Transcript: Student Session 12 | 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, Lorraine and Stewart appear. They are both in their thirties; he has brown hair and wears a full beard and glasses. He’s dressed in a white t-shirt and suspenders. She has auburn hair tied at the back. She is wearing a black polo neck t-shirt.
There is a globe and some books on the table in front of them.

She smiles and says GOOD AFTERNOON, AND
WELCOME TO THE VIRTUAL
CLASSROOM FOR SESSION
12 OF OUR MATH MYSTERY.
HELLO, STEWART.

He answers GOOD MORNING.
I GUESS I SHOULD BE SAYING
GOOD AFTERNOON, LORRAINE.

She says GOOD AFTERNOON.

He says WELL, I'M GOING TO GET
STARTED RIGHT AWAY WITH
THE MATHEMATICS FROM THE
EXERCISE BECAUSE
I'M LOOKING FOR SOME REALLY
INTERESTING ANSWERS HERE.
YOU KNOW, I WOULDN'T
MIND POPPING RIGHT IN.
THE FIRST QUESTION,
WE'LL JUST SHOW IT
UNDER THE
GRAPHICS QUICKLY.
WE DON'T NEED TO ZOOM IN
BECAUSE I'M GOING
TO USE THIS TO WRITE.
THIS IS THE QUESTION
ABOUT THE ALLOWANCE.

He shows a paper on screen that reads “Exercise 1.”

He continues AND I THINK WE'VE GOT
AN ORAL QUESTION
ABOUT THE ALLOWANCE,
DON'T WE?

Lorraine says WE CERTAINLY DO.

He continues SO WE NEED YOU STUDENTS
TO LET US KNOW WHICH
IS THE BETTER WAY TO
TAKE YOUR ALLOWANCE.

She says HERE IT IS,

A light blue slate appears. It reads “Question number 1, How would you prefer to receive your allowance? Option 1, 100 dollars per day. 2, Penny first day, etcetera.”
A bar on the right shows the number of student answers.

Stewart says LET'S SEE WHAT'S
GOING ON HERE.

She comments SMART GROUP.

He says YOU KNOW SOMETHING,
WHEN IT COMES TO MONEY,
IT'S, OH, WE'VE
GOT 75, 80 PERCENT.
WE'RE GETTING THERE.

He watches the bar grow and continues MAYBE A COUPLE MORE
PEOPLE POP IN HERE
WITH AN ANSWER.
HEY, THAT'S GREAT.
WHY DON'T YOU PUT THE
GRAPH RIGHT UP ON THE SCREEN.

She says CERTAINLY.

He says YOU KNOW, PRETTY MUCH,
WHEN IT COMES TO MONEY,
STUDENTS KNOW WHAT
THE BETTER DEAL IS.

A graph with two columns representing the answers appears. The first green column is labelled 2 while the second pink one is labelled 27.

He says THERE'S NOT TOO
MUCH DOUBT THAT
A PENNY THE FIRST DAY,
TWO PENNIES AND SO ON.
BUT I THINK THIS IS THE
POINT AT WHICH WE SHOULD
ACTUALLY ASK THE
STUDENTS HOW MUCH MONEY
THEY WOULD HAVE
ACTUALLY ACCUMULATED.

She answers TRUE.
THEREFORE, IF YOU
WANT TO HELP US,
PRESS pound 9 AND SHARE
THAT INFORMATION.
HOW ABOUT
YOURSELF, STEWART?
WOULD YOU PREFER TO BE
PAID A PENNY PER DAY?

He says YOU KNOW, PENNY THE FIRST
DAY, TWO PENNIES THE SECOND.
I'VE BEEN TEACHING
MATHEMATICS A LONG TIME,
AND I HAVE LEARNED
THAT THAT IS
THE BETTER WAY TO GO.
IT WOULDN'T EVEN TAKE A
WHOLE LOT OF DAYS
UNTIL I'M BETTER OFF
THAN THE OTHER SCENARIO.
SO WE'VE GOT SOME
PEOPLE CALLING IN.

She says JACOB FROM JACK
MINER SCHOOL.
HI.

Jacob says HELLO.

Stewart says HELLO.
CAN YOU TELL ME HOW MUCH
MONEY YOU WOULD HAVE RECEIVED
IN TOTAL, IF YOU
COLLECTED YOUR MONEY THIS WAY?

He answers I'M NOT TOO SURE
HOW TO PRONOUNCE IT?

Lorraine says PARDON?

Jacob says I'M NOT TOO SURE
HOW TO PRONOUNCE IT?

Stewart says OKAY, WELL, IF YOU
READ THE NUMBERS TO ME.
ARE YOU GIVING IT TO ME
IN DOLLARS AND CENTS
OR JUST CENTS?

He says 10 MILLION,
7 thousand, 37, 417.

Stewart writes and says SO THERE'S ANOTHER
DIGIT IN HERE?
IS THAT PENNIES, OR IS
THAT IN DOLLARS AND CENTS?

He says THAT'S IN PENNIES.

Stewart says OKAY, SO 10
MILLION PENNIES.
THAT A HECK OF A
LOT OF PENNIES.
DOES SOMEBODY
ELSE, PERHAPS,
HAVE ANOTHER ANSWER?

Lorraine says SURE.
THANKS VERY MUCH.
WE'RE GOING TO TRY
ADAM FROM THE PINES.
THAT'S AN
INTERESTING NUMBER.
HELLO?

Stewart says HI, ADAM.

Adam says HI.

Stewart asks CAN YOU TELL ME
HOW MANY PENNIES
OR DOLLARS AND CENTS
YOU FIGURED OUT?

He says TEN MILLION 737 THOUSAND 417.

Stewart says SO WE'RE GETTING THE
SAME ANSWER THERE.
AND THAT AGAIN
IS IN CENTS?

He answers NO, DOLLARS.
CENTS, YEAH.

Stewart says THAT'S CENTS.
OKAY, THAT'S
FAIR ENOUGH.
NOW, HOW DID YOU
FIGURE IT OUT, ADAM?
CAN YOU TELL ME?

He says EVERY DAY I
MULTIPLIED THE AMOUNT
YOU WERE RECEIVING
BY TWO.

He asks AND THEN WHAT
DID YOU DO?
DID YOU ADD
ALL THAT?
DID YOU ADD ALL
THESE NUMBERS UP?

He says NO, I JUST KEPT GOING AND
THAT'S THE ANSWER I GOT.

He says OH, YOU GOT TO THAT
ANSWER AT THE END.
OKAY, I UNDERSTAND.
NOW, ONE OF THE
THINGS THAT'S KIND
OF INTERESTING.
I'M GOING TO SHOW
YOU A PATTERN HERE,
JUST TO GIVE YOU AN IDEA
HOW YOU MIGHT FIGURE OUT
WHAT THE TOTAL IS.
YOU KNOW, WE'VE DONE
A LOT OF PATTERNS,
AND THIS ONE IS A
PARTICULARLY INTERESTING ONE.

He changes the paper and writes a number 1 as he says SO ON DAY ONE, YOU
WOULD GET ONE CENT.
I DON'T THINK TOO MANY
PEOPLE WOULD ARGUE WITH THAT.
ON DAY TWO, YOU GOT ONE
CENT ON THE FIRST DAY,
BUT OF COURSE YOU
GOT 2 CENTS MORE,
THAT WOULD EQUAL 3.

He writes down 1 plus 2 equals 3.

He continues ON THE THIRD DAY, YOU
GOT ONE CENT ON THE
FIRST DAY, YOU GOT
2 ON THE SECOND,
BUT YOU NOW HAVE 4,
WHICH IS A TOTAL OF 7.
I'M GOING TO PUT THIS
ONE RIGHT ABOVE THIS.

He writes 1 plus 2 plus 4 equals 7. On the right a column of results per day appears. It reads 1, 3, 7.

