When I was a kid, my parents would tell me, "You can make a mess, but you have to clean up after yourself." So freedom came with responsibility. But my imagination would take me to all these wonderful places, where everything was possible. So I grew up in a bubble of innocence -- or a bubble of ignorance, I should say, because adults would lie to us to protect us from the ugly truth. And growing up, I found out that adults make a mess, and they're not very good at cleaning up after themselves.
Kui ma olin väike, ütlesid vanemad mulle: "Võid oma toa segi ajada, aga pärast pead enda järelt ära koristama." Vabadus käis koos vastutusega. Kuid mu fantaasia viis mind igasugu imelistesse kohtadesse, kus kõik oli võimalik. Niisiis kasvasin ma üles süütus mullis või teadmatuse mullis, õigemini, sest täiskasvanud valetasid meile, et kaitsta meid inetu tõe eest. Kui sain suureks, avastasin, et täiskasvanud tekitavad ka segadust, aga enda järelt koristamine pole nende tugevaim külg.
Fast forward, I am an adult now, and I teach citizen science and invention at the Hong Kong Harbour School. And it doesn't take too long before my students walk on a beach and stumble upon piles of trash. So as good citizens, we clean up the beaches -- and no, he is not drinking alcohol, and if he is, I did not give it to him.
Ajas edasi hüpates olen saanud täiskasvanuks ja õpetan vastutustundlikku teadust ja leiutamist Hong Kong Harbour Schoolis. Rannas jalutades komistavad lapsed üsna kiiresti, prügihunnikute otsa. Korralike kodanikena koristame prügi rannast ära - ja ei, ta ei joo alkoholi või kui joob, siis mina seda talle ei andnud.
(Laughter)
Ja on kurb tõdeda,
And so it's sad to say, but today more than 80 percent of the oceans have plastic in them. It's a horrifying fact. And in past decades, we've been taking those big ships out and those big nets, and we collect those plastic bits that we look at under a microscope, and we sort them, and then we put this data onto a map. But that takes forever, it's very expensive, and so it's quite risky to take those big boats out.
et tänaseks on rohkem, kui 80% ookeanidest plastikuga reostatud. See on õõvastav tõsiasi. Me oleme aastakümneid käinud suurte laevade ja suurte võrkudega merel ja kogunud neid plastjäätmeid, mida uurime mikroskoobiga, määrame nende koostise ja kanname saadud andmed kaardile. Aga see võtab tohutult aega ja on väga kallis ja suurte laevadega merel käimine on küllalt riskantne.
So with my students, ages six to 15, we've been dreaming of inventing a better way. So we've transformed our tiny Hong Kong classroom into a workshop. And so we started building this small workbench, with different heights, so even really short kids can participate. And let me tell you, kids with power tools are awesome and safe.
Nii olen ma oma õpilastega, kes on vanuses 6 kuni 15 tahtnud leida mõnda paremat moodust. Oleme oma pisikesest Hong Kongi klassiruumist teinud töökoja. Esmalt alustasime väikeste tööpinkide ehitamisest, tegime need eri kõrgustega, et ka väiksemad lapsed saaksid osaleda. Ma ütlen - lapsed ja elektrilised tööriistad on võimsad ja ohutud.
(Laughter)
Tegelikult mitte.
Not really. And so, back to plastic. We collect this plastic and we grind it to the size we find it in the ocean, which is very small because it breaks down. And so this is how we work. I let the imaginations of my students run wild. And my job is to try to collect the best of each kid's idea and try to combine it into something that hopefully would work. And so we have agreed that instead of collecting plastic bits, we are going to collect only the data. So we're going to get an image of the plastic with a robot -- so robots, kids get very excited. And the next thing we do -- we do what we call "rapid prototyping." We are so rapid at prototyping that the lunch is still in the lunchbox when we're hacking it.
Tagasi plastmassi juurde. Me kogume plastmassi ja jahvatame selle nii peeneks nagu ookeanis, See on väga peen puru, sest see laguneb. Ja me töötame nii: Ma lasen oma õpilaste kujutlusvõimel vabalt lennata. Ja minu ülesanne on koguda laste parimad ideed ja püüda kombineerida sellest midagi, mis loodetavasti töötab. Me leppisime kokku, et plastmassi kogumise asemel kogume me ainult andmeid. Nii me saame roboti abil pildi sellest plastmassist. Robotid on laste jaoks väga põnevad. Järgmiseks teeme seda, mida nimetame "kiireks prototüüpimiseks". Suudame prototüüpe teha nii kiirelt, et lõunasöök on alles karbis, kui me seda juba häkime.
