ࡱ>  !bjbj ;J0& & ii8)$MrO(NNNNNNN$bQTjOx"Oii,OiRNN}KD"NY,f,L&NBO0rOLnTLnTLNnTN OOrOnT& /: Title: Posing investigative questions Achievement Objectives: S4-1 Plan and conduct investigations using the statistical enquiry cycle S4-1B Gathering, sorting and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationship and trends S4-1D Communicating findings, using appropriate displays Key Competencies: Thinking: Investigating Engage in sense making Seek patterns and generalisations Relating to Others: Share ideas Work in groups Communicate findings Using Language, Symbols and Texts: Communicate thinking Interpret visual representations such as graphs, diagrams Managing Self: Make decisions This activity explores the following key ideas: posing investigative questions initial look at making displays using data cards initial description of displays formalising what makes a good investigative question for summary situations Resources Data cards made ready for copying Year 8 Year8posing.xls Year 9 Year9posing.xls Survey questions 2009questionsc@sA4.doc Prior Knowledge: determining appropriate variables and data collection methods gathering multivariate category and measurement data Adapting for ICTIntroduction/Background Prior to partaking in this activity students should have been involved in the CensusAtSchool survey. Information about the CensusAtSchool survey can be found at:  HYPERLINK "http://www.censusatschool.org.nz/" http://www.censusatschool.org.nz/ Information relating to determining appropriate variables and data collection methods, and gathering data can be found in the making measures document which is located at:  HYPERLINK "http://www.censusatschool.org.nz/2009/information-packs/" http://www.censusatschool.org.nz/2009/information-packs/ In this activity students are reintroduced to the 2009 CensusAtSchool survey by way of data cards. (This could be adapted to meet any of the previous CensusAtSchool surveys.) Students will be involved in posing investigative questions, making displays using their data cards and giving descriptions of their display. This is followed up with a reflection on the process leading to identifying what are key aspects of a good investigative question. Problem Hand out sets of data cards to the students. These could either be photocopied cards from the whole class or given sets of data cards made from the CensusAtSchool 2009 database (see resources above for relevant set for different year levels, preparation details are included in the file). Familiarise students