Transcript: Student Session 21 | Aug 24, 1998

(music plays)

The opening slate pops up with a countdown timer from 10 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.

Lorraine appears on screen. She’s in her forties and is wearing a black Egyptian braided wig, a gold diadem, big earrings and a white shirt with small motifs.

Lorraine says SLAVE, COME HERE.
I'M TOO HOT, AND I
WANT MORE GRAPES.
PEELED, OF COURSE.

Stewart is in his mid-forties, with a dark beard and wavy black hair. He’s wearing glasses, a yellow robe around his head, a black T-shirt, handcuffs made of rope and a sign that reads “slave.” He’s holding a paper fan and grapes.

Speaking very slowly, Stewart says I'M RIGHT HERE,
YOUR HIGHNESS.
MAY I COOL YOUR FOREHEAD?

Lorraine says YOU MAY FAN ME NOW.

Stewart says OH, THANK YOU, MY QUEEN.
I HOPE THIS IS
TO YOUR LIKING.

Lorraine says NOT SO QUICKLY.
I DON'T WANT TO
CATCH A COLD.

Stewart says A THOUSAND PARDONS,
MY QUEEN.

Lorraine says GIVE ME SOME
GRAPES, NOW.

She leans so Stewart feeds her by the grape hits her on the face and she laughs.

Lorraine says YOU NEED TO GO BACK
TO SLAVE SCHOOL, Mr. C.
IF ONLY I'D BEEN
ALIVE 2500 YEARS AGO.
I'D HAVE HAD SOME REAL SLAVES,
AND THOUSANDS OF THEM,
AS BEFITTED BY MY ROYAL STATUS.

Stewart says YOU WISH!

Lorraine says WELL, I'M PRETTY SURE IF YOU
WERE A BIG WIG IN EGYPT AT
THE TIME, A QUEEN LIKE ME, OR
A PHARAOH, YOU WOULD HAVE HAD
AN ARMY OF SLAVES.
LET'S SEE IF COLLEGE AVENUE
HAS INFORMATION ABOUT EGYPT.
SO CALL US NOW BY PRESSING
POUND NINE AND SHARE WITH US
THE INFORMATION YOU PUT
TOGETHER OVER THE WEEKEND.
AND WE SEE HERE
PING FROM COLLEGE.
AND YOU ARE READY TO PUT
THE INFORMATION DOWN.

A female spectator says HI.

Lorraine says AND WHAT KIND OF INFORMATION
DO YOU HAVE FOR US?

Lorraine speaks with a spectator via a telephone conversation.

The female spectator says JUST A SECOND.
MY EGYPTIAN CORRESPONDENT
MUST ANSWER YOUR QUESTION.

Lorraine says OKAY.

A girl says HELLO?

Lorraine says HI.

The girl says OKAY, I HAVE HERE
THE HISTORY OF EGYPT.

Stewart says SOUNDS GOOD.
GO AHEAD.

The girl says WANT ME TO READ IT?
ALL OF IT?
OKAY, THE ORIGINS OF ANCIENT
EGYPTIAN CIVILIZATION...

Stewart says OKAY, READ
SLOWLY, PLEASE.
[laughing]

Lorraine says YES, YES.
HOW IS YOUR
SHORTHAND, STEWART?

Lorraine and Stewart appear on a small window at the right bottom of the screen.

Stewart says MY SHORTHAND IS
NOT QUITE SO GOOD.

The girl says ARCHEOLOGICAL EVIDENCE
SUGGESTS THAT EARLY WESTERN
CULTURE CANNOT BE
ESTABLISHED...

Lorraine says HOW ABOUT IF YOU PUT
IT IN YOUR OWN WORDS?

The girl says BUT I LIKE THESE WORDS.
THEY ARE MY OWN WORDS.

Lorraine says OKAY, ONE SENTENCE.

The girl says OKAY.
I HAVE A TIMELINE HERE.
OKAY, ABOUT 3100 B.C., KING
MENES UNIFIED UPPER AND
LOWER EGYPT, AND ESTABLISHED
HIS CAPITAL NEAR CAIRO.

Lorraine says OKAY, GOOD.

The girl says THE GREAT PYRAMID OF
KHUFU AT GIZA WAS BUILT
AROUND THIS TIME.
ABOUT 1400 BC THE EGYPTIAN
EMPIRE REACHED ITS HEIGHT
DURING THE REIGN
OF THUTMOSE III.
EGYPT CONTROLLED THE MIDDLE
EAST FROM SYRIA TO ETHIOPIA.
332 BC ALEXANDER THE
GREAT CONQUERED EGYPT
AND FOUNDED ALEXANDRIA.
31 BC, A ROMAN FLEET
SUCCESSIVELY DEFEATED
EGYPTIAN FORCES UNDER
ANTONY AND CLEOPATRA
AT THE BATTLE OF ACTIUM.
EGYPT BECAME A ROMAN
PROVINCE THE NEXT YEAR.
IN AD 642 ARABS CONQUERED
EGYPT AND INTRODUCED
ISLAM AND THE ARABIC
LANGUAGE TO THE COUNTRY.
973 SOMETHING SOMETHING
THE CAPITAL OF ALEXANDRIA
TO THE NEW CITY OF CAIRO.
CAIRO QUICKLY BECAME THE
CENTRE OF THE ISLAMIC WORLD.
MUSLIM 171 SOLOMON OVERTHREW
THE... AND ESTABLISHED
THE SOMETHING
SOMETHING DYNASTY.
1250 BODYGUARDS OVERTHREW
THE SULTAN AND SEIZED CONTROL
OF EGYPT.
1517 OTTOMAN TURKS
INVADED AND CONQUERED EGYPT.
THE MAMLUKS RETAINED
LOCAL AUTHORITY
AND EVENTUALLY HELD
POWER IN EGYPT.
1798 NAPOLEON BONAPARTE LED
A FRENCH INVASION OF EGYPT.
THE INVASION EVENTUALLY
FAILED, BUT MANY IMPORTANT
ARCHEOLOGICAL OBJECTS
WERE FOUND INCLUDING THE
FAMOUS ROSETTA STONE, WHICH
WAS UNCOVERED IN 1799.
1805 MUHAMMED ALI
SECURED CONTROL OF EGYPT
AND STARTED ON AN AMBITIOUS
MODERNIZATION PROGRAM.
1882 BRITISH TROOPS
OCCUPIED EGYPT.
A NATIONALIST MOVEMENT
SOON SPRANG UP.
1914 GREAT BRITAIN DECLARED
EGYPT A PROTECTORATE.
1922 EGYPT BECAME INDEPENDENT,
BUT GREAT BRITAIN RETAINED
MANY POWERS.
1942 THE GERMANY ADVANCE
IN NORTH AMERICA DURING
WORLD WAR 11 AND WAS HALTED
BY ALLIED FORCES AT
THE BATTLE OF EL-ALAMEIN.
1948 EGYPT AND OTHER
ARAB COUNTRIES INVADED
THE NEWLY-CREATED STATE OF
ISRAEL BUT WERE DEFEATED.
1952 GAMAL ABDEL NASSER LED
A REVOLT THAT OVERTHREW
EGYPT'S MONARCHY.
TWO YEARS LATER NASSER
ASSUMED COMPLETELY
EXECUTIVE AUTHORITY.
1956 EGYPT NATIONALIZED THE
SUEZ CANAL TO FINANCE
THE ISLAM INTIFADA.
FRENCH, BRITISH AND ISRAEL
ARMIES INVADED AND CAPTURED
THE SINAI PENINSULA.
THE UNITED NATIONS HELPED
NEGOTIATE A SETTLEMENT.
1958 EGYPT AND SYRIA FORMED
THE UNITED ARAB REPUBLIC.
SYRIA WITHDREW IN 1961,
BUT EGYPT CONTINUED
TO USE THE NAME UNTIL 1971.
1967 EGYPT LOST THE SINAI
PENINSULA AND MOST OF ITS
AIRFORCE DURING THE
6-DAY WAR WITH ISRAEL.
1970 NASSER DIED AND WAS
SUCCEEDED BY ANWAR EL SADAT.
1973 EGYPT FOUGHT ISRAEL
AND WAS DEFEATED IN THE
YOM-KIPPUR WAR.
1979 EGYPT AND ISRAEL SIGNED
A PEACE TREATY ARRANGING
THE RETURN OF THE
SINAI PENINSULA.
1981 SADAT WAS ASSASSINATED
BY MILITARY OFFICERS.
HE WAS SUCCEDED BY
HOSNI MUBARAK.
1991 EGYPTIAN FORCES
PARTICIPATED IN THE
PERSIAN GULF WAR
AGAINST IRAQ.
1994 THE EGYPTIAN GOVERNMENT
FALLS TO ATTACK BY MILITARY
MUSLIM FUNDAMENTALISTS.
1995 ARCHEOLOGISTS DISCOVER
THE TOMB OF KING RAMESSES II,
THE LARGEST TOMB IN EGYPT'S
VALLEY OF THE KINGS.
OKAY, BOB'S GOING TO
TELL YOU SOME STUFF NOW.

