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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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DOE OSTI2013

Wind Energy Workforce Development: Engineering, Science, & Technology

Broadly, this project involved the development and delivery of a new curriculum in wind energy engineering at the Pennsylvania State University; this includes enhancement of the Renewable Energy program at the Pennsylvania College of Technology. The new curricula at Penn State includes addition of wind energy-focused material in more than five existing courses in aerospace engineering, mechanical engineering, engineering science and mechanics and energy engineering, as well as three new online graduate courses. The online graduate courses represent a stand-alone Graduate Certificate in Wind Energy, and provide the core of a Wind Energy Option in an online intercollege professional Masters degree in Renewable Energy and Sustainability Systems. The Pennsylvania College of Technology erected a 10 kilowatt Xzeres wind turbine that is dedicated to educating the renewable energy workforce. The entire construction process was incorporated into the Renewable Energy A.A.S. degree program, the Building Science and Sustainable Design B.S. program, and other construction-related coursework throughout the School of Construction and Design Technologies. Follow-on outcomes include additional non-credit opportunities as well as secondary school career readiness events, community outreach activities, and public awareness postings.

17 WIND ENERGY↗
DOE OSTI2013

Transportation Electrification Education Partnership for Green Jobs and Sustainable Mobility

This collaborative educational project between the University of Michigan—Ann Arbor, University of Michigan—Dearborn and the Kettering University successfully executed almost all the elements we proposed to do. In the original proposal, we proposed to develop four graduate courses, six undergraduate courses, four professional short courses, a K-12 electric vehicle education kit, a Saturday morning seminar series, and a set of consumer education material to support the advancement of transportation electrification. The first four deliverables were all successfully developed and offered. When we held the kick-off meeting in NETL in Morgantown back in early 2010 with all the ten ARRA education teams, however, it quickly became clear that among the ten ARRA education grantee teams, our proposed “consume education” activities are not better or with the potential to create bigger impact than some of activities proposed in other teams. For example, the Odyssey 2010 event held by the West Virginia University team had planned and successfully reached to more than 230,000 attendees, which is way more than what our proposed 100k event could ever reach. It was under the suggestion of Joseph Quaranta, the ARRA education Program Director at that time, that we should coordinate and eliminate redundancy. The resources should then be focused on activities that have less overlap. Therefore, the originally proposed activities: Saturday morning seminar series, and a set of consumer education material were dropped from our scope. We expanded the scope of our “education kit” activity to include some educational materials, mainly in the form of videos. The target audience also changed from general public to K-12 students. The majority of the project cost (~70%) goes toward the establishment of three undergraduate laboratories, which provides critically needed hands-on learning experience for next-generation green mobility engineers. We are very proud that the ARRA money, which was distributed as part of the economy stimulus package back in 2009, was used to invest in laboratories which are already impacting the learning experience of our undergraduate and graduate students, and will continue to do so in the coming decades. The offering and enrollments of the ten undergraduate and graduate courses developed under the support of this educational grant is summarized in the table below. The grant was finalized in September 2009, and four new courses were developed and offered soon after in Winter 2010. The other six courses were developed thereafter. The total number of students who took these new courses over the duration of this grant is just over 1,000. In the first 2 years, under the DOE funding, the courses are offered more regularly. After that, the courses were considered together with other existing courses in the planning of teaching schedule and may not be offered each year. Almost all of the 10 courses have healthy enrollments and we do expect them to be offered continuously in the future. The graduate courses perhaps will be offered every 2-3 years, and the undergraduate courses most likely on a yearly basis.