(Laughter)
(Naer)
And we hack table lamps and webcams, into plumbing fixtures and we assemble that into a floating robot that will be slowly moving through water and through the plastic that we have there -- and this is the image that we get in the robot. So we see the plastic pieces floating slowly through the sensor, and the computer on board will process this image, and measure the size of each particle, so we have a rough estimate of how much plastic there is in the water.
Me häkime laualampe ja veebikaameraid torujuppidesse ja ühendame need ujuk-robotiga, mis hakkab aeglaselt vees liikuma läbi plastiku, mis seal on ja see on kujutis, mille me robotiga saame. Me näeme plasttükke aeglaselt hõljumas sensorist mööda ja pardakompuuter töötleb seda kujutist ja mõõdab iga osakese suurust, seega saame ligikaudselt hinnata, kui palju plastikut on vees.
So we documented this invention step by step on a website for inventors called Instructables, in the hope that somebody would make it even better.
Me dokumenteerisime oma leiutise samm-sammult leiutajate veebilehel "Instructables" lootuses, et keegi teeb seda veelgi paremaks.
What was really cool about this project was that the students saw a local problem, and boom -- they are trying to immediately address it.
Eriti äge selle projekti juures oli see, et õpilased märkasid oma kodukandis probleemi
[I can investigate my local problem]
ja plaksti! püüdsid seda koheselt ka lahendada.
But my students in Hong Kong are hyperconnected kids. And they watch the news, they watch the Internet, and they came across this image. This was a child, probably under 10, cleaning up an oil spill bare-handed, in the Sundarbans, which is the world's largest mangrove forest in Bangladesh. So they were very shocked, because this is the water they drink, this is the water they bathe in, this is the water they fish in -- this is the place where they live. And also you can see the water is brown, the mud is brown and oil is brown, so when everything is mixed up, it's really hard to see what's in the water. But, there's a technology that's rather simple, that's called spectrometry, that allows you see what's in the water. So we built a rough prototype of a spectrometer, and you can shine light through different substances that produce different spectrums, so that can help you identify what's in the water. So we packed this prototype of a sensor, and we shipped it to Bangladesh. So what was cool about this project was that beyond addressing a local problem, or looking at a local problem, my students used their empathy and their sense of being creative to help, remotely, other kids.
Minu õpilased Hong Kongis on üli-informeeritud lapsed. Nad vaatavad uudiseid, jälgivad internetti ja nad sattusid sellise pildi peale. Seal oli laps, ilmselt alla 10-aastane, puhastas paljakäsi naftaleket Sundarbansis mis on maailma suurim mangroovimets Bangladeshis. Nad olid väga šokeeritud, sest see on vesi, mida nad joovad, vesi, milles nad end pesevad, see on vesi, millest nad püüavad kalu, see on koht, kus nad elavad. Ja te näete, et vesi on pruun, muda on pruun ja nafta on pruun, seega, kui kõik on seal segunenud on raske näha, mis seal vees on. Aga leidub üsna lihtne tehnoloogia, mida nimetatakse spektromeetriaks, ja mis võimaldab näha, mis vee sees on. Niisiis tegime valmis lihtsa spektromeetri prototüübi. Sellega saab lasta valgust läbi erinevate ainete, mis tekitavad erinevaid spektreid, ja sellega saab teha kindlaks, mis seal vees sees leidub. Pakkisime oma sensori prototüübi ära ja saatsime Bangladeshi. Selle projekti juures oli äge see, et lisaks kohaliku probleemi leidmisele või kohaliku probleemiga tegelemisele, kasutasid mu õpilased empaatiat ja loovust et aidata lapsi, kes elasid palju kaugemal.
[I can investigate a remote problem]
So I was very compelled by doing the second experiments, and I wanted to take it even further -- maybe addressing an even harder problem, and it's also closer to my heart.
Ma tundsin edasisi eksperimente tehes justkui kohustust asjaga veelgi põhjalikumalt tegeleda, ja leida lahendus veelgi keerulisemale probleemile, mis on mulle südamelähedane.
