0:00:02 > 0:00:06Did you know that maths can help us protect our planet?
0:00:06 > 0:00:09Maths can help us recycle old rubbish to make new things.
0:00:09 > 0:00:14Maths can help us save energy in our homes and schools.
0:00:14 > 0:00:19Maths can even help us grow our own food and much, much more.
0:00:27 > 0:00:29Hiya, I'm Stef
0:00:29 > 0:00:32and I'm going to show you how to get beautiful food like this
0:00:32 > 0:00:37all the way from these fields onto your plate, using maths.
0:00:37 > 0:00:38But this isn't any old maths,
0:00:38 > 0:00:42this is the kind of maths that helps us to look to after the environment.
0:00:42 > 0:00:44And I call it Ecomaths.
0:00:44 > 0:00:47These fields belong to Wash Farm in Devon,
0:00:47 > 0:00:50where they use maths to work out the most environmentally friendly way
0:00:50 > 0:00:52to get food to our plates.
0:00:52 > 0:00:55This is Ed and I want to find out what he's picking.
0:00:55 > 0:00:57Hi, there, Ed, what are you up to?
0:00:57 > 0:00:59Hi, there, Stef. I'm picking spring greens.
0:00:59 > 0:01:02Look at that. That's absolutely beautiful.
0:01:02 > 0:01:05What journey is this handful of greens going to make
0:01:05 > 0:01:08from here until it gets onto my plate?
0:01:08 > 0:01:10Well, once we've picked it in the field,
0:01:10 > 0:01:12we'll take it back to the farm where it'll get stored,
0:01:12 > 0:01:14probably, just over night.
0:01:14 > 0:01:18After that, it'll get packed into a bag and into a box
0:01:18 > 0:01:20and then, it gets delivered locally to our customers.
0:01:20 > 0:01:23Can you take me to where this goes next? Yeah, certainly.
0:01:23 > 0:01:26So, our food journey starts in the field.
0:01:26 > 0:01:30The next stop is just a few minutes tractor ride to the farm itself,
0:01:30 > 0:01:32where I meet James.
0:01:32 > 0:01:35So, I've just come back from your fields.
0:01:35 > 0:01:36What happens in here?
0:01:36 > 0:01:39This is where we will weigh the product
0:01:39 > 0:01:41when it arrives into our packhouse, then put it into a fridge
0:01:41 > 0:01:44to store it, we then move it to our packing lines,
0:01:44 > 0:01:47so we're putting it into bags or into a box,
0:01:47 > 0:01:48before going onto our lorries.
0:01:48 > 0:01:52Every stage in the journey uses energy.
0:01:52 > 0:01:57This store is like a giant fridge that uses electricity.
0:01:57 > 0:02:01Here is the packing line for the spring greens.
0:02:01 > 0:02:03The spring greens are being put into bags,
0:02:03 > 0:02:07each one weighs about 400g.
0:02:14 > 0:02:17What else comes from the local fields?
0:02:17 > 0:02:20Well, believe it or not, even in the middle of winter,
0:02:20 > 0:02:22the farm grows salad leaves.
0:02:22 > 0:02:24This polytunnel is like a massive tent
0:02:24 > 0:02:28to protect the plants from the harsh winter weather.
0:02:28 > 0:02:29This is called Claytonia.
0:02:29 > 0:02:32It's really succulent. Mmm. And why'd do use this one?
0:02:32 > 0:02:36We use this one because it counterbalances
0:02:36 > 0:02:38some of the other more strong flavours.
0:02:38 > 0:02:45So, a very mild flavour, isn't it?
0:02:45 > 0:02:47so it can grow more leaves again.
0:02:51 > 0:02:55There's maths everywhere you look.
0:02:55 > 0:02:57This is Golden Mustard.
0:02:57 > 0:03:01These are all planted by hand and they're planted 15cm apart.
0:03:01 > 0:03:04And why does it need to be 15cm?
0:03:04 > 0:03:06Why can't you just pack loads of them in?
0:03:06 > 0:03:10It needs a certain amount of air and ventilation to help it grow well.
0:03:10 > 0:03:13If you planted them much closer together,
0:03:13 > 0:03:15you'd probably only get the same amount growing.
0:03:15 > 0:03:18It's just, instead of having three large ones like we have here,
0:03:18 > 0:03:21we'd have six very small ones. What else goes into the salad?
0:03:21 > 0:03:23This is Rainbow Chard.
0:03:23 > 0:03:26And this is dandelion.
0:03:26 > 0:03:29Golden Streak Mustard.
0:03:29 > 0:03:31And just break it all up.
0:03:31 > 0:03:35These crates of salad leaves have just arrived at Wash Farm
0:03:35 > 0:03:36to be mixed.
0:03:36 > 0:03:38Rainbow Chard.
0:03:38 > 0:03:42And then, Dan, if you want to grab the dandelion leaves.
0:03:42 > 0:03:45To make the salad, they mix two crates of dandelion,
0:03:45 > 0:03:50two crates of Mustard, four crates of Claytonia
0:03:50 > 0:03:53and one of Rainbow Chard.
0:03:53 > 0:03:55Can you tell the difference by looking at them?
0:03:55 > 0:03:58You would if you tasted them. Delicious!
0:04:00 > 0:04:04After mixing the salad, they weigh out the mixture
0:04:04 > 0:04:08and pack it into bags, using this machine.
0:04:10 > 0:04:14At this time of year, Wash Farm can't grow everything
0:04:14 > 0:04:15that its customers want.
0:04:15 > 0:04:20So, some things come from far away, like these lemons.
0:04:24 > 0:04:29The next stage is to make up a big fruit and veg box.
0:04:29 > 0:04:33Hi, Lena, can I give you a hand? Hello. Yeah, you can.
0:04:33 > 0:04:37How do I do it? First thing, gloves. Ooh, attractive(!) Yeah.
0:04:37 > 0:04:40And I will give you a job to do spring greens. OK.
0:04:40 > 0:04:42Bag, you just, when you take, fold
0:04:42 > 0:04:46and squeeze on this box which is very full this week.
0:04:46 > 0:04:49So, it's 400 grams of spring greens? Spring greens, yes.
0:04:49 > 0:04:54There are ten items in the box, most are local fruit and veg,
0:04:54 > 0:05:01but some have come from far away. Can you guess which is which?
0:05:01 > 0:05:08cos if one person goes a bit slowly, everyone else has to stop.
0:05:08 > 0:05:12Some of the boxes get sent to other parts of the country on big trucks.
0:05:12 > 0:05:15It's a bit of the journey that uses fuel,
0:05:15 > 0:05:19so they try to make sure the trucks are packed as full as possible.
0:05:25 > 0:05:28Next morning, the local delivery vans arrive
0:05:28 > 0:05:31and the final stage of the journey begins.
0:05:31 > 0:05:32First, each order's checked,
0:05:32 > 0:05:36then the boxes are packed tightly into the van.
0:05:40 > 0:05:42The vans go from home to home,
0:05:42 > 0:05:45using the shortest possible route to save fuel.
0:05:45 > 0:05:47It's taken just two days
0:05:47 > 0:05:50from the time that David placed the order online
0:05:50 > 0:05:52to the delivery on his doorstep.
0:05:52 > 0:05:55All right. See you next week, thanks very much, bye. Bye.
0:05:55 > 0:05:58I know somewhere where this challenge
0:05:58 > 0:06:01of growing food as close as possible to where it's eaten
0:06:01 > 0:06:03is taken even further.
0:06:03 > 0:06:06Put both feet on it.
0:06:06 > 0:06:09Arrrgh. Argh.
0:06:09 > 0:06:10That's it. Right, OK.
0:06:10 > 0:06:14At Ashley Primary School in Surrey, these children grow their own veg
0:06:14 > 0:06:18in the school vegetable garden. And now, they're digging them up.
0:06:21 > 0:06:24It's just a short walk from the garden to the kitchen.
0:06:24 > 0:06:26We brought some leeks from the garden.
0:06:26 > 0:06:30Lovely, thank you very much. I'll get those washed.
0:06:34 > 0:06:38I want to find out about this brilliant school and its garden.
0:06:38 > 0:06:41And what better place to start than the dining hall.
0:06:41 > 0:06:44Max, where are the leeks that you picked from the garden?
0:06:44 > 0:06:49In the curry, cos we grow loads of our own vegetables.
0:06:49 > 0:06:52Do you grow a lot of the vegetables that you end up eating?
0:06:52 > 0:06:55We grow quite a lot of the food we eat.
0:06:55 > 0:06:57This tastes fantastic.
0:06:57 > 0:07:00I think it tastes even better knowing that the vegetables
0:07:00 > 0:07:04have just walked over the garden, over the football pitch, to here.
0:07:04 > 0:07:07Those leeks taste so nice in the curry. Cool, isn't it?
0:07:10 > 0:07:11Nothing is wasted.
0:07:11 > 0:07:16The leftovers and waste from the kitchen feeds the chickens
0:07:16 > 0:07:21and goes into the compost to feed the next crop of vegetables.
0:07:21 > 0:07:24The children are measuring out the ground
0:07:24 > 0:07:27and planting onions 20cm apart.
0:07:28 > 0:07:30180.
