Pulse propagation in gravity currents

Real world gravity current flows rarely exist as a single discrete event, but are instead made up of multiple surges. This paper examines the propagation of surges as pulses in gravity currents. Using theoretical shallow-water modeling, we analyze the structure of pulsed flows created by the sequential release of two lock-boxes. The first release creates a gravity current, while the second creates a pulse that eventually propagates to the head of the first current. Two parameters determine the flow structure: the densimetric Froude number at the head of the current, Fr, and a dimensionless time between releases, tre. The shallow-water model enables the flow behavior to be mapped in (Fr, tre) space. Pulse speed depends on three critical characteristic curves: two that derive from the first release and correspond to a wavelike disturbance which reflects between the head of the current and the back of the lock-box and a third that originates from the second release and represents the region of the flow affected by the finite supply of source material. Pulses have non-negative acceleration until they intersect the third characteristic, after which they decelerate. Variations in pulse speed affect energy transfer and dissipation. Critically for lahars, landslides, and avalanches, pulsed flows may change from erosional to depositional, further affecting their dynamics. Gravity current hazard prediction models for such surge-prone flows may underpredict risk if they neglect internal flow dynamics

Mixing in density- and viscosity-stratified flows

The lock-exchange problem is used extensively to study the flow dynamics of density-driven flows, such as gravity currents, and as a canonical problem to mixing in stratified flows. Opposite halves of a domain are filled with two fluids of different densities and held in place by a lock-gate. Upon release, the density difference drives the flow causing the fluids to slosh back and forth. In many scenarios, density stratification will also impose a viscosity stratification (e.g., if there are suspended sediments or the two fluids are distinct). However, numerical models often neglect variable viscosity. This paper characterizes the effect of both density and viscosity stratification in the lock-exchange configuration. The governing Navier-Stokes equations are solved using direct numerical simulation. Three regimes are identified in terms of the viscosity ratio μ 2 / μ 1 = (1 + γ) between the dense and less dense fluids: when γ ≪ 1, the flow dynamics are similar to the equal-viscosity case; for intermediate values (γ ∼ 1), viscosity inhibits interface-scale mixing leading to a global reduction in mixing and enhanced transfer between potential and kinetic energy. Increasing the excess viscosity ratio further (γ ≫ 1) results in significant viscous dissipation. Although many gravity or turbidity current models assume constant viscosity, our results demonstrate that viscosity stratification can only be neglected when γ ≪ 1. The initial turbidity current composition could enhance its ability to become self-sustaining or accelerating at intermediate excess viscosity ratios. Currents with initially high excess viscosity ratio may be unable to dilute and propagate long distances because of the decreased mixing rates and increased dissipation

Capillary breakup of suspensions near pinch-off

We present new findings on how the presence of particles alters the pinch-off dynamics of a liquid bridge. For moderate concentrations, suspensions initially behave as a viscous liquid with dynamics determined by the bulk viscosity of the suspension. Close to breakup, however, the filament loses its homogeneous shape and localised accelerated breakup is observed. This paper focuses on quantifying these final thinning dynamics for different sized particles with radii between 3 μm and 20 μm in a Newtonian matrix with volume fractions ranging from 0.02 to 0.40. The dynamics of these capillary breakup experiments are very well described by a one-dimensional model that correlates changes in thinning dynamics with the particle distribution in the filament. For all samples, the accelerated dynamics are initiated by increasing particle-density fluctuations that generate locally diluted zones. The onset of these concentration fluctuations is described by a transition radius, which scales with the particle radius and volume fraction. The thinning rate continues to increase and reaches a maximum when the interstitial fluid is thinning between two particle clusters. Contrary to previous experimental studies, we observe that the final thinning dynamics are dominated by a deceleration, where the interstitial fluid appears not to be disturbed by the presence of the particles. By rescaling the experimental filament profiles, it is shown that the pinching dynamics return to the self-similar scaling of a viscous Newtonian liquid bridge in the final moments preceding breakup

