Hello everybody hooded Cobra Commander 788 here it is Class of Friday again during Cobra Convergence and this time we are looking at the head snake himself Cobra Commander from the G.I. Joe classified series of six inch scale action figures. As you can see we have two action figures here we are going to look at the standard release Cobra Commander and the so-called Regal Cobra Commander. Both of these figures have the same packaging and the same numbering the difference is the coloring of the figure and the accessories. The standard release Cobra Commander was widely available. The Regal Cobra Commander was accidentally teased by a phone app that was spelled without any vowels. I still don't know what the app is for and I don't care. Let's look at that packaging we have the window pane showing the figure and the accessories. We have the G.I. Joe classified series logo this is Cobra Commander. We have some box art here on the front and the side and I do like this art style it's very sharp and looks great. This is number six in the classified series on the back of the box we have some generic poster artwork and on the other side we have these symbols which represent his specialty. This is the symbol for the Cobra Olympics these are popsicles with the sticks broken off. This means the thoughts going on in his mind are just shocking and this means he always really wanted to be a puppeteer. He tried out for Jim Henson Studios but he was rejected and that's why he's so angry now and wants to take over the world. Let's take both the standard release Cobra Commander and the Regal Cobra Commander out of the packaging and take a look at them. Here we have Cobra Commander and Regal Cobra Commander out of the packaging they both look really good. I will point out we did get a third Cobra Commander the Snake Supreme Cobra Commander which is the same mold in a radically different deco. I've already reviewed the Snake Supreme Cobra Commander so I won't go into too much depth now. Let's take a look at the standard issue Cobra Commander. First he has the darker blue kind of like the vintage hooded Cobra Commander but without the hood he has the battle helmet. Let's look at his accessories. He has this strange pistol which in my opinion from a distance looks like a fish. Maybe it's a magic gun. Where did he purchase that? The pistol has a lot of elaborate detail. It has this spike under the barrel and all this snake detail and a snake head for the handle. It really is hyper detailed and impressive. It has a hammer like a percussion pistol. This looks like something that would be more ceremonial than actually used in combat. This is not by any stretch my favorite Cobra Commander accessory but it's not bad. I'd still prefer the original Venom laser pistol. Speaking of ceremonial accessories he has a Cobra head sword and it does fit in the sheath on his belt and it is removable. The sword has a gold Cobra head handle and a silver curved blade. Definitely not a combat weapon but maybe something he uses to bestow knighthood on Cobra troops. The remaining accessories from the package are not really accessories at all. They are alternate hands. We have a right hand that is pointing and a left hand in a fist. We will change out the hands momentarily after we look at the figure. Cobra Commander has the standard articulation for a classified figure which is pretty good.  He can move his head with a really great range of motion. He has butterfly joints at the shoulders that are pretty tight. They don't move too much. He can lift his arm up at the shoulder and swivel at the shoulder all the way around. It is hindered somewhat by this left shoulder piece. He has a twist at the bicep. He has double jointed elbows. He has a swivel at the wrist and hinges at the wrist. And yes, those alternate hands also have hinges. He has a hinge at the rib cage for an ab crunch and on this example it is really tight. He cannot crunch forward very far. He has some additional articulation at the waist. He has a ball and a twist that is somewhat hindered by this belt piece. He has a leg split that is again a bit hindered by this belt and tunic piece. He can move his leg forward and back a bit at the hip. He has a cut at the thigh for a swivel. He has double jointed knees. He has a cut at the boot for a swivel. He has hinged and rocker ankles. Let's look at the sculpt design and color of standard issue Cobra Commander. He has the darker shade of blue on the helmet and the uniform. The helmet is in that darker blue and he has a silver face plate. He has a silver stripe over the top of the helmet and some black details around the back. He has black snake skin panels over the shoulders and upper arms. He has that dark blue double breasted uniform jacket that has silver lining and gold buckles. He has the raised red Cobra emblem at the center of his chest and a gold chain that hangs in front of that. He also has this extra piece here that is an accessory and you could remove it.  It is not a soft goods cape as on the Snake Supreme Cobra Commander.  There's also another separate piece for the lower part of his uniform jacket. That uniform jacket has tuxedo tails. He has some black snake skin panels with silver lining on the jacket to add some detail and break up the blue and I think that works really well. His arms have that dark blue uniform color but they also have some black forearm guards with some silver lining and red Cobra emblems on the outside of those. That looks really good and of course he has some black gloves. His right hand has a standard gripping hand so he can hold his gun. His left hand has a claw hand. You can remove those hands and put on the alternate hands. Let's do that now. For the right hand, the alternate hand is pointing so he can direct the troops or he can be like, with this helmet on I can't pick my nose. For the left hand, he has a fist for punching and this does give you some alternate poses for Cobra Commander. What it does not do is give you a standard gripping hand for the left hand so he cannot hold the pistol and the sword at the same time. The legs are in that same dark blue uniform color and he has red textured stripes down both legs and about those stripes, the pin for the knee is not in that red color so it stands out a bit. He has tall black boots that go all the way up to his knees and I think these look great as formal uniform boots. He has some foot armor over his feet and the toes of his boots are pointed and angled up like cowboy boots. Now let's look at Regal Cobra Commander. This one has a lighter blue like version one Cobra Commander but it has gold highlights like version two so it's kind of a mix. This figure has the same articulation as the other figure so I don't think we need to go into all that again but there are some differences in the accessories, mainly the color. He has that same fish looking gun with all the snake details. The only difference is this one is in gold instead of silver. The snake head sword fits in the sheath just as the other one and it is removable, you can take that out and it has the same gold snake head handle and it has a bit of gold on the blade but it also has red paint on the blade. It is basically the same sword, it's just recolored to fit with the new color scheme for this version of Cobra Commander. Looking at the color for Regal Cobra Commander he has that light blue helmet with the silver faceplate. The helmet has a dark blue stripe over the top and some dark blue details on the sides and the back. He has gold trim around the bottom of the helmet instead of silver. Basically everything that was silver on the old figure is gold on this one. The uniform jacket has dark blue snake skin panels lined with gold on the shoulders and upper arms and he has the lighter blue uniform jacket and the contrast between the lighter blue and the darker blue is about the same as on the other figure that's dark blue to black. This is light blue to dark blue and I think that works. That strap and shoulder piece over the left shoulder are gold with little touches of red and blue and of course his cape is attached, dark blue on the outside, red on the inside. The gold belts wrap around the body and the sheath is attached in two shades of blue. He has that lower piece for the lower part of his uniform jacket that has some panels with a dark blue and some gold trim. He has that red Cobra emblem at the center of his chest and with this lighter blue, I think that red pops a little better. He has that gold chain again and the gold buttons. His arms feature the light blue uniform color with dark blue snake skin panels lined with gold. He has forearm armor in dark blue lined with gold with red Cobra emblems on the outside of his wrists and I think this just looks great. I just think that's a nice design. He has dark blue gloves as with the other figure at the left hand is a claw hand. The right hand is a gripping hand and you can remove those hands and put on the alternate hands. So let's go ahead and do that. We have the pointing finger for the right hand. We have the closed fist for the left hand. So again, some alternate poses. I really just want one of these left hands to be a gripping hand. So you can hold both of his weapons at the same time. The lower half of the figure is mostly in that light blue uniform color with textured blue stripes on the outside of the legs not red this time. In this case, I think red may have worked better in this. I think that would have really looked nice. We have the tall boots that go all the way up to his knees this time they're in dark blue and we have the foot armor that is painted gold this time and that makes it look even more like cowboy boots. Here are our three Cobra commanders side by side and yes, we've had three recolors of the same Cobra commander mold. Some fans have commented on this. We are seeing a lot of reuse of this Cobra commander mold especially for this early in the classified series. They have not issued a hooded Cobra commander and maybe they're not going to do a hooded Cobra commander. That would be a little disappointing. Which of these three Cobra commanders is my favorite? Well, the snake supreme Cobra commander is a deluxe figure so it may not be fair to compare with the other two but even considering that the standard release Cobra commander is my favorite. I like the dark blue and the silver and the red. I just think that looks great. That was my review of GI Joe classified series Cobra commander. I hope you enjoyed it. Thank you for returning for class of Friday and sticking around for Cobra Convergence 6. I hope you're enjoying your Cobra contributors this year. Check the website, hcc788.com for a full calendar of presenters in July, 2022. If you like this video, please give it a thumbs up on YouTube, subscribe to the YouTube channel and share this video with your friends. You can find me on social media on Facebook and Twitter and I have a website, hcc788.com. If you like the channel and you'd like to support it, Patreon is a great way to do it. You can get your name in videos like the names you see scrolling on the screen right now. I'll be back soon for more classified and vintage Cobra reviews until then remember only Cobra is Cobra.


