Results for “Isotope Program” — Page 46

DOE OSTI2015

Numerical modeling of the SNS H{sup −} ion source

Ion source rf antennas that produce H- ions can fail when plasma heating causes ablation of the insulating coating due to small structural defects such as cracks. Reducing antenna failures that reduce the operating capabilities of the Spallation Neutron Source (SNS) accelerator is one of the top priorities of the SNS H- Source Program at ORNL. Numerical modeling of ion sources can provide techniques for optimizing design in order to reduce antenna failures. There are a number of difficulties in developing accurate models of rf inductive plasmas. First, a large range of spatial and temporal scales must be resolved in order to accurately capture the physics of plasma motion, including the Debye length, rf frequencies on the order of tens of MHz, simulation time scales of many hundreds of rf periods, large device sizes on tens of cm, and ion motions that are thousands of times slower than electrons. This results in large simulation domains with many computational cells for solving plasma and electromagnetic equations, short time steps, and long-duration simulations. In order to reduce the computational requirements, one can develop implicit models for both fields and particle motions (e.g. divergence-preserving ADI methods), various electrostatic models, or magnetohydrodynamic models. We have performed simulations using all three of these methods and have found that fluid models have the greatest potential for giving accurate solutions while still being fast enough to perform long timescale simulations in a reasonable amount of time. We have implemented a number of fluid models with electromagnetics using the simulation tool USim and applied them to modeling the SNS H- ion source. We found that a reduced, single-fluid MHD model with an imposed magnetic field due to the rf antenna current and the confining multi-cusp field generated increased bulk plasma velocities of > 200 m/s in the region of the antenna where ablation is often observed in the SNS source. We report here on comparisons of simulated plasma parameters and code performance using more accurate physical models, such as two-temperature extended MHD models, for both a related benchmark system describing a inductively coupled plasma reactor, and for the SNS ion source. We also present results from scaling studies for mesh generation and solvers in the USim simulation code.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

A Case Study in the Application of TSUNAMI-3D - Part 1, Multigroup

The use of the sensitivity and uncertainty tool suite within SCALE, known as the TSUNAMI suite, has grown following its initial introduction more than a decade ago. Proper use of these tools provides a more complete understanding of system responses to perturbations, especially in the area of nuclear cross section uncertainties. Recent advances within TSUNAMI have added generalized perturbation theory to the k{sub eff} sensitivity capability that was included in TSUNAMI originally. The generation of sensitivity data is encouraged in the review process for new critical experiment requests sponsored by the US Department of Energy (DOE) Nuclear Criticality Safety Program (NCSP) to demonstrate that the proposed experiment will satisfy the identified data need. Many individuals participate in this process, but many analysts have not received proper training in the use of the TSUNAMI tools. The adjoint perturbation theory used to calculate sensitivities is not typically included in nuclear engineering curricula, leaving inexperienced engineers particularly at risk for incorrect use of the tools. The first step in the use of the TSUNAMI tools is the generation of a sensitivity data file (SDF), which contains all of the energy-dependent sensitivity data generated for a model. Most often, the SDF is generated from a three-dimensional (3D) model using either the KENO V.a or KENO-VI code within the TSUNAMI-3D sequence. The sensitivity data generated in TSUNAMI-3D must be accurate for correct quantification of system similarity or any other use of the sensitivity data. The sensitivities calculated by TSUNAMI can be affected by many of the input parameters, cross section processing models, and geometry modeling techniques used within the TSUNAMI-3D input. Fortunately, the total sensitivity of the most important nuclides can be confirmed simply by using direct perturbation (DP) calculations. Confirmation of the total sensitivity of these important nuclides provides confidence that the flux and importance function calculated within the TSUNAMI sequence will yield accurate sensitivities for all nuclides, reactions, and energies of interest. This process is essentially identical for the multigroup (MG) methods and the continuous-energy (CE) methods introduced in SCALE 6.2. This paper discusses the use of DP calculations and provides a case study to confirm that accurate sensitivities are generated by TSUNAMI-3D for a particular benchmark experiment. A companion paper provides a similar case study applying the CE TSUNAMI capability to the same critical experiment. (authors)

