Atmospheric characterization of the ultra-hot Jupiter WASP-33b: Detection of Ti and V emission lines and retrieval of a broadened line profile

Ultra-hot Jupiters are highly irradiated gas giant exoplanets on close-in orbits around their host stars. We analyzed high-resolution spectra from CARMENES, HARPS-N, and ESPaDOnS taken over eight observation nights to study the emission spectrum of WASP-33b and draw conclusions about its atmosphere. By applying the cross-correlation technique, we detected the spectral signatures of Ti I, V I, and a tentative signal of Ti II for the first time via emission spectroscopy. These detections are an important finding because of the fundamental role of Ti- and V-bearing species in the planetary energy balance. Moreover, we assessed and confirm the presence of OH, Fe I, and Si I from previous studies. The spectral lines are all detected in emission, which unambiguously proves the presence of an inverted temperature profile in the planetary atmosphere. By performing retrievals on the emission lines of all the detected species, we determined a relatively weak atmospheric thermal inversion extending from approximately 3400 K to 4000 K. We infer a supersolar metallicity close to 1.5 dex in the planetary atmosphere, and find that its emission signature undergoes significant line broadening with a Gaussian FWHM of about 4.5 km/s. Also, we find that the atmospheric temperature profile retrieved at orbital phases far from the secondary eclipse is about 300 K to 700 K cooler than that measured close to the secondary eclipse, which is consistent with different day- and nightside temperatures. Moreover, retrievals performed on the emission lines of the individual chemical species lead to consistent results, which gives additional confidence to our retrieval method. Increasing the number of species included in the retrieval and expanding the set of retrieved atmospheric parameters will further advance our understanding of exoplanet atmospheres.Comment: Accepted for publication in A&

Maroon VR: A Room-Scale Physics Laboratory Experience

Understanding physical phenomena is still a challenging task. Three-dimensional interactive simulations are a valuable tool to support understanding. We implemented different physical simulations designed so that students can interact and learn with them. However, student engagement is crucial to support the learning process. Virtual reality applications offer a promising way to engage and immerse students in three-dimensional environments and to keep them focused on the learning task. In this paper, we explore interactive virtual reality experiences implemented with HTC Vive as an alternative form of learning tool supporting engagement and to support the ability to concentrate better on the learning tasks. We ran a two-fold user study in which 19 students evaluated the experience looking at engagement, motivation, usability, and learning. First results indicate that such experiences are well suited as a supplement to traditional in-class learning and that they support realistic laboratory setups and simulations in an engaging, interesting, and immersive way and help students to focus more on the learning task compared to traditional applications

Maroon VR: A Room-Scale Physics Laboratory Experience

Understanding physical phenomena is still a challenging task. Three-dimensional interactive simulations are a valuable tool to support understanding. We implemented different physical simulations designed so that students can interact and learn with them. However, student engagement is crucial to support the learning process. Virtual reality applications offer a promising way to engage and immerse students in three-dimensional environments and to keep them focused on the learning task. In this paper, we explore interactive virtual reality experiences implemented with HTC Vive as an alternative form of learning tool supporting engagement and to support the ability to concentrate better on the learning tasks. We ran a two-fold user study in which 19 students evaluated the experience looking at engagement, motivation, usability, and learning. First results indicate that such experiences are well suited as a supplement to traditional in-class learning and that they support realistic laboratory setups and simulations in an engaging, interesting, and immersive way and help students to focus more on the learning task compared to traditional applications

ACCELERATOR CONTROL WITH THE LONWORKS FIELDBUS

Abstract The device access layer of the control system of the light source ANKA is almost completely based on LonWorks. We have developed and produced custom I/O boards that use the LonWorks micro-controller (the Neuron). The hardware comprises a high-precision 16-bit DAC/ADC/function generator board, a 40 channel digital I/O+counter board and a serial interface. The device logic has been programmed already at the Neuron level, such that for example power supplies that are controlled either through a DAC/ADC board or through a serial interface look the same on the fieldbus network. The features include state machine, remote command invocation and event driven communication with monitors and alarms. The nodes are automatically configured at start-up time from a PC-resident, version-controlled database for which an ftp-like protocol has been developed. Other tools, which allow for a generic control implementation, are a network node installation and configuration tool, a node inspection and management tool and a template compiler, which allows us to use the same database data on the PC and on the Neuron