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 Introduction to Electricity and Magnetism lecture class for the seventh week of the first term, we started on the third chapter, 27, all about Gauss' Law.

First I defined flux for them, given as the electric field through an area, multipled by the area and the cosine of the angle between the electric field and the vector associated with the area.

From there I gave the students the mathematical representation of Gauss' Law, which is that the total charge enclosed completely by any Gaussian surface is equal to the permittivity constant epsilon sub zero multiplied by the total flux on the surface.

Then we discussed the symmetrical surfaces and charge distributions this would apply to and have special equations for, such as a point in a cube, a rod in a cylinder, an infinite sheet in a cube or a cylinder, or a sphere, shell or point in another sphere.

We had some examples for getting the total flux after that, and I gave them the assignment of looking for the total flux and total electric field for a charged ring and a disk in a cylinder.

In the first lab session of the week after that, we had the second experiment, which is EMF, Internal Resistance and Terminal Voltage.

Again the students were surprised with the questions in their quiz, having been counting the number of trials, graphs and procedure parts from the last time, which wasn't what I asked.

I also had to skip the part about the Daniell cell again, until we actually come up with equipment for that, which I also tried to induce the students to make for Innovation Week.

I should also have thought of asking them to make the slide wire instead of that "several turns" loop of wire for the magnetic field experiment, for which I still couldn't see the point compared to the tubed coil of wire, which is very clear.

Session 1199 didn't study for the quiz. Class dismissed.