Hello and welcome to another episode of Lex Education. It's the comedy science podcast
Laura: Foreign. Hello and welcome to another episode of Lex Education. It's the comedy science podcast, where comedian me, Laura Lex, tries to learn science from her. Uh, so glad to see the back of GCSE brother Ron.
Ron: Hello, it's me, Ron.
Laura: Hi, Ron.
Ron: Hiya.
Laura: How's it going? I was late to recording today, Ron, and I apologise for that. Would you like to know why?
Ron: Did your child herself?
Laura: No, a sort of a much nicer reason to be late than that which.
Ron: Were you given breakfast in bed?
Laura: No, I had a surprise visit from friend of the podcast, Double Dugs.
Ron: Oh.
Ron: Uh, Headmaster Duggan that never made an M appearance.
Laura: Headmaster Duggan and Minnie Duggan came round for a little morning cuppa.
Ron: Oh, lovely.
Laura: I've had two tiny princesses wandering round my living room this morning.
Ron: You and Will Duggan?
Laura: Yeah. While our children stared at us going, what the hell are you two doing? Lovely. He brought me around a laminator, we had a cup of tea and then I was like, I simply must go. I've got to go upstairs and do a podcast.
Ron: And here we are now doing a podcast.
Laura: Yeah. Do you know why you brought a laminate around, Ron?
Ron: Why is that?
Laura: Uh, well, here's the thing, mate. So we're running low on welcome to scoring cards. Welcome to is great board game. Is it Blue Cocker games or Blue Spaniel games or something like that? Anyway, um. And you have a cool scorecard. We're running low on our pad, which will mean we can't play the game anymore. I thought you could buy refill pads online. I've had an extensive Google. I can't seem to find them anywhere. So whilst I was searching for them, I did find someone suggesting in a Reddit forum. Other forums are available. Why not laminate some of your cards and use a dry erase marker?
Ron: Oh, very, very eco. Very nice.
Laura: Yeah. So that's what I'm gonna have a try.
Ron: That's lovely.
Laura: Yeah. Are you proud of me?
Ron: I am. Well done, Mo.
Laura: How's your morning been, Ron?
Ron: I've been doing admin for the podcast and working. Um, so I had some nice fried rice.
Laura: Ooh, breakfast rice.
Ron: I love rice.
Laura: Yeah, I had rice for dinner last night.
Ron: What did you have with your rice, mate?
Laura: Butter chicken and air fryer. Cauliflower. Not chicken, obviously.
Ron: Butter cauliflower.
Laura: I decided, uh, add some corn pieces and courgette in a butter chicken sauce.
Ron: Delish.
Laura: Yeah. I've decided that an air fryer has absolutely changed my world view on cauliflower, a vegetable I previously thought to be a Complete waste of time, space, nitrogen and energy. Now that I can. It's just nothing. Clouds. It's neither a pleasant cloud nor a nasty cloud. It's just gag. But now I can air fry it in some spices and get it a bit. Oh, my goodness, Ron, it's changed my life.
Ron: Yeah.
Laura: I would eat cauliflower every day.
Ron: I love that for you because you hate vegetables.
Laura: I really do. But now courgettes are absolutely passable. They taste of nothing. Bang em in everything. And cauliflower in the air fryer is delicious. Look at me go.
Ron: Well done.
Laura: By 40, I'm aiming to have three vegetables I don't mind eating, actually. I like red cabbage. Bam. There's another one. I've done it.
Ron: You've done it. Maybe you should stretch for four.
I like root vegetables because they're storage for stuff
Laura: I like root vegetables. It's just the above ground vegetables. I have a real problem because root.
Ron: Vegetables aren't like, I guess carrots are fine, but I think all the root vegetables, because they're storage for stuff, uh, they tend to be quite. Not as healthy as the other ones.
Laura: Oh, uh, is that true? Is that why I like them?
Ron: Yeah. Like, potatoes are a calorie storage for the plant, which is why they're full of starch and full of calories. Yeah.
Laura: Parsnips. They're delicious.
Ron: Similar leeks. Not a root vegetable.
Laura: But they're under the ground.
Ron: No, they're not.
Laura: A lot of them is.
Ron: No, it's not.
Laura: Yeah, it is. I've written them wrong. I know.
Ron: They're alliums.
Laura: Yeah. Most of an onion's under the ground.
Ron: It's not a root vegetable, though.
Laura: No, but I said under the ground vegetables. I didn't say root vegetables. You did. Come back to the tape.
Ron: If you.
Laura: Actually listen to my terminology, Ron.
Child of the podcast is going on holiday to Disneyland next week
So we're recording this intro outro a touch early, if we're totally honest with you. Last week's episode hasn't gone out yet, but, uh, we're recording it early because I'm going on holiday tomorrow and, uh, I want to get this done so I don't have to think about it while I'm away. Oh, uh, Child of the podcast was adorable this morning. Went in her room to get her up and she lay there and she looked at me. She went, shall we go Disneyland? And I was like, yes, kid, we will tomorrow. And I distinctly remember as a child, because we're getting a ferry over to France. I distinctly remember as a child just not understanding what Mum and dad meant by a boat so big we could drive the car onto it. And being like, it's gonna slip all over the deck, like. Cause the only boats I could really picture were, like, the ones in Pocahontas, like, wooden boats kind of thing. And I was just like, how are we gonna get a car on there? It's gonna be everywhere. And I didn't really understand that there'd be more than one car. And I'm just. I'm so curious as to what's going on in her head.
Ron: I guess she doesn't know which bit's Disneyland, so she might think that the boat is Disneyland as well.
Laura: We have talked to her about the boat. I'm pretty sure she thinks we're just gonna go somewhere and watch a lot of the films we've been talking about. M. She doesn't know that it's four days of queuing in the rain. We're going to go on. Well, there's a lot that she can go on, and I think it'll make it a really different experience of Disneyland for me because we will have to, like, stop and smell the roses a bit. You know, like, we'll have to really explore that castle.
Ron: Enjoy that theming.
Laura: Yeah. You know, we're gonna have to soak in vibes rather than just space mountaining it, uh, up the wazoo.
Ron: There's gonna be some cute pics.
Laura: I hope so. I'm gonna dye my hair and bleach my moustache tonight. I'll send you all my cute pics of me if you like one.
Ron: No, I want pics of Tom.
Laura: I've got my Gaston costume ready.
Ron: Yeah. For Tom.
Laura: Yeah. Actually, adults aren't. Adults aren't allowed to dress up at Disneyland.
Ron: Yeah.
Ron: That's fair.
Laura: Kids are, but not adults. But it's going to rain for all three days that we're there, so we're going poncho shopping this afternoon and to buy some wet weather shoes for Tom. Anyway, listen up. I'll tell you how the holiday went next week.
Ron: I worry for content because I think this is largely maths
Um, but for now, you've got a physics episode.
Ron: Wait, we're not doing an announcement?
Laura: Should we do that in the outro?
Ron: Do we want to bury the announcement?
Laura: Okay, do the announcement now.
Ron: No. Fine.
Ron: We'll do it in the outro.
