機(jī)器魚(yú)以假亂真騙過(guò)真實(shí)魚(yú)類(lèi)

ETRobot Fish Can Trick the Real Thing Behind The Scenes

The second generation of robotic fish developed in Dr. Maurizio Porfiri‘s Dynamical Systems Laboratory at Polytechnic Institute of New York University. Credit： Polytechnic Institute of New York University View full size image

This Behind the Scenes article was provided to LiveScience in partnership with the National Science Foundation.

Scientists have long turned to nature for inspiration and innovation. From unlocking the secrets of spider silk to create super-strong materials to taking hints from geckos for new adhesives， clues from the natural world often lead to advances in our practical world. But the relationship between engineering and nature has been largely one-directional， with humans reaping the majority of the benefits of discovery.

What if it was possible to close the loop， and combine human ingenuity and nature’s wisdom to protect a species or ecosystem？

Dr. Maurizio Porfiri， Assistant Professor of Mechanical Engineering at the Polytechnic Institute of New York University， is one step closer to that goal through his research into the behavior of schooling fish， which is funded by a prestigious NSF Faculty Early Career Development （CAREER） award. Porfiri’s findings led him to create a series of biologically inspired robots that may help preserve and protect marine life.

“Studies of schools of fish， flocks of birds and herds of animals have inspired robotic systems designed for our own applications，” said Porfiri. “But I wanted to see if I could close the gap， bringing some of those benefits back into the natural world.”

A lifelong animal lover who recalls childhood aspirations of becoming a zookeeper， Porfiri began his studies of fish schooling by examining how leadership is established within these populations. “Schooling fish have a rich system of information sharing，” explains Porfiri. “They decide when to school based on a wide variety of factors， including vision and pressure cues from other fish. By studying these cues， we can learn how school members recognize—and follow—a leader.”

Porfiri posited that if he could enforce leadership by an external member—in this case， a robot that actively engages the group—he could influence the direction and behavior of schooling fish. This could prove a life-saving advantage for marine populations in the event of oil or chemical spills or other natural disasters. Porfiri also envisions the ability to lead fish away from man-made dangers like turbines.

The first generation of the robot fish built in Dr. Maurizio Porfiri’s Dynamical Systems Laboratory at Polytechnic Institute of New York University were shaped less fishlike than the second generation， but real fish accepted them as schoolmates and even followed their leadCredit： Polytechnic Institute of New York UniversityView full size image

Porfiri’s background in dynamical systems， mechanics of advanced materials and underwater robotics aided in the creation of robotic “l(fā)eader” fish that while not especially lifelike at first glance， are deceptively agile swimmers. When deployed in an environment with groups of gregarious fish， these robotic members have been effective at influencing the school’s behavior. Porfiri suggests that one of the secrets to the robots’ ability to successfully school with real fish may lie in their mimicry of the swim characteristics of real fish.

This first generation of robotic fish is capable of swimming along a plane， and future generations will be able to dive and surface. In laboratory observations， Porfiri and his team have noted a variety of interaction patterns between groups of gregarious fish and the underwater robot， including tracking， milling and following， hinting that the group’s behavior can be altered by a robotic member.

In the meantime， the NSF CAREER grant， which also supports community outreach， gives Porfiri the opportunity to take his work beyond the lab to recapture the old dream of spending his days at the zoo. Throughout the academic year， he and his students can be found at the New York Aquarium， where they nurture a passion for math， science and engineering among local elementary and middle school students. The young students engage in authentic robot design experiments， creating custom caudal fins for robotic fish. By deploying robots equipped with these fins during test swims， the classes learn how fin size and shape affect swimming performance.

Editor’s Note： This research was supported by the National Science Foundation （NSF）， the federal agency charged with funding basic research and education across all fields of science and engineering. Any opinions， findings， and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. See the Behind the Scenes Archive.

自動(dòng)翻譯僅供參考

機(jī)器魚(yú)以假亂真，足以騙過(guò)真實(shí)魚(yú)類(lèi) Robot魚(yú)可以欺騙背后的Scenes

動(dòng)真格的第二代機(jī)器魚(yú)在理工學(xué)院開(kāi)發(fā)的博士莫里吉奧Porfiri的動(dòng)力系統(tǒng)實(shí)驗(yàn)室紐約大學(xué)。

這幕后文章理工學(xué)院是提供給生活科學(xué)與國(guó)家科學(xué)基金會(huì)。

合作

長(zhǎng)期以來(lái)，科學(xué)家們轉(zhuǎn)向了大自然的靈感和創(chuàng)新。從解鎖蛛絲的秘密打造超強(qiáng)材料，采取暗示從壁虎新的粘合劑，從自然界的線索往往會(huì)導(dǎo)致我們的實(shí)際世界的進(jìn)步。但是，工程與自然的關(guān)系在很大程度上是單向的，與人類(lèi)收獲了廣大發(fā)現(xiàn)的好處。

如果有可能關(guān)閉循環(huán)，并結(jié)合人類(lèi)的智慧與自然＆rsquo的;智慧來(lái)保護(hù)一個(gè)物種或生態(tài)系統(tǒng)？

