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 my session for the Feedback and Control Lab, there was some time wasted waiting for a new version of the software to be used to be installed to computers (from a student’s laptop at that), but the groups were still able to finish all of the second experiment before the three-hour session finished.

In the Basic Electronics Lab class, they had the experiment on the voltage and current characteristics of diodes, which, I could have told them, was my undergraduate thesis.

Maybe I will show them my hardbound copy, which is in the school now that I think of it.

That ought to put the fear in certain students’ hearts who even though failing in the teamwork aspect of this and other previous labs, have passed mainly because of the effort done submitting the individual reports, even to the detriment of other subjects simultaneously enrolled in that term.

This is one topic where they could not just bluff their way through pages of cut and paste text.

I was also surprised that it turns out in their Electric Circuits One class, which I’ve never taught, they only deal with RLC or resistance-inductance-capacitance circuits, and they are only this term, in the lecture component, dealing with AC voltage. I guess in my applied science course in college we had to take most of the topics superficially, while with them it’s more extensive.

Since I also required them four reports out of the seven experiments, that means there were instances, given I could not assign two students the same set of reports, that someone would have to pass three reports in a row, something I’ve never done in my other basic lab classes. I also did away with the leader and secretary, and in fact the math notebook for the group reports, saying they were already “mature” and responsible enough and could use a folder to compile their photocopied data from the experiments.

In the most recent general science requirement mechanics lecture class, they had their first exam, with six problems: two on conversion, two on constant velocity, one on uniform horizontal acceleration and one on uniform vertical acceleration, using the first of the three scenarios I told them.

Still no complaining reactions from the students during the exam, even the seniors. I guess they’re all serious about it. The question is, will it reflect on their test results?

Session 1499 was too busy not standing out and having the crib sheet noticed. Class dismissed.