Georgia Institute of Technology College of Sciences

We will discuss several instances of sequences of complex manifolds X_n whose Betti numbers b_i(X_n) converge, when properly scaled, to a limiting distribution. The varieties considered have Betti numbers which are described in a combinatorial way making their study possible. Interesting examples include varieties X for which b_i(X) is the i-th coefficient of the reliability polynomial of an associated graph.

Biomimetic synthetic cilia can be effectively utilized for regulating microscale transport processes at interfaces. Using computer simulations, we examine how polymeric cilia can be harnessed to control the motion of microscopic particles suspended in a viscous fluid. The cilia are modeled as deformable, elastic filaments and our simulations capture the complex fluid-structure interactions among these filaments, channel walls and surrounding solution. We show that non-motile cilia that are tilted with respect to the surface can hydrodynamically direct solid particles towards channel walls, thereby, inducing their rapid deposition. When synthetic cilia are actuated by a sinusoidal force that is applied at the free ends, the beating cilia can either drive particles downwards toward the substrate or expelled particles into the fluid above the actuated cilial layer. This dynamic behavior can be regulated by changing the driving frequency. The findings uncover new routes for controlling the deposition of microscopic particles in microfluidic devices.

I will prove contractibility of the space of nonnegatively curved metrics on the 2-sphere via the uniformization, discuss difficulties of extending the result to metrics on the plane, and then discuss similar problems in higher dimensions.

This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (research design, teacher knowledge, and TPACK) and four supplementary lenses (Data sources, outcomes, NCTM Principles, and NCTM Standards) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (i.e., knowledge, cognition, affect, and performance) suggest that graphing calculator and dynamic geometry technologies have been abundantly studied, but the strength of the evidence measures (i.e., validity and reliability) may be lacking. More specifically, research on mathematics educational technology appears at first glance to be ubiquitous, the usefulness of this research to practitioners and researchers is limited by lack of attention to research design and validity, reliability, and threats to validity (Rakes et al., 2011). Additionally, much of the research appears to be unorganized, with topics such as graphing calculators studied often, while other topics such as virtual manipulatives understudied (Ronau et al., 2010).