Module for General Chemistry K-11, Summaries of Chemistry

Download Module for General Chemistry K-11 and more Summaries Chemistry in PDF only on Docsity! Senior High School General Chemistry 1 Quarter 1 - Module 1: Properties of Matter General Chemistry 1 — Senior High School Alternative Delivery Mode Quarter 1 — Module 1: Properties of Matter June 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Developers / Compilers: Dinna G. Carangue and Irene R. Kawarasaki Reviewers: Roquesa B. Sabejon, PSDS North District VII Imelda Lafojan, Master Teacher Il - Apas National High School Celia C. Gepitulan, M.Ed., School Head Regino Mercado Night High School Zenaida Grapa, Master Teacher - Talamban National High School Management Team: RHEA MAR A. ANGTUD, Ed.D., Schools Division Superintendent DANILO G. GUDELOSAO, Ed.D., Asst. Schools Division Superintendent GRECIA F. BATALUNA, CID Chief RAYLENE S. MANAWATAO, EPSvr — Science LUIS O. DERASIN JR. DPA, EPSvr — Araling Panlipunan VANESSA HARAYO LLB, Division ADM Coordinator Printed in the Philippines by DepEd Cebu City Department of Education — Region VII Office Address: New Imus Road, Barangay Day-as, Cebu City Telephone No.: (032) 253 2559 E-mail Address: cebu.city@deped.gov.ph For the learner: Welcome to the General Chemistry 1 — Senior High School Alternative Delivery Mode (ADM) Module on Properties of Matter! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: .) What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. (4) What I Know This part includes an activity that aims to NW check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. GQ) What is It This section provides a brief discussion of the BY lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/ paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. (eR) Assessment This is a task which aims to evaluate your ey level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. Read the instruction carefully before doing each task. Observe honesty and integrity in doing the tasks and checking your answers. Finish the task at hand before proceeding to the next. Return this module to your teacher/ facilitator once you are through with it. aa Rw If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! What I Need to Know This module was designed and written with you in mind. It is here to help you master the nature of Chemistry. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is divided into two lessons, namely: e Lesson 1 — Properties of Matter ¢ Lesson 2 -Common Substances and Separation of Mixtures After going through this module, you are expected to: 1. use properties of matter to identify substances and separate them (STEMGC11MPla-b-5); 2. recognize the formulas of common chemical substances (STEM_GC11MPla-b- 9); 3. compare consumer products on the basis of their components for use, safety, quality and cost (STEM_GC11MPla-b-11); and 4. describe various simple separation techniques such as_ distillation, chromatography (STEM_GC11MPla-b-12). A What’s New Read carefully the following riddles. All of the answers are matter. Clues are given by the number of blank boxes after the riddle. Please put your answers in a blank sheet of paper. RIDDLE TIME 1. No need to go far and wide, in your meals I subtly hide; To save them from being bland; from tasteless to grand. What am I? ETT] 2. What would you be without me? I’m essential even if you can’t see; I am what you breathe, making your life complete. What am I? ETT] 3. I am needed for life and look transparent; Adult body? I compose it by 60 percent. What am I? a 4. Looking white; Powdery, I’m fine alright; In flour I’m added; So from small it turns to big instead. What am I? LT tTitt tT | CELT 4 5. Always present everywhere, I brighten most food I swear; From coffee to pastry, all of them becomes tasty. What am I? [TT TT 4 Q What is It % Matter, the “stuff” of which the universe is composed, has two characteristics: it has mass and it occupies space. Matter comes in a great variety of forms: the stars, the air that you are breathing, the gasoline that you put in your car, the chair on which you are sitting, the meat in the sandwich you may have had for lunch, the tissues in your brain that enable you to read and comprehend this sentence, and so on. To try to understand the nature of matter, we