| 1. |
- Posch, Josefina
(författare)
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EP9 Starlight Reserves
- 2023
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Ingår i: Göteborgs Botaniska Trädgård, GIBCA Extended, 2023-08-19.
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- The sculpture EP9 Starlight Reserves was installed in Amerikadammen in Göteborgs Botaniska Trädgård and part of GIBCA Extended 2023. This work is situated in the expanded field of sculpture, where the negotiation with a specific situation plays a central role in material investigations of environmental and sustainability concerns. The shape and title of the sculpture derive from the container of old batteries, "Exposed Pallet 9," which the International Space Station launched into space in 2021 to circulate around the Earth for 2-4 years before entering the Earth's atmosphere and hopefully burn up. [1] Commercial interests, colonization, and tourism led by rich nations and private companies contribute to the increase of space debris. The main inquiry of this research project is how artistic work, through visualization in sculptural form, can draw attention to scientific observations and advocacy in establishing international environmental space law concerning space debris. By using recycled plastic from electronic scrap for the large-scale IRBAM printing of the sculpture, the work highlights the potential for sustainable and ephemeral materials in sculptural production to promote environmental awareness and question the validity of the standard requirement for "permanence" in public sculpture. 3D printing in collaboration with Samuel Johansson and Woodrow Wiest RISE – AM center in Mölndal, Sweden with in-kind funding. Supported by Göteborgs Stad Kultur och Göteborgs Botaniska Trädgård. [1] Mike Wall, “Space station tosses 2.9-ton hunk of space junk overboard. It will stay in orbit for years.”, space.com, accessed January 3, 2024, https://www.space.com/space-station-jettisons-huge-space-junk-pallet
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| 2. |
- Airey, John, 1963-, et al.
(författare)
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Unpacking the Hertzsprung-Russell Diagram : A Social Semiotic Analysis of the Disciplinary and Pedagogical Affordances of a Central Resource in Astronomy
- 2019
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 99-107
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. The H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. Our analysis shows how these ‘layers of knowledge’ and ‘historical anomalies’ have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that these counterintuitive aspects give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings, suggesting four types of barrier to understanding that are potentially at work when students meet disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance.
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| 3. |
- Chattopadhyay, Tanmoy, et al.
(författare)
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Hard X-Ray Polarization Catalog for a Five-year Sample of Gamma-Ray Bursts Using AstroSat CZT Imager
- 2022
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Ingår i: Astrophysical Journal. - : IOP Publishing Ltd. - 0004-637X .- 1538-4357. ; 936:1
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Tidskriftsartikel (refereegranskat)abstract
- The Cadmium Zinc Telluride Imager (CZTI) on board AstroSat has been regularly detecting gamma-ray bursts (GRBs) since its launch in 2015. Its sensitivity to polarization measurements at energies above 100 keV allows CZTI to attempt spectropolarimetric studies of GRBs. Here, we present the first catalog of GRB polarization measurements made by CZTI during its first five years of operation. This includes the time-integrated polarization measurements of the prompt emission of 20 GRBs in the energy range 100-600 keV. The sample includes the bright GRBs that were detected within an angle range of 0 degrees-60 degrees and 120 degrees-180 degrees where the instrument has useful polarization sensitivity and is less prone to systematics. We implement a few new modifications in the analysis to enhance the polarimetric sensitivity of the instrument. The majority of the GRBs in the sample are found to possess less/null polarization across the total bursts' duration in contrast to a small fraction of five GRBs that exhibit high polarization. The low polarization across the bursts might be due either to the burst being intrinsically weakly polarized or to a varying polarization angle within the burst even when it is highly polarized. In comparison to POLAR measurements, CZTI has detected a larger number of cases with high polarization. This may be a consequence of the higher energy window of CZTI observations, which results in the sampling of a shorter duration of burst emissions than POLAR, thereby probing emissions with less temporal variation in polarization properties.