33 ADVANCED PROPULSION SYSTEMS↗
DOE OSTI2013

Mechanism of Synthesis of Ultra-Long Single Wall Carbon Nanotubes in Arc Discharge Plasma

In this project fundamental issues related to synthesis of single wall carbon nanotubes (SWNTs), which is relationship between plasma parameters and SWNT characteristics were investigated. Given that among plasma-based techniques arc discharge stands out as very advantageous in several ways (fewer defects, high flexibility, longer lifetime) this techniques warrants attention from the plasma physics and plasma technology standpoint. Both experimental and theoretical investigations of the plasma and SWNTs synthesis were conducted. Experimental efforts focused on plasma diagnostics, measurements of nanostructures parameters, and nanoparticle characterization. Theoretical efforts focused to focus on multi-dimensional modeling of the arc discharge and single wall nanotube synthesis in arc plasmas. It was demonstrated in experiment and theoretically that controlling plasma parameters can affect nanostucture synthesis altering SWNT properties (length and diameter) and leading to synthesis of new structures such as a few-layer graphene. Among clearly identified parameters affecting synthesis are magnetic and electric fields. Knowledge of the plasma parameters and discharge characteristics is crucial for ability to control synthesis process by virtue of both magnetic and electric fields. New graduate course on plasma engineering was introduced into curriculum. 3 undergraduate students were attracted to the project and 3 graduate students (two are female) were involved in the project. Undergraduate student from Historically Black University was attracted and participated in the project during Summer 2010.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
DOE OSTI2014

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2017

Fundamentals of Condensed Matter Physics Marvin L. Cohen and Steven G. Louie

This graduate level textbook on Condensed Matter Physics is written lucidly by two leading luminaries in this field. The volume draws its material from the graduate course in condensed matter physics that has been offered by the authors for several decades at the University of California, Berkeley. Cohen and Louie have done an admirable job of guiding the reader gradually from elementary concepts to advanced topics. The book is divided into four main parts that have four chapters each. Chapter 1 presents models of solids in terms of interacting atoms, which is appropriate for the ground state, and excitations to describe collective effects. Chapter 2 deals with the properties of electrons in crystalline materials. The authors introduce the Born-Oppenheimer approximation and then proceed to the periodic potential approximation. Chapter 3 discusses energy bands in materials and covers concepts from the free electron model to the tight binding model and periodic boundary conditions. Chapter 4 starts with fixed atomic cores and introduces lattice vibrations, phonons, and the concept of density of states. By the end of this part, the student should have a basic understanding of electrons and phonons in materials. Part II presents electron dynamics and the response of materials to external probes. Chapter 5 covers the effective Hamiltonian approximation and the motion of the electron under a perturbation, such as an external field. The discussion moves to many-electron interactions and the exchange-correlation energy in Chapter 6, the widely-used Density Functional Theory (DFT) in chapter 7, and the dielectric response function in Chapter 8. The next two parts of the book cover advanced topics. Part III begins with a discussion of the response of materials to photons in Chapter 9. Chapter 10 goes into the details of electron-phonon interactions in different materials and introduces the polaron. Chapter 11 presents electron dynamics in a magnetic field and Chapter 12 discusses electrical and thermal transport in materials. Part IV takes the reader further into many body effects, superconductivity, and nanoscale materials. The authors introduce Feynman diagrams and many-body perturbation theory in Chapter 13, theories of superconductivity in Chapter 14, magnetism in Chapter 15, and low dimensional systems in Chapter 16. The first two parts are required reading for the beginner planning to perform DFT calculations. The advanced student interested in conducting research in condensed matter physics will benefit from continuing on to the last two parts. There is a set of problems at the end of each part. The narrative is aided by equations and detailed figures. References at the end of the book direct the reader to relevant books and review articles for each chapter. The inside covers include a periodic table and a useful list of fundamental physical constants. The authors present the underlying mathematics elegantly, which makes the textbook quite readable for those with a good mathematical background. Students lacking a firm footing in math will find the terrain rough after Chapter 1. This field has seen many good undergraduate textbooks including those by Kittel and by Ashcroft and Mermin. This volume fills the need for a rigorous graduate level textbook, and is a required addition to the bookshelf of every condensed matter physicist. Cohen and Louie have brought refreshing clarity to a challenging subject and made it eminently accessible to the motivated student.

