0:00:16 > 0:00:20Hello and welcome to My Genius Idea, the series that's looking for
0:00:20 > 0:00:23the biggest, best and brightest ideas from all of you.
0:00:24 > 0:00:29In My Genius Idea, we're looking for the next generation of inventors.
0:00:30 > 0:00:33We received ideas from all over the UK.
0:00:33 > 0:00:36Genius Ideas ranged from how to look after your pets,
0:00:36 > 0:00:39robots to help around the home,
0:00:39 > 0:00:42through to flying cars and eco-powered planes.
0:00:42 > 0:00:45Only 18 ideas made it to the heats.
0:00:47 > 0:00:49And they will now go head-to-head
0:00:49 > 0:00:51to see who will be crowned the overall winner.
0:00:51 > 0:00:54Our budding inventors will work with experts
0:00:54 > 0:00:56to help their inventions come to life.
0:00:56 > 0:00:57And they'll go behind the scenes
0:00:57 > 0:01:01of some of the UK's most successful organisations,
0:01:01 > 0:01:03to give them the inspiration needed
0:01:03 > 0:01:04to progress their inventions further.
0:01:04 > 0:01:07I used this to inspire what I did.
0:01:07 > 0:01:10Deciding if they can progress in the competition will be down to
0:01:10 > 0:01:13expert inventor and judge, Tom Lawton.
0:01:16 > 0:01:19Tom has always had a passion for inventing.
0:01:19 > 0:01:22I love it. There are so many ideas all around us.
0:01:22 > 0:01:25Under everybody's nose, there's a solution that needs to be solved
0:01:25 > 0:01:27or a problem that hasn't been addressed.
0:01:27 > 0:01:30Tom started inventing when he was ten, and by the time
0:01:30 > 0:01:33he was 21, he developed his first product -
0:01:33 > 0:01:35the world's first recordable alarm clock.
0:01:35 > 0:01:38You always have ideas, and being an inventor
0:01:38 > 0:01:42is about actually seeing those ideas through into something that's real.
0:01:42 > 0:01:45He's gone on to build a successful career as an inventor,
0:01:45 > 0:01:48winning international awards for his work.
0:01:48 > 0:01:51It's great doing a programme about young inventors,
0:01:51 > 0:01:54because young inventors have a very fresh perception of the world
0:01:54 > 0:01:58and so I hoped to be inspired by some of these young minds.
0:01:58 > 0:02:01Hoping to impress Tom with their ideas today
0:02:01 > 0:02:05are Michael, Robyn, and Shilan.
0:02:09 > 0:02:12And here they are now. Welcome to the My Genius Idea nerve centre.
0:02:12 > 0:02:14- How are you feeling? - Excited.- All right.
0:02:14 > 0:02:16Yeah, pretty good? Excited. Up for it?
0:02:16 > 0:02:18- Yes.- Yeah.- That's good to see.
0:02:18 > 0:02:21Shilan, I'm going to come to you first. What's your Genius Idea?
0:02:21 > 0:02:23Well, my idea is there's two gloves
0:02:23 > 0:02:27that help deaf people talk to people who don't know sign language.
0:02:27 > 0:02:30Shilan wants to help deaf people
0:02:30 > 0:02:34communicate with non-signers, so maybe all her kung-fu moves
0:02:34 > 0:02:37will come in handy for the development of her idea.
0:02:37 > 0:02:42I had my idea because I've got a lot of disabled people in my family,
0:02:42 > 0:02:44and then it just came to my mind.
0:02:44 > 0:02:46What a great idea. Good luck with that.
0:02:46 > 0:02:49Robyn, I'm going to come to you next. What's your Genius Idea?
0:02:49 > 0:02:54My idea is a material that collects energy from sound
0:02:54 > 0:02:56and movement to create electricity.
0:02:57 > 0:03:00So, Robyn's idea is to use everyday sounds
0:03:00 > 0:03:03and movements of people to make electricity.
0:03:03 > 0:03:04If her invention works,
0:03:04 > 0:03:09she could use it here in her dance class to power the lights.
0:03:09 > 0:03:11My invention would be for schools
0:03:11 > 0:03:16and hospitals, or shops and community centres.
0:03:19 > 0:03:22I like inventing because it's my own ideas
0:03:22 > 0:03:25that maybe could become something one day.
0:03:25 > 0:03:28You're making energy, and saving the world. Brilliant.
0:03:28 > 0:03:30OK, Michael, what's your Genius Idea?
0:03:30 > 0:03:34A chip that goes inside a car's engine, that slows them down
0:03:34 > 0:03:36in built up areas.
0:03:36 > 0:03:41I came up with it when, one day, my auntie was in the car
0:03:41 > 0:03:43and she was saying, "Oh, stupid speed bumps!"
