Bulletin of the American Physical Society
60th Annual Meeting of the Divison of Fluid Dynamics
Volume 52, Number 12
Sunday–Tuesday, November 18–20, 2007; Salt Lake City, Utah
Session JS: Mini-Symposium IV: Incorporating Biology Into a Fluids Curriculum |
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Chair: Eric Lauga, University of California, San Diego Room: Salt Palace Convention Center Ballroom EG |
Monday, November 19, 2007 3:35PM - 4:01PM |
JS.00001: Lectures on Biological Fluid Dynamics Invited Speaker: In this talk I will show the course outlines for two sixteen-lecture courses that I give to first-year graduate students in applied mathematics at the University of Cambridge in alternate years. One is called ``Physiological Fluid Dynamics'' and the other ``The Fluid Dynamics of Swimming Organisms.'' In each case, the main objective of the course is ``to demonstrate the applicatiion of familiar fluid mechanics to the scientific understanding of important real systems ...'' It is assumed that the students have had courses in basic theoretical fluid dynamics, both inviscid and viscous, but that they know next to nothing about biology. [Preview Abstract] |
Monday, November 19, 2007 4:01PM - 4:27PM |
JS.00002: Teaching biofluiddynamics Invited Speaker: This talk will describe some experiences with graduate courses in biofluiddynamics directed toward mathematics majors without prior exposure to introductory fluid dynamics. The areas considered are those covered in Lighthill's book on the subject, and some aspects of developmental biology. We compare use of the biology to motivate introductory material, with its value as a stimulant to novel new directions in the field. [Preview Abstract] |
Monday, November 19, 2007 4:27PM - 4:53PM |
JS.00003: Fluid Dynamics in an Ecological Context Invited Speaker: Fluid dynamics has long been an invaluable tool in the study of biological mechanics, helping to explain how animals swim and fly, how blood is pumped, gases are exchanged, and propagules are dispersed. The goal of understanding how the physics of fluids has affected the evolution of individual organisms provides strong impetus for teaching and learning fluid mechanics; a viable alternative to the more traditional goals of engineering. In recent years, a third alternative has arisen. The principles of fluid dynamics can be used to specify when and where individual organisms will exceed their physical capabilities, information that can in turn be used to predict species-specific survivorship in a given environment. In other words, biological fluid dynamics can be extended beyond the study of individual organisms to play an important role in our understanding of ecological dynamics. In a world where environmental change is of increasing concern, fluid dynamic aspect of ``ecomechanics'' may be of considerable practical importance. Teaching fluid mechanics in ecology will be discussed in the context of wave-swept rocky shores. Various wave theories can be used to predict the maximum water velocities and accelerations impinging on specific surf-zone plants and animals. Theories of lift, drag, and accelerational forces can then be used to predict the maximum loads imposed on these organisms, loads that can be compared to the organisms' structural limits to predict the fraction of the species that will be dislodged or damaged. Taken across relevant species, this information goes far towards explaining shoreline community dynamics. . [Preview Abstract] |
Monday, November 19, 2007 4:53PM - 5:19PM |
JS.00004: Teaching Bio-inspired design using heart and circulatory system as a model Invited Speaker: Cardiovasculr system is an open book of design for an engineer searching for innovation in the particular area of efficient fluid transport. But the routs of technology transfer from nature's technology to engineering science are not always so obvious. The main challenge is how to train our future students to find these hidden innovations and apply them based on sound engineering and scientific principles. As part of a 3 quarter course at Caltech that is called ``Physiology for Bioengineers,'' we try to discuss examples of such cases by introducing students to the critical thinking that is required for model development. In this talk, I will give two examples from the third quarter of this course where students are asked to develop a physics-based model to describe the efficient pumping of blood in embryonic and adult hearts. [Preview Abstract] |
Monday, November 19, 2007 5:19PM - 5:45PM |
JS.00005: Biofluid Mechanics Education at U Michigan Invited Speaker: At the University of Michigan, biofluid mechanics is taught in the Department of Biomedical Engineering with cross-listing in Mechanical Engineering. The course has evolved over 25 years and serves advanced undergraduates and graduate students. The course description is as follows: BiomedE/MechE 476 Biofluid Mechanics. CATALOG DESCRIPTION: This is an intermediate level fluid mechanics course which uses examples from biotechnology processes and physiologic applications including cellular, cardiovascular, respiratory, ocular, renal, orthopedic, and gastrointestinal systems. COURSE TOPICS: 1. Dimensional analysis (gastrointestinal, renal) 2. Approximation methods, numerical methods (biotechnology, respiratory) 3. Particle kinematics in Eulerian and Lagrangian references frames (biotechnology, respiratory) 4. Conservation of mass and momentum 5. Constitutive equations (blood, mucus) 6. Kinematic and stress boundary conditions: rigid, flexible, porous (cardio-pulmonary, cellular) 7. Surface tension phenomena (pulmonary, ocular) 8. Flow and wave propagation in flexible tubes (cardio-pulmonary) 9. Oscillatory and pulsatile flows (cardio-pulmonary, orthopedic) 10. High Reynolds number flows (cardio-pulmonary) 11. Low Reynolds number flows (biotechnology, cellular, vascular) 12. Lubrication theory (vascular, orthopedic) 13. Flow in poroelastic media (orthopedic, pulmonary, ocular) 14. Video presentations of laboratory experiments. [Preview Abstract] |
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