Results for “explainability” — Page 38

DOE OSTI2014

Functional approach to exploring climatic and landscape controls on runoff generation: 2 Timing of runoff storm response

Abstract Hortonian overland flow, Dunne overland flow, and subsurface stormflow are the three most dominant mechanisms contributing to both the volume and timing of streamflow in headwater catchments. In this paper, guided by the Dunne diagram, we explore the impacts of climate, soil, and topography on estimated probability distributions of the travel times of each of these three runoff components. In each case, these are expressed in terms of the Connected Instantaneous Response Functions (CIRF) and account for the dynamics of their individual partial effective contributing areas that retain the connectivity to the outlet (instead of the whole catchment area). A spatially distributed hydrological model is used to derive the CIRFs numerically under multiple combinations of climate, soil, and topographic properties. The mean travel times and dimensionless forms of the CIRFs (i.e., scaled by their respective mean travel times) are used to examine both advective and dispersive aspects of catchment's runoff routing response. It is found that the CIRFs, upon nondimensionalization, collapsed to common characteristic shapes, which could be explained in terms of the relative contributions of hillslope and channel network flows, and the size of runoff contributing areas. The contributing areas, particularly for the Dunne overland flow, are themselves found to be governed by the competition between drainage of and recharge to the water table, and could be explained by a dimensionless drainage index which quantifies this competition. The study also reveals simple indicators based on landscape properties that can explain the magnitude of travel times in different catchments.

Li, Hong‐Yi↗

DOE OSTI2015

A Reassessment of the Integrated Impact of Tropical Cyclones on Surface Chlorophyll in the Western Subtropical North Atlantic

The impact of tropical cyclones on surface chlorophyll concentration is assessed in the western subtropical North Atlantic Ocean during 1998–2011. Previous studies in this area focused on individual cyclones and gave mixed results regarding the importance of tropical cyclone-induced mixing for changes in surface chlorophyll. Using a more integrated and comprehensive approach that includes quantification of cyclone-induced changes in mixed layer depth, here it is shown that accumulated cyclone energy explains 22% of the interannual variability in seasonally-averaged (June–November) chlorophyll concentration in the western subtropical North Atlantic, after removing the influence of the North Atlantic Oscillation (NAO). The variance explained by tropical cyclones is thus about 70% of that explained by the NAO, which has well-known impacts in this region. It is therefore likely that tropical cyclones contribute significantly to interannual variations of primary productivity in the western subtropical North Atlantic during the hurricane season.

chlorophyll↗

DOE OSTI2013

PROBING THE COSMIC X-RAY AND MeV GAMMA-RAY BACKGROUND RADIATION THROUGH THE ANISOTROPY

While the cosmic soft X-ray background is very likely to originate from individual Seyfert galaxies, the origin of the cosmic hard X-ray and MeV gamma-ray background is not fully understood. It is expected that Seyferts including Compton thick population may explain the cosmic hard X-ray background. At MeV energy range, Seyferts having non-thermal electrons in coronae above accretion disks or MeV blazars may explain the background radiation. We propose that future measurements of the angular power spectra of anisotropy of the cosmic X-ray and MeV gamma-ray backgrounds will be key to deciphering these backgrounds and the evolution of active galactic nuclei (AGNs). As AGNs trace the cosmic large-scale structure, spatial clustering of AGNs exists. We show that e-ROSITA will clearly detect the correlation signal of unresolved Seyferts at 0.5-2 keV and 2-10 keV bands and will be able to measure the bias parameter of AGNs at both bands. Once future hard X-ray all sky satellites achieve a sensitivity better than 10{sup –12} erg cm{sup –2} s{sup –1} at 10-30 keV or 30-50 keV—although this is beyond the sensitivities of current hard X-ray all sky monitors—angular power spectra will allow us to independently investigate the fraction of Compton-thick AGNs in all Seyferts. We also find that the expected angular power spectra of Seyferts and blazars in the MeV range are different by about an order of magnitude, where the Poisson term, so-called shot noise, is dominant. Current and future MeV instruments will clearly disentangle the origin of the MeV gamma-ray background through the angular power spectrum.