with the variables on the data cards. It may be appropriate to give them a copy of the survey questions from CensusAtSchool 2009 so that they can check the survey question that was asked to collect the data. Brainstorm in pairs investigative questions that they could ask of their data. At this point give no clues, allow any investigative questions that they think they could ask. A good starter for posing investigative questions is: I wonder TIMING APPROX: 10-15 mins NOTE: Investigative questions are questions we ask of the data, survey questions are questions we ask to collect the data. Plan Give each student a blank data card like the ones in the data set (if using given data cards) and get them to complete using the information they collected from making their measures and from completing the online questionnaire. They add their data cards to the set they are working with. Get the students to pick one of their investigative questions and start to find an answer using the data cards they have. Encourage them to make displays using their data cards. Once they have finished making their dispalys get them to share with another pair what they have found out. Share the question they were exploring, share what their display shows and how it might help them answer their question. TIMING APPROX: 20 mins While students are working on their own questions move around the class observing what is happening, you are looking for examples of where students maybe struggling to answer their question or where students have made progress with their question. You want examples for the next part of the lesson which is to start to establish what makes a good investigative question. Problem  Collect from the class the questions they used in the above task. Put these up on the board. Get feedback from the students about questions they found easy to do, questions they found hard to do, questions that had a single answer... Ask them which questions are about all the data cards they have and which questions are about just an individual or a smaller group of students. Ask them who the question was about. Are there any differences between the questions (leading to summary, comparison, relationship ideas) What things are appearing to be important when we pose investigative questions? TIMING APPROX: 20 mins At this level we want to focus initially on summary type questions, that is questions about a single variable for the whole group. We are looking for questions that ask about the whole group, not an individual or portion