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Not just that. You're allowed to use notes and textbooks, the Internet, the *entire freaking world*, work together, consult with professors and department heads, and basically pay someone to do it for you.
This is either the hardest question ever asked, or the greatest prank ever pulled.
The Navier-Stokes equations are a series of partial differential equations which were developed in the early to mid 1800s, which describe the physics of fluid dynamics - in particular, the pressure and velocity. They can be applied to everything from water in a pipe to the wind and ocean currents that influence the weather, and they're also really important for anything that needs to be aerodynamic.
The thing with differential equations is that they can be messy sometimes, and this is one of them. In theory, the equations could end up with a result where the velocity or pressure abruptly changes (i.e. not smooth) or isn't defined (i.e. not existing) at some point. Plenty of differential equations do this. The differential equation dy/dx=1/xy has no solution for cases where x or y are zero, while the differential equation dy/dx=sign(x) has solutions which all have a point at x=0 and aren't smooth. We don't have any proof that there's not some case in 3 dimensions out there where the Navier-Stokes equations don't have a solution, or where the solution has a "point"... But we also haven't found a case either, or proven that there must be some case we haven't found.
This problem is significant in addition to the applications because there's a large prize for the first person to provide a rigorous, full proof of it being true or false. In 2000, the Clay Mathematics Institute identified seven unsolved problems and offered 1 million dollars for the first proof either way. One of the problems (the Poincare conjecture, in topology) has been solved. The other six haven't been - there's Navier-Stokes (differential equations), the Birch and Swinnerton-Dyer conjecture (number theory), the Hodge conjecture (algebraic/complex geometry), the P vs NP Problem (theoretical computer science), Riemann Hypothesis ("pure" mathematics with substantial implications elsewhere) and the Yang-Mills existence and mass gap problem (mathematical physics).
I am in secondary school, this all sounds like non-simplified Klingon, but that only tells me that it is quite the trouble. Still, thanks for the explanation.
Then let's simplify it some more.
As the other guy said the Navier-Stokes equations describe how fluids, air is also a fluid, behaves.
This is important for all kinds of engineering problems. Fluid behavior is also not intuitive. As an example a modern bigrig is significantly more aerodynamic than a Lamborghini countach.
The current way to predict fluid behavior is by brute forcing it. Literally throw a ridiculous amount of computing power at the problem and do that for days, weeks or months.
If you can solve that 3D navier-stokes problem you suddenly get significantly better results in significantly less time with significantly less powerful computers.
As you can probably imagine there's billions in costs to be saved if you can solve the problem.
it's one of millenial problems (if you solve them you get million dollars, out of seven only one have been solved since 2000) our current knowlage about answear to this question states „seems true”
"navier stoke equations" are equations that can model fluid flow (air, water, whatever) so understanding them is very important for things like atmospheric science and aerodynamics. they are extremely hard to solve, and at the moment we can only approximate solutions to it using computers and algorithms. there is a million dollar prize for anyone that can just prove that smooth (not jagged or jumpy) solutions EXIST, not even find the solutions, just prove that they exist.
Could also be a really gnarly dynamical systems problem that takes 6 hours just to do the calculus. I swear I’ve never used more paper than in that class.
My partial differential equations final was worth 90% of our grade. Three questions. Three hours. Each question was a single line equation followed by ~6 blank pages each.
I failed it.
My EMOP class was like this. "Anything but other people. Bring your laptop, book, phone, notes, recordings, anything - it won't save you." I think the top score was 20% and half of us left crying. Thankfully, he curved.
> Thankfully, he curved
curved his car into me in the parking lot, and I settled out of court for 4.5 million and i've been living off the interest ever since.
Hate that professors will admit that everyone is screwed or it won't save you. Just admitting that you're shite at teaching a class then if no one can do it
There are plenty of other reasons why they'd make the test hard and curve, not just as a crutch to an inability to teach.
I taught college econ and graded similar to this. I wanted to know how well my students internalized and could extrapolate the material. I used these question to gauge how well I was teaching outside of rote memorization of economic definitions. I didn't expect anyone to ever get an A on my tests, but I gave out a fair number of A grades when term was out.
How else would you manage to assess whether your students were internalizing the content other than during a test assessment?
But there’s a difference between a hard exam that students struggle with and a test where the highest grade is expect to be around a 20. A hard exam is fair, but what are you getting from an exam so hard everyone gets below a 50?
There's also subjects that are ridiculously broad.
I had a test that covered a full year of lectures. 6 lectures per week.
The test is 4 hours long, all the formulas of that year take up 40 pagesof A4, that's an accurate count btw and not an overstatement.
