Unit Overview – Socially Responsible Engineering & Technology (POS)
Course: Y2 071812
Unit Title: Nature as Model, Measure, Mentor
Approximate Length of Unit: 6 Weeks (based on five day weeks; 45 minute periods each day)
Unit Summary
This unit introduces students to Biomimicry Design Thinking used with Biologists and Designers when
solving a real world problem. This approach has students reviewing and applying how various organisms or
ecosystems solve the challenges we encounter to save time, money and energy.
Students will be presented with the following:
In groups of 3, select a common interest and develop an invention or innovate to an existing product
using Biomimicry to make the product more sustainable, using the “Rules of Nature” and “Life’s
Principles.”
At the beginning of this unit, students are exposed to the concept of Biomimicry and the innovations that
have been accomplished. Students will engage in a Biomimicry study, apply principles of Biomimicry to a
design challenge, and participate in a group design project.
Throughout this unit, students will study nature and abstract functions and principles from the natural world
and apply them to human challenges, particularly sustainability challenges. The ability to do this requires
practice. Students will demonstrate the ability to apply biological knowledge to human needs. This unit is
dedicated to developing and strengthening abstraction/application skills. This unit will provide the students
with some insight to a field that continues to provide us with deeper knowledge of the natural world.
Students will acquire insight into the field of Biomimicry. In addition, they will learn to consider nature in
all of their design decisions.
Primary Interdisciplinary Connections: Biology
21st Century Themes: Environmental Engineering, Engineering
Unit Rationale
As the population continues to increase, the Earth’s natural resources continue to be strained and depleted.
The earth cannot recover the resources as quickly as we use them. Our responsibility lies with taking care
of the place that takes care of us.
Students will benefit from learning the Biomimicry Design Thinking process as they continue to face
challenges in the design world. This activity/unit will prepare students with a deeper understanding of the
natural world and how nature solves problems. While the Biomimicry design spirals are still applicable, the
Design Thinking process is more applicable for professionals. Students will gain insight to the process and
be better prepared for application in future engineering and design study.
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This design process is very similar to the process used for Technology Education and Engineering courses.
The difference is that each step requires looking to nature for inspiration and solutions. Since nature has
been designing and developing for 3.8 billion years, nature has a few working systems. Our designs should
reflect similar attributes to help keep the earth sustainable.
“As a field or meme it integrates with design thinking, systems thinking, and engineering paradigms yet
brings a nuanced and deeper background relationship with living systems and biology. This relationship to
biological knowledge, and the analog thinking it often inspires, leads to several unexpected benefits that
have dramatic impact in the practice of biomimicry. These include but are not limited to; increased fidelity
of communication, ability to overcome common cognitive bias, and the creation of positive disruptive
frameworks of thought. These have manifested themselves in several ways, but typically are viewed as an
‘engine of innovation’. Yet, perhaps the larger impact of biomimicry thinking is not in incremental
innovation, but in changing the conversation and social assumptions of value and goals that emerge as a
process of looking to nature.” Tim McGee
Suggested Materials:
Sketch paper
Poster boards
Plotter paper if you have plotting capability
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Suggested Tools/Machines:
Computers to do research.
Cameras to photograph natural organisms.
CAD or Google Sketchup.
Modeling materials if modeling is required.
Color pencils, Markers
Unit Assumptions
Students have been exposed to the problem solving process more than once and that the steps are
understood.
Students have some ability to sketch.
Students have the ability to use computer-aided design.
Students have accessed and used the Internet, email, and research databases.
Students have used APA report formats.
Students have had biology.
Learning Targets
Standards for Technological Literacy (ITEEA)
Standard 11: Students will develop the abilities to apply the design process.
Math (NJCCCS 4)
4.2 All students will develop spatial sense and the ability to use geometric properties, relationships, and
measurement to model, describe, and analyze phenomena.
CPI #
4.2.12 A.2
Cumulative Progress Indicator (CPI)
Geometric Properties - Draw perspective views of 3D objects on isometric dot paper,
given 2D representations (e.g., nets or projective views).
Science (NJCCCS 5) 5.3 Life Science: All students will understand that life science principles are
powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on
Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order
of natural systems can be modeled and predicted through the use of mathematics.
C. Interdependence: All animals and most plants depend on both other organisms and their environment
to meet their basic needs.
