Transcript: Gears/Motors/Guest Engineer-ST6 | Aug 24, 1998

(music plays)

The opening slate pops up with a countdown timer from 1:12 seconds. The slate reads “To Log On: Pick up handset, press pound. Key in I.D. number, then pound. Press 1 to confirm. Hang up.”

The title of the program appears. It reads “TVO’s Virtual Classroom. Get connected.”

The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

The opening slate changes to “A World In Motion Two. Session: 6. Host: Lorraine Gower. Date: Thursday May 7, 1998.”

Against a starry sky with grid lines and a galaxy, a globe spins and a pink gear rotates. At the same time, another pink piece orbits around the globe. A title in yellow letters reads “A World in Motion Two.”

Missus Lorraine appears on screen. She is in her thirties, with short brown hair tied-up and bangs. She’s wearing an olive green shirt and a round silver necklace.

She says GOOD MORNING AND WELCOME
TO TVO'S VIRTUAL CLASSROOM.
TODAY IS SESSION 6 OF OUR
WORLD IN MOTION TWO PROJECT.
TO SHOW YOU WHAT
WE WILL BE DOING
DURING OUR
CLASS TODAY...
FIRST THING, WE'LL BE
TALKING ABOUT GEARS,
MOTOR AND WHEELS,
ABOUT YOUR HOMEWORK
THAT YOU HAD
ON MONDAY.
FOLLOWED BY STAGES
OF MANUFACTURING,
THEN WE WILL HAVE A GUEST
ENGINEER, RUDOLF ROTH,
AND THEN WE'LL TALK TO
YOU ABOUT YOUR HOMEWORK.

The caption changes to “Agenda. 1: Gears/Motor/Wheels. 2: Stages of manufacturing. 3: Guest Engineer: Rudolph Roth. 4: Homework.”

She continues FOR A QUICK REVIEW OF THE
GEAR TRAINS AND HOW TO FIND
OUT THE RATIOS, I'D LIKE
TO ASK YOU A QUESTION,
WHERE YOU WILL REQUIRE
YOUR PHONES TO ANSWER.
HERE IS THE QUESTION:
NOW, WE HAVE A GEAR
TRAIN HERE WHERE WE
HAVE THE DRIVER BEING
15-TEETH GEAR
ATTACHED TO A
45-TEETH GEAR.
AND ON THE SAME AXLE OF
THE 45 IS A 15-TEETH GEAR
ATTACHED TO THE
75-TEETH GEAR.
IF YOU THINK THE RATIO, AND
YOU CAN TAKE A FEW MINUTES
TO FIGURE IT OUT,
IF YOU THINK IT'S...

She grabs a blue paper that shows a gear train made up of three attached circles of different sizes. Inside the second circle, there is a smaller one. A caption reads “1. 1 TO 15. 2. 10 TO 1. 3. 15 TO 1.”

She continues TAKE A FEW MINUTES
TO FIGURE IT OUT
AND THEN PUT IN
YOUR ANSWER.

She makes a pause.

She continues SO APPROXIMATELY 30 PERCENT
OF YOU HAVE ANSWERED.
WE'LL GIVE YOU A FEW
MORE SECONDS HERE.
WE HAVE ABOUT 50 PERCENT
OF YOU HAVE ANSWERED.
OKAY, WE'LL GIVE YOU
THREE MORE SECONDS.
WE HAVE ABOUT 70
PERCENT OF YOU.
A FEW MORE CAN ANSWER.
OKAY, IF WE LOOK
AT OUR BAR GRAPH,
THERE'S OBVIOUSLY MORE OF
YOU WHO FEEL IT IS 15 TO 1.
THAT'S WITH THE
13 UNDERNEATH.
AND SOME OF YOU
ARE QUESTIONING
IF IT'S 1 TO 15 OR 10 TO 1.

A three-bar graph appears. A green bar reads “9,” a purple bar reads “3” and a blue bar reads “13.”

She continues LET'S GO BACK TO OUR
QUESTION OVER HERE.
AND IF YOU CAN CALL ME BY
PRESSING POUND 9 AND SHARE WITH ME
WHY IT IS YOU CHOSE
THE ANSWER YOU DID
AND THEN WE'LL SEE
WHICH ONE IS CORRECT.
SO, CALL NOW BY PRESSING POUND 9
AND WE'LL TALK ABOUT
HOW TO PUT THE RATIO
WITH THIS GEAR TRAIN.
AND I'M CALLING
SAINT CHARLES.
HI.

A girl says HELLO?

Lorraine continues HELLO.
AND CAN YOU SHARE
WITH US HOW YOU
WOULD FIGURE OUT
THIS GEAR TRAIN?

The girl says OKAY, THE 15
IS THE DRIVER GEAR.

Lorraine says UH-HUH.

The girl says AND 45 IS THE
DRIVEN GEAR.

Lorraine says RIGHT.
SO WHAT WOULD BE
THE RATIO HERE?

The girl says OH MY GOD, 15
GOES AROUND.

Lorraine says HOW MANY DOES THIS GO
AROUND WHEREAS THE 45?

The girl says 1 TO 3?

Lorraine says THAT'S RIGHT.
SO 15 WOULD GO
HOW MANY TIMES?

The girl says THREE?

Lorraine says THAT'S RIGHT.
SO, YOU HAVE 3 TO 1 AND
THAT'S SUPPOSED TO BE
MULTIPLIED HERE WITH
THE NEXT TWO GEARS.
SO HOW MANY TIMES
DO YOU THINK 15
WILL ROTATE TO
THE 75?

The girl says 5 TO 1?

Lorraine says THAT'S RIGHT.
AND WHAT DO YOU NOTICE
WHEN WE MULTIPLY
IT ALL TOGETHER,
WHAT IS THE RATIO?

The girl says 15 TO 1.

Lorraine says VERY GOOD, 15 TO 1.
AND ANOTHER WAY OF WRITING
THAT, LOOKS LIKE THIS...

As the girl answers, Lorraine writes a fraction. Then, she writes “15 to 1.”

Lorraine continues AND IF WE GO BACK
TO OUR QUESTION,
THOSE OF YOU WHO
ANSWERED, 3 IS CORRECT.
AND SINCE I STILL
HAVE YOU ON THE LINE,
WHAT DOES THAT
MEAN 15 TO 1?

The girl says BECAUSE THE DRIVER GEAR
GOES AROUND 15 TIMES.

Lorraine says THAT'S RIGHT.

The girl says AND THE DRIVEN GEAR
GOES AROUND ONE TIME.

Lorraine says THAT'S RIGHT.
SO, IF WE'RE THINKING
OF A BICYCLE,
YOUR FEET WOULD BE
PEDALLING 15 TIMES AROUND,
WHILE THE WHEEL
ONLY TURNS ONCE.
CORRECT?

The girl says CORRECT.

Lorraine says AND WHEN WOULD
WE USE THAT?
WHERE YOUR FEET ARE
FINDING IT REALLY EASY
BUT YOU'RE TURNING AND
TURNING AND TURNING
VERY QUICKLY WHILE YOUR
WHEEL ONLY GOES ONCE.

The girl says GOING UP A HILL?

