PRISM (Polarized Radiation Imaging and Spectroscopy Mission): an extended white paper

PRISM (Polarized Radiation Imaging and Spectroscopy Mission) was proposed to ESA in May 2013 as a large-class mission for investigating within the framework of the ESA Cosmic Vision program a set of important scientific questions that require high res- olution, high sensitivity, full-sky observations of the sky emission at wavelengths ranging from millimeter-wave to the far-infrared. PRISM’s main objective is to explore the distant universe, probing cosmic history from very early times until now as well as the structures, distribution of matter, and velocity flows throughout our Hubble volume. PRISM will survey the full sky in a large number of frequency bands in both intensity and polarization and will measure the absolute spectrum of sky emission more than three orders of magnitude bet- ter than COBE FIRAS. The data obtained will allow us to precisely measure the absolute sky brightness and polarization of all the components of the sky emission in the observed frequency range, separating the primordial and extragalactic components cleanly from the galactic and zodiacal light emissions. The aim of this Extended White Paper is to provide a more detailed overview of the highlights of the new science that will be made possible by PRISM, which include: (1) the ultimate galaxy cluster survey using the Sunyaev-Zeldovich (SZ) e↵ect, detecting approximately 106 clusters extending to large redshift, including a char- acterization of the gas temperature of the brightest ones (through the relativistic corrections to the classic SZ template) as well as a peculiar velocity survey using the kinetic SZ e↵ect that comprises our entire Hubble volume; (2) a detailed characterization of the properties and evolution of dusty galaxies, where the most of the star formation in the universe took place, the faintest population of which constitute the di↵use CIB (Cosmic Infrared Background); (3) a characterization of the B modes from primordial gravity waves generated during inflation and from gravitational lensing, as well as the ultimate search for primordial non-Gaussianity using CMB polarization, which is less contaminated by foregrounds on small scales than thetemperature anisotropies; (4) a search for distortions from a perfect blackbody spectrum, which include some nearly certain signals and others that are more speculative but more informative; and (5) a study of the role of the magnetic field in star formation and its inter- action with other components of the interstellar medium of our Galaxy. These are but a few of the highlights presented here along with a description of the proposed instrument.

A modelação matemática com recurso a tecnologia: Um estudo em contexto de colaboração entre professoras de matemática e de física-química

Este estudo teve como objectivo compreender o desenvolvimento de tarefas de modelação, por parte de uma professora de Matemática e de uma professora de Física­ Química, no âmbito de trabalho colaborativo. Para tal foram formuladas três questões orientadoras: 1. Como é que os professores seleccionam e preparam as tarefas de modelação a colocar aos alunos em situação de sala de aula? Que características das tarefas de modelação se mostram fundamentais para a sua selecção? 2. como desenvolvem os professores as tarefas de modelação na sala de aula? Como gerem e dinamizam as aulas onde colocam tarefas de modelação aos alunos? Que papel reservam ao professor e ao aluno? 3. como exploram os professores as potencialidades das calculadoras gráficas no desenvolvimento das tarefas de modelação? Que questões se colocam à utilização de sensores? O estudo decorreu numa escola secundária, durante o ano lectivo de 2005/06, sob proposta e com a participação da investigadora, envolvendo uma professora de Matemática e uma professora de Física-Química de uma mesma turma de 100 ano. O grupo colaborativo reuniu regularmente e preparou e leccionou aulas com tarefas de modelação matemática, recorrendo a calculadoras gráficas e sensores, tarefas e tecnologias novas para ambas as professoras. A metodologia utilizada na investigação tem natureza qualitativa, tendo sido realizadas duas entrevistas longas a cada professora, uma no início e outra no fim do estudo, bem como entrevistas de curta duração às professoras após cada uma das aulas onde foram desenvolvidas as tarefas. Foram também recolhidos registos das sessões colectivas de trabalho e elaborado um "diário de bordo". O estudo permitiu formular as seguintes conclusões: - Quando as professoras seleccionavam as tarefas de modelação a propor aos seus alunos tinham em consideração o cumprimento dos programas, os conteúdos a abordar e a diversidade de questões que se podem formular sobre os mesmos e o interesse e significado da experiência para os alunos. - O tempo que é necessário para a preparação e execução das tarefas de modelação pareceu ser factor de grande peso na sua selecção. - O elevado número de alunos por turma pode ser factor um negativo para o desenvolvimento de tarefas de modelação na sala de aula. -Na opinião das professoras, o recurso à calculadora gráfica e aos sensores para realizar a recolha de dados relativos a uma tarefa de modelação tomou-as mais apelativas e ajudou os alunos a compreender a situação em causa assim como permitiu tomar mais nítida a relação entre a Matemática e a Física. ABSTRACT: This study aimed to understand the development of modelling tasks, by a Mathematics teacher and a Physics-Chemistry teacher, as part of collaborative work. For this study were formulated three guidelines: 1. How do teachers select and prepare the modelling tasks to present to the students in a classroom situation? What characteristics of these tasks are essential for their selection? 2. How do teachers develop the modelling tasks in the classroom? How do they manage and dynamize the classes where the modelling tasks took place? What role it's reserd to the teacher and the student? 3. How do teachers exploit the potential of graphics calculator in the development of the modelling tasks? What issues arise for the use of sensors? This study took place at a secundary school during the academic year 2005/06, as a suggestion and with the participation of the researcher, involving a Mathematics teacher and a Physics-Chemistry teacher of the same class (10th grade). The collaborative group had regular meetings and prepared and developed modellin tasks in the classroom using graphics calculator and sensors, which was a new activity for all the teachears. The methodology used has a qualitative nature. Two interviews were made to each teacher, one at baseline and another at the end of the study, fourteen work sections and three modelling tasks were explored in classroom context after which followed small interviews to the teacher that gave the class. ln addition records were also made in a small "log-book". This study allowed to reach the following conclusions: - When the teachers select the modelling tasks to offer its students they take into account the programs, the contents and the diversity of questions that can be made on it and the interest and significance of the experience for students. - The time needed for preparation and implementation of the modelling tasks is another factor of great weight in its selection. - The high number of student per class can be a negative factor for the development of modelling tasks in the classroom. Iii - ln the teacher’s opinion, the use of the graphics calculator and sensors to collect data on a modelling tasks makes its more attractive and helps students to understand the situation and makes clearer the link between Mathematics and Physics.