Transcript: Counting Beans | Mar 31, 1999

(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. He’s in his forties, has short, wavy, side-parted Brown hair, wears big glasses, and has a long, trimmed brown beard, and mustache. He wears a black T-shirt with black overalls and sits at his computer desk.

Stewart says GOOD MORNING, AND WELCOME
TO THE VIRTUAL CLASSROOM,
OUR SECOND LAST PROGRAM.
AND A PRETTY
IMPORTANT ONE AT THAT.
TODAY, I'LL TAKE UP WHAT
WE DID FROM THE LAST TIME.
I THINK WE HAVE ANOTHER
PERSON TO CHAT WITH
FROM MANITOULIN ISLAND,
AND MORE IMPORTANTLY,
I HAVE TO PULL TOGETHER THAT
LITTLE BIT OF INFORMATION
TO DO WITH THE
MYSTERY AND WHAT
YOU MAY HAVE TO
DO THIS WEEK.
SO, THIS IS REALLY
IMPORTANT TO HAVE
AT YOUR FINGERTIPS
SOME INFORMATION,
AND WE'LL SEE WHAT
WE CAN DO ABOUT IT.
AND BY THE END OF THE
SHOW, WE SHOULD BE ABLE TO
AT LEAST TAKE YOU TO WHERE
YOU SHOULD BE GOING OVER
THE COURSE OF THE
NEXT FEW DAYS.
NOW, I DID GET SOME FAXES
FROM TRILLIUM SCHOOL
TO DO WITH THE
POSITIONING OF THE SPIES
IN THE SPY
POSITIONING PROBLEM.
AND WHAT I'M GOING TO DO
IS I'M GOING TO SHOW YOU
THEIR RESPONSES.

Stewart displays the worksheet on the paper.

Stewart continues AND I WOULD INVITE ANYBODY
THAT I'M EXHIBITING HERE
TO PHONE IN AND MAYBE TELL
ME HOW YOU WENT ABOUT
CHOOSING YOUR
SPOT FOR THE X's.
NOW, HERE ARE
THE SIX CAIRNS,
AND I'M NOT SURE EXACTLY
WHO WROTE THIS ONE;
IT'S CUT OFF
HERE AT THE TOP.
BUT HERE ARE THE POSITIONS
THAT THEY PUT FOR THE SPIES.
NOW, WHAT I'M CURIOUS
ABOUT PERHAPS EVEN
IS WHICH DIRECTION
THEY'RE FACING.
SO, THAT'S ONE
SOLUTION.
HERE'S A SECOND SOLUTION,
AND THIS ONE'S ALEX DRURY.
HE ACTUALLY PUT A COUPLE
PEOPLE RIGHT ON THE CAIRNS.
THE INTERESTING SIDE
OF THAT, I SUPPOSE,
IS THAT WHOMEVER IS GOING
TO DROP OFF THE MESSAGE
WON'T GO TO EITHER
ONE OF THOSE TWO.
THIS IS ANOTHER
SOLUTION IN THIS CASE.
I THINK IT'S
THE ALEX K.;
SLIGHTLY DIFFERENT
CONFIGURATION.
TRISTAN HAS THIS ONE.
AND ONCE AGAIN, SIMILAR IN
THE SENSE THAT THESE TWO
ARE ALMOST ON THE CAIRNS,
AND THEN THESE TWO
ARE SORT OF IN BETWEEN.
BUT I'M NOT SURE HOW
YOU WATCH BOTH CAIRNS
AT THE SAME TIME.
AND IN THIS REPRODUCTION,
I CAN ONLY SEE THE ONE X,
BUT I HAVE A FEELING THAT
IT'S BECAUSE THE PHOTOCOPY
DIDN'T COME
THROUGH TOO WELL.
AND THIS IS DAN'S.
NOW, IF ANY OF THOSE PEOPLE
WOULD LIKE TO PHONE IN
AND BASICALLY LET ME
KNOW HOW THEY WENT ABOUT
CHOOSING THESE SPOTS.
HAVE WE GOT
CHRISTOPHER ON?
HI, CHRIS, ARE
YOU THERE?

Chris says YEAH.

Stewart says OKAY, NOW, WAS YOURS
THE VERY FIRST ONE
THAT I COULDN'T
READ, OR...
THIS ONE RIGHT HERE?

Chris says YEAH, THAT'S MINE.

Stewart says OKAY, HOW DID YOU
CHOOSE THOSE SPOTS?

Chris says PARDON?

Stewart says HOW DID YOU CHOOSE THE
LOCATIONS FOR THESE SPOTS?
WHAT DID YOU
THINK ABOUT?
STILL THERE, CHRIS?

Chris says I FIGURED THAT IF YOU
CHOOSE IN THE MIDDLE,
THEY CAN RUN FARTHER.

Stewart says OKAY, SO YOU'RE ACTUALLY
LOOKING AT THE DISTANCE
THAT THEY WOULD
ACTUALLY COVER,
AND YOU'RE MAKING IT AS
SHORT AS POSSIBLE
BY PUTTING THESE
GUYS IN BETWEEN?
IS THAT IT?

Chris says YEAH.

Stewart says THAT'S ACTUALLY A
REALLY GOOD THEORY.
NOW, THE ONLY THING
I'M CURIOUS ABOUT IS
WHICH WAY ARE
THEY FACING?
ARE THEY FACING THIS
WAY, OR THIS WAY?
DID YOU SORT OF THINK
ABOUT THAT AS WELL?

Chris says YEAH.

Stewart says CAN THESE FOUR PEOPLE
WATCH ALL OF THESE
CAIRNS AT THE
SAME TIME?
WHAT DO YOU THINK?

Chris says OKAY.

Stewart says YOU THINK SO?
OKAY, I'M GOING TO JUST
ASSUME THAT THAT'S TRUE.
BECAUSE IF YOU LOOK THIS
WAY AND LOOK THAT WAY...
IT'S A LITTLE BIT
TRICKY THOUGH.
BUT I LIKE THE IDEA THAT
THESE ARE ALL CLOSE
SO THAT ONCE YOU SEE
SOMEBODY DOING SOMETHING,
YOU'LL GET TO IT AS
FAST AS POSSIBLE.
OKAY, THANK YOU
VERY MUCH, CHRIS.
NOW, WHAT I'M GOING TO
DO AT THIS POINT
IS JUST SHOW YOU A REALLY
COMPLICATED DRAWING.

Stewart turns the page and displays his drawing which has four Xs on top of four cairns. There are two lines forming an angle on each of the cairns and a caption that reads “Assume that a Person’s Angle of vision is 45 degrees.”

