Laura: Hello, and welcome to another episode of Lexx Education, the comedy where comedian me, Laura Lexx, tries to learn science from her.
Laura: You know, just a guy.
Laura: Don't make a big deal out of it.
Laura: Brother Ron.
Ron: Hello, brother Ron.
Ron: Hello.
Ron: How are you doing, Ron?
Laura: I'm sick.
Ron: The brain is sick as h***.
Ron: What a rad woman you are.
Ron: I'm sick and you're fly busting all these all over the place.
Laura: I'm not sick in a rad young way.
Laura: I'm sick in an old lady feeble way.
Ron: In an old, lame way.
Laura: Yeah, I am.
Laura: I text Megan on Sunday, medium sister, and I can't remember what annoyed me.
Laura: No, I'm going to cut the sound and go, S***.
Ron: Our sister crazy house.
Laura: I made her play Quacks with me because I was so old and lame and sick.
Ron: Yeah, that wasn't worth telling.
Laura: Well, that's why we cut it.
Laura: How are you, Ron?
Ron: Yeah, I'm good.
Ron: I got life under control at the moment, which is nice.
Laura: How do you do that?
Laura: Asking for a friend?
Ron: Just wasn't feeling not filling every hour of my day with things.
Ron: I'll tell you what's really f****** me up at the moment, though.
Laura: Crypto?
Ron: I bit the corner of my tongue.
Laura: Oh, your tongue has corners?
Ron: Yeah, like the back left bit.
Laura: All right.
Laura: Yeah.
Laura: What were you eating at the time?
Laura: horridly.
Ron: But now I just keep biting it.
Laura: You just got a low inflated tongue.
Ron: Yeah, and now my whole tongue is swollen and I have a little bit of a lisp.
Laura: Well, that's all right.
Laura: My nose is so bunged up that I've got my speech is bad, too.
Laura: My processing power is down.
Laura: We've told you this before.
Laura: We record the intros and outros, and then we record a quiz and then we record a new episode.
Laura: And I can't remember what number episode we're recording today, but it is going to be a bad.
Laura: So hello to you all this week.
Laura: Oh, my God.
Ron: Do you want me to do this?
Laura: Yeah.
Ron: Hi, everyone.
Ron: So on the socials, we had Christian message into Instagram.
Ron: He's been playing catch up, listening to all the old apps and stuff because he was late to the party.
Ron: Hello.
Ron: His commutes have been okay.
Ron: Shut up, Laura.
Ron: You try and do my job.
Laura: You sound so natural.
Ron: He's got a question about electricity.
Ron: He wants to know whether we have 230 volts because we have kettles all the other way around.
Laura: Yeah, well, he was saying, does our love of tea make it?
Laura: Mackie, get out of the dishwasher.
Laura: Does our love of tea make it?
Laura: That's why we have do we have good electricity because we love tea so much that we needed kettles?
Laura: Or do we have kettles because we already had good electricity?
Laura: And then that's turned into a kettle love, which is a tea love.
Laura: Maybe our love of tea was the cause that made the electricity good.
Ron: So I looked this up when it came in research.
Ron: I do the research every week.
Laura: Yeah, I know, but you always do the syllabus research.
Ron: But you hate to read the PDF.
Laura: You hate to do the extra research.
Ron: My tongue hurts so much.
Laura: Radio with the whipped radio.
Ron: You know when you're just really aware of a body part that usually just gets on and does its job?
Laura: Stop p****** while we're recording.
Ron: No, I've gotten a glass.
Laura: Altogether, hasn't it?
Ron: So the answer was no.
Ron: We don't have 230 volts because of our love for tea.
Ron: And actually, 230 volts is across a lot of Europe.
Ron: It actually came from energy prices at the time meant that that was the best way to go versus a different voltage.
Laura: Look who it is, ron.
Ron: Hello, Mackie.
Ron: Dawn.
Ron: She can't hear me.
Ron: We've got headphones in.
Laura: She's been away, now she's home and we love each other again.
Ron: Andrew says that his eye twitches whenever you say students should be able to and I know how you feel, Andrew.
Laura: These are my notes from my voice.
Ron: Yeah, but you didn't want to do it.
Laura: I didn't want to do it.
Laura: You volunteered to do it.
Laura: Yeah.
Ron: And I'm doing it.
Laura: But change it to be your voice, Ron.
Laura: Talk to the listeners in a natural way.
Ron: When you're interpreting art that someone else has made, I think you should go for the original purpose.
Laura: I don't think this is art.
Laura: I think it's just notes.
Laura: No, you're a noisy drinker.
Laura: However you do it, your mouth is sloppy.
Ron: I've got two biscuits on the desk.
Ron: To me, it's taking everything to not eat.
Laura: Listen, we'll finish up this intro and you can eat them while the episodes on.
Laura: So thank you very much to everyone for being in touch.
Laura: We've been noting down your ideas for lecture curricular activities as well, so look out for those in the New year.
Laura: The episode today oh, it's a classic.
Laura: There's some rows.
Laura: We are both quite touchy in this episode.
Laura: Ron, what are you doing to your moustache?
Ron: Just playing with it.
Laura: It's long, isn't it?
Ron: I really need to shave.
Laura: Yeah, that might be why you chewed up your tongue, is because your moustache is throwing everything off balance.
Ron: Could be.
Laura: Anyway, enjoy the episode.
Laura: We'll see you afterwards.
Ron: Hello.
Ron: Welcome to Lex Education, the podcast where me, a man teaches you comedian.
Laura: Why are you doing an intro?
Laura: We do the intro at the beginning of the episode.
Ron: So let's start again and let's be a bit more cash and why are.
Laura: You calling yourself a man?
Laura: What was that?
Ron: I am a man.
Laura: You're a scientific boy.
Laura: What is it?
