| The purpose of this diagnostic test is to help determine if you are enrolled in the appropriate chemistry course. There is little more frustrating for a student to discover that he or she has, as the trite phrase goes, bitten off more than he (or she) can chew. It is equally frustrating for a student to discover that he or she is enrolled in a class that is little more than a review of information he or she already knows. Be assured that it can be equally frustrating for the instructor. The results of this test do not count toward the final grade in any course you might take. Please contact the Chemistry Department immediately, if you have any questions, comments, concerns, or problems about this diagnostic test! Many researchers have investigated the effects of students' prior knowledge upon learning chemistry, for example, the tenacity of alternative conceptions. Knowledge about learning also shapes students' learning of chemistry. This test is taken from an article published by Nathaniel Grove, and Stacey Lowery-Bretz in the the Journal of Chemical Education (84:99, 1524-1529,
American Chemical Society, Division of Chemical Education, 2007).
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