He continues I'LL DO ONE MORE DAY.
YOU HAVE ONE ON THE FIRST
DAY, 2 ON THE SECOND,
PLUS 4, PLUS 8,
AND YOU GET 15 CENTS.

He writes down the number of pennies.

He looks at the result column and says THERE'S ONE WAY OF
LOOKING AT THIS.
CAN THE STUDENT RECOGNIZE
ONE PATTERN IN THESE NUMBERS?
1, 3, 7, 15?
HAVE WE GOT
ADAM STILL?

Adam says YUP.

Stewart points to number 1, 3 and 5 and says HOW WOULD YOU GO FROM
THIS NUMBER TO THIS NUMBER,
OR THIS NUMBER TO
THIS NUMBER,
IF YOU COULD
SEE A PATTERN.
DO YOU SEE A
PATTERN?

He answers MULTIPLY IT
BY 2 PLUS 1.

Stewart says THAT WOULD
DEFINITELY WORK.
SO YOU MULTIPLY THE
PREVIOUS ONE TIMES 2,
SO A NUMBER, WE'LL CALL
IT X TIMES 2 PLUS 1.
THAT'S A PRETTY GOOD
WAY OF DOING IT.
BUT I'M GOING TO SHOW YOU
ONE MORE LITTLE TRICK AGAIN.
I SHOULDN'T CALL IT A
TRICK, BUT IN FACT,
A METHOD BY WHICH YOU
CAN SEE ANOTHER PATTERN.
THESE ARE ALL
ODD NUMBERS.
AND SOMETHING I QUITE
OFTEN DO IS WHEN I SEE
A SET OF ODD NUMBERS I
ADD ONE TO ALL OF THEM
TO SEE WHAT I GET.
AND IN THIS CASE, I
GET 2, 4, 8, 16.
CAN YOU SEE
THAT PATTERN?

Lorraine says WE HAVE WARREN FROM JACK MINER.

Stewart asks IS WARREN ON NOW?

Warren says HELLO?

Stewart asks YEAH, CAN YOU TELL ME THE
PATTERN 2, 4, 8, 16.
WHAT'S HAPPENING THERE?

He says YOU'RE MULTIPLYING
IT BY 2.

Stewart answers RIGHT.
I SHOULDN'T HAVE
WRITTEN THIS UP HERE,
BUT I'M GOING TO
WRITE THIS
IN EXPONENT FORM.

He changes to the exponent form next to each result and says THIS IS 2 TO EXPONENT 1, THIS IS 2 SQUARED, THIS IS 2 CUBED AND THIS IS 2 TO THE FOURTH.

He continues NOW REMEMBER WHAT
DAY WE'RE ON.
SO 2 TO THE 4TH
IS ON DAY 4.
2 CUBED IS ON?

He says DAY THREE.

Stewart explains SO THE ACTUAL TOTAL AMOUNT
OF ALLOWANCE YOU GET IS,
LET'S SAY WE HAD DAY N.
IT WOULD BE 2 TO THE N,
BUT I'D HAVE TO SUBJECT
ONE TO GO BACK TO THE
LITTLE AMOUNT
WE HAVE HERE,
SO MINUS ONE.
SO IN FACT, THE TOTAL
AMOUNT OF MONEY
THAT YOU GET AFTER
31 DAYS, I
THINK IT WAS 31
DAYS, WASN'T IT?

He answers YES.

Stewart says IT WOULD BE 2 TO THE
EXPONENT 31 MINUS 1.
NOW, IF YOU GET ON
A GOOD CALCULATOR,
YOU CAN GET A
VALUE HERE.
PERHAPS SOMEBODY
HAS AN ANSWER.

Lorraine says WELL, LET'S SEE.
LET'S TRY SCOTT FROM
COLLEGE AVENUE.
MAYBE HE HAS A
CALCULATOR.
HE CAN HELP US OUT.
HI.

Scott says HELLO.

Stewart says HI, SCOTT.

He answers HELLO.

Stewart asks HAVE YOU GOT A TOTAL
THAT'S EQUAL TO
2 TO THE EXPONENT
31 MINUS 1?

He says YEAH, SURE.

Stewart says OKAY, NOW I'M
GOING TO JUST

Scott says I'M JUST LOOKING
AT MY ANSWERS.
IS IT 1 BILLION, 73
MILLION, 7 HUNDRED,
41 THOUSAND, 825?

Stewart exclaims HOLY TAMALE.

Scott says I THINK I'M OFF.
BUT I HAVE
ANOTHER QUESTION.
ARE WE GOING TO
CAPE CANAVERAL?

He says YOU'RE GETTING
AHEAD OF ME.
WE'LL SEE.

Scott chuckles and says WELL, ANSWER,
WILL YOU?

Stewart says WE'LL LET YOU
KNOW IN A MOMENT.
OKAY, I THINK WE'LL LEAVE
THAT CALCULATION FOR THEM.

He points to 2 to the power of 31 minus 1 and continues
IF YOU HAVE A GOOD
CALCULATOR THAT
CAN HANDLE AN
EXPONENT LIKE THAT,
THAT WILL BE YOUR TOTAL.
OKAY, LET'S GO ON
TO QUESTION number 2.
AND QUESTION number 2 IS ABOUT
THE EMPEROR OF JAPAN.
AND THIS IS ONE WHERE
I WOULD REALLY LIKE
A NUMBER OF ANSWERS.
OKAY, I'M JUST GETTING
THE EMPEROR OF JAPAN
OUT HERE NOW.
SLIDE THIS DOWN

He fixes the sheet of paper in place and says JUST A WEE BIT.
HERE WE GO.
NOW, I'M CURIOUS ABOUT
THE HEIGHT OF THE RICE.
SO WE'VE SOMEBODY
ON THE LINE?

Lorraine says YES, HELLO?

Stewart asks AND WHO DO WE
HAVE NOW?
IS IT NADEEPA?

Nadeepa says HELLO?

Stewart asks HELLO, IS
THIS NADEEPA?

He says YEAH.

He asks WHEN YOU CALCULATED THIS,
DID YOU FIND THE HEIGHT
OF THE RICE ON
THE 36TH SQUARE?

He answers MY CALCULATOR
IS NOT THAT BIG.

Stewart says THIS IS A BIT OF A
PROBLEM, ISN'T IT?
BECAUSE THESE NUMBERS
ARE REALLY, REALLY BIG.

Nadeepa says IS IT 3 TO THE 35TH?

Stewart says 3 TO THE - YES.
IT IS 3 TO THE 35TH.

Nadeepa says COOL.
I DID THAT IN
MY HEAD.
I'M A GENIUS.

Stewart says THAT PART OF IT
IS THE EASY PART.

Nadeepa says YEAH.

Stewart asks NOW, WHAT DO YOU DO
WITH THIS NUMBER
WHEN YOU GET THE VALUE?
IT'S GOING TO BE A VERY,
VERY, VERY LARGE NUMBER.
I'M GOING TO GET YOU
TO DO A LITTLE BIT
OF A CALCULATION
FOR ME.

Lorraine says OKAY.

Stewart says COULD YOU
MULTIPLY 6.18
NOW, I'LL EXPLAIN
THIS IN A MOMENT.
TIMES 81.
6.18 TIMES 81.
ACTUALLY, I CAN
BALLPARK THAT.
THAT'S ABOUT 500.

She says YES, THAT
SOUNDS GOOD.

Stewart writes down 500 and says 500.
NOW, IF YOU WERE
TO CALCULATE THIS,

He points to “3 to the power of 35.”

He then says THIS IS GOING TO
BE AN APPROXIMATION.
AND I'LL CHANGE IT
JUST A LITTLE WEE BIT.
TIMES 10 TO THE
14 MILLIMETRES.

