So here's the thing, if you tell your students no less than 3 times that something will not be on the exam and then have no less than 12 questions devoted to it.... chances are good that it's not what we spent the weekend studying and we probably wont get the answers correct. And yes, I am aware that I should know everything that has been lectured on, but I mistakenly paid attention to what you said and thus devoted my studying in other directions. Thankfully those were also on the test or I just may have broken out in sobs.
And to my chemistry instructor... when you hand out the group exercise and no one in the class has ever seen anything even remotely similar, and none of your lecture print outs even pretends to hint towards how to start tackling these problems.... you have a problem. 2 days to figure this out while studying for a test... just ugh!
And now I will go back to trying to figure out my chemistry project. Anyone really great at figuring out energy resulting from a chemical equation? The big lesson in all this is to study it all, even what they promise will not be on the test. Otherwise your high A score will suddenly shatter to a mid B and you will want to smack your head on your desk.
And to my chemistry instructor... when you hand out the group exercise and no one in the class has ever seen anything even remotely similar, and none of your lecture print outs even pretends to hint towards how to start tackling these problems.... you have a problem. 2 days to figure this out while studying for a test... just ugh!
And now I will go back to trying to figure out my chemistry project. Anyone really great at figuring out energy resulting from a chemical equation? The big lesson in all this is to study it all, even what they promise will not be on the test. Otherwise your high A score will suddenly shatter to a mid B and you will want to smack your head on your desk.