BOBOdHHHHHHhHh4 Z-jFLOM!`xHH@Rg(HH(dh l/d90@/@/d;@  , [.B/DSET44'5$ d{4s ({4sS{4p'{4s33{4p4{4p5 {H 4 5 6 g    ( ) 0      v w x        ' ( v w x     T U / 0 # $ 3 4 5 O P R $4 $5 $6 % &I 'S ' ' ' ( ( * ,n ,p ,q ,~ , /4 /5 1G 1H 3) 3* 3+ 3, 3- 3. 3/ 30 31 32 33 34 3@ 3A 3n 3o 3p 3q 3 3 47 48 4^ 4_ 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5    !  "      a      ( (  3 4  4r 4  (H,I0 I4 8<@DoH]L"IP%T)X-\1Z`AN ALTERNATIVE TO COOKBOOK LABORATORY EXPERIENCES Laurance E. Hiller, North Tonawanda High School 405 Meadow Dr. North Tonawanda, NY 14120 Keywords: laboratory, white boarding, lab reports, student ownership Abstract: Many people are concerned about the low levels of science literacy that exists among our students. Experts suggest that exposing students to less material, but in greater detail increases their understanding and makes them more confident in their learning. Experts also advocate that rather than bombarding students with lectures and assigned readings that students actually be allowed to do science themselves. Doing science refers to students articulating initHial ideas, designing and implementing experiments, sharing results and debating conclusions. This paper outlines a laboratory program that gives students relatively large time frames to work out problems for themselves in small groups. The labs are designed to promote student creativity and develop a variety of specific skills. Each lab cycle culminates in group discussions to gain insights and consensus on the topics at hand. Acknowledgments: I would like to thank Dr. Dan MacIssac of Buffalo State College for making some student artifacts from this lab program viewable through The BSC physics department website. INTRODUCTION: If you were to visit my high school physics class room in late September, you would see all of my students doing vector labs. This is not particularly surprising until you you notice that each pair of students is doing a DIFFERENT Vector lab. There are two students playing chess. There are two students in the hallway playing miniature golf. And hey! - there are two kids outside with a map looking for buried treasure. Sure, it looks like my students are just playing, but in fact they are all learning about distance and displacement. In most high school lab programs students are expected to do between twenty and thirty labs during the year. Each of these labs represents about 45 minutes worth of prescribed setup and data collection followed by an equal interval of filling out forms to assess learning. At North Tonawanda High School our physics students only do ten labs all year. Each lab cycle lasts three weeks and is comprised of 5 lab periods. The students work on their labs for four periods. On the fifth day of each cycle the students are responsible for relating what they learned to their peers through white boarding presentations1. The goal of this program is to create an environment where the students are encouraged to go into depth on a few key topics2 while learning a variety of process skills that will be useful to them as they continue their academic career. By doing fewer, more intense labs the students will have a greater likelihood of remembering the main ideas and gain confidence in their ability to do science. The benefit of having each pair of students doing a different activity is twofold. First, the students are encouraged to become more self-reliant. Secondly, during their presentations there are great dialogues between the students about the similarities and differences in their procedures, techniques and results. The student workspace in the lab room is divided up into ten stations, one for each of