The Mathematics of Soap Films

Total Page:16

File Type:pdf, Size:1020Kb

The Mathematics of Soap Films Mathematics and Soap Films John Oprea Cleveland State University Surface tension creates a “skin” on a liquid whose molecules are polar. Example: H2O is polar, so water has a “skin”. Soap reduces surface tension by adding long polar molecules with hydrocarbon tails. Surface tension dominance, but with noticeable effects of gravity Surface tension pulls a soap film as tight as it can be. 1st Principle of Soap Films. A soap film minimizes its surface area. But what is the exact geometry dictated by the force due to surface tension? To see this, let’s analyze a piece of a soap film surface that is expanded outward by an applied pressure p. Take a piece of the film given by two perpendicular (tangent) directions and compute the work done to expand the surface area under some pressure. Also, if we take p = pressure and S = surface area, then The change in surface area is given by A Physicist’s first words: “Neglect the higher order Term!” Laplace-Young Equation Laplace-Young involves Mean Curvature! Definition. A surface S is minimal if H = 0. Theorem. A soap film is a minimal surface. Questions What property does a soap bubble have? What happens when bubbles fuse? Does the Laplace-Young equation have medical consequences? Alveoli are modeled Alveoli by spheres which expand when we inhale and contract when we exhale. When is the pressure difference the greatest? So how can we ever inhale? It was the development of artificial surfactant in the 1960’s that was essential to the survival of premature babies! Now consider the “loop on a hoop” experiment. What does it say? Theorem. A closed curve which maximizes the enclosed area subject to having a fixed perimeter is a circle. Consequences: For the circle, For other closed curves, Same A Same L1 A A A1 L L1 L1 by Theorem applied to 2nd and 3rd curves Theorem. For fixed area, the curve which minimizes perimeter is the circle. 3-Dimensional Version. For fixed volume, the closed surface which minimizes surface area is a sphere! Physical Consequence. Every soap bubble is a sphere. A soap bubble minimizes its surface area subject to enclosing a fixed volume. Plateau’s Rules Weierstrass-Enneper Representations Complex analysis may be used to obtain “formulas” for minimal surfaces. Theorem. (First Representation) Theorem. (Second Representation) The Catenoid The Helicoid Enneper’s Surface La Chauve-Souris The Trinoid Appendix: One-celled Organisms Minimizing surface area subject to fixed volume for surfaces of revolution (without the extra requirement of compactness) produces spheres, cylinders, nodoids and unduloids. One-celled creatures often take shapes (truncated by cilia or flagella) similar to spheres, cylinders, nodoids and unduloids. Here we present some drawings of one-celled organisms taken from On Growth and Form By D’Arcy Wentworth Thompson Unduloids (surfaces of constant mean curvature) Other aspects of differential geometry make themselves apparent in biology also. Theorem. The only ruled minimal surface is the helicoid. Water Films in Space Question: What is the exact shape of the “lens”? Les faits mathématiques dignes d’être étudiés, ce sont ceux qui, par leur analogie avec d’autres faits, sont susceptibles de nous conduire à la connaissance d’une loi mathématique, de la même façon que les faits expérimentaux nous conduisent à la connaissance d’une loi physique. Ce sont ceux qui nous révèlent des parentés insoupçonnées entre d’autres faits, connus depuis longtemps, mais qu’on croyait à tort étrangers les uns aux autres. ---------- Henri Poincaré The mathematical facts worthy of being studied are those which, by their analogy with other facts, are capable of leading us to the knowledge of a mathematical law just as experimental facts lead us to the knowledge of a physical law. They reveal the kinship between other facts, long known, but wrongly believed to be strangers to one another. ----- Henri Poincaré .
