Transcript: Student Session 10 | Aug 24, 1998

(music plays)

The opening slate pops up with a countdown timer from 7 seconds and the title “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.

When the countdown finishes, Stewart appears. He has short brown hair and wears a full beard and glasses. He’s dressed in a black t-shirt with Albert Einstein’s face printed on it, and a red head bandana.
He holds up a sword and stands behind a table. A pineapple is on it.

He says HI-YA! HI-YA!
HI-YA!

Lorraine sits at her computer and says HEY, MISTER C., I
DIDN'T KNOW YOU
WERE THE FIFTH
NINJA TURTLE.

She has long auburn hair, tied in a pony tail. She wears a blue shirt and a cap.

Stewart says I'M NOT THE FIFTH
NINJA TURTLE.
I'M THE ORIGINAL.

She smiles and answers WELL, I BELIEVE IT
THE WAY YOU'RE WAVING
THAT HUGE
KNIFE AROUND.

He looks at the sword and exclaims HUGE KNIFE?!
I'LL HAVE YOU KNOW THAT
THIS IS A GENUINE
SAMURAI SWORD, THE BEST IN
THE WESTERN HEMISPHERE.
HI-YA!!

He hits the pineapple with it and the sword breaks in two.

She laughs and says WHOA!
OH, YEAH?
HOW COME IF IT'S ONE
OF THE FINEST SWORDS
IN THE WESTERN HEMISPHERE,
IT'S HAVING A HARD TIME
SLICING THAT
PINEAPPLE OF YOURS?
AND WHAT ABOUT ALL THAT
LAYING AND PRECISION
ENGINEERING YOU WERE
TELLING ME ABOUT?

He looks at both pieces of the sword, cries and says I HATE TO ADMIT IT BUT
IT'S NOT A REAL SWORD.

Lorraine smiles and says NO KIDDING, AND WOW,
AND ALL THIS TIME
I THOUGHT YOU WERE
DICING WITH DEATH.

Stewart walks up to her and says I WAS PRETTY
IMPRESSIVE, WASN'T I?

She answers IMPRESSIVE'S
NOT THE WORD.
IN FACT, I'M NOT QUITE SURE
WHAT THE WORD WOULD BE.
ANYWAY, LET'S SEE
THIS SWORD OF YOURS.
GENUINE JAPANESE SAMURAI
SWORD MADE IN TAIWAN.
MISTER C, AREN'T YOU
A LITTLE BIT OLD
TO BE PLAYING
WITH TOYS?

He says THIS WASN'T
A TOY.
THIS WAS A COLLECTOR'S
ITEM AND YOU KNOW
HOW I LOVE COLLECTING
THINGS JAPANESE.

She says WELL, THAT'S TRUE.
LET'S CALL JACK MINER
SCHOOL AND FIND OUT
HOW MUCH INFORMATION
THEY COLLECTED ON JAPAN.
SO CALL US NOW IF YOU'RE
FROM JACK MINER SCHOOL
BY PRESSING number sign 9 AND SHARE
WITH US THE INFORMATION
YOU HAVE ON JAPAN.
AND WE'RE CALLING
CODY FROM JACK MINER.
AND YOU'LL BE READY
TO WRITE DOWN
THE INFORMATION.

He says GEE, THAT WAS PRETTY
EXCITING OVER THERE.

She chuckles and says CERTAINLY WAS.

He comments I'LL TELL YA.

She says SORRY ABOUT YOUR TOY.
POOR PINEAPPLE.
HELLO.

Cody says HELLO?

Lorraine says HI, DO YOU HAVE SOME
INFORMATION FOR US?

Cody answers YEAH.

She says OKAY.

Cody says ABOUT 126 MILLION
PEOPLE LIVE IN JAPAN.

Stewart picks up a pen and writes the number down followed by P.E.O.

He comments GREAT.

Lorraine says GREAT.
THAT'S THE POPULATION.
DO YOU HAVE ANY MORE?

Cody says THE PEOPLE OF TOKYO
IN '95 IS 8 million 19 thousand 938, Tokyo.

She says EXCELLENT.
WELL, THANKS
VERY MUCH, CODY.
AND WE'RE CALLING
WARREN FROM JACK MINER.
GREAT.
HELLO.

Warren says HI.

She asks HI.
WHAT CAN YOU TELL
US ABOUT JAPAN?

He says I CAN TELL YOU TWO OF THE
POP SINGERS THAT I FOUND.

Stewart says GREAT.

He says SEIKO

Stewart asks CAN YOU
SPELL THAT?

He answers SURE.
S-E-I-

Stewart says DID YOU SAY F?

Warren answers S.

He says S, SORRY.

Warren continues E-I.

K-O.

Stewart writes it down and says THANK YOU.
THAT'S ONE.
WAS THERE
ANOTHER ONE?

He says OKAY.
I DON'T KNOW HOW
TO PRONOUNCE IT.
I'LL JUST SPELL
IT FOR YOU.
N-O-R-I-Y-U-K-I

Stewart asks DO YOU WANT TO TRY
PRONOUNCING THAT ONE, LORRAINE?

She tries NORIYUKI.

Stewart says NORIYUKI,
THAT'S GREAT.

She says NORIYUKI.
THANKS, WARREN.
DO YOU WANT TO ASK YOUR
FRIENDS FROM JACK MINER
TO CALL AND SHARE SOME
MORE INFORMATION?
THANKS.

Stewart says GEE, I DIDN'T KNOW THOSE
TWO NAMES, DID YOU?

She answers NO.

He says SEIKO.

She says SEIKO AND NORIYUKI
AND THEY'RE MUSICIANS,
YOU'RE SAYING.

He says YES.

She says OKAY.
WHOOPS, I HAVE
CODY AGAIN FROM
JACK MINER SCHOOL.

Cody says HELLO.

She says HI, CODY.

Stewart says I.

Lorraine asks DO YOU WANT TO GIVE
US SOMETHING ELSE?

Cody says OKAY.
I HAVE THE CLIMATE.

Stewart says GREAT.
TELL US ABOUT
THE CLIMATE.

Cody says JAPAN HAS LONG HOT
SUMMERS AND MILD WINTERS.

Stewart takes notes as he says LONG HOT SUMMERS AND
MILD WINTERS DID YOU SAY?

Cody says YES.

Stewart says OKAY.

Lorraine says GREAT.

Cody continues AND SEASONAL WINDS
CALLED MONSOONS
AFFECT JAPAN'S CLIMATE.

Stewart says EXCELLENT.
ANYTHING ELSE TO ADD?

Cody says YES, BUT BEFORE I
SAY THE NEXT ONE,
WE'RE WORKING ALL
FROM THE SAME PHONE
SO WE CAN DO
THIS FASTER.

Lorraine says OH, FABULOUS.
GOOD IDEA.

Stewart says HEY, THIS
SOUNDS GREAT.
GOOD IDEA.

Lorraine adds I BELIEVE WE HAVE
KATHERINE, AS WELL.

Cody asks CAN I SAY MY LAST ONE?

Lorraine says SURE.

Stewart says GO FOR IT.

Cody adds OKAY.
JAPAN HAS TWO MAJOR RAINY
SEASONS FROM MID-JUNE
TO EARLY JULY, AND FROM
SEPTEMBER TO OCTOBER.

Stewart takes notes and says OKAY, SO THE RAINY
SEASONS ARE JUNE TO JULY
AND SEPTEMBER TO
OCTOBER, GREAT.

Lorraine says THANKS VERY MUCH.

Cody says WELCOME.

She asks AND WHO DO WE HAVE
ON THE LINE NOW?

Vanessa says VANESSA.
HI.

Lorraine says HI, VANESSA.

She says I HAVE THE
CAPITAL OF JAPAN.

Stewart says YES.

She says TOKYO.

Stewart writes down Tokyo in capital letters and says GREAT, NICE AND BIG.

He comments CAPITAL, RIGHT ON.

Lorraine asks DO YOU HAVE SOMETHING
ELSE, VANESSA?

Another voice says NO.

Lorraine says NO, WHOOPS, YOUR
VOICE HAS CHANGED,
AND WE ARE
TALKING TO?

Sandra says SANDRA.

Lorraine says HI, SANDRA.

She answers HI.
I HAVE THE NATIONAL
LANDMARKS THERE.

Stewart says I DIDN'T CATCH THAT.

She repeats I HAVE THE
NATIONAL LANDMARKS.

He says LANDMARKS,
RIGHT ON, OKAY.

She says OKAY, THERE'S MANY
SHINTO TEMPLES.

He asks HOW DO YOU SPELL
SHINTO?
S-H?

She completes -I-N-T-O.

Stewart writes it down and says SHINTO TEMPLES, RIGHT.
YES, THEY ARE
ALL OVER, YES.

She says AND THERE'S ALSO
A GREAT BUDDHA.

He writes and says AND THE BUDDHA,
B-U-D-D-H-A?

She answers YUP.

He says GREAT.
THE GREAT BUDDHA.
ANYTHING ELSE?

She says NO.

He says GREAT.
ANYBODY ELSE TO
COME ON THE LINE?

A girl says HELLO.

Lorraine says HI.

The girl says HI.
I HAVE TWO FAMOUS
LANDMARKS.

Stewart says YES, GO FOR IT.

She answers OKAY, MOUNT FUJI.
DID THEY NAME THAT
AFTER THE FILM?

She chuckles.

He says I DON'T THINK SO.
ANYWAY, YES?

She continues AND OSAKA CASTLE.

He says OSAKA CASTLE, I'M NOT
FAMILIAR WITH THAT.
GREAT.
I'D BE INTERESTED TO SEE
WHAT THAT LOOKS LIKE.
YES.

She says AND THAT'S ALL I HAVE.

Lorraine says GREAT.

Stewart says FANTASTIC.

Lorraine asks AND IS THERE
ANYONE ELSE?
HI.

A girl answers HI.
I HAVE THE LAND
AREA OF JAPAN.

Stewart says LAND, OH, I
LIKE, LAND AREA.

She says OKAY, IT'S 377 thousand 835
KILOMETRES.

He asks KILOMETRES SQUARED?

She says I DON'T KNOW.

He asks IT'S AREA, RIGHT?

She answers YES.

He writes down the area and comments SO THAT'S GREAT.
YOU KNOW THAT'S
A GREAT QUESTION,
WHAT'S THE POPULATION
DENSITY FOR JAPAN AND
WE KNOW THE POPULATION,
IT'S A 126 MILLION?

She says THAT'S RIGHT.

He continues DIVIDED BY ABOUT,
OH, 400 thousand.
I'M GOING TO JUST DO A
QUICK, I CAN'T RESIST.
I'M GOING TO ROUND
THAT OFF TO 400 thousand.
SO THOSE GO OUT.

He crosses out all the zeros in 126 million as he says ALL THOSE ZEROS GO OUT
AND 4 GOES INTO THAT 315.
315 PEOPLE PER
KILOMETRE SQUARED.
FANTASTIC.
NOW, THERE'S
SOME GOOD MATH.

Lorraine comments THAT'S A LOT
OF PEOPLE.

A male voice says HELLO.

Lorraine says HI.

He says HELLO.
I HAVE ONE MORE FACT.

Stewart asks WHAT'S THAT?

He answers OKAY.
JAPAN'S MAIN INDUSTRIES
ARE MANUFACTURING.

Stewart says YES.

He continues FISHING.

Stewart writes down the facts and says YUP.

He continues FOREIGN TRADE.

Stewart says TRADE, RIGHT.

He says AND ELECTRONICS.

Stewart says AND ELECTRONICS,
GREAT.
THIS IS AN
EXCELLENT REPORT.

Lorraine says YES, THANKS VERY MUCH.

Stewart says GREAT.

The boy says OH, WAIT, WE HAVE
OLYMPIC FACTS
IF YOU WANT TO
KNOW THEM.

Lorraine says SURE.

Stewart says ONE MORE, WE'LL
TAKE OLYMPIC FACTS.
THAT'S GREAT.

He says OKAY.
WOMEN'S HOCKEY MADE A
DEBUT AND THEY WON
A SILVER METAL.

Stewart says THAT'S RIGHT.
CANADA WON THE
SILVER, RIGHT?

He says YEAH.

Stewart says FIRST TIME.
THAT'S A DEBUT.

The by says SNOWBOARDING
MADE ITS DEBUT.

Stewart says SO DID
SNOWBOARDING, RIGHT.

He says WITH A HALF-PIPE
AND GIANT SLALOM.

Stewart says RIGHT, SO THERE ARE TWO
EVENTS IN THAT, RIGHT?
TWO EVENTS, SLALOM
AND - WHAT WAS THE
OTHER ONE CALLED?

Lorraine puts in HALF-PIPE.

Stewart says HALF-PIPE.

The by adds OH, IT WAS THE 18TH
WINTER OLYMPICS THIS YEAR.

Stewart says THE 18TH, WOW.

He continues OKAY, ROSS REBAGLIATI
WON GOLD IN THE DOWNHILL
SLALOM AND SNOWBOARDING.

Stewart says SO WE GOT THAT
GOLD HERE

He marks hockey with an “S” and Snowboarding with a “G” and continues
IN THIS
AND WE GOT A
SILVER HERE, YES.

The boy says CANADA GOT 8TH IN MEN'S
HALF-PIPE IN SNOWBOARDING.

Stewart says WE GOT 8TH IN THIS, OKAY,
THAT'S NOT A BAD RESULT.

He says AND JEREMY WOTHERSPOON
AND KEVIN OVERLAND GOT
SILVER AND BRONZE IN THE
MEN'S 500 SPEED SKATING.

Stewart says 500 METRE SPEED
SKATING, RIGHT ON.

He says NOW WE'RE DONE.

Lorraine says GREAT.
WONDERFUL JOB.

Stewart says WHAT A GREAT REPORT.
YOU KNOW, THIS IS USUALLY
THE TIME IN THE SHOW
WHEN WE HIGHLIGHT A
LITTLE BIT MORE
GEOGRAPHIC AND HISTORIC.
I MEAN, WITH THAT GREAT
REPORT FROM JACK MINER,
GEE, THAT WAS FABULOUS.
DON'T WE HAVE A
COUPLE OF QUESTIONS?

Lorraine answers CERTAINLY DO AND YOU WILL
REQUIRE YOUR PHONES TO
ANSWER THESE QUESTIONS.

A slate appears on screen. It reads “Question number 1” as a title; followed by Which of the following is not connected to Japan? 1, sumo; 2, Geisha; 3, Tai Chi; 4, Bonsai.
A column on the right shows the quantity of student answering via phone.

Lorraine says OH, INTERESTING RESULT.
OKAY, WE HAVE
80 PERCENT ALMOST.

Stewart says YOU KNOW WHAT?

She asks WHAT?

He says I GOT AN IDEA.
MAYBE WE COULD ASK ONE OF
THE KIDS WITH THEIR HANDS UP
TO TELL US WHICH ONE
THEY CHOSE AND WHY.

