Bi omi mi c ry i n E ngi neeri n g

Provided by TryEngineering - www.tryengineering.org

Lesson Focus
Lesson focuses on the concept of Biomimicry and students learn how engineers have
incorporated structures and methods from the living world in products and solutions for all
industries. Students then work in teams to develop a structure or system based on an
example in nature that would help people living on the moon. They design their structure
on paper, learn about patents, and share their designs with the class.

Lesson Synopsis
The "Biomimicry in Engineering" lesson explores how nature provides inspiration to
engineers, both in terms of aesthetics and practical solutions to challenges. Students
review current applications and then work as a team to develop a structure or system that
would help support people living on the moon. They sketch their plans, consider patent
rights, and present to their class.

Year Levels
Year 5 – 10 Science Inquiry Skills and Science as a Human
Endeavour

O bjectives
 Learn about biomimicry.
 Learn about engineering design and redesign.
 Learn about patents.
 Learn how engineering can help solve society's
challenges.
 Learn about teamwork and problem solving.

Anticipated Learner Outcomes

As a result of this activity, students should develop an
understanding of:

 biomimicry
 engineering design
 patents
 teamwork

Lesson Activities
Students explore how engineers have incorporated systems, materials, and methods from
nature into manmade products, materials, and methods found in all industries. Students
look to natural examples to create on paper a structure or system that would support
people living on the moon. They consider patenting options and present their ideas to the
class.

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Re sources/ Ma terials

 Teacher Resource Documents (attached)

 Student Resource Sheet (attached)
 Student Worksheet (attached)

A lign ment to Curric ulum Frame works

See curriculum alignment sheet at end of lesson.

Internet Connections
 TryEngineering (www.tryengineering.org)
 Biometrics Architecture (http://biomimetic-architecture.com)
 The Centre for Biomimetics at the University of Reading, UK
(www.reading.ac.uk/biomimetics)
 Ask Nature (www.asknature.org)
 esp@cenet - European Patent Office Search (www.espacenet.com/access/)
 U.S. Patent and Trademark Office (www.uspto.gov/patents)
 Curriculum Links (www.acara.edu.au)

Recommended Reading
 Biomimicry: Innovation Inspired by Nature (ISBN: 978-0060533229)
 Biomimetics: Biologically Inspired Technologies (ISBN: 978-0849331633)
 The Gecko's Foot: Bio- Inspiration: Engineering New Materials from Nature
(ISBN: 978-0393337976)
 Biomimicry for Optimization, Control, and Automation (ISBN: 978-1852338046)
 How to Make Patent Drawings (ISBN: 978-1413306538)

O pt ional Writing Activity

 Write an essay or a paragraph about one example of how engineers have looked to
nature to help find solutions to societal challenges.

Biomimicry in Engineering Modified and aligned to Page 2 of 12

Developed by IEEE as part of TryEngineering Australian Curriculum by
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 Biomimicry in Engi neering
For Teachers:
Teac her Resou rces
 Lesson Goal
The "Biomimicry in Engineering" lesson explores how nature provides inspiration to
engineers, both in terms of aesthetics and practical solutions to challenges. Students
review current applications and then work as a team to develop a structure or system that
would help support people living on the moon. They sketch their plans, consider patent
rights, and present to their class.
 Lesson Objectives
 Learn about biomimicry.
 Learn about engineering design and redesign.
 Learn about patents.
 Learn how engineering can help solve society's challenges.
 Learn about teamwork and problem solving.
 Materials
 Student Resource Sheets
 Student Worksheets
 Student Team Materials: paper, pen, pencil;
access to the internet is optional though helpful.
 Procedure
1. Show students the student reference sheets.
These may be read in class or provided as
reading material for the prior night's homework.
2. To introduce the lesson, consider asking the students how nature engineers a
product -- like a leaf. Ask them to think about the functionality of shapes such as a
conch shell or palm leaf, and how they support the structure. Another point might
be to look at how a lotus leaf beads up water…and consider that it is the tiny "hairs"
on the surface of the leaf that suspend water beads.
3. Teams will consider their challenge, conduct research into other examples of
biomimicry and decide whether they are going to design a building, a system, or
some other product for use on the moon that incorporates biomimicry.
4. Teams next develop a detailed drawing showing their product or system from at
least two perspectives and including a written description of how the design works.
5. Teams present their ideas to the class and complete a reflection sheet.
Time Needed
One to two 45 minute sessions.

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 Biomimicry in Engi neering
Studen t Resource:
All About Patents

 What Is a Patent?
A patent for an invention is the grant of a property right to the inventor, issued by a
country's Patent and Trademark Office. The procedure for granting patents, the
requirements placed on the patentee, and the extent of the exclusive rights vary widely
between countries according to national laws and international agreements. In Australia,
the term of a new patent is 20 years from the date on which the application for the patent
was filed or, in special cases, from the date an earlier related application was filed, subject
to the payment of maintenance fees. Standard patents gives long term protection and
control over an invention. The invention claimed in a standard patent must be new,
involve an inventive step and be able to made and used in an industry. Innovation patents
lasts for 8 years and is designed to protect inventions that do not meet the inventive
threshold required for standard patents. The innovative patent requires an innovation step
rather than an inventive step, to protect an incremental advance on existing technology
rather than a groundbreaking invention. Plant breeder rights are legally enforceable and
gives the breeder exclusive rights to commercially use, sell and direct the production, sale
and distribution of the plants. Hybrid tea roses, Silver Queen corn, and Better Boy
tomatoes are all types of plant patents.

 Famous Patents

Safety Pin: The patent for the "safety pin" was issued on April 10, 1849 to Walter Hunt,
of New York. Hunt's pin was made from one piece of wire, which was coiled into a spring
at one end and a separate clasp and point at the other end, allowing the point of the wire
to be forced by the spring into the clasp.

Dishwasher: A patent for the first practical dish washing machine was issued December
28, 1886 to Josephine Garis Cochran of Shelbyville, Illinois. She was wealthy, entertained
often, and wanted a machine that could wash dishes quickly, and without breaking them.
When she couldn't find one, she built it herself.

 How to Register a Patent

Each country, or sometimes a region has its

own patent procedures. For example, in
Australia you apply to the government to
patent a new product. Wherever you are, you
have to design your product on paper or on a
computer and specifically show why your
design is different from others. On the left is
one of the first drawings of the Coca Cola
bottle, and on the right, is a copy of the
patent design. You also need to check to see
if someone else has already invented what
you think you did! Try searching for a patent
at http://www.ipaustralia.gov.au/ .
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Energy Academy
 Biomimicry in Engi neering
Student Worksheet:
What is Biomimicry?
People have always been inspired by nature -- and engineers are no exception!
Throughout history, structures, systems, and materials developed by engineers have had
roots in natural structures, systems, and materials. For example, the echolocation used by
bats in the dark have helped lead to improvements in cane technology for blind people.
Others have looked to the methods beetles use to draw water from
fog, or how the structure of a lotus leaf can help keep moisture away
from the surface -- this has led to changing the surface of fabrics at
the nanoscale so they too repel water. And, gecko tape mimics the
feed of a gecko lizard by including nanoscopic hairs. Other engineers
have looked to the way tower building termites have structures
designed to maintain a constant temperature in climates with wide
temperature swings. The Eastgate building in Harare, Zimbabwe has
passive, self-cooling systems modeled on termite mounds. The
building, a mixture of offices, shops and car parking, uses an
average of 90 per cent less energy than a comparable structure
saving more than $3.5 million since opening in the 1990s.
 How butterflies’ wings could cut bank fraud
University of Cambridge scientists and engineers recently discovered a way of mimicking
the stunningly bright and beautiful colours found on the wings of tropical butterflies. The
findings could have important applications in the security printing industry, helping to
make bank notes and credit cards harder to forge. Mimicking nature's most colourful, eye-
catching surfaces has proved elusive. This is partly because rather than relying on
pigments, these colours are produced by light bouncing off
microscopic structures on the insects' wings. Mathias Kolle,
working with Professor Ullrich Steiner and Professor Jeremy
Baumberg of the University of Cambridge, studied the Indonesian
Peacock or Swallowtail butterfly (Papilio blumei) (Image at right is
courtesy: University of Cambridge), whose wing scales are
composed of intricate, microscopic structures that resemble the
inside of an egg carton. Because of their shape and the fact that
they are made up of alternate layers of cuticle and air, these
structures produce intense colours. Using a combination of
nanofabrication procedures - including self-assembly and atomic layer deposition - Kolle
and his colleagues made structurally identical copies of the butterfly scales, and these
copies produced the same vivid colours as the butterflies' wings. As well as helping
scientists gain a deeper understanding of the physics behind these butterflies' colours,
being able to mimic them has promising applications in security printing.
 China Winter Olympics
The National Aquatic Center in Beijing, China structure
stands on enormous twisted beams around the exterior
similar to a nest. The designing team studied some
countless natural nests for understanding the weaving
pattern of the threads. Some hundreds of models were
created for the design.
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 Biomimicry in Engi neering
Student Worksheet:

 Engineering Teamwork and Planning

You are part of a team of engineers given the challenge of developing a system or building
that would be based on the moon that is based on a product or system found in nature.
You'll research ideas online, then work as a team to
develop a drawn diagram. You'll also consider
patenting your idea, and present your designs to
your class.

 Research Phase
Read the materials provided to you by your teacher.
If you have access to the internet, also visit
Asknature.org, and take some time to explore the
various challenges and solutions nature has to offer.
For example, you might search for "store oxygen" or
"termites" or anything related to what you are
considering working on. Gain ideas by seeing what
others are working on.

 Planning and Design Phase

Leonardo da Vinci both studied how birds fly and
also drew intricate illustrations of his designs in
preparation for construction. In the same way,
George de Mestral, a Swiss engineer hiking in the
Alps found that many burs from a burdock tree were
sticking to his clothing….he later invented what is
now known as Velcro. But he also had to draw his
ideas in order to gain a patent for his invention.
You can see one page of his patent to the right.
Mechanising the process of weaving the hooks took
eight years, and it took another year to create the
loom that trimmed the loops after weaving them. It
took him about a decade to create a mechanised process
that worked. He submitted his idea for patent in
Switzerland in 1951 and the patent was granted in 1955.

Now it is your turn! On a separate piece of paper draw a

detailed diagram showing several views of your system,
similar to what might be required for a patent. Present
this plan to your class. Be sure to list the materials you
might need and include a paragraph or more describing
how your invention works and how it relates to
nature….what makes it an example of Biomimicry?

 Presentation Phase
Present your ideas, drawings, and connection to Biomimicry to the class, the complete the
reflection sheet.
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Developed by IEEE as part of TryEngineering Australian Curriculum by
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Bi omi mi c ry i n E ngi neeri n g
Student Worksheet:

 Reflection
Complete the reflection questions below:

1. What was the most interesting proposed use of biomimicry that was developed in your
class presentations? Why?

2. Do you think that your design is patentable? Is it unique enough to be approved?

3. Do you think your product, building, or system would work if manufactured?

4. Do you think that you could raise funds to pay for manufacturing? How would you go
about raising funds?

5. Do you think that many engineers explore solutions from nature into their inventions?

6. Did you think that working as a team made this project easier or harder? Why?

Biomimicry in Engi neering

For Teachers:
Biomimicry in Engineering Modified and aligned to Page 7 of 12
Developed by IEEE as part of TryEngineering Australian Curriculum by
www.tryengineering.org Queensland Minerals and
Energy Academy
A lign ment to Curric ulum Frame works
Note: All lesson plans in this series are aligned to the Australian Curriculum for both
Science.

Science Inquiry Skills

Year 5
With guidance, select appropriate investigation methods to answer questions or solve
problems. (ACSIS086)

Use equipment and materials safely, identifying potential risks (ACSIS088)

Suggest improvements to the methods used to investigate a question or solve a problem

(ACSIS091)

Year 6
With guidance, select appropriate investigation methods to answer questions or solve
problems. (ACSIS103)

Use equipment and materials safely, identifying potential risks (ACSIS105)

Suggest improvements to the methods used to investigate a question or solve a problem

(ACSIS108)

Year 7
Collaboratively and individually plan and conduct a range of investigation types including
fieldwork and experiments, ensuring safety and ethical guidelines are followed
(ACSIS125)

Reflect on the method used to investigate a question or solve a problem, including

evaluating the quality of data collected, and identify improvements to the method
(ACSIS131)