Good evening. One of the things that we promoted in CD a long time ago was sit and talk, so that their capture will be easy and use either a document projection camera or slides that allows the faculty member to see the audience while talking, whereas if I write on the blackboard that camera will capture my back and I will also not be able to the instructor will not be able to see the audience. As a matter of fact we convinced some mathematics professors who generally like to write on the board to you know try it out and then this person said that at the end of the course he really liked it and he offered one more course as well. Of course he used the document projection camera you write on this and then this whole thing gets projected and there are many benefits we did some marketing to promote this that marketing I do not have to do now because we are not talking about that mechanism. So I am really delighted to be here and also delighted to be in this room because this room was put together during when I was the head of CD and even the benches here I wanted this to be slightly wider, so that two students can sit and write the exam comfortably as a matter of fact they gave a wrong bench and then I fought with them and got it changed. So although the title is trip classroom I thought I will spend a few minutes on clickers and then I will go to trip method I will spend maybe just about five minutes in clickers in my opinion are the most proven method that came out of educational technology research. So what is the clicker this is what is used by Amitabh Bachchan in the earliest avatar of Konbane Gakravathik to all the participants used to click their answer A, B, C, D or 1 whatever and this device helps understand this device this method helps us find out whether the students have understood whatever we are teaching that is extremely important because there are there were times when at the mid semester exam I had found out that the students had not understood they had not understood the meaning of root locus I went on to teach how to design controllers using root locus when they had not understood root locus some simple definition they had not understood and of course when you teach you ask the students you ask them have you understood they will say yes and if you just look at them they will nod their head not because they understand but because nodding is something that faculty members like so the students not this is something I found out. So what do you do identify immediately those who do not understand concepts and take corrective actions do not wait till exams it turned out when I tried this clickers there was also going to be a MOOCs I was delivering a live lecture at the time and one of my forward students had a startup and he was going to make available MOOCs he wanted my course as MOOCs massive open online course and he wanted because it was meant for millennials whose concentration span is very short he said can you make your videos short like 10 minutes 15 minutes. So what I did in that lecture in that live classroom was live lecture was in that year I would divide the concepts that I would teach in a class to like 3 4 every time every day I would begin by saying today I have 4 things to teach or 3 things to teach and these are the 3 things 1 2 3 4. So I would so each one will be much shorter of course that requires lot more work dividing that into concepts at the end of one topic I will say okay first topic is over now I am going to ask you a question. So at that time we had given Akash tablets to every student and that was used as clickers so they would immediately open then there was a break in monotony which they liked and they would answer the question and this of course can be implemented without any technology one can Sahana always says that you can ask the students to say this 1 2 3 4 3 then you can just have a look at this and find out or is everybody saying the same answer you expect the answer to be 2 if most of the people are most of the people are saying 2 then it is fine right they have understood the concept okay and of course there is also nowadays you can use mobile phones in places where they do not permit mobile phones one can use even use cards there is a software called clickers clickers with a P for paper that is a very nice software you can just take a print out it like a QR code they will all have it and then a b c d and then with your mobile phone you can actually scan and then you will get histogram and then you can you get the same idea without technology okay. So what is the method ask a question all the answers find out how many people answered a how many people answered b and so on if most students answer correctly then it is okay go to the next topic spend the available few minutes to teach some advanced you could for example you could always say that I am going to have extra one or two minutes for that topic that extra time is available in case students do not understand I will go and explain that so I have that extra time but people have understood now you can spend that time to teach some advanced concepts if not this happened half the time I was surprised half the time students had not understood I thought I explained it and everybody nodded but they had not understood allow the students to talk to their neighbors say okay talk to because you see a b c d all equal okay only the answer only one is correct then they will talk to each other including those who guessed it they will talk to the they know who knows the answer we don't know okay of course at the time of grading they will say look I know it even if it is a guess but here they will go and find out what the correct answer is and when the there will be it will be noisy for a while afterwards it becomes quiet then you know that they have done the discussion and then you do the poll again find out once again okay now I'm going to you have to choose a b c d once again and most of the time they got them right most of the time almost 90 percent of the time they would have found the answer from there the person who knows you would have convinced them if many answer correctly go to the next topic if not there were times when I still got equidistribution or two options b and d and they were unable to figure out which is the correct answer then you have to explain why that is the wrong answer why the answer is wrong so you have to explain one or two minutes and I thought that this really help of course at the end of the semester I gave the recording to the student who cut at each of them and said this is 10 minutes 15 minutes it served that purpose also right for the books so clicker method is something that I would strongly recommend it is something that we can use immediate because it helps find out whether the students are with us or whether we have lost them okay I'm telling this because I have had bad experience many times okay next I will take go to the flip classroom which is the main topic for today's lecture the outline is as follows flip method and its benefits I will want to point out the shortcomings of flip method addressing the shortcomings and then how did we implemented what a marking scheme was used etc and then perception analysis in that I'm going to present some evidence most of you would have heard of this flip classroom method learning happens outside the classroom in a normal classroom in a normal conventional method of teaching the instructor teaches students most of the students listen to it the first time they are exposed to the topic in the class and they go to the hostel go home wherever it is and then they explore it further discuss it solve problems and you know things like that additional learning happens outside the classroom in a flip method just the opposite happens the students are supposed to go through the material and come to the class so going through the material could convey it doesn't restrict one to a video for example it could be the it could be a book you could say that read that section and come to the class read the chapter and come to the class or some faculty member from such and such university has given an excellent lecture see that and come or I am going to follow an NPTEL course in this there is a great person who has delivered a fantastic NPTEL course I am going to use that as the course material students have to see the video and come to the class even though it is not a video that I have created I would like to use that okay this is especially useful for beginning teachers they can find out somebody who is very good and use that it could be used one can even say that do a survey and come read some newspaper and come I mean especially for sociology class and so on it could be literature survey and then coming to class and you know stuff like that anything is possible so in a flip method just the opposite happens they are supposed to do the reading outside the class and come to the class to further discuss or to get the doubts cleared and things like that so that is what the classroom period is for so learning happens outside the classroom classroom is for discussions problem solving and so on its benefits are well known because the students can learn at their own speed at a convenient time and you know so on and some students learn very fast they can do it quickly some other students learned slowly if they have to go through the video they can somebody can rewind it two three times especially those students who may be not very fluent in English they can listen to the video two three times okay now in a flip classroom the other thing is in a normal classroom we say that look the classroom is big there is no eye contact I am unable to see the student in a flip classroom when they go through the video every student watches the video and it is one-on-one very close so there is no problem of losing the eye contact and the class time is used for discussion asking a question and people answering and you get to see them you get to talk to them because use the class time for that purpose so that's why I'm saying it's the benefits are well known and a lot of people there have been a lot of there has been a lot of a lot of literature on this so benefits to summarize study at a convenient time and place study at a comfortable pace reuse instructional material this is very important for our country where there is a shortage of good faculty members the good faculty member creates a good course and gives it to people a lot of people can use it okay it can be it can be used by TS in the reruns of a course it can be used here of course I'm assuming that we have created a video good video because it is going to be used in a flip mode and people can use it again and again and of course at the time of exams people can of course go through it so it's very useful the work is more because you have to create the video first but then once it is done thousands can use it and by the way MOOCs is a generalization of