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Register a new userMaths in Medicine: How to Survive a Science Fair
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When talking to secondary school students, first impressions are crucial. Accidentally say something that sounds boring and youll lose them in seconds. A physical demonstration can be an eye-catching way to begin an activity or spark off a conversation about mathematics. This is especially true in the context of an event like a science fair where there are hundreds of other exhibitors and stands, possibly involving loud music and/or dancing robots! In this article we describe three devices that were built to illustrate specific physical phenomena that occur in the human body. Each device corresponds to a simple mathematical model which contains both elements that are accessible to pupils in the early years of secondary education and more challenging mathematical concepts that might appeal to A-level students. Two of the devices relate to the Windkessel effect, a physical phenomenon that regulates blood flow, and the third demonstrates the elastic properties of ligaments and tendons.
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We develop a physical model for how galactic disks survive and/or are destroyed in interactions. Based on dynamical arguments, we show gas primarily loses angular momentum to internal torques in a merger. Gas within some characteristic radius (a function of the orbital parameters, mass ratio, and gas fraction of the merging galaxies), will quickly lose angular momentum to the stars sharing the perturbed disk, fall to the center and be consumed in a starburst. A similar analysis predicts where violent relaxation of the stellar disks is efficient. Our model allows us to predict the stellar and gas content that will survive to re-form a disk in the remnant, versus being violently relaxed or contributing to a starburst. We test this in hydrodynamic simulations and find good agreement as a function of mass ratio, orbital parameters, and gas fraction, in simulations spanning a wide range in these properties and others, including different prescriptions for gas physics and feedback. In an immediate sense, the amount of disk that re-forms can be understood in terms of well-understood gravitational physics, independent of details of ISM gas physics or feedback. This allows us to explicitly quantify the requirements for such feedback to (indirectly) enable disk survival, by changing the pre-merger gas content and distribution. The efficiency of disk destruction is a strong function of gas content: we show how and why sufficiently gas-rich major mergers can, under general conditions, yield systems with small bulges (B/T<0.2). We provide prescriptions for inclusion of our results in semi-analytic models.
We discuss our outreach efforts to introduce school students to network science and explain why networks researchers should be involved in such outreach activities. We provide overviews of modules that we have designed for these efforts, comment on our successes and failures, and illustrate the potentially enormous impact of such outreach efforts.
This article reports on a study investigating how computational essays can be used to redistribute epistemic agency--cognitive control and responsibility over ones own learning--to students in higher education STEM. Computational essays are a genre of scientific writing that combine live, executable computer code with narrative text to present a computational model or analysis. The study took place across two contrasting university contexts: an interdisciplinary data science and modeling course at Michigan State University, USA, and a third-semester physics course at the University of Oslo, Norway. Over the course of a semester, computational essays were simultaneously and independently used in both courses, and comparable datasets of student artifacts and retrospective interviews were collected from both student populations. These data were analyzed using a framework which operationalized the construct of epistemic agency across the dimensions of programming, inquiry, data analysis and modeling, and communication. Based on this analysis, we argue that computational essays can be a useful tool in redistributing epistemic agency to students within higher education science due to their combination of adaptability and disciplinary authenticity. However, we also argue that educational contexts, scaffolding, expectations, and student backgrounds can constrain and influence the ways in which students choose to take up epistemic agency.
We estimate the evaporation timescale for spherical HI clouds consisting of the cold neutral medium surrounded by the warm neutral medium. We focus on clouds smaller than 1pc, which corresponds to tiny HI clouds recently discovered by Braun & Kanekar and Stanimirovi{c} & Heiles. By performing one-dimensional spherically symmetric numerical simulations of the two-phase interstellar medium (ISM), we derive the timescales as a function of the cloud size and of pressure of the ambient warm medium. We find that the evaporation timescale of the clouds of 0.01 pc is about 1Myr with standard ISM pressure, $p/k_{B}sim 10^{3.5}$ K cm$^{-3}$, and for clouds larger than about 0.1 pc it depends strongly on the pressure. In high pressure cases, there exists a critical radius for clouds growing as a function of pressure, but the minimum critical size is $sim$ 0.03 pc for a standard environment. If tiny HI clouds exist ubiquitously, our analysis suggests two implications: tiny HI clouds are formed continuously with the timescale of 1Myr, or the ambient pressure around the clouds is much higher than the standard ISM pressure. We also find that the results agree well with those obtained by assuming quasi-steady state evolution. The cloud-size dependence of the timescale is well explained by an analytic approximate formula derived by Nagashima, Koyama & Inutsuka. We also compare it with the evaporation rate given by McKee & Cowie.
We present a short overview on the ideas of large extra-dimensions and their implications for the possible production of micro black holes in the next generation particle accelerator at CERN (Geneva, Switzerland) from this year on. In fact, the possibility of black hole production on earth is currently one of the most exciting predictions for the LHC accelerator and would change our current understanding of physics radically. While it is impossible to discuss the models and implications in full detail here, this article is thought to serve as a starting point for the interested physics students with some basic knowledge about general relativity and particle physics.
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