Browse content similar to 11/05/2017. Check below for episodes and series from the same categories and more!
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School, it's changed a lot since I went through the education | 0:00:26 | 0:00:29 | |
mangle all those many years ago. | 0:00:29 | 0:00:35 | |
Many years ago. | 0:00:35 | 0:00:38 | |
The school buildings may look the same but technology has been | 0:00:38 | 0:00:41 | |
infusing education for quite a while now. | 0:00:41 | 0:00:45 | |
We have smart whiteboards, we have increasing use | 0:00:45 | 0:00:47 | |
of tablets and laptops. | 0:00:47 | 0:00:52 | |
We have e-textbooks instead of textbooks, but also | 0:00:52 | 0:00:54 | |
there are some systems which mean the way in which kids learn | 0:00:54 | 0:00:57 | |
and are taught is changing completely. | 0:00:57 | 0:01:02 | |
It seems many tech giants want to become part of education. | 0:01:02 | 0:01:05 | |
After all, an early introduction to their brands may one day add up | 0:01:05 | 0:01:08 | |
to a greater number of users. | 0:01:08 | 0:01:13 | |
Microsoft this week launched its education offering | 0:01:13 | 0:01:15 | |
which includes a new version of Windows called Windows S, | 0:01:15 | 0:01:18 | |
a budget Surface Pro in various colours and some tweaks | 0:01:18 | 0:01:20 | |
to its office applications. | 0:01:20 | 0:01:24 | |
Apple's teaching tool Classroom had a face-lift last month and now | 0:01:24 | 0:01:27 | |
offers more tools for teachers. | 0:01:27 | 0:01:32 | |
But before both of these came Google Classroom. | 0:01:32 | 0:01:35 | |
And today I'm finding more about it from Mr Lickfold, | 0:01:35 | 0:01:38 | |
director of learning at Tring secondary school. | 0:01:38 | 0:01:42 | |
They have been using this online system for the past 18 months | 0:01:42 | 0:01:45 | |
to teach and monitor the students' progress. | 0:01:45 | 0:01:48 | |
Today I'm learning about the Galapagos Islands and I have | 0:01:48 | 0:01:51 | |
to say the lesson that Chris has constructed certainly looks more | 0:01:51 | 0:01:54 | |
engaging than my old textbooks. | 0:01:54 | 0:01:59 | |
But tech can do a lot more than just provide media rich lesson plans. | 0:01:59 | 0:02:03 | |
We're able to personalise what we do far more than we have ever done | 0:02:03 | 0:02:06 | |
before and take them to different resources that are available | 0:02:06 | 0:02:09 | |
in the system. | 0:02:09 | 0:02:10 | |
Every student's learning journey will be different. | 0:02:10 | 0:02:12 | |
Taking teaching online also means teachers have a lot more access | 0:02:12 | 0:02:15 | |
to children's individual learning data and even | 0:02:15 | 0:02:17 | |
their thought processes. | 0:02:17 | 0:02:18 | |
For example, this browser extension Draftback lets the teacher watch how | 0:02:18 | 0:02:21 | |
an essay was written and refined. | 0:02:21 | 0:02:25 | |
If I've got a student who in preparation for their exams | 0:02:26 | 0:02:28 | |
is not constructing their paragraphs correctly, I can say, | 0:02:29 | 0:02:31 | |
"OK, let's look at how you constructed your particular | 0:02:31 | 0:02:33 | |
paragraph. | 0:02:33 | 0:02:40 | |
What did you do? | 0:02:40 | 0:02:41 | |
Where did you develop it? | 0:02:41 | 0:02:42 | |
What can you do differently?" | 0:02:43 | 0:02:44 | |
If it's maybe two or three paragraphs and they spent so long | 0:02:44 | 0:02:47 | |
on the first one then I can also just say, | 0:02:47 | 0:02:50 | |
"Look, this is how long you spent on this first document, | 0:02:50 | 0:02:53 | |
it's like half an hour. | 0:02:53 | 0:02:54 | |
You only spent five minutes on the second and third one." | 0:02:54 | 0:02:57 | |
The kids also seem to like the learning experience. | 0:02:57 | 0:02:59 | |
Lots of time there will be teachers at home and we can still do work | 0:02:59 | 0:03:04 | |
