Ｑ-１ ～Ｕ-18が未来を変える★研究発表SHOW～ 頂上バトル編 2024年9月29日
Ｑ-１ ～Ｕ-18が未来を変える★研究発表SHOW～ 頂上バトル編 2024年9月29日
#EnglishMovie #cdrama #drama #engsub #chinesedramaengsub #movieshortfull
#EnglishMovie #cdrama #drama #engsub #chinesedramaengsub #movieshortfull
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TVTranscript
00:00I'm the Water-Level Chief of Staff.
00:02I'm a native voice actor.
00:05I'm here to find out what's going on.
00:08I want to eat a full course meal!
00:11In 2024,
00:13the under-18s will once again fight with their brains as their weapons.
00:22It's called Q1.
00:26The high school students will search for a topic they're interested in and present it.
00:32They will be judged on four points,
00:36subjectivity, perspective, logic, and outreach.
00:39They will compete to see if the present will change the future.
00:45Once a year, it's like a blood test.
00:49This is the new form of learning.
00:55This is very interesting. Thank you.
00:58The high level of knowledge will excite the experts.
01:03At times, it will create heated discussions among experts.
01:09I want you to find out what's going on.
01:11Where does the water vapor come from?
01:14This year, young innovators from 120 teams from all over the country
01:21will compete against each other.
01:25These four teams will advance to the finals.
01:31Who will be the winner?
01:41Q1
01:43The Under-18s will change the future.
01:46The 2024 tournament begins.
01:50The enthusiasm is amazing.
01:53The enthusiasm of the young people.
01:55We're always impressed by their innovative perspectives.
01:58We learn a lot from the young people
02:02about how they approach things.
02:10After this, each team will present their research.
02:13The Under-18s will change the future.
02:21The Under-18s will change the future.
02:25Q1
02:27The first team to advance to the finals is...
02:33The young innovators who have devoted their youth
02:36to finding ways to reduce the impact of climate change.
02:41These young innovators will attend
02:44Momoyama High School in Kyoto.
02:48This school is famous for its Global Science Club activities.
02:54Among them, the innovators who will participate in Q1 are...
03:01Aren't they all thin clouds?
03:04Thin clouds? Really?
03:06They're not thick, are they?
03:08Team leader, Konno-san.
03:11These are the four young innovators.
03:14Q2
03:16The theme of their research is...
03:20It's the characteristic of Tanabe Gorou, right?
03:23It's moving eastward.
03:25It's moving eastward.
03:29It's located between Osaka and Nara.
03:32It's located in the south of Kyoto Prefecture.
03:35By the way, they call it Tanabe Gorou
03:40because it's a huge meteorite that causes an earthquake.
03:45It has caused a lot of damage to the area.
03:53Q3
03:55Our goal is...
03:57If Tanabe Gorou's forecast is accurate,
04:01there will be fewer people who have to part with their loved ones
04:05due to an earthquake.
04:09Surprisingly, they were able to find out a fact that predicts Tanabe Gorou.
04:15Kisho-han, let's do our best!
04:19The four innovators will make a revolution in Japan's disaster forecast.
04:25What kind of present will they show us?
04:28Let's find out!
04:32Kisho-han from the Global Science Department of Momoyama High School
04:36will tell us about their research.
04:40Let's go!
04:43Q1
04:45I'll introduce the origin of Tanabe Gorou.
04:48The map on the left shows the area around Osaka Heiya,
04:51Kyoto Bonchi, and Nara Bonchi.
04:54First, let's look at the origin of Tanabe Gorou,
04:58the mechanism of Tanabe Gorou's formation,
05:01and the phenomenon of Tanabe Gorou's formation.
05:05Based on this...
05:08The clouds are swirling and developing,
05:11so the wind and the wind are colliding and converging.
05:15We hypothesized that the area around Kyoto Bonchi,
05:18the origin of Tanabe Gorou,
05:20is the point where the wind converges.
05:23By spraying dry ice into the model,
05:26we were able to visualize the flow of the atmosphere in the model.
05:29We generated the wind with a handy fan,
05:32and observed the flow of the atmosphere and the convergence of the wind.
05:35In the center, we can see the swirling smoke of dry ice.
05:40They even made their own dioramas!
05:43We confirmed that the air that gathered
05:46is the rising air flow, creating Tanabe Gorou.
05:50Next, I'll explain the forecast.
05:53This is where the research begins.
05:56How do we predict the occurrence of a huge storm?
06:01A few hours before the smoke is confirmed,
06:04we can see that the wind speed of Osaka and Nara is getting stronger.
06:10The first thing to pay attention to is the change in wind speed.
06:16From the collected data,
06:18we extract points that exceed a certain wind speed,
06:21and compare them with the actual occurrence of Tanabe Gorou.
06:25However...
06:26The wind speed of Tanabe Gorou is about 20%.
06:30So, we thought that we could improve the accuracy
06:33by taking into account the factors other than the wind speed.
06:38So, we focused on the rising air flow.
06:44The warm and humid air is relatively light,
06:47so the rising air flow is easier to occur.
06:50This is a graph showing the relationship between the rising air flow and the humidity.
06:55Before the smoke is confirmed by Tanabe Gorou,
06:59we can see that the rising air flow from Osaka and Nara is increasing.
07:04By taking into account the point where the graph is tilted,
07:09we thought that a more accurate forecast would be possible.
07:13Here is the forecast result.
07:15The accuracy rate is about 70%,
07:18and the accuracy rate is about 48%.
07:21Compared to when we judged only by the rise of the wind,
07:24the number of times the wind blew has decreased significantly from 45 times to 16 times.
07:30However, the problem is that the number of samples is still small,
07:33and the point where the graph is tilted sharply every time is not observed.
07:39This is the end of the presentation.
07:45You focused on the details, collected the data,
07:49made hypotheses, and corrected them.
07:52Isn't the completeness too high?
07:54It was a wonderful presentation.
07:56Now, let's move on to one of the highlights of Q1,
07:59the Q&A session.
08:02The Q&A session with the judges.
08:04First of all, we ask for their understanding of the research.
08:08First of all, the first person in Gorilla Research,
08:11the former president of Kyoto University,
08:13Juichi Yamagiwa, will ask the questions.
08:17You challenged such a difficult problem.
08:20Thank you very much.
08:22I was surprised.
08:23How did you find out that the graph is tilted?
08:29Please show the slide.
08:31It was unexpected.
08:33He prepared a slide that was not used in the presentation.
08:37Please show the slide.
08:39We take several steps to find the water vapor concentration.
08:44First, we find the water vapor pressure from the temperature and this formula.
08:49Then, we find the water vapor concentration.
08:52Then, we apply humidity to it to find the water vapor concentration.
08:55Then, we apply wind speed to it.
08:58I know that you are going to predict the water vapor concentration,
09:04but I want you to find out the cause.
09:07Where does the water vapor come from?
09:09I want to know that.
09:11What do you think?
09:12Well, first of all,
09:14if you follow the south-west wind from Osaka,
09:17I think the wind that flows from Kisui-do to the Pacific Ocean is the cause.
09:25I think the water vapor in the Pacific Ocean will change the most.
09:29Yes, the reason why I want to know that is
09:31the water in Seto Inland Sea is cold.
09:33That's right.
09:34But the water vapor in the Pacific Ocean is increasing,
09:38so I think the amount of water vapor brought from the Pacific Ocean is increasing.
09:43Well...
09:47Freeze to the sharp question of Yamagihara.
09:51I think the water vapor is increasing as the land is built.
09:54I know that. I know the meaning of the question.
09:56I'll answer that.
09:57What will you do, Kisho-han?
10:00You can take your time here.
10:02Well...
10:04The answer to the question is not straightforward.
10:09The four of them have organized the information they have studied so far,
10:13and carefully thought about the answer.
10:18The average water vapor is increasing every year.
10:21It's a new point of view,
10:23so I'd like to find out how the amount of water vapor is changing every year.
10:31It's very simple.
10:34The amount of water vapor is increasing.
10:37Typhoons used to come from the Philippines,
10:40but now they are occurring around Japan.
10:42I think there is a possibility that these typhoons are the cause of typhoons.
10:47That's why I wanted to ask you if you are thinking about it.
10:51It's okay if you use it as a topic from now on.
10:55Thank you very much for your wonderful presentation.
10:58Hironori Fudeyasu is known as the first person to study typhoons.
11:03He is asked a question that only Kisho-han can answer.
11:10If you are using a model,
11:13I'd like you to look at how the terrain is being strengthened.
11:18For example, I think the key to the story of the two-way road is Ikomasan.
11:22I'd like you to look at how much influence Ikomasan has.
11:26For example, you can't carve a real mountain, Ikomasan,
11:29but you can carve a model of the terrain.
11:32If you look at how the dry ice changes when you remove the model,
11:37you can see how much influence Ikomasan has.
11:40Do you have any more answers about the terrain?
11:44In the first place, the southwest wind blows from Osaka.
11:49At that time, Ikomasan is around here.
11:52By the impact of the water vapor, it moves upward.
11:55I think it's one of the factors that causes the cyclone to erupt when the atmosphere is unstable.
12:01Can't you go beyond Ikomasan?
12:03If you go beyond the impact, the current mechanism will change a little.
12:08Are you looking into whether you can go beyond it or not?
12:11I haven't been able to confirm that I can't go beyond it yet.
12:16So I'd like to think about the possibility of experimenting with dry ice in the same way.
12:23I heard that the boundary between being able to go beyond it and not being able to go beyond it is one of the keys.
12:30Actually, it's made of georama parts, so it's very easy to remove Ikomasan.
12:37If you do it like this, you can do the experiment you mentioned.
12:41As long as you have dry ice.
12:44It's hard to find dry ice.
12:46I think everyone is doing the same kind of research as the professors at Kyoto University.
12:52Thank you very much.
12:59Based on four subjects, a total of 51 experts, including studio judges, rated the research results.
13:10What are the benefits of Momoyama High School?
13:15Next, in the field of biology, there was an innovator who solved the mystery of insects with the power of love and curiosity.
13:26Yasuda Gakuen, a private school with a history of 101 years.
13:35What this school is proud of is that it is a biology club with 46 students from all ages.
13:44Among them, there was a research that stimulated the students' intellectual curiosity.
13:57Yes, bees.
13:59They are doing research on the roof of the school building.
14:06This time, the innovator is also a biology club that does a lot of research on bees.
14:12The workshop is not on the roof, but in a red dark room.
14:18This is a bee of Japanese origin.
14:20I'm raising Kuromaru Hanabachi.
14:24Kuromaru Hanabachi is a type of bee that has been in Japan for a long time.
14:30It is used for cultivation of tomatoes and strawberries by collecting pollen in the process of collecting the nectar of flowers.
14:41Kuromaru Hanabachi
14:44The research theme of Mr. Yamashita and Mr. Yamaoka is artificial insects of Kuromaru Hanabachi.
14:52This insect, which has not yet been identified as an endangered species and does not yet know how to properly breed insects, has become a part of high school life.
15:04I'm going to fall in love.
15:06It's cute.
15:07It's cute.
15:08It's cute.
15:09I'm going to fall in love.
15:12And they set out to raise the survival rate of Kuromaru Hanabachi and guide the conditions for artificial insects.
15:23The eight-eyed princesses will save Kuromaru Hanabachi.
15:30This excitement will change the future.
15:32Research by the biology team of Yasuda Academy High School.
15:35To the curiosity.
15:37Kuromaru Hanabachi
15:40Our theme is the probability of an in vitro-like specimen of Kuromaru Hanabachi.
15:45Please look at this.
15:47The left is Mitsubachi and the right is Kuromaru Hanabachi.
15:50Mitsubachi has the same body size as a working bird.
15:54On the other hand, Kuromaru Hanabachi varies in size depending on the individual.
