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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: [email protected]
** Department of Chemistry and Biochemistry the University of Texas at Austin, TX 78712
E-mail: [email protected]
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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A
B C
X
Y
Z
A
B C
Y
X
Z
A
B C
Z
X
Y
A
B C
X
Z
Y
a) b)
c) d)
(……) (……)
(……) (……)
a) b)
c) d)
(……) (……)
(……) (……)
Fe
Fe2(SO4)3 FeSO4
dil H2SO4
H2SO4/ O2
Fe
FeCl3
Cl2/ Zn
heat/ air FeCl2
Fe
FeO
O2/
dil./H2SO4 FeSO4
Fe
Fe3O4
O2/ CO/
700°C
CO
400-700°C FeO
Type (I): Choices from among triangular systemics:
General Description:
Which of the following systemic diagrams represents the correct relations
between (A C)? Indicate the correct systemic diagram by a ( ):
(A, B, C) are concepts, atoms, or compounds.
(X, Y, Z) are physical or chemical relations.
Correct answer ( ) is (a)
Specific Examples:
Q1. Which systemic diagram represents the correct chemical relations between
iron and its compounds?
Correct answer ( ) is (c)
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a) b)
c) d)
(……) (……)
(……) (……)
Na
Na2O
O2/ burn CO2
H2O
NaOH
Na
Na2O
O2/ burn electrolysis
HCl
NaCl
Na
NaOH
H2O Mg
HCl
NaCl
Na
NaOH
H2O
CO2
Na2CO
Q2. Which systemic diagram represents the correct chemical relations between
sodium and its compounds?
Correct answer is ( ) (a)
Q3. Which systemic diagram represents the correct chemical relations between
ethylene, ethanol, ethyl bromide?
Correct answer ( ) is (b)
a) b)
c) d)
(……..…) (…………)
(…….…) (….……)
CH2 = CH2
CH3CH2OH CH3 - CH2OH CH3CH2Br
dil/H2SO4
aq. KOH,
PBr3
CH2 = CH2
CH3 - CH2OH CH3 - CH2OH CH3CH2 - Br
dil/H2SO4
alco. KOH,
PBr3
CH2 = CH2
CH3CH2OH CH3 - CH2OH CH3CH2Br
Conc./H2SO4
alco. KOH,
PBr3
CH2 = CH2
CH3 - CH2OH CH3 - CH2OH CH3CH2 - Br
Conc./H2SO4
HBr
PBr3
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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 (A D)
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 (A E)?
Indicate the correct systemic diagram by a ( ):
(A E) are concepts, atoms or compounds.
(X, Y, Z,M,F) are physical or chemical relations.
Correct answer ( ) is (a)
Specific Examples:
Q1. Which systemic diagram represents the correct chemical relations between
calcium and its compounds?
a
(…...)
D E
X
F
Z
B A Y
C M
b
(……)
D E
X
F
M
B A Y
C Z
c
(……)
D E
X
M
Z
B A Y
C F
d
(……)
D E
Y
F
Z
B A X
C M
(………………..…)
a
Ca CaO
CaCl2 CaCO3
Ca(OH)2
H2O
CO2
O2
HCl
electrolysis
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Correct answer ( ) is (a)
(………..…)
b)
Ca
CaCl2
CaSO4 CaCO3
CO2 H2SO4
HCl
electrolysis Ca(OH)2
CaCl2
CaO
CaO Ca
O2
H2O
HCl
electrolysis
CaCO3
c)
(………..…)
(………..…)
d
Ca
CaCl2
CaCO3 Ca(OH)2
CO2 H2SO4
HCl
electrolysis CaO
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Q2. Which systemic diagram represents the correct chemical relations between
ethylene, ethane, acetaldehyde, ethylbromide, and ethanol?
(………………..…)
a)
CH3CH2Br
H2/Ni
KMnO4/ Conc.H2SO4 HgSO4/
dil H2SO4
Br2/ hv
aq. KOH
CH3-CH3
CH3CH2OH
CH3CHO CH2=CH2
(………………..…)
b
CH3CH2Br
H2/Ni
KMnO4/
Conc.H2SO4 Zn/ Conc. HCl/
HBr
aq. KOH
CH2=CH2
CH3CH2OH
CH3CHO CH3-CH3
(………………..…)
c)
CH2=CH2
Br2/ hv
KMnO4/
Conc.H2SO4 Zn/ Conc.
HCl/
alco. KOH
dil/H2SO4
CH3CH2Br
CH3CH2OH
CH3-CHO CH3-CH3
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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).
(………………....…)
d)
CH3-CH2OH
HBr
Zn/ Conc. HCl/
H2/Ni
aq. KOH
dil/H2SO4
CH3CH2Br
CH3CHO
CH3-CH3
CH2=CH2
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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.