Laura: Announcement tone. Okay. Guess what, Ron? I don't feel good about this.
Ron: I think this is going to be fine because it's largely going to be. Well, I. I think you're gonna be fine in the exam. I worry for the content because I think this is gonna be largely maths. Ugh.
Laura: Uh, I don't Know how I feel about that. For the exam, though, I'm bad at maths.
Ron: But you did best in the physics foundation.
Laura: That's true. I'm very tired today, though, I think, because half of my brain is in Christmas mode. It's the week before Christmas when we're recording this, so I've been staying up a bit late, and then I got up with the kids morning, and so I've got that, like, drowsy brain.
Ron: M. You had some. You had some drinks on Sunday, and obviously you're in your 40s, so a hangover lasts for quite a long time.
Laura: Yeah, exactly. You had some drinks on Friday.
Ron: Yes.
Laura: Wouldn't stop phoning me on the train.
Ron: That wasn't me. I speak to you quite enough.
Laura: Went, uh, to, uh, child of the podcast. Little nursery Christmas party this morning, though. It was delightful. She just met Ho ho Ho for the first time.
Ron: Very nice. Was it a nativity or was she just dressed like an angel?
Laura: She was just dressed like an angel. They had a dressing up bit and obviously that girl loves a dress up, so she got straight into the angel costume. Face painted as Elsa. Absolutely. Living life large.
Ron: Nice. We got the night train from Vienna to Brussels the other day.
Laura: Yeah.
Ron: Um, and, like, I don't want to sound too much like bloody Jeremy Clarkson, but Europeans are not anti social enough. So it's like, um, you go into a little carriage. Um. Hey, T Dog.
Laura: You can say words if you like.
Ron: I didn't know you were recording.
Laura: Oh, yeah, we are.
Ron: Oh, then I'll go tell him I said, hey, T Dog.
Laura: Ron is saying, hey, T Dog.
Ron: Hey, Ronnie honks.
Ron: How's it going?
Laura: That's what I call him. He whispers. How's it going?
Ron: It's going pretty good. Just, um, bringing some tea.
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Ron: Uh, are tea's allowed in exam rooms?
Ron: Yeah, yeah. As long as there's no messages in it. What's on the mug?
Laura: I've gifted Tom this fudge urban rough up sea salt for rugged styles.
Ron: Tom's hair does not need any more texture.
Laura: Um, it's just a strawberry thief print on my mug.
Ron: Okay.
Laura: I don't have my mugs yet. No, it's not this. It's called the Strawberry Thief. Wild strawberries are much smaller than farmed ones.
Ron: Fair. Um, yeah, but.
My only experience of an overnight train is getting the overnight train from Glasgow
So we were on the night train. Um, uh, we splashed out to get beds. Not like private carriage, but just where you can lie down.
Laura: Do you have sex on a train?
Ron: No, because there was like, we're in a room, like, there's like, six people in, um, One of the rooms. That's why I said not in a private carriage. Um. Um. And we got in there and two people had gotten on at the station before us and rearranged it back into seats. So we had to sit and talk to people for, like, two hours. It was awful.
Laura: That's. But you wanted beds.
Ron: Yeah. And then, like, um, at like 9:00, it then is like. It's like quiet time and you have to shut the fuck up because people want to sleep. So then it went back to being beds, but. And we were on the bottom bunk. It was so audacious. The people that rearranged it were on the top bunk, which stays there all the time, so they. They could escape at any point. And they sat on our beds on the bottom and kept it in bed, uh, in seat formation.
Laura: That is unreal.
Ron: It's unhinged.
Laura: That's not okay.
Ron: It was really awkward. We walked in and there was a girl and a guy. And then I think just because we were a couple, we kind of assumed they were a couple. And then, like, it became really quickly apparent that he was just hitting on her loads. And then she went to bed at like, quarter past seven and just lay in her bed with an eye mask and headphones to avoid talking to him. But he was. He was like some Belgian guy. He was like, talking about running his first marathon and he was like, well, that's good to push yourself, isn't it? It was so funny.
Ron: Uh.
Laura: Sounds like hell. My only experience of an overnight train is getting the overnight train up to Glasgow. And there was like a very drunk man behind me. And the first eight times he accidentally pulled his headphones out of his Walkman and it just was coming out loud. I let it go. And then about 3 o'clock in the morning, I was like, dude, your headphones are coming out again. And then he screamed at me for 20 minutes.
Ron: What?
Laura: It was awful.
Ron: Um, we. Then. The ones that go through Europe, they like, it's all carriages, so there's no bit where, like compartments. There's no bit where you're just in a mass of people. So you at Maxis ever with six and over Covid. Um, obviously you couldn't have people in compartments, so it was really cheap to, like, book a whole one to yourself. So we did that once and then the second time we were there, we didn't realise that the rules had changed, so we booked the same sort of thing. And then we were just sat in a box with four other people.
Laura: I think I remember talking to you on that?
Ron: I live tweeted it. Yeah, because it was awful. Um, and then, um. Yeah, and then obviously, Judith's all like, oh, wouldn't it be nice if we sat next to each other so I can lean my head against you? And I was like, no, we should definitely go opposite and interlock legs rather than next to each other. And then I.
Laura: You don't want two sets of shoulders up the same end. That's madness.
Ron: Yeah. Any who, um. Right, you ready for this exam? Yeah.
Laura: Okay. I'm just getting my calculator open on my phone.
Ron: Okay.
Laura: Prepped for Mathsville.
Ron: Get ready to set the old.
Laura: Oh, God, it's an hour 45 for this one.
Ron: Yep.
Laura: Oh, so long, farewell, Avida. Saying goodbye. Oh, no, you're doing Ratigan.
Ron: No, I was doing that.
Laura: Oh.
Ron: Just with a ratty, ratty edge to it. Um. All right, time is on, Laura.
Question 1: Calculate the mean power needed for one home
Okay, question one.
Laura: Wind turbine.
Ron: Figure one, child of the podcast is.
Laura: Obsessed with wind turbines.
Ron: Wind turbines are cool.
Laura: Yeah. I wonder if that's the one off Brighton.
Ron: I thought the same thing, but I couldn't see the little thing, you know? But, um, then it does look like it's actually looking at the land, so it would be a new perspective. Anywho. Oh, God. This is, um. This is the first exam we've done when I haven't had my screen.
Laura: I love my screens.
Ron: I need my screens. Um, anyway, figure 1 shows a large wind farm off the coast of the Ukside Brighton. Figure 1. Tell the people what it is, Laura.
Laura: It's a large wind farm just off the coast of the UK.
Ron: The mean M power output of the wind farm is 9. That's a city.
Laura: What is happening? Is that gnocchi?
Ron: Yeah. Okay, uh, get your ass out the podcast. She's obsessed with me.
Laura: She's literally a podcast right now. Oh, God, the mic. This is.
Ron: Okay, come on, we're on the clock. The mean power output of the wind Farm is 696 megawatts, which is enough power for 580,000 homes. Calculate the mean power needed for one home. Give your answer in watts.
