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Learn Programming with Bees, Balance, Biomimicry

I have been working on Biomimicry curriculum for STEM as part of my sponsor TIES – Teaching Institute for Excellence in STEM- work. Given my background in computer science, I was interested in teaching basics of programming to k-12 using biomimicry. Here is a summary of this project targeting grade 3-5, which is a collaboration with Emma Parker, Resident Teaching Artist of Dance, from Center for Arts inspired learning in Cleveland.

This program integrates the arts with coding and biomimicry. Interested in movement/dance throughout the natural world, students will explore the movement of bees for encoding and decoding of communication. Within working groups, students will have the chance to discover how environmental surroundings affect swarming techniques. Using the integration of the computer software Scratch and the basic movements of dance, students will code a dance to mimic a swarm of bees moving across particular terrains. Using Scratch, codes will be created to determine where the movements of each group will take them within the natural terrain of the predetermined map. Each group will create a program in Scratch to decipher these dance movements; here they will learn about simple programming techniques such as creating variables, conditional and repetition statements. This could be as a competition where each group has to figure out the other groups’ secret location through a coding questionnaire and observation skills.

Participants will…

  1. Understand emergent behaviors in nature
  2. Design techniques for coding using Scratch computer software
  3. Apply dance/movement techniques to mimic bee communication through biomimicry
  4. Develop code questionnaires to translate movements generated by biomimicry processes

Its a four 1-hour course, below is a summary of day schedules:

Day 1- Introduction of Biomimicry – Emergent Behaviors

Here students will explore swarming in nature and humans, through unpacking activities, they discuss emergent behaviors, at the end of 1 hour, students will work with pre-made kit of our lesson plan

Day 2 – Movement and Coding Exploration

Here students will learn ‘Variables’, ‘Sequences’, ‘Conditional statements’, ‘Repetition’ through dance movements and programming in scratch.

Day 3 – Building Code Questionnaire

Here Students will build out a code questionnaire in Scratch. The code questionnaire will build observation and critical thinking skills as students are asked to create question and answers that match their dance codes from the previous day.

Day 4 – Showcase, Observe, and Assess

Description: Showcase and test day. A perimeter that resembles the landscape of the nature interface created for the Scratch code will be replicated within the room. Groups will then enter the space and perform their dance codes. Groups not performing will determine through the questionnaire what landscape and final destination the code represents. Observation of movement sequence, variables chose, and repetition will factor into determining the final location of each group.

If you are interested, please check a draft of scratch code and let me know to send you final lesson plans when its done: https://scratch.mit.edu/projects/174432618/

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Dead Fish Swim Upstream

Hi all, I recently passed through the crucible of Comprehensive exams. I have been studying a whole suite of topics for the last eight months or so most of which revolve around my research interests in how fish control their maneuvers.  One interesting topic that I looked into was how fish interact with their flow environments. I wanted to take todays post to do an expose on some really interesting work done by James Liao out of The University of Florida at Gainesville. What you’re about to read is an answer from one of my exam questions,

Dead trout can swim upstream. Now that I have used up my clickbait, here is a more technical description of what we will be discovering: A freshly killed trout can passively achieve forward thrust when towed in a Karman wake. To understand how this work first we must understand the hydrodynamics of a Karman wake. Water flowing past a bluff body (a log in a stream) alternately sheds vortices clockwise and counterclockwise. These vortices rotate inwards, toward the center of the wake and are offset as a function of the vortex shedding frequency and the velocity of the wake. Flow visualization shows an expanding wake with a zig-zag pattern of vortex cores with opposite signs.

Between two vortices, the rotation of each constructively interferes forming a jet between. This jet is oriented perpendicular to the angle between the path of the two vortices and the direction of flow. These jets are linked as each vortex shares two neighbors. The result is a jet with a component of upstream flow as well as oscillating lateral flow.

Live trout swimming in uniform flow have small lateral body displacement and body curvature is lowest at the head and increases toward the tail.

linearampenv

Body kinematics I use on a fish robot in the lab. The head is 1. tail is 5.