79 ASTRONOMY AND ASTROPHYSICS↗

DOE OSTI2018

Traits drive global wood decomposition rates more than climate

Wood decomposition is a major component of the global carbon cycle. Decomposition rates vary across climate gradients, which is thought to reflect the effects of temperature and moisture on the metabolic kinetics of decomposers. However, decomposition rates also vary with wood traits, which may reflect the influence of stoichiometry on decomposer metabolism as well as geometry relating the surface areas that decomposers colonize with the volumes they consume. In this paper, we combined metabolic and geometric scaling theories to formalize hypotheses regarding the drivers of wood decomposition rates, and assessed these hypotheses using a global compilation of data on climate, wood traits, and wood decomposition rates. Our results are consistent with predictions from both metabolic and geometric scaling theories. Approximately half of the global variation in decomposition rates was explained by wood traits (nitrogen content and diameter), whereas only a fifth was explained by climate variables (air temperature, precipitation, and relative humidity). These results indicate that global variation in wood decomposition rates is best explained by stoichiometric and geometric wood traits. Our findings suggest that inclusion of wood traits in global carbon cycle models can improve predictions of carbon fluxes from wood decomposition.

Hu, Zhenhong↗

DOE OSTI2018

On the Use of Ocean Dynamic Temperature for Hurricane Intensity Forecasting

Sea surface temperature (SST) and the Tropical Cyclone Heat Potential (TCHP) are metrics used to incorporate the ocean's influence on hurricane intensification in the National Hurricane Center's Statistical Hurricane Intensity Prediction Scheme (SHIPS). While both SST and TCHP serve as useful measures of the upper-ocean heat content, they do not accurately represent ocean stratification effects. Here we show that replacing SST in the SHIPS framework with a dynamic temperature (Tdy), which accounts for the oceanic negative feedback to the hurricane's intensity arising from storm-induced vertical mixing and sea-surface cooling, improves the model performance. While the model with SST and TCHP explains nearly 41% of the variance in 36-hr intensity changes, replacing SST with Tdy increases the variance explained to nearly 44%. Our results suggest that representation of the oceanic feedback, even through relatively simple formulations such as Tdy, may improve the performance of statistical hurricane intensity prediction models such as SHIPS.

Balaguru, Karthik↗

DOE OSTI2018

Secondary organic aerosol formation from ambient air in an oxidation flow reactor in central Amazonia

Abstract. Secondary organic aerosol (SOA) formation from ambient air was studied using an oxidation flow reactor (OFR) coupled to an aerosol mass spectrometer (AMS) during both the wet and dry seasons at the Observations and Modeling of the Green Ocean Amazon (GoAmazon2014/5) field campaign. Measurements were made at two sites downwind of the city of Manaus, Brazil. Ambient air was oxidized in the OFR using variable concentrations of either OH or O3, over ranges from hours to days (O3) or weeks (OH) of equivalent atmospheric aging. The amount of SOA formed in the OFR ranged from 0 to as much as 10 µg m−3, depending on the amount of SOA precursor gases in ambient air. Typically, more SOA was formed during nighttime than daytime, and more from OH than from O3 oxidation. SOA yields of individual organic precursors under OFR conditions were measured by standard addition into ambient air and were confirmed to be consistent with published environmental chamber-derived SOA yields. Positive matrix factorization of organic aerosol (OA) after OH oxidation showed formation of typical oxidized OA factors and a loss of primary OA factors as OH aging increased. After OH oxidation in the OFR, the hygroscopicity of the OA increased with increasing elemental O:C up to O:C∼1.0, and then decreased as O:C increased further. Possible reasons for this decrease are discussed. The measured SOA formation was compared to the amount predicted from the concentrations of measured ambient SOA precursors and their SOA yields. While measured ambient precursors were sufficient to explain the amount of SOA formed from O3, they could only explain 10–50 % of the SOA formed from OH. This is consistent with previous OFR studies, which showed that typically unmeasured semivolatile and intermediate volatility gases (that tend to lack C=C bonds) are present in ambient air and can explain such additional SOA formation. To investigate the sources of the unmeasured SOA-forming gases during this campaign, multilinear regression analysis was performed between measured SOA formation and the concentration of gas-phase tracers representing different precursor sources. The majority of SOA-forming gases present during both seasons were of biogenic origin. Urban sources also contributed substantially in both seasons, while biomass burning sources were more important during the dry season. This study enables a better understanding of SOA formation in environments with diverse emission sources.