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| 4. |
- Eriksson, Urban
(författare)
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The Spiral of Teaching and Learning in Physics and Astronomy
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- When students start to learn physics and astronomy, they immediately are confronted with a multitude of representations packed with disciplinary information. This information is embedded in these representations and the students need to learn to discern the relevant information. This is not straightforward, and requires a lot of teaching and practice before being mastered. It carries many similarities to learning a new language – the language of physics, astronomy, or other sciences. However, it all starts with disciplinary discernment from those representations, something that has been shown to be challenging for students. Often the teacher who knows the representations and their appresented meaning—their disciplinary affordances—assumes that the students discern the same things in those representations as the teacher does. Research has shown that this is not the case and such assumptions leads to educational problems for the students and make learning physics or astronomy unnecessary difficult, or even inaccessible to the students. The students need be given the opportunity to develop their competency in discerning disciplinary-specific relevant aspects from representations; a competency referred to as Reading the Sky in an astronomy context, and described by the Anatomy of Disciplinary Discernment (Eriksson, 2014a; Eriksson et al., 2014b). Furthermore, physics and astronomy are subjects aiming to describe the real multidimensional world, hence involve a substantial amount of spatial thinking. The students need to learn to extrapolate three-dimensionality in their minds from two-dimensional representations, which have been shown to be challenging to students. Unfortunately, this competency is often taken for granted and rarely addressed in teaching (Eriksson et al., 2014c). In this talk we present a model in which we identify and describe the critical competencies needed to “read” disciplinary-specific representations; it concerns not only disciplinary discernment but also spatial thinking and disciplinary knowledge. These are combined into the Spiral of Teaching and Learning (STL), a new and powerful model for optimizing teaching and learning science (Eriksson, 2014a; Eriksson, 2015). We discuss consequences and possibilities when applying the STL model and give an example of how this model can be used in teaching and learning astronomy.
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| 5. |
- Eriksson, Urban, et al.
(författare)
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Who needs 3D when the Universe is flat?
- 2012
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Ingår i: Gordon Research Conference Astronomy's Discoveries and Physics Education, June 17-22, 2012. - Waterville : Colby Collage.
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Konferensbidrag (refereegranskat)
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| 6. |
- Fäldt, Åke, 1950, et al.
(författare)
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The gyroscopic effect and moment of inertia
- 2023
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Ingår i: Physics Education. - : IOS Press. - 0031-9120 .- 1361-6552. ; 58:2
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes a lab to help students develop their understanding of rotational motion. The focus is on moment of inertia, which the students investigate by rolling cylinders down a ramp and determine in two different ways for a bicycle wheel. The most important and original part of the lab is the exploration of the gyroscopic effect, where measurements of precession and rotation frequencies are made using the variation of the detected magnetic field, enabling the calculation of the moment of inertia. The lab is received well by the students and can be done with relatively simple equipment easily accessible to them.
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| 7. |
- Linder, Cedric, et al.
(författare)
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The overlooked challenge of learning to extrapolate three-dimensionality
- 2013
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Ingår i: Book of Abstracts. - : Charles University.
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Konferensbidrag (refereegranskat)abstract
- Learning astronomy has many learning challenges due to the highly diverse, conceptual, and theoretical thinking used in the discipline. One taken for granted challenge is the learning to extrapolate three-dimensionality. Although we have the ability to see our surroundings in threedimensional terms, beyond a distance of about 200m this ability quickly becomes very limited. So, when looking up at the night sky, learning to discern critical features that are embedded in dimensionality does not come easily. There have been several articles addressing how fruitful 3D simulations are for astronomy education, but they do not address what students discern, nor the nature of that discernment. Taking the concept of discernment to be about noticing something and assigning meaning to it, our research question is: In terms of dimensionality, what do astronomy/physics students and professors discern when engaging with a simulated video flythrough of our Galaxy and beyond?A web-based questionnaire was designed using links to video clips drawn from a well-regarded simulation-video of travel through our galaxy and beyond. 137 physics and astronomy university students and teaching professors, who were drawn from nine countries, completed the questionnaire. The descriptions provided by them were used to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that astronomy learning that aims at developing the ability to extrapolate three-dimensionality needs to be grounded in the creation of meaningful motion parallax experiences. Teaching and learning implications are discussed.
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| 8. |
- Sundin, Maria, 1965, et al.
