Biology Higher Tier Results - Welcome To The Top Of The Mountain

 Biology Higher Tier Results - Welcome To The Top Of The Mountain

Ron: I got rid of one illness and just picked up another one

Laura: Hello and welcome to another episode of Lex Education. It's the comedy Science podcast where comedian me, Laurel, tries to learn science from that pesky, ever ill, nerdy younger brother, Ron.

Ron: Hello, I'm, um, Ron.

Laura: Ron. You're still poorly.

Ron: Yeah, I got rid of one illness and just picked up another one. Um, I had a horrible tickly cough last week.

Laura: Oh, I know, Ron. I spent a lot of time editing it out of the chemistry results episode.

Ron: Um, uh, a lot of coughs on the cutting room floor. The coughing room floor.

Laura: Nice.

Ron: Um, and, uh, now I just. I've got a bit of a head cold. I went to bed at 9 yesterday and slept for 11 hours and then I only worked this morning because I had to do a webinar. Um, and it was one of the webinars that I do where it's just me talking. Yeah. And I was just like. There was one point in the middle where I just had to stop and be like, look, if you didn't get that, uh, can you ask a question at the end and I'll go over it again because that made perfect sense to me, but I'm not sure if I said it and I know what I mean, which was fun.

End of Tom Cruise's tour tonight; I'm a bit sad

How are you doing you at the.

Ron: Uh, end of your tour today, I believe.

Laura: Yeah, it's my last day on the tour tonight. I'm a bit sad, truth be told. I've really loved touring. Um, it's been delicious. I like the stage time. I like meeting people afterwards. I like being able to be not. Not that I'm m not me all the time, but, you know, if you're there in front of a, a crowd that there to see a lot of people. You need to be the most generalised version of yourself if you're going to be crowd pleasing. Or maybe that's something I've been getting wrong in my career. Maybe I should just always be super, super me. And that's why some people like, you know, develop their comedy Persona a lot. I don't know. Anyway, but I've really enjoyed the talk. It's been wonderful.

Ron: That's really good. Shame you've set up all of your life choices to make that really hard.

Laura: Well, you know, people make it work, don't they?

Ron: Yeah.

Laura: It'll be all right. Next tour is already being planned. TBH.

Ron: Nice.

Laura: Next tour is going to be, uh, spring 2026, which is terrifying that I can't do another autumn tour. Ron. Do you know why?

Ron: Because that's when Tom tours no charter.

Laura: The podcast will have started School Grace how wild is that? Um, but I can't be too sad about this tour being over because I will get to do it next year on the thing that hasn't been announced yet and, um, at the Edinburgh Festival. So that's fine, isn't it?

Ron: That's very cool.

Laura: That's fine.

Our Leicester show has been announced; get your tickets now

Speaking of things that haven't been announced, guess what has been announced, Ron? Our Leicester show. Yeah, that's right. Come on. Come and see us on our animal annual trip to Twyford Zoo. Please come to Leicester. The Black Horse in February. Get your tickets. Twicross? Is that what it's called? Yeah. Um, get your tickets to come and see us. We love you very much. Join the Patreon. All that normal stuff.

Laura Charter: I think you're a bit glass half empty this episode

Now, Ron, it's biology results today.

Ron: Yes.

Laura: I think you're a bit glass half empty in this episode.

Ron: I've not listened, but that sounds like me.

Laura: I listened to it just now, like, literally in the hour leading up to recording this. Only because I edited the chemistry results last night and I thought I'm gonna. Well, confused between what we're doing. So I had a re. Listen. I like two things. One, you are super, super grumpy. And even when it's going really well, you're like, oh, yeah, you might have got that one completely right, but in a minute, you fall off a cliff and land on your nose. And your nose is horrible to begin with. You're really cranky about it all. Um, but here's what I love. I don't love a lot about my brain, but here's something I do love about my brain. When we're doing these exams, I care so much, and then by the time we do the results, I don't care at all. And, um, that is very nice to have that level of dissociation between something that meant a lot to me mere days before I really cared what the answer was. And, uh, now I listen back to myself laughing at myself, just, oh, it's a blessed state to be being a sort of like a golden retriever.

Ron: Yeah.

Ron: I mean, yeah, A lot of people would see that as some sort of mental defect preventing you from sort of.

Ron: Seeing things through to their conclusion.

Ron: But I'm really glad that you enjoy it.

Laura: I've been thinking about this. I think

00:05:00

Laura: it's why I'm bad at Sudoku. I just don't have the focus to care for long enough required to finish it.

Ron: Yeah.

Laura: Yeah. So I like that about myself. I listen back to myself and I think, what a happy little girl you are listening to yourself, being A dum dum. I think I laugh more in these episodes episodes than in anything else. And that's fun for me. Um, there's a little bit of Christmas creeping into this episode. Ron goes out in December.

Ron: We're about to record a Christmas episode.

Laura: I'm so excited. I've got last tour date tonight and then going to Manchester tomorrow. And then when I get back from Manchester on Sunday, we're putting our Christmas tree decorations up.

Ron: Oh, that's exciting.

Laura: Charter, the podcast is sort of understanding Christmas a little bit more this year. She keeps saying every time she sees a Christmas thing, she goes, and this is ho ho ho. And ho, ho, ho will bring me presents, which is a lot of fun.

Ron: Yeah.

Laura: Uh, so, yes, go.

Ron: You sorted yourself out and you're just gonna come for Christmas with everyone else now?

Laura: No, we're just there for Christmas Eve. We can't come for Christmas Day.

Ron: We won't see you, I think.

Laura: Yeah, we're there from the 21st to the 24th.

Ron: Right.

Laura: Papow. Anyway, that's our Christmas plans. Look at Ron being crossed. Because for once, I'm not the most flexible person in the family. Um, go listen to biology answers. Bask in my genius. We'll see you after the show. I don't feel good about today because we were planning what time we were going to record yesterday, and then Ron sent me a message saying, have you got plans tomorrow afternoon? And I was thinking, hmm, hm, that's weird. And I was like, well, you know, nephew of the podcast is here, so we're gonna go swimming. Why? And he said, oh, in a shallow pool. And I was like, oh, that one around the corner. You know that one? How come? And then there was me thinking, you know, is Ron planning a surprise visit? What's Ron up to? And then it turns out he was just checking I had people around me because of how little I was going to enjoy this episode. Oh, it didn't feel like it went well. Is it gonna be tragic?

