SEARCH · Engineering Papers

Results for “teaching”

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.

SourceResearch connectionFrom yearThrough year

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 271 records · Page 15

All sources NASA NTRS DOE OSTI

DOE OSTI2024

Development of learning objectives to support undergraduate virology curriculum guidelines

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course. These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2022

Current Status of the DOE/NNSA Nuclear Criticality Safety Program Hands-on Criticality Safety Training Courses

In 2011, the US Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) developed and piloted a 2-week nuclear criticality safety (NCS) practitioner course to support training and qualification of new NCS staff. The course was developed in accordance with the American National Standard Institute/American Nuclear Society (ANSI/ANS) standard for NCS training and qualifications (ANSI/ANS-8.26-2007). In 2013, an NCS manager’s course was developed for process supervisors, managers, regulators, and other professionals with NCS-related responsibilities. These courses consist of classroom education, facility training, and hands-on subcritical and critical experiments training. Each course is currently offered twice per year. The 2-week practitioner course offers a week of classroom training, with practical workshops and exercises focused on teaching students how to perform an NCS evaluation. The second week of training involves hands-on critical and subcritical experiments and measurements. The first week is offered in Las Vegas, Nevada, at the DOE Nevada Field Office or the National Atomic Testing Museum. Depending on the student’s clearance level, the second week is offered at Sandia National Laboratory (SNL) (uncleared and L-cleared students) or at the National Criticality Experiments Research Center (NCERC) (Q-cleared students). The 1-week manager’s course is offered at SNL or NCERC, depending on clearance or interest, and includes classroom and hands-on critical and subcritical experiments and measurements. This paper provides an overview and status report for the DOE/NNSA NCSP training courses in NCS and provides information about future course offerings.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

DOE OSTI2016

AmeriFlux US-ORv Olentangy River Wetland Research Park

This is the AmeriFlux version of the carbon flux data for the site US-ORv Olentangy River Wetland Research Park. Site Description - The ORWRP site is a 21-ha large-scale, long-term wetland campus facility that is owned by Ohio State University. It is designed to provide teaching, research, and service related to wetland and river science and ecological engineering. The site has been developed in several phases: Phase 1 (1992 - 1994) - Construction of two 2.5-acre deepwater marshes and a river water delivery system began, with pumps installed on the floodplain to bring water from the Olentangy River. In May 1994, one wetland was planted with marsh vegetation, while the other remained as an unplanted control; Phase 2 (1994 - 1999) - Development of a research and teaching infrastructure took place with the construction of boardwalks, a pavilion, and a compound. The creation of the 7-acre naturally flooded oxbow was also included; Phase 3 (2000 - 2003) - As a research building was created, three additional wetlands were created in the vicinity of the building, including a stormwater wetland that receives runoff from the roof of the building; Phase 4 - The current phase involves research access to the Olentangy River.

Bohrer, Gil↗

DOE OSTI2021

AmeriFlux FLUXNET-1F US-ORv Olentangy River Wetland Research Park

This is the AmeriFlux Management Project (AMP) created FLUXNET-1F version of the carbon flux data for the site US-ORv Olentangy River Wetland Research Park. This is the FLUXNET version of the carbon flux data for the site US-ORv Olentangy River Wetland Research Park produced by applying the standard ONEFlux (1F) software. Site Description - The ORWRP site is a 21-ha large-scale, long-term wetland campus facility that is owned by Ohio State University. It is designed to provide teaching, research, and service related to wetland and river science and ecological engineering. The site has been developed in several phases: Phase 1 (1992 - 1994) - Construction of two 2.5-acre deepwater marshes and a river water delivery system began, with pumps installed on the floodplain to bring water from the Olentangy River. In May 1994, one wetland was planted with marsh vegetation, while the other remained as an unplanted control; Phase 2 (1994 - 1999) - Development of a research and teaching infrastructure took place with the construction of boardwalks, a pavilion, and a compound. The creation of the 7-acre naturally flooded oxbow was also included; Phase 3 (2000 - 2003) - As a research building was created, three additional wetlands were created in the vicinity of the building, including a stormwater wetland that receives runoff from the roof of the building; Phase 4 - The current phase involves research access to the Olentangy River.