0:07:31 > 0:07:35Yes, I got the last one! 200. 200!
0:07:35 > 0:07:38Why is it so important to space them perfectly, like this?
0:07:38 > 0:07:43To obtain the maximum yield from the area that you're planting in
0:07:43 > 0:07:46and also, just to make it easier to weed, basically.
0:07:46 > 0:07:50So, how much do they save by using their own, very local food?
0:07:50 > 0:07:52How much fruit and veg do you use each week?
0:07:52 > 0:07:56We get through an average of four crates of fruit and veg a week.
0:07:56 > 0:07:58How much do you think you'd save?
0:07:58 > 0:08:03We could save at least two crates from the garden each week, I think.
0:08:03 > 0:08:07How much energy are we saving, now we're getting it from the garden?
0:08:07 > 0:08:10I'm not sure on how much energy,
0:08:10 > 0:08:13but if we're going from four crates being transported in,
0:08:13 > 0:08:16to two crates from our garden,
0:08:16 > 0:08:18how much do you think that would be?
0:08:18 > 0:08:21That would be about half. That's right
0:08:21 > 0:08:25Good, that would be good. Yeah, that'd be very good. Very good.
0:08:30 > 0:08:33They've just planted an orchard of apple trees.
0:08:33 > 0:08:38It's a perfect rectangle, four-trees wide and six-trees long.
0:08:38 > 0:08:40Can you count them for me?
0:08:40 > 0:08:41ALL: 4!
0:08:41 > 0:08:43Aaaand...
0:08:43 > 0:08:458!
0:08:45 > 0:08:46And...
0:08:46 > 0:08:4812!
0:08:48 > 0:08:49And...
0:08:49 > 0:08:5116!
0:08:51 > 0:08:52And...
0:08:52 > 0:08:5420!
0:08:54 > 0:08:55And...
0:08:55 > 0:08:5724!
0:08:57 > 0:08:58Yeah!
0:08:58 > 0:09:01Well, I've had a brilliant time here, learning all about growing
0:09:01 > 0:09:04and planting your own, local varieties of fruit and veg
0:09:04 > 0:09:06and using Ecomaths to help.
0:09:06 > 0:09:09But, don't worry if you don't have a massive area like this,
0:09:09 > 0:09:12you can still grow lots and lots of veg in a small tub
0:09:12 > 0:09:15in your garden and you'll have delicious, local food
0:09:15 > 0:09:20that won't cost the Earth and tastes absolutely fantastic.
0:09:24 > 0:09:29Did you know that maths can help us protect our planet?
0:09:29 > 0:09:34Maths can help us recycle old rubbish to make new things.
0:09:34 > 0:09:38Maths can help us save energy in our homes and schools.
0:09:38 > 0:09:42Maths can even help us grow our own food and much, much more.
0:09:48 > 0:09:52Hiya, I'm Stefan, and I'm going to show you how to turn this...
0:09:52 > 0:09:54into this.
0:09:54 > 0:09:56Using maths.
0:09:56 > 0:09:58But this isn't any old maths, oh, no,
0:09:58 > 0:10:00this is what I call Ecomaths,
0:10:00 > 0:10:03and it's a brilliant way to understand the world we live in
0:10:03 > 0:10:05and to help make it a better place.
0:10:05 > 0:10:10And the amazing thing about Ecomaths is it's everywhere around us,
0:10:10 > 0:10:13it's even lurking in your rubbish bin.
0:10:26 > 0:10:28How cool is this?
0:10:28 > 0:10:37How many shapes can you see in this enormous mound of rubbish?
0:10:45 > 0:10:50The first thing we need to do is sort this big mess out.
0:10:50 > 0:10:52And that's what this place is for.
0:10:52 > 0:10:54They sort it all into different shapes
0:10:54 > 0:10:57that we find in the world around us.
0:10:58 > 0:11:02So, here I am, actually, sorting some of this rubbish out.
0:11:02 > 0:11:03I've got Richard with me,
0:11:03 > 0:11:06he's going to explain how they use Ecomaths
0:11:06 > 0:11:09to sort all this stuff. Richard, what is this amazing place?
0:11:09 > 0:11:13This is a Materials Recycling Facility, a MRF.
0:11:13 > 0:11:17We call it a Merf. A Merf! I love that. And what does a Merf do?
0:11:17 > 0:11:20We take in all different types of packaging, newspapers, old bottles,
0:11:20 > 0:11:22cans, things people don't want anymore,
0:11:22 > 0:11:24split it all up and then re-use it.
0:11:31 > 0:11:34We use the different machines to separate by the shape
0:11:34 > 0:11:36of the material and the weight of the material.
0:11:36 > 0:11:40So, the first thing that it comes to is a screen with rotating discs,
0:11:40 > 0:11:45which allows paper to go over the top, cos it's thin and light
0:11:45 > 0:11:48and cans and bottles to fall through,
0:11:48 > 0:11:50because they're heavy and round.
0:11:50 > 0:11:53So, here I am, right in the middle of this massive place,
0:11:53 > 0:11:57and I'm going to find out how well it sorts my rubbish.
0:11:58 > 0:12:02We'll start off with my big cylinder, the bottle.
0:12:02 > 0:12:03Let's see how it goes.
0:12:06 > 0:12:08Ah! Straight through!
0:12:08 > 0:12:10Now, for something a bit smaller.
0:12:10 > 0:12:13Another cylinder, my aluminium drinks can.
0:12:13 > 0:12:15Let's see what happens.
0:12:15 > 0:12:17Ha-ha!
0:12:17 > 0:12:20Straight through, it didn't even touch the sides!
0:12:20 > 0:12:23So, now, time for a very different shape, a piece of paper.
0:12:25 > 0:12:27"Don't throw me away."
0:12:27 > 0:12:31But this is very wide, but it's very, very thin.
0:12:31 > 0:12:33Let's see what happens to it.
0:12:35 > 0:12:37Ah!
0:12:37 > 0:12:39I've been recycled!
0:12:39 > 0:12:42Now, time for the big fella, the cardboard box.
0:12:44 > 0:12:47The big cube, let's see where it goes.
0:12:51 > 0:12:53Oooh, it's not sure. Spinning around!
0:12:55 > 0:12:57Right up the top.
0:12:57 > 0:13:01It's sorted all of my recycling perfectly.
0:13:02 > 0:13:06Imagine I am a plastic bottle. I've been chucked in the recycling
0:13:06 > 0:13:09and I'm there with all my mates, all the paper and the rubbish.
0:13:09 > 0:13:10What's my journey?
0:13:10 > 0:13:13First thing that will happen, is you'll go over the screen,
0:13:13 > 0:13:16the sieve, and you'll fall through the holes in the sieve,
0:13:16 > 0:13:17cos you're small and thin.
0:13:17 > 0:13:19And then, you'll go along a conveyor belt,
0:13:19 > 0:13:23where a robot will look at you and see what colour you are.
0:13:23 > 0:13:26Depending what colour you are, it'll push you into a different bin
0:13:26 > 0:13:27with a jet of air.
0:13:27 > 0:13:30Then, you'll come into here and people will check
0:13:30 > 0:13:33there's no paper with you and make sure you go into the plastic bin.
0:13:33 > 0:13:36From there, you go into the giant baler,
0:13:36 > 0:13:38which squeezes all the plastic bottles,
0:13:38 > 0:13:41takes all the air outside, so they become thin
0:13:41 > 0:13:44and then we can put them into a bale, about one metre by one metre,
0:13:44 > 0:13:47and then, they easily fit onto vehicles.
0:13:47 > 0:13:48Woo-hoo!
0:13:48 > 0:13:51And here we are, the Merf has finished its work
0:13:51 > 0:13:54and turned all of that rubbish into these.
0:13:54 > 0:13:56And this is a beautiful bale of plastic.
0:13:56 > 0:14:00It's taken these shapes, these big, wide shapes,
0:14:00 > 0:14:02and squashed them really, really flat.
0:14:02 > 0:14:05And it's made a brand new shape out of it.
0:14:05 > 0:14:09This is a huge cuboid made out of bottles all squished together.
0:14:10 > 0:14:15Over here, is another big bale, completely made of aluminium cans,
0:14:15 > 0:14:16it's beautiful!
0:14:17 > 0:14:21And this one is another bale, all made out of cardboard.
0:14:21 > 0:14:25They're all the same shape and the same size,
0:14:25 > 0:14:28but they're slightly different weights.
0:14:28 > 0:14:31The metal and the plastic are heavier than the cardboard.
0:14:31 > 0:14:36And now, all of this can go off to be made into brand new things.
0:14:36 > 0:14:41So, the cardboard can be used to make brand new cardboard boxes.
0:14:41 > 0:14:45The aluminium cans can go off to make aluminium cans.
0:14:46 > 0:14:49And the plastic, I think, is the coolest one of all.
0:14:49 > 0:14:51The plastic can be taken off to be made
0:14:51 > 0:14:54into brand new plastic bottles,
0:14:54 > 0:14:57but if you're really clever and really cool,
0:14:57 > 0:15:00you can make it into one of these.
0:15:02 > 0:15:05A recycled plastic chair. Look at that!
