enhancing spatial ability skills in basic engineering

REVIEW OF INTERNATIONAL GEOGRAPHICAL EDUCATION

ISSN: 2146-0353 ● © RIGEO ● 11(4), WINTER, 2021

www.rigeo.org Research Article

Enhancing Spatial Ability Skills in Basic

Engineering Drawing Using a 3D Solid Model John Nehemiah Marwa1

Kaduna State College of Education, Gidan waya,

Kafanchan, Kaduna State, Nigeria

Nur Hazirah Binti Noh@Seth2*

School of Education, Faculty of Social Sciences and

Humanities, Universiti Teknologi Malaysia [email protected]

Nurul Aini Mohd Ahyan3


Humanities, Universiti Teknologi Malaysia

Hanifah Jambari4



Mohamad Rasidi Pairan5



1 Corresponding author: School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi

Malaysia Email: [email protected]

Abstract

Spatial ability skills are an important component of an engineer's ability to create and interpret

engineering drawings, which involves thinking and problem-solving processes. The ability of an engineer

to visualize 3D image is a cognitive skill that is essential to succeed in basic engineering drawing subjects.

Based on previous literature and preliminary study, engineering technology students with poor spatial

ability skills had challenges in understanding basic engineering drawing topics. Hence, this study is aiming

at enhancing spatial ability skills using a 3D solid model among first-year engineering and technology

education students. The quasi-Experimental research design was adopted for this study. A targeted class

of 43 first-year technology education students who are in the first semester was used for the study. The

students were divided into control and experimental groups respectively. A pre and post-test were used

to collect data from the students to measure their level of spatial ability skills enhancement. However,

after the treatment using a 3D solid model, the experimental group had a higher performance than the

control group likewise the students with non-engineering background in the experimental group

performed above average. The results indicate that a solid 3D model was effective for improving spatial

ability skills among first-year technology education students. This study implies to educators that there is a

need to appropriately enforce the use of a 3D solid model for effective teaching and learning of basic

engineering drawing. It is, therefore, affirmed that the use of a 3D solid model in teaching basic

engineering drawings should be enhanced with other teaching methods.

Keywords Enhancement, 3D Solid model, Spatial Ability, Engineering drawing, Skills

To cite this article: Marwa, N, J.; Noh@Seth, N, H, B.; Ahyan, N, A, M.; Jambari, H.; and Pairan, M, R. (2021) Enhancing

Spatial Ability Skills in Basic Engineering Drawing Using a 3D Solid Model. Review of International Geographical Education (RIGEO), 11(4), 627-638. doi: 10.48047/rigeo.11.04.57

Submitted: 05.03.2021 ● Revised: 10.05.2021 ● Accepted: 15.05.202

http://www.rigeo.org/

mailto:[email protected]

mailto:[email protected]

© RIGEO ● Review of International Geographical Education 11(4), WINTER, 2021

Introduction

According to Bayaga and Kok (2019) Spatial ability skill is referred to as traits in human intelligence

which is a vital and very important fundamental skill in the engineering and technology field.

According to Garmendia, Guisasola, and Sierra (2007) stated that engineering and technology

students in their first year of study do have challenges in engineering drawing which is attributed to

poor spatial ability skills. The need to communicate ideas using lines, symbols, and graphics in

engineering and other related disciplines are basic, therefore, all efforts of engineering drawing for

technological advancement are hinged on to satisfy the basics of translating such ideas.

According to Lois (2017) stated that engineering drawing is used for communicating ideas,

thoughts, and designs. Engineering drawing has become very essential in such a way that, no

production or manufacturing can be successfully done without a neat and detail drawing to show

the relationship between components, joints, and other linkages. According to Tumkor and de

Vries (2015) spatial ability skills are a very important comportment to an engineer’s ability to create

and interpret engineering drawings such as; thinking, modelling, and problem-solving processes.