Stewart says AND THIS IS MY APPROACH
TO THE PROBLEM.
PART OF WHAT I WAS THINKING
ABOUT A LOT WHEN I PLACED
MY FOUR, AND HERE ARE
WHERE MY FOUR ARE.
THERE'S ONE, THERE'S
ONE, THERE'S ONE,
AND THERE'S ONE.
BUT PART OF WHAT I WAS
THINKING ABOUT IS
WHICH DIRECTION
THEY WOULD LOOK.
AND I MADE AN ASSUMPTION
THAT THEY CAN ONLY SEE
AT A 45-DEGREE ANGLE.
SO, THIS PERSON WOULD STAND
IN THIS SPOT AND FACE
THIS DIRECTION AND
SEE THESE TWO.
THIS PERSON WOULD STAND IN
THIS SPOT AND SEE THESE TWO.
NOW, NOTICE I'VE GOTTEN
THIS PERSON AS CLOSE
AS POSSIBLE TO THESE TWO
SO THAT THEY CAN SEE
THE TWO CAIRNS AT
THE SAME TIME.
THEN I USED THE THEORY
THAT CHRIS USED.
I PUT THIS PERSON SORT
OF RIGHT IN BETWEEN
THESE TWO SO THAT HE
COULD MOVE QUICKLY.
BUT HE WOULD WATCH
THIS ONE, OR SHE.
AND LIKEWISE, I REALLY
WENT TO TOWN ON THIS ONE.
AND I PUT A TRIANGLE
HERE AND SO ON.
THIS SPOT IS THE CLOSEST
SPOT TO ALL THREE OF THESE.
BUT IN THIS CASE, THEY WERE
WATCHING IN THIS DIRECTION.
SO, THIS IS A PROBLEM
THAT YOU CAN TAKE ON.
THIS IS NOT THE
ABSOLUTE RIGHT ANSWER.
THIS IS JUST AN EXAMPLE OF
HOW YOU COULD THINK ABOUT IT,
AND PERHAPS, WHEN YOU
CONSIDER A PROBLEM LIKE IT,
AGAIN, THINK ABOUT
NOT ONLY THE POSITION
BUT ALSO THE DIRECTION.
EVERY WEEK I SEEM TO BE
ABLE TO GET AN INTERESTING
PERSON THAT LIVES UP
IN MANITOULIN ISLAND.
AND IN THIS
PARTICULAR CASE,
I'VE JUST CONNECTED
WITH RIAZ, WHO IS IN
HIS ICE FISHING HUT
ON LAKE MANITOU.
HELLO, RIAZ!
HOW ARE YOU?

Riaz says I'M JUST FINE, ALL
THINGS CONSIDERED.

Stewart says THAT SOUNDS KIND
OF TENTATIVE.

Riaz says WELL, YOU SEE, Mr. C, I'M
PINING FOR THE SPRING
WHEN I CAN GET
BACK AT MY JOB.

Stewart says WHAT DO YOU DO?

Riaz says I'M WHAT THEY CALL
A FISH BIOLOGIST.

Stewart says THAT SOUNDS
INTERESTING.
TELL ME MORE.

Riaz says WHEN THE LAKES
ARE FREE OF ICE,
I COUNT ALL THE FISH:
BASS, TROUT, MUSKIE,
PERCH, AND PIKE.

Stewart says WHY ON EARTH WOULD YOU
WANT TO COUNT FISH?

Riaz says BECAUSE WE WANT TO ENSURE
THAT THESE FISH SURVIVE
IN SUFFICIENT NUMBERS SO THAT
THE PEOPLE OF ONTARIO CAN
ENJOY FISHING FOR THEM FOR
MANY GENERATIONS TO COME.

Stewart says AH, THAT MAKES SENSE.
I'M CURIOUS, BUT HOW
DO YOU COUNT FISH?
WHAT DO YOU DO, PADDLE BACK
AND FORTH ACROSS THE LAKE,
HANGING YOUR HEAD OUT OF THE
BOAT AND COUNT THEIR NOSES?

Riaz says BOY, ARE YOU
EVER SILLY, Mr. C.
THE FISH MOVE AROUND TOO
MUCH FOR THAT TECHNIQUE.
WE'RE MUCH MORE
SOPHISTICATED THAN
THAT HERE AT THE MINISTRY.
WOULD YOU LIKE TO
SHOW ME HOW YOU DO IT?

Stewart says SURE, GO RIGHT AHEAD.

Riaz says OKAY.

Stewart says THAT'S UNUSUAL,
THOSE ARE DUCKS.

A clip rolls of a person holding a duck with its wings ducked back. The person holding the duck grabs a metal ring with a number on it and uses pliers to clamp the ring onto the duck’s leg. Then the duck is released to fly again.

Stewart continues NOW, I UNDERSTAND - I'VE
TALKED TO A BIOLOGIST -
THAT HOLDING A DUCK IN
THAT WAY TO TAG THEM
DOES NOT HURT
THEM THOUGH.
BUT I GUESS THE THEORY FOR
COUNTING DUCKS WOULD BE
THE SAME AS THE THEORY
FOR COUNTING FISH.
I WONDER.

Back in the studio, Stewart says OH, THAT'S
INTERESTING.
I WONDER WHAT KIND OF
A CODE THEY USE
FOR NUMBERING THE DUCKS.
OH, THAT'S INTERESTING.

Riaz says WHOOPS, THAT WAS MY
DUCK COUNTING TAPE.
WE USE A SIMILAR
TECHNIQUE TO COUNT FISH.

Stewart says WOW, ONCE YOU TAKE SOME
FISH, WHAT DO YOU DO THEN?

Riaz says WELL, YOU SEE...
UH OH, GOT A BITE;
IT'S A BIG ONE.
HAVE TO GOOOOOOOOO!

Stewart says OH, OH, OH, IT SEEMS
THAT WE'VE BEEN CUT OFF.
HMM, MAYBE OUR EXPERIMENT
WITH THE BEANS WOULD
HELP US UNDERSTAND HOW
THEY ACTUALLY DO COUNT
EITHER FISH OR DUCKS.
ACTUALLY, I THINK
AT THIS POINT,
WHAT I WAS GOING TO DO
THIS MORNING IS I WAS
GOING TO CONDUCT THIS
EXPERIMENT ON AIR,
WITH A LITTLE BIT
OF HELP FROM YOU.
AND THE WAY I'VE STARTED
THIS IS WITH 100 RED BEANS.
NOW, I WILL TELL YOU RIGHT
AWAY THAT I DID MAKE
A SMALL MISTAKE
LAST WEEK.
WHEN I WENT OUT AND
BOUGHT MY BEANS,
I BOUGHT A SMALL NUMBER
OF RED ONES AND
A WHOLE BUNCH OF WHITE.
I THINK THE WAY I PUT THE
INSTRUCTIONS OUT TO YOU,
IT WAS EXACTLY
THE OPPOSITE.
BUT THE THEORY
IS THE SAME.
SO, IF YOU WERE WORKING
WITH 100 WHITE BEANS
AND THEN A WHOLE
BUNCH OF RED ONES,
YOU JUST GO THE
OTHER WAY AROUND,
IN TERMS OF THE
NUMBERS.
SO, WHAT I'VE GOT
ARE 100 RED BEANS.
AND FOR MY EXPERIMENT,
I WAS GOING
TO JUST DO ONE BUCKET.
AND I WAS GOING
TO DO 5 8THS FULL,
SO I'VE GOT A BUNCH
OF WHITE BEANS HERE.
AND I'M GOING TO START
DUMPING SOME WHITE BEANS
IN, UNTIL I'M
ABOUT 5 8THS OF THIS.
AND THAT'S GOING TO BE
JUST AT ABOUT 320 MILLILITRES OR SO.
I NEED JUST A
COUPLE MORE.
NOW, WHAT YOU'RE GOING TO
DO TO HELP ME IS WORK OUT
SOME PERCENTAGES AS
I GO ALONG WHEN
I RECORD THIS
INFORMATION.
SO NOW, I'VE
GOT TO MIX.
NOW, THIS PART IS
REALLY IMPORTANT.
IF I DON'T MIX THE BEANS
UNTIL THEY'RE PRETTY
CONSISTENTLY MIXED
THROUGHOUT - IN OTHER
WORDS, A RANDOM SELECTION
THIS WILL NEVER WORK.
NOW, YOU THINK ABOUT WHAT'S
HAPPENING WITH THE FISH
OR THE BIRDS AND HOW THIS
SORT OF MATCHES UP.
SO, I'M GOING TO WORK ON
THE PRESUMPTION THAT
I'VE MIXED THOSE
PRETTY THOROUGHLY,
AND I'VE GOT TO
SCOOP HERE.
IN THIS PARTICULAR CASE,
I'M USING A QUARTER CUP SCOOP,
AND I'M TAKING
ONE FULL SCOOP HERE.
I'M DUMPING THEM OUT.
AND I'M GOING TO VERY, VERY
QUICKLY COUNT THE BEANS
THAT ARE IN THIS.
SO, WE'LL COUNT THE RED ONES
SEPARATELY FROM THE WHITE.
AND IT SEEMS AS IF WE'VE
GOT 2, 4, 6, 8 RED BEANS.
AND 5...
10...
THERE'S 10 DOWN THERE,
THERE'S 6, 8, 10 THERE.
THERE'S 6,
AND ANOTHER 10.
OKAY, LET'S SEE, IS
THAT JUST ABOUT RIGHT?
10, 20, 30, 40, 45.
I'LL DUMP THOSE BACK IN AND
WE'LL RECORD THE RESULTS.
AND HERE'S WHERE I
WANT YOU TO JOIN IN
AND HELP ME A
LITTLE BIT.
I'LL DO THIS A COUPLE
MORE TIMES ANYWAY,
JUST TO DEMONSTRATE
THE THEORY.
SO, WHAT WE HAD THERE, IF
I RECALL CORRECTLY, WAS...
SO, WHAT I WANT
IS A DECIMAL,
WHICH REPRESENTS - AND I'LL
PUT THE FRACTION IN -
THE NUMBER OF RED
COMPARED TO THE TOTAL.
SO, IF SOMEBODY'S GOT A
CALCULATOR OUT THERE,
I'D LIKE YOU TO CALCULATE
THE DECIMAL EQUIVALENT AND
WE'LL ROUND OFF TO TWO
DECIMALS FOR 8 OVER 53.
WHILE YOU'RE DOING THAT,
I'M GOING TO MIX THIS UP
A LITTLE BIT MORE, JUST SO
THAT I CAN GO THROUGH
THE EXPERIMENT AT
LEAST ONE MORE TIME.
SO, GIVE ME A CALL.
YOU MUST HAVE A CALCULATOR
OUT THERE SOMEWHERE.
WHAT IS THE DECIMAL
EQUIVALENT FOR 8 OVER 53?
NOBODY HAS A
CALCULATOR?
SOMEBODY MUST.
ACTUALLY, I DON'T, SO I
REALLY DO NEED YOUR HELP.
AH, WE'VE GOT DAVID
FROM TRILLIUM.
HE'S GOING TO CALL IN AND GIVE
ME A DECIMAL EQUIVALENT.
NOW, IF I WAS
GUESSTIMATING,
IT'D HAVE TO
BE AROUND 0 POINT 15.
SO, LET'S SEE WHAT
HE GETS.
HELLO, DAVID.

