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 the meeting of the second section of my Engineering Computer Aided Drawing and Design class for the sixth week of the first term, they had their fifth exercise, which was just like what I gave the other class, using the 3D animation software, but using a different cubic solid as a model this time.

In fact, within the class itself I also had them draw different perspectives of the same object - using two different sides as the bottom. Since this is the one they drew in Manual Drafting that had a portion like stairs chipped off of the cube, for half of the class, they had to "draw" it with the steps vertical, and for the others, the steps were horizontal.

Since this is still the engineering sophomores that I'm talking about, it's not surprising that there was at least one student from the other class that sat in again during this session.

To make that guy's time more productive, I told him to get one of the geometric solids from two terms ago from the robotics lab, one with diagonals, that he was supposed to reproduce now.

At first he didn't want to, until I threatened that if I chose the solid for their next class, I would pick the most complicated one there was. That got him out of his seat and out the door.

Of course, now he will be sitting idly by while his classmates make the same "plate" during their meeting for the next week.

In the first meeting of my Engineering Materials Science for the seventh week of the first term, we finally finished chapter three of the textbook in my discussions. And speaking of which, I realized that when I am talking about something theoretical, the students are also talking in their seats.

But when I'm talking about something applicational or computational that requires a bit of analysis, that's when they are paying attention.

I guess this is because the conceptual part they can always review in their notes, while they have to take every opportunity they can to figure out how to solve the problems I give.

Session 1195's voice was louder than the teacher's during abstraction. Class dismissed.