75 CONDENSED MATTER PHYSICS, SUPERCONDUCTIVITY AND↗
DOE OSTI2018

Caloric effects in ferroic materials

The fundamentals and applications of ferroic materials$-$ferromagnetic, ferroelectric, and ferroelastic$-$are common subjects discussed in just about every graduate course related to functional materials. Looking beyond today’s traditional uses, such as in permanent magnets, capacitors, and shape-memory alloys, there are worthwhile and interesting questions common to the caloric properties of these ferroic materials. Can ferroic materials be used in a cooling cycle? Why are these materials susceptible to external fields? Which combination of properties is required to make some of them suitable for efficient cooling and heat pumping? We address these questions in this introduction to ferroic cooling, which comprises magnetocaloric, electrocaloric, elastocaloric and barocaloric approaches and combinations thereof (i.e., multicalorics). These are addressed in greater detail in the articles in this issue.

36 MATERIALS SCIENCE↗
DOE OSTI2018

International Training to Promote Successful Environmental Remediation Projects - 18636

The International Atomic Energy Agency (IAEA) supports the efforts of its Member States to manage their nuclear and radiological liabilities, including radioactive waste management, decommissioning of facilities, and remediation of contaminated sites. As part of a project addressing Constraints in Decommissioning and Environmental Remediation (the CIDER Project), the IAEA is developing initiatives to further support capacity development specifically to promote implementation of safe, appropriate, and cost-effective environmental remediation (ER) projects. The IAEA sponsors numerous initiatives to provide its Member States training on important topics related to ER. It has become clear in recent years, however, that the existing training should be augmented with more in-depth training to provide for the development of the critical expertise needed to address significant ER challenges. ER projects typically are very complex, requiring the integration of numerous scientific and engineering disciplines, along with effective project planning and management. There are many examples of ER projects where considerable work has been completed, qualified technical staff are available, and adequate funding has been obtained, yet actual progress towards a final solution has been limited. In such cases, it appears that a key barrier is the lack of capacity to develop strategies, make fully informed decisions, plan for and manage activities, and implement successful ER actions. In light of the above, the IAEA has placed a priority on capacity development across the broad spectrum of ER project implementation. Efforts are underway to develop a new training program to develop capacity at the institutional and individual levels to equip course graduates to effectively integrate all areas of expertise in the planning and execution of ER projects. The target audience includes decision-makers; project managers, planners, and implementers; and academics. The core capabilities to be developed via this program include knowledge and skills related to: (1) radiation issues and radionuclide behavior; (2) health and safety protection principles and requirements; (3) identification, evaluation, and selection of ER technologies and approaches; (4) ongoing, constructive dialogue with stakeholders; (5) project planning, management, and communication; (6) cost estimation and funding development; and (7) implementation of appropriate site monitoring activities. The IAEA is collaborating with multiple organizations to develop and implement this training program, to leverage existing training programs and materials, and to coordinate on the development of sustainable training solutions. This paper will present the status of this initiative and work accomplished thus far. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2017

CISR Graduate Certificate and Foundations Course Development

Protecting US critical infrastructure is a vast and complex problem. Recent years have seen a shift in perception and an growth of importance in critical infrastructure protection (CIP). A multidisciplinary problem will require a multidisciplinary solution. This paper outlines the efforts of one university to build a graduate certificate program that seeks to bridge the knowledge and communications gap between information assurance and infrastructure protection.

