4.5Forces
4.5.1Forces and their interactions
4.5.1.1 Scalar and vector quantities (not assessed in these 9 papers)
07.1 — Name the force that drives a bicycle forwards
02.4 — Give one other example of a contact force
05.1 — Name the force acting through a string
06.2 — Calculate the mass of a boat to two significant figures
05.1 — State what is meant by centre of mass
05.2 — Calculate the mean weight of a tomato from a balance reading
09.5 — Explain why pulling a sled at an angle gives the wrong friction constant
06.1 — Complete a free body diagram for a floating boat
06.4 — Draw a vector diagram to find the tension force and its direction
08.1 — Complete a free body diagram for a skydiver
07.5 — Draw a vector diagram to find the resultant force of a towbar
02.2 — Determine the resultant horizontal force on an aeroplane
05.1 — Complete a free-body diagram for a skydiver before terminal velocity
05.5 — Draw a vector diagram to find the resultant force on a skydiver
4.5.2Work done and energy transfer
03.2 — Write the equation linking distance, force and work done
03.3 — Calculate the braking distance from work done and braking force
06.6 — Calculate the resultant force needed to accelerate a car from work done
01.1 — Suggest two factors that affect how far an electric car travels before recharging
01.5 — Write the equation linking distance, force and work done
01.6 — Calculate the work done against air resistance over a distance in km
04.5 — Identify a unit equivalent to one joule
02.2 — Write the equation linking distance, force and work done
02.3 — Calculate the horizontal force from work done and distance
4.5.3Forces and elasticity
01.1 — Measure the extension of a spring from a diagram
01.2 — Explain why the ruler was adjusted to be vertical
01.3 — State the range of weights used from a graph
01.4 — Explain why a graph supports a prediction of direct proportionality
01.5 — Describe one technique to improve the accuracy of extension measurements
01.6 — Conclude how a spring was deformed from a graph, with a reason
02.1 — Describe a method to obtain force and extension data for a spring, including causes of inaccuracy (6-mark)
02.2 — Suggest why extension was measured for five forces rather than one
02.3 — Plot the missing force–extension data and draw a line of best fit
02.4 — Write the equation linking extension, force and spring constant
02.5 — Calculate the spring constant in newtons per metre
02.6 — Explain how the data supports the conclusion that the spring obeys Hooke's Law
04.5 — Calculate the spring constant of the spring in a lock
02.1 — Explain what is meant by 'elastically deformed'
02.2 — Describe a method to obtain force–extension results, including a risk assessment (6-mark)
02.3 — Identify the equation linking extension, force and spring constant
02.4 — Determine the spring constant from a force–extension graph
02.5 — Describe how a graph supports direct proportionality between force and extension
02.6 — Calculate the elastic potential energy stored in a stretched spring
05.3 — Determine the spring constant of a compressed spring
05.4 — Explain one property of a spring that makes it suitable for a balance
02.1 — Identify the independent variable in a spring investigation
02.2 — Describe one risk of harm and a safety precaution in a spring investigation
02.3 — Give two ways to improve the accuracy of spring length measurements
02.4 — Explain why a force–length graph does not pass through the origin
02.5 — Explain why a force–length graph curves above a certain force
02.6 — Identify the equation linking extension, force and spring constant
02.7 — Calculate a spring constant from force and extension
4.5.4Moments, levers and gears
10.1 — Explain why it is easier to lower a ramp using a rope than a handle
10.2 — Calculate the elastic potential energy stored in a spring from a moment
07.3 — Describe how the force on a pedal causes a moment about the rear axle
03.1 — Explain how to increase a moment without increasing the force
02.5 — Write the equation linking distance, force and moment
02.6 — Calculate the moment of a force about a pivot
02.7 — Explain what happens to a second gear when the first gear turns
4.5.5Pressure and pressure differences in fluids
10.3 — Explain why an aircraft window has a particular cross-sectional shape
01.5 — Identify the equation linking pressure, force and area
01.6 — Calculate the surface area of a brake piston in standard form and give the unit
01.6 — Identify the equation linking area, force and pressure
01.7 — Calculate the force of water on the bottom of a cube
08.1 — State the direction of the force on the walls of a jar due to liquid pressure
08.2 — Calculate the area of the base of a jar to 3 significant figures