Laura: Okay. Hey, we're not gonna panic at all today. We're just gonna be calm. It's Christmas. It's Christmas time. We're letting light and we banish shade. That's. That's the feeling, uh, of this exam. Light comes in, shade gets banished. Right, so 696 megawatts. That's 696 million watts. Maybe M stands for million, not mega. I've just assumed mega. Did you say Mega.
Ron: I said mega.
Laura: Okay. Wouldn't be an M if it didn't mean million. So let's say that it's 696 million. So then we're going to do 580,000 divided by 696 million million equals. Well, that doesn't look right. No. Should we do it the other way around?
Ron: Why don't you think about it before you start doing things?
Laura: 696 million divided out across, uh, 580,000 houses. That makes more sense. Oh, it's a lovely round number. So I feel confident about that.
On one day, UK demand for electricity was 34,000 megawatts
We're going to go with 1,200 watts or 1.2 kilowatts, but it's asked for my answer in watts, so one point. Give it in 1200 watts, please, Ron.
Ron: Wonderful. Um, okay. 1.2. On one day, the demand for electricity in the UK was 34,000 megawatts. Suggests two reasons why wind power was not able to meet this demand.
Laura: Um, one, it was perhaps not a windy day. No.
Ron: No, don't. Don't think I'm laughing at the. The answer. It's more just the very Beatrix Potter Wind in the Willows way that you said it. Uh, perhaps, perchance, dear examiner, the wind doth not blow.
Laura: On that day, the air was still. Um, and two, um, there may not have been enough wind farms built due to homeowners in the Home Counties saying no to having them near their homes. Don't put that.
Ron: Okay. Smashing. Happy with that.
Laura: I think so.
Ron: Oh, gnocchi.
Laura: One.
Ron: Um, point three. Some energy of the wind used, we should say. Actually, we're doing the higher tier paper. 1. Um, Physics GCSE by AQA. I'm, um, not seeing a date.
Laura: It's Mackie barking downstairs, in case you're wondering.
Ron: You probably weren't from June 2022, everybody. June 2022, higher tier. Um, okay, so now that we've got that out the way, we can carry on some of the energy. Ow. Gnocchi. Some of the energy from.
Laura: Dreadful. For podcasting, you can see why professional studios don't have a cat and a dog in them, can't you?
Ron: Yeah. I just saw a seagull fly past your house as well, so that'll start in a second. Is she upstairs?
Laura: I don't know. Knowing her, she's crouching on the top step because the gate's shut and she can't get to me. Tom. Tom.
Ron: All of this is staying in. This is the reality of Lex education. Laura likes to pretend that. I don't edit. I edit. Ah. Out so much from this podcast. It seems like I don't, because I do find the pauses funny. But there is so much on the cutting room floor, dear listener, but I'm leaving that one in.
Some of the energy used to rotate a wind turbine is wasted
Some of the energy from the wind used to rotate a wind turbine is wasted. An engineer
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oils the mechanical parts of a wind turbine. Explain how oiling would affect the efficiency of the wind turbine for three months.
Laura: If you put oil on the arms of the turbine, seagulls can't land on it, and so there's less weight resistance to the wind turbine going round. That's a joke answer, Ron. Delete that one. I was just being silly. No, so if you oil the mechanisms inside the wind turbine, um, there's less friction on cogs and bits of engineering. And so.
Ron: Hang on, hang on, hang on. If you oil the mechanisms in the wind turbine, there is. Is less friction on what, sorry?
Laura: Between cogs or interlocking parts. And so they can move against each other using less energy. Why are you pulling that face? This is just normal thinking talking.
Ron: No, so it's just. It's because I know that you think you're an inventor and I just love that. I love that in your brain when you can't see inside a machine, it's all just cogs and pistons and stuff everywhere. I was really trying not to disturb you because you were on a flow.
Ron: Um, sorry.
Ron: Between cogs are interlocking parts so they can move against each other more easily.
Laura: Um, the easier or the less friction they have when moving against each other, the less energy required to move them.
Ron: Okay. Happy with that?
Laura: I think so. At least I think that'll be 2, if not 3.
Explain why people should be encouraged to use energy efficient electrical devices
Ron: All right. 1.4. Uh, in most homes in the UK, there are many different electrical devices. Explain why people should be encouraged to use energy efficient electrical devices for 2 marks.
Laura: Um, because energy efficient electrical devices use less energy and are therefore less of a drain on the national grid and require less energy production. This also benefits the user, uh, because it will be cheaper for them to run their devices.
Ron: What's the consequence of less energy production?
Laura: It's just easier, isn't it? Depends, really. If it's like. Because if it's dirty energy, then it's less carbon dioxide and stuff. But if it's wind turbines, it's just better, isn't it? It's just better to use less energy. Don't run marathons.
Ron: Okay.
Laura: Um.
Ron: All right, Laura, Question one. Flushed away.
Laura: Whoa. Goodbye. Question one.
This is the final episode of Captivate. It's good to have a final series episode
Now. You ever go in my heart, you are in the past now and I am The Queen in the Christmas Gooch.
Ron: Last year, I got catastrophically drunk with, um, a friend of the podcast, Noah's Family. Um, and the next day I was very hungover and I was watching TV with Noah and his girlfriend. Girlfriend, um, of the. Noah, Jesse. Um, and we were, uh, um, watching just, like, daytime tv. And then in the ad breaks, we would watch a playthrough of the flushed away PS2 game. Um, and it's really baffling because they introduced so many characters in that game that aren't in the film. Literally. It opens up with Roddy the Rat and. And he's got two hamster butlers.
Laura: I love that for him.
Ron: And they spend loads of time animating that and having all these characters. And then when it gets to the bits of the film, they only had, like, the budget to just show, like, a slideshow. But then there's like. Yeah, there was weird bits of, like, loads of French spiders and stuff. Or maybe they were Spanish, I can't remember. It was odd recommend. We then bought the game and played it.
Laura: Anywho, what's happening in your flat?
Ron: Love you.
Laura: Bye. See, hi to Laura.
Ron: She can hear you. You just can't hear her.
Laura: Okay. I miss you. I just have to run to work because I'm really late. Love you. Bye.
Ron: She says love you by.
Ron: All the supporting cast are coming out in this episode.
Laura: It's saying goodbye to gcse, though. It's good to have a final series episode.
Ron: It might rain, by the looks of it here.
Laura: When we switch to doing a level. I'm gonna call that series two on Captivate.
Ron: Wow.
Laura: For whatever difference that makes.
Ron: I wonder how long a level's gonna take us because the concepts go up a notch.
Laura: Fuck. Anyhow, I'm gonna use. Listen, we need to crack on.
Ron: I think you're doing well. But anywho, um.
Figure two shows a rock found by a student on a beach
Figure two shows a rock. Oh. So this is question two. And figure two shows a rock found by a student on a beach. To identify the type of rock, the student took measurements to determine its density. Do you want to describe figure two?
Laura: Figure two is, I'd say, a child's hand. I think they've broken their ring finger at some.
Ron: I was gonna say the same thing.
Laura: Off at an odd angle or maybe.
Ron: Yeah, it's like my crooked thumb.
Laura: Yeah, they've got some finger issues going on. Oh, God, the last character's here. Yes. Pardon? Mackie is barking. Yeah, thanks for letting me know.