Critical Infrastructure Protection↗
DOE OSTI2019

SAFETY ANALYSIS REPORT FOR PACKAGING SHIELDING & NUCLEAR CRITICALITY SAFETY COURSES DEVELOPED AND CONDUCTED BY OAK RIDGE NATIONAL LABORATORY

The US Department of Energy (DOE) Packaging Certification Program, Office of Packaging and Transportation, is offering Safety Analysis Report for Packaging (SARP) Shielding and Nuclear Criticality Safety (NCS) courses for SARP generalists and analysts. The SARP generalist course is designed for project managers, supervisors, NCS/shielding subject matter experts (SME), and SMEs in non-NCS/shielding technical areas (e.g., structural, thermal, package design) who need to improve their understanding of how NCS/shielding analyses fit into the broader spectrum of SARP documentation. The generalist course provides an overview of the regulations and guidelines for the criticality and shielding analyses included in a SARP, and it illustrates how the NCS/shielding chapters integrate with the other parts of the SARP. After course material is presented, students in the generalist course will review an actual SARP document to examine key elements of the shielding and criticality analyses. The analyst course provides detailed instructions on the radioactive material package shielding analyses and NCS evaluation fundamentals needed by analysts/practitioners, including safety analysts and/or technical reviewers, to prepare and/or review technical analyses for SARP documentation. The analyst course also provides an overview of regulations and guidelines, in addition to detailed in-class exercises associated with package shielding and NCS analyses. Analysis teams will be faced with staged SARP examples in which several important decision processes in the generation of a SARP will be demonstrated and discussed. Both courses are offered at Oak Ridge National Laboratory, and for interested students, the analyst course is offered for one hour of graduate credit (course ME-690) from the University of Nevada at Reno. An overview of the course will be provided to ensure that the NCS community is aware of the course and its intent to support the shielding and NCS aspects of packaging and transportation analyses for SARP activities.

Bowen, Douglas G.↗
DOE OSTI2019

SRNL's Lessons Learned from the University of Nevada Reno{sup TM} Nuclear Packaging Internships - 19464

The U.S. Department of Energy's Packaging Certification Program (DOE PCP) and the University of Nevada, Reno (UNR) Mechanical Engineering Department have developed an accredited, graduate level nuclear packaging certificate. The mission is to ensure that the DOE staff and users of PCP services are knowledgeable and competent in packaging and transportation activities. Since 2008, the Savannah River National Laboratory (SRNL) has been teaching two classes for the DOE PCP Packaging University. This paper introduces a recently added third class, where SRNL provided Site Supervisors, targeted toward engineering interns. As part of ensuring a future workforce, the Packaging Technology and Transportation Engineering Group (PT and TE) at Savannah River National Laboratory (SRNL) normally employs two to three summer interns each year. The internships provide SRNL innovative s performing valuable research and support work related to package certification. It also provides SRNL the opportunity to bring in perspective engineers on 'trial-basis.' The interns benefit by learning valuable career skills and gaining exposure to a broad-based career field in the field of packaging. As part of the job specific training, the summer interns are provided an overview of package design, testing, and certification. This includes package operations, containment vessel leak testing, and SARP preparation. Two years ago, SRNL recognized the efficiency of using the SRNL-taught courses for the summer interns working in SRNL PT and TE. SRNL requested that UNR allow the PT and TE two summer interns, who were rising college juniors, to enroll in the SRNL-taught courses for graduate credit. UNR agreed and allowed the interns to enroll under a special admission status. Since that time, UNR developed a new class within the Graduate Certificate in Nuclear Packaging (GCNP), for the summer intern research work. This new class offers a formalized framework for the summer interns to conduct research, while ensuring that the research is performed in a rigor consistent with an accredited college level setting. Last summer, the SRNL PT and TE had three summer interns - all participating in the new course, UNR ME-699 Nuclear Packaging Summer Internship - with each earning three graduate credits from UNR in mechanical engineering. This paper provides a brief overview of the DOE PCP Packaging University/ UNR GCNP, a discussion of SRNL's use of summer interns as a tool to recruit and train the future workforce, and lessons learned from having last year's three SRNL PPT and TE summer interns enroll in the UNR Packaging Internship Class. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2015

SU-E-E-07: An Adaptable Approach for Education On Medical Physics at Undergraduate and Postgraduate Levels

