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DOE OSTI2013

Solar Decathlon 2013

The Solar Decathlon is a perfect example of how the Energy Department is training and inspiring the next generation of architects, engineers and entrepreneurs. The two-year competition challenges collegiate teams to build energy-efficient, solar-powered houses. Over the course of the competition, students gain hands-on experience in everything from fundraising and marketing to design and construction. Showcasing their houses to the general public allows students to get feedback on their designs and how they work in the real world -- something that many of them would never get in the classroom.

14 SOLAR ENERGY↗

DOE OSTI2013

Current Status of the DOE Nuclear Criticality Safety Program Hands-on Criticality Safety Training Course at Sandia

A hands-on critical-experiment training class has been developed by the US DOE Nuclear Criticality Safety Program using the water-moderated pin-fueled critical experiments at Sandia National Laboratories. The class is offered as part of the NCSP training program for Nuclear Criticality Safety Engineers in a facility that allows attendance by both cleared and uncleared personnel. Laboratory exercises have been developed that demonstrate the effects of varying a number of the parameters that are considered important to criticality safety. Accompanying the experiments is a series of classroom presentations that emphasize the concepts that are demonstrated in the experiments.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗

DOE OSTI2014

T-1 Training Area

Another valuable homeland security asset at the NNSS is the T-1 training area, which covers more than 10 acres and includes more than 20 separate training venues. Local, County, and State first responders who train here encounter a variety of realistic disaster scenarios. A crashed 737 airliner lying in pieces across the desert, a helicopter and other small aircraft, trucks, buses, and derailed train cars are all part of the mock incident scene. After formal classroom education, first responders are trained to take immediate decisive action to prevent or mitigate the use of radiological or nuclear devices by terrorists. The Counterterrorism Operations Support Center for Radiological Nuclear Training conducts the courses and exercises providing first responders from across the nation with the tools they need to protect their communities. All of these elements provide a training experience that cannot be duplicated anywhere else in the country.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗

DOE OSTI2012

H 2 Educate. Hydrogen and Fuel Cell Education Program

The H 2 Educate Program was a multi-year effort to educate middle school and high school students about hydrogen and fuel cell technologies. The National Energy Education Development (NEED) Project and the U.S. Department of Energy, along with non-financial partners embedded hydrogen and fuel cell curriculum in schools across the United States via teacher training workshops, conferences, and the design and delivery of curriculum and hands-on H 2 Educate Kits for classrooms.

08 HYDROGEN↗

DOE OSTI2014

Geothermal Workforce Education, Development, and Retention

The work funded under this award was the formation of a National Geothermal Academy to develop the human resources that will be needed to transform and grow the US energy infrastructure to achieve the utilization of America’s vast geothermal resource base. The NGA has worked to create the new intellectual capital that will be needed by centralizing and unifying our national assets. The basic idea behind the Academy was to create a centrally located, convening organization for developing and conducting instructional programs in geothermal science and technology to educate and train the next generation of US scientists, engineers, plant operators, technicians, and policy makers. Broad participation of staff, faculty, and students from a consortium of US universities along with scientists and other professionals from industry and national laboratories were utilized. Geothermal experts from the US and other countries were recruited to serve as instructors to develop relevant curricula. Given the long history of geothermal development in the US, there is a large group of experienced individuals who effectively hold the “corporate memory” of geothermal development in the US, many of whom are nearing the end of their professional careers, while some have recently retired. We planned to capture this extremely valuable intellectual resource by engaging a number of these individuals in developing course curricula, leading training workshops, providing classroom instruction and mentoring future instructors.

15 GEOTHERMAL ENERGY↗

DOE OSTI2015

EERE Resources for Undergraduate Students

Looking to expand your experience outside of the classroom? The Office of Energy Efficiency and Renewable Energy (EERE) at the U.S. Department of Energy (DOE) has a number of resources available for undergraduate students, including competitions, internships, and career planning information to help you navigate the education to employment pathway in energy.

Education, Resources, Student, Teach, School↗

DOE OSTI2015

EERE K-12 Educator Resources

Looking for project-based learning activities to incorporate energy into your classroom or program? Explore these K-12 resources to get started today.

Education, Resources, Teaching, Lessons, Graduate↗

DOE OSTI2016

EERE Resources for Undergraduate Students

Education, Resources, Student, Teach, School↗

DOE OSTI2017

Eye on the Sky

Every night in a remote clearing called Fenton Hill high in the Jemez Mountains of central New Mexico, a bank of robotically controlled telescopes tilt their lenses to the sky for another round of observation through digital imaging. Los Alamos National Laboratory’s Thinking Telescopes project is watching for celestial transients including high-power cosmic flashes called blazars, and like all science, it can be messy work. But for a graduate student at the Lab taking a year’s break between master’s and Ph.D. studies, working with these state-of-the-art autonomous telescopes that can make fundamental discoveries feels light years beyond the classroom.