Laura: Scientific child?
Ron: It's cruel.
Laura: You just say hello to me at this point, okay?
Laura: Do you not listen to our podcast?
Laura: You never seem to have any idea where things go when we record.
Laura: You're always just chucking catchphrases in left, right and centre.
Ron: Hi, Laura.
Laura: Hi, Ron.
Laura: How are you?
Ron: I'm good.
Ron: How are you?
Ron: Doing?
Ron: You're very mean today.
Laura: You're weird.
Laura: You're such an awkward little we've been discussing maybe doing a live version of this at some point early in the new year, and now I'm starting to think you'll just melt into an absolute puddle of awkwardness.
Ron: Oh, it's going to be weird.
Laura: I think people are going to be so surprised by what little squirm you are.
Ron: My plan is to just be absolutely jacked by that point.
Ron: Just be like a hulking strong man.
Laura: I'd like to see that.
Laura: That'd be fun.
Laura: It's chemistry.
Ron: Chemistry today.
Ron: So last week I put in little to no effort.
Laura: Yeah, it showed and I worked really hard.
Ron: Yeah.
Ron: But I was upfront about it and I wasn't dishonest, so it's fine.
Ron: But today I put in lots of effort to make up for it.
Ron: Okay, so today we're going to be looking at the study of quantitative chemistry.
Laura: Quantitative, that means amounts.
Ron: Yeah.
Ron: Do you know the difference between quantitative and qualitative data?
Laura: My guess would be that quantitative is just numbers and numerical results and qualitative is more not anecdotal, but descriptions or something.
Ron: Yeah, exactly.
Ron: So, like, it would be if you did a survey where you asked people how far they travelled that day or something, that would be a quantitative study.
Ron: Because it's a number, it's factual, it's about the amount that they've travelled.
Ron: If you went out and you did a study and ask people to sort of rate their journey, how well it went, how smooth it was, that would be a qualitative study.
Laura: Yeah, that makes sense.
Laura: Quantity, not quality.
Ron: Yeah.
Ron: Can you think why looking at chemistry through a quantitative lens would be very useful?
Laura: No.
Ron: Want to try?
Laura: No, because you say, don't just say stuff.
Laura: So I'm experimenting with a person at the podcast where I don't just say stuff.
Laura: What do you think?
Ron: I'm on board with it.
Ron: Well, basically, as you've said 100 times, all of this stuff that we talk about is pointless, too small to matter, pun intended.
Laura: Yeah.
Ron: And that is somewhat true, however, which we discussed when you said that we should put an atom in space.
Ron: Atoms are always, never alone.
Laura: Atoms are always, never alone because there.
Ron: Are loads of them.
Ron: Dozens and dozens and dozens.
Laura: Hey, buddies, I'm touching a thousand of them right now.
Ron: Yeah.
Ron: Billions, probably.
Laura: Yeah.
Laura: That's more than a thousand.
Ron: So we need to look at it through a quantitative plans, because whenever we measure anything to do with atoms, we are measuring the effect of billions and trillions and trillions of atoms.
Laura: Also very hard to stop an atom and ask them how their day's been.
Laura: So how the h*** do you get qualitative data about an atom?
Ron: So two common examples of how this can be used in how this can be used is measuring the purity of something or measuring the yield of a.
Laura: Chemical process, virginity tests and punching.
Ron: How do you think we can use quantitative chemistry to work these things out?
Laura: What?
Ron: How do you think we can use quantitative chemistry?
Laura: Just repeat.
Laura: What do you mean?
Laura: What out?
Ron: The purity of something or the yield from a chemical process.
Laura: I don't know what that means, Ron.
Ron: Which bit of it?
Ron: Which bit?
Laura: Purity of what?
Laura: What are you talking about?
Laura: Purity?
Laura: What do you mean?
Laura: How can a chemical be pure?
Ron: Okay, so, like, you've got your table salt or something.
Laura: There's going to be you f****** love table salt, don't you?
Laura: Yes.
Ron: Who do you I'm trying to relate to you.
Ron: I'm using things that you're interested in.
Ron: I'm talking about your hobbies.
Laura: Salt.
Ron: Your table salt.
Ron: You've got five different kinds.
Ron: Famously, those will have different well, no.
Laura: I have two types of table salt and then some cooking salts.
Ron: Yeah, exactly.
Ron: So, like five different types.
Ron: So each of those will have different purity levels.
Ron: There will be different stuff in it, I think halo, Himalayan rock salt often has iron in it.
Ron: That's why it goes pink.
Laura: Right.
Ron: So they will have different purity.
Ron: Completely pure table salt would be all just NaCl.
Ron: Yeah, but it's never like that.
Ron: There will be other stuff in.
Ron: It will have a purity.
Laura: Okay, what's the question?
Ron: How do you think we could use quantitative chemistry to work out the purity.
Laura: Of something and what's going on?
Laura: Just weighing everything.
Laura: What is it?
Ron: Yeah.
Laura: Sorry, Ron.
Laura: I don't really understand how we've got here.
Laura: I feel like I've missed a step somewhere.
Laura: I understand.
Laura: What is quantitative to a salt to ask it what we ask.
Laura: What are we doing to it to get it quantitative?
Ron: The quantitative chemistry is looking at chemistry through the lens oh, my goodness.
Ron: From a distance through the lens of the fact that there's billions of atoms and stuff there.
Ron: Right, let's move on.
Laura: No, because I don't know what it is.
Laura: And then next week, you'll ask me a question and I'll say, what are you talking about?
Laura: And you're saying we carving this in great detail.
Ron: So, for example, let's say we're making some salt.
Ron: If we knew how much sodium we had and how much chlorine we had, and then we reacted those together, and then it came out weighing a little bit more than we'd expect based off the amount that we put in.