classify it in various ways. For example, wood, bone, and steel share certain characteristics. These things are all rigid; they have definite shapes that are difficult to change. On the other hand, water and gasoline, for example, take the shape of any container into which they are poured. The substances we have just described illustrate the three states of matter: solid, liquid, and gas. The state of a given sample of matter depends on the strength of the forces among the particles contained in the matter; the stronger these forces, the more rigid the matter. Table 1.1. The Three States of Matter State Definition Examples solid rigid; has a fixed shape ice cube, diamond, and volume iron bar liquid has a definite volume but takes gasoline, water, the shape of its container alcohol, blood gas has no fixed volume or shape; air, helium, takes the shape and volume oxygen of its container Phase changes of matter melting freezing (© 2012 Encyclopaedia Britannica, Inc. Figure 1.1. Phase Changes of Matter Physical and Chemical Properties and Changes When you see a friend, you immediately respond and call him or her by name. We can recognize a friend because each person has unique characteristics or properties. The person may be thin and tall, may have black hair and brown eyes, and so on. The characteristics just mentioned are examples of physical properties. Substances also have physical properties. Typical physical properties of a substance include odor, color, volume, state (gas, liquid, or solid), density, melting point, and boiling point. We can also describe a pure substance in terms of its chemical properties, which refer to its ability to form new substances. An example of a chemical change is wood burning, giving off heat and gases and leaving a residue of ashes. In this process, the wood is changed to several new substances. Other examples of chemical changes include the rusting of the steel, the digestion of food in our stomachs, and the growth of grass in our gardens. In a chemical change a given substance changes to a fundamentally different substance or substances. Matter can undergo changes in both its physical and its chemical properties. To illustrate the fundamental differences between physical and chemical changes, we will consider water. A sample of water contains a very large number of individual units (called molecules), each made up of two atoms of hydrogen and one atom of oxygen—the familiar H2O. This molecule can be represented as A. OD H H a where the letters stand for atoms and the lines show attachments (called bonds) between atoms, and the molecular model (on the right) represents water in a more three-dimensional fashion. What is really occurring when water undergoes the following changes? Solid Liquid Gas (ice) E> (water) => (steam) Melting Boiling When ice melts, the rigid solid becomes a mobile liquid that takes the shape of its container. Continued heating brings the liquid to a boil, and the water becomes a gas or vapor that seems to disappear into “thin air.” The changes that occur as the substance goes from solid to liquid to gas are represented in Figure m ™ 'B 1.2. In ice the water molecules are locked into * } 7 } 7 fixed positions (although they are vibrating). In the liquid the molecules are still very close together, but some motion is occurring; the positions of the molecules are no longer fixed as they are in ice. In the gaseous state the molecules are much farther apart and move randomly, hitting each other and the walls of Solid (le) Liquia (Water) Gas (Steam) the container. Figure 1.2. States of water conclusively. Mixtures can be separated into pure substances: elements and/or compounds. Two or Mixtures => more pure substances For example, the mixture known as air can be separated into oxygen (element), nitrogen (element), water (compound), carbon dioxide (compound), argon (element), and other pure substances. Oye Carbon dioxide @ Mixtures can be classified as either homogeneous or heterogeneous. A homogeneous mixture is the same throughout. For example, when we dissolve some salt in Sion — water and stir well, all regions of the resulting mixture [air ==» oo Qo have the same properties. A homogeneous mixture is also called a solution. Of course, different amounts of Wer salt and water can be mixed to