Lorraine says THAT'S RIGHT.
VERY GOOD.
THANKS VERY MUCH.
OKAY, AND LAST LESSON,
I ASKED YOU TO TRY
TO MOUNT YOUR MOTOR ONTO
YOUR VEHICLE FRAME
AND TO TRY IT AT DIFFERENT
SPOTS AND SO ON.
IF ANY OF YOU HAVE ANY
QUESTIONS AT THIS POINT,
WITH THE HOMEWORK,
I ENCOURAGE YOU
TO CALL BY PRESSING
POUND 9 AND I CAN ANSWER
SOME OF THE QUESTIONS.
AND WHILE WE'RE WAITING
FOR THE QUESTIONS,
YOU CAN LOOK HERE
AT MY GEAR RATIO,
WHICH I WILL PUT
UNDER THE CAMERA.
AND I HAVE, AS
WELL, A 15 TO 1.

She grabs a black structure with wheels and a blue gear attached.

Lorraine continues AND YOU WILL NOTE HERE,
THE 15 TO 1 IS A LITTLE
DIFFERENT THAN THE ONE
THAT I'VE PUT OVER HERE.
AND THE REASON BEING, A
LARGE GEAR LIKE THE 75
IS TOO LARGE TO PLACE
ON THE WHEEL AXLE.
THE GEAR WOULD
BE EXTENDED HERE.
THEREFORE, THE GEAR WOULD
BE TOUCHING THE GROUND
WHEREAS MY WHEEL WOULDN'T
BE ABLE TO TURN.
SO, THIS IS WHY I HAD TO
MAKE A LITTLE BIT OF A
DIFFERENT CONFIGURATION
TO MAKE THE 15 TO 1.
AND I SEE WE DO HAVE A PHONE
CALL FROM SAINT CHARLES.
HELLO!

A schoolgirl says A YEAH, I
HAVE A QUESTION.
WHEN YOU ATTACH THE
GEAR TO THE TIRE,
WHEN YOU ATTACH
IT TO THE MOTOR.

Lorraine says YES.

The schoolgirl says EVERY TIME WE PUT THE GEAR
TO ATTACH IT TO THE MOTOR
GEAR, IT NEVER ATTACHED.
LIKE IT WAS ALWAYS TOO
SMALL AND WE USED EVERY
SINGLE ONE.

Lorraine says TO THE MOTOR ITSELF?

The schoolgirl says YEAH.

Lorraine says OKAY, I DON'T KNOW IF
YOU NOTICED IN YOUR KIT,
YOU HAVE ONE OF THE 15
GEARS, 15-TEETH GEAR.
ATTACHED TO A DRIVE COLLAR,
AND IT'S REALLY HARD TO
TAKE IT OFF.
DID YOU NOTICE THAT?

The schoolgirl says YEAH.

Lorraine says IN YOUR KIT YOU SHOULD
HAVE ONE OF THOSE.
WELL, IT SHOULD PLACE
ITSELF VERY NICELY ONTO
YOUR GEAR, ONTO
THE MOTOR SHAFT.
DID YOU TRY THAT ONE?

The schoolgirl says WELL, WE USED THE ONE THAT
WAS HARD TO TAKE OFF, YEAH.

Lorraine says OKAY, PERFECT,
AND IT DIDN'T FIT?

The schoolgirl says NO.

Lorraine says OKAY, BECAUSE YOU'LL
NOTICE AS WELL,
HERE I'LL TAKE MINE OFF.
WHOOPS, AS I...
THAT'S GREAT, THANK
YOU, VERY MUCH.
I HAVE MINE OVER HERE AND
I'LL SHOW IT UP CLOSE HERE.
LET'S BRING THAT
RIGHT IN.
DO YOU NOTICE HOW
THERE'S A DARK CIRCLE
ON THE DRIVE COLLAR?

The schoolgirl says YES.

Lorraine says OKAY, THERE, IF YOU LOOK
INSIDE THE HOLE HERE,
THERE'S AN INDENT, OR
NOT AN INDENTATION,
THERE'S ACTUALLY
SOMETHING STICKING OUT.
RIGHT AT THAT SPOT.
AND, YOU'LL NOTICE, ALSO,
ON THE SHAFT OF THE MOTOR,
THERE'S A SECTION
HERE THAT'S INDENTED.
YOU WANT TO MAKE SURE
THAT THAT'S ALL
ALIGNED PROPERLY.
DO YOU KNOW
WHAT I'M SAYING?

The schoolgirl says UM, NOT REALLY.

Lorraine says OKAY, IT'S A LITTLE
BIT HARD TO SEE.
DO YOU NOTICE THERE'S
A GROOVE HERE
IN THE MOTOR SHAFT?
DO YOU HAVE IT
IN FRONT OF YOU?

The schoolgirl says NO, BUT I CAN SEE
IT ON THE TV.

Lorraine says OKAY, GREAT.
AND THERE'S A
SHAFT THERE.
HERE'S IT'S NOT THAT
CLEAR, THERE WE GO.
AND EVERY TIME YOU PUT A
DRIVE COLLAR ONTO THAT,
MAKE SURE THE SECTION
THAT'S GOT A BLACK HOLE
IS EXACTLY WHERE YOU
PUT IT ON TO THE SHAFT.
BECAUSE OTHERWISE,
THERE'S A SECTION IN
THE DRIVE COLLAR THAT'S
STICKING OUT AND IT WON'T
FIT ONTO IT UNLESS YOU PUT
IT WHERE THE GROOVE IS.

The schoolgirl says OKAY.

Lorraine says SO YOU MIGHT WANT
TO LOOK AT THAT.
AND THEN ANY
GEAR SHOULD FIT.

The schoolgirl says OKAY.

Lorraine says IT'S JUST MAYBE
YOUR DRIVE COLLAR
IS GIVING YOU A
HARD TIME.

The schoolgirl says OKAY.
THANKS VERY MUCH.

Lorraine says OKAY, YOU'RE WELCOME.
OKAY, AND I NOTICE WE HAVE
NO MORE CALLS AT THIS POINT.
LATER WE'RE, AS
WAS MENTIONED,
WE'RE HAVING A GUEST
WHO'S AN ENGINEER
AND IF YOU DO HAVE MORE
QUESTIONS ABOUT THE GEARS
OR THE MOTORS, PLEASE
FEEL FREE TO CALL IN.
IT'S A GREAT
OPPORTUNITY TO GET
LOTS OF WONDERFUL
ANSWERS.
AND, IN THE MEANTIME, I'D
LIKE YOU TO LOOK AT THIS.
IT IS A SPONGE BALL.
WHERE A LOT OF KIDS
PLAYED WITH IT,
I KNOW I
CERTAINLY HAVE.
BUT THE ONES I
USED TO PLAY WITH
HAD THREE
DIFFERENT COLOURS.
WHERE IT WAS BLUE
AND WHITE HERE,
WITH RED ON THIS SIDE.
NOW, THEY DO COME IN A LOT
OF VARIETY OF COLOURS,
THESE RUBBER BALLS.

She holds a red rubber ball.

