Transcript: Student Session 13 | 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, Mr. C. appears on screen throwing paper planes. He is in his forties, has short, black, curly hair covered by a New York Yankees cap. He wears black, circular glasses, has a dark, thick beard and mustache, and wears a blue aviation suit.

Stewart says OOH!

Lorraine says HEY, Mr. C., YOUR
PLANES FLY ABOUT AS WELL
AS THE TITANIC.

Lorraine appears on screen wearing a blue aviation cap. She is in her forties, has long, curly, brown hair pulled into a ponytail under her cap. She wears a black aviation suit, sits in front of a computer on a desk with a globe and holds a white rocket model.

Stewart says OH, VERY FUNNY,

Lorraine says THESE ARE JUST
PROTOTYPES.
AND WE, AERONAUTICAL
ENGINEERS HAVE A LOT
OF SCIENTIFIC LAWS TO
STUDY AT THIS POINT.

Lorraine says YES, I CAN SEE THAT.
AND I THINK YOU'RE
STUDYING THE LAWS
OF GRAVITY RIGHT
AT THIS MOMENT.
YEAH, LOOKS LIKE
GRAVITY TO ME.

Stewart continues to throw paper planes.

Stewart says I WAS HOPING
THEY'D DEFY GRAVITY
A LITTLE BIT
LONGER.

Lorraine says WELL, MAYBE YOU CAN
GET SOME TIPS FROM
OUR STUDENTS AT ST. JOHN
BREBEUF BECAUSE THEY WERE
STUDYING SOME INFORMATION
ABOUT CAPE CANAVERAL
OVER THE WEEKEND.

Stewart says THAT SOUNDS LIKE
A GREAT IDEA.

Lorraine says YES, SO WHY DON'T
YOU CALL US NOW.
THOSE OF YOU WHO HAVE
STUDIED ABOUT
CAPE CANAVERAL FROM
ST. JOHN BREBEUF,
BY PRESSING NUMBER 9.
AND WE'RE LOOKING
FORWARD TO HEARING
YOUR INFORMATION.
LET'S MOVE THIS.
SO WE'RE GOING TO WAIT
A FEW MINUTES TO HEAR
FROM THE STUDENTS FROM
ST. JOHN BREBEUF.
NOW, WHAT DO YOU KNOW
ABOUT CAPE CANAVERAL
AT THIS POINT?

Stewart sits next to Lorraine and says WELL, ACTUALLY, I'VE
NEVER BEEN TO CAPE CANAVERAL,
BUT I HAVE BEEN TO
HUNTSVILLE,
WHICH IS ONE OF THE MAIN
CENTRES FOR AERONAUTICS
AND FOR NASA.
AND THEY'VE GOT ACTUALLY
A SPACE CAMP THERE.
THERE'S ANOTHER ONE
IN FLORIDA, AS WELL.
BUT THERE'S ONE IN
HUNTSVILLE
THAT IS ABSOLUTELY
FABULOUS.
SEE THIS IS A
SATURN FIVE ROCKET.
THEY'VE GOT ONE OF
THOSE STRETCHED OUT
ALONG THE GROUND.
IT'S AMAZING.
JUST ABSOLUTELY HUGE.

Lorraine says HOW TALL WOULD
YOU BE THERE?

Stewart says HOW TALL WOULD
I BE THERE?
DOWN THERE
SOMEWHERE.
HOLD IT.

Lorraine says AT THE BASE.

Stewart says IF YOU'RE
LOOKING AT THIS,
I'D BE WAY
DOWN THERE.
THIS THING IS
ABSOLUTELY HUGE.

Lorraine says WONDERFUL.
AND WE HAVE A STUDENT
FROM ST. JOHN BREBEUF.
HELLO?

Jacob says HI.

Lorraine says HI, AND YOUR NAME IS?

Jacob says JACOB.

Lorraine says HI, JACOB.
CAN YOU TELL US SOMETHING
ABOUT CAPE CANAVERAL?

Jacob says YES.
IT'S LOCATED EAST
COAST OF FLORIDA.

Stewart writes what Jacob says and Stewart says EAST COAST FLORIDA.
SOUNDS GOOD.

Lorraine says ANYTHING ELSE?

Jacob says IT INCLUDES THE FIRST
TRACKING STATION.

Stewart says THE FIRST
TRACKING STATION.
I DIDN'T KNOW THAT.

Lorraine says GREAT.
AND SOMETHING ELSE?

Jacob says A FAMOUS POP SINGER WHO
CAME FROM THE COUNTRY
WAS FRANK SINATRA.

Lorraine says YES.
AND UNFORTUNATELY,
DIED JUST LAST WEEK.

Lorraine says 80 SOMETHING,
YEAH, YEAH.

Stewart says AND ANYTHING ELSE?

Jacob says THE POPULATION OF UNITED
STATES IS 252.5 MILLION.

Stewart says FANTASTIC.
SO WE'RE GETTING SOME
INFORMATION ABOUT
THE UNITED STATES.
AND I THINK THAT'S
QUITE APPROPRIATE.
HAVE WE GOT SOMETHING
ELSE TO ADD?

Jacob says YEAH, THEY HAVE LOTS
OF NATURAL RESOURCES
WHICH INCLUDE,
COAL, COPPER, LEAD,
URANIUM, GOLD, MERCURY.

Stewart says IN OTHER WORDS,
LOTS OF METALS.

Jacob says YES.
THAT'S FOR
ALL OF U.S.A.

Lorraine says GREAT.

Stewart says ANYTHING SPECIAL IN
FLORIDA THAT YOU KNOW OF?

Jacob says IT HAS WALT
DISNEY WORLD.

Stewart says YOU WANNA BET.
AND IN A FUNNY SENSE,
THAT'S A NATURAL RESOURCE -
NOT QUITE SO
NATURAL MAYBE,
BUT IT IS A
RESOURCE.
WALT DISNEY WORLD.
WHERE IS THAT,
DO YOU KNOW?
WHAT CITY?

Jacob says ORLANDO?

Stewart says RIGHT ON.
HAVE WE GOT
SOME MORE?

Jacob says YEAH.
THE KENNEDY SPACE
CENTRE IS LOCATED
IN CAPE CANAVERAL.

Lorraine says YES, VERY GOOD.

Stewart says DO YOU KNOW WHY IT WAS
NAMED AFTER KENNEDY?

Jacob says BECAUSE OF HIS
TRAGIC ASSASSINATION.

Stewart says HE WAS THE
PRESIDENT.
HE DID ONE OTHER
THING, TOO,
THAT I THINK HAD A LOT
TO DO WITH SPACE.
AND THAT IS, HE SAID
IN THE EARLY '60s,
THE UNITED STATES WOULD
PUT A MAN ON THE MOON
BY THE END OF DECADE.

Lorraine says WHICH HE DID.

Stewart says WHICH HAPPENED.
ANYTHING ELSE?

Jacob says THE CAPITAL OF UNITED
STATES OF AMERICA
IS WASHINGTON,
D.C.

Stewart says RIGHT ON.

Lorraine says HOW ABOUT THE
CAPITAL OF FLORIDA?

Stewart says OH, GOOD QUESTION.

Jacob says TALLAHASSEE.

Stewart says RIGHT ON.
AGAIN.
LET'S SEE IF I
CAN SPELL THIS
T-A-L-L-A-H-A-S-S-E-E
I THINK IS CORRECT.

Jacob says AND THE AREA OF THE
UNITED STATES OF AMERICA
IS 9,372,614
SQUARE KILOMETRES.

Stewart says KILOMETRES SQUARED.
SAME WAY OF
SAYING THAT.
FANTASTIC.
WHAT GOOD
INFORMATION.

Lorraine says YES.
ANYTHING ELSE?

Jacob says NO.
NOT MUCH ELSE.

Lorraine says AND WE SEE WE DON'T HAVE
ANY OTHER PHONE CALLS
FROM ST. JOHN BREBEUF,
SO YOU DID IT ALL
FOR THE STUDENTS?

Jacob says YUP.

Lorraine says GREAT.
APPRECIATE THAT.
THANKS FOR
YOUR CALL.

Jacob says OKAY, BYE.

Lorraine and Stewart appear on screen at the desk again.

Lorraine says THAT WAS QUITE
INTERESTING.

Stewart says IT WAS VERY
EXCELLENT.

Lorraine says NOW, HAVE YOU HEARD
ANYTHING FROM SOPHIA LATELY?

Stewart says AS A MATTER OF
FACT, I HAVE.
I JUST GOT AN EMAIL.
AND IN THE EMAIL,
SHE SUGGESTS,
OR HINTS AT A SUSPECT
BEING AT THE LIBRARY
AT MARC GARNEAU
COLLEGIATE.

Lorraine says OH, MARC GARNEAU
COLLEGIATE?
ISN'T THAT WHERE
RENE WAS POSTED?

Stewart says ABSOLUTELY.
SHE HAD HER VIDEO
CAMERA THERE,
AND SHE TRIED
HER VERY BEST.
I LOOKED AT
THE PICTURES,
AND THE IMAGES
WERE VERY UNCLEAR.
I JUST COULDN'T MAKE OUT
WHO THIS SUSPECT WAS.
SO I BROUGHT THE
VIDEO IN SO YOU COULD
TAKE A LOOK AT IT,
AND MAYBE YOU COULD
RECOGNIZE THE PERSON.

Lorraine says OH, SOUNDS INTERESTING.
LOOKING FORWARD TO IT.

(music plays)

A clip shows a teenage girl with medium-length, black hair cut in a bob with sunglasses o her head. She silently speaks into a telephone, wears a black shirt, and black jeans. She crouches down behind a book stand and then begins to run through the library with her camera trying to find the culprit. She wanders up and down the aisles until she finds the man or woman in a lab coat standing in front of a computer.

