Browsing by Author "Boyce, Steven James"
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- The Distance to Uncontrollability via Linear Matrix InequalitiesBoyce, Steven James (Virginia Tech, 2010-12-03)The distance to uncontrollability of a controllable linear system is a measure of the degree of perturbation a system can undergo and remain controllable. The definition of the distance to uncontrollability leads to a non-convex optimization problem in two variables. In 2000 Gu proposed the first polynomial time algorithm to compute this distance. This algorithm relies heavily on efficient eigenvalue solvers. In this work we examine two alternative algorithms that result in linear matrix inequalities. For the first algorithm, proposed by Ebihara et. al., a semidefinite programming problem is derived via the Kalman-Yakubovich-Popov (KYP) lemma. The dual formulation is also considered and leads to rank conditions for exactness verification of the approximation. For the second algorithm, by Dumitrescu, Şicleru and Ştefan, a semidefinite programming problem is derived using a sum-of-squares relaxation of an associated matrix-polynomial and the associated Gram matrix parameterization. In both cases the optimization problems are solved using primal-dual-interior point methods that retain positive semidefiniteness at each iteration. Numerical results are presented to compare the three algorithms for a number of benchmark examples. In addition, we also consider a system that results from a finite element discretization of the one-dimensional advection-diffusion equation. Here our objective is to test these algorithms for larger problems that originate in PDE-control.
- Modeling Students' Units Coordinating ActivityBoyce, Steven James (Virginia Tech, 2014-08-29)Primarily via constructivist teaching experiment methodology, units coordination (Steffe, 1992) has emerged as a useful construct for modeling students' psychological constructions pertaining to several mathematical domains, including counting sequences, whole number multiplicative conceptions, and fractions schemes. I describe how consideration of units coordination as a Piagetian (1970b) structure is useful for modeling units coordination across contexts. In this study, I extend teaching experiment methodology (Steffe and Thompson, 2000) to model the dynamics of students' units coordinating activity across contexts within a teaching experiment, using the construct of propensity to coordinate units. Two video-recorded teaching experiments involving pairs of sixth-grade students were analyzed to form a model of the dynamics of students' units coordinating activity. The modeling involved separation of transcriptions into chunks that were coded dichotomously for the units coordinating activity of a single student in each dyad. The two teaching experiments were used to form 5 conjectures about the output of the model that were then tested with a third teaching experiment. The results suggest that modeling units coordination activity via the construct of propensity to coordinate units was useful for describing patterns in the students' perturbations during the teaching sessions. The model was moderately useful for identifying sequences of interactions that support growth in units coordination. Extensions, modifications, and implications of the modeling approach are discussed.