Purpose: To contribute to the professional profile of future medical physicists, technologists and physicians, and implement an adaptable educational strategy at both undergraduate and postgraduate levels. Methods: The Medical Physics Block of Electives (MPBE) designed was adapted to the Program of B.S. in Physics. The conferences and practical activities were developed with participatory methods, with interdisciplinary collaboration from research institutions and hospitals engaged on projects of Research, Development and Innovation (RDI). The scientific education was implemented by means of critical analysis of scientific papers and seminars where students debated on solutions for real research problems faced by medical physicists. This approach included courses for graduates not associated to educational programs of Medical Physics (MP). Results: The implementation of the MPBE began in September 2014, with the electives of Radiation MP and Introduction to Nuclear Magnetic Resonance. The students of second year received an Introduction to MP. This initiative was validated by the departmental Methodological Workshop, which promoted the full implementation of the MPBE. Both postgraduated and undergraduate trainees participated in practices with our DICOM viewer system, a local prototype for photoplethysmography and a home-made interface for ROC analysis, built with MATLAB. All these tools were designed and constructed in previous RDI projects. The collaborative supervision of University’s researchers with clinical medical physicists will allow to overcome the limitations of residency in hospitals, to reduce the workload for clinical supervisors and develop appropriate educational activities. Conclusion: We demonstrated the feasibility of adaptable educational strategies, considering available resources. This provides an innovative way for prospective medical physicists, technologists and radiation oncologists. This strategy can be implemented in several regions without formal programs of MP, like most of developing countries. Starting with undergraduate students would allow to reach appropriate certification faster than most of traditional or alternative approaches for education on MP. The authors acknowledge Radiation Consulting Group, LLC, an Arizona Corporation which promotes the use of ionizing radiation in the healing arts, for the “Oscar Luis Caballero” travel grant. The authors thanks to professors Meisbel Daudinot, David Adame and Alexander Pascau for the practices through imagis, imageROC and ANGIODIN PD3000 respectively.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2026

Linear viscoelastic measurements of commerical therapy putties for design and intuition

This dataset complements the publication Mapping Linear Viscoelasticity for Design and Tactile Intuition (Corman & Ewoldt, 2019). It contains rigorous shear rheometry measurements for six commercial silicone putties, including creep recovery, SAOS, LAOS, and stress relaxation. Additional, unpublished data was generated as part of a graduate rheology course taught by Randy Ewoldt at University of Illinois Urbana-Champaign. Together, these datasets provide a comprehensive example of linear viscoelasticity of a commercial material. The collection is intended both as a pedagogical resource for developing physical intuition in linear viscoelasticity and as a reference dataset for data interpretation, model fitting, and comparative rheological analysis.