She says OKAY, AND LOOK
AT THIS.

A graph shows four columns representing the answers.

There are four columns. Each represents a different answer. Sumo is labelled 8. Geisha is labelled 16. Tai Chi is labelled 14 and Bonsai is labelled 16.

He says WE'VE GOT

Lorraine says A REAL VARIETY.

Stewart says WE'VE GOT A
VARIETY ON THIS ONE.
SO, LET'S TRY.

Lorraine says OKAY.
HOW ABOUT SOMEONE
FROM USBORNE CENTRAL.
USBORNE CENTRAL, HELLO.

Heather says HELLO.

Stewart says HI.
IS IT HEATHER?

She answers YES.

He asks OW, WHICH ONE DID YOU
CHOOSE OF THOSE FOUR,
SUMO, GEISHA,
TAI CHI, AND BONSAI?

She answers NO. 2.

Stewart says THAT'S GEISHA.
NOW, DID YOU HAVE A
REASON FOR PICKING NO. 2?

She says NO.

He says YOU GUESSED?
IT JUST DIDN'T SOUND
JAPANESE, OKAY.

She says GREAT, THANK YOU.

Stewart says LET'S TRY SOMEBODY ELSE
AND SEE IF THEY'VE
GOT A REASON.

Lorraine says COLLEGE AVENUE.
PENG, I BELIEVE.
HELLO.

Peng says HI.

Stewart says HELLO.
AND WHAT'S YOUR NAME?

Peng answers PENG.

Stewart asks CAN YOU TELL ME WHICH ONE
YOU CHOSE FROM THE FOUR?

Peng says TAI CHI.

He asks NOW, WHY?
WHY DID YOU
PICK TAI CHI?

Peng answers I DON'T KNOW.

Lorraine says WELL, YOU GOT LUCKY THERE
BECAUSE THAT IS CORRECT.

Stewart says THAT IS THE
CORRECT ANSWER.
TAI CHI IS CORRECT.
CAN ANYBODY PHONE
IN AND TELL US
WHY TAI CHI
IS CORRECT?

Lorraine says WHY TAI CHI IS
NOT JAPANESE.
AND WE WILL
TRY SOMEONE HERE
FROM COLLEGE AVENUE.

Stewart says COLLEGE AVENUE.

Lorraine says ADAM, I BELIEVE.

Adam says HELLO.

Lorraine answers HI.

Stewart asks CAN YOU TELL US WHY TAI
CHI IS THE CORRECT ONE,
THAT IT'S NOT
JAPANESE?

He answers IT'S CHINESE.

Lorraine says THAT'S VERY GOOD.

Stewart says VERY GOOD,
EXCELLENT.

She asks SINCE YOU DID SO
WELL, WE'RE GOING
TO HAVE ANOTHER
QUESTION FOR YOU.

Stewart says SET 'ER UP.
LET'S GO.

She says OKAY, HERE WE GO.

Stewart comments LOOKING FORWARD
TO THIS.

She says ONCE AGAIN YOU'LL
REQUIRE YOUR PHONES.

A blue slate appears. It reads “Question number 2” as a title. Below the title is reads “Which Japanese city (apart from Nagano) has hosted the Winter Olympics?”
The options read; 1, Kyoto; 2, Sapporo; 3, Kobe; Nagasaki.

Lorraine says HMMM.
INTERESTING.

The bar grows and Stewart says SEE WE'RE UP TO 60 PERCENT
ALMOST AND WE'RE
SLIPPING UP THERE.
GET EVERYBODY TO COMMIT.
LET'S SEE HOW CLOSE
WE CAN GET TO 100 PERCENT.
WE'RE UP TO 75.
COME ON, A FEW
MORE RING-INS.
THERE ARE A
FEW MORE.
WHEN WE HIT 80, I THINK
WE CAN LOOK AT THE GRAPH.
WHAT DO YOU THINK?

She says SURE.
AHHH.

He says AH, WE HIT 80.
THANKFULLY WE HIT 80.

A graph representing the answers appears. It shows Kyoto with 18; Sapporo with 9, Kobe with 17 and Nagasaki with 8.

She comments OOH, INTERESTING.

Stewart says INTERESTING.

She says LITTLE BIT OF ALL FOUR.

He comments A LOT OF PEOPLE
THINKING KYOTO.
NOW REMEMBER THIS IS
THE WINTER OLYMPICS,
SO IT'S GOT TO BE
A PLACE WITH SNOW.
AND, YOU KNOW, THE
INTERESTING THING
IS I THINK KYOTO
IS FAIRLY SOUTH.
DO YOU KNOW WHAT THE
CORRECT ANSWER IS?

Lorraine says I CERTAINLY DO AND
IT'S THE PINK COLUMN
WHERE IT'S SAPPORO, NUMBER 2.

He says SAPPORO, JAPAN, AND A
NUMBER OF YEARS AGO,
A LONG TIME AGO.

She says AT THIS POINT WE'RE
GOING TO SHOW YOU
A LITTLE VIDEO
OF JAPAN, ENJOY.

She presses a button on her screen and a video shows an aerial view of a forest in Japan. The coloring of the trees shows orange, yellow and brown. Several houses with two ridged roofs slightly curved upwards at the end appear.

Back in the studio, Stewart says HELLO.

Lorraine comments BEAUTIFUL.

He says WE'RE BACK.

She asks CAN YOU TELL, IT WAS
IN THE FALL WITH
THE BEAUTIFUL LEAVES
TURNING COLOURS.

He says YOU KNOW,
GUESS WHAT?

She asks WHAT?

He explains ON THE WEEKEND I
GOT A PHONE CALL
FROM RENE AND ISAAC.

She says AH.

He explains THEY HAVE A PLAN TO CATCH
THE SUSPECT RED-HANDED.

She adds WELL, I HOPE IT'S
NOT DANGEROUS, IS IT?

He says I DON'T THINK SO.
HERE'S HOW THE
PLAN WORKS.
SOPHIA STAYS
AT HOME.
SHE MONITORS THE
E-MAILS ON THE COMPUTER
EVERY FEW
SECONDS OR SO.
IF SHE GETS AN E-MAIL
FROM THE SUSPECT,
SHE GETS ON THE CELL
PHONE AND THE TWO KIDS
ARE STAKED OUT.
ISAAC IS OVER AT THE
SCHOOL CHECKING OUT
THE COMPUTER LAB, AND
RENE AT THE SAME TIME
WILL BE IN THE MARC GARNEAU
COLLEGIATE INSTITUTE
LIBRARY DOING
THE SAME THING.

Lorraine asks WELL WHAT HAPPENS IF
EITHER ONE OF THEM
SEES SOMEONE
SUSPICIOUS?
DO THEY JUST JUMP
OUT AND ARREST THEM?
THEY CAN'T DO THAT.

He says NO, THAT WOULD
BE DANGEROUS.
NO DOUBT ABOUT THAT.
IN FACT, I THINK THEY
HAVE A FAR SAFER PLAN.
THEY PLAN TO CAPTURE
THE SUSPECT ON FILM.

She says OH, BRILLIANT.
AND WHEN DO THEY
PLAN ON DOING THAT?

He says I THINK LATER
THIS WEEK.

She says SO WE'RE GETTING CLOSER IN
FINDING OUR SUSPECT, THEN.

Stewart says I THINK SO.

A blue slate appears. It reads “Will René or Isaac get their man (or woman)?”
Below the caption there is a picture of a camera.

Back in the studio, Lorraine smiles and says WELCOME TO THE MATH
MYSTERY AND HELLO, STEWART.

