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At least 451 records · Page 25
All sourcesNASA NTRSDOE OSTI
DOE OSTI2024

HunStat – a simple and low-cost potentiostat for analytical and educational purposes

We have developed a truly low-cost (15 USD), simple do-it-yourself (DIY) potentiostat with compact dimensions. The output potential range of this device is between ±1.65 V. The developed instrument takes advantage of a Seeeduino XIAO microcontroller equipped with 10 bit digital-to-analog (D/A) and 12 bit analog-to-digital (A/D) converters and supports various voltammetry techniques, including cyclic voltammetry (CV), differential pulse voltammetry (DPV), and chronoamperometry (CA). Interested users are provided with circuit diagrams, bill of materials, and design files. Additionally, software components are also provided free of charge, including an Arduino sketch and control software. The software enables easy manipulation of electrochemical parameters and visualization of results. The presented design introduces a simple and low-cost DIY potentiostat recommended for both analytical and educational purposes.

47 OTHER INSTRUMENTATION↗
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 OSTI2021

Emerging Frameworks for Advancing Scientific Workflows Research, Development, and Education

Lightning talks of the Workflows in Support of Large-Scale Science (WORKS) workshop are a venue where the workflow community (researchers, developers, and users) can discuss work in progress, emerging technologies and frameworks, and training and education materials. This paper summarizes the WORKS 2021 lightning talks, which cover four broad topics: (i) libEnsemble, a Python library to coordinate the concurrent evaluation of dynamic ensembles of calculations; (ii) Edu WRENCH, a set of online pedagogic modules that provides simulation-driven hands-on activity in the browser; (iii) VisDict, an envisioned visual dictionary framework that will translate terms, jargon, and concepts between research domains and workflow providers; and (iv) Pegasus Kickstart, a lightweight tool for capturing workflow tasks' performance, including performance metrics from Nvidia GPUs.

Casanova, Henri↗
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 OSTI2023

Evaluation of Serial Testing After Exposure to COVID-19 in Early Care and Education Facilities, Illinois, March–May 2022

Objective: To understand SARS-CoV-2 transmission in early care and education (ECE) settings, we implemented a Test to Stay (TTS) strategy, which allowed children and staff who were close contacts to COVID-19 to remain in person if they agreed to test twice after exposure. We describe SARS-CoV-2 transmission, testing preferences, and the number of in-person days saved among participating ECE facilities. Methods: From March 21 through May 27, 2022, 32 ECE facilities in Illinois implemented TTS. Unvaccinated children and staff who were not up to date with COVID-19 vaccination could participate if exposed to COVID-19. Participants received 2 tests within 7 days after exposure and were given the option to test at home or at the ECE facility. Results: During the study period, 331 TTS participants were exposed to index cases (defined as people attending the ECE facility with a positive SARS-CoV-2 test result during the infectious period); 14 participants tested positive, resulting in a secondary attack rate of 4.2%. No tertiary cases (defined as a person with a positive SARS-CoV-2 test result within 10 days after exposure to a secondary case) occurred in the ECE facilities. Most participants (366 of 383; 95.6%) chose to test at home. Remaining in-person after an exposure to COVID-19 saved approximately 1915 in-person days among children and staff and approximately 1870 parent workdays. Conclusion: SARS-CoV-2 transmission rates were low in ECE facilities during the study period. Serial testing after COVID-19 exposure among children and staff at ECE facilities is a valuable strategy to allow children to remain in person and parents to avoid missing workdays.

Public, Environmental & Occupational Health↗
DOE OSTI2022

Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy

With a dataset of testing and case counts from over 1,400 institutions of higher education (IHEs) in the United States, we analyze the number of infections and deaths from SARS-CoV-2 in the counties surrounding these IHEs during the Fall 2020 semester (August to December, 2020). We find that counties with IHEs that remained primarily online experienced fewer cases and deaths during the Fall 2020 semester; whereas before and after the semester, these two groups had almost identical COVID-19 incidence. Additionally, we see fewer cases and deaths in counties with IHEs that reported conducting any on-campus testing compared to those that reported none. To perform these two comparisons, we used a matching procedure designed to create well-balanced groups of counties that are aligned as much as possible along age, race, income, population, and urban/rural categories—demographic variables that have been shown to be correlated with COVID-19 outcomes. We conclude with a case study of IHEs in Massachusetts—a state with especially high detail in our dataset—which further highlights the importance of IHE-affiliated testing for the broader community. The results in this work suggest that campus testing can itself be thought of as a mitigation policy and that allocating additional resources to IHEs to support efforts to regularly test students and staff would be beneficial to mitigating the spread of COVID-19 in a pre-vaccine environment.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2025