Overview of engineering drawing in curriculum for higher education also highlighted the

importance of visualization skills (Ali, Patil, & Nordin, 2012). According to Marunić and Glažar (2014)

the inability of the students to visualize the elevations of an isometric block from 2D is a component

of spatial ability skills. According to Rodriguez and Rodriguez-Velazquez (2017) appropriate

instructional aides have proven to have a good significant effect in improving student’s spatial

ability skills. A 3D solid model is a graphic representation of an object that emphasizes solid

modelling using solid work computer software (Sorby, 2001). According to Yusuff and Soyemi (2012)

stated that other teaching and learning skills such as solid modelling and digital presentation is,

however, grabbing curricular planner’s attention to develop an approach or a methodology for a

digital practice also for the learning of engineering drawing. Palmer (2009) describes the use of a

3D solid model approach in teaching engineering drawing as a great improvement in design

projects rating, overall course rating, and project presentation rates, in his submission of adapting

the use of 3D solid model programming in a CAD-based engineering graphics course. A 3D solid

model could be a real object or a model to represent the original diagram. According toPalmer

(2009) the use of a 3D solid model leads to the introduction of 3D in computer graphic or image

processing in engineering drawing. Various historical images in artworks or products were captured

in 2D images. For example, engineering drawing or digital photos. This also enhances spatial ability

in terms of geometric information from objects obtained by traditional engineering drawings in 2D

orthographic projection. Hence, Salama and Wilkinson (2007) Stated that, in the construction

industry, the use of a 3D solid model that shows pictures of objects have been used for design

applications serves as a collaborative means of promoting visualization to improve accuracy in

construction and manufacturing processes. The same goes with the positive effects of utilising

Mobile Augmented Reality (MAR) in learning orthographic projection (Omar et al., 2019). The touch

screen element of MAR or other technological tools offer great flexibility for the presented materials

(Mun et al., 2019). Makgato (2016) observed that students of engineering technology have poor

spatial ability skills, therefore he recommended that more attention should be given to spatial

ability activities during teaching by using appropriate instructional aides this can strengthen

students’ performance in various topics such as sectioning drawing and orthographic projection.

Given the foregone, this study aims at enhancing first-year engineering and technology education

students’ spatial ability skills in understanding basic engineering drawing also to find out the

effectiveness of a 3D solid model approach in teaching and learning of basic engineering drawing

between the students especially between those who have prior knowledge and those who do not

have.

Literature Review

According to Isaacson (2019) the history of drawing is traced back right from the period of

ancient’ times where people struggle to make a drawing to represent an object through image.

The quest to represent drawing in manufacturing production processes suffered some challenges

in a period of time. Gaspard Munged (1765) was a draftsman who made engineering drawings

for military fortifications, his drawings were the first techniques of descriptive geometry used in

solving a geometric problem. According to Booker (1962) a proper way of presenting an idea in

engineering drawing is done using lines, symbols, and graphics which gives a detail description of

an object and how it can be manufactured. Palmer (2009) describe the use of 3D solid model in

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Marwa, N, J.; Noh@Seth, N, H, B.; Ahyan, N, A, M.; Jambari, H.; and Pairan, M, R. (2021) Enhancing Spatial …

teaching engineering drawing as a great improvement in design projects rating, overall course

rating and project presentation rates, in his submission of adapting the use of 3D solid model

programming in a CAD-based engineering graphics course. A 3D solid model could be a real

object or a model to represent the original diagram. The use of a 3D solid model leads to the

introduction of 3D in computer graphic or image processing in engineering drawing. Savery (2015)

stated that learners will become proficient in conducting research and integrating theory

practices by applying knowledge and skills to develop a viable solution in defining problems using

instructional model approach which is a curricular based methodology for teaching and learning

problem. The table below show a Summary of related literatures on method to increase spatial

ability skills in basic engineering drawing.

Table 1.

Summary of related literatures on method to increase spatial ability skills

S.N Topic Reference Method Finding Research focus

1. Improving the

spatial

visualization

skills of first

year

engineering students.

(Fleisig,

Robertson,

& Spence,

2004)

1. Uses pencil

sketches.

2. Drawing

instrument, basic

AutoCAD.

3. Solid modelling

It was reported

to improving

student’s

visualization

skills of first year

students

Various teaching

approaches and

methodologies

ranging from the use

of instructional aid

have been used by

different scholars

especially in the field

of engineering

drawing to help

improve students'

spatial visualization

skills. However,

according to

Medupin, Abubakre,

Adebayo, Enock,

and Sulayman

(2015) the problem

of poor spatial

visualization skills

among engineering

and technology

students has been

identified persisted.

this study therefore,

intends to use a 3D

solid model method

with colour coding

on the elevations of

3D isometric block to

improve on the

weaknesses of the.