Stewart says HELLO, LORRAINE.
HOW YOU DOING?

She answers I'M DOING
WELL, THANKS.
NICE TO SEE YOU.

He says TODAY I'M GOING TO DO
FUNDAMENTALLY WHAT
WE NORMALLY DO ON THE MONDAY
AND THAT IS TO VERY
BRIEFLY JUST HIGHLIGHT THE
QUESTIONS IN THE EXERCISE.
I INVITE YOU TO
ASK ANY QUESTIONS
AS WE GO ALONG
OR WHATEVER.
IF WE SEE A HAND UP
FROM TIME TO TIME,
WE'LL CHECK IN TO SEE
IF EVERYTHING'S CLEAR.
AND THEN I'M GOING TO
FINISH UP THE PROBLEM
THAT I INTRODUCED ON THURSDAY
AND SEE WHAT KINDS
OF ANSWERS WE GOT THERE.
EXERCISE NUMBER 1.
NOW, WE'RE JUST
GOING TO ZOOM IN.
I'M NOT WORRIED ABOUT
YOU READING IT BECAUSE
I PRESUME YOU HAVE IT
IN FRONT OF YOU ANYWAY.

He shows a paper. It reads “Exercise 1; For your allowance you were given one penny on the first day of January, 2 pennies on the second day, 4 pennies on the third day, eight pennies on the fourth day, and so on in this manner to the 31st day; how much would you receive? How many times more or less would this be if you received 100 dollars a day for each of the 31 days?”

He continues THIS ONE IS A
CLASSIC PROBLEM.
IT GOES WAY,
WAY BACK.
IT'S ONE THAT I PROBABLY
HEARD WHEN I WAS A KID AND
BELIEVE IT OR NOT THAT
WAS FAIRLY FAR BACK.

Lorraine chuckles.

He continues IT'S THE ONE, WHICH
WAY DO YOU WANT TO TAKE
YOUR ALLOWANCE, A
PENNY ON THE FIRST DAY
AND TWO ON THE
SECOND?
AS OPPOSED TO, WHAT
DID I SAY, 100 DOLLARS A DAY.
YOU KNOW, I THINK
I'D TAKE 100 DOLLARS A DAY,
WOULDN'T YOU?
ANYWAY, YOU CHECK IT
OUT AND SEE WHICH
WOULD BE THE BETTER.
THE SECOND
QUESTION, AGAIN,
WHAT I'M TRYING TO DO ON
THIS ONE IS TO,
IT'S A SIMILAR TYPE
OF QUESTION.
THE MAIN THING ABOUT
THIS, OF COURSE,
I'VE SET IT IN JAPAN,
THE EMPEROR OF JAPAN.

Ht second question reads “The emperor of Japan looked out upon his garden and saw that the royal gardener had created a group of thirty-six square flower beds arranged in six rows of 6. The great beauty of this sight inspired him to offer his people a grain of rice on the first square, 3 grains of rice stacked vertically on the second square, nine grains of rice stacked vertically on the third square and so on to the 36th square. How high would the last stack reach, given that the thickness of a grain of rice is 1 millimeter? Upon finding the answer and converting the linear measurement into a more appropriate unit, you should use class resources to find an example of a comparable linear quantity.”

He continues THIS IS ALSO A CLASSIC
PROBLEM THAT IS STATED
IN A SLIGHTLY DIFFERENT WAY
THAN IT HAS BEEN IN THE PAST.
I THINK THE IMPORTANT
THING HERE IS WHAT YOU HAVE
WHEN YOU GET DOWN TO
THE END, AND THAT IS,
YOU FOUND THAT THIS
STACK OF RICE IS VERY,
VERY, VERY HIGH.
AND THE QUESTION
IS, HOW HIGH IS IT?
NOW, YOU'LL GET
THAT IN MILLIMETRES,
BUT I WANT YOU TO
CONVERT TO EITHER METRES
OR PERHAPS EVEN
KILOMETRES.
YOU KNOW, IT
COULD BE A LOT.
I'M NOT QUITE
SURE HOW MUCH.
YOU'LL FIND OUT,
I GUESS.
AND WHEN YOU CONVERT IT TO
ONE OF THOSE MEASUREMENTS,
YOU FIND SOMETHING THAT
YOU'LL UNDERSTAND THAT
COMPARES TO IT, AND THIS
WHOLE IDEA OF COMPARISON
IS A VERY
IMPORTANT IDEA.
YOU BEGIN TO UNDERSTAND
EITHER HOW LARGE
SOMETHING IS OR PERHAPS
HOW SMALL SOMETHING IS.
IN THIS CASE, IT
WILL BE LARGE.
IT'S A GIANT STACK.
THIS ONE, WE CAN SORT OF
LOOK AT THE RINGS
WHEN WE HAVE IT UNDER
THE CAMERA HERE.

He pulls out another exercise. It shows the Olympic rings and reads “The 1998 Winter Olympics were held in Nagano, The symbol of the Olympics is five interlocking rings each of a different colour. If you were a flag printer and you had seven different colours of paint to choose from (you know for sure that the paints you have include all five Olympic colours) what is the probability that you will choose the correct colours and use them in the correct order?”

He continues THIS IS REMINISCENT.
IT'S NOT EXACTLY AS YOU
WOULD SEE THE OLYMPIC RINGS,
BUT THERE
ARE FIVE RINGS.
IF I'M NOT MISTAKEN, THE
FIVE RINGS ORIGINALLY
REPRESENTED EACH
OF FIVE CONTINENTS.
WHICH IS A LITTLE BIT
HARD TO UNDERSTAND SINCE,
IN FACT, YOU MIGHT THINK
THERE ARE SIX CONTINENTS.
AND IF SOMEBODY WANTS
TO CHECK IT OUT FOR ME,
BUT I BELIEVE THAT WHAT
YOU WILL FIND IS THAT
ORIGINALLY THIS WAS SET
BASED ON FIVE CONTINENTS.
EACH ONE OF THE RINGS
HAS A DIFFERENT COLOUR
AND THEY COME IN A
CERTAIN ORDER.
THIS IS A VERY
TRICKY QUESTION.
IT'S ONE WHERE YOU'RE
GOING TO HAVE TO DO SOME
REAL THINKING, MAYBE
TALK TO YOUR FRIENDS,
TALK TO YOUR TEACHER,
AND TRY TO DISCUSS HOW
YOU WOULD GO ABOUT TRYING
TO FIGURE OUT HOW MANY
DIFFERENT WAYS YOU CAN
COLOUR THESE DIFFERENT
RINGS WHEN YOU HAVE
SEVEN COLOURS OF PAINT.
ONCE YOU GET THAT, THEN
YOU CAN DETERMINE
THE PROBABILITY THAT THE
PAINTER WOULD BE LUCKY
ENOUGH AT RANDOM TO PAINT
THEM IN THE RIGHT WAY
WITH THE RIGHT COLOURS.

Lorraine says AND JUST TO LET YOU KNOW,
WE WILL BE GOING THROUGH
SOME OF THESE OR SIMILAR
EXERCISES TOMORROW
TO HELP YOU OUT THERE.

Stewart comments THAT'S GREAT.

He says WE DO HAVE A CALL FROM
COLLEGE AVENUE
AND I BELIEVE IT'S
PENG AGAIN.
HI.
HI, YOU HAVE A
QUESTION FOR US?

Peng answers NO.

Stewart says NO, YOU JUST HAPPENED
TO BE ON THE LINE?

Peng says YEAH.

He asks ARE YOU FAMILIAR WITH
THE OLYMPIC RINGS?
DO YOU REMEMBER THEM?

