Teaching Biomimicry With an Engineering-to-Biology Thesaurus

2013 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
Robert L. Nagel ◽  
Marjan Eggermont
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Natural World ◽  
Instructional Materials ◽  
Biological Information ◽  
Biological Knowledge ◽  
Design Task ◽  
Biological Domain ◽  
Biologically Inspired Design ◽  
Time Required

This paper presents research on the use of an engineering-to-biology thesaurus in an engineering classroom as an aid to teaching biomimicry. The leap from engineering to biological science has posed a challenge. Engineers often struggle with how to best use the vast amount of biological information available from the natural world around them. Often there is a knowledge gap, and terminology takes different meanings. Generally, the time required to learn and become fluent in biology poses too large a hurdle. The engineering-to-biology thesaurus was designed to allow engineers without advanced biological knowledge to leverage nature’s ingenuity during engineering design. The three key goals of this thesaurus are to (1) lessen the burden when working with knowledge from the biological domain by providing a link between engineering and biological terminology; (2) assist designers with establishing connections between the two domains; and (3) to facilitate biologically-inspired design. In this paper, the results of a pilot study as well as a second study are presented. The pilot study was used to craft instructional materials involving the engineering-to-biology thesaurus. In the second study, sophomore engineering students enrolled in a design course were given a design task to complete using the thesaurus. The task focused on biomimetic concept development for their course project — designing a human-powered vehicle for a person with cerebral palsy. Results of the design task are presented.

Fostering Diverse Analogical Transfer in Bio-Inspired Design

2015 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
Linda Schmidt ◽  
Werner Born
Keyword(s):  
Knowledge Transfer ◽  
Best Practices ◽  
Biological System ◽  
Engineering Students ◽  
Natural World ◽  
Physical Characteristics ◽  
Biological Information ◽  
Concept Generation ◽  
Analogical Transfer ◽  
Design Inspiration

Nature is a powerful resource for engineering designers. The natural world provides numerous cases for analogy and inspiration in engineering design. Transferring the valuable knowledge and inspiration gained from the biology domain to the engineering domain during concept generation is a somewhat disorganized process and relies heavily on the designers’ insight and background knowledge of many fields to make the necessary leaps between the domains. Furthermore, the novice designer approaching biology for inspiration tends to focus heavily on copying the visual attributes of a biological system to develop a solution that looks like the biological system rather than explore at deeper levels to uncover relationships that lead to the development of true analogies. There are now well-known methods for teaching bioinspired design in engineering and the majority of methods prescribe the use of analogies in order to facilitate knowledge transfer, however, guidance in analogy formulation to foster the creative leaps is missing or ill defined. Thus little is known about how students use biological systems for design inspiration. This paper proposes categories for analogical knowledge transfer in bio-inspired design to foster and characterize diverse analogical knowledge transfer. The proposed analogy categories are used to describe the behavior seen in an engineering class. Results indicate that (1) single biological system provides multiple analogies that result in different engineering inspiration for design; (2) biological information from multiple categories is transferred during concept generation; and (3) non-physical characteristics may inspire more sophisticated engineering inspiration than those based on physical characteristics alone. Overall, the analogy data classification has resulted in a better understanding of analogical knowledge transfer during bio-inspired design and leads to best practices for teaching bio-inspired design to engineering students.

Function-based, biologically inspired concept generation

2010 ◽  
Vol 24 (4) ◽  
pp. 521-535 ◽  
Author(s):  
Jacquelyn K.S. Nagel ◽  
Robert L. Nagel ◽  
Robert B. Stone ◽  
Daniel A. McAdams
Keyword(s):  
Engineering Design ◽  
Biological Systems ◽  
Natural World ◽  
Biological Information ◽  
Biological Knowledge ◽  
Concept Generation ◽  
Biologically Inspired ◽  
Modeling Methodology ◽  
Functional Representation ◽  
Engineering Designs

AbstractThe natural world provides numerous cases for inspiration in engineering design. Biological organisms, phenomena, and strategies, which we refer to as biological systems, provide a rich set of analogies. These systems provide insight into sustainable and adaptable design and offer engineers billions of years of valuable experience, which can be used to inspire engineering innovation. This research presents a general method for functionally representing biological systems through systematic design techniques, leading to the conceptualization of biologically inspired engineering designs. Functional representation and abstraction techniques are used to translate biological systems into an engineering context. The goal is to make the biological information accessible to engineering designers who possess varying levels of biological knowledge but have a common understanding of engineering design. Creative or novel engineering designs may then be discovered through connections made between biology and engineering. To assist with making connections between the two domains concept generation techniques that use biological information, engineering knowledge, and automatic concept generation software are employed. Two concept generation approaches are presented that use a biological model to discover corresponding engineering components that mimic the biological system and use a repository of engineering and biological information to discover which biological components inspire functional solutions to fulfill engineering requirements. Discussion includes general guidelines for modeling biological systems at varying levels of fidelity, advantages, limitations, and applications of this research. The modeling methodology and the first approach for concept generation are illustrated by a continuous example of lichen.

