APS
DISTRICT HIGH SCHOOL CAREER AND TECHNICAL EDUCATION CURRICULUM FRAMEWORK
Course Title: Integrated Technology Lab
District Course Number:
Department: Career and Technical Education/Computer Science
NM STARS Number:
66126
16117257
Prerequisites: Successful completion of Algebra I and Geometry or concurrently enrolled in Geometry
Length of Course: One Year
Credit/PRI Area: .50 per Sem/Practical Art/Elective
Grade Level(s): 10 - 12
Important Notes:
Purchase of lab facilities/equipment (e.g., CNC mill, lathe, drill press, hydraulics, injection moulding) from Amatrol or similar company is paramount to
operating this program.
COURSE DESCRIPTION:
Integrated Technology Lab introduces the student to basic electrical systems, quality assurance, plastics technology, robotics and computer control technology, manufacturing
processes and design processes, while building various projects and allows career exploration in the field of technology and engineering. Activities include:
 Modeling in a 3-D environment [e.g., SolidWorks – designing in a circuit simulation software package (Multisim)]
 An introduction to programming microcontrollers
 Basic machining and tooling applications
 Design and fabrication of various types of projects
 Application options to include competing in state and possibly national level competitions
A final project is required. The student increases his/her literacy proficiency by reading text from a variety of sources, completing various written assignments, and presenting
projects - all skills necessary for a career in electronics, technology, or electrical engineering as well as any other science or technology field. Scientific thinking and practice
(e.g., extensive laboratory activities, critical thinking, and problem solving), science and society, mathematics, and literacy are integrated throughout the course.
References in parentheses following a performance standard refer to and are aligned with the State of New Mexico Career Readiness Standards (CR), WorkKeys, the State of New
Mexico Science Standards (NM), the State of New Mexico Mathematics Standards (NM – MA), National Educational Technology Standards for Students (NETS), the
Albuquerque Public Schools Mathematics Standards (APS – MA), and the Albuquerque Public Schools Language Arts Standards (APS - LA).
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STRATEGIES:
The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by Amatrol Corporation
(provider of the modules) and technology teachers in the Albuquerque Public Schools (APS).
ASSESSMENTS:
Assessments include authentic and performance-based assessment, cooperative learning, teacher observations, role playing, checklists, rubrics, tests and exams, formal and
informal writing, oral presentations, group discussions, multimedia presentations, projects and demonstrations. The “Illustrations” column also incorporates a variety of
assessments.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
 All necessary texts and instructional materials provided by Amatrol, 1638 Production Road, Jeffersonville, Indiana 47130, ph# 600.264.8285
 Additional reference materials provided by numerous publishers
SUGGESTED TITLES/AUTHORS WEB SITES:
Approved by HSCA:
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March 3, 2005
Albuquerque Public Schools 03/05
STRAND I: SAFETY
CONTENT STANDARD: The student exhibits the safe use of equipment and shop practices.
BENCHMARK: The student develops and demonstrates proficiency in shop safety and practice in completion of required activities.
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
NOTE: Illustrations include suggested activities for attaining each
performance standard. A check for () refers to a key feature to look for
while assessing student performance.
1.
Exhibits safe tool and machine usage and passes a certification test at
a 100% level (CR - 4D).
2.
Identifies individual responsibilities and personal traits of safe work
habits (CR - 4D).
3.
Demonstrates the use and care of appropriate personal protective
equipment (WorkKeys).
4.
Exhibits proper material handling (e.g., oversized material, lifting,
chemicals, electrical hazards) (WorkKeys; CR - 4E).
5.
Discusses fire prevention and fire safety procedures (CR - 4D).
6.
Demonstrates responsive behavior related to safety issues
(CR – 4A, 4D, 4E).
INTEGRATED TECHNOLOGY LAB
1 – 3, 6. The student studies the safety data sheets for each machine to be used
and demonstrates proficiency on each machine under teacher supervision.