Peng says YEAH.

He asks DO YOU KNOW ANYTHING ABOUT THE
OLYMPIC RINGS YOURSELF?
DO YOU KNOW WHAT THE FIVE
CONTINENTS ARE THAT
ARE REPRESENTED BY
THE RINGS?

Peng says SURE.

He asks WHICH ONES?

Peng answers THE RED ONE.
I DON'T KNOW WHAT
IT IS ON THERE.
I'M AN IDIOT.

Lorraine says THAT'S STILL A GREAT
QUESTION FOR THEM.

Stewart says IT'S A GREAT QUESTION
TO CONSIDER, ABSOLUTELY.
THE FOURTH AND LAST
QUESTION IN THE
FIRST EXERCISE,
EXERCISE NUMBER 1,
IS BASED ON THE
IDEA OF ORIGAMI.
NOW, I KNOW THAT THIS IS A
BIT OF A STRETCH IN
SOME SENSE, BUT IF YOU
HAD A PIECE OF PAPER -

He takes a paper from Lorraine and says I'M GOING TO STEAL
THIS ONE FROM YOU.
I HOPE THAT IT'S NOT
THAT CRITICAL TO YOU
IN TERMS OF THE SCRIPT.
BUT IF YOU HAD A HUGE
PIECE OF PAPER AND YOU
FOLDED IT OVER LIKE THIS,

He folds the paper in half.

He folds it again and continues AND THEN YOU TOOK THIS
HUGE PIECE OF PAPER AND
YOU FOLDED IT OVER AGAIN
LIKE THIS, WHAT IS
HAPPENING IS THAT
IF YOU LOOK AT THE
END,

He shows the folded paper and comments IT IS BEGINNING
TO GET THICKER
AND THICKER.
WELL, THIS LITTLE
PIECE OF PAPER,
I CAN'T DO THIS TOO
OFTEN,

He folds it once more and says SO I JUST FOLDED
IT AGAIN AND I'LL TRY
IT ONE MORE TIME.

He does it again.

He continues NOW, ALL YOU'RE LOOKING AT
IS PAPER THINNESS HERE
AND NOTICE THAT AS I
GO ALONG IT BEGINS TO
GET THICKER AND THICKER.
THE QUESTION IS, HOW MANY
TIMES WOULD I HAVE TO FOLD
THIS HUGE PIECE OF PAPER
UNTIL IT'S ACTUALLY
THE SAME THICKNESS AS THE
HEIGHT OF THE CN TOWER?

Lorraine says HMM.

Stewart says THAT IS AN
INTERESTING QUESTION.
I THINK YOUR ANSWERS ARE
GOING TO BE DIFFERENT
FROM ONE SCHOOL TO THE
NEXT, OR FROM ONE
STUDENT TO THE NEXT.
IT'S ALL DEPENDENT UPON
THE PAPER YOU CHOOSE
AND HOW THICK IT IS.
SO YOU'RE GOING TO
ACTUALLY HAVE TO MAYBE
DO SOMETHING EXPERIMENTAL TO
TRY TO DETERMINE, OH, SAY,
ONE CENTIMETRE THICKNESS,
HOW MANY SHEETS THAT WOULD BE.
DEFINITELY IN THE REALM
OF EXPERIMENTATION
AND WE WILL GET DIFFERENT
ANSWERS ON THAT.
I SORT OF GUARANTEE IT.
EXERCISE NUMBER 2.
WELL, REMEMBER
MY SAMURAI SWORD.

He reaches over and picks up his samurai toy sword.

Lorraine says CERTAINLY DO.

He comments WHICH WAS NOT
QUITE REAL.
WELL, I'LL TELL YOU,
REAL SAMURAI SWORDS
WOULD HAVE NEVER
BROKEN LIKE THIS.
I KNOW THIS WAS NOT REAL
AND IT WAS MADE IN TAIWAN.
MAYBE THAT KIND
OF EXPLAINS IT,
BUT I HAVE A FEELING
THAT IT'S

He waves it and almost hits Lorraine.

He says WHOOPS,
I ALMOST GOT YOU.
NOT TOO DANGEROUS,
THOUGH.
THE IMPORTANT THING HERE
IS THAT THE SAMURAI SWORD
IS ACTUALLY CONSTRUCTED IN
A VERY INTERESTING WAY.
THAT PAPER FOLDING
EXERCISE THAT I JUST DID
IS VERY MUCH LIKE THEY
ACTUALLY CONSTRUCT
A SAMURAI SWORD.
THEY TAKE A LUMP OF METAL
THAT'S JUST A BLOCK,
ANY OLD BLOCK.

He mimics a block of metal and continues
I DON'T HAVE
ONE HERE.
OH, HERE, I DO.
IT COULD HAVE
LOOKED LIKE THIS.
I'M GOING TO PUT IT

He shows a paper covered block and comments THAT'S A BLOCK.
THAT COULD BE THE LUMP OF
STEEL THAT THEY START WITH.
AND WHAT THEY DO IS,
THEY HAMMER IT OUT FLAT,
AND THEN THEY
FOLD IT OVER.
SO THAT IT WOULD BE
LIKE THIS BLOCK AGAIN,
AND THEY
HAMMER IT OUT.
AND THEY FOLD
IT OVER.
AND THEY DO THAT
A LOT OF TIMES.
NOW, DO YOU HAVE ANY IDEA
WHY THEY WOULD ACTUALLY
HAMMER IT OUT AND FLATTEN
IT SO MANY TIMES?

Lorraine suggests FOR STRENGTH.

He says PERHAPS THE KIDS MIGHT
EVEN WANT TO ANSWER THAT ONE.

Lorraine says OKAY.

Stewart asks WHY WOULD YOU HAMMER IT
OUT AND FLATTEN IT OUT AND
THEN FOLD IT AND THEN DO
IT AGAIN AND DO IT AGAIN?
BECAUSE THEY CERTAINLY
MADE THESE SWORDS
THIS WAY FOR A VERY
GOOD REASON.
SO WE'RE WAITING TO
CONNECT SOMEBODY
FROM USBORNE, I BELIEVE.

Lorraine says YES, STEVE OR KELLY.
HI.

Steve says HI.

Stewart asks CAN YOU TELL ME WHY YOU
THINK THAT THE WAY
THEY MADE THESE SWORDS
IS TO FLATTEN IT OUT
AND FOLD IT, AND
FLATTEN AND FOLD IT.
WHY WOULD THEY DO THAT?

Steve answers SO IT'S REALLY - IT'S
GOT LIKE STRENGTH
AND DURABILITY.

He says THAT'S ONE REASON,
ABSOLUTELY, FOR SURE.
THE SAMURAI SWORD IS
KNOWN FOR ITS STRENGTH.
IT'S KNOWN FOR ONE
OTHER THING, AS WELL,
AND PERHAPS - DO
YOU KNOW WHAT IT IS?
IF NOT, WE CAN ASK
SOMEBODY ELSE.
THERE'S ONE OTHER REASON
WHY THEY DID THAT.

Steve says FLEXIBILITY.

Stewart smiles and says RIGHT ON.
FLEXIBILITY IS
THE OTHER THING.
AGAIN I HATE TO USE THE
ANALOGY WITH THE GOLF CLUB
BUT IN FACT WHEN YOU
SWING A GOLF CLUB,
THE SHAFT ITSELF DOES
NOT STAY STRAIGHT.
IT ACTUALLY FLEXES AND
THAT'S ONE OF THE THINGS
THAT GIVES IT MORE

IS IT TORQUE?

