Flow interactions between uncoordinated flapping swimmers give rise to group cohesion
Why this work is in the frame
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Bibliographic record
Abstract
Many species of fish and birds travel in groups, yet the role of fluid-mediated interactions in schools and flocks is not fully understood. Previous fluid-dynamical models of these collective behaviors assume that all individuals flap identically, whereas animal groups involve variations across members as well as active modifications of wing or fin motions. To study the roles of flapping kinematics and flow interactions, we design a minimal robotic "school" of two hydrofoils swimming in tandem. The flapping kinematics of each foil are independently prescribed and systematically varied, while the forward swimming motions are free and result from the fluid forces. Surprisingly, a pair of uncoordinated foils with dissimilar kinematics can swim together cohesively-without separating or colliding-due to the interaction of the follower with the wake left by the leader. For equal flapping frequencies, the follower experiences stable positions in the leader's wake, with locations that can be controlled by flapping amplitude and phase. Further, a follower with lower flapping speed can defy expectation and keep up with the leader, whereas a faster-flapping follower can be buffered from collision and oscillate in the leader's wake. We formulate a reduced-order model which produces remarkable agreement with all experimentally observed modes by relating the follower's thrust to its flapping speed relative to the wake flow. These results show how flapping kinematics can be used to control locomotion within wakes, and that flow interactions provide a mechanism which promotes group cohesion.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it