Chemistry Exam - Foundation 2 - You Want Me To Get Rid of Farty?

Laura: Hello and welcome to another episode of Lex Education, the comedy science podcast, where comedian me, Laura Lex, tries to learn science from her nerdy, younger, normal brother, non comedian Ron.
Ron: That's me. I'm Ron. Hello.
Laura: I put all your descriptors into one thing, Ronnie.
Ron: Oh, I contain multitudes.
Laura: You are. You are a multitude. Uh, how are you, Ron?
Ron: I'm okay.
Meg: I think climate change made the air in China better
I forgot to have a lunch break today, so we're recording early on this dreary, dreary day.
Laura: It is dreary. Do you know what? I take dreary over the most terrifying drive of my life. Last night, trying to get home from Cheltenham and the weather was so bad I think I aquaplaned like five or six times, just, um, like it was genuine roulette as to whether you were going to die at, ah, any point. It was horrifying. It's like, if we're not going to fix climate change, and I understand the hypocrisy of moaning about climate change while I'm saying my driving was affected by it. I get it. I don't have a very environmentally friendly job, but can we at least then, like, put in the infrastructure to deal with the, uh, results of what you're not willing to change to fix, you.
Ron: Know, higher, um, up roads or roads.
Laura: With better drainage.
Ron: Smaller m clouds.
Laura: Yeah, let's do that thing where you fire metal into the clouds to keep.
Ron: The clouds away like the Chinese did for the Olympics.
Laura: Yeah, I'm sure that had no knock on effects.
Ron: Well, actually, I think it made the air in China better.
Laura: Yeah, we did.
Ron: Hannah Ritchie talks about this friend of the podcast, um, well, imaginary friend of the podcast, Hannah Ritchie talks about how, um, uh, they really got their shit together because lots of people were going to China and they were like, ah, shit, we can't have them breathing this air. You know, like when someone comes over to your house and you're like, fuck, this place is a tip. We gotta clean this up. China effectively did that, but with pollution.
Laura: Yeah, they've hoovered up that dog hair in the air. Um, it's my favourite Pink Floyd song.
Ron: What?
Laura: Dog hair in the air?
Ron: They're great, don't you?
Laura: Um, I've nearly finished. Butter.
Ron: Nice. Can I have your login so I can just listen to the last harp?
Laura: You have to put it on 1.5 speed, though, because she talks so slowly and you're like, it's already a slow book. You can't read it ponderously. Um, I tell you what, here's my thoughts as no one's replying. To me in the WhatsApp group set up to have this book.
Ron: Well, but the thing is, you said no spoily opes in your message. And then.
Laura: But ages ago when you came to say, you said you were halfway through.
Ron: Yeah, but then I don't know if any other one else in there is because we're in there with a bunch of fucking randos. Thanks, Meg.
Laura: Where are you up to?
Ron: Just over halfway through. I haven't read anything in the plot. I think she's just gotten back from where the lady grew up.
Laura: Oh, yeah, yeah, yeah. Okay, okay.
Ron: But no, you're right to reply to.
Laura: You now, way past that.
Ron: Your theory, I don't think is true because the sister didn't recognise that man either.
Laura: Yeah, but they said he had a mask on. But also from where I am now. No, that didn't happen. So don't worry about that theory that I had.
Ron: Yeah.
Laura: Um, but I think that bit where she goes to the village, that is the best bit. And then it's quite good for a few chapters when she gets back from there, and then it just goes real boring again.
Ron: Is that the best bit? That bit wasn't great.
Laura: No, but at least that bit had me like, oh, what's gonna happen next? It felt like there was a development.
Ron: Yeah.
Laura: Yes. There was something we were trying to work out. There was drive. We were going somewhere. And then she sort of gets back and it kind of settles back into just like, watching some people be moody.
Ron: Yeah. Two massive dud books in a row.
Laura: Woof. Uh, like, this one was. This one was like a boring sandwich. It had a great filling and then boring bread.
Ron: I was quite gripped at the beginning, actually. For me, it was more of just a descent into dull rather than.
Laura: Yeah, but when you say you were gripped at the beginning, do you mean for like half a chapter?
Ron: No, a couple of. No. Chapter or two. They're long chapters, though.
Laura: Listen, it's 90 pages wrong.
Ron: Um, but I was on holiday, which helps. I was on, you know, poolside, which is always where the best reading is done.
Laura: So anyway, what we're saying is the Lex education book club does not necessarily recommend butter, uh, by Asako Yuzuki what's her surname.
Ron: But it also. But we also don't, uh, not recommend it. It's just not for us. I don't
00:05:00
Ron: think it's bad. I think it's just not for me.
Laura: I think somebody in the discord had read it, actually.
Ron: It's quite. I think it's quite a zeitgeisty, trendy book.
Laura: Yeah, yeah, yeah, yeah. I think I'm just not a zeitgeisty, trendy person.
Ron: No, you like Tom Bilder and his witch tits.
Laura: I did like Tom M. Builder and his witch tits. Like, I can't believe you stuck this one out and not Tom Builder and his witch tits where there was shit happening every fucking page. Yeah, but you'd kill for a dead wife and a new witch somewhere in the middle of butter.
Ron's tour starts this week, so buy your tickets now
Ron: Nah, butter was interesting, though.
Laura: Stop talking about these fucking tigers going around a tree. No one cares about little Bobaji and his. Oh, yeah, but no tigers.
Ron: Yeah, but we can't point. And I didn't choose butter either, so I'm not particularly defending it. It's my choice next. But there is.
Laura: What? When's it my choice after me? Who chose butter?
Ron: Sarah.
Laura: But she chose the first one that you all whinged about. Yeah. Uh, right. She's banned from booktube.
Ron: Yeah, she's been shit at it. It's me next. And then it'll be you.
Laura: Um, okay.
Ron: And then it's the long list of randos. Thanks, Mega.
Laura: Um, so there you go. There's an impromptu session of the book club. Everybody having a good time? Um, Ron, my tour starts this week. It's two days until the end if you're listening to this on release day, so just get your tickets, all right? Buy people some tickets for early Christmas presents.
Ron: Get your tickets, guys. You're not fucking m signing up for the Patreon, so you better be using that money for a Sunday.
Laura: It's October now. It's cheerful this month.
Ron: Yeah, buy your tickets, guys.
Laura: They put us in the big room, and we're gonna look like one year only chumps if we sell fewer tickets for the big room than we did in the small room.
Ron: Do we know how many we've sold?
Laura: Yes. We're not gonna say it out loud.
Ron: Can you WhatsApp it to me?
Laura: Um, yeah.
Ron: Is it more or less than my age? Oh, m. No.
Laura: It'S gonna be intimate.
Ron: Oh, no, that's less than the London podcast festival.
Laura: Yeah, I did say we should stay in the small room, but no one wanted to listen to me. Um, so buy tickets for that. Um, right. It's episode two of the chemistry exam today, and it gets real snacky.
You have hard on money that you've put aside for days
So how about all these things we've asked you to spend your hard on money on? Do it before you leave.
Ron: Hard on money on you.
Laura: Hard on money. You have rainy day savings and hard on money. Money that you've put aside for days. You have hard.
Ron: My boner bucks my hard on money.
Laura: I said hard on in a really long time.
Ron: Yeah, hard on's vintage. Hard on's funny.
Laura: You should use that next time you're proposing amour with, uh, Judith. I've got a hard on. Do you reckon that that would translate?
Ron: Um, I think so.
Laura: I might try hard.
Ron: What's hard? Svare. I think square. Hang on. I wonder if that dildo company emailed me back. Listener. You'll find out after the episode.
Laura, question six. I think this might be the worst podcasting food
Laura, question six.
Laura: I think I need a stone.
Ron: What she getting for snakes? She's getting plain digestive and, uh, fancy Nutella.
Laura: What are you laughing about?
Ron: You're fancy Nutella.
Laura: It doesn't have palm oil in it.
Ron: That's nice. Why don't you just buy chocolate to chicken chips?
Laura: We normally do, but I've been trying.
Ron: To take out a bunch. Feed chocolate rather than rustling every time.
Laura: No, because then I'll eat a bunch, and I just want to eat one. I've been trying to feed shadow the podcast. Less sugar, but not be a boring parent. So we got plain digestives so she could have a biscuit, but it wasn't quite as, like, luxurious as the biscuits me and Tom stuff our faces with when she's gone to bed. But we've eaten all our biscuits, so now I'm eating hers. Huh? Covered in chocolate spread. Okay, judge,
00:10:00
Laura: do you want one?
Ron: No. I think this might be the worst podcasting food either of us has ever eaten.
Laura: No, the olives. The olives is the worst thing. You lick each finger individually after each olive. You didn't eat a load of olives and then eat your fingers. So there was one awful finger bit. You just did it over and over again. God. Those olives are the reason we are never in the podcast charts. If you hadn't eaten those olives, we'd have sold out. London podcast festival. Gareth wouldn't have even been able to come.
Ron: And all the more reason to eat olives. We love Gareth.
Laura: What a guy.
Ron: Um, everybody pay for him to walk up them stairs.
Laura, question six. What about melted cheese on her digestive
Laura, question six. I want a snack now. You didn't even get the Maltesers.
Laura: Have a snack.
Ron: I don't want this DIy snack.
Laura: I love this. Just put spread on it. Stop being so fancy.
Ron: I quite like it. Maybe I have some cheese with it. Uh, give me an erde. Uh, what do you mean?
Laura: Geez, I'm a digestive.
Ron: Yeah.
Laura: No.
Ron: Why not? Cheese and biscuits is a very famous.
Laura: No, biscuits like crackers.
Ron: You can literally get digestives in a. In a cracker set.
Laura: Ugh.
Ron: Get me some cheese. You'll see, it's delicious.
Laura: Fuck off. I'm not getting you cheese.
Ron: Cheese. I'll show you. Laura, this question.
Laura: What about melted cheese on her digestive?
Ron: That, uh, sounds delicious as well.
Laura: Duck. No.
Ron: Why not? I'd prefer cold cheese. Maybe with some chutters and a grape.
Laura: But we've got grapes. Probably got chutters.
Ron: Give me all three.
Laura: No, I'm doing an exam.
Ron: This question if in the middle of the examined. Maybe in butler exam you do. Hey, listeners, what's the weirdest exam you've ever done? Write in lexeducationooglemail.com or question six.
This question is about metals. What are two differences between copper and sodium
This question is about metals. Platinum is a metal used to make jewellery. Suggest one reason why platinum is used to make jewellery.
Laura: It's very hard and therefore doesn't scratch or wear down easily. You are giving me a real face.
Ron: Just because of the biscuit.
Laura: Should I say it's very soft and therefore it's easy to make into jewellery? No, I think it's hard. Shut up.
Ron: Figure seven shows a piece of sodium being added to water. I think figure seven might be the most useless figure. Give.
Laura: They've really put some effort into drawing those tongs. They've got specific handles. You can tell that those are rubberized handles. I can picture them as red, you know?
Ron: Yeah. Gift. Two observations that could be seen when sodium is added to water.
Laura: Uh. Uh. Farty bubbles. Was there a more official name we had for farty bubbles? Yeah, I'm m gonna say bubbles.
Ron: You want me to get rid of farty?
Laura: Probably. I'm sure we called them farty bubbles, bubbles and, um, a flame.
Ron: Okay, final answer.
Laura: Yeah.
Ron: Copper is a transition element. Sodium is a group one element. What are two differences between copper and sodium?
Laura: Oh, fuck. Um, copper, um, is a transition element. Sodium is a group one. And, um, what are two differences between copper and sodium? Okay, um, my options are copper has a lower melting point. Copper is harder. Copper is less dense. Copper is less reactive. Copper is less strong. Right, I'm definitely gonna go copper is less reactive. Sodium, I guess it has a melting point. I've never really talked about the melting point of group one's. Copper, it's harder. Copper is less dense. Copper is less reactive. Yes. Copper is less strong. Um, gosh, I just don't know. Copper and sodium, I don't think I can tell the melting points from the periodic table. Copper is harder. I
00:15:00
Laura: know copper is quite soft. Metal, I don't know how that would compare to sodium. Copper is less dense. Where is copper? Is there. Oh, I don't know how I could know that.
Ron: Uh.
Laura: Copper, uh, is less strong. That one doesn't feel right. I am going to say copper has a lower melting point, ronnie. No, that doesn't make any sense, because you could literally. No, that makes no sense. No, that makes no sense. Harder. Denser. Uh, stronger.
Ron: That. Don't kill me. Fuck any better. Dancer. Strong.
Laura: Ah, copper is harder. Let's say harder because sodium, you can, like, scrape it, can't you? I'm gonna say copper is harder.
Ron: Let's try one of these.
Laura: Oh, yeah. He's putting the choccy spread on the bicky.
Ron: And then after this, we'll have a cheese.
Laura: We'll make a sandwich.
Ron: We'll have a cheesy one together. You should try it, man.
Laura: What kind of cheese?
Ron: Nice. Strong. Cheddar's best.
Laura: Shall I get it out the fridge to warm up?
Ron: Do you want warm?
Laura: Yeah. Cheese is much better at room temperature than fridge cold. You should always get your cheese out the fridge an hour or so before you're gonna eat it.
Ron: That seems crazy.
Laura: No, if you're having a cheese board, you don't want it. Fridge cold on.
Rainy. Harder to eat. Wipe chocolate on your collar when it gets sweaty
Ron: Rainy.
Laura: No, I like.
Ron: But what if it goes sweaty?
Laura: I think that's when the flavour comes out with the sweat.
Ron: Harder to eat.
Laura: Yeah, it's really sticky now. Covered in chocolate, hands feel dirty again. Wipe them on your collar.
The metal aluminium and copper can be used to make pans for cooking
Ron: The metal, uh, aluminium and copper can be used to make pans for cooking. Table two shows information about the two metals. The higher the value for thermal conductivity, the better the metal conducts thermal energy.
Laura: Okay, so we've got table here. We've got thermal conductivity in arbitrary units. Uh, so the conductivity of aluminium is 250, copper is 400, density of aluminium is 2.7, copper, 8.9. Cost of metal per kilogramme. 1.5 for aluminium and seven for copper.
Ron: Evaluate the use of pans made of aluminium and of copper.
Laura: Okay, so I'm going to start with copper pans would be more expensive than aluminium pans. Uh, copper pans would also be heavier than. Is that true? Density in grammes per centimetre cubed? Yes. Copper pans would also be heavier than aluminium pans. Uh, however, copper pans would conduct heat better than aluminium. I would have to argue, though, that the improvement in conductivity is not outweighed by how much heavier and more expensive it would be. The only copper saucepan the average cook would need would be like, uh, a small saucepan for things like hollandaise or butter. Uh, you don't need to add that.
Ron: Last part, that's just for me.
Laura: Yeah. It's also because copper is so reactive, you spend an age keeping them shiny and nice. The dream situation is a copper, uh, panel in the middle of your. Sort of like, copper through the middle. So my la Cruze saucepans, they have stainless steel on the outside, copper in the middle, stainless steel on the other side. So it's a little copper sandwich. So you get good conductivity, but you get the hard weariness of stainless steel on the outside.
Ron: Anything else you want to add?
Laura: No. M. How much of that did you put in?
Ron: I've got copper pans would be more expensive than aluminium pans. Copper pans would also be heavier than aluminium pans. However, copper pans would conduct heat better than aluminium pans. However, this would be outweighed by how much heavier and expensive they would be.
Laura: Sure. I'm happy with that. There were four marks, and I feel like I've given three pieces of information from the table and then a summary.
Give one reason why molten sodium chloride conducts electricity
Ron: Okay, question seven.
Laura: God, we're only halfway this.
Ron: We have been recording for an hour and 13 minutes.
Laura: Jesus.
Ron: This question is about ionic compounds and electrolysis. Sodium chloride is an ionic compound. Figure eight represents parts of the sodium. Of the structure of sodium chloride.
Laura: Okay, so I've got a cube here. And on the top four corners of my cube, I've got, uh, uh, a positive sodium ion on two opposite corners and a negative chlorine ion on the other two corners.
Ron: Complete figure eight.
Laura: Okay, so, uh, if you think of the square on the bottom as opposites, I'm gonna put negative chloride, negative chlorine, negative ions underneath the sodium positives, and sodium positives underneath the chlorine negatives. Does that make sense to you?
Ron: Give one reason why molten sodium conducts electricity. Molten sodium chloride conducts electricity. Refer to ions in your arm.
Laura: Because molten sodium chloride has loose ions who have more. That have more energy to move and have are, uh, not strictly bonded together in a rigid structure so they can pass electrical current along.
Ron: Is that everything you want to see?
Laura: Yeah.
Ron: I need to get my charger.
Laura: I need more biscuits.
Ron: It is a dark and stormy night.
Laura: It just doesn't feel much like August. It feels very September y.
Ron: Birthday?
Laura: Yeah. Why did you ask me about my birthday?
Ron: Because if you were doing something, then maybe I'd have done something. But you said no.
Laura: Uh, well, you should come down. I told you I had the day off.
Ron: Maybe. Table three shows products of the electrolysis of two molten ionic compounds. I told you. Gonna get some water while you chew?
Laura: Yes, I can write four of these today.
Ron: Well done.
Laura: Right, table three. The molten compounds we have are magnesium bromide and potassium chloride. The product at the negative electrode. I've got magnesium for magnesium bromide and then a gap for potassium chloride. The product at, uh, the positive electrode. I've got a gap for magnesium bromide and chlorine for potassium chloride. I've got to complete it. So I'm going to put bromine in the product at the positive electrode for magnesium bromide and, um, potassium in the product at. Ah, the negative electrode for potassium chloride.
Ron: Sorry. I wasn't here and I wasn't listening.
Laura: I got it right.
Aluminium is extracted by electrolysis using a molten mixture of aluminium oxide
Ron: All right. I think I heard you say it. Okay.
Laura: I pretty much did. I think.
Ron: Aluminium is extracted by electrolysis. The electrolyte is a molten mixture of aluminium oxide and cryolite. Why is the mixture used instead of pure aluminium oxide as the electrolyte?
Laura: The options are the mixture has a lower melting point than pure aluminium oxide. The mixture has the same melting point as pure aluminium oxide. The mixture has a higher melting point than pure aluminium oxide. Uh, aluminium is extracted by electrolysis.
Ron: What's going through your head, Laura?
Laura: Shut up.
Ron: Yeah, but this is.
Laura: I'm trying to read you content.
00:25:00
Ron: Oh, I wonder what she's thinking about. I watched hot fuzz the other day. You know who's very funny in that film? Olivia Colman. Oh, the role she's had.
Laura: Okay, uh, I just was trying to work. Ron, I'm very tired. We've been recording for an hour and 20 minutes. I don't understand this. At the best of times, when we do it for 45 minutes in the middle of the day, it's midnight, and we've been doing this for three days.
Ron: We've been doing this for so long.
Laura: I think a mixture is used because it has a lower melting point than pure aluminium oxyde.
Ron: You sure?
Laura: I'm pretty sure. That would make the experiment cheaper to run and quicker.
Ron: Okay.
Laura: No. Oh, I hate this.
Ron: I'm just laughing because you called it an experiment.
Laura: What is it?
Ron: Well, they're making aluminium.
Laura: All right. Then the manufacture electrolysis is like, ooh.
Ron: I wonder if it'll make aluminium again. What a devious m experiment. Better make it cheap. Shit, I've got all this aluminium now after all of our experiments. What should we do with it? I guess fund global industry. Electrolysis of an aqueous solution of sodium sulphate produces hydrogen and oxygen. What is the source of the hydrogen and the oxygen produced during electrolysis of aqueous sodium sulphate solution?
Laura: My options are air. Ah, sulphate ions and water. I'm gonna say water on. Talk me through it, because I've got hydrogen and oxygen and water is h two o.
Ron: Water is h two o. Um. Electrolysis of an aqueous solution of sodium sulfite produces hydrogen and oxygen. Again, why is hydrogen produced instead of sodium? If ne electrolysis of aqueous sodium sulphate.
Laura: Solution, my options are hydrogen is less reactive than sodium. Hydrogen has the same reactivity as sodium. Hydrogen is more reactive than sodium. Hydrogen is more reactive than sodium because it has its single electron which sheds easily. Just. It's only taking a box there. That's right, though, isn't it?
Ron: How many electrons does sodium have?
Laura: Like, at least two.
Ron: Figure nine shows the relationship between the volume of hydrogen and the volume of oxygen produced during the electrolysis. Give one conclusion that can be made about the volume of hydrogen produced compared to the volume of oxygen produced.
Laura: I've hit the point now where I can't take in what you're saying, so then I have to read the question on my own. After you've read it out, do you.
Ron: Want to just read it from now?
Laura: No, I want you to do some fucking work. I'm just explaining to you why I then end up having to, like, stare at the screen for a while.
Ron: Sure.
Laura: Right. Figure nine. Okay. Yeah. Cool.
Figure nine shows volume of hydrogen produced compared to volume of oxygen produced
So figure nine, we've got another, um, graph. Um, on the y axis, we've got volume of oxygen produced in centimetres cubed. That's sort of going from zero to four. Then we've got volume of hydrogen produced in centimetre cubed. That's going from naught to eight. The line starts at zero on both axes and goes way up to four on the top and eight on the other in a steady, continuous straight line.
Ron: What's your conclusion about the volume of hydrogen produced compared to the volume of oxygen produced?
Laura: Hydrogen, uh, is produced at a rate of two to one of oxygen because there's two hydrogen atoms to one oxygen atom in water.
Ron: Sounds about right to me.
Laura: Pew. Pew. Killing it.
Ron: I don't feel like yesterday's exam had these pithy introductions for every single question.
Iron is extracted from iron oxide by a displacement reaction with carbon
Question eight. This question is about displacement reactions. Iron is extracted from iron oxide by a displacement reaction with carbon. Balance the equation.
Laura: All right? Come on, Laura, we believe in you. Right, I've got fe, uh, 02:03 plus three c. They do arrows instead of equals, but I'm going to say equals equals blank fe plus blank co. So I've got three o's over here, which means that has to be at least three cos. Over there. That also gives me three there. And I've got fe, uh, two there. Which means I need two single fe. Oh, that was actually surprisingly easy, Ron. I believe
00:30:00
Laura: it is two fe plus three co.
Ron: Okay. Iron oxide is reduced in this reaction. How does the equation show that iron oxide is reduced?
Laura: Uh. Uh, well, there isn't any iron oxide. What? Because there isn't any iron oxide. I need help here, Ron. Can you help me? There isn't any iron oxide in the result of the equation.
Ron: Hmm. Um, what if I said the words oxidation and reduction.
Laura: The iron oxide has been reduced to just iron.
Ron: What does an oxidation reaction do?
Laura: Adds oxygen.
Ron: What does a reduction?
Laura: Uh, removes m oxygen.
Ron: No.
Laura: Removes iron.
Ron: No.
Laura: I don't know.
Ron: No, you don't know those processes, so you're not gonna get it.
Laura: Okay. It doesn't count as a help then, because it didn't help.
Ron: Uh, that does count as a help.
Laura: No, because you didn't help me.
Ron: You just still don't get it, even with the help.
Laura: Right in.
Ron: Because there isn't any iron.
Laura: 27 heartbreak hotel, Brussels. And let us know if, uh, that counts as a help or not.
Ron: What do you want to write as your answer?
Laura: Due to reduction in iron oxide, there has been an oxidisation of the carbon and reduction of the iron oxide to pure iron. Reduced.
Ron: Snort so the question was.
Laura: No, don't read it back to me. I don't know.
Ron: How does the equation show that iron oxide is reduced? You said due to reduction in iron oxide, there has been an oxidation of the carbon and a reduction of the iron oxide to pure iron reduced to base.
Laura: I don't think I said base.
Ron: I didn't catch that last word that you said. What was it?
Laura: It was the right answer. But you didn't, you bad invigilator.
Ron: Invigilators don't usually collect the answers like this.
Copper oxide reacts with hydrogen to produce copper
8.3. Calculate the relative formula mass of fe. 02:03.
Laura: Okay, so I've got fe. 02:03 relative atomic masses. Oh, 16 fe. 56. Uh. Uh, so I'm looking at 112 of fe and 1630. 48 of zero two. So we're looking at, ah, 140 50, mister. Ah equals 150, Ron.
Ron: Okay. M. Copper oxide reacts with hydrogen to produce copper. That's the equation. Calculate the percentage atom economy from obtaining copper from this reaction.
Laura: What the hell? Calculate the percentage atom economy.
Ron: There is an equation for that immediately underneath there.
Laura: Oh, uh, okay. Use the equation percentage atom economy equals ar of cu. Oh, fucking hell. They should have started with this when I was fresh on the brain terrain. Okay, so ar of Cu, uh, 63.5 divided by mister m of h two, which is two, plus mrFc, uh, uo, which is 79.5. So that's 81.5. So 63.5 divided by 81.5 multiplied by 100. According to this formula. 77.914. Ronnie? 77.914%. I don't remember covering this.
Ron: M. Okay.
Laura: Am I getting the maths ones right?
Ron: In some ways.
00:35:00
Ron: A student investigated the reactivity of four different metals, a, B, C and D. The student added each metal to aqueous solution of each of the metal sulphates. Observed whether a reaction took place. Give one observation that would show a reaction took place.
Laura: Gas escaping. Gassy bubbles. Gaseous bubbles. Gaseous bubbles from gaseous bubbles. Yeah.
Ron: It's my favourite Harry Potter character. Table four shows the results.
Laura: Oh, God. This is gonna be a hard table to make fun, which we're moving on.
Ron: Basically, put the metals in order of reactivity.
Laura: Okay.
Ron: So I don't think we need to describe the table too much.
Laura: Okay. So desulfate has a cross in the box where it's been tested against a, B, C and D. So we're gonna say, no, wait a minute. I'm supposed to do this the other way. Other way. Metal C has not reacted with any of the sulphates. So c must be the least reactive one, then. Uh, a has only reacted with one sulphate, so we'll put that in position. Two. Um, b has reacted with two of the sulphates and d with three of them.
Ron: Reason I can't.
Laura: You can. I kind of did that as I was going along, didn't I?
Atoms contain electrons, neutrons and protons
Ron: M. Discord's popping question nine, Laura.
Laura: Uh, yeah.
Ron: This one doesn't tell you what this question's about.
Laura: Whoa. We're into the unknown.
Ron: Discoveries in chemistry led to a better understanding of atomic structure. Atoms were originally thought to be tiny spheres that could not be divided. The plum pudding model of the atom was then developed. Figure ten represents the plum pudding model.
Laura: I'm so happy this has come up.
Ron: Describe the plum pudding, Laura.
Laura: So the electrons are the plums in the atomic pudding, meaning that the atom.
Ron: One of my favourite go bends.
Laura: The atom is a, like, dense object with the atoms sitting in the body of the atom. The electron sitting in the body of the atom surrounded by matter.
Ron: You want me to read that back?
Laura: Yeah.
Ron: The electrons are the plums in the atomic pudding. The atom is a dense object with the electrons sitting in the body of the atom surrounded by matter.
Laura: Yeah, I think that's an okay description. Maybe put. Let's put negative and positive. So the negative electrons sitting in the positive atomic matter, aka pastry.
Ron: So just to editorialise you there a bit, the negative electrons sitting in the body of the atom surrounded by positive matter.
Laura: Yes.
Ron: Atoms contain electrons, neutrons and protons. Right. These three particles, in order of their discovery.
Laura: Oh, don't know.
Ron: Um, earliest to latest, please.
Laura: I'm gonna say earliest was electrons because they sort of come up in the reactivity, don't they? So they're probably the most easily noticeable. Um, and then we're gonna say protons because we knew about isotopes and stuff. And then we're going to say neutrons because, let's say they're harder to gauge.
Ron: Very few atoms of the element tenacine have, um, ever been identified. The atomic number of tenes is one. One seven. Predict the number of outer shell electrons in an atom of tenes. I give one reason for your answer. Use the periodic table.
Laura: Surely it's tenosine and it was discovered in Tennessee, I would expect. I'm gonna say it. Tennessee 123456. It's got seven rings, Ron, and I'm going to say that because it is on the 7th row of the periodic table. No.
Ron: Number of outer shell electrons.
Laura: Wait, I thought you said about rings. Okay, never mind. Um, right, so I think it's got seven rings to rule them all. You, um, can have two rings in your. Oh, God,
00:40:00
Laura: no, I think it's got seven in its outer shell, don't I? Do I? Do I? Wait, no, I don't. So has it got 32? No, that doesn't make any sense. Or does it? No, I think it does. 32. No, those are much fuller. Oh, God, my brain. 31.
Ron: Why?
Laura: So my logic here is that, uh, it's in m group seven, group zero. Next to it is the noble gases that are very unreactive because their outer rings are full. So next to it, it's got oganess on. That's got 100. No, wait, I'm doing this all wrong anyway. Oh, fuck. I just don't know because that's protons, isn't it? It's not even electrons. But wait, what did it say? Atomic number is? 117. Uh, wait, atomic number. And that's the atomic mass. So 294 -117 a 7777. It's got 117 protons. I can't remember how to work out the fucking number of electrons. The atomic mass, 234. So has it got 60 electrons?
Ron: You're overcooking this.
Laura: Yeah, I don't know what I'm doing.
Ron: You were closer with your first answer. You can tell just by looking at the table. You don't have to do any maths.
Laura: Can you?
Ron: Yeah. That's a free help because we've been doing this for an hour and 40 minutes. It is 09:00.
Laura: Seven one. Just put seven down.
Ron: I can put seven. But why?
Laura: Because it's in group seven.
Ron: F. Two marks.
Tennessine was first identical by a small group of scientists in 2010
There you go. It's that fucking simple.
Laura: Laura, I'm so tired.
Ron: Tennessee.
