vault backup: 2024-09-11 16:56:58
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||||
"300s School/302. NUCE 2100 - Fundamentals of Nuclear Engineering/2024-11-19 Homework 9.md",
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||||
"300s School/302. NUCE 2100 - Fundamentals of Nuclear Engineering/2024-11-05 Homework 7.md",
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||||
"300s School/302. NUCE 2100 - Fundamentals of Nuclear Engineering/2024-10-29 Homework 6.md",
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"300s School/301. ME 2016 - Nonlinear Dynamical Systems 1/venv/lib/python3.12/site-packages/scipy/ndimage/tests/dots.png",
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@ -11,7 +11,7 @@ tags:
|
||||
## Big Task
|
||||
- [/] QE Management pages
|
||||
## Medium Tasks
|
||||
- [ ] Dataview for ongoing tasks?
|
||||
- [/] Dataview for ongoing tasks?
|
||||
- [ ] Modify Robert's FHE ipynb to a regular python script.
|
||||
- [ ] Learn how to organize python projects
|
||||
## Small Tasks
|
||||
|
||||
@ -9,11 +9,11 @@ tags:
|
||||
|
||||
# Tasks for today
|
||||
## Big Task
|
||||
- [ ] [[2024-09-10 Homework 2]]
|
||||
- [x] [[2024-09-10 Homework 2]] ✅ 2024-09-11
|
||||
## Medium Tasks
|
||||
- [ ] Fill out application for QE exam
|
||||
- [ ] Presentation to NUCE steering committee
|
||||
- [ ] NUCE 2103 Modules
|
||||
- [x] Fill out application for QE exam ✅ 2024-09-11
|
||||
- [x] Presentation to NUCE steering committee ✅ 2024-09-11
|
||||
- [x] NUCE 2103 Modules ✅ 2024-09-11
|
||||
## Small Tasks
|
||||
- [x] Modify presentation slide and email to Carrie ✅ 2024-09-10
|
||||
- [ ] Comment on Robert's code
|
||||
|
||||
@ -9,16 +9,17 @@ tags:
|
||||
|
||||
# Tasks for today
|
||||
## Big Task
|
||||
- [ ]
|
||||
- [ ] [[1. QE Goals and Outcomes]]
|
||||
## Medium Tasks
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [x] Annotate Robert's Code ✅ 2024-09-11
|
||||
- [x] Email Mike about expense report. ✅ 2024-09-11
|
||||
- [x] Email Dr. Gill about homework solution ✅ 2024-09-11
|
||||
## Small Tasks
|
||||
- [ ]
|
||||
- [ ] Fix obsidian file conflicts
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [ ]
|
||||
|
||||
# Calendar Tasks
|
||||
# Calendar Tasks
|
||||
- Lunch [startTime:: 11:30] [endTime:: 13:30]
|
||||
24
1. Daily Notes/2024/9. September/2024-09-12.md
Normal file
24
1. Daily Notes/2024/9. September/2024-09-12.md
Normal file
@ -0,0 +1,24 @@
|
||||
---
|
||||
date: 2024-09-12
|
||||
tags:
|
||||
---
|
||||
# Yesterday | Tomorrow
|
||||
<< [[2024-09-11]] | [[2024-09-13 ]] >>
|
||||
# This Week's Weekly Note
|
||||
[[ Weekly Note 2024-09-11]]
|
||||
|
||||
# Tasks for today
|
||||
## Big Task
|
||||
- [ ] Get Client and Server running for BeagleBone with encrypted messages
|
||||
## Medium Tasks
|
||||
- [ ] [[Weekly Note 2024-09-11]]
|
||||
- [ ] Write stuff for the QE
|
||||
- [ ] Lunch with DGC
|
||||
## Small Tasks
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [ ]
|
||||
- [ ]
|
||||
|
||||
# Calendar Tasks
|
||||
33
2. Cole Group Meeting Notes/Weekly Note 2024-09-11.md
Normal file
33
2. Cole Group Meeting Notes/Weekly Note 2024-09-11.md
Normal file
@ -0,0 +1,33 @@
|
||||
---
|
||||
date: 2024-09-11
|
||||
modification date: Wednesday 11th September 2024 16:25:33
|
||||
tags:
|
||||
- WeeklyNote
|
||||
---
|
||||
<< [[Weekly Note 2024-09-04]] | [[Weekly Note 2024-09-18]] >>
|
||||
|
||||
## This Week's Daily Notes
|
||||
[[2024-09-04]]
|
||||
[[2024-09-05]]
|
||||
[[2024-09-06]]
|
||||
[[2024-09-09]]
|
||||
[[2024-09-10]]
|
||||
## Last Week's Plan
|
||||
## Accomplishments
|
||||
### Tasks and Notes From This Past Week
|
||||
|
||||
```dataview
|
||||
TASK
|
||||
where completed and completion >= this.date - dur(7 days)
|
||||
group by file.link
|
||||
sort file.date asc
|
||||
|
||||
```
|
||||
### Papers read this past week
|
||||
```dataview
|
||||
table title as "Title", dateread as "Date Read"
|
||||
where readstatus and dateread => this.date-dur(7)
|
||||
|
||||
```
|
||||
### Remarks
|
||||
## This Week's Plan
|
||||
|
Before Width: | Height: | Size: 31 KiB After Width: | Height: | Size: 31 KiB |
|
Before Width: | Height: | Size: 12 KiB After Width: | Height: | Size: 12 KiB |
|
Before Width: | Height: | Size: 16 KiB After Width: | Height: | Size: 16 KiB |
@ -0,0 +1,7 @@
|
||||
---
|
||||
title: Homework 1
|
||||
allDay: true
|
||||
date: 2024-09-18
|
||||
endDate: 2024-09-19
|
||||
completed: null
|
||||
---
|
||||
@ -0,0 +1,93 @@
|
||||
# Goals and Outcomes
|
||||
|
||||
_Begin with the end in mind_
|
||||
_--- Steven Covey_
|
||||
|
||||
_You've got to be careful if you don't know where you are going, because you might not get there._
|
||||
_--- Yogi Berra_
|
||||
|
||||
_Alice: Would you tell me, please, which way I ought to go from here?_
|
||||
_Cheshire Cat: [smiling] That depends a good deal on where you want to get to._
|
||||
|
||||
_What are you trying to achieve? Explain your outcomes using absolutely no jargon._
|
||||
|
||||
The Goals and Outcomes of your proposal are your chance to set the vision for your research. It is important at the beginning of your research to make clear to the reader where you want to be at the end. The proposal is a plan for getting to that place, and everything after the Outcomes is about explaining where you start and what path you will take.