Bohrer, Gil↗

DOE OSTI2023

ParFlow Sand Tank: A tool for groundwater exploration

The ParFlow Sand Tank model is an open source application designed to allow users to interactively simulate and visualize groundwater movement through the subsurface. The app is designed for both research and education; teaching hydrogeology concepts and making it easy explore and run sophisticated groundwater simulations. Our goal is to support increased accessibility and usability of research grade hydrology tools for research and teaching. The Sand Tank application simulates groundwater and surface water fluxes as well as contaminant transport in real time using the integrated physical hydrology model ParFlow (Kollet & Maxwell, 2006; Maxwell & Miller, 2005; Osei-Kuffuor et al., 2014) and the particle tracking code EcoSlim (Maxwell et al., 2019). ParFlow is a numerical hydrology model that simulates spatially distributed groundwater and surface water flow. It is a well established research tool with more than 90 publications documenting its development use to advance our understanding of groundwater dynamics and groundwater surface water interactions from the hillslope to the continental scale e.g. (Condon et al., 2020; Condon & Maxwell, 2019; Maxwell & Condon, 2016). It is designed for efficient parallel computation and has been run on many platforms spanning from laptops to supercomputers. However, one of the challenges of ParFlow is that it requires significant training and hydrologic expertise to develop simulations. The Sand Tank application makes this model accessible to anyone for education and exploration. Our application uses ParFlow for its simulation backend and ParaView for the data loading and processing. The communication infrastructure relies on the ParaViewWeb framework. We use model templates deployed in Docker images to setup the Sand Tank framework. Users can build the application locally or interact with it through our web deployment. When interacting with a template users can interactively change model parameters like subsurface processes or pump/inject water into the subsurface and watch the system respond to their changes in real time as the simulation runs. Additionally, our template setup will allow more advanced users to build custom templates of increasing complexity for both research and educational purposes.

54 ENVIRONMENTAL SCIENCES↗

DOE OSTI2013

Boston Architectural College Urban Sustainability Initiative

The Boston Architectural College's Urban Sustainability initiative is a demonstration project as defined by the National Energy Technology Laboratory. BAC's proposed project with the U.S. Department of Energy - NETL, is a large part of that overall initiative. The BAC's Urban Sustainability Initiative is a multi-part project with several important goals and objectives that will have a significant impact on the surrounding neighborhood including: energy conservation, reduction of storm water runoff, generation of power through alternative energy sources, elimination/reduction of BAC carbon footprint, and to create a vehicle for ongoing public outreach and education. Education and outreach opportunities will serve to add to the already comprehensive Sustainability Design courses offered at BAC relative to energy savings, performance and conservation in building design. At the finish of these essential capital projects there will be technical materials created for the education of the design, sustainability, engineering, community development and historic preservation communities, to inform a new generation of environmentally-minded designers and practitioners, the city of Boston and the general public. The purpose of the initiative, through our green renovations program, is to develop our green alley projects and energy saving renovations to the BAC physical plant, to serve as a working model for energy efficient design in enclosed 19th century and 20th century urban sites and as an educational laboratory for teaching ecological and sustainable technologies to students and the public while creating jobs. The scope of our project as it relates to the BAC and the U.S. Department of Energy- NETL combined efforts includes: Task I of the project is Phase II (Green Alley). Task I encompasses various renovation activities that will demonstrate the effectiveness of permeable paving and ground water recharge systems. It will aid in the reduction of storm water runoff into the Charles River Basin in one of its most significantly polluted sections and, will provide a green renovation mechanism for the redirected storm water of a public alley way. This activity is designed to improve the quality of water recharging the ground water and protecting the vulnerable wood pilings under many of the historic masonry buildings in Boston's Back Bay. Sustainable design research and system monitoring opportunities will also be incorporated, providing ongoing tools for public outreach and education through innovative signage and "virtual tour" technology. The monitoring will include a "building performance dash board" that reflects real time operating conditions and improvements in environmental and economic performance to be prominently displayed on the face of our 320 Newbury Street building (approximately 1.5 million people walk by annually). The project site and demonstration area is located at the rear of 951 Boylston Street, Boston, MA 02115 and the parking area adjacent to Public Alley #444 in Boston's historic Back Bay. Task II of the project is Geothermal Solution. This task involves the installation of approximately seven Geothermal wells which will tap into the earth's constant underground temperatures to provide air-conditioning and heating for BAC facilities. The environmentally friendly geothermal system uses no fossil fuel, produces no emissions and runs silently, providing a sustainable model for commercial and residential buildings throughout Boston. Ultimately the combination of this project and other projects will assist in making the BAC "carbon-neutral", and could generate enough additional energy to provide free power to the Engine 33 and Ladder 15 Firehouse located at 941 Boylston Street. The project is located at the rear of 951 Boylston Street, Boston, MA 02115 and the parking area adjacent to Public Alley #444 in Boston's historic Back Bay. Task III of the project is the Sustainability Design Curriculum at the BAC. The BAC is the nation’s largest independent, multi-disciplinary college of spatial design, and a leader in sustainable design education. The Sustainabiltiy Design program, in particular, focuses on energy efficiency,energy performance, energy modeling, energy and air quality principles, green building, renewable energy alternatives and much more. Additionally, the Urban Sustainability Initiative has an objective of providing courses relative to the BAC's demonstration project with DOE, the project’s period of performance activities, subsequent performance data and anticipated sustainability teaching tools. In keeping with BAC's practice based curriculum, students have been involved in the discussion and planning of this project since its inception and sustainability issues have become a part of other programs throughout the college as well. Students will continue to benefit from this hands-on learning opportunity. The project is located at 320 Newbury Street Boston, MA 02115. Task IV of the project is Program Management and Reporting. This task will involve BAC's oversight and general management of the entire project including subcontract administration, contracts administration, technical and financial reporting, design and renovation assistance, other deliverables in accordance with the Federal Assistance reporting Checklist and other contractual obligations and provisions.