Ron: We'd know that it was a little bit impure because clearly something else has gotten into our salt.
Laura: Okay.
Laura: And that's quantitative chemistry.
Ron: We're weighing it.
Ron: Yeah.
Ron: Because we could work out exactly how many sodium atoms we had by weighing it.
Ron: Because we know the weight of sodium.
Laura: Average weight of sodium.
Ron: Exactly.
Ron: Yeah.
Ron: Do you remember that you might just.
Laura: Have loads of big sodiums?
Ron: Unlikely.
Laura: Possible, though.
Ron: Essentially possible.
Ron: But statistically impossible.
Laura: Nothing's impossible.
Ron: Statistically effectively impossible.
Ron: Why are you picking this fight, for example, and then the other way, if we knew how much sodium we had and how much chlorine we had and then we came up with less than we thought.
Ron: Then we clearly lost some in the process.
Ron: And the yield is lower than we were expecting.
Laura: Yeah.
Laura: So what was the question?
Ron: It was just thinking about quantitative chemistry and working those things out.
Ron: It was kind of like I just wanted you to think about it.
Ron: So we're going to move on to chemical equations now.
Ron: This is still part of quantitative chemistry, but not moving on.
Laura: Okay.
Ron: Which we've covered previously.
Ron: And I've listened back to that episode.
Ron: I didn't explain it very well.
Ron: In fact, I don't think I explained it at all.
Ron: And I expected you to get it, and I'm sorry for that.
Laura: Okay.
Ron: Do you remember when we were talking about chemical equations?
Ron: This plus this equals this.
Laura: No.
Ron: Have you seen those memes about the staff at Tk Max designing, like, what they're going to put out next year?
Laura: No.
Ron: You're just acting like that.
Ron: What are you doing?
Ron: I can hear you clicking away.
Laura: I'm stretching the clean feed recording thing.
Ron: Why?
Laura: Because I don't really know what you're talking about and I don't know how to get back on the understanding bus.
Laura: This is one of those ones that's too abstract for my type of brain.
Ron: So, yeah, we're going to do some chemical equations.
Ron: Okay.
Laura: Okay.
Ron: So the first thing that you need to know about a chemical equation is that there is total conservation of mass.
Ron: What?
Laura: Yeah.
Laura: Nothing.
Ron: So mass cannot be lost in the equation.
Ron: Okay.
Laura: No, it's very important.
Laura: Otherwise God starts to get mad.
Ron: God is not a part of this.
Ron: He has no place in Canada.
Laura: You're disturbing the mass who made you the Pope.
Laura: So that's a quote from While you were Sleeping.
Ron: Brilliant.
Ron: So when we're considering chemical reactions, we have to factor that in.
Ron: So in a chemical sense, what this means is that no atoms can be lost during the course of the reaction.
Laura: You can't lose an atom.
Laura: Famously, they're always buddied up.
Laura: Someone would always be there to raise the alarm.
Ron: So let's go back to old friend salt.
Laura: Salt.
Ron: Sodium and chlorine react to make salt.
Ron: Yes.
Laura: NaCl.
Laura: Three.
Ron: No.
Laura: NA.
Laura: Three.
Laura: CL.
Ron: No.
Laura: NA.
Laura: Two.
Laura: CL.
Ron: No.
Laura: NaCl.
Ron: Yes.
Ron: Jesus Christ.
Laura: I thought there was a number in there somewhere in a bracket, and then it's three.
Ron: Yeah.
Ron: So the chemical form.
Ron: What's the chemical formula for chlorine?
Laura: I f****** don't know, do I?
Ron: Yes, you do.
Ron: So bring it back in a clipnit.
Ron: A get it together.
Ron: You know this.
Laura: Yeah, but when I was trying just then.
Laura: You're just giving me the big sigh roll and saying, Jesus Christ.
Ron: Well, just let's work it out together.
Ron: Okay?
Ron: Let me lead you on the journey.
Laura: Well, then don't shout at me.
Ron: Focus up.
Ron: What is the chemical formula for chlorine?
Laura: CL.
Ron: For chlorine gas?
Laura: Clas.
Laura: CL.
Laura: Three.
Laura: Is that why I'm thinking of a three?
Ron: Have we ever spoken about anything getting into three?
Ron: Z's ever.
Laura: That's what we had CL two then.
Ron: Yeah.
Ron: Remember?
Ron: Because you literally just said things always buddied up.
Laura: Yeah.
Ron: So it's CL two, one chlorine atom, molecularly bonded, covalently bonded to another chlorine.
Laura: That reminds me of that song that Will Dug and sings me that I like.
Laura: He does it better.
Ron: So CL two.
Ron: Can you write this down?
Laura: I have, actually.
Ron: Yeah.
Ron: So CL and then a little too.
Laura: Oh, don't draw out CL two in the air just in case.
Laura: I don't know how to write CL.
Ron: I was just trying to illustrate that there's a little too at the bottom.
Ron: You draw a little too at the bottom, like a subscript.
Laura: I already have.
Ron: Okay.
Ron: Yeah, but it's going to be okay.
Ron: A small number after the element means there are two of them in that compound.
Laura: Who put them in a compound?
Ron: A big number before it means that there are that many of the compound or of the molecule.
Ron: Okay.
Laura: Yes.
Ron: Ron so if we had two CL two, how many chlorine atoms would there be?
Laura: Four.
Laura: Yeah.
Ron: Because there's two chlorine molecules of two atoms.
Laura: Yeah.
Laura: And I have to do basic math.
Ron: So when sodium reacts with chlorine, we want to write a balanced equation.
Ron: We need two sodium atoms to react with the chlorine atoms because the reaction has to be lossless.
Ron: We can't lose an atom, so we need to account for both of them.
Ron: So it's two NA plus CL two equals two NaCl.