16:00The difference in size is determined by the amount of food they eat during the incubation.
16:06But we don't know the details.
16:10Kuromaru Hanabachi is a completely different species from Mitsubachi.
16:15In order to solve the mystery, they challenged artificial breeding, which has been difficult for them.
16:21Kuromaru Hanabachi
16:23We started artificial breeding of Kuromaru Hanabachi larvae.
16:31But this was the beginning of hell.
16:36As we researched, we tried to give 50% sugar water and pollen.
16:40They all died.
16:41We thought the larvae were too young.
16:43We tried to breed them from three-year-old larvae.
16:45They all died.
16:47We tried to give royal jelly from Mitsubachi larvae.
16:49They all died.
16:52So, we decided to investigate the conditions of food suitable for artificial breeding of Kuromaru Hanabachi larvae.
17:03They feed six kinds of food four times a day.
17:06They observe and record the growth of the bees every day.
17:10Will their efforts to recover from high school life pay off?
17:14This is the result.
17:15This is a picture of three-year-old larvae, four-year-old larvae, all larvae,
17:20five-year-old larvae, worker bees, and male bees from the left.
17:24In this way, we succeeded in artificial breeding of larvae.
17:29They succeeded in artificial breeding.
17:33They were able to find out the composition of high fertility food.
17:38In addition,
17:39The fertility rate was 80% or more in both groups,
17:45and we were able to confirm the normal growth of larvae in the artificial breeding environment.
17:49In other words, in vitro breeding of larvae can control the growth environment of larvae.
17:55Therefore, it can be said that it is a technology that connects the mechanism of changing the size of the body of worker bees,
18:00which is also our motivation, and the understanding of the physiology of queen bees.
18:04In addition, the effect of residual pesticides on the growth of larvae
18:08and the preservation of flowering bees can be widely applied.
18:13That's all.
18:18The time you put in with your passion is enormous.
18:22If you spend so much time on this research, it will be difficult to study the case,
18:26so I wanted you to evaluate it.
18:29Research on Bees
18:36Stuart Miller, who is in charge of the Asia Pacific region in Google's education business.
18:43He talks about the coexistence between bees and humans.
18:47Basically, there are problems such as human survival or climate change.
18:54We have to protect bees.
18:56What do you think we should do for that?
19:02I think what we can do, even if we are not involved in general agriculture,
19:07is to be interested in bees.
19:09Bees are now destroyed.
19:12I think it is very important for us to be interested in bees and to investigate what the cause is.
19:20If this is conveyed to many people,
19:22I think the cause of the decrease in the number of bees will be improved even a little.
19:30Thank you very much.
19:33Inoue Maki, the top runner of bee research.
19:36The experts of biology give harsh criticism.
19:42I think the weight was evaluated in the end.
19:47I think the example is more important than the weight.
19:57I wonder if the success rate of using three and four examples is different.
20:03I think it will be more interesting if we do three and four examples.
20:08But we don't have the best conditions,
20:13so it's very difficult to get it.
20:16It would have been interesting if we could divide the data into three and four examples,
20:19but we couldn't do that in this experiment.
20:22We couldn't follow the data.
20:26We tried to train more than 100 bees to do this.
20:30It's true.
20:34It's not a lie.
20:35It's not a lie.
20:37Basically, the data here is done in four examples.
20:40I think we can study the difference in size if we make the example younger and younger.
20:45I really want to do it.
20:47It's something I really want to do, so please give me a university qualification.
20:51It's a lot of work.
20:54It was a little difficult for us to put eggs in a row.
21:00You understand.
21:02We understand each other.
21:04Let's take a picture.
21:07After this, there will be a research announcement beyond imagination that will make the judges excited.
21:17Next, a science and technology innovator will appear from the field of mathematics.
21:22He will face the challenges of society in a numerical way.
21:27Hirou Gakuen, a private high school in Minato-ku, Tokyo.
21:36In the Ishin Science Course, there is a lot of guidance from cutting-edge technology and experts.
21:46Among them, the innovators who will participate in Q1 this time are...
