Post on 28-Dec-2015
SYSYTEMIC ASSESSMENT AS A NEW TOOL FOR ASSESSING STUDENTS LEARNING IN
HETEROCYCLIC CHEMISTRY
13Ibn Sina International Conference Hurghada,Egypt; 14-17 Feb.2015
A. F. M. Fahmy, Faculty of Science, Department of Chemistry
Ain Shams University, Abbassia, Cairo, EGYPTE-mail:afmfahmy42@gmail.com
Website:satlcentral.com
Good chemistry teaching Good chemistry teaching
If their is no Teaching Chemistry their is no Chemistry
If their is no Teaching Chemistry their is no Chemistry
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INTRODUC
TION-After the wide spread of the
systematization in various activities including, tourism, economy, security, education,
health, security …etc & ,-After globalization became a
reality that we live .-SATL became a must and
Chemical Education Reform (CER) has gained a great importance internationally.
- SATL is a new way of teaching and learning, based on the idea that nowadays everything is related to everything globally .
-Students shouldn't learn isolated facts (by heart), but they should be able to connect concepts and facts in an internally logical context.
Taagepera and Noori (2000) tracked the development of student’s conceptual understanding of organic chemistry during a one-year sophomore course. They found that the students knowledge base increased as expected,
but their cognitive organization of the knowledge was surprisingly weak .
The authors concluded that instructors should spend more time making effective connections, helping students to construct a knowledge space based on general principles.
Fahmy,A.F.M.(Egypt),andLagowski,J.J.(USA)(1998) Suggested an educational process based on the application of “Systemics” named (SATL).
SATL-in Heterocyclic Chemistry was experimented successfully on the third year major chemistry students at Ain Shams University( 2004).
The result of the final exam: shows that students taught systemically improved their scores significantly after being taught by using SATL techniques.
Table 1: Percentage increase in student scores.
Percent increase in student scores
Before intervention
After intervention
Linear questions 37.32 % 49.53 %
Systemic questions 21.19% 90.29%
Total 32.52% 69.1%
These results are statistically significant at the 0.01 level.
Difficulties in Learning Heterocyclic Chemistry By Traditional Methods
HC can appear unattractive to some students and they find
the following difficulties in learning:
1) To Remember the structural formulas of
heterocycles and
chemical properties related to this structure.
2) To understand the systemic effect of
heteroatom on the
reactivity of both heterocycles and their
functional groups.
3) To follow up the theoretical bases connected
to the complexity of Heterocycles.
4) To synthesize systemic chemical relations
between
compounds of the same or different
heterocycles.
5) To understand the importance of heterocycles
in their life's.
6) To Design Synthesis of new target
heterocycles via RSA.
7) Fears of the subject can then be compounded
by the complexity of heterocycles.
- SATL helps learners in obtaining a deeper learning experience, improve their understanding, enhance their systemic thinking, and increasing their enthusiasm for learning HC.
- SATL, will help students to understand interrelationships between concepts in a greater context and help them to build new systemic relations between hetrocyclic systems.
- SATL Helps teachers to teach and learners to learn.
Why Systemic Approach to Teaching and Learning ?
- SATL helps students in the development of their mental framework with higher level of cognitive processes such as analysis and synthesis.
What is the meaning of SATL? - SATL Means arrangement of concepts
or issues through an interacting systems in which all relationships between concepts and issues are made, clear up in front, of the teachers and learners.Fig: 1a
LAconcept concept concept concept concept concept concept concept
Fig: 1bSA
concept concept
concept concept
concept concept
concept concept
Systemic Teaching Strategy:[STS]
- we started teaching of any unit by Systemic diagram (SD0) that has determined the starting point of the unit, and we ended with a final systemic diagram (SDf) and between both we crossover several Systemics.