79 ASTRONOMY AND ASTROPHYSICS↗

DOE OSTI2017

Collaboratory=Collaborate+Laboratory: The Mid-Columbia STEM Education Collaboratory

Pacific Northwest National Laboratory created a network focused on collaboration in STEM education to design and deliver projects, resources, and professional learning opportunities in a testbed environment. How do you uncover and fill gaps in equitable access to high-quality science, technology, engineering, and math (STEM) education offerings in your local region? Where might you deploy strategies to improve STEM workforce preparation and increase public understanding of STEM-oriented issues? And how can you help to ensure that students, educators, parents, and the community are aware of these programs and know how to access them in schools, colleges, and community venues? If you are the Pacific Northwest National Laboratory (PNNL), you take on the huge goal of designing and implementing an innovative STEM education collaboration project that impacts all levels of local education, both inside and outside of school settings. PNNL is one of the 17 national laboratories funded by the U.S. Department of Energy. Operated by Battelle, PNNL has a vested interest in preparing the next generation of scientists and engineers for their future careers, thus building a STEM-capable workforce and creating a STEM-literate community. One of Battelle’s core principles is a commitment to STEM education and its role in business competitiveness and quality of life. PNNL has been active in STEM education for decades, providing internships for future scientists, giving educators in-house lab experiences, and engaging its researchers in STEM outreach activities in classrooms and the community. The Collaboratory is a relatively recent outcome of Battelle’s longstanding efforts in STEM education. The original Collaboratory planning documents, developed by PNNL’s Office of STEM Education (OSE), state the objective to “design, implement, and mature a local STEM education collaboration zone that highlights the power of PNNL and Battelle to impact the educational ecosystem and serve as a model for amplifying and accelerating progress in addressing our STEM education and workforce challenges” (PNNL 2013). In other words, we (the OSE) sought to create a zone of collaboration in which members co-design and deliver STEM education programs, share findings and lessons learned from their experiences, and co-manage and sustain the organization. We started by identifying possible collaborators located nearby in the largely rural southeast corner of Washington State. Recognizing that our potential collaborators had differing norms, values, and relationships within the community, as well as their own areas of expertise and purpose, we convened representatives from K–12 public and private schools, higher education, community-based learning providers, and local business and industry to brainstorm a unified vision to resolve gaps in local STEM education needs. Through discussions with these collaborators, we started hunting for gaps where STEM efforts were lacking but a desire to improve existed. We gave ourselves permission to try things out and built a testbed space where we could experiment with new ideas, gather evidence of feasibility, and treat failures as constructive learning opportunities. Through this generative process and with seed funding from Battelle, inter-organizational teams now work together, both virtually and in real time, to develop, test, and deploy resources to support student success, educators’ effectiveness, and community engagement in STEM. Thus, the Mid-Columbia STEM Education Collaboratory (Collaboratory) was born. This is the story of our beginnings: our challenges, our lessons learned, and emerging indicators of success. For those interested in launching an education–business–community STEM learning ecosystem, we share our story.

Collaboratory↗

DOE OSTI2017

A pilot “big data” education modular curriculum for engineering graduate education: Development and implementation

Engineering higher education increasingly produces data in the volume, variety, velocity, and need for veracity such that the output of the research is considered “Big Data”. While engineering faculty members do conceive of and direct the research producing this data, there may be gaps in faculty members’ knowledge in training graduate and undergraduate research assistants in the management of Big Data. The project described herein details the development of a Big Data education module for a group of graduate researchers and undergraduate research assistants in Electrical and Computer Engineering. This project has the following objectives: to document and describe current data management practices; to identify gaps in knowledge that need to be addressed in order for research assistants to successfully manage Big Data; and to create curricular interventions to address these gaps. This paper details the motivation, relevant literature, research methodology, curricular intervention, and pilot presentation of the module. Results indicate that, generally, students involved in Big Data projects need comprehensive introduction to the topic, which will be most effective when contextualized to the work that they are performing in the research or classroom environment.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2018

Handling and Treatment of Sodium-Potassium Alloy (NaK) after the Loss of Key Personnel – 19002

