Computer Generated Examinations Mitchell L. Borke a n d Charles A. Loch Duquesne University Pittsburgh,PA 15219 We have available a Fortran program that may he used for the generation of multiple choice examinations. The program consists of two Darts. Part I loads the available auestions and answers (A through E)onto a disc. This proF& is used only when auestions are to he corrected. added to or deleted from the ex;sting file. Part I1 generates test. The questions to he chosen from are grouped into categories and a code assigned to each category. A "control card" precedes each question in the deck, giving category code, number of the question, the number of cards needed for the questions and each answer, and the answer key. Cards containing the question and answers follow the control card. In order to delete a question, the control card with the corresponding question-answer cards is removed from the deck. Program 2 generates a test. In order to use this program it is necessary to prepare two instruction cards. The first card specifies how many categories are to he included and initiates a random selection of questions from within the categories. The second specifies which categories are to he used and how many questions from each should be selected. The program can handle up to 20 different categories and up to 90 questions per test. Copies of the two programs and more detailed instructions may he obtained from the authors on request.
a
The Incorporation of Innovative Teaching Methods into Non-Traditional Courses R. P. Steiner' and M. A. Souto University of Utah Salt Lake City, 84112 We believe that new teaching and evaluation techniques are necessary to do justice to the new non-traditional chemistry courses (e.g., environmental and consumer chemistry) being presented. In our consumer chemistry course we developed a dual teaching technique and oral examinations to accomplish these tasks. During a single class period we both lectured and augmented each other's lectures by making comments and generating discussion. Often the non-lecturing member helped resolve misunderstood concepts by offering his alternative description. Usually one of us would lecture on the basic theory and the other would discuss relevant applications. Such an environment seemed to create a relaxed atmosphere and encouraged students to participate in discussions. 'I'he purpose of the cource was tu convey n general npprerintion and understanding of chemistry involved in the home; therefore, an oral examination gave an appropriate reflection 112 1 Journal of ChemicalEducation
of the course objectives. We met with each student individually and conversed about the chemistry discussed in clam. This technique minimized the prohlem of misunderstood questions by allowing the instructor to tactfully lead the student towards the correct answer. We found this rejuvenates the student's confidence and increases his participation. A more extensive discussion of these techniques is available upon request. Present address: Fort Lewis College, Duranga, Colorado.
Paper Chromatography of Carbohydrates L. R. Croft S. Haghighi University of Salford, Salford, Manchester, U.K. We wish to describe an extremely simple detection reagent for carbohydrates that is both inexpensive and may he stored for long periods without deterioration. Paper chromatography of sugars is performed on sheets of chromatography paper (Whatmann 3MM, or NO. 20) in the solvent hutan-l-ol- acetic acid-water, (40:6:15, by vol.). The chromatogram is dried and then dipped in the detection reazent. 1%NaOH in 60%ethanu]. ~ h ~ c h r w n n t o g r aismthen &-dried, followed by heating at 105OC for 2 min. Carhohydrates appear as yellow or pale brown spots on a white harkground. Alternatively, devehpmen1 may be achieved by leaving the chromatopam overnight at rtmm temperature. The developed chromatograms appear 111 he stable for many months. The optimum lmit fur detection is about 100 pgm; the sensitivity (however) may be enhanced if the chromatogram be viewed under ultra-violet light.
3 Basketballs = 1 Mole of Ideal Gas at STP Fred H. J a r d i n e Washington State Uniuersity Pullman, 99163 The circumference of a basketball is 30 in. or 76.2 cm (National Federation of State Hieh School Assorintions Rasketball Rulebook, 1975-76 edition; Rule 1-12, p.7.) The radius of a haskethall is therefore 76.212s = 12.127 cm The volume of a haskethall is 413s (12.127)3 em3 = 7471 cm3 The volume of 3 haskethalls is 22.4131 1 ~~
~
