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MOTORBIKE REVS UP | 0:00:35 | 0:00:38 | |
This is a Triumph Bonneville T100. | 0:00:51 | 0:00:54 | |
Like the later Minis and Volkswagen Beetle cars, | 0:00:54 | 0:00:57 | |
it's a new version of a design classic. | 0:00:57 | 0:01:01 | |
If you're working out where the original Bonneville would be in the all-time great bikes, | 0:01:01 | 0:01:06 | |
it would certainly be in the top ten. | 0:01:06 | 0:01:08 | |
The Daytona 675 sports bike is made by the same company. | 0:01:08 | 0:01:12 | |
We wanted a completely modern cutting-edge super sports bike | 0:01:12 | 0:01:17 | |
that would compete head-on with the best that the world could offer. | 0:01:17 | 0:01:21 | |
At the start of the project, we have a design brief. | 0:01:27 | 0:01:30 | |
It's surprisingly short. | 0:01:30 | 0:01:32 | |
Most people would be surprised that it's only a paragraph or two, | 0:01:32 | 0:01:36 | |
which describes the bike in broad brush-strokes. | 0:01:36 | 0:01:39 | |
The design brief for the Bonneville | 0:01:41 | 0:01:43 | |
was that it should look and feel like an authentic 1960s bike | 0:01:43 | 0:01:48 | |
but should have all the modern convenience and engineering | 0:01:48 | 0:01:51 | |
that a rider would expect nowadays. | 0:01:51 | 0:01:54 | |
You need to keep the feel and the style of the machine | 0:01:54 | 0:01:57 | |
but obviously you don't want a 1960s motorcycle now | 0:01:57 | 0:02:01 | |
because they leaked oil and weren't that reliable. | 0:02:01 | 0:02:04 | |
The first step in designing a new Bonneville | 0:02:04 | 0:02:07 | |
is scheming out the components | 0:02:07 | 0:02:09 | |
so that they work well within the look of the bike you're fixed to. | 0:02:09 | 0:02:14 | |
It's quite a difficult process | 0:02:14 | 0:02:16 | |
because we're starting with an agreed look - the bike has to look like that, | 0:02:16 | 0:02:21 | |
correctly proportioned, yet we have to fit in additional components | 0:02:21 | 0:02:25 | |
that the original designers didn't have to. | 0:02:25 | 0:02:27 | |
There's a lot of real Triumph enthusiasts | 0:02:27 | 0:02:30 | |
who would want the bike to be very close to the authentic bike. | 0:02:30 | 0:02:36 | |
We had to keep certain key styling features, | 0:02:36 | 0:02:39 | |
like the silencers, in a pea-shooter design that start narrow, | 0:02:39 | 0:02:43 | |
get fatter then narrow down again, a very classic styling cue. | 0:02:43 | 0:02:47 | |
It had to have spoked wheels for chromed rims. | 0:02:47 | 0:02:50 | |
It had to have the classic Bonneville fuel tank shape. | 0:02:50 | 0:02:53 | |
It had to have the traditional speedo and rev-counter location, just in front of the rider. | 0:02:53 | 0:03:00 | |
The new Bonneville is a sweet motorcycle to ride. | 0:03:04 | 0:03:07 | |
It's got enough performance for today's road. | 0:03:07 | 0:03:10 | |
The nice thing is you feel relaxed when riding it. | 0:03:10 | 0:03:13 | |
It's just a good all-round package. | 0:03:13 | 0:03:16 | |
On the Daytona project, we started with drawings in profile of the bike. | 0:03:22 | 0:03:27 | |
We chose the best drawing, the one we wanted to continue with. | 0:03:27 | 0:03:31 | |
We translated that into a full-scale mock up of the bike | 0:03:31 | 0:03:35 | |
which is made out of clay and plaster and metal | 0:03:35 | 0:03:38 | |
so it looks like a fully finished bike and it looked perfect. | 0:03:38 | 0:03:42 | |
We said, "That's what we want to make." | 0:03:42 | 0:03:44 | |
We then moved to translating all that information, all those shapes, | 0:03:44 | 0:03:48 | |
into computer models. So we made Pro-Engineer CAD models of every single component | 0:03:48 | 0:03:55 | |
then we moved on to actually making the parts from those CAD models. | 0:03:55 | 0:03:59 | |
Any micro project is a collaboration between usually one stylist, | 0:04:01 | 0:04:07 | |
who works on the parts of the bike that you see | 0:04:07 | 0:04:10 | |
to make it look beautiful, | 0:04:10 | 0:04:12 | |
and a team of approximately 15 engineers | 0:04:12 | 0:04:15 | |
who work on the engine and chassis. | 0:04:15 | 0:04:17 | |
So two separate teams, but they talk to each other a lot. | 0:04:17 | 0:04:21 | |
We decided fairly early on on some major features. | 0:04:23 | 0:04:28 | |
We wanted the silencer under the seat, central above the rear wheel, | 0:04:28 | 0:04:32 | |
instead of down at the side of the bike. | 0:04:32 | 0:04:34 | |
We thought that would give the bike a good look. | 0:04:34 | 0:04:37 | |
We wanted a very functional yet heavily-styled frame | 0:04:37 | 0:04:42 | |
so the frame that goes over the top of the engine is fully styled. | 0:04:42 | 0:04:47 | |
It's not made from straight sides, | 0:04:47 | 0:04:49 | |
it's got lovely curves and swoops. | 0:04:49 | 0:04:51 | |
Basically, the designers are trying to recreate the feeling of a race bike on the road. | 0:04:53 | 0:04:58 | |
So you have incredible agility and the bike goes where you want it to and reacts to the smallest input. | 0:04:58 | 0:05:04 | |
You always feel you're one step ahead of the game | 0:05:04 | 0:05:08 | |
on the 675. | 0:05:08 | 0:05:09 | |
My top tip to anyone who wants to design motorcycles | 0:05:09 | 0:05:13 | |
or if you want to draw a motorcycle, remember the human element. | 0:05:13 | 0:05:17 | |
People have to ride them and want to ride them. | 0:05:17 | 0:05:21 | |
There's no point drawing a streamlined torpedo with a little seat. | 0:05:21 | 0:05:24 | |
Nobody will want to ride that. | 0:05:24 | 0:05:26 | |
Technical Textiles is simple. | 0:05:47 | 0:05:48 | |
It's about putting something into a product - a finish or design element - | 0:05:48 | 0:05:52 | |
to give the customer benefit. | 0:05:52 | 0:05:55 | |
To protect from spills or antimicrobial applications | 0:05:56 | 0:06:00 | |
or even things like NASA spacesuits. | 0:06:00 | 0:06:02 | |
A designer should be interested in new materials, new processes | 0:06:07 | 0:06:11 | |
for designing things that people want. | 0:06:11 | 0:06:13 | |
Something sexy, while at the same time has a low environmental impact. | 0:06:13 | 0:06:17 | |
As a designer you look at these materials and say, "How can I use them?" | 0:06:17 | 0:06:21 | |
Technical Textiles are used in high-tech sportswear to improve athletes' performance. | 0:06:25 | 0:06:31 | |
But similar technology is also used in many clothes sold in the high street. | 0:06:31 | 0:06:36 | |
You can have these high-performance chemicals in designer gear that cost thousands. | 0:06:36 | 0:06:41 | |
Marks & Spencer make that accessible to the average person, | 0:06:41 | 0:06:45 | |
not just as a niche available to a man climbing Everest or Olympic swimming. | 0:06:45 | 0:06:50 | |
This is one of our non-iron shirts, made from cotton with a special chemical finish. | 0:06:55 | 0:07:00 | |
Reduces the need for ironing. | 0:07:00 | 0:07:02 | |
This is a very popular set of blue jeans. | 0:07:02 | 0:07:05 | |
The finish on this keeps it dry when it's raining. | 0:07:05 | 0:07:08 | |
You use Technical Textiles where they make a difference. | 0:07:09 | 0:07:12 | |
You use them in school uniforms, in jeans, in coats, that sort of thing. | 0:07:12 | 0:07:17 | |
You're not gonna use them in dresses or in underwear cos you don't need them. | 0:07:17 | 0:07:23 | |
We've got 60 people here dedicated to putting our products together. | 0:07:29 | 0:07:33 | |
They deal with new fibres, new chemicals, new production processes. | 0:07:33 | 0:07:38 | |
We've just done a big study, this is not Technical Textiles per se, | 0:07:40 | 0:07:44 | |
this is using technology in testing | 0:07:44 | 0:07:47 | |
and proving an argument. | 0:07:47 | 0:07:48 | |
Not necessarily having to put a special finish on a garment. | 0:07:48 | 0:07:52 | |
For example over the last couple of years we've said to people, "Hang on. | 0:07:52 | 0:07:56 | |
"You can wash at 30 degrees." We've done over 1,000 tests on different products, different loads, | 0:07:56 | 0:08:02 | |