Laura: Tennessee. Stop calling it.
Ron: Tennessine was first identical by a small group of scientists in 2010. Suggest one reason why tenacity was not accepted as a new element by other scientists until 2015. You must be faster. Um.
Laura: Um. Because.
Ron: And funnier while we do this.
Laura: Because finding it once isn't enough. You have to prove it. They needed more evidence. They needed more examples. What's like a science?
Ron: What's your answer?
Laura: What's a sciency way of saying that? Do you know what I mean? Like, you can't just go, oh, we found it once. What did you just. That's pistachio gubs from yesterday.
Ron: I want smacks.
Laura: Well, help me then, and then this will be over.
Ron: I've given you so many helps.
Laura: You stop clapping together like you've got hooves. Um, I'm, um, gonna say they had to get further evidence. Yep, sure.
Ron: Okay. The discovery of isotopes explained why some relative atomic masses are not whole numbers. Element R has two isotopes. Table five shows the mass, numbers and percentage abundance of the isotopes of element r. Calculate the relative atomic mass of element r. Ah. Give your answer to one decimal place.
Laura: Oh, God. Oh, my brain is in panic mode. Table five shows the mass, numbers and percentage abundances of the isotopes of element R. Uh, stop stroking things. Calculate the relative atomic mass of element r. Okay, so fucked.
Ron: Oh.
Laura: Ah, shit in the tits. Um, right, so 7.6% of it is six.
Ron: Oh, nice. The page after this is just a free
00:45:00
Ron: page. That's getting us towards the end.
Laura: Right? Let's just bash this out. Six times 7.6 equals, and then 92.4 times seven equals. Let's just. Let's do those sums. Um. Why are you laughing, Ron?
Ron: It's just funny.
Laura: Why?
Ron: It's just the podcast is funny. Funny podcast, isn't it?
Laura: No, that's not why you're laughing. I'm not thick. Except about science. 273.6. And then we're gonna do 92.4 times seven equals six. Like, if you're listening to this, you're listening to this. It's the fourth week of exams. I want you to know this has just been two evenings for us in a row. It's too much. Two. Seven. Oh, fuck, I pressed the wrong button. 273.6. Add six four. 6.8 equals 920.4. Then I'm going to divide that by 100 for fun reasons. 9.21. Final answer. Uh, look, I can either speed up, uh, or I can beg for help. Or I can get it right. What do you want me to do? Wait, that can't be right. Hang on, hang on.
Ron: Ron. The average mass of things that are six or seven big. It's 9.2.
Laura: Okay, hang on. Right, I've gone wrong in my numbers there. 45.6. The calculator let me down. 0.8 equals 692.4. I'm going to divide that. 6.9. Ron. 6.9. Final answer.
Ron: Yeah.
Laura: Blanky blanks, page 30.
This question's about temperature. Read it quick, Ron, because I can't hear it
Ron: Here we go. Question ten. Laura. What does it say? This question's about temperature.
Laura: Churn.
Ron: Student investigated the change in temperature of a solution where different masses of ammonium nitrate were dissolved in water. The method used is such one. Measure 200 centimetres.
Laura: Read it quick, Ron, because I can't hear it anyway.
Ron: 200 centimetres water into a polystyrene cup. Measure the temperature of the water. Add four grammes of ammonium nitrate into the water. Stir the solution until all the ammonium nitrate has dissolved. Measure the lowest temperature reached by the solution. Repeat.
Laura: I actually followed that better with you talking at that speed.
Ron: Yes, you bad brain.
Laura: That's great, Ron.
Give the independent variable and the dependent variable in this investigation
Ron: Give the independent variable and the dependent variable in this investigation.
Laura: The independent variable is the. No, let's start the. Wait, I'm, uh. The independent variable is the mass of ammonium nitrate. The dependent variable is the 200 centimetres cubed of water.
Ron: The volume of the water.
Laura: Yes. Is that right? Yeah. That's the thing that's always stayed the same. And the thing that's changing is the mass of ammonium nitrate. No, wait. Independent variable is the. The dependent variable, Ron, is the temperature of the solution. Temperature of the solution. Final answer.
Ron: Okay.
Laura: It's not control and variable. It's. Yeah.
Ron: Then we've got a table of results. Uh, it's a graph, so we can skip that one. We're not doing graphs.
Laura: We have done some graphs. Oh, no, we're not drawing a graph.
Ron: We're not drawing a graph. Skipperini means we can't do that. How do the results show that the dissolving nitrate is endothermic?
Laura: Well, I don't know. I haven't done a graph.
Ron: The balls came. That one too. Oh my God.
Laura: Endothermic m means they're taking in heat energy.
Ron: And we can tell that from the.
Laura: Temperature of the water dropping.
Ron: Yeah. The more, um, the student repeated the experiment three more times. The student recorded the mean lowest temperature of the solution for eight grammes of ammonium nitrate as 16.5 plus or -0.3 explain why the student included plus or -0.3 after the mean lowest temperature.
Laura: Hmm. Because m all of the test results fell within that bracket.
00:50:00
Laura: The lowest it was was 16.2, according to table seven, and the highest was 16.8. So it's an average of 16.5. And none of the results went beyond the range of plus or -0.33 degrees c. I'm gonna go let the dog out while I'm killing it.
Ron: What type of, what type of error is shown by the results of table seven?
Laura: Oh, no. Uh, right. Our options are random error, systematic error, zero error. Error. Uh, I don't know about an error. I'm gonna say zero error. I trust the student.
Ron: Okay.
Laura: Oh, no. This one's got six marks.
Question is about making a soluble salt. Plan a method to make a pure
Ron: Ron, this question is about making a soluble salt.
Laura: Oh, fuck. I feel like soluble salt's something we've talked about a lot.
Ron: Plan a method to make a pure, to make dry crystals of zinc chloride from zinc carbonate and a dilute acid.
Laura: I'm calling in a help here on.
Ron: I've already given you all the help.
Laura: No, I have. Uh, you haven't.
Ron: I've given you so many.
Laura: One of them I was unconscious under the sea for. So it doesn't count.
Ron: That's not my fault. Come on, Laura, take us home.
Laura: I don't know, Ron. It's not home. There's still three more pages.
Ron: No, we're done. Um.
Laura: What is it?
Ron: Yeah, this is the last page of quests. See, it says end of questions at the end.
Laura: This page, additional page if required. I just don't even know where to start. Ronnie, make pure dry crystals of zinc chloride from zinc carbonate and a dilute acid. Not the foggiest. Fog a soluble salt. Okay, here's my method. I'm going to, uh, Dia. I'm going to dissolve some fucking, don't know, just dissolve some zinc, uh, chloride in some water, and then I'm gonna fucking heat it up. M. Um, should I heat it up or put an electrode in it? I don't know. Instead of heating it up, just sticking a cathode and an anode in it. Let's do that one. And then make bubbles, positive electrons.
Ron: Okay, hang on. Stop. You there. Read the question again. Because you've been asked to make pure crystals of zinc chloride from zinc carbonate and a dilute, uh, acid. What m you've told me so far is to dissolve some zinc chloride in some water and then stick a cathode in an anode in. You're starting with the thing you're being asked to make.
Laura: I can't do this anymore. Oh, my God, this, this is dreadful.
Ron: Laurie, if we go for another nine minutes. We've been doing this for 2 hours. Why are we doing exams? For fun.
Laura: All right, then, come on. Put the zinc carbonate in a dilute acid. I'm, uh, not gonna get six marks, Ron.
Ron: What? Dilute acid.
Laura: I don't know. Something with chlorine in it. Let's go. Hydrochloric acid.
Ron: Thank you.
Laura: And then I'm gonna get water and, um, zinc chloride. I don't know how, though. How am I gonna separate them? I'm gonna heat them up. Shall I heat them up or put an electrode in? Catalyst. Shall I put a catalyst in?
00:55:00
Laura: Um, I'm going to put a cathode and an anode in. No, I'm gonna, I don't know, uh, I don't know. What shall I do? I can eat them up. I don't know what to do. I don't even want any zinc chloride. I'm gonna heat them up because I've got to get it dry. I could get rid of the water. I'm gonna heat, heat em up. Boil it, boil it until the water goes away, and boil it, and then I'm gonna have zinc chloride. I'm finished. I don't care anymore.
Ron: Put the zinc carbonate in hydrochloric acid, and then we're gonna get water and zinc chloride. I'm gonna heat them up, boil it until the water goes away.
Name two other substances that can be reacted with a dilute acid
Laura: Next question.
Ron: Name two other substances that can be reacted with a dilute acid to make zinc chloride. Do not refer. Does ink carbonate in your answer.
Laura: What?
Ron: Laura? Come on, Laura. We could stop so soon if you stopped fucking around on your phone.
Laura: I'm, um, doing socials. Name two other substances that can be reacted with a dilute acid to make zinc chloride. Zinc manganese. It's really all come apart. The end. Fucking tragic.
Ron: You want me to write down zinc manganese?
Laura: I don't know. Two other substances can be reacted with a dilute acid. Do not refer to zinc carbonate. Okay.
Ron: Do you want me to write zinc manganese?
Laura: No. Chlorine. Can I just say chlorine?
Ron: So if you put chlorine in a dilute acid, you're gonna get zinc chloride?
Laura: No.
Ron: Is that what you're saying.
Laura: Are there other acids that have chlorine in them? Zinc manganese, two other substances.
Ron: We got zinc manganese so far and chlorine boron.
Laura: Hang on, let me look at the periodic table for inspiration. Zinc itin, zinkatin. What?
Ron: Zinkerton?
Laura: I don't know. I don't care either. Zinc. I don't even really understand the question. Two other substances can be reacted with a dilute acid to make zinc chloride. I don't know if you. Is it, where is the chlorine in the acid? One sulphur dioxide.
Ron: Just tell me a thing and write it down.
Laura: Tell me an acid for an example.
Ron: Phosphoric acid, does that help?
Laura: No, no, it doesn't help.
Ron: What the fuck did you ask for that?
Laura: Because you're laughing at zinc manganese. I don't know what else I'm supposed to say.
Ron: What do you want me to write down? Zinc manganese a got zinc manganese, what else?
Laura: And nitro chlorine. Nitrocarbons night.
Ron: Nitro carbons.
Laura: It's gotta have chlorine, hasn't it? Chloroxide, chloroxide. Yeah, I don't know.
Ron: All right, exam over.
Laura: Fucking hell.
Ron: How about adding fucking just zinc?
Laura: You said I couldn't just put zinc in. No, I didn't zink. And you said, oh, if I got just zinc in, I'm gonna get the zinc chloride. Am um, I in the first.
Ron: No,
01:00:00
Ron: that's not what happened.
Laura: Listen to the tape back.
Ron: And that's what in the first question you tried to start your zinc chloride method with zinc chloride. I didn't say you can just add zinc. Uh, exam over. We've been doing this for two fucking ass.
Laura: How the fuck are we gonna do higher tier?
Ron: It's gonna take a long time.
Laura: Did they.
Ron: No, they have, they have not emailed me back.
Laura: So yeah, listener, listen up.
Ultra orgasmic approached podcast about advertising for their orgasm products
Uh, we don't want to say that we save you from a lot of adverts that you don't want to listen to, but we have been approached about advertising, um, what was it called? Ultra orgasmic.
Ron: Uh, yeah, ultra orgasmic paid collaboration opportunity with ultra orgasmic. Hi Laura, we love your content and we'd like to collaborate with you. Please share your rates with us. We'd also like to send you a gift on box and review. Additionally, we're interested in exploring a long term partnership. Looking forward to hearing from you. I've gone back and I've said, hi Harry, thanks for getting in touch. Our ah, rates, depending on exactly what you'd need from us, so maybe you could send over some suggestions of content that you'd like to create. Are, uh, you hoping to get both hosts involved in this promotion? Like, best regards?
Laura: Why would you. Why would you reach out to a brother sister GCSE podcast about your orgasm products? But hey, if you guys don't join the Patreon, um, we're gonna have to start having orgasms near each other, so probably best we don't go down that route because it'll ruin Christmases for a lot of years to come for our family.
Ron: Yeah. Not keen.
Laura: Not keen at all. Um, wouldn't even be keen, to be honest, if I wasn't doing a podcast with my younger brother. I don't think. I don't think an unboxing of orgasm stuff is generally something that's huge for my brand.
Ron: No. Do they think you're a sex worker? Maybe it's just the long term partnership. Because I. If I wasn't doing this with my sister, I'd have no problem shilling marital aids on a podcast. I think everyone should have good sex, but it's the long term partnership bit. Also. The unboxing review. Yeah.
Laura: It's not that I have, like, sex shame, it's just that I don't think I'm a particularly, like, sexy behaving person. I think if you had to list the attributes, like the characteristics that I use and exploit in my work, childish comes way higher than sexy. I don't talk about sex loads, and when I do, it's generally quite ridiculous. I don't know if anybody's coming to me for sex.
Ron: No. And I mean in my line of work, I spent 4 hours today making a pitch deck for a new professional services stream that I want to set up at work. So it's hardly dildos galore for me either.
Laura: But look, we're gonna have to do it if you don't join the Patreon or come to cheerful earful. Alright, so maybe cheerful earful is when we'll do the unboxing. Um, we'll get the products and we'll unbox, um, them live just before the song.
Ron: Have you written that song?
Laura: No. You're writing it.
Ron: Um, how about this? Let's say we're not doing the song. We'll see if we sell a few more tickets. Now that people aren't avoiding that, I.
Laura: Think that the unspecified number of people that have bought a ticket are only coming for the song.
Ron: I think the unspecified number of people that have bought a ticket are exactly who we think they were. They bought those tickets before we said anything about it.
Laura: Yeah, that's what I love about what we're doing is that even if it is only that unspecified number, we're gonna have a fucking wicked afternoon.
Ron: Yeah.
Laura: Girlfriend of the podcast. Judith's coming, so you could all come. Maybe she's not bored with your thoughts about the. The year off.
Ron: What, me?
Laura: No, no. All the listeners. We could put Judith on trial for breaking Ron's heart.
Ron: Oh yeah. Me and Judith are gonna go see Pappy's afterwards. We could do the beef breakfast and just be like, why did you break up with.
Laura: Okay, so we're gonna see our show, then we're all gonna go to Pappy's together. Whatever Pappy's have planned, we're gonna railroad over it and go Lex Ed special. Judith, what the fuck?
Ron: Yeah, hi.
Laura: Judith's mom, by the way. She listens. Um, um, um.
Who are we thanking today, Ronnie? Nobody. Nobody is in charge of keeping Ron and Judith's relationship together
Who are we thanking today, Ronnie?
Ron: Nobody.
Laura: We're thanking
01:05:00
Laura: nobody. Nobody is in charge of keeping Ron and Judith's relationship together. You really biffed it for about a year and a bit in the middle there, but for the years before and hopefully for the years ahead, you're going to do a cracking job. Thank you. Nobody.
Ron: Uh, we're dangerously low of patrons to thank in the register.
Laura: Fuck. It's because we make a shit weird podcast mainly for ourselves and I don't care. Ronnie. No, I love it.
Ron: Class dismissed. No. Pencils down. Pencils down. Mhm.
01:05:38
x

