The Bright Ideas Challenge 2018

Title:  Introducing the Bright Ideas Challenge

Duration: 4:12 minutes

Description: 

Introducing the Bright Ideas Challenge – inviting students to imagine innovative solutions to power the world of tomorrow.

TBIC_Video1_v5a_approval Transcript

[Background music plays]

Rhythmic instrumental music, at times fast-paced, at other times slowing down to stately and majestic.

[Animated sequence]

The Bright Ideas Challenge graphic, depicting a city skyline, buildings and structures in colours of yellow and grey and red, with a pale blue background above the skyline in which are several white clouds as well as animated movement of several modes of transportation such as hot air balloons and aeroplanes in the sky and trains and bicycles lower down in the depicted city. One large white cloud at frame-left contains the image of a charging battery, and three snaking lines run between the cloud and various buildings and structures below.

[Text displays]

The Bright Ideas Challenge

[Animated sequence]

Close-up of the previously described cloud, now displaying text, with a second, smaller cloud towards upper frame-right, now containing the image of the charging battery.

[Text displays]

The Bright Ideas Challenge

Video 1: Introducing the Bright Ideas Challenge

[Narrator]

Our world today is exciting, dynamic and fast-moving. We’ve never been more connected, with more and more people enjoying better opportunities, better health and better lives. From lighting your school and producing your smartphone to heating your home and refuelling planes, energy is all around us.

[Video footage]

A series of shots depict an aerial view of lit up city streets by night, an aerial view of a large crowd releasing coloured paint above their heads, a group of people doing tai chi with a darkened city skyline behind them, a fast motion shot of the movement of people on a busy city street, a close-up in profile of a man speaking on his mobile phone, a man punching numbers into a device on the table in front of him, an Asian teacher and children in a classroom, an African woman holding a baby, a baby in an incubator, a little girl blowing out the candles on a cake, a close-up of the filament in a lightbulb, a young woman typing on her smartphone, close-up of a hand setting the heat on a dial, rows of blue flame, a man atop a ladder under the wing of a plane that he is refuelling, and fast-motion time-lapse footage of traffic on a city interchange.

[Narrator]

Last night, a billion people in the world didn’t turn out the lights before they went to bed, not because they forgot but because they don’t have electricity.

[Video footage]

View from space of a rotating planet earth against a black background. A bird’s eye view of a smoggy city against the backdrop of a pink sky and a setting sun. A close-up of a hand lighting a candle in a darkened room.

[Narrator]

As populations grow and thrive, demand for energy grows as well – energy to refrigerate food and medicines, to build roads and hospitals, to make plastics, fuels and fertilisers; energy to transport goods across the world and to the corner store, and to enable access to education and job opportunities.

[Video footage]

Fast motion footage of the movement of people on a busy city street, fast motion footage of the movement of people in the fresh produce section of a supermarket, rear view close-up of a man opening a refrigerator in a supermarket, fast motion footage of a construction site, seen in silhouette, a close-up of plastic bottles on a conveyor belt, wide shot of a tractor pulling a fertiliser tank, a close-up of cars and a truck approaching on a highway, a man pushing goods in a busy market, aerial close-up of a person studying in a darkened room by candlelight, close-up of a hand rotating a portable lamp to switch it on, cutting to footage of men standing in a darkened room, the small lamps suspended at eye level.

[Narrator]

But this increasing demand for energy is contributing to rising pressure on our climate. To limit the worst effects of climate change, society needs to find a way to produce more and cleaner energy. By 2050, planet earth will support more than nine billion people. According to the United Nations, that means that by 2050, we’re going to need 60% more food, at least 40% more fresh water, and 50% more energy.

[Video footage]

Bird’s eye view of a city by night, lights streaking in various directions on the streets below buildings which all twinkle with light. Panning shot of a white, snow-covered landscape, white clouds and pale skies above. Close-up of skimming white and grey clouds. Wide shot of a dark mountain range, stars racing upwards in a deep blue sky, and then forming streaking lines, reaching upwards. Side view of many people, seen in silhouette, walking past the shot in both directions, a blue sky forming the background. Side view of people crossing a street in both directions, vehicle lights approaching in the background. High angle view of a city street teeming with people. Close-up of a young girl’s face. Close-up of a man’s face. Close-up of a woman, seen in profile behind the superimposed footage of a vehicle, seen at window level, moving from frame-right to frame-left. Close-up of the right side of an Asian face filling frame-right. Close-up of a giggling baby, seen lying back against a floral sheet. Close-up of the left side of an older man’s slightly smiling face filling frame-left. Close-up of a laughing young boy. View from space of a rotating planet earth against a black background. Circles highlight certain areas. Fast motion close-up of green crops growing, then aerial view of green crop rows with tractors and farming implements moving through the fields.  Fast motion side view of an Asian restaurant, many people eating at tables, waiters and patrons moving in and out of shot, with colourful décor forming the background. View from space of a rotating planet earth against a black background, expanding circles highlighting certain areas. Close-up of swirling white water. Wide view of strongly flowing water from the open sluice gates of a large dam. Low angle footage of turning wind turbines against the background of a cloudy sky.