Lorraine says IT'S HIM.
I MEAN, HER!
OH, I CAN'T SEE,
I CAN'T SEE THE FACE.

Stewart and Lorraine appear on screen again.

Stewart says IT HAPPENS
REALLY QUICKLY.

Lorraine says OH, NO, NO.
OH, UNFORTUNATELY,
I COULDN'T MAKE OUT
ANYBODY, COULD YOU?

Stewart says NO, NO, I COULDN'T.

Lorraine says DO YOU THINK YOU COULD
POSSIBLY REWIND IT
AND WE CAN SEE THE LAST
PART AGAIN SO MAYBE
WE COULD GET A GLIMPSE
OF THEIR FACE?

Stewart says SURE.
I CAN REWIND IT.
WE CAN RUN IT IN
SLOW MO, ACTUALLY.
MAYBE WE'LL TRY IT ONE
MORE TIME AND YOU'LL
RECOGNIZE THE PERSON.

Lorraine says SOUNDS GOOD.

The clip appears on screen again with as a slowed down version of the man with the lab coat hunched over the computer and then running away from the girl videotaping.

Stewart says OH!

Lorraine says IS THAT SPIKE?

Stewart says ISAAC?

Lorraine says NO, IT'S NOT
ISAAC.
WHAT ABOUT BEATRICE?

Stewart says GRAMMIE?

Lorraine says WELL, I DON'T KNOW, VERY
DIFFICULT TO NOTICE.
BUT RIGHT AROUND, NO,
I'M HAVING A LOT
OF DIFFICULTY RECOGNIZING
WHO IT MIGHT BE
AS A SUSPECT.

Stewart says IT'S THE SAME
PROBLEM I HAD.
SO YOU KNOW, I DECIDED I'D
GO OVER TO MARC GARNEAU
COLLEGIATE INSTITUTE
MYSELF AND HAVE A LOOK.
AND IT JUST SO
HAPPENED I RAN INTO
ONE OF MY VERY
GOOD FRIENDS.

Lorraine says OH?

The clip rolls and Stewart walks into a library.

Stewart says HI, STEVE, HOW
ARE YOU DOING?

Steve is in his forties, has short, thin, light blond hair, is clean-shaven, and wears a beige polo shirt, and reads a book.

Steve says HEY, STEWART,
HOW'S IT GOING?

Steve and Stewart shake hands.

Stewart says IT'S GREAT TO BE
BACK AT MARC GARNEAU.

Steve says IT'S GREAT TO
HAVE YOU HERE.

Stewart says I DIDN'T KNOW YOU
LIKE MYSTERIES.

Steve says OH, I LOVE THEM,
THEY'RE GREAT.

Stewart says I'VE GOT
THIS PROBLEM.
THREE YOUNG KIDS ARE
TRYING TO SOLVE
THIS MYSTERY OF
STRANGE EMAILS.
WE NEED SOME HELP WITH
THE FORENSIC EVIDENCE.
CAN YOU HELP ME?

Steve says YOU'RE IN LUCK.
TWO OF THE WORLD'S
FAMOUS DETECTIVES
ARE RIGHT HERE IN
THE BUILDING.

Stewart says WHERE?

Steve says OVER HERE.
LET'S GO.
[knocking]

Steve stands and walks with Stewartover to a door that has a yellow sign with a drawing of an eye and a title that reads “Earl and Meyer, World Famous Detectives.” They enter the room.

Stewart says WHAT'S THAT BOOK
YOU'RE READING?

Earl and Meyer appear on screen sitting at a desk filled with books and science-like tools. Earl sits to the left. He is in his forties, wears a small, white fedora, has short, light brown hair, wears glasses, has a thin brown beard, and wears a brown blazer, a pink shirt, and a yellow striped tie. Meyer is in his fifties, wears a light blue cap, thin-rimmed glasses, is clean-shaven, and wears a blue sweatshirt with a cow on it.

Meyer says OH, THIS IS
MODERN
FORENSIC TECHNIQUES
BY S. HOLMES.
IT'S THE LATEST.
HMM...
AAAH!
OH, THAT'S HOT STUFF.

Earl says CERTAINLY IS.

Meyer says WHOA!
I NEED A DRINK.

Earl says I CAN FIX YOU UP WITH
SOME WATER RIGHT HERE.

Meyer says OH, THANKS A LOT.

Earl pours Meyer a glass of water. Meyer drinks the water and then turns the cup upside-down.

Earl says DRINK UP.

Stewart comes in, sits down in front of the desk and says HI.
[telephone ringing]

Meyer says JUST A MINUTE.
EARL AND MEYER WORLD
FAMOUS DETECTIVES.
[telephone ringing]
EARL AND MEYER,
WORLD FAMOUS -
[telephone ringing]

Meyer says EARL AND MEYER.
HOW RUDE!

Earl says HOW CAN WE
HELP YOU?

Stewart says I'M Mr. C.
YOU KNOW, I'VE
READ MYSTERIES,
FICTION AND
NON-FICTION, AND I'VE
NEVER HEARD OF
YOU GUYS.

Earl says WELL, WE'VE SOLVED ALL
SORTS OF IMPORTANT CASES,
HAVEN'T WE, MEYER?

Stewart says LIKE WHAT?

Meyer says WELL, THERE WAS THE CASE
OF THE VANISHING TEACHER,
MOLES IN SPACE,
THE YOYO CAPER,
EARL AND MEYER
MEET DRACULA.
JURASSIC PARK.
I COULD GO ON
AND ON AND ON.

Stewart says YOU' GOT SOME
CREDENTIALS.
HAVE I GOT A
CAPER FOR YOU.
I'VE GOT THREE YOUNG
FRIENDS, RENE,
SOPHIA AND ISAAC.
AND THEY'VE BEEN GETTING
THESE STRANGE EMAILS.
THEY DON'T KNOW WHO
IS SENDING THEM.
IN FACT, JUST
THE OTHER DAY,
RENE WAS AT THE MARC
GARNEAU COLLEGIATE
INSTITUTE LIBRARY, AND
SHE SAW THE SUSPECT.

Meyer says DID SHE RECOGNIZE
THE PERSON?

Stewart says NO.
NO.
SHE GOT SOME
VIDEO FOOTAGE.
NEVER SAW IT.
BUT WE DID SECURE THE
COMPUTER THE SUSPECT
WAS SITTING AT.
BUT WE DON'T KNOW
WHAT TO DO WITH IT.

Earl says WELL, LET'S GO
CHECK IT OUT.

All three of them get up and walk into the library where the computer that the culprit was using sits on the desk wrapped in plastic.

Earl says HEY, GREAT,
COME ON, GUYS.

Meyer says OKAY, LET'S GO.

Stewart says HEY, OVER HERE.
COME ON, GUYS.
THERE IT IS.
HERE'S THE COMPUTER.
COME ON IN.
WHAT CAN WE DO
WITH THIS?

Meyer says WELL, I WAS THINKING
MAYBE WE COULD
DO A NUCLEAR MAGNETIC
RESONANCE PROBE TEST.
BUT YOU KNOW, I THINK IT'S
A LITTLE BIT TOO SMALL.
WAIT, WAIT, WE
CAN PROBABLY DO
A HIGH PRESSURE GAS
CHROMATOGRAPHY EXPERIMENT.
NO, NO, IT'S A
LITTLE BIT TOO HEAVY.
EARL, WHAT DO
YOU WANT?

Earl says HAVE YOU CONSIDERED
FINGERPRINTING?

Meyer says AH, YES,
FINGERPRINTING.
SO SIMPLE.

Stewart and Lorraine appear on screen back at their desk.

Lorraine says WELL, I SUPPOSE
IT'S A STEP
IN THE RIGHT
DIRECTION.

Stewart says ONE SMALL STEP,
I WOULD SAY.
I THINK WE NEED
SOME MORE HELP.
AND YOU KNOW, I THINK
WE GOT A LITTLE PIECE
OF TAPE HERE FROM SOMEBODY
WE'LL ALL RECOGNIZE.

Bill Nye, the science guy, appears on screen. He is in his fifties, has short, curly brown hair, is clean-shaven, and wears a light blue lab coat, white shirt, and polka-dotted black and white tie.

Bill says YOUR SKIN IS A PATTERN
OF LITTLE RIDGES,
FINGERPRINTS.
AND TO KEEP OUR SKIN
SOFT AND SUPPLE,
OUR SKIN IS OILY.
SO, WHEN WE GRAB HOLD
OF SOMETHING,
WE LEAVE A PATTERN
OF OILY RIDGES.
FINGERPRINTS.

Bill holds a glass jar and then places it on a table.

Bill continues YOU MAY HAVE HEARD THAT NO
TWO PEOPLE HAVE EXACTLY
THE SAME FINGERPRINTS.
IT'S TRUE.
AND SCIENTISTS CAN SEE
FINGERPRINTS BY
DUSTING THEM WITH
A FINE POWDER.
LIKE HERE AT
THE CRIME LAB.
OR WE CAN GET FINGERPRINTS
FROM A PERSON, LIKE THIS.

A woman with short reddish blond hair in her thirties and wearing a white lab coat stands next to Bill. He takes her fingerprints with ink and then stamps them onto a piece of white paper.

(music plays)

Bill continues SEE, IN THE OLD DAYS,
SCIENTISTS WOULD COMPARE
FINGERPRINTS BY EYE,
AND IT WOULD TAKE HOURS.
NOWADAYS, IT'S DONE
WITH COMPUTER SCANS,
AND IT HAPPENS
JUST LIKE THAT.

Bill points at two fingerprints and explains how they work.