Ron: You will see that the equation is balanced because there's two of each type of atom on either side of the equals sign.
Ron: Let's have you work one out.
Ron: Let's think about burning too much.
Laura: You're being a little jerk.
Ron: Do you know how much.
Laura: Sorry, are you expecting me to engage with this?
Ron: You were being quite rude.
Laura: So are you.
Ron: I'm trying so hard.
Laura: Oh, this week.
Laura: Brilliant.
Laura: I try hard every week.
Ron: That's not true and you know it.
Laura: I'm trying.
Laura: Ron all right.
Ron: Do you know how hydrogen exists?
Ron: Do you get what I was just going through there?
Laura: Some of it, but then no.
Ron: Okay.
Ron: Where did you drop off?
Laura: So, yeah, clubby is in a two, a little two on the line.
Laura: And then sodium.
Laura: You need two sodiums to be friends with chlorine who's already in a two for some reason.
Laura: You don't put the two for the N A on the line, you put it in front of them, even though it's also two.
Ron: I did explain that.
Laura: You say two N A plus CL two equals what?
Laura: Two NaCl and no brackets, and you just take the two off the bottom.
Ron: So like I said, a small number after the element means that there are two in that molecule or two in that compound.
Ron: A big number before means there are that many of the molecule or compound or atom.
Laura: Okay, but then I still don't understand because I thought you had two chlorines buddied up bonded.
Ron: Yes.
Ron: So a small number after the element means there's that many of them in the molecule.
Laura: But then we've taken that out when we put the big two at the front.
Laura: So now it just looks like it's two Nasacls.
Ron: Yeah, because now we have two NACLs because we've broken that molecule.
Laura: So it's not CL two anymore?
Ron: No, it's reacted well.
Laura: You didn't say that.
Ron: Well, I thought we knew that.
Ron: Actually, we have said that before because we've talked about this so many times.
Laura: About how this why bring it up again then?
Ron: Because you still don't get it.
Laura: This is a really upsetting episode.
Ron: I am so looking forward to this, and it's so much fun.
Laura: I'm trying to learn it, but you're mad at me when I'm trying to learn it.
Laura: You're mad at me when you're just telling me about it, and I'm not joining in.
Laura: I don't know how to learn it.
Ron: Well, let's keep going.
Laura: So why did we ever care that it was CL two?
Ron: Because CL two is how chlorine exists on its own as an element.
Ron: Right.
Ron: So chlorine gas is little CO2 molecules flying around.
Laura: Yeah.
Ron: So that's the form that it would be in when it reacts with sodium.
Laura: Okay.
Laura: What happens if you've only got one sodium?
Ron: Wouldn't happen.
Ron: Atoms are always, never alone.
Ron: You don't have to worry about it.
Laura: Okay.
Laura: What if you've got three?
Ron: Wouldn't happen.
Ron: You don't have to worry about what.
Laura: If you've got an odd number?
Ron: Not all of it will react.
Laura: Okay, but they will prefer each other, and then you end up with one sodium and one chlorine.
Laura: But they're now double dating.
Ron: Yes.
Ron: Remember?
Ron: Because they were ions that are attracted to each other.
Ron: Ionic bonds.
Laura: No, that's a different subject.
Laura: Let's not go back there.
Ron: Well, the sodium loses an electron, gives it to the chlorine, breaks the bond between them, and then they both become opposingly charged ions.
Ron: They get bonded together.
Ron: Sodium chloride.
Laura: So the sodiums come in and split up the happy couple, but then makes them stay around each other if they.
Ron: Were to form a solid.
Ron: Yeah.
Laura: That's f***** up, isn't it?
Ron: It's just reorganised.
Ron: But can you see how that equation is balanced?
Ron: There are two sodiums on each side and two chlorines on each side.
Laura: Each side of what?
Ron: The equation.
Laura: What equation?
Ron: The chemical equation that we're doing.
Laura: Are we doing an equation?
Laura: Which mythics?
Laura: When have we done an equation?
Laura: Two n a Two n a plus CL.
Ron: Two.
Laura: Oh, right.
Laura: Yeah.
Laura: Okay.
Ron: Yeah, that's an equation.
Ron: That's a chemical equation.
Ron: You see how it's balanced?
Laura: Yeah.
Ron: It's got an equal sign, which means.
Laura: There is an equation.
Ron: Equation equals.
Ron: Right.
Ron: You're going to work one out now?
Ron: Okay, maybe we're going to think about burning some hydrogen.
Ron: How is hydrogen existing on its own as a gas h?
Ron: No.
Laura: I don't know.
Ron: Then we've covered this before.
Laura: Well, I've forgotten it.
Ron: How many electrons does hydrogen have?
Laura: I don't know.
Laura: One?
Ron: Yeah.
Ron: So what do you think it's going to do when it meets another hydrogen atom?
Laura: Bond up.
Ron: Yeah.
Ron: And then what would that make?
Laura: It depends.
Laura: How many of them turn up?
Ron: Would it?
Laura: I don't know.
Ron: Working out.
Ron: Like, think about it, because you know this, we've gone through this.
Ron: You get it, you're smart, you understand.
Ron: You're just not doing it because the hydrogen, you know that they want to buddy up.
Ron: Yeah, but the hydrogen's only got one electron to buddy up with someone else.
Laura: Okay.
Ron: Because it can't do that again because it doesn't have another electron to share.
Ron: So it has to form a little doublet.
Ron: Okay.
Laura: Okay.
Ron: So hydrogen exists as a gas, as H two.
Ron: What happens when something burns?
Ron: What does it react with?
Laura: Oxygen.
Ron: Yes, exactly.
Ron: How does oxygen exist as a gas?
Laura: O two.
Ron: Exactly.
Ron: Right.
Ron: Do you know what it makes when hydrogen burns?