SD
0SD
f
SD
2
SD
1
Fig (2): Systemic teaching strategy
C-Heteroatom: [(Z) = NH, O, S]
D-Substituents:[(G) = R, - CH2 - X, - X, -CH2 - OH - NH2, - CHO, - COR, - COOH]
GA-Reactivity of the Nucleus
B-Reactivity of the Substituents
Z
SATL-HC
]STS[
Five Membered Heterocylic Compounds with One Heteroatom
[ e.g:Pyrrole ]
Five Membered Heterocylic Compounds with One Heteroatom
[ e.g:Pyrrole ] We can teach pyrrole in the general frame of five membered heterocycles with one heteroatoms. The students build up with their teachers the following systemic [SD1;Fig.3]. Z CHO
Z RZ CO2HZ
Z
O
OZ
O
Z N2Ph
Z NO2
ZBr
Z SO3H
Z COCH3
Oxidation
Wolff/Kishener
reducation
DMF/ POCl3
Z = NH, O (heat)Z = S (Cu/quinoline)
anhydride(Z = O,S)
Maletic
red. (Z = O, NH)
Wolff/Kishner red.
R = Et.
Z = NH, (RMgX)(Z = O,S) alkene/
HPO4
Z = NH,
i) CH3CONR2/POCl3
ii) aq Na OAc
Z = NH (NBS)Z = O Br2/dioxanZ = S Br2/ AcOH
Z = NH, O, C6H5N-SO3
Z = S H2SO4
Z = NH, O, SAcONO2/
Ac2O
PhN2
Z = NH
+
(1)
(2)
(3)
(4)(5)
??
?
?
?
SD1
HN
HN
N
HN
HN
HN
NH
HN
R=CH3
(1)
(3)CHO
Cl
?
?ReductionOxid.
R=CH3baseHCHO
130ocbaseCHCl3/
i)DMF/POCl3
ii) aq.Na2CO3
RMgX
(2)(4)
(5)
Ac2O,-10oc
AcONO2
+PhN2
N2Ph
heat200oC
(8)
?
?
?
?
R
CH2OH
NO2
Br
SO3H
COR`
i) R`CONR2/POCl3
ii) NaOAc
i) C6H5NSO3
ii) HCl
?
H
?
HN
NH
CO2NH
4
CH2Cl2/
CH3Li(NH4)2CO3
N COOH
NBS/THF
(6)
(7)
+ -
N
N
Wolff/ Kishner
red.
SD 2SD 2
-The student convert SD1-SD2 BY replacing Z with NH to show the known chemical relations between pyrrole and its related compounds.-In SD2 We have the unknown chemical
relations between pyrrole compounds (1-8), and should be clarified during the study of pyrrole compounds.
The students can modify (SD 2 to SD 3) by adding chemical relations
(1 – 8).This is the SDf of Pyrrole study.
HN
HN
HN
HN
NH
HN
CHOCl
Oxid
CH2O/
NaOH
baseCHCl3/
AlkylationRMgx
Wolff-kishner
red.
Nitration
Ac2O-10C
AcONO2
+PhN2
R = CH3
Oxid., chromic acid
heat200c
CH2OH
NO2
SO3H
i) R`CONR2/POCl3
ii) aq. Na2CO3
i) C6H5NSO3
ii) HCl
aq. alkaline KMnO4
i) DMF/poCl3;
ii) aq Na2 CO3
HN
HN
(NH4)2CO3
hydroCO2NH4
NH
COR`
HN CHBr2
Diborane
R=CH3 NBS,CHCl3refulx
R=CH3
(R= CH3) hydrolysis
H2/PdR= CH3
NaBH4
HN
HN
HN
Ag2CO3/CeliteLTA/AcOH,
PhN2
CO2H
N2Ph NBS/THF
bromination
Br
CH2Cl2 / CH3Li
150-200C
NN
H2-Rany Ni
R
KMnO4
Vap.
Phase
decarbonylation
SD 3SD 3
+
NH
G
-The aim of the systemic assessment of learners is
-to introduce an efficient evaluation of the systemic- oriented objectives of the [SATL-Heterocyclic Chemistry] model.
- -SA is an effective tool for assessing students meaningful understanding of heterocyclic chemistry topics in the tertiary level.
SA To Assess Student Achievement
in Heterocyclic Chemistry
Why Systemic Assessment [SA]?
SA is a highly effective new assessment strategy raising the level of students academic achievements,
SA enhances systemic thinking.
