BS: ok
DB: "Bleuuh" was that a long-winded answer? ((laughter))
BS We'll move a little bit onto the next section. You mentioned different
types of exhibits, creative exhibits, ( ), push button. Are these types that
you have on your mind=
DB: categories.Oh no, well you're creating your lesson, lesson plan
you see, by having dis- distinct categories. Yes you can measure all exhibits
by a number of categories and you can give them various numbers, but each
one would have a different profile. It wouldn't be "This is the, the, the
strictly, creative exhibit" because the creative exhibit also requires someone
who maybe has a - you also need to give someone within a creative exhibit
something that they can do that is following the plan so if they're not maybe
that creative they can also get onto your access point and have your levels
so they need maybe something that they can do first off so having an exhibit
where you give them an example of something to do, like with wet chemistry,
it's trying to, embody mixing chemicals, having, you know doing chemistry,
but we have a guided list of experiments where it says "do you want to see
a fizz, do you want to see a solid." That's an example of a very, very complicated
exhibit but we've used technology in order to actually let kids on the exhibition
floor do the chemistry.
That presupposes they're in the mind to actually want to do, that. But then
you, it's got a lot of depth to it. So you can do a fizz, and it'll tell you
"push that button and that button and that'll give you a fizz." You've then
got a free range of experiments where you can mix whatever chemicals you want
but if you remember having done the fizz by pushing that button that button,
you can do the same thing again. But then if you add an indicator you can
see if it's going acid or alkaline. And it actually tells you on the screen
with the lead experiment, what's actually happening. Can I, did I, is that,
is that what you meant or?