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗

DOE OSTI2016

A Case Study in the Application of TSUNAMI-3D - Part 2, Continuous Energy

The use of the sensitivity and uncertainty tool suite within SCALE, which is known as the TSUNAMI suite, has grown following its initial introduction more than a decade ago. Proper use of this tool provides a more complete understanding of system responses to perturbations, especially in the area of nuclear cross section uncertainties. Recent advances within TSUNAMI have added generalized perturbation theory to the k{sub eff} sensitivity capability that was included in TSUNAMI originally. The sensitivities can also be used to quantify the similarity of two systems. As an example, calculated sensitivities can be combined with cross section uncertainties to determine the similarity index ck. The generation of sensitivity data is encouraged in the review process for new critical experiment requests sponsored by the US Department of Energy (DOE) Nuclear Criticality Safety Program (NCSP) to demonstrate that the proposed experiment will satisfy the identified data need. Many analysts participate in this process, but many have not received proper training in the use of the TSUNAMI tools. The adjoint perturbation theory used to calculate sensitivities is not typically included in nuclear engineering curricula, leaving inexperienced engineers particularly at risk for incorrect use of the tools. The first step in the use of the TSUNAMI tools is the generation of a sensitivity data file (SDF), which contains all of the energy-dependent sensitivity data generated for a model. Most often, the SDF is generated from a three-dimensional (3D) model using either the KENO V.a or KENO-VI code within the TSUNAMI-3D sequence. The sensitivity data generated in TSUNAMI-3D must be accurate for correct quantification of system similarity or any other use of the sensitivity data. The sensitivities calculated by TSUNAMI can be affected by many of the input parameters, cross section processing models, and geometry modeling techniques used within the TSUNAMI-3D input. Fortunately, the total sensitivity of the most important nuclides can be confirmed simply by using direct perturbation (DP) calculations. Confirmation of the total sensitivity of these important nuclides provides confidence that the flux and importance function calculated within the TSUNAMI sequence will yield accurate sensitivities for all nuclides, reactions, and energies of interest. This process is essentially identical for multigroup (MG) and continuous-energy (CE) methods introduced in SCALE 6.2. This paper discusses the use of direct perturbation calculations and provides a case study in the use of DP calculations to confirm accurate sensitivities generated by the CE CLUTCH methods in TSUNAMI-3D for a particular benchmark experiment. A companion paper provides a similar case study applying the MG TSUNAMI capability to the same critical experiment. (authors)

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗

DOE OSTI2018

Mercury Recovery at Former Lithium Production Site at the Miramas in France - 18529

The former Lithium production facility located at Miramas in the South-East of France recently completed a 10-year program of process equipment removal, building demolition and soil remediation to recover mercury (Hg) that had been lost during operations at the site. After over 100 years ago chemical production, all production activities stopped in 2009, and immediately afterwards the clean-up project began. The main project focused on the demolition of all facilities and the decontamination of building materials and soil clean-up, with the goal of remediating the site for future industrial purposes. Prior to starting the decommissioning and clean-up work at the site a detailed site survey was conducted to identify the extent of the contamination of the site. After investigations into available technologies, the decision was made to install on-site treatment processes. This resulted in fewer residual environmental effects (trucking pollution, shipping containers, volume of materials, etc), a reduction in logistic complications, and, importantly, was cost effective compared to sending all untreated material to external processing facilities. This decision resulted in a need to optimize demolition waste management, while ensuring the highest clean-up and safety levels. A variety of treatment processes were investigated and compared and two technologies were finally selected and implemented. The first process was a 'thermal desorption unit (TDU),' which heated excavated soils and captured the vaporized mercury. The second was a washing process that was used to remove surface contamination. After the contaminated areas were excavated, materials were crushed, screened and sorted into different sizes, with each pile being routed to the appropriate process. The smaller-sized particles were treated in the TDU. A batch of around 12 MT was fed into a moisture evaporator and then into a mercury evaporator. The soils were then cooled, sampled to ensure no residual Hg contamination before being mixed with a binding agent, and returned to the excavation site. Larger materials with surface contamination were washed to remove the contamination. The liquid effluents were sent to a tank where the contaminated fines were removed, dried, pressed and sent for processing. If the washed, coarse materials failed to reach acceptable mercury levels, they were crushed again and sent to be treated in the TDU. The washing fluid was recycled for the next batch. (author)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗

DOE OSTI2014

MO-PIS-Exhibit Hall-01: Tools for TG-142 Linac Imaging QA I

Partners in Solutions is an exciting new program in which AAPM partners with our vendors to present practical “hands-on” information about the equipment and software systems that we use in our clinics. The therapy topic this year is solutions for TG-142 recommendations for linear accelerator imaging QA. Note that the sessions are being held in a special purpose room built on the Exhibit Hall Floor, to encourage further interaction with the vendors. Automated Imaging QA for TG-142 with RIT Presentation Time: 2:45 – 3:15 PM This presentation will discuss software tools for automated imaging QA and phantom analysis for TG-142. All modalities used in radiation oncology will be discussed, including CBCT, planar kV imaging, planar MV imaging, and imaging and treatment coordinate coincidence. Vendor supplied phantoms as well as a variety of third-party phantoms will be shown, along with appropriate analyses, proper phantom setup procedures and scanning settings, and a discussion of image quality metrics. Tools for process automation will be discussed which include: RIT Cognition (machine learning for phantom image identification), RIT Cerberus (automated file system monitoring and searching), and RunQueueC (batch processing of multiple images). In addition to phantom analysis, tools for statistical tracking, trending, and reporting will be discussed. This discussion will include an introduction to statistical process control, a valuable tool in analyzing data and determining appropriate tolerances. An Introduction to TG-142 Imaging QA Using Standard Imaging Products Presentation Time: 3:15 – 3:45 PM Medical Physicists want to understand the logic behind TG-142 Imaging QA. What is often missing is a firm understanding of the connections between the EPID and OBI phantom imaging, the software “algorithms” that calculate the QA metrics, the establishment of baselines, and the analysis and interpretation of the results. The goal of our brief presentation will be to establish and solidify these connections. Our talk will be motivated by the Standard Imaging, Inc. phantom and software solutions. We will present and explain each of the image quality metrics in TG-142 in terms of the theory, mathematics, and algorithms used to implement them in the Standard Imaging PIPSpro software. In the process, we will identify the regions of phantom images that are analyzed by each algorithm. We then will discuss the process of the creation of baselines and typical ranges of acceptable values for each imaging quality metric.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2015

CT dose equilibration and energy absorption in polyethylene cylinders with diameters from 6 to 55 cm

Purpose: ICRU Report No. 87 Committee and AAPM Task Group 200 designed a three-sectional polyethylene phantom of 30 cm in diameter and 60 cm in length for evaluating the midpoint dose D{sub L}(0) and its rise-to-the-equilibrium curve H(L) = D{sub L}(0)/D{sub eq} from computed tomography (CT) scanning, where D{sub eq} is the equilibrium dose. To aid the use of the phantom in radiation dose assessment and to gain an understanding of dose equilibration and energy absorption in polyethylene, the authors evaluated the short (20 cm) to long (60 cm) phantom dose ratio with a polyethylene diameter of 30 cm, assessed H(L) in polyethylene cylinders of 6–55 cm in diameters, and examined energy absorption in these cylinders. Methods: A GEANT4-based Monte Carlo program was used to simulate the single axial scans of polyethylene cylinders (diameters 6–55 cm and length 90 cm, as well as diameter 30 cm and lengths 20 and 60 cm) on a clinical CT scanner (Somatom Definition dual source CT, Siemens Healthcare). Axial dose distributions were computed on the phantom central and peripheral axes. An average dose over the central 23 or 100 mm region was evaluated for modeling dose measurement using a 0.6 cm{sup 3} thimble chamber or a 10 cm long pencil ion chamber, respectively. The short (20 cm) to long (90 cm) phantom dose ratios were calculated for the 30 cm diameter polyethylene phantoms scanned at four tube voltages (80–140 kV) and a range of beam apertures (1–25 cm). H(L) was evaluated using the dose integrals computed with the 90 cm long phantoms. The resultant H(L) data were subsequently used to compute the fraction of the total energy absorbed inside or outside the scan range (E{sub in}/E or E{sub out}/E) on the phantom central and peripheral axes, where E = LD{sub eq} was the total energy absorbed along the z axis. Results: The midpoint dose in the 60 cm long polyethylene phantom was equal to that in the 90 cm long polyethylene phantom. The short-to-long phantom dose ratios changed with beam aperture and phantom axis but were insensitive to tube voltage. H(L) was insensitive to tube voltage and CT scanner model. As phantom diameter increased from 6 to 55 cm, E{sub in}/E generally decreased but asymptotically approached constant levels on the peripheral axes of large phantoms. The curve of E{sub in}/E versus scan length was almost identical to that of H(L). Similarly, E{sub out}/E increased with scan length and asymptotically approached the equilibrium for large scan lengths. E{sub out}/D{sub eq} was much less than the equilibrium length L{sub eq} where H(L) = 0.98, even with scan lengths much larger than L{sub eq}. Conclusions: The polyethylene phantom designed by ICRU Report No. 87 Committee and AAPM Task Group 200 is adequately long for assessing the midpoint dose and its equilibration in CT scanning. The short-to-long phantom dose ratios and the H(L) data provided in this paper allow easy evaluations of the midpoint dose, longitudinal dose distribution, and energy absorption in polyethylene phantoms. The results of dose equilibration and energy absorption presented herein may be insightful for the clinical CT scans with various subject sizes and scan lengths.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2017

