arXiv subjects

Markus Nielbock

Publications and source records attributed to Markus Nielbock.

At least 19 recordsLinked to original sources

arXiv2019

Die Stromversorgung der ISS

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. It enables the students to investigate the power supply of the International Space Station. If available, they determine the current parameters of the electrical system from the telemetry of the ISS in real time. Otherwise, they can use archive data attached to the working documents. From this, they calculate the electrical power provided by the solar cells. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Sie ermöglicht den Schülerinnen und Schülern, die Stromversorgung der Internationalen Raumstation zu untersuchen. Falls vorhanden, ermitteln sie die augenblicklichen Parameter des elektrischen Systems aus der Telemetrie der ISS in Echtzeit. Ansonsten können sie Archivdaten nutzen, die den Arbeitsunterlagen beigefügt sind. Hieraus berechnen sie die von den Solarzellen zur Verfügung gestellte elektrische Leistung. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Wo ist Apollo 11? Wie man mit Funkechos die Mondentfernung bestimmt

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. The students analyze audio files of the radio contact between the NASA ground station in Houston, Texas and the crew of Apollo 11 during the moon landing in 1969. Through echoes in the radio transmission they determine the signal propagation time and thus the distance between earth and moon. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Die Schülerinnen und Schüler analysieren Audiodateien des Funkkontakts zwischen der NASA- Bodenstation in Houston, Texas und der Crew von Apollo 11 wahrend der Mondlandung im Jahr 1969. Durch Echos in der Funkübertragung ermitteln sie die Signallaufzeit und somit die Entfernung zwischen Erde und Mond. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Weiche Landung auf dem Mars

In the distant future, humans will surely fly to Mars. Even today, probes and vehicles are carrying out measurements on the surface of Mars. However, most landings on Mars cannot be carried out with parachutes alone. Instead, landing modules are deployed that use engines to reduce the speed to acceptable values. Compared to Earth, Mars exerts a lower force of attraction on the probes. However, its atmosphere is much thinner than that of Earth. With simple calculations and some simplifying assumptions, students calculate the speed of a Mars probe with a parachute. This allows them to realise that, due to the thin Mars atmosphere, the final speed does not permit a soft landing. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- In ferner Zukunft werden sicher Menschen zum Mars fliegen. Schon heute führen Sonden und Fahrzeuge auf der Marsoberfläche Messungen durch. Landungen können auf dem Mars jedoch meistens nicht alleine mit Fallschirmen durchgeführt werden. Stattdessen verwendet man Landemodule, die mit Triebwerken die Geschwindigkeit auf akzeptable Werte verringern. Im Vergleich zur Erde übt der Mars zwar eine geringere Anziehungskraft auf die Sonden aus. Jedoch ist seine Atmosphäre sehr viel dünner als die der Erde. Mit simplen Rechnungen und einigen vereinfachenden Annahmen berechnen Schülerinnen und Schüler die Geschwindigkeit einer Marssonde mit Fallschirm. Dadurch erkennen sie, dass aufgrund der dünnen Marsatmosphäre die Endgeschwindigkeit keine weiche Landung zulässt. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Astronautentraining unter Wasser

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. Buoyancy and the Archimedean Principle often appear as somewhat abstract concepts. The underwater training of the ISS crews for extra-vehicular operations offers an exciting approach to deal more closely with the phenomena of uplift. To achieve a state of suspension in the water, the suits must be equipped with weights and buoyancy aids. Therefore, this activity enables the students to explore the interplay between gravitational force and buoyancy through tasks and experiments. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Der Auftrieb sowie das Archimedische Prinzip erscheinen oft als etwas abstrakte Konzepte. Das Unterwasser-Training der ISS-Besatzungen für Außenbordeinsätze bietet einen spannenden Ansatz, um sich mit dem Phänomenen des Auftriebs näher zu beschäftigen. Um einen Schwebezustand im Wasser zu erreichen, müssen die Anzüge mit Gewichten und Auftriebskörpern bestückt werden. Daher ermöglicht diese Aktivität den Schülerinnen und Schülern, durch Aufgaben und Experimente das Wechselspiel zwischen Gewichtskraft und Auftriebskraft zu erforschen. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Wie brachte die Saturn V-Rakete die Astronauten von Apollo 11 zum Mond?