|
||||
|
||||
An outcome is a thing aimed at or sought; it's a goal. That idea, however, creates confusion since a research goal is the broad purpose, and outcomes are specific statements about what you want to be able to achieve. For our purposes, we will distinguish between the research goal and the research outcomes, but both will be contained in the Goals and Outcomes section of the proposal.
|
||||
|
||||
## Research Goal
|
||||
|
||||
You must write the proposal with the reviewer in mind. The reviewer will want to know from the beginning what the proposal is about, so start every proposal with
|
||||
|
||||
"The goal of this research is to ..."
|
||||
|
||||
You can also say
|
||||
|
||||
"The purpose of this research is to ..."
|
||||
|
||||
This goal sets the vision for what you want to achieve; it is the circle on the map for where you want to go. Your goal should not be too broad or grandiose. Remember that your colleagues are trying to solve similar problems and know what can and cannot be achieved. Grand goals call for grand projects, and if the details of you project do not align with your goal, the reviewers will see the disconnect and decline funding. The goal should also not be too narrow or specific. Narrow projects are often overly constrained limiting inquiry, have solutions with limited impact, and lack vision. Researchers who lack vision often fail. They are unable to inspire teams, motivate performance, or create sustainable value. The challenge, one that successful researchers often spend considerable time confronting, is to make the goal of the research "just right," thus creating a vision of a problem with sufficient intellectual merit and broader impact to be worthy of investigation.
|
||||
|
||||
It can be challenging or even unwise to stuff a big vision into just one sentence, but you don't want to have it take up a page or even half of one. Keep the research goal one to three sentences in length. If you have to go longer than that, you probably don't have a goal that is clear enough to you, which means it will not be clear to the reader, or you are trying to over define your goal, in which case some of what you are saying might be part of the outcomes or impact.
|
||||
|
||||
While your goal begins your vision of what you want to achieve in your research, it may not be tangible or concrete. Reviewers will want and need to see a more clear picture of where your research will go. It would seem, since the point of the proposal is to explain what you want to do in your research, that next you should lay out what you would do in your research. The trouble is that, while the reviewer does care what you will do, they care more where you will end up. Think of them as the one with the money --- they sometimes are, but often are not --- and they want to know what it is they get for their investment. What are they buying? What is the product of your effort? What will you achieve? _These questions are not about the tasks you will undertake}_, but rather about where you will be if the research is successful and what you will be able to do that is new. The answer to these questions are the research outcomes.
|
||||
|
||||
## Research Outcomes
|
||||
|
||||
The research outcomes are brief, clear, concise statements of what you should be able to do if the research is successful. These are like mini-goals, but they are more specific. They are not necessarily steps along the way to a larger goal; rather, they are the sign posts that, if achieved, together would meet the overarching goal. The outcomes provide clarity and definition of your goal, and make clear what the specific things you want to be able to do if successful. This vision is something that you will return to throughout the proposal as you make connections between your efforts and how they will help you achieve your outcomes. Since you will be making these connections, the reader should be able to keep your vision in mind as they read, and you need to facilitate this by making each outcome sticky. Do this by making them simple, concrete, and credible. You do not need all of the traits, but do as many as you can.
|
||||
|
||||
Well formulated outcomes should do the following:
|
||||
|
||||
- provide a clear purpose for the research;
|
||||
- direct your choice for research activities;
|
||||
- guide the assessment of the success of the research.
|
||||
|
||||
Each outcome should be a single sentence that starts with a verb --- remember you are stating what you should be able to do if the research is successful. Ideally, the verb should convey something verifiable. Verbs like 'understand'', 'know', 'comprehend', or 'make sense of' may describe something we want to achieve in research --- understanding is a general goal of all research. But, these are not observable or verifiable. Remember the eighth Heilmeir question asked "What are the mid-term and final 'exams' of the research?'' By making your outcomes observable and verifiable you setting yourself up to answer that question.
|
||||
|
||||
Examples of an outcomes written to varying degrees.
|
||||
|
||||
**Goal:** The goal of this research is to generate artificial light.
|
||||
|
||||
|**Quality**|**Outcome**|
|
||||
|---|---|
|
||||
|Good|Use electricity to generate incandescent light from a wire filament.|
|
||||
|Vague|Use electricity to make light.|
|
||||
|Unmeasurable|Understand how incandescent light can be made with electricity.|
|
||||
|Verbose|Use AC or DC electricity to generate light as a result of heating a wire filament to sufficiently high temperatures.|
|
||||
|Not goal related|Determine the relationship between filament temperature and the characteristic of the light emitted.|
|
||||
|
||||
How many outcomes should you have? You want the reviewer to be able to remember your outcomes --- they should be able to recall your outcomes throughout the proposal--- so don't make too many, but don't make too few since that runs the risk of suggesting either a narrow scope for the research or overly broad outcomes that don't define the research sufficiently. Between three and five is about right. Less than three is too few --- the reviewer wonders what else you might be able accomplish. More than five is too much --- the reviewer thinks that you are over committing yourself. My preference is three outcomes, and there is room for more if you absolutely need them.
