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For years, chemotherapy has been used to treat cancer. | 0:00:27 | 0:00:31 | |
Drugs that attack cancer cells are injected or swallowed, | 0:00:31 | 0:00:34 | |
but because they are very toxic they can also cause unpleasant side effects. | 0:00:34 | 0:00:38 | |
So is there a way that you can use drugs to just target | 0:00:38 | 0:00:43 | |
the cancer cells, without harming the rest of your body? | 0:00:43 | 0:00:46 | |
This may not sound like a problem for an engineer, but it is. | 0:00:47 | 0:00:51 | |
I'm at the Institute Of Bio-medical Engineering at Oxford University | 0:00:51 | 0:00:55 | |
to meet the creator of a pioneering medical technique. | 0:00:55 | 0:00:58 | |
Dr Eleanor Stride trained as a mechanical engineer | 0:00:58 | 0:01:01 | |
before recognising the medical benefits of her work | 0:01:01 | 0:01:04 | |
and doing a doctorate in ultrasonics. | 0:01:04 | 0:01:07 | |
One of the big problems with cancer drugs is, | 0:01:08 | 0:01:10 | |
they're effectively poisonous. | 0:01:10 | 0:01:12 | |
So when you give them to a patient you're poisoning the entire body. | 0:01:12 | 0:01:15 | |
The only reason they work is, | 0:01:15 | 0:01:16 | |
cancer cells are more sensitive than normal cells to those drugs. | 0:01:16 | 0:01:19 | |
But because they're similar to the other cells in the body, | 0:01:19 | 0:01:22 | |
it's very difficult to actually get the drug to differentiate. | 0:01:22 | 0:01:25 | |
What is the overall goal of what you're doing? | 0:01:25 | 0:01:28 | |
So, what were trying to do is, to develop systems that allow us | 0:01:28 | 0:01:31 | |
to deliver drugs to specific parts of the body, | 0:01:31 | 0:01:34 | |
rather than what happens currently, which is a drug is injected | 0:01:34 | 0:01:37 | |
into the bloodstream and it goes absolutely everywhere. | 0:01:37 | 0:01:39 | |
We want to target where that drug ends up. | 0:01:39 | 0:01:42 | |
'Eleanor's drug transportation system starts small. | 0:01:42 | 0:01:45 | |
'In fact, so small, it's microscopic. | 0:01:45 | 0:01:48 | |
'She engineers tiny bubbles of gas coated with a clever shell | 0:01:48 | 0:01:52 | |
'that can survive the sometimes hostile macro-highways of a human bloodstream | 0:01:52 | 0:01:56 | |
'in order to deliver their life-saving payloads.' | 0:01:56 | 0:01:59 | |
Because we are engineering the surfaces of these bubbles, the coatings, | 0:02:00 | 0:02:04 | |
we can put drugs into the bubble. | 0:02:04 | 0:02:05 | |
And you just inject them? Eat them? | 0:02:05 | 0:02:07 | |
-We just inject them! -Ah, inject them. -Yep. | 0:02:07 | 0:02:09 | |
We link the drugs onto the coatings, or actually inside the bubble. | 0:02:09 | 0:02:13 | |
The drugs then stay in the bubble as they move through the bloodstream. | 0:02:13 | 0:02:17 | |
'OK, I get the idea. Tiny bubbles carrying chemotherapy drugs | 0:02:17 | 0:02:20 | |
'travel around the blood vessels. But, how do they know where to go?' | 0:02:20 | 0:02:23 | |
In addition to putting a drug into the bubble, | 0:02:23 | 0:02:26 | |
we put magnetic particles. | 0:02:26 | 0:02:28 | |
And that means that we can move the bubbles around | 0:02:28 | 0:02:30 | |
using a magnet, that's applied outside the body. | 0:02:30 | 0:02:33 | |
'Love it! Magnets are such a simple engineering solution | 0:02:33 | 0:02:36 | |
'to the complex problem of navigation through the body.' | 0:02:36 | 0:02:39 | |
So if we imagine that this is the human body. | 0:02:39 | 0:02:41 | |
And the tracks within the cube are like your bloodstream. | 0:02:41 | 0:02:45 | |
And the little silver ball is our magnetic bubble. | 0:02:45 | 0:02:49 | |
If you use the magnet, you can guide where the ball is within the body. | 0:02:49 | 0:02:53 | |
OK. How much smaller is your bloodstream | 0:02:53 | 0:02:56 | |
and the magnetic bubble that you have? | 0:02:56 | 0:02:59 | |
So you could say that's about a centimetre. | 0:02:59 | 0:03:01 | |
The small blood vessels, where we're trying to guide the bubbles to, | 0:03:01 | 0:03:04 | |
which is what you'd have around a tumour, | 0:03:04 | 0:03:06 | |
are about 10,000 times smaller than that. | 0:03:06 | 0:03:08 | |
Oh, my word. And I'm finding this one difficult! | 0:03:08 | 0:03:10 | |
Is it just one bubble going to it? | 0:03:10 | 0:03:13 | |
Oh, no. We're injecting probably a few million if not a billion bubbles, | 0:03:13 | 0:03:16 | |
but compared with the dose of the drug you'd give | 0:03:16 | 0:03:19 | |
if you gave it to the whole body, it's still absolutely tiny. | 0:03:19 | 0:03:22 | |
Because we only need a minute proportion of the drugs to get to each cell. | 0:03:22 | 0:03:26 | |
So this is another advantage of targeting, | 0:03:26 | 0:03:28 | |
as we don't need to use as much drugs. | 0:03:28 | 0:03:29 | |
'To make it more of a challenge, the human body isn't transparent, | 0:03:29 | 0:03:33 | |
