A. Gilad Kusne

Alex Wang, Haotong Liang, Austin McDannald et al.

Autonomous physical science is revolutionizing materials science. In these systems, machine learning controls experiment design, execution, and analysis in a closed loop. Active learning, the machine learning field of optimal experiment design, selects each subsequent experiment to maximize knowledge toward the user goal. Autonomous system performance can be further improved with implementation of scientific machine learning, also known as inductive bias-engineered artificial intelligence, which folds prior knowledge of physical laws (e.g., Gibbs phase rule) into the algorithm. As the number, diversity, and uses for active learning strategies grow, there is an associated growing necessity for real-world reference datasets to benchmark strategies. We present a reference dataset and demonstrate its use to benchmark active learning strategies in the form of various acquisition functions. Active learning strategies are used to rapidly identify materials with optimal physical properties within a ternary materials system. The data is from an actual Fe-Co-Ni thin-film library and includes previously acquired experimental data for materials compositions, X-ray diffraction patterns, and two functional properties of magnetic coercivity and the Kerr rotation. Popular active learning methods along with a recent scientific active learning method are benchmarked for their materials optimization performance. We discuss the relationship between algorithm performance, materials search space complexity, and the incorporation of prior knowledge.

Felix Adams, Austin McDannald, Ichiro Takeuchi et al.

Autonomous experimentation (AE) combines machine learning and research hardware automation in a closed loop, guiding subsequent experiments toward user goals. As applied to materials research, AE can accelerate materials exploration, reducing time and cost compared to traditional Edisonian studies. Additionally, integrating knowledge from diverse sources including theory, simulations, literature, and domain experts can boost AE performance. Domain experts may provide unique knowledge addressing tasks that are difficult to automate. Here, we present a set of methods for integrating human input into an autonomous materials exploration campaign for composition-structure phase mapping. The methods are demonstrated on x-ray diffraction data collected from a thin film ternary combinatorial library. At any point during the campaign, the user can choose to provide input by indicating regions-of-interest, likely phase regions, and likely phase boundaries based on their prior knowledge (e.g., knowledge of the phase map of a similar material system), along with quantifying their certainty. The human input is integrated by defining a set of probabilistic priors over the phase map. Algorithm output is a probabilistic distribution over potential phase maps, given the data, model, and human input. We demonstrate a significant improvement in phase mapping performance given appropriate human input.

Logan Saar, Haotong Liang, Alex Wang et al.

The next generation of physical science involves robot scientists - autonomous physical science systems capable of experimental design, execution, and analysis in a closed loop. Such systems have shown real-world success for scientific exploration and discovery, including the first discovery of a best-in-class material. To build and use these systems, the next generation workforce requires expertise in diverse areas including ML, control systems, measurement science, materials synthesis, decision theory, among others. However, education is lagging. Educators need a low-cost, easy-to-use platform to teach the required skills. Industry can also use such a platform for developing and evaluating autonomous physical science methodologies. We present the next generation in science education, a kit for building a low-cost autonomous scientist. The kit was used during two courses at the University of Maryland to teach undergraduate and graduate students autonomous physical science. We discuss its use in the course and its greater capability to teach the dual tasks of autonomous model exploration, optimization, and determination, with an example of autonomous experimental "discovery" of the Henderson-Hasselbalch equation.