ABSTRACT In September 2010, during cleanup and removal efforts associated with a glovebox containing a sodium-potassium alloy (NaK) cooling system, a NaK reaction event occurred. Near the end of the evolution, which was at a Materials and Fuels Complex (MFC) research facility at the Idaho National Laboratory, a 2 to 3-ounce sample of NaK was being transferred from a metal can to a polyethylene bottle so it could be sent to the disposal outlet for verification analysis. During the transfer, a reaction of the NaK with ambient air was observed in both the metal can and sample container. The potential for a reaction was identified during the planning of this activity and mitigating steps were included in the procedures. In response, the two containers were flooded with argon, closed, and observed overnight. No additional reaction was noted. The sample container and metal can were packaged into a 10-gallon drum and transferred to a permitted storage location pending disposal. While the other containers generated from the deactivation and decommissioning activity were sent off-site for disposal, the 10-gal drum remained due to concerns by a staff specialist that the material could contain potassium superoxide (KO2) as a result of the reaction event. The intent at that time was to treat the NaK in a Resource Conservation and Recovery Act (RCRA)-permitted treatment facility at MFC, instead of sending it off-site for disposal. The container was labeled, inspected, and managed as a hazardous waste. Due to the complexities associated with safely handling and treating NaK and KO2, the container remained in storage. Treatment and disposal of the NaK and KO2 container was revisited in 2016, when researchers and chemists were consulted regarding the potential for superoxide formation and the best means to safely store and treat the container. The facility came to realize that due to the retirements of key personnel, it needed to provide current employees operational experience with the handling and treatment of NaK. An outside company was identified and contracted to provide training and consulting services. Several Battelle Energy Alliance, Inc. (BEA) personnel then attended an alkali metals safety training class. The training course provided participants with classroom and hands–on instruction associated with: • Hazards associated with handling and using sodium and NaK • Proper personal protection equipment, spill control techniques, and first aid • Common design approaches for buildings, systems, and equipment used to contain sodium and NaK • What to expect in the event of a water reaction and how to respond • How to properly prepare for a fire and contain/extinguish small metal fires • A hands-on demonstration of NaK reaction and controls. Following the training, a procedure was developed to open the container, and inspect and treat the NaK. In June 2017, facility operations personnel successfully completed the inspection and treatment of the NaK drum, eliminating the legacy liability.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2019

US DOE In-Plant Trainings to Develop Expertise and Replicate Success

In-Plant Trainings (INPLTs) offered by the US Department of Energy Better Buildings, Better Plants (Better Plants) program are multi-day workshops performed by industry-recognized experts. INPLTs include both classroom- and field-based sessions that train attendees to identify energy conservation opportunities, quantify savings from these opportunities, and implement projects to realize the savings. These training workshops enhance the attendees’ understanding of working principles, knowledge of best practices, and capability to analyze the energy performance of industrial energy systems. INPLTs are competitively awarded and focus on a wide range of topics, including traditional industrial systems such as steam, process heating and motor-driven systems, and processes such as energy treasure hunts and municipal water and wastewater treatment. Partners that are awarded INPLTs can invite external stakeholders, such as employees of other manufacturers, utility representatives, and vendors. The Better Plants program had delivered 123 INPLTs as of spring 2019, trained more than 2,000 participants, and identified more than $37 million in energy cost savings. This paper provides an overview of INPLTs, some key statistics, the top identified energy savings opportunities, and success stories from INPLTs delivered from 2011 to 2018. Finally, the vision for future INPLTs is discussed based on participants’ feedback and the long-term and strategic goals of the Better Plants program.

Guo, Wei↗

DOE OSTI2019

On Xenon Fission Product Poisoning

We all appreciate the special role Xenon-135 plays in reactor transients. Unless there is sufficient reactivity override, on shutdown a conventional reactor cannot immediately restart because of the buildup of strongly absorbing Xenon from Iodine decay and the absence of neutron flux to continue its elimination. We are also aware of how the flux imbalance in a large reactor core gives rise to Xenon induced power precession around the core in unpredictable ways. In addition, with regard to computational methods, we lack readily accessible numerical algorithms enabling reliable characterization of Xenon oscillations with simple models to explain this fundamentally important phenomenon. Nowhere is this more apparent than in the classroom. In this presentation, we first consider a new 12-element comprehensive decay to model Xenon and its corresponding numerical implementation and verification to establish a predictive model of Xenon buildup in a constant flux. We then follow with a reduced self-consistent flux model in an infinite reactor- a model not found in textbooks. This presentation should appeal to those interested in developing high order numerical methods for reactor transients.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