She continues AND IF WE THINK OF IT
FROM A RAW MATERIAL,
RAW MATERIALS, HOW
WOULD YOU MANUFACTURE
THIS PRODUCT IN,
ROUGHLY, FIVE STEPS?
THIS IS WHEN IT'S
ALL COMPLETE.
IF YOU IMAGINE IT
WAY BEFORE THIS,
THROUGH ALL THE STAGES
OF MANUFACTURING.
CALL ME BY PRESSING
POUND 9 AND SHARE WITH ME,
WHAT DO YOU THINK ARE THE
STAGES OF MANUFACTURING
FOR THIS PARTICULAR
PRODUCT?
AND WE HAVE A
FEW CALLING IN.
ONE FROM JACK MINER.
REMEMBER WE NEED FIVE,
APPROXIMATELY, FIVE STAGES.
THERE ARE MORE
THAN THAT BUT,
THAT'S WHAT WE'RE GOING
TO BE LISTENING FOR.

A male adolescent says HELLO?

She says HELLO, HI.
CAN YOU SHARE WITH
ME ONE OF THE STAGES?

The male adolescent says DOES IT MATTER
WHICH ORDER?

She says IF YOU KNOW THE ONE THAT
WOULD BE RIGHT AT THE START,
THAT WOULD BE GREAT,
BUT YOU DON'T HAVE TO.

The male adolescent says WELL, I'M NOT TOTALLY
SURE BUT I KNOW THAT YOU
PROBABLY HAVE TO PUT THE
MATERIAL INTO A MOLD.

She says OKAY, SO DEFINITELY THERE
WOULD BE SOME FORM OF MOLD.
AND I'LL PUT THAT
RIGHT AROUND HERE.
GREAT, THANKS.
AND I'LL SHOW
THAT ON MY SCREEN.

A new piece of blue paper shows a list of bullets. She writes “mold.”

She continues OKAY, GREAT.
AND LET'S TRY
SOMEONE HERE AGAIN,
FROM SAINT JOHN
BREBEUF.

A schoolboy says HELLO?

She says HI.
CAN YOU SHARE?

The schoolboy says DO YOU HAVE TO
PAINT IT?

She says OKAY, DEFINITELY.
THERE'S GOING TO BE
SOMETHING WITH THE PAINTING.
AND I'M USING MY BLUE
PEN WHICH SEEMS
TO BE WORKING BETTER.
DO YOU WANT TO
ADD ONE MORE?

She appears on a small window at the right bottom of the screen.

The schoolboy says UM, I CAN'T
THINK OF ANY.

She says OKAY, NO, THAT
WAS GREAT, THANKS.
AND LET'S TRY SOMEONE
FROM SAINT CHARLES.

A boy says HELLO?

She says HI.
WHEN YOU THINK OF THIS BALL
HERE, THE RUBBER BALL,
WHAT IS ONE OF THE
STAGES OF MANUFACTURING?

The boy says UM, PACKAGING.

She says OKAY, WHERE DO YOU
THINK THAT WOULD GO?

The boy says THE BOTTOM?

She says YEAH, THAT'S RIGHT.
AND, SINCE I HAVE
YOU ON THE LINE,
THE PERSON JUST BEFORE YOU
TALKED ABOUT PAINTING.
DO YOU HAVE ANY IDEA HOW
THEY WOULD PAINT THIS?

The boy says UM, SPRAY
PAINT, MAYBE?

She says OKAY, SPRAY PAINT.
AND GOING BACK TO
YOUR PACKAGING,
HOW DO YOU THINK THEY
WOULD PACKAGE THESE BALLS?

The boy says HMM, PLASTIC?

She says OKAY.

The boy says PUT IT IN PLASTIC.

She says OKAY, PUT IT
IN PLASTIC.
OKAY, GREAT,
THANKS.

The boy says BYE.

She says BYE.
AND LET'S TRY SOMEONE
HERE FROM SAINT CHARLES.

A female teenager says HELLO?

Lorraine says HI.

The female teenager says UM, THEY COULD PROBABLY
SEND OUT SURVEYS
TO SEE WHAT, LIKE,
THE CUSTOMERS WANT?

Lorraine says OKAY, GOOD.
AND WHERE
WOULD THAT GO?

The female teenager says UM, THE TOP?

Lorraine says THAT'S RIGHT.
WHY AT THE TOP?

The female teenager says SO THAT THEY KNOW WHAT TO
MAKE BEFORE THEY GO
THROUGH ALL THE
PROCEDURES.

Lorraine says GREAT.
AND DO YOU HAVE ANY OTHER
STAGES YOU WANT TO ADD?

The female teenager says UM, WHAT MATERIAL
TO USE.

Lorraine says OKAY, MATERIALS.
AND WHERE DO YOU
THINK THAT WOULD GO?

The female teenager says UM, BEFORE MOLD,
MAYBE.

Lorraine says YEAH, RIGHT, CAUSE YOU
DEFINITELY NEED TO
KNOW YOUR MATERIALS.
GREAT, THANKS!

The female teenager says YOU'RE WELCOME.

Lorraine says LET'S TRY ONE
MORE CALL.
FROM SAINT JOHN BREBEUF.

A young man says HELLO?

She says HI.

The young man says HI.

She says DO YOU HAVE ANY IDEA
OF SOMETHING ELSE,
ANOTHER STAGE FOR
MANUFACTURING THIS BALL?

The young man says THEY COULD GET RECYCLED
PLASTIC TO MELT.

She says AND WHY WOULD YOU
HAVE RECYCLED PLASTIC?

The young man says ENVIRONMENTALLY
FRIENDLY.

She says OH, WONDERFUL.
AND NOW, WHEN WOULD YOU
NEED THE RECYCLABLE PLASTIC?

The young man says IT'S CHEAPER.

She says YES, BUT I'M ASKING
WHEN IN THE STAGE HERE,
WOULD YOU NEED THAT?

The young man says OH.
AFTER YOU DO A SURVEY.

She says AND WHY IS THAT?

The young man says BECAUSE IF NO ONE LIKES
WHAT YOU WANT TO MAKE,
THEN THERE'S NO
POINT IN MAKING IT.

She says VERY GOOD.
AND I REALLY LIKE
THE IDEA OF BEING
ENVIRONMENTALLY FRIENDLY.
THANKS VERY MUCH.

The young man says OKAY, BYE.

She says WELL, NOW, THAT WE HAVE ALL
OF YOUR WONDERFUL IDEAS,
LET'S WATCH A VIDEO
WHERE THEY'RE ACTUALLY
PUTTING TOGETHER ONE
OF THESE RUBBER BALLS.

A clip plays.

[machine humming]
Male workers manufacture rubber balls. First, a worker throws white powder into a machine. The powder turns into a red creamy mixture. Then, another worker cut sheets of red rubber. A third worker inserts small balls into a round shaped mold plate. The balls come out ready and a worker wearing a cup dies them by slowly entering them in blue paint. Later, the worker applies a second white layer up to the middle of the balls, and finally a red paint layer up to a bit lower.

The clip ends.