0:03:43 > 0:03:46And then I was just thinking,
0:03:46 > 0:03:49"Right, what else can we do to stop that?"
0:03:49 > 0:03:54Michael's idea is a chip to slow down cars in built up areas.
0:03:54 > 0:03:58It's all about speed and control, just like his bowling.
0:03:58 > 0:04:02When I invent something, it just makes me feel like,
0:04:02 > 0:04:05"Yes, I've done something for the rest of humanity!
0:04:05 > 0:04:06"I rock!"
0:04:06 > 0:04:11In the My Genius Idea HQ, Shilan, Robyn and Michael
0:04:11 > 0:04:15will each have one hour to develop their idea with a top expert.
0:04:15 > 0:04:19Shilan's wasting no time on her sign language gloves with expert,
0:04:19 > 0:04:23Rolf Black, a specialist in communication devices.
0:04:23 > 0:04:26How can I make my invention better?
0:04:26 > 0:04:29It's a very good question. We're going to look at
0:04:29 > 0:04:31how we can fit the glove with the technology.
0:04:31 > 0:04:33Then we need to look at the sign language,
0:04:33 > 0:04:37because it's more than just gloves. We need to see how sign language
0:04:37 > 0:04:40can be translated into something that technology can understand.
0:04:41 > 0:04:43Her gloves will help non-signers
0:04:43 > 0:04:47communicate with the deaf. But first, it's important for Shilan
0:04:47 > 0:04:49- to understand how sign language works.
0:04:49 > 0:04:51- And then "H"... - Yeah.
0:04:51 > 0:04:52..then "I".
0:04:52 > 0:04:55And then "L".
0:04:55 > 0:04:57Then "A". And then "N".
0:04:57 > 0:05:01Perfect. So we need to break that down for technology,
0:05:01 > 0:05:03because technology is really stupid
0:05:03 > 0:05:06and it needs to find out what are the bits that make something an "H",
0:05:06 > 0:05:08that makes something...
0:05:08 > 0:05:11So, like, technology's a baby and we have to teach it to do stuff.
0:05:11 > 0:05:14- Exactly. - So, a handy start for Shilan,
0:05:14 > 0:05:15but how well is Robyn getting on?
0:05:15 > 0:05:19She's working with Neil White, a professor of electronics.
0:05:19 > 0:05:23- Tell us about your idea. - It's a piece of material
0:05:23 > 0:05:25that looks pretty much like plaster board,
0:05:25 > 0:05:31that creates electricity by using the vibrations of sound and movement.
0:05:31 > 0:05:34Do you want to draw us the diagram, how it might work?
0:05:40 > 0:05:46This is the board that would be vibrating and creating the energy.
0:05:46 > 0:05:49And then the wires coming off, it would create the electricity.
0:05:51 > 0:05:53Robyn's looking to find a material that will convert
0:05:53 > 0:05:56sound and movement into electricity.
0:05:56 > 0:05:59I think we've got some technologies that you can use
0:05:59 > 0:06:01for that that we can demonstrate later on.
0:06:01 > 0:06:05When I'm thinking about my idea, should I think of one thing,
0:06:05 > 0:06:08like either sound or movement?
0:06:08 > 0:06:11What we're going to have to look at is how much energy you can get
0:06:11 > 0:06:14from movement and sound and compare the two.
0:06:14 > 0:06:16It might be that the movement way forward is the best way.
0:06:16 > 0:06:19If you look under the dashboard of the car...
0:06:19 > 0:06:22Michael's racing ahead and has lots of questions for his expert,
0:06:22 > 0:06:24Andy Millar, an electronics engineer.
0:06:24 > 0:06:28So, is the technology for my idea available at the moment?
0:06:28 > 0:06:31Let's start off by looking at some of the technologies
0:06:31 > 0:06:34that are already used to control the speed of vehicles.
0:06:34 > 0:06:37But not cars. Actually trains.
0:06:37 > 0:06:39OK, have a go at driving it.
0:06:39 > 0:06:42If you press the plus button, you'll start driving your train.
0:06:42 > 0:06:47By using a train simulator, Michael is seeing first-hand
0:06:47 > 0:06:50how computer technology can remotely control the train's speed.
0:06:50 > 0:06:53And you're getting a warning now. But keep going.
0:06:53 > 0:06:55And now look - it's put the brakes on.
0:06:55 > 0:06:58So the driver's still got control,
0:06:58 > 0:07:01but if he goes too fast, it slams the brakes on and stops it.
0:07:02 > 0:07:04So, can this kind of technology
0:07:04 > 0:07:07be used in Michael's slow down invention?