a flip method only difference is in a flip method all students come here in MOOCs even that happens in a distributed fashion otherwise videos are there short videos are there discussion happens through some forum and things like that which is possible in the flip method also so in fact flip method is it predates the MOOCs MOOCs is a generalization and of course MOOCs assumes that there is a video in flip method video is not required one can use a textbook for example so benefits in the Indian context flip method is scalable useful in the Indian context can use for several hundred set of time young teachers can also be effective and they can use various OER and of course they can use their own and this is another this is a major problem in our situation especially in other colleges in IIT also we have last minute cancellation of a class holidays and you know things like that I will explain to you how we so how that doesn't affect us in the flip method you can easily be handled I have had many situations when we're in towards the end of the class you have too many things to teach because you got you lost many classes so that can easily be accommodated here so these are the benefits of the flip method now I'm going to talk about so lot of things a lot of papers lot of people have used it and so on but there are also some shortcomings so how did I find out how did I find out okay before that some papers that actually said bad things about flip method so I'll present both sides then you can decide okay so this was a paper that came from nursing school in Texas A&M and they tried three different methods one is regular classroom the second one was regular classroom with video recording video recording also made available that's a second one and the third one was a flip method in in that regular it was not a regular class they already recorded it may be in the previous year and they gave it to students they were supposed to see and come there was no classroom instruction instruction has to be done through the videos only that's a flip method okay compared with conventional method conventional method with recording backup flip method was like the least by students although the learning was the best I've written better better than other two methods it was the best they better because they scored high marks and class average was much higher but the students hated it students hated the flip method you could have guessed why excessive work excessive work is the reason okay that you know you have to study for three hours and come to the class for three hours and in fact I will tell you what happened in our UG class and there are some other papers and some people say that some people try to give too much reading assignment in the three hours you read and come they may have to study for five hours you may end up giving lot more work in fact this person says that even some institutions that have mediocre teachers get by by giving a lot of work okay it's a way out okay so people don't say that teacher is bad they're too much work the complaint is something else so this is one of the problems and of course this person says I stopped teaching using the flip method as she did not want to overload her students okay now some other person this person danker says for the flip method to work it is important that the students take the responsibility students should see the material and come to the class read the material and come to the class so what happens is by studying the material ahead of the class and suppose there is a small percentage of students who don't come prepared you can always put them in a group of other students who have gone through the material so you can divide the class into groups of three four and you know things like that there is one fellow in this that's okay okay we'll fail if majority of the students do not come prepared this is the problem in IIT context in Indian context we will have this situation and I learned this the hard way so I'm sharing that with you and we found a way to overcome that so cooperation of students is required so everybody comes unprepared then there is a problem I taught the digital control course to PG students through flip method for few years this was before I tried this UG thing several years in fact I started in 2017 I have taught 11 12 years now flip method PG in fact I still remember the very first time I tried there were three or four students no six students from Ethiopia out of that two students dropped out saying that look looks like I will not learn anything in this course because he's not going to teach anything here they dropped out of the course whereas the students who stayed back and said oh this is too much work because it is actually more work in a flip method for the student as well as for the teacher so for the PG's it worked quite well but later in one of the years mostly undergraduates took that course especially dual degree students in our department so I'm talking about world story when we had dual degree many students they took that course there were times when no one came prepared nobody read nobody read and I would not be teaching the whole method would fail it will happen here I'm telling you video yeah I had given videos I had in fact used videos because remember I use the clickers so at that time it was recorded live and in fact I improved the videos further next year and then I release those videos so in my class they used my videos my examples and so on that way it is it was lot easier for being yeah good question the question is whether I had a digital control book yes I had I wrote that book in fact 2007 2007 is a year when it got published that was the year when I started the flip method because the book is there videos were there and things like that so excessive load was given as the reason three hours of video watching and three hours of classroom interaction they said it is too much work so I said that I still want to do flip method because of the benefits it offers in the Indian context because I was heading CD I always at CD we always thought about how to make our instruction available to a larger audience how to make whatever we do in IIT useful to lots of students and we benefit lots of people right I wanted the flip method to succeed right so I said I have to make it work what should I do so if this is the main reason three hours of video watching three hours of classroom interaction if that is too big can I still address this and have flip method I wanted to have flip method I wanted it to be effective and obviously students had to come how to make the students come to the class how to convince them that flip method is not too much work so in the next year what I did was I said I had 36 one hour videos recorded in the last in the previous live classroom it was recorded in CD I had 36 one hour videos at the beginning of this flip method I said this is the portion 36 hours okay now one might say that 36 hours is less than let us say 42 hours that we normally teach and so on but it turns out there is there are there is a difference between the way you would teach in a live class as supposed to teaching through video recording in a video recording you do not have to repeat things you do not have to repeat things you can say see the previous video and come right in fact I have seen some NPTEL courses some of them are very boring because they keep repeating when the student can rewind the video and listen to it right so your methodology has to be different so if you teach it properly 36 hours is is lot more than what we teach because sometimes we spend of almost 15 minutes in a class summarizing what we did in the previous class all that need not be there so it is possible to keep it really because even when I taught previously it was live recorded and we had a scheme by which all recordings would come before the second hour that means I do not have to rewind I will say you must if you miss the class see the video and come to the class and everybody should see the video and come to the class so as a result I did not do much of repetition so 36 hours 36 one hour videos and three videos per week so I would say that every week you should you should the students should go through three videos and that was the portion for that week okay and I said okay I will meet you only once I will come to the class only once okay remaining time let us use moodle moodle for discussions ask your questions and I can have office hours I will be available if you have a question you come okay and when you come to the class I will conduct a quiz on the previous week's portion in fact this is something somebody said what should I do if flip classroom flip method as to succeed you have to make the students responsible we saw that word before also so please every time there was a quiz discussion in the remaining period moodle based discussions outside the class in addition I said that in a mcq I can only ask short questions but I am going to conduct big quiz I am going to show you the marking and so on shortly wherein they will have to solve a problem so I used to three big quiz and of course there was a Midsum exam in semester exam I also had a virtual lab so I asked them to do three experiments but at the end of all this some students came and complained that they didn't realize that they would be doing so badly okay whether I could give an optional project so I said fine I gave a five mark project so this was the weightage ten weekly quiz ten marks three big quiz ten marks each thirty marks virtual lab total weightage of ten marks mid semester exam 25 marks and semester exam 25 marks additional project five it was 105 so this was the marking scheme I used for the students in the class so now the answer there was a the I used this in a class of 63 students this process control course was divided this was a course on process control there were two batches the other batch was taught in the conventional method and I taught the other half by the flip method and if I am not mistaken our division of the class is such that there are equal number of good students equal number of low performing students and you know so on so it's a fair division I would say okay in other words it is possible to compare as far as the students background is concerned and there were mostly males interestingly 10 to 15 percent females which is unusual in an engineering department of course chemical engineering always has had more females there was a control group equal number through conventional coverage was different in two sections because the we have the freedom in IIT what we teach and they in the other classroom the portion was the coverage was slightly different and it was but it was possible to do a limited comparison at mid semester because the portion was common and so we could ask common questions and we could actually ask them so what did we do we there were we gave two questions for comparison question one was