Chemistry Exam Foundation 1 - Some Kind of Beautiful Pipette

Laura: Hello and welcome to a slightly muted introduction to Lex Education, the comedy science podcast, where comedian me Laura Lex tries to learn science from her nerdy younger brother Ron, while her daughter falls asleep mere metres below where she's recording. Hello, Ron.

Ron: Hello. How's it going? We're doing the intros outros in Examiner's voice today because it's chemistry exam, um, part one.

Laura: It is chemistry exam part one. I listened to it today. It's very funny listening to this episode in the midst of what we're currently recording because obviously we've turned over a new leaf with recording I'll have heard last week in our results episode. Um, and then listening to this one, the leaf is on its back again.

Ron: Mmm. Yeah, we've turned over an old leaf with this one and we found the same old shit that was under all the other ones.

Laura: Do you know what I found out the other day? This is a real dumb bins moment. I was talking, I think I'd just done some social media promo and um, I said something about turning over a new leaf and then said I didn't really understand it to Tom and he was like, well, basically, cut a long story short, I didn't realise that by leaf it meant page. I thought it meant like leaves that fallen off a tree. And it was something about like finding bugs or something.

Ron: No, uh, I think for you it might be about foraging in the under dirt for bugs, but no, for most people, yeah, it's like leafing through a.

Laura: Book, turning over and. I understand. Yeah. Ah, that makes loads of sense. That's what Tom said, turning over a fresh page and there's a clean page there ready to go. I was like, yeah, that makes way more sense than just turning over old leaves and looking at mulch.