Laura: Fire.
Ron: No.
Ron: The end product.
Laura: No.
Ron: It makes water.
Laura: What, it burns something into water?
Ron: Yeah.
Ron: Do you know the chemical equation for water?
Laura: H 20.
Laura: Thank you.
Laura: The water boy.
Ron: Yeah.
Ron: So when you burn hydrogen, you make H 20 because it reacts with the oxygen.
Ron: That's why hydrogen is like a clean thing to burn, because it just makes water.
Ron: So with that in mind, can you work out the balanced equation?
Laura: So we're ending up with H 20 equals H two O, and it's going to be H two plus O two.
Laura: It's going to be so bad at this sort of stuff.
Laura: Just makes me really angry.
Ron: What?
Laura: I'm trying to think.
Ron: Let me help.
Ron: So at the moment, you've got H two plus O two each draws H two O, right?
Laura: Yeah.
Ron: That's what you've got down at the moment, what currently is unbalanced.
Laura: I know.
Laura: What's?
Laura: Unbalanced.
Ron: Yeah.
Ron: What?
Laura: Me.
Laura: I know, I know.
Laura: I'm just trying to work it out.
Laura: Yeah.
Ron: I'm just trying to help.
Laura: Because at the moment, I've got sunied.
Laura: I don't know how to say this out loud.
Laura: I'll put some music in.
Ron: How many options do you have on either side, Nora?
Ron: It's a f****** audio format.
Laura: I just said I would put some music in to COVID my thinking.
Ron: Oh, cool.
Ron: Yeah.
Ron: Let's just play Mr bright Side until you can f****** work this out.
Ron: No, it's an audio format.
Ron: We have to talk it through.
Ron: How many oxygen atoms do you have on either side right now?
Laura: Let me think and then I will talk it through once I've thought it out.
Ron: Alright, I will just commentate then.
Laura: No, I show I play music.
Ron: Alright, cool.
Ron: We'll listen to Viva Levita by Coldplay until you work it out.
Laura: That is actually my favourite Cold Blade song.
Laura: You are being so spiteful today.
Ron: I'm not.
Ron: I'm really trying to help.
Laura: Yeah, but I am trying to think.
Ron: Yeah, I'm trying to help you think.
Laura: You're not helping me think.
Ron: Well, you're just shouting instead of answering.
Laura: The questions that I'm asking erupting my thought flow every time I get close to the numbers.
Ron: All right, do it then.
Ron: Dredge the swamp.
Ron: Let's go.
Ron: I'll shut up.
Laura: Thank you.
Ron: I'm going to drink some water.
Laura: Yeah, well, that won't be quiet.
Laura: We've all heard you drinking.
Laura: So I've got two oxygens on the left side and only one on the right hand side.
Laura: I do need to double the number of the final water.
Laura: So would it be two H?
Laura: Two plus o.
Laura: Two equals.
Laura: Two h, two O.
Ron: Yes.
Laura: See, I just needed a second and.
Ron: That'S fine, but here's an audio format, so I was trying to help.
Ron: How are you feeling about that?
Ron: Do you want me to come up with another one of those for you to do to cement it, or you're good on that?
Laura: Yeah.
Laura: Give me one more.
Laura: I think I can do this.
Ron: Okay, we're going to do so the gas that comes out of your hob is methane.
Ron: Okay.
Laura: Yeah.
Ron: The chemical you need to write this down.
Ron: Chemical formula for methane is ch four.
Ron: So it's one carbon just bonded to four hydrogens on each of its little bits.
Ron: Yeah.
Laura: Okay.
Ron: When we burn methane, I reacted with oxygen, we make CO2 and we make.
Laura: Water equals CO2 and H 20.
Ron: Can you balance that equation, please?
Laura: F****** how.
Laura: So, currently got three O's on the right, three royal oddsons, walk into a bar and two on the left.
Laura: So that's going to have to be at least 302 to make six, because six on each side is the best I can do, really.
Laura: So let's say that's 302.
Ron: Nice.
Laura: Then I've got four hydrogens on the left and two on the right.
Laura: So that probably wants to be two H 20 to make that four hydrogens at least.
Laura: But hang on, because the carbon is about to change.
Laura: Two probably how much carbon I've got there one and one.
Laura: No, because the carbon is already bar.
Laura: No.
Laura: Yeah.
Laura: All right, so ch four plus three two equals C.
Laura: Two plus two H, two O.
Ron: Not quite double cheque.
Ron: How many oxygens you've got on each side?
Laura: Six.
Laura: No, wait, 12422.
Ron: Yeah.
Ron: So ch four plus 202 equals CO2 plus two.
Ron: Yeah.
Ron: That makes sense, right?
Laura: Yeah.
Ron: Happy?
Laura: No, I'm not happy.
Laura: We're being horrible to each other and I'm hungry.
Laura: All right.
Laura: Thanks, dad.
Laura: Have you ever tried not being shark?
Ron: So, relative formula math is the next thing that we're moving on to.
Laura: Boy relative formula math?
Ron: Yeah, it's how much fake teddy milk you feed your families in church.
Laura: You're always missing out the mascag ron.
Ron: The relative formula, we have a symbol for that.
Ron: It's a capital M with a little R at the bottom.
Laura: Mr.
Laura: You can't just say Mr is your formula.
Ron: No, like a little R.
Ron: Like we do the twos in an H, two.
Laura: O.
Laura: Yeah, it looks at mister.
Ron: Yeah, it looks like that, but it's not that the r is not actually there.
Laura: It's in subscript mister.
Ron: It's kind of mister on a slide.
Ron: It's like mister merster.
Laura: And it starts like mirster.
Ron: Of a compound is the sum of the relative atomic masses of the atoms in the numbers shown in the formula.
Laura: Good one.
Laura: Say that whole sentence again.
Ron: The relative formula mass is just the sum of all of the relative masses of the atoms in it.
Laura: Basically, it's just the weight of everything in your thing.
Ron: Yeah.
Ron: So sugar formula, the formula for sugar is C.
Ron: Twelve H, 20, 211.
Laura: Whoa.
Laura: That's a big one.
Ron: Not even that big, to be honest.
Laura: Equals sugar.
Ron: So can you please work out the relative formula mass of sugar for me, please?
Laura: 45.
Laura: You don't snap up the numbers.
Laura: You do not.
Laura: Wait, do I need to look at the periodic table?
Ron: Unless you know their relative atomic masses off by heart.
Laura: I got you.
Laura: Sorry, I thought okay, so C equals senor carbonzo.
Laura: So 12.01 H equals one eight oxygen's heavy, man.
Laura: 16.
Laura: Now, I'm going to need some sort of calculator, but as previously discussed, my phone isn't even in the room.
Ron: Crikey.
Laura: So, twelve new catcher, 12.1 kwh one multiplied by twelve on a calculator is a comma the same as a stop.
Ron: No s***.
Laura: I don't think I'm getting this right.
Laura: And then 16 times eleven.
Laura: That's easy.
Laura: Boo doo boo doo boop boo.
Laura: Oh, honey, honey.
Laura: 22 plus big Ron sugar is 342.26.
Ron: Nice.
Ron: That is correct.
Ron: So that is the relative atomic mass of sugar in a balanced chemical equation, the sum of the relative formula masses of the reactants will equal the relative formula mass of the product.
Ron: Understand?
Laura: Yeah.
Laura: So like where I've made ch four plus O two equals CO2 plus H two O, the weight will be the same on either side.
Ron: Exactly.
Ron: Yeah.
Ron: So the next concept that it wants us to know, because it can help with working these things out, is to be able to calculate the percentage by mass of a specific thing.
Ron: So could you please, for sugar, just work out what the percentage of that molecule is oxygen.
Ron: So, to work out a percentage, you need the amount that you're looking for over the total times by 100.
Laura: Right.
Ron: So weight of the oxygen divided by weight of the sugar, multiply all of that by 100.
Laura: So the oxygen was 176 divided by.
Ron: Some cucumber early enough.
Laura: But 34229 six times 100 equals no, that can't be right.
Laura: No, it can be right because the oxygen is heavier.
Laura: So even though there's fewer oxygen molecules, it's heavy.
Laura: So it's 51.42% the oxygen is sounds about right.
Ron: Nice.
Ron: So a reason why that might be a useful thing to know is because there might be some.
Ron: Imagine we were making sugar out of oxygen, gas plus some other reactants if we knew how much oxygen we had.
Ron: And then we know what percentage of the final product is going.
Ron: To be oxygen by.
Ron: We can just extrapolate those two things to work out how much we need of the other things or how much we're going to make, if that makes sense.
Laura: Yeah, sure.
Ron: Nice.
Ron: Okay.
Ron: That is relative formula mass.
Ron: That's all we need to know.
Laura: When we start talking about sugar and stuff like this, I don't understand how sugar is delicious now.
Ron: Why?
Laura: Well, because it's just made of the same stuff as water and air and now it's delicious.
Laura: This is where science starts to melt my brain.
Laura: It's made up of largely the same stuff that I'm breathing and drinking as water, but suddenly it's tasty.
Ron: Do you remember when we were studying enzymes and we were talking about the lock and key method?
Laura: Yeah, but I can't remember what that meant now because I was thinking about jokes.
Ron: So it literally means so in an enzymes obviously have an active site and the thing that they react with is the perfect shape for the active site and it slots in and then the reaction will happen.
Ron: In a similar way, you have receptors everywhere in your body on the surface of all of your cells doing 100 million different things.
Ron: And there will be sugar receptors on your tongue or in your cells and things like that and they will be the perfect shape for a sugar molecule.
Ron: And then the sugar molecule will slot in and trigger something happening even though it's still out of the same things.
Ron: Because atoms like especially in organic chemistry and organic chemistry just means chemistry based around the study of carbon.
Ron: You can think of it basically just as like Lego bricks to make molecules that then will do things based off the shape and charges of the things in that molecule.
Ron: So sugar is just a shape.
Ron: Sugar is like a little ring and some of the oxygens and hydrogens point off of it and then that little ring will hit a receptor and trigger a response and then that's why do.
Laura: Our bodies like it then?
Laura: Is it like just a good is it getting a good amount of stuff into us?
Laura: Why that specifically then do we like that so much?
Laura: Is that like an optimum number of those things for us to process to get energy from?
Ron: Sugar is a balance between the amount of energy that it has in it and how easily we can get that energy out of it, which is why you get a sugar rush.
Ron: So in a very simplistic way, the amount of energy that we can get out of a food is kind of to do with the number of hydrogens it has on it.
Ron: So as you can see hydrogenated fats.
Ron: Exactly, yes.
Ron: So you can see that there are 22 hydrogens in one molecule of sugar.
Laura: Yeah.
Ron: Compare that to protein in the equivalent monomer for protein, which is an amino acid.
Ron: There might only be I can't remember the exact figure, but like six or seven hydrogens, so much less energy dense.
Ron: And then the other thing with sugar is that some of these bonds that it has on the sugar molecule will break quite easily, so we can get the energy out of it really quickly.
Ron: The reason why fats are so energy dense is because those are fats or lipids.
Ron: The other words for those are hydrocarbons.
Ron: So they are just long chains of carbon.
Ron: With hydrogens coming off hydrogenated fat will mean that each carbon will have every one of its will have two hydrogens coming off of it.
Ron: Imagine the chain, they're each making four bonds.
Ron: The chain goes two hydrogens coming off of all of them.