Neutron and X-Ray Scattering Studies of New Green Cement, and Nanoconfined Water

This is the Final report on DE-FG02-90ER45429 for the time period from September 1, 1990 to May 31, 2017. The Principal Investigator is Sow-Hsin Chen, Department of Nuclear Science and Engineering, Massachusetts Institute of Technology (MIT), Cambridge, MA 02139 (email: sowhsin@mit.edu). The Administrative Point of Contact at MIT is Sarah Svenson, Senior Contract Administrator, Office of Sponsored Programs, Tel: 617-253-2495, ssvenson@mit.edu. The DOE Program is the Office of Basic Energy Sciences (BES); Program manager is Dr. P. Thiyagarajan, Neutron Scattering SC-22.2/, Germantown Bldg., Germantown, MD 20874 . During these 27 years, the scientific activities has had a number developing emphases, as reflected from the change of Project Title in 1990 as “Construction of a Small Angle Neutron Scattering Spectrometer for Investigation of Microemulsions and Micellar Solutions in Bulk, in Porous Materials...” to “Neutron and X-Ray Scattering Studies of New Green Cement, and Nanoconfined Water” in the last renewal period, 2015-2017, with many title changes in between. Progress Report for each sub-project period was reported to DOE with detailed activity and budgetary reports. It is fair to summary that the chief activity has been in the use neutron, x-ray and laser spectroscopy to investigate materials properties of complex fluids and soft condensed matter. It started with conducting neutron and X-ray scattering experiments to study the structure and dynamics of glass-forming liquids in general first, then more specifically in the case of supercooled water in confined geometry, and culminating in the final study of new green cement. Experiments were conducted at various DOE supported national neutron facilities including ORNL, ANL, BNL and Los Alamos, as well as at NIST/NCNR. Whenever possible, experiments were also performed at numerous world-class facilities, such as those at Saclay and the Institut Laue Langevin (ILL) in Grenoble, France, and at National Synchrotron Radiation Research Center (NSRRC) in recent years in Taiwan, etc. Leveraging on the large number of international collaborate activities, a substantial percentage of activities were supported with collaborators’ own funding sources. These have help to carry out DOE’s mission and produce impressive research products far beyond what was possible with only DOE funding supports. The chief product during this period, 1990-2017, includes (1) Three hundred and eight scientific articles published in peer-reviewed and high-impacted scientific journals during 1990-2017, and a dozen monographs including four books for scientists and graduate students, (2) Twenty-four scientific conferences organized and 209 papers presented at many national and international conferences, (3) educate and train 9 post-doctoral fellows and 28 students including 22 Ph.D. students, 3 M.S. students, and 3 in other categories by providing a research experience in neutron and X-Ray scattering techniques, most of them were supported wholly or in part in the scientific topic of this award during the funding period and (4) numerous high-visibility awards and honors. This final report summarizes and details these research activities and products. At the close of this funding period, the fund from DOE has been totally spent.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-00: Education Council Symposium: Revitalizing Your Medical Physics Classroom: Some Examples and Thoughts from the Trenches

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-01: Introduction

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-02: Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-Based and Flipped Learning

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-03: Creative Stimulation: A Flexible Hands-On Approach to Building a Deeper Understanding of Critical Concepts in Radiation Physics

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-04: Incorporating Active Learning Into Medical Physics Education

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-05: Panel Discussion

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2014

Climate data, analysis and models for the study of natural variability and anthropogenic change

Gridded Temperature Under prior/current support, we completed and published (Jones et al., 2012) the fourth major update to our global land dataset of near-surface air temperatures, CRUTEM4. This is one of the most widely used records of the climate system, having been updated, maintained and further developed with DoE support since the 1980s. We have continued to update the CRUTEM4 (Jones et al., 2012) database that is combined with marine data to produce HadCRUT4 (Morice et al., 2012). The emphasis in our use of station temperature data is to access as many land series that have been homogenized by National Meteorological Services (NMSs, including NCDC/NOAA, Asheville, NC). Unlike the three US groups monitoring surface temperatures in a similar way, we do not infill areas that have no or missing data. We can only infill such regions in CRUTEM4 by accessing more station temperature series. During early 2014, we have begun the extensive task of updating as many of these series as possible using data provided by some NMSs and also through a number of research projects and programs around the world. All the station data used in CRUTEM4 have been available since 2009, but in Osborn and Jones (2014) we have made this more usable using a Google Earth interface (http://www.cru.uea.ac.uk/cru/data/crutem/ge/ ). We have recently completed the update of our infilled land multi-variable dataset (CRU TS 3.10, Harris et al., 2014). This additionally produces complete land fields (except for the Antarctic) for temperature, precipitation, diurnal temperature range, vapour pressure and sunshine/cloud. Using this dataset we have calculated sc-PDSI (self-calibrating Palmer Drought Severity Index) data and compared with other PDSI datasets (Trenberth et al., 2014). Also using CRU TS 3.10 and Reanalysis datasets, we showed no overall increase in global temperature variability despite changing regional patterns (Huntingford et al., 2013). Harris et al. (2014) is an update of an earlier dataset (Mitchell and Jones, 2005) which also had earlier DoE support. The earlier dataset has been cited over 1700 times according to ResearcherID on 31/July/2014 and the recent paper has already been cited 22 times. Analyses of Temperature Data Using the ERA-Interim estimate of the absolute surface air temperature of the Earth (instead of in the more normal form of anomalies) we compared the result against estimates we produced in 1999 with earlier DoE support. The two estimates are surprisingly close (differing by a couple of tenths of a degree Celsius), with the average temperature of the world (for 1981-2010) being very close to 14°C (Jones and Harpham, 2013). We have assessed ERA-Interim against station temperatures from manned and automatic weather station measurements across the Antarctic (Jones and Lister, 2014). Agreement is generally excellent across the Antarctic Peninsula and the sparsely sampled western parts of Antarctica. Differences tend to occur over eastern Antarctica where ERA-Interim is biased warm (up to 6°C) in the interior of the continent and biased cool (up to 6°C) for some of the coastal locations. Opportunities presented themselves during 2012 for collaborative work with a couple of Chinese groups. Three papers develop new temperature series for China as a whole and also for the eastern third of China (Wang et al., 2014, Cao et al., 2013 and Zhao et al., 2014). A dataset of ~400 daily Chinese temperature stations has been added to the CRU datasets. The latter paper finds that urban effects are generally about 10% of the long-term warming trend across eastern China. A fourth paper (Wang et al., 2013) illustrates issues with comparisons between reanalyses and surface temperatures across China, a method that has been widely used by some to suggest urban heating effects are much larger in the region. ERA-Interim can be used but NCEP/NCAR comparisons are very dependent on the period analysed. Earlier a new temperature dataset of homogenized records was developed for China (Li et al., 2009). Urbanization has also been addressed for London (Jones and Lister, 2009) where