|
||||
|
||||
Presumably, your outcomes are not something that you were able to do before. That is, your research should extend the state of the art and redefine the limits of current practice. Who is the judge of the current art and limits? This depends upon the funding organization. If you are applying to the NSF, the state of the art may be much different from what a company sees as their state of the art. A large national funding agency sees their job as pushing the state of the art for the country, and you need to define an outcome that pushes the state of the art for the national science and engineering community. A small company may just want to innovate for their customers, and your research may be bringing new capabilities to the company and their customers but may not be as grand or far reaching it might be if you has applied, say, to the NSF. It is important to understand the organization to which you are applying and what their expectations are for what reasonable outcomes might be.
|
||||
|
||||
---
|
||||
# Peer Review: Goals and Outcomes 1
|
||||
Offer comment using Acrobat's comment feature. Address the questions below, which focus whether the content meets the intention of the section, but you can say more about whatever else you think will help. Since it can be hard to know what the writer intended, it is best to highlight parts you find confusing or that you may have had to read several times before understanding. Some questions will ask you to summarize your understanding of what was written. This will help the writer see how well their message has been communicated.
|
||||
|
||||
A note about spelling, grammar, and typos: Writers should make a point to eliminate these errors from what they write. Typos, for example, distract the reader and detract from your writing. As editors, it is not your job to ferret these mistakes out. Focus on the message and substance of the writing, and only comment on these annoyances if you just can't stand it.
|
||||
|
||||
_When you offer a criticism, offer a remedy so the writer can improve their work._
|
||||
|
||||
## Research Goal
|
||||
|
||||
The goal sets the vision for what you want to achieve; it is the circle on the map for where you want to be if the research is successful.
|
||||
|
||||
- Is the goal a clear statement about what the research would achieve if successful? Explain why or why not.
|
||||
- Explain what you think the vision for the research is.
|
||||
- Is the scope of the goal of the research "just right'', not too grandiose or too narrow? Explain how it could be made that way.
|
||||
|
||||
## Research Outcomes
|
||||
|
||||
The research outcomes should be brief, clear, concise statements of what could be done if the research is successful. These are like mini-goals, but they are more specific.
|
||||
|
||||
- Are the research outcomes brief, clear, and concise statements of what should be able to be done if the research is successful? Verify that the outcomes are not tasks or steps of the research.
|
||||
- Explain how the outcomes, if achieved, meet the overarching goal.
|
||||
- Are the research outcomes verifiable? How so?
|
||||
|
||||
## Reader's Perspective
|
||||
|
||||
- In your own words, describe the goals and objectives. Do you have a clear picture of where the PI wants his research to go? Has the writer transmitted his message to you?
|
||||
- Has the PI provided sufficient explanation about the goal and objectives? Are they over/under explained? Explain what pieces would be helpful to clarify the picture.
|
||||
|
||||
## Meet with the PI
|
||||
|
||||
Meet with the person you have reviewed. Make recommendations and comments. Discuss ways the writing could be made more clear and the communication better.
|
||||
@ -0,0 +1,53 @@
|
||||
# State of the Art and Limits of Current Practice
|
||||
|
||||
_State of the Art is the frenetic and relentless pursuit of doing what its best at that time!
|
||||
_--- Da Anunciação Marco
|
||||
|
||||
_Once we accept our limits, we go beyond them.
|
||||
_--- Albert Einstein
|
||||
|
||||
_One finds limits by pushing them.
|
||||
_--- Herbert Simon
|
||||
|
||||
_How is it done today, and what are the limits of current practice?_
|
||||
|
||||
The outcomes tell where you want to go. In this section, you will say where you begin. Given a begin point and an end point, in the next section, Research Approach and Description, you will explain your path from getting from A to B. It does not make any sense to layout that path unless the reviewer understands the endpoints. Furthermore, by explaining the state of the art you are defining your domain expertise, what you know, and what types of problems your research will seek to solve. Without this, the reviewer might misinterpret your problem or your approach to solving it. Even worse, they might get lost or frustrated and quit reviewing altogether.
|
||||
|
||||
Clearly you hope to improve on something with your research. It is best to clearly define the limits of current practice. These limits define how far others have pushed science, technology, and engineering, and it is beholden on you to clearly explain those limits.
|
||||
|
||||
In this section, you want to make a point to be more technology focused. The Heilmeir question is "How is it done today?" This question is about describing how anything related to your goal is currently done. You should explain the current systems, techniques, tools, instruments, procedures, and methods. It is certain that there are a multitude of tool and techniques that are used, so which ones should you focus on? By defining the limits of current practice, there will be some that relate to the approach you describe in the next section and others that are not so relevant. Focus on those tools and techniques that are related to the research approach you will use. In this way, you will setting up the next section, which will start from where this section leaves off and shows the reader how you will achieve your outcomes.
|
||||
|
||||
There is a long tradition in academe for students to write a literature review as part of their thesis or dissertation. These have often been long boring disquisitions that say things like "Smith did this thing, but Jones did this other thing." In some sense the literature review is a treatise on the state of the art for the subject of the dissertation. Since students often know the landscape of their work through the sign posts placed by the authors of the papers they have read, the literature review is often overly focused on the author and what they did. The unfortunate thing is that this author centered focus often leads to tedious reading and is very difficult to parse in term of what the real contributions and challenges are. It is these challenges that you want to highlight since they are defined by the limits of current practice.
|
||||
|
||||
Think about who or what the actors are when you write this section. When you make the prior researchers the subject of your writing --- "Smith and Jones said ..." --- then they become the actors. This is fine if you are talking about, say, Watson and Crick because they are instrumental in the story of DNA. But, if you talk about Cole and Clark, nearly no one, except a few very informed, enlightened, and brilliant people, are going to know that they did work on optical traps. In that case, it might be better focus on the technology of the optical trap, and make its development your story.
|
||||
|
||||
---
|
||||
# Peer Review: State of the Art and Limits of Current Practice
|
||||
|
||||
Offer comment using Acrobat's comment feature. Address the questions below, which focus on whether the content meets the intention of the section, but you can say more about whatever else you think will help. Since it can be hard to know what the writer intended, it is best to highlight parts you find confusing or that you may have had to read several times before understanding. Some questions will ask you to summarize your understanding of what was written. This will help the writer see how well their message has been communicated.