Ron: Producer child of the podcast letting us know about a dog shit audio.
Laura: Um, and on this warped Little hand is a rock?
Ron: Yes.
Laura: Do you think that's an AI generated hands, or did children just not have any lines in their hands?
Ron: Um, no. We didn't have AI in 2022.
Laura: Did we not?
Ron: I don't think that's a child's hand particularly either.
Laura: It looks swollen, though.
Ron: The thumb is fat.
Laura: I think that that person's either eaten a lot of salt recently or it's very hot. My hand's covered in lines.
Ron: Anywho, Laura, um, Describe, um.
Laura: Yeah.
Describe a method the student could use to determine the density of the rock
Ron: Palm reader. Give you your money back.
Laura: You've just arrived from Pluto.
Ron: Describe a method the student could use to determine the density of the rock for six months.
Laura: Okay, so first of all, we would need to weigh the rock and find out the mass. No. Is it the mass or the weight? Are they the same? Then we would need to measure the rod.
Ron: Which one are you going for? Mass.
Laura: They're different, aren't they?
Ron: They are different.
Laura: What's, uh, mass? Ron?
Ron: Something's mass doesn't change depending on what's happening to it. Whereas something's weight does. That is, your mass is the same on the Earth and on the Moon, but you weigh less on the moon.
Laura: Okay.
Ron: Do you understand?
Laura: I understand that it doesn't help me know which one I need now.
Ron: Well, as long as your method doesn't require flying to the Moon at any point, I think you'll be fine.
Laura: Okay, we'll say wait then. So we're going to take the weight of the rock.
Ron: Um, wait, say mass, though. It is more sciency. Huh?
Laura: Okay, uh, the mass of the rock. So we're gonna weigh it to find out. We're mass it to find out the mass. Um, then we need to know the volume of the rock.
Ron: When you're describing a method, it's good to sort of say how you're going to do that. So.
Laura: Okay, step one. Using a Newton metre, I'm going to weigh the rock on some scales, not a Newton metre. Step one, I'm going to weigh the rock on some scales and find out its weight in kilogrammes.
Ron: I'm, um, keeping what I wrote before because I can't be bothered to rewrite it. It was better.
Laura: Okay, step two. Next we need to determine the volume of the rock. To do that, we measure, uh, it
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Laura: length, depth and height and calculate the volume using the external measurements. Then step three, we calculate the density by dividing the weight by the volume and give our answer in grammes per centimetres cubed.
Ron: That everything.
Laura: Sure.
Ron: Woof. Um, the student determined the density of the rock to be 2.55 plus or minus 0.1 grammes per centimetre cubed. What are the maximum and minimum values for the density of the rock?
Laura: Uh, 2.66 grammes per centimetres cubed and 2.45 grammes per centimetres cubed.
Ron: Do you want to take another run at that.
Laura: Student? Determine the density of the rock to be 2.55 plus or minus 0.10. So the maximum would be 2.6 and the minimum will be 2.45. No, what am I missing?
Ron: 2.66 and 2.45.
Laura: 2.65 and 2.45.
Ron: Every other time you've said 2.66.
Laura: Have I?
Ron: Yeah.
Laura: Oh, 2.65 and 2.4.
Ron: There we go. That was really weird.
Laura: I couldn't hear my own voice, so I just had to, like. If I'd been looking at it, I'd have guessed that.
Ron: Yeah, that's why I gave you a nudge, because I thought if you'd seen it on a page, you wouldn't.
Laura: Yeah, I thought I was going mad for a second, then going, there's only one mark for these two answers, so it can't, um, be difficult. It must be as obvious as I.
Ron: Think it is somehow. And. Yeah, because you did the 2.66 and then I was wholly, in some ways expecting you to then say 2.44. But then you got it right. Going direction.
Table one gives the density of five different rock types
Um, Table one gives the density of five different rock types.
Laura: We've got basalt, we've got chalk, flint, sandstone and slate. They've all got varying densities, plus or minus variances.
Ron: Yeah, all between 2.2 and 2.9. Not miles apart. Laura, which two types of rock in Table 1 could be the type of rock the student had?
Laura: Okay, so we're looking for one that falls between 2.45 and 2.65. So base salt. No, that is between 3 and 2.8. Uh, chalk, yes. Chalk could be 2.5. Could, uh, also be 2.2. Goes down. Flint could be 2.5. Sandstone could be 2.4. So that's too small. Right. It's chalk and flint. Ron, I won't bore the listener about slate. I'm going to tick the chalk off. Flint box.
Ron: I'm no geologist, but if you can't recognise chalk or flint upon picking them.
Laura: Up, I think you're making work for yourself. If you have to work out the density to know what they are, you're going the long way around.
Ron: You gotta work smart, not hard. That's the key. Or neither look at the rock. That will tell you the student only took one set of measurements to determine the density of the rock. Explain why taking the measurements more than once may improve the accuracy of the density value.
Laura: Measure twice, cut once. Um, don't write that down. That's my thinking. I found this flower press, um.
Ron: Oh, yeah, that was on your desk last week.
Laura: Yeah. Has it got any flowers in it?
Ron: Look at this big piggy bank.
Laura: Child of the podcast. Keep climbing on my back and saying, giddy up, piggy.
Ron: Was that other thing that she's saying to you at the moment, like, shut up, grumps.
Laura: Yeah, cheer up, grump.
Ron: Cheer up, grump.
Laura: I think giddy up, piggy is worse, though.
Ron: It's not ideal.
Laura: It's not the dream for my confidence. No, there's no flowers in it. It's sad. Um, well, explain why taking the measurements more than once may improve the accuracy of the density value. Well, I hate questions like this where it just feels like obviously checking twice makes it more accurate. The more accurate you are, the more close to correct you are. What's happening in your flat now?
Ron: That's outside.
Laura: God, this episode's a mess. Put this flower press away. So at least only the mess is not of our doing. The slanting noise makes this much more depressing.
Ron: It's really sapping the life out of the record.
Laura: Yeah, explain why taking the questions more than once. Do you know what I mean about this question, Ron? Yeah, but, um, I'm gonna say something like, because the rock is an irregular shape.
Ron: Oh, yeah, that's how you thought you did.
Laura: And then I'm just gonna leave it there because clearly it's not right and life doesn't last bit. So what's the point of trying?
Ron: Well, because I think you can get this even though your rock measuring was bananas. Um, what. What could choose. What could cause a reading to be wrong? Like why. Why does it make it more accurate? Like, obviously that's common sense. But like, common sense is like something falls to the floor if you drop it off a table. But that doesn't mean that it's not worth explaining why that happens.
Laura: But I don't know what to say. That sounds exam answery other than do it twice. Because if you made a M mistake the first time, just double cheque that you had the right thing. Double cheque that you get the same answer again. If you do it again.
Ron: Do it twice. In case of mistakes.
Laura: Exterminate human error from the proceedings and.
Ron: Reduce human error in the proceedings. There we go. That's something Isn't it?
Laura: Yeah. Is that it?
Ron: What's. So we got. But there are other types of error, aren't there?