Ron: This is gonna be a tough, tough hour for you, Laura.

Laura: Oh, God.

Ron: Although I feel like you gave up at some point during this.

Laura: I didn't.

Ron: Okay, maybe giving up is the wrong word, but you got cross.

Laura: Yeah, but that's because I didn't know any of the answers.

Ron: Yeah, it was a bit like in a driving test. After you got your first major, you stopped giving a shit about the miners.

Laura: Started mowing people down.

Ron: Yeah.

Laura: I don't think that that's unfair.

Ron: No, no. Um, right, should we rip this. This plaster off?

Laura: Let's rip it off.

Ron: Okay, okay.

Laura: Do you want to send me the exam paper again?

Ron: Sure, sure, sure.

Laura: Um, so that I can have a look at the questions again.

Paid your Patreon money today, Ron. Thank you. We are swimming in cash these days

Paid your Patreon money today, Ron.

Ron: Thank you. A princely 20 pound note.

Laura: When Anna paid you yesterday for cheerful air for too.

Ron: A princely 15 pound note.

Laura: We are, uh, swimming in cash these days.

Ron: That paid for my rail card. That took slightly less than that off the price of the ticket.

Laura: It was more money than that, Ron.

Ron: I know. I'm razzin'I'm.

Laura: Razzin'razzin'ah. Uh, oh. Uh, so.

Question one was all about microscopes; we're off to an okay start

Ron: Question one. A, uh, student prepared some animal cells using a microscope. Question one was all about microscopes, all about the different parts of a microscope and looking at shit and stuff. Laura, name two pieces of laboratory equipment the student should have used to prepare cells. To viewing. A microscope, you said, Laura? A, uh, glass slide and a pipette. Our survey says. Ding, ding. Those are both correct. We're off to an okay start.

Laura: What do you mean an okay start? A golden start. A couldn't be better start. Okay, Ron, I got the whole of the first page, right?

Ron: That is true.

Laura: 100% for page one. Oh, uh, now it all went down.

Ron: I wish I could say the same about page two.

Laura: This was the whole eyepiece debacle, wasn't it?

Ron: Well, yeah. So question two. Name part A. Basically just the bit at the top of a microscope. Um, you debated between eyepiece and lens for a very, very long time. Do you know what it says in the mark scheme?

Laura: I don't know.

Ron: It says IP slash lens.

Laura: So

00:10:00

Laura: look at me throwing two right answers up in the air and catching them.

Ron: Yeah, you got that? One correct question. What's the function of part B? The twisty knob on the side of a microscope.

Laura: Oh, that moves the table up and down.

Ron: Yeah, you said adjusting the focus, which is correct.

Laura: Yes.

Ron: Another mark.

Ask one reason why student could not see any cells using microscope

Now question question number four. Um, the student tried to look at the cells using the microscope, suggest one reason why the student could not see any cells when looking through part A. You said cap on the lens.

Laura: Yeah.

Ron: No marks for that.

Laura: But why? That is a reason.

Ron: I did put in my notes, um, that you were a bit unlucky because there were some other stupid answers that were allowed. So you would have been allowed. The lens was dirty.

Laura: Oh, fuck off. What? Dirt? No, but lens cap. Fuck.

Ron: Yeah. Um, Are you serious? No cells in the field of view, I quite find.

Laura: Oh, there's always cells. How can there be no cells?

Ron: Slide not in the correct position. Mirror not positioned. Lens not clicked into place. Which again, seems really similar to cap on, um, light.

Laura: Maybe they don't have a lens cap on Microsoft.

Ron: I. I don't know if I've ever seen one.

Laura: Maybe that's what it is. Maybe they don't exist.

Ron: Yeah, maybe it's like if it said, oh, there's a towel over it. It's like, you don't usually get towels on microscopes.

Laura: Yeah, there was an elephant between the student and the microscope.

Ron: So then.

Laura: All right, but. Okay, so I've only dropped one mark. Yeah, I'm still on 80%.

Question four was about why red blood cells burst and plant cells don't

Ron: So then we moved on to question five.

Laura: And I did really well at this, because I did. It's a compare one. And I said so loads of times.

Ron: Yes, yes, you did.

Laura: As per the exam prep. Excuse my hip hop.

Ron: I got much, much better at, uh, answering the question. But unfortunately, you didn't necessarily populate the SOS with, um, the information that was needed. What you kind of did was maybe set up another student with a good mad lib where they could then fill it in with the scientific fact of the matter. Um, because. So you said, a red blood cell does not have a cell wall, while a plant cell does have a cell wall. That's bank. That's good. That's good.

Laura: Great.

Ron: Both types of cells have certain organelles like nuclei, cell membranes and ribosomes. Red blood cells don't have nuclei.

Laura: Oh, shit.

Ron: So, yeah, a cell contains chloroplasts and chlorophyll because a plant needs to photosynthesize, whereas a red blood cell does not, because they are not found in creatures who photosynthesize. Yeah, that is. That. That one was right as well.

Laura: Yes.

Ron: Red blood cells have storage for oxygen within them. And some specialised plant cells contain storage not for oxygen, but for glucose or starch as the plant's requirements. With that, because we're talking about the structure of them. Um, when you talk about things like the storage for oxygen and whatnot, and even when you're saying, like the storage for glucose, you need to talk about what structures do that. So for red blood cells, what stores the oxygen? Haemoglobin. Haemoglobin, yeah, um, haemoglobin. You didn't say haemoglobin once in this answer.

Laura: I didn't know it at the time.

Ron: Um, and, you know, for, um, uh, plants, you know, that's a vacuole or a starch crystal that would hold those other things. So I gave you three out of six.

Laura: All right, I'm happy with that. I'm actually okay. There. I feel good.

Ron: Yeah. Could, um, have been worse, but also could have been. Could have been better. I mean, you did start off by saying red blood cells have flagellum. Um.

Laura: Oh, yeah. And then you said they didn't.

Ron: Not.

Ron: No.

Laura: What has flagellum bacteria? Pretty close.

Ron: Question number six was about, um, why red blood cells burst when they go into water and plant cells don't. Two marks for this one, Laura. You said because red blood. Because the red blood cell does not have a cell wall. It absorbs water through its membrane via osmosis and then bursts because it gets too full. The plant cell, uh, does have a cell wall, and that does not succumb to the same internal viral absorption. I guess I must have missed out the word pressure there. But nine out of 13 for question one, Laura.

