% Publishers
@string{AAPT = "American Association of Physics Teachers"}
+@string{APS = "American Physical Society"}
@string{ASQ = "American Society for Quality"}
@string{Blackwell = "Blackwell Publishing Ltd."}
@string{DLA = "Digital Library and Archives, Virginia Polytechnic
@string{ASQ:HEB = "ASQ Higher Education Brief"}
@string{IJBMM = "International Journal of Biological Macromolecules"}
@string{JEE = "Journal of Engineering Education"}
+@string{JEB = "Journal of Experimental Biology"}
@string{JITE = "Journal of Industrial Teacher Education"}
+@string{Nature = "Nature"}
@string{NDTL = "New Directions for Teaching and Learning"}
+@string{PRL = "Physical Review Letters"}
+@string{PR:E = "Physical Review E Statistical, Nonlinear and Soft-Matter Physics"}
@string{Science = "Science"}
% Authors
@string{MBelloni = "Belloni, Mario"}
+@string{RPBehringer = "Behringer, Robert P."}
@string{RBrent = "Brent, Rebecca"}
@string{WChristian = "Christian, Wolfgang"}
@string{SPChung = "Chung, Shih-Ping"}
+@string{EICorwin = "Corwin, Eric I."}
@string{CHCrouch = "Crouch, Catherine H."}
@string{BCrowell = "Crowell, Benjamin"}
@string{LDeslauriers = "Deslauriers, Louis"}
+@string{RLHDeits = "Deits, Robin L. H."}
@string{RMFelder = "Felder, Richard M."}
+@string{MWGilmer = "Gilmer, Matthew W."}
+@string{JGomberg = "Gomberg, Joan"}
@string{RRHake = "Hake, Richard R."}
+@string{AEHosoi = "Hosoi, A. E."}
+@string{HMJaeger = "Jaeger, Heinrich M."}
+@string{PAJohnson = "Johnson, Paul A."}
@string{SDJohnson = "Johnson, Scott D."}
+@string{MCJohnston = "Johnston, Mitchell C."}
+@string{PKim = "Kim, Pilnam"}
@string{WKing = "King, W.~Trevor"}
+@string{MKnuth = "Knuth, Matt"}
+@string{CAKoh = "Koh, Carolyn A."}
+@string{PGLafond = "Lafond, Patrick G."}
@string{JLochhead = "Lochhead, Jack"}
+@string{TSMajmudar = "Majmudar, Trushant S."}
+@string{CMarone = "Marone, Chris"}
@string{EMazur = "Mazur, Eric"}
+@string{EMyftiu = "Myftiu, Eglind"}
+@string{SRNagel = "Nagel, Sidney R."}
@string{MPrince = "Prince, Michael"}
+@string{MRoche = "Roch\'e, Matthieu"}
+@string{HSavage = "Savage, Heather"}
@string{ESchelew = "Schelew, Ellen"}
+@string{EDSloan = "Sloan, E. Dendy"}
+@string{HAStone = "Stone, Howard A."}
@string{MSu = "Su, Meihong"}
+@string{AKSum = "Sum, Amadeu K."}
@string{AWhimbey = "Whimbey, Arthur"}
@string{CWieman = "Wieman, Carl"}
+@string{AGWinter = "Winter, Amos G."}
+@string{DTWu = "Wu, David T."}
@string{GYang = "Yang, Guoliang"}
@phdthesis{ king13,
issn = {0002-9505},
doi = {10.1119/1.18809},
url = {http://ajp.aapt.org/resource/1/ajpias/v66/i1/p64_s1},
- keywords = { teaching, education, classical mechanics},
+ keywords = {teaching, education, classical mechanics},
abstract = {A survey of pre/post-test data using the
Halloun--Hestenes Mechanics Diagnostic test or more recent Force
Concept Inventory is reported for 62 introductory physics
source = {git://lightandmatter.com/physics},
license = CC-BY-SA-3.0-US,
}
+
+% Granular media and suspensions
+
+@article{ corwin05,
+ author = EICorwin #" and "# HMJaeger #" and "# SRNagel,
+ title = {Structural signature of jamming in granular media},
+ year = 2005,
+ month = jun,
+ day = 23,
+ address = {James Franck Institute, Department of Physics, The
+ University of Chicago, Chicago, Illinois 60637, USA.},
+ journal = Nature,
+ volume = 435,
+ number = 7045,
+ pages = {1075--1078},
+ issn = {1476-4687},
+ doi = {10.1038/nature03698},
+ url = {http://www.ncbi.nlm.nih.gov/pubmed/15973404},
+ language = {eng},
+ abstract = {Glasses are rigid, but flow when the temperature is
+ increased. Similarly, granular materials are rigid, but become
+ unjammed and flow if sufficient shear stress is applied. The rigid
+ and flowing phases are strikingly different, yet measurements
+ reveal that the structures of glass and liquid are virtually
+ indistinguishable. It is therefore natural to ask whether there is
+ a structural signature of the jammed granular state that
+ distinguishes it from its flowing counterpart. Here we find