04.1 — Draw the water levels in tubes of different shapes
04.2 — Explain why pressure increases with depth below the sea surface
04.3 — Calculate the increase in pressure on a swimmer and give the unit
08.1 — Explain why the forces on a brick at the bottom of a pool keep it stationary
08.2 — Calculate the density of the water in a swimming pool
08.3 — Determine the force of water on a brick at a greater depth to 3 significant figures
04.1 — Explain what happens to the pressure on a submarine as it goes deeper
04.2 — Calculate the depth of an ocean trench from the change in pressure
08.3 — Explain why there is an upthrust on an object floating between two liquids
10.1 — Explain why atmospheric pressure decreases with altitude
10.2 — Calculate the resultant force on an aircraft window to two significant figures
02.6 — Estimate atmospheric pressure at a height by extending a graph
02.7 — Identify what happens to the air as an aeroplane climbs
05.4 — Explain why atmospheric pressure on a falling skydiver increases
4.5.6.1Forces and motion: describing motion along a line
08.1 — State the difference between distance and displacement
08.2 — Determine displacement and direction from a scale map
02.1 — Determine the magnitude of a displacement from a scale drawing
07.1 — Suggest why scientists doubted results showing particles faster than light
07.2 — Suggest two reasons scientists published results they could not explain
07.3 — Calculate the time for neutrinos to travel a distance, in standard form
07.4 — Identify 60 nanoseconds in standard form
07.5 — Name the type of error made by the scientists
07.6 — Suggest how to calculate an accurate speed after a timing error
02.2 — Write the equation linking distance, speed and time
02.3 — Calculate the time for light to travel from the Sun to the Earth
03.4 — Calculate the minimum time to travel between speed cameras within the limit
03.5 — Calculate the time for light from a star to reach the Earth
01.2 — Identify the equation linking distance, speed and time
01.3 — Calculate the time for the sound of lightning to reach a student
08.3 — Explain how a train can accelerate without changing speed
03.5 — Explain why average speed and average velocity between cameras differ
08.3 — Determine a skydiver's speed from a distance–time graph
06.4 — Describe the motion of a car from a distance–time graph
06.5 — Draw a tangent to determine the speed of a car at a given time
08.4 — Estimate distance travelled from a velocity–time graph
09.6 — Calculate the speed of a car before braking to two significant figures
01.1 — Describe the motion of a ball from a velocity–time graph
01.2 — Identify the direction of motion from a section of a velocity–time graph
01.4 — Explain how a velocity–time graph shows energy transfer from a bouncing ball to the Earth
08.2 — Explain the changing motion of a skydiver in terms of forces
08.4 — Explain why a skydiver reaches a higher speed jumping from a greater height
06.7 — Explain why a car has a maximum speed
07.2 — Determine the distance travelled from a velocity–time graph
07.4 — Calculate the initial acceleration of a cyclist from speed and distance
01.2 — Write the equation linking acceleration, change in velocity and time
01.3 — Calculate the time for a car to reach a speed at maximum acceleration
01.4 — Calculate the final velocity of a car from acceleration and distance
04.1 — State why a falling hailstone accelerates
04.2 — Explain why a hailstone reaches terminal velocity
04.3 — Identify why terminal velocity increases with mass
02.5 — Sketch a velocity–time graph from a distance–time sketch-graph
03.3 — Determine the distance travelled from a velocity–time graph
05.5 — Calculate the initial velocity of a bumper car from acceleration and distance
05.3 — Describe how to calculate acceleration from time taken and distance travelled
07.1 — Determine the distance travelled by a train from a velocity–time graph
07.3 — Determine the maximum deceleration from a velocity–time graph
03.1 — Calculate the uncertainty in repeated time measurements
03.2 — Identify the type of error causing variation in time measurements
03.3 — Suggest one reason for the variation in time measurements
03.4 — Determine the acceleration of a falling ball from the gradient of a graph
05.2 — Calculate the velocity of a skydiver after a given time
05.3 — Explain why a skydiver reaches terminal velocity
4.5.6.2Forces and motion: forces, accelerations and Newton's Laws of motion
09.4 — Identify why a sled must be pulled at constant speed
06.1 — State what inertia is
02.3 — Describe the motion of an aeroplane with balanced forces
02.1 — State the resultant vertical force on a standing child, with a reason
