Results for “LECTURE PROGRAM” — Page 8

DOE OSTI2017

Combustion energy frontier research center (CEFRC) final report (August 1, 2009 – July 31, 2016)

The Combustion Energy Frontier Research Center (CEFRC) was established to tackle the single overarching grand challenge of energy sustainability, energy security and global warming: to develop a “validated, predictive, multi-scale, combustion modeling capability to optimize the design and operation of evolving fuels in advanced engines for transportation applications,” as identified in the DOE report on “Basic Energy Needs for Clean and Efficient Combustion of 21st Century Transportation Fuels”. The challenge is particularly daunting since energy conversion efficiencies and exhaust emissions are governed by coupled chemical and transport processes at multiple length scales ranging from electron excitation to molecular rearrangements to nanoscale particulate formation to turbulent fuel/air mixing. To tackle this challenge, the CEFRC assembled a world-class team of 15 principal investigators, with the objectives to: 1) develop and test theoretical models to predict elementary reaction rates, molecule thermalization rates, chemical bond dissociation energies, and nonequilibrium transport properties using quantum chemistry calculations that account for strong electron correlation and multiple electronic potential energy surfaces; 2) develop automated kinetic mechanism generation, reduction, and error control methods for predicting alternative fuel including biofuel oxidation, fuel droplet decomposition, and NOx and particulate formation; 3) validate and improve the predictions of these models by measuring ignition delay times, species profiles, flame structures, burning limits, turbulence-kinetic coupling, and NOx and soot emissions at high-pressures and near-limit conditions, by using advanced experimental diagnostic techniques including multiple laser techniques, molecular beam sampling and synchrotron photoionization, and by conducting the measurements in high-pressure shock tubes, jet-stirred and flow reactors, flame bombs, counterflow flames, and advanced-design rapid compression ignition instruments; and 4) develop a suite of validated petascale high-fidelity simulation and modeling capabilities to understand and predict chemistry-turbulence-radiation coupling for new fuels in new regimes, including the high pressure, low-temperature combustion in advanced engine and turbine designs, and 5) establish a knowledge highway between researchers and engineers in academia, national laboratories, and industry to facilitate the dissemination and exchange of knowledge on national and international levels, and enrich the talent pool and capabilities of the next generation of combustion scientists and engineers. The technical activities of the CEFRC were conducted through three Disciplinary Working Groups – Chemistry Theory, Experiment and Mechanism, and Reacting Flows, which coordinated the Center’s research on the development of combustion chemistry of Foundation Fuels (C0–C4 hydrocarbons), Alcohols, and Biodiesel through three corresponding Mechanism Thrust Groups. Such a two-dimensional coordinated and tightly interwoven research structure has been proven to be highly effective in assuring the interplay between the developments of the fundamentals of combustion science and the utilization of the various categories of fuels. The Center has accomplished the above goals over the five year period (August 1, 2009 – July 31, 2014) with appropriated funding, followed by two additional no-cost-extension (NCE) years. The research results are documented in 230 journal publications, with six legacy review papers on the study of combustion chemistry using shock tubes, flow reactors, rapid compression machines, and flames, on uncertainty quantification, and on theoretical reaction dynamics and chemical modeling of combustion. A robust outreach program complemented these PI-led research activities, consisting of: 1) a roving post-doc program comprised of a corps of Center-appointed, co- or multi-sponsored post-doctoral fellows with rotating assignments to conduct seed projects initiated by at least two PIs, in residence with these sponsoring PIs, to rapidly pursue new and high-risk, high-payoff interdisciplinary ideas; 2) an annual summer school on combustion heavily attended (~200) by senior graduate students and practicing researchers covering advanced topics on chemical kinetics, fluid mechanics, turbulent combustion, engine combustion, new technologies, etc.; 3) a robust open web-site providing Center and community information as well as the lecture videos and notes of the summer school; and 4) widely distributed biannual newsletters.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

DOE OSTI2023

Nuclear Criticality Safety Pipeline Course with Hands-On Experimental Training at Lawrence Livermore's Inherently Safe Subcritical Assembly Training Center

