Mohammed F. Daqaq

Hussam Alhussein, Mohammed Khasawneh, Mohammed F. Daqaq

The Fokker-Planck (FP) equation is a linear partial differential equation which governs the temporal and spatial evolution of the probability density function (PDF) associated with the response of stochastic dynamical systems. An exact analytical solution of the FP equation is only available for a limited subset of dynamical systems. Semi-analytical methods are available for larger, yet still a small subset of systems, while traditional computational methods; e.g. Finite Elements and Finite Difference require dividing the computational domain into a grid of discrete points, which incurs significant computational costs for high-dimensional systems. Physics-informed learning offers a potentially powerful alternative to traditional computational schemes. To evaluate its potential, we present a data-free, physics-informed neural network (PINN) framework to solve the FP equation for a class of nonlinear stochastic dynamical systems. In particular, through several examples concerning the stochastic response of the Duffing, Van der Pol, and the Duffing-Van der Pol oscillators, we assess the ability and accuracy of the PINN framework in $i)$ predicting the PDF under the combined effect of additive and multiplicative noise, $ii)$ capturing P-bifurcations of the PDF, and $iii)$ effectively treating high-dimensional systems. Through comparisons with Monte-Carlo simulations and the available literature, we show that PINN can effectively address all of the afore-described points. We also demonstrate that the computational time associated with the PINN solution can be substantially reduced by using transfer learning.

Hussam Alhussein, Mohammed Daqaq

Recent advances in the application of physics-informed learning into the field of fluid mechanics have been predominantly grounded in the Newtonian framework, primarly leveraging Navier-Stokes Equation or one of its various derivative to train a neural network. Here, we propose an alternative approach based on variational methods. The proposed approach uses the principle of minimum pressure gradient combined with the continuity constraint to train a neural network and predict the flow field in incompressible fluids. We describe the underlying principles of the proposed approach, then use a demonstrative example to illustrate its implementation and show that it reduces the computational time per training epoch when compared to the conventional approach.

Hussam Sababha, Bernat Font, Mohammed Daqaq

This study showcases an experimental deployment of deep reinforcement learning (DRL) for active flow control (AFC) of vortex-induced vibrations (VIV) in a circular cylinder at a high Reynolds number (Re = 3000) using rotary actuation. Departing from prior work that relied on low-Reynolds-number numerical simulations, this research demonstrates real-time control in a challenging experimental setting, successfully addressing practical constraints such as actuator delay. When the learning algorithm is provided with state feedback alone (displacement and velocity of the oscillating cylinder), the DRL agent learns a low-frequency rotary control strategy that achieves up to 80% vibration suppression which leverages the traditional lock-on phenomenon. While this level of suppression is significant, it remains below the performance achieved using high-frequency rotary actuation. The reduction in performance is attributed to actuation delays and can be mitigated by augmenting the learning algorithm with past control actions. This enables the agent to learn a high-frequency rotary control strategy that effectively modifies vortex shedding and achieves over 95% vibration attenuation. These results demonstrate the adaptability of DRL for AFC in real-world experiments and its ability to overcome instrumental limitations such as actuation lag.

H. Sababha, A. Elmaradny, H. Taha et al.

Advancements in computational fluid mechanics have largely relied on Newtonian frameworks, particularly through the direct simulation of Navier-Stokes equations. In this work, we propose an alternative computational framework that employs variational methods, specifically by leveraging the principle of minimum pressure gradient, which turns the fluid mechanics problem into a minimization problem whose solution can be used to predict the flow field in unsteady incompressible viscous flows. This method exhibits two particulary intriguing properties. First, it circumvents the chronic issues of pressure-velocity coupling in incompressible flows, which often dominates the computational cost in computational fluid dynamics (CFD). Second, this method eliminates the reliance on unphysical assumptions at the outflow boundary, addressing another longstanding challenge in CFD. We apply this framework to three benchmark examples across a range of Reynolds numbers: (i) unsteady flow field in a lid-driven cavity, (ii) Poiseuille flow, and (iii) flow past a circular cylinder. The minimization framework is carried out using a physics-informed neural network (PINN), which integrates the underlying physical principles directly into the training of the model. The results from the proposed method are validated against high-fidelity CFD simulations, showing an excellent agreement. Comparison of the proposed variational method to the conventional method, wherein PINNs is directly applied to solve Navier-Stokes Equations, reveals that the proposed method outperforms conventional PINNs in terms of both convergence rate and time, demonstrating its potential for solving complex fluid mechanics problems.

Hazem Ibrahim, Fengyuan Liu, Rohail Asim et al.

The emergence of large language models has led to the development of powerful tools such as ChatGPT that can produce text indistinguishable from human-generated work. With the increasing accessibility of such technology, students across the globe may utilize it to help with their school work -- a possibility that has sparked discussions on the integrity of student evaluations in the age of artificial intelligence (AI). To date, it is unclear how such tools perform compared to students on university-level courses. Further, students' perspectives regarding the use of such tools, and educators' perspectives on treating their use as plagiarism, remain unknown. Here, we compare the performance of ChatGPT against students on 32 university-level courses. We also assess the degree to which its use can be detected by two classifiers designed specifically for this purpose. Additionally, we conduct a survey across five countries, as well as a more in-depth survey at the authors' institution, to discern students' and educators' perceptions of ChatGPT's use. We find that ChatGPT's performance is comparable, if not superior, to that of students in many courses. Moreover, current AI-text classifiers cannot reliably detect ChatGPT's use in school work, due to their propensity to classify human-written answers as AI-generated, as well as the ease with which AI-generated text can be edited to evade detection. Finally, we find an emerging consensus among students to use the tool, and among educators to treat this as plagiarism. Our findings offer insights that could guide policy discussions addressing the integration of AI into educational frameworks.