Thrust Area Report, Engineering Research, Development and Technology

The mission of the Engineering Research, Development, and Technology Program at Lawrence Livermore National Laboratory (LLNL) is to develop the technical staff, tools, and facilities needed to support current and future LLNL programs. The efforts are guided by a dual-benefit research and development strategy that supports Department of Energy missions, such as national security through nuclear deterrence and economic competitiveness through partnerships with U.S. industry. This annual report, organized by thrust area, describes the activities for the fiscal year 1993. The report provides timely summaries of objectives, methods, and results from nine thrust areas for this fiscal year: Computational Electronics and Electromagnetics; Computational Mechanics; Diagnostics and Microelectronics; Fabrication Technology; Materials Science and Engineering; Power Conversion Technologies; Nondestructive Evaluation; Remote Sensing, Imaging, and Signal Engineering; and Emerging Technologies. Separate abstracts were prepared for 47 papers in this report.

From its founding in 1952 until today, Lawrence Livermore National Laboratory (LLNL) has made significant strategic investments to develop high performance computing (HPC) and its application to national security and basic science. Now, 60 years later, the Computation Directorate and its myriad resources and capabilities have become a key enabler for LLNL programs and an integral part of the effort to support our nation's nuclear deterrent and, more broadly, national security. In addition, the technological innovation HPC makes possible is seen as vital to the nation's economic vitality. LLNL, along with other national laboratories, is working to make supercomputing capabilities and expertise available to industry to boost the nation's global competitiveness. LLNL is on the brink of an exciting milestone with the 2012 deployment of Sequoia, the National Nuclear Security Administration's (NNSA's) 20-petaFLOP/s resource that will apply uncertainty quantification to weapons science. Sequoia will bring LLNL's total computing power to more than 23 petaFLOP/s-all brought to bear on basic science and national security needs. The computing systems at LLNL provide game-changing capabilities. Sequoia and other next-generation platforms will enable predictive simulation in the coming decade and leverage industry trends, such as massively parallel and multicore processors, to run petascale applications. Efficient petascale computing necessitates refining accuracy in materials property data, improving models for known physical processes, identifying and then modeling for missing physics, quantifying uncertainty, and enhancing the performance of complex models and algorithms in macroscale simulation codes. Nearly 15 years ago, NNSA's Accelerated Strategic Computing Initiative (ASCI), now called the Advanced Simulation and Computing (ASC) Program, was the critical element needed to shift from test-based confidence to science-based confidence. Specifically, ASCI/ASC accelerated the development of simulation capabilities necessary to ensure confidence in the nuclear stockpile-far exceeding what might have been achieved in the absence of a focused initiative. While stockpile stewardship research pushed LLNL scientists to develop new computer codes, better simulation methods, and improved visualization technologies, this work also stimulated the exploration of HPC applications beyond the standard sponsor base. As LLNL advances to a petascale platform and pursues exascale computing (1,000 times faster than Sequoia), ASC will be paramount to achieving predictive simulation and uncertainty quantification. Predictive simulation and quantifying the uncertainty of numerical predictions where little-to-no data exists demands exascale computing and represents an expanding area of scientific research important not only to nuclear weapons, but to nuclear attribution, nuclear reactor design, and understanding global climate issues, among other fields. Aside from these lofty goals and challenges, computing at LLNL is anything but 'business as usual.' International competition in supercomputing is nothing new, but the HPC community is now operating in an expanded, more aggressive climate of global competitiveness. More countries understand how science and technology research and development are inextricably linked to economic prosperity, and they are aggressively pursuing ways to integrate HPC technologies into their native industrial and consumer products. In the interest of the nation's economic security and the science and technology that underpins it, LLNL is expanding its portfolio and forging new collaborations. We must ensure that HPC remains an asymmetric engine of innovation for the Laboratory and for the U.S. and, in doing so, protect our research and development dynamism and the prosperity it makes possible. One untapped area of opportunity LLNL is pursuing is to help U.S. industry understand how supercomputing can benefit their business. Industrial investment in HPC applications has historically been limited by the prohibitive cost of entry, the inaccessibility of software to run the powerful systems, and the years it takes to grow the expertise to develop codes and run them in an optimal way. LLNL is helping industry better compete in the global market place by providing access to some of the world's most powerful computing systems, the tools to run them, and the experts who are adept at using them. Our scientists are collaborating side by side with industrial partners to develop solutions to some of industry's toughest problems. The goal of the Livermore Valley Open Campus High Performance Computing Innovation Center is to allow American industry the opportunity to harness the power of supercomputing by leveraging the scientific and computational expertise at LLNL in order to gain a competitive advantage in the global economy.