different detergents, different washing machines | 0:08:02 | 0:08:05 | |
to prove that 30 degree washes work on virtually everything. | 0:08:05 | 0:08:08 | |
Up to 80% of the lifecycle impact, the environmental impact of some clothes | 0:08:08 | 0:08:12 | |
comes in the clothes washing phase, the use phase. | 0:08:12 | 0:08:16 | |
Anything you can do to reduce that burden is great. | 0:08:16 | 0:08:19 | |
By washing at 30 degrees instead of 40, | 0:08:19 | 0:08:21 | |
it's estimated that somewhere near the equivalent | 0:08:21 | 0:08:24 | |
of 2,500 villages in the UK's annual energy is saved, just by making that small change. | 0:08:24 | 0:08:31 | |
If every single one of us washed at 30 degrees, rather than the 30% of people that do now, | 0:08:31 | 0:08:36 | |
we could save the same amount of CO2 as taking 300,000 cars off the road. | 0:08:36 | 0:08:41 | |
Technical Textiles won't break down in landfill and the environment like natural materials. | 0:08:49 | 0:08:55 | |
There's a big problem with Technical Textiles not breaking down. | 0:08:55 | 0:08:58 | |
They're in landfill for the next 1,000 years. That's a big issue. | 0:08:58 | 0:09:02 | |
However, you can also argue that Technical Textiles are good because they extend the life of the product. | 0:09:02 | 0:09:08 | |
So you get a balance there. They don't come to the end of their life as quickly | 0:09:08 | 0:09:13 | |
but when they do, they're harder to recycle | 0:09:13 | 0:09:16 | |
and they won't break down in the natural environment. | 0:09:16 | 0:09:19 | |
Recycling clothing in future will be vital. | 0:09:19 | 0:09:22 | |
Three billion items of clothes are sold in the UK every year. | 0:09:22 | 0:09:26 | |
It's daft. What can we do to encourage people to recycle more? | 0:09:33 | 0:09:37 | |
First, take it back to a charity shop. | 0:09:37 | 0:09:40 | |
Longer-term we have to find other solutions. | 0:09:40 | 0:09:42 | |
For example, can you take the wool from a woollen suit | 0:09:42 | 0:09:46 | |
and turn it into insulation? | 0:09:46 | 0:09:48 | |
Can you turn it into a growing material to use in a field? | 0:09:48 | 0:09:51 | |
There are lots of longer term things to look at in terms of Technical Textiles to crack recyclability. | 0:09:51 | 0:09:57 | |
In five years, it'll be very difficult for manufacturers to produce stuff | 0:09:57 | 0:10:01 | |
that won't degrade or can't be recycled at end of life. | 0:10:01 | 0:10:04 | |
Can you design a great-looking product at the right price for the mass market | 0:10:04 | 0:10:09 | |
that is also genuinely sustainable with a minimum impact on people and the environment | 0:10:09 | 0:10:14 | |
when you grow it, use it, dispose of it, all at the same time. | 0:10:14 | 0:10:18 | |
If you can solve that, we want you knocking on our door! | 0:10:18 | 0:10:22 | |
Crime happens every day. Designers can play a key role in helping fight against it. | 0:10:33 | 0:10:39 | |
To do so, they must be as innovative as the criminals they are designing against. | 0:10:42 | 0:10:46 | |
The Design Against Crime Research Centre is a crack team of designers, researchers and criminologists. | 0:10:51 | 0:10:57 | |
Our first approach is to look at the products already out there | 0:10:57 | 0:11:01 | |
to see what's good and bad about them. | 0:11:01 | 0:11:04 | |
Then we actually watch people use them | 0:11:04 | 0:11:07 | |
and we observe what the problems are and what could be improved. | 0:11:07 | 0:11:11 | |
Karrysafe range of bags and accessories | 0:11:15 | 0:11:18 | |
responded to the theft techniques we identified. | 0:11:18 | 0:11:22 | |
People get their bags pick-pocketed, | 0:11:22 | 0:11:24 | |
they get their bags slashed. | 0:11:24 | 0:11:26 | |
They get bags lifted simply from the ground. | 0:11:26 | 0:11:29 | |
Some people are attacked. | 0:11:29 | 0:11:31 | |
They go in, open the zips, | 0:11:36 | 0:11:38 | |
you don't notice on a busy tube or something when you're rocking about. | 0:11:38 | 0:11:42 | |
They undo the zip, take what they want out of it. | 0:11:42 | 0:11:45 | |
They can't do that with this bag. Doesn't have zips. The way in is through the Velcro on top. | 0:11:45 | 0:11:51 | |
If someone opens that when it's on your back, | 0:11:51 | 0:11:53 | |
there's a noise. | 0:11:53 | 0:11:55 | |
If that's on my back and someone goes into it, I'll hear it. | 0:11:55 | 0:11:58 | |
They won't get in like they would with a zip. | 0:11:58 | 0:12:00 | |
They take a blade, slash along the bottom while it's on your back. | 0:12:05 | 0:12:09 | |
They take what they want. You're left with an empty bag. | 0:12:09 | 0:12:13 | |
This has a wire mesh between the lining fabric and the outer fabric. | 0:12:13 | 0:12:18 | |
So they can't slash their way in. | 0:12:18 | 0:12:21 | |
This is the Karrysafe Screamer. It's a laptop bag. | 0:12:25 | 0:12:28 | |
If someone tries to grab this bag off me, | 0:12:28 | 0:12:32 | |
I want the bag to go with them so I don't get injured. | 0:12:32 | 0:12:35 | |
That's the advice of the police and self-defence experts. | 0:12:35 | 0:12:39 | |
This strap here is put together with a bit of Velcro. | 0:12:39 | 0:12:44 | |
So if they rip the bag off me, | 0:12:44 | 0:12:46 | |
the strap separates, takes this cord with it. | 0:12:46 | 0:12:49 | |
On the end of the cord is a pin that goes into an alarm inside this bag. | 0:12:49 | 0:12:53 | |
If someone grabs this bag from me, the strap will break | 0:12:53 | 0:12:57 | |
and the pin will pull out. | 0:12:57 | 0:12:59 | |
HIGH-PITCHED ALARM SOUNDS | 0:12:59 | 0:13:00 | |
The alarm will go off. The thief goes off with the bag screaming at 140 decibels. | 0:13:00 | 0:13:05 | |
They can't cut their way in, | 0:13:05 | 0:13:07 | |
they can't open it cos we've got a padlock on top of here, so they'll chuck it. | 0:13:07 | 0:13:11 | |
I follow the sound, pick up my bag, I know the combination and I turn it off. | 0:13:11 | 0:13:16 | |
I reset my strap and off I go with my laptop. | 0:13:16 | 0:13:19 | |
We know more and more people are using bikes to get around. | 0:13:25 | 0:13:28 | |
But the Centre's research showed many people stopped cycling altogether | 0:13:28 | 0:13:33 | |
when their bikes were stolen. | 0:13:33 | 0:13:35 | |
I've had about five bikes stolen. | 0:13:35 | 0:13:37 | |
So have many of my friends. | 0:13:37 | 0:13:39 | |
I'd had enough. I'm a designer. | 0:13:39 | 0:13:41 | |
How can we design different types of bike parking and different bikes that are less likely to be stolen? | 0:13:41 | 0:13:47 | |
The team discovered one of the biggest problems is how people lock up their bikes. | 0:13:47 | 0:13:52 | |
So they came up with a range of stands where the design encourages users to lock more securely. | 0:13:53 | 0:13:59 | |
This is the Camden M stand. | 0:14:02 | 0:14:04 | |
It's called and M stand cos it's shaped like the letter M. | 0:14:04 | 0:14:07 | |
We looked at 8,500 bikes being parked to a Sheffield-type stand | 0:14:07 | 0:14:12 | |
which look like the letter N with a crossbar across here. | 0:14:12 | 0:14:16 | |
We found that 21% of those bikes | 0:14:16 | 0:14:19 | |
locked their crossbar to the stand | 0:14:19 | 0:14:21 | |
cos it's the easiest thing to do when you roll alongside. | 0:14:21 | 0:14:24 | |
If you do that, you can get your wheels taken cos they're not locked to the stand. | 0:14:24 | 0:14:29 | |
Or someone can lift up the whole bike, as thieves will do, | 0:14:29 | 0:14:32 | |
and use the bike as a lever | 0:14:32 | 0:14:34 | |
and twist the bike around against the lock, pop the lock and take the bike. | 0:14:34 | 0:14:38 | |
With this design, the simple idea is there is no horizontal component so they can't lock the crossbar to it. | 0:14:38 | 0:14:44 | |
So it encourages them, the easiest thing to do, | 0:14:44 | 0:14:47 | |
is to lock the bike down here | 0:14:47 | 0:14:49 | |
where you get the wheel and the frame on the stand. | 0:14:49 | 0:14:52 | |