at home and teachers can still be there and they can see actually see | 0:03:04 | 0:03:07 | |
how much we've actually done. | 0:03:07 | 0:03:09 | |
If your teacher does not believe that you have spent the amount | 0:03:09 | 0:03:12 | |
of time required on the homework, then you can say, "Actually I did | 0:03:12 | 0:03:16 | |
because look at the edit history." | 0:03:16 | 0:03:17 | |
It's so much quicker than handing in work waiting until another lesson | 0:03:17 | 0:03:21 | |
to get it back whereas now you can just hand it in and in 20 minutes | 0:03:21 | 0:03:25 | |
you can have it back. | 0:03:25 | 0:03:26 | |
Using online tools and data is one way to enhance learning in schools, | 0:03:26 | 0:03:30 | |
but Lara Lewington has been looking at other tech that promises | 0:03:30 | 0:03:33 | |
to change how children learn completely. | 0:03:33 | 0:03:34 | |
VR, robots, holograms, it wasn't like this in my day. | 0:03:34 | 0:03:37 | |
I am robot. | 0:03:37 | 0:03:42 | |
At the BET Education Show earlier this year we saw some | 0:03:42 | 0:03:45 | |
of the most cutting edge ideas heading to the classroom soon. | 0:03:45 | 0:03:48 | |
Over the past few months I've seen quite a few devices that bring | 0:03:48 | 0:03:52 | |
together the idea of kids coding and toys aiming to make | 0:03:52 | 0:03:55 | |
the activity more fun. | 0:03:55 | 0:04:00 | |
But good old Lego here have gone a step further. | 0:04:00 | 0:04:03 | |
They are trying to recreate real life situations where robots | 0:04:03 | 0:04:06 | |
would be used so that children can find problems and then find | 0:04:06 | 0:04:09 | |
the solution and the mission we have here is for a space robot | 0:04:09 | 0:04:13 | |
which needs to move around the space base collecting these theses | 0:04:13 | 0:04:16 | |
all together and taking them back to one place. | 0:04:16 | 0:04:19 | |
But obviously the coding should do that bit. | 0:04:19 | 0:04:21 | |
Using the drag and drop blocks to create sequences that carry out | 0:04:21 | 0:04:25 | |
actions is just part of the learning process as science is being taught | 0:04:25 | 0:04:28 | |
at the same time. | 0:04:28 | 0:04:36 | |
But Brickso's vision of what could be learned | 0:04:36 | 0:04:38 | |
through these small plastic blocks was quite different. | 0:04:38 | 0:04:40 | |
Look at this. | 0:04:40 | 0:04:46 | |
This is a way to bring your existing Lego set to life. | 0:04:46 | 0:04:49 | |
It has got a couple of LED lights, a sensor, and these blocks | 0:04:49 | 0:04:53 | |
actually conduct electricity. | 0:04:53 | 0:04:53 | |
From there you can create whatever spinning, moving, | 0:04:53 | 0:04:56 | |
lighting functions take your fancy. | 0:04:56 | 0:04:57 | |
But this use of technology isn't just about teaching ICT. | 0:04:57 | 0:05:00 | |
This adaptive learning is also about employing new methods | 0:05:00 | 0:05:02 | |
of teaching traditional classes. | 0:05:02 | 0:05:08 | |
The teacher guides with experience but as a student you can | 0:05:08 | 0:05:11 | |
really roam about. | 0:05:11 | 0:05:13 | |
This is Google Expedition. | 0:05:13 | 0:05:14 | |
Now, Jen here is going to play the part of a teacher. | 0:05:14 | 0:05:17 | |
She will be talking through what we are all looking | 0:05:17 | 0:05:20 | |
at through the goggles at the same time. | 0:05:20 | 0:05:24 | |
That actually represents all of you. | 0:05:25 | 0:05:26 | |
The pictures are amazing. | 0:05:26 | 0:05:28 | |
I mean, looking at the difference between the healthy lungs | 0:05:28 | 0:05:30 | |
and the smoker's lungs I definitely think we should stick with the kids. | 0:05:30 | 0:05:37 | |
The idea of an image in your mind is certainly something that could be | 0:05:37 | 0:05:41 | |
easier to maintain than just someone just talking. | 0:05:41 | 0:05:43 | |
But my issue is actually with the idea of wearing the goggles. | 0:05:43 | 0:05:46 | |