the process skills we are trying to develop. At the beginning of a lab cycle, objectives for each activity are placed at the stations, along with any critical equipment. The objectives are written in a minimalist format so as not to stifle the creativity of the students. Procedures and materials lists are NOT provided to the students. They are expected to come up with their own plans and then gather tools and supplies to implement them. They have to decide what data to collect, how to organize it and, ultimately, how to analyze it. STRONG POINTS OF THE PROGRAM When most people think of science labs they think of packets of instructions including materials lists, ordered steps to follow and pre-made data tables to fill in. All that our students get is an objective, stated as simply as possible; usually in just one or two sentences. The students must decide how to meet their objectives. They develop a procedure, and gather their own materials. They are responsible for figuring out what data they need to collect and how to interpret it. Any lab that we have in our program has been done at least a dozen times over the last seven years- and its been done differently every time. Over the course of the year our students will complete ten labs. Each lab that they do focuses on different process skills that we want them to acquire. This is done by carefully matching activity objectives and write-up requirements. A description of the ten process skills has been given in figure 1. Again, the students are given only a short objective at the beginning of each lab cycle, there are no pre-made forms for data collection or bank of questions for them to answer. They must generate their entire write-up from scratch! Heres the fun part: At the beginning of the course we discuss the goals of research with our students. It is very easy to elicit from them that the goal of research is to a) learn new things and b) share that knowledge with others. Who do we want to share this information with? The students are aware that research should be shared with colleagues and that it is often appropriate to share things with the general public. It also is very clear to our students that a researcher could not write one paper and submit it to both The American Journal of Physics and Time Magazine for publication. One paper could not possibly be appropriate for both audiences. We want to encourage our students to learn to address both audiences. At the end of a lab cycle, when its time to write up the activity, each student writes his or her paper independently. One student in each pair writes a Technical paper which would be appropriate for other physics students to read. The other student in the pair writes a Popular paper in which the lab activity is explained in terms a 7th grade student could comprehend. Technical papers are written in the third person and include all of the data and calculations. It is not necessary to define physics vocabulary in their papers. These students also write an abstract in the heading of their paper. Popular papers are written in the first person, and include pictures of the setup, procedure and results. Raw data is not included in these reports, only summary information is given. In popular papers students have to define any physics vocabulary they invoke. Over the course of the year, each student will write five papers in each style, switching styles half way through the year. On the day that their reports are due, the students also do oral presentations. Relevant diagrams and/or graphs are drawn on whiteboards and each pair of students talks for five minutes about their lab. During the lab cycle many different, exciting