Bill continues SEE, SCIENTISTS HAVE
GIVEN DIFFERENT PARTS
OF FINGERPRINTS DIFFERENT
NAMES, LIKE LOOPS,
WHORLS AND ARCHES.
BY COMPARING THE FEATURES
OF FINGERPRINTS FOUND
AT THE SCENE OF THE CRIME,
WITH FINGERPRINTS ON FILE,
SCIENTISTS CAN
DETERMINE WHETHER
OR NOT A PERSON WAS
AT THE SCENE.
YOU CAN SEE THAT THESE
TWO FINGERPRINTS
ARE REALLY CLOSE.
BUT THEY ARE NOT
EXACTLY THE SAME.
SO THESE AREN'T
THE SAME PERSON.
THIS GUY WASN'T AT THE
SCENE OF THE CRIME.
SEE, EVERYWHERE WE GO,
WE LEAVE TRACES BEHIND.
FINGER TRACES.
FINGERPRINTS.

(music plays)

Bill presses his fingerprint into the camera lens and Stewartand Lorraine’s hands appear on screen comparing their fingerprints.

Lorraine says WELL, THEY DON'T
LOOK LIKE MINE.

Stewart says AND THEY'RE
SURE NOT MINE.

Lorraine says I DON'T KNOW.

A blue screen appears with a hand whose index finger points to the sky. A caption reads “Are René, Isaac and Sofia any closer to putting a “finger” on their suspect?”

Lorraine says HELLO, AND WELCOME
TO SESSION 13
OF OUR MATH MYSTERY.
I'M LORRAINE GOWER.

Stewart says AND I'M STEWART CRAVEN,
AND I SURE HOPE YOU HAD
A GREAT LONG WEEKEND.
WE'VE GOT A LITTLE BIT
OF MATH TO DO FOR
THE NEXT LITTLE WHILE.
SO LET'S START
WITH THE PROBLEM
THAT WE HAD
LAST THURSDAY.
LET'S SEE, WE'LL PUT
THAT DOWN JUST THERE.
NOW, REMEMBER, WHAT WE
HAD WAS A STRING
THAT WAS WRAPPED
AROUND THE EARTH.

Stewart grabs the globe on their desk and wraps a white string around the diameter of the globe.

Lorraine says VERY LONG.

Stewart says HOW LONG IS THAT
STRING, LORRAINE?

Lorraine says 40,000 KILOMETRES, WHICH
IS THE CIRCUMFERENCE
OF THE EARTH.

Stewart says THEN WHAT DID WE DO?

Lorraine says WE ADDED TWO METRES
TO THAT STRING.

Stewart says JUST TWO METRES.
AND THEN WHAT
WERE WE DOING?
GOT A PEN
THERE, PERHAPS?

Lorraine says YES.

Lorraine grabs a pen and sticks it underneath the string wrapped around the globe.

Stewart says GRAB ME ONE TOO.

Lorraine says CERTAINLY.
YOU CAN TAKE THIS
ONE, IF YOU LIKE.

Stewart says WE SUSPENDED IT
EQUALLY ALL THE WAY
AROUND THE WORLD.
AND THE QUESTION WAS,
EXACTLY HOW HIGH ABOVE
THE EARTH IS
THIS STRING?
I WONDER IF WE'VE GOT SOME
STUDENTS THAT MIGHT
HAVE AN ANSWER
FOR US.

Lorraine says WE HAVE A CALL HERE
FROM FLAMBOROUGH.

Stewart says FANTASTIC.

Lorraine says LET'S SEE IF WE
CAN GET AN ANSWER.

Stewart says WE DIDN'T HAVE
AN ANSWER.

Lorraine says YOU DON'T HAVE
AN ANSWER.
WANT TO TAKE
A GUESS?

Stewart says AN ESTIMATE
WOULD BE OKAY.

Lorraine says ESTIMATE WOULD
BE BEST, YES.
IF WE ADD TWO METRES.

Stewart says HOW HIGH DO YOU THINK IT
WOULD BE ABOVE THE EARTH?

Lorraine says WE'RE GOING TO EXPLAIN
IT IN A FEW MINUTES,
BUT DO YOU WANT TO
JUST TAKE A NUMBER,
AND THEN WE'LL -

A male caller says I DON'T KNOW.

Lorraine says ANYTHING.

The male caller says I DON'T KNOW.

Lorraine says OKAY.
ALL RIGHT, THANKS.
MAYBE YOU COULD
START EXPLAINING IT,
AND WE'LL SEE IF ANYBODY
CALLS IN THE MEANTIME.
THEY MUST HAVE FOUND
IT A LITTLE DIFFICULT.

Stewart says IT'S A LITTLE
BIT TRICKY.
ACTUALLY, YOU KNOW
WHAT I'M GOING TO ASK
EVERYBODY BEFORE
I PUT THIS ON,
WHAT IS THE FORMULA FOR
FINDING THE CIRCUMFERENCE
OF ANY CIRCLE, LET
ALONE THE EARTH?

Lorraine says WELL, WE HAVE DAVID FROM
COLLEGE AVENUE CALLING IN.

David says HELLO?

Lorraine says HI.

Stewart says HI.
NOW, THE FIRST
QUESTION I'LL ASK YOU
IS DID YOU GET AN
ANSWER TO THE PROBLEM?

David says 6.28.

Stewart says 6.28 WHAT?

David says METRES.

Stewart says 6.28 METRES.
SO IT WOULD BE STICKING
ABOVE THE EARTH 6.28 METRES.
I'LL KEEP THAT.

Stewart writes “6 point 28 metres.”

Stewart continues NOW, CAN YOU DO ME
A FAVOUR WHILE
I'VE GOT YOU ON AIR.
COULD YOU TELL ME
WHAT THE FORMULA
FOR THE CIRCUMFERENCE
OF A CIRCLE IS?

David says PI TIMES THE
DIAMETER.

Stewart says SO CIRCUMFERENCE EQUALS
PI TIMES DIAMETER.
DIAMETER IS ALSO
EQUAL TO WHAT?

David says RADIUS.

Stewart says TWO RADIUS,
ISN'T IT?
BECAUSE IN A CIRCLE, THE
DIAMETER IS ALL THE WAY
ACROSS, AND THE
RADIUS IS HALF.
SO WE'LL JUST SLIDE
THAT UP A LITTLE BIT.
THERE YOU GO.
SO IN OTHER WORDS,
CIRCUMFERENCE COULD
ALSO BE WRITTEN
AS 2PIr.
I'M GOING TO
USE THAT.

Stewart and Lorraine sayTHANKS VERY MUCH.

Stewart says HAVE WE GOT ANYBODY ELSE
WHO MIGHT HAVE AN ANSWER
TO THE QUESTION?

Lorraine says YES, WE HAVE A CALL
HERE FROM JACK MINER.

Stewart says GREAT.
SO WE HAVE ON ESTIMATE
AT 6.28 METRES.
I WOULD SAY THAT'S
CERTAINLY A LIMIT.
WE ONLY ADDED TWO
METRES, DIDN'T WE?

Lorraine says THAT'S RIGHT.
SO IT WOULD BE...
HMM.
WELL, WE'LL
FIND OUT.
HELLO?

Stewart says HELLO?

A female caller says HELLO.

Lorraine says HI.

Stewart says HAVE YOU GOT AN ANSWER
TO THE PROBLEM OR AN ESTIMATE?

The female caller says NO.
I WAS JUST GOING TO SAY
WHAT THE FORMULA
WAS FOR FINDING
CIRCUMFERENCE?

Stewart says WHICH FORMULA DO
YOU USE THE MOST,
THIS ONE OR THIS ONE?

The female caller says PI TIMES D.

Stewart says YEAH.
I THINK THIS'S PRETTY
COMMON, ISN'T IT?

Lorraine says YEAH, DEFINITELY.

Stewart says OKAY, I THINK MAYBE I'LL
SWING INTO A LITTLE BIT
OF A EXPLANATION AND SEE
IF YOU CAN FOLLOW ME.
I'LL TRY TO TAKE MY TIME AND
DO IT ONE STEP AT A TIME.

Lorraine says THANKS FOR YOUR CALL.

Stewart says I START WITH THIS SLATE.
NOW, WHAT I DID IS A LITTLE
BIT OF EQUATION SOLVING.

Stewart shows a piece of paper with a diagram to find the distance of the Earth.

Stewart continues I DIVIDED THIS NUMBER BY
TWO, SO ON BOTH SIDES,
I DIVIDED BY TWO.
SO THAT'S THE 20,000.
AND THEN I EVENTUALLY
DIVIDED BY PI, AS WELL.
AND THIS IS
WHAT RESULTS.
RADIUS EQUALS 20,000
KILOMETRES DIVIDED BY PI.

Lorraine says AND THAT'S BECAUSE YOU
CAN CANCEL THOSE OUT.

Stewart says THAT'S RIGHT.
OKAY, NOW I ADDED TWO
METRES TO THE STRING.
SO THIS IS THE
SECOND CALCULATION.
SO THE TOTAL
CIRCUMFERENCE NOW IS
40,000 KILOMETRES PLUS
TWO METRES, WHICH IS
POINT 002 KILOMETRES, SO
THAT'S HOW I GOT THAT.
I DID THE SAME THING.
I DIVIDED BY TWO
PI ON BOTH SIDES.
LIKE THIS ONE.
NOW, THE HEIGHT ABOVE
THE EARTH HAS TO BE
THE DIFFERENCE BETWEEN THIS
RADIUS AND THAT RADIUS.
SO THE LAST PART
OF THE CALCULATION,
THE DIFFERENCE.
I'M HIDING THE ANSWER.
YOU MAY HAVE
SEEN IT ALREADY.
THE RADIUS OF THE STRING
ABOVE THE EARTH MINUS
THE RADIUS OF THE EARTH IS:
20 THOUSAND POINT 001 MINUS
20 THOUSAND ALL DIVIDED BY PI.
THAT’S BECAUSE THEY HAVE THE SAME
DENOMINATOR AND I CAN DO THAT.