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↗
DOE OSTI2022

Public Education and Outreach

This article summarizes recommendations made by the Community Engagement Frontier conveners as part of the 2022 Snowmass process. It suggests that institutions involved in high energy physics (e.g., universities, national laboratories, funding agencies, etc.) add education and outreach as a valuable effort and one that should be considered in hiring and promotion decisions.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
DOE OSTI2024

Water at the Research and Education Complex [Poster]

Purpose: To identify the management methods for stormwater, sanitary sewer, and potable water throughout the facilities at the Research and Education Complex (REC) using drawings and written documents. To confirm the locations and status of wells located throughout the REC. To compile appropriate documentation that relates to water for each facility at the REC, verify that documentation is accurate, and create any new documentation that is necessary through field verification.

54 ENVIRONMENTAL SCIENCES↗
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 OSTI2024

National Fire Protection Association Spurs the Safe Adoption of EVs Through Education and Outreach

As electric vehicles (EV) and their charging infrastructure steadily increase in popularity across the U.S., growing pains still exist, impeding their true potential for growth. The barriers include a general lack of knowledge around EV systems, range anxiety, electrical workplace safety practices, code compliance and inspection for charging stations, maintenance garages and workers, insurance concerns, and the potential risks associated with damaged lithium-ion batteries (fires, re-ignition, water immersion, and stranded energy).NFPA partnered with SMEs, training development organizations, and Clean City Coalitions to create a series of common online trainings for each EV ecosystem sector, educating communities on the realities of EV proliferation, myths, facts, statistics, codes, and basic information for each sector to become versed in EV knowledge. We also constructed a workshop program for the many EV stakeholders who should be involved in setting up a strategic, cohesive outlook for the participating towns and cities.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2025

Final Report for CSP Tower Public Opinion and Education Project

As part of the CSP Plant Optimization Study for the California Power Market (DE-EE0009809) the project wanted to understand the public’s opinion of the technology and and explore the types of community engagement that is needed to support such development. The initial objectives for the public perception activities were twofold. The primary objective was to gather public opinion and feedback from the communities living near the two operating solar power tower plants, Ivanpah and Crescent Dunes, and to distill lessons learned from the community engagement conducted before, during, and after the plants were developed to inform future development. This included outreach to nearby airports. The other objective was to gauge public opinion about large-scale solar, specifically CSP towers, to start educating the public on the benefits and to begin building relationships with communities of interest, initially targeting the Kingman, Arizona area. The objectives shifted after the first exploratory trip to Ivanpah and Kingman, however, as it became apparent that it would be challenging to gather public opinion from the community surrounding Ivanpah that could be useful for other community profiles, and the company wasn’t ready to address the concerns in Kingman. Another area was chosen, therefore, to represent those where future development is possible. The recently published Lawrence Berkeley National Lab Perceptions of Large-Scale Solar Project Neighbors Study exemplified public perception polling based on social science and served as the foundation for the survey questions taken to the field. The intent was to ensure that people knew their input was valued and that the time they spent was valuable for the participant as well. It has been noted in the literature that in-person interaction has greater benefits than activities online or via mail, as well as limits the expense.

14 SOLAR ENERGY↗
DOE OSTI2023

Nuclear history, politics, and futures from (A)toms-to(Z)oom: Design and deployment of a remote-learning special-topics course for nuclear engineering education

To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled “NE290: Nuclear History, Politics, and Futures” throughout which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We argue that understanding this history is paramount in internalizing a sense of respect for the scientific, technical, and sociological ramifications of an unlocked atom—as well as its perils. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number of ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: Twentieth-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning. In particular, we leveraged the newfound ubiquity of videoconferencing technology to recruit geographically diverse guest lecturers and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which—in tandem with the complete distribution of course material—facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities.

Berliner, Aaron J.↗