> '`
bjbjDD 7&&q8DlMM>P#P#"r#r#r#r#r#r#LLLLLLL$NhPLX;r#r#X;X;Lr#r#M>>>X;r#r#L>X;L>>>r#D#q>#d<>>M0MM>Q=Q>Q>,r#V+>16r#r#r#LL.>^r#r#r#MMX;X;X;X;ȵDhȵPhysical Science Comes Alive:
Force & Motion Grades 4 5 (ArithMachines)
Alignments to State Science Standards
Table of Contents
California State Science Content Standards 23
Standards by lesson ...2
Description of standards (Grade 4) ...3
Description of standards (Grade 5) 3
District of Columbia Science Content Standards ...46
Standards by lesson ...4
Description of standards (Grade 4) ...5
Description of standards (Grade 5) 6
Minnesota State Science Content Standards .710
Standards by lesson ...78
Description of standards (Grade 4) ...9
Description of standards (Grade 5) 10
NY New York State Core Curriculum (updated) ...1123
Standards by lesson ...1113
Description of standards (Elementary) ..1418
Description of standards (Intermediate) 1923
California State Science Content Standards
Physical Science Comes Alive: Force & Motion Grades 4 5 (ArithMachines)
Lesson #California State Science Content Standards Grade 4California State Science Content Standards Grade 5Lesson 1: Structures, Mechanisms and Levers4: IE 6.a, c, d, f
5: IE 6.a, b, c, i
Lesson 2: Mystery Mechanisms4: IE 6.a, c, d, f
5: IE 6.b, c, h, i
Lesson 3: Adding Outputs to a Mechanism
4: IE 6.a, c, d, f
5: IE 6.b, c, h, i
Lesson 4: MechAnimations and Mystery Mechanisms I
4: IE 6.a, c, d, f
5: IE 6.b, c, h, i
Lesson 5: Using the Ratio Machine 4: IE 6.a, b, c, d, f
5: IE 6.b, c, d, e, f, g, h, i
Lesson 6: Looking at the Ratio Machine Data
4: IE 6.a, b, c, d, f 5: IE 6.b, c, d, e, f, g, h, i
Lesson 7: MechAnimations and Mystery Mechanisms II
4: IE 6.a, c, d, f
5: IE 6.b, c, h, i
Lesson 8: Investigating Force and Buckling
4: IE 6.a, b, c, d, f
5: IE 6.b, c, d, e, f, g, h, i
Lesson 9: Measuring Force and Distance
4: IE 6.a, b, c, d, f 5: IE 6.b, c, d, e, f, g, h, i
Lesson 10: Mechanical Advantage
4: IE 6.a, c, d, f
5: IE 6.b, c, d, e, f, g, h, i
Lesson 11: MechAnimations & Mystery Mechanisms III
4: IE 6.a, c, d, f
5: IE 6.b, c, h, i
Lesson 12: Presenting MechAnimations and Mystery Mechanisms
Key
California Science Standards
K5: Grade
IE (Investigation and Experimentation)California Science Standards
K5: Grade
IE (Investigation and Experimentation)
Full Description of California State Standards Grades 4 and 5
California State Science Standards
Investigation and Experimentation Grade 4
4: IE 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
4: IE 6.a. Differentiate observation from inference (interpretation) and know scientists explanations come partly from what they observe and partly from how they interpret their observations.
4: IE 6.b. Measure and estimate the weight, length, or volume of objects.
4: IE 6.c. Formulate and justify predictions based on causeandeffect relationships.
4: IE 6.d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
4: IE 6.f. Follow a set of written instructions for a scientific investigation.
California State Science Standards
Investigation and Experimentation Grade 5
5: IE 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
5: IE 6.a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria. 5: IE 6.b. Develop a testable question.
5: IE 6.c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to carry out the procedure.
5: IE 6.d. Identify the dependent and controlled variables in an investigation.
5: IE 6.e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.
5: IE 6.f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.
5: IE 6.g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
5: IE 6.h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
5: IE 6.i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.
District of Columbia Science Content Standards
Physical Science Comes Alive: Force & Motion Grades 4 5 (ArithMachines)
Lesson #District of Columbia Science Content Standards Grade 4District of Columbia Science Content Standards Grade 5Lesson 1: Structures, Mechanisms and Levers
4: SI 1.1, 2, 4, 5, 6, 75: SI 1.1, 2, 3, 6, 7, 8Lesson 2: Mystery Mechanisms
4: SI 1.1, 2, 4, 5, 6, 75: SI 1.1, 2, 3, 6, 7, 8Lesson 3: Adding Outputs to a Mechanism
4: SI 1.1, 2, 4, 5, 6, 75: SI 1.1, 2, 3, 6, 7, 8Lesson 4: MechAnimations and Mystery Mechanisms I
4: SI 1.1, 2, 4, 5, 6, 75: SI 1.1, 2, 3, 6, 7, 8Lesson 5: Using the Ratio Machine
4: SI 1.1, 2, 3, 4, 5, 6, 75: SI 1.1, 2, 3, 4, 5, 6, 7, 8, 11Lesson 6: Looking at the Ratio Machine Data
4: SI 1.1, 2, 3, 4, 5, 6, 75: SI 1.1, 2, 3, 5, 6, 7, 8, 11Lesson 7: MechAnimations and Mystery Mechanisms II
4: SI 1.1, 2, 4, 5, 6, 75: SI 1.1, 2, 3, 6, 7, 8Lesson 8: Investigating Force and Buckling
4: SI 1.1, 2, 3, 4, 5, 6, 75: SI 1.1, 2, 3, 4, 5, 6, 7, 8, 11Lesson 9: Measuring Force and Distance
4: SI 1.1, 2, 3, 4, 5, 6, 75: SI 1.1, 2, 3, 4, 5, 6, 7, 8, 11Lesson 10: Mechanical Advantage
4: SI 1.1, 2, 3, 4, 5, 6, 75: SI 1.1, 2, 3, 4, 5, 6, 7, 8, 11
5: ST 2.2
Lesson 11: MechAnimations & Mystery Mechanisms III
4: SI 1.5, 6
4: ST 2.3
5: SI 1.1, 2, 3, 6, 7, 8Lesson 12: Presenting MechAnimations and Mystery Mechanisms
4: SI 1.1, 2, 4, 5, 6, 75: ST 2.2Key
District of Columbia Science Standards
K5: Grade
SI (Scientific Thinking and Inquiry)
ST (Science and Technology)
District of Columbia Science Standards
K5: Grade
SI (Scientific Thinking and Inquiry)
ST (Science and Technology)
Full Description of District of Columbia Standards Grades 4 and 5
District of Columbia Science Standards
Scientific Thinking and Inquiry Grade 4
4: SI 1. Broad Concept: Scientific progress is made by asking relevant questions and conducting careful investigations. As a basis for understanding this concept, and to address the content in this grade, students should develop their own questions and perform investigations. Students:
4: SI 1.1. Recognize and describe how results of similar scientific investigations may turn out differently due to inconsistencies in methods, materials, or observations, or the limitations of the tools used.
4: SI 1.2. Explain that clear communication is an essential part of the process of scientific inquiry since it enables scientists to inform others about their work, to expose their ideas to evaluation by other scientists, and to allow scientists to stay informed about scientific discoveries around the world.
4: SI 1.3. Use numerical data to describe and compare objects and events.
4: SI 1.4. Write descriptions of investigations, using observations as support for explanations.
4: SI 1.5. Support statements with ideas and data found in print and electronic media, identify and evaluate the sources used, and expect others to do the same.
4: SI 1.6. Identify better reasons for believing something rather than citing comments such as, Everybody knows that, I just know, or
Because they say, and discount such reasons when given by others.