He writes “500 times 10 to the 14 power millimeters” and changes it below to “5.00 times 10 to the 16 power millimeters.”

He says AND I'LL CHANGE THIS
INTO SCIENTIFIC FORM.
TIMES 10 TO THE 16.
NOW, I MADE A SILLY LITTLE
MISTAKE IN MY OWN NOTES HERE
WHEN I WROTE DOWN
SOME ANSWERS THIS MORNING,
AND WHAT HAPPENED
IN MY NOTES
WAS I WAS THINKING ABOUT 31
DAYS AND FORGETTING ABOUT
THE NUMBER OF SQUARES
IN THE GARDEN.
SO I'VE JUST MADE
THE ADJUSTMENT.
SO THE ANSWER YOU GET,
IF YOU USE A GOOD,
POWERFUL CALCULATOR,
SHOULD BE SOMETHING LIKE THIS.
ARE THERE ANY STUDENTS OUT
THERE THAT ACTUALLY
GOT AN ANSWER IN
THIS BALLPARK,
FOR THE NUMBER
OF MILLIMETRES?

Lorraine says HELLO?

Nick says HELLO.

Stewart says HELLO, IS
THIS NICK?

He answers YEAH.
NICK.

Stewart asks DID YOU GET AN ANSWER
THAT IS SOMEWHAT
THIS LARGE?

He says YES.

Stewart says EXCELLENT.
NOW, WHAT I'M
GOING TO ASK YOU,
WHAT WOULD I DO TO
CHANGE MILLIMETRES
TO KILOMETRES?
DO YOU KNOW WHAT I WOULD
HAVE TO DIVIDE BY?

He says DIVIDE BY 10 thousand.
NO, 100 thousand.

Stewart asks NOW MANY MILLIMETRES
IN A METRE?
THERE'S 1 thousand
IN A METRE.
HOW MANY METRES
IN A KILOMETRE?

He asks WHAT?

Stewart says OKAY, HOW MANY
MILLIMETRES IN A METRE?

Nick says 10 thousand?
1 thousand.

Stewart writes down his answer and asks HOW MANY METRES
IN A KILOMETRE?

Nick says 1 thousand.

Stewart says THAT'S RIGHT.
SO THE TOTAL NUMBER OF
MILLIMETRES IN A KILOMETRE IS?

Nick responds 1 MILLION?

Stewart says EXACTLY.
SO WHAT I'M GOING TO DO
IS I'M GOING TO DIVIDE
THIS NUMBER BY A MILLION, AND
THAT'S REALLY EASY TO DO.
IT WOULD STILL BE 5.00
TIMES 10 TO THE EXPONENT 10.
NOW, WHAT THAT IS, IT'S
5 - I'M GOING TO WRITE
IT ONE MORE TIME
WITH TEN ZEROS.

He writes “50000000000.”

He asks NOW, THE QUESTION, IS
WHAT'S THAT NUMBER?
CAN YOU READ IT
FOR ME, LORRAINE?

Lorraine says OOH, 50 TRILLION.

Stewart says MILLIONS, BILLIONS,
TRILLIONS.

Lorraine says OR BILLION.

Stewart says I'M MISREADING IT.

Lorraine says 50 BILLION.

Stewart says 50 BILLION.
YES, THAT'S RIGHT.
DO YOU HAVE ANY IDEA OF
SOMETHING THAT MIGHT BE
50 BILLION
KILOMETRES AWAY?
GOT ANY ANSWERS?

Lorraine says WELL, LET'S TRY,
HELLO?

Stewart says HELLO?

A boy answers HELLO?

Stewart says I'VE GOT 50
BILLION KILOMETRES.
HAVE YOU ANY IDEA HOW
FAR THAT WOULD BE?

He answers MANY, MANY PLACES.
THE WORLD OVER
MANY PLACES.
HERE TO MARS.

Stewart asks HERE TO MARS?
ACTUALLY, I KNOW HOW
FAR IT IS TO MARS.
FROM HERE TO MARS, ON
AVERAGE IS ABOUT
80 MILLION KILOMETRES.
ONE OTHER FIGURE THAT
I BROUGHT WITH ME
THIS MORNING IS THE DISTANCE
BETWEEN HERE AND SATURN.
BETWEEN HERE AND SATURN IS
1.4 BILLION KILOMETRES.
NOW, WHAT THAT MEANS,
IF YOU DOUBLE THAT,
THAT'S ABOUT 2.8 OR SO.
YOU CAN ALMOST MAKE 20
TRIPS TO SATURN AND BACK
WHEN YOU ARE GOING 50
BILLION KILOMETRES.

Lorraine comments A LONG WAY.

Stewart says IT'S A LONG WAY.
SO AGAIN, WHAT WE'RE
GETTING TO IS WHEN
YOU USE EXPONENTS, AND YOU
PUT A LITTLE WEE NUMBER
AT THE TOP, YOU
GET VERY, VERY,
VERY LARGE NUMBERS.
AND I THINK THAT'S KIND
OF THE LESSON THERE.
NOW, I THINK WE'VE GOT,
ON OUR THIRD QUESTION,
WE HAVE AN ORAL
QUESTION AS WELL.

Lorraine says CERTAINLY DO.

Stewart says LET'S SEE WHAT THE KIDS
DID WITH THIS ONE
WITH THE OLYMPIC RINGS.

Lorraine comments OKAY, SO YOU REQUIRE YOUR
PHONES TO ANSWER THIS.

A light blue slate appears. It reads “question number 3. The number of different ways you can paint the rings is; option 1, 144 thousand. 2, 2 thousand 520. 3, 1 thousand 24. 4, 25.”

Stewart looks at the student answer bar and says OKAY, MOST PEOPLE
ARE ANSWERING.
LET'S SEE WHAT
WE'VE GOT.
THAT'S GOOD.
THAT'S GOOD.

She comments OKAY, SO WE
HAVE 78 PERCENT.
AND IF WE LOOK AT THE BAR
GRAPH, QUITE INTERESTING.

A bar graph representing the answers appears. It shows 4 columns. The first is labelled 9. The second is labelled 11. The third is labelled 4 as is the fourth.

Stewart says IT IS QUITE INTERESTING.
NOW, THE QUESTION IS WHAT
IS THE CORRECT ANSWER?
AND I DON'T WANT TO
GIVE IT IMMEDIATELY.
I'M GOING TO GO BACK UNDER
THE GRAPHICS CAMERA,
AND I'M GOING TO SIMULATE
A SMALLER PROBLEM.

An image of the rings appears.

He draws 3 rings and continues IF YOU ONLY HAD THREE
RINGS, LET'S SAY,
ONE, TWO, THREE.
AND WE ONLY HAD FOUR
COLOURS, SAY, YELLOW,
BLUE, IS THAT RED
OR REDDISH ORANGE?

He puts 4 crayons on the paper and continues
RED, WE'LL CALL IT.
AND BLACK.
SO A SMALLER PROBLEM IS
SOMETIMES A REALLY
GOOD WAY TO SOLVE
A BIG PROBLEM.
SO I'M GOING TO LOOK
AT THIS PROBLEM
WHEN YOU HAVE
JUST THREE RINGS.
OBVIOUSLY, TO PAINT
THE FIRST RING,
WHATEVER ONE
WE CALL FIRST,
IT DOESN'T
MATTER WHICH ONE,
THERE ARE FOUR DIFFERENT
POSSIBILITIES.

He separates the yellow crayon and says BUT LET'S SAY WE DECIDE
WE PICK THE YELLOW
TO PAINT THAT
ONE, OKAY?
SO WHAT THAT MEANS IS HOW
MANY CHOICES DO I HAVE
FOR THE SECOND RING?
HOW MANY CHOICES ARE LEFT
OVER FOR THE SECOND ONE?
WELL, ONE, TWO,
THREE CHOICES.
SO WHAT'S HAPPENED HERE
IS I HAD FOUR CHOICES
FOR THE FIRST ONE, BUT
ONCE I PICKED ONE,
HOW MANY DID I HAVE
FOR THE NEXT ONE?