Ron Mandeville: I'm fascinated by ancient Mesopotamia

Ron: I've been, um, um, I've been m. Listen, I was listening to Dan Carlin again recently, my favourite king of kings. And he, you know, he goes, talks a lot about ancient Mesopotamia and I was listening to it, I was like, you know what? I want a bit more. So I've been watching like YouTube videos and stuff about it. I've just finished a three hour documentary on the Assyrians. Um, and now I'm watching a, uh, two and a half hour documentary on the Sumerians. And Sumerians are a people that came before the Assyrians. And essentially they, because of the arid landscape of the, of, uh, Mesopotamia and whatnot, and life really sort of clinging to the riverbanks and whatnot. It's a lot of how they formed. Society was moving this water around and stuff. And then you had these people in sort of the lush river valleys, you know, uh, uh, working this shit out, building civilization. Then you'd have kind of like the mountain people that were fairly nomadic and their kind of harder way of life led them to be kind of, you know, a bit more, uh, you know, they'd come in and take what the civilizations in the river valley had and whatnot. And I just, I wonder where you'd have fit in, in that, because you, you wouldn't have been one of the thinkers in the valley. But I, I don't think you'd have been one of the hardy pups up in the mountain either.

Laura: I think I'm very much a product of the modern world, Ron. I'm an overthinker. Uh, and I think back in the day, you didn't have as much time to think.

Ron: Mhm.

Laura: Like a lot of the quandaries of modern life, of trying to be kind and trying to be fair, don't exist so much when you're trying to survive, because fairness isn't as important as survival. But now survival is relatively easy, and it's succeeding that you're aiming for. It's hard to balance fairness and success.

Ron: Yeah, um, interesting thing on that. Um, one of the assyrian kings, um, Esarhadden, uh, they think it's one of the first written, um, sort of documentations of what people think, uh, was depression.

Laura: Interesting.

Ron: Um, and he, like, I think under him or. No, it was his father, Sennacherib, I think, actually. Sorry, um, his father, Sennacherib, like under him, basically, the empire could have reached about as far as it ever did, like down into Egypt and, um, sort of towards the Balkans and stuff. Oh, uh, no, towards, um, Anatolia. Um, and he, he just got really depressed, um, and he just wouldn't leave his room for days at a time, wouldn't eat.

Laura: Um, they had a one up the apex, so he's the one with more thinking time.

Ron: They had this crazy ritual that they used to do for the king

00:05:00

Ron: where they'd get a commoner from the town, from the streets, and they'd swap places for a hundred days. And, um, the king would go pretend to be a farmer or whatever, and this commoner would come and live in the palace and wear the crown and eat the food of the king and stuff, so that the spirits that were affecting the kingdom would get tricked and be like, ah, uh, the king's here now, and get this guy. And then after a hundred days, they killed the commoner and the king came back.

Laura: Oh, God.

Ron: Sir Nacharib was. Wanted to get rid of his depression so badly, he did this, like, four or five times.

Laura: But would you do it, though, like, a hundred days of great life and then death? Not if just a whole life of, like.

Ron: Not if the dude walking out of there's got a face like a smacked ass.

Laura: Yeah.

Ron: The really depressed guy. No, I don't want his life.

Laura: Yeah. Does the peasant know that? I suppose they don't really have a choice, even if they don't want to, do they?

Ron: No, the Assyrians weren't a, uh, kind people. Well, you, uh, know, their nobility weren't kind people. I won't speak for the common Mandev.

Laura: Well, this was a fun start.

So welcome to our science podcast. This is the first half of the chemistry exam

So welcome to our science podcast.

Ron: I have to keep holding myself back from suggesting we do an ancient Mesopotamia patreon thing, because that's just. Just listen to Dan Kahn and everybody.

Laura: Yeah. That's just this week's current interest. Although younger sister of the podcast did text me today about, do we still want to do the two crimes and a lie idea that I'd utterly forgotten we'd had.

Ron: Oh, yeah. And she's gonna do all of the work for that, isn't she?

Laura: Yeah, we just gotta turn up.

Ron: Fucking sweet. Yeah, that's. That will become the Patreon if she does all the work.

Laura: Yeah. Okay, so have a listen to this. This is the first half of the chemistry exam. It starts so dismally, um, both in terms of professionalism and mood. Um. Uh, so have a good time. Um, what have I put in the notes for this? Yeah. What do you think of the way I describe tables? Are you. Do you think it's too much? Do you think it's not enough? Uh. Why are you breathing so heavily, Ron? That's a question you've put in.

Ron: Yeah. I don't know, but there's a big bit where there's just kind of a rumbling background noise of me breathing. And it's not even because I'm like, you know, doing it myself and sort of leaning into the mic because it was in the table in between us. I'm just.

Laura: You're just gross. Yeah, well, enjoy.

Ron: Ooh, water. You sure you don't want to get the snacks right now?

Laura: I don't know. I feel dismal.

Ron: You need them for a bit different.

All right, Laura, why are we here? Chemistry. I'm just getting myself a periodic table

All right, Laura, why are we here?

Laura: Chemistry.

Ron: Time to stop revising.

Laura: I'm just getting myself a periodic table because I assume I'm allowed that in the.

Ron: Yes, but there's a specific one ah.

Laura: I feel quite dismal. I think this is gonna go horribly badly. And, um, I feel sad for me.

Ron: Says only a foundation higher. Nice.

Laura: Ron, I just had a fart.

Ron: Yeah, I heard.

Laura: I knew she'd want to come in here. Oh, it's you texting me. Damn. Okay. Okay. Oh, it's on its side.

Ron: Rotate it.

Laura: Okay. Yeah, I've rotated it now. Oh, it's not coloured in. I can't read this, Ron. It's not colourful.

Ron: Why would it need to be colourful?

Laura: To show you the groups and stuff.

Ron: I don't want to get into this right now. But that's not what the groups are.

Laura: Yeah, like all the metals are blue and other things happened.

Laura is preparing for her 23 June chemistry exam, which starts today

Ron: It's chemistry today, Laura, we're doing your chemistry exam for those that want to follow along.

Laura: Oh, doing this at the beginning today. Fancy. Um.

Ron: Boy, it's the foundation. 120 23 June chemistry paper. Laura, how do you feel? Um.

Laura: Um, I don't feel confident. Yesterday I finished the biology

00:10:00

Laura: one on quite high. I think it went quite well. What's the matter with you?

Ron: Hands don't feel clean.

Laura: Yeah, why don't you fuck off now? Mid podcast. Um, so yesterday, yeah, I felt quite confident by the end of the recording. Um, and then it sort of dawned on me mid afternoon today that that wasn't it, over that we still have to do chemistry and physics. Um, and then I just sat down to do some revision and immediately fell at the first question, so, you know. But I've had a much better day than I had yesterday. Child of the podcast and I have had a lovely day together.

Ron: Um, can't abide having dirty hands.

Laura: I don't like having a greasy face.

Ron: No, both are bad.

Laura: And I also detest having dirty teeth. And even though I have cut my teeth cleaning down a lot since you told me off for it, I still like to mouthwash a lot.

Ron: Yeah, that's fine. I think probably, probably curating you in a different way. All aspects of modern life. Laura, you did really well yesterday.

Laura: We don't know that yet. We haven't done the results.

Ron: I do know that because I hold this information in my brain.

Laura: Oh, uh, thanks, Ron.

Ron: Today we'll do chemistry, though.

Laura: Yes, chemistry, I feel like, because physics is the one I've liked the least, but I think I've done quite well on the quizzes, whereas biology I've really enjoyed. And chemistry is just in the middle somewhere of. I think I do kind of quite like chemistry. I do think it's quite cool and interesting, but it is much harder to picture than biology.

Ron: Yeah, it's a lot less tangible. Tangible? A lot more terminology. Which is where you fall down.

Laura: Yeah, yeah.

This question is about atoms. Which particles have the same relative mass

Go tubes.

Ron: This question is about atoms. Question.

Laura: You haven't sent them to me.

Ron: I have.

Laura: No, I don't think you have. I think I've only. I've only got the periodic table.

Ron: Oh, sorry. I really thought I had. I really thought I had.

Laura: You haven't.

Ron: Billion tabs open several hundred m.

Laura: Okay.

Ron: Accented you.

Laura: Yeah, I know. Sorry, I had to reply to a message.

Ron: This question is about atoms.

Laura: Atoms.

Ron: Atoms contain three types of electrons, neutrons and protons. 1.1. Which particle has no electric charge?

Laura: Neutron. Jimmy.

Ron: Final answer.

Laura: Neutron.

Ron: Yes. Final answer?

Laura: Yes.

Ron: Which particles have the same relative.

Laura: What's this voice you're doing?

Ron: That's my examiner's voice.

Laura: Oh. I wonder how long it'll last.

Ron: Which particles?

Laura: See if you can keep it up for the whole one.

Ron: Which particles have the same relative mass?

Laura: The options are an electron and a neutron, an electron and a proton. A neutron and a proton. The answer wrong is a neutron and a proton. They both weigh one.

Ron: Final answer.

Laura: Correct. Yes.

Ron: The formula of a compound is n two o. Uh, how many of each type of atom are there in one molecule of n two o.

Laura: Now, I never understand these because o comes in a pair, but there's no two on that. Odd. Uh, so I'm not going to overthink it. I'm going to say two nitrogens and one oxygen.

Ron: Okay.

Laura: And I'm not even going to let your okay get to me. I haven't had wine this evening and I didn't want any until you said okay like that. And now I do. Whoa. Everything's buzzing and beeping. Who's texting you?

Ron: Probably Judith.

Laura: Oh, I want to talk to Judith.

Ron: Oh, you don't.

Laura: Yes, I do text Judith.

Ron: Reply to messages.

Laura: Then I do reply to messages. In fact. Oh, no. She hurt me last. I want to text you, too. Whoa. She sent me a nude.

Ron: Look at you. She's fit.

Laura: Yeah, technically, I've been with her longer than you because I didn't break up with her for a year.

Ron: I didn't break up with her.

Laura: I'm so curious to see if that makes the edit.

Ron: An atom of element z contains three electrons, four neutrons, three protons.

00:15:00

Ron: Give the name of element z. Use the periodic table.

Laura: An, um, atom of element z contains three electrons, four neutrons and three protons. Give the name of the periodic table. No, give the name of element. Element Z. Okay, so if it's got three protons. That means the atomic number is three, so that would be. And then it's got four neutrons. So the atomic m mass.

Ron: Ha.

Laura: Huh. I got a message from Judith. Would be seven. So that was lithium. Run.

We're doing an exam on atoms of element z

Ron: Do you want to put your phone on silent?

Laura: It is on silent.

Ron: Put it. Not on vibrate.

Laura: I don't know how to do that.

Ron: Complete figure one. You'll need paper. Laura, you'll need paper.

Laura: Oh, I haven't got any paper, and I don't know how to turn this off. Um, um. How do you turn off the vibrates?

Ron: Why don't you just put it somewhere.

Laura: Soften, maybe in my butt. Do I really have to get paper.

Ron: For the papery question?

Laura: But you're the one doing the answers, so maybe you should get paper. And I'll write it.

Ron: I'll mark it. Go get paper. It was right there.

Laura: Yeah, and I got it really fast, so. Ron, can you put your phone down?

Ron: Then I'm waiting for you.

Laura: To do what? You haven't read the question?

Ron: I did. Complete figure one. To show the positions of the particles in an atom of element z. Use the symbols x for electron, or black circle for a neutral.

Laura: You didn't say any of this.

Ron: I did. I think you're fine.

Laura: You're not allowed to keep picking up your phone if you've taken mine away.

Ron: Okay. I was just reading an article about raw dogging. Shut up, Judy.

Laura: Please don't. We're doing an exam. Okay, so the figure one is three concentric circles. Uh, uh, uh. Mackie, shut up. Nucleus in the middle. Uh, show the position of particles. Right? Okay, so I've got four neutrons. The neutrons are in the nucleus, 1234. Now, I always thought the protons were also in the nucleus, but then I feel like very recently, you burst that bubble of belief by saying they were just near the nucleus. But I don't know about that.