They're fine for a couple of minutes but then I do feel the urge to take | 0:05:46 | 0:05:51 | |
them off so I can't imagine actually wearing them for a full half-hour | 0:05:51 | 0:05:54 | |
lesson or beyond. | 0:05:54 | 0:05:55 | |
Many of these ideas will be picked up by individual schools, | 0:05:55 | 0:05:58 | |
but although the ideas and devices are out there, | 0:05:58 | 0:06:00 | |
the challenge comes in making them available to the masses | 0:06:00 | 0:06:03 | |
and that is something which one not for profit in Finland, | 0:06:03 | 0:06:06 | |
a country considered to have one of the world's best education | 0:06:06 | 0:06:09 | |
systems, is trying to overcome. | 0:06:09 | 0:06:12 | |
I would say that education is one of the few big industries | 0:06:12 | 0:06:15 | |
that is still waiting to be disrupted. | 0:06:15 | 0:06:17 | |
One of the biggest challenges in our education system | 0:06:17 | 0:06:19 | |
is that it is based on the ideals of the industrial world, | 0:06:20 | 0:06:23 | |
so it is kind of like teaching everyone to be the same. | 0:06:23 | 0:06:26 | |
And in tomorrow's world it is crucial to be individual. | 0:06:26 | 0:06:33 | |
One idea turns things on its head though, focusing not simply | 0:06:33 | 0:06:36 | |
on new ways of teaching, but firstly analysing how we learn. | 0:06:36 | 0:06:40 | |
Well, I am on my way to maths class which should cause me a bit | 0:06:40 | 0:06:44 | |
of concern because I am not sure I remember that much from school, | 0:06:44 | 0:06:48 | |
but with this class everybody is having their own private lesson. | 0:06:48 | 0:06:51 | |
The teacher doesn't stand up and project their voice | 0:06:51 | 0:06:53 | |
to start the session. | 0:06:53 | 0:06:59 | |
The kids take their places at computers were Century AI | 0:06:59 | 0:07:02 | |
will take you through the lesson. | 0:07:02 | 0:07:03 | |
This artificial intelligence system aims to teach each pupil | 0:07:03 | 0:07:06 | |
at their own pace and in a way that suits them best, | 0:07:06 | 0:07:09 | |
constantly getting to know them better and tracking their progress. | 0:07:09 | 0:07:19 | |
The entire purpose of this machine is to learn how your brain learns | 0:07:19 | 0:07:23 | |
and then utilise that data, and it constantly adapts, | 0:07:23 | 0:07:25 | |
to provide them with a top-tier education at any single moment | 0:07:25 | 0:07:28 | |
and then takes that data and offers it to the teacher in real-time. | 0:07:28 | 0:07:32 | |
Here the students generate the data. | 0:07:32 | 0:07:33 | |
It's provided by real-time teachers and they can intervene | 0:07:33 | 0:07:36 | |
when necessary and they can spend more time on the human interactions | 0:07:36 | 0:07:39 | |
with the student, the pastoral care that they need to provide | 0:07:39 | 0:07:42 | |
to that individual. | 0:07:42 | 0:07:47 | |
Teachers can share their content around the world with other people | 0:07:48 | 0:07:50 | |
using Century, so any given subject could have numerous options | 0:07:50 | 0:07:53 | |
the machine could select from based on a student's focus | 0:07:53 | 0:07:56 | |
and learning levels. | 0:07:56 | 0:08:04 | |
And if they choose to manually switch, then it tracks | 0:08:04 | 0:08:07 | |
and considers their preferences too. | 0:08:07 | 0:08:08 | |
What do you feel are the challenges? | 0:08:08 | 0:08:11 | |
Sometimes like if you are not too sure on a question and you've | 0:08:12 | 0:08:15 | |
watched the videos and stuff, it's easy to like have a human | 0:08:15 | 0:08:18 | |
explain it to you, but the computer does make it as easy as possible. | 0:08:18 | 0:08:23 | |
Whilst of course I can see the benefits of personalised | 0:08:23 | 0:08:26 | |
education there is one thing playing on my mind. | 0:08:26 | 0:08:28 | |
