Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Ideation and the Engineering Design Process
Performance Objective:
Upon completion of this lesson the student will be able to follow the Engineering Design Process to create a
prototype that meets the criteria given in the Engineering Design Process/Problem Solving Grading Rubric.
Specific Objectives:
To be able to use the Engineering Design Process to create “Not Your Daddies’ Paper Air Plane” that follows
the guidelines given.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Engineering Design and Presentation:

130.365(c)(1)(D)(E)
…demonstrate the principles of teamwork related to engineering and technology;
…identify and use appropriate work habits.

130.365(c)(2)(A)(B)(C)
…understand and discuss how teams function;
…use teamwork to solve problems.
…serve as a team leader and a team member and demonstrate appropriate attitudes while
participating in team projects.

130.365(c)(3)(A)(B)(C)(D)
…use time-management techniques to develop and maintain work schedules and meet deadlines.
…complete work according to established criteria.
…participate in the organization and operation of a real or simulated engineering project.
…develop a plan for production of an individual product.

130.365(c)(4)(B)(F)
…follow safety guidelines as described in various manuals, instructions, and regulations.
…handle and store tools and materials correctly.

130.365(c)(5)(A)(B)(F)
…sketch single- and multi-view projections.
…prepare orthographic and pictorial views.
…construct true length of lines and true size of planes by the revolution method.

130.365(c)(6)(A)(B)(C)(D)(E)(F)
…understand and discuss principles of ideation.
…think critically, identify the system constraints, and make fact-based decisions.
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…use rational thinking to develop or improve a product.
…apply decision-making strategies when developing solutions.
…use an engineering notebook to record prototypes, corrections, and/or mistakes in the design
process.
…use an engineering notebook to record the final design, construction, and manipulation of finished
projects.

130.365(c)(7)(B)
…use tools, laboratory equipment, and precision measuring instruments to develop prototypes.

130.365(c)(8)(C)
…improve a product design to meet a specified need;

130.365(c)(9)(A)(B)
…identify and describe the steps needed to produce a prototype.
…identify and use appropriate tools, equipment, machines, and materials to produce the prototype.
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(B)(C)(E)
…determine the meaning of technical academic English words in multiple content areas (e.g.,
science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and
affixes;
…analyze textual context (within a sentence and in larger sections of text) to draw conclusions about
the nuance in word meanings;
…use the relationship between words encountered in analogies to determine their meanings (e.g.,
synonyms/antonyms, connotation/denotation);
…use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references (printed or electronic) as needed.

110.34(b)(9)(A)(C)(D)
…summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements
without taking a position or expressing an opinion;
…make and defend subtle inferences and complex conclusions about the ideas in text and their
organizational patterns; and
…synthesize ideas and make logical connections (e.g., thematic links, author analysis) among
multiple texts representing similar or different genres and technical sources and support those
findings with textual evidence.

110.34(b)(15)(A)(B)
…write an analytical essay of sufficient length that includes:
(i) effective introductory and concluding paragraphs and a variety of sentence structures;
(iii) a clear thesis statement or controlling idea;
(iv) a clear organizational schema for conveying ideas;
(v) relevant and substantial evidence and well-chosen details;
(vi) information on all relevant perspectives and consideration of the validity, reliability, and
relevance of primary and secondary sources; and
(vii) an analysis of views and information that contradict the thesis statement and the
evidence presented for it;
…write procedural and work-related documents (e.g., résumés, proposals, college applications,
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operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details (documented if
appropriate);

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling.

110.34(b)(20)(A)(B)
…brainstorm, consult with others, decide upon a topic, and formulate a major research question to
address the major research topic; and
…formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

110.34(b)(21)(A)(B)(C)
…follow the research plan to gather evidence from experts on the topic and texts written for informed
audiences in the field, distinguishing between reliable and unreliable sources and avoiding overreliance on one source;
…systematically organize relevant and accurate information to support central ideas, concepts, and
themes, outline ideas into conceptual maps/timelines, and separate factual data from complex
inferences; and
…paraphrase, summarize, quote, and accurately cite all researched information according to a
standard format (e.g., author, title, page number), differentiating among primary, secondary, and
other sources.