Lorraine says AND BEDMAS IS VERY
IMPORTANT AT THIS POINT.

SO I SUBTRACT
FIRST AND I GET POINT 001
WHICH OF COURSE IS
KILOMETRES
DIVIDED BY PI WHICH IS
THE SAME AS ONE METRE
DIVIDED BY PI.
SO I CONVERTED FROM
KILOMETRES TO METRES.
AND THERE'S THE ANSWER.

Lorraine says CENTIMETRES.

Stewart says AND I THINK MOST PEOPLE
WOULD FIND IT SURPRISING,
IN FACT, THAT IT'S THAT
HIGH ABOVE THE EARTH.
WE GOT A
QUESTION OR TWO.
MAYBE WE CAN TAKE A
PHONE CALL RIGHT NOW.
I WOULDN'T MIND
DOING THAT.

Lorraine says AND WE HAVE DAVID.
DAVID, FROM COLLEGE
AVENUE WE'RE CALLING.
AND 38, HELLO.

David says HELLO.

Stewart says DO YOU HAVE A
COMMENT OR QUESTION?

David says YEAH, THIS IS FUN.

Stewart says HEY, I LIKE
THAT COMMENT.
ACTUALLY, THAT'S KIND
OF AN INTERESTING
LITTLE SEGUE.
THIS PARTICULAR EXERCISE
WE'RE DOING THIS WEEK
AT CAPE CANAVERAL HAS A
LOT TO DO WITH NASA AND
SPACESHIPS AND SHUTTLES.
I JUST HAPPEN TO HAVE A
VIDEO WITH US TODAY WHERE
WE DID AN INTERVIEW OVER
AT THE SPACE RESOURCE
CENTRE AT MARC GARNEAU.
AND YOU'LL CERTAINLY
ENJOY THIS.

The clip rolls.

Stewart says HERE WE'RE AT MARC
GARNEAU COLLEGIATE
INSTITUTE AT THE SPACE
RESOURCE CENTRE.
AND THIS IS MY GOOD
FRIEND, STEVE LANG.
HOW DO YOU DO?

Stewart stands next to Steve in a room with a black background and a space shuttle model behind them. Steve is in his forties, has short, blond hair, is clean-shaven, and wears a beige astronaut jumpsuit.

Steve says OKAY, STEWART.

Steve and Stewart shake hands.

Stewart says I WAS JUST WONDERING
IF YOU COULD TELL ME
A LITTLE BIT ABOUT WHAT
THIS SPACE RESOURCE
CENTRE IS ALL ABOUT
AND GO FROM THERE.

Steve says OKAY, WE'VE BEEN
HERE ABOUT TEN YEARS.
THERE ARE ACTUALLY FIVE
CENTRES ACROSS CANADA.
WHAT WE'RE HERE IS WE'RE
HERE FOR EDUCATORS
LIKE YOURSELF, STUDENTS,
AND THE GENERAL PUBLIC,
AND IF THEY WANT
INFORMATION ON
THE CANADIAN SPACE
PROGRAM, WE'VE GOT IT.

Stewart says WHAT KIND OF
INFORMATION DO YOU HAVE?

Steve says WE'VE GOT 300 VIDEO
TAPES, WE'VE GOT SLIDES,
WE HAVE PRINT MATERIAL.
AND IT'S ALL AVAILABLE
TO THE TEACHERS.

Stewart says THAT'S GREAT.
NOW, YOU SEE THIS
SHUTTLE BACK HERE.
I NEED SOME INFORMATION
ABOUT THE SHUTTLE BECAUSE
THE KIDS ARE GOING
TO BE DOING A BIT OF
A MATH ASSIGNMENT
BASED ON THE SHUTTLE.
CAN YOU HELP ME
OUT A BIT?

Steve says I COULD, BUT I KNOW
SOMEONE WHO IS REALLY
GOOD AT IT, AND I
CAN GET HER TO YOU.

Stewart says THAT'S GREAT.
AND WHO IS THAT?

Steve says THAT WOULD BE
MY FRIEND ALTA.

Stewart says COME ON IN.
HI, ALTA, HOW
ARE YOU DOING?

Alta walks on screen, shakes Stewart’s hand and says HI, STEWART.
I'M GOOD,
HOW ARE YOU?

Alta is in her thirties, has straight black hair pulled into a bun, and wears a blue astronaut spacesuit.

Stewart says I WANT YOU TO TELL ME
A LITTLE BIT
ABOUT THIS MODEL HERE.
CAN YOU TELL ME WHAT THE
DIFFERENT PARTS ARE?

Alta says SURE.
THIS IS A MODEL OF THE
SPACE SHUTTLE SYSTEM.
THIS PART HERE
IS THE ORBITTER.
THAT'S WHERE
THE CREW STAY.
THESE PARTS HERE ARE
WHAT ACTUALLY HELPS
TO GET THE SHUTTLE
UP INTO ORBIT.
THIS IS THE
EXTERNAL TANK,
AND THESE ARE THE
SOLID ROCKET BOOSTERS.

Stewart says HEY, YOU KNOW, I CAN
SEE WHERE THE EXHAUST
COMES OUT OF
THESE BIG GUYS.
BUT I DON'T
SEE AN EXHAUST
UNDER THIS BIG
ONE IN THE BACK?

Alta says THIS IS PRETTY
MUCH A BIG GAS TANK.
AND IT FUELS THE
ENGINES THAT ARE HERE
ON THE SPACE
SHUTTLE HERE.

Stewart says HMM.
NOW, I'M KIND
OF INTERESTED.
I SEE THERE ARE A COUPLE
OF HINGED DOORS HERE.
WHAT'S INSIDE HERE?

Alta says THESE OPEN UP.
THIS IS THE CARGO BAY.
AND THIS IS WHERE THEY
KEEP THE DIFFERENT
PAYLOADS THAT
THEY FLY WITH.
THEY'LL HAVE A SATELLITE,
OR THE DIFFERENT
SPACE LAB MISSIONS, AND OF
COURSE THE CANADARM,
WHICH IS RIGHT HERE.

Stewart says OH, YES.
THERE ARE A FEW FACTS I
WAS KIND OF INTERESTED IN.
NUMBER ONE, FROM THE TIME
THAT THIS LIFTS OFF
THE LAUNCH PAD, HOW
LONG DOES IT TAKE
TO GET INTO ORBIT?

Alta says TAKES ABOUT EIGHT MINUTES
FOR IT TO GET INTO ORBIT.

Stewart says ONCE IT IS IN SPACE, HOW
HIGH ABOVE THE EARTH IS IT?

Alta says IT'S ABOUT 250
TO 300 KILOMETRES,
AND IT DEPENDS ON THE
TYPE OF MISSION
THEY ARE FLYING.

Stewart says LAST BUT NOT LEAST,
HOW LONG DOES IT TAKE
TO GO ALL THE WAY
AROUND THE WORLD?

Alta says TAKES ABOUT 90 MINUTES.

Stewart says SO THAT'S LIKE HAVING ONE
SUNRISE AND ONE SUNSET
EVERY 90 MINUTES.

Alta says YUP.

Stewart says NOW, COULD YOU TELL ME
ONE MORE THING ABOUT
THE SHUTTLE, AND THAT IS,
WHY DOES IT GO UP?
WHAT DOES IT
DO UP THERE?

Alta says WHEN THEY SPEND A
SPACE SHUTTLE UP,
THEY DO ALL
KINDS OF THINGS.
THEY DO DIFFERENT SCIENCE
EXPERIMENTS AND MEDICAL
EXPERIMENTS THAT TEST
DIFFERENT THINGS
BECAUSE YOU HAVE A
MICROGRAVITY ENVIRONMENT.
SO YOU DON'T HAVE TO
WORRY ABOUT GRAVITY
AFFECTING YOUR RESULTS.
AND ALSO, COMING UP,
THEY'RE GOING TO START
USING THE SPACE SHUTTLE TO
BUILD THE SPACE STATION.

Stewart says THANK YOU, ALTA.
THAT'S JUST GREAT
INFORMATION.

Alta says NOT A PROBLEM,
STEWART.
THANKS A LOT.

Back at their desk, Stewart and Lorraine speak to each other.

Stewart says WELL, HOPEFULLY, SOME
DAY WE'LL BE ABLE
TO TRAVEL IN SPACE.

Stewart says I WOULD
ABSOLUTELY LOVE TO.

Lorraine says ME, TOO.

Stewart says NOTICE I'M
WEARING A SPACE -

Lorraine says THIS IS A GLIDER.

Stewart says YOU DO SOME GLIDING,
BUT I ACTUALLY ATTENDED
AN INTERNATIONAL
SPACE CAMP IN 1992,
AND I GOT TO GO IN THE
SIMULATOR FOR THE SHUTTLE.
AND I TELL YOU, I GOT
TO BE THE COMMANDER.
AND IT WAS REALLY AN
AMAZING EXPERIENCE.
YOU MIGHT NOT BE ABLE TO
SENSE THE G-FORCE IN
THE BLASTOFF, BUT THE
ROCKING AND THE ROLLING,
THEY GET THAT THING
GOING, IT'S JUST AMAZING.

Stewart places a cone, sphere, and a cylinder on a piece of white paper. He then draws out mathematical diagrams in order to explain how to calculate volume.