That is the amount of screen time. | 0:08:28 | 0:08:30 | |
We have had plenty of teachers, not just parents, saying do | 0:08:30 | 0:08:33 | |
you really want them staring at a screen or an iPad? | 0:08:33 | 0:08:36 | |
And it's not the answer and it's not binary and I think | 0:08:36 | 0:08:39 | |
that's really important. | 0:08:40 | 0:08:40 | |
We don't think teachers should be replaced, we think we need more | 0:08:40 | 0:08:43 | |
teachers, we just think teachers should be spending their time | 0:08:44 | 0:08:46 | |
teaching and inspiring and imparting knowledge of the subject | 0:08:46 | 0:08:49 | |
that they really understand. | 0:08:49 | 0:08:51 | |
There's no shortage of ideas yet naturally putting them to the test | 0:08:51 | 0:08:54 | |
requires people willing to take a chance on them. | 0:08:54 | 0:08:57 | |
But clearly the idea of technology giving an overhaul to how | 0:08:57 | 0:09:00 | |
we educate our kids doesn't seem far away. | 0:09:00 | 0:09:01 | |
Hello and welcome to The Week in Tech. | 0:09:11 | 0:09:13 | |
It was the week that Tesla boss Elon Musk talked | 0:09:13 | 0:09:16 | |
about tunnels again. | 0:09:16 | 0:09:17 | |
He's proposed an underground network where your car gets shuttled | 0:09:17 | 0:09:20 | |
from A to B on an electric skate that could go up to 130mph. | 0:09:20 | 0:09:23 | |
The name of his new venture? | 0:09:23 | 0:09:25 | |
The Boring Company. | 0:09:25 | 0:09:28 | |
It was also the week that users of messaging app WhatsApp were left | 0:09:28 | 0:09:32 | |
asking what's 'appening? | 0:09:32 | 0:09:33 | |
after the service mysteriously went down for several hours around | 0:09:33 | 0:09:36 | |
the world, and the bank accounts of O2 customers in Germany | 0:09:36 | 0:09:39 | |
were drained after the SS7 mobile telecommunications | 0:09:39 | 0:09:42 | |
system was hacked. | 0:09:42 | 0:09:45 | |
We covered the SS7 vulnerability on the show last year. | 0:09:45 | 0:09:48 | |
Over in Sweden the world's fastest camera's been developed. | 0:09:48 | 0:09:52 | |
Lund University's camera can capture 5 trillion images per second whilst | 0:09:52 | 0:09:55 | |
other conventional high-speed cameras typically capture 100,000. | 0:09:55 | 0:10:03 | |
Instead of capturing images one by one this captures several coded | 0:10:03 | 0:10:06 | |
images at once and pieces them together into a video afterwards. | 0:10:06 | 0:10:09 | |
It will be used to film things like brain activity | 0:10:09 | 0:10:12 | |
and chemical reactions. | 0:10:12 | 0:10:13 | |
And finally, in an effort to help robots run better in the future this | 0:10:13 | 0:10:17 | |
ostrich-like bot can spread up to 10mph and has been cleverly | 0:10:17 | 0:10:20 | |
designed to self balance without the need for sensors | 0:10:20 | 0:10:22 | |
or computer processing. | 0:10:22 | 0:10:26 | |
A single motor drives the bot's legs forward in an elliptical motion, | 0:10:26 | 0:10:29 | |
injecting more power when it feels resistance. | 0:10:29 | 0:10:40 | |
Look at it, it's got a mind of its own. | 0:10:40 | 0:10:42 | |
Right, everyone down to the pub for a swift half, | 0:10:42 | 0:10:45 | |
a game of bar billiards and a battle with some giant bugs. | 0:10:45 | 0:10:52 | |
Sounds like the perfect evening for Mark Chislak. | 0:10:52 | 0:10:55 | |
There are a couple of things that you always find in a British pub. | 0:10:55 | 0:11:01 | |
Number one is pints of beer. | 0:11:01 | 0:11:03 | |
In some drinking shops there are distractions like darts. | 0:11:03 | 0:11:06 | |
And of course virtual reality headsets. | 0:11:06 | 0:11:11 | |
VR in pubs? | 0:11:11 | 0:11:13 | |
How ever will you find your pint? | 0:11:13 | 0:11:15 | |
The big problem for most people with virtual reality is space. | 0:11:15 | 0:11:27 | |
You just don't have the space in a normal sized living room | 0:11:27 | 0:11:30 | |