Lorraine nods and says THAT'S RIGHT.

Stewart says YEAH, GIVES
IT MORE TORQUE.
MY PHYSICIST FRIEND
SITTING BESIDE ME
IS GOING TO HELP
ME ON THAT.
BUT LIKEWISE, WHEN USING
THE SAMURAI SWORD
IT HAD TO BE FLEXIBLE
AS WELL AS STRONG.
NOW THIS EXERCISE NUMBER 2
IS ABOUT DISCOVERING
HOW MANY LAYERS OF METAL
ULTIMATELY YOU HAD.
SO I'M NOT GOING TO AGAIN
GET INTO THE DETAILS
BUT AGAIN THIS WHOLE THING
IS ABOUT DOING THAT.
WE'RE JUST COMING DOWN TO
THE END OF THE EXERCISE
NOW AND HERE'S WHERE I DO
WANT TO ZOOM IN A
LITTLE BIT, AND IT'S THE
VERY LAST QUESTION.
AND AS YOU WELL KNOW,
JEWELS HAS HAD SOMETHING
TO DO WITH THIS
ONE, AS WELL.
LOOK AT THOSE NUMBERS.

He shows the last exercise. It reads “The coordinates you want are found in the sequence, 1 over 3486784401; followed by four more similar ones.
When you need a clue, look at question number 2 in exercise 1!”

He continues BOY, I CAN HARDLY
READ THOSE.
IT'S 1 OVER SOME HUMONGOUS
NUMBER AND THEN THE NEXT
NUMBER IS SOMEWHAT
SMALLER THAN THAT ONE.
THAT IS THE
DENOMINATOR.
WHAT'S HAPPENING TO THESE
FRACTIONS AS WE GO ALONG?
ARE THESE FRACTIONS
GETTING BIGGER OR SMALLER?
WHAT DO YOU THINK?
MAYBE WE CAN
ASK SOMEBODY.

Lorraine says YES, AND WE'RE CALLING
JUSTIN FROM JACK MINER PUBLIC.
HELLO.

Justin says HELLO.

Stewart says HI, IS THIS JUSTIN?

He answers YUP.

Stewart asks WHAT'S HAPPENING TO THESE
FRACTIONS AS WE GO ALONG,
ARE THEY GETTING
BIGGER OR SMALLER?

Justin says THEY'RE GETTING SMALLER,
GOING FROM LEFT TO RIGHT.

Stewart says MOVING FROM
LEFT TO RIGHT.

He points to the first fraction and says YOU THINK THAT THIS
FRACTION HERE IS BIGGER
THAN THIS FRACTION
OVER HERE.

He points to the last one.

Justin says AH, YES.

Stewart says I'M GOING TO DO
SOMETHING HERE.
I'M GOING TO PUT A
SLIGHTLY EASIER ONE.
THIS IS A MESSY ONE BUT
LET'S SAY I HAVE 1 OVER 8 HERE; AND 1 OVER 4 AND 1 OVER 2.

He writes them down.

He says GOING FROM LEFT TO RIGHT,
WHICH ONE IS THE BIGGEST
ONE AND WHICH ONE
IS THE SMALLEST ONE?

Justin says OH, THE BIGGEST
ONE IS 1 OVER 2.

Stewart says RIGHT, AND WHAT'S TRUE
ABOUT THE DENOMINATOR
COMPARED TO THE
DENOMINATOR OVER HERE?

He answers IT'S FOUR
TIMES BIGGER.

He points to 1 over 8 and says IN OTHER WORDS, THIS
DENOMINATOR'S BIGGER
BUT THAT'S A
SMALLER FRACTION.

Justin says RIGHT.

He explains SO AS THE DENOMINATOR
GETS SMALLER,
THE FRACTION GETS?

Justin says BIGGER.

Lorraine says RIGHT.
THAT'S RIGHT.

Stewart asks WHAT DO YOU THINK IS
HAPPENING UP HERE NOW,
NOW THAT YOU
LOOK AGAIN.

Justin says OKAY.
THE ONES ON THE
LEFT ARE SMALLER
THAN THE ONES
ON THE RIGHT.

Stewart says THAT'S RIGHT.

Lorraine says EXCELLENT.

Stewart explains BECAUSE THE DENOMINATORS
ARE GETTING SMALLER,
SO THE FRACTIONS
GET BIGGER.
SO, WHAT'S GOING
TO HAPPEN IS,
YOU'RE GOING TO
LOOK FOR TERM NUMBER 25
AND TERM NUMBER 24.
THE FIRST TERM IS A
NEGATIVE VALUE AND
THE SECOND ONE POSITIVE.
DO WE HAVE A
QUESTION COMING UP?

Lorraine says WE CERTAINLY DO.
ON THE STRINGS.

He says WELL, ACTUALLY, YEAH,
BEFORE WE ACTUALLY POP
THE QUESTION UP, I'M GOING
TO BASICALLY REFRESH
OUR MEMORIES AS TO
WHAT WE WERE DOING.
YOU KNOW SOMETHING,
ALTHOUGH I SORT OF WANT
TO HANG ON HERE
FOR A MOMENT.

He picks up the strings and says
DO WE HAVE ANY PHONE
CALLS RIGHT NOW TO DO
WITH ANYTHING IN THOSE
ASSIGNMENTS BEFORE I
GET BACK TO THOSE STRINGS?

Lorraine says IF YOU DO HAVE ANY
QUESTIONS ABOUT
THE EXERCISE, YOU COULD
PRESS NUMBER SIGN 9 AND GREAT.
AND WE HAVE ADAM
FROM THE PINES.

Adam says HELLO.

Lorraine says HI.

Stewart says HI, DO YOU HAVE ANY
QUESTIONS ABOUT
THE EXERCISES BEFORE I
GET BACK TO THE STRINGS?

Adam says WHAT DOES TERM MEAN
AT THE BOTTOM?

Stewart says AH, THAT'S A
GOOD QUESTION.
I'M GLAD THAT
HE ASKED.
IT WAS ADAM, RIGHT?

Adam says YES.

Stewart says OKAY, THAT'S
AN EASY ONE.

He marks the first fraction and says THIS ONE IS
CALLED TERM NUMBER 1.

He then labels the second and says THIS IS TERM NUMBER 2.

And so on as he says THIS IS TERM NUMBER 3.
IT'S JUST THE
COUNTING SEQUENCE.
SO IN OTHER WORDS, TERM
1 IS THIS ONE, 2, 3,
YOU'VE GOT NUMBER 4 HERE.
AND NUMBER 5.
BUT YOU'VE GOT TO GO A
LONG WAY TO FIND NUMBER 24
AND NUMBER 25, SO YOU HAVE TO
FIND A WAY OF FINDING OUT
WHAT NUMBER 24 AND NUMBER 25 ARE.
DOES THAT EXPLAIN THAT?

Adam says YES.

Lorraine says GREAT.

Stewart says GREAT, THAT'S
A GOOD QUESTION.
I ACTUALLY MEANT TO
MENTION THAT AND I FORGOT TO.
THANKS A LOT, ADAM.
NOW, ANY MORE
QUESTIONS?

Lorraine says YES, WE HAVE EITHER
KRISTA OR MATT
FROM USBORNE CENTRAL.

Stewart says HELLO.

A voice says HI.

Stewart asks HAVE YOU GOT A
QUESTION?

He says NO, WE DON'T.

Lorraine says OH, YOU DON'T.

Stewart says OKAY, THAT'S FINE.
MAYBE ONE MORE AND WE'LL
CHECK IT OUT AND THEN
GO BACK TO THE STRINGS.

