Tuesday, March 27, 2018

Youtube daily report Mar 27 2018

KIDS DANCE CHOREOGRAPHY

For more infomation >> KIDS DANCE CHOREOGRAPHY KIDS DANCE SCHOOL JAKARTA - Duration: 2:05.

-------------------------------------------

#5 Sea Of Thieves PVP Live Stream - Duration: 4:49:24.

For more infomation >> #5 Sea Of Thieves PVP Live Stream - Duration: 4:49:24.

-------------------------------------------

FBNC _ TÀI CHÍNH CHO DỰ ÁN BẤT ĐỘNG SẢN - Duration: 11:12.

For more infomation >> FBNC _ TÀI CHÍNH CHO DỰ ÁN BẤT ĐỘNG SẢN - Duration: 11:12.

-------------------------------------------

Avengers: Infinity War

For more infomation >> Avengers: Infinity War

-------------------------------------------

Paper wicker - newspaper baskets - presentation - Duration: 1:10.

baskets woven from newspaper tubes

undyed - the colors of the baskets are the color from the newspaper edge print

bottom basket woven on the basis of a six-pointed star

baskets have a weave handle

made of tubes dyed with dyes for fabrics

the color of the handle matches the colors on the basket

the height of the basket is about 10 cm

baskets entirely coated with ecological transparent lacquer

durable and resistant to moisture

For more infomation >> Paper wicker - newspaper baskets - presentation - Duration: 1:10.

-------------------------------------------

Episode 2 - Duration: 42:05.

For more infomation >> Episode 2 - Duration: 42:05.

-------------------------------------------

Harbhajan Mann - Kangan Full Video 2018 - Duration: 5:09.

Kangan Full Video Song Harbhajan Mann

Kangan Full Video Song Harbhajan Mann

For more infomation >> Harbhajan Mann - Kangan Full Video 2018 - Duration: 5:09.

-------------------------------------------

Une astuce puissante pour vous débarrasser des vergetures - Duration: 5:52.

For more infomation >> Une astuce puissante pour vous débarrasser des vergetures - Duration: 5:52.

-------------------------------------------

Heaven, hell, paradise - a simple procedure for composing the puzzle - Duration: 5:27.

For more infomation >> Heaven, hell, paradise - a simple procedure for composing the puzzle - Duration: 5:27.

-------------------------------------------

Anyone Else

For more infomation >> Anyone Else

-------------------------------------------

[D-eye] 조민기, 부치지 못한 손편지…"저의 교만과 그릇됨을" - Duration: 4:16.

For more infomation >> [D-eye] 조민기, 부치지 못한 손편지…"저의 교만과 그릇됨을" - Duration: 4:16.

-------------------------------------------

실수로 2030년에서 2018년으로 와버린 시간여행자? 그가 말하는 미래... - Duration: 2:35.

For more infomation >> 실수로 2030년에서 2018년으로 와버린 시간여행자? 그가 말하는 미래... - Duration: 2:35.

-------------------------------------------

Marie Madeleine et Suzon - Jean Michel Caradec. duo Martine et Christian - Duration: 3:04.

For more infomation >> Marie Madeleine et Suzon - Jean Michel Caradec. duo Martine et Christian - Duration: 3:04.

-------------------------------------------

How I find, share, and compile my student research so that students can still engage in inquiry - Duration: 22:41.

Hello everybody and welcome to another episode of teaching with inquiry live.

We are back, last week we did have March break or Spring week. We have March

break where I teach; a nice little break in between the month of March.

Tonight, we are going to be continuing on similar to

what we did the last time. I did get a lot of really nice feedback about how

much people enjoyed watch me walk through some of the processes that I

use to-- last we talked about math. So, tonight, I always have seen teachers ask

that one of the biggest barriers to entry or why they do or do not use inquiry

in their classroom is often the lack of resources and research. And in all

honesty, it is an issue. We are asked to be using inquiry in classrooms. However,

we're often not given any of the resources other than an iPad or the

Internet. That's all we're really given and we are left with this big vast;

wide world of the internet. Unfortunately, the age of-- particularly my

students letting them just go open-ended on the Internet's sometimes isn't the

greatest idea because just like me they are getting super overwhelmed with what it

is that they're trying to find. They are bombarded with too much information.

These are some of the things that I can do in my classroom to help make vast world

wide web just a little smaller for my classroom. So, tonight I'm just going to walk

you through that process. And before we get started I just wanted to introduce

myself again in case you are new to the show. My name is Patti.

I am a split grade 4/5 teacher, and I have been teaching that for about six

years now, and I love using inquiry in my classroom.

I have absolutely found that inquiry has transformed my teaching and allowed

me to have the flexibility, to be able to meet all the needs of the learners in my

classroom as well as have a little bit of more time for me which is important too.

I'm a little less overwhelmed when I use a little bit of inquiry. Let's get started.

I'm going to walk you through that. So, I'm just going to share my screen here

with you. This is my desktop. What you're seeing right there on my desktop

is actually the biggest thing that helps me reduce some of the overwhelm when I

ask my students to research. This is a website that is called livebinders.com.

Essentially, what you're doing is creating a digital binder

and it allows you to organize your binders. You're seeing my binder

right now on "Forces acting on structures". I can make the binder and just like

in a binder you would have tabs, you can organize based on different lessons.

