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Hello and welcome to another My Genius Idea, the series | 0:00:16 | 0:00:19 | |
that's looking for the biggest, | 0:00:19 | 0:00:21 | |
best and brightest ideas from all of you. | 0:00:21 | 0:00:24 | |
In My Genius Idea, we are looking | 0:00:24 | 0:00:27 | |
for the next generation of inventors. | 0:00:27 | 0:00:29 | |
We received ideas from all over the UK. | 0:00:29 | 0:00:33 | |
The Genius Ideas ranged from how to look after your pets, | 0:00:33 | 0:00:36 | |
robots to help around the home, | 0:00:36 | 0:00:39 | |
through to flying cars and eco-powered planes. | 0:00:39 | 0:00:42 | |
Only 18 ideas made it to the heats | 0:00:42 | 0:00:47 | |
and they'll now go head to head to see | 0:00:47 | 0:00:49 | |
who'll be crowned the overall winner. | 0:00:49 | 0:00:52 | |
Our budding inventors will work with experts | 0:00:52 | 0:00:55 | |
to help their inventions come to life. | 0:00:55 | 0:00:57 | |
And they will go behind the scenes of some of the UK's most successful | 0:00:57 | 0:01:00 | |
organisations to give them the inspiration needed to progress | 0:01:00 | 0:01:03 | |
their inventions further. | 0:01:03 | 0:01:05 | |
I used this to inspire what I did. | 0:01:05 | 0:01:07 | |
Deciding if they can progress in the competition will be down to | 0:01:07 | 0:01:10 | |
expert inventor and judge, Tom Lawton. | 0:01:10 | 0:01:13 | |
Tom has always had a passion for inventing. | 0:01:16 | 0:01:18 | |
I love it. There are so many ideas | 0:01:18 | 0:01:21 | |
all around us and under everybody's nose there's a solution | 0:01:21 | 0:01:24 | |
that needs to be solved or a problem | 0:01:24 | 0:01:26 | |
that hasn't been addressed yet. | 0:01:26 | 0:01:28 | |
Tom started inventing when he was ten and by the time he was 21, | 0:01:28 | 0:01:31 | |
he developed his first product, | 0:01:31 | 0:01:33 | |
the world's first recordable alarm clock. | 0:01:33 | 0:01:36 | |
You always have ideas and being an inventor is | 0:01:36 | 0:01:38 | |
about actually seeing those ideas through to something that's real. | 0:01:38 | 0:01:42 | |
He's gone on to build a successful career as an inventor, | 0:01:42 | 0:01:46 | |
winning international awards for his work. | 0:01:46 | 0:01:48 | |
It's great doing a programme about young inventors | 0:01:48 | 0:01:51 | |
because young inventors have a very fresh perception of the world | 0:01:51 | 0:01:54 | |
and so I hope to be inspired by some of these young minds. | 0:01:54 | 0:01:57 | |
Hoping to impress Tom with their ideas are... | 0:01:57 | 0:02:01 | |
And here they are now, our three young inventors. | 0:02:11 | 0:02:14 | |
Welcome to the My Genius Idea nerve centre. How are you all feeling? | 0:02:14 | 0:02:18 | |
-Fine. -Oh, good. You seem quite up for it. | 0:02:18 | 0:02:21 | |
Karampreet, I'll come to you first. What's your Genius Idea? | 0:02:21 | 0:02:25 | |
Well, the sun holds a lot of untapped energy and | 0:02:25 | 0:02:27 | |
I've got satellites with solar panels on them orbiting the sun | 0:02:27 | 0:02:31 | |
and they will be collecting a lot of energy | 0:02:31 | 0:02:33 | |
which they can then send back to the Earth. | 0:02:33 | 0:02:35 | |
So, Karampreet's idea is to take untapped energy from the sun | 0:02:36 | 0:02:41 | |
and beam it back down to Earth by using solar panels. | 0:02:41 | 0:02:45 | |
Just like his jujitsu, it's all about minimum force | 0:02:45 | 0:02:49 | |
to create maximum energy. | 0:02:49 | 0:02:51 | |
You get space probes orbiting the Earth | 0:02:51 | 0:02:53 | |
and some of them study the sun. | 0:02:53 | 0:02:55 | |
I had this idea of using solar panels | 0:02:55 | 0:02:57 | |
which could orbit the sun to get | 0:02:57 | 0:02:59 | |
a lot more benefits out of it. | 0:02:59 | 0:03:01 | |
So, it's quite an environmentally friendly project. | 0:03:01 | 0:03:03 | |
It's really environmentally friendly. | 0:03:03 | 0:03:05 | |
Brilliant. I'm impressed, Karampreet. | 0:03:05 | 0:03:08 | |
-OK, I'm going to move onto Shannon. -Hello. | 0:03:08 | 0:03:10 | |
-What's the big idea? -A bed making machine. | 0:03:10 | 0:03:13 | |
A bed making machine? What's the inspiration behind it? | 0:03:13 | 0:03:16 | |
I don't really like making my bed so I thought that | 0:03:16 | 0:03:19 | |
if we had a machine to help us make our beds, | 0:03:19 | 0:03:23 | |
it would just change the future. | 0:03:23 | 0:03:25 | |
So, Shannon's idea is to build a machine with mechanical arms | 0:03:27 | 0:03:31 | |
to make your bed in the mornings, | 0:03:31 | 0:03:33 | |
but will music loving Shannon's invention hit the right notes... | 0:03:33 | 0:03:37 | |
SHE PLAYS THE TRUMPET | 0:03:37 | 0:03:38 | |
..and help her in the competition? | 0:03:38 | 0:03:41 | |
I think it's the best idea because it will help save time in the morning. | 0:03:41 | 0:03:46 | |
I think that's a brilliant idea. | 0:03:46 | 0:03:48 | |
OK, Caitlin, we're coming on to you. What's your idea? | 0:03:48 | 0:03:51 | |
It's a tree simulator. | 0:03:51 | 0:03:52 | |
-Tell us more about it? -Well, what it does is it takes in the carbon | 0:03:52 | 0:03:56 | |
in the air and using chlorophyll it cleans it and turns it into oxygen. | 0:03:56 | 0:04:00 | |
Caitlin's idea is a tree simulator which will take in harmful | 0:04:02 | 0:04:05 | |
carbon dioxide gases and turn them into oxygen to make cleaner air. | 0:04:05 | 0:04:10 | |
Her idea would work just like the trees that are all around. | 0:04:10 | 0:04:14 | |
They will be put in built up areas to reduce air pollution, | 0:04:14 | 0:04:17 | |
but will she gallop on to win the competition? | 0:04:17 | 0:04:20 | |
It's helping the environment | 0:04:20 | 0:04:23 | |
and it's for a good cause | 0:04:23 | 0:04:25 | |
and not something, like, just to help entertainment. | 0:04:25 | 0:04:29 | |
In the My Genius Idea HQ, | 0:04:29 | 0:04:32 | |
Karampreet, Shannon and Caitlin will each have | 0:04:32 | 0:04:35 | |
one hour to develop their idea with a top expert. | 0:04:35 | 0:04:38 | |
Karampreet is wasting no time with his expert, | 0:04:38 | 0:04:41 | |
Dr Douglas Halliday, a physicist. | 0:04:41 | 0:04:44 | |
My idea was that solar panels | 0:04:44 | 0:04:45 | |
are probably going to be the future of our energy. | 0:04:45 | 0:04:48 | |
If you used a microwave beam, | 0:04:48 | 0:04:49 | |
you'd lose a very small amount of the energy | 0:04:49 | 0:04:52 | |
and it would also be wireless. | 0:04:52 | 0:04:53 | |
Then it could be picked up by a receiver | 0:04:53 | 0:04:55 | |
to power our homes and offices. | 0:04:55 | 0:04:57 | |
Karampreet's idea is to put solar panels near the sun | 0:04:57 | 0:05:01 | |
to capture energy and beam it back down to Earth to power our homes. | 0:05:01 | 0:05:05 | |
I was wondering, how close could we get these satellites | 0:05:05 | 0:05:08 | |
and solar panels to the sun? | 0:05:08 | 0:05:09 | |
The best solution would be to have the satellites much closer | 0:05:09 | 0:05:13 | |
to the Earth so it's easier for you to send the energy | 0:05:13 | 0:05:16 | |
from the solar panels down to the Earth. | 0:05:16 | 0:05:19 | |
It's probably worth thinking about how close we can have them to | 0:05:19 | 0:05:22 | |
the Earth rather than how far away we need to send them to the sun. | 0:05:22 | 0:05:26 | |
So, do you have any idea...? | 0:05:26 | 0:05:29 | |
After finding out his solar panels would work better positioned | 0:05:29 | 0:05:32 | |
closer to the Earth not the sun, Karampreet has a lot to think about | 0:05:32 | 0:05:36 | |
if he's got any chance of staying in this competition. | 0:05:36 | 0:05:39 | |
Shannon is helped with her bed making machine idea | 0:05:39 | 0:05:42 | |
by Kevin Amos, a robotics engineer. | 0:05:42 | 0:05:45 | |
So, here we have a bed just like your bedroom. | 0:05:45 | 0:05:47 | |
Can you show me how it looks when you've got up in the morning? | 0:05:47 | 0:05:51 | |
So, you throw the duvet back. | 0:05:51 | 0:05:53 | |
Describe the machine you had in mind. | 0:05:53 | 0:05:55 | |
-There's two robotic arms that come out. -One on each side. | 0:05:55 | 0:05:58 | |
Yes, one on each side. You put your pillow down. | 0:05:58 | 0:06:03 | |
Show me what the robot arms are actually doing. | 0:06:03 | 0:06:06 | |
It puts your pillow | 0:06:06 | 0:06:08 | |
where it was | 0:06:08 | 0:06:10 | |
and then it brings the blanket up and then just smoothes it out. | 0:06:10 | 0:06:15 | |
We've got a machine here with us today | 0:06:15 | 0:06:17 | |
-and we are going to try and do just that. -Cool. | 0:06:17 | 0:06:21 | |
Cool. Yeah, it will be. | 0:06:21 | 0:06:22 | |
Shannon's invention is for a machine that has moving mechanical arms | 0:06:22 | 0:06:26 | |
to help you make your bed and it's a good start. | 0:06:26 | 0:06:29 | |
But how is Caitlin getting on? She's discovering the science | 0:06:29 | 0:06:32 | |
behind her tree simulator | 0:06:32 | 0:06:34 | |
from Valerie Ludbrook, a biologist. | 0:06:34 | 0:06:36 | |
So, your idea is a tree simulator. | 0:06:36 | 0:06:38 | |
Can you tell me a little bit more about it? | 0:06:38 | 0:06:41 | |
We're going to have this machine | 0:06:41 | 0:06:43 | |
and it is going to suck in the carbon dioxide in the atmosphere | 0:06:43 | 0:06:47 | |
and using chlorophyll, turn it into oxygen. | 0:06:47 | 0:06:50 | |
OK, so that's exactly how a tree works. | 0:06:50 | 0:06:52 | |
Caitlin's idea is to try to find a way to take the harmful | 0:06:52 | 0:06:57 | |
carbon dioxide out of the air and then recycle it | 0:06:57 | 0:06:59 | |
to make the oxygen we need for cleaner air. | 0:06:59 | 0:07:02 | |
Can you think of any challenges with your invention? | 0:07:02 | 0:07:05 | |
I think the main challenge is, if you can't extract | 0:07:05 | 0:07:08 | |
the chlorophyll from the leaves, then it won't be able to work. | 0:07:08 | 0:07:12 | |
Caitlin knows her invention will only succeed | 0:07:12 | 0:07:15 | |
if she can extract chlorophyll. | 0:07:15 | 0:07:17 | |
It's a huge challenge to overcome if she's to stay in the competition. | 0:07:17 | 0:07:21 | |
The key to Karampreet's invention | 0:07:21 | 0:07:23 | |
is deciding how to send energy from the sun back to Earth. | 0:07:23 | 0:07:26 | |
He has an idea of how this could be done. | 0:07:26 | 0:07:29 | |
I wanted to use a microwave beam, simply because that could get | 0:07:29 | 0:07:32 | |
through the atmosphere without much of the energy being blocked out. | 0:07:32 | 0:07:36 | |
So, I was going to ask you, could you use multiple | 0:07:36 | 0:07:38 | |
different beams which are less intense, | 0:07:38 | 0:07:40 | |
but because there's more of them, get the same amount of energy? | 0:07:40 | 0:07:44 | |
I think we would have to use either lots of small beams | 0:07:44 | 0:07:47 | |
or a very large beam. One of the technical challenges | 0:07:47 | 0:07:51 | |
in implementing your idea | 0:07:51 | 0:07:53 | |
will be to construct a transmitter and receiver | 0:07:53 | 0:07:57 | |
that can send the beam back to Earth which is probably not this size, | 0:07:57 | 0:08:01 | |
or even this size but maybe many meters across. | 0:08:01 | 0:08:04 | |
Karampreet's begun to see how big the dish needs to be | 0:08:04 | 0:08:07 | |
to receive the energy beam down. | 0:08:07 | 0:08:09 | |
He'll have to convince Tom later that he can make this a reality. | 0:08:09 | 0:08:13 | |
Shannon's ironing out some problems with her idea. | 0:08:15 | 0:08:17 | |
So, what I've done there, Shannon, | 0:08:17 | 0:08:20 | |
I have taught a series of movements by moving the robot and saving it. | 0:08:20 | 0:08:23 | |
Now, hopefully, when we press this green button here, the robot's going | 0:08:23 | 0:08:28 | |
to go through those movements and put our pillow down here. | 0:08:28 | 0:08:32 | |
So, after programming a few simple moves, | 0:08:32 | 0:08:34 | |
the robot begins to make the bed. | 0:08:34 | 0:08:38 | |
It's going to grab the pillow. That's it. Keep your finger on it. | 0:08:38 | 0:08:41 | |
Would your mum mind a robot in your bedroom like that? | 0:08:51 | 0:08:54 | |
-Yeah, she would mind. -The problem for us is, | 0:08:54 | 0:08:56 | |
our robot can't see. | 0:08:56 | 0:09:00 | |
So, you put the pillow down the end but the robot doesn't know | 0:09:00 | 0:09:05 | |
that the pillow's moved because it's just literally running a sequence. | 0:09:05 | 0:09:09 | |
What would the robot need for it to see where the pillow is? | 0:09:09 | 0:09:15 | |
Basically, it would need some form of camera and | 0:09:15 | 0:09:18 | |
then the camera actually links to the robot and it can then see. | 0:09:18 | 0:09:22 | |
So, just like we see really and it can actually search for something. | 0:09:22 | 0:09:25 | |
Could you get a camera on this type of robot? | 0:09:25 | 0:09:29 | |
You can and in fact, we've actually got a camera mounted on it anyway, | 0:09:29 | 0:09:33 | |
but it's not at the moment linked to controlling the robot. | 0:09:33 | 0:09:36 | |
Shannon needs to focus on | 0:09:36 | 0:09:38 | |
how a camera could be used so her invention | 0:09:38 | 0:09:40 | |
will see on its own and teach itself how to make the bed. | 0:09:40 | 0:09:43 | |
If it works, it could just give her the edge in the competition. | 0:09:43 | 0:09:46 | |
Caitlin is developing her tree simulator idea. | 0:09:46 | 0:09:50 | |
To make this work, she'll need to explore | 0:09:50 | 0:09:52 | |
-what leaves on trees do every day, a process called photosynthesis. | 0:09:52 | 0:09:56 | |
What do you know about photosynthesis? | 0:09:56 | 0:09:58 | |
The carbon dioxide is taken into the leaves and the chlorophyll | 0:09:58 | 0:10:05 | |
turns the carbon dioxide into oxygen. | 0:10:05 | 0:10:07 | |
What the plant actually does is, | 0:10:07 | 0:10:09 | |
it uses the energy from the sunlight | 0:10:09 | 0:10:11 | |
to split water in two and the oxygen is a waste product of that. | 0:10:11 | 0:10:16 | |
You were exactly right in your idea in the invention. | 0:10:16 | 0:10:20 | |
You were explaining earlier which part of the plant | 0:10:20 | 0:10:24 | |
we need in order for this reaction to happen. What was that again? | 0:10:24 | 0:10:30 | |
-Chlorophyll. -Chlorophyll, exactly. | 0:10:30 | 0:10:32 | |
We need chlorophyll. That's fundamental to your invention. | 0:10:32 | 0:10:36 | |
Do you know where the chlorophyll is? | 0:10:36 | 0:10:38 | |