21:52It looks delicious.
21:55What if it's noodles and rice?
21:58Noodles.
22:00It's udon.
22:02It's udon.
22:04Noodles.
22:08They are excited about the topic of gourmet.
22:13Actually, this is their research theme.
22:18This is n-1.
22:20Did it become n by adding 1?
22:22Or did it become n by subtracting 1 from n plus 1?
22:25The biggest framework of our research is the field of minimalism.
22:32Minimalism, which applies past data to numerals to explain complex things.
22:40For example, this sign seen on the highway.
22:45The appropriate distance between cars to prevent traffic jams is also required by minimalism.
22:58What are they looking for in minimalism?
23:04Food courts are easy to get crowded on weekends and afternoons.
23:09So, we are thinking about a solution to solve the problem.
23:15Their research theme is the problem of food courts and their solution.
23:23They analyzed their problems with their own numerical models and came up with the answer.
23:31Let's do our best!
23:34The four people who love math create a world without complexity.
23:40This moment will change the future.
23:42This is the research presentation of Hirogaken High School's Minimalism Theory team.
23:45Kanate Koukishin.
23:50We want to eat food courts.
23:52This is Hirogaken High School.
23:55We are focused on the complexity of food courts.
23:58The food courts are easy to get crowded on weekends and afternoons.
24:02So, people who see the complexity of food courts often give up eating.
24:10Take-outs are popular nationwide due to COVID-19.
24:14However, there are few people who use take-outs in food courts.
24:20In order to reduce the complexity of food courts, they thought take-outs were effective.
24:27They analyzed their problems with their own numerical models.
24:32In this numerical model, people lined up in a row wait, arrive at the store, order, receive the food, and eat.
24:42This is the flow of the model.
24:45These are the symbols that correspond to these times.
24:50At this time, the total time to arrive at the store is SN and the time to eat is L.
24:55SN represents the waiting time at the store, the time to order, and the time to receive the food.
25:07We went to a food court with 800 seats for two days to conduct a simulation.
25:13Not only did they create a numerical model that exceeded the level of high school students,
25:18but they also analyzed the data by measuring the waiting time of more than 50 people.
25:26This led to the conclusion of solving the complexity by applying the results to their own numerical models.
25:33We created a graph of the number of seats for each take-out ratio.
25:37If 10 people use a take-out, it will not exceed 800 seats,
25:41so our conclusion is that even if 10 people use a take-out, it will have a great effect.
25:49As a result, we were able to prove that it was correct to predict that the number of people returning without giving up on food will decrease when the take-out ratio increases.
25:57Thank you very much.
26:02How did the former announcer, lawyer Kikuma, perceive the results of their hard-fought search?
26:11If the take-out ratio increases, the number of people securing seats will decrease,
26:16and that is a given.
26:19I would like to ask you about the future.
26:24What are you thinking about?
26:27The food court we are dealing with this time has a fast food store near the entrance,
26:32and the line for that is quite long.
26:35We thought about changing the arrangement once before,
26:40but what will happen if we change the arrangement in our model?
26:44We are not dealing with the physical distance from the entrance in our model,
26:51and we are focusing on the number of people coming to the store.
26:56We haven't been able to come up with a model that can show the change in distance,
27:01so we haven't decided yet.
27:05I thought that if we did that, we could really propose food courts in various places.
27:12Please continue to do your best.
27:14Thank you very much.
27:20Producer Sachiko Nakajima from Osaka, Kansai.
27:24How did she perceive the results of her research?
27:29We actually did something similar in the cafeteria.
27:33We shifted the time of people coming,
27:36increased the number of people securing seats,
27:39and created a very popular store.
27:42Is there anything you are thinking about other than take-out?
27:45We thought about both the number of seats and the store,
27:49but it's not very realistic as a space.
27:52If you want to add a store, you have to reduce the number of stores nearby.
27:58Even if we wanted to increase the number of seats,
28:01we couldn't find a way to increase the number of seats
28:04so we decided to take out to reduce the number of seats.
28:15Thank you very much.