Lorraine says THREE.

Stewart says I HAD THREE.
LET'S SAY I USE
BLUE FOR THAT ONE.
HOW MANY CHOICES
NOW DO I HAVE
FOR RING NUMBER THREE?

She answers TWO CHOICES.

Stewart says SO IT WOULD BE
THIS AND THIS ONE.
ONCE I CHOOSE ONE,
WELL, OF COURSE,
I'M NOT PAINTING
ANY MORE RINGS,
IT DOESN'T REALLY
MATTER BEYOND THAT.
SO THERE ARE FOUR WAYS
TO CHOOSE THE FIRST ONE,
BUT ONCE I'VE CHOSEN ONE,
I ONLY HAVE THREE
FOR THE SECOND ONE.
AND THEN ONCE I'VE
CHOSEN ONE OF THEM,
HOW MANY HAVE I GOT
LEFT FOR THE LAST ONE?

Lorraine says TWO.

He writes “4 times 3 times 2” and continues TWO.
AND BECAUSE I'M USING THE
LANGUAGE “FOR EVERY,”
EVERY TIME I
DESCRIBE THAT,
FOR EVERY WAY I
PICK THIS ONE,
I HAVE THREE WAYS
OF DOING THIS.
“FOR EVERY” TRANSLATES
AS MULTIPLICATION.
IT'S A REALLY GOOD WAY
TO REMEMBER WHEN
TO USE MULTIPLICATION IN
A PROBLEM LIKE THIS.
IF YOU CAN SAY, “FOR
EVERY,” THEN YOU ARE
USING MULTIPLICATION.
SO IN THIS CASE, IT WOULD
BE 4 TIMES 3 TIMES 2
IS 24 WAYS OF PAINTING
THREE DIFFERENT
RINGS WITH FOUR
DIFFERENT COLOURS.

He points to the Olympic rings and says NOW, LET'S GO
BACK TO THIS ONE.
MAYBE SOMEBODY CAN
PHONE IN AND LET US KNOW
HOW THEY DID THAT.
OKAY, SO WE'RE WAITING
TO CONNECT SOMEBODY.

Lorraine says SCOTT FROM
JACK MINER.

Stewart says OH, GREAT.
JUST WAITING FOR
HIM TO COME UP.
IT'S A VERY
SIMILAR PROBLEM,
AND YOU WORK AT IT
IN THE SAME WAY.
AND I THINK WE SHOULD FIND
WHAT THE CORRECT ANSWER
IS TO THAT ORAL QUESTION.
SCOTT, ARE YOU ON?

A boy says THIS IS HIS FRIEND.

Stewart says OKAY, THAT'S FINE.
FRIEND OF SCOTT, CAN YOU
TELL ME WHAT YOU WOULD
DO TO CALCULATE WHEN YOU
HAVE SEVEN COLOURS
FOR FIVE RINGS.
WHAT WOULD YOU DO?

He answers YOU COULD KIND OF
DRAW A DIAGRAM LIKE
YOU DID BEFORE.

Stewart says RIGHT.

He says I'M NOT SURE.
I DIDN'T
FIGURE IT OUT.

Stewart says I'M GOING TO WALK YOU
THROUGH IT SO STAY WITH ME.

The boy answers OKAY.

Stewart asks HOW MANY DIFFERENT WAYS
COULD YOU COLOUR
THE FIRST RING IF
YOU'VE GOT SEVEN
DIFFERENT COLOURS
OF PAINT?

He answers YOU COULD
COLOUR IT SEVEN.

Stewart says SURE.
AND FOR EVERY WAY OF DOING
THAT, WHICH MEANS TIMES,
HOW MANY WAYS OF
COLOURING THE SECOND RING?

He answers SIX.

Stewart says SEE, YOU'RE DOING
IT JUST FINE NOW.
HOW MANY WAYS OF
COLOURING THE THIRD?

He answers FIVE.

Stewart asks HOW MANY WAYS OF
COLOURING FOR FOURTH?

He says FOUR.

Stewart asks HOW MANY WAYS OF
COLOURING THE FIFTH?

He says THREE.

Stewart asks IF I MULTIPLY THESE OUT,
3 TIMES 4 IS 12,
TIMES 5 IS 60,
TIMES 6 IS 360,
TIMES 7 IS 2 thousand 520.

He writes the answer down and comments
WHICH IS THE ANSWER
TO THE ORAL QUESTION.
THANK YOU VERY MUCH.
YOU WERE VERY
HELPFUL.

Lorraine says AND IF WE CAN GO
BACK TO THE ORAL,
YOU CAN SEE THE
ANSWER WAS NUMBER 2.

She shows the graph. Column number 2 is the most chosen with 11 answers.

She comments SO IF THAT'S WHAT
YOU CHOSE, BRAVO.

Stewart says RIGHT ON.
SO WE'RE GOING ON.
NOW, number 4, ORIGAMI.
WE'VE TRIED TO STAY WITH
THE JAPANESE THEME.
AND I THINK THIS IS AN
EXCELLENT QUESTION.
SO I THINK THE FIRST THING
I WANT TO DO IS SEE
IF THERE ARE ANY ANSWERS
FOR THIS QUESTION FROM
THE STUDENTS, THEN I'M
GOING TO TAKE A LOOK AT
A COUPLE OF POSSIBILITIES
I WORKED OUT MYSELF
THAT PERHAPS WILL
HELP US ALONG.
DO WE SEE ANYBODY
CALLING IN?

She says YES, NOT YET.
IF YOU HAVE ANY
ANSWERS, PRESS pound 9.
AND THAT'S
EXERCISE 1, number 4.

Stewart says SO ORIGAMI.
WHAT I'M WONDERING ABOUT
IS HOW MANY DIFFERENT FOLDS
YOU NEED, IF YOU TOOK A
HUGE PIECE OF PAPER,
KEPT FOLDING
IT IN HALF,
AND THEN ULTIMATELY, HOW
MANY FOLDS WOULD YOU NEED
TO GET A BIG THICK
PIECE OF PAPER EQUAL
TO THE HEIGHT OF
THE CN TOWER?
HELLO, HAVE WE GOT
SOMEBODY ON THE LINE?

A voice says HELLO?

Stewart says HELLO, HOW ARE
YOU DOING?

She says FINE.

Stewart asks CAN YOU TELL ME HOW MANY
FOLDS YOU CALCULATED?

She says ACTUALLY, IT DOESN'T
SAY HOW THICK
THE PIECE OF PAPER IT.

Stewart says IT DOESN'T, OF COURSE.
ONE OF THE THINGS I DID
SAY IS THIS IS SOMETHING
YOU COULD
EXPERIMENT WITH.
DID YOU PERHAPS LOOK AT
SOME BOOKS, YOURSELF,
OR ANYTHING LIKE THAT?
SEE, WHAT I DID IS,
I'M GOING TO SHOW
EVERYBODY RIGHT NOW.

He shows a book with a picture of Sherlock Holmes on the cover and measures its width as he says I BROUGHT IN
THIS BOOK.
AND YOU KNOW I KIND
OF MEASURED IT.
I PICKED THIS ONE BECAUSE
IT WAS ABOUT A CENTIMETRE
THICK, WHICH
WAS REALLY GOOD.
NOTICE THAT I HAVE
“CHEMISTRY IN CRIME
WITH SHERLOCK HOLMES.”
A PARTICULARLY GOOD
BOOK FOR ANY KIND
OF EXPERIMENT.
NONETHELESS, I MEASURED
THE THICKNESS AND
I FOUND THAT THIS WAS
ABOUT ONE CENTIMETRE.
THEN WHAT I DID IS I
LOOKED AT THE NUMBER
OF PAGES IN THE
BOOK, IT WAS 140.
SO IN FACT,
THAT'S PAGES.
BUT I NEED
SHEETS OF PAPER,
I'LL DIVIDE
IT BY TWO.
DID YOU DO SOMETHING
LIKE THAT PERHAPS?