E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences may lead
to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
CPI #
5.3.12.C.1
Cumulative Progress Indicator (CPI)
Analyze the interrelationships and interdependencies among different organisms, and
explain how these relationships contribute to the stability of the ecosystem.
5.3.12.E.4
Account for the evolution of a species by citing specific evidence of biological
mechanisms.
5.4.12.G.1
Explain the unintended consequences of harvesting natural resources from an ecosystem.
Educational Technology (NJCCCS 8.1)
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
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synthesize information in order to solve problems individually and collaboratively and to create and
communicate knowledge.
CPI #
8.1.12.A.2
Cumulative Progress Indicator (CPI)
Produce and edit a multi-page document for a commercial or professional audience using
desktop publishing and/or graphics software.
Engineering and Technological Literacy (NJCCCS 8.2)
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the
nature and impact of technology, engineering, technological design, and the designed world, as they relate
to the individual, global society, and the environment.
CPI #
8.2.12.A.1
Cumulative Progress Indicator (CPI)
Design and create a technology product or system that improves the quality of life and
identify trade-offs, risks, and benefits.
8.2.12.F.3
Select and utilize resources that have been modified by digital tools (e.g., CNC
equipment, CAD software) in the creation of a technological product or system.
8.2.12.G.1
Analyze the interactions among various technologies and collaborate to create a product
or system demonstrating their interactivity.
Standards 9.4 Career and Technical Education All students who complete a career and technical
education program will acquire academic and technical skills for careers in emerging and established
professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
CPI #
9.4.12.M.9
Cumulative Progress Indicator (CPI)
Develop and deliver formal and informal presentations using appropriate media to
engage and inform audiences.
9.4.12.M(1).7
Design a new product that meets identified customer needs, while also demonstrating the
use of strategies and techniques for developing manufacturing production processes.
9.4.12.M(2).9
Design a product that satisfies a customer’s desires to demonstrate the relationship
between production processes and meeting customer needs.
9.4.12.O.17
Employ critical thinking skills independently and in teams to solve problems and make
decisions.
9.4.12.O.21
Effectively develop and apply the skills inherent in systems engineering in which
requirements, configuration, integration, project management, quality assurance, and
process applications are necessary.
9.4.12.O.(1).7
Use mathematics, science, and technology concepts and processes to solve problems in
projects involving design and / or production.
9.4.12.O.(1).8
Select and use a range of communication technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
9.4.12.O.(1).9
Employ concepts and processes for the application of technology to engineering.
9.4.12.O.(1).12
Model technical competence by developing and applying processes and concepts in the
design process.
English Language Arts Writing (Common Core)
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific
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procedures/ experiments, or technical processes.
 Introduce a topic and organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
Industry Standards
NOCDI
 Employability Skills – Workplace Readiness
 STEM – Pre-Engineering, Engineering Technology
Unit Essential Questions
Unit Enduring Understandings
 What is Biomimicry Design Thinking?
 What are the benefits of Biomimicry Design
thinking?
 What role does Biomimicry have in
conservation?
 Biomimicry is the study of the natural world to
inspire design and innovation.
 Biomimicry Design Thinking can lead to
sutainable, well-adapted and life-friendly products
and process, solutions to major environmental
challenges, respect for the natural world and
conservation.
 Biomimicry can assist in creating conditions
conducive for life.
Unit Learning Targets
Students will . . .
1. Identify, explain, use and document the steps to “Biomimicry Design Thinking”. Differentiate
between Design spiral and Design loop. (ITEEA #11)
2. Maintain “Research/Engineering Log” using template format provided documenting and
illustrating research on nature as inspiration and viable solution (brainstorming) to the problem
using the steps of the design process. (5.3.12.C.1, E.4, G.1) (9.4.12.O.(1).8)
3. Executive Summary of the research and development and describe inspiring organisms,
processes or systems. (5.3.12.C.1, E.4, G.1) (9.4.12.O.(1).8) (8.2.12.A.1) (9.4.12.H(5).1)
(9.4.12.H(5).5)
4. Develop Alternate Solutions using the steps of the design process to share with team
members. (4.2.12 A.2) (8.2.12.A.1, F.3, G.1) (9.4.12.M(1).7) (9.4.12.M(2).9) (9.4.12.O.17, 21)
(9.4.12.O.(1).7, 9, 12)
5. Prepare and present an oral presentation to peers and the entire class. (5.3.12.C.1, E.4, G.1)
(8.1.12.A.2 ) (9.4.12.M.9)
