Impact Mailing List

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Safety and Mission Assurance (SMA) Automated Task Order Management System (ATOMS) Operation Manual

This document describes operational aspects of the ATOMS system. The information provided is limited to the functionality provided by ATOMS and does not include information provided in the contractor's proprietary financial and task management system

Math 3100 Mathematical Thinking: Communication and Proof - Sample Syllabus

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to increase Inquiry-Based Learning (IBL) practices. Effective materials could be then contributed to the library. We include a sample syllabus with an outline of topics and subtopics to include in the course. The syllabus is written in a student-centered format and includes opportunities for students to be active participants in the classroom

MATH 3100 Mathematical Thinking: Communication and Proof-sample writing (including typesetting) assignments

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to increase Inquiry-Based Learning (IBL) practices. Effective materials could be then contributed to the library. Attached are a sample of our products addressing professional mathematical writing including typesetting

Math 3100: Communication and Proof - Assessment

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to increase Inquiry-Based Learning (IBL) practices. Effective materials could be then contributed to the library. We describe samples that illustrate specific ways in which this course promotes departmental SLOs and addresses the University\u27s requirements for a writing-intensive course. We also identify areas in which the course will be used for department assessment of the program learning outcomes for our undergraduate mathematics program

Math 3100 - Mathematical Thinking: Communication and Proof - Week 1 Outline

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to increase Inquiry-Based Learning (IBL) practices. Effective materials could be then contributed to the library. For this part of the project, we describe sample lesson plans for Week 1 of the course. These plans include introductory opportunities to engage students in discussions that lay the groundwork for the importance of formal mathematical definitions, the use of precise academic language to communicate reasoning clearly, and what it means to provide a valid proof/justification of a mathematical statement

A fast scintillator Compton telescope for medium-energy gamma-ray astronomy

The field of medium-energy gamma-ray astronomy urgently needs a new mission to build on the success of the COMPTEL instrument on the Compton Gamma Ray Observatory. This mission must achieve sensitivity significantly greater than that of COMPTEL in order to advance the science of relativistic particle accelerators, nuclear astrophysics, and diffuse backgrounds, and bridge the gap between current and future hard X-ray missions and the high-energy Fermi mission. Such an increase in sensitivity can only come about via a dramatic decrease in the instrumental background. We are currently developing a concept for a low-background Compton telescope that employs modern scintillator technology to achieve this increase in sensitivity. Specifically, by employing LaBr3 scintillators for the calorimeter, one can take advantage of the unique speed and resolving power of this material to improve the instrument sensitivity while simultaneously enhancing its spectroscopic and imaging performance. Also, using deuterated organic scintillator in the scattering detector will reduce internal background from neutron capture. We present calibration results from a laboratory prototype of such an instrument, including time-of-flight, energy, and angular resolution, and compare them to simulation results using a detailed Monte Carlo model. We also describe the balloon payload we have built for a test flight of the instrument in the fall of 2010

A new low-background Compton telescope using LaBr3 scintillator

Gamma-ray astronomy in the MeV range suffers from weak fluxes from sources and high background in the nuclear energy range. The background comes primarily from neutron-induced gamma rays, with the neutrons being produced by cosmic-ray interactions in the Earth\u27s atmosphere, the spacecraft, and the instrument. Compton telescope designs often suppress this background by requiring coincidences in multiple detectors and a narrow time-of-flight (ToF) acceptance window. The COMPTEL experience on the Compton Gamma Ray Observatory shows that a 1.9-ns ToF resolution is insufficiently narrow to achieve the required low background count rate. Furthermore, neutron interactions in the detectors themselves generate an irreducible background. By employing LaBr3 scintillators for the calorimeter, one can take advantage of the unique speed and resolving power of the material to improve the instrument sensitivity and simultaneously enhance its spectroscopic performance and thus its imaging performance. We present a concept for a balloon- or space-borne Compton telescope that employs deuterated liquid in the scattering detector and LaBr3 as a calorimeter and estimate the improvement in sensitivity over past realizations of Compton telescopes. We show initial laboratory test results from a small prototype, including energy and timing resolution. Finally, we describe our plan to fly this prototype on a test balloon flight to directly validate our background predictions and guide the development of a full-scale instrument

Automated Task Order Management System (ATOMS) User Manual

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