A Life Outside

How do the morphologies of organisms affect their physical interactions with the environment and other organisms? My research in marine systems couples field studies of the physical habitats, life history strategies, and ecological interactions of organisms with laboratory analyses of their biomechanics. Here, I review how we pursued answers to three questions about marine organisms: (a) how benthic organisms withstand and utilize the water moving around them, (b) how the interaction between swimming and turbulent ambient water flow affects where small organisms go, and (c) how hairy appendages catch food and odors. I also discuss the importance of different types of mentors, the roadblocks for women in science when I started my career, the challenges and delights of interdisciplinary research, and my quest to understand how I see the world as a dyslexic.

A mobile platform-based app to assist undergraduate learning of human kinematics in biomechanics courses

Whole-body biomechanics examines different physical characteristics of the human body movement by applying principles of Newtonian mechanics. Therefore, undergraduate biomechanics courses are highly demanding in mathematics and physics. While the inclusion of laboratory experiences can augment student comprehension of biomechanics concepts, the cost and the required expertise associated with experiment equipment can be a burden of offering laboratory sessions. In this study, we developed a mobile app to facilitate learning human kinematics in biomechanics curriculums. First, a mobile-based computer-vision algorithm that is based on Convolutional pose machine (CPM), MobileNet V2, and TensorFlow Lite framework is adopted to reconstruct 2D human poses from the images collected by a mobile device camera. Key joint locations are then applied to the human kinematics variable estimator for human kinematics analysis. Simultaneously, students can view various kinematics data for a selected joint or body segment in real-time through the user interface of the mobile device. The proposed app can serve as a potential instructional tool to assist in conducting human motion experiments in biomechanics courses.

How much biology is in the product? Role and relevance of biological evolution and function for bio-inspired design

Bio-inspired design (BID) means the concept of transferring functional principles from biology to technology. The core idea driving BID-related work is that evolution has shaped functional attributes, which are termed “adaptations” in biology, to a high functional performance by relentless selective pressure. For current methods and tools, such as data bases, it is implicitly supposed that the considered biological models are adaptations and their functions already clarified. Often, however, the identification of adaptations and their functional features is a difficult task which is not yet accomplished for numerous biological structures, as happens to be the case also for various organismic features from which successful BID developments were derived. This appears to question the relevance of the much stressed importance of evolution for BID. While it is obviously possible to derive an attractive technical principle from an observed biological effect without knowing its original functionality, this kind of BID (“analog BID”) has no further ties to biology. In contrast, a BID based on an adaptation and its function (“homolog BID”) is deeply embedded in biology. It is suggested that a serious and honest clarification of the functional background of a biological structure is an essential first step in devising a BID project, to recognize possible problems and pitfalls as well as to evaluate the need for further biological analysis.

i4's Toward Tomorrow Program Enhancing Collaboration, Connections, and Community Using Bioinspired Design

The goal of our i4's Toward Tomorrow Program is to enrich the future workforce with STEM by providing students with an early, inspirational, interdisciplinary experience fostering inclusive excellence. We attempt to open the eyes of students who never realized how much their voice is urgently needed by providing an opportunity for involvement, imagination, invention, and innovation. Students see how what they are learning, designing, and building matters to their own life, community, and society. Our program embodies convergence by obliterating artificially created, disciplinary boundaries to go far beyond STEM or even STEAM by including artists, designers, social scientists, and entrepreneurs collaborating in diverse teams using scientific discoveries to create inventions that could shape our future. Our program connects two recent revolutions by amplifying Bioinspired Design with the Maker Movement and its democratizing effects empowering anyone to innovate and change the world. Our course is founded in original discovery. We explain the process of biological discovery and the importance of scaling, constraints, and complexity in selecting systems for bioinspired design. By spotlighting scientific writing and publishing, students become more science literate, learn how to decompose a biology research paper, extract the principles, and then propose a novel design by analogy. Using careful, early scaffolding of individual design efforts, students build the confidence to interact in teams. Team building exercises increase self-efficacy and reveal the advantages of a diverse set of minds. Final team video and poster project designs are presented in a public showcase. Our program forms a student-centered creative action community comprised of a large-scale course, student-led classes, and a student-created university organization. The program structure facilitates a community of learners that shifts the students' role from passive knowledge recipients to active co-constructors of knowledge being responsible for their own learning, discovery, and inventions. Students build their own shared database of discoveries, classes, organizations, research openings, internships, and public service options. Students find next step opportunities so they can see future careers. Description of our program here provides the necessary context for our future publications on assessment that examine 21st century skills, persistence in STEM, and creativity.

Form, Structure, and Function: How Plants vs. Animals Solve Physical Problems

Plants and animals have evolved solutions for a wide range of mechanical problems, such as adhesion and dispersal. Several of these solutions have been sources for bio-inspiration, like the Lotus Effect for self-cleaning surfaces or Velcro for adhesion. This symposium brought together plant and animal biomechanics researchers who tackle similar problems in different systems under the unifying theme of structure-function relations with relevance to bio-inspiration. For both communities it holds true that the structural systems, which have evolved in the respective organisms to address the mechanical challenges mentioned above, are often highly complex. This requires interdisciplinary research involving "classical" experimental biology approaches in combination with advanced imaging methods and computational modeling. The transfer of such systems into biomimetic technical materials and structures comes with even more challenges, like scalability issues and applicability. Having brought all these topics under one umbrella, this symposium presented the forefront of biophysical basic and application-oriented international research with the goal of facilitation knowledge transfer across systems and disciplines.

Meeting the Needs of A Changing Landscape: Advances and Challenges in Undergraduate Biology Education

Over the last 25 years, reforms in undergraduate biology education have transformed the way biology is taught at many institutions of higher education. This has been fueled in part by a burgeoning discipline-based education research community, which has advocated for evidence-based instructional practices based on findings from research. This perspective will review some of the changes to undergraduate biology education that have gained or are currently gaining momentum, becoming increasingly common in undergraduate biology classrooms. However, there are still areas in need of improvement. Although more underrepresented minority students are enrolling in and graduating from biology programs than in the past, there is a need to understand the experiences and broaden participation of other underserved groups in biology and ensure biology classroom learning environments are inclusive. Additionally, although understanding biology relies on understanding concepts from the physical sciences and mathematics, students still rarely connect the concepts they learn from other STEM disciplines to biology. Integrating concepts and practices across the STEM disciplines will be critical for biology graduates as they tackle the biological problems of the twenty-first century.

Guided Hands-On Activities Can Improve Student Learning in a Lecture-Based Qualitative Biomechanics Course

A qualitative biomechanics (functional anatomy) course is a typical course in kinesiology curriculum. Most evidence suggests that biomechanics learning could be improved with the inclusion of laboratory experiences. However, implementing laboratories into biomechanics curriculum is difficult due to cost and time constraints. This study was conducted to evaluate whether hands-on activities in lecture improve qualitative biomechanics learning. A lecture format was compared to the same course with guided and unguided hands-on activities included during lecture. Test performance and student evaluations were compared between lecture formats to determine if hands-on experiences improve learning. The hands-on group performed better on the same test questions and they evaluated their overall course activities as beneficial to their learning. The findings suggest that guided hands-on experiences may improve learning compared to unguided activities. The hands-on experiences seem to provide an embodied cognitive learning experience, facilitating retention of learned material through three-dimensional and tactile mental representations. Findings from this research are currently shaping how biomechanics is taught to students at this university and could at other universities as well.

The Organismal Form and Function Lab-Course: A New CURE for a Lack of Authentic Research Experiences in Organismal Biology

There are many benefits to engaging students in authentic research experiences instead of traditional style lectures and "cookbook" labs. Many Course-based Undergraduate Research Experiences (CUREs) have been developed that provide research experiences to a more inclusive and diverse student body, allow more students to obtain research experiences, and expose students to the scientific process. Most CUREs in the biological sciences focus on cellular and molecular biology, with few being developed in ecology, evolution, and organismal biology. Here, I present a one-semester CURE focused on organismal form and function. The goal of the course was to have students develop their own research questions and hypotheses in relation to invertebrate form and movement, using high-speed cinematography to collect their data. In this paper, I describe the motivation for the course, provide the details of teaching the course, including rubrics for several assignments, the outcomes of the course, caveats, and ways a similar course can be implemented at other institutions. The course was structured to use a scaffolding approach during the first half of the semester to provide the content of form-function relationships and allow students to acquire the laboratory skills to quantify animal movement. The second half of the course focused on student-driven inquiry, with class time dedicated to conducting research. As there is a push to engage more students in research, I hope this course will inspire others to implement similar classes at other universities, providing a network of collaboration on integrative organismal student-driven research.

A review on locomotion robophysics: the study of movement at the intersection of robotics, soft matter and dynamical systems

Discovery of fundamental principles which govern and limit effective locomotion (self-propulsion) is of intellectual interest and practical importance. Human technology has created robotic moving systems that excel in movement on and within environments of societal interest: paved roads, open air and water. However, such devices cannot yet robustly and efficiently navigate (as animals do) the enormous diversity of natural environments which might be of future interest for autonomous robots; examples include vertical surfaces like trees and cliffs, heterogeneous ground like desert rubble and brush, turbulent flows found near seashores, and deformable/flowable substrates like sand, mud and soil. In this review we argue for the creation of a physics of moving systems-a 'locomotion robophysics'-which we define as the pursuit of principles of self-generated motion. Robophysics can provide an important intellectual complement to the discipline of robotics, largely the domain of researchers from engineering and computer science. The essential idea is that we must complement the study of complex robots in complex situations with systematic study of simplified robotic devices in controlled laboratory settings and in simplified theoretical models. We must thus use the methods of physics to examine both locomotor successes and failures using parameter space exploration, systematic control, and techniques from dynamical systems. Using examples from our and others' research, we will discuss how such robophysical studies have begun to aid engineers in the creation of devices that have begun to achieve life-like locomotor abilities on and within complex environments, have inspired interesting physics questions in low dimensional dynamical systems, geometric mechanics and soft matter physics, and have been useful to develop models for biological locomotion in complex terrain. The rapidly decreasing cost of constructing robot models with easy access to significant computational power bodes well for scientists and engineers to engage in a discipline which can readily integrate experiment, theory and computation.

Using Active Learning to Teach Concepts and Methods in Quantitative Biology

This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms.