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Oh, my goodness! | 0:00:02 | 0:00:03 | |
When I was at school, I was quite good at science, | 0:00:23 | 0:00:27 | |
but I didn't really understand how it related to me. | 0:00:27 | 0:00:29 | |
I couldn't see myself working as a scientist, so I dropped it. | 0:00:29 | 0:00:32 | |
But now I've started to realise I was being a little naive. | 0:00:32 | 0:00:35 | |
Science relates to everything. | 0:00:35 | 0:00:37 | |
It's about life - how we look at things, make things, | 0:00:37 | 0:00:40 | |
think about things - and it's also got enormous career potential. | 0:00:40 | 0:00:44 | |
Learning science is not just for people who want to wear a lab | 0:00:44 | 0:00:47 | |
coat to work, so I'm excited to be meeting a bunch of brilliant | 0:00:47 | 0:00:50 | |
people with a whole range of fascinating careers to | 0:00:50 | 0:00:53 | |
see where science plays a part in their job. | 0:00:53 | 0:00:56 | |
When we think of space exploration, we think of America | 0:00:59 | 0:01:02 | |
and the Russians, two superpowers flexing their muscles by being | 0:01:02 | 0:01:05 | |
the first into space, the first to the moon. | 0:01:05 | 0:01:08 | |
But the old order is changing. | 0:01:08 | 0:01:10 | |
In the 21st century, space is going commercial. | 0:01:10 | 0:01:13 | |
It's becoming an industry anyone can work in. | 0:01:13 | 0:01:17 | |
So I'm visiting Europe's premier space company Astrium to meet | 0:01:17 | 0:01:21 | |
one of Britain's brightest stars of space exploration. | 0:01:21 | 0:01:25 | |
Abbie Hutty is a structural engineer, | 0:01:25 | 0:01:27 | |
working on various projects to help us to understand what's out there. | 0:01:27 | 0:01:32 | |
She has a masters in mechanical engineering. | 0:01:32 | 0:01:35 | |
So, Abbie, is this your dream job? | 0:01:35 | 0:01:37 | |
Yeah. Course it is. I mean, I'm in the space industry. | 0:01:37 | 0:01:40 | |
You're a teenager and you think, "Oh, what can I do as a cool job?" | 0:01:40 | 0:01:43 | |
The space industry has got to be one of the most exciting things, | 0:01:43 | 0:01:46 | |
hasn't it? And now I work in it. | 0:01:46 | 0:01:48 | |
I've worked on loads of science satellites - looking at climate | 0:01:48 | 0:01:51 | |
change, the environment, weather forecasting, that kind of thing. | 0:01:51 | 0:01:54 | |
There's a real space industry here in the UK and I had no idea. | 0:01:54 | 0:01:58 | |
There's actually thousands of people in the UK that work in it, | 0:01:58 | 0:02:01 | |
and it's growing as well, even in the kind of tough economic times. | 0:02:01 | 0:02:04 | |
It looks pretty high tech down there. What's going on? | 0:02:04 | 0:02:06 | |
OK, so this is a clean room, so we've got to make sure that there's | 0:02:06 | 0:02:10 | |
no dust and dirt and contaminants and things on our spacecraft | 0:02:10 | 0:02:13 | |
when they go up, because that could cause faults and problems. | 0:02:13 | 0:02:16 | |
So we've got to make sure everything's really, really clean | 0:02:16 | 0:02:19 | |
when we're actually putting it together. | 0:02:19 | 0:02:21 | |
We've got to put jackets and hairnets and things on, so | 0:02:21 | 0:02:23 | |
you'll look pretty funky going down there, but I think we can get in. | 0:02:23 | 0:02:27 | |
Let's do it. | 0:02:27 | 0:02:28 | |
'As a structural engineer, Abbie is responsible for spaceships | 0:02:28 | 0:02:32 | |
'and satellites surviving the stresses | 0:02:32 | 0:02:34 | |
'and strains of getting into and travelling through space. | 0:02:34 | 0:02:37 | |
'As you'd imagine, there's a lot of them.' | 0:02:37 | 0:02:39 | |
One of their projects is a spacecraft called BepiColombo | 0:02:45 | 0:02:49 | |
that is being sent to Mercury. | 0:02:49 | 0:02:51 | |
Abbie is overseeing the construction of its fuel tank. | 0:02:51 | 0:02:54 | |
The tanks are wrapped in what we call MLI, | 0:02:54 | 0:02:56 | |
so it's Multi-Layer Insulation. | 0:02:56 | 0:02:58 | |
-So that's... It looks tin foil. -It is tin foil, cos..! | 0:02:58 | 0:03:01 | |
It's pretty close. | 0:03:01 | 0:03:02 | |
It's kind of like the kind of thing that you'd wrap | 0:03:02 | 0:03:04 | |
an athlete in at the end of a marathon. | 0:03:04 | 0:03:07 | |
Multi-Layer Insulation reflects heat radiation, | 0:03:08 | 0:03:11 | |
so the fuel stays at the right temperature. | 0:03:11 | 0:03:14 | |
If it's hot outside, as it is during take-off, | 0:03:14 | 0:03:17 | |
that heat is reflected away. | 0:03:17 | 0:03:19 | |
And if it's cold outside, like in space, | 0:03:19 | 0:03:22 | |
the heat is reflected back in. | 0:03:22 | 0:03:24 | |
How long will it take to finish this and get this to Mercury? | 0:03:25 | 0:03:29 | |
Well, the idea is this is going to launch in 2015, | 0:03:29 | 0:03:32 | |
but from launch it's going to take six years to get to Mercury. | 0:03:32 | 0:03:35 | |
Six years to get to Mercury?! | 0:03:37 | 0:03:39 | |
Yeah. Getting to Mercury is a really big problem. | 0:03:39 | 0:03:41 | |
It's really quite difficult to get there. It's really exciting. | 0:03:41 | 0:03:44 | |
You've got to kind of keep it in a box a little bit because | 0:03:44 | 0:03:47 | |
it's not going to get there for six years even after it launches, | 0:03:47 | 0:03:49 | |
-and it's not due to launch for another 18 months. -Right, OK. | 0:03:49 | 0:03:52 | |
But when it gets there, | 0:03:52 | 0:03:54 | |
I'll be jumping up and down on the sofa, yeah. | 0:03:54 | 0:03:56 | |
Right. Well, you've got six years before that gets to Mercury, | 0:03:58 | 0:04:01 | |
-so are you going to do anything in the meantime? -Well, yeah. | 0:04:01 | 0:04:04 | |
So I've worked on Bepi, I've worked on the telecom satellites, | 0:04:04 | 0:04:07 | |
but I'm really excited about my next project. | 0:04:07 | 0:04:09 | |
I'm going to be working on the Mars rover. | 0:04:09 | 0:04:12 | |
It's no surprise Abbie is excited. Mars explorations are big news. | 0:04:14 | 0:04:18 | |
They're moments when the whole world turns their eyes to space | 0:04:18 | 0:04:22 | |
and wonders what we'll find. | 0:04:22 | 0:04:24 | |
Right now, NASA are mid-mission with the latest robotic rover | 0:04:24 | 0:04:28 | |
named Curiosity that they landed in August 2012. | 0:04:28 | 0:04:32 | |
Its mission - to explore the Red Planet and search for signs of life. | 0:04:35 | 0:04:40 | |
If all goes to plan, Abbie's rover project will be discovering | 0:04:40 | 0:04:43 | |
things that Curiosity doesn't. | 0:04:43 | 0:04:46 | |
So, Abbie, this is your next project then? | 0:04:46 | 0:04:49 | |
Yes. Welcome to the Mars yard. | 0:04:49 | 0:04:52 | |
This is our current prototype Mars rover, Bruno. | 0:04:52 | 0:04:55 | |
-I like the name. -Yes. | 0:04:55 | 0:04:57 | |
Yeah. So what's your involvement in this, Abbie? | 0:04:57 | 0:04:59 | |
I'm a structural engineer, so I'm going to make sure that all | 0:04:59 | 0:05:02 | |
the different pieces that we need to build him, the structural | 0:05:02 | 0:05:05 | |
elements, work as we expect them to and are strong enough. | 0:05:05 | 0:05:08 | |
We need to be able to climb over rocks, | 0:05:08 | 0:05:11 | |
see if we can go up slopes and sand, that kind of thing. | 0:05:11 | 0:05:15 | |
One of the best things about Bruno, | 0:05:15 | 0:05:16 | |
one of the biggest technology developments, | 0:05:16 | 0:05:18 | |
is I can give him a goal - | 0:05:18 | 0:05:19 | |
it doesn't even have to be in his field of view - | 0:05:19 | 0:05:22 | |
of where he's got to go to, | 0:05:22 | 0:05:23 | |
and he can look at the terrain in front of him, | 0:05:23 | 0:05:25 | |
make decisions for himself about whether it's safe to drive there | 0:05:25 | 0:05:28 | |
or not, pick the best path through the terrain until he gets | 0:05:28 | 0:05:31 | |
to his goal, and then just call home and say, | 0:05:31 | 0:05:33 | |
"Right, I'm here, what next?" | 0:05:33 | 0:05:34 | |
Do you think we could see him in action? | 0:05:34 | 0:05:36 | |
-Be a shame not to really, wouldn't it? -Absolutely. | 0:05:36 | 0:05:39 | |
Off you go then, Bruno. | 0:05:39 | 0:05:41 | |
One of the biggest limiting factors of a mission is that you've | 0:05:44 | 0:05:47 | |
got to create all of your energy while you're up there. | 0:05:47 | 0:05:49 | |
So we're going to have solar panels on Bruno. | 0:05:49 | 0:05:52 | |
How much sunlight is there up on Mars? | 0:05:52 | 0:05:55 | |
OK, so it's, it's not actually too bad. | 0:05:55 | 0:05:58 | |
It's about the same as you'd get solar powered... | 0:05:58 | 0:06:00 | |
solar panels on Earth, | 0:06:00 | 0:06:02 | |
-because there's less atmosphere to block the light there. -OK. | 0:06:02 | 0:06:06 | |
So whilst Mars is further away from the sun, | 0:06:06 | 0:06:09 | |
it gets about the same amount of power down on the ground. | 0:06:09 | 0:06:12 | |
The whole of this mission is powered on less than you'd have | 0:06:12 | 0:06:16 | |
on a standard kettle in your kitchen. | 0:06:16 | 0:06:18 | |
Wow! | 0:06:18 | 0:06:20 | |
So how long is it before Bruno lands on Mars? | 0:06:20 | 0:06:23 | |
Well, Bruno himself won't be the one unfortunately, bless him, | 0:06:23 | 0:06:27 | |
that gets to Mars. | 0:06:27 | 0:06:29 | |
However, the actual mission is meant to go in 2018. | 0:06:29 | 0:06:32 | |
It's going to have its wheels on the sand in another planet | 0:06:32 | 0:06:35 | |
and there's nothing that really compares to that, I don't think. | 0:06:35 | 0:06:37 | |
How exciting is it for you now to be doing your dream job? | 0:06:37 | 0:06:40 | |
Cos looking at it, it's amazing. | 0:06:40 | 0:06:42 | |
It's pretty cool. | 0:06:42 | 0:06:44 | |
I mean, 10 years ago, who would have thought that I, | 0:06:44 | 0:06:47 | |
just doing my GCSEs at school, | 0:06:47 | 0:06:49 | |
was then going to turn out to be | 0:06:49 | 0:06:51 | |
working on the Mars rover? | 0:06:51 | 0:06:53 | |
And did you think at the time science was something you | 0:06:53 | 0:06:55 | |
wanted to do cos you were passionate about it? | 0:06:55 | 0:06:57 | |
When I did my GCSEs, I didn't have a clue what I wanted to do. | 0:06:57 | 0:07:00 | |
Um, I toyed with the idea of being a linguist, | 0:07:00 | 0:07:03 | |
I... I really didn't know what I wanted to do at all. | 0:07:03 | 0:07:05 | |
Um, it was just when a careers advisor said to me, "Oh, well, | 0:07:05 | 0:07:08 | |
"you're good at maths and physics, why don't you consider engineering?" | 0:07:08 | 0:07:11 | |
It went on from there. | 0:07:11 | 0:07:12 | |
Would you say you're more passionate about engineering or about space? | 0:07:12 | 0:07:16 | |