That's the securest way. | 0:14:52 | 0:14:53 | |
A lot of products that are aimed at designing out crime | 0:14:53 | 0:14:57 | |
make the environment look like a fortress. | 0:14:57 | 0:15:00 | |
You see bars, locks, big dogs, gates. | 0:15:00 | 0:15:02 | |
So that's part of our philosophy that you can design out crime. | 0:15:02 | 0:15:07 | |
But you don't have to make the world look criminal in the process. | 0:15:07 | 0:15:11 | |
Games consoles are amongst our most desired products. | 0:15:23 | 0:15:26 | |
The design process behind the consoles and their games is different for each. | 0:15:26 | 0:15:31 | |
The Nintendo DS was released in the UK in 2005. | 0:15:32 | 0:15:37 | |
What was the thinking behind its design? | 0:15:37 | 0:15:40 | |
And how did it change the way games are played? | 0:15:40 | 0:15:43 | |
For a long time, video games had been squarely aimed at 16- to 24-year-old men. | 0:15:44 | 0:15:50 | |
What we saw was the need to expand that beyond that | 0:15:50 | 0:15:54 | |
so for a female audience and also for much older people as well. | 0:15:54 | 0:16:00 | |
We wanted to create a device that could be used whether you're five or 95. | 0:16:00 | 0:16:05 | |
The DS is a hand-held games machine | 0:16:08 | 0:16:10 | |
with a clam shell form factor so you open it to play. | 0:16:10 | 0:16:13 | |
It's got two screens. One is a touch screen | 0:16:13 | 0:16:16 | |
so you can directly control the game with a stylus or bottom screen while watching the top screen. | 0:16:16 | 0:16:22 | |
You can now simply point and touch the item you want to | 0:16:22 | 0:16:28 | |
and we really saw that as being the pivotal feature | 0:16:28 | 0:16:31 | |
and that's why everything of the Nintendo DS was built around that new technology. | 0:16:31 | 0:16:36 | |
It was the first hand-held console to have touch-screen technology. | 0:16:36 | 0:16:41 | |
There'd been experiments with big arcade machines that had touch sensitivity. | 0:16:41 | 0:16:46 | |
But this was the first time anybody had been able to deliver it | 0:16:46 | 0:16:49 | |
in a hand-held machine, which is crucial | 0:16:49 | 0:16:52 | |
because if you're operating something with a touch screen it's much easier if you hold it. | 0:16:52 | 0:16:57 | |
You've also got the option of the microphone | 0:16:57 | 0:17:00 | |
which is still something designers are struggling to find the best uses for. | 0:17:00 | 0:17:05 | |
But anyone who's played something like Nintendogs and experienced calling to their dog | 0:17:05 | 0:17:10 | |
and have it respond knows that it can be hugely intuitive. | 0:17:10 | 0:17:14 | |
With a hand-held console, there are lots of things to consider. | 0:17:16 | 0:17:20 | |
The weight of the device, the size of the device. | 0:17:20 | 0:17:22 | |
Does it fit in your pocket? You have to consider battery consumption. | 0:17:22 | 0:17:27 | |
If it is a portable device to take around with you, make sure it has the capability to be used | 0:17:27 | 0:17:33 | |
in a real world situation. | 0:17:33 | 0:17:35 | |
So we spend a lot of time looking at what materials we use | 0:17:35 | 0:17:40 | |
not least because we have to make sure it's robust. | 0:17:40 | 0:17:44 | |
The first DS was, frankly, a funny-looking thing. | 0:17:44 | 0:17:47 | |
It was squat, it looked a bit cheap, | 0:17:47 | 0:17:49 | |
it wasn't very symmetrical, a bit lumpy. | 0:17:49 | 0:17:52 | |
Didn't fit in your pocket very well. | 0:17:52 | 0:17:54 | |
It wasn't very warmly received. | 0:17:54 | 0:17:56 | |
The Nintendo DS Lite, we tried to make it a little bit similar to Apple | 0:17:56 | 0:18:02 | |
which is a brand that appeals to a very wide audience. | 0:18:02 | 0:18:07 | |
Very gender neutral. Interesting to see technology being made in white and pink and blue, | 0:18:07 | 0:18:13 | |
a wider range of colours rather than everything being silver or black, as it had tended to be before. | 0:18:13 | 0:18:18 | |
You can't really launch a piece of hardware | 0:18:18 | 0:18:21 | |
unless you've got software that benefits from the new features. | 0:18:21 | 0:18:25 | |
Geometry Wars - Galaxies - is one DS title. | 0:18:26 | 0:18:29 | |
This retro shooting game was originally made for the X-box | 0:18:29 | 0:18:33 | |
where joysticks were used to control the action. | 0:18:33 | 0:18:36 | |
Developers and designers were asked to make a new version | 0:18:36 | 0:18:39 | |
which embraced touch screen technology. | 0:18:39 | 0:18:42 | |
One aspect of this that makes it so suitable for the console is the touch screen control | 0:18:42 | 0:18:46 | |
because it does such a good job at being like the joystick | 0:18:46 | 0:18:50 | |
on the original version. | 0:18:50 | 0:18:51 | |
The player has complete control over which direction they shoot in | 0:18:51 | 0:18:55 | |
which is key to the game play. | 0:18:55 | 0:18:57 | |
When you're developing a game on the DS, | 0:18:59 | 0:19:01 | |
you're developing straight onto the console. | 0:19:01 | 0:19:04 | |
We have special versions of the console | 0:19:04 | 0:19:06 | |
that allow us to download the data straight to it | 0:19:06 | 0:19:09 | |
so we're able to use the touch screen | 0:19:09 | 0:19:11 | |
and use the DS in the same way, hear the sounds as they should be heard. | 0:19:11 | 0:19:15 | |
The most obvious effect the DS has had is to change who's playing the games and what they're playing. | 0:19:17 | 0:19:22 | |
By changing the kind of games that are possible, | 0:19:27 | 0:19:30 | |
it's really changed the kind of people who've come into the gaming world. | 0:19:30 | 0:19:35 | |
The Panama Canal is one of the biggest engineering projects | 0:19:46 | 0:19:49 | |
ever to be undertaken. | 0:19:49 | 0:19:51 | |
It took almost 35 years to complete | 0:19:51 | 0:19:53 | |
and 28,000 men lost their lives. | 0:19:53 | 0:19:57 | |
It is now one of the most important and busiest waterways in the world. | 0:19:57 | 0:20:01 | |
14,000 ships a year, transporting 200 million tonnes of cargo, | 0:20:01 | 0:20:07 | |
use the canal as a shortcut | 0:20:07 | 0:20:09 | |
between the Pacific and Atlantic Oceans, | 0:20:09 | 0:20:11 | |
saving them time and money. | 0:20:11 | 0:20:14 | |
The money the ships pay to use the canal is a valuable income to the people of Panama. | 0:20:14 | 0:20:18 | |
One they can't afford to lose. | 0:20:18 | 0:20:21 | |
The canal itself is composed of three locks in the Pacific Ocean | 0:20:26 | 0:20:32 | |
and three locks in the Atlantic. | 0:20:32 | 0:20:34 | |
The ship gets into a lock, | 0:20:34 | 0:20:36 | |
the water is filled into that lock to the next level | 0:20:36 | 0:20:39 | |
and then it goes from the first lock to the second, to the third lock | 0:20:39 | 0:20:43 | |
like climbing steps until it reaches Gatun Lake. | 0:20:43 | 0:20:48 | |
At the end of its journey, | 0:20:48 | 0:20:50 | |
it has to go down again to reach the oceans. | 0:20:50 | 0:20:53 | |
It is an important route | 0:20:56 | 0:20:57 | |
for the supplies that come from the eastern part of Asia | 0:20:57 | 0:21:02 | |
to the eastern part of North America. | 0:21:02 | 0:21:04 | |
Right now, the amount of ships that can go through the Panama Canal | 0:21:08 | 0:21:12 | |
is up to capacity. | 0:21:12 | 0:21:14 | |
You cannot pass more ships than what it is passing right now. | 0:21:14 | 0:21:17 | |
So we are going to add a new line of locks | 0:21:17 | 0:21:20 | |
in order to be able to pass more ships. | 0:21:20 | 0:21:23 | |
We are building a new lock which is bigger than the existing ones | 0:21:32 | 0:21:38 | |
so that we can put in bigger ships | 0:21:38 | 0:21:40 | |
and that way be able to pass more tonnage and more cargo | 0:21:40 | 0:21:44 | |
to different ports around the world. | 0:21:44 | 0:21:48 | |
The existing gates open like a door. | 0:21:52 | 0:21:55 | |
The new locks are going to have a rolling gate. | 0:21:55 | 0:21:59 | |
Exactly the same system as a sliding door. | 0:21:59 | 0:22:02 | |
Instead of using locomotives, we're going to use tugs | 0:22:03 | 0:22:07 | |