6. Write a rationale report for selected solution. (5.3.12.C.1, E.4, G.1) (WHST.11-12.2)
7. Write descriptions of inspiring nature that inspire new design or design modifications.
(5.3.12.C.1, E.4, G.1)
8. Write descriptions of nature’s forms, processes and/or systems that relate to the design
solution. (5.3.12.C.1, E.4, G.1)
9. Write descriptions of design solution. (8.2.12.A.1, G.1)
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10. Complete Working Drawings for design solutions. (4.2.12 A.2) (8.2.12.A.1, F.3, G.1)
(9.4.12.M(1).7) (9.4.12.M(2).9)
11. Develop a prototype for the design solution using 3D computer modeling for poster.
(8.2.12.A.1, F.3, G.1)
12. Write a team design evaluation report for the project to discuss how the solution is
sustainable, well-adapted and life-friendly, if the solution solves any major environmental
challenges, and how the design respects the natural world and conservation. (8.1.12.A.2 )
(9.4.12.O.(1).12)
13. Write an Individual Self-Evaluation report for the project. (9.4.12.O.(1).7)
14. Take a quiz/test on Biomimicry. (5.3.12.C.1, E.4, G.1) (ITEEA #11)
Project-Based Learning Plan:
Engineering Design Process (Sequence and Assessments)
Design Brief/Problem/Opportunity Statement:
In groups of 3, select a common interest and develop an invention or innovate an existing product
using Biomimicry to make the product more sustainable, using “Biomimicry Design Thinking”, the
“Rules of Nature” and “Life’s Principles.”
Example Background:
Products everywhere are ending up in landfills. These products will be there for thousands of years with no
ability to breakdown and return back to the earth in a usable form. Design of new products must use a
method of harvesting or using a resource so that the resources are not depleted or permanently damaged.
Humans have a tendency to over engineer. We must start to mimic the Rules of Nature and Life’s
Principles in order to sustain human life.
Specifications:
The solution must:
 Be more sustainable than the current status.
Constraints:
The solution is limited to the Rules of Nature that apply:
o Nature runs on sunlight
o Nature uses only the energy it needs
o Nature fits form to function
o Nature recycles everything
o Nature rewards cooperation
o Nature banks on diversity
o Nature demands local expertise
o Nature curbs excesses from within
o Nature taps the power of limits
Stakeholders:
 The target audience would be those with the same common interest.
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

The intended user is anyone that wants to use the device.
Nature.
Suggested Student Grouping:
Groups of 3 are suggested for this project so that more students have more direct input throughout the
process. Students can also be assigned roles of designer, biologist, and engineer during the process so that
each focuses more specifically.
Teacher Instruction
Student Evaluation
Step One: Identify the Problem/Opportunity
Lessons/ Topics
Lesson 1: Reviewing the design project
 Design Brief
 Project Expectations
 Biomimicry Design Thinking
 Scoping
 Discovering
 Creating
 Evaluating
Lesson 2: Finding common interests between the
team members
 Generating ideas
 Selecting a common idea
Notes:
Have students form teams and create a list of
common interests such as sports equipment, music,
clothes, games, furniture, cars, etc. so that they can
agree on a common direction to focus their efforts for
design. This step must be done at the beginning
before starting the actual design process.
Formative Assessments:
Teacher feedback on student generated:
o Summary (verbal) of the project
expectations.
o Completed Graphic Organizer to identify
design steps. (ULT #1)
o Abstract differentiating between Design
Spiral and Design Thinking for
Biomimicry Application. (ULT #1)
o Completed Graphic Organizer to identify
and select student interests.
Summative Assessments:

Quiz on steps to Biomimicry Design
Thinking process (ULT #1, 14)
Notes:
Students will carry Step One information to Step
Two in order to create their teams design brief.
The quiz should cover the step titles and subtitles.
Introduce students to Biomimicry Design Thinking
used by professionals in the design field.
Remind students of the BiomimicryInstitute.org and
AskNature.org and allow them to use this site for
research.
