Experiments explain why some liquids are ‘fragile’ and others are ‘strong’

Experiments explain why some liquids are ‘fragile’ and others are ‘strong’

Only recently has it become possible to accurately “see” the structure of a liquid. Using X-rays and a high-tech apparatus that holds liquids without a container, a physicist at Washington University in St. Louis has compared the behavior of glass-forming liquids as they approach the glass transition. The results are the strongest demonstration yet that bulk properties like viscosity are linked to microscopic ones like structure.

PAD to present ‘Dance Close Up’ Sept. 4-6​

Look. Listen. Inhale. Exhale. In “December,” David Marchant explores the fragmentary nature of memory and the rhythms of human breathing. On Sept. 4, 5 and 6, Marchant will present “December” as part of “Dance Close Up.” The intimate concert will showcase 10 new and original works by dance faculty in Arts & Sciences at Washington University in St. Louis.

Bass receives grant for project on artist

Marisa Bass, PhD, assistant professor of art history and archaeology in Arts & Sciences, received a research seed grant from the Humanities Center to fund her research in Munich in August for her new project, “Forged by Misfortune: The Art of Joris Hoefnagel in the Wake of the Dutch Revolt.”
2010 Chilean earthquake triggered icequakes in Antarctica

2010 Chilean earthquake triggered icequakes in Antarctica

In March 2010, the ice sheets in Antarctica vibrated a bit more than usual as a surface wave from an 8.8-magnitude earthquake in Chile 3,000 kilometers away passed through the ice. Powerful earthquakes were known to trigger secondary quakes along faults in land; this was the first observation of triggered quakes in the ice. Washington University in St. Louis seismologist Doug Wiens says the finding is one of several discoveries made possible by POLENET, an array of seismic stations that reaches for the first time into the interior of Antarctica.

Can large introductory science courses teach students to learn effectively?

In the past 10 years an active-learning course, called “Active Physics,” has gradually displaced lecture-based introductory courses in physics at Washington University in St. Louis. But are active-learning techniques effective when they are scaled up to large classes? A comprehensive three-year evaluation suggests that “Active Physics” consistently produces more proficient and confident students than the lecture courses it is replacing.
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