Recommended publications
  • Chapter 11. Three Dimensional Analytic Geometry and Vectors
    Chapter 11. Three dimensional analytic geometry and vectors. Section 11.5 Quadric surfaces. Curves in R2 : x2 y2 ellipse + =1 a2 b2 x2 y2 hyperbola − =1 a2 b2 parabola y = ax2 or x = by2 A quadric surface is the graph of a second degree equation in three variables. The most general such equation is Ax2 + By2 + Cz2 + Dxy + Exz + F yz + Gx + Hy + Iz + J =0, where A, B, C, ..., J are constants. By translation and rotation the equation can be brought into one of two standard forms Ax2 + By2 + Cz2 + J =0 or Ax2 + By2 + Iz =0 In order to sketch the graph of a quadric surface, it is useful to determine the curves of intersection of the surface with planes parallel to the coordinate planes. These curves are called traces of the surface. Ellipsoids The quadric surface with equation x2 y2 z2 + + =1 a2 b2 c2 is called an ellipsoid because all of its traces are ellipses. 2 1 x y 3 2 1 z ±1 ±2 ±3 ±1 ±2 The six intercepts of the ellipsoid are (±a, 0, 0), (0, ±b, 0), and (0, 0, ±c) and the ellipsoid lies in the box |x| ≤ a, |y| ≤ b, |z| ≤ c Since the ellipsoid involves only even powers of x, y, and z, the ellipsoid is symmetric with respect to each coordinate plane. Example 1. Find the traces of the surface 4x2 +9y2 + 36z2 = 36 1 in the planes x = k, y = k, and z = k. Identify the surface and sketch it. Hyperboloids Hyperboloid of one sheet. The quadric surface with equations x2 y2 z2 1.
    [Show full text]
  • An Introduction to Topology the Classification Theorem for Surfaces by E
    An Introduction to Topology An Introduction to Topology The Classification theorem for Surfaces By E. C. Zeeman Introduction. The classification theorem is a beautiful example of geometric topology. Although it was discovered in the last century*, yet it manages to convey the spirit of present day research. The proof that we give here is elementary, and its is hoped more intuitive than that found in most textbooks, but in none the less rigorous. It is designed for readers who have never done any topology before. It is the sort of mathematics that could be taught in schools both to foster geometric intuition, and to counteract the present day alarming tendency to drop geometry. It is profound, and yet preserves a sense of fun. In Appendix 1 we explain how a deeper result can be proved if one has available the more sophisticated tools of analytic topology and algebraic topology. Examples. Before starting the theorem let us look at a few examples of surfaces. In any branch of mathematics it is always a good thing to start with examples, because they are the source of our intuition. All the following pictures are of surfaces in 3-dimensions. In example 1 by the word “sphere” we mean just the surface of the sphere, and not the inside. In fact in all the examples we mean just the surface and not the solid inside. 1. Sphere. 2. Torus (or inner tube). 3. Knotted torus. 4. Sphere with knotted torus bored through it. * Zeeman wrote this article in the mid-twentieth century. 1 An Introduction to Topology 5.
    [Show full text]
  • Section 2.6 Cylindrical and Spherical Coordinates
    Section 2.6 Cylindrical and Spherical Coordinates A) Review on the Polar Coordinates The polar coordinate system consists of the origin O,the rotating ray or half line from O with unit tick. A point P in the plane can be uniquely described by its distance to the origin r = dist (P, O) and the angle µ, 0 µ < 2¼ : · Y P(x,y) r θ O X We call (r, µ) the polar coordinate of P. Suppose that P has Cartesian (stan- dard rectangular) coordinate (x, y) .Then the relation between two coordinate systems is displayed through the following conversion formula: x = r cos µ Polar Coord. to Cartesian Coord.: y = r sin µ ½ r = x2 + y2 Cartesian Coord. to Polar Coord.: y tan µ = ( p x 0 µ < ¼ if y > 0, 2¼ µ < ¼ if y 0. · · · Note that function tan µ has period ¼, and the principal value for inverse tangent function is ¼ y ¼ < arctan < . ¡ 2 x 2 1 So the angle should be determined by y arctan , if x > 0 xy 8 arctan + ¼, if x < 0 µ = > ¼ x > > , if x = 0, y > 0 < 2 ¼ , if x = 0, y < 0 > ¡ 2 > > Example 6.1. Fin:>d (a) Cartesian Coord. of P whose Polar Coord. is ¼ 2, , and (b) Polar Coord. of Q whose Cartesian Coord. is ( 1, 1) . 3 ¡ ¡ ³ So´l. (a) ¼ x = 2 cos = 1, 3 ¼ y = 2 sin = p3. 3 (b) r = p1 + 1 = p2 1 ¼ ¼ 5¼ tan µ = ¡ = 1 = µ = or µ = + ¼ = . 1 ) 4 4 4 ¡ 5¼ Since ( 1, 1) is in the third quadrant, we choose µ = so ¡ ¡ 4 5¼ p2, is Polar Coord.