one I said based on the way I taught question two was taught by the instructor of the other section and it was made these were common questions given to both classes and you can see the group unfortunately I did something wrong so we did not get the the marks of the other section in our for the two things then I asked the students can you please give your papers I want to note down the marks and give and obviously I could not enforce only 24 students gave I presume that they were better students so they didn't mind sharing their paper and then we entered the marks and give it back and here are the mean marks in my the question paper that I said the question that I said the it's all maximum was 10 my class average was about 7.5 whereas the other class scored 3.1 2 in the other question they scored my class scored because this is experimental group 5 so first is mine experimental group the second one is the control group both the questions my students had done better here it is 7.5 versus 3 here it is 5 versus about 4 I can say and it was statistically very significant so this is regarding the marks and then we also did the perception analysis and this is of course restricted to my class where the flip classroom was flipped method was used we the questioner had the following questions this activity helped you understand what are the activities I'll show you so activity should be increased decreased unchanged and the amount of work that you had to put in the amount of work that I had to put in because we wanted to find out what is it the students felt what did they feel about this the effectiveness of the courses because of whatever here is the usefulness of the activity so we ask the question the following activities helped you understand the intended topics of this course weekly quiz so 77 percent of the people said yes it helped whereas only 21 only two percent of the people said no it didn't help and 21 percent of the people said partially big quiz they didn't like it so much they thought that it didn't help so much that I didn't ask why it is so but this was the answer we got mid semester exam many people said that yes it helped it helped understand virtual life not much during the discussion stage we even tried this various things one else think pair share and they said it was not done very many times well once or twice only so they said it didn't help much assignment of course our students don't like to do assignments and I also didn't do it I mean this is something that I still haven't figured out how to do the assignments when there is massive copying happening so I this I have not figured out how to solve so I didn't enforce it it was not very effective then I asked them how the activities should be changed so weekly quiz should I increase decrease or should I keep it as it is so this was the answer big quiz they said you know not much this thing but weekly quiz they they were very sure it's very good don't change it mid semester exam also was very good UGS these are all UGS these are all the 63 students which is half of our UG control course think pair share they said it should be increased because I did it only one or two sessions assignment they said don't change it they don't want to do it okay overall how do you read the effectiveness of this course compared to a conventional class more effective 61 percent comparable 23 percent was only 15 percent okay and I asked them how much work did you have to do student who find the flip method comparable to or better than conventional methods say this they found this either comparable or better they say 41 percent say more work so which means these students even though the work is more they didn't mind that they they say it is better okay equal is 23 less is only 36 percent I asked the same thing to people who said it is lot worse okay they said it is too much work I hate it okay because they have to come prepared every week I am conducting a quiz they have to be on their toes and I asked this is very important I didn't want the students to go and complain to my head and if the head is bad then I would be in big trouble or I mean a task master what did you think do you think that I did more work less work or comparable work otherwise they'll go and say this fellow is having a good time right not teaching anything so this is very important because we say remember we told right at the beginning they have to come prepared they have to go through the material you have to convince them there is quite a bit of marketing involved to sell this idea so 40 percent of the people so most majority of the people said that the work was comparable or better very few people only one fourth of the class thought that I had done less work greats so these are some of the marks we don't have to go through this I have a so this is the average of all the students who scored a a that's our IS grade and there were also students who scored effort I gave some students got effort grades versus attendance okay I didn't have to take attendance every class I have the answer paper so that is the attendance only here there is a small blip right which shows that perhaps says that attending the class is not good enough okay you also have to study further but generally there is a you can see a monotonicity that there is a correlation right and we ask the we found our midterm marks enter marks enter marks were actually higher so this is something that you know Sahana suggested that why don't you try this see if there is a improvement as the semester progressed so I said let's find out the average marks of course this assumes that the the the question papers are of comparable difficulty but I thought they were of comparable difficulty and so I think that it worked okay we did some correlation we wanted to maybe I'll skip this I'll go a little faster I wanted to find out what a person who does well in weekly quiz will he or she do well in mid semester end semester similarly big quiz if they do well will they do it in this and we found excellent correlation so significant relation so this alone weekly quiz performance had significant relationship with big quiz with mid semester with end semester this is extremely important because if somebody asks what is the guarantee that the students saw the video okay so I tell them this is one indirect proof that I conducted a quiz every week which was on the basis of the previous week and not only did they do well in the weekly quiz they ended up doing well with every further assessment which could not have been possible if they don't understand the understanding the subject has to happen through the videos so that is my way of looking at this right because that is extremely important in when we use any new method we have to validate we have to validate it and say that look I'm doing the right thing right before convincing anybody you have to convince your conscience your conscience should be clear as I'm doing the right so it's extremely important what I did was finally I said out of 12 classes there were 36 there were 12 weeks I said I will take only 10 I took the top 10 okay if they might have missed it for various reasons that's okay because for me somebody is saying that I was sick and they produce some you know certificate as opposed to somebody who says that somebody very close in my family passed away I had to go so this shows if you look at this you can actually see a big jump here this to this they managed to get a DD CD DD and so on but here you see here it is 66 percent and here it is 62 and whereas this is 53 percent this is a big jump they lost many classes I'm not saying here that of course one can say that they look they didn't they missed many classes so they didn't prepare properly so they also failed in the final exam just one mark it doesn't matter it doesn't matter but it gives a very high correlation it gives a very high correlation because the total number of marks given is only 10 10 out of 100 for all the 10 weekly quizzes okay so the weightage is not much there is not too much load on them but of course students always say hey one mark is one mark I better go prepare right and people who took it that way it helped and you see the attendance it's an amazing correlation here amazing monotonicity yeah the question is how is the how is it more work for the instructor the work gets for example in my case of course you know I'm telling you the students perception that is the students perception I asked the students do you think I did more work less work comparable work okay that is one thing one thing we had to do was to conduct 12 quiz of course one can say that I'm going to use the same quiz paper again and again but the most difficult thing came and of course three big quiz that means I had to set the problem and have them graded that is definitely extra work but in most of these methods the work is up front and that is not obvious I had to create the videos that's a lot of work that's a lot of work okay so I have a feeling that the students might have factored that in also right so that is a benefit that if I I put in I don't mind putting in more work because I may use this method for three years so I don't mind investing double the effort at the beginning so that it gets over a period of three years it's about the same so I don't mind doing it but the benefit to the country is that same video can be used by thousand other people that's why I should do the point is that people could use this as a way to reduce the recruitment of teachers okay so in fact the same thing was mentioned when bank automation came this bank is going to be automated number of people in the you know employed in the bank will go down so there were unions when but now we know if you look at statistically speaking we have many more bank employees okay that is of course not direct comparison but I am giving a similar example where this happened I remember what I told you was there is a big shortage of faculty members there are colleges wherein b-tex teach b-tex okay it's already happening and we are not doing anything about it so for them it is going to be very useful if you look at the classes it will be amazing I wouldn't be surprised if in 50% of colleges in India 50% of teachers are not there I wouldn't be surprised so should we not help them immediately this will help so we can look at it anyway right the question is if you teach it once conventional method can you use it the same thing yes it is possible typically what happens is in cd at that time at least we encouraged people to deliver the course in front of the camera many times many times that come and teach come and teach we will we will do the recording free of course right so typically what happened was the faculty member would always say look I have taught this course two three times my lectures are very matured now I don't mind teaching in front of the camera which can be shared with the public right so as a result although what