Results for “visualization application” — Page 96

DOE OSTI2023

New Developments and Capabilities Within WEC-Sim: Preprint

WEC-Sim is an open-source software for simulating wave energy converters, which has been actively developed and applied since its initial release in 2014 to simulate a wide variety of device archetypes. WEC-Sim is developed jointly by the National Renewable Energy Laboratory (NREL) and Sandia National Laboratories (Sandia) within the MATLAB/SIMULINK environment. A general wave-to-wire model begins with a deployment site resource characterization, which is used to complete the hydrodynamic simulation of wave energy converters (WEC), with the power generation profile imported to a grid simulator to understand the influence on the local electrical network. While modeling the entire wave-to-wire is difficult and encompasses multiple time scales and physics, WEC-Sim is focused on the hydrodynamics simulation to predict, analyze, and optimize WEC dynamics and power performance. WEC-Sim simulations are performed in the time domain based on the radiation and diffraction method using hydrodynamics coefficients derived from boundary element method (BEM)-based frequency-domain potential flow solvers (e.g., WAMIT, NEMOH, Capytaine, or ANSYS-AQWA). With this level of modeling fidelity, WEC-Sim can handle floating body hydrodynamics, mechanical and electrical power generation methods, advanced control implementation, mooring systems, and other unique applications such as desalination. Additional WEC-Sim functionalities include pre-built Simulink blocks and MATLAB scripts that can simulate a wide range of floating systems and the corresponding auxiliary subsystems. The developers of WEC-Sim continue to release new versions of the software, at least annually, with our latest release in September 2022. These releases include bug fixes, updates to software documentation, as well as new features to expand WEC-Sim's capabilities to model a wide range of WEC concepts. This publication will highlight the new features added to WEC-Sim between versions 4.1.0 to 5.0.1 which spans over a two year period from June 2020 to September 2022. New features to be described will include topics such as continuous integration checks, revised Morison Element and nonlinear hydro implementations, run directly from Simulink (required for hardware-in-the-loop execution), BEMIO updates to import Capytaine BEM hydrodynamics, addition of cable blocks, and new wave visualization features.

TIDAL AND WAVE POWER↗

DOE OSTI2016

SU-A-BRA-01: Introduction

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

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

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

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

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

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

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

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

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

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

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-05: Panel Discussion

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

07 ISOTOPE AND RADIATION SOURCES↗

DOE 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 OSTI2025

Dataset for "A Microfluidic Spore Chamber for Long-Term Imaging of Single-Spore Hyphal Development"

Understanding the life cycle of fungal spores is essential for elucidating their roles in pathogenesis, dispersal, and survival. However, studying spore development under controlled, spatially defined conditions remains challenging. Here, we present the Spore Chamber, a custom-built microfluidic platform engineered for parallel trapping and long-term imaging of individual spores under defined media conditions, enabling real-time visualization of hyphal development. Using Aspergillus fumigatus as a model organism, we demonstrate that sparse trapping of individual spores within size-matched trap geometries enables long-term time-lapse imaging of key developmental stages, including germination, polarized hyphal elongation, branching, and conidiophore formation. To assess the device’s capacity to resolve morphogenetic responses to exogenous signals, we introduced lipochitooligosaccharides (LCOs) and short-chain chitooligosaccharides (COs). Rhizobium-derived, non-sulfated LCO (nsLCO) mixtures induced enhanced secondary branching (hyperbranching), a response not previously reported in A. fumigatus under these signal conditions, to our knowledge, whereas sulfated LCOs and CO4 did not significantly alter branching patterns. In addition, long-term confinement and imaging revealed rare developmental morphologies previously described primarily in mutant strains, including split conidiophore formation, elongated phialides, microcyclic conidiation, and chlamydospore development. Together, these results establish the Spore Chamber as a targeted microfluidic platform for single-spore phenotyping and long-term developmental analysis, with applications in fungal biology, chemical signaling studies, and host–microbe interaction research. Videos of the observed phenomena are included in this data set.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2015