Laura: Okay, do you know what? But like you said, I feel like it's gonna get worse as

00:15:00

Laura: the exam goes.

Ron: Yeah. Hold on to this feeling, okay?

Laura: Oh, I hate being sick. M. I'm doing another project now where I'm really clever and it's much nicer for my brain.

Ron: She's too. Laura, it's not a project. And you're only smart compared to her.

Laura: I'm not, though. So I just tried to baby bird feed her because she wouldn't leave my lunch alone. So I like some out my mouth. And she was like, mum, that's disgusting.

Ron: I miss her.

Laura: You should come down.

Ron: Um, can I stay with you? Second week of December.

Laura: Yeah. Props.

Ron: Cool.

Question number two was all about antibiotics and growing things on agar plates

Question number two was all about antibiotics and growing things on an agar plate and seeing how the antibiotics killed.

Laura: I think I did okay here. I remember this going. Okay.

Ron: Um, well, so the thing about this is that you, um. Uh, it actually is highlighted in orange because, um, you were gonna come back to 2.1, but you never did. So it was hero marks there. Um, and then.

Laura: Oh, yeah, because I didn't know what aseptic meant.

Ron: Yeah, and then you might.

Laura: What does aseptic mean?

Ron: Um, without bacteria. So antiseptic would be, like killing the bacteria somewhere. Aseptic would be techniques that mean the bacteria never get there.

Laura: Okay. Okay.

Ron: So things that, um, you would do with that is like, um. Uh, there's, like, quite a specific way that you act when you're doing biology labs like this. And like, you. You keep the lids off of things for as little time as possible to stop stuff from getting in there. Often when you're preparing, um, like, agar plates or any of this stuff, what you'll do is you'll just have a bunsen burner burning next to where you are and that keeps an air current moving away from where you're working, stops stuff from landing and it's like little stuff like that.

Laura: Oh, okay.

Ron: Yeah.

Laura: Well, I don't. I would. Even if we'd remembered to come back, I wasn't going to suddenly learn that.

Ron: No, but honestly, that's all. Maybe to. That's all uni stuff anyway, because, um, this is. Sterilise equipment and surfaces before doing it. Use sterilised agar. Uh, secure the lid with adhesive tape so nothing gets in, only lift the lid a little. That's what I was saying about not taking the lid off that much. You could have got one, maybe two.

Laura: But if I'd known what aseptic.

Ron: Yeah, maybe, but I think you could have worked that out. You know what it means if something goes septic and you know, like what a. In front of something asexual?

Laura: Yeah. That means a sexual. Means I'm gonna have sex on it.

Ron: Anywho, um.

Laura: I nearly said a much worse one that I was gonna say. It means I put my fanny on it, but I decided not to for you. But now I have because you groaned up my clean one. Anyway, good gulping, Ron.

Ron: Thank you. I have breakfast now. Yeah.

Laura: Oh, we've already talked about my granola. My porridge granola.

Ron: Sort of thing I'd eat.

Laura: It's basically is porridge, though. It's just drier.

Ron: Yeah, but also, uh, doesn't have, like, loads of sugar in it.

Laura: No, I don't put any sugar in my 1.

Ron: Put loads of chocolate in your 1.

Laura: I put cocoa powder but not chocolate.

Ron: Sounds m. Delicious.

You correctly guessed the smallest area of no bacterial growth around antibiotic discs

Anyway, um, then we then look at the area where the bacteria haven't grown around these, uh, antibiotic discs. You had to identify which one was the least effective. And you said B, because it has, uh, the smallest area of no bacterial growth. That is correct. You score a point.

Laura: I remember having that the wrong way around for the first pin.

Ron: Yeah, you did. Yes. Then we had to do some maths and work out the area where there were no bacteria growing. I had to give you the measurements, but then you correctly deduced it was 379.94 millimetres squared. And.

Laura: Yep, five big marks.

Ron: Five big ones for that, yeah. Yes. Then, um, then you were asked to. To improve the investigation. You, um, said use a different agar plate for each antibiotic to stop them from interfering with each other.

Laura: Yeah.

Ron: That was not one of the answers.

Laura: Oh, I'm bad at these. Change the experiment questions.

Ron: Yeah. Um,

00:20:00

Ron: there was no evidence. Why?

Laura: Well, there's no evidence there's anything wrong with the test. So I don't know.

Ron: But why would the antibiotics interfere with each other?

Laura: I don't know, Ron. They're just too near each other or something. Like one of them could be interfering with the air above the plate and then that's affecting how much bacteria gets to the other two. You know, maybe it's too strong. I don't know what's wrong with the test. So I can't suggest a fix to a problem. If it ain't broke, don't fix it, as the old saying goes.

Ron: That's very funny. It's just I find this quality that you have really funny where you just told you're wrong and then you'll just wax lyrical about what you might be right.

Laura: Well, because I'm just saying, here's how my brain got there.

Ron: Um, the options, like always with these things, it's usually out of control or do more tests.

Laura: Out of control.

Ron: Add a control, add a control or do more tests. So use a control disc. I put a disc in there with no antibiotic on it to see how much like, just like the paper in the disc is killing bacteria rather than the antibiotic itself. That's one. Um, and then repeat and calculate a mean. Averages obviously work better. Repeat and eliminate and not anomalies would be another one.

Laura: Okay, I'll remember that for chemistry then. I reckon that sort of thing will come up.

Ron: Yeah, Repeats, averages, controls, repeat, average, control. Yeah, that.

Laura: Eat, sleep, average, repeat, control, that sort of thing.

Ron: So, uh, six out of nine for question two.

Laura: Okay. Okay. Yeah, so still, still up there though. I'm still above 50%.

Ron: Um, um. Yeah, you drop off a plateau rather than roll down a hill.

Laura: Stand up though. Because I haven't yet, have I? Have I? No. So right now, happy plateau. Oh my God. Today, Ron, for the first time in Asda, I heard Christmas music.

Ron: Nice. What song?

Laura: Uh, have Ah, a Holly Jolly Christmas.

Ron: I think a Christmas music episode would be fun.

Laura: What's the science of Christmas music? Like? We could listen to 100 songs and get the average beats per minute and see if there's a perfect one.

Ron: That's not a podcast, that's a number.

Laura: Yeah. Although we talk. What other science could do?

Ron: Science.

Laura: What note is used most?

Ron: Could we not just do the history.

Laura: But we always make it sciency when it's on the main feed. Maybe we could do that as a Patreon Christmas episode.