|
||||
|
||||
A note about spelling, grammar, and typos: Writers should make a point to eliminate these errors from what they write. Typos, for example, distract the reader and detract from your writing. As editors, it is not your job to ferret these mistakes out. Focus on the message and substance of the writing, and only comment on these annoyances if you just can't stand it.
|
||||
|
||||
_When you offer a criticism,_ _offer a remedy_ _so the writer can improve their work._
|
||||
|
||||
## **Steps**
|
||||
|
||||
Read the State of the Art section three times:
|
||||
|
||||
1. On the first pass answer the questions below. You are assessing the success at communicating the state of the art for the technology area of the PI. Answer the questions in **The Review** below.
|
||||
2. On the second pass circle the verbs of each sentence. What are the actors doing? Judge whether you can sense what the developing action might be as a whole, just by reading the list of verbs. Tell the writer where verbs seemed to take the story; what action there was.
|
||||
3. On the third pass underline the subject of each sentence. When done look at each paragraph and see who in the paragraph is the actor. Is there one actor or multiples? Do you think this affects the story telling? Tell the writer if there were confusing switches between actors.
|
||||
|
||||
## **The Review**
|
||||
|
||||
It can be challenging to critique the state of the art for a field for which you are not an expert. That is not your objectives. As the reader, you want the writer to explain clearly what is the state of the art. Ideally, after reading this section you should be able to explain it to someone else and be able to get most of your explanation correct.
|
||||
|
||||
- Is the writing clear and understandable? Explain why or why not.
|
||||
- Does the writer tell a coherent story? Can you follow thread of the story? If it is confusing, explain how so.
|
||||
- Does the writer clearly identify the limits of current practice? Can you make a list of the limits? If you think something is missing or unclear, explain how so.
|
||||
- Do the limits of current practice relate to the objectives in the previous section? If the connection between the limits and the objectives is unclear, point that out.
|
||||
- Does the writer convey only the necessary information? That is, do they explain what is necessary to understand how the state of the art relates to the objectives? Do they not tell anything extra? If something can be deleted without affecting the story, it is probably unnecessary.
|
||||
|
||||
## **Meet with the PI**
|
||||
|
||||
Meet with the person you have reviewed. Make recommendations and comments. Discuss ways the writing could be made more clear and the communication better.
|
||||
@ -0,0 +1,40 @@
|
||||
Write the Research Approach and Methods section. Clearly describe the methods, protocols, techniques, and tools that will be used in the research. Describe the strategy for moving from the limits identified in the previous section to the goals and objectives in the first section.
|
||||
|
||||
Typically, this is the longest section of a proposal because you have to spend the most time developing everything you will use for the research and describe the strategy for using it.
|
||||
## The Review
|
||||
|
||||
Just like the State of the Art, it can be challenging to critique the Research Approach for a field for which you are not an expert. That is not your objectives. As the reader, you want the writer to explain clearly what is new in their approach and why they think it would be successful. Ideally, after reading this section you should be able to explain this to someone else and be able to get most of your explanation correct.
|
||||
|
||||
Read the Research Approach. When you do, you are assessing the success at communicating the approach and methods of the research. Answer the questions below.
|
||||
|
||||
- Does the writer clearly explain what is new in their approach? If you think something is missing or unclear, explain how so.
|
||||
- Are you able to explain why it would be successful, even at a high level? If you think something is missing or unclear, explain how so.
|
||||
- Does the approach link the limits of current practice to the objectives? If the path between the limits and the objectives is unclear, point that out.
|
||||
- Is the writing clear and understandable? Explain why or why not.
|
||||
- Does the writer tell a coherent story? Can you follow thread of the story? If it is confusing, explain how so.
|
||||
|
||||
A comment on overly detailed content: Some writers often compensate for weak writing by providing a lot of detail about their approach rather than clearly identifying the most important points of their approach. Those who know a field well often fill in gaps left by a weaker writer, and implicitly answer the necessary questions for the writer. While it can be challenging to read a research approach for a field which you are unfamiliar, a good writer will make clear what is new and will clearly explain why they think the research will be successful. As a non-expert with engineering knowledge, you are actually in a good position to assess the writing since you will know when the key piece of information is missing.
|
||||
|
||||
## Writing Critique
|
||||
|
||||
In this exercise, you will be critiquing and rewriting part of it with an eye to topic/stress. You will also be doing the same for some of your own writing.
|
||||
|
||||
### The Paper Being Reviewed
|
||||
|
||||
Read the Research Approach and choose for analysis a paragraph that is four to five sentences long. A longer one is okay, but try not to choose one shorter. Longer paragraphs offer a large number of rhetorical choices, possibilities for problems, and more to work with. For best results, avoid opening and closing paragraphs, which function somewhat differently from the others.
|
||||
|
||||
Read this passage twice:
|
||||
|
||||
- On the first pass:
|
||||
- Underline the Topic of each sentence in the passage, stopping when you hit a verb.
|
||||
- Check if occupant of the Topic position is indeed the person, thought, or thing whose story the sentence is about.
|
||||
- Check each sentence for the location (or existence) of the old information that makes the important link backward to the previous sentence. See if that information is located in the Topic position, where it will do the reader the most good.
|
||||
- On the second pass:
|
||||
- Circle the Stress position in the sentence. This is the last clause or phrase of each sentence. (A Stress position is any moment of closure resulting from punctuation --- before a properly used period, colon, or semi-colon. It can never end at a comma.)
|
||||
- Check each sentence for the location of the information that you think is the most stress-worthy. (Note: your choice may not be the writers). See if each piece of such information is location in a Stress position.
|
||||
- Attempt to rewrite the passage with your choices for old/new information and stress-worthy material.
|
||||
- Put old material in the Topic position referring back to previous discourse.
|
||||
- Put stress-worthy and new information in the Stress position.
|
||||
- Share this rewrite in your review. This will give the writer a chance to see what your interpretation of their writing is.