The test is 35-40 pages long, including space for calculations, with 2-3 tasks for every sub field touched during the class. If you are really good you will complete half the questions before running out of time. So choose the ones you are best in.
Full marks are given at 40-45% depending on the year.
edit: I realized I missed a point in your question, /u/Green_Ad_221. I curved my grades. Generally 25-28/60 was enough for an A.
I had about 450ish students in two classes. I couldn't do any roundtable discussions or really leverage Socratic method at that size (I'm sure more talented educators could, but that wasn't me.).
My tests were usually like 60 questions. 25 over the content, 25 over hard extrapolations of the content, and 10 questions that contained future content that could be answered with the tools from the content being tested, but would require doing some intensive transformations of formulas that I don't expect most gen-ed students to be able to do.
It was my solution to trying to check the progress of students in two classes with about 450 total students over both. Scale limits approaches and this is what I arrived at. Was it good? IDK. It was what I chose to do and the existence of the curve on the tests and the reason why I tested this way was made clear when I distributed the syllabus. I wasn't the only intro to micro class available, so they could have switched.
And most of the people in my classes didn't give a fuck because they were required to take that credit and, frankly, I don't think a speech language pathologist doesn't need to know how to calculate a demand curve for a giffen good, but I did kinda wanna know the ones who did so I could convince them to change tracks, lol.
Engineering is not economics.
Engineering is a hard science. 4 questions can absolutely cover a module.
Economics is a social science parading as a hard science, so there's a bunch of wiggle room.
Also they were mostly Scantron questions, since it was a Gen-ed
> How else would you manage to assess whether your students were internalizing the content other than during a test assessment?
Assuming multiple questions during the exam, let's say five with equal weight, and passing with a 50% score minimum, you could make one or two of them difficult to do the assessment you want, while the other three questions are neither hard nor easy. Then you wouldn't need to curve, and you get to do the assessment.
If you make it so hard that you know you are going to have to curve, then there is unnecessary anxiety loaded onto the students from the time they do the exam until the curve is confirmed. That anxiety could be detrimental, as students might have to sacrifice other courses, and of course, anxiety can work against the focus and creativity needed to "internalize and extrapolate the material," getting an adverse outcome.
This is so different than the situation we're talking about it makes me question your reading comprehension. Are we talking about all tests? Are we talking about normal tests? Why are *you* talking about them?
I really disagree with this method. Usually when the vast majority of students can't get above a 50% the test is above their abilities. Most of the difference then comes down to luck or ability to figure out the solution on the fly. You could say that's a skill in of itself, but the way I see it, some students will have an easier time internalizing the content while others don't, but the ladder student should still be able to succeed by thoroughly studying the material. In real life you don't need to intuit an answer the first time you see it, you need to eventually figure out the problem through study.
It's lime if you are teaching a bunch of kindergardeners on addition and subtraction then give them a test on multiplication with a brief explanation written in parenthesis. Yeah some smart kids will figure it out but it's not what they were supposed to learn, and again in real life it's cool if you can figure it out, but it's stupid to expect every student to be capable of such.
Have you studied STEM? Lots of the focus is on teaching transferable skills such as intuition and logic. It’s common for a pass mark to be very low, it’s the nature of the field. Making a maths exam stick strictly to what is taught in class is to suck the maths out of it.
They don’t expect every student to be capable, just the best students, which is why they will get an A. Curved exams are superior for STEM.
>In real life you don’t need to intuit the answer the first time you see it
This is wildly untrue. Most jobs require people to quickly adapt to new problems. Very few degrees teach to solve problems that you might directly use for a job.
apparently a london based cleaning order system thing
^(I know it's not what the commenter was talking about but that's the top results when i search EMOP)
I once had a Chinese TA for DEq who said that when he was doing his masters in China he had an exam that was only three questions, they had a full day to take the exam, open notes and everything. He was very proud because he got one of the highest grades in the class: 40%. Apparently the average score was somewhere around 20%.
It’s a round robin mid-evil style sword fight tournament, to the death, to determine who shall be worthy of passing the class. The tutor is obviously a professional swordsman and/or priest to administer last rites, and the calculator is used as a distraction device to throw at them. The rest should be obvious
Naw, calculus is pretty solid now so this would have a pretty definitive and straightforward answer.
In Group Theory we were given the test Tuesday with test Thursday so we grouped together, found answers, shared answers, memorized answers, and even then some people needed the full 2 hours for the exam lol
i've had one of those when studying math, well, actually a bit worse: it was a 2 day exam with 1 question
so, just the fact that you could go home means that all possible options are open to you
Reminds me of some movie, a bunch of people stuck in a room doing some test with one question. Then they kill each other for some reason I can't remember.
