Introduction and lesson plan guideFall 2019

Learning with

Introduction and lesson plan guide

4. 3D scanner1. Multiple cameras

2. Touch display

3. HP Touch Mat and Projected Touch Display

5. HP Active Pen

• Do anything you can do on a regular Windows 10 machine

• Blend the physical and digital (phygital)

• Professional-level pen included

• Digital inking advantages

• Digital design

• Webcam and downward facing camera

• Expanded image and video options

• Includes equipment and two software programs

• Can make physical items digital with professional-level 3D scanning

• Fewer cords

• Less clutter

• Large work area

• Like using two devices together or separately

Full Windows 10

Projected pixel (HP Touch Mat) plus emissive pixel (glass touchscreen)

Dual touch screens

Multiple cameras

Paper-like, ergonomic HP Touch Mat

3D scanning

All-in-one instructor station

What does that mean?

Disclaimer: The programs and applications listed in this training guide are not endorsed by HP. They serve as examples of software that can be used on the Sprout Pro in various educational use cases. The contents

provided in this document are as a part of a paid consultation and service fee to Education Collaborators.

Sprout used as a work center in the STEM lab

Used as a work centerWhat Why Sprout? Tools Example Pro tipsDigital inking Utilize the pen and

paper-like surface of the HP Touch Mat

Edge

OneNote

Windows Store inking apps

Any tool that works with digital inking

Miro (real-time whiteboard collaboration)

Drag any program, Windows app, or website to the HP Touch Mat to use digital inking.

Some software has built-in palm rejection. If yours does not, turn touch input off by tapping the icon on the buckle until it turns orange—indicating only the pen will be detected.

Worktools Enable workflows specific for Sprout (multi-feed video and camera, etc.)

Capture

Stage

Sample Stage with Captures

Sample Robotics Stage with Captures

Sample Stage with map

Remove the HP Touch Mat to trace or record messy things.

Samples

Stage with Capture

Robotics Stage with Capture

Stage with map (Ireland landmarks)

Another use case as a work centerWhat Why Sprout? Tools ExamplesScreencasting Choose to record the monitor and/

or touch mat screens

Utilize dual touch screens and multi-feed video inputs

Screencast-O-Matic Example

Robotics example

Another use case as a work center

STEM projects

STEM projectsWhat Why Sprout? Tools Examples3D scanning Two options for 3D scanning

Professional scanning software

Built-in equipment

Camera 3D

HP 3D scan pro (instructions and support)

What to do with digital 3D models?

3D scanning curricular ideas

3D scanning: Two revolutionary options for diverse needsWhat Why Sprout? Tools ExampleCamera 3D (rapid prototyping and digital manipulation)

Hold object in hand and turn it to capture the object in 3D—ready in seconds

Quick, easy 3D scanning that produces an accurate visual of 3D objects by creating low-dense mesh wrapped in HD images

AR and VR apps

ePortfolios

3D exploration

Rapid prototyping

Dragon with Camera 3D

HP 3D Scan Pro v5 software (3D printing and precise scans)

Create precise 360° models to form a professional-level 3D model

High-quality scans for detailed technical work in engineering, museums, and universities

Engineering courses

Archiving art/models

3D printing

AR and VR appsDragon with HP Scan Pro

Recommended objects for 3D scanningIdeal characteristics Difficult challenges Pro tipHard, rigid

Matte finish

Full 3D shape

Light and solid colors

Not symmetrical

Imperfections

Floppy, moving, fuzzy, furry

Reflective, metallic

Flat shapes

Transparent

Black or very dark colors

Intricate shapes

Holes or depth

Items scanned with Camera 3D should be at least the size of a grapefruit.

HP 3D Scan Pro instructions and support • Instructions

• Tutorial videos

- Scanning

- Scan alignment and fusion

- Overview (intro is not pertinent to Sprout Pro)

• Tips

Tips for scanning potentially difficult objects • Dry shampoo can add a matte finish to shiny/reflective

objects or turn black objects white

• Masking tape covers a black/shiny/reflective object well

• White modeling clay could be used to cover an object in some instances

• 3D scan spray (make sure the safety ratings meet your school standards)

Camera 3D or HP Scan Pro?What do you want to do? Camera 3D or HP Scan Pro?

