facts and
visuals.
The information is conducted in regards to
giving facts about Saturn. The information is
universal in regards to any student.
The book does not address minority or
socioeconomic students.
I feel that the students would be inspired by the
book and would want to implement some of the
items within the book into a project about
flight.

The Visual Dictionary of Flight


Questions about the
literature
Is the literature age
appropriate?

Yes
X

What is the publication


date? Is the book
outdated?

No

Is the Science material


presented accurately?
Is the Science material
presented clearly?

Does the literature add


to the understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature sensitive
to your minority
students?
Is the literature sensitive
to your low
socioeconomic students?
Is the minority or low
socioeconomic student
presented negatively?
Does the literature leave
students ready to
participate in the science
lesson?

X
X
X
X
X

Science Topic: Flight


Comments
Yes, the book is age appropriate. It uses some
larger vocabulary but makes the definitions
very clear.
The book was published in 1992. I do not feel
that the book is outdated because it takes a
historical look at different types of airplanes
and flight mechanisms.
Yes. The science material is presented well
within the book. Visually and through text.
The material is presented clearly for the 4th
grade and beyond. I would not suggest the book
for lower grades unless only being used for the
visuals.
The book does add to the understanding of the
past areas of flight and that is what I intended it
to be for.
Yes, the pictures within the book are very
interesting and I feel that it will appeal to many
students.
There is no discussion on diversity in the book.
The information is presented in facts and
visuals.
The information is conducted in regards to
giving facts about Saturn. The information is
universal in regards to any student.
The book does not address minority or
socioeconomic students.
Yes. The book will give students an interest in
airplanes but may not give them enough detail
about what makes an airplane fly. For this
matter, I would keep more books on hand.

Airplanes by Chris Oxlade


Questions about the
literature
Is the literature age
appropriate?
What is the publication
date? Is the book
outdated?
Is the Science material
presented accurately?
Is the Science material
presented clearly?

Yes
X

No

X
X

Will this literature


promote interest in
Science?
Is the literature sensitive
to your minority
students?
Is the literature sensitive
to your low
socioeconomic students?
Is the minority or low
socioeconomic student
presented negatively?
Does the literature leave
students ready to
participate in the science
lesson?

X
X
X
X
X

The book was published in 2006. No, I do not


feel it is outdated.
The science detail is presented accurately and
in nice detail.
The material within the book is presented
clearly. This goes for both the text and the
graphics.
I feel that the book takes understanding a step
further than most of the other books as it uses
clear overlapping pages to give readers a
different perspective of many of the elements
within the book.
Yes. The text will promote an interest within
the content area.

Does the literature add


to the understanding of
Science?

Science Topic: Flight


Comments
Yes. The book is very much age appropriate.

There is no discussion on diversity in the book.


The information is presented in facts and
visuals.
The information is conducted in regards to
giving facts about Saturn. The information is
universal in regards to any student.
The book does not address minority or
socioeconomic students.
I feel that this book would be a great addition to
a lesson regarding flight because of the
approach it takes to present the information and
pictures. It will leave the student ready to
participate.

The Story of Flight: Helicopters by Ole Steen Hansen


Questions about the
literature
Is the literature age
appropriate?
What is the publication
date? Is the book
outdated?
Is the Science material
presented accurately?
Is the Science material
presented clearly?
Does the literature add
to the understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature sensitive
to your minority
students?
Is the literature sensitive
to your low
socioeconomic students?
Is the minority or low
socioeconomic student
presented negatively?
Does the literature leave
students ready to
participate in the science
lesson?

Yes
X

No

X
X
X
X
X
X
X
X
X

Science Topic: Flight


Comments
This book like many of the others would be a
perfect addition to a 4th or 5th grade classroom.
The book was published in 2003. I do not feel
that the book is outdated as it also takes a
historical look at helicopters and flight.
The material is presented accurately throughout
the text. Visually and through the text itself.
The science portion of the book is presented
clearly with vocabulary words that can be
easily found throughout the book.
Yes, the book does add to the understanding of
the content area of flight but takes a different
approach as it is about rotary flight.
In regards to airplanes, this book just gives a
different perspective but I still feel that it will
promote an interest in the properties or flight.
There is no discussion on diversity in the book.
The information is presented in facts and
visuals.
The information is conducted in regards to
giving facts about Saturn. The information is
universal in regards to any student.
The book does not address minority or
socioeconomic students.
Yes. If I were to do a lesson on rotary flight,
this book would leave the students wanting to
do a hands on experiment or lesson with the
topic and I feel they will be able to draw
inspiration for their work, from this text.

Mapping Template 7
Description: This graphic organizer aims to help give a visual students the concept of the
Particle Theory.
Solids: Particles have
too little energy to
move away from each
other.
Gasses: Particles
have a lot of energy
that keeps them in
constant motion.

Particle Theory

Liquid: Particles have a little


less energy than gas particles
which allow them to move
around but at a slower rate.

States that nearly all


matter on earth is in one
of three states. They are
gas, liquid, and solid.
The higher the
temperature, the
faster the particles
move.