|
||||
|
||||
It is often helpful when you are starting out to write the sentences in a list, like I do in class. This lets you first focus on each sentence as a unit. It also makes it easier to see the Topic and Stress positions. As such, links between backward linking information are easier to see, and stress-worthy information is more obviously at the end.
|
||||
@ -0,0 +1,20 @@
|
||||
Write the Metrics of Success section. Clearly describe how you will define success. How much more accurate, more precise, faster, or more efficient will the technology be? How will you demonstrate that you achieved the outcomes outlined in the Goals and Outcomes section? Will you be advancing the TRL of the technology? From what TRL level and how much?
|
||||
## The Review
|
||||
Read the entire document. When you read the paper, identify sections or paragraphs that you find challenging or confusing to read --- if you have to reread a paragraph to grasp its message, circle it. These passages will need additional attention by the writer.
|
||||
### Milestones
|
||||
Are the milestones reasonable for the project? Do they mark events that are a significant change or stage in development?
|
||||
### Deliverables
|
||||
Are the deliverables appropriate for the project? Can the investigator/team deliver on their promise?
|
||||
### Metrics of Success
|
||||
Are metrics for success clearly identified in the proposal? These metrics may not necessarily be in the Milestones and Deliverables section. Rather, they could be earlier in the document, like the Objectives or the Research Approach. Do the metrics validate a well defined hypothesis of record? Are the metrics measurable?
|
||||
## Reading Structurally
|
||||
Choose for analysis three paragraphs from the document; you might choose passages you circled above. For best results, avoid opening and closing paragraphs, which function somewhat differently from the others. It is best to choose paragraphs that are at least several sentences long, since they should offer a large number of rhetorical choices and possibilities for problems.
|
||||
|
||||
For one of those paragraphs, analyze the prose structurally several times, one time for each of the expectational principles. This requires turning off the substance-reading machine you usually use when reading and turning on this new structural awareness in its place. In other words, do not read a sentence to see if it makes sense or sounds good or seems to help develop your thought.
|
||||
|
||||
Follow the [Reading Structurally](https://canvas.pitt.edu/courses/172922/pages/reading-structurally "Reading Structurally") outline. Take notes on your observations.
|
||||
|
||||
NOTE: We have not yet discussed Issue/Point, so you can leave that out of your discussion. Focus on these two things:
|
||||
|
||||
1. Action/Agency
|
||||
2. Topic/Stress
|
||||
@ -0,0 +1,28 @@
|
||||
Write the Research Impact section. Clearly describe for your research what will be the the broader impact. Does the work offer societal benefits? If so, be clear about what those benefits are and who they serve. How will you advance discovery and understanding while promoting teaching and learning? How will you address under-represented groups? How will you reach out to under-represented groups?
|
||||
## The Review
|
||||
The thing you are trying to determine are the questions to the Heilmeir question:
|
||||
|
||||
_Who cares? If you are successful, what difference will it make?_
|
||||
|
||||
In class, we discussed how to define a meaningful link between your objectives and the person who cares, who I called the `beneficiary.' The writer should make this connection, and articulate clearly how the outcomes of their research relieve the pains and create gains for the beneficiary. The more clear you make this, the more well received your proposal will be.
|
||||
|
||||
Read the Broader Impact. When you do, you are assessing the success at communicating the impact of the research. To avoid bias in your review, read the proposal and Broader Impact section before answering the questions below.
|
||||
|
||||
- Does the writer clearly describe the beneficiary, who cares? If you think something is missing or unclear, explain how so.
|
||||
- Does the writer clearly articulate the difference their research will make? Can you idenify the gain makers and pain relievers. If not, explain what you think is missing.
|
||||
- Is the writing clear and understandable? Explain why or why not.
|
||||
- Does the writer tell a coherent story? Can you follow thread of the story? If it is confusing, explain how so.
|
||||
## Writing Critique
|
||||
In this exercise, for each paper you were to review, you will be critiquing and rewriting part of it with an eye to identifying the point of paragraphs in the writing. You will also be doing the same for some of your own writing.
|
||||
### A Paper Being Reviewed
|
||||
Read the Broader Impact and choose for analysis a paragraph that is four to five sentences long. A longer one is okay, but try not to choose one shorter. Longer paragraphs offer a large number of rhetorical choices, possibilities for problems, and more to work with. For best results, avoid opening and closing paragraphs, which function somewhat differently from the others.
|
||||
|
||||
It is generally the case that readers expect that a paragraph will be "about'' what ever shows up first. What ever shows up first provides a _context_ for all that follows.
|
||||
|
||||
1. Underline the first one, two, or three sentences of the paragraph, indicating that part that you think is the issue for the paragraph.
|
||||
2. Do the sentences you underlined tell what the paragraph is "about'' and provide context for what follows? Explain why or why not.
|
||||
|
||||
Readers delight being told what the point of a paragraph is --- clearly and explicitly. They are grateful when that clear point is presented in a _single_ sentence. They also what to know that sentence when they see it. The extensive investigation of thousands of professional paragraphs has made it evident that readers expect that point to appear at particular structural locations. Readers expect the point to either come at the end, as the final sentence of the paragraph, or as part of the issue that you underlined before. Everything else is part of the discussion of the paragraph.
|
||||
|
||||
3. Read the paragraph and decide what you think is its point. What is the the main message of the paragraph. Underline the sentence that states the point.
|
||||
4. Where does the point appear? Is the point clear and explicit? Is it confusing to you (on your first read through)? Is the point of the paragraph in the right structural location or is it buried in the discussion? Explain.
|
||||
Binary file not shown.
