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Cramster is the leading provider of online homework help for college and high school students. Get homework help and answers to your toughest questions in math, algebra, physics, chemistry, calculus, science, engineering, accounting, English, writing help, business, humanities and more. Master your homework assignments with our step-by-step solutions to more than 500 textbooks. If we don’t support your textbook, don’t worry! You can ask ANY homework question and get expert homework help in as little as two hours.

Our extensive online study community is made up of college and high school students, teachers, professors, parents and subject enthusiasts who contribute to our vast collection of study resources: textbook solutions, study guides, practice tests, practice problems, lecture notes, equation sheets and more. With Cramster’s help, your homework will never be the same!

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cramster homework solutions

By Lisa W. Foderaro

  • May 17, 2009

In the old days, college students might turn to classmates for help during all-night cram sessions before final exams. Now their study buddies are just as likely to be commercial Web sites with step-by-step solutions to textbook problems, copies of previous exams, reams of lecture notes, summaries of literary classics, and real-time help with physics, math and computer science problems.

“It’s a backup,” said Chris O’Connor, a pre-med sophomore at Columbia University who relies on a popular site, Cramster , to unravel the mysteries of complex math and science problems. “Many professors who return homework won’t tell you how you got it wrong — just that it’s wrong. This way you can complete the feedback process, which is essential to learning.”

But as companies with playful names like Cramster, Course Hero, Koofers and SparkNotes are transforming the way undergraduates like Mr. O’Connor study, some professors and ethicists are questioning whether such Web sites encourage cheating and undermine the mental sweat equity of day-to-day learning by seducing students with ready-made solutions and essays.

On Course Hero , for example, students can type in a college name and course number to unearth the previous semester’s particle physics final exam. They can find examples of research papers on, say, the causes of World War I. For homework, Cramster supplies step-by-step solutions to problems in more than 200 college-level math and science textbooks.

“There are professors who don’t change their questions from semester to semester, and one of the things that this raises is how problematic that is,” said Teddi Fishman, director of the Center for Academic Integrity , which is part of the Rutland Institute for Ethics at Clemson University. “Part of what’s valuable about homework is that it gives you a safe space to practice and struggle.”

But defenders of the Web sites — including some professors — say that teachers should not be recycling exams and that students who simply copy homework solutions hurt themselves at exam time. Many of the documents posted on the Web sites, like term papers and prior exams, have long been available to members of fraternities and sororities, which archive them (this has also been a source of complaints in the past).

David A. Sachs, an associate dean in the Seidenberg School of Computer Science and Information Systems at Pace University who is joining an advisory panel for Cramster, said in an interview that colleges need to rethink practices in light of the Internet age.

“As faculty, we need to be better educated about what the possibilities are, and the truth is you can’t put the genie back in the bottle,” Dr. Sachs said. “If Cramster and all these companies disappeared tomorrow, you could still do a Google search and find what you’re looking for in five minutes.”

David J. Kim, president and chief executive officer of Course Hero, which started early last year, said the premise of the company was to “bring the concept of study groups” online. “A student may know one or two people in their class,” he said, “but we wanted to provide an online community where you could connect with students from different colleges studying the same subject.”

Course Hero offers three million student-submitted items from 400,000 courses at more than 3,500 institutions, including lecture notes, study guides, presentations, lab results, research papers, essays and homework assignments. Users who submit such items can navigate the site free of charge; others pay a monthly fee. Mr. Kim declined to say how many users had registered beyond “hundreds of thousands” and said they included more than 1,000 professors using the site to refresh their teaching materials.

Mr. Kim also said that Course Hero, which warns users against cheating and plagiarism, had honored a handful of requests from professors to remove certain notes. “They felt that some material was released only to their students and they didn’t want it disseminated beyond that,” he said.

Cramster, which went online in 2003, has carved out a different niche, with many of its 500,000 registered users visiting the site specifically for solutions to math and science textbook problems. Solutions to odd-numbered problems are available free, but college students must pay $9.95 a month to see the even-numbered ones (solutions to even-numbered problems are not available for high school textbooks).

Students can also post queries to Cramster’s 3,000 “experts,” who are rated for quality (just like sellers on eBay) and earn “karma” points for rewards like laptops, iPods and gift cards. An expert, according to Aaron Hawkey, Cramster’s chief executive officer, could be a brilliant high school senior bound for M.I.T., a professor or a retired engineer. In addition, the company has in-house staff members who moderate the question-and-answer board.

