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At least 127 records · Page 7

Teaching a neural network to attach and detach electrons from molecules

Abstract Interatomic potentials derived with Machine Learning algorithms such as Deep-Neural Networks (DNNs), achieve the accuracy of high-fidelity quantum mechanical (QM) methods in areas traditionally dominated by empirical force fields and allow performing massive simulations. Most DNN potentials were parametrized for neutral molecules or closed-shell ions due to architectural limitations. In this work, we propose an improved machine learning framework for simulating open-shell anions and cations. We introduce the AIMNet-NSE (Neural Spin Equilibration) architecture, which can predict molecular energies for an arbitrary combination of molecular charge and spin multiplicity with errors of about 2–3 kcal/mol and spin-charges with error errors ~0.01e for small and medium-sized organic molecules, compared to the reference QM simulations. The AIMNet-NSE model allows to fully bypass QM calculations and derive the ionization potential, electron affinity, and conceptual Density Functional Theory quantities like electronegativity, hardness, and condensed Fukui functions. We show that these descriptors, along with learned atomic representations, could be used to model chemical reactivity through an example of regioselectivity in electrophilic aromatic substitution reactions.

36 MATERIALS SCIENCE↗

What can Chernobyl teach us?

Disaster preparation is getting more attention since Fukushima underscored that nuclear accidents can occur anywhere.

54 ENVIRONMENTAL SCIENCES↗

Kinetics teach that electronic coupling lowers the free-energy change that accompanies electron transfer

Significance Nature’s use of electronic coupling (H DA ) and free-energy (ΔG o ) gradients to vectorially control electron transport provides inspiration for artificial photosynthesis. Theoretical predictions indicate that H DA and ΔG o are not independent parameters, and are instead linked. Reported here is a broadly applicable kinetic approach that was utilized to demonstrate such behavior for four acceptor–bridge–donor compounds. When the electronic coupling was large and electron transfer was adiabatic, the free energy of the reaction |ΔG o | was less than that for nonadiabatic transfer. This finding should be taken into account in the design of hybrid materials for solar energy conversion and has broad implications to the many classes of electron-transfer reactions in biology and chemistry.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

What next-generation 21 cm power spectrum measurements can teach us about the epoch of reionization

A number of experiments are currently working toward a measurement of the 21 cm signal from the epoch of reionization (EoR). Whether or not these experiments deliver a detection of cosmological emission, their limited sensitivity will prevent them from providing detailed information about the astrophysics of reionization. In this work, we consider what types of measurements will be enabled by the next generation of larger 21 cm EoR telescopes. To calculate the type of constraints that will be possible with such arrays, we use simple models for the instrument, foreground emission, and the reionization history. We focus primarily on an instrument modeled after the ∼0.1 km{sup 2} collecting area Hydrogen Epoch of Reionization Array concept design and parameterize the uncertainties with regard to foreground emission by considering different limits to the recently described 'wedge' footprint in k space. Uncertainties in the reionization history are accounted for using a series of simulations that vary the ionizing efficiency and minimum virial temperature of the galaxies responsible for reionization, as well as the mean free path of ionizing photons through the intergalactic medium. Given various combinations of models, we consider the significance of the possible power spectrum detections, the ability to trace the power spectrum evolution versus redshift, the detectability of salient power spectrum features, and the achievable level of quantitative constraints on astrophysical parameters. Ultimately, we find that 0.1 km{sup 2} of collecting area is enough to ensure a very high significance (≳ 30σ) detection of the reionization power spectrum in even the most pessimistic scenarios. This sensitivity should allow for meaningful constraints on the reionization history and astrophysical parameters, especially if foreground subtraction techniques can be improved and successfully implemented.

79 ASTRONOMY AND ASTROPHYSICS↗

The Euler characteristic as a basis for teaching topology concepts to crystallographers

The simple Euler polyhedral formula, expressed as an alternating count of the bounding faces, edges and vertices of any polyhedron, V – E + F = 2, is a fundamental concept in several branches of mathematics. Obviously, it is important in geometry, but it is also well known in topology, where a similar telescoping sum is known as the Euler characteristic χ of any finite space. The value of χ can also be computed for the unit polyhedra (such as the unit cell, the asymmetric unit or Dirichlet domain) which build, in a symmetric fashion, the infinite crystal lattices in all space groups. In this application χ has a modified form (χ m ) and value because the addends have to be weighted according to their symmetry. Although derived in geometry (in fact in crystallography), χ m has an elegant topological interpretation through the concept of orbifolds. Alternatively, χ m can be illustrated using the theorems of Harriot and Descartes, which predate the discovery made by Euler. Those historical theorems, which focus on angular defects of polyhedra, are beautifully expressed in the formula of de Gua de Malves. In a still more general interpretation, the theorem of Gauss–Bonnet links the Euler characteristic with the general curvature of any closed space. This article presents an overview of these interesting aspects of mathematics with Euler's formula as the leitmotif. Finally, a game is designed, allowing readers to absorb the concept of the Euler characteristic in an entertaining way.