A Systematic Approach to Biologically-Inspired Engineering Design

2011 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
Robert B. Stone
Keyword(s):  
Engineering Design ◽  
Systematic Approach ◽  
Biological Information ◽  
Biological Knowledge ◽  
Biologically Inspired ◽  
Design Methodologies ◽  
Functional Representation ◽  
Engineering Designs ◽  
Engineered Systems ◽  
Biologically Inspired Design

To facilitate systematic biologically-inspired design, a design methodology that integrates with function-based design methodologies has been formalized. The goals of this methodology are to go beyond the element of chance, reduce the amount of time and effort required for developing biologically-inspired engineering solutions, and bridge the seemingly immense disconnect between the engineering and biological domains. Using functional representation and abstraction to describe biological systems presents the natural designs in an engineering context and allows designers to make connections between biological and engineered systems. Thus, the biological information is accessible to engineering designers with varying biological knowledge, but a common understanding of engineering design methodologies. Two approaches to validation are presented. One examines current biologically-inspired products either in production or in literature to see if the systematic approach to biologically-inspired design can reproduce the existing designs. The second investigates needs-based design problems that lead to plausible biologically-inspired solutions. This work has demonstrated the feasibility of using systematic design for the discovery of innovative engineering designs without requiring expert-level knowledge, but rather broad knowledge of many fields.

A computational approach to biologically inspired design

2012 ◽  
Vol 26 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Jacquelyn K.S. Nagel ◽  
Robert B. Stone
Keyword(s):  
Computational Design ◽  
Natural World ◽  
Computational Approach ◽  
Concept Generation ◽  
Biologically Inspired ◽  
Biological Inspiration ◽  
Early Stages ◽  
Innovative Solutions ◽  
Biological Domain ◽  
Biologically Inspired Design

AbstractThe natural world provides numerous cases for analogy and inspiration in engineering design. During the early stages of design, particularly during concept generation when several variants are created, biological systems can be used to inspire innovative solutions to a design problem. However, identifying and presenting the valuable knowledge from the biological domain to an engineering designer during concept generation is currently a somewhat disorganized process or requires extensive knowledge of the biological system. To circumvent the knowledge requirement problem, we developed a computational approach for discovering biological inspiration during the early stages of design that integrates with established function-based design methods. This research defines and formalizes the information identification and knowledge transfer processes that enable systematic development of biologically inspired designs. The framework that supports our computational design approach is provided along with an example of a smart flooring device to demonstrate the approach. Biologically inspired conceptual designs are presented and validated through a literature search and comparison to existing products.

HOW STUDENTS DEFINE THEIR SUCCESS: A RESEARCH STUDY

2020 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Research Study ◽  
Survey Instrument ◽  
Undergraduate Engineering ◽  
Diversity And Inclusion ◽  
Full Study ◽  
Definition Of Success ◽  
Definition Of ◽  
Diverse Groups

How undergraduate engineering students define their success and plan for their future differs notably amongst students. With a push for greater diversity and inclusion in engineering schools, it is valuable to also better understand the differences in these areas among different students to allow institutions to better serve the needs of these diverse groups.  The purpose of this research study is to explore students’ definition of success both in the present and projecting forward 5 to 10 years, as well as to understand to what level students reflect on, and plan for, the future. The proposed survey instrument for the pilot stage of this research includes 56 closed-ended questions and 3 open-ended questions. Evidence for the validity of the research instrument is established through a mixed-method pilot study. This paper will discuss the survey instrument, the pilot study, and outline plans for the full study.

scholarly journals The Principle of Continuous Biological Information Flow as the Fundamental Foundation for the Biological Sciences. Implications for Ageing Research

2021 ◽  
Author(s):  
Xavi Marsellach
Keyword(s):  
Biological Sciences ◽  
Biological Information ◽  
Biological Knowledge ◽  
Phenotypic Characteristics ◽  
Apparent Contradiction ◽  
Current State ◽  
The Face ◽  
Unique Definition ◽  
Definition Of ◽  
Flow Of Information

The current state of biological knowledge contains an unresolved paradox: life as a continuity in the face of the phenomena of ageing. In this manuscript I propose a theoretical framework that offers a solution for this apparent contradiction. The framework proposed is based on a rethinking of what ageing is at a molecular level, as well as on a rethinking of the mechanisms in charge of the flow of information from one generation to the following ones. I propose an information-based conception of ageing instead of the widely accepted damage-based conception of ageing and propose a full recovery of the chromosome theory of inheritance to describe the intergenerational flow of information. Altogether the proposed framework allows a precise and unique definition of what life is: a continuous flow of biological information. The proposed framework also implies that ageing is merely a consequence of the way in which epigenetically-coded phenotypic characteristics are passed from one generation to the next ones.

scholarly journals Designing biomimetic robots: iterative development of an integrated technology design curriculum

2021 ◽  
Author(s):  
Debra Bernstein ◽  
Gillian Puttick ◽  
Kristen Wendell ◽  
Fayette Shaw ◽  
Ethan Danahy ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Creative Thinking ◽  
Natural World ◽  
Research Approach ◽  
Integrated Learning ◽  
Technology Design ◽  
Design Task ◽  
Biomimetic Robots ◽  
Interdisciplinary Approaches ◽  
K 12

