Dark Matter Science in the Era of LSST Bechtol, Keith; Abazajian, Kevork N; Ali-Haïmoud, Yacine ...
arXiv (Cornell University),
03/2019
Paper, Journal Article
Open access
Astrophysical observations currently provide the only robust, empirical measurements of dark matter. In the coming decade, astrophysical observations will guide other experimental efforts, while ...simultaneously probing unique regions of dark matter parameter space. This white paper summarizes astrophysical observations that can constrain the fundamental physics of dark matter in the era of LSST. We describe how astrophysical observations will inform our understanding of the fundamental properties of dark matter, such as particle mass, self-interaction strength, non-gravitational interactions with the Standard Model, and compact object abundances. Additionally, we highlight theoretical work and experimental/observational facilities that will complement LSST to strengthen our understanding of the fundamental characteristics of dark matter.
Astrophysical and cosmological observations currently provide the only robust, empirical measurements of dark matter. Future observations with Large Synoptic Survey Telescope (LSST) will provide ...necessary guidance for the experimental dark matter program. This white paper represents a community effort to summarize the science case for studying the fundamental physics of dark matter with LSST. We discuss how LSST will inform our understanding of the fundamental properties of dark matter, such as particle mass, self-interaction strength, non-gravitational couplings to the Standard Model, and compact object abundances. Additionally, we discuss the ways that LSST will complement other experiments to strengthen our understanding of the fundamental characteristics of dark matter. More information on the LSST dark matter effort can be found at https://lsstdarkmatter.github.io/ .
The Personal Rover Project produces technology, curriculum and evaluation techniques for robotic educational use in formal and informal (after-school, out-of-school) learning environments. Our ...specific aim for this phase of the project is to create and evaluate human-robot interactions that educate members of the general public in an informal learning environment, specifically museums. Our educational goals are to further an appreciation and understanding of NASA's Mars Exploration Rovers (MERs), to illustrate the role of robotic rovers in scientific exploration, and to provide hands-on learning experiences that demonstrate robot autonomy. We have designed a new robot, the Personal Exploration Rover (PER) and the related interactive components of a museum exhibit to achieve these goals. Here we describe the exhibits developed and the formal evaluation results of the exhibits' educational impact and efficacy. These results suggest techniques by which learning can be measured and used as an indicator of successful human-robot interaction.
Installation of a robot system in a publicly accessible technical museum poses nontrivial problems along three axes. First, the robot must be reliable, both by failing rarely in spite of continuous, ...daily use and by allowing museum staff to easily return the robot to service. Second, the robot must perform without the need for staff intervention, from system autonomy to energetics enabling full-day operation without battery replacement. Third, the user-end interaction software must be self-explanatory as well as instructional and engaging in order to effectively communicate the learning goals of the exhibit. In this paper we describe the design of such a robot system and share early results regarding its successful deployment at five museums across the United States.
The IEEE Subcommittee on the Application of Probability Methods (APM) published the IEEE Reliability Test System (RTS) 1 in 1979. This system provides a consistent and generally acceptable set of ...data that can be used both in generation capacity and in composite system reliability evaluation 2,3. The test system provides a basis for the comparison of results obtained by different people using different methods. Prior to its publication, there was no general agreement on either the system or the data that should be used to demonstrate or test various techniques developed to conduct reliability studies. Development of reliability assessment techniques and programs are very dependent on the intent behind the development as the experience of one power utility with their system may be quite different from that of another utility. The development and the utilization of a reliability program are, therefore, greatly influenced by the experience of a utlity and the intent of the system manager, planner and designer conducting the reliability studies. The IEEE-RTS has proved to be extremely valuable in highlighting and comparing the capabilities (or incapabilities) of programs used in reliability studies, the differences in the perception of various power utilities and the differences in the solution techniques. The IEEE-RTS contains a reasonably large power network which can be difficult to use for initial studies in an educational environment.
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