1:00:50 > 1:00:57.
1:01:02 > 1:01:04Oh, my goodness!
1:01:23 > 1:01:26When I was at school, I was quite good at science
1:01:26 > 1:01:29but I didn't really understand how it related to me.
1:01:29 > 1:01:32I couldn't see myself working as a scientist, so I dropped it.
1:01:32 > 1:01:35But now I've started to realise I was being a little naive.
1:01:35 > 1:01:37Science relates to everything.
1:01:37 > 1:01:41It's about life, how we look at things, make things, think about things.
1:01:41 > 1:01:44And it's also got enormous career potential.
1:01:44 > 1:01:48Learning science is not just for people who want to wear a lab coat to work,
1:01:48 > 1:01:51so I'm excited to be meeting a bunch of brilliant people with
1:01:51 > 1:01:55a whole range of fascinating careers to see where science plays a part in their job.
1:02:02 > 1:02:04You'd be forgiven for thinking
1:02:04 > 1:02:09that this is a catwalk show at London's Fashion Week. But it's not.
1:02:09 > 1:02:11It's far more revolutionary.
1:02:13 > 1:02:16The fashion on display is showcasing a trend
1:02:16 > 1:02:21that could be about to change the way we manufacture for ever.
1:02:21 > 1:02:25This is the London 3D Print Show and most of the designs have been
1:02:25 > 1:02:29made using just a computer and printer.
1:02:29 > 1:02:31It's called 3D printing.
1:02:33 > 1:02:36One of the collections on that catwalk was
1:02:36 > 1:02:40the work of international shoe designer Bryan Oknyansky,
1:02:40 > 1:02:43an architect who makes shoes from his bedroom.
1:02:46 > 1:02:48Instead of printing with ink,
1:02:48 > 1:02:503D printers print with a solid material.
1:02:50 > 1:02:55And for his shoes, Bryan uses metals and high-grade plastics.
1:02:55 > 1:03:00It looks great, but Bryan, as a woman, can I walk in it?
1:03:00 > 1:03:02- Absolutely.- Really?
1:03:02 > 1:03:06It might be shocking that the shoes look different in the way that they're structured,
1:03:06 > 1:03:10but actually, they follow the same principles as traditional shoes,
1:03:10 > 1:03:12only I'm taking a lot more risks with the aesthetics
1:03:12 > 1:03:15because of the opportunities that 3D printing allows me.
1:03:15 > 1:03:17Are they comfortable, though?
1:03:17 > 1:03:19All the models tell me they're comfortable
1:03:19 > 1:03:23- and I don't even have to ask. - Really?- Yeah.- They are brilliant.
1:03:23 > 1:03:26It's a bit mind-blowing to think they actually come out of a printer,
1:03:26 > 1:03:27hint-hint, hint-hint.
1:03:27 > 1:03:31- How would you like me to make you a pair of heels?- Let's do it!
1:03:33 > 1:03:36- So this is it then, Bryan. - This is the 3D printer.
1:03:36 > 1:03:40- So, you are going to make me a shoe. - It's going to be the coolest shoe.
1:03:40 > 1:03:43- You can take it everywhere with you. - How do you go about doing this?
1:03:43 > 1:03:45How do you go about getting sizes for somebody
1:03:45 > 1:03:47when you're making the perfect shoe?
1:03:47 > 1:03:50What I prefer to do is really take a 3D scan of your foot
1:03:50 > 1:03:52and then there's no guesswork
1:03:52 > 1:03:57because I'm designing purely for the geometry of your specific foot.
1:03:57 > 1:04:00- So it would be a perfect fit for me. - Just for you.
1:04:00 > 1:04:04It would be what I call a fingerprint shoe, just for you.
1:04:05 > 1:04:07'Bryan's shoes are first fashioned'
1:04:07 > 1:04:09in a computer-aided design package.
1:04:09 > 1:04:11It's here he creates the look
1:04:11 > 1:04:14and calculates the position and strength of the heel.
1:04:14 > 1:04:18'Understanding structures is something Bryan brings to
1:04:18 > 1:04:21'shoe design from his training as an architect.'
1:04:21 > 1:04:25Looks nice. I could see myself wearing that shoe.
1:04:25 > 1:04:26I can see you wearing it as well.