-In the leaves. -It's in the leaves, exactly. | 0:10:38 | 0:10:41 | |
So, if we take a look at one | 0:10:41 | 0:10:43 | |
of these leaves here, it's very green, | 0:10:43 | 0:10:46 | |
so that's packed full of chlorophyll. | 0:10:46 | 0:10:49 | |
Caitlin realises that chlorophyll is vital for her idea. She knows | 0:10:49 | 0:10:54 | |
the success of her invention relies on extracting it from leaves, | 0:10:54 | 0:10:57 | |
so it's all or nothing as she fights for a place in the next round. | 0:10:57 | 0:11:01 | |
With only 20 minutes left, I'm off to see how their ideas | 0:11:01 | 0:11:05 | |
are coming along. First up is Karampreet. | 0:11:05 | 0:11:08 | |
What's the plan? | 0:11:08 | 0:11:09 | |
Well, we've basically been looking at how feasible these solar panels | 0:11:09 | 0:11:13 | |
in space are and we've been looking at how some of the technologies | 0:11:13 | 0:11:17 | |
which we'd need to use are already being used on a smaller scale. | 0:11:17 | 0:11:20 | |
Dr Douglas, can you make this kind of advancements? Is it possible? | 0:11:20 | 0:11:24 | |
The challenge is taking something like this small panel here and | 0:11:24 | 0:11:28 | |
scaling it up to making it hundreds or even thousands of times larger. | 0:11:28 | 0:11:31 | |
You're going to change the world, | 0:11:31 | 0:11:33 | |
so I'll let you get on with changing it. | 0:11:33 | 0:11:35 | |
Thank you. | 0:11:35 | 0:11:37 | |
Next up it's Shannon. How is she getting on mastering | 0:11:37 | 0:11:40 | |
the mechanics of her robot? Kevin, Shannon, how's it going so far? | 0:11:40 | 0:11:46 | |
There is one little problem because if the pillow's down here, | 0:11:46 | 0:11:50 | |
the robot can't see it without eyes like us. | 0:11:50 | 0:11:54 | |
It needs eyes to see where it's going. | 0:11:54 | 0:11:56 | |
Well, it needs a camera to see where it's going. | 0:11:56 | 0:12:00 | |
But do you have to control it physically to move it? | 0:12:00 | 0:12:03 | |
No, it thinks for itself but | 0:12:03 | 0:12:04 | |
we would actually have to have something on the pillow that made | 0:12:04 | 0:12:08 | |
the robot identify it. | 0:12:08 | 0:12:10 | |
Have you come up with any solutions for that? | 0:12:10 | 0:12:12 | |
-That's the next bit. -I'm going to leave you | 0:12:12 | 0:12:15 | |
to discuss that because it looks like you've made some great headway. | 0:12:15 | 0:12:19 | |
Caitlin needs to manufacture photosynthesis. | 0:12:19 | 0:12:22 | |
To do this, she needs to find a way of locking in water | 0:12:22 | 0:12:26 | |
so that the carbon dioxide can get in | 0:12:26 | 0:12:28 | |
but the oxygen can still get out. | 0:12:28 | 0:12:30 | |
Caitlin, what's this? | 0:12:30 | 0:12:32 | |
It's an egg and it's been soaked in vinegar for three days. | 0:12:32 | 0:12:36 | |
Can I just say that that feels just like a sponge? | 0:12:36 | 0:12:40 | |
It doesn't feel real! That's amazing. But what I want to know is, | 0:12:40 | 0:12:43 | |
how does it actually apply to your idea, Caitlin? | 0:12:43 | 0:12:45 | |
For photosynthesis, you need keep the water for it. | 0:12:45 | 0:12:48 | |
So what it will do is, | 0:12:48 | 0:12:50 | |
a semi permeable membrane will keep the water in | 0:12:50 | 0:12:53 | |
but it will let the carbon dioxide in and the oxygen out, | 0:12:53 | 0:12:57 | |
to keep the water inside. | 0:12:57 | 0:12:59 | |
Wow, really fascinating stuff. | 0:12:59 | 0:13:01 | |
So, what does expert inventor and judge Tom make of the ideas so far? | 0:13:01 | 0:13:07 | |
Tom, some really ambitious ideas we've seen here today. | 0:13:07 | 0:13:10 | |
You are going to look at them | 0:13:10 | 0:13:11 | |
a little bit later on, but what are your initial reactions? | 0:13:11 | 0:13:14 | |
Some of their imaginations | 0:13:14 | 0:13:16 | |
are really underpinned by some quite sound thinking. | 0:13:16 | 0:13:19 | |
I judge adult invention contests from time to time and I don't think | 0:13:19 | 0:13:23 | |
you would have had ideas of this quality from them. | 0:13:23 | 0:13:26 | |
They are really seeing the big picture | 0:13:26 | 0:13:28 | |
and trying to solve fundamental problems. All credit to these guys. | 0:13:28 | 0:13:32 | |
Listen, go and have another look and I'll speak to you later. | 0:13:32 | 0:13:36 | |
Tom will be judging all their ideas later on. He'll want to know | 0:13:36 | 0:13:40 | |
how well Karampreet, Shannon and Caitlin | 0:13:40 | 0:13:42 | |
have understood the technology | 0:13:42 | 0:13:44 | |
behind their inventions and how well they can sell them to him. | 0:13:44 | 0:13:48 | |
Only one of today's inventors can win a place in the next round. | 0:13:48 | 0:13:51 | |
This looks interesting. You are experimenting | 0:13:51 | 0:13:54 | |