“There’s no doubt our site can be abused,” Mr. Hawkey acknowledged. “Let’s say I have a take-home test. We had one incident where someone posted a question on our site that was the same one on an exam.”

He said that Cramster had banned individual students from the site after receiving complaints from professors. “We know that some professors don’t think their students should see the step-by-step solutions,” he said. “But homework is worth such a small percentage of your grade. And Cramster can’t take the exam for you.”

Some professors counter that sites like Cramster have helped devalue homework. “For large undergraduate entry-level classes, it’s something you need to take into account and have a strategy for,” said Kyle Cranmer, an assistant professor of physics at New York University. “One way of coping is not to weigh the homework as much, or you try and adjust the problems.”

William H. Kinney, an assistant professor of physics at the State University at Buffalo , Cramster’s biggest source of users in New York, said that for students who have genuinely wrestled with homework problems, the ability to identify where they got stuck — by taking a peek at Cramster’s step-by-step solutions, for example — can be a “great thing.” But he finds some of the items available on the site disturbing.

“Students have projects where they’re supposed to write a piece of code,” he said. “One thing the Cramster computer science message board has in large quantities is functional computer codes that you can cut and paste. In the computer science department here, that would be serious academic misconduct.”

Ultimately, though, Professor Kinney said the system is “self-policing.” “If the students just copy down answers to the homework, they will not do well on the exam,” he said. “The students who behave ethically will do well.”

Eric Jongsma, a junior majoring in mechanical engineering at SUNY Buffalo, said he had found Cramster invaluable for extra practice and problem sets, but learned the hard way not to abuse it, after getting lazy last fall and turning to the site to “just plug in the numbers” for physics homework.

“When it came to the test, I tried to learn multiple chapters at the last minute,” he said. “I failed the test.”

  • go to the web site at http://www.cramster.com/
  • create a free account
  • Go to: Textbook Help -> Math.
  • There will be two tabs (Books & Courses). Click on the Courses tab.
  • Select Calculus.
  • Now find our textbook: ''Calculus, Early Transcendentals , 6th ed, by James Stewart". Important: as you scroll down you will first come across: ''Calculus, 6th ed, by James Stewart" but this is NOT our book ... keep scrolling down and look for Stewart's 6th ed. " Early Transcendental " book.
  • go to solutions
By the way, I am loving cramster for homework help. It helps with the little things I am stuck on. I feel like there would be a lot less to go over during recitation if everyone else used it as well.

Cramster is an important website for both high school and college students alike. The main focus of the website is to provide solutions to a wide variety of textbook problems. The website was founded in 2002 and publicly launched in 2003 by Aaron Hawkey, Robert Angarita and Kavé Golabi.

The first feature that was provided on the website was a questions and answers board which allowed students to ask and answer different homework and textbook problems. The website then started to provide step by step solutions to select problems from popular textbooks free of charge. Cramster will also provide all of its answers but the students must sign up for a Cramster account and pay the monthly fee. However, there is a Cramster coupon that can reduce the monthly subscription fee.

The detailed textbook solutions given by the website provides students with an excellent resource that can greatly improve their understanding of different subjects. Students can follow along with the step by step solutions provided in order to better understand the concepts. Also, students can use these solutions provided in order to check their already completed homework. Since the solutions show each step in fine detail, the students can easily find the exact step in which they made their error. These solutions are especially useful in the subjects of math and physics because these can be difficult subjects for students to understand. Cramster physics and Cramster math problems are often solved by experts so the students can be confident that solutions are accurate.

Students are even allowed to post there own questions if they are unable to find their textbooks on the website. These questions can be answered by other students or one of the experts. However, in order to post a problem, the students need to have some karma points saved up. Karma points can be earned in a few different ways such as buying a membership or posting answers to other students questions. Even though Cramster can be a great resource for students, it can also cause major problems for instructors using textbooks that are provided on the website.

Often times teachers will assign graded homework for students to take home and complete themselves. Teachers combat blatant copying through Cramster in the same way they prevent students from simply using the textbook answers in the back of the book, they have started creating their own problems or simply assigning homework from other textbooks. This website can be a great tool when studying for an exam. Students can go step by step through many different solutions in order to gain a better understanding of each concept. Cramster also provides study guides which are thorough and in depth. Cramster’s solutions can be a valuable tool that can be utilized by most students. The website’s in-depth, expert solutions provide the extra help students need in order to understand difficult concepts.