1:04:26 > 1:04:30'But sadly, there's no chance I'm going to be able to wear it.'
1:04:30 > 1:04:31And now we're ready to print.
1:04:31 > 1:04:34'We don't have time to print a full size one, so this is just
1:04:34 > 1:04:38'going to be a teeny-tiny scale model of one of his designs.'
1:04:38 > 1:04:40Now how is this going to make the shoe?
1:04:40 > 1:04:44These reels of plastic filament get fed through a feed tube,
1:04:44 > 1:04:49all the way up to its respective extractor.
1:04:49 > 1:04:52There are loads of different 3D printer machines
1:04:52 > 1:04:54already on the market and essentially,
1:04:54 > 1:04:58they all work by heating the desired material to melting point,
1:04:58 > 1:05:00then depositing molten material
1:05:00 > 1:05:03exactly where the computer design tells it to.
1:05:03 > 1:05:06The material cools or is hardened by chemical reaction
1:05:06 > 1:05:08and another is placed on top of it.
1:05:08 > 1:05:10Through this continuous layering,
1:05:10 > 1:05:13the final object is built from its bottom up.
1:05:13 > 1:05:163D printing allows complicated structures to now be
1:05:16 > 1:05:20built as easily and cheaply as simple ones.
1:05:20 > 1:05:22Every print can be 100% identical
1:05:22 > 1:05:26and manufacturing can take place practically anywhere,
1:05:26 > 1:05:30which for Bryan means he can make his range of shoes from home
1:05:30 > 1:05:34and this is only the beginning of what 3D printing will be able to do.
1:05:34 > 1:05:38Will there be a possibility that there won't just be three reels of plastic at the bottom?
1:05:38 > 1:05:43There could be maybe fabric, rubber, breathable materials,
1:05:43 > 1:05:47- so we could print off kind of a pair of trainers?- Absolutely.
1:05:47 > 1:05:49Not only the printing of multiple materials,
1:05:49 > 1:05:50but multiple material strengths.
1:05:50 > 1:05:53So your story is you started as an architect,
1:05:53 > 1:05:58- so why did you get into shoes?- Shoe design has been a big interest to me.
1:05:58 > 1:06:00I am still making a building.
1:06:00 > 1:06:02It's a building for you, it's a building to hold you up.
1:06:02 > 1:06:06All those maths and physics apply to the making of the shoes as well.
1:06:06 > 1:06:09Being a shoe designer, it gets kind of glamorous, then?
1:06:09 > 1:06:13It's great to be included in the fashion shows and everything.
1:06:13 > 1:06:19Of course, the aim in my career is to create things that will be used by other people.
1:06:19 > 1:06:22But you do like the glamorous side now, though, don't you?
1:06:22 > 1:06:24Is that what you're trying to tell me?
1:06:24 > 1:06:26That's exactly what I'm trying to say.
1:06:28 > 1:06:32- So is that ready? Is that my shoe? - That's your shoe.- Is it hot?
1:06:32 > 1:06:35It's not too hot to the touch.
1:06:35 > 1:06:36CRACKS
1:06:36 > 1:06:41- Ooh, listen to that! Is that a proper shoe?- Absolutely.
1:06:41 > 1:06:45The way that this shoe is designed, if you scale it up,
1:06:45 > 1:06:48- it will actually work. - It's really lovely.
1:06:48 > 1:06:50And so then on top of this, you would add the straps
1:06:50 > 1:06:53- and whatever fabric? - Absolutely, yeah.
1:06:53 > 1:06:58- That is a very beautiful shoe, I have to say.- I think it's your size.
1:07:03 > 1:07:06The day when 3D printers are as common in the home as a TV
1:07:06 > 1:07:09or computer may not be that far away.
1:07:09 > 1:07:12To me, that sounds like a whole load of career opportunities
1:07:12 > 1:07:16just opening up at this new interface of design and technology.
1:07:19 > 1:07:22Scientists get everywhere and are involved in so much that
1:07:22 > 1:07:25I bet right now, you're wearing something that they've made.
1:07:25 > 1:07:29Deodorant, hair product, make-up... These are competitive industries,
1:07:29 > 1:07:31all wanting you to buy their products.
1:07:31 > 1:07:34So beavering away around the UK, there are hundreds of scientists,
1:07:34 > 1:07:38vying to find the next breakthrough in beautifying Britain.