David says HELLO?

Stewart says HI, DAVID, YOU GOT A
CALCULATOR THIS MORNING, EH?

David says YEAH.

Stewart says SO, WHAT'S THE
DECIMAL FOR THIS ONE?

David says 0 POINT 15.

Stewart says SOUNDS GOOD, YEP.
THANK YOU VERY
MUCH, DAVID.
I MAY CALL ON YOU AGAIN
BECAUSE WE'LL DO THIS
A COUPLE MORE TIMES
AND SEE WHAT HAPPENS.
SO, HERE WE GO AGAIN.
I TOOK ANOTHER SCOOP.
LET'S SEE HOW FAST I CAN
COUNT THEM THIS TIME.
WE GOT QUITE A FEW MORE
RED ONES THIS TIME.
MAYBE I DIDN'T MIX THESE AS
WELL AS I THOUGHT I HAD.
BUT THAT'S REALLY,
REALLY IMPORTANT.
AGAIN, I'LL REPEAT,
THAT MIXING THEM IS
THE KEY TO THE SUCCESS OF
DOING THIS EXPERIMENT.
SO, THIS TIME, WE GOT
QUITE DIFFERENT RESULTS.
FIVE, 10, 15, 18.
SO, I DID THAT ONE
PRETTY QUICKLY.
THERE'S 6 AND ANOTHER 4
THAT'S A 10.
THERE'S 5, ANOTHER
5 UP THERE.
THAT'S 10.
THERE'S 4, 5, AND
THERE'S 10 THERE.
I'VE GOT 5
AND ANOTHER 5.
SO, 10, 20, 30, 40 - 44.
VERY CLOSE TO LAST TIME,
BUT 18 RED THIS TIME.
LET'S SEE IF I CAN
GET THESE BACK IN.
OKAY, SO THIS
TIME WE HAVE...
SO, THE FRACTION WE NEED
THIS TIME IS 18/62.
AND IF WE COULD GET
SOMEBODY TO CALL ME AGAIN
WITH THIS ONE, I SEE
WE HAVE SARAH
OR JODIE FROM ELGIN.

Sarah says THIS IS SARAH.

Stewart says HI, SARAH.
WHAT'S THE DECIMAL
ON THIS ONE?

Sarah says 0 POINT 29.

Stewart says 0 POINT 29, OKAY.
THANK YOU.

Sarah says YOU'RE WELCOME.

Stewart says OKAY, WE'RE GOING
TO MIX 'EM UP AGAIN.
EVERY TIME, YOU WERE
SUPPOSED TO MIX - WHOOPS!
WHAT A MESS I'M
MAKING HERE.
LET'S SEE.
THESE THINGS HAPPEN,
BUT I'LL GRAB THEM
AS QUICKLY AS I CAN
AND PUT THEM BACK IN.
OKAY, THERE WE GO.
SO, I SUSPECT I'VE MIXED
THEM UP PRETTY WELL.
GOT MY SCOOP.
HERE'S MY PAPER.
OKAY, SO LET'S
SEE WHAT HAPPENS.
NOW, THIS IS THE LAST TIME
I'M GOING TO DO THIS,
BECAUSE IT IS
TIME CONSUMING.
NOW, I KNOW THAT WHEN
YOU WERE DOING THIS,
DEPENDING UPON WHETHER YOU
WORKED WITH A PARTNER
OR WHATEVER YOU DID
TO EXPEDITE THIS,
HOPEFULLY IT DIDN'T
TAKE TOO LONG.
BUT THIS IS A VERY
IMPORTANT EXPERIMENT.
THIS METHOD IS A
REAL-LIFE METHOD,
EVEN THOUGH WE'RE NOT USING
REAL OBJECTS IN THIS CASE.
REAL IN THE SENSE THAT I'M
NOT THAT WORRIED ABOUT
HOW MANY BEANS THERE
ARE IN REAL LIFE.
BUT NONETHELESS.
SO, WE'VE GOT 5,
10, 15 RED THIS TIME.
LET'S SEE.
THERE'S 10.
THERE'S ANOTHER 10.
ANOTHER 10.
LOOKS LIKE WE'RE VERY
CLOSE TO THE SAME NUMBER
OF WHITE AGAIN.
OKAY, 10, 20, 30, 40.
THIS TIME I
HAVE 47 AND 15.
INTERESTING.
WE HAD...
I NEED A DECIMAL
FOR 15 OVER 62.
15 OVER 62 AND WE'RE
MAKING A CONNECTION.
AND IT'S GREG OR
SARAH THIS TIME.

Greg says HELLO?

Stewart says HELLO, IS IT
GREG OR SARAH?

Greg says GREG.

Stewart says OKAY, GREG, WHAT'S THE
DECIMAL EQUIVALENT HERE?

Greg says UM, I'M GETTIN' IT.

Stewart says HAVE YOU GOT IT?

Greg says I'M GETTIN' IT.

Stewart says OH, YOU'RE
GETTIN' IT.
OKAY, FINE.

Greg says 0 POINT 24.

Stewart says OKAY, GREG, CAN YOU
STAY ON THE LINE?
WHAT I'D LIKE YOU TO DO IS,
DO YOU KNOW HOW TO TAKE
THE AVERAGE OF THESE
THREE NUMBERS?
WHAT DO YOU DO WITH
THESE THREE NUMBERS?

