ELEMENTS AND COMPOUNDS



S1 CHEMISTRY

Programme of Learning

Chemical reactions (SCN 3-19a)

|LEARNING OUTCOMES |SUGGESTED SUCCESS CRITERIA |CONTENT STATEMENTS |SUGGESTED L+T RESOURCES AND ACTIVITIES |

| |You can… | | |

|Understand what a chemical reaction is. |Define the term “chemical reaction”. |A chemical reaction is a change which produces one or more |DEMO: Cast a spell |

| | |new substances. |Colour change in a chemical reaction |

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| |Describe everyday examples of chemical reactions. |Everyday chemical reactions include: |KWL GRID: Chemical reactions |

| | |Frying an egg |Designed to identify pupil preconceptions about chemical |

| |Classify a change as a chemical reaction or not. |Petrol burning |reactions. Students should complete the first two sections |

| | |… |but leave the third section blank, to be completed at the |

| | | |end of the Chemical Reactions sub-topic. |

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| | | |CONCEPT CARTOON: Chemical reactions |

| | | |An alternative tool to identify student preconceptions. |

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| | | |INFORMATION SHEET: Chemical reactions (to save on |

| | | |photocopying costs, this can be projected onto the front |

| | | |screen) |

| | | |See suggested approaches to use of information sheets for |

| | | |examples of how this can be used |

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| | | |PP: Is it a chemical reaction? |

| | | |Students should number 1-15 and suggest where they think |

| | | |what is being shown on the slide is a chemical reaction or |

| | | |not |

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| | | |EXPERIMENT: Potassium iodide and lead nitrate |

| | | |Colour change in a chemical reaction |

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| | | |DEMO: Traffic lights |

| |Name three different indicators of chemical reactions. | |Colour change in a chemical reaction |

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|Know what evidence can be used to identify a change as a | |Indicators of chemical reactions are: |DEMO: Hot stuff (glycerol and potassium permanganate) |

|chemical reaction. | |changes in appearance e.g. colour |Heat produced during a chemical reaction |

| | |energy change e.g. heat, light, sound | |

| | |a new substance formed e.g. solid, gas |EXPERIMENT: Displacement reaction of iron and copper(II) |

| | | |sulphate solution |

| | | |Heat produced during a chemical reaction |

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| | | |EXPERIMENT: Burning magnesium |

| | | |Light produced during a chemical reaction |

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| | | |DEMO: Cannon fire |

| | | |Sound produced during a chemical reaction |

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| | | |AiFL CHEMISTRY: 14. What is a chemical reaction? |

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| | | |INFORMATION SHEET: Rates of reaction |

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| | | |DEMO: Elephant’s toothpaste |

| | | |Effect of concentration on reaction rate. Use 20 volume and|

| | | |100 volume hydrogen peroxide. |

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| | | |EXPERIMENT: Rhubarb |

| | | |Effect of particle size on reaction rate |

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| | | |EXPERIMENT: Starch / iodine clock reaction |

| |Name three factors which can change the rate of a chemical |Rates of reaction can be affected by: |Effect of temperature on reaction rate |

| |reaction. |changes in concentration* | |

| | |changes in particle size* | |

|Know what factors can affect the rate of a chemical | |changes in temperature* | |

|reaction. | | | |

| |Describe whether increases or decreases in these factors |Increasing concentration increases the rate of a chemical | |

| |results in an increase or decrease in the rate of a |reaction. | |

| |chemical reaction. | | |

| | |Decreasing particle size increases the rate of a chemical | |

| | |reaction. | |

| | | |HOMEWORK: KU 1 |

| | |Increasing temperature increases the rate of a chemical | |

| | |reaction. | |

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| |Describe two examples of situations involving changes of | | |

| |reaction rate in everyday life. |Everyday examples of situations involving changes of | |

| | |reaction rate include: | |

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Extension (SCN 3-19a)

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|Understand what a catalyst is. |Define the term “catalyst”. |Catalysts are substances which increase the rate of a |CONCEPT CARTOON: Catalysts |

| | |chemical reaction without themselves being used up in the | |

| |Identify a substance as a catalyst. |reaction. | |

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|Know examples of lab situations involving catalysts. |Describe two examples of lab situations involving |Examples of lab situations involving catalysts include: |DEMO: Rochelle salt |

| |catalysts, including: |Rochelle salt in the reaction of calcium chloride and | |

| |the name of the catalyst |hydrogen peroxide. The rate of production of bubbles |AiFL CHEMISTRY: 9. What are chemical reaction used for? |

| |names of the reactants |(oxygen gas) dramatically increases on the addition of | |

| |what evidence suggested the catalyst was working |Rochelle salt to the reaction mixture. | |

| | |… | |

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| | |Examples of everyday situations involving catalysts | |