On different blue sheets of paper, Stewart writes the information the girl gives.

Stewart says THAT'S AMAZING.
COVERS IT ALL.
OKAY, WHAT ELSE
HAVE WE GOT?

Bob says THE POPULATION OF
EGYPT IS 58,519,000.

Stewart says EXCELLENT.

A male teenager says THIS IS SOME OTHER GUY.

Lorraine says OKAY.

The male teenager says I HAVE SOME INFORMATION
ON THE ANIMALS.

Stewart says SURE, THAT SOUNDS GOOD.

The male teenager says BECAUSE OF ITS ARID CLIMATE,
EGYPT HAS FEW INDIGENOUS
WILD ANIMALS.
GAZELLES ARE OFTEN FOUND IN
DESERTS, AND THE DESERT FOX,
HYENA, JACKALS, WILD ASS,
BOAR, GERBIL, SOMETHING ABOUT
INHABIT VARIOUS AREAS.
MAINLY THE DELTA AND THE
MOUNTAINS ALONG THE RED SEA.

Stewart says OKAY.
THERE ARE A FEW ANYWAY.
I CAUGHT A FEW OF THEM.
OKAY.
SO FAR WE'VE GOT A LOT OF
PRETTY FASCINATING INFORMATION.

Lorraine says CERTAINLY HAVE.

Stewart continues THE POPULATION, THE NAMES OF
MAJOR CITIES, AND THE HISTORY.
OKAY.
I THINK, YOU KNOW, I WAS JUST
SO FASCINATED WITH EGYPT
MYSELF, I HAD TO GO DOWN TO
THE ROYAL ONTARIO MUSEUM
AND TAKE A LOOK.
AND, IN FACT, WE'VE GOT A
LITTLE BIT OF FOOTAGE FROM
THE ROYAL ONTARIO MUSEUM.

Lorraine says ENJOY.

A clip plays.

Stewart says HERE WE ARE AT THE
ROYAL ONTARIO MUSEUM
IN DOWNTOWN TORONTO.
AND I HAVE ROBERTA SHAW
HERE WITH ME TODAY.

Roberta Shaw is in her late forties, with short black hair. She’s wearing a black spotted blouse and dark trousers.

Roberta says HOW DO YOU DO?

Stewart says TO HELP ME ANSWER
A FEW QUESTIONS.

Roberta says OKAY.

Stewart says WE'RE GOING TO START WITH
LOOKING AT THE PYRAMID OF GIZA.
AND I'M KIND OF INTERESTED
TO START WITH ABOUT
WHEN WAS IT BUILT?

Roberta says WELL, IT WAS BIT BUILT
APPROXIMATE 2550 B.C.,
AND PROBABLY TOOK ABOUT 20
OR 25 YEARS TO BUILD IT.

A clip shows the Pyramid of Giza.

Stewart says I LOOK AROUND THE PYRAMID,
AND I SEE IT SITTING ON SAND.
I'M REALLY VERY CURIOUS TO
KNOW WHERE THOSE BLOCKS
CAME FROM.

Roberta says WELL, IT'S NOT REALLY
SITTING ON SAND.
YOU SEE, THE SAND ISN'T VERY
THICK ON THE GIZA PLATEAU.
THEY SIMPLY WOULD HAVE
CLEARED AWAY ALL THAT SAND.
THERE IS GOOD, FIRM,
BEDROCK UNDERNEATH.
THEY WOULD HAVE LEVELLED THE
ROCK, AND THEY SIMPLY TOOK MOST
OF THE STONES FOR THE PYRAMID
FROM THE ADJACENT VICINITY.
NOW, OTHER STONES WERE BROUGHT
FROM QUARRIES ACROSS THE
RIVER AND SLIGHTLY
TO THE SOUTH.
THAT IS A BETTER
GRADE OF LIMESTONE.
AND THAT WOULD HAVE BEEN USED
TO LINE OR ENCASE THE PYRAMID.
THEY ALSO USED GRANITE.
AND THAT COMES FROM, THE
GRANITE QUARRIES ARE FAR TO
THE SOUTH CLOSE TO ASWAN,
WHICH IS AT THE FIRST CATARACT.

Stewart says THAT'S VERY INTERESTING.
I HAD NO IDEA MOST OF THE ROCK
CAME FROM RIGHT BELOW IT.

Roberta says YES, IT DOES.
RIGHT BESIDE IT,
SORT OF, YES.

Stewart says SPEAKING OF ROCK, I LOOK AT
THESE BIG PIECES OF BLOCK,
THEY HAD TO BE PRETTY LARGE.
CAN YOU TELL ME SOMETHING
ABOUT THE SIZE OF THE BLOCKS?

