Transcript: Seeking the Truth | Mar 26, 1999

A title reads “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.
(Lively music plays)

Mister C., curly-haired and bearded in his forties, with glasses, wearing a white T-shirt with painted-on suspenders and a close-up of a man's face with white hair and a moustache, says
GOOD AFTERNOON AND WELCOME
TO THE VIRTUAL CLASSROOM.
LAST PROGRAM OF 1998.
I HOPE WE HAVE A GOOD ONE.
I'VE GOT A LOT
ON TAP TODAY.
FIRST THING I'M GOING TO
DO IS I'M GOING TO START WITH
THE 1995 PROBLEM WHICH WE
STARTED OUT LAST WEEK.
WE GOT SOME OF THE
SOLUTIONS AND I'M GOING
TO REMIND YOU WHAT THAT
QUESTION IS BY TAKING
A LOOK AT THE PROBLEM.
LET'S SEE.
THERE IT IS.

A caption on screen reads and he says “By using the digits of 1995 in the order they appear, create expressions which represent each of the natural numbers from 1 to 10 inclusive.”

Mister C. continues I'M REALLY, REALLY, REALLY
PLEASED THAT WE HAD A FAX
COME IN TO ME FROM
STRATFORD AND HERE IT IS.
I'LL SHOW YOU.
THE FAX IS UNDER
THE GRAPHICS HERE.
THIS IS SENT BY THE
TEACHER, I PRESUME,
AND WE HAVE
SOME SOLUTIONS.
WE'RE NOT GOING TO
WORRY ABOUT THESE,
BECAUSE I'VE
ACTUALLY REDONE THEM
TO GIVE YOU A BETTER
LOOK AT THE SOLUTIONS.

A sheet of paper reads “Answers From Stratford Central -
1 equals minus the square root of 1 times 9 + 9 minus 5
4 equals minus minus 1 + 9 minus 9 + 5.”

Mister C. continues STRATFORD DID GREAT BUT
THEY ONLY GOT - I HATE TO
SAY IT - FIVE OUT OF
THE REMAINING EIGHT,
SO WE STILL HAVE TO FIGURE
OUT A COUPLE OF THEM.
THE FIRST ONE THAT
THEY DID WAS THE NUMBER 1
AND IT WORKS
OUT LIKE THIS.
THE SQUARE ROOT OF 1
TIMES 9, WHICH IS 3,
BUT THE NEGATIVE OF
THAT, PLUS 9 IS 6,
TAKE AWAY 5 IS ONE.
SO THAT WAS A
NICE SOLUTION.
HERE ARE THE ONES
THAT I WOULD SAY
ARE THE MOST
STRAIGHTFORWARD.
NUMBER 4:
MINUS 1 PLUS 9,
MINUS 9, PLUS 5.
FAIRLY NICE.
REALLY NICE.

Another sheet of paper reads “More from Stratford!
6 (equal sign) 1 + 9 minus 9 + 5
7 (equal sign) (square root sign) 1 times 9 + 9 minus 5
8 (equal sign) 1 + 9 + (square root sign) 9 minus 5.”

Mister C. continues THE 6 IS JUST KIND OF A
REVERSAL OF THE OTHER ONE.
1 PLUS 9 MINUS 9,
SO THEY DISAPPEAR.
1 PLUS 5 IS 6.
7, SQUARE ROOT OF 1 TIMES
9 IS JUST PLAIN OLD 3.
PLUS 9 IS 12 TAKE AWAY 5.
SO THAT WAS A GOOD
SOLUTION, AS WELL.
AND THEY ALSO GOT 8.
1 PLUS 9 IS 10, PLUS
THE SQUARE ROOT OF 9,
WHICH IS 3, WHICH IS
13, TAKE AWAY 5 IS 8.
WE'RE STILL LEFT
WITH THREE NUMBERS.

Numbers 3, 9 and 10 appear.

Mister C. continues SO IF ANYBODY HAS A
SOLUTION TO ANY ONE OF
THESE, I INVITE YOU TO
PHONE IN RIGHT NOW.
SO DON'T FORGET, #9, THE
THREE NUMBERS THAT
WE HAVEN'T GOT A SOLUTION
FOR YET ARE 3, 9, AND 10.
THEY WERE THE TRICKIEST
ONES AND IF I WERE TO PREDICT
WHICH ONES WOULD
BE THE LAST ONES
TO BE DONE, IT WOULD HAVE
BEEN THESE THREE.
WELL, TELL YOU WHAT.
I'VE GOT ANOTHER PROBLEM
FOR TODAY SO I'M ACTUALLY
GOING TO FORGE
AHEAD AND SHOW YOU
SOME POSSIBLE SOLUTIONS.

A new sheet of paper reads
“3 (equal sign) 1 (to the power of 9) minus (square root sign) 9 + 5.
9 (equal sign) 1 times (9+9)times 0.5.
10 (equal sign) (square root sign) 1 + (square root sign) 9 + (square root sign) 9 + 5.”

Mister C. continues THE FIRST ONE FOR 3.
THIS ONE WORKS
RATHER NICELY.
1 TO THE EXPONENT 9,
WHICH IS DECIMAL 1,
MINUS THE SQUARE ROOT
OF 9, WHICH IS 3,
SO NEGATIVE 2, PLUS 5.
NOW, REMEMBER, THIS
IS NOT NECESSARILY
THE ONLY SOLUTION.
THIS IS ONE POSSIBILITY
FOR THE TOTAL OF 9
WHICH I FOUND TO BE THE MOST
DIFFICULT ONE OF THE BUNCH.
SO, THAT'S NOT
GOING TO CHANGE
MUCH HERE IN
THE BRACKETS.
9 PLUS 9 IS 18,
TIMES .5.
NOW, REMEMBER THAT I
GAVE YOU A DECIMAL
AS ONE OF THE TOOLS
YOU COULD USE.
THIS IS ONE PLACE
YOU COULD USE IT.
BUT WHAT I REALLY DID IS,
I THOUGHT ABOUT THIS ONE
BECAUSE IT WAS SUCH A
DIFFICULT ONE TO SEE
IF I COULD GET FIND A
SOLUTION WITHOUT A DECIMAL.
I'LL SHOW YOU IT
JUST IN A MOMENT.
THIS ONE IS
KIND OF NEAT.
THE SQUARE ROOT
OF 9 IS 3.
3 PLUS 1 IS 4.
THE SQUARE ROOT
OF 4 IS 2.
AND THAT'S THE DOUBLE
SQUARE ROOT, SO 2,
PLUS 3, PLUS 5 IS 10.
NOW, REMEMBER I SAID I HAD
SECOND SOLUTION FOR THAT ONE?
AND HERE IT IS AND
THIS, I MUST ADMIT,
I DIDN'T GIVE YOU THIS
TOOL IN THE TOOL MENU
THE LAST TIME, BUT THIS
IS A WAY OF DOING IT
WITHOUT A DECIMAL.
THIS SYMBOL HERE, THIS
EXCLAMATION MARK,
IS CALLED FACTORIAL.
IT'S A REAL MATHEMATICAL
SYMBOL THAT YOU'LL RUN INTO.
IT MEANS, TAKE THIS NUMBER
AND GO DOWN BY WHOLE NUMBERS
UNTIL YOU GET TO 1 AND
MULTIPLY THEM TOGETHER.
SO 3 FACTORIAL IS
3 TIMES 2 TIMES 1.
IF IT WAS 4 FACTORIAL,
IT WOULD BE
4 TIMES 3 TIMES 2
TIMES 1.
REALLY A USEFUL IDEA WHEN
YOU WORK IN THE REALM OF
COMBINATORICS LATER ON IN
YOUR HIGH SCHOOL CAREER.
SO HERE'S A
DIFFERENT SOLUTION.
1 TIMES 9 TIMES
WHAT'S IN HERE.
WELL THIS HAS TO
END UP BEING 1.
THE SQUARE ROOT OF 9 IS 3
AND, AS YOU CAN SEE HERE,
3 FACTORIAL IS 3 TIMES
2 TIMES 1 WHICH IS 6.
6 TAKE AWAY 5 IS 1.
SO THAT'S A REALLY
TRICKY SOLUTION,
NOT ONE THAT I WOULD
EXPECT YOU TO GET UNLESS
YOU KNEW ABOUT FACTORIALS.
NOW, I'VE GOT ONE MORE
PROBLEM FOR YOU TODAY
THAT I'M GOING TO ASK
YOU TO HAVE A HAND AT.
NOW, THIS ONE
IS, I WOULD SAY,
A LITTLE WEE BIT MORE
STRAIGHTFORWARD.
QUICK SINGLE ANSWER,
REALLY, AND HERE IT IS.