+ evidence for such a signature, by measuring the contact-force
+ distribution between particles during shearing. Because the forces
+ are sensitive to minute variations in particle position, the
+ distribution of forces can serve as a microscope with which to
+ observe correlations in the positions of nearest neighbours. We
+ find a qualitative change in the force distribution at the onset
+ of jamming. If, as has been proposed, the jamming and glass
+ transitions are related, our observation of a structural signature
+ associated with jamming hints at the existence of a similar
+ structural difference at the glass transition--presumably too
+ subtle for conventional scattering techniques to uncover. Our
+ measurements also provide a determination of a granular
+ temperature that is the counterpart in granular systems to the
+ glass-transition temperature in liquids.},
+}
+
+@article{ majmudar05,
+ author = TSMajmudar #" and "# RPBehringer,
+ title = {Contact force measurements and stress-induced anisotropy
+ in granular materials},
+ year = 2005,
+ month = jun,
+ day = 23,
+ journal = Nature,
+ volume = 435,
+ pages = {1079--082},
+ doi = {10.1038/nature03805},
+ url = {http://www.nature.com/nature/journal/v435/n7045/full/nature03805.html},
+ eprint = {http://www.nature.com/nature/journal/v435/n7045/pdf/nature03805.pdf},
+ abstract ={Interparticle forces in granular media form an
+ inhomogeneous distribution of filamentary force
+ chains. Understanding such forces and their spatial
+ correlations, specifically in response to forces at the system
+ boundaries, represents a fundamental goal of granular
+ mechanics. The problem is of relevance to civil engineering,
+ geophysics and physics, being important for the understanding of
+ jamming, shear-induced yielding and mechanical response. Here we
+ report measurements of the normal and tangential grain-scale
+ forces inside a two-dimensional system of photoelastic disks
+ that are subject to pure shear and isotropic
+ compression. Various statistical measures show the underlying
+ differences between these two stress states. These differences
+ appear in the distributions of normal forces (which are more
+ rounded for compression than shear), although not in the
+ distributions of tangential forces (which are exponential in
+ both cases). Sheared systems show anisotropy in the
+ distributions of both the contact network and the contact
+ forces. Anisotropy also occurs in the spatial correlations of
+ forces, which provide a quantitative replacement for the idea of
+ force chains. Sheared systems have long-range correlations in
+ the direction of force chains, whereas isotropically compressed
+ systems have short-range correlations regardless of the
+ direction.},
+}
+
+@article{ johnson08,
+ author = PAJohnson #" and "# HSavage #" and "# MKnuth #" and "#
+ JGomberg #" and "# CMarone,
+ title = {Effects of acoustic waves on stick--slip in granular
+ media and implications for earthquakes},
+ year = 2008,
+ month = jan,
+ day = 3,
+ journal = Nature,
+ volume = 451,
+ pages = {57--60},
+ doi = {10.1038/nature06440},
+ url = {http://www.nature.com/nature/journal/v451/n7174/abs/nature06440.html},
+ eprint = {http://www.nature.com/nature/journal/v451/n7174/pdf/nature06440.pdf},
+ abstract ={It remains unknown how the small strains induced by
+ seismic waves can trigger earthquakes at large distances, in
+ some cases thousands of kilometres from the triggering
+ earthquake, with failure often occurring long after the waves
+ have passed. Earthquake nucleation is usually observed to take
+ place at depths of 10--20 km, and so static overburden should be
+ large enough to inhibit triggering by seismic-wave stress
+ perturbations. To understand the physics of dynamic triggering
+ better, as well as the influence of dynamic stressing on
+ earthquake recurrence, we have conducted laboratory studies of
+ stick--slip in granular media with and without applied acoustic
+ vibration. Glass beads were used to simulate granular fault zone