54 ENVIRONMENTAL SCIENCES↗

NASA NTRS2003

Fullerenes and the Nature of Planetary Gases

Over the past several decades, two issues have dominated the discussion of planetary noble gas patterns: 1) the general resemblance of the noble gas abundances in carbonaceous chondrites to those measured in the Earth s atmosphere and; 2) atmospheric inventories of argon and neon that fall off significantly with increasing distance from the Sun. The recognition of the latter has led to the conclusion that the planetary component is not found on planets. In particular, the inability to explain the missing xenon reservoir, once thought to be sequestered in crustal rocks has been extremely troublesome. Some models have focused on various fractionations of solar wind rather than condensation as the process for the evolution of noble gases in the terrestrial planets. However, these models cannot explain the observed gradient of the gases, nor do they account for the similar Ne/Ar ratios and the dissimilar planetary Ar/Kr ratios. More recent studies have focused on hydrodynamic escape to explain the fractionation of gases, like neon, in the atmosphere and the mantle. Escape theory also seems to explain, in part, the isotopically heavy argon on Mars, however, it does not explain the discrepancies observed for the abundances of argon and neon on Venus and the Earth. This has led to the assumption that some combination of solar wind implantation, absorption and escape are needed to explain the nature of planetary noble gases.

Becker, Luann↗

DOE OSTI2018

Quantifying the relative contribution of factors to household vehicle miles of travel

Household vehicle miles of travel (VMT) has been exhibiting a steady growth in post-recession years in the United States and has reached record levels in 2017. With transportation accounting for 27 percent of greenhouse gas emissions, planning professionals are increasingly seeking ways to curb vehicular travel to advance sustainable, vibrant, and healthy communities. Although there is considerable understanding of the various factors that influence household vehicular travel, there is little knowledge of their relative contribution to explaining variance in household VMT. This paper presents a holistic analysis to identify the relative contribution of socio-economic and demographic characteristics, built environment attributes, residential self-selection effects, and social and spatial dependency effects in explaining household VMT production. The modeling framework employs a simultaneous equations model of residential location (density) choice and household VMT generation. The analysis is performed using household travel survey data from the New York metropolitan region. Model results showed insignificant spatial dependency effects, with socio-demographic variables explaining 33 percent, density (as a key measure of built environment attributes) explaining 12 percent, and self-selection effects explaining 11 percent of the total variance in the logarithm of household VMT. The remaining 44 percent remains unexplained and attributable to omitted variables and unobserved idiosyncratic factors, calling for further research in this domain to better understand the relative contribution of various drivers of household VMT.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗

DOE OSTI2015

50 years of CP violation — What have we learned?

Early after the discovery of CP violation, the explanation of how the Standard Model of particle physics could allow CP violation was quickly given, but it took many years for the original observation to be unequivocally explained on that basis. It was also proposed that this observation opened up the possibility that we could now explain the fact that the universe is made of matter. Remarkably, 50 years later we have no evidence in particle physics that there is any CP violation except that of the Kobayashi Maskawa mechanism of the standard model. Yet we fail completely to explain the baryon asymmetry of the Universe through that mechanism. After reviewing the main points in the history I describe the present experimental attempts to find CP violation beyond the standard model, and explain the theoretical attempts to explain the matter in the Universe.