to keep the ships in place | 0:22:07 | 0:22:09 | |
so that we can go from one lock to another. | 0:22:09 | 0:22:13 | |
The whole process is complex and it takes a long time | 0:22:16 | 0:22:20 | |
because there are lots of details. | 0:22:20 | 0:22:22 | |
One of the first things to do is find out if you have adequate water | 0:22:23 | 0:22:29 | |
to be able to supply your expansion. | 0:22:29 | 0:22:32 | |
Then you have to make a design of these structures. | 0:22:32 | 0:22:35 | |
You have to secure the financing. | 0:22:35 | 0:22:38 | |
And then you have at the end all the testing of all the gates, | 0:22:38 | 0:22:42 | |
the filling and emptying system. | 0:22:42 | 0:22:44 | |
We've studied the impact it would have to add more transits | 0:22:46 | 0:22:52 | |
to the quality of the water of Gatun Lake | 0:22:52 | 0:22:54 | |
so that the water will not get salty, | 0:22:54 | 0:22:57 | |
because the water is used for human consumption. | 0:22:57 | 0:23:00 | |
If the ship is bigger, it goes deeper into the water. | 0:23:02 | 0:23:06 | |
To be able to pass a bigger ship, we have to deepen the navigational channel | 0:23:06 | 0:23:11 | |
on both the Atlantic and the Pacific. | 0:23:11 | 0:23:14 | |
We have a lot of wildlife in the area around the canal. | 0:23:14 | 0:23:19 | |
We have a lot of rescue plans for the animals that will be affected. | 0:23:19 | 0:23:24 | |
We're going to build a very, very large project | 0:23:27 | 0:23:29 | |
in a very small country. | 0:23:29 | 0:23:31 | |
We have to look very far ahead. | 0:23:31 | 0:23:34 | |
We're trying to have local labour benefit as much as possible. | 0:23:34 | 0:23:38 | |
We're doing all the training for carpenters, electricians, | 0:23:38 | 0:23:42 | |
drivers, equipment operators, so that we can supply that labour | 0:23:42 | 0:23:47 | |
and that will be of benefit to the Panamian people. | 0:23:47 | 0:23:50 | |
Once it is finished, it will have a huge impact in the shipping industry. | 0:23:55 | 0:24:00 | |
We'll be able to practically double the amount of cargo | 0:24:00 | 0:24:04 | |
that comes through the canal. | 0:24:04 | 0:24:06 | |
By being able to pass bigger ships, we should get the cost of goods to be cheaper | 0:24:07 | 0:24:14 | |
because a ship that pays an amount of money can pass more materials through the canal | 0:24:14 | 0:24:21 | |
than the existing ships. | 0:24:21 | 0:24:23 | |
So it will be felt all over the world. | 0:24:23 | 0:24:25 | |
The Millennium Bridge was the first pedestrian bridge to be built across the Thames in London for 100 years, | 0:24:29 | 0:24:36 | |
connecting the north bank at St Paul's Cathedral to the South Bank at the Tate Modern. | 0:24:36 | 0:24:41 | |
The original design concept of the bridge | 0:24:42 | 0:24:45 | |
was to take the simplest most elegant way of crossing the water. We wanted a straight line | 0:24:45 | 0:24:51 | |
from bank to bank. | 0:24:51 | 0:24:53 | |
We wanted to have the opportunity to look on both sides | 0:24:53 | 0:24:58 | |
without any structure in your way. | 0:24:58 | 0:25:00 | |
We wanted you hovering on a very thin deck. | 0:25:00 | 0:25:03 | |
We started by saying we'll make the bridge out of concrete | 0:25:03 | 0:25:07 | |
and pull steel cables through the concrete | 0:25:07 | 0:25:10 | |
and anchor them on each side. | 0:25:10 | 0:25:12 | |
Then we realised we didn't need the concrete. | 0:25:12 | 0:25:15 | |
We'd take the concrete out and just leave the steel cables. | 0:25:15 | 0:25:19 | |
We chose steel for the bridge for two reasons. First of all, | 0:25:20 | 0:25:24 | |
the cables have to be strong enough to resist the loads | 0:25:24 | 0:25:28 | |
of all the people who will stand on the bridge and the winds that'll blow the bridge. | 0:25:28 | 0:25:33 | |
The structure mustn't break. Second, it's a very stiff material. | 0:25:33 | 0:25:37 | |
When all the people stand on the bridge, we don't want it to bend like a ruler | 0:25:37 | 0:25:42 | |
and move a long way. | 0:25:42 | 0:25:44 | |
Steel is fantastic. It's very stiff. | 0:25:44 | 0:25:46 | |
The bridge opened on June 10 2000. | 0:25:51 | 0:25:53 | |
There was a sponsored walk that day. It was incredibly crowded. | 0:25:53 | 0:25:57 | |
When we got very large groups of people walking over, | 0:25:57 | 0:26:01 | |
there'd be sideways movements, maybe about 50 millimetres, | 0:26:01 | 0:26:05 | |
in either direction. | 0:26:05 | 0:26:07 | |
I was on the bridge when this happened, so I could feel this movement. | 0:26:07 | 0:26:11 | |
And it was a shock. | 0:26:11 | 0:26:14 | |
I was looking and watching how it was moving | 0:26:15 | 0:26:20 | |
and discussing it with the other engineers in the team. | 0:26:20 | 0:26:23 | |
What was happening was that the crowd were walking normally onto the bridge | 0:26:23 | 0:26:27 | |
and then adjusting their steps to be in time with that tiny movement | 0:26:27 | 0:26:33 | |
that they sensed beneath them. | 0:26:33 | 0:26:35 | |
The more they adjusted their steps to be in time with the bridge, | 0:26:35 | 0:26:38 | |
the more the bridge moved. | 0:26:38 | 0:26:40 | |
It was a feedback effect | 0:26:40 | 0:26:41 | |
and the movements gradually grew as a result. | 0:26:41 | 0:26:45 | |
We looked around very quickly | 0:26:47 | 0:26:50 | |
to see if we could find any information about it, and we could. | 0:26:50 | 0:26:54 | |
We found two or three papers which mentioned the effect | 0:26:54 | 0:26:57 | |
but they didn't quantify it. | 0:26:57 | 0:27:00 | |
We could nowhere where they'd measured the force | 0:27:00 | 0:27:03 | |
and decided how, specifically, | 0:27:03 | 0:27:07 | |
to design against it. | 0:27:07 | 0:27:09 | |
So we decided to carry out our own tests. | 0:27:09 | 0:27:11 | |
The best way to replicate what happened on the bridge | 0:27:11 | 0:27:15 | |
was to do exactly the same thing again | 0:27:15 | 0:27:18 | |
and then measure the way the bridge moved as they crossed it. | 0:27:18 | 0:27:21 | |
Once we had this, we could go about designing a solution | 0:27:25 | 0:27:29 | |
to stop the movements. | 0:27:29 | 0:27:31 | |
We came up with a damping solution. | 0:27:31 | 0:27:33 | |
Dampers are like the shock absorber on your car. | 0:27:33 | 0:27:36 | |
They're a cylinder of oil basically | 0:27:36 | 0:27:38 | |
which is very thick and there's a piston | 0:27:38 | 0:27:42 | |
which pushes through that fluid, like pulling a teaspoon through honey. | 0:27:42 | 0:27:48 | |
What happens is that the damper is fixed to the bridge | 0:27:48 | 0:27:52 | |
so that when the bridge moves, tiny movements of less than a millimetre, | 0:27:52 | 0:27:56 | |
as pedestrians walk over it, | 0:27:56 | 0:27:58 | |
the energy from the pedestrians is absorbed in those dampers. | 0:27:58 | 0:28:02 | |
We've installed the dampers right up underneath the deck | 0:28:06 | 0:28:09 | |
so you can't really see them from the side. | 0:28:09 | 0:28:12 | |
The Millennium Bridge behaved exactly as predicted | 0:28:14 | 0:28:17 | |
for all of the forces that we predicted. | 0:28:17 | 0:28:20 | |
We didn't predict, because we didn't know about, | 0:28:20 | 0:28:24 | |
this particular sideways effect, the feedback effect. | 0:28:24 | 0:28:27 | |
What we wanted to do when we finished | 0:28:27 | 0:28:30 | |
was make sure that everybody else could learn | 0:28:30 | 0:28:32 | |
from all the research we've done. | 0:28:32 | 0:28:35 | |
It has changed the way that bridges are designed all over the world. | 0:28:35 | 0:28:40 | |
I'm proud to have been part of the team that worked on this bridge. | 0:28:40 | 0:28:44 | |
It's a privilege to be able to take something | 0:28:44 | 0:28:47 | |
right from the beginning, from the very early concepts, | 0:28:47 | 0:28:50 | |
through the design and the analysis, through drawing it, | 0:28:50 | 0:28:54 | |
working out every single piece, making prototypes and doing tests, | 0:28:54 | 0:28:58 | |
right to the end when it's finished. | 0:28:58 | 0:29:00 | |