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Cramster is an Online Study Community for College Students

Sometimes it is just impossible to learn a concept from a textbook. When this happens to me, I jump on my computer and try Googling the problem. Sometimes I find what I am looking for and the problem is solved. Other times though, I cannot find what I need to save my life, and then I am no better off than when I started. Is there any way to guarantee online homework help? Yes, and it is called Cramster. Cramster is “the largest online study community today” and features free online service for high school and college students. Cramster offers academic assistance in subjects such as math, science, engineering, humanities, business, and writing. The main goal at Cramster is to allow community members to “[share] information and [help] students excel in their classes.” How does it work? Cramster enables students to collaborate when learning by allowing students to ask and answer questions that are posted on the website. In addition to the Q&A board, Cramster also offers lecture notes, video lectures, study groups, and practice exams to help students prepare for exams or just learn more about the material. Or, if you prefer to learn from your textbook but just are not understanding what the author is trying to say, Cramster offers interactive, step-by-step solutions and hints for 300 of today’s most popular books. Another awesome Cramster feature is that the service can be entirely free. Students do not have to pay to ask experts one question each day and receive 300 words of writing help. The Gold Package is a step up, allowing access to all solutions, two questions each day, 650 words of writing assistance, and printable solution pages. The highest package is the Platinum Package, which has the highest quality responses and fastest response time, in addition to allowing students to ask three questions each day and submit 1,000 words for writing help. Cramster is a wonderful social media site for students who need academic assistance, in addition to what they are already learning from their textbooks or lectures. The free version of Cramster allows students to take the service for a test drive before deciding if they need a more in-depth version of the program. Pros:

  • Can be 100% free
  • Online academic help from experts and other students
  • Many resources, including study groups, Q&A boards, and textbook reference guides
  • To access the entire site, students must pay a monthly fee of at least $4.17

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Chegg Acquires Cramster

Online textbook rental company Chegg has acquired Cramster, a social networking site that provides online homework help. Chegg says the merger will help it expand into course planning services.

Cramster’s online study community consists of college and high school students, teachers, professors, parents, and subject matter experts. They contribute information, in a range of subjects, to study resources, including Q&A help, textbook solutions, practice tests and problems, and study groups. The company was founded in 2002 and has more than one million members. Students can sign up for a free or “premium” membership.

Dan Rosensweig, president and CEO of Chegg, said both companies aim to provide students “with value throughout their college experience.... Cramster is the natural fit to expand on our offering." Chegg was founded in 2007; students can access it at Chegg.com and Borders.com, from the Chegg iPhone app and on select campus bookstores through the Powered by Chegg program.

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<p>Cramster provides online homework help for college and high school students.</p><p>Cramster’s products: Homework Help A community of subject experts available 24/7 to answer any homework question.</p><p>Textbook Help – More than 350 interactive textbook guides provide step-by-step solutions and helpful hints.</p>

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Using cramster.com.

Cramster.com is a website where you can find very specific help in classes you are taking especially those in math and science. Cramster has both free and paid content. But to take full advantage of the Cramster website, you should pay the subscription fee. The amount of the subscription is very modest when you think of the support you get from the website.

While Cramster has information on courses, including grade distribution and reviews, the most valuable aspect of the site is the homework help.

On the Cramster website, you will find worked out solutions to over 100,000 homework problems for the common math and science textbooks. The website contains answers for both the odd and even problems, whereas solution manuals generally only give you one set of answers.

You can also get tutoring help on the Cramster site. You can pose a question and within 2 hours receive an answer. This is not as helpful as face-to-face tutoring, but you can get help at any time. However you won’t get the detailed guidance that you would with a normal tutor.

Like any on line help, you don’t want to use Cramster as a crutch. Homework is given to help you learn the material. If you just blindly copy the homework problems from Cramster, you won’t learn the material for the test. Cramster works best when you use it when you get stuck on a problem.

For help in using the Cramster site, go to A “Cramster.com” how-to-guide For College Students. .

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The biggest improvement I have made this semester has got to be my study habits.  This semester I made it my goal to study more and work harder in school.  I have kept pretty well to my word up till now and I hope I can continue to do so.  Another improvement that I have made this semester that I'm not too proud to say is not going out during the week.  Along with studying, I also made this my goal.  My dad always told me work comes before play, it's such a simple quote, but it's the truth.  If I plan on doing well this semester, I am going to have to limit my "play" to the weekends and work hard during the week.  With both of my improvements being said, it's likely that my grades are going to improve greatly.  I need to have self-discipline in order to complete my goals until the semester is over.  Discipline is something I lack and I also hope to improve as I make good habits in regards to my studies. .

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Homework Solutions Online

Does everyone in the world but me know about Cramster.com ? Basically it’s a website that includes as many answers to textbook homework problems as they can possibly put together. As far as I can tell it works on a Wiki system, where members submit the various solutions, although there are apparently also “expert” solutions. Odd-numbered solutions are available for free, but you have to pay to see the even numbers. Nothing there for my GR book, although there were some for Jackson’s E+M book, and plenty for Halliday/Resnick etc.

Not really sure what to think about sites like this. Part of me (a big part, actually) couldn’t care less about whether students do their homework, and for that matter thinks that grading is a complete waste of time. What matters is whether or not the students have learned the material, not how they perform on some formalized exercises. If they get perfect grades but don’t learn anything, ultimately they’re the ones who will suffer; even if they get into a better grad school thereby, they’ll just find that their fellow students are much better prepared than they are.

But then there is the whole “fairness” thing, which sadly does matter. There is a set of rewards — like good jobs and/or grad-school admissions — that we base on grades, and they should go to the most deserving students. So, unpleasant as it might be, we have to evaluate them somehow. But in this brave new world, it would probably be wise to make up original problems rather than using the ones from the back of the book.

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44 thoughts on “Homework Solutions Online”

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But if they’re not doing the homework they’ll fail their exams. And I don’t know about where you are, but here exams are >60% of the grade. So getting a perfect homework score might help, but if you’re not also working your ass off to learn the material you’ll fail.

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I think this website seems like a good resource for students. Not because it allows them to “cheat” on their homework, but because it is almost like a complete solutions guide. For example, I’m still in high school but I’m taking several AP courses. For those courses, there is only 1 solution guide for the whole class and that is kept with the teacher. So if I want to do some practice at home, right now I’m limited to only half the questions (they have answers in the back). But now with this website, I can try almost all of the problems and check my answer instantly. And if I am lost on some problem, I don’t have to go after school to see the teacher (and wait in a line-up). Instead I can quickly look up a solution to the odd questions (for free) to point my mind in the right direction. I do agree that some will misuse the website, but then some will use it in a positive way. It is up to the student to decide for himself.

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I think your post is very interesting. I too, agree that grades are very trivial and provide little insight for those “rewards” that appear in every persons life path (grad school, scholarships, top jobs). While I was never one to really care about doing my homework in undergrad, I find it funny when most students have answers to problem sets that are assigned, while others dont. In addition, many professors have been found to recycle test questions that certain privledged individuals are entitled to some way or the other. I find it comedic considering I recently graduated form a nationally recognized school with plenty of companies looking at GPA as an indicator of how well one can really learn and adapt.

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One of my favorite math professors would give a quiz at the beginning of every class, except exam days. He would randomly select one problem from the homework, and change the numbers enough to make the answer different. (Literally randomly, he used the rand() function on an excel spreadsheet). He never graded homework or took attendance. And to pass his class you needed to know how to do the homework, not just what the answer was.

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Sooner or later, the student will come up against a problem for which there are no prerecorded answers… at which point the student has the opportunity to do some original research. The real question is, how does the student react to that situation? There are countless numbers of students who jumped flawlessly through every hoop that was placed in front of them, and yet failed completely when the hoops were taken away and they were asked to do something original.

It’s also important for professors to take the time to invent original problems for their students for which no prerecorded answers exist – but in the end, if the student doesn’t have the motivation, all the teachers in the world won’t be able to help her make any real progress. However, for the motivated but stumped student, a ‘worked example’ can be a great help.

It’d also be nice if the world really was a pure meritocracy, but as everyone knows, nepotism and cronyism are also present in abundance.