    [Show full text]
  • Area, Volume and Surface Area
    The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 11 AREA, VOLUME AND SURFACE AREA A guide for teachers - Years 8–10 June 2011 YEARS 810 Area, Volume and Surface Area (Measurement and Geometry: Module 11) For teachers of Primary and Secondary Mathematics 510 Cover design, Layout design and Typesetting by Claire Ho The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © The University of Melbourne on behalf of the international Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons Attribution‑NonCommercial‑NoDerivs 3.0 Unported License. http://creativecommons.org/licenses/by‑nc‑nd/3.0/ The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 11 AREA, VOLUME AND SURFACE AREA A guide for teachers - Years 8–10 June 2011 Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge YEARS 810 {4} A guide for teachers AREA, VOLUME AND SURFACE AREA ASSUMED KNOWLEDGE • Knowledge of the areas of rectangles, triangles, circles and composite figures. • The definitions of a parallelogram and a rhombus. • Familiarity with the basic properties of parallel lines. • Familiarity with the volume of a rectangular prism. • Basic knowledge of congruence and similarity. • Since some formulas will be involved, the students will need some experience with substitution and also with the distributive law.
    [Show full text]
  • Analytic Geometry
    STATISTIC ANALYTIC GEOMETRY SESSION 3 STATISTIC SESSION 3 Session 3 Analytic Geometry Geometry is all about shapes and their properties. If you like playing with objects, or like drawing, then geometry is for you! Geometry can be divided into: Plane Geometry is about flat shapes like lines, circles and triangles ... shapes that can be drawn on a piece of paper Solid Geometry is about three dimensional objects like cubes, prisms, cylinders and spheres Point, Line, Plane and Solid A Point has no dimensions, only position A Line is one-dimensional A Plane is two dimensional (2D) A Solid is three-dimensional (3D) Plane Geometry Plane Geometry is all about shapes on a flat surface (like on an endless piece of paper). 2D Shapes Activity: Sorting Shapes Triangles Right Angled Triangles Interactive Triangles Quadrilaterals (Rhombus, Parallelogram, etc) Rectangle, Rhombus, Square, Parallelogram, Trapezoid and Kite Interactive Quadrilaterals Shapes Freeplay Perimeter Area Area of Plane Shapes Area Calculation Tool Area of Polygon by Drawing Activity: Garden Area General Drawing Tool Polygons A Polygon is a 2-dimensional shape made of straight lines. Triangles and Rectangles are polygons. Here are some more: Pentagon Pentagra m Hexagon Properties of Regular Polygons Diagonals of Polygons Interactive Polygons The Circle Circle Pi Circle Sector and Segment Circle Area by Sectors Annulus Activity: Dropping a Coin onto a Grid Circle Theorems (Advanced Topic) Symbols There are many special symbols used in Geometry. Here is a short reference for you:
    [Show full text]
  • Surface Topology
    2 Surface topology 2.1 Classification of surfaces In this second introductory chapter, we change direction completely. We dis- cuss the topological classification of surfaces, and outline one approach to a proof. Our treatment here is almost entirely informal; we do not even define precisely what we mean by a ‘surface’. (Definitions will be found in the following chapter.) However, with the aid of some more sophisticated technical language, it not too hard to turn our informal account into a precise proof. The reasons for including this material here are, first, that it gives a counterweight to the previous chapter: the two together illustrate two themes—complex analysis and topology—which run through the study of Riemann surfaces. And, second, that we are able to introduce some more advanced ideas that will be taken up later in the book. The statement of the classification of closed surfaces is probably well known to many readers. We write down two families of surfaces g, h for integers g ≥ 0, h ≥ 1. 2 2 The surface 0 is the 2-sphere S . The surface 1 is the 2-torus T .For g ≥ 2, we define the surface g by taking the ‘connected sum’ of g copies of the torus. In general, if X and Y are (connected) surfaces, the connected sum XY is a surface constructed as follows (Figure 2.1). We choose small discs DX in X and DY in Y and cut them out to get a pair of ‘surfaces-with- boundaries’, coresponding to the circle boundaries of DX and DY.
