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CuriousLord -> RE: University Students: Test Question (3/5/2008 2:53:39 PM)
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Man, if I didn't know any better, I'd say you just described my Analytical Chemistry class. (Except we only have 50 minutes to complete tests, no starting early or finishing late.) The description nailed everything from the professor (except for the substitutes part), to the exam (including the length and question types) and even the apparent subject matter.
So, to this end.. are you talking about an Analytical Chemistry class? (My second guess is General Chemistry II, and my third's Inorganic Chem I.) [Edit: Actually, I reread the part that said "required some math or conversions". I'm changing my guess to General Chem I or II. :P Also, those friends you mentioned can take comfort in the that they'll get used to it very quickly. And, finally, they should really practice up on their math; it's the one of the best things they can do when entering a technical field.]
Also, to answer your question, yes.. this is considered both normal and fair. Actually, he's giving them far more time on that test than my professors would allow me, so I think the professor's being nice (or sloppy; professors often give students unfair advantages so they don't protest the professor's obvious deficiencies).
And, finally, I agree with others. Showing up to classes is sort of a formality.. most of the learning is by yourself, so the professor's skill at teaching is often a pretty moot point (unless he's particularly good at it).
I'm generally content with a professor who
- Is clear about what assignments are
- Provides assignments relevant to what's going to be on exams (typically easier work is both given and desired)
- Grades well.
"Grades well" is a big factor. If I fail a test, which I do occasionally, I can typically get it up to a B. By pointing out many mistakes the professor makes in grading it. Some classes, the professor does such a half-assed job that they don't consider when a problem is answered accurately.
Seriously, I'm going to try to avoid ranting here, but to do science and engineering, a lot of assumptions need to be made. If you make less assumptions than the professor (and thus get different, even if more justified answers), he'll often think you messed up and dock you for it.
Examples of what I maen would be using the quadratic method on finding pH's in Chemistry even if the linear model is close enough (relevant to the class you brought up) and implimenting relativistic calculations on velocities above 10^5 m/s (which is typically more anal than a Physics professor requires). Oh, and when working with constants, if you drag them out a long ways. OH- and the big one- using significant figures! So many professors don't require them, then get confused when you use them, and many more want you to use them, but overlook the reduced significance due to one value with an unusually low significance.
Man I rant when I'm tired.
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