Stewart continues ANYWAY, WE'RE GOING TO
DEAL WITH THE EXERCISES
YOU'RE DOING IN
THIS ASSIGNMENT.
AND THERE ARE TWO
PARTS TO THE EXERCISE.
ONE HAS TO DO WITH THE
VOLUME OF THREE SOLIDS,
GEOMETRIC SOLIDS.
AND THEY ARE SITTING
IN FRONT OF ME NOW.
I'M SORT OF
FLIPPING THEM OVER.
OBVIOUSLY, THIS IS A
CYLINDER, THIS IS A CONE,
AND THIS IS A SPHERE.
WHAT I WANT TO TALK
ABOUT, FIRST OF ALL,
IS THE WHOLE IDEA
OF THE VOLUME
AND HOW YOU
CALCULATE IT.
WHAT THE
FORMULA MEANS.
EVERYBODY IS
PRETTY MUCH AWARE
OF THE RECTANGULAR
PRISM.
TO GET A VOLUME, YOU
MUST MULTIPLY THE WIDTH,
TIMES THE LENGTH,
TIMES THE HEIGHT.
SO IN FACT, YOU
ARE MULTIPLYING
THREE DIMENSIONS.
AND WHEN YOU'RE
DOING VOLUME,
THAT IS A PRETTY
MAGICAL IDEA.
THAT IN FACT, NO MATTER
WHAT VOLUME YOU'RE
DEALING WITH, NOT
COUNTING THE FRACTIONS
OR THE CONSTANTS, YOU
ARE ALWAYS MULTIPLYING
THREE DIMENSIONS WHEN
YOU'RE DOING VOLUME.
NOW, LET'S GO
TO THE CYLINDER.
HOPE I GOT A LOT MORE
PAPER HERE HIDDEN SOMEWHERE.
YEAH, I SEE
SOME SOMEWHERE.
I'M JUST GETTING
MYSELF READY.
NOW, WE'LL DEAL WITH
THE CYLINDER FIRST
AND FOREMOST.
ANYTHING WHATSOEVER,
ANY GEOMETRIC SOLID
WHERE ONE FACE, LIKE THE
CIRCLE IN THIS ONE,
IS AT RIGHT ANGLES TO,
WE'LL CALL IT ITS HEIGHT,
THE CALCULATION IS
ALWAYS THE SAME.
ACTUALLY, WHEN WE WERE
DOING THE RECTANGULAR PRISM,
IF WE TOOK THE
AREA OF THE END,
WHICH IS WIDTH
TIMES HEIGHT,
AND MULTIPLIED IT BY
THE OTHER DIMENSIONS -
BECAUSE AFTER ALL, THESE
ARE AT RIGHT ANGLES TO
EACH OTHER ALL THE
WAY AROUND, THEN IT'S
A VERY SIMPLE
CALCULATION.
IT'S THE AREA OF THE
FACE AT THE END TIMES
THE OTHER DIMENSION.
WELL, THIS IS TRUE, AS
WELL, FOR THE CYLINDER.
WHAT YOU HAVE HERE
IS A CIRCLE ON TOP,

Stewart changes the piece of paper and draws a cylinder with its mathematical formula.

Stewart continues THE OTHER DIMENSION IN
THIS CASE IS THE HEIGHT.
SO IT'S THE AREA
OF THE CIRCLE
TIMES THE HEIGHT,
BASICALLY.
I DON'T NEED THAT
EQUAL SIGN IN THERE.
SO IT'S THE AREA OF THE
CIRCLE TIMES THE HEIGHT.
WELL, THE AREA OF A
CIRCLE IS EQUAL TO...
SO THERE ARE TWO
DIMENSIONS RIGHT THERE.
AND THE THIRD ONE
IS THE HEIGHT.
SO THE VOLUME OF A
CYLINDER...
NOTICE THAT YOU HAVE
THREE DIMENSIONS.
YOU HAVE THE h AND
YOU HAVE TWO rS.
THIS IS A CONSTANT, AND
IT BASICALLY ADJUSTS
FOR THE SHAPE OF
THE CIRCLE.
OKAY?
SO THAT'S THE VOLUME
OF A CYLINDER.
NOW, THE NEXT LOGICAL ONE
TO DEAL WITH IS THE CONE.
A CONE, IF YOU LOOK AT
IT KIND OF UPSIDE DOWN,
IS PART OF A CYLINDER,
WOULDN'T YOU SAY?

Lorraine says CERTAINLY.

Stewart takes the cone and places it next to the cylinder.

Stewart says AND THAT'S
EXACTLY WHAT IT IS.
IT'S PART OF
A CYLINDER.
BUT THE QUESTION IS,
WHAT PART OF A CYLINDER?
IT'S A SMALLER
PART THAN A CYLINDER.
NOW, IF I HAPPEN TO
HAVE A CYLINDER HERE
WHICH WAS EXACTLY THE
SAME HEIGHT AS THE CONE,
THAT WOULD BE KIND
OF USEFUL TO ME.
I'LL ACTUALLY SHOW
IT ON THE SIDE HERE.
THIS IS NOT THE SAME
HEIGHT, OBVIOUSLY.
BUT IF I HAD A CYLINDER
HERE THAT WAS THE SAME
HEIGHT, THEN WHAT I WOULD
REALLY WANT TO DO IS
COMPARE THE VOLUME OF THE
CYLINDER WITH THE SAME
HEIGHT WITH THE
VOLUME OF THE CONE.
AND ONE OF THE THINGS YOU
CAN DO IN YOUR CLASSROOM
IS TO TAKE A CONE AND
MAKE A CONE WITH MAYBE
SOME PAPER, OR SOME
CONSTRUCTION PAPER,
CUTTING IT OFF SO
IT'S NICE AND FLAT
ON THE TOP THERE.
FIGURING OUT THE VOLUME OF
A CYLINDER WITH THE SAME HEIGHT,
AND THEN TAKING THIS
AND FILLING IT WITH,
OH, SAY, RICE, OR
SOMETHING DRY,
AND MEASURING IT
IN TERMS OF VOLUME
IN A GRADUATED
CYLINDER.
BY DOING THAT, YOU WILL
FIND THAT THIS VOLUME
IS A FRACTION
OF THIS VOLUME.
THE QUESTION IS,
WHAT FRACTION?
SO THE VOLUME OF A
CYLINDER, GO BACK TO THAT -
THE VOLUME OF A
CONE IS STILL -
BUT THERE'S A
FRACTION IN FRONT.
IT'S ONE-THIRD
THE SIZE.
THAT'S HOW YOU
REMEMBER THAT.
OKAY, THAT LEAVES
THE SPHERE.
THIS ONE IS A
REAL PROBLEM.
IT IS IN THE GRADE 8
CURRICULUM.
YOU'RE SUPPOSED TO KNOW
OR USE THIS FORMULA.
BUT I'M AFRAID TO
ACTUALLY DERIVE OR FIGURE OUT
THIS FORMULA; IT
NEEDS OAC CALCULUS,
AND ACTUALLY MAYBE EVEN
A LITTLE BIT BEYOND OAC
CALCULUS TO FIND OUT WHY
THIS PARTICULAR FORMULA WORKS.
NOW, THE ONLY DIMENSION
THAT YOU HAVE IN HERE
IS THE RADIUS.
AND THE RADIUS GOES
IN THREE DIRECTIONS.
RADIUS GOES UP, RADIUS
COMES OUT AT ME,
AND RADIUS GOES
TO THE RIGHT.
SO THOSE ARE THE
THREE DIMENSIONS.
SO WHEN WE'RE DOING
THE VOLUME OF A SPHERE -
BUT THERE'S A
FRACTION IN FRONT
OF THIS, AS WELL.
FOUR OVER THREE.
NOW, THESE THREE FORMULAS
YOU WILL BE EMPLOYING
IN THE ASSIGNMENT.
NOW, WHAT I'M THINKING OF
DOING RIGHT NOW IS
DOING AN ORAL QUESTION TO
SEE IF YOU REMEMBER
THE FORMULAS.

Lorraine says WHAT A GREAT IDEA.
AND YOU'LL REQUIRE
YOUR PHONES FOR THIS.
LET'S MAYBE LOOK AT
THE ANSWERS FIRST.
SO HERE THE QUESTION WE
ARE GOING TO BE ASKING YOU
IS WHICH FORMULA
REPRESENTS THE VOLUME
OF A CONE?
IS IT NUMBER ONE, EQUAL TO
ONE THIRD PI R SQUARED H,
2, PI R SQUARED H,
OR 3, 4 THIRDS PI R CUBED?

Stewart says SO I SEE WE'VE GOT
BUNCHES OF PHONE CALLS
COMING IN.
HOW ARE WE DOING IN
PERCENTAGE THERE?

Lorraine says WE HAVE 51 PERCENT.
CLIMBING STEADILY.
65.
STILL WORKING ON IT.

Stewart says WE LIKE 75 PERCENT
BEFORE WE SHOW.

Lorraine says 70.
FIVE MORE PERCENT.

Stewart says COME ON, LET'S GO.

Lorraine says 73.

Stewart says 73, 75?
WE'VE GOT TO BE
REALLY CLOSE NOW.
CAN YOU PUT THE
GRAPH UP?

Lorraine says YES, CERTAINLY.
AND LET'S LOOK AT THAT
A LITTLE BIT CLOSER.

A graph appears on screen of the callers with the answer. From left to right, a green bar reads 47, the middle purple bar reads 2, and the right blue bar reads 2.

Stewart says HEY, THERE'S
ABSOLUTELY NO DOUBT.
THERE'S NO DOUBT IN
THE SENSE YOU'VE BEEN
LISTENING TO
THE FIRST PART,
AND THIS IS EXCELLENT.

Lorraine says AND IF WE GO BACK TO THE
GRAPHIC, YOU'RE CORRECT,
IT IS THE NUMBER 1.
ONE-THIRD.

