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All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

Methods for Developing Successful Systems Engineers

Systems Engineering (SE) is a complex and challenging field that incorporates the knowledge of systems engineering processes, the ability to synthesize a wide-range of engineering disciplines, and the ability to lead a team of people to successfully accomplish the goals of a project. It requires hard technical skills and soft-skill leadership savvy. As a result, three main development needs are identified: 1. Knowledge of SE processes, the benefits of these processes to a project and their tailored application 2. Knowledge of a wide-range of engineering disciplines, how they interrelate in a system, and the development of sound technical judgement 3. Team leadership to direct and motivate a team of subsystem and discipline experts This paper describes the establishment of a comprehensive training and development program for Systems Engineers at NASA Ames Research Center that addresses in part each of these three areas from the perspective of the implementing manager. A variety of methods have been utilized including the establishment of a SE Community of Practice, a unique and innovative web tool, on-line videos, classroom training in NASA’s 17 Common Technical Processes, guidance on the tailored application of these processes, monthly technical talks, mentoring in both technical judgment and team leadership, and NASA’s Leadership Development Programs. While much of professional SE development must come through project experience, the approaches listed above can accelerate development. The diversity of skills required of Systems Engineering demands a multi-faceted approach to successfully train and develop this critical skill.

development↗
NASA NTRSDate not supplied

Documentarian’s Support Role: Recording Active Research for Outreach

The Space Crop Production Team at NASA’s Kennedy Space Center recently conducted a campaign of parabolic flights to study the best techniques for harvesting and collecting microgreens in microgravity. During this process, the research team invited a student with scientific training to the field sites, contributing as the documentarian and aiding in recording audio visual data. The documentarian was tasked with photographing and filming the preparation of experiments for parabolic flight, hardware installation in the parabolic flight plane, the crew performing their experiments, and the harvesting hardware and samples post-flight. Through having a documentarian on the team during experiments, the processes of problem-solving, teamwork, and data collection were able to be captured. This allows for these methods to be reflected upon post-experiment as a means of improving the procedures for the future. Additionally, the picture and video evidence became data that were analyzed following the flight test. The Space Crop Production team benefited by having a documentarian present, as they were able to develop a 45 second social media video with the intent of being published through official NASA outlets. Longer videos for classroom use are also in work. In addition to outreach usage, the collection of footage and visual data the documentarian provides has the potential to be scientifically published both in video-based scientific journals, and as supplemental data in online journal publications. Capturing research in this manner helps share an unseen side of the research practices with a larger audience and increases the potential for scientific engagement and activation.

Christopher Bermudez↗
NASA NTRS2022

Characterizing Student-Driven Research Investigations Contributed to the GLOBE Program Citizen Science Initiative in a Formal Education Context

The Global Learning and Observations to Benefit the Environment (GLOBE) Program offers citizen science opportunities to participants of all ages, with a focus on youth in formal classroom contexts. This study uses student investigation research reports and posters submitted to the 2018 International Virtual Science Symposium (IVSS) and Student Research Symposium (SRS) as testbeds for characterizing student-driven Earth system citizen science investigations. Secondarily, this study aimed to capture GLOBE’s alignment to existing citizen science outcomes frameworks in the literature, which have primarily focused on adults and non-formal settings. Based on a literature review, the evaluation team identified 89 potential characteristics in 27 categories to typify investigations from both formal education and citizen science perspectives. We coded the artifacts from 207 student projects, conducted quantitative analysis of frequencies, and performed a semantic network analysis. By using this networking approach, we conceptually mapped several clusters of co-occurring characteristics, defining a descriptive framework for GLOBE projects. We identified three tiers of citizen science projects, increasing in the sophistication of participants’ demonstrated science practices. The framework includes additional components that reflect student citizen scientists’ thoughtfulness and connection to context as well as their projects’ reflection of their motivation and self efficacy. Through these findings, we have identified areas where student citizen scientists would benefit from further support, and suggest here further research to incorporate the experiences of students into the broader understanding of citizen science outcomes.

network analysis↗
NASA NTRSDate not supplied

Plants in Space, Veggie, and Space Crop Production

An updated outreach talk to the Connecticut Space Grant Consortium and associated classrooms. As astronauts venture farther from Earth, and for longer periods, the space food system will increase in importance, and crop production can supplement a packaged diet. Testing with the Veggie and Advanced Plant Habitat chambers on the International Space Station is allowing us to understand the impacts of gravity and spaceflight on crop growth, nutritional content, and food acceptability, and the importance of plants to astronauts living and working away from our blue home planet.