A blue sheet of paper with a drawing of a birthday cake reads, and he says
“How can you cut a cake into 8 pieces with only three cuts?”

Mister C. continues SO, WE'RE
CUTTING THE CAKE.
WE WANT TO CUT IT IN SUCH
A WAY THAT WE GET EIGHT
PIECES WITH
ONLY THREE CUTS.
WE GOT SOMEBODY
THAT'S PHONING IN.
A BUNCH OF PEOPLE PHONING
IN, SO THAT'S GREAT.
EIGHT PIECES.
BOY, THAT'S A
LOT OF PIECES.
HELLO, IS IT RAYMOND?

Raymond says YES, IT IS.

Mister C. continues HI, RAYMOND.

Raymond says HI.

Mister C. continues HOW WOULD YOU DO IT?

Raymond says CUT THE CAKE ACROSS THE
TOP INTO FOUR SQUARES.

Mister C. continues YEAH.

Raymond says AND THEN IN THE MIDDLE OF
THE CAKE, CUT IT CROSS-WISE.

Mister C. continues OKAY, RAYMOND, I THINK
YOU'VE HELPED ME OUT.
NOW, I'VE GOT A BAGEL
HERE TO DEMONSTRATE.
SO YOU CAN SEE A BAGEL,
AND WHAT RAYMOND
SAID TO ME - CORRECT
ME IF I'M WRONG,
RAYMOND - YOU CUT
DOWN LIKE THIS.

Raymond says YEAH.

Mister C. continues THEN YOU CUT
DOWN LIKE THAT.

Raymond says YEAH.

As Mister C. cuts the bagel in close-up, he appears in a frame at the bottom right of the screen.

Mister C. continues AND THEN YOU GO, CHOP.
YOU CUT THROUGH THIS WAY.
WELL, JUST TO SAVE ME
THE TROUBLE, CUT DOWN,
CUT DOWN, CUT ACROSS,
AND LET'S SEE,
WHAT WE GOT HERE.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN, EIGHT.
RAYMOND, RIGHT ON.
NICE JOB.

Raymond says ALL RIGHT.

Mister C. continues THANK YOU.
OKAY, SO THAT PROBLEM
DIDN'T TAKE TOO LONG AT ALL.
OKAY, LET ME GET
STRAIGHTENED AWAY HERE,
MOVE A COUPLE OF THINGS.
AS USUAL, I HAD MY FRIEND
MARC HERE IN THE STUDIO
AND HE USUALLY HAS
SOMETHING TO SAY BUT,
YOU KNOW, THAT SILENT
STRONG TYPE I'LL REMIND
YOU, BUT - HI, MARC.
YOU KNOW, IT'S BEEN JUST
AMAZING WHAT THE WEATHER'S
BEEN LIKE FOR THE LAST
WEEK OR AT LEAST SINCE
WE'VE TALKED TOGETHER.

A life-sized red-haired and moustachioed rag doll wearing a gray pinstriped coat and a white cap appears beside him, looking at some papers on the desk.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - Must be global warming!”

Mister C. continues WELL, IT'S NOT NEARLY AS
WARM HERE AS SAY AGRA, INDIA,
THE HOME OF THE TAJ MAHAL.

A photo shows the Taj Mahal funeral memorial in India.
Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - funny that you should mention Agra.”

Mister C. continues WHY'S THAT?

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - I was just reading that the world's largest film festival was opening there.”

Mister C. continues YOU KNOW, THAT'S
REALLY ODD.
I DIDN'T KNOW THEY MADE
MANY FILMS IN INDIA.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - Believe it or not, the Indians make more feature films than they do in Hollywood!”

Mister C. continues HUH, IT'S TOO BAD THAT
DONNY GROVER'S FILM,
NUMBERS ARE
FOR THE LIVING,
I THINK THAT'S THE NAME
OF THE EDU-DOCUMENTARY.
THEY'RE NOT EVEN GOING
TO BE ABLE TO SCREEN IT
BECAUSE IT'S
STILL INCOMPLETE.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - it's a crying shame - boo hoo!”

Mister C. continues I CAN SEE YOU'RE REALLY
BROKEN UP ABOUT IT.
WELL, I GUESS WE'RE GOING
TO HAVE TO WAIT UNTIL WE SEE
YOU AFTER THE HOLIDAYS
AND WE'LL TALK TO YOU THEN.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - Have a happy holiday Mister C. See you next year.”

With a world map behind him, Mister C. continues BYE, MARC.
WELL, YOU KNOW, ONE THING
I WOULD REALLY LIKE TO DO
BEFORE THE END OF THE
PROGRAM IS TO FIND OUT
A LITTLE BIT MORE ABOUT THE
MYSTERY AND IF WE ROLL ALONG
PRETTY QUICKLY NEAR THE
END OF THE PROGRAM,
WE'LL DO JUST THAT.
YOU'LL NOTICE THAT I DO
HAVE A MAP UP BEHIND ME
AND PERHAPS THAT MAP CAN
HELP US OUT IN TERMS OF
FINDING OUT WHAT'S GOING
ON IN THE MYSTERY.
IN THE MEANTIME, WHAT I'D
REALLY LIKE TO DO RIGHT NOW
IS TO START TAKING UP
SOME OF THE MATERIAL
FROM EXERCISES 6 AND 7.
NUMBER 6, TO DO WITH
WRITING STYLE ANALYSIS.
NOW, I THINK WHAT I'M GOING
TO DO BEFORE I SHOW YOU
ANY MATERIALS IS, I'M
GOING TO INVITE YOU
TO PHONE IN AND JUST ASK
YOU TO LET ME KNOW WHAT
YOU'VE DONE IN GENERAL,
WHAT YOU'VE FOUND OUT,
AND HOW YOU'VE GONE
ABOUT DOING IT.
SO HOW DID YOU DEAL
WITH THESE PARAGRAPHS?
WHAT DID YOU DO?
WHAT KINDS OF THINGS
DID YOU OBSERVE?
IN OTHER WORDS,
IN GENERAL,
WHAT DID YOU FIND OUT?
DON'T FORGET TO
PRESS POUND 9 TO PHONE IN.
AND YOU NEVER KNOW, IF
I DON'T GET ANYBODY -
WELL, WE GOT SOMEBODY
SO GOING TO GET LUCKY.
LET'S SEE. WRONG ONE.
YOU NEVER KNOW, IF WE
DON'T GET MANY PHONE CALLS,
I ACTUALLY PHONE OUT.
HI, IS IT TIM?

Tim says YUP.

Mister C. continues TIM, WHAT KINDS OF THINGS
DID YOU DO WITH THESE
PARAGRAPHS YOURSELF?

Tim says WELL I FOUND OUT THE
AVERAGE NUMBER OF WORDS
IN EACH SENTENCE.

Mister C. continues RIGHT, FOR ALL FOUR
PARAGRAPHS, RIGHT?

Tim says YES, AND THE MEDIANS.

Mister C. continues AND THE MEDIANS, GOOD.
GOOD, GOOD.
DID YOU DO ANYTHING
ELSE BEYOND THAT?

Tim says I COUNTED THE NUMBER OF
WORDS - NUMBER OF LETTERS
IN EACH WORD BECAUSE
THERE'S SO MANY WORDS,
I DIDN'T USE ALL OF
THE WORDS, JUST THE FIRST.
I THINK I USED 50.

Mister C. continues OH, THAT'S AN
INTERESTING TECHNIQUE,
AND ACTUALLY I GIVE YOU A
LOT OF CREDIT FOR THINKING
OF A SMALLER-SCALE PROJECT
TO DO WITH THE LETTERS
IN THE WORD.
I THINK THAT THAT'S
A REALLY GOOD IDEA.
NOW, IN GENERAL, WERE YOU
ABLE TO SEE ANY TRENDS?
WITHOUT TELLING ME
THE EXACT ANSWER,
DID YOU SEE ANY TRENDS?

Tim says YEAH, A COUPLE OF THE
PARAGRAPHS WERE CLOSER
TO EACH OTHER THAN
OTHER ONES.

Mister C. continues OKAY.
I'M NOT GOING TO ASK YOU
WHICH ONES YET BECAUSE
I'M GOING TO PUT OUT A
QUESTION TO EVERYBODY
AND SEE WHAT
THEY FOUND OUT.
GREAT JOB, TIM,
SOUNDS REALLY GOOD.

