C. STEM / STEAM education, The scientific method, questioning, theorytesting, …etc. 1- Write about methods and approaches to inquiry and to teaching STEM in schools and in universities, for both majors and non-majors. 2- Read than write and reflect about teaching/scholarly pursuit and philosophy of pedagogy, so that the intent in the classroom is to develop capacity, knowledge, transferability, and critical thinking skills. The focus is on the scientific method, on both qualitative and quantitative approaches to learning sciences in the classroom, review how this information can help you’d develop a lesson plan, or a unit designed to deliver particular goals and objectives. D. The multicultural classroom, look at Diversity Web, excellent resources and scholarly articles. I am particularly interested in seeing who you address diversity in the classroom, in terms of ways of learning, curriculum, students, and class experiences. How do you engage a multicultural classroom?

C. STEM / STEAM education, The scientific method, questioning, theorytesting, …etc. 1- Write about methods and approaches to inquiry and to teaching STEM in schools and in universities, for both majors and non-majors. 2- Read than write and reflect about teaching/scholarly pursuit and philosophy of pedagogy, so that the intent in the classroom is to develop capacity, knowledge, transferability, and critical thinking skills. The focus is on the scientific method, on both qualitative and quantitative approaches to learning sciences in the classroom, review how this information can help you’d develop a lesson plan, or a unit designed to deliver particular goals and objectives. D. The multicultural classroom, look at Diversity Web, excellent resources and scholarly articles. I am particularly interested in seeing who you address diversity in the classroom, in terms of ways of learning, curriculum, students, and class experiences. How do you engage a multicultural classroom?

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BLY 101L – Take Home Assignment (20 pts. TOTAL) Due: Start of class time – Monday, June 30, 2014 OR Tuesday, July 1, 2014 1. Calculate the % of disks floating (%DF) for each time point and both Control and Treatment groups. (5 pts.) • refer to the class notes re: how to do this… 2. Neatly graph experimental results. (5 pts.) • graph paper • Microsoft Excel • refer to the class notes re: how to do this… 3. What was the overarching QUESTION addressed by the lab exercise? (1 pt.) 4. State “null” (H0) and “alternative” (HA) HYPOTHESES. (2 pts.) 5. State your PREDICTION in “If…., then…” format, based upon your knowledge of PS and as written in your lab guide. (1 pt.) 6. Applying what you’ve learned about photosynthesis… • Undoubtedly, you have heard mention of the effect of increasing concentrations of certain gasses (one of which is CO2) in Earth’s atmosphere, and its relevance to Climate Change. Sometime around two decades ago or so, plant scientists began to earnestly think about CO2 level and its effects on plant physiology and growth. Based upon your knowledge of photosynthesis and what you’ve learned from this week’s lab experiment… Formulate testable hypotheses (H0, HA) AND a prediction for this scenario. (3 pts.) • As a follow-on to the previous question and in the context of the experiment you performed in class…Aside from affecting “aesthetics” and habitat for fuzzy wuzzy animals, why are plant and conservation scientists worried about the effects of “clear cutting” (i.e., cutting down forests for development or other agricultural and industrial uses) in combination with rising CO2 levels? (NOTE: O2 HAS NOTHING TO DO WITH THE ANSWER TO THIS QUESTION…; 3 pts.) You MUST hand in the following: o Data table o Line graph of experimental results (plot both data sets on the SAME set of axes; see lecture notes) o Neatly typed answers to questions 3-6 REMEMBER: Images, written text AND/OR ideas are intellectual property and/or copyrighted! If you consult/borrow any published material (e.g., internet webpage text, published paper or report, your textbook, etc.) to construct answers to the questions above, you MUST CITE THE SOURCE FROM WHICH YOU COPIED THE IMAGES, TEXT or IDEAS. See below… Scientific Paper Chase, J. 2010. Stochastic community assembly causes higher biodiversity in more productive environments. Science 328: 1388-1391. Book Stein, B.A., Kutner, L.S., and Adams, J.S. 2000. Precious Heritage, The Status of Biodiversity in the United States. Oxford University Press, Oxford, England. Webpage NOAA, National Atmospheric and Oceanographic Administration. Accessed 01/05/12. http://www.nhc.noaa.gov/pastall.shtml#tracks_us.