110.34(b)(22)(C)
…critique the research process at each step to implement changes as the need occurs and is
identified.

110.34(b)(23)(A)(B)(C)(D)(E)
…provides an analysis that supports and develops personal opinions, as opposed to simply restating
existing information;
…uses a variety of formats and rhetorical strategies to argue for the thesis;
…develops an argument that incorporates the complexities of and discrepancies in information from
multiple sources and perspectives while anticipating and refuting counter-arguments;
…uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document
sources and format written materials; and
…is of sufficient length and complexity to address the topic.

110.34(b)(26) - Listening and Speaking/Teamwork.
Geometry:

111.34(b)(4) - Geometric structure.

111.34(b)(6)(A)(B)(C)
…describe and draw the intersection of a given plane with various three-dimensional geometric
figures;
…use nets to represent and construct three-dimensional geometric figures; and
…use orthographic and isometric views of three-dimensional geometric figures to represent and
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construct three-dimensional geometric figures and solve problems.
Physics:

112.39(c)(1)(A)(B)
…demonstrate safe practices during laboratory and field investigations; and
…demonstrate an understanding of the use and conservation of resources and the proper disposal or
recycling of materials.

112.39(c)(2)(A)(B)(C)(D)(E)(F)(H)(I)(K)
…know the definition of science and understand that it has limitations, as specified in subsection
(b)(2) of this section;
…know that scientific hypotheses are tentative and testable statements that must be capable of being
supported or not supported by observational evidence. Hypotheses of durable explanatory power
which have been tested over a wide variety of conditions are incorporated into theories;
…know that scientific theories are based on natural and physical phenomena and are capable of
being tested by multiple independent researchers. Unlike hypotheses, scientific theories are wellestablished and highly-reliable explanations, but may be subject to change as new areas of science
and new technologies are developed;
…distinguish between scientific hypotheses and scientific theories;
…design and implement investigative procedures, including making observations, asking well-defined
questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment
and technology, and evaluating numerical answers for reasonableness;
…demonstrate the use of course apparatus, equipment, techniques, and procedures, including
multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics
demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power
supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses,
bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply,
ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper,
magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs)
and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade
switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers,
cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of
nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table,
electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers;
…make measurements with accuracy and precision and record data using scientific notation and
International System (SI) units;
…identify and quantify causes and effects of uncertainties in measured data;
…communicate valid conclusions supported by the data through various methods such as lab
reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technologybased reports;

