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Seriously, do they not realize that we have the solutions manual right in front of us when we're grading? lol
You had a solutions manual for all your classes? Wow! What classes are these? Only a minority of the courses that I've graded did I have access to/need for a solution manual. And even in those courses, not all questions were set from the textbook.Ben Niehoff said:Seriously, do they not realize that we have the solutions manual right in front of us when we're grading? lol
Gokul43201 said:You had a solutions manual for all your classes? Wow! What classes are these? Only a minority of the courses that I've graded did I have access to/need for a solution manual. And even in those courses, not all questions were set from the textbook.
I'm curious what kind of cheating you have observed and how having the solution manual helps. Do the students find a way to get a hold of the manual themselves, and copy the solutions verbatim?
Gokul43201 said:You had a solutions manual for all your classes? Wow! What classes are these? Only a minority of the courses that I've graded did I have access to/need for a solution manual. And even in those courses, not all questions were set from the textbook.
I'm curious what kind of cheating you have observed and how having the solution manual helps. Do the students find a way to get a hold of the manual themselves, and copy the solutions verbatim?
Ben Niehoff said:We have a solutions manual for this particular course.
Usually what I see are students copying each other's work, but this time I found them copying the solutions manual almost word-for-word. It's a "physics concepts" sort of class, so it's mostly written answers in words, with very few equations. This, of course, makes it all the easier to catch people cheating. :D
Ben Niehoff said:Seriously, do they not realize that we have the solutions manual right in front of us when we're grading? lol
Moonbear said:The other things to watch for/listen for are answers inside baseball caps (I tell them they can either take the cap off and put it on the floor where it will remain for the exam, or they can leave it on but turned backward so the bill is in back of their head, but it then must stay on their head for the whole exam), or on beverage containers (especially soda bottles...they can write answers behind the label, repaste it on, then drink down enough soda to read the label), and tapping or clicking of pens. That was an old fraternity trick after the pyramid seating arrangements to put the smartest student in front where everyone else could copy off of them, to tap out answers for multiple choice exams, either in morse code or 1 tap = A, 2 taps = B, etc. You don't have to accuse anyone of anything if they start tapping pencils or clicking pens, just tell them it's disruptive to people around them and ask them to stop.
Moonbear said:Though, if you're talking about homework assignments...why are you wasting your time grading homework that's in a solutions manual? Usually, that's why the solution's manual has only every other problem solved, so you can assign the other half of the questions for homework. Otherwise, an easy fix is to make up your own problems to assign rather than using ones directly from the book.
Redbelly98 said:In high school, one science class had 2 sections, and the teacher gave weekly multiple-choice quizzes. The first 2 or 3 quizzes were identical for the 2 sections. After that, he "re-arranged" the order of the answers. A few students in section #2 had memorized the order of answers given to section #1 (Eg: A,C,B,D,A,etc.), got 30% on that week's quiz, and forever were in dubious status in the eyes of the teacher.
TVP45 said:I was lucky enough to attend Virginia during that time when the Honor System still worked. Professors commonly handed out exams and left the room. Students were free to talk among themselves or even to get up and go out for a coffee, so long as they did not provide or receive help. It was an exhilirating experience to be able to trust and be trusted. I truly pity those who value grades more than knowledge and self-esteem.
Moonbear said:Though, if you're talking about homework assignments...why are you wasting your time grading homework that's in a solutions manual? Usually, that's why the solution's manual has only every other problem solved, so you can assign the other half of the questions for homework.
Ben Niehoff said:Seriously, do they not realize that we have the solutions manual right in front of us when we're grading? lol
Ben Niehoff said:Seriously, do they not realize that we have the solutions manual right in front of us when we're grading? lol
humanino said:If you can not find the solution without reading it, you do not understand it. If copying it makes you feel better for the money, that's pathetic.
Prologue said:Not necessarily true. There are many math tricks in the solutions of physics problems, and if you aren't exposed to them they will take months to figure it out. If you think people know the math a priori you are wrong, why did it take so many years to develop math in the first place? On the other hand, there are times when you just don't understand it, but how do you suppose you go about getting the understanding? Repeated reading of the text doesn't always work but a lot of times seeing how another has applied the theory to a solution makes it click. Of course, you can just copy it and be done but what is the point of that?
elterrible said:In the upper level engineering courses its pretty much impossible to cheat on the tests. They are design problems, with each one taking up a page or more, so its not like there is just one letter or one line you can quickly copy from a neighbor, you need a page of calculations to answer the question, so you better be able to do it at test time.
Some common reasons students cheat in introductory physics courses include: lack of understanding or preparation, pressure to maintain a high GPA, fear of failure, and a competitive academic environment.
The consequences of cheating in an introductory physics course can vary, but may include receiving a failing grade on the assignment or exam, being placed on academic probation, or even facing expulsion from the university.
Instructors can prevent cheating in introductory physics courses by creating a positive and inclusive learning environment, designing assessments that test understanding rather than memorization, and implementing academic integrity policies and consequences for cheating.
Some alternatives to cheating for struggling students in introductory physics courses include seeking help from the instructor or teaching assistant, forming study groups with peers, and utilizing resources such as tutoring services or online practice problems.
Cheating in introductory physics courses can have serious consequences for a student's future academic and professional career. It can damage their academic reputation and credibility, limit their understanding and mastery of important concepts, and potentially hinder their future career opportunities.