Stewart says LITTLE BIT OF WHEN I
WAS DRAWING HERE WENT
THROUGH, BUT THAT'S OKAY.
NOW, I WANT TO FINISH UP
A LITTLE BIT ON VOLUME.
YOU GOT A FEW
STRUCTURES LIKE THIS.
LIKE FOR INSTANCE, YOU'VE
GOT A CONE IN THE CENTRE

OR EXCUSE ME, A
CYLINDER IN THE CENTRE,
A CONE AT THE END, AND
HALF A SPHERE AT THE END.
SOMETHING LIKE THIS.
SO YOU KNOW HOW TO GET
THE VOLUME OF A CYLINDER.
YOU USE THE FORMULA
PIr SQUARED h.
YOU KNOW THE
FORMULA OF THE CONE.
SO THAT'S ONE-THIRD
PIr SQUARED h.
NOW, THIS THING
ON THE END,
IT'S ONLY HALF A SPHERE.
SO IF YOU CALCULATED
FOUR-THIRDS PIr CUBED.

Lorraine says THEN YOU DIVIDE.

Stewart says YOU DIVIDE THAT BY TWO
BECAUSE IT'S HALF OF ONE.
IF YOU WANT THE
TOTAL VOLUME,
CALL THIS VOLUME ONE.
VOLUME TWO, AND VOLUME
THREE, YOU ADD IT ALL UP.
AND TO BE QUITE HONEST,
THAT'S THE ESSENCE
OF THE ASSIGNMENT.
IT'S VERY
STRAIGHTFORWARD.
YOU HAVE TO KNOW HOW TO
PROPERLY SUBSTITUTE.
LET'S TAKE ONE
QUICK EXAMPLE
OF A SUBSTITUTION.

Lorraine says SOUNDS GOOD.

Stewart writes and says LET'S SAY THE RADIUS
IS EQUAL TO TWO METRES.
AND IT'S THE
RADIUS OF A SPHERE.
YOU KNOW WHAT I WOULDN'T
MIND DOING IS ASKING
THE STUDENTS TO GO AHEAD AND
DO A CALCULATION FOR ME.
WHAT I WANT IS THE
VOLUME OF A SPHERE
WHICH HAS A RADIUS
OF TWO METRES.
AND IF YOU'VE GOT
CALCULATORS RIGHT NOW,
IF YOU PUNCH THAT IN AND
TRY TO FIGURE THAT OUT,
GIVE ME A CALL RIGHT NOW
AND LET US KNOW WHAT
AN ANSWER MIGHT BE, OR A
REASONABLY CLOSE ANSWER.
LET'S SEE WHAT HAPPENS.
WE DON'T SEEM TO BE GETTING
A WHOLE LOT OF ANSWERS.
WAS SOMEBODY CALLING?

Lorraine says DON'T HAVE ANY CALLS
RIGHT AT THE MOMENT.

Stewart says NO?
NOT COMING TO
THE TOP.
OKAY, WELL MAYBE THEY
DON'T HAVE THEIR
CALCULATORS IN
THE CLASSROOM
SO I CAN LIVE
WITH THIS.
OH, WE GOT AN ANSWER.
GREAT.
FANTASTIC.
VOLUME APPROXIMATELY
EQUALS.

Lorraine says ALL RIGHT, WE'RE
CALLING SOMEONE,
LEEANN FROM JACK
MINER SCHOOL.
HELLO?

Leeann says HELLO.

Stewart says HI.
HAVE YOU GOT AN
ANSWER FOR US?

Leeann says YEAH, BUT I'VE GOT
A QUESTION FIRST.

Stewart says SURE.
I'M ALL FOR THAT.

Leeann says THE 4 OVER 3,
WHAT'S THAT FOR?
WHAT DO YOU DO?
I DON'T GET THAT.

Stewart says OKAY, THE FORMULA
THAT YOU HAVE IS -
IF I'M USING A CALCULATOR,
WHAT I'M GOING TO DO TO
CALCULATE THIS, I'M GOING
TO SHOW YOU THE KEY STROKES.
I WOULD TAKE 4,
THEN I WOULD KEY
THE DIVIDE SYMBOL 3.
NOW, YOU DON'T NEED
BRACKETS ON A CALCULATOR,
BUT SOMETIMES IN ESSENCE,
WHAT'S GOING ON
IS YOU'RE DIVIDING
4 BY 3.
THEN YOU MULTIPLY
BY THE PI.
NOW, PI YOU CAN EITHER
USE 3 POINT 14 WHICH IS A GOOD
ENOUGH APPROXIMATION, OR
YOU CAN ACTUALLY 2ND
FUNCTION PI WILL GET IT
ON MOST CALCULATORS.
THEN TIMES AGAIN,
2, IN THIS CASE.
AND THEY'VE GOT A
LITTLE KEY IN THERE,
I THINK THE HAT GOES
THAT WAY IF I RECALL
CORRECTLY, IT'S
A LITTLE HAT, 3,
THEN YOU PUNCH
YOUR EQUALS SIGN.
SO THAT'S HOW YOU --
DOES THAT ANSWER YOUR
QUESTION, IN TERMS
OF A CALCULATOR?

Leeann says YEAH.

Stewart says OKAY.

Lorraine says DO YOU STILL HAVE
ANOTHER QUESTION?

Leeann says NO, THAT'S IT.
THAT ANSWERED
MY QUESTION.

Stewart says HAVE YOU GOT
AN ANSWER?
ARE YOU ACTUALLY
PUNCHING THIS IN?

Lorraine says DO YOU WANT TO
TRY IT FOR US?

Leeann says 247 POINT 7 METRES
SQUARE.

Stewart says METRES CUBED.
OKAY, I'M GOING
TO DO AN ESTIMATE.
I'M ACTUALLY NOT
CARRYING A CALCULATOR
WITH ME WHICH IS
ALWAYS DANGEROUS,
BECAUSE I NEVER KNOW WHEN
I'M ACTUALLY GOING TO DO
A CALCULATION, BUT
I'M GOING TO DO -

Lorraine says WE'LL HELP YOU.

Stewart says THAT'S RIGHT.
I ALWAYS NEED
SOME HELP.
RIGHT?
WELL, 2 CUBED IS 8.
AND 8 TIMES 4 IS 32
OVER 3, TIMES 3 POINT 14.
3 GOES INTO THAT 1.05.
AND 1 POINT 05 IS 32 PLUS,
I WOULD SAY, 1 POINT 6,
WHICH IS ABOUT
33 POINT 6 METRES CUBED.
SO YOU MIGHT BE OUT BY
A FACTOR OF SIX OR SO.
SO THAT'S THE
KIND OF ANSWER
YOU SHOULD HAVE
GOTTEN THERE.

Lorraine says NOW, IF IT WAS
LIKE OUR PHOTO HERE,
WE WOULD HAVE TO
THEN DIVIDE BY TWO.

Stewart says THAT'S RIGHT.

Lorraine says BECAUSE THAT'S
THE FULL SPHERE.
DOES THAT HELP?
LEEANN?

Stewart says DOES THAT HELP OUT?

Leeann says HELLO.

Lorraine says WHOOPS, LEEANN'S
VOICE HAS CHANGED.
HELLO.
DOES THAT HELP
ANSWER THE QUESTION?

Leeann says KIND OF.

Lorraine says OKAY, GREAT.

Stewart says IT'S SOMETHING YOU HAVE
TO BE CAREFUL WITH WHEN
YOU PUT THE KEY STROKES
INTO A CALCULATOR,
YOU'VE GOT TO MAKE SURE
YOU PUT THE KEY STROKES
IN THE RIGHT
ORDER AND SO ON.
ONE GOOD WAY OF DOING
IT IF YOU'RE NOT SURE
IS TO CHUNK IT.
THAT IS 4 DIVIDED
BY 3 EQUALS.
THEN YOU CAN ACTUALLY,
THE ANSWER IS IN
THE CALCULATOR, YOU
SAY, TIMES WHATEVER,
TIMES WHATEVER.
AND WHAT YOU'LL FIND IS IT
WILL COME OUT JUST FINE.

Lorraine says AND THE THING, AS WELL,
FOR LOOKING AT THIS,
DON'T FORGET, WHEN THE
THREE NUMBERS ARE BEING
MULTIPLIED, YOU CAN PUT
THESE TOGETHER, MULTIPLY,
YOU CAN MOVE
THEM AROUND.

Stewart says THAT'S WHAT I WAS
DOING ACTUALLY.

Lorraine says THAT'S WHAT
YOU DID HERE.
NOW, IF YOU HAVE ANY MORE
QUESTIONS, DO FEEL FREE,
PLEASE, TO CALL IN
BY PRESSING POUND 9.
THAT'S WHAT WE'RE HERE
FOR IS TO HELP YOU.