to play VR games properly. | 0:11:30 | 0:11:31 | |
The headsets have got cables attached to them which you can | 0:11:32 | 0:11:35 | |
easily trip over and then you've got furniture and walls that | 0:11:35 | 0:11:38 | |
you can bang into. | 0:11:38 | 0:11:39 | |
That is where pubs come in. | 0:11:39 | 0:11:44 | |
Pubs are generally bigger than the house that you live | 0:11:44 | 0:11:46 | |
in so there's no problem with space and they afford you the opportunity | 0:11:47 | 0:11:50 | |
of a truly social virtual reality experience because people can see | 0:11:50 | 0:11:53 | |
what you're doing. | 0:11:53 | 0:11:56 | |
So, the walls in here are green and that means the spectators that | 0:11:56 | 0:12:00 | |
are watching me can see the environment that I am | 0:12:00 | 0:12:02 | |
in and also if I back myself up to them I feel that they're soft, | 0:12:02 | 0:12:06 | |
they're padded so players cannot injure themselves if they get | 0:12:06 | 0:12:09 | |
a little bit too energetic and throw themselves around in space. | 0:12:09 | 0:12:13 | |
It's like a soft play area for adults. | 0:12:13 | 0:12:18 | |
The combination of public house and virtual reality | 0:12:18 | 0:12:20 | |
is the brainchild of these guys. | 0:12:20 | 0:12:22 | |
They've used their background in satellite technology, | 0:12:22 | 0:12:24 | |
IT and engineering to create this setup. | 0:12:24 | 0:12:26 | |
So what made you guys think that VR and pubs went together like a pie | 0:12:26 | 0:12:30 | |
and a pint? | 0:12:30 | 0:12:32 | |
We thought we wanted to do a VR arcade, but arcades have a stale | 0:12:32 | 0:12:36 | |
and outdated image and so we were looking for a good venue to do | 0:12:36 | 0:12:40 | |
virtual reality in public. | 0:12:40 | 0:12:48 | |
When you're involved with alcohol there's always a degree of risk | 0:12:48 | 0:12:51 | |
to the gear and the equipment overall, so we have had to rig up | 0:12:51 | 0:12:55 | |
harnesses so if people fall over they don't damage themselves. | 0:12:55 | 0:12:58 | |
The harnesses also protect the headsets so they don't fall | 0:12:58 | 0:13:00 | |
on the ground. | 0:13:00 | 0:13:03 | |
Enough talk, it's time to try out the specially designed VR rig. | 0:13:03 | 0:13:08 | |
We've got the Vive plugged into the seat belt arrester system | 0:13:08 | 0:13:11 | |
which will catch you when you fall. | 0:13:11 | 0:13:13 | |
In order to make players safe it is crucial that the cables | 0:13:13 | 0:13:17 | |
for the headsets are kept out of the way. | 0:13:17 | 0:13:19 | |
I have a harness that I have to put on. | 0:13:19 | 0:13:22 | |
It goes on there. | 0:13:22 | 0:13:23 | |
And then you put this in at the back here. | 0:13:23 | 0:13:26 | |
And now no matter how much you turn around this cable is not | 0:13:26 | 0:13:29 | |
going to get caught in your head or on your back. | 0:13:29 | 0:13:36 | |
An ingenious solution to the cable problem that everybody finds | 0:13:36 | 0:13:38 | |
with VR headsets. | 0:13:38 | 0:13:42 | |
OK, now I've played tonnes of games in VR before and as always I'm | 0:13:42 | 0:13:46 | |
immediately transported from the space that I was in, | 0:13:46 | 0:13:50 | |
this pub, into this sewer and zombies are coming from pretty | 0:13:50 | 0:13:53 | |
much every direction. | 0:13:53 | 0:13:54 | |
Reload, reload. | 0:13:54 | 0:13:56 | |
Oh! | 0:13:56 | 0:14:03 | |
You don't really notice the cable that you are wearing | 0:14:03 | 0:14:05 | |
and the harness. | 0:14:05 | 0:14:07 | |
I thought you would, but it's kind of... | 0:14:07 | 0:14:09 | |
I don't notice it is there at all. | 0:14:09 | 0:14:11 | |
What have you discovered about the type of games that | 0:14:11 | 0:14:14 | |
are best to play in this environment? | 0:14:14 | 0:14:16 | |
Our rule of thumb is basically any more than one button | 0:14:16 | 0:14:19 | |