However, in a Karman wake the trout adopts a slaloming gait, exhibiting large lateral displacements and body curvature. The lateral flow described above generates the lateral body displacements and probably aids in generating the body curvature. The frequency of lateral body displacements matches the frequency of vortex shedding. The upstream component propels the fish forward. EMG tests from trout swimming in these Karman wakes show reduced muscle activation. The kinematics of freshly killed trout very closely resemble the kinematics of live fish. The body resonates with the frequency of the vortex shedding and allows the fish to hold station in the wake. These wakes can even provide enough thrust to move the fish upstream, all the way up into the suction zone directly behind the bluff body. Live fish have more control over this Karman gait. They can selectively apply drag to maintain station in the optimal region of the wake. They can also modulate body stiffness to match the resonant frequencies of their bodies to the frequency of the Karman wake.

 

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This ones not dead just a beautiful example of a brook trout

 

 

I particularly like this example of fish locomotor behavior because it is shocking and counter intuitive. It recognizes that a locomotor control can be simplified by “programming” the material properties of the system, in this case the body stiffness. This example has implications for increasing the energy efficiency of aquatic vehicles. I could envision a system where the energy extracted by a fish robot swimming in a Karman wake could be used to charge its batteries, and redeploy without having to be retrieved from the water to charge.

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A fish robot like the one I’ve built for my research could potentially be charged by gathering energy from flow features like karman wakes or wave energy.

 

Full citations and for further reading see:

Liao, J. C. (2004). “Neuromuscular control of trout swimming in a vortex street: implications for energy economy during the Kármán gait.” Journal of Experimental Biology 207(20): 3495-3506.

Liao, J. C., D. N. Beal, G. V. Lauder and M. S. Triantafyllou (2003). “The Karman gait: novel body kinematics of rainbow trout swimming in a vortex street.” J Exp Biol 206(Pt 6): 1059-1073.

Managing for Uncertainty: Undertaking a Resilience Assessment of the Lake Erie Coast.

The shores of Lake Erie conjure up a wide variety of mental images, from the Cuyahoga River catching on fire multiple times in the mid-20th century, to wide swaths of fish kill washing up on the beaches to now where there are stand-up paddlers, to kids swimming on the shores and building sand castles. The Lake Erie coastline and health of the waters have drastically improved thanks to heavy investment, progressive research on water quality, and policy implementation – all with the aim to improve the health of Lake Erie and the Lake Erie shoreline.

The Great Lakes hold roughly 20% of the world’s freshwater resources. We realize the important asset we have right in our backyard. River fires aside, we are now also beginning to understand the great responsibility we have in managing our assets well into the future. This will be a great challenge, however, as Lake Erie is one of the most stressed of the Great Lakes. The University of Michigan’s Great Lakes Environmental Assessment and Mapping (GLEAM) project shows the challenges we’re up against. This map shows 34 of 50 stressors, from nitrogen loading to invasive mussels. Things like rising temperatures, decreasing ice cover, and the increase of harmful algal blooms exacerbate the cumulative stress.

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Despite continued investment in local restoration activities, the stresses and resultant consequences (such as harmful algal blooms) remain persistent and ever-present. Speaking with state representatives recently, the frustration in the room was palpable; money seems to keep pouring into the Lake with investments, but we’re still dealing with the same problems we were ten, twenty, thirty years ago. It’s clear that a new approach is needed. Through the fellowship with the Cleveland Water Alliance; in partnership with the Ohio Department of Natural Resources, Office of Coastal Management; and Biohabitats, we’re taking measurable steps to move from local acts of restoration to a holistic approach to systematically linking the projects on a broader scale to leverage each individual project and deepen the impact of investment.

Last week, in partnership with the Cleveland State University’s Maxine Goodman Levin College of Urban Affairs and members of the Resilience Alliance, along with a range of stakeholders from government representatives to utilities to fishery managers, and academics, we undertook a two-day full Lake Erie coastline resilience assessment. The method involves analytically understanding parts of the system and constructing conceptual models to start identifying thresholds, feedback loops, and variables that can either undermine or contribute to the system’s general resilience.

A main element to start these discussions is understanding and identifying the scale. This is not an easy concept to nail down, particularly when we’re dealing with non-linear, constantly dynamic systems that don’t care about our political or administrative boundaries. Yet, we need to come up with a spatial scale so that our brains can both wrap our heads around the issues, as well as how it fits into our political and administrative boundaries (while still being aware of scales above and below our focal system, as well as also staying aware of cross-temporal scales). The aim is not to come up with immediate solutions, but to start thinking differently – systemically, and across boundaries, and continuously iterate the conceptual models and integrate the outcomes and/ knowledge outputs into policy – so that collectively, we can manage uncertainty and inevitable changes to Lake Erie.FullSizeRenderDr. Allyson Quinlan of the Resilience Alliance discussing conceptual models and feedback loops. 

