Multi-Fidelity Predictions for Control Allocation on the NASA Ikhana Research Aircraft to Minimize Drag

Optimal control settings (camber scheduling) can be used by aircraft to minimize drag at various operating conditions during flight. In this work, camber schedules for minimum drag on the NASA Ikhana are obtained over a range of lift coefficients. A modern numerical lifting-line algorithm is used to predict the lift and drag of the aircraft as a function of operating condition and wing section shape (airfoil camber). The SLSQP optimization algorithm is used to solve for the camber schedule that minimizes drag for a given operating condition. The process is repeated, varying the number of control sections to evaluate the benefit of additional control sections in minimizing drag on the aircraft. Results show that there are diminishing returns with increased numbers of control sections. For the NASA Ikhana, the limit on the number of control sections added before diminishing results were obtained was found to be 2 control sections. With 2 control sections the NASA Ikhana achieved between a 4.5% and 26.3% reduction in drag for lift coefficients between 0.1−0.9 when compared to the baseline Ikhana with no control sections. Adding an additional 2 control sections reduced the drag by less than 0.75%. Results from the optimization can be used in flight algorithms to schedule camber during flight such that drag and fuel burn are minimized. Results can also be used to inform the design of future aircraft with distributed control surfaces, especially in the growing small unmanned aerial vehicle (UAV) market where many designs are aerodynamically less efficient than commercial and research aircraft, such as the NASA Ikhana

Genome signature analysis of thermal virus metagenomes reveals Archaea and thermophilic signatures

<p>Abstract</p> <p>Background</p> <p>Metagenomic analysis provides a rich source of biological information for otherwise intractable viral communities. However, study of viral metagenomes has been hampered by its nearly complete reliance on BLAST algorithms for identification of DNA sequences. We sought to develop algorithms for examination of viral metagenomes to identify the origin of sequences independent of BLAST algorithms. We chose viral metagenomes obtained from two hot springs, Bear Paw and Octopus, in Yellowstone National Park, as they represent simple microbial populations where comparatively large contigs were obtained. Thermal spring metagenomes have high proportions of sequences without significant Genbank homology, which has hampered identification of viruses and their linkage with hosts. To analyze each metagenome, we developed a method to classify DNA fragments using genome signature-based phylogenetic classification (GSPC), where metagenomic fragments are compared to a database of oligonucleotide signatures for all previously sequenced Bacteria, Archaea, and viruses.</p> <p>Results</p> <p>From both Bear Paw and Octopus hot springs, each assembled contig had more similarity to other metagenome contigs than to any sequenced microbial genome based on GSPC analysis, suggesting a genome signature common to each of these extreme environments. While viral metagenomes from Bear Paw and Octopus share some similarity, the genome signatures from each locale are largely unique. GSPC using a microbial database predicts most of the Octopus metagenome has archaeal signatures, while bacterial signatures predominate in Bear Paw; a finding consistent with those of Genbank BLAST. When using a viral database, the majority of the Octopus metagenome is predicted to belong to archaeal virus Families <it>Globuloviridae </it>and <it>Fuselloviridae</it>, while none of the Bear Paw metagenome is predicted to belong to archaeal viruses. As expected, when microbial and viral databases are combined, each of the Octopus and Bear Paw metagenomic contigs are predicted to belong to viruses rather than to any Bacteria or Archaea, consistent with the apparent viral origin of both metagenomes.</p> <p>Conclusion</p> <p>That BLAST searches identify no significant homologs for most metagenome contigs, while GSPC suggests their origin as archaeal viruses or bacteriophages, indicates GSPC provides a complementary approach in viral metagenomic analysis.</p

Audiovisual temporal correspondence modulates human multisensory superior temporal sulcus plus primary sensory cortices

The brain should integrate related but not unrelated information from different senses. Temporal patterning of inputs to different modalities may provide critical information about whether those inputs are related or not. We studied effects of temporal correspondence between auditory and visual streams on human brain activity with functional magnetic resonance imaging ( fMRI). Streams of visual flashes with irregularly jittered, arrhythmic timing could appear on right or left, with or without a stream of auditory tones that coincided perfectly when present ( highly unlikely by chance), were noncoincident with vision ( different erratic, arrhythmic pattern with same temporal statistics), or an auditory stream appeared alone. fMRI revealed blood oxygenation level-dependent ( BOLD) increases in multisensory superior temporal sulcus (mSTS), contralateral to a visual stream when coincident with an auditory stream, and BOLD decreases for noncoincidence relative to unisensory baselines. Contralateral primary visual cortex and auditory cortex were also affected by audiovisual temporal correspondence or noncorrespondence, as confirmed in individuals. Connectivity analyses indicated enhanced influence from mSTS on primary sensory areas, rather than vice versa, during audiovisual correspondence. Temporal correspondence between auditory and visual streams affects a network of both multisensory ( mSTS) and sensory-specific areas in humans, including even primary visual and auditory cortex, with stronger responses for corresponding and thus related audiovisual inputs