After a teacher demonstration, and before the student demonstrates
proficiency on the machine, the student takes a safety test relevant to that
machine. The results are kept on file for liability purposes.
 safety practices
 correct use of tools
 appropriate behavior

4. The student demonstrates safe and proper material handling during the
construction of a project that has been approved by the instructor.
 safety practices
5. The student identifies locations of all fire extinguishers and exits and learns
drill, evacuation, and lock-down procedures.
 correct identification of locations and exits
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Albuquerque Public Schools 03/05
STRAND II: TECHNOLOGY KNOWLEDGE AND SKILLS
CONTENT STANDARD: The student acquires technological skills necessary to work successfully in an information-rich society.
BENCHMARK: The student uses technology tools to enhance learning, increase productivity, and promote creativity.
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Demonstrates marketable skills for entry into a post secondary
education training program leading to career fields of interest
(CR - 1E, 3D).
2.
Explains how technology is used in electronic technology, electrical
engineering, or other science and engineering fields (CR - 3A).
3.
Demonstrates knowledge of advanced technological systems/computer
operations to design, develop, and maintain engineering products
(CR - 3B, 3C).
4.
Uses technology tools and resources for managing and communicating
personal/professional information (e.g., schedules, correspondence)
(NETS – 3, 4).
5.
Investigates and applies expert systems and simulations in real-world
situations (NETS – 3, 5, 6).
6.
Routinely and efficiently uses online information resources to meet
needs for collaboration and productivity (NETS – 4 – 6).
7.
Recognizes the role technology plays in society (CR – 3A).
8.
Uses keyboarding skills and offline programming software to program,
setup, and operate machines (CR – 3B).
9.
Selects, uses, and understands appropriate technologies (NETS - 3).
10. Enters, retrieves updates, changes or analyzes computer-stored data
related to machining (NETS - 1).
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1 – 3. The student selects a project on an individual basis (with instructor
approval) and completes an assigned activity utilizing the appropriate
materials.
 completion of project
 quality of project
 safety practices
 correct use of materials and instruments
4 – 6. The student selects and researches an invention from the past
(e.g., telephone) and examines the importance of that innovation to include
the potential impact of both an emerging technology and a future invention.
The student presents (e.g., story, play, newspaper account) to the other
students the information found from his/her research.
 thorough research
 relevant information
 use of technology
 creativeness
 effective communication
 compelling presentation
7 – 12. Technology has been going on since the beginning of time, but
today it exists to a degree unprecedented in history. Furthermore it is
evolving at an extraordinary rate, with new technologies being created
and existing technologies being improved and extended. This makes it
particularly important, from a personal and social standpoint, for the
student to understand and be comfortable with the concepts and
workings of modern technology. Even if the student does not choose this
area as a career, he/she benefits by being familiar with it. The student is
able to perform better whatever job he/she chooses if he/she is
technologically literate. To acquire the technological skills needed to be
Albuquerque Public Schools 03/05
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
11. Writes a program to machine a simple part using offline programming
software on a personal computer (NETS – 1, 4, 6).
12. Demonstrates knowledge of trends and new technologies
(e.g., CAD/CADD, networks) (CR – 3C).
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successful in this field, the student participates in a variety of activities.
He/She:
 researches aspects of the history of technology (e.g., the first screw
driver, the plow, motor),
 uses the design process to create a project,
 experiments with different machines and applies problem-solving
approaches,
 tests, evaluates, and improves an individual design, and
 competes in contests demonstrating competency in manual
machining performance skills and precision machining technology.
 development of technological skills
 ability to explain terms, concepts, and working principles
 research strategies
 individual participation in discussions
 resourcefulness
 problem-solving skills
 modifications
 competitiveness
Albuquerque Public Schools 03/05
STRAND III: DESIGN PROCESS AND APPLICATION
CONTENT STANDARD: The student applies design principles to individual projcts as he/she pursues study in the area of integrated systems technology.
