table and pocket calculator to solve each prohlem. When a correct answer is given the program advances to the next type of question. If the answer is wrong, the program displays a message offering some help to the user and asks him the partial results of the problem steps. In this way, the user notices where he made the mistake. Then the program shows the correct answer and a short comment for a better understanding of the prohlem. Then the program gives the user another opportunity to test his knowledge with a similar prohlem. The program analyzes and evaluates the answers as follows: 1) If the answer is correct, the user gets five points. 2) If the answer is wrong, the program offers assistance. If the student refuses it,. the nroeram . - disolavs . . a similar oroblem. Now. if the answer is correct, the user gets four points, but if the answer is wrong again, the program demands that the student
accept the assistance. If the answer is wrong and the user accepts the assistance given, the program displays two questions related to the problem solution and writes a message. Afterwards, the program offers assistance again. If the user has detected his error, the program gives the user another chance, randomly making a new prohlem. If the answer is correct, the user now gets three points. If it is wrong, the next question appears on the screen. When the user has not detected his error with the first assistance, the program helps him a second time and permits the user to check the mathematical operation needed for correctly solving his prohlem. Then the program gives a third assistance with a different problem. If the answer is correct the student gets only two points. If it is wrong, the program shows the next question, and so on. Finally, the program evaluates the points obtained by the student. analvzes them., d i s ~ l a v sa message ahout the stoichiometric knowledge of the user, and recommends items that the student should study further. The program runs on a 16K TRS-80 microcomputer in Level I1 BASIC and is available from the authors at the address given above. All prompts to the student are in Spanish.
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Computer-Generated Safety Quiz Jerome S. Levkov and Upendra maker lona College New Rochelle. NY 10801 The chemistry department at Iona College has been using a computer-generated safety quiz in its introductory chemistry course. The quiz is interactive with multiple-choice questions selected randomly. The program consists of six sections corresponding to the following aspects of laboratory safety: 1) Proper lahoratory attire 2) Fire-related procedures 3) Equipment
4) Laboratory Protocol 5) First Aid 6 ) Laboratory technique
Each part has three to five multiple-choice questions for a total of twenty-eight When a student runs the . - questions. program, a question is randomly selected from section one. The student keys in hisher answer and is immediatelv informed as to whether it is correct. An incorrect response results in the correct choice being displayed along with appropriate additional comments. The next question is generated from the subsequent section and the process is repeated until the number of questions specified by the instructor have been asked. The program is written so that when additional auestions are called for from n pilrticular section, an unused question will be selected. The student is informed of hisher erode. and n score ot'less than 90 results in a request for the student to reread the general
snt'etv in~idelinrsand 11, take another exam. The student must iuhmit a q u i 7 with a oassinr score to the instructor. \Ye ire1 that the test achieves the following objectives. 1) The student is made aware that safety is a significant part of
laboratorv work. ZJ
The. slud&t s tcse~dro $top and t h i n k a h a impomnt napwlr dlahorat~ryxnfety,e.& rhr lorat ion