The Power Conservation Technologies thrust area supports initiatives that enhance the core competencies of the Lawrence Livermore National Laboratory (LLNL) Engineering Directorate in the area of solid-state power electronics. Through partnerships with LLNL programs, projects focus on the development of enabling technologies for existing and emerging programs that have unique power conversion requirements. This year, a multi-disciplinary effort was supported which demonstrated solid-state, high voltage generation by using a dense, monolithic photovoltaic array. This effort builds upon Engineering's strengths in the core technology areas of power conversion, photonics, and microtechnologies.

Many students from structurally disadvantaged groups who are interested in a career in engineering choose an engineering technology (ET) college major over one in engineering. The need to identify the reasons for the over-representation of African American (AA) students in particular in ET, and to better understand the extent to which the apparent popularity of ET results from systemic racism and restricted access to engineering frame this project. The central goal of this project is to gain insight into the racial equity implications of the ET pathway- informed by the voices and experiences of African American ET students, technologists, and engineers. According to data from the ASEE [1], the enrollment in both bachelor's and master's programs in ET has been increasing over the past ten years. Despite this, many in academia, K-12 education, and industry are not familiar with ET and the differences and similarities between technologists (graduates of 4-year bachelors programs in ET), engineers, and technicians. The 2016 report "Engineering Technology Education in the United States" published by the National Academies Press examined many aspects of the status, role, and needs of ET education [2]. The percentage of students earning 4-year ET degrees who are AA is almost three times that of students earning 4-year degrees in engineering who are AA [2]. ASEE annual data shows that there is a significantly higher percentage of AA students enrolled in four-year ET programs than in engineering programs at many of the institutions that offer ABET accredited programs in both engineering and ET [1]. The NAE report recommended that agencies consider funding research 'to better understand the reasons for the preference for ET over engineering of African American students'. Indeed, issues associated with African American students' career pathways within STEM and the choice of ET versus engineering remain largely underexplored in the literature. We conjecture that the factors influencing the choice of ET over engineering for many of these students include systemic issues related to the quality of pre-college mathematics and science preparation, career counseling received (or not received) in high school and college, a preference for a more 'hands-on' curriculum, as well as socioeconomic, institutional, and psychological factors. In addition, hidden stereotypes in the branding and marketing of engineering and ET, and implicit bias in advising may contribute to students' perception that their cultural perspectives are more aligned with ET than with engineering. Here we present preliminary results based on focus group interviews of African American ET students at a predominantly White institution (PWI) where engineering technology is housed within the college of engineering. We also discuss the planned next phases of the research that include focus groups at a large PWI where ET is in its own college which is separate from the college of engineering, as well as a survey which will be informed by the focus group data. This survey will be disseminated to ET students at the two institutions in the study as well as other universities with ABET accredited ET programs. Through this research, we have to gain a better understanding of the factors that influence the decisions of AA students to pursue degrees in ET over engineering and how these relate to systemic racism will contribute to the existing knowledge of how the pipeline to engineering careers and the professoriate might be strengthened. It will help inform strategies and new approaches toward full participation of engineering technologists in engineering. Potential strategies might include the facilitation of pathways from a bachelor's degree in ET to advanced engineering degrees, the engineering professorate, and professional engineering registration, [1] ASEE Editorial Board, "Profiles of engineering and engineering technology colleges," 2018: American Society for Engineering Education, 2018. [2] G. Pearson, R. M. Latanision, and K. G. Frase, Engineering Technology Education in the United States. National Academies Press, 2017.