DOE OSTI2023

Clean Hydrogen Production R&D

Comprehensive, concerted efforts supported by the U.S. Department of Energy (DOE), Office of Energy Efficiency and Renewable Energy (EERE), Hydrogen and Fuel Cell Technologies Office (HFTO) are advancing research and development to demonstrate clean hydrogen production and industrial decarbonization pathways. These pathways enable an economically competitive and environmentally beneficial future energy system across sectors and can address specific applications that are difficult to decarbonize. NREL's research accelerates development, integration, and scale up of hydrogen and fuel cell technologies to enable widespread deployment across multiple energy sectors. Our work helps industry overcome technical challenges and supports DOE's H2@Scale vision for clean hydrogen across multiple applications and economic sectors. We also bridge technologies with other research areas across the lab and through multiple DOE and national lab research initiatives, consortia, and collaborations including: H2NEW: Hydrogen from Next-generation Electrolyzers of Water Consortium, HydroGEN: Advanced Water Splitting Materials Consortium, and BioH2. Within the plenary panel called: From the Classroom to the Lab to the Board Room, I will represent the Lab in this panel and will be talking about hydrogen technology at NREL, the lab's role in bridging university research with industry commercialization. I will also talk about my personal career path and what it's like to work at NREL, along with work force development and DEIA programs at NREL.

BIL↗

DOE OSTI2015

Education and training in the field of nuclear instrumentation and measurement: CEA/INSTN (National Institute for Nuclear Sciences and Technologies) strategy to improve and develop new pedagogical tools and methods

Part of the French Alternative Energies and Atomic Energy Commission (CEA), the National Institute for Nuclear Science and Technology (INSTN) is a higher education institution whose mission is to provide students and professionals a high level of scientific and technological qualification in all disciplines related to nuclear energy applications. In this frame, INSTN carries out education and training (E and T) programs in nuclear instrumentation and radioprotection. Its strategy has always been to complete theoretical courses by training courses and laboratory works carried out on an extensive range of training tools that includes a large panel of nuclear instrumentation as well as software applications. Since its creation in 1956, the INSTN has conducted both education and vocational programs on ionizing radiation detection. An extensive range of techniques have commonly been used during practical works with students and employees of companies who need to get the knowledge and specialization in this field. Today, the INSTN is mainly equipped with usual detectors and electronics in large numbers in order to be able to accommodate up to 48 trainees at the same time in two classrooms, with only two trainees for one workstation in order to optimize their learning. In the field of the neutron detection systems, the INSTN has strongly developed its offer taking advantage of the use of research reactors, such as ISIS reactor (700 kW) at Saclay. The implementation of neutron detection systems specific to the courses offers a unique way of observing and analysing the signal coming from neutron detectors, as well as learning how to set the parameters of the detection system in real conditions. Providing the trainees with an extensive overview of each part of the neutron monitoring instrumentation apply to a nuclear reactor, hands-on measurements on the ISIS reactor play a major role in ensuring a practical and comprehensive understanding of the neutron detection system and their integration in the safety system of nuclear reactors. It also gives a solid background for the follow up and the development of the neutron detection systems. Another field of activity of the INSTN is the development of new teaching tools using software applications. We describe hereafter two applications that have recently been developed by the institute, O.S.I.R.I.S and DOSIMEX. The INSTN and the company OREKA have developed an innovative teaching tool named O.S.I.R.I.S. The tool is built on a virtual 3D environment in which users operate in a totally free way. The action is located in a pressurised water reactor in the environment of a steam generator building. The users are students or professionals who want to learn and train on concrete situations on how to protect the workers against radiation. Through the use of this serious game, users must: establish a predictive dose evaluation, implement the principles of radiation protection, perform the dose result of the operation, analyse the gap between the predictive collective dose and the collective dose achieved, and decide about the lessons to provide feedback. Taking into account the increasing constraints related to radiation protection, it is essential to use computer codes to evaluate the dose rates generated by sources of ionizing radiation. Many powerful codes exist but are often relatively complex to implement and are dedicated to experts. In addition, these codes are often 'black boxes' that does not allow the user to understand the underlying physics. The objective of DOSIMEX codes developed by the INSTN is to give, by the means of a VBA code with a simple interface, the ability to easily conduct a wide range of radiological exposure situations: calculation of gamma, beta, neutron equivalent dose rate, calculation of internal contamination and atmospheric transfer.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2017

Personnel Qualification and Certification Program in Pressure Decay Leak Testing on the RT-100 Type (B) Cask - 17229