01.1 — Identify a change to stop a trolley rolling down the runway on its own
01.2 — Suggest how to stop the string rubbing on the bench
01.3 — Choose a scale, plot force–acceleration results and draw a line of best fit
01.4 — Describe the relationship between resultant force and acceleration
01.5 — Describe how to reduce the effect of random errors in the investigation
01.6 — Write the equation linking acceleration, mass and resultant force
01.7 — Calculate the acceleration of a trolley to 2 significant figures
01.2 — Identify the equation linking acceleration, mass and resultant force
01.3 — Calculate the deceleration of a car from braking force and mass
02.4 — Explain why a baby walker speeds up when it moves onto a hard floor
05.2 — Give one control variable in a force and acceleration investigation
05.4 — Calculate the uncertainty in repeated acceleration values
05.5 — Explain how raising one end of a runway affects acceleration
07.2 — Explain what happens to the braking force as a train decelerates, using a graph
06.1 — Compare the maximum accelerations of two cars of different mass
06.3 — Name the law describing equal and opposite forces on the boat and water
05.2 — Describe how Newton's Third Law applies to a collision
4.5.6.3Forces and motion: forces and braking
09.1 — State what is meant by braking distance
09.3 — Evaluate a claim that thinking and braking distance are proportional to speed
03.1 — Explain the factors that affect the stopping distance of a vehicle (6-mark)
01.4 — Use a graph to determine the stopping distance at a given speed
09.2 — Explain why stopping distance increases if the driver is tired
03.2 — Explain why reaction time affects thinking distance
03.3 — Identify two conclusions about alcohol and reaction time from a chart
03.4 — Explain why driver distraction increases stopping distance
07.5 — Explain how drinking alcohol affects the stopping distance of a train
01.1 — Explain the effect of two factors other than speed on braking distance (4-mark)
03.1 — Give two factors, other than speed, that increase braking distance
03.4 — Explain the dangers of a large deceleration when braking
03.5 — Explain why the temperature of brakes increases when they are used
07.4 — Calculate the braking distance of a train from force, mass and speed
06.3 — Calculate the resultant braking force on a car from its speed and stopping distance
06.4 — Explain why braking increases the temperature of the brakes
06.5 — Give two possible risks of a large deceleration
4.5.7Momentum
03.2 — Calculate the mass of a car from its momentum and a velocity–time graph
05.1 — State what is meant by momentum being conserved
05.2 — Calculate the velocity of two players immediately after a collision
05.1 — State what is meant by a closed system
06.2 — Explain why an egg is less likely to break when dropped onto soft foam
06.3 — Calculate a child's landing velocity from force, mass and stopping time
05.3 — Explain how protective pads reduce injury in a collision
04.6 — Determine the average force on a hailstone as it stops on hitting the ground
05.3 — Calculate the force on a bumper car from change in momentum and time
05.4 — Explain how a flexible bumper reduces the risk of injury
06.2 — Explain how air bags reduce the chance of injury
4.6Waves
4.6.1Waves in air, fluids and solids
11.1 — Describe the difference between longitudinal and transverse waves
11.2 — Describe evidence that a sound wave, not the air, travels
06.3 — Give two ways radio waves differ from sound waves
05.5 — Describe the difference between transverse and longitudinal waves
01.1 — Complete a sentence about oscillations in a transverse wave
01.1 — Describe the similarities and differences between visible light waves and sound waves (6-mark)
03.2 — Calculate the frequency of a seismic wave from a trace
03.3 — Write the equation linking frequency, wavelength and wave speed
03.4 — Calculate the wavelength of a P-wave
02.1 — Identify suitable apparatus to measure the wavelength on a string
02.2 — Write the equation linking frequency, wavelength and wave speed
02.3 — Calculate the wave speed on a vibrating string
02.4 — Describe how to adjust the apparatus to show one complete wave at a higher frequency
02.5 — Describe a method to investigate how tension affects wave speed on a string
06.1 — Calculate the wavelength of radio waves and give the unit
05.3 — Calculate the frequency of an ultraviolet wave
06.1 — State the advantage of repeating measurements and calculating a mean
06.2 — Calculate the mean frequency of water waves to 2 significant figures
06.3 — Explain how to determine wave speed in a ripple tank without measuring wavelength
06.2 — Calculate the frequency of a microwave in standard form