15 GEOTHERMAL ENERGY↗

DOE OSTI2015

Metrology in Introductory Statistics Courses

The idea for this course in metrology (the science of measurement) grew out of a statistics course offered to engineering students at the junior level (Statistical Quality Assurance). The intention for teaching this course is to increase students' understanding of variability and their perception of the usefulness of statistics through immediate applicability of statistical concepts to everyday life and relevancy to coursework in introductory lab science courses such as biology, chemistry and physics. Slides from this webinar provide course material for two lectures with accompanying small group activities which require about 3 to 4-1/2 hours to teach.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2017

Luminaires for Advanced Lighting in Education

Evolving education methods and greater use of technology in the classroom are dictating the need to rethink facility designs, including classroom lighting. Advances in LED-based lighting technology have created the possibility of lighting systems that are not only cost effective and energy efficient, but also color-tunable and as durable as other facility infrastructures (a 20-30 year life expectancy). Thus, there is the opportunity that the modern lighting system can be used by educators as a tool in their teaching strategy. To meet this need, RTI International and Finelite, Inc. teamed to develop and test the Next Generation Integrated Classroom Lighting System (NICLS). The NICLS technology incorporates a high performance, color-tunable light engine into new luminaire designs (e.g., pendant, direct-indirect, downlight, troffers) that are acceptable for use in classrooms. During this project, we successfully demonstrated that the NICLS technology achieves exceptional performance and exceeds all DOE goals for the classroom of the future, including: Luminous efficacy value for NICLS luminaires in excess of 125 lpw at all CCT values; TWL range of 2,700 K to 6,500 K while maintaining a CRI of 82 or higher at all values; Capability for full-range dimming (100% to 1%) at all CCT values with flicker levels below industry guidelines; Performance of the lighting system in a classroom mock-up, incorporating daylight and occupancy sensing to provide automatic control of lighting zones to further reduce energy consumption; Rated lifetime on the system exceeding 50,000 hours with a lumen maintenance of at least 85% at 50,000 hours; and Teacher-focused UI located at the front of the classroom to operate the lighting system. A smartphone-based UI is also available to accommodate teacher movement in the classroom. A critical element of developing this technology is designing the user interface to be compatible with modern teaching methods, including increased use of icons and colors and intuitive appearance. The design of the NICLS technology and the user interface was modified with assistance from focus groups consisting of more than 80 teachers and educational professionals total. The focus groups were held in a full-sized classroom that served as a technology demonstration site for the NICLS. The NICLS technology is an advanced lighting system for educational settings that meets or exceeds all DOE photometric, electrical, and reliability goals for the COF. The NICLS technology has been demonstrated at the classroom level, and the feedback from the dozens of teachers and educational professionals who visited the demonstration site has been overwhelmingly positive. NICLS provides a state-of-the-art lighting environment that adjusts the lighting conditions—both color and illuminance levels—to the needs of students and teachers for the task at hand. Early research has suggested that such lighting conditions will improve not only teacher effectiveness but also a student’s ability to concentrate on learning activities.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

DOE OSTI2018

Final Scientific Findings Report- Hydro Research Foundation- Research Awards Program

The Research Awards Program was established in 2014 by the Hydro Research Foundation (Foundation) to support research efforts for the hydropower industry. Using the previously funded Fellowship Program that ran from 2010-2015, the Research Awards Program (RAP or program) captured the lessons learned from the Fellowship program and fine-tuned a nation-wide graduate level research program to support innovation, research and workforce development. The RAP was funded through a $2 million-dollar grant through the Department of Energy’s Water Power Program within the Energy Efficiency and Renewable Energy office (DOE). This award made possible, 33 research projects by 32 students from 21 universities in 11 states. The grant widely engaged the industry by providing the opportunity to work with 25 organizations as well as 63 students and advisors. The funded research focused on a topic list selected by industry and worked to cover a breadth of research needs across many disciplines, basins and types of hydropower issues. The funded work, answered pressing research needs in the fields of the following disciplines; civil engineering, mechanical engineering, environmental engineering, electrical engineering, geography, fisheries, wildlife, water resources, geology, energy science and materials innovation. The Foundation estimates that 116 individuals benefited from this research through either direct mentorship (42), research (32), overseeing the research (31), partnerships (7) and the day-to-day management of the program (4). This investment by DOE showcases how private-public partnerships can leverage limited funds to create a wide range of research products. The project objective was to build on the successful Fellowship Program to develop and execute the RAP on a national level. The program sought to provide competitively awarded hydropower-related graduate-level research awards. The intent of the RAP was to support beneficial, innovative research related to conventional or pumped-storage hydropower. It also sought to stimulate interest among students and universities in this research arena and provide students with a foundation for productive careers within the hydropower industry. The outcome was 33 research findings with 100% of proposed research completed. In addition, 87% of students chose to either join the hydropower industry or continue their hydropower related research at their universities. These research findings advanced the understanding of pressing research topics within the hydropower industry and met the objective of the funding. An ancillary benefit the program identified through this funding was, not only did 63 students and advisors work on hydropower within the academia space, but now there are more professors and students teaching hydropower at the university level. The program saw an addition of 12 new professors, teaching assistants, and graduate researchers continuing to simulate interest in hydropower. Another interesting outcome is that during this grant funding, the program saw alumni of the predecessor program, who are now professors, applying for the RAP with their students. A unique element of this funding is there was significant cost-share provided by host universities, who did not charge facilities and administration overhead to the student’s research awards. In addition, each university provided laboratories, computing capacity and research facilities to support the research which is extraordinarily unique to grant funding at the university level. The total cost share exceeded 30% of the total grant cost. The funding clearly reached many sectors of the industry to provide helpful work and continue building hydropower’s next generation of innovation and workforce. The Foundation has established a broad network of universities interested and engaged in hydropower. The work was supported by the hydropower industry through donations of meeting space, conference registrations, in-kind contributions, mentorship and support of students. The Foundation would recommend finding a vehicle to further advance programs like the graduate level research through competitions, competitively funded awards and student research. It will take many universities to advance hydropower’s most pressing challenges. To let a program like the RAP dwindle away would incapacitate research at universities.