Lorraine says OKAY, CHELSEA
FROM THE PINES.

Chelsea says HI.

Lorraine says HI, YOU HAVE A
QUESTION?

Chelsea says NO.

Lorraine chuckles and says OH, YOU DON'T, OKAY.

Stewart says WELL, NICE TO TALK
TO THE PINES ANYWAY.

Lorraine says OKAY, WELL,
THAT'S GREAT.

Stewart holds up the strings and says OKAY.
I'M GOING TO BASICALLY
REFRESH YOUR MEMORIES.
REMEMBER HOW
WE DID THIS.
NOW, GET YOUR
FIST OUT HERE.

He holds up the strings and hands them to Lorraine who holds them as he ties knots between them.

He explains WHAT WE DID IT, WE TOOK
SIX STRINGS AND WE TIED
THEM IN PAIRS LIKE THIS,
AND THEN WE DID THAT.
AND THEN AT RANDOM
WHAT WE DID IS,
WE CHOSE PAIRS OF THESE
AND TIED THEM TOGETHER
SO WE'D HAVE MAYBE ONE PAIR
THERE, ONE PAIR THERE,
AND THIS PAIR HERE.
AND THEN ONCE WE DID
THAT, WE LET GO TO SEE
WHAT WE COULD GET.
GO UNDER THE GRAPHICS
HERE FOR JUST A MOMENT.
WHAT WE DECIDED WAS - OH,
WE'VE GOT TO ZOOM BACK,
I GUESS, A WEE BIT.
THAT THERE WERE
THREE POSSIBILITIES;

A slate shows the three options. It reads “Six strings” as a title. Then it reads “1 large loop; 1 medium and 1 small loop; 3 small loops.”

He continues NOW'S THE TIME
FOR THE QUESTION.
I ASKED YOU TO CHECK
THIS OUT ON THE WEEKEND.

Lorraine says THAT'S RIGHT, SO YOU'LL
REQUIRE YOUR PHONES
TO ANSWER THIS
QUESTION.
AND ONE MOMENT,
PLEASE.
GREAT, HERE WE GO.

A blue slate reads “Question Number 3; in the string experiment which possibility is the least likely?
, 3 small loops; 2, 1 small loop and 1 medium loop; 3, 1 large loop.”

A column on the right of the slate shows the level of student answers.

Stewart says IT LOOKS LIKE,
HEY, THIS IS GREAT.
A LOT OF PEOPLE
ANSWERING QUITE QUICKLY.
I'M GOING TO RECORD THESE
RESULTS ON THIS SHEET.
LET'S LET IT GO UNTIL IT'S
UP - A LITTLE BIT MORE.
OKAY, THAT'S A GOOD SPOT
TO BASICALLY

A graph shows three columns representing the answers. The first option is labelled 27, the second is labelled 10 and the third is labelled 13.

He continues 27 PHONES
BECAUSE THERE COULD BE
MORE THAN ONE PERSON THERE
CHOSE ONE LARGE LOOP.
IS IT THE SAME ORDER?
WHOOPS.

Lorraine says STILL HAVE
SOME COMING IN.

Stewart says EXCUSE ME.
I'VE GOT TO GET THIS IN
THE RIGHT ORDER BECAUSE
I WROTE THEM DIFFERENTLY.
SO 27 CHOSE 3 SMALL.
HOW MANY PEOPLE

She adds 11 AND 14.
UP TO 16 NOW.

Stewart says OH, IT'S UP TO 16?
NOW WHAT I WOULD SORT OF
LIKE TO DO AT THIS POINT
IS ASK STUDENTS TO PHONE
IN AND LET US KNOW
WHY THEY CHOSE ONE
ANSWER OR ANOTHER.
IF THEY DID AN EXPERIMENT
ON THE WEEKEND
AND ACTUALLY
FIGURED IT OUT.

Lorraine says OKAY.

He says THAT'S GREAT.
THAT GIVES US A
GOOD ENOUGH FIX.
OH, WE GOT A BUNCH OF
PEOPLE PHONING IN NOW.
THAT'S GREAT.

She says OKAY, WE'RE CALLING
ANDREW AT JACK MINER.

Andrew says HELLO.

Lorraine says HI.

Stewart asks CAN YOU TELL ME,
WHICH ONE DID YOU PICK
AS THE LEAST LIKELY?

Andrew says THE LEAST
LIKELY WAS THREE.

Stewart asks OKAY.
NOW, DID YOU DO AN
EXPERIMENT ON THE WEEKEND?

He answers YES, I DID.

Stewart asks AND WHAT DID
YOU FIND OUT?
CAN YOU GIVE ME
YOUR RESULTS?
I'D BE KIND OF
INTERESTED.

He says I GOT THREE
SMALL LOOPS.

Stewart asks HOW MANY TIMES DID YOU
TRY THE EXPERIMENT?

Andrew says I TRIED IT ONCE.

He says YOU TRIED IT ONCE
AND WHAT DID YOU
GET ACTUALLY THEN?

He answers THREE LOOPS.

Stewart says YOU GOT THREE
SMALL ONES.

Andrew says YES.

Stewart says NOW, IF YOU WERE TO DO
THIS EXPERIMENT OVER AND
OVER AGAIN, DO YOU
THINK YOU'D GET THREE
SMALL LOOPS
FREQUENTLY?

He answers NO.

He says IT JUST
HAPPENED, RIGHT?

Lorraine says OKAY, LET'S TRY
SOMEONE HERE.
OKAY, WE'RE CALLING
SANDY AT HOMELAND.

Stewart says OKAY.
ONE OF THE BIG QUESTIONS
IN PROBABILITY
IS THE NUMBER OF
TIMES YOU ACTUALLY
DO THE EXPERIMENT.
SANDY, ARE YOU
THERE?

Sandy says HELLO.

Lorraine says HI.

She says HELLO.

Stewart says HI.
DID YOU TRY THIS
EXPERIMENT ON THE WEEKEND?

She answers NO.

He asks WHICH ANSWER DO YOU
THINK, DID YOU CHOOSE
AS THE LEAST LIKELY?

She answers I DON'T THINK THERE
COULD BE ONE LARGE LOOP.

He asks YOU DON'T THINK SO?

She says NO.

Stewart says INTERESTINGLY ENOUGH, I
THINK WE HAD A LARGE LOOP
THE LAST TIME
WE DID THIS.

Lorraine says THAT'S RIGHT.

Stewart says IT CAN HAPPEN, YES.

Lorraine says WELL, YOU'LL HAVE TO
TRY IT A FEW TIMES.
YOU MIGHT BE SURPRISED
THERE, SANDY.
LET'S TRY ONE
MORE CALL.
BRANDY FROM
JACK MINER.

Brandy says HELLO.

Lorraine says HI.
DID YOU TRY THE EXPERIMENT
OVER THE WEEKEND.

Brandy says THE CLASS DID.

Lorraine says OKAY, GREAT, AND?

She answers FOR THE THREE LOOPS -

Stewart asks YES?

She explains TWO PEOPLE ENDED UP
WITH THREE LOOPS.

He writes down a number 2 and says RIGHT.

Brandy continues AND NINE PEOPLE ENDED UP
WITH TWO, LIKE THAT ONE.

He says THIS IS GOOD.

She continues AND 10 PEOPLE
ENDED UP WITH ONE.

