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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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At least 19 records

Operator learning for energy-efficient building ventilation control with computational fluid dynamics simulation of a real-world classroom

Energy-efficient ventilation control plays an important role in reducing building energy consumption while ensuring occupant health and comfort. While Computational Fluid Dynamics (CFD) simulations provide detailed and physically accurate representations of indoor airflow, their high computational cost limits their use in real-time building control. In this work, we present a neural operator learning framework that combines the physical accuracy of CFD with the computational efficiency of machine learning to enable building ventilation control with the high-fidelity fluid dynamics models. Our method jointly optimizes the airflow supply rates and vent angles to reduce energy use and adhere to air quality constraints. We train an ensemble of neural operator transformer models to learn the mapping from building control actions to airflow fields using high-resolution CFD data. This learned neural operator is then embedded in an optimization-based control framework for building ventilation control. Experimental results show that our approach achieves significant energy savings compared to maximum airflow rate control, rule-based control, as well as data-driven control methods using spatially averaged CO 2 prediction and deep learning–based reduced-order models, while consistently maintaining safe indoor air quality. These results highlight the practicality and scalability of our method in maintaining energy efficiency and indoor air quality in real-world buildings.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Fostering Computational Thinking within Elementary Classrooms through a Research-Practice Partnership: A Strategy for Broadening Participation in Computer Science

This paper describes a research-practice partnership involving twenty elementary teachers and a support team of university researchers and K-12 learning specialists. Over five years, the partnership explored ways to highlight and to expand computational thinking within math and science instruction. The project sought to increase student awareness, confidence, and fluency with computational thinking as a problem-solving approach, with particular attention to students from groups historically underrepresented in computer science. Based on feedback from across the partnership – together with analysis of student attitude and problem-solving data – this experience report identifies successes, challenges, and recommendations for future study.

Broadening participation↗

Influence of Karen Immigrant Students on Teachers’ Instructional Decisions in the Rural United States

Across the United States, the number of classrooms welcoming young students who are new English language learners (ELL) is rapidly growing. Motivated by a dramatic increase in the number of Myanmar- and Burma-originating immigrants now attending English-speaking schools in the rural, upper midwestern United States, this study systematically considers how the presence of Karen immigrant students impacts the instructional decisions that K-12 classroom teachers make using an exploratory case study method. Several recurrent themes emerged, and findings can be used to help better prepare both pre-service and in-service teachers to meet the needs of their ELL students, as well as policy makers. These emergent themes include the following: (a) authentic teacher–family relationships are key; (b) visual/hands-on learning and the use of technology enhance student achievement; (c) student work must be completed during the school day in classrooms; (d) teachers’ purposeful use of parallel language is critical for learning; (e) rigor can be maintained, although quantity is often adjusted; and (f) targeted ESL/cultural training for pre-service and newly hired teachers is positively influential. Such informed training often seems to help teachers learn key cultural distinctions and become better able to identify the most effective ways to meet the needs of students.

99 GENERAL AND MISCELLANEOUS↗

Analysis of strategies to meet ASHRAE S241 infectious aerosol control targets by space type and region using EnergyPlus™ simulations

Professional organizations, such as ASHRAE, have recently proposed new voluntary standards for controlling infectious aerosols. Specifically, ASHRAE Standard 241 (S241) defines equivalent clean air targets for a range of space types that can be met through combinations of mitigation measures. This paper seeks to inform the selection of measures by space type and climate zone through building simulations that quantify the impacts of increased outdoor air ventilation; increasing filtration and/or adding germicidal ultraviolet (GUV) in the central heating, ventilation, and air-conditioning (HVAC) systems; or using portable air cleaners (PACs), upper room GUV, or whole room GUV approaches to increase equivalent clean air delivery. The measures are assessed individually and in practical combinations for their ability to meet S241 in four space types (offices, classrooms, dining areas, and healthcare waiting rooms) using prototype buildings modeled using EnergyPlus. The mitigation measures are compared holistically against baseline building operations using metrics for equivalent clean air, energy, and comfort. The results in this study show that single measures can meet S241 for offices with minimal impacts on energy and comfort, while either upper room GUV systems or combinations of measures such as MERV 13 HVAC filtration with PACs are needed to meet S241 for classrooms. The dining area and healthcare waiting room targets cannot be met in this study when assuming design occupancy and MS2 as the challenge agent, even when combining multiple measures together. This paper provides valuable considerations when designing measures to meet S241 for a range of spaces and scenarios.

GUV↗

Experiments and Project-Based Enhancements for STEM Learning

Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.