Ron: Yeah, uh, maybe we should.

Laura: Okay, I'll put it in the spreader.

Laura: I lost some marks because of my rage on this exam

Ron: Uh, question number three, then, Laura. Uh.

Laura: Oh, I've got so many tabs open.

Ron: This is where the rage set in. Um, and you did lose some marks because of said rage.

Laura: Well, I think the rage was justified, though.

Ron: Um, you. You correctly identified that person. B's BMI was normal.

Laura: Oh, come on, though. This rage was legit rage. This wasn't rage at failing. This was rage at, uh, the world. Rage to the world, the angels sing. M. Uh.

Ron: Uh, I think it was. It really sounds like you're laughing.

Laura: Uh, it's a song that lends itself to laughing. Um, okay.

Ron: Righteous rage. But you can't let that interfere with your exam because.

Laura: No, later on, you have to take a stand for what you believe in.

Ron: Later on. Laura, you started your answer to a question. Hey, you know those noise normal men. That's not how you should be answering questions in an exam.

Laura: We're just normal men. Um, I think my rage is the sort of thing that. Yes, I sacrificed my own a grade here that I would have got. Had this rage.

Ron: Better questions, actually.

Laura: However, in future years, people will study my bravery.

You were asked to give three significant figures in GCSE maths

Ron: So, um, 3.2. You had to calculate their BMI. Um, which you almost did correctly. You were asked to give it to three significant figures. You gave it to five. I don't think you know what a significant figure is.

Laura: I do. Big fat fatty. Is that good? Um. Um, I thought it was how many figures after the, um, decimal point?

Ron: No, that's a. That's that's decimal places. Uh, a significant figure is kind of like a decimal place, but anywhere. So you put 31.4643m. Significant figures would be 31.53153 significant figures.

Laura: Yeah. I didn't know that. Ah, you never taught me that.

Ron: That's maths, not science. We could. Do you want to do this again? GCSE maths?

Laura: I do not, Ron. I simply do not. Do, do, do. I'd rather eat a bowl of snot.

Rob says he and his wife have been watching fireworks from their house

Ron: One mention of Christmas music in. Your demeanor's changed a lot.

Laura: Oh, I loved hearing it.

Ron: I think you're trying to dissociate what's going on from.

Laura: I've got sparklers for tonight, Rob.

Ron: Oh, I'm gonna see some fireworks as well.

Laura: Yeah.

Ron: All right. We're gonna go up to Clifton and then see if we can see anything. And then if not, go down to Brandon Hill. Um, because we reckon Bristol, with those views, it's gonna be banging.

Laura: Yeah, that's pretty much what it's like from my house because I live on the top of a very big hill. So this whole last week we've just been looking out the window and watching them. Yesterday we tried to eat dinner in the dark so we could see them better. And there's food everywhere.

You were asked to describe two patterns related to BMI category

Ron: Anywho, um, you were asked to describe two patterns, um, that a table shows about the effects of BMI category. You said, hey, you know those normal men. The predicted number of good health years over the age of 50 decreases for the people in higher. BMI category. And, uh, predicted number of years in bad health increases for the people in higher. I think that's something that you really learned from the foundation exams. Two marks. That was very well answered, Laura. Yes.

Explain the financial impact on the UK economy of increasing number of obese

Now the next one. Explain the financial impact on the UK economy of increasing number of people who are obese.

Laura: Yeah. Point to a lie in my answer. You won't find one. It's not what the man wants me to say, but it's accurate.

Ron: It is good for the economy because people are more muscly and have been interacting with businesses to gain this muscle. It's good.

Laura: I didn't say that.

Ron: Uh, it's good for supermarkets, which is good for the economy because people with a lot of muscle can carry more shopping away from retail centres and therefore will boost the UK economy. As obese people get more and more swole, they have to buy more and more clothes and have to give away more of their clothes to charity shops, which is. That's where it stops.

Laura: Is that where it stops? I think I probably kept talking and you stopped writing. Probably.

Ron: Probably. Um, so that was zero marks.

Laura: No, no, that's. That's true stuff.

Ron: No, it is. That's not how exams work. There's no box that just says allow true stuff.

Laura: Wow.

Ron: Because it's about costing the NHS additional surgeries, more time. Work has to give financial support.

Laura: Protest.

Ron: No, there's nothing about muscly people.

Laura: I'm, um, classed as obese. I don't have any of those things.

Ron: Yeah, but that's not how statistics work, Laura.

Laura: Statistics. I'm interested in people.

Ron: I don't want to come off like I'm bashing overweight people. But that's not.

Laura: You're not the exam paper. I'm livid about you.

Ron: M misunderstood where your rage was coming from. Your rage was coming from bmi, not from these things.

Laura: I'm mad at this paper using bmi.

Ron: Yeah. But anyway, uh, moving on.

You correctly identified that arthritis affects business and leisure activities and performance

Um. Then, uh, you had to answer a question about arthritis. You just said it makes it painful to move, which affects business and leisure activities and performance, um, which Was funny. Um, business and leisure activities and performance. Um, yeah, it's just funny. Uh, then you correctly identified that, uh, someone that eats too much saturated fat, uh, increases the risk of heart attacks and a stroke. Laura, you got eight out of 11 on that one.

Laura: Very strong.

Ron: Yeah.

00:30:00

Ron: Welcome to the top of the mountain. Now we're sliding back down.

You had to name the subcellular structures where aerobic respiration takes place

Um, question for all living organisms respire. You had to give the chemical equation for aerobic respiration from 4. This was where you got one of your helps. But you did get that one correct. Water and CO2 go in, oxygen and sugar come out. You had to name the subcellular structures where aerobic respiration take place. You said mitochondria, and that was correct as well. The powerhouse of the cell makes ATP 4.3. Give two uses of energy. Of the energy used in respiration. You said movement and growth. Only one of those was correct. It was movement. In fact, actually, in the mark scheme, it says ignore growth.

Laura: Oh, cell repair.

Ron: Um, not in there. Uh, to be honest. It says allow cell division.

Laura: Warmth.

Ron: Warmth is one active transport building larger molecules.

Laura: Well, that's great.

Ron: It says ignore growth, Laura.

Laura: Well, who are you? The UK economy?

Ron: Hey.

Laura: Reeves.

We talked about anaerobic respiration versus aerobic

Ron: Um, then we talked about anaerobic respiration versus aerobic. You not allowed to refer to oxygen in your answer. You said anaerobic respiration produces lactic acid. Aerobic does not. Ding. Mark, you said aerobic respiration can be done indefinitely. Aerobic respiration leads to muscle fatigue and sickness.