-with frequencies of light. -That's right. -It would be a waste product. | 0:13:54 | 0:13:59 | |
So, this is for the final touches of puffing your pillow? | 0:13:59 | 0:14:02 | |
-Yeah. -Very good. -Now, the UK leads the way | 0:14:02 | 0:14:04 | |
in loads of cutting edge technology and even space exploration. | 0:14:04 | 0:14:07 | |
We thought it would be good idea to send this lot off on a mission | 0:14:07 | 0:14:10 | |
to see how great ideas made down here on Earth | 0:14:10 | 0:14:13 | |
can work up there in space. | 0:14:13 | 0:14:15 | |
The Space Research Centre at Leicester University | 0:14:17 | 0:14:20 | |
is at the forefront of space exploration. | 0:14:20 | 0:14:23 | |
Their latest project is to search for life on Mars. | 0:14:23 | 0:14:26 | |
Our young inventors have come to see the dedication, hard work | 0:14:26 | 0:14:30 | |
and, most of all, patience it takes to launch a mission into space. | 0:14:30 | 0:14:34 | |
It's really exciting to be at a proper space research centre | 0:14:34 | 0:14:38 | |
because they actually make things that are sent to space. | 0:14:38 | 0:14:41 | |
It would be great if I learnt something today | 0:14:41 | 0:14:43 | |
which would help me with my invention. | 0:14:43 | 0:14:45 | |
Dr Ian Hutchinson is one of the people behind the mission. | 0:14:45 | 0:14:49 | |
It's great if they take away the message that in order to be | 0:14:49 | 0:14:51 | |
a successful scientist, they should never give up when things go wrong | 0:14:51 | 0:14:55 | |
and always take away the positives and work towards the next project. | 0:14:55 | 0:14:59 | |
He shows the young inventors just how a robot is built | 0:14:59 | 0:15:03 | |
to tackle a mission on Mars. | 0:15:03 | 0:15:05 | |
Here you can see the solar panels which will collect energy | 0:15:05 | 0:15:08 | |
from the sun and enable the batteries to be charged | 0:15:08 | 0:15:12 | |
so that the rover's motors can move it about the surface | 0:15:12 | 0:15:15 | |
and the instruments can analyse the sample | 0:15:15 | 0:15:17 | |
that is extracted from the drill. | 0:15:17 | 0:15:19 | |
At the top, you see Bridget's eyes and that enables her to analyse | 0:15:19 | 0:15:23 | |
the terrain that's around her so that she can move safely | 0:15:23 | 0:15:26 | |
between the various hazards that are on the surface of the planet. | 0:15:26 | 0:15:30 | |
I think because of looking at Bridget and how she's made, | 0:15:30 | 0:15:34 | |
I'm going to try and think about | 0:15:34 | 0:15:37 | |
how the arms are going to come off the bed. | 0:15:37 | 0:15:39 | |
After finding out more about the robot, | 0:15:40 | 0:15:43 | |
our young inventors are full of questions. | 0:15:43 | 0:15:45 | |
-Do you think there's life on Mars? -I certainly hope so. | 0:15:45 | 0:15:48 | |
With the drill on the rover, that's able to go deep below the surface, | 0:15:48 | 0:15:52 | |
there's a much better chance of finding examples of life | 0:15:52 | 0:15:56 | |
that we will be able to prove using the instrumentation. | 0:15:56 | 0:15:59 | |
Even if it looks gold, is it real gold on there? | 0:15:59 | 0:16:02 | |
Yes, surprisingly, what you see there is real gold. | 0:16:02 | 0:16:05 | |
Why is it real gold on it? | 0:16:05 | 0:16:07 | |
Real gold is a very good thermal conductor, | 0:16:07 | 0:16:09 | |
which is what's important for the thermal stability of the instruments. | 0:16:09 | 0:16:13 | |
How long will it be on the surface of Mars for? | 0:16:13 | 0:16:15 | |
It will operate for at least six months. | 0:16:15 | 0:16:17 | |
There's a planned programme, a different sample test it needs to do, | 0:16:17 | 0:16:21 | |
but with some luck, it might be able to last longer than six months. | 0:16:21 | 0:16:26 | |
To show our budding inventors that there is | 0:16:26 | 0:16:27 | |
no room for mistakes on Mars, they've been given a simple task. | 0:16:27 | 0:16:31 | |
They have to navigate their own robot over Mars-like terrain. | 0:16:31 | 0:16:35 | |
It will be easy for these to get over the rocks | 0:16:35 | 0:16:38 | |
because they are much larger than rocks. | 0:16:38 | 0:16:40 | |
Bridget had very large wheels compared to the rocks. | 0:16:40 | 0:16:44 | |
-What do you think Shannon? -I think that one. -This one? | 0:16:44 | 0:16:48 | |
I think that's a good choice. | 0:16:48 | 0:16:50 | |
Can they complete their mission? | 0:16:50 | 0:16:52 | |
It's a promising start, | 0:16:55 | 0:16:57 | |
but it's not long before the Martian landscape | 0:16:57 | 0:17:00 | |
-begins to challenge the rover. -THEY GROAN | 0:17:00 | 0:17:04 | |
-It's fallen over. -Is this game over now? | 0:17:04 | 0:17:07 | |
I'm afraid so. You can see just how difficult it is | 0:17:07 | 0:17:09 | |
and there's nobody there on the surface of Mars | 0:17:09 | 0:17:12 | |