things are going on. The students are aware that everyone is doing different activities, but there is no time to really watch each other or talk to each other because they are so busy with their own work. The presentation day is a great way for everyone to hear about what the rest of the class was doing. The best part is that since the students are hearing ten reports on widely different activities that all have a core physics concept in common they really get the sense that physics is everywhere. During the presentations the students question each other on technique and results. They give each other good ideas that they can use in their future labs. They reinforce each others good ideas. They sort out each others misconceptions. This is REAL science! MECHANICS OF THE PROGRAM I have listed the topics for each of the programs lab cycles in figure 3. For each of these topics there are ten distinct labs, and they are mapped uniquely to each of the ten process skills. At the beginning of a given lab cycle, laminated objective cards are placed at the appropriate stations around the room along with essential equipment. The set up of the lab room is very much like a kindergarten classroom. All of the cupboards are labeled so that the students can find things they need as they work through their lab. The students know that they are welcome to rummage through anything in the room to find what they need. There are well over 200 labs in our program and that translates into us having an extensive inventory of stuff in the room. However, unlike typical labs- we dont have a dozen of everything. We have one of everything; which is appropriate because only one pair of students is doing a particular lab at a time. A substancial amount of our equipment comes from the local toy outlet store. Many of the activities my students do are not easily done in the confines of the classroom. My students very often do their lab work in the hallway, the gym, the stairwell, the auditorium, even outside! The instructors role during the lab cycle is to circulate and observe the students, offering encouragement and suggestions here and there. I make a point of trying to interact with everyone at least twice in a period. Depending on the size of the lab section, I only spend between 5-10 minutes with each pair of students during a period. On the presentation day, the students are given about ten minutes to put together a white board and prepare for their talk. The presentations and discussions take about half an hour. The students grades are based on both their write-up (75%) and their white board presentation (25%). The rubric that we use to score the write-ups has evolved over the years into something that is both useful as a guide yet not stifling to student creativity. At the beginnning of each new cycle the students rotate to a new station so that by the end of the year they have done a lab for each of the process skills. CLASSROOM CULTURE Most students are not intrinsically motivated with regard to their education. Giving students ownership in the classroom can be an effective way to combat apathy. Inquiry3 models of instruction, like this program, are linked to student ownership. This program offsets a demanding workload with freedom to make choices about how students carry out their tasks. When students design their own labs they get emotionally invested in it and want to do well; the quality of the students work improves dramatically. This program teaches students independence and self-discipline. They know I wont be watching them every single second, but they are also aware that five periods can be a very short amount of time to achieve