SA enhances the student ability to correlate between concepts with a reduced working memory.
SA strategy converts assessment from linear bothering exams to enjoyable puzzle games by playing with systemic assessment diagrams. This will reduce exam anxiety .
SA will convert students from surface to deep learning .
Linear Assessment in Heterocyclic Chemistry [LAHC] [eg;Thiophene
chemistry]Q:Completet the following equations:
In the LA we ask our students linear questions.
Eg:In this question we assess our students in the memory learning level in which the student may complete the 6-equations from his memory as separated chemical relations. But however, he couldn’t synthesize the chemical relations between Thiophene, and its related compounds and the chemical relations between Thiophene compounds .
SS Li
BunLi (a)
SS CH3
i) B(CH3)3(b)
Li
ii) I2
SS CH3
[Zn[Hg] (c)
CHO
HCl
SS COOH
K2Cr2O7(d)
CHO
conc. H2SO4
SS
Cu/quinoline (e)
COOH
SS
(f)
CH3COOH
CO(OAc)2
9,10-dibromoanthracene
..
Systemic Assessment in Heterocyclic Chemistry [SAHC]
[ eg; Thiophene chemistry]
Conc. H2SO4
BunLi
CO(OAc)2
S
S COOH
S Li
S CHO
S CH3
Cu-Quinoline
B(CH3)3/I2
[Zn/Hg]/HClK2Cr2O7
(1)
(2)
(3)
(4)
(5)
9,10-dibromoanthracene
(6)
i) CO2
ii) H+
(7)i) DMF/POCl3
(8)
ii) NaOAc
-Draw pentagonal systemic diagram illustrating the possible chemical relations between Thiophene compounds in the chemical equations (1-6)
-We assess our student at the synthesis learning level by answering the systemic synthesis question [SSynQ] of the Thiophene compounds and he discovers two other new chemical relations between compounds(7, 8).
Types of SA QUESTION
Types of SA QUESTIONWe will illustrate five types of Systemic
Assessment Questions, used in Systemic Objective Test (SOT ).
1-Systemic Multiple Choice Questions
(SMCQs).
2-Systemic True False Questions
(STFQs).
3-Systemic Matching Questions (SMQs).
4-Systemic Sequencing Questions
(SSQs).
5-Systemic Synthesis Questions
(SSynQ,s).
Type [1]:Systemic Multiple Choice Questions
[SMCQs]
(SMCQs) are choose of one
systemic from a list of possible
systemics.
Each systemic represents at
least three chemical relations
between three heterocyclic
compounds.
Put () in front of the correct systemic diagram :
(a)(b)
( )( )(c)(d)
( )( )
O
O SO3HO Br
H2SO4
i) C6H5NSO3
ii) HClBr2
Dioxane (0oC)
O
O SO3HO Br
H2SO4
i) C6H5NSO3
ii) HClNBS
O
OO
H2SO4
i) C6H5NSO3H
ii) HClNBS
SO3HBr
O
O SO3HO Br
H2SO4
i) C6H5NSO3
ii) HClBr2 Dioxane
room temp.
Q1:
Answer: c ()
Q2:
A) a: ()
NH
NH
COOH NH
CHO
NH CHO
NH
NH
CH3
NH
NH
CH2OH NH
CHO
NH CO2H
NH NO2
NH
a)
i) DMF/ POCl3ii) aq. Na2CO3
(......................)
b)
(......................)
c)
(......................)
d)
(......................)
Vap. Phase
i) DMF/ POCl3ii) aq. Na2CO3
i) CH3MgBrii) hydro.
H2/Pd
i) DMF/ POCl3ii) aq. Na2CO3
aq. alk.KMnO4
heat 200oC
Nitration
Conc. HNO3H3SO4
heat 200oC
NaBH4
(a)
( )
(b)
( )
(CH2)6(NH2)4/alco.
S S CH2Cl
S CHO
K2Cr2O7
S COOHconc. H2SO4
CH2O/HCl
Cu/Quinoline
Cu/Quinoline aq KOH/heat
S S CH2Cl
S CHO
K2Cr2O7
S COOHconc. H2SO4
CH2O/HCl
Q3:
(c)
( )(d)
( )
CH2O/HCl
heat in water (CH2)6(NH2)4/alco.