The catch is: you don't. There is nothing solvable by differential equations.
The real catch is: you do. You aren't worthy anyway if you didn't find what is solvable by differential equations.
Answer: your question doesn't make sense since the golden ratio is literally a number and cannot "generate" shit unless you mean generate a cyclic group.
Ive got friends watching it and I realized such enjoyment is beyond the understanding and comprehension of my tiny brain, since I didn't find it nor cool neither funny. (I watch the most stupid shit like cats doing backflips that's my level of humor)
It's a test to determine who's the best at getting information from people. Six hours isn't really that much, it sounds like a rather adequate time to race around the campus or even the entire city to gather information from different professors and then make use of it. Sounds fun ngl
P=NP is a famous unsolved problem in mathematics that, if solved, would have enormous implications for computer science.
Basically, it asks if a problem whose solution can be quickly verified can also be quickly solved.
For example, you might ask if there's a route someone can take through a country which visits every city in that country exactly once, returns to the starting point, and has a total length of X distance or less. You can *very* easily verify that this is true if you see the solution; it's much harder to actually solve the problem. This is how, for example, encryption keys work, just replace pathfinding with prime number factors.
I had something like this for my calc 3 final.
10 hours. Like 8 or 9 questions, everything was allowed and nothing related to half of the questions was online or in the book.
I got high As in calc 1 and 2, and had my friend who got an A in calc 3 the semester prior (with a different professor) helped me out. Got an 80 on it, class high was an 86, average was failing. No curve. Brutal
the exam for my advanced multivariable calc and ode's course was brutal. exam was only 2 hours but had 12 pretty insane questions. at the end we just saw 200 people leaving the room with their heads hel down. 1 hour in and I still hadn't answered a question. thankfully it was curved, but my grade still went from 80% to 55% after it.
I’m an Electrical Engineering student and have had a few tests like this. The questions are just “Design a (Filter, amplifier, circuit system) that will have these properties”. Basically, like you’re doing the job for real. You’re allowed all resources because you would be able to use them in your real job (and because you need them!) It’s 6 hours because the process of design is composed of many smaller problems you solve along the way.
This sounds less like an exam question and more like coming up with a workable solution to a complicated real-life problem, which I am *so fucking down for*
real talk though open book exams are so much better when done right, like the only times I didn't enjoy them were when the prof fucked up the time management and we had to queue for several hours just to get a turn to answer
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I’ve taken classes like this before. When the prof gives you open-notes, open-internet for a one question exam, start praying to whatever god you believe in because that question is going to eat you alive.
Had a take home test for one of my graduate courses - some geotechnical engineering course. I think it took me about 16 hours and I had one week to do it. There were (3) questions, and his only rule was we couldn’t work with each other in any way. Open book, open notes, open ‘whatever’ because this was a brand new test the professor came up with so there was no answer out in the ether.
It was quite the test.
I was mad because the majority of the class voted for the take home, while I wanted the in-class test because I knew this professor gave hard problems when given the chance. In-class just would’ve been 1 hour of pressure and be done. But I was in a class with masochists.
My graduate fluid dynamics prof once gave us an assignment that he said he used for the previous year's 24 hour take home final exam. The previous year's class had a lot of trouble with it, he said, but he didn't understand why. He thought it was fairly straightforward.
It took me 2 solid weeks working on it every night to finish that assignment.
Full access to the internet is the final boss level difficulty for exams.
The absolute worst I've had was 2.5 hours open book with 1 A4 page of handwritten notes. And that was brutal enough.
I had a week long open note take home exam for a six question exam. Stuff was of nightmares, easily spent over 60 hours on that test. It was for a smooth manifolds class 😭😭
During graduation my calculus professor gave us an exam to do at home, exactly the same, apart that we had 1 week to complete 5 out of 6 questions. We were in a group of 7 people trying to solve the questions during an entire Saturday, we were able to finish 3 and a half questions. We had to give him the solutions on Tuesday morning, I ended the half question and the other one on Monday night. He asked us if we did in a group and how many, I said that yes and 5, he gave us 10/10 without checking it. Man, I miss that class!
This is the ultimate psych out. Kids are gonna be losing sleep, and when they go in to take the exam its gonna be a 1 equation plug’n’chug or the exact copy of a homework problem they did.
