Listening to SpacetimeEscuchar el espacio-tiempo

What students will be able to doLo que el estudiantado podrá hacer

• Read a strain-against-time plot and a frequency-against-time plot of the same signalLeer una gráfica de deformación frente al tiempo y otra de frecuencia frente al tiempo de la misma señal
• Explain why the wave frequency is twice the orbital frequencyExplicar por qué la frecuencia de la onda es el doble de la frecuencia orbital
• Say what a chirp is and what makes one riseDecir qué es un chirrido y qué hace que suba
• Design and run a comparison in which exactly one thing changesDiseñar y ejecutar una comparación en la que cambie exactamente una cosa
• Explain why amplitude alone does not tell you how far away a source isExplicar por qué la amplitud por sí sola no dice a qué distancia está una fuente
• Say where a leading-order inspiral model stops being trustworthy, and whyDecir dónde deja de ser fiable un modelo de espiral a orden principal, y por qué
• Distinguish a measurement, a model and an illustration in the same pictureDistinguir una medida, un modelo y una ilustración en la misma imagen
• Explain why a signal that looks and sounds like a chirp is not yet a detectionExplicar por qué una señal que parece y suena como un chirrido todavía no es una detección
• Say which numbers about a real event were measured from its strain and which were supplied by a catalogDecir qué números sobre un evento real se midieron a partir de su deformación y cuáles aportó un catálogo

Where it fitsDónde encaja

What it is aboutDe qué trata. Gravitational waves from a compact binary: the chirp, what it constrains, and where a leading-order model stopsGravitational waves from a compact binary: the chirp, what it constrains, and where a leading-order model stops

Sixty to seventy-five minutes, after students have met orbits and ideally after Black Holes by the Numbers. It is the only investigation in the catalog that puts a measurement, a model and an illustration on the same screen and asks students to tell them apart, so it works well late in a course as an investigation about evidence as much as about gravity. No calculus. Audio is offered four times and required never. It is the second half of a pair, and the first half now exists: “What Is a Gravitational Wave?” is the beginner investigation and the intended prerequisite. That investigation establishes what a wave is and is not, why a source has to be changing and lopsided, that the effect is transverse, that a shrinking orbit makes a rising signal, and why an L-shaped instrument measures a difference; this investigation assumes all five and starts from a signal instead. Run them in that order where the timetable allows — the beginner investigation closes by asking students to tell the whole story in their own words, which makes a good opener for this session. Where a class arrives without it, spend five minutes on screen 2 - the three things on screen that all answer to the phrase - and treat that as the missing prerequisite.Sixty to seventy-five minutes, after students have met orbits and ideally after Black Holes by the Numbers. It is the only investigation in the catalog that puts a measurement, a model and an illustration on the same screen and asks students to tell them apart, so it works well late in a course as an investigation about evidence as much as about gravity. No calculus. Audio is offered four times and required never. It is the second half of a pair, and the first half now exists: “What Is a Gravitational Wave?” is the beginner investigation and the intended prerequisite. That investigation establishes what a wave is and is not, why a source has to be changing and lopsided, that the effect is transverse, that a shrinking orbit makes a rising signal, and why an L-shaped instrument measures a difference; this investigation assumes all five and starts from a signal instead. Run them in that order where the timetable allows — the beginner investigation closes by asking students to tell the whole story in their own words, which makes a good opener for this session. Where a class arrives without it, spend five minutes on screen 2 - the three things on screen that all answer to the phrase - and treat that as the missing prerequisite.

In English only.Solo en inglés.

Before thisAntes de esto

Investigations to have done firstInvestigaciones previas

• What Is a Gravitational Wave?¿Qué es una onda gravitacional?

What students should already knowLo que el estudiantado debería saber ya

• That gravity holds things in orbit, and that a closer orbit is a faster oneThat gravity holds things in orbit, and that a closer orbit is a faster one
• Reading a graph with a logarithmic axis, or willingness to be shownReading a graph with a logarithmic axis, or willingness to be shown
• Helpful but not required: having met the idea of a wave having a frequency and an amplitudeHelpful but not required: having met the idea of a wave having a frequency and an amplitude
• No calculus, no vectors, no complex numbers. Every relationship in the investigation is measured rather than derivedNo calculus, no vectors, no complex numbers. Every relationship in the investigation is measured rather than derived

In English only.Solo en inglés.

