Multi-messenger observations of a binary neutron star merger

On 2017 August 17 a binary neutron star coalescence candidate (later designated GW170817) with merger time 12:41:04 UTC was observed through gravitational waves by the Advanced LIGO and Advanced Virgo detectors. The Fermi Gamma-ray Burst Monitor independently detected a gamma-ray burst (GRB 170817A) with a time delay of ~1.7 s with respect to the merger time. From the gravitational-wave signal, the source was initially localized to a sky region of 31 deg2 at a luminosity distance of 40+8-8 Mpc and with component masses consistent with neutron stars. The component masses were later measured to be in the range 0.86 to 2.26 Mo. An extensive observing campaign was launched across the electromagnetic spectrum leading to the discovery of a bright optical transient (SSS17a, now with the IAU identification of AT 2017gfo) in NGC 4993 (at ~40 Mpc) less than 11 hours after the merger by the One- Meter, Two Hemisphere (1M2H) team using the 1 m Swope Telescope. The optical transient was independently detected by multiple teams within an hour. Subsequent observations targeted the object and its environment. Early ultraviolet observations revealed a blue transient that faded within 48 hours. Optical and infrared observations showed a redward evolution over ~10 days. Following early non-detections, X-ray and radio emission were discovered at the transient’s position ~9 and ~16 days, respectively, after the merger. Both the X-ray and radio emission likely arise from a physical process that is distinct from the one that generates the UV/optical/near-infrared emission. No ultra-high-energy gamma-rays and no neutrino candidates consistent with the source were found in follow-up searches. These observations support the hypothesis that GW170817 was produced by the merger of two neutron stars in NGC4993 followed by a short gamma-ray burst (GRB 170817A) and a kilonova/macronova powered by the radioactive decay of r-process nuclei synthesized in the ejecta

Compound effect of EHD and surface roughness in pool boiling and CHF with R-123

This article is a post-print version of the fianl published article which may be accessed at the link below.Saturated pool boiling of R-123 at 1 bar, including the critical heat flux (CHF), was enhanced by modifying the surface characteristics and applying a high intensity electrostatic field, the latter termed electrohydrodynamic (and abbreviated EHD) enhancement. The heat flux was varied from very low values in the natural convection regime up to CHF. Experiments were performed with increasing and decreasing heat flux to study boiling hysteresis without and with EHD. Boiling occurred on the sand blasted surface of a cylindrical copper block with embedded electrical heating elements, with standardized surface parameter Pa = 3.5 μm. The electric field was generated by a potential of 5 kV to 25 kV, applied through a 40 mm diameter circular electrode of ss-304 wire mesh, aperture size 5.1 mm, located at distances of 5 - 60 mm from the surface, with most of the data obtained for 20 mm. The data for the rough surface were compared with earlier data for a smooth surface and indicated a significant increase in the heat transfer rates. EHD produced a further increase in the heat transfer rates, particularly at low heat flux values and near the CHF. Boiling hysteresis was reduced progressively by EHD and eliminated at high field strength.This work was supported by Government of Pakistan under a scholarship programme

Crowdsourcing content creation in the classroom

The recent growth in crowdsourcing technologies offers a new way of envisioning student involvement in the classroom. This article describes a participatory action research approach to combining crowdsourced content creation with the student as producer model, whereby students’ interests are used to drive the identification and creation of educational content. This article first describes how this approach is grounded in cognitive psychology and aligned with contemporary learner-centered approaches to education. A case study is then provided detailing how this conceptual framework was implemented in an undergraduate psychology course on persuasion and influence. Two specific applications of this approach are described, one involving found content—with students identifying, explaining the research basis for, and archiving examples of persuasive content, they discover outside the classroom, in a public blog entitled Propaganda for Change—and a second involving content creation—with students producing their own persuasive messages that promote pro-social messages of their choosing. This framework offers a promising contemporary approach to learner-centered education and shifts the burden of education from figuring out how to expose what students know and are interested in into helping them construct relationships between content and their own prior understanding of the world