UV Degradation of the Optical Properties of Acrylic for Neutrino and Dark Matter Experiments

UV-transmitting (UVT) acrylic is a commonly used light-propagating material in neutrino and dark matter detectors as it has low intrinsic radioactivity and exhibits low absorption in the detectors' light producing regions, from 350 nm to 500 nm. Degradation of optical transmittance in this region lowers light yields in the detector, which can affect energy reconstruction, resolution, and experimental sensitivities. We examine transmittance loss as a result of short- and long-term UV exposure for a variety of UVT acrylic samples from a number of acrylic manufacturers. Significant degradation peaking at 343 nm was observed in some UVT acrylics with as little as three hours of direct sunlight, while others exhibited softer degradation peaking at 310 nm over many days of exposure to sunlight. Based on their measured degradation results, safe time limits for indoor and outdoor UV exposure of UVT acrylic are formulated.Comment: 13 pages, 6 figures, 3 tables; To be submitted to Journal of Instrumentatio

What makes for effective feedback: staff and student perspectives

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedbac