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

The only thing I really have to say about the academic advising is that it started out two weeks ago with the freshmen, and I wasn't assigned any to advise because of the comflict of my teaching schedule with the students' free time. Obviously, it could not be done during our class period.

But by mid-Friday afternoon after my Trigonometry class, David and Sir Joel had already left, so I was asked by Jenny the secretary to advise three Engineering and one Business Adminstration sophomores.

I had to turn down the students' request to have 21 units next term, even though they were only going to take up a second subject of P.E. (over 18 units load is allows if the student is taking lab classes and/or non-academic subjects) because of their low grade point average in the previous terms.

The B.A. student wanted to take his statistics subject next term, when it would be offered to the Engineering students. I was hesistant to allow him, because their applications may be different from the one is business that he should be learning.

In a related note, David and I asked Ma'am Lissa about whether the first year students would be allowed to shift now or if they would have to wait until the end of their first year, as I seem to remember Miss Karen from the registrar saying during the freshmen orientation. Contrary to that, according to Ma'am Lissa, the earlier the students know what course they really want to finish, the better, so that they do not have to take any subjects they would later find out are not required in their new course.

That's all for academic advising, at least for this term.

In my electricity and magnetism class last Monday, I gave them back the results of their last quiz, and just like in the Trigonometry classes, I gave them the formula to compute for their current standing and the scores they need in the last exam on Thursday and in the finals to pass the course.

Besides that, I gave them the answers to the questions in the quiz, because there was at least one problem that no one got, although collectively one or more students were able to get the correct answers in the other five items.

The one they found the most difficult (by inference) is the one with the conducting disk that had two different surface charge densities at a specified inner radius. The way they were supposed to solve it was to compute the charge and potential of the inner disk first with one density, then get the same for the whole disk assuming it had the second density, and add them. Then they had to deduct the charge and the potential of the inner ring using the second density, which represents the value that is not given in the problem. At least it was only additive because both values were not vectors.

And just like in three other exams I have given this term, there were again a correction in the checking that one student brought to my attention. This time, though, it was after he made his own calculation of the answer that I wrote on the board and found the exponent wrong, and equal to the answer he had.

That's all for today. There's still Tuesday's Trignometry classes to discuss, and the Graphics One and Electricity and Magnetism lab from yesterday for next time. But for today, class is over.