You'll see that I have tabs for lesson four, and it's just a link. I've just

provided a link for students to follow for lesson four. There's also another

link for lesson six and, then, have student research. Research for bridges

as well as research for structures because this year in particular my

students decided that they wanted to-- I have some that we're really interested in

structures and some that we're really interested in bridges. I have two tabs

in my binder. Underneath each one of those tabs, I also have sub-tabs and base

tabs. This is a this is a free site; there's a free and

paid version. I do have the paid version it's four dollars a month. It's not super

expensive, but you don't need it for your classroom use really. I use it because I

often share these with people who have purchased some of my units, so I need a

bit more flexibility. In free version you get a general tab and a sub-tab.

All you do is you can click on these sub tabs underneath the student link

for bridges and see that I have linked all of these sites. Some of these

sites will open up right with the live binder which I think is one of the best

features of this site in the fact they don't actually have to go to google to

get started. They can just go into the live binder which I will link with a QR

code and I just post that code in my classroom and they can just scan code

and it opens up the live binder right there on your device, or I'll give

them the URL. They don't have to leave and notice my another great part

is this is the YouTube video there is no other suggested videos on the side that

they can get trapped and click off to. There's just the one video that I have

asked them to watch and they can watch it all within that frame.

You do have to preview some of the videos because again it's the internet,

and you're not the content creator yourself; you could probably preview

those. But, having your Live binder and having it in there without obstructions

does help them be a bit more focused, so, you can just add those. Now, when you go

to add them, you simply just go to-- this is just the view of my binder that the

students would see. For me as a teacher, I would go into the Edit binder and it's

going to open up what it looks like for the editing purposes. You can see-- you

just add your tab and sub tab; you won't have the base tab in the free version

but you'll have everything else. It's simple as just saying I want add a

sub tab to this section, it opens the sub tab, you can change the title, "Tuesday" if

I had an article on arch bridges. Then, you enter the URL for that and

click insert, and it's right there just like this one, and then it saves

automatically, and you can just go back to your binders. This is a great way

for me to actually find the information that's as easy as me

just copying in the URL, and you'll see that I have binders for almost

everything that I teach and links for students for all of our science and

social studies. So, anytime I need students to do students' research, this is

where I go. I do have access to six iPads in my classroom and other teachers

in the junior grades in my school will often swap depending on what we have.

We might have 12 iPads in a classroom and I'm lucky enough to only have about

18 students. That's about a 2:1 ratio. In a split I can flip so that my

5s will have the iPad when I'm with my 4s. My 4s get the iPad when my 5s are

with me. It ends up working out pretty well. To find those resources I often

will start with Google Kids. If I use Google Kids, every time you put the word

kids or for kids after your topic, so if I was looking for

arch bridges for kids, this will automatically populate some

more students' friendly resources for your students. You could include in your

Live Binder you include pictures of an arch bridge, you can include the history

of arch bridges, which you can just click on it, get a quick read and I think, "Okay,

that might be pretty simple for my students to do." So, you just copy that

website URL, click over to your live binder, and edit that and add that into

that arch bridge tab that I had; that I just created.

It's as simple as copying and pasting those pages in there.

Sometimes, you might not have access to Internet resources. You might

have a digital snow day or you might have a support teacher

where you might not want to leave something digital for them to research,

and you might actually want to have something printed, or you might find

something that is absolutely not been student-friendly

language and you as the teacher need to put that into a more manageable piece of

information, or if you've got students who are reading below grade level most of

them sites on "Google search kids" when you put the four kids, I would say

they're written where they're accessible to say the grade 4 or 5, but there

are topics where they are just really complex and difficult for kids to

understand. So, there's a way to work on those too. As I said, I'm just going to drop

this into "arch bridge" so that anybody who has access to this live binder will

now have the arch bridge article there. You copy it into that yellow box there

and you simply hit insert, and there it is and students will have the link.

So, because the internet switched from HTTP to HTTPS there is sometimes a

conflict and they can simply just click off that and it opens up the actual

website in a different window. You can see it there; you can't see it because

you're not changing, but it opens it up in a different window. You just have

that one view on my computer. That's how you simply just add that into the

live binder. But, What if you don't have access to technology? What if you just

can't trust your students on there? There are others

things that you can do. On this arch bridge, I got this great tip from my friend

Kristy who is the TPT author from 2 Peas and a Dog. She actually taught me

this trick so full credit goes to her, and it's very handy if you need to print

it out. There's a little Chrome extension, it's right here on my desktop,

and this is "print friendly PDF" is the name of the Chrome extension. If you

go to the chrome store and you search the chrome store for "Print friendly PDF"

you can find this little ditty there. The best part is that what it does is

it takes that website that you wanted to create or you want to use and

you click the knot and it makes a PDF version of the text for you that is

easily printable and actually look decent on the printout. As we

all know there's always going to be stuff that we don't necessarily need our

students to read, so, what can we do? Well, because this allows you to delete

things so you don't want to waste the paper or waste the space on these images.

If you click the image, you'll notice it just deleted a image. Sometimes I do

find the images handy so you might want to leave them, but this one down here is

pretty big. I am going to delete this Bridge here and you'll see that I have

just a PDF that is easily printable for students that I could simply just

put in at centers basket or reading research basket for students who are

looking to find more information about an arch bridge. That's pretty simple.

You can print it on your printer or you can just click PDF, and it will save

PDF of this article just like you see it; which looks a lot nicer than the website.

It'll save it for you just like that which is handy to have if you need an

article quickly to just use in your classroom without any technology.

That's another great tool. What if you have somebody in your class that

might need a very simplified version or you want to know the readability of that

website; because sometimes I find if I want to just check out where

the readability is to see whether I can use it as it's or where I need to simplify

it or how much I need to simplify it. I use a website called readable.io

You'll see that I was using this yesterday still got my text from

yesterday in it for my guide reading story. We'll see if it lets me do it.

It's a free site, but it does limit to how

many times you can check the readability of an article. If I copy the text here,

and I go over to the readable.io and I paste my text in to here and click

measure readability. It's giving me a "D" which means this text isn't highly

readable. And if you go down to the Flesch-Kincaid level which is a good indication of the

grade level of reading, you might recognize that from the Microsoft Word

spelling and grammar check. I like that it gives you a bunch of different

grade levels, and you're going to see that this one is pretty high. There's a

couple of things that you can-- it does identify for you what you can take out

or why it's so difficult. This one just looks like there isn't too many

sentences; it doesn't look like they've got very much punctuation in that

paragraph. If you add in that and you make them shorter sentences, your

readability level is going to go down. So, short simple sentences with less--

anytime you can change a multi-syllable words for smaller less syllable words

and less words per sentence, you're going to lower the readability level.

This doesn't mean necessarily writing everything, but you can get text and

just simply modify it quickly so that you can instantly affect the readability

level. Yesterday I was doing a story for my shared reading for this, and

I needed -- I'm just pulling it up here for you-- I needed to see what readability

was and I needed to adjust it for a certain student. If I just looked at what

that readability was, I'm just going to share it with you so that you can see it.

This is an article that I use readability yesterday in order to make

sure that this fits the reading level of my students because I'm going to be

using it as a shared reading text, so, I wanted to be able to

use with my students. I put it into readable.io and this is a story that

was adapted, it's a public domain story so free for me to use. I simply

just put it into readable.io and it showed me where some of the problems

were and I quickly added some different sentences, changed some sentences;

shorten some sentences, made them a little bit simpler. It maybe took me 10

minutes and then I have a story that went from a 6 level to a 4.9

which is the right target where I needed it. It definitely saves me some

time and gets the readability of those websites down and makes sure that I can

use them. Another thing you can do is simplify and summarize the text. If you have

Read/Write google, you can use that. Mine isn't working right now, but if you have

Read/Write Google, link you to a great video on YouTube, it describes how to use it.

Oh, there it is, but it's not letting me use all my feeds for some reason.

You might have a Read/Write Google membership with your school board;

many of them have it. It's this button here, you can see it's

kind of a text with an arrow. You'll see that it's able to summarize your

text and then you can change, increase and decrease the simplification of that

text all through here, you can also get Google Read and Write to read the text to

your students, pause it, highlight it, to find it, and do lots of things. If you

have students with special education needs and they might have a steer claim device,

it's a good thing for them to have. If you don't have Google Rewrite or

for me, it's not working, if you copy that text

you can use a website called rewordify.com

This is rewordify.com This will attempt to simplify your

text. If not perfect you will need to go back through.

Again, it cuts out the steps from you having to do something like completely

rewrite the text which is way too much going to take most teachers, way too much

time to do, but this will cut on a lot of your time because it does that on one

big step for you. If you copy in your text there and click rewordify text,

and you wait for it to reload. It will reword your text for you. It shows you

where it takes some of the words and simplifies it. You can also go on

summarizing and I believe Microsoft Word also allows you to summarize text.

You can select the text and summarize it any time there's lots of automatic summary

tools although I do particularly like Google Read and Write.

I wish I could use it today and make it work but for some reason it's not

working for me, of course. If it's there, I would use it. If you have it with your

board and you can download that extension on Chrome and then just sign in

using your google mail that's associated with your board and chances are they

probably have a subscription to do that for you. Those are some of the

things that I do to get student research. I use kid-friendly Google

searches, I do a lot of the ground work at finding those resources, I save it in

through my live binder so that students can access it. If I need to have a

printable version of that piece of research or that website because I don't

necessarily want them to go online, I will use this Print friendly PDF maker; print

friendly Chrome extension so that I can make a simplified PDF of that

website and take out all of the extra distracting things from there. I will

also use readable.io to test the readability of those

pages before I print them, and use rewordify as necessary to help me skip some steps

so if I need to I can simplify that text. There are lots of different things that

can do in order to make research a bit more accessible. It does take a little

bit and work from us, but remember with Inquiry you are going to save some of

that planning time and making tons and tons of worksheet lessons because you're

following your student lead, and they will often be doing this independently, and

you have a lot of time for that assessment in those observations and

conversations while they're working, so, that you do end up saving some time just

in maybe a different way than you suspected. This is going to take a

little bit of prep, but it might end up saving you some time later on. For me,

it's well worth that a little bit of extra time. That's it for me tonight. I'm

actually going to go and do a little bit of research on how to get my students to be

using 3D shapes in a different way. That's my goal for this

week is 3D shapes with my students. And stay tuned, watch on Instagram this week

because you'll see that unfolding. I did head over to Canadian the entire of this week, bought

lots of different locks because we are going to track a breakout with some

geometry. So stay tuned because I'm probably going to be posting my wounds and

losses and failures and successes through the week about how that's working

and whether the locks actually work as I struggle my way through my very first

Breakout in my classroom. So, stay tuned. You can see those on my Instagram feed

that I might share with everybody. I hope everybody has a great week. I hope

if there is anything that I'm over today that didn't quite make sense, just

drop a comment in this video, I will answer it. If you're watching or

listening to this on either the YouTube replay or the podcast replay and you

want to get this out and see my screen as I was sharing it, then, head on over to

www.teachingwithinquiry.com. I believe this is episode 43 and you will be able to link to that

video and hopefully you've got those tips and tricks for making student research

less of a barrier for your entry into Inquiry based learning. Have a great week.

