Numerical and experimental evaluation of shock dividers

Mitigation of pressure pulsations in the exhaust of a pulse detonation combustor is crucial for operation with a downstream turbine. For this purpose, a device termed the shock divider is designed and investigated. The intention of the divider is to split the leading shock wave into two weaker waves that propagate along separated ducts with different cross sections, allowing the shock waves to travel with different velocities along different paths. The separated shock waves redistribute the energy of the incident shock wave. The shock dynamics inside the divider are investigated using numerical simulations. A second-order dimensional split finite volume MUSCL-scheme is used to solve the compressible Euler equations. Furthermore, low-cost simulations are performed using geometrical shock dynamics to predict the shock wave propagation inside the divider. The numerical simulations are compared to high-speed schlieren images and time-resolved total pressure recording. For the latter, a high-frequency pressure probe is placed at the divider outlet, which is shown to resolve the transient total pressure during the shock passage. Moreover, the separation of the shock waves is investigated and found to grow as the divider duct width ratio increases. The numerical and experimental results allow for a better understanding of the dynamic evolution of the flow inside the divider and inform its capability to reduce the pressure pulsations at the exhaust of the pulse detonation combustor

Correlation Analysis of High-Resolution Particle Image Velocimetry Data of Screeching Jets

The authors would like to acknowledge the support of the Australian Research Council, the Research at Cloud Monash National eResearch Collaboration Tools and Resources project funded by the Australia Commonwealth Government, and the School of Engineering and Materials Sciences at Queen Mary University of London

Antagonism of the proinflammatory and pronociceptive actions of canonical and biased agonists of protease-activated receptor-2

Diverse proteases cleave protease-activated receptor-2 (PAR2) on primary sensory neurons and epithelial cells to evoke pain and inflammation. Trypsin and tryptase activate PAR2 by a canonical mechanism that entails cleavage within the extracellular N-terminus revealing a tethered ligand that activates the cleaved receptor. Cathepsin-S and elastase are biased agonists that cleave PAR2 at different sites to activate distinct signalling pathways. Although PAR2 is a therapeutic target for inflammatory and painful diseases, the divergent mechanisms of proteolytic activation complicate the development of therapeutically useful antagonists

A Parabolised Stability Equation based Broadband Shock-Associated Noise Model

International audienceWavepacket models have been used extensively to predict the noise produced from turbulent subsonic and supersonic jets. Such wavepackets, which represent the organised structures of the flow, are solutions to the linearised Navier-Stokes equations. Using a kinematic two-point model, Wong et al. [1] have indicated the importance of incorporating coherence decay in modelling broadband shock-associated noise (BBSAN) in supersonic jets. In this work, we aim to improve the model by using solutions from linear parabolised stability equations (PSE) to model the wavepacket part of the BBSAN source. The two-point coherence of the wavepackets is obtained from large-eddy simulation (LES) data of a M j = 1.5 fully-expanded isothermal supersonic jet [2]. The aim is to build a dynamic sound-source model for BBSAN that would improve on the simplified line-source model proposed by Wong et al. [3]. We find that a frequency dependent coherence decay length scale is important in order to suppress the higher-order harmonic peaks [4] and to obtain the correct BBSAN peak shape. Moderate agreement up to St = 1 was found between the current noise predictions and those from experimental data. I. Nomenclature ω = wavepacket frequency θ = azimuthal coordinate c s n = amplitude coefficient of the shock cells G = Green's function k s = shock-cell wavenumber k h = hydrodynamic wavenumber L = longitudinal extent of wavepacket L c = coherence length of wavepacket m = azimuthal mode number M j = ideally-expanded Mach number r = radial coordinate u s = shock cell velocity fluctuation u t = wavepacket fluctuationŝ u * ω = velocity fluctuations at a frequency ω x = axial coordinat

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching

Impacts of habitat heterogeneity on the provision of multiple ecosystem services in a temperate floodplain

The relationships between habitat heterogeneity and the provision of multiple ecosystem services are not well understood. This study investigates the impacts of heterogeneity in surface floodwater inundation on the productive efficiency of ecosystem service provision, and the degree to which the relative provision of these ecosystem services is evenly balanced. We analyse indicators of five services. Field data from 100 floodplain quadrats were first analysed to investigate relationships between ecosystem service indicators and floodplain hydrology. Floodplain mosaics of varying hydrological heterogeneity were then simulated using the empirical data. Simulated floodplains with higher hydrological heterogeneity were generally less efficient in providing the target indicators, because they were adapted to the particular hydrological ranges which best provided the target services. Simulated floodplains that were more heterogeneous generally provided more even levels of the target indicators by segregating provision into different habitat types. Heterogeneity in floodplain hydrology may help to balance provision of multiple ecosystem services. However, management of hydrological heterogeneity to achieve this requires a detailed understanding of the relationships between each service and habitat conditions

Ubiquitin-like protein 3 (UBL3) is required for MARCH ubiquitination of major histocompatibility complex class II and CD86

The MARCH E3 ubiquitin (Ub) ligase MARCH1 regulates trafficking of major histocompatibility complex class II (MHC II) and CD86, molecules of critical importance to immunity. Here we show, using a genome-wide CRISPR knockout screen, that ubiquitin-like protein 3 (UBL3) is a necessary component of ubiquitination-mediated trafficking of these molecules in mice and in humans. Ubl3-deficient mice have elevated MHC II and CD86 expression on the surface of professional and atypical antigen presenting cells. UBL3 also regulates MHC II and CD86 in human dendritic cells (DCs) and macrophages. UBL3 impacts ubiquitination of MARCH1 substrates, a mechanism that requires UBL3 plasma membrane anchoring via prenylation. Loss of UBL3 alters adaptive immunity with impaired development of thymic regulatory T cells, loss of conventional type 1 DCs, increased number of trogocytic marginal zone B cells, and defective in vivo MHC II and MHC I antigen presentation. In summary, we identify UBL3 as a conserved, critical factor in MARCH1-mediated ubiquitination with important roles in immune responses

Testing Simulation Theory with Cross-Modal Multivariate Classification of fMRI Data

The discovery of mirror neurons has suggested a potential neural basis for simulation and common coding theories of action perception, theories which propose that we understand other people's actions because perceiving their actions activates some of our neurons in much the same way as when we perform the actions. We propose testing this model directly in humans with functional magnetic resonance imaging (fMRI) by means of cross-modal classification. Cross-modal classification evaluates whether a classifier that has learned to separate stimuli in the sensory domain can also separate the stimuli in the motor domain. Successful classification provides support for simulation theories because it means that the fMRI signal, and presumably brain activity, is similar when perceiving and performing actions. In this paper we demonstrate the feasibility of the technique by showing that classifiers which have learned to discriminate whether a participant heard a hand or a mouth action, based on the activity patterns in the premotor cortex, can also determine, without additional training, whether the participant executed a hand or mouth action. This provides direct evidence that, while perceiving others' actions, (1) the pattern of activity in premotor voxels with sensory properties is a significant source of information regarding the nature of these actions, and (2) that this information shares a common code with motor execution

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education