04.5 — Calculate the wavelength of an S-wave
04.3 — Calculate the frequency of radiation with a wavelength in micrometres
05.1 — Describe an investigation to obtain refraction data, including causes of inaccuracy (6-mark)
05.1 — Identify the type of error causing a range of reflection angles
05.2 — Suggest what the student did to cause a range of reflection angles
05.3 — Estimate the uncertainty in an angle of reflection
05.4 — Evaluate a conclusion about angles of incidence and reflection, using data
05.5 — Suggest what extra evidence would support the conclusion
05.6 — State one change to the apparatus to investigate diffuse reflection
03.1 — Explain why a narrow ray gives more accurate refraction results
03.2 — Estimate an angle of refraction by extending the line on a graph
03.3 — Describe a method to investigate refraction of light at an air–glass boundary (6-mark)
03.4 — Estimate the uncertainty in an angle of refraction from repeat readings
02.1 — Describe a method to investigate how the angle of refraction varies with angle of incidence (6-mark)
02.2 — Label the axes, plot refraction data and draw a line of best fit
02.3 — Draw the normal and reflected ray on a plane mirror ray diagram
02.4 — Explain two ways one reflection method is better than another
07.2 — Give the conclusion from angle-of-reflection results
07.3 — Identify the type of error causing variation in results, with a cause
07.4 — Explain why a ray passes through a glass block without refracting
07.5 — Explain why the protractor could not give the recorded precision
01.1 — State the resolution of a protractor
01.2 — Describe a method to obtain angles of incidence and refraction for a glass block (6-mark)
01.3 — Plot additional refraction results and draw a line of best fit
01.4 — Explain how a graph shows two angles are not directly proportional
01.5 — Draw the normal and reflected ray on a headlight reflector
04.6 — Compare how age and environment affect the minimum sound level people can hear (4-mark)
03.1 — Identify the correct statement about P-waves and S-waves
03.5 — Explain how seismic waves provide evidence for the structure of the Earth's core
09.1 — Identify the animal that cannot hear ultrasound
09.2 — Identify 2 microseconds in standard form
09.3 — Determine the depth of a crack using ultrasound, to two significant figures
04.3 — Identify the correct statement about P-waves and S-waves
04.4 — Identify where only P-waves are detected, with a reason
04.6 — Describe how the P–S arrival time gap depends on distance from an earthquake
4.6.2Electromagnetic waves
07.1 — Identify the correct statement about the electromagnetic spectrum
05.2 — Identify 300 nanometres in standard form
05.4 — Match electromagnetic waves to their names from wavelength data
06.1 — Give three similarities between radio waves and gamma rays
05.2 — State the reason light refracts when crossing from air into glass
09.4 — Explain why water waves refract at a boundary between deep and shallow water
09.5 — Explain why wave fronts travelling parallel to a boundary do not refract
07.3 — Suggest how to reduce the risk from boiling water in an infrared investigation
07.4 — Identify the control variable in an infrared emission investigation
07.5 — Give the reason the results cannot show the detector is precise
07.6 — Explain how a detector resolution of 1 °C would affect the conclusion
03.5 — Identify the property of a light wave that changes on refraction
01.2 — Describe a method to test a hypothesis about infrared emission from different flasks (6-mark)
01.4 — Identify the dependent variable in an infrared absorption investigation
01.5 — Give two conclusions from infrared absorption results
07.6 — Explain, using wave fronts, why light refracts at an air–glass boundary
01.6 — Identify the diagram showing light passing through a transparent cover
06.2 — Describe what happens in a circuit when an aerial absorbs radio waves
06.3 — Explain why gamma rays can be harmful but radio waves are not
06.4 — Explain how radio waves are produced at a specific frequency
07.2 — Explain how the properties of X-rays make them suitable for imaging bones
05.1 — Give one use of ultraviolet
06.2 — Give one medical use of gamma rays
03.1 — Explain why image height in cm equals magnification in an investigation
03.2 — Suggest a change to obtain accurate magnification values at large distances
03.3 — Plot missing magnification data and draw a line of best fit
03.4 — Use a graph to compare image sizes at two object distances
03.5 — Give a second way to determine magnification, with a calculation
03.6 — Complete a ray diagram for a convex lens and a close object
01.1 — Name the distance shown on a convex lens diagram