S S CH2Cl
S CHO
K2Cr2O7/
S COOHconc. H2SO4
Cu/Quinoline (CH2)6(NH2)4/alco.
S S CH2Cl
S CHO
K2Cr2O7
S COOHconc. H2SO4
CH2Cl2
AlCl3
Answer: a ()
Q4:Ph3P
O
NH
OH OH
NH3
NH3
Cl2/H2Oa) ( )
PhCO3H
O
NH
OH NH2
NH3b)
H2SO4
KOH
( )
/
HNO3
LiAlH4
O
NH
Conc.H2SO4 /170oC
i) N3
ii) TSCl, H+
iii) B-
c)
NOCl
CH3CH2OH
( )
Ph3P
O
NH
NH2 OH
NOClNH3d)
i) H2SO4
ii)KOH/ 170oC
( )
Answer: C ()
Type[2]: Systemic True False
Questions
(STFQs)
(STFQs) require a student to
assess whether a systemic is true
or false. This means that the
student assess systemic relations
between concepts, rather than
concepts.
Q1:Which of the following systemics are true and which are false:
NH
CHO
NH
NH
COOH
heat in boiling water
Oxid
60%
aq. KOH/100oC
O
CH2O/CHCl3
100oCO
CH2Cl
O
reduction
O
CH3CHO
reductioni) DMF/POCl3ii) aq. Na2CO3
(a)
(b)
( )
( )
S
NH3
NH
O
NH3H2S
BunLi
Zn/HCl
O OLi
EtI
OC2H5
OCOCH3
AcOH/H2SO4
(c)
(d) ( )
( )
Answer: a ()-b (X) – c (x)-d ( X)
Q2) Which of the following systemics are true and which are false:
NH
NH
COOH NH
CHO
( )
i) DMF/ POCl3
ii) aq. Na2CO3
heat 100oC
aq. alk.KMnO4
NH
CHO
NH N
HCH3
( )
i) DMF/ POCl3
ii) aq. Na2CO3
Wolff.kishner
red
i) CH3 MgBrii) hydro.
a) b)
A) a: (x); b: () c: (x); d: ()
NH CO2H
NH
N2Ph NH
( )
heat 100oC
NH
CHO
NH
NH
CH2OH
( )
i) DMF/ POCl3
ii) aq. Na2CO3
i) CH2O/ii) NaOH
NaBH4
PhN2
+
PhN2
+
d)c)
Q3: Which of the following systemics are true and which are false:
O
O Br O SO3H
a) ( )
i) C6H5NSO3
ii) HCl
Br2/ dioxan -5oC
H2SO4
O CO2H
O NO2 O
b) ( )
i) AcONO2
ii) Pyridine heat200oC
HNO3
O COCH3
OO CH2
CH3
c ( ) d) ( )
Ac2O,SnCl4
i) BunLiii) CH3CH2I
Wolffkishner
red.
O CH3
O CHO O CH2OH
K2Cr2O7/H2SO4
NaBH4
H2/Ni-CO
A ) a: (); b: (x) c: (); d: (x)
Q4: Which of the following systemics are true and which are false:
a) ( )
NH2
NH2N
SeO2/HCl
N
NSe
N(92%)
N
NSe
N
DDQ.Na2 CO3
(48%)
RaNiN2H4
(77%)
NH2
NH2NH
AcCl/Pyridine
Ac Ac
Ac
Answer: True systemics are (b, d, f) ()
i) DMF, POCl3
ii) ACONa
OxidK2Cr2O7/
Conc. H2SO4
( )Cu/ QuinolineD
S
S CHOS
COOH
b) PhCO3H
Ph3P
Thioure
S
O
c) ( )
( )
NH
OS
NH3
SH2
NH3d) ( )
O
ACOCl
ClHe)
Cl OHCl OAc
aq. KOH-10oC
NaBH4
( )H2/Ni-Co
O CH3
O CH2OHO CHO
f)K2Cr2O7/
H2SO4
PhBBr2
( )h)H2Sn(CH3)2
Sn
PhPh
PhPh
CH3CH3
B
PhPh
PhPh
Ph
PhPh
PhPh LiLi
PhBBr2
Type[3]:Systemic Sequencing
Questions
(SSQs)
SQs: Sequencing questions require the student to position Molecule, or text or graphic objects in a given sequence.
