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At least 19 records

The Future of Building Science Education with the U.S. Department of Energy Solar Decathlon: Preprint

Experience the future of Building Science Education with the U.S. Department of Energy Solar Decathlon, from community-focused designs to real-life innovative zero energy buildings constructed by students. In this paper, we will introduce the Solar Decathlon programs and a reimagined Building Science Education curriculum that is transforming education to inspire future building design professionals and bring sustainable, equitable design and construction strategies to the real world. The Solar Decathlon is a collegiate-level building design competition that challenges students in 10 Contests, from embodied environmental impact to affordability and resilience. We will cover the structure of the competition and its two Challenges - the Build Challenge and the Design Challenge - as well as additional programs that impact all aspects of the buildings industry. These programs include the Solar Decathlon Building Science Education course, a free online video series that provides students and working professionals with building science fundamentals; the Design Partners Program, which connects innovative student design teams and local building owners seeking low-risk, low-cost opportunities to incorporate sustainable design alternatives into their building portfolio; and Solar Decathlon Pro, a program piloted in 2021 that brings Solar Decathlon resources to design professionals. The Solar Decathlon's effective approach to bringing real-world solutions to building science empowers future professionals to do impactful work.

buildings↗

Building Science Education for Solar Decathlon: Emissions and the Built Environment [Slides]

The Solar Decathlon Building Science Education series is designed to educate students and working professionals on building science principles that are paramount to the successful design of high-performance, energy-efficient buildings. Instructional content is presented in modules, covering specific topics. Altogether, this series aims to educate viewers on: 1) where/how energy is used in buildings; 2) how to define zero energy buildings; 3) how to apply the fundamentals of thermodynamics to building envelope design; 4) how to explain the science of how/why buildings use energy; 5) how to apply this knowledge to design comfortable energy efficient buildings. Students and working professionals can use this educational information at no cost to complement academic curriculum and continuing education activities. This is Module 7 which focuses on embodied environmental carbon.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents

This study aims to identify and characterize the understanding of the concept of Sustainable Development in the official scientific educational documents of basic education in Portugal. Methodologically, it is a qualitative study that fits into the interpretive paradigm; its implementation is based on an interpretative-descriptive strategy of exploratory nature. The study involved the organization of the analysis corpus and the subsequent content analysis of the selected documents. The documents included in this corpus are the official educational documents on the teaching and learning of Natural Sciences in Basic Education (1st to 9th grade—ages 6 to 15): the Essential Learning and two transversal documents (the Student Profile on Leaving Compulsory Schooling and the Environmental Education Framework for Sustainability). The obtained results show that these documents frame and guide the implementation of Education for Sustainable Development, in all its dimensions, throughout basic education. However, this does not happen in an equitable way, neither in all documents nor in all years of schooling.

João, Patrícia (ORCID:0000000201021191)↗

Pillars of Cloud-Based Earth Observation Science Education

Earth observation (EO) is undergoing a paradigm shift with the development of cloud-based analytical platforms supporting EO data collection and access, parallel processing, easier communication of results, and expanded accessibility. As the global community of users and the diversity of applications grow, there is a clear need for expanded educational capacity to leverage these developments and increase the impact of EO research and teaching. Drawing upon extensive conversations between educators, practitioners, and researchers, we propose three pillars that must be prioritized to prepare students, researchers, and professionals to take full advantage of the cloud-based EO paradigm and guide future growth.

97 MATHEMATICS AND COMPUTING↗

Towards Generic Parallel Programming in Computer Science Education with Kokkos

Parallel patterns, views, and spaces are promising abstractions to capture the programmer's intent as well as the contextual information that can be used by an underlying runtime to efficiently map software to parallel hardware. These abstractions can be valuable in cases where an algorithm must accommodate requirements of code and performance portability across hardware architectures and vendor programming models. Kokkos is a parallel programming model for host- and accelerator architectures that relies on these abstractions and targets these requirements. It consists of a pure C++ interface, a specification, and a programming library. The programming library exposes patterns and types and maps them to an underlying abstract machine model. The abstract machine model offers a generic view of parallel hardware. While Kokkos is gaining popularity in large-scale HPC applications at some DOE laboratories, we believe that the implemented concepts are of interest to a broader audience including academia as they may contribute to a generic, vendor, and architecture-independent education of parallel programming. In this work, we give an insight into the design considerations of this programming model and list important abstractions. Further, we document best practices obtained from giving virtual classes on Kokkos and give pointers to resources that the reader may consider valuable for a lecture on generic parallel programming for students with preexisting knowledge on this matter.