112.39(c)(3)(A)(B)
…in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides
of scientific evidence of those scientific explanations, so as to encourage critical thinking by the
student;
…communicate and apply scientific information extracted from various sources such as current
events, news reports, published journal articles, and marketing materials;
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Teacher Preparation:
You will need 2-3 copies of the six (6) grid paper for sketching per student. Also advised that you make your
own sketches to show the students. Have pencil, eraser, and map pencils available for students who don’t
have any.
References:
Refer to the Ideation and the Engineering Design Process PowerPoint presentation and
http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html
Instructional Aids:
1. Computer, Internet, Printer, Word, PowerPoint (or equivalent software)
2. Ideation and the Engineering Design Process PowerPoint presentation
3. Sketches to show students
Materials Needed:
1. ABC Review for Ideation and the Engineering Design Process handout for each student
2. The Engineering Design Process handout for each student
3. Pencil, erasers and map pencils for students who don’t have any
4. Varying size and types of paper, roughly two per student
5. 1 pair of scissors for every two students
6. Long hallway to test flight
7. Tape measurer and/or obstacle course if you choose
8. 2-3 copies of six (6) grid paper per student
9. Engineering Design Process/Problem Solving Grading Rubric for each student
Equipment Needed:
1. Data projector for PowerPoint
2. Computer with internet access and printer
Learner Preparation: None required.
Introduction
Introduction (LSI Quadrant I):
NOTE: The class discussion is meant to be Socratic in nature and not true/false, or this is the only correct
answer. Encourage your students to explain WHY they think the way they do! There is NO wrong answer if
they can explain the WHY!
SAY: We will be learning about Ideation and the Engineering Design Process over the next 6-7 class
periods. Today we will start by going over what they are.
ASK: Can anyone tell me what they think Ideation means?
SHOW: Definition in the PowerPoint presentation.
ASK: Can anyone tell me what they think Engineering Design Process means?
SHOW: Definition in the PowerPoint presentation.
ASK: Is this process different than the Scientific Problem Solving Method?
SHOW: Definition in the PowerPoint presentation.
SHOW/EXPLAIN: The 8 steps.
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SHOW/EXPLAIN: The three (3) assignments.
SAY: All right now it’s time for you to go to work. Good luck and have fun!
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
Day 1= Introduce lesson Power Point and students
complete ABC Review
Day 2 = Put into teams of two preferred, one team of
three is allowed
Day 3 = Design your prototype
Day 4 = Test the prototype
Day 5 = Refine the prototype
Day 6 = Final Prototype test day
This is a 6 day lesson. It is
recommended that you allow one
class period for each of the
activities listed in Day 1-6 of the
outline.
I.
Can anyone tell me what they think Ideation
means?
Day 1:
(Slides 1-3)
Show definition in the Ideation and
the Engineering Design Process
PowerPoint presentation. Allow
students to discuss what it means
to them.
II.
Can anyone tell me what they think
Engineering Design Process means?
Day 1:
(Slides 4-5)
Show definition in the PowerPoint
presentation. Allow students to
discuss what it means to them.
III.
Is the Engineering Design Process different
than the Scientific Problem Solving Method?
Day 1:
(Slide 6)
Show definition in the PowerPoint.
Allow students to discuss what it
means to them.
If time or as extension project have
them compare and contrast them.
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IV. Go over the eight (8) steps:
A. Identify the problem
B. Identify criteria and constraints
C. Brainstorm possible solutions
D. Generate ideas
E. Explore possibilities
F. Select an approach
G. Build a model or prototype
H. Refine the design
Day 1:
(Slide 7-15)
Show the PowerPoint presentation
and discuss each step as you go.
V. Explain the assignments.
A. ABC Review for Ideation and the
Engineering Design Process handout
(daily grade)
B. The Engineering Design Process handout
(daily grade)
C. Finish working prototype graded per
Engineering Design Process/Problem
Solving Grading Rubric (major grade)
Day 1:
(Slide 16)
Use the PowerPoint and/or internet
to complete the review.
VI. Begin working assignments
A. Complete the ABC Review for Ideation
and the Engineering Design Process
handout
B. Begin to follow the 8 steps on the
Engineering Design Process handout.
C. When complete steps 1-6 then start to
build the prototype - Not Your Daddies’
Paper Air Plane
D. Divide into teams of 2-3 students/team to
work
Day1-2:
(Slide 17)
Follow the 8 steps on the handout.
VII. Build prototype and test it per guidelines given
in The Engineering Design Process handout.
Day 3-4:
(Slides 18-20)
Discuss with classmates how well it
worked or not and what you can do
to make yours better.
Distribute The Engineering Design
Process handout.
Distribute the ABC Review for
Ideation and the Engineering
Design Process handout and the
Engineering Design
Process/Problem Solving Grading
Rubric.
(Slides 19-20)
Teacher needs to go over the Rules
and the Timeline for the
assignments.
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VIII. Refine the design per guidelines given in
The Engineering Design Process handout.
Day 5:
(Slide 20)
Make changes to prototype as you
think it will work best
IX. Test the final prototype per the guidelines
given in The Engineering Design Process