When we look at the sketches that we came up with back in 1996 | 0:29:00 | 0:29:04 | |
they look very similar to what's over the river now. I loved it. | 0:29:04 | 0:29:07 | |
It's been very exhausting, very stressful | 0:29:07 | 0:29:10 | |
but I'm really proud of the result. | 0:29:10 | 0:29:13 | |
It's getting harder and harder to get from A to B. | 0:29:20 | 0:29:23 | |
The pace of life is getting faster and faster | 0:29:23 | 0:29:26 | |
and people are demanding to get to places quicker and quicker, | 0:29:26 | 0:29:30 | |
clogging up our transport networks. | 0:29:30 | 0:29:32 | |
Something needs to be done, and it needs to be done fast. | 0:29:32 | 0:29:36 | |
The congestion problem arises because we're short of capacity. | 0:29:39 | 0:29:43 | |
There isn't enough room on the transport networks. | 0:29:43 | 0:29:46 | |
The answer to that is to build new high-speed railway lines. | 0:29:46 | 0:29:51 | |
Our fastest trains travel at 200km an hour, pretty good. | 0:29:51 | 0:29:56 | |
High-speed trains travel at 300km an hour or even faster than that. | 0:29:56 | 0:30:02 | |
Fast, efficient, one city to another, non-stop, | 0:30:02 | 0:30:06 | |
no messing around, very reliable and very quick. | 0:30:06 | 0:30:09 | |
The great advantage is you're starting again. | 0:30:14 | 0:30:18 | |
We can have much longer, bigger trains | 0:30:18 | 0:30:21 | |
as well as faster and more energy efficient. | 0:30:21 | 0:30:24 | |
So we can design the whole thing with today's objectives in mind. | 0:30:24 | 0:30:29 | |
The thing about speed is, | 0:30:29 | 0:30:31 | |
it means more people will use it. | 0:30:31 | 0:30:34 | |
We need to persuade people who say, "I'll take the car, the easy option." No. | 0:30:34 | 0:30:40 | |
Electric high-speed rail is a much better option in terms of carbon and global warming. | 0:30:40 | 0:30:46 | |
If we look around the world, the French started back in 1982. | 0:30:49 | 0:30:54 | |
In Japan we have the bullet train. | 0:30:55 | 0:30:57 | |
In China, we have a system that does away with the track and wheels. | 0:30:58 | 0:31:02 | |
The train actually floats above the trackway. It's new technology | 0:31:02 | 0:31:07 | |
and it's expensive! | 0:31:07 | 0:31:09 | |
We've tried very hard in this country to make the best use of what we've got. | 0:31:11 | 0:31:16 | |
We've taken our existing railway lines and made trains tilt | 0:31:16 | 0:31:20 | |
to take bends faster. That's been our approach rather than building a new line. | 0:31:20 | 0:31:26 | |
We've got High Speed 1. | 0:31:28 | 0:31:30 | |
One fast line from this station, St Pancras, | 0:31:30 | 0:31:33 | |
Eurostar services to the Channel Tunnel and nothing else. | 0:31:33 | 0:31:36 | |
High Speed 1 is considered to be the project of the century in the UK. | 0:31:38 | 0:31:44 | |
We think about the railway connecting point A to point B. | 0:31:46 | 0:31:49 | |
But what really matters is what the railway does in-between. | 0:31:49 | 0:31:53 | |
It connects communities and cities. | 0:31:53 | 0:31:55 | |
The real engineering challenges | 0:31:55 | 0:31:58 | |
were the fact that 25% of the route was in tunnels - big tunnels. | 0:31:58 | 0:32:02 | |
And we had to construct 150 bridges. | 0:32:02 | 0:32:07 | |
One of the 150 was the largest spanning high-speed railway bridge in the world. | 0:32:07 | 0:32:12 | |
When we had to go under the QE2 bridge, | 0:32:12 | 0:32:15 | |
the technique we used was called "push launch". | 0:32:15 | 0:32:19 | |
You construct the bridge in segments | 0:32:19 | 0:32:22 | |
and you push the segments out | 0:32:22 | 0:32:25 | |
across into the end positions. | 0:32:25 | 0:32:28 | |
We used the technique to be able to push our bridge | 0:32:28 | 0:32:33 | |
over one motorway | 0:32:33 | 0:32:34 | |
and then under the bridge | 0:32:34 | 0:32:36 | |
without having to stop the traffic or cause any disruption. | 0:32:36 | 0:32:40 | |
Extremely efficient, very safe, | 0:32:40 | 0:32:43 | |
and very, very high quality. | 0:32:43 | 0:32:46 | |
That was quite a remarkable piece of construction. | 0:32:46 | 0:32:50 | |
The tunnelling was incredibly exciting and challenging. | 0:32:50 | 0:32:55 | |
We were forming the largest tunnels ever formed under London. | 0:32:55 | 0:32:59 | |
These were 8.1 metres in diameter | 0:32:59 | 0:33:01 | |
and we formed 40km of these tunnels. | 0:33:01 | 0:33:04 | |
We used state-of-the-art tunnel boring machines | 0:33:04 | 0:33:08 | |
and these machines are absolutely fantastic pieces of technology. | 0:33:08 | 0:33:13 | |
The tunnelling takes place 24 hours a day | 0:33:13 | 0:33:18 | |
and is a process of supreme logistics | 0:33:18 | 0:33:23 | |
in terms of being able to get the men and materials to the front | 0:33:23 | 0:33:26 | |
and to get the spoil, the soil, away from you. | 0:33:26 | 0:33:30 | |
We do need a long-term plan. | 0:33:34 | 0:33:36 | |
It would be silly to do this piece-meal without thinking ahead. | 0:33:36 | 0:33:40 | |
This is something that's gonna last not ten, 20 years, | 0:33:40 | 0:33:44 | |
50 years, 100 years and so forth. | 0:33:44 | 0:33:47 | |
In my view, we need to think about building | 0:33:47 | 0:33:50 | |
at least one north/south high-speed line, almost certainly two. | 0:33:50 | 0:33:55 | |
And we do need to link them in to what we've got. | 0:33:55 | 0:33:58 | |
That's the carbon-friendly way | 0:33:58 | 0:34:01 | |
of thinking about European travel in future. | 0:34:01 | 0:34:04 | |
For almost 2,000 years, | 0:34:09 | 0:34:11 | |
the City of London has stood on the banks of the River Thames. | 0:34:11 | 0:34:14 | |
But the relationship between London and its river has not always been an easy one. | 0:34:14 | 0:34:19 | |
In 1953, 300 people died when a tidal surge caused the Thames and east coast to flood. | 0:34:19 | 0:34:26 | |
Almost 30 years later, the Thames barrier was eventually completed. | 0:34:26 | 0:34:30 | |
Built to protect London, | 0:34:30 | 0:34:32 | |
it keeps the water out in times of storms and high tides. | 0:34:32 | 0:34:35 | |
Our climate is changing. Sea levels are rising. | 0:34:36 | 0:34:39 | |
So how long will the Thames Barrier keep London safe | 0:34:39 | 0:34:43 | |
and what are the alternatives? | 0:34:43 | 0:34:45 | |
We have an expanding population and those people need somewhere to live. In the Thames Estuary, | 0:34:45 | 0:34:51 | |
there's a target of between 140 to 200,000 homes. | 0:34:51 | 0:34:54 | |
Most of those need to be built on brown-field sites | 0:34:54 | 0:34:57 | |
and much of those are in the flood plain. | 0:34:57 | 0:35:00 | |
Previously, the approach is to hold back water. | 0:35:01 | 0:35:05 | |
The difficulty with that is that as over time our sea levels rise | 0:35:05 | 0:35:09 | |
how high do we continue to build? | 0:35:09 | 0:35:12 | |
Through climate change, there's an increased risk to the homes from flooding. | 0:35:12 | 0:35:17 | |
As designers we try to look at that holistically, | 0:35:17 | 0:35:20 | |
looking at the architecture, looking at water consumption | 0:35:20 | 0:35:23 | |
and looking at how to create beautiful places to live. | 0:35:23 | 0:35:26 | |
We've taken our influences from a number of sources. | 0:35:26 | 0:35:30 | |
For example, in the UK we have houses built on stilts | 0:35:30 | 0:35:34 | |
and in the Netherlands we have houses which are floating | 0:35:34 | 0:35:37 | |
and amphibious houses, a combination between a land-based house | 0:35:37 | 0:35:41 | |
and houses that float on water. | 0:35:41 | 0:35:43 | |
A really good example of floating amphibious houses is in the Netherlands in Maasbommel. | 0:35:43 | 0:35:49 | |
The reason this technology emerged in the Netherlands | 0:35:53 | 0:35:56 | |
is more than 60% is below sea level. | 0:35:56 | 0:36:00 | |
There's always the possibility that there will be a flood. | 0:36:00 | 0:36:04 | |
One of the major aspects is the floating construction. | 0:36:05 | 0:36:08 | |
