Lab Description:
The three day program for the teachers in the WWNFF who choose to conduct their research projects in the fluid mechanics laboratory in the Department of Mechanical and Aerospace Engineering will be:

Day 1:

• A brief introduction to some fluid mechanics concepts.
• Reading: Halliday and Resnik, "Fundamentals of Physics", chapter on fluid flow.
• An overview of the Princeton University undergraduate fluid mechanics laboratory after which teachers will operate a range of facilities including a smoke tunnel and a wind tunnel with a drag balance to test various models. 
• Discussions of results and observation will follow.

• Construction and testing of a soap film water tunnel and a vortex ring generator. For references for the soap film tunnel see: www.gharib.caltech.edu

Laboratory classes in fluid Mechanics

Bicycle drag: 

A simple series of experiments will be preformed to quantify the aerodynamic effect of altering the shape of the frontal area of a bicycle. The experiments will be designed by the participants after discussion with the mentors. Bicycles, radar guns, stop watches and helmets will be provided. 

For reading material see attached introduction “Aerodynamics of Bicycles” which can be found at:
www.princeton.edu/~asmits/Bicycle_web/bicycle_aero.html 

Participants are encouraged to follow the links in this web page. For more general reading
http://www.princeton.edu/~maelabs/bike/cover_2.htm

The bicycle experiments will then be augmented by experiments in the water tunnel and smoke visualization tunnel in the fluids laboratory. These experiments should clarify issues arising from the bicycle experiments and provide a physical model for the mechanism of drag and introduce the concept of boundary layers.

Aerodynamic Lift: 

A number of simple illustrations of where “lift” occurs and discussion will follow on explanation of lift in terms of pressure and fluid velocity. Although lift in the public forum is often explained in fairly simple terms, it is hoped that discussion will lead to an explanation of how lift is generated over bodies such as delta wings and tennis balls. 

Laboratory experiments will involve flow visualization past various shapes, measurement of the pressure distribution around a wing and the illustration of the formation of the formation of a starting vortex. 

Reading material attached “Physics of Baseball”- Physics Today, May 1995, and “Forces in flight” which can be found in expanded form at:
http://wings.ucdavis.edu/Book/Flight/instructor/forces-01.html 

Combustion/Emissions:

Soot formation experiments will be conducted in the combustion laboratory along with a tour of the laboratory and a demonstration of the Princeton University glass engine. 
See http://www.princeton.edu/~boguslaw/engines.html

Vortex dynamics: 

Examples of where vortices exist in nature, from the obvious such as smoke rings and tornadoes, to the less obvious “why do power lines whistle in high winds” will be discussed. Discussion will be punctuated with experiments ranging from burning of incense, production of vortex rings using a drum filled with smoke and the construction of a soap film water channel to highlight the formation of a Von Karman vortex street.

See attached materials “Making giant flowing soap films” http://www.pitt.edu/~maarten/work/soapflow/howto/howto.html 

For general reading as to the state of current fluid dynamics research see attached “tackling turbulence with supercomputers”- http://www.sciam.com/0197issue/0197moin.html

Readings and References:
"C4 Photosynthesis, atmospheric CO2, and climate" by James R. Ehleringer. In: Oecologia (1997)
112: 285-299

"C4 Photosynthesis: An unlikely Process Full of Suprises" by Marshall D. Hatch. In: Plant Cell Physiology (1992) 
33(4): 333-342

"Roles of C4 Photosynthetic plants during global atmosphere CO2 changes." In: Regulation of Atmospheric CO2 and O2 by Photosynthetic carbon metabolism.  Edited by Tolbert, N.E. and J. Preiss. Oxford University Press.

Lab Description:
The lab will focus on the interactive effects of increasing temperature and CO2 concentrations on the growth and photosynthesis of important crop plants with different carbon assimilation pathways (C3 and C4). Two representative plant crops with a C3 and C4 pathways will be grown at two different temperatures and under current and enhanced concentrations of CO2. We will follow the changes in growth, photosynthesis, photorespiration, and morphology of the two species as well as changes in the atmospheric concentrations of oxygen and carbon dioxide in the closed experimental system. The results will be analyzed within the context of crop production and adaptations under scenarios of global warming and the increase in carbon dioxide and other green house gases. 

