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? Could just ask for numeric answer Ans = 4.5/90 = 0.05Amps Then Must make sure it is unambiguous how to answer. e.g   0.05 Amps   0.05 A   5.0 * 10E-2 A   mA 30  A C B1.5V

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

12 V 100 ohms 200 ohms 100 ohms 300 ohms A B C I1I1 I2I2 I3I3 I4I4 We could also ask formative questions. 1.What is V AC ? 2.What is resistance of upper loop between A and C? 3.What is I 1 ? 4.What is effective resistance between BC? 5.What is effective resistance of lower loop A to C? 6.What is V AC 7.What is V BC ? 8.What is resistance of upper loop B to C? 9.What is I 3 ? (or we might miss 8 on the basis of 1-3 above) We could ask a straight numeric question such as "What is I 1 ?" "What is I 3 ?" These would be summative questions.