博士。莫里吉奧Porfiri，機(jī)械工程助理教授在紐約大學(xué)的理工學(xué)院，是一步步接近這個(gè)目標(biāo)通過(guò)他的研究的魚(yú)群，這是由著名的美國(guó)國(guó)家科學(xué)基金會(huì)教師早期職業(yè)發(fā)展（CAREER）獎(jiǎng)勵(lì)資金的行為。 Porfiri大局;結(jié)果導(dǎo)致他創(chuàng)造了一系列的仿生機(jī)器人，可幫助維持和保護(hù)海洋生物。

u0026 QUOT;魚(yú)學(xué)校研究，鳥(niǎo)獸成群成群的啟發(fā)設(shè)計(jì)我們自己的應(yīng)用程序的機(jī)器人系統(tǒng)， ＆QUOT;說(shuō)Porfiri。 ＆QUOT;但我想看看我是否能縮小差距，使其中的一些好處放回自然界和QUOT;

終身動(dòng)物愛(ài)好者誰(shuí)回憶成為一名動(dòng)物園管理員的童年愿望，Porfiri開(kāi)始了他的魚(yú)群研究通過(guò)研究如何領(lǐng)導(dǎo)這些人口中建立。 ＆QUOT;魚(yú)群有一個(gè)豐富的信息共享，＆QUOT系統(tǒng);解釋Porfiri。 ＆QUOT;他們決定什么時(shí)候去學(xué)?；诟鞣N因素，包括視覺(jué)和壓力的線索來(lái)自其他魚(yú)類(lèi)。通過(guò)研究這些線索，我們可以學(xué)習(xí)的學(xué)校成員如何認(rèn)識(shí)和mdash;并按照＆mdash;一個(gè)領(lǐng)導(dǎo)者和QUOT;

Porfiri假定，如果他可以通過(guò)一個(gè)外部成員和mdash加強(qiáng)領(lǐng)導(dǎo);在這種情況下，一個(gè)機(jī)器人，積極開(kāi)展小組和mdash;他可以影響的方向和魚(yú)群的行為。這可以證明一個(gè)拯救生命的優(yōu)勢(shì)，為中石油或化學(xué)品泄漏或其他自然災(zāi)害時(shí)的海洋種群。 Porfiri還設(shè)想從人為的危險(xiǎn)狀渦輪機(jī)離開(kāi)導(dǎo)致魚(yú)類(lèi)的能力。

第一代在紐約大學(xué)理工學(xué)院建于博士莫里吉奧Porfiri的動(dòng)力系統(tǒng)實(shí)驗(yàn)室機(jī)器人魚(yú)被塑造比第二代更小似魚(yú)，但真正的魚(yú)接納他們?yōu)橥瑢W(xué)甚至跟著他們leadCredit：紐約UniversityView原圖

Porfiri＆rsquo的理工學(xué)院;的背景在動(dòng)力系統(tǒng)，先進(jìn)的材料和水下機(jī)器人的幫助在創(chuàng)造機(jī)器人＆QUOT力學(xué);領(lǐng)導(dǎo)者和QUOT;魚(yú)，雖然第一眼看上去不是特別逼真，看似十分敏捷的游泳者。當(dāng)部署在與群居魚(yú)類(lèi)群體的環(huán)境中，這些機(jī)器人的成員一直在影響學(xué)校和rsquo的效益;行為。 Porfiri表明，秘密機(jī)器人＆rsquo的一個(gè);成功學(xué)校真魚(yú)可能在于的真魚(yú)在游泳特色的模仿能力。

這第一代機(jī)器魚(yú)能夠沿著一個(gè)平面游泳，子孫后代將能夠深入和表面。在實(shí)驗(yàn)室的觀察，Porfiri和他的團(tuán)隊(duì)指出各種各樣的群居魚(yú)，水下機(jī)器人，包括跟蹤，銑削和以下組之間的互動(dòng)模式，暗示該集團(tuán)＆rsquo的;行為可以由機(jī)器人成員。

在改變與此同時(shí)，美國(guó)國(guó)家科學(xué)基金會(huì)CAREER資助，同時(shí)也支持社區(qū)服務(wù)，使Porfiri拍到了他超出了實(shí)驗(yàn)室的工作奪回度過(guò)他的日子在動(dòng)物園的舊夢(mèng)。在整個(gè)學(xué)年，他和他的學(xué)生們可以在紐約水族館，在那里他們培育在當(dāng)?shù)匦W(xué)和初中學(xué)生的數(shù)學(xué)，科學(xué)和工程的熱情被發(fā)現(xiàn)。青年學(xué)生從事真正的機(jī)器人設(shè)計(jì)實(shí)驗(yàn)，創(chuàng)建自定義尾鰭的機(jī)器魚(yú)。通過(guò)部署在測(cè)試游泳配備這些鰭機(jī)器人，類(lèi)學(xué)習(xí)的大小和形狀如何鰭影響游泳的表現(xiàn)。

編者按：這項(xiàng)研究是由美國(guó)國(guó)家科學(xué)基金會(huì)（NSF），美國(guó)聯(lián)邦機(jī)構(gòu)，負(fù)責(zé)資助基礎(chǔ)研究和支持跨越科學(xué)與工程的各個(gè)領(lǐng)域的教育。任何意見(jiàn)，研究成果和結(jié)論或表達(dá)這種材料的建議是那些作者的，并不一定反映國(guó)家科學(xué)基金會(huì)的意見(jiàn)。見(jiàn)幕后存檔的背后。.