1:07:38 > 1:07:41And I'm lucky enough to be meeting one of them.
1:07:44 > 1:07:48Born out of an interest in chemistry at school, Pauline Ayres has worked
1:07:48 > 1:07:51at some of the top laboratories influencing the colours,
1:07:51 > 1:07:55effects and illusions in the make-up that we wear.
1:07:55 > 1:07:59And she's not alone, so I guess I'm getting a treat.
1:08:01 > 1:08:04- Hi, ladies. Tell me, am I getting a makeover?- You are.
1:08:04 > 1:08:07This is great news! Is there a science to make-up?
1:08:07 > 1:08:10Oh, yes. There's definitely a science to make-up.
1:08:10 > 1:08:13I've worked in the cosmetics industry for a number of years
1:08:13 > 1:08:16and I've worked with lots of brands to make the products,
1:08:16 > 1:08:18but Amy's going to do the real work
1:08:18 > 1:08:20because she's going to be the one who gives you the makeover.
1:08:20 > 1:08:22It will be hard work!
1:08:22 > 1:08:25So first of all, I'm going to start with the skin,
1:08:25 > 1:08:27make sure you're all prepped and you look nice and flawless.
1:08:27 > 1:08:30And then we're going to move on to the eyes.
1:08:30 > 1:08:32OK, perfect. I like all that.
1:08:32 > 1:08:34# Your beautiful daughter
1:08:34 > 1:08:37# She may be the cure but for now she's the torture... #
1:08:37 > 1:08:40I've got to admit, even though I use make-up,
1:08:40 > 1:08:43I've never really thought about how you make make-up.
1:08:43 > 1:08:47There's a lot of science about the ingredients that go into all types of make-up.
1:08:47 > 1:08:51And you use that science when you're making the products to blend
1:08:51 > 1:08:54the ingredients together to give the effects the customers want.
1:08:54 > 1:08:57You have to understand how the skin works,
1:08:57 > 1:09:02so you need to know about biology and skin biology and cell biology.
1:09:02 > 1:09:05And you have to also understand about how light works.
1:09:05 > 1:09:08- So that's physics as well. - So how does that work?
1:09:08 > 1:09:12It's all to do with reflection of light, how much it's reflected and how much it's absorbed.
1:09:12 > 1:09:15Like this orange, I've been using it all over your face,
1:09:15 > 1:09:17especially under the eyes, where it gets a bit darker,
1:09:17 > 1:09:19and it doesn't look orange, as you can see.
1:09:19 > 1:09:21Can I see the orange in the tub?
1:09:21 > 1:09:24- This one.- That's the orange you put on my face and that's super bright
1:09:24 > 1:09:27and yet I don't look like a clown.
1:09:27 > 1:09:30- Not yet, anyway!- It's clever, isn't it?- It is clever!
1:09:30 > 1:09:34- So that's all about reflecting the light or absorbing the light?- Both.
1:09:34 > 1:09:38Some wavelengths will be reflected, some wavelengths will be absorbed.
1:09:38 > 1:09:43I had no idea that something as simple as make-up could involve so many of the sciences.
1:09:43 > 1:09:48But I guess when you deal in illusions, you need a lot of tricks up your sleeve.
1:09:48 > 1:09:52So what I've done so far is just apply the eye-shadows
1:09:52 > 1:09:55and now I'm going to go in with a shimmer.
1:09:55 > 1:09:59Cos we're doing quite a sort of peacock inspired look,
1:09:59 > 1:10:02we're now going in with a sort of turquoise eye-shadow,
1:10:02 > 1:10:04so that's going to give a really glittery shimmery effect.
1:10:04 > 1:10:07Would you say, then, make-up's inspired by nature?
1:10:07 > 1:10:12- Oh, quite a lot, yes.- One thing I'm very good at doing is panda eyes!
1:10:12 > 1:10:14That's how I normally end up looking!
1:10:14 > 1:10:17It's getting the effects
1:10:17 > 1:10:21and looking at the effects that are in nature, like a kingfisher or
1:10:21 > 1:10:24a peacock, and how you can change the ingredients
1:10:24 > 1:10:28to give you those effects actually on the skin.
1:10:28 > 1:10:31We use an ingredient called mica, which is a mineral,
1:10:31 > 1:10:35and you can use that to give a nice shimmer,
1:10:35 > 1:10:38so if you look at that, it's just some little clear, colourless flakes.