The requirements for qualifications and certification of leak test personnel on Type (B) shipping casks have been more clearly defined with the recent release of ANSI N14.5-2014, Leak Tests on Radioactive Packages for Shipment. The latest version creates a standardized approach for qualifying and certifying personnel to conduct pre-shipment leakage tests on Type (B) packages. The U.S Nuclear Regulatory Commission (NRC) is currently updating the Regulatory Guide R.G 7.4, Leakage Tests on Packages for shipment of Radioactive Material, to endorse ANSI N14.5-2014. According to ANSI N14.5-2014, leakage testing shall be performed in accordance with written procedures by qualified and certified personnel in accordance with the requirements of ASNT SNT-TC-1A-2006, Recommended Practice for Personnel Qualification and Certification in Nondestructive Testing. This is a significant modification to the old standard, ANSI N14.5-1997, which simply states that pressure leak testing shall be conducted by trained and certified personnel without reference to any specific certification standards or regulations. SNT-TC-1A published by the American Society for Nondestructive Testing (ASNT) has several advantages to employers; namely, it allows for a Limited NDT Level II certification program. Limited certifications are especially valuable for personnel who possess limited experience and wish to become a certified Limited NDT Level II in a specific technique on a specific cask using a specific procedure and equipment. Robatel Technologies recently developed a comprehensive qualification and training program based on the recommendations of SNT-TC-1A for Exelon Corporation to certify their employees to a Limited NDT Level II in Pressure Decay Leak Testing on the RT-100 Cask. The project scope included the development of a training and qualification program (Written practice), writing a pressure decay leak test procedure, the design of a pressure decay leak test manifold, and the delivery of classroom training. The written practice outlines the requirements to ensure that personnel participating in the program have the necessary qualification, experience, and training to become certified in the leak test method. The program will give Exelon the liberty to conduct their own leak testing on the RT- 100 without the need to rely on outside resources for leak testing. When fully implemented, the program is expected to improve productivity and eliminate schedule delays, along with substantial economic benefits. Following the appropriate standards and industry best practices, the project was successfully completed and scheduled to be fully implemented by Exelon's Nuclear Stations by the end of 2016. (authors)

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2019

Handling and Treatment of Sodium-Potassium Alloy (NaK) after the Loss of Key Personnel - 19002

In September 2010, during cleanup and removal efforts associated with a glovebox containing a sodium-potassium alloy (NaK) cooling system, a NaK reaction event occurred. Near the end of the evolution, which was at a Materials and Fuels Complex (MFC) research facility at the Idaho National Laboratory, a 2 to 3-ounce sample of NaK was being transferred from a metal can to a polyethylene bottle so it could be sent to the disposal outlet for verification analysis. During the transfer, a reaction of the NaK with ambient air was observed in both the metal can and sample container. The potential for a reaction was identified during the planning of this activity and mitigating steps were included in the procedures. In response, the two containers were flooded with argon, closed, and observed overnight. No additional reaction was noted. The sample container and metal can were packaged into a 10-gallon drum and transferred to a permitted storage location pending disposal. While the other containers generated from the deactivation and decommissioning activity were sent off-site for disposal, the 10-gal drum remained due to concerns by a staff specialist that the material could contain potassium superoxide (KO{sub 2}) as a result of the reaction event. The intent at that time was to treat the NaK in a Resource Conservation and Recovery Act (RCRA)-permitted treatment facility at MFC, instead of sending it off-site for disposal. The container was labeled, inspected, and managed as a hazardous waste. Due to the complexities associated with safely handling and treating NaK and KO{sub 2}, the container remained in storage. Treatment and disposal of the NaK and KO{sub 2} container was revisited in 2016, when researchers and chemists were consulted regarding the potential for superoxide formation and the best means to safely store and treat the container. The facility came to realize that due to the retirements of key personnel, it needed to provide current employees operational experience with the handling and treatment of NaK. An outside company was identified and contracted to provide training and consulting services. Several Battelle Energy Alliance, Inc. (BEA) personnel then attended an alkali metals safety training class. The training course provided participants with classroom and hands-on instruction associated with: - Hazards associated with handling and using sodium and NaK; - Proper personal protection equipment, spill control techniques, and first aid; - Common design approaches for buildings, systems, and equipment used to contain sodium and NaK; - What to expect in the event of a water reaction and how to respond; - How to properly prepare for a fire and contain/extinguish small metal fires; - A hands-on demonstration of NaK reaction and controls. Following the training, a procedure was developed to open the container, and inspect and treat the NaK. In June 2017, facility operations personnel successfully completed the inspection and treatment of the NaK drum, eliminating the legacy liability. (authors)

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