Ciesko, Jan↗

Summary report from the mini-conference on workforce development through research-based, plasma-focused activities

This report is a summary of the mini-conference on Workforce Development Through Research-Based, Plasma-Focused Science Education and Public Engagement held during the 2022 American Physical Society Division of Plasma Physics annual meeting. The motivation for organizing this mini-conference originates from recent studies and community-based reports highlighting important issues with the current state of the plasma workforce. Here, we summarize the main findings presented in the two speaker sessions of the mini-conference, the challenges, and recommendations identified in the discussion sessions and the results from a post-conference survey. Here, we further provide information on initiatives and studies presented at the mini-conference, along with references to further resources.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗

Development and Validation of Smart Building Technology Modules for Academic and Professional Education (Final Technical Report)

Smart building technologies can improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies. Slipstream, partnering with Texas A&M University (TAMU), the Society of Building Science Educators (SBSE), and the National Institute of Building Sciences (NIBS), developed a semester-long smart building curriculum for college students and 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus on topics related to smart building controls (i.e., energy management information systems, smart building control platforms, cybersecurity, grid-interactive-efficient buildings [GEBs], smart building control methods, and occupant-centric control). The smart building curriculum for college students was taught at TAMU in the Spring semester of 2024 as part of the validation process. Student feedback was collected and summarized in a validation report by TAMU. The curriculum material was also reviewed by SBSE faculty who are interested in teaching smart building technology-related courses. Suggestions on revisions and better adoption of the materials by other faculty across the architectural, engineering, and construction (AEC) domains were compiled in a distinct validation report by SBSE. The SBSE validation report was used to create structured subsets of the curriculum material for adoption at different levels in different sub-disciplines. These subsets are categorized and offered on the SBSE website (https://www.sbse.org/courses/Smart-Building-Technologies). The 16 training videos for building professionals and the general public were previewed by 17 industry experts, and feedback and suggested changes were incorporated into the final version of these videos. The videos are organized into a smart building technology training course and published on the Whole Building Design Guide website (https://www.wbdg.org/ce/doe/bto/sbtt), which is hosted by the National Institute of Building Sciences (NIBS). Project team members created marketing materials to promote the awareness of these free, publicly available education and training resources. Outreach and marketing activities included creating short promotional videos, building project webpages, making project announcements on social media, conducting an email campaign, and directly reaching out to faculties and building professionals. This report describes the project approach, provides outlines of the training materials, along with links to resources, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.

99 GENERAL AND MISCELLANEOUS↗

Expert Text Analysis in the Inclusion of History and Philosophy of Science in Higher Education

The history and philosophy of science (HPS) plays a special role in education. An elective HPS course onthe philosophy of scientific experimentation for young scientists and graduate students of natural scienceis presented. The course bears a pragmatic character, and its main aims include the development of criticalthinking (CT), familiarization with philosophical problems in the relevant areas of knowledge, and thecultivation of a taste for reflective, critical analysis, both individual and group-based, which contributes todeeper understanding of the features of scientific practice in the context of modern complex groupcooperation. Students are offered a classical HPS program that included debates on the relationship betweenempiricism and rationalism, the role of Kant’s transcendental philosophy, modern topics associated withthe practical success of rationalism in the emergence of modern natural science, and the theory-ladennessof experimentation. Particular attention during the course is paid to the problems of megascience, theinclusion of which is justified by the specifics of the students’ engagement with science, technology,engineering, and mathematics (STEM). Emphasis is placed on the structure and typology of the collectivesubject in the modern educational process as well as in experimental practice. Lessons on the methodologyof expert text analysis (META), which are aimed at the development of critical thinking skills and thecreation of an interdisciplinary discussion space, are included in the course and relied on the example ofthe history and philosophy of high energy physics to motivate professional reflection. META classesincluded in the course prepare graduate students for teamwork in big science, proto-megascience, andmegascience. The course offers practical recommendations that could be applied to students’ own researchand could be useful for practitioners.

99 GENERAL AND MISCELLANEOUS↗

“Snowmass’21 Discussions on Future HEP Facilities in the US

The US particle physics community planning exercise (a.k.a. “Snowmass”) is organized every 7 to 9 years to provide a forum for discussions among the entire particle physics community to develop a scientific vision for the future of particle physics in the U.S. and its international partners. The Snowmass'21 Accelerator Frontier activities include discussions on high-energy hadron and lepton colliders, high-intensity beams for neutrino research and for “Physics Beyond Colliders”, accelerator technologies, science, education and outreach as well as the progress of core accelerator technologies, including RF, magnets, targets and sources. Here we summarize the Snowmass'21 discussions on future HEP accelerator facilities.