    [Show full text]
  • Calculus Terminology
    AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential
    [Show full text]
  • Governing Equations for Simulations of Soap Bubbles
    University of California Merced Capstone Project Governing Equations For Simulations Of Soap Bubbles Author: Research Advisor: Ivan Navarro Fran¸cois Blanchette 1 Introduction The capstone project is an extension of work previously done by Fran¸coisBlanchette and Terry P. Bigioni in which they studied the coalescence of drops with either a hori- zontal reservoir or a drop of a different size (Blanchette and Bigioni, 2006). Specifically, they looked at the partial coalescence of a drop, which leaves behind a smaller "daugh- ter" droplet due to the incomplete merging process. Numerical simulations were used to study coalescence of a drop slowly coming into contact with a horizontal resevoir in which the fluid in the drop is the same fluid as that below the interface (Blanchette and Bigioni, 2006). The research conducted by Blanchette and Bigioni starts with a drop at rest on a flat interface. A drop of water will then merge with an underlying resevoir (water in this case), forming a single interface. Our research involves using that same numerical ap- proach only this time a soap bubble will be our fluid of interest. Soap bubbles differ from water drops on the fact that rather than having just a single interface, we now have two interfaces to take into account; the air inside the soap bubble along with the soap film on the boundary, and the soap film with any other fluid on the outside. Due to this double interface, some modifications will now be imposed on the boundary conditions involving surface tension along the interface. Also unlike drops, soap bubble thickness is finite which will mean we must keep track of it.
    [Show full text]
  • The Life of a Surface Bubble
    molecules Review The Life of a Surface Bubble Jonas Miguet 1,†, Florence Rouyer 2,† and Emmanuelle Rio 3,*,† 1 TIPS C.P.165/67, Université Libre de Bruxelles, Av. F. Roosevelt 50, 1050 Brussels, Belgium; [email protected] 2 Laboratoire Navier, Université Gustave Eiffel, Ecole des Ponts, CNRS, 77454 Marne-la-Vallée, France; fl[email protected] 3 Laboratoire de Physique des Solides, CNRS, Université Paris-Saclay, 91405 Orsay, France * Correspondence: [email protected]; Tel.: +33-1691-569-60 † These authors contributed equally to this work. Abstract: Surface bubbles are present in many industrial processes and in nature, as well as in carbon- ated beverages. They have motivated many theoretical, numerical and experimental works. This paper presents the current knowledge on the physics of surface bubbles lifetime and shows the diversity of mechanisms at play that depend on the properties of the bath, the interfaces and the ambient air. In particular, we explore the role of drainage and evaporation on film thinning. We highlight the existence of two different scenarios depending on whether the cap film ruptures at large or small thickness compared to the thickness at which van der Waals interaction come in to play. Keywords: bubble; film; drainage; evaporation; lifetime 1. Introduction Bubbles have attracted much attention in the past for several reasons. First, their ephemeral Citation: Miguet, J.; Rouyer, F.; nature commonly awakes children’s interest and amusement. Their visual appeal has raised Rio, E. The Life of a Surface Bubble. interest in painting [1], in graphism [2] or in living art.