So I'm half Japanese and half French, and maybe you remember in 2011 there was a massive earthquake in Japan. It was so violent that it triggered several giant waves -- they are called tsunami -- and those tsunami destroyed many cities on the eastern coast of Japan. More than 14,000 people died in an instant. Also, it damaged the nuclear power plant of Fukushima, the nuclear power plant just by the water. And today, I read the reports and an average of 300 tons are leaking from the nuclear power plant into the Pacific Ocean. And today the whole Pacific Ocean has traces of contamination of cesium-137. If you go outside on the West Coast, you can measure Fukushima everywhere. But if you look at the map, it can look like most of the radioactivity has been washed away from the Japanese coast, and most of it is now -- it looks like it's safe, it's blue. Well, reality is a bit more complicated than this.
Ma olen pool-jaapanlane, pool-prantslane, ja kui te mäletate, siis aastal 2011 oli Jaapanis suur maavärin. See oli nii tugev, et tekitas rea hiidlaineid, mida nimetatakse tsunamiks - ja need tsunamid hävitasid Jaapani idarannikul mitmeid linnu. Ühe hetkega hukkus üle 14 000 inimese. Lisaks sai kahjustusi Fukushima aatomielektrijaam, mis asub kohe mere ääres. Praegu loen ma raportitest, et Vaiksesse ookeani on tuumajaamast lekkinud keskmiselt 300 tonni. Terves Vaikses ookeanis on märke tseesium-137 reostusest. Kui minna läänerannikule, siis on Fukushima tagajärjed mõõdetavad kõikjal. Vaadates seda kaarti võib paista et enamik radioaktiivsusest on Jaapani rannikult minema uhutud ja suurem osa on nüüd - paistab nüüd ohutu, see on sinine. Tegelikkus on veidi keerulisem.
So I've been going to Fukushima every year since the accident, and I measure independently and with other scientists, on land, in the river -- and this time we wanted to take the kids. So of course we didn't take the kids, the parents wouldn't allow that to happen.
Peale õnnetust olen ma Fukushimas käinud igal aastal ja mõõtnud nii sõltumatult kui ka koos teiste teadlastega, nii maismaal, kui ka jões - ja seekord tahtsime lapsed kaasa võtta. Loomulikult ei me lapsi kaasa ei võtnud, vanemad poleks seda lubanud.
(Laughter)
(Naer)
But every night we would report to "Mission Control" -- different masks they're wearing. It could look like they didn't take the work seriously, but they really did because they're going to have to live with radioactivity their whole life. And so what we did with them is that we'd discuss the data we collected that day, and talk about where we should be going next -- strategy, itinerary, etc... And to do this, we built a very rough topographical map of the region around the nuclear power plant. And so we built the elevation map, we sprinkled pigments to represent real-time data for radioactivity, and we sprayed water to simulate the rainfall. And with this we could see that the radioactive dust was washing from the top of the mountain into the river system, and leaking into the ocean. So it was a rough estimate.
Kuid igal õhtul me raporteerisime juhtimiskeskusele - nad kannavad erinevaid maske. Võib tunduda, et nad ei võtnud seda tööd tõsiselt, aga tegelikult nad võtsid, sest neil tuleb selle radioaktiivsusega elada kogu ülejäänud elu. Me tegime nendega seda, et arutasime nendega andmeid, mida päeva jooksul olime kogunud ja arutasime, kuhu me peaksime edasi minema - strateegia, marsruut jne. Ja selleks panime kokku tuumajaama ümbruse lihtstustatud topograafilise kaardi Ehitasime pinnavormidega mudeli, puistasime sellele värvainet, et markeerida antud hetke radioaktiivsuse taset ja me pihutasime peale vett, et imiteerida vihmasadu. Selle abil nägime, et radioaktiivne tolm uhuti mäe otsast alla jõestikku, ja sealt lekkis ta ookeani. See oli esialgne hinnang.
But with this in mind, we organized this expedition, which was the closest civilians have been to the nuclear power plant. We are sailing 1.5 kilometers away from the nuclear power plant, and with the help of the local fisherman, we are collecting sediment from the seabed with a custom sediment sampler we've invented and built. We pack the sediment into small bags, we then dispatch them to hundreds of small bags that we send to different universities, and we produce the map of the seabed radioactivity, especially in estuaries where the fish will reproduce, and I will hope that we will have improved the safety of the local fishermen and of your favorite sushi.