The Nuclear Criticality Safety Divisions at Lawrence Livermore National Laboratory (LLNL) and Los Alamos National Laboratory (LANL) have partnered with Prof. Massimiliano Fratoni of the University of California Berkeley to offer a semester long course on nuclear criticality safety. This course is part of a larger pipeline project among many of the Department of Energy (DOE) laboratories designed to stimulate student interest in the field of criticality safety. The course focuses on teaching the fundamentals of criticality safety, familiarity with national and consensus standards, and preparing criticality safety evaluations. Students also receive hands-on experience with special nuclear material by performing experiments with the Inherently Safe Subcritical Assembly (ISSA) at LLNL. Guest lectures are taught remotely and in-person by criticality safety engineers at LLNL and LANL, giving students an opportunity to interact with professionals in the field. The students complete a semester long project involving developing and writing a criticality safety evaluation. As universities tend to focus heavily on nuclear power and advanced nuclear reactor design, this course gives students a better understanding and perspective of what criticality safety entails. The goal of this pipeline course is to introduce students to criticality safety as another available field for nuclear engineers. It is also a way for criticality safety programs to identify talented students who have the interest and aptitude to work in criticality safety for hire upon graduation. LLNL and LANL have both hosted past students as summer students, participated in student's graduate projects, and hired students as criticality safety engineers. This has provided a unique opportunity for criticality safety programs to spot young talent with better retention outcomes.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI2016

Collaborative Proposal: Improving Decadal Prediction of Arctic Climate Variability and Change Using a Regional Arctic System Model (RASM)

RASM is a multi-disciplinary project, which brings together researchers from six state universities, one military postgraduate school, and one DoE laboratory to address the core modeling objectives of the arctic research community articulated in the Arctic System Modeling report by Roberts et al. (2010b). This report advocates the construction of a regional downscaling tool to generate probabilistic decadal projections of Greenland ice sheet retreat, evolution of arctic sea ice cover, changes in land surface vegetation, and regional processes leading to arctic amplification. Unified coupled models such as RASM are ideal for this purpose because they simulate fine-scale physics, essential for the realistic representation of intra-annual variability, in addition to processes fundamental to long term climatic shifts (Hurrell et al. 2009). By using RASM with boundary conditions from a global model, we can generate many-member ensembles essential for understanding uncertainty in regional climate projections (Hawkins and Sutton 2009). This probabilistic approach is computationally prohibitive for high-resolution global models in the foreseeable future, and also for regional models interactively nested within global simulations. Yet it is fundamental for quantifying uncertainty in decadal forecasts to make them useful for decision makers (Doherty et al. 2009). For this reason, we have targeted development of ensemble generation techniques as a core project task (Task 4.5). Environmental impact assessment specialists need high-fidelity regional ensemble projections to improve the accuracy of their work (Challinor et al. 2009; Moss et al. 2010). This is especially true of the Arctic, where economic, social and national interests are rapidly reshaping the high north in step with regional climate change. During the next decade, considerable oil and gas discoveries are expected across many parts of the marine and terrestrial Arctic (Gautier et al. 2009), the economics of the Northern Sea Route will steadily improve (Arctic Council 2009), and sovereign claims over the Arctic Ocean will increasingly be subject to international negotiations (Proelss 2009). Issues such as these have led to an expanding demand for Arctic climate projections to aid national and commercial decisions. However, detailed information from existing models is lacking. RASM will enhance the existing Arctic system modeling capabilities and align them with the scientific and societal needs outlined above. The science involved in the development of RASM will be integrated with teaching and training at a few different levels. RASM PIs will supervise at least six postdoctoral and doctoral students with additional involvement of undergraduate research assistants. RASM postdoctoral fellows and graduate trainees will benefit from being a part of a large, collaborative, and multi-disciplinary research projects employing state-of-the-art modeling and computational tools. They will also have the opportunity to contribute to the UTEP-led education and outreach effort developed specifically for RASM. The UTEP team will use RASM as a platform for education and outreach. First, we will develop products for public dissemination, such as curriculum units, lesson plans and other materials (simulations, movies, and images) for use by students and teachers in high school and university classrooms. Second, we will facilitate bringing RASM PIs, postdocs, and graduate students into the classroom, through electronic mentorship and by contributing content via online lectures and presentations. Third, by the use of problem-based learning (PBL) approaches, we will provide real-world scenarios and problems enabling students to do research and develop position papers or presentations on topics related to RASM. (Problem-based learning is a student-centered, inquiry-based approach in which students work in teams to solve challenging, open-ended problems.) Fourth, we will develop teacher-training materials that will be developed into workshops (face-to-face or online) to help teachers understand how to use the materials we supply. Overall, we will provide a broad, and long-term RASM program for education and outreach. RASM education and outreach activities will target underrepresented populations - in particular, Hispanic students and teachers. For example, the UTEP student body is more than 70 percent Hispanic and 55 percent female, and the majority of students are the first in their families to attend college. Students from underrepresented groups will be given the chance to expand their understanding of the different scientific knowledge and processes associated with RASM. We will develop an eye-catching RASM website to include information about the project, model results and educational materials, and lists of RASM publications and presentations.

