Astronomy Tea Talk
Speaker 1: Dr. Ronald Lopez
Title: MOMOS: A Superconducting MKID High Resolution Multi-Object Spectrograph Testbed for the Detection and Characterization of Exoplanets
Abstract:
Conventional high-resolution echelle spectrographs are typically designed to take detailed spectra of a very limited field of view, such as a slit or fiber. Alternatively, multi-object spectrographs are designed to acquire spectra of multiple targets simultaneously at the expense of spectral resolution, wavelength coverage, and/or instrument cost. The inherent energy resolution of superconducting microwave kinetic inductance detectors (MKIDs) can be used to eliminate the need for a cross-dispersing element in an echelle spectrograph, dramatically simplifying the optical design and freeing up valuable detector space that can be allocated to the spectra of multiple objects. This testbed lays the foundation for a new class of high-resolution multi-object spectrographs (HRMOS) that do not need to compromise resolution or coverage. A future, fiber-fed MKID HRMOS for HWO or the extremely large class of telescopes will be able to sample a comprehensive region around a star with an R~100,000 to simultaneously detect and characterize exoplanet atmospheres using high-dispersion coronagraphy (HDC). With this technique, star/planet contrast can be increased by a factor of 1000, which is a large step towards reaching the contrast goals of 10-10 for characterizing earth like planets around sunlike stars.
Speaker 2: Dr. Briley Lewis
Title: Learning to Read and Write in Physics and Astronomy
Abstract:
Undergraduate physics and astronomy students are expected to engage with scientific literature as they begin their research careers, but reading comprehension skills are rarely explicitly taught in major courses—nor are writing skills, despite the fact that scientists must regularly write in a variety of genres, from technical grant proposals and papers to public science communication. In a recent study, we explored the efficacy of lesson plans designed to improve undergraduate astronomy majors' perceived ability to engage with research literature by using Astrobites, accessible summaries of current research written by experts in the field. Quantitative and qualitative survey data clearly show that students' perceptions of their abilities with jargon, identifying main takeaways of a paper, conceptual understanding of physics and astronomy, and communicating scientific results all improved with use of the tested lesson plans. Additionally, students show evidence of increased confidence of their abilities within astronomy after exposure to these lessons, and instructors valued a ready-to-use resource to incorporate reading comprehension in their pedagogy. This case study suggests that incorporating current research in the undergraduate classroom through accessible literature summaries may increase students' confidence and ability to engage with research literature, as well as their preparation for participation in research and applied careers. Other ongoing work aims to illustrate the gaps in how physicists and astronomers are taught to write in their scientific discipline, illuminating where to focus future efforts in writing training. Improved writing education has the potential to improve communication—and therefore collaboration—within science, and to make the field more accessible to not only first-generation and marginalized students, but also the general public.