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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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At least 271 records · Page 15
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DOE OSTI2022

Mitigation of SARS-CoV-2 transmission at a large public university

In Fall 2020, universities saw extensive transmission of SARS-CoV-2 among their populations, threatening health of the university and surrounding communities, and viability of in-person instruction. Here we report a case study at the University of Illinois at Urbana-Champaign, where a multimodal “SHIELD: Target, Test, and Tell” program, with other non-pharmaceutical interventions, was employed to keep classrooms and laboratories open. The program included epidemiological modeling and surveillance, fast/frequent testing using a novel low-cost and scalable saliva-based RT-qPCR assay for SARS-CoV-2 that bypasses RNA extraction, called covidSHIELD, and digital tools for communication and compliance. In Fall 2020, we performed >1,000,000 covidSHIELD tests, positivity rates remained low, we had zero COVID-19-related hospitalizations or deaths amongst our university community, and mortality in the surrounding Champaign County was reduced more than 4-fold relative to expected. This case study shows that fast/frequent testing and other interventions mitigated transmission of SARS-CoV-2 at a large public university.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2024

A frugal CRISPR kit for equitable and accessible education in gene editing and synthetic biology

Equitable and accessible education in life sciences, bioengineering, and synthetic biology is crucial for training the next generation of scientists, fostering transparency in public decision-making, and ensuring biotechnology can benefit a wide-ranging population. As a groundbreaking technology for genome engineering, CRISPR has transformed research and therapeutics. However, hands-on exposure to this technology in educational settings remains limited due to the extensive resources required for CRISPR experiments. Here, we develop CRISPRkit, an affordable kit designed for gene editing and regulation in high school education. CRISPRkit eliminates the need for specialized equipment, prioritizes biosafety, and utilizes cost-effective reagents. By integrating CRISPRi gene regulation, colorful chromoproteins, cell-free transcription-translation systems, smartphone-based quantification, and an in-house automated algorithm (CRISPectra), our kit offers an inexpensive (~$2) and user-friendly approach to performing and analyzing CRISPR experiments, without the need for a traditional laboratory setup. Experiments conducted by high school students in classroom settings highlight the kit’s utility for reliable CRISPRkit experiments. Furthermore, CRISPRkit provides a modular and expandable platform for genome engineering, and we demonstrate its applications for controlling fluorescent proteins and metabolic pathways such as melanin production. We envision CRISPRkit will facilitate biotechnology education for communities of diverse socioeconomic and geographic backgrounds.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2026

AI-supported mini-labs: combining smartphone-based experiments and multimodal AI

Multimedia learning has always been a topic in physics education—whether through specialized digital data acquisition systems, simulations, or animations. Due to increasing digitalization, more and more media from our everyday lives have also found their way into education in recent decades. This contribution introduces a conceptual framework and illustrative examples for AI-supported experimentation in physics education. It does not yet present empirical data but outlines directions for forthcoming classroom studies evaluating learning outcomes and engagement.

generative AI↗
DOE OSTI2023

Bridging Place-Based Astrobiology Education with Genomics, Including Descriptions of Three Novel Bacterial Species Isolated from Mars Analog Sites of Cultural Relevance

Democratizing genomic data science, including bioinformatics, can diversify the STEM workforce and may, in turn, bring new perspectives into the space sciences. In this respect, the development of education and research programs that bridge genome science with “place” and world-views specific to a given region are valuable for Indigenous students and educators. Through a multi-institutional collaboration, we developed an ongoing education program and model that includes Illumina and Oxford Nanopore sequencing, free bioinformatic platforms, and teacher training workshops to address our research and education goals through a place-based science education lens. High school students and researchers cultivated, sequenced, assembled, and annotated the genomes of 13 bacteria from Mars analog sites with cultural relevance, 10 of which were novel species. Students, teachers, and community members assisted with the discovery of new, potentially chemolithotrophic bacteria relevant to astrobiology. This joint education-research program also led to the discovery of species from Mars analog sites capable of producing N-acyl homoserine lactones, which are quorum-sensing molecules used in bacterial communication. Whole genome sequencing was completed in high school classrooms, and connected students to funded space research, increased research output, and provided culturally relevant, place-based science education, with participants naming three novel species described here. Students at St. Andrew's School (Honolulu, Hawai‘i) proposed the name Bradyrhizobium prioritasuperba for the type strain, BL16A T , of the new species (DSM 112479 T = NCTC 14602 T ). The nonprofit organization Kauluakalana proposed the name Brenneria ulupoensis for the type strain, K61 T , of the new species (DSM 116657 T = LMG = 33184 T ), and Hawai‘i Baptist Academy students proposed the name Paraflavitalea speifideiaquila for the type strain, BL16E T , of the new species (DSM 112478 T = NCTC 14603 T ).