He says THAT'S AN
EXCELLENT EXPERIMENT.
SO YOU DID THIS A TOTAL OF
21 TIMES AND, YOU KNOW,

He writes 21 at the side of the sheet and says I'LL PUT THAT
DOWN HERE.
THAT IS PROBABLY GOING
TO GIVE YOU A FAIRLY
REASONABLE SENSE OF
THE POSSIBILITIES.
YOUR CONCLUSION WOULD BE
CERTAINLY SMALL LOOPS -
THE THREE SMALL ONES WOULD
BE THE LEAST LIKELY.

He points to the first 2 options and says YOU'RE NOT SO SURE
ABOUT THESE TWO, RIGHT?

She says YES.

He says OKAY.

Lorraine says GREAT.

He says WHAT I'M GOING TO DO IS,
I'M GOING TO PROVIDE
AN EXPLANATION.
AND LET'S SEE HOW
YOU GUYS HANDLE IT
AND YOU CAN ASK QUESTIONS
AS WE GO ALONG.

Lorraine says THANKS, BRANDY,
FROM JACK MINER.

He writes as he says I'M GOING TO START
WITH THREE SMALL LOOPS, AND THE WAY I’M GOING TO DO THIS IS I’M JOIN THEM AND LABEL EACH STRING WITH LETTERS.

He draws the first 2 strings and writes “A” and “B” on each end.
He draws a second pair and labels each string “C” and “D” and draws a third pair and labels them “E” and “F.”

He says NOW WITH THREE SMALL LOOPS, THE ONLY WAY IT CAN HAPPEN IS IF A HAPPENS TO ATTACH TO B, C HAPPENS TO ATTACH TO D AND E HAPPENS TO ATTACH TO F.
AND IN FACT THERE IS ONLY 1 WAY THAT CAN HAPPEN.

He changes the page and says THE NEXT ONE I’M GOING TO ADDRESS IS 2 LOOPS, 1 MEDIUM 1 SMALL.

He repeats the three drawings and labels them with letters.

HE SAYS FIRST AND FOREMOST TO MAKE A SMALL LOOP IT HAS TO BE ONE OF THESE THREE POSSIBILITIES. A,B; C AND D OR E AND F.
LET’S SAY A AND B. LEAVING THE REST.

He draws “C” and “D” down and “E” and “F” upwards.

He says ONE POSSIBILITY IS THAT C JOINS E AND D AND F ATTACH. HOWEVER THERE IS ANOTHER POSSIBILITY AND THAT IS F AND C AND E AND D. SO THERE ARE 2 WAYS FOR THIS TO HAPPEN.

He then points to the 3 pairs on the right and says GO BACK OVER HERE
TO THIS SIDE.
THIS COULD HAPPEN IN
THREE DIFFERENT WAYS.
THAT IS THE NO. 1 WOULD
MAKE THE SMALL LOOP,
OR THE NUMBER 2
OR THE NUMBER 3.
THE QUESTION IS, WHAT IS
THE TOTAL NUMBER OF WAYS.
WELL, AS IT TURNS OUT,
FOR EACH ONE OF THESE,
THERE ARE TWO
DIFFERENT WAYS.
SO THE WAY YOU CALCULATE
IT IS, THREE TIMES TWO,
OR SIX DIFFERENT WAYS.

He changes the paper and says LAST BUT NOT LEAST,
SO NOW WE KNOW
THAT IT'S SIX WAYS
FOR THIS ONE.
OH, YOU'RE SAVING MY STUFF
FOR ME, THAT'S GOOD.
AND I WANT TO JUST
TAKE A LOOK AT WHERE
I PUT ONE OTHER SHEET.
THIS IS THE ONE LARGE.

He writes 1 large on the paper.

He says THIS IS THE HARD ONE
TO KIND OF FIGURE OUT.
AND WHAT I'M GOING TO
DO WITH THIS ONE IS,
I'LL PUT NUMBER 1 UP HERE
AGAIN WITH A AND B,

He draws the rest upside down and says
AND I'M GOING TO PUT THE
OTHER TWO UPSIDE DOWN AGAIN,
SO THIS IS NUMBER 2, NUMBER 3,
AND THIS IS C, D, E AND F.
NOW, WHEN YOU'RE
MAKING THE LARGE LOOP,
LET'S JUST TAKE THIS ONE
AS OUR STARTING POINT.

He circles “A.”

He draws squiggly lines to each letter and says I COULD HAVE ATTACHED
TO C TO START, OR TO D,
OR TO E, OR TO F.
SO IN FACT THERE
ARE FOUR WAYS
THAT THIS A COULD ATTACH.
IT CANNOT ATTACH TO B,
OTHERWISE YOU END UP
WITH A SMALL LOOP.
SO THERE ARE FOUR
WAYS TO ATTACH THE A.

He writes a 4 down and continues
BUT LET'S TAKE ONE OF
THEM AS AN EXAMPLE
AND SEE WHAT THE
POSSIBILITIES ARE AFTER THAT.
LET'S SAY A
AND C ATTACHED,
WHAT YOU'RE LEFT THEN
WITH IS THIS DANGLING D.
IT CAN'T ATTACH TO B,
OTHERWISE YOU HAVE A
MEDIUM LOOP, BUT IT
COULD ATTACH TO THE E
OR IT COULD
ATTACH TO THE F.
SO THERE ARE TWO WAYS THAT
THAT DANGLING STRING CAN
ATTACH TO THIS ONE AND
STILL COMPLETE A BIG LOOP.
SO, IF THERE ARE TWO
WAYS OF DOING THAT,
AND FOUR WAYS OF DOING
THAT, WHAT YOU DO IS,
YOU MULTIPLY FOUR TIMES
TWO AND YOU GET EIGHT.

He writes down a 2 and multiplies it to get 8.

He says SO THE MOST LIKELY ONE TO
HAPPEN IS THE LARGE LOOP.
NOW, LET'S GO BACK TO,
NOW, WHAT SCHOOL WAS IT
THAT DID THE EXPERIMENT?

Lorraine says FROM JACK MINER.

Stewart says JACK MINER.
HERE WERE THEIR
EXPERIMENTAL RESULTS.
WHAT I SAID YOU MIGHT
EXPECT IS 8, 6, AND 1.
AND YOU KNOW SOMETHING,

He makes a large tick on it and says THAT'S A GREAT EXPERIMENT
BECAUSE IT PRETTY MUCH
REFLECTED WHAT I WOULD EXPECT.
DOES ANYBODY HAVE ANY
CALLS ABOUT THAT?
ANYTHING YOU WANT ME TO
EXPLAIN OR WHATEVER?
YOU DID A GREAT
JOB, THOUGH.
I MEAN, CERTAINLY I
LIKE THAT EXPERIMENT.

She says AND IT WAS A NICE IDEA TO
DO IT AS A CLASS EXERCISE.

He says OH, THAT'S AN
EXCELLENT WAY, YES.

She says VERY GOOD.

He adds WE DON'T HAVE
ANY CALLS.

She comments NO, THAT'S GOOD.
OBVIOUSLY THEY
UNDERSTAND THE QUESTION.

He says MAYBE I
EXPLAINED IT OKAY.

She says THAT'S RIGHT.

He adds SOMETIMES I WONDER ABOUT
WHETHER I DO THAT OR NOT.
I THINK THAT'S JUST
ABOUT THE RIGHT TIME
TO PERHAPS WRAP IT UP.
WHAT DO YOU THINK?

She says SOUNDS GOOD, AND TOMORROW
WE'LL BE TAKING
ABOUT POSITIVE EXPONENTS
AGAIN WITH PROBABILITY.

He says FANTASTIC, AND I'LL
SEE YOU ON THURSDAY.
BYE BYE.

She says BYE.

Watch: Student Session 10