to pick your rover up for you if it falls over. | 0:17:12 | 0:17:15 | |
I would love to go to Mars because | 0:17:15 | 0:17:18 | |
there'd be loads of stuff to discover. | 0:17:18 | 0:17:21 | |
'It's one small step for man, one giant leap for mankind.' | 0:17:21 | 0:17:26 | |
What I've taken from this is that you really do have to keep trying, | 0:17:26 | 0:17:30 | |
have patience and not rush what you do. | 0:17:30 | 0:17:32 | |
You really do need to perfect it so it works to the best of its ability. | 0:17:32 | 0:17:37 | |
We are back in the My Genius Idea HQ | 0:17:37 | 0:17:40 | |
and it's the last ten minutes of their development session. | 0:17:40 | 0:17:43 | |
Now Karampreet, Shannon and Caitlin will see if their ideas | 0:17:43 | 0:17:47 | |
can actually work. The pressure is on. | 0:17:47 | 0:17:49 | |
Karampreet and Douglas are doing some final calculations. | 0:17:49 | 0:17:53 | |
So, what we have here is a small solar panel, | 0:17:53 | 0:17:57 | |
a lamp to simulate full sunlight. | 0:17:57 | 0:18:00 | |
They need all this equipment to see how big | 0:18:00 | 0:18:03 | |
a solar panel orbiting the Earth needs to be to power a single house. | 0:18:03 | 0:18:07 | |
The total area of your solar cell would be four square meters. | 0:18:07 | 0:18:11 | |
That would produce enough energy to power a house in the United Kingdom. | 0:18:11 | 0:18:17 | |
So, do you think that's possible? | 0:18:17 | 0:18:19 | |
I think that is feasible. It's actually a lot smaller | 0:18:19 | 0:18:22 | |
than I thought it would be. | 0:18:22 | 0:18:23 | |
That shows the potential of sustainable energy. | 0:18:23 | 0:18:27 | |
So, Karampreet is happy with the results, | 0:18:27 | 0:18:29 | |
but will they be enough to secure him a place in the next round? | 0:18:29 | 0:18:33 | |
Meanwhile, Shannon is beginning to see | 0:18:33 | 0:18:35 | |
how a camera on her bed making machine | 0:18:35 | 0:18:38 | |
could bring her idea to life. | 0:18:38 | 0:18:39 | |
Now it's going down. You can see the gripper, | 0:18:39 | 0:18:44 | |
so, its going to come up. | 0:18:44 | 0:18:46 | |
Now the arm has got the camera, could I make the bed making machine? | 0:18:48 | 0:18:52 | |
The actual principle of using a robot programmed in this way, with a camera | 0:18:52 | 0:18:56 | |
to find things, providing we had something on the sheet and the duvet | 0:18:56 | 0:19:00 | |
that it could recognise, | 0:19:00 | 0:19:02 | |
it is very possible to make a bed making machine. | 0:19:02 | 0:19:05 | |
To make Caitlin's idea work, they are using a centrifuge, | 0:19:05 | 0:19:09 | |
which spins round really quickly like a washing machine. | 0:19:09 | 0:19:12 | |
It will try to separate out the green chlorophyll. | 0:19:12 | 0:19:15 | |
If she's successful, it could make her tree simulator work. | 0:19:15 | 0:19:19 | |
That's spun for five minutes. | 0:19:19 | 0:19:22 | |
-What do you see? -All of the light stuff, | 0:19:22 | 0:19:24 | |
like the protein and the chlorophyll has gone to the top | 0:19:24 | 0:19:27 | |
and all of the heavy debris stuff has gone to the bottom. | 0:19:27 | 0:19:30 | |
But how will we know if the chlorophyll is still in the solution? | 0:19:30 | 0:19:34 | |
-Because the solution will be green. -Exactly. | 0:19:34 | 0:19:36 | |
With time up, Karampreet has been able to work out | 0:19:36 | 0:19:40 | |
how big his solar panels need to be. | 0:19:40 | 0:19:42 | |
Shannon has made her bed making machine work | 0:19:42 | 0:19:45 | |
with a camera and Caitlin has been able to | 0:19:45 | 0:19:47 | |
isolate chlorophyll to help make oxygen for her tree simulator. | 0:19:47 | 0:19:51 | |
But who will impress Tom the most to win a place in the next stage | 0:19:51 | 0:19:54 | |
of the competition? | 0:19:54 | 0:19:55 | |
All three genius inventors now have to present their ideas to Tom | 0:19:58 | 0:20:02 | |
and it's Shannon to go first. | 0:20:02 | 0:20:04 | |
Tom is waiting for you in the presentation den, | 0:20:04 | 0:20:07 | |
so if you'd like to go. | 0:20:07 | 0:20:09 | |
So, can Shannon explain her bed making machine | 0:20:11 | 0:20:15 | |
well enough to convince Tom to pick her? | 0:20:15 | 0:20:18 | |
Hi, Shannon. Well, I'm looking forward to learning | 0:20:18 | 0:20:21 | |
-about your bed making machine. Can you explain the idea to me? -Yeah. | 0:20:21 | 0:20:25 | |
You press this button right here and then the arms come out | 0:20:25 | 0:20:30 | |
with the bed there. Then it pulls up your cover | 0:20:30 | 0:20:33 | |
and then it just looks like that, perfectly made. | 0:20:33 | 0:20:37 | |
So, as if by magic, the robot makes the bed for you every morning. | 0:20:37 | 0:20:42 | |
Who else might benefit from this idea, do you think? | 0:20:42 | 0:20:45 | |
Well, I think disabled people would use it a bit more | 0:20:45 | 0:20:49 | |
