Daily Papers

Large-scale humanoid motion-tracking controllers are commonly improved by reallocating training effort: difficult motions are sampled more often, isolated into smaller subsets, or assigned to specialized experts. We show that this view is incomplete. In strong whole-body-control baselines, a residual set of feasible training clips remains unsolved even under targeted training, especially for high-dynamic transitions and balance-critical motions. These failures arise not only from insufficient exposure, but from a mismatch between the motion demands and the effective capability induced by the default training recipe. We propose Athena-WBC, a compact teacher-student pipeline with capability-aligned policy experts for long-tail humanoid whole-body control. Dynamic experts use a tracking-focused, constraint-aware objective that removes conservative effort and temporal-control penalties while preserving physical feasibility constraints; balance experts use a gravity curriculum to improve early-training survivability. The resulting privileged teachers are motion-routed for DAgger distillation and then compressed into a single controller with deployable observations followed by RL fine-tuning. Experiments on a full-size humanoid show improved recovery of training-set long-tail motions and better held-out tracking than a strong SONIC-recipe baseline, using only a small number of experts.

Modern science emerged from reasoning over repeatedly-observed planetary motions. We present Gravity-Bench-v1, an environment-based benchmark that challenges AI agents on tasks that parallel this historical development. Gravity-Bench-v1 evaluates agents on the discovery of physics concealed within a dynamic environment, using rigorous gravitational dynamics simulations. Gravity-Bench includes out-of-distribution cases, i.e. with physics that deviates from the real world, to evaluate true scientific generalization capabilities. Agents must plan to collect data within an experimental budget and must perform a dynamic form of data analysis and reasoning to solve tasks efficiently. Our benchmark admits an open-ended space of solutions. PhD-level solutions for each task are provided, to calibrate AI performance against human expertise. Technically at an upper-undergraduate level, our benchmark proves challenging to baseline AI agents. Gravity-Bench-v1 and planned extensions should help map out AI progress towards scientific discovery capabilities.

Video generators are increasingly evaluated as potential world models, which requires them to encode and understand physical laws. We investigate their representation of a fundamental law: gravity. Out-of-the-box video generators consistently generate objects falling at an effectively slower acceleration. However, these physical tests are often confounded by ambiguous metric scale. We first investigate if observed physical errors are artifacts of these ambiguities (e.g., incorrect frame rate assumptions). We find that even temporal rescaling cannot correct the high-variance gravity artifacts. To rigorously isolate the underlying physical representation from these confounds, we introduce a unit-free, two-object protocol that tests the timing ratio t_1^2/t_2^2 = h_1/h_2, a relationship independent of g, focal length, and scale. This relative test reveals violations of Galileo's equivalence principle. We then demonstrate that this physical gap can be partially mitigated with targeted specialization. A lightweight low-rank adaptor fine-tuned on only 100 single-ball clips raises g_{eff} from 1.81,m/s^2 to 6.43,m/s^2 (reaching 65% of terrestrial gravity). This specialist adaptor also generalizes zero-shot to two-ball drops and inclined planes, offering initial evidence that specific physical laws can be corrected with minimal data.

Formulating a quantum theory of gravity lies at the heart of fundamental theoretical physics. This collection of lecture notes encompasses a selection of topics that were covered in six mini-courses at the Nordita PhD school "Towards Quantum Gravity". The scope was to provide a coherent picture, from its foundation to forefront research, emphasizing connections between different areas. The lectures begin with perturbative quantum gravity and effective field theory. Subsequently, two ultraviolet-complete approaches are presented: asymptotically safe gravity and string theory. Finally, elements of quantum effects in black hole spacetimes are discussed.

Physics-informed neural networks (PINNs) offer a mesh-free framework for solving partial differential equations (PDEs), yet training often suffers from gradient pathologies, spectral bias, and poor convergence, especially for problems with strong nonlinearity, sharp gradients, or multiscale features. We propose the Curriculum-Guided Gaussian Mixture Physics-Informed Neural Network (CGMPINN), which integrates Gaussian mixture modeling with dynamic curriculum learning. Specifically, a GMM is periodically fitted to the PDE residual distribution to quantify spatially varying learning difficulty. A smooth curriculum schedule progressively shifts training focus from easy to harder regions, while precision-based variance modulation suppresses unreliable clusters during early optimization. This dual curriculum is governed by a shared curriculum parameter and can be combined with self-adaptive loss balancing. We further establish theoretical guarantees, including sublinear convergence of the gradient norm for the induced time-varying loss, uniform equivalence between the curriculum-weighted and standard PDE losses, and a generalization bound with an explicit weighting-induced bias characterization. Experiments on six benchmark PDEs spanning elliptic, parabolic, hyperbolic, advection-dominated, and nonlinear reaction-diffusion types show that CGMPINN consistently achieves the lowest relative L_2 and maximum absolute errors among all compared methods, reducing relative L_2 error by up to 97.8\% over the standard PINN at comparable cost. Our code is publicly available at https://github.com/Mathematics-Yang/CGMPINN.