Lorraine says SHE'S NOT ON
THE LINE.

Stewart says OKAY.
OKAY, SO THAT WAS
ONE POSSIBILITY.
AND IN FACT, I'M GOING TO
SHOW SOME CALCULATIONS
WHEN I DID THIS ONE.
THEN I GOT THIS,

He picks up a large book.

Lorraine comments VERY FAMILIAR BOOK.

Stewart says VERY FAMILIAR BOOK,
AND VERY HEAVY BOOK.
THIS BOOK IS OBVIOUSLY
A PHONE BOOK.
AND I MEASURED THE
THICKNESS OF THIS, TOO.

He puts the ruler over the width and as it slides he comments OOPS, I DIDN'T HOLD
THAT VERY WELL.

Lorraine holds it up for him to measure it and he says
BUT I FOUND IT WAS
ABOUT SIX CENTIMETRES.
BUT THEN I HAD TO FIGURE
OUT HOW MANY PAGES
THERE WERE IN THIS
HUMONGOUS BOOK.
AND AS IT TURNS OUT,
IT'S 2 thousand 80 PAGES.
BUT AGAIN, I NEED TO KNOW
SHEETS, THAT'S 1 thousand 40.
WHAT I ACTUALLY DID WAS THIS
ONE WAS 70 SHEETS OF PAPER.
FOR THIS ONE, IT
TURNED OUT I GOT A
MUCH HIGHER NUMBER.

He writes down 70 sheets equals 1 centimeter.

He says I THINK IT WAS 173.
YES, THERE IT IS.
SO IT REALLY DOES DEPEND
UPON THE KIND OF PAPER.
BECAUSE THIS IS MUCH
THINNER THAN THIS.

He writes 173 sheets equals 1 centimeter.

He continues BUT YOU WANT TO KNOW
SOMETHING INTERESTING?
EVEN THOUGH THOSE ARE TWO
VERY DIFFERENT NUMBERS,
THE ANSWER TO THE PROBLEM
WAS VERY CLOSE
TO THE SAME FOR
BOTH OF THEM.
SO WHAT WE HAD TO DO
WITH THIS IS
TO DO THIS CALCULATION.
IF YOU HAD 70 SHEETS
IN A CENTIMETRE,
AND I WAS 553 METRES,
HOW MANY CENTIMETRES
IN A METRE?

He writes 70 times.

He asks WELL, LORRAINE, CAN
YOU HELP ME WITH THAT?

She answers I'M SORRY?

Stewart asks HOW MANY CENTIMETRES
IN A METRE?

She says OKAY, WE'LL ASK
A STUDENT HERE.

Stewart teases YOU NEED A LITTLE BIT
OF HELP THIS MORNING,
DON'T YOU, LORRAINE?

She smiles and says THAT'S RIGHT.
HELLO.

A girl answers HELLO.

Stewart asks HOW MANY CENTIMETRES
IN A METRE?

She asks PARDON?

Stewart repeats HOW MANY CENTIMETRES
IN A METRE?

She says 100.

Stewart says OKAY.
SO I'M GOING TO
MULTIPLY IT BY 100.
AND IF I MULTIPLY IT BY
THE HEIGHT OF THE CN TOWER,
DO YOU REMEMBER HOW
MANY METRES IT WAS?

He writes 70 times 100 times 553.

She answers 553.

He says IF I DO THAT, I'M GOING
TO GET THIS TOTAL.
3 million 871 thousand
APPROXIMATE.

She comments THAT'S A PRETTY
BIG NUMBER.

He says IT IS.
BUT THAT'S NOT THE
NUMBER OF FOLDS.
HOW DO I FIND OUT
HOW MANY FOLDS?

She answers I DON'T KNOW.

Stewart says BUT AGAIN, WHAT YOU ARE
LOOKING AT IS IF YOU
TAKE THE SEQUENCE WE WERE
WORKING WITH BEFORE.
YOU START WITH ONE
PIECE OF PAPER,
AND THEN YOU DO TWO
TO THE EXPONENT ONE,
THAT MEANS THE NUMBER
OF FOLDS RIGHT THERE.

He writes 1, 2 to the exponent 1 and marks the exponent as he says EQUALS 2.
SO YOU GET
DOUBLE OVER.
TWO SQUARED
IS TWO FOLDS,
AND YOU GET
FOUR SHEETS.
TWO CUBED IS EIGHT.
YOU GET EIGHT SHEETS.
BECAUSE IF YOU KEEP
FOLDING BACK AND FORTH,
WHAT'S HAPPENING IS
YOU'RE DOUBLING
THE NUMBER OF PAGES
FROM THE TIME BEFORE.

Lorraine says AND WE DID THIS
EXPERIMENT ON TUESDAY.

Stewart says OKAY.
SO WHAT HAPPENS IS I'VE GOT
TO GO DOT, DOT, DOT, HERE.

Lorraine says WE HAVE SOMEONE
ON THE LINE.

He says SOMEBODY CAN HELP US.
HI.

Lorraine says ADAM?

Stewart asks CAN YOU TELL ME HOW MANY
FOLDS IT MIGHT HAVE TAKEN
TO GET A NUMBER
SOMETHING LIKE THAT?

Adam says I'M NOT SURE.

He asks DO YOU FOLLOW WHERE
I'M GOING WITH THIS?
BASICALLY, WE'RE LOOKING
AT AN EXPONENTIAL
WHICH IS TWO TO
SOME EXPONENT?
RIGHT?

Adam says MM-HMM.

Stewart says WOULD YOU LIKE TO GUESS
WHAT KIND OF NUMBER,
HOW BIG THAT NUMBER
MIGHT BE FOR THE ANSWER?

Adam suggests 16?

He says 15 OR 16,
DID YOU SAY?

He repeats 16.

Stewart writes 2 to the exponent 16 and says YOU KNOW SOMETHING,
THAT'S AN EXCELLENT GUESS.
IT'S A LITTLE WEE BIT LOW,
BUT THAT'S AN EXCELLENT GUESS.
I DON'T HAVE THAT
FIGURE EXACTLY,
SO I'M GOING TO GO TO
THE ONE THAT IT IS.
REMEMBER I WANT TO
EXCEED 3 million 871 thousand.
WE'RE GOING TO GO FOR
A SECOND ANSWER FROM
A STUDENT IN A MOMENT,
BUT THIS ONE I'LL GIVE YOU,
THEN I'LL ASK A
FOLLOW-UP QUESTION.

He writes 2 to the 22 power and says 2 TO THE 22 IS
ACTUALLY EQUAL
TO ABOUT 4 million 194 thousand 304.
WHAT THAT BASICALLY
MEANS IS 22 FOLDS

He points to “70 sheets” and says WITH THIS KIND OF
PAPER, AND YOU'LL GET
THE HEIGHT OF
THE CN TOWER.
NOW, I'M GOING TO ASK A
STUDENT TO SPECULATE.
I'M GOING TO GET ANOTHER
SHEET OF PAPER HERE.

Lorraine says AND WE HAVE SPENCER
FROM JACK MINER.

Stewart says HELLO.

Spencer says HI.

Stewart says HI, SPENCER.
WHAT I'M GOING TO ASK THIS
TIME IS I'M GOING
TO GIVE YOU A NEW FIGURE.
REMEMBER, IT TOOK
22 FOLDS TO FOLD
IT WAS ONE CENTIMETRE
EQUALS 70 SHEETS.

He writes “20 folds corresponds to 1 centimeter 70 sheets.”

He continues NOW, I'M GOING TO TALK
ABOUT THAT PHONE BOOK
SO THE PAPER IS
MUCH THINNER.
SO WITH THAT
PARTICULAR ONE,
JUST FOLLOW ME ALONG, WHAT
I WILL FIGURE OUT HERE
IS THERE ARE

He writes as he says 173, TIMES 100
CENTIMETRES, TIMES 553.
IT GIVES THIS NUMBER
9 million 566 thousand 900.
NOW, REMEMBER THE ONE WE
WERE WORKING UP HERE WAS,

He points to 20 folds and moves his hand to the result as he asks
HOW MANY MORE FOLDS WILL I
NEED TO GO FROM HERE TO HERE?
ANY GUESS?

Spencer says 30?

Stewart says OKAY, YOU GOT 22 FOLDS,
AND WHAT YOU HAVE IS, 4 MILLION 194 THOUSAND
RIGHT?
WHAT HAPPENS TO THIS
NUMBER EVERY TIME
I GO ANOTHER FOLD?

Spencer says IT MULTIPLIES.

Stewart asks BY WHAT?

He answers TWO.

Stewart says EXACTLY.
SO TWO TIMES THIS IS
ABOUT 8 MILLION, RIGHT?

He says YEAH.

Stewart asks SO HOW MANY MORE FOLDS DO
YOU THINK YOU NEED TO
GO TO GO FROM HERE
TO HERE?

He answers TWO.

Stewart says YEAH.
THAT'LL DO IT.
YOU'LL HAVE A LOT MORE
PAPER THAN YOU NEED,
BUT TWO FOLDS
IS RIGHT ON.
THAT'S THE IDEA I WAS
TRYING TO GET AT.
ONCE YOU GET THESE BIG
NUMBERS AND YOU START
DOUBLING, THE NUMBERS
GO UP REALLY FAST.
SO WITH THE
TELEPHONE BOOK,
ACTUALLY YOU ONLY NEED
A COUPLE MORE FOLDS
AND YOU'VE DONE IT.

Lorraine says BRAVO, SPENCER.
GOOD FOR YOU.

Stewart says GREAT.
SO I THINK WE SHOULD
GET INTO EXERCISE number 2.
WHICH IS THE
SAMURAI SWORD.

She comments OOH, I LIKE
THIS ONE.

Stewart says LET'S SEE.
NOW THIS IS ACTUALLY
EXACTLY THE SAME QUESTION
AS THE ORIGAMI
QUESTION.
AND WHAT WE WERE TRYING
TO DO IS JUST BASICALLY
REITERATE THE IMPORTANCE
OF HOW THIS HAPPENS.
THE QUESTIONS ON THE
SECOND SHEET ARE
THE IMPORTANT ONES,
HOWEVER, BECAUSE
ON THE SECOND SHEET,

He looks through his papers and says I'LL TRY TO GET A COPY
OF THAT IF YOU
BEAR WITH ME.
IT'S RIGHT HERE.
THE ONE AT THE TOP.

He shows a page with five different fractions.

He continues I'M NOT GOING TO WORRY
ABOUT THOSE OTHER
QUESTIONS ON THE FIRST
PAGE BECAUSE
WE'VE COVERED
THEM ALREADY.
THIS ONE IS A MUCH
NICER LITTLE QUESTION.
WHAT IT ASKS IS IF
A SAMURAI SWORD,
WAS AT ITS THICKEST POINT,
WAS 5 MILLIMETRES THICK,

He writes 5 millimeters thick and says
THE QUESTION IS, WE KNOW
THERE ARE 20 LAYERS,
SO IT'S BEEN
FOLDED 20 TIMES,
WHICH IS 2 TO THE 20TH.
AND IF YOU RECALL FROM
THAT PREVIOUS QUESTION,
WHEN WE HAD 2
TO THE 22ND,
WE HAD ABOUT
FOUR MILLION.
SO 2 TO THE 20TH
IS ABOUT 1 MILLION.

He writes down 2 to the 20th equals 1 million.

He says THE QUESTION IS, HOW
THICK WOULD EACH AND
EVERY LAYER OF METAL BE?
5 MILLIMETRES, I HAVE
APPROXIMATELY 1 MILLION LAYERS.
SO HOW THICK WOULD
EACH LAYER BE?
GOT ANY ANSWERS
FOR THAT ONE?

Stewart says WE'LL WAIT A
FEW MINUTES.
HELLO, IS
THIS NICK?

Nick says YES, IT IS.

Stewart says HOW WOULD YOU CALCULATE
HOW THICK EACH LAYER
WOULD BE?
WHAT'S THE OPERATION?

Nick says EXCUSE ME?

Stewart asks WHAT DO YOU DO TO
CALCULATE HOW THICK
EACH LAYER IS?

He points to the numbers on the sheet and says YOU'VE GOT THIS NUMBER,
YOU'VE GOT THIS NUMBER?
HOW DO YOU
CALCULATE IT?

Nick says MEASURE THE TOTAL
LAYERS AND DIVIDE
BY HOW MANY
LAYERS THERE ARE.

Stewart says RIGHT, OKAY.
SO IN OTHER WORDS,
IT'S THIS NUMBER HERE,
THE 5, DIVIDED
BY ABOUT 1 MILLION.

He writes the division.

He says YOU SAID THE THICKNESS
DIVIDED BY THE NUMBER
OF LAYERS WOULD TELL YOU
HOW THICK ONE LAYER IS.
THIS IS EXACTLY
WHAT YOU TOLD ME.

He says OKAY.

Stewart says NOW, CAN YOU TELL ME WHAT
THAT IS IN DECIMAL FORM?
THAT'S FRACTION FORM.
I CAN MAKE IT
BETTER THAN THAT.
I CAN MAKE IT
ONE OVER 200 thousand
JUST BY DIVIDING
TOP AND BOTTOM.
APPROXIMATELY, CAN YOU
TELL ME WHAT THE DECIMAL IS?

He answers NO, SORRY.
I'LL JUST GET MY
COLLEAGUES TO
CALCULATE THIS ONE.
IS THAT 200 thousand?

Stewart says IT'S ONE OVER 200 thousand.

He says OKAY, 5 TO THE
NEGATIVE 6?

Stewart says 5 TO THE NEGATIVE 6?
HOW DO I WRITE THAT?
HOW MANY ZEROS IN
FRONT OF THE FIVE.
THAT'S ALL I
NEED TO KNOW.

He says SIX.

Stewart says NO, ACTUALLY -
FIVE.

He writes 0.000005.

He says FIVE, THANK YOU.

The boy answers OKAY.

Stewart calculates and says SO EACH AND EVERY LAYER IS POINT 000005 MILLIMETERS.

Lorraine says VERY THIN.

He explains AND THAT'S WHAT, IN FACT,
MAKES THE SAMURAI SWORD
VERY FLEXIBLE
AND VERY STRONG.

She says WELL, THANK YOU
VERY MUCH, NICK.
THAT'S INCREDIBLY THIN.
AND YET THE KNIFE
IS QUITE THICK.
SO THAT WOULD BE A HECK
OF A LOT OF LAYERS.

Stewart says WHAT IT'S TELLING YOU,
THERE ARE A WHOLE
BUNCH OF LAYERS.
WHEN THEY MAKE THAT
SWORD, THE NUMBER
OF METAL LAYERS
IS DISTINCT.
IF YOU WERE TO LOOK INSIDE
THE TRUNK OF A TREE WHEN
THEY CUT IT OFF, YOU
SEE ALL THE RINGS,
THEY LOOK DISTINCT EVEN
THOUGH THEY GROW ON
TO EACH OTHER EVERY
SINGLE YEAR.
BUT YOU CAN STILL SEE
WHERE THE LINES ARE.
WITH A MICROSCOPE,
PROBABLY AN ELECTRON
MICROSCOPE, IF YOU
WERE TO CUT THE SWORD,
YOU COULD ACTUALLY
IDENTIFY THE LAYERS.
WHICH IS REALLY
QUITE AMAZING.
NOW, WE'RE GOING TO
GO TO THE LAST ONE.