13 HYDRO ENERGY↗

DOE OSTI2017

Building an Adaptive Optics Demonstrator System

Adaptive optics is used to correct the wavefront of a beam of light. It originated in the field of astronomy to correct for atmospheric turbulence. This project was to construct an adaptive optics (AO) system kit from Thorlabs. An AO system consists of three parts: a deformable mirror (DM), a wavefront sensor (WFS), and control software. This system is to be used for future teaching purposes to help others learn about adaptive optics. The AO system came with instruction manuals, which were followed to build and calibrate the system. The instructions included building and aligning the system, how to install and use the software, and how to calibrate deformable mirror. A calibrated system for this project means having the deformable mirror imaged onto the wavefront sensor, with the center of the mirror on the center of the WFS. Also, a flat wavefront, which is achieved by eliminating the tip/tilt of the mirror. Eliminating the tip/tilt reduces the RMS amplitude to a value below 0.200 microns. This causes the wavefront to fold in on itself. We set up a focal plane detector behind beam splitter as a demonstration of what would be seen if this were used with a telescope. The image that should be seen on the focal plane detector is the beam with a diffraction pattern called and Airy Function. The AO system is now ready to be used to teach others about adaptive optics.

79 ASTRONOMY AND ASTROPHYSICS↗

DOE OSTI2023

Engineering Computational Practices (Rev. 1)

This manual will attempt to motivate the use of an automated build system for the purposes of computational science and engineering. As part of this motivation, the surrounding computational practices of version control, documen tation, compute environment management, and regression testing will also be addressed as applied to the practice of computational engineering. Specifically, this manual intends to motivate the adoption of these traditional software engineering practices for use in research and production engineering simulation projects. This manual is not the first such effort in the greater scientific computing community. In fact, the authors relied heavily on the lesson plans of the Software Carpentry, established to teach computing skills to researchers in 1998. As the intention for this manual is to lay out fundamental practices of engineering computing, it will not attempt to fully teach the underlying concepts and will instead reference the well designed lesson plans of the Software Carpentry. Where possible, this manual will explain to general computing practices and concepts and limit discussion of specific software implementations to examples or vehicles for practice in concrete application. The specific software taught by the Software Carpentry curriculum is an excellent starting point to learn the core concepts of computational engi neering. However, the authors have found that applications to engineering simulation and analysis require translation of these software development concepts into the language and workflows of computational engineers. Adopting these computational tools may require engineers to re-imagine their workflows in some combination of traditional engineer ing and software concepts. It has also been necessary to extend existing software build systems for engineering practices beyond the simple wrap ping of engineering software execution. Where necessary, examples of specific software and their method of extension to engineering simulations will be given, with reference to the User Manual for recommended practical use. Where this manual relies on specific implementation examples, it should be understood that the practicing engineer may find that different software is more amenable to their specific work. It is always the overall collection of computational practices is more important than any specific software implementation. The ability to recognize which concepts are implemented by a software package will make a practicing engineer agile to changing project needs, computing resources, numeric solvers, programming languages, and even available funding.

42 ENGINEERING↗

DOE OSTI2024

Virtual Environment Platform for OT/IT Training Enhancement

TRADITIONAL TECHNIQUES OT/IT Concepts Operational Technology (OT) and Information Technology (IT) concepts can often be difficult to visualize Teaching Methods Traditional teaching methods lack the intuitive & immersive aspects of hands-on activities Caveat: Unless taught by Team B! Physical Limitations Digital Twins require existing systems/hardware to mirror UPDATED TECHNIQUES Virtual Environment By making use of a virtual environment, we can represent abstract concepts in a more approachable and digestible way Increased Engagement Students are more engaged with the activities and are more likely to retain the information they are given. New/Emerging Technologies As the system is currently growing and developing, the technologies in use, as well as those represented by the system, stay up-to-date.

Deroller, Nicholas F.↗

DOE OSTI2025

CRCNS US-France Research Proposal: Collaborative Research: Encoding reward expectation in Drosophilia

