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Year 7 Chemistry – Booklet 1

Lesson 1 - Laboratory Safety

Task A

Write the title “What I think I already know” in your book then write down everything that you think you know about the following topics. You don’t have to write something about each topic and don’t worry if you write something down that isn’t correct.

1. Laboratory safety.

2. Laboratory apparatus (equipment).

3. The Bunsen burner.

4. Measuring equipment and units.

Task B

Copy and complete the following sentences. You will have to stay in your seat so don’t worry if you can’t answer all of them.

a. The nearest fire alarm is found …………………………………………………………………

b. The emergency fire exit door is found …………………………………………………………………

c. My fire alarm assembly point is …………………………………………………………………

d. The fire extinguisher is found …………………………………………………………………

e. The fire blanket is found …………………………………………………………………

f. The waste glass bin is found …………………………………………………………………

g. The fire bucket is found …………………………………………………………………

Task C

Discuss with the person next to you some ways of how to be safe in a laboratory. You will then share your answers with the rest of the class. Listen to what other people have said and say why you agree or disagree with them.

Task D

Read through the laboratory safety rules with your teacher.

1. Do not enter a laboratory unless told to do so by a teacher.

2. Do not touch equipment or materials unless told to do so by your teacher.

3. Wear goggles when told to do so and keep them on until told to take them off.

4. Make sure that long hair is tied back when using a Bunsen burner.

5. Always stand up when carrying out practical work.

6. Do not eat and drink in the laboratory.

7. Report any accidents immediately to your teacher.

8. If any chemicals get into contact with any part of your body, wash them off immediately with water as well as reporting it to your teacher.

9. Keep your work area tidy when carrying out practical work and keep your stools, bags and coats neatly stored away.

10. Place waste solids in the correct bin.

Don’t forget!

Listen to all instructions carefully, follow all instructions carefully and don’t be afraid to ask a question if you are unsure of anything.

Task E

Write down the following two statements:

• “I know how to be safe in a laboratory”.

• “I know where the fire alarm, fire exit and fire assembly point are”.

Now decide which face you are for both and draw it after each statement.

Extension Task

When and where do you think the most and least injuries happen in Gowerton School? Write down your answers with reasons.

Lesson 2 - Laboratory Safety

Task A

Read the laboratory safety instructions again and write down one bad thing that could happen if each one was not followed.

Task B

Look at the picture of the laboratory below. Discuss with the person next to you why each person is being unsafe and what could happen to them. You can then share your answers with the rest of the class.

Task C

A hazard is something that can harm you. The risk is how likely the hazard will hurt you.

For example, a tiger is a hazard. If you meet a living, awake tiger in your living room then you are very likely to get harmed. This means the risk is high.

However, if the tiger is locked in a cage then you are very unlikely to get harmed. This means the risk is very low. We say that the locked cage is a “control measure”.

Look at the following hazards. Write a situation or situations where the chance of getting harmed by the hazard is likely (high risk). Work with the person next to you if you want to.

• A scalpel (small knife)

• Hot water

• A glass beaker

• A glass beaker of acid

• A Bunsen burner

Task D

Accidents can happen outside a laboratory. The pie chart shows the percentages (%) of serious injuries in a college due to different sports. Answer the questions without using a calculator.

a. Which sport causes the most injuries?

b. Calculate the percentage due to basketball.

c. Write the percentage due to cheerleading as a fraction.

d. The percentage due to cheerleading increases by one tenth. What is the new value?

e. Suggest some reasons cheerleading causes more injuries than basketball.

Extension Task

Write down some “control measures” for the hazards in task C.

Lesson 3 - Laboratory Safety

Task A

Your teacher will show you a short video about laboratory safety. How did the video make you feel? Share your thoughts with the rest of the class.

Task B

You are the head of science in Gowerton School. You need to write a letter (that will be sent home to each pupil) about the importance of laboratory safety. Use some of the words and phrases in the box to help you write your letter.

Don’t forget to set out your letter correctly:

Dear parent / guardian,

I am writing to you.........

