@inproceedings{LaeuterKramer2023, author = {L{\"a}uter, Matthias and Kramer, Tobias}, title = {Non-gravitational acceleration and torque on comet 67P/Churyumov-Gerasimenko}, volume = {55}, booktitle = {Bulletin of the AAS}, number = {8}, year = {2023}, abstract = {From August 2014 to September 2016, the ESA operated the Rosetta spacecraft mission alongside with comet 67P/Churyumov-Gerasimenko (67P). The mission provided valuable long-term data on the comet's nucleus, including its volume, mass, tensor of inertia, spatial position of the orbital trajectory, and rotational state.}, language = {en} } @article{GorgullaGarzaKapiletal.2025, author = {Gorgulla, Christoph and Garza, Alejandro J. and Kapil, Venkat and Fackeldey, Konstantin}, title = {QUASAR: A Flexible QM-MM Method for Biomolecular Systems based on Restraining Spheres}, volume = {320}, journal = {Computer Physics Communications}, issn = {0010-4655}, doi = {10.1016/j.cpc.2025.109949}, year = {2025}, abstract = {Quantum mechanical models of molecules theoretically offer unprecedented accuracy in predicting values associated with these systems, including the free energy of interaction between two molecules. However, high-accuracy quantum mechanical methods are computationally too expensive to be applied to larger systems, including most biomolecular systems such as proteins. To circumvent this challenge, the hybrid quantum mechanics/molecular mechanics (QM/MM) method was developed, allowing one to treat only the most important part of the system on the quantum mechanical level and the remaining part on the classical level. To date, QM/MM simulations for biomolecular systems have been carried out almost exclusively on the electronic structure level, neglecting nuclear quantum effects (NQEs). Yet NQEs can play a major role in biomolecular systems [1]. Here, we present i-QI, a QM/MM client for the path integral molecular dynamics (PIMD) software i-PI [2, 3, 4]. i-QI allows for carrying out QM/MM simulations simultaneously, allowing for the inclusion of electronic as well as nuclear quantum effects. i-QI implements a new QM/MM scheme based on constraining potentials called QUASAR, which allows handling diffusive systems, such as biomolecules solvated in water solvent. The QUASAR method is suitable in particular when the properties of interest are equilibrium properties, such as the free energy of binding. i-QI is freely available and open source, and we demonstrate it on a test system.}, language = {en} } @article{GonnermannMuellerHaaseLeinsetal.2026, author = {Gonnermann-M{\"u}ller, Jana and Haase, Jennifer and Leins, Nicolas and Igel, Moritz and Fackeldey, Konstantin and Pokutta, Sebastian}, title = {FACET: Multi-Agent AI Supporting Teachers in Scaling Differentiated Learning for Diverse Students}, journal = {arXiv}, arxiv = {http://arxiv.org/abs/2601.22788}, doi = {https://arxiv.org/abs/2601.22788}, year = {2026}, abstract = {Classrooms are becoming increasingly heterogeneous, comprising learners with diverse performance and motivation levels, language proficiencies, and learning differences such as dyslexia and ADHD. While teachers recognize the need for differentiated instruction, growing workloads create substantial barriers, making differentiated instruction an ideal that is often unrealized in practice. Current AI educational tools, which promise differentiated materials, are predominantly student-facing and performance-centric, ignoring other aspects that shape learning outcomes. We introduce FACET, a teacher-facing multi-agent framework designed to address these gaps by supporting differentiation that accounts for motivation, performance, and learning differences. Developed with educational stakeholders from the outset, the framework coordinates four specialized agents, including learner simulation, diagnostic assessment, material generation, and evaluation within a teacher-in-the-loop design. School principals (N = 30) shaped system requirements through participatory workshops, while in-service K-12 teachers (N = 70) evaluated material quality. Mixed-methods evaluation demonstrates strong perceived value for inclusive differentiation. Practitioners emphasized both the urgent need arising from classroom heterogeneity and the importance of maintaining pedagogical autonomy as a prerequisite for adoption. We discuss implications for future school deployment and outline partnerships for longitudinal classroom implementation.}, language = {en} } @article{GonnermannMuellerHaaseFackeldeyetal.2025, author = {Gonnermann-M{\"u}ller, Jana and Haase, Jennifer and Fackeldey, Konstantin and Pokutta, Sebastian}, title = {FACET: Teacher-Centred LLM-Based Multi-Agent Systems-Towards Personalized Educational Worksheets}, arxiv = {http://arxiv.org/abs/2508.11401}, year = {2025}, abstract = {The increasing heterogeneity of student populations poses significant challenges for teachers, particularly in mathematics education, where cognitive, motivational, and emotional differences strongly influence learning outcomes. While AI-driven personalization tools have emerged, most remain performance-focused, offering limited support for teachers and neglecting broader pedagogical needs. This paper presents the FACET framework, a teacher-facing, large language model (LLM)-based multi-agent system designed to generate individualized classroom materials that integrate both cognitive and motivational dimensions of learner profiles. The framework comprises three specialized agents: (1) learner agents that simulate diverse profiles incorporating topic proficiency and intrinsic motivation, (2) a teacher agent that adapts instructional content according to didactical principles, and (3) an evaluator agent that provides automated quality assurance. We tested the system using authentic grade 8 mathematics curriculum content and evaluated its feasibility through a) automated agent-based assessment of output quality and b) exploratory feedback from K-12 in-service teachers. Results from ten internal evaluations highlighted high stability and alignment between generated materials and learner profiles, and teacher feedback particularly highlighted structure and suitability of tasks. The findings demonstrate the potential of multi-agent LLM architectures to provide scalable, context-aware personalization in heterogeneous classroom settings, and outline directions for extending the framework to richer learner profiles and real-world classroom trials.}, language = {en} }