01.2 — Complete a ray diagram to show how a convex lens forms an image
01.3 — Give one similarity and one difference between images from convex and concave lenses
01.4 — Calculate the height of an object from image height and magnification
04.1 — Complete a ray diagram for a concave security lens
04.2 — Identify how image size changes as the object moves away from a concave lens
04.1 — Give two words, other than upright, that describe the image from a concave lens
04.2 — Complete a ray diagram to show how a convex lens forms an image
04.3 — Describe how image distance changes with object distance from a graph
04.4 — Calculate the uncertainty in repeated image-distance measurements
04.1 — Identify the type of lens in a telescope diagram
04.2 — Complete a ray diagram for parallel rays passing through a lens
04.5 — Explain why a blue object looks black in red light
07.1 — Name the type of reflection from a smooth surface
4.6.3Black body radiation
07.3 — Describe how infrared emission from nails changes when they are heated
07.7 — State the albedo value of a perfect black body
01.3 — Identify when flasks emit infrared at the greatest rate, with a reason
07.8 — Explain why air under a clear sky cools faster at night than under cloud
02.5 — Identify the property of a star that its range of emitted wavelengths depends on
4.7Magnetism and electromagnetism
4.7.1Permanent and induced magnetism, magnetic forces and fields
04.2 — Explain why two iron rods inside a solenoid move apart
04.3 — Identify the material the bolt of an electric lock should be made from
04.3 — State what an induced magnet is
04.2 — Identify the direction of the magnetic field between two magnetic poles
4.7.2The motor effect
04.1 — Describe how to show a magnetic field around a current-carrying wire
04.2 — Explain how an electromagnetic switch in a car ignition circuit works
10.1 — Draw the magnetic field pattern around a current-carrying wire
10.2 — Identify 4 microtesla in standard form
04.1 — Draw the magnetic field of a solenoid
04.3 — Explain why an electromagnet investigation method is not valid
04.4 — Describe how current affects electromagnet strength, using a graph
04.5 — Compare the effect of increasing the turns of wire over two ranges
04.4 — Explain why the door unlocks when the switch is closed
04.6 — Give two ways the resultant force on the bolt could be increased
12.1 — Name the effect that makes a current-carrying wire move
12.2 — Suggest one change to increase the force on a wire in a current balance
12.3 — Calculate magnetic flux density from a balancing moment and give the unit
09.1 — Explain how Fleming's left-hand rule predicts the direction a rod moves
09.2 — Suggest two changes to increase the force on a copper rod
09.3 — Calculate the maximum velocity of a rod accelerated by the motor effect
07.4 — Identify the direction of the force on a cable in the Earth's magnetic field
07.5 — Calculate the length of a cable from the force in the Earth's magnetic field
07.6 — State one assumption made in the cable force calculation
04.5 — Calculate the magnetic flux density around a loudspeaker coil
07.1 — Identify the direction of acceleration of a rod in a motor-effect demonstration
07.2 — Calculate the initial acceleration of a rod from the force on it in a magnetic field
10.3 — Explain why the coil of a simple electric motor rotates continuously
07.3 — Explain how magnetic fields make a motor coil rotate continuously
07.4 — Explain why the resultant moment on a motor coil is zero in the vertical position
11.3 — Explain how a loudspeaker converts current into a sound wave (6-mark)
08.1 — Name the effect used by a moving-coil loudspeaker
08.2 — Explain how a moving-coil loudspeaker produces a sound wave
08.3 — Explain why loudspeaker results cannot give a valid conclusion
04.4 — Identify the effect that makes a loudspeaker coil move
4.7.3Induced potential, transformers and the National Grid
03.6 — Explain why moving a magnet into a coil induces a potential difference
03.7 — Explain why the induced potential difference is alternating
03.8 — Identify the magnet's movement when the induced potential difference is zero
03.9 — Suggest two design changes to make a seismometer more sensitive
07.5 — Explain why the alternator handle is easier to turn when disconnected
09.3 — Explain why a dynamo is easier to turn when the lamp is disconnected
08.1 — Name the effect demonstrated when a wire moves between magnets
08.2 — Explain why a current is detected when a wire moves between magnets
08.3 — Identify the ammeter reading when the magnetic field is reversed
07.3 — Explain why an alternating current is induced in an alternator coil
07.4 — Suggest the purpose of slip rings in an alternator