Share with others using a site such as Sketchfab Either, although Camera 3D will do this task quicker

Use AR or VR Either, depending on specific use

Import into Paint 3D and add texture or additional elements to the model

Either, although Camera 3D is quicker—if you need a high mesh density, use HP Scan Pro

Import 3D models into PowerPoint Camera 3D (for the smaller file size)

3D print HP Scan Pro offers the higher mesh density needed for 3D printing

What can Sketchfab do with digital 3D models?What is Sketchfab?

• A 3D model hosting siteWhat can you do with Sketchfab and 3D models?

• Upload and share your 3D scans with others, add annotations to 3D models through 3D Settings, and view 3D scans in VR

Sketchfab tips

• Education users get a Pro account for free

• Upload straight from Camera 3D to Sketchfab (paper airplane icon)

• Not compatible with .3mf files (change the file type for Camera 3D files from .3mf to .obj)

• Upload all three files if you want texture (.obj, .png, .mtl)

• Upload only the .obj files if you do not want texture

What can Paint 3D do with digital 3D models?What is Paint 3D?

• A built-in creative application, free with Windows 10, that combines 2D with 3DWhat can you do with Paint 3D and 3D models?

• Import 3D models into Paint 3D

• Add texture to 3D models

• Add additional elements (including 3D) to the model

• Combine multiple 3D models

• Add 2D images

• Doodle/create 3D models

• Doodle 3D over a 2D image on the HP Touch Mat

• Use the mixed-reality feature for AR simulations

• Wire diagrams

• Create prototypes

• Interior design/construction with room layouts

What can Leopoly do with digital 3D models?What is Leopoly?

• A 3D creation playform for sculpting and modeling in 3D that allows users to add texture and coloring to 3D models

What can you do with Leopoly and 3D models?

• Import 3D models into Leopoly

• Manipulate, paint, etc.

What can PowerPoint do with 3D models?What can you do with PowerPoint and 3D models?

• Import 3D models

• Use them for presentations

What can 3D printing do with digital 3D models?• You can 3D print 3D scans with high-quality models

• You can 3D print a scan of an item that is already physical

• Reasons to 3D print 3D scans include:

- Scaling

- Prototyping

- Changing materials of an object

- Making replicas of delicate materials

Real-world applications of 3D scanning3D scanning and printing uses for archaeologyUsing 3D scanning for animation

STEM projectsWhat Why Sprout? Tools Pro tipsBuilding your own 3D models

Use with pen and HP Touch Mat

Leopoly

Coding Use the dual touchscreens to run the emulator on one screen and code on the other

Dual touchscreens for a large workspace

Use the drag-and-drop interface on the HP Touch Mat

Annotate code errors

MIT App Inventor

Scratch

Use Windows keys and arrow keys to snap up to four screens on the monitor and/or HP Touch Mat

Digital design

Digital designWhat Why Sprout? Tools Example Pro tipsWorktools Use the professional-

quality Wacom pen with 2000 touchpoints

Utilize the paper-like surface of the HP Touch Mat

Utilize Capture to create phygital art

Capture

Stage

Digital inking with HP Touch Mat and pen

Autodesk Sketchbook The HP Touch Mat may also be used for tracing

The HP Touch Mat is made of the same material as bathroom tiles, and can be cleaned accordingly

Stop motion video examples

Watercycle Our Route Through Ireland

Putting it all together

Tools to display Sprout multimediaWhat Why Sprout? Tools Example Pro tipsFree learning apps Utilize Windows Store apps with the

HP Touch Mat, multi-video inputsSway (use to put everything together)

Sway example Upload 3D models to Sketchfab and embed in Sway (example)

Reflection/lesson plan creationHow can you use Sprout as a learning tool in your learning setting?

Author Debbie Wells, Library Media Specialist, Price Elementary, Republic, Missouri

Lesson overview Explore the world of 3D scanning

Recommended grade levels

Grades 4, 5

Essential question

What are some ways in which 3D scanning technology is being used in the real world?

Lesson objectives

Students will demonstrate knowledge of the 3D scanning technology that is used by the Smithsonian to help preserve cultural artifacts so that they can be shared and viewed by a wide audience.