4: SI 1.7. Explain how scientific thinking can be distorted by strong feelings, and explain why it is necessary to separate emotions from the reasoning process.
Science and Technology Grade 4
4: ST 2. Broad Concept: Although each of the human enterprises of science and technology has a character and history of its own, each is dependent on and reinforces the other. As a basis for understanding this concept, students:
4: ST 2.3. Describe how human beings have made tools and machines, such as Xray cameras, microscopes, and computers, to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently.
District of Columbia Science Standards
K5: Grade
SI (Scientific Thinking and Inquiry)
ST (Science and Technology)
District of Columbia Science Standards
Scientific Thinking and Inquiry Grade 55: SI 1. Broad Concept: Scientific progress is made by asking relevant questions and conducting careful investigations. As a basis for understanding this concept, and to address the content in this grade, students should develop their own questions and perform investigations. Students:
5: SI 1.1. Recognize and describe how results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations, or limitations of the precision of the instruments used.
5: SI 1.2. Evaluate the validity of claims based on the amount and quality of the evidence cited.
5: SI 1.3. Keep a notebook to record observations and be able to distinguish inferences from actual observations.
5: SI 1.4. Write instructions that others can follow in order to carry out an investigation.
5: SI 1.5. Read and follow stepbystep instructions when learning new investigations.
5: SI 1.6. Identify the controlled variable and at least one independent variable in a scientific investigation, when appropriate.
5: SI 1.7. Explain that predictions can be based on what is known about the past, assuming that conditions are similar.
5: SI 1.8. Realize and explain why predictions may be more accurate if they are based on large collections of similar events for statistical accuracy.
5: SI 1.11. Explain the distortion inherent in using only a portion of the data collected to describe the whole. Understand that it is sometimes acceptable to discard data.
Science and Technology Grade 5
5: ST 2. Broad Concept: Although each of the human enterprises of science and technology has a character and history of its own, each is dependent on and reinforces the other. As a basis for understanding this concept, students:
5: ST 2.2. Give examples of advances in technology that have positively and/or negatively impacted society.
District of Columbia Science Standards
K5: Grade
SI (Scientific Thinking and Inquiry)
ST (Science and Technology)
Minnesota State Science Content Standards
Physical Science Comes Alive: Force & Motion Grades 4 5 (ArithMachines)
Lesson #Minnesota State Science Content Standards Grade 4Minnesota State Science Content Standards Grade 5Lesson 1: Structures, Mechanisms and Levers4: NES 2.2.1, 2, 3
5: NES 1.1.1, 2, 3
5: NES 1.2.1, 2
5: PS 2.1.1, 2
Lesson 2: Mystery Mechanisms4: NES 2.2.1, 2, 3
5: NES 1.1.1, 2, 3
5: NES 1.2.1, 2,
5: PS 2.1.1, 2
Lesson 3: Adding Outputs to a Mechanism4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2
5: PS 2.1.1, 2
Lesson 4: MechAnimations and Mystery Mechanisms I4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2
5: PS 2.1.1, 2
Lesson 5: Using the Ratio Machine
4: NES 3.3.1
5: NES 1.1.1, 2, 3
5: NES 1.2.1, 2, 3
5: NES 3.4.1
5: PS 2.1.1, 2, 3
Lesson 6: Looking at the Ratio Machine Data4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2, 3
5: NES 3.4.1
5: PS 2.1.1, 2
Lesson 7: MechAnimations and Mystery Mechanisms II
4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2
5: PS 2.1.1, 2
Lesson 8: Investigating Force and Buckling4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2, 3
5: NES 3.4.1
5: PS 2.1.1, 2, 3Lesson 9: Measuring Force and Distance
4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2, 3
5: NES 3.4.1
5: PS 2.1.1, 2, 3Key
Minnesota Science Standards
K5: Grade
NSE (The Nature of Science and Engineering)
PS (Physical Science)
Minnesota Science Standards
K5: Grade
NSE (The Nature of Science and Engineering)
PS (Physical Science)
Lesson #Minnesota State Science Content Standards Grade 4Minnesota State Science Content Standards Grade 5Lesson 10: Mechanical Advantage
4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2, 3
5: NES 3.4.1
5: PS 2.1.1, 2, 3Lesson 11: MechAnimations & Mystery Mechanisms III
4: NES 2.2.1, 2, 3
4: PS 1.1.15: NES 1.1.1, 2, 3
5: NES 1.2.1, 2
5: PS 2.1.1, 2Lesson 12: Presenting MechAnimations and Mystery Mechanisms
4: PS 1.1.1Key
Minnesota Science Standards
K5: Grade
NSE (The Nature of Science and Engineering)
PS (Physical Science)
Minnesota Science Standards
K5: Grade
NSE (The Nature of Science and Engineering)
PS (Physical Science)
Full Description of Minnesota State Standards Grades 4
Minnesota State Science Standards
The Nature of Science and Engineering Grade 4
4: NES 2. Practice of Engineering
4: NES 2.2 Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product.
4: NES 2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem.
4: NES 2.2.2 Generate ideas and possible constraints for solving a problem through engineering design.
4: NES 2.2.3 Test and evaluate solutions, including advantages and disadvantages of the engineering solution, and communicate the results effectively.
4: NES 3. Interactions Among Science, Technology Engineering, Mathematics, and Society
4: NES 3.3 The needs of any society influence the technologies that are developed and how they are used.
4: NES 3.3.1 Describe a situation in which one invention led to other inventions.
Physical Science Grade 4
4: PS 1. Matter
4: PS 1.1 Objects have observable properties that can be measured.
4: PS 1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.
Minnesota Science Standards
K5: Grade
NSE (The Nature of Science and Engineering)
PS (Physical Science)
Full Description of Minnesota State Standards Grades 5
Minnesota State Science Standards
The Nature of Science and Engineering Grade 55: NES 1. Practice of Science
5: NES 1.1 Science is a way of knowing about the natural world, is done by individuals and groups, and is characterized by empirical criteria, logical argument and skeptical review.
5: NES 1.1.1 Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are an essential part of doing science.
5: NES 1.1.2 Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
5: NES 1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.
5: NES 1.2 Scientific inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.
5: NES 1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, openended exploration or controlled experiments to answer the question.
5: NES 1.2.2 Identify and collect relevant evidence, make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5: NES 1.2.3 Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment is not repeated enough times to provide valid results.
5: NES 3. Interactions Among Science, Technology Engineering, Mathematics, and Society
5: NES 3.4 Tools and mathematics help scientists and engineers see more, measure more accurately, and do things that they could not otherwise accomplish.
5: NES 3.4.1 Use appropriate tools and techniques in gathering, analyzing and interpreting data.
Physical Science Grade 5
5: PS 2. Motion
5: PS 2.1 An object's motion is affected by forces and can be described by the object's speed and the direction it is moving.
5: PS 2.1.1 Give examples of simple machines and demonstrate how they change the input and output of forces and motion
5: PS 2.1.2 Identify the force that starts something moving or changes its speed or direction of motion.
5: PS 2.1.3 Demonstrate that a greater force on an object can produce a greater change in motion.
Minnesota Science Standards
K5: Grade
NSE (The Nature of Science and Engineering)
PS (Physical Science)
NY New York State Core Curriculum (updated) Elementary and Intermediate
Physical Science Comes Alive:Force & Motion Grades 4 5 (ArithMachines)
Lesson #NY New York State Core Curriculum (updated)
Elementary and Intermediate
Lesson 1: Structures, Mechanisms and Levers1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
4: P5.1ab E
1:M1.1ac, 2.1ab, 3.1a E and I
Lesson 2: Mystery Mechanisms1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Lesson 3: Adding Outputs to a Mechanism1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Lesson 4: MechAnimations and Mystery Mechanisms I1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Key
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
Lesson #NY New York State Core Curriculum (updated)
Elementary and Intermediate
Lesson 5: Using the Ratio Machine
1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Lesson 6: Looking at the Ratio Machine Data1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Lesson 7: MechAnimations and Mystery Mechanisms II
1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Lesson 8: Investigating Force and Buckling1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
4: P4.1ad I
Key
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
Lesson #NY New York State Core Curriculum (updated)
Elementary and Intermediate
Lesson 9: Measuring Force and Distance
1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
4: P4.1ad I
Lesson 10: Mechanical Advantage
1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
4: P4.1ad I
Lesson 11: MechAnimations & Mystery Mechanisms III
1:T1.1ab, 1.3ac, 1.4ab, 1.5ab E
1:T1.1a, 1.3ab, 1.4ab, 1.5ab I
1.T.1.2ac E
1.T.1.2a I
1:S1.1ab, 1.2a, 1.3a, 2.1a, 2.2a, 2.3ab, 3.1a, 3.2a, 3.3a, 3.4a E
1:S1.1ac, 1.2ac, 1.3, 1.4, 2.1ad, 2.2ae, 2.3ac, 3.1ab, 3.2ah, 3.3 I
1:M1.1ac, 2.1ab, 3.1a E and I
4: P5.1ab E
Lesson 12: Presenting MechAnimations and Mystery Mechanisms
1:S3.3a, 4ab E
1:S3.3 IKey
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
Full Description of Standards K4 and Elementary
NY New York State Core Curriculum (updated) Elementary Standards
Physical Science
4: P5.1 Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
4: P5.1a The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).
4: 5.1b The position or direction of motion of an object can be changed by pushing or pulling.
Engineering
1:T1.1 Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
1: T1.1a Identify a simple/common object which might be improved and state the purpose of the improvement
1: T1.1b Identify features of an object that help or hinder the performance of the object
1:T1.3 Generate ideas for possible solutions, individually and through group activity; apply ageappropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
1: T1.2 Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
1: T1.2a Identify appropriate questions to ask about the design of an object
1: T1.2b Identify the appropriate resources to use to find out about the design of an object
1: T1.2c Describe prior designs of the object
1: T1.4 Plan and build, under supervision, a model of the solution, using familiar materials, processes, and hand tools.
1: T1.4a Create a gradeappropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assembly
1: T1.4b Build a model of the object, modifying the plan as necessary
1:T1.5 Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didnt work; and summarize results in writing, suggesting ways to make the solution better.
T1.5a Determine a way to test the finished solution or model
T1.5b Perform the test and record the results, numerically and/or graphically
1:T1.3 Generate ideas for possible solutions, individually and through group activity; apply ageappropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
1:T1 3a List possible solutions, applying ageappropriate math and science skills
1:T1.3b Develop and apply criteria to evaluate possible solutions
1:T1.3c Select a solution consistent with given constraints and explain why it was chosen
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)NY New York State Core Curriculum (updated) Elementary Standards
Engineering (Continued)
1: T1.1c Suggest ways the object can be made differently, fixed, or improved within given constraints
1:T1.5 Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didnt work; and summarize results in writing, suggesting ways to make the solution better.
1: T1.1b Identify features of an object that help or hinder the performance of the object
1: T1.5c Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats
Scientific Inquiry
1:S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
1:S1.1a Observe and discuss objects and events and record observations
1:S1.1b Articulate appropriate questions based on observations
1:S1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
1:S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings
1:S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
1:S1.3a Clearly express a tentative explanation or description which can be tested
1:S2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
1:S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)
1:S2.2 Share their research plans with others and revise them based on their suggestions.
1:S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate
1:S2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time.
1:S2.3a Use appropriate "inquiry and process skills" to collect data
1:S2.3b Record observations accurately and concisely
1:S3.1 Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
1:S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizer
1:S3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
1:S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collected
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
NY New York State Core Curriculum (updated) Elementary Standards
Scientific Inquiry (Continued)
1:S3.3 Share their findings with others and actively seek their interpretations and ideas.
1:S3.3a Explain their findings to others, and actively listen to suggestions for possible interpretations and ideas
1:S3.4 Adjust their explanations and understandings of objects and events based on their findings and new ideas.
1:S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation
1:S3.4b State, orally and in writing, any new questions that arise from their investigation
Mathematical Analysis
1:M1.1 Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.
1:M1.1a Use plus, minus, greater than, less than, equal to, multiplication, and division signs
1:M1.1b Select the appropriate operation to solve mathematical problems
1:M1.1c Apply mathematical skills to describe the natural world
1:M2.1 Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.
1:M2.1a Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions
1:M2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment
1:M3.1 Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.
1:M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
NY New York State Core Curriculum (updated) Elementary Standards
STANDARD 6  Interconnectedness:
Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Area:Systems Thinking
Key Idea:Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
Indicator:observe and describe interactions among components of simple systems
Indicator:identify common things that can be considered to be systems (e.g., a plant, a transportation system, human beings)
Area:Models
Key Idea:Key Idea 2: Models are simplified representations of objects, structures, or systems, used in analysis, explanation, or design.
Indicator:analyze, construct, and operate models in order to discover attributes of the real thing
Indicator:discover that a model of something is different from the real thing but can be used to study the real thing
Indicator:use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world
STANDARD 7 Interdisciplinary Problem Solving
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Area:Connections
Key Idea:Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
Indicator:analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action
Indicator: make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice
Indicator: design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute
Indicator:observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions
Area:Strategies
Key Idea:Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
Indicator:work effectively
Indicator: gather and process information
Indicator:generate and analyze ideas
Indicator:observe common themes
Indicator:realize ideas
Indicator:present results
NY New York State Core Curriculum (updated) Elementary StandardsProcess Skills Based on Standard 4Area:General Skills
Process Skill:1. Follow safety procedures in the classroom, laboratory, and field
Process Skill:2. Safely and accurately use the following tools: hand lens, ruler (metric), balance, gram weights, spring scale, thermometer (C, F), measuring cups, graduated cylinder, timepiece(s)
Process Skill:3. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)
Process Skill:4. Manipulate materials through teacher direction and free discovery
Process Skill:5. Use information systems appropriately
Process Skill:6. Select appropriate standard and nonstandard measurement tools for measurement activities
Process Skill:7. Estimate, find, and communicate measurements, using standard and nonstandard units
Process Skill:8. Use and record appropriate units for measured or calculated values
Process Skill:9. Order and sequence objects and/or events
Process Skill:10. Classify objects according to an established scheme
Process Skill:11. Generate a scheme for classification
Process Skill:12. Utilize senses optimally for making observations
Process Skill:13. Observe, analyze, and report observations of objects and events
Process Skill:14. Observe, identify, and communicate patterns
Process Skill:15. Observe, identify, and communicate causeandeffect relationships
Process Skill:16. Generate appropriate questions (teacher and student based) in response to observations, events, and other experiences
Process Skill:17. Observe, collect, organize, and appropriately record data, then accurately interpret results
Process Skill:18. Collect and organize data, choosing the appropriate representation: journal entries, graphic representations, drawings/pictorial representations
Process Skill:19. Make predictions based on prior experiences and/or information
Process Skill:20. Compare and contrast organisms/objects/events in the living and physical environments
Process Skill:21. Identify and control variables/factors
Process Skill:22. Plan, design, and implement a shortterm and longterm investigation based on a student or teacherposed problem
Process Skill:23. Communicate procedures and conclusions through oral and written presentations
Full Description of Standards 58 / Intermediate
NY New York State Core Curriculum (updated) Intermediate Standards
Physical Science
4: P4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
4: P4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.
Engineering
1:T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
1: T1.1a identify a scientific or human need that is subject to a technological solution which applies scientific principles
1:T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
1:T1.2a use all available information systems for a preliminary search that addresses the need
1:T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.
1:T1.3a generate ideas for alternative solutions
1:T1.3b evaluate alternatives based on the constraints of design
1:T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
1:T1.4a design and construct a model of the product or process
1:T1.4b construct a model of the product or process
1:T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.
1:T1.5a test a design
1:T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.
1:T1.5b evaluate a design
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
NY New York State Core Curriculum (updated) Intermediate Standards
Scientific Inquiry
1:S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
1:S1.1a formulate questions about natural phenomena
1:S1.1b identify appropriate references to investigate a question
1:S1.1c refine and clarify questions so that they are subject to scientific investigation
1:S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
1:S1.2a independently formulate a hypothesis
1:S1.2b propose a model of a natural phenomenon
1:S1.2c differentiate among observations, inferences, predictions, and explanations
1:S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.
1:S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.
1:S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
1:S2.1a demonstrate appropriate safety techniques
1:S2.1b conduct an experiment designed by others
1:S2.1c design and conduct an experiment to test a hypothesis
1:S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring, observing, describing, classifying, sequencing 1:S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
1:S2.2a include appropriate safety procedures
1:S2.2b design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)
1:S2.2c design a simple controlled experiment
1:S2.2d identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment
1:S2.2e choose appropriate sample size and number of trials
1:S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
1:S2.3a use appropriate safety procedures
1:S2.3b conduct a scientific investigation
1:S2.3c collect quantitative and qualitative data
1:S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
1:S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
1:S3.1b generate and use scales, create legends, and appropriately label axes
New York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
NY New York State Core Curriculum (updated) Intermediate Standards
Scientific Inquiry (Continued)
1:S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
1:S3.2a accurately describe the procedures used and the data gathered
1:S3.2b identify sources of error and the limitations of data collected
1:S3.2c evaluate the original hypothesis in light of the data
1:S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena
1:S3.2e form and defend a logical argument about causeandeffect relationships in an investigation
1:S3.2f make predictions based on experimental data
1:S3.2g suggest improvements and recommendations for further studying
1:S3.2h use and interpret graphs and data tables
1:S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.
Mathematical Analysis
1:M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
1:M1.1a identify independent and dependent variables
1:M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify nonrelated material
1:M1.1c apply mathematical equations to describe relationships among variables in the natural world
1:M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
1:M2.1a interpolate and extrapolate from data
1:M2.1b quantify patterns and trends
1:M3.1 Apply mathematical knowledge to solve realworld problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
1:M3.1a use appropriate scientific tools to solve problems about the natural worldNew York State Core Curriculum (Science)
1: Standard
T (Engineering)
S (Scientific Inquiry)
P (Physical Science)
M (Mathematical Analysis)
NY New York State Core Curriculum (updated) Intermediate Standards
STANDARD 6  Interconnectedness:
Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Area:SYSTEMS THINKING:
Key Idea:Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
Indicator:1.1 Describe the differences between dynamic systems and organizational systems.
Indicator:1.2 Describe the differences and similarities among engineering systems, natural systems, and social systems.
Indicator:1.3 Describe the differences between open and closedloop systems.
Indicator:1.4 Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
Area:MODELS:
Key Idea:Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Indicator:2.1 select an appropriate model to begin the search for answers or solutions to a question or problem.
Indicator:2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
Indicator:2.3 demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
Area:PATTERNS OF CHANGE:
Key Idea:Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
Indicator:5.1 Use simple linear equations to represent how a parameter changes with time.