+ material, sheared under constant normal stress, and subject to
+ transient or continuous perturbation by acoustic waves. Here we
+ show that small-magnitude failure events, corresponding to
+ triggered aftershocks, occur when applied sound-wave amplitudes
+ exceed several microstrain. These events are frequently delayed
+ or occur as part of a cascade of small events. Vibrations also
+ cause large slip events to be disrupted in time relative to
+ those without wave perturbation. The effects are observed for
+ many large-event cycles after vibrations cease, indicating a
+ strain memory in the granular material. Dynamic stressing of
+ tectonic faults may play a similar role in determining the
+ complexity of earthquake recurrence.},
+}
+
+@article{ winter12,
+ author = AGWinter #" and "# RLHDeits #" and "# AEHosoi,
+ title = {Localized fluidization burrowing mechanics of \emph{Ensis
+ directus}},
+ year = 2012,
+ month = jun,
+ day = 15,
+ address = {Department of Mechanical Engineering, Massachusetts
+ Institute of Technology, 77 Massachusetts Avenue,
+ Cambridge, MA 02139, USA. awinter@mit.edu},
+ journal = JEB,
+ volume = 215,
+ number = {Pt 12},
+ pages = {2072--2080},
+ issn = {1477-9145},
+ doi = {10.1242/jeb.058172},
+ url = {http://jeb.biologists.org/content/215/12/2072},
+ eprint = {http://jeb.biologists.org/content/215/12/2072.full.pdf},
+ language = {eng},
+ keywords = {animals, biomechanics, bivalvia, movement, particle size,
+ rheology, soil},
+ abstract = {Muscle measurements of Ensis directus, the Atlantic
+ razor clam, indicate that the organism only has sufficient
+ strength to burrow a few centimeters into the soil, yet razor
+ clams burrow to over 70 cm. In this paper, we show that the
+ animal uses the motions of its valves to locally fluidize the
+ surrounding soil and reduce burrowing drag. Substrate
+ deformations were measured using particle image velocimetry
+ (PIV) in a novel visualization system that enabled us to see
+ through the soil and watch E. directus burrow in situ. PIV
+ data, supported by soil and fluid mechanics theory, show that
+ contraction of the valves of E. directus locally fluidizes the
+ surrounding soil. Particle and fluid mixtures can be modeled as
+ a Newtonian fluid with an effective viscosity based on the local
+ void fraction. Using these models, we demonstrate that E.
+ directus is strong enough to reach full burrow depth in
+ fluidized soil, but not in static soil. Furthermore, we show
+ that the method of localized fluidization reduces the amount of
+ energy required to reach burrow depth by an order of magnitude
+ compared with penetrating static soil, and leads to a burrowing
+ energy that scales linearly with depth rather than with depth
+ squared.},
+}
+
+@article{ roche13,
+ author = MRoche #" and "# EMyftiu #" and "# MCJohnston #" and "#
+ PKim #" and "# HAStone,
+ title = {Dynamic Fracture of Nonglassy Suspensions},
+ year = 2013,
+ month = apr,
+ day = 4,
+ journal = PRL,
+ volume = 110,
+ number = 14,
+ pages = 148304,
+ numpages = 5,
+ doi = {10.1103/PhysRevLett.110.148304},
+ url = {http://link.aps.org/doi/10.1103/PhysRevLett.110.148304},
+ publisher = APS,
+ abstract = {We study the dynamic fracture of thin layers of
+ suspensions of non-Brownian rigid particles. The impact of a
+ projectile triggers a liquid-to-solid transition and a hole
+ opens in the layer. We show that the occurrence of fracture and
+ the spatial and dynamic features of the cracks depend mostly on
+ the thickness of the layer and the particle volume fraction. In
+ contrast, the properties of the fractured material seem
+ independent of volume fraction. Finally, we measure the velocity
+ of the crack tip, from which we estimate an effective value of
+ the shear modulus of the fractured material.},
+}
+
+@article{ lafond13,
+ author = PGLafond #" and "# MWGilmer #" and "# CAKoh #" and "#
+ EDSloan #" and "# DTWu #" and "# AKSum,
+ title = {Orifice jamming of fluid-driven granular flow},