BENCHMARK: The student demonstrates creative thinking, decision-making, and problem-solving skills while developing and producing a product.
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Identifies and defines a technological problem related to a project
(NETS - 6; CR – 3B).
2.
Identifies criteria and constraints and determines how these affect
the design process (NETS - 6; CR – 5E).
3.
Seeks new knowledge, synthesizes this information, and utilizes it
in solving the defined problem (CR – 5E).
4.
Evaluates the design solution at various intervals to note areas of
improvement (NETS - 6; CR – 5F).
5.
Demonstrates the ability to transfer technical and academic skills
from the classroom to careers (CR – 1E).
6.
1 – 6. The student selects a project/product to design and complete and
submits a written plan to include:
 description of the product
 summary of research conducted relevant to the product
 measurements (e.g., length, width, weight, height)
 timeline
 materials
 cost
 construction constraints
 resources
 drawings
 evaluation of process and product
Communicates processes and results (NETS - 4; CR – 5D).
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The student meets regularly with the instructor to keep him/her apprised
of progress and/or to seek assistance as needed.
 completion of project
 adherence to timelines
 application of skills and knowledge
 quality product
 functionality of product
 effective writing elements
 all required components
 accuracy (e.g., measurements, costs)
 problem-solving strategies/analysis
Albuquerque Public Schools 03/05
STRAND IV: MANUFACTURING PROCESSES
CONTENT STANDARD: The student understands the proper use and application of a variety of tools and processing machines as they relate to the manufacture of an end
product.
BENCHMARK: The student demonstrates proper use and maintenances of hand, power, and machine tools and metal processing machines (e.g., machining, moulding, drill
presses).
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Identifies the hand/hand-held power tools that are used in creating
specific projects (WorkKeys; CR – 1D).
2.
Selects the appropriate tool to complete a project
(WorkKeys; CR – 1D).
3.
Applies tool and machine usage to a project (WorkKeys).
4.
Uses machines in combination with each other to produce a project
(WorkKeys).
5.
Recognizes other related technological machines not found in the
classroom (CR – 3A).
6.
Gains introductory working knowledge and procedures in sheet metal
operations, machining, injection moulding, and fabrication techniques
(CR – 1E).
1, 2. Using a variety of tools (e.g., hammer, grinder, files, drills) the student
names the tool, describes its function, and in some cases, demonstrates
its use.
 accurate identification of tools and functions
 proper handling
 appropriate selection
3, 4, 6. After the teacher demonstrates a particular procedure (e.g., good finish
vs. a bad finish), the student practices the procedure.
 finish, size, and tolerances
 uniform finish appearance
 correct tool usage
 use of a combination of tools
5.
Through videos and other supplements, the student gains exposure to other
technological tools and equipment not found in the classroom and/or school
shop. The student participates in class discussion relating what was seen in
the videos to possible future practices.
 active participation in discussions
 insights
 effective communication
Option: The student writes about what was seen in the videos emphasizing
how he/she might use those technological tools in the future.
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STRAND V: CAREER READINESS
CONTENT STANDARD: The student develops skills necessary for responsible and ethical workplace behaviors, for effective teamwork, for attainment of project goals,
and for marketable skills for future careers.
BENCHMARKS: A. The student develops effective interpersonal, leadership, and team skills.
B. The student effectively produces a quality product.
C. The student develops and demonstrates the technological knowledge and skills required for future careers.
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Integrates positive behavior, conduct, and social manners
(e.g., Character Counts pillars) (CR - 4A).
2.
Analyzes and applies appropriate safety standards (CR - 4E).
3.
Works cooperatively with others from diverse backgrounds to
accomplish goals (CR - 4B, 5C).
4.
Identifies and utilizes individual interests, aptitudes, and skills with
the group to accomplish goals (CR - 2B, 5A).
5.