This workshop took place over two days in Cleveland, Ohio. During those two days – at the end of September and officially in the fall season, we broke a heat record with 90F temperatures. Multiple area schools closed down for a day, while others dismissed early because of excessive heat.   With that backdrop to the discussion, it only solidified that we need to find an alternative path forward in our new climate reality if we are to be stewards and cultivate a healthy Lake Erie for future generations and ourselves.

Mental Health and Resilience

The connections between people and the outdoor environment are not always immediately obvious. It has been noted numerous times, for instance, that in periods of high stress or disaster people, specifically, and communities, in general, seek out and create avenues of sudden nature exposure, or, as it is termed by (Tidball, 2012), express “Urgent Biophilia.” Many communities forced into immediate distress by either natural or man-made disasters focus suddenly on greening a place through an increase in urban gardening, tree planting or other environmental stewardship. Numerous war veterans find relief in gardening. Gardening is also an established therapeutic activity for people who experience autism. (Louv, 2005). In short, high stress seems to bring out a need to connect or “…an affinity for other living things…” (Kellert and Wilson 1993).

As in the diagram copied below, Tidball proposes that the stress release creates a “back loop” (the green areas of the cyclic ribbon) in which those times during and just after the greatest stress are the times of the most urgent biophilia. He proposes further that conservation or environmentally-minded legislation (an investment in policies that protect the environment) tends to sit within those periods of community involvement. This space is where humans try to find direction to demonstrate resilience and adaption in times of crises.

Graph loop

That this demonstration of resilience is frequently expressed through nature exposure is worthy of note.

Nature Education vs Nature Awareness

It is a popular thought in environmental/ecology education that involving people in the outdoors gives them a real grasp of the nature of the environment and their place in it. In theory, it also gives learners a chance to develop numerous layers of higher level thinking, as supported by authors like (Spellman et al. 2015). While evidence of this, by and large, seems to be proven true by many, the ability to relate experiences of the (wild) outdoors to urban life frequently seems a difficult connection to make. Many environmental programs that take learners to the distant outdoors and far off farms find that, while on the individual level learners often make deep personal discoveries, the ecological/environmental connections in their daily life are not discovered. ‘Environment’ and ‘outside’ get termed far away and not ‘here‘, by urban learners. Many organizations have found, however, that exposing these same learners to the environmental community near them (i.e., local community gardens, park stewardship, urban waterway health monitoring and general urban environment/nature exploration) not only proffers an easy connection to self and environment but also promotes a sense of environmental responsibility and stewardship (Kransy and Tidball 2010).

Discussions and teachings about ecological/environmental learning benefit from an awareness that the types of connections people make with nature and the environment need to be proximate and pertinent to the world the learners live in. Otherwise ‘environments’ are seen as ‘out there’ and not as affecting the individual. Communities where environmental education programs are implemented and thoughtfully intertwined with local activity lead to better community/environmental stewardship.

This brief discussion is just meant to lightly illustrate that at our best we are creatures of our environment and our success/survival depends on keeping in mind where that environment/our safety net is. Divorcing ourselves from understanding that the environment is not just out there but right here cuts the strings to a significant resource in education and wellness, just under our feet.

Donate To Disaster Relief

 

Citations:

Kellert, S. R., & Wilson, E. O. (Eds.). (1995).The biophilia hypothesis. Island Press.

Krasny, M. E & Tidball, K. G., (2010). Urban environmental education from a social-ecological perspective: Conceptual framework for civic ecology education. Cities and the Environment (CATE), 3(1), 11.

(Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books.

(Spellman et al. 2015)

Spellman, K. V., Deutsch, A., Mulder, C. P., & Carsten‐Conner, L. D. (2016). Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?. Ecosphere, 7(8).

Tidball, K. (2012). Urgent biophilia: human-nature interactions and biological attractions in disaster resilience. Ecology and Society, 17(2).

Bringing Biomimicry into Makerspaces

This post will expand upon Banafsheh Khakipoor and my experience at DigiFabCon (www.digifabcon.org) held in Boston, MA in March 30 – April 1, 2017. For those unfamiliar with makerspaces, they are a place where people with fabrication, computing or technology interests can gather to work on projects sharing ideas, equipment, and knowledge. The convention attendees were a mixture mostly composed of makerspace enthusiasts, educators, and professionals. DigiFabCon offered two days of lectures and a day of hands-on workshops held at local Boston makerspaces.  I will reflect upon my experience of bringing biomimicry into makerspaces in a practical manner.

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Who doesn’t love going to a FAB conference!?

Last week was Spring break and we had this great opportunity of going and presenting in digiFAB conference in Boston about Biomimicry through one of my Sponsors TIES! Lots happened and I was excited to meet some great people in the field and had butterflies about my own talk. My excitement was doubled and butterflies gone with keynote speaker, Sherry Lassiter director of Fab Foundation, You can see her in picture below talking about different movements within Fab Foundation as well as the Fab network. IMG_8663

Dale Dougherty, then talked about Maker movements, I have been following Dale’s maker group (he runs the Make: which you can subscribe to) and was thrilled when he talked about  “Autonomous Boat [that] Went from California to Hawaii and Beyond”. I read about this project when first published in Make: and was happy that the boat had been picked up by a ship in New Zealand and was in display there.

The 2 day conference was packed by amazing talks, I like to shortly go through few of them.

FAB City A 40 year goal from Barcelona to empower citizens to be creators of their own city; “locally self-sufficient and globally connected”. For me, it seemed as a society that doesn’t need a centralized governing body, but where citizens create materials based on their needs, recycle when possible and are connected to many more cities around the globe.

FAB Cities

Tomas Diaz from FABCity also talked about the model and plans they have to reach this goal in Barcelona. he talked about POBLENOU where its supported by local and international community to become a FAB city.

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Rachel Ignotofsky; Women in Science , and the importance of design and arts in our life, how arts influences our perceptions and why is it important to use it in our learning kits.

3D printes, bluedragon made with business in mind, where you can print 4 colors in one product, you can mix different colors into one or just use one at a time: FIREPRINT. If anyone wants to put money together to get one, I am in! Check out their case studies, from combating Zika to cosplay, you can do all!

Second day  was nothing short of amazing talks as well, we first heard from Neil Gershenfeld, Director, MIT Center for Bits and Atoms, of his work on developing tools/processes for FABLAB, I did not see it coming where he talked about Nature! In below picture he was explaining how creating modules is similar to protein formation in our body. Neil

He also talked about how we are moving to Ubiquitous and with these changes, how his lab is working on developing the tools, materials, to functional part.

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And one of my favorites; Global Humanitarian Lab, talk by David Ott, Co-founder, Where they aim to bring FABKits (costing around < $10k) to refugee camps. David talked about what would be in the FABKits and how everything needs to be packed into container that could be transferred by 1 or 2 person. He talked about limitations, needs and potentials of these labs. He talked about makers/ people who need the opportunities we easily can access in our cities.

GHL

There was many more talks which I highly recommend attending. This year, there was an addition of having workshops and we had ours on Biomimicry in Artisan’s Asylum in Somerville. Another place to put in your places to go!

So What did we talk about! We talked on first day about Spiders and Ornilux, Tardigrades, Spikemoss and Stabilitech/Biomateria and How they relate to maker group! As we grow in FAB network and as we move toward FAB cities, Can we benefit from nature’s stories? Can we learn from 3.8 billion years of lessons? Our hope is to learn and make more sustainable decisions. Either in creating new FAB equipments, or materials used. We see a movement that will grow potentially in years to come and we want to instill biomimicry thinking in its foundation!

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A week in the life of a new PhD fellow

Hello everyone!

My name is Elena Stachew and as of January 2017, I am the Biomimicry PhD Fellow for Biohabitats, Cleveland Water Alliance (CWA) and Ohio Department of Natural Resources (ODNR). Check out my biography here. Although every fellow’s schedule is unique, we each have to balance our time between sponsor(s), research and other program responsibilities. Though I am still learning the ins and outs, I thought I would give a better sense of what that balance can look like by describing my typical week as a new fellow:

  • Mondays & Tuesdays – Biohabitats office

Living in Cleveland, I love the start of the week as my commute is just to the opposite side of town, in Little Italy – University Circle. I haven’t started taking Cleveland’s rail line (RTA) yet, but I plan to soon in order to cut down on driving. Biohabitats Great Lakes Regional Office is housed in Murray Hill Galleries, an old school building converted into a hodgepodge of art galleries, boutique shops, law & architect firms, music studios and a yoga studio. I also enjoy being close to my alma mater, Case Western Reserve University, as I am able to meet former professors and colleagues for lunch on occasion!