Back in the studio, Lorraine says WASN'T THAT WONDERFUL?
I DEFINITELY HAVE A
DIFFERENT APPRECIATION
FOR THESE RUBBER
BALLS NOW.
I DIDN'T REALIZE THERE
WAS A LOT OF DETAIL AND
IT CERTAINLY REMINDS
ME OF THE KITCHEN
WHEN YOU'RE
MAKING MUFFINS.
BUT, LOOK WHAT
THEY COME UP WITH.
ANYWAY, IN THE NEXT FEW
MINUTES WE'RE GOING TO BE
ASKING YOU TO BRAINSTORM
SOME QUESTIONS FOR OUR GUEST.
AND SO YOU HAVE
APPROXIMATELY THREE MINUTES.
HE IS AN ENGINEER,
MECHANICAL AND ELECTRICAL
SO ANY QUESTIONS YOU
MAY HAVE AS FAR AS
YOUR VEHICLES OR,
EVEN BEYOND THAT.
PLEASE COME UP WITH
WONDERFUL QUESTIONS AND
WE'LL SEE YOU IN
THREE MINUTES.

The caption changes to “Brainstorm. Questions for Rudolf Roth. Back in 3 minutes.”

She continues WE ARE VERY FORTUNATE
TODAY TO HAVE AS OUR GUEST,
RUDOLF ROTH, A MECHANICAL
AND ELECTRICAL
ENGINEER FROM TORONTO.
WELCOME, RUDOLF, TO
THE VIRTUAL CLASSROOM.

Rudolf sits next to Lorraine. He’s in his sixties, clean-shaven with receding gray hair. He’s wearing a white shirt.

Rudolf says THANK YOU.

She says AND, I CAN SEE THAT WE DO
HAVE A LOT OF QUESTIONS.
IF YOU'D LIKE TO
ASK SOME QUESTIONS,
PLEASE PRESS POUND 9 AND
WE'LL TRY TO GET
TO MOST OF THEM TODAY.
AND WHILE WE'RE
WAITING FOR SOME CALLS,
COULD YOU TELL US A LITTLE
BIT ABOUT YOURSELF?

Rudolf says YEAH, I WOULD PREFER YOU
TO CALL ME RUDOLF BECAUSE
IT MAKES ME FEEL
CLOSER TO CHILDREN
AND TEENAGERS AND
EVEN ADULTS.
BUT I'M NOT A REINDEER.
I DID PERFORM
ENGINEERING WORK
FOR ABOUT 50 YEARS ON
FOUR CONTINENTS.
NOW, I REMEMBER.

He turns to point at a world map.

He continues ALL OF AMERICA, NORTH
AND SOUTH, NORTH AFRICA,
EUROPE, AND EVEN
TURKEY, WHICH IS ASIA.

She says WOW, SO YOU'VE CERTAINLY
BEEN AROUND THE WORLD.

Rudolf says YEAH.

She says AND SO ACTUALLY
WORKED IN THOSE AREAS?

Rudolf says YES.

She says OH, FANTASTIC.
AND THIS WAS ALWAYS RELATED
TO CANADIAN COMPANIES?

Rudolf says YES, IT WAS
CANADIAN COMPANIES.

She says OH, FABULOUS.
WE DO HAVE A
CALLER.
HELLO.

Laura says HELLO?

Lorraine says HI, IS THIS LAURA?

Laura says YES.

Lorraine says HI, LAURA, YOU
HAVE A QUESTION?

Laura says YEAH.
I WANTED TO KNOW, WHEN
DID YOU BECOME INTERESTED
IN ENGINEERING?

He says PARDON?

Lorraine says GO AHEAD.

Laura says WHEN DID YOU BECOME
INTERESTED IN ENGINEERING?

He says WHEN I WAS A HIGH SCHOOL
STUDENT; BUT I WANTED TO BE
AN AVIATION ENGINEERING,
I NEVER BECAME ONE.

He laughs.

Lorraine says OH, AVIATION?

He says YEAH.

Lorraine says AND WHY AVIATION?
DO YOU LIKE
FLYING, OR?

He says I DON'T KNOW,
IT LOOKED NICE.
[laughing]

Lorraine says OKAY THANKS, LAURA.

Laura says THANK YOU.

Lorraine says AND LET'S TRY A STUDENT
FROM SAINT CHARLES.

Liana says HELLO?

Lorraine says HI.
AND YOUR NAME IS?

Liana says LIANNA.

Lorraine says LIANNA.
YOU HAVE A QUESTION?

Liana says HOW LONG HAVE YOU
BEEN AN ENGINEER?

Lorraine says HOW LONG HAVE YOU
BEEN AN ENGINEER?

He says 50 YEARS.

Lorraine says 50 YEARS, NOW ARE YOU
STILL AN ENGINEER RIGHT NOW?

He says I'M STILL REGISTERED WITH
A PROFESSIONAL ENGINEERING
ASSOCIATION AND THROUGH
THEM, I CAME HERE.

Lorraine says FANTASTIC, GOOD.
AND HAVE YOU DONE
ANY ENGINEERING -
DID YOU START YOUR
ENGINEERING IN CANADA,
OR IN THE OTHER AREAS?

He says NO.
IN ROMANIA, BEFORE IT
WAS A COMMUNIST COUNTRY,
BEFORE THE WAR.

Lorraine says OH.
GREAT, AND WE HAVE A
QUESTION FROM JACOB OR ADAM.
HELLO?

A boy says HI.

Lorraine says HI.
GO AHEAD.

The boy says WHAT'S YOUR PART IN THE
ENGINEERING PROCESS?

Rudolf says I WAS DOING
ELECTRICAL, MECHANICAL,
13 YEARS OF MINING,
YOU NAME IT.

Lorraine says NOW, DID YOU WANT TO
ASK A FURTHER QUESTION?

The boy says WHAT'S YOUR FAVOURITE
PART ABOUT ENGINEERING?

Lorraine says YOUR FAVOURITE
PART OF ENGINEERING?
IT'S A GOOD QUESTION.

Rudolf says MAYBE POWER.
POWER GENERATION AND
POWER TRANSMISSION.
I WAS ALSO NINE YEARS,
VICE-CHAIRMAN
OF THE CITY
OF YORK HYDRO.

Lorraine says OKAY, WELL,
THANKS VERY MUCH.
AND WE HAVE, YES,
AMBER FROM JACK MINER.

Amber says HELLO?

Lorraine says HI, YOU HAVE
A QUESTION?

Amber says YEAH.
I WANTED TO KNOW, IN THE
PROCESS OF BUILDING
OUR VEHICLE, WHAT CAN WE
DO TO INCREASE POWER?

Lorraine says THIS VEHICLE, I GUESS YOU'RE
TALKING ABOUT, CORRECT?
YES, WHAT DO YOU THINK THEY
COULD DO TO INCREASE POWER?

Rudolf says TO INCREASE POWER, JUST
CHANGE THE RATIO OF THE GEARS.

Lorraine says AND COULD YOU MAYBE
SUGGEST, ACTUALLY, AMBER,
YOU COULD PROBABLY
SUGGEST SOME THINGS
AS FAR AS THE GEAR TRAIN.
WHAT WOULD YOU SUGGEST?

Amber says OH, I'M NOT SURE BECAUSE
YESTERDAY WE WERE JUST
PUTTING IT TOGETHER AND WE
FOUND THAT WE DIDN'T HAVE
A LOT OF POWER IN OURS
AND I WAS WONDERING
WHAT WE COULD DO TO
MAKE IT BETTER.