0:07:07 > 0:07:09Shilan's pushing the limits to find
0:07:09 > 0:07:12the technology that can help her idea.
0:07:12 > 0:07:14What do you think we need to find out
0:07:14 > 0:07:16if you have something like an "A"?
0:07:16 > 0:07:18What could we detect? Have you got any ideas?
0:07:18 > 0:07:21You have to detect, like, when the glove touches it...
0:07:21 > 0:07:26because there's lots of little stumps and electric wires,
0:07:26 > 0:07:31the electric wires can feel it and they translate it into a voice.
0:07:31 > 0:07:34Perfect. So we've got some touching here,
0:07:34 > 0:07:37- then we've got other things like movement.- Yeah.- We need movement.
0:07:37 > 0:07:40So we need different sensors. Sensors for touch, sensors...
0:07:40 > 0:07:43And like this one, it's not just like this, it's like this.
0:07:43 > 0:07:45So it need's something inside
0:07:45 > 0:07:47that can tell which way it...
0:07:47 > 0:07:49- Orientation?- Yeah.- Perfect.
0:07:49 > 0:07:52So we've got a lot of different sensors we need to put in.
0:07:52 > 0:07:56A sensor has been attached to Shilan's wristband.
0:07:56 > 0:08:00Will she be able to start sending signals by just moving her hands?
0:08:00 > 0:08:02When you move it quickly to the side,
0:08:02 > 0:08:04like you would for your "H",
0:08:04 > 0:08:06the LED goes on.
0:08:06 > 0:08:07Try it quicker again.
0:08:07 > 0:08:11There you go. That's it. So this is one of the sensors we can use
0:08:11 > 0:08:15to see there's a movement in this direction, that tells us our "H".
0:08:15 > 0:08:18Robyn's also putting all her energy into her idea.
0:08:18 > 0:08:22So what we've got here is just a coil of copper wire...
0:08:22 > 0:08:23She needs to get to grips
0:08:23 > 0:08:26with all the different ways of making electricity.
0:08:26 > 0:08:27There are lots of ways to do this.
0:08:27 > 0:08:31Using a copper coil and a magnet is one of them.
0:08:31 > 0:08:34If we put the magnet inside this coil of wire,
0:08:34 > 0:08:36it will actually generate electricity.
0:08:36 > 0:08:40So, what we can demonstrate is, if we move the magnets
0:08:40 > 0:08:45in and out of the coil, that LED will actually start to light.
0:08:45 > 0:08:47You can just see little flashes of light,
0:08:47 > 0:08:50which shows that we're generating electricity.
0:08:50 > 0:08:53Another material that might be useful
0:08:53 > 0:08:55is a material like this.
0:08:55 > 0:08:57This is a very special material
0:08:57 > 0:09:00and it's called a piezoelectric material.
0:09:00 > 0:09:04As you squash it, it directly converts into electricity.
0:09:04 > 0:09:07So this is something that potentially could be used,
0:09:07 > 0:09:12because it's flat. What are your thoughts now about using a wall,
0:09:12 > 0:09:14or perhaps using it on the floor?
0:09:14 > 0:09:18Maybe using it in the floor would create more energy
0:09:18 > 0:09:19by people's movement.
0:09:19 > 0:09:22Robyn's got the low-down on the materials she could use.
0:09:22 > 0:09:26But which will she choose for her idea?
0:09:27 > 0:09:31Meanwhile, Michael is right on track with his invention.
0:09:31 > 0:09:35Any ideas how this works as a system?
0:09:35 > 0:09:38This bit is inside the driver's cab,
0:09:38 > 0:09:41but there's got to be a lot more than that to make it work.
0:09:41 > 0:09:44Are there are some things, like, maybe in the road?
0:09:44 > 0:09:46Brilliant. Absolutely right.
0:09:46 > 0:09:50In the middle of the railway track, there are what we call balises,
0:09:50 > 0:09:52and they're big yellow boxes inside the track.
0:09:52 > 0:09:57And as the train passes over them, it sends a signal up to the train
0:09:57 > 0:10:00and tells the train how fast it's allowed to go on on that line.
0:10:00 > 0:10:04So, could I use this technology in my idea somehow?
0:10:04 > 0:10:06Which parts of it do you think you could use?
0:10:06 > 0:10:10- The blocks on the track.- Yeah.
0:10:10 > 0:10:13And then you've also got the control computer in the train as well.
0:10:13 > 0:10:17With only 20 minutes left, I'm off to see how the budding inventors
0:10:17 > 0:10:19are coming along with their ideas.
0:10:19 > 0:10:21What's going on?
0:10:21 > 0:10:25Well, we've been looking at this sensor monitor,
0:10:25 > 0:10:27so when we do certain movements,
0:10:27 > 0:10:29the LED would light up.