because they might not be able to walk and be in a wheelchair | 0:20:49 | 0:20:53 | |
and it will be really easier for them. | 0:20:53 | 0:20:56 | |
OK. So people who perhaps need care or nursing or, as you say, | 0:20:56 | 0:21:00 | |
disabled people as well could find it useful themselves. | 0:21:00 | 0:21:04 | |
What would happen if... Imagine you were having a restless night | 0:21:04 | 0:21:07 | |
and your arms were swinging around a little bit | 0:21:07 | 0:21:10 | |
and you accidentally pressed the button at night. | 0:21:10 | 0:21:13 | |
Can you imagine what might happen? | 0:21:13 | 0:21:15 | |
-If you do, it'll grab your legs. -Oh, right. | 0:21:15 | 0:21:17 | |
OK, so it might make you as part of the bed as well? OK. | 0:21:17 | 0:21:20 | |
Did you learn anything from the expert that you spent time with? | 0:21:20 | 0:21:23 | |
I learned how, on a mechanical arm, | 0:21:23 | 0:21:27 | |
you can have a camera on the end and then it can see where it's going. | 0:21:27 | 0:21:31 | |
So, it could work for different sized beds, | 0:21:31 | 0:21:34 | |
different pillow arrangements and that kind of thing. | 0:21:34 | 0:21:36 | |
-Yeah. -Well, listen, I think you've done a really good presentation | 0:21:36 | 0:21:40 | |
and I think its an interesting idea. | 0:21:40 | 0:21:43 | |
Thank you very much for presenting to me. | 0:21:43 | 0:21:45 | |
You're welcome. | 0:21:45 | 0:21:47 | |
With her presentation over, all Shannon can do is wait | 0:21:47 | 0:21:51 | |
until the others have pitched and for Tom to make his decision. | 0:21:51 | 0:21:55 | |
Second up to see Tom is Caitlin. | 0:21:55 | 0:21:57 | |
Has she understood the technology that could make | 0:21:57 | 0:22:00 | |
her tree simulator work well enough to win a place in the semifinals? | 0:22:00 | 0:22:05 | |
Hi, Caitlin, can you explain the idea to me? | 0:22:05 | 0:22:08 | |
Well, what the tree simulator does is it uses chlorophyll to turn | 0:22:08 | 0:22:13 | |
carbon dioxide into oxygen, and it's going be used | 0:22:13 | 0:22:16 | |
for areas where there aren't many trees. | 0:22:16 | 0:22:19 | |
Can you talk me through the diagram you've got there and explain | 0:22:19 | 0:22:22 | |
to me more about the technology? | 0:22:22 | 0:22:24 | |
The carbon dioxide in the air will go in here, | 0:22:24 | 0:22:28 | |
and the concentrated chlorophyll will create a process | 0:22:28 | 0:22:32 | |
called photosynthesis. | 0:22:32 | 0:22:33 | |
This will then turn the carbon dioxide | 0:22:33 | 0:22:36 | |
into oxygen, which will then go out. | 0:22:36 | 0:22:39 | |
Where would you see this actually being installed? | 0:22:39 | 0:22:42 | |
Places like maybe cramped cities. | 0:22:42 | 0:22:45 | |
Places where they maybe wouldn't be many trees, | 0:22:45 | 0:22:48 | |
because all of the space has been taken up by houses. | 0:22:48 | 0:22:52 | |
Is there anything else you would like to tell me about the idea? | 0:22:52 | 0:22:55 | |
Well, we used the solar panels | 0:22:55 | 0:22:59 | |
to give it some power so that it can work, and it will help | 0:22:59 | 0:23:05 | |
all life on the Earth, because the cleaner...air | 0:23:05 | 0:23:11 | |
with the oxygen will improve the air quality. | 0:23:11 | 0:23:13 | |
Well, listen, you've done a really good presentation | 0:23:13 | 0:23:17 | |
-and thank you very much. -Thank you. | 0:23:17 | 0:23:19 | |
'Just like got into talking about your idea, and it became quite fun.' | 0:23:21 | 0:23:28 | |
Tom's not looking for a finished idea today. He's looking to see | 0:23:31 | 0:23:35 | |
which one has the most potential to cut it in the real world. | 0:23:35 | 0:23:38 | |
He'll be judging them on how well they've understood the technology | 0:23:38 | 0:23:41 | |
and how well they can explain their idea to him. | 0:23:41 | 0:23:44 | |
-Can you explain your idea to me? -I think solar cells are going | 0:23:44 | 0:23:48 | |
to play a major role in the future supply of energy for mankind. | 0:23:48 | 0:23:50 | |
-I have no doubt. -And I was thinking about how we could get more energy | 0:23:50 | 0:23:53 | |
from our solar cells. | 0:23:53 | 0:23:55 | |
I realised that if we put large solar panels | 0:23:55 | 0:23:59 | |
onto a satellite around the Earth, | 0:23:59 | 0:24:01 | |
we'd get 14 times more sunlight on them per square metre than the UK. | 0:24:01 | 0:24:06 | |
And you could transmit this back to Earth via a microwave beam, | 0:24:06 | 0:24:10 | |
-which could be collected by a large receiver dish. -OK. | 0:24:10 | 0:24:13 | |
Over here, you can see the sun | 0:24:13 | 0:24:15 | |
and the huge amount of solar energy it emits. You can see | 0:24:15 | 0:24:19 | |
over here the satellite orbiting the Earth and how the solar panels | 0:24:19 | 0:24:23 | |
