BIOMIMICRY

Nature applied to Architecture, Design and Engineering

Angelo Eduardo Battistini Marques

Carlos Eduardo Dias Ribeiro

Pedagogical Project for

Teaching and Learning in Higher Education Course
University of Tampere - Finland
Ânima Educação - Brasil

2018
 Biomimicry: Nature applied to Architecture, Design and Engineering

How do we make the act of asking nature’s advice a

normal part of everyday inventing?”
~ Janine Benyus

Abstract: In this work, we present the methodology for an interdisciplinary course

involving Architecture, Design and Engineering students. The main goal is that
students, by observing nature and natural phenomena, create new products or
innovative solutions, working in interdisciplinary groups.

Introduction: This work is a proposal for a project joining students from Design,
Engineering and Architecture courses, as part of the Interdisciplinary Project
discipline.

Projects are, in general, challenging activities, that are motivating and favors the use
of active and participatory methodologies. Students are, in general, involved, as they
usually like hands on activities.

We have been working with projects for at least nine years (each one in his own
course, Design and Engineering).

We have learned that in projects, teacher's role is to guide the organization and
planning of student activities in order to make the project more efficient, as well as to
connect with the theoretical aspects.

Good teaching and learning process is, in essence, enable students to be

protagonists of their learning. Therefore, teacher is no longer the center of the
process. In this sense, project-approach activities are very suitable to the practice of
what we understand for good teaching and learning.

Integrating Interdisciplinary Project as a discipline in undergraduate curricula is a

important step for the University to be prepared for educational challenges of 21st
Century. One of these challenges is the ability to work in interdisciplinary groups,
which is one of the foundations of this work.

Where the idea comes from: Human knowledge is vastly connected to nature
observing (Ribeiro, 2014). Architecture, textile products, airplanes, race cars and
many other human constructions are made by imitating and observing nature. Many
designers, engineers, architects used nature to solve engineering problems.

Tree Structure used at Stuttgart Airport (by Gerkan, Marg and Partner), Gaudi’s
catenary arcs, F. R. Wright's mushrooms columns are some examples of nature
solutions for buildings. Cobweb inspired textile industries, desert beetles and many
plants have water collecting mechanisms. Birds aerodynamics inspiring airplanes.
Observing nature is a source for many problem solutions.

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Engineers, architects, designers seek to find answers based on the solutions given
by nature.

In order to get results of observation of nature, it is necessary to apply knowledge of

basic sciences and connect concepts of biology, physics, mathematics, economy.

Projects may be conceived from two different paths:

A. Biology to design: from an organism or natural structures, see what it offers
and seek problems that it can solve;
B. Challenge to biology: from a specific problem, search for nature elements that
can offer some solution.

In both cases, it is important to emphasize to students the scientific method for

observation and the development of a questioning mind.

This project in connection to curricula - the aims: To develop skills like working in
interdisciplinary groups, creativity, problem solving, university must create a culture
of collaboration and connection. Joining teachers from different areas of knowledge,
students with different backgrounds in a concrete activity is essential to build those
skills.

Project methodology, agenda, tasks, steps and registration are other skills that are
being trained in this course. We aim the students to be conscious of the need of
planning (Weenk, 2012).

Design Thinking is a creative strategy for conceiving, designing and "put into
practice" ideas (Lockwood, 2016). In this course we add to Design Thinking a CDIO
methodology (Crawley, 2001). Conceive-Design-Implement-Operate is an
educational framework created for Engineering courses that is very suitable for other
undergraduate courses, in use in more than 140 universities around the world.

By using basic sciences concepts to seek problem solution, CDIO has been shown a
complete and, at the same time, simple methodology for students (Madhavan, 2015).

Observing and studying nature morphology and aesthetic make possible to students
to increase their creativity, aesthetic sense, and cultural background. In addition, we
show that nature is a source of (almost) infinite solutions.

We also must connect knowledge and subjects being studied. Engineering students
can collaborate by introducing technological devices (Arduino, bluetooth or wifi
connection, programming). Design students can contribute in usability, ergonomics,
materials and aesthetic sense.