(författare)
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Mars - a target for teachers and science students
- 2020
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Ingår i: Contribution to IAU 367S, Education and Heritage in the Era of Big Data in Astronomy, 8-12 December 2020..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A case study is here presented of an interdisciplinary course about Mars for teachers and science students. We aim to share the experience of creating an interdisciplinary approach with lecturers spanning physics, geology, radiation physics and philosophy. Issues in ethics, morality, rights and obligations, conflict management and human psychology as well as rocket orbits, fuel economy, radiation hazards and knowledge of the solar system have proven to be a valued and successful initiative for the further training of teachers and science students. The focus of the course is on planning for a journey with humans to the planet Mars. This provides a great opportunity to package complex societal problems in a physics context. The course is offered with a special sustainability content mark. Mankind has always had a strong and dependent relationship with the physical landscape. The land has given us food and shelter but also imposed challenges and disasters. Understanding the physical environment has been crucial for our survival and development. The same will be equally, or more important for Mars where life conditions are much more extreme. We highlight similarities and differences in the geologic processes that have shaped Earth and Mars. What conditions do the future explorers on Mars have to manage? We then enter the modern era and explore the dynamic Martian landscape of today. Also, by learning to read the landscape we may find locations of shelter such as vast systems of lava tubes, or locations of essential resources such as preserved glacial ice etc. A journey to Mars will cause substantially higher personal irradiation than obtained on Earth. The radiation part of the course lectures starts with defining the different radiation types and the biological effects these different types of radiation will cause. Then, the difference between the irradiation on Earth to the elevated irradiation in space and on Mars is described. Thereafter, it is discussed if this elevated radiation burden can cause acute biological effects, e.g. fatigue, vomiting and death, and late biological effects as cancer induction. Last, possible radiation protection strategies are described and discussed. The philosophy of space exploration consists of philosophical approaches to ethics, presently applied to the topic of Mars exploration and colonization, with environmental ethics (anthropocentric vs ecocentric) and value theory at its core. Four main uses of philosophy are distinguished: ethics, aesthetics, cognition and existentialism. Research has shown that visual representation is an important part for students to be able to create a deeper understanding of concepts as well as context about the material that is taught. Interdisciplinary and complex societal problems have also been shown to be important in science teaching. One way for the teacher to develop his/her teaching is to take further education courses in universities whose focus is to seek and discuss the complex societal problems as well as its solutions from a physics and teacher perspective. Future research could be done on the impact of this course on the education in different levels.
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| 9. |
- Eriksson, Urban, et al.
(författare)
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Who needs 3D when the Universe is flat?
- 2014
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 98:3, s. 412-442
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Tidskriftsartikel (refereegranskat)abstract
- An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences.
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| 10. |
- Malbet, F., et al.
(författare)
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Faint objects in motion: the new frontier of high precision astrometry
- 2021
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Ingår i: Experimental Astronomy. - : Springer Science and Business Media LLC. - 0922-6435 .- 1572-9508. ; 51:3, s. 845-886
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Tidskriftsartikel (refereegranskat)abstract
- Sky survey telescopes and powerful targeted telescopes play complementary roles in astronomy. In order to investigate the nature and characteristics of the motions of very faint objects, a flexibly-pointed instrument capable of high astrometric accuracy is an ideal complement to current astrometric surveys and a unique tool for precision astrophysics. Such a space-based mission will push the frontier of precision astrometry from evidence of Earth-mass habitable worlds around the nearest stars, to distant Milky Way objects, and out to the Local Group of galaxies. As we enter the era of the James Webb Space Telescope and the new ground-based, adaptive-optics-enabled giant telescopes, by obtaining these high precision measurements on key objects that Gaia could not reach, a mission that focuses on high precision astrometry science can consolidate our theoretical understanding of the local Universe, enable extrapolation of physical processes to remote redshifts, and derive a much more consistent picture of cosmological evolution and the likely fate of our cosmos. Already several missions have been proposed to address the science case of faint objects in motion using high precision astrometry missions: NEAT proposed for the ESA M3 opportunity, micro-NEAT for the S1 opportunity, and Theia for the M4 and M5 opportunities. Additional new mission configurations adapted with technological innovations could be envisioned to pursue accurate measurements of these extremely small motions. The goal of this White Paper is to address the fundamental science questions that are at stake when we focus on the motions of faint sky objects and to briefly review instrumentation and mission profiles.
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