Step Two: Frame the Design Brief
Lesson / Topic
Lesson 3: Completing Scoping steps of Biomimicry
Formative Assessments:
Teacher will review and provide feedback on:
o Completed Scoping steps of the
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Design Thinking process
 Define Context
o Design Brief
 Indentify Function
o Specifications
 Integrate Life’s Principles
o Limitations
o
Summative Assessments:
At the end of the step, as measured by a rubric,
team will be responsible for:
o
Notes:
Have students develop their team design brief based
on the common interest they chose.
Biomimicry Design Thinking Graphic
Organizer (ULT #1)
Peer assessment of each other’s graphic
organizers if necessary. (ULT #1)
Final background information, design
briefs, specifications and constraints. (ULT
#1)
Notes:
Have students develop specifications and limitations
for their design brief.
Have students research and write a background that
leads explains the context of their design brief.
Step Three: Research
Lessons/ Topics
Lesson 4: Completing Discovering steps of
Biomimicry Design Thinking process
 Discover Natural Models
o Research
 Abstract Biological Strategies
Lesson 5: Reviewing Research expectations
 Documentation
 Research Log Format
 Sources
Notes: Prompt students with the following
questions to get them thinking of ideas:
 What animals or plants remind the team
of the topic?

Formative Assessments:
o Teacher provides feedback on collected
research students create using the
previously started “Research Log”. (ULT
#2)
o Teacher provides feedback on Discovering
steps of the Biomimicry Design Thinking
Graphic Organizer. (ULT #1)
Summative Assessments
At the end of the step, each student will be assessed
via:
 “Research/Engineering Log” using
template format provided documenting and
illustrating:
o Research on nature as inspiration.
(ULT #2)
 Executive Summary of the research and
development and describe inspiring
organisms, processes or systems. (ULT #3)
Notes:
Each team member must brainstorm individually
and then share their ideas.
What features of the animal or plant are
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directly related?

What could be designed to use those
features?
Step Four: Brainstorming & Generation Alternate Solutions
Lessons/ Time
Lesson 6: Completing Creating steps of Biomimicry
Design Thinking process
 Brainstorming
o Bioinspired Ideas
Lesson 7: Reviewing Brainstorming expectations
 Documentation
 Research Log Format
 Sources
Formative Assessments:
o Teacher provides feedback on Creating
steps of the Biomimincry Design Thinking
Graphic Organizer. (ULT #1)
Summative Assessments
At the end of the step, as measured by a rubric,
students will be assessed on:


Brainstorming to the problem using the
steps of the design process. (ULT #1, 2)
Alternate Solutions (ULT #4)
Lesson 8: Completing Creating steps of Biomimicry
Design Thinking process
 Emulating
o Design Principles
Lesson 9: Reviewing Emulating expectations
 Generating Alternate Solutions through
sketches and drawings
Notes:
Have students start developing ideas using the
research they have gathered.
Notes:
Multiple sessions of sketching and collaborating
would be the best approach.
Have students be responsible for 3-4 solutions each
before sharing their ideas.
Step Five: Chosen Solution with Rationale
Lesson / Time
Lesson 10: Completing Evaluating steps of
Biomimicry Design Thinking process
 Measure
o Using Life’s Principles
o Using Rules of Nature
Formative Assessments:
o Teacher provides feedback on Evaluating
steps of the Biomimincry Design Thinking
Graphic Organizer. (ULT #2)
Summative Assessments
At the end of the step, as measured by a rubric,
students will be assessed on:
Lesson 11: Reviewing Evaluating expectations
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
Rationale Report
o Pros/Cons
o Specification Check
Notes:
Have students review their solutions with the Rules
of Nature and Life’s Principles as criteria for the
specification check. Students can rank their ideas and
then tally the scores to see which idea is the best.
o
Rationale report for selected solution.
(ULT #6)
Notes:
Step Six: Developmental Work
Lesson / Time
Lesson 12: Emulating Design Principles – Round 2
 Descriptions of inspiring nature’s forms,
processes and/or systems that relate to
the design solution
 Design solution description
 Working Drawings
Notes:
At this point in the process, the design loop become
iterative and can be repeated as the students start
developing their solutions with more detail. Each
time they identify a problem to solve, the steps can be
repeated.