C. Marsh, Maxwell↗
DOE OSTI2015

Electric Power Generation from Low to Intermediate Temperature Resources

This project was designed to test the concept on the Eland-Lodgepole Field near Dickinson, North Dakota in the Williston Basin. The field is in secondary-recovery water-flood and consists of 12 producing oil wells, 5 water injection wells and one disposal well. Water production at the site averages approximately 320 gallons per minute (20.2 l s-1) and the temperature is 100 ⁰C. Engineers at Ormat estimated power production potential with the existing resource to be approximately 350 kWh. Unfortunately, ownership of the field was transferred from Encore, Inc., to Denbury, Inc., within the first week of the project. After two years of discussion and planning, Denbury decided not to pursue this project due to complications with the site location and its proximity to Patterson Lake. Attempts to find other partners operating in the Williston Basin were unsuccessful. Consequently, we were unable to pursue the primary objective of the project. However, during negations with Denbury and subsequent time spent contacting other potential partners, we focused on objectives 2 and 3 and developed a clear understanding of the potential for co-produced production in the Williston Basin and the best practices for developing similar projects. At least nine water bearing formations with temperatures greater than 90 ⁰C extend over areas of several 10s of km2. The total energy contained in the rock volume of those geothermal aquifers is 283.6 EJ (1 EJ = 1018 J). The total energy contained in the water volume, determined from porosities which range from 2 percent to 8 percent, is 6.8 EJ. The aquifers grouped by 10 ⁰C temperature bins (Table 1) include one or more formations due to the bowl-shape structure of the basin. Table 1. Summary of energy available in geothermal aquifers in the Williston Basin Analysis of overall fluid production from active wells, units, fields and formations in North Dakota showed that few sites co-produce sufficient fluid for significant power production with ORC technology. Average co-produced water for 10,480 wells is 3.2 gallons per minute (gpm). Even excluding the tight formations, Bakken and Three Forks, average co-produced water for the remaining 3,337 is only 5 gpm. The output of the highest producing well is 184 gpm and the average of the top 100 wells is 52 gpm. Due to the depth of the oil producing formations in the Williston Basin, typically 3 km or greater, pumps are operated slowly to prevent watering out thus total fluid production is purposefully maintained at low volumes. There remain potential possibilities for development of geothermal fluids in the Williston Basin. Unitized fields in which water production from several tens of wells is collected at a single site are good possibilities for development. Water production in the unitized fields is greater than 1000 gpm is several areas. A similar possibility occurs where infill-drilling between Bakken and Three Forks horizontal wells has created areas where large volumes of geothermal fluids are available on multi-well pads and in unitized fields. Although the Bakken produces small amounts of water, the water/oil ration is typically less than 1, the oil and water mix produced at the well head can be sent through the heat exchanger on an ORC. It is estimated that several tens of MWh of power could be generated by a distributed system of ORC engines in the areas of high-density drilling in the Bakken Formation. Finally, horizontal drilling in water bearing formations is the other possibility. Several secondary recovery water-flood projects in the basin are producing water above 100 ⁰C at rates of 300 gpm to 850 gpm. Those systems also could produce several tens of MWh of power with ORC technology. Objective 3 of the project was highly successful. The program has produced 5 PhDs, 7 MS, and 3 BS students with theses in geothermal energy. The team has involved 7 faculty in 4 different engineering and science disciplines, ChE, EE, GE, and Geol. The team has produced 26 peer-reviewed papers and 62 presentations at professional meetings. Faculty involved in the program developed five graduate level courses covering different elements in heat flow and geothermal energy that are now offered in the Harold Hamm School of Geology and Geological Engineering. Lessons learned – Keys to developing a successful project;1. Determine target formations; a. Data from oil and gas operators, state oil and gas regulatory agencies, and state geological surveys help to identify producing formations and their properties; 2. Determine the quantity of energy available in the target formations; a. A complete thermal analysis of the basin or region yields the most useful information; b. Critical data include: BHT, heat flow, stratigraphy, lithology, lithological properties, and thermal conductivity, subsurface structure; 3. Determine fluid production potential; a. State oil and gas regulatory agencies, and state geological surveys have data on oil, gas and water production. State Water Commission/Agencies have data on water quality, aquifers, and regulations; b. Consider single horizontal wells, multiple conventional wells, and unitized fields; 4. Calculate energy production capacity of each formation based on different well combination and power plant scenarios. This is a broad overview rather than a site specific analysis; 5. Research and understand the local electrical power industry. Obtain the PPA before committing to the project; 6. Work with the high-level personnel in the oil company partner. Obtain an MOU that addresses all issues in the project including what to expect if the company goes out of business, is bought out, changes management, etc; and 7. Be prepared for project delays.