you say is correct lot more work happens before that if I look at a video of a live lecture there is audience there are questions and the instructor is also not mechanical is interesting because he has to deal with the students so those lectures are very interesting as compared to something that's been done specifically for the camera where people are talking very slowly so what do you think about that the question is recording of live lectures is better than purely video I mean camera studio delivered courses I agree with that my lectures were all classroom lectures I gave it to them yeah there have been some incident interesting experiences happened here which I will share with you later but I strongly believe in fact I remember somebody talking about one of the faculty members in electrical engineering oh he's such a great teacher but in a studio course he was like a caged tiger okay so I agree with you it is not spontaneous but we can use that we do have classes we can record them and we can ask the faculty members to improve that and finally when they say it is perfect share it with the public yeah Roger you had a question what one is to talk about sharing with the less privileged sections of the universities and what I think is very important in mind which has been reducing over time period is self-learning it is you know I mean we have been trying to do with seminars and projects and all I mean self-learning is something is going to stay with them forever I think fifth class will probably will enable them to you know to go with that direction good point and other thing is when I look at your instance exam results are better because any system people take some time to adapt okay I guess that you got a better results next of the exam because the adaptive credit for the has been probably matured over time period they didn't do it I don't know whether that's the good point let me repeat whether it gets recorded because in fact that's a good practice whenever there is a question and people's ask the question without a mic the speaker should repeat so it gets recorded because that's one of the things because we don't have a system in IIT we are unable to provide a good microphone to every student by the time the microphone came from that end to this end the student had forgotten the question so the the point that Raja made is the most important benefit of flip classroom seems to be the promotion of self-learning and that is probably also indicated in this mid semester exam versus end semester exam possibly I have not I am not very likely what help them probably in addressing the questions is that they already got into mode of you know understanding that in a manner which they can be a better perspective you know so this kind of you know any kind of exam they will be able to address it little better even though you know the teaching by the both methods the contents make the same the ability of the teachers may be almost the same and because the guys are learning self-learning you are able to get better score in your course because the students are probably trying to so I have I don't know the but I will tell you something related to this I have a feeling that in at least in IIT Bombay in IIT students study in groups so this fellow will say okay let's listen to the tomorrow there is an exam let's go through the video they go through the video and this fellow will suddenly say hey I don't know what this guy is saying so this fellow will pass and explain okay this is what happens so I have a feeling that it also helped group learning which happens a lot in our hostels where students who don't know so much tag on to people who know study together and I believe that flip method is actually helpful especially when you are using videos they can all listen to it jointly and then help each other and things like that so the question is is it are there procedural difficulties in implementing this but I don't understand your previous remark about punctuality and so on what is the context oh you mean our conventional the feedback form of the conventional method so basically what you are saying is in case we decide to adopt this method our feedback form also should change yeah which I didn't bother I didn't bother I set up my own and the same doing well in weekly quiz favorably impacts big quiz mid semester exam in semester exam doing well in weekly quiz helps also get good overall score and as I mentioned earlier weekly quiz is an indicator of understanding videos and those who watch videos seem to get good grades okay this is what I concluded and in fact this is very important for me okay because Nyquist plot comes at the end of the course and by the time I mean this is the first time so many students got more than 50 students got the problem correct okay this is for me as far as I am concerned students had understood right conclusion we need to constantly innovate by the way let me I also wrote a paper this is this was in fact a conference held in IIT Bombay international conference on learning and teaching in computing and engineering so it's an IEEE conference that came in 2016 okay so that's available it's a so I'll just show the sections introduction requirements in the Indian context sample and method and then in that sample limited comparison of experimental and control groups instructional method for the flip classroom marking scheme for the flip classroom and then results flip students feedback on various course components students feedback on the effectiveness of the flip method perception of extent of work done by the teaching team then results limited limited comparison results impact of regular studies on overall performance of the flipped classroom students maybe I didn't cover that then results impact of other evaluation mechanisms so this was the IEEE paper and it's available so to conclude we need to constantly innovate right it is important given the large numbers of students to teach and given the short span of their attention getting very very difficult to teach large classes teaching them engaging them and then being unfair to some good students half the time you spend in controlling the class then teaching so there is a problem in our at the same time we you know we are unable to accommodate in fact I was talking to one faculty member and then I asked okay we I was basically trying to get faculty member in education technology to be recruited so I was trying to go and tell you know why don't you please recruit and this person I mean they they were not very happy later on I met this person on the road and this person said that they did research a long time ago and concluded the ideal class size was 30 so I didn't tell them so that is not the problem we are trying to solve the problem we are trying to solve is we have a large class how do I teach it well you cannot change the problem and say no I will teach only a small class okay so it is important given the large numbers of students to teach not only here but throughout the country throughout the country and we all believe that ICT based teaching methods are a good alternative to brick and mortar methods that's the only way we can leapfrog and catch up with the developed world okay if you have to rely on the same ratios same building same you know everything that let's say US has or Europe has it's going to take forever we can't our our younger generation is impatient we need to address their problems now so I don't think there are any alternatives to you know using ICT based methods because these can give good performance at a very low cost but that we can I mean many of them if you look at or based on extra work to be done not based on extra equipment right important given the large numbers of students to teach and shortage of good teachers and more importantly they can also make us better teachers the teacher myself can become a better teacher in fact I supposing I had asked this question how do you compare my flip class method versus my conventional class I'm sure the students will say my flip classroom method is better because some people are not born gifted right when you teach you make mistakes you know whatever whereas when I use slides and you know so on and so forth I can make sure that there are no mistakes I can make sure that the what I have on the slides also come in one word at a time one formula at a time one symbol at a time you know in fact some people say that oh you should not use slides because writing on the board is better because you can develop the idea slowly so I always always ask who asked you to present the whole slide in one go why don't you show one word when I write in the equation I always say okay let's calculate the left hand side okay only the left hand side appears okay then I say that okay what symbol should come what mathematical operation should we do and they discuss okay integral put an integral click keystroke after every keystroke integral comes then formula comes then something comes and then dx comes right it's a lot more work preparing slides but we have to do that so so you cannot say slides are bad it's a very powerful tool we are not using it properly but then that makes sure that I don't make mistakes I can make sure I can spend enough time in fact I can remember what happened last year look I made a mistake in that slide so I corrected I go through it look there is a mistake I corrected and use it so that way it allows me to become a better teacher so it can allow that's what I mean it can these methods if used properly can make us better teachers so we must use this in addition to lots of other things of course a flip method you don't you don't believe this okay better delivery better delivery okay whatever I believe that I my class of course I have not asked them my conventional class versus my flip classroom but anyway but the last point is very important to be used wisely it's a these are all powerful weapons but these are all two-edged double-edged swords if you don't use it properly it will cut us that is something that we have to be careful about we have to we have to validate our method and in fact when I teach this some faculty members I have given this talk to many people outside the IIT system also they would ask you know how do I get permission in IIT you can do this I cannot do it outside in my college so I always tell them first do this for one hour do this for one hour and then go on convince your head of the department look I did all this so I believe that this is effective so I believe that students haven't lost out please allow me to teach for a whole week so it's a slow process one has to make sure that things are going correct right so it has to be used wisely I tell them that you know people will permit if you can convince them so the question is I'm just trying to reconcile this fact right I look at every class delivered by instructor as a watching a drama and it's not the same every time so that kind