1. Not finding help here? Sign up for a free 30min tutor trial with Chegg Tutors
    Dismiss Notice
Dismiss Notice
Join Physics Forums Today!
The friendliest, high quality science and math community on the planet! Everyone who loves science is here!

Need Advice

  1. Sep 30, 2005 #1
    So, I just got this test back today....75.

    The avg was a 59 and the guy gave us a 10 pts curve so I got an 85, which is a B. Problem is, our teacher is a grad student (teaching a 300 level class) and I don't really like him. I lost 22 pts on one problem for doing a dumb mistake. I know it was my fault but if he keeps grading like this and I make a sign error on the next test...there goes my A. I guess getting a B isn't that bad, but I have a 4.0 right now and I'm a junior. I'd really like to graduate with it, so I just don't want to get that first B. Especially if it's because the teacher has no experience and doesn't know how to grade or ask questions that actually test the students' ability to do the relevant material.

    If I drop the class I'll get a "W" on my transcript and it won't affect my GPA. I can then take it next semester and get an A in it without any problems. How bad does a "W" look on a transcript? What do you think I should do?
  2. jcsd
  3. Sep 30, 2005 #2
    I might be mistaken, but if you dropped the class and retook it later, wouldn't the W completely vanish and be replaced with the grade you got the second time around?
  4. Sep 30, 2005 #3
    Hmmm, I never thought about that. I'll go ask Monday, but my undertanding is that the W stays there permanently. How bad is it to have a W on the transcript?
  5. Sep 30, 2005 #4
    I couldn't tell you, really. My guess is that if you got an A the second time around, the W would hardly hold any significance.
  6. Sep 30, 2005 #5
    It doesn't where I'm from, but I'm sure it's different everywhere. If you retake it and get an A, I don't think it matters whether or not you have a W on your transcript :smile:.
  7. Sep 30, 2005 #6
    If you had a W and then went back and got an 'A' on the same course, I'm not sure how bad it could look. For all they know (they being whoever is looking at your transcript), you could have had family problems, dropped the class, but finished it later and succeeded.
  8. Sep 30, 2005 #7
    Hmmm, that's interesting. I just realized that I only had trouble in 2 of my engineering classes so far (this one being one of them) and they were the only 2 upper level classes taught by grad students. They should really stop grad students from teaching 300 level classes.
  9. Sep 30, 2005 #8
    Speaking from my own experience, they should stop all grad. students from teaching courses.
  10. Sep 30, 2005 #9
    The best students make mistakes, the only difference is that they make an even number of sign errors :tongue:
  11. Sep 30, 2005 #10
    I'd like to say that too; I've had nothing but bad experiences from grad students as teachers. But they gotta learn somewhere. I definitely agree with Physics wiz though that they shouldn't be teaching 300+ classes.
  12. Sep 30, 2005 #11
    Oh please, MAN UP. A B? It won't kill you. Just look around your school. There are plenty of saps out there who aren't doing nearly as well as you. Or go to a lower level class. There are plenty of people who are struggling with concepts you have mastered years ago.

    I seriously do NOT understand why someone would rather waste 3 months of their lives instead of getting a mark on their report card which nobody will care about in what, 2 more years? After you get to grad school, will anybody else care that you got a B on a 300 level physics class?

  13. Sep 30, 2005 #12
    He is a undergraduate student, that is why :rofl:
  14. Oct 1, 2005 #13
    You're right though, they have to start somewhere (as will many of us in the future). I'm sure there are some excellent grad. students/teachers out there, I just haven't encountered any. However, I can't talk badly about all grad. students -- there are a lot of very smart professors out there that don't make great teachers either.
  15. Oct 1, 2005 #14
    On the test, one problem was worth 50% of the test grade. This problem had a wrong mechanical drawing showing a wrong dimension. People were asking him about it and he just ignored their questions telling them to keep working and they'll get it. Halfway through the test he drew on the board what he really meant to draw, which caused 95% of the class to redo the whole problem...the other 5% were the ones who still didn't know what was going on. Some kids were still confused and kept asking questions throughout the whole test just about how the problem looks. 22 of the points I lost were because I made a geometrical error on this problem. It wasn't really his fault since I knew what he meant to draw but I applied all the concepts and equations right and made a geometrical error...he counted this as 22 points off. Don't you think he should give the whole class full credit for this problem? I don't think I'll drop the class..I'll just go talk to the dean or something to make them stop grad students from teaching us.