of the group eg what are typical XXXX?. We are looking for questions where the variable of interest is clear eg heights of students. We are looking for the intention to be clear eg that it is a summary question. We want the group we are interested in to be clear eg for this group of Year 9 students or for the students in our class (9AB). We are looking for a clear purpose, that is someone would be interested in the outcome of the question. We are looking for questions that we can answer with the data. What makes a good summary investigative question? check that the variable that is being investigated is clear eg heights, fitness level etc check that the investigative question is general in format and allows for analysis to be made of the whole group not just an individual eg what are typical heights... check that the group that is being investigated is clear eg year 9 students in 9BA, this group of year 8 students check that the investigative question is able to be answered with the data you have eg there is enough data and the variable being investigated is in the data set is the investigative question worth investigating, that is, will the information obtained be useful to someone eg kiwi bird typical weights may be of use to DOC staff or other conservation groups Reflection What made some investigative questions easier to answer and some investigative questions hard to answer? To extend this activity      NZ CensusAtSchool activities 2009 Curriculum Level: 4 ()AE# ( ] n o z  0 Ѡ}l}l}l}l}l}lhWF hlhlCJOJQJ^JaJ hlhsCJOJQJ^JaJhl hlhlCJOJQJ^JaJ#hlhl5CJOJQJ^JaJ!hlhlB*CJOJQJph$hlhl5B*CJOJQJphhlhlOJQJ^J hlhlCJOJQJ^JaJ#hlhl5CJOJQJ^JaJ7jhlhl5CJOJQJU^JaJmHnHu'()A# \ ] o z uZZZX$If^`Xgdll $Ifgdll fkd$$Ifl%p& t0p&44 laytl$Ifl z   2 H $Ifl  s$Ifgdll  st$If^t`gdll  ' G u____Huh$If^hgdll  & F $Ifgdll $Ifl ykd$$Ifl0%79 t0p&44 laytl   * g h k l mnmUmN h^Hhl/j;hlhlCJOJQJU^JaJ$hlhl0JCJOJQJ^JaJ/j>hlhlCJOJQJU^JaJ)jhlhlCJOJQJU^JaJ hlhsCJOJQJ^JaJ hlhlCJOJQJ^JaJhlhlOJQJ^J hlhlCJOJQJ^JaJ#hlhl5CJOJQJ^JaJ    * rb$Ifl ykd$$Ifl0@% t0p&44 laytl$Ifgdll * h . Hykd$$Ifl0@% t0p&44 laytl$Ifl $If^gdll  & F$Ifgdll  r_I$$Ifa$gdll $Ifgdll fkd$$Ifl%p& t0p&44 laytl$$Ifa$gdll $Ifl wRSXYZ'7c8aE o !!ȽȑȽ{fȽZhlhl>*CJaJ(jDhlhl5CJOJQJUaJ h^HhlhlhlCJOJQJaJjhlUhlhlOJQJ^Jhlhl5CJaJhlhsCJaJhlhlCJaJ#hlhl5CJOJQJ^JaJ(jhlhl5CJOJQJUaJhlhl5CJOJQJaJ#wPQR & F $Ifgdll $Ifgdll RSXZ|.vcM777 & F $Ifgdll $$Ifa$gdll $Ifgdll kd$$Ifl0(% ` t d0p&44 lap dytl.+,'$Ifgdll $Ifgdll  & F $Ifgdll vcM:$Ifgdll $$Ifa$gdll $Ifgdll kdSC$$Ifl0(%  t n0p&44 lap nytl 'L }L'( & F$Ifgdll $Ifgdll  & F$Ifgdll ()> !!!!