two rural sites have not warmed more than a city centre site since 1900. Additionally, in Ethymiadis and Jones (2010) we show that land air temperatures agree with marine data around coastal areas, further illustrating that urbanization is not a major component of large-scale surface air temperature change. Early instrumental data (before the development of modern thermometer screens) have always been suspected of being biased warm in summer, due to possible direct exposure to the sun. Two studies (Böhm et al., 2010 and Brunet et al., 2010) show this for the Greater Alpine Region (GAR) and for mainland Spain respectively. The issue is important before about 1870 in the GAR and before about 1900 in Spain. After correction for the problems, summer temperature estimates before these dates are cooler by about 0.4°C. In Jones and Wigley (2010), we discussed the importance of the biases in global temperature estimation. Exposure and to a lesser extent urbanization are the most important biases for the land areas, but both are dwarfed by the necessary adjustments for bucket SST measurements before about 1950. Individual station homogeneity is only important at the local scale. This was additionally illustrated by Hawkins and Jones (2013) where we replicated the temperature record developed by Guy Stewart Callendar in papers in 1938 and 1961. Analyses of Daily Climate Data Work here indicates that ERA-Interim (at least in Europe, Cornes and Jones, 2013, discussed in more detail in this proposal) can be used to monitor extremes (using the ETCCDI software – see Zhang et al., 2011). Additionally, also as a result of Chinese collaboration, a new method of daily temperature homogenization has been developed (Li et al., 2014). In Cornes and Jones (2011) we assessed storm activity in the northeast Atlantic region using daily gridded data. Even though the grid resolution is coarse (5° by 5° lat/long) the changes in storm activity are similar to those developed from the pressure triangle approach with station data. Analyses of humidity and pressure data In Simmons et al. (2010) we showed a reduction in relative humidity over low-latitude and mid-latitude land areas for the 10 years to 2008, based on monthly anomalies of surface air temperature and humidity from ECMWF reanalyses (ERA-40 and ERA-Interim) and our earlier land-only dataset (CRUTEM3) and synoptic humidity observations (HadCRUH). Updates of this station-based humidity dataset (now called HadISDH) extend the record, showing continued reductions (Willett et al., 2013). Analyses of Proxy Temperature Data In Vinther et al. (2010), relationships between the seasonal stable isotope data from Greenland Ice Cores and Greenland and Icelandic instrumental temperatures were investigated for the past 150-200 years. The winter season stable isotope data are found to be influenced by the North Atlantic Oscillation (NAO) and very closely related to SW Greenland temperatures. The summer season stable isotope data display higher correlations with Icelandic summer temperatures and North Atlantic SST conditions than with local SW Greenland temperatures. In Jones et al. (2014) we use these winter isotope reconstructions to show the expected inverse correlation (due to the NAO) with winter-season documentary reconstructions from the Netherlands and Sweden over the last 800 years. Finally, in this section Jones et al. (2013) shows the agreement between tree-ring width measurements from Northern Sweden and Finland and an assessment of the link to explosive volcanic eruptions. An instrumental record for the region in the early 19th century indicates that the summer of 1816 was only slightly below normal, explaining why this year has normal growth for both ring width and density. GCM/RCM/Reanalysis Evaluation In this section we have intercompared daily temperature extremes across Europe in Cornes and Jones (2013) using station data, E-OBS and ERA-Interim. We have additionally considered the impact of the urban issue on the global scale using the results of the Compo et al. (2011) Reanalyses, 20CR. These only make use of SST and station pressure data. Across the world’s land areas, they indicate similar warming since 1900 to that which has occurred (Compo et al., 2013), again illustrating that urbanization is not the cause of the long-term warming. Changes in HadCRUH global land surface specific humidity and CRUTEM3 surface temperatures from 1973 to 1999 were compared to the CMIP3 archive of climate model simulations with 20th Century forcings (Willett et al., 2010). The models reproduce the magnitude of observed interannual variance over all large regions. Observed and modelled trends and temperature-humidity relationships are comparable with the exception of the extra-tropical Southern Hemisphere where observations exhibit no trend but models exhibit moistening.

