Theoretical investigation of crossflow effects on compressible turbulent boundary layer over bodies of revolution

Crossflow effects on compressible turbulent boundary layer over bodies of revolutio

An experimental investigation of vortex generation in a turbulent boundary layer undergoing adverse pressure gradient

The existence of streamwise vortices in nominally 2-dimensional boundary layers undergoing adverse pressure gradient was investigated. The free stream Mach number was 5.75, the wall to stagnation temperature ratio was 0.63 and the Reynolds number based on free stream conditions was 3.9 x 10 to the 7th power/ft. The model consisted of an axisymmetric compression flare preceded by a cylindrical axially symmetric body. A natural turbulent boundary layer was established well ahead of the compression region. Boundary layer profiles of static pressure, pitot pressure, and stagnation temperature were taken at a surface station with a local inclination of 20 deg. Profile measurements were obtained at various peripheral stations. The measurements revealed zero peripheral variations at the surface of the body and at the edge of the boundary layer. However, distinct wavy pressure variations were observed within the boundary layer profiles, indicating the existence of longitudinal vortex cells within the boundary layer

Junior Recital

List of performers and performances

Exploring students’ and employers’ perspectives of creativity in STEM

Creativity is known to have an impact on innovation and advancements in new technology with the goal to benefit society. Creativity allows exploration of new ideas and inventions which is present in great findings within Science, Technology, Engineering and Mathematics (STEM). To inspire new generations of brilliant and innovative scientists, this study aims to further the research conducted into the relationship creativity has with STEM education and employment. This presentation will describe students’ and employers’ perceptions of creativity. Self-reflective, introspective surveys were distributed to first-, second- and third-year undergraduate chemistry, mathematics and engineering students, as well as pre-service teachers and employers. Semi-structured interviews were also conducted with undergraduate students. Likert scale survey questions were analysed using Remark Office and SPSS. Short answer survey questions and interview questions were analysed using content analysis to identify common themes. Some commonly identified themes for students’ definition of creativity include novelty of ideas, unique ideas, innovation, thinking outside the box and imagination. Students believe that links exist between creativity and job retention, promotion and attainment. They also believe that employers view creativity as important, but not as important as other skills. Some mismatches between student perceptions and employer perspectives were also found. By inspecting trends in students’ perceptions and comparing these to employers’ perspectives, it is possible to identify what changes (if any) need to be made to the education system to meet employers’ expectations. This may allow creative students to be prominent when transitioning into the workforce, encouraging future advancements in STEM as an industry

An experimental investigation of the turbulent boundary layer undergoing both adverse pressure gradient and cross flow along a plane of symmetry

Hypervelocity wind tunnel investigation of turbulent boundary undergoing adverse pressure gradient and cross flow along plane of symmetr

An investigation of the place of inquiry-based learning in chemistry laboratories in senior secondary school and first-year university

One of the most important aspects of science education is understanding how evidence, data, and models explain the natural world. Laboratory work strengthens this understanding by linking content knowledge to science practices and promoting student inquiry. Inquiry within chemistry education is generally taught through laboratory experiments, ranging from traditional, guided inquiry and open inquiry experiments (Furtak et al., 2012). This poster will look at the preliminary results from 152 undergraduate Curtin University students who completed year 11 chemistry. A questionnaire derived from five Likert scales (Chatterjee et al., 2009; Cheung, 2011; Fraser et al., 1993) was used to understand students' past experiences with inquiry types and if changes should be made to the level taught at year 11. The results showed strong support for guided inquiry laboratories compared to open and procedural laboratories. While guided inquiry was favoured, students acknowledged that conducting procedural experiments better develops practical skills. Additionally, participants had to match the most frequent type of inquiry to a scenario with students struggling to decide between open and guided inquiry; students more uniformly identified procedural laboratories.  REFERENCES Chatterjee, S., Williamson, V. M., McCann, K., & Peck, M. L. (2009). Surveying students' attitudes and perceptions toward guided-inquiry and open-inquiry laboratories. Journal of Chemical Education, 86(12), 1427. https://doi.org/10.1021/ed086p1427 Cheung, D. (2011). Teacher beliefs about implementing guided-inquiry laboratory experiments for secondary school chemistry. Journal of Chemical Education, 88(11), 1462-1468. https://doi.org/10.1021/ed1008409 Fraser, B. J., McRobbie, C. J., & Giddings, G. J. (1993). Development and cross-national validation of a laboratory classroom environment instrument for senior high school science. Science Education, 77(1), 1-24. https://doi.org/https://doi.org/10.1002/sce.3730770102 Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329. https://doi.org/10.3102/003465431245720

Senior Recital

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Students with dyslexia between school and university: Post-diploma choices and the reasons that determine them. An Italian study.

Although the number of students with dyslexia enrolled in Italian universities is constantly growing, their presence remains relatively limited. The aim of this study was therefore to investigate the choices made by students with dyslexia in relation to university studies, and the underlying reasons for their choices. This study also compares these choices for students with and without dyslexia. In all, 440 high school students and their families agreed to take part in this project. Socio‐demographic data was collected for the 47 students with dyslexia and 47 class‐matched students without dyslexia, along with information on their current schools and their future educational plans. A specially developed questionnaire was used for the students, in combination with structured interviews with their families. The results show significant differences between these groups regarding both choices for university studies and the underlying motivations for these choices. Furthermore, certain psychological and emotional factors are implicated here in the decisions of the students with dyslexia regarding both university studies and their underlying reasons. Future research is needed to further investigate these factors in the educational choices of students with dyslexia

Tumor-specific T cells in human Merkel cell carcinomas: a possible role for Tregs and T cell exhaustion in reducing T cell responses

Merkel cell carcinomas (MCC) are rare but highly malignant skin cancers associated with a novel polyomavirus. MCC tumors were infiltrated by T cells, including effector, central memory and regulatory T cells. Infiltrating T cells showed markedly reduced activation as evidenced by reduced expression of CD69 and CD25. Treatment of MCC tumors in vitro with IL-2 and IL-15 led to T cell activation, proliferation, enhanced cytokine production and loss of viable tumor cells from cultures. Expanded tumor-infiltrating lymphocytes showed TCR repertoire skewing and upregulation of CD137. MCC tumors implanted into immunodeficient mice failed to grow unless human T cells in the tumor grafts were depleted with denileukin diftitox, suggesting tumor-specific T cells capable of controlling tumor growth were present in MCC. Both CD4+ and CD8+ FOXP3+ regulatory T cells were frequent in MCC. 50% of non-activated T cells in MCC expressed PD-1, a marker of T-cell exhaustion, and PD-L1 and PD-L2 were expressed by a subset of tumor dendritic cells and macrophages. In summary, we observed tumor-specific T cells with suppressed activity in MCC tumors. Agents that stimulate T cell activity, block Treg function or inhibit PD-1 signaling may be effective in the treatment of this highly malignant skin cancer

Convocation

Program listing performers and works performe