+ year = 2013,
+ month = apr,
+ day = 17,
+ journal = PR:E,
+ volume = 87,
+ number = 4,
+ pages = {042204},
+ numpages = 8,
+ doi = {10.1103/PhysRevE.87.042204},
+ url = {http://link.aps.org/doi/10.1103/PhysRevE.87.042204},
+ publisher = APS,
+ abstract = {The three-dimensional jamming of neutrally buoyant
+ monodisperse, bidisperse, and tridisperse mixtures of particles
+ flowing through a restriction under fluid flow has been
+ studied. During the transient initial accumulation of particles
+ at the restriction, a low probability of a jamming event is
+ observed, followed by a transition to a steady-state flowing
+ backlog of particles, where the jamming probability per particle
+ reaches a constant. Analogous to the steady-state flow in
+ gravity-driven jams, this results in a geometric distribution
+ describing the number of particles that discharge prior to a
+ jamming event. We develop new models to describe the transition
+ from an accumulation to a steady-state flow, and the jamming
+ probability after the transition has occurred. Predictions of
+ the behavior of the geometric distribution see the
+ log-probability of a jam occurring proportionally to
+ ($R_2^2-1$), where $R_2$ is the ratio of opening diameter to the
+ second moment number average particle diameter. This behavior is
+ demonstrated to apply to more general restriction shapes, and
+ collapses for all mixture compositions for the restriction sizes
+ tested.},
+}
--- /dev/null
+\documentclass[12pt]{article}
+
+\topmargin 0.0in
+\headheight 0.0in
+\headsep 0.0in
+\textheight 9in
+\oddsidemargin 0in
+\textwidth 6.5in
+\pagestyle{empty} % no room for page numbers
+
+\usepackage[parfill]{parskip} % unindented paragraphs with parskips
+
+\usepackage{amsmath} % \text and other useful math stuff
+
+\usepackage{hyperref}
+\hypersetup{colorlinks}
+\hypersetup{linkcolor=black}
+\hypersetup{anchorcolor=black}
+\hypersetup{citecolor=black}
+\hypersetup{filecolor=black}
+\hypersetup{menucolor=black}
+\hypersetup{runcolor=black}
+\hypersetup{urlcolor=[rgb]{0, 0, 0.7}}
+
+\usepackage[super,sort&compress,comma]{natbib}
+% super selects citations in superscript mode
+% sort&compress automatically sorts and compresses compound citations (\citep{a,b,...})
+% comma seperates multiple citations with commas rather than the default semicolons.
+\bibliographystyle{unsrtnat} % number citations in the order referenced
+
+\title{Research Statement}
+\date{\today}
+\author{W.~Trevor King}
+
+\begin{document}
+
+\maketitle
+
+I have been involved in a number of research projects over my career,
+bouncing between solid state, low temperature research and biophysics.
+In support of these goals, I have worked with a fair amount of
+vertical integration, working on everything from sample preparation
+(etching thin films, sputtering gold, mixing buffers, \ldots) to
+analytical theory and publishing. While I feel competent in all these
+tasks, I believe it is my commitment to developing and publishing open
+source solutions---based on consumer-grade hardware---that sets me
+apart from the bulk of my colleagues. So far I have focused on
+software\citep{king10,king13}, but I am also excited about the rise of
+open source hardware projects, including micro-computing and 3D
+printing. These technologies promise to democratize basic research by
+lowering startup and maintenance costs, and I plan on leveraging them
+in both research and teaching labs.
+
+In parallel with this, I'm interested in exploring granular
+media\citep{corwin05,majmudar05,johnson08,roche13,lafond13}, which
+has both phenomenological depth and many interesting applications
+(including the physics of clamming\citep{winter12}). Research along
+these lines is socially useful due to the prevalence of granular media
+in industry and the environment. The mesoscopic size of granular
+media also makes the material more experimentally and intuitively
+accessible to undergraduates than microscopic systems, where thermal
+motion plays a more significant role.