'so guiding the bubbles is quite tricky.' | 0:03:33 | 0:03:36 | |
It's more equivalent to me doing that! | 0:03:36 | 0:03:39 | |
Right. And I've got to move... | 0:03:39 | 0:03:41 | |
You now have to get your magnetic micro-bubbles in the right place at the right time. | 0:03:41 | 0:03:45 | |
Right! | 0:03:45 | 0:03:47 | |
SHE LAUGHS | 0:03:47 | 0:03:49 | |
I don't even know! I don't even know where the ball is! | 0:03:52 | 0:03:55 | |
Oh, it fell! | 0:03:55 | 0:03:56 | |
We need a method for looking inside the body. | 0:03:56 | 0:03:58 | |
Yeah, you do! | 0:03:58 | 0:03:59 | |
'The solution for tracking the bubbles is ultrasound, | 0:04:01 | 0:04:04 | |
'which works like the echolocation dolphins use to find their prey. | 0:04:04 | 0:04:09 | |
'Ultrasound is a high-pitched soundwave | 0:04:09 | 0:04:11 | |
'that can be sent into a human body. | 0:04:11 | 0:04:13 | |
'Each time it meets a different layer, some of that wave is reflected back.' | 0:04:13 | 0:04:18 | |
It's those reflections that we use to produce the ultrasound image. | 0:04:18 | 0:04:23 | |
So how does this help you with your micro-bubbles? | 0:04:23 | 0:04:25 | |
The great thing about having bubbles is, because they're full of gas, | 0:04:25 | 0:04:29 | |
it's a very different type of material. | 0:04:29 | 0:04:31 | |
So the echo they produce is really strong. | 0:04:31 | 0:04:34 | |
'And because they are strong echoes | 0:04:34 | 0:04:36 | |
'they stand out from the rest of the body.' | 0:04:36 | 0:04:38 | |
So I suppose it's a bit like you're sat there waiting, | 0:04:38 | 0:04:41 | |
and you're waiting for a bubble to go past your area of interest | 0:04:41 | 0:04:44 | |
and you'll be able to see the bubble because of the gas | 0:04:44 | 0:04:46 | |
and then you will be attracting it with your magnet | 0:04:46 | 0:04:49 | |
and you will see that it's arrived, I suppose, at its destination? | 0:04:49 | 0:04:53 | |
Yep. And the more bubbles that arrive, the brighter the image gets. | 0:04:53 | 0:04:56 | |
So you can actually work out what sort of concentration of bubbles you have. | 0:04:56 | 0:04:59 | |
'So once the magnets have the bubbles in position, | 0:04:59 | 0:05:02 | |
'Eleanor needs a way to burst them to deliver the drug.' | 0:05:02 | 0:05:06 | |
We increase the energy in the ultrasound beam. | 0:05:06 | 0:05:09 | |
The bubbles oscillate more violently. | 0:05:09 | 0:05:10 | |
They break open and we release the drug. | 0:05:10 | 0:05:12 | |
-A bit like smashing a wine glass with sound? -Yep. | 0:05:12 | 0:05:15 | |
So what sort of drugs could this deliver? | 0:05:19 | 0:05:22 | |
In principle, almost any. | 0:05:22 | 0:05:23 | |
So as drugs are being discovered, | 0:05:23 | 0:05:25 | |
more than half can't actually be used, | 0:05:25 | 0:05:27 | |
because they're simply too toxic to inject directly | 0:05:27 | 0:05:29 | |
into the bloodstream, or to take as a pill. | 0:05:29 | 0:05:31 | |
-Hang on. Half of the drugs that are designed? -More than half. | 0:05:33 | 0:05:36 | |
More than half of the drugs that are designed, | 0:05:36 | 0:05:38 | |
we can't use, because they're basically too poisonous? | 0:05:38 | 0:05:41 | |
Yep. Exactly. | 0:05:41 | 0:05:42 | |
So having a technology that allows us to encapsulate those drugs, | 0:05:42 | 0:05:45 | |
keep them inside a bubble until they've got to the right place, is incredibly valuable. | 0:05:45 | 0:05:50 | |
So how long do you think it will be before this package of treatment | 0:05:50 | 0:05:53 | |
ends up as something that we could get in a hospital? | 0:05:53 | 0:05:55 | |
It takes probably three years to get to a clinical trial stage, | 0:05:55 | 0:06:00 | |
and then it's another...maybe five. So, overall, 10 to 15 years. | 0:06:00 | 0:06:04 | |
So in 10 to 15 years' time, | 0:06:04 | 0:06:06 | |
this could be a treatment in your local hospital. | 0:06:06 | 0:06:09 | |
The most incredible moment will be seeing this translated | 0:06:09 | 0:06:12 | |
into the clinic and actually working to help cure disease. | 0:06:12 | 0:06:15 | |
If you wanted to provide communities in the developing world with electricity, what would you do? | 0:06:23 | 0:06:28 | |
Give them solar panels? Give them wind turbines? | 0:06:28 | 0:06:32 | |
Well, the technology certainly exists | 0:06:32 | 0:06:34 | |
but who's going to fix them when they go wrong? | 0:06:34 | 0:06:36 | |
It's a problem that's got the attention of mechanical engineering PhD student Jon Sumanik-Leary | 0:06:39 | 0:06:44 | |
at the University of Sheffield. | 0:06:44 | 0:06:46 | |
He's trying to prove that you don't have to be a trained engineer | 0:06:46 | 0:06:50 | |
to harness the power of wind for yourself. | 0:06:50 | 0:06:52 | |
So say if you were to go to a remote community and build a wind turbine, | 0:06:56 | 0:07:01 | |
how long do you think it would last without breaking? | 0:07:01 | 0:07:03 | |
You'd be lucky if it got to the end of the first year without something breaking on it. | 0:07:03 | 0:07:07 | |
Wind turbines, they really are unreliable things. | 0:07:07 | 0:07:09 | |
I've been to Nepal, to Nicaragua and to Peru | 0:07:09 | 0:07:12 | |
to go and study this technology, | 0:07:12 | 0:07:14 | |
to go and see what kind of impact it's having. | 0:07:14 | 0:07:17 | |
We visited three wind turbines, all of which were broken. | 0:07:17 | 0:07:21 | |
So after seeing the situation as it was | 0:07:21 | 0:07:23 | |
did that give you any ideas in ways you could help? | 0:07:23 | 0:07:26 | |
Well, it inspired me to continue working with technology | 0:07:26 | 0:07:30 | |
that you could manufacture locally. | 0:07:30 | 0:07:32 | |
Jon's concluded the best way to keep wind turbines running | 0:07:32 | 0:07:35 | |
is to get the people who want them to build them themselves. | 0:07:35 | 0:07:39 | |
So he's doing research on a kit that anyone can build. | 0:07:39 | 0:07:42 | |
I think I might give it a whirl. | 0:07:42 | 0:07:44 | |
-Can I build it? -Absolutely. Anyone can build a wind turbine. | 0:07:44 | 0:07:47 | |
You're going to have to work a few things out for yourself, | 0:07:47 | 0:07:49 | |
-but fortunately... -You mean I don't get a booklet?! | 0:07:49 | 0:07:52 | |
You don't get a booklet, but I don't think | 0:07:52 | 0:07:54 | |
you'll need that much help. It really is quite simple. | 0:07:54 | 0:07:57 | |
OK, erm... | 0:07:57 | 0:07:58 | |
What's the best bit to start with? | 0:07:59 | 0:08:01 | |
So there's the three holes there, which will match with the three holes there. | 0:08:06 | 0:08:09 | |
'Despite a lack of instruction booklet, | 0:08:09 | 0:08:12 | |
'the kit contains the components for a small turbine that, | 0:08:12 | 0:08:15 | |
'given enough wind, could easily provide energy for lighting, | 0:08:15 | 0:08:18 | |
'phone charging and a few low-energy appliances.' | 0:08:18 | 0:08:21 | |
-This isn't really a one-person job, is it? -It is easier with two people. | 0:08:23 | 0:08:28 | |
And with this one, the more people you have, the better. | 0:08:29 | 0:08:32 | |
I suppose as well like, because then the more people that have built it, | 0:08:32 | 0:08:35 | |
the more people take ownership of it, and then if something happens | 0:08:35 | 0:08:38 | |
to one person, there's other people that know how to fix it. | 0:08:38 | 0:08:40 | |
Exactly. You want as many people knowing about the technology as possible. | 0:08:40 | 0:08:45 | |
All wind turbines are designed with one thing in mind - | 0:08:45 | 0:08:48 | |
to efficiently use magnets and wire to generate electricity. | 0:08:48 | 0:08:52 | |
This one just does it more simply. | 0:08:52 | 0:08:54 | |
Nice! | 0:08:56 | 0:08:57 | |
So we've got a magnet sandwich, with the filling being the coils of wire. | 0:08:57 | 0:09:01 | |
We're going to spin the coils of wire through the magnetic field | 0:09:01 | 0:09:05 | |
and generate electricity in the coils of wire. | 0:09:05 | 0:09:08 | |
By working with simplified turbines, | 0:09:08 | 0:09:10 | |
Jon's goal is to empower communities to do it themselves. | 0:09:10 | 0:09:13 | |
It's taken a little over an hour and it's already assembled, | 0:09:15 | 0:09:18 | |
but, there's a blade missing. | 0:09:18 | 0:09:20 | |
Well, I'm afraid I've sabotaged it. | 0:09:20 | 0:09:22 | |
You're going to have to make another one, so just like you would do | 0:09:22 | 0:09:25 | |
if you were in a remote community in the developing world. | 0:09:25 | 0:09:28 | |
-Say one of your blades breaks. -Uh-huh? -You would then have to build another one. | 0:09:28 | 0:09:33 | |
'Some of the components for the kit would need to be made in bulk by a local manufacturer, | 0:09:33 | 0:09:37 | |
'but the idea is that most are made by hand, by the people building it.' | 0:09:37 | 0:09:40 | |
Ah, yep, good. Done. | 0:09:42 | 0:09:44 | |
Plastic is one of the easiest ones to make a small turbine, | 0:09:44 | 0:09:48 | |
because it's already got this curvature here. | 0:09:48 | 0:09:50 | |
'Replacing parts that break often needs to be as cheap as possible, | 0:09:50 | 0:09:53 | |
'as the areas Jon is hoping to help are some of the poorest in the world.' | 0:09:53 | 0:09:58 | |
The most vital thing that they're using electricity for | 0:09:58 | 0:10:01 | |
is as a replacement for open-flame kerosene lamps | 0:10:01 | 0:10:04 | |
so this is essentially a candle made with kerosene, jet fuel. | 0:10:04 | 0:10:08 | |
Not only is it really dangerous but it's really poor light. | 0:10:08 | 0:10:11 | |
Having electric light to be able to do homework in the evening | 0:10:11 | 0:10:14 | |
is one of the biggest benefits of having something better than candles. | 0:10:14 | 0:10:18 | |