Lorraine says OH, OKAY.
AND WHAT WE TALKED ABOUT
TODAY WITH THE 15 TO 1,
WHAT IF YOU REVERSED
IT AND HAD 1 TO 15?
WHAT WOULD THAT MEAN?
SEE, HERE, I HAVE,
I WAS TALKING ABOUT
MY GEAR RATIO
BEING 15 TO 1.
IF WE REVERSED IT,
WHAT DOES THAT MEAN,
TO HAVE 1 TO 15?

Amber says MORE POWER?

Lorraine says YEAH, BECAUSE YOU'RE
MOTOR'S JUST GOING
ONCE WHILE THE WHEELS
WILL BE GOING 15 TIMES.
SO IT'S GOING TO BE
THAT MUCH QUICKER.
SO THAT'S ONE
SUGGESTION.
I BELIEVE YOU WORKED
FOR THE GO TRAIN?

He says YES, I WORKED
FOR THE GO TRAIN.

Lorraine says OKAY, WELL LET'S SHOW A
CLIP OF THE GO TRAIN SO
YOU KNOW, AS STUDENTS, TO
KNOW WHAT IT LOOKS LIKE.

A clip plays.

A white and green train with octagonal cars appears.

The clip ends.

Lorraine says WHILE WE'RE WAITING FOR
A CALL TO COME THROUGH,
CAN YOU TELL US A LITTLE
BIT ABOUT THE MANUFACTURING
OF THE GO TRAIN
HERE IN TORONTO?

Rudolf says THE GO TRAIN WAS
NOT MADE IN TORONTO.
THE GO TRAIN WAS
MADE IN THUNDER BAY.

Lorraine says THUNDER BAY.

Rudolf says AT THAT TIME, IT WAS
OWNED HAWKER-SIDDELEY.
BUT HAWKER-SIDDELEY WAS
NOT ANYMORE IN VEHICLES,
IT IS IN HEALTHCARE.
I HAD BEEN WORKING AT THE
PLANT WHERE THE HURRICANES
AND SPITFIRES WERE MADE
WHICH WON THE WAR
FOR ENGLAND AGAINST
THE GERMANS.

Lorraine says OKAY, GREAT.
AND HOW MANY CHANGES
HAD TO BE MADE,
LIKE FROM THE DESIGN OF
THE GO TRAIN, LET'S SAY,
TO THE MANUFACTURING?

Rudolf says FROM THE DESIGN
TO THE GO TRAIN,
WE MADE ABOUT
2000 CHANGES.

Lorraine says 2000?

He says 2000.

Lorraine says NOW, WHAT LENGTH OF
PERIOD WOULD THAT BE?

He says I STARTED IN...
FEBRUARY AND WORKED
UNTIL SEPTEMBER.

Lorraine says OH, SO IT TAKES JUST
LESS THAN A YEAR.

He says YES.

Lorraine says ISN'T THAT FABULOUS.
NOW, WHEN WE TALKED
ABOUT DESIGNS,
LIKE WITH THE
STUDENTS AND SO ON,
WE MENTION ABOUT
EVALUATION.
DO YOU ACTUALLY
TEST YOUR PRODUCT?
LIKE, SAY THE GO TRAIN,
DID THEY TEST THEM
AND HOW DID THEY
DO THAT?

He says YES.
WE TESTED THE
GO TRAIN TO CRASH.

Lorraine says CRASH?

He says CRASH TESTING.
LIKE YOU SEE CARS
TESTED ON CRASHING, SO.
AND WE TESTED IT ON CRASH;
AND I CANNOT TELL YOU
WHAT THE IMPACT WAS,
BECAUSE I WAS NOT INVOLVED
DIRECTLY IN THE TESTING.
BUT WHAT HAPPENED, THE
MAIN BEAM BECAME CROOKED.

Lorraine says OH.

He continues SO, WE HAD TO REPLACE AND
STIFFEN AND ENHANCE
THE CROSS-SECTION
OF THE MAIN BEAM.

Lorraine says ISN'T THAT INTERESTING.
NOW, I NOTICED
WE HAVE SOMEONE,
BRANDY GOLDEN FROM JACK
MINER, ON THE LINE.
HELLO?

Brandy says HELLO?

Lorraine says HI.
YOU HAVE A QUESTION?

Brandy says YEAH, I WAS WONDERING HOW
MANY YEARS OF SCHOOLING
IT TAKES TO BECOME
AN ENGINEER?

Lorraine says HOW MANY YEARS OF SCHOOL
TO BECOME AN ENGINEER?

He says BESIDES A VERY
GOOD HIGH SCHOOL,
YOU HAVE TO HAVE AT
LEAST FIVE FULL YEARS.

Lorraine says FIVE FULL YEARS.

He says THIS DOESN'T TAKE INTO
ACCOUNT IF YOU MAKE
A PHD OR SOMETHING ELSE
ON THE ENGINEERING.

Lorraine says THAT'S RIGHT.

He says FIVE YEARS.

Lorraine says SOME GO BEYOND
AND DO THE PHD.
FIVE YEARS, YES.
AND, LIKE YOU MENTIONED,
HIGH SCHOOL
IS EXTREMELY IMPORTANT.

He says YES.

Lorraine says SO, YOU HAVE TO
WORK VERY HARD.
NOW, WE HAVE MEGAN OR APRIL
FROM SAINT JOHN BREBEUF.

HI.

The young woman says HI.
ASKING ABOUT OUR CAR.
MY GROUP'S BEEN HAVING SOME
TROUBLE GETTING IT GOING.
CAN YOU GIVE US
SOME SUGGESTIONS?

Lorraine says NOW, WHAT DO YOU MEAN, IS
THE MOTOR ACTUALLY WORKING?

The young woman says YEAH.
IT JUST, WE'VE BEEN HAVING
TROUBLE WITH THE GEARS,
WHERE TO PUT THEM.

Lorraine says OH, I KNOW THE
FEELING.
I CERTAINLY HAVE
DONE THE SAME.
WHAT ARE YOU NOTICING
WITH YOUR PROBLEMS
WITH THE GEARS?

The young woman says ON THE MOTOR
AND THE WHEELS.

Lorraine says CAN YOU GIVE
THEM A SUGGESTION,
BECAUSE YOU
KNOW WHAT I DID?
IF WE COULD PUT
THE CAMERA CLOSER,
I WAS DOING LIKE
WE ORIGINALLY HAD,
AND IT WAS
STRAIGHT ACROSS.
AND REALIZING, WELL,
MY WHEEL'S DOWN HERE,
SO I HAVE TO BRING
IT DOWN LOWER.
SO, I CAME UP WITH
KIND OF AN L-SHAPE.
ARE THERE ANY OTHER FORMS,
I'VE TRIED SEVERAL
OF THEM NOW AND I
KNOW OTHER METHODS.
BUT, RUDOLF, DID YOU WANT
TO SUGGEST ANYTHING?

He says THE SHAPES THEMSELVES,
ARE NOT IMPORTANT.
YOU CAN MAKE THE
EXACT SHAPES.
BUT, THE PROBLEM IS
YOU HAVE TO HAVE HERE,
AN ENOUGH HOLES
TO PUT THE AXLES.

Lorraine says YES.

He continues AND ONE MORE THING IS, AS
LORRAINE, HAPPENED TO HER,
THAT THE WHEELS, THE GEARS,
SHOULDN'T BE GREATER
THAN THE WHOLE SIZE.