+
+Finally, I am interested in contributing to, as well as benefiting
+from, research on effective teaching techniques. As I explain in my
+teaching philosophy, I am excited about active learning approaches
+which have been shown to increase student
+performance\citep{hake98,johnson99,crouch01,prince04}. By building
+modular, open-source systems such as
+\href{https://pypi.python.org/pypi/pygrader}{pygrader} and
+\href{https://pypi.python.org/pypi/quizzer}{quizzer}, I can easily
+collect data and feedback on student progress as a course progresses,
+quantitatively validating (or invalidating) novel approaches to
+teaching and adapting my approach to improve student outcomes.
+Besides working with the wider community, I look forward to continuing
+work with my collaborators in the
+\href{http://software-carpentry.org/}{Software Carpentry}
+organization, where I have been contributing to work on boot camp
+assessment. Several SWC collaborators (especially
+\href{http://michigancomputes.wordpress.com/}{Cait Pickens}) are
+experts in assessment design and validation, and between their
+experience with standard practices and my talent for software tooling
+and rigorous analysis, I expect we'll develop a robust system for
+monitoring student progress. By promoting this system in our own
+research and SWC outreach, we can also spread the practice of teaching
+research through the wider academic community.
+
+{\footnotesize\bibliography{rs}}
+
+\end{document}
+++ /dev/null
-\documentclass[12pt]{article}
-
-\topmargin 0.0in
-\headheight 0.0in
-\headsep 0.0in
-\textheight 9in
-\oddsidemargin 0in
-\textwidth 6.5in
-\pagestyle{empty} % no room for page numbers
-
-\usepackage[parfill]{parskip} % unindented paragraphs with parskips
-
-\usepackage{amsmath} % \text and other useful math stuff
-
-\usepackage{hyperref}
-\hypersetup{colorlinks}
-\hypersetup{linkcolor=black}
-\hypersetup{anchorcolor=black}
-\hypersetup{citecolor=black}
-\hypersetup{filecolor=black}
-\hypersetup{menucolor=black}
-\hypersetup{runcolor=black}
-\hypersetup{urlcolor=[rgb]{0, 0, 0.7}}
-
-\usepackage[super,sort&compress,comma]{natbib}
-% super selects citations in superscript mode
-% sort&compress automatically sorts and compresses compound citations (\citep{a,b,...})
-% comma seperates multiple citations with commas rather than the default semicolons.
-\bibliographystyle{unsrtnat} % number citations in the order referenced
-
-\title{Teaching Philosophy}
-\date{\today}
-\author{W.~Trevor King}
-
-\begin{document}
-
-\maketitle
-
-In high school, I initially wanted to be a marine biologist. The goal
-lasted until my first physics course during my senior year, when Tom
-Hoch introduced me to the idea that the kinetic behavior of the world
-around us can be described with a handful of simple laws. How far
-will this trebuchet launch a baseball? What would you redesign to
-make it go farther? How should you build a wheel to win a race down a
-5 foot ramp? Besides the joy of attacking the problems themselves, I
-enjoyed arguing about them with my classmates. If you pull on a
-thread coming from underneath a spool sitting on the table, will the
-spool roll toward you or away from you? Physics gives you the feeling
-that you can figure out \emph{anything} (to a first approximation),
-and if you're not sure you're right, you can usually design and build
-a simple experiment to test your understanding. In no other
-discipline are the fundamentals of the scientific method so clearly
-laid out or so obviously powerful.
-
-Since that high school course, I have enjoyed honing my skills in
-physics and related disciplines, but no task has been as satisfying as
-introducing new students to the discipline and sharing my enthusiasm
-for the material and philosophy. I have been lucky to have almost a
-decade of teaching experience from a range of teaching assistant-ships
-covering the classic introductory courses (with recitations and labs
-of 20 students in classes of up to 700) as well as some more advanced
-numerical methods courses (with as few as five students). The range
-of formats allows me to experiment with a number of teaching styles,
-from modeling recitation problem solutions to more Socratic approaches
-for helping students design and troubleshoot software.