I suppose with electricity you can get the things that can educate you. | 0:10:18 | 0:10:21 | |
You can communicate with not just the people in your community, but also the rest of the world. | 0:10:21 | 0:10:26 | |
You can have a better chance of working your way out of poverty because of it. | 0:10:26 | 0:10:30 | |
Okey-dokey! Blade number three. | 0:10:30 | 0:10:32 | |
So I just put this on, then I'm done? | 0:10:32 | 0:10:35 | |
Simple is sometimes just the best type of engineering, isn't it? | 0:10:35 | 0:10:38 | |
The simpler it is, the less likely it is to break | 0:10:38 | 0:10:40 | |
and the easier it's going to be to fix when it does. | 0:10:40 | 0:10:43 | |
'It's time to get my turbine tested. | 0:10:43 | 0:10:45 | |
'And, thankfully, we don't have to rely on the British weather. | 0:10:45 | 0:10:49 | |
'The University of Sheffield have a wind tunnel.' | 0:10:49 | 0:10:52 | |
So now we're in the test section of the tunnel. | 0:10:52 | 0:10:54 | |
So this is where you put things to do experiments, | 0:10:54 | 0:10:57 | |
-so the wind comes in this way -Comes IN this way? | 0:10:57 | 0:11:00 | |
Comes in this way and gets sucked out that way, by the fan. | 0:11:00 | 0:11:03 | |
-That fan is impressive. -Yeah, it's big! | 0:11:03 | 0:11:06 | |
'The electricity generated isn't like the stuff that comes out of your plug socket. | 0:11:06 | 0:11:11 | |
'It has a range of voltages, so it needs to go through a regulator | 0:11:11 | 0:11:14 | |
'to narrow that range, before it's stored in a special battery.' | 0:11:14 | 0:11:18 | |
-So we're charging the battery? -We're charging the battery, yeah. | 0:11:18 | 0:11:21 | |
Press the magic button and start up the wind. | 0:11:21 | 0:11:23 | |
Go on, go on! | 0:11:25 | 0:11:26 | |
When we have enough electricity stored, we can test it out | 0:11:28 | 0:11:32 | |
by playing music from an MP3 player through an amp and speakers. | 0:11:32 | 0:11:36 | |
Do you reckon we've got enough now? | 0:11:36 | 0:11:38 | |
-There's only one way to find out, isn't there? -I'm ready for the play! | 0:11:38 | 0:11:41 | |
So, everything's set up here, yeah? | 0:11:41 | 0:11:43 | |
Yeah, we're all good to go. You've just got to press the button here. | 0:11:43 | 0:11:47 | |
DANCE MUSIC PLAYS | 0:11:47 | 0:11:48 | |
That's amazing! | 0:11:48 | 0:11:50 | |
So imagine how it would be if you were in a community where | 0:11:50 | 0:11:53 | |
you've never had electricity before. Imagine how excited you'd be then. | 0:11:53 | 0:11:56 | |
Yeah, I'm excited! | 0:11:56 | 0:11:58 | |
I'm excited and I get electricity every day! | 0:11:58 | 0:12:00 | |
So if it was the first time, that would be amazing. | 0:12:00 | 0:12:03 | |
So if you can do it here, then it's something that can be replicated | 0:12:03 | 0:12:06 | |
over in the developing world, | 0:12:06 | 0:12:08 | |
using only the same basic tools and basic techniques that we use today. | 0:12:08 | 0:12:12 | |
'If Jon can get a project up and running to supply these kits | 0:12:12 | 0:12:15 | |
'where they are desperately needed, renewable energy won't just be | 0:12:15 | 0:12:18 | |
'something remote communities can have, | 0:12:18 | 0:12:21 | |
'it'll be something they can keep.' | 0:12:21 | 0:12:23 | |
Well, Jon, I actually never thought I would get to build | 0:12:23 | 0:12:26 | |
my own wind turbine. So, thank you so much! | 0:12:26 | 0:12:29 | |
I can't take it home, can I? | 0:12:29 | 0:12:30 | |
Is it possible to save the lives of thousands of people across the world | 0:12:37 | 0:12:41 | |
every year, by re-engineering just one household object? | 0:12:41 | 0:12:45 | |
One of the most common killers of women and children | 0:12:49 | 0:12:52 | |
in the developing world is an object they can't live without. | 0:12:52 | 0:12:55 | |
The cooking stove. | 0:12:55 | 0:12:57 | |
Inhaled fumes from fires used to cook, heat and light cause massive health risks and premature death. | 0:12:58 | 0:13:04 | |
It's a problem that humanitarian organisations around the world | 0:13:05 | 0:13:09 | |
are trying to tackle. | 0:13:09 | 0:13:10 | |
And I've come to the University of Nottingham | 0:13:12 | 0:13:14 | |
to meet engineering students Samuel McGovern and Astha Desai, | 0:13:14 | 0:13:18 | |
who are part of a global project close to designing a solution. | 0:13:18 | 0:13:22 | |
Now, I've heard that you guys are part of a team | 0:13:26 | 0:13:29 | |
that are working to save thousands of lives. Is that right? | 0:13:29 | 0:13:32 | |
Yeah, we're part of the Score-Stove team. | 0:13:32 | 0:13:34 | |
Three billion people in the world cook on an open fire. | 0:13:34 | 0:13:37 | |
The smoke tends to stay inside their house | 0:13:37 | 0:13:39 | |
and that's what causes the problem. | 0:13:39 | 0:13:41 | |
Millions die unnecessarily from inhalation of smoke. | 0:13:41 | 0:13:43 | |
Why aren't they using chimneys? | 0:13:43 | 0:13:45 | |