Formative Assessments:
Teacher provides written feedback on:
 Descriptions of inspiring nature’s forms,
processes and/or systems that relate to the
design solution (ULT #7, 8)
 Design solution description (ULT #9)
 Working Drawings (ULT #10)
Summative Assessments
At the end of the step, as measured by a rubric,
students will be assessed for:
 Descriptions of nature’s forms, processes
and/or systems that relate to the design
solution (ULT #7, 8)
 Design solution description (ULT #9)
 Working Drawings (ULT #10)
Notes:
Set the expectations for the deliverables in this step.
Depending on the amount of time you are allotting
for this project, you may want to require sketches
only or a full set of working drawings done using
CAD.
Have students describe everything that has been
designed and every aspect of inspiration that was
used.
Step Seven: Prototype
Lessons/ Topics
Lesson 13: Reviewing Team Deliverables
 Provide a detailed poster of the new
product with multiple views.
Formative Assessments:
o Teacher feedback on prototype poster
layout. (ULT #11)
o Student feedback on peer presentations.
(ULT #5)
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
Provide peer presentation for feedback
and poster edit.
Summative Assessments:
At the end of the step, as measured by a rubric,
designated team member will be responsible for:
o
Notes:
Have student create a poster at this point to display
their design. These posters can be electronic and
projected for presentation purposes or plotted out for
display purposes.
Prototype of final design poster (ULT #11)
Notes:
Step Eight: Testing and Evaluation
Lessons/ Topics
Lesson 14: Review Biomimicry Design Thinking for
Test
 Scoping
 Discovering
 Creating
 Evaluating
Lesson 15: Reviewing Testing and Evaluating
Deliverables
 Test Procedures and Results Report
 Design Evaluation Report
Notes:
Formative Assessments:
o Teacher provides feedback on student
generated Biomimicry review sheet. (ULT
#1)
o Teacher provides feedback on testing and
evaluation deliverables prior to peer
presentations. (ULT #12)
Summative Assessments:
At the end of the step, as measured by a rubric, the
team will be responsible for:
o Evaluation report using Life’s Principles
and the Rules of Nature for the project to
discuss how the solution is sustainable,
well-adapted and life-friendly, if the
solution solves any major environmental
challenges, and how the design respects
the natural world and conservation. (ULT
#12)
Notes:
Have students present their design solutions to
another team in the class and get feedback on
their applications, improvement suggestions and
additional insight. Students will then report on
input from peers.
Step Nine: Redesign and Reflect
Lessons/ Topics
Formative Assessments:
Lesson 16: Writing an Individual Self-Evaluation
report
N/A
Summative Assessments:
At the end of the step, as measured by a rubric,
each team member will be responsible for:
o
An Individual Self-Evaluation report for
11
the project. (ULT #15)
Notes:
Have students write individual reports at this step so
that each student can reveal all that he/she has gained
during this project. These reports can be very telling.
Learning you would never consider often takes place
and gets overlooked.
Notes:
Step Ten: Communicate
Lesson / Time
Lesson 17: Outlining a Presentation
 Harvard Format
 Phrasal
Lesson 18: Reviewing Presentation expectations
 Format
 Time allotment
Formative Assessments:
o Peer and teacher comments for improving
presentations. (ULT #5)
Summative Assessments:
At the end of the step, as measured by a rubric, the
team will be responsible for:

A Presentation of project design to peers.
(ULT #5)
At the end of the step each team member will take
a:
 Test on Biomimicry (ULT #14)
Notes:
Have students prepare outlines to use for
presentations to the class.
Have students present their solutions to the class.
