We apply tools from topological data analysis to two mathematical models inspired by biological aggregations such as bird flocks, fish schools, and insect swarms. Our data consists of numerical simulation output from the models of Vicsek and D'Orsogna. These models are dynamical systems describing the movement of agents who interact via alignment, attraction, and/or repulsion. Each simulation time frame is a point cloud in position-velocity space. We analyze the topological structure of these point clouds, interpreting the persistent homology by calculating the first few Betti numbers. These Betti numbers count connected components, topological circles, and trapped volumes present in the data. To interpret our results, we introduce a visualization that displays Betti numbers over simulation time and topological persistence scale. We compare our topological results to order parameters typically used to quantify the global behavior of aggregations, such as polarization and angular momentum. The topological calculations reveal events and structure not captured by the order parameters.

We use topological data analysis and machine learning to study a seminal model of collective motion in biology [D'Orsogna et al., Phys. Rev. Lett. 96 (2006)]. This model describes agents interacting nonlinearly via attractive-repulsive social forces and gives rise to collective behaviors such as flocking and milling. To classify the emergent collective motion in a large library of numerical simulations and to recover model parameters from the simulation data, we apply machine learning techniques to two different types of input. First, we input time series of order parameters traditionally used in studies of collective motion. Second, we input measures based in topology that summarize the time-varying persistent homology of simulation data over multiple scales. This topological approach does not require prior knowledge of the expected patterns. For both unsupervised and supervised machine learning methods, the topological approach outperforms the traditional one.

We use topological data analysis as a tool to analyze the fit of mathematical models to experimental data. This study is built on data obtained from motion tracking groups of aphids in [Nilsen et al., PLOS One, 2013] and two random walk models that were proposed to describe the data. One model incorporates social interactions between the insects via a functional dependence on an aphid’s distance to its nearest neighbor. The second model is a control model that ignores this dependence. We compare data from each model to data from experiment by performing statistical tests based on three different sets of measures. First, we use time series of order parameters commonly used in collective motion studies. These order parameters measure the overall polarization and angular momentum of the group, and do not rely on a priori knowledge of the models that produced the data. Second, we use order parameter time series that do rely on a priori knowledge, namely average distance to nearest neighbor and percentage of aphids moving. Third, we use computational persistent homology to calculate topological signatures of the data. Analysis of the a priori order parameters indicates that the interactive model better describes the experimental data than the control model does. The topological approach performs as well as these a priori order parameters and better than the other order parameters, suggesting the utility of the topological approach in the absence of specific knowledge of mechanisms underlying the data.

Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we implemented a controlled study at a small liberal arts college. We compared two sections of the entry-level course applied multivariable calculus I, with one section taught in a traditional lecture-based format and the other taught as a flipped classroom. During our study, we collected and analyzed data related to student performance, as well as perceptions of the approach and attitude toward mathematics in general. Students in both classes scored similarly on graded components of the course, and the majority of students were comfortable with the format of each section. However, some student perceptions and study habits differed.

Metric graphs are special types of metric spaces used to model and represent simple, ubiquitous, geometric relations in data such as biological networks, social networks, and road networks. We are interested in giving a qualitative description of metric graphs using topological summaries. In particular, we provide a complete characterization of the 1-dimensional intrinsicČech persistence diagrams for finite metric graphs using persistent homology. Together with complementary results by Adamaszek et al., which imply results on intrinsicČech persistence diagrams in all dimensions for a single cycle, our results constitute important steps toward characterizing intrinsicČech persistence diagrams for arbitrary finite metric graphs across all dimensions.