Daily Schedule:
Day 1 (Friday 7/7):
09:00-12:30: Introductory exploration of the subject
12:30-13:30: Lunch
13:00-17:00: Set up exeriments and initial analyses - method review

Day 2 (Monday 10/7):
09:00-10:30: Presentations - background knowledge of C4 photosynthesis
10:45-12:30: Analyses
12:30-13:30: Lunch
13:30-17:00: Analyses

Day 3 (Thursday 13/7):
09:00-12:00: Analyses
12:30-13:30: Lunch
13:30-17:00: Calculations-summary of experiments and presentation of results

Readings and References:
Author: Andrew P. Dobson
Title: Conservation and Biodiversity 
ISBN: 0-7167-5057-0 (hard cover); 0-7167-6032-0 (paperback) @1996, 1998 by Scientific American Library
Distributed by: - W. H. Freeman and Company, 41 Madison Avenue, New York, NY 10010 -Houdsmills, Basingstoke, rg21 6XS, England

Dobson, A.P.; Rodriguez, J.P.; Roberts, W.M.; Wilcove, D.S.; Geographic Distribution of Endangered Species in the United States. Science, 24 January 1997, Vol. 275, pp 550-553. 

Dobson, A.P. Why We Need the Fig Wasp. Time, November 1997, pp 56-57.

Dobson, A.P. ‘Hot Spots’ and Endangered Species: New Directions for Public Policy. Chronicle of Higher Education, October 31, 1997, p B6-B7.

http://www.worldwatch.org "1999 State of The World"

Lab Topic:
UV Effect on Phytoplankton Growth

Lab Description:
Planning Sustainable Communities: Using Geographic Information Systems for Siting Environmentally Responsible Development.

In recent decades surburban development has led to vast landscape changes in many areas.  This change has incurred a great cost to the environment through loss of wetlands, habitat destruction, loss of prime farmlands and forest fragmentation.  At the same time once vibrant cities are in a state of abandonment and decay while sprawl presses further into the countryside.  Protection of the remaining open spaces is an important challenge as we move into the 21st century.

Still people need a place to live and work and the forces of development will likely continue to change the landscape for the forseeable future.  The challenge is to find environmentally responsible avenues for channeling future urban growth.

This applied lab explores the use of Geographic Information Systems (GIS) as a tool for analyzing environmental resources and siting a new development. Lab participants will use a vast bank of digital environmental data for locating sufficient housing, shopping, and office space to accommodate 1.000 new residences for study area. Participants are expected to familiarize themselves before the lab commences with the basic of environmental planning, wetlands and watershed  protection, farmland preservation and habitat protection. Workshop participants will work together as a team to design a planned community(s) that can accomodate the population growth while minimizing the environmental impact.Teams will be created to develop criteria as they see fit for siting the proposed development on a manner which will have the least impact on the environment.

This lab will provide instructional training in Arcview GIS, environmental planning, spatial data modeling & production of presentation graphics. Final projects will be evaluated for effectiveness of design, GIS problem solving approach, thoroughness of solutions, and overall creativity.

Outline of lab meetings:
Day 1:

• Introduction
• Lab orientation
• Login, user accounts, workspaces
• Training lecture lab#1
• LAB #1- Intro to Arcview
• Navigation basics
• LUNCH
• lecture introducing problems set for final project
• LAB#2- Basics Analysis with GIS
• Querying information
• Group meeting to plan final project

• Overview lecture of lab #3
• LAB#3- Geoprocessing data, buffer & overlay
• Map creation
• Getting the data you need
• LUNCH
• overview of lab #4
• LAB #4- Spatial analysis & suitability modeling
• Group meeting to plan final project.