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. This teaching unit follows the material "How do astronauts fly to the ISS with a rocket?", but is aimed at higher grades because of the mathematical skills required. Based on the rocket equation, the students calculate various parameters of the three-stage moon rocket Saturn V under the influence of gravity. In order to be able to perform the calculation analytically, some simplifying assumptions are made. For motivation videos and texts about the Apollo program are provided. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Diese Lehreinheit schließt sich an das Material "Wie fliegen Astronauten mit einer Rakete zur ISS?" an, richtet sich aber wegen des benötigten mathematischen Rüstzeugs an höhere Klassenstufen. Die Schülerinnen und Schüler berechnen ausgehend von der Raketengleichung verschiedene Parameter der dreistufigen Mondrakete Saturn V unter dem Einfluss der Schwerkraft. Um die Berechnung analytisch durchführen zu können, werden einige vereinfachende Annahmen gemacht. Zur Motivation werden Videos und Texte zum Apollo-Programm zur Verfügung gestellt. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Die Bahnen der ISS und anderer Satelliten

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. Artificial satellites are suitable as application-oriented examples to explain the effect of gravity on their orbits. This working material deals with the orbit of the International Space Station (ISS) around the Earth. In simple calculations and representations, the students learn how the orbits of artificial satellites are created and which characteristic velocities occur. They compare their ISS results with those of geostationary satellites and discover applications of this particular orbit. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Künstliche Satelliten eignen sich als anwendungsnahe Beispiele, um die Wirkung der Gravitation auf ihre Bahn näher zu erläutern. Dieses Arbeitsmaterial behandelt dazu exemplarisch den Orbit der Internationalen Raumstation (ISS) um die Erde. In einfachen Rechnungen und Darstellungen erfahren die Schülerinnen und Schüler, wie Bahnen künstlicher Satelliten zustande kommen und welche charakteristischen Geschwindigkeiten dabei auftreten. Sie vergleichen ihre Ergebnisse zur ISS mit denen von geostationären Satelliten und entdecken Anwendungen dieses besonderen Orbits. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Wie fliegen Astronauten mit einer Rakete zur ISS?

This activity was created within the framework of the "Space for Education" project, which aims at experiencing physical principles on the basis of topics related to space travel. This work enables the students to understand how a rocket brings crews into the orbit of the International Space Station. Since the way from the simpler basics to a real representation of a rocket flight is quite complex and requires knowledge from several class levels, the current paper limits itself to the introduction of basic concepts and simple, idealized applications. The rocket equation is of central importance. Further derivations, which deal with multi-stage rockets, are dealt with in a separate work. To introduce the principle of recoil, a few examples are briefly presented. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Diese Ausarbeitung ermöglicht den Schülerinnen und Schülern nachzuempfinden, wie eine Rakete Besatzungen auf den Orbit der Internationalen Raumstation bringt. Da der Weg von den einfacheren Grundlagen hin zu einer realen Darstellung eines Raketenflugs recht komplex ist und Kenntnisse aus mehreren Klassenstufen benötigt, beschränkt sich die aktuelle Ausarbeitung auf die Einführung der Grundbegriffe und einfachen, idealisierten Anwendungen. Zentrale Bedeutung hat dabei die Raketengleichung. Weiterführende Ableitungen, die mehrstufige Raketen thematisieren, werden in einer gesonderten Ausarbeitung behandelt. Zur Einleitung in das Prinzip des Rückstoßes werden kurz einige Beispiele vorgestellt. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2017