0:10:29 > 0:10:30So that's good for being able
0:10:30 > 0:10:34to know that you can actually send these hand movements somewhere else.
0:10:34 > 0:10:37How are you going to implement that into your idea?
0:10:37 > 0:10:38To make my invention work,
0:10:38 > 0:10:41we have to put loads more sensors on.
0:10:41 > 0:10:44- So whatever way they do it, it will still understand.- Brilliant.
0:10:44 > 0:10:48Sounds like the first step's there. You just need to try and take this
0:10:48 > 0:10:51a little bit further forward. So, brilliant work.
0:10:51 > 0:10:55But will Shilan be able to find a way to fit in all the sensors
0:10:55 > 0:10:57she needs on her gloves?
0:10:57 > 0:11:00Next up, time to check in on Robyn.
0:11:00 > 0:11:04- How's it going so far? - Well, Neil has told me about
0:11:04 > 0:11:07how I can improve my invention
0:11:07 > 0:11:10and what sort of material I could use for it. This is copper
0:11:10 > 0:11:13and there's just a small screwdriver here
0:11:13 > 0:11:16with a magnet stuck to the end.
0:11:16 > 0:11:20The magnet and the copper makes the LED light light up.
0:11:20 > 0:11:23Neil, you're using metals there,
0:11:23 > 0:11:26but can you create energy from things that aren't metallic?
0:11:26 > 0:11:29Yes, there's materials like this, for example.
0:11:29 > 0:11:32This is a piezoelectric material. It can convert force,
0:11:32 > 0:11:36or mechanical pressure, into electricity.
0:11:36 > 0:11:39It doesn't need a magnet and coil, it's the actual material itself
0:11:39 > 0:11:42that does the conversion process. It's a special crystal structure.
0:11:42 > 0:11:46So it's looking bright for Robyn's electricity making idea.
0:11:46 > 0:11:49And is Michael still on track with his? How's it going?
0:11:49 > 0:11:51There are little blocks
0:11:51 > 0:11:52on the track
0:11:52 > 0:11:56- which slow it down in certain places. - Oh, so it's kind of similar
0:11:56 > 0:11:59to your idea, then? You want to apply that to cars.
0:11:59 > 0:12:01You've already got some ideas about how you could tell
0:12:01 > 0:12:05the car what speed it's supposed to be travelling at, haven't you?
0:12:05 > 0:12:09Yes, you could do it by satellite. The satellite can know exactly
0:12:09 > 0:12:13- what areas the car goes at a certain speed limit in.- That's brilliant.
0:12:13 > 0:12:17So essentially, you're trying to apply this from the train,
0:12:17 > 0:12:20- and also a bit of satellite navigation as well?- Yeah.
0:12:20 > 0:12:24So what does expert inventor and judge, Tom, make of the ideas
0:12:24 > 0:12:27so far? You're going to get to see these Genius Ideas
0:12:27 > 0:12:30in full later on when the young inventors talk you through them,
0:12:30 > 0:12:32but what are your initial reactions?
0:12:32 > 0:12:35Three brilliant ideas. And they seem to be addressing
0:12:35 > 0:12:39some quite fundamental problems that we all face. So it's very inspiring.
0:12:39 > 0:12:42And what's interesting about these three kids is that
0:12:42 > 0:12:45they're touching on areas that are being currently researched
0:12:45 > 0:12:49by some of the country's leading universities and institutions.
0:12:49 > 0:12:51So I think the question is
0:12:51 > 0:12:54- whether they are breaking new ground. - These aren't luxury ideas.
0:12:54 > 0:12:57They're looking at problems and trying to solve them.
0:12:57 > 0:12:59Is that what it's about, often, with an inventor?
0:12:59 > 0:13:02Absolutely. It's all about solving a problem.
0:13:02 > 0:13:05And credit to these guys for seeing a bigger picture
0:13:05 > 0:13:07and trying to solve some fundamental issues.
0:13:07 > 0:13:10- Anything that's kind of jumping out so far?- I don't know.
0:13:10 > 0:13:12I'm impressed by the diversity of the ideas,
0:13:12 > 0:13:15and I'm looking forward to investigating them further.
0:13:15 > 0:13:18- Well, I'll let you go and do that now.- Thanks.- Good luck, Tom.
0:13:18 > 0:13:22Tom will be judging all their ideas later on. He'll want to know
0:13:22 > 0:13:25how well Shilan, Robyn and Michael
0:13:25 > 0:13:28have understood the technology behind their ideas,
0:13:28 > 0:13:30and how well they can sell their idea to him.