2 Enhancing

spatial

visualization

skills in

engineering

drawing

courses

(Tumkor &

de Vries,

2015)

1. Uses wire

model in glass.

2. Projection of

views in CAD.

3. Model build by

hand,

4. Wooden

block. 5. Display of

models on a

computer

screen.

Gaming

activities was

proven to

improve

student’s spatial

visualization

ability notably.

3 Developing

spatial ability

mathematical

skills through

3D tools,

augmented

reality virtual

environment

and

3Dprinting.

(Herrera,

Pérez, &

Ordóñez,

2019)

1. Use of 3D tools

specifically with

augmented

2. Reality virtual

environment

and 3. 3D printing.

Positive impact

of the use of

teaching tools

to develop

spatial

visualization.

Methods

Quasi-Experimental research was used for the study. The quasi-experimental research design was

used for a purposive policy to measure the impact of a program on a targeted population, which

could be done at class level or using a targeted group (Jargowsky & Yang, 2005). A targeted

sample of 43 students from the department of technical and engineering education who are first-

year students in the first semester of enrolment were used for the study, the students were divided

into control and experimental group respectively. Among the 43 students, 22 students were

considered as the experimental group, while the remaining 21 students were used for the control

group. Since prior knowledge of engineering drawing might temper with the result of the pre and

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post-test. The students with prior knowledge were first identified, who were 13 students having prior

knowledge. These students were firstly divided into two groups, the experimental group, and the

control group. The remaining students followed next until all students were evenly divided. A non-

probability purposive sampling technique was used to divide the class into a control and

experimental group. To enhance students’ spatial ability skills and to find out the effectiveness of a

3D solid model method in teaching and learning of basic engineering drawing, a pre and post-test

were used to collect the data for the study. A descriptive statistic was used to analyze the data

collected for the study. The instruments adapted for this study is a Visualización Test of

Transformation of 3D to 2D, of Nordin (2007). It’s validity and reliability has been tested on a study

conducted on visualization skills and learning style patterns among engineering students at

university technology Malaysia (Nordin, Amin, Subari, & Hamid, 2013).

Data Analysis

The study intended to measure the effectiveness of solid pair method in improving spatial ability

skills for basic engineering drawing course and also to measure the difference of spatial ability

skills towards demographic factors. The analyses were conducted in line with the procedures

stated in the preceding chapter. Thus, descriptive and inferential (paired sample and

independent sample t-tests) statistics were used to address the research objectives using IBM

Special Package for Social Sciences (SPSS) version 25. The results are presented in the following

sub-sections.

Results

To enhance the students’ spatial ability skills using a 3D solid model. First, the students were divided

into control and experimental group. The study was conducted in week 4 of the first semester of

2019/20201 in the department of technical education among first-year students of vocation and

technical education Universiti Teknologi Malaysia. In week 4, the students were examined, spatial

ability skills and fundamental knowledge in orthographic projection, since spatial ability skills are

essential for the students to look at the solid model and make projection and also to see the solid

pair elevations with their mind's eye. The students were given 30 minutes to complete the task at

the end of each lesson. The test items contained an important component of spatial ability skills.

According to Shea, Lubinski, and Benbow (2001) stated that students who have a better spatial

ability perform much better in the field of engineering, computer science, and mathematics than

verbal ability. In collecting the data for the study, pre and post-test were conducted.At the first

stage of data collection, all the students were taught using the conventional method of teaching

engineering drawing (traditional) at the end of the lesson, a test was conducted to first check the

student’s level of spatial ability skills. Checking the students' level of spatial ability skills at the initial

stage was very important. Spatial ability skill is essential for engineering and technology education

students which enables them to express ideas in solving engineering drawing problems (Tumkor &

de Vries, 2015).In the second stage of data collection, the lesson was conducted according to

the control group and the experimental group. The experimental group was taught (treated) using

a 3D solid model and a 2D drawing. The teacher uses the 3D solid model of the 2D drawing and

showed it to the students which assist in enhancing their visualization Figure 3. While the control

group was taught using the conventional method (2D) drawing only. At the end of the lesson, a

test was conducted.