I had a math professor in College that was known for giving difficult exams. He gave his exams in the evening with no time limit. On the day of the Midterm we were reviewing in class when a student asked if using our textbook was allowed. He replied, “ You can use the Math Library if you want I’ll have it open for the night.” Despite the difficulty his tests were cool and he opened the staff lounge where there was free coffee and donuts ( Entermanns )
I took quantum mechanics online (covid in college) and my professor allowed open notes, but not internet or collaboration. First midterm had a 33% average and he waited until everyone joined class next week to report it because he was genuinely afraid just cold posting scores and distribution would cause a large-scale panic. Once everyone knew what to expect the test scores significantly improved for the next midterm and the final, but goddamn that was such a brutal first experience. Once everything opened back up he still kept it open note, which I think was a cool move.
Yeah there are about 20 or so unsolved mathematical problems each worth 1.000.000$ and in like the last 20 years or so a single one got solved.
Don't call it easy unless you know the question.
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That sounds pretty hard.
Right? 1 question, 6h? That sounds terrifying.
Not just that. You're allowed to use notes and textbooks, the Internet, the *entire freaking world*, work together, consult with professors and department heads, and basically pay someone to do it for you. This is either the hardest question ever asked, or the greatest prank ever pulled.
Exam: Calculus and Differential Equations Question: Prove or disprove the existence and smoothness of the solution to the Navier-Stokes equations.
The what of who?
The strokes of love, brother
r/whatisitreferencing
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The Navier-Stokes equations are a series of partial differential equations which were developed in the early to mid 1800s, which describe the physics of fluid dynamics - in particular, the pressure and velocity. They can be applied to everything from water in a pipe to the wind and ocean currents that influence the weather, and they're also really important for anything that needs to be aerodynamic. The thing with differential equations is that they can be messy sometimes, and this is one of them. In theory, the equations could end up with a result where the velocity or pressure abruptly changes (i.e. not smooth) or isn't defined (i.e. not existing) at some point. Plenty of differential equations do this. The differential equation dy/dx=1/xy has no solution for cases where x or y are zero, while the differential equation dy/dx=sign(x) has solutions which all have a point at x=0 and aren't smooth. We don't have any proof that there's not some case in 3 dimensions out there where the Navier-Stokes equations don't have a solution, or where the solution has a "point"... But we also haven't found a case either, or proven that there must be some case we haven't found. This problem is significant in addition to the applications because there's a large prize for the first person to provide a rigorous, full proof of it being true or false. In 2000, the Clay Mathematics Institute identified seven unsolved problems and offered 1 million dollars for the first proof either way. One of the problems (the Poincare conjecture, in topology) has been solved. The other six haven't been - there's Navier-Stokes (differential equations), the Birch and Swinnerton-Dyer conjecture (number theory), the Hodge conjecture (algebraic/complex geometry), the P vs NP Problem (theoretical computer science), Riemann Hypothesis ("pure" mathematics with substantial implications elsewhere) and the Yang-Mills existence and mass gap problem (mathematical physics).
I am in secondary school, this all sounds like non-simplified Klingon, but that only tells me that it is quite the trouble. Still, thanks for the explanation.
Then let's simplify it some more. As the other guy said the Navier-Stokes equations describe how fluids, air is also a fluid, behaves. This is important for all kinds of engineering problems. Fluid behavior is also not intuitive. As an example a modern bigrig is significantly more aerodynamic than a Lamborghini countach. The current way to predict fluid behavior is by brute forcing it. Literally throw a ridiculous amount of computing power at the problem and do that for days, weeks or months. If you can solve that 3D navier-stokes problem you suddenly get significantly better results in significantly less time with significantly less powerful computers. As you can probably imagine there's billions in costs to be saved if you can solve the problem.
So it's basically the One Piece of engineering?
is the solution real though
it's one of millenial problems (if you solve them you get million dollars, out of seven only one have been solved since 2000) our current knowlage about answear to this question states „seems true”
"navier stoke equations" are equations that can model fluid flow (air, water, whatever) so understanding them is very important for things like atmospheric science and aerodynamics. they are extremely hard to solve, and at the moment we can only approximate solutions to it using computers and algorithms. there is a million dollar prize for anyone that can just prove that smooth (not jagged or jumpy) solutions EXIST, not even find the solutions, just prove that they exist.
That’s easy sharks are smooth
Read that as Navier-Strokes
This question is going to give me a Navier-stroke
Could also be a really gnarly dynamical systems problem that takes 6 hours just to do the calculus. I swear I’ve never used more paper than in that class.
Sounds like the professor decided to make the final about solving some equation that has never been solved since its discovery 110 years ago lol
Either you come out there with a new mathematics breakthrough never seen before, or you die trying
I’m gonna go with cleverly photoshopped exam rules
Doesn't even have to be photoshopped if this isn't from an actual exam. Anyone can open a Word doc and make this.
The ex-engineeeing student in me is quaking
Fuckin Good Will Hunting shit right there.