Ron: Oh, she's so shit.

Laura: She just take, like, six attempts to get on that chair. Yeah, it's, uh, because there's stuff on it, so she's frightened.

Ron: Mackie, we can't have this. She's a fucking dumbass.

Laura: Don't you just love that line of skank along the window there where her nose goes?

Ron: That's so gross, Mandy.

Laura: Yeah? Um. Uh, so do I put them in there? I swear, when we first did it, they were in the nucleus. So I'm just gonna do that. I'm gonna draw four nucleuses. No, four are those in there. And then the three electrons, I'm going to do one, two, three. Like that. There you go, Ronnie.

Ron: Final answer.

Laura: Mmm. Sure. Oh, yeah.

Acids and alkalis are substances that produce ions in aqueous solution

There are no questions printed on this page. Do not write on this page answering the spaces provided.

Ron: This question is about acids and alkalis.

Laura: Okay.

Ron: Acids and alkalis, pieces of potato. Acids and alkalis are, uh, substances that produce ions in aqueous solution. Draw one line from each substance to the ion always produced by that substance and aqueous solution.

Laura: Fuck, I've got no idea. So I've got acid and alkalis options and I've got to connect those to cl minus h plus na plus, oh, minus. And so 42 minus. What the fuck? Acids and alkalis are substances that produce ions. An aqueous solution. Draw one line from each substance of the ion always produced. What?

00:20:00

Laura: Draw one line from each substance to the ion always produced by that substance in. Draw one line from each substance. So it only wants two lines?

Ron: Yeah. One from acid and, um, one from.

Laura: Alkaline to the ion always produced by that substance in aqueous solution. Oh, so if you put an acid in an aqueous solution, it always produces this thing?

Ron: Yeah.

Laura: Okay, well, I now understand the question at least.

Ron: You see how you've got one column that's labelled substance and another one that's labelled ion.

Laura: Yeah, I know, but when I was first looking at it, I thought it was going to be like, hey, like cl minus, make, like they each make an acid or an alkali connect them all up. So I just had to break the question down.

Ron: Um, okay.

Laura: And now it is a guessing game. So I am going to guess.

Ron: You're gonna have two bits of help in this exam. You let me know when you want them.

Laura: It feels early doors. It feels early doors. Um. Um, what have we got? So we've got negative chlorine, hydrogen plus. Uh, I remember those coming up when we did like sticking electrons in stuff that's sodium plus. I don't think it would be that one. An aqueous solution. So it's going to be something to do with water, I think. So it logics to me to use the oh, and the h then. But it's just to decide. I'm going to say h plus acid because that feels like hydrogen peroxide and stuff is often bleaches. That feels acidy to me. So I'm going to do that and then I'm going to say, oh, negative for alkali. Working on the logic that we're looking to use watery molecules because it's an aqueous solution. So I'm going to say alkali is. Oh, negative.

Ron: Final answer.

Laura: It's the best I've got. And I feel like even if it's wrong, I've done some sort of logic that I can be proud of. Okay, hey, let's do like an asterisk and you tell me if I've done well there. Uh, because I really care right now.

Ron: Edit break. And then.

Laura: But. I know, but I feel like when we come to do the results, I will no longer care. So tell me if I've got that right now.

Ron: That's not the format.

Student determines reacting volumes of hydrochloric acid and sodium hydroxide

What type of aqueous solution has a ph of eleven? Laura?

Laura: Alkaline.

Ron: Sure?

Laura: Yes.

Ron: You sure? You sure?

Laura: Yeah, I'm pretty sure.

Ron: A student determined the reacting volumes of hydrochloric acid and, um, sodium hydroxide titru solution by titration. This is the method.

Laura: Oh, no.

Ron: Measure one. Measure 25 cubic centimetres of sodium hydroxide solution to add the sodium hydroxide solution to a conical flask.

Laura: Why does it have to be conical?

Ron: Three. Add three drops of indicator to the sodium hydroxide solution. Add the hydrochloric acid drop by drop until the indicator changes colour. Five. Record the volume of the hydrochloric acid. Added six. Repeat steps one to five three more times. 2.3. Which piece of equipment should be used to measure 25 cubic centimetres of the sodium hydroxide in step one?

Laura: Um, my options are a beaker, a pipette and a ruler. I'm going to go beaker. Ron. Tracy, mum was telling me the other day how much she hates Tracy B. Why? I don't know. I guess because she teaches and she is like, there's a lot of stuff in those books that's like, weird to.

Ron: Read to kids and she hates women. Which piece of equipment should be used to add, um, the hydrochloric acid drop by drop in step four, a balance, a burette or a measuring cylinder.

Laura: Well, I don't know what the fuck a burette is, but I'm gonna have to guess that because I don't think I thought we were doing that with a pipette. Well, maybe not. Maybe nobody said pipette. Maybe I just thought pipette.

Ron: That was one of the, uh, options in the last.

Laura: Oh, well, maybe a youret is some kind of beautiful pipette. Um, I'm gonna.

Ron: Or the type

00:25:00

Ron: of pipette you'd find at a bureau.

Laura: Yeah, yeah, yeah. Or the type of pipette that gets stuck to your fur when you run through the fields.

Ron: Or the type of pipette that comes, uh, on top of really fancy pizza and you're like this. I'm sure this is expensive, but is this nicer, uh, than the other type?

Laura: Yeah. Or the type of pipette that shot Alexander Hamilton.

Ron: Or the type of pipette that. Sort of what you say when you're cold, but almost.

Laura: I think we can leave it there.

Ron: Table one shows the results.

Laura: Okay.

Ron: Now, I think you can do better than you did yesterday.

Laura: Did you just wipe your mouth on your collar? You are full track.

Ron: It was water.

Laura: Still, don't wipe it on your collar. Your collar is the most seen part.

Ron: Of your outfit, inside of it.

Laura: Ew, you just got corner mouth crud into it.

Ron: Yeah, it's on the inside.

Laura: Yeah, but now it's just on your neck and in you.

Ron: Even my shoulder on this part of my t shirt's fine, laura. Just some on the job coaching from yesterday. The way. I'm not a fan of the way that you've been describing tables.

Laura: No, I. But hey. Yeah, I just wanted to give you.

Ron: That note before we start describing some tables.

Laura: Yeah, I think I got into my stride towards the end of the table reading.

Ron: Same page. Same page.

When I was little, I worried about getting carbon poisoning from breathing

Laura: Okay, so table one. Me too. And what I did differently. Um, we've got four trials and we're looking at the volume of hydrochloric acid added in centimetres cubed. In trial one, it was 24.3. Trial two, this is good, isn't it? 24.5. Smiles, I'm sorry about that.

Ron: Trial three, I don't think you need to give the numbers that precisely. I think. How about this? It's like we've got trials one through four. Trial three is way higher. It's 28.1. The other ones are all around 24.5.

Laura: Oh, that doesn't feel very scientific at all.

Ron: No.

Laura: Just got to you.

Ron: Yeah, it's funky, but you can still use the exact numbers.

Laura: Why are you guffing the fart up into your face with that hat? You're really like, scooping air from down at butt level, moving it away from me for a while. When I was little, when I first found out about how we breathe and stuff, I got really scared about getting carbon poisoning. And when I was going to sleep at night, I used to breathe in one way and then roll my head over to breathe out, move it back the other way to breathe in. Uh, it was so tired, I got really worried I had to suffocate.

Ron: One of those things you've never told anyone before?

Laura: Yeah, I, uh, don't know. I think I just forgot it until now. I wanted to have really clean air.

Ron: Uh, everyone's have really clean hair. Okay, right.

Which table description do you prefer more?

In listener, whose table description do you prefer more?

Laura: Well, I just think yours has given away though, because now the question is, which is the anomalous result in table one? Well, it's, it's result three, isn't it? Which is just, that's. We've shot the lemon in the head or whatever it is. What is it? Jump the. Buried the lead.

Ron: Nope.

Laura: Yeah, buried the lead.

Ron: No, we've not buried the lead.

Laura: Yeah, we have.

Ron: No, burying the lead would be not talking about.

Laura: Okay, we've exhumed the lead, jumped the gun. We've jumped the gun because you basically gave that away at the start.

Ron: So, um.

Laura: Well, this is less exciting, isn't it? I think it's trial three. One is the answer to 2.5.

Ron: Yeah. Which is the enormous result on table one.

Laura: Laura thinks animalose.

Ron: You said Burette for the last one, didn't you?

Laura: I said the right answer. Uh, so just note that.

Ron: Did you say Burette?

Laura: Yeah, I think so.

Ron: Trial three, final answer.

Laura: Yeah.

Ron: Suggest one reason for the anomalous result in table one.

Laura: Hmm, what's this again? Put that in. Add sodium hydroxide. Three drops of indicator. The indicator changed colour. Um, um. Suggest one reason, I would say inaccuracy in, uh, uh,

00:30:00

Laura: measurements of the solution. A broken burette. I don't know what to say. Don't say that.

Ron: I've got so far, uh, inaccuracy in measurements of the solution or broken burette.

Laura: No, don't put broken Burette in. I don't even know what a burette is. Um, um, carburettor, that's something else. Gold, grease, light. And you add into the sodium hydroxide. Add, ah, it drop by drop. Um, I mean, it's got to be user error, basically. But which bits going to be the user error? Three drops of the indicator. Maybe your drip is broken to the solution. Add the hydrochloric acid, drop by drop, record the volume of hydrochloric acid added. Yeah, I would say over measurement of sodium hydroxide solution.

Ron: Final answer.

Laura: Yes.

Ron: The student used the solution of sodium hydroxide of concentration. Four grammes per decimeter cubed. Calculate the mass of sodium hydroxide in 25 centimetres cubed of this solution. One decimeter cubed equals 1000 centimetres cubed.

Laura: Okay, now see, what happens here is like my brain turns into like a gif of a tsunami. And all my thoughts are the people on the beach going, ah, I'm running away. And what I kind of have to do is let that wave of panic, pass pieces of potato and then I can have a think clearly. I can think clearly now the rain is gone. Okay, that's figure one.

Ron: I've already marked it.

Laura: Keep that as an answer sheet. And this is going to be my notes. Um, the student used a solution of sodium hydroxide of concentration, 4.02 grammes per decimeters cubed. And then we've got 25 centimetres cubed of this solution. What are you typing? Who are you typing? Can't type while I'm thinking. Can't? No, no, I'm trying to think.

Ron: Think away.

Laura: Stop typing then. You know, I have a fidget brain. Um, fidget. Felicia, darling. Do you remember that?

Ron: Felicia, darling?

Laura: Yeah, in, um, basil, the great mouse detective. That cat or ratigan?

Ron: I don't think I've seen that in like 15 years.

Laura: Got everything on the list?

Ron: I remember the film.

Laura: Yeah.

Ron: Yeah.

Laura: Okay. Calculate the mass of sodium hydroxide in 25 centimetre cubed of this solution. So one decimeter cubed is 1000 centimetres cubed. Ah. Uh, okay.

Ron: Is this one of those times where if I try and interact, that's gonna be cross for you?

Laura: Mm hmm.

Okay, so calculate the mass of sodium hydroxide in 25 centimetres

Okay, so calculate the mass of sodium hydroxide in 25 centimetres cubed. I think what I need to do is call that 2.5 decimeters cubed. Because I am dividing. No, a decimeter cubed equals 1000 centimetres cubed. So I have got 0.4 of a decimeter cubed of sodium hydroxide. So, uh. Okay, so, so are you ready to.

Ron: Give me your answer?

