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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
All sourcesNASA NTRSDOE OSTI
DOE OSTI2023

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

Celestino, Tadeu (ORCID:0000000163087981)↗
DOE OSTI2026

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↗
DOE OSTI2024

Beyond the Textbook: Ethics Education in Physics

The existing research on why people fail to act ethically identifies a range of motivations, with character traits and peer pressure being the top two causes. Other factors include gain, fear of loss, relationships, competition, opportunity, and cultural factors. In addition to the ethics component, studies have identified also individual and institutional ones. For instance, narcissism plays a significant role in misconduct. The effect of institutional actions, from neglecting punishment in many cases of misconduct up to letting researchers succeed through unethical behavior, was also studied. The only way for an organization to have every member perceive that ethical conduct will enhance their standing and reputation is to display leadership by example. However, despite leaders in academia being nowadays much more educated than twenty years ago about equity, diversity, inclusion and ethical behavior, the occurrence of misconduct has not decreased. Because of the power t hat this demographic holds in enacting reform, as opposed to minority groups who are already encumbered enough, it would be helpful to target the former for equity education. Education and intervention in identifying patterns of thought and action that prevent ethical progress, in deflecting peer pressure, in assuming accountability for their departments, etc. can help. Once again, all roads lead to Rome: an educated and inspired leadership is the most effective tool for change.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
DOE OSTI2026

IPPOG: a global network for particle physics outreach and education

We present the International Particle Physics Outreach Group (IPPOG), a global network dedicated to connecting students, educators, and the general public with the world of particle physics. In this paper, we outline the need to bridge the existing gap between the particle physics community and the wider audience, and we present the solutions that IPPOG has implemented to overcome it through three pillar Activities: the International Masterclasses and the Global Cosmics hands-on activities network, which have engaged together over 200,000 high-school students to date, and the curation of an Outreach Resource Database and web portal.

Abreu, Pedro [University of Lisboa (Portugal); IPP↗
DOE OSTI2024

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved almost 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. In the years 2020 and 2021 the program was canceled due to the sanitary emergency but in 2022 it was restarted and allowed a cohort of 21 students in 2022, and a cohort of 27 students in 2023 to be trained for nine weeks at Fermilab. We are now organizing the 2024 program.

Barzi, Emanuela↗
DOE OSTI2025

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved more than 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN (MicroBooNE, Icarus, and SBND) and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. The program was paused in 2020 and 2021 due to the COVID-19 pandemic, but it resumed in 2022. From 2022 to 2024, a total of 60 students participated in the nine-week training at Fermilab. We are currently organizing the 2025 program. This paper provides an overview of the program, which can serve as a model for other interested laboratories.

Barzi, Emanuela [Ohio State U.]↗
DOE OSTI2025

Ergodic Lagrangian dynamics in a superhero universe

We present a fictional scenario that, while undeniably whimsical, provides the foundation for a unique exercise in extended problem solving, physics analysis, and quantitative model development. Starting with the foundational premise of the Wild Cards shared-world superhero universe, we demonstrate how a variety of concepts appropriate to the advanced undergraduate level—ergodicity, functional analysis, Lagrangian mechanics, and the ever-important simplifying approximation—can be combined into a rich, coherent mathematical model. The goal of this case study is to develop a useful pedagogical exercise in exploring an open-ended research question that presents, at first glance, no clear path forward. Being both eclectic and lengthy, this exercise offers a unique way for students to apply their core physics and mathematics education. It is perhaps best used within a senior honors seminar or within a brief (e.g., January term) elective class.

71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗
DOE OSTI2023

Sanford Underground Research Facility’s approach to school education, community activities, and public outreach

The Sanford Underground Research Facility (SURF) is the deepest underground science facility in the United States. SURF hosts world-leading experiments in neutrino, astroparticle and nuclear physics, as well as projects in biology, geology, and engineering, and is home to a major excavation project making space for Fermi National Accelerator Laboratory’s Long-Baseline Neutrino Facility (LBNF), which will power the Deep Underground Neutrino Experiment (DUNE). An emphasis on outreach and education is embedded in SURF’s mission statement: “to advance world-class science and inspire learning across generations.” To achieve this mission, SURF goes beyond established science communication methods, including operating an open-to-the-public visitor center, hosting multiple public outreach events per month, and an annual city-wide science festival. Furthermore, SURF is training K-12 science educators, developing school curriculum units, and providing classroom materials, based on science researched at the laboratory. The strategic approach, specific methods, and successful outcomes of these programs, which are based on SURF’s science, location, and community, may serve as examples for effective science education, public outreach, and community engagement.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
DOE OSTI2025

Ushering in Ab Initio Quantum Chemistry

The present autobiography recounts the author's education in the liberal arts, physics, and chemistry, and his participation in various developing stages of ab initio quantum chemistry from its beginning around 1950 to the present. His personal history is briefly noted.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2026

Second Order System Study

During my education in mathematics, engineering and physics, I learned transform pairs and their usage mechanics but I never remember seeing the derivations of the solutions to second order ordinary differential equations (ODE) and difference equations. A solution to a question posed in a potential funder meeting put me on a path to solving second order systems using the five principal Fourier based methods: Fourier transform (FT), Z-transform (ZT), discrete time Fourier transform (DTFT), discrete Fourier transform (DFT) and Laplace transform (LT).

