Bibliographic record
Abstract
has established an undergraduate educational project for Consumer Electronics 1 .The goal of the educational project is to introduce students to electronic design by the disassembly, analysis, and redesign of consumer electronics products.As part of achieving this goal, a regular electrical engineering course in Consumer Electronics (EE 498) and a Consumer Electronics version of the college honors course (ENGR 498) have been introduced into the curriculum.The Consumer Electronics version of the honors course was first taught Winter 1994 (Kuhn), and the regular Consumer Electronics course was first taught Autumn 1994 (Hannaford).Mixed courses (EE 498 and ENGR 498) were taught Spring 1995 (Kuhn) and Autumn 1995 (Hannaford).Another section of EE 498 is scheduled for Spring 1996.The course has evolved and stabilized into a successful format.This format is characterized by classroom lectures early in the quarter, a series of organized laboratories (with a scheduled 3-hour laboratory section), and a three week final design project with a written component implemented on World Wide Web.One outstanding success of the course has been the implementation of the student final reports on World Wide Web.This results in a dramatic baseline shift from quarter to quarter --as students read past student work and learn from the successes and failures of their peers.The World Wide Web site for the entire project is located at: http://isdl.ee.washington.edu/CE/ConsElectHome.htmlThis paper will focus on the laboratories which we have developed for the courses.Both a "CD-audio only" version and a "multiple consumer products" version of the class have been taught and found to be successful.Both versions of the class have five laboratory sessions and three of the five laboratories are identical.The various laboratories are summarized in Table I. Manufacturing -Disposable Camera product dissectionIn this laboratory students dissect and study a flash disposable camera.Emphasis is placed on discovering how much functionality can be obtained with extremely cheap and very cleverly designed parts.The laboratory also serves as an outstanding ice-breaker for students uncomfortable with mechanical dissection.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.080 | 0.019 |
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 source (direct Gemma or distilled Codex), 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".