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2022

Regression of exchangeable relational arrays

Relational arrays represent measures of association between pairs of actors, often in varied contexts or over time. Trade flows between countries, financial transactions between individuals, contact frequencies between school children in classrooms and dynamic protein-protein interactions are all examples of relational arrays. Elements of a relational array are often modelled as a linear function of observable covariates. Uncertainty estimates for regression coefficient estimators, and ideally the coefficient estimators themselves, must account for dependence between elements of the array, e.g., relations involving the same actor. Existing estimators of standard errors that recognize such relational dependence rely on estimating extremely complex, heterogeneous structure across actors. This paper develops a new class of parsimonious coefficient and standard error estimators for regressions of relational arrays. Here we leverage an exchangeability assumption to derive standard error estimators that pool information across actors, and are substantially more accurate than existing estimators in a variety of settings. This exchangeability assumption is pervasive in network and array models in the statistics literature, but not previously considered when adjusting for dependence in a regression setting with relational data. We demonstrate improvements in inference theoretically, via a simulation study, and by analysis of a dataset involving international trade.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2022

Real-time Distribution Simulation and Application Development for Power Systems Education

To help bridge the gap between traditional power system engineering instruction and emerging industry needs, a new set of classroom and research tools are needed. Real-time simulation tools emulating power system control room software present an opportunity to introduce students to the array of operational considerations, technical challenges, and decision-making associated with power system operations. The GridAPPS-D platform is proposed to support coursework and academic research as it provides an open-source platform for simulation, application development, and software integration. The GridAPPS-D platform, simulation capabilities, development environment, and interactive training are discussed in the context of lessons-learned from implementation for undergraduate and graduate students in the US and India. A series of potential GridAPPS-D supported academic capabilities are introduced.

Active distribution networks, open educational res↗
DOE OSTI2019

A New Hands-On Course in Characterization of Wide-Bandgap Devices

As wide-bandgap (WBG) devices and applications move from niche to mainstream, a new generation of engineers trained in this area is critical to continue the development of the field. This paper introduces a new hands-on course in characterization of WBG devices, which is an emerging and fundamental topic in WBG-based techniques. First, the lecture-simulation-experiment format based course structure and design considerations, such as safety, are presented. Then, the necessary facilities to support this hands-on course are summarized, including classroom preparation, software tools, and laboratory equipment. Afterward, the detailed course implementation flow is presented to illustrate the approach of close interaction among lecture, simulation, and experiment to maximize students' learning outcomes. Finally, grading for students and course evaluation by students are discussed, highlighting the findings and potential improvements. Furthermore, detailed course materials are provided via potenntial.eecs.utk.edu/WBGLab for educational use.

42 ENGINEERING↗
DOE OSTI2026

Expanding Access to Science Participation: A FAIR Framework for Petascale Data Visualization and Analytics

The massive data generated by scientists daily serve as both a major catalyst for new discoveries and innovations, as well as a significant roadblock that restricts access to the data. Here, our paper introduces a new approach to removing Big Data barriers and democratizing access to petascale data for the broader scientific community. Our novel data fabric abstraction layer allows user-friendly querying of scientific information while hiding the complexities of dealing with file systems or cloud services. We enable FAIR (Findable, Accessible, Interoperable, and Reusable) access to datasets such as NASA’s petascale climate datasets. Our paper presents an approach to managing, visualizing, and analyzing petabytes of data within a browser on equipment ranging from the top NASA supercomputer to commodity hardware like a laptop. Our novel data fabric abstraction utilizes state-of-the art progressive compression algorithms and machine-learning insights to power scalable visualization dashboards for petascale data. The result provides users with the ability to identify extreme events or trends dynamically, expanding access to scientific data and further enabling discoveries. We validate our approach by improving the ability of climate scientists to visually explore their data via three fully interactive dashboards. We further validate our approach by deploying the dashboards and simplified training materials in the classroom at a minority-serving institution. These dashboards, released in simplified form to the general public, contribute significantly to a broader push to democratize the access and use of climate data.

Computer science↗
DOE OSTI2017

The ventilation problem in schools: literature review

Based on a review of literature published in refereed archival journals, ventilation rates in classrooms often fall far short of the minimum ventilation rates specified in standards. We report that there is compelling evidence, from both cross-sectional and intervention studies, of an association of increased student performance with increased ventilation rates. There is evidence that reduced respiratory health effects and reduced student absence are associated with increased ventilation rates. Increasing ventilation rates in schools imposes energy costs and can increase heating, ventilating, and air-conditioning system capital costs. The net annual costs, ranging from a few dollars to about 10 dollars per person, are less than 0.1% of typical public spending on elementary and secondary education in the United States. Finally, such expenditures seem like a small price to pay given the evidence of health and performance benefits.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2023

The Effect of Laser Cutting Heuristic Presentation Modality on Design Learning

Abstract The goal of this work is to study the way student designers use heuristics to effectively design for laser-cut manufacturing methods. With the recent advent of academic makerspaces, digital fabrication tools like laser cutters are relatively new additions to the classroom. Therefore, there is a gap in formal education or training on these tools, and students can find it challenging to design effectively for them. A study was performed to investigate the way students apply heuristics to redesign laser-cut assemblies when received in different modalities. All participants were given an identical lecture on laser cutting heuristics. Then, a redesign problem was presented to students, and three different experimental groups were given the heuristics in different modalities: Text-Only, text with Visual aids, and text with Tactile aids. The novelty and quality of each of the resulting redesigns were evaluated. It was hypothesized that participants would have more difficulty interpreting and applying the Text-Only heuristics, lowering the quality of their redesigned solutions relative to the other two conditions. It was also hypothesized that participants would experience fixation caused by interacting with the tactile aids, leading to the lower novelty of their redesigned solutions relative to the other two conditions. Results showed that modality played a significant role in participants’ feelings of self-efficacy after the intervention, as well as in their understanding of laser cutter design skills when responding to quiz-style questions. However, analysis of novelty and quality showed little significant impact of the intervention and varying modalities on participants’ designs.