Modeling Background Radiation Using Geochemical Data

Aerial gamma ray surveys have many applications in geology and science in general, such as locating mining prospects, defining radioactive plumes, and detecting nuclear weapons. Unfortunately there is currently no simple way to separate the natural gamma radiation of soil and rocks from that of contaminants such as radioactive plumes. This project used geochemical data (uranium, potassium and thorium concentrations) collected from national databases, private companies, and the NURE (National Uranium Resource Evaluation) Survey, to create forward models of exposure rates measured by aerial gamma ray surveys. We developed these techniques using an area in north central Arizona known as the Navajo Mines area, chosen for its optimal conditions for aerial gamma ray surveys and readily available survey data. Models based on geochemical analyses from databases were not found to be successful, in part due to lack of data for some units. Models based on NURE data sorted by geologic unit were successful at replicating the aerial gamma ray survey, though units with Uranium mineralization proved difficult. ASTER visualizations were effectively used to create subunits of similar exposure rate within the Chinle Formation which contains multiple lithologies. For alluvial units, models based on drainage basin were attempted with success. With these models we are developing techniques to estimate the natural radiation generated by the rocks and soils of an area, making aerial ray surveys more effective.

58 GEOSCIENCES↗

DOE OSTI2018

Development of a Technology Roadmap for Online Monitoring of Nuclear Power Plants

The nuclear power industry has recently recognized the potential cost saving that can be achieved from migrating the current manual and labor dependent surveillance and preventive maintenance activities to data-driven online monitoring methods. Since then, several efforts have been launched with various degrees of momentum to tackle specific surveillance or preventive maintenance activities. The light water reactor sustainability program (LWRS) program has anticipated this need and launched an effort that aimed to develop a technology roadmap for the nuclear power industry. Because the roadmap has to be focused towards the user or application’s value, and because nuclear power plants have different process efficiencies and deficiencies, the technology roadmap has to be plant independent. Achieving this objective required optimizing the extent of details described by a technology roadmap. The approach followed is for the roadmap to describe the sequence of activities needed to automate a process or equipment activity, but not describe the sequence of processes or equipment to target. For example, the steps required to migrate the inspection of a pump are plant independent. However, defining that the migration of feed water pumps inspections to online monitoring should be performed before inspections of feed water valves is dependent on multiple plant factors such as the plant requirements, labor work capacity, and process or equipment conditions. The technology roadmap was broken down into six elements, four of which have a sequential path of advancement, while the other two are supporting elements to the sequential elements. The sequential part of the roadmap analyzes data collection, analytics, visualization, and management. For these elements of the technology roadmap, the migration of an activity is defined in three states. The base state is defined as the most primitive, manual, and labor dependent process used by some nuclear power plants. The modern state is defined as the state that can be achieved if the activities are augmented or replaced by current technologies that are commercially available or are soon to be available. The state of the art is defined as using technologies of the future, i.e. concept and technologies that are being researched. The data collection part of the technology roadmap defines three states of every process performed in a nuclear power plant. However, the data analytics part is described based on equipment, because automating an activity performed on one equipment required considering multiple data sources. The visualization and data management elements are process or equipment independent. Visualization describes the means to use human factor science and technologies advancement in presenting the data collected and the data analytics results. The data management targets storage, communication, and computational power need, in addition to data integration and sharing. Since storage, communication, and computational power technologies and path for deployment are known to any information technology organization, this effort targeted the cost of data management. This has a direct impact on the feasibility of the automation effort. The supporting elements analyzes the value of automating the activity and the change challenges to tackle. For the support elements, the roadmap targeted describing activities that need to be performed as part of the roadmap development. The value element of the roadmap describes how to analyze the cost saving and the associated risk. The change management identifies multiple factors to consider such as regulation, cybersecurity, resource availability, supporting infrastructure availability, feasibility (power, fitness, environment tolerance, facilities), and cultural change.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI2014