The floating construction consists of concrete pontoons | 0:36:08 | 0:36:13 | |
which give buoyancy to the construction | 0:36:13 | 0:36:15 | |
which was in fact used as the basement for the dwelling. | 0:36:15 | 0:36:21 | |
In normal times, in dry times, they rest on dry land. | 0:36:22 | 0:36:25 | |
So on the outside, you can't see it's a floating construction. | 0:36:25 | 0:36:31 | |
But it starts to float as soon as water enters the area. | 0:36:31 | 0:36:36 | |
From the outside, it's a very normal building. | 0:36:36 | 0:36:39 | |
To prevent the whole structure from drifting away when there's a flood, | 0:36:39 | 0:36:45 | |
we placed two big piles in the middle of the construction. | 0:36:45 | 0:36:51 | |
In a floating home, or amphibious home, everything is moving. | 0:36:51 | 0:36:57 | |
When a flood wave comes into the area, | 0:36:57 | 0:36:59 | |
the whole dwelling starts to float. | 0:36:59 | 0:37:02 | |
So the utilities, the piping system, should be flexible. | 0:37:02 | 0:37:06 | |
Also the walkway needs to be flexible. | 0:37:06 | 0:37:09 | |
One of the major challenges is that when there's a major flood in that area, | 0:37:09 | 0:37:14 | |
people are isolated | 0:37:14 | 0:37:16 | |
for up to perhaps two weeks. | 0:37:16 | 0:37:19 | |
We're looking at a number of things simultaneously. | 0:37:23 | 0:37:26 | |
First, we're looking to make space and room for the river. | 0:37:26 | 0:37:30 | |
One of the underlying facts in the design that we do is continuity of daily life. | 0:37:30 | 0:37:36 | |
We want people to be able to go to school, to work, every day. | 0:37:36 | 0:37:40 | |
All the things a community needs plus the houses. | 0:37:40 | 0:37:42 | |
We try to locate those out of the flood plain. | 0:37:42 | 0:37:45 | |
In a small flood, the water is channelled into the canal paths | 0:37:45 | 0:37:49 | |
which are located above the village green. | 0:37:49 | 0:37:51 | |
This is much like a traditional village green | 0:37:51 | 0:37:55 | |
used for recreation or sports. | 0:37:55 | 0:37:57 | |
But in this scenario, it has an added benefit. | 0:37:57 | 0:38:00 | |
As the river expands, the village green becomes the village blue! | 0:38:00 | 0:38:04 | |
In a large event the river can expand right up to the houses | 0:38:04 | 0:38:08 | |
and into the gardens. | 0:38:08 | 0:38:09 | |
The houses are elevated sufficiently high enough | 0:38:09 | 0:38:13 | |
so that water does not come in to the homes. | 0:38:13 | 0:38:16 | |
What is clear | 0:38:16 | 0:38:17 | |
is climate change is with us. | 0:38:17 | 0:38:19 | |
We need to change the way in which we design and the way in which we live. | 0:38:19 | 0:38:24 | |
If we don't, flood events like those in Boscastle, Tewkesbury | 0:38:24 | 0:38:27 | |
and more recently in New Orleans | 0:38:27 | 0:38:30 | |
will be more prolific and will affect our everyday lives. | 0:38:30 | 0:38:33 | |
The idea was to try and develop a system that would make the collection of water | 0:38:57 | 0:39:02 | |
a lot easier and a bit more fun | 0:39:02 | 0:39:05 | |
because collecting water from a river or dam is hard work. | 0:39:05 | 0:39:08 | |
We wanted to put something light into it | 0:39:08 | 0:39:12 | |
and we came up with the idea of a play pump, a roundabout. | 0:39:12 | 0:39:15 | |
This is our play pump system. | 0:39:18 | 0:39:20 | |
It's a children's merry-go-round | 0:39:20 | 0:39:22 | |
and as the children spin on this thing, | 0:39:22 | 0:39:24 | |
it pumps water from a bore hole it's bolted on top of, right here. | 0:39:24 | 0:39:29 | |
This goes round and round, the pump goes up and down. | 0:39:29 | 0:39:31 | |
The water's been tested. It's safe for human consumption, to World Health standards. | 0:39:31 | 0:39:37 | |
It works both directions. | 0:39:37 | 0:39:39 | |
No matter which way the kids spin, it still pumps water through pipes | 0:39:39 | 0:39:43 | |
into this pipe here | 0:39:43 | 0:39:45 | |
and pumps into the top of this 2,500 litre storage tank. | 0:39:45 | 0:39:49 | |
This pipe is on the top of the tank. This is the overflow. | 0:39:49 | 0:39:52 | |
So if the kids fill the tank, | 0:39:52 | 0:39:55 | |
it overflows down this pipe and back into the bore hole. | 0:39:55 | 0:39:58 | |
Then this is the outlet from the bottom of the tank | 0:39:58 | 0:40:01 | |
that goes over to this tap-stand here. | 0:40:01 | 0:40:04 | |
The tap-stand is very simple. Nice and sturdy | 0:40:04 | 0:40:07 | |
so it doesn't get damaged by cattle or over-enthusiastic children. | 0:40:07 | 0:40:11 | |
It has a very simple tap | 0:40:11 | 0:40:13 | |
and the water's stored in this, so as you turn the tap on, | 0:40:13 | 0:40:16 | |
there's plenty of water. | 0:40:16 | 0:40:18 | |
Africa doesn't need high-tech. It needs low-tech. That's what we need. | 0:40:25 | 0:40:29 | |
Computers they break down and make good seats. | 0:40:29 | 0:40:32 | |
There's nobody to fix anything. | 0:40:32 | 0:40:34 | |
We keep it as simple as possible. It's only got two moving parts. | 0:40:34 | 0:40:38 | |
With keeping it that simple, the reliability of it is increased dramatically. | 0:40:38 | 0:40:44 | |
The immediate impact is that the kids attend school. | 0:40:48 | 0:40:51 | |
Especially the girls. | 0:40:51 | 0:40:52 | |
The task of water collection is usually forced to women and girls. | 0:40:52 | 0:40:57 | |
Not just in Africa, but in every rural country. | 0:40:57 | 0:40:59 | |
They have a disproportionate disadvantage because of their gender. | 0:40:59 | 0:41:03 | |
They're expected to collect water. | 0:41:03 | 0:41:06 | |
Boys like to play on the pump. | 0:41:07 | 0:41:09 | |
They never got involved in water collection before. | 0:41:09 | 0:41:12 | |
The boys like so spin faster and get people to fall off | 0:41:12 | 0:41:16 | |
and indirectly we're changing the gender responsibility from boys to girls. | 0:41:16 | 0:41:20 | |
We try and install the play pumps at primary schools, | 0:41:29 | 0:41:33 | |
combined schools, creches, anywhere where there's a lot of children | 0:41:33 | 0:41:37 | |
that congregate and are in the right age group - six to 14 years is perfect for us. | 0:41:37 | 0:41:43 | |
We try to avoid putting them into communities. | 0:41:43 | 0:41:45 | |
Mainly because it's unknown as to how many kids are around. | 0:41:45 | 0:41:50 | |
So we prefer to put them in schools. | 0:41:50 | 0:41:52 | |
I just want to show you the water supply to this creche | 0:41:56 | 0:42:01 | |
and the school and the church and the community had | 0:42:01 | 0:42:04 | |
prior to us putting in the play pump. | 0:42:04 | 0:42:06 | |
It's an open well. | 0:42:08 | 0:42:11 | |
The access to water is using a rope | 0:42:11 | 0:42:15 | |
and a bucket. | 0:42:15 | 0:42:17 | |
By throwing it down like that into the water. | 0:42:18 | 0:42:21 | |
The problem with this is this area's called Winterveld | 0:42:21 | 0:42:27 | |
and the water table is very shallow. | 0:42:27 | 0:42:31 | |
The problem with shallow water tables | 0:42:31 | 0:42:34 | |
is that the water is always very polluted from all sorts of things. | 0:42:34 | 0:42:39 | |
People throwing dirty water out under the surface | 0:42:39 | 0:42:42 | |
but mainly from these pit latrines which are only in 1.5 metres. | 0:42:42 | 0:42:45 | |
One there, two behind this building. A couple more here. | 0:42:45 | 0:42:49 | |
What happens is that the waste, the liquid and solid waste, human waste | 0:42:49 | 0:42:54 | |
leeches into the surface water and it's in here. | 0:42:54 | 0:42:57 | |
The kids used to get really sick. Diarrhoea and vomiting, all sorts, | 0:42:58 | 0:43:02 | |
before we put the play pump in. School attendance has increased dramatically. | 0:43:02 | 0:43:06 | |
For me, that's a great success. | 0:43:06 | 0:43:10 | |
Two of the billboards are commercial. | 0:43:13 | 0:43:16 | |
The funds we get for the adverts pay for the maintenance of the system. | 0:43:16 | 0:43:20 | |
The other two boards we put public service announcements. | 0:43:20 | 0:43:26 | |
At present we're in Lesotho, Swaziland, Mozambique, Zambia. | 0:43:26 | 0:43:29 | |
We're about to enter into Malawi | 0:43:29 | 0:43:32 | |
and then we've got another five countries to go to. | 0:43:32 | 0:43:35 | |
The need in those countries is far, far greater | 0:43:35 | 0:43:39 | |
than it is in South Africa. | 0:43:39 | 0:43:41 | |
The play pump is an African solution to an African problem. | 0:43:41 | 0:43:45 | |
That's what it is. | 0:43:45 | 0:43:48 | |
The Western Harbour in Malmo, Sweden, | 0:43:59 | 0:44:01 | |
is home to two landmark housing developments: Bo01 and Bo02. | 0:44:01 | 0:44:07 | |
With a focus on energy efficiency, sustainability and cutting-edge design, | 0:44:07 | 0:44:12 | |
Western Harbour could be the City of Tomorrow. | 0:44:12 | 0:44:15 | |
Bo01 area started out as a demonstration area | 0:44:17 | 0:44:21 | |
where we wanted to show the best example of a sustainable city possible. | 0:44:21 | 0:44:28 | |
And we received a lot of government money | 0:44:28 | 0:44:32 | |
to make this possible. | 0:44:32 | 0:44:35 | |
We tried to think, in the design team, | 0:44:36 | 0:44:39 | |
what places in Europe that people would visit | 0:44:39 | 0:44:44 | |
simply just to enjoy the city life, the urban spaces, | 0:44:44 | 0:44:48 | |
and we came to the conclusion that it was mostly medieval cities. | 0:44:48 | 0:44:52 | |
We have old villages in the UK, | 0:44:52 | 0:44:56 | |
places like Venice or Siena, | 0:44:56 | 0:44:59 | |
and what do they have in common? | 0:44:59 | 0:45:01 | |
Narrow streets, small houses, | 0:45:01 | 0:45:05 | |
and not knowing what's behind the corner. | 0:45:05 | 0:45:09 | |
The architects were asked to try to use strong colours, | 0:45:11 | 0:45:16 | |
different designs, to get a diversity. | 0:45:16 | 0:45:20 | |
If you get good designs, you love living here | 0:45:20 | 0:45:24 | |
and then you take care of it. | 0:45:24 | 0:45:26 | |
So in order to get long-living and long-lasting houses | 0:45:26 | 0:45:31 | |
you need really good architectural designs. | 0:45:31 | 0:45:34 | |
The most important contribution to sustainability | 0:45:39 | 0:45:43 | |
is the energy production system in the area | 0:45:43 | 0:45:46 | |
because it's 100% renewable energy locally produced. | 0:45:46 | 0:45:52 | |
So it's a zero carbon dioxide area | 0:45:52 | 0:45:56 | |
which makes it quite sensational. | 0:45:56 | 0:45:59 | |
There are parts of the Bo01 establishment that don't work | 0:46:02 | 0:46:06 | |
as well as we'd have wanted. | 0:46:06 | 0:46:08 | |
For instance, most of the houses are very expensive to buy. | 0:46:08 | 0:46:12 | |
So it's mostly high income people who can afford to live here. | 0:46:12 | 0:46:17 | |
When assessing the area, the energy usage is a lot higher than we expected it to be. | 0:46:19 | 0:46:26 | |
The computer scenario predicting the energy usage was unrealistic. | 0:46:26 | 0:46:33 | |
And the buildings weren't very thoroughly built | 0:46:33 | 0:46:38 | |
so there were leakages in the facades. | 0:46:38 | 0:46:41 | |
Bo02 was the next phase after the Bo01 project. | 0:46:46 | 0:46:51 | |
Here, we were supposed to build affordable housing | 0:46:51 | 0:46:55 | |
with high sustainability. | 0:46:55 | 0:46:57 | |
The difference in the process was that we formed a very close collaboration group | 0:46:59 | 0:47:06 | |
with all the developers involved | 0:47:06 | 0:47:09 | |
from the very start so they took part in making the local plan | 0:47:09 | 0:47:15 | |
and all the different features for sustainability were discussed | 0:47:15 | 0:47:20 | |
and decided together with the developers. | 0:47:20 | 0:47:24 | |
We did learn some lessons from the Bo01 area. | 0:47:26 | 0:47:31 | |
For instance, we worked more with the social sustainability | 0:47:31 | 0:47:35 | |
so we have playgrounds and meeting places. | 0:47:35 | 0:47:39 | |
All the buildings here are being thermal photographed | 0:47:42 | 0:47:46 | |
and also we test their airtightness | 0:47:46 | 0:47:49 | |
when the construction work is finished | 0:47:49 | 0:47:52 | |
in order to make the buildings more energy efficient. | 0:47:52 | 0:47:56 | |
We didn't get any government money | 0:47:57 | 0:48:00 | |
to obtain the sustainability in the Bo02 area. | 0:48:00 | 0:48:06 | |
Here, everything is done on market conditions | 0:48:06 | 0:48:10 | |
and whatever has been done here can be achieved anywhere else in Sweden. | 0:48:10 | 0:48:14 | |
We don't need any extra money from anywhere to do it. | 0:48:14 | 0:48:18 | |
There are plans to use the knowledge from the Western Harbour | 0:48:20 | 0:48:25 | |
in other projects in Malmo and elsewhere in Sweden. | 0:48:25 | 0:48:29 | |
It is a full-scale laboratory for sustainability. | 0:48:29 | 0:48:33 | |
Of course the knowledge should be used elsewhere. | 0:48:33 | 0:48:36 | |
I run a small team of multi-skilled researchers. | 0:48:48 | 0:48:51 | |
We have psychologists, 3-D modellers, games designers. | 0:48:51 | 0:48:55 | |
What we do is exploit the mainstream software | 0:48:55 | 0:48:58 | |
that comes with games from the high street | 0:48:58 | 0:49:01 | |
and add our own content to deliver serious training and education | 0:49:01 | 0:49:06 | |
for defence, surgery and a variety of other applications. | 0:49:06 | 0:49:09 | |
We share a lot of our technology with the outside world | 0:49:12 | 0:49:15 | |
so we spin into the military from civilian games | 0:49:15 | 0:49:18 | |
and we spin out to serious games in the civilian sector. | 0:49:18 | 0:49:22 | |
For example, we exploit a lot of the mainstream games software | 0:49:22 | 0:49:26 | |
that power a game like Half-Life 2, Far Cry 2, and what have you. | 0:49:26 | 0:49:29 | |
But when we do work for the Royal Centre for Defence Medicine, | 0:49:29 | 0:49:33 | |
we can spin that out into the National Health Service surgical training programmes. | 0:49:33 | 0:49:38 | |
We've designed games to train the Royal Navy Dillon Minigun, a powerful Gatling gun, | 0:49:40 | 0:49:44 | |
individuals who may be suffering post-traumatic stress, | 0:49:44 | 0:49:48 | |
right down to allowing school children to fly a small submersible | 0:49:48 | 0:49:52 | |
around wrecks off the south-west coast of the UK. | 0:49:52 | 0:49:55 | |
The starting point for developing a serious game is to get the end-user involved. | 0:49:56 | 0:50:01 | |
It's key for us to involve the end-user at all stages of the design. | 0:50:01 | 0:50:05 | |
Otherwise, we could go away for months and come back with something useless. | 0:50:05 | 0:50:09 | |
OK, guys, a quick introduction to Subsafe. | 0:50:09 | 0:50:13 | |
'We spend time in the field, working with them, seeing what their training task needs.' | 0:50:13 | 0:50:19 | |
Then we do a storyboard and convert that information into something we can program into the game's engines. | 0:50:19 | 0:50:25 | |
I'll hand over to Chief McGowan now who'll set you a few tasks | 0:50:25 | 0:50:29 | |
just for you to try the simulation software out. | 0:50:29 | 0:50:32 | |
We talked about the HPS system this morning and servicing the submarines... | 0:50:32 | 0:50:37 | |
Once we've done the initial work with the end-user, we sit down and construct the virtual world. | 0:50:37 | 0:50:43 | |
Virtual objects and scenarios themselves. | 0:50:43 | 0:50:45 | |
Then as we build the objects, we convert them into a form | 0:50:45 | 0:50:49 | |
that's acceptable by the games engines - the powerful software that runs these things. | 0:50:49 | 0:50:54 | |
It allows you to interface using a X-box controller, mouse or joystick. | 0:50:54 | 0:50:58 | |
Once we've designed the game, we go back to the end user | 0:51:00 | 0:51:03 | |
and carry out evaluation trials with them to make sure what we've delivered is fit for purpose. | 0:51:03 | 0:51:08 | |
I'd like you to locate the emergency blow valve. | 0:51:08 | 0:51:11 | |
The Subsafe project came about as a result of a concern within the Royal Navy | 0:51:11 | 0:51:17 | |