Laura: Not in my life, no.
Ron: All right, we're moving on because I'm not having another fucking discussion with you about zero errors.
Laura: Um, but you were not using a scale.
Ron: We, we measured it, we weighed it.
Laura: Zero error might not be a zero error.
An engineering company has invented pavement tiles that generate electricity as people walk
Ron: Question 3.
Laura: Do not write on this page. Love those pages.
Ron: Love those pages. Uh, an engineering company has invented pavement tiles that generate electricity as people walk.
Laura: Have they?
Ron: Figure 3 shows someone walking on the pavement tiles.
Laura: Rad.
Ron: No, this is, this is bullshit. Uh, um, things like this get invented all the time. And it's like, oh, my God, why don't we harness the power of people's footsteps and stuff? Like fucking Coldplay, I think did it. Ah. At, um, their gigs. But that was more of a gimmick and stuff about being eco friendly. But it's just like. No, just build some more fucking wind turbines. Like the energy that you have to put in to do something like that is ridiculous.
Laura: Yeah, Wind turbines and trees. Dickheads.
Ron: So there was a. There was a company in America for a really long time that was obsessed with, um, well, their product called Solar roadways. And they wanted to turn like, um, car parks and motorways and stuff into solar panels that cars would drive on because of all that space. But it's just like, no, put the fucking solar panels next to the road. Because often there are cars on the road. So it's not good. And it's just like. Yeah, people are always trying to like, ins. Like insert these things into places where it's not needed when. Just do it the ways that we're doing. But more you're solving a non
00:40:00
Ron: problem.
Laura: Yeah. Roofs are perfect for solar panels.
Ron: Exactly. Like, if you're talking about.
Laura: Yeah.
Ron: If you're talking about a car park, build a roof over the car park. Keep everyone's cars nice and cool.
Laura: Yeah, yeah.
Ron: Odd. Um, an engineering company. Yeah.
Use the physics equation sheet. What equation links current potential difference and power
Use the physics equation sheet. Oh, we don't. I'll, um, pause the timer. I have not found the physics equation sheet for you. Uh, so that would be under notes and guidance. That would be under. It's definitely going to be an assessment resource form. What do they call it? A formula. She equations.
Laura: Uh.
Ron: I'm hungry today, Laura.
Laura: Uh, do you want some crisps?
Ron: I'd love some crisps. There you go.
Laura: Got it.
Ron: Smashing. Um, uh, yeah. What equation links the current I potential difference V and power P. I have.
Laura: Lost the exam paper. There it is. Oh, Lord what equation links current potential difference and power? Ah. Uh, these were easy last time. You just to find the right one on the page. Sorry, everyone. Yikes. Cut that wrong.
Ron: I will. I'm over body noises in the pod.
Laura: Right. P equals VI is on my sheet. M. Have I got any others featuring these characters? I have not. So I'm going to say P equals vi. So P equals V I.
Ron: What?
Laura: P equals V times I.
Ron: It's not one of the options. Oh, it is. Sorry, sorry, sorry, sorry.
Laura: I feel bad about that being the right option now, though.
Ron: Um, when a person walks on a tile, the potential. Potential difference of 40 volts is induced across the tile. The power output of the tile is 4.4 watts. Calculate the current in the tile.
Laura: Hang on. Just going back to my.
Ron: I'm going to have a mouthful of food away from the microphone while you do this. Maybe M go for a wee.
Laura: Going to go back to my sheet and I'll do some talking. Uh, right, so I'm looking for one that's got volts and watts and A's. VWA is what I'm looking for. Vwa. Vwa. Where are you on M? My sheet? You don't exist. Okay, work done. No. Current current equals. Oh, wait a minute. No.
Ron: What's.
Laura: I is current. I is current potential difference. So I would equal. Current would equal. You have to divide both sides by the potential difference. So power divided by potential difference. Because we're reversing, uh, that equation we just did. Let's call it that, shall we? I like it. That might be the sound of rum pissing you can hear there. That's wonderful, isn't it? So, uh, what we're gonna do, the power then is 4.4 watts
00:45:00
Laura: divided by.
Ron: I'm back.
Laura: 40 volts. We heard you pissed. Uh.
Ron: Oh, no.
Laura: I don't feel good about this, but it's what I'm gonna do.
Ron: Did I flush?
Laura: I don't think you did.
Ron: I'm not sure.
Laura: He's going back. 4.4 divided by 40. We're gonna say 0.11amps. Um, that's our answer, everybody. Ron, the conclusion I've come to is 0.11amps.
Ron: Um, 0.11amps. Cheque it out. I'm not going to eat any because we're on the way to being pressure podcast, but potentially the worst podcast snack.
Laura: You could have peanuts in a package like at the circus in olden timey times.
Ron: Yeah.
Use the physics equation sheet to answer questions 3.3 and 3.4.Okay, what equation links efficiency, total power input
Ron: Use the physics equation sheet to answer questions 3.3 and 3.4. Okay, what equation links efficiency, total power input, and useful power output. Tick one box.
Laura: Uh, the box I will tick, Ron.
Ron: Is there are three options listener that are so similar it would not be interesting for us to describe them.
Laura: No, uh, I believe it is the top one. Useful power output over total power input equals efficiency.
Ron: Okay, and, uh, question 3.4. The tiles are used to power LED lights in the pavement. See this?
Laura: What a waste of time.
Ron: This is why initiatives like this piss me off. Um, the tiles are used to power LED lights in the pavement. An LED light has a total power input of 4 watts. The efficiency of the LED light is 0.85. Calculate the total the useful power output of the LED light.
Laura: Okay, so we've got to reverse this equation again. So we've got upo over, uh, four equals 0.85. So to find the upo, we need to multiply 0.85 by four. So that makes the upo 3.4 watts.
Ron: Love that for you. All right, another blank page, Laura.
Laura: Oh, sexy page. I like those reverse Akins type ones.
Ron: I've just gone to the bit of Clarkson's farm where the guy from Groove Armada shows up.
Laura: Oh, I think you might have gone beyond M me now. You won the latest series?
Ron: Yeah, I think so.
Laura: Yeah. I'm not there, man. Ron, I taught a workshop on being an MC yesterday and I felt smart.
Ron: Mc, My name is Laura and I'm.
Laura: Here to say I learned physics in a literal way.
Ron: Um, look at this. This is just asleep on my hand.
Laura: She's just guarding your wrist, little vampire cat.
Ron: A student investigated the insulating properties of.
Laura: Different materials in another exam.
Ron: Yeah, there's only so many things. A student investigated the insulating properties of different materials.
Laura: Young and tired today, knocky mate. See, like my dog's an asshole, but she doesn't come and get between me and the microphone. Oh, she's wrapped up in your headphone string now?
Ron: Yeah, why? No, see, she's fine.
Laura: Yeah. You're not listening to the clattering. There are roses.
Ron: Is it still clattering?
Laura: Such a clatter.
Ron: Um, this is the method used. Wrap insula. Right. Laura, eyes on. Because they're talking about a fucking method.
Laura: Okay, Stir it.