(SSQs): require the student to position Molecule , or text or graphic objects in a given systemic sequence.
Q) Arrange the following heterocyclic compounds in the right
places in the following (SD):NH
,,NH
CHO CH3NH
N,
HCOOH N
HNO2
,
Example:
CH3 MgX
LTA/ AcOH
Oxidalk. KMnO4
........ ........
........
................
........
........Chromic acid
Heat 200C
NH
CH3NH
NH
CHONH
COOH
NH
NO2
CH3MgX
H2/PdLTA/AcOH
Oixdalk. KMnO4
Chromicacid
heat200oC
ACONO2
Nitration
(A)
Type[4]:Systemic Matching Questions (SMQs)
Q1: Choose Heterocycles from Column (A) and Reaction Conditions from Column (C) to Construct the Systemic Diagrams in Column (B) :
(A)(B)(C)
CO(OAC)2
AcNO3
BuLi
DMF/POCl3, NaOAc
Cu/Quinoline, D
(CH3)3B/I2
CH3I/FeCl3
Zn[Hg]/HCl
CH2O/HCl
(CH2)6(NH2)4/alc.
P2S5
NH3 (hn)
K2Cr2O7/H2SO4
Heat 200C
HNO3 [conc.]
CH3MgBr, H2O
NaNO2/HCl
NaN3
S O NH
S O
NH
CHO CHO
CHO
S SCOOH Li
S OCH2Cl NO2
O SCOOH COOH
S NH
CH3 COOH
A1: Answers in a triangular systemic chemical relations:[ 4 different answers as examples]
NH3
(hSN
H
OP2S5
NH3/Al2O3
450oC
Oxid.SS
S i) DMF/POCl3heat
Cu/Quinoline
CHOCOOH
K2Cr2O7/H2SO4
ii) NaOAc
(CH2)6(NH2)4
SS
S
CH2O/HCli) DMF/POCl3
CH2ClCHOalco
ii) NaOAc
HNO3
OO
Oi) AcONO2heat
200oC
NO2COOH
ii) Pyridine
A2: Answers in a quadrilateral systemic chemical relations: [2 Different answers as examples]
S
S CHOS
S CH2Cl
(CH2)6(NH2)4
Cu-Quinoline
CH2O/HCl
heat
COOH
K2Cr2O7/
H2SO4
alco.
S
S CH3S
S Li
B(CH3)3/I2
Cu-Quinoline
BunLi
heat
COOH
Co(OAc)2
9,10-dibromoanthracene
A3: Answers in pentagonal systemic chemical relations: [2 Answers as examples]
Cu-Quinoline
K2Cr2O7/H2SO4
Leadtetra-acetate/
S
S Li
S CH3S CHO
S COOH
BunLi
B(CH3)3/I2
AcOH-heat
K2Cr2O7/H2SO4
CO(Ac)2
S
S Li
S CH3S COOH
S CHO
BunLi
B(CH3)3/I2
i) DMF/POCl3ii) NaOH
9,10-dibromoanthracene
(A)(B)(C)HNO2
PhCO2H
NH3
(i) H2SO4/ (ii) KOH
Ph3P
NOCl
O
NH
OHH2N
OHHO
Q2:Choose compounds from column (A) and reaction conditions from column (C) to build the systemic diagram in column (B):
Type[5]: Systemic Synthesis Questions
[SSynQs]
Synthesis of Triangular Systemic Chemical
Relations
TYPE: 5-A
Requires student to synthesize systemic chemical relations
between concepts, facts, ,atoms or molecules,
Q1 – Draw triangular systemic diagram illustrating the systemic chemical relations between thiophene and the following related compounds:
S S COOH S Li
S
O COOH S CHO
K2CrO7
Conc. H2SO4
Cu/ Quinoline
i) DMF/POCl3ii) NaOAc
A1
Q2: Draw triangular systemic diagram illustrating the systemic chemical relations between the following five membered heterocyclic compounds:
S O CH3 N CH3CH3H3C H3C
CH3
H3C
CH3NH2
(h S CH3H3CN CH3
CH3
H3C
O CH3H3C
P2S5
CH3NH2
(h
A2:
Q3: Draw systemic diagram illustrating the systemic chemical relations between the following compounds:
O O
Cl
HO OH Cl OH
HO OH
O
Cl
OCl OH