0:15:06 > 0:15:09What would happen if we didn't recycle this stuff?
0:15:09 > 0:15:10Where would it go?
0:15:10 > 0:15:12This type of material would just go in your normal bin
0:15:12 > 0:15:15with your food and other things and go in a hole in the ground.
0:15:15 > 0:15:19But most types of paper, plastic, metal and glass,
0:15:19 > 0:15:22which is what comes in here, can be recycled pretty well.
0:15:22 > 0:15:25What's the most bizarre thing you've ever had come through here?
0:15:25 > 0:15:29In one of our facilities, we once had a live boa constrictor snake.
0:15:29 > 0:15:32It was this thick. Ha-ha! A live snake!
0:15:32 > 0:15:36You really do need the gloves, then? Yeah, you need the gloves.
0:15:47 > 0:15:51We can all do our own rubbish sorting,
0:15:51 > 0:15:53like at this Eco-School in Peckham.
0:15:53 > 0:15:55Ready, goooo!
0:16:01 > 0:16:03What a mess!
0:16:03 > 0:16:05What sort of bottles are really good to use?
0:16:05 > 0:16:08Two-litre bottles like this. Two-litre bottles.
0:16:08 > 0:16:11They're doing the same job as the machines did
0:16:11 > 0:16:12at the recycling plant.
0:16:12 > 0:16:16Sorting out plastic bottles into different shapes and sizes.
0:16:16 > 0:16:20So, guys, are these ones any good? No. No? Why's that?
0:16:20 > 0:16:22Cos they're too small. Too small, OK.
0:16:25 > 0:16:29OK, that seems pretty good, let's put a few more up here.
0:16:29 > 0:16:31Ooh, look, this is looking brilliant.
0:16:31 > 0:16:32Right here.
0:16:34 > 0:16:36Going that way round.
0:16:36 > 0:16:38Nine.
0:16:40 > 0:16:41Ten.
0:16:41 > 0:16:45So, OK, has everyone got ten in their bag? Yes.
0:16:45 > 0:16:48Exactly ten in their bag? Yeah.
0:16:48 > 0:16:50Guys, are we ready to count? Yeah!
0:16:50 > 0:16:52OK. One, two, three. Go!
0:16:52 > 0:16:53ALL: Ten.
0:16:53 > 0:16:5520.
0:16:55 > 0:16:5630.
0:16:56 > 0:16:5740.
0:16:57 > 0:16:5950. 60.
0:16:59 > 0:17:0070.
0:17:00 > 0:17:0280.
0:17:02 > 0:17:0390.
0:17:03 > 0:17:05Brilliant! Well done, everybody!
0:17:05 > 0:17:08But what are they going to use them for?
0:17:08 > 0:17:09Let's take a look.
0:17:09 > 0:17:12Have you got enough bottles here? Do you want another one?
0:17:12 > 0:17:14There you go, there's one more.
0:17:20 > 0:17:22By using Ecomaths
0:17:22 > 0:17:25to sort out our rubbish into different shapes and sizes,
0:17:25 > 0:17:27we can re-use things like water bottles
0:17:27 > 0:17:30and make loads of useful stuff.
0:17:30 > 0:17:33So, what are you up to here? We're planting sweet peas.
0:17:33 > 0:17:36Oh, brilliant, can you show me how to do it?
0:17:36 > 0:17:40First, you have to get a seed. Yeah.
0:17:40 > 0:17:43And then, you put your finger down. Make a big hole. Yeah.
0:17:43 > 0:17:48And then, you have to measure 15cm long
0:17:48 > 0:17:51and then, you put your seed in and then, you cover it.
0:17:51 > 0:17:55What do we do next? We put a brand new cloche onto it. Uh-huh.
0:17:55 > 0:17:56And what's the cloche made of?
0:17:56 > 0:18:01It's a recycled bottle that we collected and it's round.
0:18:01 > 0:18:02That's fantastic.
0:18:02 > 0:18:05So, you've stuck it over the top and the slugs can't get to it
0:18:05 > 0:18:08and it'll keep the plant nice and cosy. Yeah. Brilliant.
0:18:08 > 0:18:12Is that the coolest thing you can make out of recycling? Noooo!
0:18:14 > 0:18:18So, what are you up to here? Putting bird feeders up.
0:18:18 > 0:18:19And how've you made the bird feeder?
0:18:19 > 0:18:26We cut a shape out of the bottle and then put the bird food in.
0:18:26 > 0:18:30That looks absolutely brilliant. We can use it for different stuff.
0:18:30 > 0:18:34Excellent, well done, I think this looks great.
0:18:34 > 0:18:37Is this the coolest thing you can make out of recycling? Noooo!
0:18:40 > 0:18:43So, what is the coolest thing you can make out of recycled bottles?
0:18:43 > 0:18:46A greenhouse! Yeah!
0:18:51 > 0:18:55A greenhouse made from 1,500 plastic bottles.
0:18:55 > 0:18:57Now, that's brilliant.
0:19:09 > 0:19:14Did you know that maths can help us protect our planet?
0:19:14 > 0:19:17Maths can help us recycle old rubbish to make new things.
0:19:17 > 0:19:22Maths can help us save energy in our homes and schools.
0:19:22 > 0:19:26Maths can even help us grow our own food and much, much more.
0:19:37 > 0:19:39Hiya, I'm Stef, and I'm going to show you
0:19:39 > 0:19:44how you can help save energy and the planet, using maths.
0:19:44 > 0:19:47But this isn't any old maths, this is what I call Ecomaths,
0:19:47 > 0:19:50and it's a brilliant way to understand the world around us
0:19:50 > 0:19:52and to help make it a better place.
0:19:52 > 0:19:56Here at the Royal London Hospital, they look after lots of people
0:19:56 > 0:19:58and help them to get better quickly.
0:19:58 > 0:20:00In a place like this, you can discover lots of maths
0:20:00 > 0:20:03and measurements going on all around you.
0:20:07 > 0:20:09Have you ever had your temperature taken?
0:20:09 > 0:20:12This girl has hers taken four times a day.
0:20:12 > 0:20:14Before I find out about the maths,
0:20:14 > 0:20:17I'm going to read a story to some of the children.
0:20:19 > 0:20:21Once upon a time, there were three bears
0:20:21 > 0:20:23and they lived in a house in the woods.
0:20:23 > 0:20:29In the house, lived Daddy Bear, Mummy Bear and Baby Bear.
0:20:29 > 0:20:32Daddy Bear made porridge, but it was too hot.
0:20:32 > 0:20:35So, Mummy Bear, Daddy Bear and Baby Bear
0:20:35 > 0:20:38went for a walk in the forest to let their porridge cool down,
0:20:38 > 0:20:42when along came a little girl called...
0:20:42 > 0:20:43Goldilocks.
0:20:43 > 0:20:45Goldilocks, exactly.
0:20:45 > 0:20:48Goldilocks went into the bear's house
0:20:48 > 0:20:52and, on the table, were three bowls of...
0:20:52 > 0:20:54Porridge. Porridge, exactly.
0:20:54 > 0:20:57Goldilocks tried the first bowl of porridge,
0:20:57 > 0:21:00but it was too cold. Eurgh!
0:21:00 > 0:21:04So then, Goldilocks tried the second bowl of porridge.
0:21:04 > 0:21:08Ooh! It was too hot!
0:21:08 > 0:21:11Goldilocks tried the third bowl of porridge.
0:21:11 > 0:21:15Oooh-ho-ho! It was just right.
0:21:15 > 0:21:21Not too hot, not too cold, but just right.
0:21:21 > 0:21:26So, Goldilocks gobbled it all up. Yum, yum.
0:21:28 > 0:21:29So, Goldilocks had a problem.
0:21:29 > 0:21:32Three bowls of porridge, but she didn't know which one to eat.
0:21:32 > 0:21:35Which would be too hot? Which would be too cold?
0:21:35 > 0:21:36Which would be just right?
0:21:36 > 0:21:40The thing is, I'm lucky because I've got one of these.
0:21:40 > 0:21:41It's a thermometer
0:21:41 > 0:21:44and the thermometer will tell me the temperature of the porridge.
0:21:44 > 0:21:46I've got one over on Goldilocks.
0:21:46 > 0:21:49So, porridge number one is...
0:21:49 > 0:21:5515 degrees. Eurgh! That's way too cold, it'd be disgusting.
0:21:55 > 0:21:56One in the middle.
0:21:56 > 0:21:59That is... Ah! ..70 degrees.
0:21:59 > 0:22:01That would take your tongue off.
0:22:01 > 0:22:03Way, way too hot.
0:22:04 > 0:22:05Let's try the last one.
0:22:06 > 0:22:08Ah-ha-ha!
0:22:08 > 0:22:11That is 40 degrees,
0:22:11 > 0:22:14exactly how I like it. I'm going to eat it.
0:22:14 > 0:22:18We measure the temperature of porridge to see if it's just right
0:22:18 > 0:22:19and good to eat.
0:22:19 > 0:22:24We measure the temperature of people to check if they're well.
0:22:24 > 0:22:25How about the room?
0:22:25 > 0:22:28Jenny, why is it so important to control the temperature in the ward?
0:22:28 > 0:22:31By keeping the temperature at a normal level,
0:22:31 > 0:22:33it helps the patient to recover quicker.
0:22:33 > 0:22:35The radiators are on a lot of the time
0:22:35 > 0:22:37and there's no way to turn them down.
0:22:37 > 0:22:38The only way to cool the room down
0:22:38 > 0:22:41is to turn the air conditioning on or open the window.
0:22:41 > 0:22:43The heat's on quite high all the time. Yeah.
0:22:43 > 0:22:46And you're opening the window, to let the heat out. Yeah.
0:22:46 > 0:22:48It's quite a strange thing to do, isn't it?
0:22:48 > 0:22:51You're letting the energy nip out the window. Escape, yeah.
0:22:51 > 0:22:54They're building a new hospital next door.
0:22:54 > 0:22:57I wonder how they'll control the temperature.
0:22:57 > 0:22:58This is Fiona.
0:22:58 > 0:23:02Now, it just seems crazy to me that, in order to control the temperature
0:23:02 > 0:23:05in the ward, you have to open the windows.
0:23:05 > 0:23:07Isn't that a waste of energy? Absolutely.
0:23:07 > 0:23:08It's a huge waste of energy.
0:23:08 > 0:23:12And that's one of the reasons why we've built the new hospital,
0:23:12 > 0:23:15because it's far more energy efficient.
0:23:15 > 0:23:20They spend ?5 million on heating this hospital, every year,
0:23:20 > 0:23:23so they need to save energy wherever they can.
0:23:25 > 0:23:29So, how do you heat a building as huge as this hospital?
0:23:29 > 0:23:32So, this is the main boiler house. Wow!
0:23:32 > 0:23:37And we have six big boilers in here. So, they're heating the air
0:23:37 > 0:23:40that's coming in from the outside and putting it into the hospital.
0:23:40 > 0:23:43And then, before we send it out the other side of the building,
0:23:43 > 0:23:47we don't just open the window and let it all go into the atmosphere.
0:23:47 > 0:23:49We take the energy and the heat that we can
0:23:49 > 0:23:52and we send it back through these pipes and back into the system,
0:23:52 > 0:23:56so we don't have to heat it up again, so we don't waste any energy.
0:24:01 > 0:24:04So, this is the control room. Yep.
0:24:04 > 0:24:07Basically, there's a lot of thermometers around
0:24:07 > 0:24:10and every room has a temperature thermometer
0:24:10 > 0:24:13and then we measure it and monitor it here.
0:24:13 > 0:24:16Can you change the temperature from the computer room?
0:24:16 > 0:24:17Yes, you can go into any room
0:24:17 > 0:24:20and you can turn the temperature up or down in any room.
0:24:20 > 0:24:24So, you can control a room right on the other side of the hospital,
0:24:24 > 0:24:26here, in this very room? Right from here.
0:24:26 > 0:24:29So, why is it important that a room is not too hot, not too cold,
0:24:29 > 0:24:32but just right? OK, so, it's really important
0:24:32 > 0:24:34because, obviously, we need to make sure
0:24:34 > 0:24:37that the children aren't too hot or too cold when they're in hospital
0:24:37 > 0:24:40and, also, we need to make sure that we're not wasting any energy.
0:24:40 > 0:24:44And turning down just one degree can make a huge, huge difference.
0:24:44 > 0:24:47So, this is the new hospital.
0:24:47 > 0:24:49This is where all the children will be moving into.
0:24:49 > 0:24:51And you can feel the temperature.
0:24:51 > 0:24:54The temperature in the old hospital... Was really hot.
0:24:54 > 0:24:57..really hot. This is kind of perfect, isn't it? Yeah.
0:24:58 > 0:25:00There's a few things that we've got in here,
0:25:00 > 0:25:02these windows, don't open at all.
0:25:02 > 0:25:05They're completely sealed, so you can't open them. Why's that?
0:25:05 > 0:25:09So no energy can escape, so we can control the temperature really well
0:25:09 > 0:25:10within the building.
0:25:10 > 0:25:13Then, on the outside, here, we've got these solar deflectors.
0:25:13 > 0:25:17They stop the sun coming in, during the summer,
0:25:17 > 0:25:20and heating the building up. So, these deflect the sun.
0:25:20 > 0:25:22Bounces off the building completely.
0:25:22 > 0:25:24So the building stays really nice and cool.
0:25:24 > 0:25:28And if you were a little bit too hot, a little bit too cold,
0:25:28 > 0:25:30can you still control the temperature in here?
0:25:30 > 0:25:32Yeah, you control it a little bit
0:25:32 > 0:25:35and we can show you that over here, on the thermostat.
0:25:37 > 0:25:40So, they can turn it up or down by one degree
0:25:40 > 0:25:43if they're too hot or too cold in the room.
0:25:43 > 0:25:44The rest of it is all controlled
0:25:44 > 0:25:47by the main control panel downstairs? Yes. That's genius.
0:25:52 > 0:25:55I've come to this Eco-School in Bristol
0:25:55 > 0:25:58to meet some really cool kids. And the reason they're cool
0:25:58 > 0:26:00is cos they're taking the temperature of this place
0:26:00 > 0:26:01into their own hands
0:26:01 > 0:26:03and, that way, they're going to save energy.
0:26:03 > 0:26:06All you need to save energy
0:26:06 > 0:26:08is something to measure the temperature
0:26:08 > 0:26:11and a way of recording it. Oh, and some pupil power.
0:26:15 > 0:26:19This is a temperature thermometer
0:26:19 > 0:26:22and it tells you if we're wasting lots of energy.
0:26:22 > 0:26:24And so, what does this one tell us?
0:26:24 > 0:26:26It's 21. 21.
0:26:32 > 0:26:3325.
0:26:34 > 0:26:35So, what've we got here?
0:26:35 > 0:26:39The temperature here is 19, which is very good for us.
0:26:39 > 0:26:41That's much better, isn't it?
0:26:41 > 0:26:43So, that's really good, isn't it?
0:26:43 > 0:26:4619 is pretty nearly ideal temperature. Yeah. OK.
0:26:46 > 0:26:50Wow. So, what's this room? The staff room.
0:26:50 > 0:26:53The staff room. Are you guys allowed in the staff room?
0:26:53 > 0:26:54No. Ha-ha.
0:26:54 > 0:26:58Let's see what kind of temperature they have it here. 23.
0:26:58 > 0:26:5923!
0:27:07 > 0:27:10That's amazing. There's some real surprises,
0:27:10 > 0:27:14but, unless you look at the thermometers, you would never know.
0:27:14 > 0:27:16It's all very well collecting numbers,
0:27:16 > 0:27:18but what do you do with them?
0:27:18 > 0:27:20Well, that's where the maths kicks in.
0:27:20 > 0:27:22Let's find out what's going on in here.
0:27:22 > 0:27:26So, guys... So, Zane, can you show me what you're doing?
0:27:26 > 0:27:29We're doing a bar chart. Uh-huh.
0:27:29 > 0:27:32So, Lola, what can you tell me about the bar chart?
0:27:32 > 0:27:37That it's telling us which classes save the most energy.
0:27:37 > 0:27:39And what have you learnt?
0:27:39 > 0:27:45That the class that hasn't been saving the most energy is Holly
0:27:45 > 0:27:48and the one that saves the most is Beech.
0:27:48 > 0:27:52The highest bar means when it's really, really hot.
0:27:52 > 0:27:57And the lowest bar means it's really, really cold.
0:27:57 > 0:27:58Cool.
0:27:58 > 0:28:02These are some of the best bar charts I've ever seen.
0:28:10 > 0:28:13These cool kids are making a huge chart in the hall.
0:28:22 > 0:28:26They've used a pink ribbon to show the ideal temperature,
0:28:26 > 0:28:27at 18 degrees.
0:28:30 > 0:28:34You can see that most of the classes could save more energy
0:28:34 > 0:28:40and only Beech class is really cool and wins the energy saving contest.
0:28:41 > 0:28:44The brilliant thing about this eco-project
0:28:44 > 0:28:46is that it makes everything so clear.
0:28:46 > 0:28:50All of these temperatures are just a mess of wasted energy,
0:28:50 > 0:28:52until you use maths to really understand it.
0:28:52 > 0:28:55And then, you can get a big picture like this
0:28:55 > 0:28:57and you can begin to make a difference.
0:29:03 > 0:29:07Did you know that maths can help us protect our planet?
0:29:07 > 0:29:11Maths can help us recycle old rubbish to make new things.
0:29:11 > 0:29:15Maths can help us save energy in our homes and schools.
0:29:15 > 0:29:21Maths can even help us grow our own food and much, much more.
0:29:28 > 0:29:32Hiya, I'm Stef, and I've come here to one of the biggest greenhouses
0:29:32 > 0:29:37in Britain to find out how they use maths to water the plants.
0:29:54 > 0:29:56This is what they're growing in here.
0:29:56 > 0:29:58Cucumbers. It's one of my favourite veg.
0:29:58 > 0:30:01And why are they growing them in a greenhouse?
0:30:01 > 0:30:03Well, it's freezing cold out there.
0:30:03 > 0:30:06And there's two things that you need to grow cucumbers with,
0:30:06 > 0:30:09warmth and a heck of a lot of water.
0:30:09 > 0:30:11Now, this place is enormous,
0:30:11 > 0:30:15but I need to find somebody who can tell me all about it.
0:30:15 > 0:30:17Hi Judy, how you doing? Hello.
0:30:17 > 0:30:20Tell me about this extraordinary place.
0:30:20 > 0:30:22This is the biggest, most environmentally-friendly
0:30:22 > 0:30:25cucumber greenhouse in the United Kingdom.
0:30:25 > 0:30:28It's vast, isn't it? I think if you grew food on the moon,
0:30:28 > 0:30:31you'd probably do it a bit like this, wouldn't you?
0:30:31 > 0:30:33What do you need to grow cucumbers?
0:30:33 > 0:30:36You need warmth, you need water
0:30:36 > 0:30:38and, of course, you need some food as well.
0:30:38 > 0:30:40I can't see anyone with a watering can,
0:30:40 > 0:30:41how do you water the plants?
0:30:41 > 0:30:44We have a big, computer-controlled system
0:30:44 > 0:30:45that waters the plants for us.
0:30:45 > 0:30:49A cucumber is mainly water. It's about 96% water.
0:30:49 > 0:30:52To grow one, it takes about four litres of water.
0:30:52 > 0:30:55The computer-controlled system puts this water and nutrient mix
0:30:55 > 0:30:59through this dropper, and that dropper is water and nutrients.
0:30:59 > 0:31:01Anything that the plant doesn't absorb,
0:31:01 > 0:31:05we catch in these little trays at the side, here, and we recycle that.
0:31:05 > 0:31:07About 30% of the water that we use everyday
0:31:07 > 0:31:09is recycled from the previous day.
0:31:09 > 0:31:12That is genius. Where does the water here come from?
0:31:12 > 0:31:15We capture the water on the roof of the greenhouse
0:31:15 > 0:31:18and we keep that in a reservoir outside.
0:31:18 > 0:31:20And why do you collect rainwater, why not just turn a tap on?
0:31:20 > 0:31:23Why do you need to collect it? Tap water's been treated.
0:31:23 > 0:31:26Our plants, they just need untreated water. They just need the rain.
0:31:26 > 0:31:29It's cheap, it's there, it seems crazy not to use it.
0:31:29 > 0:31:32Yeah, it's free. It's free! We've got a really big roof,
0:31:32 > 0:31:35so, instead of just letting the water fall off it into the ground,
0:31:35 > 0:31:39we capture all that water and we use it to build strong, healthy plants.
0:31:44 > 0:31:48More than a billion people on the planet have no access
0:31:48 > 0:31:52to clean drinking water, yet, we take it for granted,
0:31:52 > 0:31:55even using it to wash our cars and water our gardens.
0:31:55 > 0:31:58So, rainwater could be an alternative.
0:31:58 > 0:32:03You've got to have a roof to collect it and somewhere to store it.
0:32:03 > 0:32:06And that's where the maths comes in.
0:32:06 > 0:32:09Let's start with something we all know, a litre-bottle of water,
0:32:09 > 0:32:12but a litre can come in lots of different shapes.
0:32:12 > 0:32:13Take a look at this.
0:32:13 > 0:32:18I'm going to pour my litre into a big cylinder,
0:32:18 > 0:32:20goes into there.
0:32:23 > 0:32:28I'm going to try putting it into a square container.
0:32:29 > 0:32:32There we go. Again, same litre of water
0:32:32 > 0:32:39and it's in a container that's 10cm by 10cm by 10cm.
0:32:39 > 0:32:43It's exactly a litre. Now, take a look at this.
0:32:43 > 0:32:47A litre of water can also be in the shape of a puddle.
0:32:47 > 0:32:51Now, I've got a frame here that's exactly one metre
0:32:51 > 0:32:52by one metre square.
0:32:52 > 0:32:57And I've got four litres already poured into it.
0:32:57 > 0:33:00I'm going to add one more litre of water
0:33:00 > 0:33:04and, if I've got my maths right,
0:33:04 > 0:33:08this should be 5mm high.
0:33:10 > 0:33:155mm, so I know that this is exactly five litres.
0:33:15 > 0:33:19So, a litre of water comes in many shapes.
0:33:19 > 0:33:23In the metre square frame, it's a puddle, 1mm deep.
0:33:23 > 0:33:26So, five litres is a puddle 5mm deep.
0:33:26 > 0:33:29Put another way, for every millimetre of rain that falls
0:33:29 > 0:33:34on a square metre of roof, you get one litre of water.
0:33:34 > 0:33:37I want to work out how much water I can get
0:33:37 > 0:33:39from this whole, massive roof.
0:33:39 > 0:33:43So, I need to work out the surface area in square metres
0:33:43 > 0:33:47and then, multiply that by the rainfall in millimetres.
0:33:47 > 0:33:51First of all, I've got to measure it. Give us a minute.
0:34:00 > 0:34:01So, that was...
0:34:01 > 0:34:02It's about thir...
0:34:04 > 0:34:07Oh, got to do it again.
0:34:08 > 0:34:13I found out that the area is an incredible 61,000 square metres.
0:34:13 > 0:34:17Not by pacing it out, but by asking an expert.
0:34:17 > 0:34:21This is Rob. So, Rob, how do you go about harvesting rainwater?
0:34:21 > 0:34:23It sounds like a really odd idea.
0:34:23 > 0:34:25It's a big word for a very simple thing.
0:34:25 > 0:34:28Basically, we're collecting all the rain that lands on the roof
0:34:28 > 0:34:31of this big greenhouse. How much water do you use in a year?
0:34:31 > 0:34:37We use around about 70 million litres of water. Wow.
0:34:37 > 0:34:39That's a lot of cucumber. That's a lot of cucumber,
0:34:39 > 0:34:43but, again, that's over an area, of 61,000 square metres.
0:34:43 > 0:34:46And how much of that water that you use
0:34:46 > 0:34:48is rainwater that you've collected?
0:34:48 > 0:34:50It depends how much rain we get each year,
0:34:50 > 0:34:55but we would say, on average, around 35 million litres, so around half.
0:34:55 > 0:34:58Nearly half of it, literally, just falls on your roof.
0:34:58 > 0:35:00That is amazing, isn't it?
0:35:12 > 0:35:15Conserving water is massively important
0:35:15 > 0:35:17because, every time you turn on the tap,
0:35:17 > 0:35:19the water that comes out has been purified,
0:35:19 > 0:35:21it's been piped for miles around the country
0:35:21 > 0:35:24and it's used a heck of a lot of energy in the process.
0:35:24 > 0:35:26So, we shouldn't waste water
0:35:26 > 0:35:28on things that don't need it to be pure.
0:35:28 > 0:35:32Things like washing your car or flushing the loo or watering plants.
0:35:32 > 0:35:35Now, this place is amazing.
0:35:35 > 0:35:39But you don't need acres and acres of glass
0:35:39 > 0:35:41and super hi-tech, computer-controlled kit
0:35:41 > 0:35:43to harvest rainwater.
0:35:43 > 0:35:46I'm going to meet some people who have a much simpler idea.
0:35:49 > 0:35:52This is Peatmoor Primary School near Swindon,
0:35:52 > 0:35:55where they have lots of roofs and lots of rain.
0:35:55 > 0:35:58850mm per year.
0:35:58 > 0:36:01Hi, guys. So, what are you up to here?
0:36:01 > 0:36:05Well, we're doing a rain harvesting project. And how does that work?
0:36:05 > 0:36:08When it rains, it falls onto the top of the shed,
0:36:08 > 0:36:10it trickles into the gutter,
0:36:10 > 0:36:13there's a tube down here to land into the watering butt.
0:36:13 > 0:36:15So, how do you work out
0:36:15 > 0:36:17how much water you're going to get from this roof?
0:36:17 > 0:36:19First, we get the length times the width
0:36:19 > 0:36:23and then, we times it by the average rainfall, that's 85cm a year.
0:36:23 > 0:36:26While you measure how much water you're going to get,
0:36:26 > 0:36:28can you show me where you use the water?
0:36:28 > 0:36:32At the school, they have a massive eco-garden.
0:36:32 > 0:36:34So it's a bit like an outdoor classroom?
0:36:34 > 0:36:37While some of the children finish off the measuring,
0:36:37 > 0:36:39I take a look around.
0:36:39 > 0:36:40But it's huge.
0:36:40 > 0:36:43How much water do you reckon you're going to need to water it?
0:36:43 > 0:36:45Lots. Masses, aren't you?
0:36:45 > 0:36:48So, can they collect enough rainwater from the shed roof
0:36:48 > 0:36:50to water the garden?
0:36:50 > 0:36:52How much can they harvest in a year?
0:36:52 > 0:36:54Let's go find out how you're mates are doing.
0:36:54 > 0:36:57How you getting on working out how much water there is?
0:36:57 > 0:36:59Good, we just got the answer. It's almost 7,000 litres.
0:36:59 > 0:37:02Wow. So, how did you work it out?
0:37:02 > 0:37:05We've taken the width and the length and we've times it together.
0:37:05 > 0:37:101.91 metres and 4.28 metres.
0:37:10 > 0:37:13We times that together to get 8.2metres squared.
0:37:13 > 0:37:15That's the area. That's the area.
0:37:15 > 0:37:21Then, we times that by the average rainfall, that is 850mm.
0:37:21 > 0:37:25That got us to about 7,000 litres. Nearly 7,000 litres.
0:37:25 > 0:37:28You can get a lot of water from one shed, can't you? Yeah.
0:37:28 > 0:37:30That's not a big shed, it's a lot of water.
0:37:30 > 0:37:33But, do you reckon it's enough water for the garden? No.
0:37:33 > 0:37:35No, it's nowhere near enough water for the garden
0:37:35 > 0:37:37for the whole year to grow all the vegetables.
0:37:37 > 0:37:40So, what are we going to do if we need more water?
0:37:40 > 0:37:43Well, we could always try a much bigger roof.
0:37:43 > 0:37:47OK, so, we're going to do the whole thing. Put your arms up in the air.
0:37:47 > 0:37:49The whole thing! OK, ready, guys? And go!
0:37:49 > 0:37:51Wind up the tape measures.
0:37:51 > 0:37:53OK, and back over here.
0:37:55 > 0:37:58That is a nightmare, has anyone got a better idea? Yeah!
0:37:58 > 0:37:59All right, show us.
0:38:03 > 0:38:06Ah-ha! So, what is this?
0:38:06 > 0:38:08It's the plan of the school.
0:38:08 > 0:38:10Brilliant. We don't need to measure outside,
0:38:10 > 0:38:11we can take it from here? Yeah.
0:38:11 > 0:38:16Fantastic. OK. So, that's the roof that we were just trying to measure.
0:38:16 > 0:38:17How do we measure it?
0:38:17 > 0:38:21The scale is one to 100, so 1cm equals a metre.
0:38:21 > 0:38:2316cm.
0:38:23 > 0:38:2616cm equals how many metres? 16 metres.
0:38:26 > 0:38:29So, the roof is 430 square metres?
0:38:29 > 0:38:32430 times by 850.
0:38:32 > 0:38:37So, what's the final figure? 365,500 litres.
0:38:37 > 0:38:40365... Is that a big number? Yeah!
0:38:40 > 0:38:42That's a whopper, isn't it?
0:38:42 > 0:38:44What do you think you could do with that water?
0:38:44 > 0:38:46Well, it could water the whole garden
0:38:46 > 0:38:48and it can run the toilets for a whole year.
0:38:48 > 0:38:50It could do the whole school, couldn't it?
0:38:50 > 0:38:53You guys are brilliant, thank you so much.
0:38:56 > 0:38:59The brilliant thing about rainwater harvesting
0:38:59 > 0:39:02is that it doesn't need to be done on a massive scale.
0:39:02 > 0:39:04When you do the maths, you realise
0:39:04 > 0:39:08that even a small roof can get a huge amount of water.
0:39:08 > 0:39:10Why don't you try it on a roof near you?
0:39:13 > 0:39:18Did you know that maths can help us protect our planet?
0:39:18 > 0:39:23Maths can help us recycle old rubbish to make new things.
0:39:23 > 0:39:26Maths can help us save energy in our homes and schools.
0:39:26 > 0:39:31Maths can even help us grow our own food and much, much more.
0:39:38 > 0:39:40Hiya, I'm Stef,
0:39:40 > 0:39:44and I'm going to show you how you can help save the world using maths.
0:39:44 > 0:39:47I know that sounds a bit weird, but this is Ecomaths,
0:39:47 > 0:39:50and it's a brilliant way of using maths in the real world
0:39:50 > 0:39:51to help make it a better place.
0:39:51 > 0:39:53Watch this. Taxi!
0:39:55 > 0:39:57Hi, there. Station, please? Yeah.
0:40:03 > 0:40:05I want to look at cars.
0:40:05 > 0:40:07We all know that they use up precious energy,
0:40:07 > 0:40:10they cause pollution and are bad for the environment,
0:40:10 > 0:40:14but we like them because they're convenient and they're cosy,
0:40:14 > 0:40:17and most importantly, we think that they're pretty fast.
0:40:18 > 0:40:20But I want to know if that's really true,
0:40:20 > 0:40:23so I'm timing how long it's going to take me
0:40:23 > 0:40:26to get to the centre of Bristol in this taxi.
0:40:31 > 0:40:33Going pretty fast actually!
0:40:33 > 0:40:35Oh, we're here.
0:40:42 > 0:40:4613 mins 57 secs.
0:40:46 > 0:40:47Not bad.
0:40:49 > 0:40:50I'm back where I started,
0:40:50 > 0:40:54I'm going to make exactly the same trip again but in a different way.
0:40:54 > 0:40:57There you go. Thank you. Hop on.
0:40:57 > 0:41:00I'd never ridden a rickshaw, but here goes.
0:41:00 > 0:41:02Off to the station again.
0:41:02 > 0:41:06Looks like I'm pedalling and Ian's my passenger.
0:41:06 > 0:41:14He knows about reducing car use and saving CO2 by going by bike.
0:41:14 > 0:41:17This is the Bristol to Bath path.
0:41:17 > 0:41:19This is the oldest cycle path in the country?
0:41:19 > 0:41:20That's right.
0:41:20 > 0:41:23It's looking good, isn't it? I though it'd be full of footholes.
0:41:23 > 0:41:26Well they look after it really well and that way is Bath
0:41:26 > 0:41:29and this way where we're going is Bristol.
0:41:29 > 0:41:31Do that many people use it every year?
0:41:31 > 0:41:32You'd be surprised.
0:41:32 > 0:41:34This is one of the busiest in the country.
0:41:34 > 0:41:46On a nice summer's day, 3,000 people will cycle down it just on that day.
0:41:46 > 0:41:49but being in cars, then we'd have a huge traffic problem.
0:41:49 > 0:41:52So it's relieving the roads in this whole area.
0:41:52 > 0:41:57Just down there, I can see a little traffic jam, kinda think, ha ha!
0:41:57 > 0:41:59Neeooow!
0:41:59 > 0:42:02I suppose building cycle paths like this,
0:42:02 > 0:42:06that comes with its own cost and problems, doesn't it?
0:42:06 > 0:42:10Certainly, there are materials used there's time and energy
0:42:10 > 0:42:13embedded in actually making these paths.
0:42:13 > 0:42:18We've got to persuade people to make that change
0:42:18 > 0:42:20from car use to walking and cycling
0:42:20 > 0:42:23to be able to pay off the carbon embedded in the path.
0:42:23 > 0:42:27Cycle paths are a great way to encourage people to cycle
0:42:27 > 0:42:31instead of drive, but to build them we have to use machines
0:42:31 > 0:42:34and materials that use energy and produce carbon dioxide.
0:42:34 > 0:42:38Time to hop off the rickshaw and talk to Francis,
0:42:38 > 0:42:41project manager of Bristol's latest cycleway.
0:42:41 > 0:42:44So what's the carbon cost of building this cyclepath?
0:42:44 > 0:42:48For this particular path, which is one kilometre long,
0:42:48 > 0:42:52it's about 115,000 kilograms of CO2.
0:42:52 > 0:42:55These workmen back here will be using carbon
0:42:55 > 0:42:56in building the thing?
0:42:56 > 0:43:00That's right and the specialised machinery they'd use
0:43:00 > 0:43:01to build the path.
0:43:01 > 0:43:03How do you work out how you save carbon? How do you do the maths?
0:43:03 > 0:43:08For each person who converts from a car journey to a cycle journey,
0:43:08 > 0:43:12we save 0.17 kg of CO2.
0:43:12 > 0:43:17We calculate how many trips people make on a path like this per day.
0:43:17 > 0:43:23So, we're estimating it'll be between 500 and 2,000 trips per day.
0:43:23 > 0:43:24That's brilliant.
0:43:24 > 0:43:27I never knew it was so fascinating that there are numbers
0:43:27 > 0:43:29sitting in the cycle path.
0:43:29 > 0:43:31I can't wait to have a go on it.
0:43:31 > 0:43:33Take care! Time to do the maths.
0:43:33 > 0:43:36We need to work out how much carbon we have to save
0:43:36 > 0:43:40to pay back the carbon cost of building the new cycle path.
0:43:40 > 0:43:44First of all, what's the difference between a bike and a car?
0:43:44 > 0:43:47Well the difference of a kilometre by car
0:43:47 > 0:43:52and a kilometre by bike, is a saving of 0.17 kg of CO2.
0:43:52 > 0:43:53Brilliant.
0:43:55 > 0:43:58OK and how many trips?
0:43:58 > 0:44:01There's an average of about 500 trips per day.
0:44:01 > 0:44:03500 a day? OK.
0:44:05 > 0:44:10We should be able to work out how much carbon we save everyday
0:44:10 > 0:44:12and how much is that then?
0:44:12 > 0:44:19It's 500 times 0.17 which equals 85 kg of CO2.
0:44:19 > 0:44:21OK, so over a year?
0:44:21 > 0:44:24Well 85 kg of carbon per day
0:44:24 > 0:44:29would equal 31,000 kg of C02 over a year.
0:44:29 > 0:44:30Wow, OK.