[Narrator]

So how can the world change the way energy is produced and used to enable a decent way of life for people across the world with a healthy planet?

[Video footage]

View from space of a rotating planet earth against a black background. Wide view of three women seated in armchairs around a table in the open air, tall buildings surrounding the area, and other tables and diners frame-left of them, zooming to a closer shot of the three women.

[Narrator]

By 2050, about two-thirds of the world’s inhabitants will live in cities, up from just over half of people today. Cities can be crowded, energy-hungry, congested places. But they are also highly innovative and dynamic.

[Video footage]

Panning aerial footage of tall city buildings. View from space of a rotating planet earth against a black background, connecting lines of light appearing across and between continents. Side view of people walking, passing in both directions, on a city street against a white panelled background. High angle view of a city street by day, packed with people walking in both directions. Aerial view of a city street by night, people passing in all directions, some standing in groups outside a lit entrance. Bird’s eye view of a congested highway by night. Aerial view of a city and its highways and bridges, all congested with traffic. Fast motion footage of traffic streaking along a highway in the foreground while modern skyscrapers tower in the background against a brilliant blue sky.

[Narrator]

By bringing people together, they are breeding grounds for great ideas. Ideas for cleaner, more affordable energy, for greater energy efficiency, to help create a better life and healthy environment in our increasingly urban world.

[Video footage]

Low angle footage of a group of young men seated on the steps of a building, engaged in conversation. Footage of young men and women engaged in conversation in a work setting. Fast motion footage of a city street intersection, showing flitting figures of people, streaking lights of vehicles and city buildings in the background. Low angle view of the tops of city buildings by night, the buildings awash with flickering lights. Panning fast motion shots of the city by night, light streaking in all directions as the camera pans and the angle changes. Panning aerial view of highway interchange by day, cars passing in various directions. As the shot pans, sunlight flares across the shot.

[Narrator]

The energy challenge is something we all face. Everyone has a part to play. Whatever your skills, we believe that the answers to tomorrow’s energy challenges can be found through your creativity and innovation.

[Video footage]

Wide view of a field of wind turbines against the background of a yellow-orange evening sky. Close-up of the blue flame of a gas burner. Wide view of an Asian city street, people, cars and other vehicles passing in all directions. Mid-shot in profile of several young people sitting frame-right at workstations against the background of an office environment, tapping on keyboards as they stare at the screens facing them. Footage of students standing and seated at desks and counters, concentration focused on the projects in front of them.

[Narrator]

Which is why we’d like you to enter the Bright Ideas challenge.

[Animated sequence]

The Bright Ideas Challenge graphic, all as previously described, then zooming to the text displaying at frame-right until it fills the screen.

[Text displays]

The Bright Ideas Challenge

[Narrator]

It’s a national competition for young people to come up with innovative ideas to power a future city. You could win up to $5,000 prize package, and a trip to Make The Future Live in London.

[Video footage]

A series of still shots of various groups of students posing for the camera, all wearing school uniforms – first in classroom settings as they work on projects, then in a garden, holding diagrams in front of them, then seated on a bench, holding banners announcing them as winners. Bird’s eye view of a racing track against the background of cloudy blue skies. Footage of two students running on the spot on a square panel set in the grass, while other students look on, cutting to footage of a group of boys dressed in white and red football kit and one of the boys scores a goal. Footage of people inside zorbs which are lit with light against the background of a darkened room. Spectators look on.

[Narrator]

So here’s what you need to do. Think of a potential energy challenge facing a future city in 2050. What innovation in technology or society could solve that energy challenge?  Could your innovation create more clean and affordable energy for a future city and/or make a future city more efficient by saving energy? You have until November 10, 2017 to submit your entries.

[Animated sequence]

The Bright Ideas Challenge graphic, all as previously described, then cutting to a pale blue screen on which text displays. The Bright Ideas Challenge graphic appears behind the pale blue screen as a watermark.

[Text displays]

Think of a potential energy challenge…

What innovation could solve that energy challenge…

Create more clean and affordable energy for a future city?

And/or Make a future city more efficient?

November 10, 2017

[Narrator]

We’re looking for teams of two to five students to come up with creative ideas to power the cities of tomorrow. This is your chance to become inventors and innovators, to share your bright ideas and have a go at shaping the future you want to live in.

[Video footage]

Footage of students working on various projects seen against various backgrounds – classroom, laboratory and a grassy field. High angle footage of a group of students walking up a ramp to the stage at Make the Future Happen. Footage of a group of students posing in front of a white board, holding a handmade banner which they then throw above their heads. High angle still shot of a group of students posing outside on the grass, crouched around their project. Footage of a group of students standing at a counter engaged in discussion, some writing on the pages in front of them as they speak. Footage of a group of students on a stage, shaking hands with various people.

