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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.
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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
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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]
-------------------------------------------
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.
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