@ -2,7 +2,7 @@
|
||||
title: Homework 2
|
||||
allDay: false
|
||||
startTime: 14:00
|
||||
endTime: 15:30
|
||||
endTime: 19:00
|
||||
date: 2024-09-10
|
||||
completed: null
|
||||
type: single
|
||||
@ -1,9 +1,9 @@
|
||||
---
|
||||
title: Homework 3
|
||||
allDay: true
|
||||
allDay: false
|
||||
startTime: 08:30
|
||||
endTime: 10:30
|
||||
date: 2024-09-17
|
||||
endTime: 11:30
|
||||
date: 2024-09-16
|
||||
completed: null
|
||||
type: single
|
||||
endDate: null
|
||||
@ -0,0 +1,152 @@
|
||||
# Homework 2
|
||||
## NUCE 2100
|
||||
### Dane Sabo
|
||||
|
||||
---
|
||||
|
||||
Instructions: Complete the problems below being sure to show your work. If you need to lookup nuclear data from an external source please reference the source in your solutions (once is sufficient).
|
||||
|
||||
---
|
||||
|
||||
1. Consider the so-called DT (deuterium, tritium) fusion reaction
|
||||
|
||||
$^2H + ^3H \rightarrow ^HHe + ?$
|
||||
|
||||
a. What is the missing product in the reaction?
|
||||
|
||||
A neutron!
|
||||
|
||||
b. Calculate the binding energy of $^2H$, $^{3}H$, and $^{4}He$
|
||||
|
||||
|
||||
```python
|
||||
def binding_energy(mass,z,n):
|
||||
c = 299792458 # m/s
|
||||
h1_mass = 1007825.03190 #micro AMU
|
||||
neutron_mass = 1008664.9159 #mirco AMU
|
||||
|
||||
mass_defect = (z*h1_mass + n*neutron_mass - mass)/1e6 #micro amu to u
|
||||
energy = (mass_defect*1.6606e-27)*c**2 #amu to kg, answer in J
|
||||
|
||||
return energy*6.242e12 #Convert J to MeV
|
||||
|
||||
twoH_mass = 2014101.77784 #micro AMU
|
||||
print("2H Binding Energy:", binding_energy(twoH_mass,1,1), "MeV")
|
||||
|
||||
threeH_mass = 3016049.281328 #micro AMU
|
||||
print("3H Binding Energy:", binding_energy(threeH_mass,1,2), "MeV")
|
||||
|
||||
fourHe_mass = 4002603.25413 #micro AMU
|
||||
print("4He Binding Energy:", binding_energy(fourHe_mass,2,2), "MeV")
|
||||
```
|
||||
|
||||
2H Binding Energy: 2.22482284320947 MeV
|
||||
3H Binding Energy: 8.482774677373571 MeV
|
||||
4He Binding Energy: 28.298926363869242 MeV
|
||||
|
||||
|
||||
c. Calculate the Q value of the reaction
|
||||
|
||||
|
||||
```python
|
||||
neutron_mass = 1008664.9159 #mirco AMU
|
||||
c = 299792458 # m/s
|
||||
|
||||
Q = (fourHe_mass + neutron_mass - twoH_mass - threeH_mass)/1e6*1.6606e-27 * c**2
|
||||
print("Q is ", Q*6.242e12, "MeV")
|
||||
```
|
||||
|
||||
Q is -17.59132884328642 MeV
|
||||
|
||||
|
||||
d. Show that the Q value is equal to the change in binding energy
|
||||
|
||||
|
||||
```python
|
||||
Q_from_binding = binding_energy(threeH_mass,1,2) + binding_energy(twoH_mass,1,1) - binding_energy(fourHe_mass,2,2)
|
||||
print("Q from binding is ", Q_from_binding, "MeV")
|
||||
```
|
||||
|
||||
Q from binding is -17.5913288432862 MeV
|
||||
|
||||
|
||||
2. Using atomic mass data, compute the average binding energy per nucleon of the following
|
||||
nuclei:
|
||||
|
||||
a. $^{6}Li$
|
||||
|
||||
b. $^{12}C$
|
||||
|
||||
c. $^{51}V$
|
||||
|
||||
d. $^{138}Ba$
|
||||
|
||||
e. $^{235}U$
|
||||
|
||||
[Atomic Mass Data](https://www-nds.iaea.org/relnsd/vcharthtml/VChartHTML.html)
|
||||
|
||||
|
||||
```python
|
||||
sixLi_mass = 6015122.8874 #micro AMU
|
||||
print("6Li Binding Energy:", binding_energy(sixLi_mass,3,3), "MeV")
|
||||
|
||||
twelveC_mass = 12000000.0 #micro AMU
|
||||
print("12C Binding Energy:", binding_energy(twelveC_mass,6,6), "MeV")
|
||||
|
||||
fiftyoneV_mass = 50943957.66 #micro AMU
|
||||
print("51V Binding Energy:", binding_energy(fiftyoneV_mass,23,28), "MeV")
|
||||
|
||||
onethirtyeightBa_mass = 137905247.06 #micro AMU
|
||||
print("138Ba Binding Energy:", binding_energy(onethirtyeightBa_mass,56,82), "MeV")
|
||||
|
||||
twothirtyfiveU_mass = 235043928.1 #micro AMU
|
||||
print("235U Binding Energy:", binding_energy(twothirtyfiveU_mass,92,143), "MeV")
|
||||
```
|
||||
|
||||
6Li Binding Energy: 31.997677545325832 MeV
|
||||
12C Binding Energy: 92.17236586153292 MeV
|
||||
51V Binding Energy: 445.8977789774969 MeV
|
||||
138Ba Binding Energy: 1158.4258775508786 MeV
|
||||
235U Binding Energy: 1784.0708281992524 MeV
|
||||
|
||||
|
||||
3. Compute the atom densities of $^{235}U$ and $^{238}U$ in UO2 of physical density 10.8 g/cm3 if the uranium
|
||||
is enriched to 3.5 w/o in $^{235}U$.
