Never made a chiplet, but as a general observation in hardware ...
Digital hardware acts predictably only when everything is electrically matched and connected properly. And the integration processes can introduce new defects. It's probably still an analog and materials problem at that point.
Yeah, I don't get it. He's a guy who runs a business to support his hobby, both pretty harmless. Bonus points for creating and sharing enjoyable and useful things and ideas. I'll debate his ideas, but I'm not gonna tell him what to do with his life.
The strengths of Matlab is that it's a domain-specific glue language with a domain-specific interactive environment. It's great if the benefits to you are worth the specificity and investment. Otherwise, something like Python might suit your needs better.
Either way, there's still often at least some native code you have to write and wrap. That's where a professional programmer might get involved. But probably more often than not, it's the engineers and scientists themselves.
I don't understand why so many people think that real-world problems and "true learning" or whatever have to be mutually exclusive.
My applied probability and statistics course for engineers was all about manufacturing quality control. We didn't have magic urns with colored balls that no one cared about. But we did pull samples off the line for destructive testing. Imagining myself troubleshooting a manufacturing problem made me more creative, tenacious, and engaged than if it was a sterile math problem with no context.
Point is, you don't necessarily have to lose anything when making a topic more relatable.
University education, in general, suffers from the implicit assumption that everyone should think like a savant. It's even worse when a topic was invented or discovered to solve a real problem, as opposed to base research, and the teaching strips all context and motivation from the presentation.
I see some other comments criticizing classes that teach certain software tools at the expense of concepts. And yeah, that's training, not education.
I've literally been told by a person before that because my example used in a discussion had no relevance to anything that might happen in THEIR life, that it was a pointless and useless example. They later toned it down to "not as good as theirs", but I digress.
If I could tell the world one thing right now, in regards to this topic, it would be this.
"You, yes you, have NO RIGHT to diss or judge an example made by someone else; when the sole reason of said example is to try to share understanding of a certain lesson or fact. Even if the example is not as great as it could or should be, the act of yourself judging that example completely ignores the fact that YOU didn't fucking know anything about that thing in the first place; hence why an EXAMPLE was needed. That's all it is, now get over yourselves. P.S. Also stop trying to be moral police, none of you have any right to do that either, hypocrites."
I say this in regards to the world, because while it was just that one person who did that, that day; I have heard similar arguments as per the article title and my own experience of running into a fuckwit like that fellow, just with other people over the years.
I don't know why these people think they have a right to judge everything, since they know barely anything. Which means they have a right to do fuck all, and that's that.
P.S. The hypocrite part was added because a large populous on earth always needs to be reminded of that. Always...
I'm having a hard time judging which behavior is less mature:
* the student who tried to convert their own personal discomfort into the wildly exaggerated general conclusion that your example was "pointless and useless"
* the fact that you apparently cannot entertain the truism that examples which students can relate to are generally superior than ones that are difficult for them to relate to
* your bizarre implied learning process where criticism and judgement are reserved only for those who already understand a concept. It's like the scientific process, except upside down. :)
1.> * your bizarre implied learning process where criticism and judgement are reserved only for those who already understand a concept. It's like the scientific process, except upside down. :)
Yes, because this is totally going to get me to agree with you on anything at all. Do you not realize that by writing this, you have declared yourself for all to see that you are the problem? Most of the time, when people resort to attacks like yours here, it's because they have nothing worthwhile to say.
2. >* the fact that you apparently cannot entertain the truism that examples which students can relate to are generally superior than ones that are difficult for them to relate to
You might want to look in the mirror here pal, cause you seem to be projecting.
The fact you think that I have to cater to anyone just because they deem it so, is fucking asinine. Like seriously, are you sure you even have any right to be talking right now? Did you even bother to read my comment properly before writing your sad excuse of criticism?
3. > * the student who tried to convert their own personal discomfort into the wildly exaggerated general conclusion that your example was "pointless and useless"
I said "Person" not "student". See #2 again, the part about reading properly.
4. > Two of these are under your control to change.
All of the things in my life are under my control to change, but only if I desire to go through with the trouble of changing those things. Believe me, if I were to get started on changing the things under my control; dumb fucks like you wouldn't be sharing their opinions anywhere to anyone.
Start focusing on yourself, and less on others; especially me. Don't fucking bother me ever again you god damn ignorate hypocrite.
To expand on the source of noise and possible solutions ...
Regardless of price, multilayer ceramic capacitors are piezoelectric - meaning they physically vibrate. Inductors and transformers are electromagnets powerful enough to noticeably vibrate and move themselves. In fact, if you test them during assembly before taping them, the two halves of the ferrite core will snap together like magnets. Most noise comes instead from the windings, but that gives you an idea of their physical power. The biggest winding in an induction cooktop is the induction coil itself.
The reason you hear them is because they're being used at audio frequencies. Considerate designers choose higher switching frequencies above what humans and household pets can hear. Induction cooktops are kind of a special case where it's tempting to dip into the audible frequencies. Frequency choice alone doesn't eliminate all noise, so there are other mitigations like materials selection and assembly, to name a couple.
Overall, it's largely due to being cheap about the design and manufacturing processes.
You're conflating different things. People can already choose between public, private, and homeschool. The "credit" is a public resource allocated for a certain purpose under certain conditions. A union doesn't unilaterally decide anything.
You're entitled to choose a non-public school, to want to divert a public resource to yourself with fewer strings attached, and to want more leverage to disregard teachers' stakes in delivering education. Not everyone would agree with your conclusion that it "should" make things better, or that it's even necessary to make improvements.
You're entitled to choose a non-public school, to want to divert that public resource to yourself
How is that? In the US schools are paid for via property tax.
You pay the same property tax to the school whether you have 0 kids in the public school system or 100.
If you choose to pay for private school, you still pay the same amount of tax to the public school system even though you aren’t using it. Only some states have a “voucher” system that lets you have your student’s fees redirects from public school to a private school. About 70% of states don’t have any voucher system so there’s no way to redirect your public school funds to a private school.
Most people’s entire education budget is taken up by their taxes that go to public schools. So unless you are giving people their tax money back in vouchers for school this is an elitist and privileged argument.
It's not, because I never argued against doing it. Oc asked "what's not to like?", and I gave an opposing perspective. Successful negotiation usually requires understanding what you're asking the other side to compromise on.
The do need high frequencies. It's orders of magnitude slower than digital, but the amount of power being switched presents entirely new problems. You could flip your statement around and say that digital circuits are less complex because they're low power. But that would be equally meaningless.
Digital FETs are CMOS made with fins or whatever to switch as fast as possible. Analog FETs are something else to make clean predictable signals from mature manufacturing processes. Power FETs are big arrays of trenches to not destroy themselves. You can't really compare them. That would be like comparing a racecar to a passenger van to a rock hauler. They're all vehicles, but they have different purposes and success metrics.
Digital hardware acts predictably only when everything is electrically matched and connected properly. And the integration processes can introduce new defects. It's probably still an analog and materials problem at that point.