form various solutions, im Others but a homogeneous mixture (a solution) does not vary in composition from one region to another. Figure 1.4 Air Components The air around you is a solution. It is a homogeneous mixture of gases. Solid solutions also exist. Brass is a homogeneous mixture of the metals copper and zinc. A heterogeneous mixture contains regions that have different properties from those of other regions. For example, when we pour sand into water, the resulting mixture has one region containing water and another, very different region containing mostly sand. What’s More I, Determine if the statement describes a physical property or chemical property. Copy the table below on your sheet of paper and fill in with correct statement. a. The boiling point of a certain alcohol is 78 °C. b. Diamond is very hard. c. Sugar ferments to form alcohol. d. A metal wire conducts an electric current. PHYSICAL PROPERTY CHEMICAL PROPERTY Il. Il. Tell if the statement shows a physical change or chemical change. Use a separate sheet for your answer. a. b. 2 Iron metal is melted. Iron combines with oxygen to form rust. Wood burns in air. d. A rock is broken into small pieces. Classify the following as a pure substance — element or compound, or a mixture — homogeneous or heterogeneous. Use a separate sheet of paper. a. b. Gasoline Stream with gravel at the bottom Air . Brass Copper metal PURE SUBSTANCE MIXTURE ELEMENT COMPOUND HOMOGENEOUS | HETEROGENEOUS What I Have Learned Fill in the blanks with the correct word(s). Write your answers in a separate sheet of paper. 1A involves a change in one or more physical ; but no change in the fundamental components that make up the substance. The most common physical changes are changes of state: solid @ © gas. 2A involves a change in the fundamental components of the substance; a given substance changes into a different substance or substances. changes are called reactions: silver tarnishes by reacting with substances in the air; a plant forms a leaf by combining various substances from the air and soil; and so on. 3. Pure substances are of two types: , which cannot be broken down chemically into simpler substances, and , which can be broken down chemically into elements. 4,4 has variable composition. A mixture has the same properties throughout; a mixture does not. A pure substance always has the same composition. © ‘@) h What I Can Do 1G Think back of a recent breakfast or lunch. Describe two physical and two chemical changes that were involved in the meal and explain why you think each was a physical and chemical change. Then, write a paragraph describing a common activity (such as baking bread or driving a motorcycle). Underline the physical changes (use one line) and chemical changes (use two line) taking place within the activity. Select and describe an activity that is sure to have at least two physical changes and two chemical changes (https://www.woodstown.org/cms/lib4/NJ01001783/Centricity/ Domain/8/Texts /ACS/resources/ac/ch8/actl.pdf). Identify which components from the activities written above are elements, compounds, homogeneous and heterogeneous mixtures. What I Know Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. What substance is always called by its common name? a) Table salt c) water b) Sugar d) milk of magnesia 2. Sucrose has a chemical formula of a) CigH22011 c) Nacl b) CeH1206 d) MgSO4 3. It involves the separating a liquid from a solid by gently pouring off a liquid. a) Evaporation c) decantation b) Distillation d) separating funnel 4. This separates heterogeneous mixtures by spinning them at very high speeds, which forces components to separate into layers. a) Magnetism c) separating funnel b) Distillation d) centrifugation 5. Evaporation is used to a) Separate dyes in a marker b) Separate liquids of different boiling points c) Obtain solute from the solution d) Separate solids of different particle size 6. A magnet could be used to separate a) Sand and salt c) colors in a food dye b) Sand and iron filings d) water and sand 7. In acoffee machine, the ground coffee is separated from the coffee solution by using a) Filter paper c) sand paper b) Toilet paper d) tissue paper 8. The process of evaporating a liquid and then condensing the vapor by cooling is known as a) Distillation c.) decanting