|
||||
|
||||
|
||||
```python
|
||||
twothirtyeightU_mass = 238050786.9 # micro AMU
|
||||
UO2_density = 10.8 #g/cm^3
|
||||
|
||||
N_235 = (100-3.5)/3/100 * UO2_density*0.6022e24/(twothirtyfiveU_mass*1e-6)
|
||||
#(abundance of U235 in UO2, remember only 1 U for every 2 O!) * converting to atoms / cm^3
|
||||
print("There are ", N_235, " 235U atoms per cm^3")
|
||||
|
||||
N_238 = (3.5)/3/100 * UO2_density*0.6022e24/(twothirtyeightU_mass*1e-6)
|
||||
print("There are ", N_238, " 238U atoms per cm^3")
|
||||
|
||||
```
|
||||
|
||||
There are 8.900646006519835e+21 235U atoms per cm^3
|
||||
There are 3.187437478703836e+20 238U atoms per cm^3
|
||||
|
||||
|
||||
4. Calculate the mean free path of 1-eV neutrons in graphite. The total cross section of carbon at
|
||||
this energy is 4.8 b.
|
||||
|
||||
[Graphite Density Source](https://www.nrc.gov/docs/ML0117/ML011770379.pdf)
|
||||
|
||||
|
||||
|
||||
```python
|
||||
graphite_density = 1.82 #g/cm^3
|
||||
graphite_nuclei_density = graphite_density/12.000*0.6022e24 #atoms/cm^3
|
||||
print("The nuclei density of graphite is ",graphite_nuclei_density," atoms/cm^3")
|
||||
|
||||
mean_free_path = 1/(4.8*10e-24)/graphite_nuclei_density
|
||||
print("The mean free path is ",mean_free_path,"cm in graphite.")
|
||||
```
|
||||
|
||||
The nuclei density of graphite is 9.133366666666668e+22 atoms/cm^3
|
||||
The mean free path is 0.22810135729431646 cm in graphite.
|
||||
|
||||
Binary file not shown.
@ -0,0 +1,165 @@
|
||||
# Homework 2
|
||||
## NUCE 2100
|
||||
### Dane Sabo
|
||||
|
||||
---
|
||||
|
||||
Instructions: Complete the problems below being sure to show your work. If you need to lookup nuclear data from an external source please reference the source in your solutions (once is sufficient).
|
||||
|
||||
---
|
||||
|
||||
1. Consider the so-called DT (deuterium, tritium) fusion reaction
|
||||
|
||||
$^2H + ^3H \rightarrow ^HHe + ?$
|
||||
|
||||
a. What is the missing product in the reaction?
|
||||
|
||||
A neutron!
|
||||
|
||||
b. Calculate the binding energy of $^2H$, $^{3}H$, and $^{4}He$
|
||||
|
||||
|
||||
```python
|
||||
def binding_energy(mass,z,n):
|
||||
c = 299792458 # m/s
|
||||
h1_mass = 1007825.03190 #micro AMU
|
||||
neutron_mass = 1008664.9159 #mirco AMU
|
||||
|
||||
mass_defect = (z*h1_mass + n*neutron_mass - mass)/1e6 #calculate mass defect, micro amu to u
|
||||
energy = (mass_defect*1.6606e-27)*c**2 #convert amu to kg, answer in J
|
||||
|
||||
return energy*6.242e12 #Convert J to MeV, and return value
|
||||
|
||||
twoH_mass = 2014101.77784 #micro AMU
|
||||
print("2H Binding Energy:", binding_energy(twoH_mass,1,1), "MeV")
|
||||
|
||||
threeH_mass = 3016049.281328 #micro AMU
|
||||
print("3H Binding Energy:", binding_energy(threeH_mass,1,2), "MeV")
|
||||
|
||||
fourHe_mass = 4002603.25413 #micro AMU
|
||||
print("4He Binding Energy:", binding_energy(fourHe_mass,2,2), "MeV")
|
||||
```
|
||||
|
||||
2H Binding Energy: 2.22482284320947 MeV
|
||||
3H Binding Energy: 8.482774677373571 MeV
|
||||
4He Binding Energy: 28.298926363869242 MeV
|
||||
|
||||
|
||||
c. Calculate the Q value of the reaction
|
||||
|
||||
|
||||
```python
|
||||
neutron_mass = 1008664.9159 #mirco AMU
|
||||
c = 299792458 # m/s
|
||||
|
||||
#Calculate difference in mass of products - reactants, mulitply by c^2
|
||||
Q = (fourHe_mass + neutron_mass - twoH_mass - threeH_mass)/1e6*1.6606e-27 * c**2
|
||||
print("Q is ", Q*6.242e12, "MeV")
|
||||
```
|
||||
|
||||
Q is -17.59132884328642 MeV
|
||||
|
||||
|
||||
d. Show that the Q value is equal to the change in binding energy
|
||||
|
||||
|
||||
```python
|
||||
Q_from_binding = binding_energy(threeH_mass,1,2) + binding_energy(twoH_mass,1,1) - binding_energy(fourHe_mass,2,2)
|
||||
print("Q from binding is ", Q_from_binding, "MeV")
|
||||
```
|
||||
|
||||
Q from binding is -17.5913288432862 MeV
|
||||
|
||||
|
||||
---
|
||||
2. Using atomic mass data, compute the average binding energy per nucleon of the following
|
||||
nuclei:
|
||||
|
||||
a. $^{6}Li$
|
||||
|
||||
b. $^{12}C$
|
||||
|
||||
c. $^{51}V$
|
||||
|
||||
d. $^{138}Ba$
|
||||
|
||||
e. $^{235}U$
|
||||
|
||||
[Atomic Mass Data](https://www-nds.iaea.org/relnsd/vcharthtml/VChartHTML.html)
|
||||
|
||||
|
||||
```python
|
||||
#For each part, find the binding energy of the nuclide, then divde by the number of nucleons.
