We would like to bring the following grievances to light: When preparing students for an exam, it is important that the information covered on the exam follows the information presented in class and on homework assignments. If a professor hands out a review sheet, it is standard belief of the students that the information on the review sheet will reflect the general information and difficulty of the exam. The exam presented in PHYS107 on 11-30-11, asked that the students complete two questions that had not been covered previously in class. Problem 2, a multipart question given a lot of weight on the exam, was never emphasized in class or in homework and was not on the review sheet. Most students felt totally in the dark on how to answer this portion of the exam because it had never been presented before and never practiced in class. Problem 4 was a problem from a homework assignment that is due on 12-2-11, so it was impossible to ever ask questions about that problem in class and it was impossible for students to get feedback on whether or not they understand that concept. This question was given weight of 10 points, even though students were never given that opportunity. Beyond this, there were very few ways to make up for lack of knowledge these two highly-weighted questions because of the brevity of the exam. For those students who did study, it did not reflect the knowledge they have of the units covered on the exam and it did not reflect the hours they spent studying for the exam. Students base their review and conception of an exam on the review sheet and the material covered in class, and in this case we were unprepared for a bulk of the 11-30-11 exam. Therefore, we would like to have problems 2 and 4 dropped from the exam, or we request a significant curve of the exam.

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