Results for “Isotope Program” — Page 50

DOE OSTI2016

2015 Advanced Site Investigation and Monitoring Report Riverton, Wyoming, Processing Site September 2016

The U.S. Department of Energy conducted initial groundwater characterization of the Riverton, Wyoming, Processing Site in the 1990s. The characterization culminated in a Site Observational Work Plan in 1998 that recommended a natural flushing compliance strategy. Results of verification monitoring indicated that natural flushing was generally progressing as expected until June 2010, when significant increases in contaminant concentrations were measured in several monitoring wells downgradient of the site after the area flooded. In response to the unexpected results following the flood, an enhanced characterization of the surficial aquifer was conducted in 2012, which included installation of 103 boreholes along nine transects with a Geoprobe, collection of 103 water samples and 65 soil samples, laboratory tests on the soil samples, and additional groundwater modeling. This advanced site investigation report summarizes additional investigation in 2015 through the use of backhoe trenching, sonic drilling, multilevel monitoring wells, direct-push drilling, and temporary well points to collect soil and groundwater samples. Additional surface water measurements were made included the installation of a stilling well and the measurement of stream elevation along the Wind River to approximate upgradient groundwater heads. Groundwater sampling included the addition of geochemical constituents and isotopes that have not been sampled in the past to better understand post-flood conditions and the possibility of additional or ongoing contaminant sources. This sampling was performed to (1) better define the contaminant plumes, (2) verify the occurrence of persistent secondary contaminant sources, (3) better understand the reason for the contaminant spikes after a 2010 flood, and (4) assess contaminant plume stagnation near the Little Wind River. This report provides data analyses and interpretations for the 2015 site investigation that addresses these issues and provides recommendations for future efforts. Observations from trenches and sonic drilling indicate the general lithology of the shallow, unconsolidated sediments consists of a silt zone at the surface that ranges from 2.5 to 4.8 feet below ground surface, underlain by sand and gravel, underlain by the top of the weathered bedrock (Wind River Formation). Soil data from trenches and sonic drilling indicate (1) elevated concentrations of several constituents in the silt zone, likely due to the formation of evaporites, (2) uranium is the only measured element that appears to be concentrated in the silt over the groundwater contaminant plume, (3) in the former tailings impoundment area, there may be a thin unsaturated zone with elevated uranium in the native material just below the fill, (4) in the former tailings impoundment area, slightly higher uranium concentrations occur in the underlying saturated sand and gravel, and (5) several bedrock samples have a unique geochemical signature, generally related to a higher silt content. Assessment of groundwater flow included measuring river elevations along the Wind River and installing the temporary well points adjacent to the Little Wind River that provided additional data points to refine contours for water table elevations. These data confirm past interpretations of groundwater flow to the southeast across the site toward the Little Wind River. Hydraulic head elevations between paired surficial and semiconfined aquifer wells indicate variable vertical gradients across the site with the potential for upward and downward flow. Additional direct-push drilling and groundwater sampling confirmed the contaminant plume configuration, but it also revealed a low-sulfate-concentration zone at the edge of the former tailings impoundment. Temporary well points provided better definition of plume concentrations at the bank of the Little Wind River, and data from these wells indicate plume discharge to the river. Additional sampling in an area southwest of the plume that had elevated uranium groundwater concentrations in the past did not have any uranium concentrations above the U.S. Environmental Protection Agency maximum concentration limit for uranium. Results from multilevel monitoring wells indicate some geochemical differences with depth, but overall concentrations are similar to those in nearby conventional monitoring wells in the long-term monitoring program. Geochemistry data from these multilevel monitoring wells confirm the general increase in contaminant concentrations toward the river and toward the plume centerline for chloride, sulfate, and uranium but highlight geochemical controls on calcium. Iron data indicate slightly reducing conditions, especially near water table and bedrock surfaces, with more oxidizing conditions in the middle of the sand and gravel. Uranium activity ratios (234U/238U) confirm the uranium plume in the surficial aquifer as being mill related, and the area to the southwest outside the plume as natural, non-mill related. In the semiconfined aquifer, evidence of aquifer connection and impacts from the mill is inconclusive. Values of δD and δ 18 O suggest water is derived from different sources and tritium data confirm that the semiconfined aquifer water is generally older than the surficial aquifer water. However, these data do indicate some groundwater communication from the surficial aquifer into the semiconfined aquifer, which resulted in δD and δ 18 O and tritium values in the semiconfined aquifer that are more similar to those in the surficial aquifer. Values of δ 34 S sulfate in the semiconfined aquifer combined with sulfate concentrations indicate the potential for some mill- related sulfate in the semiconfined aquifer, albeit limited to an area near and beneath the former tailings impoundment. Uranium and molybdenum concentrations in the semiconfined aquifer are below groundwater standards in all wells. However, the elevated molybdenum concentrations at one semiconfined aquifer well underneath the former tailings impoundment suggests a mill- derived source for the uranium and molybdenum in that well. It is possible that aquifer cross- communication occurred when the tailings impoundment was active and created a higher head. Current cross-communication appears unlikely given the large differences in tritium values and an upward hydraulic head at this location. Nine domestic wells are located within the institutional control boundary (eight in the confined aquifer and one in the semiconfined aquifer). Uranium and molybdenum concentrations in all samples collected from these wells were one or two orders of magnitude below the groundwater standards. Surface water flow in the Little Wind River in September 2015 was low compared to historical averages for that time of year. As a result, the uranium concentration measured in the Little Wind River was at a historical maximum at the sampling location upstream of the site. However, the impact of uranium discharge from the groundwater plume into the Little Wind River was not measureable. Elevated sulfate concentrations were observed in an outfall ditch related to an active sulfuric acid plant. Uranium concentrations in the oxbow lake remain at concentrations above the groundwater standard. Plume contaminant concentrations had returned to levels found prior to the 2010 flood by the end of 2015. However, these concentrations still exceed model predictions for natural flushing, and the current data indicate that natural flushing to achieve remediation goals within the 100-year time period is not likely, especially with the high potential for additional floods in the update to the conceptual site model (CSM), soil data indicate additional contaminant sources, specifically uranium, in evaporites within the silt layer over the uranium plume and in naturally reduced zones (NRZs). Additional zones of slightly elevated uranium concentration are in the native sediments just above the water table but below the fill layer in the former tailings impoundment area. This area also has slightly elevated uranium in the sand and gravel below the water table. Mass balance calculations indicate that small amounts of dissolution in any of these zones with increased uranium in the solid phase can produce groundwater uranium concentrations above the groundwater standard and could account for the post-flood uranium spike. The additional uranium near the former tailings impoundment provides a mechanism for a continuing source for the uranium plume that was not considered in earlier natural flushing models. In addition, uranium released from the silt layer or the NRZs seasonally and during flooding may add uranium to the groundwater plume near the Little Wind River. These mechanisms provide a possible explanation for plume persistence, along with spikes in concentrations during floods, that creates the current plume configuration. Additional updates to the CSM include (1) chloride flushes more rapidly than uranium beneath the former mill site, (2) chloride in the silt layer provides a scenario in which chloride cannot be used as a conservative tracer (especially in areas prone to flooding), (3) uranium concentrations with depth can be variable (especially below NRZs), and (4) calcite and gypsum solubility limits appear to provide important geochemical controls on groundwater geochemistry. The conclusion of this study provides several recommendations for additional work to refine the CSM and continue assessment of the natural flushing compliance strategy. Recommendations for additional work include targeted soil and groundwater sampling to assess geochemical conditions, distribution of contaminants, and groundwater/surface water interaction; additional column tests to provide data for geochemical modeling; and development of an updated groundwater flow model, which will be used in conjunction with a geochemical model to assess the viability of the natural flushing compliance strategy.

