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Flow interactions and forward flight dynamics of tandem flapping wings

Published online by Cambridge University Press:  08 May 2026

Fang Fang
Affiliation:
Courant Institute of Mathematical Sciences, New York University , 251 Mercer Street, New York, NY 10012, USA
Christiana Mavroyiakoumou*
Affiliation:
Courant Institute of Mathematical Sciences, New York University , 251 Mercer Street, New York, NY 10012, USA
Leif Ristroph
Affiliation:
Courant Institute of Mathematical Sciences, New York University , 251 Mercer Street, New York, NY 10012, USA
Michael J. Shelley
Affiliation:
Courant Institute of Mathematical Sciences, New York University , 251 Mercer Street, New York, NY 10012, USA Center for Computational Biology, Flatiron Institute, 162 Fifth Ave, New York, NY 10010, USA
*
Corresponding author: Christiana Mavroyiakoumou, mavroyiakoum@maths.ox.ac.uk

Abstract

We examine theoretically the flow interactions and forward flight dynamics of tandem or in-line flapping wings. Two wings are driven vertically with prescribed heaving motions, and the horizontal propulsion speeds and positions are dynamically selected through aero- or hydro-dynamic interactions. Our simulations employ an improved vortex-sheet method to solve for the locomotion of the pair within the collective flow field, and we identify ‘schooling states’ in which the wings travel together with nearly constant separation. Multiple terminal configurations are achieved by varying the initial conditions, and the emergent separations are approximately integer multiples of the wavelength traced out by each wing. We explain the stability of these states by perturbing the follower and mapping out an effective potential for its position in the leader’s wake. Each equilibrium position is stabilised since smaller separations are associated with in-phase follower-wake motions that constructively reinforce the flow but lead to decreased thrust on the follower; larger separations are associated with antagonistic follower-wake motions, increased thrust and a weakened collective wake. The equilibria and their stability are also corroborated by a linearised theory for the motion of the leader, the wake it produces and its effect on the follower. We also consider a weakly flapping follower driven with lower heaving amplitude than the leader. We identify ‘keep-up’ conditions for which the wings may still ‘school’ together despite their dissimilar kinematics, with the ‘freeloading’ follower passively assuming a favourable position within the wake that permits it to travel significantly faster than it would in isolation.

Information

Type
JFM Papers
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
Copyright
© The Author(s), 2026. Published by Cambridge University Press
Figure 0

Figure 1. Interaction of a pair of flapping wings in tandem. Two wings, modelled as slender rigid plates, heave with prescribed vertical motions and are individually free to translate in the horizontal direction. Without loss of generality, we assume the wings swim or fly from right to left. Here, $A_k$ is the prescribed heaving amplitude, $U_k$ is the emergent swimming speed (with $k=1,2$), $c$ is the chord length of each of the rigid plates, $g$ is the ‘tail-head’ separation distance and $d$ is the separation distance between the wing centre points (or any equivalent points on the two wings).

Figure 1

Figure 2. A movie snapshot from one typical simulation. In this example, the two wings have the same flapping amplitude $\tilde {A}=0.2$ and the drag coefficient is fixed at $C_f=0.02$. Vortex sheets are shed continuously from the wing trailing edges (red for positive vortex-sheet strength and blue for negative). The colour map represents the vertical component $u_y$ of flow velocity normalised by the flapping speed $V_f=2\pi Af$. Trajectories of the leader’s trailing edge (black dashed line) and follower’s leading edge (white dashed line) are marked and seen to overlap. We note that the follower wing can slice into the leader’s vortex wake, but this is a discretisation and visualisation artefact, and not a violation of the no-penetration boundary condition (2.5). See supplementary movie.