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More solutions here 🙂

I’ve the impression that US students waste too much time on compulsary homework problems that they have to submit for grading. I work for several homework help companies and almost all of our customers are US students 🙂

If you are a student who is really studying hard, then there are some disadvantages to a system where you have to submit homework for grading:

a) It costs extra time to write up the solutions to the problems.

b) Because the homework will be graded you will spend extra time checking for small errors (e.g. sign errors, typos) instead of studying more.

c) Also because of the grading, the Professor cannot make the homework problems too challenging. This means that most students are spending too much time on problems that are too easy.

So, I think it would be better if the students were given more difficult problems which they don’t need to submit for grading. The exam would then also be more challenging. Students should be told at the start of the course that without doing a lot of the difficult homework problems they have zero chance of passing the exam.

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Just my two cents as a student finishing an undergraduate physics degree. I agree that grading is (at best) a waste of time. I’ve spent my time trying to understand the physics, not making sure I could solve formal problems by rote. I was lucky that the professors in physics program at my school (Yeshiva University) tended to test that knowledge. However, when I took the physics GRE, I did poorly. But I still think I’m better prepared for grad school and a career in physics as a thinking physics student, rather than a trained monkey. (I got into grad school, but was rejected from the “good” ones.)

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Part of me (a big part, actually) couldn’t care less about whether students do their homework, and for that matter thinks that grading is a complete waste of time.

Without homework, how can students learn? By passive listening only? And without some kind of feedback — call it grading or what you will — how will students know whether they are learning?

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I’m all in favor of assigning useful homework, and then providing feedback. (Generally I assign more than average, and then grade fairly leniently.) But if they don’t want to do it, that’s their choice. Or it would be, in a utopia.

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A couple comments:

1) As a former student, no employer has ever checked my grades. My average performance as a student hasn’t mattered as much as my demeanor and alma mater (yes, I’ve been given jobs for being an alumnus of a particular University)

2) As a former graduate student, I hated grading papers, and found it useless. The good students would do the work regardless, and ask questions when necessary. The bad students wouldn’t care, or would try to game the system.

I always liked having a schedule of what we would be studying, problems that would enlighten the study course, and two or three tests to keep me on my toes.

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I had the pleasure of being taught by Dr. Donald Clayton (yes the one that wrote “Principles of Stellar Evolution and Nucleosynthesis”). He was so excellent. Everytime im in a physics class doing robotic type homework (which I could careless about) I feel like im being cheated. For his class, he would come up with these problems that no one had any idea how to solve, and we would have to figure out what we knew about the problem, what a solution would depend on, and figure out some way of putting all these things together to represent the system mathematically, and THEN solve it. It completely took away any advantage held by the “i have no life and my only goal in life is to get a 100 on every assignment” people, and it was an excellent way of testing whether or not we understood the material and could apply it to completely different problems. Needless to say, we learned more than just the material — we learned to think on our feet.

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I have been known to answer questions on the Cramster. I don’t see it any differently then correcting or enhancing an entry on the Wikipedia.

Eons ago, when I was a graduate student and was learning EM from Jackson, I had difficulty with several of the exercise questions. I struggled with some, TA had no clue (he probably knew less than I did) and the professor was too busy to help.

And then, I got plugged in to the Chinese graduate student group and guess what, they had a Chinese book with solution to most of the Jackson problems. I had such a great time going through that solution book and I think I increased the depth of my understanding of EM from that book. I didn’t know a word of Chinese, but I didn’t need to; most of the equations were there and I could follow what they were trying to do. In fact, my recollection is that I found several errors in the solutions.

Not sure if any of you remember or not, but there was a book or solutions for physics graduate study entrance exam from Chicago. The solutions were so elegant and beautiful that it was a sheer joy to explore that book. Again, I think I learned more from that book then I did from any Quantum Mechanics text book.

When I was teaching, I would spend more time on doing the solutions of the quiz or exam problems in the class. Because the students had thought about those problems and if they didn’t do them right, seeing the solution unfold within the context of what they have learned was very educational.

If it was up to me, I would provide a “hint book” for all the exercise questions for all the text books that I ever used for teaching.

Coming back to Cramster, more power to sites like these and the fact that a student is seeking to find the right answer is good enough for me.

Over the span of a semester, using a site like Cramster or using any other approved or non approved, ethical or nonethical study aid makes no practical difference in terms of the grades. Most educators are smart enough to include quizzes, closed book exams, open book exams and other interaction to appropriately gauge the grade level for each student.

If one is focused on whether the students are learning or not, I think the sites like these have overall positive impact.