Well, the two have to work together to be in this job. | 0:07:16 | 0:07:19 | |
I mean, engineering is great, | 0:07:19 | 0:07:21 | |
you get to find solutions to complex problems that we haven't | 0:07:21 | 0:07:25 | |
solved before, and that's exciting on any level. | 0:07:25 | 0:07:28 | |
But space is cool as well, isn't it? | 0:07:28 | 0:07:31 | |
RANI CHUCKLES | 0:07:31 | 0:07:32 | |
When you combine humankind's desire to explore | 0:07:33 | 0:07:36 | |
with ever-improving technology, it looks like Britain's space | 0:07:36 | 0:07:39 | |
industry will be searching for scientists for years to come. | 0:07:39 | 0:07:43 | |
Of course, if that's you, you might just need to stick on your lab coat! | 0:07:43 | 0:07:46 | |
You may not know it, but right now there's an international race | 0:07:50 | 0:07:53 | |
to be the first to provide space tourism. | 0:07:53 | 0:07:56 | |
Various companies are trying to overcome the two big issues | 0:07:56 | 0:07:59 | |
holding it back - gravity and money. | 0:07:59 | 0:08:02 | |
And there's a chance the solution to breaking out of the atmosphere | 0:08:02 | 0:08:05 | |
without breaking the bank is being held by a British company. | 0:08:05 | 0:08:09 | |
One... zero... and lift off! | 0:08:10 | 0:08:13 | |
To blast out of the atmosphere, rockets | 0:08:13 | 0:08:15 | |
and shuttles need to carry masses of heavy rocket fuel, | 0:08:15 | 0:08:18 | |
usually liquid oxygen and hydrogen, which is carried in tanks. | 0:08:18 | 0:08:22 | |
When it's burnt up, the tanks are jettisoned to save weight, leaving | 0:08:30 | 0:08:33 | |
only part of a launch vehicle making it out of the atmosphere. | 0:08:33 | 0:08:37 | |
This makes putting hardware in space an incredibly expensive business. | 0:08:38 | 0:08:43 | |
It's a problem that has made space tourism out of the question, | 0:08:44 | 0:08:47 | |
and is restricting important space exploration. | 0:08:47 | 0:08:51 | |
But it may soon be a chapter in a history book, thanks to | 0:08:51 | 0:08:54 | |
the work of rocket scientist Dr Helen Webber and the team | 0:08:54 | 0:08:58 | |
at Oxfordshire-based Reaction Engines, as they are attempting to | 0:08:58 | 0:09:01 | |
make the exploration and development of space more affordable. | 0:09:01 | 0:09:06 | |
So, Helen, is it true that you're trying to develop a new | 0:09:06 | 0:09:08 | |
type of engine that will propel us into space in the future? | 0:09:08 | 0:09:11 | |
That's correct. If we had something more like an aircraft, which | 0:09:11 | 0:09:14 | |
we could take off horizontally from a runway, fly into space | 0:09:14 | 0:09:17 | |
and return in one piece, that would make the system far more practical | 0:09:17 | 0:09:21 | |
and the cost of getting stuff into space would be much reduced. | 0:09:21 | 0:09:25 | |
Could you fly up then in a normal aeroplane? | 0:09:25 | 0:09:27 | |
No, you couldn't. An aircraft will take you so far, | 0:09:27 | 0:09:29 | |
but then as you climb up out of the Earth's atmosphere your source of | 0:09:29 | 0:09:33 | |
oxygen is depleting, and that's what a jet engine uses to produce thrust. | 0:09:33 | 0:09:38 | |
Whilst the lack of oxygen in the upper atmosphere stops jet | 0:09:38 | 0:09:41 | |
engines being the complete solution, an air-breathing engine | 0:09:41 | 0:09:44 | |
is at the heart of the plans for their conceptual space plane Skylon. | 0:09:44 | 0:09:49 | |
Helen is a major part of the team developing the revolutionary | 0:09:49 | 0:09:53 | |
new engine that will propel it. | 0:09:53 | 0:09:55 | |
This is a model of, of what we call the SABRE engine. | 0:09:55 | 0:09:58 | |
It stands for Synergetic Air Breathing And Rocket Engine. | 0:10:01 | 0:10:05 | |
It's a combined engine system, a hybrid engine system. | 0:10:05 | 0:10:08 | |
-It's a rocket engine first and foremost. -Hm-mm. | 0:10:08 | 0:10:11 | |
It's carrying liquid oxygen on board for when it needs it, | 0:10:11 | 0:10:14 | |
for when we're... when we've come out of the Earth's atmosphere and | 0:10:14 | 0:10:17 | |
we need to accelerate that launch vehicle up to orbital velocity. | 0:10:17 | 0:10:21 | |
But the uniqueness of this engine is that, in the early part | 0:10:28 | 0:10:31 | |
of the trajectory, we're using the source of oxygen from | 0:10:31 | 0:10:34 | |
the atmosphere, and that enables us to save weight, not carry as much | 0:10:34 | 0:10:38 | |
oxygen as we need to make it from the ground up to orbital velocity. | 0:10:38 | 0:10:42 | |
-OK. -It's a rocket engine that can breathe air. | 0:10:42 | 0:10:46 | |
When jets take in oxygen from the atmosphere, | 0:10:46 | 0:10:48 | |
they pressurise it and use it to burn aviation fuel. | 0:10:48 | 0:10:52 | |
The resulting combustion creates enough thrust to propel | 0:10:52 | 0:10:56 | |
an aeroplane through the sky. | 0:10:56 | 0:10:57 | |
In order for Skylon to make full use of its oxygen-breathing phase, | 0:10:57 | 0:11:01 | |
it needs to reach a velocity of over 3,500 miles per hour - | 0:11:01 | 0:11:05 | |
five times the speed of sound - | 0:11:05 | 0:11:07 | |
before reaching the outer atmosphere. | 0:11:07 | 0:11:10 | |
But there's a reason why air-breathing engines don't | 0:11:10 | 0:11:13 | |
already go that fast. | 0:11:13 | 0:11:14 | |
As you fly to faster and faster speeds, | 0:11:14 | 0:11:17 | |
when that air comes into the engine, it's brought basically to a halt. | 0:11:17 | 0:11:21 | |
Now, all that velocity, all that kinetic energy, | 0:11:21 | 0:11:24 | |
is then at that point transformed into pressure and temperature, | 0:11:24 | 0:11:29 | |
and the air is then at a temperature that's over 1,000 degrees Celsius. | 0:11:29 | 0:11:34 | |
The real problem is, we've got an awful lot of air that we need | 0:11:34 | 0:11:37 | |
to cool very, very quickly, so we're talking about | 0:11:37 | 0:11:40 | |
transferring heat equivalent to the cooling of a nuclear reactor. | 0:11:40 | 0:11:44 | |
Without a super sophisticated heat exchanger, the engine would melt. | 0:11:44 | 0:11:48 | |
Heat exchangers are not a new concept, | 0:11:52 | 0:11:54 | |
they're everywhere around us - in computers, fridges, | 0:11:54 | 0:11:57 | |
freezers, and even mounted on our walls in the form of radiators. | 0:11:57 | 0:12:01 | |
So this is just like a radiator in your house, but in reverse. | 0:12:01 | 0:12:04 | |
Hot water normally goes into your radiator, we're going to put | 0:12:04 | 0:12:07 | |
cryogenic liquids through our radiators and cool down the air. | 0:12:07 | 0:12:10 | |
'Simon is a development engineer working alongside Helen. | 0:12:10 | 0:12:14 | |
'Cryogenic liquids are essentially just really cold liquids, and he's | 0:12:14 | 0:12:18 | |
'using nitrogen to demonstrate how the heat exchanger works, because | 0:12:18 | 0:12:22 | |
'it turns from a gas to a liquid | 0:12:22 | 0:12:24 | |
'when below minus 196 degrees Celsius.' | 0:12:24 | 0:12:27 | |
So, as you can see, just in a matter of seconds the air's been cooled | 0:12:27 | 0:12:30 | |
from room temperature right down to sort of sub-zero temperatures. | 0:12:30 | 0:12:34 | |
The heat exchanger is able to cool extreme temperatures quickly | 0:12:34 | 0:12:37 | |
because it's made up of tens of kilometres of tiny tubes, | 0:12:37 | 0:12:41 | |
giving it a massive surface area for the hot air to pass over. | 0:12:41 | 0:12:45 | |
And the more surface area the air passes over, | 0:12:45 | 0:12:47 | |
the quicker it can cool. | 0:12:47 | 0:12:49 | |
It's a very efficient heat exchanger, | 0:12:49 | 0:12:51 | |
all of these compact lightweight tubes, | 0:12:51 | 0:12:53 | |
and the trick is being able to manufacture something like this | 0:12:53 | 0:12:56 | |
at the kind of weight levels that are acceptable for a jet engine. | 0:12:56 | 0:13:00 | |
Right now, Helen and Simon are trying to prove that they can | 0:13:02 | 0:13:05 | |
cool the amount of air they need to to make the engine viable. | 0:13:05 | 0:13:08 | |
And it could be 10 years before it's fully developed. | 0:13:08 | 0:13:12 | |
But then, its effect on our lives could be massive. | 0:13:12 | 0:13:15 | |
It's great to see. | 0:13:15 | 0:13:17 | |
-Obviously, you know, these go faster than normal aeroplanes. -Hm-mm. | 0:13:17 | 0:13:21 | |
Could these sort of replace aeroplanes? | 0:13:21 | 0:13:24 | |
-Could we travel faster around the world? -You could. | 0:13:24 | 0:13:26 | |
If there was a market for it, | 0:13:26 | 0:13:28 | |
you could use this type of engine in its air-breathing mode to actually | 0:13:28 | 0:13:31 | |
travel at five times the speed of sound around the world, but first | 0:13:31 | 0:13:35 | |
and foremost, though, it would enable us to have a reusable launch vehicle, | 0:13:35 | 0:13:39 | |
which is absolutely essential if we want to cut the cost of access | 0:13:39 | 0:13:42 | |
to space and actually make getting things into space less wasteful. | 0:13:42 | 0:13:46 | |
Your job title, "rocket scientist" - I think that's really cool. | 0:13:46 | 0:13:49 | |
-Are there lots of women doing your job? -Well, there are not lots. | 0:13:49 | 0:13:53 | |
Um, I hope there'll be more in the future, but I always wanted | 0:13:53 | 0:13:56 | |
to be an astronaut, so I was always excited by space, and I knew | 0:13:56 | 0:13:59 | |
that I had to study hard at maths and physics to be able to do that. | 0:13:59 | 0:14:01 | |
And I went on to university to do aeronautical engineering. | 0:14:01 | 0:14:05 | |
Is that the same path you took, maths and physics? | 0:14:05 | 0:14:07 | |
I did a BTEC National Diploma. So a bit more hands-on. | 0:14:07 | 0:14:10 | |
Not quite so academic. | 0:14:10 | 0:14:12 | |
I eventually went on and did | 0:14:12 | 0:14:13 | |
a mechanical engineering degree as well. | 0:14:13 | 0:14:15 | |
Um, but I did that in parallel with work experience here. | 0:14:15 | 0:14:18 | |
Well, that's really interesting to hear, cos you don't really | 0:14:18 | 0:14:21 | |
think of doing work experience at somewhere they do space stuff | 0:14:21 | 0:14:24 | |
and, like, rockets. | 0:14:24 | 0:14:26 | |
Yeah. I mean, it's a fantastic opportunity. | 0:14:26 | 0:14:28 | |
I think in your career, to have a project that's innovative | 0:14:28 | 0:14:31 | |
and that's something for the future is really important. | 0:14:31 | 0:14:34 | |
So every day you come into work, you know that you're working | 0:14:34 | 0:14:37 | |
on something that could influence, you know, the future of mankind. | 0:14:37 | 0:14:41 | |
With the UK space sector already one of the fastest growing | 0:14:45 | 0:14:48 | |
industries in the country, the success of the British SABRE engine | 0:14:48 | 0:14:51 | |
could send it into hyper-drive. | 0:14:51 | 0:14:52 | |
If that happens, there'll be more and more opportunities for those | 0:14:54 | 0:14:57 | |
inspired by that great adventure they call space exploration. | 0:14:57 | 0:15:01 | |
There is no denying the popularity of food in this country. | 0:15:10 | 0:15:13 | |
We are fascinated by the restaurants, the recipes | 0:15:13 | 0:15:16 | |
and the chefs that make them. | 0:15:16 | 0:15:17 | |
Which all combines to make it a boom industry to work in. | 0:15:17 | 0:15:21 | |
But have you ever noticed how similar a chef's whites are | 0:15:21 | 0:15:24 | |
to a chemist's lab coat? | 0:15:24 | 0:15:25 | |
I'm in Bristol to meet the country's youngest | 0:15:28 | 0:15:30 | |
Michelin-starred chefs, Jonray and Peter, at their restaurant Casamia. | 0:15:30 | 0:15:35 | |
The brothers have developed a reputation for playing | 0:15:35 | 0:15:38 | |
with their food, and I'm joining them | 0:15:38 | 0:15:40 | |
to discover how important science is in their kitchen. | 0:15:40 | 0:15:43 | |
This is where me and Pete go over all our dishes for the new season | 0:15:46 | 0:15:49 | |
and we just lock ourselves away up here and just have some fun. | 0:15:49 | 0:15:52 | |
What we love at the moment is a bit of liquid nitrogen. | 0:15:52 | 0:15:54 | |
It's the same way they would do it in a chemistry lab, | 0:15:54 | 0:15:56 | |
trying to find ways to change molecules | 0:15:56 | 0:15:58 | |
and structures, you know? That's what we try to do with our cooking. | 0:15:58 | 0:16:01 | |
OK. So were you really good at science in school? | 0:16:01 | 0:16:04 | |
I love science, but I wasn't really good. | 0:16:04 | 0:16:06 | |
-Oh, but that's why... -But I did enjoy it! | 0:16:06 | 0:16:08 | |
Yeah, but that's the thing, it's about enjoying something. | 0:16:08 | 0:16:10 | |
-Yeah, I enjoyed the whole practical side of it. -What about you, Jonray? | 0:16:10 | 0:16:14 | |
Obviously I didn't realise how far it would help | 0:16:14 | 0:16:16 | |
in sort of a future career in what I was doing now, | 0:16:16 | 0:16:18 | |
so I think if I could turn back the hands of time, I would have | 0:16:18 | 0:16:21 | |
paid a lot more attention and learnt as much as I could. | 0:16:21 | 0:16:23 | |
Got to admit, | 0:16:23 | 0:16:24 | |
I am desperate to see how the liquid nitrogen is going to work on food. | 0:16:24 | 0:16:28 | |
-Are you going to show me, then? -Absolutely. | 0:16:28 | 0:16:30 | |
So the nitrogen's kept over here. | 0:16:30 | 0:16:32 | |
First of all, there's essential goggles and gloves. | 0:16:32 | 0:16:35 | |
Do I need to stand back? Ooh, I got really nervous there. | 0:16:35 | 0:16:37 | |
'A gas at room temperature, nitrogen needs to be cooled to | 0:16:37 | 0:16:40 | |
'nearly minus 196 degrees Celsius to turn it to a liquid.' | 0:16:40 | 0:16:45 | |
I feel like I have left a kitchen and I have gone into a science lab. | 0:16:45 | 0:16:49 | |
'Because it's so cold, liquid nitrogen is dangerous | 0:16:49 | 0:16:52 | |
'and must be handled by professionals | 0:16:52 | 0:16:54 | |
'who know how to use it safely. | 0:16:54 | 0:16:56 | |
'For example, it can't be served and ingested in liquid form because | 0:16:56 | 0:17:00 | |
'putting something in your stomach that's so cold could kill you.' | 0:17:00 | 0:17:04 | |
-I'm going to step this side of you! -All right then, | 0:17:04 | 0:17:07 | |
so what we're going to do is pour the liquid nitrogen into the bowl. | 0:17:07 | 0:17:11 | |
'But it is liquid nitrogen's special cooling properties that make it | 0:17:11 | 0:17:14 | |
'so amazing, as they're going to demonstrate with a banana.' | 0:17:14 | 0:17:17 | |
So we're going to just put that into the liquid nitrogen. | 0:17:17 | 0:17:20 | |
-It's sizzling away. -Yes. -It's almost like you're cooking it. | 0:17:20 | 0:17:23 | |
'Like some forms of cooking, | 0:17:23 | 0:17:25 | |
'liquid nitrogen changes an object's temperature via conduction. | 0:17:25 | 0:17:29 | |
'It takes warmth from an object it's in contact with, making it | 0:17:29 | 0:17:31 | |
'warmer and the object colder. | 0:17:31 | 0:17:34 | |
'Its effect on the banana has left it frozen and inedible.' | 0:17:34 | 0:17:38 | |
You can see already it's... it's firmed up quite solid. | 0:17:38 | 0:17:41 | |
It's completely frozen. | 0:17:42 | 0:17:44 | |
You think how quickly that happened as well. | 0:17:44 | 0:17:46 | |
Cos when you first started using it, | 0:17:46 | 0:17:48 | |
did you just experiment with everything? | 0:17:48 | 0:17:50 | |
-Everything. -Really? -Everything. | 0:17:50 | 0:17:51 | |
I think there wasn't one thing in the kitchen | 0:17:51 | 0:17:54 | |
-we did not dip into liquid nitrogen. -Really? | 0:17:54 | 0:17:56 | |
We tried... We, we even went to the point of trying plastic. | 0:17:56 | 0:17:58 | |
Part of liquid nitrogen's usefulness in the professional kitchen is that | 0:18:00 | 0:18:04 | |
it turns back into a gas when it has warmed to above minus 196 degrees. | 0:18:04 | 0:18:09 | |
So whilst changing an object's temperature, | 0:18:09 | 0:18:12 | |
it's vanishing into the air without a trace. | 0:18:12 | 0:18:15 | |
But the trick for any Michelin-starred chef is knowing | 0:18:15 | 0:18:18 | |
how best to use it - like when making a sorbet. | 0:18:18 | 0:18:21 | |
So you take your elderflower water and you put it into the bowl, | 0:18:21 | 0:18:24 | |
and you add liquid nitrogen to it. | 0:18:24 | 0:18:25 | |
You see it boils up like cauldron. | 0:18:27 | 0:18:28 | |
Oooh! You can hear the change in the sound. | 0:18:28 | 0:18:30 | |
Obviously, and what we can do now, if Pete adds some more | 0:18:30 | 0:18:33 | |
elderflower for me, you can just loosen it up slightly as well. | 0:18:33 | 0:18:36 | |
So you can just see now, | 0:18:37 | 0:18:38 | |
there's just this amazing frozen texture and, er, and as you can see, | 0:18:38 | 0:18:42 | |
the gas is, you know, | 0:18:42 | 0:18:44 | |
the liquid nitrogen's burnt back off to a gas. | 0:18:44 | 0:18:46 | |
-Yeah. -You've ended up with taking its main characteristics | 0:18:46 | 0:18:48 | |
of freezing something... | 0:18:48 | 0:18:50 | |
That's fantastic. Could you really tell the difference | 0:18:54 | 0:18:56 | |
between one made from liquid nitrogen | 0:18:56 | 0:18:59 | |
and one traditionally made in the freezer? | 0:18:59 | 0:19:02 | |
Yeah, there's no doubt about it. | 0:19:02 | 0:19:04 | |
You know, you have the traditional sorbets, and they're fantastic, | 0:19:04 | 0:19:07 | |
you know, we grew up on it, but the, the one thing | 0:19:07 | 0:19:09 | |
we looked at was why it was so sort of grainy and not very smooth. | 0:19:09 | 0:19:12 | |
What it came down to was the speed - the faster the chilling | 0:19:12 | 0:19:16 | |
the liquid down, the ice crystals when they form, they're very, | 0:19:16 | 0:19:19 | |
very small, which means you end up with a very smooth sorbet. | 0:19:19 | 0:19:21 | |
'There you have it. Science once again. | 0:19:21 | 0:19:24 | |
'But its role in the kitchen isn't restricted to cooking techniques.' | 0:19:24 | 0:19:28 | |
When you analyse ingredients and flavours in detail, | 0:19:28 | 0:19:30 | |
they are actually chemical compounds. Cooking these compounds | 0:19:30 | 0:19:34 | |
together creates a chemical reaction and new flavours are formed. | 0:19:34 | 0:19:38 | |
The skill of a chef is understanding what compounds go together - | 0:19:38 | 0:19:42 | |
but I'm not convinced that the lads' next chemical concoction | 0:19:42 | 0:19:46 | |
is going to work - they're making mushroom fudge. | 0:19:46 | 0:19:50 | |
Fudge with chocolate I can handle. | 0:19:50 | 0:19:51 | |
But why are you... why are you ruining it with mushroom? | 0:19:51 | 0:19:54 | |
You guys own a restaurant, don't you want people to eat your food?! | 0:19:54 | 0:19:57 | |
It's a good point. | 0:19:57 | 0:19:58 | |
Me and Pete, we always play around with flavours, | 0:19:58 | 0:20:01 | |
and we're always looking at | 0:20:01 | 0:20:02 | |
different ways of delivering a flavour. | 0:20:02 | 0:20:04 | |
And we found, just by chance, it really works well together. | 0:20:04 | 0:20:08 | |
It sounds unusual. | 0:20:08 | 0:20:09 | |
When we actually ate the finished product, | 0:20:09 | 0:20:11 | |
then we just realised how well together it actually goes. | 0:20:11 | 0:20:14 | |
So do you think this is linked to science, or do you think it's | 0:20:14 | 0:20:17 | |
just pure chance? | 0:20:17 | 0:20:19 | |
We've looked at the way scientists have analysed food - | 0:20:19 | 0:20:21 | |
they realised the same flavour compounds are inside chocolate | 0:20:21 | 0:20:24 | |
-and mushroom, that's why they match so well. -Hm-mm. | 0:20:24 | 0:20:27 | |
This hasn't happened by chance, this is actually why, | 0:20:27 | 0:20:30 | |
is because they work chemically. | 0:20:30 | 0:20:31 | |
OK, so you put your butter and your chocolate in. | 0:20:31 | 0:20:33 | |
Yeah, we give it a stir | 0:20:33 | 0:20:35 | |
but you've got to be very, very quick with this, OK? | 0:20:35 | 0:20:37 | |
Oh, it's such a shame you're going to ruin it. | 0:20:37 | 0:20:39 | |
Pete, can you do the honours and chuck it in? | 0:20:39 | 0:20:41 | |
'The science of flavour is a brand new field. | 0:20:43 | 0:20:45 | |
'Right now, scientists in labs are analysing the chemical | 0:20:45 | 0:20:48 | |
'make-up of ingredients and discovering that flavours | 0:20:48 | 0:20:51 | |
'that work well together share common patterns of chemicals. | 0:20:51 | 0:20:54 | |
'It's the scientific reason why we love ham and pineapple, | 0:20:54 | 0:20:57 | |
'and maybe in the future, mushroom fudge.' | 0:20:57 | 0:21:00 | |
So now we're just going to pour that into our mould. | 0:21:00 | 0:21:03 | |
So what we do with that now is we just leave it to cool down. | 0:21:03 | 0:21:06 | |
It needs, it realistically needs overnight. | 0:21:06 | 0:21:08 | |
So I've got to come back tomorrow morning to try it? | 0:21:08 | 0:21:10 | |
No, we wouldn't do that to you. We've got some here for you to try. | 0:21:10 | 0:21:13 | |
I feel really terrible - I'm here, you guys are Michelin-star chefs - | 0:21:13 | 0:21:18 | |
and I'm dreading trying your fudge. | 0:21:18 | 0:21:21 | |
And I shouldn't feel like that, I should be going, | 0:21:21 | 0:21:24 | |
"Yay, chocolate fudge!" | 0:21:24 | 0:21:26 | |
Does this actually work? Is it going to be nice? | 0:21:26 | 0:21:28 | |
-Try it and see what you think. -All right. | 0:21:28 | 0:21:30 | |
It's really good! | 0:21:33 | 0:21:34 | |
It's kind of got a warmth of mushroom. | 0:21:34 | 0:21:37 | |