Figure 2

Figure 3. Steady-state locomotion of the pair for different initial wing separations. The two wings have the same flapping amplitude $\tilde {A}=0.2$ and the drag coefficient is fixed at $C_f=0.02$. The swimming speeds of both wings are initialised by the stroke-averaged speed of an isolated single wing $\langle U_0\rangle$. Among these simulations, pairs with initial separation distances of $d_0=12,16,28,32,40,44$ are locked into ‘schooling states’ in which the group travels together with nearly constant separation $d$. Rear-ending collisions occur for $d_0=4,8,20,24,36$. (a) Instantaneous wing separation $d(t)=x_2(t)-x_1(t)$. The initial separation distances $d_0$ that lead to collisions are labelled by the black curves. The first three steady schooling states $1,2,3$ are displayed. (b) Stroke-averaged velocity of the leader wing $\langle U_1\rangle$ (dark colours) and follower wing $\langle U_2\rangle$ (light colours), normalised by the single-wing velocity $\langle U_0\rangle$.

Figure 3

Figure 4. Characterising the steady-state modes using the so-called schooling number. The instantaneous schooling number is defined as $S=\langle g\rangle /\lambda$, where $\langle g\rangle =\langle d\rangle -c$ is the inter-wing gap distance and $\lambda =\langle U_1\rangle /f$ is the wavelength of the leader’s path through the fluid. The steady-state or terminal values $S_1,S_2,S_3$ are close to the integers, i.e. there are an integer number of swimming wavelengths separating the two wings. The cases for which the initial separation distances lead to a collision are highlighted in black, similar to figure 3(a).

Figure 4

Figure 5. Comparing speed, drag and efficiency for schooling states $S=S_1,S_2,S_3$ to swimming in isolation. (a) Stroke-averaged terminal swimming speed normalised by single-wing speed $\langle U_k\rangle /\langle U_0\rangle$. (b) Stroke-averaged drag at steady state normalised by single-wing drag $\langle D_k\rangle /\langle D_0\rangle$. (c) Froude efficiency normalised by single-wing efficiency $\eta _k/\eta _0$.

Figure 5

Figure 6. Comparisons between the steady-state swimming of a pair (coloured curves) and a single wing (black and grey curves), for various flapping amplitudes $\tilde {A}$ and friction coefficients $C_f$. (a) Dimensionless steady-state and stroke-averaged swimming speed $2|\langle U \rangle |/(cf)$. (b) Terminal swimming speed of the pair normalised by single-wing speed $\langle U\rangle /\langle U_0\rangle$. (c) Froude efficiency of the pair normalised by the single-wing efficiency $\eta / \eta _0$.

Figure 6

Figure 7. Steady-state schooling numbers as functions of the normalised swimming wavelength $\lambda /c$. The flapping-wing amplitude $\tilde {A}$ and drag coefficient $C_f$ are varied to arrive at different $\lambda$. (a) Three steady-state schooling numbers $S_1,S_2,S_3$ are achieved for each parameter pair $(\tilde {A},C_f)$. Except for small $\lambda /c \lesssim 2$, $S_k$ lies between integer and integer-and-a-quarter values. (b) Schooling numbers modulo the integers for states labelled $k=1,2,3$, versus the normalised swimming wavelength $\lambda /c$.

Figure 7

Figure 8. (a) Drag force $\langle D_k\rangle$ experienced by (a) the leader ($k=1$) and (b) the follower ($k=2$), normalised by the single-wing drag $\langle D_0\rangle$, for various flapping amplitudes $\tilde {A}$ and friction coefficients $C_f$. (c) Follower-to-leader drag ratio, $\langle D_2 \rangle$, against the Strouhal number, $St=A/\lambda$.

Figure 8

Figure 9. Two methods to map out the interaction of the follower with the leader’s wake. (a) Applying an external force $F_{{ext}}$ on the follower. At the new equilibrium, the total hydrodynamic force is zero on the leader while the hydrodynamic force on the follower is equal and opposite to the external load. (b) ‘Ghost follower method.’ Fixing the position where the follower sits relative to the leader. A fixed separation $g(t)=g_0$ is maintained by prescribing the follower dynamics to match the leader’s, $U_2(t)=U_1(t)$. At the new equilibrium, the hydrodynamic thrust and drag balance on the leader but not on the follower.