54 ENVIRONMENTAL SCIENCES↗

DOE OSTI2014

Development of Automated Software Program for the Analysis of Alzheimer's Disease Scans: Evaluation of PET imaging with PBR-111 in HV and AD subjects

Study goal: A Phase 1 evaluation of the kinetics, clearance and cerebral distribution of one novel peripheral benzodiazepine receptors(PBR)positron emission tomography (PET) imaging agent, 18F-PBR-111 following intravenous administration in healthy volunteers and Alzheimer's disease (AD) patients. Short title: Evaluation of PET imaging with PBR-111 in HV and AD subjects Proof of Mechanism. Primary Objective: To evaluate the cerebral distribution of PBR-111 positron emission tomography (PET) for detection/exclusion of microglial activation in patients with Alzheimer's disease subjects compared to healthy volunteers. Secondary objectives: - To assess the dynamic uptake and washout of [18F]PBR-111, a potential imaging bio-marker for inflammatory changes in brain, using positron emission tomography in subjects with Alzheimer's disease (AD) and healthy volunteers (HV). - To perform blood metabolite characterization of [18F]PBR-111 in subjects with AD and HV to determine the nature of metabolites in assessment of [18F]-PBR-111 as a PET brain imaging agent. Name of radioactive drug substance: PBR-111 Dose(s): The applied PBR-111 radioactive dose will be up to 5.0 mCi, diluted in a maximum of 10 ml of saline. The radioligand will be administered as a slow intravenous bolus injection (i.e., 6 sec/ml) into a large vein (e.g., antecubital vein). Route of administration: Intravenous injection Duration of treatment: Single administration of a diagnostic agent Indication: PBR-111 positron emission tomography (PET) imaging has the potential to detect microglial activation. In the presence of PBR-111 uptake (representative of microglial activation), inflammation in the brain can be detected. Diagnosis and main criteria for inclusion: Study participants will be HVs and patients diagnosed with probable AD. HVs must be 18 years of age (at least four subjects 50 years of age) and have no evidence of cognitive impairment or other neurologic disease by medical history. The lack of cognitive impairment will also be based on a Clinical Dementia Rating (CDR) of 0. Patients with probable AD must be 50 years of age and must fulfill the National Institute of Neurological and Communicative Disorders and Stroke, Alzheimer's Disease and Related Disorders Association [NINCDS-ADRDA] criteria for probable AD. The CDR score must be 1.0 and 2.0 and have a modified Hachinski of 4. All HVs and all patients with probable AD must be able to comply with all study procedures. Study design: This is a Phase 1, open-label, single-center, non-randomized single dose study to assess the kinetics, clearance and cerebral distribution of PBR-111 PET imaging in detecting microglial activation in the brain in patients with probable AD compared to HVs. All aspects related to image acquisition, processing, and visual as well as quantitative evaluation will be developed, optimized, and validated (where required). Each subject will be required to visit the study center during the screening phase and on the PBR-111 PET imaging day (baseline). A telephone follow-up visit will be performed 7 days (± 3 days) after PBR-111 PET administration. At the screening visit, each subject (or caregiver in the case of AD subjects) will be asked to provide written informed consent or assent. During the screening phase (maximum duration of 60 days) subject medical, neurological, and surgical history, clinical assessments, and a neuro-psychiatric evaluation will be performed on all eligible subjects. Subjects will be allowed to leave the center after all evaluations have been completed. During this period an MRI of the brain will be performed during the screening period. If an MRI of the brain has been performed within six months of the imaging visit using the methods described in the protocol, and there has been no medically significant events in the interim, the previous MRI may be used. During the PBR-111 PET imaging day, all subjects will receive a single intravenous injection of PBR-111 and scanning will be performed over a 3.5 hour period. Each subject will have a telephone follow-up 7 days (± 3 days) thereafter to assess for adverse events. Methodology: - Assessments to provide clinical characterization of the AD subjects will be performed. - After administration of PBR-111, images will be generated with state-of-the-art PET imaging. Images will be assessed quantitatively for the presence of microglial activation by a nuclear physician blinded to clinical data. - Total radioactivity and estimation of the fraction of radioactivity associated to the un-metabolized tracer will be determined. In addition, the metabolite patterns of PBR-111 are determined in venous plasma and arterial samples based on high-performance liquid chromatography (HPLC) analyses. - Arterial sampling will be acquired in the initial two AD and two HV subjects and modeling will be assessed to determine if additional arterial sampling is necessary.

97 MATHEMATICS AND COMPUTING↗