Ron: This is the method used. Wrap insulating material around the can. Put a fixed volume of boiling water in the can. Place the lid on the top of the can. Measure the time taken for the temperature of the water to decrease by a fixed amount. Repeat steps one to four using the same thickness of different insulating materials. Identify the independent variable and the dependent variable. In this
00:50:00
Ron: investigation, does the independent variable.
Laura: Mean the constant variable?
Ron: What's a constant variable?
Laura: The constant. Sorry. Rather than the variable. What's an independent and a dependent variable?
Ron: This is the way it's really confusing to just talk about it for two years.
Laura: So the logic to me there would be that the independent variable is the insulating material and the dependent variable would be the temperature result. Because that depends on which insulating material we've used. But before we've always talked about constants and variables. But I guess this is a different question. So my guess is independent.
Ron: We've not been discussing constants.
Laura: Yeah. We talk about like what stays the same and which thing changes, you know?
Ron: Yes.
Laura: Do we call those independent and dependent variables?
Ron: Yes.
Laura: Do we?
Ron: Yes.
Laura: God. Um, so which way logically would those go then? Maybe the independent one is the one that stays the same. But then there's two things that say the same. It's the temperature and the volume. So do we just say the water is.
Ron: Let's say then read the method again.
Laura: Wrap the insulating material around the can, Put a fix volume of boiling water in the can, Place the lid on top of the can. Measure the time taken for the temperature of the water to decrease by a fixed amount. Repeat steps one to four using the same thickness of distant insulating materials. Identify the independent variable and the dependent variable in this investigation. Hmm, mhm.
The independent variable is the volume of water and the dependent variable is time
So it's two things that vary, is that right? I'm going to say the independent variable is the insulating material.
Ron: What do you mean by it's the insulating material?
Laura: It's the type because we're using different insulating materials.
Ron: So that's independent variable.
Laura: Yeah, because that just does its own thing. No, don't write it down. No, no, no, no. Okay. That's the dependent variable, the type of insulating material. And the independent variable is the time, the temperature water decrease.
Ron: That's staying the same, is it?
Laura: No, it's variable ing. I don't understand this. This is like fucking Mandela effect. I've never heard these words before. Now you expect me to know what they mean?
Ron: How can it? Maybe dozens of times.
Laura: What do you mean staying the same? You can't have a variable that stays the same.
Ron: Uh, yes you can.
Laura: So do you want me to say the volume and temperature of the water, the volume of water, the volume of water. I'm gonna have some crisps.
Ron: Which one is a volume of water thing?
Laura: I don't know, Ron, cause you're confusing me.
Ron: Don't eat crisps right now.
Laura: I need some Crisps.
Ron: Oh God, don't eat crisps. Right. Now.
Laura: To my mind, the logic would be that the independent variable, the thing that is not affected by anything else, would be the insulating material change. And then the dependent variable is the time. Oh, fuck it. I don't know. Right. The independent variable is the volume of water, uh, and, um, its temperature.
Ron: Do you want to help?
Laura: Yeah.
Ron: Okay, so an independent variable isn't getting affected by anything else in there. So look for language like fixed. The dependent variable is the one that's changing because of the circumstances of the experiment. So what do we look. Look for words like measure.
Laura: Okay. What did you say? The independent variable is the volume of boiling water and the dependent variable is the time taken for the temperature of the water to decrease.
Ron: Oh, uh, no, you were right. It was the type of material.
00:55:00
Laura: They headed north two hours ago. Run. Look at me. What?
Ron: Because that's what. Yeah, two marks for you. Well done.
Laura: Um, what were the art form?
Ron: Independent. Was the type of material because. Yeah, because you set that. But it varies. Time taken is what you measure dependent.
Laura: So I was absolutely right with my first bit of logic.
Ron: With your first scattergun guess? Yes.
Laura: No, Ron, I logiced it. I said it's independent. It's not affected by anything else. It does its own thing. And then the other one? Depends on what you've done with the other one. God, I'm smart.
The student used two different thermometers to measure the temperature changes
Ron: The student used two different thermometers to measure the temperature changes. Figure 5 shows a reading on each thermometer.
Laura: Mm mhm. So we've got like an analogue one. Stop getting peanuts out. If I can't eat crisps, you can't shell peanuts and eat.
Ron: But you did eat crisps.
Laura: Oh God. There's only like three more weeks until professional podcasting. I can't believe you're shelling peanuts. You're a maverick. We've had so many new listeners lately and I can feel them all turning off.
Ron: They'll never get this far.
Laura: The student used two different types. Okay, so yeah, we've got an analogue.
Ron: Oh, they're soft. They're not even roasted.
Laura: Of course they're not roasted. They're still in their beds. So. Yeah. And, um, we've got a digital one.
Ron: Yes. What's the resolution of thermometer B?
Laura: 87.4 degrees C. I don't know what resolution means. I'm just going to repeat the number that it says on the thermometer.
Ron: Thermometer A is more likely to be misread. Give one reason why.
Laura: Because you have to Gauge how far between. No, wait. Okay, start again. Start again, Start again. Thermometer A only offers full integer measure points. So when the temperature falls between a full degree Celsius, you have to interpret how far between they are so there's room for human error. That's good enough for one mark. And guess what, everyone. Question four continues on the next page.
Ron: Not gonna be blank. 4.4.
Laura: I feel good, Ron, that maybe the episode continues next week too. At this point.
Ron: I don't know. We've only been going for 25 minutes.
Laura: No, we haven't.
Ron: Oh, no.
Laura: 52 minutes.
Ron: Have we? Yeah, I did pause it, uh, after I went. After I gave you the equation sheet. So this time is useless now.
Laura: Well, I have to go back to a life. So we're not gonna go forever?
Ron: No. Uh, we'll finish the exam, though. That's kind of the thing. For one type of insulating material, Laura, the temperature of the water decreased from 85.0 degrees C to 65.0 degrees C. The energy transferred from the water was 10.5 kilojoules. Specific heat capacity of water equals 4200 Joules over kilogrammes degrees. Calculate the mass of water in the can. Uh, use the physics equation sheet.
Laura: No. Okay, right. So here's the equation in my little sheet. It's E for thermal energy for a change of state. Is that M what I want? Thermal energy for change of state. Are we changing state, though? No, not really. But it's the only one I've got that references latent specific heat monitors. Fine, let's do that one equals mass times specific latent heat. Specific latent heat. Um, uh, so we've got 4,200
01:00:00
Laura: there.
Ron: You can roast in shell peanuts.
Laura: Oh. The mass is what we're trying to work out.
Ron: And you don't need to soak them.
Laura: Beforehand to divide the thermal energy, which I guess is 10.5 kilojoules by the other one. Ugh. Uh, I never know if I'm doing any of these in the right things, you know, it feels like a small number. Am I supposed to change something into a different amount? Joules per kilogramme kilojoules. They seem like they're in the same world, don't they? But then maybe that gives me the answer in I'm going to times that by a thousand just for funsies. 2.5 kilogrammes, Ron.
Table two shows thermal conductivity of two insulating materials
Ron: All right. Uh, okay, table two, Laura, shows the results for two insulating materials. X 450 seconds. Y 747. Explain how the results in table two can be used to compare the thermal conductivity of the two materials.