28:16We have to deal with the real world,
28:19so I'm really looking forward to the simulation part,
28:22where we use mathematics to model and make predictions,
28:25and then proceed with take-out.
28:28I'm really looking forward to seeing what happens.
28:32Yanagisawa Daichi, a specialist in minimal mathematics,
28:36is going to give us a sharp lesson from an expert.
28:41When you apply this simulator to other stores and food courts,
28:47is the value of γ equal to 0.65 okay to use as it is,
28:51or do you have to change it a lot?
28:54If you have to change it, when should you make it bigger and when should you make it smaller?
28:58Can you give us your thoughts on this?
29:07Hiro Academy is being pushed into a corner.
29:11Will they be able to get through this?
29:14I'll do my best.
29:17I think there are different ways to calculate ETN.
29:22For example, if you want to calculate the number of customers in 5 minutes,
29:26the number of customers in 5 minutes will decrease
29:31if the number of customers in the food court is smaller than the food court we are currently studying.
29:37In that case, the value of ETN will be smaller,
29:41so I think γ will be a little smaller to adjust.
29:44On the other hand, in the case of a food court where more customers come,
29:47the value of ETN will also increase if the number of customers in 5 minutes increases,
29:52so I think the value of γ will also increase.
29:57Thank you very much.
29:58I think this will be a research that can be applied widely,
30:02so please continue to do your best.
30:04Thank you very much.
30:08You've been cornered a lot, haven't you?
30:11How did you feel when you actually finished?
30:13I read Dr. Yanagisawa's paper,
30:16and we actually proceeded with the research,
30:18so I was excited to receive sharp questions,
30:21but I was also happy.
30:23It was like a conversation about teaching.
30:26First, please watch this video.
30:29After this, a high school student who invented something to surprise the judges appears.
30:34Wow!
30:40Among the Tsumamono who advanced to the finals,
30:44there are also innovators who lead the way to solving educational problems based on their own experience.
30:53The school that the innovators attend is Takasaki High School, a high school in Gunma Prefecture.
31:01The innovators who represented this school and advanced to the finals are...
31:08The strongest programming army that the physics club is proud of.
31:14Hosoda-san, Morita-san, Tsunemi-san.
31:18And the team is made up of Kurosawa-san, the director of the physics club.
31:23Kurosawa-san.
31:26What is the theme of their research?
31:30And now...
31:37This is the school I went to when I was in elementary school.
31:41I created an app to make elementary school students learn English in a fun way.
31:49They developed an app to make elementary school students learn English in a fun way.
32:01It's fun.
32:02It's fun.
32:03It's really fun.
32:04It's fun to study.
32:05It's fun to study.
32:06It's fun to study.
32:07It's fun to study.
32:09They put together the programming skills of four people
32:13and developed an app to make elementary school students learn English in a fun way.
32:21The four inventors will change English learning in Japan.
32:27The research team of Takasaki high school in Gunma will change the future of this atmosphere.
32:32Let's go beyond curiosity.
32:37I will now start the presentation of English Lens.
32:41It's sudden, but it's hard for everyone.
32:44One out of three elementary school students hates English.
32:48In fact, I also hated English because I was forced to read, listen, and see the written text.
33:00Currently, textbooks, reference books, and English learning apps are used in English learning,
33:06but it has become a passive learning from what is given.
33:11That's where English Lens was developed.
33:15We can see the whole picture of the app.
33:19First, please watch this video.
33:30In this way, English Lens outputs English text that explains the content from the photo taken with native voice.
33:37In English Lens, we will change it to a passive learning by examining the conventional passive learning from yourself.
33:46There is also a function to create your own vocabulary book, and you can connect it to your own desire to learn from the desire to collect more.
33:54In the library function, photos and texts are tied together and stored.
33:58Therefore, you can learn by connecting with the image.
34:03From here, I will explain the mechanism.
34:07In English Lens, we use AI generated by GRIP2, which was announced in 2023.
34:14First, we send the image taken in this application to the server.
34:21The caption and explanation are generated in the server and returned to the application.