BLY 101L – Take Home Assignment (20 pts. TOTAL) Due: Start of class time – Monday, June 30, 2014 OR Tuesday, July 1, 2014 1. Calculate the % of disks floating (%DF) for each time point and both Control and Treatment groups. (5 pts.) • refer to the class notes re: how to do this… 2. Neatly graph experimental results. (5 pts.) • graph paper • Microsoft Excel • refer to the class notes re: how to do this… 3. What was the overarching QUESTION addressed by the lab exercise? (1 pt.) 4. State “null” (H0) and “alternative” (HA) HYPOTHESES. (2 pts.) 5. State your PREDICTION in “If…., then…” format, based upon your knowledge of PS and as written in your lab guide. (1 pt.) 6. Applying what you’ve learned about photosynthesis… • Undoubtedly, you have heard mention of the effect of increasing concentrations of certain gasses (one of which is CO2) in Earth’s atmosphere, and its relevance to Climate Change. Sometime around two decades ago or so, plant scientists began to earnestly think about CO2 level and its effects on plant physiology and growth. Based upon your knowledge of photosynthesis and what you’ve learned from this week’s lab experiment… Formulate testable hypotheses (H0, HA) AND a prediction for this scenario. (3 pts.) • As a follow-on to the previous question and in the context of the experiment you performed in class…Aside from affecting “aesthetics” and habitat for fuzzy wuzzy animals, why are plant and conservation scientists worried about the effects of “clear cutting” (i.e., cutting down forests for development or other agricultural and industrial uses) in combination with rising CO2 levels? (NOTE: O2 HAS NOTHING TO DO WITH THE ANSWER TO THIS QUESTION…; 3 pts.) You MUST hand in the following: o Data table o Line graph of experimental results (plot both data sets on the SAME set of axes; see lecture notes) o Neatly typed answers to questions 3-6 REMEMBER: Images, written text AND/OR ideas are intellectual property and/or copyrighted! If you consult/borrow any published material (e.g., internet webpage text, published paper or report, your textbook, etc.) to construct answers to the questions above, you MUST CITE THE SOURCE FROM WHICH YOU COPIED THE IMAGES, TEXT or IDEAS. See below… Scientific Paper Chase, J. 2010. Stochastic community assembly causes higher biodiversity in more productive environments. Science 328: 1388-1391. Book Stein, B.A., Kutner, L.S., and Adams, J.S. 2000. Precious Heritage, The Status of Biodiversity in the United States. Oxford University Press, Oxford, England. Webpage NOAA, National Atmospheric and Oceanographic Administration. Accessed 01/05/12. http://www.nhc.noaa.gov/pastall.shtml#tracks_us.

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. Pt 1. Making Observations (Introduction) Write a brief, introductory paragraph that includes general observations related to the topic. You may consider information from the news, media (tv, movies), social media, popular views, ideas from the general public, or your personal experiences. Your paragraph should specifically mention three (3) observations related to this topic and be sure to cite your sources. You should also include your thoughts on why this topic is of interest to you or relevant to society (i.e. what is the significance?). Pt 2. Apply The Content Choose five (5) terms or concepts that we have covered in this unit that are related to the chosen topic. Define each term in your own words and then write one (1) sentence that explains how it is related to the topic. The concept are: Define evolution. What was Darwin’s role in establishing the theory of evolution? What does the phrase “descent with modification” mean? How are fossils, anatomical studies, and molecular biology used to provide evidence for the theory of evolution? What is “fitness” in a biological organism? What role do mutations have in natural selection? What are the types of natural selection? How do they effect the genetic variation in a population? What is genetic drift? gene flow? How do they effect the genetic variation in a population? What forces can lead to adaptive evolution? What is the biological definition of a species? What are the three domains of living organisms? What are the six kingdoms? For each kingdom you should be able to describe the cellular structure, means of reproduction, ways of getting nutrients/food, general/adaptive features, and an example organism. How does Helicobacter pylori avoid competition? What extreme environment does a hermoacidophile occupy? What is unique about the Volvox compared to other protists? How do pitcher plants thrive in low nutrient environments? How does the puffball mushroom achieve reproductive success? What adaptations allowed plants to live on the land? What major adaptations occurred in the animal kingdom? In vertebrates? What domain, kingdom, phylum, sub phylum, and class do humans belong to? What do we share with organisms in these groups? What are the ecological levels of the biological hierarchy? What are the elements of a habitat? What are the criteria used by ecologists to measure and observe populations? What common patterns of population distribution are seen in nature? Compare the three kinds of survivorship curves? What do they show? What kind of reproductive behaviors lead to type I, II, and III survivorship curves? How does idealized population growth differ from how actual populations grow? What are factors that affect the growth of a population? How do density-dependent factors affect population growth? What are examples of density-independent factors that can affect population growth? What is a population boom? What is a population bust? Describe the boom and bust cycles often observed in nature. What kinds of competition occur in a habitat? What kinds of symbiotic relationships occur in a habitat? How do organisms avoid predation? What are the levels in a trophic structure? How can plants and animals avoid being eaten? Why is a food web a more accurate representation of the organisms in a community compared to a food chain? Why are most food chains limited to only three or four trophic levels.What are some common threats to biodiversity? What are common types of pollution? Explain why we must be concerned about even small levels of polluting chemicals in the environment. What is sustainability? How can we contribute to the sustainability of life on our planet? Pt 3. Form A Claim Write a claim statement related to the chosen topic. Consider the major question that you are addressing and then develop a statement that will guide your research and writing as you develop your scientific explanation (in Pt 4). Pt 4. Construct a Scientific Explanation Write a scientific explanation that includes evidence and reasoning to support your claim. Your explanation should demonstrate your understanding of the chosen topic using discussion and content from this course as a starting point. Your explanation should include information from a minimum of three (3) sources and one (1) of these sources must be a peer-reviewed scientific article or a review of a scientific study or studies (i.e. a primary or secondary source). You should cite your sources within the body of your explanation and include a list of references at the end (any standard formatting method is acceptable).

. Pt 1. Making Observations (Introduction) Write a brief, introductory paragraph that includes general observations related to the topic. You may consider information from the news, media (tv, movies), social media, popular views, ideas from the general public, or your personal experiences. Your paragraph should specifically mention three (3) observations related to this topic and be sure to cite your sources. You should also include your thoughts on why this topic is of interest to you or relevant to society (i.e. what is the significance?). Pt 2. Apply The Content Choose five (5) terms or concepts that we have covered in this unit that are related to the chosen topic. Define each term in your own words and then write one (1) sentence that explains how it is related to the topic. The concept are: Define evolution. What was Darwin’s role in establishing the theory of evolution? What does the phrase “descent with modification” mean? How are fossils, anatomical studies, and molecular biology used to provide evidence for the theory of evolution? What is “fitness” in a biological organism? What role do mutations have in natural selection? What are the types of natural selection? How do they effect the genetic variation in a population? What is genetic drift? gene flow? How do they effect the genetic variation in a population? What forces can lead to adaptive evolution? What is the biological definition of a species? What are the three domains of living organisms? What are the six kingdoms? For each kingdom you should be able to describe the cellular structure, means of reproduction, ways of getting nutrients/food, general/adaptive features, and an example organism. How does Helicobacter pylori avoid competition? What extreme environment does a hermoacidophile occupy? What is unique about the Volvox compared to other protists? How do pitcher plants thrive in low nutrient environments? How does the puffball mushroom achieve reproductive success? What adaptations allowed plants to live on the land? What major adaptations occurred in the animal kingdom? In vertebrates? What domain, kingdom, phylum, sub phylum, and class do humans belong to? What do we share with organisms in these groups? What are the ecological levels of the biological hierarchy? What are the elements of a habitat? What are the criteria used by ecologists to measure and observe populations? What common patterns of population distribution are seen in nature? Compare the three kinds of survivorship curves? What do they show? What kind of reproductive behaviors lead to type I, II, and III survivorship curves? How does idealized population growth differ from how actual populations grow? What are factors that affect the growth of a population? How do density-dependent factors affect population growth? What are examples of density-independent factors that can affect population growth? What is a population boom? What is a population bust? Describe the boom and bust cycles often observed in nature. What kinds of competition occur in a habitat? What kinds of symbiotic relationships occur in a habitat? How do organisms avoid predation? What are the levels in a trophic structure? How can plants and animals avoid being eaten? Why is a food web a more accurate representation of the organisms in a community compared to a food chain? Why are most food chains limited to only three or four trophic levels.What are some common threats to biodiversity? What are common types of pollution? Explain why we must be concerned about even small levels of polluting chemicals in the environment. What is sustainability? How can we contribute to the sustainability of life on our planet? Pt 3. Form A Claim Write a claim statement related to the chosen topic. Consider the major question that you are addressing and then develop a statement that will guide your research and writing as you develop your scientific explanation (in Pt 4). Pt 4. Construct a Scientific Explanation Write a scientific explanation that includes evidence and reasoning to support your claim. Your explanation should demonstrate your understanding of the chosen topic using discussion and content from this course as a starting point. Your explanation should include information from a minimum of three (3) sources and one (1) of these sources must be a peer-reviewed scientific article or a review of a scientific study or studies (i.e. a primary or secondary source). You should cite your sources within the body of your explanation and include a list of references at the end (any standard formatting method is acceptable).