Lorraine says THAT'S RIGHT, THAN
THE WHEEL ITSELF.

He says YOU CAN TAKE EVEN MORE
AXLES AND MORE GEARS.

Lorraine says AND YOU KNOW, ANOTHER
THING I NOTICED,
I DON'T KNOW IF
YOU HAVE NOTICED,
BUT EVERYTHING HAS TO
BE AT A RIGHT ANGLE.
LIKE, IF YOU PUT THINGS
DIAGONALLY, YOU KNOW.
I CAN'T SHOW THE HOLES THAT
WELL HERE, THERE WE GO.
WHERE IF YOU PUT STUFF
DIAGONALLY, FORGET IT.
LIKE THE GEARS
WON'T JOIN.
SO, EVERYTHING HAS
TO BE STRAIGHT.

He says 90 DEGREES.

Lorraine says YEAH, 90 DEGREES.
AND YOU KNOW ANOTHER THING
I DID, IS SOME OF MY GEARS,
I DIDN'T USE A
DRIVE COLLAR,
I STUCK THEM
TOGETHER.
BECAUSE, OTHERWISE, THEY
START STICKING OUT TO HERE
AND THEN YOU DON'T HAVE
A LONG ENOUGH AXLE
FOR THE WHEEL.
ARE YOU FINDING THAT?

The young woman says YUP.

Lorraine says HAVE FUN WITH IT.
TRY IT AGAIN AND THEN, I
WANT ON MONDAY, ANYWAY,
FOR ALL OF YOU TO BRING
A GEAR TRAIN
THAT'S SOMEWHAT WORKS.
IF IT WORKS, THAT'S GREAT.
AND THEN WE'RE GOING
TO GO ON FROM THERE, THANKS.
OKAY, WE HAVE CODY
FROM JACK MINER.

Cody says HELLO?

Lorraine says HI, YOU HAVE A
QUESTION?

Cody says YEAH, OH, WHAT
DO YOU EXACTLY DO?

Lorraine says THAT'S A GOOD QUESTION;
WHAT IS IT TO BE
AN ENGINEER, A MECHANICAL
AND ELECTRICAL ENGINEER?

He says WHAT SHOULD I SAY?
FOR ME, IT WAS A VERY
REWARDING PROFESSION.
BUT YOU HAVE TO HAVE A
SPECIAL STATE OF MIND.
WHATEVER YOU DO, YOU HAVE
TO GET INTERESTED IN.
I HAVE SEEN ENGINEERS WHO
WERE VERY MUCH SPECIALIZED.
I REMEMBER, THERE
WAS A RECESSION,
AND ONE OF MY COLLEAGUES
WANTED TO HAVE
AN ELECTRICAL
ENGINEERING JOB.
AND THEN I POINTED OUT
THAT THERE IS A JOB THERE.
HE SAID, OH, BUT I'M ONLY
IN ELECTRICAL MOTORS DRIVES.
THAT'S TOO BAD, I
WAS IN MANY THINGS.
AND YOU HAVE TO LIKE TO
LEARN MORE AND MORE
AND DO EVERYTHING.
NOT GETTING ONLY
SPECIALIZED.
SPECIALIZATIONS MAYBE
GOOD FOR DOCTORS.
[laughing]

Lorraine says NOW, SO, OBVIOUSLY WHEN
YOU'RE AN ENGINEER,
FOR INSTANCE, IN
MECHANICAL OR ELECTRICAL,
YOU'VE GOT TO BE READY
TO DO A LOT OF THINGS.
A VARIETY OF THINGS.

He says YEAH.
AND WHAT YOU DON'T
KNOW, YOU LEARN IT.
I GIVE YOU AN
EXAMPLE, MAYBE YOU
WON'T UNDERSTAND IT.
THERE WAS ONE THING WHICH I
USED ONLY ONCE IN MY LIFE;
DIFFERENTIAL GEOMETRY.
WHICH IS VERY HIGH, YOU
LEARN IT IN UNIVERSITY.
BUT I NEEDED IT WHEN THEY
MADE THE SUBWAY TRAIN
IN TORONTO, WHICH I
PARTICIPATED ALSO.

Lorraine says OH, THE SUBWAY,
THAT'S GREAT.

He continues AND THE CURVATURE OF THE
ROOF AND ALL THE OTHER
STRIDES WITH ALL KINDS OF
GADGETS TO FIND IT OUT
AND I SAID, NO, WE
DO IT LIKE THIS.
AND I CALCULATED IT
AND GAVE THE POINTS,
THE COORDINATES
AND THEY MADE IT.
THAT WAS ONLY
ONCE IN MY LIFETIME.

Lorraine says NOW, IS THAT THE SAME
CURVATURE THEY USE TODAY
FOR THE SUBWAY TRAINS?

He says NO, BECAUSE BOMBARDIER,
ALL THE TRAINS WHICH HAVE
5-0 IN FRONT ARE BOMBARDIER
MADE IN BOMBARDIER,
IS MUCH BETTER
THAN I HAVE MADE.

Lorraine says OH, GO ON.
BUT THEY LEARNED
FROM YOU, OBVIOUSLY.

He says I DON'T KNOW.

Lorraine laughs.

Lorraine says GREAT, WELL THANKS
FOR YOUR QUESTION.
AND WE HAVE A STUDENT
FROM SAINT CHARLES.
HELLO?

A female adolescent says UM, HELLO.

Lorraine says HI.

The female adolescent says YEAH, MY QUESTION IS, DO YOU
ALWAYS USE THE DESIGN PROCESS?

He says THE DESIGN PROCESS
WAS USED YEARS BACK.
BUT, SINCE '88, I STARTED
MYSELF LEARNING C.A.D.,
COMPUTER AIDED DESIGN.
SO NOWADAYS, IN A GOOD
CONSULTING COMPANY,
YOU USE ONLY
COMPUTER-AIDED DESIGN.
BECAUSE THE COMPUTER IS
MUCH MORE POWERFUL
THAN YOUR HAND
OR YOUR EYE.
AND NOW, WE ARE
USING, ALSO,
COMPUTER-AIDED
MANUFACTURING.
SO, THE IMPORTANT THING
IS, THAT YOU LEARN ALL
THESE NEW THINGS BECAUSE
DESIGN BY YOUR HAND
IS ONLY MAKING A SKETCH.
IT DOESN'T HELP VERY MUCH
IN ENGINEERING ANYMORE.
ONLY IN VERY
SMALL COMPANIES.

Lorraine says AND SEE, 'CAUSE
FOR OUR STUDENTS,
WE'RE HAVING
THEM, OBVIOUSLY,
DO SOME SKETCHES, NOW.
I DON'T KNOW IF THEY
ALL HAVE ACCESS
TO A COMPUTER TO DO
THEIR DESIGNING.

He says I KNOW.

Lorraine says BUT MAYBE SOMEDAY.
BUT THAT'S INTERESTING TO
HEAR HOW IT HAS EVOLVED.

He says YEAH, AT THIS POINT YOU
START, YOU USE SKETCHES.
BUT, I GUESS, MOST SCHOOLS,
EVEN HIGH SCHOOLS
HAVE NOW ACCESS
TO COMPUTERS.

Lorraine says THAT'S RIGHT.