[Narrator]

We’ve created a series of four videos to help you get started. And you can use the Student Workbook as a step-by-step guide to completing an amazing entry with your teammates. There’s even a toolkit for your teacher too, so they can guide you through the competition. The Student Workbook and videos are the best place to go to get started.

[Video footage]

Footage of the shell.com.sg/brightideaschallenge webpage, scrolling down the webpage to show the detail related to The Bright Ideas Challenge, and clicking through the gallery of videos and showing how to navigate to the videos.

[Narrator]

Good luck.

[Animated sequence]

Footage of The Bright Ideas Challenge graphic, the previously described clouds now at frame right while text displays at frame-left.

[Text displays]

Watch video 2: “Future cities”

Terms and conditions apply. Please see shell.com.sg/brightideaschallenge for more information

[Audio]

Shell jingle

[Graphic]

Shell Pecten centred on a white background with text displaying below.

[Text displays]

© Shell International Limited 2017

Title:  The Bright Ideas Challenge: Future cities

Duration: 4:40 minutes

Description: 

The Bright Ideas Challenge Video 2: Future Cities

By mid-century there could be more than nine billion people on earth and three-quarters of us will live in cities. A major challenge is how to build more sustainable cities, tackling pressures on resources like water, while providing cleaner ways to power homes and vehicles. The Shell Scenarios Team exists to explore these potential parallel futures and develops fresh insights that may help governments manage these challenges.

The Bright Ideas Challenge: Future cities Transcript

[Background music plays]

Uplifting music

[Animated sequence]

Animated title card depicting the skyline of a city. Several planes, hot air balloons and a monorail are visible. There is a large cloud connected via three lines to several buildings. Inside the cloud is an image of a partly charged battery. Zoom in on one of the clouds. Video 2: Future Cities is written in red inside the cloud.

[Text displays]

The Bright Ideas Challenge

Draft (This watermark is displayed onscreen throughout the duration of the video)

Video 2: Future Cities

[Voiceover]

At Shell, we constantly ask what if questions which help us plan for the future.

[Video footage]

Overhead view of London at night, specifically Big Ben and Westminster, the Thames and part of the London Eye. Street view of people walking around in a busy city. Shot of two ladies working at a desk with a laptop and printer. The Shell logo can be seen beside the printer. Shot of a man talking on his mobile phone. Overhead view of a busy Indian market with lots of people and market stalls.

[Text displays]

What if the Indian economy doubles in size?

What if the cost of renewable energy goes down?

[Voiceover]

Asking these questions helps us explore alternative views of how the world might look in 25, 50 or even 100 years’ time.

[Video footage]

Shot of a wind farm. View of an Asian man watching videos being projected onto a sphere. Shot of a model for a Shell Eco-marathon vehicle. Shot of a man presenting in front of a very large screen. We see several people in the room with him. One person is holding a tablet, while another is watching his presentation on a computer screen.

[Voiceover]

Through the work of the Shell Scenarios Team, we build these into stories of plausible alternatives of how the world might evolve, which we call scenarios.

[Video footage]

Several shot of men discussing at their computers. Close-up shot of hands typing on a keyboard. Close-up shot of an Indian lady looking at something. Montage of several different images, including a field, the stock exchange, a lab worker. Shot of a very large stone bank-like building. Two Chinese flags can be seen waving at the top of the building.

[Voiceover]

These future scenarios help businesses; political leaders and society make more informed decisions today about how the future can be shaped. Before you start developing your innovative energy ideas, you first need to understand some of the challenges cities may face in 2050 and how the world might have changed.

[Video footage]

Shot of a yellow bus and several other cars driving on a street. In the background there are houses with several flags. Shot of four students in uniform discussing in a classroom. Shot of a girl writing on a whiteboard. Shot of several students in a classroom. A model of some sort can be seen in front of them. Close-up shot of the model. Shot of several students presenting in a darkened classroom. They are standing beside a large projector screen where their work is being displayed.

[Voiceover]

Here a few key trends and questions to kick start your research.

Population

 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. A large cloud appears in the middle. Population is written in red inside the cloud.

[Text displays]

Population

[Voiceover]

The United Nations tells us that the urban population is approaching four billion and will rise to over six billion by 2050.

 

[Video footage]

Various shots of people walking in crowded street. Overhead view of a busy street littered with many yellow minibuses and people. A birds-eye view of the sun setting over London and the London Eye is shown as eight mini images. In the centre, Every Year is written in yellow. Shot of people on a pedestrian crossing.

[Voiceover]

As the global population increases, particularly in the developing world, and incomes rise, demand for energy will grow. This means society has to work towards solutions that can meet the need for more and cleaner energy.

[Video footage]

Sped up footage of people in a busy street. Overhead shot zooming through a densely built city. Night-time view of a city with two bridges over a river. Sped up footage of people walking on a boulevard at night. Shot of a lady drawing on a whiteboard. Close-up shot of a pair of hands holding a model.

Economics

 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. A large cloud appears in the middle. Economics is written in red inside the cloud.