    For those of you interested, this was a fluid mechanics problem. There was a gate at an angle standing against water supported by its own weight. The weight of the gate was given and we had to do a summation of moments about the hinge to find what the max height of the water in the tank had to be before the gate opens. I did all that except that when I did summation of moments, I used the wrong distance between the hinge and the force exerted by the water on the gate. I know I should lose points but don't you think taking almost 50% off the problem grade for that mistake is a bit to much, or am I just one of those stupid students who complain about stuff when it's their fault?
  16. Oct 1, 2005 #15


    User Avatar

    you cant complain about that.

    Ive had quite a few teachers mark on a right or wrong basis, ie full marks of 0 on each problem.

    They want to know whether you can solve the problem, not whether you can solve the first half of the problem.

    And a 59 average isnt anywhere near catastrophic, so you cant complain about that either.
  17. Oct 1, 2005 #16
    If he graded like that, no one would get above a 50% because no one got that problem right. The answer was that with the given dimensions, the gate couldn't hold the water using only its own weight. That's not the point though, the guy couldn't draw an engineering drawing right..he shouldn't be grading the problem like that. When I talked to him about the mistake I made not nearly being worth 50%, his only response was that other students lost points too...:confused:
  18. Oct 1, 2005 #17

    you must be joking, please tell me you are! An average of 59 is terrible! It should be around the mid 70's! Giving a zero or full credit is equally stupid. Even teachers make stupid mistakes on the board, for crying out loud. So if i do the problem right but mark down the wrong units, i should get a zero? Pah-lease.
    Last edited: Oct 1, 2005
  19. Oct 2, 2005 #18


    User Avatar
    Staff Emeritus
    Science Advisor
    Gold Member

    It depends on how they calculate the final grades. If they make that 59 a C, that adjusts it so it's not really that bad and gives more resolution of the scores...but only if they intend it that way. If you expect your exam to have an average of 70 or 75 and wind up with an average of 59, you need to consider that it was a poory written exam. There are a variety of ways to remedy this, such as changing the weighting of the exam (if you give 3 exams in a semester and each counts for 30% and the remaining 10% from other things like homework or quizzes, then you might decide to change it so the bad exam is weighted only 20% in the final grade, or only the best two out of three will be counted, or everyone's grade gets a 5% or 10% bump up at the end to account for poor exam questions). Actually, he might have already factored this in by giving the 10 points back to everyone as a way of adjusting for the time lost on the question before it was corrected, whether that resulted in losing points on that question or the others on the test.

    I've experienced every imaginable grading scheme out there. Some believe that 50% of the points are for getting the right answer and 50% for how you got there. Others decide if your mistake was a major or minor one worth one or two points or 10 or 20 points, which can be subjective.

    As to the original question, a W isn't going to look terrible unless it drops you below a full course load and looks like you tried to take an overly easy semester. When I was in college, we had WP and WF for withdraw passing and withdraw failing, so it was a bit harder if you were failing a class to get away with just dropping it. On the other hand, one B is also not going to be a big deal either, and you also have no assurance you'll 1) get a final grade of a B anyway, or 2) that you'll do any better in another year. There should be a faculty course supervisor who the TAs are reporting to who is able to help them with issues of course content, grading, etc. (they shouldn't be teaching totally solo in an upper level course if they are still a grad student), and this might work for or against you. It might mean they'll notice the pattern of scores and make sure the final grades are adjusted up appropriately, or they could be the person telling your TA how to grade and will tell the TA next year to grade the same way.

    In the end, it's your decision. Consult your academic advisor if you are uncertain what the best approach is for your major at your university.
  20. Oct 2, 2005 #19
    That's what I thought at first too, but then I started talking to my sister and her physics class, and then I looked at the open courseware of MIT and looked at average test and quiz scores. They are almost always around 60%, sometimes as low as 50%.
  21. Oct 2, 2005 #20
    Im sorry moonbear, but it still sounds bad to me. Look, lets say I write a test knowning in advance half the class wont get it. Then I do a disservice to the people that did study, as they are likely to do poorly too. Whats there to separate the people that did their work from those that did not? You cant discriminate the people who work hard from those that do not as easily. It hurts everyone in the end. If you REALLY want to give hard problems, make them homework so the student has the time to think twice when doing the work. U know.......?
Know someone interested in this topic? Share this thread via Reddit, Google+, Twitter, or Facebook

Have something to add?

Similar Discussions: Need Advice
  1. Need Advice (Replies: 29)

  2. Advice needed (Replies: 3)

  3. In need of advice (Replies: 6)

  4. Advice needed (Replies: 1)

  5. Need Advice (Replies: 13)