Standards ISTE

1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Approximate time to complete

Multi-day lesson

4–5 days, 40–50 minute time periods

Materials HP Sprout, other devices (laptop, Chromebook, or PCs) for Internet access, various materials or items (mock artifacts) that can be 3D scanned, index cards with factual information about various artifacts from history, Sketchfab account.

http://www.3d.si.edu/browser

https://sketchfab.com/

Before you begin You will need to provide a few “mock” artifacts for students to use for scanning on the HP Sprout. Each mock artifact will include an index card explaining what that item is and/or the time period from which it originated. For example, you may provide a vase and write the words, “This vase is from the Ming Dynasty.”

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Lesson plan 1: Explore the world of 3D scanning

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Lesson plan 1: Explore the world of 3D scanning (continued)

Lesson facilitation

Engage Pique student interest and get them personally involved in the lesson while pre-assessing prior understanding.

Ask students if they are familiar with the Smithsonian Institution. Tell students that the Smithsonian is a famous group of museums located in Washington DC. The purpose of the institution’s existence is to help increase and spread knowledge about our history. Discuss what knowledge students might have about 3D scanning. Some students may have had experience with 3D scanning for dental procedures or other medical procedures. Many students may not have any experience with 3D scanning. Explain that there are different uses for this technology, including one the Smithsonian is using. Have students view “3D Scanning at the Smithsonian” to learn more about the Smithsonian 3D Digitization Project.

Explore Involve students in the topic, providing them with a chance to build their own understanding.

After viewing the video titled “3D Scanning at the Smithsonian,” allow students to explore the website to view some of the models that were scanned by the Smithsonian team: http://www.3d.si.edu/browser.

Students will then have the opportunity to scan their own mock artifacts, and curate their own collection of objects to display using Sketchfab.com. Students will upload their 3D models into Sketchfab. After briefly researching their chosen mock artifact, they will use Sketchfab annotations to include one or two facts about the artifact.

Explain Provide students with an opportunity to communicate what they have learned so far and figure out what it means.

Scanning: Students will use the Camera 3D application on the HP Sprout to create a scan of the mock artifact that they have chosen.

Student research and curation: After scanning their chosen item, students will briefly research the artifact. For example, if they chose to scan the vase, they will then need to research the Ming Dynasty and gather one or two facts about this period in history. They will then need to use the annotation tool in Sketchfab to include their facts.

Extend Allow students to use their new knowledge and continue to explore its implications in new and unfamiliar situations.

Students may explore real-world applications and careers that involve the use of 3D scanning technology.

Evaluate Assess both students and teachers to determine how much learning and understanding has taken place.

Informal assessments are done throughout the learning process. Students are able to annotate on their Sketchfab model.

Additional resources https://www.it-ology.org/2016/08/17/3-things-about-starting-a-career-in-3d-printing/

https://3dprint.nih.gov/

https://all3dp.com/2/3d-printing-in-space-4-most-promising-projects/

Lesson plan 1: Explore the world of 3D scanning (continued)

Standards Computational thinking skills: abstraction, decomposition, pattern generalization

Approximate time to complete

One week with 50-minute periods daily

Materials Variety of shoes

Before you begin Have access to various types of shoes

Read stories to students about shoes

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Author Mary Beth Kreml; instructional technology teacher

Lesson overview Integral parts of an object

Recommended grade levels

Grades 3–6

Essential question

What parts are integral to the whole object?

Lesson objectives

Students will learn to look more deeply and discerningly at simple, well-known objects

Lesson plan 2: Integral parts of an object

Lesson Facilitation

Engage Pique student interest and get them personally involved in the lesson while pre-assessing prior understanding.

Examine pictures of various kinds of shoes. Create a chart that lists similarities and differences among shoes. Next, select pictures of three different types of shoes to do further investigation. Students draw pictures of people wearing these shoes doing activities commonly associated with them.

Explore Involve students in the topic, providing them with a chance to build their own understanding.

Shoe vocabulary words are posted in the room: heel, sole, tongue, eyelet, etc. Various types of real shoes are then brought for students to examine.

Students work in small groups to document details about each shoe. They will examine shoes for details that reveal their purpose. As the shoes are examined, students will list the type of shoe near the vocabulary word; example, athletic shoes have eyelets, but women’s pumps probably do not. A man’s dress shoe might have a tongue, and so do athletic shoes, but women’s sandals might not.