H2O
HCl
Hydrolysis(CH3)3CCOCl/(h
A3:
Q4: Draw systemic diagram illustrating the systemic chemical relations between the following compounds:
S CH3H3C O CH3H3CO CH3H3C O N CH3H3C
CH3
P2S5
O CH3H3C O S CH3H3C
N CH3H3C
CH3
O CH3H3C
CH3NH2
(h)P2O5
CH3NH2
(h)
A4:
Q5: Draw systemic diagram illustrating the possible chemical relations between furan and the following related compounds
O, ,,
O CO2HOO Br COOHBr
A5:O O
Br2
Cu/quinoline
heat200oc
COOH
Br2 / dioxan-5oC
OO Br
BrCOOH
Q6: Draw systemic diagram illustrating the systemic chemical relations between the following compounds:
CH3MgBr
alk. KMnO4/
hydrolysis
NBS/CHCl3reflux
NH
CH3
NH
CHBr2
NH
CHONH
COOH
NH
oxidation
(200oC)
NH
CHO NH
CHBr2 NH
NH
COOH NH
CH3
A6:
Q7: Draw systemic diagram illustrating the systemic chemical relations between pyrrole and the following related compounds:
red.
Curtius Rearrang.
NH
COOH
NH
CON3
NH
NH2NH
NO2
NH
Pd-C/H2
NH
COCl
NaN3heat (200oC)
AcONO3/Ac2O
SOCl2
Pyridine
A7:
NH
NH
COCl NH
NH
CON3 NH
COOHNH2 NH
NO2
Open Synthesis Of Systemic
Chemical Relations
• Draw systemic diagrams illustrating the systemic chemical relations between any :– Four heterocyclic compounds.– Five heterocyclic compounds.– Six heterocyclic compounds.
Type 5-D:
By using Systemic Assessment in Heterocyclic Chemistry, We Expect from Our Students:
- Making maximum connections between different heterocycles, and their applications.
- View heterocyclic chemistry from a more global perspective.
- View the pattern of pure and applied heterocyclic chemistry rather than synthesis and reactions of heterocycles.
- Systemic solutions of any chemical problems in heterocyclic chemistry (Analytic, Synthetic).
- Synthesize the given target heterocyclic compound by making use of different synthetic strategies.
SUMMARY: In the linear classical approach we
teach & assess heterocyclic chemistry as separate chemical reactions of the rings and the relationships between heterocyclic compounds are ambiguous; however in SATL-HC the students are able to do the the following chemical transformations:
1- Heterocycles to another heterocycles in a direct pathway:Het. Another
Het.Z Z
O SThiourea
O S
SH2
RNH2/
hvN
R
CH2Cl2/
baseNH
N
N
2,3-Pyridyne
O
aq N2H4
130oCNH
NN
N
Examples:
S
2- Three-membered to four-membered heterocycles via
aliphatic compounds and vis versa:
Aliphatic Compound
Z
Z
To ToO
O
Ph3P H2CO/
H+e.g:
Aliphatic Compound
Z
ZX
ToTo
To
O
NH
O
NR
Ph CO3H
RN3,
e.g:
3- Heterocyclic derivative to another hetercyclic derivative:
X
G
X
YHet. Het.
Example:
Z Br
H2SO4
Z SO3H
H2SO4
Z COCH3
(Z = O, S)
4- Aliphatic compound to another aliphatic compound
via heterocycle:Aliphatic
compoundAliphatic
compoundToTo
X
OH Cl
OHO
NH3
OH NH2
SR
S S R
Red.ii) BR3
i) Bun-Li
RanyNi
5- Heterocycles to homocycles:X
Het. HO
S
Benzynee.g.