$Ifgdll  & F$Ifgdll !!!!{!|!vfS4S & F tt$If^tgdll $Ifgdll $Ifl kdU$$Ifl0(% ` t d0p&44 lap dytl!!!|!}!!!!!!!!!!!!!!!!!!!!ྶt%h`hlB*CJOJQJaJphhlB*CJOJQJaJphh8RhlCJOJQJaJhlCJOJQJaJhljhlUhlOJQJ^J h^Hhl hlhlCJOJQJ^JaJhlhlOJQJ^J#hlhl5CJOJQJ^JaJ|!}!!!!vfSS$Ifgdll $Ifl kdU$$Ifl0(%  t 0p&44 lap ytl!!!!!!!!!!!!vttototototgdlkdV$$Ifl0(%  t 0p&44 lap ytl !!!!!!!!!$a$gdl$a$gdl9 0&P 1F:pl. A!"#$% }$$If!vh5p&#vp&:V l t0p&5p&aytl$$If!vh5759#v7#v9:V l t0p&5759aytl$$If!vh55 #v#v :V l t0p&55 aytl$$If!vh55 #v#v :V l t0p&55 aytlDyK "http://www.censusatschool.org.nz/yK Dhttp://www.censusatschool.org.nz/YDyK 9http://www.censusatschool.org.nz/2009/information-packs/yK rhttp://www.censusatschool.org.nz/2009/information-packs/}$$If!vh5p&#vp&:V l t0p&5p&aytlDdd  C 2Aicon-problem"`b8ܥ`ipWn ܥ`ipPNG  IHDR^sBITO`PLTE(AE6!^<|>y 3j,xbI|`a{o7~pؼ H̺+nyA'ǧHd-`ʁկ tRNS"DKxa pHYs  ~ tEXtSoftwareMacromedia Fireworks MX*$tEXtCreation Time12/8/05W>IDATx]kw Bi3#$4qsWn<53 /w_Og*Oޫi ja}(eF_J\\}TinDfV)IeGƸݐ7M_OE((aЃ*#!SmG,&D(<^LxhIH//w*_NU]$)ܙj@_.n`=}>eD2F 8)q^EG;(zQ $ Dm]tɧ] 0u]h/{yLKeV9>X/D.oRJ '<#GZQ8; :eD 2\`~mL6.됉` Fe"jR̮#yFMO6J^PQ B O-n&WYOdk%td !Κp3('"yxHSguL>h PuBϧ3Ym rH,ukk>"ګY^p^$:pDe8*Dgk0|,yA@ kǫ} 4$[u Խ&u_Um[c*2ѓ-8s8@1l= J  KD9M%`!LA:2UmZ'!a"(wpxcN6 &a:H,>i)A#FDAxPT7nkÂsḄ VV *|"W1I*!gG~xAzLo^84b5@ا_. D8`; "ֿaڃ>"]5XhIG DxCP(!>RN@sD5- ik kDD`f0xȯc PȰA/uCȣg$DFx"$W(ZKy#s*ϱ| z}I*# Fo}NM:h&Dw0~}s -t];0a#쮊闸:̤:FOLbKs?X݊s{7zA>%("oR+ӍZO4@-ۂ\MD+#f!gmv7 Cov70apo4kظ1CWpJ!=HُjC40}s@k 5k4##SJ`2 7%ķJàk7%NoQKM@Fa`Ѯʟ"Dqc8lQ╎G̳rJXr~4 % =wx &)wPr}]ej"V%p<[ͯH<\KήTDZ@o#B" x\ A]z(x `w9޸b89K"}  ;U G!M"#;Zctޥ2Ш ~l&jkXBJB[E"mu$J6jx较11"'@iY4@F4]ĮA <2E$Ҁ?$](H!pǛ""v@E,JS9 jq WhC&Q Yh"wO!mUH$A i\D S,v^Qѧco`Zeu־d[L0p_(F)c, $vRqE$M,-l(TA螎S9=n@L7!2RAȌ2~L/m,ܱL Xjܭ׊ZrE:_NVK})@$yRT I޷H/>U5T#Qɢmp.۹MrzXЂ_It[. ޯ=+K@<Ru o8ja 9!c_HPC.1n/A2Od}8QwP͚nZ[IFqKD ddEm'w@ĘтP`mN丈75"ouW]eFf>~ $,qFᴞS2"Ӓr#r.X1dabY#8a.@Å~B$ szP*@"qR䈴^bc{bҪHW0ґ+qȱW6yJUؽؚIA]+\$^$R5 D:"D.(0O*]IHWj3KJ۷jfzD'} nZ//sLvJr3r(d:3ĈjZo*]IDATx w갮[`BhBL/F9 ww[HeY?>__ުڱɭ4۴ܰY﫪,?ӱְ~7ٰ°ߚҿʹʴӤSMڥ%/Эձ1ip<>  ȿ|ex/J߾H.-M;q~eSJTUX15Eɸ_z+?^.oQsg 6C&SxC#m|1(8^ ৫ oЊ -. >BǼؤYo (:E16CE3vuO#o,768#c"De.Qå1 畾Ozۂ`"7fI.̟"q9U`ximÁaѫμRw3 3ds[`(Rѧ[r$5lDR ԁ=F{(. ݣ/WDIuj9Z4Vl؀S?Spރop7"m .* > ރ쳄=&Yk[C!Tx%QD+WmWT+b?TkMEW;4s?& }1[FΦN3t048uO_Mץ2]eo ƉD^̭I[A/S y3@^stP11$^x' Ƕ?9Tршݹx5o]/@QoڋE)+ Sk| MrF_bu(1t+/ d:7ghD?B4 Oᨡ.̻iL~ҊDσ]? R|D`'/N a>ZMI(e46s/I[0/%zbgk]٭jM)&gm:ٳPvB.SZUCȑY(kZY1>Fhc\E\G=izcICmAQ5~5$AW\2n'zRoMC 7jq>{:T_"0P3=9Tr֙~_;&+K^>؏ܠ95~+'-Yo52⩄\]@0 l^8_÷o_{\4>e|YKtHEYy4zߘԲſWΌa'!PYv2l, Rn, HNp+_m7E:Ѳ`.