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Interesting discussion that goes along with “Elephant not in the Room” on Inside Higher Ed http://www.insidehighered.com/news/2007/05/01/absent

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I’d say it makes matters neither worse nor better. It still depends on whether the students are willing to learn something, if they have an ‘instruction sheet’ to find the solution for the homework problem or not. Even before Cramster it was possible to do that, if you knew what to do in a library. At least that was the case when I was a student – most of the homework could be found in one book or the other.

I’ve had a whole bunch of classmates in physics who made it through the exercises but eventually dropped out when it came to their BS exams. It’s admittedly kind of stupid they didn’t realize earlier it wouldn’t work out.

In maths the situation was completely different. Most of the homework exercises were indeed made up by the Profs, really hard to solve and could not be found anywhere. In addition, even if you found the solution, it wouldn’t help unless you could explain the derivation. The result was (I believe still is), that students realize very early if maths isn’t for them. The drop-out rate is dramatically high in the first semester, it often exceeds 50%. It’s kind of scary to sit in the lectures and each week there are less people around. But anyhow, when you look at the BS and compare to physics, the survivor rate is about the same.

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Well, as a former physics grad student contemplating re-entering physics after a 13-year hiatus, solved problems are a boon. I am doing a self-study review of all of my undergrad work in physics and mathematics in prep for re-applying to grad school; these ‘solved problems’ will help me immensely, provided that they are accurate. I don’t need Halliday & Resnik as much as I need solved problem sets for the more advanced texts.

Why is the text in your ‘Comments’ box jumping around as I type it?

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Even if the grade is 60% exams, if everyone does poorly the exams since everyone is coping homework, teachers sometimes will curve the scores.

However, I bet you couldn’t get serious research done if you didn’t really know physics very well. That would stop you from progressing up the ladder.

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I studied at a University school where solving homework problems was voluntary, not compulsory. They were not graded. I used to solve all problem sets they gave me, and then look for more in textbooks, because I knew I needed the training for the exam. Exams were pretty difficult, but not too much.

Now I teach at a place where homework is mandatory, and must be graded. I find myself having to press students to actually hand in the homework…

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What’s ironic is that we try so hard to teach students about the scientific method, the need for controls, the danger of spurious precision, etc. — and then we flout all of it with our ridiculous system of grading. What does a “B+” mean, exactly?

I’ve always thought the root of the problem lies in the strange assumption that the same people teaching students also have to be evaluating them. If one has to evaluate students, why not use a standardized test? And if one doesn’t like the existing tests, why not devise new ones? At least that way the scores would have some semblance of a statistical interpretation (“this student scored two standard deviations above the mean of this population on this test”), as opposed to the current situation (“this student induced some particular professor to give her a B+, either by doing what constituted B+ work in that professor’s mind, or cribbing answers from Cramster.com, or possibly something else — who knows?”).

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I almost literally NEVER studied in college and literally never in high school (I went for Psych/Poli Sci, minor in med and law) Except for my psych and poli sci classes i never studied period. And would cheat on my papers in the rest. Why? I didn’t care about the mandotory minimium they set upon us to graduate, but i DID care about what i stated so I want to gobble up all the information. And since i never did any late night cramming, I’d get a B or B- and the ones who did got A’s. It’s important to note cramming gets it into your short term memory makes it into SHORT TERM, but not the long term. But when we get to Psych 400 I sure as hell remembered more then they did. Fact is most people don’t study right. The grading system we have right now punishes those who cram the night before and get 98’s (I have done it a few times). And if someone wants to cheat in college, there loss. There are paying to attend that school, if they want to screw themselves over, let them.

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Even more amazing: many of those “for instructors only” solution manuals can be quickly downloaded as PDF’s using Bittorrent

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I’ve always thought the root of the problem lies in the strange assumption that the same people teaching students also have to be evaluating them. If one has to evaluate students, why not use a standardized test?

Because standardized tests are, almost by definition, extremely rigid, and my gut feeling is that they tend to put severe restrictions both on what students learn and what teachers teach. I’ve always thought that teachers evaluate their own students because only the teacher knows exactly what it is she’s trying to get across. If you prescribe a standardized evaluation, you are also prescribing a standardized curriculum and a standardized teaching method — neither of which are necessarily good things. Yes, a standardized curriculum is important in the sense that professors at level C should be confident that their students have a graps on certain core concepts from levels A and B, but I think a standardized evaluation tends to push the curriculum much too far towards absolute uniformity… and intellectual diversity is probably just as important in science as a firm grasp of the basics.

