Transcript: Measuring Performance-ST7 | Aug 24, 1998

Lorraine appears on screen. She is in her thirties, with short brown hair tied-up and bangs. She’s wearing a purple shirt and a necklace.

She says GOOD MORNING AND WELCOME
TO TVO'S VIRTUAL CLASSROOM.
TODAY IS CLASS NUMBER SEVEN,
AND WHAT WE WILL BE DOING IS
AS FOLLOWS TO
AND THERE WE GO,
THE AGENDA FOR TODAY.
SEE HOW SUCCESSFUL YOU WERE
WITH YOUR GEAR TRAINS.
AND IF YOU HAVE ANY QUESTIONS
THIS IS WHERE YOU WILL BE
ASKING ME.

A slate appears on screen. It reads “Agenda TO 1. Gears/Motor/Wheels. 2. Measuring Speed. 3. Activity. 4. Homework.”

She continues NOW, I HAVE A QUESTION FOR
YOU, AND YOU'LL REQUIRE
YOUR PHONES FOR THIS.
THERE WE GO.
NOW, THE QUESTION.
IF WE LOOK AT THIS
GEAR TRAIN, OKAY.

She shows the drawing of a gear train.

She continues YOU HAVE A 15-TOOTH GEAR,
WHICH WILL BE YOUR DRIVER, AND
IT'S ATTACHED TO A 45-TOOTH
GEAR, AND ON THE SAME AXLE
YOU HAVE A 15-TOOTH GEAR,
ONCE AGAIN ATTACHED TO
A 45-TOOTH GEAR.
WHAT IS THE GEAR RATIO?
OKAY.
WHAT IS THE GEAR RATIO?
AND WITH YOUR PHONES, IF YOU
THINK THE GEAR RATIO -- AND
I WILL SHOW YOU IN A FEW MINUTES
HERE, IF YOU LOOK AT IT AGAIN.
IF YOU THINK THE GEAR RATIO IS
9 TO 1, PRESS ONE ON YOUR PHONES.
IF YOU THINK THE ANSWER
IS 3 TO 1, YOU PRESS TWO
ON YOUR PHONES.
IF YOU THINK IT IS 6 TO 1,
YOU PRESS THREE.
AND AGAIN, YOU HAVE A
15-TOOTH TO A 45-TOOTH.
WHAT IS THE GEAR RATIO?
OKAY, 50 PERCENT OF
YOU HAVE ANSWERED.
LET'S TRY FOR ANOTHER
50 PERCENT.
I'LL BRING THAT IN
JUST A TAD HERE.
OKAY, WE HAVE 85 PERCENT.
CAN WE PUT ANOTHER 10?
AND IF WE LOOK AT THE BAR
GRAPH, THE MAJORITY OF YOU ARE
SAYING IT IS 9 TO 1, BUT THERE
ARE A FEW OF YOU THAT
ARE STILL UNCLEAR ABOUT THAT.

A three-bar graph appears. A green bar reads “37,” a purple bar reads “6” and a blue bar reads “9.”

She continues SO IF WE GO BACK TO OUR
DIAGRAM OVER HERE -- AND YOU
ARE CORRECT IF YOU ARE
SAYING IT IS 9 TO 1.
BRAVO.
AND LET'S BRING THAT
IN JUST A TAD CLOSER.
COULD YOU CALL ME BY PRESSING
POUND NINE AND TELL ME WHY YOU
FEEL IT IS A RATIO OF 9 TO 1,
BECAUSE YOU ARE CORRECT.
SO PRESS POUND NINE TO EXPLAIN
WHY IT IS A RATIO OF 9 TO 1.
AND I'M CALLING
USBORNE CENTRE.

A girl says HELLO.

Lorraine says HI.
CAN YOU TELL ME WHY
IT'S A RATIO OF 9 TO 1?

The girl says BECAUSE LIKE THE FIRST
GEAR I SHOW IS 45 TO 15.

Lorraine says OKAY.
SO YOU'RE SAYING I WOULD
PUT HERE THEN 45 TO 15.
AND THEN WHAT DO I
HAVE TO DO HERE?

The girl says TURN IT DOWN TO LOWEST TERMS.

Lorraine says THAT'S RIGHT.
WHICH IS...?

The girl says 3 TO 1

Lorraine says THAT'S RIGHT.
SO THAT'S 3 TO 1.
SO YOU HAVE A RATIO HERE
OF 3 TO 1, WITH THESE TWO.
HOW ABOUT THE NEXT TWO?

The girl says 3 TO 1 AGAIN.

Lorraine says THAT'S RIGHT.
IT'S IDENTICAL.
NOW WHAT DO I DO WITH THAT?
WHEN I HAVE 3 TO 1 AND I HAVE
ANOTHER ONE 3 TO 1?
WHAT DO I NEED TO DO?

The girl says MULTIPLY IT.

Lorraine says THAT'S RIGHT.
THEREFORE, YOUR ANSWER IS?

The girl says 9 TO 1.

Lorraine says EXCELLENT.
9 TO 1.
SO THOSE OF YOU WHO PUT
9 TO 1, THAT IS CORRECT.
THANK YOU VERY MUCH.
IT'S VERY IMPORTANT FOR OUR
LESSON TODAY THAT YOU DO
UNDERSTAND THE GEAR RATIOS.
IF YOU STILL ARE A BIT
UNCLEAR, DO MAKE SURE YOU
TALK TO YOUR TEACHER.
I'M SURE THEY'D BE VERY
PLEASED TO HELP YOU, OR SOME
OF THE STUDENTS IN
YOUR GROUPS FOR TODAY.
NOW THE MAIN LESSON WILL BE
THE MEASURING THE SPEED
OF YOUR VEHICLE, BUT JUST
BEFORE THAT, IF YOU HAD
ANY PROBLEMS AT ALL, OR ANY
SUCCESSES AND SO ON AS FAR AS
PUTTING GEAR TRAINS ONTO YOUR
VEHICLE, I WOULD LIKE TO HAVE
YOU CALL ME BY PRESSING POUND
NINE AND SHARE SOME OF THE
RATIOS THAT YOU ACTUALLY
HAVE ON YOUR VEHICLE.
SO I HAVE TWO
VEHICLES OVER HERE.
ONE WITH A RATIO OF 3 TO 1,
AND I HAVE ANOTHER ONE
WHERE IT'S A
RATIO OF 15 TO 1.
BUT I'D LIKE TO HEAR FROM YOU
WHICH GEAR RATIO YOU HAVE ON
YOUR VEHICLE FOR TODAY AND
HOW SUCCESSFUL YOU WERE
OR IF YOU HAD ANY PROBLEMS.
AND I HAVE SOMEONE
FROM USBORNE CENTRE.