42 ENGINEERING↗
DOE OSTI2026

Deep learning-assisted modeling for χ (2) nonlinear optics

Modeling second-order (χ(2)) nonlinear optical processes remains computationally expensive due to the need to resolve fast field oscillations and simulate wave propagation using methods such as the split-step Fourier method (SSFM). This can become a bottleneck in real-time applications, such as high-repetition-rate laser systems requiring rapid feedback and control. We present a long short-term memory-based surrogate model trained on SSFM simulations generated from a start-to-end model of the photocathode drive laser at SLAC National Accelerator Laboratory’s Linac Coherent Light Source II. The model achieves over 250× speedup while maintaining high fidelity, enabling future real-time optimization and laying the foundation for data-integrated modeling frameworks and digital twins of laser systems.

Accelerator Physics (physics.acc-ph)↗
DOE OSTI2026

Final Technical Report for U.S.-Japan Hadronic Physics Exchange Program for Studies of Hadron Structure and QCD

Nuclear physics explores the fundamental properties of matter -- how protons and neutrons emerge as quantum systems of elementary particles, how they form the atomic nuclei, and how they give rise to the wide variety of phenomena and applications at biological, technical, and astronomical scales. It is a global scientific effort centered around large-scale experimental user facilities (particle accelerators and detectors), advanced theoretical methods and concepts, and computational techniques and resources. Exchange of knowledge and ideas, scientific collaboration, and workforce development on a global scale are essential for the future of the field. The nuclear physics program envisaged in the 2023 DOE/NSF NSAC Long-Range Plan and pursued at the U.S. National Labs has strong synergies with programs at other facilities worldwide and will realize significant benefits from international collaboration. Nuclear physics is also recognized for promoting international cooperation in the broadest sense through joint construction and operation of experimental equipment, personal contacts between scientists, and education and training. The U.S.-Japan Hadronic Physics Exchange Program (USJPHE) supported collaborative scientific research in hadronic physics and quantum chromodynamics. USJHPE focused on subject areas related to the programs at current and future experimental facilities in the U.S.\ and Japan and supported both experimental and theoretical studies. USJHPE particularly aimed to realize synergies between the hadronic physics programs at Jefferson Lab 12 GeV and J-PARC resulting from the complementarity of electromagnetic and hadronic probes in the multi-GeV energy range. Subject areas of common interest included the quark-gluon structure of hadrons and nuclei, meson and baryon spectroscopy, strangeness and hypernuclear physics, and other related topics. USJHPE also supported research in hadronic physics and nuclear-physics-enabled tests of fundamental symmetries related to the programs at Brookhaven National Lab, Fermilab, KEK, Spring-8, and university-based facilities in the U.S. and Japan. USJHPE especially promoted collaboration between the U.S. and Japanese nuclear physics communities in developing the physics program and instrumentation for the future Electron-Ion Collider. USJHPE was intended to provide travel grants to U.S.-based scientists (primary institutional affiliation with a U.S.\ university, national laboratory, or other research center) to visit Japanese institutions and conduct collaborative research there. The program supported senior researchers, postdoctoral fellows, and students. Continuing the setup of the preceding grant period, J-PARC served as the Japanese “hub” for U.S. physicists for short- and long-term visits, and JLab served as the corresponding U.S. “hub”. The program was officially managed through the U. of Connecticut in Storrs, CT. Support for Japanese physicists visiting the U.S. was provided through funds from Japanese funding agencies. The USJHPE program promoted the scientific exchange and the collaborative spirit in hadronic physics between the two countries.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2023

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↗
DOE OSTI2023

Overview and Current Progress of the DOE/NNSA Nuclear Criticality Safety Program Training and Education Program

Since 2011, the US Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) has been providing a two-week nuclear criticality safety (NCS) practitioner course to support the training and qualification of new NCS staff. In 2013, an NCS Manager’s course was developed for process supervisors, managers, regulators, and other professionals with NCS-related responsibilities, and, in 2017, an additional course was proposed for Criticality Safety Officers (CSOs). In addition to hands-on training, other NCSP-funded tasks include training on sensitivity/uncertainty methods, NCS resource pipeline tasks, development of NCS guides, maintenance and development of Nuclear Criticality Safety Education Training (NCSET) modules and designing of a new subcritical assembly for hands-on training purposes. This paper provides an overview of the NCSP training and education program. The status of the NCSP hands-on training program will also be provided.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