34:27And this can be displayed in the application or pronounced using the Web Speech API.
34:35Now, let's actually use English Lens.
34:39I would like to ask Mr. Hayashi to cooperate.
34:43Here is the real performance involving the judge, Mr. Hayashi.
34:53I would like to take a picture of Mr. Hayashi.
34:56Please take your favorite pose with this broom.
35:00If there is a certain common sense, it is like this.
35:04Then I will take a picture.
35:08Will it work?
35:12In a suit, he is holding a yellow broom.
35:16In this way, a man in a suit is shown with a yellow broom.
35:22It was a great success.
35:24He was able to appeal well.
35:26I knew that various technologies were advancing,
35:29and this flexible idea and young passion combined to create such a tool.
35:34Looking at this site, we, who are particular about teaching before the sphere, have no place to stay.
35:41I felt a sense of crisis.
35:44The answers so far, including the concept and performance, are excellent.
35:51However, the one who pursued whether the application could be used on a daily basis was
35:56Mr. Chiharu Shimatani, the head of the Department of Education.
36:00I really sympathize with the idea that you want to value the learning that is not done.
36:08I was surprised.
36:10When it comes to whether or not this application can be installed in schools,
36:14I think there is a weakness of AI.
36:18Can you tell me the honest sense of how to make it more practical?
36:24Certainly, there are still problems with the accuracy of the Blip2 AI itself.
36:31If you take a picture of something that is difficult to understand,
36:35it will return a completely different English.
36:38However, now that there is a Japanese translation function,
36:41if you make a big mistake, you can see that this is different from this.
36:46When students take pictures of what they are interested in in the science room or the family room,
36:50there is a pistol or a gun that is not in the room.
36:56Everyone noticed that it was strange and laughed a lot.
37:00So I think that if you turn it upside down,
37:04it will be one of the opportunities to teach that AI is also wrong.
37:09That's great. I didn't think the answers would come back so far.
37:13Thank you for the wonderful presentation.
37:15It was Takasaki High School that showed a great start.
37:19From Daichi Yanagisawa, the application is getting more practical.
37:26Since this is a research, I don't think it's easy to get to the business level.
37:31In the future, can you give us some ideas on how to make this bigger and run it as a business instead of free?
37:40Well, for example, when you sell it to the local government,
37:45the reason why it costs money to use this application is because of the API.
37:51I'm thinking of implementing a different function.
37:56It's a function called Daily Challenge.
37:59There's a special slide here that doesn't just say, I've been waiting for you.
38:04Today, I'm going to take a picture of this and give it to the students every day.
38:09I'm thinking of putting in a product introduction request from a company here,
38:14and giving the user a product introduction of the Daily Challenge,
38:19and getting them interested in the product.
38:23I think this will reduce the burden on the user.
38:31That's very interesting. Thank you very much.
38:34Thank you very much.
38:39Who is the best innovator?
38:49Who is the best innovator?
38:54Mr. Hayashi, please announce the winner.
38:59Who is the best innovator?
39:02Q1, a research presentation on how under-18s can change the future.
39:07Who is the best innovator of the year?
39:13Gunma Prefectural Takasaki High School.
39:16Congratulations.
39:24Congratulations.
39:26Congratulations.
39:31How do you feel right now?
39:33I don't think they believe me.
39:36I was especially prepared just before the ceremony.
39:40I had about 40 questions in mind,
39:45and I was able to get a lot of them.
39:49I'm glad.
39:51Was it all planned?
39:53Everything was prepared.
39:54I'm glad.
39:57And the Gunma Prefectural Takasaki High School
40:00received the Tokyu Real Estate Holdings Award
40:06and the Rotoa Heart Award from the Roto Pharmaceuticals.
40:12In addition, the other innovators
40:15were given special awards from each company
40:18that supports young people who are changing the future.
40:22All four teams who came here today
40:25gave great presentations,
40:27and I was very excited to see that
40:30they were all moving towards the future
40:32while struggling to find the answer.
40:34They gave me a lot of strength.