2015 Monitoring Riverton, WY↗

DOE OSTI2016

SU-F-T-574: MLC Based SRS Beam Commissioning - Minimum Target Size Investigation

Purpose: To implement a MLC accelerator based SRS program using small fields down to 1 cm × 1 cm and to determine the smallest target size safe for clinical treatment. Methods: Computerized beam scanning was performed in water using a diode detector and a linac-head attached transmission ion chamber to characterize the small field dosimetric aspects of a 6 MV photon beam (Trilogy-Varian Medical Systems, Inc.). The output factors, PDD and profiles of field sizes 1, 2, 3, 4, and 10 cm{sup 2} were measured and utilized to create a new treatment planning system (TPS) model (AAA ver 11021). Static MLC SRS treatment plans were created and delivered to a homogeneous phantom (Cube 20, CIRS, Inc.) for a 1.0 cm and 1.5 cm “PTV” target. A 12 field DMLC plan was created for a 2.1 cm target. Radiochromic film (EBT3, Ashland Inc.) was used to measure the planar dose in the axial, coronal and sagittal planes. A micro ion chamber (0.007 cc) was used to measure the dose at isocenter for each treatment delivery. Results: The new TPS model was validated by using a tolerance criteria of 2% dose and 2 mm distance to agreement. For fields ≤ 3 cm{sup 2}, the max PDD, Profile and OF difference was 0.9%, 2%/2mm and 1.4% respectively. The measured radiochromic film planar dose distributions had gamma scores of 95.3% or higher using a 3%/2mm criteria. Ion chamber measurements for all 3 test plans effectively met our goal of delivering the dose accurately to within 5% when compared to the expected dose reported by the TPS (1 cm plan Δ= −5.2%, 1.5 cm plan Δ= −2.0%, 2 cm plan Δ= 1.5%). Conclusion: End to end testing confirmed that MLC defined SRS for target sizes ≥ 1.0 cm can be safely planned and delivered.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2024

