Student inspiration leads to inventive robots

A Tufts education emphasizes hands-on learning to help students develop critical engineering skills. In keeping with this commitment to learning by doing, undergraduate seniors in Assistant Professor Markus Nemitz’s Printable Robotics class spent the fall semester building robots. At the end of the semester the students gathered in Anderson Hall to showcase their final projects.

The course specifically focused on soft robots that could be created using a 3D printer. “Soft robotics, being a highly creative discipline, offers undergraduate students the opportunity to make significant advancements,” shared Nemitz. His research typically focuses on 3D printed soft robots, which are cost-effective and scalable.

Students aim high with passion-driven ideas

Throughout the semester, students worked in small groups to originate project ideas and build robots. “The students began with highly ambitious project ideas,” said Nemitz. They could take inspiration from anywhere. For Raaj Pednekar, Chris Yen, and Saurabh Pal, who are all members of the Tufts Solar Vehicle Project, that meant working on a robot that could enhance their solar vehicle.

The trio was inspired by a solar car actuator they saw in a competition and decided to create a similar device. In the end, they developed a camber morphing airfoil that can change its curvature to adjust to varying amounts and direction of wind. While intended for solar vehicles, it could also help underwater and airborne robots move more efficiently.

Students participated in nine lab sessions pairing tangible experience with theoretical underpinnings, numerical simulations, and analytical modeling. After each lab session, the students applied their new skills to their robots. As their projects evolved, the groups adapted and fine-tuned their robots with guidance from Nemitz. “Ultimately, students chose concepts they were passionate about and committed to them,” he says.

Leveraging the unique capabilities of soft robots

Soft robots are particularly good at biomimicry — imitating natural designs or functions. Several student teams drew inspiration from the animal kingdom for their projects. Migdalia Lopez, Brian Gutierrez, and Yousef Abdo collaborated on Slithersense, a robot that looks and moves like a snake. The robot is trained to detect pests by sensing volatile organic compounds that plants release when attacked.  As they worked on the project, the group found creative solutions to shape their design. Like other teams, they iterated different models before landing on their final design. This evolving process helped the students turn their inspiration into tangible projects.

The students also contended with challenges from building robots for use in the real world. Juliette Kilgore, Cardi Garcia Mendez, and Nezy Jose confronted the difficulties that came with building a robot that could move through an underwater environment. Leaning on the strengths of soft robotics, their unique approach led to a robot that looks and moves like a clam and could be used for non-invasive data collection in underwater environments. The nature-inspired movement of these robots would allow them to blend in seamlessly with the environment and minimize disruptions to animal and plant populations as they collect data.

Robots with real-world impact

At Tufts, engineers are encouraged to use their skills to address real-world challenges. Many groups in Nemitz’ class applied this mindset to their final projects. For example, Jack Goldberg, Medha Saraogi, and Ainsley Woodbrown tackled the problem of sailing-related injuries, over 20% of which result from collisions or loss of control. Unlike cars or bicycles, sailboats lack brakes. The team developed a braking mechanism for sailboats to reduce such incidents. “It was challenging but fun to come up with a creative project with real-world applications,” they said during their final presentation.

Working towards a real-world application helped students to consider the social and environmental impacts of their design. Elizabeth Abboud, ReAnna Barclay, and Fahim Miah worked on a machine that would make it easier and safer to pick coffee cherries. Their goals were to reduce worker strain and minimize damage to machinery. Using a modular gripper, the team factored in varying hand sizes of workers who could use the machine.
 

Hands-on projects set students up for future success

Nemitz, of the Department of Mechanical Engineering, is in his first year at Tufts. Reflecting on the final projects, he predicts that the experience will support students as they undertake future engineering work. “By designing, printing, testing, and interacting with their own robotic actuators, the students gained an in-depth understanding of the entire process. This experience has prepared them to conduct research in the field.”

Through first-hand experiences, students gained valuable understanding in technical and non-technical areas. According to the boat brake team, “It was really important for us to keep an open mind and be flexible throughout this process.” Not only did the students hone their skills in 3D printing, engineering design, materials science, and fabrication techniques but they also improved their teamwork skills and adaptability.

“The final projects turned out to be one of the most fulfilling aspects of the course,” said Nemitz. “Every team delivered work that was truly exciting to see.”

Interested in learning more? Check out a dedicated web page showcasing all Printable Robotics final projects.