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2. According to the video: Semmelweis and Pasteur: Germ Theory (5 points) a) What is childbed fever? infection of womb and cases septicimea. b) What was Semmelweis’s hypothesis as to why more women were dying of childbed fever under the doctor’s care rather than the midwives? chlorine hand wash. c) Why were Semmelweis’s ideas not accepted in 1846? no scientific reasoning. d) Why was Pasteur so concerned with finding out about disease transmission? transmission is to be studied to identify the cure or prevention. e) What industry was he working for? microbiology. f) Pasteur’s experiment led to what theory? Describe this theory. transmission principle. dna is responsible for transmission not the protein. g) Your thoughts: Can all diseases be explained by the germ theory? no, non infectious diseases cannot come under this theory.

2. According to the video: Semmelweis and Pasteur: Germ Theory (5 points) a) What is childbed fever? infection of womb and cases septicimea. b) What was Semmelweis’s hypothesis as to why more women were dying of childbed fever under the doctor’s care rather than the midwives? chlorine hand wash. c) Why were Semmelweis’s ideas not accepted in 1846? no scientific reasoning. d) Why was Pasteur so concerned with finding out about disease transmission? transmission is to be studied to identify the cure or prevention. e) What industry was he working for? microbiology. f) Pasteur’s experiment led to what theory? Describe this theory. transmission principle. dna is responsible for transmission not the protein. g) Your thoughts: Can all diseases be explained by the germ theory? no, non infectious diseases cannot come under this theory.

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Author Name: BIO 218 Natural History Paper General Formatting: (10%) • 1 Margins correct? • 1 Font correct? • 2 Double-spaced? • 2 Pages numbered? • 2 All sections included? • 2 At least 3 pages of text, not more than 5 pages? Project elements (50%) • Introduction: o 8 General background on topic and species (state scientific name!)? o 2 Goes from general to specific? • Review of Journal Articles: o 4 States topic and hypothesis/hypotheses described in articles? o 3 Reports how research was conducted? o 2 Describes specialized materials used? o 2 Discusses type(s) of data collected and how to be analyzed/compared/used? o 3 Reports what happened in the experiments? o 2 If comparisons made, discusses how they were made? o 2 Figure(s) reproduced and cited? o 2 Table(s) reproduced and cited? • Summary/Conclusion: o 10 Synthesizes the results of the experiments and ties the findings of the articles together? • Literature Cited: o 4 At least 3 journal articles (primary literature) used? o 2 References used in paper properly? o 2 References all listed in this section and formatted correctly? o 2 All references listed are in the body of the paper and all references in the body are listed in this section? *0.5% for each extra citation (>3) that is correctly used* Writing Elements (40%) • /15 Grammar or spelling errors? • /15 Writing is clear and flows logically throughout paper? • /10 Appropriate content in each section? Final Paper Total ( %) = /40 Comments:

Author Name: BIO 218 Natural History Paper General Formatting: (10%) • 1 Margins correct? • 1 Font correct? • 2 Double-spaced? • 2 Pages numbered? • 2 All sections included? • 2 At least 3 pages of text, not more than 5 pages? Project elements (50%) • Introduction: o 8 General background on topic and species (state scientific name!)? o 2 Goes from general to specific? • Review of Journal Articles: o 4 States topic and hypothesis/hypotheses described in articles? o 3 Reports how research was conducted? o 2 Describes specialized materials used? o 2 Discusses type(s) of data collected and how to be analyzed/compared/used? o 3 Reports what happened in the experiments? o 2 If comparisons made, discusses how they were made? o 2 Figure(s) reproduced and cited? o 2 Table(s) reproduced and cited? • Summary/Conclusion: o 10 Synthesizes the results of the experiments and ties the findings of the articles together? • Literature Cited: o 4 At least 3 journal articles (primary literature) used? o 2 References used in paper properly? o 2 References all listed in this section and formatted correctly? o 2 All references listed are in the body of the paper and all references in the body are listed in this section? *0.5% for each extra citation (>3) that is correctly used* Writing Elements (40%) • /15 Grammar or spelling errors? • /15 Writing is clear and flows logically throughout paper? • /10 Appropriate content in each section? Final Paper Total ( %) = /40 Comments:

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How did the different concentrations of sucrose impact osmotic rate? This assignment requires you to evaluate a hypothesis and communicate the results of your experiment on the rate of osmosis into sucrose solutions of varying concentrations. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner

How did the different concentrations of sucrose impact osmotic rate? This assignment requires you to evaluate a hypothesis and communicate the results of your experiment on the rate of osmosis into sucrose solutions of varying concentrations. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner

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Researchers recently investigated whether or not coffee prevented the development of high blood sugar (hyperglycemia) in laboratory mice. The mice used in this experiment have a mutation that makes them become diabetic. Read about this research study in this article published on the Science Daily web-site New Evidence That Drinking Coffee May Reduce the Risk of Diabetes as well as the following summary: A group of 11 mice was given water, and another group of 10 mice was supplied with diluted black coffee (coffee:water 1:1) as drinking fluids for five weeks. The composition of the diets and living conditions were similar for both groups of mice. Blood glucose was monitored weekly for all mice. After five weeks, there was no change in average body weight between groups. Results indicated that blood glucose concentrations increased significantly in the mice that drank water compared with those that were supplied with coffee. Finally, blood glucose concentration in the coffee group exhibited a 30 percent decrease compared with that in the water group. In the original paper, the investigators acknowledged that the coffee for the experiment was supplied as a gift from a corporation. Then answer the following questions in your own words: 1. Identify and describe the steps of the scientific method. Which observations do you think the scientists made leading up to this research study? Given your understanding of the experimental design, formulate a specific hypothesis that is being tested in this experiment. Describe the experimental design including control and treatment group(s), and dependent and independent variables. Summarize the results and the conclusion (50 points) 2. Criticize the research described. Things to consider: Were the test subjects and treatments relevant and appropriate? Was the sample size large enough? Were the methods used appropriate? Can you think of a potential bias in a research study like this? What are the limitations of the conclusions made in this research study? Address at least two of these questions in your critique of the research study (20 points). 3. Discuss the relevance of this type of research, both for the world in general and for you personally (20 points). 4. Write answers in your own words with proper grammar and spelling (10 points)

