The evidence is on my tests, when students who used AI (or Chegg or whatever) to not think at all about the homework or classwork through the semester hit an exam and can't do jack without their helper.
The student evaluations are then filled with indignation from those same people who whine about tests not covering the same thing as the homework. When in fact many homework problems are recycled as test questions: but they abdicated the chance to learn by actually working to do so, in the process developing no skills, learning nothing, and not even recognizing the test questions as something they once pasted into a chatbot.
You could argue that this isn't testing "cognition". Fine. I'm not in the business of teaching cognition, I'm in the business of teaching problem solving skills to students, disguised as learning how Mother Nature runs the universe via the laws of physics.
Well, only if you want to call, for example, all the math classes and CS and chemistry etc "outside the major" for purposes of (in my case) a Physics Major. In your case, you probably don't want your EEs getting a degree without math, physics, and CS for example.
I think the real question here is "what fraction of a major is lib Ed stuff?". At my school, it's 30 out of 120 credits for everyone (EE included). To be fair, many majors require more than the minimum "120" credits anyway, decreasing this percentage. And many of those "30" are satisified with the required math/cs/physics/chem etc anyway. So in practice it's closer to 15% "random fluffy crap" than the 25% it appears to be on the face of it. And all the physics and EE majors I work with actually look forward to the random Jazz Studies class as a place they can coast for three credits while fighting with Digital Signal Processing or Quantum Mechanics in their day job.
The mass distribution needed to explain spiral galaxies assumes that this "dark matter" remains at the periphery of the galaxy, keeping the rotational velocities constant as one moves away from the galactic center.
Umm... no?
If you're going to be convinced that people are making shit up, at least get things right about what they're making up: maybe sit down with Kepler's law, a pencil, and Gauss' law?
If you do so, you get the ad hoc model that matches observations in most galaxies pretty well. That's very not constant, and in fact very centrally peaked, because the radial velocity distributions are only constant in the outer reaches. It's the density distribution that provides the gravity to make the radial velocities do what they do.
One can also start with more similar dark and luminous matter distributions and run them forward in time to get this, so it's not just a magical solution, it's something you get from orbital dynamics over time. Details of galaxy formation are still fuzzy, but the end result that we see is perfectly plausible - mostly because dynamical friction increases rapidly as the density of stuff increases, so you lose more orbital energy inthe core and stuff clumps up more there.
ahh wait, I see. You're still thinking that somehow Dark Matter isn't in the solar system. It can be (and probably is), at the same density needed to mess with the rotation of the galaxy. However, (tiny density)x(tiny solar system volume)=not enough mass to show up in orbital dynamics. On the other hand, (same tiny density)x(galaxy sized volume) adds up to way more dark matter than "normal" matter in our galaxy.
Just because we don't know what the stuff is doesn't mean we don't see it doing stuff. And it's doing stuff that's consistent with a soup of stuff that interacts via gravity and not electromagnetism. That's the fun part of science! There's something going on we can see happening, now we get to figure out what's going on.
All laws are simulations of reality. -- John C. Lilly