Traditionally, core courses are graded on a curve and the experiment continued this practice however, they realized that grading on a curve discourages many students from working collaboratively. More students in the interactive course achieved a grade “B” (51%) than traditional courses (37%). Because of the curve, there were actually fewer students who achieved an “A” in the interactive course, although the overall distribution of point totals was higher. The average performance on exams and problem sets differed only slightly between semesters. The exams in Spring 2004 were designed to test more conceptual and less factual knowledge than the Fall semester. Grades from the Fall 2003 semester improved by problem set performance and grades from the Spring 2004 semester improved by problem set performance and class participation.