ENERGY PLANNING, POLICY, AND ECONOMY↗

Exploring Professor Motivations and Implementations of a Real-World Problem-Solving Project

Engineering education literature offers a variety of theoretical and conceptual frameworks for project-based learning. This study explores the implementation of real-world problem-solving projects in engineering education. The research team analyzed the motivations and methods behind professors' adoption of such projects through exploratory qualitative interviews with seven professor participants who integrated a nation-wide student competition into their courses. We analyzed the resulting data using a constructivist grounded theory approach to identify key themes of professor practices. Findings reveal that the real-world aspect of the projects and alignment with values and research interests were primary motivators for implementation. While implementation methods varied significantly based on context (i.e., university setting, course type), we found that these projects could be effectively integrated into various classroom settings. The findings support the recommendation for non-academic institutions to develop and manage competitions that can be integrated into classrooms and which offer a point of engagement that is available to professors from a wide range of disciplines.

42 ENGINEERING↗

Why Tunable? A Look at Schools Using Tunable Lighting

Between 2016-2019, Pacific Northwest National Laboratory (PNNL), documented two early pilot installations of tunable lighting in schools, supported by U.S. Department of Energy (DOE) Solid-State Lighting (SSL) program. These pilot installations were opportunities for the schools to become more familiar with the technology, save energy, and support teachers and students. Tunable lighting continues to be of interest, particularly in classrooms for students with disabilities. This case study looks at tunable lighting systems installed in classrooms at eight school districts across the U.S. since 2015, the earliest known installation.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Exploring Professor Motivations and Implementations of a Real-World Problem-Solving Project: A Case Study in Preparing Students for the Emerging Building Science Industry: Preprint

Engineering education literature offers a variety of theoretical and conceptual frameworks for project-based learning. This study explores the implementation of real-world problem-solving projects in engineering education. The research team analyzed the motivations and methods behind professors' adoption of such projects through exploratory qualitative interviews with seven professor participants who integrated a nation-wide student competition into their courses. We analyzed the resulting data using a constructivist grounded theory approach to identify key themes of professor practices. Findings reveal that the real-world aspect of the projects and alignment with values and research interests were primary motivators for implementation. While implementation methods varied significantly based on context (i.e., university setting, course type), we found that these projects could be effectively integrated into various classroom settings. The findings support the recommendation for non-academic institutions to develop and manage competitions that can be integrated into classrooms and which offer a point of engagement that is available to professors from a wide range of disciplines.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Influence of overhead HVAC and aerosol control strategies on coarse mode particle dispersion and exposure in a full-scale room experiment

Coarse mode respiratory aerosols can carry viral loads over long distances and have very different dynamics than submicron particles, but experimental studies under realistic conditions remain limited. Here, to study the differential impacts on exposure under different mixing conditions, we co-released 7–10 µm particles and carbon dioxide (CO 2 )—which served as an indicator of gas and submicron particle dynamics—in a 158 m 3 room at LBNL's FLEXLAB facility with an overhead heating, ventilation, and air conditioning (HVAC) system. The room was arranged as a distanced meeting then a classroom with eight heated manikins and a researcher. Spatial variability was measured using 16 particle counters and 22–26 CO 2 sensors throughout the space. Conditions included: HVAC off or supply air at 1000-1060 m 3 h -1 at neutral, cooling, or heating temperatures; with and without 20% outdoor air; and added HVAC filtration, portable air cleaners (PACs), or a physical barrier between the speaker and occupants. We found that good mixing via neutral or cooling supply air or use of PACs under heating lowered coarse particle exposure at some locations, but increased exposure for one-quarter to two-thirds of manikins compared to poor mixing under heating. A physical barrier reduced direct transfer of coarse particles during heating, but less during cooling. High spatial variability shows that a single measurement cannot represent occupant exposure. Instantaneous air mixing assumptions overstate the effectiveness of ventilation, HVAC filtration, and upper-room germicidal ultraviolet disinfection for coarse particles, as relatively few particles reach the return grille or upper room under most conditions.

Air mixing↗

A frugal CRISPR kit for equitable and accessible education in gene editing and synthetic biology

Equitable and accessible education in life sciences, bioengineering, and synthetic biology is crucial for training the next generation of scientists, fostering transparency in public decision-making, and ensuring biotechnology can benefit a wide-ranging population. As a groundbreaking technology for genome engineering, CRISPR has transformed research and therapeutics. However, hands-on exposure to this technology in educational settings remains limited due to the extensive resources required for CRISPR experiments. Here, we develop CRISPRkit, an affordable kit designed for gene editing and regulation in high school education. CRISPRkit eliminates the need for specialized equipment, prioritizes biosafety, and utilizes cost-effective reagents. By integrating CRISPRi gene regulation, colorful chromoproteins, cell-free transcription-translation systems, smartphone-based quantification, and an in-house automated algorithm (CRISPectra), our kit offers an inexpensive (~$2) and user-friendly approach to performing and analyzing CRISPR experiments, without the need for a traditional laboratory setup. Experiments conducted by high school students in classroom settings highlight the kit’s utility for reliable CRISPRkit experiments. Furthermore, CRISPRkit provides a modular and expandable platform for genome engineering, and we demonstrate its applications for controlling fluorescent proteins and metabolic pathways such as melanin production. We envision CRISPRkit will facilitate biotechnology education for communities of diverse socioeconomic and geographic backgrounds.

59 BASIC BIOLOGICAL SCIENCES↗

AI-supported mini-labs: combining smartphone-based experiments and multimodal AI

Multimedia learning has always been a topic in physics education—whether through specialized digital data acquisition systems, simulations, or animations. Due to increasing digitalization, more and more media from our everyday lives have also found their way into education in recent decades. This contribution introduces a conceptual framework and illustrative examples for AI-supported experimentation in physics education. It does not yet present empirical data but outlines directions for forthcoming classroom studies evaluating learning outcomes and engagement.

generative AI↗

Expanding Access to Science Participation: A FAIR Framework for Petascale Data Visualization and Analytics

The massive data generated by scientists daily serve as both a major catalyst for new discoveries and innovations, as well as a significant roadblock that restricts access to the data. Here, our paper introduces a new approach to removing Big Data barriers and democratizing access to petascale data for the broader scientific community. Our novel data fabric abstraction layer allows user-friendly querying of scientific information while hiding the complexities of dealing with file systems or cloud services. We enable FAIR (Findable, Accessible, Interoperable, and Reusable) access to datasets such as NASA’s petascale climate datasets. Our paper presents an approach to managing, visualizing, and analyzing petabytes of data within a browser on equipment ranging from the top NASA supercomputer to commodity hardware like a laptop. Our novel data fabric abstraction utilizes state-of-the art progressive compression algorithms and machine-learning insights to power scalable visualization dashboards for petascale data. The result provides users with the ability to identify extreme events or trends dynamically, expanding access to scientific data and further enabling discoveries. We validate our approach by improving the ability of climate scientists to visually explore their data via three fully interactive dashboards. We further validate our approach by deploying the dashboards and simplified training materials in the classroom at a minority-serving institution. These dashboards, released in simplified form to the general public, contribute significantly to a broader push to democratize the access and use of climate data.

Computer science↗

Does Antimatter Fall Up?

Antimatter is one of those things that sound like science fiction, rather than science fact. Yet it is a very real substance, predicted in 19281 and discovered in 19322. While the story of antimatter is rich and complex3, there is a common question often asked by introductory students, which is “Does antimatter fall up?” This question is far more subtle than appears at first blush, with unexpected facets that can lead to interesting classroom discussion involving the nature and definition of matter. Furthermore, while the theory of general relativity weighs in on the topic, as with all serious physics questions, the definitive answer requires an empirical test. In this article, I will briefly introduce what antimatter is, describe some of the interesting intellectual exercises that can arise from considering the effect of gravity on antimatter, and finally conclude with the results of a recent experiment that definitively answer the question.

Lincoln, Don [Fermilab] (ORCID:0000000205997407)↗

A core lighting curriculum for university students and lighting professionals

Here, in collaboration with a group of lighting professionals, learning outcomes were defined, prioritized, organized and mapped to a three-course sequence of lighting courses within a Bachelor of Science in Architectural Engineering degree programme. Syllabi and educational exercises were developed to support the learning outcomes – including classroom activities, homework assignments and design projects. The learning exercises balance the technical foundations of applied illuminating engineering with the artistic aspects of applied lighting design and are intended to promote significant and lasting learning by providing students with education that is useful and relevant to current lighting practice. The process for identifying and prioritizing lighting content is described, a process that could be adapted by other lighting educators to other pedagogical contexts. The syllabi and learning exercises are disseminated for reuse or adaptation, or for self-study by independent learners.

42 ENGINEERING↗

Myco-Ed: Mycological curriculum for education and discovery

Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.

Branco, Sara↗

Project Report: School Retrofit Demonstration of Lighting and Outlet Controls with LED Upgrades

A technology demonstration project funded by the U.S. Department of Energy (DOE) was hosted by Boston Public Schools (BPS). This project evaluated wireless controls technology for lighting systems and plug loads (energy consumed by devices plugged into electrical outlets), implemented along with LED lighting retrofits in two classrooms. This study assesses technology readiness and effectiveness to determine the deployment potential of the technology in schools.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