ActiveSpaces: Exploring dynamic code deployment for extreme scale data processing: ActiveSpaces: Exploring dynamic code deployment for extreme scale data processing

Managing the large volumes of data produced by emerging scientific and engineering simulations running on leadership-class resources has become a critical challenge. The data have to be extracted off the computing nodes and transported to consumer nodes so that it can be processed, analyzed, visualized, archived, and so on. Several recent research efforts have addressed data-related challenges at different levels. One attractive approach is to offload expensive input/output operations to a smaller set of dedicated computing nodes known as a staging area. However, even using this approach, the data still have to be moved from the staging area to consumer nodes for processing, which continues to be a bottleneck. In this paper, we investigate an alternate approach, namely moving the data-processing code to the staging area instead of moving the data to the data-processing code. Specifically, we describe the ActiveSpaces framework, which provides (1) programming support for defining the data-processing routines to be downloaded to the staging area and (2) runtime mechanisms for transporting codes associated with these routines to the staging area, executing the routines on the nodes that are part of the staging area, and returning the results. We also present an experimental performance evaluation of ActiveSpaces using applications running on the Cray XT5 at Oak Ridge National Laboratory. Finally, we use a coupled fusion application workflow to explore the trade-offs between transporting data and transporting the code required for data processing during coupling, and we characterize sweet spots for each option.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2015

MO-DE-BRA-03: TOPAS-edu: A Window Into the Stochastic World Through the TOPAS Tool for Particle Simulation

Purpose: The stochastic nature of the subatomic world presents a challenge for physics education. Even experienced physicists can be amazed at the varied behavior of electrons, x-rays, protons, neutrons, ions and the any short-lived particles that make up the overall behavior of our accelerators, brachytherapy sources and medical imaging systems. The all-particle Monte Carlo particle transport tool, TOPAS Tool for Particle Simulation, originally developed for proton therapy research, has been repurposed into a physics teaching tool, TOPAS-edu. Methods: TOPAS-edu students set up simulated particle sources, collimators, scatterers, imagers and scoring setups by writing simple ASCII files (in the TOPAS Parameter Control System format). Students visualize geometry setups and particle trajectories in a variety of modes from OpenGL graphics to VRML 3D viewers to gif and PostScript image files. Results written to simple comma separated values files are imported by the student into their preferred data analysis tool. Students can vary random seeds or adjust parameters of physics processes to better understand the stochastic nature of subatomic physics. Results: TOPAS-edu has been successfully deployed as the centerpiece of a physics course for master’s students at Queen’s University Belfast. Tutorials developed there takes students through a step by step course on the basics of particle transport and interaction, scattering, Bremsstrahlung, etc. At each step in the course, students build simulated experimental setups and then analyze the simulated results. Lessons build one upon another so that a student might end up with a full simulation of a medical accelerator, a water-phantom or an imager. Conclusion: TOPAS-edu was well received by students. A second application of TOPAS-edu is currently in development at Zurich University of Applied Sciences, Switzerland. It is our eventual goal to make TOPAS-edu available free of charge to any non-profit organization, along with associated tutorial materials developed by the TOPAS-edu community. Work supported in part by the U.S. Department of Energy under contract number DE-AC02-76SF00515. B. Villagomez-Bernabe is supported by CONACyT (Mexican Council for Science and Technology) project 231844.