Ron: Unsaturated fats.
Ron: Those carbons will sometimes have double bonds to other carbons.
Ron: So there are fewer hydrogens.
Ron: It's all just about that sugar is good for us.
Laura: Saturated means the carbon isn't saturated.
Ron: It's not fully it's not saturated with hydrogens.
Laura: Ron, this is fascinating.
Laura: I don't understand how that makes so much more sense to me.
Laura: And it's understandable than just doing the sums like something just shuts down in me.
Laura: But that is a more theoretical, like, oh, that relates to me.
Ron: That's molecular biology.
Ron: That's why I loved it so much and that's why I studied it, because I just find that really cool.
Laura: Yeah.
Laura: Ron that's the greatest thing we've ever talked about on this podcast.
Ron: Yeah.
Ron: And then that's why we think sugar tastes good and why we crave it is because we can get that quick energy release.
Ron: So back when we were living in puddles and licking moss off of walls and stuff as huntergatherers, when we came across like ripe fruit or honey or something like that, we wouldn't be getting these sugars.
Ron: You can always get sugars.
Ron: Starch is made out of sugar, but it's slow release because we have to break it down from starch into these glucose molecules anywhere we can just get glucose.
Ron: That is just energy straight in.
Laura: Yeah.
Laura: Ron I loved that.
Ron: The last thing that I want you to know in this bit is basically about how gases can make chemical reactions seem a little bit tricky sometimes.
Ron: So do you remember we've spoken before about the concept of a closed system?
Laura: Yes.
Ron: Yeah.
Ron: But closed systems obviously are completely theoretical.
Ron: It's very hard, if not impossible, to actually have a closed system stuff.
Ron: Energy always gets in and out.
Laura: Yeah.
Ron: So gases, if a gas is a reactant or a product, it can quite often make it seem as if mass is not being conserved.
Ron: So you might have like a block of iron that is rusting, you've not added anything to it, but is kind of taking in mass from the oxygen and the air around it, if that makes sense.
Laura: Yeah.
Ron: So it's going to seem like it's created mass.
Ron: And then equally, let's say you burn something, it's going to lose mass via gases that it's letting out, like carbon dioxide coming out of it and stuff.
Ron: So that's just the last thing, is that when you're in a non closed system, if you were testing these things by weighing them, it can seem like you've lost mass.
Ron: But actually that's just been dissipated by.
Laura: Our gas f****** gases.
Ron: Gasoles.
Laura: Nice.
Laura: Ron, there's an episode title.
Laura: Ron.
Laura: Laura, at the risk of repeating myself every single episode, f*** me, it's been a long time.
Laura: What the h*** did we do last episode?
Ron: Well, I'm not going to tell you Laura s***, because that would well, let's launch straight in.
Ron: Actually no 123-4567, seven marks on offer.
Ron: Question one, let's launch straighten.
Ron: What did we study last time for two marks?
Laura: We studied chemistry and it's balancing equations.
Ron: What type of chemistry?
Laura: What?
Ron: What type of chemistry?
Ron: We do chemistry every third episode.
Ron: You can't have a mark for that.
Laura: I said balancing equations.
Ron: Yes, that's one mark.
Ron: What type of chemistry?
Laura: Molecular chemistry.
Ron: No, it was quantitative chemistry and balance.
Laura: No, quantitative.
Ron: What do you should have said?
Laura: I didn't say quantitative chemistry though, I was just put quantitative equals numbers, qualitative equals descriptions.
Ron: That's very true.
Ron: So one mark there for you cooking.
Ron: Next question.
Ron: When sugar burns perfectly in oxygen, it makes CO2 and H 20.
Ron: Can you please balance this reaction?
Ron: A sugar molecule is six carbons.
Laura: Wait, now I've got to make notes on the quiz.
Laura: Quiz.
Laura: Chemistry 24.
Laura: Wait, sugar, six carbons.
Ron: Yeah, six carbons, twelve hydrogens.
Ron: So c six h twelve, six c.
Laura: Six h twelve, six.
Laura: That's sugar.
Laura: Is it?
Ron: Yes, that's sugar, that's glucose.
Laura: Okay.
Ron: Plus a number of oxygens equals a number of CO2 s and a number of hydrogens.
Ron: Sorry, not hydrogen waters.
Ron: H, two o's.
Ron: Can you balance that equation, please?
Laura: Right, so to get what are you laughing at?
Laura: Before I've even started, you're misery.
Laura: You don't build confidence in me.
Laura: So I've got shut up.
Laura: I've got six carbons on one side, so that's got to be six CO2 on the other side.
Laura: Let's write that down there for a second.
Laura: Six c two.
Laura: So then it's also going to have to be six H two O to get twelve hydrodons.
Laura: So then I've got twelve oxygens there and six there.
Laura: I only got six there, so that's got to be twelve.
Laura: So there's no way this is right.
Laura: C, six, H 1206 plus twelve.
Ron: Oh, but does oxygen travel around 602.
Laura: Equals six two plus six H two O.
Laura: Yeah.
Ron: Three marks.
Laura: Yes.
Laura: Well done.
Laura: Paper and pen.
Ron: Well done.
Laura: Have a congratulations.
Laura: Sloppy.
Ron: Too hot.
Laura: No, I tried to slap it noisily.
Laura: For it to be a thing, and then it kind of jumped to the back of my airwave, so I didn't like it.
Laura: I was going to mute.
Ron: I guess while I was doing that, I watched five minutes of shrek the other day, like just the first one, and it really doesn't hold up.
Laura: That's that great bit though.
Laura: I love that bit where they first get to Lord Farcord's Manor and there's.
Ron: The little no, just in terms.
Laura: Let's do that again.
Ron: Obviously it was like really innovative and stuff.
Ron: And one of the films that pioneered a bit just like the animation is really bizarre.
Ron: Their faces are just constantly moving, but not necessarily sort of reacting to what's going on around them.
Ron: It's very odd.
Ron: Anyway.
Ron: What?
Ron: Is the molar mass of sugar working or something?
Laura: No.
Laura: Right, so we're recording this on the day that we recorded the intros for episode 17.
Laura: So quite a few weeks ago for the lab rats.
Laura: However, in that we were talking about how I start reading something instantly get distracted and failed to read the whole thing.
Laura: So I was just trying to read my whole page of notes there so that in case that word came up, because it doesn't ring a single bell.
Laura: Molar mass.
Laura: I know.
Laura: A molar is a tooth.
Laura: Also molecular molar.
Laura: Molar mass.
Laura: That could be a thing.
Laura: Weight, relative atomic math.
Laura: Is that the same thing?
Ron: Similar?
Laura: By similar do you mean yes.
Laura: But you don't want to say yes?
Ron: No, cause I'm not asking for the weight of an atom, am I?
Laura: I don't know.
Ron: I'm asking for the weight of sugar.
Ron: There's no such thing as a sugar atom.
Laura: Wait.
Laura: C twelve H 20 211 equals sugar.
Laura: That's what I've got written down here.
Ron: Yeah.
Laura: Then over there I've got C six, h twelve six wait, what was the.
Ron: First thing you said?
Laura: C twelve H 20 211.
Ron: Don't think that's right.
Laura: Well, that's what we did in the lesson.
Laura: So this is that thing where you add it all up and it becomes a thing.
Laura: But I have no idea.
Laura: I've definitely got a whole sum written down and I remember doing that.
Laura: But how on earth we got there?
Laura: How did I know those numbers?
Laura: I suppose like I got 144 point twelve plus 22.176 plus 176.
Laura: I've got that written down.
Ron: It's just like watching someone on a documentary about the Aztecs.
Ron: They've got it all written down, we're just not quite sure what it means.
Ron: Yeah, there was the inkers that had a number system that was like tying knots in string.
Ron: And I think we still don't really know how it works.
Laura: I bet it would make loads of sense to me.
Laura: I don't know, Ron, I don't know what you want.
Ron: I want the molar mass of sugar.
Laura: Yes.
Laura: I don't know.
Laura: It decays your molars so increasingly smaller, decreasing, I suppose.
Ron: How much does a carbon atom weigh?
Laura: I don't know.
Laura: Weight?
Laura: Is that on the periodic table?
Ron: Wait, it's only the thing that we've talked about the most that you bought a note.
Laura: 12.1.
Laura: Wait, okay, so what's the question?
Laura: Molar mass of sugar.
Laura: So it would be six times twelve point 112 times 1.008 and six times 16.
Laura: Bear with me, Calculator.
Laura: Breathe through my mouth when I'm thinking, oh no, I've got overexcited six times 12.01, add 180.156.
Laura: Yes.
Laura: I'm so smart this week.
Ron: Well done.
Ron: Well done.
Laura: Thank you.
Ron: Okay, and then final question is, what percentage of sugar is carbon?
Laura: Okay, so the carbon weighed six times 12.1, which was 72.6.
Laura: Then how do you do percentages?
Laura: So 180 16 divided by 100 is 1% times 72.
Laura: Six.
Laura: Nope.
Laura: No, that's not right.
Laura: Hang on.
Laura: Okay, so, wait, yeah, so 1.8 oh, is 1% of 180.
Laura: So then oh, my God.
Laura: Why can't I do basic math?
Laura: Maybe that divided by that for 40%.
Ron: Correct.
Laura: Yes.
Ron: Bloody h***, Harry.
Ron: Six out of seven.
Laura: What did I lose one for?
Ron: You couldn't remember that.
Ron: We did quantitative chemistry.
Laura: Oh, come on.
Laura: Disgusting behaviour.
Laura: Well, all right.
Laura: Okay.
Laura: I'm pleased with that.
Laura: Yeah, not bad, given it's been six months since we last recorded.
Laura: I think I held onto quite a good amount of information there.
Ron: Yeah, I think you applied to knowledge very well.
Ron: It wasn't even just regurgitating stuff.
Ron: I threw you in on a different situation.
Ron: I think that was a genuine improvement.
Ron: And you can walk away from this really proud of yourself.
Laura: Thank you.
Laura: Well, we'd made up by the end, Ron.
Ron: Yeah.
Ron: Nice.
Ron: Boys and girls by the end.
Laura: I think that stuff about why we like sugar and all that key stuff, that's my favourite thing we've done so far, I think.
Ron: Yeah.
Ron: Molecular biology.
Ron: I keep saying it.
Ron: It's the best bit.
Laura: Wicked.
Laura: We had some sneeze chat on the Socials this week.
Laura: People saying that sneezers don't smell of anything.
Laura: All right, creeps, keep your weird opinions easy.
Ron: Cheque, your privilege, please.
Laura: Some of us have got stinky cavities.
Laura: It smells.
Laura: When it all comes out, we're gonna put a little video of Will singing The Bangello song on our Socials.
Laura: So have a look out for that, and if you like the sound of Will, give the National Treasures podcast a listen, which is my other podcast that I do.
Laura: There's no ron and no science.
Laura: Don't eat the biscuits now.
Laura: What's wrong with him?
Laura: Mackie?
Laura: Why is nothing about our podcast professionals.
Ron: Gonna promote other podcasts?
Ron: I'm gonna eat a biscuit.
Laura: Anyway, listen, we love you very much.
Laura: We'll see you next week for f****** Physics.
Laura: We hate physics, don't we, baby dog?
Ron: So sticky biscuit.
Ron: That was Maggie licking.
Ron: That wasn't my mouth noises.
Ron: Glass dismissed.
Laura: You.