1:10:38 > 1:10:42So you can grind this to lots of different sizes.
1:10:42 > 1:10:45If you coat that mica with a white colour,
1:10:45 > 1:10:48you end up with real sparkly eye-shadow.
1:10:48 > 1:10:51- So this one's super sparkly. - That one's super sparkly
1:10:51 > 1:10:54because the particles of the mica are really large
1:10:54 > 1:10:57and if you have very small particle size,
1:10:57 > 1:11:00you'll get more of a shine, a bit like mother of pearl.
1:11:00 > 1:11:05- That's something I'm more used to seeing, something that looks quite shimmery.- A shimmer, a sheen.
1:11:05 > 1:11:08The clever chemistry is to coat the mica particles
1:11:08 > 1:11:10with different colours.
1:11:10 > 1:11:14Because of the way the light first bounces off the surface
1:11:14 > 1:11:18and sunlight travels through to the next layer and bounces
1:11:18 > 1:11:23off the mica, the light itself is out of phase when it reaches the eye.
1:11:23 > 1:11:25So it's all tricking the eye
1:11:25 > 1:11:30into believing you're seeing one colour instead of another.
1:11:30 > 1:11:33The colour we're seeing from different angles is different
1:11:33 > 1:11:36- than the colour you're mixing to the mica.- Yes. Absolutely.
1:11:36 > 1:11:39- Is this all physics, then? - Oh, yeah, this is physics.
1:11:39 > 1:11:42Very much physics. But you use it with chemistry.
1:11:42 > 1:11:46Pauline, for you, is it a love of science or was it a love of make-up
1:11:46 > 1:11:49- that's got you doing the job you're doing now?- It was a love of science.
1:11:49 > 1:11:53I did science at school and then I went on to do a degree in chemistry.
1:11:53 > 1:11:57- Did you ever foresee that you'd have a career in make-up?- No, I didn't.
1:11:57 > 1:12:00But I loved it as soon as I started working in it.
1:12:00 > 1:12:03It's a very friendly industry, it's very interesting.
1:12:03 > 1:12:07It's something that you can relate to because it's products you use all the time.
1:12:07 > 1:12:09When we get a new ingredient,
1:12:09 > 1:12:12we will go and play with it in the laboratory
1:12:12 > 1:12:15and we will see what effects that we can make by using it.
1:12:15 > 1:12:19So Amy, you've been set a challenge of doing my make-up today!
1:12:19 > 1:12:23- Am I done?- You are. You're pretty much done.
1:12:23 > 1:12:26I like it. It's kind of... If I do this... oh!
1:12:26 > 1:12:28You could hang me on a Christmas tree!
1:12:28 > 1:12:31Can you see that?
1:12:31 > 1:12:34You put on, you developed it. I like it.
1:12:34 > 1:12:39Next time I'm at the make-up counter, I'm going to be thinking again about the science of sparkles
1:12:39 > 1:12:42and serious thought that goes into every eye-shadow and lippy
1:12:42 > 1:12:44because as I've discovered,
1:12:44 > 1:12:47there's so much more to it than meets the eye.
1:12:51 > 1:12:53Now, few of us have the physique
1:12:53 > 1:12:55to become the next Jessica Ennis or Mo Farah,
1:12:55 > 1:13:01myself included, but that doesn't mean a career at the highest level of sport is beyond any of us.
1:13:02 > 1:13:07The success of British athletes at London 2012 was recognised as
1:13:07 > 1:13:12being a team effort, and scientists, they were definitely part of it.
1:13:12 > 1:13:15I've come to Southampton University Swimming Pool to see how varied
1:13:15 > 1:13:17jobs in sports science can be
1:13:17 > 1:13:20and the first person I'm meeting is senior lecturer
1:13:20 > 1:13:23and aerospace engineer Alex Forrester.
1:13:26 > 1:13:30Alex has a PhD in computational engineering and today, he's helping
1:13:30 > 1:13:34a team of PhD student engineers on a sports science project.
1:13:34 > 1:13:37- So, Alex, what's going on here? - We're researching swimming.
1:13:37 > 1:13:42We're looking into how we can analyse what's happening when people are swimming
1:13:42 > 1:13:46and finally, how we can hopefully make people swim faster.
1:13:46 > 1:13:49We're looking at what's going on between the traction
1:13:49 > 1:13:51between the water and the athlete.
1:13:51 > 1:13:53As engineers, Alex and his PhD students
1:13:53 > 1:13:56were able to help the British Olympic swimming team
1:13:56 > 1:14:00by building a series of bespoke machines and computer systems.
1:14:00 > 1:14:03This particular one measures a swimmer's drag through the water
1:14:03 > 1:14:05to help perfect their efficiency.
1:14:05 > 1:14:07This is essentially a winch
1:14:07 > 1:14:10and we attach the other end of that line to the athlete.
1:14:10 > 1:14:14We pull them through the water and then we measure the force
1:14:14 > 1:14:18that's trying to pull this bit of kit back into the pool.
1:14:18 > 1:14:21To put it in its simplest form, we pull somebody through the water
1:14:21 > 1:14:24and measure how hard we have to pull them.
1:14:24 > 1:14:27Three, two, one...go.
1:14:27 > 1:14:30The machine measures hydrodynamic drag,
1:14:30 > 1:14:32water's equivalent of aerodynamics,
1:14:32 > 1:14:36and it's the amount an object is affected by water resistance.
1:14:36 > 1:14:38The better an object's hydrodynamics,
1:14:38 > 1:14:42the faster it can travel in water using the same amount of energy.
1:14:44 > 1:14:47It's really the shape of the swimmer as they go through the water.
1:14:47 > 1:14:50As the swimmers get better and better,
1:14:50 > 1:14:53there's bits of fine-tuning that are needed to improve their shape.
1:14:53 > 1:14:57Engineers have been working on making ships go through the water better for a very long time.
1:14:57 > 1:15:01It's the same kind of thing, you've got the force needed to push a ship through the water,
1:15:01 > 1:15:04which is similar to the force needed to pull a swimmer through
1:15:04 > 1:15:07the water, and then the propulsion from the propeller,
1:15:07 > 1:15:11which is similar to the propulsion from the arms and the legs.
1:15:11 > 1:15:16Now, what's the difference between using something like this and just videoing a swimmer?
1:15:16 > 1:15:19If we video the swimmer, a coach could look at their stroke
1:15:19 > 1:15:22and based on the coach's experience, they could say,
1:15:22 > 1:15:23"Oh, I think you need to do this,"
1:15:23 > 1:15:26and they can vary it until the coach is happy, but using this
1:15:26 > 1:15:29bit of equipment, we know when they've made an improvement.
1:15:29 > 1:15:32We're actually measuring how good they are.
1:15:32 > 1:15:35It doesn't look like the most hi-tech machine.
1:15:35 > 1:15:38I can see what you mean by that but if the top athletes come to us
1:15:38 > 1:15:42and say, "We need a bit of kit," we've got a very short timescale
1:15:42 > 1:15:45with which to get performance gains for the Olympics.
1:15:45 > 1:15:48We didn't worry about making it look pretty. This is it.
1:15:48 > 1:15:50This is what we need to do the job.
1:15:50 > 1:15:52That's what engineering's really all about.
1:15:52 > 1:15:56You have a requirement and then you make something to fulfil that need
1:15:56 > 1:15:59and we've had great success with this bit of kit.
1:16:03 > 1:16:06So when you started out as an engineer,
1:16:06 > 1:16:09where were you thinking that you wanted to work?
1:16:09 > 1:16:13I'm really interested in the process of engineering,
1:16:13 > 1:16:16so whether it's making an aircraft lighter or a swimmer go faster,
1:16:16 > 1:16:18they're the same kinds of process.
1:16:18 > 1:16:21You've got a way of testing them, a way of analysing them
1:16:21 > 1:16:25and you use that information to get to the best possible solution.
1:16:25 > 1:16:29The field of sports science is in its infancy in the UK,
1:16:29 > 1:16:33but after heavy investment in the 2012 Olympic team, it's been growing
1:16:33 > 1:16:37fast and could be a fascinating career to be involved in.
1:16:37 > 1:16:42So for somebody who wants to be involved in this field, what should they be studying in school?
1:16:42 > 1:16:46For what we're doing, certainly maths and physics are a very important part.