O
O
CH3CH3
OH
OHCH3
KOH
O O R
RR RC C
R = (Si (CH3)3)
6- Design synthesis of any target heterocyclic system via
Retro-Synthesitic Analysis[RSA]: Synthesis of [IMIDES]
R.S.A. Decomposition
Synthesis
N
O
O
Ar
N
O
O
Ar
: Al Cl3
+
O Al Cl3
N
O
Ar
+
O
N
O
Ar
Al Cl3/
O Al Cl3
N
O
Ar
+
N
O
O
Ar
Al Cl3
+
ClH
Conclusion:
After the experimentation of SATLHC in Egypt we reached to the following conclusions:
1) SATLHC improved the students ability to view (HC) from a more global perspective.
2) SATLHC helps the students to develop their own mental framework at higher-level cognitive processes (application, analysis, and synthesis).
3) SATLHC increases students ability & enthusiasm to learn HC in a greater context.
5) SATLHC increases the ability of students to think systemically.
6) SATLHC enhances the students mental skills towards building
target heterocyclic systems via Retro-Synthetic Analysis.
4)SATLHC help students to view the pattern of pure and applied heterocyclic
- chemistry rather than synthesis and reactions of heterocycles.
Research Group
Research Group
Prof. Dr. Hashem A. F. (Egypt)
Prof. Dr. El-Shahat, M. T. (Egypt)
Prof.Dr. Medien, H( Egypt)
( Mrs. Said, A. (Egypt
Prof.Dr. Hamza, S. A. (Egypt)
Prof. Dr. Hanna, W. G. (USA)
Prof. Dr. Lagowski, J. J. (USA) (Founder)
Prof. Dr. Kandil, N. G. (Egypt)Prof. Dr. El-Hashash, M. (Egypt)
Prof. Dr. Abdel – Sabour, M. (Egypt)
References:(1) Taagepera, M.; Noori, S.; J. Chem. Educ. 2000, 77,
1224.(2) Fahmy, A. F. M.; Lagowsik. J. J.; J. Chem. Educ. 2003, 80, (9), 1078.(3) Fahmy, A. F. M., El-Shahaat, M. F., and Saied, A., International Workshop on SATLC, Cairo, Egypt, April (2003).(4) Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching and Learning Heterocyclic Chemistry”. Science Education Center, Cairo, Egypt (1999).(5) Fahmy, A. F. M.; Hamza M. S. A; Medien, H. A. A.; Hanna, W. G., M. Abedel-Sabour; and Lagowski; J. J.; Chinese J. Chem. Edu., 23 (12) 2002, 12, 17th IEEC, Beijing August (2002).
)6 (Fahm,A.F.M. and Lagowski ,J.J.;”Systemic assessment as a new tool for assessing
students learning In Chemistry using SATL” methods [I]:Systemic True False [STFQs]
and Systemic Sequencing [SSQs] Questions. AJCE. 2, (2)66-78(2012). “)7 ( .Fahmy ,A.F.Mand Lagowski, J.J;“Systemic Assessment as a new tool for assessing
students learning in chemistry using SATL-methods” [II] : Systemic Machining Questions[SMQ,s], Systemic Synthesis Questions[SSyn Q,s],
Systemic Analysis Questions[SAnQ,s],Systemic Synthetic/Analytic Questions[ SSyn-An Q,s] as new systemic Questions .
.AJCE 4 (4) 35-55 (2014)
“)7 (Fahmy ,A.F.M. and Lagowski, J.J;“Systemic Assessment as a new tool for assessing students learning in chemistry using SATL-methods” [II] :
Systemic Machining Questions[SMQ,s], Systemic Synthesis Questions[SSyn Q,s], Systemic Analysis Questions[SAnQ,s],Systemic Synthetic/Analytic Questions[ SSyn-An Q,s]
as new systemic Questions . AJCE 4 (4) 35-55 (2014).