handout.
Day 6:
(Slide 20)
Test and see how well you do.
Grade will be based off criteria in
The Engineering Design
Process/Problem Solving Grading
Rubric.
(Slide 21)
Extension/Bonus activity to
compare and contrast the Scientific
Problem Solving Method and to the
Engineering Design Process.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Assign students into teams and explain the given problem guidelines.
Independent Practice (LSI Quadrant III):
1. Complete ABC Review for Ideation and the Engineering Design Process handout
2. Complete The Engineering Design Process handout
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3. Create and test 1st prototype
4. Refine 1st prototype into a final prototype
5. Test final prototype
Summary
Review (LSI Quadrants I and IV):
Upon completion of this lesson the student will be able to follow the Engineering Design Process to create a
prototype that meets the criteria given. Refer to the rubric. To be able to use the Engineering Design
Process to create “Not Your Daddy’s Paper Air Plane” that follows the guidelines given.
1.
2.
3.
4.
5.
How well did your plane do?
Why do you think it did so well, or not so well?
What would you do differently if you had a 3rd chance?
Why is sketching so useful when brainstorming ideas for the design process?
Can you tell me the eight (8) steps of the Engineering Design process?
Evaluation
Informal Assessment (LSI Quadrant III):
Make sure each student completes ABC Review for Ideation and the Engineering Design Process handout,
The Engineering Design Process handout, and they all help build the prototypes.
Formal Assessment (LSI Quadrant III, IV):
1. ABC Review for Ideation and the Engineering Design Process handout = “Daily Grade”
2. The Engineering Design Process handout = “Daily Grade”
3. Finished Working Prototype graded per the rubric = “Major Grade”
Extension/Enrichment (LSI Quadrant IV):
1. Look up the Scientific Problem Solving Method and compare/contrast it to the Engineering Design
Process.
2. Create your own paper glider from one of the options on this website
http://www.nmcap.org/ae/Activities/index.html
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Name: _______________________________________Class / #: ____________________________
Date: ________________________________________ Teacher: ____________________________
ABC Review for Ideation and the Engineering Design Process
TOPIC: What have you learned about Ideation and the Engineering Design Process?
Rules = the letter must be at beginning, middle, or end of the word you are using. You can
even copy and paste or draw an example of the word if that helps you.
A
B
C
D
E
F Ideation is the
concepts
Generate Ideas
H
I
J
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Formation of ideas or
10
K
L
M
N
O
P
Ideati
On
Q
R
S
T
U
V
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Write a Summary Paragraph about what you learned about Ideation and the
Engineering Design Process:
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Team Members Names: ______________________________________________________ Date: _________________________________________ Class: _________________________________________ Teacher: _______________________________________ The
Engineering
Design
Process
Step #1 = Identify the problem
________________________________________
________________________________________
________________________________________
Step #2= Identify Criteria & Constraints Time Frame = _________________________________________________________________ Tools that can be used = _________________________________________________________ _____________________________________________________________________________ Material(s) that can be used = ____________________________________________________ ____________________________________________________________________ Step #3 = Brainstorm Possible Solutions *Thumbnail sketches Copyright © Texas Education Agency, 2012. All rights reserved.
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Step #4 = Generate Ideas *Thumbnail sketches Best Idea #1 Best Idea #2 Best Idea #3 Copyright © Texas Education Agency, 2012. All rights reserved.
14
Step #5= Explore Possibilities Discussion highlights: ______________________________________________ ________________________________________________________________
________________________________________________________________
________________________________________________________________ My Designs Pros: My Designs Cons:
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Step #6 = Select an Approach “Which design are you going to use and why?” _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________ Sketch of it: Copyright © Texas Education Agency, 2012. All rights reserved.
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Step #7 = Build a Model or Prototype to solve the problem given (step #1) based off of the Criteria and Constraints given (Step #2) based off of the Best Idea you had (Step #6). Step #8 = Refine the Design So what worked in your prototype? What didn’t work in your prototype? What did your classmates think about your prototype? What can you change to make it better? Sketch what changes you are going to make and refine your prototype for the final test. Copyright © Texas Education Agency, 2012. All rights reserved.
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Team Member(s) Name:
___________________________________________________________________________________________________________
Date: ________________________________ Teacher: ____________________________________ Score: _______ points out of 100
