Bibliographic record
Abstract
Purpose Conductive anodic filament (CAF) is a failure mode in printed wiring boards (PWBS), which occurs under high humility and high voltage gradient conditions. This paper aims to review the history of CAF from its identification in the 1970s to the statistical analysis of its failure mode and the factors that enhance its formation. Design/methodology/approach Charts the chronology and details the developments of CAF over the last 30 years. Findings CAF is a conductive copper‐containing salt created electrochemically that grows from the anode toward the cathode sub‐surface along the epoxy/glass interface. It can also grow from the anode on one layer to a cathode on another. CAF was first discovered in 1976 and was identified as a catastrophic failure mode. It is enhanced by high humidity during storage or use, by high voltage gradient between anode and cathode, by certain soldering flux ingredients, by hole drilling, multiple thermal cycles during processing, and by higher processing temperatures associated with lead‐free solders. CAF is a copper hydroxy chloride salt and is a semiconducting material. Originality/value Our analytical tools today are far superior to those of these early researchers. Early data were obtained from chart recorders and manual plotting. Today we have computers for automated data collection and analysis and the sensitivity of the scanning electron microscope has improved significantly. The researchers of the 1970s and early 1980s characterized the basic factors associated with CAF and in many ways we are just repeating what they have done.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".