Greg says NO.

Stewart says PARDON?

Greg says NO.

Stewart says OKAY, MAYBE I'LL TAKE
ANOTHER CALL AND I'LL GET
THEM TO HELP ME WITH
DOING THE AVERAGE
OF THESE THREE NUMBERS.
AND WE'RE CONNECTING TO
EITHER NICK OR GERVAIS.

Nick says HELLO?

Stewart says HELLO, IS IT
NICK OR GERVAIS?

Nick says IT'S NICK.

Stewart says OKAY, NICK, DO YOU KNOW
HOW TO DO AN AVERAGE?

Nick says YOU ADD 'EM UP AND DIVIDE
IT BY HOW MANY THERE ARE.

Stewart says OKAY, CAN YOU ADD THESE
THREE NUMBERS HERE:
0 POINT 15, 0 POINT 29, AND 0 POINT 24.

Nick says OKAY, THAT'S 18.
OH, NO, NO.

Stewart says ADD THEM UP.

Nick says IT'S 0 POINT 22?
OH, NO, 0 POINT 58.

Stewart says OKAY, 0 POINT 58 IS
THE TOTAL.
NOW, WHAT DO YOU
DIVIDE BY?

Nick says DIVIDE IT BY THREE.

Stewart says PLEASE DIVIDE
THAT BY THREE.

Nick says YEAH, UM...

Stewart says IS IT 68?

Nick says 58 DIVIDED BY THREE.

Stewart says YES, I THINK IT
MIGHT BE 0 POINT 68.
IS IT 0 POINT 68 OR 0 POINT 58?

Nick syas 0 POINT 16.
0 POINT 16.

Stewart says OKAY, I'M GOING TO GET
YOU TO REVIEW THE PROCESS.
I WANT YOU TO ADD
THESE THREE AGAIN.
HAVE YOU GOT A
CALCULATOR THERE,
OR ARE YOU DOING
IT BY HAND?

Nick says IS IT 0 POINT 22?

Stewart says YEAH, I THINK I CAN
TAKE 0 POINT 22 AS AN AVERAGE.
OKAY, OUR AVERAGE - AND
WE'LL MOVE THE PIP DOWN,
OR AWAY TO THE
RIGHT - IS 0 POINT 22.
NOW, LET'S REMEMBER
THAT FIGURE,
BECAUSE ONCE YOU'VE
GOT THIS AVERAGE,
THE QUESTION IS, WHAT
DO YOU DO WITH IT?
NOW, REMEMBER,
WHAT WE HAD WERE
100 RED BEANS
IN THE POT.
AND ON AVERAGE, 22 PERCENT
OF THEM ARE RED
WHEN WE TOOK THE
SCOOPS OUT.
SO, THE QUESTION IS,
WHAT'S THE ESTIMATE
FOR THE TOTAL
POPULATION?
AND WHAT I'M GOING TO DO IS
I'M GOING TO GO THROUGH
THE METHOD AND HOPEFULLY
IT'S NOT TOO CONVOLUTED.
I JUST TOOK AN AVERAGE.
I MADE UP A NUMBER.
SO, I SAID...

Stewart reads from the worksheet that reads “If 18 percent (average) of the beans in a pot are red and there were 100 red beans in the pot then the estimate for the total would be: 100 divided by the total of beans times 100 percent is equal to 18 percent, or, total beans is equal to 100 percent divided by 18 percent is equal to 556 or about 550 beans.”

Stewart says NOW, THE KEY IS,
FORGET ABOUT THAT FOR
A MOMENT OR TWO.
WHAT'S THE DEFINITION
OF PERCENT?
PERCENT IS A
FRACTION TIMES 100 percent.
SO, IN OTHER
WORDS, TIMES 100 percent.
AND THE FRACTION
HAS TO BE...
THIS PERCENT HERE HAS TO
BE THE SAME AS 100
IN THE NUMERATOR - AND I'M
GOING TO ACTUALLY WRITE THIS -
OVER THE TOTAL
NUMBER OF BEANS.
SO, IT'S LIKE A
FRACTION.
IF WE KIND OF
WORK THIS OUT,
WHAT I DON'T KNOW IS THE
TOTAL NUMBER OF BEANS.
SO, I'VE REWORKED OUT
THIS LITTLE EQUATION.
NOW, I'M NOT GOING TO TALK
TOO MUCH ABOUT HOW I
MOVE THESE THINGS AROUND,
BECAUSE THAT'S NOT
REALLY IMPORTANT TO ME.
BUT WHAT YOU FIND IS THAT
IT ALWAYS WORKS OUT THE SAME.
IF YOU TAKE THE NUMBER OF
BEANS IN THE POT TIMES 100 percent,
AND DIVIDE BY
THE PERCENT YOU GOT,
THEN YOU WILL GET AN
ESTIMATE FOR THE BEANS.
SO, IT'S ACTUALLY
VERY, VERY SIMPLE.
WILL ACTUALLY GIVE
YOU THE TOTAL.
NOW, LET'S TAKE A
LOOK AT THIS ONE.
WHAT DID WE HAVE?
NOTICE THAT THIS PERCENT
SIGN BASICALLY DISAPPEARS
BECAUSE YOU CAN BASICALLY
IGNORE THAT BECAUSE
WE DON'T END UP WITH A
PERCENTAGE AS AN ANSWER.
100 TIMES 100 IS EASY.
SO, IF SOMEBODY COULD PHONE
IN AND TELL ME WHAT 10,000
DIVIDED BY 22 IS, AND GIVE
ME A ROUNDED-OFF ANSWER,
THEN WE'VE GOT AN
ESTIMATE FOR THE TOTAL
NUMBER OF BEANS
IN THE POT.
SO, WE'RE GOING TO
GET A CALL: USBORNE.
AND IT'S GREG OR SARAH.
GREAT.
SO, EVERY TIME YOU DO THIS,
IT'S THE SAME ROUTINE.
IN OTHER WORDS, WHAT I'VE
DONE IS WE'VE KIND OF FOUND
A FORMULA FOR FINDING THE
ANSWER FOR ANY ONE
OF THE EXPERIMENTS
THAT YOU DID.
10,000 DIVIDED BY
THE PERCENT YOU GOT,
AND YOU GET
THE ANSWER.
AT LEAST, AN
APPROXIMATE ANSWER.
GREG OR SARAH,
ARE YOU THERE?

Greg says YEP.

Stewart says IS IT GREG?

Greg says YEP.

Stewart says OKAY, HAVE YOU
GOT A CALCULATOR?
CAN YOU WORK THIS
ONE OUT FOR ME?

Greg says I DID IT AND
IT'S 454.

Stewart says 454.
AND YOU KNOW, I'M GOING
TO ROUND THAT OFF TO 450.
IS THAT OKAY?

Greg says YEP.

Stewart says OKAY.
SO, WHAT WE'RE SAYING IS,
THERE ARE 450 BEANS IN THIS POT.
NOW, YOU KNOW SOMETHING, IF
I GET A CHANCE TO WORK IT IN
DURING THE COURSE OF
THE REST OF THE SHOW,
I'M GOING TO DO A COUNT ON
THIS TO SEE HOW CLOSE WE ARE.
BUT THAT'S OUR
ESTIMATE, AND YOU KNOW,
I SUSPECT IT'S PRETTY GOOD.
NOW, WE'VE DONE
ALL THAT WORK.
THANK YOU VERY
MUCH, GREG.
WE'VE DONE ALL
THAT WORK.
MY QUESTION HERE
THIS TIME IS...
CAN YOU TELL ME WHAT
THE BIOLOGISTS WOULD
ACTUALLY DO TO ACTUALLY
COUNT THE PERCH,
IF HE WAS USING A
METHOD LIKE THIS?

