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