On Mondays, Biohabitats has morning weekly staff meetings and in the afternoons, I have a weekly check in with Chris Streb, an ecological engineer and Bioworks team lead based in the Baltimore office, by phone. Bioworks is Biohabitats’ research, development and innovation arm, learn more here.

Only just shy of two months in, I take the days in the office to:

  • Review literature on ecosystem services and metrics,
  • Learn the Biohabitats consulting practice areas of ecological restoration, landscape architecture and regenerative design,
  • Talk with interested employees about their level of knowledge in biomimicry and active projects,
  • Explore Biohabitats Technical Resources library,
  • And read through my RSS feeds and Google alerts on biomimicry and other relevant topics.

If I find an article on biomimicry interesting and/or relevant, I post on Yammer – a Microsoft social network collaborative platform that Biohabitats uses.

My days involve a lot of reading and asking questions, and the first month involved several meetings with my three sponsors, but eventually, I’ll try my hand at applying biomimicry thinking to an active restoration, urban design or stormwater management project, post exploratory topics on Biohabitats Rhizome Blog or Leaf Litter quarterly newsletter, and host Brain Gardens and Walkabouts (Biohabitats terms for ‘lunch n’ learns’ and ‘end of the day brainstorming’ respectively).

I am also learning Biohabitats entire project process from client proposal submission to post-project monitoring in order to better understand how to add biomimicry as a value-added service. I was recently able to participate in an interview for the City of Cuyahoga Falls of Biohabitats design proposal for an ecological restoration project on Kelsey Creek.

I have also traveled some, to ODNR’s Office of Coastal Management in Sandusky and Biohabitats’ corporate headquarters in Baltimore, Maryland.

Biohabitats HQI snapped a few photos of their beautiful headquarters during my visit. One is shown here. There were so many plants; I immediately felt as if I walked into a botanical garden!

  • Wednesdays– Environmental Engineering Design & Biohabitats

Wednesday mornings, I have a class in Environmental Engineering Design at the University of Akron. The commute is 45 minutes to an hour. The class is about drinking water and wastewater treatment systems, and last week, I completed a group design project on a proposal for a groundwater treatment system of chlorinated solvents. I generally give myself an hour after class for any meetings scheduled with professors as I am still figuring out my adviser and advisory committee, then I drive back to Biohabitats to finish out the remainder of the work day. The last two weeks were an exception (hence the word – ‘typical’), as I needed more time on campus during the week to meet with my fellow classmates to work on this design project.

  • Thursdays & Fridays – University of Akron

Thursday afternoons, I have a class in Biomimicry Design & Application, where we are exploring bio-inspired ways to improve exercise equipment on long-term spaceflight missions in partnership with NASA Glenn Research Center’s Human Research Program. I come in late Thursday mornings to spend time on class readings and homework, meet with students in my classes for our design projects, as well as professors re: advisory committee and potential thesis topics.

Fridays, I have Environmental Engineering Design in the morning, followed by our afternoon Integrated Biosciences (IB) guest lecture series. I’ve heard interesting presentations on swarm intelligence, fish locomotion, architectural production using robotics and applied biomimicry. We are also able to participate in student lunches with our guest speakers before their lecture.

This past week, I helped organize the schedule of guest lecturer Julian Vincent, a retired professor from the University of Oxford active in the ontologies of biomimicry. See the following recent article for an overview of the topic: The trade-off- a central concept in biomimetics – published in 2016 by Bioinspired, Biomimetic
and Nanobiomaterials. I helped with the logistics of an all-day ontologies workshop followed by dinner, and a visit to Cleveland Institute of Art and discussion with Doug Paige, an industrial design professor and faculty partner in the Biomimicry Fellowship Program at the University of Akron.

As my schedule allows (which isn’t much!) and per my graduate student contract, I also serve as a QA/QC Contract Technician for the nuclear division of Five Star Products – a vestige of my former working life. The company manufactures safety-related concrete & grout products in Chardon, OH for nuclear power plants, for use in the construction of reactor bases, secondary containment and cooling towers.

I hope this gives you, the readers, a sense of how crazy yet exciting the life of a Biomimicry PhD Fellow can be! I am looking forward to the summer, in which I’ll have more time to spend with my three sponsors. The plan is to continue to explore potential thesis topics and learn how to connect my eventual thesis with my sponsor work program in the form of applied and practical research.