| | |include: | |

| | |Palladium, rhodium or platinum metal in car exhaust systems| |

|Know examples of everyday situations involving catalysts. |Describe two examples of everyday situations involving |(catalytic converters) which speed up the reaction of | |

| |catalysts, including: |harmful gases into less harmful gases. | |

| |the name of the catalyst |… | |

| |a description of the process that the catalyst catalyses | | |

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Models of matter (SCN 3-05a)

|LEARNING OUTCOMES |SUGGESTED SUCCESS CRITERIA |CONTENT STATEMENTS |SUGGESTED L+T RESOURCES AND ACTIVITIES |

| |I can… | | |

|Understand what is meant by “the three states of matter”. |Name the three states of matter. |There are three states of matter: solid, liquid and gas. |PP: Solid, liquid or gas? |

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| |Identify in which state a substance is given its name. | | |

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|Know the characteristic physical properties of each of the |Describe the physical properties of each of the three |Solids have a fixed shape, fixed volume and do not flow; | |

|three states of matter. |states of matter in terms of their ability to: |liquids do not have a fixed, have a fixed volume and can |DEMO: Compression of solids, liquids and gases. |

| |change shape |flow; gases do not have a fixed shape or volume and can |Use syringes with plasticine, water and air. |

| |change volume |flow. | |

| |flow | |EXPERIMENT: Cornflour slime |

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| | | |EXPERIMENT: Producing, collecting and testing for hydrogen |

| | | |(to investigate the behaviour of gases). |

| | | |Students should produce two test tubes and invert each in |

| | | |opposite directions before testing for hydrogen. The aim is|

| | | |to demonstrate that gases change volume. |

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| | | |DEMO: Producing, collecting and “pouring” carbon dioxide |

| | | |onto a tea light to extinguish it. |

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| | | |AiFL CHEMISTRY: 13. What is stuff made of? |

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| | | |AiFL CHEMISTRY: 10. Particle models – gas, liquid, solid |

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| |Describe the common feature of the three states of matter. |Everything in the world (solid, liquid or gas) is made up | |

|Understand the structure of the three states of matter. | |of tiny particles. | |

| |Describe the arrangement and movement of particles in each | | |

| |of the three states of matter in terms of: |In solids, the particles are very tightly packed in a | |

| |How close the particles are together |regular arrangement. The particles vibrate. | |

| |Whether the particles are arranged in rows or are randomly | | |

| |arranged |In liquids, the particles are tightly packed in an | |

| |Speed of vibration |irregular arrangement. The particles vibrate and can move | |

| |Whether or not they are able to move freely |within the irregular arrangement. | |

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| | |In gases, the particles are separated as far as possible | |

| | |from each other. The particles vibrate and move freely. | |

| |Name the term used to describe changes of state from: | |PP: Melting and freezing examples |

| |solid → liquid | | |

| |liquid → gas |The state changes are: |EXPERIMENT: Making a candle |

| |gas → liquid |melting (solid → liquid) |Explores melting and freezing of wax. |

| |liquid → solid |boiling (liquid → gas) | |

|Understand how energy affects the state of a substance. | |condensing (gas → liquid) |EXPERIMENT: Rate of evaporation |

| |Understand what “evaporating” is. |freezing (liquid → solid) | |

| | | |CONCEPT CARTOON: Lemonade |

| | | |Explores condensation. |

| | |Evaporating is a special case of boiling that occurs below | |

| |State whether each of these state changes require heat |the boiling point. |CONCEPT CARTOON: Condensation |

| |energy in or remove energy out. | | |

| | | |AiFL CHEMISTRY: 16. What happens when a substance changes |

| |Understand what is meant by the “melting point” and |Melting and boiling/evaporating require heat energy; |state? |

| |“boiling point” of a substance. |condensing and freezing remove heat energy. | |

| | | |CARD SORT: Particles card sort |

| | |The melting point of a substance is the temperature at | |

| | |which it melts. Different substances melt at different | |

| | |temperatures. | |

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| | |The boiling point of a substance is the temperature at | |

| | |which it boils. Different substances boil at different | |

| |Describe the three different stages of the water cycle, |temperatures. | |

| |including: | | |

| |the starting and finishing state of water at each stage | |ACTIVITY: Cartoon strip sequence – water cycle |

| |the term used to describe this state change. |The water cycle involves liquid water from the sea, rivers | |

| |Reference to whether heat energy is being taken in or |and lakes evaporating to become gaseous water. This rises | |

| |removed |up, cools down (removes heat energy) and condenses into | |

|Know examples of changes of state occurring in nature. | |liquid water in clouds. This liquid water eventually falls | |

| | |as rain and the cycle continues. | |

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| | | |HOMEWORK: KU 2 |

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Extension

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|Diffusion | | | |

|Know what diffusion is. |Define the term “diffusion”. |Diffusion is the random movement of particles from an area | |