    [Show full text]
  • Weighted Transparency: Literal and Phenomenal
    Frei Otto soap bubble model (top left), Antonio Gaudi gravity model (bottom left), Miguel Fisac fabric form concrete wall (right) Weighted Transparency: Literal and Phenomenal SPRING 2020, OPTION STUDIO VISITING ASSOCIATE PROFESSOR NAOMI FRANGOS “As soon as we adventure on the paths of the physicist, we learn to weigh and to measure, to deal with time and space and mass and their related concepts, and to find more and more our knowledge expressed and our needs satisfied through the concept of number, as in the dreams and visions of Plato and Pythagoras; for modern chemistry would have gladdened the hearts of those great philosophic dreamers.” On Growth and Form, D’Arcy Wentworth Thompson Today’s maker architect is such a dreamt physicist. What is at stake is the ability to balance critical form-finding informed by the behavior of matter itself with the rigor of precision afforded by computational thinking. This studio transposes ideas of cross- disciplinarity in design, art, science, engineering and material studies pioneered by our forerunner master-builders into built prototypes by studying varying degrees of literal and phenomenal transparency achieved through notions of weight. Working primarily with a combination of plaster/concrete and glass/porcelain, juxtapositions are provoked between solid and void, heavy and light, opaque and transparent, smooth and textured, volume and surface. How can the actual weight of a material affect its sense of mass? How can mass capture the phenomena of weightlessness? How can physical material properties dictate appearances beyond optical transparency? Using dynamic matter/flexible formwork (i.e. salt, sand, gravel, fabric), suspended/submerged and compression/ expansion systems, weight plays a major role in deriving methods of fabrication and determining experiential qualities of made artifacts.
    [Show full text]
  • Vibrations of Fractal Drums
    VOLUME 67, NUMBER 21 PHYSICAL REVIEW LETTERS 18 NOVEMBER 1991 Vibrations of Fractal Drums B. Sapoval, Th. Gobron, and A. Margolina "' Laboratoire de Physique de la Matiere Condensee, Ecole Polytechnique, 91128 Palaiseau CEDEX, France (Received l7 July l991) Fractal boundary conditions drastically alter wave excitations. The low-frequency vibrations of a membrane bounded by a rigid fractal contour are observed and localized modes are found. The first lower eigenmodes are computed using an analogy between the wave and the diffusion equations. The fractal frontier induces a strong confinement of the wave analogous to superlocalization. The wave forms exhibit singular derivatives near the boundary. PACS numbers: 64.60.Ak, 03.40.Kf, 63.50.+x, 71.55.3v Objects with irregular geometry are ubiquitous in na- shown in Fig. 2. ture and their vibrational properties are of general in- The observation of confined modes was a surprise be- terest. For instance, the dependence of sea waves on the cause, in principle, the symmetry of the structure forbids topography of coastlines is a largely unanswered question. their existence. In fact, this experimental localization is The emergence of fractal geometry was a significant due both to damping and to the existence of narrow paths breakthrough in the description of irregularity [11. It has in the geometry of the membrane. If only one of the been suggested that the very existence of some of the equivalent regions like A is excited, then a certain time T, fractal structures found in nature is attributable to a called the delocalization time is necessary for the excita- self-stabilization due to their ability to damp harmonic tion to travel from A to B.
    [Show full text]
  • Memoirs of a Bubble Blower
    Memoirs of a Bubble Blower BY BERNARD ZUBROVVSKI Reprinted from Technology Review, Volume 85, Number 8, Nov/Dec 1982 Copyright 1982, Alumni Association of the Massachusetts Institute of Technolgy, Cambridge, Massachusetts 02139 EDUCATION A SPECIAL REPORT Memoirs N teaching science to children, I have dren go a step further by creating three- found that the best topics are those dimensional clusters of bubbles that rise I that are equally fascinating to chil• up a plexiglass tube. These bubbles are dren and adults alike. And learning is not as regular as those in the honeycomb most enjoyable when teacher and students formation, but closer observation reveals are exploring together. Blowing bubbles that they have a definite pattern: four provides just such qualities. bubbles (and never more than four) are Bubble blowing is an exciting and fruit• usually in direct contact with one another, ful way for children to develop basic in• with their surfaces meeting at a vertex at tuition in science and mathematics. And angles of about 109 degrees. And each working with bubbles has prompted me to of a bubble in the cluster will have roughly the wander into various scientific realms such same number of sides, a fact that turns out as surface physics, cellular biology, topol• to be scientifically significant. ogy, and architecture. Bubbles and soap Bubble In the 1940s, E.B. Matzke, a well- films are also aesthetically appealing, and known botanist who experimented with the children and I have discovered bubbles bubbles, discovered that bubbles in an to be ideal for making sculptures. In fact, array have an average of 14 sides.
    [Show full text]