Let’s return to the question we posed in the chapter: Suppose that the big environmental risk is not bad professors but rather hard material. Imagine, for example, that some classes are more difficult than other classes (quantum physics 101 vs. handball 101). If you really wanted to learn a little about quantum physics but you were afraid of reducing your GPA, you’d face a tough choice. A curve is better for you than an absolute scale but even if your professor grades on a curve, you’re probably still sitting in a class with other well-trained physics majors. Let’s see if we can find a work-around.
a. At your school, are there certain times of the day when the less serious, more fun-loving tend to take their classes? If so, when is it? If you sign up for a section scheduled then, you might look better on the curve.
b. Some schools offer simplified (we won’t say “dumbed down”) versions of some hard courses. Does your school offer anything like this? If so, does it allow majors to take the same sections as the nonmajors? How is this sorting related to tournament theory?
c. If you were a professor, which teaching schedule would you rather have: Two sections where the majors and nonmajors are mixed together, or one section with the majors and one with the nonmajors?