43 PARTICLE ACCELERATORS↗

Natural Resources Assessment for the SNS Second Target Station, Oak Ridge, Tennessee

The US Department of Energy’s Oak Ridge National Laboratory (ORNL) is a leading institution in advanced materials, supercomputing, neutrons, and nuclear science. As a research laboratory managed by UT-Battelle, LLC for DOE, ORNL has national priorities in energy, security, and scientific discovery that necessitate facility improvements and expansions. DOE is also committed to environmental stewardship. The laboratory is located on the ~32,000-acre Oak Ridge Reservation (ORR), much of which is categorized as a National Environmental Research Park and a state Wildlife Management Area. DOE works with the Tennessee Wildlife Resources Agency (TWRA), Tennessee Department of Environment and Conservation (TDEC), US Fish and Wildlife Service (USFWS), US Department of Agriculture, and other agencies to serve as an effective steward of the ORR. Accordingly, project managers must conform to environmental regulations, agreements, and policies at the federal, state, and institutional levels. Per 40 CFR (Code of Federal Regulations) 1508.14, potential effects on research and science education on the National Environmental Research Park represent potential impacts of federal actions. Moreover, federal actions that affect the quantity and quality of hunting opportunities and deer reduction harvest on the Oak Ridge Wildlife Management Area must be considered whenever other aspects of the human environment (as defined by NEPA) are affected. The Spallation Neutron Source (SNS) is a premiere facility at ORNL that provides advanced capabilities in neutron scattering to promote new discoveries and research opportunities in material sciences, physics, chemistry, biological sciences, and others. A conceptual design for a Second Target Station (STS) has been in consideration for several years. The STS is intended to complement and enhance existing ORNL capabilities, notably research and exploration of complex materials. The proposed STS will involve development of existing natural areas on the ORR, which might contain sensitive resources that require mitigation or avoidance in accordance with existing policies and regulation. This report summarizes current knowledge of natural and cultural resources within the STS project area. At the time of this report, the proposed STS project consisted of an operations area comprising 55.4 acres (22.4 ha) and a total review area for potential construction comprising ~224 acres (90.6 ha). The review area is located primarily within forested natural areas of the ORR with minor development in the form of power-line rights-of-way and secondary/graveled roads (Figure 1). The primary goal was to evaluate potential effects on sensitive resources that might result from development of the STS. In addition to onthe-ground surveys during summer 2009 and fall 2019 to summer 2020 by ORNL Natural Resources Management Program and Aquatic Ecology Group staff, this report makes use of historical (pre-1995) and contemporary (1995 to present) data from additional confirmed sources (e.g., TDEC). Likewise, forest conditions were compiled primarily from a 2013 forest inventory effort for Forest Management Compartment 17 and supplemented with limited ground observations in 2019. The individuals who obtained and compiled the data that are presented here are familiar with and routinely assess sensitive resources on the ORR.

54 ENVIRONMENTAL SCIENCES↗

Sensitive Resources Assessment and Forest Analysis for the Proposed Versatile Test Reactor, Oak Ridge, Tennessee

The US Department of Energy’s (DOE’s) Oak Ridge National Laboratory (ORNL) is a leading institution in advanced materials, supercomputing, neutrons, and nuclear science. As a research laboratory managed by UT-Battelle, LLC for DOE, ORNL has national priorities in energy, security, and scientific discovery that necessitate facility improvements and expansions. DOE is also committed to environmental stewardship. The laboratory is located on the ~32,000-acre (~13,000-ha) Oak Ridge Reservation (ORR), much of which is categorized as a National Environmental Research Park (NERP) and a state Wildlife Management Area. DOE works with the Tennessee Wildlife Resources Agency (TWRA), Tennessee Department of Environment and Conservation (TDEC), US Fish and Wildlife Service (USFWS), US Department of Agriculture, and other agencies to serve as an effective steward of the ORR. Accordingly, project managers must conform to environmental regulations, agreements, and policies at the federal, state, and institutional levels. Per 40 CFR (Code of Federal Regulations) 1508.14, potential effects on research and science education also represent potential effects of federal actions on the NERP, and impacts on, e.g., deer harvest, must be considered on the Oak Ridge Wildlife Management Area when other aspects of the human environment are affected. The United States currently has no fast neutron testing capability to support advanced nuclear research and development. The proposed Versatile Test Reactor (VTR) will take advantage of current investments by the US government and private industry in nuclear reactors to expedite the design and construction process, using proven technology to create a world-class scientific infrastructure. The VTR will take advantage of fast neutrons provided by this proven technology, along with a capability to rapidly insert, conduct, and remove state-of-the-art experiments. An advantage of the VTR is that it can support future innovations in experimental capabilities without modifying the facility. The VTR will support progress in a variety of science and technology areas, including testing and qualification of advanced reactor fuels; testing and qualification of innovative structural materials; testing of innovative components and instruments; validation of advanced modeling and simulation tools; and versatility for future technical missions. Through proven technology, the VTR can take advantage of existing reactor designs and operating experience to reduce the risk, cost, and time for design and construction. The top available resources of DOE laboratories, industry, and universities will be used to expedite reactor design and construction toward developing the scientific infrastructure that affords a strong testing capability that can be sustained over many years. This report summarizes current knowledge of natural and cultural resources primarily within the VTR construction area. At the time of this report, the proposed VTR site design includes a construction area of ~150.4 acres (~69.9 ha), which contains an ~51.3-acre (~20.8-ha) operations area, located within forested natural areas of the ORR. The primary goal of the work presented here was to evaluate potential effects on sensitive resources that might result from development and construction activities associated with VTR. In addition to on-the-ground surveys during spring and summer 2020 by the ORNL Natural Resources Management Program and Aquatic Ecology Group staff, this report makes use of historical (pre-1995) and contemporary (1995 to present) data from additional confirmed sources (e.g., TDEC). Likewise, forest conditions were compiled from a 2011 forest inventory and supplemented with limited ground observations in 2020. The individuals who obtained and compiled the data presented here are familiar with and routinely assess sensitive resources on the ORR. Anyone who references this report must consider that the timing of surveys did not permit a complete delineation of the resources that will be affected. If the VTR project proceeds, additional surveys will be required to account for the seasonal patterns of various threatened and endangered species. Data deficiencies and potential resources that likely went undetected are indicated where possible. Accordingly, this report should facilitate more environmentally sound decisions during planning and 2 development of the VTR site, provide a foundation for further assessment of sensitive and cultural resources, and help project managers better address regulatory guidance and DOE policies on sustainable development in compliance with, for example, the US Endangered Species Act (ESA), Migratory Bird Treaty Act (MBTA), Tennessee Rare Plant Protection and Conservation Act of 1985, Tennessee Nongame and Endangered or Threatened Wildlife Species Conservation Act of 1974, several federal and state regulations regarding aquatic resource protection, and site-specific policies as outlined in various ORR management plans developed by ORNL and TWRA for DOE.