I'll talk to you next week. Bye.

For more infomation >> How I find, share, and compile my student research so that students can still engage in inquiry - Duration: 22:41.

-------------------------------------------

Open Shut Them | Kindergarten Nursery Rhymes and Videos for Children - Duration: 1:01:17.

Open, shut them

Open, shut them

Put them in your lap, lap, lap

Open, shut them

Open, shut them

Put them in your lap, lap, lap

Sit and Stand

Sit and Stand

Sit and Stand

Sit right down and stand, stand stand

Sit and Stand

Sit and Stand

Sit right down and Stand, stand stand

Run and Walk

Run and Walk

Run and Walk

Run, Run, Run and Walk Walk Walk

Run and Walk

Run and Walk

Run, Run, Run and Walk Walk Walk

Shout and Whisper

Shout and Whisper

Shout and Whisper

Shout, shout, shout and shhhhh whisper

Shout and Whisper

Shout and Whisper

Shout, shout, shout and shhhhh whisper

Hot and Cold

Hot and Cold

Hot and Cold

Very Hot and Very Cold

Hot and Cold

Hot and Cold

Very Hot and Very Cold

Laugh and Cry

Laugh and Cry

Laugh and Cry

Laugh, Laugh, Laugh and Cry, Cry, Cry

Laugh and Cry

Laugh and Cry

Laugh, Laugh, Laugh and Cry, Cry, Cry

Stop and Go

Stop and Go

Stop and Go

Stop right there and Go, Go, Go

Stop and Go

Stop and Go

Stop right there and Go, Go, Go

For more infomation >> Open Shut Them | Kindergarten Nursery Rhymes and Videos for Children - Duration: 1:01:17.

-------------------------------------------

Stro­mae : après une très longue absence, le chan­teur est enfin remonté sur scène - Duration: 4:20.

For more infomation >> Stro­mae : après une très longue absence, le chan­teur est enfin remonté sur scène - Duration: 4:20.

-------------------------------------------

La Vita in Diretta svela gli ultimi giorni di Frizzi, Balivo commossa - Duration: 3:16.

For more infomation >> La Vita in Diretta svela gli ultimi giorni di Frizzi, Balivo commossa - Duration: 3:16.

-------------------------------------------

Bienvenue ! - Duration: 1:53.

For more infomation >> Bienvenue ! - Duration: 1:53.

-------------------------------------------

Découvrez pourquoi votre ventre gargouille ! - Duration: 9:13.

For more infomation >> Découvrez pourquoi votre ventre gargouille ! - Duration: 9:13.

-------------------------------------------

ГОВОРЯЩИЙ ТОМ ВОДНАЯ БИТВА #3 Том Анджела ДРУЗЬЯ Хэнк Лагерь Говорящего Тома Talking Tom Camp - Duration: 10:43.

For more infomation >> ГОВОРЯЩИЙ ТОМ ВОДНАЯ БИТВА #3 Том Анджела ДРУЗЬЯ Хэнк Лагерь Говорящего Тома Talking Tom Camp - Duration: 10:43.

-------------------------------------------

when tony grows up, he's going to be just like daddy - Duration: 1:20:25.

For more infomation >> when tony grows up, he's going to be just like daddy - Duration: 1:20:25.

-------------------------------------------

LEGO® Ninjago® Season 8 ...

For more infomation >> LEGO® Ninjago® Season 8 ...

-------------------------------------------

Shining Up a '59 F-100 - Duration: 41:35.

For more infomation >> Shining Up a '59 F-100 - Duration: 41:35.

-------------------------------------------

美參議員致函川普 籲售台灣F-35戰機 - Duration: 1:41.

For more infomation >> 美參議員致函川普 籲售台灣F-35戰機 - Duration: 1:41.

-------------------------------------------

X Play Season 2 Episode 155 - Kameo: Elements Of Power, Spider-Man 2 (G4 Rewind) - Duration: 21:00.

For more infomation >> X Play Season 2 Episode 155 - Kameo: Elements Of Power, Spider-Man 2 (G4 Rewind) - Duration: 21:00.

-------------------------------------------

MIT on Chaos and Climate: Non-linear Dynamics and Turbulence - Duration: 23:18.

So our next speaker is Michael Brenner.

Michael has worked on a variety of problems

in non-linear mechanics, in fields ranging from physics

to biological evolution.

Much was mentioned this morning about the interactions

of the applied math department with EAPs

and other departments at MIT back

in the days of Lorenz and Charney.

I can say that many of us have quite fond memories of when

Michael was in our applied math department in the late '90s.

And he's now at Harvard.

And I give you Michael.

Thank you, Dan.

Thank you for having me.

You're nice.

You've always been much too nice to me.

Anyway, so I'm going to give a talk that

relates to this meeting in various ways

but also doesn't relate to this meeting in various ways.

So we've been on this quest--

I've basically been on this quest

since I was a graduate student.

I didn't even know when I was a graduate student

that I was on this quest, but apparently, I was on it.

Which was the question is, is could one

actually see in real time what the turbulent cascade looks

like?

And, actually, my thesis advisor told me to work on this problem

and I couldn't do it at the time.

And 20 years later, for some reason--

it was like a crisis or something--

I started working on it.

And I'm here to report on what we've

been thinking about with this.

And I mean at the end of the day,

this talk will have two things.

It will have some ideas.

It will have a really spectacular experiment

by a grandson of Harry.

An academic grandson of Harry, not a real grandson of Harry.