Stewart works on a worksheet that reads “Explain how this method could be used to count the number of perch (fish) in Lake Manitou.”

Stewart says NOW, THIS IS WHERE THE
IDEA IS TRANSFERRED
TO THE REAL-LIFE
SITUATION.
REMEMBER WHAT WE DID WITH
THE BEAN EXPERIMENT.
AND MAYBE YOU CAN TELL
ME WHAT YOU THINK YOU
MIGHT DO IN REAL LIFE, IF
YOU'RE TRYING TO COUNT, SAY,
SOME FISH IN A LAKE,
OR YOU MIGHT BE TRYING
TO COUNT MUSKRATS
IN THE WILD.
OR WHATEVER; IT'S
ALL THE SAME.
SO, WE'RE CONNECTING
TO EITHER LINDSAY
OR SARAH AT ELGIN.
AND WE'LL SEE WHAT YOU
HAVE TO SAY ON THIS.
HOW CAN YOU
COUNT THE PERCH?

Sarah says YOU COULD MAYBE TAKE A
ROUGH COUNT OF HOW MANY
KINDS OF FISH THERE ARE,
AND THEN YOU CAN MAYBE
TIMES THAT BY HOW
MANY THINGS THERE ARE
IN THE
LAKE.
I DON'T KNOW.

Stewart says OKAY, NOW, I'M GOING
TO HELP YOU ALONG
A LITTLE WEE BIT.
WHEN WE DID THE
BEAN EXPERIMENT,
WE HAD A CERTAIN NUMBER
OF - IN YOUR CASE -
WHITE BEANS.
THERE WAS 100
WHITE BEANS, RIGHT?

Sarah says YEAH.

Stewart says OKAY, SO WE KNEW FOR
SURE THAT THERE WERE
THIS GROUP THAT HAD
100 WHITE BEANS.
DO YOU REMEMBER THAT
LITTLE FILM THAT WE DID
WITH THE DUCK?
WHAT WERE THEY
DOING WITH THE DUCK?

Sarah says THEY TAGGED IT?

Stewart says THEY TAGGED IT.
CAN YOU TAG A FISH?

Sarah says NOT REALLY.

Stewart says ACTUALLY, YOU CAN.
YOU MAY NOT TAG
PERCH, PER SE,
BUT THE BIGGER
FISH YOU CAN TAG.
YOU CAN MARK
THEM, OKAY?

Sarah says OKAY.

Stewart says SO, WHAT DO YOU THINK
THE BIOLOGIST MIGHT DO?

Sarah says UM...
I DON'T KNOW.

Stewart says LET'S SEE, IS IT SARAH
OR LINDSAY, BY THE WAY?

Sarah says IT'S SARAH.

Stewart says OKAY, NOW, I'M GOING
TO HELP YOU ALONG.
WHAT THEY DO INITIALLY IS
THEY CATCH A CERTAIN NUMBER
OF FISH OR DUCKS ALIVE,
AND THEY TAG THEM.
LET'S SAY THAT THEY
CAUGHT 100 OF THEM.
WHAT WOULD THEY THEN
DO WITH THOSE FISH?

Sarah says I CAN'T HEAR YOU.

Stewart says I'LL REPEAT ONE MORE TIME
AND SEE IF YOU CAN HEAR ME.
IF YOU CAUGHT 100 FISH LIVE
AND YOU MARK THEM OR TAG THEM,
WHAT WOULD THE
BIOLOGIST DO NEXT?

Sarah says YOU COULD, WHENEVER
YOU CAUGHT A FISH,
YOU COULD TAG
ANOTHER ONE?
I DON'T KNOW.

Stewart says WHAT I DID WITH THE
BEANS ONCE I COUNTED OUT
100 WHITE ONES OR 100
RED ONES, IN MY CASE?

Sarah says OHHH!
YOU CAN DO THAT 100 TIMES,
LIKE 100 PERCENT, AND THEN...

Stewart says YOU'RE BEGINNING
TO GET THE IDEA.
I'M GOING TO GO ON
TO ANOTHER CALLER
THAT I SEE COMING UP.
AND I'LL THANK YOU IN
ADVANCE AND SEE IF WE
CAN SORT OF
FILL THIS OUT.
BECAUSE THIS IS WHERE
THIS CONNECTION COMES.
OKAY, AND WE HAVE USBORNE,
AND WHO AM I SPEAKING TO?

Percy says PERCY.

Stewart says HI, PERCY.
CAN YOU KIND OF EXPLAIN HOW
THIS BEAN EXPERIMENT
IS THE SAME AS COUNTING
FISH, PERHAPS?

Percy says CAN YOU REPEAT
THAT PLEASE?

Stewart says HOW IS THE BEAN EXPERIMENT
SORT OF LIKE THE WAY
YOU MIGHT COUNT FISH?
CAN YOU SORT OF TELL
ME HOW A BIOLOGIST
MIGHT COUNT THE FISH?

Percy says WE'RE HAVING A PROBLEM
HERE, SO HOLD ON FOR A SEC.

Stewart says OKAY, FINE.
STILL THERE, PERCY?
CAN YOU HEAR ME?

Percy says YEAH.

Stewart says OKAY, NOW, HOW DOES A
BIOLOGIST COUNT FISH
USING THE TECHNIQUE WE
USED WITH THE BEANS?
WHAT DO YOU THINK?

Percy says UM...
I DON'T KNOW.

Stewart says OKAY, I'M GOING TO
TRY ONE MORE CALLER.
THANK YOU VERY
MUCH, PERCY.
AND WE'RE GOING TO GO
TO TRILLIUM THIS TIME.
AND IT'S SARAH.
HI, SARAH.
HOW DO YOU THINK THIS
TECHNIQUE WORKS?

Sarah says YOU SEPARATE THE BIG FISH
FROM THE LITTLE FISH,
AND THEN YOU ADD
THEM UP ALL TOGETHER.

Stewart says IN A FUNNY WAY, YOU'RE
TALKING ABOUT SEPARATION
AND YOU'RE RIGHT.
BUT IT'S NOT
QUITE SEPARATING.
WHEN YOU HAVE A BIG LAKE,
YOU CAN'T CATCH ALL
THE FISH, CAN YOU?

Sarah says NO.

Stewart says SO, THAT'S PART
OF THE PROBLEM,
BUT YOU CAN CATCH SOME
OF THE FISH, RIGHT?

Sarah says UM...

Stewart says YOU CAN CATCH A
FEW OF THEM, RIGHT?

Sarah says YEAH.

Stewart says SO, THE WAY THIS
TECHNIQUE WORKS,
I THINK I'LL EXPLAIN
IT TO EVERYBODY.
THANK YOU VERY
MUCH, SARAH.
BASICALLY, I WAS SORT OF
HOPING FOR QUITE A LEAP HERE.
WHAT HAPPENS IS IF
YOU'VE GOT A LAKE,
AND LET'S SAY JUST FOR
ARGUMENT'S SAKE
YOU'VE GOT A WHOLE
BUNCH OF FISH.
SO, I'M GOING TO PUT
A BUNCH OF FISH HERE.

Stewart draws a lake and little circles inside to represent the fish.