the high quality I will expect to see at their presentations. Consequently, it is rare to see anyone wasting time. In fact, most students begin working before the bell rings! As an instructor, I consider my students as my research team and treat them accordingly. A free and open exchange of ideas is critical, as is the mutual respect required for such dialogue to exist. CONCLUSIONS Programs like this one should not just be aimed at higher-ability students. In my experience all students can benefit from this approach. I use the same pool of labs for my Regents Physics and calculus-based AP Physics students. Based on the papers they produce and the discussions we have on the presentation days, I feel that the students are actually learning physics in a meaningful way, and retaining it exceptionally well. Frequently during presentations or in class, students will bring up labs they did months ago to make points in current contexts. This demonstrates that the students are capable of application and synthesis, the highest levels of Blooms taxonomy. I have been doing this program since I began teaching seven years ago. Through most of that time I had an equal mix of juniors and seniors in my classes. This past year we had 15 sophomores enrolled in our Regents Physics sections. The quality of work these students produced was indistinguishable from their more experienced classmates. Four complete lab reports selected from last years sophomores have been posted on a link from the Buffalo State College Physics Department website. The address is www. . I know that there are teachers who are skeptical of student centered environments, mostly for reasons related to classroom management. Programs like this do require a lot of preparation on the part of the teacher and the lab room can become fairly chaotic with ten different activities going on at once. However, I believe that any teacher that gives such a program a chance and sees the positive effect on their students would never contemplate reopening the cookbook. REFERENCES 1) For more information on whiteboarding: 2) For more information on the Depth v.s. Breadth arguement: Nelson, George D., Science Literacy for All in the 21st Century Educational Leadership. v57 p14-17 (October 1999) 3) For more information on inquiry A.B. Arons, Teaching Introductory Physics, (Wiley, New York, 1997), p333-335 ZN))DSET2HthtZXy    't?X* 6*DSETH<zlptx |(U((<<QUQUeezU((<<QUQUeezU((<<QUQUeezUUUU((((<<<<QUQUQUQUeeeezzzzUUl U(U U(U (<U (<U <QUV <QUV QUeU QUeU ezV ezV UU&    $(,      DSETz 2H0 U"U*6>JSU_Ugs U"U *6 SU_U gs >J6*DSETT <48 ְ   @ Basic SkillsDSETTLDH ֬   PVectorsDSETT\TX ֨   `One Dimensional MotionDSETTldh ֤   pProjectile MotionDSETT  |tx ָ   Newtons LawsDSETT  ֠   Momentum & EnergyDSETT  ֜   Springs & PendulumsDSETT   ֘    ElectricityDSETT   ִ    MagnetismDSETT ֐   WavesDSETT(( ֈ ( , ))Figure 3: Topics for the 10 Lab cycles.DSETH<i 7]]ssCC??xx]]1,1,i|.]|.]|.s|.s|.C|.C|.|.|.?|.?|.x|.x|.|.|.]|.]|.1,|.1,|.i|.]]ssCC??xx]]1,1,i|.|.]]|.]|.]ss|.s|.sCC|.C|.C|.|.??|.?|.?xx|.x|.x|.|.]]|.]|.]1,1,|.1,|.1,ii|.i|.i ]|.@|.|.]@ ]s|.(|.]|.s( sC|.A|.s|.CA C|.6|.C|.6 ?|.@|.|.?@ ?x|.8|.?|.x8! x|.5|.x|.5" ]|.A|.|.]A# ]1,|.@|.]|.1,@$ 1,i|.V|.1,|.i7% &!23 \  $(,048<@DHLPTX\`dhlptx|  $(,048<@D   !  " !#" $ #%$ & %'&(')(*)+*,+-,.-/.0/1 0213465DSETn2H1H 75C5z.lxz.[[z.׬z.~%~z.VPbPz.z.uuz. z.GSz.~.Z_~.s~.sC~.C~.= A~.q!z~."~.#]~..]