|
||||
|
||||
sixLi_mass = 6015122.8874 #micro AMU
|
||||
print("A: Average 6Li Binding Energy:", binding_energy(sixLi_mass,3,3)/6, "MeV per nucleon")
|
||||
|
||||
twelveC_mass = 12000000.0 #micro AMU
|
||||
print("B: Average 12C Binding Energy:", binding_energy(twelveC_mass,6,6)/12, "MeV per nucleon")
|
||||
|
||||
fiftyoneV_mass = 50943957.66 #micro AMU
|
||||
print("C: Average 51V Binding Energy:", binding_energy(fiftyoneV_mass,23,28)/51, "MeV per nucleon")
|
||||
|
||||
onethirtyeightBa_mass = 137905247.06 #micro AMU
|
||||
print("D: Average 138Ba Binding Energy:", binding_energy(onethirtyeightBa_mass,56,82)/138, "MeV per nucleon")
|
||||
|
||||
twothirtyfiveU_mass = 235043928.1 #micro AMU
|
||||
print("E: Average 235U Binding Energy:", binding_energy(twothirtyfiveU_mass,92,143)/235, "MeV per nucleon")
|
||||
```
|
||||
|
||||
A: Average 6Li Binding Energy: 5.332946257554306 MeV per nucleon
|
||||
B: Average 12C Binding Energy: 7.681030488461077 MeV per nucleon
|
||||
C: Average 51V Binding Energy: 8.743093705441115 MeV per nucleon
|
||||
D: Average 138Ba Binding Energy: 8.394390417035352 MeV per nucleon
|
||||
E: Average 235U Binding Energy: 7.5917907582946915 MeV per nucleon
|
||||
|
||||
|
||||
---
|
||||
3. Compute the atom densities of $^{235}U$ and $^{238}U$ in UO2 of physical density 10.8 g/cm3 if the uranium
|
||||
is enriched to 3.5 w/o in $^{235}U$.
|
||||
|
||||
|
||||
```python
|
||||
twothirtyeightU_mass = 238050786.9 # micro AMU
|
||||
UO2_density = 10.8 #g/cm^3
|
||||
|
||||
N_235 = (100-3.5)/3/100 * UO2_density*0.6022e24/(twothirtyfiveU_mass*1e-6)
|
||||
#(abundance of U235 in UO2, remember only 1 U for every 2 O!) * converting to atoms / cm^3
|
||||
print("There are ", N_235, " 235U atoms per cm^3")
|
||||
|
||||
N_238 = (3.5)/3/100 * UO2_density*0.6022e24/(twothirtyeightU_mass*1e-6)
|
||||
print("There are ", N_238, " 238U atoms per cm^3")
|
||||
|
||||
```
|
||||
|
||||
There are 8.900646006519835e+21 235U atoms per cm^3
|
||||
There are 3.187437478703836e+20 238U atoms per cm^3
|
||||
|
||||
|
||||
---
|
||||
4. Calculate the mean free path of 1-eV neutrons in graphite. The total cross section of carbon at
|
||||
this energy is 4.8 b.
|
||||
|
||||
[Graphite Density Source](https://www.nrc.gov/docs/ML0117/ML011770379.pdf)
|
||||
|
||||
|
||||
|
||||
```python
|
||||
graphite_density = 1.82 #g/cm^3
|
||||
graphite_nuclei_density = graphite_density/12.000*0.6022e24 #atoms/cm^3
|
||||
#Take the density of graphite, divide by 12.000 g 12C / mole, then multiply by Avogadro's Number to get to atoms
|
||||
print("The nuclei density of graphite is ",graphite_nuclei_density," atoms/cm^3")
|
||||
|
||||
mean_free_path = 1/(4.8*10e-24)/graphite_nuclei_density
|
||||
#Follow the formula from the slides, where we are converting Barns to cm.
|
||||
print("The mean free path is ",mean_free_path,"cm in graphite.")
|
||||
```
|
||||
|
||||
The nuclei density of graphite is 9.133366666666668e+22 atoms/cm^3
|
||||
The mean free path is 0.22810135729431646 cm in graphite.
|
||||
|
||||
|
||||
|
||||
```python
|
||||
|
||||
```
|
||||
|
Before Width: | Height: | Size: 52 KiB After Width: | Height: | Size: 52 KiB |
|
Before Width: | Height: | Size: 255 KiB After Width: | Height: | Size: 255 KiB |
|
Before Width: | Height: | Size: 174 KiB After Width: | Height: | Size: 174 KiB |
@ -13,4 +13,15 @@ The goal of this research is to use a generative diffusion model to create unstr
|
||||
1. Generate Bode plots based on training data of example dynamic systems
|
||||
2. Perturb a nominal plant in an unstructured manner with a controllable difference between perturbed and nominal plants
|
||||
3. Approximate a set of controllable plants by generating a large number of perturbed examples
|
||||
1. (USE LOCATIONS OF POLES AND ZEROS TO MEASURE DISTANCE)
|
||||
1. (USE LOCATIONS OF POLES AND ZEROS TO MEASURE DISTANCE)
|
||||
|
||||
# Version 1
|
||||
## Attempt
|
||||
The goal of this research is to use a generative diffusion model to create unstructured perturbations of a nominal plant. If this research is successful, this diffusion model will accomplish three main tasks:
|
||||
1. It will approximate a set of controllable plants by generating a large number of perturbed examples
|
||||
2. Perturb a nominal plant in an unstructured manner with a controllable amount of uncertainty
|
||||
3. Generate time and frequency domain responses based on training data of example systems.
|
||||
|
||||
The diffusion generative model has shown great promise in creating novel and realistic samples from training data. This research will train a generative model to create Bode plots of transfer functions. This model will be given a nominal plant as an input and then generate a perturbed plant. Once created, this perturbed plant can be evaluated if it belongs to the set of controllable plants for a desired controller. This process will be repeated several times to generate enough plants to approximate the set of controllable plants.
|
||||
|
||||
These generated plants can be used to verify robustness of controller implementations. A model of a controller can use robust control theory to establish the set of controllable plants, but an actual implementation of a controller can not be verified as robust in the same way. Instead, it must be verified experimentally using elements of the set. Extracting elements of the set is not a trivial task, but if this research is successful, a generative model can reduce the effort required to create perturbed plants.
|
||||
Loading…
x
Reference in New Issue
Block a user