Novel principal component analysis tool based on python for analysis of complex spectra of time-of-flight secondary ion mass spectrometry

Time-of-flight secondary ion mass spectrometry (ToF-SIMS) is a powerful surface analysis tool, which can simultaneously provide elemental, isotopic, and molecular information with part per million (ppm) sensitivity. However, each spectrum may be composed of hundreds of ion signals, which makes the spectra data complex. Principal component analysis (PCA) is a multivariate analysis technique that has been widely used to figure out the variances among samples in ToF-SIMS spectra data analysis and is showing great success in the explanation of complex ToF-SIMS spectra. So far, several software tools have been developed for PCA of ToF-SIMS spectra; however, none of them are freely available. Such a situation leads to some difficulties in extending applications of PCA to various research fields. More importantly, it has long been challenging for common researchers to understand PCA plots and extract chemical differences among samples. In this work, we developed a new and flexible software tool (named “advanced spectra pca toolbox”) based on python for PCA of complex ToF-SIMS spectra along with an easy-to-read manual. It can generate data analysis reports automatically to explain chemical differences among samples, allowing less experienced researchers to easily understand tricky PCA results. Moreover, it is expandable and compatible with artificial intelligence/machine learning functions. Pure goethite and different lignin adsorbed goethite samples were used as a model system to demonstrate our new software tool, proving that our software tool can be readily used in complex spectra data processing. Our new software tool is open-source, convenient, flexible, and expandable. We expect this open-source tool will benefit the ToF-SIMS community.

47 OTHER INSTRUMENTATION↗

DOE OSTI2021

Nuclear Data and Cross Section Testing Using ENDF/B-VIII.0

With the release of the Evaluated Nuclear Data File (ENDF)/B-VIII.0 library, nuclear criticality safety practitioners and engineers have access to the latest cross section sets available for their analyses. However, these cross sections must be rigorously tested and validated to ensure that the nuclear data are responsive to the needs of the individuals responsible for developing, implementing, and maintaining computational tools for criticality safety applications. Thus, the ENDF/B-VIII.0 library is tested and validated with a large collection of experiments that were vetted by the International Criticality Safety Benchmark Evaluation Project and made available in the International Handbook of Evaluated Criticality Safety Benchmark Experiments. A selection of benchmark experiments for use within the criticality safety community were prepared and reviewed within the Verified, Archived Library of Inputs and Data (VALID), which is maintained by the Nuclear Energy and Fuel Cycle Division at Oak Ridge National Laboratory. The performance of the ENDF/B-VIII.0 library is assessed by using VALID models of benchmark experiments with the beta 12 version of SCALE 6.3 KENO V.a and KENO-VI Monte Carlo codes. The performance is compared with the results obtained from with the ENDF/B-VII.1 library. This report considers multigroup (MG) and continuous energy (CE) formats of the ENDF/B-VIII.0 and -VII.1 libraries. The benchmark experiments within VALID that validate the ENDF/B-VIII.0 library cover 15 broad system categories by using a range of fissile materials, uranium enrichments, plutonium isotopic vectors, and mixed uranium/plutonium systems. These forms are represented as metals, solutions, or various arrays of rods or plates that cover a variety of neutron energy spectra: thermal, fast, mixed, and intermediate. Over 600 cases were considered for use with the KENO V.a and KENO-VI codes with the ENDF/B-VIII.0 library. The results of the Monte Carlo comparison of ENDF/B-VIII.0 to ENDF/B-VII.1 with both KENO V.a and KENO-VI indicate that there is a less than 0.53% Δk difference between the bias of calculated k eff from the expected values. The CE ENDF/B-VIII.0 library results in smaller magnitude biases than the ENDF/B-VII.1 data for HEU-MET-FAST, HEU-SOL-THERM, IEU-MET-FAST, LEU-SOL-THERM, PU-SOL-THERM, and U233-MET-FAST systems, while the MG results yielded smaller magnitude biases for HEU-MET-FAST, HEU-SOL-THERM, IEU-MET-FAST, LEU-COMP-THERM, LEU-SOL THERM, MIX-COMP-FAST, and U233-MET-FAST systems. Most notable are the adjustments to the plutonium and 233 U cross section data, which has resulted in noticeably lower biases in the ENDF/B VIII.0 results for the mixed, plutonium, and 233 U systems. Results of the sensitivity data file comparison generated from TSUNAMI-3D for selected VALID cases for the ENDF/B-VIII.0 library indicate a very high level of agreement with correlation coefficients of the effect of nuclear data uncertainty on k eff (the c k integral parameter) all above 0.99. This indicates that cases with the ENDF/B-VIII.0 library would see very similar responses to any nuclear data errors or change as those with the ENDF/B-VII.1 library.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI2016