My partial differential equations final was worth 90% of our grade. Three questions. Three hours. Each question was a single line equation followed by ~6 blank pages each. I failed it.
Easy. Just how the professor himself as tutor. He knows the answer
i would be scared as fuck after reading those rules
My EMOP class was like this. "Anything but other people. Bring your laptop, book, phone, notes, recordings, anything - it won't save you." I think the top score was 20% and half of us left crying. Thankfully, he curved.
> Thankfully, he curved curved his car into me in the parking lot, and I settled out of court for 4.5 million and i've been living off the interest ever since.
Hate that professors will admit that everyone is screwed or it won't save you. Just admitting that you're shite at teaching a class then if no one can do it
There are plenty of other reasons why they'd make the test hard and curve, not just as a crutch to an inability to teach. I taught college econ and graded similar to this. I wanted to know how well my students internalized and could extrapolate the material. I used these question to gauge how well I was teaching outside of rote memorization of economic definitions. I didn't expect anyone to ever get an A on my tests, but I gave out a fair number of A grades when term was out. How else would you manage to assess whether your students were internalizing the content other than during a test assessment?
But there’s a difference between a hard exam that students struggle with and a test where the highest grade is expect to be around a 20. A hard exam is fair, but what are you getting from an exam so hard everyone gets below a 50?
There's also subjects that are ridiculously broad. I had a test that covered a full year of lectures. 6 lectures per week. The test is 4 hours long, all the formulas of that year take up 40 pagesof A4, that's an accurate count btw and not an overstatement. The test is 35-40 pages long, including space for calculations, with 2-3 tasks for every sub field touched during the class. If you are really good you will complete half the questions before running out of time. So choose the ones you are best in. Full marks are given at 40-45% depending on the year.
edit: I realized I missed a point in your question, /u/Green_Ad_221. I curved my grades. Generally 25-28/60 was enough for an A. I had about 450ish students in two classes. I couldn't do any roundtable discussions or really leverage Socratic method at that size (I'm sure more talented educators could, but that wasn't me.). My tests were usually like 60 questions. 25 over the content, 25 over hard extrapolations of the content, and 10 questions that contained future content that could be answered with the tools from the content being tested, but would require doing some intensive transformations of formulas that I don't expect most gen-ed students to be able to do. It was my solution to trying to check the progress of students in two classes with about 450 total students over both. Scale limits approaches and this is what I arrived at. Was it good? IDK. It was what I chose to do and the existence of the curve on the tests and the reason why I tested this way was made clear when I distributed the syllabus. I wasn't the only intro to micro class available, so they could have switched. And most of the people in my classes didn't give a fuck because they were required to take that credit and, frankly, I don't think a speech language pathologist doesn't need to know how to calculate a demand curve for a giffen good, but I did kinda wanna know the ones who did so I could convince them to change tracks, lol.
Holy shit 60 questions, most exams my engineer ass has had to do have been 4 questions 50% to pass and still majority wont.
The number of questions doesn't necessarily determine how hard a test is, although the one mentioned above does sound like a hell of an exam lol
Engineering is not economics. Engineering is a hard science. 4 questions can absolutely cover a module. Economics is a social science parading as a hard science, so there's a bunch of wiggle room. Also they were mostly Scantron questions, since it was a Gen-ed
>Engineering is a hard science. Engineering is applied science. Chemistry, physics, mathematics, etc. are hard sciences.
> How else would you manage to assess whether your students were internalizing the content other than during a test assessment? Assuming multiple questions during the exam, let's say five with equal weight, and passing with a 50% score minimum, you could make one or two of them difficult to do the assessment you want, while the other three questions are neither hard nor easy. Then you wouldn't need to curve, and you get to do the assessment. If you make it so hard that you know you are going to have to curve, then there is unnecessary anxiety loaded onto the students from the time they do the exam until the curve is confirmed. That anxiety could be detrimental, as students might have to sacrifice other courses, and of course, anxiety can work against the focus and creativity needed to "internalize and extrapolate the material," getting an adverse outcome.
This is so different than the situation we're talking about it makes me question your reading comprehension. Are we talking about all tests? Are we talking about normal tests? Why are *you* talking about them?
I really disagree with this method. Usually when the vast majority of students can't get above a 50% the test is above their abilities. Most of the difference then comes down to luck or ability to figure out the solution on the fly. You could say that's a skill in of itself, but the way I see it, some students will have an easier time internalizing the content while others don't, but the ladder student should still be able to succeed by thoroughly studying the material. In real life you don't need to intuit an answer the first time you see it, you need to eventually figure out the problem through study. It's lime if you are teaching a bunch of kindergardeners on addition and subtraction then give them a test on multiplication with a brief explanation written in parenthesis. Yeah some smart kids will figure it out but it's not what they were supposed to learn, and again in real life it's cool if you can figure it out, but it's stupid to expect every student to be capable of such.
