SYSTEMIC MULTIPLE CHOICE QUESTIONS
IN CHEMISTRY
*Ameen F. M. Fahmy, **J. J. Lagowski
* Faculty of Science, Department of Chemistry and Science Education Center, Ain shams University,
Abbassia, Cairo, Egypt
E-mail: fahmy@online.com.eg
** Department of Chemistry and Biochemistry the University of Texas at Austin, TX 78712
E-mail: jjl@mail.cm.utexas.edu
19th ICCE, Seoul, Aug. 12-17 (2006)
In the last nine years, we have designed, implement, and evaluated the systemic
approach to teaching and learning chemistry (SATLC)[1-4]. In continuing this work,
we have designed a new kind of objective test based on systemics, which is presented
here.
The questions in objective tests require a very short answer. The questions are
related to facts (thus, objective) which have unequivocal answers. Objective questions
can be multiple choice, true/false, and fill in the blank. The scoring procedure for an
objective test is completely specified enabling agreement among different scorers.
Traditional objective tests are usually good instruments examining the recall of
information and the application of terms, but they cannot assess learning beyond
comprehension. However, systemic objective tests can challenge students and
potentially can test higher learning levels (e.g., analysis, synthesis, and evaluation in
Bloom’s taxonomy [5,6]).
We illustrate here examples of systemic multiple choice questions that can form
the basis of conventional objective tests and which require a choice from a list of
possible systemic-related answers. Each systemic choice represents three to five
physical, or chemical relations, between concepts, atoms, or molecules.
Various types of systemic multiple choice questions from the fields of general,
organic, heterocyclic, and physical, chemistry are presented here.
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Type (I): Choices from among triangular systemics:
General Description:
Which of the following systemic diagrams represents the correct relations
between (AC)? Indicate the correct systemic diagram by a ():
(A, B, C) are concepts, atoms, or compounds.
(X, Y, Z) are physical or chemical relations.
a)
A
Z
C
b)
X
Y
Z
B
Y
A
C
B
X
(……)
(……)
d)
c)
A
Y
C
X
A
Z
X
Y
B
C
B
Z
(……)
(……)
Correct answer () is (a)
Specific Examples:
Q1. Which systemic diagram represents the correct chemical relations between
iron and its compounds?
a)
b)
Fe
dil H2SO4
Fe
Zn
H2SO4/ O2
Fe2(SO4)3
FeSO4
FeCl2
(……)
c)
FeO
heat/ air
FeCl3
(……)
d)
Fe
CO/
700°C
Cl2/
Fe
O2/
CO
400-700°C Fe3O4
FeSO4
(……)
O2/
dil./H2SO4
(……)
Correct answer () is (c)
2
FeO
Q2. Which systemic diagram represents the correct chemical relations between
sodium and its compounds?
Na
a)
Na
b)
electrolysis
O2/ burn
CO2
O2/ burn
H2O
HCl
NaCl
Na2O
NaOH
(……)
c)
Na2O
(……)
d)
Na
Na
H2O
Mg
H2O
CO2
Na2CO
HCl
NaOH
NaCl
NaOH
(……)
(……)
Correct answer is () (a)
Q3. Which systemic diagram represents the correct chemical relations between
ethylene, ethanol, ethyl bromide?
CH2 = CH2
a)
b)
dil/H2SO4
alco. KOH,
CH3CH2OH
CH3CH
- CH2OH
CH
3
2 - Br
aq. KOH,
3
2
(……..…)
c)
CH3 - CH2OH
(…………)
CH2 = CH2
alco. KOH,
dil/H2SO4
PBr3
PBr3
CH3 -CH
CH2OH
CH
Br
CH2 = CH2
CH2 = CH2
d)
HBr
Conc./H2SO4
Conc./H2SO4
PBr3
CH3 -CH
CH2OH
CH
3
2Br
PBr3
CH3CH2OH
CH3CH
- CH2OH
CH
3
2 - Br
CH3 - CH2OH
(….……)
(…….…)
Correct answer () is (b)
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Q4. Which systemic diagram represents the correct chemical relations between
benzene/ chlorobenzene, and phenol?
Correct answer is () (c)
Q5. Which systemic diagram represents the correct chemical relations between
pyrrole and its related compounds?
Correct answer () is (a)
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Type (II): Choices from among quadrilateral systemics:
Q1. Which systemic diagram represents the correct relations between (AD)
Indicate the correct systemic diagram by a ():
(A, B, C,D) are concepts, atoms, or compounds.
(X, Y, Z,E) are relations.
Correct answer () is (a)
Specific Examples:
Q1. Which systemic diagram represents the correct chemical relations between
iron and its compounds?
