Robots generally excel at specific tasks in structured environments but lack the versatility and the adaptability required to interact with and locomote within the natural world. To increase versatility in robot design, we present robotic skins that can wrap around arbitrary soft bodies to induce the desired motions and deformations. Robotic skins integrate actuation and sensing into a single conformable material and may be leveraged to create a multitude of controllable soft robots with different functions or gaits to accommodate the demands of different environments. We show that attaching the same robotic skin to a soft body in different ways, or to different soft bodies, leads to distinct motions. Further, we show that combining multiple robotic skins enables complex motions and functions. We demonstrate the versatility of this soft robot design approach in a wide range of applications—including manipulation tasks, locomotion, and wearables—using the same two-dimensional (2D) robotic skins reconfigured on the surface of various 3D soft, inanimate objects.

Compliant, continuum structures allow living creatures to perform complex tasks inaccessible to artificial rigid systems. Although advancements in hyper-elastic materials have spurred the development of synthetic soft structures (i.e., artificial muscles), these structures have yet to match the precise control and diversity of motions witnessed in living creatures. Cephalopods tentacles, for example, can undergo multiple trajectories using muscular hydrostat, a structure consisting of aggregated laminae of unidirectional muscle fibers. Here, we present a self-adhesive composite lamina inspired by the structural morphology of the muscular hydrostat, which adheres to any volumetrically expanding soft body to govern its motion trajectory. The composite lamina is stretchable only in one direction due to inextensible continuous fibers unidirectionally embedded within its hyper-elastic matrix. We showcase reconfiguration of inflation trajectories of two- and three-dimensional soft bodies by simply adhering laminae to their surfaces.

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This paper explores improving sketching skills and reducing the inhibition to sketch for student designers. In the first study, students were taught sketching skills through an in-class workshop. The effect was evaluated using a pre-midpost test (n=40). In the second study, students were led through art activities to reduce their inhibition to sketch. The effect was tested using another pre-midpost test (n=26). The first study found sketching skills increased, but declined with disuse. The second study found reduced inhibition immediately after the workshop, an increase after the sketch skills workshop, and a decrease over the semester. This suggests that sketch training and inhibition-reducing exercises are effective in the short term, but must be emphasized over time for a permanent change.

Additive manufacturing (AM) technologies have become integral to modern prototyping and manufacturing. Therefore, guidelines for using AM are necessary to help users new to the technology. Many others have proposed useful guidelines, but these are rarely written in a way that is accessible to novice users. Most guidelines (1) assume the user has extensive prior knowledge of the process, (2) apply to only a few AM technologies or a very specific application, or (3) describe benefits of the technology that novices already know. In this paper, we present a one-page, visual design for additive manufacturing worksheet for novice and intermittent users which addresses common mistakes as identified by various expert machinists and additive manufacturing facilities who have worked extensively with novices. The worksheet helps designers assess the potential quality of a part made using most AM processes and indirectly suggests ways to redesign it. The immediate benefit of the worksheet is to filter out bad designs before they are printed, thus saving time on manufacturing and redesign. We implemented this as a go-no-go test for a high-volume AM facility where users are predominantly novices, and we observed an 81% decrease in the rate of poorly designed parts. We also tested the worksheet in a classroom, but found no difference between the control and the experimental groups. This result highlights the importance of motivation since the cost of using AM in this context was dramatically lower than real-world costs. This second result highlights the limitations of the worksheet.