That's really, really nice. | 0:21:38 | 0:21:39 | |
But you've still got the sweetness after it. | 0:21:39 | 0:21:41 | |
Ooh, I feel like I'm on a cookery show! Ooh! | 0:21:41 | 0:21:44 | |
-Yes! -Mushroom fudge rocks! -Mushroom fudge. | 0:21:44 | 0:21:47 | |
How to feed our planet in the future is a question being considered | 0:21:53 | 0:21:56 | |
by PhD student Joanna Scales at Rothampsted Research Station. | 0:21:56 | 0:22:00 | |
With a world facing climate change, Joanna is looking at whether | 0:22:00 | 0:22:04 | |
she can genetically modify crops to yield more at higher temperatures. | 0:22:04 | 0:22:09 | |
GM in the food chain is a highly controversial subject, | 0:22:09 | 0:22:13 | |
but scientists are charged with finding answers, | 0:22:13 | 0:22:15 | |
not deciding what society should do with them, | 0:22:15 | 0:22:18 | |
so it's one of many possible solutions being explored. | 0:22:18 | 0:22:22 | |
So, Joanna, what are you growing here? | 0:22:22 | 0:22:24 | |
So this is wheat. | 0:22:24 | 0:22:25 | |
It's a really important food crop worldwide, | 0:22:25 | 0:22:28 | |
and a fifth of the calories eaten by the global population | 0:22:28 | 0:22:31 | |
actually come from wheat plants. | 0:22:31 | 0:22:32 | |
With climate change, temperature is likely to increase, | 0:22:32 | 0:22:36 | |
so we need wheat plants that can cope well at high temperatures. | 0:22:36 | 0:22:40 | |
Genetic modification is the process of identifying | 0:22:40 | 0:22:43 | |
a characteristic in one plant which you think would be really | 0:22:43 | 0:22:47 | |
positive to have in another plant. | 0:22:47 | 0:22:49 | |
So I'm using genetic modification to test a fact, | 0:22:49 | 0:22:53 | |
to learn more about how plants perform well at high temperatures. | 0:22:53 | 0:22:56 | |
My specific research is in the very early days. | 0:22:56 | 0:22:59 | |
-How long down the line are we talking? -Three years. | 0:22:59 | 0:23:02 | |
-Really? -Hm-mm. | 0:23:02 | 0:23:03 | |
Wow! Ah, that's a long time to grow a plant. | 0:23:03 | 0:23:05 | |
'When she has grown her GM wheat, Joanna will use | 0:23:05 | 0:23:09 | |
'a special climate-controlled room | 0:23:09 | 0:23:11 | |
'to find out if the plants cope in a warmer climate.' | 0:23:11 | 0:23:13 | |
Oh, my goodness! | 0:23:13 | 0:23:14 | |
-It's quite bright in here. -Yeah. | 0:23:16 | 0:23:17 | |
I feel like I need my shades on. But it's not too hot. | 0:23:17 | 0:23:21 | |
No. But I could increase that | 0:23:21 | 0:23:23 | |
and then grow the plants at that higher temperature. | 0:23:23 | 0:23:26 | |
'Joanna is currently working with cotton, | 0:23:26 | 0:23:29 | |
'a plant that yields well in hotter climates. | 0:23:29 | 0:23:32 | |
'She's isolated the gene that allows this to happen.' | 0:23:32 | 0:23:35 | |
Now, she has to add it to a wheat plant's DNA. | 0:23:35 | 0:23:38 | |
How do you take a gene out of a cotton plant | 0:23:38 | 0:23:41 | |
and put it into a wheat plant? | 0:23:41 | 0:23:43 | |
Basically, you've got to shoot the piece of DNA | 0:23:43 | 0:23:46 | |
straight into a cell of wheat. | 0:23:46 | 0:23:48 | |
That piece of DNA combines with the rest of the DNA in the cell. | 0:23:50 | 0:23:53 | |
Right. | 0:23:53 | 0:23:54 | |
And then you can regenerate that cell to produce a whole wheat plant. | 0:23:54 | 0:23:59 | |
So then with this wheat plant, will it readily accept this new gene? | 0:23:59 | 0:24:03 | |
Yeah. So DNA is a universal code, all plants have DNA | 0:24:03 | 0:24:07 | |
and all plants have genes. | 0:24:07 | 0:24:09 | |
So, once I've put that gene in, it's then for the plant to grow | 0:24:09 | 0:24:13 | |
and provide the characteristics based on the DNA that it contains. | 0:24:13 | 0:24:17 | |
So, in effect, I do the complex bit | 0:24:17 | 0:24:19 | |
and then the plant does the easy bit. | 0:24:19 | 0:24:21 | |
I'm imagining things like this can probably go wrong quite | 0:24:21 | 0:24:24 | |
-early on in different stages of the process, yeah? -Yeah. | 0:24:24 | 0:24:27 | |
Is it really frustrating then, your job, or is it very challenging? | 0:24:27 | 0:24:32 | |
It's frustrating, but then it's really rewarding when it goes right. | 0:24:32 | 0:24:36 | |
So, almost the frustration's worth it when it goes right. | 0:24:36 | 0:24:39 | |
You know, like, people call it "Frankenfood", you know, | 0:24:39 | 0:24:42 | |
what are your thoughts on it? | 0:24:42 | 0:24:43 | |
I think genetic modification as a... as a technique is not bad. | 0:24:43 | 0:24:47 | |
You've got to think about the plants that you get out of it | 0:24:47 | 0:24:51 | |
and research carefully what effects the genetic modification has | 0:24:51 | 0:24:54 | |
had on the individual plants. | 0:24:54 | 0:24:56 | |
But then ultimately it's for society and the public to decide how | 0:24:56 | 0:24:59 | |
they adopt those methods | 0:24:59 | 0:25:02 | |
and what decisions they make to improve crop production. | 0:25:02 | 0:25:05 | |
And all your research - can I ask you? - | 0:25:05 | 0:25:08 | |
-has it made you a really good gardener? -No! | 0:25:08 | 0:25:11 | |
The several plants in my room | 0:25:12 | 0:25:14 | |
are not looking very happy at the moment. | 0:25:14 | 0:25:16 | |
I think I'm too focused on the research plants, | 0:25:16 | 0:25:18 | |
so all the other plants get forgotten about. | 0:25:18 | 0:25:20 | |
So whether you're interested in helping to feed future | 0:25:25 | 0:25:28 | |
populations or just feeding hungry diners, it's hard to get away | 0:25:28 | 0:25:32 | |
from the fact that understanding science could come in pretty handy. | 0:25:32 | 0:25:35 | |
More than ever before, our jobs are being dictated by what computers | 0:25:39 | 0:25:43 | |
can do, which makes predicting our careers in this digital age | 0:25:43 | 0:25:47 | |
about as tricky as knowing what technology will be capable of. | 0:25:47 | 0:25:51 | |
For years, there's been a technological focus | 0:25:51 | 0:25:53 | |
on virtual reality, 3D and digital environments. | 0:25:53 | 0:25:57 | |
And whilst we've been concentrating on that, | 0:25:57 | 0:25:59 | |
something new has been sneaking up on us. | 0:25:59 | 0:26:01 | |
When Alex Lambert trained as a 3D designer, he had no idea that | 0:26:04 | 0:26:08 | |
one day he would be a pioneer of a brand new form of technology. | 0:26:08 | 0:26:13 | |
It's called "augmented reality". | 0:26:13 | 0:26:15 | |
I'm meeting Alex outside Inition, the design studio he works for. | 0:26:17 | 0:26:22 | |
-Hi, Alex. -Hello, Rani. | 0:26:22 | 0:26:24 | |
So, tell me, what is augmented reality? | 0:26:24 | 0:26:27 | |
Augmented reality is the process of taking virtual information | 0:26:27 | 0:26:32 | |
such as animation, film, music, sound, er, GPS data, | 0:26:32 | 0:26:38 | |
and putting that into our reality, usually with | 0:26:38 | 0:26:40 | |
the use of certain devices such as smart phones, tablets and cameras. | 0:26:40 | 0:26:43 | |
I'm going to need to see something to help me understand this. | 0:26:43 | 0:26:46 | |
-OK. Come and have a look at my car. -Your car?! -My car. | 0:26:46 | 0:26:49 | |
Er, I'm not seeing any car out here, Alex. | 0:26:49 | 0:26:52 | |
I'm just seeing a sort of a picture on the floor. | 0:26:52 | 0:26:54 | |
But wait... | 0:26:54 | 0:26:56 | |
Oh, wow! Oh, my goodness! | 0:26:56 | 0:26:59 | |
I have to say, you drive a very flash car. | 0:26:59 | 0:27:00 | |
I do, I do. I'm a flash kind of guy. | 0:27:00 | 0:27:02 | |
That is unbelievable. Can I move with this, or..? | 0:27:02 | 0:27:05 | |
Yeah, you can explore the whole car. | 0:27:05 | 0:27:07 | |
-Can I go round it? -Yes, you can. | 0:27:07 | 0:27:08 | |
-So there is no car there. -There is no car here. | 0:27:08 | 0:27:11 | |
-Just a piece of paper on the floor. -Yes, just the marker. | 0:27:11 | 0:27:14 | |
-And then... You call it a marker. -We call it a marker. | 0:27:14 | 0:27:17 | |
And then you go round and I can see what looks like a proper car. | 0:27:17 | 0:27:21 | |
-No, a bit lower. -Lower, lower. | 0:27:24 | 0:27:25 | |
-There you go. And do the doors open? -The doors do not open. | 0:27:25 | 0:27:28 | |
-Can I go inside? -You cannot go inside. | 0:27:28 | 0:27:30 | |
-Can we see it drive? -It's only a 3D model. | 0:27:30 | 0:27:32 | |
Can you make the wheels go round? | 0:27:32 | 0:27:33 | |
We could, but this wasn't part of the brief. | 0:27:33 | 0:27:35 | |
So is this kind of idea, like sort of try before you buy? | 0:27:35 | 0:27:37 | |
Yeah, it would work, it could work in that way, definitely. | 0:27:37 | 0:27:40 | |
This was used primarily for a designer research team, | 0:27:40 | 0:27:42 | |
but you could use it to see how | 0:27:42 | 0:27:43 | |
a product would look in your home, for example. | 0:27:43 | 0:27:46 | |
I'm decorating my home at the moment, | 0:27:46 | 0:27:48 | |
I'm struggling with a couch - what is going to be too big for my house? | 0:27:48 | 0:27:51 | |
Could I get sort of a tablet and put it there and have a couch | 0:27:51 | 0:27:54 | |
and say, "That would fit there, or fit there, or fit there"? | 0:27:54 | 0:27:57 | |
Yeah, there's no reason that wouldn't work. | 0:27:57 | 0:27:59 | |
As long as I could print out a marker, the right software, | 0:27:59 | 0:28:02 | |
I could get the perfect couch for my house. | 0:28:02 | 0:28:04 | |
-Yeah. -Oooh, that looks good. | 0:28:04 | 0:28:06 | |
'The potential for this technology is vast. | 0:28:06 | 0:28:08 | |
'Home printed markers that you can try before you buy, | 0:28:08 | 0:28:11 | |
'interactive advertising and museum installations are just | 0:28:11 | 0:28:15 | |
'some of the ways it's already being used.' | 0:28:15 | 0:28:17 | |
Oh no, I've driven over your feet, I'm sorry, Alex! | 0:28:17 | 0:28:20 | |
Let me take a picture of you with your car. | 0:28:20 | 0:28:22 | |
Oh, look at that, it suits you. | 0:28:22 | 0:28:24 | |
'This tech is all about the marker and the software in the tablet. | 0:28:26 | 0:28:30 | |
'When the camera sees patterns and shapes that the software | 0:28:30 | 0:28:32 | |
'recognises, it knows to project the 3D animation. | 0:28:32 | 0:28:36 | |
'And because each little shape in the marker is unique, | 0:28:36 | 0:28:38 | |
'it knows where you are in relation to it.' | 0:28:38 | 0:28:41 | |
What we've got here is a full size model of a human being | 0:28:41 | 0:28:44 | |
with their anatomy all intact, you have all their organs, | 0:28:44 | 0:28:48 | |
their circulatory system, their nervous system, their bones, | 0:28:48 | 0:28:51 | |
their cartilage, their brain, we left out the eyes... | 0:28:51 | 0:28:54 | |
