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I flew through LS2 with ease. I agree with the poster below me: if you think any professors at UCLA negatively contribute to the learning environment by creating a testing format that encourages memorization of obscure facts, you should drop out immediately. I was taking 25 units that quarter, but the material wasn't too overwhelming. Who can't memorize three 10-20 page powerpoints a week? I'm sure non-preds can read 450 words a minute just as easily.
It really annoys me when people complain about test formats that bring up the overall mean results, especially when the class is curved. It simply doesn't make sense to have difficult exam material presented in an academically challenging manner; why spread the curve along a distribution that makes sense? It's far better to have almost no average deviation, and a mean close to an uncurved 'A'. This way, students don't have to actually utilize critical thinking skills or master concepts. Just take a look at Professor Corbin's physics series. The class average tends towards 30-40%, but do the students actually LEARN physics? The correlation between higher test averages and information retention is inarguable.