-
-While I have not yet been in a position to design my own courses, I
-have enjoyed building some supportive tools. Over the past several
-years, I have developed an open source
-\href{http://blog.tremily.us/posts/Course_website/}{course website
- framework} and
-\href{http://git.tremily.us/?p=course.git;a=tree;f=asymptote;hb=HEAD}{graphics
- libraries} for illustrating
-\href{http://blog.tremily.us/posts/Course_website/Mechanics-test.svg}{mechanics},
-\href{http://blog.tremily.us/posts/Course_website/ElectroMag-test.svg}{electricity
- and magnetism},
-\href{http://blog.tremily.us/posts/Course_website/Circ-test.svg}{circuits},
-and
-\href{http://blog.tremily.us/posts/Course_website/stickfigure-test.svg}{stick
- figures}. I've also designed the
-\href{https://pypi.python.org/pypi/pygrader}{pygrader} framework for
-collecting and grading homework assignments that students submit via
-email and the \href{https://pypi.python.org/pypi/quizzer}{quizzer}
-framework for managing online quizzes and surveys. These tools will
-make it easier for me to maintain class notes, homework, tests, and
-lecture material, which gives me more time to focus on engaging
-students directly. Downloadable class notes also give students more
-time to focus on the concepts and applications instead of focusing on
-transcription. I look forward to tying these pieces together and
-building cohesive courses to introduce new students to physics.
-
-Earlier attempts at instructional tooling\citep{christian01} have not
-kept up with the rapid pace of software development. Using flexible
-open source tools makes it possible to distribute maintenance costs
-across a community of teachers. This makes it easier for existing
-teachers to share ideas and for new teachers to pick up where previous
-teachers left off, instead of having to start by recreating earlier
-work. On the self-study side of this, Ben Crowell has already
-developed a number of open source
-textbooks\citep{crowell-light-and-matter,crowell-simple-nature,crowell-mechanics,crowell-conceptual-physics,crowell-calculus,crowell-general-relativity},
-which are freely available along with
-\href{git://lightandmatter.com/physics}{their source} under the
-\href{http://creativecommons.org/licenses/by-sa/3.0/us/}{CC BY-SA 3.0
- US} license. There is room for continued development along this
-front, as well as uncharted territory in open source laboratory
-materials and equipment. My Ph.D.\ thesis focused on developing open
-source software for controlling atomic force microscopes in
-biophysical applications\citep{king13}, and I look forward to
-leveraging this experience to develop open source software and
-procedures for undergraduate labs. Besides making it easier for other
-teachers to collaborate on lab design, an open source platform
-(software and hardware) will enable on-the-fly student alterations. I
-expect that replacing the magic of ``black boxes'' with well
-documented, explorable tools will encourage students to see labs as
-chances to build their theoretical and practical familiarity with the
-physical world instead of arbitrary, cookbook-style recipes.
-
-As a scientist, I feel that teaching itself can be improved through
-the scientific method. By testing the effect of different classroom
-approaches---and by building on the research of my peers---I intend to
-gradually refine my teaching to improve student engagement, critical
-thinking, and content retention. I am especially excited to try
-active learning approaches\citep{hake98,crouch01,prince04}, especially
-thinking-aloud pair problem solving
-(TAPPS\citep{lochhead87,felder09}), which has been shown to increase
-student performance\citep{johnson99}. Besides improving teaching
-strategies, an experiment-based approach to teaching is a chance to
-practice what I preach, which should help convince students of the
-efficacy of the scientific method. Of course, not \emph{everything}
-can be measured with sufficient clarity to support this approach.
-Developing quantitative evaluations of student learning is tricky,
-but---at least at a basic level---it is possible. Mentioning these
-difficulties when discussing course organization with students will
-provide jumping-off points for discussing the limitations of the
-scientific approach and the flavor of scientific progress, while
-avoiding confusion about the well-understood fundamentals covered in
-the content of the course itself.
-
-I look forward to guiding students through the early stages of their
-exposure to physics, while at the same time engaging in higher level
-discussions about the practice and role of science in general. I hope
-that this experience is as transformative for my students as my early
-physics courses were for me, teaching them how to break down problems
-into manageable chunks and encouraging them to make use of analytical
-reasoning and evidenced-based inquiry in their chosen profession,
-regardless of whether it is directly related to physics.
-
-{\footnotesize\bibliography{ts}}
-
-\end{document}
projects / research-statement.git / commitdiff