Scientific machine learning and the advent of the Physics-Informed Neural Network (PINN) show considerable potential in their capacity to identify solutions to complex differential equations. Over the past two years, much work has gone into the development of PINNs capable of solving the gravity field modeling problem -- i.e.\ learning a differentiable form of the gravitational potential from position and acceleration estimates. While the past PINN gravity models (PINN-GMs) have demonstrated advantages in model compactness, robustness to noise, and sample efficiency; there remain key modeling challenges which this paper aims to address. Specifically, this paper introduces the third generation of the Physics-Informed Neural Network Gravity Model (PINN-GM-III) which solves the problems of extrapolation error, bias towards low-altitude samples, numerical instability at high-altitudes, and compliant boundary conditions through numerous modifications to the model's design. The PINN-GM-III is tested by modeling a known heterogeneous density asteroid, and its performance is evaluated using seven core metrics which showcases its strengths against its predecessors and other analytic and numerical gravity models.

Large language models are increasingly used in K-12 education, but existing benchmarks mainly test exam question answering rather than understanding how curriculum knowledge is structured and visually presented. We call this capability curriculum cognition. It covers prerequisite chains, concept taxonomies, experiment-concept links, pedagogical sequencing, and visual grounding. We introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks in mathematics, physics, chemistry, and biology across primary, middle, and high school. It contains nine node types and fourteen relation types covering curriculum structure and visual grounding. From this graph, we derive K12-Bench, a 23,640-question multi-select benchmark with five task families: Ground, Prereq, Neighbor, Evidence, and Locate. We also build K12-Train, a graph-guided supervised fine-tuning corpus of 7,335 samples, including 2,267 text-only QA pairs and 5,068 multimodal VQA pairs. On K12-Bench, Gemini-3-Flash achieves only 57 percent exact match and Gemma-4-31B-IT reaches 46 percent, with Prereq and Neighbor being the hardest tasks. Our training experiments show that domain-specific supervision can reduce this gap. Under a matched 2,300-sample budget, K12-Train-Text consistently outperforms equally sized subsets of eight mainstream instruction-tuning corpora on GaokaoBench and EduEval. For vision-language models, K12-Train-Full achieves the best overall results on Gaokao-MM, MDK12-medium, and K12Vista among all compared training configurations, despite using fewer samples than the full DataFlow and WizardLM baselines. It also surpasses both text-only and multimodal-only variants, showing that textual and visual supervision are complementary. We release the graph, benchmark, training data, and complete construction pipeline.

Converting multi-view RGB observations into simulation-ready 3D environments remains challenging because current reconstruction pipelines produce monolithic scene representations without explicit physical structure. They are typically defined up to an arbitrary global rotation and entangle rigid foreground objects with background geometry, which hinders stable physical interaction. Existing solutions often recover interactivity by replacing reconstructed objects with retrieved CAD assets, but this introduces a slow retrieval-and-replacement stage and weakens scene-specific geometric fidelity. We propose GARDEN, an RGB-only framework that reformulates reconstruction as physically-grounded scene factorization and outputs a structured hybrid scene representation. The key idea is to use gravity as a universal physical prior: we first align the reconstruction to a unified Gravity-View frame to resolve gauge ambiguity, then recover object-centric rigid meshes with accurate 6-DoF placement, and finally remove duplicate object geometry from the background through conditional 3D point classification. The resulting representation combines explicit rigid bodies with a decoupled background, enabling direct physics simulation while preserving visual realism. Experiments on both simulated and real multi-view scenes show that GARDEN improves object placement reliability, disentanglement quality, and rendering-simulation efficiency compared with retrieval-based baselines.

To deepen our understanding of Quantum Gravity and its connections with black holes and cosmology, building a common language and exchanging ideas across different approaches is crucial. The Nordita Program "Quantum Gravity: from gravitational effective field theories to ultraviolet complete approaches" created a platform for extensive discussions, aimed at pinpointing both common grounds and sources of disagreements, with the hope of generating ideas and driving progress in the field. This contribution summarizes the twelve topical discussions held during the program and collects individual thoughts of speakers and panelists on the future of the field in light of these discussions.

Adopting general frameworks for quantum-classical dynamics, we analyze the interaction between quantum matter and a classical gravitational field. We point out that, assuming conservation of momentum or energy, and assuming that the dynamics obeys Hamiltonian formalism or a particular decomposition property set out in the paper, the classical gravitational field cannot change the momentum or energy of the quantum system, whereas the quantum gravitational field can do so. Drawing upon the fundamental relationship between conservation laws and the quantum properties of objects, our analysis offers new perspectives for the study of quantum gravity and provides a novel interpretation of existing experimental observations, such as free fall.

These lectures give an introduction to the theory of holographic superconductors. These are superconductors that have a dual gravitational description using gauge/gravity duality. After introducing a suitable gravitational theory, we discuss its properties in various regimes: the probe limit, the effects of backreaction, the zero temperature limit, and the addition of magnetic fields. Using the gauge/gravity dictionary, these properties reproduce many of the standard features of superconductors. Some familiarity with gauge/gravity duality is assumed. A list of open problems is included at the end.

We introduce PHYSICS, a comprehensive benchmark for university-level physics problem solving. It contains 1297 expert-annotated problems covering six core areas: classical mechanics, quantum mechanics, thermodynamics and statistical mechanics, electromagnetism, atomic physics, and optics. Each problem requires advanced physics knowledge and mathematical reasoning. We develop a robust automated evaluation system for precise and reliable validation. Our evaluation of leading foundation models reveals substantial limitations. Even the most advanced model, o3-mini, achieves only 59.9% accuracy, highlighting significant challenges in solving high-level scientific problems. Through comprehensive error analysis, exploration of diverse prompting strategies, and Retrieval-Augmented Generation (RAG)-based knowledge augmentation, we identify key areas for improvement, laying the foundation for future advancements.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.