We performed a series of molecular dynamics (MD) simulations of phospholipid bilayers under shear flow to estimate the effect of the system size on Kelvin-Helmholtz (KH)-like instability of the bilayer at the molecular scale. To extend the estimation by the MD simulations to the microscale, we introduced linear stability analysis for the fluid–fluid interface consisting of a thin membrane. For both the MD simulations and theoretical model, the critical velocity difference across the bilayer, where instability occurs, decreased with increasing wavelength of the bilayer undulation $\lambda$, which corresponds to the system size. When $\lambda$ was more than about ten times larger than the bilayer thickness, the critical velocity difference in the MD simulations was in quantitative agreement with that obtained by the theoretical model. This means that the theoretical model is applicable for the shear-induced KH-like instability of the bilayer for large $\lambda$. The theoretical model showed that the critical velocity difference for the KH-like instability was proportional to ${\lambda }^{-3/2}$. Based on these results, we discuss the implications of the shear-induced bilayer instability in the shear-induced cell damage observed in experiments.

Water permeation through phospholipid/cholesterol bilayers is the key to understanding tension-induced rupture of biological cell membranes. We performed molecular dynamics simulations of stretched phospholipid/cholesterol bilayers to investigate changes in the free energy profile of water molecules across the bilayer and the lipid structure responsible for water permeation. We modeled stretching of the bilayer by applying areal strain. In stretched phospholipid/cholesterol bilayers, the hydrophobic tail of the phospholipids became disordered and the free energy barrier to water permeation decreased. Upon exceeding the critical areal strain, a phase transition to an interdigitated gel phase occurred before rupture, and the hydrophobic tail ordering as well as the free energy barrier were restored. In pure phospholipid bilayers, we did not observe such recoveries. These transient recoveries in the phospholipid/cholesterol bilayer suppressed water permeation and membrane rupture, followed by an increase in the critical areal strain at which the bilayer ruptured. This result agrees with experimental results and provides a reasonable molecular mechanism for the toughness of phospholipid/cholesterol bilayers under tension.Communicated by Ramaswamy H. Sarma

In this paper, the importance of implementing good acoustic conditions in classrooms using sound amplification systems is investigated to support more effective English education for elementary school children. To date, the failure of educating English as a second language at Japanese schools has been demonstrated by poor English conversation ability of those who completed a compulsory six-year English language course at Japanese junior-high and high schools (age 12–18). To amend the situation, teaching English became compulsory at grade three (age 8–9) and above at most Japanese elementary schools in the 2020 academic year. We conducted acoustic measurements of two types of sound amplification systems, a pair of PC loudspeakers and another with a loudspeaker array, in a typical classroom at an elementary school in Japan. We also analysed English listening test results of 216 Japanese native children (age 11–12) who were learning English in their usual classes in Japan, to compare the effects of those two systems. Results of logistic regression analysis adjusted by the discrimination difficulty of word pairs demonstrated the statistically significant association between correct answer rate of the English tests and classroom acoustic factors. Although, on average, upgrading the sound amplification system had positive effects on the correct answer rate, it also had a negative impact when the word pairs had English phoneme contrasts that do not appear in Japanese phoneme structure. Combined with the acoustic measurements’ results, it was also revealed that heterogeneous sound fields that depend on seat positions could be compensated using sound amplification systems with loudspeaker arrays. Our findings suggest that improvement of both acoustic quality and teaching methods is required for children to acquire English communication skills effectively in their classroom.