# 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!”