54 ENVIRONMENTAL SCIENCES↗

DOE OSTI2010

The European Safeguards Research and Development Association Addresses Safeguards and Nonproliferation

The renaissance of efforts to expand the use of nuclear energy requires the parallel development of a renewed and more sophisticated work force. Growth in the nuclear sector with high standard of safety, safeguards and security requires skilled staff for design, operations, inspections etc. High-quality nuclear technology educational programs are diminished from past years, and the ability of universities to attract students and to meet future staffing requirements of the nuclear industry is becoming seriously compromised. Thus, education and training in nuclear engineering and sciences is one of the cornerstones for the nuclear sector. Teaching in the nuclear field still seems strongly influenced by national history but it is time to strengthen resources and collaborate. Moreover with the current nuclear security threats it becomes critical that nuclear technology experts master the basic principles not only of safety, but also of nuclear safeguards, nonproliferation and nuclear security. In Europe the European Nuclear Education Network (ENEN) Association has established the certificate 'European Master of Science in Nuclear Engineering (EMSNE)' as the classic nuclear engineering program covering reactor operation and nuclear safety. However, it does not include courses on nonproliferation, safeguards, or dual-use technologies. The lack of education in nuclear safeguards was tackled by the European Safeguards Research and Development Association (ESARDA), through development and implementation of safeguards course modules. Since 2005 the ESARDA Working Group, called the Training and Knowledge Management Working Group, (TKMWG) has worked with the Joint Research Centre (JRC) in Ispra, Italy to organize a Nuclear Safeguards and Nonproliferation course. This five-day course is held each spring at the JRC, and continues to show increasing interest as evidenced by the positive responses of international lecturers and students. The standard set of lectures covers a broad range of subjects, including nuclear material accountancy principles, legal definitions and the regulatory base and inspection tools and techniques. This 60% core part is given by representatives from regulatory bodies (The International Atomic Energy Agency (IAEA), Institute for Radiological Protection and Nuclear Safety, Directorate General for Nuclear Energy and Transport), industry (AREVA, British Nuclear Group), and research (Stockholm University, Hamburg University, Joint Research Centre-Institute of Transuranic Elements, and Joint Research Centre-Institute for the Protection of the Citizen). The remaining part is completed with topical lectures addressed by invited lecturers, such as from Pacific Northwest National Laboratory and the IAEA addressing topics of physical protection, illicit trafficking, the Iraq case study, exercises, including satellite imagery interpretation etc. With this structure of a stable core plus a variable set of invited lectures, the course will remain sustainable and up-to-date. A syllabus provides the students a homogeneous set of information material in nuclear safeguards and nonproliferation matters at the European and international level. In this way, the ESARDA TKMWG aims to contribute to a two-fold scientific-technical and political-juridical education and training.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗

DOE OSTI2011

The 2011 Dynamics of Molecular Collisions Conference

The Dynamics of Molecular Collisions Conference focuses on all aspects of molecular collisions--experimental & theoretical studies of elastic, inelastic, & reactive encounters involving atoms, molecules, ions, clusters, & surfaces--as well as half collisions--photodissociation, photo-induced reaction, & photodesorption. The scientific program for the meeting in 2011 included exciting advances in both the core & multidisciplinary forefronts of the study of molecular collision processes. Following the format of the 2009 meeting, we also invited sessions in special topics that involve interfacial dynamics, novel emerging spectroscopies, chemical dynamics in atmospheric, combustion & interstellar environments, as well as a session devoted to theoretical & experimental advances in ultracold molecular samples. Researchers working inside & outside the traditional core topics of the meeting are encouraged to join the conference. We invite contributions of work that seeks understanding of how inter & intra-molecular forces determine the dynamics of the phenomena under study. In addition to invited oral sessions & contributed poster sessions, the scientific program included a formal session consisting of five contributed talks selected from the submitted poster abstracts. The DMC has distinguished itself by having the Herschbach Medal Symposium as part of the meeting format. This tradition of the Herschbach Medal was first started in the 2007 meeting chaired by David Chandler, based on a generous donation of funds & artwork design by Professor Dudley Herschbach himself. There are two such awards made, one for experimental & one for theoretical contributions to the field of Molecular Collision Dynamics, broadly defined. The symposium is always held on the last night of the meeting & has the awardees are asked to deliver an invited lecture on their work. The 2011 Herschbach Medal was dedicated to the contributions of two long standing leaders in Chemical Physics, Professor Yuan T. Lee & Professor George Schatz. Professor Lee’s research has been based on the development & use of advanced chemical kinetics & molecular beams to investigate & manipulate the behavior of fundamental chemical reactions. Lee’s work has been recognized by many awards, including the Nobel Prize for Chemistry in 1986, as well as Sloan Fellow, Dreyfus Scholar, Fellowship in the American Academy of Arts & Sciences, Fellowship in the American Physical Society, Guggenheim Fellow, Member National Academy of Sciences, Member Academia Sinica, E.O. Lawrence Award, Miller Professor, Berkeley, Fairchild Distinguished Scholar, Harrison Howe Award, Peter Debye Award, & the National Medal of Science. Lee also has served as the President of the Academia Sinica in Taiwan (ROC). Professor Schatz’s research group is interested in using theory & computation to describe physical phenomena in a broad range of applications relevant to chemistry, physics, biology & engineering. Among the types of applications that we interested are: optical properties of nanoparticles & nanoparticle assemblies; using theory to model polymer properties; DNA structure, thermodynamics & dynamics; modeling self assembly & nanopatterning; & gas phase reaction dynamics. Among his many awards & distinctions have been appointment as an Alfred P. Sloan Research Fellow, Camille & Henry Dreyfus Teacher-Scholar, the Fresenius Award, Fellow of the American Physical Society, the Max Planck Research Award, Fellowship in the American Association for the Advancement of Science, & election to the International Academy of Quantum Molecular Sciences & the American Academy of Arts & Sciences. Dr Schatz is also lauded for his highly successful work as Editor for the Journal of Physical Chemistry. We requested $10,000 from DOE in support of this meeting. The money was distributed widely among the student & post doctoral fellows & some used to attract the very best scientists in the field. The organizers were committed to encouraging women & minorities as well as encourage the field of Chemical Physics in scientifically developing countries. For example, it has been a tradition of the DMC meeting to offer of order 40 scholarships for students & postdocs to defray registration & travel costs. The benefits of increased graduate student & post doctoral attendance at the meeting cannot be over emphasized. First, these young scientists have the opportunity to present their work by means of the poster session & to a gathering of experts in their field. Secondly the limited size of the meeting allows student & young postdocs to meet & interact directly with experts in their area, to network with their peers at other institutions & become aware of career opportunities. Graduate students & post doctoral fellows are the life blood of our field. Support of their attendance at this & other similar meetings will ensure a continued flow of young talent into many areas of research represented by the DMC meeting & important to DOE.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2023

