Examination problems in physics and math courses are often perceived as easier than textbook challenges, leading to frustration among students who seek a more rigorous testing experience. Educators typically design exams with time constraints in mind, focusing on fundamental concepts rather than complex problems that could overwhelm students in a limited timeframe. This approach ensures fair grading and allows students to demonstrate their understanding without the pressure of intricate derivations. While challenging problems are reserved for assignments, which provide ample time for exploration, exams aim to assess basic comprehension. The discussion highlights the artificial nature of timed exams compared to real-world problem-solving, where individuals often spend extended periods on complex issues. Students are encouraged to remain patient, as more challenging exams may arise in advanced courses. The concept of closed book exams is also questioned, suggesting that they may not effectively measure a student's true capabilities.