of becomes an interesting exciting thing for students to watch if you just watch a movie then you know you don't have an attention span of one hour or whatever and you are distracted by so many things maybe you will not absorb as much so my question to you is all the improvement that you're seeing is it just because of these exams every week I mean if I if I incorporate that in my regular classroom every week I will have a quiz for five minutes about the previous two classes classes and then that would keep them on their toes and then would I suddenly see improvement in the scores no that is not the reason so the question is is weekly quiz the reason why things are better you know there is a fundamental difference in a live class if you look at the capability of students it's a Gaussian distribution right and you have some students who are very good some students very bad and many average okay so at what speed do you teach them in a let no let me ask you that no I'm talking about your conventional class your question is in a conventional class supposing I were to teach every day every lecture could go in a slightly different direction depending on my experience in the previous one what questions students asked and so on so what is fundamental is a conment that it being conventional in a conventional class that means you have to deliver live class so at what speed do you teach that is the that is what is fundamental so there basically if you choose your pace to be suitable for the brightest students then there is a problem whatever speed you choose there is a problem right so typically what happens is we become socialist somewhere in between and so everybody is unhappy right whereas in a in a flip classroom so that means whatever method you choose there are enough people who don't understand because it's a Gaussian distribution and you have to cover portion you have to go at a particular speed if you go too slow some people will get demoralized they will board and they will get out so you have to be on a fair clip right so there will be enough students who don't understand maybe they don't care about it that's a different thing whereas in a flip classroom students can choose a speed of their learning they're they're liking right so so it is it is better no you make them available you're saying you'll make available do you think that the students will sit in the class one hour they will also see the video and come to the next class they haven't understood I mean if there is a quiz they might prepare yeah maybe but I don't think if you have to do it every class it's going to be a it's worth trying it's worth trying but you are you seem to have concluded that there is no spontaneity in the flip method first of all the flip method itself was recorded live the only problem is that you were not part of that experiment that you are seeing somebody else's excitement that's the only thing but even here what can happen is students ask a lot of questions so then you find that look maybe you didn't explain something well I have done that then I asked the cameraman to come to my class and say I'm going to cover that portion it's recorded made available use next year so it is possible to have the flip classroom lectures videos as the baseline and improve upon it they'll be doing something they'll record the lecture so it's a regular lecture so when they go back and so I could you so this kind of thing would actually I could do regular classes people are just recording this lectures yeah students may record a live class and then they may go through it again yeah so that is fine of course this means that every student has so many parallel recordings and then going through it you can argue that instead of under teachers you know I just need one person who makes the lectures but what that does not include is that you know there's an in-class component as well you still have tutorials for whatever better word you have you have weekly where you come back and discuss the material which was on the media or you come up with problems based on that material in terms of that's really where the learning happens you're now applying something that you sort of mainly understood and now you have to work with so you still need people to conduct that say still if you do understand that material enough I can help the students go through it so it's not you can't get rid of instructors just by actually go into that but it is yeah quite true see because I could just sit to your class to make me attendants and I could just sit here play backfactor and not listen to you conversion method yeah so in fact I remember conduct when we were delivering lectures when I was the head of cdp there were a large number of courses that were getting that were getting streamed live and I remember I think chemical engineering class Mahesh Partil taught that engineering and the mid semester exam he gave the papers and Mahesh asked who are you I have never seen you how come you are the topper or to which that that fellow said but I see you every day because I was streaming he was sitting in his class hostel room relaxing and then so there are there are what you say is quite true the the method has nothing to do with I mean whether it is live or flipped doesn't mean that the students will watch it has to be based on some other thing yeah what is the point in making attendance compulsory when this fellow is mind is elsewhere or we see some students sleeping there are people who say who get very upset and say no no wake up or you get out get out means what happens to the attendance okay then if you say no attendance then you'll create trouble then if you allow him to sleep come and sleep you give attendance there if he goes out then you'll say everybody will you know sleep so you will send them out so there is no actually correlation being in the class doesn't mean that their attention is they're listening to us thank you


debugging the fuzzy logic application so problem that I spend several hours on still doesn't work how many prompts so far yep 19 it feels like 100 I know okay that makes sense because we started a new a new chat as well I keep this microphone on it will just keep transcribing live then I also can tell if I said it correctly or not it's probably if the robot doesn't understand no one else can clear that works clear and really have a chat continuous chat especially if we this voice control it works pretty well clear can you clear the clear can you clear the last prompt yep I'm unable to edit or delete previous prompts or responses in our conversation however if there's any specific information or part of our discussion that you'd like to revisit or clarify please let me know and I'll be happy to assist further right because before I was actually going back and modifying the prompts to take a different direction but probably don't have to do it do we yep no you don't necessarily have to go back and modify previous prompts you can simply continue the conversation by providing new directions clarifications or additional information in your subsequent messages I'm here to adapt to the evolving context and respond to your current inquiries or requirements based on the latest information you provide if there's a new direction you'd like to take or a different topic you want to explore feel free to just mention it in your next prompt that's great so we're trying to troubleshoot this fuzzy logic flask application I did provide the HTML JavaScript and Python code above I'm still getting errors they seem to be mismatch between what the backend is provided and what JavaScript is expecting in terms of the names of the different components to resolve the issue where there seems to be a mismatch between what your flashback end is providing and what your JavaScript front-end expects follow these steps consistency in data structure ensure ensure that the data structure of the JSON response from your flashback end matches exactly what your JavaScript front-end is expecting this includes property names data types and the structure of nested objects or arrays in your flask route analyze make sure that the response you're sending back is properly structured as JSON use JS onify from flask to ensure correct formatting for instance Python copycode return JS onify result make sure all the keys in the result dictionary match when your JavaScript code is looking for in your JavaScript code particularly where you process the response of the fetch request ensure you're accessing the properties correctly for example JavaScript copycode then data equals greater than console.log data data other processing closing curly bracket closing parenthesis check if the property names used in JavaScript like data noisy signal data detection error history etc exactly match those in the Python response use console.log in JavaScript to print the data received from the back-end this will help you see if the data is structured as you expect use your browser's developer tools typically f12 key and go to the network tab trigger the request and inspect the response from the server this will show you the exact structure of the JSON being returned which can be very helpful in identifying discrepancies ensure correct routes and methods double double check that your JavaScript fetch request is calling the correct flask route with the correct HTTP method get post etc improve error handling in your flask application to catch and log errors this can provide more insight into any issues occurring server side make sure that the types of data being sent from flask like integers floats lists are what your JavaScript expects JavaScript is very flexible with data types but this can sometimes lead to unexpected issues by systematically going through these steps you should be able to identify where the mismatch is occurring in resolve it if you're still encountering issues feel free to share the specific error messages or behaviors you're observing and I can provide more type of advice this potentially can be address by go while I do this yes we feel you see just save that getting you know it's a Linux thing you have to do control shift C self just control C yeah why not getting specific suggesting to use trace back it's probably not a bad idea trace back and then analyze try existing code when we have the exception give us more else give us the trace back shift C not control C I have to select all code so it's actually sends it to the co-pilot it's almost 300 lines of code fast if fast okay no specific suggestions adjusting to normalize yeah that should be a standard normalization thing how will it affect the length it might be a correct in the first function where you're creating trapezoidal membership including membership from computer symmetry in Chevron not the same range yes this will this normalize this normalize the y-axis wouldn't this normalize the y-axis whereas the problem is the x-axis the length of the array membership functions