Figure 9

Figure 10. Fixed-force (black open diamonds) and fixed-position (orange symbols and curves) methods for mapping out the interaction of the follower with the leader’s wake. The two wings have the same flapping amplitude $\tilde {A}=0.2$ and the drag coefficient is fixed at $C_f=0.02$. (a) Steady-state speed of the pair normalised by the single-wing speed $\langle U \rangle /\langle U_0 \rangle$. (b) Total hydrodynamic force on the follower normalised by the single-wing thrust $\langle F_2 \rangle /|\langle T_0 \rangle |$. (c) Thrust on the follower normalised by the single-wing thrust $\langle T_2 \rangle /|\langle T_0 \rangle |$. (d) Hydrodynamic potential for the follower $\phi (S)=-\int \langle F_2\rangle \,{\mathrm{d}} S$. Three particular cases of fixed-force perturbations correspond to: zero applied force and thus an equilibrium schooling state (), a negative applied force that drives the follower closer to the leader ($\ominus$) and a positive force that drives the follower away from the leader ().

Figure 10

Figure 11. Flow fields for a wing pair with different forces applied to the follower. In this example, the two wings have the same flapping amplitude $\tilde {A}=0.2$ and the drag coefficient is fixed at $C_f=0.02$. The snapshots are taken during the middle of the downstroke. Vortex sheets are shed continuously from the trailing edges, with red for positive vortex-sheet strength and blue for negative. The background colour represents the vertical component of flow velocity $u_y$ normalised by wing flapping speed $V_f=2\pi Af$. Trajectories of leader’s trailing edge (black dashed line) and follower’s leading edge (white dashed line) are also shown. For the case of minimal thrust generated by the follower ($\ominus$), the follower flaps downward in a downward flow of the leader’s wake. For the case of maximal thrust generated by the follower (), the follower flaps downward in an upward flow. For the equilibrium schooling state (, $S \approx 1$), the follower spans what would be a node in the leader’s wake, with downward flows ahead and upward flows behind.

Figure 11

Figure 12. Speed, schooling number and efficiency for a wing pair in which the follower has reduced or increased flapping amplitude relative to the leader. The leader’s amplitude is fixed at $\tilde {A}_1=0.2$ and the follower’s $\tilde {A}_2$ is varied. Steady schooling states near the $S=1$ branch are found for $\varepsilon =\tilde {A}_2/\tilde {A}_1\in [0.4,1.3]$. For $\varepsilon \lesssim 0.4$, the follower can separate from the leader, while for $\varepsilon \lesssim 1.3$, the follower can collide with the leader. (a) Swimming speed $\langle U\rangle$ of the pair normalised by the speed of a single wing having the leader’s amplitude $\langle U_{1}^{0}\rangle$ (grey circles) or follower’s amplitude $\langle U_{2}^{0}\rangle$ (empty circles). (b) First steady schooling state $S_1$. (c) Froude efficiency of the two wings $\eta _1$ and $\eta _2$, and efficiency of the school $\eta$, as given by (2.25). The leader’s efficiency is nearly unchanged but the follower experiences a strong increase in efficiency for $\varepsilon \lt 1$. The follower’s efficiency may even exceed unity, indicating that a ‘lazy’ follower can effectively extract energy from the leader’s wake. The school exhibits improved efficiency when $\varepsilon \lt 1$ but remains below unity, saving energy through flow interactions. An ‘overpowered’ follower ($\varepsilon \gt 1$) causes energy to be wasted, as its efficiency falls below the level it would achieve in isolation.

Figure 12

Figure 13. Comparison of linear theory (dashed lines) with simulation (symbols) of single self-propelled flapping wing, for various flapping amplitudes $\tilde {A}=2A/c$ and drag coefficients $C_f$. Simulation data are the same as in figure 6. (a) Steady swimming speed $|U_{\infty }|$, normalised by the characteristic speed $cf/2$. The power law of steady speed $2|U_{\infty }|/(cf)$ in the amplitude $2A/c$ is between linear and quadratic, as shown in the log–log plot in the inset. (b) The Froude efficiency $\eta$ of the single wing at steady state. The linearised theory (4.11) predicts limits of $\eta \rightarrow 1$ as $\lambda /c\rightarrow +\infty$, and $\eta \rightarrow 1/2$ as $\lambda /c\rightarrow 0$.