Gioia Massa↗
NASA NTRSDate not supplied

Exploring the Moon: Training Astronauts for Artemis Missions

For the first time in over 50 years, NASA scientists are training astronauts assigned to lunar missions. The successful Artemis 1 test flight in 2022 set the stage for future human missions to the Moon. The Artemis II mission will send astronauts to fly by the Moon, providing the first opportunity since Apollo for humans to directly observe and document the lunar surface from a few thousand kilometers, including the lunar far side. Artemis III will be the first human mission to land and explore the Moon’s surface near the lunar South Pole. To prepare for Artemis exploration, geology training for the Artemis II crew and detailed training plans for Artemis III and beyond are in full swing. NASA scientists have been working for several years with the Flight Operations Directorate (FOD) at the Johnson Space Center on a progressive geology training program that starts with incoming astronaut classes, offers opportunities to maintain the geology proficiency between flight assignments, and trains the broader engineering-operations-management community in geology and field operations. In the spring of 2023, our team developed an introductory week-long class called Lunar Fundamentals and delivered this content to the Artemis II crew, as well as key NASA Flight Control Team members. The Lunar Fundamentals curriculum combines basic geographic and geologic information about the Moon; includes detailed content on major geologic processes, the lunar environment, lunar volatiles, and sample science; provides historical context of our growing knowledge about the Moon; and introduces new lunar data sets and tools for exploring the lunar surface. With the Lunar Fundamentals foundation, we continue development of the advanced planetary science classroom content for the Artemis III crew, together with field training science objectives and plans. Partnering with our FOD colleagues, we are building an integrated training plan for lunar science, exploration field methods, and operational skills to ensure that the Artemis astronauts exploring the Moon will have the necessary foundation in geology and lunar science to achieve mission success.

Astronauts training↗
NASA NTRSDate not supplied

Crew Medical Training to Progressively Enable EIMO

Background. Onboard medical capabilities have greatly expanded over the history of the US space program. Newly identified space-related medical conditions, technological advances, and longer mission durations have led to an increasing need for on-demand medical expertise. Lengthy communications delays, lack of resupply and evacuation opportunities on exploration-class missions place an ever-increasing burden on the crew to provide medical care. Having adequate knowledge, skills, and abilities (KSA) available is an essential component of successful Earth Independent Medical Operations (EIMO). Without appropriate crew training and KSA, cutting-edge medical equipment has little value. Presumably, the crew will include a qualified physician; however, if the physician is incapacitated, a non-physician crew medical officer (CMO) will be needed. While more crew time is needed for medical training, there will be concomitant increases in preflight training demands for vehicle system management, operations, science, and contingencies. In truly independent operations, onboard resources such as just-in-time training, mixed reality, decision support tools, and AI-enabled chatbot “consultants” will be needed to augment KSA. Overview. Because of crew time constraints, topical priorities must be determined for preflight training. Curricula should be developed that emphasize management of conditions with relatively high incidence and morbidity/mortality. Defining the required KSA levels to treat each condition is essential, but all crewmembers should have basic lifesaving skills. Procedural and diagnostic training on live patients and simulators should be prioritized over classroom lectures. Crews must be trained with onboard equipment, resources, mixed reality, and AI-based decision support tools. Mission simulations should include medical problems with/without ground support and with appropriate communication delays. Certification guidelines for each level of KSA must be established. Skills rapidly decay for non-physician CMO’s; both pre-flight and in-flight refresher training will be needed. During spaceflight just-in-time training, simulations, and onboard CME with crew physician can help retain skills. Discussion. Medical technology, simulation design, mixed reality, and AI are advancing at a dizzying rate. Recognizing the severe constraints on crew time, it is critical that astronaut training is highly efficient and adapted to keep pace with new innovations both pre-flight and during exploration missions. These challenges will be discussed during this panel session.

Jay Lemery↗
NASA NTRS2024

Planetary Science Training for Artemis Missions

Planetary geology training for Artemis crews and mission support teams is well underway. We recently reported on the development of our geology/planetary science training flow, and the cross-agency coordination efforts necessary for implementing the training [1, 2]. We discussed our progressive geology training program that starts with incoming astronaut classes, offers opportunities to maintain the geology proficiency between flight assignments, and trains the broader Artemis engineering-operations management community in geology and basic field methods [3, 4]. In this abstract, we outline and discuss our 2023 accomplishments and near-term plans for continued development of lunar science classroom content, field training objectives, and the delivery of geology training to astronauts and the Artemis mission engineers.

Artemis↗
NASA NTRSDate not supplied

Web-based Visualization and Analytics of Petascale Data: Equity as a Tide that Lifts All Boats

Scientists generate petabytes of data daily to help uncover environmental trends or behaviors that are hard to predict. For example, understanding climate simulations based on the long-term average of temperature, precipitation, and other environmental variables is essential to predicting and establishing root causes of future undesirable scenarios and assessing possible mitigation strategies. While supercomputer centers provide a powerful infrastructure for generating petabytes of simulation output, accessing and analyzing these datasets interactively remains challenging on multiple fronts. This 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 layer allows user-friendly querying of scientific information while hid-ing the complexities of dealing with file systems or cloud services.We also optimize network utilization while streaming from petas-cale repositories through state-of-the-art progressive compression algorithms. Based on this abstraction, we provide customizable dashboards that can be accessed from any device with any inter-net connection, enabling interactive visual analysis of vast amounts of data to a wide range of users - from top scientists with access to leadership-class computing environments to undergraduate students of disadvantaged backgrounds from minority-serving institutions. We focus on NASA’s use of petascale climate datasets as an example of particular societal impact and, therefore, a case where achieving equity in science participation is critical. We validate our approach by improving the ability of climate scientists to visually explore their data via two 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.

Data visualization↗
NASA NTRSDate not supplied

Training the Powered-Lift Evaluation Pilot

This poster describes a project to prepare pilots for a study assessing novel aircraft automation concepts for electric Vertical Takeoff and Landing (eVTOL) aircraft using NASA’s Vertical Motion Simulator (VMS). By exploring the operational and learning challenges related to transitioning between forward flight and vertical landing, we seek to establish baselines of pilot workload and aircraft handling qualities across varying atmospheric conditions and automation states. The simulated eVTOL design differentiates flight control allocations as a function of airspeed across four speed ranges as the vehicle transitions between fully thrust-borne lift and wing-borne lift. As speed increases, side stick controls command: translational ground speeds, vertical and lateral acceleration, vertical rate, vertical flight path angle, and bank angle. This novel approach to flight control allocation creates a significant learning challenge for pilots. Since initial eVTOL aircraft may have limitations on hover capabilities, automation and flight guidance cues also vary with airspeed to provide efficient landing profiles while still providing cues suitable for cruise flight. The NASA team prepared the study pilots to follow these flight guidance cues along curved Required Navigation Performance (RNP) approaches and along 6o and 12o glide paths to energy-efficient assistive-hover landing and goarounds. The pre-VMS preparation sought to prepare pilots from diverse levels of experience and background. To do this, NASA researchers designed and developed a fixed-based, large field-ofview simulator with terrain, structures, and air traffic. With one day of combined classroom learning and skill development in the fixedbase simulator, pilots were largely able to fly the simulated eVTOL in the VMS with sufficient mastery to provide handling quality assessments using the Cooper-Harper Handling Qualities Rating and workload assessments through the Bedford Workload Scale.

AAM↗
DOE OSTI2011

The Development, Content, Design, and Conduct of the 2011 Piloted US DOE Nuclear Criticality Safety Program Criticality Safety Engineering Training and Education Project

In May 1973 the University of New Mexico conducted the first nationwide criticality safety training and education week-long short course for nuclear criticality safety engineers. Subsequent to that course, the Los Alamos Critical Experiments Facility (LACEF) developed very successful 'hands-on' subcritical and critical training programs for operators, supervisors, and engineering staff. Since the inception of the US Department of Energy (DOE) Nuclear Criticality Technology and Safety Project (NCT&SP) in 1983, the DOE has stimulated contractor facilities and laboratories to collaborate in the furthering of nuclear criticality as a discipline. That effort included the education and training of nuclear criticality safety engineers (NCSEs). In 1985 a textbook was written that established a path toward formalizing education and training for NCSEs. Though the NCT&SP went through a brief hiatus from 1990 to 1992, other DOE-supported programs were evolving to the benefit of NCSE training and education. In 1993 the DOE established a Nuclear Criticality Safety Program (NCSP) and undertook a comprehensive development effort to expand the extant LACEF 'hands-on' course specifically for the education and training of NCSEs. That successful education and training was interrupted in 2006 for the closing of the LACEF and the accompanying movement of materials and critical experiment machines to the Nevada Test Site. Prior to that closing, the Lawrence Livermore National Laboratory (LLNL) was commissioned by the US DOE NCSP to establish an independent hands-on NCSE subcritical education and training course. The course provided an interim transition for the establishment of a reinvigorated and expanded two-week NCSE education and training program in 2011. The 2011 piloted two-week course was coordinated by the Oak Ridge National Laboratory (ORNL) and jointly conducted by the Los Alamos National Laboratory (LANL) classroom education and facility training, the Sandia National Laboratory (SNL) hands-on criticality experiments training, and the US DOE National Criticality Experiment Research Center (NCERC) hands-on criticality experiments training that is jointly supported by LLNL and LANL and located at the Nevada National Security Site (NNSS) This paper provides the description of the bases, content, and conduct of the piloted, and future US DOE NCSP Criticality Safety Engineer Training and Education Project.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2011

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a Materials World' was one of the fifteen content strands offered at the institute. The summer institute participants were pre/post tested on their comfort with STEM, their perceptions of STEM education, their pedagogical discontentment, their implementations of inquiry, their attitudes toward student learning of STEM, and their content knowledge associated with their specific content strand. The results from our research indicate a significant increase in content knowledge (t = 11.36, p < .01) for the Living in a Materials World strand participants. Overall the summer institute participants were found to have significant increases in their comfort levels for teaching STEM (t = 10.94, p < .01), in inquiry implementation (t = 5.72, p < .01) and efficacy for teaching STEM (t = 6.27, p < .01) and significant decrease in pedagogical discontentment (t = -6.26, p < .01).

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2011

Celebrating 30 Years of K-12 Educational Programming at Fermilab

In 1980 Leon Lederman started Saturday Morning Physics with a handful of volunteer physicists, around 300 students and all the physics teachers who tagged along. Today Fermilab offers over 30 programs annually with help from 250 staff volunteers and 50 educators, and serves around 40,000 students and 2,500 teachers. Find out why we bother. Over the years we have learned to take advantage of opportunities and confront challenges to offer effective programs for teachers and students alike. We offer research experiences for secondary school teachers and high school students. We collaborate with educators to design and run programs that meet their needs and interests. Popular school programs include classroom presentations, experience-based field trips, and high school tours. Through our work in QuarkNet and I2U2, we make real particle physics data available to high school students in datadriven activities as well as masterclasses and e-Labs. Our professional development activities include a Teacher Resource Center and workshops where teachers participate in authentic learning experiences as their students would. We offer informal classes for kids and host events where children and adults enjoy the world of science. Our website hosts a wealth of online resources. Funded by the U.S. Department of Energy, the National Science Foundation and Fermilab Friends for Science Education, our programs reach out across Illinois, throughout the United States and even around the world. We will review the program portfolio and share comments from the volunteers and participants.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2011