15 GEOTHERMAL ENERGY↗
DOE OSTI2013

An Industry/Academe Consortium for Achieving 20% wind by 2030 through Cutting-Edge Research and Workforce Training

In January 2010, the University of Minnesota, along with academic and industry project partners, began work on a four year project to establish new facilities and research in strategic areas of wind energy necessary to move the nation towards a goal of 20% wind energy by 2030. The project was funded by the U.S. Department of Energy with funds made available through the American Recovery and Reinvestment Act of 2009. $7.9M of funds were provided by DOE and $3.1M was provided through matching funds. The project was organized into three Project Areas. Project Area 1 focused on design and development of a utility scale wind energy research facility to support research and innovation. The project commissioned the Eolos Wind Research Field Station in November of 2011. The site, located 20 miles from St. Paul, MN operates a 2.5MW Clipper Liberty C-96 wind turbine, a 130-ft tall sensored meteorological tower and a robust sensor and data acquisition network. The site is operational and will continue to serve as a site for innovation in wind energy for the next 15 years. Project Areas 2 involved research on six distinct research projects critical to the 20% Wind Energy by 2030 goals. The research collaborations involved faculty from two universities, over nine industry partners and two national laboratories. Research outcomes include new knowledge, patents, journal articles, technology advancements, new computational models and establishment of new collaborative relationships between university and industry. Project Area 3 focused on developing educational opportunities in wind energy for engineering and science students. The primary outcome is establishment of a new graduate level course at the University of Minnesota called Wind Engineering Essentials. The seminar style course provides a comprehensive analysis of wind energy technology, economics, and operation. The course is highly successful and will continue to be offered at the University. The vision of U.S. DOE to establish unique, open-access research facilities and creation of university-industry research collaborations in wind energy were achieved through this project. The University of Minnesota, through the establishment of the Eolos Wind Energy Consortium and the Eolos Wind Research Field Station continue to develop new research collaborations with industry partners.

17 WIND ENERGY↗
DOE OSTI2016

Establishment of a National Wind Energy Center at University of Houston

The DOE-supported project objectives are to: establish a national wind energy center (NWEC) at University of Houston and conduct research to address critical science and engineering issues for the development of future large MW-scale wind energy production systems, especially offshore wind turbines. The goals of the project are to: (1) establish a sound scientific/technical knowledge base of solutions to critical science and engineering issues for developing future MW-scale large wind energy production systems, (2) develop a state-of-the-art wind rotor blade research facility at the University of Houston, and (3) through multi-disciplinary research, introducing technology innovations on advanced wind-turbine materials, processing/manufacturing technology, design and simulation, testing and reliability assessment methods related to future wind turbine systems for cost-effective production of offshore wind energy. To achieve the goals of the project, the following technical tasks were planned and executed during the period from April 15, 2010 to October 31, 2014 at the University of Houston: (1) Basic research on large offshore wind turbine systems (2) Applied research on innovative wind turbine rotors for large offshore wind energy systems (3) Integration of offshore wind-turbine design, advanced materials and manufacturing technologies (4) Integrity and reliability of large offshore wind turbine blades and scaled model testing (5) Education and training of graduate and undergraduate students and post- doctoral researchers (6) Development of a national offshore wind turbine blade research facility The research program addresses both basic science and engineering of current and future large wind turbine systems, especially offshore wind turbines, for MW-scale power generation. The results of the research advance current understanding of many important scientific issues and provide technical information for solving future large wind turbines with advanced design, composite materials, integrated manufacturing, and structural reliability and integrity. The educational program have trained many graduate and undergraduate students and post-doctoral level researchers to learn critical science and engineering of wind energy production systems through graduate-level courses and research, and participating in various projects in center’s large multi-disciplinary research. These students and researchers are now employed by the wind industry, national labs and universities to support the US and international wind energy industry. The national offshore wind turbine blade research facility developed in the project has been used to support the technical and training tasks planned in the program to accomplish their goals, and it is a national asset which is available for used by domestic and international researchers in the wind energy arena.

17 WIND ENERGY↗
DOE OSTI2021

X-ray diffraction technique

This is a guest lecture for University of Idaho graduate-level course Chemical and Materials Analysis. I will be talking about the fundamentals of X-ray Diffraction technique and some examples for its application in material science research.

36 MATERIALS SCIENCE↗