Teaching transmission lines: a project of measurement and simulation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A junior-year project for a course in electromagnetic waves is described, including the theory, hardware, and basic measurements. The essence of the project is to simulate transmission-line properties based upon theory developed in the classroom and to measure those properties in the laboratory for comparison. The equipment chosen is readily available and inexpensive, but is used here to illustrate concepts usually requiring an expensive vector network analyzer. The transmission-line properties of insertion loss, input impedance, and crosstalk are measured as a function of frequency on Category 5 cable. The transmission-line phase shift, propagation velocity, attenuation, characteristic impedance, impedance under various transmission-line configurations, and crosstalk are modeled and measured. Measured and theoretical results are in good agreement, reinforcing the strength of the underlying theory for the student. Evaluation of the project over a three-year period with more than 120 students is very positive in terms of developing confidence in and understanding of this abstract material.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it