71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗

DOE OSTI2016

Ferromagnetic bond of Li{sub 10} cluster: An alternative approach in terms of effective ferromagnetic sites

In this work, a model to explain the unusual stability of atomic lithium clusters in their highest spin multiplicity is presented and used to describe the ferromagnetic bonding of high-spin Li{sub 10} and Li{sub 8} clusters. The model associates the (lack of-)fitness of Heisenberg Hamiltonian with the degree of (de-)localization of the valence electrons in the cluster. It is shown that a regular Heisenberg Hamiltonian with four coupling constants cannot fully explain the energy of the different spin states. However, a more simple model in which electrons are located not at the position of the nuclei but at the position of the attractors of the electron localization function succeeds in explaining the energy spectrum and, at the same time, explains the ferromagnetic bond found by Shaik using arguments of valence bond theory. In this way, two different points of view, one more often used in physics, the Heisenberg model, and the other in chemistry, valence bond, come to the same answer to explain those atypical bonds.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2015

Detector dose response in megavoltage small photon beams. I. Theoretical concepts

Purpose: To explain the reasons for significant quality correction factors in megavoltage small photon fields and clarify the underlying concepts relevant to dosimetry under such conditions. Methods: The validity of cavity theory and the requirement of charged particle equilibrium (CPE) are addressed from a theoretical point of view in the context of nonstandard beams. Perturbation effects are described into four main subeffects, explaining their nature and pointing out their relative importance in small photon fields. Results: It is demonstrated that the failure to meet classical cavity theory requirements, such as CPE, is not the reason for significant quality correction factors. On the contrary, it is shown that the lack of CPE alone cannot explain these corrections and that what matters most, apart from volume averaging effects, is the relationship between the lack of CPE in the small field itself and the density of the detector cavity. The density perturbation effect is explained based on Fano’s theorem, describing the compensating effect of two main contributions to cavity absorbed dose. Using the same approach, perturbation effects arising from the difference in atomic properties of the cavity medium and the presence of extracameral components are explained. Volume averaging effects are also discussed in detail. Conclusions: Quality correction factors of small megavoltage photon fields are mainly due to differences in electron density between water and the detector medium and to volume averaging over the detector cavity. Other effects, such as the presence of extracameral components and differences in atomic properties of the detection medium with respect to water, can also play an accentuated role in small photon fields compared to standard beams.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-01: Introduction

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-02: Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-Based and Flipped Learning

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-03: Creative Stimulation: A Flexible Hands-On Approach to Building a Deeper Understanding of Critical Concepts in Radiation Physics

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-04: Incorporating Active Learning Into Medical Physics Education

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-05: Panel Discussion

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-00: Education Council Symposium: Revitalizing Your Medical Physics Classroom: Some Examples and Thoughts from the Trenches

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2025

A Unified Interpretation of Variability in Precipitation Isotope Ratios

Abstract Several mechanisms have been proposed to explain why the isotope ratios of precipitation vary in space and time and why they correlate with other climate variables like temperature and precipitation. Here, we argue that this behavior is best understood through the lens of radiative transfer, which treats the depletion of atmospheric vapor transport by precipitation as analogous to the attenuation of light by absorption or scattering. Building on earlier work by Siler et al., we introduce a simple model that uses the equations of radiative transfer to approximate the two-dimensional pattern of the oxygen isotope composition of precipitation ( δ p ) from monthly mean hydrologic variables. The model accurately simulates the spatial and seasonal variability in δ p within a state-of-the-art climate model and permits a simple decomposition of δ p variability into contributions from gradients in evaporation and the length scale of vapor transport. Outside the tropics, δ p is mostly controlled by gradients in evaporation, whose dependence on temperature explains the positive correlation between δ p and temperature (i.e., the temperature effect). At low latitudes, δ p is mostly controlled by gradients in the transport length scale, whose inverse relationship with precipitation explains the negative correlation between δ p and precipitation (i.e., the amount effect). This suggests that the temperature and amount effects are both mostly explained by the variability in upstream rainout, but they reflect distinct mechanisms governing rainout at different latitudes. Significance Statement The isotopic composition of precipitation has long been used to make inferences about past climates based on its observed relationship with precipitation in the tropics and with temperature at higher latitudes. These relationships—known as the “amount effect” and “temperature effect,” respectively—have been attributed to many different mechanisms, most of which are thought to operate at either high or low latitudes but not both. Here, we present a unified framework for interpreting the isotope variability that can explain the latitude dependence of the temperature and amount effects despite making no distinction between high and low latitudes. Although our results are generally consistent with certain interpretations of the amount effect, they suggest that the temperature effect is widely misunderstood.

54 ENVIRONMENTAL SCIENCES↗