Laura: Um, other way round.

Ron: Oh, I've got it written aerobic both ways there. My bad.

Laura: Okay.

Ron: Um, I presume you said it, right?

Laura: I probably did. You know me.

Ron: Yeah. Um, lactic acid was obviously correct. Um, yeah. There's nothing in there about being able to do any of them forever? I'm afraid so. I couldn't give you that, Mark.

Laura: Oh, I think you can, though.

Ron: You, uh, had to. Uh. Well, the two products of anaerobic respiration in plants. Ethanol, carbon dioxide. Like a lovely bubbly beer. Very good.

You got one out of 14 on question 7. Why the concentration carbon dioxide stayed the same after five days

Then we started talking about the snail in the tube.

Laura: There was a snail and a tube?

Ron: Yeah. Focus up, Laurie.

Laura: Oh, yeah, that tube. I remember this. Poor guy. I didn't like this bit. They killed the snail just for this?

Ron: Yeah. And starved the snail to death as well. Yeah, very odd. Um, anyway, the snail and some pond weed, they were left in a pipe for five days. And then we tracked how much oxygen, how much car. Carbon dioxide, rather, was in the water. Um, you cannily explained why there was, uh. Why the concentration carbon dioxide stayed the same, uh, for five Days. It was because there was an equilibrium between the carbon dioxide being produced, presumably by the snail, and being absorbed by the bond.

Laura: I've never thought of a little snail just giving out. Little CO2 bubbles breathing out. Do they have lungs?

Ron: Um, no, probably not.

Laura: I guess they do. Oh, they don't.

Ron: Actually. I can't give you both of those marks.

Laura: Sorry.

Ron: You only got one for that one.

Laura: Why? Why?

Ron: Because you have to have said the snail and the pond weed are, uh, producing the CO2, and you have not.

Laura: Oh, sorry.

Ron: Um, then the next question, um, was why the concentration increased after day five. Um, and that you said black paper blocked the light, meaning that the pond weed could not photosynthesize and absorb any of the carbon dioxide. Hang on. If I just. Because I've not given you any marks for that. Oh, uh, I think I must have just combined those two, because you did get that. Wait. No, no, no. You did get that wrong. Sorry, sorry. So you said black block. Uh, the light could not photosynthesize nor absorb any carbon dioxide. But you did not say that the snail and the plant are still respiring, releasing CO2. And you needed both to get the mark for that one.

Laura: Oh.

Ron: Then, um, it came to question 7.

Laura: Why the concentration death of the snail.

Ron: Yeah, the snail, um, unfortunately, only got one mark here out of three. Yeah, one mark out of three.

Laura: Sad, I expect. Um, I can't be expected to focus after a tragedy.

Ron: Um, you said decomposition of the snail's body released stored carbon dioxide from within the snail's tissues. Um, what you needed to say was the snail is being decomposed. That's where you got your mark. By decomposers in the pond water. And then respiration by those decomposers releases the CO2.

Laura: Well, I didn't know that that was happening.

Ron: Yeah. So eight out of 14 on that one.

Laura: Still over 50. I'm on track for 50%.

Ron: Okay.

You had to name three parts of the human digestive system for two marks

Then we moved on to question five. Amylase is an enzyme that breaks down starch. What's the monomer of a protein, Laura?

Laura: An amino acid.

Ron: And you got the mark on the exam as well. Good job. You had to name three parts of the human digestive system for two marks. You said small intestines, pancreas, and salivary glands. This was. With a help.

Laura: Um, I think this was you. You said those things.

Ron: Yeah. Um, but you got them anyway. They're written down. Um, yeah, that was your. Your final help. You did get their marks there.

Question 5.3 was explain how amylase breaks down starch

Um, question 5.3 was explain how amylase breaks down starch. Answer in terms of lock and key theory, you said amylase has an active site that when starch comes into contact with amylase, it fits into. This is described as lock and key theory because a key fits into a lock in the same way that starch fits into amylase and breaking down happens and the starch is reduced into its components parts.

Laura: Ding, ding.

Ron: Three marks. Yeah. Whoa. Really? Yeah, that was correct, yeah.

Laura: Yes.

Ron: Yeah, because you said the words active site. Um, wait, hang on, I'm just reading this again.

Laura: Don't keep checking. Every time you cheque, I lose marks again.

Ron: Two marks, not three. Because you didn't say that it binds to the active site.

Laura: I did, I did.

Ron: I'm sorry.

Laura: Oh, just. Can you stop double checking?

Ron: Might actually only be one.

Laura: No.

Ron: Uh, a chemical reaction occurs to produce smaller molecules or bonds between the starch molecules are broken down. But you just said. And the breaking down happens.

Laura: Yeah, yeah, yeah.

Ron: I'm afraid that's gonna be one as well.

Laura: No, Ron, no, no.

Ron: So this is why we do this. You always gotta cheque your work twice.

Laura: No, um.

Ron: It'S been very generous when.

Laura: I marked that before being a piece of shit.

Question 5.4 was about starch solution getting digested by amylase

Ron: Okay, question 5.4 was about, um, the investigation into starch solution getting digested by amylase in test tubes.

Laura: Yep, yep. Um, I don't think this one went well.

Ron: Name two control variables. You said volumes of starch and amylase and thyme.

Laura: Um, yep.

Ron: It says ignore time unqualified, so I ignored that.

Laura: Why is time ignored?

Ron: Because, um, you have to say, like, what time? What time? Where?

Laura: Five minutes.

Ron: But if you look at it. So after five minutes, but then, um, like, uh. Yeah, you just have to say time before mixing or time in between things and stuff. You just have to qualify. What time you mean? Um, and then, um. So any. It says any two from, like. And then it gives, like, volume of this starch, leaves volume of this, volume of that. You just said volumes of starch and amylase. So I just gave you a mark for that. I think you get it.

Laura: Yeah.

Ron: Um, but I don't know if an actual marker would have given you that. So, um, one out of two there. Why did the student leave the starch solution and amylase in the solution for five minutes before mixing?

Laura: To get them to temperature.

Ron: Yes. Like a fish in a bag. And you got the mark for that. Uh, now, can you hear that noise?

Laura: That's you sighing.

Ron: No, that's the wheels coming off the trolley.