On Sprout, students in groups use Capture to photograph the shoe, then they annotate the image, pointing to each part of the shoe and labeling. The captured images are saved.

Explain Provide students with an opportunity to communicate what they have learned so far and figure out what it means.

Students create a PowerPoint slide deck, inserting both 2D and 3D captures of each type of shoe on same slide. Each group has the opportunity to share what they have learned about shoes as they present their deck to the class.

The 3D files could be uploaded to Sketchfab, where each part of the shoe could be labeled. The URL for each shoe could be shared to the school website, social media, etc. for others to see.

Sketchfab: https://sketchfab.com/

Class discussion takes place about parts of a shoe that are necessary to classify the object as a shoe. These generalizations are posted in the room near shoe vocabulary words.

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Lesson plan 2: Integral parts of an object (continued)

Lesson plan 2: Integral parts of an object (continued)

Extend Allow students to use their new knowledge and continue to explore its implications in new and unfamiliar situations.

There are a number of ways to extend this thinking about integral parts of a relatively simple, well-known object. Here are some resources to learn more about shoes.

Become a Shoe Designer: https://www.theartcareerproject.com/become/shoe-designer/

Because International (Innovative Solutions): https://becauseinternational.org/

Learn about shoes in cultural traditions, shoes in literature (Cinderella, etc.), shoes as art, etc.

Economics of shoes: Hourly Rate for Shoe Manufacturing, How Much Does It Cost to Make a Sneaker?

Evaluate Assess both students and teachers to determine how much learning and understanding has taken place.

Students communicate their understanding about parts and the whole when they add information to the vocabulary and concept wall, when they describe their shoe in the slide deck, and possibly if they upload their 3D model into Sketchfab and annotate it.

Students are able to look at an object and better understand the parts that are integral to its functionality.

Additional resources Vans Custom Shoe Designs: https://www.vans.eu/en_dk/customs-womens.html

Alive Shoes: https://www.aliveshoes.com/how

Design Your Custom Handmade Shoes: https://www.awlandsundry.com/create-a-custom-shoe

Author Debbie Wells, Library Media Specialist, Price Elementary,

Republic, Missouri

Lesson overview Student-created flash cards

Recommended grade levels

Kindergarten, 1st grade

Essential question

Can you create your own custom flash cards?

Lesson objectives

Students will create their own flash cards using the Capture application.

Students will write and name the printed letters that match the sounds.

Standards CCSS.ELA-LITERACY.RF.K.1.D

Recognize and name all upper- and lowercase letters of the alphabet.

CCSS.ELA-LITERACY.RF.K.3.A

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Approximate time to complete

40 minutes, or two 20-minute periods

Materials HP Sprout Pro, various plastic manipulatives/figurines (example: Plastic Ocean Animals), print out of primary paper with dotted lines.

Before you begin Be sure to include a variety of manipulatives that represent all of the letters of the alphabet. Manipulatives should be easy for students to recognize so that they may discern the beginning letter sound.

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Lesson plan 3: Student-created flash cards

Lesson plan 3: Student-created Flash Cards (continued)

Lesson facilitation

Engage Pique student interest and get them personally involved in the lesson while pre-assessing prior understanding.

Show students a set of premade flash cards and demonstrate how they can be helpful for learning letter sounds. Explain to students that the purpose for using flash cards is to help build on their learning and memorization of important lessons. We may use flash cards to help us remember important dates, learn words, or help us learn math. Explain that by creating our own flash cards, we are diving deeper into our own learning while helping others to learn their letters. Ask students if they would like to create their own flash cards to help others learn letter sounds? Model how to use Capture by first choosing an item from the assorted manipulatives. Hold up the object and ask students to name the item (example: hold a Lego brick and ask students to tell you what that item is). Next, ask students to identify which letter the word “Lego” begins with. You may ask students to write the letter “L” on a piece of primary paper at their desks.

Have the Capture application opened on the HP Sprout. Demonstrate how to place the strip of primary paper and the Legos on the touch mat so that the image can be captured. Select the capture button to take photos of the Legos and primary paper on the touch mat. Once the image has been captured, demonstrate for students how to use the stylus and inking capabilities on the touch mat. You may ask one student to come to the Sprout to try writing the letter L (uppercase and lowercase) on the primary paper strip. Demonstrate how to change the color of the ink, and have another student write the letter L again.