Formality of Operations and Nuclear Criticality Safety Standards [Slides]

This presentation is on the formality of operations and nuclear criticality safety standards. This lecture starts with an Introduction then leads into a conversation on the dependencies of formality of operations. Secondly the presentation includes a review of past issues. Included is a Discussion about “credible” and “unlikely” – variables for process analysis in ANS-8.1, Section 4.1.2, and the double contingency principle, Section 4.2.2, respectively. The presentation finishes with some conclusions.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗

DOE OSTI2023

New Cross Section Measurements and Evaluations of Zirconium Isotopes [Slides]

This presentation gives a look to new cross section measurements and evaluations of Zirconium (Zr) isotopes. This lecture includes highlights of accomplishments made in 2022. Additionally, it explains the motivation for investigation, new measurements, and re-evaluation of the Zr isotopes. This presentation concludes with a preliminary evaluation result from RPI 90 Zr evaluation and preliminary results from Eigenvalue sensitivity study on Zr sensitive critical benchmark experiments.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2024

IER 484: AFRRI Field Characterization Measurements [Slides]

This lecture includes discussion on the future work of finalizing the data analysis with dose as a function of radial distance and ion chamber integral. Further on agenda is to write manuscript of AFRRI dose characterization and write manuscripts of all NCSP-funded NAD work. Finally, it talks on the goal to publish in Radiation Measurements special issue.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2017

Training and certification of human organizational factors designers in nuclear plant engineering - 344

Performing an increasing number of small and large-scope nuclear Human Factors Programs, AREVA NP is facing the challenging situation that (1) well-trained experts in Human Factors or Usability Engineering are currently hard to find and (2) newly hired ones need at least two years 'on the job' to become familiar with the nuclear field and the complexity of engineering Human Factors in this field. To innovatively meet this challenge we focus instead on company-internal engineers. Demonstrated nuclear engineering knowledge and skills and pronounced interest to extend both renders them optimal applicants to the AREVA NP two years Human Organizational Factors Training and Certification program. The AREVA NP training shall convey Human Factors knowledge and skills within the limited time of two years. We also stress the need to change participants' mindset from a technically-biased to a human-centered approach, committed to involve end-users throughout design. Next to psychology principles, user testing, user-centered design, plant operation principles, and the acquisition and documentation of users' requirements, design constraints, and inherent tradeoffs, participants will be trained to apply learned methods in a real environment and meet the challenges of real projects. The following sections provide insights in the training conception and preparation phase, the identification of appropriate candidates, the development of course syllabuses, and the schedule of lectures and tests. The promising experiences made thus far are reported as well. (authors)

22 GENERAL STUDIES OF NUCLEAR REACTORS↗

DOE OSTI2023

NCSP Related Nuclear Data Research at RPI [Slides]

This lecture is on NCSP related nuclear data research at the Rensselaer Polytechnic Institute (RPI). This presentation includes an overview of fiscal year 2022 activity. Additionally, it has a talk on the RPI Nuclear Data (ND) Group Research, an update on Linear Accelerators (LINAC) refurbishment, and the Enhanced Thermal Target & Cold Moderator (ETTC) Target System.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

DOE OSTI2024

IER-479/547: Low-Temperature TEX Surrogate Testing and Reflector Design [Slides]

This lecture includes a look into progress in surrogate testing. This includes a new chiller that has been fabricated and testing that has resumed. Additional tests are being conducted, including: using formed aluminum gaskets, extended testing with natural uranium, testing with pseudo-spindle, testing with no vacuum. This lecture includes a look into the Reflector Design. Results for detailed model are consistent with results presented in CED-2. Calculations provide flexibility in the physical design of the reflectors (e.g. reflector segment widths and heights). Provided initial CAD models of reflector components.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2024

SCALE Activities in FY23 [Slides]