And I guess it relates to what we heard in the morning,

because--

at least what I think is-- this is

sort of a siren's warning song about just how under-resolved

your simulations are likely to be.

So that's if you'd like to think about that.

So this is a much simpler problem.

So OK, so can I get this thing--

OK, so these are the people who help-- uh oh.

So Harry's academic grandson--

I think that's right-- is Shmuel.

Shmuel?

Shmuel.

And Shmuel and his graduate student,

Ryan, did what I think is really a stunning experiment.

I'll show you at the end of the talk.

But then at the beginning of the talk,

I'm going to give you nonsense theoretical arguments,

and that's everyone else's fault.

So this-- like Harry-- so we sort of start at the beginning,

namely with GI Taylor.

So to my knowledge, the first person

who asked this question in a seriously quantitative way

was GI Taylor, who wrote this paper in 1936 in which he

asked, basically, for a solution to the Navier-Stokes equation

that amplified vorticity.

And at the time, computers were even more underdeveloped

than they were when Lorenz did his work.

And so Taylor resorted to getting a graduate student

named Green to be his computer and to compute a Taylor series

expansion of the Navier-Stokes equation to fifth order in time

so that he could plot--

with tables of it-- so he could plot

the dissipation rate or the vorticity

as a function of time.

And he saw that the vorticity went up,

it was amplified from the initial solution

by about a factor of 10, depending

on the Reynolds number.

And then it started to go down.

So the question, I think, that underlied all of this

is that we all know-- and basically at that time,

he also knew, even though it wasn't written down--

about the turbulent cascade.

That on average, energy goes from large-scale

to small-scale.

But the question is to please identify

the actual events that caused that transfer to be mediated.

So just in case you think that this isn't interesting,

I'm going to show you an experiment that

got me interested in this a couple of years ago.

This was an old experiment by Lim and Nickels,

in which what they did-- here's a movie--

they took two vortex rings and they

let them collide against each other.

There's a red one and a blue one,

and it formed an explosion.

So it's sort of beautiful.

And so here are frames from their movie.

And what you see is, you take a red ring and a blue ring

and you collide them.

And you get little rings, which are half red and have blue.

And the paper was published in Nature

because the editors were excited that the thing was

half red and half blue.

So now, of course, anyone who knows

anything about fluid mechanics knows that that's

completely ridiculous.

I mean, of course they're half red and half blue,

because there's an instability, which

is well-known in this experiment that

leads to vortices which reconnect and make

half red and half blue.

So the interesting figure in this paper,

however, was slightly later--

you had to keep reading--

in which the authors increased the Reynolds number

to about 3,500.

Look at this picture.

And when they collide, they produced smoke.

This is a blow up.

And it's really amazing, actually, because the time

that this took, this was 2.74 seconds.

The thing went from something coherent to smoke.

And so the question is-- so this is presumably

happening constantly in a turbulent flow--

this experiment was cleverly designed

so that the phenomena was stationary in the laboratory

frame.

And so even at this point, they could take a picture of it.

And the question is to please identify the dynamics that

leads to this smoke.

OK, so this talk has two parts.

And Dan, please, if I'm four minutes before,

tell me, because I just want to make sure I show you these.

Oh, that's the time.

Wow, you guys are--

I didn't know that.

The speakers have a thing.

Huh.

OK.

So anyway, this talk has two parts.

The first part is theory.

And I'm going to just give you a sketch of theory.

And what I'm going to basically tell

you about is a mechanism that we invented

for some strange reason, which essentially

involves iterative cascades occurring during this process.

And then, I'm going to show you Shmuel and Ryan's experiment,

in which they managed to visualize

this in the experiment that I just showed you.

So in mathematics, the question that I'm talking about

has been very popular in the last 20 years.

20 years?

20 years, because it's a famous problem.

It's one of these clay problems.

And the mathematics people talk about this

as the question of smoothness of the Euler and Navier-Stokes

equations, which I must admit, I always

thought was sort of boring because it's

posed to be quite mathematical.

I mean, on dimensional grounds, if u as the velocity

field, the gradient of u has a scale which is 1 over a time,

and so if it's timed to a singularity where there's

actual blow up of vorticity, then the scaling law

should look like this.

And the math community has spent a lot of time

studying whether or not this formula is correct.

And basically, no one knows at this moment.

Practically, whether or not there's

a singularity is essentially irrelevant in practice.

On the other hand--

but what matters, and what I think

is really an important problem, is

to decide, to identify what the mechanism is

that's leading to this process.

Whether it's singular or not, it just doesn't really matter.

And so the interesting thing about the experiment

that I showed you is it shows you that something happens.

And one would just like to be able to describe

in some way what it is.

And the notion is is that because there is a clear scale

separation-- that is, you go from a big thing

to like smoke something-- then there

should be some dynamics that one could characterize

that governs that transition.

So OK, so I'm to just sketch calculations

and then I'll start talking more quickly so that I

can get to the experiment.

So basically, we did a calculation

in the simplest way.

We started out with two rings, a red ring and a blue ring.

And if you assume mathematically that the radius

of the ring, that the core radius

is much smaller than the radius of curvature,

then there's a very nice, simple description

than one can write down and solve

for the dynamics of the rings, which

is the basically the Biot-Savart law from electrostatics.

And this law is not uniformly accurate, but it's intuitive

and it's accurate, as long as these assumptions hold.

And so we basically are going to start

by just showing you solutions of that for this ring problem.

So there are two pieces of physics

that are involved in these equations for two

colliding rings.

One is that there's the self interaction of the filament.

There's the fact that the filament interacts with itself.

And that gives what I call the smoke ring law.