-I can't see any of that. -You can see for yourself. | 0:28:54 | 0:28:57 | |
Ooh! Oh, my goodness, that's absolutely brilliant. | 0:28:57 | 0:29:00 | |
You can see all the bones, all the sinew, all the veins. | 0:29:00 | 0:29:04 | |
You can see everything. | 0:29:04 | 0:29:05 | |
How do you go about figuring all that out? | 0:29:05 | 0:29:07 | |
-Is this all really scientific, then? -Er, yes. | 0:29:07 | 0:29:10 | |
And I have to admit, I am not the greatest scientist in the world! | 0:29:10 | 0:29:14 | |
I understand how it works. | 0:29:14 | 0:29:16 | |
I can design these markers, um, and then our actual computer scientists | 0:29:16 | 0:29:20 | |
and our, and our programmers can put that into practice. | 0:29:20 | 0:29:23 | |
The key element that brings design and programming together is | 0:29:24 | 0:29:27 | |
something called the parallax, a traditional physics terms | 0:29:27 | 0:29:30 | |
that's been used for years to measure the distance of stars. | 0:29:30 | 0:29:34 | |
-If you hold your fingers up like that... -Yeah. | 0:29:34 | 0:29:36 | |
One really close to you and one far away. | 0:29:36 | 0:29:38 | |
Can I put this down on here, is that OK? | 0:29:38 | 0:29:40 | |
Yeah, put it there, yeah. And then... Further, closer. | 0:29:40 | 0:29:42 | |
Yeah, like that, OK. | 0:29:42 | 0:29:44 | |
And then if you move your head side to side, you see that the finger | 0:29:44 | 0:29:48 | |
-in front moves more quickly than the finger behind. -OK. | 0:29:48 | 0:29:51 | |
-That's parallax. This dot here... -Yeah. | 0:29:51 | 0:29:54 | |
If I'm standing on this side, | 0:29:54 | 0:29:55 | |
this dot over there is going to move more slowly than that dot over here. | 0:29:55 | 0:29:59 | |
So the computer software | 0:29:59 | 0:30:00 | |
will know what the perspective of the model is. | 0:30:00 | 0:30:03 | |
'Because there are no one-size-fits-all bits of software | 0:30:05 | 0:30:08 | |
'that can make augmented reality work, | 0:30:08 | 0:30:11 | |
'every installation needs its own custom software. | 0:30:11 | 0:30:14 | |
'Alex's speciality is the 3D modelling, | 0:30:14 | 0:30:16 | |
'but it's computer scientists that have the skills to | 0:30:16 | 0:30:20 | |
'make his animations come alive and have such interactive potential.' | 0:30:20 | 0:30:23 | |
This is part of the interactivity you could have in educational space. | 0:30:23 | 0:30:26 | |
This could be your textbook. This is the textbook of the future. | 0:30:26 | 0:30:29 | |
You could do your tests on here. | 0:30:29 | 0:30:31 | |
Now, the technology is a little expensive - that's the only thing | 0:30:31 | 0:30:34 | |
really stopping it from working right now. | 0:30:34 | 0:30:36 | |
'At the moment, the cost is the main thing stopping | 0:30:36 | 0:30:39 | |
'augmented reality being rolled out to everyone. | 0:30:39 | 0:30:42 | |
'But, as with all brand new technologies, | 0:30:42 | 0:30:44 | |
'further development will bring its cost right down | 0:30:44 | 0:30:47 | |
'and then it could become part of our every day lives.' | 0:30:47 | 0:30:50 | |
Let me have a look at the park, the trees. | 0:30:50 | 0:30:52 | |
It's really, really clever. That's fantastic. | 0:30:52 | 0:30:55 | |
-What if you forgot your tablet? -You forgot your tablet... | 0:30:55 | 0:30:58 | |
Or you just can't be bothered getting it out? | 0:30:58 | 0:31:00 | |
Right now, you'd be in trouble, you know? | 0:31:00 | 0:31:02 | |
Um, but there are technologies being developed which means you can | 0:31:02 | 0:31:05 | |
have something attached to your face, like a pair of glasses | 0:31:05 | 0:31:08 | |
with a lens over your eye which, er, does the same job as a tablet. | 0:31:08 | 0:31:12 | |
Could literally walk around, | 0:31:12 | 0:31:14 | |
the same way you walk around with your map on your phone, | 0:31:14 | 0:31:16 | |
you can navigate using this device which is in front of your eye. | 0:31:16 | 0:31:19 | |
Cos then you could just have them on, | 0:31:19 | 0:31:20 | |
you could be looking around and seeing all this information. | 0:31:20 | 0:31:23 | |
Yeah, I reckon that's going to be really big in the future, really big. | 0:31:23 | 0:31:26 | |
-When you say "the future"..? -The future, next couple of years. | 0:31:26 | 0:31:29 | |
-Really? -Yes, yes, there's a couple of big companies that have | 0:31:29 | 0:31:31 | |
a lot of money that are investing heavily in it at the moment. | 0:31:31 | 0:31:34 | |
I can already imagine a world where markers and all the information | 0:31:34 | 0:31:38 | |
they contain are everywhere around us waiting to be accessed. | 0:31:38 | 0:31:42 | |
But the only way it's going to be part of our future is through | 0:31:42 | 0:31:46 | |
a merger between science and design. | 0:31:46 | 0:31:48 | |
Science is not my background. | 0:31:48 | 0:31:50 | |
I studied science up to GCSE, I enjoyed it, but I chose to follow | 0:31:50 | 0:31:53 | |
a more creative path to where I am at the moment. | 0:31:53 | 0:31:56 | |
But the fact that I understand the way these things work means that | 0:31:56 | 0:31:59 | |
I can apply that practically without necessarily knowing all the details. | 0:31:59 | 0:32:02 | |
-Right. -Or it means that I can relate to people that do know | 0:32:02 | 0:32:05 | |
the details of it and understand what it is they're talking about and | 0:32:05 | 0:32:08 | |
what I would like them to achieve, or what they'd like me to achieve. | 0:32:08 | 0:32:11 | |
If there's people out there thinking, | 0:32:11 | 0:32:13 | |
this industry's going to explode in the future and it's something | 0:32:13 | 0:32:16 | |
I really want to be a part of, what would you say to them, then? | 0:32:16 | 0:32:18 | |
Would you say go down the creative path, or go down the science path? | 0:32:18 | 0:32:22 | |
I'd say do a bit of both. | 0:32:22 | 0:32:23 | |
There's so much that we learn from physics that is useful | 0:32:23 | 0:32:25 | |
in 3D animation in general and in augmented reality, | 0:32:25 | 0:32:29 | |
because we're essentially recreating the real world. | 0:32:29 | 0:32:32 | |
So, in your school, was it kind of encouraging? | 0:32:32 | 0:32:34 | |
Were you encouraged? | 0:32:34 | 0:32:35 | |
Yes, we all grew up on a council estate in Peckham, | 0:32:35 | 0:32:38 | |
and my mum just said, "No, you're not allowed out after 6 o'clock, | 0:32:38 | 0:32:42 | |
"you're being in the house doing work", so that's what we did. | 0:32:42 | 0:32:45 | |
Give it up for Peckham! Yeah! | 0:32:45 | 0:32:47 | |
RANI LAUGHS | 0:32:47 | 0:32:48 | |
Who knows whether augmented reality | 0:32:50 | 0:32:52 | |
will be as big as it potentially seems, | 0:32:52 | 0:32:54 | |
or whether any minute now something new will come along instead? | 0:32:54 | 0:32:58 | |
But despite this uncertainty, | 0:32:58 | 0:33:00 | |
there's one sure way to stay future proof - learn science. | 0:33:00 | 0:33:04 | |
The cosmetics industry is estimated to be worth | 0:33:09 | 0:33:11 | |
4.5 billion in the UK each year. | 0:33:11 | 0:33:14 | |
It's a competitive business that can't afford to stay still. | 0:33:14 | 0:33:18 | |
In its efforts to invent new products, it employs | 0:33:18 | 0:33:21 | |
a variety of scientists with a lot of different skills. | 0:33:21 | 0:33:24 | |
And I hear they don't just wear a lab coat, but goggles too! | 0:33:24 | 0:33:28 | |
I've come to the laboratories of Molton Brown to meet a cosmetic | 0:33:29 | 0:33:33 | |
chemist who's making products that claim to look after our skin. | 0:33:33 | 0:33:37 | |
A love of cosmetics inspired Nirmita Sheth to train as a beauty | 0:33:39 | 0:33:43 | |
therapist, but then she realised that she wanted to make them | 0:33:43 | 0:33:46 | |
herself, so she took a degree in cosmetic science. | 0:33:46 | 0:33:49 | |
So, Nirmita, this is it then? | 0:33:51 | 0:33:53 | |
-Yes, this is it. -So what kind of things do you do in here? | 0:33:53 | 0:33:56 | |
Um, we formulate everything from skincare to hair care, | 0:33:56 | 0:33:59 | |
body care, pretty much we cover the array of cosmetics. | 0:33:59 | 0:34:02 | |
What I'm really interested in is skincare. | 0:34:04 | 0:34:06 | |
Sure. | 0:34:06 | 0:34:08 | |
OK, cos I'm always thinking eternal youth, but I'm also | 0:34:08 | 0:34:11 | |
thinking how to keep my skin looking healthy and feeling healthy. | 0:34:11 | 0:34:15 | |
I would recommend using moisturiser which has got SPF. | 0:34:15 | 0:34:18 | |
-SPF is..? -Sun Protection Factor. | 0:34:18 | 0:34:20 | |
Right. | 0:34:20 | 0:34:21 | |
So what that does is it helps to protect your skin | 0:34:21 | 0:34:24 | |
from the harmful rays from the sun. | 0:34:24 | 0:34:26 | |
Those harmful rays are ultraviolet or UV radiation, | 0:34:28 | 0:34:31 | |
and in excess, they can cause sunburn, wrinkles and even cancer. | 0:34:31 | 0:34:36 | |
Traditional sunblocks use a barrier of large molecules that | 0:34:36 | 0:34:40 | |
sit on the surface of the skin and reflect the UV rays away. | 0:34:40 | 0:34:43 | |
But the size of these molecules also makes them greasy, | 0:34:44 | 0:34:48 | |
which isn't ideal in a moisturiser. | 0:34:48 | 0:34:49 | |
Instead, Nirmita is making me a cream using a chemical called | 0:34:49 | 0:34:54 | |
a UV filter, that absorbs the UV rays instead of reflecting them. | 0:34:54 | 0:34:59 | |
The benefit is that their molecules are small enough to be | 0:34:59 | 0:35:02 | |
rubbed into the skin. | 0:35:02 | 0:35:03 | |
Over here you've got your UV filters. | 0:35:03 | 0:35:06 | |
Um, got your ensulizole, octocrylene, | 0:35:07 | 0:35:10 | |
ethylhexyl methoxycinnamate and avobenzone. | 0:35:10 | 0:35:13 | |
OK. So when you were doing science in school... | 0:35:13 | 0:35:16 | |
Hm-mm, these wouldn't have meant a thing to me. | 0:35:16 | 0:35:19 | |
'Then there's hope for me as a chemist's assistant.' | 0:35:19 | 0:35:22 | |
So if you could pass me the ethylhexyl methoxycinnamate, please? | 0:35:22 | 0:35:26 | |
Oh, methal, ethylhexyl methoxy... | 0:35:26 | 0:35:31 | |
SHE CHUCKLES | 0:35:31 | 0:35:32 | |
You've got to be very precise. | 0:35:34 | 0:35:36 | |
Do we know this is definitely going to work? | 0:35:43 | 0:35:45 | |
Well, this particular formulation isn't tried and tested. | 0:35:45 | 0:35:48 | |
-It isn't? -No. | 0:35:48 | 0:35:50 | |
I'm hoping it will give you an SPF, this is an experiment. | 0:35:50 | 0:35:52 | |
-"I'm hoping"! -I'm hoping. | 0:35:52 | 0:35:55 | |
'A limited edition formula just for me - I'm going to have to get | 0:35:55 | 0:35:59 | |
'this tested - not that I doubt Nirmita's chemistry skills.' | 0:35:59 | 0:36:02 | |
So when you were a beautician and you were there giving people, | 0:36:03 | 0:36:06 | |
you know, facials, is that when you really thought, | 0:36:06 | 0:36:09 | |
"Ooh, I'd like to know what goes into this moisturiser?" | 0:36:09 | 0:36:11 | |
Absolutely. Working as a beautician, I've used a few products that | 0:36:11 | 0:36:14 | |
I really liked and they really worked for me, | 0:36:14 | 0:36:18 | |
so I thought, "I wonder how this was made. | 0:36:18 | 0:36:19 | |
"I wonder what's in it." | 0:36:19 | 0:36:21 | |
You would not have a clue when you read the back of a moisturiser | 0:36:21 | 0:36:24 | |
and read all these ingredients, you would not know what's... | 0:36:24 | 0:36:26 | |
what's doing what. And that's what I really wanted to find out. | 0:36:26 | 0:36:29 | |
And then how long did it take you to go from a beautician | 0:36:29 | 0:36:33 | |
to a cosmetic scientist? | 0:36:33 | 0:36:35 | |
So the Beauty Therapy Foundation Degree was a two-year course, | 0:36:35 | 0:36:38 | |
and then I did the BSC which was a three-year course. | 0:36:38 | 0:36:42 | |
I see you've stopped asking me to get those things for you! | 0:36:42 | 0:36:45 | |
Was I slowing you down, Nirmita? | 0:36:45 | 0:36:47 | |
Not quite. I just know where they are. | 0:36:47 | 0:36:50 | |
So this is it, then, a one-off cream for me? | 0:36:51 | 0:36:54 | |
-It is indeed. -Oooh! | 0:36:54 | 0:36:56 | |
Oh, that's looking more like moisturiser. | 0:36:58 | 0:37:00 | |
And if that all goes according to plan, next time you see me, | 0:37:00 | 0:37:03 | |
I shall be looking 10 years younger? | 0:37:03 | 0:37:06 | |
Wishful thinking. | 0:37:06 | 0:37:08 | |
Well, I might look healthier anyway. | 0:37:09 | 0:37:10 | |
-Definitely. -Thank you. | 0:37:10 | 0:37:12 | |
I've made my cream, but now I've got to test that it works, | 0:37:15 | 0:37:18 | |
which is an area that's been causing controversy for decades. | 0:37:18 | 0:37:21 | |
Fortunately, the question of whether it's morally right to test | 0:37:21 | 0:37:24 | |
cosmetics on animals could soon be a thing of the past, | 0:37:24 | 0:37:28 | |
all because of recent scientific developments. | 0:37:28 | 0:37:30 | |
I've come to commercial research laboratory Evocutis to meet | 0:37:32 | 0:37:35 | |
Anthony Jeremy, a doctor of immunology. | 0:37:35 | 0:37:38 | |
Anthony and his team are using vital new techniques to make | 0:37:38 | 0:37:42 | |
life-like skin in the lab. | 0:37:42 | 0:37:44 | |
So, Anthony, is it true here you make human skin? | 0:37:46 | 0:37:48 | |
Er, yeah, well, yeah, we do. | 0:37:48 | 0:37:50 | |
We produce it, we grow it, um, because it's live and living, | 0:37:50 | 0:37:53 | |
and so we do various testing on it. | 0:37:53 | 0:37:56 | |
I've got some SPF moisturiser and I want to know if you can test it | 0:37:56 | 0:37:59 | |
and find out if it works - | 0:37:59 | 0:38:01 | |
you know, it absorbs all the sun's harmful rays. | 0:38:01 | 0:38:03 | |
Yeah, well, I mean, we can look at this | 0:38:03 | 0:38:05 | |
and we can test this on the actual skin that we grow. | 0:38:05 | 0:38:08 | |
And is this an alternative to testing on animals? | 0:38:08 | 0:38:11 | |
It is. And that's one of the prime purposes, actually. | 0:38:11 | 0:38:14 | |
Well, let's get testing. | 0:38:14 | 0:38:15 | |
'If they're to get valid results when testing Nirmita's moisturiser, | 0:38:17 | 0:38:21 | |
'Anthony's lab-grown skin needs to work | 0:38:21 | 0:38:24 | |
'in the same way that ours does.' | 0:38:24 | 0:38:26 | |
Your skin that you're growing | 0:38:26 | 0:38:28 | |
isn't real skin, it's LIKE real skin? | 0:38:28 | 0:38:30 | |
But is it constantly growing? | 0:38:30 | 0:38:32 | |
Can it do that, can it produce new... | 0:38:32 | 0:38:34 | |
Yes, it's doing that all the time. | 0:38:34 | 0:38:36 | |
You need some of the cells at the bottom to constantly produce | 0:38:36 | 0:38:39 | |
new ones of themselves, and the ones down there are called | 0:38:39 | 0:38:43 | |
the epidermal basal cells, | 0:38:43 | 0:38:45 | |
or often now referred to as epidermal stem cells. | 0:38:45 | 0:38:49 | |
'Stem cells are key to lab-grown skin behaving like the real thing. | 0:38:49 | 0:38:52 | |
'They're the body cells that renew and reproduce all the others, | 0:38:52 | 0:38:56 | |
'which is vital, because the cells of the skin are continuously dying.' | 0:38:56 | 0:39:01 | |
Where do you get the cells from? | 0:39:01 | 0:39:02 | |
They are taken straight from people, looked at, checked for diseases, | 0:39:02 | 0:39:06 | |
grown a little bit, and then we get hold of these. | 0:39:06 | 0:39:09 | |
-So are any of these finished skin? -Yeah. | 0:39:09 | 0:39:12 | |
So we've gone from the cells right down here, all the way through | 0:39:12 | 0:39:15 | |
and they've grown up, and we've got some finished skin... | 0:39:15 | 0:39:18 | |
-They've grown up! -That's right, they've grown up. | 0:39:18 | 0:39:20 | |
Like a little baby, they've grown up. | 0:39:20 | 0:39:21 | |
They are. They've grown up, and so if you want to pick out one of these, | 0:39:21 | 0:39:24 | |
use the edge... there we go. | 0:39:24 | 0:39:26 | |
Now where is the skin? | 0:39:26 | 0:39:28 | |
So that's the skin, so you can see the skin surface. | 0:39:28 | 0:39:31 | |
If you want to touch it, you can... you can just prod it a little bit | 0:39:31 | 0:39:34 | |
-and you can see... -Oooh, yeah. So you could test on that? | 0:39:34 | 0:39:37 | |
And that's exactly what we test on. | 0:39:37 | 0:39:39 | |
Could it be used to replace my skin? | 0:39:39 | 0:39:42 | |
The quick answer is yes. | 0:39:42 | 0:39:44 | |
You can make skin for burns patients. | 0:39:44 | 0:39:46 | |
The whole technology is a really, really useful technology, | 0:39:46 | 0:39:50 | |
and so this can really change lives. | 0:39:50 | 0:39:53 | |
'Lab-grown skin is a massive scientific achievement, | 0:39:53 | 0:39:57 | |
'particularly important for its role in testing SPF products.' | 0:39:57 | 0:40:00 | |
Do we need to massage it in? | 0:40:00 | 0:40:02 | |
We do. | 0:40:02 | 0:40:03 | |
Skin cancer is a serious risk for anyone exposed to too much sun | 0:40:03 | 0:40:08 | |
or UV lights used in tanning booths. | 0:40:08 | 0:40:11 | |
We'll put this straight in to the UV source. | 0:40:11 | 0:40:13 | |
And it's caused by harmful UVB rays. | 0:40:15 | 0:40:18 | |
UVA has a slightly longer wave length | 0:40:18 | 0:40:21 | |
and therefore it goes deeper into your skin. | 0:40:21 | 0:40:25 | |
Whereas UVB is more damaging, but it doesn't penetrate so far. | 0:40:25 | 0:40:30 | |
While we wait for results from the UVB tests, Anthony has | 0:40:30 | 0:40:33 | |
microscope slides from a past SPF trial on his lab grown skin. | 0:40:33 | 0:40:38 | |
The slide on the left was unprotected. | 0:40:38 | 0:40:40 | |
The slide on the right had sun cream. | 0:40:40 | 0:40:43 | |
This one, erm, this is how it should look. | 0:40:43 | 0:40:46 | |
It's healthy, the cells are all nice, and these are the skin cells | 0:40:46 | 0:40:50 | |
from the top surface layer, the epidermis. | 0:40:50 | 0:40:53 | |
Right. | 0:40:53 | 0:40:54 | |
These are your living cells layers and these cells here sit here, | 0:40:54 | 0:40:58 | |
make new ones and then this is your dermis. | 0:40:58 | 0:41:01 | |
This is the spongy area that you might get damaged with UVA. | 0:41:01 | 0:41:05 | |
As you can imagine, if then that makes a really... | 0:41:05 | 0:41:08 | |
This bit all gets damaged and it really caves in, | 0:41:08 | 0:41:10 | |
then you get a big wrinkle on the surface | 0:41:10 | 0:41:13 | |
-and that's why you start looking older. -Oh, right. | 0:41:13 | 0:41:15 | |
But what you've got here is, you have UVB damage, the cells | 0:41:15 | 0:41:19 | |
of that top layer, these living cells that are making the new cells | 0:41:19 | 0:41:23 | |
from above, they have absorbed all the energy and they have then died. | 0:41:23 | 0:41:27 | |
When that layer of skin is damaged the stem cells can mutate, | 0:41:27 | 0:41:31 | |
which is when abnormalities and skin cancers can form. | 0:41:31 | 0:41:34 | |
Now we talk about UV rays being damaging. | 0:41:34 | 0:41:37 | |
Are we being overly scared, because we have to go out in the sun? | 0:41:37 | 0:41:42 | |
Yeah, I mean, you need the sunlight | 0:41:42 | 0:41:45 | |
and the UV to make vitamin D. | 0:41:45 | 0:41:48 | |
Unfortunately, while SPF creams are good at screening out harmful rays, | 0:41:48 | 0:41:52 | |
they also block the rays which help make vitamin D, | 0:41:52 | 0:41:55 | |
which is essential to our bodies. | 0:41:55 | 0:41:57 | |
So some doctors recommend vitamin D supplements, | 0:41:57 | 0:42:00 | |
plus a frequent exposure to weak sun. | 0:42:00 | 0:42:02 | |
When you were at school were you top of the class | 0:42:02 | 0:42:04 | |
when it was sciences, cos you seem to know your stuff? | 0:42:04 | 0:42:07 | |
I actually struggled with reading and writing. | 0:42:07 | 0:42:09 | |
I was never that quick. | 0:42:09 | 0:42:11 | |
But what I was quick at was understanding things | 0:42:11 | 0:42:14 | |
and seeing things in more of a pictorial sense. | 0:42:14 | 0:42:17 | |
And so I saw things in pictures, like a cartoon in a way, | 0:42:17 | 0:42:19 | |
but that's really useful, | 0:42:19 | 0:42:21 | |
and I found very useful as I went on through my academic career. | 0:42:21 | 0:42:27 | |
After running tests on Nirmita's SPF moisturiser, Anthony concluded that | 0:42:27 | 0:42:32 | |
it offered protection from UV rays and passed it with flying colours. | 0:42:32 | 0:42:36 | |
And something that I've learned is that behind every product | 0:42:36 | 0:42:39 | |
we use, there's a research scientist working hard to make it better. | 0:42:39 | 0:42:43 | |
Each year fashion houses spend millions and millions designing | 0:42:48 | 0:42:52 | |
and manufacturing clothes they hope we'll be wearing next year. | 0:42:52 | 0:42:56 | |
It's an exciting, vibrant industry to work in - | 0:42:59 | 0:43:02 | |
and not just for clothes designers. | 0:43:02 | 0:43:04 | |
Right now the fashion industry is trying to predict | 0:43:04 | 0:43:07 | |
the next revolutionary trend of the future. | 0:43:07 | 0:43:11 | |
But for once, it's not looking at the clothes - | 0:43:14 | 0:43:16 | |
it's looking at technology. | 0:43:16 | 0:43:19 | |
Which means in the future, there'll be more and more | 0:43:19 | 0:43:21 | |
opportunities for people who've studied science. | 0:43:21 | 0:43:24 | |
And that technological revolution is already starting to hit | 0:43:24 | 0:43:28 | |
the high street. | 0:43:28 | 0:43:30 | |
The first person I'm going to meet is Melissa Kao, | 0:43:30 | 0:43:33 | |
