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.

Last time I was talking about the second experiment in Introduction to Electricity and Magnetism Laboratory class.

The Daniel Cell was again removed from this experiment, although now that the students are all in Interactive Science Contest mode, there are some who are interested in making one, since it involves mostly household items and electrolytic fluid.

I hope we can get a working model for the next classes.

Because of this there was actually just one set of procedures and one table that the groups had to answer. There were some students who remarked how short the experiment was and asked to write the individual report for that experiment instead. Of course I refused.

One thing I couldn’t figure out yet though was how come their slopes for the internal resistance were negative or leaning to the left when the ones for last year were positive or leaning to the right. That meant that as the current increased, their terminal voltage readings dropped.

On the next day, the fourth day of the sixth week of classes, I started out on Chapter Nine with my Mathematical Methods One students. This is solving systems of equations with two variables of degree one, directly related to our previous topic of equations of lines.

I also wanted to get this discussion out of the way so that we would only have one quiz where they would need graphing papers, because the first method is the intersection from plotting the points.

I could not give any examples of this because I could not reserve the overhead projector, but at least I was able to illustrate the first part, which was determining first whether an intersection between the two equations of lines exists, or if they are parallel.

Here I gave them board work for the first time in four weeks. The same is true with the substitution method, so that they would have a possible computational checking method for the answers they got from the first method.

Just like last time I taught the subject, I reassured them that in the graphical method, all answers or coordinates will be integers and not fractions, so that if the intersection of their lines are not exactly determinable from the grid, there must be something wrong with their points chosen.

Also, one of the students volunteered to provide graphing papers for the whole class since she said they had a large supply at home.

I’ll have to lock down session 633 here. The class is dismissed.