Hamiltonian discontinuous Galerkin FEM for linear, rotating incompressible Euler equations: inertial waves

A discontinuous Galerkin finite element method (DGFEM) has been developed and tested for linear, three-dimensional, rotating incompressible Euler equations. These equations admit complicated wave solutions. The numerical challenges concern: (i) discretisation of a divergence-free velocity field; (ii) discretisation of geostrophic boundary conditions combined with no-normal flow at solid walls; (iii) discretisation of the conserved, Hamiltonian dynamics of the inertial-waves; and, (iv) large-scale computational demands owing to the three-dimensional nature of inertial-wave dynamics and possibly its narrow zones of chaotic attraction. These issues have been resolved: (i) by employing Dirac’s method of constrained Hamiltonian dynamics to our DGFEM for linear, compressible flows, thus enforcing the incompressibility constraints; (ii) by enforcing no-normal flow at solid walls in a weak form and geostrophic tangential flow —along the wall; (iii) by applying a symplectic time discretisation; and, (iv) by combining PETSc’s linear algebra routines with our high-level software. We compared our simulations with exact solutions of three-dimensional compressible and incompressible flows, in (non)rotating periodic and partly periodic cuboids (Poincar´e waves). Additional verifications concerned semi-analytical eigenmode solutions in rotating cuboids with solid walls

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

James J. Kaput (1942–2005) imagineer and futurologist of mathematics education

Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work