0:44:30 > 0:44:34At 31,000 kg of c02 per year, after four years,
0:44:34 > 0:44:40they'll have saved over 115,000 kg of C02,
0:44:40 > 0:44:43the original carbon cost of the cycle way.
0:44:43 > 0:44:45After four years, what happens then?
0:44:45 > 0:44:48Then you've broken even and then you're into carbon saving.
0:44:59 > 0:45:02Almost at the station now, not really faster than a taxi,
0:45:02 > 0:45:05with all the stopovers, but far healthier.
0:45:05 > 0:45:09Yes, we're there! We're here!
0:45:09 > 0:45:10Brilliant!
0:45:10 > 0:45:12Thank you for driving me here.
0:45:12 > 0:45:16That's a great pleasure. That was brilliant!
0:45:16 > 0:45:19I'm not sure if that was actually any faster,
0:45:19 > 0:45:22but it was brilliant, I've had a great time.
0:45:22 > 0:45:24It makes you feel good about the day.
0:45:24 > 0:45:28Brilliant, glad you enjoyed it. Thank you very much, take care.
0:45:34 > 0:45:37Are people changing their ways and leaving their cars behind?
0:45:37 > 0:45:39Until we do the math, we don't know!
0:45:39 > 0:45:43Which is why I've come to Chester Park Primary School.
0:45:43 > 0:45:47Ian has organised a free bikers breakfast this morning,
0:45:47 > 0:45:50to encourage the pupils to cycle to school.
0:45:50 > 0:45:52But has it worked?
0:45:52 > 0:45:54I'm joining some pupils to collect the data.
0:45:54 > 0:45:58Ethan, how'd you get to school?
0:45:58 > 0:46:00I walked to school today. Thank you.
0:46:00 > 0:46:04Tianna, how did you get to school? I drove today, Manny, so it's a car.
0:46:04 > 0:46:07Thank you. Ben, how'd you get to school? Walked.
0:46:07 > 0:46:09I cycled to school.
0:46:09 > 0:46:13I walked. Drove. In a car. Walking. Thank you.
0:46:13 > 0:46:16They collect the data sheets from every class in the school,
0:46:16 > 0:46:18and then the maths kicks in.
0:46:18 > 0:46:255, 6, 7, 8, 9, 10, 11, 12, 13, 14.
0:46:25 > 0:46:27Totals?
0:46:27 > 0:46:29My grand total is 234.
0:46:29 > 0:46:32Have you got 12 for car or van? Yes.
0:46:32 > 0:46:33Guys, can you tell me what you're up to?
0:46:35 > 0:46:38What we're doing is somebody asked us
0:46:38 > 0:46:39how people come to school.
0:46:39 > 0:46:44We will get the data, then we'll go and put it into a spreadsheet.
0:46:44 > 0:46:45How have you worked out
0:46:45 > 0:46:48the percentage of people that came by bike?
0:46:48 > 0:46:53Divide that number, which is 36, by 239,
0:46:53 > 0:46:57the number of people who are present in school today,
0:46:57 > 0:47:01and then times it by 100 which would give us the percentage.
0:47:01 > 0:47:08Scooter. 14 divided by 237.
0:47:08 > 0:47:12Times that by 100 and you get your answer. 5.90.
0:47:13 > 0:47:16So, scooter's pretty high! That's not bad.
0:47:16 > 0:47:18Brilliant guys, OK, so what have you come up with?
0:47:18 > 0:47:24I've done a bar chart showing how many people from each class,
0:47:24 > 0:47:27how they came to school.
0:47:27 > 0:47:30What can you see? Which class do think has done best?
0:47:30 > 0:47:36I think it's probably 5C because they've got right to the top,
0:47:36 > 0:47:38so that's 18, with walking and scooter.
0:47:38 > 0:47:42Car and van, I would've thought would've been a bit lower.
0:47:42 > 0:47:46Why do you think that is? Maybe cos of the temperature.
0:47:46 > 0:47:48It's quite cold today, isn't it?
0:47:48 > 0:47:51Maybe a few people more than usual came by car.
0:47:51 > 0:47:53That's brilliant, well done.
0:47:53 > 0:47:56Next, they use information from Bristol City Council
0:47:56 > 0:48:00to compare today's total with the average for last year
0:48:00 > 0:48:02in terms of carbon emissions.
0:48:02 > 0:48:06We were trying to find out the change between last year's C02
0:48:06 > 0:48:10emitted per pupil to this year's C02 per pupil.
0:48:10 > 0:48:18The figure from last years 2010-11 C02 per pupil was 45.38 kg emitted.
0:48:20 > 0:48:27Today's C02 per pupil was 42.2 kg, the difference was 3.18 kg.
0:48:27 > 0:48:30A 7% decrease since last year.
0:48:30 > 0:48:33So why do you think there's a 7% difference?
0:48:33 > 0:48:37Because there's been a new year group come in and one leave.
0:48:37 > 0:48:42Maybe more people walk or cycle to school in the year three group
0:48:42 > 0:48:47than people drove to school in the year six group last year.
0:48:47 > 0:48:50Today we had a Bike It Breakfast, lots more people will cycle
0:48:50 > 0:48:53because they want to have a free breakfast.
0:48:53 > 0:48:58Looks like Ian's Bikers Breakfast, may be working.
0:48:58 > 0:49:00So, now for the fun stuff!
0:49:00 > 0:49:04It's time to join Ian and the pupils for a bike ride.
0:49:04 > 0:49:08In the end, it's safe, it's fast and it's fun to leave the car at home.
0:49:08 > 0:49:10Let's go!
0:49:18 > 0:49:23Did you know that maths can help us protect our planet?
0:49:23 > 0:49:27Maths can help us recycle old rubbish to make new things,
0:49:27 > 0:49:32Maths can help us save energy in our homes and schools,
0:49:32 > 0:49:36maths can even help us grow our own food and much much more.
0:49:42 > 0:49:47Hi, I'm Stef and I love my food but sometimes I've just had enough.
0:49:48 > 0:49:52Now that waste ends up going to landfill
0:49:52 > 0:49:55which is basically a huge hole in the ground.
0:49:55 > 0:49:56What's the problem with that?
0:49:56 > 0:50:007.2 million tonnes, that's the problem.
0:50:00 > 0:50:04That's how much food and drink we through away in the UK in a year.
0:50:05 > 0:50:10I met up with Pamela from Wastewatch for a picnic lunch in the park.
0:50:10 > 0:50:13How do we end up throwing away so much food in our homes?
0:50:13 > 0:50:15There's two main reasons.
0:50:15 > 0:50:18The first is that people perhaps buy too much,
0:50:18 > 0:50:22or food has gone off before we've a chance to eat it.
0:50:22 > 0:50:24Or stuff is... you've opened it and used it
0:50:24 > 0:50:28but you haven't used it all by the time the use by or expiry date goes.
0:50:28 > 0:50:31Second one, is where you've perhaps cooked too much food
0:50:31 > 0:50:33or served too much food.
0:50:33 > 0:50:37It's your plate scrapings or it's perhaps the leftover pasta or rice
0:50:37 > 0:50:41which are big problems that end up going in the bin.
0:50:43 > 0:50:47How much of the food produced actually ends up in our mouths
0:50:47 > 0:50:49and how much gets chucked away?
0:50:49 > 0:50:52To explain, I have a pie.
0:50:52 > 0:50:56I'm going to turn this pie into a real life pie chart.
0:50:56 > 0:51:00The whole pie represents all of the food that we could consume.
0:51:00 > 0:51:02Here are the slices.
0:51:07 > 0:51:13This first slice, around 7%, represents unavoidable food waste.
0:51:13 > 0:51:16Things like banana skins and egg shells
0:51:16 > 0:51:19that you have to throw away cos you can't eat them.
0:51:19 > 0:51:22This next slice is about 10 %
0:51:22 > 0:51:26and this represents avoidable food waste in our homes.
0:51:26 > 0:51:29Food that's thrown away before it is cooked or after it's cooked.
0:51:29 > 0:51:32Maybe you've bought too much food and it's gone mouldy,
0:51:32 > 0:51:34you've taken too much on your plate
0:51:34 > 0:51:37and you've had to scrape it into the bin.
0:51:37 > 0:51:40This next piece is nearly as big, at 9%
0:51:40 > 0:51:42and that's the waste from the supply chain.
0:51:44 > 0:51:47That's 3.6 million tonnes.
0:51:48 > 0:51:52Out of our whole pie, 26% of it is wasted.
0:51:52 > 0:51:57That's more than a quarter. Why does it matter?
0:51:57 > 0:51:59When food rots down, it produces methane
0:51:59 > 0:52:02which is a really powerful greenhouse gas.
0:52:02 > 0:52:06But as well as this, it is also a real waste of time,
0:52:06 > 0:52:10of energy, of money, of resources, of water.
0:52:10 > 0:52:12Avoidable food waste
0:52:12 > 0:52:18is the equivalent of about 17 million tonnes of carbon dioxide
0:52:18 > 0:52:21which is the same as if we took one of every five cars off the road.
0:52:21 > 0:52:25Hang on a minute, have I got the ecomaths right?
