Transcript Document

Creating Questions from Learning Objectives (1)
 E.g. The Learning objective is
"Students should be able to use Kirchoff's voltage and
current laws to analyze resistive circuits"
Creating Questions from Learning Objectives (2)
Q1 A circuit is made of three 1.5V cells as
shown.. What current, in Amps, will flow
from B to A in this circuit?
A
+
Could just ask for numeric answer
Ans = 4.5/90 = 0.05Amps
-
30W
1.5V
Then Must make sure it is unambiguous how
to answer. e.g
 
0.05 Amps
 
0.05 A
 
5.0 * 10E-2 A
 
mA
1.5V
30W
+
30W
C
-
+
1.5V
B
Creating Questions from Learning Objectives (3)
For multiple choice, list the answer among some
distracters.
What would be good distracters?
 90/4.5?
 90*4.5?
 0.5?
 -0.05? (watch out for this one!)
Working from a past Exam Question
 Clearly question b is ripe for turning into a multiple
choice or numeric answer.
 What was the point of (the second part) of part a?
 There are many permutations from this question
Working from known student mistakes
 Let us assume that students regularly make a mistake
with their sums when working out resistance in parallel
We could ask a straight numeric question such as
"What is I1?"
"What is I3?"
These would be summative questions.
We could also ask formative questions.
1. What is VAC?
2. What is resistance of upper loop between A and C?
3. What is I1?
I1
4. What is effective resistance
between BC?
100 ohms
5. What is effective resistance of
I2
lower loop A to C?
A
6. What is VAC
7. What is VBC?
8. What is resistance of upper loop B to C?
9. What is I3?
(or we might miss 8 on the basis of 1-3 above)
300 ohms
I3
B
12 V
I4
100 ohms
200 ohms
C