Context. Studying the trajectories of objects like stars, globular clusters, or satellite galaxies in the Milky Way allows the dark matter halo to be traced but requires reliable models of its gravitational potential. Aims. Realistic, yet simple and fully analytical, models have already been presented in the past. However, improved, as well as new, observational constraints have become available in the meantime, calling for a recalibration of the respective model parameters. Methods. Three widely used model potentials are revisited. By a simultaneous least-squares fit to the observed rotation curve, in-plane proper motion of Sgr A*, local mass/surface density, and the velocity dispersion in Baade's window, parameters of the potentials are brought up-to-date. The mass at large radii -in particular, that of the dark matter halo -is hereby constrained by requiring that the most extreme known halo, blue horizontal-branch star has to be bound to the Milky Way. Results. The Galactic mass models are tuned to yield a very good match to recent observations. The mass of the dark matter halo is -within the limitations of the applied models -estimated in a fully consistent way. As a first application, the trajectory of the hypervelocity star HE 0437-5439 is investigated again to check its suggested origin in the Large Magellanic Cloud (LMC). Conclusions. Despite their simplicity, the presented Milky Way mass models are very able to reproduce all observational constraints. Their analytical and simple form makes them ideally suited for fast and accurate orbit calculations. The LMC cannot be ruled out as HE 0437-5439's birthplace.

Many students in upper-division physics courses struggle with the mathematically sophisticated tools and techniques that are required for advanced physics content. We have developed an analytical framework to assist instructors and researchers in characterizing students' difficulties with specific mathematical tools when solving the long and complex problems that are characteristic of upper division. In this paper, we present this framework, including its motivation and development. We also describe an application of the framework to investigations of student difficulties with direct integration in electricity and magnetism (i.e., Coulomb's law) and approximation methods in classical mechanics (i.e., Taylor series). These investigations provide examples of the types of difficulties encountered by advanced physics students, as well as the utility of the framework for both researchers and instructors.

Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies about experimental physics and support broader lab transformation efforts at the University of Colorado Boulder (CU) and elsewhere, we developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Previous work with this assessment has included establishing the accuracy and clarity of the instrument through student interviews and preliminary testing. Several years of data collection at multiple institutions has resulted in a growing national data set of student responses. Here, we report on results of the analysis of these data to investigate the statistical validity and reliability of the E-CLASS as a measure of students' epistemologies for a broad student population. We find that the E-CLASS demonstrates an acceptable level of both validity and reliability on measures of, item and test discrimination, test-retest reliability, partial-sample reliability, internal consistency, concurrent validity, and convergent validity. We also examine students' responses using Principal Component Analysis and find that, as expected, the E-CLASS does not exhibit strong factors (a.k.a. categories).

We report radio SETI observations on a large number of known exoplanets and other nearby star systems using the Allen Telescope Array (ATA). Observations were made over about 19000 hours from May 2009 to Dec 2015. This search focused on narrow-band radio signals from a set totaling 9293 stars, including 2015 exoplanet stars and Kepler objects of interest and an additional 65 whose planets may be close to their Habitable Zone. The ATA observations were made using multiple synthesized beams and an anticoincidence filter to help identify terrestrial radio interference. Stars were observed over frequencies from 1-9 GHz in multiple bands that avoid strong terrestrial communication frequencies. Data were processed in near-real time for narrow-band (0.7-100 Hz) continuous and pulsed signals, with transmitter/receiver relative accelerations from -0.3 to 0.3 m/s 2 . A total of 1.9 x 10 8 unique signals requiring immediate follow-up were detected in observations covering more than 8 x 10 6 star-MHz. We detected no persistent signals from extraterrestrial technology exceeding our frequency-dependent sensitivity threshold of 180 -310 10 -26 W m -2 .

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expert-like beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these course with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expert-like postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS score, student major, and student gender.

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expert-like postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

Free-response research-based assessments, like the Colorado Upper-division Electrostatics Diagnostic (CUE), provide rich, fine-grained information about students' reasoning. However, because of the difficulties inherent in scoring these assessments, the majority of the large-scale conceptual assessments in physics are multiple choice. To increase the scalability and usability of the CUE, we set out to create a new version of the assessment that preserves the insights afforded by a free-response format while exploiting the logistical advantages of a multiple-choice assessment. We used our extensive database of responses to the free-response CUE to construct distractors for a new version where students can select multiple responses and receive partial credit based on the accuracy and consistency of their selections. Here, we describe the development of this modified CUE format, which we call coupled multiple response (CMR), and present data from direct comparisons of both versions. We find that the two formats have the same average score and perform similarly on multiple measures of validity and reliability, suggesting that the new version is a potentially viable alternative to the original CUE for the purpose of large-scale research-based assessment. We also compare the details of student responses on each of the two versions. While the CMR version does not capture the full scope of potential student responses, nearly three-quarters of our students' responses to the free-response version contained one or more elements that matched options provided on the CMR version.

The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively understudied. In particular, there is little, if any, data available that addresses the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions = 75 and N students = 7167) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics as practiced in their courses that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upperdivision students are able to accurately predict the expert-like response even in cases where their views about experimentation in their lab courses disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics.