SYSTEMIC MULTIPLE CHOICE QUESTIONS (SMCQs) IN CHEMISTRY *Ameen F. M. Fahmy, **Joe. J. Lagowski Faculty of Science, Department of Chemistry and Science Education Center, Ain shams University, Abbassia, Cairo, Egypt ** Department of Chemistry and Biochemistry the University of Texas at Austin, TX th ICCE, Seoul, Aug (2006)

 In the last nine years, we have designed, implement, and evaluated the systemic approach to teaching and learning chemistry (SATLC)(1-4). II n continuation of this work, we design a new shape of objective tests based on systemics.  Objective tests require a student to choose or provide a response to a question whose correct answer is pre- determined, such question might require a student to select a solution from a set of choices [MCQs], True / Falls (TFQs); Matching (MQs).  Traditional objective test are very good instrument examining recall of information and application of terms but cannot assess learning beyond comprehension.  Systemic objective tests can challenge students and test higher learning levels (Analysis, Synthesis and Evaluation).

 There are several types of systemic questions.  We will illustrate in this issue SMCQs as an example of systemic objective test.  MCQs are the traditional choosing one from a list of possible answers.  (SMCQs) are choose of one systemic from a list of possible systemics. Each systemic represents three, four, or five,……physical, or chemical relations.  Various types of SMCQs from general, organic, heterocyclic and physical, chemistry will be illustrated.

 Put (  ) infront of the correct systemic diagram:  The systemic diagram represents the correct relations between concepts (A  C) is one of the following: Type (I): Choose Between Triangular Systemics A BC X Y Z A BC Y X Z A BC Z X Y A BC X Z Y a)b) c)d) (……) (A, B, C) are concepts, atoms, or compounds. (X, Y, Z) are physical or chemical relations.  Answer: (a) 

 Examples:  The systemic diagram represents the correct chemical relations between (Fe) and its related compounds is one of the following:  Answer: (c)  a)b) c)d) (……) Fe Fe 2 (SO 4 ) 2 FeSO 4 dil H 2 SO 4  H 2 SO 4 / O 2 Fe FeCl 3 Cl 2 /  Zn heat/ air FeCl 2 Fe FeO O2/O2/  H 2 SO 4 FeSO 4 Fe Fe 3 O 4 O2/O2/ CO/ 700  C CO  C FeO

TT he systemic diagram represents the correct chemical relations between Sodium and its related compounds is one of the following:  Answer: (a)  a)b) c)d) (……) Na Na 2 O O 2 / burnCO 2 H2OH2O NaOH Na Na 2 O O 2 / burn electrolysis HCl NaCl Na NaOH H2OH2OMg HCl NaCl Na NaOH H2OH2O  CO 2 Na 2 CO 3

 The systemic diagram represents the correct chemical relations between Ethylene, Ethanol, Ethyl bromide is one of the following:  Answer: (b)  a)b) c)d) (……..…)(…………) (…….…) (….……) CH 2 = CH 2 CH 3 CH 2 OH CH 3 - CH 2 OH CH 3 CH 2 Br dil/H 2 SO 4 aq. KOH, PBr 3 CH 2 = CH 2 CH 3 - CH 2 OH CH 3 CH 2 - Br dil/H 2 SO 4 alco. KOH,  PBr 3 CH 2 = CH 2 CH 3 CH 2 OH CH 3 - CH 2 OH CH 3 CH 2 Br Conc./H 2 SO 4 alco. KOH,  PBr 3 CH 2 = CH 2 CH 3 - CH 2 OH CH 3 CH 2 - Br Conc./H 2 SO 4 HBr PBr 3

TT he systemic diagram represents the correct chemical relations between benzene/ chlorobenzene, and phenol is one of the following:  Answer: (c) 

 The systemic diagram represents the correct chemical relations between pyrrole and its related compounds is one of the following:  Answer: (c) 