Materials Irradiation Facility (MIF) at the High Flux Isotope Reactor (HFIR)

The Material Irradiation Facility (MIF) at the Oak Ridge National Laboratory (ORNIL) High Flux Isotope Reactor (HIFR) controls and monitors instrumented irradiation experiments for materials and fuel research. In 2013 ORNIL founded a Laboratory Directed Research and Development project to reinvigorate the use of instrumented experiments by redesigning MIF to enhance its capabilities. MIF improvements include an updated and more sophisticated experiment monitoring system, a modular design allowing easier addition of simultaneous experiments, and features that allow rapid incorporation of additional instrumentation Interest in materials and fuel irradiation has increased significantly over the last decade. Much of this interest is related to investigating the performance of advanced materials for fusion environments, designing and developing improved fuel and cladding materials, and examining material characteristics and behavior under irradiation conditions. At ORNL, the irradiation engineering team has more than 60 years of experience designing and fabricating various types of irradiation experiments. Rabbit capsule experiments are small scale and relatively inexpensive. These capsules are typically designed to be irradiated in the flux-trap region of the core. Full-length target capsules are larger scale and could be either instrumented or non-instrumented. These more complicated capsules can be irradiated in any of the experiment facilities at HFIR. Instrumented experiment irradiation provides significant advantages for researchers. The unique advantage is that the researcher can monitor and acquire in situ data and change capsule operating conditions in real time during the irradiation. This capability enables tight control of desired experimental conditions so that they match the design specifications throughout the irradiation. Also, the experiment conditions (e.g., temperature and pressure) can be altered during the test, enabling significant flexibility and the ability to collect considerably more data from a single experimental capsule. This capability allows measurement of a variety of material properties (conductivity, fission product composition, etc.) that otherwise would only be available upon post-irradiation examination, where non-equilibrium conditions brought on by irradiation do not exist. The data generated by these experiments contribute significantly to the understanding of material behavior under irradiation. MIF is an experimental platform that can host fully instrumented and monitored experiments in a high neutron flux environment. Its primary functions are to provide clean inert gas (helium, neon, argon) to experiments at controlled pressures and flows, monitor irradiation conditions (typically temperatures and pressures) during irradiation, and monitor effluent gases from experiments. This facility allows monitoring of chemical processes during a fueled irradiation, where this becomes important for detecting fuel failures. This paper reports the efforts towards reestablishing the value of HFIR for instrumented irradiation experiments and the improvements to MIF that ultimately reduce the costs of instrumented irradiation. This project advances ORNL materials capabilities to new levels by providing a state-of-the art, robust and flexible facility that can be expanded as customer requirements change, while supporting the goals of the fusion, advanced fuels, and structural materials programs. (authors)

42 ENGINEERING↗

DOE OSTI2016

Viability Study for an Unattended UF 6 Cylinder Verification Station: Phase I Final Report