Engineering↗
DOE OSTI2014

SU-E-E-07: When the Old Ways Are the Best Ways: In Defense of Didactic Training

Purpose: Physics education for residents has taken on a more prominent role due to the new ABR examination format. We present a curriculum for a new radiology residency entering its second year. This curriculum favors an extensive traditional didactic teaching approach. The curriculum is designed to minimize the amount of independent learning that is necessary outside the classroom Methods and Materials: idactic training repeats yearly for all four years of residency and consists of two 1-hour lectures per week and several in-class tests. The impact of physics on clinical practice is introduced gradually throughout the residency using specific clinical cases. The extensive time spent with the residents allows lectures to be taught at a deep (almost physicist) level and reduces the necessity of learning base concepts outside of lecture. This frees the resident to use resources (e.g., AAPM/RSNA physics modules) to cement concepts through repetition or to learn a slightly confusing concept from a different teaching perspective. Consistent testing reduces the traditional resident studying technique of physics “cramming.” Results: On average, the first year residents scored in the 98th percentile on the American College of Radiology Diagnostic Radiology In-Service Training Exam (ACR DXIT). Feedback from the new first year residents was very positive and suggestions are constantly solicited and incorporated. For example, based on resident feedback, short-format quizzes each lecture were eliminated and replaced interactive questions during lecture. Residents felt they have advanced rapidly and have a better understanding of radiologic physics, though they have expressed concern that the 1-hour lecture block may not be optimal for learning physics. Conclusion: An extensive, physicist-led series of didactic lectures is effective in the teaching of physics to residents.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2014

MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education. An example we will use is optimizing CT image quality and dose which is an important topic for medical physicists, radiologists and residents, along with technologists. The knowledge structure for this is best developed by a combination of learning activities including class/conference discussions, individual study and review, and direct observation and interaction in the clinical setting under the direction of a knowledgeable leader.The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. Emphasis will be given to the design of highly-effective classroom/conference presentations, and activities will be demonstrated with an emphasis on using technology to enhance human performance of both learners and the learning facilitators. Learning Objectives: Develop and provide highly effective medical physics educational sessions. Use technology to enhance human performance in the educational process. Identify and analyze various models of educational activities Select and use educational activities that contribute value to the medical physics profession.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2014

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2015

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigating the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2016

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2019

Making Future Researchers: Internship Opportunities for Physics Students

While the majority of students that pursue a physics education learn mostly in a classroom setting, hands-on experiences can take their appreciation of physics to the next level. Summer internships offer just that, hands-on learning experiences and a taste of what a career in physics is really like. Many research-oriented institutions offer summer internship experiences for students at all levels, from high school through graduate school. The experience and connections made during these summer programs can be transformative to a student’s career and science identity.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2023

Experimental realization of an additively manufactured monatomic lattice for studying wave propagation

Increasing interest in wave propagation in phononic systems and metamaterials motivates the development of experimental designs, measurement techniques, and fabrication methods for use in basic research and classroom demonstrations. The simplest phononic system, the monatomic chain, exhibits rich physics such as dispersion and frequency-domain filtering. However, a limited number of experimental studies showcase monatomic chains for macroscale observation of phonons. Herein, we discuss the design, fabrication, and testing of monatomic lattices as enabled by three-dimensional (3D) printing. Using this widely available technology, we provide design guidelines for realization of a monatomic chain composed of 3D printed serpentine springs and press-fitted cylindrical masses. We also present measurement techniques that record propagating waves and algorithms for the experimental determination of dispersion behavior.

Mork, Nehemiah↗
DOE OSTI2026

Does Antimatter Fall Up?

Antimatter is one of those things that sound like science fiction, rather than science fact. Yet it is a very real substance, predicted in 19281 and discovered in 19322. While the story of antimatter is rich and complex3, there is a common question often asked by introductory students, which is “Does antimatter fall up?” This question is far more subtle than appears at first blush, with unexpected facets that can lead to interesting classroom discussion involving the nature and definition of matter. Furthermore, while the theory of general relativity weighs in on the topic, as with all serious physics questions, the definitive answer requires an empirical test. In this article, I will briefly introduce what antimatter is, describe some of the interesting intellectual exercises that can arise from considering the effect of gravity on antimatter, and finally conclude with the results of a recent experiment that definitively answer the question.

Lincoln, Don [Fermilab] (ORCID:0000000205997407)↗