Advanced Learners and the new NC SCOSncaig.ncdpi.wikispaces.net/file/view/DPIAIGNCSSM.Science2.Bio... · for Teachers of Advanced Learners SCIENCE SESSION #2 ... • Sneha Shah-Coltrane
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Advanced Math and Science Content
for Teachers of Advanced Learners
SCIENCE SESSION #2
Topic: - Biomimicry, Grades 6-12
Date: November 13th, 2012
Developed in partnership with DPI~AIG and
NC School of Science and Mathematics
Advanced Learners and
the new NC SCOS
Advanced Content for Teachers of
Advanced Learners
• Why? – To ensure the growth of advanced learners
– To develop teachers’ understanding of
advanced math/science content and
instructional practices
• What? – 14 Content-based PD sessions, webinar and
archived; 7 mathematics, 7 science
Myra Halpin
Ph.D. from NC State University
in Science Education –
undergraduate majors in
Chemistry and Biology
43 years teaching
experience
• 7 years in middle school
• 2 years k-5
• 4 years college
• 30 at the high school level
Why Biomimicry for my class?
Goals for teaching?
- Teach concepts in context
- Stimulate thinking
- Get students attention with interesting
information
Essential Standards – some are listed at end
but I am confident that you will think of
additional ties that I haven’t thought of for
your grade level.
Biomimicry – Bionic – Biomimetics
Humans have been learning from nature
For a long time.
Biomimetics – Otto Schmitt coined the term
in writing about his efforts to design a
trigger based on the nerve cell of a squid in
the 50’s.
Bionics – 1958 – goal to understand
nature’s principles and use them as stimuli
for innovation (then came the Bionic Man
‘74)
Biomimcry
-defined as a focus on how organisms in
nature have solved a problem that we are
trying to solve and then mimicking or learning
from that process.
Biomimicry: Innovation Inspired by Nature
by Janine Benyus defines biomimicry as a “new
science that studies nature's models and then
imitates or takes inspiration from these designs and
processes to solve human problems"
Biomimicry -
Nature is a model of sustainability.
For almost 4 billion years organisms
have been evolving here on earth. If an
organism survived, it has likely
developed unique adaptions to meet
challenging environments.
For example – Think of an animal that
moves slowly, how does it protect itself?
[Chat the name of an animal that
comes to your mind.]
Share your example
Porcupine
Blue tail lizard
Snail
Turtle
Puffer fish
Armadillo
Opossium
Oysters
Biomimicry- Flying Machine
• Da Vinci’s
Flying
machine
sketched
after
dissecting a
bat.
The Project Ornithopter aircraft
accelerates, by flapping, on
level pavement to lift-off speed
in a test. Credit: Project Ornithopter
Mercedes-Benz bionic car
Who would have thought that a box
shape would be aerodynamic and
stable?
Not only did they copy the body shape, they
mimicked the materials in the body. The
trunkfish has hexagonal shaped plates on
it’s side to make it ridged and strong.The
concept car uses plastic plates for light
weigh and strength.
This car is reported to be 30% lighter and
safer plus gets 55 miles per gallon.
ExploraVision National Winners
• Tejas Sundaresan
and Jaehyeong
Lee at NCSSM
were curious
about how one
could get water in
the dessert.
John Petranka
Inspiration from Beetle
Inspiration
Resourceful
Self Cleaning
plants
Lab – Make your own Water
Collecting Device
Additions -
• spacing between lines
• other hydrophobic materials such
as RainX
• Pilot test needed
Questions?
Velcro – Inspired by Cockleburr
George de Mestral, actually observed
these burrs stuck to his dog when he
was out one day, and this inspired him
to invent Velcro. Velcro comes from a
contraction of two French words: from
velours for velvet comes ‘vel’ and ‘cro’
comes from crochet, which means
hook, so Velcro might translate as
velvet hook.
Activity – Hitch Hiker
I am sure all of you have experienced
walking in the woods and getting
seed burrs stuck to your clothes.
Beggar’s Lice or Stick-tight Desmodium
cuspidatum, Fabaceae
Beggar-ticks (Bidens pilosa, Asteraceae)
Making Use of waste CO2
• Lots of interest today is how to reduce
CO2 from the air. Brent Constantz of
Stanford University was inspired to
make concrete from the CO2 after
thinking about how coral is produced
• He formed Calera, a company in
Monterrey Bay to take the waste CO2
to make a new type of cement. The
plant takes waste CO2 gas from a
local power plant and mixes it with
seawater to form carbonate, which
combined with calcium in the
seawater and makes calcium
carbonate.
Spider Silk or goat Milk
• Silk is 5 times stronger that
steel and much more
flexible.
Scientists have inserted
spider gene in goats and
the goat produces the
spider silk protein that can
be used to make silk
fibers.
Sea Shells Chemistry
How can a mussel make a glue that sticks to rocks in water.
Not only that but is strong enough to with stand the pounding
of waves. Think about this! Do you know of any glue you
can apply under water?
• ‘
Scientist have figured out how to
mimick the ‘glue’
INCH WORM
INCH Worm
John Petranka
Bullet train had a problem
of noise and vibrations
when going through tunnels
at high speeds. Engineer
were inspired by birds
entering the water without
making a splash to change
the front end of the train.
Resources
• http://www.flickr.com/photos/jpflickr/8086655155/
• http://www.ted.com/talks/michael_pawlyn_using_nature_s_genius_in_arc
hitecture.html
• http://www.asknature.org/article/view/what_is_biomimicry
• http://www.ted.com/talks/janine_benyus_shares_nature_s_designs.html
• http://www.biomimicryinstitute.org/case-studies/
Biology:
Bio 2.1 Analyze the interdependence of living organisms within their environments.
Bio 2.2 Understand the impact of human activities on the environment (one generation affects the next).
Bio 3.2Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits.
Bio 3.4 Explain the theory of evolution by natural selection as a mechanism for how species change over time.
Bio 4.1 Understand how biological molecules are essential to the survival of living organisms
Bio 4.2 Analyze the relationships between biochemical processes and energy use in the cell.
Chemistry
Chm 2.1 Understand the relationship among pressure, temperature, volume, and phase.
Chm 3.1 Understand the factors affecting rate of reaction and chemical equilibrium.
Chm 3.2 Understand solutions and the solution process.
Physics:
Phy 1.3 Analyze the motion of objects based on the principles of conservation of momentum, conservation of energy
and impulse.
Phy 2.1 Understand the concepts of work, energy, and power, as well as the relationship among them.
Phy 2.3 Analyze the nature of moving charges and electric circuits.
Phy 3.1 Explain charges and electrostatic systems.
Essential Standards
• 8.E.1 Understand the hydrosphere and the impact of humans on local
systems and the effects of the hydrosphere on humans. 1.1.-4
• 8.L.3 Understand how organisms interact with and respond to the biotic
and abiotic components of their environment.
• 8.L.5 Understand the composition of various substances as it relates to
their ability to serve as a source of energy and building materials for
growth and repair of organisms.
Essential Standards 2
Preview of Things to come
• December – What is Color?
Planned for later –
Energy and Sustainability
Nano-biotechnology
Space Exploration
Unique opportunities for
students
RESOURCES
• NCSSM – www.ncssm.edu
• halpin@ncssm.edu
• Links for DPI Science
• Sneha Shah-Coltrane DPI Director of Gifted Education and Advanced Programs
919-807-3849 Sneha.shahcoltrane@dpi.nc.gov
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