Engineering Design Process / Problem Solving Grading Rubric
EXPECTATIONS EXCEEDS EXPECTATIONS
20-15 PTS
Understands the
problem and
devises a plan
Skillfully demonstrates a thorough
understanding of problem’s
elements through a variety of
strategies.
Selects an appropriate contentspecific problem-solving strategy
that will lead to a logical solution
and/or quality product.
Creates a logical progression/
sequence of information, which
allows an audience who is
unfamiliar with this topic to
successfully complete the
procedure with ease.
Implements a plan
Implements a plan
(continued)
MEETS EXPECTATIONS
14-10 PTS
ALMOST MEETS
EXPECTATIONS 9-5 PTS
Demonstrates understanding of
problem’s elements through a
variety of strategies, such as
summarizing the problem in
own words, listing all relevant
information, identifying missing
information, etc.
Attempts to demonstrate
understanding of problem’s
elements, but several elements are
inaccurate and/or incomplete.
Selects at least one appropriate
content-specific problemsolving strategy that will lead to
a logical solution and/or quality
product.
Creates a logical
progression/sequence of
information, which allows an
audience who is unfamiliar with
this topic to successfully
complete the procedure with
minimal confusion.
Skillfully fulfills all disciplinespecific and task requirements.
Fulfills all discipline-specific and
task requirements.
Skillfully implements the plan of
action and content specific
strategy in order to solve a
problem.
Effectively and accurately
implements the plan of action
and content-specific strategy in
order to solve a problem.
Demonstrates insightful and
logical reasoning throughout the
problem-solving process to reach
accurate and effective solutions.
Demonstrates logical reasoning
throughout the problem-solving
process to reach accurate and
effective solutions with minor
Attempts to select an appropriate
content specific problem-solving
strategy; but strategy is inaccurate
or inappropriate for problem, which
will not lead to a logical solution
and/or quality product.
Creates a progression/sequence.
Some steps or omissions may
cause audience confusion in
completing the procedure.
Attempts to fulfill all disciplinespecific and task requirements, but
one element may be inaccurate or
incomplete.
Attempts to implement the plan of
action and/or content-specific
strategy, but errors result in
inaccurate solutions.
Demonstrates some logical
reasoning, but several errors result
in inaccurate and/or ineffective
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BELOW
EXPECTATIONS 4-1
PTS
Does not demonstrate
understanding of problem’s
elements.
Does not select an
appropriate content specific
problem-solving strategy.
Progression/sequence is not
logical or major omissions
exist, which prohibit
successful completion of
procedure
Does not fulfill several
discipline specific and task
requirements.
Does not implement plan of
action and/or contentspecific strategy.
Demonstrates little to no
logical reasoning.
Does not check work and
errors.
solutions.
Checks work throughout
implementation, revising work
as needed.
Inconsistently checks work
throughout implementation. Or,
does not revise work as needed.
Skillfully justifies the solution
and/or quality product by
interpreting data and/or results.
Effectively justifies the solution
and/or quality product by
interpreting data and/or results.
Attempts to fulfill all disciplinespecific and task requirements, but
one element may be inaccurate or
incomplete.
Appropriately cites all required
Information with no errors (when
appropriate).
Appropriately cites required
information with minor errors
(when appropriate).
Insightfully reflects upon problems,
mistakes, or misunderstandings
encountered during the problemsolving process.
Reflects upon problems,
mistakes, or misunderstandings
encountered during the
problem-solving process.
Checks work throughout
implementation, revising work as
needed.
Reflects on
results
Attempts to implement the plan of
action and/or content-specific
strategy, but errors result in
inaccurate solutions.
Demonstrates some logical
reasoning, but several errors result
in inaccurate and/or ineffective
solutions.
does not revise work as
needed.
Does not justify solution
and/or product.
Does not interpret data
and/or results.
Does not cite sources of
information (when
appropriate).
Does not reflect upon
problems, mistakes, or
misunderstandings.
Inconsistently checks their work
throughout implementation; or does
not revise work as needed.
Creates an
organizing
structure
Uses an organizational structure
that enhances the response.
Skillfully represents data and/or
results in an effective manner,
using technology when
appropriate
Demonstrates
understanding of
written language
conventions
(when appropriate)
Demonstrates consistent control of
grammar, usage, punctuation,
sentence construction, and
spelling.
Uses an organizational
structure that allows for a
progression of ideas to
develop.
Uses an organizational structure
that causes confusion.
There is little evidence of
organization.
Ineffectively represents data and/or
results.
Does not represent data
and/or results.
Demonstrates some control of
usage, grammar, punctuation,
sentence construction, and
spelling. Errors do interfere with
meaning.
Demonstrates little control of
usage, grammar,
punctuation, sentence
construction, and spelling.
Numerous errors interfere
with meaning.
Represents data and/or results
in an effective manner,
using technology when
appropriate.
Demonstrates control of usage,
grammar, punctuation,
sentence construction, and
spelling. Occasional errors do
not usually interfere with
meaning.
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