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The Application of Drones in Chemical Education for Analytical Environmental Chemistry Fun Man Fung1,2,* and Simon Watts1,3 1Department

of Chemistry, National University of Singapore, 3 Science Drive 3, Singapore 117543 2Institute for Application of Learning Science and Educational Technology (ALSET) University Hall, Lee Kong Chian Wing UHL #05-01D, 21 Lower Kent Ridge Road, Singapore 119077 3National University of Singapore, Environmental Research Institute (NERI), 5A Engineering Drive 1, Singapore 117411 *E-mail: [email protected]

In recent years, Drones (Unmanned Aerial Vehicles) have become more accessible to the public as a platform for photography. Particularly in the last five years, they seem to be commonplace around the globe. So far, there are few reports on the use of drones in education. In this chapter, we document the use of drones as a new technological filming tool to enhance student learning in the field of analytical and environmental chemistry, environmental sampling exercises in particular. We share our developed and tested guidance for would-be academic drone users. Additionally, we present the perceptions of students towards drone usage and their feelings during the course of drone training.

Ubiquity of Videos in Chemistry Education As we enter the 21st century, where the use of technology is omnipresent, we need to ensure that education at the college level does not do away with tools that enhance learning (1). While educational technology (EdTech) continues to thrive in the online arena, educators have to engage with the new dynasty of continuous proliferation of technological tools, some of which could enhance teaching and © 2017 American Chemical Society Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


learning. In the way that educational technological advancement evolved from being a teacher-centric to a more student-centric model, one might need to think outside the box to identify the right tools to complement traditional classroom teaching. Traditionally, educators conduct classes via the didactic approach. A “didactic” model is one where teachers dispense wisdom and knowledge across to students. The didactic model is becoming outmoded as EdTech wheedles educators and learners into becoming independent thinkers who seek knowledge via the internet, most commonly through watching YouTube, searching Google, and reading Wikipedia files. Students in today’s generation are technologically astute and have extraordinarily wide access to online videos and technology devices. With rapid technological advancement in filming methods and platforms, the education sector has gained traction in utilizing videos in their teaching modules, be it flipped classroom or instructional videos. One method of filming has not been fully explored by educators, chemistry educators in particular: the use of drones (UAV).

A Brief Introduction of Drones Before the advent of drones 20 years ago, any outdoor filming from sky view would require the exorbitant hiring of helicopters to be elevated from ground level. The estimated cost of a 30-minute ride is USD $500, and that is not even inclusive of the renting of a high output video recorder set and the cameraman. Acquiring high-quality videos of ridgelines and meandering tributaries would be prerogatives to heavily endowed movie production studios, but such vertical and financial challenges mean filming of eagle-eye view footage for land surveyance would be insurmountable for most research groups with limited funding.

Review on Current Use of Drones Currently, most organizations that use drones are private corporations, primarily businesses. They fly drones largely to make video and photography for marketing purposes. Video enthusiasts and adventurists have also used drones to capture mesmerizing landscape footage. Drones are essentially flying robots that are piloted by a person on the ground (2). These drones are capable of taking aerial video and photography (3). Drones have been used to facilitate activities in several key areas: providing ordnance fallof-shot reporting and battle field intelligence, delivering cargoes in the logistics industry, obtaining aerial photography in agriculture and leisure, data collection, and surveillance (4–6). Drones were first introduced in 1967 to capture aerial images during military combats (7). In recent years, non-military use of drones has spiked, with approximately 325,000 civilian drones registered with the United States Federal Aviation Administration (5). Filmmakers have been using drones since at least 156 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