should be defined over the same range as the input signal problem is related to the x-axis the length of the signal I need to adjust the code handle that for example if the signal you're analyzing not all the same to resemble print and for fabricated it's like it actually call it get what the float control shift C select the whole code what the rest is the problem okay that this just one is well the error message in the stack trace is pointing towards the fuzz the fuzz function call in your fuzzy underscore logic function specifically it's saying that the lengths of symmetry underscore universe and aggregated must be identical let's address this check the lengths of symmetry underscore universe and aggregated based based on your print statements symmetry underscore universe is correctly defined and has a length of 100 however the aggregated value seems to be a single scalar 0.03861825931265724 instead of an array the aggregated variable is expected to be an array with the same length of symmetry underscore universe it represents the combined fuzzy set resulting from the application of your fuzzy rules go back to where aggregated is being calculated in your fuzzy underscore logic function it seems that aggregated should be the result of combining multiple fuzzy sets like rule underscore square rule underscore triangle rule underscore trapezoid typically using a function like NP fmax ensure that this combination results in an array not a scalar if aggregated is currently being calculated as a scalar you need to modify this logic to create an array for example if you have multiple rule outputs e.g. rule underscore square rule underscore triangle you should aggregate them using NP fmax across each point in the universe python copy code aggregated equals NP fmax rule underscore square rule underscore triangle aggregated equals NP fmax aggregated rule underscore trapezoid hash if you have more rules recalculate the centroid once aggregated is correctly an array of the same length of symmetry underscore universe you can then use fuzz defuzz to calculate the centroid python copy code centroid equals fuzz defuzz symmetry underscore universe aggregated centroid by ensuring that aggregated is an array that correctly represents the combined membership after applying your fuzzy rules and by having it match the length of symmetry underscore universe the fuzz defuzz function should work as expected this should resolve the assertion error you're encountering the issue seems to persist because aggregated is still a single scalar value instead of an array as required by fuzz defuzz this mismatch in length for symmetry underscore universe is causing the assertion error the aggregated variable should be an array representing a combined fuzzy set after applying all your fuzzy rules it appears that in your code aggregated is being assigned the value of rule underscore square which is just a scalar in this case you need to ensure aggregated is an array of the same length of symmetry underscore universe here's what you should check and modify ensure all rules are arrays make make sure that rule underscore square rule underscore triangle and rule underscore trapezoid are arrays of the same length of symmetry underscore universe each of these arrays should represent the degree of membership for each point in the universe after applying the respective rule use NP fmax or a similar function to combine these rule arrays into a single aggregated array for example python copy Kodi aggregated equals NP fmax rule underscore square rule underscore triangle aggregated equals NP fmax aggregated rule underscore trapezoid hash combine with more rules if needed this will create an aggregated array that is a combination of all your rules and has the same length as your universe arrays now that aggregated is an array of the correct length use fuzz defuzz to calculate the centroid python copy code centroid equals fuzz defuzz symmetry underscore universe aggregated centroid by ensuring that aggregated is an array representing a combined membership values over the symmetry underscore universe you should be able to resolve the error and successfully calculate the centroid this aggregated array needs to represent the overall membership value at each point in the universe derived from all the fuzzy rules you have defined by ensuring that aggregated is an array representing a combined membership values over the symmetry underscore universe you should be able to resolve the error and successfully calculate the centroid this aggregated array needs to represent the overall membership value at each point in the universe derived from all the fuzzy rules you have defined obviously just resizing would not work that's what we currently have sexually working that must be fake this is changing at all if this centroid is not moving no it's not right it's just not right noise amplitude is zero okay well it should be all orange i'll be actually making a suggestion for your fuzzy logic implementation to work properly rule underscore square rule underscore triangle and rule underscore trapezoid need to be arrays where each element corresponds to the degree of membership at each point in your symmetry underscore universe array here's a breakdown of what to do create rule arrays each each rule array rule underscore square rule underscore triangle rule underscore trapezoid should be created based on your fuzzy logic conditions they should be the same length as the symmetry underscore universe these arrays are typically created using fuzzy logic operations like fuzz interp underscore membership which will yield an array of membership values for each rule based on the input fuzzy sets rule array example for instance if rule underscore square is meant to represent a condition where the signal is considered a square wave you would use fuzzy logic operations to calculate the degree of membership for this rule at each point in your universe this will give you an array of membership values that correspond to how much each point in the universe satisfies the square rule the aggregated array is a combination of these rule arrays you combine them using operations like np fmax which will take the maximum value at each point across all rules this might look like python copycoded aggregated equals np fmax rule underscore square rule underscore triangle aggregated equals np fmax aggregated rule underscore trapezoid after this operation aggregated should be an array where each element is the highest degree of membership across all rules at that point in the universe its length should match that of symmetry underscore universe with aggregated correctly formed as an array you can then pass it to fuzz defuzz along with symmetry underscore universe to find the centroid this operation will give you the defuzzified output based on your fuzzy logic system by following these steps you ensure that your fuzzy logic system is working with arrays of consistent lengths allowing for the correct application of fuzzy operations and defuzzification this is the updated the python code it doesn't work as expected as expected this is the python code it doesn't work as expected and it doesn't produce any errors your python code for the flask application and the fuzzy logic implementation appears to be well structured but there are a few areas we can review and potentially improve to help resolve the issues you're facing check for consistent lengths in fuzzy logic arrays you you've added print statements to verify the lengths of arrays like mf underscore symmetry underscore low symmetry underscore universe and the rule arrays this is good for debugging however the print statement showing aggregated still indicates it is a scalar value not an array this is likely the root cause of your issues ensure that aggregated is definitely an array with the same length as symmetry underscore universe the correct aggregation should be done using np fmax across the rule arrays as you've done in your code but verify if rule underscore square rule underscore triangle and rule underscore trapezoid are indeed arrays and not scalars the way you're using np fmin and np fmax should result in array outputs if the inputs are arrays double check the values of rule underscore square rule underscore triangle and rule underscore trapezoid before they're aggregated they should be arrays representing the activation level of each rule at each point in your universe review the analyze underscore signal function to ensure it's correctly handling the outputs from fuzzy underscore logic it should receive an array for aggregated and a scalar for centroid make sure that all data types throughout your functions are as expected for example symmetry and sharpness should be scalars and all your fuzzy logic arrays should be numpy arrays of consistent length if the back end seems to be working correctly as per your debugging prints the issue might lie in how the front end javascript code is handling the received data ensure that the keys and data structure of the json object sent from flask match what your javascript code expects verify that the analyze route is correctly handling the request and response make sure all data sent in the json response can be serialized properly good job on adding traceback format underscore xe for better error logging make sure to check your flask server locks for any hidden errors or warnings that might not be immediately obvious ensure that the front end is correctly making requests for back end and that the back end is receiving the correct data inspect the requests and responses using your browser's developer tools by thoroughly checking these aspects you should be able to analyze back for decimal numbers can we only keep two digits after the decimal point there are a couple of things first of all we would like to limit the number of digits after the decimal point two three also would like to know why the rule square array has all the same numbers start with that let's start with that clear you can limit the number of digits after the decimal point by rounding the values in your arrays in python this can be achieved using a numpy library which provides a convenient function called numpy round here's how you can apply it if the rule underscore square array has the same number repeated throughout it suggests that the logic used to compute it is resulting in a uniform value for each point in your symmetry underscore universe here are a few things to check rule conditions ensure that the conditions used to compute rule underscore square are correct rule underscore square is obtained by taking a minimum np fmin between symmetry underscore high and sharpness underscore mid if either of these arrays has uniform values or if the conditions for these rules are too strict or too broad it could result in a uniform rule underscore square input signal characteristics if the input signal has characteristics that strongly match or don't match the conditions for