is too complicated. | 0:14:19 | 0:14:20 | |
Most of the people who are playing have never played | 0:14:20 | 0:14:22 | |
virtual reality before. | 0:14:22 | 0:14:23 | |
And it's enough of a surprise for them to find themselves | 0:14:23 | 0:14:26 | |
in a computer game. | 0:14:26 | 0:14:27 | |
You don't want them to then have to remember six or seven button | 0:14:27 | 0:14:31 | |
combinations as well. | 0:14:31 | 0:14:33 | |
Double your gun, double your fun. | 0:14:33 | 0:14:38 | |
So this is where nice, simple games can easily be demonstrated. | 0:14:38 | 0:14:41 | |
It's a wave shooter, and so I have just got waves | 0:14:41 | 0:14:43 | |
and waves of bad guys trying to attack me. | 0:14:44 | 0:14:46 | |
The aim is simple - fight them off. | 0:14:46 | 0:14:50 | |
How do people fare when they have been in the VR when they have had | 0:14:50 | 0:14:54 | |
a couple of drinks? | 0:14:54 | 0:14:55 | |
It's a bit like playing pool. | 0:14:55 | 0:14:56 | |
You get progressively better, and then you get a lot worse | 0:14:57 | 0:14:59 | |
all of a sudden. | 0:15:00 | 0:15:01 | |
It's really, really frantic. | 0:15:01 | 0:15:03 | |
I don't think I can stand more than five minutes in here, | 0:15:03 | 0:15:06 | |
simply because I'm getting really hot! | 0:15:06 | 0:15:08 | |
Oh! | 0:15:08 | 0:15:11 | |
And I am done. | 0:15:11 | 0:15:13 | |
Well, it's somebody else's turn, and it's my turn to order | 0:15:13 | 0:15:16 | |
at the bar. | 0:15:17 | 0:15:18 | |
Oh. | 0:15:18 | 0:15:22 | |
Now, does this look like a race track to you? | 0:15:24 | 0:15:30 | |
Does this look like a car? | 0:15:30 | 0:15:33 | |
Well, last weekend, six teams took to the track in Toulouse, | 0:15:33 | 0:15:36 | |
in France, for the world's first nanocar race. | 0:15:36 | 0:15:44 | |
The nanocars are specially designed molecules which are invisible | 0:15:44 | 0:15:48 | |
to the human eye. | 0:15:48 | 0:15:50 | |
Nano things are very, very small. | 0:15:50 | 0:15:52 | |
One nanometre is 30,000 times thinner than a human hair. | 0:15:52 | 0:15:57 | |
In ideal cases, we try to build molecules which have the shape | 0:15:57 | 0:16:01 | |
of a car, that is some kind of a chassis and four wheels, | 0:16:01 | 0:16:05 | |
Six teams competed, representing France, | 0:16:19 | 0:16:21 | |
Switzerland, Japan, Germany, the USA, and there was a joint US | 0:16:21 | 0:16:24 | |
and Austrian team. | 0:16:24 | 0:16:28 | |
The tiny racetrack for most teams was made of gold. | 0:16:28 | 0:16:32 | |
Now, this is because gold is so soft its surface can be made | 0:16:32 | 0:16:35 | |
extremely flat, as in, there is not even an atom | 0:16:35 | 0:16:38 | |
out of place. | 0:16:38 | 0:16:40 | |
And that does take some time to prepare. | 0:16:40 | 0:16:44 | |
Once the nano cars are in position on the track, the teams use the tip | 0:16:59 | 0:17:03 | |
of a scanning, tunnelling microscope to propel the vehicles | 0:17:03 | 0:17:06 | |
with tiny electric charges. | 0:17:06 | 0:17:10 | |
They have 30 hours to race 100 nanometres and back. | 0:17:10 | 0:17:15 | |
Six teams started, with no guarantee that they would all finish. | 0:17:15 | 0:17:19 | |
But there is historical precedent here. | 0:17:19 | 0:17:23 | |
In 1894, there was the first ever car race in the world. | 0:17:23 | 0:17:26 | |
In the end it took one team only 19 minutes to finish the race, | 0:17:49 | 0:17:53 | |
but they did use a different track. | 0:17:53 | 0:17:57 | |
If we had used the gold, it was going to be uncontrollably | 0:17:57 | 0:18:00 | |
fast. | 0:18:00 | 0:18:01 | |
So we used a silver surface, which is actually a slower surface. | 0:18:01 | 0:18:04 | |
So we slowed it down so we could control it better | 0:18:04 | 0:18:07 | |
around the pylon. | 0:18:07 | 0:18:08 | |
We never revealed the structure of our car until race day. | 0:18:08 | 0:18:11 | |