This presentation shows that the SCALE 6.3 is available from RSICC. The lecture touches on new features including the new ENDF/B-VIII.0 data including covariances. It shows that the updated parallel infrastructure enables parallel capability on Windows. Production release with maintenance until 2026 at minimum addressing Code or data bugs, Performance, Ease of installation. There is a New Government Use Agreement (GUA) for SCALE 7.0 beta access. With site licenses available for non-commercial testing and feedback, handled through ORNL technology transfer.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2011

Accelerator Science and Technology Breakthroughs, Achievements and Lessons from the Tevatron

For almost a quarter of a century, the Tevatron proton-antiproton collider was the centerpiece of the world's high energy physics program - beginning operation in December of 1985 until it was overtaken by LHC in 2011. The aim of this unique scientific instrument was to explore the elementary particle physics reactions with center of mass collision energies of up to 1.96 TeV. The initial design luminosity of the Tevatron was 1030cm-2s-1, however as a result of two decades of upgrades, the accelerator has been able to deliver 430 times higher luminosities to each of two high luminosity experiments, CDF and D0. The Tevatron will be shut off September 30, 2011. The collider was arguably one of the most complex research instruments ever to reach the operation stage and is widely recognized for many technological breakthroughs and numerous physics discoveries. In this John Adams lecture, I briefly present the history of the Tevatron, major advances in accelerator physics, and technology implemented during the long quest for better and better performance. Lessons learned from our experience are also discussed.

43 PARTICLE ACCELERATORS↗

DOE OSTI2024

LLNL IPD Tasks: ICSBEP and Pulsed Spheres Benchmark [Slides]

This lecture presented benchmark of the blank and polyethylene spheres at SINBAD in April 2023. In responding to comments about the building, we uncovered a large amount of additional detailed information about the building and experimental set up. We incorporated this new information into an even higher fidelity model and are working on uncertainty analysis at a low level. Scheduled to present at SINBAD meeting in April 2024.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2023

IER-523: Design of a UO 2 -BeO Critical Experiment at Sandia [Slides]

This lecture is on the design of a Uranium Dioxide-Beryllium Oxide UO 2 -BeO Critical Experiment at Sandia. This presentation provides background info on the Annular Core Research Reactor (ACRR). Additionally, this presentation shows experimental and alternative designs and concludes with a sensitivity analysis.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI2015

Progress of teaching and learning of nuclear engineering courses at College of Engineering, Universiti Tenaga Nasional (UNITEN)

Developing human capital in nuclear with required nuclear background and professional qualifications is necessary to support the implementation of nuclear power projects in the near future. Sufficient educational and training skills are required to ensure that the human resources needed by the nuclear power industry meets its high standard. The Government of Malaysia has made the decision to include nuclear as one of the electricity generation option for the country, post 2020 in order to cater for the increasing energy demands of the country as well as to reduce CO{sub 2} emission. The commitment by the government has been made clearer with the inclusion of the development of first NPP by 2021 in the Economic Transformation Program (ETP) which was launched by the government in October 2010. The In tandem with the government initiative to promote nuclear energy, Center for Nuclear Energy, College of Engineering, Universiti Tenaga Nasional (UNITEN) is taking the responsibility in developing human capital in the area of nuclear power and technology. In the beginning, the College of Engineering has offered the Introduction to Nuclear Technology course as a technical elective course for all undergraduate engineering students. Gradually, other nuclear technical elective courses are offered such as Nuclear Policy, Security and Safeguards, Introduction to Nuclear Engineering, Radiation Detection and Nuclear Instrumentation, Introduction to Reactor Physics, Radiation Safety and Waste Management, and Nuclear Thermal-hydraulics. In addition, another course Advancement in Nuclear Energy is offered as one of the postgraduate elective courses. To enhance the capability of teaching staffs in nuclear areas at UNITEN, several junior lecturers are sent to pursue their postgraduate studies in the Republic of Korea, United States and the United Kingdom, while the others are participating in short courses and workshops in nuclear that are conducted locally and abroad. This paper describes the progress of teaching and learning in nuclear engineering and technology at UNITEN that include curriculum development, students’ enrolment and performance, and teaching staff’s human resource development.

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗

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-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↗