$3,~.c,%gg&6*DSETT TLPx    X CHALLENGEDSETT d\`x    h COMPETITIVEDSETT tlpx    x CONFIRMATIONDSETT |x    COOPERATIVE DSETT x      DISCOVERYDSETTx (    GEDANKENDSETT x $    OBSERVATIONDSETT x 4    PROCEDUREDSETTx @   RESEARCH BASEDDSETT x H    TECHNOLOGYDSETT<<     These activities involve data collection which requires both great care and perseverance. In their write-ups the students must specifically address what their difficulties were and offer suggestions to more successfully overcome these difficulties in the future.DSETT$$   In these activities the two students work separately, each trying to get a better result. The student that does better earns more points on their write up. DSETT <<   The goal here is for the students to prove something that they learned in class. The results of their lab count more and they are responsible for comparing what they found to what is expected based on their experiences in class. DSETT$ 00   (In these situations, the two partners are working separately to collect large amounts of data which is then pooled. In their write-ups they compare their individual results and combined results.DSETT 4,0<<  8These activities involve physics content that was not completely treated in class and the students are expected to figure out something new. In their write-ups they are to reflect on what they learned and discuss applications of this new material. DSETT!D<@00  HThese activities involve working with simulators or pen & paper activities. Students focus on possible applications and ideas for further study in their write-ups.DSETT"TLP0 0  XThese are black box investigations. The students write-ups are scored heavily on the amount of data they take and how they use that data to defend the model they create of their situation.DSETT#d\`<0<  hThese activities are complicated enough that we feel it is important to give the students a few more guidelines than usual. Since we give them this extra help, their results are scored more heavily. In their reports they have to suggest modifications to the procedure. DSETT$tlp<8<  xFor these activities students need to look up extra information to either learn how to take data or how to interpret it once they have it. The write-ups for these labs must cite references and express ideas for further study.DSETT%|0D0  To do these labs students need to learn how to use some piece of equipment. Part of their write-up has to be a description of what the purpose of the equipment is and how they used it. DSETT&:  ) + ;;Figure 1: Descriptions of the programs ten process skillsDSET2H'{   #0|(((  ( ($0((6*DSET2H(C )\* ' ' '  '  '  '  ' HDSETT@)(  % '$@4ڐ 3 DSETH<*n,+  rrnrnrnnnnnrrn n nl rnrn,rnfLn-naBn.  < DSET2H+D/ *Pl,rrl-پl.6*DSETT,+,j t " # - -Figure 2: An example of a student objective.DSETT-+jbXb(:UV6$:=$  Lab Title: Galileos Pendulum (from topic 7: Energy) type of lab: Discovery Objective: Measure the periods of various pendulums using your pulse. Obtain a value for g in terms of your pulse. DSETT.+( $jTքTH   6  , This is typical of the wording of the objectives that the students get. In this particular case the students would have to decide how many pendulums to make, and how many different lengths to do. (They usually figure out very quickly on their own that longer pendulums are better for this activity.) They are responsible for choosing materials, defining variables, and developing a procedure. DSUMHDNISTYL8~,JSTYL8l<DLT\dh        0    <  ]         (        " #"  !$ " #% $'%%!  &) !'+)(    )&  *( &+,(!HASH $  . 2 ),../00%6",!(.2.,+.2.,'.0.,*.0.,&. .L:QN.$N.#hjazo}Bod4  CHAR@   "      L HASH         f CELLH1(HASH .  GRPHP   L HASH%    l RULRX>   @@F HASH   @@x KSEN`  :HASH  j-*LKUP " (%!#)$*&'+0$NAMEDefault Default SS Default TBHeaderBodyFooterFootnoteFootnote IndexDFNTM HelveticaGenevaMCROMCROoBlNMARKMRKS MOBJWMBTSNAP#!## HH HH`֔@}o{o{{o{w{cwg9g9{o{kZo{skZg9kZssg9kZg9wg9kZo{kZ{{o{wkZo{{g9g9o{o{sswkZo{kZo{g9o{wo{g9o{g9o{ss^g9o{Vc{^g9^ Vo{s^^wo{kZkZcg9ZkZNs^g9cZo{g9^ZVg9Zc^sc^g9kZ Zg9^^cZkZcZo{RckZUswg9kZg9c^o{co{scRcscVw^g9^g9 cg9^o{g9Vg9^kZZZg9g9^Y(scRcRg9V^o{sswVNskZo{V^g9swg9^VcR^^Zg9wVVg9s^^c^^) cRZkZcRZ^ZkZ^g9co{w!kZ^o{g9g9c^o{^wg9s9ZVZNssZVcVVZV^Ro{g9g9^g9Zg9ZVo{9sg9o{o{{{g9sco{g9o{g9g9kZ{sw{o{wkZo{w {w-cF1RNsF1VR=cVJRVNsRkZ^VVc*wo{sso{swso{o{kZso{o{skZw{w{޹}:g9VJRZJRF1JRF1F1kZJR9VF1=NsRVBNsB=kZRBJRF1JRNsJR^NsF1g99VJRNsBg9^BRNs9VcBRJRF1F1BVJRc!wskZ{wg9g9kZcg9kZo{o{c^NsZNs^o{@^cg9ckZwg9kZ^kZZo{o{^o{o{ccg9ccg9cg9o{ccg9ckZ^^scg9w^kZkZ^g9sZo{kZ^cg9csVg9cckZwRkZZskZg9kZV{s^Rg9Zo{ZcRccVcg9c^cNsc^Zg9cZ^#o{g9NswVco{RcZ^ZkZg9o{ZRZcZkZ^RcNsg9kZc^Zg9^Z^^o{Eo{^^g9ckZkZcg9w^VkZR^Vg9Zg9o{Z^Rwccg9^^ZkZRg9Zg9co{^c^^cs^^g9VZZ^o{^o{Rc^o{^^RZ^csg9kZ^c sg9o{g9kZRkZcc{kZZkZckZkZg9^co{g9sg9ZNsBg9g9skZkZcskZsRcg9o{Zcg9ckZo{cw^wckZg9wo{cckZg9cwkZco{o{o{ZRDNso{VVNsF1g9^^RRZVVg9RVRs^^NsRVVR^RZVo{V^cZcJRVRsF1VRZo{c^VVo{^^Bg9JRZZ^kZRVRkZJRVRZcV6cNskZg9g9kZwkZkZg9cssco{g9g9kZkZsg9o{g9wkZg9g9o{ckZg9o{g9o{JRwg9kZskZo{g9kZkZskZkZo{o{{{cco{skZg9skZo{wo{kZo{wg9kZco{sJR?kZs^VRZF1g9NsVRkZRZRZZJRNscNsNsg9RNsNsF1o{JRRRo{JRcR^JRNsVNsZRo{NscJRRVNsg9VNsNsZRZVVF1VkZRVcVRVJRVcwssZkZwcwckZcwcskZkZg9"{kZkZwkZkZsg9{o{g9o{{g9o{ssg9kZkZg9wF1wo{kZg9kZskZwwo{o{wkZ o{cVwkZkZsg9kZg9VkZskZF1NsV'kZF1RNscJRcZNsVJRsF1VZNsVccRg9NsF1cNsJRRg9RkZcNso{Ns^F1RVVg9NsZNsRZRR{wcVJRV^wNs^F1ZRV{kZckZw^^wo{sg9o{kZwg90o{o{kZo{kZo{kZkZo{sso{o{sso{o{wo{kZkZwg9o{wwkZwso{o{wg9o{{kZo{sg9ckZg9kZwco{Jg9=F1JRF1kZV^JRNsZBNsF1VNsNsJRZBF1JRNsVNsNsB^JRBF1F1kZg9BJRNsBNsNsRg9BNsNsVZNsR=JRNsF1^9JRcNsNsZNsBNsZBRF1Vo{JRNsBRNsg9s{sg9o{wkZkZswwkZwws wsco{{{s{ccs!wwswV{{Vss{s{wg9ss{wswo{kZs{o{sskZkZsw{s{csFg95F1VBRVBRZRBNsB9V=g9JRNsJRBNsBRNsF1o{g9JRZVF1BF1=kZRNsBNs5F1g9c=JRJRF1=F1JRZw=NsF1BNsBg9NsV=cBZF1F1w{kZ{o{swkZ{so{wg9sswVwwskZw1kZo{wwswo{swwg9ss{sswwkZo{sswo{s{cwcskZskZkZsww{swkZZwssw{w{cRNsJR9RRg9F1JRBVF1NsR^F1JRJRVRRV/RJRNsJRkZNsg9F1F1Nsg9ZNsg9NsNscBJRRRJRo{F1kZRNsJRg9BJRVF1NsRVkZJRVVF1VJR^NsJRR^wcswso{w"swwkZsg9swkZVssso{wsso{wwkZ{o{swso{o{wg9skZ{s wkZwo{sswso{wg9{wssZc{kZo{g9{IZVg9RNsZcJRR^g9JRRJRNsZVNso{Ro{^ZVZ^JR^^RVRVZcVVNsF1^ZVo{RVg9^JR^RRVZg9VcZF1R^Zg9ZcVRNs^JRo{RRJRcso{kZ^wcg9wkZs^kZwo{^Zg9kZckZkZo{kZkZg9o{s)^kZo{o{kZg9kZkZo{kZo{s^g9skZkZg9co{^wkZckZo{g9kZkZo{g9cwkZwcsZo{scsg9kZZF1csNsRo{^VNsNso{ZJRsNs^NsJRRs^sZV.cg9RNsZRVRRkZ^Zg9g9JRBs^VNsRo{JRo{JR^cg9R^RRZVRVo{VsZVg9Zg9RRNs- wckZkZg9kZo{{sssg9ZsZcZkZ'{ZVg9cg9^V^Zcg9Z^Zg9'wwZo{g9kZ^kZg9VNs{co{kZkZ+{w{s{wwo{o{JRZ^Rg9BVo{Nso{F1RRNso{g9kZo{g9NsVcNsNscRV)kZRg9ZcJRNsRo{cNsVBsg9ZVF1ZNsg9VVkZ^JRVRVg9NscRRg9VV^NsNsco{{wo{g9kZg9wkZkZwkZso{o{g9o{{kZw{o{g9s{o{kZckZco{o{skZo{sg9g9sZo{kZ^kZVg9g9kZV^so{kZ{{g9o{wVkZ so{wkZkZg9kZc{{Gg9RNsB^JRo{F1cRkZRRZZNsg9kZRVcNsJR^sZJRRNsZJRNskZJRVZ^NsRZR^cZ^g9o{kZNsZZNs^g9cF1ZVNsNsRRV^VF1cRRF1V wsskZkZo{{so{w{ws/o{skZskZ^kZg9{wo{sso{kZo{{swkZo{RwwswwskZwwkZsskZo{kZwo{o{g9o{o{wwo{wo{so{%{kZ o{g9kZo{{g9kZg9o{kZo{w'kZNskZg9cZVc^Zo{o{V^ccskZo{@wco{g9w^wwckZg9kZswcg9cskZ^kZkZc{co{o{kZckZscg9kZ{g9g9kZkZo{g9skZ^w^kZkZo{^kZkZckZkZo{kZswg9kZsco{ ssRc^kZZZVkZ^kZg9cs^wg9V^o{Rcg9ZZkZ^s^Z"o{VVZo{^Zcsg9g9o{ZNssg9RVkZNskZg9cRo{{Z^Zo{^^ZZo{o{kZcsg9^o{^g9g9kZo{^o{Vg9cZs^g9^ckZscVVckZc&g9^RwcsckZkZccZcg9c^g9o{co{g9g9Z^co{o{cZkZkZg9g9{g9g9w'o{RVg9RckZg9sg9Zs^ZVVcckZZg9Z^cg9^^Z^sVg9VwwsZg9^g9o{VVcZVZ^ZsVVg9cVZ^cZg9csRg9ZkZcZo{Ko{cZ^ZsNsZkZZVcZsg9Zo{^g9g9ZcRRZ^sg9kZZ^^g9o{sccRVV^^Rcg9g9o{ZZ^^g9^^o{{R^RVsV^o{RZkZcVo{^ZcRwG{g9g9cckZ^sg9kZ^o{g9g9cwcwg9g9cckZo{cwg9o{cg9cNsso{g9swwo{swg9wswso{kZg9^wg9co{kZkZg9kZwZo{{^g9g9sccg9kZsGo{VVg9Z^kZVZVZ^ZRVNsg9^Nsg9VZZo{Rg9NsVZRkZZsJRRo{VVNsVVcsVVkZV^kZ^ZZRJRg9VkZc^NskZV^^cRg9^w?kZcg9g9o{^cg9o{o{kZkZ{kZo{g9wg9g9wsc^{kZg9g9kZwg9so{so{kZwkZcg9kZc^o{cg9^s^g9o{so{cg9ZkZsVg9kZwo{sg9cwg9NsF1Rg9NsRcVJR^^NsZVkZZV4F1o{JRJRNso{cVVR^^VcF1ZNskZ^ZwJR^VNsNsg9NsRNsVZNs{{V^Ns^sg9RVJRZcJRVg9^Zs9wsg9o{skZkZwso{kZso{g9kZo{o{kZg9kZkZswkZo{wkZwo{ZkZskZo{kZwJRwg9wg9g9wkZg9wo{kZg9g9kZg9{g9kZs