Contribution to single-point closure Reynolds-stress modelling of inhomogeneous flow

This paper is concerned with recent advances in the development of near wall-normal-free Reynolds-stress models, whose single point closure formulation, based on the inhomogeneity direction concept, is completely independent of the distance from the wall, and of the normal to the wall direction. In the present approach the direction of the inhomogeneity unit vector is decoupled from the coefficient functions of the inhomogeneous terms. A study of the relative influence of the particular closures used for the rapid redistribution terms and for the turbulent diffusion is undertaken, through comparison with measurements, and with a baseline Reynolds-stress model (RSM) using geometric wall normals. It is shown that wall-normal-free rsms can be reformulated as a projection on a tensorial basis that includes the inhomogeneity direction unit vector, suggesting that the theory of the redistribution tensor closure should be revised by taking into account inhomogeneity effects in the tensorial integrity basis used for its representation. PACS 47.32.Fg; 47.85.Gj; 47.27.Eq     

平面膜结构拓扑优化的有无复合体方法

将作者对桁架在应力约束下结构拓扑优化的有无复合体模型发展到平面膜结构在应力、位移约束下结构拓扑优化的建模与求解。同时提出了该模型的有效解法,获得了令人满意的数值结果。本文工作表明独立连续拓扑变量的提出对于结构拓扑优化的研究是有意义的。     

On the Number of k‐Dominating Independent Sets

We study the existence and the number of k‐dominating independent sets in certain graph families. While the case namely the case of maximal independent sets—which is originated from Erd?s and Moser—is widely investigated, much less is known in general. In this paper we settle the question for trees and prove that the maximum number of k‐dominating independent sets in n‐vertex graphs is between and if , moreover the maximum number of 2‐dominating independent sets in n‐vertex graphs is between and . Graph constructions containing a large number of k‐dominating independent sets are coming from product graphs, complete bipartite graphs, and finite geometries. The product graph construction is associated with the number of certain Maximum Distance Separable (MDS) codes.     

Cause–effect analysis: improvement of a first year engineering students’ calculus teaching model

This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause–effect analysis, often used for business improvement. The cause–effect analysis indicates that there are many factors that impact on secondary school teaching of mathematics, factors that the tertiary sector has no control over. The analysis also indicates the undesirable issues that are at the root of impeding success in the calculus module. Most important is that students are not encouraged to become independent thinkers from an early age. This triggers problems in follow-up courses where students are expected to have learned to deal with the work load and understanding of certain concepts. A new model was designed to lessen the impact of these undesirable issues.     

关于一类电-力振动模型的建模与分析

从电学、力学的基本原理出发,通过数学方法建立和分析了一种电-力振动模型。这是一种较复杂的电力混合作用的线性振动系统,由模型的特殊结构(类扬声器结构)作者确立了两种磁场,即感生磁场和外磁场两者正交独立,并规定了电学、力学两种不同物理量的坐标取向关系。该模型需要求得三阶正系数常微分方程的收敛解,再求得包含暂态、稳态项的完整解。另外,文章从能量和做功的角度,通过对电压电流间的相位差分析,对所建模型的正确性作了论证,同时也为这类建模引荐了一种论证手段。     

Dyadic method for tensor functions

In this paper, we discuss tensor functions by dyadic representation of tensor. Two different cases of scalar invariants and two different cases of tensor invariants are calculated. It is concluded that there are six independent scale invariants for a symmetrical tensor and an antisymmetrical tensor, and there are twelve invariants for two symmetrical tensors and an antisymmetrical tensor. And we present a new list of tensor invariants for the tensor-valued isotropic function. The project supported by the Special Funds for Major State Basic Research Project “Nonlinear Science” and the National Basic Research Project “The Several Key Problems of Fluid and Aerodynamics”     

Beliefs,Practical Knowledge,and Context: A Longitudinal Study of a Beginning Biology Teacher's 5E Unit

The purpose of this three‐year case study was to understand how a beginning biology teacher (Alice) designed and taught a 5E unit on natural selection, how the unit changed when she took a position in a different school district, and why the changes occurred. We examined Alice's developing beliefs about science teaching and learning, practical knowledge, and perceptions of school context in relation to the 5E unit. Data sources consisted of interviews, classroom observations, and lesson materials. We found that Alice placed more emphasis on the explore phase, less emphasis on the engage and explain phases, and removed the elaborate phase over time. Alice's beliefs about science teaching and learning acted as a filter for making sense of practical knowledge and perceptions of context. Although her beliefs were student centered, they aligned with discovery learning in which little intervention from the teacher is required. We discuss how her beliefs, practical knowledge, and perceptions of context explained the changes in her practice. This study sheds insight into the nature of beliefs and how they relate to the 5E lesson phases, as well as the different lenses for viewing the 5E instructional model. Implications for science teacher preparation and induction programs are discussed.     

A study of aromatic three membered rings

The resonance energies (REs) of neutral three membered ring analogs of the cyclopropenyl cation, computed using block localized wave function (BLW) methods, reveal considerable variations. The RE's of cyclopropenes substituted with exocyclic double bonded groups C?X, (X = O, NH, CH₂, S, PH, SiH₂) increase with the electronegativity of X in the same row (SiH₂ < PH < S and CH₂ < NH < O). The extra cyclic resonance energies (ECREs) (an energetic measure of aromaticity based on comparisons with the RE's of acyclic models) of these derivatives range from +10.5 kcal/mol for cyclopropenone (X = O) (somewhat aromatic; the benzene ECRE is 29.3 kcal/mol) to ?2.4 kcal/mol (slightly antiaromatic) for X = SiH₂. Additional disubstitution of the C?C double bond by X′ groups (X′ = CH₃, NH₂, OH, SiH₃, PH₂, SH) increases the REs considerably, but has only small effects on the ECREs. Even the ECRE of deltic acid (X = O, X′ = OH) is only increased to +13.3 kcal/mol. The conclusion based on ECRE's, that all 12 of the three membered rings are only marginally aromatic/antiaromatic, is supported by the satisfactorily plot (R² = 0.92) of ECRE against values of NICS(0)_πzz (a superior nucleus chemical independent shift magnetic index of aromaticity), which range only from ?6.1 ppm (diatropic) for deltic acid (cf., ?35.5 ppm for benzene and ?14.2 ppm for the parent cyclopropenium ion) to +8.9 ppm (paratropic) for the silicon derivative, X = SiH₂, X′ = SiH₃. © 2010 Wiley Periodicals, Inc. Int J Quantum Chem, 2011     

A stochastic approach to capture crystal plasticity

A stochastic crystal plasticity model is proposed and applied within the rate-independent regime. As opposed to conventional deterministic algorithms wherein multiple slip systems are activated and redundant constraints may exist, the new Monte Carlo plasticity (MCP) paradigm is based on a stochastic chain of singly activated slip systems and thus avoids the possible ill-condition associated with multi-slip algorithms. The choice of the activated slip system is made at each Monte Carlo (MC) step based on the Metropolis algorithm. The MCP model is implemented within a Material Point Method (MPM) as a constitutive model to capture the elasto-plastic behavior of polycrystalline materials. A comparison with a commonly used singular value decomposition (SVD) algorithm indicates that MCP offers superior computational efficiency while maintaining comparable accuracy.     

Supporting disciplinary and interdisciplinary knowledge development and design thinking in an informal,pre‐engineering program: A Workplace Simulation Project

In this paper, we examined students’ engagement in an implementation of a Workplace Simulation Project (WSP). The WSP was designed to actively engage students in learning disciplinary content by inviting engineers from industry to have a physical presence within the school building to collaborate with teachers and students to complete projects which simulate the tasks authentic to their work. We focus on the first year implementation of the program that partnered a high school in the rural Midwest with an engineering unit of a government organization. Using a multiple methods study design, we analyzed disciplinary and interdisciplinary pre and posts test along with students’ interviews to determine learning gains as well as students’ interpretations of creative and critical thinking as experienced in the project and their knowledge of the engineering design process. Effect sizes showed that students in the WSP group had notable gains over the control group participants. Additionally, students’ knowledge of core elements of the design process were identified in inductive analyses of the interviews. Findings from this study will provide usable knowledge about effective ways to support systems and design thinking and ways to support expert‐novice collaboration to ensure success.