He says ONLY VERY, NOT ALL THE
TEACHERS PROBABLY KNOW
WHAT SOFTWARE TO USE.

Lorraine says THAT'S RIGHT BECAUSE
IT'S CHANGING SO QUICKLY,
THAT'S RIGHT.
NOW, OOPS, SORRY?

He says I WANT TO TELL
YOU SOMETHING,
WHICH IS VERY GOOD
FOR YOU TO REMEMBER,
NOT ONLY FOR ENGINEERING,
FOR ANYTHING YOU DO.
RULE NUMBER 1: NO HUMAN
BEING KNOWS EVERYTHING.

Lorraine says HOW TRUE.

He says RULE NUMBER 2: WITH
STRONG WILLPOWER,
YOU CAN LEARN
EVERYTHING.
RULE NUMBER 3: DO NOT
RELY ON YOUR MEMORY ONLY.
LOOK IT UP AND DOUBLE
CHECK IN BOOKS
OR IN THE INTERNET.
AT PRESENT AND
MORE IN THE FUTURE,
ENGINEERING DESIGN
MANUFACTURING WILL BE
DONE BY COMPUTERS.
YOU HAVE TO
PREPARE FOR IT.
OUR ROLE WILL BE, OUR
AND YOUR ROLE WILL BE
TO COORDINATE, TO
SUPERVISE, TO MANAGE,
TO TEST FOR
QUALITY, SAFETY,
RELIABILITY AND
ECONOMIC EFFICIENCY.
THAT'S WHAT AN
ENGINEER HAS TO KNOW
AND NOT ONLY
ENGINEERS.

Lorraine says AND THAT'S VERY
BENEFICIAL,
ESPECIALLY FOR
YOU, THE STUDENTS,
BECAUSE YOU'RE GOING TO BE
OUR FUTURE AND IF YOU
ARE INTERESTED IN ENGINEERING,
AS RUDOLF IS MENTIONING,
OBVIOUSLY, KNOWING
ABOUT COMPUTERS
AND THE WILL TO LEARN IS,
OBVIOUSLY, VERY IMPORTANT.
NOW, WE HAVE SOMEONE
ON THE LINE FROM
SAINT JOHN, BREBEUF,
HELLO.

A female student says UM, DO YOU
SURVEY PEOPLE?

He says SURVEY PEOPLE?

Lorraine says OH, BECAUSE WE'RE
MENTIONING FOR THE VEHICLES,
HOW SOMETIMES
WITH A CERTAIN PRODUCT,
THEY CAN GO OUT AND
SURVEY AND FIND OUT
WHAT THE PEOPLE WANT.
NOW AT ANY TIME, WOULD YOU
BE DOING SOME SURVEYS?

He says NO, I'M NOT
GOOD AT THAT.
BECAUSE THIS IS GOOD FOR
PEOPLE WHO ARE MARKETING.
THEY DON'T BRING A PRODUCT
INTO PRODUCTION
WITHOUT DOING
MARKETING SURVEY.
AND NOWADAYS, THEY HAVE
SPECIAL COMPANIES
WHO ARE DOING THIS.
MOSTLY ENGINEERING
COMPANIES ARE NOT
DOING IT THEMSELVES.

Lorraine says OH, WELL, THAT'S
INTERESTING.
HELLO AND WE HAVE SOMEONE
FROM SAINT CHARLES, NATHAN.

Nathan says HELLO.

Lorraine says HI, YOU HAVE A
QUESTION?

Nathan says YUP.
WHAT WAS YOUR MOTIVATION
TO BECOME AN ENGINEER?

He says MOTIVATION?
TO LIKE TO DO THINGS AND
SEEING THINGS WHICH
YOU HAVE DONE, WORKING.
I CAN TELL YOU
SOMETHING ELSE,
I WAS FIRST A
MATHEMATICIAN.
MY PROFESSORS WANTED TO
MAKE ME A, NOT EINSTEIN,
BUT SOMETHING LIKE THAT.
I WENT TO COURSES
AND EVERYTHING ELSE,
I STARTED A PHD, BUT
I WASN'T HAPPY BECAUSE
I DIDN'T SEE THE RESULTS.
SO, THIS IS GOOD FOR SOME
PEOPLE WHO ARE DOING RESEARCH.
I WANTED TO SEE
RESULTS, SEE WHATEVER
I ACCOMPLISHED,
FUNCTIONS.
SO, THIS IS A VERY
PERSONAL DECISION.

Lorraine says GREAT, WELL
THANK YOU.
AND, WE HAVE ANGELA
FROM SAINT CHARLES.
HELLO.

Angela says HELLO.

Lorraine says YOU HAVE A
QUESTION?

Angela says YUP.
WHAT IS THE BIGGEST PROJECT
YOU'VE EVER WORKED ON?

Lorraine says BIGGEST PROJECT
YOU'VE EVER WORKED ON.

He says OH, THAT'S A LITTLE
BIT DIFFICULT TO SAY.
SEVERAL.
AS I TOLD YOU, I'VE BEEN
WORKING 13 YEARS IN MINING,
INCLUDING URANIUM MINING.
BUT NOTHING HAPPENED TO ME;
I HAD THE GEIGER-MULLER HERE,
AND EVERYTHING WAS
CHECKED AND I HAVE A SON.
BESIDES, I WAS WORKING FOR
POWER GENERATION DISTRIBUTION
FOR A WHOLE MINING
REGION AND I LOVED IT.
THEN, HERE IN TORONTO,
I WORKED, AS I SAID,
NINE YEARS FOR
CITY OF YORK HYDRO,
AND WE MADE LOTS
OF NEW CHANGES.
WHEN I CAME, EVERYTHING
WAS UP ON THE POLES.
I INTRODUCED THE FIRST
UNDERGROUND CABLING
ON LAWRENCE, THE NEW
INDUSTRIAL AREA ON LAWRENCE.

Lorraine says IN TORONTO.

He says LAWRENCE BEFORE JANE.

Lorraine says ISN'T THAT FABULOUS.
I NOTICED THERE
ARE SOME CITIES,
SUCH AS IN
EDMONTON AND SO ON,
WHERE EVERYTHING
IS UNDERGROUND.
AND WHAT A DIFFERENCE, WHEN
YOU DON'T SEE ALL THESE POLES.
SO, YOU STARTED SOMETHING
THERE, DEFINITELY.
HELLO, SOMEONE
FROM JACK MINER.
SARAH, I BELIEVE.

Derek says UH, NO THIS IS DEREK.

Lorraine says OH, DEREK, HI.

Derek says WHY DID YOU CALL THE GO
TRAIN, THE GO TRAIN?

Lorraine says WHY DID YOU CALL THE
GO TRAIN, GO TRAIN?

Rudolf says BECAUSE G O IS GOVERNMENT
OF ONTARIO BECAUSE
THEY SUBSIDIZED IT.
G O, GOVERNMENT OF ONTARIO.

Lorraine says THEY SUBSIDIZED IT.
THAT'S GREAT.
AND WE'LL TAKE ONE MORE
CALL FROM SAINT JOHN BREBEUF.

A female teenager says HELLO?

Lorraine says HI.

The female teenager says UM, MY GROUP
HAS HAD PROBLEMS.
WHEN WE PICK IT UP
IT GOES, BUT WHEN
WE PUT IT DOWN,
IT DOESN'T.