Roberta says LARGER THAN THIS.
THE PYRAMID BLOCKS, GENERALLY,
THEY COME IN MANY SIZES, AND
THEY GET SORT OF SMALLER THE
CLOSER YOU GET TO THE TOP.
GENERALLY, THEY'RE ABOUT
A METRE AND A HALF HIGH
AND ABOUT THREE METRES LONG.
AND QUITE DIFFICULT TO CLIMB.
I ONCE TRIED TO CLIMB THE
GREAT PYRAMID, BUT I DIDN'T
GET VERY FAR.
IT WAS RATHER AWKWARD.

Stewart says YOU WERE MENTIONING A WHILE
BACK, WHEN WE WERE TALKING
BEFORE THIS INTERVIEW,
ABOUT THE WEIGHT,
OR THE MASS OF ONE OF THOSE
BLOCKS APPROXIMATELY.

Roberta says OKAY.
NOW, THOSE SORT OF ORDINARY
BLOCKS ARE ABOUT TWO OR TWO
AND A HALF TONS, BUT THEY DID
USE LARGER, HEAVIER BLOCKS IN
THE VERY CORE OF THE PYRAMID
WHERE THE KING'S BURIAL
CHAMBER IS.
AND THOSE CAN WEIGH UP TO
50 TONS AND ARE QUITE BIG.
I WAS GOING TO SAY THE SIZE
OF THIS LITTLE CHAMBER HERE,
BUT YOU CAN'T SEE THAT.
TALLER THAN YOU AND ME, AND
WIDER THAN WE WOULD BE LYING
DOWN, OR SOMETHING LIKE THAT.
SO THEY ARE VERY BIG,
THEY'RE VERY HEAVY.
UP TO 50 TONS.

Stewart says THERE'S AN INTERESTING
MATH QUESTION.
IF YOU KNOW THE SIZE OF THE
SMALLER ONES, AND I KNOW THEY
ARE MADE OUT OF A SLIGHTLY
DIFFERENT KIND OF STONE,
THEY'RE ABOUT TWO, TWO AND A
HALF TONS, AND YOU KNOW THE
BIG ONES ARE 50 TONS, YOU
MIGHT BE ABLE TO DO A LITTLE
BIT OF MATHEMATICS AND FIGURE
OUT WHAT THE APPROXIMATE
DIMENSIONS ARE OF
THE BIG BLOCKS.
THAT'S SOMETHING I WOULD
CERTAINLY LIKE THE KIDS TO
THINK ABOUT.

Roberta says GOOD.

Stewart says NOW, I'M ALSO CURIOUS.
THEY DID A HECK OF A LOT OF WORK
TO BUILD THESE HUGE PYRAMIDS.

Roberta says THEY DID.

Stewart says WHY?

Roberta says GOOD QUESTION.
REMEMBER, IT'S THE
KING'S BURIAL PALACE.
THE EGYPTIANS VERY MUCH
BELIEVED IN AN AFTERLIFE.
AND IT WAS VERY IMPORTANT
FOR THE KING TO GET TO THAT
AFTERLIFE BECAUSE THE KING, AS
THE MOST IMPORTANT PERSON IN
THE COUNTRY, WAS THE
INTERMEDIARY BETWEEN US POOR
LOWLY PEOPLE AND THE GODS.
SO IF THE KING DIDN'T
MAKE IT TO THE AFTERLIFE,
WE DIDN'T MAKE IT TO
THE AFTERLIFE, OKAY?

Stewart says THAT LEADS ME TO BELIEVE THAT
THE BURIAL RITUAL MUST HAVE
BEEN A REALLY IMPORTANT THING.

Roberta says IT WAS.
IT WAS VERY ELABORATE.
AND DO YOU WANT TO COME OUT AND
TAKE A LOOK AT SOME FUNERARY?

Stewart says I WOULD LOVE TO DO THAT.
LET'S GO.

Roberta says OKAY, ALL RIGHT.
WELCOME TO THE AFTERLIFE.

Roberta and Stewart stand next to Egyptian mummies.

Stewart says I'M NOT SO WORRIED ABOUT MY
AFTERLIFE, BUT WHAT ABOUT THIS
POOR OLD FELLA HERE.
CAN YOU TELL ME ABOUT THE
WHOLE RITUAL PERHAPS?

Roberta says WELL, AFTER A PERSON DIED IN
ANCIENT EGYPT, THE BODY WAS
TAKEN TO THE HOUSE OF
PURIFICATION WHICH WAS
WHERE IT WAS MUMMIFIED.
IT PROBABLY TOOK ABOUT
70 DAYS ALTOGETHER.
THE BODY WAS SOAKED IN A
NATRON SOLUTION, WHICH IS A
KIND OF SALT.
THEN IT WAS VERY
CAREFULLY WRAPPED.
AND DURING THIS WHOLE PERIOD,
THERE WOULD HAVE BEEN
PRAYERS, AND SOMETIMES
AMULETS AND JEWELLERY PLACED
WITHIN THE WRAPPINGS TO TAKE
WITH THEM TO THE AFTERLIFE.
AND THEN PLACED IN A NICE
COFFIN, AS YOU CAN SEE.

Colourful and delicate necklaces hang on a wall.

Roberta continues AND THEN, OF COURSE, A GRAND
PROCESSION WOULD TAKE THEM OFF
TO THEIR TOMB.
IN THIS PROCESSION, THE FAMILY,
OF COURSE, WOULD BE THERE.
AND THEY WOULD BE WEEPING
AND WAILING, AND OF COURSE,
SOMETIMES THEY HIRED
PROFESSIONAL MOURNERS,
PEOPLE WHO GOT PAID TO
COME AND WEEP AND WAIL.
THE MORE IMPORTANT THE PERSON,
OF COURSE, THE MORE MOURNERS
THEY HAD.
NOW, AT THE DOOR OF THE TOMB,
THE MUMMY WAS STOOD UP, AND
THERE WAS A RITUAL CALLED THE
OPENING OF THE MOUTH CEREMONY.
NOW, THIS WAS PERFORMED BY A
SPECIAL PRIEST, AND IT WAS
VERY OFTEN THE SON
OF THE DECEASED.
NOW, HE HAD A LITTLE CHISEL
THAT HE WOULD PLACE CLOSE TO
THE MOUTH OF THE MUMMY, AND
THEN HE WOULD SAY A SPECIAL
PRAYER THAT WOULD THEN ENABLE
THE MUMMY TO SYMBOLICALLY, OF
COURSE, TO SPEAK AND EAT AND
BREATHE, AND BRING HIM TO LIFE.
NOW, AFTER THIS WAS ALL OVER,
THE BODY, OR THE COFFIN, WAS
PUT INTO THE TOMB.
AND IN THE TOMB, IT
WOULD LIE DOWN LIKE THIS.
AND THEN, OF COURSE, ALL THE
GRAVE GOODS WOULD BE PLACED IN
THAT HAD BEEN BROUGHT
IN THE PROCESSION.
THERE WOULD BE FOOD AND
CLOTHING AND JEWELLERY AND
MAKE-UP AND FURNITURE.
EVERYTHING THEY NEEDED IN THE
AFTERLIFE TO CARRY ON VERY
MUCH LIKE THEY
DID IN THIS LIFE.

An Egyptian female mannequin looks on a mirror to apply makeup on her face.

Stewart says COULD YOU TELL ME JUST ONE
LITTLE DETAIL ABOUT THE
WRAPPINGS THEMSELVES.
WAS THIS A SPECIAL CLOTH
OR SOMETHING LIKE THAT?

Roberta says NO, ACTUALLY, GENERALLY, THE
WRAPPINGS WERE JUST SIMPLY
RIPPED UP FROM OLD CLOTHING.
NOW, THE RICHER YOU WERE, THE
BETTER YOUR MUMMY WRAPPINGS,
OF COURSE.
BUT, GENERALLY, THEY WOULD
SIMPLY RIP UP OLD CLOTHING
AND USE IT AS WRAPPINGS.
AND SOMETIMES THEY WOULD
JUST TAKE A WHOLE ARTICLE OF
CLOTHING AND PLACE IT,
JUST SORT OF TUCK THE MUMMY
VERY NICELY UP IN THAT.

Stewart asks AND WAS THERE A DIFFERENCE
BETWEEN A COMMONER'S BURIAL
AND A ROYAL BURIAL?

Roberta replies WELL, NOT A LOT OF DIFFERENCE
IN THE ACTUAL RITUAL.
BUT OF COURSE, A BIG
DIFFERENCE IN THE QUALITY OF
THE GRAVE GOODS, I SUPPOSE THE
AMOUNT OF GRAVE GOODS, THE
QUALITY OF THE COFFIN, AS YOU
KNOW, KING TUT WAS BURIED IN
A GOLD MASK, A GOLD COFFIN, A
COLD SARCOPHAGUS, THE WHOLE BIT.
BUT AS YOU CAN SEE,
THIS IS A RATHER PLAIN,
PLAIN BUT NICE COFFIN.
AND VERY OFTEN PEOPLE DIDN'T
HAVE PAINT ON THEIR COFFINS,
JUST SOMETHING VERY SIMPLE.
AND VERY OFTEN THEY
WEREN'T MUMMIFIED.
THE BODY OF A POOR PERSON
WAS PROBABLY SIMPLY WASHED,
WRAPPED AS BEST AS POSSIBLE, PUT
IN A PLAIN COFFIN AND BURIED.
BUT, REMEMBER, EVERYBODY HAD
ACCESS TO THOSE PRAYERS, WHICH
WERE THE MOST IMPORTANT PART
OF LEAVING THIS LIFE AND
ENTERING THE OTHER.

Different coffins sit in a display room.

Roberta continues OF COURSE, THEY ALSO
MUMMIFIED ANIMALS.
ANIMALS WERE SACRED
TO CERTAIN TEMPLES.
AND WHEN A CERTAIN ANIMAL
WOULD DIE IN THAT TEMPLE, THEY
WOULD MUMMIFY IT, WRAP IT
UP, AND PLACE IT IN A SPECIAL
SPOT IN THAT TEMPLE.
AND ALSO, SOME PEOPLE ACTUALLY
DID MUMMIFY THEIR PETS
AND TAKE THEM TO
THEIR TOMB WITH THEM.

Stewart says THIS HAS BEEN
ABSOLUTELY FASCINATING.
THANK YOU, ROBERTA.

Roberta says YOU'RE VERY WELCOME.

The clip ends.

Back in the studio, Lorraine says HELLO, AND WELCOME
TO THE MATH MYSTERY.
I'M LORRAINE GOWER.

Stewart says AND I'M STEWART CRAVEN.
AND THAT WAS QUITE
THE LITTLE PIECE.

Lorraine says ABSOLUTELY FANTASTIC.

Stewart says THAT WAS FANTASTIC.
I HOPE YOU ENJOYED THAT.

Lorraine says MISTER C. DID A GREAT JOB THERE.

Stewart says IT WOULD BE INTERESTING TO
SEE IF THEY PICKED UP --
IF THE STUDENTS PICKED UP
ON ONE OF THE LITTLE DETAILS.
SO WE HAVE AN AREL QUESTION
FOR YOU TO ANSWER.
LET'S GO WITH IT.

Lorraine says AND YOU'LL REQUIRE
YOUR PHONES FOR THIS.

A caption appears on screen under the title “Question Number 1.” It reads “How many days did they soak a body in preserving fluid before the burial? 1: 7 days. 2: 170 days. 3: 70 days. 4: 700 days.” A gray bar graph reads “0 per cent.”

Stewart says WE'RE GETTING SOME
ANSWERS, THAT'S GOOD.

The bar graph changes to blue as numbers read “2, 4, 7, 9, 13, 18, 20, 24, 29, 31, 38, 44, 47, 49, 51, 53 per cent.”

Stewart continues I SEE SOME --
HOW ARE WE DOING?
53 PERCENT?
WE'RE MOVING UP THERE QUICKLY.
OUR USUAL 80 PERCENT.
WE'RE GOING FOR 80.
I DON'T THINK THERE'LL
BE ANY DIFFICULTY.
EXCELLENT.
LET'S TAKE A LOOK AT THAT, AND
GO BACK TO THE VIDEO AND SEE
WHAT THE ANSWER WAS.

Now, a four-bar graph appears. A green bar reads “13,” a purple bar reads “0,” a blue bar reads “22” and a red bar reads “2.” The blue bar changes to “23,” then to “24” and finally to “25.” The green bar changes to “14.”

Lorraine says INTERESTING.

Stewart says IT SEEMS AS IF MOST PEOPLE
THOUGHT 70, BUT A GOOD NUMBER
THOUGHT SEVEN.
CAN WE CHECK THAT OUT AND SEE
WHAT THE ANSWER ACTUALLY WAS.

Lorraine says CERTAINLY.

The clip plays again.

Roberta says PROBABLY TOOK ABOUT
70 DAYS ALTOGETHER.
THE BODY WAS SOAKED IN A
NATRON SOLUTION, WHICH IS A
KIND OF SALT.
AND THEN IT WAS VERY
CAREFULLY WRAPPED.

The clip ends.

Lorraine says WELL, THERE YOU GO.

Stewart says THERE IT IS.
70 DAYS.
AND I WOULD SAY THE VAST
MAJORITY OF THE PEOPLE PICKED
THAT ONE UP.

Lorraine says EXCELLENT.