Tim says THANKS.

Mister C. continues OKAY.
WHAT I'M GOING TO
DO RIGHT NOW IS,
I'M GOING TO SHOW YOU
SOME OF MY ANALYSIS,
AND THEN I'M GOING TO COME
BACK AND MAYBE ASK YOU
FOR SOME OF YOUR FIGURES,
AND THIS WILL
EXPEDITE MATTERS.
THERE'S A LOT OF MATERIAL
HERE SO IT WOULD BE
RELATIVELY DIFFICULT TO
DO THIS ANY OTHER WAY.
NOW, THIS IS THE PARAGRAPH
AND I HAVEN'T SET IT UP
SO WE COULD READ IT OR
ANYTHING LIKE THAT.

A blue sheet of paper with a paragraph of illegible text has a bar graph at the bottom. He appears in a frame at the bottom right.

Mister C. uses his pen as a pointer and continues I'M NOT TERRIBLY
WORRIED ABOUT IT.
BUT WHAT I DID DO IS,
YOU CAN CERTAINLY SEE
THE GRAPH DOWN HERE IN
THE BOTTOM CORNER.
AND WHAT I DID DO IS, I
CALCULATED THESE ARE
THE NUMBER OF WORDS
IN EACH SENTENCE.
NOW, I MUST ADMIT, YOU MAY
NOT HAVE EXACTLY THE SAME
AS I DO BECAUSE IT DEPENDS
UPON WHETHER YOU COUNT
CERTAIN THINGS AS ONE
WORD OR TWO WORDS,
LIKE HYPHENATED WORDS.
SO THERE'LL BE
SLIGHT DIFFERENCES.
DO YOU COUNT
NUMBERS AS WORDS?
THAT'S ANOTHER THING THAT
YOU WOULD HAVE TO DECIDE,
BUT IT'S NOT ENOUGH TO
MAKE A HUGE DIFFERENCE.
WHAT I FOUND IS
THAT THE RANGE,
THAT IS THE DIFFERENCE
BETWEEN THE BIGGEST
NUMBERS OF 33 AND THE
SMALLEST 8, WAS 25.
THEN I FOUND THE MEAN,
18.7 AND THE MEDIAN 17.5.
NOW, THAT'S THE E-MAIL THAT
CAME TO NARISSA AND MARTIN.
WE'RE TRYING TO FIND OUT
WHETHER THAT'S DONNY OR NOT.
DID THE SAME THING HERE
AND YOU CAN AGAIN SEE
THAT I HAVE A GRAPH
IN THE CORNER.

Other blue sheets of paper with bar graphs appear.

Mister C. continues THESE GRAPHS I'M GOING TO
PUT ALTOGETHER IN A SINGLE
PAGE LATER ON AND
YOU BEGIN TO SEE
POSSIBLY SOME TRENDS.
THE RANGE HERE, 25.
THE MEAN, DEFINITELY LOWER
THAN THE FIRST ONE, 11.7.
MEDIAN'S 10.
QUITE A BIT
LOWER AS WELL.
MODE IN BOTH OF THESE
CASES DOESN'T REALLY
MAKE A LOT OF SENSE.
PARAGRAPH NUMBER 2,
AGAIN HERE'S YOUR BAR
GRAPH IN THE CORNER.
IT'S REALLY A BAR GRAPH
AND NOT A HISTOGRAM
BUT THERE ARE SIMILARITIES
SO WE'LL JUST
SIMPLY CALL IT A
BAR GRAPH.
RANGE IN THIS
CASE WAS 21.
MEAN, 21, AND
MEDIAN, 18.
AND THE LAST ONE, ONCE
AGAIN THERE'S THE
BAR GRAPH IN THE CORNER.
THE RANGE IS LARGER, 31.
THE MEAN AND THE MEDIAN
ARE KIND OF IN-BETWEEN,
13 AND 14 RESPECTIVELY.
NOW, LET'S JUST TAKE
A QUICK LOOK AT
THE FOUR GRAPHS
ALL ON THE SAME PAGE.

Another blue sheet of paper shows all four graphs on the same page.

Mister C. continues NOW, WHAT I'M GOING TO ASK
FOR YOU TO DO THIS TIME
IS TO PHONE IN, LOOK
AT THOSE GRAPHS ALONE
AND TELL ME IF ANY OF
THOSE GRAPHS ARE SIMILAR
TO EACH OTHER AND WHY.
LOOK AT THEM.
YOU SEE THEM
ON THE SCREEN.
I WANT YOU TO PHONE IN AND
TELL ME WHICH PAIR OF GRAPHS
THEM MIGHT BE THE
MOST SIMILAR AND WHY.
AND I THINK WE'RE
GOING TO TALK TO KELLY
SHORTLY FROM STRATFORD.

Kelly says HELLO.

Mister C. continues HELLO, IS IT KELLY?

Kelly says YUP.

Mister C. continues WELL, WHICH TWO DO YOU
THINK ARE THE MOST SIMILAR
AND CAN YOU TELL ME WHY?

Kelly says THE NUMBER 2 AND NUMBER 3.

Mister C. continues NUMBER 2 AND 3.

Kelly says YEAH.

Mister C. continues OKAY, THAT'S FINE.
NOW, TELL ME WHY?

Kelly says WELL, NUMBER 1 IS KIND OF LONG.
LIKE THERE'S MORE LINES
THAN IN THE REST OF THEM.

Mister C. continues OH, YES, RIGHT.

Kelly says AND NUMBER 2 AND 3
ARE MUCH MORE SIMILAR.

Mister C. continues SO NUMBER 2 AND 3 ARE SIMILAR
BECAUSE OF THE NUMBER OF BARS?

Kelly says YEAH.

Mister C. continues IS THAT WHAT
YOU'RE TELLING ME?

Kelly says YES.

Mister C. continues THAT'S COOL,
AND I THINK THAT
THAT'S A GOOD
OBSERVATION.

Kelly says ALL RIGHT.

Mister C. continues THANK YOU VERY MUCH.
LET'S GET
SOMEBODY ELSE.
NOW, REMEMBER, IF I
DON'T HEAR FROM ANYBODY,
I AM LIABLE TO CALL OUT,
WHICH I'M DOING RIGHT NOW.
I'M GOING TO TALK
TO RYAN FROM CAYUGA.
SO, RYAN, WHEN YOU
HEAR YOUR PHONE RING,
PICK IT UP AND WE'LL
HAVE A QUICK CHAT.
REMEMBER, ALL I'M ASKING
YOU TO DO IS NOT LOOK AT
YOUR OWN WORK NECESSARILY
AT THIS POINT,
BUT TO LOOK AT THE
FOUR GRAPHS THAT ARE
ON THE SCENE AND
HELP ME OUT.
OKAY, CAN WE DELETE
THE PIP, PLEASE?
OKAY, THERE IT IS.
RYAN, ARE YOU THERE?
RYAN, HAVE YOU
PICKED UP YOUR PHONE?

Ryan says HELLO.

Mister C. continues HI, RYAN.

Ryan says I DIDN'T UNDERSTAND
THE QUESTION.

Mister C. continues OKAY, I'LL REPEAT
IT AGAIN SLOWLY.
NOW ALL I WANT YOU TO DO
IS LOOK AT THE FOUR GRAPHS
ON THE SCREEN.
DO YOU SEE THEM?

Ryan says YEAH.

Mister C. continues OKAY.
ALL I'M ASKING IS, ARE
THERE TWO OF THEM THAT
ARE ALIKE, OR MOST ALIKE, I'LL
PUT IT THAT WAY, AND WHY?
OR ARE THEY ALL
REALLY SO DIFFERENT
THAT YOU CAN
EVEN SAY THAT?
WHAT DO YOU THINK?

Ryan says THE 2 AND THE E-MAIL.

Mister C. continues THE 2 AND THE E-MAIL.
NOW, WHY DID
YOU SAY THAT?
WHAT LEADS YOU TO THINK
THAT THEY'RE KIND OF SIMILAR?

Ryan says BECAUSE THEY LOOK ALIKE.

Mister C. continues OKAY, FAIR ENOUGH, RYAN.
THANK YOU VERY MUCH FOR
PLAYING ALONG WITH ME.
I KNOW IT'S TOUGH
WHEN I CALL OUT.
THANKS A LOT, RYAN.
WE'VE GOT ANOTHER CALL
COMING IN HERE AND
WE'RE GOING TO TRY TO
GET ANOTHER OPINION.
HI, JORDAN?

