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Sorry, I must have skimmed too quickly and missed that.

~~Look for an expiration date. Radionucleotide style detectors end up failing with false positives when they reach end of life. You might need to have all the old ones replaced.~~

And the ~~algorithm~~ AI does magic to make our product more awesome than the competitor.

Yeah, the lack of formal definition of what is and is not considered ai definitely muddies the waters when talking about applications and capabilities.

Ai is already being incorporated into chip design tools like synopsys. TechTechPotato has an interesting interview with Aart de Geus that is relevant.

Ai is far off from making high level design improvements, but it can greatly reduce the workload on trace and route and other design steps.

I usually look up the number for something like an ftc or fbi tipline if a website absolutely forces putting in personal info.

Bamboo is just a really big grass. Most grasses can handle having their stems bent to extreme angles because they're hollow. So the bending folds the outer layer rather than ripping it apart entirely.

Isn't that why they're doing layoffs? Pre-orders are slowing down to the point that they would have excess inventory in the near future so they're cutting workforce now.

Don't overthink it. Look up faculty and try to find one that teaches introductory courses. Send them an email stating something along the lines that you're a non student looking to learn a little more than high school introductory terms. Ask if there's a lecture you could audit or a time like office hours where you could ask questions. A bunch of professors would probably be willing to talk to a flat earther if they were approached on a polite and courteous manner.

If your interest can't be satisfied with a question session, you could look into whether a local university has an option for non-degree students to enroll in classes. That's an option that's frequently not advertised but is pretty common (at least in the US.)

The 14 °C is a really nice touch. Well done.

I bet you could find a professor near you that would let you attend office hours and ask whatever questions you have.

Hold an in class quiz with essentially the same problem but with different values. The students that actually worked through the problem should be able to do it again with the changes. Those who didn't understand and just put down what their peers got will struggle with a quiz. Bonus points if you can restructure the problem in a way to elucidate which specific aspects you think the students were skipping over with help from their peers. Feel free to have specific requirements assigned point values in the problem statement.

Don't call them into your office and put them on the spot. That will make this adversarial. Your job is to teach them how to solve problems and communicate their methods in a clear fashion. You should reevaluate your problem writing and grading policies if just looking up answers can earn a passing grade. If you give a quiz, be up front with them that you have concerns about some students skipping the work and copying answers. Reiterate that the point of the exam was to make sure they can solve problems, the correct answer is merely a byproduct.

I will add speculation that there is a difference between what your students think you expect from an answer and what your expectations actually are. Mismatches in expectations are immensely frustrating for both parties. So don't leave your students guessing. Give them specific examples of work of different quality and what aspects earn full points and what things might lead to point deductions. Some of the best professors I had would publish all the prior year exams with their solutions. That gave everyone the opportunity to mimic the workflow and match the level of detail expected. That also elliminates the concern of students finding the answers online or from prior year students for exams as the teacher will have had to avoid reused questions entirely.

This sounds like a plot that Futurama Santa bot could get behind.