2000 (10). In 2016, drones in Singapore were tested for over 25 uses in the public sector (8). The trials included: fighting dengue transmission with drones that can monitor infected areas and deposit larvicide on hard-to-reach places like roof gutters (9), marine authorities using drones in marine incidents (e.g., to support oil spill cleanups), and search and rescue operations (8). Drones are particularly used for science. They are deployed by geologists, chemists, ecologists, conservationists, environmental scientists, etc. Current applications include use in Animal Management & Conservation (11), Plant & Soil Conservation and Management, Forestry, Change Monitoring (glaciers, coastlines, storm events), Terrain Modelling, Coastal Management, River and Flood Assessment, Earthwork and Rock Face Management, Regulation Enforcement, Expedition Planning, etc. In addition to surveyance-type work, drones are also being used for aerial recharge work on remote sensors (12, 13), crop height estimation (14), and active water sampling (15). One could envisage a series of further chemical laboratory applications for these devices, for example, taking and ‘fixing’ labile water samples (e.g., measurement of dissolved O2), mobile chemical reaction of samples, atmospheric chemical measurements (usually for AQ), etc. Science research application examples include atmospheric sampling of volcanic craters (16), Great Barrier Reef monitoring (17), and quantifying ecological habitats (18). The UK Environment Agency (EA) and Scottish Environmental Protection Agency (SEPA) are both using drones for riverine and flood surveys, algal status surveys, and waste enforcement, significantly reducing their operating costs (10, 19, 20). Drones are also being used for educational purposes. Geologists are using drones for mapping, as well as in fieldwork and as part of their undergraduate courses (21). Environmental chemists are using them in undergraduate courses for soil and water sampling site recce, as well as for water sample collection and chemical fixing on board. The existence of training in the use of drones for staff and students in University Ecology (22) and Conservation courses (23) suggests these applications will increase. Moving to one example in more detail, our chemistry students have difficulty in applying knowledge learned in the practical context, for instance, finding potential sites for soil sampling. Our effort was focused on improving the understanding of terrain and examining potential ‘good’ sampling sites by providing instructor’s point of view (IPOV) videos filmed with a drone. Students responded positively to this innovative filming method in a perception survey. The merits and challenges of filming with drones will be discussed. To fulfill the course requirement at the National University of Singapore (NUS), chemistry undergraduates are mandated to complete the module CM3292: Advanced Experiments in Analytical and Physical Chemistry. This module consists of 13-weeks of advanced laboratory experiments across the areas of analytical chemistry and physical chemistry, with each session lasting 6 hours. The students work in pairs and as a cohort, and students prepare before coming to the lab by viewing a series of pre-recorded lectures on the lab protocols, including videos employing IPOV (24). In this practical module, students have to conduct an environmental sampling experiment on either air or soil. In this experiment, 157 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


students are given 2 to 3 hours to find suitable sampling sites within the university where they can collect soil samples or deposit passive samplers (Palmes’ tubes). In the previous run of the experiments, students in pairs had to explore the sampling sites on foot. The duration could last more than 3 hours during inclement weather, and there were few alternatives to inconvenient travel on a rainy day. Usually, students walk to the possible locations, capture photos of the sites, and report back to the lecturer in the class for discussion on the suitability of prospective sampling sites. With the drones, students can survey what sites are available for sampling and save themselves the time that arises from multiple trips incurred to explore the terrain. In our pilot project, we flew the drone DJI Phantom 2 Vision Plus. It has an in-built gimbal-stabilized 14-megapixel camera. As we are more familiar with the terrain within the university, we could discern quickly where to guide the drone in order to film pertinent spots we felt were most appropriate for the objectives of the exercise (Figure 1). These spots may not have been the safest or most suitable for land exploration, as some of the locations were hidden in dense vegetation. Before attending the lab sessions, students in CM3292 viewed the videos captured by the instructors. Then, on the actual lab day, they picked their sampling sites and conducted a risk assessment. Once approved, students were allowed to proceed with the outfield sampling.

Figure 1. Snapshots of the soil sampling video filmed by a drone.