Notes:
Corresponding Technology Student Association (TSA) Activities
Biotechnology Design
Engineering Design
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Lesson Plans
Lesson
Lesson 1
Reviewing the design project
Lesson 2
Finding common interests between the team
members
Timeframe
45 minutes / 2 days
½ day to review lessons and select teams
1 day to brainstorm interests and share with team to
select a common interest
½ day for quiz
Lesson 3
Completing Scoping steps of Biomimicry Design
Thinking process
 Define Context
o Design Brief
 Indentify Function
o Specifications
 Integrate Life’s Principles
o Limitations
Lesson 4
Completing Discovering steps of Biomimicry
Design Thinking process
 Discover Natural Models
o Research
 Abstract Biological Strategies
45 minutes / 3 days
½ day to lecture
½ day to define context
1 day to indentify functions/specifications
1 day to integrate Life’s Principles/Limitations
45 minutes / 3 days
½ day to lecture
2.5 days for Discovering step
Lesson 5
Reviewing Research expectations
Lesson 6
Completing Creating steps of Biomimicry Design
Thinking process
 Brainstorming
o Bioinspired Ideas
Lesson 7
Reviewing Brainstorming expectations
 Documentation
 Research Log Format
 Sources
45 minutes / 4 day
1 day to lecture
1 days to brainstorm
2 days to emulate
Lesson 8
Completing Creating steps of Biomimicry Design
Thinking process
 Emulating
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o
Design Principles
Lesson 9
Reviewing Emulating expectations
 Generating Alternate Solutions
through sketches and drawings
Lesson 10
Completing Evaluating steps of Biomimicry
Design Thinking process
 Measure
o Using Life’s Principles
o Using Rules of Nature
45 minutes / 3 day
½ day to lecture
1.5 days to evaluate
1 day to create report
Lesson 11
Reviewing Evaluating expectations
 Rationale Report
o Pros/Cons
Specification Check
Lesson 12
Emulating Design Principles – Round 2
 Descriptions of inspiring nature’s
forms, processes and/or systems that
relate to the design solution
 Design solution description
 Working Drawings
45 minutes / 3 days
½ day to review expectations
1.5 days to generate ideas
1 day to write report

Lesson 13
Reviewing Team Deliverables
 Provide a detailed poster of the new
product with multiple views and
thorough descriptions
Lesson 14
Review Biomimicry Design Thinking for Test
 Scoping
 Discovering
 Creating
 Evaluating
45 minutes / 3 days
½ day to review expectations
2.5 days to generate poster
45 minutes / 3 days
½ day to review
1.5 days to complete testing and evaluation
1 day to complete report
Lesson 15
Reviewing Testing and Evaluation Deliverables
 Test Procedures and Results Report
 Design Evaluation Report
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Lesson 16
Writing an Individual Self-Evaluation report
45 minutes / 2 days
½ day to review expectations
1.5 days to write report
Lesson 17
Outlining a Presentation
 Harvard Format
 Phrasal
Lesson 18
Reviewing Presentation Expectations
45 minutes / 2 days
½ day to review
1.5 days to present
45 minutes / 2 days
½ day to review expectations
1 days present
½ day to take test
Teacher Notes:
Curriculum Development Resources
Biomimicry Institute. 2007-2012. 1 July 2012
<biomimicryinstitute.org>.
Biomimicry #1. YMAG. 18 November 2009. 8 July 2012
<http://www.ymag.it/schede.asp?id=1184>.
Life’s Principles. Biomimicry Institute. 8 July 2012.
<http://www.biomimicryinstitute.org/images/sdc2011/Lifes_Principles.pdf>.
McGee, Tim. Biomimicry Thinking. 2 July 2012. Eco|Interface: Mind the Gap. 18 July 2012 <
http://www.ecointerface.com/?p=471#comment-384>.
Notes:
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Research/Investigation/Testing Log
Complete all columns for each entry. Feel free to use more than one row per entry. Continue on the back
of each page is necessary. Include everything tried and your observations of the test.
Date
Research/Investigation/Testing
Finds/Results
16
Research/Investigation/Testing Log
Use the space below to sketch out ideas or calculations while investigating.
17
Biomimicry Design Thinking
Scoping – Define Context
Determine the for which the design must operate or function.
The circumstances that form the setting for real life problem, situation or opportunity related to the
project is . . . .
Possible images that convey the real life situations would be . . . .
1.
2.
3.
4.
5.
The climate, atmosphere or environment related to the problem, situation or opportunity is . . . .
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Possible images that convey the climate, atmosphere or environment would be . . . .
1.
2.
3.
4.
5.
The conditions of use of the design solution . . .
Possible images that convey the conditions of use would be . . . .
1.
2.
3.
4.
5.
Information related to the end user that is important to know would be . . . .
Possible images that convey the important end use information . . . .
1.
2.
3.
4.
5.
The simulation created for the project consists of . . . .
Possible images that convey the simulation would be . . . .
1.
2.
3.
4.
5.
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Scoping – Identify Function
Determine the design function desired.