0:52:25 > 0:52:28Stopping food waste is the equivalent
0:52:28 > 0:52:31to magicking one in five cars off the road.
0:52:31 > 0:52:33Just imagine!
0:52:33 > 0:52:391, 2, 3, 4, gone!
0:52:39 > 0:52:431, 2, 3,
0:52:43 > 0:52:464,
0:52:46 > 0:52:48gone!
0:52:48 > 0:52:541, 2, 3, 4, gone!
0:52:54 > 0:52:56Now we know how much difference we could make
0:52:56 > 0:53:00by reducing avoidable food waste in our homes.
0:53:00 > 0:53:03The supply chain is everything that happens
0:53:03 > 0:53:08before the food reaches us, and that's pretty wasteful too.
0:53:08 > 0:53:10A big part of that is down to supermarkets.
0:53:10 > 0:53:12I've come to this supermarket to find out
0:53:12 > 0:53:15how food waste can be tackled using a little bit of thought,
0:53:15 > 0:53:18a little bit of maths too.
0:53:20 > 0:53:23This is Dan, who runs the fruit and veg.
0:53:26 > 0:53:30In fruit and veg, we see three main ways that we tackle the waste issues.
0:53:30 > 0:53:31Let's go with tomatoes.
0:53:31 > 0:53:33We're heading over here.
0:53:33 > 0:53:38What does Dan do if he finds a tomato that's not quite perfect?
0:53:38 > 0:53:41Is it something you'd be happy taking home and eating?
0:53:41 > 0:53:44Probably you'd be able to cook with it.
0:53:44 > 0:53:45So, we head over this way.
0:53:45 > 0:53:49We have a free box which customers can just help themselves.
0:53:49 > 0:53:50We're not happy to charge them,
0:53:50 > 0:53:53but we think it's worth taking home and doing something with it.
0:53:53 > 0:53:55You pop it in the free box?
0:53:55 > 0:53:59What we try to avoid is having things like that in the free box.
0:53:59 > 0:54:00Much better home for this.
0:54:00 > 0:54:03I don't think anyone's going to want to eat that. It looks a bit mouldy.
0:54:03 > 0:54:05That's too far gone.
0:54:05 > 0:54:08You'll find on here...
0:54:08 > 0:54:11a big bag of compost.
0:54:11 > 0:54:14So what happens to all of this? So, we've got a local producer
0:54:14 > 0:54:17who grows a lot of salad leaves for us through the year.
0:54:17 > 0:54:20They're two miles down the road and every time they deliver to us
0:54:20 > 0:54:23they take these bags back with them.
0:54:23 > 0:54:25One other things that we do
0:54:25 > 0:54:28with vegetables that aren't quite fit to sell to the customers...
0:54:28 > 0:54:31Nothing really wrong with these carrots,
0:54:31 > 0:54:34they're just a bit dry, a bit sorry for themselves. But...
0:54:35 > 0:54:37..what we have over here is the deli,
0:54:37 > 0:54:40preparing fresh food for the public every day.
0:54:40 > 0:54:42One giant pot of soup. So that's...
0:54:42 > 0:54:43So that is heading that way.
0:54:43 > 0:54:46It's a brilliant way to make use of something
0:54:46 > 0:54:47that you've just got a few to many of.
0:54:47 > 0:54:49If we're honest, to make money.
0:54:49 > 0:54:52The public pay for nice soup. Brilliant. Now I'm hungry!
0:54:52 > 0:54:55So, let's do the maths.
0:54:55 > 0:54:58On average, they order 18 tonnes of fruit and veg per week.
0:54:58 > 0:55:01About 97% is sold through the tills,
0:55:01 > 0:55:05and 3% goes to the deli,
0:55:05 > 0:55:08the free box, or to compost.
0:55:08 > 0:55:12Is there a lot of number crunching involved?
0:55:12 > 0:55:15To minimise waste, everything's got to be pretty accurate
0:55:15 > 0:55:18and monitoring trends of how customers are buying.
0:55:18 > 0:55:21The sunshine comes out, they buy strawberries. The sunshine goes in...
0:55:21 > 0:55:25all of a sudden those strawberries are sitting there going nowhere.
0:55:25 > 0:55:28So it's not just numbers, it's everything - the whole package.
0:55:28 > 0:55:31By keeping the numbers really tight,
0:55:31 > 0:55:32and judging what you'll sell,
0:55:32 > 0:55:35you might get it wrong and sell out a little early,
0:55:35 > 0:55:36but you're less likely to waste.
0:55:36 > 0:55:41Remember, of the 18 tonnes of fruit and veg Dan orders a week,
0:55:41 > 0:55:43around 3% is not sold.
0:55:43 > 0:55:46That's 540 kilograms, or more than half a tonne of food,
0:55:46 > 0:55:49that's not wasted and doesn't end up in landfill.
0:55:49 > 0:55:51Good job, Dan!
0:55:51 > 0:55:54I've found out masses about food waste so far,
0:55:54 > 0:55:57but I know somewhere else where they are using eco maths
0:55:57 > 0:55:59to help change our wasteful habits.
0:55:59 > 0:56:02So here I am at Newton Ferrers School,
0:56:02 > 0:56:04where they've got a team of food waste heroes
0:56:04 > 0:56:07and they've been discovering some extraordinary things
0:56:07 > 0:56:09about their school dinners.
0:56:09 > 0:56:11The pupils are getting ready
0:56:11 > 0:56:15to measure all the food waste and packaging this lunch time.
0:56:15 > 0:56:21They've decided to compare school dinners and packed lunches.
0:56:27 > 0:56:30Fantastic. So, I've got a sweet potato curry.
0:56:30 > 0:56:33I can't believe there will be any food waste, it looks fantastic,
0:56:33 > 0:56:35but we'll find out.
0:56:35 > 0:56:38'The children who have packed lunches
0:56:38 > 0:56:41'put their waste in the bins with the green labels.
0:56:41 > 0:56:44'The school dinner waste goes into the grey bins.'
0:56:44 > 0:56:46OK, so what do I do with this, then?
0:56:46 > 0:56:48You take it over here to the...
0:56:48 > 0:56:51OK, can you show me?
0:56:51 > 0:56:53I feel really naughty doing that.
0:56:53 > 0:56:56So, what's in there, quite a lot - a few flapjacks.
0:56:56 > 0:56:58'Now it's time to do the weighing,
0:56:58 > 0:57:01'and it's a messy business.
0:57:01 > 0:57:04'All the school dinner waste has been poured into the green bucket.'
0:57:04 > 0:57:07Lets keep the lid on that, that's disgusting.
0:57:07 > 0:57:126.28. 6.28. So what's in there? That's all the kitchen waste.
0:57:12 > 0:57:151.8 kilos, that's for the whole thing.
0:57:15 > 0:57:16So that's all of the school dinners done,
0:57:16 > 0:57:19now lets look at the packed lunch.
0:57:19 > 0:57:220.32. Brilliant.
0:57:24 > 0:57:26This is all the data from this whole week
0:57:26 > 0:57:29'Back in the classroom, they do the maths
0:57:29 > 0:57:32'and calculate the total weight in each category.
0:57:32 > 0:57:34'They need two pieces of information.
0:57:34 > 0:57:37'Firstly, the weight of the empty boxes and bags.
0:57:37 > 0:57:40'They did this before lunch. They also got the numbers of pupils
0:57:40 > 0:57:43'having school dinners and packed lunches from the school office.
0:57:43 > 0:57:46'Now they can work out the average per pupil.'
0:57:46 > 0:57:52So, 5,920 divided by 71 school-dinner-eaters.
0:57:52 > 0:57:54'The food waste from school dinners today
0:57:54 > 0:57:57'was 83.4 grams per pupil,
0:57:57 > 0:58:00'compared to...'
0:58:03 > 0:58:06'..9.65 grams per pupil for packed lunches.'
0:58:06 > 0:58:07So there's a big difference
0:58:07 > 0:58:11between packed lunches and school dinners, isn't there?
0:58:11 > 0:58:12'I've got a sneaking suspicion
0:58:12 > 0:58:15'that some of the food waste from the packed lunches
0:58:15 > 0:58:16'may be in bins at home.
0:58:16 > 0:58:17'But for now,
0:58:17 > 0:58:20'it looks like school dinners are more wasteful than packed lunches.'
0:58:20 > 0:58:23So what do you do next? We need to make a graph.
0:58:23 > 0:58:25'Finally, they prepare a pie chart,
0:58:25 > 0:58:28'a bar chart, and a line graph
0:58:28 > 0:58:30'to show changes in food waste
0:58:30 > 0:58:33'for the four days of the food survey so far.'
0:58:35 > 0:58:38It's great that this school is really trying to tackle
0:58:38 > 0:58:41the amount of food waste that it creates.
0:58:41 > 0:58:43But what's brilliant, is that they're using maths
0:58:43 > 0:58:46to make sure that their campaign is based on real numbers.
0:58:46 > 0:58:49Now, they're going to keep an eye on it over the next couple of months.
0:58:49 > 0:58:51Will it be successful?
0:58:51 > 0:58:54Well, only time and eco maths will tell.
0:59:02 > 0:59:05Subtitles by Red Bee Media Ltd