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Antarctic krill (Euphausia superba) are a key component of the Antarctic ecosystem linking primary and some secondary production to higher trophic levels including fish, penguins, seals, and whales. Understanding their response to environmental stimuli therefore provides insights into the trophic ecology of Antarctic systems. This laboratory study quantified the influence of penguin guano, a presumptive predator cue, chlorophyll concentration and flow speed on krill swimming behavior. In addition, ingestion rates with and without guano were measured. Such inquiries are necessary to determine if predator risk cues modify krill activities in ways that have consequences for other members of the Antarctic trophic web. Krill often exhibited acute turns when guano was present and varied their swimming speeds more when guano was present. These are both indicators of avoidance behavior to the negative chemical cues represented by penguin guano. Similarly, krill’s ingestion rates dropped significantly for a prolonged period of time in the presence of guano. This decrease in feeding will have impacts on krill’s nutritional value to their predators, prey uptake rates (prey survival) and the sequestration of carbon to the deep ocean as krill decrease their defecation rates. This study supports the hypothesis that krill use chemical signals to detect and behaviorally respond to food and predation risk. 

This Research paper explores the activities within the biologically inspired design-focused engineering curriculum to determine if they fostered students’ engagement in learning. This work builds on concurrent research exploring students' application of BID in engineering and teachers’ implementation of BID within their respective engineering classrooms. Participants comprised ninth-grade high school students (n=12) enrolled in the first-year engineering course across two high schools. Qualitative content analysis was conducted on classroom observation field notes, student focus groups, teacher curriculum enactment surveys, and teacher interviews. The finding revealed that student engagement varied across the seven-week-long unit. In the initial week, engagement was relatively low since the activities were static and required learning to be scaffolded via worksheets. However, during weeks three through six, engagement positively shifted due to the activities being more dynamic, requiring students to engage in inquiry and design learning. Furthermore, students’ academic engagement was fostered due to hands-on experiences and workbased authentic problems presented in the unit, which encouraged collaboration. 

Predator–prey interactions are a key feature of ecosystems and often chemically mediated, whereby individuals detect molecules in their environment that inform whether they should attack or defend. These molecules are largely unidentified, and their discovery is important for determining their ecological role in complex trophic systems. Homarine and trigonelline are two previously identified blue crab (Callinectes sapidus) urinary metabolites that cause mud crabs (Panopeus herbstii) to seek refuge, but it was unknown whether these molecules influence other species within this oyster reef system. In the current study, homarine, trigonelline, and blue crab urine were tested on juvenile oysters (Crassostrea virginica) to ascertain if the same molecules known to alter mud crab behavior also affect juvenile oyster morphology, thus mediating interactions between a generalist predator, a mesopredator, and a basal prey species. Oyster juveniles strengthened their shells in response to blue crab urine and when exposed to homarine and trigonelline in combination, especially at higher concentrations. This study builds upon previous work to pinpoint specific molecules from a generalist predator’s urine that induce defensive responses in two marine prey from different taxa and trophic levels, supporting the hypothesis that common fear molecules exist in ecological systems. 

Biologically inspired design (BID) has gained attention in undergraduate and graduate engineering programs throughout the United States, and more post-secondary institutions are beginning to implement it into their engineering curriculum [1], [2]. However, little has been done to introduce BID concepts more formally into the K-12 curriculum. Consequently, a research study funded by the National Science Foundation focused on developing a BID integrated engineering curriculum for high school students. The curriculum is designed to integrate BID into the engineering design process (EDP) by leveraging analogical design tools that facilitate a transfer of biological strategies to design challenges. This enables students to understand both the engineering problem and the biological system that could be used to inspire design solutions. In this paper, we describe students’ application of BID integration in the engineering design process and their experiences utilizing BID as they solve design challenges. The curriculum was pilot tested in two 9th grade engineering classrooms across two schools during Spring 2022. Data was collected from four groups of students (n=12) enrolled in the engineering courses across two schools. The study includes classroom observations, student artifacts, and student focus groups. We utilized qualitative content analysis, a descriptive approach to analyzing student data [3], [4], to uncover the meaning and presence of text, messages, images, and transcriptions of dialogues [4]. In this study, we aim to capture the evidence of students’ experiences and engagement with BID concepts. The preliminarily findings illustrate that student groups enjoyed BID activities presented in the curriculum as they promoted students’ exploration of biological systems. BID integration allowed students to view nature differently, which some students indicated they had not previously employed for their design solutions. Although some students mentioned BID activities that helped them during the brainstorming phase of the design process, they were unable to explain BID integration in their final design solutions, unless prompted by the teacher. Furthermore, across the student groups, students indicated that prototype and test was the most engaging stage of the EDP since during this stage they were able to test their designs. This research is novel in its focus on understanding high school students’ experiences with the integration of BID in engineering and has important implications for diversifying engineering in K-12 education. 