60 APPLIED LIFE SCIENCES↗

DOE OSTI2015

Technology solutions for wind integration in ERCOT

Texas has for more than a decade led all other states in the U.S. with the most wind generation capacity on the U.S. electric grid. The State recognized the value that wind energy could provide, and committed early on to build out the transmission system necessary to move power from the windy regions in West Texas to the major population centers across the state. It also signaled support for renewables on the grid by adopting an aggressive renewable portfolio standard (RPS). The joining of these conditions with favorable Federal tax credits has driven the rapid growth in Texas wind capacity since its small beginning in 2000. In addition to the major transmission grid upgrades, there have been a number of technology and policy improvements that have kept the grid reliable while adding more and more intermittent wind generation. Technology advancements such as better wind forecasting and deployment of a nodal market system have improved the grid efficiency of wind. Successful large scale wind integration into the electric grid, however, continues to pose challenges. The continuing rapid growth in wind energy calls for a number of technology additions that will be needed to reliably accommodate an expected 65% increase in future wind resources. The Center for the Commercialization of Electric Technologies (CCET) recognized this technology challenge in 2009 when it submitted an application for funding of a regional demonstration project under the Recovery Act program administered by the U.S. Department of Energy1. Under that program the administration announced the largest energy grid modernization investment in U.S. history, making available some $3.4 billion in grants to fund development of a broad range of technologies for a more efficient and reliable electric system, including the growth of renewable energy sources like wind and solar. At that time, Texas was (and still is) the nation’s leader in the integration of wind into the grid, and was investing heavily in the infrastructure needed to increase the viability of this important resource. To help Texas and the rest of the nation address the challenges associated with the integration of large amounts of renewables, CCET seized on the federal opportunity to undertake a multi-faceted project aimed at demonstrating the viability of new “smart grid” technologies to facilitate larger amounts of wind energy through better system monitoring capabilities, enhanced operator visualization, and improved load management. In early 2010, CCET was awarded a $27 million grant, half funded by the Department of Energy and half-funded by project participants. With this funding, CCET undertook the project named Discovery Across Texas which has demonstrated how existing and new technologies can better integrate wind power into the state’s grid. The following pages summarize the results of seven technology demonstrations that will help Texas and the nation meet this wind integration challenge.

24 POWER TRANSMISSION AND DISTRIBUTION↗

DOE OSTI2013

Virtual Design Studio (VDS) - Development of an Integrated Computer Simulation Environment for Performance Based Design of Very-Low Energy and High IEQ Buildings

Executive Summary The objective of this study was to develop a “Virtual Design Studio (VDS)”: a software platform for integrated, coordinated and optimized design of green building systems with low energy consumption, high indoor environmental quality (IEQ), and high level of sustainability. This VDS is intended to assist collaborating architects, engineers and project management team members throughout from the early phases to the detailed building design stages. It can be used to plan design tasks and workflow, and evaluate the potential impacts of various green building strategies on the building performance by using the state of the art simulation tools as well as industrial/professional standards and guidelines for green building system design. Engaged in the development of VDS was a multi-disciplinary research team that included architects, engineers, and software developers. Based on the review and analysis of how existing professional practices in building systems design operate, particularly those used in the U.S., Germany and UK, a generic process for performance-based building design, construction and operation was proposed. It distinguishes the whole process into five distinct stages: Assess, Define, Design, Apply, and Monitoring (ADDAM). The current VDS is focused on the first three stages. The VDS considers building design as a multi-dimensional process, involving multiple design teams, design factors, and design stages. The intersection among these three dimensions defines a specific design task in terms of “who”, “what” and “when”. It also considers building design as a multi-objective process that aims to enhance the five aspects of performance for green building systems: site sustainability, materials and resource efficiency, water utilization efficiency, energy efficiency and impacts to the atmospheric environment, and IEQ. The current VDS development has been limited to energy efficiency and IEQ performance, with particular focus on evaluating thermal performance, air quality and lighting environmental quality because of their strong interaction with the energy performance of buildings. The VDS software framework contains four major functions: 1) Design coordination: It enables users to define tasks using the Input-Process-Output flow approach, which specifies the anticipated activities (i.e., the process), required input and output information, and anticipated interactions with other tasks. It also allows task scheduling to define the work flow, and sharing of the design data and information via the internet. 2) Modeling and simulation: It enables users to perform building simulations to predict the energy consumption and IEQ conditions at any of the design stages by using EnergyPlus and a combined heat, air, moisture and pollutant simulation (CHAMPS) model. A method for co-simulation was developed to allow the use of both models at the same time step for the combined energy and indoor air quality analysis. 3) Results visualization: It enables users to display a 3-D geometric design of the building by reading BIM (building information model) file generated by design software such as SketchUp, and the predicted results of heat, air, moisture, pollutant and light distributions in the building. 4) Performance evaluation: It enables the users to compare the performance of a proposed building design against a reference building that is defined for the same type of buildings under the same climate condition, and predicts the percent of improvements over the minimum requirements specified in ASHRAE Standard 55-2010, 62.1-2010 and 90.1-2010. An approach was developed to estimate the potential impact of a design factor on the whole building performance, and hence can assist the user to identify areas that have most pay back for investment. The VDS software was developed by using C++ with the conventional Model, View and Control (MVC) software architecture. The software has been verified by using a simple 3-zone case building. The application of the VDS concepts and framework for building design and performance analysis has been illustrated by using a medium-sized, five story office building that received LEED Platinum Certification from USGBC.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