97 MATHEMATICS AND COMPUTING↗

SU-D-BRF-06: A Brachytherapy Simulator with Realistic Haptic Force Feedback and Real-Time Ultrasounds Image Simulation for Training and Teaching

Purpose: Surgical procedures require dexterity, expertise and repetition to reach optimal patient outcomes. However, efficient training opportunities are usually limited. This work presents a simulator system with realistic haptic force-feedback and full, real-time ultrasounds image simulation. Methods: The simulator is composed of a custom-made Linear-DELTA force-feedback robotic platform. The needle tip is mounted on a force gauge at the end effector of the robot, which responds to needle insertion by providing reaction forces. 3D geometry of the tissue is using a tetrahedral finite element mesh (FEM) mimicking tissue properties. As the needle is inserted/retracted, tissue deformation is computed using a mass-tensor nonlinear visco-elastic FEM. The real-time deformation is fed to the L-DELTA to take into account the force imparted to the needle, providing feedback to the end-user when crossing tissue boundaries or needle bending. Real-time 2D US image is also generated synchronously showing anatomy, needle insertion and tissue deformation. The simulator is running on an Intel I7 6- core CPU at 3.26 MHz. 3D tissue rendering and ultrasound display are performed on a Windows 7 computer; the FEM computation and L-DELTA control are executed on a similar PC using the Neutrino real-time OS. Both machines communicate through an Ethernet link. Results: The system runs at 500 Hz for a 8333-tetrahedron tissue mesh and a 100-node angular spring needle model. This frame rate ensures a relatively smooth displacement of the needle when pushed or retracted (±20 N in all directions at speeds of up to 2 m/s). Unlike commercially-available haptic platforms, the oblong workspace of the L-DELTA robot complies with that required for brachytherapy needle displacements of 0.1m by 0.1m by 0.25m. Conclusion: We have demonstrated a real-life, realistic brachytherapy simulator developed for prostate implants (LDR/HDR). The platform could be adapted to other sites or training for other types of needle-based procedures.

62 RADIOLOGY AND NUCLEAR MEDICINE↗

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

60 APPLIED LIFE SCIENCES↗

Teaching Quantum Computing to High School Students

Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons “Attribution-NonCommercial-ShareAlike 4.0 International” license.

97 MATHEMATICS AND COMPUTING↗

Multiplicity counting using organic scintillators to distinguish neutron sources: An advanced teaching laboratory

In this advanced instructional laboratory, students explore complex detection systems and nondestructive assay techniques used in the field of nuclear physics. After setting up and calibrating a neutron detection system, students carry out timing and energy deposition analyses of radiation signals. Through the timing of prompt fission neutron signals, multiplicity counting is used to carry out a special nuclear material (SNM) nondestructive assay. Our experimental setup is comprised of eight trans-stilbene organic scintillation detectors in a well-counter configuration, and measurements are taken on a spontaneous fission source as well as two (α,n) sources. By comparing each source's measured multiplicity distribution, the resulting measurements of the (α,n) sources can be distinguished from that of the spontaneous fission source. Such comparisons prevent the spoofing, i.e., intentional imitation, of a fission source by an (α,n) neutron source. This instructional laboratory is designed for nuclear engineering and physics students interested in organic scintillators, neutron sources, and nonproliferation radiation measurement techniques.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

TEACHING AN OLD ACCELERATOR NEW TRICKS

The Argonne Tandem Linac Accelerator System (ATLAS) has been a National User Facility since 1985. In that time, many of the systems that help operators retrieve, modify, and store beamline parameters have not kept pace with the advancement of technology. Development of a new method of storing and retrieving beamline parameters resulted in the testing and installation of a time-series database as a potential replacement for the traditional relational database. InfluxDB was selected due to its self-hosted Open-Source version availability as well as the simplicity of installation and setup. A program was written to periodically gather all accelerator parameters in the control system and store them in the time-series database. This resulted in over 13,000 distinct data points, captured at 5-minute intervals. A second test captured 35 channels on a 1-minute cadence. Graphing of the captured data is being done on Grafana, an Open-Source version is available that co-exists well with InfluxDB as the back-end. Grafana made visualizing the data simple and flexible. The testing has allowed for the use of modern graphing tools to generate new insights into operating the accelerator, as well as opened the door to building large data sets suitable for Artificial Intelligence and Machine Learning applications.

Novak, D.↗

Teaching Game Theory to Kids and Limits of Prediction

I have once been asked to read a lecture to a group of 6th graders on Game Theory. After agreeing to it, I realized that explaining the game theory basics to 6th graders my be difficult, given that terms such as Nash equilibrium, minimax, maximin, optimization may not resonate in a 6th grade classroom. Instead I've introduced game theory using the rock-paper-scissors (RPS) game. Turns out kids are excellent gametheoreticians. In RPS, they understood both the benefits of randomizing their own strategy and of predicting their opponent's moves. They offered a number of heuristics both for the prediction and opening move. These heuristics included optimizing against past opponent moves, such as not playing rock if the opponent just played scissors, and playing a specific opening hand, such as "paper". Visualizing the effects of such strategic choices on-the-fly would be interesting and educational. This brief essay attempts demonstrating and visualizing the value of a few different strategic options in RPS. Specifically, we would like to illustrate the following: 1) what is the value of being unpredictable?; and 2) what is the value of being able to predict your opponent? In regard to prediction of human players, the question 2) has been reflected in Jon McLoone's entry in Wolfram Blog from January 20, 2014[1]. McLoone created a predictive algorithm for playing against human opponents, that learns to beat human opponents reliably after approximately 30 - 40 games. I use McLoone's implementation to represent a predictive and random strategies. The rest of this documents 1) investigates performance of this predictive strategy against a random strategy (which is optimal in RPS) and in 2) attempts to turn this predictive power against the predictive strategy by allowing the opponent the full knowledge of the predictor's strategy (but not the choices made using the strategy). This exposes a weakness in predictions made without taking risks into account by illustrating that predictive strategy may make the predictor predictable as well.

97 MATHEMATICS AND COMPUTING↗