A schoolgirl says HELLO?

Lorraine says HI.

The schoolgirl says WE HAD A RATIO
OF 25 TO 3.

Lorraine says OH, AND HOW DID THAT WORK?

The schoolgirl says IT WAS SLOW, BUT IT MOVED.

Lorraine says THAT'S RIGHT.
BECAUSE WHAT DOES
THAT MEAN, 25 TO 3?

The schoolgirl says THAT THE DRIVER GOES
25 TIMES AND THE
DRIVEN GEAR GOES 3 TIMES.

Lorraine says THAT'S RIGHT.
AND WHAT IS ACTUALLY
MAKING YOUR DRIVER MOVE?

The schoolgirl says THE MOTOR.

Lorraine says THAT'S RIGHT.
SO THE MOTOR IS MAKING THE
DRIVER MOVE, 25 YOU SAID?

The schoolgirl says YUP.

Lorraine says SO THEREFORE YOUR WHEEL
GOES 3 TIMES TO EVERY 25.
EXCELLENT.
AND DO YOU HAVE A GEAR
TRAIN ON YOUR VEHICLE
RIGHT AT THE MOMENT?

The schoolgirl says YUP.

Lorraine says GREAT.
LOOKING FORWARD TO SEEING HOW
SUCCESSFUL YOU ARE TODAY.
THANKS.
AND WE HAVE SOMEONE
FROM THE PINES.
HELLO.

A boy says HELLO?

Lorraine says HI.
WHAT GEAR TRAIN DO YOU HAVE?

The boy says OURS IS 15 TO 45.

Lorraine says 15 TO 45.
NOW WHEN YOU SAY THAT, IF WE
LOOK AT THE SCREEN OVER HERE,
WHAT DO YOU MEAN 15 TO 45?

The boy says THE DRIVER HERE IS 15
AND THE DRIVEN GEAR IS 45.

Lorraine says YES.
BUT IS THERE A WAY
OF SIMPLIFYING THAT?
LIKE DOES A NUMBER
GO IN BOTH OF THOSE?

The boy says FIVE?

Lorraine says YES.
OKAY, SO TRY THAT.
SIMPLIFY.
5 INTO 15 GOES?

The boy says 3 TIMES.

Lorraine says THAT'S OKAY.
DON'T WORRY ABOUT IT.
5 INTO 45?

The boy says 9.

Lorraine says THAT'S ALL RIGHT.
THAT'S CORRECT.
NOW IS THERE A NUMBER THAT ALSO
GOES INTO THESE TWO NUMBERS?

The boy says 3.

Lorraine says YES.
SO WE COULD SIMPLIFY
IT EVEN FURTHER.
SO 3 GOES INTO
3 WE KNOW ONCE.
3 GOES INTO 9?

The boy says 3 TIMES.

Lorraine says THAT'S RIGHT.
SO THEREFORE YOU HAVE A
GEAR RATIO OF 1 TO 3.
WHAT DOES THAT MEAN?

The boy says THAT MEANS THAT IT
GOES REALLY FAST.

Lorraine says OKAY, YOU'RE RIGHT.
WHAT DOES IT MEAN IF --
ACTUALLY I HAVE A GEAR RATIO --

The boy says THE DRIVER GEAR GOES AROUND
ONCE AND THE DRIVEN GEAR GOES
AROUND 3 TIMES.

Lorraine says PERFECT.
AND I JUST SO HAPPEN TO HAVE
THAT GEAR RATIO RIGHT HERE.
SO IF WE LOOK AT THIS, WE HAVE
THE 15 ATTACHED TO THE MOTOR,
AND I HAVE A 45
ATTACHED TO MY WHEEL.
SO EVERY TIME MY MOTOR TURNS
3 TIMES, MY WHEEL'S GOING
TO TURN ONCE.
AND AS WE KNOW, THIS
MOTOR TURNS VERY QUICKLY.
SO YOU ARE CORRECT.
IT'S GOING TO GO VERY FAST.
THANKS VERY MUCH.
AND I'LL TAKE ONE MORE CALL.
FROM SAINT CHARLES.
HELLO.

A female teenager says HELLO.

Lorraine says HI, AND WHAT GEAR
RATIO DO YOU HAVE?

The female teenager says 5 TO 1.

Lorraine says 5 TO 1, AND WHAT DOES
THAT MEAN AGAIN?

The female teenager says THE DRIVER WAS 5
AND DRIVEN WAS 1.

Lorraine says THAT'S RIGHT.
SO YOUR MOTOR'S
GOING HOW MANY TIMES?

The female teenager says 5.

Lorraine says AND YOUR WHEEL WILL GO?

The female teenager says ONCE.

Lorraine says SO IS IT FAIRLY
FAST, DO YOU KNOW?

The female teenager says YEAH.
WE HAD A PROBLEM BECAUSE IT
WASN'T A 90-DEGREES ANGLE,
SO WE HAD TO MOVE
THE WHEEL OVER.

Lorraine says AND IS IT WORKING NOW?

The female teenager says YEAH.

Lorraine says OKAY, EXCELLENT.
AND DID YOU HAVE ANY OTHER
PROBLEMS THAT YOU'D WANT TO
SHARE TO HELP US OUT?

The female teenager says NOPE.