AbstractIn most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking, support problem solving, and develop interest while supporting knowledge gains (NAE & NRC in STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press, Washington, 2014). The Designing Biomimetic Robots project emphasizes problem-based learning to integrate engineering, science, and computational thinking (CT). During a 3 to 4-week unit, students study the natural world to learn how animals accomplish different tasks, then design a robot inspired by what they learned. The project engages students in science, engineering, and CT practices. Over the course of a 3-year project, we used a design-based research approach to: (1) identify and describe strategies and challenges that emerge from integrated curriculum design, (2) explicate how a balance of integrated disciplines can provide opportunities for student participation in science, engineering, and CT practices, and (3) explore how a technology design task can support students’ participation in integrated learning. Data from three focal groups (one from each year of the project) suggest that a focused design task, supported by explicit and targeted supports for science, CT, and engineering practices, led to a student technology design process that was driven by disciplinary understanding. This work highlights the importance of drawing out and prioritizing alignments between disciplines (Barber in Educ Des, 2(8), 2015), to enable integrated learning. Additionally, this work demonstrates how a technology design task can support student learning across disciplines, and how engaging in CT practices can further help students draw these connections.

scholarly journals Student Perspective on Technology Enabled/Enhanced Active Learning in Educational: Rasch Measurement Model

2020 ◽  
Vol 16 (06) ◽  
pp. 34
Author(s):  
Nur Farha Hassan ◽  
Saifullizam Puteh ◽  
Amanina Muhamad Sanusi ◽  
Nor Hartini Che Mohamad Zahid
Keyword(s):  
Pilot Study ◽  
Active Learning ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Technology In Education ◽  
Validity And Reliability ◽  
Survey Question ◽  
Rasch Measurement Model

Nowadays, the industrial revolution 4.0 had given a great impact on education. An active environment which applied technology in education can developed multiple skills in students. Technology Enabled/Enhanced Active Learning (TEAL) is one of the active environments that used technology in education. TEAL is the combination of several active learning domains which enhances students' understanding of learning and built job-related skills. However, students have lack of knowledge in their field which led to increase in unemployment of students. Hence, TEAL can help students in perform their practical works to develop knowledge and skills in students. This pilot study was distributed survey question about create an active and effective environment using TEAL application among the engineering students. The survey is consisted of 141 items and was distributed to 40 respondents. This pilot study used Rasch Measurement Model for measuring the validity and reliability of survey questions. Winsteps software is used to check the functionality of the item in terms of (i) Reliability and separation of respondents - items; (ii) detect the polarity items of PTMEA CORR Value; (iii) the item fit based on MNSQ Value; and (iv) Determine the dependent items based on the standardized residual value measurement correlation. The final result 109 items is suitable to use for measurement of the real study in future work.

Understanding Why Engineering Students Take Too Long to Graduate

2013 ◽  
Author(s):  
Amir Karimi ◽  
Randall D. Manteufel
Keyword(s):  
Summer School ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Public Institution ◽  
Remedial Math ◽  
Science Courses ◽  
Part Time ◽  
Academic Records ◽  
Public Colleges And Universities ◽  
Time Required

There is growing pressure on public colleges and universities to decrease the time students take to earn an undergraduate degree. There are many factors that slow students’ progress towards graduation. For example, urban universities may have a significant number of non-traditional students who don’t take a full load of courses required to graduate in four years. Also, some freshman students interested in engineering may not be prepared for college and are required to take remedial math and science courses. Engineering is a highly-structured program, often with a long sequence of courses requiring one or more prerequisites. If some courses aren’t offered each semester, this can delay progress toward graduation for some students. This paper examines graduating students’ academic records and surveys senior-level mechanical engineering students to identify some of the causes for the increased graduation times. Students provided detailed information such as their full- or part-time status, how many semesters left to graduation, whether they attended summer school, the courses they had difficulty passing, and other issues related to the length of time required to complete their degrees. Feedback from students is essential as universities look to improve graduation rates. The results presented are based on the data for the mechanical engineering program at a public institution in Texas. Although each institution is unique, the findings presented in this paper are expected to apply to similar institutions throughout the nation.

Mobile Devices as Effective Language Training Tools of Digital Era

2015 ◽  
pp. 962-975
Author(s):  
Revathi Viswanathan
Keyword(s):  
Pilot Study ◽  
Mobile Devices ◽  
Engineering Students ◽  
Language Skills ◽  
Language Teachers ◽  
Classroom Teachers ◽  
Language Training ◽  
Business English ◽  
Digital Era

Students of this digital era are proficient users of various gadgets, and it is the responsibility of language teachers to tap that expertise for facilitating learning beyond the classroom. Teachers can offer training to enhance students' language skills with the help of mobile devices through which modules could be shared. It helps students to get adequate practice in using the language skills. A short study was conducted recently by the author with a few engineering students who received training in business English through mobile devices. This chapter explores the current study. It must be stated that this study was a continuation of the pilot study conducted, in which students were encouraged to record and share their presentations through mobile devices.

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