Yours sincerely,

Task C

The bar chart shows the number of knee injuries for different sports in an American school. The injuries are for every 100,000 students. Answer the questions without using a calculator.

a. Which sport causes the least amount of injuries?

b. Calculate the total number for girl’s and boy’s soccer.

c. Calculate the difference between girl’s and boy’s lacrosse.

d. Calculate the injuries for girl’s gymnastics for every 200,000 students.

e. Suggest some reasons why girl’s soccer has more injuries than boy’s soccer.

f. Rugby isn’t played in this school. Explain whether you think the number of injuries for boy’s rugby would be higher or lower than girl’s soccer.

Extension Task

Write down as many words as you can think of that are linked to safety – both inside and outside a laboratory. Use an “ABC” grid to show your answers.

|AB |CD |EFG |HIJ |KLM |

| | | | | |

| | | | | |

| | | | | |

|NOP |QRS |TU |VW |XYZ |

| | | | | |

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Lesson 3 - Homework 1

A hazard is something that can harm us. A hazard symbol tells us what hazard or hazards something has. Research what the following hazard symbols mean.

Extension Task

Find and draw three more hazard symbols together with what they represent.

Lesson 4 - Laboratory Apparatus

Task A

Discuss with the person next to you what you think the following pieces of apparatus (equipment) are used for. You will then share your answers with the rest of the class. Listen to what other people have said and say why you agree or disagree with them.

a. Beaker

b. Clamp stand

c. Conical flask

d. Evaporating dish

e. Filter funnel and filter paper

f. Gauze mat

g. Heat proof mat

h. Measuring cylinder

i. Test tube

j. Tripod

Task B

Your teacher will now show you each of the pieces. Have you changed your mind about any of their uses? Share your answers with the rest of the class. You will now be told what each piece is used for. How many did you get right?

Task C

Match up each piece of apparatus in task A with its diagram by writing the name of each piece and a number.

Task D

Your teacher will now give you the correct diagrams. How many did you get right? Draw them all in your book.

Task E

Write down the following statement:

• “I know the names and uses of three pieces of apparatus”.

Now decide which face you are and draw it after the statement.

Task F

The table shows the maximum volumes of some apparatus.

|Apparatus |Maximum Volume (cm3) |

|Beaker |250 |

|Measuring cylinder |100 |

|Conical flask |175 |

What combinations of apparatus are needed to obtain the following volumes (in cm3)? You need to use the maximum values each time.

|200 |350 |450 |500 |

|700 |850 |925 |1000 |

Extension Task

Which pieces of apparatus that are used in a science laboratory could be found in other places in school? Where could they be used? Don’t just think of the ten examples you have already seen.

Lesson 5 - Bunsen Burner Introduction

Task A

Draw the diagram of a Bunsen burner in your book and use the information on the next page to match up the highlighted, underlined words with the letters A – I.

At the bottom of a Bunsen burner is a heavy base. Gas comes into the Bunsen burner from a gas tap, through the rubber tubing.

To help the gas burn, air enters through the air hole. If you let in more air, the flame is hotter and roars.

You can change the amount of air you let in by turning the collar, which opens or closes the air hole. The air hole must be closed before you light the Bunsen burner.

The mixture of gas and air rises up the barrel and is lit at the top, producing a flame.

At the bottom of the flame, just above the opening of the barrel, there is an inner cone. This is cold, unburnt gas. The flame is hottest above this cone, called the outer cone.

A lit splint can be used to light a Bunsen burner and it is always placed on a heat proof mat.

Task B

Your teacher will now show you a Bunsen burner and how to light it.

Task C

The flow chart shows the instructions or processes of how to safely light a Bunsen burner. However, there are five gaps. Match up the numbers with the letters.

Task D

Write down the following statement:

• “I know how to safely light a Bunsen burner”.

Now decide which face you are and draw it after the statement.

Task E

Answer the following questions.

a. Why does a Bunsen burner have a heavy base?

b. What gas in the air is needed for the flame to burn?

c. How can you tell if there is a gas leak in a laboratory?

d. Why do you think the tubing is made of rubber?

e. Explain what would happen to the flame if the gas tap was almost closed.

Extension Task

a. Look at task C. What’s the difference between a rectangle and a diamond?

b. Sometimes a Bunsen burner isn’t used to heat a liquid. Suggest some reasons for this.