Look for more updates on this blog in the future, and feel free to connect with me on LinkedIn. Cheers and I look forward to the journey ahead!

Biomimicry & Algorithms

What is programming and what are algorithms? Can we foster an interest in them for anyone who finds programming to be a black box? Can biomimicry help? These are the questions I’m playing around with these days. Can reference to nature take courses in logical thinking beyond typical lessons in sequences, If/Else statements and loops? . I watched The Secret Rules Of Modern Living: Algorithms(trailer) and The Code (trailer) on Netflix over the weekend, still have to finish the code, and I kept thinking ‘wow this is brilliant! I can do this!’ I also got to know about an online course on Teaching Physical Computing with Raspberry Pi through my sponsor TIES and going through it has been very interesting (Raspberry Pi is a mini, cheap computer, not a literal raspberry pie :D, inside joke!),. It led me to Scratch which helps young people learn programming.

Next, I have been thinking; Do I want to teach programming or algorithm development. The answer seems to be easy, because a way to keep someone engaged is to have results and programming is what gives algorithms an outcome. Yet, algorithms can be developed without any computer, while programs need to be written on a computer of some sort in a language (considering analog here as well). Also, it seems to me creating a lesson is different than what I want to do, which is produce a software/piece of a machine. For example, a biomimicry lesson could be similar to an exercise on learning about birds and nesting to come up with the algorithm they use. Instead of an abstract lesson, I want to deliver something students can touch and use hopefully without much outside help. That is not to say, my deliverable cannot involve students going out and experiencing nature while working on/with my product. However, my product needs to be a software and/or a hardware that is attractive, engaging by using nature’s life lessons to teach programming/algorithms to the user.

I can see how nature is brilliant for my task; it has millions of algorithms to teach and we have been learning them for quite a while in the computer science world. My goal is to bring those lessons  to the general public. At the end of The Secret Rules Of Modern Living: Algorithms movie, narrator Marcus du Sautoy mentions how our world wouldn’t function without the power of algorithms and I think that’s absolutely true! As we rely on them greatly, how can we increase everyone’s interest in them?

Biomimicry for Technology-Push (vs. Market-Pull) Innovation

Market-pull innovation is driven by customer needs. Demand for a solution to a problem triggers its development. For example, the digital camera was invented because customers grew impatient waiting for film to be developed, and expressed desire to be able to view their photos instantaneously. The philosophy behind a market-pull innovation strategy is encapsulated in the familiar adage, “necessity is the mother of invention.” Problem-driven biomimicry, comprising the following five iterative steps, can support market-pull innovation:

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What’s New In The World Of Fashion Tech?

 

What’s New In The World Of Fashion Tech?

That question was amply answered at the Kent State 2017 Fashion Tech Hackathon1 held this last weekend.Hackathon.jpgThis annual event gathers students, professionals, and many cutting-edge experts from across America, in an attempt to innovate fast and dirty practical applications of fashion and technology. The goal is to step beyond the traditional ideas of wearable tech and invent something that does more than simply blink. The idea is to get fashion tech inventors to delve into what it means to really live and function in the world as they work.

  • What about the garment’s appearance rises above the basic, superficial level?
  • What does it do?
  • What new way do we have of looking at accouterments differently than what exists already?
  • Equally important, how can we use what already exists in a completely new and more connected way?

Supported this year by Major League Hacking, various tech experts and professionals worked with inventors as mentors to guide groups to discover broader, deeper potential in the available technology and materials. Biomimicry made its introduction into the Fashion Tech Hackathon venue thanks to a PechaKucha presented by Great Lakes Biomimicry (GLBio)2 and here-all-weekend consults offered by GLBio and myself, as University of Akron education fellow. “…Biomimicry blows the inspiration-set wide open,” declared Stephanie Diane Pierce, GLBio’s Director of Creativity, Tools and Process (and incidentally, my wife, aka, Steph). Leg up.jpgIt was a statement many of the groups came to understand during the one-on-one consultations throughout the event, and several of the projects developed for presentation Sunday showed that the inventors had taken the sentiments to heart.