0:13:30 > 0:13:32What's the mouse pad rigged up to?
0:13:32 > 0:13:36Only one of today's inventors can win a place in the next round.
0:13:36 > 0:13:38What's this bit of kit?
0:13:38 > 0:13:41- Are you picking this man's brain for lots of expertise?- Yeah.
0:13:41 > 0:13:44Our budding inventors need to make the most
0:13:44 > 0:13:45of their sessions with the experts
0:13:45 > 0:13:48to understand how their ideas might work.
0:13:48 > 0:13:52Often, the job of an inventor is to redesign or rethink their idea
0:13:52 > 0:13:53to make it even better.
0:13:53 > 0:13:56Every year, Formula One spends millions of pounds on
0:13:56 > 0:13:58trying to make their cars go faster,
0:13:58 > 0:14:01as the guys found out when they made a pit stop
0:14:01 > 0:14:02at the HQ of the Williams F1 team.
0:14:02 > 0:14:05MUSIC: "Motorsport" by Roger Barsotti
0:14:07 > 0:14:11Formula One is all about trying to make cars better and faster.
0:14:11 > 0:14:15Engineers are always changing their cars to improve them.
0:14:18 > 0:14:21Formula One is about the pursuit of excellence.
0:14:21 > 0:14:25Our car is constantly improving, every two weeks it must be better.
0:14:25 > 0:14:29Excellence is something that can be pursued, is worthy of pursuit,
0:14:29 > 0:14:33and is something that this business and the team here is built around.
0:14:33 > 0:14:36If the children take away part of that mindset by the end of today,
0:14:36 > 0:14:40then I think it really will have been a worthwhile exercise.
0:14:40 > 0:14:44Shilan, Robyn and Michael are here to see first hand that ideas
0:14:44 > 0:14:47need to constantly change in order to improve.
0:14:47 > 0:14:49I'm feeling good today,
0:14:49 > 0:14:51because it's going to be a great experience
0:14:51 > 0:14:53and I'm going to get loads out of it.
0:14:53 > 0:14:55I'm hoping there's going to be something
0:14:55 > 0:14:57to inspire me for my own invention.
0:14:57 > 0:15:01I'm feeling excited because I've never seen Formula One cars before
0:15:01 > 0:15:03and I want to know more about them.
0:15:05 > 0:15:07Here's one of our recent Formula One cars.
0:15:07 > 0:15:09Now, the wing at the back of the car
0:15:09 > 0:15:12and also the one at the front of the car here
0:15:12 > 0:15:15has the effect of pushing the car down onto the track.
0:15:15 > 0:15:19It's the opposite of a wing that lifts an aircraft into the air.
0:15:19 > 0:15:21They have the effect of creating downforce,
0:15:21 > 0:15:23which squeezes the car onto the ground
0:15:23 > 0:15:26and allows you to drive faster round corners.
0:15:27 > 0:15:31Our budding inventors make the most of the cars around them
0:15:31 > 0:15:32and jump in to try them out.
0:15:38 > 0:15:43I was surprised about they need wings, because they go really fast
0:15:43 > 0:15:47and the wings help the tyres to pressure down,
0:15:47 > 0:15:50so the tyres don't go flying up.
0:15:52 > 0:15:55Now it's time for Shilan, Robyn and Michael
0:15:55 > 0:15:58to put what they've learnt to the test,
0:15:58 > 0:16:01with the help of test driver, Sam.
0:16:01 > 0:16:04What Sam's going to do now, he's going to drive a lap.
0:16:04 > 0:16:08It's your job to think of ways we can make him go faster.
0:16:09 > 0:16:13'It feels a bit quicker in a straight line,
0:16:13 > 0:16:16'and it's a bit harder to handle through the high-speed corners.'
0:16:16 > 0:16:20Harder to handle on high-speed corners. Think about that.
0:16:20 > 0:16:22- Right...- 'Oh! Definitely harder to turn here.'
0:16:22 > 0:16:25He's spun. It's harder on the corners.
0:16:25 > 0:16:26Something with the wings.
0:16:26 > 0:16:29'What about the wings? What do I need?'
0:16:29 > 0:16:32- More downforce! More downforce! - 'Well done, guys.
0:16:32 > 0:16:35'Can I have more downforce, please, engineers?'
0:16:35 > 0:16:39- Tell him to bring the car to a stop. - Bring the car to a stop!- OK.
0:16:39 > 0:16:44After a quick adjustment to the wings, Sam's ready for another lap.
0:16:44 > 0:16:46Can you give us a bit of feedback?
0:16:46 > 0:16:49'The first corner, there's more front-end grip.
0:16:49 > 0:16:51'I'm able to go a lot quicker now.
0:16:51 > 0:16:52'Much better, thank you.