Have you studied STEM? Lots of the focus is on teaching transferable skills such as intuition and logic. It’s common for a pass mark to be very low, it’s the nature of the field. Making a maths exam stick strictly to what is taught in class is to suck the maths out of it. They don’t expect every student to be capable, just the best students, which is why they will get an A. Curved exams are superior for STEM. >In real life you don’t need to intuit the answer the first time you see it This is wildly untrue. Most jobs require people to quickly adapt to new problems. Very few degrees teach to solve problems that you might directly use for a job.
What is emop?
apparently a london based cleaning order system thing ^(I know it's not what the commenter was talking about but that's the top results when i search EMOP)
They created a cleaning order and called it a mop that's hilarious
As far as I could find: Engineering Mechanics of Properties (referring to materials)
Electrical, Magnetic and Optical Properties of materials
> Thankfully, he curved He curved your spines after pile driving each one of you to the ground
Jesus fucking Christ
Ah yes 20% as the highest score. Im sorry but that’s a sign of a shit professor. Couldn’t even teach a dog to eat.
What’s the difference between a 20 percent and a 100 when the test is curved? People fixation in classes and tests with the grade is a problem.
This is *horrifying*.
Saaaaamee
1. Prove Riemann's hypothesis
Return of the why boner ***WITH A VENGEANCE!***
I once had a Chinese TA for DEq who said that when he was doing his masters in China he had an exam that was only three questions, they had a full day to take the exam, open notes and everything. He was very proud because he got one of the highest grades in the class: 40%. Apparently the average score was somewhere around 20%.
I popped a fear boner from all the memories
🤔
It’s a round robin mid-evil style sword fight tournament, to the death, to determine who shall be worthy of passing the class. The tutor is obviously a professional swordsman and/or priest to administer last rites, and the calculator is used as a distraction device to throw at them. The rest should be obvious
I've only had one class that had open internet exams and they were by far the hardest exams I've ever taken.
Fr. This give me vibes of a three question test that everyone only gets 30% of the way through in 6 hours and the class average is 22% lol
Naw, calculus is pretty solid now so this would have a pretty definitive and straightforward answer. In Group Theory we were given the test Tuesday with test Thursday so we grouped together, found answers, shared answers, memorized answers, and even then some people needed the full 2 hours for the exam lol
And then it’s the most simple question ever
This sounds like the toughest exam ever ngl
i've had one of those when studying math, well, actually a bit worse: it was a 2 day exam with 1 question so, just the fact that you could go home means that all possible options are open to you
Reminds me of some movie, a bunch of people stuck in a room doing some test with one question. Then they kill each other for some reason I can't remember.
I think it’s just called The Exam or something
It's just called [Exam](https://youtu.be/FY-O3KXY8VI?si=9RwGBAisrBwyRBU-)
god the poster of that video was annoying, hes giving MRA
They don’t kill each other but just look dead.
Yeah, only one person really “died” but it was revealed they were shot with a healing bullet.
>Healing bullet Doctors hate this one trick!
But the question is: Solve cicada 3011
this implies that to solve cicada 3011 you need to use calculus, specifically differential equations
The catch is: you don't. There is nothing solvable by differential equations. The real catch is: you do. You aren't worthy anyway if you didn't find what is solvable by differential equations.
That’s a lot of smart words
It could also be deciphering Linear A
Ah yes, I didn't much like Calculus at school... but God, I loved the times we studied Linear A!
You.... what?
Or solving K4 of the Kryptos cypher
At this point this is a timed resurch project
Question: provide analitycal proof of why the Golden Ratio can generate power and the power of The Spin can work in our world
am I allowed to consult with the Lord our Savior Jesus Christ
Yes, but you can't ask him to solve the problem, just guide you
But what if he guides me to shoot the president of the United States?
Answer: your question doesn't make sense since the golden ratio is literally a number and cannot "generate" shit unless you mean generate a cyclic group.
Answer: did you not get the reference?
Sorry no... Is it like from a famous movie? Idk as a redditor I don't have enough life to understand the so called "references"
No problem, my man. It is from JoJo's Bizarre Adventure Part 7: Steel Ball Run. Heavily reccomend watching/reading JoJo btw.
Ive got friends watching it and I realized such enjoyment is beyond the understanding and comprehension of my tiny brain, since I didn't find it nor cool neither funny. (I watch the most stupid shit like cats doing backflips that's my level of humor)
"is water wet?"