They don't understand the dangers. | 0:13:45 | 0:13:47 | |
And they've grown up seeing their parents cooking on it. | 0:13:47 | 0:13:50 | |
They don't have the education and also money. | 0:13:50 | 0:13:54 | |
A lot of these are social problems. | 0:13:54 | 0:13:56 | |
Would you consider these to be engineering problems? | 0:13:56 | 0:13:59 | |
Yeah, because we have to take in all of these factors when the design's made. | 0:13:59 | 0:14:04 | |
We actually recently did a project in Nepal, | 0:14:04 | 0:14:07 | |
so we actually went out there to see first-hand what it was like. | 0:14:07 | 0:14:11 | |
Whatever we do design has to be made for the people that are using it. | 0:14:11 | 0:14:17 | |
Right now, this project is trying to find a way to increase the use | 0:14:17 | 0:14:20 | |
of chimneys in developing countries like Bangladesh and Nepal. | 0:14:20 | 0:14:25 | |
And what they've come up with is the Score Clean Stove. | 0:14:25 | 0:14:29 | |
Under all those cables and instruments is a prototype cooker | 0:14:29 | 0:14:32 | |
designed for the needs of the communities they are working with. | 0:14:32 | 0:14:37 | |
Oh, my word! | 0:14:37 | 0:14:39 | |
This looks amazing! | 0:14:39 | 0:14:42 | |
Well, it looks a bit complex here | 0:14:42 | 0:14:44 | |
but essentially the principles of it is, | 0:14:44 | 0:14:46 | |
the fuel would go into the bottom, | 0:14:46 | 0:14:48 | |
the heat produced would be able to heat what they're cooking. | 0:14:48 | 0:14:52 | |
We also have the chimney problem solved. | 0:14:52 | 0:14:54 | |
But what's interesting about our design | 0:14:54 | 0:14:56 | |
is that it produces electricity also. | 0:14:56 | 0:14:58 | |
-You've got a stove that produces electricity? -Yep. | 0:15:00 | 0:15:03 | |
That's awesome! | 0:15:03 | 0:15:05 | |
'And that is the sheer genius of this invention. | 0:15:05 | 0:15:07 | |
'Offering much-needed electricity to encourage the use of chimneys. | 0:15:07 | 0:15:12 | |
'Working with a team from Kathmandu University, | 0:15:12 | 0:15:14 | |
'the project succeeded in building a prototype stove that worked. | 0:15:14 | 0:15:19 | |
'Heat from the fire generates electricity, and it does this | 0:15:19 | 0:15:22 | |
'by first creating a sound inside the plastic pipes at the back. | 0:15:22 | 0:15:26 | |
'I'll demonstrate with the help of Astha and a boiling tube.' | 0:15:26 | 0:15:29 | |
-And all I've got to do is heat up that metal thing inside the tube, haven't I? -Yep. | 0:15:29 | 0:15:34 | |
The metallic wire inside is a pot scrubber. | 0:15:34 | 0:15:37 | |
It's important that all the components are readily available anywhere in the world. | 0:15:37 | 0:15:42 | |
It's making it hot at the bottom but the top part of that metal bit is still cold. | 0:15:42 | 0:15:46 | |
-So you've got, sort of, like a temperature gradient, haven't you? -Yeah. | 0:15:46 | 0:15:50 | |
Different in temperature, and that will make the air wobble | 0:15:50 | 0:15:54 | |
in a certain way that should make a sound. | 0:15:54 | 0:15:56 | |
PIPE EMITS HIGH-PITCHED HUM | 0:15:56 | 0:15:57 | |
Yeah. | 0:15:57 | 0:15:59 | |
That's awesome! | 0:16:01 | 0:16:02 | |
-And that's just by having the bottom hot and the top part cold? -Yeah. | 0:16:04 | 0:16:08 | |
Causing vibrations. And you can hear it now. | 0:16:09 | 0:16:12 | |
So that's how you get the heat into the sound. | 0:16:12 | 0:16:15 | |
-And this must be how you get the sound then into the electricity? -Yeah. | 0:16:15 | 0:16:19 | |
The vibrating air is then used to physically move a magnet | 0:16:19 | 0:16:22 | |
backwards and forwards between a coil of wire. | 0:16:22 | 0:16:25 | |
Which is essentially how all generators create electricity. | 0:16:25 | 0:16:28 | |
And even that doesn't need to be high-tech | 0:16:28 | 0:16:31 | |
because a speaker has all the right parts, and it's what the stove uses. | 0:16:31 | 0:16:36 | |
Should I try it? Let's see if I can produce electricity. OK. | 0:16:36 | 0:16:42 | |
The oscilloscope shows the lovely sound I'm making | 0:16:42 | 0:16:44 | |
is creating a current. | 0:16:44 | 0:16:46 | |
That is brilliant! | 0:16:46 | 0:16:48 | |
'It's a beautifully simple technology | 0:16:48 | 0:16:50 | |
'that uses easy-to-find components | 0:16:50 | 0:16:52 | |
'to not only generate electricity, but also solve the problem | 0:16:52 | 0:16:56 | |
'of indoor air pollution that's killing millions each year.' | 0:16:56 | 0:16:59 | |
With them being able to have that electricity on tap, | 0:16:59 | 0:17:03 | |
means that they are more likely to go, | 0:17:03 | 0:17:05 | |
"Yes, I'll have your stove with the chimney." | 0:17:05 | 0:17:08 | |
It becomes a really big incentive for them. | 0:17:08 | 0:17:10 | |
They're more likely to buy the product. | 0:17:10 | 0:17:12 | |
-How much do you think your stoves are going to sell for? -About £60. | 0:17:12 | 0:17:17 | |