The stepsLos pasos

In order, with what each asks of a student. Deeper steps are laid in only at the depth a student chooses.En orden, con lo que cada uno pide. Los pasos más profundos solo se añaden en la profundidad que elige el estudiante.

1. Something arrivedHa llegado algo (PredictPredecir)
2. Three different things, all called the same thingTres cosas distintas, todas con el mismo nombre (ReadLeer)
3. Find your way aroundFamiliarízate con los mandos (ExploreExplorar)
4. As the orbit tightensA medida que la órbita se cierra (PredictPredecir)
5. Watch the waves leaveMira cómo salen las ondas (ExploreExplorar)
6. How many waves per orbit?¿Cuántas ondas por órbita? (MeasureMedir)
7. The frequency, twiceLa frecuencia, dos veces (MeasureMedir)
8. Stop at fifty hertz and record itPárate en cincuenta hercios y anótalo (MeasureMedir)
9. Say what a chirp isDi qué es un chirrido (QuestionPregunta)
10. What would heavier objects do?¿Qué harían objetos más pesados? (PredictPredecir)
11. Change one thingCambia una sola cosa (ExploreExplorar)
12. Time in band, three waysTiempo en banda, de tres maneras (MeasureMedir)
13. Two different binaries, one signalDos binarias distintas, una señal (MeasureMedir)
14. Twice as far awayEl doble de lejos (PredictPredecir)
15. Test it, on one scaleCompruébalo, en una sola escala (MeasureMedir)
16. Which way is it facing?¿Hacia dónde mira? (MeasureMedir)
17. Three kinds of pairTres clases de pareja (ExploreExplorar)
18. Where this stops workingDónde deja esto de funcionar (QuestionPregunta)
19. Now put it in a detectorAhora ponlo dentro de un detector (ExploreExplorar)
20. It looks like it. Is that enough?Se parece. ¿Basta con eso? (MeasureMedir)
21. What two detectors actually recordedLo que registraron de verdad dos detectores (ExploreExplorar)
22. The measurement, the model, and what is leftLa medida, el modelo y lo que queda (ExploreExplorar)
23. Five more mergers, from the archiveCinco fusiones más, del archivo (ExploreExplorar)
24. The same moment before the endEl mismo momento antes del final (MeasureMedir)
25. Which was heaviest?¿Cuál era la más pesada? (PredictPredecir)
26. What the catalog saysLo que dice el catálogo (ExploreExplorar)
27. The loudest one, and the one Gravitas cannot measureLa más intensa, y la que Gravitas no puede medir (ExploreExplorar)
28. The lab’s model, laid over the recordingsEl modelo del laboratorio, sobre las grabaciones (ExploreExplorar)
29. What came from whereQué vino de dónde (QuestionPregunta)
30. Make it harder to seeHaz que sea más difícil de ver (ExploreExplorar)
31. What the signal tells you, and what it does notLo que la señal te dice, y lo que no (QuestionPregunta)
32. Where this leaves youDónde te deja esto (ReadLeer)

Instruments students useInstrumentos que usa el estudiantado

gw-lab, gw-real, gw-events

Data it usesDatos que usa

Common wrong turnsErrores frecuentes

What students most often get wrong here, from the instructor materials. What to say to them, and the answers, are in the materials behind the passphrase.Lo que el estudiantado suele hacer mal aquí, según los materiales docentes. Qué decirles, y las respuestas, están en los materiales protegidos con contraseña.

• The signal on the first screen is a recording of a real event.The signal on the first screen is a recording of a real event.
• The sandbox behind the panel is not a calculation of anything.The sandbox behind the panel is not a calculation of anything.
• A chirp means a black-hole merger was detected.A chirp means a black-hole merger was detected.
• The plot ends because that is where the black holes merged.The plot ends because that is where the black holes merged.
• Gravitational waves are a kind of sound.Gravitational waves are a kind of sound.
• The signal gets faster because the black holes are being pulled harder.The signal gets faster because the black holes are being pulled harder.
• A louder signal means a closer source.A louder signal means a closer source.
• The three presets show what a neutron star sounds like.The three presets show what a neutron star sounds like.
• The model shows the merger.The model shows the merger.
• A template that matches means the signal has been detected.A template that matches means the signal has been detected.
• Gravitas found nothing in the GW170817 recording, so the detectors did not really see it.Gravitas found nothing in the GW170817 recording, so the detectors did not really see it.