Indicator:5.2 Observe patterns of change in trends or cycles and make predictions on what might happen in the future.
Area:OPTIMIZATION:
Key Idea:Key Idea 6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make tradeoffs.
Indicator:6.1 determine the criteria and constraints and make tradeoffs to determine the best decision.
Indicator:6.2 Use graphs of information for a decisionmaking problem to determine the optimum solution.
STANDARD 7  Interdisciplinary Problem SolvingNY New York State Core Curriculum (updated) Intermediate Standards DescriptionStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address reallife problems and make informed decisions.
Area:CONNECTIONS:
Key Idea:Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena.
Indicator:1.1 Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.
Indicator:1.2 Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.
Indicator:1.3 Design solutions to realworld problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
Indicator:1.4 Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.
Area:STRATEGIES:
Key Idea:Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
Indicator:2.1 Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group. Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.; Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.; Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.; Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.; Presenting Results: Using a variety of media to present the solution and to communicate the results.
Process Skills Based on Standard 4
Area:General Skills
Process Skill:1. Follow safety procedures in the classroom and laboratory
Process Skill:2. Safely and accurately use the following measurement tools: metric ruler, balance, stopwatch, graduated cylinder, thermometer, spring scale, voltmeter
Process Skill:3. Use appropriate units for measured or calculated values
Process Skill:4. Recognize and analyze patterns and trends
Process Skill:5. Classify objects according to an established scheme and a studentgenerated scheme
Process Skill:6. Develop and use a dichotomous key
Process Skill:7. Sequence events
Process Skill:8. Identify causeandeffect relationships
Process Skill:9. Use indicators and interpret results
PAGE
PAGE 23
Physical Science Comes Alive: Force & Motion Grades 4 5 (ArithMachines)
st L M
Z
[
!$gh169T۶ییhP"9hCJaJhP"9CJ\aJhP"95CJ\aJh5CJ\aJhCJaJhCJ\aJhP"9CJaJhh5CJaJhhCJaJhhCJ\aJhh5CJ\aJ7KLst
}t $Ifgd2bVkd$$Ifl0!$";
t644
layt2b
o$IfgdP"9$$Ifa$gd2bgdgd$a$gd
L N O P <Vkd0$$Ifl0!$";
t644
layt2b $Ifgd2bVkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2bP $Ifgd2bVkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2b
Z
<Vkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2b $Ifgd2bVkd`$$Ifl0!$";
t644
layt2bZ
\
]
^
EVkd($$Ifl0!$";
t644
layt2bVkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2b
!%& $Ifgd2bVkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2b $Ifgd&'gijk0Vkd$$Ifl0!$";
t644
layt2b$$Ifa$gdP"9$$Ifa$gd2b $Ifgd2bVkdX$$Ifl0!$";
t644
layt2bk $IfgdVkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2b1789z<Vkd$$Ifl0!$";
t644
layt2b$$Ifa$gd2b $Ifgd2bVkd $$Ifl0!$";
t644
layt2bT`yz
O
7JK]`1GHfi(+WmnտժտտտտտտժտhhCJPJaJhhaJhh5CJaJhh5CJ\aJhCJaJhhCJaJhP"9hCJaJhP"9CJaJhP"9hP"9CJ\aJ>zEVkd$$Ifl0!$";
t644
layt2bVkdP$$Ifl0!$";
t644
layt2b$$Ifa$gd2b
P
Q
Z
$Ifgd2b$a$gdgd
rd[[[[ $Ifgd2b
$7$8$H$Ifgd2bkd $$Ifl4F%0t%4
laf4yt2b7JK^_riiiii $Ifgd2bkd
$$Ifl4F%0t%4
laf4yt2b_`riiiiii $Ifgd2bkd
$$Ifl4F%0t%4
laf4yt2b
riiiiii $Ifgd2bkdb$$Ifl4F%0t%4
laf4yt2b
1GHghrd[[[[ $Ifgd2b
$7$8$H$Ifgd2bkd$$Ifl4?F%0t%4
laf4yt2bhiriiiii $Ifgd2bkd$$Ifl4HF%0t%4
laf4yt2b)*ri````` $Ifgd2b $Ifgd2bkdD
$$Ifl4F%0t%4
laf4yt2b*+VWmnriiiiiii $Ifgd2bkd
$$Ifl4F%0t%4
laf4yt2briiiii $Ifgd2bkd$$Ifl4F%0t%4
laf4yt2b%&DGz{#cdl*+En*FGkh5CJ\aJhh5CJaJhCJaJhhaJhhCJaJhhCJPJaJhh5CJ\aJF%&EFrf]]]]] $Ifgd2b$$Ifa$gd2bkd&$$Ifl4F%0t%4
laf4yt2bFGz{ri`````` $Ifgd2b $Ifgd2bkd$$Ifl4QF%0t%4
laf4yt2briiii $Ifgd2bkdl$$Ifl4F%0t%4
laf4yt2b9Variiiiiiii $Ifgd2bkd$$Ifl4F%0t%4
laf4yt2b rmmmmmmmmmmmgdkd$$Ifl4F%0t%4
laf4yt2b!"#GH
VW{{{{{{{{ $Ifgd2bdkd\$$Ifl4%k&0k&4
laf4yt2b$$Ifa$gd2bgdgd67$$Ifa$gd2bakd$$Ifl%k&0k&4
layt2b $Ifgd2b cd2akd$$Ifl%k&0k&4
layt2b $Ifgd2bakdp$$Ifl%k&0k&4
layt2bd.LM} akd~$$Ifl%k&0k&4
layt2b $Ifgd2b!Z $Ifgd2b$a$gdgd
rd[[[ $Ifgd2b
$7$8$H$Ifgd2bkd$$Ifl4F$
0$4
laf4yt2b+Driiii $Ifgd2bkd$$Ifl4 F$
0$4
laf4yt2bDEmnriiii $Ifgd2bkdg$$Ifl4F$
0$4
laf4yt2briiii $Ifgd2bkd$$Ifl4?F$
0$4
laf4yt2b*+Gjrd[[[ $Ifgd2b
$7$8$H$Ifgd2bkd$$Ifl4F$
0$4
laf4yt2bjkriiii $Ifgd2bkds$$Ifl4F$
0$4
laf4yt2b ! " < h 1!2!M!N!}!!!!!! "8"9"D"I":#}#~######))))++,,,,",I,i,p,q,L2c2l2@4B4F4o4p4q445.5Z5m5n5555Ҵh5CJaJhCJaJhhCJPJaJhh5CJaJhhaJhh5CJ\aJhhCJaJG " ; ri``` $Ifgd2b $Ifgd2bkd$$Ifl4F$
0$4
laf4yt2b; < g h riiii $Ifgd2bkd$$Ifl4QF$
0$4
laf4yt2b !riiii $Ifgd2bkd$$Ifl4;F$
0$4
laf4yt2b!!1!2!N!q!{!!rf]]]]] $Ifgd2b$$Ifa$gd2bkd)$$Ifl4F$
0$4
laf4yt2b!}!!!!!!!ri````` $Ifgd2b $Ifgd2bkd$$Ifl4F$
0$4