Beyond deficit-based models of learners' cognition: Interpreting engineering students' difficulties with sense-making in terms of fine-grained epistemological and conceptual dynamics

Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about knowledge and learning can hinder them from activating and integrating productive knowledge they have. In this case study of an engineering major solving problems (about content from his introductory physics course) during a clinical interview, we show that "Jim" has all the mathematical and conceptual knowledge he would need to solve a hydrostatic pressure problem that we posed to him. But he reaches and sticks with an incorrect answer that violates common sense. We argue that his lack of mathematical sense-making-specifically, translating and reconciling between mathematical and everyday/common-sense reasoning-stems in part from his epistemological views, i.e., his views about the nature of knowledge and learning. He regards mathematical equations as much more trustworthy than everyday reasoning, and he does not view mathematical equations as expressing meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and mathematical formalism as either necessary or plausible to accomplish. We, however, avoid a potential "deficit trap"-substituting an epistemological deficit for a concepts/skills deficit-by incorporating multiple, context-dependent epistemological stances into Jim's cognitive dynamics. We argue that Jim's epistemological stance contains productive seeds that instructors could build upon to support Jim's mathematical sense-making: He does see common-sense as connected to formalism (though not always tractably so) and in some circumstances this connection is both salient and valued.Comment: Submitted to the Journal of Engineering Educatio

High-field fMRI reveals brain activation patterns underlying saccade execution in the human superior colliculus

Background The superior colliculus (SC) has been shown to play a crucial role in the initiation and coordination of eye- and head-movements. The knowledge about the function of this structure is mainly based on single-unit recordings in animals with relatively few neuroimaging studies investigating eye-movement related brain activity in humans. Methodology/Principal Findings The present study employed high-field (7 Tesla) functional magnetic resonance imaging (fMRI) to investigate SC responses during endogenously cued saccades in humans. In response to centrally presented instructional cues, subjects either performed saccades away from (centrifugal) or towards (centripetal) the center of straight gaze or maintained fixation at the center position. Compared to central fixation, the execution of saccades elicited hemodynamic activity within a network of cortical and subcortical areas that included the SC, lateral geniculate nucleus (LGN), occipital cortex, striatum, and the pulvinar. Conclusions/Significance Activity in the SC was enhanced contralateral to the direction of the saccade (i.e., greater activity in the right as compared to left SC during leftward saccades and vice versa) during both centrifugal and centripetal saccades, thereby demonstrating that the contralateral predominance for saccade execution that has been shown to exist in animals is also present in the human SC. In addition, centrifugal saccades elicited greater activity in the SC than did centripetal saccades, while also being accompanied by an enhanced deactivation within the prefrontal default-mode network. This pattern of brain activity might reflect the reduced processing effort required to move the eyes toward as compared to away from the center of straight gaze, a position that might serve as a spatial baseline in which the retinotopic and craniotopic reference frames are aligned

Blogging in the physics classroom: A research-based approach to shaping students' attitudes towards physics

Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to calculate, but come out of a general physics course without a deep understanding of how physics has transformed the world around them. In other words, they get the "how" but not the "why". Studies have shown that students leave introductory physics courses almost universally with decreased expectations and with a more negative attitude. This paper will detail an experiment to address this problem: a course weblog or "blog" which discusses real-world applications of physics and engages students in discussion and thinking outside of class. Specifically, students' attitudes towards the value of physics and its applicability to the real-world were probed using a 26-question Likert scale survey over the course of four semesters in an introductory physics course at a comprehensive Jesuit university. We found that students who did not participate in the blog study generally exhibited a deterioration in attitude towards physics as seen previously. However, students who read, commented, and were involved with the blog maintained their initially positive attitudes towards physics. Student response to the blog was overwhelmingly positive, with students claiming that the blog made the things we studied in the classroom come alive for them and seem much more relevant.Comment: 20 pages, 6 figure