Stewart continues NOT TOO MANY OF THEM.
WHAT THE
BIOLOGIST DOES
IS CATCH A
FEW OF THEM.
REMEMBER THAT THESE NUMBERS
ARE NOWHERE NEAR REAL.
SO, LET'S SAY THE BIOLOGIST
CATCHES THESE TWO FISH.
AND WHAT THE BIOLOGIST THEN
DOES IS PUT A TAG ON THEM.
SO, HE PUTS A TAG ON THIS
ONE AND A TAG ON THIS ONE.
WHAT I WAS TRYING
TO GET YOU TO SAY
IS THAT THEY RE-RELEASE.
THEY PUT THEM
BACK IN THE LAKE.
AND THE STIRRING PART IS
WHERE THEY LET THE FISH SWIM
AROUND UNTIL THEY KIND OF MIX
INTO THE WHOLE POPULATION.
AND THE SCOOP PART IS WHEN
THEY CATCH SOME FISH AGAIN.
AND LET'S SAY THE
NEXT TIME AROUND
THEY CATCH THESE
THREE FISH.
ONE OF THEM IS TAGGED
AND TWO OF THEM ARE NOT.
SO, IN THIS
PARTICULAR CASE,
ONE THIRD OF THE FISH
ARE TAGGED.
IF WE KNOW THAT TWO OF
THEM ARE TAGGED TOTAL,
AND THAT ONE THIRD OF THE
SAMPLE, ON AVERAGE,
IS A TAGGED FISH, IT
BASICALLY MEANS
THAT THERE MUST BE A
TOTAL OF SIX FISH.
NOW, I'VE GOT A
FEW MORE THAN THAT.
BUT THE REALITY IS THAT
THIS METHOD FOR DOING IT
IS ACTUALLY NOT
EXTREMELY ACCURATE.
BUT WORKING IN THE WILD,
IT'S VERY DIFFICULT TO BE
REALLY ACCURATE ABOUT
THE NUMBER OF FISH
IN A PARTICULAR
LOCALITY.
BUT THE IDEA IS IT'S CALLED
CATCH AND RE-RELEASE.
SO, THEY CATCH THE
FISH, TAG THEM,
LET THEM GO BACK OUT.
THEN THEY CATCH A SAMPLE
AND THEY USE THAT FRACTION
THEY FIND IN THE SAMPLE TO
ESTIMATE THE WHOLE WORKS.
IT'S A REAL METHOD, AND
YOU WERE ACTUALLY
DOING IT WITH THE BEANS.
WHAT I'M GOING TO DO FOR
THE NEXT FEW MOMENTS
IS I'M GOING TO TAKE YOU
THROUGH THOSE CLUES.
I DON'T KNOW IF YOU BROUGHT
THEM TO THE CLASS OR NOT,
BUT REMEMBER THAT I SENT
OUT AN EXTRA LITTLE CHALLENGE.
MAYBE SOMEBODY COULD PHONE
IN AND TELL ME IF YOU...
I'M GOING TO SHOW YOU
THE VERY FIRST ONE,
CHALLENGE NUMBER 1
FROM CHAPTER NUMBER 4.

A worksheet appears with a question that reads “Challenge Number One, Chapter Number Four, the hour is the line which lies between the two pieces of pie representing the two unsolvable puzzles.

Stewart continues CAN SOMEBODY PHONE IN
AND JUST LET ME KNOW
IF YOU'VE RECEIVED
THESE SHEETS ALREADY?
IF YOU HAVE,
THAT'S GREAT.
I'D LIKE YOU TO
USE THEM.
IF YOU HAVE NOT,
THEN I'M GOING TO
WALK YOU THROUGH THEM.
BECAUSE I REALLY HAVE
TO LET YOU KNOW
WHAT'S GOING ON IN THESE THINGS
BEFORE THIS WEEK STARTS.
SO, I'VE GOT A CALL...
I THINK I HAD A
CALL COMING IN.
SO, WHAT I'D LIKE TO KNOW,
JUST SOMEBODY CALLING IN
FROM ANY ONE OF THE
SCHOOLS AND LET ME KNOW
IF YOU'VE ACTUALLY
GOT THESE ALREADY.
BECAUSE I DEFINITELY NEED
TO WALK YOU THROUGH ON THIS.
AND I THINK WE'LL HEAR
FROM SARAH OR JODIE
MOMENTARILY FROM ELGIN.
SO, WE'LL FIND OUT AT
LEAST WHAT THE SITUATION
IS AT ELGIN.
HELLO, JODIE OR SARAH?

Sarah says SARAH.

Stewart says OKAY, SARAH, HAVE YOU
RECEIVED THESE ALREADY?

Sarah says NO.

Stewart says OKAY, SO YOUR TEACHER
SHOULD HAVE A COPY OF THESE,
AND BASICALLY HAND
THEM OUT.
NOW, AS IT TURNS OUT, I
WILL EXPLAIN WHAT GOES
INTO EACH ONE OF THESE
BOXES RIGHT NOW.
AND THE KEY IS THAT I'M
ASKING YOU TO DO SOMETHING
BETWEEN NOW AND THE NEXT
SHOW, IF YOU GET A CHANCE.
AND WITHOUT GOING THROUGH
THIS IN SOME DETAIL,
YOU MAY NOT
KNOW WHAT TO DO,
ESPECIALLY SINCE I WANT
YOU TO DO IT PRETTY SOON.
THERE IS A SPECIFIC
DATE INVOLVED.
NOW, IF YOU WERE TO GO
BACK TO CHAPTER 4 -
REMEMBER, THAT WAS THE
PROBLEMS THAT WE USED,
OR WE DID WITH THE
MATCHSTICKS OR THE STRAWS,
THE STRAW PROBLEMS.
THERE WERE TWO PROBLEMS
THAT DID NOT WORK OUT.
AND WE
IDENTIFIED THEM.
AND BASICALLY, THIS
REPRESENTS AN HOUR.
SO, WHAT I'M SORT OF SAYING
IS THAT THE TWO PROBLEMS
THAT DID NOT WORK
OUT WERE NUMBER 8 AND NUMBER 9.
SO, IN FACT, WHAT I
REALLY WANTED HERE WAS
A TIME BETWEEN
8 AND 9.
AND 8 TO 30 WOULD BE FINE.
SO, YOU CAN BEGIN
TO RECORD THIS.
NOW, I KNOW I'M SORT OF NOT
WORRYING TOO MUCH ABOUT
YOU DOING THE
WORK ON THIS.
I WILL CARRY YOU
THROUGH THIS SO THAT
YOU KNOW WHAT TO DO.
BUT 8 TO 30 IS THE TIME.
THEN, CHALLENGE NUMBER 2.
NOW, THAT WAS THE ONE THAT
WAS ABOUT THE RECTANGLES.
AND THE CIRCLE QUESTION
ASKED HOW MANY DIFFERENT
RECTANGLES CAN YOU GET
WITH A PERIMETER OF 86?
IF YOU RECALL, YOU
DIVIDE THIS BY FOUR.
YOU CAN FORGET
ABOUT THE 0 POINT 5.
SUBTRACT 10 TO
GET 11 HERE.
NOW, THAT
REPRESENTS A DATE,
SO IT'S THE
11TH OF A MONTH.
AND YOU CAN BEGIN TO GUESS
WHAT MONTH WE'RE TALKING ABOUT.
THIS NEXT ONE, IF YOU
RECALL CORRECTLY,
IS WHERE WE
TRANSFORMED THE NUMBER.
AND MAYBE YOU CAN
CALL IN AND SEE IF
YOU REMEMBER
CHAPTER 6.
REMEMBER YOU HAD A WHOLE
BUNCH OF PIECES
AND YOU MOVED THEM AROUND.
WHAT NUMBER WAS ON THAT
PARTICULAR PUZZLE?
HAD A WHOLE BUNCH OF
PIECES, YOU MOVED THEM,
AND YOU ENDED UP
WITH A NUMBER.
DO YOU RECALL WHAT
THE NUMBER WAS?
AND I THINK LINDSAY
OR SARAH AT ELGIN
PROBABLY REMEMBER.
AND WE'RE CONNECTING
TO LINDSAY OR SARAH.
SO, WHAT'S HAPPENING HERE,
WHAT'S EVOLVING FROM THESE
QUESTIONS, IS THAT YOU'RE
BEGINNING TO GET A TIME,
A DATE, A PLACE.
AND EVERY ONE OF THOSE
CLUES WERE BUILT INTO
THE ACTUAL MATH
ASSIGNMENTS.
HI, LINDSAY OR SARAH?