There was no requirement to reveal the structure of the car. | 0:18:11 | 0:18:14 | |
Because we worked so hard to come up with these design features, | 0:18:14 | 0:18:17 | |
we didn't feel that we wanted to reveal that to the world | 0:18:18 | 0:18:21 | |
until race day. | 0:18:21 | 0:18:22 | |
And looking at their cars we knew that they were going to be a little | 0:18:23 | 0:18:26 | |
bit slower because number one, they were very big. | 0:18:27 | 0:18:29 | |
The higher the molecular weight, the harder it is to move it. | 0:18:29 | 0:18:32 | |
Number two, they had aeromatic wheels. | 0:18:32 | 0:18:35 | |
We knew that was going to slow them down. | 0:18:35 | 0:18:38 | |
Even though it was originally deemed a 36-hour race, | 0:18:38 | 0:18:40 | |
we knew that we were going to be able to finish much | 0:18:40 | 0:18:44 | |
faster than that. | 0:18:44 | 0:18:46 | |
The second team to finish raced on the standard gold course, | 0:18:46 | 0:18:49 | |
and took over seven hours. | 0:18:49 | 0:18:53 | |
The organisers decided to declare both the Swiss team | 0:18:53 | 0:18:56 | |
and the US-Austrian team joint winners, as they had raced | 0:18:56 | 0:18:58 | |
in different circumstances. | 0:18:59 | 0:19:01 | |
The tech used in the race will help improve the imaging capabilities | 0:19:01 | 0:19:05 | |
of the world's most powerful microscopes, and the car design | 0:19:05 | 0:19:08 | |
process has pharmaceutical applications for making designer | 0:19:08 | 0:19:11 | |
molecules. | 0:19:11 | 0:19:13 | |
As it was, in the world's first nano race, every team will have plenty | 0:19:13 | 0:19:17 | |
of thinking to take back to their tiny drawing boards. | 0:19:17 | 0:19:23 | |
Now, you may remember last year we tickled your earbuds | 0:19:23 | 0:19:26 | |
with something called binaural sound. | 0:19:26 | 0:19:31 | |
Now, this is a way of recording audio so when you listen back | 0:19:31 | 0:19:34 | |
through headphones, the sounds actually sound like they are coming | 0:19:34 | 0:19:38 | |
from the right place in 3-D space. | 0:19:39 | 0:19:40 | |
Well, it turns out someone was listening. | 0:19:40 | 0:19:42 | |
Not just someone, but The Doctor, and he invited Kate Russell to hear | 0:19:42 | 0:19:49 | |
all about it. | 0:19:49 | 0:19:52 | |
Go and have a look. | 0:19:52 | 0:19:54 | |
Why me? | 0:19:54 | 0:19:55 | |
You're physically bigger. | 0:19:55 | 0:19:59 | |
Maybe it's just the central heating. | 0:19:59 | 0:20:07 | |
Oh, sorry, didn't mean to scare you. | 0:20:08 | 0:20:11 | |
Unlike a new episode of Doctor Who, that uses binaural sound to really | 0:20:11 | 0:20:15 | |
get inside your head. | 0:20:15 | 0:20:21 | |
I have come to south Wales, where the episode | 0:20:21 | 0:20:24 | |
Knock Knock was filmed. | 0:20:24 | 0:20:27 | |
In this spooky-looking house, the Doctor investigates | 0:20:27 | 0:20:28 | |
some strange noises. | 0:20:29 | 0:20:32 | |
What's going on? | 0:20:32 | 0:20:34 | |
Using binaural sound, the show's producers are able | 0:20:34 | 0:20:37 | |
to ramp up the fright factor by placing sound effects all around | 0:20:37 | 0:20:41 | |
the listener, so they feel like they are actually | 0:20:41 | 0:20:43 | |
inside the room with the actors. | 0:20:43 | 0:20:46 | |
So if you see a normal, digital audio workstation, | 0:20:46 | 0:20:49 | |
everything is layered up in tracks. | 0:20:49 | 0:20:53 | |
But actually, we can see those tracks on the computer as little | 0:20:53 | 0:20:56 | |
objects, like you are looking down on top of a room. | 0:20:56 | 0:20:59 | |
So you can see these dots with a cross showing where the left | 0:20:59 | 0:21:02 | |
and right is, and the up-and-down axis. | 0:21:02 | 0:21:04 | |
When the sounds are then put through into the BBC renderer, | 0:21:04 | 0:21:07 | |
which is a piece of software that the R team have made, | 0:21:08 | 0:21:11 | |
