FREQUENTLY ASKED QUESTIONS

 

I have assembled a few questions and answers. Most of the questions are lightly edited versions of questions that I have received – often several times. These questions are not about specific homework or examination problems (there will be a separate FAQ updated over the quarter for these questions). Instead, they are general. I grouped them into several topics: Grading of Homework and Midterms (usually: Òmy paper was misgraded, how do I get a higher score?Ó); course grades (Òwhat does it take to get an A?Ó Òshould I drop?Ó); General Anxiety (ÒIÕm not doing as well as I expected, what do I do?Ó); Special Requests (ÒCan I hand in an assignment late, miss an exam, etcÉ?); and one question each on Excel and Graphing.

 

I have never before assembled and posted these FAQ. I hope that they are useful.

 

Contents

 

 

exam and homework grading | course grades | general anxiety | special requests | excel | graphing

 

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Grading of Homework and Midterms

 

Q. While comparing the homework with other fellow students, I found that the grading was not quite consistent. I lost points in some areas where others did not.

 

A. Sometimes graders make mistakes. Sometimes the answers you compared are not really identical. If you resubmit your paper, we will regrade it.

 

 

Q. I lost too many points on my midterm (or homework) because of sloppy grading. I didnÕt complain earlier because I didnÕt want to bother you. But now (shortly before the final), it looks like these mistakes will lower my grade. Can I resubmit the papers for a regrade now?

 

A. No. I do not want your course grade to suffer because of grading mistakes, but it is almost impossible to apply consistent standards several weeks after grading. Please examine your graded work as soon as you get it and ask for reconsideration within the stated time limits.

 

 

Q. I received my graded midterm today in class and the score was a lot lower than expected. I really understand the material and explained most of it to my roommate, who scored 15 points higher than me on the exam. Is there any way I can make up for the score and still get an A in the class?

 

A. I will average your homework and exam grades according to the formula that I distributed on the first day of class. On rare occasions, I will make upward adjustments on the basis of final examination scores that are much better than the earlier grades. It turns out, however, that excellent performance on the final can compensate for poor performance earlier.

 

 

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Course Grades

 

Q. I received low scores on the midterms. I do not want to fail the course. Should I drop?

 

A. I hate to see someone who has taken the course seriously for eight weeks drop the course. The decision is not easy, however. The good news is that almost certainly you will pass the course if you get the equivalent of a B (or higher) on the final. (This is true for everyone. Usually the answer is Òif you get a C+ or higher.Ó) The bad news is that your performance on midterms tends to predict your performance on the final. If you understand why you did poorly on exams and know how to correct the problem, then stay in the class. Otherwise, it might be wise to drop.

 

 

 

Q. Could you please describe how you expect to assign grades at the end of the
quarter? Will you be using the straightforward 90-80-70? Does the class average or standard deviation matter?  Do you grade on a true-curve or shift grades up depending on highest person in the class?

A. Grades do not have a systematic relationship to either flat percentages set in advance or statistics like mean and standard deviation.  In fact, I try to grade you relative to past performance.  If the entire class does well, you will get high grades. If the entire class does badly, then everyone gets a low grade.

 

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General Anxiety, How to Study

 

Q. I like this class, come to lectures, do the problems, read your notes, and feel like I understand the material. My performance on the tests does not reflect my knowledge of the material. What can I do?

 

A. Unfortunately, tests often measure how well you take tests rather than how much you know. I hope that there is a connection. Sometimes test performance does not reflect what you know. You need to figure out how to do well on my exams. I try to give plenty of examples of the kinds of questions that I will ask on exams. The kinds of questions should not surprise you. It is more difficult to be sure what constitutes a correct answer. I recommend that you work practice problems carefully and completely. Then, using the answers honestly grade your answers. (If you cannot do this yourself, then bring your answers to office hours.)

 

 

 

Q. How do I study for the class?

 

A. The answer depends on whether you Òonly want to know the materialÓ or you want to do well on exams. I will only give advice about how to do well on exams. If the answer strikes you as cynical, then please talk to me. We can discuss knowledge for knowledgeÕs sake.