As temperature increases, amylase breaks down starch more efficiently

Then we had to. What conclusion can be made about the, uh, effect of temperature on amylase? Activity between 20 degrees and 65. You, um, said as the temperature increases, the amylase breaks down the starch more efficiently. Any thoughts on that?

Laura: I assume it's wrong. Yeah, you're talking to me like it's the end of a dream in the sun. And

00:40:00

Laura: I can't move to my villa in Spain because my mortgage fell through.

Ron: So when the iodine solution stays a yellow brown, that's how you know all the starch has been broken down. It took five minutes at 20 degrees and it took 14 minutes at 65, and it peaks in the middle 35 degrees with two.

Laura: Oh.

Ron: Uh, so, yeah, that was. I'd have given you negative marks there if I could.

Laura: No, I. Fuck, I can't.

Ron: But if I could, um, then you had a big five marker to say, explain the results. Um, at, ah, five degrees and 80 degrees. Um, you just. You said at five degrees there is no starch present in the solution.

Laura: Sound all right?

Ron: Well, no, because they mix starch in at the beginning of the, uh, beginning of the experiment, don't they? Um, why have I given you two marks for this? This is a dog shit answer.

Laura: But if it earned two marks, you can't question it now. It's already been submitted.

Ron: Oh, okay. It's because there's actual ticky things. Um, at five degrees. Yeah, that. This is the weird thing about what you've written. You said, at 5 degrees there is no starch present in the solution. And then you say at 5 degrees, there is still starch present after 5 minutes because the amylase has not been heating sufficiently. Do you have the energy to catalase all the starch present at that time? At 80. Too hot. The amylase has been cooked and can't, um, process the.

Laura: I think what would happen, though, is that an examiner reading this would really feel like we were buddies by this point and would understand my chatty way of answering questions. You know, they'd have a sense of me, they'd know what I meant and they'd think, yeah, she's just informal.

Ron: That's not how it works.

Laura: I think it would picturing a guy called Jeff. He's retired, but he marks in his spare time.

Laura correctly identified which cells control rate of water loss in a leaf

Ron: So then for the next one, um, you had to explain again how you could extend this investigation to determine the effect of a different factor on amylase. Um, you said instead of changing the temperature, but change the amount of light that the beaker is exposed to using different lamps.

Laura: Mm.

Ron: Now, you can argue this if you want. I gave you one out of two marks for that. Keep Temperature constant. That's what you got a mark for. But then it says but change named factor and test a range of values of named factor named factor, eg, ph or enzyme concentration or subject concentration or inhibitor concentration. So you have said a named factor, which is. Yeah, brand of lamp. I guess.

Laura: But no, like wattage of lamp.

Ron: But there's no interaction between light and amylase.

Laura: Well, I don't know that until I've done the investigation, do I?

Ron: I suppose not. You know what? I'll give it you.

Laura: Yes, it's science, Ron. You have to rule out all these things.

Ron: So that leaves you, Laura, with 10, uh, out of 17.

Laura: Still over half.

Ron: Still over half, huh?

Laura: Only half the wheels have come off. So, yes, it's hard to pull my truck. But you know what goes along the ground and doesn't even have wheels? It's a sleigh.

Ron: Then we started talking about structure of a leaf.

Laura: Oh, yeah.

Ron: Get. Buckle up. Which cell is the most transparent? You correctly deduced A. Because it's at the top, so the light needs to pass through it. I don't know if that's what you're thinking. I don't know if you were thinking.

Laura: But I think you told me that one.

Ron: Right. Okay, so. But you got that one. Next was in which cell structure in a, uh, leaf. Mesophyll cell is not found in a root hair cell. You said chloroplast. Again, why would a root need to, uh, photosynthesize?

Laura: Correct.

Ron: Then name the cells in a leaf which control the rate of water loss.

Laura: I think I said stomata, and you were like, no, the stomata's the whole.

Ron: Yeah, the stomata's the whole. The cells around it are called guard cells.

Laura: Oh, yeah, that rings.

Ron: It's a bit like saying which cells let you fart? And you said anus rather than anus cell. Kind of.

Laura: Yeah. That's not fair really, is it? Bit cruel. Bit cruel.

Ron: Um, water is taken in by the roots and then lost in the leaves. What's that called? You said active transport. That was a stab in the dark. No, it was the transpiration stream.

00:45:00

Laura: Transpiration stream.

Ron: Increased, uh, humidity would decrease the rate of water loss. You correctly identified that.

M6. Explain why you said cold at midnight and there's no sun

Uh, then we got onto a big marker, M6.

Laura: Oh, I don't know which way around xylem and phloem goes. So. Yeah, I can see why this one fell in a hoop.

Ron: Phloem has tubes.

Laura: Not, not, not true.

Ron: Phloem has tubes. Phloem has the perforated joins of cells. Like a little Celtipede.

Laura: It's. It's giving modern poetry, isn't it?

Ron: Xylem has ladders for sugar going up and down. Phloem only goes one way. Structure, structural. More in xylem.

Laura: I don't think. You're really doing your best to translate this into sentences, are you?

Ron: No, I'm writing down verbatim what you say.

Laura: Well, I thought I was giving you the information and you'd make it into lines.

Ron: No. Okay, we've marked three of these, so that's a big fat zero out of six on that one. Apart from flow. Tubes don't get a mark for that because it does. Because it says compare the structure. If you'd said phloem has tubes and xylem has tubes, maybe I'd have been forced to give you one solitary mark. Um, 6.7. I believe you deigned to just not do because you were so angry at this point. Um, and then the. The rate of water loss at midnight was much lower than at noon. Explain why you said cold at midnight and there's no sun. Um, no photosynthesis, not sweating, of which you got one out of two marks. Um, because you said it's cold. And that was the end of question six. Four out of 17.

Laura: Oh, really ate some stompy turds there.

Ron: Yeah.

You said metastasized tumours have rapid, uncontrollable growth

Um, question seven, last question. Um, describe what happens to cells when a tumour forms. You said they have rapid, uncontrollable growth. That is correct, Mark.

Laura: Yes.

Ron: Then. So we got this picture. There's. There's three tumours. Two on the liver and one on the lungs. The one on the lung is a lot bigger than the two on the liver. Yeah, you. The question you asked was what evidence is there in Figure 11 to suggest that the tumour in the lung is malignant?

Laura: Raggedy edges and bigger.

Ron: No, that's what you said. You said it's weird shaped, jaggedy edges and big. But no, it's.