laf4yt2b!!" "9"C"riiii $Ifgd2bkd$$Ifl4F$
0$4
laf4yt2bC"D"H"I"p"{""""""#0#riiiiiiiiiii $Ifgd2bkdC$$Ifl4F$
0$4
laf4yt2b0#1#2#3#4#5#6#7#8#9#:#iddddddddgdkd$$Ifl4F$
0$4
laf4yt2b $Ifgd2b
:#}#~#####$$%%&&B'C'{{{{{{{{ $Ifgd2bdkd$$Ifl4$%0%4
laf4yt2b$$Ifa$gd2bgdgdC'''F(G(()))))))$$Ifa$gd2bakd2$$Ifl$%0%4
layt2b $Ifgd2b))**++ $Ifgd2bakd$$Ifl$%0%4
layt2b+++++,, $Ifgd2bakd@ $$Ifl$%0%4
layt2b,,,,,,,,,,, ,!,",I,q,$$Ifa$gd2bgdakd $$Ifl$%0%4
layt2bq,r,{....Q/R///000011 $Ifgd2bakdN!$$IflD%%0%4
layt2b111J2K2L2k2l2$$Ifa$gd2bakd!$$IflD%%0%4
layt2b $Ifgd2bl2m2R3S333 $Ifgd2bakd\"$$IflD%%0%4
layt2b333344454 $Ifgd2bakd"$$IflD%%0%4
layt2b5464748494:4;4<4=4>4?4@4A4B4C4D4E4F4gdakdj#$$IflD%%0%4
layt2bF4q444445.5Z5\N
$7$8$H$Ifgd2bkd#$$Ifl4Fp$0$4
laf4yt2b $Ifgd2bgd$a$gdZ5m5n55555555555ikd$$$Ifl4Fp$0$4
laf4yt2b $Ifgd2b5555 616D6O6P666666 7,77.7<7=7777778F8G8Z8e8f888888*9Q9S9T9g9r9s999:;;.;A;L;M;;;;;;;<V<a<b<d<i<X=]=b=======hh5CJaJ
hP"9aJhCJaJhhaJhhCJPJaJhhCJaJhh5CJ\aJH566 616D6P6c6s666ikdS%$$Ifl4Fp$0$4
laf4yt2b $Ifgd2b
666666677riiiiiii $Ifgd2bkd%$$Ifl4@Fp$0$4
laf4yt2b7 7,77.7/7<7=7P7c7rd[dO[[[[$$Ifa$gd2b $Ifgd2b
$7$8$H$Ifgd2bkd&$$Ifl4Fp$0$4
laf4yt2b c7p777777777888ikd_'$$Ifl4Fp$0$4
laf4yt2b $Ifgd2b88F8G8Z8f8y8888ri``````` $Ifgd2b $Ifgd2bkd ($$Ifl4%Fp$0$4
laf4yt2b 888888
99)9riiiiiii $Ifgd2bkd($$Ifl4%Fp$0$4
laf4yt2b)9*9Q9R9S9T9g9s9999ri]]iiiiii$$Ifa$gd2b $Ifgd2bkdy)$$Ifl4Fp$0$4
laf4yt2b
9999999:(:):E:P:}:ikd1*$$Ifl4~Fp$0$4
laf4yt2b $Ifgd2b}:::::::::::;idddddgdkd*$$Ifl4IFp$0$4
laf4yt2b $Ifgd2b;;;.;A;M;`;s;;;rf]]]]]]] $Ifgd2b$$Ifa$gd2bkd+$$Ifl4;Fp$0$4
laf4yt2b ;;;;;;; <<ri`````` $Ifgd2b $Ifgd2bkd/,$$Ifl4Fp$0$4
laf4yt2b<<U<V<b<c<riiii $Ifgd2bkd,$$Ifl4Fp$0$4
laf4yt2bc<d<h<i<<<<<<<<(=>=riiiiiiiiiii $Ifgd2bkd$$Ifl4Fp$0$4
laf4yt2b>=?=@=A=B=C=D=E=F=G=H=I=idddddddddgdkdI.$$Ifl4Fp$0$4
laf4yt2b $Ifgd2bI=J=K=L=M=N=O=P=Q=R=S=T=U=V=W=X=Y=Z=[=\=]=^=_=`=a=b===gdgd=====>>>>(??&@'@~@@@ $Ifgd2bdkd/$$Ifl4$%0%4
laf4yt2b$$Ifa$gd2b====NINKNTNVNaNbNNNNNNNNNNNNNOƽۡۘhhaJhP"95CJ\aJhhP"9CJaJ
hP"9aJhhP"9aJhCJaJhhCJPJaJhhCJaJhh5CJaJhh5CJ\aJ<@@;ANKNVNcNNNwnnnnnnn $Ifgd2b
$7$8$H$Ifgd2bykdM4$$Ifl40$0$4
lalf4yt2b NNNNNNOIOOOOO $Ifgd2bykd4$$Ifl4A0$0$4
lalf4yt2bOOGOIOOOOOOOOOPP4P6PAPCPLPNPPPPPPPQQQAQdQeQQQQQQQQQ1R3RLRSR_RbRcRhRRRRRPSQStSuSvSSSSSSSSSTTgTiTTTTTTTTTUUUU$U&UiUkUUUUhh\aJhhCJaJhh5CJ\aJWOOOP6PCPNPPPQ
QQ $Ifgd2bykd5$$Ifl40$0$4
lalf4yt2bQQAQgQQQQQ3RTRaRbR $Ifgd2bykdP6$$Ifl40$0$4
lalf4yt2bbRcRgRhRRRRRRRR $Ifgd2bykd6$$Ifl40$0$4
lalf4yt2b
RRRRRRRRRRS3SOSPS{{rrrr $Ifgd2bgdgdykd7$$Ifl40$0$4
lalf4yt2b
PSQStSuSvSwSSSSSTiTwnwbnnnnnn$$Ifa$gd2b $Ifgd2b
$7$8$H$Ifgd2bykdS8$$Ifl40$0$4
lalf4yt2biTTTTTTTUU&UkUUUUUykd9$$Ifl490$0$4
lalf4yt2b $Ifgd2bUUUUUVV>V?VbVdVoVqVzVVVVW
W&WW9W$$Ifl40$0$4
lalf4yt2b $Ifgd2b]]]]^^(^?^T^n^o^ $Ifgd2bykd?$$Ifl40$0$4
lalf4yt2b
o^p^q^r^s^^^^^{oo$$Ifa$gd2bgdgdykd?$$Ifl40$0$4
lalf4yt2b^^^^ $Ifgd2b$$Ifa$gd2bfkd_@$$Ifl4
$$0$4
lalf4yt2b^^_```x
$7$8$H$Ifgd2b $Ifgd2b $Ifgd2bfkd@$$Ifl40$$0$4
lalf4yt2b`````(fkdaabbbdccd>dddneefg]gEhFhhh:i;i $Ifgd2b;iJZqgdfkdQ$$Ifl4.$$0$4
lalf4yt2b $Ifgd2b $Ifgd2bdkdR$$Ifl4$$0$4
lalf4yt2b$$Ifa$gd2bgdѝq%WAȡ; $Ifgd2bdkd,S$$Ifl4$$0$4
lalf4yt2b;ģţԤ˥̥xѦ)yz $Ifgd2bz{ר $Ifgd2bckdS$$Ifl%$$0$4
lalyt2b
MN$$Ifa$gd2bgdakdDT$$Ifl$$0$4
lalyt2bNOno $Ifgd2b$$Ifa$gd2bdkdT$$Ifl4$$0$4
lalf4yt2bop2!89
!$Ifgd2b $Ifgd2bakdXU$$Ifl$$0$4
lalyt2b
$Ifgd2b$$Ifa$gd2bckdU$$Ifl$$0$4
lalyt2bm"Urư $Ifgd2bdkdjV$$Ifl4$$0$4
lalf4yt2bưǰ#8R $Ifgd2bfkdV$$Ifl4
$$0$4
lalf4yt2bRSTUVWXYZ[\]^_`abgddkdW$$Ifl4$$0$4
lalf4yt2bɱʱdo̳;F)/8BҵݵEP)znor̼ZeLWR]hh\aJhh5CJaJhh5CJ\aJhhCJaJhhaJ
hP"9aJLbɱʱ$$Ifa$gd2bdkdX$$Ifl4$$0$4
lalf4yt2b $Ifgd2b $Ifgd2bʱ˱d;')8ҵE $Ifgd2bdkdX$$Ifl4$$0$4
lalf4yt2bzoprstuvgdgddkd/Y$$Ifl4$$0$4
lalf4yt2b $Ifgd2bvwxyz{}~$$Ifa$gd2b>kdY$$Ifl$$$64
lalyt$$Ifa$gdP"9gd̼ZLR $Ifgd2b>kd%Z$$Ifl$$$64
lalyt2bL==
P$Ifgd2bckdZ$$Ifl$$0$64
lalyt2b $Ifgd2b $Ifgd2b>kdZ$$Ifl$$$64
lalyt2b5)f$_ekd[$$Ifl
$$0$64
lalyt2b $Ifgd2b5D)8fu$3_n
òËhP"9hP"9CJ\aJhP"9hP"9CJaJhA&0JCJaJmHnHuhP"9hP"90JCJaJ!jhP"9hP"90JCJUaJh2bhP"9
hP"90JjhP"90JUhjhUhh5CJ\aJhhCJaJ.
$a$gdP"9h]hgdP"9&`#$gd2b
5
01h:pP"9/ =!"#$%$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh5"5;#v"#v;:Vl
t065"5;yt2b$$If!vh555#v:Vl40t%54f4yt2b$$If!vh555#v:Vl40t%5/4f4yt2b$$If!vh555#v:Vl40t%54f4yt2b$$If!vh555#v:Vl40t%5/4f4yt2b$$If!vh555#v:Vl4?0t%54f4yt2b$$If!vh555#v:Vl4H0t%54f4yt2b$$If!vh555#v:Vl40t%5/4f4yt2b$$If!vh555#v:Vl40t%54f4yt2b$$If!vh555#v:Vl40t%54f4yt2b$$If!vh555#v:Vl40t%54f4yt2b$$If!vh555#v:Vl4Q0t%5/4f4yt2b$$If!vh555#v:Vl40t%5/4f4yt2b$$If!vh555#v:Vl40t%54f4yt2b$$If!vh555#v:Vl40t%5/4f4yt2b$$If!vh5k&#vk&:Vl40k&5k&4af4yt2b$$If!vh5k&#vk&:Vl0k&5k&4ayt2b$$If!vh5k&#vk&:Vl0k&5k&4ayt2b$$If!vh5k&#vk&:Vl0k&5k&4ayt2b$$If!vh5k&#vk&:Vl0k&5k&4ayt2b$$If!vh5
55#v
#v:Vl40$5
54f4yt2b$$If!vh5
55#v
#v:Vl4 0$5
5/4f4yt2b$$If!vh5
55#v
#v:Vl40$5
54f4yt2b$$If!vh5
55#v
#v:Vl4?0$5
5/4f4yt2b$$If!vh5
55#v
#v:Vl40$5
54f4yt2b$$If!vh5
55#v
#v:Vl40$5
54f4yt2b$$If!vh5
55#v
#v:Vl40$5
5/4f4yt2b$$If!vh5
55#v
#v:Vl4Q0$5
54f4yt2b$$If!vh5
55#v
#v:Vl4;0$5
54f4yt2b$$If!vh5
55#v
#v:Vl40$5
54f4yt2b$$If!vh5
55#v