 

For the most part, the exams consist of problem solving. To be able to answer these questions you need to understand what the question asks, know what constitutes an answer, and know how to provide the answer. You cannot understand what a question asks without knowing basic terminology. You get this from the book, the notes, or the lectures. You also get an operational idea of what the question asks and what constitutes an answer by looking at old problems and exams and their solutions. To know what constitutes an answer, I recommend that you work problems without looking at available answers and then either on your own or with the help of a friend, a TA, or me, critically evaluate them: Compare your answer carefully to the ÒcorrectÓ answer, noting any differences and make an effort to identify whether the differences are important. (The cynical definition of whether the differences are important is whether you would lose a lot of points for your answer on an exam.) You learn how to provide the right answer through practice and the study of good examples.

 

 

 

 

Q. IÕm not doing well in the class. What should I do?

 

A. Figure out why you are not doing well. If you canÕt stand the instructor (IÕm too hard, too confusing, unfair, É), then drop and take the class later (with another instructor). If you are too busy, then either rearrange your schedule to allow more study time or drop.

 

If you stay in the class, identify the material that you understand and make sure that you are prepared to answer test questions on this material. After you identify and solidify your base, add topics to it. Perhaps the answer to the ÒHow should I study?Ó question will be useful.

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Special Requests

 

Q. I was hoping that you would allow me to take your Econ 172a while concurrently enrolled in Math 20f. 

 

A. Over the years I have granted this request to a number of students. Their collective average grade in 172a has been C-. 172a will be offered again in the Winter. I believe that you will be much better off if you take it after you complete linear algebra.
If you insist, however, you can take the course in the Fall.

 

 

Q. I was unable to make it to class today. I was wondering you could email me my grade for the Economics 172A midterm and tell me where I could pick it up. I would really appreciate it.

 

A. If you cannot pick up your exam in class or in section, then come to office hours. Do not expect us to respond to requests to email grades to you.

 

 

Q. I just checked my finals schedule and I realized that I have all three of my econ finals on the same day.  I was wondering if it was possible for me to take your final earlier. 

 

A. If you ask this one after the third week, then the answer is: Òno way.Ó If many people have such a conflict and tell me early, then I might make an arrangement.

 

 

Q. My dog ate my homework, the power went out, my car broke down, my grandmother died, my father lost his job, I was evicted, my girl friend dumped me, I must compete in the nationals next week, and I broke both arms while saving neighborhood children from certain death. May I: turn in the homework late/take the final late/get an I/get extra credit?

 

A. For the most part, no. If you have a medical excuse that explains why you are unable to take an exam at the scheduled time, then I will make alternative arrangements. If you are doing passing work in the class and have a compelling reason, then I will approve an incomplete. Otherwise my attitude is that unexpected hardships enter everyoneÕs life, but I am unable to monitor them or incorporate them in an evaluation of performance in Econ 172A.  

 

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Excel

 

Q. I tried to do the homework for Econ 172A, but I am having difficulties because I cannot get my sensitivity report to demonstrate the allowable decrease or the allowable increase. I have fiddled around trying to change the Add Ins/ Tool Pak, etc. without success. I would like to continue my homework, but I cannot proceed with the questions without the allowable decrease and allowable increase information. Could I get some help?

 

A. I am not sure, but try this:

Go to menu; select tools; click on solver; solver box comes up.
Click on options; solver options box appears.
Check assume linear model; click ok.
Now try it.

 

 

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Graphing

 

Q. I was wondering how much work, if any, we must show when solving graphing problems. Specifically, I was looking at previous quizes where one is asked to find the maximum value for the equation (x0)=x1-x2, when solving. Do I just plug in the corners and find the maximum, or do I plot the curve and move slowly in a certain direction (if so how does one show work for it)?

 

A. Adequate: draw graph, clearly indicating corners; plug corners into objective function; pick best corner and state that since there is always a solution at a corner, you have answer. This will earn full credit, but you should say everything. This might not work for unbounded problem. Better: draw level set of objective function; indicate direction of increase (for max problem); identify solution (or, if problem is unbounded, direction of infinite increase); draw level set of objective function that goes through solution. This will earn full credit and a happy face on the grader.