Searching for the dual of the Maxwell-Chern-Simons model minimally coupled to dynamical U(1) charged matter

The possibility of dual equivalence between the self-dual and the Maxwell-Chern-Simons (MCS) models when the latter is coupled to dynamical, U(1) fermionic charged matter is examined. The proper coupling in the self-dual model is then disclosed using the iterative gauge embedding approach. We found that the self-dual potential needs to couple directly to the Chern-Kernel of the source in order to establish this equivalence besides the need for a self-interaction term to render the matter sector unchanged.Comment: 4 pages, RevTeX, new references, accepted for publication on Phys. Lett.

Body composition changes associated with fasted versus non-fasted aerobic exercise

It has been hypothesized that performing aerobic exercise after an overnight fast accelerates the loss of body fat. The purpose of this study was to investigate changes in fat mass and fat-free mass following four weeks of volume-equated fasted versus fed aerobic exercise in young women adhering to a hypocaloric diet. Twenty healthy young female volunteers were randomly assigned to 1 of 2 experimental groups: a fasted training (FASTED) group that performed exercise after an overnight fast (n = 10) or a post-prandial training (FED) group that consumed a meal prior to exercise (n = 10). Training consisted of 1 hour of steady-state aerobic exercise performed 3 days per week. Subjects were provided with customized dietary plans designed to induce a caloric deficit. Nutritional counseling was provided throughout the study period to help ensure dietary adherence and self-reported food intake was monitored on a regular basis. A meal replacement shake was provided either immediately prior to exercise for the FED group or immediately following exercise for the FASTED group, with this nutritional provision carried out under the supervision of a research assistant. Both groups showed a significant loss of weight (P = 0.0005) and fat mass (P = 0.02) from baseline, but no significant between-group differences were noted in any outcome measure. These findings indicate that body composition changes associated with aerobic exercise in conjunction with a hypocaloric diet are similar regardless whether or not an individual is fasted prior to training

Pharmacological And Genetic Reversal Of Age-Dependent Cognitive Deficits Attributable To Decreased Presenilin Function

Alzheimer\u27s disease (AD) is the leading cause of cognitive loss and neurodegeneration in the developed world. Although its genetic and environmental causes are not generally known, familial forms of the disease (FAD) are attributable to mutations in a single copy of the Presenilin (PS) and amyloid precursor protein genes. The dominant inheritance pattern of FAD indicates that it may be attributable to gain or change of function mutations. Studies of FAD-linked forms of presenilin (psn) in model organisms, however, indicate that they are loss of function, leading to the possibility that a reduction in PS activity might contribute to FAD and that proper psn levels are important for maintaining normal cognition throughout life. To explore this issue further, we have tested the effect of reducing psn activity during aging in Drosophila melanogaster males. We have found that flies in which the dosage of psn function is reduced by 50% display age-onset impairments in learning and memory. Treatment with metabotropic glutamate receptor (mGluR) antagonists or lithium during the aging process prevented the onset of these deficits, and treatment of aged flies reversed the age-dependent deficits. Genetic reduction of Drosophila metabotropic glutamate receptor (DmGluRA), the inositol trisphosphate receptor (InsP(3)R), or inositol polyphosphate 1-phosphatase also prevented these age-onset cognitive deficits. These findings suggest that reduced psn activity may contribute to the age-onset cognitive loss observed with FAD. They also indicate that enhanced mGluR signaling and calcium release regulated by InsP(3)R as underlying causes of the age-dependent cognitive phenotypes observed when psn activity is reduced

Symbolic Manipulators Affect Mathematical Mindsets

Symbolic calculators like Mathematica are becoming more commonplace among upper level physics students. The presence of such a powerful calculator can couple strongly to the type of mathematical reasoning students employ. It does not merely offer a convenient way to perform the computations students would have otherwise wanted to do by hand. This paper presents examples from the work of upper level physics majors where Mathematica plays an active role in focusing and sustaining their thought around calculation. These students still engage in powerful mathematical reasoning while they calculate but struggle because of the narrowed breadth of their thinking. Their reasoning is drawn into local attractors where they look to calculation schemes to resolve questions instead of, for example, mapping the mathematics to the physical system at hand. We model the influence of Mathematica as an integral part of the constant feedback that occurs in how students frame, and hence focus, their work