Laura: No, I'm thinking. Okay, so how's four grammes per decimeter cubed? So what I need to do is make my 25 centimetres cubed a decimeter cubed. To do that, I have to multiply it by 40

00:35:00

Laura: to make one decimator cubed. There's, uh, 40 of those in a decimeter cubed. So then I need to divide 4.4 divided by 40 to work out what I've got in there. I think so. I believe I have got 0.1 grammes of. I think it's 0.1, Ron.

Ron: Okay, you wanna give me your working?

Laura: So, uh, my working was 25 centimetre cubed times 40 equals one decimeter cubed. Therefore, 4.0 grammes per decimeter cubed divided by 40 equals, sorry. 4.0 grammes per decimeter cubed. Four. Which is four grammes, the concentration. So four divided by 40 equals the answer, uh, not 0.1.

Ron: Okay, question three. Final answer on that last one.

Laura: I imagine so, yeah, I think so.

This question is about carbon, which type of substance is carbon

Ron: All right, question three. Laura, uh, feels like we're going through this faster than the biology stuff.

Laura: How long have we been recording?

Ron: Yeah. Oh, no, it's been half an hour. Oh, goodness me. Oh, wow. Um, this question, Laura, is about carbon. Which type of substance is carbon?

Laura: The options are compound, element or mixture. The answer is elementron. It's an element. Final answer.

Ron: Yeah, I'm not even going to cheque that one.

Laura: Nope.

Ron: Carbon has isotopes with mass numbers of 1213 and 14. Complete the sentences below.

Laura: Okay. The ISO. So I've got the two sentences. Ah. The isotopes of carbon have the same number of. And the isotopes of carbon have a different number of. Um. And the answers in the box are electrons, ions, molecules, neutrons and protons. The isotopes of carbon have the same number of. Oh, God.

Ron: Episode two.

Laura: The isotopes of carbon have the same number of neutrons and a different number of protons.

Ron: Final answer, I think.

Laura: Because if the electrons change, it's an ionisation. That's what makes an ion. It wouldn't be ions. That's. That's not part of it. It's not molecules, because we're not talking about molecules. So it's neutrons and protons. It's incredibly hard to split a neutron or lose a neutron. So I'm fairly sure the number of neutrons stays the same and it's the protons that change. I think. Yeah, I'm gonna go with that. Same number of neutrons, different number of protons.

Ron: Okay. You just let me know when you want those bits of help.

Laura: Should I take some help now, Ron?

Ron: Question number three.

Laura: No. Okay.

Ron: Up to you.

Laura: I feel like you moved on.

12 grammes of carbon contains 6.02 times ten to the 23 atoms

Ron: Twelve grammes of.

Laura: Ron, should I get help there?

Ron: Twelve grammes of carbon contains 6.02 times ten to the 23 atoms. What are you. Are you googling the answer?

Laura: No, I'm asking Judith to ask you if I got that right. Is she doing it?

Ron: Look at this picture of my friend.

Laura: Dan, um, from Chris and Katie's wedding. Wow. He looks like a piece of potato.

Ron: That's a great pick. Twelve grammes of carbon contains 6.02 times ten to the 23 atoms.

Laura: Okay.

Ron: What?

Laura: It's just a lot of numbers, isn't it?

Ron: Yeah. Do you know what that's called?

Laura: A carbon? Twelve.

Ron: No. No. What the 6.02 times ten to the 23. Do you know what that's called?

Laura: No.

Ron: Okay.

Laura: What is that called?

Ron: Doesn't matter.

Laura: No, tell me.

Ron: I don't know. Just tell you.

Laura: Tell me.

Ron: That'd be help.

Laura: Tell me.

Ron: Do you want to use this up as one of your bits help?

Laura: No, because you teased this. This should be like

00:40:00

Laura: that bit where Aladdin tricks the genie. Because you teased it.

Ron: Tell me you've not tricked me.

Laura: No, but you've, you've, you've slutted it.

Ron: I've slut?

Laura: Yeah, you slutted it a bit. Either full slap the answer or it's not even one of the questions.

Ron: So that standard form, uh.

Laura: What the fuck does that help with?

Ron: No, from yesterday's thing, we had to give an answer in standard form.

Laura: Oh yeah, I didn't get that right then.

Ron: No, you didn't. You tried to leave the word million. You wanted to write 350, 15 million.

Laura: I would argue that that is a way more standard form for writing things.

Ron: No, this is standardised because it doesn't matter how long the number is, you still have the same things there.

Laura: Oh, so I should have put like ten to the five?

Ron: Something like that, yeah. M. Okay, which expression is used to calculate the mass of one atom of carbon?

Laura: My options are twelve over 6.5, not two times ten to the 23. That reversed. There you go. Wrong. Or twelve times 6.02 times ten to the 23. Um, it would be. It would be the middle one. 6.02 times ten to the 23 over twelve. You divide it by twelve to get the weight of a single one.

Ron: Final answer?

Laura: Yes.

Ron: Figure two shows diagrams that represent different forms.

Laura: Wait, is that right? That would be one gramme of carbon. But that wouldn't be the mass of one atom of carbon. Oh, fuck it. It's fine. Wait, I'm so confused. Maybe it would be something else. Hang on. Would it be twelve divided by twelve grammes of carbon contains that many atoms? Maybe it would be twelve divided by. Yeah, I think it's the first one actually. Ron. 1st. 112 over 6.02 times ten to the power 23.

Ron: Okay.

Laura: Oh, we're only a quarter of the way through. Oh fuck. How many helps do I get?

Ron: Two.

Laura: No, I'm not using one here.

Ron: I'd maybe save it for one question. That's worth more marks.

Laura: Yeah, okay. And I've got that one right.

Ron: Chances are better help.

Laura: Okay. No, it doesn't.

Ron: You said.

Figure one shows diagrams that represent different forms of carbon

Okay. Figure two shows diagrams that represent different forms of carbon. Which diagram represents Buckminster fullerine?

Laura: Ron? It's figure b, the ball of fun. Buckyball.

Ron: Can you give me the names of the other ones?

Laura: No, but they're not asked for.

Ron: Can't you. No.

Laura: Please don't be the next bit.

Ron: No, you really can't.

Laura: Well, there's a tube and uh, a sort of atom pyramid.

Ron: It's disappointing.

Laura: Atomamid.

Ron: Atomid 3.5. Figure three shows represents part of the structure of graphite. Draw one line from each property of graphite to the structural feature that is the reason for that property.

Laura: Okay. My properties are a lovely four bedroom Sammy on the coast.

Ron: Nice one, Kevin.

Laura: Thank you. Uh, my properties are. Graphite conducts electricity.

Ron: That was Kevin McLeod I was going for.

Laura: Yeah. Not spacey. No.

Ron: Or the dog.

Laura: The dog.

Ron: Kevin the dog.

Laura: Kevin the big. No, that's Clifford.

Ron: Kevin the big dog.

Laura: Tried to compete with Clifford the big red dog. But what they hadn't done, crucially, was give him a colour. So Kevin the big dog just couldn't keep up. Kevin the big translucent dog. That's, uh, horrible. You can see all his digestive system all the time. That'd be horrible, wouldn't it? Imagine a clear dog. Okay. Uh, the properties are. Graphite conducts electricity. Graphite is soft. Okay. My, um, structural features are. Graphite has hexagonal rings of carbon atoms. The bonds between carbon atoms in the layers are strong. There are no covalent bonds between layers of atoms. There are delocalized electrons in the graphite. Um, so graphite conducts electricity. That one connects to. There are delocalized electrons in graphite. And graphite is soft is because there are no covalent bonds between layers of atoms.

Ron: Final answer? Yeah, this

00:45:00

Ron: question. Laura.

Question number four is about alloys. Explain why solder is harder than pure tin

Question number four. Can you guess what it's about?

Laura: It's about cars.

Ron: Alloys.

Laura: Yay. I was right.

Ron: This question is about alloys.

Laura: Alloys are something you can put on wheels.

Ron: Solders are, uh, alloys of tin and lead. Different solders have different percentages of tin and lead. Figure four shows the arrangement of atoms in pure tin. And in a solder. The solder in figure four has six lead atoms for every 24 tin atoms. Determine the percentage of atoms that are lead atoms in the solder in figure four.

Laura: Okay. Six lead for every 24 tin. So that is six out of 30 equals, uh, lead. Because it's six plus 24 equals 36 over 30 equals lead. Then if we divide both of that by six, it's one in five, uh, which is 20% lead.

Ron: Final answer?

Laura: Yeah, I think that's right.

Ron: Explain why solder is harder than pure tin. Complete the sentences. In solder, the layers are distorted. This is because atoms of tin have different. Tin and lead have different sizes. Do you want the question mark written down?

Laura: No.

Ron: This, therefore, the layers cannot easily. It's a good face.

Laura: Laura is pulling break apartheid. I'm gonna go for a help there. On. No. It's only one mark. But I wanna know. Break apart. I'm gonna break apart.

Ron: Final answer.

Laura: Ah, yeah.

Ron: Hmm. M. We can't really do. Maybe we can figure five shows. The melting point of. I keep on wanting to read the word soldier. Yeah, real bad.

Laura: Especially when you're saying tin a lot. Tin soldiers.

Ron: Yeah. Like the Eminem song.

Laura: Yeah. Eminem. Um. Break.

Ron: Do you have M and M's?

Laura: No, but we could just listen to some m and m farm on our mosquetti. Already. No, Ron, we haven't got time. Ron, we're only a third of the way through, and I would like to have some downtime today, and we can't play Eminem. Ron, we. Right. Ron's had to edit that out. But just know that. That we jammed for a little bit there to some dido. We didn't even listen to, actually, any m and m. We just listened to a sample of dido, but it was lovely.

Ron: Shows how the melting point of the solder changes with the percentage of mass of tin in the solder. What are we looking at there? Lozenge.

Laura: Right. Figure five. We're looking at a chart, a table, a graph. We've got, on the y axis, the melting point of solder. In centigrade, it goes up to 340, uh, and down to 180. And then on the x axis, we've got the percentage by mass of tin in the solder. As the percentage increases, it drops right down. So just above 60%. What's that? 62%. We hit its lowest point at just over 180 degrees, where it started up in the, like, 338 kind of thing. But then once you get above that 62%, it starts to go back up again at, uh, a slightly lower rate. But it does go back up.

Ron: Yes. Describe what happens to the melting point of the solder as the percentage by mass of tin increases.

Laura: I've just done that pretty comprehensively.

Ron: Yeah.

Laura: For the purposes of podcasting happiness. Should we take what I said as my answer?

Ron: Uh, yeah, let me just mark it. Okay.

What is the melting point of puritan? Who has got four answers

What's the next question? Eh? What is the melting point of puritan?

Laura: The melting point of puritan. So, um, using the graph. So, I'm looking at nothing. Wait. No. I am looking at the 100% mass of tin in the solder. So, at the 100% point, it is 232 degrees c. Okay.

Ron: M. What happens

00:50:00

Ron: to the atoms in puritan as. Ah, the tin melts.

Laura: What happens to the atoms in Puritan?

Ron: Who has got four answers to choose from here?

Laura: Yes. Right. The atoms gain energy, and their arrangement becomes less ordered. That probably would be true. The atoms gain energy and their arrangement becomes more ordered. No, the atoms lose energy and their arrangement becomes less ordered. No, the atoms lose energy and their arrangement becomes more ordered. I don't think so. Because it wouldn't cause them to have stronger bonds. So I'm gonna say the first one. The atoms gain energy and their arrangement becomes less ordered.

Ron: Final answer?

Laura: Yep.

This question is about small particles. Which type of particles?

Ron: Laura, question number five. This question is about small particles.

Laura: I love small particles. They're all fucking small. They're tiny. Did you just do a fart? Where's the guff hat? Don't whiff it at me.