As a practical example, consider the professor who lets his class decide whether to cover groups or differential equations in the last unit of the class. In a standardized testing environment, he would not have that option.

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Perhaps one way to combat cheating would be to “atomize” homework assignments, in other words break down problems into smaller chunks which must each be answered separately.

That would lend itself more to subjects such as science and maths where aswers tend to be cut-and-dried, in the form of equations and numeric values; but with ingenuity I’m sure it could also be used with a wider class of fact-based subjects such as history and geography.

The idea behind this is that however the solutions are obtained, i.e. whether from the student’s recollection, or their notes or a textbook, or by paying to see a solution at cramster.com, the very effort of having to retrieve and write/type the answer explicitly would impress it on the student’s mind and, one hopes, with all questions collectively, on their understanding.

I’d concede there may be a few disadvantages. One would be where the wording of a question, depends on the answer to a previous question. Also, a homework assignment in this style would perhaps appear more mechanical and with less scope for originality, more like a multiple choice problem set. But there would be other compensating advantages, such as homework in this style being perhaps easier to mark (even if there are more questions).

John R Ramsden

P.S. Sean, I’m not posting as Annette today 😉

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Chris (#10): But those grades mattered for getting into grad school, yes?

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I’ve thought about this problem probably for all ten years that I’ve been teaching high school physics. When I started, I had a set of weekly assignments cribbed from some distance learning materials, so they couldn’t be found in the textbook. But marking 2 30+ class sets of those quickly got to be too much, and I dropped the idea, switching to more quizzes instead, which were faster to mark, and simply recommending problem sets from the textbook.

Unfortunately, high school students in my experience won’t do anything if there’s not at least some grading reward for it. Over the past few years I’ve re-instituted the weekly assignments for marks, but now students mark their own assignments in class as I go over the answer key.

There are always those who copy from one another to just get the marks, as well as those even lazier who try to copy the answers from the key and claim full marks (though they are quite easy to catch; they don’t seem to understand not to copy my idiosyncratic notations). With 18+ assignments worth a total of 10% over an 18 week course, neither really bother me sufficiently to exert myself to put a stop to it. Instead, I simply comfort myself with the understanding that those who don’t at least try the work will do very poorly on the tests and quizzes (where they have to do it all right in front of me), which together make up 70% of the mark. I’m a firm believer in the “give them enough rope” school of teaching these days. The sooner they figure out the connection between attempting the work on their own and their test scores, the better off they’ll be.

Even those good students, who for whatever reason can’t get an occasional assignment completed, don’t suffer unduly as they are not heavily weighted.

Since bringing the assignments back, I’ve seen a 5% increase in overall student averages against provincial standards.

The best part, of course, is that now I don’t have a heavy bag of marking to lug around with me. Now if only I could do something about those labs…

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I think there’s an assumption here that these physics textbook problems are, in some way, “rote” problems. When I took GR (using Prof. Carroll’s book, actually, and Ray d’Inverno’s, from Andy Strominger), I definitely didn’t do any of the problems myself until the final exam. I was always in a too-large-for-efficiency group sitting in a dining hall from after dinner to after lunch essentially waiting for the other people to solve the problems, since I did not understand what was going on until I had copied the solutions. I think that this was actually horrible for my learning, and I should have read the textbooks and done the problems myself. But all of these problems were difficult problems. In my calculus class in high school, we were given a set of basic tools — this type of integral, that type of integral — and told to apply it several times, each with different numbers. At that point, copying all of the answers is cheating, since these were “rote” problems with the specific goal of making the student good at solving those particular kinds of problems — a very useful thing if that student is going to do anything with calculus again. I can imagine someone who had copied homework in calculus class having much difficulty in fluid dynamics with the integrals found there many years later, since that rote learning would be completely forgotten. On the other hand, for a specialized and complicated subject like general relativity, the emphasis is (I think) not on being able to DO something but on being able to UNDERSTAND something, and there, copying “rote” problems, like computing every entry in some three-dimensional tensor, is fine, whereas copying the much more difficult proofs about light-like trajectories around a spinning charged black hole may give momentary understanding but not the truer understanding of the entire problem.

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