Table 1.

Pre-test class activities Class Activities (pre-test)

Activities. Control group and Experimental group class activities

for the pre-test. The students were taught the orthographic projection

topic using the conventional method (2D). A 30

minutes’ test was given to the student at the end of

the lesson figure 1. The test consists of 15 items that are

designed to see how well the students visualize what

three-dimensional objects look like from the orthographic projections.

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Task 1 (pre-test). The pictorial view of an object and five multi-view drawings reflect what the

pictorial object looks like when viewed from a specific location with multi-views. An arrowhead

indicated the viewing position [15]. The students were asked to:

Figure 1: 3D Isometric blocks

Figure 2: Solution for task 1.

Table 2

post-test class activities Class Activities (post-test)

Control group Experimental group

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1. imagine moving around the object until the arrowhead is directly between the object and you;

2. picture in your mind from the direction of the arrow what the two

dimensions of an object look like in a single view,

3. chose one out of the five multi-view drawings (A, B, C, D or E) which looks like an object from the position of the arrow Figure 1


The control group was taught using the

conventional method (2D). A 30 minutes’ test

was given to the student at the end of the

lesson in figure 3.

Figure 3: 2D Isometric block

The experimental group was taught using a 3D

solid model. A 30 minutes’ test was given to the

student at the end of the lesson in figure 3.

Figure 3: 2D and 3D Isometric block

Figure 3: Solution to the class activity

Task 2. (post-test) The pictorial view of an object and five multi-view drawings reflect what the

pictorial object looks like when viewed from a specific location with multi-

views. An arrowhead indicates the viewing position [15]. The students were asked to:

1. imagine moving around the object until thearrowhead is directly between the object and y

ou;

2. picture in your mind from the direction of the arrow what the

two dimensions of an object look like in a single view,

3. Chose one out of the multi-view drawings (A, B, C, D, or E)

which looks like an object from the position of the arrow

Figure 4: 3D Isometric block

Figure 5: Solution to task 2

Discussions

The results of tasks 1 and 2 for the control and experimental group were analyzed using the mean

scores of both pre and post-test within each group and compared using paired sample t-test

Tables 3.

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Table 3

Result of task 1 and 2 pre and post-tests (within-group)

Control 41.06 11.25 2.67 31 0.001*

Group 49.29 7.66

Experiment 32.31 6.89 2.71 31 0.000*

al Group 63.06 16.2

8

The results of tasks 1 and 2 the paired sample t-test for the two groups presented in Table 1 above

represent the difference of the students’ spatial ability skills in basic engineering drawing for both

control and experimental groups. The pre-test and post-test scores of the two groups were

compared using the paired sample t-test. The results of task 1 and 2 revealed that, for control

group, t (31) = 2.67, P = 0.001, α = 0.05. indicating that, the control group students’ scores at pre-

test and post-test are significantly different (P <0.05). Similarly, the result of task 1and 2 revealed

that for the experimental group t (20) = 2.71, P = 0.000, α = 0.05. indicating that the students’ scores

for pre and post-test were significantly different (P <0.05). the difference of spatial ability skills

between the two groups can further be observed from the mean and standard deviation of the

total scores obtained in pre- and post-tests and the significance (P-value) obtained. However,

even though the results of the pre-test and post-test of within-group showed a significant

difference, it is not enough to prove the significant effect of the solid model method in enhancing

spatial ability skills of semester one first-year students of vocational and technical education

department students of Universiti Teknologi Malaysia. Therefore, to test the enhancement and the

effectiveness of the solid pair method between both groups, an independent sample t-test was

conducted to determine the level of spatial ability skills enhancement of post-test mean scores

between the control and experimental group. The independent sample test result is presented in

Table 4.

Table 4.

Result of task 1 and 2 Independent sample t-test pre and post-tests (control and experimental

group)

Group t df p-value Mean SD Diff.