then you can see where those sounds are hanging in 3-D space. | 0:21:11 | 0:21:14 | |
To experience the binaural effect you must be using stereo headphones. | 0:21:14 | 0:21:19 | |
Even a top-of-the-range 5.1 surround sound speaker systems will not | 0:21:19 | 0:21:24 | |
deliver the results, as the microscopic time delays | 0:21:24 | 0:21:27 | |
in sounds arriving at your ears are vital to creating | 0:21:27 | 0:21:29 | |
the 360-degree immersive effect. | 0:21:29 | 0:21:34 | |
That was super, super scary and spooky and atmospheric. | 0:21:34 | 0:21:38 | |
Very subtle. | 0:21:38 | 0:21:41 | |
If you are expecting the kind of like sideshow act of jumping | 0:21:41 | 0:21:45 | |
around sound that really wows you, this is not what this is about. | 0:21:45 | 0:21:49 | |
This is about a subtle experience of placing | 0:21:49 | 0:21:51 | |
you in a three-dimensional soundscape. | 0:21:51 | 0:21:54 | |
The reason why this episode lent itself so brilliantly | 0:21:54 | 0:21:57 | |
to the binaural mix is because of it being a kind of horror - | 0:21:57 | 0:22:00 | |
playing with the horror genre, and the tropes of that, | 0:22:01 | 0:22:03 | |
and a lot of what makes things scary is what you don't see, | 0:22:03 | 0:22:07 | |
and building up the atmosphere to that moment of scare is really | 0:22:07 | 0:22:10 | |
what the audience are looking for. | 0:22:10 | 0:22:14 | |
We were told 3-D TV was going to be the next big thing. | 0:22:15 | 0:22:18 | |
Well, that didn't happen. | 0:22:18 | 0:22:22 | |
So why should this be any different? | 0:22:22 | 0:22:24 | |
The reason why binaural is really taking off now is because we're | 0:22:24 | 0:22:28 | |
in the age of the smartphone and the tablet. | 0:22:28 | 0:22:30 | |
People are consuming their media with headphones. | 0:22:30 | 0:22:32 | |
The headphones are hugely popular. | 0:22:32 | 0:22:35 | |
We've got - even in my family, my kids will sit down | 0:22:35 | 0:22:38 | |
watching their own content, that they're interested in, | 0:22:38 | 0:22:40 | |
with a pair of headphones so as not to disturb each other. | 0:22:40 | 0:22:44 | |
I think what will happen when people experience binaural audio with TV | 0:22:44 | 0:22:47 | |
content, radio content, and then they go back to stereo, | 0:22:47 | 0:22:54 | |
they'll feel a little bit - it's quite a claustrophobic feeling. | 0:22:54 | 0:22:57 | |
And you think I want that other sound, please. | 0:22:57 | 0:23:00 | |
What was that? | 0:23:00 | 0:23:00 | |
It was binaural, let me have some more of that, please. | 0:23:00 | 0:23:04 | |
I think that is where we will start to see binaural really take off. | 0:23:04 | 0:23:07 | |
This spooky episode will be broadcast with regular sound on UK | 0:23:07 | 0:23:10 | |
TVs this weekend. | 0:23:10 | 0:23:11 | |
I'm afraid viewers from the rest of the world will have to wait. | 0:23:12 | 0:23:15 | |
For the binaural experience, watch it on iPlayer. | 0:23:15 | 0:23:18 | |
I recommend a darkened room, some decent stereo headphones, | 0:23:18 | 0:23:22 | |
and a steely nerve. | 0:23:22 | 0:23:25 | |
And remember, if you do hear knocking sounds in the night, | 0:23:25 | 0:23:28 | |
it's probably just your pipes. | 0:23:28 | 0:23:33 | |
Probably. | 0:23:33 | 0:23:37 | |
Wow, can't wait to see, and more importantly | 0:23:37 | 0:23:39 | |
hear, that episode. | 0:23:39 | 0:23:41 | |
But then I Love Doctor Who. | 0:23:41 | 0:23:43 | |
Can't wait to see every episode. | 0:23:43 | 0:23:44 | |
That is it for this week. | 0:23:45 | 0:23:46 | |
Follow us on Twitter throughout the week. | 0:23:46 | 0:23:48 | |
Thank you for watching, and we will see you soon. | 0:23:48 | 0:23:51 | |
Hello there. | 0:24:13 | 0:24:13 | |
After the dry weather that we have been experiencing for days and weeks | 0:24:13 | 0:24:17 |