b) Chromatography dq) filtration 9. Two or more substances mingled together, but not chemically combined are collectively known as a) Mixture c) distillate b) Residue d) solution 10.Which one of the following substances is a mixture? a) Copper c) seawater b) Water d) salt Common Substances and Separation of Mixtures So many people are familiar with common chemicals inside the household. Large amounts of chemicals are produced each year and serve as raw materials for a variety of uses, including the manufacture of metals, plastics, fertilizers, pharmaceuticals, fuels, paints, adhesives, pesticides, synthetic fibers, microprocessor chips, and many other products. We will encounter many of these substances and their uses as this subject progresses. What’s In Matter, as seen in the previous lesson, can have different properties — either which these could be physical or chemical. These properties are very helpful in classifying such matter, determining its uses, and knowing the techniques on how to separate its components when it is classified as a mixture. So, dig into our next lesson, as we study common matter found in our surroundings and using their distinct properties in separating substances combined to form a mixture. Notes to the Teacher After students have done the activity in the What’s New section, let them submit a copy of their findings. If it is possible, let them share their results, analysis and conclusions to the entire class. After which, feedback is to be given. Let students also perform a laboratory activity on separating mixtures if the situation permits. Vw SO What’s New List at least 5 essential consumer products found in your home. Copy the table below in a sheet of paper and fill your table with each product’s use, safety, quality and cost. Then, answer the guide questions that follow. Product Use Safety Quality / Cost Description Ex. For laundry | For external powdered affordable Detergent use soap Guide Questions: 1. Which product is the most essential? Least essential? 2. What products are safe? Which are harmful? 3. What can be done to products which are toxic to consumers? 4. When do you say that the product is of good quality? 5. What products in your list are affordable? 6. How will these products affect our environment? Our health? 7. What characteristics should be considered first when buying a product? Figure 1.7 What are some differences in physical properties that could be used to separate these mixtures? (Images: PublicDomainPictures, Pixabay; Jan-Mallander, *Pixabay*; Kallol Mustafa, Wikimedia Commons) Separating Homogeneous and Heterogeneous Mixtures Separation techniques can generally be divided into the separation of heterogeneous mixtures and the separation of homogeneous mixtures. Some of the main separation techniques are shown in the table below. Table 1.3 Some Separation Techniques Techniques for Separating Heterogeneous Mixtures Techniques for Separating Homogeneous Mixtures Decanting Evaporation Sieving Distillation Filtration Chromatography Separating Funnel Centrifugation Magnetic Separation Decanting Decanting involves separating a dense, insoluble substance from a heterogeneous mixture. For example, if we mixed sand with water in a beaker, the sand would not dissolve, but would settle to the bottom, forming a sediment layer. By gently pouring off the water (the supernatant), we could separate the sand from it. In the laboratory, using a glass rod can assist the decanting process, as it minimizes the amount of splashing and reduces the risk of pouring off some of the sediment. Decanting is only a useful method if the solid particles readily settle to the bottom. It would not be useful, for example, in separating fine silt particles from water, as they often remain suspended in the water. beaker _ glass rod f supernatant —S mixture 4 SMF [sediment beaker supernatant Figure 1.8 Decanting Sieving Sieving involves separating a mixture based on different sizes of components. For example, small rocks can be separated from sand by sieving the mixture. The smaller sand grains will pass through the holes in the sieve, whereas the rocks will not pass through. Sieving can also be used to separate solids from liquids, assuming the solid pieces are larger than the holes in the sieve. For example, straining