Atomic Weights No Longer Constants of Nature

Many of us grew up being taught that the standard atomic weights we found in the back of our chemistry textbooks or on the Periodic Table of the Chemical Elements hanging on the wall of our chemistry classroom are constants of nature. This was common knowledge for more than a century and a half, but not anymore. The following text explains how advances in chemical instrumentation and isotopic analysis has changed the way we view atomic weights and why they are no longer constants of nature.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2011

Abramovo Counterterrorism Training Center

The U.S. government has been assisting the Russian Federation (RF) Ministry of Defense (MOD) for many years with nuclear weapons transportation security (NWTS) through the provision of specialized guard escort railcars and cargo railcars with integrated physical security and communication systems, armored transport vehicles, and armored escort vehicles. As a natural continuation of the NWTS program, a partnership has been formed to construct a training center that will provide counterterrorism training to personnel in all branches of the RF MOD. The Abramovo Counterterrorism Training Center (ACTC) is a multinational, multiagency project with funding from Canada, RF and the U.S. Departments of Defense and Energy. ACTC will be a facility where MOD personnel can conduct basic through advanced training in various security measures to protect Category IA material against the threat of terrorist attack. The training will enhance defense-in-depth principles by integrating MOD guard force personnel into the overall physical protection systems and improving their overall response time and neutralization capabilities. The ACTC project includes infrastructure improvements, renovation of existing buildings, construction of new buildings, construction of new training facilities, and provision of training and other equipment. Classroom training will be conducted in a renovated training building. Basic and intermediate training will be conducted on three different security training areas where various obstacles and static training devices will be constructed. The central element of ACTC, where advanced training will be held, is the 'autodrome,' a 3 km road along which various terrorist events can be staged to challenge MOD personnel in realistic and dynamic nuclear weapons transportation scenarios. This paper will address the ACTC project elements and the vision for training development and integrating this training into actual nuclear weapons transportation operations.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
DOE OSTI2012

