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.

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 engineeringparadigmsyet 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
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 # / Cumulative Progress Indicator (CPI)
4.2.12 A.2 / 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 # / Cumulative Progress Indicator (CPI)
5.3.12.C.1 / 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 synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.
CPI # / Cumulative Progress Indicator (CPI)
8.1.12.A.2 / 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 # / Cumulative Progress Indicator (CPI)
8.2.12.A.1 / 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 technologiesand 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 # / Cumulative Progress Indicator (CPI)
9.4.12.M.9 / 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 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
·  What is Biomimicry Design Thinking?
·  What are the benefits of Biomimicry Design thinking?
·  What role does Biomimicry have in conservation?
/ Unit Enduring Understandings
·  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)
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.
·  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 / 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:
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.
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. / Notes:
Students will carry Step One information to Step Two in order to create their teams design brief.