Uncertainty Quantification for Airfoil Icing using Polynomial Chaos Expansions

The formation and accretion of ice on the leading edge of a wing can be detrimental to airplane performance. Complicating this reality is the fact that even a small amount of uncertainty in the shape of the accreted ice may result in a large amount of uncertainty in aerodynamic performance metrics (e.g., stall angle of attack). The main focus of this work concerns using the techniques of Polynomial Chaos Expansions (PCE) to quantify icing uncertainty much more quickly than traditional methods (e.g., Monte Carlo). First, we present a brief survey of the literature concerning the physics of wing icing, with the intention of giving a certain amount of intuition for the physical process. Next, we give a brief overview of the background theory of PCE. Finally, we compare the results of Monte Carlo simulations to PCE-based uncertainty quantification for several different airfoil icing scenarios. The results are in good agreement and confirm that PCE methods are much more efficient for the canonical airfoil icing uncertainty quantification problem than Monte Carlo methods.Comment: Submitted and under review for the AIAA Journal of Aircraft and 2015 AIAA Conferenc

Continuous flow synthesis of heterocycles: A recent update on the flow synthesis of indoles

Indole derivatives are among the most useful and interesting heterocycles employed in drug discovery and medicinal chemistry. In addition, flow chemistry and flow technology are changing the synthetic paradigm in the field of modern synthesis. In this review, the role of flow technology in the preparation of indole derivatives is showcased. Selected examples have been described with the aim to provide readers with an overview on the tactics and technologies used for targeting indole scaffolds

SDSS J142625.71+575218.3: A Prototype for A New Class of Variable White Dwarf

We present the results of a search for pulsations in six of the recently discovered carbon-atmosphere white dwarf ("hot DQ") stars. On the basis of our theoretical calculations, the star SDSS J142625.71 + 575218.3 is the only object expected to pulsate. We observe this star to be variable, with significant power at 417.7 s and 208.8 s ( first harmonic), making it a strong candidate as the first member of a new class of pulsating white dwarf stars, the DQVs. Its folded pulse shape, however, is quite different from that of other white dwarf variables and shows similarities with that of the cataclysmic variable AM CVn, raising the possibility that this star may be a carbon-transferring analog of AM CVn stars. In either case, these observations represent the discovery of a new and exciting class of object.NSF AST-0507639, AST-0602288, AST-0607480, AST-0307321Astronom

Introduction: Critical pedagogy "under the radar" and "off the grid"

Introduction to this issue

Looking to Transform Learning: From Social Transformation in the Public Sphere to Authentic Learning in the Classroom

In and out of school technology uses present themselves differently. Namely, outside structures more often than not reflect distributed knowledge models, while inside structures mirror hierarchical ones. Drawing upon theoretical frames of cultural sociology and critical pedagogy, the paper aims to contrast the structures of participation outside and inside school walls. We illustrate that looking outside the classroom gives us insight into how teachers might more readily and actively engage youth in meaningful applications activity. Specifically, we use the former to inform the later. We conclude with implication for using outside technology participation to reconceptualize inside learning designs

Introduction: Critical Pedagogy Under the Radar and Off the Grid

Fall 2010: We (Tricia, Donna, and Pat) are beginning to feel restless as our college is in the throws of devising “measurable standards” and, accordingly, “input-output” measurement schemes in preparation for an upcoming TEAC review that looms one year on the horizon. At times together and at times separately, we sit through many meetings about rubrics, e-portfolios, and espoused best practices, feeling antsy and angst-y, not very different from bored high schoolers texting each other in the back of the classroom. After we leave these faculty brainstorming sessions, we enter into our classrooms where we work with pre-service and in-service teachers and administrators, and we introduce them to critical pedagogy. Our students receive the content and pedagogy with mixed reactions. Some feel quite liberated, perhaps vindicated because this is how they had been teaching all along. Others think criticality is “nice, but impractical,” and some consider it counter-productive to helping students meet proficiency on standardized math and reading exams. Whichever the case, there seems to be a common sentiment among many of our students that critical pedagogy would be great in an ideal world, but in the “real world” of schools, it simply can’t happen because “there just isn’t time” or “it doesn’t align with the standards” or “it would be seen as insubordination by the administration.