Lorraine says OH, SO THERE'S
MAYBE A CONNECTION,
WHAT IS YOUR RATIO?
DO YOU KNOW?

The female teenager says I DON'T KNOW.

Lorraine says DID YOU FIGURE OUT HOW
TO DO THE GEAR RATIO
LIKE I SHOWED YOU
ON THAT SHEET?

The female teenager says YEAH.

Holding her black motor, Lorraine says OKAY, IF YOU FIGURE
OUT YOUR GEAR RATIO,
MAYBE YOU'RE GOING TO
REALIZE YOU HAVE WAY
TOO MANY GEARS.
BECAUSE, IF YOU'RE
USING TOO MANY,
THEN IT TAKES AWAY
THE ENERGY, THE POWER
FROM THE MOTOR.
I DON'T KNOW IF
THAT'S YOUR PROBLEM.
OR MAYBE THE CONNECTION
BETWEEN THE GEARS
IS NOT RIGHT ON.
OR, IS THERE ANY
OTHER SUGGESTION.

Rudolf says YEAH, THERE MIGHT BE
SOME SLIPPAGE, BECAUSE
IF THERE IS SLIPPAGE,
YOU LOSE POWER.

Lorraine says AND THERE, AGAIN, I KNOW
THAT WAS HAPPENING TO ME
IF I WOULD TRY TO DO THINGS
DIAGONALLY, YOU CAN'T.
IT DOESN'T WORK.
YOU HAVE TO MAKE SURE
YOUR GEARS ARE NICE
AND IN GOOD CONTACT.

The female teenager says OKAY.

Lorraine says TRY THAT.
AND AGAIN, IF YOU'RE
HAVING PROBLEMS ON MONDAY,
CALL AND WE'LL TRY
SOMETHING ELSE
UNTIL IT WORKS.

The female teenager says OKAY, THANK YOU.

Lorraine says OKAY, GREAT.

The female teenager says BYE.

Lorraine says BYE.
DUE TO TIME, I'D LIKE
TO THANK YOU VERY MUCH,
RUDOLF ROTH, FOR
COMING IN TODAY.
IT WAS A GREAT PLEASURE
HEARING ABOUT YOUR EXPERIENCE.

Rudolf says IT WAS PLEASURE
FOR ME.

Lorraine continues AND WE HOPE TO
SEE YOU AGAIN.
ALL RIGHT, TAKE CARE.
NOW, AT THIS POINT, I'D
LIKE TO SHOW YOU A VIDEO
OF THIS PARTICULAR PRODUCT
WHICH IS CALLED A LIGHTBULB.
I'M SURE WE'RE ALL
FAMILIAR WITH IT.
AND WHEN WE THINK OF
SOMETHING LIKE THIS,
JUST LIKE THE BALL,
THE RUBBER BALL,
OBVIOUSLY THERE'S A DESIGN
THAT HAD TO BE MADE
JUST FOR THE SHAPE FOR
THE PARTICULAR PRODUCT,
AS WELL, AS A DESIGN
FOR THE MACHINERY
TO MAKE THIS LIGHTBULB.
I WANT YOU TO LOOK AT THIS
VIDEO AND APPRECIATE.
IT'S CALLED HARD AUTOMATION
AND IN INDUSTRY,
HARD AUTOMATION MEANS IT'S
ALL DONE BY MACHINERY
AND YOU'LL SEE THERE'S NOT
TOO MANY HUMANS AROUND
IN THIS PARTICULAR FACTORY.
AND THE INTRICACY OF JUST
MAKING SOMETHING LIKE THIS.
ENJOY AND WE'LL TALK TO YOU
ABOUT YOUR HOMEWORK AFTERWARDS.

A clip plays.

[machines buzzing and clicking]
[bell ringing]

A tiny piece dives into a dark substance several time. Filaments and small glass containers move along a conveyor belt. Then, a machine inserts the filaments into the containers. Air nozzles blow the glass through holes into molds, creating the white casings. Then, another machine turns the bulbs upside down and presses the base.

The clip ends.

Lorraine says AT THIS POINT,
FOR YOUR HOMEWORK,
YOU WILL NEED TO DO AGAIN
SOME MORE GEAR TRAINS.
PRACTICE WITH YOUR
MOTOR AND WHEELS.
AND JUST TO LET YOU KNOW,
BEFORE I CONTINUE WITH THAT,
FOR MONDAY'S LESSON, YOU
DO NEED TO BRING A GEAR TRAIN
ON MONDAY THAT WORKS
WITH THE MOTOR AND SO ON.
AS WELL, YOU WILL REQUIRE
THE SCALE IN NEWTONS.
OKAY, IF YOU
COULD BRING THAT.
SO, MAYBE A GOOD IDEA TO
BRING THE ENTIRE KIT
WITH YOU AND WILL YOU BE READY
FOR THE LESSON ON MONDAY.
TO CONTINUE WITH THE
HOMEWORK, DESIGN LOG.
DON'T FORGET, EVERY TIME
YOU DO YOUR GEAR TRAINS
AND YOUR OBSERVATIONS, PUT
IT ON YOUR DESIGN LOG.
AND A GOOD REFRESHER,
THIS IS THE DESIGN LOG.
YOU WANT TO SHOW IT AND
THIS WAY YOU WON'T FORGET
YOUR OBSERVATIONS
AND DATA.
JUST LIKE RUDOLF
ROTH MENTIONED,
IN THE ENGINEERING WORLD,
IT'S VERY HARD TO RELY
ON YOUR MEMORY.
SO, IT A GOOD IDEA TO PUT
ALL YOUR OBSERVATIONS
IN YOUR DATA; THIS WAY YOU
CAN ALWAYS REFER TO IT.
SO, TO PUT IT, AS WELL,
IN YOUR LOG FOLDER
AND SO YOU CAN GO
BACK TO THAT.

She grabs a white piece of paper that shows a rectangle with several rows of black dots.

She continues ALSO, THERE'S
SOME SOFTWARE,
IF YOU HAVEN'T
HAD A CHANCE YET,
GO INTO THE WAY
THINGS WORK.
HAVE A LOOK AT WHAT THEY
SAY ABOUT MOTORS AND GEARS
AND IT'S ABSOLUTELY
FANTASTIC IF YOU
HAVE AN OPPORTUNITY.
I AM CERTAINLY
ENJOYING IT.
THERE'S ALSO THE SOFTWARE
ENCYCLOPEDIA OF SCIENCE,
WHICH WE WILL BE LOOKING
AT SOMETIME NEXT WEEK.
AND, THERE AGAIN, THERE'S
A LOT OF INFORMATION
ABOUT GEAR TRAINS
AND MOTORS.
AND AGAIN, A REMINDER
TO BRING YOUR KIT
FOR NEXT LESSON AND ALSO,
HAVE A GREAT WEEKEND.

As she speaks, a slate shows the steps explained.

Lorraine concludes ENJOYED ALL YOUR
PARTICIPATION TODAY
AND WE LOOK FORWARD TO
SEEING YOU ON MONDAY.
BYE-BYE.

The slate changes to “Please remember to log off! Pick up handset. Press pound 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Gears/Motors/Guest Engineer-ST6