Demonstrates leadership within a group through effective
communication, ability to motivate team members, and effective
delegation of responsibililties (CR - 5D).
6.
Identifies goals, required resources, prioritizes activities, and
evaluates progress toward achievement of goals within a specified
timeline (CR - 2A).
7.
Prepares a budget, records costs, and makes adjustments within a
specific maximum amount (CR - 2C).
8.
Reassesses individual and group skills and makes adjustments in the
delegation of responsibilities for efficient progress toward attainable
goals (CR - 2B).
9.
Demonstrates a high level of effort, patience, and perseverance
toward goal attainment (CR - 4C).
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1 – 9. As part of a group, the student chooses a final project (e.g., underwater
robot), plans a timeline, formulates goals, produces a budget and tracks costs,
designs, acquires materials, assembles, tests, and presents the project both
orally and in written form. The project incorporates the following concepts:
 DC/AC circuitry
 digital circuitry
 sensors
 motors
 microcontrollers
 usefulness
 positive behavior and conduct
 safety practices
 cooperation
 delegation of responsibilities
 skills assessments
 leadership qualities
 goal setting with reevaluation if necessary
 budgeting and cost accounts
 effort and perseverance
 demonstration of electronics’ knowledge
 usefulness of product
 clear presentation (oral or written)
 effective visuals
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STRAND VI: SCIENTIFIC AND MATHEMATICAL PRINCIPLES AND APPLICATIONS
CONTENT STANDARD: The student demonstrates scientific and mathematical principles through meaningful laboratory experiences.
BENCHMARK: The student applies scientific and mathematical procedures to investigate, problem solve, construct, graph, equate, and measure in a variety of real-world
situations.
GRADE
10 – 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Describes the essential components of an investigation, including
appropriate methodologies, proper equipment, and safety precautions
(NM – I.I.I.1).
2.
Designs and conducts scientific investigations that include
(NM – I.I.I.2):
 testable hypotheses,
 controls and variables,
 methods to collect, analyze, and interpret data,
 results that address hypotheses being investigated,
 predictions based on results,
 re-evaluation of hypotheses and additional experimentation as
necessary, and
 error analysis.
3.
Uses appropriate technologies to collect, analyze, and communicate
scientific data (e.g., computers, calculators, balances, microscopes)
(NM – I.I.I.3).
4.
Conveys results of investigations using scientific concepts,
methodologies, and expressions, including
(NM – I.I.I.4; APS – IV.5E):
 scientific language and symbols,
 diagrams, charts, and other data displays,
 mathematical expressions and processes (e.g., mean, median,
slope, proportionality),
 clear, logical, and concise communication, and
 reasoned arguments.
5.
1 – 32. The student functions at a high level and spends a good part of his/her
class time applying his/her skills on individual projects. He/She
functions at a high level of independence, functions as a peer leader,
maximizes problem-solving skills and techniques, and works with confidence.
Standard procedure for each project the student designs is to research the best
use of materials, interpret the data findings, understand the capabilities of the
materials selected, measure with accuracy and precision, apply geometric
principles, program designs on the computer before actually producing the
project, and be able to communicate any step of the process to instructor
and/or peers. Consequently, the performance standards in this strand are met
in the development and completion of projects over the course of the year.
 mathematical and scientific applications
 analysis
 support for argument
 data representations
 accuracy
 effective communication
 use of technology
 connections/relevance
 problem-solving strategies
Uses scientific reasoning and valid logic to recognize (NM – I.I.II.2):
 faulty logic,
 cause and effect,
 the difference between observation and unsubstantiated
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OR
In competition, the student’s performance is evaluated on the following
competencies:
 application of fundamental computational skills
 interpretation of engineering drawings, technical data, and other
graphics
 application of scientific principles
 industrial safety and hygiene requirements
 use of appropriate programming software
 ability to setup and operate basic machines
 project assembly
 overall appearance of project
Albuquerque Public Schools 03/05
GRADE
10 – 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
inferences and conclusions, and potential bias.