09.1 — Explain why a direct current is induced in a dynamo coil
09.2 — Sketch the potential difference from a dynamo for two revolutions
09.4 — State the function of a microphone
09.5 — Explain how a moving-coil microphone works
04.1 — Complete a sentence about what a microphone converts sound into
08.4 — Explain why sound waves affect the circuit in a moving-coil microphone
06.1 — Identify why iron is suitable for a transformer core
06.2 — Explain how a graph shows a transformer is step-down
06.3 — Calculate the number of turns on a secondary coil using graph data
07.1 — Suggest a reason for an anomalous result in a transformer investigation
07.2 — Use a graph to show when a transformer changes from step-down to step-up
07.4 — Calculate the current from the power supply to a transformer
07.1 — Suggest why a transformer has an adjustable number of secondary turns
07.2 — Calculate the number of turns needed on a secondary coil
07.1 — Identify the labelled parts of a transformer
07.2 — Determine the output potential difference of a transformer
07.3 — Explain why there is an alternating current in a transformer's output
08.1 — Name the material of a transformer core and give the reason
08.2 — Determine the current in a transformer's secondary coil
09.1 — Explain why a transformer core is made from iron
09.2 — Calculate the potential difference across a primary coil in volts
09.3 — Explain why there is an alternating potential difference across a secondary coil
4.8Space physics
4.8.1Solar system; stability of orbital motions; satellites
02.1 — Complete sentences about why the Sun is a stable star
03.1 — Explain why a main sequence star is stable
03.1 — Give three other types of object in our solar system
02.4 — Describe the life cycle of a star much more massive than the Sun, including forming new elements (6-mark)
03.2 — Describe the life cycle of a Sun-sized star after the main sequence
06.1 — Compare the formation and life cycles of stars like the Sun and much more massive stars (6-mark)
03.2 — Identify the star most likely to form a black hole
03.3 — Identify a distance in gigametres in metres
03.6 — Describe how stars produce all other naturally occurring elements
08.1 — Explain why the velocity of an orbiting satellite changes
08.2 — Calculate the number of complete orbits a satellite makes in 24 hours
08.3 — Give the reason the predicted orbital radii can be considered accurate
08.4 — Explain why the discovery of Uranus was important for Bode's equation
06.1 — Name the objects that orbit a planet
06.3 — Explain the effect of Earth's gravity on the motion of a space telescope
04.7 — Explain why the velocity of a satellite orbiting the Sun changes
4.8.2Red-shift
02.1 — Name the effect Hubble observed in light from galaxies
02.2 — Describe the relationship between galaxy speed and distance from a graph
02.3 — Give one strength and one weakness of a balloon model of the expanding Universe
02.4 — Explain how Hubble's observations support two theories of the Universe
02.5 — Suggest what made scientists think the steady-state theory was wrong
05.1 — Complete a sentence about what red-shift describes
05.2 — Describe how the Big Bang theory describes the early universe
05.3 — Describe the relationship between galaxy speed and distance from a graph
05.4 — Identify a distance in terametres in standard form in metres
05.5 — Explain how galaxy data supports the universe beginning from a small region
05.6 — State what new observations suggest is happening to the universe
05.7 — Give one reason why peer review is important
05.8 — Describe how light from an approaching galaxy appears to change
03.3 — Identify the galaxy with the smallest red-shift, with a reason
06.2 — Describe what is meant by red-shift
06.3 — Explain how galaxy velocities provide evidence for the Big Bang theory
06.4 — Give the reason scientists sometimes change theories about the universe
06.4 — Explain what spectra show about two galaxies
03.4 — Explain what spectra show about the velocities of two galaxies
04.4 — Complete a sentence about what red-shift shows
04.5 — Identify why radiation from distant galaxies is red-shifted
04.6 — Conclude what the greatest red-shift shows about a galaxy's distance
4.9Key ideas
4.9Key ideas
09.1 — Identify which statement describes a scientific model
09.2 — Explain why scientists sometimes have different models of the same thing
09.3 — Explain why scientists replace an old model, with an example from physics
4.1Energy (Paper 1 topic)
4.1.1Energy changes in a system
01.3 — Identify what is meant by a system
04.4 — Explain the difference in maximum kinetic energy of two hailstones
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