Correct answer () is (b)
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Q2. Which systemic diagram represents the correct sequence of physical
properties?
Correct answer () is (c)
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Q3. Which systemic diagram represents the correct chemical relations between
sodium and its compounds?
Correct answer () is (d)
Q4. Which systemic diagram represents the correct chemical relations between
calcium and its compounds?
Correct answer () is (a)
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Q5. Which systemic diagram represents the reaction sequence Substitution –
Substitution – Elimination – Addition?
Correct answer () is (a)
Q7. Which Systemic diagram represents the chemical relations between oxirane,
aziridine, ethanolamine, and ethylene?
Correct answer () is (b)
Type (III): Choices from among pentagonal systemics:
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Which systemic diagram represents the correct relations between (AE)?
Indicate the correct systemic diagram by a ():
(AE) are concepts, atoms or compounds.
(X, Y, Z,M,F) are physical or chemical relations.
a
X
A
B
b
Y
M
F
Z
D
X
A
E
d
B
A
Y
C
M
Y
F
D
M
(……)
F
E
B
C
(…...)
c
X
Z
C
E
A
Y
B
M
C
Z
D
X
E
(……)
F
(……)
D
Z
Correct answer () is (a)
Specific Examples:
Q1. Which systemic diagram represents the correct chemical relations between
calcium and its compounds?
O2
a
Ca
CaO
H2O
electrolysis
Ca(OH)2
HCl
CaCl2
CO2
CaCO3
(………………..…)
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HCl
b)
CaCl2
Ca(OH)2
electrolysis
Ca
CO2
H2SO4
CaSO4
CaCO3
(………..…)
c)
CaO
CaCO3
HCl
CaCl2
H2O
electrolysis
O2
CaO
Ca
(………..…)
HCl
d
CaCl2
CaO
electrolysis
Ca
CO2
H2SO4
Ca(OH)2
CaCO3
(………..…)
Correct answer () is (a)
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Q2. Which systemic diagram represents the correct chemical relations between
ethylene, ethane, acetaldehyde, ethylbromide, and ethanol?
a)
Br2/ hv
CH3CH2Br
CH3-CH3
aq. KOH
H2/Ni
CH3CH2OH
KMnO4/
Conc.H2SO4
HgSO4/
CH2=CH2
CH3CHO
dil H2SO4
(………………..…)
b
HBr
CH3CH2Br
CH2=CH2
aq. KOH
H2/Ni
CH3CH2OH
KMnO4/
Conc.H2SO4
Zn/ Conc. HCl/
CH3CHO
CH3-CH3
(………………..…)
c)
CH3CH2Br
alco. KOH
CH2=CH2
dil/H2SO4
Br2/ hv
CH3CH2OH
CH3-CH3
Zn/ Conc.
HCl/
KMnO4/
Conc.H2SO4
CH3-CHO
(………………..…)
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d)
aq. KOH
CH3-CH2OH
CH3CH2Br
dil/H2SO4
HBr
CH3CHO
Zn/ Conc. HCl/
H2/Ni
CH3-CH3
CH2=CH2
(………………....…)
Correct answer () is (c)
CONCLUSIONS
We have shown how the ubiquitous multiple choice format for questions can
be adapted to evaluate student learning using the systemic method of teaching. These
kinds of questions probe the student’s ability to make maximum connections between
classical concepts, elements, compounds, and their reactions. Additionally, students’
recognition of patterns of connection instead of the individual convictions is an
important outcome of teaching and learning. Using systemic methods are important
outcomes of that process and the evaluation technique described here probes that
characteristic.
Keywords:
Systemics, objective tests, evaluation
References:
1- Fahmy, A. F. M., Lagowski, J. J., J. Pure and Appl. 1998, [15th ICCE, Cairo,
August 1998].
2- Fahmy, A. F. M., Hamza, M. A., Medien, H. A. A., Hanna, W. G., Abdel-Sabour,
M. : and Lagowski, J.J., Chinese J.Chem. Edu. 2002, 23(12),12 [17th ICCE,
Beijing, August 2002].
3- Fahmy, A. F. M., Lagowski, J. J; J. Chem. Edu. 2003, 80 (9), 1078.
4- Fahmy, A.F. M., Lagowski, J. J., “Using SATL Techniques to Assess Student
Achievement,” [18th ICCE, Istanbul Turkey, 3-8, August 2004).
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5- Bloom, B.; Englehart, M.; Furst, E.; Hill, W. and Krathwohl, D. (1956) Taxonomy
of educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. New York, Toronto: Longmans, Green.
6- Anderson, L. W. and Drathwohl (Eds.). (2001). A taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. New York: Longman.
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