In English only.Solo en inglés.

What is marked, and what is notQué se califica y qué no

• Checked automaticallySe comprueban automáticamente: 1
• Needs your judgmentRequiere su criterio: 3
• Recorded, not markedSe registran, no se califican: 5

A choice or a number is checked against the answer; a written answer is shown to you with the points to look for, never graded by the page.Una opción o un número se compara con la respuesta; una respuesta escrita se le muestra con los puntos que conviene buscar, y la página nunca la califica.

AccessibilityAccesibilidad

The interface is operable from the keyboard, including the investigations, the measuring tools and the dialogs, which trap focus and return it. Measurements and state changes are announced through a live region, and the canvas carries a text description of what is on it that updates as the system evolves. Automated checks (axe-core) and a set of manual keyboard walkthroughs run in continuous integration on every change.La interfaz se opera desde el teclado, incluidas las investigaciones, las herramientas de medición y los diálogos, que atrapan el foco y lo devuelven. Las mediciones y los cambios de estado se anuncian por una región activa, y el lienzo lleva una descripción textual de lo que hay en él que se actualiza según evoluciona el sistema. Comprobaciones automáticas (axe-core) y un conjunto de recorridos manuales por teclado se ejecutan en integración continua en cada cambio.

Interface animation follows the operating system’s reduced-motion setting. Four themes are provided, including a light one built for projectors and a high-contrast dark one. Nothing on this page moves until you ask it to.La animación de la interfaz respeta la preferencia de movimiento reducido del sistema operativo. Hay cuatro temas, incluido uno claro pensado para proyectores y uno oscuro de alto contraste. Nada de esta página se mueve hasta que usted lo pida.

The interface, the Library and every investigation are available in Spanish as well as English, including the step text students read and answer. The language is chosen in the interface and remembered; the Spanish investigation text is downloaded only if it is asked for.La interfaz, el navegador de investigaciones y todas las investigaciones están disponibles en español además de en inglés, incluido el texto de los pasos que el estudiantado lee y responde. El idioma se elige en la interfaz y se recuerda; el texto en español de las investigaciones se descarga solo si se pide.

The accessibility statement, with what was tested and how:La declaración de accesibilidad, con lo que se probó y cómo: ACCESSIBILITY.md

Hand it outCómo repartirla

Make an activity from itCrear una actividad a partir de ella Add it to a courseAñadirla a un curso

Choose steps, add a note and a roster name, and share one link; results come back as a token you can review.Elija pasos, añada una nota y un nombre de grupo, y comparta un enlace; los resultados vuelven como una ficha que puede revisar.

Short routeRuta corta 4 stepspasos, aboutunos 5 minutesminutos

A default short route the activity builder derives from the steps: a prediction, a measurement, a number, a choice and an explanation, with whatever they need. The time is an estimate from the step types, not a measured class time.Una ruta corta predeterminada que el constructor de actividades deriva de los pasos: una predicción, una medición, un número, una opción y una explicación, con lo que necesiten. El tiempo es una estimación según los tipos de paso, no un tiempo medido en clase.

Embed a figureInsertar una figura

It runs in a lab of its own, which has no embeddable figure. The figure builder makes one from any simulation state:Se ejecuta en un laboratorio propio, sin figura insertable. El creador de figuras la hace a partir de cualquier estado de la simulación: Open the figure builderAbrir el creador de figuras

Instructor materialsMateriales docentes

The instructor notes with the answer key is behind the instructor passphrase. The topic, placement, prior knowledge and wrong turns above are the public part.Las notas docentes con las respuestas está protegida con la contraseña docente. El tema, la ubicación, los conocimientos previos y los errores frecuentes de arriba son la parte pública.

Where the key is: on this investigation’s card on the instructor resources page, under “Answer Key” and “Instructor Guide”. An activity cut from it asks the same questions, so the same key applies. The page explains how to ask for the passphrase.Dónde está la clave: en la tarjeta de esta investigación de la página de recursos para docentes, en «Answer Key» e «Instructor Guide». Una actividad recortada de ella hace las mismas preguntas, así que sirve la misma clave. La página explica cómo pedir la frase de acceso.

Open the instructor resourcesAbrir los recursos para docentes