are extremely large, compared to the central body of the satellite, | 0:24:23 | 0:24:27 | |
and then the microwave beams, | 0:24:27 | 0:24:28 | |
which transmit the energy back to the Earth. | 0:24:28 | 0:24:30 | |
Why is it necessary to go to space for it? Why can't we just optimise | 0:24:30 | 0:24:33 | |
what we are producing on the surface of the Earth? | 0:24:33 | 0:24:36 | |
Because the atmosphere absorbs a lot of the energy that we get | 0:24:36 | 0:24:39 | |
-from the sun, and also cloudy weather is a major issue. -Yes, OK. | 0:24:39 | 0:24:43 | |
Now, you spent some time with an expert. What did you learn from them? | 0:24:43 | 0:24:47 | |
I learnt that you can still get a lot of energy just by orbiting | 0:24:47 | 0:24:50 | |
the Earth, because my original idea was to have it orbiting the sun | 0:24:50 | 0:24:53 | |
-in close proximity... -Yeah. | 0:24:53 | 0:24:55 | |
..but it wasn't really feasible with today's technology. | 0:24:55 | 0:24:57 | |
-OK. Because it's so far away? -It's just too far away. | 0:24:57 | 0:25:02 | |
You're obviously passionate about the idea. | 0:25:02 | 0:25:04 | |
-Fabulous presentation. Thank you very much. -Thank you. | 0:25:04 | 0:25:09 | |
'It went differently from how I planned it in the notes, | 0:25:09 | 0:25:12 | |
'in that I presented it differently, but it still went just as well. | 0:25:12 | 0:25:14 | |
'I got everything across I needed to.' | 0:25:14 | 0:25:16 | |
So, for two budding inventors, the competition will be over shortly, | 0:25:16 | 0:25:21 | |
but who has won a place in the next round? | 0:25:21 | 0:25:23 | |
Will it be Shannon with her bed-making machine? | 0:25:23 | 0:25:27 | |
Caitlin with her tree simulator? | 0:25:27 | 0:25:31 | |
Or Karampreet with his idea of solar space panels? | 0:25:31 | 0:25:36 | |
Three very different ideas this time and they solve | 0:25:36 | 0:25:39 | |
very different problems as well. | 0:25:39 | 0:25:41 | |
Yeah, for sure, but they reproduced great presentations | 0:25:41 | 0:25:44 | |
and everybody had taken on board | 0:25:44 | 0:25:45 | |
what their experts had said to them. | 0:25:45 | 0:25:46 | |
So, it's been a difficult decision. | 0:25:46 | 0:25:48 | |
It might have been difficult, Tom, but have you come to a decision? | 0:25:48 | 0:25:51 | |
-Definitely come to a decision. -Brilliant. Well, if you'd like | 0:25:51 | 0:25:54 | |
to take a seat, it's time to get the young inventors in. | 0:25:54 | 0:25:57 | |
It's crunch time. They've all spent time developing their ideas | 0:25:57 | 0:26:00 | |
and have pitched them to Tom, | 0:26:00 | 0:26:03 | |
but who has won that place in the semifinals? | 0:26:03 | 0:26:05 | |
Karampreet, Shannon, Caitlin, are you ready to hear Tom's decision? | 0:26:05 | 0:26:10 | |
-ALL: -Yes. | 0:26:10 | 0:26:13 | |
Tom. They're ready, are you? | 0:26:13 | 0:26:15 | |
Yeah, I am. ..Hi, guys. It's not been an easy decision to make, this one. | 0:26:15 | 0:26:19 | |
Shannon, you've got a fun idea, and I'm sure that many people would | 0:26:19 | 0:26:22 | |
love it, but I do wonder whether the world really needs this invention. | 0:26:22 | 0:26:27 | |
Caitlin, you've had an imaginative and wonderful idea, | 0:26:27 | 0:26:31 | |
and it's a really intelligent solution to a real problem we face. | 0:26:31 | 0:26:35 | |
But I do wonder whether, | 0:26:35 | 0:26:38 | |
because trees need to do more than photosynthesis...perhaps | 0:26:38 | 0:26:41 | |
it's a case of us having to change our cities to accommodate real trees. | 0:26:41 | 0:26:46 | |
Karampreet, you've got a brilliant and original idea, | 0:26:46 | 0:26:50 | |
but I'm still concerned | 0:26:50 | 0:26:51 | |
about the concentration of microwaves being beamed back to Earth. | 0:26:51 | 0:26:56 | |
I have made my decision, and the inventor I'm going to send forward | 0:26:56 | 0:27:00 | |
to the semifinals is... | 0:27:00 | 0:27:05 | |
..Karampreet. | 0:27:14 | 0:27:18 | |
So, Karampreet wins with his idea | 0:27:18 | 0:27:20 | |
of solar space panels to send energy from the sun | 0:27:20 | 0:27:23 | |
back to Earth and he's still in with a chance of winning My Genius Idea. | 0:27:23 | 0:27:27 | |
Congratulations! How are you feeling? | 0:27:27 | 0:27:29 | |
Couldn't be better, cos these two are absolutely amazing, | 0:27:29 | 0:27:32 | |
they've got brilliant ideas. | 0:27:32 | 0:27:34 | |
'That's our fourth Genius Idea going through to the semifinals.' | 0:27:34 | 0:27:39 | |
Next time, we'll look for another one to joint Karampreet | 0:27:39 | 0:27:41 | |
in the semifinals. | 0:27:41 | 0:27:43 | |
Join us next time as we try to find another Genius Idea. | 0:27:43 | 0:27:47 | |
Subtitles by Red Bee Media Ltd | 0:27:54 | 0:27:57 | |
E-mail [email protected] | 0:27:57 | 0:27:59 |