Naser Madi’s Hermês paragliding helmet, with its active reading, reporting, and display of mental fatigue3, GPS location, current weather patterns, altitude, and speakers took several awards. Madi added bat ears to the helmet following his biomimicry discussion, to display his discoveries about bat & owl ear apertures and his hope of refining the altitude, air-stream sensing and landing support with further research and application of biomimetic properties.Hermes.jpg

In the 36-hours allotted, Abeona group, who also took a first prize, developed a (Re)-Connect themed hiking jacket from concept to prototype, whose purpose was “…to allow total immersion into nature so technology supports it and doesn’t detract,” according to the group spokeswoman. The breathable jacket boasted an altitude sensor, pedometer, heart rate monitor, and compass located on a small-screen sleeve display. The compass also had a haptic function as a vibration in the upper arm, which occurred if the individual steered away from a determined course and which continued until the proper direction was found. The jacket’s shoulders contained flexible solar panels that charged the phone (which was then kept in a pocket, since the idea was to experience nature and not the tech). The unique business plan for these jackets was to have individuals rent the garment so that as time went on they could be updated and old materials could be stripped and re-used in closer to a closed-loop cycle4 – “We plan to recycle not only the fibers, but the technological nutrients.”

Moon Flower group created a bracelet which charts a woman’s monthly cycle. The connected app allows the wearer to track the menstrual and ovulation cycles, sexual activity, symptoms and emotions, to help cultivate supportive relationships and better the wearer’s well-being.5

Cat Call group created a concept shirt for those who suffer from extreme social anxiety or panic attacks. The intent of the shirt is to measure heart rate and stress, to notify friends and family on a preset list. The final prototype will contain haptic responses of increased weight on shoulders during time of stress and the team shared an intent to explore inclusion of an octave vibration of between 25 and 1506 to comfort the wearer, following their consultation.Teams2.jpg

Three groups from various high-schools demoed products they had created. GLBio and the University of Akron Bath Field Station have partnered with Buchtel Community Learning Centers on a series of Ohio Environmental Fund-supported biomimicry field trips to the Bath Nature Preserve and Panzner Wetland. The Martha Holden Jennings Family Foundation awarded a grant to support GLBio and Buchtel High School learners from the BRAIN program, Biostatistics Research and Awareness Network, Inc., founded by Lillian Prince7, to further some work branching from those efforts: To strengthen a community of practice working to gamify the Biomimicry Habits of Thought© and to introduce high school and college students to biomimicry at two upcoming hackathons in the process.

As practice for the first hackathon in the spring, two Buchtel High School BRAIN program learners, Nasieur and Naudia Harris, volunteered to venture into KSU’s as their first hackathon! After 36 exhausting hours, nearing completion on the last day, these Buchtel CLC learners presented on a concept centered in MUSIC, with wearable volume control via smart phone and bluetooth device, called Fashion On Mars.

Nasieur and Naudia Harris.jpg

From on-site mentors the young women learned how to run an AEIOU design framework, found that their own logo could be digitized and embroidered via computer, were introduced to Thingiverse to print a selected and re-sized 3D component, began to learn to solder, discovered a bit about how and where to find and adapt code to run their Arduino board, were introduced to the words ‘slap-happy’ (in the wee hours of day one, when the phrase seemed truly hysterical), worked to engineer their soft-membrane, slide potentiometer into the product, and discovered, of course, what biomimicry can bring to a hack. “This has been the most wonderful experience of my life,” Nasieur told her sister, in the early morning on day three, when both ladies were somehow still going strong.

A remarkably enjoyable hackathon! The numerous ideas carried out to comprehensive prototype was slightly staggering. Many products created this weekend seem likely to be carried to the next stage.


2The Biomimicry PechaKucha begins at minute 19 https://boxcast.tv/view/fashion-tech-hackathon-opening-ceremony-248843, followed by brilliant presentations regarding potential fashion technology in (dis)Ability support and material science.

3Madi explained, the leading cause of paragliding accidents occur where the mind becomes tired while the body remains largely rested so that awareness and reaction time are drastically slowed. Since the body still has energy the brain generally doesn’t recognize that mental fatigue is critical.

4Natural Principles: Evolve to Survive, Recycle All Components and Be Resource Efficient (Material and Energy). https://biomimicry.net/the-buzz/resources/designlens-lifes-principles/

5The operating conditions and natural patterns or principles of design recognized by many include cyclic processes and cultivating relationships of support.

6The same octave of a cat’s purr, which has been shown to increase relaxation and healing rates.