[Text displays]

Economics

[Voiceover]

How our economy grows and changes will affect what sorts of energy we need, and the kind of energy a city uses may have an impact on people’s wallet.

[Video footage]

Close-up shot of a finger touching a digital display showing a temperature reading and local time. The finger taps on the screen, increasing the temperature reading. Shot of two small wind turbine-like features on a building rooftop.

[Voiceover]

How could new innovations help create more energy, cleaner energy and affordable energy? And will we create more power locally, not just in big power stations far away from urban centres?

[Video footage]

Overhead view of two wind turbines in a mountainous region. Birds-eye view of many solar panels in a field. Shot of two smaller wind turbines.

Environment

 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. A large cloud appears in the middle. Environment is written in red inside the cloud.

[Text displays]

Environment

[Voiceover]

How we change our use of energy will be critical in making the environment a better place. In a number of cities today the air is polluted with unhealthy smog. Sometimes you can hardly see across the road. Will air pollution continue to be a problem as more and more cities are built?

[Video footage]

Shot of a landfill with many birds flying overhead. Close-up shot of an arid landscape. There are many deep cracks in the earth showing how dry it is. Still image of a densely built city. The sun is setting and you can see a thick layer of smog. Shot of a busy highway. There are many lanes, each one crowded with many cars, and a layer of smog. Night-time view of a busy road network.

Collaboration

 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. A large cloud appears in the middle. Collaboration is written in red inside the cloud.

[Text displays]

Collaboration

[Voiceover]

There are many things that we can do as individuals, like buy more efficient heating systems for our homes or ride our bikes instead of driving. But if we want to see the whole energy system changed, then people will need to work together.

[Video footage]

Shot of a man talking on his mobile phone while walking through a city park. Close-up shot of a pair of hands holding a tablet. On the tablet screen it says Smart House and a temperature reading of 23°C. A finger taps on a button showing an icicle. Shot of a man riding a bike in an urban environment. Various shots of people discussing. Shot of a hand holding a piece of paper.  Shot of a lady working on some sort of electrical model and then writing on a whiteboard.

[Voiceover]

National governments and international organisations like the UN will be vitally important in creating policies that encourage global change. Businesses will also play an important role. Different industries will need to work together to find new ways to produce cleaner energy technologies.

[Video footage]

View of Big Ben and Westminster, the Thames and part of a boat. Shot of the UN building. We can see various flags waving, including those of countries such as South Korea, Mexico, Japan, Belgium, Argentina and the United States. Night-time shot of a man in a red jumpsuit and white helmet walking. Night-time shot of an industrial site. Various shots of machines at work in an industrial location. Shot of a busy work floor. Several people in red and yellow jumpsuits are working at their computer stations.

[Voiceover]

Do you think very different industries could work together to share ideas and help solve the energy challenge?

[Video footage]

Shot of men discussing in an office. Shot of four people sharing ideas in a meeting room.

Food

 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. A large cloud appears in the middle. Food is written in red inside the cloud.

[Text displays]

Food

[Voiceover]

By 2050 the world will need to increase the amount of food it produces by 60%. Agriculture is already responsible for 12% of the world’s carbon emissions.

[Video footage]

Close-up shot of a tractor at work in a field cutting a crop. Shot of someone in a canteen serving food. Shot of a man eating in a restaurant. Wide shot of a tractor driving through a green field. Shot of the inside of a barn where many cows are eating.

[Voiceover]

Do you think farming methods might change? Will we see better ways of moving food around the world, or more urban farms?

[Video footage]

Shot of crops being grown on a rooftop, and a scarecrow. In the distance we see the skyline of a city. Shot of a lady in an allotment in an urban setting. Shot of a tractor driving past.

Society and Culture

 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. A large cloud appears in the middle. Society and culture is written in red inside the cloud.

[Text displays]

Society and culture

[Voiceover]

The way that people live, work and play has a significant impact on our energy use. From the products we buy to the services we use in our modern lifestyles, individuals shape the demand for energy.

[Video footage]

Shot of several ladies enjoying a drink on a terrace in an inner-city location. Shot of a lady jogging on a bridge. Shot of a lady using her smartphone. Close-up shot of various people inside a store using tablets.

[Voiceover]

Technology has also had a big impact on our lifestyles in lots of ways, changing how we communicate via social media, the kinds of houses we live in, the food we eat, or by enabling people to work from home instead of commuting to the office.

[Video footage]

Shot of a lady using her smartphone in a café. Shot of a man using a tablet in a bookstore. View of a white house with a small porch. Close-up shot of someone harvesting crops. Shot of a lady inside an office. Shot of various people on a train.

[Voiceover]

What kinds of lifestyle choices will people make in the future? And how could innovations help people to change their behaviour and make more environmentally friendly choices?

[Video footage]

Shot of three recycling bins. Someone drops something in one of the bins. Shot of someone emptying a bucket of green waste from an allotment into a large blue bin for composting. Close-up shot of a light switch on yellow wallpaper in a living room. A hand is seen pushing down the light switch and the living room goes dark.