Jordan says HI.

Mister C. continues OKAY, WHAT DO
YOU THINK?
WHICH TWO ARE THE
MOST ALIKE AND WHY?

Jordan says NUMBER 2 AND THE BEGINNING OF
NUMBER 1, BECAUSE THEY'VE
KIND OF GOT LIKE THE
SAME PATTERN THERE.

Mister C. continues OH, I SEE WHAT
YOU'RE LOOKING AT.
IT TOOK ME A MOMENT
TO CATCH THAT.
SO IN OTHER WORDS, IN
TERMS OF THE ORDER
OF THE MAGNITUDES.
NUMBER 1 IS BIG, MEDIUM, SMALL,
AND THE NUMBER 2 IS THE SAME.

Jordan says YEAH.

Mister C. continues OKAY, FAIR ENOUGH.

Jordan says OKAY.

Mister C. continues THANKS A LOT.
WE'VE GOT SOMEBODY
ELSE CALLING IN
SO WE'RE GOING TO GO
TO JAMIE FROM CAYUGA.
HI, JAMIE.

Jamie says HELLO.

Mister C. continues WHICH TWO ARE
THE MOST SIMILAR?

Jamie says THE NUMBER 2 AND THE E-MAIL
BECAUSE THE SCALES
ARE THE SAME.

Mister C. continues AH, NOW, YOU SEE, YOU
SAID YET ANOTHER REASON
WHY THERE ARE
SIMILARITIES,
SO IT HAS TO DO
A BIT WITH SCALE.
VERY GOOD.
THANK YOU VERY MUCH.
AND HAVE WE GOT ANYBODY
ELSE CALLING, NO.
BUT I THINK AT THIS
POINT WE'VE HAD
SOME INTERESTING
OBSERVATIONS.
WHAT I AM GOING TO TELL
YOU IS THAT WITH ALL
THOSE PARAGRAPHS THE
TOTAL NUMBER OF WORDS
WAS ABOUT SAME.
OBVIOUSLY THERE
WAS SOME VARIANCE.
I'M GOING TO GO BACK AND
LOOK AT THESE AND
JUST SORT OF GIVE YOU A
THUMBNAIL SKETCH OF
WHAT I THINK YOU SHOULD
HAVE BEEN LOOKING AT.
THIS ONE YOU CAN ELIMINATE
PRETTY MUCH AS BEING SIMILAR
TO ANY OF THESE JUST BECAUSE
OF THE NUMBER OF BARS.
NOW, WHAT THAT MEANS
IS, THIS PERSON WROTE
A PARAGRAPH WITH ABOUT THE
SAME NUMBER OF WORDS AS
THESE GUYS, BUT THIS
PARAGRAPH HAS A LOT
MORE SENTENCES, INCLUDING
SOME REALLY SHORT SENTENCES.
A WHOLE BUNCH OF
THEM ACTUALLY.
SO THAT LEAVES US
WITH THESE THREE.
NOW, A COUPLE OF
OBSERVATIONS.
SOMEBODY NOTICED THAT THE
SCALES OF THESE TWO
WERE THE SAME.
WELL, THAT'S OKAY.
THAT'S A PRETTY
GOOD OBSERVATION,
ALTHOUGH THIS SCALE IS
ACTUALLY PRETTY CLOSE.
THE ONLY THING
THAT'S DIFFERENT IS,
THIS GOES FROM 0 TO 35,
THIS GOES FROM 0 TO 40,
AND THIS HAS GOT SOME
INTERMEDIATE ONES MARKED.
IT'S THE ONLY REAL
DIFFERENCE THERE.
NOW, IN TERMS OF THE OVERALL
SHAPE OF THE BAR GRAPHS,
I'LL MAKE ONE OTHER
MENTION TO DO WITH BARS.
THIS HAS 6, THAT HAS
7, AND THAT HAS 7.
ONE COULD ARGUE THAT THESE
ARE ALIKE BECAUSE
THEY HAVE THE SAME NUMBER
OF BARS, BUT REMEMBER,
NOT EVERYBODY'S GOING
TO WRITE A PARAGRAPH
WITH THE SAME NUMBER
OF SENTENCES IN IT.
SO, IF THERE'S A LITTLE
BIT OF DIFFERENCE,
IT'S NOT ENOUGH TO
BOTHER ME TOO MUCH.
LOOK AT THE DIFFERENCE
BETWEEN THIS ONE HERE
AND EITHER OF THESE TWO.
THIS HAS A WHOLE BUNCH OF
SENTENCES THAT ARE ALL ABOUT
THE SAME IN TERMS
OF THEIR LENGTH
BECAUSE THAT'S
ALMOST FLAT.
ONE SHORT ONE
AND ONE LONG ONE.
THESE GO UP AND
DOWN QUITE A BIT.
IN OTHER WORDS, THEY'VE
GOT SHORT, MEDIUM,
AND LONG SENTENCES.
SHORT, MEDIUM, AND
LONG SENTENCES.
SO I WOULD ARGUE THAT THE
TWO THAT ARE MOST ALIKE
AND THE E-MAIL AND THE
NUMBER 2 SIMPLY BECAUSE
THERE'S A REAL VARIETY
IN BAR LENGTHS
AND THEY HAVE ABOUT THE
SAME NUMBER OF SENTENCES,
AND THE SCALE'S
ABOUT THE SAME.
THAT OTHER ONE IN THE
RIGHT-HAND CORNER WASN'T
QUITE SO NEAT, IT HAD A
WHOLE BUNCH OF SENTENCES
ABOUT THE SAME LENGTH,
SO I THINK THERE WAS
A BIT OF A
DIFFERENCE THERE.
WE'LL TAKE A CALL.
HELLO, MIKE?

A voice says HELLO.

Mister C. continues HI.
IS IT MIKE?

The voice says NO.

Mister C. continues OR IS IT GORDON?

The voice says NO, THIS IS CORY.

Mister C. continues SORRY, ON MY SCREEN
IT'S A DIFFERENT NAME
SO THAT SOMETIMES
HAPPENS.
ANYWAY, CORY,
WHAT DO YOU THINK?

Cory says I DON'T KNOW.

Mister C. continues DID YOU HAVE AN
OBSERVATION ABOUT THE GRAPHS?

Cory says I WAS - NUMBER 2.

Mister C. continues OKAY.
THANKS FOR
CALLING IN, CORY.
NOW, IS THERE ANYBODY THAT
WOULD LIKE TO COMMENT ON
THE NUMBER OF LETTERS
IN AN AVERAGE WORD?
NOW, I DIDN'T DO ALL THE
WORK IN TERMS OF DOING
THE STATISTICS LIKE I DID
THE OTHER ONES SO I'D
BE MORE THAN HAPPY TO
TAKE YOUR CALLS NOW.
AND I THINK THAT WE'VE
GOT A CALL COMING
FROM STRATFORD RIGHT NOW.
HELLO, IS IT JENNIFER?

Jennifer says YEAH.

Mister C. continues OKAY, JENNIFER, DID
YOU DO AN ANALYSIS
OF LETTERS IN WORDS?

Jennifer says WELL, ON MOST COMPUTERS,
THEY TAKE EVERY FIVE
LIKE LETTERS OR SPACE,
WHATEVER, AS ONE WORD.

Mister C. continues IS THAT RIGHT?

Jennifer says YEAH.

Mister C. continues SO DID YOU LET THE
COMPUTER DO A COUNT FOR YOU?

Jennifer says YEAH.

Mister C. continues WHAT DID YOU FIND OUT?
ANYTHING INTERESTING?

Jennifer says NO.

Mister C. continues NO, FAIR ENOUGH.
IN OTHER WORDS, THE
COMPUTER MAY HAVE NOT
HAVE BEEN DOING AS
EXACTLY WHAT YOU NEEDED
IN LIKE AN ANALYSIS.

Jennifer says IF YOU'RE DOING A THING THAT'S
SEEING HOW FAST YOU TYPE,
LIKE HOW MANY
WORDS PER MINUTE,
THEY TAKE EVERY FIVE
LETTERS OR LIKE EVERY
FIVE SUBJECTS OR -

Mister C. continues IN OTHER WORDS THAT
APPLICATION IS NOT REALLY
GOING TO HELP YOU TOO MUCH
WITH THIS PARTICULAR PROBLEM,
IS IT, BECAUSE IT TAKES
THE SAME NUMBER OF LETTERS
ALL THE TIME.
RIGHT?