The fruit fly Drosophila melanogaster has been a valuable model for investigating the genetic and neural bases that underlie learning and memory. Early and most current studies use basic behavior conditioning protocols to study learning in controlled laboratory settings. More recently, the ability to transgenically manipulate many of the brain neurons in the fruit fly with exquisite specificity, and the recent knowledge of the synaptic ‘connectome’ of the fruit fly brain, makes these animals almost unique as a comprehensive model for studies of learning, memory and motivated behavior. In fact, the connectome has revealed many types of new connections that had until now been overlooked. Within this context, the thesis of this proposal is that studies of learning and memory will be greatly enhanced by using more sophisticated means for evaluating memory representations, such as have been developed in vertebrates, and combining those studies with information from the connectome guided by computational modelling. We propose to push beyond the boundaries of existing conditioning protocols for fruit flies to investigate more complex memory representations. In particular, we will investigate the function of reinforcement pathways in relation to the absence of expected reinforcement. More specifically, we propose a series of experiments designed to investigate the memory representations in fruit flies when an expected consequence of a Conditioned Stimulus (CS) fails to occur. Although studies have evaluated how this failure can establish extinction memory for the CS, our studies will go beyond studying extinction. Specifically, we predict that in Drosophila when a CS is associated with a failed expectation of an appetitive food reinforcement it will acquire aversive value, and vice versa for a failed expectation of an aversive reinforcer. We combine these studies with manipulations of reinforcement pathways in the CNS inspired from the connectome, iteratively knitted in with established computational models. Intellectual Merit: The concept of reinforcement expectation and incentive contrast have been influential in the development of studies of associative learning in mammals. These questions are particularly challenging to answer in vertebrates because they require exquisite cellular, temporal, and genetic specificity of experimental manipulations. The recent development of work with identified neurons and their connectomes makes the larval and adult fly brains ripe as models for pushing our understanding of neural bases for these higher- order conditioning phenomena. Broader Impacts: Public health: These analyses and the conceptual framework of prediction error processing underlying them have a profound impact on our understanding of reinforcement-related behavior in humans, including monetary rewards and the mnemonic consequences of traumatic experiences, and for pathologies of the dopamine reinforcement system. Educational: This project will provide interdisciplinary training for postdoctoral researchers, Ph.D. and undergraduate students. The PIs will act as co-supervisors or mentors of students working in the different labs via face-to-face and internet-based technologies. We will also work with ASU’s award-winning Ask- A-Biologist program. This is an online science program designed to enrich the learning experiences of students of all ages and to provide classroom material for use by K-12 teachers. We will develop an extension of a game developed under a prior NSF award, and the new game will include modules to teach K-12 students about how insects learn. We will also integrate into the AAB site a program developed by a collaborator (B Gerber) at the Leibniz Institut für Neurobiologie, Magdeburg, and now in use in schools in Germany, to teach K-12 students how to train animals using the fruit fly larval learning paradigm. Underrepresented groups: All PIs will work with their university offices of Academic Diversity and Equal Opportunity for reaching underrepresented students.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2026

The Hydropower Game: An Interactive Learning Tool for the Future Hydropower Workforce

This report documents a Seedling project supported by the U.S. Department of Energy (DOE) Water Power Technologies Office (WPTO), conducted by Argonne National Laboratory (ANL) and the National Laboratory of the Rockies (NLR). The Seedling and Sapling Program provides small grants over short duration to enable early-stage research at national laboratories. This funding mechanism is intended to cultivate innovative ideas and expand research road maps in hydropower and marine energy technologies. Under this Seedling award, the project team developed an educational outreach tool, or “serious game”, built in Python and powered by the Pygame library, aimed at teaching fundamental hydropower concepts through an engaging, interactive learning experience. The game features multiple lessons covering several hydropower topics while allowing for expansion and customization in the instance of future funding availability: • Hydropower Plant Types: Players explore and compare the mechanics and applications of run-of-river, dam hydropower, and pumped-storage hydropower. • Flow Dynamics and Power Generation: Interactive tasks demonstrate how release rate and hydraulic head combine to determine power output. • Grid Operations and Load Following: Simulations illustrate how hydropower facilities respond to fluctuating electricity demand to balance the grid. • Market Integration: Levels scaffold understanding of how hydropower interfaces with the broader energy market, including operational and economic considerations. The tool was showcased at several science, technology, engineering, and mathematics (STEM) outreach events, where it was demoed to students, educators, and the general public. These events provided valuable opportunities to collect feedback on the gameplay, storyline, and educational objectives from a wide audience. The game was presented at STEMapalooza, Introduce a Girl to Engineering Day, STEMCON, and Clean Currents 2025. Insights gathered during these demonstrations informed refinements to the game’s user experience and strengthened its effectiveness as an educational tool for teaching hydropower concepts. This report outlines the game’s design philosophy, educational objectives, technical implementation, user experience insights, and potential for broader deployment within educational and workforce development contexts. It emphasizes how gamified learning can demystify complex hydropower science and inspire interest in water-power technologies. The project’s success demonstrates the value of Seedling funding in fostering creative, lowcost educational tools that support DOE’s mission to advance energy literacy and innovation. The report concludes with recommendations for expanding the tool by adding new levels, integrating assessment metrics, and exploring commercialization or deployment pathways through future Sapling funding. The official webpage of the Hydropower Game, which includes a link to the educational tool, can be accessed at www.anl.gov/hydropower/hydropower-game.