Herschel-PACS photometry of faint stars

Our aims are to determine flux densities and their photometric accuracy for a set of seventeen stars that range in flux from intermediately bright (<2.5 Jy) to faint (>5 mJy) in the far-infrared (FIR). We also aim to derive signal-to-noise dependence with flux and time, and compare the results with predictions from the Herschel exposure-time calculation tool. The PACS faint star sample has allowed a comprehensive sensitivity assessment of the PACS photometer. Accurate photometry allows us to establish a set of five FIR primary standard candidates, namely alpha Ari, epsilon Lep, omega,Cap, HD41047 and 42Dra, which are 2 -- 20 times fainter than the faintest PACS fiducial standard (gamma Dra) with absolute accuracy of <6%. For three of these primary standard candidates, essential stellar parameters are known, meaning that a dedicated flux model code may be run.

astro-ph.SR↗

arXiv2017

A View From Above

physics.ed-ph↗

arXiv2017

The Engine of Life

This activity has been developed as a resource for the "EU Space Awareness" educational programme. As part of the suite "Our Fragile Planet" together with the "Climate Box" it addresses aspects of weather phenomena, the Earth's climate and climate change as well as Earth observation efforts like in the European "Copernicus" programme. This activity uses a simple analogue for the power of radiation received at a given distance from a star. A photovoltaic cell is connected to an electric motor. Depending on the power received on the cell, the motor begins to move. It changes also its speed with respect to the distance between the cell and the lamp. This can be interpreted as a model for a planetary system and its habitable zone. The "engine of life" moves as soon as the receiving power is big enough to sustain its operation. The distance, where the motor stops, can be interpreted as the outer edge of the habitable zone. As a second activity, the students will reconstruct the orbits of a real exoplanetary system by drawing a scaled model. In addition, they will calculate and superimpose a realistic circumstellar habitable zone and discuss its elements.

physics.ed-ph↗

arXiv2017

Navigation in the Ancient Mediterranean and Beyond

This lesson unit has been developed within the framework the EU Space Awareness project. It provides an insight into the history and navigational methods of the Bronze Age Mediterranean peoples. The students explore the link between exciting history and astronomical knowledge. Besides an overview of ancient seafaring in the Mediterranean, the students explore in two hands-on activities early navigational skills using the stars and constellations and their apparent nightly movement across the sky. In the course of the activities, they become familiar with the stellar constellations and how they are distributed across the northern and southern sky.

physics.ed-ph↗

arXiv2017

The Intertropical Convergence Zone

This activity has been developed as a resource for the "EU Space Awareness" educational programme. As part of the suite "Our Fragile Planet" together with the "Climate Box" it addresses aspects of weather phenomena, the Earth's climate and climate change as well as Earth observation efforts like in the European "Copernicus" programme. This resource consists of three parts that illustrate the power of the Sun driving a global air circulation system that is also responsible for tropical and subtropical climate zones. Through experiments, students learn how heated air rises above cool air and how a continuous heat source produces air convection streams that can even drive a propeller. Students then apply what they have learnt to complete a worksheet that presents the big picture of the global air circulation system of the equator region by transferring the knowledge from the previous activities in to a larger scale.

physics.ed-ph↗

arXiv2017

How the Vikings Navigated With the Sun

The students are introduced to navigation in general, and, in particular, the skills the medieval people of the Vikings used to navigate on the open sea. The topics of navigation and the Vikings are introduced by questions and a short story. A hands-on activity illustrates to the students how the navigational tool of the shadow board might have helped the Vikings to determine the cardinal directions and to sail along latitude. A miniature version of a shadow board simulates how the shadow cast by the Sun was probably used for this. Finally, a simple math activity for more experience students demonstrates the geometry that is involved in that technique.

physics.pop-ph↗

arXiv2017

Britannia Rule the Waves

The students are introduced to navigation in general and the longitude problem in particular. A few videos provide insight into scientific and historical facts related to the issue. Then, the students learn in two steps how longitude can be derived from time measurements. They first build a Longitude Clock that visualises the math behind the concept. They use it to determine the longitudes corresponding to five time measurements. In the second step, they assume the position of James Cook's navigator and plot the location of seven destinations on Cook's second voyage between 1772 and 1775.