Laura: Um, material Y, because it's in the.
Ron: Question.
Laura: Has a lower thermal conductivity ability than material X. Uh, the water took longer to cool.
Ron: The peanuts lasting.
Laura: Yeah, it's a mistake you've got. You're gonna give yourself nut throat.
Ron: Then.
Laura: Material X. Um, yeah, the water took longer to cool when material Y was used, showing that material Y was not as efficient as material X in conducting heat from the water to the air.
Ron: Uh.
Laura: Material Y is what we would call more insulating, less conducting. Send you two marks. That'll do.
Ron: It's what we would call insulating, less conducting.
Laura: Explain why rod becomes negatively charged when cloth becomes positively charged
Turn over for next question.
Laura: Alright, question five. This feels like it's pacing along today.
Ron: I don't know. You did just say we'd been recording for 52 minutes.
Laura: Yeah.
Ron: Laura. A, uh, student rubbed a plastic rod with a cloth and he liked it. I, uh, rubbed a rod with cloth and I liked it. The rod became Whatever Happened to Katy Perry?
Laura: She had an album out this year and it flopped. And she's currently getting married to Orlando.
Ron: Bloom and they've been together forever.
Laura: Yes. And she had like a feminist anthem that didn't really take off.
Ron: Yikes.
Laura: Yeah.
Ron: Orlando Bloom's a weird one, isn't he? Because he's been in like two things.
Laura: Yeah, he's from Kent.
Ron: That doesn't surprise me. He was too handsome to not be famous.
Laura: Yeah. He feels like the sort of person that maybe just like went to LA and just likes the lifestyle and doesn't particularly need to act as a drive, but just likes being a celebrity.
Ron: Yeah. I mean, if you've got points on the back end for Lord of the Rings and Pirates of the Caribbean, then.
Laura: Yeah, you're just living off those sweet, sweet royalty cheques. And now you've married Katy Perry.
Ron: Yeah.
Laura: Live your life.
Ron: One time he punched Justin Bieber.
Laura: Did he?
Ron: Yeah.
Laura: Why?
Ron: I think Justin Bieber was insulting his then girlfriend, Miranda Kerr.
Laura: Oh, uh, no.
Ron: But anyway, um, the rod became negative. Oh. The rod didn't like it. The rod became negatively charged and the cloth became positively charged. Explain why the cloth became positively charged.
Laura: Because the clothes,
01:05:00
Laura: uh, passed its electrons to the rod. Static electricity. Say that, uh, builds up on the rod. End of answer. Don't know that one.
Ron: Figure 6 shows the negatively charged rod on a balance. Figure 6 is unnecessary. Figure 7 shows another charged rod being held stationary. Stationary. Held stationary? Yeah, held stationary above the rod on the balance. The rods do not touch each other.
Laura: Two rods ne'er the Twain shall mix.
Ron: The only bit that you need to know because this is exact. What's that guy's grey hand and his swollen thumb?
Laura: Oh, puffy hands.
Ron: Um.
Laura: Uh.
Ron: There's 0.1 gramme difference. The one with the two rods is heavier. Explain why the reading on the balance increases, Laura.
Laura: More electrons jump off the top rod onto the bottom rod on the scales there and make the rod heavier, uh, due to electron. Maybe it's pushing it down. That feels more likely because electrons are very light. Scrap that about the electrons, Ron. I think I've got that wrong.
Ron: Fuck me. I think that was one of the densest things you've ever said on this.
Laura: I think the charged plastic rod repels the other plastic rod, which causes the plastic rod to push onto the scales, making it seem heavier. How about that for an answer? Uh.
Ron: How about that? 5.3, Laura. Uh, the balance had a zero error.
Laura: Zero error.
Ron: The, uh, zero error is not important in this experiment. Give a reason why?
Laura: Because the, uh, measurements, them themselves don't matter. It's the change of. It's the change of measurement that's important. And the increase stays the same. Whatever the start and end measurement was.
Ron: Cool. A negatively charged rod is held near an earthed conductor. Explain why a spark jumps between the negatively charged rod and the earthed conductor.
Laura: Because all those electrons want to get more space, uh, so they're attracted to the earth, uh, and they fizz through the air, making a spark get to the conductor. Zero marks. Don't know.
Figure eight shows how electricity is supplied to consumers by the national grid
Ooh.
Ron: Figure eight.
Laura: Big one.
Ron: Figure eight shows how electricity is supplied to consumers by the national grid.
Laura: 4.
Ron: We're going in circles.
Laura: It's that one with the power station and an X transformer and then two pylons. Y transformer and then two little houses. I say little. They're big houses off centre. Front doors, though.
Ron: Which is left.
Laura: Yeah, well, this is. We're halfway through hell.
Ron: Fucking hell, man. Figure, um, eight shows how electricity is supplied to consumers by the National Grid. We've got a power station leading into transformer X.
Laura: You said all this wrong, did you?
Ron: Sorry, I wasn't listening. 6.1.
01:10:00
Ron: Explain why Transformer X is used in the National Grid.
Laura: Ah, it's for safety. It.
Ron: It's for safety.
Laura: It, um, transfers the power to a more m. Transportable, safely transportable format so that it can travel in cables in a less powerful form so that birds and, um, passersby don't get hurt by cables. And less electricity is lost route and there's less wear and tear on the cables and it doesn't hum too loudly when you're near the pylons. That'll do. Loads of answers.
Ron: Explain why Transformer Y is used in the National Grid.
Laura: Oh, steps it back up again to a useful high powered energy going into the house. Like, puts it in 240 volt direct alternating current format for UK appliances. Safe to be in the walls, but powerful enough to make a cup of tea. Crisp. Time.
Ron: 6.3.
Laura: We never studied that.
Ron: Transformers.
Laura: Yeah.
Ron: Yes, we did.
Laura: I don't remember that.
Ron: It was years ago.
Laura: The beginning of this exam was years ago.
Ron: We've also done transformers in other exams.
Laura: Did I get it right in those ones?
Ron: Probably not, based on current performance. I'll save my thoughts. Are we doing the, uh, results tomorrow?
Laura: Yeah.
Ron: Should we not leave more time between this and the results for Bance to. Because I feel like we just remember it all.
Laura: Um, I mean, we can discuss this another time, but it's. Yeah, can do.
Town of Hornsdale in Australia has electricity supplied by a huge battery
Ron: Anyway, the town of Hornsdale in Australia has electricity supplied by a huge battery.
Laura: How much time do you need to forget things? Because I can do it instantly.
Ron: Yeah, that's true. You have object permanence. Um, on one day, the battery transferred 3.24 times 10 to the 11 joules of energy to the town. But the potential difference of the town's energy supply is 230v. Calculate the charge flow into, uh, the town on this day. Use the physics equation sheet. Give your answer to three significant figures.
Laura: Oh, uh, my brain's starting to shut down now.
Ron: Yeah, I'm losing the wheel as well a bit, to be honest.
Laura: Jay, why don't we, um, why don't we pause and do the rest tomorrow?
Ron: We could do.