| | |where there are many of them to an area where there are few| |

| | |of them. | |

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| | |The rate of diffusion is highest in gases, then liquids, | |

|Know how the rate of diffusion compares in the three states|List solids, liquids and gases in order of the speed at |then solids. |EXPERIMENT: Diffusion in liquids |

|of matter. |which they allow diffusion to occur. | | |

| | | |DEMO: Diffusion in gases |

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| | | |AiFL ACTIVITY: 12. What happens to particles when new |

| | | |substances are made? |

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| |State the relationship between a change in temperature and |Increasing temperature increases the rate of diffusion (in | |

|Understand the effect of temperature of the rate of |the rate of diffusion. |all states) because the particles have more energy and move|DEMO: Hot and cold coloured water diffusion |

|diffusion. | |faster. | |

| |Explain this relationship in terms of the energy of the | | |

| |particles and how fast they are moving. | | |

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| |Name the type of particle that all substances are made up |All substances are made up of atoms. | |

|Atoms and molecules |of. | |CONCEPT CARTOON: Atoms |

|Understand what all substances are made of. | | | |

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| |Name two substances which are made up of free atoms. |Very few substances are made up of free atoms. Examples | |

|Know examples of substances which are made up of free | |include helium, neon and argon. |CONCEPT CARTOON: Chemical bonds |

|atoms. | | | |

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| |Define the term “molecule”. |Molecules are made of two or more atoms bonded together. | |

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|Understand what a molecule is. | | |PP: Molecules |

| | |Many substances are made up of molecules. Examples include | |

| |Name two substances which are made up of molecules. |hydrogen, oxygen, water, carbon dioxide and sugar. | |

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|Know examples of substances which are made of molecules. | | | |

Elements (SCN 3-15a)

|LEARNING OUTCOMES |SUGGESTED SUCCESS CRITERIA |CONTENT STATEMENTS |SUGGESTED L+T RESOURCES AND ACTIVITIES |

| |I can… | | |

|Know what the Periodic Table is. |State the type of substance which is found in the Periodic |Elements are shown in a chart called the Periodic Table. |ACTIVITY: Becoming familiar with elements. |

| |Table. | |View elements in jars |

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| | | |VIDEOS: (from ) |

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| | | |ACTIVITY: Use library computers to prepare a PowerPoint |

| | | |presentation to illustrate examples of elements. |

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| | | |ACTIVITY: Create a cartoon element |

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| | | |ACTIVITY: Magnetic marbles. Worksheet available |

| | |Elements are made up of only one type of atom. They cannot | |

|Understand what an element is. |Describe what is meant by an element in terms of: |be broken down into simpler substances. |WEBLINK: Element games and puzzles |

| |the type of atom from which they are made up | |Includes bingo, flashcards, hangman and many more |

| |their ability to be broken down into simpler substances. | | |

| | | |PP: Human body elements |

| |Write the symbol for an element, ensuring that capital and | | |

| |lower case letters are used correctly. |For elements where the symbol is one letter, that letter is| |

| | |a capital. For elements where the symbol is two letters, | |

| | |the first letter is a capital and the second is lower case.| |

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| |Name an element from its symbol. | |. |

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| |Describe the properties of a metal or non-metal in terms of|Properties of metals include that they are: shiny, good |DEMO: Properties of metals and non-metals |

| |if they are: |conductors of electricity and heat, able to be shaped | |

| |shiny or dull |(malleable). | |

| |good or poor conductors of electricity | | |

|Know the characteristic properties of metals and |good or poor conductors of heat |Properties of non-metals include that they are: dull, poor | |

|non-metals. |brittle or malleable |conductors of electricity and heat, not able to be shaped | |

| | |(brittle). | |

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| |Use the Periodic Table to classify an element as a metal or| | |

| |non-metal. |Elements can be divided into two groups: metals and |PP: Periodic Table |

| | |non-metals. | |

| | | |NOTES: Blank Periodic Table |

| | |Elements on the left of the zig-zag line are metals and on |Colour in to show metals and non-metals, states at room |

|Be able to use the Periodic Table to obtain information | |the right are non-metals. |temperature and (if doing the extension) group names |

|about the properties of an element. |Identify a “group” in the Periodic Table. | |(Alkali Metals, Alkaline Earth Metals, Transition Metals, |

| | |A “group” is a vertical column in the Periodic Table. |Halogens and Noble Gases) |

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| |Name an element which is likely to have similar chemical |Elements which are in the same group have similar chemical |ODD ONE OUT: Elements |

| |properties to another named element. |properties. | |

| | | |BALLON DEBATES: Elements |

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| | | |BEAT THE TEACHER: Elements |

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| |State a use for one metal and one non-metal element, | |PP: Fireworks |

| |identifying which physical property makes it suitable for |*Students should be able to give one example of a metal |See associated worksheet and experiment |

| |that use. |where its use is related to its properties e.g. gold is | |

| | |used in jewellery because it is malleable (so it can be | |

| | |shaped into a ring) and shiny. | |

|Know examples of how the uses of elements are related to | | | |

|their physical properties. | |*Students should be able to give one example of a non-metal| |

| | |where its use is related to its properties e.g. carbon is | |

| | |used in pencils because it is brittle (it flakes off to | |

| | |produce writing). | |

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Extension

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|Be able to use the Periodic Table to obtain information |Describe two examples of chemical properties which are |As an example, lithium, sodium and potassium (Group 1 |DEMO: Alkali metals |

|about the properties of an element (revisited). |shared by elements in a particular group of the Periodic |elements) all react with gases in the air (nitrogen in the | |

| |Table. |case of lithium; oxygen with sodium and potassium) to form | |

| | |a dull coating; they all react violently with water, | |

| | |producing an alkaline solution and hydrogen gas. | |

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| | |The main groups are: | |

|Know the names of the main groups in the Periodic Table. | |Group 1 – Alkali Metals | |

| |Identify where in the Periodic Table you find the: |Group 2 – Alkaline Earth Metals |DEMO: Sublimation of iodine |

| |Alkali Metals |(central group) – Transition Metals | |

| |Alkaline Earth Metals |Group 7 – Halogens | |

| |Transition Metals |Group 0 – Noble Gases | |

| |Halogens | | |

| |Noble Gases | | |

Compounds (SCN 3-15b), mixtures and separating techniques (SCN 3-16a, SCN 3-17b)

|LEARNING OUTCOMES |SUGGESTED SUCCESS CRITERIA |CONTENT STATEMENTS |SUGGESTED L+T RESOURCES AND ACTIVITIES |

| |I can… | | |

|Understand what a mixture is. |Define the term “mixture”. |A mixture is formed when two or more different substances |EXPERIMENT: Iron and sulphur |

| | |come together without joining. | |

| | | |DEMO: Zinc and sulphur |

| | |In a mixture, different types of atom are not bonded |Requires a fume cupboard(or view a video clip) |

| |Identify a substance as a mixture given a picture of the |(joined) together. | |

| |arrangement of particles. | |PP: Compounds and mixtures |

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| | |Compounds are substances which are made up of two or more |PP: Element, compound or mixture? |

|Understand what a compound is. |Define the term “compound”. |different elements joined together. | |

| | | |AiFL CHEMISTRY: 19. introducing particle models |

| |Identify a substance as a compound given its name. | | |

| | | |AiFL CHEMISTRY: 12. What do chemical words mean? |

| |Identify a substance as a compound given a picture of the | | |

| |arrangement of particles. | | |

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| | |The properties of compounds are usually different to the | |

| |Describe an example of a compound for which the properties |properties of the elements which make the compounds up. For| |

|Know examples of how the properties of compounds compare to|of that compound are different from the elements which make|example, sodium chloride (table salt) is a white solid | |

|their constituent elements. |it up, including: |which dissolves slowly in water to produce a solution that | |

| |The name of the compound |is safe to drink. It is make up of sodium – a silvery metal| |

| |One property of the compound |which reacts violently when added to water and which | |

| |The names of the two (or more) elements which make up the |produces an alkaline solution – and chlorine – a | |

| |compound |yellow/green gas which has a pungent smell and is | |

| |One property of each element which is different from those |poisonous. | |

| |of the compound | | |

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| | |Examples of common mixtures are: air, sea water, crude oil | |

| |Name two examples of mixtures in the natural world. |and ink. | |

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| |Identify a substance as a mixture given its name. | | |

|Know examples of common mixtures. | | | |

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| |Name a technique which could be used to separate substances| | |

| |in a mixture, given information about what is in the |Common separating techniques are: | |

| |mixture. |filtration | |

| | |evaporation |EXPERIMENT: Separating salt and sand |

| |Justify why the technique chosen is the most suitable. |distillation |Filtration and evaporation |

|Understand how to choose an appropriate technique to | |chromatography | |

|separate the components of a mixture. | | |DEMO: Distillation of copper(II) sulphate solution |

| | |Filtration is used to separate an insoluble solid from a | |

| | |liquid. |EXPERIMENT: Chromotography of ink |

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| | |Evaporation is used to separate a soluble solid from a | |

| | |liquid. | |

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| | |Distillation is used to separate a soluble solid from a | |

| | |liquid or to separate two liquids. | |

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| | |Chromatography is used to separate tow or more dissolved | |

| | |substances. | |

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|Extension | | | |

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| | | |WORKSHEET: Elements, compounds and mixtures |

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| | | |DEMO: Combustion of iron wool |

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| | | |EXPERIMENT: Decolourising and deodorising |

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| | | |EXPERIMENT: Purification of an impure solid |

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