Design Ideas Experimental – We want our students to become makers and designers. But an amazing source of design inspiration is the natural world. This is the basic idea behind biomimicry, which encourages engineers to pay close attention to nature to improve their designs. In the next post, we’ll consider what this idea means for classroom teachers when planning design projects.
When you think about the future of space travel, you probably don’t think of geckos. But it turns out that innovations in adhesives can actually make spacecraft faster, stronger, and lighter. Although it may seem unstable, much of our world is tightly interconnected. our car. our jet. our computer. These complex machines often require sophisticated adhesives to hold parts in place.
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Enter the gecko. It turns out that gecko feet have some interesting properties. I won’t pretend to understand. I’m not a biologist or chemical engineer. But people at NASA are studying gecko feet to develop more innovative adhesives.
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And it’s not just NASA. Southwest Airlines studied the behavior of ant colonies when developing its own seat selection system. When Japan’s bullet trains caused a deafening tunnel boom, engineer and birdwatcher Eiji Nakatsu worked with a team of designers to create a design that combined three types of birds. Engineers have studied shark skin, spider webs, and armadillos when developing new surfaces.
We often think of nature as a source of inspiration for poetry and art, but the natural world is also often a source of inspiration for design and engineering. All of this is part of a design field called biomimetics, pioneered by biologist Janine Benyus.
When we think of STEM and STEAM, we often associate engineering with physics and even chemistry. Sometimes we dive into environmental science and try to use human-made designs to solve environmental problems. But biomimicry reminds us that design innovations often have the opposite effect. Nature inspires solutions to human problems as often as the man-made world.
While teaching STEM blocks, I rarely thought about the role of biomimicry in design. We were considering green design for eco-friendly kitchen products, but we hadn’t thought about how biological ecosystems influence the design process. I would have liked to have taught my students to make connections between ecological systems and the design problems of human-made systems. We often talk about the role of empathy and relationships in design thinking. But what if we asked students to study both the physical properties and behavior of the living world?
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When we first moved to Oregon, people said there was only a “light dusting” of snow. However, in late December, it was like a “light dusting” of snow, and our kids growing up in Phoenix had their first snow day. They played by making snowmen, snowmen, and of course snow unicorns. . . Unicorns, why not?
One time, Joel asked which item would melt the snow the fastest. From there, he tested vinegar and oil (basically salad dressing), alcohol, shampoo, salt, sugar, and anything else he could get his hands on. When he discovered that rubbing alcohol was more effective than salt, he decided he should make his own windshield deicer. I understand that this is not an original idea. But it was a breakthrough for him.
This was a small example of using a design process that started out of wonder and curiosity about the natural world, rather than out of script, problem, or even audience empathy. It started with playful observations, which led to questions, which led to experimentation, and ultimately to ideas and designs.
Nature has a way of causing positive destruction, pulling us away from our interests, ideas, systems, and often into humility. This happens when children go to the forest or walk along the beach. But it also happens when children start working in the garden.
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As a teacher, you can ask questions such as “What fascinates you?” and “What makes you wonder?” From there, students enter a realm of curiosity and experimentation, which often leads to design. They begin to pay attention to how the world works, and over time, this motivates them to create something new.
This approach has limitations. It can get messy, which can be difficult if you have a tight deadline and a well-structured syllabus. There is also no guarantee that curiosity will always lead to experimentation, or that experimentation will always lead to design.
However, there are other approaches that use biomimicry as part of the research process rather than as a starting point for design.
Last May, I worked with Chris Kesler (a STEM curriculum expert) and his A.J. From Julian’s STEM project kit. One of my favorite projects of his was where students used the beaks of different birds to solve engineering problems. For the first time, I learned about the relationship between adaptation, natural selection, and engineering. At first, I wondered if this was his STEM activity. Do engineers really think that way?
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Over the past six months, I’ve been interacting with more engineers as part of the team developing the university’s new STEM certification program. Initially, I thought biomimicry was a small niche within the engineering community. But to our surprise, we found that engineers often observe natural phenomena in search of solutions. One engineer described how they studied trees to rethink bridge designs. Another researcher explained that he studies insect behavioral patterns to try to understand their information architecture.
At some level, this requires a thorough understanding of both engineering processes and biology. However, teachers can encourage this kind of thinking. As students tackle specific engineering challenges, teachers can provide carefully selected resources that allow them to explore how living organisms and ecosystems work to improve their designs.
Not all students grow up to be engineers who use biomimicry to solve complex problems. But it doesn’t matter. It is not intended to train students to become engineers. This will help you learn to think like an engineer. Something powerful happens when they can look at the natural world with awe, wonder, and curiosity and connect those ideas to new designs that solve real-world problems. When this happens, they learn to think differently and eventually develop into problem solvers and creative thinkers.
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How Nature Inspires Better Design (and What This Means For Students)
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