With the revised Y3 curriculum, students conducted more in-depth structure–function analyses that guided their robot designs, mimicking both structure and function¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using the revised Y3 curriculum, students were able to conduct a more in-depth animal structure–function analysis that helped guide their robot design, mimicking the mole's anatomical structure and swimming behavior. → Debra Bernstein 2022

Evidence¶

Debra Bernstein 2022¶

Debra Bernstein, Gillian Puttick, Kristen Wendell, Fayette Shaw, Ethan Danahy, Michael Cassidy. (2022). Designing biomimetic robots: iterative development of an integrated technology design curriculum. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10061-0

q2 · i? · design · r3

Y3 case study: the focal group sketched internal skeletal and muscular structures, articulated how structure position and movement contribute to digging, and produced a final robot mimicking the mole's structure and 'swimming' motion.

"Using the revised Y3 version of the curriculum, students were able to conduct a more in-depth animal structure–function analysis and this helped guide their robot design."

Debra Bernstein 2022 (2)¶

Debra Bernstein, Gillian Puttick, Kristen Wendell, Fayette Shaw, Ethan Danahy, Michael Cassidy. (2022). Designing biomimetic robots: iterative development of an integrated technology design curriculum. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10061-0

q2 · i? · design · r3

The authors' interpretation attributes the Y3 group's success to thorough decomposition and abstraction of both external and internal animal structure, supported by vector arrows, internal-feature sketches, and comparative-anatomy conversations.

"We believe that the additional focus on internal and external animal structure resulted in a robot that mimicked both animals structure and function because decomposition and abstraction of both external and internal animal structure was so thoroughly accomplished."

Discussion¶

Related Claims¶

• In Year 1, an open-ended biomimetic robot design task led to a wide range of implementation outcomes, with some groups not completing the task or not integrating biology — related
• The Y2 curriculum supported students in enacting the CT practices of decomposition and abstraction in biology and engineering work — related
• Narrowing the design task in Y2 to a digging robot with targeted biology resources supported students in completing structure–function analyses and biomimetic designs — related
• Y2 students did not always extend their animal structure–function understanding to the choice or use of building materials — related