We're still working on lowering that so it becomes affordable for them. | 0:17:17 | 0:17:20 | |
This is one of the main engineering challenges that we're facing at the moment. | 0:17:20 | 0:17:24 | |
For many people in Nepal, an investment of £60 per household | 0:17:24 | 0:17:28 | |
could represent a massive improvement | 0:17:28 | 0:17:30 | |
in health and standard of living. But that's just the start of it. | 0:17:30 | 0:17:33 | |
This technology can be adapted for anywhere in the developing world, | 0:17:33 | 0:17:38 | |
potentially bringing massive benefits to the lives of the three billion people | 0:17:38 | 0:17:42 | |
at risk of death from poorly ventilated cook fires. | 0:17:42 | 0:17:45 | |
If you were a city planner | 0:17:56 | 0:17:57 | |
and you needed to add a new transport network in one of the most | 0:17:57 | 0:18:00 | |
densely populated cities in the world, where would you put it? | 0:18:00 | 0:18:04 | |
The obvious place is to go underground, like the London Tube. | 0:18:04 | 0:18:08 | |
But what if the city was in a region that was at high risk of serious earthquakes? | 0:18:09 | 0:18:14 | |
Would you still go underground? | 0:18:14 | 0:18:16 | |
You'd probably seek professional advice. | 0:18:18 | 0:18:21 | |
Which would bring you to the door of a geotechnical engineer like Dr Barnali Ghosh. | 0:18:21 | 0:18:27 | |
With a PhD in seismic planning, Barnali is currently working on | 0:18:27 | 0:18:31 | |
earthquake-proofing the next phase of Delhi's underground network. | 0:18:31 | 0:18:35 | |
With the Indian capital massively over-populated | 0:18:35 | 0:18:38 | |
and choked with traffic, this metro is vital for the country's economy, despite the danger of earthquakes. | 0:18:38 | 0:18:45 | |
The certainty is that the earthquake will happen. | 0:18:45 | 0:18:48 | |
The whole concept of earthquake engineering is really about a risk assessment. | 0:18:48 | 0:18:52 | |
You have to look at if the earthquake did happen. | 0:18:52 | 0:18:55 | |
What are the risks that will come from that project being in a seismic area? | 0:18:55 | 0:19:00 | |
Delhi is close to the Himalayan plate boundary, | 0:19:02 | 0:19:05 | |
an area where two continental tectonic plates are colliding. | 0:19:05 | 0:19:09 | |
As a result, its 17 million inhabitants regularly experience | 0:19:10 | 0:19:14 | |
low-magnitude earthquakes, and it's considered at risk from bigger ones. | 0:19:14 | 0:19:18 | |
Historically, Delhi hasn't had very major magnitude earthquakes. | 0:19:23 | 0:19:29 | |
The risks are more because of the ground conditions. | 0:19:29 | 0:19:31 | |
In terms of geotechnical engineering, the ground doesn't have enough strength. | 0:19:31 | 0:19:36 | |
If there is an earthquake in a very distant area in Delhi, | 0:19:36 | 0:19:39 | |
ground motions are going to be amplified by 2 to 2.5 times. | 0:19:39 | 0:19:43 | |
So this is actually an area of big concern for Delhi. | 0:19:43 | 0:19:47 | |
The ground condition that worries Barnali is a wet, sandy soil | 0:19:47 | 0:19:51 | |
and she needs to understand how it might behave in an earthquake. | 0:19:51 | 0:19:54 | |
She's brought me to the geotechnical lab at Cambridge University, | 0:19:54 | 0:19:58 | |
where Dr Gopal Madabhushi and a team are running experiments | 0:19:58 | 0:20:02 | |
on sandy soil similar to Delhi's, using an earthquake simulator. | 0:20:02 | 0:20:07 | |
What we have here this afternoon is a model apartment building, | 0:20:07 | 0:20:11 | |
which is sitting on wet sand, saturated. | 0:20:11 | 0:20:15 | |
There'll be important clues in this experiment, which will tell us | 0:20:15 | 0:20:18 | |
a lot about the behaviour of the ground. | 0:20:18 | 0:20:20 | |
Can we see it in action, do you think? | 0:20:20 | 0:20:22 | |
Yes, let's have our first small earthquake. | 0:20:22 | 0:20:25 | |
'Gopal starts the experiments | 0:20:27 | 0:20:29 | |
'with an earthquake equivalent to 4.5 on the Richter scale.' | 0:20:29 | 0:20:32 | |
That's not quite as vigorous as I thought it was going to be. | 0:20:36 | 0:20:40 | |
In terms of engineering design, anything less than magnitude 5 | 0:20:40 | 0:20:44 | |
is of no consequence, because it's too small for human perception. | 0:20:44 | 0:20:48 | |
There's just one thing to do. | 0:20:48 | 0:20:50 | |
Are we going to take it up a bit now? | 0:20:50 | 0:20:52 | |
Yes, that is what we will do next. | 0:20:52 | 0:20:54 | |
-Shall we do it? -OK. Here we go. | 0:20:54 | 0:20:56 | |
'This time it's a magnitude 6.5, | 0:20:56 | 0:20:59 | |
'which may not be massive in earthquake terms, | 0:20:59 | 0:21:01 | |
'but is of a realistic size to hit Delhi.' | 0:21:01 | 0:21:03 | |
What has happened is that the whole building has sunk in. | 0:21:06 | 0:21:09 | |
If that was like a 10-storey building, | 0:21:09 | 0:21:11 | |
eight floors would be underground? | 0:21:11 | 0:21:13 | |