Lorraine smiles and says THIS ONE'S NEAT.

Stewart says I WANT TO TALK ABOUT
THE COORDINATES,
AND I WANT TO TALK
ABOUT THIS PATTERN.

He points to the 5 different fractions and asks CAN SOMEBODY TELL ME HOW
ONE GOES FROM
THIS ONE TO
THIS ONE?

He circles the first term and says SO THIS IS THE
FIRST TERM.

He then does the same with the rest as he says THEN THE SECOND TERM,
THIRD TERM, AND SO ON.
WHAT IS THE RULE THAT WILL
TAKE YOU FROM HERE
TO HERE, HERE TO
HERE, AND SO ON?
CAN ANYBODY
TELL ME THAT?

Lorraine says WELL, I'M CALLING
NATHAN FROM THE PINES.

Stewart says SO WE'LL TRY TO GET
CONNECTED HERE, HOPEFULLY.
HELLO, NATHAN,
ARE YOU THERE?

Nathan says YES.

Stewart says WHAT'S THE RULE THAT
TAKES YOU FROM HERE
TO HERE, HERE TO
HERE AND SO ON.
WHAT WAS I DOING?

Nathan answers I DON'T KNOW.
ALL I KNOW IS IT
KEEPS GETTING BIGGER.

He says IT KEEPS
GETTING BIGGER.
DOES IT GET BIGGER BY THE
SAME AMOUNT EACH TIME?
THAT IS TO SAY, IF I
MULTIPLIED EACH ONE THESE
BY A CERTAIN NUMBER, WOULD
IT BE THE SAME NUMBER ALWAYS?

Nathan says I'M NOT SURE.

Stewart asks DO YOU WANT TO TAKE A
GUESS AT THE NUMBER
YOU HAVE TO MULTIPLY?

Lorraine asks TAKE A GUESS?

Nathan chuckles and says NO.

Stewart says I'M GOING TO HELP
YOU A LITTLE BIT.
STAY WITH ME, NATHAN.
I'M GOING TO WRITE
THE DENOMINATOR HERE.

He writes 3486784401.

He says THEN I'M GOING TO WRITE
THE NEXT DENOMINATOR,
WHICH IS 1152261476.
NOW, THIS IS 3
BILLION 486 MILLION.
THIS ONE IS 1
BILLION, 162 MILLION.
WHAT DO YOU THINK I
MULTIPLIED THIS ONE BY
TO GET THAT?
A NICE NUMBER.

He says THREE.

Stewart says THAT'S RIGHT.
NOW, WHAT YOU'LL NOTICE,
I MADE A SMALL TYPING ERROR,
AND THIS SHOULD
HAVE BEEN 67.

He crosses out 76 and changes it to 67.

He says SO IF I MULTIPLIED THIS
WHOLE NUMBER BY THREE,
I WOULD GET THIS NUMBER.
AND YOU'LL FIND THAT'S THE
SAME THING THAT GOES
FOR EVERY ONE
OF THE TERMS.
SO IF I GOT BACK TO THIS
ONE, I TAKE THAT NUMBER,
I MULTIPLY IT BY THREE,
AND I GET THIS NUMBER.
I MULTIPLY THIS BY THREE,
AND I GET THIS NUMBER,
AND SO ON AND SO ON.
THE NEXT QUESTION WE'VE
GOT TO PUT OUT THERE,
WHAT ARE THE COORDINATES
JEWELS IS LEADING US TO?

Lorraine says THANK YOU VERY MUCH
FOR CALLING, NATHAN.

Stewart says THAT'S GREAT.

Lorraine says AND WE WANT TO KNOW
THE COORDINATES.
WELL, IF WE COULD
GET SOME CALLS.
LET'S TRY SAMUEL
FROM COLLEGE AVENUE.
SEE IF YOU MANAGED TO
GET THE COORDINATES.
ON TUESDAY WE ALMOST
GOT IT FROM A STUDENT
IN USBORNE BECAUSE THEY MADE
THAT CORRECTION AS WELL.
HELLO, CAN YOU GIVE
US THE COORDINATES
YOU RECEIVED
FOR ITEM number 24?

He says NEGATIVE 81.

Stewart says RIGHT.

Samuel says AND POSITIVE 27.

Stewart writes it down and says EXCELLENT, WELL DONE.
HEY.
NOW, ALL WE'VE GOT TO
DO IS SORT OF HONE IN
ON WHERE THAT IS.
WHERE IN THE
WORLD THAT IS.

Lorraine says WELL, WHY DON'T
WE USE THE ATLAS.

Stewart says SURE.
LET'S TAKE A LOOK.

Samuel asks ARE WE GOING TO
CAPE CANAVERAL?

Lorraine smiles and says LET'S LOOK AT THE
ATLAS AND CONFIRM.

Samuel says I'M GOING TO
CONFIRM IT FOR YOU.

Lorraine says SOUNDS GOOD.

Stewart says IN FACT, IF YOU TAKE
COORDINATES 27 AND 81,
YOU, IN FACT, END
UP IN A SWAMP AREA.

The open the atlas on a map of Florida.

He says BUT IF YOU BEGIN TO LOOK
CLOSELY AT THE CLOSEST
IMPORTANT PLACES, I CAN
IMAGINE MORE THAN ONE HERE,
BUT YOU KNOW, CAPE
CANAVERAL IS RIGHT HERE,
I HAVE THE FEELING CAPE
CANAVERAL IS THE RIGHT PLACE.
SO IN FACT, I THINK
WE WILL SAY THAT
CAPE CANAVERAL IS THE
NEXT LOCATION JEWELS
IS TAKING THE
MYSTERY TO.

Lorraine asks SAMUEL, HOW DID YOU
FIGURE THAT OUT?

He answers I KIND OF USED
MICROSOFT EXCEL.

Stewart says RIGHT.

She asks AND?

Samuel says AND THEN I KIND OF
USED AN INTERACTIVE
ENCYCLOPEDIA.

Stewart says OH, EXCELLENT.
HEY, THAT'S GREAT.

Lorraine asks HOW DID YOU GET TO CAPE
CANAVERAL BECAUSE
IT'S NOT RIGHT ON AS
FAR AS THE COORDINATES?

He explains I ALSO KIND OF SAW
IT WAS ON A SWAMP,
SO I LOOKED TO THE NEXT
KIND OF CLOSEST
MAJOR CITY KIND
OF THING.

Stewart says EXCELLENT.
WELL DONE.

Lorraine says GOOD FOR YOU.

Stewart says SUPER.
YOU KNOW, I'VE GOT A
CHALLENGE FOR THE KIDS
TO DO ON THE WEEKEND.
AND I THINK MAYBE I'LL
DISCUSS THAT RIGHT NOW.

Lorraine says THANKS, SAMUEL.

Stewart says SO HERE'S A LITTLE
CHALLENGE FOR YOU.
I'M GOING TO
SET IT UP.

He holds a piece of string around the globe on the table and says IMAGINE I HAD A REALLY
LONG PIECE OF STRING,
AND I WERE GOING TO
STRETCH IT ALL THE WAY
AROUND THE WORLD
AT THE EQUATOR.
SO I'M GOING TO GET A
LITTLE HELP FROM LORRAINE
TO MAKE SURE IT SORT OF
STAYS IN PLACE HERE.
NOW, THE FIRST
QUESTION IS,
I SAID A REALLY LONG
PIECE OF STRING.
HOW LONG WOULD THIS
PIECE OF STRING BE?
IT WOULD BE EQUAL TO?

