Student "edition" found at {csi dot journalspace dot com}.

Maybe I shouldn't have started this blog now, not with everything that's been going on.

In the first meeting of my Engineering Computer Aided Drawing and Design class for the fifth week of the first term, we had the second batch of their design tasks, which included the third and last exercise from last meeting, and a new one I gave, which uses the electrical icons for designing different types of circuits.

I started out with the two simplest circuits that they are supposed to use for their experiments in the Introduction to Electricity and Magnetism lab class, of which most of them are all my students too.

And since no one brought a lab manual, I had them look for the circuits on the net, which I had to verify and approve before they could reproduce. Several of the designs they found had an inconsistent schematic used for the resistors and the volt- and ammeters.

Other designs were just too simple that I suspected the student just chose it out of the many that appeared from the image search engine they used because they thought it would be the easiest to copy.

There were also some students whose diskettes I returned warning them that I wasn't able to open any of their files due to some error or another. Another student couldn't open any of the files from his disk, even though I was able to. And when I asked him which terminal he backed up his files on, he said he saved it directly to disk. Hopefully that's one mistake none of them will be doing again from this point on.

Some of the students from the other class were also there to work on their exercises, and possibly get ahead on the work of their own exercises for this week. I let them use the computers for those, since they are already behind on the requirements.

In the meeting of my Engineering Materials Science class, I started the lecture immediately on the crystallographic coordinate systems, directions and planes, especially as they pertained to cubic or three-dimensional quadrilateral structures.

I didn't wait anymore for the students to arrive, as I wanted them to see the consequences of showing up late, even if the teacher does not become angry at them. To throw off Deiv's arrhythmic board copying behavior from the previous classes, I also started from the right side of the board to write, and proceeded randomly from that point for the examples.

More about this next time. Session 1175 copied notes slow. Class dismissed.