 Put (  ) infront of the correct systemic diagram:  The systemic diagram represents the correct relations between concepts (A  D) is one of the following: Type (II): Choose Between Quadrilateral Systemics (A, B, C,D) are concepts, atoms, or compounds. (X, Y, Z,E) are relations. AA nswer: (a) 

TT he systemic diagram represents the correct chemical relations between (Fe) and its related compounds are one of the following:

 Answer: (b) 

 The systemic diagram represents the correct sequence of physical properties is one of the following:

 Answer: (c) 

 The systemic diagram represents the correct chemical relations between sodium and its related compounds are one of the following:  Answer: (d) 

 The systemic diagram represents the correct chemical relations between Calcium and its related compounds are one of the following:  Answer: (a) 

The systemic diagram represents the following reactions sequence. [Substitution – Substitution – Elimination – Addition] is one of the following:  Answer: (a) 

 The Systemic diagram represents the chemical relations between Oxirane, Aziridine, Ethanolamine, and Ethylene is one of the following:

 Answer: (b) 

 Put (  ) infront of the correct systemic diagram:  The systemic diagram represents the correct relations between concepts (A  E) is one of the following: Type (III): Choose Between Pentagonal Systemics Type (III): Choose Between Pentagonal Systemics (A  E) are concepts, atoms or compounds. (X, Y, Z,M,F) are physical or chemical relations.  Answer: (a)  a) (……) DE X F Z BA Y C M b) (……) DE X F M BA Y C Z c) (……) DE X M Z BA Y C F d) (……) DE Y F Z BA X C M

 Examples: TT he systemic diagram represents the correct chemical relations between Calcium and its related compounds is one of the following: (………………..…) a) CaCaO CaCl 2 CaCO 3 Ca(OH) 2 H2OH2O CO 2 O2O2 HCl electrolysis

(………..…) b) Ca CaCl 2 CaSO 4 CaCO 3  CO 2 H 2 SO 4 HCl electrolysis Ca(OH) 2 CaCl 2 CaO Ca  O2O2 H2OH2O HCl electrolysis CaCO 3 c) (………..…)

d) Ca CaCl 2 CaCO 3 Ca(OH) 2  CO 2 H 2 SO 4 HCl electrolysis CaO  Answer: (a) 

 The systemic diagram represents the correct chemical relations between Ethylene, Ethane, Acetaldehyde, ethylbromide and ethanol is one of the following: (………………..…) a) CH 3 CH 2 Br H 2 /Ni KMnO 4 / Conc.H 2 SO 4 HgSO 4 / dil H 2 SO 4 Br 2 / hv aq. KOH CH 3 -CH 3 CH 3 CH 2 OH CH 3 CHO CH 2 =CH 2

(………………..…) b) CH 3 CH 2 Br H 2 /Ni KMnO 4 / Conc.H 2 SO 4 Zn/ Conc. HCl/  HBr aq. KOH CH 2 =CH 2 CH 3 CH 2 OH CH 3 CHO CH 3 -CH 3

(………………..…) c) CH 2 =CH 2 Br 2 / hv KMnO 4 / Conc.H 2 SO 4 Zn/ Conc. HCl/  alco. KOH  dil/H 2 SO 4 CH 3 CH 2 Br CH 3 CH 2 OH CH 3 -CHO CH 3 -CH 3

 Answer: (c)  (………………....…) d) CH 3 -CH 2 OH HBr Zn/ Conc. HCl/  H 2 /Ni aq. KOH dil/H 2 SO 4 CH 3 CH 2 Br CH 3 CHO CH 3 -CH 3 CH 2 =CH 2

 Keywords: SMCQ's, SATLC  By using (SMCQ's), we expect from students:: - Making maximum connections between chemistry concepts, atoms, compounds, and reactions. - Recognize which cognitive level they should view the chemistry material. - See the pattern rather than the parts.

 References: 1- Fahmy, A. F. M., Lagowski, J. J., J pure 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), Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004).