physics.ed-ph↗

arXiv2017

Navigating with the Kamal

The students build and use an old navigational tool from the Arab world of the 9th century, the kamal. After an introduction to historic seafaring and navigation, they build this simple tool and understand how it can be used to measure angles. After learning that the elevation of Polaris is (almost) identical to the latitude of the observer, they apply this knowledge while using the kamal. During a field trip, they actually measure the elevation of Polaris. The result is compared with modern methods.

physics.ed-ph↗

arXiv2014

The extraordinary far-infrared variation of a protostar: Herschel/PACS observations of LRLL54361

We report Herschel/PACS photometric observations at 70 μm and 160 μm of LRLL54361 - a suspected binary protostar that exhibits periodic (P=25.34 days) flux variations at shorter wavelengths (3.6 μm and 4.5 μm) thought to be due to pulsed accretion caused by binary motion. The PACS observations show unprecedented flux variation at these far-infrared wavelengths that are well cor- related with the variations at shorter wavelengths. At 70 μm the object increases its flux by a factor of six while at 160μm the change is about a factor of two, consistent with the wavelength dependence seen in the far-infrared spectra. The source is marginally resolved at 70 μm with varying FWHM. Deconvolved images of the sources show elongations exactly matching the outflow cavities traced by the scattered light observations. The spatial variations are anti-correlated with the flux variation indicating that a light echo is responsible for the changes in FWHM. The observed far-infrared flux variability indicates that the disk and en- velope of this source is periodically heated by the accretion pulses of the central source, and suggests that such long wavelength variability in general may provide a reasonable proxy for accretion variations in protostars.

astro-ph.SR↗

arXiv2014

The Pointing System of the Herschel Space Observatory. Description, Calibration, Performance and Improvements

We present the activities carried out to calibrate and characterise the performance of the elements of attitude control and measurement on board the Herschel spacecraft. The main calibration parameters and the evolution of the indicators of the pointing performance are described, from the initial values derived from the observations carried out in the performance verification phase to those attained in the last year and half of mission, an absolute pointing error around or even below 1 arcsec, a spatial relative pointing error of some 1 arcsec and a pointing stability below 0.2 arsec. The actions carried out at the ground segment to improve the spacecraft pointing measurements are outlined. On-going and future developments towards a final refinement of the Herschel astrometry are also summarised. A brief description of the different components of the attitude control and measurement system (both in the space and in the ground segments) is also given for reference. We stress the importance of the cooperation between the different actors (scientists, flight dynamics and systems engineers, attitude control and measurement hardware designers, star-tracker manufacturers, etc.) to attain the final level of performance.

astro-ph.IM↗

arXiv2013

The Herschel-PACS photometer calibration: Point-source flux calibration for scan maps

This paper provides an overview of the PACS photometer flux calibration concept, in particular for the principal observation mode, the scan map. The absolute flux calibration is tied to the photospheric models of five fiducial stellar standards (alpha Boo, alpha Cet, alpha Tau, beta And, gamma Dra). The data processing steps to arrive at a consistent and homogeneous calibration are outlined. In the current state the relative photometric accuracy is around 2% in all bands. Starting from the present calibration status, the characterization and correction for instrumental effects affecting the relative calibration accuracy is described and an outlook for the final achievable calibration numbers is given. After including all the correction for the instrumental effects, the relative photometric calibration accuracy (repeatability) will be as good as 0.5% in the blue and green band and 2% in the red band. This excellent calibration starts to reveal possible inconsistencies between the models of the K-type and the M-type stellar calibrators. The absolute calibration accuracy is therefore mainly limited by the 5% uncertainty of the celestial standard models in all three bands. The PACS bolometer response was extremely stable over the entire Herschel mission and a single, time-independent response calibration file is sufficient for the processing and calibration of the science observations. The dedicated measurements of the internal calibration sources were needed only to characterize secondary effects. No aging effects of the bolometer or the filters have been found. Also, we found no signs of filter leaks. The PACS photometric system is very well characterized with a constant energy spectrum nu*Fnu = lambda*Flambda = const as a reference. Colour corrections for a wide range of sources SEDs are determined and tabulated.

astro-ph.IM↗