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

excellent chemistry research

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[

A list of SATLC materials were

produced in Egypt

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:

Synthesis of Quadrilateral Systemic

Chemical Relations

TYPE 5-B

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

Synthesis of Pentagonal Systemic Chemical Relations

TYPE 5-C

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:

Synthesis of Hexagonal Systemic

Chemical Relations

Type 5-D

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).

THAK YOU FOR YOUR

ATTENTION