Key Ideas: The Particle Theory states that almost all matter on Earth can be found in one of
three states of matter. These are gasses, liquids, and solids. The theory also states that the higher
the temperature of a state, the higher the rate of movement from said particle. Solids have
particles that remain close together and do not move much. However, the particles in solids do
remain in motion by vibrating. The particles in liquids have less energy and move around at a
much lower rate than the particles in gasses. The particles in gasses move around at a very high
rate. This is because the particles contain a lot of energy. Atoms are made up of particles in
motion. Molecules are made up of these atoms. Because air is made up of molecules, the air
molecules all around us remain in motion.

*All picture taken from Google

Vocabulary Template 8
Use this template to help students internalize the meaning of vocabulary words.
Vocabulary Word:
Lift
Definition:
To move or bring (something) upward from the ground or other
support to a higher position; hoist.

In My Own Words:

The force that makes an airplane lift off the ground.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:

Thrust

Definition:
To push forcibly; shove; put or drive with force.
In My Own Words:
The force the moves the aircraft forward such as a propeller or a jet
engine.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:
Drag
Definition:
physical strength, power, or effect

In My Own Words:
The force that acts opposite of forwards motion.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:

Weight

Definition:
a unit of weight or mas

In My Own Words:
The force of gravity which pushes down upon the plane.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:

Definition:

In My Own Words:

Rotary

Turning on an axis like a wheel

The combination or wings (blades) that are attached to a single


rotating point.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:

Definition:

In My Own Words:

Torque

a force that produces or tends to produce rotation or torsion.

The force the causes a helicopter to spin in the opposite direction


of the rotating helicopter blades.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:

Definition:

In My Own Words:

Aerodynamics

A science that studies the movement of air and the way that
objects (such as airplanes or cars) move through air.

The shape of the airplane or helicopter that allows air to move


over or across its surface to aid in flight.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Vocabulary Word:

Definition:

In My Own Words:

Air Pressure

Pressure exerted by the air.

The force caused by the weight of the air molecules within the
atmosphere.

A Picture to Help Me
Remember:

*Picture taken from Google.com


*Definition taken from http://www.merriam-webster.com/

Concept Circles Template 9


Use this template to promote either inductive or deductive thinking. For inductive thinking,
provide examples in the four sections of the circle and allow students to come up with the
concept or work. For deductive thinking, provide the concept or word and one example, allow
students to fill in the rest.

Concept or Word: ___________________________________________________

Lesson Plan Template 10


Teachers Name:
Date:
Time:

Location:

Temperature Outside:
Grade Level:
IEP Students:
What I know about the learners in my class:
Topic:
Why is this topic innovative?
How assessable is this topic?
How would you sell this topic to your administrator?
What impact will this topic have on the student?
Established Goal:
What is the big idea you unpacked?
Objectives:
Describe what you expect students to achieve? Can it be measured?
Purpose/Intention:
What will students walk away with?
How will this help students achieve an understanding of the topic?
How will this make the topic innovative to the student?
Tools/Materials
What tools will you use to meet your established goal?
How will your tools help students achieve an understanding of the topic?
Assessment
What type of assessment will you be using? Summative or formative?
How does your assessment align with the purpose/intention?
Rubric
List points needed (5 out of 5, 4 out of 5) to achieve success for the established goal.

Implementing the Lesson:


The Hook:
How will you catch your audiences attention (how can you make something such as
convection currents sound exciting?)
Questioning:
What questions will be generated during or after the hook?
Will all your questions be open ended? Do not use yes/no questions.
Allow students to formulate their own small groups to discuss questions.
Challenge students with a question.
Experiment:
Working as a facilitator, allow students to conduct an experiment to test their questions.
Communicate with students during the experiment.
Modeling:
What will you use to have the students show some performance or product they did
during the experiment (white boards, small chalk boards, poster boards)
Have students perform gallery walks observing what other groups modeled (on their
white boards, small chalk boards, poster boards).
Assessment:
Template integration: What will you use from the JUMP DRIVE to assess student
understanding of the established goal?
Teacher should provide 2 of the 20 choices from the JUMP DRIVE so that students have
choice.
Reflection:
Explore new discoveries made during and after the experiment. Do not grade reflections
for anything besides ideas.

Rubric Template 11
Rubric for __________activity
Elements
Graded

Outstanding
5

(0-5)

Needs Improvement
4
points

3 points

1 point

Points
Earned

Lab Book

Lab Book

Lab Book

* Is well organized,
complete and clear

* Is somewhat
organized, clear

* Is poorly organized,
unclear

* Includes key ideas or


concepts and personal
response

* Includes key ideas or


concepts and personal
response but is brief

* Omits key ideas or


concepts and personal
response

out of

* Exceptional
Recording and
Organization of Data

* Good Recording and


Organization of Data

* Good Recording and


Organization of Data

possible

* Good Technical

* Poor Technical

Drawings

Drawings

Some Grammar Errors

Poor Grammar

Mechanics in writing is
not always clear

Poor Mechanics

Responses

Responses

* Shows deep thought

* Shows some thought

* Shows little thought

* Evidence of recorded
thinking

* Some evidence of
recorded thinking

* Poor evidence of
recorded thinking

* Other added Elements

*Very few added


elements

* No added elements

* Exceptional Technical
Drawings
No Grammar Errors

(0-5)

Unsatisfactory
2

Writing is clear and


concise, excellent
mechanics
Responses

_____

_____
out of

* Includes a minimum
of one graph

Comments:

* Includes a partially
completed graph

Total Points: ____ + ____

______/10

* Missing

the graph

5
possible

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