The Architecture of Soft Machines

This thesis speculates about the possibility of softening architecture through machines. In deviating from traditional mechanical conceptions of machines based on autonomous, functional and purely operational notions, the thesis proposes to conceive of machines as corporeal media in co-constituting relationships with human bodies. As machines become corporeal (robots) and human bodies take on qualities of machines (cyborgs) the thesis investigates their relations to architecture through readings of William S. Burroughs’ proto-cyborgian novel The Soft Machine (1961) and Georges Teyssot’s essay ‘Hybrid Architecture: An Environment for the Prosthetic Body’ (2005) arguing for a revision of architecture’s anthropocentric mandate in favour of technologically co-constituting body ideas. The conceptual shift in man-machine relations is also demonstrated by discussion of two installations shown at the Venice Biennale, Daniel Libeskind’s mechanical Three Lessons in Architecture (1985) and Philip Beesely’s responsive Hylozoic Ground (2010). As the purely mechanical model has been superseded by a model that incorporates digital sensing and embedded actuation, as well as soft and compliant materiality, the promise of softer, more sensitive and corporeal conceptions of technology shines onto architecture. Following Nicholas Negroponte’s ambition for a ‘humanism through machines,’ stated in his groundbreaking work, Soft Architecture Machines (1975), and inspired by recent developments in the emerging field of soft robotics, I have developed a series of practical design experiments, ranging from soft mechanical hybrids to soft machines made entirely from silicone and actuated by embedded pneumatics, to speculate about architectural environments capable of interacting with humans. In a radical departure from traditional mechanical conceptions based on modalities of assembly, the design of these types of soft machines is derived from soft organisms such as molluscs (octopi, snails, jellyfish) in order to infuse them with notions of flexibility, compliance, sensitivity, passive dynamics and spatial variability. Challenging architecture’s alliance with notions of permanence and monumentality, the thesis finally formulates a critique of static typologisation of space with walls, floors, columns or windows. In proposing an embodied architecture the thesis concludes by speculating about architecture as a capacitated, sensitive and sensual body informed by reciprocal conditioning of constituent systems, materials, morphologies and behaviours

Design and Implementation of a Bionic Mimosa Robot with Delicate Leaf Swing Behavior

This study designed and developed a bionic mimosa robot with delicate leaf swing behaviors. For different swing behaviors, this study developed a variety of situations, in which the bionic mimosa robot would display different postures. The core technologies used were Shape Memory Alloys (SMAs), plastic material, and an intelligent control device. The technology particularly focused on the SMAs memory processing bend mode, directional guidance, and the position of SMAs installed inside the plastic material. Performance analysis and evaluation were conducted using two SMAs for mimosa opening/closing behaviors. Finally, by controlling the mimosa behavior with a micro-controller, the optimal strain swing behavior was realized through fuzzy logic control in order to display the different postures of mimosa under different situations. The proposed method is applicable to micro-bionic robot systems, entertainment robots, biomedical engineering, and architectural aesthetics-related fields in the future

A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App

In order to decrease teachers’ decisions of which vocabulary the focus of the instruction should be upon, a recent line of research argues that pedagogically-prepared word lists may offer the most efficient order of learning vocabulary with an optimized context for instruction in each of four K-12 content areas (math, science, social studies, and language arts) through providing English Language Learners (ELLs) with the most frequent words in each area. Educators and school experts have acknowledged the need for developing new materials, including computerized enhanced texts and effective strategies aimed at improving ELLs’ mastery of academic and STEM-related lexicon. Not all words in a language are equal in their role in comprehending the language and expressing ideas or thoughts. For this study, I used a corpus-driven approach which is operationalized by applying a text analysis method. For the purpose of this research study, I made two corpora, Teacher’s U.S. Corpus (TUSC) and Science and Math Academic Corpus for Kids (SMACK) with a focus on word lemma rather than inflectional and derivational variants of word families. To create the corpora, I collected and analyzed a total of 122 textbooks used commonly in the states of Florida and California. Recruiting, scanning and converting of textbooks had been carried out over a period of more than two years from October 2014 to March 2017. In total, this school corpus contains 10,519,639 running words and 16,344 lemmas saved in 16,315 word document pages. From the corpora, I developed six word lists, namely three frequency-based word lists (high-, mid-, and low-frequency), academic and STEM-related word lists, and essential word list (EWL). I then applied the word lists as the database and developed a mobile app, Vocabulary in Reading Study – VIRS, (available on App Store, Android and Google Play) alongside a website (www.myvirs.com). Also, I developed a new K-12 dictionary which targets the vocabulary needs of ELLs in K-12 context. This is a frequency-based dictionary which categorizes words into three groups of high, medium and low frequency words as well as two separate sections for academic and STEM words. The dictionary has 16,500 lemmas with derivational and inflectional forms