Explainer card with a five-subject battery and transcripts

README.md

@@ -28,13 +28,73 @@ pipeline_tag: text-generation
 
 ## STEM Oracle
 
-A STEM tutoring model fine-tuned from Qwen 3.5 27B on **5,179 conversations**. It is trained to lead with the conclusion, pitch each explanation at one of five depth tiers, and correct a mistake by explaining why it is wrong.
+A conceptual explainer fine-tuned from Qwen 3.5 27B on **5,179 STEM conversations**. It covers intro-level math, physics, chemistry, biology and computer science, answering each question in a few plain sentences that lead with the core idea.
 
 By the training file's source tags, about half of the data was written by Claude Haiku and a small share by Claude Opus, a fifth was enhanced by Claude Sonnet, and over a third carries no model tag.
 
+## Selected Responses
+
+Verbatim from the live battery described below: complete replies, single takes. Each is cited to its transcript and turn (T3/6 means turn 3 of 6). Under each title, two plain lines: what is happening in the conversation, and what the reply does.
+
+**Biology: cousins, not grandparents** · [biology](./transcripts/biology.pdf) T3/6
+
+*What's happening: a curious adult with no biology since high school, two turns into how DNA becomes protein, asks whether humans evolved from chimps.*
+
+*What the reply does: corrects the premise in its first two words, then gives an analogy, cousins rather than grandparents, and dates the split at roughly 6 to 7 million years ago, with both lines evolving separately since.*
+
+> Shared ancestor — not direct parentage. We don't descend *from* chimps; we share a common root w/ them. Like cousins, not grandparents. The lineage split roughly 6-7 million years ago, and both lines evolved separately from there.
+
+**Physics: entropy without disorder** · [physics](./transcripts/physics.pdf) T5/6
+
+*What's happening: a high-school junior who rejects definitions that explain nothing has worked through energy, its conservation, cold mountaintops and light pressure, and now asks for entropy without the word disorder.*
+
+*What the reply does: defines entropy as a count of the microscopic arrangements that could produce what you observe, ties more arrangements to less certainty about the actual state, and mentions the disorder metaphor only to drop it.*
+
+> Entropy counts how many microscopic arrangements could produce what you're seeing. More arrangements means less certainty about the actual state. It's a measure of ignorance, not messiness. The "disorder" metaphor has done serious damage — retire it.
+
+**Math: zoom in, zoom out** · [math](./transcripts/math.pdf) T6/6
+
+*What's happening: after five turns on derivatives, limits, integrals and e, the adult relearning calculus asks for one sentence to remember about how derivatives and integrals connect.*
+
+*What the reply does: leads with a contrast to remember, derivatives zoom in and integrals zoom out, then spells out the link in a second sentence: one gives the rate at a point, the other accumulates it over an interval, and they are inverse operations.*
+
+> Derivatives zoom in; integrals zoom out. One measures the exact rate of change at a point, the other accumulates that rate across an interval — they're inverse operations, and together they describe motion, growth, and nearly everything dynamic in science.
+
+**Computer science: why recursion stops** · [computer-science](./transcripts/computer-science.pdf) T2/6
+
+*What's happening: a bootcamp student who wants mental models more than definitions asks what recursion is and why it doesn't just go on forever.*
+
+*What the reply does: defines recursion as a function calling itself on simpler inputs, then answers the second question with an image: each call shrinks toward a bedrock case so simple it just answers, and that is where the calls stop.*
+
+> Recursion is a function calling itself w/ simpler inputs each time. It stops when it hits bedrock — the case so simple it just *answers*. No infinite loop because each call shrinks toward that floor.
+
+**Chemistry: what pH measures** · [chemistry](./transcripts/chemistry.pdf) T2/6
+
+*What's happening: a nursing student who wants practical chemistry before jargon asks what pH actually measures, beyond 'acidity'.*
+
+*What the reply does: names the quantity, hydrogen ion activity, and explains the logarithmic scale: each whole-number step is a tenfold change in concentration.*
+
+> pH measures hydrogen ion activity — how aggressively H⁺ ions are behaving in solution. The scale is logarithmic: each whole number shift means a tenfold change in concentration. It's not just "acidic or basic." It's a precise, exponential readout of chemical environment.
+
+## Versatility Battery
+
+Five short conversations, one per subject, run live against the model. A Claude agent played the learner, saw only the spoken reply, and sent six questions fixed in advance: plain-language questions, a request to go a level deeper, and one common misconception.
+
+Run configuration: `STEM-Oracle-Q4_K_M.gguf`, LM Studio (llama.cpp backend), temp 0.7, max tokens 2048, no system prompt, no think block, no regenerates.
+
+| Subject | Learner | Turns | Result |
+|---------|---------|-------|--------|
+| **Math** | Adult relearning calculus, math-anxious, intuition first | 6 | Explained derivatives, limits, e and the fundamental theorem, correcting the idea that an integral is only area |
+| **Physics** | High-school junior who wants the real reason | 6 | Explained energy, conservation, light pressure and entropy, correcting the idea that mountaintops should be warmer |
+| **Chemistry** | Nursing student, practical chemistry before jargon | 6 | Explained dissolving, pH, catalysts and blood buffers, correcting the idea that breaking bonds releases energy |
+| **Biology** | Curious adult, no biology since high school | 6 | Explained protein synthesis, antibiotics, boosters and fitness, correcting the idea that humans evolved from chimps |
+| **Computer science** | Coding bootcamp student who wants mental models | 6 | Explained stacks and queues, recursion, big-O and page loading, correcting the idea that more RAM always helps |
+
+30 exchanges across five subjects, zero empty replies. Complete transcripts are in [`transcripts/`](./transcripts) as PDFs, every turn as generated.
+
 ## How It Was Built
 