Lorraine says OH, GOOD FOR YOU.
GREAT.
THANKS VERY MUCH.
OKAY.
FOR OUR MAIN LESSON TODAY,
YOU'RE GOING TO REQUIRE THE
FOLLOWING MATERIAL.
SO I'D LIKE YOU TO MAKE SURE
THAT YOU HAVE THEM HANDY AND
YOUR TEACHER WILL PROBABLY
BE HELPFUL FOR THIS AS WELL.
ESPECIALLY FOR THE
MARKING WHEN WE'RE
GOING TO ACTUALLY DETERMINE
THE SPEED OF YOUR VEHICLE.
A METRE STICK WOULD BE GREAT
JUST BECAUSE WE'RE GOING
TO REQUIRE THREE METRES.
SO ONE METRE WOULD
BE NICE TO MEASURE.
A STOPWATCH, OR IF SOMEONE IN
THE CLASSROOM ACTUALLY HAS A
WATCH WHERE IT CAN
TELL THE SECONDS.
YOU'LL NEED YOUR AC ADAPTER,
AND IF WE LOOK AT THE CAMERA
HERE, IT'S THIS THING.
OKAY.
YOU'LL DEFINITELY NEED THIS.
AND EVEN IF YOU WANT, YOU CAN
ATTACH IT TO AN EXTENSION
CORD, WHICH IS WHAT
I'VE DONE HERE, OKAY.
AND WHEN I SAY A STOPWATCH,
YOU CAN EITHER USE ONE LIKE
THIS OR IF YOU HAVE AN ACTUAL
WATCH THAT HAS THE STOPWATCH
EFFECT, FABULOUS.
OKAY.
AND TO CONTINUE WITH THE
MATERIALS, AS MENTIONED,
EXTENSION CORD IS OPTIONAL.
IT'S JUST YOUR VEHICLE WILL BE
GOING THREE METRES IF POSSIBLE
AND THEREFORE YOU MAY NEED
AN EXTENSION CORD WITH YOUR
ADAPTER TO MAKE LIFE
A LITTLE BIT EASIER.
OKAY.
NOW ONCE AGAIN, STUDENTS,
YOU REQUIRE A GEAR TRAIN ON
YOUR VEHICLE FRAME THAT'S GOT
TO BE ATTACHED TO THE MOTOR
AND WHEEL AXLE IN ORDER TO BE
ABLE TO PERFORM THIS EXERCISE.

The slate changes to show the information mentioned.

She continues IF YOU DO NOT HAVE A GEAR
TRAIN ON YOUR VEHICLE, YOU
WILL BE WORKING ON THAT FIRST,
AND THEN YOU WILL BE ABLE TO
DO THE REST OF THE EXERCISE.
IF YOU DON'T HAVE TIME TO
COMPLETE A FULL ACTIVITY,
THAT WILL BE HOMEWORK FOR YOU.
NOW, TO CONTINUE, IN YOUR
CLASSROOM, YOU'RE GOING TO
NEED SOME SPACE OF
APPROXIMATELY THREE METRES
IN ORDER TO DO THIS ACTIVITY.
AND TO GIVE YOU AN EXAMPLE,
LIKE IF THIS WAS THREE METRES
LONG APPROXIMATELY, FROM HERE
TO HERE, I'M GOING TO WANT
YOU -- AND MAKE SURE
IT'S A FLAT SURFACE.

She places one hand at the end of a piece of paper and the other hand on the other end.

She continues SO IT COULD EITHER
BE IN THE HALLWAY.
IT COULD BE SOMEWHERE
IN YOUR CLASSROOM.
YOU CAN MOVE ALL THE DESKS SO
YOU HAVE EXACTLY THREE METRES.
THEREFORE, IF YOU COULD USE
YOUR METRE STICK OR ANYTHING
THAT'S SIMILAR SHOWING A
METRE WOULD BE HELPFUL.
AND IF YOU CAN USE THE MASKING
TAPE ON THE FLOOR TO INDICATE,
OKAY, WE'RE AT ZERO METRES,
AND THEN YOU MOVE ON.
THIS WOULD BE ONE METRE, TWO,
AND THEN FINALLY AT THREE.
THIS WAY YOU CAN PLACE YOUR
VEHICLE RIGHT HERE AND YOU'LL
NEED SOMEONE IN YOUR GROUP AT
THAT POINT TO BE THE PERSON TO
DO THE STOPWATCH AND SOMEONE
AS WELL TO CONNECT THE ADAPTER
TO YOUR VEHICLE.
OKAY.
TO THE MOTOR OF THE VEHICLE.
AND THIS WAY, AS SOON AS THE
PERSON'S READY TO CONNECT --
THREE, TWO, ONE, THERE'S
ANOTHER PERSON ON THE STOPWATCH.
OKAY.
NOW YOUR ACTIVITY TODAY -- AND
I WOULD LIKE YOU TO WRITE THIS
DOWN SO THAT YOU
HAVE IT HANDY.
SO IF THERE ARE ANY QUESTIONS,
SOMEONE HAS IT AT HAND
IN YOUR GROUP.
SO IF YOU THINK ABOUT IT,
WE'RE ALL GOING TO BE DOING
THREE METRES IF POSSIBLE.
OKAY.
AND THEREFORE YOU'RE GOING TO
DETERMINE HOW MANY SECONDS DOES
IT TAKE YOUR GEAR TRAIN, OR YOUR
VEHICLE, TO DO THREE METRES.

The slate changes to “Activity TO Test the speed of your vehicle in meters per second. Example TO 3 meters. ? seconds.”

She continues SO IF YOU COULD
WRITE THIS DOWN.
AND ALSO HOW ARE YOU GOING
TO RECORD THIS INFORMATION?
I WOULD LIKE ALL OF YOU TO
MAKE A SHEET LIKE THIS WHERE
IT SAYS GEAR RATIO, JUST LIKE
YOU WERE GIVING ME EARLIER.

She grabs a blue sheet of paper that shows three columns.

She continues YOU TELL US WHAT IS THE
GEAR RATIO ON YOUR VEHICLE
THAT YOU'RE USING, AND
MARK IT DOWN OVER HERE.
FOR INSTANCE,
MINE WAS 15 TO 1.
WHAT IS THE SPEED THAT YOU
DETERMINE ON YOUR STOPWATCH
FOR THREE METRES?
OKAY.
AND THIS FORCE OF WHEEL RIM --
THAT WILL BE FOR THURSDAY,
BUT VERY IMPORTANT THAT YOU
MAKE A COLUMN FOR THAT.
YOU'RE NOT GOING TO PUT
ANYTHING TODAY THERE, BUT I
WANT YOU TO REALIZE YOU'RE
GOING TO NEED THAT SPACE
BECAUSE WE'RE GOING TO BE
DOING A RELATIONSHIP HERE
THURSDAY WITH THE TWO
COLUMNS, OF THE SPEED
AND THE WHEEL RIM FORCE.
OKAY.
SO IF YOU COULD PUT THAT
ON A PIECE OF PAPER,
THAT WOULD BE GREAT.
AND THE REASON WHY I'M PUTTING
ONE, TWO, THREE, FOUR, FIVE IS
ONCE YOU'VE COMPLETED YOURS,
YOU MAY WANT TO ASK THE REST
IN THE CLASSROOM, THE OTHER
GROUPS, WHAT GEAR RATIO THEY
USED AND WHAT IS THE SPEED.
THIS WAY WE'RE SHARING
INFORMATION AND HELPING
ONE ANOTHER.
WHAT I'D LIKE FROM YOU, ONCE
YOU'RE IN YOUR GROUPS, AND YOU
COULD BE LOOKING AT ONE
ANOTHER AT THIS POINT,
IS NUMBER YOURSELVES.
IF YOU ARE FOUR IN A GROUP,
NUMBER YOURSELVES ONE,
TWO, THREE OR FOUR.
SO SOMEONE IN THE GROUP
HAS TO BE NUMBER ONE.
SOMEONE, NUMBER TWO.
SOMEONE, NUMBER THREE AND
SOMEONE, NUMBER FOUR.
IF YOU ARE LESS THAN FOUR,
OBVIOUSLY YOU'LL BE ONE, TWO
OR THREE, ET CETERA.
IF THERE'S FIVE IN YOUR GROUP,
YOU'LL GO RIGHT UP TO
NUMBER FIVE.
OKAY, I'M ASSUMING YOU HAVE
YOUR NUMBERS AT THIS POINT.
AND FOR EVERY TEAM NOW, I'M
GOING TO GIVE YOU A TASK FOR
THE NUMBER YOU HAVE CHOSEN.
IF YOU SAID YOU WERE STUDENT
NUMBER ONE, I WANT YOU TO
DO THE STOPWATCH.
YOU'RE THE ONES GOING
TO DO THE TIMING.
SO YOU AND THE PERSON
CONNECTING THE MOTOR WILL
BE VERY IMPORTANT.
YOU'LL WORK TOGETHER.
THE NEXT STEP FOR
STUDENT NUMBER TWO.
YOU'RE GOING TO CONNECT
THE MOTOR TO THE ADAPTOR.
SO NUMBER ONE AND TWO, YOU
WORK OUT YOUR TIMING RIGHT
ON TOGETHER SO YOU GET THE
BEST RESULTS POSSIBLE.
IF YOU ARE STUDENT NUMBER
THREE, YOU MAKE SURE THAT
EVERYONE IS BEING SAFE AT
ALL TIMES, THAT EVERYONE IS
WORKING HARD AND MAKE SURE
THAT THE TAPE IS PROPERLY
PUT ON THE FLOOR.
EVEN IF ANOTHER GROUP HAS USED
THIS BEFORE YOU, CHECK IT OUT.
MAKE SURE THAT IT'S
CORRECTLY DONE.
AND IF YOU ARE STUDENT NUMBER
FOUR, MAKE SURE YOUR VEHICLE
IS STRAIGHT.
AND WHY I SAY THE VEHICLE IS
STRAIGHT, IF YOUR VEHICLE IS A
BIT AT AN ANGLE, IT'S
JUST LIKE YOUR BICYCLE.
IF YOU'VE TURNED THE WHEEL A
TAD, IT'S GOING TO TURN AND
YOU WANT IT TO BE AS STRAIGHT
AS POSSIBLE, ACROSS THE LINE.
GO BACK TO THE -- I WANT ALL OF
YOU TO WRITE DOWN THE DATA ON
YOUR PIECE OF PAPER THAT YOU
HAVE THAT LOOKS LIKE THIS.

The slate changes to show the student’s tasks. Then, she shows the three-column table again.

She continues I WANT ALL OF YOU TO
INDICATE YOUR GEAR RATIO.
EVERYBODY MARK THE SPEED SO
YOU HAVE A COPY OF THAT.
AND YOU'RE GOING TO HAVE
ABOUT 13 MINUTES TO WORK
ON THIS EXERCISE.
IF AT ANY TIME DURING THE
13 MINUTES YOU HAVE ANY
QUESTIONS WHATSOEVER, PLEASE
CALL IN BY PRESSING POUND NINE.
BUT ONCE YOU'VE COMPLETED YOUR
SPEED FOR ONE PARTICULAR GEAR
RATIO, IF YOU HAVE TIME YOU
CAN DO ANOTHER GEAR RATIO, OR
YOU CAN BE HELPING OTHERS AND
FINDING OUT -- TABULATING ALL
THE DIFFERENT GEAR RATIOS IN
THE CLASSROOM AND COMING UP
WITH DIFFERENT SPEEDS, AND THEN
WE'LL TALK TO YOU ABOUT THAT.
OKAY, GREAT.
AND HAVE A GOOD
13 MINUTES.

After a few minutes, Lorraine says HI.
WE'RE BACK AND I'D LIKE YOU TO
HAVE YOUR SHEET LIKE THIS WITH
THE GEAR RATIO, SPEED AND MAKE
SURE YOU HAVE A COLUMN HERE
FOR THE FORCE OF WHEEL RIM,
EVEN THOUGH WE WON'T BE
PUTTING ANY DATA
IN THAT TODAY.
IT'LL BE THURSDAY'S LESSON.
THE FIRST ONE I WANT YOU TO
PUT THERE IS A GEAR RATIO OF
15 TO 1, OR IF YOU ALREADY HAVE
IT UP, YOU COULD JUST ADD
IT AT THE BOTTOM OF YOUR LIST.
BUT 15 TO 1.
AND JUST TO SHOW YOU, THIS IS
THE GEAR TRAIN THAT I HAVE.

She shows a black vehicle with blue gears.

She continues AND MY DRIVER GEAR, WHICH IS
A 15-TEETH, IS CONNECTED TO
MY MOTOR AND IT'S ATTACHED TO
A 45-TOOTH, WHICH IS
THEN -- AND WAY INSIDE IS
ANOTHER 15-TOOTH ATTACHED
TO A 75, AND THEN
I HAVE A 45 TO A 45.
AND ALL THAT GIVES YOU 15 TO 1.
NOW, I'M GOING TO SHOW YOU A
VIDEO OF MY GEAR TRAIN AND YOU
WILL NOTE THAT I WILL HAVE A
STOPWATCH, AND NOTICE HOW LONG
IT TAKES TO DO THREE METRES.
AND MAYBE SOME OF YOU ALREADY
HAVE A GEAR RATIO, AND SEE IF
IT'S THE SAME AS YOURS.

A clip plays.

The vehicle sits on a hallway.

Lorraine says THERE'S THE BLACK TAPE
TO SHOW THE BEGINNING.
I'M CONNECTING THE
MOTOR AND THERE IT GOES.
FIRST METRE, SECOND, AND STOP.
AND YOU WILL NOTE THE TIME.

As the vehicle moves forward, a stopwatch appears on the top right bottom of the screen.

Back in the studio, she says SO YOU SHOULD HAVE ON
YOUR PIECE OF PAPER...
7 SECONDS.
WHOOPS.
I SHOULD HAVE A C IN THERE.
SEVEN SECONDS.
SO YOU HAVE THREE METRES
FOR EVERY SEVEN SECONDS.
AND JUST A REMINDER, THE
FACILITATOR FROM THE PINES,
IF YOU CAN CALL THE HELP LINE.
THANK YOU.
AND WHAT I'D LIKE FROM YOU IS
FOR YOU TO CALL IN BY PRESSING
POUND NINE AND SHARE WITH US
YOUR SPEEDS WITH THE DIFFERENT
GEAR RATIOS, AND I'D LIKE
TO WRITE THEM DOWN SO OTHER
SCHOOLS CAN HEAR
YOUR SUCCESSES.
AND WE HAVE -- GREAT.
WE'VE GOT LOTS OF CALLS.
CALLING USBORNE CENTRE.

A schoolboy says HELLO.

She says HELLO.
COULD YOU GIVE ME ONE OF
YOUR GEAR RATIOS AS WELL
AS THE SPEED?

The schoolboy says WELL, WE ONLY GOT ONE.

She says OKAY, THAT'S FINE.

The schoolboy says IT WAS 3 TO 1.

She says 3 TO 1, OKAY.
AND HOW MANY SECONDS?

The schoolboy says ABOUT FOUR.

She says FOUR SECONDS?

The schoolboy says YEAH.

She says TO DO THREE METRES.
WHY IS THAT DO YOU THINK?
LIKE WHY DO YOU THINK IT'S
FASTER THAN THE 15 TO 1?

Lorraine writes the schoolboy’s answers on the table.

The schoolboy says BECAUSE THE DRIVE GEAR'S
SMALLER THAN THE ONE THAT --

She says THAT'S RIGHT.
SO YOU CAN SEE HERE THE TWO
GEARS ARE QUITE SIMILAR, 3 TO 1,
WHEREAS MUCH GREATER
SPAN HERE FOR THE 1 TO 15.
SO IT WILL TAKE A
LITTLE BIT LONGER.
GOOD.
THANKS VERY MUCH.
SO NO ONE ELSE IN YOUR
CLASS WAS ABLE TO DO
ANY OTHER GEAR RATIOS OR...?

Jeremy says HELLO.

She says OH, HI.
OKAY, WE'VE LOST
USBORNE CENTRE.
HI.
SOMEONE FROM THE PINES?

Jeremy says YEAH.

She says WHO AM I SPEAKING TO?

Jeremy says JEREMY MOFFATT.

She says HI, JEREMY.
CAN YOU GIVE ME ONE
OF YOUR GEAR RATIOS?

Jeremy says 3 TO 1.

She says OH, YOU HAVE 3 TO 1 AS WELL.
DID YOU GET FOUR SECONDS?

Jeremy says NO, TWO.

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

She says TWO, INTERESTING.
OKAY, SO WE'RE GOING
TO HAVE TO SEE HERE.
WE HAVE SOMEBODY WITH
FOUR SECONDS AND TWO.
MAYBE SOMEONE ELSE
COULD CALL IN.
ANY OTHER GEAR RATIOS?

Jeremy says NO.

She asks ONLY THE ONE?

Jeremy replies OH, 5 TO 1.

She says OKAY, AND WHAT DID YOU
GET FOR FIVE TO ONE?
IT'LL PROBABLY BE IN
BETWEEN THESE TWO.

Jeremy says FIVE SECONDS.

She says FIVE SECONDS, GREAT.
THANK YOU.
ALRIGHT, LET'S TRY SOMEONE
FROM... USBORNE AGAIN.
HI.

A male student says HI.

She says WHAT DO YOU HAVE?

The male student says PARDON?

She says WHAT GEAR RATIO DID YOU HAVE?

The male student says OH, WE HAD 25 TO 3.

She says OOH, INTERESTING.
I LIKE THAT ONE.

The male student says AND SPEED WAS 1.3 SECONDS.
OH, THAT'S PER METRE.

She says PER METRE.
I WAS GOING TO SAY --
BECAUSE WE HAVE TO BE --
IT'S QUITE THE RANGE THERE.
SO PER SECOND AND HOW MANY
THEN -- YOU'RE SAYING 1.3
PER SECOND, SO HOW
MANY FOR THREE METRES?

The male student says FOUR.

She says PARDON ME?
HOW MANY SECONDS?

The male student says OH, FOUR SECONDS
FOR THREE METRES.

She says OKAY, APPROXIMATELY
FOUR SECONDS.
WELL, INTERESTING HERE THAT
THESE TWO, SOMETHING IS
DEFINITELY... I WOULD SAY
IT'S MORE TOWARDS THE TWO.
GREAT.
AND DO YOU HAVE
ANOTHER GEAR RATIO?

The male student says NOT RIGHT NOW.

She says OKAY, GREAT.
THANKS.
AND WE'RE GOING TO
TRY ONE MORE SCHOOL.

Stephanie says HELLO.

Lorraine says HI.
AND WHO AM I SPEAKING TO?

Stephanie says STEPHANIE.

Lorraine says HI, STEPHANIE.
WHAT DO YOU HAVE
FOR A GEAR RATIO?

Stephanie says 3 TO 1.

Lorraine says 3 TO 1, AND WHICH ONE DO YOU HAVE?
WAS IT THE FOUR OR THE TWO?

Stephanie says WE HAVE THREE.

Lorraine says INTERESTING.
IT'S OBVIOUSLY VERY CLOSE.
WHY DO YOU THINK THERE MIGHT
BE SOME DIFFERENCES HERE?

Stephanie says MAYBE THE STOPWATCH.

Lorraine says THAT'S RIGHT.
AND WHEN WE'RE TALKING ABOUT
SECONDS, IT'S SO CLOSE AND SO
PRECISE THAT SOMETIMES IT MAKES
IT THAT MUCH MORE DIFFICULT.
THANKS VERY MUCH.
DO YOU HAVE ANOTHER
ONE AS WELL OR...?

Stephanie says WE JUST HAVE A QUESTION.

Lorraine says SURE.

Stephanie says OUR GROUP DOESN'T
HAVE A GEAR TRAIN.

Lorraine says DOESN'T HAVE A GEAR TRAIN.
AND WHAT DID YOU USE THEN?

Stephanie says A 15 GEAR AND A 45.

Lorraine says OKAY.
SO YOU'RE JUST USING THE
REGULAR, LIKE A SIMPLE GEAR
LIKE I HAVE HERE.

Stephanie says YES.

Lorraine says AND DO YOU HAVE THE GEARS IN
YOUR KIT TO MAKE A GEAR TRAIN?

Stephanie says YEAH.

Lorraine says OKAY, AND DO YOU KNOW
HOW TO PUT IT TOGETHER?

Stephanie says YES.

Lorraine says GREAT.
WELL, IF YOU HAVE A CHANCE FOR
THE NEXT LESSON, FOR THURSDAY,
TO PUT A GEAR TRAIN ON
YOUR VEHICLE, THAT WOULD
BE EXCELLENT.
OKAY?

Stephanie says BUT DOES IT HAVE TO...

Lorraine says HAVE A GEAR TRAIN?
DOES IT HAVE TO
HAVE A GEAR TRAIN?
I WOULD -- WE'D
LIKE THAT, YES.
IF YOU CAN HAVE SOMETHING
A LITTLE MORE COMPLEX
THAN THE 3 TO 1, LIKE
A SIMPLE GEAR.
OKAY?

Stephanie says BECAUSE THE COST
WOULD BE MUCH CHEAPER.

Lorraine says OH, THAT'S OKAY.
IT'S JUST -- WE'RE STILL
PLAYING A LITTLE BIT WITH THE
DIFFERENT GEARS, SO IT DOESN'T
NECESSARILY MEAN IT'S GOING
TO BE YOUR LAST PRODUCT.
DO YOU UNDERSTAND
WHAT I'M SAYING?

Stephanie says YUP.

Lorraine says GREAT, THANKS.
AND I HAVE SOMEONE ELSE
ON THE LINE, I BELIEVE.
HELLO.

A female student says HELLO.

Lorraine says HI.
AND WHAT DO YOU HAVE
FOR A GEAR TRAIN?

The female student says WE HAVE LIKE A 9 TO 5.

Lorraine says OH, GOOD.
9 TO 5.
AND WHAT IS YOUR SPEED?

The female student says 2.54 SECONDS.

Lorraine says 2.54, WOW.
PRECISE.
2.54 SECONDS.
EXCELLENT.
AND DO YOU HAVE ANY
OTHER GEAR RATIOS?

The female student says NO.

Lorraine says YOU DON'T, OKAY.
THAT'S FINE.
THANKS.
I'M GOING TO REWRITE THAT JUST
A LITTLE BIT SO YOU UNDERSTAND
HOW YOU SHOULD HAVE THIS
FOR THURSDAY SO THAT WE CAN
DO A RELATIONSHIP HERE OF
THE SPEED WITH THE WHEEL RIM.
NOW, ONE GROUP ALREADY PUT
THEIRS INTO -- BECAUSE WHEN
WE SAY, FOR INSTANCE,
THE FIRST ONE, 15 TO 1.
WHEN WE'RE SAYING SEVEN
SECONDS, WE'RE GOING THREE
METRES IN SEVEN SECONDS, OKAY.
AND HOW DO I CHANGE THAT
TO PUT IT JUST IN --
HOW MANY METRES PER SECOND,
THEN, WOULD IT BE?
HOW CAN YOU TRANSLATE
FOR METRES PER SECOND?
I'M SAYING THREE METRES
IN SEVEN SECONDS.
HOW WOULD I TRANSLATE THAT?
COULD YOU CALL ME BY
PRESSING POUND NINE?
AND IT WOULD BE THE
SAME HERE FOR THE 3 TO 1.
IF YOU'RE SAYING IN THREE
METRES YOU DO TWO SECONDS,
HOW DO I SHOW THIS A
LITTLE DIFFERENTLY?
SO PRESS POUND NINE.

After a few seconds, Lorraine says OKAY, SINCE WE'RE NOT
GETTING ALL THAT MANY CALLS,
MAYBE YOU'RE NOT TOO SURE.
ALL IT IS IS YOU WOULD THEN
PUT THREE-SEVENTHS WHERE
YOU'RE DOING HOW MANY
METRES PER SEVEN SECONDS.
SO YOU'RE DOING THREE
METRES IN SEVEN SECONDS.
SO HOW WOULD YOU CHANGE THAT?
AND THAT MIGHT BE A GOOD
QUESTION FOR YOU TO LOOK AT
BEFORE WE CONTINUE AFTERWARDS
ON OUR THURSDAY'S CLASS.
SO IF YOUR PAGE LOOKS A LITTLE
BIT LIKE MINE, YOU MIGHT WANT
TO REDO IT AND WHERE IT'S A
LITTLE BIT NEATER LIKE THIS.
OKAY.
AND THEN THURSDAY WE'RE GOING
TO TALK ABOUT THE FORCE OF
WHEEL RIM, AND WE'RE GOING
TO THEN SEE THE CONNECTION.
YOU MIGHT WANT TO REDO SOME
OF THESE TO MAKE SURE
THAT THEY ARE ACCURATE.
AND AS ONE SCHOOL CALLED,
I GUESS YOU ALREADY HAVE
YOUR PROTOTYPE FOR THE
FINAL PRODUCT.
YOU CAN STILL PLAY WITH
YOUR VEHICLE FRAMES AND TRY
DIFFERENT GEAR TRAINS AND
SEE WHAT THE EFFECTS ARE,
AND LEARN FROM OTHER
GROUPS AS WELL.
NOW FOR SOME OF THE SOFTWARE
THAT I SPOKE TO YOU, I THINK
IT WAS OVER A WEEK AGO,
WAS THE WAY THINGS WORK.
AND THERE ARE EXCELLENT IDEAS
AS FAR AS GEARS AND GEAR
RATIOS AND SO ON.
NOW I HAVE ANOTHER SOFTWARE
I'D LIKE TO SHOW YOU TODAY.
IT'S CALLED THE
ENCYCLOPEDIA OF SCIENCE.
AND IT LOOKS LIKE THIS.
SO YOU MIGHT WANT TO
WRITE THAT NAME DOWN.
ENCYCLOPEDIA OF SCIENCE.

A colourful animated kitchen appears.

Lorraine continues YOU SHOULD HAVE
THAT IN YOUR SCHOOL.
AND THERE ARE DIFFERENT
CATEGORIES WHERE IF YOU SEE MY
MOUSE MOVING AROUND HERE,
IN THE MIDDLE THERE'S
MATHEMATICS, PHYSICS,
CHEMISTRY AND LIFE SCIENCE.
OKAY.
AND IF YOU GO IN THE PHYSICS
AND YOU CLICK TWICE, SEE ALL
THIS FUN STUFF THAT HAPPENS.

A pale blue light comes out and several yellow pentagrams pop up with icons inside.

She continues NOW WE HAVE A LOT OF DIFFERENT
CATEGORIES TO GO INTO.
AND IF WE GO TO THE
MACHINES, YOU CLICK TWICE.
AND HERE AGAIN, WE HAVE ALL
DIFFERENT MACHINES THAT WE CAN
LOOK AT.
GEAR, PULLEYS, LEVERS, SCREWS,
SIMPLE MACHINES AND WHEEL
AND AXLE.
AGAIN, IF WE GO TO THE
GEARS FOR A REFRESHER...

A large yellow window shows texts and drawings.

She continues WE'RE NOTICING HERE WITH THE
GEARS, ONCE AGAIN THIS SOFTWARE,
IF YOU HAVE SPEAKERS AND SO
ON, IT WILL TALK TO YOU.
IT WILL READ YOU THE WHOLE
STORY, AND ANYTHING RED,
YOU CAN CLICK ON IT AND IT
EXPLAINS IN MORE DETAIL.
AS WELL AS IF YOU LOOK AT THE
SPUR GEARS, WHICH IS THE TYPE
OF GEARS WE ARE USING, IF YOU
PRESS ON THE RED AGAIN, THEY
GIVE YOU A LITTLE -- AS YOU
SEE, THEY'RE TALKING ABOUT
THE ROTATION.
AND THIS ONE BEING YOUR DRIVER
GEAR AND THEREFORE A DRIVEN
GEAR IS MOVING
THAT MUCH QUICKER.
IF IT GOES THE REVERSE WHERE
THIS IS THE DRIVER GEAR, AND
IT'S GOING MUCH SLOWER, THEN
YOU SEE YOUR DRIVEN GEAR MOVES
THAT MUCH SLOWER.
OKAY.
SO IF YOU HAVE A CHANCE TO
GO IN THERE AND VIEW THAT,
IT'S JUST A REINFORCER.
AS WELL, IF WE GO BACK TO
OUR MAIN -- GO RIGHT BACK.
IF YOU LOOK TO THE FAR
RIGHT, IT SAYS A AND Z.
THAT'S YOUR INDEX.
SO IF I CLICK ON THAT,
HERE I CAN PUT ANY WORD.
SO, FOR INSTANCE, RIGHT NOW
IT SAYS ACCELERATOR, BUT IF I
WERE TO PUT FORCE -- WHICH WILL
HAVE TO DO WITH THURSDAY'S
LESSON, AT THE FORCE,
GO TO MEASUREMENT.
SO YOU MIGHT WANT
TO WRITE THIS DOWN.
YOU GO TO MEASUREMENT.
YOU PRESS ON THAT AND YOU
CLICK TWICE, OR YOU CAN GO OKAY.
IT WILL FIND THE
INFORMATION FOR YOU.
AND YOU WAIT PATIENTLY AND
IT WILL GO ON FROM HERE.
AND YOU WILL NOTE AT THE
MEASURING FORCE, THEY WILL BE
TALKING TO YOU ABOUT A NEWTON
METRE SCALE, WHICH IS WHAT
YOU'RE GOING TO NEED FOR
THURSDAY, AND IT'S IN YOUR KIT.
IT'S GREEN.
AND HERE IT EXPLAINS HOW
THE SCALE ACTUALLY WORKS
IN NEWTONS.
AND I WANT YOU TO READ UP ON
THAT SO THAT YOU'LL BE READY
FOR THE RIM FORCE EXERCISE THAT
WE'LL BE DOING ON THURSDAY.
EXCELLENT EXPLANATIONS.
GO IN THERE, HAVE FUN,
SEE WHAT THEY HAVE
TO TELL YOU ABOUT IT.
AS WELL, YOU CAN FIND
INFORMATION -- IF I CLICK
OFF AGAIN.
GO RIGHT BACK TO MY MAIN...
HERE IT SAYS WHO'S WHO.
IF YOU GO IN THERE, ON
THE FAR BOTTOM LEFT...
AND I'LL TRY THAT AGAIN.
AND HERE WE GO.
THERE'S A BUNCH OF LETTERS.
AND THE FELLOW WHO ACTUALLY --
NEWTON METRE SCALE -- CAME UP
WITH THE SCALE,
HIS NAME IS NEWTON.
SIR ISAAC NEWTON.
SO YOU PRESS ON
N AND HERE WE GO.
AND WE SEE NEWTON AT
THE BOTTOM FAR LEFT.
SO YOU CLICK ON THAT.
AND YOU GET A HISTORY OF SIR
ISAAC NEWTON AND WHEN HE WAS
BORN AND WHAT KIND OF THINGS
HE DID, AND IT'S A GREAT
HISTORY OF UNDERSTANDING WHERE
THE SCALE CAME FROM, WHY IS IT
WE'RE EVEN USING A SCALE IN
NEWTONS, AND THEN WE'LL BE
DISCUSSING THAT ON THURSDAY.
SO IF YOU HAVE A CHANCE TO
LOOK AT THAT FIRST OF ALL,
THEN WHEN THE EXPLANATIONS ARE
DONE ON THURSDAY, IT'LL BE
THAT MUCH CLEARER FOR YOU.
SO ONCE AGAIN, FOR YOUR
HOMEWORK, I'D LIKE YOU TO HAVE
A LOOK AT THE SCREEN HERE.
MAKE SURE YOU HAVE A GEAR
TRAIN WITH -- TRY DIFFERENT
ONES BEFORE THURSDAY, BUT MAKE
SURE YOU HAVE A GEAR TRAIN ON
YOUR VEHICLE FRAME, ATTACHED
TO THE MOTOR AND WHEELS,
FOR THURSDAY'S LESSON.
ONCE AGAIN, IT'S A REMINDER
TO PUT ALL INFORMATION, IF
POSSIBLE, ON YOUR DESIGN LOG
SO THAT YOU CAN KEEP THIS IN
YOUR LOG FOLDER SO THAT ALL
THE TIME YOU HAVE ACCESS TO IT.

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

She continues JUST LIKE THE LESSON HERE.
MAKE SURE IT'S ALL A LITTLE
BIT NEATER THAN THIS AND YOU
PUT IT INTO YOUR LOG FOLDER
SO YOU CAN ALWAYS REFER TO IT
WHEN IT COMES TO
YOUR FINAL PRODUCT.
AS WELL, WITH YOUR DESIGN
LOGS, I WOULD REALLY
APPRECIATE IT IF YOU COULD FAX
ME EXAMPLES OF SOME OF YOUR
DESIGN LOGS.
IF YOU COULD PUT YOUR NAME AND
YOUR SCHOOL -- I WON'T PUT IT
THERE IF YOU DON'T WANT ME TO,
BUT I'D LIKE TO SHOW SOME OF
THEM AT THURSDAY'S LESSON.
AND IT IS -- WE HAVE A
TOLL-FREE FAX NUMBER.

She shows a new piece of blue paper. It reads “1-888-522-7141 Local: 416-484-2609.”

She continues AND AS WELL, YOU WILL NOTE
HERE, THIS IS THE SHEET THAT
I WANT YOU TO SEND OR TO FAX
TO ME, SO I CAN SEE SOME OF
YOUR OBSERVATIONS AND DATA,
SOME OF YOUR GEAR TRAINS,
EVEN IF IT'S SIMPLE
GEARS, WHATEVER.
JUST SEND ME SOME.
I'D LIKE TO SEE HOW YOU'RE
DOING YOUR OBSERVATIONS AND
DATA AND WE COULD SHARE
IT WITH SOME OF THE OTHER
CLASSROOMS FOR
THURSDAY'S LESSON.
LEAVE THAT A FEW MORE SECONDS.
TO GO BACK, FOR YOUR HOMEWORK,
THE SOFTWARE THAT YOU'VE JUST
SEEN TODAY, THE ENCYCLOPEDIA
OF SCIENCE, HAVE A LOOK AT
THAT AND LOOK UP FORCE AND
MEASUREMENT, AS WELL AS THE
NEWTON METRE SCALE,
WHICH IS ALL IN THERE,
FOR THURSDAY'S LESSON.
AND DON'T FORGET, YOU COULD
STILL USE THE SOFTWARE,
THE WAY THINGS WORK.
EXCELLENT IDEAS
IN THERE AS WELL.
AND TO BRING YOUR KIT, SCALE
AND SOME STRING TO SUSPEND
THE SCALE FOR THURSDAY.
AND DON'T FORGET,
HAVE FUN WHEN YOU'RE
DOING ALL THIS WORK.
I WILL BE PUTTING BACK THE
HOMEWORK SLATES SO YOU CAN
WRITE IT DOWN AND NOT FORGET
WHAT'S REQUIRED OF YOU FOR
THURSDAY AND I'D LIKE TO
THANK YOU VERY MUCH FOR
PARTICIPATING TODAY.
SORRY FOR A FEW OF THE
COMPLICATIONS AS FAR AS THE
CALL-INS, BUT I'M SURE WE'LL
WORK IT ALL OUT FOR THURSDAY,
AND WE LOOK FORWARD
TO SEEING YOU THEN.
BYE-BYE.

The slate changes to “Homework. 1: Gears/Motor/Wheels. 2: Design Log/Log Folder. 3. The Encyclopedia of Science, The Way Things Work. 4. Bring kit/scale/string. Have fun!”

Watch: Measuring Performance-ST7