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Justyna P. Zwolak

Publications and source records attributed to Justyna P. Zwolak.

45 records · Page 3Linked to original sources

Machine Learning techniques for state recognition and auto-tuning in quantum dots

Recent progress in building large-scale quantum devices for exploring quantum computing and simulation paradigms has relied upon effective tools for achieving and maintaining good experimental parameters, i.e. tuning up devices. In many cases, including in quantum-dot based architectures, the parameter space grows substantially with the number of qubits, and may become a limit to scalability. Fortunately, machine learning techniques for pattern recognition and image classification using so-called deep neural networks have shown surprising successes for computer-aided understanding of complex systems. In this work, we use deep and convolutional neural networks to characterize states and charge configurations of semiconductor quantum dot arrays when one can only measure a current-voltage characteristic of transport (here conductance) through such a device. For simplicity, we model a semiconductor nanowire connected to leads and capacitively coupled to depletion gates using the Thomas-Fermi approximation and Coulomb blockade physics. We then generate labelled training data for the neural networks, and find at least $90\,\%$ accuracy for charge and state identification for single and double dots purely from the dependence of the nanowire's conductance upon gate voltages. Using these characterization networks, we can then optimize the parameter space to achieve a desired configuration of the array, a technique we call `auto-tuning'. Finally, we show how such techniques can be implemented in an experimental setting by applying our approach to an experimental data set, and outline further problems in this domain, from using charge sensing data to extensions to full one and two-dimensional arrays, that can be tackled with machine learning.

quant-ph↗

Using Social Network Analysis on classroom video data

We propose a novel application of Social Network Analysis (SNA) using classroom video data as a means of quantitatively and visually exploring the collaborations between students. The context for our study was a summer program that works with first generation students and deaf/hard-of-hearing students to engage in authentic science practice and develop a supportive community. We applied SNA to data from one activity during the two-week program to test our approach and as a means to begin to assess whether the goals of the program are being met. We used SNA to identify groups that were interacting in unexpected ways and then to highlight how individuals were contributing to the overall group behavior. We plan to expand our new use of SNA to video data on a larger scale.

physics.ed-ph↗

Re-thinking the Rubric for Grading the CUE: The Superposition Principle

While introductory electricity and magnetism (E&M) has been investigated for decades, research at the upper-division is relatively new. The University of Colorado has developed the Colorado Upper-Division Electrostatics (CUE) Diagnostic to test students' understanding of the content of the first semester of an upper-division E&M course. While the questions on the CUE cover many learning goals in an appropriate manner, we believe the rubric for the CUE is particularly aligned to the topics and methods of teaching at the University of Colorado. We suggest that changes to the rubric would allow for better assessment of a wider range of teaching schemes. As an example, we highlight one problem from the CUE involving the superposition principle. Using data from both Oregon State University and the University of Colorado, we discuss the limitations of the current rubric, compare results using a different analysis scheme, and discuss the implications for assessing students' understanding.

physics.ed-ph↗

Revealing Differences Between Curricula Using the Colorado Upper-Division Electrostatics Diagnostic

The Colorado Upper-Division Electrostatics (CUE) Diagnostic is an exam developed as part of the curriculum reform at the University of Colorado, Boulder (CU). It was designed to assess conceptual learning within upper-division electricity and magnetism (E&M). Using the CUE, we have been documenting students' understanding of E&M at Oregon State University (OSU) over a period of 5 years. Our analysis indicates that the CUE identifies concepts that are generally difficult for students, regardless of the curriculum. The overall pattern of OSU students' scores reproduces the pattern reported by Chasteen et al. at CU. There are, however, some important differences that we will address. In particular, our students struggle with the CUE problems involving separation of variables and boundary conditions. We will discuss the possible causes for this, as well as steps that may rectify the situation.

physics.ed-ph↗

The impact of social integration on student persistence in introductory Modeling Instruction courses

Increasing student retention and persistence -- in particular classes or in their major area of study -- is a challenge for universities. Students' academic and social integration into an institution seems to be vital for student retention, yet, research on the effect of interpersonal interactions is rare. Social network analysis is an approach that can be used to identify patterns of interaction that contribute to integration into the university. We analyze how students position within a social network in a Modeling Instruction (MI) course that strongly emphasizes interactive learning impacts their persistence in taking a subsequent MI course. We find that students with higher centrality at the end of the first semester of MI are more likely to enroll in a second semester of MI. While the correlation with increased persistence is an ongoing study, these findings suggest that student social integration influences persistence.

physics.ed-ph↗

Varied reasoning schema in students' written solutions

The Mathematization project investigates students' use of mathematical tools across the undergraduate physics curriculum. As a part of this project, we look at intermediate mechanics students' written homework solutions to understand how they use these tools in approaching traditional mechanics problems. We use a modified version of the ACER (Activation-Construction-Execution-Reflection) framework to analyze students' solutions and to identify patterns of mathematical skills used on traditional problems. We apply techniques borrowed from network analysis and the Resources Framework to build a "fingerprint" of students' mathematical tool use. In this paper, we present preliminary findings on patterns that we identified in students' problem solving.

physics.ed-ph↗

Students' network integration as a predictor of persistence in introductory physics courses

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of interpersonal interactions is rare. We use network analysis as an approach to investigate academic and social experiences of students in the classroom. In particular, centrality measures identify patterns of interaction that contribute to integration into the university. Using these measures, we analyze how position within a social network in a Modeling Instruction (MI) course -- an introductory physics course that strongly emphasizes interactive learning -- predicts their persistence in taking a subsequent physics course. Students with higher centrality at the end of the first semester of MI are more likely to enroll in a second semester of MI. Moreover, we found that chances of successfully predicting individual student's persistence based on centrality measures are fairly high -- up to $75\%$, making the centrality a good predictor of persistence. These findings suggest that increasing student social integration may help in improving persistence in science, technology, engineering, and mathematics fields.

physics.ed-ph↗

Assessing student reasoning in upper-division electricity and magnetism at Oregon State University

Standardized assessment tests that allow researchers to compare the performance of students under various curricula are highly desirable. There are several research-based conceptual tests that serve as instruments to assess and identify students' difficulties in lower-division courses. At the upper-division level, however, assessing students' difficulties is a more challenging task. Although several research groups are currently working on such tests, their reliability and validity are still under investigation. We analyze the results of the Colorado Upper-Division Electrostatics diagnostic from Oregon State University and compare it with data from University of Colorado. In particular, we show potential shortcomings in the Oregon State University curriculum regarding separation of variables and boundary conditions, as well as uncover weaknesses of the rubric to the free response version of the diagnostic. We also demonstrate that the diagnostic can be used to obtain information about student learning during a gap in instruction. Our work complements and extends the previous findings from the University of Colorado by highlighting important differences in student learning that may be related to the curriculum, illuminating difficulties with the rubric for certain problems and verifying decay in post-test results over time.

physics.ed-ph↗

Recurrent construction of optimal entanglement witnesses for 2N qubit systems

We provide a recurrent construction of entanglement witnesses for a bipartite systems living in a Hilbert space corresponding to $2N$ qubits ($N$ qubits in each subsystem). Our construction provides a new method of generalization of the Robertson map that naturally meshes with $2N$ qubit systems, i.e., its structure respects the $2^{2N}$ growth of the state space. We prove that for $N>1$ these witnesses are indecomposable and optimal. As a byproduct we provide a new family of PPT (Positive Partial Transpose) entangled states.

quant-ph↗