Jennifer says RIGHT.

Mister C. continues OKAY.
THANKS FOR CALLING
IN, JENNIFER,
AND I'M GOING TO CHECK
WITH SOMEBODY ELSE
AND SEE IF THEY
FOUND SOMETHING OUT.
THANKS, JENNIFER.
HELLO, ANDREW?
ANDREW, HAVE YOU
GOT YOUR PHONE?
HAVE YOU PICKED UP
YOUR PHONE, ANDREW?

Andrew says YEAH.

Mister C. continues OH, THERE HE IS.
WHOOPS, WE LOST YOU.
ANDREW, PHONE IN AGAIN
IF YOU WOULDN'T MIND.
REMEMBER, IT'S POUND 9.
THERE WE ARE.
SOMETIMES TECHNOLOGY CAN
BE A BIT FRUSTRATING.
HELLO, ANDREW.

Andrew says HI.

Mister C. continues DID YOU HAVE AN
OBSERVATION ABOUT
THE NUMBER OF
LETTERS IN A WORD?

Andrew says YEAH.

Mister C. continues WHAT DID YOU FIND OUT?

Andrew says I JUST NOTICED THAT
THERE'S A LOT OF -

Mister C. continues THERE'S A LOT OF WHAT?
OKAY, I THINK WE'VE GOT A
PROBLEM WITH THE PHONE ITSELF.

Andrew says YEAH.

Mister C. continues OKAY, YOU'RE STILL THERE.
WHAT DID YOU FIND OUT AND
WE'LL TRY IT ONE MORE TIME.
NO, IT LOOKS LIKE
YOUR PHONE IS HAVING
SOME DIFFICULTIES.
WOULD YOU LIKE TO PHONE
IN ON YOUR NEXT-DOOR
NEIGHBOUR'S PHONE?
WE'RE GOING TO KEEP TRYING
BECAUSE IF ANDREW'S GOT
AN OBSERVATION HERE, I WANT
TO WRAP IT UP WITH HIS
OBSERVATION AND THEN DO
A LITTLE THING WITH
THE OTHER EXERCISE YOU WERE
SUPPOSED TO BE WORKING ON.
WE'RE ABOUT TO
CONNECT, I THINK. NOPE.
NOBODY'S GOT A HAND UP. OKAY.
NOW, I'M GOING TO
PUT IT TO YOU NOW.
I'M ALLOWING THAT YOU
HAVE MADE AN ANALYSIS.
OH, WE SEE SOMEBODY.
WE'RE GOING TO TAKE THIS
ONE CALL RIGHT NOW.
I SEE SOMEBODY
ELSE PHONING IN.
AND WE'RE MAKING A
CONNECTION TO SOMEBODY
FROM STRATFORD.
I'M NOT SURE WHETHER IT'S
GOING TO BE ANDREW OR NOT.
AT THIS POINT I'M GOING TO
ASK YOU A QUESTION.
I'M GOING TO DO AN ORAL
QUESTION RIGHT NOW.
IT TOOK ME A
MOMENT TO GET THAT.

A blue sheet of paper reads and he says “Question Number 1. Donny Grover wrote paragraph.” The multiple choice answers read “1, 2, 3 and None of the above.” A bar graph appears with 25 answers for number two, 4 for number one and 1 for number four.

Mister C. continues SORRY, FOLKS.
AND WE'VE GOT 41 PERCENT, 49,
THIS IS INTERESTING.
AND WE'RE GOING TO TAKE
A LOOK AT THE GRAPH.
THE VAST MAJORITY
OF YOU SAID NUMBER 2.
AND YOU KNOW WHAT,
YOU'RE ABSOLUTELY RIGHT.
SO IN OTHER WORDS, DONNY
GROVER DID WRITE NUMBER 2
AND ALSO THE E-MAIL.
THEY WERE THE ONES THAT
WERE MOST COMPARABLE.
REMEMBER, AND I'M JUST
GOING TO GO BACK ONE
MORE TIME TO
THOSE GRAPHS.
THESE TWO WERE THE ONES
THAT I FELT WERE THE MOST
ALIKE AND IF YOU ACTUALLY
LOOKED AT THE NUMBERS
WITH THEM AS WELL, THAT
WOULD BE BORNE OUT AS WELL.
AND THIS WAS WRITTEN BY
DONNY GROVER OSTENSIBLY
AND SO WAS THIS ONE.
SO, I THINK YOU HAVE FOUND
THE SOLUTION, VERY GOOD.
WHAT WE'RE GOING
TO DO RIGHT NOW IS,
I'M TO TAKE A MOMENT
OR TWO TO LOOK AT
A SPREADSHEET WHICH IS
MAYBE THE MOST POWERFUL WAY
TO ANSWER THE QUESTIONS TO
THE INVESTIGATION
TO DO WITH THE TRIANGLES.
THIS IS A SPREADSHEET AND
I'M GOING TO TELL YOU
A LITTLE BIT ABOUT IT.
LET'S SEE, I'M GOING TO
GET YOU UP TO THE TOP
OF THE SPREADSHEET.
THERE YOU GO.
WHAT I'VE DONE IS, I'VE
LABELLED THE SEVEN TRIANGLES,
I GUESS YOU CAN FOLLOW
MY CURSOR THE BEST,
I HOPE, 1, 2, 3, 4,
5, 6, 7, AND SO ON,
AND WHAT I DID IS I
LOADED IN THE INFORMATION
TO DO WITH THE ANGLES
AND THE LENGTH OF SIDES.
CAPITAL A, CAPITAL B, AND
CAPITAL C ARE
THE LENGTHS OF THE
SIDES OF THE TRIANGLE,
AND THESE ARE THE ANGLES.
NOW, I DIDN'T MEASURE
QUITE THIS ACCURATELY.
IF YOU TAKE A LOOK AT THIS
PARTICULAR ONE - WHOOPS.
I DID A CALCULATION AND JUST
DUMPED IN THE VALUES HERE.
IT'S A DIFFERENT
SPREADSHEET WHERE
I ACTUALLY CALCULATED THEM
AND THEN DUMPED THEM INTO HERE.
BUT THESE ARE THE
ANGLES THAT YOU FIND
IN THE INTERIOR OF
THE TRIANGLES.
THESE ARE THE
LENGTHS OF THE SIDES.
AND WHAT I DID
IS, A TIMES A,
THIS LITTLE
PORTION UP HERE,
JUST INDICATES THAT IN
THIS PARTICULAR COLUMN
I'M MULTIPLYING THIS
VALUE BY ITSELF.
IT'S A SQUARE.
SO IF YOU TAKE A LOOK AT
THAT PARTICULAR CELL,
IF YOU LOOK AT
THE TOP HERE,
YOU SEE YOU GET A
MULTIPLICATION OF E3 TIMES E3.
NOW THE ONLY REASON
THAT I'M REALLY DEALING
WITH THIS AT ALL IS, THERE ARE
A LOT OF CALCULATIONS HERE.
YOU CAN SEE JUST WITH THAT
FIRST PART OF THE EXERCISE
THAT YOU HAD A
LOT OF WORK TO DO.
IF YOU SIMPLY MEASURED
AND INPUT THESE THINGS
AND DID THE FORMULAS
FOR THESE OTHER CELLS,
THEN ALL THIS WORK IS
REALLY, REALLY SIMPLE.
NOW, THE BOTTOM
LINE HERE IS,
IS WHAT I DID AFTER THAT,
SO I WANTED TO COMPARE
WHAT THE SQUARE ON THIS
SIDE PLUS THE SQUARE
ON THAT SIDE IS COMPARED TO
THE SQUARE ON THIS SIDE.
NOW, NOTICE THESE STARS.
THESE STARS INDICATE
THE TRIANGLES WHICH
ALMOST HAVE A
90-DEGREE ANGLE IN THEM,
AND WHAT YOU'LL FIND IS
THAT WHEN YOU HAVE
A 90-DEGREE ANGLE, WHEN YOU
ADD THE FIRST TWO SQUARES,
YOU GET THE SQUARE
ON THE THIRD SIDE.
NOW THAT'S
PYTHAGOREAN THEOREM.
SO, THAT'S INTERESTING BY
ITSELF BUT YOU SHOULD
HAVE KNOWN THAT.
IT BECOMES A LITTLE BIT
MORE INTERESTING WHEN,
INSTEAD OF LOOKING AT THE
SQUARES ON THE SIDE
OF A RIGHT-ANGLED TRIANGLE,
WHAT IF IT'S TRIANGLES,
EQUILATERAL TRIANGLES,
AND I DID PRECISELY THAT.
NOW, IF YOU TAKE
A LOOK AGAIN,
NOTICE THE CALCULATION
THAT I DID UP HERE.
IT'S QUITE A FORMULA BUT
IT'S ALL EXPLAINABLE
AND I PROBABLY WON'T GO
THROUGH THE BUSINESS
OF EXPLAINING IT TODAY BECAUSE
WE HAVEN'T GOT A TON OF TIME.
BUT THE IDEA IS, I GOT
THE AREA OF THE TRIANGLE
ON EACH SIDE OF
THE TRIANGLE.
AND THEN I ADDED THE
FIRST TWO AREAS TOGETHER
TO SEE IF IT MATCHED
THE LAST ONE.
WELL, THESE ARE NOT
RIGHT-ANGLED TRIANGLES,
SO THERE'S NOT A VERY
CLOSE RELATIONSHIP AT ALL.
BUT TAKE A LOOK
AT NUMBER 3,
7.539 IS THE SUM OF THE
TWO AREAS OF THE TRIANGLES
FOR THAT RIGHT-ANGLED
TRIANGLE, AND THE THIRD ONE,
THE LONGEST SIDE,
IS ABOUT THE SAME,
AND IT'S TRUE FOR
EVERY ONE OF THEM.
SO, PYTHAGOREAN THEOREM IS
NOT JUST ABOUT SQUARES,
BUT IT COULD ALSO
BE ABOUT TRIANGLES.
WHAT ABOUT
SEMI-CIRCLES?
WELL, IF WE TAKE A LOOK
AT THIS LITTLE CHUNK.
SAME SET-UP, BASICALLY
HAD THE SPREADSHEET
DO ALL THE WORK.
THERE'S THE FORMULA
UP AT THE TOP HERE,
YOU CAN SEE IT.
THAT'S THE FORMULA
BAR AND LIKEWISE
IT GOT TO DO THE WORK.
WHAT YOU'LL NOTICE IS
THAT THOSE RIGHT-ANGLED
TRIANGLES, THE ONES
WITH THE STARS,
IF YOU SUM THE FIRST TWO,
IT'S ABOUT THE SAME AS THIRD.
SO, NOT ONLY SQUARES
ON THE SIDES
OF A RIGHT-ANGLED TRIANGLE,
THE TWO SMALLEST ONES
ADD TO THE THIRD.
IT'S TRUE FOR
EQUILATERAL TRIANGLES
AND IT'S ALSO TRUE
FOR SEMI-CIRCLES.
SO IT'S INTERESTING
THAT THE PYTHAGOREAN
RELATIONSHIP CAN BE DONE
IN A NUMBER OF DIFFERENT WAYS.
TODAY'S LESSON, AND I
THINK I BETTER START IT NOW
JUST TO GET
THINGS ROLLING.
YOU GOT TWO ASSIGNMENTS
BETWEEN NOW
AND WHEN I SEE
YOU IN JANUARY.
SO THE FIRST ASSIGNMENT THAT
I'VE GOT YOU INVOLVED IN
IS ONE TO DO
WITH SEQUENCES,
AND I THINK I'VE GOT TO
ASK A QUESTION OF YOU RIGHT NOW.
SO I'D LIKE TO GO TO
AN ORAL QUESTION.