Researchers recently investigated whether or not coffee prevented the development of high blood sugar (hyperglycemia) in laboratory mice. The mice used in this experiment have a mutation that makes them become diabetic. Read about this research study in this article published on the Science Daily web-site New Evidence That Drinking Coffee May Reduce the Risk of Diabetes as well as the following summary: A group of 11 mice was given water, and another group of 10 mice was supplied with diluted black coffee (coffee:water 1:1) as drinking fluids for five weeks. The composition of the diets and living conditions were similar for both groups of mice. Blood glucose was monitored weekly for all mice. After five weeks, there was no change in average body weight between groups. Results indicated that blood glucose concentrations increased significantly in the mice that drank water compared with those that were supplied with coffee. Finally, blood glucose concentration in the coffee group exhibited a 30 percent decrease compared with that in the water group. In the original paper, the investigators acknowledged that the coffee for the experiment was supplied as a gift from a corporation. Then answer the following questions in your own words: 1. Identify and describe the steps of the scientific method. Which observations do you think the scientists made leading up to this research study? Given your understanding of the experimental design, formulate a specific hypothesis that is being tested in this experiment. Describe the experimental design including control and treatment group(s), and dependent and independent variables. Summarize the results and the conclusion (50 points) 2. Criticize the research described. Things to consider: Were the test subjects and treatments relevant and appropriate? Was the sample size large enough? Were the methods used appropriate? Can you think of a potential bias in a research study like this? What are the limitations of the conclusions made in this research study? Address at least two of these questions in your critique of the research study (20 points). 3. Discuss the relevance of this type of research, both for the world in general and for you personally (20 points). 4. Write answers in your own words with proper grammar and spelling (10 points)

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convincing writing (unlike this syllabus) is also an essential skill in any discipline. Thus, write a two-page, double-spaced paper analyzing one of the listed movies for scientific accuracy. You should outline the papers as follows. · Introduction: briefly summarize major plot points with emphasis on biological science claims. · Accuracies: Explain scientific claims made in the movie that represent accurate understanding of some scientific principle. Cite two places in the textbook that support their claims. · Inaccuracies: Explain leaps in scientific understanding made in the movie. Cite two places in the textbook that dispute their claim. · Impact on public perceptions. What impact do you think this movie has on public perceptions of the science? Positive or negative? Find 1 article online of any type that backs up your opinion.

convincing writing (unlike this syllabus) is also an essential skill in any discipline. Thus, write a two-page, double-spaced paper analyzing one of the listed movies for scientific accuracy. You should outline the papers as follows. · Introduction: briefly summarize major plot points with emphasis on biological science claims. · Accuracies: Explain scientific claims made in the movie that represent accurate understanding of some scientific principle. Cite two places in the textbook that support their claims. · Inaccuracies: Explain leaps in scientific understanding made in the movie. Cite two places in the textbook that dispute their claim. · Impact on public perceptions. What impact do you think this movie has on public perceptions of the science? Positive or negative? Find 1 article online of any type that backs up your opinion.

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Define: 41 Things Philosophy is: 1. Ignorant 2. Selfish 3. Ironic 4. Plain 5. Misunderstood 6. A failure 7. Poor 8. Unscientific 9. Unteachable 10. Foolish 11. Abnormal 12. Divine trickery 13. Egalitarian 14. A divine calling 15. Laborious 16. Countercultural 17. Uncomfortable 18. Virtuous 19. Dangerous 20. Simplistic<br />21. Polemical 22. Therapeutic 23. “conformist” 24. Embarrassi ng 25. Invulnerable 26. Annoying 27. Pneumatic 28. Apolitic al 29. Docile/teachable 30. Messianic 31. Pious 32. Impract ical 33. Happy 34. Necessary 35. Death-defying 36. Fallible 37. Immortal 38. Confident 39. Painful 40. agnostic</br

Define: 41 Things Philosophy is: 1. Ignorant 2. Selfish 3. Ironic 4. Plain 5. Misunderstood 6. A failure 7. Poor 8. Unscientific 9. Unteachable 10. Foolish 11. Abnormal 12. Divine trickery 13. Egalitarian 14. A divine calling 15. Laborious 16. Countercultural 17. Uncomfortable 18. Virtuous 19. Dangerous 20. Simplistic
21. Polemical 22. Therapeutic 23. “conformist” 24. Embarrassi ng 25. Invulnerable 26. Annoying 27. Pneumatic 28. Apolitic al 29. Docile/teachable 30. Messianic 31. Pious 32. Impract ical 33. Happy 34. Necessary 35. Death-defying 36. Fallible 37. Immortal 38. Confident 39. Painful 40. agnostic

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