The four-bar graph appears. The green bar reads “14,” the purple bar reads “0,” the blue bar reads “26” and the red bar reads “2.”

Stewart says TODAY, WE'RE GOING TO
DO ABOUT TWO OR THREE
DIFFERENT THINGS.
ONE OF THE THINGS WE HAVE TO
DO IS TAKE UP THE QUESTION
I POSED ON FRIDAY -- I
GUESS IT WAS THURSDAY.
I'VE GOT TO REMEMBER WHAT DAYS
OF THE WEEK WE ARE WORKING.
ON THURSDAY, TO DO
WITH THE HANDCUFFS.
I KNOW A LOT OF YOU ACTUALLY
DIDN'T SEE US DO THIS.
SO WE'RE GOING TO REPEAT
WHAT THE PROBLEM WAS.
AND WE WILL INVITE THOSE THAT
ACTUALLY SAW US ON THURSDAY
TO PERHAPS PHONE IN AND LET
US KNOW WHETHER THERE WAS A
SOLUTION THEY FOUND OR NOT.
THE PROBLEM GOES
SOMETHING LIKE THIS.
YOU HAVE TWO PAIRS OF
HANDCUFFS, THAT ARE BASICALLY
TWO RINGS LIKE THIS.
YOU PUT YOURS ON FIRST.

Lorraine says SURE.

Stewart continues AND THEN YOU SEE, WE'RE GOING
TO GET WRAPPED UP TOGETHER HERE.
AND THE QUESTION IS, CAN WE
GET OUT OF THESE HANDCUFFS
WITHOUT THE CUFFS ACTUALLY
COMING OFF OUR WRISTS?
THAT IS THEY JUST
SORT OF STAY THERE.
I DON'T KNOW IF WE'VE GOT
ANYBODY PHONING IN TO LET US
KNOW WHETHER THEY
SOLVED THE PROBLEM.

Lorraine says WE DO.

Stewart continues YOU'VE GOT TO GET OUT OF
YOUR HANDCUFFS BEFORE WE
DEMONSTRATE ANYTHING.

Lorraine says OKAY.
AND WE'RE CONNECTING
TO COLLEGE AVENUE.

Stewart says COLLEGE, OKAY.

Lorraine says DID A GREAT JOB ON THURSDAY.

Stewart says HELLO.

Lorraine says HI.

Stewart says WHO'S ON THE LINE?

Gabe says GABE?

Stewart says HI, GABE, ARE YOU THERE?

Lorraine says WELL, I GUESS THIS GIVES THE
CHANCE FOR OTHER STUDENTS.
IF YOU CAN THINK OF A
SOLUTION YOU CAN CALL US.

Stewart says CAN YOU GET OUT OF THIS
WITHOUT THESE COMING OFF.

Jacob says HELLO?

Lorraine says COREY OR JESSICA.
HELLO.

Jacob says THIS IS JACOB.

At the same time, Lorraine and Stewart say HI, JACOB.

Jacob says HI.

Stewart says WERE YOU ABLE TO PLAY WITH
THIS PROBLEM ON THE WEEKEND?

Jacob says NO.
I JUST FIGURED IT OUT NOW.

Stewart says OKAY.
WELL, TELL US WHAT TO DO.

Jacob says YOU COULD EITHER SPLIT THE
ROPE BY USING SCISSORS OR
BURNING IT, OTHERWISE YOU
COULD NOT GET IT OUT.

Stewart says WELL, THAT'S A SOLUTION,
BUT ACTUALLY, WE CAN DO IT
WITHOUT SPLITTING
IT OR BURNING IT.

Jacob says OKAY, SHOW US.

Stewart says I'M GLAD YOU SUGGESTED THAT.

Jacob says OKAY, BYE.

Stewart says BYE-BYE.
MAYBE SOMEBODY ELSE HAS
ANOTHER INTERESTING ANSWER.
THAT WAS NOT A BAD ONE.
WE DIDN'T SAY SPECIFICALLY YOU
COULDN'T DO IT WITH SCISSORS.

Lorraine says TOO EASY.

Stewart says THAT'S TRUE.
I DIDN'T GIVE ALL
THE QUALIFICATIONS.

Lorraine says HELLO?

Stewart says HI.
WHO HAVE WE GOT ON THE LINE?

J.D. says J.D.

Stewart says HI, J.D.
Stewart says DID YOU PLAY WITH
THIS ONE AT ALL?

J.D. says NO, BUT I ALREADY
KNOW HOW TO GET OUT.

Stewart says OKAY.
WELL, DESCRIBE IT TO ME.

J.D. says OKAY.
YOU TAKE ONE OF THE STRINGS
THAT'S NOT TIED AROUND YOUR
WRIST, LIKE THAT'S
IN THE MIDDLE.
AND THEN YOU PUT IT THROUGH
THE LOOP OF THE OTHER STRING
FROM THE BACKSIDE.
FROM THE BACK.

In unison, Lorraine and Stewart say LIKE THAT?

Lorraine says SHOW HIM YOURS AGAIN.

Stewart says OKAY, I'M GOING TO DO MINE.
I THINK YOU SAID
FROM THE BACKSIDE.
AND THEN WHAT?

J.D. says THEN YOU PUT IT
AROUND THE HAND.

Stewart says AROUND THE HAND.

Lorraine says AHA!

They manage to untie themselves.

Stewart says LET'S DO THAT AGAIN.
AND J.D., YOU'RE
RIGHT ON THE BUZZER.
THAT'S GREAT.
SO DESCRIBING THAT, I TOOK
MY LOOP, THEN I SHOVED IT
THROUGH UNDERNEATH THE
WRIST, THEN OVER THE FIST,
AND OUT THE END.
NOW, THAT'S A GREAT ONE TO
PLAY WITH, AND SHOW YOUR
PARENTS OR FRIENDS, ESPECIALLY
IF THEY DON'T KNOW.

Lorraine says THAT'S RIGHT.
THAT'S EXCELLENT.
WELL, THANK YOU
VERY MUCH, J.D.
YOU DID VERY WELL.

At the same time, Lorraine and Stewart say OKAY, GREAT.

Lorraine says NOW, WITH THE MATH, I GUESS.

Stewart says SO I THINK WE CAN MOVE
ON TO OTHER THINGS.
AS I WAS SAYING, THERE
ARE ACTUALLY THREE THINGS
I WANTED TO DO, AND
THAT WAS ONE OF THEM.
AND THANKS TO J.D., WE GOT A
REALLY QUICK SOLUTION TO THAT,
AND I'M PLEASED ABOUT THAT.
THE OTHER THING THAT I WANTED
TO DO WAS TO INTRODUCE ANOTHER
PROBLEM WHICH I'M GOING
TO CALL THE SPHINX PROBLEM.
THIS IS VERY BRIEFLY WHAT
THE SPHINX PROBLEM IS ABOUT.
YOU DON'T HAVE THIS, BUT
WHAT I WILL BE DOING THIS
AFTERNOON IS SENDING OUT A
FAX COPY TO EVERYBODY SO
THEY CAN SEE WHAT THE
LITTLE PROBLEM LOOKS LIKE.