6.
Understands how new data and observations can result in new
scientific knowledge (NM – I.I.II.3; APS - V.1E).
7.
Identifies and applies measurement techniques and consider possible
effects of measurement errors (NM – I.I.III.4).
8.
Uses mathematics to express and establish scientific relationships
(e.g., scientific notation, vectors, dimensional analysis)
(NM – I.I.III.5).
9.
Classifies matter in a variety of ways (i.e., element, compound,
mixture; solid, liquid, gas; acidic, basic, neutral) (NM – II.I.I.2).
 written and oral assessments
Therefore, for the student to earn recognition, he/she must excel and show
professionalism in all of the above criteria.
10. Identifies, measures, and uses a variety of physical and chemical
properties (e.g., electrical conductivity, density, viscosity, chemical
reactivity, pH, melting point) (NM – II.I.I.2).
11. Explains how electric currents cause magnetism and how changing
magnetic fields produce electricity (e.g., electric motors, generators)
(NM - II.I.III.5).
12. Knows that when one object exerts a force on a second object, the
second object exerts a force of equal magnitude and in the opposite
direction on the first object (i.e., Newton’s Third Law)
(NM - II.I.III.7).
13. Evaluates the influences of technology on society
(e.g., communications, petroleum, transportation, nuclear energy,
computers, medicine, genetic engineering) including both desired
and undesired effects, and including some historical examples
(e.g., the wheel, the plow, the printing press, the lightning rod)
(NM – III.I.I.3).
14. Understands the scientific foundations of common technologies
(e.g., kitchen appliances, radio, television, aircraft, rockets,
computers, medical X-rays, selective breeding, fertilizers and
pesticides, agricultural equipment) (NM – III.I.I.4).
15.
Knows that science plays a role in many different kinds of careers
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GRADE
10 – 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
and activities (e.g., public service, volunteers, public office holders,
researchers, teachers, doctors, nurses, technicians, farmers, ranchers)
(NM – III.I.I.19).
16.
Describes physical and/or metallurgical characteristics of cast irons,
steels, nonferrous metals, composites, plastics, and other materials
that could be machined (NM – S II.I.I.1-4).
17. Performs the four basic operations using whole numbers, integers,
fractions, and decimals [NM – MA (Mid. Sch.)].
18.
Understands and uses ratios and percentages (NM – MA IA.7;
APS – II.8E).
19. Identifies, analyzes, and solves problems using algebraic equations,
inequalities, functions, and their graphs (NM – MA IB.3, IB.4, IB.5,
IC.1, IC.9).
20.
Understands and uses methods of data collection and analysis
including tables, charts, and comparisons (NM – MA IIIB.3, IIIC.1).
21.
Uses mathematical skills to estimate, approximate and predict
outcomes and to judge reasonableness of results (APS – MA V.9L).
22.
Uses reasoning and problem-solving strategies to solve new
problems [APS – MA: I.3; NM – MA IIA (5-7)].
23.
Makes connections among mathematical concepts
(APS – MA I.12; NM – MA IA.6).
24.
Recognizes when to use previously learned strategies to solve new
problems (APS – MA I.2; NM – MA IC.1, IID.2).
25.
Uses estimation as a first step in calculations (APS – MA II.10E).
26. Performs calculations and conversions with standard units and uses
appropriate tools and instruments (NM – MA II).
27. Interprets and draws two-dimensional objects and finds the area and
perimeter of basic figures [(e.g., rectangles, circles, triangles, other
polygons (e.g., rhombi, parallelograms, trapezoids)]
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Albuquerque Public Schools 03/05
GRADE
10 – 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
(NM – MA IIA.1).
28.
Finds the area and perimeter of a geometric figure composed of a
combination of two or more rectangles, triangles, and/or semicircles
with just edges in common (NM – MA IIA.2).
