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Vibration-Enhanced Droplet Motion Modes: Simulations of Rocking, Ratcheting, Ratcheting With Breakup, and Ejection
No full textCitation: Huber, R. A., Campbell, M., Doughramaji, N., & Derby, M. M. (2019). Vibration-Enhanced Droplet Motion Modes: Simulations of Rocking, Ratcheting, Ratcheting With Breakup, and Ejection. Journal of Fluids Engineering, 141(7), 071105-071105–071113. https://doi.org/10.1115/1.4042037Power plant water usage is a coupling of the energy–water nexus; this research investigates water droplet motion, with implications for water recovery in cooling towers. Simulations of a 2.6 mm-diameter droplet motion on a hydrophobic, vertical surface were conducted in XFLOW using the lattice Boltzmann method (LBM). Results were compared to two experimental cases; in the first case, experimental and simulated droplets experi-enced 30 Hz vibrations (i.e.,60.1 mm x-direction amplitude,60.2 mm y-direction amplitude) and the droplet ratcheted down the surface. In the second case, 100 Hz vibrations(i.e.,60.8 mm x-direction amplitude,60.2 mm y-direction amplitude) caused dropletejection. Simulations were then conducted for a wide range of frequencies (i.e., 10–100Hz) and amplitudes (i.e.,60.018–50 mm), resulting in maximum accelerations of 0.197–1970 m/s2. Under low maximum accelerations (e.g.,<7 m/s2), droplets rocked upward and downward in rocking mode, but did not overcome the contact angle hysteresis and, therefore, did not move. As acceleration increased, droplets overcame the contact angle hysteresis and entered ratcheting mode. For vibrations that prompted droplet motion, droplet velocities varied between 10–1000 mm/s. At capillary numbers above approximately 0.0044 and Weber numbers above 3.6, liquid breakup was observed in ratcheting droplets (e.g., the formation of smaller child droplets from the parent droplet). It was noted that both x- and y-direction vibrations were required for droplet ejectio
Action Research in Underserved High Schools: Effective Pedagogy in Music Classrooms
No full textKirmser Undergraduate Research Award - Group category, honorable mentionRuth GurgelGiven widespread educational crumbling infrastructure, a difference in the quality of education is addressed in the areas of pedagogies, quality of space, amount of resources, and socio emotional support from teachers. In collaboration with students of schools in the KCK area, seniors of the Interior Architecture and Product Design (IAPD) program at Kansas State University, and my research team, we will design a collaborative creative experience utilizing the tenants of Culturally Relevant Pedagogy to create innovative curricular design. The purpose of this study is to identify issues present in underserved schools (Darling-Hammond, 2010) and research pedagogies and classroom design strategies that prove to be both the most effective for student learning and easily implemented in the classroom. The students’ perspectives in this study align most closely with the six tenants of culturally relevant pedagogy. (Ladson-Billings, 1994) These six tenants are divided into two areas; pedagogical and ideological prongs. The three pedagogical prongs are Cultural Competence, Sociopolitical Consciousness, and Academic Achievement. The three ideological prongs are Strong Conception of Self and Others, Teacher’s Strong Conceptions if Social Relationships, and Conceptions of Knowledge. The methodology of our qualitative research study is action research. (Pelton, 2010) This is obtained through our partnership with two high schools, the IAPD department, and professors from the IAPD and Music Education program at Kansas State University. We will interview the students and teachers of those two schools on their educational experiences to discover effective implementation of those 6 tenants listed above. We hope that through this project we will learn how recreate current spaces and curriculums into tools to support student success and inspire other teachers to do likewise, especially in underserved areas of the United States and beyond
Catalan Independence: Research and Personal Observations
Get PDFJeff SmithA look into the current struggle for independence in the Spanish region of Catalonia requires, first, a more comprehensive understanding of nationalism, along with its history and evolution, before we can begin to put the Catalan independence movement into its proper perspective. After a brief discussion of nationalism, this paper seeks to describe the historical and cultural context surrounding Spain and Catalonia, enumerating some key examples that discuss important pillars in the Spanish national identity and crucial influencers on the cry for independence. Through the research of acclaimed Catalan scholars and my own perceptions in my brief time in the region, I hope to show examples of how my experiences both align with and dispute the prevailing outlook stated in the Catalan literature
Interplay of pulse duration, peak intensity, and particle size in laser-driven electron emission from silica nanospheres