Designing the course: We initiate the course design by using Educational Canvas
(Marques & Navarro, 2017), as shown in Appendix (page 8). This visual tool is
helpful in constructive alignment, allowing to connect all aspects of the course:

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knowledge, desired competencies, deliveries and assessments. This general board
is a first step in planning the course.

Once we have a general idea of the course, we establish the course goals, expected
learning and expected final product (Biggs, 2011). For students, it is important to
make clear the goals, what is expected from them and how they will be assessed.

Goals

> awareness of the need to use project planning, even when acting empirically,
without following a specific and stated methodology;

> expand repertoire and develop a sense of aesthetics and creativity;

> propose innovation through aesthetic-morphological, functional, structural and

symbolic study of nature;

> improve the tools for data collection, analysis and empiricism;

> introduce the concepts of Biomimicry for use in project development as a

methodological alternative;

> promote interdisciplinary practices.

Expected Learning

Knowledge: Project Management Methodology (Design Thinking, CDIO)

Skills: Critical observation of nature and perception of solutions from

observed elements, product development

Attitudes: Teamwork, willing for interdisciplinary work

Expected Final Product: Functional or conceptual prototype based on biomimetics

(individual or in interdisciplinary groups of up to 5 students)

Target: Students (3rd and 4th semesters - or later): Design, Engineering,

Architecture

Methodology: Observation in loco, desk research (bibliographical, internet), Design

Thinking.

After establishing learning outcomes, we define tasks and deliveries Assessments.

Schedule:

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Introduction (Phase 1) Theoretical introduction on Biomimicry and some approaches
used so far in Architecture, Design and Engineering projects.
● Lecture - biomimicry basic concepts, cases presentation - read texts, watch
videos and discuss them.

Follow-up (Phase 2): In this stage, corresponding to immersion phase in Design

Thinking, students are invited to visit a park with natural elements, to observe and
take notes about elements they think can be useful for future solutions.
● Detection and problem definition.
● Data collection
○ action 1: Visit to a natural environment (park, Botanical Garden, Zoo ...)
- Observation (photos, drawings, paintings, writing) (Figure 1).
○ action 2: desk research.
● Data analysis - organization and tabulation - presentation and peer discussion
- World Cafe (Figure 2)
● Conceptualization - Throughout Snowball technique, we stimulate students to
diagnose, create concepts and hypothesis, check and reformulate their ideas.
● Design, graphic and plastic arts - products and supplies

Figure 1. Students taking photos in a greenhouse (left) and watercolors from nature
models (center and right).

Prototyping (Phase 3)
● Prototype making
● Presentation/Assessment
● Peer feedback
● Final documentation and video

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 Figure 2: Design and Engineering students discussing ideas

The evaluation will be done by presenting a project notebook which will be built
during the process and will record through texts, photos and drawings all the path
the student travels.

This documentation will be delivered together with the video and prototype on the
day the project is presented.

Results (Some examples of students' works)1

1. Filtering Roof: Inspired by water filtering natural mechanism, students intend to

build a prototype of a roof that is capable to collect and filter rainwater. Despite of
high cost, filtering roof provides water free of pollution particles in big cities and also
provides a thermal isolation.

2. Ventilation System inspired by Termite Mound: This structure intends to improve

air circulation, reducing the use of air conditioning. Ventilation is channeled through
building before leave by exhaust fan.

3. Ultra-sonic Backpack: Bats are oriented by ultrasound. Using this principle, an

ultrasound emitter and receiver is attached to a backpack stripe, helping to guide
blind people. When ultrasound device detects an obstacle, it emits an audible sound,
indicating the presence of the obstacle.

4. Seeder Drone: Birds, bees and other animals are responsible to spread seeds
and pollen, that allow plants to reproduce and increase vegetation. In this project,
drones are used to replace animals in launching seeds or fertilizers in the soil,
accelerating reforestation.

5. "Cricket Project": Using the design of cricket hind paws, an helicopter is able to
land in irregular surfaces. Helicopter can maintain horizontal position even on a
surface with 45o of inclination.