Control Group 49.29 7.66 13.77 -3.14 31 0.004*

Experimental Group 63.06 16.28

The results of the independent sample t-test shown in Table 2 reveal the t statistics (31) = -3.14, p

value= 0.004, α = 0.05 for mean spatial ability skills in basic engineering drawing in the two groups

(control and experimental group). The result of the analysis revealed the mean spatial ability skills

in basic engineering drawing between the two groups are significantly different (P = 0.004 < 0.05).

This difference is in favour of the experimental group that received the treatment using a 3D solid

model. This is proven from their mean scores at the post-test after the treatment using the 3D solid

model. As presented in Table 4. the students in the experimental group scored a mean of 63.06

(SD=16.28) against the students at the control group 49.29 (SD=7.66) with the overall difference of

13.77 scores between them. The test performance of enhancing spatial ability skills in basic

engineering using a 3D solid pair model among the two groups is presented in Figure 5.

Figure 5. The result of task 1 and 2

633

80

60

40 Control Group Experimental Group

20

0

MEAN Items SD

Per

form

ance

Group Pre-

test Post-test

t d.f p-value

Mea SD SD

n Mean


The result of this study shows that first-year students who were enrolled in the first semester in the

vocational and technical education department have the challenge to picture a spatial model,

the projections reconstruction and representation. In contrast to Garmendia et al. (2007) who

found that engineering and technology students in their first year of study do have challenges in

engineering drawing which is attributed to poor spatial ability skills. Hence, Nagy-Kondor (2007)

emphasized that a 3D solid model can be of great help in the teaching and learning of basic

engineering drawing, as reveal from the class activities between the control and experimental

group, it is much easier to picture and reflect the various view of a solid using a 3D solid model.

The student in experimental group performance and ability of the construction of knowledge

using visual models and cognitive process of visualization has been reflected in the research of

(Mayer, Mautone, & Prothero, 2002). This finding aligns with Marwa, Choji, and Dalumo (2020) who

stated that visual models enable an engineer to communicate an idea on drawing paper and

software tools. According to Hailikari, Katajavuori, and Lindblom-Ylanne (2008) Students'

engineering background should be taken into consideration in instructional design and curriculum

planning, such results of engineering background assessments may be used as a tool for student

support in addressing areas of deficiency. To see the significant improvement of the solid pair

method for enhancing the spatial ability skills in basic engineering drawing, the mean scores of

the students who have engineering background and those with non-engineering background

were used to conduct an independent sample t-test. The results are presented in Table 5.

Table 5.

Mean scores comparison between students with and without engineering background

Group t d.f p-value N Mean SD Diff.

With engineering

background 14 66.57 10.62 12.36 3.05 31 0.006*

Non-engineering

background 19 54.21 12.61 31

The results of the independent sample t-test for the two groups presented in Table 2 above show

the difference in students’ spatial ability skills in basic engineering drawing between the students

with engineering background and those with non-engineering background. The results revealed

that t (31) = 3.05, P = 0.06, α = 0.05 indicating a significant difference (P < 0.05) spatial ability scores

between the students who have engineering background and those with non-engineering

background. The difference can be further observed from the mean and standard deviation of

the mean scores, and the significance (P-value) from the comparison representing spatial ability

skills. As presented in Table 2, the students with engineering background obtained a mean score

of 66.57 (SD=10.62) against the students with non-engineering background with a mean score of

54. (SD=12.61) obtaining the overall difference of 13.899 scores between them. This finding

indicates a significant difference in favour of students with engineering background. This result

coincided with Bosnyak and Nagy-Kondor (2008) stated that students' spatial ability skills can be

improved through the use of projection pictures of a 3D solid model. This can be achieved by

making pairs of solid objects where the pair will be displayed with marks and the students will be

asked to identify each pair with the solid. Olkun (2003) and Fleeson (2017) further affirms that the

use of a 3D solid model adds more relevance to teaching and learning by promoting the student's

understanding. The result of the performance between the students who have engineering

background and those with non-engineering background are presented in Figure 6

Figure 6. Performance comparison between the students who have engineering background

and those with non-engineering background

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To further check the significant improvement of the 3D solid model approach for enhancing

spatial ability skills after the treatment, the post-test mean score between the students with and

without engineering background in the experimental group was compared. An independent

sample t-test was conducted to measure the level of enhancement indicating the effectiveness

of the 3D solid model The result is presented in Table 6

Table 6.