The Fast Ignition (FI) Concept for Inertial Confinement Fusion (ICF) has the potential to provide a significant advance in the technical attractiveness of Inertial Fusion Energy reactors. FI differs from conventional “central hot spot” (CHS) target ignition by decoupling compression from heating: using a laser (or heavy ion beam or Z pinch) drive pulse (10’s of nanoseconds) to create a dense fuel and a second, much shorter (~10 picoseconds) high intensity pulse to ignite a small volume within the dense fuel. The physics of fast ignition process was the focus of our Advanced Concept Exploration (ACE) program. Ignition depends critically on two major issues involving Relativistic High Energy Density (RHED) physics: The laser-induced creation of fast electrons and their propagation in high-density plasmas. Our program has developed new experimental platforms, diagnostic packages, computer modeling analyses, and taken advantage of the increasing energy available at laser facilities to advance understanding of the fundamental physics underlying these issues. Our program had three thrust areas: • Understand the production and characteristics of fast electrons resulting from FI relevant laser-plasma interactions and their dependence on laser prepulse and laser pulse length. • Investigate the subsequent fast electron transport in solid and through hot (FI-relevant) plasmas. • Conduct and understand integrated core-heating experiments by comparison to simulations. Over the whole period of this project (three years for this contract), we have greatly advanced our fundamental understanding of the underlying properties in all three areas: • Comprehensive studies on fast electron source characteristics have shown that they are controlled by the laser intensity distribution and the topology and plasma density gradient. Laser pre-pulse induced pre-plasma in front of a solid surface results in increased stand-off distances from the electron origin to the high density target as well as large and erratic spread of the electron beam with increasing short pulse duration. We have demonstrated, using newly available higher contrast lasers, an improved energy coupling, painting a promising picture for FI feasibility. • Our detailed experiments and analyses of fast electron transport dependence on target material have shown that it is feasible to collimate fast electron beam by self-generated resistive magnetic fields in engineered targets with a rather simple geometry. Stable and collimated electron beam with spot size as small as 50-μm after >100-μm propagation distance (an angular divergence angle of 20°!) in solid density plasma targets has been demonstrated with FI-relevant (10-ps, >1-kJ) laser pulses Such collimated beam would meet the required heating beam size for FI. • Our new experimental platforms developed for the OMEGA laser (i.e., i) high resolution 8 keV backlighter platform for cone-in-shell implosion and ii) the 8 keV imaging with Cu-doped shell targets for detailed transport characterization) have enabled us to experimentally confirm fuel assembly from cone-in-shell implosion with record-high areal density. We have also made the first direct measurement of fast electron transport and spatial energy deposition in integrated FI experiments enabling the first experiment-based benchmarking of integrated simulation codes. Executing this program required a large team. It was managed as a collaboration between General Atomics (GA), Lawrence Livermore National Laboratory (LLNL), and the Laboratory for Laser Energetics (LLE). GA fulfills its responsibilities jointly with the University of California, San Diego (UCSD), The Ohio State University (OSU) and the University of Nevada at Reno (UNR). The division of responsibility was as follows: (1) LLE had primary leadership for channeling studies and the integrated energy transfer, (2) LLNL led the development of measurement methods, analysis, and deployment of diagnostics, and (3) GA together with UCSD, OSU and UNR studied the detailed energy-transfer physics. The experimental program was carried out using the Titan laser at the Jupiter Laser Facility at LLNL, the OMEGA and OMEGA EP lasers at LLE and the Texas Petawatt laser at the University of Texas, Austin. Modeling has been pursued on large computing facilities at LLNL, OSU, and UCSD using codes developed (by us and others) within the HEDLP program, commercial codes, and by leveraging existing simulations codes developed by the National Nuclear Security Administration ICF program. One important aspect of this program was the involvement and training of young scientists including postdoctoral fellows and graduate students. This project generated an impressive forty articles in high quality journals including nine (two under review) in Physical Review Letters during the three years of this grant and five graduate students completed their doctoral dissertations.

