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تسجيل مستخدم جديدHands-On TAROT: Intercontinental use of the TAROT for Education and Public Outreach
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M. Boer
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The TAROT telescope has for primary goal the search for the prompt optical counterpart of Cosmic Gamma-Ray Bursts. It is a completely autonomous 25cm telescope installed near Nice (France), able to point any location of the sky within 1-2 seconds. The control, scheduling, and data processing activities are completely automated, so the instrument is completely autonomous. In addition to its un-manned modes, we added recently the possibility to remotely control the telescope, as a request of the Hands-On Universe (HOU) program for exchange of time within automatic telescopes for the education and public outreach. To this purpose we developed a simple control interface. A webcam was installed to visualize the telescope. Access to the data is possible through a web interface. The images can be processed by the HOU software, a program specially suited for use within the classroom. We experienced these feature during the open days of the University of California Berkeley and the Astronomy Festival of Fleurance (France). We plan a regular use for an astronomy course of the Museum of Tokyo, as well as for French schools. Not only does Hands-On TAROT gives the general public an access to professional astronomy, but it is also a more general tool to demonstrate the use of a complex automated system, the techniques of data processing and automation. Last but not least, through the use of telescopes located in many countries over the globe, a form of powerful and genuine cooperation between teachers and children from various countries is promoted, with a clear educational goal.
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Hands-On Universe (HOU) is an educational program that enables students to investigate the Universe while applying tools and concepts from science, math, and technology. Using the Internet, HOU participants around the world request observations from
an automated telescope, download images from a large image archive, and analyze them with the aid of user-friendly image processing software. This program is developing now in many countries, including the USA, France, Germany, Sweden, Japan, Australia, and others. A network of telescopes has been established among these countries, many of them remotely operated, as shown in the accompanying demo. Using this feature, students in the classroom are able to make night observations during the day, using a telescope placed in another country. An archive of images taken on large telescopes is also accessible, as well as resources for teachers. Students are also dealing with real research projects, e.g. the search for asteroids, which resulted in the discovery of a Kuiper Belt object by high-school students. Not only Hands-On Universe gives the general public an access to professional astronomy, but it is also a more general tool to demonstrate the use of a complex automated system, the techniques of data processing and automation. Last but not least, through the use of telescopes located in many countries over the globe, a form of powerful and genuine cooperation between teachers and children from various countries is promoted, with a clear educational goal.
Over the past two decades, I have been actively involved in teaching astronomy and astrophysics to Chicago Public School (CPS) students and their teachers, in collaboration with various groups as well as by myself. Valuable resources that we have cre
ated for schools include the Multiwavelength Astronomy Website, with modules for infrared, optical, ultraviolet, X-ray and gamma-ray astronomy. The content of each lesson is derived from interviews with scientists, archived oral histories, and/or memoirs. Lessons are evaluated by a science educator and at least one subject matter expert before being produced for the web. They are supplemented by NASA media, archival material from the University of Chicago Library and other archives, and participant contributed photographs, light curves, and spectra. Summer programs provided training to CPS teachers to use the resources in their classrooms. Currently, I lead the Chicago Area Research Mentoring (CHARM) initiative. In the past academic year I worked with a class of 17 diverse 11th grade honors students at the University of Chicago Charter School, Woodlawn. Through frequent lectures ($sim$ every 4 weeks), these students were exposed to astrophysical topics and concepts not normally covered in a school curriculum. CHARM aims to develop the students critical thinking, introduce them to astrophysical research methods and techniques, and prepare them for a career in science, technology, engineering and mathematics (STEM), particularly a research-oriented one. In this article, I highlight some projects, educational resources, results achieved, and lessons learned along the way.
TAROT-1 is an automatic, autonomous ground based observatory whose primary goal is the rapid detection of the optical counterparts of cosmic gamma-ray burst sources. It will be able to begin imaging any GRB localization 8 seconds after receipt of an
alert from CGRO/BATSE or HETE-2. TAROT-1 will reach the 17th V magnitude in 10 seconds, at a 10$sigma$ confidence level. TAROT will be able to observe GRB positions given by Beppo-SAX or RXTE, EUV transients from ALEXIS alerts, etc. TAROT will also study a wide range of secondary objectives and will feature a complete automatic data analysis system, and a powerful scheduling software. TAROT will be installed this fall on the Plateau du Calern, 1200m above sea level. We report on the status of the project.
We present the multi-wavelength study of those gamma-ray bursts observed by TAROT. These events are characterized by the presence at early time of a rising in their optical light curves lasting a few hundred of seconds. In one case (GRB 060904B), a f
lare occurs at similar time in the X-ray band, while in the other cases the X-ray light curves appear smooth during the optical rise. We investigate the possible nature of this behavior and conclude th at a multi-component emission is mandatory to explain the optical-to-X-ray afterglow.
The scale and scope of the physics studied at the Auger Observatory offer significant opportunities for original outreach work. Education, outreach, and public relations of the Auger collaboration are coordinated in a task of its own whose goals are
to encourage and support a wide range of efforts that link schools and the public with the Auger scientists and the science of cosmic rays, particle physics, and associated technologies. This report focuses on the impact of the collaboration in Mendoza Province, Argentina, as: the Auger Visitor Center in Malargue that has hosted over 29,000 visitors since 2001, the Auger Celebration and a collaboration-sponsored science fair held on the Observatory campus in November 2005, the opening of the James Cronin School in Malargue in November 2006, public lectures, school visits, and courses for science teachers. As the collaboration prepares the proposal for the northern Auger site foreseen to be in southeast Colorado, plans for a comprehensive outreach program are being developed in parallel, as described here.
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