wckZscwsg9w{o{s)kZR^RF1VRkZNsJRg9cNs^g9RZZRVscVZ^g9ZNsVg9RNsZo{NsJRo{NsVRNsRVg9RVVo{ZZNsRNsVVo{NsRRkZRRVRVVF1VkZwo{DkZsswkZo{wg9kZwkZo{o{kZwZo{wo{sw{wkZo{wwo{kZ{kZo{{kZwo{kZswwVwkZo{o{sso{kZo{o{skZwkZwo{wo{o{g9o{kZkZwwkZwww{{DVkZNsRVNsRNsRBkZF1NsNsF1JRc=Rg9F1VJRJR=RJRkZF1NsF1=F1NsJR^F19cNsc=BR9F1^JRZ^F1kZNsBNs=BBNskZJRF1BRNsg9JRNs=so{swo{skZ{o{swRo{wwswkZwkZo{wVg9o{swwkZso{wws wkZo{wkZw{o{{g9ws {g9wwsw^so{wkZRRNsg9F1ZF1cZJRJRRZVRZg9JR0RBRRg9RkZRF1JR=o{JRBJRkZNsRR9JRF1RRcJRVNsJRVg9Ns^ZVVJRJRF1kZF1NsNsRkZRkZF{ssg9wo{kZwswwscg9wwsg9wo{sg9so{kZwg9sswo{kZswswso{wwsw{sw{o{wkZo{{{kZsg9^sw{s{skZsswwo{wFg9RZNsVVZJRZg9RNsVNsg9VV^^VVJR^ZVJRRVNsZo{VNs^RNsRg9cZkZJRZcVNsRNsc^Ns^VF1kZg9cJRZVg9NsVkZ^VZccVg96kZ o{g9kZkZskZkZg9g9kZkZo{{{s{! NsRZF1VVg9VJR^VZ^ {w5s^o{ckZZZ{ZckZg9g9^ckZZo{^cZwVcZg9g9co{o{g9o{ZkZkZg9^o{kZ^kZ^ckZVwc^ss^kZkZ^kZVkZwNs{kZkZ^{@o{co{g9g9^ckZ^kZZRVccVg9wZRwkZZkZ^^ckZ^g9g9^sVZ^^c^ZZVsRkZ^g9Zs^csNskZkZZVcg9NsRVNskZcZ^wV^sg9g9RZo{^^R{NsZ5wZZRVZkZcckZVsg9^ckZ^VZ^kZ^g9Vo{^co{kZRccVZcV^kZZg9kZR^Zg9c^cZscs.wkZ^kZwccskZ^Zg9{^g9g9wkZg9g9kZskZg9co{g9o{kZcscscg9o{ckZcg9g9scwkZw^g9co{g9^g9wo{g9wc^g9csg9kZs^co{sg9w?g9VJR^^Nsg9^Vco{Rc^o{ZRV^Zcg9VkZNsZ^RJRVo{VZscV^VZNssccNs^RZ^cRg9RVZNswNsVcZRc^NscJR^V^{ wo{g9so{g9kZo{skZ{kZg9o{kZ7o{g9kZo{sg9{o{o{so{so{sg9o{g9o{so{kZg9kZwkZg9cso{o{ssg9g9kZo{o{kZscsso{o{^g9g9wg9kZg9ssg9sg9g9^kZo{wo{^kZkZ^kZkZ{kZ#g9kZo{scwVkZg9wo{g9kZkZsZkZkZskZc{o{^cg9skZo{kZg9^kZkZwg9kZckZ^kZkZskZ5sF1VJR^^o{F1^NskZ^RcZVRJR^Nsco{Ro{ZJRJRo{cF1RZg9Z^VV^Zo{F1^ZF1o{VcJRZJR^Zg9ZRcRVJRZ^g9{o{{o{o{ { {kZTNAMA732BE214BA8173DB0C460F03FE43CCPRT-3{ com.apple.print.DocumentTicket.PMSpoolFormat com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.DocumentTicket.PMSpoolFormat application/pdf com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PrintSettings.PMCopies com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PrintSettings.PMCopies 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PrintSettings.PMCopyCollate com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PrintSettings.PMCopyCollate com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PrintSettings.PMFirstPage com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PrintSettings.PMFirstPage 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PrintSettings.PMLastPage com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PrintSettings.PMLastPage 2147483647 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PrintSettings.PMPageRange com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PrintSettings.PMPageRange 1 2147483647 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PrintSettingsTicket  com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 72 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 72 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 734 576 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -18 -18 774 594 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName na-letter com.apple.print.ticket.client com.apple.print.pm.PostScript com.apple.print.ticket.modDate 2003-07-01T17:49:36Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 734 576 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 774 594 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2005-07-15T00:44:26Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName US Letter com.apple.print.ticket.client com.apple.print.pm.PostScript com.apple.print.ticket.modDate 2003-07-01T17:49:36Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket ETBLhDSUMHDNISTYLMCROoBlN(MARK4WMBTZSNAPfTNAMǏCPRTǶETBL$_