Year 8
Collaboratively and individually plan and conduct a range of investigation types including
fieldwork and experiments, ensuring safety and ethical guidelines are followed
(ACSIS140)

Reflect on the method used to investigate a question or solve a problem, including

evaluating the quality of data collected, and identify improvements to the method
(ACSIS146)

Year 9
Plan, select and use appropriate investigation methods, including fieldwork and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated
with these methods (ACSIS165)

Select and use appropriate equipment, including digital technologies, to systematically

and accurately collect and record data (ACSIS166)

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Evaluate conclusions, including identifying sources of uncertainty and possible alternative
explanations, and describe specific ways to improve the quality of the data (ACSIS171)

Year 10
Plan, select and use appropriate investigation methods, including fieldwork and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated
with these methods (ACSIS199)

Select and use appropriate equipment, including digital technologies, to systematically

and accurately collect and record data (ACSIS200)

Evaluate conclusions, including identifying sources of uncertainty and possible alternative

explanations, and describe specific ways to improve the quality of the data (ACSIS205)

Science as a Human Endeavour

Year 5
Science involves testing predictions by gathering data and using evidence to develop
explanations of events and phenomena (ACSHE081)

Scientific understandings, discoveries and inventions are used to solve problems and
directly affect people’s lives (ACSHE083)

Year 6
Science involves testing predictions by gathering data and using evidence to develop
explanations of events and phenomena (ACSHE098)

Scientific understandings, discoveries and inventions are used to solve problems and
directly affect people’s lives (ACSHE100)

Year 7
Science knowledge can develop through collaboration and connecting ideas across the
disciplines of science (ACSHE223)

People use understanding and skills from across the disciplines of science in their
occupations (ACSHE224)

Year 8
Science knowledge can develop through collaboration and connecting ideas across the
disciplines of science (ACSHE226)

People use understanding and skills from across the disciplines of science in their
occupations (ACSHE227)

Year 9
Advances in scientific understanding often rely on developments in technology and
technological advances are often linked to scientific discoveries (ACSHE158)

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Advances in science and emerging sciences and technologies can significantly affect
people’s lives, including generating new career opportunities (ACSHE161)

Year 10
Advances in scientific understanding often rely on developments in technology and
technological advances are often linked to scientific discoveries (ACSHE192)

Advances in science and emerging sciences and technologies can significantly affect
people’s lives, including generating new career opportunities (ACSHE195)

Mathematics Links with Science General Capabilities Cross-Curriculum Priorities

Curriculum
(Skills used in this activity)

 Process data using simple  Literacy  Sustainability

tables  Numeracy
 Analysis of patterns and  Critical and creative thinking
trends  Personal and social capacity
 Use of metric units  ICT capability

Science Achievement Standards

Year 5
By the end of Year 5, students classify substances according to their observable properties
and behaviours. They explain everyday phenomena associated with the transfer of light.
They describe the key features of our solar system. They analyse how the form of living
things enables them to function in their environments. Students discuss how scientific
developments have affected people’s lives and how science knowledge develops from
many people’s contributions.

Students follow instructions to pose questions for investigation, predict what

might happen when variables are changed, and plan investigation methods.
They use equipment in ways that are safe and improve the accuracy of their
observations. Students construct tables and graphs to organise and identify patterns.
They use patterns in their data to suggest explanations and refer to data when they report
their findings. They describe ways to improve the fairness of their methods and
communicate their ideas, methods and findings using a range of texts.

Year 6
By the end of Year 6, students compare and classify different types of observable changes
in materials. They analyse requirements for the transfer of electricity and describe how
energy can be transformed from one form to another to generate electricity. They explain
how natural events cause rapid changes to the Earth’s surface. They decide and predict
the effect of environmental changes on individual living things. Students explain how
scientific knowledge is used in decision making and identify contributions to the
development of science by people from a range of cultures.

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Students follow procedures to develop investigable questions and design
investigations into simple cause-and-effect relationships. They identify variables
to be changed and measured and describe potential safety risks when planning
methods. They collect, organise and interpret their data, identifying where
improvements to their methods or research could improve the data. They
describe and analyse relationships in data using graphic representations and construct
multi-modal texts to communicate ideas, methods and findings.

