Numerical simulations of a filament in a flowing soap film

Experiments concerning the properties of soap films have recently been carried out and these systems have been proposed as experimental versions of theoretical two‐dimensional liquids. A silk filament introduced into a flowing soap film, was seen to demonstrate various stable modes, and these were, namely, a mode in which the filament oscillates and one in which the filament is stationary and aligns with the flow of the liquid. The system could be forced from the oscillatory mode into the non‐ oscillatory mode by varying the length of the filament. In this article we use numerical and computational techniques in order to simulate the strongly coupled behaviour of the filament and the fluid. Preliminary results are presented for the specific case in which the filament is seen to oscillate continuously for the duration of our simulation. We also find that the filament oscillations are strongly suppressed when we reduce the effective length of the filament. We believe that these results are reminiscent of the different oscillatory and non‐oscillatory modes observed in experiment. The numerical solutions show that, in contrast to experiment, vortices are created at the leading edge of the filament and are preferentially grown in the curvature of the filament and are eventually released from the trailing edge of the filament. In a similar manner to oscillating hydrofoils, it seems that the oscillating filaments are in a minimal energy state, extracting sufficient energy from the fluid to oscillate. In comparing numerical and experimental results it is possible that the soap film does have an effect on the fluid flow especially in the boundary layer where surface tension forces are large. Copyright © 2004 John Wiley & Sons, Ltd.     

Halogenation effects on the conformational properties of alkanes

The rotational barriers of the CC bonds of halocarbons are believed to be rather different than those of hydrocarbons. We wish to systematically study the effect of halogen substituents on the conformational flexibility of hydrocarbons. As our initial approach to this problem, we have synthesized the following molecules: Pyrene-(CF₂)_n-Pyrene (n=3, 4, and 6) and Pyrene-(CF₂)_n-F (n=4 and 6). We describe here the concentration and temperature dependence of the emissive behavior of these materials.     

The fundamental cycle of concept construction underlying various theoretical frameworks

In this paper, the development of mathematical concepts over time is considered. Particular reference is given to the shifting of attention from step-by-step procedures that are performed in time, to symbolism that can be manipulated as mental entities on paper and in the mind. The development is analysed using different theoretical perspectives, including the SOLO model and various theories of concept construction to reveal a fundamental cycle underlying the building of concepts that features widely in different ways of thinking that occurs throughout mathematical learning.     

Emergence of classicality for primordial fluctuations: Concepts and analogies

We clarify the way in which cosmological perturbations of quantum origin, produced during inflation, assume classical properties. Two features play an important role in this process: First, the dynamics of fluctuations which are presently on large cosmological scales leads to a very peculiar state (highly squeezed) that is indistinguishable, in a precise sense, from a classical stochastic process. This holds for almost all initial quantum states. Second, the process of decoherence by interaction with the environment distinguishes the field amplitude basis as the robust pointer basis. We discuss in detail the interplay between these features and use simple analogies such as the free quantum particle to illustrate the main conceptual issues.     

Looking Back in Mathematical Modeling: Classroom Observations and Instructional Strategies

Theorists often characterize modeling as a cyclic problem-solving process. One builds the model, assesses its validity with regard to the underlying problem situation, and revises accordingly. The process halts when, in the opinion of the modeler, the model generates a valid solution to the underlying problem. Recent research suggests that students, like experts, employ cyclic modeling processes. Extensive observations of university and high school students’ modeling efforts, however, suggest the use of linear rather than cyclic modeling strategies. That is, novice modelers often fail to look back or revise their initial models. This paper offers empirical evidence on behalf of the linear modeling theory and identifies five factors that promote the use of linear modeling strategies: students’ conceptions of models and the modeling process, the perceived objectives of the modeling activity, constraints on time and resources, statistical misconceptions, and an overall lack of interest. The paper concludes with several promising instructional strategies (strategies that address students’ difficulties and promote reflective modeling behavior), as well as suggestions for future research.