'I find that level of devastation disturbing, | 0:21:13 | 0:21:16 | |
'but it's exactly what this team wanted to see.' | 0:21:16 | 0:21:19 | |
I think it's very important for us to create failures at model scale | 0:21:19 | 0:21:24 | |
so that we can avoid creating them at full scale. | 0:21:24 | 0:21:27 | |
OK, so that failure was a good failure? | 0:21:27 | 0:21:30 | |
I think it's a very good failure. | 0:21:30 | 0:21:32 | |
Understanding the ground, characterising the risk is so very important. | 0:21:32 | 0:21:37 | |
'Understanding that ground is at the heart of a seismic engineer's training. | 0:21:37 | 0:21:41 | |
'Before a significant earthquake even hits, | 0:21:41 | 0:21:44 | |
'Barnali already knows that Delhi faces one of the most dangerous effects an earthquake can cause. | 0:21:44 | 0:21:49 | |
'It's called liquefaction.' | 0:21:49 | 0:21:52 | |
Simply speaking the shaking is so fast that the ground just loses its ability to support | 0:21:52 | 0:21:58 | |
the structure on top of it, and starts behaving like a liquid. | 0:21:58 | 0:22:02 | |
'We're going to go again and this time they are putting a tunnel in | 0:22:02 | 0:22:05 | |
'to see what would happen to underground buildings if liquefaction occurred.' | 0:22:05 | 0:22:09 | |
-OK, you want a strong earthquake? -I do! Yes, please. | 0:22:09 | 0:22:13 | |
'Because it has air in it, the tube floats to the surface.' | 0:22:13 | 0:22:17 | |
You can imagine in this situation, if you had an underground structure | 0:22:17 | 0:22:21 | |
-like a pipeline or something... -Or like a railway. -Exactly. | 0:22:21 | 0:22:24 | |
It would been busted and come out to the surface. | 0:22:24 | 0:22:27 | |
It has happened in many earthquakes. What this experiment has shown us | 0:22:27 | 0:22:30 | |
is the importance of really understanding your ground and | 0:22:30 | 0:22:33 | |
what an important role geotechnical engineers will play in any project. | 0:22:33 | 0:22:37 | |
So what are your solutions that you could do? | 0:22:41 | 0:22:44 | |
There are several solutions which we could apply in our project. | 0:22:44 | 0:22:47 | |
We could make the ground denser. We can build stone columns. | 0:22:47 | 0:22:51 | |
All of this works on the same principle, | 0:22:51 | 0:22:53 | |
that you're just making the ground stiffer. | 0:22:53 | 0:22:56 | |
The exact solutions Barnali will end up using | 0:22:56 | 0:22:58 | |
will depend on the very local conditions of the soil. | 0:22:58 | 0:23:01 | |
So every few hundred metres of tunnel | 0:23:01 | 0:23:03 | |
will need different ground-stiffening procedures. | 0:23:03 | 0:23:06 | |
It has to be the right one for what you are trying to do | 0:23:06 | 0:23:08 | |
and that you will end up with an efficient and safe design. | 0:23:08 | 0:23:13 | |
'So, with Barnali working on the next phase of the Delhi Metro, | 0:23:13 | 0:23:16 | |
'it means that quite literally it'll be built on firmer ground.' | 0:23:16 | 0:23:20 | |
Each year an estimated one billion items of clothing | 0:23:29 | 0:23:32 | |
are put into landfill in Britain alone. | 0:23:32 | 0:23:35 | |
The manufacture and shipping of each and every one of those items has a carbon cost on the planet. | 0:23:35 | 0:23:41 | |
Now, donation and recycling does help, but is it enough? | 0:23:41 | 0:23:45 | |
Or is there a smarter way that we can reduce the impact clothing waste has on our planet? | 0:23:45 | 0:23:50 | |
It's a question for Dr Veronika Kapsali at Northumbria University's P3i lab. | 0:23:51 | 0:23:55 | |
Once a fashion designer, Veronika discovered | 0:23:57 | 0:23:59 | |
the fabrics she was working with weren't working hard enough. | 0:23:59 | 0:24:03 | |
And now she's pioneering a brand-new engineering discipline | 0:24:04 | 0:24:08 | |
that could help reduce the carbon footprint of our clothes. | 0:24:08 | 0:24:11 | |
What we're quite interested in doing or working on is the idea of trying | 0:24:13 | 0:24:18 | |
to create material systems, garments that can do more than one function. | 0:24:18 | 0:24:25 | |
Can carry out more than one task, without necessarily having to | 0:24:25 | 0:24:29 | |
include lots of different materials and processes. | 0:24:29 | 0:24:32 | |
'If Veronika can make one fabric do two or more jobs, | 0:24:33 | 0:24:37 | |
'manufacturing waste would be significantly less | 0:24:37 | 0:24:40 | |
'for some of our clothing, like the waterproof jacket.' | 0:24:40 | 0:24:44 | |
So this first layer here is a very tightly-woven nylon material. | 0:24:44 | 0:24:49 | |
That would prevent any water from coming through. | 0:24:49 | 0:24:52 | |
On the back of this there's a membrane that's been laminated onto it. | 0:24:52 | 0:24:56 | |
This is your basic insulating layer. | 0:24:56 | 0:24:59 | |
Lots of fibres, lots of space, lots of air trapped, | 0:24:59 | 0:25:02 | |