0:16:52 > 0:16:54'You've sorted out my car.'
0:16:58 > 0:17:00It's made me really inspired about my invention.
0:17:00 > 0:17:03And I'm going to go out there and give it my best shot.
0:17:09 > 0:17:10We're back in the HQ
0:17:10 > 0:17:14and it's the last 10 minutes of their development session.
0:17:14 > 0:17:16Now Shilan, Robyn and Michael will see if their ideas
0:17:16 > 0:17:20can actually work. The pressure's on.
0:17:20 > 0:17:22Now put it on to this little...
0:17:22 > 0:17:24Shilan's been working on sensors
0:17:24 > 0:17:27that could help her sign language gloves work.
0:17:27 > 0:17:29So it's time to put them to the test.
0:17:29 > 0:17:34If you have different movements, you get a different text.
0:17:34 > 0:17:35So for different gestures,
0:17:35 > 0:17:39- we get different whole texts at the moment.- Oh, yeah!
0:17:39 > 0:17:42So with just one sensor in Shilan's glove,
0:17:42 > 0:17:45moving her hand to the left triggers one message,
0:17:45 > 0:17:49and moving it to the right triggers another. Cool!
0:17:49 > 0:17:53And obviously, when we do more, we want many more sensors on there
0:17:53 > 0:17:54that pick up different things.
0:17:54 > 0:17:57Now, we don't want to always read it.
0:17:57 > 0:17:59- We want to hear it. - We want to hear it.
0:17:59 > 0:18:01So what we do, this text would be transferred
0:18:01 > 0:18:03into this little program I've got here.
0:18:03 > 0:18:07- COMPUTER:- Hello. How are you? I'm Shilan.
0:18:09 > 0:18:13Robyn's been working on ways to create electricity through movement.
0:18:13 > 0:18:16As time's running out,
0:18:16 > 0:18:20she's now got to choose the best material to use in her invention.
0:18:20 > 0:18:24So this is a piezoelectric generator. Can you tap that?
0:18:24 > 0:18:28Then we can actually see that there's a spike of energy
0:18:28 > 0:18:29that comes out of this.
0:18:29 > 0:18:33And it's that very short, sharp spike that's actually
0:18:33 > 0:18:36generating the useful amount of energy that we need to use.
0:18:36 > 0:18:42An alternative is to use a flexible device that we can actually flick.
0:18:42 > 0:18:45And as we flick that, you can see that we're getting many more spikes,
0:18:45 > 0:18:48so it's producing a bit more power that might be useful.
0:18:48 > 0:18:50Which one is best?
0:18:50 > 0:18:53I think this one would be better to use in my invention,
0:18:53 > 0:18:56because it's a lot more flexible
0:18:56 > 0:19:00and it's easier to make more electricity out of it.
0:19:00 > 0:19:04And Michael is about to find out if his idea can go the distance.
0:19:04 > 0:19:09Can the train technology cut it on the race track?
0:19:09 > 0:19:11So it could be either mounted in the road,
0:19:11 > 0:19:14it could be in satellite, sending a signal down to the car.
0:19:14 > 0:19:15Shall we see if it works?
0:19:15 > 0:19:18So first of all, we watch this driver
0:19:18 > 0:19:20driving too fast past that school.
0:19:20 > 0:19:21There he is, whizzing past.
0:19:21 > 0:19:25- So take control and slow him down. - OK.
0:19:28 > 0:19:30Oh, yeah. That works.
0:19:30 > 0:19:33With time up, Michael's been able to test his idea,
0:19:33 > 0:19:36Shilan's been able to use a sensor on her glove
0:19:36 > 0:19:37to send simple messages,
0:19:37 > 0:19:40and Robyn's decided which material would be best for her.
0:19:40 > 0:19:43But who will impress Tom the most
0:19:43 > 0:19:45to win a place in the next stage of the competition?
0:19:49 > 0:19:52All three of our budding inventors now have to pitch to Tom.
0:19:52 > 0:19:56And it's Robyn to go first.
0:19:56 > 0:19:58Tom can't wait to hear your idea.
0:19:58 > 0:20:01He's waiting for you in the presentation den. Off you go.
0:20:01 > 0:20:02Good luck.
0:20:06 > 0:20:11Can she convince Tom to put her through to the next round?
0:20:12 > 0:20:16Hi, Robyn. I'm looking forward to learning about your idea.
0:20:16 > 0:20:17Can you explain it to me?
0:20:17 > 0:20:22Well, my idea is a material which is made out of piezoelectric,
0:20:22 > 0:20:25and it will be built under floors
0:20:25 > 0:20:30so that the vibrations will be able to be turned into electricity.
0:20:30 > 0:20:36To start with, the idea was to do with harnessing sound and movement.
0:20:36 > 0:20:40Can you tell me why you decided not to harness sound energy?
0:20:40 > 0:20:44Me and my expert found out that when we were finding the movement
0:20:44 > 0:20:49and sound, movement created more energy than the sound and movement
0:20:49 > 0:20:54put together. So we took the sound out and just used movement.
0:20:54 > 0:20:57And that way, it creates more electricity
0:20:57 > 0:21:01for the buildings to use to power any electrical items in the building.
0:21:01 > 0:21:04Can you tell me about what you learned from your expert?
0:21:04 > 0:21:07I learned about the sorts of materials
0:21:07 > 0:21:10that would create more energy,
0:21:10 > 0:21:15and the piezoelectric created more energy than any other material.
0:21:15 > 0:21:17Whereabouts would you install this?
0:21:17 > 0:21:20It could be used in schools and train stations
0:21:20 > 0:21:24and hospitals and shopping centres,
0:21:24 > 0:21:28anywhere where there's a big building and quite busy.
0:21:28 > 0:21:31OK. So it would be something that fitted into the floors,
0:21:31 > 0:21:33the walls, just picked up on the vibrations
0:21:33 > 0:21:35and the movement and everything?
0:21:35 > 0:21:37You seem to have thought it all the way through.
0:21:37 > 0:21:39- Thank you very much.- Thank you.
0:21:42 > 0:21:47I explained my idea as best I could, and he seemed to like it.
0:21:47 > 0:21:50And I just tried my hardest.
0:21:52 > 0:21:56Next, it's Shilan. She'll have to explain her translation gloves
0:21:56 > 0:22:00really well if she's to book herself a spot in the semifinals.
0:22:02 > 0:22:06- Can you explain your idea to me? - Well, it's called Magic Gloves,
0:22:06 > 0:22:08and it helps deaf people to talk to their friends
0:22:08 > 0:22:10who don't know sign language.
0:22:10 > 0:22:14Can you talk me through the diagram and explain exactly how it works?
0:22:14 > 0:22:18Well, there's some hidden sensors,
0:22:18 > 0:22:22and whenever the deaf person,
0:22:22 > 0:22:27like, if they wanted to say hello to their friend, they would do "hello".
0:22:27 > 0:22:33And then the sensors would translate the movement into a voice
0:22:33 > 0:22:36that would then come to the speaker.
0:22:36 > 0:22:39The speaker would then say hello to the person.
0:22:39 > 0:22:43The person would say hello back.
0:22:43 > 0:22:48Then the microphone, over here, will get the voice
0:22:48 > 0:22:52and will send it to the flexible TV screen.
0:22:52 > 0:22:55- OK.- Then there would be an avatar
0:22:55 > 0:22:59who does what they said back in sign language.
0:22:59 > 0:23:02So it would translate backwards, so that the deaf person
0:23:02 > 0:23:06would see an avatar doing the sign language of what the person said?
0:23:06 > 0:23:09- They really are a pair of magical gloves.- Yes.
0:23:09 > 0:23:11Does the technology exist to make this happen?
0:23:11 > 0:23:14I know that the sensors will work,
0:23:14 > 0:23:17but I need a bit more work on the others.
0:23:17 > 0:23:20In terms of perhaps integrating the whole thing together?
0:23:20 > 0:23:22- Yes.- You've thought about this a lot,
0:23:22 > 0:23:25and you've done a really good presentation. Thank you.
0:23:25 > 0:23:29- Can I say thank you in sign language? - Of course.
0:23:33 > 0:23:36It was quite scary, but I think I pulled it off.
0:23:36 > 0:23:39I think I left a good impression on him.
0:23:39 > 0:23:43Tom's not looking for a finished idea today,
0:23:43 > 0:23:47he's looking to see which one has the potential
0:23:47 > 0:23:49to cut it in the real world.
0:23:49 > 0:23:52Also, our inventors are being judged on how well they can sell
0:23:52 > 0:23:56and understand the technology behind their ideas.
0:23:58 > 0:24:00I'm looking forward to learning about your idea
0:24:00 > 0:24:03for GPS to slow down cars in urban areas.
0:24:03 > 0:24:05It looks like you've got a presentation.
0:24:05 > 0:24:07Do you want to talk me through that?
0:24:07 > 0:24:13Well, the slogan I'm thinking of doing is "Go on, slow down".
0:24:13 > 0:24:15The Slow Down is a marvellous piece of technology,
0:24:15 > 0:24:18- bringing cars into the 21st century. - OK.
0:24:18 > 0:24:22As you already know, there are a lot of accidents involving cars speeding.