Laura: Yeah, let's just pause here and do the rest tomorrow. Give ourselves our best shot of making a really good.
Ron: Yeah, let's not make a bad episode.
Laura: Yeah.
We're changing up the way the Patreon works
Ron: And welcome to the Outro where we're doing the announcement.
Laura: Whaaat? The episode just happened. I didn't even realise. Uh, time does get faster as you get older.
Ron: Do you want to introduce this, Laura? Because you've been super present in orchestrating and designing.
Laura: We have been so engaged in this. Listen, we're changing up the way the Patreon works. Kind of it's a big announcement. Kind of.
Ron: Uh, we're setting a new Patreon goal.
Laura: Yeah, we are. And Ron is here to tell you all about it.
Ron: But which, which number are we going for?
Laura: What?
Ron: What, what, what's the goal? This is the one bit that we.
Laura: Haven'T looked down but this is a new project, mate.
Ron: Why aren't you engaging with this?
Laura: For
01:15:00
Laura: reasons I'll tell you off the podcast and because I engage in everything else.
Ron: Yeah, but this is actually gonna get us paid.
Laura: Sure, sure, sure. And you're the businessman. I do the socials and the uploading and the writing and that bit. And you are, ah, now our Patreon guy.
Ron: Fair.
Ron: Okay, Right, so here, listen up, guys. Um, here's the thing.
Ron: We've been.
Laura: They've been listening avidly for minutes now where we squabbled between ourselves.
Ron: Yeah, here's the thing. Um, we have an ethos with our Patreon where we did not want to limit people, um, having access to it based off, uh, you know, exorbitant prices, um, like some people's Patreons do. We wanted the barrier to access to be very, very low. In doing thus, we have been paid nothing for, um, essentially creating six hours of podcasting, um, material at least a month, um, plus all of the editing and stuff that goes into that. We don't want to change this about, um, the community because we like that it's super easy to get into and whatnot, and we love all of our fans dearly. However, we did want to, um, give certain fans, um, the option to support us more, um, by adding in a couple of extra Patreon tiers. And these come hand in hand with a Patreon stretch goal, which we haven't done since we went up to doing two episodes a month.
Laura: Um, no, we're years ago.
Ron: Yeah.
Laura: Is a stretch goal a thing, Ron? Is that business talk?
Ron: That's business talk, yeah. That's what it's called.
Laura: KPI.
Ron: Get out of here, Gnocchi.
Ron: You're not part of this.
Ron: You don't pay for the Patreon. We are going to do pigeon. Oh, my God.
Ron: I can see it.
Ron has planned a DND campaign that we're gonna do
Ron: We had the very fun announcement that we have. Well, I have planned, because, as previously mentioned, Laura's not engaged with this at all. I have planned a DND campaign that we're gonna do with lovely husband of the podcast, beautiful girlfriend of the podcast, Tom and Judith, respectively.
Laura: God, she's good at going upstairs.
Ron: We are going to.
Laura: Oh, no, you haven't heard that yet. Spoilers.
Ron: Um, let's say 250. Is that too many?
Laura: I think 200.
Ron: We'll do 200.
Ron: All right.
Laura: Because basically, we want to play DND.
Ron: Yes.
Ron: Um, 200, um, Patreon members. We're. We're miles off there at the moment, but existing members have the chance to help us Hit those extra tiers. We now have a five pound a month.
Laura: Uh, so the three pound tier remains. The three pound tier is there. Remains unchanged. Please do jump on. For three pounds a month you can have all our extra stuff done.
Ron: Yeah, you guys are unaffected. This is for people that want to support us a little bit more and want to get more involved in a couple of things that I will mention now, um, and help us hit this stretch goal. If that sounds like a ruddy good time to you. We have the five pound a month tier, top set. Um, crucially, top set counts times 2 towards the Patreon goal. So if you're already supporting us, you can support us double towards hitting that. You also get an NPC named after you in the De and D campaign that's coming up. What this means is, um, an NPC stands for non playable character. On the top set level you're likely to be um, maybe one of the town guard or potentially a goblin in a cave guarding a treasure, um, that Laura's mighty wizard, um, or whatever her character is because as I've said, not engaged smites, um, with uh, perhaps Thunder Wave or Fireball or something like that.
Laura: I tell you for why I've not engaged in D and D Ron is that Tom's making my character for me. I get a little overwhelmed by the options in D and D. So Tom's just gonna give me a character and I will step into the role like the actress that I was born to be.
Ron: Yeah, it's gonna be super fun.
Ron: There'll be an episode on the main um feed to get everyone interested in it and whatnot. You'll also get another register shout out, letting you and the, the rest of the gang know exactly who you're going to be in the up and coming campaign and whatnot. Um, and then for just £10amonth, counting five times towards um, our Patreon stretch course, we have the teacher's pet level. Um, now this is going to get you everything that's um, happening underneath. Except instead of some um, you know,
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Ron: um, lackey of um, of a mob boss or you know, barmaid at the local tavern or whatnot, you're going to be playing a major NPC in the local area. Um, so this could be potentially, you know, the local innkeeper or armourer that the gang are going to have to interact with. Um, a lot of times any what's known as a DMP PC that's a Dungeon Master playable character, someone that I inject into the campaign because these chuckle flux aren't doing what I want them to do, they could be named after you. You might be the big bad guy. Um, ah, the first person to sign up to this tier will become probably the owner of the magic emporium that the party works at, which is the thread that gets them all together and gets the adventure started. And, um, you'll be able to give me a flavour of what you want that character to be. Want them to be, ah, a big fat, ah, kobold, a little dragon dude. Let me know you want them to be some fit Orlando Bloom elf, let me know. We can make that happen. Um, the other thing that you get on this tier is, um, a chance to influence what we do on the Patreon and get a bit more involved in the content that's coming out of the channel. So if you wanted us to do another Minecraft episode, you let us know, um, if, ah, you wanted to do more class clown, if there's some, you know, more buoyancy.
Laura: That's what everybody's been hollering for.
Ron: If you want an agony dad back, those sort of things. Um, what we'll do is, I think the way that we'll get it to work is every other month we'll ask for ideas, um, and then, um, we'll pick a couple that are feasible with recording schedules and whatnot. We'll get everyone to vote and then we'll do that one. Um, and, um, yeah, you guys can shape what content is coming out of here. If you all agree and just ask for one thing, we'll have to do that one thing.
Laura: Yeah, we'll have to do it.
Ron: Um, and yeah, as I said, that one counts towards five times towards the Patreon goal. Um, and, um, yeah, supports us more, um, helps us make, um, the content and whatnot. Um, means Laura's less sad.
Laura: Hey, I'm not sad. And if I am sad, it's not because of reasons. Um, well, I'm excited about this, Ron. Thank you for putting so much effort into it. Um, I hope you enjoyed the first half of the physics, Sam. Um, second half is coming up next week and then we'll see how I got on. And that is the end of GCSE after that, my friends. So enjoy your weeks, Take good care of yourselves. Get signing up to that Patreon. We can't wait to have you and we will see you very soon.
Ron: Love you.
Laura: Pencils down, pencils down.
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