that's what's keeping you warm. | 0:25:02 | 0:25:04 | |
And then you have this innermost layer here, which is a polyester. | 0:25:04 | 0:25:09 | |
Three, four different fabrics in it. A lot of detailing, of cutting, | 0:25:09 | 0:25:14 | |
a lot of processing that's gone into it. | 0:25:14 | 0:25:17 | |
It does seem a bit wasteful. | 0:25:17 | 0:25:18 | |
'To help solve the problems of excessive manufacturing waste, | 0:25:20 | 0:25:23 | |
'Veronika has turned to the natural world for her inspiration. | 0:25:23 | 0:25:27 | |
'There's a lot we can learn from millions of years of evolution.' | 0:25:27 | 0:25:32 | |
So one of my favourites at the moment is the penguin. | 0:25:32 | 0:25:35 | |
We're doing quite a bit of work on them at the moment. | 0:25:35 | 0:25:39 | |
Their coats are absolutely amazing. | 0:25:39 | 0:25:41 | |
They can switch instantly from becoming a highly insulating jacket | 0:25:41 | 0:25:46 | |
to becoming a wetsuit, effectively, within seconds. | 0:25:46 | 0:25:52 | |
'The penguin keeps warm by trapping lots of air in its lower feathers, | 0:25:52 | 0:25:55 | |
'represented by this model.' | 0:25:55 | 0:25:57 | |
So this would be the high insulation position. | 0:25:57 | 0:26:00 | |
So when you wanted to dive into the water, | 0:26:00 | 0:26:03 | |
what happens is that goes flat down like that. | 0:26:03 | 0:26:05 | |
Imagine if we had garments that could do that. | 0:26:05 | 0:26:09 | |
Yeah! Winter coat, wetsuit. | 0:26:09 | 0:26:12 | |
Winter coat, summer coat. | 0:26:12 | 0:26:15 | |
So you wouldn't necessarily need to have two or three different coats, | 0:26:15 | 0:26:19 | |
you could just have just one. | 0:26:19 | 0:26:21 | |
'To help turn her futuristic ideas into our reality, | 0:26:22 | 0:26:26 | |
'Veronika's lab has just brought in | 0:26:26 | 0:26:28 | |
'the most futuristic manufacturing tool on the planet.' | 0:26:28 | 0:26:32 | |
Ah! A 3D printer! | 0:26:32 | 0:26:34 | |
That's right. | 0:26:34 | 0:26:36 | |
This is the Ferrari of 3D printers at the moment. | 0:26:36 | 0:26:39 | |
It builds structures by depositing fine lines | 0:26:42 | 0:26:46 | |
and those lines can be fractions of millimetres. | 0:26:46 | 0:26:50 | |
It's super-accurate. | 0:26:50 | 0:26:51 | |
You can actually work with up to five materials. | 0:26:51 | 0:26:54 | |
They can all have different melt temperatures, so they can have | 0:26:54 | 0:26:58 | |
very different properties and processing properties. | 0:26:58 | 0:27:00 | |
So I suppose with this machine it would be perfectly possible, | 0:27:00 | 0:27:04 | |
-would it, to make a representation of a penguin feather? -Absolutely. | 0:27:04 | 0:27:08 | |
We've got several ideas, which we can do that, but I can't tell you! | 0:27:08 | 0:27:12 | |
'But what she can tell me is how she has used the humble pine cone | 0:27:14 | 0:27:18 | |
'to make clothing that can switch | 0:27:18 | 0:27:20 | |
'from keeping me warm to keeping me cool.' | 0:27:20 | 0:27:23 | |
It all stems from the fact that a pinecone closes up if it gets wet. | 0:27:23 | 0:27:26 | |
It has this functionality purely because of the way | 0:27:27 | 0:27:30 | |
the material it's made of is designed. | 0:27:30 | 0:27:33 | |
It's a two-layer system. | 0:27:34 | 0:27:36 | |
One layer absorbs moisture more than the other | 0:27:36 | 0:27:39 | |
so that the layer that absorbs more moisture causes it to curl up. | 0:27:39 | 0:27:43 | |
And we've interpreted that into a fibre which, | 0:27:43 | 0:27:47 | |
once you add water to it, it curls up on itself. | 0:27:47 | 0:27:51 | |
'A fabric made with these fibres will keep you warm, | 0:27:51 | 0:27:54 | |
'but if you sweat and the fibres get damp, they curl up | 0:27:54 | 0:27:57 | |
'inside the yarn, creating holes for better air ventilation.' | 0:27:57 | 0:28:01 | |
We've actually got to the point | 0:28:01 | 0:28:02 | |
where we've turned it into a commercial material. | 0:28:02 | 0:28:06 | |
This is made from your material? | 0:28:06 | 0:28:09 | |
This is made from that material, yes. | 0:28:09 | 0:28:11 | |
'Designed to keep us either warm or cool when needed, | 0:28:11 | 0:28:14 | |
'these smarter garments change their structure | 0:28:14 | 0:28:16 | |
'at an almost invisible level.' | 0:28:16 | 0:28:18 | |
This one's actually blended with some merino wool. | 0:28:20 | 0:28:23 | |
Our garment is about 30 times more permeable to air | 0:28:23 | 0:28:28 | |
than 100% merino wool. | 0:28:28 | 0:28:32 | |
'Veronika's work is pure engineering. | 0:28:32 | 0:28:35 | |
'She's identified a problem, found inspiration, | 0:28:35 | 0:28:38 | |
'and with the help of technology is designing a solution. | 0:28:38 | 0:28:42 | |
'And with it, our world could become a better place. | 0:28:42 | 0:28:46 | |
'And that's engineering.' | 0:28:46 | 0:28:47 | |
Subtitles by Red Bee Media Ltd | 0:29:02 | 0:29:04 |