The senior design project is a capstone course taken in the final year of the electrical and information engineering technology (EIET) program at the University of Northern Iowa (UNI). The EIET program has been recently updated and is Iowa's first four-year Bachelor of Science degree in the electrical engineering technology area. The program has 2+2 articulation agreements with Iowa community colleges. Introduction of renewable energy applications to electrical engineering technology curriculum at the University of Northern Iowa (UNI) has impacted students, faculty, and university community positively and promoted feasibility and adoption of more eco-friendly energy technologies. This paper presents the results of three solar and/or wind power based senior design projects promoting environmentally friendly technologies in Iowa. This paper also illustrates several methods for collaborating with regional corporate partners. The capstone senior projects listed are: (1) design and development of a fiberglass zero emission solar electric boat for Iowa lakes and rivers; (2) computer controlled solar powered outdoor digital display for departmental recruitment; and (3) design and implementation of a wind-solar hybrid power generation and instrumentation station. The first objective of this paper is to show how two of these projects were adapted for the undergraduate teaching and research curriculum. The second objective is to illustrate how student design projects can serve as an excellent marketing tool for engineering and engineering technology programs.

Statistics is a critical tool for robustness analysis, measurement system error analysis, test data analysis, probabilistic risk assessment, and many other fields in the engineering world. Traditionally, however, statistics is not extensively used in undergraduate engineering technology (ET) programs, resulting in a major disconnect from industry expectations. The research question: How to effectively integrate statistics into the curricula of ET programs, is in the foundation of this paper. Based on the best practices identified in the literature, a unique “learning-by-using” approach was deployed for the Electronics Engineering Technology Program at Texas A&M University. Simple statistical concepts such as standard deviation of measurements, signal to noise ratio, and Six Sigma were introduced to students in different courses. Design of experiments (DOE), regression, and the Monte Carlo method were illustrated with practical examples before the students applied the newly understood tools to specific problems faced in their engineering projects. Industry standard software was used to conduct statistical analysis on real results from lab exercises. The result from a pilot project at Texas A&M University indicates a significant increase in using statistics tools in course projects by students. Data from student surveys in selected classes indicate that students gained more confidence in statistics. These preliminary results show that the new approach is very effective in applying statistics to engineering technology programs.

High performance computing (HPC) has been a defining strength of Lawrence Livermore National Laboratory (LLNL) since its founding. Livermore scientists have designed and used some of the world’s most powerful computers to drive breakthroughs in nearly every mission area. Today, the Laboratory is recognized as a world leader in the application of HPC to complex science, technology, and engineering challenges. Most importantly, HPC has been integral to the National Nuclear Security Administration’s (NNSA’s) Stockpile Stewardship Program—designed to ensure the safety, security, and reliability of our nuclear deterrent without nuclear testing. A critical factor behind Lawrence Livermore’s preeminence in HPC is the ongoing investments made by the Laboratory Directed Research and Development (LDRD) Program in cutting-edge concepts to enable efficient utilization of these powerful machines. Congress established the LDRD Program in 1991 to maintain the technical vitality of the Department of Energy (DOE) national laboratories. Since then, LDRD has been, and continues to be, an essential tool for exploring anticipated needs that lie beyond the planning horizon of our programs and for attracting the next generation of talented visionaries. Through LDRD, Livermore researchers can examine future challenges, propose and explore innovative solutions, and deliver creative approaches to support our missions. The present scientific and technical strengths of the Laboratory are, in large part, a product of past LDRD investments in HPC. Here, we provide seven examples of LDRD projects from the past decade that have played a critical role in building LLNL’s HPC, computer science, mathematics, and data science research capabilities, and describe how they have impacted LLNL’s mission.