#v:Vl40$5
5/4f4yt2b$$If!vh5
55#v
#v:Vl40$5
5/4f4yt2b$$If!vh5
55#v
#v:Vl40$5
54f4yt2b$$If!vh5
55#v
#v:Vl40$5
5/4f4yt2b$$If!vh5%#v%:Vl40%5%4af4yt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh555#v#v:Vl40$554f4yt2b$$If!vh555#v#v:Vl40$55/4f4yt2b$$If!vh555#v#v:Vl40$554f4yt2b$$If!vh555#v#v:Vl4@0$55/4f4yt2b$$If!vh555#v#v:Vl40$554f4yt2b$$If!vh555#v#v:Vl40$554f4yt2b$$If!vh555#v#v:Vl4%0$55/4f4yt2b$$If!vh555#v#v:Vl4%0$55/4f4yt2b$$If!vh555#v#v:Vl40$55/4f4yt2b$$If!vh555#v#v:Vl4~0$554f4yt2b$$If!vh555#v#v:Vl4I0$554f4yt2b$$If!vh555#v#v:Vl4;0$554f4yt2b$$If!vh555#v#v:Vl40$55/4f4yt2b$$If!vh555#v#v:Vl40$55/4f4yt2b$$If!vh555#v#v:Vl40$554f4yt2b$$If!vh555#v#v:Vl40$55/4f4yt2b$$If!vh5%#v%:Vl40%5%4af4yt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$If!vh5%#v%:Vl0%5%4ayt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl4A0$55/4alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$55/4alf4yt2b$$Ifl!vh55#v#v:Vl40$55/4alf4yt2b$$Ifl!vh55#v#v:Vl490$554alf4yt2b$$Ifl!vh55#v#v:Vl4+0$554alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl4O0$554alf4yt2b$$Ifl!vh55#v#v:Vl40$55/4alf4yt2b$$Ifl!vh55#v#v:Vl40$55/4alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$554alf4yt2b$$Ifl!vh55#v#v:Vl40$55/4alf4yt2b$$Ifl!vh5$#v$:Vl4
0$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl400$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl4
0$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl440$5$4alf4yt2b$$Ifl!vh5$#v$:Vl4D0$5$//4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl4$0$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl0$5$4alyt2b$$Ifl!vh5$#v$:Vl0$5$4alyt2b$$Ifl!vh5$#v$:Vl4
0$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl4
0$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifs!vh5$#v$:Vs40$5$44
salf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl4}0$5$4alf4yt2b$$Ifl!vh5$#v$:Vl4,0$5$/4alf4yt2bd$$Ifl!vh5$#v$:VlQ$5$/4alyt2bd$$Ifl!vh5$#v$:Vl$5$/4alyt2bd$$Ifl!vh5$#v$:VlG$5$/4alytd$$Ifl!vh5$#v$:VlG$5$/4alytd$$Ifl!vh5$#v$:Vl$5$/4alyt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl4
0$5$/4alf4yt2b$$Ifl!vh5$#v$:Vl4 0$5$4alf4yt2b$$Ifl!vh5$#v$:Vl4.0$5$//4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl%0$5$4alyt2b$$Ifl!vh5$#v$:Vl0$5$4alyt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl0$5$4alyt2b$$Ifl!vh5$#v$:Vl0$5$4alyt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl4
0$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2b$$Ifl!vh5$#v$:Vl40$5$4alf4yt2bg$$Ifl!vh5$#v$:Vl$65$/4alytg$$Ifl!vh5$#v$:Vl$65$/4alyt2bg$$Ifl!vh5$#v$:Vl$65$/4alyt2b$$Ifl!vh5$#v$:Vl0$65$4alyt2b$$Ifl!vh5$#v$:Vl
0$65$4alyt2b@@@NormalCJ_HaJmH sH tH B@B Heading 1$$@&a$5CJH@H Heading 2$7$8$@&H$
5CJ\@@@ Heading 3$$@&a$5\J@J Heading 4$<@&5CJ\aJDA@DDefault Paragraph FontRi@RTable Normal4
l4a(k(No List8>@8Title$a$5CJ aJj@j
Table Grid7:V0@P@@Body Text 25CJ\aJ2B@"2 Body Textx>Q@2>Body Text 3xCJaJ4 @B4P"9Footer
!.)@Q.P"9Page Number4@b4P"9Header
!
KLst
LNOPZ\]^!%&'gijk1789zPQZ7JK^_`
1GHghi)*+VWmn % & E F G z {
9
V
a
!"#GH
V
W
67cd.LM} !Z+DEmn*+Gjk ";<gh12Nq{} 9CDHIp{0123456789:}~BCF G !!!!!!!!""######$$$$$$$$$$$$ $!$"$I$q$r$%%{&&&&Q'R'''(((())))J*K*L*k*l*m*R+S++++++,4,5,6,7,8,9,:,;,<,=,>,?,@,A,B,C,D,E,F,q,,,,,.Zmn.. .1.D.P.c.s.........// /,//.///5?5@5A5B5C5D5E5F5G5H5I5J5K5L5M5N5O5P5Q5R5S5T5U5V5W5X5Y5Z5[5\5]5^5_5`5a5b55555556666(77&8'8~8888;9<9=9V9W9X9h9i999::
:):4:a:w:x:y:z:{::}:~:::::::::::::::::::::;;6;7;;;<x=>>>?.@)A*AAABBBBBBBBBB+C,CC
DoDpDqDDDDDDDDDDDDD+EtEuE~EEEEEEF>FKFVFcFFFFFFFFGIGGGGGGGH6HCHNHHHI
IIIAIgIIIII3JTJaJbJcJgJhJJJJJJJJJJJJJJJJJK3KOKPKQKtKuKvKwKKKKKLiLLLLLLLMM&MkMMMMMMNNANdNqNNN
O.O;OYYZZZd[[\>\\\n]]^_]_E`F```:a;aJZqѕq%WAș;ěśԜ˝̝xў)yz{נ
MNOnop2!89m"UrƨǨ#8RSTUVWXYZ[\]^_`abɩʩ˩d;')8ҭEzoprstuvwxyz{}~̴ZLRоѾҾ5)f$_00000000 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @0@0 @0 @0 @00 0 000000000000000000000 0 0 0 0 00 00 0 0 00 00 0 00 00 00 0 00 00 00 0 0 00 00 0 00 0 00 0 00 00 00 0 00 00 000 0 00 0 00 0 00 00 00 0 00 000 00 0 00 0 0 0 00 000 000 0 0000000000000000 0 0000000000000 0 000 0 000 0 0000000000000000 0 00000000 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 0 0 00 0 000 0 00 000 0 0 00 0 0 0 00 00000 00000 0 0000000000000 0 00000000000000000 0 00 0 0000 0 00000 0 00000000000000 0 00000000000000000000 0 00 0 0000 0 00000 0 00000000000000000000 0 0 0 0 00 0000 0 0 00 0000 0 0 00 0000 0 0 00 0000 0 0000 00 00000 0 0 00 00000 0 00 00 0000 0 0 00 0000 0 0000 00 0000 0 00 00000 00000 0 000000 0 0 0 00 00 0000 0 00 00 000 0 00 0 0 0 00 00000 00000 0 000000000000000000000000000000000000000 0 00000000000000 0 00 0 000000 0 00000 0 00000000000000000000000000 0 0000000000000000000 0 00 0 00000000 0 00000 0 0000000000 000 0 0 0000000 0 0000000000000000000000000000000000000000000 000000000 0000 0000 000000000 0 0 000000000 0 00 000000000 0 0 0000000000 0 00 0000000 0 000000000 000 0 0000 0000000000 0 00 0000000000 0 00 000000000 0 00 00 0 00 0000000 0 0000000 0 00 0 0000 0 00 0 0000000000000000000000 0 000000 0 00 0 00 0 00000 0 00 0 000000000000000000000 0 0000000 0 0000 0 00 0 000000 0 00 0 000000000000 0 0000000 0 00000000000000000 0 00 0 0000000000000 0 00 0 000000000000000000 0 0 0 0 0 00000000000000000000000000 0 0000 0 00 0 000 0 00 0 000000000000000 0 0000000 0 0000000000000 0 00 0 0000000000000000000000000000000 0 0000000 0 0000 0 00 0 000000000000 0 00 0 00000000000 0 000000 0 00000000000000000 0 00 0 000000000000000000000000 0 000000000000000000 0 0 0 0000000000000 0 00 0 00000000000 0 0@0(00@0(00@0(00@0(00@0)@0@0@0@0@0m@0@0300DLstLOPZ]^&'gjk1789z7JK^_`