13 HYDRO ENERGY↗

DOE OSTI2022

KBase Educators Handbook

The KBase Educators Handbook is a community resource for educators teaching biology, computational biology, and bioinformatics using KBase. The Handbook includes supporting documentation on how to join and access community-developed resources for teaching with KBase, best practices, and guidelines on how to contribute to the KBase Educators Community.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2023

Teachers’ Beliefs and Their Influence on Math Instructions for Gifted English Learners

The dynamic interplay between teachers’ beliefs and practices significantly impact the quality of instruction and the trajectory of talent development in young students. This case study explores the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The constant comparison method was used to analyze data collected from classroom observations, semi-structured interviews, and field notes. Three factors were found to affect the (in)consistency between teachers’ expressed beliefs and observed practices: compatibility among core and peripheral beliefs, knowledge about evidence-based practices, and classroom management skills. Students exhibit higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics, demonstrates pedagogical expertise, and employs a proactive classroom management approach. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds maladaptive beliefs about teaching mathematics, has limited knowledge of evidence-based practices, and has an authoritarian classroom management style. These findings underscore the need for a new approach to professional development (PD) that encourages teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development.

Yang, Jenny (ORCID:0000000296905466)↗

DOE OSTI2025

Visualizing How the Structure of Large-Radius Jets Shapes Their Wakes

The ATLAS collaboration has introduced and implemented a strategy for selecting and analyzing large-radius jets composed of skinny $R=0.2$ subjets in heavy ion collisions at the LHC. We show how measurements of these jets teach us about the resolution length $L_{\rm res}$ of quark-gluon plasma (QGP) and can teach us how jet substructure shapes the wakes that jets excite in the QGP droplets through which they pass. We use Hybrid Model calculations to reproduce measurements of $R_{AA}$ for large-radius jets in PbPb collisions, and study their dependence on the angle between the two skinny subjets involved in the final reclustering step of an $R=1$ jet. We show how these observables can constrain the value of $L_{\rm res}$ and demonstrate that the ATLAS data rule out any picture in which an entire parton shower loses energy coherently as if it were a single entity. Determining the degree to which the QGP can resolve partons within a jet is central to the broader program of using jet quenching measurements to probe QGP. We make further use of this setup by analyzing the response of the medium to the passage of large-radius $R=2$ jets containing two skinny subjets in gamma-jet events. We introduce novel jet-shape observables that allow us to visualize the angular shape of the soft hadrons originating from the wakes that wide jets with two skinny subjets excite in a droplet of QGP, as a function of the angular separation between the subjets. We find that even when they are $\sim 0.8- 1$ radian apart, a single broad wake is produced. Only when the two subjets are even farther apart is the presence of two sub-wakes revealed. We show that the way in which jet structure shapes jet wakes can be visualized with similar clarity in experiments by using only those hadrons with low $p_T$. These observables thus offer a new and distinctive way of seeing jet wakes in heavy ion collision data.

FOS: Physical sciences↗

NASA NTRS1970

Design of an interactive accounting tutor

A project to design an interactive program to teach accounting techniques is described. The four major goals of the project are discussed and a review of the literature on teaching machines and computer-assisted-instruction is included. The system is implemented on the CTSS time sharing system at M.I.T. and uses an ARDS graphic display. The software design of the system is described in detail. A typical session with the tutor is also described. Appendices include complete system documentation.

Macko, J.↗