The last period of ECE 495. The Final Project and HW4 come in at the start of class, Quiz 4 checks Block 4 individually, a team review game runs all four blocks one more time, and a short after-action review closes it out.
## Due at the start of class **Final Project — through the course Teams team, before class starts:** - **The final paper** (PDF), in the IEEE template. - **The response to reviewers** (PDF, from `ResponseToReviewers.tex` in the template): every comment from both reviews, what you changed and where — or why you did not. - **Your code** — every script used for the analysis and the figures, runnable from the issued bundle (`FPToolkit.m`, the four CSV files, the starter and your scripts in one folder). - **AI transcripts**, if any AI was used — a copy of or link to every chat, submitted with the code. The handout's *Use of AI* paragraph sets the rule. **HW4 — Survivability and Mission Planning** is turned in **on paper** at the start of class. Individual work; see [HW4](HW4.md). Late deliverables require coordination at least 24 hours in advance; non-coordinated late submissions receive a zero. The full rules are on the [Final Project](FinalProject.md) page and in its handout. ## Quiz 4 - Taken **in class, on paper**: open book, **15 minutes**, individual. - It covers the Block 4 topics and your Final Project work. If you did the project and HW4 honestly, the quiz is a victory lap. - **Authorized:** your notes, your returned work, the handouts, the course site (readings, flashcards, slides), and a calculator. - **Not authorized:** generative AI of any kind, and help from anyone else. - When time is called, stop writing and pass the quiz forward. ## Course review game After the quiz the class splits into teams for a review game that runs across all four blocks. There is nothing to prepare beyond the course itself. Responses come in the form of a question. ## Course AAR The period closes with a short after-action review of the course itself — three questions: - **Sustain** — what worked, and should stay next fall? - **Improve** — what would you change: the pace, the workload, the order of topics? - **The one thing to keep** — the idea from ECE 495 you expect to still be using. The end-of-course critique asks the same questions in writing. Specific comments help most: name the lesson, the demo, or the project, and say what to keep as well as what to fix. ## One problem, four blocks ECE 495 worked one problem four ways. **Block 1** built the threat: how a radar finds, ranges and tracks an aircraft, and why detection range answers to the fourth root of radar cross section. **Block 2** turned the same physics into a fight — listen (ES), protect (EP), attack (EA). **Block 3** moved into the infrared and back onto the airframe, and showed that you are only as quiet as your loudest band. **Block 4** put every lever on one map: the kill chain as a probability, the threat rings as geometry, the adversary's track as information, and the route as a shortest path that a stand-off jammer and SEAD can reshape. The kill chain from L1 organized all of it — Detect, Track, Identify, Engage, Kill — and each block broke a different link. The B-21 carried the thread: Project 1 found where it is seen, Project 2 found the threats, Project 3 made it quieter, and the Final Project flew it through. Survivability is breaking the chain before it breaks you. Lesson slides (HTML deck)