It's because it's curved.

You know, smoke rings translate.

The other is is that the two rings interact with each other.

And if you look at the rings closely,

they look like 2 point vortices that

are sort of next to each other.

And that causes the ring to expand.

So those are the two basic bits of physics

that are in this equation.

And so in order to sort of close this and think about it

properly, you have to say something about what's

happening to the core.

And in the simplest model, right-- because their core

contains the vorticity-- and in the simplest model

as the thing expands, then the core should shrink,

because the total amount of vorticity is conserved.

And so one can basically sort of just

write down a phenomenological law, which

also has been studied in the literature--

and it's not so bad-- that says that the area of the core,

basically, decreases like 1 over the stretching rate

of the thing.

And so that means that the vorticity is actually

growing like 1 over the area, or it's

sort of growing like the stretching rate of the core.

So OK, so this is a well-posed math problem that you

can study if you're bored.

It's correct as long as the core radius is small.

And so we spent some time studying this.

Let me just show you a simulation of this quickly.

So you see, these are two things that are coming together.

There's a red one and a blue one.

And the curvature is actually diverging.

So if you look, the curvature is diverging in the solution.

So it's actually a singularity of the Biot-Savart equations.

The problem is is that it's not a singularity that is--

the singularity of base scaling laws,

that basically says that any scale goes

like the square root of time.

And one can as one does-- if you're a physicist or whatever

I am--

sort of write down similarity solutions

and characterize the dynamics.

And you can do that in--

I don't know, there's math.

OK.

And what you find is that the similarity solution that comes

out looks like a double tent.

So what it looks like is there's two tents and the tents

meet at a point.

And the point is where all the action is.

And basically, we spent a lot of time characterizing all

the solutions of these tents.

I don't know why.

So double tents-- if you look in the literature--

have long been observed.

So this is a paper from the '80s, where there are

two rings that are colliding.

And you see, they make double tents.

Vortex reconnection often has double tents.

And we, just to check, did simulations of this.

This is Rodolfo, who was a post-doc at Harvard.

And this is the Biot-Savart equations.

And you'll see that as they collide,

they make lots of double tents.

Double tents.

So there are tents.

So the action is happening in the tents.

So what happens at the tents?

The curvature blows up at the tents.

So the thing is is that if you look at the solutions, what

you discover very quickly is that the core radius doesn't

shrink quickly enough for the approximation

that I just stated to be uniformly accurate.

And so at some point, you lose double tents.

And so what happens in practice-- and everyone who

studies fluid mechanics knows this--

is that the tents flatten and you have two flattened things.

So this is hidden math.

Basically, we're able to calculate

how much flattening there is.

That is, when these tents [INAUDIBLE]

and how much does it flatten.

And it turns out there's a formula, which

says that the aspect ratio, a is the--

on this picture-- a is this dimension

and b is this small thickness.

This aspect ratio-- this to this--

basically goes like the radius of curvature

of the perturbation divided by the core radius to a power.

And the power is about two.

And this aspect ratio, if you put in actual numbers,

this is a very, very large aspect ratio.

So what this says, actually, just from the point of view

of theory, is that you will-- just by colliding these

things--

make very small land scales very quickly.

You'll make very thin sheets.

And so you can go and look at the literature

and there actually aren't thin sheets

in the simulational literature.

The reason is because nobody's been able to resolve them.

In fact, all of simulate-- because they become so thin so

quickly when you simulate the damn thing that you basically

run out of resolution, given the resolution goes

like the cube of the box and all that.

And I mean, these are pretty ubiquitous anyway.

So we then were sort of wondering.

Now, of course, sheets are not smoke.

And so there was a paper of Terry Tao

that I don't have time to describe

that was sort of interesting.

And because of what we were sort of wondering, well,

what happens after you make the sheets, right?

And that would make small scales.

And so the following picture emerged.

So what happens to sheets of vorticity?

And so if you read old literature like Lord Rayleigh

he tells you that sheets are unstable.

And so sheets are unstable.

And there's a long literature about the instability

of sheets.

And so we thought, well maybe the filaments

will create these sheets and then

the sheets will create more filaments.

And then, the filaments will again collide and make

more sheets.

And you see, it could just go around and around.

You know what I mean?

Again and again.

And then at this point, you come to the point

where mathematics is impossible.

You can't calculate in this regime.

I can sort of describe to you--

but what we did-- and this is sort of inspired by Lorenz,

I think, at heart-- was we did the only thing you could do,

which is we made a map.

We made a map.

Like, Lorenz had maps, well we had maps.

So we basically derived a map from our similarity solution,

assuming that this is what happens.

Please say how much vorticity, how much circulation there

is in every filament and what the thickness is.

And could this actually continue forever?

And what we discovered is that it is not

inconsistent with the equation of motion

that this would happen.

But, of course, that's far from a proof.

OK, so now we come to Shmuel.

And so this experiment-- so Shmuel--

these guys are just great experimentalists.

Anyway, I'm just going to show you.

So instead of talking about it, they made a movie.

And I'm just going to show you their movie.

This was a movie of what they did,

which I think summarizes the whole thing better than I

could do.

Oh, shoot.

It has to-- as long as the movie plays.

Oh no.

No, no.

The movie has to play.

This is the highlight of the talk.

This is like one of these things.

You know, it's the only part of the talk which is reasonable.

OK, so here's their movie.

So when vortex rings collide, they rapidly

break in-- so this is repeating the Lim and Nickels experiment.

This is in a lab at the basement of a building at Harvard.

And actually, if you can turn off the lights in front,

actually.

