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.

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.