Aga sellele mudelile tuginedes korraldasime ekspeditsiooni, mis viis tsiviilisikud tuumajaamale lähemale kui kunagi varem. Olime merel 1.5 km tuumajaamast eemal ja kohalike kalurite abiga kogusime merepõhjast setteid spetsiaalse instrumendiga mille olime ise leiutanud ja valmis teinud. Pakkisime setted väikestesse kottidesse, jagasime need omakorda sadadesse väiksematesse kotikestesse, ja saatsime erinevatele ülikoolidele. Panime kokku merepõhja radioaktiivsuse kaardi, eriti jõesuudmete osas, kus on kalade paljunemiskoht ja ma loodan, et tänu sellele on paranenud nii kohalike kalurite kui ka teie lemmiksushi ohutus.
(Laughter)
(Naer)
You can see a progression here -- we've gone from a local problem to a remote problem to a global problem. And it's been super exciting to work at these different scales, with also very simple, open-source technologies. But at the same time, it's been increasingly frustrating because we have only started to measure the damage that we have done. We haven't even started to try to solve the problems. And so I wonder if we should just take a leap and try to invent better ways to do all these things.
Näete siin arengut - läksime kohaliku probleemi juurest edasi ja jõudsime globaalse probleemini. On olnud ülipõnev töötada erinevates mastaapides projektidega, tehes seda väga lihtsate, vabavaraliste tehnoloogiatega. Kuid samal ajal on see olnud järjest masendavam sest oleme tekitatud kahju tuvastamisega alles päris alguses. Me pole probleemide lahendamisega veel alustanudki. Ja nii ma mõtlen, et kas ei tuleks võtta asja ette hoopis suuremalt ja püüda välja mõelda paremaid meetodeid, kuidas seda kõike teha.
And so the classroom started to feel a little bit small, so we found an industrial site in Hong Kong, and we turned it into the largest mega-space focused on social and environmental impact. It's in central Hong Kong, and it's a place we can work with wood, metal, chemistry, a bit of biology, a bit of optics, basically you can build pretty much everything there. And its a place where adults and kids can play together. It's a place where kids' dreams can come true, with the help of adults, and where adults can be kids again.
Nii jäigi klassiruum natuke väikseks ja leidsime ühe tööstushoone Hong Kongis ning muutsime selle suurimaks töökojaks, mis on keskendunud sotsiaalsele ja keskkonnamõjule. See asub Hong Kongi kesklinnas, ja seal saame töötada puidu, metalli ja kemikaalidega, natuke bioloogiat, natuke optikat, põhimõtteliselt on seal võimalik ehitada kõike, mis pähe tuleb. See on koht, kus täiskasvanud ja lapsed saavad koos mängida. Koht, kus laste unistused saavad tõeks, täiskasvanute abiga, ja kus täiskasvanud saavad olla jälle lapsed.
Student: Acceleration! Acceleration!
Uurime igasuguseid küsimusi:
Cesar Harada: We're asking questions such as, can we invent the future of mobility with renewable energy? For example. Or, can we help the mobility of the aging population by transforming very standard wheelchairs into cool, electric vehicles?
kas saab leiutada liikluse tulevikku taaskasutatava energiaga, näiteks. Või, kas me suudame aidata vananevat rahvastikku liikumise osas muutes tüüpilised ratastoolid ägedateks elektrisõidukiteks?
So plastic, oil and radioactivity are horrible, horrible legacies, but the very worst legacy that we can leave our children is lies. We can no longer afford to shield the kids from the ugly truth because we need their imagination to invent the solutions.
Plastmass, nafta ja radioaktiivsus on hirmsad pärandid, aga kõige hirmsam pärand, mida saame lastele jätta, on valed. Meil pole enam võimalik varjata laste eest inetut tõde, sest meil on vaja nende kujutlusvõimet, et leiutada lahendusi.
So citizen scientists, makers, dreamers -- we must prepare the next generation that cares about the environment and people, and that can actually do something about it.
Vastutustundlikud leiutajad, loojad, unistajad - me peame ette valmistama järgmise põlvkonna, kes hoolib keskkonnast ja inimestest, ja kes suudab selle heaks ka midagi ära teha.
Thank you.
Tänan.
(Applause)
(Aplaus)