Get PDFWe present the results of a systematic study of photoelectron emission from isolated dielectric nanoparticles (SiO2) irradiated by intense 25 fs, 780 nm linearly polarized laser pulses as a function of particle size (20 nm to 750 nm in diameter) and laser intensity. We also introduce an experimental technique to reduce the effects of focal volume averaging. The highest photoelectron energies show a strong size dependence, increasing by a factor of six over the range of particles sizes studied at a fixed intensity. For smaller particle sizes (up to 200 nm), our findings agree well with earlier results obtained with few-cycle, ∼4 fs pulses. For large nanoparticles, which exhibit stronger near-field localization due to field-propagation effects, we observe the emission of much more energetic electrons, reaching energies up to ∼200 times the ponderomotive energy. This strong deviation in maximum photoelectron energy is attributed to the increase in ionization and charge interaction for many-cycle pulses at similar intensities
An intense, few-cycle source in the long-wave infrared
Get PDFFor the last several decades, the wavelength range accessible for strong-field, few-cycle studies has remained limited to the visible, near infrared and mid-wave infrared regimes. In particular, sources in the long-wave infrared have been lacking. We report the development of a 1 kHz, few-cycle laser source with up to a 9 μm central wavelength and gigawatt peak powers. When focused, this source can ionize gas targets, which we demonstrate here through the ionization of atomic xenon at wavelengths ranging from 5 μm to 9 μm. This opens up new opportunities for fundamental atomic and molecular physics, enabling experimental tests of strong-field ionization theories in the extreme long-wavelength, few-cycle limit and the direct excitation of vibrational transitions in organic molecules
Dispersal, reproductive success, and habitat use by translocated lesser prairie-chickens
Get PDFMaster of ScienceDepartment of BiologyDavid A. HaukosLesser prairie-chicken (Tympanuchus pallidicinctus) populations in the Sand Sagebrush Prairie Ecoregion have reached historic lows in the last decade. Former core areas of the ecoregion, such as the U.S. Forest Service Cimarron and Comanche National Grasslands in southwestern Kansas and southeastern Colorado, have reached population densities so low that populations will not be able to recover without a new source of birds. In an attempt to recolonize previously occupied areas in the region, Colorado Parks and Wildlife and Kansas Department of Wildlife, Parks, and Tourism translocated 411 lesser prairie-chickens to the National Grasslands between fall 2016 and spring 2019. For a translocation project to be successful, translocated birds need to stay near the release site, find habitat that meets their survival requirements, and successfully reproduce. I assessed the success of the translocation project to determine which of these requirements were met following release to meet the goal of increasing lesser prairie-chicken density on the National Grasslands and define potential obstacles for future translocation projects. I estimated nest success of lesser prairie-chickens translocated to the National Grasslands using Program MARK and determined those factors important in predicting nest success. I found that the number of years that had elapsed since the bird’s release was the best predictor of its nesting success in any given year. This fits with existing literature on grouse translocations, which state that translocation effects dissipate in years following release. Unfortunately, only 10.3% of translocated birds survived into the second year to take advantage of the increased nest success rate. My analysis of lesser prairie-chicken movement after release showed extensive dispersal away from the release site, with 99% of birds undergoing a dispersal movement >5 km from the release site. I conducted a behavioral change point analysis on translocated birds as they dispersed to determine where they settled down and how long their dispersal lasted. Birds moved an average of 144 km during their 1-2 month dispersal movement following release. Despite the presence of leks and habitat at the release sites, 69% of released birds settled >5 km from their release site after their movements. These results indicate that dispersal is an innate response to translocation, and release site placement will not be sufficient to minimize the dispersal movement
Investigation of Serum Copeptin Concentrations in Diabetic Dogs
No full textBackground: Copeptin is a peptide product of pre-provasopressin released simultaneously from the pituitary gland along with ADH (anti-diuretic hormone). Copeptin is a biomarker in serum that parallels ADH concentrations. Water balance in diabetic dogs is an important factor but the role and response of ADH is unknown. Our goal is to investigate the pathology and physiology of diabetes by exploring more about copeptin.
Hypothesis/Objectives: To validate a commercial ELISA for measurement of canine copeptin in serum.
Animals: Banked serum samples from diabetic and non-diabetic dogs presented to us from the Kansas State University College of Veterinary Medicine.
Methods: Diabetic and non-diabetic dog serum was analyzed with owner’s consent. A canine copeptin competitive ELISA from MyBioSource was used and the manufacturer instructions were followed. Samples were frozen at -20°C then thawed at 4°C before analysis. We used a computer-controlled spectrophotometric plate reader (EPOCH Biotek) at a wavelength of 450nm to analyze the ELISA and a 4-PL standard curve was created to view the linearity of standard concentrations.
Results: Our results revealed the diabetic serum contained a higher concentration of copeptin compared to the non-diabetic serum; successfully validating the ELISA. The limit of detection was 50 pg/mL with an inter-assay CV at 12% and an intra-assay CV at 14%. Linearity was determined by diluting samples into 1:2 and 1:4 dilution.
Conclusion: The validation of the ELISA gives us a resource to use for further studies in diabetic dogs and its relationship to copeptin
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No full textThe Kansas Forest Service
delivers the multiple programs
designed to improve the
management and protection
of the Kansas’ forestland
and related resources
Faculty Beliefs about the Nature of Intelligence
Get PDFEducators shape the learning experiences of students in the classroom. Their views on intelligence influence the beliefs students have about their own abilities to learn. Astin (2016) cautioned, "The faculty culture regards smartness in an almost reverential fashion" (p. 4). Research on academic mindsets has focused mainly on secondary education (e.g., Dweck, 2016; Yeager & Dweck, 2012). There is a gap in the literature about educator views about intelligence in higher education. The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in an eight-term Mindset survey. Position was the only statistically significant demographic factor
Artificial Intelligence (AI) and the Educational Process: Using AI to Enhance Student Performance in Content Skills
Get PDFThis paper examines the effectiveness of using audio artificial intelligence in Saudi classrooms. Currently, high school students in Saudi Arabia find physics difficult and they struggle to remain motivated to learn. By facilitating students’ interaction with the activities that use Google Home Mini, it is anticipated that the degree of student achievement in physics can be increased. One participating class of students will be divided into two groups, the experimental group and the control group. The experimental group will engage with AI technology through Google Home Mini, under the supervision of the teacher. The control group will receive only traditional instruction from the teacher. The study will take place over a full semester. Student performance will be evaluated by using pre- and post- curriculum-based assessments of each group. The researcher then will compare the results using statistical tests via the SPSS program. The effectiveness of Google Home Mini will be measured using the Blake equation to determine the average gain (Blake, Sutton, Masson, & Phillips, 1986). The target indicator of success for the experimental group is a score of 90% on the post-assessment. AI is important in education because of its inherent strength in helping to address students’ learning needs in the classroom. AI systems provide flexibility in presenting scientific material and in responding to students’ interests and needs. AI systems benefit students through their ability to support information gathering and processing that enables greater diversity of response. There are many competing types of intelligence, including the capacity for logic, understanding, planning, emotional knowledge, self-awareness, creativity, problem solving, and learning. However, Tegmark (2018) asserts that intelligence is defined as “the ability to accomplish complex goals” (pp. 4-5). It is anticipated that using Google Home Mini in the classroom will support learners to develop this kind of intelligence and achieve the content-area goals