40:36Research doesn't end,
40:38so I think the quest will probably go on forever,
40:41and it won't end even if it does.
40:43One of the good things about Q1
40:45is that you can meet your friends,
40:48teachers, and universities here.
40:49You can connect with them
40:51and figure out what to do next.
40:53I hope you can think about that as well.
40:56Thank you very much.
40:58Thank you very much.
41:04The connection started right after the tournament.
41:08She's so cute.
41:10She must be a fan.
41:12She's a fan.
41:14She's a fan.
41:16Hello.
41:18Who are the two people she admires?
41:21Hello.
41:23Welcome.
41:25Professor Inoue, whom she met through Q1.
41:30She showed us the latest research
41:33for the two people who are full of love for bees.
41:36This is an experiment on plants and bees.
41:40Wow, amazing.
41:42You're flying it like this.
41:44When you carry pollen,
41:45you carry the disease of plants.
41:48We're trying to figure out
41:50how bees carry pollen.
41:54Do bees carry pollen when they carry diseases?
41:58That's not really a question.
42:00Is there a difference between pollen and bees?
42:05Well...
42:07The two are very interested
42:10in the research on bees.
42:12Oh, I see.
42:14Wow.
42:16Are you going to the organization?
42:18Probably.
42:20The door to a new discovery
42:23seems to have opened from here.
42:26What are you doing?
42:32The four members of Hiroo Gakuen are even more excited.
42:36I'm so excited.
42:38I'm so excited.
42:39I'm so excited.
42:41I'm so excited.
42:45The two are heading to a place
42:48near Tokyo University.
42:52Excuse me.
42:58Hello.
43:00Hello.
43:02Professor Yanagisawa is an expert
43:05in their field of research.
43:08If you ask me a question,
43:10I can answer as many as you want.
43:12Let's go.
43:15He came to talk to the professor
43:18to deepen his research.
43:21In your research,
43:23you divide people into
43:26take-out and non-take-out.
43:28He wants to make the special class
43:30that he can't usually attend shine.
43:32I made a mistake
43:34and took 50 minutes.
43:35Is it hard for people like that
43:37to make a mistake?
43:39Yes.
43:41It's very important.
43:44That's great.
43:46The students in the lab
43:48are giving him advice.
43:50It's true.
43:52Their research
43:54is about to evolve.
43:56Let's go.
43:58I want to go.
44:01Konno and Sakajo from Momoyama High School
44:03are going to a meteorological lab
44:06in Tsukuba City, Ibaraki Prefecture.
44:09Welcome to the meteorological lab.
44:13I feel like I'm getting stuck
44:15in my own research.
44:17I'd like you to teach me
44:19important things
44:21about meteorology.
44:23Take a picture.
44:25Wow.
44:27It's all kanji.
44:29It's all kanji.
44:30It's all kanji.
44:32This is where
44:34cutting-edge Japanese meteorological research
44:36is conducted.
44:38He came here
44:40to learn more about it.
44:42Wow.
44:44It's amazing.
44:46It's so close.
44:48What's this?
44:50It's a microwave reactor.
44:52There's a pump inside.
44:54Is that where the earthquake happened?
44:56Yes.
44:58What you see in front
45:00is a white flying object.
45:02It's in there.
45:05Highly practical technology.
45:08He got a hint for his research.
45:11I feel like I understand
45:13the origin of meteorites
45:15more accurately than before.
45:17I'm very excited right now.
45:20I haven't talked to anyone yet.
45:23Konno's curiosity
45:25seems to have caught fire again.
45:28Cool.
45:30The four students of Takasaki High School
45:32who are the best innovators
45:34are heading to Shibuya,
45:36a new place of origin.
45:40They're going to learn more about
45:42QuizKnock,
45:44the quiz king, Takushi Izawa.
45:46It's like a battle manga.
45:48You can find out more about this
45:50in the Q1 Aoharu episode.
45:52It's so fast.
45:54It's so fast.
45:56Let's go.
45:58A story of youth
46:00that happened behind the scenes of Q1.