Lesson 6 - Bunsen Burner Flames

Task A

Last lesson you were shown how to light a Bunsen burner. Copy and complete the following sentences to remind yourself of how to do it safely. The first letter of each missing word has been given.

a. Goggles must be worn to protect your e________.

b. Long h________ must be tied back.

c. The rubber t________ must be connected to the g________ tap.

d. The air hole has to be c________.

e. You must be s________ up.

f. Anything that could catch f________ must be moved away.

g. The Bunsen burner must be on a h________ p________ mat.

h. It shouldn’t be set up near the edge of the b________.

Task B

The Bunsen burner has two different flames – the safety flame and heating flame. What do you think the differences are between them? Share your answers with the rest of the class.

You will now be shown both types of flame by your teacher, who will also heat a glass beaker in both types for a short time. Watch and listen carefully in order to complete the following task.

Task C

a. Write two column headings in your book:

|Safety Flame |Heating Flame |

Now write the following in the correct column or columns.

|Loud |Dirty |Air hole open |

|Clean |Usually used to heat |Yellow |

|Quiet |Blue |Hottest |

|Can burn you |Air hole closed |Need oxygen |

b. Why do you think the safety flame is called the safety flame?

Task D

Write down the following statement:

• “I know two differences between the two Bunsen burner flames”.

Now decide which face you are and draw it after the statement.

Task E

A volume of water (200 cm3) was heated using a Bunsen burner.

|Time (min) |Temperature (ºC) |

|0 |20 |

|1 |25 |

|2 |35 |

|3 |55 |

|4 |95 |

a. What was the increase in temperature between 0 and 4 minutes?

b. What do the results tell you?

c. Suggest what the temperature of the water was after 3 ½ minutes. Explain your answer.

d. What will the temperature of the water be after 5 minutes? Explain your answer.

e. Suggest how long it would take 400 cm3 of water to reach 55 ºC. Explain your answer.

Extension Task

Copy and complete the flow chart with the correct instructions to show that you understand how to get the two different flames.

Lesson 7 – Success Criteria and Method

Task A

You work in a café and have been asked to make a sandwich for a customer. Discuss with the person next to you some things that you need to know before you do this and write them in your book. This is called your “success criteria”.

Task B

Your teacher will now write some of everybody’s answers on the board. How many of them did you have? Now you need to give a reason for each point in your success criteria. This is called “justifying” it. You can use some of the answers on the board if you want to if you think your success criteria isn’t good enough.

Task C

Write down a method of how to make the sandwich. It needs to be written in a sensible order and needs to include all the steps so that someone else could repeat what you have done.

Task D

Write two different methods of how to do something that you are good at or like doing.

Task E

Write down the following three statements:

• “I can write a success criteria”.

• “I can justify my success criteria”.

• “I can write a method”.

Now decide which face you are for each one and draw it after each statement.

Extension Task

Write a success criteria for how to be safe while boiling a volume of water using a Bunsen burner and try to justify it.

Lesson 7 - Homework 2

Translate the following Welsh words. They are all linked to laboratory safety and apparatus.

a. Bicer

b. Byrner Bunsen

c. Diffoddwr tân

d. Diogelwch

e. Fflasg gonigol

f. Goglau

g. Gwyddoniaeth

h. Silindr mesur

Extension Task

Choose three more words that are linked to laboratory safety and apparatus and find the Welsh translations for them.

Lesson 8 - Bar Charts

Task A

You are going to see how well you can show results in a bar chart without any help. Plot the following results on a piece of graph paper.

| |Number of different types of sandwiches in the shop |

| |Beef |Ham |Cheese |Chicken |Bacon |

|Number of sandwiches |15 |27 |19 |8 |24 |

Task B

You will now write a success criteria for drawing a bar chart with your teacher. Have another look at your attempt from task A. How well did you do? Put a tick or cross next to each point.

Task C

Place the following results in a bar chart. Don’t forget to use the success criteria.

| |Number of cars of different colours in the car park |

| |Red |White |Blue |Silver |Black |

|Number of cars |17 |28 |12 |23 |10 |

Now evaluate your own work (“2 stars and a wish”).

Task D

In a group of 80 people, there were only five types of footwear. The most popular type was trainers with 29 people wearing them. Shoes were worn by 21 people, 10 people were wearing boots, 16 people were wearing sandals and the rest were wearing slippers. Show these results in a bar chart.

Task E

Write down the following statement:

• “I can draw a bar chart”.

Now decide which face you are and draw it after the statement.

Task F

| |Protein (g) |Carbohydrate (g) |

|Wholemeal bread |11 |37 |

|Baked beans |7 |15 |

|Breakfast cereal |11 |68 |

For each type of food, plot a bar chart for how much protein and carbohydrate it contains. Use only one piece of graph paper.

Extension Task

Make a copy of the grid below and summarise all the work you have covered so far by placing a word in each space in the grid.

Rules

• You have to fill the grid.

• Only key words can be used – you can’t use “connecting words”, such as “and”, “the”, “it”, “is”, “of”, and “are”.

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Now you have to come up with a “headline” by using three words. They can be taken from the grid above or you can use three new ones.

Lesson 9 - Line Graphs

Task A

You are going to see how well you can show results in a line graph without any help. Plot the following results on a piece of graph paper and draw a suitable line.

|Time (minutes) |Temperature (°C) |

|0 |0 |

|1 |14 |

|2 |30 |

|3 |44 |

|4 |59 |

Task B

You will now write a success criteria for drawing a line graph with your teacher. Have another look at your attempt from task A. How well did you do? Put a tick or cross next to each point.

Task C

Place the following results in a line graph and draw a suitable line. Don’t forget to use the success criteria.

|Time (minutes) |Temperature (°C) |

|0 |21 |

|1 |32 |

|2 |45 |

|3 |55 |

|4 |66 |

|5 |78 |

Now evaluate your own work (“2 stars and a wish”).

Task D

Place the following results in a line graph and draw a suitable line.

|Temperature (ºC) |Volume of gas produced (cm3) |

|0 |0 |

|10 |2 |

|20 |8 |

|30 |18 |

|40 |30 |

|50 |50 |

|60 |84 |

|70 |136 |

Task E

Write down the following statement:

• “I can draw a line graph”.

Now decide which face you are and draw it after the statement.

Task F

A pupil was investigating how the temperature affected the time taken for a reaction to finish. At 60 °C, it took 11 seconds .When it was 30 °C, it took 26 seconds. At 50 °C, it took 12 seconds. The longest time of 69 seconds happened when the temperature was 10 °C. When it was 20 °C, the time was 38 seconds. When it was 40 °C, it took 16 seconds. Show these results in a table and a line graph (and draw a suitable line).

Extension activity

Look at the following investigations. Do you think the results should be shown in a bar chart or a line graph? Give reasons for your answers.

a. How many different types of hair colour are in your class?

b. Does the drop height of a ping pong ball affect its bounce height?

c. Does the colour of a jelly baby affect how easily it melts when heated?

Lesson 10 - Repeatable Results and Anomalies

Task A

The following results are repeatable:

|10 |11 |11 |10 |11 |

The following results are not repeatable:

|3 |10 |26 |87 |51 |

What do you think repeatable results are? Discuss this with the person next to you and feedback to the rest of the class. Your teacher will then tell you the answer. Were you correct?

Task B

Calculate the mean value of these repeatable results without using a calculator. Do not copy out the results table.

|Experiment |Repeat 1 |Repeat 2 |Repeat 3 |

|A |5 |5 |5 |

|B |8 |10 |9 |

|C |12 |11 |13 |

|D |27 |25 |29 |

|E |60 |62 |61 |

Task C

Calculate the mean value of these repeatable results using a calculator. Write your answers to one decimal place. Do not copy out the results table.

|Experiment |Repeat 1 |Repeat 2 |Repeat 3 |

|A |5.81 |5.83 |5.89 |

|B |8.27 |8.24 |8.25 |

|C |12.67 |12.61 |12.62 |

|D |17.83 |17.89 |17.85 |

|E |22.54 |21.58 |22.56 |

|F |37.88 |36.42 |36.71 |

|G |43.67 |44.76 |43.80 |

|H |48.35 |46.82 |49.76 |

Any result that looks odd is called an anomalous result or an anomaly. An anomaly can happen if something goes wrong in an investigation.