a scientist whose reinvention of the shop mirror is | 0:43:33 | 0:43:36 | |
starting to appear in stores. | 0:43:36 | 0:43:38 | |
Her high-tech mirror combines a video camera, motion sensor | 0:43:38 | 0:43:42 | |
and computer to enhance our shopping experience. | 0:43:42 | 0:43:45 | |
As well as inventing the magic mirror, | 0:43:45 | 0:43:47 | |
Melissa has a PhD in pharmacology. | 0:43:47 | 0:43:50 | |
So this is it, this is your baby? | 0:43:50 | 0:43:52 | |
Yes, it is. | 0:43:52 | 0:43:53 | |
How long has it taken you to develop this? | 0:43:53 | 0:43:55 | |
We started five years ago. | 0:43:55 | 0:43:58 | |
Now, it looks just like a normal mirror. | 0:43:58 | 0:44:00 | |
Yes. | 0:44:00 | 0:44:01 | |
It may look like one, but this mirror is far from ordinary. | 0:44:01 | 0:44:05 | |
It starts by taking my photo. | 0:44:05 | 0:44:06 | |
How do I pose from the back? | 0:44:11 | 0:44:12 | |
I don't know! OK, a second pose. | 0:44:12 | 0:44:15 | |
All right, maybe from the side to see how I look. | 0:44:15 | 0:44:18 | |
Yes. That's right. | 0:44:18 | 0:44:19 | |
The mirror now is projecting your images through for you can look at. | 0:44:21 | 0:44:24 | |
Right, so it's no longer a mirror. | 0:44:24 | 0:44:26 | |
-Yes. -It is now a TV screen? | 0:44:26 | 0:44:28 | |
Yes. | 0:44:28 | 0:44:29 | |
We changed the mirror a bit to become a two-way mirror | 0:44:29 | 0:44:33 | |
so that on one side you will see your own reflection, | 0:44:33 | 0:44:37 | |
as a normal mirror, but when we project something at the back | 0:44:37 | 0:44:40 | |
through a monitor, you can actually see through it. | 0:44:40 | 0:44:43 | |
Using a camera to film you from in front, the computer stops | 0:44:44 | 0:44:48 | |
the mirror being a mirror in the area it wants to project the video. | 0:44:48 | 0:44:52 | |
So you see that instead of your reflection. | 0:44:52 | 0:44:56 | |
And once it's recorded you, | 0:44:56 | 0:44:58 | |
it's time to activate its social media functions. | 0:44:58 | 0:45:01 | |
I can see here "e-mail to self", "post to Facebook", | 0:45:01 | 0:45:04 | |
"share on Twitter", "print photos". I can do all that through this? | 0:45:04 | 0:45:08 | |
That's right. | 0:45:08 | 0:45:09 | |
So I could come in here, try on a dress, | 0:45:09 | 0:45:11 | |
I could even say send it, put it on Facebook and, you know, | 0:45:11 | 0:45:14 | |
send it to some friends and go, "what do you think?" | 0:45:14 | 0:45:16 | |
Or, "you would love this dress", to my sister or something | 0:45:16 | 0:45:19 | |
and share it that way? | 0:45:19 | 0:45:20 | |
This is just the beginning, there's some more futuristic part of | 0:45:23 | 0:45:26 | |
the mirror that is where it allows you to virtually try on something. | 0:45:26 | 0:45:32 | |
Right. | 0:45:32 | 0:45:33 | |
So if you stand in front of it, the mirror actually projects | 0:45:33 | 0:45:36 | |
an image from behind the mirror, | 0:45:36 | 0:45:38 | |
so when you look at your reflection, you see that on top of you. | 0:45:38 | 0:45:42 | |
Right, so now I've got a white dress on, only I can see that. | 0:45:42 | 0:45:46 | |
That's right. | 0:45:46 | 0:45:47 | |
Right, well, I've got a little hand-held camera, | 0:45:47 | 0:45:49 | |
I could show everybody else how this is working. | 0:45:49 | 0:45:51 | |
Yeah. | 0:45:51 | 0:45:52 | |
We use our science knowledge to have an image from the behind the mirror. | 0:45:59 | 0:46:03 | |
First of all we need to understand how the light travels | 0:46:03 | 0:46:06 | |
and how we actually position the shirts | 0:46:06 | 0:46:09 | |
based on the knowledge that we know light travels in a straight line. | 0:46:09 | 0:46:12 | |
It's actually projected in front of me | 0:46:12 | 0:46:14 | |
and I did like before the whole turning round. | 0:46:14 | 0:46:17 | |
Is there a way of taking this forward as well, making 2D into 3D? | 0:46:17 | 0:46:20 | |
That is right. That is what the future will be. | 0:46:20 | 0:46:23 | |
When all the technologies mature, we can actually get | 0:46:23 | 0:46:26 | |
the images of the dress in 3D | 0:46:26 | 0:46:28 | |
and it can actually detect your body shape better, | 0:46:28 | 0:46:32 | |
and it can wrap around your body. | 0:46:32 | 0:46:34 | |
How long will it take to get it to where you want it to be? | 0:46:34 | 0:46:37 | |
A few years because we're also waiting for other technology | 0:46:37 | 0:46:41 | |
to mature. | 0:46:41 | 0:46:42 | |
So it's somebody who could still be at school now, | 0:46:42 | 0:46:44 | |
still studying, could be the person who will take this forward | 0:46:44 | 0:46:48 | |
when technology catches up with your ideas. | 0:46:48 | 0:46:50 | |
Oh, certainly, yes. | 0:46:50 | 0:46:52 | |
Further developments in technology, whoever makes them, | 0:46:52 | 0:46:55 | |
is an exciting prospect, particularly in the field of 3D clothing. | 0:46:55 | 0:47:00 | |
And it isn't just wishful thinking. | 0:47:00 | 0:47:02 | |
Virtual 3D clothing is on the way. | 0:47:03 | 0:47:06 | |
Scientists are currently developing it and when they do, | 0:47:06 | 0:47:09 | |
they could change the face of fashion forever. | 0:47:09 | 0:47:11 | |
In the interest of furthering science, I'm in the digital studio | 0:47:11 | 0:47:15 | |
at the London College of Fashion and I'm about to be digitised. | 0:47:15 | 0:47:18 | |
MACHINE: Adjusting the light level. | 0:47:21 | 0:47:23 | |
We have completed your scan. | 0:47:25 | 0:47:27 | |
I'm here to meet Marta Tomecka, a fashion student, | 0:47:29 | 0:47:33 | |
who is at the cutting edge of digital clothing design. | 0:47:33 | 0:47:36 | |
She is currently doing a PhD in digital fashion. | 0:47:36 | 0:47:39 | |
Those lumps and bumps on the scan are from my clothes, | 0:47:42 | 0:47:45 | |
and they're being tidied up. | 0:47:45 | 0:47:47 | |
Why 3D body scans? | 0:47:47 | 0:47:49 | |
You've got all the exact measurements | 0:47:49 | 0:47:51 | |
and you can dress it in virtual garments. | 0:47:51 | 0:47:54 | |
It's a bit like having a doll? | 0:47:54 | 0:47:55 | |
It is. An avatar. | 0:47:55 | 0:47:57 | |
We're hoping that very soon everyone will be using them, | 0:47:57 | 0:47:59 | |
so you can just go to a virtual shop | 0:47:59 | 0:48:02 | |
and try as many garments as you want. | 0:48:02 | 0:48:04 | |
I've got to say, | 0:48:04 | 0:48:06 | |
I've probably had enough of seeing myself without clothes on. | 0:48:06 | 0:48:08 | |
In that case, I can show you our other model in 3D garment. | 0:48:08 | 0:48:12 | |
OK, sounds good to me. | 0:48:12 | 0:48:14 | |
This is the next stage then? | 0:48:16 | 0:48:18 | |
Yes, it is. | 0:48:18 | 0:48:19 | |
This is the software that lets you stitch garments on to an avatar. | 0:48:19 | 0:48:23 | |
You've made the clothes specially for this avatar model, haven't you. | 0:48:23 | 0:48:28 | |
Yes. They have been scanned in. | 0:48:28 | 0:48:30 | |
You can put it on top of her | 0:48:31 | 0:48:33 | |
and then it stitches all those parts together. | 0:48:33 | 0:48:36 | |
Here you can record her walking. | 0:48:36 | 0:48:39 | |
Oh, right, OK. | 0:48:39 | 0:48:40 | |
So you can see how the garment behaves. | 0:48:40 | 0:48:42 | |
The only thing that you can't do is check how this model looks on | 0:48:44 | 0:48:49 | |
a catwalk with your own measurements, because it's already set. | 0:48:49 | 0:48:53 | |
So even as computers, they won't let people who aren't tall enough on a catwalk! | 0:48:53 | 0:48:58 | |
In the future, do you think we'd be able to shop online like this, | 0:49:00 | 0:49:05 | |
that all clothes could just be sort of fitted on to your size? | 0:49:05 | 0:49:09 | |
Yes, definitely, yes. | 0:49:09 | 0:49:11 | |
I think the whole fashion supply change will be revolutionised | 0:49:11 | 0:49:15 | |
and will be much more sustainable, | 0:49:15 | 0:49:17 | |
because there will be no waste of clothing. | 0:49:17 | 0:49:19 | |
All the garments could be made specially for customers. | 0:49:19 | 0:49:23 | |
When you started out, you started out in fashion, is that right? | 0:49:23 | 0:49:27 | |
Yes, I did, yes. | 0:49:27 | 0:49:28 | |
Then I thought that it would be much more interesting to study | 0:49:28 | 0:49:31 | |
digital fashion and I ended up doing PhD in fashion and technology. | 0:49:31 | 0:49:36 | |
So originally though, is your background in science? | 0:49:36 | 0:49:40 | |
No, unfortunately it's not. | 0:49:40 | 0:49:42 | |
Why unfortunately? | 0:49:42 | 0:49:44 | |
Because it will help me significantly | 0:49:44 | 0:49:47 | |
in finding the best solution for virtual try-on | 0:49:47 | 0:49:49 | |
if I knew more about maths and physics and computer science mainly. | 0:49:49 | 0:49:54 | |
So it's funny cos when you sort of think about fashion and fabric, | 0:49:54 | 0:49:58 | |
I don't automatically think of science. | 0:49:58 | 0:50:00 | |
I think that even it will be very difficult to find | 0:50:00 | 0:50:03 | |
a job in fashion in the future without understanding how it works | 0:50:03 | 0:50:06 | |
and without understanding the 3D garments and 3D stitching. | 0:50:06 | 0:50:10 | |
If this vision of the future proves correct then the next | 0:50:11 | 0:50:14 | |
Stella McCartney could sweep onto the fashion scene with | 0:50:14 | 0:50:17 | |
a degree in computer science and brand new collection in full 3D. | 0:50:17 | 0:50:21 | |
Who said science and art don't mix?! | 0:50:21 | 0:50:23 | |
We've made computers go super-fast, | 0:50:28 | 0:50:30 | |
and created ever more sophisticated technology, | 0:50:30 | 0:50:33 | |
but there's something that's seriously holding it all back - us. | 0:50:33 | 0:50:37 | |
The way humans interface with computers is slowing | 0:50:37 | 0:50:40 | |
technology down. | 0:50:40 | 0:50:41 | |
It's a problem that needs solving, | 0:50:41 | 0:50:44 | |
which to a computer scientist, is music to their ears. | 0:50:44 | 0:50:47 | |
I've come to Reading University to meet a man who's | 0:50:51 | 0:50:54 | |
devoted his life to working on the problem. | 0:50:54 | 0:50:57 | |
One of the world's top cybernetic engineers - Kevin Warwick. | 0:50:57 | 0:51:00 | |
As well as being a university professor, | 0:51:02 | 0:51:04 | |
Kevin holds several higher science doctorates. | 0:51:04 | 0:51:07 | |
A relatively new science, cybernetics is the study | 0:51:08 | 0:51:11 | |
of control and communication in animal and machine. | 0:51:11 | 0:51:14 | |
So do you think then in the future humans will be able to | 0:51:16 | 0:51:20 | |
communicate with computers? | 0:51:20 | 0:51:22 | |
Oh, yeah. | 0:51:22 | 0:51:23 | |
I mean, we do already obviously with typing in keys | 0:51:23 | 0:51:26 | |
