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.

For the second session in the third week of classes for my mechanics lecture students, we had our first quiz.

As I mentioned before, the memorization of the conversions was now part of the test and could be used to get more points.

The breakdown was such that there is a four-point bonus above the supposed maximum of fifty.

There were two minor setbacks though, because again I used questions from the old test banks, whose errors I have never revised immediately after the last time they were used. This is as well as the fact that I did not make the electronic spreadsheet answer key simultaneously, having only had an hour and a half window in which to make the exam.

The first was for the conversion of cubic centimeter to liter, which I realized I did not discuss in class (that was the first impromptu lecture, after all) as well as the equivalent of gallon to liter. I had to give that to them in the middle of the exam instead of just declaring the question as a bonus.

The second was that in a two-car problem that I gave with velocities in different units, I forgot that the car behind the first one had a slower rate, and thus would not overtake, even though I did emphasize to the students either on the board or in a verbal announcement that the faster car should be in the back. The two cars did not start from the same point after all, and were traveling in the same direction.

I would definitely give more consideration for partial solutions of these problems.

It was also too late (one student had already submitted his paper and left) when I thought of giving the same questions to them as their problem set to be passed in the next meeting (there were, after all, four days in between).

All these considerations did not prevent the students from complaining to their other schoolmates afterwards, not knowing (or maybe knowing) that it would get back to me somehow.

I am determined to give any students that would get low marks additional problem assignments to be able to keep up with the succeeding topics that would build upon the previous and fundamental concepts.

I just hope none of the overachieving students ask for the same treatment to boost up their own already high grades. Although I like the attitude that what some consider as punishment they could see the benefits to.

Session 785 was given a special project due to failing scores at this point. Class dismissed.