A blue sheet of paper reads “Question Number 2 - How many terms are necessary to determine a rule for a sequence?” The multiple choice options read 2, 3, 4 and more than 4.”

Mister C. continues NOW, IF YOU'VE
GOT A SEQUENCE,
HOW MANY TERMS ARE
NECESSARY TO -
EXCUSE ME, I'LL REPEAT.

He reads out the question.

Mister C. continues SO FAR, SO GOOD.
GOT ABOUT 65 PERCENT.
WE'LL TAKE A LOOK
AT YOUR GRAPH.

A bar graph appears, showing number 2 bar the highest, with 14 answers.

Mister C. continues THE MAJORITY OF YOU THINK
YOU CAN DO IT WITH 3.
NOW, I'M GOING TO DO SOME
SEQUENCES WITH YOU
IN THE NEXT FEW MINUTES.
LET'S SEE IF YOU
COULD DO IT WITH 3.
NOW, MIND YOU, I THINK
I'VE PURPOSELY GIVEN
A LITTLE MORE THAN
3 IN MOST OF THEM,
BUT YOU'LL SEE THAT
IN A FEW CASES,
IT'S JUST A LITTLE
BIT STRANGE.
SO WE'RE GOING TO GO.
HERE'S THE FIRST ONE.

A white sheet of paper reads “Sequences - It's all in the Perspective - (plus sign) 2, 7, 12, 17, ?”

Pointing to the plus sign, Mister C. continues NOW,
SEQUENCES CAN BE BASED ON
THE OPERATIONS, ADDING,
SUBTRACTING, MULTIPLYING,
AND DIVIDING.
I MUST ADMIT THAT I'M
SORT OF GIVING AWAY
THE BALLPARK IN A
SENSE BY SHOWING YOU
THAT THIS IS AN
ADDITION ONE.
CAN YOU PHONE IN AND JUST
LET ME KNOW WHAT THE
NEXT TERM IN THE SEQUENCE
IS, AND I'M GOING TO DO
THESE FAIRLY QUICKLY.
SO WE'LL SEE IF WE CAN
GET A NUMBER OF CALLS
AND GET SOME
QUICK ANSWERS.
AND I THINK WE'RE GOING
TO TALK TO JENNIFER
FROM STRATFORD.
HELLO, JENNIFER.

Jennifer says HELLO.

Mister C. continues OKAY, WHAT'S THE NEXT
NUMBER IN THE SEQUENCE?

Jennifer says 22.

Mister C. continues OKAY, READY FOR
THE NEXT ONE?
I'M GOING TO LET YOU DO
THE SECOND ONE, AS WELL.

Jennifer says ALL RIGHT.

Mister C. continues OKAY.

He uncovers another sheet of paper with the sequence “3, -1, -5, -9, ?”

Mister C. continues YOU SEE IT?
WHAT'S THE NEXT ONE.

Jennifer says SUBTRACTING 4...
NEGATIVE 13.

Mister C. continues RIGHT ON, YOU'VE
DONE IT WELL.
OKAY.
THAT WAS ABOUT
SUBTRACTION.
SO LET'S TAKE
ANOTHER CALL.
I'M NOT GOING TO
GIVE AWAY -
AH, WE'VE GOT SOMEBODY
FROM MADONNA.
IS IT MELISSA?

Melissa says HELLO.

Mister C. continues HI, IS IT MELISSA?

Melissa says YES, IT IS.

Mister C. continues OKAY, YOU READY
FOR YOUR NEXT ONE?

Melissa says MM-HMM.

Mister C. continues OKAY, I'LL JUST
SNEAK IT UP HERE.

He uncovers the next sequence, that reads and he says “1, 4, 16, 64, ?”

WHAT DO YOU THINK?

Melissa says IT'S THE SQUARE ROOT.
HOLD ON A SECOND.

Mister C. continues IS IT THE SQUARE ROOT?

She says YEAH.

Mister C. continues SO WHAT'S THE
NEXT NUMBER, THEN?

She says TIMES 4?

Mister C. continues PARDON, WHAT
WAS THAT AGAIN?

She says 256.

Mister C. continues 256.
HOW DID YOU GET
THAT NUMBER?
WHICH IS RIGHT,
BY THE WAY.

She says MULTIPLIED BY 4.

Mister C. continues MULTIPLIED BY
4, RIGHT ON. OKAY.
WE'RE GOING TO TAKE
ANOTHER CALL HERE
FOR THE NEXT ONE.
THAT WAS MULTIPLYING.
HEY, THIS IS
PRETTY EASY, EH?
SO WE'RE TALKING TO

IS IT JOEL?

Joel says YUP.

Mister C. continues OKAY, ARE YOU
READY FOR YOURS?

Joel says YEAH.

Mister C. continues OKAY, HERE WE GO.
WHAT DO YOU THINK
ON THIS ONE?

The new sequence reads “3,125, 625, 125, 24, ?”

Joel says 5.

Mister C. continues 5, HOW DID YOU DO THAT?

