Students' epistemological framing in quantum mechanics problem solving

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students' transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.Comment: Submitted to Physical Review -- Physics Education Researc

Language and compiler for algorithmic choice

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.Cataloged from PDF version of thesis.Includes bibliographical references (p. 55-60).It is often impossible to obtain a one-size-fits-all solution for high performance algorithms when considering different choices for data distributions, parallelism, transformations, and blocking. The best solution to these choices is often tightly coupled to different architectures, problem sizes, data, and available system resources. In some cases, completely different algorithms may provide the best performance. Current compiler and programming language techniques are able to change some of these parameters, but today there is no simple way for the programmer to express or the compiler to choose different algorithms to handle different parts of the data. Existing solutions normally can handle only coarse-grained, library level selections or hand coded cutoffs between base cases and recursive cases. We present PetaBricks, a new implicitly parallel language and compiler where having multiple implementations of multiple algorithms to solve a problem is the natural way of programming. We make algorithmic choice a first class construct of the language. Choices are provided in a way that also allows our compiler to tune at a finer granularity. The PetaBricks compiler autotunes programs by making both fine-grained as well as algorithmic choices. Choices also include different automatic parallelization techniques, data distributions, algorithmic parameters, transformations, and blocking.by Jason Ansel.S.M

An Online Decision-Theoretic Pipeline for Responder Dispatch

The problem of dispatching emergency responders to service traffic accidents, fire, distress calls and crimes plagues urban areas across the globe. While such problems have been extensively looked at, most approaches are offline. Such methodologies fail to capture the dynamically changing environments under which critical emergency response occurs, and therefore, fail to be implemented in practice. Any holistic approach towards creating a pipeline for effective emergency response must also look at other challenges that it subsumes - predicting when and where incidents happen and understanding the changing environmental dynamics. We describe a system that collectively deals with all these problems in an online manner, meaning that the models get updated with streaming data sources. We highlight why such an approach is crucial to the effectiveness of emergency response, and present an algorithmic framework that can compute promising actions for a given decision-theoretic model for responder dispatch. We argue that carefully crafted heuristic measures can balance the trade-off between computational time and the quality of solutions achieved and highlight why such an approach is more scalable and tractable than traditional approaches. We also present an online mechanism for incident prediction, as well as an approach based on recurrent neural networks for learning and predicting environmental features that affect responder dispatch. We compare our methodology with prior state-of-the-art and existing dispatch strategies in the field, which show that our approach results in a reduction in response time with a drastic reduction in computational time.Comment: Appeared in ICCPS 201

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming

Research and Education in Computational Science and Engineering

Over the past two decades the field of computational science and engineering (CSE) has penetrated both basic and applied research in academia, industry, and laboratories to advance discovery, optimize systems, support decision-makers, and educate the scientific and engineering workforce. Informed by centuries of theory and experiment, CSE performs computational experiments to answer questions that neither theory nor experiment alone is equipped to answer. CSE provides scientists and engineers of all persuasions with algorithmic inventions and software systems that transcend disciplines and scales. Carried on a wave of digital technology, CSE brings the power of parallelism to bear on troves of data. Mathematics-based advanced computing has become a prevalent means of discovery and innovation in essentially all areas of science, engineering, technology, and society; and the CSE community is at the core of this transformation. However, a combination of disruptive developments---including the architectural complexity of extreme-scale computing, the data revolution that engulfs the planet, and the specialization required to follow the applications to new frontiers---is redefining the scope and reach of the CSE endeavor. This report describes the rapid expansion of CSE and the challenges to sustaining its bold advances. The report also presents strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie

POWERPLAY: Training an Increasingly General Problem Solver by Continually Searching for the Simplest Still Unsolvable Problem

Most of computer science focuses on automatically solving given computational problems. I focus on automatically inventing or discovering problems in a way inspired by the playful behavior of animals and humans, to train a more and more general problem solver from scratch in an unsupervised fashion. Consider the infinite set of all computable descriptions of tasks with possibly computable solutions. The novel algorithmic framework POWERPLAY (2011) continually searches the space of possible pairs of new tasks and modifications of the current problem solver, until it finds a more powerful problem solver that provably solves all previously learned tasks plus the new one, while the unmodified predecessor does not. Wow-effects are achieved by continually making previously learned skills more efficient such that they require less time and space. New skills may (partially) re-use previously learned skills. POWERPLAY's search orders candidate pairs of tasks and solver modifications by their conditional computational (time & space) complexity, given the stored experience so far. The new task and its corresponding task-solving skill are those first found and validated. The computational costs of validating new tasks need not grow with task repertoire size. POWERPLAY's ongoing search for novelty keeps breaking the generalization abilities of its present solver. This is related to Goedel's sequence of increasingly powerful formal theories based on adding formerly unprovable statements to the axioms without affecting previously provable theorems. The continually increasing repertoire of problem solving procedures can be exploited by a parallel search for solutions to additional externally posed tasks. POWERPLAY may be viewed as a greedy but practical implementation of basic principles of creativity. A first experimental analysis can be found in separate papers [53,54].Comment: 21 pages, additional connections to previous work, references to first experiments with POWERPLA