15 research outputs found

    Acoustic metamaterial absorbers based on multilayered sonic crystals

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    Through the use of a layered arrangement, it is shown that lossy sonic crystals can be arranged to create a structure with extreme acoustic properties, namely, an acoustic metamaterial. This artificial structure shows different effective fluids and absorptive properties in different orientations. Theoretical, numerical, and experimental results examining thermoviscous losses in sonic crystals are presented, enabling the fabrication and characterization of an acoustic metamaterial absorber with complex-valued anisotropic inertia. To accurately describe and fabricate such an acoustic metamaterial in a realizable experimental configuration, confining structures are needed which modify the effective properties, due to the thermal and viscous boundary layer effects within the sonic crystal lattice. Theoretical formulations are presented which describe the effects of these confined sonic crystals, both individually and as part of an acoustic metamaterial structure. Experimental demonstrations are also reported using an acoustic impedance tube. The formulations developed can be written with no unknown or empirical coefficients, due to the structured lattice of the sonic crystals and organized layering scheme; and it is shown that higher filling fraction arrangements can be used to provide a large enhancement in the loss factor. (C) 2015 AIP Publishing LLC.This work was supported by the U.S. Office of Naval Research (Award No. N000141210216) and by the Spanish Ministerio de Economia y Competitividad (MINECO) under Contract No. TEC2010-19751.Guild, M.; García Chocano, VM.; Kan, W.; Sánchez-Dehesa Moreno-Cid, J. (2015). Acoustic metamaterial absorbers based on multilayered sonic crystals. Journal of Applied Physics. 117(11):114902-1-114902-14. https://doi.org/10.1063/1.4915346S114902-1114902-1411711Dowling, J. P. (1992). Sonic band structure in fluids with periodic density variations. 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    Instructional Models for Course-Based Research Experience (CRE) Teaching

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    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

    When Civil Society Uses an Iron Fist: The Roles of Private Associations in Rulemaking and Adjudication

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