Laura: It's because she's consistent.

Ron: Because it's spread to other parts of the body. That's what metastasize means. I think you. Yeah, there's. There's potential that you're right that metastasized tumours do have weird edges or stuff. More.

Laura: But I know moles. Do they look for, like, raggedy shapes on moles?

Ron: Yeah. Um. Okay, maybe we're thinking of moles. Let's move on.

Low number of blood components decrease oxygen delivery and increases fatigue

Um, then I had another big six marker. Um. Some types of cancer cause the number of blood components in a person's cell to fall to a dangerously Low level. And then you had to talk about tiredness, frequent infections and bleeding that will not stop. Um, and then explain how a very low number of blood components in the body can lead to these symptoms. You said blood flow reduces tiredness by delivering oxygen. Oxygen to organs and muscles. So reduced blood components decreases oxygen delivery and increases fatigue. Blood is a key factor in fighting infection in the human immune system. So without enough blood components, infections can't be reached. Blood cells are also required to make scabs over cuts and form a barrier to stop more stuff getting into a cut.

Laura: Sounds pretty good to me.

Ron: But I think, again, it's one of these ones where, like, you're close, but then you don't talk about any of the specifics. So. What? So it's. So when it's like talking about blood components, it's the haemoglobin and the red blood cells aren't there. I don't know, to

00:50:00

Ron: transport the oxygen. Um, you do talk about. No, you don't. I thought. No, you don't mention, like, white blood cells for fighting infections. You don't talk about platelets, um, in there. So I gave you two out of six. That might even have been generous.

Laura: That feels harsh.

Ron: Sorry, but no. Um, then we talk about different blood types and antigens and stuff on them. Question 7.4 says it is dangerous for a patient with blood group A to receive red blood cells from donor group B. You said, um. Oh, Explain why. You said for three marks, you said their red blood cells will bind together with the antigens.

Laura: I think we had a bit of an argument before this one and I was cross.

Ron: Yeah, I did give you one mark for that, but I have written in my notes. Generous.

Laura: Pat yourself on the back harder, mate.

Ron: All right, I'll take it away, then.

Laura: No, no, no.

Ron: That one mark is the difference between you getting 50 and not so keep.

Laura: Uh, yeah, I think we'd fallen out before that one. Ron and I, um, was cross.

Ron: There's potential for that. Yeah. Question, um, 7.5 was, um, explain why blood group O red blood cells can be given to patients with any blood group. You, um, said no antigens on the outside. You got a mark for that. But then you didn't say, so antibodies can't bind to the antigens.

Laura: No. Because I just said that in the last one. No, myself.

Ron: You didn't.

Laura: I did. Um, you said that was the only thing I did say for three marks.

Ron: Then for 7.6, um, you had to identify, um, so you had to kind of. This was about telling the Difference between something in standard form.

Laura: Uh, I don't know what that is.

Ron: A percentage, a probability. Well, two things in standard form, a percentage and a probability. Um, and you didn't choose the right one. You chose hep B instead of hep C. And then we finished off the um, exam with a 5 marker.

A person has a tumour blocking the tube leading from the gallbladder

A person has a tumour blocking the tube leading from the gallbladder to the small intestine. Explain why this person would have difficulty digesting fat. You said tumour gets in the way of the fat moving about restricts the blood flow to the small intestine, so the villi can't digest the fat.

Laura: Sounds good.

Ron: No. Uh, so the, the gallbladder produces bile. Um, bile is the emulsifier so fat can be digested. So if you're blocking the tube, the bile can't get in there. And then you have a smaller surface area for the lipase, which is the enzyme that breaks down fat to do its job because it's not dissolved. Um, also the, uh, bile also helps regulate the PH of the, um, small intestine.

Laura: I just didn't know any of this.

Ron: We have talked about lipase and bile and stuff. Billy Rubin. Remember bilirubin?

Laura: Thousand years ago.

Ron: Supposed to revise for your exams.

Laura: I didn't.

Ron: I know. Um, so you got a, you got a squirrelly 0 out of 5 for that one, leaving you to get 5 out of 19 for the last one and 50 out of 100 exactly for the exam.

Laura: Well, look, I was aiming for 50% on the foundation, so the fact that I've got that on higher tier, it's not that bad.

Ron: No, I'm glad we did foundation, though. Sorry. I'm glad we did higher.

Laura: Yeah, yeah.

Ron: I think this is what the people wanted.

Laura: Do we know what that translated to? No.

Ron: Uh, we do. We traditionally, we do that together. Um, aqa, gcse, higher tier, grade bound.

Laura: Boundaries, Biology tier H. So it would be a hundred, wouldn't it? M, because we doubled it. So that's between a six and a seven. So it would be a six, basically. That's higher than I got on foundation, isn't it? We were fives across the board on foundation.

Ron: Yeah. Well, that's the highest you can get with foundation.

Laura: Yeah. So somewhere between. I'm very close to a, uh, seven, whatever that means.

Ron: Yeah, you are.

Laura: What does a six in GCSE mean? In letters, six is a high B. Oh, I was not far off an A, Ron.

Ron: That's not bad at all. It felt worse.

Laura: I'm shocked with that. It did feel a lot worse.

Ron: Felt a lot worse.

Laura: And this was my worst

00:55:00

Laura: subject. So there's a chance I could be getting an A in physics?

Ron: There is a chance. We'll see how you get on.

Laura: I'm gonna do some research. Okay. All right. Not so bad.

Ron: Smashing.

Laura: I'm not gonna drown myself this afternoon.

Ron: Hooray.

Laura: Yay me.

How about we run a competition for the best Finnish answer to BMI question

Okay, Ron, here's what I was thinking. Could be fun. So you haven't listened back, so you won't remember this, but there's a bit in this where answering the BMI question, I, uh, just stop mid sentence. How about we run a competition for the best Finnish answer, uh, to my BMI question.

Ron: I love it. And extra points if it for the more inflammatory it is.

Laura: Yeah. The more rage filled, the more there's no box for truths were uttered or whatever it was you said. I'll knit you a prize for the best answer. How about that?

Ron: Box for truth?