}bIwT[/Y6ӊc}Ga@䅏tz0:OQ GrI#>Xpaڹ2O1<W¿ﳇ>YҊǛ9n8Pn4ƛ?|$:,~ ܸX4eiGpE*7߳E٦X}:[`yW\UڐϺ]Z*ON&ksV/5D4D.kq `SOrƴ2}B7Swvֹ&n*-DCj #Kr՗]cnRU=}RW6ŀxbw9teV 4 Ͱ'gj8Uz&ٓ uu=,w?§Б}0E婳K3nwZO!fز)3+4R8rA'ՙ~svA_ 9!|]חUKlUMAfeoh!kHOFrmϵkkCr#f'ר3/.)EP4&vú8s}Uٺ{˘kUH7c˚EBϟ}4 uC&UozhJNg5;޴D#PKj>1@q˺:1F,p.vU_74+iHOp!,`y#ÿS;*|}aɇn_SbFbAu=h{`+$3虸WGGr@o@5wkw!/oG\}БE@O7Z˓pt%ˌB@'zc[B6ZM_q.X #h l.|=7Eq n:ȻK]U~诳y[30~ѭͅ=-ǘ/I128vhھ\ţ_,:k L$<ݟCaDF6B3/m:Н'ЃUi7;k]YJ]Չ%t0@xx4Q[#; vංo0 Fus tA>;Ì& 99zrEs}BT]}GoHYqJ`%) o t@tO. c8,=(kPLE1*_3$Z/8t49 `8 |. iB ы:LaoZed;d9Y~`w:]˲w)7@G/J };o3noLQy0s'ys\ߠ+<߶~Ia G7V:zs3_"> .P;[lGt>ȝ%߉KOBOS_mp\S[-\L =sX4R7D>xޢmic]/;5r&E,\3,,U+9,*:+H4g/ }_gp&Wa@{DWrV!g\Z[vr=o-A_=a7NpH7B ;3X5.7ӬXLަCOӷ!Rb&Qx|WM ѠqV5X?O9N䈎7LRd󳴘M)?c <=Ttr7vm9y tCWZ^@[ ]9C@+z>p7Ƙ&nͻr^tvFakS,v{xz''˶,ì1fGWBNgw"=9|2Op ໖{|EIe&Z Bt%B7˝oC8+#(/GmU0uiwݥ;Zzqoe!JD>#G M6p0sW<948BOlū >V0y>\ؗ1kB%x9S>A8rIѸYC{r3rIpݥQP/Ԟ\w#'B岁BN}QI&.[)k16GƼ&A6`7ѹ7+e3O v*A;!))eCs14eegچ/eG {:Msv $z9x8h\@ !!3#V]qDѵoGCƛ1u~Q_o(֎Q <5 dv{;C[WcnDYaMCenWGZwޜ-a ( 3pbB$E8:MUyK_&>3%Ȏ0YKX'N[d}jh-cB v42?U'e%Dw=U&&?9%EqKQ'l˳6kzUu=YJtͣd.bULAD]{)>{8 :pxj;wv~6n1.@4NV,&;'Ll@#F%YE(9(ֲW>Ԇ{z"ô! u+t& l1)7'l C&KgJfؚؠ] ,-ʻʮ.XHh5F[y"'λ7aJW:k~#Hr ڽNɩ265ʄ[{..{ }tBO'"7轝qd}_3:<{_*[aǑrQݩBFـK(zՔ+7xh/BGHMV6Д64fݢ iLwqNւ5SN) eBڀ`"L\ɱdY_6u^S`ogwO*ɧ:v4{b5ߒCfmmσ lu۔;Y9&7@̭xunG9jw3;U`-k;|3m˚+iSז7.SW#KC Vw&?ߘ&8^8TPbhU4[/ \KfRoN32=9<*X=u>.*=;ܳ%՗NW27,t*ܱɮ?96pn~ʰu6TB_(ɋڋ6B>qGK1::st)@hH|IܕQ"I!i45MZͻF4HL-z%W)|uqeĎr|-8iGG[-1e ik5-{߰_=zJ)w@7yE/̮7+xC[L]7c~\g580ByR.Wv_ةz8 |h/"(#}x7Jgzi]DVYugo tL*xԁ.%s==*sz5Z~H`$7d ^eIm)cI|0t*z#:N& }M𚌃T3_.ˣh2hžV*8!pCgުxⱇR jFH/=_OoɅSv~;Jc }ޥF'{ -f(7N^+oUKdΣX#6Sotպ ˚㰁wr]*q{5^P̎] C7Ν:L|=Ct>#kc% da- Ƚ3yA%ݡSr ᖷd/{,gܟE+}ѫ木"yN'gŚ싎C.jn:.GN0H%J7.l99*N\y@eWET~ʟ>`flq_u)YX"PmZz5|F䎓'#=?ފ*ZC3[7'vKC'w?kk/ɢ:)mNc,uF?k)9z v (vb7fƎcܣu3:5H(tu?E ߎXɢa'sxD6 UӣCsT:o3a0): ̮|ΌwG7KaAU6=.E8T߫JC;WR簾/Ƀo&ON,Xx!rW!(ӄۃ=g SĽG'kPz^tYhg茫HYsMX:zX8L2s h{UT3~iKB3mDǘEouQuzq*ӉTc.FWBiII+)\ f0 >/!'^1i4l봝T9ˎm Ӆ:ʎ?7|ݤsǜеBmdә3H^O']f@FjԵoG;l~)͕V*.s0Ogd t'vabpj:*ʻ22kwUg]̋]5no\.ΑVǝ6B;PL_ܸ2t4vYk}tmI@Y.cI~8*<yM5tRv%#PLJkYgv6;6F GIѵ'GWഔ:Ex̚'t_sǷ R\S*/tT) S+lUkrOSf<3TNO~<0OApQ˅ꛇz%Q +EIVwy|zĝqvnuR6OgNŁ|h=`JT|p ~b?GX:&V:70:'^8ߓom"Sr<^`glj r.9y׭ +S{:eT29ٞ%Q8'?F's;OYȧa_ot{#4=L'Ig6=8<@dUJ1^^,ZSFHQkM׿IB=]t`O| 9uk^)Kj&(_z!UixDoS ip{03 V*]ګT'DZ JVNiz,8GoI=~Tj8,>/Z>Jժ*$Ԙhώ҇n?wώsӉ*寪2VϞ`Ա>-؅8x2<sxG>W<X;;@jLַf<`t-9sIPx]JzL;:{艢 ;n3vk㳦]NOL4 R?@@aOF -{?5{MfOO+rGTrml 9@Î87oNI 3N%Ufq%tdcUEMY7 [\xeW r/ԣn>G蘐b;it'uf5{ gwY|(7೪3Hji]4~]Iπ2-*rRfٙ_- ,JgB_5[tǎE_@`淀/+Z'WLNxgPhÑ΁[{l.HQ1&-}E}ی4TsO>oG(.wDKz׀.CNS%f15OЄņȹ[_CNf 1nm0̓q6P۶`[dSz n=uӂ<smI+3O|qwC:w~^J)PtF3Q+Owᧂ7Na+[:J)!,iX}HcAҀLl+4k_0ٗf/ f~8}U=?!4}.