Abstract The capacity of an apex predator to produce nonconsumptive effects (NCEs) in multiple prey trophic levels can create considerable complexity in nonconsumptive cascading interactions, but these effects are poorly studied. We examined such effects in a model food web where the apex predator (blue crabs) releases chemical cues in urine that affect both the intermediate consumer (mud crabs seek shelter) and the basal prey (oysters are induced to grow stronger shells). Shelter availability and predator presence were manipulated in a laboratory experiment to identify patterns in species interactions. Then, experimentally induced and uninduced oysters were planted across high‐quality and low‐quality habitats with varying levels of shelter availability and habitat heterogeneity to determine the consistency of these patterns in the field. Oyster shell thickening in response to blue crab chemical cues generally protected oysters from mud crab predation in both the laboratory and in field environments that differed in predation intensity, structural complexity, habitat heterogeneity, and predator composition. However, NCEs on the intermediate predator (greater use of refugia) opposed the NCEs on oyster prey in the interior of oyster reefs while still providing survival advantages to basal prey on reef edges and bare substrates. Thus, the combined effects of changing movement patterns of intermediate predators and morphological defenses of basal prey create complex, but predictable, patterns of NCEs across landscapes and ecotones that vary in structural complexity. Generalist predators that feed on multiple trophic levels are ubiquitous, and their potential effects on NCEs propagating simultaneously to different trophic levels must be quantified to understand the role of NCEs in food webs. 

This innovative practice work in progress paper presents the Biologically Inspired Design for Engineering Education (BTRDEE) project, to create socially relevant, accessible, highly-contextualized biologically inspired design experiences that can be disseminated to high school audiences engineering audiences in Georgia and nationally. Curriculum units arc 6-10 weeks in duration and will meet many standards for high school engineering courses in Georgia. There will be three curriculum units (one for each engineering course in the 3-course pathway), each building skills in engineering design and specific skills for BID. Currently in its second year, BIRDEE has developed its first unit of curriculum and has hosted its first professional development with 4 pilot teachers in the summer of 2020. The BIRDEE curriculum situates challenges within socially relevant contexts and provides cutting-edge biological scenarios to ignite creative and humanistic engineering experiences to 1) drive greaterengagement in engineering, particularly among women, 2) improve student engineering skills, especially problem definition and ideation skills, and 3) increase students awareness of the connection and impacts between the engineered and living worlds. This paper describes the motivation for the BIRDEE project, the learning goals for the curriculum, and a description of the first unit. We provide reflections and feedback from teacher work and focus groups during our summer professional development and highlight the challenges associated with building BID competency across biology and engineering to equip teachers with the skills they need to teach the BIRDEE units. These lessons can be applied to teaching BID more broadly, as its multidisciplinary nature creates challenges (and opportunities) for teaching and learning engineering design. 

This innovative practice work in progress paper presents Biologically inspired design (BID) to transfer design principles identified in nature to human-centered design problems. The Biologically Inspired Design for Engineering Education (BIRDEE) program uses biologically inspired design to teach high school engineering in a way that uniquely engages students in the natural world. For high school students, identifying natural systems’ analogues for human design problems can be challenging. Furthermore, it is often the case that students focus on and transfer superficial structures, rather than underlying design principles. Based on the Structure-Behavior-Function (SBF) design ontology, we developed a modified cognitive scaffold called Structure- Function-Mechanism (SFM) to assist students and teachers with identifying functionally similar biological analogies and identifying and transferring design principles. In this paper we describe SFM and its importance in BID and our observations from teaching SFM to high school teachers during a multi-week professional development workshop in the summer of 2020. Based on teachers’ work artifacts, transcriptions of discussions, and focus groups, we highlight the challenges of teaching SFM and our plans to scaffold this important concept for students and teachers alike. 

Biologically inspired design has become increasingly common in graduate and undergraduate engineering programs, consistent with an expanding emphasis by professional engineering societies on cross-disciplinary critical thinking skills and adaptive and sustainable design. However, bio-inspired engineering is less common in K-12 education. In 2019, the NSF funded a K-12 project entitled Biologically Inspired Design for Engineering Education (BIRDEE), to create socially relevant, accessible, and highly contextualized high school engineering curricula focusing on bio-inspired design. Studies have shown that women and underrepresented minorities are drawn to curricula, courses, and instructional strategies that are integrated, emphasize systems thinking, and facilitate connection building across courses or disciplines. The BIRDEE project also seeks to interest high school girls in engineering by providing curricula that incorporate humanistic, bio-inspired engineering with a focus on sustainable and authentic design contexts. BIRDEE curricula integrate bio-inspired design into the engineering design process by leveraging design tools that facilitate the application of biological concepts to design challenges. This provides a conceptual framework enabling students to systematically define a design problem, resulting in better, more well-rounded problem specifications. The professional development (PD) for the participating teachers include six-week-long summer internships in university research laboratories focused on biology and bio-inspired design. The goal of these internships is to improve engineering teachers’ knowledge of bio-inspired design by partnering with cutting-edge engineers and scientists to study animal features and behaviors and their applications to engineering design. However, due to COVID-19 and research lab closures in the summer of 2020, the research team had to transfer the summer PD experience to an online setting. An asynchronous, quasi-facilitated online course was developed and delivered to teachers over six weeks. In this paper, we will discuss online pedagogical approaches to experiential learning, teaching bio-inspired design concepts, and the integration of these approaches in the engineering design process. Central to the online PD design and function of each course was the use of inquiry, experiential and highly-collaborative learning strategies. Preliminary results show that teachers appreciated the aspects of the summer PD that included exploration, such as during the “Found Object” activity, and the process of building a prototype. These activities represented experiential learning opportunities where teachers were able to learn by doing. It was noted throughout the focus group discussions that such opportunities were appreciated by participating teachers. Teachers indicated that the experiential learning components of the PD allowed them to do something outside of their comfort zone, inspired them to do research that they would not have done outside of this experience, and allowed them to “be in the student's seat and get hands-on application”. By participating in these experiential learning opportunities, teachers were also able to better understand how the BIRDEE curriculum may impact students’ learning in their classrooms