Extracting Governing Equations from Latent Dynamics via Multi-View Contrastive Learning

Learning governing equations from observed solution data is a fundamental challenge in scientific machine learning, yet the theoretical conditions under which a ground-truth ODE can be uniquely and stably identified from multiple solution observations remain largely undeveloped, and no quantitative analysis of the sample complexity of such learning tasks exists in the literature. To address this gap, we introduce the Hausdorff distance on solution sets as the natural metric for comparing differential equations, since it captures the worst-case separation between two equations over all admissible initial conditions and thus encodes the minimax structure of the identification problem. We establish identifiability bounds for governing ODEs across a wide class of structure equations--ranging from linear ODEs to nonlinear classes with Lipschitz (Hölder)-continuous vector fields--characterizing precisely when two distinct equations can be distinguished from solution data. Using this metric, we derive metric entropy estimates for the relevant ODE classes and analyze sample complexity bounds, quantifying how many solution observations are needed to reliably recover the governing equation.

Identifying latent state representations and dynamics is essential when direct modeling in observation space is infeasible, particularly under partial and high-dimensional observations. In such settings, representation learning and physics-aware modeling are inherently coupled. We study this problem for latent port-Hamiltonian systems, a structured class encompassing both conservative and dissipative dynamics. We propose a two-stage identify-then-project framework. First, a contrastive teacher learns continuous-time latent dynamics from partial observations. Then, a student projects the identified teacher representation and dynamics onto a port-Hamiltonian submanifold via a learned affine chart, yielding a physically consistent realization. As a conceptual counterfactual, we also consider a single-stage variant that jointly learns latent identification and port-Hamiltonian structure, but find it to be less reliable, motivating the proposed two-stage teacher-student framework. We show theoretically that affine projection is the natural bridge between the affine gauge of contrastive latent identification and the port-Hamiltonian systems. Empirically, we demonstrate that the proposed two-stage approach preserves the teacher's dynamics while enforcing physical structure, and performs more reliably than the single-stage alternative, particularly in dissipative regimes and high-dimensional visual settings.

Learning governing dynamics from data is a common goal across the sciences, yet it is only well-posed when the underlying mechanisms are identifiable. In practice, many data-driven methods implicitly assume identifiability; when this assumption fails, estimated models can yield spurious predictions and invalid mechanistic conclusions. Classical identifiability guarantees for controlled linear time-invariant (LTI) systems provide sufficient conditions -- controllability and persistent excitation -- but leave open whether identifiability holds when these conditions fail, and which parts of the system remain identifiable without full identifiability. We show that the experimental setup, i.e., the realized initial state and control input, dictates a fundamental limit on the information recoverable from the observed trajectory. We develop a geometric characterization of this limit and derive a closed-form description of all systems consistent with the experimental setup. Crucially, we prove that even when the full system is not identifiable, the restricted dynamics on the subspace reachable by the experiment remain uniquely determined.