If somebody could turn off the screen lights because actually,

this movie gets better.

Sorry.

I can brag about it because I didn't make it.

It's really nice.

If you could get the lights right there.

If somebody could turn them off.

Is it possible, you guys, to turn off the light?

OK.

So you can't visualize from that.

So what Shmuel did was to basically

put a laser sheet in the center and to scan the laser sheet

at very high field and then do three-dimensional

reconstructions of the thing.

So these are the tents.

Which they'd break down.

So these are scale bars, this is time.

But now, you can sort of see.

OK, so now this is 3D high-speed scanning light microscopy.

So there's a laser sheet and it scans at a rapid rate

and then there's a three-dimensional

reconstruction.

It's amazing what you can do with modern software.

This is experiment, I just wanted to be--

So the technical details in this experiment

were many, as you can imagine.

So this is one core dyed, there's

another core at the bottom which you can't see.

So now I want you to watch.

Look.

Do you see this?

It makes a sheet.

Look how thin the sheet is.

And now, the sheet breaks and makes a hole.

There's a hole in the sheet.

Now, there are two more filaments.

The hole, you can only make a hole

in the sheet with viscosity.

So for those of you who are interested in fluid mechanics.

So viscosity has just come into the problem,

but it's now gone because it's now very, very inertial.

So do you see the threshold?

There's a dye threshold, but you can change in the software.

OK, now the tertiary filaments will go.

And this is a single picture actuary.

So this is actually a snapshot, there's no movie.

You see one sheet to two filaments

to tertiary filaments.

OK, so that's the experiment.

Like I said, that was by far the best part of this talk.

So we also did numerical simulations.

I only have 17 seconds left.

Oh, I'm OK?

I have four minutes?

Oh, wow.

That's the good way to do this.

Including questions.

OK, well I need to make sure there are no questions,

so I should talk a lot.

So we did simulations.

Actually in simulations, it was a real challenge

to basically get.

Our goal was very modest in the simulations,

we just wanted to see the seed of one iteration.

That was it.

And Rodolfo, who is a post-doc, managed

to get this to work with a code.

This is sort of part of it.

Unfortunately, there are symmetry-- this movie

could be made better.

In fact, what we ended up doing was calculating the dye as well

as the vorticity.

So one problem with the experiment, of course,

is that you're measuring dye, you're not measuring vorticity.

And you might worry whether vorticity and dye

are the same thing.

And you'll learn from these simulations

that they are the same thing.

And actually, if you go through this, you can see.

Unfortunately, there's a symmetry,

this thing is periodic.

And so it's this way, but if you stare at it,

you can see that it actually-- if you look at vorticity there,

the dye-- you see it broke down into a thing.

See this?

Look.

You see it?

Oh.

See, there it goes.

It went from one to two.

OK, so that's the thing.

I could talk about it more, but I only have a minute left.

So let's see.

So in summary, I guess I was really surprised

by this whole little endeavor.

I sort of thought, first of all, that the question

of whether there are singularities in the Euler

equation was stupid.

I also thought that--

this is probably recorded actually, oops--

that is, I also thought that the question

of whether the viscosity regularized it

was also stupid, because of course it does.

That was my opinion.

And I also thought that--

I thought lots of things.

I also thought that the fact that no one had ever seen one

in a simulation must mean that they couldn't exist,

because everybody's been trying.

Like, there are all these people who are trying.

And I guess now what I think is we're not

even close to the computational power

that it requires to do this.

The truth is, the only way to resolve what I just showed you

at the moment is with experiment.

There is no way to do this without massive remeshing

in a simulation.

But if you do remeshing-- as many of you probably

know-- you introduce extra factors

in the simulation, which makes them

much harder to control and to be sure that they're accurate.

In terms of the role of viscosity,

you will notice that in the experiment,

you saw that the way that the cascade went

was different than what we imagined in a certain sense.

That the sheet formed and then the sheet actually popped.

The popping of the sheet, there's a theorem.

The popping of the sheet can only

happen because of viscosity.

So that meant it made such a small scale

that viscosity came in then.

But then, it was not viscous anymore.

Right?

Because it was then continuing as these filaments,

which were massively going around very quickly.

In fact for a long time, Shmuel and Ryan

were not able to see this phenomena in the experiments,

because what actually happens is is when you pop the hole,

then you have these vortex filaments, which

are highly curved.

And they start rotating very, very quickly.

And if you don't time resolve fast enough,

they rotate so quickly that it smears out.

And it's exactly when the hole pops,

so it's exactly when you'd like to see what is going on.

But the fact that they start rotating

quickly after the hole pops shows

that this is a topological change that basically

leads to the phenomenon.

So I must admit, I don't really know what to do next.

You know what I mean?

Actually, Shmuel and Ryan are continuing

to increase the Reynolds number.

That was at a Reynolds number that was about 8,000

based on the instability wavelength.

They can go up in principle to 25,000.

It is clear that things get more complicated as the Reynolds

number goes up, although there seem to be

remnants of this phenomena.

For those of you who have thought about this before,

there are other instabilities that

occur with colliding filaments.

And in particular, there's the famous elliptical instability,

which was actually partly developed here

in the math department with Willem

Malkus and his collaborators.

And also, in fact, in aeronautics

by Sheila Widnall and her collaborators.

So it's at MIT, the instability.

But it's an instability, which happens,

which basically no one's ever really

been able to understand the non-linear features of.

And it sets in.

But I think this is very interesting.

And if nothing else, it should provide a cautionary tale

about how little you're resolving, even if you try.

I'm done now.

