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.

On the second to the last meeting of my Introduction to Electricity and Magnetism, I answered the checkpoint exercises that I gave them in the previous meeting.

For example, in one of the diagrams for magnetic force from magnetic field and velocity of particle, the angle between the latter two was 180 degrees, so according to the formula, sine of 180 degrees is zero so there is no force, or it would cancel out.

The same goes for the torque (and the magnetic potential energy) given the direction of the magnetic dipole moment and the magnetic field.

The problem for which we took the most time solving was the one with the circular arcs of wire and getting the net magnetic field in the center of the arcs, because there were cases were the arc was only ninety degrees (or pi over two in radians) and where the current changed direction and therefore the magnetic field would be subtracted.

After that we had one more example (not from their exercises) where the magnetic coil used for the pointer of the galvanometer in a magnet deflects to the value of the current inside.

On the next day, I gave my last lecture on logarithms in Mathematical Methods One.

This was for solving variables in the exponents of numeric values, where it is not a whole integer (is there such a thing as a half integer?). And for solving variables in expressions whose logarithms are taken. So for these, I had to specify to the students when to use exact fractional values and when to use decimals (up to three digits).

I told them that on the last two meetings we would have board work recitation exercises on all the topics covered in the finals, which is comprehensive. This will give the students a clear idea of the types of questions that will come out in the finals.

The day after that was my Introduction to Electricity and Magnetism laboratory practical exam. This was held in the laboratory where all the set-ups of all the past experiments were on each table.

The students were asked to pick from nine-minute slots during the three hours of our whole class time. Of course, the smartest (as in most scheming) students picked the later schedules, near the end of the three hours, not only for more time to study, but also to get feedback from those who went before them.

Here session 719’s nine minutes are up. Class dismissed.