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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 1.5V

30 W +

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 C 30 W 30 W

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 I 1 ?" "What is I 3 ?" These would be summative questions.

We could also ask

formative questions

What is V AC ?

What is resistance of upper loop between A and C?

What is I 1 ?

What is effective resistance I 1 5.

between BC?

What is effective resistance of lower loop A to C?

I 2 6.

A 8.

What is V AC What is V BC ?

What is resistance of upper loop B to C?

What is I 3 ?

(or we might miss 8 on the basis of 1-3 above) 100 ohms 300 ohms I 3 100 ohms B I 4 12 V 200 ohms C