cooked rice is a form of sieving. mixture —} separated components —}- |+— sieve (smaller mesh) Figure 1.9 Sieving Filtration Filtration is a special form of sieving that separates very fine solid particles from liquid or gas mixtures. Filter paper (or a similar substance with very fine pores) is used as a sieve. For example, air and water filters are used in a variety of applications to keep air and water free from minute dust and other particles. In a laboratory, filtration is often carried out by placing filter paper in a funnel, pouring the mixture into the funnel and collecting the filtered liquid in a beaker. The liquid that passes through the filter is called the filtrate and the solid that gets trapped in the filter is called the residue. filter paper mixture residue retort stand beaker filtrate Figure 1.9 Filtration Separating Funnel A separating funnel can be used to separate a mixture of two non-miscible liquids — that is, liquids that do not mix together to form a homogeneous solution. When such a mixture is allowed to settle, the less dense liquid will form a layer on top of the more dense liquid. A tap attached to the separating funnel allows the bottom liquid layer to be drained, while the top liquid layer remains in the flask and can be drained separately. This technique is mostly used to separate liquids that are miscible in water from liquids that are non-miscible in water. An oil-water mixture would be an example of this. separating funnel oil layer (less dense) water layer (more dense) stopcock (tap) beaker water Figure 1.10 Separating Funnel Chromatography Chromatography is used to separate liquid or gas mixtures. It uses very small quantities as its purpose is primarily for identifying and analyzing substances within a mixture, rather than separating mixtures to recover large amounts of their components. Some examples include drug testing of urine and blood samples, testing water samples for pollutants, and comparing a suspect’s sample with evidence found at acrime scene. Chromatography uses the principle of different affinities (attraction) of substances within a mixture to two separating substances, known as the stationary phase and the mobile phase (https://www.goodscience.com.au/year- 7-chemistry/separation-of-mixtures/). — pencil —<] | — chromatography paper —} separated beaker Ges ink mixtures water. Before After Figure 1.15 Chromatography What’s More Instruction: Based from the illustration, name the pointed parts. Use a separate sheet of paper for your answers. a distillate distillation filter paper filtrate filtration Funnel water outlet water inlet thermometer Bunsen burner Round bottom flask residue mixture condenser Stand conical flask beaker stand What I Have Learned Fill in the blanks with the appropriate answers. Write your answers on a separate sheet of paper. 6. and are chemicals that always use their common names. 7. Mixtures are combinations of substances. Therefore, they can be separated by processes. 8. The best technique for separating a mixture depends on the and the properties of the 9. Separation techniques take advantage of differing of the components of a mixture. 10.Separation techniques can be divided into those that separate mixtures and those that separate mixtures. 11.Decanting involves separating a liquid from a solid by gently pouring off the liquid. 12. involves separating components of a mixture based on their different sizes. 13. is a special form of sieving where is used to trap very fine solid particles from liquid or gas mixtures. The part of the mixture that passes through the filter is called the and the solid particles that get trapped in the filter are called the . Dissolved particles are able to pass through the filter paper. 14. separates heterogeneous mixtures by spinning them at high speeds. This causes the different to separate into 15. Magnetism can be used for separating materials from materials. 16.Evaporation is used for recovering substances from . The is evaporated and the is crystallized. 