29. Interprets and draws three-dimensional objects and finds the surface
area and volume of basic figures (e.g., spheres, rectangular solids,
prisms, polygonal cones), and calculates the surface areas and
volumes of these figures as well as figures constructed from unions
of rectangular solids and prisms with faces in common, given the
formulas for these figures (NM – MA IIA.4).
30.
Demonstrates understanding of the construction of the coordinate
plane, knows the names of the origin, coordinate axes and four
quadrants, draws and labels them correctly, finds the coordinates of
an indicated point, and plots a point with given coordinates
(NM – MA IIB.1).
31.
Determines the midpoint and distance between two points within a
coordinate system and relates these ideas to geometric figures in the
plane (e.g., find the center of a circle given two endpoints of a
diameter of the circle) (NM – MA IIB.2).
32.
Solves problems using the Pythagorean Theorem (e.g., “Given the
length of a ladder and the distance of the base of the ladder from a
wall, determine the distance up the wall to the top of the ladder”)
(NM – MA IID.4).
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Albuquerque Public Schools 03/05
STRAND VII: LITERACY
CONTENT STANDARD: The student communicates technological principles through reading, writing, discussion, and research opportunities.
BENCHMARK: The student uses problem solving, reasoning and proof, communication, connections, and representations as appropriate in all mathematical experiences.
GRADE
10 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
Integrated Technology Lab is not your typical, traditional course. The
course is structured with the student completing a prescribed curriculum and
assignments using a computer. The student participates in a team effort to
create an end product in an extensive hands-on environment. However,
reading, writing, and speaking standards are met in each strand through team
and whole class interaction. The following references are specific examples
of how the literacy strategies are incoprorated in the course.
The following performance standards are aligned with the APS 11th
grade Language Arts Standards.
1 – 4. See the 1st illustration in Strand I, the 1st illustration in Strand II, and the
illustration for Strand VI.
1.
Reorganizes the concepts and details in informational texts in new
ways and describes the advantages and disadvantages for the new
organization (APS – LA I.2).
2.
Explains how new information expands one’s personal knowledge
base (APS – I.6).
3.
Accurately interprets information presented in a technical format
(e.g., charts, diagrams, tables) (APS – LA I.7).
4.
Uses critical analysis to gain meaning, develop thematic connections,
and synthesize ideas (APS – II.5).
5.
Demonstrates increased competence and fluency in using the writing
process to create a final product (APS – LA III.1).
6.
Develops increased competence in using elements of effective writing
(APS – LA III.2).
7.
Develops increased competence and fluency in using a variety of
technology to present information appropriate for the intended
purpose and audience (APS – LA III.3, VI.5).
7, 10, 11. See the 2nd and 3rd illustrations in Strand IV.
8.
Demonstrates increased competence and fluency with speaking
strategies (APS – LA IV.1).
8, 9. See the 2nd illustration in Strand II, the last illustration in Strand IV, and
the illustrations in Strands V and VI.
INTEGRATED TECHNOLOGY LAB
5 – 7. See the illustration in Strand III, the 3 rd illustration in Strand IV, the
illustration for Strand V, and the illustration for Strand VI.
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Albuquerque Public Schools 03/05
GRADE
10 - 12
PERFORMANCE STANDARDS
9.
ILLUSTRATIONS
Demonstrates increased competence and fluency with speaking and
language conventions (APS – IV.2).
10. Listens to and analyzes a presentation or discussion (APS V.1).
11. Analyzes differences in responses from group discussions in an
organized and systematic way (APS – LA V.2).
12. Obtains and sends information electronically to support advanced
research (APS – LA VI.2).
12, 13. See the 2nd and 3rd illustrations in Strand II and the illustration in
Strand VI.
13. Uses argument, establishes and defends a point of view, addresses
concerns of the opposition, uses logical strategies, and uses rhetorical
devices to interpret research information and form conclusions
(APS – LA VI.4).
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