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗

Lederman Science Center at Fermilab

Fermilab is America's particle physics and accelerator laboratory. We bring the world together to solve the mysteries of matter, energy, space and time, for the benefit of all. LSC was opened in 1992, with the mission to serve as a bridge between Fermilab’s leading-edge science and our community. It was named after Leon M. Lederman – Nobel Prize winning physicist, Fermilab’s second director, and a passionate advocate for science education.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗

Advancing Energy Efficiency Through Workforce Training

This Final Technical Report summarizes the work done on to develop and implement the Energy Basics Training Tool with industry partners and the Pacific Northwest National Laboratory. This project leveraged existing infrastructure and content developed by DOE in the Building America Solution Center (BASC) and Building Science Education Solution Center (BSESC) to design model content sets for use in entry-level construction programs at the high school certificate, boot camp, and other entry level training programs.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

The Oak Ridge National Laboratory Glenn T. Seaborg Institute: 2025 highlights

The Glenn T. Seaborg Institute (GTSI) at Oak Ridge National Laboratory (ORNL) serves as a dedicated hub for advancing actinide R&D, aimed at strengthening the United States’ capabilities in actinide science. With a focus on medical, industrial, and national security applications, the ORNL GTSI seeks to foster the next generation of scientists and engineers. Collaborating closely with corresponding Seaborg Institutes at Lawrence Livermore National Laboratory (LLNL), Lawrence Berkeley National Laboratory (LBNL), Los Alamos National Laboratory (LANL), and Idaho National Laboratory, the ORNL GTSI leverages its unique strengths. These include unparalleled expertise in isotope production, handling of rare isotopes, and leadership in neutron and computational sciences. Notably, the ORNL GTSI is positioned as the nation’s cornerstone for actinide R&D, capitalizing on the exceptional capabilities of the High Flux Isotope Reactor—the premier reactor for isotope production—and the Hazard Category 2 Radiochemical Engineering Development Center, which supports advanced production, processing, and applications research. Furthermore, the GTSI is committed to serving as a national center of excellence for training across all levels of actinide science education. This report provides an overview of the activities, milestones, and accomplishments of the ORNL GTSI over the past year.

38 RADIATION CHEMISTRY, RADIOCHEMISTRY, AND NUCLEA↗

Snowmass 21 Discussions on Future Accelerator HEP Facilities

The US particle physics community planning exercise (a.k.a. Snowmass) is organized every 7 to 9 years to provide a forum for discussions among the entire particle physics community to develop a scientific vision for the future of particle physics in the U.S. and its international partners. The Snowmass 21 Accelerator Frontier activities include discussions on high-energy hadron and lepton colliders, high-intensity beams for neutrino research and for Physics Beyond Colliders, accelerator technologies, science, education and outreach as well as the progress of core accelerator technologies, including RF, magnets, targets and sources. Here we summarize the Snowmass 21 discussions on future HEP accelerator facilities.

43 PARTICLE ACCELERATORS↗