Why the Drone Is Useful Things can change quickly in the ever-growing city-state that is Singapore. New buildings are erected daily, and there are other forces for change at work. Weather sculpts the landscape (sometimes overnight!), and tropical storm means that landscapes can change very quickly. The older videos recorded by the drone can give a general preview of the potential sites to avoid, e.g., roadsides with heavy traffic, steep slopes, the region near the canal, construction sites, and 158 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

private properties, etc. Using the drone can give a real-time preview of the actual sites, to inspect if the ground is flooded, closed, or occupied by events. This instantaneous video capture could save students enormous time by eliminating unnecessary trips to the proposed sampling sites. In addition, the probability of accidents can be minimized by not having to inspect a location in person. Furthermore, the monetary and time savings gained from drone recce free up time for more student-teacher interaction and discussion on higher-order questions.


Potential Drawbacks and Safety Precautions Once flown in the air, the drone has to be carefully maneuvered in order not to infringe the law by illegal trespassing (5). Additionally, drones have a relatively short battery life. Currently standing at 30 minutes, they have limited endurance and range as to how far they can fly. If the drone is disconnected from the controller and becomes a runaway, the drone may drop down and hit passers-by when its battery runs down. Damage to vehicles and infrastructures might ensue. Also, drones are prohibited from trespassing private properties aerially; landings and takeoffs have to be carefully executed by a trained pilot (25). Lastly, it is vital for the drones to be flown away from people and buildings in order not to cause accidents (26).

Perceptions to the Proposed Drone Usage by Students At the end of the semester, students were asked to participate in an anonymous survey on their fieldwork experience in sample collection, and their thoughts on the potential use of drones in future teaching (class size: 60; number of respondent: 23; response rate: 38.3%) As summarized in Table 1, a small majority (65.1%) of the respondents felt the day of sampling was relaxed and that they had ample time to survey the land. This could be due to the seasonal weather in Singapore during the June/July period when rain is scarce, as there were no downpours that would have impeded the students’ fieldwork. Only a small minority (13%) of the students suggested that walking around the potential sampling sites on foot helped them find the best locations to take samples. The survey result is unsurprising, as the NUS Kent Ridge campus borders a land size of 150 hectares. There would be no plausible way to sample all potential sites before deciding which location would be most salient towards sample collection. Presumably, the same minority group of respondents also noted they were convinced that they selected the best sampling site, which can be false due to the lack of available choices and time constraints. The majority (87%) could not be convinced that they chose the optimal sampling sites. Even so, it is no wonder that 91.2% of the respondents agreed vehemently that knowing where they planned to conduct sampling enabled them to conduct risk assessment more accurately and knowledgeably. Almost half of the respondents (47.7%) felt that using a drone to pre-survey sites would have saved time in the selection of better sampling sites. Given a choice, 56.4% expressed preference 159 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

in using a drone to conduct land surveying before venturing to identify the best sampling site. With these strong sentiments from more than half of the respondents, we sought to test the feasibility of training students in drone use for potential future sampling fieldwork experiments.

Table 1. Learners’ Perceptions of the Potential Application of Drones in Assisting Surveying Sampling Sites


Survey Statements for Student Response

Responses by Score,a N

Combined Categories,b %

1

2

3

4

5

1+2

4+5

1

The day was relaxed, the timing was sufficient.

1

2

5

9

6

12.9

65.1

2

Walking around the sampling sites hardly helped me in finding the best location to withdraw samples.

0

3

12

7

1

13.0

34.7

3

I am convinced that I chose the best sampling site.

1

8

11

3

0

39.0

13.0

4

Knowing where I plan to conduct sampling would allow me to write a Risk Assessment form more accurately and knowledgeably.

0

1

1

16

5

4.3

91.2

5

The use of Drones to pre-survey sites would have saved time in the selection of better sampling sites.

1

3

8

10

1

17.3

47.7

6

Given a choice, I would like to use a Drone to conduct land surveying before venturing to identify the best sampling site.

2

2

6

12

1

17.3

56.4

a The scores from 5 to 1 represent the following agreement levels:

“strongly agree”, “agree”, “neutral”, “disagree”, and “strongly disagree”, respectively. The total number of responses for each level of agreement are tabulated. b The combined category “4 + 5” represents the percentage of students responding with “agree” and “strongly agree”; the category “1 + 2” represents the percentage of students responding with “disagree” and “strongly disagree”. N = 23.