Explore Involve students in the topic, providing them with a chance to build their own understanding.

Students may practice identifying letter sounds at their desks as they are awaiting their turn at the Sprout. Students will have a picture chart with items such as apples, bananas, carrots, etc. pictured so they may practice discerning the beginning letter sounds, and then writing the corresponding letter.

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Explain Provide students with an opportunity to communicate what they have learned so far and figure out what it means.

After students have had the opportunity to create their flash card, ask students to share with a partner which item they chose and what letter they identified as its beginning sound. Students may discuss other sounds they hear in that word (medial and ending sounds). Students may discover that some of the items they chose might have the same beginning sound. For example, one student may have chosen Legos while another student chose a lion.

Once a set of flash cards is complete, the teacher may choose to add each card to a PowerPoint presentation. These can be printed, or accessed digitally. Students may look through each flash card and discuss what is pictured on each card.

Extend Allow students to use their new knowledge and continue to explore its implications in new and unfamiliar situations.

Sight words: To extend this lesson (or for advanced students), you may have students create flash cards for sight words. Students would still use the Capture application on the Sprout to reinforce their learning. Students will choose a manipulative, and choose a sight word from a grade-level appropriate sight word list. For example: the chosen manipulative may be a dog, the sight word might be the word “on.” The student may capture the image of the dog, and then write the word “on” in the space provided. Students may extend this activity by writing a sentence that ties the dog and the sight word together. For example: The dog sits on the grass.

Positional words: Students may choose a positional word (for example: on, under, outside, inside, in, etc.) to write in the space provided. Students may choose a manipulative, or draw using the stylus, or use a mixed media approach in creating their flash card. For example: a student may choose to draw a table, but use a figurine of a dog that depicts the dog sitting under the table. The student would then write the sentence, "The dog is under the table."

Numeracy: Students may use manipulatives to create numeracy flash cards. For example: students may lay out two Lego pieces, use the stylus to draw an addition symbol, and then lay out three more pieces, draw an equal symbol, and then leave the answer blank so that students may quiz each other.

Lesson plan 3: Student-created Flash Cards (continued)

Evaluate Assess both students and teachers to determine how much learning and understanding has taken place.

The teacher may use informal assessment throughout lesson. As students are identifying and writing letters, the teacher may assess students’ abilities to accurately recognize letter sounds and write uppercase and lowercase letters.

Additional resources

Letter recognition

Numeracy

Sight words

Positional words

Lesson plan 3: Student-created Flash Cards (continued)

Approximate time to complete

Six 55-minute class periods

Materials HP Sprout Pro, clay, texture, and clay tools

Dragons Love Tacos by Adam Rubin

Before you begin To avoid allowing students more than one class period to build their sculptures, devote one entire class period the week prior to simply playing and exploring with the clay and texture tools.

Author Bethany Scullawl, Art, Price Elementary, Republic, Missouri

Lesson overview Texture Tacos

Recommended grade levels

3rd grade

Essential question

Can you create a 3D taco using clay?

Lesson objectives

Students will create a taco sculpture in-the-round using clay. Students will scan and design their unpainted taco sculptures using the 3D Scanning and Paint 3D applications.

Standards STRAND I: Product/Performance: 2. Select and apply 3D media, techniques, and processes to communicate ideas and solve challenging visual art problems: Modeling with clay or a similar material, create applied and impressed textures

STRAND II: Elements and Principles (EP): 1. Select and use elements of art for their effect in communicating ideas through artwork: Identify and demonstrate sculpture-in- the-round

STRAND II: Elements and Principles (EP): 1. Select and use elements of art for their effect in communicating ideas through artwork: Identify and use invented textures

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Lesson plan 4: Texture tacos

Lesson facilitation

Engage Pique student interest and get them personally involved in the lesson while pre-assessing prior understanding.

Day 1: Open the lesson by playing Mariachi Music as students enter the classroom. At the front of the room, there will be a sombrero, sarape blanket, piñata, and a traditional mexican treat. The students will have to guess what country these items originated from. Students will share whether or not they have been to Mexico by a quiet show of hands. We will then take a brief tour of Mexico using the 360 Cities online site: https://www.360cities.net/

Explore Involve students in the topic, providing them with a chance to build their own understanding.

After touring Mexico as a group, students will then have an opportunity to explore 360 Cities independently (or with a partner) on Chromebooks. A worksheet with prompts of things to look for while exploring will be included (i.e., architecture style, types of dress, patterns on buildings/sidewalks/signage, geography). When the students have had 15 minutes or so to explore independently, we will discuss their findings together as a class and make a list of the similarities.

Day 2: We will then talk specifically about Mexican food. What are their favorite dishes? Has everyone had a taco at some point in their life? We will talk about their favorite kinds of tacos and how tacos can be made out of lots of different ingredients. We will then read the story Dragons Love Tacos by Adam Rubin.

After the story, review the terms “sphere” and “slab” and demonstrate how to create both using clay. Model how to create an applied texture by carving the clay with a clay tool, and how to create an impressed texture by pressing a texture plate into the clay. At this point, students will have the opportunity to practice creating a sphere and slab, as well as different applied and impressed textures by using a variety of tools. At the end of class, we will look at a few examples of Mexican pottery, and discuss the colors and styles traditionally used.

Day 3: We will talk about what the term “sculpture in-the-round” means (a sculpture in-the-round is a 3D form that is not attached to a flat background (if it was attached to a flat background, it would be known as a relief). Students will then apply their knowledge of slabs and textures to hand-build their clay tacos.

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Lesson plan 4: Texture tacos (continued)

Lesson plan 4: Texture tacos (continued)

Explore (continued)

Day 4: Once the tacos are dry and ready to be painted, students will take turns scanning their sculptures using Camera 3D on the HP Sprout Pro. Once the sculpture is scanned, each student will open their file in the Paint 3D app and design their taco. Students can either choose to paint it realistically, or use non-naturalistic colors.

Day 5: Students will paint their clay sculptures based on the design they created on the HP Sprout Pro.

(Although this lesson focuses on 3rd grade and creating clay tacos, the theme of the lesson could relate to all grade levels. For example, 1st graders could focus on traditional Mexican patterns and colors by creating paper sarape blankets using the weaving technique. They could then use the Capture app to photograph their finished blankets to compile all student artwork into one large collage. 4th graders could focus on sugar skulls and the Day of the Dead traditions by creating a low-relief sugar skull out of glue, yarn, and aluminum foil. Students could view sugar skulls online and color in a few examples using the Sketchpad app. 5th graders could illustrate and paint the ancient ruins, focusing on the horizon line and sense of space. They could then scan their paintings and make a stop-motion film using the paintings as their backgrounds.)

Explain Provide students with an opportunity to communicate what they have learned so far and figure out what it means.

Day 6: Students will finish their tacos by painting a thin layer of Modge Podge onto their sculptures. At the end of class, we will do a “Think Pair Share,” and review the terms sculpture in-the-round, applied texture, and impressed texture.

Extend Allow students to use their new knowledge and continue to explore its implications in new and unfamiliar situations.

Visit the Anahuacalli Museum online: http://museoanahuacalli.org.mx/en/frontpage/#Inicio

Make your own gourmet tacos: https://www.foodandwine.com/slideshows/tacos

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Evaluate Assess both students and teachers to determine how much learning and understanding has taken place.

The teacher may use informal assessment throughout lesson. As students are hand-building and applying textures, the teacher may assess students’ ability to accurately recognize what techniques they are using.

Additional resources Three pictures below from: https://cassiestephens.blogspot.com/search?q=taco

Lesson plan 4: Texture tacos (continued)

Troubleshooting tips1. Restart (shift + shutdown will fully shut the device down)2. Remove the HP Touch Mat3. Make sure the HP Touch Mat is clean4. Turn off the lights; make sure there is no shadow interference 5. Check for a Windows update, and update the device if present6. Check Discover/WorkTools updates and run7. Contact HP Tech Support at support.hp.com or 1.888.654.9298

© Copyright 2019 HP Development Company, L.P. The information contained herein is subject to change without notice.

4AA7-6354ENUC, October 2019

Thank you.

© Copyright 2019 HP Development Company, L.P. The information contained herein is subject to change without notice.

4AA7-6354ENUC, October 2019