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These are some ideas of projects being developed this semester by Design and Engineering
students.

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6. Snake rescuer: A snake-like robot based on thermal and seismic sensor to rescue
victims of collapsed structures.

7. "Fly Smeller": This cap aims to amplify the sense of smell in dogs using the same
principles as in flies.

8. Private light: Floating light, inspired by the dandelion plant, which uses a biometric
signature based on the breath and moves with the user.

Partial Results: The solutions and postures of the groups were the most diverse.
From conservative and withdrawn, where students could not get away from shallow
thinking or the state of the art, to the complete "frenzy" of ideas without proper
feasibility. In any case, since the main purpose was the intellectual exercise, absurd
ideas did not come to be a problem.

The great reward has been to realize that the thinking of project solutions has
changed among these students and that this behavior has been assimilated and
carried by them, which can be proven by the "contamination" of biomimetic solutions
that have been presented in disciplines of other semesters and even in the final
undergraduate work at our university.

Moreover, it is not uncommon for students to feel pressured - in a good way - to their
limits and what they say is the kind of experience they were hoping for when they
pursued the Design course.

Conclusion

In this first semester 2018, the 1st Intercourses project (Design and Engineering) is
being held. We use our previous experiences, but the course has been remodeled
and restructured from the Constructive Alignment and Research Based-Learning
perspectives.

We have no doubt that all students, in these nine years of implementation, have
achieved at least 70% objectives listed in the briefing. Even those with greater
difficulty or less interest in the subject recognize the importance of the proposal and
the value that this adds to their education. We hope that this experience joining
students from Design and Engineering will stimulate them to achieve learning
objectives.

The project has been revised and updated and can take different formats,
incorporating online activities. We also want to include (in future) Architecture and
other courses' students and teachers.

References

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An, Tai Hsuan. Sementes do cerrado e design contemporâneo. PUC Goiás, 2009.
Goiânia (Brasil).

Arruda, Amilton José Vieira.; Bionic Basic: verso un nuovo modello di ricerca
progettuale. Tese (Doutorado em Desenho Industrial e Comunicação Multimidia) -
Politecnico di Milano, Milão, 2002.

Benyus, Janine M.; Biomimicry: Innovation inspired by Nature. New York: Harper
Perennial, 1997.

Biggs, J. & Tang, C. (2011) Teaching for Quality Learning at University. What the
Student Does. Maidenhead: McGraw-Hill.

Biomimicry 3.8 Institute; Biomimicry Design Lens (A Visual Guide);

https://biomimicry.net/the-buzz/resources/biomimicry-designlens/ (Acces Oct, 20th,
2017)

Crawley, Edward F. The CDIO Syllabus (A statement of goals for undergraduate

Engineering Education). MIT - Department of Aeronautics and Astronautics. Jan,
2001.

Lockwood, T.; Design Thinking: Integrating Innovation, Customer Experience, and

Brand Value; Allworth Press; 2016.

Madhavan, G.; Think Like an Engineer; One World Ed.; 2016.

Marques, A. E. B. & Navarro, M. P.; Canvas for Educational Projects; In: Getulio
Antero de Deus Jr. (Org.). Alive Engineering Education: Transforming and Innovating
Engineering Education. 1ed. Goiania: UFG, 2017, v. 1, p. 287-294.

Pink, D. H.; A Whole New Mind: Why Right-Brainers Will Rule the Future; Riverhead
Books, 2006.

Ribeiro, C. E. D.; A Natureza no Processo do Design e no Desenvolvimento do

Projeto; Editora SENAI, 2014. São Paulo (Brasil).

Vasconcelos, Augusto Carlos de. Estruturas da natureza: um estudo da interface

entre biologia e engenharia . São Paulo: Studio Nobel, 2000.

Weenk, W., and M. Van der Blu. PLEE Methodology and experiences at the
University of Twente. Chap. 3 in Project Approaches to Learning in Engineering
Education. Sense Publishers, 2012.

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APPENDIX: Educational Canvas