Stewart grabs a white piece of paper that reads “Sphinx. Materials. Four sphinx pieces like the one drawn below. 1. Place the four ‘sphinx’ pieces together to form one large ‘sphinx.‘.”

Stewart continues SO THIS SAYS, FOUR SPHINX
PIECES LIKE THE ONE DRAWN BELOW.
HERE ARE SOME SAMPLES
OF SOME SPHINX PIECES.
THERE'S ONE, ANOTHER ONE, AND
ANOTHER ONE, AND ANOTHER ONE.
OKAY, SO WE'VE GOT
FOUR SPHINX PIECES.
NOW, THE QUESTION IS, CAN WE
PUT THESE TOGETHER IN SUCH A
WAY THAT WE MAKE AN EXACT
REPLICA OF THIS ONLY BIGGER.
IF YOU TAKE FOUR OF THEM,
PUT THEM BACK TOGETHER.
NOW, I'M NOT GOING TO SHOW YOU
THE SOLUTION BECAUSE THAT'S
ONE OF THE THINGS I'D LIKE YOU
TO DO IS FIND OUT HOW YOU
WOULD PUT FOUR OF THESE PIECES
BACK TOGETHER AGAIN SO YOU
MAKE A BIGGER ONE.
NOW, I WILL GIVE YOU A LITTLE
BIT OF A HINT IN TERMS OF
DRAWING THESE THINGS.
AND WHEN I FAX THIS OUT
TO YOU THIS AFTERNOON,
TO YOUR TEACHERS, THIS
IS WHAT THEY'LL SEE.

A blue sheet of paper with triangles put together reads “Sphinx. Challenge: cut four small sphinx. Rearrange them to make 1 big sphinx.”

Stewart continues SEE THE SPHINX IS LIKE THIS.
IT'S MADE UP OF ONE, TWO,
THREE, FOUR, FIVE, SIX
EQUILATERAL TRIANGLES.
SO IF YOU ACTUALLY MADE AN
EQUILATERAL TRIANGLE AND YOU
FLIP-FLOPPED THEM, YOU COULD
MAKE UP THE OUTLINE OF A
SPHINX QUITE LIKE THAT.
ONCE YOU DO THAT, TAKE THE
BOLD LINE, THE FACT IS, TO BE
QUITE HONEST, WHEN I SEND THIS
OUT TO YOU BY FAX, YOU COULD
USE IT AS A BLACK LINE MASTER,
AND JUST COPY THIS SEVERAL
TIMES, AND CUT IT OUT, AND
THEN YOU HAVE YOURSELVES A
SPHINX PUZZLE.
SO IT'LL BE EXACTLY LIKE
HAVING THESE REALLY NICE
PIECES HERE.
ACTUALLY, I THINK IT'S PRETTY
CLOSE TO THE SAME THING,
ISN'T IT?
SO THE IDEA IS TO TAKE
FOUR OF THESE AND MAKE ONE
THAT IS LARGER.
I'LL GIVE YOU A LITTLE
BIT OF A HINT RIGHT AWAY.
PERHAPS, I'M JUST SAYING
PERHAPS AT THIS POINT,
THE BIGGER ONE WILL BE
TWO ALONG THE BOTTOM.
YOU CAN SEE I'VE GOT TWO
OF THEM LINED UP HERE.
ONE OF THE REASONS I WANTED TO
SHOW YOU THIS BESIDES GIVING
YOU A LITTLE BIT OF A HINT,
PERHAPS, IS THE FACT THAT
THE WAY WE LABEL SPHINXES,
THIS IS CALLED A ONE SPHINX.
IT'S THE SMALLEST
ONE YOU HAVE.
SO THE ONE DENOTES THE
LENGTH OF THE BASE.
SO WE'LL CALL
THAT A NUMBER ONE.
IF I LINE UP TWO LINE THIS,
AND BUILD THE WHOLE REST OF
THE SPHINX AROUND IT, IT'LL BE
CALLED A NUMBER TWO SPHINX.
IF I WERE TO LINE UP THREE OF
THEM, AND YOU CAN'T SEE THE
WHOLE THING HERE, TO MAKE
AN EVEN BIGGER SPHINX...
AH, THERE YOU CAN SEE IT,
THAT WOULD BE CALLED
A NUMBER THREE SPHINX
BECAUSE THERE ARE THREE
BOTTOMS ALONG THE BASE.
AND THAT'S A PRETTY IMPORTANT
IDEA BECAUSE IN THIS
CHALLENGE, I CHALLENGE
YOU TO DO TWO THINGS.
NUMBER ONE IS TO CONSTRUCT
A NUMBER TWO SPHINX.
SO IN OTHER WORDS, CONSTRUCT
A SPHINX WITH TWO ALONG THE
BOTTOM, PLUS TWO MORE, TO
MAKE ONE EXACTLY LIKE BEFORE.
AND THEN, I WANT YOU TO GO THE
EXTRA STEP AND SEE IF YOU
CAN FIND A WAY OF MAKING A
NUMBER THREE SPHINX, WHICH
WOULD BE THREE ALONG
THE BOTTOM AND BUILDING
THE SPHINX UP FROM THAT.
NOW, BEFORE I GO ANY FURTHER,
WHAT I'M GOING TO DO IS PUT
UP A POWER POINT WHICH WOULD
SHOW YOU -- I WOULD LOVE YOU
TO DRAW YOUR SOLUTIONS AND
FAX THEM TO US TOMORROW,
OR EVEN BEFORE THURSDAY.
EVEN IF THEY CAME IN BEFORE
THURSDAY, WE'D BE MORE THAN
HAPPY TO SHOW CORRECT
SOLUTIONS ON AIR.

The slate changes to “Solutions to the Sphinx problems. Fax Number: (416) 484-2609.”

Stewart continues REMEMBER, THIS AFTERNOON, AT
SOME POINT, WE WILL BE FAXING
OUT TWO PIECES OF
PAPER TO YOUR TEACHER.
AND ONE OF THEM WOULD BE THE
SHEET WITH THE TEMPLATE FOR
THE SPHINX, AND THE OTHER ONE
A BIT OF AN INVESTIGATION.
HAVE WE GOT ANY
QUESTIONS OR PHONE CALLS?

Lorraine says NOT RIGHT NOW.

Stewart says I GUESS NOT.
SO THAT PROBLEM I WOULD SORT
OF LIKE TO LEAVE WITH YOU.
AFTER ALL, IT SEEMS TO
BE IN THE RIGHT THEME.
WE'RE IN EGYPT.
IT JUST SEEMS TO
BE A FITTING THEME.