Joel says DIVIDED BY 5.

Mister C. continues I WANT YOU TO STAY ON
THE LINE, JOEL.
TOO EASY, EH?

Joel says YEAH.

Mister C. continues PRETTY EASY.
OKAY, LET'S SEE
WHAT I HAVE.
THESE ARE OTHER ONES.
LET'S SEE.
WHAT DO YOU THINK
ON THIS ONE?

A sheet headed “Other” shows the sequence “B., C., D., G., ?”
A voice says HELLO?

Mister C. continues OH, IS IT JORDAN?

Jordan says YEAH.

Mister C. continues OKAY.
B., C., D., G., WHAT
DO YOU THINK?

Jordan says I DON'T KNOW.

Mister C. continues LOOK AT IT CLOSELY.

Jordan says J FOR JORDAN.

Mister C. continues IS THAT THE
REAL REASON?

Jordan says YEAH.

Mister C. continues LET'S SEE, I'VE GOT TO
THINK ABOUT THIS ONE MYSELF.

Jordan says HELLO.

Mister C. continues THE CORRECT LETTER
IS J. BUT WHY?

Jordan says BECAUSE THEY'VE
ALL GOT CURVES.

Mister C. says RIGHT ON.

Jordan says I LIKE CURVES.

Mister C. continues SUPER, RIGHT ON, JORDAN,
I COULDN'T HAVE PICKED
A BETTER PERSON FOR THAT.
LET'S CONNECT TO SOMEBODY
ELSE AND I'VE GOT ANOTHER
ONE SITTING BELOW IT.
YOU GUYS ARE DOING
REALLY WELL ON THIS.

A voice says HELLO.

Mister C. continues OKAY, THIS IS KELLY?

Kelly says YEAH.

Mister C. continues OK, W., V., T., N., ?

Kelly says UMM, THEY'RE ALL STRAIGHT
LINES SO IT WOULD BE M.

Mister C. continues M?
RIGHT ON.
SO IN OTHER WORDS, YOU
NOTICED TWO THINGS.

Kelly says YEAH.

Mister C. continues THE RULE INVOLVES
STRAIGHT LINES.

Kelly says YUP.

Mister C. continues IT ALSO INVOLVED
GOING BACKWARD.

Kelly says YEAH.

Mister C. continues WELL, DONE.
LET'S TAKE ANOTHER CALL.
WE'RE DOING REALLY WELL.
LET'S SEE.

A sheet headed “Other” shows the sequence A., H., I., M., ?”

A voice says HELLO.

Mister C. continues OH, THERE'S ONE.
WHO HAVE I GOT
ON THE LINE?

The voice says TIM.

Mister C. continues TIM. OK - “A., H., I., M., ?”

Tim says N.

Mister C. continues WHY?
WHY, YOU'VE GOT
TO TELL ME WHY.

Tim says BECAUSE BRANDON TOLD ME.
[laughing]

Mister C. continues WELL, BRANDON MAY HAVE
SLIPPED UP THIS TIME.
MAYBE THE NEXT TIME YOU
WON'T TRUST HIM, EH?
OKAY, LET'S CONNECT
TO SOMEBODY ELSE.

A voice says HELLO.

Mister C. continues HI, JORDAN.

Jordan says HI.

Mister C. continues ANY IDEA WHAT
THE NEXT ONE IS?

Jordan says A, H, E, R, “A HER.”
[laughing]

Mister C. continues I LIKE A LITTLE BIT OF
HUMOUR ONCE IN A WHILE
AND THAT'S A GOOD ONE,
BUT THAT'S NOT QUITE
WHAT I WAS EXPECTING.
THE NEXT LETTER AND WHY.
OKAY, CHRISTINA?

Christina says HELLO.

Mister C. continues HI, CHRISTINA.

Christina says HI.

Mister C. continues ANY IDEA WHAT
THE NEXT ONE IS?

Christina says YEAH, I THINK IT'S N.

Mister C. continues OKAY, WHY?
WHAT'S THE REASON?

Christina says BECAUSE IT'S A STRAIGHT
LINE AND IT'S ONE HIGHER.

Mister C. continues THE ONLY REASON

YOU'RE RIGHT,
THEY ALL HAVE
STRAIGHT LINES -
BUT I MISSED E
AND F IN THERE.
SO IF I MISS E AND F,
THEN IT'S NOT JUST ABOUT
STRAIGHT LINES ALONE.
SOMETHING ELSE, TOO.
OKAY, CHRISTINA, DO YOU
SEE THAT THERE'S
MORE THAN ONE THING
GOING ON THERE
BECAUSE I SKIPPED SOME?

Christina says NO, I DON'T
UNDERSTAND.
I CAN'T HEAR
YOU THAT WELL.

Mister C. continues OKAY.
WHAT I WAS SAYING IS, I
MISSED SOME LETTERS
WITH STRAIGHT LINES
BEFORE M, LIKE E AND F.

Christina says OH, OKAY.

Mister C. continues I SKIPPED THEM
ALTOGETHER,
SO BECAUSE I SKIPPED THOSE
LETTERS WITH STRAIGHT LINES
AS WELL, THEN IT'S
NOT JUST STRAIGHT LINES.
IT'S SOMETHING
ELSE, TOO, OKAY?

Christina says OKEY DOKEY.

Mister C. continues OKAY.
LET'S TAKE ANOTHER
CALL ON THIS ONE.
HELLO, IS IT
ANDREW?

Andrew says YES.

Mister C. continues OKAY, WHAT DO YOU THINK
THE NEXT LETTER IS?

Andrew says I THINK THE
ANSWER IS Y.

Mister C. continues WHY?

Andrew says BECAUSE IT HAS
DIAGONAL LINES
AND STRAIGHT LINES.

Mister C. continues AH, INTERESTING.
DIAGONAL AND
STRAIGHT.
HOW ABOUT THE
LETTER K?

Andrew says WHAT?

Mister C. continues I SKIPPED THE
LETTER K.
THAT MIGHT HAVE
QUALIFIED.

Andrew says OH, YEAH.

Mister C. continues OKAY.

Andrew says OKAY.

Mister C. continues ONE MORE, OTHERWISE I
MIGHT HAVE TO LET YOU
KNOW WHAT THIS ONE IS.
HELLO.

A voice says HI.

Mister C. continues AND IS IT
LEANNE OR NICOLE.

Leanne says LEANNE.

Mister C. continues HI, LEANNE.
WHAT DO YOU THINK'S NEXT?

Leanne says I THINK IT'S O BECAUSE
THEY'RE SYMMETRICAL.

Mister C. continues BINGO.
SAY THAT AGAIN.
[students clapping]
AND AGAIN, YOU'VE
GOT THE RIGHT ANSWER.

Leanne says I THINK IT'S O BECAUSE
THE LETTERS ARE SYMMETRICAL.

Mister C. continues SYMMETRICAL
ABOUT WHAT LINE,
A VERTICAL LINE
OR HORIZONTAL?

Leanne says PARDON?

Mister C. continues IS IT SYMMETRICAL ABOUT
A HORIZONTAL LINE
OR A VERTICAL LINE?

Leanne says A VERTICAL.

Mister C. continues RIGHT ON.
OKAY, LET'S GO TO OUR NEXT

WE'VE GOT TWO HERE AND
ACTUALLY WE'LL SHOW THEM
BOTH AT THE SAME TIME.

A blue sheet of paper shows two sequences that read “B., C., D., E., H., ? and B. C. D. E. G. ?”

Mister C. continues NOTICE THAT THESE TWO SEQUENCES
START EXACTLY THE SAME.
I NEEDED FIVE LETTERS
TO ESTABLISH THIS.
THESE ARE TWO
DIFFERENT SEQUENCES.
OKAY, KELLY?

Kelly says YES HELLO.

Mister C. continues WHICH ONE DO
YOU WANT TO TRY.

Kelly says CAN I TRY THE
FIRST ONE?

Mister C. continues SURE.

Kelly says THEY'RE ALL SYMMETRICAL
AND IF YOU TURN THEM
AROUND AND THEN PUT
A LINE DOWN THEM.
LIKE IF YOU PUT
THEM HORIZONTALLY.

Mister C. continues HORIZONTAL LINE, SO
WHAT'S THE NEXT ONE, THEN?

Kelly says I?

Mister C. continues RIGHT ON.
WELL DONE.

Kelly says THANK YOU.

Mister C. continues WHAT ABOUT THE
ONE BELOW IT?