17. also involves evaporation, but includes the collection of the evaporated substance, known as_ the . The evaporated substance is passed through a tube, known as a . This tube is surrounded by , which cools the evaporated substance, causing it to from gas back to . Distillation can be used for separating homogeneous mixtures of liquids with different 18. separates mixtures based on their differing levels of attraction to two substances, known as the phase and the phase. An example is , which can be used to separate pigments in ink. Oy Additional Activities Np, Extension Questions: 1. What is fractional distillation and how does it work? Give an example of a mixture that is separated using this technique. 2. Describe the relationship between the density of components of a mixture and the layers resulting from centrifugation of the mixture. Further Research The following questions will require you to conduct your own research. Choose one (1) that may interest you. Write your answers on a bond paper. 1. Research the fractional distillation of crude oil. What different products can be separated and what are some examples of their different uses? 2. Research separation techniques that are used at your local recycling facility. Compare the manual methods with the different automated methods that are used. List some ways households can make the recycling process more efficient when sorting their recyclable waste for collection. 3. Research techniques for recycling water and list some of the uses of recycled water. Why do you think recycled water is such a contentious issue? Do you think recycled drinking water is safe? Would you drink it? Answer Key to Lesson 1 C= RSD (quauzaya ue) aoue)sqns amd v st jeyaur saddog “a sejdures sse1q snoauaso19}94 JuarayIp ur wasayrp are aurz ‘snosus80m0q, pure zaddoo yo sytrmoure aaneyar ‘oMxIW “b atQ asnmesaq aoueysqns amd saouvisqns ¥ you 8} sseig ‘oul pue saddoo ‘squomorg “¢ syusuie[ ayy BuyureyuoD auryxiUL snosuadowoy & s: sseag “p ‘ Teoperoy> Punoduioy “€ “spunoduwo pue syuswis[9 Jo ‘o8treq> Teorey Punoduio °@ arnysxfur snosuadowoy e sf aTy ‘2 pmby ‘sonrodord punodwoy “1 oanyxyun ‘o8ueyo Jeorshyg ‘T snloouasora}9y & SI WO}10q, atp vo jaxer3 WM ureons y "4 pouree] oAeH 1 eu *spunoduroo Atrew Surureyu0o SOHHAROCY TeUOnIPPY am) xtur snoauasouoy B st auIJOsey “Y “TIT ‘asueyo Teorsdyd e st syy ‘adeys pue az18 UI ATWO TeUTsLI0 ay) WO snooussom0y, sigynp ooord mou yoeg “yor fommxtar a]oy7m au se UOHTsoduroa oures punoduroo ay} aaky sacord Jayreurs an [ye fsounysqns amd “¢ «dn uayoag st x01 TH UaTyAK “P punoduros -aGuraya [Rommaya ¥ St STIL, ‘soueysqns omnd *7 WO] [eUIL10 $7t UT JaBuOT ou yuours[9 SI poom ayy ‘ary atn sayy “(29TH {sounysqns amd *T pire aprxorp uoqres apnyour Katy “rayw] aas TIM am sv) saaTysqns Stn JUaJayIP ULF 0} SUING poo ‘9 aseq ‘Ss SULIOJ aoTTAISqNs JuarayIP am, “b ¥ asnevag eSueyp [eorweys osea ‘¢ ¥ SI SITY], “WedAKO pue UOT sted °Z suyequoo yey (jsnz) soue~sqns anL ‘Tt quazayIp & SUTIO] I ‘WaBAKO Tr Yam SaUTqUTOD OAT UDYA\ “4 “oBueyo : resid w te, ones poe Brorstad s ay] 0) ureBe Joo2 pmnoo pure uo porskyd “6 pmby ysnf st wos poyow ® TT jeormoyo °Z *(joyooje) soueysqns awu eyo eorshyd “1 WONUTIOY oY} SaATOAUT sreBns Jo ‘I uopeyustizey “redns Jo Ayradord Teoqwreyp w st (9) wary ‘IF YSNoIy mouy 1 7euM possed sey quazmo opnoa[a ue Jaype pure az0joq oNIsodu0s umes ou) sey atm [eyoUr Yy‘simooo wantsoduzos ur a%ueyo ou pure ‘aouejsqns yae—e Jo sonstrajaemyp juarayur aqriasap m8ns -s Karp ‘sanradosd peorséyd epos Zune =“ am (p) pre “(q) ‘(e) stray “T wrem fe WT ar0W S.7e4M wes aN S3EqM Cx Answer Key to Lesson 2 RSD any *L roywog “9 purig “Ss enpisey “by amy “€ sdemoremony soded ray ‘oyiqour Pound “T ‘Areuoreys I ‘AydesZoyeuroryo "ET aye SIG “pT sjyurod Suryioq sey Teot05 ‘eT spmby iourngq uasung ‘ZT ‘asuapuoo Q[UT I9yeM ‘TT ‘tayemM ploo YSepy ‘rasuapu0o Woy} 0q-punoy ‘OT ‘oyeTTAStp aImMxtI 6 SUOHeTIHSIP “TL puvis ‘¢ aynyjos Jesuapuop *Z ‘aye qepno JayeM ‘9 ssuonnyos IoeMIOULIEYL, “S SPeaTOssip “TT oneuseul-uou T foneuseul ‘OT sre] oIOW S.7eGM ‘syusuoduroo Suonesnyiyus9 "6 onpiser yey ‘soded s9qy ‘uoneny g Buss") quowpes Queyeusadns “9 O'sT -squowid jo Suoneos / snooussow0y vet axour 0} Sunmser — sywomsrd ‘snosuasorajoy “¢ . zejod ssoj somo ren pinoo | | Sensedord yeorsAyd “p Viet qoyem pure roded uetp seyod syuauoduroo air SSO] ST POT ToooTe oT fomyxtur jo adAy “¢ O'OT aouRysqns JorIyIp v Sursy. jeorsAyd a ‘6 -zeqod oq are JoyeM puw ‘qeorskyg *Z 2°38 (esomyjeo Jo dn spew) sodug eruowure VoL ‘d ‘ . 0 '9 roxpuy “> srayem “1 wes '€ ay TS peureey ane aaeH I eum mouy 1 3eqM og Beg 1 7AM