1:16:46 > 1:16:49It's good to have a feeling about engineering
1:16:49 > 1:16:50or being great with computers.
1:16:50 > 1:16:56These are all things that you can get into at an early stage and are great things to do.
1:16:56 > 1:17:00The role of the engineer is just one cog in the larger sports science team.
1:17:00 > 1:17:04Once they've made the technology that creates the data,
1:17:04 > 1:17:07it needs to be translated into results.
1:17:07 > 1:17:11And that is the highly scientific job of the biomechanist.
1:17:11 > 1:17:15Australian Jodi Cossor has been helping British swimmers
1:17:15 > 1:17:18improve for ten years.
1:17:18 > 1:17:22She has a Science Masters degree in swimming biomechanism.
1:17:22 > 1:17:25Jodi combines her knowledge of how the body works with
1:17:25 > 1:17:29an understanding of engineering and the physics of movement when applied to swimming.
1:17:29 > 1:17:34- So, Jodi, is your job to make people go faster?- That's the idea of it.
1:17:34 > 1:17:37My specific area is biomechanics, so I look at the skills,
1:17:37 > 1:17:41particularly starts and turns, and how can improve those,
1:17:41 > 1:17:43but we also look at how they move through the water.
1:17:43 > 1:17:45So, are they pulling too wide,
1:17:45 > 1:17:48are they taking too long to breathe to one side,
1:17:48 > 1:17:53what are the small differences that we can make to their technique to get them going faster?
1:17:53 > 1:17:57Here, they're going on the pulley and they're being pulled along.
1:17:57 > 1:18:00Is this any use to you to help people improve their stroke?
1:18:00 > 1:18:03It's really good because it gives me numbers to work with.
1:18:03 > 1:18:07We use the research that they're doing and apply it to the swimmers.
1:18:07 > 1:18:09The coaches don't need to spend as much time having a look
1:18:09 > 1:18:12at the video and the numbers, we can explain it to them more quickly.
1:18:12 > 1:18:16When I was speaking to Alex, he kept talking about swimmers being like ships.
1:18:16 > 1:18:20When you see a swimmer, how do you visualise them?
1:18:20 > 1:18:24I do see them as a shape, but I'm more interested in how the body moves through the water,
1:18:24 > 1:18:28trying to balance out everything, from your arms to your breathing,
1:18:28 > 1:18:31the left-right coordination as you're going through,
1:18:31 > 1:18:33there's a lot of things involved
1:18:33 > 1:18:37that make swimmers unique to be able to propel themselves efficiently.
1:18:37 > 1:18:38So you, as a biomechanist,
1:18:38 > 1:18:42you're working alongside different members of the team?
1:18:42 > 1:18:45Everyone comes from a science background, but we're all
1:18:45 > 1:18:48looking at it from something that particularly interests us.
1:18:48 > 1:18:52I love the body and how it moves, so the biology was the science I really enjoyed at school
1:18:52 > 1:18:56and university, so I've developed as I've gone through
1:18:56 > 1:18:58and I just love what I do.
1:18:58 > 1:19:01So looking at him, Jodi, how do you think he's doing?
1:19:01 > 1:19:04He's OK, but you can tell that he's not going to make it right to
1:19:04 > 1:19:06the top. He's going more for power rather than technique
1:19:06 > 1:19:10- and that's more of a male thing to do.- Oh-ho!- I know.
1:19:10 > 1:19:14So if he just slightly changed his technique, he will go faster?
1:19:14 > 1:19:16- That's what he wants to do.- Yes.
1:19:16 > 1:19:19- You're quite harsh. - I know. I'm terrible.
1:19:19 > 1:19:23Jodi, it's been an absolute pleasure talking to you and listening
1:19:23 > 1:19:26to you and I feel I've learned something about improving my stroke.
1:19:26 > 1:19:30- I'm just going to put my swimming hat on now!- See how you go.
1:19:30 > 1:19:31Cheeky!
1:19:33 > 1:19:35The more that athletes
1:19:35 > 1:19:38and sports people use science to get faster, stronger
1:19:38 > 1:19:42and more skilful, the more that science itself needs to improve.
1:19:42 > 1:19:44In this race for physical perfection,
1:19:44 > 1:19:48it's the scientists and engineers that are sure to be the winners.
1:19:51 > 1:19:55Subtitles by Red Bee Media Ltd