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 my second Engineering Drawing and Design class for the eleventh week of the first term, I gave them the same exercises as I gave the preceding class, with the addition of making the circuits for several of the series-parallel reduction procedures and node-loop (with labels and arrows) examples that we discussed in the Introduction to Electricity and Magnetism lecture class previously.

Unfortunately, we had to cut the three-hour session short because the technician told us that even before the first hour and a half of the class was finished the whole electrical system of the school would be shut down, so the computers had to be turned off in advance to prevent damage.

Fortunately at this point (or a few meetings before that) I had stopped asking them for a requisite number of exercises finished at the end of the session, since the free 3D drawing software I had requested for some of their earlier exercises still had not been installed in the laboratory. The only absolute deadline I will give them would be at the end of the thirteenth week of the term, right before the start of finals week for all the files, for all of their exercises already.

In the first meeting of my Engineering Materials Science lecture class for the twelfth week, I started on the new chapter – seven – about deformations and strengthening methods of materials. In the first part, we discussed resolved shear stress and critical resolved shear stress, which relied on what is called the slip plane and the slip direction, which have angles given relative to the applied stress.

This forced them to recall the Chapter 3 discussions that we had before, and to be able to infer the angle directions from the three-dimensional plane and vector coordinates given. This is an unexpected bonus on my part so as not to make the finals comprehensive anymore.

When we got to the example, Deiv raised his hand, and tried to call me over to his seat. It was to tell me that because his classmates had computed erroneously in the previous example, that I should be the one to solve the problem. I’ll continue this curious occurrence next time.

Session 1249 was also making surprising demands on the teacher. Class dismissed.