being a square wave as defined in your fuzzy logic this could also result in uniform values check if the input signal is varying as expected and not producing repetitive or overly consistent patterns round two three digits mf low wrong that shouldn't take a signal noisy signal the same signal potentially incorrect yeah so that should be a local variable a variable called signal is it potentially conflicting throughout the code in terms of its name not matter but we just want to change the names for consistency sake we have to continue this time because we stopped something up it's really easy to blame the port for it but the noise amplitude doesn't go to zero what we would like forward to go to zero as it used to interestingly the detection error is 99 was it 99 so that the gpt has updated code it seems like you've updated your code round waveform data to three decimal places which is good regarding your question about why the rule underscore square array has the same numbers let's delve into a few potential reasons first of all how to make sure all the variables in the code are rounded two or three decimal places around and i'll be around in your fuzzy underscore logic function round the outputs of each calculation this includes membership values rule activations and the aggregate result round the final outputs of your fuzzy logic such as the centroid for any other calculations in your code such as symmetry sharpness detection error an unknown percentage but by rounding as well if you have non pi arrays containing multiple values e.g noisy underscore waveform symmetry underscore universe rounding them as shown above will apply the rounding to each element in the array by applying rounding consistently across your code you'll ensure that all variables are limited to three decimal places this approach helps maintain uniform precision throughout your calculations which can be particularly important in scientific and engineering applications you have to at last bit at last and the question is can it just by default uh can i just round everything by default instead of rounding each variable individually yep rounding every value in your code by default without individually specifying where to round is not directly supported by python or numpy in a global sense python and numpy do not have a built-in feature to set a global precision for all fletching point operations this is mainly because in scientific computing it's often important to control the precision at specific points in the computation to maintain accuracy and prevent rounding errors from propagating however here are a couple of approaches you could consider custom wrapper functions create wrapper functions for operations where you need rounding these functions would perform the operation and then round the result manual rounding at strategic points continue rounding manually at points in your code where the precision matters such as after a series of calculations or before outputting results display precision if your concern is primarily with how numbers are displayed rather than the internal precision of calculations you can adjust the print display settings in numpy that's interesting this will not change how numbers are stored or the precision of calculations they will affect how rays are printed or displayed so where do i do this that didn't work that didn't work if the rounding is mainly important for output e.g sending data to front end or saving to a file you can round the data at the point of output instead of throughout your calculations ultimately the choice of where and how to round will depend on the specifics of your application and where precision is most critical for most scientific and engineering applications rounding is applied at specific points where the level of precision is known to be sufficient for the accuracy of the results round all variables oops i turned the microphone on here round all variables two three decimal points clear it's actually doing it changed 10 lines it keeps counting the number of lines that changed that 9 10 9 what oh cpu really going okay played a lot of changes no no round search did that function confused and when they are generated generated it could be different things just think to delete all that yeah it's going places it's not right is it not just got really aggregated symmetry universe was in waveform and mf low adding it to least where are we printing fuzzy this values a control i limit to three decimal points why doing it differently does it matter how many lines i select or what yeah obviously that build is wrong because just probably padding with zeros or something and this is a mystery why sometimes generating okay i don't know which one isn't just adding extra lines that's okay near it first is better where we're printing noisy wafer we're rounding rounding it down okay i might have to continue next time see you in a bit


Bismillahirrahmanirrahim. Assalamu alaikum dear faculty. I welcome all of you to VU001F. Today we will be talking about what our topics and tense is. Before starting that, I would like to tell you little bit about paragraph. Whenever we are writing, either we are doing academic writing or we are doing creative writing, we give our information in the form of a paragraph. So, there are basically three components of a paragraph. The first one is topic sentence, supporting sentence and a concluding sentence. A topic sentence is the main sentence of the paragraph. It gives the main idea. A supporting sentence is a sentence that gives the information that sports the main idea by giving evidence and facts. Lastly, the concluding sentence summarizes the main point and it also restates the thesis statement in different wording. Let's get back to what a topic sentence is. It is the most important sentence in the paragraph and it is also known as a focus sentence. It helps the writer to organize the information and summarizes the information that comes in the paragraph, which means when the reader reads the topic sentence, he will get the idea that what the whole paragraph is going to be about. It tells the reader that what the paragraph is about and it gives the main idea. It should always has a one controlling idea, which means it must have a specific direction. A thesis statement or a topic sentence is always about one major point. The purpose of the topic sentence is to develop the main idea in one direction. So, we can say that topic sentence is mainly found at the beginning of the paragraph. Okay, let's talk about what is the purpose of a topic sentence. Topic sentence is essentially telling the readers that what is the paragraph is going to about. All the sentences that comes after the topic sentence are in support of the main idea. For example, if you are talking about the indigent species in the ocean, then the sporting ideas and the sporting sentences should be related to that one main idea. As you can see, the first sentence gives the main idea, which is about the poor public transportation system in the city. All the sentences that comes after it are actually in support of this idea and it gives the factual information that how the public transportation is in poor condition. And the last sentence is the concluding sentence where the writer has summarized his point of view by restating the thesis statement. There is another example for your understanding in this particular example. As you can see, the first sentence is talking about that his father is in good health. All the other sentences that comes after that are the factual evidence that how his father is in a better health. So, while reading this paragraph, we can see that the first sentence is the topic sentence because it has the main idea, which is about the good health conditions of the father. And all the other sentences are actually supporting this point of view by giving evidence. Let's talk about what are the essentials of a topic sentence. It has two components, the topic and the controlling idea. The topic is the subject of the paragraph and the controlling idea actually puts limit to one aspect. As you can see the example, the first example is about bread that it is an important part of our food. So, bread is the topic which is the main subject and the rest of the sentence is the controlling idea. So, the purpose of a controlling idea is to put limitation to the subject because a subject can be dealt in various ways. But we have to set a certain limit to it that but we are going to state about that particular subject. I have planned an activity for all of you guys. If you can spare some moments and see that I have given few sentences over here and what you are supposed to do is that you need to bold the topic and underline the controlling idea in the following sentences. As you can see in the third sentence that it starts from effective time management basically has four stages. So, the time management is the topic and the controlling idea is that it has four stages if you want to do better time management. Just spare some time and do this activity. I have given few topics over here and you are supposed to write topic sentences for these particular topics. I hope you are done with the activity. Now, I would like to give you few tips for writing a good topic sentence. Whenever you are writing a topic sentence try to make a complex or a compound sentence because a simple sentence cannot give more information. You can use a topic sentence later in the paragraph. Try to state your main idea clearly and explicitly. Try to balance the topic sentence by giving sporting ideas and factual information. Use such kind of a language that hooks your reader. Okay, now we are going to talk about main idea. Main idea and topic sentence are more or less similar because the purpose of the topic sentence is to give the main idea. Main idea is a central or the controlling idea of the whole paragraph. It sets the direction of the paragraph and the main idea of the paragraph sometimes it can be stated directly or it can be implied. The main idea is mainly found in the first sentence of the paragraph and all the sentences that follows it are the sporting sentences that gives the information which relates to the main idea. Sometimes the main idea can be split which means the information is divided into two parts. The first sentence of the paragraph presents the point of view while the last sentence of the paragraph gives the contrasting or the opposite viewpoint. When you are writing the main idea there are few tips that you can follow. You can start with the first sentence of the paragraph which sets the stage for the main idea. You can use textual evidence or quotes to support your main idea. You are supposed to make your topic sentence and the main idea unified and concise and it should be organized in short sentences. Use contrast language to show different viewpoints or perspectives on the main idea.


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