DOE OSTI2013

Molecular radiotherapy: The NUKFIT software for calculating the time-integrated activity coefficient

Purpose: Calculation of the time-integrated activity coefficient (residence time) is a crucial step in dosimetry for molecular radiotherapy. However, available software is deficient in that it is either not tailored for the use in molecular radiotherapy and/or does not include all required estimation methods. The aim of this work was therefore the development and programming of an algorithm which allows for an objective and reproducible determination of the time-integrated activity coefficient and its standard error.Methods: The algorithm includes the selection of a set of fitting functions from predefined sums of exponentials and the choice of an error model for the used data. To estimate the values of the adjustable parameters an objective function, depending on the data, the parameters of the error model, the fitting function and (if required and available) Bayesian information, is minimized. To increase reproducibility and user-friendliness the starting values are automatically determined using a combination of curve stripping and random search. Visual inspection, the coefficient of determination, the standard error of the fitted parameters, and the correlation matrix are provided to evaluate the quality of the fit. The functions which are most supported by the data are determined using the corrected Akaike information criterion. The time-integrated activity coefficient is estimated by analytically integrating the fitted functions. Its standard error is determined assuming Gaussian error propagation. The software was implemented using MATLAB.Results: To validate the proper implementation of the objective function and the fit functions, the results of NUKFIT and SAAM numerical, a commercially available software tool, were compared. The automatic search for starting values was successfully tested for reproducibility. The quality criteria applied in conjunction with the Akaike information criterion allowed the selection of suitable functions. Function fit parameters and their standard error estimated by using SAAM numerical and NUKFIT showed differences of <1%. The differences for the time-integrated activity coefficients were also <1% (standard error between 0.4% and 3%). In general, the application of the software is user-friendly and the results are mathematically correct and reproducible. An application of NUKFIT is presented for three different clinical examples.Conclusions: The software tool with its underlying methodology can be employed to objectively and reproducibly estimate the time integrated activity coefficient and its standard error for most time activity data in molecular radiotherapy.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2018

The CHRONOS mission: capability for sub-hourly synoptic observations of carbon monoxide and methane to quantify emissions and transport of air pollution

The CHRONOS space mission concept provides time-resolved abundance for emissions and transport studies of the highly variable and highly uncertain air pollutants carbon monoxide and methane, with sub-hourly revisit rate at fine (-4 km) horizontal spatial resolution across a North American domain. CHRONOS can provide complete synoptic air pollution maps ("snapshots") of the continental domain with less than 10 min of observations. This rapid mapping enables visualization of air pollution transport simultaneously across the entire continent and enables a sentinel-like capability for monitoring evolving, or unanticipated, air pollution sources in multiple locations at the same time with high temporal resolution. CHRONOS uses a compact imaging gas filter correlation radiometer for these observations, with heritage from more than 17 years of scientific data and algorithm advances by the science teams for the Measurements of Pollution in the Troposphere (MOPITT) instrument on NASA's Terra spacecraft in low Earth orbit. To achieve continental-scale sub-hourly sampling, the CHRONOS mission would be conducted from geostationary orbit, with the instrument hosted on a communications or meteorological platform. CHRONOS observations would contribute to an integrated observing system for atmospheric composition using surface, suborbital and satellite data with atmospheric chemistry models, as defined by the Committee on Earth Observing Satellites. Addressing the U.S. National Academy's 2007 decadal survey direction to characterize diurnal changes in tropospheric composition, CHRONOS observations would find direct societal applications for air quality management and forecasting to protect public health.

54 ENVIRONMENTAL SCIENCES↗

DOE OSTI2021

Forced Crowding of Colloids by Thermophoresis and Convection in a Custom Liquid Clusius–Dickel Microdevice

Here, we report a study demonstrating that simultaneous induction of a steady-state convection current and temperature gradient in a confined geometry can be an effective way to force crowding of dissolved particulates. To investigate this thermogravitationally driven concentration of particles in-situ, we developed a micro-device capable of sustaining controlled transverse temperature gradients within a 5 cm long, 0.1 mm inner diameter capillary that allowed visualization of particle movement with standard optical microscopy. Experiments were conducted on two material systems representative of nano-scale small molecules and micro-scale particles. With the small molecules (aromatic dyes, 530-790 g/mol, 1-1.5 nm) thermophoretic and gravitational effects in the micro-device resulted in an asymmetrical 2x concentration change along the capillary height over 3 days. In contrast, the concentration change under similar conditions for 40-micron diameter latex colloids is 50-fold in 30 minutes. This dramatic difference in separation times is consistent with simulations and models of thermophoresis where the thermophoretic effect scales with particle size. Induced crowding of particulates leads to formation of accumulation and depletion zones in at the bottom and top of the capillary respectively. Both the concentration of dye molecules over time in the depletion zone and spatial distribution of colloids over the entire capillary length were found to be good fits to simple first-order exponential decay functions. Furthermore, these results suggest potential applications of thermogravitational separation in developing new functional materials via thermophoretic and convective effects.

36 MATERIALS SCIENCE↗

DOE OSTI2016

SU-G-IeP4-09: Method of Human Eye Aberration Measurement Using Plenoptic Camera Over Large Field of View

Purpose: The measurement based on Shack-Hartmann wave-front sensor(WFS), obtaining both the high and low order wave-front aberrations simultaneously and accurately, has been applied in the detection of human eyes aberration in recent years. However, Its application is limited by the small field of view (FOV), slight eye movement leads the optical bacon image exceeds the lenslet array which result in uncertain detection error. To overcome difficulties of precise eye location, the capacity of detecting eye wave-front aberration over FOV much larger than simply a single conjugate Hartmann WFS accurately and simultaneously is demanded. Methods: Plenoptic camera’s lenslet array subdivides the aperture light-field in spatial frequency domain, capture the 4-D light-field information. Data recorded by plenoptic cameras can be used to extract the wave-front phases associated to the eyes aberration. The corresponding theoretical model and simulation system is built up in this article to discuss wave-front measurement performance when utilizing plenoptic camera as wave-front sensor. Results: The simulation results indicate that the plenoptic wave-front method can obtain both the high and low order eyes wave-front aberration with the same accuracy as conventional system in single visual angle detectionand over FOV much larger than simply a single conjugate Hartmann systems. Meanwhile, simulation results show that detection of eye aberrations wave-front in different visual angle can be achieved effectively and simultaneously by plenoptic method, by both point and extended optical beacon from the eye. Conclusion: Plenoptic wave-front method possesses the feasibility in eye aberrations wave-front detection. With larger FOV, the method can effectively reduce the detection error brought by imprecise eye location and simplify the eye aberrations wave-front detection system comparing with which based on Shack-Hartmann WFS. Unique advantage of the plenoptic method lies in obtaining wave-front in different visual angle simultaneously, which provides an approach in building up 3-D model of eye refractor tomographically. Funded by the key Laboratory of High Power Laser and Physics, CAS Research Project of National University of Defense Technology No. JC13-07-01; National Natural Science Foundation of China No. 61205144.

60 APPLIED LIFE SCIENCES↗