Feedback on Drone Training Three student testers were provided with the document “Procedure for Drone Pilots and Basic Training Package” (presented in the Appendix). This guidance had previously been trialed and revised with a field ecologist from the Scottish Environmental Protection Agency (SEPA) who had run the same training. After using this for their own training on our Phantom3 drone, students were asked to write less than an A4 side of how they felt about the experience, and for any detailed comments on the guidance distributed. 160 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


All testers were glad to have had the opportunity and experience, and found it exciting. All recognized the possible applications of this technology and the usefulness of the aerial real-time drone view, and understood what they were doing and why. All thought that this was useful for undergraduates as a tool, and allowed the subject matter for which the drone was being used to be more impactful. All testers reported that they became nervous/nerve wracking/worried when the drone got further away under the wind conditions prevailing at the time of the tests, feeling that they were losing control of the drone. All felt that the given procedure was either “clear” or “quite succinct and helpful”, though one felt that the procedure needed to be “very succinct”. In the proceeding paragraphs, we cite two of our testers’ feelings engendered by their first experience flying the drone. Tester X Commented “The thought of flying a drone excited me because it was one of the few opportunities I had to interact with something very novel. Besides that, I feel that it is always refreshing to be able to capture images from unconventional angles, i.e. aerial shots. In fact, I think the ability to observe an aerial view of the environment in real-time would be beneficial for monitoring of sites that are hard to access, e.g. lakes and high sites. However, I noticed that the maximum distance for the drone is quite small. This would defeat the purpose of using drones to sample sites that are quite far-off; perhaps in the future you can consider using a drone that can reach a greater maximum distance. My experience flying the drone was quite pleasant since the drone is very responsive to the controller. The instructions were quite straightforward, although it was still a bit hard for me to turn on the drone. Navigating the drone was not an issue although I still tend to want to orientate the drone such that the movement of the controller always corresponds with the movement of the drone, which may waste time. What can be a bit nerve-wracking to some, including me, is when the drone shakes (usually because of the wind), when it starts to fall, and when it is too close. As a prospective user, I would want a manual that is very succinct. I feel the current manual is quite succinct and helpful.” Tester Y Commented “I am thankful for being given the opportunity to learn to fly a drone. The instructions given in the instructions booklet were clear and to the point. While getting hands on in trying to operate the drone (after testing out that the right and left levers were working), I felt excited to try to maneuver the drone along the perimeter of the field. However, as the drone got further away from me, I could not help but feel like I was losing the control of the drone (could be aggravated by weather conditions). It could possibly be that more time may be needed for users to get used to the controls of the drone. With more time comes greater confidence with its use. The incorporation of the use of drones in undergraduate modules I believe will be 161 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

greatly welcomed by students as it brings in more fun and will be more impactful for undergraduates.” As a result of this exercise: • • • •


•

The correct app was highlighted. The order of turning on the WiFi network was modified. Diagrams were added to procedure of the Gimbal Guard. Instructions were added regarding Gimbal Guard at termination of the flight. Instructions were added for manual landing.

The Future of Drones in Chemical Education and Research Modern technological advances have allowed and prompted educators to adopt new methods of teaching (27). Most contemporary university students expect some forms of technology to be used in classroom teaching. There are many challenges in chemical education and research that the drone can solve. One possibility is the transportation of laboratory samples from one building to another. The drones would act as the courier service, repeating their delivery flight plan, saving precious man-hours and working electricity from overused elevators. Students can retrieve their spectroscopic data faster and have more time to work on their laboratory assignments. On top of that, chemistry educators whose teaching requires outfield excursion to sequestered forests and lakes with poor WiFi connection may find the drone useful. They could take the drone as a proxy to the internet, to upload instant images and videos taken at the sampling site. Additionally, any samples that are predisposed to chemical change due to external atmosphere can instantly be flown to the lab by the drone. It is easier to carry the drone outfield and have that drone transport samples than to attempt to transport a portable analytical instrument that has worse detection limits than its lab-based cousins, e.g., portable UV-VIS spectrophotometers. Having said that, it might be highly feasible to use a smaller drone to survey the sampling sites and acquire the flight path before sending in a bigger drone to transport the instrumentations, and possibly the scientist, to the site for real-time analysis.