[APPLAUSE]

Oh, I should put up these people.

These guys.

We have time for some questions.

And there's one right here in the front

and then there'll be one in the back.

Just a question to understand you better.

You had two rings interacting-- one of the figures--

that ended up what we call islands.

Could you-- then we have two rings of currents.

There were two rings.

The rings collide.

They're separated by vacuum that is infinite res--

No, they're in water, actually.

The experiment's done in water.

No, but I'm referring to in theory.

Oh, the theory.

I see.

Well no, the theory, I mean, they're separated by a fluid.

They're rings that are in a fluid.

Their sources are--

I don't know what you mean by vacuum.

No, because if you have two rings

and they're conducting currents--

Oh no, no, these aren't--

there's no electricity.

We're solving the Navier-Stokes equations or the Euler

equations.

All right, all right.

By the way, if you interested in rings, the [INAUDIBLE],,

there are plenty of jobs for you.

[LAUGHTER]

Rings?

Laboratory class, [INAUDIBLE] astrophysics.

What?

Rings, I--

Have you ever heard of the smoke ring

model of jets in astrophysics?

Oh, yeah.

And that's also under-resolved.

We've got one more question.

Yeah, I just wanted to remark that elliptical instability was

basically my thesis with Sheila.

But I also wanted to just mention

some really beautiful work by Bruce Bailey that

was done after some years later, which

gave a really nice analytical interpretation of how

the elliptical instability works.

But you're completely right, we don't

know what the non-linear fate of the elliptical instability is

and what role, if any, it actually plays

in the generation of smoke.

Right.

And actually at some point, I would love to show you

the movies of what happens when you go higher,

because the interplay between what I showed--

which is basically the crow instability and the elliptical

instability as you go through this,

as the Reynolds number gets higher--

the experiments are fascinating, and it's sort of

very hard to-- but I apologize for getting

the references wrong.

That's what happens when things just

start coming out of my mouth.

I did get to Sheila, though, eventually.

Yeah, you got Sheila.

Yeah I did.

I got to Sheila.

So it wasn't--

Thank you, Michael.

OK.

[APPLAUSE]

For more infomation >> MIT on Chaos and Climate: Non-linear Dynamics and Turbulence - Duration: 23:18.

-------------------------------------------

Lester Holt Tribute NBC News - Radio Television Digital News Association - Duration: 3:49.

>> We first met Lester in 1979, in San Francisco. The News Director came in and

told us that he had this young kid he was hiring from Sacramento. Next day,

Lester Holt walks in the room, is a twenty-year-old kid and by the end of

that first day he convinced us all that he'd be a great reporter.

>> From Kennedy Airport Lester Holt, Channel 2 News.

>> I first started working with Lester back

in the late 1980s early 1990s at WBBM. He was unflappable in breaking news situations.

He was tireless, would work any shift that you want him to any time.

We sent him to El Salvador, Haiti, Somalia. Even back then the same qualities that

the network saw in him years later we saw at the local level.

>> Lester was the Anchor on Dayside MSNBC, whenever there was breaking news. He was the

reliable solid news presence on MSNBC.

>> And welcome to our ongoing coverage of

the unforgettable Decision 2000, I'm Lester Holt.

>> In the year 2000, that was the year

with the Gore/Bush recount. It went on forever, the election never ended and it

was Lester who was our lead person anchoring all of that breaking news of

that landmark election.

>> This is our big debut weekend, we're now the official Weekend Today Anchors.

>> He became a part of the Today Show family when he started to host the

weekend show. We watched him on the air and you knew right off the bat that this

was a guy who was going to make a mark.

>> I'd always been a big fan. I watched him

for years and I just really respected him a lot as a journalist. The minute I

set foot in Studio 1A, Lester made me feel so comfortable and immediately made

me feel like I was a part of that team.

>> The worst thing about Lester is the best

thing about Lester. He always says yes. He does his morning program on the weekends,

he does Dateline which is mixture of mysteries and investigative stuff, and he

does straight hard breaking news on the newscast.

>> We joke a lot that Lester is

the hardest working man in news. Truth be told it's not a joke. He wears so many

different hats but he wears them all well and I think that's just a sign of

his many strengths.

>> If I had to describe Lester as a journalist it would be

genuine. A big story happens and he wants to go. He wants to experience what's going on.

>> This crowd is realizing that one day what they are experiencing now, is in fact a taste of freedom.

>> He's an excellent journalist. He likes to be there and tell the story firsthand.

Boots on the ground, that's how he works and I really admire that.

>> I remember arriving in Haiti on the tarmac and it was tumultuous to say the least.

And there was Lester anchoring the network's coverage.

>> With as many as 200,000 people fear dead. The United Nations today, call this disaster historic.

>> In the middle of this chaos, he is just flawless.

>> Lester is truly passionate about the men and women that serve overseas.

He has spent a lot of time in Afghanistan.

>> Their 100% Americans.

>> Wherever there is a great story to be told,

he wants to be the person telling it.

>> It's been a pleasure, a lot of fun watching Lester's career over the years.

He's obviously is a pro in every endeavor.

>> If you want to talk about Lester Holt, the first thing have to say

is he is a journalist, and you almost put a period right there.

>> He doesn't wait for someone to bring him the story. He goes there so

he can bring it to you. That's a journalist in my book.

>> His breadth of work is phenomenal, he can do anything.

>> Lester it's my understanding that this award each year goes to someone who has

distinguished himself or herself in this field and so my only comment to the people

giving you this award is. What took you so long? You should have gotten it long ago.

No comments:

Post a Comment