Laura: Yeah, something like that. You said, oh, there's no box that says points for speaking the truth. You were being a real shabby cat at that point. Um, you were mad at me. So let's say, where should we post these? Facebook or Instagram or both? You can, you can tell us on Facebook or Instagram. We've stopped using X because it's a cesspit. We can't be asked. Um, I'm not sure if we're on Blue sky or Threads. I am, but I don't know if I've done Lex Ed. I haven't done any Lex Ed social media in so long. But listen, I'm going to this weekend in Manchester, I'm going to post so many alternative titles and you're going to have to go back and listen to so many episodes to remember, uh, what you'd posted on Watch episodes. I'm, uh, going to catch up, but give us your best finishes to my BMI answer, uh, and we'll see who wins.

Ron: The winner gets a shout out on the podcast, probably.

Laura: And a knitted thing. I'll post you a knitted thing.

Ron: Oh, did you already say that?

Laura: Yeah.

Ron: Oh, sorry.

Laura: You're not feeling well, are you, Ron? No, uh, it's gonna be a bloody downer of a Christmas episode we're about to record.

Ron: Yeah.

Laura: Maybe. Have you had a flu jab, Ron? No, I had a flu jab this year and I haven't had a cold yet this winter.

Ron: I had someone look at my ears yesterday.

Laura: Right. Was that nice?

Ron: I keep on putting my fingers in my ears, so I figured they must be blocked or something.

Laura: Yeah. With your fingers?

Ron: Yeah. Um, and then I had a dream. I had a bad night's sleep and I had, like, one dream that, like, chunks of skin were coming out my ears. Then I had another bit in the morning where I was lying there and I was convinced there were spiders in my ears. So then I was like, right, I just have to get this looked at. And then the man was like, no, you've got really clean ears, man. And I was like, sick.

Laura: Do you use cotton buds in your ears?

Ron: No.

Ron: Um.

Laura: Why don't you have any earwax, then?

Ron: Don't know. Just, I think from my fingers.

Laura: I forgot. You have got those weirdly skinny fingers with little bits of cotton wool on the end.

Ron: I'm in a long saga with my GP at the moment. Where he, um.

Laura: Wants you to take your fingers out your ears.

Ron: No. No. They asked me to take my blood pressure just because I was changing gp. And then they sent me a text and they were like, this is. This is higher than we'd expect it to be at home. Can you then measure your blood pressure like, twice a day for a week? And I was like, I didn't do this at home. I had to walk to the thing, which makes your blood pressure go up a bit. There was only 2 above on 1 and it was 8 below on the other. And all of this is lower than what's a, uh, healthy blood pressure, so it's just fine. But then because I had to walk there slightly and I've had to go over three times and keep measuring my blood pressure and it keeps going down and down and down because I'm a nice boy, I'm healthy.

Laura: I'm sorry, Ron.

Ron: It's okay.

Laura: I have low blood pressure, too.

Ron: I've got normal, optimal blood pressure.

Laura: Mine's really low. Sometimes I can't see when I stand up.

Ron: You should eat more salt.

Laura: I eat loads of salt.

Ron: You do?

Laura: I eat 90% salt. I don't think my blood's very good because when I went to give blood, I only just had enough iron in my blood to donate. And that's with taking iron supplements every day.

Ron: Yeah.

Ron: Ah.

Laura: I think my blood possibly does have flagella. Anyway, um. Right, we'll see you next week.

Ron: We've got a register to do, Laura.

Laura: Have we?

Ron: Yes, because we did it last week.

Ron: And then we just didn't edit those intros

01:00:00

Ron: outros on. And I had to do.

Laura: Oh, yeah, you did secret sleepy ones.

Ron says he accidentally conned some people by booking an Airbnb

Because I got to my Airbnb. Oh, my God. The Internet was just dire. It's been so long since I've stayed somewhere that just basically didn' have Internet. But it was a lovely Airbnb. I feel like I accidentally sort of like conned some people because they said, can you come and do this gig? And it was really far away, like up near Newcastle, right in the middle of nowhere in Yorkshire. And, um, Tom happened to be gigging nearby, so I said, I can do, but listen, I'm gonna have the dog and the kid, like, you know, can you help me find somewhere to stay that I can accommodate all of them? And they booked me this gorgeous Airbnb that had space for all of us and it was absolutely beautiful. Instead of like your bog standard hotel, you. And then in the end, I didn't take child off the podcast or dog. I left them with parents of the podcast. So me and Tom just stayed in this fabulous Airbnb and I felt a bit sneaky.

Ron: That's fine. Yeah, I. I m. Had been lying in bed for 25 minutes, half an hour, and then my podcast stopped. And I was like, that's weird. Why has that happened? Looked at my phone getting a call from a number that for some reason it didn't pop up and said, Laura. It just said, said a mobile number.

Ron: Which is why, like, I answered, I.

Ron: Answered and then I didn't say anything because I was asleep. Judith was asleep next to me. Um, and then I didn't recognise your voice. And I was like, well, I'm just not gonna follow this up. And then I got a call from you on WhatsApp. And then it was like, ugh, it's gonna be podcast related. Laura's gonna be a turd if I don't do it.

Laura: I wasn't gonna be a turd, Ron, but it was kind of your fault for not uploading the episode earlier.

Ron: Uh, yeah, but you also didn't put the intros outros in there. I think we're both to blame a bit.

Laura: Yeah, but you solved it with an intro outro that some people couldn't hear.

Ron: Yeah, I didn't think it was that bad.

Laura: Some people could hear. Some people said was like asmr, but we all know was a botched job. But listen, these ones have been fundamentally brilliant. M. Okay, Ron, do the register quickly because I need to go and take the bread out of the oven.

Ron: You have to do it.

Laura: I don't know where it is.

Next week will be chemistry 1 before we stop for some Christmas content

Ron: All right, next week.

Ron: Next week. Dismissed.

Laura: We're finally going to do these intros outros. All right, listen, you lot, thank you very much. Next week will be chemistry 1. The timetable gets all a bit befuddled here. In true Lex Ed style, we've not really planned very well. And we've got Chemistry one next week. Then we're going to have a little break for Christmas. Then it'll be chemistry too. Moving into results and physics in the new year. So you've got your last lesson next week before we stop for some Christmas content. Um, so have a lovely week. First week of Advent. I hope your calendars treat you nicely. Ron, I've got my extra special expensive calendar again. Oh, I didn't buy it this year, though. My friends bought it for me.

Ron: Wow. For your birthday?

Laura: Yeah.

Ron: That's cool.

Laura: Should we try and do that half hearted spreadsheet again?

Ron: No, that was long and not interesting.

Ron: Okay.

Laura: All right. Uh, love you. Bye.

Ron: Class dismissed. Pencils down.

01:03:13