Kelly says I'M NOT SURE.

Mister C. continues OKAY.

Kelly says WAIT.

Mister C. continues WELL DONE ON GETTING
THAT FIRST ONE.

Kelly says ALL RIGHT, THANK
YOU, DARLIN'.

Mister C. continues OKAY, LET'S GO
FOR ONE MORE.
HAVE WE GOT ANYBODY?
NOW, THIS NEXT
ONE, B, C, D, E, G.
ANYONE WANT TO GIVE
A STAB ON THAT ONE?
I'M GOING TO SAY
IT ONE MORE TIME.
OH, WE'VE GOT A CALL.
MAYBE THEY'VE
CAUGHT ON.
WE'RE JUST WAITING TO
CONNECT TO STRATFORD
AND I THINK JENNIFER.
HELLO, JENNIFER.

Jennifer says HELLO.

Mister C. continues WHAT DO YOU THINK IT IS?

Jennifer says I THINK IT'S A P.

Mister C. continues AND WHY?

Jennifer says BECAUSE ALL OF THE
LETTERS HAVE THAT “E-SOUND.”

Mister C. continues RIGHT ON, BEAUTIFUL.
I THINK YOU GOT MY HINT
OR DID YOU GET IT
BEFORE I DID THAT?

Jennifer says I GOT IT BEFORE.

Mister C. continues WELL DONE, SUPER.
OKAY, THE LAST ONE.

A new sequence shows H., I., N., O., ?

Mister C. continues RAYMOND FROM STRATFORD,
ARE YOU THERE, RAYMOND?

Raymond says YEAH.

Mister C. continues OKAY, WHAT DO YOU
THINK ON THIS ONE?

Raymond says I DON'T KNOW,
IT'S PRETTY TOUGH.

Mister C. continues IT'S A LITTLE BIT DIFFERENT
THAN THE OTHER ONES
BECAUSE IT'S GOT
CURVES AND STRAIGHTS.

Raymond saysYEAH.
I DON'T KNOW
WHAT IT IS.

Mister C. continues WELL, TELL YOU WHAT.
WHAT IF I DO THIS?

He turns the card upside down.

Mister C. continues HAVE TO MOVE IT
A LITTLE BIT.
WHAT ABOUT THOSE
LETTERS?

Raymond says THEY'RE THE SAME.

Mister C. continues OKAY.
IT'S GOT TO BE A LETTER
THAT'S THE SAME NO MATTER
WHETHER I DO THAT OR
FLIP IT THE OTHER WAY,
SO WHAT'S THE NEXT
LETTER THAT'S LIKE THAT?

Raymond says S.

Mister C. continues -RIGHT ON.
GOOD GOING.

Raymond says ALL RIGHT.

Mister C. continues OKAY.
I THINK AT THIS POINT
YOU'VE DONE A VERY NICE JOB
OF ACTUALLY GOING
THROUGH THE PROBLEMS,
SO I BETTER MAKE SURE
THAT YOU KNOW WHAT
THE ASSIGNMENTS ARE
BEFORE YOU COME BACK,
AND I'VE GOT ONE OTHER
LITTLE CHALLENGE AND
I THINK THAT'S THE BEST
WE'RE GOING TO DO IN TERMS
OF WRAPPING UP TODAY.
SO THE ASSIGNMENTS BETWEEN
NOW AND JANUARY THE 8TH,
HERE THEY ARE.

A card reads “Assignnments for Thursday, January 8 a) Watch Tape number 3 -
Probability Experiments.”

Mister C. continues IT'S ABOUT 15 MINUTES LONG
AND IT'S THE LESSON
TO DO WITH PROBABILITY
EXPERIMENTS.
ONCE YOU'VE LOOKED AT THAT TAPE
WHICH I HOPE YOU LOOK AT -
I HOPE YOU GET A
CHANCE TO LOOK AT IT
BEFORE THE
CHRISTMAS BREAK.

A new card reads “b) Complete Challenge number 8 - Playing with Patterns
c) Complete Challenge number 9 - Probability Experiments.”

Mister C. continues COMPLETE CHALLENGE NUMBER 8,
WHICH IS THE ONE I
WAS JUST DEALING WITH,
PLAYING WITH PATTERNS, SO
I GAVE YOU A WHOLE BUNCH
OF PATTERNS AND I WAS
ASKING FOR GENERAL TERMS
AND I REALLY DIDN'T GET
INTO TALKING ABOUT THAT TODAY,
BUT THAT ONE IS - IT'S
NOT A REALLY TOUGH ONE
BUT IT SHOULDN'T
TAKE THAT LONG EITHER.
THE OTHER ONE IS
COMPLETE CHALLENGE NUMBER 9,
WHICH IS TWO
PROBABILITY EXPERIMENTS.
YOU REALLY NEED A PARTNER
IN SOME WAY, SHAPE,
OR FORM TO DO
THESE EXPERIMENTS.
MAYBE EVEN A SMALL
GROUP WOULD BE IDEAL.
SO, CHALLENGES 8 AND 9
BEFORE I COME BACK
ON JANUARY THE 8TH.

A new card reads “A Holiday challenge! Is it possible to cut a box into 27 individual cubes with less than 6 cuts? Why or why not?”

Mister C. continues THIS IS A HOLIDAY
CHALLENGE FOR YOU.
NOW, YOU KNOW THAT WE DID
THE BAGEL PROBLEM, RIGHT?
THERE'S THE BAGEL
SITTING BEHIND ME.
THERE IT IS OVER THERE.
WELL, THIS IS KIND
OF THE SAME PROBLEM.
IMAGINE THAT
YOU HAVE A BOX,
AND THAT BOX IS
A PERFECT CUBE.
AND I'M GOING TO
CUT 27 LITTLE CUBES,
SOMETHING LIKE THIS.
SO IN OTHER WORDS, THERE
ARE 27 LITTLE CUBES.
IS IT POSSIBLE TO MAKE
27 LITTLE CUBES WITH -
AND THE KEY WORD HERE
IS - “LESS THAN 6 CUTS.”
WHY OR WHY NOT?
SO I'M GOING TO LEAVE
THAT CHALLENGE WITH YOU
OVER THE HOLIDAYS, AND
THAT'S THE FIRST THING
I'M GOING TO TAKE UP
WHEN YOU COME BACK.
I THINK AT THIS POINT I'D
LIKE TO TAKE QUESTIONS
TO DO WITH ANY OF THE
ASSIGNMENTS OR WHATEVER.
AND HELLO, KELLY.

Kelly says HI, HOW ARE YOU?

Mister C. continues I'M DOING JUST FINE.
HOW ABOUT YOU?

Kelly says I'M GREAT.
I JUST WANT TO SAY
MERRY CHRISTMAS.

Mister C. continues AND MERRY CHRISTMAS TO
YOU AND I HOPE YOU
HAVE A GREAT HOLIDAY.

Kelly says YOU, TOO.

Mister C. continues THANKS.

Kelly says BYE.

Mister C. says BYE.
AND WE HAVE ANOTHER
CALL FROM JENNIFER.

Jennifer says HELLO.

Mister C. continues HI, JENNIFER.

Sounds of a broken connection.

Jennifer says HELLO.

Mister C. continues HELLO.
DID WE LOSE YOU?

Jennifer says LEAVE MY PHONE ALONE.

Mister C. continues OKAY, JENNIFER,
ARE YOU STILL THERE?
WELL, I KNOW I KIND OF
HUSTLED THROUGH THAT AND
I DIDN'T TAKE A LONG TIME
WITH THE SPREADSHEET,
NOW THAT'S SOMETHING THAT
I CERTAINLY WOULD LOVE TO DO
A WHOLE LESSON WITH YOU
AT SOME POINT OR ANOTHER,
BUT PERHAPS YOUR TEACHER
CAN SHOW YOU THE POWER
OF A SPREADSHEET AND IT'S
ONE REALLY GOOD WAY
TO DO A LOT OF
CALCULATIONS A LOT FASTER.
ANYWAY, I WISH
YOU A WONDERFUL,
WONDERFUL HOLIDAY SEASON.
I REALLY LOOK FORWARD TO
SEEING YOU IN JANUARY.
WE ONLY HAVE TWO
LESSONS IN JANUARY
AND THEN WE'RE GOING
TO WRAP IT ALL UP.
SO ALL THE BEST TO
YOU AND YOUR FAMILIES.
BYE BYE.

A green 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 handset. See you next time!”

Watch: Seeking the Truth