and things like that, but the important thing is communicating | 0:51:26 | 0:51:30 | |
directly from our brains and that needs some sort of interface. | 0:51:30 | 0:51:35 | |
We need to get signals from our brains into the computer | 0:51:35 | 0:51:39 | |
and signals from the computer into our brains. | 0:51:39 | 0:51:41 | |
And what I've got here, it's going to be very, very small... | 0:51:41 | 0:51:45 | |
-Let's have a little look. -There we go. | 0:51:45 | 0:51:47 | |
What is that? | 0:51:47 | 0:51:48 | |
Now that is called a BrainGate. It's very, very small. | 0:51:48 | 0:51:52 | |
It's teeny tiny. | 0:51:52 | 0:51:54 | |
The BrainGate was a momentous breakthrough for cybernetics, | 0:51:54 | 0:51:57 | |
and earned Kevin a nickname, Captain Cyborg. | 0:51:57 | 0:52:00 | |
For three months he was able to control electronics, | 0:52:00 | 0:52:04 | |
like this wheelchair, with the power of his brain. | 0:52:04 | 0:52:06 | |
So this is what I've experimented with in my nervous system. | 0:52:08 | 0:52:13 | |
Surgeons put it in place and they opened up here. | 0:52:17 | 0:52:20 | |
That's where the wires came out, | 0:52:22 | 0:52:24 | |
onto a little connector pad, | 0:52:24 | 0:52:27 | |
and we could link me up there with the computer. | 0:52:27 | 0:52:30 | |
So then how could you or your nervous system communicate with a computer? | 0:52:32 | 0:52:37 | |
Our brains are electrochemical. Our nervous system too. | 0:52:37 | 0:52:41 | |
So our nervous systems operate on electricity. | 0:52:41 | 0:52:44 | |
Computers work with pulses, very similar way. | 0:52:46 | 0:52:49 | |
So when you connect the two together, to be honest, | 0:52:50 | 0:52:53 | |
it's not that difficult. | 0:52:53 | 0:52:55 | |
So that chip was planted into your arm for three months. | 0:52:56 | 0:52:59 | |
-Yes. -What did you learn? | 0:52:59 | 0:53:01 | |
We learnt that this robot hand here, | 0:53:01 | 0:53:03 | |
if I bring this in, now what I was able to do, when I move MY hand, | 0:53:03 | 0:53:09 | |
because of the implant, I could also operate the robot hand. | 0:53:09 | 0:53:14 | |
So it mimicked my hand movement. | 0:53:14 | 0:53:16 | |
Critical point though, on this hand, if you can see, | 0:53:17 | 0:53:21 | |
there are little touch pads, little sensors on the fingers, | 0:53:21 | 0:53:25 | |
so I could feel how much force this hand was applying. | 0:53:25 | 0:53:29 | |
We learned that it was quite possible to control a robot hand | 0:53:29 | 0:53:34 | |
and feel what the hand was feeling in terms of grip, | 0:53:34 | 0:53:38 | |
by using an implant of this type. | 0:53:38 | 0:53:41 | |
As part of the experiment, I went to New York, | 0:53:41 | 0:53:45 | |
we plugged my nervous system into the internet and linked up to | 0:53:45 | 0:53:50 | |
the robot hand which was back here in Reading, where we are now. | 0:53:50 | 0:53:54 | |
Brilliant. | 0:53:54 | 0:53:55 | |
So I move my hand in New York which moved the robot hand in England, | 0:53:55 | 0:53:59 | |
and then when I gripped something, signals went back to New York so | 0:53:59 | 0:54:03 | |
I could feel how much force the hand was applying on another continent. | 0:54:03 | 0:54:07 | |
That's amazing. | 0:54:07 | 0:54:08 | |
It even fazed me out. | 0:54:08 | 0:54:10 | |
I planned the experiment but when we actually did it, | 0:54:10 | 0:54:12 | |
it freaked me out. | 0:54:12 | 0:54:14 | |
I thought, "Wow! My brain signal is operating this robot!" | 0:54:14 | 0:54:18 | |
But it's not science fiction. That's what's been done. | 0:54:18 | 0:54:22 | |
It's been successful. We have results, papers | 0:54:22 | 0:54:25 | |
and all sorts of things from it. | 0:54:25 | 0:54:26 | |
At the moment maybe it's a bit scary, but in 20 years' time, yeah, | 0:54:26 | 0:54:31 | |
maybe everyone.. | 0:54:31 | 0:54:33 | |
"Oh, you've got that chip, have you? Oh, yeah, yeah. | 0:54:33 | 0:54:36 | |
"Where have you been?" | 0:54:36 | 0:54:37 | |
So what will be the first application? | 0:54:39 | 0:54:41 | |
Well, I feel one of the first is to help people with disabilities. | 0:54:41 | 0:54:47 | |
If let's say, you've lost your arm, | 0:54:47 | 0:54:49 | |
this is in fact commercially available now, | 0:54:49 | 0:54:52 | |
so it's the most advanced bionic limb, hand, if you like. | 0:54:52 | 0:54:57 | |
We can see it opening, it's got a thumb and four fingers, | 0:54:57 | 0:55:01 | |
and you can see it has different grips. | 0:55:01 | 0:55:03 | |
This one is operated usually off muscular signals. | 0:55:03 | 0:55:07 | |
In the future, | 0:55:07 | 0:55:08 | |
I'm sure it will be operated directly from the nervous system. | 0:55:08 | 0:55:12 | |
But to control it directly from the brain is still a research project. | 0:55:12 | 0:55:18 | |
You know, there really are exciting research projects that still | 0:55:18 | 0:55:22 | |
need to be sorted out in this area, lots of them. | 0:55:22 | 0:55:25 | |
So for me, it's a tremendously exciting area to be involved in. | 0:55:25 | 0:55:29 | |
And they're not just projects for Kevin. | 0:55:29 | 0:55:32 | |
Our next stop is a paintball warehouse to meet | 0:55:32 | 0:55:35 | |
one of his PhD students, Ian Harrison. | 0:55:35 | 0:55:38 | |
While you don't need to insert metal objects to research this subject, | 0:55:38 | 0:55:42 | |
Ian decided to, and he had magnets surgically implanted. | 0:55:42 | 0:55:46 | |
Back in 2009, I got two magnets implanted in my fingertips | 0:55:46 | 0:55:49 | |
and these enable me to detect or pick up electromagnetic fields. | 0:55:49 | 0:55:54 | |
Ian's magnets are a low-tech version of Kevin's chip. | 0:55:54 | 0:55:57 | |
He had them inserted so he can feel sensations in his fingers | 0:55:57 | 0:56:01 | |
when they're made to vibrate by special gloves. | 0:56:01 | 0:56:03 | |
I've got my glove which has got two electromagnetic coils in the tips. | 0:56:03 | 0:56:07 | |
It means he can have electronic equipment communicating | 0:56:07 | 0:56:10 | |
directly with his body. | 0:56:10 | 0:56:11 | |
And for this experiment, that's an ultrasonic hat to help him | 0:56:11 | 0:56:15 | |
see whilst blindfolded. | 0:56:15 | 0:56:16 | |
You've got your two ultrasonic sensors here, | 0:56:16 | 0:56:18 | |
your microprocessor here, another two ultrasonic sensors | 0:56:18 | 0:56:21 | |
and a couple of power drivers across here. | 0:56:21 | 0:56:24 | |
Are you going wear that hat? | 0:56:27 | 0:56:29 | |
Unfortunately! | 0:56:29 | 0:56:31 | |
There is an immediate application. | 0:56:32 | 0:56:34 | |
For somebody who is blind, for example, | 0:56:34 | 0:56:37 | |
this is looking at sending signals in via a different route. | 0:56:37 | 0:56:42 | |
So instead of having a white stick, | 0:56:42 | 0:56:44 | |
they could have exactly the technology that Ian's got, | 0:56:44 | 0:56:48 | |
a little magnet implanted in his finger, and they would, | 0:56:48 | 0:56:51 | |
using the same technology, be able to detect how far it is to objects. | 0:56:51 | 0:56:56 | |
So, onto the experiment. | 0:56:56 | 0:56:58 | |
Ian will have to navigate the maze of obstructions without | 0:56:58 | 0:57:00 | |
the use of his eyes. | 0:57:00 | 0:57:02 | |
Ian, so I'm going blindfold you, | 0:57:02 | 0:57:04 | |
so you need to put your glove on with the coils in it. | 0:57:04 | 0:57:06 | |
Your magnets are already in the finger. | 0:57:06 | 0:57:08 | |
OK, now you're going put your hat on. It's a very cool hat. | 0:57:08 | 0:57:11 | |
Thank you very much. | 0:57:11 | 0:57:13 | |
He'll use just the sensors in his hat, | 0:57:13 | 0:57:15 | |
communicating with the magnets in his fingertips. | 0:57:15 | 0:57:18 | |
Ian! | 0:57:18 | 0:57:19 | |
OK, yeah, you can come now, Ian. | 0:57:19 | 0:57:22 | |
OK, I'm coming! | 0:57:22 | 0:57:24 | |
He's feeling the sound, effectively. | 0:57:26 | 0:57:29 | |
You know how a bat uses echo location, | 0:57:29 | 0:57:32 | |
when the sound signal hits an object, it bounces back. | 0:57:32 | 0:57:36 | |
The quicker it comes back, the closer the object is. | 0:57:36 | 0:57:38 | |
OK. | 0:57:38 | 0:57:40 | |
And that's really what's happening. | 0:57:40 | 0:57:41 | |
He's got a sensor that's doing that and how quickly it comes back, | 0:57:41 | 0:57:45 | |
that will be how much his magnet gets stimulated. | 0:57:45 | 0:57:48 | |
So as he's getting closer to these tower tyres, | 0:57:48 | 0:57:51 | |
something close and his finger will... | 0:57:51 | 0:57:53 | |
He'll get a ding, ding, ding, ding, so let's move away from it | 0:57:53 | 0:57:56 | |
and then, ding, ding, ding, ding, ding, let's move away from that. | 0:57:56 | 0:57:59 | |
So a bit like the sensor when I'm reversing my car. | 0:57:59 | 0:58:01 | |
Oh, yeah, it's exactly that. | 0:58:01 | 0:58:03 | |
Here he comes. | 0:58:03 | 0:58:04 | |
You've done well. | 0:58:04 | 0:58:06 | |
Ian, well done! | 0:58:06 | 0:58:07 | |
Well done, well done. Let's turn you off. | 0:58:07 | 0:58:10 | |
Did you bump into anything? | 0:58:10 | 0:58:11 | |
Only on low level, | 0:58:11 | 0:58:12 | |
so only on the stuff that I couldn't actually detect. | 0:58:12 | 0:58:15 | |
But it's a good point you make, | 0:58:15 | 0:58:16 | |
because you could have further sensors lower down. | 0:58:16 | 0:58:20 | |
Do you love doing what you're doing? | 0:58:20 | 0:58:21 | |
Oh, I absolutely adore what I'm doing. | 0:58:21 | 0:58:23 | |
Looking at the world from a different view, | 0:58:23 | 0:58:25 | |
trying to find insight in every-day life. | 0:58:25 | 0:58:28 | |
But I think one of the biggest things is having | 0:58:28 | 0:58:30 | |
the type of mind that is inquisitive. | 0:58:30 | 0:58:32 | |
I think that's the most critical thing. | 0:58:32 | 0:58:34 | |
It's important to ask the question - is this possible? | 0:58:34 | 0:58:37 | |
Could we do this? Well, try it and find out. | 0:58:37 | 0:58:40 | |
I love it. Thank you so much. | 0:58:40 | 0:58:41 | |
It's been brilliant talking to you both | 0:58:41 | 0:58:43 | |
and good luck with it all. | 0:58:43 | 0:58:45 | |
-Thanks a lot. -It's been great. | 0:58:45 | 0:58:46 | |
This is proof that we have no idea of what technological | 0:58:46 | 0:58:50 | |
developments are around the corner. | 0:58:50 | 0:58:52 | |
I keep wondering if this field of science is strange | 0:58:52 | 0:58:54 | |
and scary or exciting and innovative. | 0:58:54 | 0:58:56 | |
But one thing's for sure - | 0:58:56 | 0:58:58 | |
scientists will always be pushing those frontiers | 0:58:58 | 0:59:01 | |
of what is humanly possible. | 0:59:01 | 0:59:03 | |
Subtitles by Red Bee Media Ltd | 0:59:12 | 0:59:16 |