-Source tags in the training file attribute 2,576 of the 5,179 records (49.7%) to Claude Haiku and 198 (3.8%) to Claude Opus, mark 1,063 (20.5%, including 546 of the Haiku records) as enhanced by Claude Sonnet, and name no model on the other 1,888 (36.5%). Every record opens with the same fixed system prompt, quoted under Quick Start. The fine-tune is a bf16 LoRA (r=128, α=256).
+Source tags in the training file attribute 2,576 of the 5,179 records (49.7%) to Claude Haiku and 198 (3.8%) to Claude Opus, mark 1,063 (20.5%, including 546 of the Haiku records) as enhanced by Claude Sonnet, and name no model on the other 1,888 (36.5%). Every record opens with the same fixed system prompt: `You are STEM-Oracle, a precise and insightful STEM tutor. You give conclusions first, then mechanics. You identify common misconceptions proactively. You verify your answers. You build intuition, not just knowledge.` The fine-tune is a bf16 LoRA (r=128, α=256).
 
 ## Quick Start
 
@@ -44,8 +104,8 @@ Works with any GGUF runtime: llama.cpp, LM Studio, KoboldCpp (recent builds for
 llama-server --model STEM-Oracle-Q4_K_M.gguf --ctx-size 32768 -ngl 99 --jinja
 ```
 
-Use the system prompt every training record carries: `You are STEM-Oracle, a precise and insightful STEM tutor. You give conclusions first, then mechanics. You identify common misconceptions proactively. You verify your answers. You build intuition, not just knowledge.`
-Thinking: the two shipped templates disagree. `chat_template.jinja` opens a `<think>` block on every reply unless `enable_thinking` is false, in which case it prefills an empty one; the template in `tokenizer_config.json` always prefills the empty block (`<think>\n\n</think>`).
+No system prompt is required; the battery ran without one.
+Thinking: the two shipped templates disagree. `chat_template.jinja` opens a `<think>` block on every reply unless `enable_thinking` is false, in which case it prefills an empty one; the template in `tokenizer_config.json` always prefills the empty block (`<think>\n\n</think>`). The battery saw no think block in any reply.
 
 ## Available Quantizations
 
@@ -56,6 +116,8 @@ Thinking: the two shipped templates disagree. `chat_template.jinja` opens a `<th
 | `STEM-Oracle-Q8_0.gguf` | Q8_0 | 28.6 GB |
 | `STEM-Oracle-BF16.gguf` | BF16 | 53.8 GB |
 
+The battery ran on `STEM-Oracle-Q4_K_M.gguf`.
+
 ## Model Details
 
 | Attribute | Value |
@@ -70,9 +132,9 @@ Thinking: the two shipped templates disagree. `chat_template.jinja` opens a `<th
 
 ## Limitations & Responsible Use
 
-- **No published evaluation.** No transcripts or scored outputs ship with this model; what this card says about its behaviour comes from the training data.
-- **Short sessions.** Training conversations run at most six exchanges, and most are a single one.
-- **Compact replies.** Training replies have a median of 44 words, 82 at the deepest tier, and none runs past 264.
+- **Unreliable on worked problems.** In separate problem-solving tests it gave wrong numbers, agreed with a wrong answer and reported checks it had not run, so it suits explanations, not worked answers.
+- **Short by default.** Replies ran 28 to 45 words (median 36) even when the learner asked to go a level deeper, and when asked for notation it named the difference quotient without writing it out (math T3).
+- **Simplifies, sometimes into error.** It said equilibrium governs how fast reactions proceed (chemistry T6) and offered a kitchen's pile of orders as a real-life stack (computer science T1).
 - **Open weights, Apache 2.0.** Deploy responsibly.
 
 ## The Candid Line
@@ -80,7 +142,7 @@ Thinking: the two shipped templates disagree. `chat_template.jinja` opens a `<th
 | Model | Size | For |
 |-------|------|-----|
 | [Candid 3.5](https://huggingface.co/Verdugie/Candid-3.5) | 27B | conversation, opinion, pushback; EN/ES |
-| **STEM Oracle** (this model) | 27B | STEM tutoring |
+| **STEM Oracle** (this model) | 27B | STEM concept explanations |
 
 ## Dataset
 

transcripts/biology.pdf

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transcripts/chemistry.pdf

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transcripts/computer-science.pdf

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transcripts/math.pdf

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transcripts/physics.pdf

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