1GHghi)*+Wmn% & E F G z {
9
V
a
"#G
V
6cdL} Z+DEn+Gjk ";<hNq} 9CDHp{012}~BF !!!!!!!"######$$$I$q$r$%{&&Q''(())))J*K*L*l*m*R+++++,4,5,6,7,8,9,:,;,<,=,>,?,@,A,B,C,D,E,F,,,.Zmn. .1.D.P.c.s......../ /,///5?5@5A5B5b555555566(77&8'8~8888;9<9=9W9X9h9i999::
:):4:a:w:x:y:z:{::}:~::::::::::::::::;;6;7;;;<x=>>>?.@)A*AAABBBBBBBBB+C,CC
DoDpDqDDDDDDDDDDDDtEuE~EEEEEFFGGIIbJcJJJJJK3KOKPKQKLLMMYYZZd[[\>\\]^_]_F```:a;a00<0000,00,00,00,dW0000,000000000000x0000 0000000000000000000000@0 0000000000000000000000@0 0000000,0 00000000000000000000@0 0/00䟰0/00/00
0
0
00607X06006006000@0//L
/@0//L
/@0//L
/@0//L
/@0//L
/@0//L
/@0//L
/ 00 00 00 0000 0000o0
0 0
00000 000
0 00
00
00 00 0000 0"0 0"0 0/00/0 000"0 0=0> 0=0>0C00C0 00000 0:0 0:0 0L0 000:0 0H0 0H00Z0[0`00`0 000H0 0R0 0R0 0j00j0 00000R0 0b0 0b00b0 000b0cd00 0000 000n0 0~00~0000~000h 000~000 00000z00z000000z000000z000 00000000 00 0000000000000000
01 0001 @0 0001@0 0000@0@0@0@001@001
0001 00 @0@0@@0//L
/@0//L
/@0//L
/ 00 00 00 00 00 0
0 0
000 0
0 00
00
00 00 0"0 0"0 0/0 0"0 0=0> 0=0>0C0 000 0:0 0:0 0L0 0:0 0H0 0H00Z0[0`0 0H0 0R0 0R0 0j0 0R0 0b0 0b00b0 0b0 00 00 0n00n0 0~00~00000h00h 0~0000000 000z00z000"00 00%@000_00"00 00%@000_00 00000000 00 0^00^00^00^00^00^00^00^00A0*0^000
01 01 0^00^00g001@0 00"00 00%@001@0 0001
00 0k00g00g00g00g00g00g00g0010g0010g001 00 0"1 #@0 0g00&1'0g000"00 00%@00&1
@0D
@0@
@0@
0
0
0
0
0
0
000@100000@0//L
/@0//L
/ 00 00 00 00
00 010100 0
0 0
000
00 01010
0 00
00
00
00 010100 0"0 0"0 00
0/0 01010"0 000 0000=0>00
0C0 010101000 0:0 0:0 00
0L0 0101010:00:0 0H0 0H00Z0[00
0`0 01010200H0 010 0R0 00
0j0 0101010R0 @0//L
/ 0b000
0b0 0101010b0 @0//L
/ 0100?0@0?00?00C0@0~m( 0D0E0D00D0@00,0 @0//L
/ @0//L
/ 00 00
00
00 0101010n0 0~00~00000
00h 01010~0000000 000z00z0000000000z0000000@pK0z000%00%00%00%0000000000 00 00
00
00
00
00
00
00
00?00
00<0100
01 01 @0 01002010000101 @0 01,01+01)@001 @0 000000000000000000000000000000000001J000001 00 00
010101010101010101010101010101010101 00 0"1 @0 0&10&10&10&10&10&10&10&10g00&1'0&10&1
@00&1
@0D @0
@0H
@0H
0
000900800600G00H00H00G00G00C00C00<
00<
007007002002000000,00+00*00H00H00000000+00+0$0$%0$0$%0)0*0)0*0/0000+0000000/00G00G00G00G00G00G00G00G00G000+00*00H00H0000102070807080?0 @0?0 @0D0E0D0E0'0(0'0(0F00(0000000080@.y(0:00G0 @.y( 0G00G0H6
@00x 0000 0N0O0N0@00E00E00I00I00I0J0I00I00I00I00I0J0I00I0000O0 P0O00O00000000X0Y0X0
0X0 0000 0Z00Z0@00Z00Z0[@0 02TU0002U0000000e0f0e00e0
@00e0
@0000000000m00m00m0n@0 02W0s002W0s002W0s002,X0s00s0t0s00s0
@0000000000000
@0 0~00~0@0 0000000000@0 000000000000@0 00@0 02l[0002l[0000000000@0 @000@0 02c\00000000000000000000
00000000 000000@000@0 00
@0
@00000@000@0000000@00000000000
000000000000000000000000000000020b00 020c00 0208c00 000000000000000000000000000000
0000000000
@0
@0
@0
@0
@0
@000000003f@0 00@0 00000000 @0 00@0 00000000 @0
00 %%psT5=OUb\s
fq}
P Z
&kz
_
h*FdDj; !!!C"0#:#C')+,q,1l2354F4Z5567c788)99}:;;<c<>=I==@WABxBBCJpLLMNOQbRRPSiTU94?9L1
@9M1
A9

B9$
C9iD9iE9,jF9/G9/H9L/I9/J9!K9!L9!M9D!N9!O9!P9!Q9dR9\dS9dT9dU9eV9\eW9eX9eY9fZ9\f[9f\9f]9g^9\g_9g`9a9b9,c9ld9e9f9,g9lh9i9j9,k9ll9m9n9,o9lp9q9'r9's9T't9'u9'v9'w9T'x9'y9'z9'{9T'9'}9'~9'9T'9'9'9'9T'9'9'9'9T7
97
9Ԗ7
97
9T7
97
9ԗ7
97
9T7
97
9Ԙ7
97
9T7
ZZ 9
9
!!ZZIINN~~##"$"$++F,F,,,,,11)2)22222i4i444v5v55555
:
:::::::qDqDDDDEEEhJhJqJ K KKPPP=Q=QFQUUUVVV?@ABDCEGFHIJLKMNOPQRTSUWVXZY[]\^`_acbdfegihjlkmonprqsutvxwy{z~}dd C
C
55nn]]bb##6$6$++O,O,,,1122222222r4r444555555::::::::zDzDDDDEEEpJvJvJKKKPPPEQKQKQUUUVVVDaJaJaaaammmn n nuuuHvNvNvY__Ëɋɋ##Ϩըըmssòò
!"#$%&'()*+,./0123456789:;<=>?@ABDCEGFHIJLKMNOPQRTSUWVXZY[]\^`_acbdfegihjlkmonprqsutvxwy{z~}9*urn:schemasmicrosoftcom:office:smarttagsplace9*urn:schemasmicrosoftcom:office:smarttagsState=*urn:schemasmicrosoftcom:office:smarttags PlaceName=*urn:schemasmicrosoftcom:office:smarttags PlaceType8*urn:schemasmicrosoftcom:office:smarttagsCity,DH\]
ef'(C D BEMEGEMEXX&Z0Z__33333Z[!$ghii26{P"92bA&LOPZ]^!&'gjk189zQZ7K_`
1Hhi*+Wn & F G { 9
"#cd!Z+DEn+Gjk ";<h2N} 9CDI12~!!!!##$$"$q$r$K*L*l*m*++5,6,,,,.Zn. .1.P...../ ///=/////00G0f00000)1*1T1s1111)22222233.3M3333344V4b4c4d4i44?5@5555<9=9W9X9:
:x:y::;;BBBBpDqDDDuE~EEEEFFFGGGIIAIbJcJhJJJJKPKQKwKLLLMMN?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~
!"#$%&'()*+,./012345789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~Root Entry F>#Data
\1Table6QWordDocument7SummaryInformation(DocumentSummaryInformation8CompObjq
FMicrosoft Office Word Document
MSWordDocWord.Document.89q