0:24:22 > 0:24:26The Slow Down can stop almost all of them with its unique design.
0:24:26 > 0:24:29OK. Can you explain it to me?
0:24:29 > 0:24:31There is a chip in the engine of cars
0:24:31 > 0:24:37that gets its information from a satellite, and a chip in the road.
0:24:37 > 0:24:42The HQ tells the chip in the road and the satellite
0:24:42 > 0:24:45what speed it should be in certain areas.
0:24:45 > 0:24:49- OK.- So, for instance, around schools it could be like 30.
0:24:49 > 0:24:53Yes. Do you think that there could be safety issues that might arise
0:24:53 > 0:24:57in having the speed of your car controlled remotely?
0:24:57 > 0:25:03A car that isn't enabled will, if they are speeding along a motorway,
0:25:03 > 0:25:07then they are more likely to crash into people who have the chip.
0:25:07 > 0:25:10Because they will automatically slow down
0:25:10 > 0:25:13and the other cars wouldn't have the technology to do so.
0:25:13 > 0:25:16You've given a brilliant presentation. Thank you.
0:25:16 > 0:25:17Thank you.
0:25:22 > 0:25:25From what I got, I think it went really well.
0:25:25 > 0:25:28He liked the presentation and the idea, really.
0:25:28 > 0:25:32So for two budding inventors, the competition will be over shortly.
0:25:32 > 0:25:36But who has won a place in the next round?
0:25:36 > 0:25:40Will it be Robyn, with her idea of powering buildings
0:25:40 > 0:25:43by making electricity through people's movements?
0:25:43 > 0:25:47Shilan and her gloves to help the deaf?
0:25:47 > 0:25:52Or Michael's invention to slow down speeding drivers?
0:25:52 > 0:25:56- Tom, were you impressed by the standard of the ideas?- I was, yes.
0:25:56 > 0:25:58And really impressed by the passion they had
0:25:58 > 0:26:01and that's all part of being an inventor.
0:26:01 > 0:26:04So could you imagine these ideas working in the real world?
0:26:04 > 0:26:06There's a couple that do have potential, yes.
0:26:06 > 0:26:09You say a couple, but we're only looking for one person
0:26:09 > 0:26:11to go through to the next stage.
0:26:11 > 0:26:13- Have you made a decision? - I have, Johny.
0:26:13 > 0:26:17Well, if you'd like to take a seat, I'll bring in our young inventors.
0:26:20 > 0:26:24It's crunch time. They've all spent time developing their ideas
0:26:24 > 0:26:25and have pitched them to Tom.
0:26:25 > 0:26:29But who has won a place in the semifinals?
0:26:32 > 0:26:37Michael, Shilan, Robyn, you've all done so well to get this far.
0:26:37 > 0:26:39But only one person can go through.
0:26:39 > 0:26:42Tom has made a decision, so it's over to Tom.
0:26:42 > 0:26:43Three brilliant ideas.
0:26:43 > 0:26:46Robyn, it's a great idea
0:26:46 > 0:26:50and you've taken on the advice that your expert's given you.
0:26:50 > 0:26:52But I am concerned about the amount of energy
0:26:52 > 0:26:54that could be harvested.
0:26:54 > 0:26:55Shilan, it's inspiring
0:26:55 > 0:26:57to see you thinking about the needs of deaf people.
0:26:57 > 0:27:00But the idea makes assumptions about the technology
0:27:00 > 0:27:06that's got to fit into this product, and how that solution works.
0:27:06 > 0:27:08Michael, I think you've got a fabulous idea,
0:27:08 > 0:27:09with a very grand vision.
0:27:09 > 0:27:13But it does require large-scale implementation to make it happen,
0:27:13 > 0:27:17and I think there could be some resistance from the users.
0:27:17 > 0:27:19But I have made my decision.
0:27:19 > 0:27:23And the inventor that I'm going to send through to the semifinal
0:27:23 > 0:27:26of My Genius Idea is...
0:27:32 > 0:27:34..Robyn.
0:27:34 > 0:27:37So Robyn wins with her idea of powering buildings
0:27:37 > 0:27:39by creating electricity from movement,
0:27:39 > 0:27:42and is still in with a chance of winning My Genius Idea.
0:27:42 > 0:27:44Well done, Robyn.
0:27:44 > 0:27:47- How do you feel?- Really good!
0:27:47 > 0:27:49Next time we'll look for another idea
0:27:49 > 0:27:51to join Robyn in the semifinals.
0:27:51 > 0:27:55Join us next time as we look for another Genius Idea.
0:28:04 > 0:28:07Subtitles by Red Bee Media Ltd
0:28:07 > 0:28:10E-mail subtitling@bbc.co.uk