Sarah says SARAH.

Stewart says OKAY, SARAH, DO YOU
REMEMBER WHAT NUMBER WE GOT?

Sarah says PARDON?

Stewart says DO YOU REMEMBER IN
CHAPTER 6 WHAT NUMBER
WE TRANSFORMED AND
MADE ON THAT SHEET?

Sarah says 2?
12.

Stewart says 12; AND 12
LESS 10 IS?
12, TAKE AWAY 10?

Sarah says I CAN'T HEAR YOU.

Stewart says OKAY, YOU SAID 12,
WHICH IS CORRECT.
IF I TAKE AWAY
10, I GET 2.
WHAT MONTH IS THE SECOND
MONTH OF THE YEAR?

Sarah says FEBRUARY.

Stewart says AH, WE HAPPEN TO
BE IN FEBRUARY.
SO, THE 11TH OF FEBRUARY
IS AN IMPORTANT DATE.
OKAY?

Sarah says YEAH.

Stewart says THANK YOU
VERY MUCH.
NOW, MOVING TO
CHAPTER 7,
WE HAD A QUESTION
ABOUT, AS IT TURNED OUT,
IF YOU HAD TWO
HEADS AND TWO TAILS,
AND YOU TOSS
80 TIMES...
WHAT WOULD YOU
EXPECT THE NUMBER
OF HEADS AND
TAILS TO BE?
AND THE ANSWER WAS...
NOW, IF SOMEBODY WOULD LIKE
TO PHONE IN AND JUST
SORT OF HELP ME WITH
THAT CALCULATION.
AND WE'RE GOING TO GO TO
TRILLIUM AND TRISTAN.
HELLO, IS IT
TRISTAN?

Tristan says YEAH.

Stewart says OKAY, WHAT'S
3 8THS OF 80?

Tristan says 40 SHOULD BE THE ANSWER
BECAUSE THAT'S HALF OF 80.

Stewart says NOT HALF OF 80,
BUT IT'S 3 8THS OF 80.
BUT WHEN YOU DO THAT,
YOU'RE ALMOST RIGHT.
IT'S NOT 40, BUT EIGHT GOES
INTO 80 HOW MANY TIMES?

Tristan says 30?

Stewart says 30'S THE ANSWER,
THANK YOU VERY MUCH.
OKAY, IS THAT
EVEN OR ODD?
IS THAT EVEN OR ODD?
THE NUMBER 30, IS
IT EVEN OR ODD?

Tristan says ODD.

Stewart says NO, 30 IS?

Tristan says EVEN.

Stewart says EVEN, RIGHT ON,
OKAY.
SO, THAT BASICALLY MEANS
THAT THE TIME IS P.M.
SO, IT'S IN THE EVENING.
8:30 P.M.
FEBRUARY THE 11TH.
OKAY, MOVING
RIGHT ALONG.
NOW, THIS ONE
IS NOT CRITICAL,
AND I'M GOING TO
LEAVE THIS ONE
FOR YOU TO DO
ON YOUR OWN.
SO, TRISTAN HELPED US
OUT ON THAT LAST ONE,
THANK YOU.
THIS PARTICULAR CHALLENGE
YOU CAN DO ON YOUR OWN
BECAUSE IT'S NOT
CRITICAL.
THE POSITION ON THE
MAP IS NOT MEANINGFUL
TO WHERE YOU ARE.
SO, WE'RE GOING TO PRETEND
THAT YOU ARE IN THE RIGHT SPOT.
SO, I'LL LEAVE THAT ONE
FOR YOU TO DO ON YOUR OWN.
CHALLENGE NUMBER 6 COMES
FROM CHAPTER 9.
AND THIS IS BASICALLY
AN ANGLE MEASURE.
AND WHAT IT'S ASKING YOU IS
THE VALUE IN DRAWING NUMBER 4.
NOW, IF YOU HAPPEN TO HAVE
CHAPTER 9 ASSIGNMENT THERE,
IF YOU COULD TELL ME
WHAT THE ANSWER TO NUMBER 4
AND THE VALUE OF NUMBER 4
IN QUESTION NUMBER 3.
THE 4TH DIAGRAM.
AND WE'RE GOING
TO ELGIN ISLAND...
ELGIN ISLAND!
ELGIN AVENUE.
WHO'S ON THE
LINE RIGHT NOW?

Jalene says I'M JALENE.

Stewart says OKAY, JALENE, DO YOU
REMEMBER THAT QUESTION
THAT HAD TO DO WITH THE
CAVES IN THE SENSE?
DO YOU REMEMBER THE
ANSWER TO THAT ONE?

Jalene says 12?

Stewart says I DON'T THINK
IT WAS 12.
I THINK WHAT WE HAD,
IF I REMEMBER THAT
PARTICULAR PICTURE, THERE
WAS THREE LITTLE PIECES.
SOMETHING LIKE THIS, RIGHT?
DO YOU REMEMBER WHAT THE...
DID YOU SAY 8?

Jalene says YEAH.

Stewart says RIGHT ON, OKAY.
NOW, HAVE YOU GOT A
CALCULATOR THERE?
CAN YOU CALCULATE
8 TIMES 2 POINT 8?

Jalene says PARDON?

Stewart says CAN YOU CALCULATE
8 TIMES 2 POINT 8?
HAVE YOU GOT A
CALCULATOR THERE?
IT'S GOTTA BE
REALLY CLOSE TO...
WHAT WAS THAT?

Jalene says 22 POINT 4.

Stewart says RIGHT ON, THANK YOU VERY,
VERY, VERY MUCH, JALENE.
SO, IN OTHER WORDS, WHEN
YOU'RE FACING NORTH,
CLOCKWISE - SO TO YOUR
RIGHT - LOOK 22 POINT 4 DEGREES
TO THE RIGHT OF NORTH.
THAT'S A CRITICAL ONE.
SO, YOU'RE ALMOST
LOOKING DUE NORTH,
BUT YOU'RE LOOKING JUST
SLIGHTLY TO THE RIGHT.
AND WE NEED TO DO
ONE MORE CHALLENGE.
AND THIS ONE IS
QUITE A LENGTHY ONE.
NOW, I'M GOING TO
HELP YOU ON THIS ONE.
REMEMBER THAT THE
WAY WE DID THIS WAS:
AND WHAT YOU
GET HERE IS 475.
IF YOU DIVIDE BY 23 POINT 75, YOU
GET THE ANSWER 20 DEGREES.
I DON'T HAVE A LOT OF
TIME LEFT IN THE PROGRAM.
NOW, THE TRICK ON THIS
ONE, THAT LAST ANSWER,
20 DEGREES, IS THE
ANGLE OF ELEVATION.
SO, IF I'M LOOKING STRAIGHT
OUT AT ZERO DEGREES,
IF I WANT TO LOOK UP, I
HAVE TO MOVE MY ARM UP
20 DEGREES AND LOOK
UP LIKE THIS.
SO, WHAT YOU'RE DOING, IF
YOU GET A CHANCE TO
GO OUTSIDE YOUR HOUSE,
HOPEFULLY IT'S NOT A
CLOUDY NIGHT, ON FEBRUARY
11TH ABOUT BETWEEN 8 AND
9 O'CLOCK, LOOK SLIGHTLY
TO THE RIGHT OF NORTH
AND 20 DEGREES UP.
WHAT I'D LIKE YOU TO DO IS
TO TELL ME NEXT WEEK
WHAT YOU SEE.
IS THERE ANYTHING SPECIFIC
IN THAT LOCATION?
SO, I'LL REPEAT AGAIN.
ON THE EVENING OF FEBRUARY
THE 11TH - BY THE WAY,
YOU CAN TRY IT ON THE
10TH, 11TH, AND 12TH.
IT SHOULD WORK ANY ONE
OF THE THREE NIGHTS.
SLIGHTLY TO THE
RIGHT OF NORTH,
AND LOOK UP
ABOUT 20 DEGREES,
AND TELL ME WHAT YOU SEE.
AND WHAT YOU SEE BETWEEN
8 AND 9 O'CLOCK.
HAVE YOU GOT ANY
QUESTIONS ABOUT THAT?
I KNOW THIS IS KIND
OF AN UNUSUAL REQUEST,
AND NOT ALL OF YOU WILL
GET A CHANCE TO DO IT.
BUT I WOULD CERTAINLY LOVE
IT IF SOME OF YOU COULD.
SO, WE'LL CONNECT TO NICK
OR GERVAIS AT ELGIN.
HELLO, IS IT
NICK OR GERVAIS?
HELLO?