Concluding Remarks As educators, we ought to be careful that the main motivation of using technology in education is primarily base on pedagogy: improve teaching delivery, cultivate learners’ curiosity and increase overall student engagement. Educators should be careful not to be seduced by the allure of the “cool” factor, choosing to apply technologies in teaching just because they are trendy and popular. Careful planning of classroom activities, assessments, and the writing of good module learning outcomes should go hand in hand with the incorporation of technology in good teaching. That being said, we should lead by example and nurture curiosity by being inquisitive ourselves: finding out the latest gadgets, 162 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

online platforms, and mobile applications, and critically analyzing how some of them could assist us in achieving the learning objectives. With the first steps taken, it could go a long way.

Acknowledgments


The authors are grateful to the Department of Chemistry for funding the drone purchases and leadership towards Technology-Enabled Blended Learning Experience (TEBLE). The authors wish to thank Dr. Emelyn Tan, Ms. Woo Oon Yee, Ms. Alvita Ardisara, Ms. Valerie Tan Shu Li, and Ms. Ruth P.E. Watts for their assistance in the drone training and testing.

Appendix: Procedure for Drone Pilots and Basic Training Package Procedure for Drone Pilots P1 − Pre-Flight Planning First of all, think carefully about WHY you want to do a drone flight. What are your aims? Is using a drone the most effective way of achieving those aims? What are the regulatory issues and safety issues associated with? • • •

Where you are flying When you are flying (weather and daylight) What you want to use the drone for (e.g. recce, sampling on board chemical reactions, other….etc.)9

To assist your thinking the following may be helpful: • •

•

• •

•

Do you need a license to fly the drone, and/or do you need to lodge a flight-plan? Are there restrictions on where (forbidden areas), or how high you can fly (never exceed 120 m altitude, and for most WiFi controlled drones, that is about the effective WiFi limitation (line of sight). Do not pilot a drone in an enclosed space. Select a location that will mitigate the effects of a crash or other error. We advise to begin flying in an open space, such as a football field. It might be good to practise on grassy land, such that if the drone needs to make a crash landing, it will at least have some cushioning. We strongly suggest the pilot and drones to stay away from people or animals. Any crashes could cause serious injury, equally, on the ground, cow vs. drone only has one outcome. After deciding the purpose of the flight, and approximate location/area, write out a flight plan with altitudes, duration and geography, (see 163

Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

•

•


•

example Figure A1). Be sure that this plan meets your objectives for the flight Perform a basic risk assessment and feed this into the process of reviewing your flight plan. (NUS staff/students use the standard Risk Assessment form) Drones have limited endurance, so plan for shortest flight possible, preferable landing with 20% of battery remaining (safety reserve). To comply with this limitation your maximum endurance is less than 20 minutes. Charge batteries and control panel and phone before the planned flight time ▪ ▪

• • •

The Batteries take about 1-2 hours to charge The Control Panel take about 3 hours to charge

Abort the flight if the weather is unsuitable, rain, thunder or winds…avoid stormy weather. Pre-install the DJI GO app on your mobile phone (Note, NOT DJI GO 4), register for an account. Finally, plan the flight, fly the plan.

Figure A1. A typical flight plan

P2 – The Pre-Flight Checklist Take water and an umbrella (sunshade) with you. Work in pairs. Set your phone’s screen brightness to maximum. 164 Christiansen and Weber; Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for ... ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


Appendix contains the instruction sheet for the Phantom 3 (one of the drones we have here). See Figure A2 for Control Panel architecture.

Figure A2. Control Panel Architecture Assuming that batteries are charged and that you have gone through the processes above. If any part of this preflight checklist fails, the flight should be aborted. 1. 2. 3. 4.