[Voiceover]

Although there are some big challenges ahead, there are also some incredible opportunities to make our cities of the future healthy, clean and enjoyable places to live.

[Video footage]

Overhead view of Singapore Science Museum. Shot of people walking in a street where there are several bicycles. Shot of a couple riding their bike. View of people in a city park. Buildings can be seen behind the trees. 

[Animated sequence]

Animated title card of the skyline we saw at the beginning reappears. Zoom in on The Bright Ideas Challenge.

[Text displays]

Watch video 3: “Technologies of the future”

Terms and conditions apply. Please see shell.com.sg/brightideaschallenge for more information.

[Background music plays]            

Shell jingle

 

[Text displays]

Shell logo

© Shell International Limited 2017

Title: The Bright Ideas Challenge: Future technologies

Duration: 4:31 minutes

Description: 

Video 3 of the Bright Ideas Challenge – inviting students to explore future technologies in imagining innovative solutions to power the world of tomorrow.

The Bright Ideas Challenge: Future technologies Transcript

[Background music plays]

Rhythmic instrumental music, at times fast-paced, at other times slowing down to stately and majestic.

[Animated sequence]

The Bright Ideas Challenge graphic, depicting a city skyline, buildings and structures in colours of yellow and grey and red, with a pale blue background above the skyline in which are several white clouds as well as animated movement of several modes of transportation such as hot air balloons and aeroplanes in the sky and trains and bicycles lower down in the depicted city. One large white cloud at frame-left contains the image of a charging battery, and three snaking lines run between the cloud and various buildings and structures below.

[Text displays]

The Bright Ideas Challenge

[Animated sequence]

Close-up of the previously described cloud, now displaying text, with a second, smaller cloud towards upper frame-right, now containing the image of the charging battery.

[Text displays]

The Bright Ideas Challenge

Video 3: Future Technologies

[Narrator]

We’ve looked at some of the energy challenges and opportunities faced by future cities. Now, it’s time to think about what might be some of the technological areas you could explore.

[Video footage]

A bird’s eye view of a smoggy city against the backdrop of a pink sky and a setting sun. Front view of multiple-lane traffic approaching on a busy, smoggy city street. Footage of a shanty town. Rear view footage of people walking along a sidewalk, carrying large water containers. Footage of a dark blue screen on which concentric lighter blue circles appear, another lighter blue line stretching horizontally across the centre of the screen as text appears.

[Text displays]

Loading…

[Narrator]

Everyone is expecting technology to make their lives better, more fun and more convenient. And in the energy industry, we are all looking at how cleaner energy technologies might become widespread.

[Video footage]

Footage of young people seated at desks, facing forward and wearing goggles. Close-up of a finger navigating a smartphone touchscreen. Footage of a girl wearing a VR headset, gesturing with her hand as others look on. More footage of a girl navigating a smartphone touchscreen with her thumb. Footage of a series of screen against the background of a large screen against the front wall of the room, all displaying the same colourful image. Footage of a man sitting at a workstation which has a number of screens alongside one another – his gaze moves from screen to screen.

[Narrator]

The future will likely require a patchwork of solutions.

[Video footage]

CGI imagery of light blue streaks on a dark blue screen. Footage of a pristine laboratory-type environment with CGI imagery of a section of landscape rotating in the centre of the room, with data appearing in blocks above it.

[Narrator]

That means cities will rely on a combination of new technologies, fuels, efficiencies and engineering ideas, with government and businesses working together to make it happen.

[Video footage]

Footage of men seated at a table, engaged in discussion. Close-up of a hand drawing diagrams on white paper. Footage of a man bending over some project. Footage of various groups engaged in discussion, the first group standing, the second group seated around a table.

[Narrator]

What kind of technologies might help solve the energy problem you’ve chosen? Here are some thoughts and ideas to get you started.

[Animated sequence]

The Bright Ideas Challenge graphic as previously described. A cloud appears at centre screen, displaying text.

[Text displays]

The Bright Ideas Challenge

Power Generation

[Narrator]

How might energy be generated in 2050 to power cities? The future will need more technologies that produce very little or no carbon emissions. Renewable energy and new technologies that minimise carbon emissions will have a bigger part to play in the energy mix. Could these be adapted and scaled up to feed the energy hungry cities of the future?

[Video footage]

Panning aerial footage of tall city buildings. Footage of a classroom, CGI imagery projecting lines and angles, the landscape model previously described and rows of data onscreen as the instructor writes on a flipchart. Close-up of a girl’s eyes, CGI imagery of rows of data scrolling in front of her eyes. Footage of an office environment with people seated at scattered workstations, their attentions on their computer screens. Footage of a group of three young people seated together, engaged in discussion, cutting to one of the young men working with another young man at a workstation. Time lapse footage of clouds scudding across the sky by day, then by night above a dense city.

[Narrator]

Solar and wind are already popular and maybe less common technologies like geothermal or tidal energy could be used in a city.