Students with Engineering Background and those with Non-Engineering Background

(experimental group) Group t df p-value

N Mean SD Diff

Engineering background 3 79.67 11.547 21.98 2.867 14 0.559*

Non-engineering

background 13 57.69 13.634

The results revealed that t (14) = 2.867, P = 0.559, α = 0.05 indicating the mean scores between the

students with engineering background and those with non-engineering background have no

significant difference (P > 0.05). These students are exposed to the treatment using a 3D solid

model and obtained similar results as all performed above average score of 50%. The comparison

performance between the students with and without engineering background in the

experimental group is presented in figure 7

Figure 7. Results of performance comparison between students with and without engineering

background of the experimental group.

The comparison performance between the students with engineering background and those with

non-engineering background in the experimental group recorded a performance above

average from the students. This reflects Baronio, Motyl, and Paderno (2016) after conducting a

study with participants enrolled in the first year of the graphic expression in engineering courses.

He opined that a 3D solid model could be useful tools and models in improving students’ spatial

ability skills in engineering drawing. In his conclusion, it was confirmed that 3D models can have

an impact on the students’ motivation when communicating ideas in engineering drawing.

According to Chedi (2015) the proper use of a 3D solid model approach and other instructional

aid will result in such an inner spatial vision that the individual creativity of the spatial relationship

can be made possible. Lord (1985) Emphases on to the use of solid pair models, computer

animation in addition to the conventional method of teaching engineering drawing as they help

inspire the students. According to Bosnyak and Nagy-Kondor (2008) using a 3D solid model in

teaching basic engineering drawings to make the class more practical and feasible. The

performance of students with engineering background in the experimental group has been

reflected in the research of (Mnguni, 2014) who propounded three stages of the cognitive process

of visualization namely, internalization of visual models (idea), the conceptualization of visual

models (picture of orthographic views) and externalization of visual models (final drawing on

paper). The finding is line with Burton (2004) who stated that external visual model is the ability of

the students to use their mental cognitive skills of spatial visualization to produce the elevations of

a given block in orthographic projection.

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Conclusion

The study is aimed at enhancing spatial ability skills using a 3D solid model among first-year

technology education students. The result of the analysis revealed the mean performance of

spatial ability skills in basic engineering drawing between the two groups is significantly different.

This difference is in favour of the experimental group that received the treatment using a 3D solid

model. Likewise, the comparison performance results between the students with engineering

background and those with non-engineering background reveal that there is no significant

difference. These with Non-engineering background who were exposed to the treatment using a

3D solid model obtained similar results as all performed above average score of 50%. Challenges

of poor spatial ability skills among first-year engineering and Technology education students in

basic engineering drawing can be effectively be enhanced using a 3D solid model. The construct

of knowledge using a 3D solid model according to (Mayer et al., 2002) is a cognitive process that

has to do with several mental visual models. During the class activities using the 3D solid model,

the cognitive system of the learner is perceived with an external picture at first instance through

the eye. The students then begin to process some visual models which enable him the construction

of a mental pictorial image within working memory. By the process of sequential arrangement of

mental images, the learner arranges a number set of images into a coherent mental

representation which is referred to as the projection views or the pictorial model. Every skill, like the

spatial ability, as well can be developed at the very beginning with a suitable teaching strategy.

Limitations and Future Studies

The limitation of this study are as follows:

The study is limited to first-year engineering and technology students who are freshly

enrolled in academic pursuits. The study only examines challenges of spatial ability skills in

orthographic projection topic of basic engineering drawing.

Another limitation is, the study was limited to only one resource of an instructional model

which is a solid pair method for improving the student spatial ability skills in basic engineering

drawing.

Another limitation is, the study was not generalised to other basic engineering drawing

topics, and it only focuses on orthographic projection. In addition, the study was restricted to a

particular group of students.

Acknowledgement

The authors would like to thank the Ministry of Higher Education, Malaysia, and Universiti Teknologi

Malaysia (UTM) for their financial support through Fundamental Research Grant Scheme (FRSG)

with vot.no R.J130000.7853.5F083.

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