She says THE CIRCUMFERENCE
OF THE EARTH.

He says WELL, A GOOD ESTIMATION
FOR THE CIRCUMFERENCE
OF THE EARTH IS
40 thousand KILOMETRES.
SO I THINK EVERYBODY
SHOULD MAKE A NOTE
OF THAT RIGHT NOW.
THAT THE CIRCUMFERENCE
OF THE EARTH
IS 40 thousand KILOMETRES.
NOW, LISTEN TO
ME CAREFULLY.
WHAT I'M GOING TO DO IS WE
ARE GOING TO PRETEND
WE TOOK THIS STRING, WE
HAD IT ALL THE WAY AROUND
THE WORLD, AND WE ARE
GOING TO ADD EXACTLY
2 METRES OF STRING TO IT.
WHICH IS NOT VERY MUCH.
LISTEN TO THE UNIT AGAIN.
2 METRES OF STRING.
WHAT'S GOING TO HAPPEN, IS
I'VE ADDED 2 METRES OF STRING.
WHICH MEANS IT WILL
GIVE IT A BIT OF SLACK,
WON'T IT?

Lorraine says YUP.

Stewart asks NOW, HAVE YOU GOT A PEN
OR SOMETHING LIKE THAT?

She says CERTAINLY.

He puts the pen between the string and the globe and says IMAGINE THAT WE HAD
LITTLE STAKES ALL THE WAY
AROUND THE WORLD SORT OF
ACTING LIKE THIS PEN,
SO THAT IT WOULD BE
RAISED ABOVE THE EARTH
EQUALLY ALL
THE WAY AROUND.
SO IN OTHER WORDS, THIS
STRING WOULD EVENTUALLY
BE STRETCHED OUT
EQUALLY SO IT'S ABOVE
THE EARTH ALL THE WAY
AROUND THE EARTH.
IS THAT CLEAR SO FAR?
I HOPE SO.

She says CERTAINLY IS.

He says HERE'S THE QUESTION,
HERE'S THE CHALLENGE.
HOW FAR ABOVE THE EARTH
WOULD THE STRING BE?

She adds IF YOU'VE EXTENDED
IT BY 2 METRES.

Stewart says WE ONLY ADDED 2 METRES
OF STRING TO SOMETHING
THAT'S 40 thousand
KILOMETRES LONG.
AND THE QUESTION IS, IF
I MADE SURE I HAD STAKES
ALL THE WAY AROUND THE
EARTH TO HOLD IT UP,
HOW TALL WOULD
THOSE STAKES BE,
ACTUALLY IS A GOOD
WAY OF LOOKING AT IT?
SO I THINK THAT'S A GREAT
QUESTION FOR THE WEEKEND,
DON'T YOU?

She says CERTAINLY IS.
HOPEFULLY, WE'LL HEAR
YOUR ANSWERS FOR TUESDAY.

A clip shows Stewart wearing a red bandana and fixing his samurai sword.

Lorraine is wearing a cap and comments YOU'RE GOING THROUGH
AN AWFUL LOT OF EFFORT
FOR SUCH A CHEAP
TOY, MISTER C.

He answers I'LL HAVE YOU KNOW
THIS IS NO TOY.
I TOLD YOU, IT WAS
A COLLECTOR'S ITEM.

She says WELL, ABOUT THE ONLY
COLLECTOR I KNOW THAT
WOULD WANT THAT TOY IS
A GARBAGE COLLECTOR.

He says OH.
I THINK WE BETTER GET
BACK TO THE MYSTERY.
YOU KNOW, I WAS TALKING
TO SOPHIA ON THE PHONE
THE OTHER DAY, AND SHE HAS
A PRETTY INTERESTING THEORY.
SHE THINKS THERE MIGHT BE
A PATTERN IN THE ORDER
OF CITIES THAT JEWELS
IS HAVING US VISIT.

She hands him a piece of string and says HMM.
WELL, WHY DON'T YOU
TAKE THIS STRING
AND TRY CONNECTING
THE DOTS.

He says GEE, AS A KID, I ALWAYS
ENJOYED CONNECTING THE DOTS.

She suggests WHY DON'T WE START
WITH THE JUMBOTRON
IN TORONTO, CANADA.

He sets the end to the Jumbotron on the wall map and says OKAY.

She says AFTER THAT, JEWELS HAD
US GO TO ATHENS, GREECE.

He connect is and says OKAY.

She continues FOLLOWED BY MACHU
PICCHU IN PERU.

He twists the string around the marks on a large wall map.

She continues AND LAST WEEK WE WERE
IN NAGANO, JAPAN.

He comments I'M TRYING TO STAY
UNTANGLED HERE.

She says AND I BELIEVE AS WE
HEARD FROM SAMUEL,
THAT WE ARE NOW AT CAPE
CANAVERAL IN FLORIDA, U.S.A.

He looks at the shape on the map and says KIND OF STRANGE.
WELL, HAVE YOU HEARD
IF THERE ARE ANY
NEW SUSPECTS?

She asks DIDN'T YOU SAY THEY HAD
A NEW PLAN TO CATCH
THE SUSPECTS RED-HANDED?

He says YES.

She looks at a paper on the table and says OH, AND THERE'S A FAX
THAT JUST CAME IN WITH THIS.

He comments HMM, LET'S SEE.
OH, YES.
ACCORDING TO THIS, RENE
HAS SPOTTED SOMEONE.

She asks DID THEY RECOGNIZE
THE PERSON?

He says UNFORTUNATELY, NO.
THE VIDEO FOOTAGE
WAS INCONCLUSIVE.
BUT THEY DID GET A PIECE
OF PHYSICAL EVIDENCE.

She asks OH, WHAT?

He says WELL, AS IT TURNS OUT,
IT IS THE COMPUTER
THE SUSPECT WAS
SITTING AT.
THEY SECURED IT, AND
THEY ARE NOW CONSULTING
WITH FORENSIC EXPERTS.

She comments WELL, I CAN'T BELIEVE WHAT
I'M READING HERE, MISTER C.
SOPHIA HYPOTHESIZES THAT
THERE'S ANOTHER SUSPECT.
SOMEBODY WITH A LOT OF
TIME ON THEIR HANDS.
SOMEONE WHO LIVES
CLOSE TO THE LIBRARY.
KNOWS A LOT OF STUFF
ABOUT A LOT OF STUFF
LIKE JIGSAWS AND
CROSSWORDS, AND FINALLY,
SOMEBODY WHO ENJOYS
WORKING AT THE COMPUTER?

He asks WELL, WHO?
WHO?

She says WELL, I SEE HERE
THAT SOPHIA IS SAYING
GRAMMIE FROM BRAMPTON.
AND HERE, MAYBE
THAT'S HER.

A slate appears. it shows a picture of an elderly lady with gray hair and glasses. A caption next to her reads “Grammie.”

Mister C says I CANNOT IMAGINE A
SWEET LOOKING PERSON
LIKE THIS BEING
INVOLVED.

She comments NEITHER CAN I.
WELL, I KNOW ONE THING,
I'M LOOKING FORWARD
TO SEEING THAT
VIDEO NEXT WEEK.

He says YOU WANT TO BET.
I'M GOING TO BE HERE
ON TUESDAY FOR SURE
TO LOOK AT THE
VIDEO MYSELF.
SO SEE YOU THEN.

She says THAT'S RIGHT.
HAVE A GREAT
LONG WEEKEND,
AND WE'LL SEE
YOU ON TUESDAY.
BYE.

Mister C says BYE BYE.

A blue slate appears. It reads “Please remember to log off! Pick up handset. Press number sign 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Student Session 12