[Video footage]

Low angle footage of turning wind turbines against the background of a cloudy sky. Footage of rocky ground from which steam is rising. CGI imagery of underwater turbines.

[Narrator]

Society has burnt fuel for power since man discovered fire and new, cleaner and more efficient kinds of fuels that generate fewer harmful emissions when burned are already being used and trialed.

[Video footage]

Close-up of the orange flame of a gas burner by day. Close-up of the blue flame of a gas burner against a dark background. More footage of a lit burner or fuse. Low angle footage of two tall chimneys rising into a brilliant blue sky, white smoke billowing out of one of the chimneys.

[Narrator]

What other materials could society generate energy from? Could we grow or source them from within a city itself?

[Video footage]

Bird’s eye view of a plant with scaffolding and tanks in the background and containers holding and transporting materials in the foreground.

[Animated sequence]

The Bright Ideas Challenge graphic as previously described. The cloud at centre screen displays text.

[Text displays]

The Bright Ideas Challenge

Buildings

[Narrator]

Can technologies change the way buildings are powered? Could they be designed to be more efficient? Could buildings become smarter and nudge people to make choices that save energy? What kinds of materials make great insulators, that could be installed to make buildings more efficient? Could buildings actually clean the air? How might vertical or urban farms help reduce air pollution?

[Video footage]

Close-up of a thumb navigating a smartphone touchscreen. Low angle view of an energy saving ceiling light. Panning footage of a model of city buildings with wind turbines and banks of solar panels at the outskirts of the city. Close-up of a hand setting the heat on a dial. Close-up of an index finger switching off a wall switch, darkening the room. Footage of a man rolling out insulation material in a ceiling. Wide panoramic view of a city skyline with the bay in the mid-ground and a farming landscape in the foreground. Footage of a roof-top garden.

 

[Animated sequence]

The Bright Ideas Challenge graphic as previously described. The cloud at centre screen displays text.

[Text displays]

The Bright Ideas Challenge

Transport

[Narrator]

How will people commute and travel in the city in 2050? Road, sea and air travel currently depend mainly on fuels like oil and gas. How might that change? What innovation might encourage more people to walk and cycle? How could public transport systems be improved and become more popular with commuters?

[Video footage]

Fast motion panning footage of city highways by night, as though from a motorist’s point of view. Footage of small energy-saving vehicles driving on race tracks, of a boat moving through the ocean, an aeroplane taking off and a train speeding along the tracks. Close-up of legs and shoes of pedestrians as they walk. Footage of young people cycling on city streets. Footage of a train passing as from the point of view of a passenger in a train running parallel to it.

[Animated sequence]

The Bright Ideas Challenge graphic as previously described. The cloud at centre screen displays text.

[Text displays]

The Bright Ideas Challenge

Industry & Agriculture

[Narrator]

Industry is where all our modern-day products come from, like your clothing, mobile phone and even the food you eat. How can technology be used to ensure industry continues to provide the products we need without damaging the environment? What kinds of technologies will enable cities to grow food on an industrial scale to feed the population while minimizing impact on the environment? Could technologies like aquaponic systems and vertical farms be part of the answer?

[Video footage]

Footage of handbags and clothing being made. Wide view of racks of clothes hanging in a retail store. Close-up of a thumb navigating a smartphone touchscreen. Footage of a group of people seated around a table, eating. Close-up of a harvester moving through crops. Fast motion footage of the movement of people in the fresh produce section of a supermarket. Footage of a landfill site, seagulls flying above. Close-up aerial view of plastic bottles floating in the water. Footage of a tractor pulling a fertiliser tank through a field of crops. Footage of a long line of cows feeding through the grates of a stable. Bird’s eye view of a city sidewalk packed with people moving in all directions. Footage of an aquaponic garden within a city setting.

[Narrator]

What about technologies that reduce pollution or emissions after they’ve been created? Carbon capture and storage which captures carbon emissions from factories in industry and safely stores it underground has the potential to significantly reduce the amount of carbon dioxide released into the atmosphere.

[Animated sequence]

Animated sequence shows buildings shaded in red and yellow/orange rising from the depicted landscape. Molecules rise from chimneys into the blue sky above, depicting the pollution released. Zoom to a chimney, showing the molecules rising. Some molecules move horizontally away from the vertical chimney. Zoom out to show a horizontal pipe extended from the building and moving towards frame right towards the ocean, where first a truck and then a vessel are waiting. Cutting back to the buildings, a vertical line now extends down from each building, deep into the ground, showing where the carbon is stored underground.

[Video footage]

Close-up of a hand writing on a white board cutting to a wide view of the previously described classroom setting. Footage of the darkened room with the large screen against the wall and smaller screens in front of each participant, all wearing goggles as previously described.