Year 7
By the end of Year 7, students describe techniques to separate pure substances from
mixtures. They represent and predict the effects of unbalanced forces, including Earth’s
gravity, on motion. They explain how the relative positions of the Earth, sun and moon
affect phenomena on Earth. They analyse how the sustainable use of resources depends
on the way they are formed and cycled through Earth systems. They predict the effect of
environmental changes on feeding relationships and classify and organise diverse
organisms based on observable differences. Students describe situations where scientific
knowledge from different science disciplines has been used to solve a real-world problem.
They explain how the solution was viewed by, and impacted on, different groups in
society.

Students identify questions that can be investigated scientifically. They plan fair
experimental methods, identify variables to be changed and measured. They
select equipment that improves fairness and accuracy and describe how they
considered safety. Students draw on evidence to support their conclusions.
They summarise data from different sources, describe trends and refer to the quality of
their data when suggesting improvements to their methods. They communicate their
ideas, methods and findings using scientific language and appropriate representations.

Year 8
By the end of Year 8, students compare physical and chemical changes and use the
particle model to explain and predict the properties and behaviours of substances. They
identify different forms of energy and describe how energy transfers and transformations
cause change in simple systems. They compare processes of rock formation, including
the time scales involved. They analyse the relationship between structure and function at
cell, organ and body system levels. Students examine the different science knowledge
used in occupations. They explain how evidence has led to an improved understanding of
a scientific idea and describe situations in which scientists collaborate to generate
solutions to contemporary problems.

Students identify and construct questions and problems that they can investigate
scientifically. They consider safety and ethics when planning investigations,
including designing field or experimental methods. They identify variables to be
changed, measured and controlled. Students construct representations of their data
to reveal and analyse patterns and trends, and use these when justifying their
conclusions. They explain how modifications to methods could improve the
quality of their data and apply their own scientific knowledge and investigation
findings to evaluate claims made by others. They use appropriate language and
representations to communicate science ideas, methods and findings in a range of texts
types.
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Year 9
By the end of Year 9, students explain chemical processes and natural radioactivity in
terms of atoms and energy transfers and describe examples of important chemical
reactions. They describe models of energy transfer and apply these to explain
phenomena. They explain global features and events in terms of geological processes and
timescales. They analyse how biological systems function and respond to external
changes with reference to interdependencies, energy transfers and flows of matter. They
describe social and technological factors that have influenced scientific developments and
predict how future applications of science and technology may affect people’s lives.

Students design questions that can be investigated using a range of inquiry skills. They
design methods that include the control and accurate measurement of variables
and systematic collection of data and describe how they considered ethics and
safety. They analyse trend in data, identify relationships between variables and
reveal inconsistencies in results. They analyse their methods and the quality of
their data, and explain specific actions to improve the quality of their evidence.
They evaluate others ‘methods and explanations from a scientific perspective and use
appropriate language and representations when communicating their findings and ideas to
specific audiences.

Year 10
By the end of Year 10, students analyse how the periodic table organises elements and
use it to make predictions about the properties of elements. They explain how chemical
reactions are used to produce particular products and how different factors influence the
rate of reactions. They explain the concept of energy conservation and represent energy
transfer and transformation within systems. They apply relationships between force,
mass and acceleration to predict changes in the motions of objects. Students describe
and analyse interactions and cycles within and between Earth’s spheres. They evaluate
the evidence for scientific theories that explain the origin of the universe and the diversity
of life on Earth. They explain the processes that underpin heredity and evolution.
Students analyse how the models and theories they use have developed over time and
discuss the factors that prompted their view.

Students develop questions and hypotheses and independently design and

improve appropriate methods of investigation, including field work and
laboratory experimentation. They explain how they have considered reliability,
safety, fairness and ethical actions in their methods and identify where digital
technologies can be used to enhance the quality of their data. When analysing
data, selecting evidence and developing and justifying conclusions, they identify
alternative explanations for findings and explain any sources of uncertainty. Students
evaluate the validity and reliability of claims made in secondary sources with reference to
currently held scientific views, the quality of methodology and the evidence cited. They
construct evidence-based arguments and select appropriate representations and text
types to communicate science ideas for specific purposes.

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