| 1. |
- Wu, X., et al.
(författare)
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PANGU : A high resolution gamma-ray space telescope
- 2015
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Ingår i: Proceedings of the 11th Frascati Workshops on Multifrequency Behaviour of High Energy Cosmic Sources Workshop, MULTIF 2015. - : Sissa Medialab Srl.
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Konferensbidrag (refereegranskat)abstract
- PANGU (the PAir-productioN Gamma-ray Unit) is a small astrophysics mission with wide field of view optimized for spectro-imaging, timing and polarisation studies. It will map the gamma-ray sky from 10 MeV to a few GeV with unprecedented spatial resolution. This window on the Universe is unique to detect photons emitted directly by relativistic particles, via the decay of neutral pions, or the annihilation or decay light from anti-matter and the putative light dark matter candidates. A wealth of questions can be probed among the most important themes of modern physics and astrophysics. The PANGU instrument is a pair-conversion gamma-ray telescope based on an innovative design of a silicon strip tracker. It is light, compact and accurate. It consists of 100 layers of silicon micro-strip detector of 40 x 40 cm2 in area, stacked to height of about 90 cm, and covered by a top anticoincidence detector. PANGU relies on multiple scattering effects for energy measurement, reaching an energy resolution between 30-50% for 10 MeV - 1 GeV. The novel tracker will allow the first polarisation measurement and provide the best angular resolution ever obtained in the soft gamma ray and GeV band. PANGU has been proposed to the recent ESA-CAS Call for Joint Small Science Mission. In this contribution, the key science objectives, the payload concept and the expected performance will be presented.
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| 2. |
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| 3. |
- Franz, Jan, 1973, et al.
(författare)
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Molecule Formation by Radiative Association
- 2010
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Ingår i: The Chemical Cosmos: Understanding Chemistry in Astronomical Environments.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Franz, Jan, 1973, et al.
(författare)
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Molecule Formation in Interstellar Space
- 2010
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Ingår i: Department of Chemical- and Biological Engineering at Chalmers University of Technology and Chemistry at University of Gothenburg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Hobiger, Thomas, 1978, et al.
(författare)
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Hard- and software tools for the education of Geodetic VLBI
- 2016
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Ingår i: 9th IVS General Meeting, March 2016, Johannesburg, South Africa.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Onsala Space Observatory hosts two 2.3 m radio telescopes called SALSA ("Such a lovely small antenna") which are utilised to bring front-line interactive astronomy to the classroom. Until now SALSA has been used for astronomical educational purposes solely, in particular demonstrating the concept of single dish measurements. However, it is possible to combine both SALSAs to an interferometer by making use of hardware which has been developed for software-defined radio. In doing so, one can utilise the SALSA antenna pair as a student demonstrator for geodetic Very Long Baseline Interferometry. We will discuss the COTS hardware components that are necessary to turn the SALSA installation into an interferometer. Moreover, we will show how a simple correlator has been used to detect fringes and provide single-band delays. Such delays were then processed with our analysis software c5++. We are going to discuss how it is possible to mimic the complete processing chain of geodetic VLBI and how this can be used for training of students and other interested parties.
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| 7. |
- Eriksson, Urban, 1968-, et al.
(författare)
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Disciplinary discernment in astronomy education : Hertzsprung-Russell-diagrams
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation – referred to as disciplinary discernment. Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al.(2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and implications for teaching and learning astronomy.
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| 8. |
- Eriksson, Urban, 1968-, et al.
(författare)
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Extrapolation of 3D and its importance for teaching and learning physics and astronomy : an example from astrophysics
- 2019
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Konferensbidrag (refereegranskat)abstract
- Learning astronomy at higher level can be both exciting and challenging. Entering the discipline of astronomy involves learning the way that astronomers communicate knowledge, using a multitude of disciplinary specific semiotic recourses to understand the multidimensional universe. A new-to-the-discipline student will need to learn to “read” and “write” all these resources in her endeavour to learn astronomy and become part of the discipline. In this paper, we present a study where university students and professors are presented by different 2D and pseudo-3D resources—representations of astronomical objects—and asked about how these objects may look in 3D, i.e. we ask them to extrapolate three-dimensionality from 2D inputs. These inputs are 2D pictorial representation and world-class 3D rotating volumetric models presented on flat screens. Data were collected using a web-based questionnaire from 53 participants in four different countries. From the results, we find that all participants struggle to find cues for depth perception in the 2D pictorial representations. As could be expected, the student participants were much worse in doing so than the astronomers, but with one exception: students used the offered motion parallax as their main cue when this was available. The astronomers used many cues in their struggle to perceive depth but surprisingly did not use the presented parallax motion to a large extent. We interpret this as follows: for the students, they lack the knowledge to use disciplinary cues and used the only cue that they know from experience, namely, parallax motion. For the astronomers, they used a multitude of disciplinary cues based on their extensive disciplinary knowledge, and did not find the new cue, motion parallax, as useful as the ones that they were used to use. In this paper, we present and discuss these results and its implication for teaching astronomy.
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| 9. |
- Eriksson, Urban, 1968-
(författare)
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Reading the sky and the spiral of teaching and learning in astronomy
- 2015
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Konferensbidrag (refereegranskat)abstract
- Teaching and learning astronomy is known to be both exciting and challenging. To learn astronomy demands not only disciplinary knowledge, but also ability to discern affordances from disciplinary specific representations used within the discourse, which we call disciplinary discernment, and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input. Disciplinary knowledge involves all the knowledge that constitutes the discipline, disciplinary discernment involves discernment of the affordances of disciplinaryspecific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are intertwined and to learn astronomy at any level demands becoming fluent in all three. A framework is presented for how these abilities can be described and combined as a new and innovative way to frame teaching and learning in astronomy for optimizing the learning outcome of students - what we refer to as developing the ability to Read the Sky. We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.
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| 10. |
- 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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