Check the weather and weather forecast. CARE: slide off Gimbal guard and lens cover and place in bag Ensure that the micro SD card is inserted into the camera. Make sure the camera I fitted securely and has free rotation Ensure the batteries in the battery pack and controller are fully charged (check) • •

Press the button on the battery pack, OK if three or more of the bars are lit. Insert the battery pack securely in the drone. Turn on main console switch, OK if four LEDs are green. Leave on. 165


5. 6. 7. 8. 9.

10.


11.

12.

13. 14. 15. 16.

17. 18.

19. 20. 21.

Ensure each propeller blade is secure and spins easily on its axis. Check that the throttles on the control panel are freely moving Verify that there are no loose parts on the drone. Check for missing or loose screws. Place the drone in a clear area (including overhead) for take-off. Ensure there is enough room around and above the drone and there are no immediate hazards, e.g. overhead power or phone cables, road with fast moving vehicles…etc. (CARE camera). Turn on phone, open WiFi networks, and select PHANTOM3_XXX, the password is 12341234 Switch on drone by pressing the power button once, then holding it down for at least 2 seconds…the Drone will make a melodic sound indicating it is ready, and rotors may turn. Note Drone navigation lights are red (port) and green (starboard). Yellow flashing Navigation lights is usually an error in startup. Close everything down, and restart entire process for control panel, drone and phone. If lights still flashing yellow, the drone will not take off, this may indicate a fault in the drone. Run the app. Wait for the calibration of GPS location for the drone until completion. Ensure that the status bar in the app reads “READY TO GO (GPS)” Fix the phone to the remote controller. On the app select CAMERA VIEW. Walk back away 5 or 6 steps (or to a safe distance) from the drone. Record Time, and set stopwatch for 15 min, absolute latest landed time. On the phone app initiate automatic take-off (press takeoff icon, and slide button (orange bar to right). The drone will rise to an altitude of about ~ 1m Keep facing the drone the entire time. (Note: keep battery pack facing you (use rotate on left controller). Gently check that the tilt lever (right) and altitude lever (left) works and that the drone responds. If either of these tests fails, initiate automatic landing immediately. Note automatic landing will initiate the drone to rise up to ~10 m before it begins a slow safe descent. Providing all is good, your flight can continue. Keep a direct line of sight at all times when flying, so you can always see your drone. Keep a track of time and battery levels, aim to have your drone back at launch site while still having 20% of available time/battery level in hand. When it comes to landing, bring the drone approximately back to the takeoff area and then initiate automatic landing from the phone app. (Please do not manually land the drone, automatic landing is safer. However, if you are using the wrong app, the automatic landing icon may not be present. In this situation, slowly lower the drone to ~1-2 m using the altitude throttle. Then navigate the drone to a good spot fairly close to you. Then very slowly lower the drone until it is touching the ground. At this point lock the altitude throttle down (towards you). The drone should settle onto the ground and go into ready mode. Note, manual landing is an advanced skill). 166


22. If at any time you either lose sight of the drone, or you pilot it out of range, there is a default program (return to take-off site) which will cause the drone to rise to ~10 m and then attempt to return to the take-off site. Clearly if there is any obstruction in the flight path, e.g. tree, building, it is likely the drone will fail. PLEASE DO NOT LOSE SIGHT OR RANGE CONTACT WITH THE DRONE. 23. When the flight is finished, turn off the drone first, followed by the control panel. 24. Re-fix the Gimbal lock


P3 – After the flight Going through some basic checks after the flight could extend the life your drone and its components. This list following indicates a suggested checklist one can use after each flight: 1. 2. 3.

4.

When you leave the launch/landing site, make sure you have everything you arrived with. Visually check the area before you leave. When back at your base, redo the basic checks, (e.g. Spin your propellers and check the motor shafts etc.) Visually check the drone for damage, many keep a logbook where they record details of their completed flights, things the learned, and a maintenance/condition log for the drone. Before you store the drone, disconnect and recharge the batteries from both the drone and the controller.

References 1.

2. 3. 4.

5. 6. 7. 8.

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