[Narrator]

Do you have other ideas for reducing the amount of emissions released into the air? Did you know there are special bacteria and microbes that can clean up pollution and waste from industry naturally? How might this kind of technology be used to curb pollution in a future city? This is just a taste of some of the amazing innovations and technologies that could help solve the energy challenges faced by a future city. The answer to the energy problem you choose could be a totally new idea or a twist on an existing one. Or maybe you could bring different technologies together. It’s entirely up to you.

[Video footage]

Footage of a darkened classroom where students are standing at the front next to a screen displaying projected images. More footage of students with a teacher, this time in a laboratory setting. Close-up in profile of a man looking down a microscope. Close-up of bacteria and microbes as seen under a microscope. Time lapse footage of a city skyline by night, lights flickering as pedestrians flit in and out of frame in the foreground. Footage of young people seated at desks, facing forward and wearing goggles. Footage of young people engaged in discussion. Close-up of a computer screen displaying a graphic. Rear view close-up of someone writing on a white board with a marker. Close-up of a hand rotating pedals. Close-up of a wheel similar to a bicycle wheel, cutting to a computer screen that depicts a graphic showing how this wheel will be used.

[Animated sequence]

Footage of The Bright Ideas Challenge graphic, the previously described clouds now at frame right while text displays towards frame-left

[Text displays]

Watch video 4: “Share your bright idea”

Terms and conditions apply. Please see shell.com.sg/brightideaschallenge for more information

[Audio]

Shell mnemonic

[Graphic]

Shell Pecten centred on a white background with text displaying below.

[Text displays]

© Shell International Limited 2016

Title:  The Bright Ideas Challenge: Share your bright idea

Duration: 3:38 minutes

Description: 

Shell Bright Ideas Challenge Video 4: Share your bright idea

Shell believes the answers to tomorrow’s energy challenges lie in young people’s ingenuity. The Bright Ideas Challenge, launching for a second year, invites secondary school students to imagine innovative solutions to power the world of tomorrow. The competition is designed to spark young people’s curiosity in science, engineering and the world around them, supports cross-curricular learning and encompasses a series of activities. By participating, students can win prizes for their school.

Bright Ideas FIN Transcript

[Background music plays]

Uplifting music

[Text displays]

The Bright Ideas Challenge

[Animated sequence]

Animated title card depicting the skyline of a city. Several planes, hot air balloons and a monorail are shown, and three large clouds. One of the clouds is connected via three lines to one of the buildings. Inside the cloud is an image of a partly charged battery. Zoom in on one of the clouds.

Video 4 Share your bright idea

 

[Text displays]

Video 4: Share your bright idea

[Animated sequence]

Three lines descend down from the cloud. A tablet, TV and laptop pop up. Underneath those images, on the right, a workbook and a hand holding a pen pop up. The hand disappears. On the left beside the workbook an image of another textbook pops up.

[Voiceover]

You’ve watched the videos, done the research and maybe even completed the student workbook. Now’s your chance to bring all that team work and those bright ideas together to create an amazing competition entry that will really get the judges’ attention.

[Animated sequence]

A set of hands grab the aforementioned five images as the hands clasp together. A lightbulb pops up. Three lines pop out of the side of the lightbulb towards an image of a group of four judges. A red arrow appears between the lightbulb and the judges. A red exclamation mark appears above the image of the judges.

[Voiceover]

To enter the competition you’ll need to complete a bright ideas entry form with your team.

[Animated sequence]

An image of three forms pops up. A hand holding a pen fills in the top form.

[Voiceover]

You only need to submit one form per team.

[Animated sequence]

Three lines appear from the bottom of the screen upwards towards the three forms. The forms move sideways to the right and an image of a three-person team pops up.

[Voiceover]

Have your teacher email your entry, alongside their teacher cover sheet, by Monday February 6^th,2017.

[Animated sequence]

Two hands appear, typing on a keyboard. Three lines appear from the top of the keyboard moving right. A hand is shown placing down a form, representing the teacher cover sheet. A hand appears sticking down a post-it note labelled “Teachers” beside the date.

[Text displays]

Teachers!

Email entry to: steminc@science.edu.sg

Friday 10 November 2017.

[Animated sequence]

In the bottom left we see a bit of paper being torn away. Behind it there is some text.

[Text displays]

Check terms and conditions for rules on submitting extra materials.

[Voiceover]

You can also submit extra materials to support your entry such as videos, drawings or photographs, or even physical prototypes or computer-generated models.

[Animated sequence]

Above the aforementioned text window a post-it note appears with an image of a video, including videos written at the top. A hand appears adding a further two post-it notes saying drawings and photograph. A final post-it note is added saying models. Inside the note an image of a box is moving.

[Voiceover]

Submitting extra materials is optional, but they might help you explain your solution and bring your Bright Idea to life for the judging panel.

[Text displays]

Optional

[Animated sequence]

Three lines appear on the right beside the post-it notes connecting to a lightbulb. The lines then connect the lightbulb to the image of the four judges. An image of the student workbook appears.

[Voiceover]

Look at the student workbook for guidance about creating extra materials.

[Animated sequence]

An image of the four judges appear.

[Voiceover]

Judges will be looking for entries that answer the competition question.

[Animated sequence]

Zooming out of the image of the judges. In the bottom right corner little thought bubbles appear. In the third larger bubble a lightbulb appears.  Underneath the image of the judges text is shown.

[Text displays]

Answer the competition question

[Voiceover]

Could your idea feasibly help solve the energy problem you identified in a future city?

[Animated sequence]

In the bottom right corner a hand holding a magnifying glass pops up. The magnifying glass moves around a bit and inside we see bits of the city skyline we first saw on the title card.

[Voiceover]

Show creative problem-solving and solutions?

[Animated sequence]

A hand appears holding a pencil and starts to draw a race pilot in a vehicle. Several mathematic formulas are then written underneath the drawing.

[Text displays]

Show creative solutions

[Voiceover]

They will want to know if your idea is innovative and how it will work.

[Animated sequence]

A stack of books and a laptop pop up on the screen.

[Text displays]

Are based on solid research

[Voiceover]

Are based on solid research. Can you back up your idea with scientific theories and showcase the research you used to develop your idea? Show real collaboration and good project management?

[Animated sequence]

An image of an individual pops up in the centre with leadership written underneath. Lines appear from behind the leader connecting to four other individuals. Each individual is given a title.

[Text displays]

Leadership

Show real collaboration with your team.

Creative

Tech Whizz

Problem Solver

Maths Skills

Show a range of skills and knowledge

[Voiceover]

How well did you work together? Show a range of different skills and knowledge? What abilities did you use and develop as members of a team?

Top Tips

 

[Animated sequence]

A hand pops up with a new post-it note. It says Top Tips.

[Text displays]

Top Tips

Tip 1

[Animated sequence]

An image of the student workbook appears. Animation follows of the workbook pages being flipped over.

[Voiceover]

If you haven’t used the student workbook, check it out. The workbook is there to help your team pick an energy challenge that you care about and inspire you to come up with some seriously bright ideas. With fun activities, tips and step-by-step guidance linked to each video, it’s the perfect prep for creating an amazing entry.

[Animated sequence]

A red curled arrow appears next to the workbook. Above it a web link is given. A figure representing a teacher then pops up beside the workbook.

[Text displays]

Find me at: www.shell.com.sg/brightideaschallenge

[Voiceover]

Ask your teacher for a copy.

[Animated sequence]

The title card from the beginning with the skyline reappears. It says Tip 2. Several red circles appear. Inside there are images of a wind turbine, a plane, a factory chimney and an industrial site. Each one is then highlighted in red separately.

[Text displays]

Tip 2

[Voiceover]

We suggest you don’t try to solve everything. Focus on a specific issue and be clear about what problem you were trying to solve. You could come up with a totally new idea, or put a twist on an existing technology, or apply it in an unexpected way. It really is up to you.

[Animated sequence]

A lightbulb pops up in a red circle. Then a question mark pops up in the same circle replacing the lightbulb. Zoom in on the question mark.

[Text displays]

Tip 3

[Animated sequence]

A white cardboard box pops up. Five forms come flying out of the box.

[Text displays]

In the firing line

Make it worse

Forbidden words

Social and economic impacts

Technology or behaviour?

[Animated sequence]

The five-member team image re-appears with two thought bubbles above them.

[Voiceover]

If you want to really think outside the box, ask your teacher for a bright idea generator card. They’re found in the teacher toolkit and will help spark your creative thinking.

[Text displays]

Tip 4

[Animated sequence]

A stack of books and a laptop appear. Zoom in on the laptop.

[Voiceover]

Back up your idea. Use textbooks, internet research, or something you learned in your science, maths or geography lessons to support your idea.

[Text displays]

Tip 5

[Voiceover]

And finally, collaborate as a team. Tap into the different skills and strengths you all have.

[Animated sequence]

A hand appears placing down several post-it notes. Each one has a different word written on it.

[Text displays]

Tech Whizz

Artistic

Creative

Problem solver

[Voiceover]

Is someone in your team good at coding or working with technology?

[Text displays]

Maths Skills

Organisation

Team work

Leadership

[Voiceover]

Maybe you’re good at drawing, writing or even making videos.

[Animated sequence]

The text on the post-it notes are circled in red individually one after the other.

[Voiceover]

Are you the creative thinker that solves problems? Tap into your maths or physics skills to show how much energy could be saved or generated by your idea. Maybe someone has amazing organisational skills to manage the team and make sure everything gets done on time.

[Animated sequence]

Back to the title card with the image of the skyline.

[Voiceover]

Good luck. Our judges are looking forward to reading your entries. And remember, your team could win some great prizes.

[Animated sequence]

Above the skyline a bit of paper is torn away. Underneath it some text appears. A hand appears sticking a final post-it note saying “complete your entry!”

[Text displays]

Terms and conditions apply

www.shell.com.sg/brightideaschallenge complete your entry!

[Background music plays]            

Shell mnemonic

 

[Text displays]

Shell logo

© Shell International Limited 2017