In recent years, the International Atomic Energy Agency (IAEA) has pursued innovative techniques and an integrated suite of safeguards measures to address the verification challenges posed by the front end of the nuclear fuel cycle. Among the unattended instruments currently being explored by the IAEA is an Unattended Cylinder Verification Station (UCVS) that could provide automated, independent verification of the declared relative enrichment, 235 U mass, total uranium mass and identification for all declared UF 6 cylinders in a facility (e.g., uranium enrichment plants and fuel fabrication plants). Under the auspices of the United States and European Commission Support Programs to the IAEA, a project was undertaken to assess the technical and practical viability of the UCVS concept. The US Support Program team consisted of Pacific Northwest National Laboratory (PNNL, lead), Los Alamos National Laboratory (LANL), Oak Ridge National Laboratory (ORNL) and Savanah River National Laboratory (SRNL). At the core of the viability study is a long-term field trial of a prototype UCVS system at a Westinghouse fuel fabrication facility. A key outcome of the study is a quantitative performance evaluation of two nondestructive assay (NDA) methods being considered for inclusion in a UCVS: Hybrid Enrichment Verification Array (HEVA), and Passive Neutron Enrichment Meter (PNEM). This report provides context for the UCVS concept and the field trial: potential UCVS implementation concepts at an enrichment facility; an overview of UCVS prototype design; field trial objectives and activities. Field trial results and interpretation are presented, with a focus on the performance of PNEM and HEVA for the assay of over 200 “typical” Type 30B cylinders, and the viability of an “NDA Fingerprint” concept as a high-fidelity means to periodically verify that the contents of a given cylinder are consistent with previous scans. A modeling study, combined with field-measured instrument uncertainties, provides an assessment of the partial-defect sensitivity of HEVA and PNEM for both one-time assay and (repeated) NDA Fingerprint verification scenarios. The findings presented in this report represent a significant step forward in the community’s understanding of the strengths and limitations of the PNEM and HEVA NDA methods, and the viability of the UCVS concept in front-end fuel cycle facilities. This experience will inform Phase II of the UCVS viability study, should the IAEA pursue it.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI1988

Nuclear Safety [Vol. 29, No. 1, January-March 1988]

Nuclear Safety is a review journal that covers significant developments in the field of nuclear safety. Its scope includes the analysis and control of hazards associated with nuclear energy, operations involving fissionable materials, and the products of nuclear fission and their effects on the environment. Primary emphasis is on safety in reactor design, construction, and operation; however, the safety aspects of the entire fuel cycle, including fuel fabrication, spent-fuel processing, nuclear waste disposal, handling of radioisotopes, and environmental effects of these operations, are also treated. Table of Contents for this issue follows. THE CHERNOBYL ACCIDENT: 1 Core History and Nuclide Inventory of the Chernobyl Core at the Time of Accident by Gerald Kirchner and Cornelius C. Noack; GENERAL SAFETY CONSIDERATIONS: 6 Nonprescriptive Nuclear Safety Regulation: The Example of Loss of Offsite Power by M. W. Golay, V. P. Manno, and C. Vlahoplus, Jr., 20 Nuclear Power Safety Goals in Light of the Chernobyl Accident by C. Whipple and C. Starr; ACCIDENT ANALYSIS: 29 Containment Loads from Severe Accidents—U.S. Program by W. Kerr and M. K. Dey; PLANT SAFETY FEATURES: 36 Safety Characteristics of Modern High-Temperature Reactors: Focus on German Designs by W. Kröger, H. Nickel, and R. Schulten; ENVIRONMENTAL EFFECTS: 49 Radiation Hormesis and Nuclear Safety by C. C. Congdon; OPERATING EXPERIENCES: 58 Evaluation of Nonradiological Water Chemistry at Power Reactors by Harvey Zibulsky, James J. Kottan, Walter J. Pasciak, Mary Ann Castrogivanni, and Sujit Banerjee, 64 Reactor Shutdown Experience Compiled by J. W. Cletcher, 67 Operating U.S. Power Reactors Compiled by E. G. Silver; RECENT DEVELOPMENTS: 85 General Administrative Activities Compiled by E. G. Silver, 94 Reports, Standards, and Safety Guides by D. S. Queener, 100 Status of Power-Reactor Projects Undergoing Licensing Review Compiled by E. G. Silver, 103 Proposed Rule Changes as of Sept. 30, 1987; ANNOUNCEMENTS: 5 Northwestern University Short Course on Radiation Safety, 28 International Approach to Nuclear Safety (After Three-Mile Island and Chernobyl), 57 RPI Short Course on Modern Developments in Boiling Heat Transfer and Two-Phase Flow, 107 20th DOE/NRC Nuclear Air Cleaning Conference, 110 Third International Topical Meeting on Nuclear Power Plant Thermal Hydraulics and Operations, 108 The Authors, 111 Indexes to Nuclear Safety, Volume 28.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

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 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↗