Lorraine says THAT'S RIGHT.
WE MIGHT WANT TO SHOW THE
QUESTION AGAIN IN CASE SOME
OF THE STUDENTS WANT
TO WRITE IT DOWN.
HELLO.

Megan says HELLO.

Lorraine says HI.
DO YOU HAVE A QUESTION?
IS THIS MEGAN?

Megan says YEAH.

Stewart says HI.

Megan says I PUSHED THE WRONG BUTTON.

Lorraine says THAT'S OKAY.

Stewart says YOU DECIDED TO JOIN US FOR THE
FUN OF IT I GUESS IN A WAY, EH?
GOOD TO HAVE YOU.
BYE-BYE.
DO WE HAVE ANY OTHER QUESTIONS
ABOUT THIS LITTLE PROBLEM?
IT'S ACTUALLY FAIRLY
STRAIGHTFORWARD, BUT YOU'LL BE
AMAZED HOW LONG IT TAKES TO
BUILD A NUMBER TWO SPHINX.
SOMETIMES IT'S EASY,
AND SOMETIMES IT'S NOT.
NOW, WHAT WE HAVE TO DO
IS TO SET UP FOR TOMORROW.
WHAT DO YOU THINK, LORRAINE?

Lorraine says SOUNDS GREAT.

Stewart continues WE'RE GOING TO DO THE
MATH PROBLEMS A LITTLE BIT
DIFFERENTLY THIS WEEK.
BECAUSE THIS IS OUR
CULMINATING WEEK, AND
I UNDERSTAND FROM Mr. C.
AND Ms. G. THAT WE HAVE A
MYSTERY TO SOLVE, AND THIS
IS OUR LAST WEEK TO DO IT.
SO WHAT WE'LL BE DOING IS THE
ASSIGNMENT YOU RECEIVE THIS
MORNING, AND I'LL JUST SHOW
YOU A PICTURE OF THE FIRST PAGE.
THERE ARE ONLY TWO
PAGES, ACTUALLY.
AND THIS INVOLVES
CONSTRUCTING A PYRAMID.

A blue paper reads “2. Construct a pyramid which is a scale (1 cm=10 m) model of the Great Pyramid of Gizeh. The net would appear as follows.” The paper shows a square with four triangles attached, one on each side of the square. One of the triangles reads “Slant height. Altitude. One half the length of the base.”

Stewart continues AND WHAT WE WOULD REALLY,
REALLY, REALLY LIKE TO DO
TOMORROW IS TO ACTUALLY DO
THESE PROBLEMS ON AIR WITH YOU.
SO IT MEANS YOU ARE GOING
TO NEED SOME MATERIALS
TO DO THIS WITH.
AND I THINK WE'LL TAKE A LOOK
AT THE MATERIAL LIST RIGHT NOW.
SO WHAT WE'RE GOING TO ASK
EACH OF THE TEACHERS AND
FACILITATORS TO MAKE SURE IS
THAT FOR TOMORROW'S LESSON:

The slate changes to “Materials for Tuesday’s lesson: Bristol board, scissors, masking tape, ruler.”

Lorraine says SO THE STUDENTS SHOULD
PROBABLY WRITE THIS DOWN TO
MAKE SURE THEY HAVE IT.

Stewart says WE DEFINITELY NEED
THIS MATERIAL TOMORROW.
THE WAY WE'LL ORCHESTRATE THE
LESSON TOMORROW IS WE WILL
COME ON, WE'LL MAKE SURE
EVERYBODY'S GOT THEIR
MATERIALS, AND THEN WE'LL
ACTUALLY GIVE YOU SOME TIME TO
DO THIS WHILE WE'RE ON AIR.
SO WE'LL PROBABLY PUT UP
SOMETHING ON A SLATE LIKE
THAT, AND SAY, YOU HAVE SO
MANY MINUTES TO WORK ON THIS
WHILE WE'RE WORKING ON
IT HERE IN THE STUDIO.
ONCE WE'VE FINISHED HERE IN
THE STUDIO, AND WE BRING YOU
BACK ON AIR, WE CAN BEGIN
TO COMPARE SOME NOTES.
ONE OF THE THINGS I'LL DO IS I
WILL TAKE THE INVESTIGATION A
LITTLE BIT FURTHER.

Lorraine says SO TOMORROW'S
AN ACTIVITY DAY.

Stewart says IT'S AN ACTIVITY DAY.

Lorraine says GREAT.
LOOKING FORWARD TO IT.

Stewart says WHICH WILL ALLOW US,
ACTUALLY, TO DO A LITTLE BIT
DIFFERENT TREATMENT ON
THURSDAY BECAUSE I THINK WE'VE
GOT A MYSTERY TO SOLVE.
AND WE WANT TO DEVOTE MOST
OF OUR TIME TO SOLVING THE
MYSTERY ON THURSDAY.

Lorraine says SOUNDS GOOD.

Stewart says OKAY, NOW...
I DON'T KNOW THAT WE
HAVE ANY OTHER THINGS --
OH, I HAVE ONE OTHER THING.
NUMBER FOUR.
WE CAN ZOOM IN
ON NUMBER FOUR.

Lorraine says IT'S NOT THAT BIG.

Stewart says IT'S NOT THAT BIG, BUT IT
DOES SAY USE THE INTERNET, AND
I BELIEVE WITH A LITTLE BIT OF
LUCK ON OUR WEBSITE HERE IN
TVO, THERE'LL BE AN INTERNET
ADDRESS THAT WILL HELP YOU GET
INFORMATION ABOUT THE PYRAMID
IN GIZA, OR IN EGYPT IN
GENERAL, AND ALSO IN THE
SKYDOME, GOING WAY BACK TO
THE VERY FIRST LESSON.
WHAT WOULD BE INTERESTING IS
TO SEE WHAT THE VOLUME OF THE
SKYDOME IS AND
DO THE COMPARISON.

A blue sheet of paper reads “4. Use the Internet to determine how many times larger (volume) the Great Pyramid of Gizeh is than the Skydome. 5. Use the story to solve the mystery. Good luck!”

Stewart continues IS THE SKYDOME BIGGER THAN
THE PYRAMID, OR THE OTHER
WAY AROUND.
AND TO BE QUITE HONEST, UNTIL
WE DO THE WORK, I'M NOT SURE.
NOW, I THINK WE'VE GOT ANOTHER
AREL QUESTION, DO WE NOT?

Lorraine says WE CERTAINLY DO.
AND YOU'LL REQUIRE
YOUR PHONES FOR THIS.
IT SAYS:

A caption appears on screen under the title “Question Number 2.” It reads “Who wrote the play ‘Anthony and Cleopatra’? 1: Neil Simon. 2: George Bernard Shaw. 3: William Shakespeare. 4: Agatha Christie.” A gray bar graph reads “0 per cent.”

Stewart says GEE, I'M NOT SURE MYSELF.
DID YOU WRITE THIS
QUESTION, LORRAINE?
IT'S THROWING ME
FOR A BIT OF A LOOP.

Lorraine laughs.

Stewart continues IT SEEMS LIKE 24 PERCENT --

Lorraine says WE'RE NOT FOOLING ALL THE
STUDENTS, THAT'S FOR SURE.

Stewart says I NOTICE NOT TOO MANY
PEOPLE ARE ANSWERING
AGATHA CHRISTIE, ANYWAY.
WE'RE UP TO 44 PERCENT.
IT WOULD BE NICE TO SEE US AT
LEAST GET TO 70 FOR THIS ONE.
OH, IT'S GOING NOW.
PEOPLE ARE THINKING, THIS IS
A TOUGH QUESTION, IT MUST BE.
50 PERCENT.
A FEW MORE BEFORE WE
PUT IT ON THE AIR.
WHO IS NEIL SIMON ANYWAY?
I GUESS HE'S A PLAYWRIGHT.
I PRESUME.
YOU WROTE THESE QUESTIONS.
GEORGE BERNARD SHAW.
I'VE HEARD OF HIM.

The bar graph changes to blue as numbers read “4,6,10, 12,14,18,20,22,24,26,28,30,32,36,38,40,42,44,46,48,50,52 per cent.”

Stewart continues LET'S TAKE A LOOK.
THERE SEEMS TO BE SOME --
GEORGE BERNARD SHAW OR
WILLIAM SHAKESPEARE.

The four-bar graph appears. The green bar reads “4,” the purple bar reads “12,” the blue bar reads “10” and the red bar reads “3.”

Stewart continues NOW, WHAT IS THE ANSWER
TO THAT ONE, LORRAINE?

Lorraine says NUMBER THREE.
WILLIAM SHAKESPEARE.

Stewart says WELL, NEIL SIMON, I DON'T
THINK SO, AND AGATHA CHRISTIE
WAS FAMOUS FOR MYSTERIES, BUT
THAT DIDN'T FOOL TOO MANY
PEOPLE, DID IT?

The purple bar changes to “13” and the blue bar to “12.”

Lorraine says NO.
SO THEY'VE DONE VERY WELL.

Stewart says OKAY.
I THINK WHAT WE NEED TO DO IS
REVIEW WHAT WE NEED TO DO FOR
THE NEXT COUPLE OF DAYS.
NUMBER ONE, I'LL GO
BACK TO THE SPHINX.
THE SPHINX QUESTION, WE'RE
GOING TO SEND OUT A FAX THIS
AFTERNOON JUST SO YOU CAN
GET THIS LITTLE PROBLEM.
I SUSPECT WE WON'T SEE TOO
MANY DRAWINGS UNTIL THURSDAY,
BUT THAT'S OKAY.
WE LEFT YOU WITH A FAX NUMBER
TO SEND YOUR DRAWN SOLUTIONS
TO US SO MAYBE WE CAN
SHOW THEM ON THURSDAY.
AND THAT'S PROBLEM NUMBER ONE.
IS IT POSSIBLE TO GO BACK TO
THE POWER POINT TO DO WITH...?

Lorraine says CERTAINLY.

Stewart says THE POWER POINT TO
DO WITH THIS ONE.
REMEMBER, FOR TOMORROW'S
LESSON, WE NEED
BRISTON BOARD, SCISSORS,
MASKING TAPE
AND RULER.

Lorraine says YES, AND WE DO
HAVE SOME QUESTIONS.

Stewart says AND WE WILL TAKE SOME
QUESTIONS RIGHT NOW.

Lorraine says JUNA IN JACK MINER.

Yona says HELLO?

Lorraine says YOU HAVE A QUESTION?

Juna says FOR THE THREE BASE TRIANGLE
THING, HOW ARE YOU SUPPOSED TO
MAKE IT WHEN YOU ONLY
HAVE FOUR PIECES?

Stewart says THAT'S THE TRICK.
IT ACTUALLY DOES WORK.
SO WHAT YOU NEED TO DO IS TAKE
THE TEMPLATE, WHICH WE'LL SEND
OUT THIS AFTERNOON, AND CUT
OUT FOUR OF THEM, AND JUST
START REARRANGING THEM TO SEE
HOW THEY WILL FIT TOGETHER.
AND, IN FACT, YOU'LL
FIND THAT IT WILL WORK.
I WILL ALSO TELL YOU WHEN
I SAID A THREE BASE ONE,
THAT IS THREE ALONG THE
BOTTOM, IT WILL ALSO WORK.
IT'S NOT AS EASY,
BUT IT WILL WORK.
OKAY?
SO WE'LL SEND THAT INFORMATION
OUT TO YOUR TEACHERS SHORTLY
AFTER THIS SHOW, AND WITH A
LITTLE BIT OF LUCK, YOU'LL GET
THE TEMPLATE BY TOMORROW.

Yona says OKAY, THANK YOU.
MY NAME IS YONA,
THOUGH, NOT JONAH.

Lorraine says OH, SORRY, YONA.
GREAT, THANKS.

Stewart says THANK YOU VERY MUCH.

Yona says BYE.

Lorraine says BYE.

Stewart says HAVE WE GOT ANY
OTHER QUESTIONS?

Lorraine says WE HAVE ONE HERE FROM
NADEPA AT COLLEGE.
HELLO.

Nadepa says HELLO.

Lorraine says DO YOU HAVE A QUESTION?

Nadepa says WE DO NOT HAVE
THE SPHINX SHEET.

Stewart says WE'RE SENDING THE SPHINX
SHEETS OUT THIS AFTERNOON
BY FAX, SO YOU SHOULD BE
ABLE TO GET THEM TOMORROW.

Lorraine says OKAY?
THANKS.

Nadepa says THANK YOU.

Lorraine says GREAT.

Stewart says THAT'S JUST ABOUT IT.
I THINK OUR SHOW'S BEEN A
LITTLE BIT SHORTER TODAY, BUT --

Lorraine says GIVES THEM A CHANCE
TO GET STARTED, TOO.

Stewart continues GIVE YOU A CHANCE TO GET
STARTED FOR TOMORROW, BECAUSE
WE ARE GOING TO DO MOST OF THE
MATH TOMORROW AND BASICALLY
WRAP IT UP.
AND ON THURSDAY, HOPEFULLY,
WE CAN SOLVE THE MYSTERY.

Lorraine says THAT'S RIGHT.
AND TOMORROW IS GOING TO BE
A FUN ACTIVITY DAY, SO BRING
ALL YOUR MATERIALS AND
WE'LL WORK ON IT TOGETHER.
ALRIGHT, HAVE A NICE
AFTERNOON AND EVENING.
BYE-BYE.

Stewart says SEE YOU TOMORROW.
BYE-BYE.

The caption changes to “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 21