Gervais says HELLO?

Stewart says HELLO, NICK OR GERVAIS?

Gervais says GERVAIS.

Stewart says OKAY, HAVE YOU
GOT A QUESTION?

Gervais says WHA?

Stewart says HAVE YOU GOT A
QUESTION OR A COMMENT?

Gervais says I LOGGED IN WAY
EARLIER, IN, LIKE...

Stewart says IN OTHER WORDS, YOU
WEREN'T PREPARED
FOR THIS PARTICULAR
CALL, RIGHT?

Gervais says YEAH.

Stewart says OKAY, THANK YOU
VERY MUCH, GERVAIS.
AND WE'LL CHECK OUT GREG
OR SARAH AT USBORNE.

Sarah says HELLO?

Stewart says HELLO, WHO AM
I SPEAKING TO?

Sarah says PARDON?

Stewart says IS IT GREG OR SARAH?

Sarah says SARAH.

Stewart says SARAH, DO YOU HAVE A
QUESTION OR A COMMENT?

Sarah says THE PEOPLE THAT DIDN'T
GET THE HOMEWORK DONE,
ARE WE SUPPOSED TO
FIGURE IT OUT TONIGHT
OR SOMETHING?

Stewart says I'VE GIVEN YOU THE
ANSWERS TO SIX
OUT OF THE EIGHT
CHALLENGES.
THE OTHER TWO ARE
NOT THAT CRITICAL
BECAUSE IT'S A
LOCATION ON THE MAP,
AND I WOULDN'T MIND
YOU DOING THAT.
NOW, IN TERMS OF
YOUR OTHER HOMEWORK,
YOU HAVE ONE MORE
ASSIGNMENT
TO GO BEFORE NEXT WEEK.
SO, I'M NOT TOO WORRIED,
AS LONG AS YOU WORK
ON THAT ONE OTHER
ASSIGNMENT FOR NEXT WEEK,
WHICH I WILL TAKE UP.
OKAY?

Sarah says OKAY.

Stewart says AND IF YOU GET A CHANCE
TO GO OUT AND TAKE A
LOOK AT THE SKY ON
FEBRUARY 10, 11, OR 12,
THAT WOULD BE GREAT TOO.
OKAY?
WE'LL CONNECT TO
SOMEBODY ELSE
AND SEE WHAT THEY
HAVE TO SAY.

Percy says HELLO?

Stewart says HELLO, WHO AM
I SPEAKING TO?

Percy says PERCY.

Stewart says HI, PERCY.
SO, HAVE YOU GOT A
QUESTION OR A COMMENT?

Percy says WHAT DAYS DO YOU HAVE
TO LOOK AT IT AGAIN?

Stewart says FEBRUARY 10, 11,
OR 12 SHOULD WORK.
SO, THAT WOULD BE,
WHAT, WEDNESDAY,
THURSDAY, OR FRIDAY.

Percy says OKAY.

Stewart says AND, AS I SAY, SOMETIME
BETWEEN 8 AND 9.
AND AS LONG AS THE SKY IS
PRETTY MUCH CLOUDLESS,
YOU MIGHT SEE SOMETHING
SPECIFICALLY.
OKAY?

Percy says YEP.

Stewart says OKAY, GREAT.
AND WE'LL TAKE
ONE MORE CALL.
THANK YOU VERY
MUCH, PERCY.

Sarah says HI.

Stewart says HELLO, LINDSAY
OR SARAH?

Sarah says SARAH.

Stewart says OKAY, SARAH, HAVE
YOU GOT A QUESTION?

Sarah says IF WE HAVEN'T GOTTEN THE
SHEETS THAT YOU JUST DID,
ARE WE NOT SUPPOSED
TO DO THEM?

Stewart says DID YOU TAKE THE
INFORMATION DOWN
THAT I JUST BASICALLY
WENT THROUGH?

Sarah says YEAH.

Stewart says OKAY, AS LONG AS YOU
HAVE THAT INFORMATION,
THEN YOU CAN AT LEAST
TAKE A LOOK AT THE SKY.
IF YOUR TEACHER HAS NOT
RECEIVED THOSE SHEETS,
WE CAN FAX OUT
ANOTHER COPY TODAY
SO THEY AT LEAST
HAVE THEM, OKAY?

Sarah says DO YOU HAVE THEM?
OKAY.

Stewart says OKAY?
AND WE GOT ONE MORE
CALL, SO WE'LL TAKE IT.
AND WE'RE GOING TO
TALK TO SARAH OR GREG.

Greg says GREG.

Stewart says HI, GREG.

Greg says HI.

Stewart says SO, HAVE YOU
GOT A QUESTION?

Greg says YEAH.
DO YOU HAVE TO FACE ANY
WAY WHEN YOU DO THAT?

Stewart says YOU'RE FACE THE NORTH AND
LOOKING A LITTLE BIT
TO THE RIGHT OF
NORTH, OKAY?

Greg says DO YOU HAVE TO FACE EAST
OR WEST OR ANYTHING?

Stewart says NO, ONLY IN THAT
ONE DIRECTION.
SO, YOU LOOK NORTH, SO YOU
HAVE TO KNOW WHERE NORTH IS.
AND A LITTLE BIT
TO THE RIGHT,
AND A LITTLE BIT UP
ABOVE THE HORIZON, OKAY?

Greg says AND WHAT WILL WE SEE?

Stewart says THAT'S WHAT
I'M ASKING YOU.
YOU'VE GOT TO COME BACK AND
REPORT TO ME NEXT WEEK.
OKAY?

Greg says YEP, BYE.

Stewart says BYE-BYE.
THANK YOU, EVERYBODY.
I KNOW THAT I'VE SORT
OF SHOVED QUITE A BIT
INTO THE END OF
THE SHOW HERE.
REMEMBER, YOU DO STILL
HAVE THREE PROBLEMS TO DO
FOR NEXT WEEK, WHICH
I WILL TAKE UP.
PLUS THE END OF THE
MYSTERY IN THIS SENSE:
WHATEVER YOU SEE IN THE
SKY IS SUPPOSED TO BE
WHAT OUR NATIVE CHILDREN
ARE SUPPOSED TO DISCOVER.
AND IF THEY DISCOVER THAT,
AND YOU DISCOVER THE SAME
THING, THEN I THINK WE'VE
MORE OR LESS SOLVED
THE MYSTERY OF
THE LEGEND.
AND WE'LL FINISH
THAT OFF NEXT WEEK.
SO, SAME TIME,
SAME PLACE.
SEE YOU NEXT WEEK.

A blue slate appears on screen. It shows a text that reads “Please remember to log off! Pick up handset. Press number sign then seven. Press 1 to confirm. Hang up headset. See you next time!”

Watch: Counting Beans