AVESTAR Center for Operational Excellence of Electricity Generation Plants

To address industry challenges in attaining operational excellence for electricity generation plants, the U.S. Department of Energy’s (DOE) National Energy Technology Laboratory (NETL) has launched a world-class facility for Advanced Virtual Energy Simulation Training and Research (AVESTARTM). This presentation will highlight the AVESTARTM Center simulators, facilities, and comprehensive training, education, and research programs focused on the operation and control of high-efficiency, near-zero-emission electricity generation plants. The AVESTAR Center brings together state-of-the-art, real-time, high-fidelity dynamic simulators with full-scope operator training systems (OTSs) and 3D virtual immersive training systems (ITSs) into an integrated energy plant and control room environment. AVESTAR’s initial offering combines--for the first time--a “gasification with CO2 capture” process simulator with a “combined-cycle” power simulator together in a single OTS/ITS solution for an integrated gasification combined cycle (IGCC) power plant with carbon dioxide (CO2) capture. IGCC systems are an attractive technology option for power generation, especially when capturing and storing CO2 is necessary to satisfy emission targets. The AVESTAR training program offers a variety of courses that merge classroom learning, simulator-based OTS learning in a control-room operations environment, and immersive learning in the interactive 3D virtual plant environment or ITS. All of the courses introduce trainees to base-load plant operation, control, startups, and shutdowns. Advanced courses require participants to become familiar with coordinated control, fuel switching, power-demand load shedding, and load following, as well as to problem solve equipment and process malfunctions. Designed to ensure work force development, training is offered for control room and plant field operators, as well as engineers and managers. Such comprehensive simulator-based instruction allows for realistic training without compromising worker, equipment, and environmental safety. It also better prepares operators and engineers to manage the plant closer to economic constraints while minimizing or avoiding the impact of any potentially harmful, wasteful, or inefficient events. The AVESTAR Center is also used to augment graduate and undergraduate engineering education in the areas of process simulation, dynamics, control, and safety. Students and researchers gain hands-on simulator-based training experience and learn how the commercial-scale power plants respond dynamically to changes in manipulated inputs, such as coal feed flow rate and power demand. Students also analyze how the regulatory control system impacts power plant performance and stability. In addition, students practice start-up, shutdown, and malfunction scenarios. The 3D virtual ITSs are used for plant familiarization, walk-through, equipment animations, and safety scenarios. To further leverage the AVESTAR facilities and simulators, NETL and its university partners are pursuing an innovative and collaborative R&D program. In the area of process control, AVESTAR researchers are developing enhanced strategies for regulatory control and coordinated plant-wide control, including gasifier and gas turbine lead, as well as advanced process control using model predictive control (MPC) techniques. Other AVESTAR R&D focus areas include high-fidelity equipment modeling using partial differential equations, dynamic reduced order modeling, optimal sensor placement, 3D virtual plant simulation, and modern grid. NETL and its partners plan to continue building the AVESTAR portfolio of dynamic simulators, immersive training systems, and advanced research capabilities to satisfy industry’s growing need for training and experience with the operation and control of clean energy plants. Future dynamic simulators under development include natural gas combined cycle (NGCC) and supercritical pulverized coal (SCPC) plants with post-combustion CO2 capture. These dynamic simulators are targeted for use in establishing a Virtual Carbon Capture Center (VCCC), similar in concept to the DOE’s National Carbon Capture Center for slipstream testing. The VCCC will enable developers of CO2 capture technologies to integrate, test, and optimize the operation of their dynamic capture models within the context of baseline power plant dynamic models. The objective is to provide hands-on, simulator-based “learn-by-operating” test platforms to accelerate the scale-up and deployment of CO2 capture technologies. Future AVESTAR plans also include pursuing R&D on the dynamics, operation, and control of integrated electricity generation and storage systems for the modern grid era. Special emphasis will be given to combining load-following energy plants with renewable and distributed generating supplies and fast-ramping energy storage systems to provide near constant baseload power.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2012

Hands-On Criticality Safety Training at Sandia National Laboratories.

The US Department of Energy Nuclear Criticality Safety Program (NCSP) has supported hands-on criticality safety training at Los Alamos National Laboratory in the past and more recently at Lawrence Livermore National Laboratory. These courses have provided a practical understanding of the processes involved in nuclear criticality through laboratory exercises for a large number of students over many years. The NCSP sponsored the development of an expanded training course for Nuclear Criticality Safety Engineers that includes a one-week session of classroom training to be offered at LANL and two equivalent one-week hands-on training sessions at the critical experiment facility at the Nevada National Security Site and at the critical experiment facility at Sandia National Laboratories (SNL) The class is now being offered as part of the training for Nuclear Criticality Safety Engineers. This paper describes the critical experiment training course offered at SNL.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2012

Berkeley Lab's Cool Your School Program

Cool Your School is a series of 6th-grade, classroom-based, science activities rooted in Berkeley Lab's cool-surface and cool materials research and aligned with California science content standards. The activities are designed to build knowledge, stimulate curiosity, and carry the conversation about human-induced climate change, and what can be done about it, into the community.

36 MATERIALS SCIENCE↗
DOE OSTI2013

Neutrino Cross Sections II: Neutrino Boogaloo. UF Task P3, Accelerator-Based Experimental Neutrino Physics. Final Report

We report on progress in a series of different directions within high energy physics research. 1. Neutrino research in hardware and software on the Minerva and MiniBooNE experiments 2. Experimental particle physics at the hadron colliders, with emphasis on research and development and data analysis on the CMS experiment operating at the CERN LHC. This includes research on the discovery and properties on the Higgs Boson. 3. Educational outreach through the Quarknet program, taking physics research into High School classrooms. 4. Theoretical and Phenomenological High Energy research, covering a broad range of activities ranging from fundamental theoretical issues to areas of immediate phenomenological importance. 5. Experiment searches for the Axion, as part of the ADMX experiment.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