CaBER vs ROJER - Different time scales for the thinning of a weakly elastic jet

In this paper, we demonstrate that the capillary thinning dynamics of a weakly viscoelastic jet follow a different timescale than a liquid bridge of the same fluid between two stationary surfaces for similar geometrical scales. The thinning in the latter case observed with capillary breakup extensional rheometry (or CaBER) follows a well established scaling of the radius with time for an elasto-capillary (EC) balance of R ∼ exp (- t / 3 λ). However, for the thinning of the filaments between droplets in a jet, it was so far just assumed that the same scaling law holds. In this paper, we experimentally demonstrate that the jet thinning in a Rayleigh-Ohnesorge jetting extensional rheometer (or ROJER) follows a different scaling of R ∼ exp (- t / 2 λ). This is demonstrated by a direct comparison of the thinning dynamics of weakly viscoelastic (O h < 0.01) aqueous solutions of polyethylene oxide in the two experimental setups, covering a wide range of jetting velocities or Weber numbers of 1-70. We demonstrate outgoing from a momentum balance that includes inertia and elasticity that this difference in scaling is due to a constant axial tension in the jet arising from the constant creation rate of new surface at the nozzle. Numerical simulations using the FENE-P model support this theory and demonstrate that in the exponential thinning regime of the jet the elastic stresses are indeed balanced by the axial tension (rather than by capillary pressure as in the EC balance regime of the CaBER experiment). It is readily shown from the reduced stress balance that this axial-elastic balance regime in the ROJER experiment leads to a faster exponential thinning, following the new scaling of R ∼ exp (- t / 2 λ) that was experimentally observed. Furthermore, we observe both in experiment and simulation that a jet thinning does not exhibit a self-similar structure of the corner region where the thinning filament connects to the drop as it is generally observed for a filament with an axial tension decaying with the filament radius as in the CaBER. The resulting difference of 50% in extensional relaxation time λ extracted from ROJER experiments might require one to revisit previously reported ROJER experiments and is required for the correct evaluation of future jetting rheometry experiments

Religious Education, Big Ideas and the study of religion(s) and worldview(s)

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.This article outlines the ‘Big Ideas’ approach to curriculum reform, as applied in the ‘Principles and Big Ideas of Science Education’ project (Harlen 2010). A critical analysis follows of the outcomes of the University of Exeter’s ‘Identifying Principles and Big Ideas for Religious Education’ project, which sought to apply the same approach to Religious Education (RE) in English schools (Wintersgill 2017). This project made great headway in generating ‘Big Ideas’ to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge mean that ‘Big Ideas’ about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our ‘knowledge’ of religion(s) and worldview(s) is generated. In this regard, the article posits four ‘Big Ideas about the study of religion(s) and worldview(s)’ to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the ‘RE-searchers approach’ to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice.The ‘Identifying Principles and Big Ideas for Religious Education’ project was supported by the St Luke’s College Foundation (016J-086). The ‘RE-searchers: A critical dialogic approach to Religious Education in primary schools’ project was supported by the Culham St. Gabriel’s Trust and Hockerill Education Foundation

Explore the concept of “light” and its interaction with matter: an inquiry-based science education project in primary school

The exploration process leading to the understanding of physical phenomena, such as light and its interaction with matter, raises great interest and curiosity in children. However, in most primary schools, children rarely have the opportunity to conduct science activities in which they can engage in an enquiry process even if by the action of the teacher. In this context, we have organised several in-service teacher training courses and carried out several pedagogic interventions in Portuguese primary schools, with the aim of promoting inquirybased science education. This article describes one of those projects, developed with a class of the third grade, which explored the curricular topic “Light Experiments”. Various activities were planned and implemented, during a total of ten hours spread over five lessons. The specific objectives of this paper are: to illustrate and analyse the teaching and learning process promoted in the classroom during the exploration of one of these lessons, and to assess children’s learning three weeks after the lessons. The results suggest that children made significant learning which persisted. We conclude discussing some processes that stimulated children’ learning, including the importance of teacher questioning in scaffolding children's learning and some didactic implications for teacher training.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

The significance of motivation in student-centred learning : a reflective case study

The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teachinglearning process. It argues that the development of the higherlevel cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices

Secondary school pupils' preferences for different types of structured grouping practices

The aim of this paper is to explore pupils’ preferences for particular types of grouping practices an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The paper considers whether there are other ways of achieving this avoiding the negative social and personal outcomes of setting for some pupils