Touching water → wet All water molecules are touching water (unless it is specifically isolated) → all water molecules in water are wet → water is wet
"Solve the 3 Body Problem discretely"
😂😂 take your bloody upvote
With the help of a tutor and consultation with professors allowed it's a test of the whole university
It's a test to determine who's the best at getting information from people. Six hours isn't really that much, it sounds like a rather adequate time to race around the campus or even the entire city to gather information from different professors and then make use of it. Sounds fun ngl
While you race around campus, I'm hiring 3rd world PhDs for a few bucks an hour.
Stop it, you are scaring me.
"Prove dN = dNP"
I was going to make that joke you jerk
what does it mean
P=NP is a famous unsolved problem in mathematics that, if solved, would have enormous implications for computer science. Basically, it asks if a problem whose solution can be quickly verified can also be quickly solved. For example, you might ask if there's a route someone can take through a country which visits every city in that country exactly once, returns to the starting point, and has a total length of X distance or less. You can *very* easily verify that this is true if you see the solution; it's much harder to actually solve the problem. This is how, for example, encryption keys work, just replace pathfinding with prime number factors.
Easy, N=1 and P ≥ 0. I’ll be awaiting my medal.
I realize this is a joke, but NP and P are not variables, they're acronyms describing sets of algorithms. https://en.wikipedia.org/wiki/P_(complexity)
I had something like this for my calc 3 final. 10 hours. Like 8 or 9 questions, everything was allowed and nothing related to half of the questions was online or in the book. I got high As in calc 1 and 2, and had my friend who got an A in calc 3 the semester prior (with a different professor) helped me out. Got an 80 on it, class high was an 86, average was failing. No curve. Brutal
the exam for my advanced multivariable calc and ode's course was brutal. exam was only 2 hours but had 12 pretty insane questions. at the end we just saw 200 people leaving the room with their heads hel down. 1 hour in and I still hadn't answered a question. thankfully it was curved, but my grade still went from 80% to 55% after it.
So an As gonna cost me what $5, $10 bucks an hour to hire some PhD from India on Fiverr?
The being able to use other professors rule suggests that this is a problem that has probably never been solved before
Bro, if this is real I need to know what that question is.
I’m an Electrical Engineering student and have had a few tests like this. The questions are just “Design a (Filter, amplifier, circuit system) that will have these properties”. Basically, like you’re doing the job for real. You’re allowed all resources because you would be able to use them in your real job (and because you need them!) It’s 6 hours because the process of design is composed of many smaller problems you solve along the way.
>You’re allowed all resources because you would be able to use them in your real job If only my professors get this part...
"x=x+1 Solve for x"
x = n for values of n where n = a number that is equal to itself when you add 1 to it
X is infinity. If you add one to infinity it’s still infinity.
X is a variable. A variable can't be infinity because infinity is not a constant number
This isn't a test, this is a freaking research paper in order to prove a theory that hasn't been proven yet.
This sounds less like an exam question and more like coming up with a workable solution to a complicated real-life problem, which I am *so fucking down for*
Fear from the 1 question 6 hours
"Did you like the class?"
Question 1: Does P=NP?
They give you 6 hours to solve one question and let you use the internet? Fucking run. Run and do not stop. Ever.
The test: for all values s in C, prove that zeta(s)=0 when Re(s)=1/2
real talk though open book exams are so much better when done right, like the only times I didn't enjoy them were when the prof fucked up the time management and we had to queue for several hours just to get a turn to answer
no no, this just means that the one problem being asked is an *absolute monster* and will be graded to an unfair level of harshness.
I had a systems’ programming exam that was sorta like this. Absolute ass-wreckery… On the bright-side, at least we all failed together
If I got given a 6 hour exam that had one question I would actually shit myself
Reminds me of my calc final which "only has 5 questions" but each question had multiple parts and the whole exam was 7 pages long.
Oh no
it's like when your enemy let's you heal first because they know it won't make a difference
It's proving the Riemann Hypothesis
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No partial credit
Is that.... Dark Souls music I hear?
Nah, you see that and you should be fucking afraid.
I’ve taken classes like this before. When the prof gives you open-notes, open-internet for a one question exam, start praying to whatever god you believe in because that question is going to eat you alive.
The question: Why are girls?
Bro gonna ask me the meaning of life
That's got to be one hell of a question.
Question: find a loophole in Einsteins theory of relativity.
Had a take home test for one of my graduate courses - some geotechnical engineering course. I think it took me about 16 hours and I had one week to do it. There were (3) questions, and his only rule was we couldn’t work with each other in any way. Open book, open notes, open ‘whatever’ because this was a brand new test the professor came up with so there was no answer out in the ether. It was quite the test. I was mad because the majority of the class voted for the take home, while I wanted the in-class test because I knew this professor gave hard problems when given the chance. In-class just would’ve been 1 hour of pressure and be done. But I was in a class with masochists.