Increase enrollment and retention with NSF S-STEM Scholarship GrantBridgemont Community and Technical College (BCTC), in Montgomery, West Virginia,received NSF S-STEM grant award for $600,000 over a period of five years to establishBridgemont STEM Scholars program to increase annual full-time enrollment in targetedengineering technology and applied technology fields, increase retention of participating STEMmajors from the first to second year, increase the number of participating students who completetheir degree within two years, and increase the number of graduating Bridgemont STEMScholars who become employed in their field or continue their education in their field. Thispaper intends to share the insight gained about issue of retention and enrollment in engineeringtechnology programs from demographics, baseline data and survey conducted solely to learnabout impact of financial and academic barriers on student enrollment and retention during grantwriting process. Demographics and baseline data shows that the communities served aredisadvantaged; on average, 43% of students attending the “feeder” high schools for BCTC arelow-income, and over 65% of entering students require developmental courses upon enrollment.Most of the students require financial assistance, with 76% receiving financial aid. Over 96% ofthe students come from West Virginia, and approximately one-third come from within 50 miles.The survey shows that approximately 84% receive financial aid, 55% stated that a lack offunding at least partially delayed or slowed their progress toward getting a college education, and88% expressed at least some concern over having sufficient funds for college. Many students areemployed: 63% work during the school year for 27 hours per week on average, and 89%expressed at least some concern that employment prevents them from studying and completingassignments. All the details about demographics and baseline data, grant application process willbe shared in this paper.

The Micron Accuracy Deployment Experiments (MADE) facility will be an orbiting laboratory for engineering research on precision deployable structures. Such technology is crucial to the deployment of large science instruments such as the Space Interferometer Mission and the Next Generation Space Telescope, as well as other spacecraft requiring large deployed optics. For these missions, very lightweight instruments must be deployed on orbit and their dimensional stability must be actively controlled to nanometers of resolution—a technology not yet demonstrated on any spacecraft. Data from ground tests of prototype precision deployable structures indicate that, not only is this level of stability difficult to achieve on deployable structures in 1-g, but the governing microdynamics should change substantially in 0-g. The MADE facility will provide a laboratory for investigating the effects of 0-g on the microdynamics of precision deployable structures, and for developing low-cost, reliable, precision deployable instruments. The MADE facility is currently under development for the Engineering Research and Technology program at the NASA Johnson Space Center. This paper discusses the motivation, objectives, system configuration and science protocols for the MADE facility.