дç> >MduB 4K{)xw!k?{MKqpL;tsG qzʏÔ{KfxPAU\)pXO}D I{S3bC[I*MF9^BO^|hJΝZ{~okb"a0tdpvދV,ga}gٕgwg?O@ Z?} m6_Psp01 t=. Н#5zW TU;40z-6wȋU]8AXoJ;v'qg}nF߅qG T"5f|_nTUsc:#C/ _;†{3c'wJɽ&ȏvg5ݛ8~`k=ivQ7;{0[x~ n4==D7t__<ӬxV/N8oSbhx^tyJޓ+s4|5fɈ Tǎs˾xnp;ҖWDM00bL҇9)7|9Wl*Dh\ŭ(67Ĉts]VJE@nS,&{X>J>9Fڨ䅀TI |r~/ͩjJ.| a'Q"iR܈ _t͡{{0dmdh 29X{q8p=n8O"s4^ ?6ejUg'IW=O)_u)`fsG'Oe0W〱lP~PYᘂ7?MfJ.HR/zz2omÓ{npRK_:1RR4מߌn}p :cip1wAېX?o _ 4-Haf [ELk},߮]V[IENDB`$$If!vh55#v#v:V l  t n0p&55/ ap nytlDdd  C 2Aicon-problem"`b8ܥ`ipYDn ܥ`ipPNG  IHDR^sBITO`PLTE(AE6!^<|>y 3j,xbI|`a{o7~pؼ H̺+nyA'ǧHd-`ʁկ tRNS"DKxa pHYs  ~ tEXtSoftwareMacromedia Fireworks MX*$tEXtCreation Time12/8/05W>IDATx]kw Bi3#$4qsWn<53 /w_Og*Oޫi ja}(eF_J\\}TinDfV)IeGƸݐ7M_OE((aЃ*#!SmG,&D(<^LxhIH//w*_NU]$)ܙj@_.n`=}>eD2F 8)q^EG;(zQ $ Dm]tɧ] 0u]h/{yLKeV9>X/D.oRJ '<#GZQ8; :eD 2\`~mL6.됉` Fe"jR̮#yFMO6J^PQ B O-n&WYOdk%td !Κp3('"yxHSguL>h PuBϧ3Ym rH,ukk>"ګY^p^$:pDe8*Dgk0|,yA@ kǫ} 4$[u Խ&u_Um[c*2ѓ-8s8@1l= J  KD9M%`!LA:2UmZ'!a"(wpxcN6 &a:H,>i)A#FDAxPT7nkÂsḄ VV *|"W1I*!gG~xAzLo^84b5@ا_. D8`; "ֿaڃ>"]5XhIG DxCP(!>RN@sD5- ik kDD`f0xȯc PȰA/uCȣg$DFx"$W(ZKy#s*ϱ| z}I*# Fo}NM:h&Dw0~}s -t];0a#쮊闸:̤:FOLbKs?X݊s{7zA>%("oR+ӍZO4@-ۂ\MD+#f!gmv7 Cov70apo4kظ1CWpJ!=HُjC40}s@k 5k4##SJ`2 7%ķJàk7%NoQKM@Fa`Ѯʟ"Dqc8lQ╎G̳rJXr~4 % =wx &)wPr}]ej"V%p<[ͯH<\KήTDZ@o#B" x\ A]z(x `w9޸b89K"}  ;U G!M"#;Zctޥ2Ш ~l&jkXBJB[E"mu$J6jx较11"'@iY4@F4]ĮA <2E$Ҁ?$](H!pǛ""v@E,JS9 jq WhC&Q Yh"wO!mUH$A i\D S,v^Qѧco`Zeu־d[L0p_(F)c, $vRqE$M,-l(TA螎S9=n@L7!2RAȌ2~L/m,ܱL Xjܭ׊ZrE:_NVK})@$yRT I޷H/>U5T#Qɢmp.۹MrzXЂ_It[. ޯ=+K@<Ru o8ja 9!c_HPC.1n/A2Od}8QwP͚nZ[IFqKD ddEm'w@ĘтP`mN丈75"ouW]eFf>~ $,qFᴞS2"Ӓr#r.X1dabY#8a.@Å~B$ szP*@"qR䈴^bc{bҪHW0ґ+qȱW6yJUؽؚIA]+\$^$R5 D:"D.(0O*]IHWj3KJ۷jfzD'} nZ//sLvJr3r(d:3ĈjZo6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~PJ_HmH nH sH tH D`D NormalCJ_HaJmH nHsH tHDA`D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List j@j  Table Grid7:V0TOT $ Activitybody CJOJPJQJ^JmH sH tH :O: $ ActivitytableCJ`"` $Activitycontextx!B*CJOJPJQJaJphtH RR $heading4 dh6OJPJQJmH sH tH fBf $Activitysubheadings#5CJOJPJQJ^JmH sH tH .XQ. `SEmphasis6]LbL *B*PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]  J ///2 !!!z * R.(!|!!!! "#$kmXXl,b$9ï W]`+@(  h  C #" `? B S  ?%t( ) + , o q   e f u w y P Z z | -.[\*, &'KL'(cdab@Aoq  gt33333gh O>0)4v;B64|G>x^$HZ2f9HZ2HM.ZoQy eZTlN^|cq _|ce6`6iprv?@ABCDEFGHIJKLMNOPQSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|~Root Entry F:Y,fData &=W1TableRTWordDocument;JSummaryInformation(}DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q