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Title: Recent progress of artificial intelligence for liquid-vapor phase change heat transfer

Artificial intelligence (AI) is shifting the paradigm of two-phase heat transfer research. Recent innovations in AI and machine learning uniquely offer the potential for collecting new types of physically meaningful features that have not been addressed in the past, for making their insights available to other domains, and for solving for physical quantities based on first principles for phase-change thermofluidic systems. This review outlines core ideas of current AI technologies connected to thermal energy science to illustrate how they can be used to push the limit of our knowledge boundaries about boiling and condensation phenomena. AI technologies for meta-analysis, data extraction, and data stream analysis are described with their potential challenges, opportunities, and alternative approaches. Finally, we offer outlooks and perspectives regarding physics-centered machine learning, sustainable cyberinfrastructures, and multidisciplinary efforts that will help foster the growing trend of AI for phase-change heat and mass transfer.

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Author(s) / Creator(s):
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Publisher / Repository:
Nature Publishing Group
Date Published:
Journal Name:
npj Computational Materials
Medium: X
Sponsoring Org:
National Science Foundation
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  5. Abstract Practitioner notes

    What is already known about this topic

    Scholarly attention has turned to examining Artificial Intelligence (AI) literacy in K‐12 to help students understand the working mechanism of AI technologies and critically evaluate automated decisions made by computer models.

    While efforts have been made to engage students in understanding AI through building machine learning models with data, few of them go in‐depth into teaching and learning of feature engineering, a critical concept in modelling data.

    There is a need for research to examine students' data modelling processes, particularly in the little‐researched realm of unstructured data.

    What this paper adds

    Results show that students developed nuanced understandings of models learning patterns in data for automated decision making.

    Results demonstrate that students drew on prior experience and knowledge in creating features from unstructured data in the learning task of building text classification models.

    Students needed support in performing feature engineering practices, reasoning about noisy features and exploring features in rich social contexts that the data set is situated in.

    Implications for practice and/or policy

    It is important for schools to provide hands‐on model building experiences for students to understand and evaluate automated decisions from AI technologies.

    Students should be empowered to draw on their cultural and social backgrounds as they create models and evaluate data sources.

    To extend this work, educators should consider opportunities to integrate AI learning in other disciplinary subjects (ie, outside of computer science classes).

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