LLNL multi-user tandem laboratory

The U.S. Nuclear Regulatory Commission (USNRC) contracted with the Packaging Review Group (PRG) at Lawrence Livermore National Laboratory (LLNL) to conduct a single, 30-ft shallow-angle drop test on the Combustion Engineering ABB-2901 drum-type shipping package. The purpose of the test was to determine if bolted-ring drum closures could fail during shallow-angle drops. The PRG at LLNL planned the test, and Defense Technologies Engineering Division (DTED) personnel from LLNL’s Site-300 Test Group executed the plan. The test was conducted in November 2001 using the drop-tower facility at LLNL’s Site 300. Two representatives from Westinghouse Electric Company in Columbia, South Carolina (WEC-SC); two USNRC staff members; and three PRG members from LLNL witnessed the preliminary test runs and the final test. The single test clearly demonstrated the vulnerability of the bolted-ring drum closure to shallow-angle drops—the test package’s drum closure was easily and totally separated from the drum package. The results of the preliminary test runs and the 30-ft shallow-angle drop test offer valuable qualitative understandings of the shallow-angle impact. • A drum package with a bolted-ring closure may be vulnerable to closure failure by the shallow-angle drop, even if results of the steep-angle drop demonstrate that the package is resistant to similar damage. • Although there exist other mechanisms, the shallow-angle drop produces closure failure mainly by buckling the drum lid and separating the drum lid and body, which the bolted ring cannot prevent. • Since the closure failure by the shallow-angle drop is generated mainly by structural instabilities of a highly discontinuous joint, the phenomenon can be rather unpredictable. Thus, a larger-than-normal margin of safety is recommended for the design of such packages. • The structural integrity of the bolted-ring drum closure design depends on a number of factors. To ensure that the drum closure survives the shallow-angle drop, the following general qualitative rules should be observed: – The drum closure components should be quality products made of ductile materials, and the torque value for tightening the bolted ring should be included in the SAR and operating procedures to ensure quality. – The package should not be too heavy. – The package internal structure should be impact-absorbent and resistant to disintegration and collapse under high compressive load. However, a strong internal structure may defeat the purpose of protecting the containment vessel from damage during a free drop. • If not previously tested, drum packages with bolted-ring drum closures should be drop-tested at shallow angles. Due to the unpredictable nature of the behavior, the demonstration should be completed by test and on a case-by-case basis. The test plan should take into account the behavior’s sensitivity to the details of the package design and the impact condition. • Because the shallow-angle drop can open the drum closure, organizations using these types of drum packages should assess the consequences of exposing the radioactive contents in the containment vessel to unconsidered external elements or conditions. This work was supported by the United States Nuclear Regulatory Commission under a Memorandum of Understanding with the United States Department of Energy, and performed under the auspices of the U.S. Department of Energy by Lawrence Livermore National Laboratory under Contract W-7405-Eng-48.

Continuous improvement is an important requirement for Engineering Technology programs that are undergoing the accreditation review process by Engineering Technology Accreditation Commission (ETAC) of ABET. This issue will remain important in the future as ABET emphasizes the importance of a continuous improvement process in their review process as it benefits both instructors and their students. The faculty of the Mechanical Engineering Technology (MET) program at the University of Arkansas at Little Rock (UALR) developed a general assessment method to evaluate the student outcomes of the ABETEngineering Technology Accreditation criteria (a) through (k) as a part of their accreditation process [1]. Different courses in the MET program are used to evaluate and assess these student outcomes. The indirect student self-assessment scores and the direct student performance scores are correlated to assess the student outcomes. In addition to describing the general assessment method, this paper describes a specific course to explain the assessment process. We selected the first year computer graphics course to satisfy the student outcome (f) of the Associate of Science (AS) degree. The student outcome (f) places significant emphasis on written, oral, and graphical communication. Though the assessment method is general, this paper describes how it is applied to computer graphics course. In this paper, we present the course structure, assessment method and continuous improvement process.

Microcomputer tools have been used in the Manufacturing and Plastics Engineering Technology programs at Western Washington University to support freshman through senior level design projects for the past three years. An additional sophomore level course, Computer Aided Engineering (CAE) tools, has also been developed and added to the curriculum in the programs as a required course. These microcomputer tools range from solids modeling packages, first introduced in the freshman year, to finite element analysis and injection MoldFlow analysis, in the senior year. Computer Numerical Control (CNC) and Computer Aided Manufacturing (CAM) packages are introduced in the sophomore year and are emphasized in the junior year. Since microcomputer tools have changed the way engineers and technologists perform their jobs, current engineering and engineering technology curricula must also evolve so that the students are prepared to face a very competitive world market place. This paper describes the applications of microcomputer tools that have been integrated into the curriculum at Western Washington University and also the application of those tools to support engineering design projects. Concurrent engineering is emphasized in these design projects in the engineering technology and industry design programs.

Nationally, students who are academically under-prepared for the rigors of two-year engineering technology programs, have a poor level of academic achievement and a high attrition rate.The problems reported at a national level are also true at New York City College of Technology (NYCCT), which is the bi-level technical college of the City University of New York (CUNY).NYCCT has an enrollment of greater than 11,800 students.The Electromechanical Engineering Technology (EM) program is the largest of the college's two-year programs in engineering technology.This