Ron: This question is about small particles. Which type of particles? Particle is often referred to as dust.

Laura: What?

Ron: Coarse particle? Fine particle? Nanoparticle.

Laura: Um, I'm gonna say fine particle, probably.

Ron: Final answer.

Laura: Sure. I don't feel invested in that. We've never talked about that.

Ron: It's an interesting question. A spherical coarse particle has a diameter of 4000, spherical fine particle has a diameter of 200 nm. How many times larger is the diameter of the coarse particle than the diameter of the fine particle?

Laura: Uh, 20 times larger. Ron, I thought you were really trying to sniff up your fart then, but it was a yawn. Did you sort of went like. It's getting in me. Like, don't let it get away. That's like the opposite of my old breathing technique. You just can't like, suck your farts back in your body. Fine filtration. Like triple filtered wine.

Ron: Figure six. Figure sips represents.

Laura: Sounds like a wrapper.

Ron: Represents.

Laura: Figure sips.

Ron: Represents a.

Laura: That one smells too. What's wrong with me today? My farts are not normally this stinky.

Ron: Represents a cubic nanoparticle.

Laura: I'd like to change my dust. Answer to course, please. Now that we've progressed, are you sure? No, yeah, course.

Ron: Coarse. Okay. Is it because this one says cubic?

Laura: No, it's just three nanomillimeters m or whatever that feels like.

Ron: This one's a nanoparticle.

Laura: Uh, I'm gonna go back to fine, please run. I'd like to go back to fine.

Ron: I don't want to talk you in or out of anything, but I just don't get too hung up on those numbers because you don't know what a nanometer is.

Laura: Oh, yeah. I'll leave it at course then. Ron.

Ron: You're sticking with course?

Laura: I don't know. What shall I do? I'm calling in a help, shall I? What shall I say?

Ron: Ronnie, I. I'm, uh, not gonna help you with this one.

Laura: Fuck off. Because I've called in a help. You have to help yeah.

Ron: No, there's a difference between help and tell. You the answer and I've looked at the answer for this one. That's not a help, that's a tell. You don't get any tells.

Laura: I should get what can I trade my two helps for a tell?

Ron: And you wanna blow that here now, do you?

Laura: Fine, I'll leave it. How can I not know what fucking dust is? I'll leave it at fine.

Ron: We'll get back to fine.

Laura: When we say dust, are we talking the dust I know about or, uh, is there another type of dust?

Ron: Uh, that would count as a help?

Laura: Eh, I'm fine. I'm going with fine.

Ron: You're fine or you're going with fine?

Laura: I'm going with fine. I am not fine.

Ron: I am coarse, not coarse. You want fine?

Laura: Yes, please.

Ron: Fine.

Use the equation to calculate the surface area of a cubic nanoparticle

Particle figure, uh, six represents a cubic. Cubic nanoparticle. The volume of the cubic nanoparticle is 27 nm cubed. Calculate the surface area of the cubic nanoparticle. The simplest

00:55:00

whole number ratio of the surface area to the volume of the cubic nanoparticle. Use the equation. Surface area of the cubic nanoparticle equals six times the surface area of one face.

Laura: What the fuck is happening? Okay. Calculate the surface area of the cubic nanoparticle. Okay, that's easy because that's nine nano. Is it nanomillimeters or nanometers? Anyway, 9 nm cubed times six equals 50, uh, four nm m cubed. So that's the surface area. Uh, calculate the surface area of a cubic nanoparticle. Yes. The simplest whole number ratio of surface area to volume. So the volume would be 27. Oh, it says it there. Ah, but I did work it out myself too. Well done, me. 27. Uh, uh, surface area volume is 54 to 27. So that's quite easy. That's just a two to one ratio. Simplest whole number ratio of surface area. Yeah, I think it's two to one.

Ron: Confident.

Laura: Yeah, I think so.

Nanoparticles have lower surface area to volume ratio than normal sized particles

Ron: Four marks on the line. Titanium oxide is used in some m creams, which is an advantage of using nanoparticles of titanium oxide rather than normal sized particles of titanium oxide and some creams.

Laura: Okay, my options are, ah, a small amount of nanoparticles is needed to be effective. Nanoparticles cost more than the same mass of normal sized particles. Nanoparticles have a lower surface area to volume ratio than normal sized particles. What's the advantage of using nanoparticles? A smaller mass of nanoparticles is needed to be effective. Nanoparticles cost more than the same mass of normal size. Well, that one's stupid. Nanoparticles have a lower surface area to volume ratio than normal sized particles. So does that mean they've got, wait, nanoparticles have a lower surface area to volume ratio? That would be my guess. Because I'm assuming the titanium oxide is in there to, like, reflect the sun. That's why it's used for sun cream. So you want more surface area, less weight. So a lower surface area to volume ratio, I think, is. Then I'm gonna go with that one.

Ron: Lower surface area to volume ratio.

Laura: But that doesn't feel right. You want more surface area to volume, but a smaller mass of nanoparticles is needed to be effective. Just doesn't make sense. And the other one doesn't make sense. I think that's the only one that's even vaguely logical. Yeah, I'm going to go with that one.

Ron: Okay. Do you want a help?

Laura: Yes.

Ron: Yeah. You don't want any helps?

Laura: Yeah.

Ron: Why would the ratio be different? Just because the particles were smaller, ratios wouldn't change. Also why the first, a smaller m mass of nanoparticles is needed to be effective.

Laura: Yeah.

Ron: Yeah. So when you're making something sort of sale as a commercial product, using a smaller amount of an ingredient to be effective would be quite good because you had to use less of it, so you need less.

Laura: Oh, I was reading that sentence wrong.

Ron: Yes.

Laura: I'll go with the first one.

Ron: Please write, but you have to talk me through it. So it's not a tell, but it's a help. Why is that?

Laura: Um, I was reading that one wrong. So you can use fewer nanoparticles and get the same effectiveness.

Ron: Now explain to me why. Because you are almost on it before.

Laura: Because the particles reflect back off the sun's rays. So you just want a lot of them.

Ron: Nanoparticles have the same number of size.

Laura: Same number of surface area?

Ron: No, same number. You're right. They need to reflect nanoparticles. If you, if you speak, if you think in mass,

01:00:00

Ron: you have, like, more.

Laura: Surface area to mass.

Ron: Why?

Laura: Because they're small, but they weigh the same. So it's broken up.

Ron: Yes, exactly.

Laura: There's more surface area to max ratio.

Ron: Yeah, yeah. You get it that way.

Laura: Yeah, yeah. I just misread that sentence. I read it with the wrong intonation.

Ron: I know. That's why I thought that was one where you could do with a bit of a help.

Laura: Yeah. Thank you.

What is the formula of titanium oxide? My options are ti zero two

Ron: Titanium oxide contains ti four plus ions and o two minus ions. What is the formula of titanium oxide.

Laura: Titanium oxide contains ti four plus ions and o two negative ions. What is the formula of titanium oxide? My options are ti zero two. Tio four. Ti two. O. Ti 40 two. I think, Ron. I think, Ron. It would be tio four.

Ron: Tio four.

Laura: Yes.

Ron: Why is that?

Laura: Uh, because I want two oxygens. No, tio two. Sorry, Ron. Tio two. Because I want to double the number of negatives. Basically, I want the numbers to add up. So four plus and two minus. So I want two oxygens to mush that. So tio two is what I want. No, it wasn't a.

Ron: What do you mean?

Laura: I got that by myself.

Ron: Yeah, because I asked you. She explained it.

Ron: If you have any feedback on the exams or the results

Laura: Okay, Ron, so I listened to this episode today, and I had the notes open so I could add as I was listening. Why is the first note that you put in the outro, Laura is insane and should die in her sleep because.

Ron: Of your weird breathing system.

Laura: I tried to open up to you about my childhood problems, and you suggest I should die of carbon poisoning in my sleep?

Ron: Yeah.

Laura: That's not kind, is it?

Ron: I was editing this on a train, and I really struggle to do all the bits that I need to do. I invariably forget one of them when I'm doing this on a train. I was trying to do the notes, and I heard that, and I said, laura's insane. She should die.

Laura: Poor Laura. I, uh, do think, though, right at the beginning, whispering to you that I've done a fart is peak pe, pre professional podcasting. That is. That's dead with this era. Talking about how stinky all the butt gas is. That's dead. That's gone now.

Ron: Yeah. Yeah. No, that's not what professionals do.

Laura: I can't believe, though, we sang along to Dido and you didn't edit it out. You left it in there for me to have to go in and scrape out.

Ron: Why would we have to edit that out?

Laura: Because we can't use other people's music in our podcast.

Ron: You can. Fair use.

Laura: No, I don't think you can, Ron.

Ron: I think you can.

Laura: Well, we haven't. We've edited it out now.

Ron: Oh.

Laura: Uh, my biggest meltdown in the whole exam was over. Dust just.

Ron: Yeah.

Laura: Sums up science so much.

Ron: I don't even remember learning about what dust is.

Laura: Who the fuck cares?

Ron: Yeah.

Laura: Mad. Anyway, I did want to say at this point, if you have any feedback on the exams or the results. We've done one results episode. Uh, we have recorded all of them. Um, but obviously, we're just about to go into higher tier. So if you've got any feedback on how we've been doing the exams and doing the results that you think we would want to hear before we do basically this again, but in higher tier, let us know. Get in touch if you've got suggestions or things that could fruit it up a bit of. We might ignore you completely, but, you.

Ron: Know, or slut it up a bit. As you kept saying in this.

Laura: Well, you were being a slut.

Ron: Um, um, um.

Laura: It's a big thank you to Katherine Lennon, who invented normal breathing. Before she came along, everyone had sore muscle y necks from constantly having to swivel around everywhere so that you don't breathe in the air that you just breathed out. And it was exhausting. But Catherine said, no more, no more. No more. Will you have to swivel like an owl just for oxygen? That's why it's called oxygen. Owlsygen. Thank you, Catherine, for letting us all sleep good in life.

Ron: Thank you, Katherine Lennon.

Laura: Thank you, Catherine. You've saved my bacon.

Laura: All of our class clown episodes are available on Patreon

Ron: And what has Catherine received access to recently, Laura, as being a member of our wonderful Patreon?

Laura: Um, well, most recently, my birthday episode, a deep dive into real housewives. Ron watched three episodes and gave

01:05:00

Laura: me detailed notes on each franchise.

Ron: Yeah, hear us talk about the snootster. Three head and fish lips.

Laura: Yeah. Oo um. Coming soon will be the next class clown episode. I've also, um, I've been doing a new thing on my socials lately where I'm doing, like, deep dives analysis on comedy. So I've made all of the class clown episodes on the Patreon available to purchase individually. Now, personally, I think it's terrible value for money because we're not allowed to charge more than three pounds an episode. We only charge three pounds a month. That gets you two episodes a month, so I think that's better value. But they are there. Should you not want to sign up? But you are interested in the comedy nerdery?

Ron: No. Do sign up, though.

Laura: Yeah? Sign up. Why not? We need recurring revenue next week. Oh, my goodness. Next week is October. Um, so please buy your tickets to that cheerful, earful podcast festival is only a month away. Less than a month now. Uh, that is on the 20. October, a lovely Sunday afternoon. Hang out in a pub, and we're going to do a Halloween live episode.

Ron: And you'll be covering the moon and I'll be doing wolves.

Laura: I think that's what we said, wasn't it, m?

Ron: Yeah, something like that. Eh?

Laura: I dreamt last night that Mum had become an orca trainer in New Zealand.

Ron: Wow. I love that for her.

Laura: Yeah. All right, we'll see you next week.

Ron, you have to dismiss the augurs. What do you say? Oh. M.

Ron, you have to dismiss the augurs.

Ron: Um, um. What do you say? Oh. Pencils down. M.

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