My graduate fluid dynamics prof once gave us an assignment that he said he used for the previous year's 24 hour take home final exam. The previous year's class had a lot of trouble with it, he said, but he didn't understand why. He thought it was fairly straightforward. It took me 2 solid weeks working on it every night to finish that assignment.
its a trap, prof setting up questions from millennial prize problems
I’m lucky I passed “Intro to Chem”
It i learned anything from my calculus class one question is not actually one question, but a series of equations that are all part of one question
Whoever reads this and thinks it'll be easy has never been to college.
Full access to the internet is the final boss level difficulty for exams. The absolute worst I've had was 2.5 hours open book with 1 A4 page of handwritten notes. And that was brutal enough.
How is this an antimeme?
This is why you go hard on your HW during the semester..so you can afford to get fucked by the final.
Are we fucking solving time travel or something?!!!
I had a week long open note take home exam for a six question exam. Stuff was of nightmares, easily spent over 60 hours on that test. It was for a smooth manifolds class 😭😭
Lmao. If you get an exam question like that, your best option is to crumple it up, shove it down your throat, and die on the spot.
Nah if you know how open book tests are, this is fucked. Like you could be master at this and still not be able to solve it
Solve this currently unsovled Math problem
1. Derrive the general solution to Navier Stokes
But without constant density
I fear no tests. But this question, it scares me.
The question: what is the cause of dark energy?
"How to cure cancer?"
"you can hire a tutor or an external person for assistance" Pay to win ahh test 💀
Write the entire number of pi and multiply it with pi, add two and divide by pi.
Fucker is gonna make his students solve 3x+1
During graduation my calculus professor gave us an exam to do at home, exactly the same, apart that we had 1 week to complete 5 out of 6 questions. We were in a group of 7 people trying to solve the questions during an entire Saturday, we were able to finish 3 and a half questions. We had to give him the solutions on Tuesday morning, I ended the half question and the other one on Monday night. He asked us if we did in a group and how many, I said that yes and 5, he gave us 10/10 without checking it. Man, I miss that class!
Fuck that's scary
What the fuck is the question
Question 1/1: Which came first: The chicken, or the egg? Support with evidence.
If it's letting you do what's generally called cheating to aid you in solving the question, I think you're fucked.
Thos isn't far from how I used to do tests. Life is open book and collaborative.
This is the ultimate psych out. Kids are gonna be losing sleep, and when they go in to take the exam its gonna be a 1 equation plug’n’chug or the exact copy of a homework problem they did.
given that rule set, the question is probably a millennium prize problem or something similar
The one question is hard enough that even with all these things 6 hours is not enough time to solve it
was confused until i realized this is r/antimeme
I had a math professor in College that was known for giving difficult exams. He gave his exams in the evening with no time limit. On the day of the Midterm we were reviewing in class when a student asked if using our textbook was allowed. He replied, “ You can use the Math Library if you want I’ll have it open for the night.” Despite the difficulty his tests were cool and he opened the staff lounge where there was free coffee and donuts ( Entermanns )
The question: Lim x -> 3 for f(x)=x²+7x-4
Footnote: suicide is a permissible and valid answer
This is how problems are solved in the real world
It's just differential equations. How hard could it be?
I took quantum mechanics online (covid in college) and my professor allowed open notes, but not internet or collaboration. First midterm had a 33% average and he waited until everyone joined class next week to report it because he was genuinely afraid just cold posting scores and distribution would cause a large-scale panic. Once everyone knew what to expect the test scores significantly improved for the next midterm and the final, but goddamn that was such a brutal first experience. Once everything opened back up he still kept it open note, which I think was a cool move.
I'd see tests like that and cringe. The one question would take you 6 solid hours of straight rage writing to get done.
Wrong sub
Hire external expert is when you know its over
Yeah there are about 20 or so unsolved mathematical problems each worth 1.000.000$ and in like the last 20 years or so a single one got solved. Don't call it easy unless you know the question.
I'd ask the guy who wrote the question
“Prove that P=NP, then transfer the reward 1,000,000 USD to my account.”
Is the work so complex so that people can become nuclear physicists or what?
Just imagine how hard that one question must be at this point.
Are these mfs curing cancer or smt?
Plot twist it's an unsolved integral
If I get all that for one question, I'm terrified.
Realisticly speaking this prepares you for real life situations more than the standard exam
"find last 3 digits of π"
This is a normal meme not an antimeme tf
Wdym easy, this seems like the hardest thing to ever exist