Stewart says I'M GOING TO DEAL WITH
THE LAST THREE QUESTIONS
THAT ARE IN THE
ASSIGNMENT.
THE LAST THREE OR FOUR
QUESTIONS, ACTUALLY.
AND ONE OF THE QUESTIONS
HAS TO DO WITH,
YOU START WITH
A CERTAIN VALUE.
I'M GOING TO SET
UP A CHART HERE.
YOU START WITH A CERTAIN
VALUE, LET'S SAY, 500.
AND THAT'S A VOLUME
OF SOMETHING.
AND LET'S SAY THIS
HAPPENS AT 10 SECONDS.
SO EIGHT, SIX, FOUR, I'M
GOING TO HAVE TO GO
AN EXTRA SPOT HERE.
SO WHAT YOU HAVE
HERE IS THIS.
SO YOU HAVE A VOLUME AT
10 SECONDS, WHICH IS 500.
NOW, I ACTUALLY PROBABLY
SHOULD REVERSE THIS,
BUT IT DOESN'T MATTER.
THE IDEA HERE IS WHAT
DO I DO TO COMPLETE
THESE IF IT'S A
CONSTANT RELATIONSHIP?
AND THAT'S ONE OF THE
QUESTIONS I ASKED.
IN OTHER WORDS, WHAT WE
ARE GOING TO ASSUME
THIS VALUE, FOR THIS
PARTICULAR QUESTION,
IS GOING DOWN AT
A CONSTANT RATE.
SO WE'VE GOT TO LOOK AT
HOW MANY INTERVALS THERE ARE.
THERE'S ONE, TWO, THREE,
FOUR, FIVE OF THEM.
SO WHAT YOU DO IS YOU
TAKE THE INITIAL VALUE,
AND DIVIDE BY THE NUMBER
OF INTERVALS TO GET 100.
AND IF I DO THIS RIGHT, I
SHOULD END UP AT ZERO
BY SUBTRACTING
100 EACH TIME.
LET'S TRY IT.
IF I TAKE 100
OFF THE FIRST ONE,
I HAVE 400.
THEN 300.
THEN 200.
THEN 100.
THEN ZERO.
THE FACT EACH ONE OF THESE
IS THE SAME DIFFERENCE IS
THE SAME AS SAYING IT
REDUCES AT A CONSTANT RATE.

Lorraine says I BELIEVE AT THIS POINT
THE KIDS SHOULD PROBABLY
WRITE THIS DOWN SO THAT
THEY HAVE REFERENCE
FOR THEIR WORK.

Stewart says RIGHT.
NOW, THE ONLY THING
I THINK I'VE DONE
DIFFERENTLY IS I'VE GOT
MY ZERO AT THE TOP FOR SECONDS,
AND WE'VE GOT THE TEN
SECONDS AT THE BOTTOM.
BUT THE IDEA I WANTED TO
ILLUSTRATE IS THE IDEA
OF THE CONSTANT RATE.

Lorraine says AND WE HAVE SOMEONE
CALLING IN
FROM USBORNE CENTRE.
HELLO?

A male caller says HI.

Stewart and Lorraine say HI.

Lorraine says DO YOU HAVE A
QUESTION?

The male caller says NO, I HAVE AN OBSERVATION
ABOUT THOSE VIDEOS.
YOU KNOW THAT GUY YOU
ARE TRYING TO CATCH?
HE WAS ON THE VIDEO?

Stewart says YEAH.

The male caller says IF YOU COULD GO BACK TO
THAT VIDEO AND SHOW THAT GUY,
AND LOOK AT THE HAT,
HE WAS WEARING THE EXACT
SAME HAT Mr. C.
WAS WHEN HE WAS IN HIS
VIDEO WHEN HE WAS
AT THE SPACE CENTRE.

Lorraine says MAYBE IT'S SOMEONE
THAT KNOWS Mr. C.

Stewart says IT'S A PRETTY
COMMON HAT.
IT'S POSSIBLE IT'S
SOMEONE WE KNOW.

Lorraine says WE'LL HAVE TO
ASK Mr. C.

Stewart says WE'LL HAVE TO ASK
HIM, THAT'S FOR SURE.

Lorraine says DOES HE KNOW
SPIKE OR GRAMMIE?
THANKS FOR THAT
OBSERVATION.
WE'LL HAVE
TO ASK HIM.

Stewart says IT'S A GOOD
OBSERVATION.
MAKE A NOTE OF THAT
BECAUSE YOU NEVER KNOW,
IT MIGHT HELP.

Lorraine says GREAT.
THANKS FOR YOUR CALL.

Stewart says THE LAST THING I'M GOING
TO DO BECAUSE YOU HAVE
TO DO SOME GRAPHS IS
JUST TO MAKE SURE
YOU'RE CLEAR
ABOUT GRAPHS.
AND THIS IS A SMALL,
SIMPLE EXAMPLE.
HERE I'VE GOT A
TABLE OF VALUES
OVER ON THE
RIGHT HAND SIDE.
I'M USING X AND Y IN
THIS PARTICULAR CASE.
WHAT I HAVE TO
DECIDE FIRST OF ALL,
AND IT'S ALWAYS THE CASE,
IS WHERE THE AXES ARE?
AND I'M GOING TO CHOOSE
BECAUSE THESE ARE ALL
POSITIVE VALUES, I'M
GOING TO CHOOSE THIS
TO BE THE X AXIS.
AND I'M GOING TO CHOOSE
THE VERTICAL ONE
ON THIS SIDE TO
BE THE Y AXIS,
WHICH IS PRETTY
STANDARD FAIR.
WHAT I HAVE TO DO IS
LOOK AT THESE NUMBERS.
I THINK IN THE ASSIGNMENT,
I'VE ACTUALLY
SET UP THE
SCALES FOR YOU.
SO IN FACT, YOU DON'T
HAVE TO WORRY ABOUT IT.
BUT IT'S SOMETHING YOU
ALWAYS THINK ABOUT.
YOU TAKE A LOOK AT
THIS, MY X'S GO UP
IN INCREMENTS OF ONE,
SO ZERO, 1, 2, 3.
THIS IS A
REALLY EASY ONE.
BUT IF IT WENT UP IN
INCREMENTS OF FIVE,
I'D GO, 5, 10, 15,
WHATEVER.
AND IN TERMS OF THE Y,
IT LOOKS LIKE
WE'VE GOT DIFFERENCES
OF ONE AGAIN.
SO IT'S A FAIRLY
SIMPLE ONE, AS WELL.
NOW, THIS IS A WORD
THAT I'M GOING TO USE
INITIALLY, AND THEN,
I'LL EXPLAIN IT A BIT.
THESE ARE
DISCRETE POINTS.
THAT IS INDIVIDUAL
POINTS.
SO WHEN I GRAPH
INITIALLY, ALL I'M ASKED
TO DO INITIALLY IS PUT
POINTS ON THE GRAPH.
THIS ONE SAYS X IS
ZERO AND Y IS SIX.
SO IN OTHER WORDS, ZERO,
YOU DON'T GO EITHER
LEFT OR RIGHT, BUT
YOU GO SIX UP.
THIS IS ONE TO THE
RIGHT AND FIVE UP.
TWO TO THE RIGHT,
AND FOUR UP.
NOW, THIS IS A CONSTANT
RELATIONSHIP, AS WELL.
THREE TO THE RIGHT,
AND THREE UP.
FOUR TO THE RIGHT, TWO UP.
I COULD CONTINUE THIS.

Lorraine says A STRAIGHT LINE.

Stewart says IT IS DEFINITELY
A STRAIGHT LINE.
NOW, I DIDN'T BRING
MY RULER WITH ME.
THESE ARE DISCREET POINTS,
INDIVIDUAL POINTS,
BUT IF I WANT A
CONTINUOUS GRAPH,
I'LL CONNECT THE POINTS
WITH A STRAIGHT LINE
IN THIS CASE.
SO I'LL TRY TO USE
A PIECE OF PAPER,
AND WITH A LITTLE BIT
OF LUCK I'LL DRAW
A REASONABLY
STRAIGHT LINE.
THERE YOU GO.
SO YOU'LL BE EXPECTED TO
GENERATE SOME GRAPHS
THAT ARE SOMEWHAT
LIKE THAT.
OKAY.

Lorraine says AND WELL, WE DID HAVE
A CALL, BUT NO LONGER.
MAYBE YOU ANSWERED
THEIR QUESTION.

Stewart says WELL, PERHAPS WE
SHOULD TEST
THEIR ABILITY TO
READ A GRAPH.
BECAUSE I THINK WE'VE GOT
ANOTHER ORAL QUESTION
SET UP, DO WE NOT?

Lorraine says CERTAINLY DO.
OKAY, FOR THIS
QUESTION,
YOU'RE GOING TO NEED
YOUR PHONES.
WE'RE GOING TO HAVE TO
SHOW YOU SOMETHING
IN ORDER TO BE
ABLE TO ANSWER.
SO YOU CAN'T
ANSWER IT JUST YET.

A question under the title “Question Number 2” reads “At what time is the volume in the cylinder 480 cubic metres? 1. 12 seconds, 2. 32 seconds, or 3. 50 seconds.”

Lorraine continues AND LET'S JUST SHOW YOU
WHAT IT IS WE'RE TALKING
ABOUT, AND THEN YOU'LL
HAVE A CHANCE TO
LOOK AT THIS AGAIN.
SO IF YOU LOOK AT 480
CUBIC CENTIMETRES,
WHICH HAPPENS TO BE
OBVIOUSLY ON THIS AXIS,
CHECK OUT HOW MANY
SECONDS FOR 480.

Stewart says NOW, ONE OF THE THINGS,
THERE ARE TWO GRAPHS HERE.
YOU HAVE THE
CURVED GRAPH HERE.
IGNORE THAT.
IT'S THE STRAIGHT LINE
GRAPH WE'RE ACTUALLY
LOOKING AT FOR
THIS QUESTION.
SO THE QUESTION IS, WHEN
IS IT 480 CUBIC METRES?
IS IT AT 12 SECONDS, 32
SECONDS, OR 50 SECONDS?

Lorraine says AND IF YOU THINK IT'S
12, YOU PRESS 1.
IF YOU THINK IT'S
32, YOU PRESS 2.
AND IF YOU THINK IT'S
50, YOU PRESS 3.

Stewart says WE'RE GETTING A WHOLE
BUNCH OF ANSWERS NOW.
WHAT PERCENTAGE
HAVE WE GOT?

Lorraine says WE HAVE 60 PERCENT
AT THE MOMENT.

Stewart says LET'S GET JUST A
FEW MORE ANSWERS.
BECAUSE I ACTUALLY
THINK THIS IS A REALLY
GOOD RESULT AGAIN.
EXCELLENT.
WANT TO PUT THAT
ON THE SCREEN?

Lorraine says CERTAINLY.
AND THIS IS WHAT
YOU'RE SAYING.
THE MAJORITY OF YOU
BELIEVE IT IS 32 SECONDS.

A graph of callers with their answers appears on screen. The green bar to right reads 3, the purple bar in the middle reads 32, and the blue bar on the left reads 6.

Stewart says BACK TO THE ORAL,
AND BASICALLY,
YOU TAKE 480 AND MOVE
HORIZONTALLY UNTIL
YOU HIT THE LINE.
YOU TAKE A RIGHT
ANGLE TURN.
TURN TO THE RIGHT, 90
DEGREES, AND TAKE A LOOK.
I WOULD SAY THAT'S REALLY
CLOSE TO 32 SECONDS.
AND I JUST WENT
RIGHT OFF.

Lorraine says AND IF WE GO
BACK TO THE ORAL,
ISN'T THAT INTERESTING,
32 CHOSE 32 AS AN ANSWER.

Stewart says DON'T ANYBODY
ELSE ANSWER.
THAT'S GOOD.

Lorraine says BRAVO, GOOD WORK.

Stewart says EXCELLENT.
WELL, AT THIS POINT,
WE CAN ASK FOR
A FEW GENERAL PHONE
CALLS ABOUT QUESTIONS,
QUERIES ABOUT EITHER
OF OUR LESSONS,
OR PERHAPS EVEN
THE ASSIGNMENT.

Lorraine says THAT'S RIGHT BECAUSE
YOU WON'T HAVE
A LESSON BEFORE THAT.
WE'RE GOING TO BE
CORRECTING ON THURSDAY.

Stewart says YES, CORRECTING
ON THURSDAY.
THIS IS A JAMMED UP WEEK,
JUST A LITTLE BIT ANYWAY.

Lorraine says OH, AND I ALMOST FORGOT
TO MENTION STEWART HERE,
Mr. C. HAS LEFT ME A NOTE,
AND HE SEEMS TO BE REALLY
SERIOUS ABOUT SOLVING THE
MYSTERY, WHICH IS GOOD.
AND HE'S MENTIONING HERE
HE'S ACTUALLY GOING DOWN
TO CAPE CANAVERAL TO TRY
AND PICK UP SOME MORE CLUES.

Stewart says WHAT A GUY.
I HOPE HE DOESN'T GO DOWN
THERE AND MEET FLORIDA'S
ANSWER TO EARL
AND MEYER.

Lorraine says THAT'S RIGHT.
FOR THE NEXT FEW MINUTES,
IF YOU DO HAVE
ANY QUESTIONS, AS FAR
AS THE ASSIGNMENTS,
PLEASE PRESS #9,
AND WE'RE HERE TO HELP YOU.
OTHERWISE, HAVE
A NICE FEW DAYS,
AND WE'LL SEE
YOU ON THURSDAY.

Stewart says HAVE A GREAT ONE.
BYE BYE.

Lorraine says BYE.

A blue screen appears with a yellow caption that reads “Please remember to log off!” Below that a white caption reads “Pick up handset. Press pound 7. Press 1 to confirm. Hang up headset. See you next time!”

Lorraine says OKAY, WE HAVE A QUESTION
FROM JACK MINER.
HEATHER, HELLO?

Stewart says HI, HEATHER.

Heather says HELLO.

Lorraine says DO YOU HAVE A
QUESTION?

Heather says HANG ON.

Stewart says THAT'S OKAY.

Heather says FOR THE MATH
MYSTERY STUFF,
FOR LIQUID OXYGEN
TANK, THE PAGE,
I DON'T GET THAT.

Stewart says SEE, ACTUALLY, THAT
WAS REALLY LIKE
SOMETHING I
DREW BACK HERE.
I'M GOING TO GO BACK
THROUGH MY PAPERS
AND GET THE DRAWING.
THAT WOULD BE
THIS ONE.

Heather says YEAH.

Stewart says SO WHAT I'M GOING
TO DO IS SHOW YOU.
YOU'RE LOOKING AT
THAT ONE, RIGHT?

Heather says YES.

Stewart says OKAY.
NOW, TAKE A LOOK
AT WHAT I DID HERE.
IT'S KIND OF THE
SAME, ISN'T IT?

Heather says YEAH.

Stewart says SO WHAT YOU HAVE TO
DO IS YOU HAVE TO DO
THREE DIFFERENT
CALCULATIONS.
THE CALCULATION FOR THE
CYLINDER IN THE CENTRE,
IF YOU NOTICE,
I GAVE YOU
THE HEIGHT OF
THE CYLINDER.

Lorraine says SO YOU HAVE TO LOOK
AT THE FORMULA HERE.

Stewart says SO YOU'VE GOT THE
CYLINDER FORMULA HERE.
HEIGHT IS THIS
PART HERE.
BUT WHAT YOU MAY BE
CONCERNED ABOUT IS
YOU NEED TO KNOW THE
RADIUS, RIGHT?

Heather says YEAH.

Stewart says NOW, THIS IS A SPHERE
ON THE END, ISN'T IT?
AND IT HAS A
RADIUS OF 4 POINT 2.
WHAT DO YOU THINK THE
RADIUS OF THE CYLINDER IS?
IF THE SPHERE ON THE
END, REMEMBER THAT'S THE
DISTANCE FROM THE CENTRE
OF THE SPHERE TO ANYWHERE
ON THE SPHERE.
WHAT DO YOU THINK THE
RADIUS OF THE CYLINDER
MIGHT BE THEN?

Heather says 2 POINT 2.

Stewart says YOU'RE GOING TO DIVIDE
4 POINT 2 BY TWO, WEREN'T YOU?
YOU DON'T HAVE TO.
IMAGINE THIS DISTANCE
HERE IS THE SAME
AS THIS DISTANCE HERE.
SO THE RADIUS IS
ACTUALLY 4 POINT 2 AS WELL.
YOU SEE THAT?

Heather says YEAH.

Stewart says OKAY, THAT WILL HELP
YOU WITH THE CYLINDER.
OBVIOUSLY, WITH
THE SPHERE,
THE ONLY THING YOU NEED TO
KNOW IS THE RADIUS AND?
OF COURSE THE FORMULA.
AND WITH THE CONE,
WHAT'S THE RADIUS
OF THE CONE AT
THE BOTTOM?
IT'S THE SAME AS OVER
ON THIS SIDE, ISN'T IT?
SO IT'S 4 POINT 2 AS WELL.

Heather says OKAY.

Stewart says DOES THAT MAKE
SENSE TO YOU NOW?

Heather says MM-HMM.

Stewart says OH, GREAT.

Lorraine says AND MAYBE IF
WE SHOW THIS.
MAYBE IF YOU CAN ACTUALLY
MAKE IT WITH PAPER,
OR WHATEVER, AND YOU CAN
VISUALIZE THAT RADIUS
A LITTLE BIT BETTER.
THAT WOULD REALLY HELP.

Stewart says SUPER QUESTION.

Lorraine says ESPECIALLY BECAUSE HERE
IF YOU'RE THINKING
OF THE RADIUS
BEING THE SAME.
IT'S ALMOST TOO BAD
IT'S NOT IDENTICAL,
BUT IT'S CLOSE ENOUGH
WHERE YOU CAN TELL
IT WOULD BE THE SAME.
EXCELLENT.
AND WE DO HAVE ANOTHER
CALL FROM THE PINES.

Stewart says EXCELLENT.

Lorraine says BRYDEN.
HELLO.
HI, YOU HAVE
A QUESTION?

Bryden says NO, ACTUALLY, I HAVE
ANOTHER SUSPECT.

Stewart says OH, THAT'S
INTERESTING.
GO FOR IT.

Bryden says ACTUALLY, IT'S Mr. C
BECAUSE IN THE VERY,
VERY, FIRST SHEET WE
GOT, IN THE EMAIL,
IT SAID THE BLUE JAY
TICKETS WERE IN
HIS MATH BINDER.
AND IT TURNS
OUT LATER Mr. C.
WAS A MATH TEACHER
FOR ONE OF THOSE RENE
OR SOPHIA PEOPLE.

Lorraine says INTERESTING.

Stewart says WELL, SAVE THAT THOUGHT
FOR ON AIR THE NEXT TIME
WHEN WE'RE DISCUSSING
THE MYSTERY.
AND ACTUALLY, WHY DON'T
YOU WAIT UNTIL Mr. C.
ACTUALLY GETS ON AIR,
AND ACCUSE HIM DIRECTLY.

Lorraine says BE A GREAT
QUESTION TO ASK HIM.

Stewart says I'D PUT HIM ON THE
SPOT IF I WERE YOU.

Lorraine says I LIKE THAT.
WE SHOULD ADD HIM
TO OUR LIST.

Stewart says WELL, WE MAY
HAVE TO ADD HIM
TO OUR LIST
IF WE DO GET
A SUGGESTION
LIKE THAT.
I GUESS Mr. C. BETTER
CHECK HIS ALIBI.

Stewart says YEAH.

Lorraine says GREAT, WELL,
THANKS VERY MUCH.
OKAY, WE DON'T HAVE
ANYMORE QUESTIONS,
SO HAVE A GREAT
FEW DAYS.
BYE BYE.

Stewart says BYE.

A blue screen appears with a yellow caption that reads “Please remember to log off!” Below that a white caption reads “Pick up handset. Press pound 7. Press 1 to confirm. Hang up headset. See you next time!”

Watch: Student Session 13