Task D

Look at the following two investigations:

• Some pupils were recording the temperature of a reaction every minute.

• Some pupils were investigating how much a spring extended when different masses were added to it.

An anomaly happened in both. Discuss with the person next to you what could have gone wrong and feedback to the rest of the class.

Task E

Look at the following results and identify any anomalies. Do not copy out the results table.

|Experiment |Repeat 1 |Repeat 2 |Repeat 3 |Repeat 4 |

|A |4.14 |4.40 |7.54 |4.37 |

|B |9.92 |3.76 |9.61 |9.78 |

|C |14.67 |18.72 |18.99 |18.65 |

|D |26.13 |27.02 |38.38 |26.07 |

|E |41.70 |28.63 |41.29 |40.98 |

|F |42.14 |56.78 |57.02 |56.63 |

|G |75.77 |76.02 |97.36 |75.86 |

|H |111.94 |112.26 |113.03 |139.55 |

Task F

Write down the following two statements:

• “I can calculate a mean value of repeatable results”.

• “I can identify an anomalous result”.

Now decide which face you are for both and draw it after each statement.

Extension Task

Use a calculator to calculate a mean value of the repeatable results in task E. Write your answers to the nearest whole number.

Lesson 11 - Analysing Results

Results are analysed to see what has happened in an experiment or investigation.

Task A

Look at the results below. What do they tell you? Try to write as much as possible.

Task B

Look at the results below. What do they tell you? Try to write as much as possible.

Task C

Look at the results below. They show the volume of oxygen produced when three different solids are used. What do they tell you? Try to write as much as possible.

Task D

Analyse the results below.

You will need to say what happens to the numbers on the y–axis when the numbers on the x–axis change and you will need to cover every part of every graph.

Task E

Write down the following statement:

• “I can analyse results”.

Now decide which face you are and draw it after the statement.

Extension Task

Analyse the results below.

Lesson 11 - Homework 3

One of your friends has been absent because he has been ill. You have been asked to write a letter to him explaining what work has been missed from the last three lessons.

Things to include:

• Your address in the top right hand corner.

• The date underneath your address.

• Begin “Dear ………….”.

• Ask how your friend is in the introduction (first paragraph).

• End with a short conclusion (final paragraph), such as “I hope this helps” or “Looking forward to seeing you back in school”.

• An informal sign off, such as “Best wishes” or “Take care”, followed by your name.

Things to think about:

• You should try to write a paragraph about each lesson.

• Your friend needs to understand what he has missed so be clear.

• Your spelling, punctuation, grammar and handwriting.

Extension Task

Write two questions for your friend to answer. Remember that the answers must be found in your letter.

Lesson 12 – Measuring and Converting

A variable is something that can change and be measured in an experiment or investigation.

Task A

Copy and complete the following table.

|Variable |Apparatus used to measure variable |Example of units |

| | | |

|Length |R _ _ _ _ |C _ _ _ _ _ _ _ _ _ _ (cm) |

| | | |

|T _ _ _ _ _ _ _ _ _ _ |Thermometer |D _ _ _ _ _ _ Celsius (°C) |

| |Measuring |Centimetres c _ _ _ _ (cm3) |

|Volume |c _ _ _ _ _ _ _ | |

| | | |

|M _ _ _ |Balance |G _ _ _ _ (g) |

| | | |

|T _ _ _ |Stopwatch |S _ _ _ _ _ _ (s) |

Task B

Measure the length of each of the following lines in centimeters (cm). Remember that the lengths may not be whole numbers and that there are 10 millimetres (mm) in 1 cm.

Task C

Measure the following (in cm) and show your results in a table. Remember that the lengths may not be whole numbers and that there are 10 mm in 1 cm.

a. The width of your book.

b. The length of your shortest finger.

c. The width of one of your wrists.

d. The length of the pen you are writing with.

e. The width of the widest part of one of your thumbs.

f. The length of your book.

g. The finger span of both of your hands.

h. The width of the pen you are writing with.

i. The length of your shoe.

j. The width of the finger nail on one of your little fingers.