What you want the design to do? (i.e. be quieter)
Why do you want the design to do that?
Look across discovered strategies to determine what is usable for the design. List and sketch
ideas.
Look at the strategies collectively to determine what is usable for the design. List and sketch
ideas.
Formulate a statement into context of needed function. (i.e. quiet the sonic boom of the Japanese
bullet train)
Translate/Interpret Biological Function (i.e. find the champions in nature that are aerodynamic or
hydrodynamic)
Identify the functions (purpose, role, use) (i.e. determine a new form to allow the train to not
create such a build up of pressure that causes the sonic boom when it leaves the tunnel)
Ask how does nature do/not do the same function.
Define habitat conditions that reflect design parameters. (i.e. dimensions of tunnel and train,
speed of train, pressure build up)
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Translate life’s principles into design parameters. Select those that apply to assist in research
direction.
 Evolve to Survive
 Be Resource Efficient
 Adapt to Changing Conditions
 Integrate Development with Growth
 Be Locally Attuned and Responsive
 Use Life-friendly Chemistry
Identify what can be optimized rather than maximized. Using multi -functional design where applicable.
Always fit form to function.
Consider locally attuned and responsive organisms that are resourceful and opportunistic using shape
rather than material that are cellular and nested. Keeping simple, common building blocks and using free
energy.
Build in resilience with diversity, decentralized and distributed autonomy, and redundancy.
Leverage interdependence. Recycle all materials. Foster cooperative relationships. Consider selforganizing methods.
Use benign manufacturing, life-friendly materials, water-based chemistry, and self-assembly whenever
possible.
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Discover
Observe/Determine Nature’s Model – List organisms that immediately come to mind. Do a few searches
and continue the list with your new finds.
Abstract
Identify the forms in nature that you can mimic.
Identify the processes in nature that you can mimic.
Identify the systems in nature that you can mimic.
Always return to the question, “Does the design create conditions conducive to life?” Do your
solutions have more pros than cons? Do your solutions reduce, reuse, or recycle?
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Emulate
Identify multiple sources for inspiration.
Brainstorm Potential Applications.
Brainstorm multiple solutions.
Adapt and evolve your design.
23
Evaluate
Once again review Life’s Principles to test your design.
http://www.biomimicryinstitute.org/images/sdc2011/Lifes_Principles.pdf
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Self-Evaluation
The evaluation of the final solution is a very important part of the design process. This portion of the process allows
for deep reflection. Reflection focuses on the final design. In addition to the final design, reflect on the skills gained
by the process. Be sure not to sell yourself short. This is the time to express all of the learning that may have not
been obvious to the instructors.
Assignment
In a formal technical document, discuss each of the following in a paragraph or more:
I.
Provide the scope of the project and your role on the team. (10)
II.
Describe the team solution and then your part of the solution in detail. Provide imagery of both. (10)
III.
Describe discrepancies between your original design and the final modeled solution. Provide imagery of the
final design drawing and photo or image of the final solution illustrating the discrepancies. (10)
IV.
Describe design flaws that still exist in your design. Provide specific examples. (5)
V.
Describe unsolved design problems that exist in your design. Provide specific examples. (5)
VI.
Provide suggestions for improvements to design. Provide specific examples. (5)
VII.
Describe successes you encountered during all phases of the project. Provide specific examples. (5)
VIII.
Describe setbacks you encountered during all phases of the project. Provide specific examples. (5)
IX.
Describe what you learned from your setbacks. Provide specific examples. (10)
X.
Describe additional learning that occurred outside the scope of the project. Provide specific examples. (10)
XI.
Discuss specific ways this project helped you improve your:
a.
Problem solving skills related to the steps of the process. Also, provide examples of which steps of
the process finally made sense to you. (3)
b.
Communication skills through drawing. Provide examples of what improved and how. (3)
c.
Communication skills through speaking. Provide examples of what improved and how. (3)
d.
Communication skills through writing. Provide examples of what improved and how. (3)
e.
Organizational skills related to file management and time management. Provide specific examples
of each. (3)
XII.
Conclusion
a.
Provide a summary of the skills and knowledge that you gained and will use beyond MAST. (5)
b.
Provide a statement of something essential that you benefited from during the course of the
project. (5)
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Cons for this Idea
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