for the training of future submariners. | 0:51:17 | 0:51:19 | |
We needed a software program | 0:51:19 | 0:51:22 | |
that would allow the students to practise finding the valves as they would on board. | 0:51:22 | 0:51:26 | |
It has to be as close to the real thing as possible. | 0:51:26 | 0:51:31 | |
Welcome to HMS Trafalgar, UK SSN. | 0:51:32 | 0:51:36 | |
We're currently based in Devonport in Plymouth. | 0:51:36 | 0:51:38 | |
First thing to learn is hatches and how to escape from the submarine. | 0:51:46 | 0:51:50 | |
Second thing to learn about is where the fire-fighting equipment is. | 0:51:50 | 0:51:55 | |
This is an escape scuttle. There's lots on board. | 0:52:00 | 0:52:03 | |
The evaluation part of serious games design is crucial. | 0:52:04 | 0:52:08 | |
Even if it's unsuccessful, that is a result for us so we don't waste any more money. | 0:52:08 | 0:52:13 | |
If the evaluation is successful, | 0:52:13 | 0:52:15 | |
we have to look outside of the university, | 0:52:15 | 0:52:18 | |
outside the defence community for companies who will take the prototype we've developed | 0:52:18 | 0:52:24 | |
and convert it into a real product. | 0:52:24 | 0:52:26 | |
We have to educate the games company | 0:52:26 | 0:52:29 | |
not to program things into their game because they can. | 0:52:29 | 0:52:32 | |
Everything that goes into a serious game must have some significance | 0:52:32 | 0:52:36 | |
to the training of the end-users. | 0:52:36 | 0:52:38 | |
If they start putting in wild-type special effects, | 0:52:38 | 0:52:41 | |
you'll distract the end-user and the training content won't be uptaken. | 0:52:41 | 0:52:45 | |
We're in the forward escape at the front of the sub. | 0:52:47 | 0:52:49 | |
Here we have the main vents. | 0:52:49 | 0:52:51 | |
As you open the main vent, the air comes out the top, | 0:52:51 | 0:52:54 | |
water comes in the bottom and you dive the submarine. | 0:52:54 | 0:52:57 | |
I've been working in the virtual environments arena for over 25 years, now. | 0:52:58 | 0:53:03 | |
It's great to look back 12 years ago when the things my team were doing | 0:53:03 | 0:53:07 | |
would have cost at least £250,000 for a graphic super-computer. | 0:53:07 | 0:53:11 | |
Today, we're doing things on laptops that cost £400. | 0:53:11 | 0:53:14 | |
The software is available free | 0:53:14 | 0:53:16 | |
and it's very accessible to the end-users as well. | 0:53:16 | 0:53:19 | |
It's been an absolute revolution | 0:53:19 | 0:53:21 | |
in delivering serious games to those who can benefit most. | 0:53:21 | 0:53:25 | |
Our projects in the main have been commercial projects. | 0:53:38 | 0:53:42 | |
Hotels, offices, universities. | 0:53:42 | 0:53:45 | |
This is our first school. | 0:53:45 | 0:53:47 | |
Hazelwood School is for children from two to 19. | 0:53:48 | 0:53:52 | |
All the children at this school have a sensory impairment. | 0:53:52 | 0:53:55 | |
Some are blind, some are partially sighted. | 0:53:55 | 0:53:59 | |
Some of our children have a hearing impairment as well. | 0:53:59 | 0:54:02 | |
Before Hazelwood started, the children who now attend here | 0:54:04 | 0:54:07 | |
were at two other schools in Glasgow. | 0:54:07 | 0:54:11 | |
Both of the buildings were very old | 0:54:11 | 0:54:13 | |
and in a state of disrepair. | 0:54:13 | 0:54:16 | |
In one school, some of the rooms were upstairs which made it very difficult | 0:54:16 | 0:54:21 | |
for our young people with physical difficulties to access areas of the school. | 0:54:21 | 0:54:26 | |
THEY SING | 0:54:26 | 0:54:29 | |
That was really good. Well done! | 0:54:33 | 0:54:36 | |
I worked with the architects looking at the needs firstly | 0:54:36 | 0:54:39 | |
of the children. | 0:54:39 | 0:54:41 | |
So the architects visited both schools. | 0:54:41 | 0:54:44 | |
They looked at how children and young people used the building. | 0:54:44 | 0:54:49 | |
They looked at the needs of staff. | 0:54:49 | 0:54:51 | |
They looked at our storage needs. | 0:54:51 | 0:54:53 | |
And then we sat down together. | 0:54:53 | 0:54:56 | |
We talked to a lot of other people. It was very much a group consultation. | 0:54:56 | 0:55:01 | |
And we came up with the design of Hazelwood. | 0:55:01 | 0:55:05 | |
There were a number of people involved. Clinicians and charities | 0:55:06 | 0:55:10 | |
that didn't always have similar kinds of needs | 0:55:10 | 0:55:13 | |
and had different attitudes about how you should design | 0:55:13 | 0:55:16 | |
an environment such as this for children who are blind or deaf. | 0:55:16 | 0:55:20 | |
We had to separate various sometimes contradictory opinions | 0:55:20 | 0:55:24 | |
and take on board what was absolutely relevant. | 0:55:24 | 0:55:26 | |
We had to stop at a particular time or we'd never have got the school designed. | 0:55:26 | 0:55:31 | |
The brief is crucial in actually trying to understand | 0:55:34 | 0:55:37 | |
what the clients' requirements are and crucial in producing a good design. | 0:55:37 | 0:55:41 | |
All good architecture starts with a good brief. | 0:55:41 | 0:55:45 | |
The children need an environment that's accessible. | 0:55:45 | 0:55:48 | |
We need an area where they find their way around the building easily. | 0:55:48 | 0:55:52 | |
We decided after having done a series of exercises about the size of the building and its width | 0:55:53 | 0:55:59 | |
that the best way to minimise the impact and be sensitive to the site and the needs of the children | 0:55:59 | 0:56:04 | |
was to make a building which sat very low into the site. | 0:56:04 | 0:56:08 | |
Quite a few of the children are disabled | 0:56:09 | 0:56:11 | |
and there should be accessibility to all parts of the school. | 0:56:11 | 0:56:15 | |
The materials we chose because they have a tactile quality. | 0:56:18 | 0:56:22 | |
They're nice to touch and the children can use them as an aid to find their way around. | 0:56:22 | 0:56:27 | |
Some feel warm against their skin, some feel more cool. | 0:56:28 | 0:56:32 | |
Even to the extent of using wood so there's a smell given off. | 0:56:32 | 0:56:37 | |
The classrooms are all north-facing because we wanted to increase the ambient light coming in. | 0:56:39 | 0:56:45 | |
For some of the children, direct sunlight is a problem. | 0:56:45 | 0:56:48 | |
One of the things we did is go to a school in south Glasgow. | 0:56:49 | 0:56:53 | |
We put on sight inhibitors which only gave us 5% sight. | 0:56:53 | 0:56:58 | |
We tried to find our way round that school environment. | 0:56:58 | 0:57:02 | |
We found out because of that process that colour can be really important. | 0:57:02 | 0:57:07 | |
Colour used as a strong element against what is a neutral background | 0:57:08 | 0:57:13 | |
could enable children with five or ten per cent sight | 0:57:13 | 0:57:16 | |
to recognise that wall within its surroundings | 0:57:16 | 0:57:19 | |
and use it as a visual clue. | 0:57:19 | 0:57:21 | |
They have many more opportunities in terms of the curriculum. | 0:57:23 | 0:57:27 | |
We have spaces for art, spaces for cooking, | 0:57:27 | 0:57:30 | |
a hydrotherapy pool. | 0:57:30 | 0:57:32 | |
Because the building is very easy to navigate around, | 0:57:35 | 0:57:39 | |
the pupils are much more independent. | 0:57:39 | 0:57:41 | |
Their mobility skills are much improved. | 0:57:41 | 0:57:44 | |
That, for me, is the success of the building. | 0:57:44 | 0:57:47 | |
They find it an interesting place to be and a comfortable place to be. | 0:57:47 | 0:57:52 | |
They're not alienated by it. It's not institutional. | 0:57:52 | 0:57:55 | |
I think this building has a very warm and welcoming ethos. | 0:57:57 | 0:58:02 | |
I think that's partly due to the design. The minute you enter the building, | 0:58:02 | 0:58:06 | |
you are aware of the fact there are children in this building, | 0:58:06 | 0:58:10 | |
that it's a school and you're immediately welcomed and drawn to the building. | 0:58:10 | 0:58:15 | |
Subtitles by Red Bee Media - 2009 | 0:58:40 | 0:58:44 |