Figure 13

Figure 14. The vortex sheet generated by a single flapping wing with swimming velocity $-U_{\infty }$ (in the negative $x$-direction) is assumed to lie along the $x$-axis downstream of the wing. It has $\delta _1$ phase lag from the wing trailing-edge trajectory (dashed line). The wake induced by the flat vortex sheet can be approximated by a steady stationary wave $V_w$, which has $\delta _2$ phase lag from the wing trailing-edge trajectory. See (4.29) and (4.37). The red denote positive vorticity and the blue $\ominus$ denote negative vorticity.

Figure 14

Figure 15. A single flapping wing swimming with velocity $-U_{\infty }$ (negative $x$-direction) interacts with a stationary wave $V_{sw}$ in the background. When the leading-edge velocity of the wing is in phase with the wave, the effective wing flapping is reduced and the wing thrust reaches a minimum value $T_{min }$. When the wing leading edge is out of phase with the wave, the effective flapping speed is increased and the thrust reaches a maximum value $T_{max }$.

Figure 15

Figure 16. Adapted linearised theory to schooling of two wings in tandem. The wings flap with amplitude $\tilde {A}_1$ and $\tilde {A}_2$, respectively, and swim with the same velocity $-U_{\infty }$ in the negative $x$-direction. The leader generates a spatial wave $V_w$ which produces a hydrodynamic potential on the follower. The dashed line denotes the trailing-edge trajectory of the leader wing. The ‘tail-head’ separation between the wings is denoted by $g$.

Figure 16

Figure 17. Comparisons between the hydrodynamic forces and potential on the follower wing calculated from linearised theory (black) and from simulations (grey). (a) Hydrodynamic thrust $\langle T_2\rangle$ (solid lines) and drag $-\langle D_2\rangle$ (dashed lines) as functions of schooling number $S$, where the two wings have the same flapping amplitude $\tilde{A}=0.2$. The forces here are dimensionless. (b) Total hydrodynamic force on the follower $\langle F_2\rangle$ normalised by the single-wing thrust $|\langle T_0\rangle |$. (c) Hydrodynamic potential on the follower. In (b)–(c), the leader’s amplitude is fixed at $\tilde {A}_1=0.2$, while the follower’s amplitude $\tilde {A}_2$ is varied. Here, $\varepsilon =\tilde {A}_2/\tilde {A}_1=1-Q$ (red), $1$ (black and grey), and $1+Q$ (blue). In all cases the drag coefficient is $C_f=0.02$.

Figure 17

Figure 18. Schooling numbers computed from simulations (symbols) are compared with the linearised theory calculations (lines). Stable schooling numbers $S_k^-$ are black and unstable schooling numbers $S_k^+$ are grey. (a)–(b) Flapping amplitudes are the same on both wings, the amplitude $\tilde {A}$ and drag coefficient $C_f$ are varied. In (b), integers $k=1,2,3$ are subtracted from stable schooling numbers $S_k^-$. The limit $S_k^{-}-k\rightarrow 1/4$ as $\lambda /c\rightarrow \infty$. The simulation data are the same as in figure 7. (c) Fix leader’s amplitude $\tilde {A}_1=0.2$, and vary follower’s amplitude $\tilde {A}_2$. Stable and unstable schooling numbers exist when $1-Q\leqslant \tilde {A}_2/\tilde {A}_1 \leqslant 1+Q$. The simulation data are the same as in figure 12(a). The drag coefficient is $C_f=0.02$.

Supplementary material: File

Fang et al. supplementary movie

We show a movie from one typical simulation. In this example, the two wings have the same flapping amplitude à = 0.2 and the drag coefficient is fixed at Cf = 0.02. Vortex sheets are shed continuously from the wing trailing edges (red for positive vortex sheet strength and blue for negative). The colormap represents the vertical component uy of flow velocity. Trajectories of the leader’s trailing edge and follower’s leading edge are marked as a white and dark gray dashed line, respectively, and seen to overlap. The follower wing is also seen to slice into the leader’s vortex wake.
Download Fang et al. supplementary movie(File)
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