• Work on project
• Environmental analysis and ecological planning

Steiner, Frederick. 1991.  The living landscape: an ecological approach to landscape planning / Frederick Steiner.  New York: McGraw-Hill.

Design with Nature, 1992, Ian McHarg; J. Wiley, pub.

Links To Online Resources:
American Farmland Trust
http://www.farmland.org

American Planning Association - Growing Smart Initiative
http://www.planning.org/plnginfo/GROWSMAR/gsindex.html

Environmental Protection Agency's Antidotes to Spral
http://www.epa.gov/region5/sprawl

Rocky Mountain Institute (for information about green development and sustainable development)
http://www.rmi.org

Sierra Club Sprawl Index
http://www.sierraclub.org/sprawl

Smart Growth Network
http://www.smartgrowth.org

Sprawl Watch Clearing House
http://www.sprawlwatch.org

Sustainable Communities Network
http://www.sustainable.org

Jean Myers has been a science teacher for eight years, beginning as a Peace Corps Volunteer teacher in Kenya, and teaching today at Middle College High School at LaGuardia Community College, a small alternative school in New York City. She has been involved with reform efforts at her school, developing a more creative, inquiry-based science curriculum and ways for the staff to help each other raise standards of teaching and learning. Jean has recently mentored new teachers. She received two Masters Degrees from Teachers College, in Teaching Secondary Science and Curriculum and Instruction. 

"Alternative Fueled Vehicles: Toward a Ten-Emission Transportation System"

I will discuss prospects for improving efficiency and reducing emissions of pollutants and greenhouse gases from vehicles.

I will describe zero emission technologies such as fuel cells, and discuss how our present system might evolve toward one with much reduced pollution.

Web Page: http://www.princeton.edu/~ischaper/PEI.html

Lab Description:
Do Photosynthetic Algae Respond to CO2 Change? Lab #2

• Participants will set up algae cultures (Diatoms) under different environmentally relevant C02 levels. 
• Hands-on experiments will include current laboratory research that could be adapted for a secondary school setting.
• Hands-on experiments will include current laboratory research that could be used in a secondary setting.

http://www.life.uiuc.edu/govindjee/paper/gov.html

http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookPS.html

http://esg-www.mit.edu:8001/esgbio/ps/psdir.html

What are diatoms? - http://www.stormbefore.com/diatoms.htm

http://www.co2science.org/educate/global.htm

Lecture Topic:

“Fluid Flow and the World Around Us."

Richard T. Wetherald was first employed at the Westinghouse Electric Corporation, Baltimore, MD designing numerical weather prediction algorithms to be applied to a parallel processing computer prototype. From 1964 to the present, he has been a Research Meteorologist at the Geophysical Fluid Dynamics Laboratory/NOAA, Princeton, N.J. His chief area of expertise is greenhouse warming of climate, and he has written or co-authored many scientific papers on this subject. He is also active in various educational outreach programs in the local area involving both elementary and middle schools with regard to both weather and astronomy.

Lecture Descriptions:

First Lecture

1. Introductory remarks
2. Uniqueness of planet Earth brief comparison of Earth with Venus, Mars 
3. Axial tilt, orbit; implications for seasons 
4. Rotation and its effects (Coriolis Force) comparison with Venus, Jupiter latitudinal and meridional circulation hurricanes, rotating thunderstorms, tornadoes mechanisms of rotation, directions of spin for highs and lows 
5. Observations of current climate heat budget at gound surface air temperature precipitation 
6. Methods of observation ground observations radar radiosounde satellites 
7. Brief remarks on mathematical modeling, forecasting 
8. Climate data sources 
9. Summary

1. Introduction 
2. Background information 
3. Concept of atmospheric “greenhouse” and how it works 
4. Historical records, observations
5. Concept of numerical modeling box diagram, flow chart mathematical formulation - grid network concept of climate “forecast” 
6. Results from GFDL and other institutions feedback systems, mechanisms of climate change 
7. Implications of climate change (sample topics) water resources agriculture economics coastal regions health/insects 
8. Summary and conclusions