Task D

Convert the measurements you have just made in task C into mm.

Task E

Copy and complete the following without using a calculator. Remember that there are 100 cm in 1 metre (m).

a. There are _____ mm in 7 cm

b. There are _____ mm in 14 cm

c. There are _____ cm in 280 mm

d. There are _____ cm in 460 mm

e. There are _____ m in 5000 cm

f. There are _____ m in 12,400 cm

g. There are _____ cm in 7 m

h. There are _____ cm in 12 m

Task F

Write down the following two statements:

• “I can measure length accurately”.

• “I can convert between units of length”.

Now decide which face you are for both and draw it after each statement.

Extension Task

Write down any other units of length that you have heard of.

Lesson 13 – Measuring and Converting

Task A

Record the following times take to 1/100th of a second. Examples of values are 0.89 seconds and 1.25 seconds. Each task should be repeated 5 times. Use the stopwatch on your smart phone or you can use a chromebook.

a. The time taken for a scrunched up piece of paper to drop from your outstretched hand to the bench.

b. The time taken for you to go through the alphabet.

c. The time taken for you to go through the alphabet backwards.

d. The time taken for you to write the numbers 1 to 20 in your book.

e. The time taken for you to count from 10 to 1 in Welsh.

Task B

What temperatures are shown below?

Task C

Temperature can be measured using different units. We’ve all heard of degrees Celsius or centigrade (ºC) but degrees Fahrenheit (ºF) can also be used. Here’s how to convert (or change) between them:

Example

Temperature = 15 ºC

15 = 3 3 x 9 = 27 27 + 32 = 59

5

Now convert the following temperatures from ºC into ºF without using a calculator.

|Temperature (ºC) |

|5 |

|10 |

|25 |

|40 |

|65 |

|80 |

Task D

Write down the following two statements:

• “I can measure time accurately”.

• “I can convert from ºF to ºC”.

Now decide which face you are for both and draw it after each statement.

Task E

Ten groups of pupils were recording the temperature of hot water every minute for 10 minutes. The water was poured from a kettle into ten different beakers which were a mixture of plastic, glass and metal. However, the temperatures recorded every minute were not the same for each group. Write down as many reasons why you think this is.

Task F

Look at your times from task A. Explain whether any of them are repeatable.

Extension Task

Heat can be lost from a home several ways. Write down as many as you can together with ways of how to reduce the heat loss.

Lesson 14 – Measuring and Converting

Task A

Write down three things that you have learnt from this booklet.

Task B

What volumes are shown below?

Task C

What volumes are shown below?

Task D

Calculate the volume of water moved by the two objects A and B.

Task E

What masses are shown below?

Task F

What masses are shown below?

Task G

What masses are shown below?

Task H

• There are 1000 grams (g) in 1 kilogram (kg).

• There are 1000 kg in 1 tonne (t).

Use this information to copy and complete the following without using a calculator.

a. There are _____ g in 4 kg

b. There are _____ g in 12 kg

c. There are _____ g in 7.2 kg

d. There are _____ kg in 6,000 g

e. There are _____ kg in 8,800 g

f. There are _____ kg in 10,500 g

g. There are _____ kg in 5 t

h. There are _____ t in 8,700 kg

Task I

Write down the following three statements:

• “I can measure volume accurately”.

• “I can measure mass accurately”.

• “I can convert between units of mass”.

Now decide which face you are for each one and draw it after each statement.

Task J

Some objects were added to a balance and the masses were recorded.

|Object(s) added to balance |Total mass (g) |

|A |26.2 |

|A + B |43.8 |

|A + B + C |67.7 |

Calculate the masses of objects A – C without using a calculator.

Extension Task

Write down any other units of volume and mass that you have heard of.

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Address

Date

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Title

Your name

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1. Is your hair tied back?

2. Close air hole and open gas tap fully.

3. Place lit splint on heat proof mat.

4. Attach rubber tubing securely to the gas tap.

5. Is it in the middle of the bench?

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Mark = /20

Mark = /20

Mark = /20

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ºF = ºC x 9 + 32

5

This means you have to divide the value in ºC by 5 first, multiply by 9 then add 32.

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